现代大学英语精读第3册教案

1、CONTEMPORARYCOLLEGEENGLISH-BOOK3Thetitleofteaching:UNIT1YourCollegeYearsPeriodoftheteachingioclassesObjectives:1. Toexpandbasicvocabularyandexpressions2. Toappreciatethethemeofthetext3. ToknowaboutsomebackgroundinformationaboutEricHEricksonsDevelopmentalStages.4. Toreviewthegrammaticalknowledgeabout

2、theconjunctionwhileandtolearntouseparallelism.Keypoints:1. Languagestudyandexpressions2. Backgroundinformation3. WordBuilding:de-,pro-,-ject,-volve,-ogy.4. ParaphrasesofdifficultsentencesDifficultpoints:1. waysofexpressingtheobject2. Writingdevices:antithesis3. Thecorrespondinginformationaboutthetex

3、tMethodsofteaching:1. Interactiveteachingmethod2. CommunicativeTeachingmethodTeachingprocedures:PartIWarm-upI. Warm-upQuestions1. Asasophomore,whatisyourgeneralimpressionofcollege?manyopportunitiesforonetoexploretheunknownexperiencingalotkeepingagoodbalanceandlayingasolidfoundationthegoldentimeinone

4、life's2. Haveyouexperiencedanythingdifferentfromyourmiddleschoollife?beingfarawayfromhomelivingwithothersbecomingindependentchangesareoccurring3. What'syourpurposeofreceivingacollegeeducation?togetandkeepagoodjobtoearnmoremoneytogetagoodstartinlifeasoundinvestmentthatiswortheverypenny.4. Hav

5、eyouhadanypsychologicalproblemseversinceyouenteredcollege?lonelinessconfusionfrustrationpsychologicalproblemsaboundoncampusII. MythsandFactsRegardingCollegeExperienceCollegeyearsaretimesofsignificanttransitionandchallengeforanindividual.Transitionsimplymeanschange.Higherlevelsofanxietyarealwaysexper

6、iencedbypeoplewhoareinastateoftransitionregardlessofwhetherthechangeisperceivedasgoodorbad.Thefollowingaresomeofthemythsvs.thefactsregardingcollegeexperience.Myth1:CollegeYearsAretheBestYearsofOne'sLifeFact1:Whilecollegeyearsarememorableandenjoyable,theycanalsobeamongthemoststressfulandanxiousti

7、mes.Oneisfacedwithconstantevaluationfromhisprofessors.Personalandparentalexpectationsarealwaysonhismind.Financialstressisoftenawayoflife.Careerdecisions,variousrelationshipsandthemovetowardindependencearealsocommonissues.Makingthesethebestyearsofone'sfeinvolvesdevelopinganapproachthatisproactive

8、andincludesasupportnetwork.Myth2:Studentsexperiencingstressoranxietyareunpreparedtohandletherigorsofcollege.Fact2:Collegeanduniversityenvironmentsaredesignedtobechallengingacademically,personallyandsocially.Stressandanxiety,amongotheremotions,arenaturalby-productsoftheacceleratedpaceoflearningandgro

9、wth.Itisnotamatterofwhetherornotweexperiencetheseunpleasantfeelingsbutrather,amatterofhowwemanagetheseemotions.Myth3:Agoodstudentdoesnotneedassistanceduringhis/hercollegeexperience.Fact3:Manystudentscometocollegewiththebeliefthattoaskforhelpisasuresignofinadequacy.Infact,nothingcouldbefartherfromthe

10、truth.Yourcollegeoruniversityhasanabundanceofresourcesavailabletoyou,forwhichyouarepayingthroughtuitionorfees.Sobecomefamiliarwithandmakeuseofthecampusresources,especiallywhenyouneedassistance.Myth4:Iamtheonlyonethatdoesn'thaveitall.Fact4:Asyouwalkoncampusandobserveotherstudents,itappearsthateve

11、ryoneelseissosureofhimself.Everyoneelsehasfriends.Everyoneelsehasdirection.Everyoneelseisconfident.Everyoneelseiswithouttroublesorhassles.Thismisperceptioniscommonamongcollegestudents.Ithasitsrootsinoneofourmorepowerfulsocialnorms.Weallweara'publicmask'toprotectacertainsocialimage.This'p

12、ublicmask'communicatesasenseofself-assurednesstothosewithwhomwecomeincontact.Itoftenbeliestheinnerturmoilthatweallexperiencefromtimetotime.Theabovearejustsomeofthemythsversusfactsconcerningcollegeexperiences.Canyouthinkofanyothermyths?Haveadiscussionwithyourclassmatesabouttheirtruths.III. OnSeas

