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 classes

Objectives:

1.To expand basic vocabulary and expressions

2.To appreciate the theme of the text

3.To know about some background information about Eric H Erickson’s

Developmental Stages.

4. To review the grammatical knowledge about the conjunction while and to

learn to use parallelism.

Key points:

https://www.sodocs.net/doc/c018212750.html,nguage study and expressions

2.Background information

3.Word Building: de-, pro-, -ject, -volve, -ogy.

4.Paraphrases of difficult sentences

Difficult points:

1.ways of expressing the object

2.Writing devices: antithesis

3.The corresponding information about the text

Methods of teaching:

1.Interactive teaching method

https://www.sodocs.net/doc/c018212750.html,municative Teaching method

Teaching procedures:

Part I Warm-up

I. Warm-up Questions

1. 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 life

2. Have you experienced anything different from your middle school life?

?being far away from home

?living with others

?becoming independent

?changes are occurring

3. 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 entered

college?

?loneliness

?confusion

?frustration

?psychological problems abound on campus

II.Myths and Facts Regarding College Experience

College 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 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 exciting. Metaphorically, there are four seasons in one’s 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 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 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 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 II Background Information

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.

A selection of books by Bob Hartman

II. Erik H. Erikson

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. Main books by Erik H. Erickson:

II. Erickson’s 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.

Part III Text Appreciation

I.Text analysis

1. Theme

College 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 are also proudly growing in their understanding of themselves, others and the world.

2. Structure

Part 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, affection 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?

What 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 their choice to pursue a college education.

What does “it” refer to here?

For referenc e: “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, there are four distinct aspects to psychologi cal 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.

Question 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 to decide 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 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 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.

Part III. Further discussion

What 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, value s, and morals?

Part IV. Assignment

1. Prepare for the dictation of Unit 1

2. All the exercises after Text A, unit 1

3. Preview Unit 3

CONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching:UNIT 2 How Reading Changed My Life

Period of the teaching:10 classes

Objectives:

https://www.sodocs.net/doc/c018212750.html,e the words and phrases freely

https://www.sodocs.net/doc/c018212750.html,prehend the text structure

3.Understand the rhetorical features of the text

4.Have a better understanding of the text

Key points:

1.The understanding of the complicated sentences

2.Important language points

3.Translation exercises: C-E and E-C

Difficult points:

1.Critical thinking skills

2.Text patterns

3.The corresponding information about the text

Methods of teaching:

1.Interactive teaching method

https://www.sodocs.net/doc/c018212750.html,municative Teaching method

Teaching procedures:

Part I Background information

Today, 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 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 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 TEXT

1)...a small but satisfying spread of center-hall colonials, old roses, and quiet

roads. ( para.1 )

Spread:n. A range or an area over which buildings spread

Colonials: houses built in the style of the 18th century during the colonial

period of American history

2) 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)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 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 devoted literacy.(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 even

learning.(para.9)

Advancement:progress or improvement in one`s career

7)There is something in the American character...a certain hale and heartiness

that is suspicious of reading as anything more than a tool for

advancement.(para.11)

Hale and hearty: healthy and strong

Be suspicious of sb./sth.:to feel that sb/sth cannot be trusted

8)There also arose...a kind of careerism in the United States that sanction

reading only if there was some point to it.(para.12)

Careerism: the practice of seeking one`s professional advancement by all possible means

Sanction: to approve of

Note: this word deserves special care as it can have diametrically meanings in different contexts.

Point: purpose; goal; advantage;reason

9)For many journalists, reading... was most often couched as a series 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 way

10)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, newspaper in 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 lay an 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 sth

Seize 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 abou t: used for saying what the most basic or important aspect

of a particular job, activity, or relationship is, e.g.

Love and care - - that's what family is all about.

A 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 meaning as sb or sth else对应物; 相等物

Part III. The theme of the TEXT

This 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 learned through 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 TEXT

Part 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 )

1) 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 aimless

reading 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 among

ordinary people.

