Unit2FreshmanYear詳案

1、Unit 2 Freshman YearI. Teaching Objectives:Uponpletion of this unit, teachers are expected to have enabled students (Ss) to: have a thorough understanding of the text contextually and linguistically; build up an active vocabulary to talk about freshman year and know how to use the key words and expr

2、essions in context properly; municate with regard to freshman year experience; understand what American parents and their children think of the freshman year; reflect on their own experience of the first year at college and how their parents feel when they leave home to attend college; make a pariso

3、n between American college students ' parents and Chinese ones; get familiar with the writing of an email.II. Teaching Keys and Difficulties:Keys:1. Understanding the Text.2. The usage of important new words and expressions.3. Understanding difficult and long sentences.4. Fast reading skills.5.

4、The emphatic use of do6. Sentence pattern:one' s heart/thoughts go(es) out to sb; rather.7. Email Writing: A response to your parents' emailDifficulties:1. The usage of important new words and expressions.2. Understanding difficult sentences.3. The emphatic use of do4. Sentence pattern:one&#

5、39; s heart/thoughts go(es) out to sb; rather.III. Teaching methods:municative, task-based teaching methodsIV. Time Arran geme nt: (12 periods)This unit is desig ned for a 12 p eriod class. In each of the p eriods, certa in tasks are to be p leted. Gen erally sp eak ing, there maybe severaldiffere n

6、t ways to explore this un it. Here is a suggested teach ing plan.注:RePeriod 1Opener2的語P eriod 2-6adReaSrfsORenecting起處理，主要基于以下考慮:ngn tfeglO關(guān)于中國高校clfe生g艮到:春言較直接、g0&了ste這樣由淺入：支都是新生,d生活；Rea2)g和主課文相比，1)P eriod 7-8戶內(nèi)容非常貼近近他們的 深的安排更容易幫助學生進入使用本書的學生應該學習狀態(tài)。ending11-12Reagraged Skills& P ractici ngVI.

7、 Teaching ProceduresSte p1: Opener (1 period) In troduce the top ic to the class either in En glish or Chin ese Play the song in Opener and ask Ss whether they know it or not. Tell Ss the backgro und in formati on about the song and guide them to read the words of the song. P lay the song aga in and

8、 ask Ss to p lete the task in P air work Play the song for the third time and ask Ss to discuss the questions in Group work.Ask stude nts to work in p airs, discuss ing the three questi ons give n in Opener.Q1: What does “a big man ” mean in the song? Why doesn ' t the boy want to be a big man?Q

9、2: What kind of p erson would he like to be?Read ing 21. Ask Ss to skim the text and answer the questions in prehension Checkfor Readi ng 2.2. Ask Ss to work with partners to recall their own exp erie nee: Howdid you report to school? Did you en roll by yourself? Why or Why not? Encourage Ss to use

10、words and expressions fromReading 2 .Step 2: Readi ng & In teract ing (5 p eriods)1. Introduce the topic of the text to Ss: the author sums up the experienee of the first year at college and calls for parents to sta nd back and lettheir childre n man age their new life on their own.2. Before mov

11、ing on to the text, help Ss' familiar themselves with newwords in the margi n.in tow: following behind 跟隨 e.g. Trying to shop with three children in tow is no joke.購物時有三個孩子跟著可不是鬧著玩的。one's heart/thoughts go(es) out to sb: one feels a lot of sympathy towards sb. 對某人表示同情或慰問” he said.e.g. “ We h

12、ave expressed our sympathies to the family in the traffic accident and our hearts go out to them at this very sad time,我們對遭遇交通事故的家庭深表同情，在這個悲傷的時刻我們的心與他們同take control照管在，”他說。take charge (of sb. or sth.): e.g. She took charge of the project and madesure it was finished on time.她負責這個項目，確保項目準時完成。(stand)

13、in line:站隊，排隊e.g. They stood in line for several hours for tonight' s tickets.為了今晚的票子他們排了幾個小時的隊。reflect on: think carefully about sth.; show思考，深思；（對聲譽等）帶來影響e.g. He sat in the garden and reflected on what he had just read.他坐在花園里思考著所閱讀的內(nèi)容。if not: perhaps; indicating possibility of being more remar

14、kable (greateror better or sooner) than要是不e.g. Let 's meet tonight if not sooner.我們最遲今晚見面吧。faculty: n. (AmE) all the teachers in a university (used with a sing. orpl. verb) 全體教員e.g. Both faculty and students are required to attend the meeting.師生都要參加會議。nonetheless: ad. (fml) however 雖然如此，但是e.g. T

15、he problems are not serious. Nonetheless, we shall need to handlethem soon.問題不算嚴重。但我們得趕緊加以解決。bine: vt. cause (things) to join or mix together to form a whole使結(jié)e.g. None of us has much money so lets bine what we ' ve got.我們誰都沒多少錢，那我們就把錢湊一塊吧。inevitable: a. impossible to avoid or prevent不可避免的e.g. I

