Foreign Language DepartmentMao Zedong独立寒秋，Alone I stand in the autumn cold湘江北去，On the tip of Orange Island,橘子洲头。The Hsiang flowing northward,看万山红遍，I see a thousand hills crimsoned1 through层林尽染；By their serried2 woods deep-dyed漫江碧透，And a hundred barges3 vying4百躺争流。Over crystal blue waters鹰击长空，Eagles cleave5 the air鱼翔浅底，Fish glide6 in the limpid7 deep:万类霜天竞自由。Under freezing skies a million creatures contend8 in帐寒廓，freedom.问苍茫大地，Brooding9 over this immensity10谁主沉浮？I ask, on this boundless landWho rules over man's destiny?携来百侣曾游。忆往昔嵘岁月稠。I was here with a throng11 of companions,恰同学少年，Vivid yet those crowded months and years风华正茂；Young we were, schoolmates,书生意气，At life's full flowering;挥斥方遭。Filled with student enthusiasm指点江山，Boldly we cast all restraints12 aside激扬文字，Pointing to our mountains and rivers,粪土当年万户侯。Setting people afire13 with our words.曾记否，We counted themighty no more than muck14到中流击水，Rememberstill浪遇飞舟？How, venturing midstream, we struck the watersAnd waves stayed the speeding boats?
Foreign Language Department 独立寒秋， 湘江北去， 橘子洲头。 看万山红遍， 层林尽染； 漫江碧透， 百舸争流。 鹰击长空， 鱼翔浅底， 万类霜天竞自由。 怅寥廓， 问苍茫大地， 谁主沉浮？ 携来百侣曾游。 忆往昔峥嵘岁月稠。 恰同学少年， 风华正茂； 书生意气， 挥斥方遒。 指点江山， 激扬文字， 粪土当年万户侯。 曾记否， 到中流击水， 浪遏飞舟？ Mao Zedong Alone I stand in the autumn cold On the tip of Orange Island, The Hsiang flowing northward; I see a thousand hills crimsoned1 through By their serried2 woods deep-dyed, And a hundred barges3 vying4 Over crystal blue waters. Eagles cleave5 the air, Fish glide6 in the limpid7 deep; Under freezing skies a million creatures contend8 in freedom. Brooding9 over this immensity10, I ask, on this boundless land Who rules over man’s destiny? I was here with a throng11 of companions, Vivid yet those crowded months and years. Young we were, schoolmates, At life’s full flowering; Filled with student enthusiasm Boldly we cast all restraints12 aside. Pointing to our mountains and rivers, Setting people afire13 with our words, We counted the mighty no more than muck14. Remember still How, venturing midstream, we struck the waters And waves stayed the speeding boats?
ForeignLanguageDepartment1crimson[krimzn]vi.变得红2serried['serid]a.拥挤的；密集的3barge[ba:d3]n.大型平底船；驳船4vie[va]vi.竞争；相争5cleave[kli:v]vt.砍开；劈开6glide[glaid]vi.滑行；游动7limpid["lmpid]a.清澈的；透明的8contend[kan'tend]vi.搏斗；争斗9brood[bru.d]vi.沉思；冥想10immensity['mensati]n.广大：无限11throng[0rpn]n，聚集的人群12restraint[ri'streint]n.遇制；克制13afire[a'faia]a.燃烧着的14muck[mak]n.堆肥；淤泥作者简介毛泽东1893年12月26日生于湖南湘潭韶山冲一个农民家庭，1976年9月9日在北京逝世。他是中国共产党、中国人民解放军、中华人民共和国的主要缔造者和领导人，伟大的马克思主义者，无产阶级革命家、战略家、理论家，中国当代杰出的诗人、书法家。毛泽东被视为现代世界历史中最重要的人物之一，《时代》杂志也将他评为20世纪最具影响100人之一
Foreign Language Department 1 crimson [ˈkrɪmzn] vi. 变得绯红 2 serried [ˈserɪd] a. 拥挤的；密集的 3 barge [bɑːdʒ] n. 大型平底船；驳船 4 vie [vaɪ] vi. 竞争；相争 5 cleave [kliːv] vt. 砍开；劈开 6 glide [ɡlaɪd] vi. 滑行；游动 7 limpid [ˈlɪmpɪd] a. 清澈的；透明的 8 contend [kənˈtend] vi. 搏斗；争斗 9 brood [bruːd] vi. 沉思；冥想 10 immensity [ɪˈmensətɪ] n. 广大；无限 11 throng [θrɒŋ] n. 聚集的人群 12 restraint [rɪˈstreɪnt] n. 遏制；克制 13 afire [ə'faɪə] a. 燃烧着的 14 muck [mʌk] n. 堆肥；淤泥 作者简介 毛泽东1893年12月26日生于湖南湘潭韶山冲一个农民家庭，1976年9月9日在北京 逝世。他是中国共产党、中国人民解放军、中华人民共和国的主要缔造者和领导 人，伟大的马克思主义者，无产阶级革命家、战略家、理论家，中国当代杰出的 诗人、书法家。毛泽东被视为现代世界历史中最重要的人物之一，《时代》杂志 也将他评为20世纪最具影响100人之一
ForeignLanguageDepartmentChapterUnit 2Freshman Year1.have a thorough understanding ofthe textcontextually and linguistically,2.build up an active vocabulary to talk about freshmanyear andknow howtousethekeywords andexpressions in context properly,3.communicate with regard to freshman yearexperience,4.understand what American parents and theirchildren think of the freshman year,5.reflecton their own experienceof thefirstyear atcollege and how their parents feel when they leaveTeaching Objectivehome to attend college;6. get familiar with the writing of an emailIdeological and Political Objectives:1. Encourage students to improve their self-relianceand independent spirit at college a crucial stage oftheir lives.2. Understand the key of acquiring knowledge lies instudying diligently, intensively and persistently3.Nurture the core value of freedom -in thepursuit of individual freedom, one should behaveresponsibly and to respect other people's rights.communicate with regard to freshman year experienceTeachingFocusmakeacomparison between American collegeTeaching Difficultystudents' parents and Chinese ones;12 lessonsTeaching Duration
