现代大学英语精读第3册教案.docx

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1、CONTEMPORARY COLLEGE ENGLISH -BOOK 3The title of teaching: UNIT 1 Your College YearsPeriod of the teaching:10 classesObjectives:1. To expand basic vocabulary and expressions2. To appreciate the theme of the text3. To know about some background information about Eric H Ericksons Developmental Stages.

2、4. To review the grammatical knowledge about the conjunction while and to learn to use parallelism.Key points:1. Language study and expressions2. Background information3. Word Building: de-, pro-,-ject,-volve,-ogy.4. Paraphrases of difficult sentencesDifficult points:1. ways of expressing the object

3、2. Writing devices: antithesis3. The corresponding information about the textMethods of teaching:1. Interactive teaching method2. Communicative Teaching methodTeaching procedures:Part I Warm-up1. Warm-up Questions1. As a sophomore, what is your general impression of college? many opportunities for o

4、ne to explore the unknown experiencing a lot keeping 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 others becoming independent changes are occurring3. Whafs your p

5、urpose of receiving a college education? to get and keep a good job to earn more money to get a good start in lifeA a sound investment that is worth every penny .4. Have you had any psychological problems ever since you entered college? loneliness confusion frustration psychological problems abound

6、on campusII. Myths and Facts Regarding College ExperienceCollege years are times of significant transition 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 p

7、erceived 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 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 consta

8、nt evaluation from his professors. Personal and parental expectations are always on his mind. Financial 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 appr

9、oach that is proactive and includes a support network.Myth 2: Students experiencing stress or anxiety 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 emot

10、ions, are natural by-products of the accelerated pace of learning and growth. It is not a matter of whether or not we experience these unpleasantfeelings 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: Ma

11、ny 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 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 ma

12、ke use of the campus resources, especially when you need assistance.Myth 4:1 am the only one that 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

13、 confident. Everyone else is without troubles or hassles. This misperception is common among college 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 wi

14、th 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 versus facts concerning college experiences. Can you think of any other myths? Have a discussion with your classmates about their truths.III. On Seasons in Coll

15、egeThere are four seasons in a year, which make the days distinctive and exciting. Metaphorically, 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 rep

16、resent ? 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 season for you to acquire knowledge, to develop yourself and to lay a solid foundation for the future. Ifs the season of growth.Summer is the season

17、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 your romance. It is the season of affection.Autumn is a season of harvest in college. It?s the season for you to enjoy what you have achieved.Winter i

18、s 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 new faces, get adjusted, make decisions for yourself, be financially and psychologically dependent, etc. So winter is the season of change. Unplea

19、sant as it may seem to some students, it is simply inescapable and beneficial to ones growth and maturity.Part II Background InformationI . AuthorBob Hartman was bom in Pittsburgh, the United States, and moved to England in the summer of 2000. He has been working as a storyteller for children for mo

20、re than a decade and is a part-time pastor.A selection of hooks by Boh HartmanII Erik H. EriksonErik H. Erikson (19021994), was a German-born American psychoanalyst whose writings on social psychology, individual identity, and the interactions of psychology with history, politics, and culture influe

21、nced 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. Main books by Erik H, Erickson:IL Ericksons Developmental StagesBasic Theory:Babies are bom with some basic capa

22、bilities 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 crisis*, which mus

23、t 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 within the set

24、limits that nurture works its ways.Stage 1: Infant Trust vs. MistrustNeeds maximum comfort with minimal uncertainty to trust himself? herself, others, and the environment.Stage 2: Toddler Autonomy vs. Shame and DoubtWorks to master physical environment while maintaining self-esteem.Stage 3: Preschoo

25、ler Initiative vs. GuiltBegins to initiate, not imitate, activities; develops conscience and sexual identity.Stage 4: School-age Child Industry vs. InferiorityTries to develop a sense of self-worth by refining skills.Stage 5: Adolescent Identity vs. Role ConfusionTries integrating many roles (child,

26、 sibling, student, athlete, worker) into a self-image under role model and peer pressure.Stage 6: Young Adult Intimacy vs. IsolationLearns to make personal commitment to another as spouse, parent or partner.Stage 7: Middle-Age Adult Generativity vs. StagnationSeeks satisfaction through productivity

27、in career, family, and civic interests.Stage 8: Older Adult Integrity vs. DespairReviews life accomplishments, deals with loss and prepares for death.Part III Text AppreciationI. Text analysis1. ThemeCollege is designed to be a time of changes for students. Threatening the changes may be, they contr

