UnitFreshmanYear详案

Unit2FreshmanYearI.TeachingObjectives:Uponcompletionofthisunit,teachersareexpectedtohaveenabledstudents(Ss)to:■haveathoroughunderstandingofthetextcontextuallyandlinguistically;■buildupanactivevocabularytotalkaboutfreshmanyearandknowhowtousethekeywordsandexpressionsincontextproperly;■communicatewithregardtofreshmanyearexperience;■understandwhatAmericanparentsandtheirchildrenthinkofthefreshmanyear;■reflectontheirownexperienceofthefirstyearatcollegeandhowtheirparentsfeelwhentheyleavehometoattendcollege;■makeacomparisonbetweenAmericancollegestudents'parentsandChineseones;■getfamiliarwiththewritingofanemail.II.TeachingKeysandDifficulties:Keys:1.UnderstandingtheText.2.Theusageofimportantnewwordsandexpressions.3.Understandingdifficultandlongsentences.4.Fastreadingskills.5.Theemphaticuseofdo6.Sentencepattern:one'sheart/thoughtsgo(es)outtosb;....rather...7.EmailWriting:Aresponsetoyourparents'emailDifficulties:1.Theusageofimportantnewwordsandexpressions.2.Understandingdifficultsentences.3.Theemphaticuseofdo4.Sentencepattern:one'sheart/thoughtsgo(es)outtosb;....rather...III.Teachingmethods:communicative,task-basedteachingmethodsIV.TimeArrangement:(12periods)Thisunitisdesignedfora12periodclass.Ineachoftheperiods,certaintasksaretobecompleted.Generallyspeaking,theremaybeseveraldifferentwaystoexplorethisunit.Hereisasuggestedteachingplan.注：ReadingPeriod2-6Reading&1）使用本的学生应该都是新生，Period7-82Period1InteractingOpener一起处LanguageFocusSkillsOpener理，主要基于以下考虑：和Reading2IntegratedSkillsPracticing是关于中国高校新生报到，非常贴近他们的生活；Period9-10Reading&2）和主课文相比，Period11-12IntegratedReadingComprehending&Practicing(Viewing&Listening)1/102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。VI.TeachingProceduresStep1:Opener(1period)■IntroducethetopictotheclasseitherinEnglishorChinese■PlaythesonginOpenerandaskSswhethertheyknowitornot.■TellSsthebackgroundinformationaboutthesongandguidethemtoreadthewordsofthesong.■PlaythesongagainandaskSstocompletethetaskinPairwork■PlaythesongforthethirdtimeandaskSstodiscussthequestionsinGroupwork.Askstudentstoworkinpairs,discussingthethreequestionsgiveninOpener.Q1:Whatdoes“abigman”meaninthesong?Whydoesn'ttheboywanttobeabigman?Q2:Whatkindofpersonwouldheliketobe?Reading21.AskSstoskimthetextandanswerthequestionsinComprehensionCheckforReading2.2.AskSstoworkwithpartnerstorecalltheirownexperience:Howdidyoureporttoschool?Didyouenrollbyyourself?WhyorWhynot?EncourageSstousewordsandexpressionsfromReading2.Step2:Reading&Interacting(5periods)1.IntroducethetopicofthetexttoSs:theauthorsumsuptheexperienceofthefirstyearatcollegeandcallsforparentstostandbackandlettheirchildrenmanagetheirnewlifeontheirown.2.Beforemovingontothetext,helpSs'familiarthemselveswithnewwordsinthemargin.intow:followingbehind跟随e.g.Tryingtoshopwiththreechildrenintowisnojoke.购物时有三个孩子跟着可不是闹着玩的。one'sheart/thoughtsgo(es)outtosb:onefeelsalotofsympathytowardssb.对某人示同情或慰问e.g.“Wehaveexpressedoursympathiestothefamilyinthetrafficaccidentandourheartsgoouttothematthisverysadtime,”hesaid.“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。