UnitYourCollegeYears實(shí)用教案

1、 As a sophomore, what is your general impression of college? many opportunities for one to explore the unknown experiencing a lot making lifelong friends enjoying various kinds of activities developing ones personal interests keeping a good balance and laying a solid foundationthe golden time in one

2、s life 第1頁/共30頁第一頁，共31頁。2. Have you experienced anything different from your middle school life?being far away from home living with others becoming independent taking care of oneselfhandling ones own finance making ones own decisions changes are occurring第2頁/共30頁第二頁，共31頁。3. Whats your purpose of re

3、ceiving a college education? to get and keep a good job to earn more money to get a good start in lifeto fully develop oneselfto contribute more to the society 第3頁/共30頁第三頁，共31頁。4. Have you had any psychological problems ever since you entered college? lonelinessconfusionfrustrationjealousy a sense o

4、f inferiority feeling pressure第4頁/共30頁第四頁，共31頁。College Years vs. Seasons What do you think the four seasons represent and explain why? 第5頁/共30頁第五頁，共31頁。College Years vs. Seasons Sophomore FreshmanJuniorSenior第6頁/共30頁第六頁，共31頁。Freshman: SpringSpring is the season for nature to revive, to grow and to g

5、et 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. Its the season of growth.第7頁/共30頁第七頁，共31頁。Sophomore: SummerSummer is the season for flowers to bloom, and its the season for you to enjoy the

6、greatest passion in nature love, love from your classmates, from your teachers and from your romance.It is the season of affection.第8頁/共30頁第八頁，共31頁。Junior: AutumnIts the season for you to enjoy what you have achieved. Autumn is a season of harvest . 第9頁/共30頁第九頁，共31頁。Senior: WinterWinter is the harsh

7、est season of the four, which presents so many difficulties and hardships. So winter is the season of change. Unpleasant as it may seem to some students, it is simply inescapable and beneficial to ones growth and maturity.第10頁/共30頁第十頁，共31頁。Your College Years Bob Hartman第11頁/共30頁第十一頁，共31頁。 Text Analy

8、sis I. Theme of the text College is designed to be a time of changes for students. College students are experiencing a lot. Threatening the changes may be, they contribute to young adults growth and maturity. 第12頁/共30頁第十二頁，共31頁。StructureKey changes will happen during college years. (para. 1)Key chan

9、ges in detail. (para. 2-9)Restating the thesis: significance (para. 10)Thesis:Supportive ideas:Thesis consolidation:by definition, explanation, citation, antithesis, example第13頁/共30頁第十三頁，共31頁。Translate the followings:growth and maturitydevelopmental changesfrom adolescence to young adulthoodidentity

10、 crisisstrengths and weaknessesgenetic endowmentchance eventsenter the work worldpsychological separationpersonal affairshandle financesparental approvalthe opposite sexa v a r i e t y o f e t h n i c backgroundsacademic lifegather, process, and apply knowledgeway of learninginterpret life第14頁/共30頁第

11、十四頁，共31頁。成長(zhǎng)與成熟個(gè)人發(fā)展上的變化由青春期到初為成人(chng rn)認(rèn)同危機(jī)優(yōu)點(diǎn)和缺點(diǎn)基因的遺傳偶發(fā)事件進(jìn)入職場(chǎng)心理分離 growth and maturitydevelopmental changesfrom adolescence to young adulthood identity crisis strengths and weaknesses genetic endowmentchance events enter the work world psychological separation第15頁/共30頁第十五頁，共31頁。私人事務(wù)打理財(cái)務(wù)征得父母同意異性(yxng

12、)不同民族背景學(xué)業(yè)生活獲取，整理并運(yùn)用知識(shí)學(xué)習(xí)方法詮釋生活 personal affairs handle financesparental approval the opposite sex a variety of ethnic backgrounds academic life gather, process, and apply knowledge way of learninginterpret life第16頁/共30頁第十六頁，共31頁。. . identity is determined by genetic endowment (what is inherited from

13、parents), shaped by environment, and influenced by chance events.（2）【Sentence Paraphrase】Who we are is determined by three things; First, our genes or what our parents have given us, our legacy; second, environment, and third, luck or opportunities.身份的形成取決于基因（有父母遺傳），受環(huán)境的塑造，并被不確定(qudng)的事件影響。第17頁/共30

