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 information 3. Word Building: de-, pro-, -ject, -volve, -ogy.4. Paraphrases of difficult sentencesDifficult points:1. ways of expressing the o
3、bject 2. Writing devices: antithesis3. The corresponding information about the textMethods of teaching:1. Interactive teaching method2. Communicative Teaching methodTeaching procedures:Part I Warm-upI. Warm-up Questions 1. As a sophomore, what is your general impression of college? many opportunitie
4、s for one 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. Whats
5、 your purpose of receiving a college education? to get and keep a good job to earn more money to get a good start in life 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 a
6、bound 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 chang
7、e 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 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
8、constant 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 a
9、n 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 2: College and university environments are designed to be challenging academically, personally and socially. Stress and anxiety, among oth
10、er 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 but rather, a matter of how we manage these emotions. Myth 3: A good student does not need assistance during his/her college experience. F
11、act 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 college or university has an abundance of resources available to you, for which you are paying through tuition or fees. So become familiar wi
12、th 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 observe other students, it appears that everyone else is so sure of himself. Everyone else has friends. Everyone else has direction. Ever
13、yone 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 powerful social norms. We all wear a public mask to protect a certain social image. This public mask communicates a sense of self-assuredness
14、 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 versus facts concerning college experiences. Can you think of any other myths? Have a discussion with your classmates about their truths. III. On S
15、easons in College There 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 f
16、our 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 season for you to acquire knowledge, to develop yourself and to lay a solid foundation for the future. Its the season of growth.Summer
17、 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 your romance. It is the season of affection.Autumn is a season of harvest in college. Its the season for you to enjoy what you have ach
18、ieved.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 new faces, get adjusted, make decisions for yourself, be financially and psychologically dependent, etc. So winter is the season of
19、change. Unpleasant 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 born in Pittsburgh, the United States, and moved to England in the summer of 2000. He has been working as a storyteller for c
20、hildren for more than a decade and is a part-time pastor.A selection of books by Bob Hartman II. 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, an
21、d 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. Main books by Erik H. Erickson:II. Ericksons Developmental Stages Basic Theory:Babies are born w
22、ith 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 developmental stage is characterized by a different psychologica
23、l 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 life. To Erikson, the sequence of the stages are set by nature. It
24、 is within the set 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-estee
25、m.Stage 3: Preschooler 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 integrati
26、ng many roles (child, 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
27、 through productivity 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 analysis 1. ThemeCollege is designed to be a time of changes for students. Threatening the c
28、hanges 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 information. They are also proudly growing in their under
29、standing of themselves, others and the world. 2. StructurePart 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 independence/dependence struggle, establishment of sexual identity, affec
30、tion giving and receiving, internalization 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.Question 1: How do college students go through an identity crisis at college? Wh
31、at factors may influence identity?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.Question 2: In fact, it may be heightened by the
32、ir choice to pursue a college education.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
33、, 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. Question 3: According to Jeffery A. Hoffmans observation, there are four distinct aspects to psychological separ
34、ation from ones parents. What are they? 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.”Question 4:
35、What may be one of the most stressful 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.Question 5: I was relating to my father in a diff
36、erent way. 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 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 t
37、o give and receive affection in the adult world.Question 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 forthem
38、selves what beliefs, values, and morals they are going to accept. Thesevalues are inclined to be internalized.Question 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 kno
39、wledge and new ways of learning, how they process the knowledge presented to them, and how they organize this knowledge.Question 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
40、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.Part III. Further discussionWhat does the author mean by developmental changes?Have you had any identity crisis yourself?What does the auth
41、or mean by independence/ dependence struggle?How 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 3 CO
42、NTEMPORARY COLLEGE ENGLISH-BOOK 3The title of teaching: UNIT 2 How Reading Changed My LifePeriod of the teaching: 10 classes Objectives: 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 p
43、oints:1. The understanding of the complicated sentences2. Important language points 3. 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 Teach
44、ing methodTeaching procedures:Part I Background informationToday, 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 overstat
45、ement that traditional reading is dead. But it has obviously 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
46、among major powers.The essay we have here deals with 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, o
47、ld roses, and quiet roads. ( para.1 )Spread: n. A range 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 ad
48、jective wild is used here as a subject complement.3) One 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 exactlyGrade 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 remember4) Perhaps restless
