Lesson One Your College Years.docx

Lesson One Your College YearsI. Teaching Aims:Get the students to think about the college life they have experienced: is it the same or different from their first imagination? What are their plans for the second year at college?II. Teaching Emphasis and Difficulties:1. Words:Observe; handle; apply; occur; involve; forum; deal; issue; session; malnutrition; ethnically2. Phrases:Endeavor to; in turn; be independent from; dependent on; relate to; freedom from; model for; be prejudiced against; be equal to; for certain3. Structures:It dawns on sb. thatIII. Language Points:This is a text about what students will experience in their college years. It is addressed to college students in the United States. But with some modifications, what the author says here will also make perfect sense to our students. It is particularly appropriate now as we are just beginning the second academic year, which is considered by many the most important in our college life, because with our first years experience we are in a better position to understand the issues involved and the ways to deal with them effectively.College life is both an exciting and frustrating experience. First of all, to go to a university usually means to go to a new place far away from home and live among strangers. It means that we are on our own, independent. It means that we are no longer our mothers baby. It means that instead of being taken care of, we now have to take care of ourselves and even learn to take care of others. It means that from now on we have to handle our own finances, choose our own wardrobes and determine our own agenda. In short we have to face many what the author calls developmental changes and make many important adjustments and decisions, decisions that will concern our education and career, and values and social responsibilities.It is clear that young adulthood is an extremely important period in our life. After all we are young only once. However, we must take a warning from Bernard Shaw who says, Youth is often wasted in the young. We cannot take for granted that we young people automatically know how to deal with all those problems. To make our college experience meaningful and rewarding, we must learn to handle what the author calls the identity crises, to find out who we are, what are our strong points and weaknesses, what we should do and where we should go. Of course we must learn to be independent or self-reliant psychologically as well as in other matters. But to be independent does not mean to be isolated. It simply means that we have to relate to our family, our teachers, our school, the people around us and the society as a whole in a new, more mature way. It means that we have to learn new knowledge, develop new ideas, form new habits, adopt new attitudes, and cultivate new relationships. Not everyone knows how to handle their sudden independence or freedom. There are some who still find it scary. They are often at a loss because they can no longer get parental guidance for everything they do and they complain that the university professors do not seem to care very much what they do or do not do.There are also those who take their newly found independence to mean that they can do anything they want. They can go to class late or not at all. They can copy their exercises or term papers. They can learn to smoke. They can just enjoy life and muddle through the four years. These students do not realize that independence really means self-discipline and a strong sense of responsibility. To abuse their independence is actually an indication that they have remained in their childhood.There are other challenges too. Not everyone is happy with the progress they are making in their studies. Some may have serious difficulty keeping up with the class. They feel disappointed and discouraged. And this sometimes leads to serious consequences. Then there are also students who feel. that they have failed socially because they are not as popular as others. They cannot make friends easily. They therefore feel lonely and depressed. Background information: （About Bob Hartman）This article appeared in The Glasgow Herald in February 1998 HARTMAN has been working for over twelve years as a performance storyteller for children. Hes been using his dynamic and interactive style to entertain audiences on both sides of the Atlantic - from the Pittsburgh Childrens Museum to schools, bookshops and major festivals throughout the UK, which in 2005 include Greenbelt, Edinburgh International Book Festival and the Northern Childrens Book Festival. Bobs programme combines traditional folk tales from around the world, retold in his fresh, inimitable style, with his own stories. He loves to help children (and adults!) create their own stories on the spot. He runs practical workshops for adults who want to improve their storytelling skills. Whatever the occasion, Bobs storytelling sessions are always exciting, engaging and, above all, interactive! Well-known for the Lion Storyteller series and the highly acclaimed Angels, Angels All Around, Bobs most recent publications are Easter Stories and The Complete Bible Baddies. For adults, Bob has written Telling the Bible and Telling the Bible 2 - a series of retellings of passages from the Bible for individual and group performance - and Anyone Can Tell a Story, full of Bobs tips for great storytelling. Bob will be at the the Edinburgh International Book Festival (14th & 15th August) and the Northern Childrens Book Festival ( 7th - 11th November) in 