14、頁第十七頁，共31頁。 Hoffman defines this process as “freedom from an excessive need for approval, closeness, togetherness, and emotional support in relation to the mother and father.”（4） 【Sentence Paraphrase】 Children need their parents to tell them what to do or not to do. They also need to be close to the

15、ir parents and receive encouragement, love, all kinds of emotional support which give them strength. But when they grow up, they no longer have the same needs like babies. 霍夫曼把這個(gè)(zh ge)過程界定為“在認(rèn)可、親近、親密及感情支持這些方面擺脫對(duì)父母的過多依賴?！钡?8頁/共30頁第十八頁，共31頁。 In their adolescent years, however, these matters are quest

16、ioned and in some cases rebelled against. （7） s, however, people often have doubts about these matters and sometimes oppose them. 第19頁/共30頁第十九頁，共31頁。Skimming Q: What are the key changes which will probably happen in college years? Q: How do college students go through an identity crisis at college?

17、What factors may influence identity? Q: According to Jeffery A. Hoffmans observation, there are four distinct aspects to psychological separation from ones parents. What are they? How to paraphrase them? Q: Are college students totally independent from the parents? Why?(paras.3-4) Q: What may be one

18、 of the most stressful matters college students experience according to the author? Q: How do college students become world citizens?第20頁/共30頁第二十頁，共31頁。Skimming Q: What are the key changes which will probably happen in college years? 第21頁/共30頁第二十一頁，共31頁。The Key Changes (7)identity crisis the indepen

19、dence/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; new understanding of the world and himself/herself.Para. 2Para. 3-4Para. 5Para. 6Para. 7Para. 8Par

20、a. 9第22頁/共30頁第二十二頁，共31頁。 Q: Are college students totally independent from the parents? Why? (paras.3-4) No. 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

21、independent from their parents, while for others entering into college, the struggle seems stronger for they still need their parents support, say for money. If they choose to continue their education, they will face an even more serious struggle between the desire to be independent and the need to

22、depend on the financial support of their parents.第23頁/共30頁第二十三頁，共31頁。 Q: 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 p

23、erceive themselves as well. Identity may be influenced by genes, environment and opportunities.第24頁/共30頁第二十四頁，共31頁。 Q: According to Jeffery A. Hoffmans observation, there are four distinct aspects to psychological separation from ones parents. What are they? Functional independence. Attitudinal inde

24、pendence. Emotional independence. Freedom from excessive feelings( “excessive guilt, anxiety, mistrust, responsibility, inhibition, resentment, and anger in relation to the mother and father.”)第25頁/共30頁第二十五頁，共31頁。Explain each of them by paraphrasing.1) Functional independence:We can handle everyday

25、life situations; We have the ability to solve practical problems; 2) Attitudinal independence:We are able to understand and accept parents or other peoples different attitudes, values, and beliefs.第一，功能獨(dú)立，涉及個(gè)人處理實(shí)際事務(wù)和私人事務(wù)的能力，如打理財(cái)務(wù)、選擇著裝(zhe zhun)、確定日程安排。第二，態(tài)度獨(dú)立，即個(gè)人學(xué)會(huì)區(qū)分并接受自已在態(tài)度、價(jià)值觀、信仰等方面和父母的差異，并且能夠有所取舍

26、。第26頁/共30頁第二十六頁，共31頁。3) Emotional independence: We dont need parents to tell us what to do or not do. Sometimes we also want to get emotional support from parents, but we are no longer little babies. We can be OURSELVES; 4) Freedom from excessive feelings: Children often feel very guilty, anxious, unhappy, afraid, and angry, but we can calm down and judge ourselves and others in a reasonable way. 心理分離的第三個(gè)過程是感情獨(dú)立。霍夫曼把這個(gè)過程定義為“擺脫過分需要父母的認(rèn)可、親近、陪伴和情感支持 ”。比如大學(xué)生可以自由選擇自己想學(xué)習(xí)的專業(yè)，不會(huì)認(rèn)為必須得到父母的同意。第四，擺脫“對(duì)父母過度內(nèi)疚、焦慮、疑惑、責(zé)任、壓抑、反感和憤怒的心理 ”。大學(xué)生需要以局外人的目光審視自己在獨(dú)立與依賴