Foreign Language Department Chapter Unit 2 Freshman Year Teaching Objective 1.have a thorough understanding of the text contextually and linguistically; 2.build up an active vocabulary to talk about freshman year and know how to use the key words and expressions in context properly; 3.communicate with regard to freshman year experience; 4.understand what American parents and their children think of the freshman year; 5. reflect on their own experience of the first year at college and how their parents feel when they leave home to attend college; 6. get familiar with the writing of an email. Ideological and Political Objectives: 1. Encourage students to improve their self-reliance and independent spirit at college — a crucial stage of their lives. 2. Understand the key of acquiring knowledge lies in studying diligently, intensively and persistently. 3. Nurture the core value of freedom — in the pursuit of individual freedom, one should behave responsibly and to respect other people’s rights. Teaching Focus communicate with regard to freshman year experience Teaching Difficulty make a comparison between American college students’ parents and Chinese ones; Teaching Duration 12 lessons
Foreign Language DepartmentThrough teacher's explanation and asking questions,students can understand the text well. For wordTeaching Methodstudy, teachers will provide students with situation.WiththehelpofPPTOrganize a short session of discussion on what theAssignmentstudents have learntTeaching Duration: 12 lessonsSuggested Teaching ProcessThis unit is designed for a six-to-eight period class. In each of the periods, certaintasks are to becompleted. Generally speaking, there may be several different ways toexplore this unit. Here is asuggested teaching plan.Period 1/1-2Periods 5-6/7-8Periods 2-4/3-6ReadingI&IntegratedOpener&Reading& InteractingReading2Skills Practicing注：Reading2和Opener一起处理，主要基于以下考虑：1）使用本书的学生应该都是新生，Reading2是关于中国高校新生报到，内容非常贴近他们的生活；2）和主课文相比，Reading2的语言较直接、明了。这样由浅入深的安排更容易帮助学生进入学习状态。二、TextAnalysisThe author of this text tries to make and argue for her point effectively byemploying several writing techniques.The pronoun “"him" appears unexpectedly in the beginning sentence. It can strikethe reader as emotionally charged and suspenseful: Who does the writer refer to? Whywould the writer feel that way? What was it that aroused these emotions in her?Immediately after, there is a strong thesis statement concerning what was goingthrough the writer's mind and how she felt at the moment about what she saw. Thisthesisispresentedupfront inaclearandforceful manner:Itispatheticand disgracefulthat a grown-up college student is still overly dependent on their parents.Next, the second paragraph follows to help the reader quickly identify “him"witha group and even a generation of young people. It also reveals what the writer intendsto do in this essay, that is, to contrast two generations in terms of parent-child