2005. He is also still a part-time minister: I started my ministry in England, in an interdenominational church in Leicester. I found that when I told stories people listened better. Jesus used stories all the time so I guess its a long tradition. When I got back to the States, my brother had been doing childrens theatre. We decided to try putting something together and became a pair of wandering storytellers. Anne Johnstone, The Glasgow Herald, 28 February 1998Hartman was born in Pittsburgh, the United States, and moved to England in the summer of 2000. He has been working as a storyteller for children for more than a decade and is a part-time pastor.Erik H. Erikson (19021994), was a German-born American psychoanalyst whose writings on social psychology, individual identity, and the interactions of psychology with history, politics, and culture influenced professional approaches to psychosocial problems and attracted much popular interest. He was most famous for his work on refining and expanding Freuds theory of developmental stages.Warming-upAs 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 meeting outstanding scholars keeping a good balance and laying a solid foundation the golden time in ones lifeHave you experienced anything different from your middle school life? being far away from home living with others becoming independent taking care of oneself handling ones own finance making ones own decisions changes are occurringWhats your purpose of receiving a college education? to get and keep a good job to earn more money to get a good start in life to fully develop oneself to contribute more to the society a sound investment that is worth every penny Have you had any psychological problems ever since you entered college? loneliness confusion frustration jealousy a sense of inferiority feeling pressure psychological problems abound on campusMyths and Facts Regarding College Experience College years are times of significant transition and challenge for an individual. Transition simply means change. Higher levels of anxiety are always experienced by people who are in a state of transition regardless of whether the change is perceived as good or bad. The following are some of the myths vs. the facts regarding college experience.Myth 1: College years are the best years of ones life.Fact 1: While college years are memorable and enjoyable, they can also be among the most stressful and anxious times. One is faced with constant evaluation from his professors. Personal and parental expectations are always on his mind. Financial stress is often a way of life. Career decisions, various relationships and the move toward independence are also common issues. Making these the best years of ones life involves developing an approach that is proactive and includes a support network. Myth 2: Students experiencing stress or anxiety are unprepared to handle the rigors of college. Fact 2: College and university environments are designed to be challenging academically, personally and socially. Stress and anxiety, among other emotions, are natural by-products of the accelerated pace of learning and growth. It is not a matter of whether or not we experience these unpleasant feelings but rather, a matter of how we manage these emotions. Myth 3: A good student does not need assistance during his/her college experience. Fact 3: Many students come to college with the belief that to ask for help is a sure sign of inadequacy. In fact, nothing could be farther from the truth. Your college or university has an abundance of resources available to you, for which you are paying through tuition or fees. So become familiar with and make use of the campus resources, especially when you need assistance. Myth 4: I am the only one that doesnt have it all. Fact 4: As you walk on campus and observe other students, it appears that everyone else is so sure of himself. Everyone else has friends. Everyone else has direction. Everyone else is confident. Everyone else is without troubles or hassles. This misperception is common among college students. It has its roots in one of our more powerful social norms. We all wear a “public mask” to protect a certain social image. This “public mask” communicates a sense of self-assuredness to those with whom we come in contact. It often belies the inner turmoil that we all experience from time to time. The above are just some of the myths versus facts concerning college experiences. Can you think of any other myths? Have a discussion with your classmates about their truths. On Seasons in CollegeThere are four seasons in a year, which make the days distinctive and exiting. Metaphorically, there are four seasons in ones college years representing different aspects of college life, which make the days rewarding and unforgettable.Do you agree? If so, what do you think the four seasons represent ? Share your opinions, please.Spring is the season for nature to revive, to grow and to get 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.Summer is the season for flowers to bloom, and its the season for you to enjoy the greatest passion in nature love, love from your classmates, from your teachers and from your romance. It is the season of affectionAutumn is a season of harvest in college. Its the season for you to enjoy what you have achievedWinter is the harshest season of the four, which presents so many difficulties and hardships. Likewise, not every day in college is full of joy. You have to meet new faces, get adjusted, make decisions for yourself, be financially and psychologically dependent, etc. 