沈阳师范大学：《基础英语》课程教学资源（授课教案）Unit 1 Your College Years.pdf

《现代大学英语》3（第二版）教案汇文403周一(3、4节)学院授课教师李欧授课地点上课时间外国语学院汇文413周三(3、4节)章节名称Unit 1 Your College Years ---- period 1-2本课是说明文，文章结构清晰，虽然内容易于理解，文化背景知识也相对不多，但词汇较难，教材分析要求学生课前要进行大量预习，课后要复习，并完成课后作业。学生均来自外院大二年级英语师范专业、英语、英语翻译各个行政班级，学生阅读和口语水学情分析平参差不齐，这给上课带来一定难度，教师要注意课上分层教学。Expand basicvocabularyandexpressions (vocabulary)知识目标Learn thewaytheexposition is written,byusing examplesLearn how to express one's opinion about college years or schooling能力目标Improve the ability of fast reading and detailed reading教学目标GettoknowErikH.EriksonandhisDevelopmental Stages文化目标The great senseofhigher education Sigmund Freud and Personality StructureBaptist church学习策略Improve oral communication ability目标TThe application of group studyXTheinteractionbetweenteacherand students and amongstudentsGet to know two famous psychologists: Sigmund Freud and Eric Erikson教学重点+Understand the analogyof4 seasons and4yearsstudyThe understanding of similarities between 4 years in college and 4 seasons in a year教学难点The understanding of Sigmund Freud's theoryInteractive teaching method教学方法Communicative Teaching method教学手段中Blackboard always andmedia playerTeachercommentsonpresentationand supplementinformationabout SigmundFreud互动内容Studentsunderstanding about the analogy of 4 seasons and 4 years in collegeStepI.Presentation (1Omins)StepII.Warmupanddiscussion (30mins)1.Ask students questions about impressions in college2.Lead students to develop relevant discussions about the similarities between 4 years incollege and 4 seasons in a year教学过程|StepI1lBackground information (40mins)1.Introduction to the author2. Baptist church3.Erik.H.Erikson and hismajor theory4.SigmundFreudand hismajortheoryandcontributionStep IV. Summary and Homework (10 mins)1.《刘毅》Lesson1-2;作业内容2. Review the introduction to Sigmund Freud and his theory教学效果由于学生整体上知识面较窄及英文表达限制，导致讨论环节的教学不是很流畅。教学反思增强课外各类英文文本阅读，拓宽知识面：1.改进措施督促学生英文跟读和模仿，并进行适当背诵，提升口语表达能力和水平。2.2

《现代大学英语》3（第二版）教案 2 学院外国语学院授课教师李欧授课地点汇文 403 汇文 413 上课时间周一(3、4 节) 周三(3、4 节) 章节名称 Unit 1 Your College Years - period 1-2 教材分析本课是说明文，文章结构清晰，虽然内容易于理解，文化背景知识也相对不多，但词汇较难，要求学生课前要进行大量预习，课后要复习，并完成课后作业。学情分析学生均来自外院大二年级英语师范专业、英语、英语翻译各个行政班级，学生阅读和口语水平参差不齐，这给上课带来一定难度，教师要注意课上分层教学。教学目标知识目标 Expand basic vocabulary and expressions (vocabulary) Learn the way the exposition is written, by using examples 能力目标 Learn how to express one’s opinion about college years or schooling Improve the ability of fast reading and detailed reading 文化目标 Get to know Erik H. Erikson and his Developmental Stages The great sense of higher education Sigmund Freud and Personality Structure Baptist church 学习策略目标 Improve oral communication ability The application of group study 教学重点 The interaction between teacher and students and among students Get to know two famous psychologists: Sigmund Freud and Eric Erikson Understand the analogy of 4 seasons and 4 years’study 教学难点 The understanding of similarities between 4 years in college and 4 seasons in a year The understanding of Sigmund Freud’s theory 教学方法 Interactive teaching method Communicative Teaching method 教学手段 Blackboard always and media player 互动内容 Teacher comments on presentation and supplement information about Sigmund Freud Students’ understanding about the analogy of 4 seasons and 4 years in college 教学过程 Step I. Presentation (10mins) Step II. Warm up and discussion (30 mins) 1.Ask students questions about impressions in college 2.Lead students to develop relevant discussions about the similarities between 4 years in college and 4 seasons in a year Step III. Background information (40 mins) 1. Introduction to the author 2. Baptist church 3. Erik. H. Erikson and his major theory 4.Sigmund Freud and his major theory and contribution Step IV. Summary and Homework (10 mins) 作业内容 1.《刘毅》Lesson 1-2; 2. Review the introduction to Sigmund Freud and his theory 教学反思教学效果由于学生整体上知识面较窄及英文表达限制，导致讨论环节的教学不是很流畅。改进措施 1. 增强课外各类英文文本阅读，拓宽知识面； 2. 督促学生英文跟读和模仿，并进行适当背诵，提升口语表达能力和水平

