A Teaching Plan for Lesson One.doc

现代大学英语精读第三册第一课教案A Teaching Plan for Lesson One Your College Years四川外语学院成都学院英语旅游系 尹平2006年8月A Teaching Plan for Lesson One Your College YearsSubject: Intensive ReadingTeaching Material: Contemporary College English, Book 3, Page 2-25 Expectations:1. To get to know the changes that one may undergo during adolescence and college years.2. To think hard the goals to be achieved in ones college years so as to lay a solid foundation for a meaningful life.Strategies and Activities:1. Pre-class discussion on ones feelings and emotions towards college life.2. In-class role-play on the students attitude while he was in love and out of love.3. After-class writing on ones goals or dreams to be achieved during his college years.Homework:1. Exercise 4 on page 16 is to be finished as homework and 10 students are going to be checked.2. Writing: “My Goals to be Achieved Trough College Years”, and the whole class will be checked.Time Allotment:1. Pre-discussion and check on the pre-class work: 2 class hours2. Text analysis: 4 class hours3. Exercises: 5 class hours 4. Quiz and comments on writing: 1 class hourKey points:1. Sentence patterns like “It occurs to/ dawns on/strikes somebody that”etc.2. How to express the object of a sentence effectively.3. Further understand and imitation on expository writings. Teaching Process:Class hour 1-2:1). Lead-in: Spend about 3 minutes for the teacher to briefly introduce him or herself with special emphasis on his or her own experience in college. In this way, the teacher can immediately get the students identified with him or her. Next, ask the students questions like what are your expectations and goals to be achieved in your college years? Do you think college years are important, in what ways? What impressed you most in your first year in college? Then, summarize their ideas.2) Error-checking:Note that the author of the text is Bob Harter if looking at page 2, while it turns to be Dr. Bob Hartman if looking at page 5. There definitely is a typing mistake, but which one is right? Ask the students to judge themselves. By checking another place, namely “plan of the book” at the very beginning, its said “Your College Years by Bob Hartman”. So it can be suggested that the authors name is probably Bob Hartman, and the other one is mistaken. For more convincing evidences, they can search it on the Internet. This small activity is aiming at making the students to be meticulous and understand that to raise questions and solve them is very important in language learning.3). Work on the vocabulary:Invite one group of the students to read the new words aloud, while the rest listen carefully and correct their mistakes in pronunciation, stress, etc. The following words and their derivatives are to be checked as a part of the pre-class work.:academic a. academy n. academician n.adolescence n. adolescent n.& a. crisis n. crises (pl.)n.perceive v. perception n. perceptive a.4) More work on the Pre-class work on page 9.Exercise 3,4, and 5 are to be checked by way of group presentation. Draw the students special attention exercise 6, word study, and the associated practice, namely exercise 4 on page 16 is assigned as homework for 10 students.More points on word study:observe v. observation n. observance n. observable a.5) Getting the main idea and the structure of the whole text. Conclusion: Upon finishing these two hours, students should get the overall structure of the text and grasp the core words. More previews on the text and Exercise 3 on page 15 will be assigned as homework for the whole class.Class hour 3-4:1). Check the homework first.2). Text analysis1. It occurs to/ dawns on/ strikes sb. thatIt never occurred to me that wealth could ruin a persons life.It suddenly dawned on us that high savings rate may not be a good thing.It struck her that although she was now rich by her own standard, she was not really happy.2. go through: to experience, undergo, suffer Other usages of the phrasal verb: I dont think this plan will go through the Security Council. (be accepted) We have to go through all the arguments. (go over carefully from beginning to end)3. perceiveHe perceived himself a loser who could not even support his family.(to think of as)Musicians can perceive very small differences in sounds. (to notice, observe, discover)I gradually perceived that culture and language couldnt really be separated. (to understand, grasp) 4. Paraphrase “ identity is determined by and influenced by chance events.”Who we are and what we could do is depended on 3 things: our genes, environment, and chance or luck.5. the use of yet: see note 4 attached to the text6. Paraphrase “First, there is functional independence, and determining their daily agenda.”First of all, there is independence in handling ones everyday life, namely to take good care of oneself, for example, to know how to spend money wisely, how to choose proper clothes, and to what to do every day.7. Paraphrase “Fourth is freedom from and anger in relation to the mother and father.”Adolescents should be independent from the direct influence from their parents. They should be on their own, instead of acting on their parents mood or direction.8. freedom from/ freedom ofThe most important freedom our people should have is the freedom from hunger.An ideal society is one free from exploitation and oppression.People are endowed with freedom of speech and expression in America.9. project v. to plan, design, outline, or devise10. Role-playing on the same student when he was in love and out of love.Class hour 5-6:First of all, go over the general structure of the text. Its very characteristic of syllogism, which includes the introduction, the analysis and the conclusion. There are 8 points that make up the body of the essay: identity crisis (developmental changes), independence, sexual identity, how to relate to the adult world, to internalize faiths, values and morals, to process knowledge and to open eyes to the whole world. Each point follows the pattern of opinions plus illustrations, which makes the ideas more convincing and the whole essay vivid. Stress should also be given to the transitional phrases at the very beginning of each paragraph. Now, lets continue the analysis on the rest of the paragraphs. 11the way + attributive clause, to do, of doing, see exercise 3 on page 22, and exercise 4 is going to be your homework to be checked when we meet next time. 12. peer: contemporary, a person roughly of your age.13. come to do: to do sth. Gradually, little by little14. shrink- shrank- shrunk v.to shrink with coldCotton shrinks when you first wash it.The personnel of this office has shrunk to skeleton size.15. narrow v. narrow ones eyes/ the wealth gap16. apply A to Bapply for (a post, school, job, scholarship, etc.)17. model v. model for: to set examples or models formodel on/ upon/ after sb. to follow sbs example18. prejudice (n.& v.)/ discriminate against = be prejudiced/biased against 19. rebel against = fight/ oppose against20. affirm/ confirm/ reaffirm/ reconfirm 21. in a different light: in a different angle/ way/ perspective22. Paraphrase: “During the course I had come to realize was seeing his world shrink and his options narrow.”Its through the counseling class that I understood while my life was getting richer and more colorful, and many options were available, my old father was having smaller circle of friends and his choices were fewer and fewer. 23. Translate: “She was distressed because she had been put into a dorm that had people from a variety of ethnic backgrounds.” 她很郁闷，自己被安置在一个多民族聚居的寝室。”Background” is omitted here.Assignment: 3 topics related for the students to discuss after class.a). Are their any differences between the stories happened between the writer and father and the Chinese idea of filial piety or filial obedience? If yes, what are they? (Filial piety/ obedience stresses the childrens obligation to support their old parents when they are in bad health or financial difficulties, while the illustration in the text describes the friendship gradually formed between the father and the son, which is more from a sense of spiritual need.)b). Do you agree that the morals, values and faiths set in college will often last a lifetime, instead of the ones inculcated by parents? If yes, what are the inculcated beliefs or values you have reveled against and what are the correspondent new beliefs or values you have established?c). Have you ever had the similar experience with the English teacher mentioned in Para.8? Have you ever had any subject that you could manage to pass exams but you indeed disliked it very much in high school? What happened later? You simply dropped it or you later realized it was meaningful by way of self- motivated learning process?Class hour 7-8:First, check the exercise on the usage of “way”. Then go on to finish the last paragraph.24. for certain: for sure/ certainly/ definitely Conclusion: Adolescence and college years are the most be