2/10takecharge(ofsb.orsth.):takecontrol照管e.g.Shetookchargeoftheprojectandmadesureitwasfinishedontime.她负责这个项目，确保项目准时完成。(stand)inline:站队，排队e.g.Theystoodinlineforseveralhoursfortonight'stickets.为了今晚的票子他们排了几个小时的队。reflecton:thinkcarefullyaboutsth.;show思考，深思；（对声誉等）带来影响e.g.Hesatinthegardenandreflectedonwhathehadjustread.他坐在花园里思考着所阅读的内容。ifnot:perhaps;indicatingpossibilityofbeingmoreremarkable(greaterorbetterorsooner)than要是不……e.g.Let'smeettonightifnotsooner.我们最迟今晚见面吧。faculty:n.(AmE)alltheteachersinauniversity(usedwithasing.orpl.verb)全体教员e.g.Bothfacultyandstudentsarerequiredtoattendthemeeting.师生都要参加会议。nonetheless:ad.(fml)however虽然如此，但是e.g.Theproblemsarenotserious.Nonetheless,weshallneedtohandlethemsoon.问题不算严重。但我们得赶紧加以解决。combine:vt.cause(things)tojoinormixtogethertoformawhole使结合e.g.Noneofushasmuchmoneysolet'scombinewhatwe'vegot.我们谁都没多少钱，那我们就把钱凑一块吧。inevitable:a.impossibletoavoidorprevent不可避免的e.g.Itseemsinevitablethattheywillbelateforschoolbecauseofthebadweather.天气恶劣，他们不可避免地要上学迟到了。embarrassed:a.局促不安的，不好意思的e.g.Iwasembarrassedtobepraisedinfrontofsomanypeople.当众受表扬我不好意思。Hefeltembarrassedatbeingthecentreofattention.3/10众目睽睽之下他局促不安。accompany:vt.(fml)gowith(sb.)toaplaceorevent陪同e.g.Wouldyoulikemetoaccompanyyoutoyourroom?要不要我陪你去你的房间？nodoubt:certainly,withoutquestion无疑地e.g.ThatbasketballplayerisnodoubtthetallestmanI'veeverseen.毫无疑问，那个打篮球的是我见过的个子最高的人。misguide:vt.错误地引导e.g.Imisguidedthetouristbytellinghimtoturnleftwhenheshouldhavegoneright.我给游客指错了路，明明该右转，我让他左转。crush:vt.make(sb.)loseallhope,confidenceetc.;breakintopieces使失去信心；摧毁常见的搭配：crushsb'shopes/enthusiasm/confidenceetc.e.g.Iwascrushed—Ihavealmostlostheart.我意志消沉——我几乎失去了信心。Hisarmwasbadlycrushedinthecaraccident.他的手臂在车祸中受到严重碾压。seminar:n.研讨会（课）e.g.IattendedeverylectureandseminaronthissubjectwhenIwasastudent.我读书时有关这一内容的讲座、研讨会一个也没拉下过。complain:v.saythatyouarenotsatisfiedwithsth.抱怨，发牢骚e.g.Lotsofpeoplehavecomplainedabouttheconstantnoise.不少人纷纷抱怨无休无止的噪音。Whydidn'tyoucomplaintothemanageriftheservicewassobad?要是服务那么差，你干嘛不向经理投诉呢？assignment:n.apieceofworkthatastudentisaskedtodo功课，作业e.g.Ihavealotofreadingassignmentstocompletebeforetheendofterm.期末之前我要完成许多阅读作业。issue:n.problem问题e.g.Don'tworryaboutwhowilldoit—that'snotthemainissue.4/10别担心谁来做——这不是主要问题。letgo:放开e.g.Youneedtoletthepastgo/letgoofthepastandforgivethosewhohavehurtyou.你得放开那些过去的事，原谅那些伤害过你的人。indisbelief:notbeingabletobelievesth.不相信e.g.Sheshookherheadindisbelief.她摇着头，难以相信。aware:a.knowingaboutasituationorafact知道的，注意到的e.g.Iwasn'tevenawarethathewasill.我都不知道他病了。Wereyouawareoftherisksatthetime?当时你知不知道有危险？muddlethrough:managetodosth.althoughyouarenotorganizedanddonotknowhowtodoit胡乱应付过去e.g.Therewasnoonetohelpme,so—Ijustmuddledthrough.没人帮我，于是我就乱做一气。loan:n.themoneythatisborrowedfromabankandhastobepaidback贷款e.g.She'stryingtogeta$50,000loantostartherownbusiness.她正设法获得50000美元的创业贷款。findone'sway:discovertherightway(toaplace)发现（到某处的）途径e.g.IhadamapwithmebutIstillcouldn'tfindmywaybacktothehotel.我随身带着地图，可还是找不到回酒店的路。setfootin:enteraplace进入；踏进e.g.Canyoubelieveshe'sneversetfootinaMcDonald's?她从没去过麦当劳你信不信？incident:n.aneventthatisofteneitherunpleasantorunusual事件e.g.AyoungmanwasseriouslyinjuredinashootingincidentonSaturdaynight.