1 Your College Years 教学教案及讲义

1、PAGE18PAGE18Lesson One Your College Years授课时间: 第2周2次课；第3周2次课 2授课类型: 课文分析6课时；习题讲解2课时3授课题目: Your College Years教学目的、要求: 通过讲授课文使大学生了解如何学习和做人，学会用英语解释句子以达到学以致用的目的。要求学生主动地预习课文，课前准备练习，学会分析文章体裁和进行段落划分。5教学重点及难点: 1）背景知识的传授：Developmental Changes；2）文章的体裁分析及段落划分；3）语言点的理解：Word study: observe; handle; apply; occur;

2、 involveGrammar Focus: The way sb. did sth.; Ways of expressing the object; Determiners6. 教学基本内容纲要，教学方法、手段，实施步骤： A内容纲要: 1)词缀en-;-ology; -al 2)背景知识及作者的介绍 3)文章结构和段落划分4)课文讲解B教学方法和手段：学生练习，师生讨论。课堂讲解为主，与学生讨论为辅。C实施步骤：1)口语练习 2)背景知识及作者的介绍 3)文章结构和段落划分 4)课文语言点的讲解5)习题的讨论7作业、讨论题、思考题:完成课后练习；多看英语报刊杂志及英语经典小说，扩大阅读量；

3、精听与泛听相结合，逐步提高自己的听力水平；积极参加英语角等有助于提高英语口语的活动；坚持用英语写日记；做一些专四相关练习；8参考资料（含参考书、文献等）:杨立民主编,现代大学英语精读（3）教学用书。北京：外语教学与研究出版社,2002。梅仁毅主编,现代大学英语精读（3）教师用书。北京：外语教学与研究出版社,2002。李观仪主编，新编英语教程（第三、四册）。上海:上海外语教学研究出版, 1999。黄源深，虞苏美等主编，综合英语教程（1-4册）。北京：高等教育出版社，1998。 高等学校英语专业英语教学大纲，北京：外语教学研究出版社，2000。Judy Pearsall主编，新牛津英语词典。上海：

4、上海外语教育出版社，1998。丁往道、吴冰等编著，英语写作手册。北京：外语教学与研究出版社。张道真，现代英语用法词典（重排本）。北京：外语教学与研究出版社，1994。张道真，温志达, 英语语法大全上、下卷。北京：外语教学与研究出版社，1998。课后小结Lesson One Your College YearsPart One Warm up1.1 Warm-up Questions1. As a sophomore, what is your general impression of college?2. Have you experienced anything different fro

5、m your middle school life?3. Whats your purpose of receiving a college education?4.Have you had any psychological problems ever since you entered college?1.2 Myths and Facts Regarding College ExperienceCollege years are times of significant transition and challenge for an individual. Transition simp

6、ly means change. Higher levels of anxiety are always experienced by people who are in a state of transition regardless of whether the change is perceived as good or bad. The following are some of the myths vs. the facts regarding college experience.Myth 1: College years are the best years of ones li

7、fe.Fact 1: While college years are memorable and enjoyable, they can also be among the most stressful and anxious times. One is faced with constant evaluation from his professors. Personal and parental expectations are always on his mind. Financial stress is often a way of life. Career decisions, va

8、rious relationships and the move toward independence are also common issues. Making these the best years of ones life involves developing an approach that is proactive and includes a support network. Myth 2: Students experiencing stress or anxiety are unprepared to handle the rigors of college. Fact

9、 2: College and university environments are designed to be challenging academically, personally and socially. Stress and anxiety, among other emotions, are natural by-products of the accelerated pace of learning and growth. It is not a matter of whether or not we experience these unpleasant feelings

10、 but rather, a matter of how we manage these emotions. Myth 3: A good student does not need assistance during his/her college experience.Fact 3: Many students come to college with the belief that to ask for help is a sure sign of inadequacy. In fact, nothing could be farther from the truth. Your col

11、lege or university has an abundance of resources available to you, for which you are paying through tuition or fees. So become familiar with and make use of the campus resources, especially when you need assistance. Myth 4: I am the only one that doesnt have it all. Fact 4: As you walk on campus and

12、 observe other students, it appears that everyone else is so sure of himself. Everyone else has friends. Everyone else has direction. Everyone else is confident. Everyone else is without troubles or hassles. This misperception is common among college students. It has its roots in one of our more pow

13、erful social norms. We all wear a “public mask” to protect a certain social image. This “public mask” communicates a sense of self-assuredness to those with whom we come in contact. It often belies the inner turmoil that we all experience from time to time. The above are just some of the myths versu

14、s facts concerning college experiences. Can you think of any other myths Have a discussion with your classmates about their truths. 1.3 On Seasons in CollegeThere are four seasons in a year, which make the days distinctive and exiting. Metaphorically, there are four seasons in ones college years rep