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.Theme of the textCollege is designed to be a time of changes for students. Threatening the changes may be, they contribute to young adults growth and maturity. College students are experiencing a lot. Not only are they being introduced to new people and new knowledge, but they are also acquiring new ways of assembling and processing information. They are also proudly growing in their understanding of themselves, others and the world. Structure of the textPart 1 (para. 1): Many key changes happen to college students during their college years.Part 2 (paras.2-9): The key changes involve the following: identity crisis, the independence/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, a new understanding of the world and himself/herself.Part 3 (para.10 ): Conclusion.Text AnalysisQuestion: 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 perceive themselves as well.Identity may be influenced by genes, environment and opportunities.Question: According to Jeffery A. Hoffmans observation, there are four distinct aspects to psychological separation from ones parents. What are they? How do you understand them?1. Functional independence.2. Attitudinal independence.3. Emotional independence.4. Freedom from “excessive guilt, anxiety, mistrust, responsibility, inhibition, resentment, and anger in relation to the mother and father.”Question: What may be one of the most stressful matters college students experience according to the author? How do you understand it?Establishing their sexual identity. It includes relating to the opposite sex and projecting their future roles as men or women.I was relating to my father in a different way.（para.6）Question: What are the differences between the ways “I” related to “my” father in the past and at present? What type of change does the example reflect?In the past “I” was encouraged by “my” father; now “I” was encouraging him.The example reflects the change that college students are learning how to give and receive affection in the adult world.These religious, moral, and ethical values that are set during the college years often last a lifetime.(PARA 7)Question: What makes it possible for these values to last a lifetime?During college years, the young adults have the opportunity to decide for themselves what beliefs, values, and morals they are going to accept. These values are inclined to be internalized.Question: What is the significance of the college academic life according to paragraph 8?College academic life is a challenge. All students should be aware of how they react to new knowledge and new ways of learning, how they process the knowledge presented to them, and how they organize this knowledge.Question: How do college students become world citizens?(para 9)At college, the young adults have good chances to meet people from different cultures. By interacting with them, they are introduced to new ways of life. They begin to understand life in different ways. By doing these, they experience a new understanding of the world and themselves.Further discussion about the article What does the author mean by developmental changes? Have you had any identity crisis yourself? What does the author mean by independence/ dependence struggle? How can college students establish their sexual identity? What does the author mean by “internalizing” religious faith, values, and morals? What does the author mean when he talks about “gathering, processing, assembling, applying, and evaluating” information? Why is this point so important?Writing Devices1AntithesisThese are exciting times yet frustrating times. (5)The author uses antithesis to give a focus to how college students are stressful in establishing their sexual identity. Antithesis: more examples Probably nothing can make students feel lower or higher emotionally than the way they are relating to whomever they are having a romantic relationship with. (5) he bounced into my office once with a smile on his face and excitement in his voice. That same young man came into my office less than a week later, dragging his feet with a dismayed, dejected look on his face. sighed deeply (5) “Ive just had the best day of my life!” “Ive just had the worst day of my life!”2Developing paragraphs by examplesA statement which is very general is seldom impressive or convincing. It is usually necessary to give examples to prove, illustrate, or clarify a general statement. We may be too used to saying “for instance” or “for example” to realize that we are using a certain method for developing a topic.Developing paragraphs by examplesParagraph 6Paragraph 7Paragraph 8Paragraph 9Do you know other ways of developing paragraphs? Developing by time Developing by process Developing by space Developing by detail Developing by generalization Developing by comparison and contrast Developing by cause and effect Developing by classification Developing by definitionOral Work Have you ever experienced any important changes since you entered our university? Have they been positive or negative? Do you have a better idea about your strengths and weaknesses now? What are they? Do you consider yourself reasonably independent? Why is it so important to gain this independence? Do you find it easy to relate to the opposite sex? Do you think to learn to love is important in college? Why? What other things should students do at university? What does the author mean by “internalizing” religious faith, values, and morals? Have you in some way internalized values and belief