周六晚上一次枪击事件中一名年轻人受重伤。plead:v.asksb.forsth.inaverystrongandseriousway恳求e.g.Hewasonhisknees,pleadingforforgiveness.5/10他跪了下来，恳求原谅。stayput:remaininthesameplaceorposition留在原处不动e.g.Juststayputwiththesuitcases,whileIgoandfindataxi.呆着别动，看好箱子，我去叫出租车。negotiate:v.trytoreachagreementbydiscussion协商；谈判e.g.I'vemanagedtonegotiateafivepercentpayincreasewithmyboss.我跟老板谈妥了，加薪5%。I'mnegotiatingforanewcontract.我正在谈一个新的。beconcernedwith:beinterestedin关心，感兴趣e.g.Allthepeopleareconcernedwithchildren'seducation.所有的人都关心孩子的教育。undertake:vt.makeoneselfresponsiblefor(sth.)承担（某事物）e.g.Studentsarerequiredtoundertakesimpleexperiments.学生得学会做些简单的实验。3.AnalyzethetextbydrawingSs'attentiontothetableinTextOrganization,andtellthemthatthetextcontainsinformationaboutthecontrastbetweenparentsoftoday'scollegestudentsandtheauthor'sparentswithregardtothefreshmanyear.GuideSstoexplorethetexttofindasmuchinformationaspossibleaboutthecontrastandcompletethetable.Explainthattheauthormakesacomparisonbetweenbaby-boomerparents(Paras.5-10,15,16)andtheauthor'sparents(Paras.11-14,17-18)byusingafollowingtable.6/104.Explaintheemphaticuseofdo/does/didandaskSstodothetaskinUsage.Doasauxiliaryverbcanbeusedbeforeverbsforemphasis,especiallyverbslikehope,believe,think,feel,etc.Besides,itisoftenusedtogetherwithwordssuchasbut,however,nonethelessandthough/althoughtoshowcontrast.Inspeechitneedstobestressed.E.g.1)Ireallydoloveit2)Nonetheless,Idorememberwhatitwasliketobean18-year-oldundergraduate.5.Paraphraseortranslatedifficultsentences.Myheartwentouttohim.(Para.1)Theauthordoesnotidentify“him”untilthefifthparagraph,whichisaneffectivewaytodrawreaders'attentionandmakethemkeeponreading.我十分同情这位男孩。Howhumiliatingtobeinauniversityregistrar'sofficewithyourfathertakingcharge.(Para.1)Howhumiliatingitistobeinauniversityregistrar'sofficewithyourfathertakingcharge.这是一句感叹句，省略了itis。想象一下一个身处大学注册处的年轻人，仍有父亲陪伴左右包办事务是多么令人蒙羞。Iamasoldas,ifnotolderthan,mostfacultymembers.(Para.3)7/10Iamasoldas,andperhapsevenolderthan,mostfacultymembers.我和大部分老师相比，如果不比他们年长的话，至少也是和他们一样的年纪了。Ithoughtaboutthosesmallbitsofself-confidencethatweresopainstakinglybuiltinboyhood,andhowtheywerebeingcrushedatthecounter.(Para.6)Ithoughtabouthowtheyoungmanhadgraduallymanagedtobuildhisself-confidenceasaboyandhowitwasnowbeingdestroyedatthecounter.我想到了男孩少年时代辛苦建立起来的那点自信心，就这样在台子前被砸得粉碎。growup(Para.7):Thisisacommonreproach(责备语)aimedatanyonefelttobebehavingfoolishlyandnotinamatureway.Rather(Para.10):Heretheword“rather”isusedtostartasentencethatprovidesamoreaccurate(确切的)orspecificexplanationofwhatissaidinthepreviousstatement,meaning“moretruly”,or“moreaccurately”.Sowhateverareyoudoinginlinewiththemattheregistrar'soffice?(Para.10)SoIdon'tunderstandwhyyouarestillwaitinginlinewithyourchildrenattheregistrar'soffice!所以，你们在注册办公室跟孩子一起排队干什么呢？Ilearnedtofindmywaythroughtheperilsandpleasuresofuniversitylife.(Para.12)Iwentthroughthechallengesofuniversitylifeandalsoexperienceditsjoys.我学着靠自己来适应大学生活的各种甜酸苦辣。Naturally,Imademistakes,butthenIstilldo.(Para.12)Ofcourse,Imademistakes,but,well,yousee,Istillmakemistakesnow.自然，我犯过错误，然而，我现在也还不是要犯错嘛。…everythingIdidwasadirectreflectiononthem.