15、resenting different aspects of college life, which make the days rewarding and unforgettable.Do you agree If so, what do you think the four seasons represent Share your opinions, please.Spring is the season for nature to revive, to grow and to get ready to boom. Similarly, in college, spring is the

16、season for you to acquire knowledge, to develop yourself and to lay a solid foundation for the future. Its the season of growth.Summer is the season for flowers to bloom, and its the season for you to enjoy the greatest passion in nature love, love from your classmates, from your teachers and from y

17、our romance. It is the season of affectionAutumn is a season of harvest in college. Its the season for you to enjoy what you have achieved.Winter is the harshest season of the four, which presents so many difficulties and hardships. Likewise, not every day in college is full of joy. You have to meet

18、 new faces, get adjusted, make decisions for yourself, be financially and psychologically dependent, etc. So winter is the season of change. Unpleasant as it may seem to some students, it is simply inescapable and beneficial to ones growth and maturity.Part Two Background Information2.1 Author Bob H

19、artman was born in Pittsburgh, the United States, and moved to England 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.2.2 Erik H. EricksonErik H. Erikson (19021994), was a German-born American psychoanalyst whose writings on

20、social psychology, individual identity, and the interactions of psychology with history, 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 sta

21、ges.Ericksons Developmental StagesBasic Theory:Babies are born with some 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

22、developmental stage is characterized by a different psychological crisis, 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 li

23、fe. To Erikson, the sequence of the stages are set by nature. It is within the set limits that nurture works its ways.Stage 1Infant: Trust vs MistrustNeeds maximum comfort with minimal uncertaintyto trust himself/herself, others, and the environment.Stage 2Toddler: Autonomy vs Shame and DoubtWorks t

24、o master physical environment while maintainingself-esteem.Stage 3Preschooler: Initiative vs GuiltBegins to initiate, not imitate, activities; developsconscience and sexual identity.Stage 4 School-age Child: Industry vs InferiorityTries to develop a sense of self-worth by refining skills.Stage 5Adol

25、escent: Identity vs Role ConfusionTries integrating many roles (child, sibling, student, athlete, worker) into a self-image under role modeland peer pressure. Stage 6Young Adult: Intimacy vs IsolationLearns to make personal commitment to another as spouse, parent or partnerStage 7Middle-Age Adult: G

26、enerativity vs StagnationSeeks satisfaction through productivity in career, family, and civic interests.Stage 8Older Adult: Integrity vs DespairReviews life accomplishments, deals with loss and prepares for death.Part Three Text Appreciation3.1 Text Analysis3.1.1 Theme of the text College is designe

27、d 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 introduced to new people and new knowledge, but they are also acquiring new ways of assembling and processing

28、information. They are also proudly growing in their understanding of themselves, others and the world. 3.1.2 Structure of the textPart 1 (para. 1): Many key changes happen to college students during their college years.Part 2 (paras.2-9):The key changes involve the following: identity crisis, the in

29、dependence/dependence struggle, establishment of sexual identity, affection giving and receiving, inter-nalization of religious faith, values and morals, development of new ways to organize and use knowledge, a new understanding of the world and himself/herselfPart 3 (para.10 ): Conclusion.Relevant

30、questions:1. Question: How do college students go through an identity crisis at college What factors may influence identity Mentioned in Para. 2Students endeavor to find out who they are and what their strengths and weaknesses are. They want to know how other people perceive themselves as well.Ident

31、ity 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 For reference: “it” refers to the independence/dependence struggle. Into the later adolescence stage, young adults tend

32、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, the struggle seems stronger for they still need their parents support, say for money. 3.

33、 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 them1. Functional independence.2. Attitudinal independence.3. Emotional independence.4. Freedom from “excessive guilt, anxiety,

34、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 experience according to the author How do you understand itEstablishing their sexual identity. It includes relating to the oppo

35、site sex and projecting their future roles as men or women.5. I was relating to my father in a different way.Question: What are the differences between the ways “I” related to “my” father in the past and at present What type of change does the example reflectIn the past “I” was encouraged by “my” fa

36、ther; now “I” was encouraging him.The example reflects the change that college students are learning how to give and receive affection in the adult world.6. These religious, moral, and ethical values that are set during the college years often last a lifetime.Question: What makes it possible for the

37、se values to last a lifetime?During college years, the young adults have the opportunity to decide for themselves what beliefs, values, and morals they are going to accept. These values are inclined to be internalized7. Question: What is the significance of the college academic life according to par

38、agraph 8?College academic life is a challenge. All students should be aware of how they react to new knowledge and new ways of learning, how they process the knowledge presented to them, and how they organize this knowledge8. Question: How do college students become world citizens?At college, the yo

39、ung 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.3.1.3 Further discussionWhat does t

