Unit1 College Culture_teaching plan.doc

Unit1 College CultureTeaching Objectives:The students will be able to:1. learn about the background knowledge of college culture in 1960s;2. get the outline of the story and then raise their own opinions about this topic;3. get the theme and connotation that the author means to express;4. grasp the key words and grammatical structures in the text;5. conduct a series of reading, listening, speaking and writing activities centered upon the theme of the unit;6. consolidate the knowledge by exercises.Teaching Allotment: 6 periodsTeaching Method: student centeredTeaching Procedure:.Warm up Activities:1. Background InformationThe article makes a comparison between college life in 1960s and Todays. So students are encouraged to say something about college life.1) Life in the sixtiesThe 1960s began with the election of the first president born in the 20th century - John Kennedy. For many Americans, the young president was the symbol of a spirit of hope for the nation. When Kennedy was murdered in 1963, many felt that their hopes died, too. This was especially true of young people, and members and supporters of minority groups.A time of innocence and hope soon began to look like a time of anger and violence. More Americans protested to demand an end to the unfair treatment of black citizens. More protested to demand an end to the war in Vietnam. And more protested to demand full equality for women.By the middle of the 1960s, it had become almost impossible for President Lyndon Johnson to leave the White House without facing protesters against the war in Vietnam. In March of 1968, he announced that he would not run for another term.In addition to President John Kennedy, two other influential leaders were murdered during the nineteen sixties. Civil rights leader Martin Luther King Junior was shot in Memphis, Tennessee in 1968. Several weeks later, Robert Kennedy - John Kennedys brother - was shot in Los Angeles, California. He was campaigning to win his partys nomination for president. Their deaths resulted in riots in cities across the country The unrest and violence affected many young Americans. The effect seemed especially bad because of the time in which they had grown up. By the middle 1950s, most of their parents had jobs that paid well. They expressed satisfaction with their lives. They taught their children what were called middle class values. These included a belief in God, hard work, and service to their country.Later, many young Americans began to question these beliefs. They felt that their parents values were not enough to help them deal with the social and racial difficulties of the nineteen sixties. They rebelled by letting their hair grow long and by wearing strange clothes. Their dissatisfaction was strongly expressed in music.Rock-and-roll music had become very popular in America in the 1950s. Some people, however, did not approve of it. They thought it was too sexual. These people disliked the rock-and-roll of the 1960s even more. They found the words especially unpleasant.As many Americans were listening to songs about drugs and sex, many others were watching television programs with traditional family values. These included The Andy Griffith Show and The Beverly Hillbillies. At the movies, some films captured the rebellious spirit of the times. These included Doctor Strangelove and The Graduate. Others offered escape through spy adventures, like the James Bond films.Many Americans refused to tune in and drop out in the 1960s. They took no part in the social revolution. Instead, they continued leading normal lives of work, family, and home. Others, the activists of American society, were busy fighting for peace, and racial and social justice. Womens groups, for example, were seeking equality with men. They wanted the same chances as men to get a good education and a good job. They also demanded equal pay for equal work.2. Warm-up Discussion:Based on what youve got about the life in the 1960s and life today, how do you think the life of young people has changed?. Global Reading1. Questions about the text for comprehension:Group 1 read Paragraph 1-4 to check the true statements about the 1960s. 1. students at the University of California, Berkeley did not protest. F2. students in Europe and the US spent a lot of time protesting. T3. there was violence on university campuses in Europe. F4. students and workers went on strike together in France. T5. the UK Prime Minister had to resign because of student protests. F6. students discovered a sense of freedom on campus. TGroup 2 read Para. 5-7 to check the true statements about the UK today.7. more young people than ever go to university. T8. most students fail to complete their studies. F9. international students are more interested in lifestyle than quality of courses.F10. studentsneed their parents for financial help. T11. students dont contact their parents as often as they used to. F12. students dont enjoy university life as much as they used to. T2. Expressing contrasting information:“College isnt special one” is an opinion piece of writing which discusses college life in the 60s and now. To express the idea that student life has changed, the author adopts the following 3 techniques: Words suggesting the change Questions Comparative structure Words suggesting the change: These days political, social and creative awakening seems to happen not because of college, but in spite of it. Yet college education is no longer a topic of great national importance. Instead of the heady atmosphere of freedom which students in the 1960s discovered, students today are much more serious. Gone are the days when a son or daughter rang home once or twice a term.Questions: Wheres the passion today? Whats the matter with college? So why arent they true for the students of today?Comparative structure: Instead of the heady atmosphere of freedom which students in the 1960s discovered, students today are much more serious.In an uncertain world, many children rely on their parents support much longer than they used to.3. Remarks:In the 1960s, young people got themselves involved in seeking freedom and justice while young people today are mainly concerned about how to improve their chances of being competitive in the employment market. . Detailed Reading1. Words & phrasesclash; establishment; passion; protest; alliance; launch; characterize; employment; prospect; obscure; give rise to sth.; bring about; keep off; in itself.2. Word formation:cynic- cynicismastonish- astonishmentelite- elitismgovern- governmentagree- agreementheroic- heroism3. PatternsSo/neither/nor + inversione.g. The gap between childhood and college has shrunk, and so has the gap between college and the real world4. Difficult Sentences:1）The liberals replied that it was the ability to tolerate noisy, dissident minorities which made universities great.It is an Emphatic Pattern clause. In American English, “it waswhich” is an emphatic pattern, which is replaced by “it was that” in British English.2) These days political, social and creative awakening seems to happen not because of college, but in spite of it. in spite of sth is used for referring to a fact that makes something else surprising. 3) Some people drop out, but the most apathetic stay the course because its too much effort to leave. “Stay the course” is used in the context of a war or battle meaning to pursue a goal regardless of any obstacles or criticism. Its modern usage was popularized by American presidents George H. W. Bush and Ronald Reagan. The phrase was first used by Bush in July 2003 while talking about his plan for Iraq, “We will stay the course, we will help this young Iraqi democracy succeed”4) College has become a means to an end, an opportunity to increase ones chances on the employment market, and not an end in itself, which gives you the chance to imagine, ju