(Para.13)…whateverIdidaffectedtheirreputationbecausetheywerethoughtresponsibleformyconduct.“…beareflectiononsb./sth.”roughlymeans“showhowgoodorbadsb.orsth.is.”我所做的一切事情都得由他们来承担。Theyneversetfootinauniversity.(Para.14)8/10Myparentsneverreceivedacollegeeducation.他们从未进过大学校门。6.GuideSstodothetasksinFocusingonthemainideas,DiggingintothedetailandUnderstandingdifficultsentences.(P39-40)Step3FocusingonLanguageintheContext(2periods)1.ExplainthekeywordsandexpressionsinthetextandteachSshowtousethem.FinishKeyWords&Expressions1.1-1.3,helpSsputthesewordsandexpressionsintouse.2.Explaintheemphaticuseofdo/does/didandaskSstodothetaskinUsage.3.ExplainthesentencepatternsandaskSstodothetaskinSentencePattern.4.HaveSsdopairworkinComprehensivePractice.Ssmayfillintheblanksandthenroleplayit.5.AskSstoreviewwords,phrasesandsentencepattern.Checktheassignment.Step4Reading&Comprehending(2periods)Reading11.AskSstoreadthenewwordsandexpressions,guidethemtoskimthetext,andthendothetaskinComprehensionCheckforReading1.2.GuideSstoexplorethetextagain,findoutthequotationswrittenbyEinstein(e.g.Imaginationismoreimportantthanknowledge.Thevalueofamanshouldbeseeninwhathegivesandnotinwhatheisabletoreceive.),andtranslatethemintoChinese.3.AskSstofindoutthewishgivenbytheauthor'sparents(Wehopeoursonbecomesself-assuredandself-aware,withasenseofopportunityandoneofobligation---andwiththeimaginationtomakeadifference.),andtranslatethemintoChinese.Step5Assignments:1.Reviewthetextandtrytoretellthestory;2.Roleplay:Dividetheclassintogroupsofsixandassigneachainterviewtask:Therearesixbriefinterviewswithsomeparentsandonestudentstalkingabouttheirfeelings.AskSstodotherehearsalafterclass,twoorthreegroupswillbeinvitedtoroleplayinclass.3.Writing:Ssaresupposedtohavereceivedanemailfromyourparents.Ssarerequiredtowritearesponsetotheiremail.EncourageSstodevelopthesentencebyusingwhatwe'velearntfromthetext.Step6IntegratedSkillsPracticing(2periods)Viewing&Listening1.IntroduceViewing&Listeningtotheclass:ParentsofnewstudentsatNewYorkUniversityarehelpingtheirchildrenmovein.Therearesixbriefinterviewswith9/10someparentsandonestudentstalkingabouttheirfeelings.2.PlaythevideoclipsonebyoneandaskSstofillintheblanksinthedialogueboxesaccordingtowhattheyhaveheard.3.PlaythevideoclipsagainandaskSstoreadafterthespeakers.Speaking1.HelpSsdothetaskinSpeaking.Whilepreparingforthediscussion,SsshouldrefertotheText,Reading1andReading2forusefulexpressions,andareencouragedtouseasmanyexpressionstheyhavelearnedaspossible.2.Invitetwoorthreegroupstoreporttheresultsofthediscussiontotheclass,andthenguidetheclasstodobrainstorming:findoutsimilaritiesanddifferencesbetweenparentsofAmericancollegestudentsandthoseofChinesecollegestudents.Writing1.AskastudenttoreadaloudtheemailinWritingandmakesuretheyallunderstandthecontent.Herearesomequestionsthatwillensurethattheyreallyunderstandwhattheemailisabout:Whowrotetheemail?Whatdidtheysayaboutthemselves?Whatdidtheyaskthereceivertodo?2.GuideSstofindoutthemainfeaturesofanemail.3.Summarizethefeaturesofanemailandassignhomework:writingaresponsetoparents'email.SsmayrefertotheresultsoftheirdiscussioninSpeaking.10/10