40、he author mean by developmental changes?Have you had any identity crisis yourself?What does the author mean by independence/ dependence struggle?How can college students establish their sexual identity?What does the author mean by “internalizing” religious faith, values, and morals?What does the aut

41、hor mean when he talks about “gathering, processing, assembling, applying,and evaluating” information Why is this point so important3.2 Writing Devices3.2.1 Antithesis These are exciting times yet frustrating times. (5) The author uses antithesis to give a focus to how college students are stressful

42、 in establishing their sexual identity. Find more examples in paragraph 5.Probably nothing can make students feel lower or higher emotionally than the way they are relating to whomever they are having a romantic relationship with. (5) he bounced into my office once with a smile on his face and excit

43、ement in his voice. That same young man came into my office less than a week later, dragging his feet with a dismayed, dejected look on his face. sighed deeply (5)“Ive just had the best day of my life!” “Ive just had the worst day of my life!”3.2.2 Developing paragraphs by examplesA statement which

44、is very general is seldom impressive or convincing. It is usually necessary to give examples to prove, illustrate, or clarify a general statement. We may be too used to saying “for instance” or “for example” to realize that we are using a certain method for developing a topicDeveloping paragraphs by

45、 examplesParagraph 6Paragraph 7Paragraph 8Paragraph 9What statements do the examples respectively support?3.2.3 Other ways of developing paragraphs?Developing by timeDeveloping by processDeveloping by spaceDeveloping by detailDeveloping by generalizationDeveloping by comparison and contrastDevelopin

46、g by cause and effectDeveloping by classificationDeveloping by definition3.3 Sentence Paraphrase1. Has it ever dawned on you that certain developmental changes will occur in your life as you move from adolescence to young adulthood (1)psychological term which refers to the physiological and behavior

47、al changes throughout the lifespan1. It was clear enough what she meant.2. It is said that he is doing fine at school.3. He was an old man, and it did not matter much where he lived.2. During this time, students are going through an identity crisis and are endeavoring to find out who they are and wh

48、at their strengths and weaknesses are. (2)It refers to the difficulties, confusions and anxieties that you go through during adolescence when you are not sure who you really are and what your purpose in life is.3. identity is determined by genetic endowment (what is inherited from parents), shaped b

49、y environment, and influenced by chance events. (2)Who we are is determined by three things: first, our genes, or what our parents have given us, our legacy; second, environment; third, luck or opportunities.4. It may be heightened by their choice to pursue a college education. (3)If they choose to

50、continue their education, they will face an even more serious struggle between the desire to be independent and the need to depend on the financial support of their parents.5. First, there is functional independence, which involves the capability of individuals to take care of practical and personal

51、 affairs, such as handling finances, choosing their own wardrobes, and determining their daily agenda. (4)independence in handling everyday life situations; the ability to solve practical problems6. Hoffman defines this process as “freedom from an excessive need for approval, closeness, togetherness

52、, and emotional support in relation to the mother and father.” (4)no longer having something you do not want7. Children need their parents to tell them what to do or not to do. They also need to be close to their parents and receive encouragement, love, all kinds of emotional support which give them

53、 strength. But when they grow up, they no longer have the same needs like babies8. Probably one of the most stressful matters for young college students is establishing their sexual identity, which includes relating to the opposite sex and projecting their future roles as men or women. (5)1.What he

54、likes is playing chess after supper.2.Reading is The main thing is getting there in time.3.learning, but applying is also learning and the more important kind of learning at that.9. Probably nothing can make students feel lower or higher emotionally than the way they are relating to whomever they ar

55、e having a romantic relationship with. (5)10. When students are in a romantic relationship with the opposite sex, they are most likely to feel unhappy or happy emotionally1. I cannot agree with you more.2. There is nothing cheaper.No leader of a party has kept himself in greater detachment from the

56、sentiment of his than has the late Prime Minister11. During the course I had come to realize that while my world was expanding and new options were opening for me, my father, who was in his sixties, was seeing his world shrink and his options narrow. (6)was beginning to realize that his world was ge

57、tting smaller and his choices fewer12. In the late sixties, a young woman from a background that was extremely prejudiced against people from other races came to college convinced that her race was superior. (7)1. Trains in this country spend too much time stopped, waiting for other trains.2. He wen

58、t back to his home village frustrated.Born and bred in the countryside, he was bewildered by the big city.13. These religious, moral, and ethical values that are set during the college years often last a lifetime. (7)These values that are established during the college years often last a lifetime. I

59、t is believed that our character or basic moral principles are formulated during this period of time.14. I can no longer read the newspaper or watch a television newscast without seeing the people from other countries in a different light. (9)Whenever I read the newspaper or watch a television newsc

60、ast, I will see the people from other countries in a different way from what I used to see. 15. Not only are they being introduced to new people and new knowledge, but they are also acquiring new ways of assembling and processing information. (10)They are getting to know a lot of new people and lear