13、onsinCollegeTherearefourseasonsinayear,whichmakethedaysdistinctiveandexciting.Metaphorically,therearefourseasonsinone'scollegeyearsrepresentingdifferentaspectsofcollegelife,whichmakethedaysrewardingandunforgettable.Doyouagree?Ifso,whatdoyouthinkthefourseasonsrepresent?Shareyouropinions,please.Sp

14、ringistheseasonfornaturetorevive,togrowandtogetreadytoboom.Similarly,incollege,springistheseasonforyoutoacquireknowledge,todevelopyourselfandtolayasolidfoundationforthefuture.Itstheseasonofgrowth.Summeristheseasonforflowerstobloom,andit'stheseasonforyoutoenjoythegreatestpassioninnaturelove,lovef

15、romyourclassmates,fromyourteachersandfromyourromanceltistheseasonofaffection.Autumnisaseasonofharvestncollege.It'stheseasonforyoutoenjoywhatyouhaveachieved.Winteristheharshestseasonofthefour,whichpresentssomanydifficultiesandhardships.Likewise,noteverydayincollegeisfullofjoy.Youhavetomeetnewface

16、s,getadjusted,makedecisionsforyourself,befinanciallyandpsychologicallydependent,etc.Sowinteristheseasonofchange.Unpleasantasitmayseemtosomestudents,itissimplyinescapableandbeneficialtoone'sgrcmaturity.PartIIBackgroundInformationI. AuthorBobHartmanwasborninPittsburgh,theUnitedStates,andmovedtoEng

17、landinthesummerof2000.Hehasbeenworkingasastorytellerforchildrenformorethanadecadeandisapart-timepastor.AselectionofbooksbyBobHartmanII. ErikH.EriksonErikH.Erikson(19021994),wasaGerman-bornAmericanpsychoanalystwhosewritingsonsocialpsychology,individualidentity,andtheinteractionsofpsychologywithhistor

18、y,politics,andcultureinfluencedprofessionalapproachestopsychosocialproblemsandattractedmuchpopularinterest.HewasmostfamousforhisworkonrefiningandexpandingFreud'stheoryofdevelopmentsstages.MainbooksbyErikH.Erickson:III. Erickson'sDevelopmentalStagesBasicTheory:Babiesarebornwithsomebasiccapabi

19、litiesanddistincttemperaments.Buttheygothroughdramaticchangesonthewaytoadulthoodandoldage.AccordingtopsychologistErikH.Erikson,eachindividualpassesthrougheightdevelopmentalstages.Eachdevelopmentalstageischaracterizedbyadifferentpsychological"crisis",whichmustberesolvedbytheindividualbefore

20、theindividualcanmoveontothenextstage.Ifthepersoncopeswithaparticularcrisisinamaladaptivemanner,theoutcomewillbemorestruggleswiththatissuelaterinlife.ToErikson,thesequenceofthestagesaresetbynature.Itiswithinthesetlimitsthatnurtureworksitsways.Stage1InfantTrustvs.MistrustNeedsmaximumcomfortwithminimal

21、uncertaintytotrusthimself/herself,others,andtheenvironment.Stage2ToddlerAutonomyvs.ShameandDoubtWorkstomasterphysicalenvironmentwhilemaintainingself-esteem.Stage3PreschoolerInitiativevs.GuiltBeginstoinitiate,notimitate,activities;developsconscienceandsexualidentity.Stage4School-ageChildIndustryvs.In

22、feriorityTriestodevelopasenseofself-worthbyrefiningskills.Stage5AdolescentIdentityvs.RoleConfusionTriesintegratingmanyroles(child,sibling,student,athlete,worker)intoaself-imageunderrolemodelandpeerpressure.Stage6YoungAdultIntimacyvs.IsolationLearnstomakepersonalcommitmenttoanotherasspouse,parentorpa

23、rtner.Stage7Middle-AgeAdultGenerativityvs.StagnationSeekssatisfactionthroughproductivityincareer,family,andcivicinterests.Stage8OlderAdultIntegrityvs.DespairReviewslifeaccomplishments,dealswithlossandpreparesfordeath.PartIIITextAppreciationI.Textanalysis1. ThemeCollegeisdesignedtobeatimeofchangesfor

24、students.Threateningthechangesmaybe,theycontributetoyoungadults'growthandmaturity.Collegestudentsareexperiencingalot.Notonlyaretheybeingintroducedtonewpeopleandnewknowledge,buttheyarealsoacquiringnewwaysofassemblingandprocessinginformation.Theyarealsoproudlygrowingintheirunderstandingofthemselve

