教案3.docx

1、教案3 教 案 系 别 外国语言文学系 课程名称 现代大学英语（3）授 课 人 孙英丽 授课时间 2011.09-2011.11授课对象外语系英教1001z,1002z班时间安排12/h章节名称Lesson 1 Your college years教学目的ObjectivesTo arouse the students interests for the topic of this unit and to make them take part in the language learning activities on their own initiativeTo let students

2、reflect on their own experiences of college life learning and identify the problems exists in the college lifeTo let students learn the important new words and expressions To let students master the writing skills: Antithesis, Developing paragraphs by examplesTo let students master the grammar: Obje

3、ct.教学重点及突出方法Emphasis is placed on: topic understandingimproving the students reading ability.Approaches: further students understanding of the in-class passage by analyzing the role of words, phrases, connectors, sentences and paragraphs in the passage.introduce the formative evaluation methods to r

4、eading teaching难点及突出方法Difficulty in teaching: While meeting new English words, students are more likely to look them up in the dictionary instead of trying to figure out their meaning by reading through the context.Approach: Shift their focus from separate words to the context.相关内容素材Materialsin-clas

5、s reading passageafter-class reading passagesproverbs from internetaudio-visual materialssimulated test of CET-4教学过程教师授课思路、设问及讲解要点（2 hours）I. Word Study1. affectionn. a gentle feeling of love and caringeg. Every mother has/feels affection toward her children.2. affirm v. to declare (usually again) p

6、ositively; to strengthen beliefs, ideas, or feelings eg. affirm ones judgment/innocence 3. capability n. the natural ability, skill, or power that makes you able to do sth. eg. He has the capabilities of solving/to solve practical problems.4. contribute v. a. to join with others in giving help, mone

7、y, etc. b. to help to cause or produceeg. contribute food and clothing for the refugeescontribute to the Red Cross5. counsel v. (fml.) to advise n. advice; opinion; suggestioneg. counsel an early start/patience He counseled their giving up/to give up the plan6. distinct a. a. clearly different or be

8、longing to a different type b. easily seen, understood; plaineg. Silk is distinct from rayon.They are similar in form but distinct in kind.7. endeavor v. (fml.) to try very hardn. (fml.) effort; attempteg. He endeavored to calm himself down but in vain.His endeavors to persuade her to go with him fa

9、iled. 8. ethical a. connected with principles of what is right and what is wrongeg. an ethical principle9. excessivea. much more than is reasonable or necessaryeg. excessive rainfall10. observev. a. to see or notice; to watch carefully b. to say by way of comment eg. They observed the stars.Some sci

10、entists observed that global warming is not only related to human activities.11. perceivev. (fml.) to become aware of, esp. through the eyes or the mind eg. He gradually perceived that language and culture cant be separated.12. shrink v. a. to make or become smaller, esp. through wetting b. move bac

11、k; show unwillingness to do sth.eg. Will this shirt shrink in the wash?A shy man shrinks from meeting strangers. II. Warm-up 1. As a sophomore, what is your general impression of college?many opportunities for one to explore the unknownexperiencing a lotmaking lifelong friendsenjoying various kinds

12、of activitiesdeveloping ones personal interestsmeeting outstanding scholarskeeping a good balance and laying a solid foundation the golden time in ones life2. Have you experienced anything different from your middle school life?being far away from home living with othersbecoming independenttaking ca

13、re of oneselfhandling ones own financemaking ones own decisions changes are occurring3. Whats your purpose of receiving a college education? to get and keep a good job to earn more money to get a good start in lifeto fully develop oneselfto contribute more to the societya sound investment that is wo

14、rth every penny 4. Have you had any psychological problems ever since you entered college?Loneliness, confusion, frustration, jealousy, a sense of inferiority, feeling pressure.（2 hours）III. Background information1. AuthorA. Bob Hartman was born in Pittsburgh, the United States, and moved to England

15、 in the summer of 2000. He has been working as a storyteller for children for more than a decade and is a part-time pastor. B. Erik H. Erickson (19021994), was a German-born American psychoanalyst whose writings on social psychology, individual identity, and the interactions of psychology with histo

