Unit 2FreshmanYear 詳案

1、Unit 2 Freshman YearI. Teaching Objectives:Upon completion 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

2、expressions in context properly; communicate 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

3、 comparison 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 skill

4、s.5. The emphatic use of do6. Sentence pattern: ones 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: ones he

5、art/thoughts go(es) out to sb; .rather.III. Teaching methods: communicative, task-based teaching methods IV. Time Arrangement: (12periods) This unit is designed for a 12 period class. In each of the periods, certain tasks are to be completed. Generally speaking, there may be several different ways t

6、o explore this unit. Here is a suggested teaching plan.Period 1Opener Period 2-6Reading & InteractingIntegrated Skills Practicing(Viewing & Listening)Period 7-8Language FocusPeriod 9-10Reading &ComprehendingPeriod 11-12Integrated Skills & Practicing注：Reading 2和Opener一起處理，主要基于以下考慮：1）使

7、用本書的學(xué)生應(yīng)該都是新生，Reading 2是關(guān)于中國高校新生報到，內(nèi)容非常貼近他們的生活；2）和主課文相比，Reading 2的語言較直接、明了。這樣由淺入深的安排更容易幫助學(xué)生進(jìn)入學(xué)習(xí)狀態(tài)。VI. Teaching Procedures Step1: Opener (1 period) Introduce the topic to the class either in English or Chinese Play the song in Opener and ask Ss whether they know it or not. Tell Ss the background infor

8、mation about the song and guide them to read the words of the song. Play the song again and ask Ss to complete the task in Pair work Play the song for the third time and ask Ss to discuss the questions in Group work.Ask students to work in pairs, discussing the three questions given in Opener.Q1: Wh

9、at does “a big man” mean in the song? Why doesnt the boy want to be a big man?Q2: What kind of person would he like to be?Reading 21. Ask Ss to skim the text and answer the questions in Comprehension Check for Reading 2.2. Ask Ss to work with partners to recall their own experience: How did you repo

10、rt to school? Did you enroll by yourself? Why or Why not? Encourage Ss to use words and expressions from Reading 2. Step 2: Reading & Interacting (5 periods)1. Introduce the topic of the text to Ss: the author sums up the experience of the first year at college and calls for parents to stand bac

11、k and let their children manage their new life on their own.2. Before moving on to the text, help Ss familiar themselves with new words in the margin. 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。ones heart/thoughts go(es) out to sb: one feel

12、s a lot of sympathy towards sb. 對某人表示同情或慰問e.g. “We have expressed our sympathies to the family in the traffic accident and our hearts go out to them at this very sad time,” he said.“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在，”他說。take charge (of sb. or sth.): take control 照管e.g. She took charge of the projec

13、t and made sure it was finished on time.她負(fù)責(zé)這個項目，確保項目準(zhǔn)時完成。(stand) in line: 站隊，排隊e.g. They stood in line for several hours for tonights 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)

14、容。if not: perhaps; indicating possibility of being more remarkable (greater or better or sooner) than 要是不e.g. Lets 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. or pl. verb) 全體教員e.g. Both faculty and students are required to attend the mee

15、ting.師生都要參加會議。nonetheless: ad. (fml) however 雖然如此，但是e.g. The problems are not serious. Nonetheless, we shall need to handle them soon.問題不算嚴(yán)重。但我們得趕緊加以解決。combine: vt. cause (things) to join or mix together to form a whole 使結(jié)合e.g. None of us has much money so lets combine what weve got.我們誰都沒多少錢，那我們就把錢湊

16、一塊吧。inevitable: a. impossible to avoid or prevent 不可避免的e.g. It seems inevitable that they will be late for school because of the bad weather.天氣惡劣，他們不可避免地要上學(xué)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(dāng)眾受表揚我不好意思。He felt embarrassed at being the centr

17、e of attention.眾目睽睽之下他局促不安。accompany: vt. (fml) go with (sb.) to a place or event 陪同e.g. Would you like me to accompany 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 Ive 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

18、引導(dǎo)e.g. I misguided the tourist by telling him to turn left when 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 sbs 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

19、 arm was badly crushed in the car accident.他的手臂在車禍中受到嚴(yán)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。complain: v. say that you are not satisfied with sth. 抱怨，發(fā)牢騷e.g. Lots of people have complained about the constant noise

20、.不少人紛紛抱怨無休無止的噪音。Why didnt you complain to the manager if the service was so bad?要是服務(wù)那么差，你干嘛不向經(jīng)理投訴呢？assignment: n. a piece of work that a student is asked to do 功課，作業(yè)e.g. I have a lot of reading assignments to complete 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. Dont worry about wh

21、o will do it thats not the main issue.別擔(dān)心誰來做這不是主要問題。let go: 放開e.g. You need to let the past go/let go of the past and forgive those who have 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 situati

22、on or a fact 知道的，注意到的e.g. I wasnt even aware that he was ill.我都不知道他病了。Were you aware of the risks at the time?當(dāng)時你知不知道有危險？muddle through: manage to do sth. although you are not organized and do not know how to do it 胡亂應(yīng)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:

