现代大学英语精读第3册教案CONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching: UNIT 1 Your College Years Period 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 HErickson‘sDevelopmental Stages.4. To review the grammatical knowledge about the conjunction while and tolearn to use parallelism.Key points:1. Language study and expressions2. Background information3. Word Building: de-, pro-, -ject, -volve, -ogy.4. Paraphrases of difficult sentences Difficult points:1. ways of expressing the object2. Writing devices: antithesis3. The corresponding information about the text Methods of teaching:1. Interactive teaching method2. Communicative Teaching method1Teaching procedures:Part I Warm-upI. Warm-up Questions1. As a sophomore, what is your general impression of college? , many opportunities for one to explore the unknown , experiencing a lot , keeping a good balance and laying a solid foundation , the golden time in one‘s life2. Have you experienced anything different from your middle school life?, being far away from home, living with others, becoming independent, changes are occurring3. What’s 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 enteredcollege?, loneliness, confusion2, frustration, psychological problems abound 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 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 beamong the most stressful and anxious times. One is faced with constantevaluation from his professors. Personal and parental expectations arealways on his mind. Financial stress is often a way of life. Career decisions,various relationships and the move toward independence are also commonissues. Making these the best years of one‘s life involves developing anapproach 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 challengingacademically, personally and socially. Stress and anxiety, among otheremotions, are natural by-products of the accelerated pace of learning andgrowth. It is not a matter of whether or not we experience these unpleasant3feelings 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 isa 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 withand make use of the campus resources, especially when you needassistance.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 thateveryone else is so sure of himself. Everyone else has friends. Everyoneelse has direction. Everyone else is confident. Everyone else is withouttroubles 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 incontact. It often belies the inner turmoil that we all experience from timeto 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.4III. On Seasons in CollegeThere are four seasons in a year, which make the days distinctive and exciting. Metaphorically, there are four seasons in one‘s college yearsrepresenting 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 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 ofgrowth.Summer is the season for flowers to bloom, and it‘s the season for you toenjoy the greatest passion in nature — love, love from your classmates, fromyour 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 whatyou 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 winter is the season of change. Unpleasant as it may seemto s ome students, it is simply inescapable and beneficial to one‘s growth and maturity.5Part 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 children for more than a decade and is a part-time pastor.A selection of books by Bob HartmanII. Erik H. EriksonErik H. Erikson (1902—1994), was a German-born American psychoanalystwhose 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 develo pmental stages. Main books by Erik H. Erickson:II. Erickson’s 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 individual passes through eightdevelopmental 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, the6outcome will be more struggles with that issue later in life. To Erikson, thesequence of the stages are set by nature. It is within the setlimits 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: 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 integrating 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. Stagnation Seeks satisfaction 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 Appreciation7I. Text analysis1. ThemeCollege 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 they are also acquiring new ways of assembling and processing information. They arealso proudly growing in their understanding of themselves, others andthe world.2. StructurePart 1 (para. 1): Many key changes happen to college students during theircollege years.Part 2 (paras.2-9): The key changes involve the following: identity crisis, the independence/dependence struggle, establishment of sexual identity, affection giving and receiving, internalization of religiousfaith, 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?What factors may influence identity?Students endeavor to find out who they are and what their strengths andweaknesses are. They want to know how other people perceive themselvesas well.8Identity may be influenced by genes, environment and opportunities. Question 2: In fact, it may be heightened by their choice to pursue a collegeeducation.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 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. Hoffman‘s observation, thereare four distinct aspects to psychological separation from one‘s 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: 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.9Question 5: I was relating to my father in a different 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 to 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 todecide for themselves what beliefs, values, and morals they are going to accept. These values are inclined to be internalized.Question 7: What are the significance about the college academiclifeaccording to paragraph 8?College academic life is a challenge. All students should be awareof how they react to new knowledge 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 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.10Part III. 