25、s,othersandtheworld.2. StructurePart1(para.1):Manykeychangeshappentocollegestudentsduringtheircollegeyears.Part2(paras.2-9):Thekeychangesinvolvethefollowing:identitycrisis,theindependence/dependencstruggle,establishmentofsexualidentity,affectiongivingandreceiving,internalizationofreligiousfaith,valu

26、esandmorals,developmentofnewwaystoorganizeanduseknowledge,anewunderstandingoftheworldandhimself/herself.Part3(para.10):Conclusion.Question1:Howdocollegestudentsgothroughanidentitycrisisatcollege?Whatfactorsmayinfluenceidentity?Studentsendeavortofindoutwhotheyareandwhattheirstrengthsandweaknessesare.

27、Theywanttoknowhowotherpeopleperceivethemselvesaswell.Identitymaybeinfluencedbygenes,environmentandopportunities.Question2:Infact,itmaybeheightenedbytheirchoicetopursueacollegeeducation.WhatdoesitIIrefertohere?Forreference:itIIreferstotheindependence/dependencestruggte.thelateradolescencestage,younga

28、dultstendtobecomelessdependenton,evenindependentfromtheirparents.Forthosewhochoosetoentertheworkworld,theymaybecomefinanciallyindependentfromtheirparents,whileforothersenteringintocollege,thestruggleseemsstrongerfortheystillneedtheirparents'support,sayformoney.Question3:AccordingtoJefferyA.Hoffm

29、an(observation,therearefourdistinctaspectstopsychologcalseparationfromone'sparents.Whatarethey?Howdoyouunderstandthem?1. Functionalindependence.2. Attitudinalindependence.3. Emotionalindependence.4. Freedomfromexcessiveguilt,anxiety,mistrust,responsibility,inhibition,resentment,andangerinrelatio

30、ntothemotherandfather.Question4:Whatmaybeoneofthemoststressfulmatterscollegestudentsexperienceaccordingtotheauthor?Howdoyouunderstandit?Establishingtheirsexualidentity.Itincludesrelatingtotheoppositesexandprojectingtheirfuturerolesasmenorwomen.Question5:Iwasrelatingtomyfatherinadifferentway.Whataret

31、hedifferencesbetweenthewaysIrelatedto-myfatherinthepastandatpresent?Whattypeofchangedoestheexamplereflect?InthepastIIIwasencouragedbymyllfather;nowIIIwasencourajTheexamplereflectsthechangethatcollegestudentsarelearninghowtogiveandreceiveaffectionintheadultworld.Question6:Thesereligious,moral,andethi

32、calvaluesthataresetduringthecollegeyearsoftenlastalifetime.Whatmakesitpossibleforthesevaluestolastalifetime?Duringcollegeyears,theyoungadultshavetheopportunitytodecideforthemselveswhatbeliefs,values,andmoralstheyaregoingtoaccept.Thesevaluesareinclinedtobeinternalized.Question7:Whatarethesignificance

33、aboutthecollegeacademiclifeaccordingtoparagraph8?Collegeacademiclifeisachallenge.Allstudentsshouldbeawareofhowtheyreacttonewknowledgeandnewwaysoflearning,howtheyprocesstheknowledgepresentedtothem,andhowtheyorganizethisknowledge.Question8:Howdocollegestudentsbecomeworldcitizens?Atcollege,theyoungadul

34、tshavegoodchancestomeetpeoplefromdifferentcultures.Byinteractingwiththem,theyareintroducedtonewwaysoflife.Theybegintounderstandlifeindifferentways.Bydoingthese,theyexperienceanewunderstandingoftheworldandthemselves.Part III. FurtherdiscussionWhatdoestheauthormeanbydevelopmentalchanges?Haveyouhadanyi

35、dentitycrisisyourself?Whatdoestheauthormeanbyindependence/dependencestruggle?Howcancollegestudentestablishtheirsexualidentity?Whatdoestheauthormeanbyinternalizingreligiousfaith,values,andmorals?Part IV. Assignment1. PrepareforthedictationofUnit12. AlltheexercisesafterTextA,unit13. PreviewUnit348CONT

36、EMPORARYCOLLEGEENGLISH-BOOK3Thetitleofteaching：UNIT2HowReadingChangedMyLifePeriodoftheteaching:10classesObjectives:1. Usethewordsandphrasesfreely2. Comprehendthetextstructure3. Understandtherhetoricalfeaturesofthetext4. HaveabetterunderstandingofthetextKeypoints:1. Theunderstandingofthecomplicatedse