《现代大学英语》3（第二版）教案state of transition regardless of whether the change is perceived as good or bad. The followingare some of the myths vs. the facts regarding college experience.Myth l: College years are the best years of one's life.>Fact l:While collegeyearsarememorableandenjoyable,theycanalsobe amongthemost stressful and anxious times. One is faced with constant evaluation from hisprofessors. Personal and parental expectations are always on his mind.Financial stress isoften a way of life. Career decisions, various relationships and the move towardindependence are also common issues. Making these the best years of one's life involvesdeveloping 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>Fact2:Collegeanduniversityenvironmentsaredesignedtobechallengingacademicallypersonally and socially. Stress and anxiety, among other emotions, are naturalby-products of the accelerated pace of learning and growth. It is not a matter of whetheror not we experience these unpleasant feelings but rather, a matter of how we managetheseemotions.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 ofinadequacy.Infact,nothingcouldbefartherfromthetruth.Yourcollegeoruniversityhasan abundance of resources available to you, for which you are paying through tuition orfees. So become familiar with and make use of the campus resources, especially whenyou need assistance.Myth 4: I am the only one that doesn't have it all.Fact 4: As you walk on campus and observe other students, it appears that everyone else isso sure of himself.Everyone else has friends.Everyoneelse has direction.Everyone else isconfident.Everyone else is without troubles orhassles.Thismisperception is common amongcollege students. It has its roots in one of our more powerful social norms. We all wear a publicmask"to protect a certain social image.This “public mask"communicates a sense ofself-assurednesstothosewith whomwe comein contact.Itoften beliesthe innerturmoilthat weallexperiencefromtimetotime.The above are just some of the myths versus facts concerning college experiences. Can youthink of any other myths? Have a discussion with your classmates about their truths.III. On Seasons in CollegeThere are four seasons in a year, which make the days distinctive and exiting.Metaphorically, there are four seasons in one's college years representing different aspects ofcollege life, which make the days rewarding and unforgettable.Spring is the season for nature to revive, to grow and to get ready to boom. Similarly, incollege, spring is the season for you to acquire knowledge, to develop yourself and to lay a solidfoundation for the future. It's the season of growth.Summer is the season for flowers to bloom, and it's the season for you to enjoy thegreatest passion in nature - love, love from your classmates, from your teachers and from yourromance.Itistheseasonofaffection.Autumn is a season of harvest in college.It's the season for you to enjoy what you haveachieved.Winteristheharshestseasonofthefour,whichpresents so manydifficultiesandhardships. Likewise, not every day in college is full of joy. You have to meet new faces, getadjusted, make decisions for yourself, be financially and psychologically dependent, etc, So4

《现代大学英语》3（第二版）教案 4 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 one’s 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 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 one’s 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 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 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 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 doesn't 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 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 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 Seasons in College There are four seasons in a year, which make the days distinctive and exiting. Metaphorically, there are four seasons in one’s college years representing different aspects of college life, which make the days rewarding and unforgettable. 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. It’s the season of growth. Summer is the season for flowers to bloom, and it’s 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 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

《现代大学英语》3（第二版）教案winter is the season of change.Unpleasant as it may seem to some students, it is simplyinescapableand beneficial to one's growth and maturity.Part 2Background Information (40 mins)I.AuthorBob Hartman was born in Pittsburgh, the United States, and moved to England in the summer of2000. He has been working as a storyteller for children for more than a decade and is a part-timepastor.IL.ErikH.EricksonErik H.Erikson (1902—1994),was a German-born American psychoanalyst whose writings onsocial psychology, individual identity, and the interactions of psychology with history, politics,and culture influenced professional approaches to psychosocial problems and attracted muchpopular interest. He was most famous for his work on refining and expanding Freud's theory ofdevelopmental stages.Erickson's Theory of Developmental StagesBasic Theory:Babies are born with some basic capabilities and distinct temperaments. But they go throughdramatic 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 must beresolved by the individual before the individual can move on to the next stage. If the personcopes with a particular crisis in a maladaptive manner, the outcome will be more struggles withthat issue later in life. To Erikson, the sequence of the stages are set by nature. It is within the setlimits that nurture works its ways.Stage l: Infant:Trust vs MistrustNeeds maximum comfort with minimal uncertainty to trust himself/herself, others, and theenvironment.Autonomyvs Shame and DoubtStage 2: Toddler:Works to master physical environment while maintaining self-esteemStage 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.IdentityvsRoleConfusionStage 5: Adolescent:Tries integrating many roles (child, sibling, student, athlete, worker)into a self-image under rolemodeland peerpressure.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 in career, family, and civic interests.Stage 8: Older Adult:Integrity vs DespairReviews life accomplishments,deals with loss and prepares for death5

《现代大学英语》3（第二版）教案 5 winter is the season of change. Unpleasant as it may seem to some students, it is simply inescapable and beneficial to one’s growth and maturity. Part 2 Background Information (40 mins) I. 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. II. Erik H. Erickson Erik H. Erikson (1902—1994), was 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 refining and expanding Freud’s theory of developmental stages. Erickson’s Theory of Developmental Stages Basic 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 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 life. To Erikson, the sequence of the stages are set by nature. It is within the set limits that nurture works its ways. Stage 1: Infant: Trust vs Mistrust Needs maximum comfort with minimal uncertainty to trust himself/herself, others, and the environment. Stage 2: Toddler: Autonomy vs Shame and Doubt Works to master physical environment while maintaining self-esteem. Stage 3: Preschooler: Initiative vs Guilt Begins to initiate, not imitate, activities; develops conscience and sexual identity. Stage 4: School-age Child: Industry vs Inferiority Tries to develop a sense of self-worth by refining skills. Stage 5: Adolescent: Identity vs Role Confusion Tries integrating many roles (child, sibling, student, athlete, worker) into a self-image under role model and peer pressure. Stage 6: Young Adult: Intimacy vs Isolation Learns to make personal commitment to another as spouse, parent or partner. Stage 7: Middle-Age Adult: Generativity vs Stagnation Seeks satisfaction through productivity in career, family, and civic interests. Stage 8: Older Adult: Integrity vs Despair Reviews life accomplishments, deals with loss and prepares for death