Part V. Discussion

1) 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. Assignment

1) Prepare for the dictation of Unit 2

2) All the exercises after Text A, unit 2

3) Preview Unit 3

4) Prepare for the presentation at the beginning of the next class

CONTEMPORARY COLLEGE ENGLISH---BOOK 3 The title of teaching:UNIT 3 The Dill Pickle

Period of the teaching:10 classes

Objectives:

1.To expand basic vocabulary and expressions

2.To appreciate the theme of the text

3.To know about some background information about dill pickle.

4.To review the grammatical knowledge about rhetorical questions,

exclamatory sentences

Key points:

https://www.sodocs.net/doc/c018212750.html,nguage study and expressions

2.Background information

3.Word building: -press;

4.Paraphrases of difficult sentences

Difficult points:

1.rhetorical questions,

2.exclamatory sentences

Methods of teaching:

1.Interactive teaching method

https://www.sodocs.net/doc/c018212750.html,municative Teaching method

Teaching procedures:

Part I Warm-up

I. A Boatman’s Song

Enjoy listening to the Russian folk music.

II. Dictation

Katherine Mansfield (1888—1923), British short-story writer, was born in Wellington, 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 to herself as a writer. In 1918 she married English literary ，John Middleton Murry.

Mansfield's middle class provided the setting for many of her stories and mortality—perhaps due to her illness—dominated her writing. Her years were burdened with , illness, jealousy and —all reflected from her work in the bitter of marital and family relationships of her middle-class characters.

As a New Zealand's most famous writer, she was closely associated with

D.H. Lawrence and something of a rival of Virginia Woolf. Her short

stories are also notable for their use of . Much influenced by Russian writer Anton Chekhov, Mansfield depicted events and changes in human behavior.