28、ibute 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 information. They are also proudly growing in their understanding of themselves,

29、others and the world.2. StructurePart 1(para.1) Many key changes happen to college students during their college years.Part 2(j)aras.2-9) The key changes involve the following: identity crisis, the independence/dependence struggle, establishment of sexual identity, affection giving and receiving, in

30、ternalization of religious faith, values and morals, development of new ways to organize and use knowledge, a new understanding of the world and himself/herself.Part 3(para.10): Conclusion.Ouestion 1: How do college students go through an identity crisis at college? What factors may influence identi

31、ty?Students 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.Identity may be influenced by genes, environment and opportunities.Ouestion 2: In fact, it may be heightened by their choice to pursue a college e

32、ducation.What does it refer to here?For reference:it refers to the 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 indepen

33、dent from their parents, while for others entering into college, the struggle seems stronger for they still need their parents5 support, say for money.Question 3: According to Jeffery A. Hoffmans observation, there are four distinct aspects to psychological separation from ones parents. What are the

34、y? How do you understand them?1. Functional 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.Ouestion 4: What may be one of the most stressful

35、matters college students experience according to the author? How do you understand it?Establishing their sexual identity. It includes relating to the opposite sex and projecting their future roles as men or women.Ouestion 5: I was relating to my father in a different way. What are the differences be

36、tween the ways I related to my father in the past and at present? What type of change does the example reflect?In the pastT was encouraged by my father; now T was encouraging him.The example reflects the change that college students are learning how to give and receive affection in the adult world.Q

37、uestion 6: These religious, moral, and ethical values that are set during the college years often last a lifetime. 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

38、 going to accept. These values are inclined to be internalized.Ouestion 7: What are the significance about 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 proce

39、ss the knowledge presented to them, and how they organize this knowledge.Ouestion 8: 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 u

40、nderstand life in different ways. By doing these, they experience a new understanding of the world and themselves.Part HI. Further discussionWhat does the author mean by developmental changes?Have you had any identity crisis yourself?What does the author mean by independence/ dependence struggle?How

41、 can college student establish their sexual identity?What does the author mean by “internalizing“ religious faith, values, and morals?Part IV. Assignment1. Prepare for the dictation of Unit 12. All the exercises after Text A, unit 13. Preview Unit 3CONTEMPORARY COLLEGE ENGLISH -BOOK 3The title of te

42、aching： UNIT 2 How Reading Changed My LifePeriod of the teaching:10 classesObjectives:1. Use the words and phrases freely2. Comprehend the text structure3. Understand the rhetorical features of the text4. Have a better understanding of the textKey points:1. The understanding of the complicated sente

43、nces2. Important language points3. Translation exercises: C-E and E-CDifficult points:1. Critical thinking skills2. Text patterns3. The corresponding information about the textMethods of teaching:1. Interactive teaching method2. Communicative Teaching methodTeaching procedures:Part I Background info

44、rmationToday, few people will deny that the written word seems being quickly supplanted by pictures, graphs, and sounds. Do people still read? Do those who still read get anything out of it? Many people are now wondering.It is of course an overstatement that traditional reading is dead. But it has o

45、bviously been losing its ground. Many people today seem to be too busy to do any reading, and those who are considered successful do not seem to have read much, if at all. The shocking fact is , percentagewise, our reading population is the lowest among major powers.The essay we have here deals with

46、 this problem. It is written by someone who has such a passion for, and takes such a delight in, traditional reading that it must deserve our attention.Part II. Detailed discussion of TEXT1) .a small but satisfying spread of center-hall colonials, old roses, and quiet roads.( para.1)Spread: n. A ran

47、ge or an area over which buildings spreadColonials: houses built in the style of the 18th century during the colonial period of American history2) We walked to school, wandered wild in the summer.( para.1)Wander wild: remind students that the adjective wild is used here as a subject complement.3) On

48、e poem committed to memory in grade school survives in my mind.(para.4)Paraphrase: I still remember one poem I learned in grade school.Commit sth to memory: to study sth carefully so as to remember it exactly Grade school:(AmE, old-fashioned) primary or elementary schoolSurvive in my mind: This is not a common expression. It is more natural to say still remain in my mind or I still remember04) Perhaps restlessness is a necessary corollary of devoted literacy.(para.5) Perhaps if a person works really hard a