23、 n. the money that is borrowed from a bank and has to be paid back 貸款e.g. Shes trying to get a $50,000 loan to start her own business.她正設(shè)法獲得50000美元的創(chuàng)業(yè)貸款。find ones 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 couldnt find my way back to the hotel.我隨身帶著地圖，可還是

24、找不到回酒店的路。set foot in: enter a place 進(jìn)入；踏進(jìn)e.g. Can you believe shes never set foot in a McDonalds?她從沒去過麥當(dāng)勞你信不信？incident: n. an event that is often either unpleasant or unusual 事件e.g. A young man was seriously injured in a shooting incident on Saturday night.周六晚上一次槍擊事件中一名年輕人受重傷。plead: v. ask sb. for s

25、th. in a very strong and 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. Iv

26、e managed to negotiate a five percent pay increase with my boss.我跟老板談妥了，加薪5%。Im negotiating for a new contract.我正在談一個新的合同。be concerned with: be interested in 關(guān)心，感興趣e.g. All the people are concerned with childrens education.所有的人都關(guān)心孩子的教育。undertake: vt. make oneself responsible for (sth.) 承擔(dān)（某事物）e.g. S

27、tudents are required to undertake simple experiments.學(xué)生得學(xué)會做些簡單的實驗。3. Analyze the text by drawing Ss attention to the table in Text Organization, and tell them that the text contains information about the contrast between parents of todays college students and the authors parents with regard to the f

28、reshman year. Guide Ss to explore the text to find as much information as possible about the contrast and complete the table. Explain that the author makes a comparison between baby-boomer parents ( Paras. 5-10,15,16) and the authors parents (Paras. 11-14, 17-18) by using a following table.4. Explai

29、n the emphatic use of do/does/did and ask Ss to do the task in Usage. Do as auxiliary verb can be used before verbs for emphasis, especially verbs like hope, believe, think,feel, etc. Besides, it is often used together with words such as but, however, nonetheless and though/although to show contrast

30、. In speech it needs to be stressed. E.g. 1) I really do love it 2) 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” until the fifth paragraph, which is

31、 an effective way to draw readers attention and make them keep on reading.我十分同情這位男孩。How humiliating to be in a university registrars office with your father taking charge. (Para. 1)How humiliating it is to be in a university registrars office with your father taking charge. 這是一句感嘆句，省略了it is。想象一下一個身處

32、大學(xué)注冊處的年輕人，仍有父親陪伴左右包辦事務(wù)是多么令人蒙羞。I am as old as, if not older than, most faculty members. (Para. 3)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(jì)了。I thought about those small bits of self-confidence that were so painstakingly built in boyhood, and ho

33、w they were being crushed at the counter. (Para. 6)I thought about how the young man had gradually managed to build his self-confidence as a boy and how it 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。grow up (Para. 7): This is a common reproach (責(zé)備語) aimed at anyone fe

34、lt to be behaving foolishly and not in a mature way.Rather (Para. 10): Here the word “rather” is used to start a sentence that provides a more accurate (確切的) or specific explanation of what is said in the previous statement, meaning “more truly”, or “more accurately”.So whatever are you doing in lin

35、e with them at the registrars office? (Para. 10)So I dont understand why you are still waiting in line with your children at the registrars 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 university life. (Para. 12)I went through the challenges of universit

36、y life and also experienced its joys.我學(xué)著靠自己來適應(yīng)大學(xué)生活的各種甜酸苦辣。Naturally, I made mistakes, but then I still do. (Para. 12)Of course, I made mistakes, but, well, you see, I still make mistakes now.自然，我犯過錯誤，然而，我現(xiàn)在也還不是要犯錯嘛。 everything I did was a direct reflection on them. (Para. 13) whatever I did affected

37、 their reputation because they were thought responsible for my conduct. “ be a reflection on sb./sth.” roughly means “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(dān)。They never set foot in a university. (Para. 14)My parents never received a college education.他們從未進(jìn)過大學(xué)校門。6.Guide Ss to do the tas

38、ks in Focusing on the main ideas, Digging into the 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 1.1-1.3, help Ss put the

39、se 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 Comprehensive Practice. Ss may fill in the blanks and then role play it.5. Ask Ss

40、to review words, phrases and sentence pattern. Check the assignment.Step 4 Reading & Comprehending (2 periods)Reading 11.Ask Ss to read the new words and expressions, guide them to skim the text, and then do the task in Comprehension Check for Reading 1.2.Guide Ss to explore the text again, find

41、 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 authors parents ( We hope our son become

42、s 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 assign each a inte

43、rview task:There are six brief interviews with some parents and one students talking about their feelings. Ask Ss to do the rehearsal after class, two or three groups will be invited to role play in class.3. Writing: Ss are supposed to have received an email from your parents.Ss are required to write a response to their email. Encourage Ss to develop the sentence by using what weve learnt from the text.Step 6 Integrated Skills Practic