37、ntences2. Importantlanguagepoints3. Translationexercises:C-EandE-CDifficultpoints:1. Criticalthinkingskills2. Textpatterns3. ThecorrespondinginformationaboutthetextMethodsofteaching:1. Interactiveteachingmethod2. CommunicativeTeachingmethodTeachingprocedures:PartIBackgroundinformationToday,fewpeople

38、willdenythatthewrittenwordseemsbeingquicklysupplantedbypictures,graphs,andsounds.Dopeoplestillread?Dothosewhostillreadgetanythingoutofit?Manypeoplearenowwondering.Itisofcourseanoverstatementthattraditionalreadingisdead.Butithasobviouslybeenlosingitsground.Manypeopletodayseemtobetoobusytodoanyreading

39、,andthosewhoareconsideredsuccessfuldonotseemtohavereadmuch,ifatall.Theshockingfactis,percentagewise,ourreadingpopulationisthelowestamongmajorpowers.Theessaywehaveheredealswiththisproblem.Itiswrittenbysomeonewhohassuchapassionfor,andtakessuchadelightin,traditionalreadingthatitmustdeserveourattention.

40、Part II. DetaileddiscussionofTEXT1) .asmallbutsatisfyingspreadofcenter-hallcolonials,oldroses,andquietroads.(para.1)Spread:n.ArangeoranareaoverwhichbuildingsspreadColonialshousesbuiltinthestyleofthe18hcenturyduringthecolonialperiodofAmericanhistory2) Wewalkedtoschool,wanderedwildinthesummer.(para.1)

41、Wanderwild:remindstudentsthattheadjective"wild"isusedhereasasubjectcomplement.3) Onepoemcommittedtomemoryingradeschoolsurvivesinmymind.(para.4)Paraphrase:IstillrememberonepoemIlearnedingradeschool.Commitsthtomemory:tostudysthcarefullysoastorememberitexactlyGradeschool:(AmE,old-fashioned)pr

42、imaryorelementaryschoolSurviveinmymind:Thisisnotacommonexpression.Itismorenaturaltosay"stillremaininmymind"or"Istillremember"4) Perhapsrestlessnessisanecessarycorollaryofdevotedliteracy.(para.5)Perhapsifapersonworksreallyhardatreadingandwriting,heorsheisboundtoberestless.5) There

43、waswaking,andtherewassleeping.Andthentherewerebooks.BetweenthetimeIwokeupandthetimeIwenttosleep,Iread.6) Ididnotreadfromasenseofsuperiority,oradvancement,orevenlearning.(para.9)Advancement:progressorimprovementinone'scareer7) ThereissomethingintheAmericancharacter.acertainhaleandheartinessthatis

44、suspiciousofreadingasanythingmorethanatoolforadvancement.(para.ll)Haleandhearty:healthyandstrongBesuspiciousofsb./sthofeelthatsb/sthcannotbetrusted8) Therealsoarose.akindofcareerismintheUnitedStatesthatsanctionreadingonlyiftherewassomepointtoit.(para.12)Careerism:thepracticeofseekingone'sprofess

45、ionaladvancementbyallpossiblemeansSanctiontoapproveofNote:thisworddeservesspecialcareasitcanhavediametricallymeaningsindifferentcontexts.Point:purpose;goal;advantage;reason9) Formanyjournalists,reading.wasmostoftencouchedasaseriesofproblemtobeaddressed.(para.13)Formanyjournalists,reading.wasusuallyd

46、iscussedasalotofproblemtoberesolved.Becouched(fml)tobeexpressedinaparticularway10) Gutenberginventedtheprintingpress(para.14)Printingpress:(here)aprintingmachine印刷机Note:theword"press"isoftenusedtomean,amongotherthings,newspaperingeneralasinphrasesliketheAmericanpress,apressconference,press

47、coverage.11) Afterthat,itbecamemoredifficultforonesmallgrouptolayanexclusiveclaimtobooks,toseizeandholdreadingastheirown.(para.14)Layclaimtosth:tostateofficiallythatyouhavearighttoownsthSeizeandholdsthtograspsthquicklyandforciblyandthenholditfirmly12) .wearewhattheworldofbooksisreallyabout.(para.15)