16、t seems inevitable that they will be late for school because of thebad weather.天氣惡劣，他們不可避免地要上學遲到了。embarrassed: a. 局促不安的，不好意思的e.g. I was embarrassed to be praised in front of so many people. 當眾受表揚我不好意思。He felt embarrassed at being the centre of attention. 眾目睽睽之下他局促不安。acpany: vt. (fml) go with (sb.) t

17、o a place or event陪同e.g. Would you like me to acpany you to your room?要不要我陪你去你的房間？no doubt: certainly, without question無疑地e.g. That basketball player is no doubt the tallest man I 've ever seen.毫無疑問，那個打籃球的是我見過的個子最高的人。misguide: vt. 錯誤地引導 e.g. I misguided the tourist by telling him to turn left wh

18、en he should have gone right.我給游客指錯了路，明明該右轉(zhuǎn)，我讓他左轉(zhuǎn)。crush: vt. make (sb.) lose all hope, confidence etc.; break into pieces 使失去信心；摧毀 常見的搭配： crush sb ' s hopes/enthusiasm/confidence etc.e.g. I was crushed I have almost lost heart.我意志消沉我?guī)缀跏チ诵判摹is arm was badly crushed in the car accident.他的手臂在車禍中受

19、到嚴重碾壓。seminar: n. 研討會（課） e.g. I attended every lecture and seminar on this subject when I was a student.我讀書時有關(guān)這一內(nèi)容的講座、研討會一個也沒拉下過。抱怨，發(fā)牢騷plain: v. say that you are not satisfied with sth.e.g. Lots of people have plained about the constant noise. 不少人紛紛抱怨無休無止的噪音。Why didn 't you plain to the manager

20、if the service was so bad?要是服務那么差，你干嘛不向經(jīng)理投訴呢？功課，作assignment: n. a piece of work that a student is asked to do e.g. I have a lot of reading assignments to plete before the end of term.期末之前我要完成許多閱讀作業(yè)。issue: n. problem 問題e.g. Don't worry about who will do it that ' s not the main issue.別擔心誰來做這不

21、是主要問題。let go: 放開e.g. You need to let the past go/let go of thepast and forgive those whohave hurt you.你得放開那些過去的事，原諒那些傷害過你的人。in disbelief: not being able to believe sth.不相信e.g. She shook her head in disbelief.她搖著頭，難以相信。aware: a. knowing about a situation or a fact知道的，注意到的e.g. I wasn 't even aware

22、 that he was ill.我都不知道他病了。Were you aware of the risks at the time?當時你知不知道有危險？muddle through: manage to do sth. although you are not organized and donot know how to do it 胡亂應付過去e.g. There was no one to help me, so I just muddled through.沒人幫我，于是我就亂做一氣。loan: n. the money that is borrowed from a bank an

23、d has to be paid back貸款e.g. She 's trying to get a $50,000 loan to start her own business.她正設法獲得 50000 美元的創(chuàng)業(yè)貸款。find one 's way: discover the right way (to a place)發(fā)現(xiàn)（到某處的）途徑e.g. I had a map with me but I still couldn' t find my way back to thehotel.我隨身帶著地圖，可還是找不到回酒店的路。set foot in:enter a

24、 place進入；踏進e.g. Can you believe she 's never set foot in a McDonald's?她從沒去過麥當勞你信不信？incident: n. an event that is often either unpleasant or unusual事件e.g. A young manwas seriously injured in a shooting incidenton Saturdaynight.周六晚上一次槍擊事件中一名年輕人受重傷。plead: v. ask sb. for sth. in a very strong an

25、d serious way懇求e.g. He was on his knees, pleading for forgiveness.他跪了下來，懇求原諒。stay put: remain in the same place or position留在原處不動e.g. Just stay put with the suitcases, while I go and find a taxi.呆著別動，看好箱子，我去叫出租車。negotiate: v. try to reach agreement by discussion協(xié)商；談判e.g. I 've managedto negotiat

26、e a five percent pay increase with myboss.我跟老板談妥了，加薪 5%。I ' m negotiating for a new contract.我正在談一個新的合同。be concerned with:be in terested in關(guān)心，感興趣e.g. All the people are concerned with children's education.所有的人都關(guān)心孩子的教育。un dertake: vt. make on eself res pon sible for (sth.)承擔（某事物）e.g. Stude nt

27、s are required to un dertake sim pie exp erime nts.學生得學會做些簡單的實驗。' atte nti on to the table in Text3. Analyze the text by drawing SsOrganization,and tell them that the text contains informationabout thecontrast between parents of today ' s college students and the author s parents with regard