16、ry, politics, and culture influenced professional approaches to psychosocial problems and attracted much popular interest. He was most famous for his work on refining and expanding Freuds theory of developmental stages.2. Ericksons Theory of Developmental Stages Basic Theory: Babies are born with so

17、me basic capabilities and distinct temperaments. But they go through dramatic changes on the way to adulthood and old age. According to psychologist Erik H. Erikson, each individual passes through eight developmental stages Each developmental stage is characterized by a different psychological crisi

18、s, which must be resolved by the individual before the individual can move on to the next stage. If the person copes with a particular crisis in a maladaptive manner, the outcome will be more struggles with that issue later in life. To Erikson, the sequence of the stages are set by nature. It is wit

19、hin the set limits that nurture works its ways.IV. Text Appreciation 1. Theme of the text College is designed to be a time of changes for students. Threatening the changes may be, they contribute to young adults growth and maturity. College students are experiencing a lot. Not only are they being in

20、troduced to new people and new knowledge, but they are also acquiring new ways of assembling and processing information. They are also proudly growing in their understanding of themselves, others and the world.2. Structure of the textPart 1 (1) Many key changes happen to college students during thei

21、r college yearsPart 2 (2-9) The key changes involve the following: identity crisis, the independence/dependence struggle, establishment of sexual identity, affection giving and receiving, internalization of religious faith, values and morals, development of new ways to organize and use knowledge, a

22、new understanding of the world and himself/herselfPart 3 (10) Conclusion.（2 hours）V. Text Analysis1. Question: How do college students go through an identity crisis at college? What factors may influence identity? (Para 2)Answer: Students endeavor to find out who they are and what their strengths an

23、d weaknesses are. They want to know how other people perceive themselves as well. Identity may be influenced by genes, environment and opportunities.2. In fact, it may be heightened by their choice to pursue a college education Question: What does “it” refer to here? (Para3) Answer: “it” refers to t

24、he independence/dependence struggle. Into the later adolescence stage, young adults tend to become less dependent on, even independent from their parents. For those who choose to enter the work world, they may become financially independent from their parents, while for others entering into college,

25、 the struggle seems stronger for they still need their parents support, say for money. 3. Question: According to Jeffery A. Hoffmans observation, there are four distinct aspects to psychological separation from ones parents. What are they? How do you understand them? (Para 4)Answer: (1). Functional

26、independence. (2). Attitudinal independence. (3). Emotional independence. (4). Freedom from “excessive guilt, anxiety, mistrust, responsibility, inhibition, resentment, and anger in relation to the mother and father.”4. Question: What may be one of the most stressful matters college students experie

27、nce according to the author? How do you understand it? (Para5)Answer: Establishing their sexual identity. It includes relating to the opposite sex and projecting their future roles as men or women.（2 hours）5. I was relating to my father in a different way. (Para6) Question: What are the differences

28、between the ways “I” related to “my” father in the past and at present? What type of change does the example reflect?Answer: In the past “I” was encouraged by “my” father; now “I” was encouraging him.The example reflects the change that college students are learning how to give and receive affection

29、 in the adult world.6. These religious, moral, and ethical values that are set during the college years often last a lifetime (Para7) Question: What makes it possible for these values to last a lifetime? Answer: During college years, the young adults have the opportunity to decide for themselves wha

30、t beliefs, values, and morals they are going to accept. These values are inclined to be internalized.7. Question: What are the significance about the college academic life according to (paragraph 8)?Answer: College academic life is a challenge. All students should be aware of how they react to new k

31、nowledge and new ways of learning, how they process the knowledge presented to them, and how they organize this knowledge.8. Question: How do college students become world citizens? (Para9)Answer: At college, the young adults have good chances to meet people from different cultures. By interacting with them, they are introduced to new ways of life. They begin to understand life in different ways. By doing these, they experience a new understanding of the world and themselves.（2 hours）VI. Writing Devices 1. Antithesiseg . These are exciting times yet fru