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 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 311CONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching: UNIT 2 How Reading Changed My Life Period 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 text Key points:1. The understanding of the complicated sentences2. Important language points3. Translation exercises: C-E and E-CDifficult points:1. Critical thinking skills2. Text patterns3. The corresponding information about the text Methods of teaching:1. Interactive teaching method2. Communicative Teaching methodTeaching procedures:Part I Background informationToday, few people will deny that the written word seems beingquickly12supplanted 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 obviously been losing its ground. Many people today seem tobe too busy to do any reading, and those who are considered successfuldo 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 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 quietroads. ( para.1 )Spread: n. A range or an area over which buildings spreadthColonials: houses built in the style of the 18 century during the colonialperiod of American history2) We walked to school, wandered wild in the summer. ( para.1 )Wander wild: remind students that the adjective "wild" is used hereas asubject 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.13Commit sth to memory: to study sth carefully so as to remember it exactly Grade school: (AmE, old-fashioned) primary or elementary school Survive in my mind: This is not a common expression. It is more natural to say "still remain in my mind" or "I still remember"4) Perhaps restlessness is a necessary corollary of devotedliteracy.(para.5) Perhaps if a person works really hard at reading and writing, he or she is bound to be restless.5) There was waking, and there was sleeping. And then there were books...Between the time I woke up and the time I went to sleep, I read. 6) I did not read from a sense of superiority, or advancement, or evenlearning.(para.9)Advancement:progress or improvement in one`s career7) There is something in the American character...a certain hale and heartinessthat is suspicious of reading as anything more than a tool foradvancement.(para.11)Hale and hearty: healthy and strongBe suspicious of sb./sth.:to feel that sb/sth cannot be trusted8) There also arose...a kind of careerism in the United States that sanctionreading only if there was some point to it.(para.12)Careerism: the practice of seeking one`s professional advancement byall possible meansSanction: to approve of14Note: this word deserves special care as it can have diametrically meanings indifferent contexts.Point: purpose; goal; advantage;reason9) For many journalists, reading... was most often couched as aseries of problem to be addressed... (para.13)For many journalists, reading... was usually discussed as a lot of problem to be resolved.Be couched: (fml) to be expressed in a particular way10) Gutenberg invented the printing press (para.14)Printing press: (here) a printing machine 印刷机Note: the word "press" is often used to mean, among other things, newspaperin general as in phrases like the American press, a press conference, press coverage.11) After that, it became more difficult for one small group to layan exclusive claim to books, to seize and hold reading as their own. (para.14)Lay claim to sth: to state officially that you have a right to own sthSeize and hold sth: to grasp sth quickly and forcibly and then hold it firmly 12) ... we are what the world of books is really about. (para.15) ...we are really the most important people in the world of books. Be really/all about: used for saying what the most basic or important aspectof a particular job, activity, or relationship is, e.g.Love and care - - that's what family is all about.15A university must teach students how to live -- that's what schools are all about.13) It was still in the equivalent of the club chairs that we found one another... (para.16)We still found each other like we did when we were young.Equivalent: sb or sth that has the same size, value, importance or meaningas sb or sth else 对应物; 相等物Part III. The theme of the TEXTThis highly autobiographical essay can be divided into the traditional three parts with a brief introduction and an equally brief conclusion. The major part, the body of the essay, can be conveniently divided into two sections, the first of which deals with her childhood experiences of reading: what, how, why she read, and what she learnedthrough reading. The second section tackles a more complicated topic: how she continues to read in an unfriendly environment in adulthood.Part IV. The structure of the TEXTPart 1. The introduction ( para.1 )I grew up in a quiet neighborhood where I developed the habit of reading as a small child.Part 2. The body (para.2-15)A. I was an avid reader throughout my childhood and adolescence.( para.2-9 )161) I wandered the world and learned about people through books.( para.2-4 )2) As a child I preferred reading to playing outdoors with my peers.( para.5-6 )3) Through books, I also learned about myself, my wishes and dreams.( para.7-8 )4) I read because I loved it more than anything else in the world. (para.9)B. In my adulthood i remain an avid reader in an unfavorable environment.