Foreign Language Department Teaching Method Through teacher’s explanation and asking questions , students can understand the text well. For word study, teachers will provide students with situation. With the help of PPT. Assignment Organize a short session of discussion on what the students have learnt. Teaching Duration：12 lessons 一、Suggested Teaching Process This unit is designed for a six-to-eight period class. In each of the periods, certain tasks are to becompleted. Generally speaking, there may be several different ways to explore this unit. Here is asuggested teaching plan. 注：Reading 2 和 Opener 一起处理，主要基于以下考虑：1）使用本书的学生应 该都是新生，Reading 2 是关于中国高校新生报到，内容非常贴近他们的生活；2） 和主课文相比，Reading 2 的语言较直接、明了。这样由浅入深的安排更容易帮 助学生进入学习状态。 二、Text Analysis The author of this text tries to make and argue for her point effectively by employing several writing techniques. The pronoun “him” appears unexpectedly in the beginning sentence. It can strike the reader as emotionally charged and suspenseful: Who does the writer refer to? Why would the writer feel that way? What was it that aroused these emotions in her? Immediately after, there is a strong thesis statement concerning what was going through the writer’s mind and how she felt at the moment about what she saw. This thesis is presented upfront in a clear and forceful manner: It is pathetic and disgraceful that a grown-up college student is still overly dependent on their parents. Next, the second paragraph follows to help the reader quickly identify “him” with a group and even a generation of young people. It also reveals what the writer intends to do in this essay, that is, to contrast two generations in terms of parent-child
ForeignLanguageDepartmentrelationshipsWith such an introduction, the context for the rest of the text is well set up toallow the writer to proceed smoothly with a contrast between parents of today'scollegestudents and thewriter'sparents.Shechoosestheblock-by-blockmethodfororganizing the text, first presents and discusses parents of today's college students,and then moves on to discuss her parents. To help the reader keep track of the contrast.she switches from one blockto theother using expressions oftime (e.g.twenty yearsago, when I tell my mother that ..).Finally, a note of caution. It can be argued that the writer provides an interestingperspective on cross-generational differences and offers good advice. However, thereader may need to be wary of the risk involved in basing a conclusion on personalexperiences to make a blanket statement about generations三、LanguageFocus1、Text生词in tow:followingbehind跟随e.g. Trying to shop with three children in tow is no joke购物时跟着三个孩子可不是闹着玩的。one's heart/thoughts go(es) out to sb: one feels a lot of sympathy towards sb. 对某人表示同情或慰问e.g.We have expressed our sympathies to the family in the traffic accident and ourhearts go out to them at this very sad time," he said.“我们对遭遇交通事故的家庭深表同情，在这个悲伤的时刻我们的心与他们同在，”他说。take charge (of sb.or sth.):take control 照管e.g. She took charge of the project and made sure it was finished on time.她负责这个项目，确保项目准时完成
Foreign Language Department relationships. With such an introduction, the context for the rest of the text is well set up to allow the writer to proceed smoothly with a contrast between parents of today’s college students and the writer’s parents. She chooses the block-by-block method for organizing the text, first presents and discusses parents of today’s college students, and then moves on to discuss her parents. To help the reader keep track of the contrast, she switches from one block to the other using expressions of time (e.g. twenty years ago, when I tell my mother that .). Finally, a note of caution. It can be argued that the writer provides an interesting perspective on cross-generational differences and offers good advice. However, the reader may need to be wary of the risk involved in basing a conclusion on personal experiences to make a blanket statement about generations. 三、 Language Focus 1、Text 生词 in tow: following behind 跟随 e.g. Trying to shop with three children in tow is no joke. 购物时跟着三个孩子可不是闹着玩的。 one’s heart/thoughts go(es) out to sb: one feels a lot of sympathy towards sb. 对某 人表示同情或慰问 e.g. “We have expressed our sympathies to the family in the traffic accident and our hearts go out to them at this very sad time,” he said. “我们对遭遇交通事故的家庭深表同情，在这个悲伤的时刻我们的心与他们同 在，”他说。 take charge (of sb. or sth.): take control 照管 e.g. She took charge of the project and made sure it was finished on time. 她负责这个项目，确保项目准时完成