1、1Lesson One Your College Years1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 Years4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; occu
2、r; 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27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
3、大阅读量；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）:1) 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。2) 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。3) 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。4) 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。 5) 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，20
4、00。6) Judy Pearsall 主编， 新牛津英语词典 。上海：上海外语教育出版社，1998。7) 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。8) 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。9) 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。9课后小结3Lesson One Your College YearsPart One Warm up1.1 Warm-up Questions1. As a sophomore, what is your general impression of co
5、llege?2. Have you experienced anything different from 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 transit
6、ion and challenge for an individual. Transition simply 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
7、.Myth 1: College years are the best years of ones life.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
8、 stress is often a way of life. Career decisions, various 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
9、are unprepared to handle the rigors of college. Fact 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 wh
10、ether or not we experience 4these unpleasant feelings 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 fa
11、ct, nothing could be farther from the truth. Your college 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
12、doesnt have it all. Fact 4: As you walk on campus and 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 coll
13、ege students. It has its roots in one of our more powerful 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 tim
14、e to time. The above are just some of the myths versus 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. Metaphoric
15、ally, there are four seasons in ones college years representing 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
16、 get ready to boom. Similarly, in college, spring is the 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,
17、 love from your classmates, from your teachers and from your romance. It is the season of affection5Autumn 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,
18、 not every day in college is full of joy. You have to meet 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 an
19、d maturity.Part Two Background Information2.1 Author Bob Hartman 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), w
20、as a German-born American psychoanalyst whose writings on 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
21、 refining and expanding Freuds theory of developmental stages.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 i
22、ndividual passes through eight developmental stages. Each 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, th
23、e outcome will be more struggles with that issue later in life. To Erikson, the sequence of the stages are set by nature. It is within the set limits that nurture works its ways.6Stage 1Infant: Trust vs MistrustNeeds maximum comfort with minimal uncertaintyto trust himself/herself, others, and the e
24、nvironment.Stage 2Toddler: Autonomy vs Shame and DoubtWorks to 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
25、 develop a sense of self-worth by refining skills.Stage 5Adolescent: 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 a
26、nother as spouse, parent or partnerStage 7Middle-Age Adult: Generativity 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 Appreciati
27、on3.1 Text Analysis73.1.1 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 introduced to new people and new knowledge, but
28、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. 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):
29、The key changes involve the following: identity crisis, the independence/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 wo
30、rld and himself/herselfPart 3 (para.10 ): Conclusion.Relevant 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
31、 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? For reference: “it” refers to the independence/dependen
32、ce 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, the struggle seems stro
33、nger 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?1. Functional independence.2. Attitudinal independence.83
34、. 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 experience according to the author? How do you understand i
35、t?Establishing their sexual identity. It includes relating to the opposite 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 c
36、hange does the example reflect?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 in the adult world.6. These religious, moral, and ethical values that are set during the coll
37、ege years often last a lifetime.Question: What makes it possible for these 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
38、: What is the significance of the college academic life according to paragraph 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. Qu
39、estion: How do college students become world citizens?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 under
40、standing of the world and themselves.3.1.3 Further discussionWhat does the author mean by developmental changes?9Have 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
41、 by “internalizing” religious faith, values, and morals?What does the author mean when he talks about “gathering, processing, assembling, applying,and evaluating” information? Why is this point so important?3.2 Writing Devices3.2.1 Antithesis These are exciting times yet frustrating times. (5) The a
42、uthor uses antithesis to give a focus to how college students are stressful 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
43、with. (5) he bounced into my office once with a smile on his face and excitement 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 wors
44、t day of my life!”3.2.2 Developing paragraphs by examplesA statement which 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 w
45、e are using a certain method for developing a topicDeveloping paragraphs by examplesParagraph 6Paragraph 7Paragraph 8Paragraph 9What statements do the examples respectively support?3.2.3 Other ways of developing paragraphs?Developing by time10Developing by processDeveloping by spaceDeveloping by det
46、ailDeveloping by generalizationDeveloping by comparison and contrastDeveloping 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 a
47、dulthood? (1)psychological term which refers to the physiological and behavioral 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
48、through an identity crisis and are endeavoring to find out who they are and what 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
49、 is determined by genetic endowment (what is inherited from parents), shaped by 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 continue their education, they will face an even more serious struggle between the desire to be independent and the need to depend o