( paras.10-15 )1) it is believed reading should serve a useful purpose and aimlessreading is discouraged. ( paras.10-11 )2) Reading is being replaced by TV and the movies. ( paras.12-13 )3) The reading population has become a minority gourp. ( paras.14-15 ) Part 3. The conclusion ( paras.16-18 )Despite the decline of reding, there are still bookworms like me amongordinary people.Part V. Discussion1) What can we gain from reading?2) Why don't people read or read as much as they should today? What does it matter if people don't read? What can we do to change the situation? Part VI. Assignment1) Prepare for the dictation of Unit 2172) All the exercises after Text A, unit 23) Preview Unit 34) Prepare for the presentation at the beginning of the next class18CONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching: UNIT 3 The Dill PicklePeriod 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 dill pickle.4. To review the grammatical knowledge about rhetorical questions,exclamatory sentencesKey points:1. Language study and expressions2. Background information3. Word building: -press;4. Paraphrases of difficult sentences Difficult points:1. rhetorical questions,2. exclamatory sentencesMethods of teaching:1. Interactive teaching method2. Communicative Teaching methodTeaching procedures:Part I Warm-up19I. A Boatman’s SongEnjoy listening to the Russian folk music.II. DictationKatherine Mansfield (1888—1923), British short-story writer, was born inWellington, New Zealand. She is considered one of the greatest of the short-story form.At the age of 18 she in London to study music and toherself as a writer. In 1918 she married English literary ，JohnMiddleton Murry.Mansfield's middle class provided the setting formany of her stories and mortality—perhaps due to her illness—dominatedher writing. Her years were burdenedwith , illness, jealousy and—all reflected from her work in the bitter of maritaland family relationships of her middle-class characters.As a New Zealand's most famous writer, she was closely associated withD.H. Lawrence and something of a rival of Virginia Woolf. Her shortstories are also notable for their use of . Muchinfluenced by Russian writer Anton Chekhov, Mansfield depictedevents and changes in human behavior.Part II Background informationI Author Katherine Mansfield201888–1923, British author, born in New ZealandHer original name was Kathleen Beauchamp. She is regarded as one of themasters of the short story.A talented cellist (大提琴演奏家), she did not turn to literature until 1908. Her WorksIn a German Pension (1911), her first published book.Bliss (1920) which collected Mansfield's family memoirs and secured her reputation as a writer.The Garden Party (1922), her finest work written during the final stages of her illness which established her as a major writer.Later volumes of stories include The Dove’s Nest (1923) and Something Childish(1924; U.S. ed. The Little Girl, 1924).Other collections and poems: journal, letters, and scrapbook (edited by her husband) .Her Adventurous SpiritFamously, Mansfield remarked "risk, risk everything".It was largely through her adventurous spirit, her eagerness to grasp atexperience and to succeed in her work, that she became ensnared in disaster. . . If she was never a saint, she was certainly a martyr, and aheroine in her recklessness, her dedication and her courage.Her last words were: "I love the rain. I want the feeling of it on my face." Her Style21Mansfield's stories, which reveal the influence of Chekhov, are simple in form, luminous and evocative in substance. With delicate plainness they present elusive moments of decision, defeat, and small triumph.Themes of Mansfield's novelsThemes: different human relationships interacting with each other; social classes and inequality in bourgeois society;the frenzied exhortation to live, which is central to all her writings; the opposition of convention and nature; the elevation of the great artist as the model for living and, by extension; art as a means of being "real";the notion that destiny is a function of desiring—to want something stronglyenough is to legitimise the means of getting it.In her most persuasive work, Mansfield found a way of pressing the threads of such a credo into the weave of her fiction. The story of the rises and falls in Mansfield's popularity is fasci5nating, as it shifts with the major social, political and literary trends.Mansfield's portrayal of social classes and the injustices of bourgeois society had obvious appeal to the Chinese. One of the translators, Tang Baoxin, writes:―With remorseless irony she lays bare the hypocrisy and shallowness of the leisured class and their men of letters.‖II Dill PickleHow does it taste? It tastes very sour.Cucumber reserved in salty and spicy water with such ingredients as22pepper, garlic, dill and vinegar.In Russia, it is eaten with hamburger as an appetizer. Part III Text AppreciationI Text AnalysisStructure of the Story1). Plot of the story: a young woman and a young man who had been lovers oncemet again after six years of separation. They sat andreminisced…2). Setting of the story: in a restaurant3). Protagonists: Vera and her ex-lover (his name was never told) 4). Theme of the story: about the relationship between lovers: the heroine's sensitivity and the man's insensitivity to others—theirfeelings, attitudes and inner motivations. The man's egoismprevented him from seeing how greatly their lives haddiverged in the six years since they parted.2. Sentence Analysis1) He closed his eyes an instant, but opening them his face lit upas though he had struck a match in a dark room.closed his eyes: searched his memoryhis face lit up as though he had struck a match in a dark room.: 一闪而过的兴奋使他脸上露出光采。