28、 to the freshma n year.Guide Ss to explore the text to find as muchinformation as possibleabout the con trast and p lete the table.Explain that the author makes a parison between baby-boomer parents 's parents (Paras. 11-14, 17-18) by(P aras. 5-10,15,16) and the authorusing a followi ng table.AL

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33、 ffi their own way.thanhhji4. Explain the emp hatic use of do/does/did and ask Ss to do the task inUsage.Do as auxiliary verb can be used before verbs for emphasis, especiallyverbs like hope, believe, think,feel, etc. Besides, it is often used together with words such as but, however, nonetheless an

34、d though/although to show contrast. In speech it needs to be stressed. E.g.1) I really do love it2) Nonetheless, I do remember what it was like to be an 18-year-old undergraduate.5. Paraphrase or translate difficult sentences.My heart went out to him. (Para. 1)The author does not identify “ him” unt

35、il the fifth paragraph, which is an effective wayto draw readers ' attention and makethem keep on reading.我十分同情這位男孩。Howhumiliatingto be in a university registrar 's office with your fathertaking charge.(Para. 1)Howhumiliatingit is to be in a university registrar 's office with yourfather

36、 taking charge.這是一句感嘆句，省略了 it is想象一下一個身處大學注冊處的年輕人， 仍有父親陪伴左右包辦事務是多么令人蒙羞。(Para. 3)I am as old as, if not older than, most faculty members.I am as old as, and perhaps even older than, most faculty members.我和大部分老師相比，如果不比他們年長的話，至少也是和他們一樣的年紀了。I thought about those small bits of self-confidence that were s

37、opainstakingly built in boyhood, and how they were being crushed at thecounter. (Para. 6)I thought about how the young man had gradually managed to build hisself-confidenceas a boy and howit was now being destroyed at the counter.我想到了男孩少年時代辛苦建立起來的那點自信心，就這樣在臺子前被砸得粉碎。責備語 ) aimed at anyone feltgrow up

38、(Para. 7): This is a mon reproach (to be behaving foolishly and not in a mature way.Rather (Para. 10): Here the wordrather ” is used to start a sentencethat provides a more accurate ( 確切的) or specific explanation of whatis said in the previous statement, meaningmore truly”, or “moreaccurately ”So wh

39、atever are you doing in line with them at the registrar's office?(Para. 10)So I don't understand why you are still waiting in line withyour childrenat the registrar's office!所以，你們在注冊辦公室跟孩子一起排隊干什么呢？I learned to find my way through the perils and pleasures of universitylife. (Para. 12)I we

40、nt through the challenges of university lifeand also experienced itsjoys.我學著靠自己來適應大學生活的各種甜酸苦辣。Naturally, I made mistakes, but then I still do.(Para. 12)Of course, I mademistakes, but, well, you see,still makemistakes now.自然，我犯過錯誤，然而，我現(xiàn)在也還不是要犯錯嘛。everyth ing I did was a direct reflecti on on them.(Par

41、a. 13) whatever I did affected their reputation because they were thoughtresponsible for my conduct. be a reflection on sb./sth.” roughlymeans “show how good or bad sb. or sth. is.我所做的一切事情都得由他們來承擔。They never set foot in a university.(Para. 14)My parents never received a college education.他們從未進過大學校門。

42、6. Guide Ss to do the tasks inFocusing on the main ideas, Digging intothe detail and Understanding difficult sentences.(P39-40)Step 3 Focusing on Language in the Context (2 periods)1. Explain the key words and expressions in the text and teach Ss how to use them. Finish Key Words & Expressions 1

43、.1-1.3, help Ss put these words and expressions into use.2. Explain the emphatic use of do/does/did and ask Ss to do the task in Usage.3. Explain the sentence patterns and ask Ss to do the task in Sentence Pattern .4. Have Ss do pair work in prehensive Practice. Ss may fill in the blanks and then ro

44、le play it.5. Ask Ss to review words, phrases and sentence pattern. Check the assignment.Step 4 Reading & prehending (2 periods)Reading 11. Ask Ss to read the new words and expressions, guide them to skim the text, and then do the task inprehension Check for Reading 1 .2. Guide Ss to explore the

45、 text again, find out the quotations written by Einstein (e.g. Imagination is more important than knowledge. The value of a man should be seen in what he gives and not in what he is able to receive.), and translate them into Chinese.3. Ask Ss to find out the wish given by the author' s parents (

46、 Wehope our son bees self-assured and self-aware, with a sense of opportunity and one of obligation-and with the imagination to make a difference.), and translate them into Chinese.Step 5 Assignments:1. Review the text and try to retell the story;2. Role play: Divide the class into groups of six and

47、 assign each a interview task:There are six brief interviews with some parents and one students talking about their feelings. Ask Ss to do the rehearsal afterclass, two or three groups will be invited to role play in class.3. Writing: Ss are supposed to have received an email from yourparents.Ss are required to write a response to t