Part II Background information

I Author Katherine Mansfield

现代大学英语精读3_第二版_unit1、2课文翻译

Unit 1 Your college years 1你可曾考虑过作为一个大学生你生活中正在发生和即将发生的变化？你可曾想到过大学时代教授们以及其他教职工为了你的成长和发展制定了目标？你可曾注意过你在从青少年渐渐成人的过程中会发生某些变化？尽管大学生很少想这些，但是在大学生时代很可能会发生一些主要的变化。 2在这段时期，学生们正经受自我认同危机，他们努力要了解自己的身份，掌握自身的优缺点。当然，优缺点他们兼而有之，且两者都为数不少。重要的是人们如何看待自己，其他人又如何看待他们。皮尔斯和兰多曾在一篇文章中探讨了爱立信在《国际社会百科全书》中有关理论，根据他们的观点，性格特征是由先天基因（即父母的遗传物质）所决定，由外部环境而形成，并受偶然事件的影响的。人们受环境的影响，反过来也影响他们的环境。人们如何看待自己扮演的这两个角色无疑正是他们性格特征的部分表现。 3学生们经历自我认同危机的时候，他们也开始渐渐独立，但是可能仍然非常依赖父母。这种介于独立与依赖之间的冲突常常发生在青少年末期。事实上，这种冲突很可能因为他们选择继续接受大学教育而愈发激烈。高中一毕业，一些学生便会立即走入社会开始工作。这种选择的结果就是他们可能他们在经济上获得独立。但是大学生已经选择了用几年的时间继续掌握新知并且发展自我，因此他们在一定程度上还要依赖父母。 41984年4月杰利弗·A·霍夫曼在《心理咨询杂志》上发表了《即将成人的青年与父母的心理距离》，文章中他提及了人与父母产生心理距离的四个不同方面。第一，独立处理日常生活的能力，它包括个人独立处理实际事物和自身事务的能力，如理财的能力、选购服装的能力和决定每天工作日程的能力。第二，态度独立，即个人学会正确看待和接受自己与父母的态度、价值和信仰上的差异。第三个心理分离过程是情感独立，霍夫曼将这一过程定义为“摆脱父母的认可、亲近、陪伴和情感支持的过分依赖”。例如，大学生们会随自己所愿自由选择专业，而且并不认为必须征得父母的认同。第四是摆脱“对父母的过度内疚、焦虑、疑惑、责任、反感和愤怒的心理”。大学生们需要退一步看清自己在介于独立与依赖之间的冲突中所处的位置。 5可能大学生们面临的最紧张的问题之一就是构建自己的性别特征，这包括与异性之间的关系和对未来自身男性或女性角色的设计。每个人必须将其性格特征定义为男性或女性角色。这一过程中兴奋与受挫并存。也许没有什么比恋爱更能让学生们情绪低落或高涨的。例如，我曾经和一位年轻的大学生共事，一次他欢呼雀跃的进了我的办公室，面带笑容，声音激动。年轻人宣布：“我刚度过了人生中最灿烂的一天。”他继续解释他是如何与一位超凡脱俗的女子相遇的，而且这份浪漫的爱情与他梦中所期待的完全一致。而不倒一个星期，同一个年轻人却拖着脚步神情沮丧的进了我的办公室。他在同一张椅子上坐下来，深深地叹了口气，宣布说：“我经历了人生中最糟糕的一天。”他和那个年轻女子刚刚吵过架，两人的关系不再看好。因而，大学生们与异性交往的方式对他们的情感必定有所影响。 6于此同时，这些刚刚成年的大学生也在学习如何在成年人的世界里奉献和收获情感。在这一角度上，成长不仅要处理与异性之间的关系，还要处理与两性及所有年龄段的朋友之间的关系。随着他们渐渐成人，他们与异性交往的方式也在发生变化。这时作为成年人他们应该思索如何与同龄人和睦相处并有礼有节，如何与他们生活中的青少年儿童和睦相处，如何与他们的父母和睦相处并表达自己的感情。举个我在西南浸礼教会学院读研究生时的例子，当我刚刚修完一门咨询课程后，我去探望父母。在学习这门课的过程中我渐渐意识到，当我的世界不断扩展，新的机遇不断出现时，我的父亲，一个年过花甲之人，正在亲眼目睹自己的世界在变小，选择在变少。在家的那些日子里，我和父亲几次谈心，共同探讨了我课程的内容以及它如何应用到我的生活中。我发觉自己正以一种不同的方式看待父亲，并且把他看作一个我可以鼓励的朋友。我有意识的去鼓励这个从前鼓励过我的人。我在以一种不同的方式与父亲交流。 7大学生的另一个变化就是内化他们的宗教信仰、价值尺度和道德观念。从出生开始，就有一位或更多的父母成为他们的榜样，教给他们特定的信仰、价值和道德。然而，当他们到了青春期，这些问题却遭到了质疑，在一些情况下甚至遭到了反叛。现在他们刚刚成年，他们有机会为自己决定人生中将会如何选择何种信仰、价值和道德。60年代末，一位生活在极度歧视其他种族的环境中的年轻女子深信自己种族的

现代大学英语精读单词

U n i t 1 Baptist counsel encyclopedia agenda attitudinal contribute crisis endeavor ethical ethnic masculine resentment evaluate feminine adulthood option perceive project excessive functional genetic inherit interaction peer process stressful endowment ethnic adolescence affirm approval unquestionably heighten inhibition internalize newscast

rebel seminary theological wardrobe unit4 bearded Cynicism elegant guffaw lunatic monarch page pebble scant scratch block elaborately fountain half-naked nudge olive paradox privacy scoop squatter stroll titter sweat unit5 abundance adapt angler biocide birch bound built-in

chorus colossal confined considerable throb trout vegetation migrant suppress synthetic contamination counterpart deliberate ecologist evolve fern flame flicker gear harmony immune reserve score sicken span spiral subject mold outbreak potent primitive puzzle rapidity resurgence midst modify organism

现代大学英语精读1教案设计

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