48、.wearereallythemostimportantpeopleintheworldofbooks.Bereally/allabout:usedforsayingwhatthemostbasicorimportantaspectofaparticularjob,activity,orrelationshipis,e.g.Loveandcare-that'swhatfamilyisallabout.Auniversitymustteachstudentshowtolive-that'swhatschoolsareallabout.13) Itwasstillintheequi

49、valentoftheclubchairsthatwefoundoneanother.(para.16)Westillfoundeachotherlikewedidwhenwewereyoung.Equivalent:sborsththathasthesamesize,value,importanceormeaningassborsthelse对应物；相等物Part III. ThethemeoftheTEXTThishighlyautobiographicalessaycanbedividedintothetraditionalthreepartswithabriefintroduction

50、andanequallybriefconclusion.Themajorpart,thebodyoftheessay,canbeconvenientlydividedintotwosections,thefirstofwhichdealswithherchildhoodexperiencesofreading:what,how,whysheread,andwhatshelearnedthroughreading.Thesecondsectiontacklesamorecomplicatedtopic:howshecontinuestoreadinanunfriendlyenvironmenti

51、nadulthood.Part IV. ThestructureoftheTEXTPart 1. Theintroduction(para.1)IgrewupinaquietneighborhoodwhereIdevelopedthehabitofreadingasasmallchild.Part 2. Thebody(para.2-15)A.Iwasanavidreaderthroughoutmychildhoodandadolescence.(para.2-9)1) Iwanderedtheworldandlearnedaboutpeoplethroughbooks.(para.2-4)2

52、) AsachildIpreferredreadingtoplayingoutdoorswithmypeers.(para.5-6)3) Throughbooks,Ialsolearnedaboutmyself,mywishesanddreams.(para.7-8)4) IreadbecauseIloveditmorethananythingelseintheworld.(para.9)B.Inmyadulthoodiremainanavidreaderinanunfavorableenvironment.(paras.10-15)1) itisbelievedreadingshouldse

53、rveausefulpurposeandaimlessreadingisdiscouraged.(paras.10-11)2) ReadingisbeingreplacedbyTVandthemovies.(paras.12-13)3) Thereadingpopulationhasbecomeaminoritygourp.(paras.14-15)Part3.Theconclusion(paras.16-18)Despitethedeclineofreding,therearestillbookwormslikemeamongordinarypeople.PartV.Discussion1)

54、 Whatcanwegainfromreading?2) Whydon'tpeoplereadorreadasmuchastheyshouldtoday?Whatdoesitmatterifpeopledon'tread?Whatcanwedotochangethesituation?PartVI.Assignment1) PrepareforthedictationofUnit22) AlltheexercisesafterTextA,unit23) PreviewUnit34) Prepareforthepresentationatthebeginningofthenext

55、classCONTEMPORARYCOLLEGEENGLISH-BOOK3Thetitleofteaching：UNIT3TheDillPicklePeriodoftheteaching:10classesObjectives:1. Toexpandbasicvocabularyandexpressions2. Toappreciatethethemeofthetext3. Toknowaboutsomebackgroundinformationaboutdillpickle.4. Toreviewthegrammaticalknowledgeaboutrhetoricalquestions,

56、exclamatorysentencesKeypoints:1. Languagestudyandexpressions2. Backgroundinformation3. Wordbuilding:-press;4. ParaphrasesofdifficultsentencesDifficultpoints:1. rhetoricalquestions,2. exclamatorysentencesMethodsofteaching:1. Interactiveteachingmethod2. CommunicativeTeachingmethodTeachingprocedures:Pa

57、rtIWarm-upI. ABoatmansSongEnjoylisteningtotheRussianfolkmusic.II. DictationKatherineMansfield(18881923),Britishshort-storywriter,wasborninWellington,NewZealand.Sheisconsideredoneofthegreatestoftheshort-storyform.#Attheageof18sheinLondontostudymusicandtoherselfasawriter.In1918shemarriedEnglishliterar

58、y,JohnMiddletonMurry.舞Mansfield'smiddleclassprovidedthesettingformanyofherstoriesandmortalityperhapsduetoherillnessdominatedherwriting.Heryearswereburdenedwith,川ness,jealousyandallreflectedfromherworkinthebitterofmaritalandfamilyrelationshipsofhermiddle-classcharacters.撵AsaNewZealand'smostfamouswriter,shewascloselyassociatedwithD.H.LawrenceandsomethingofarivalofVirginiaWoolf.Hershortstoriesarealsonotablefortheiruseof.MuchinfluencedbyRussianwriterAntonChekhov,Mansfielddepictedeventsandchangesinhumanbehavior.PartIIBackgroundinformationIAuth