Unit 2FreshmanYear 详案.docx
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Unit2FreshmanYear详案
Unit2FreshmanYear
.TeachingObjectives:
Uponpletionofthisunit,teachersareexpectedtohaveenabledstudents（Ss）to:
■haveathoroughunderstandingofthetextcontextuallyandlinguistically;
■buildupanactivevocabularytotalkaboutfreshmanyearandknowhowtousethekeywordsandexpressionsincontextproperly;
■municatewithregardtofreshmanyearexperience;
■understandwhatAmericanparentsandtheirchildrenthinkofthefreshmanyear;
■reflectontheirownexperienceofthefirstyearatcollegeandhowtheirparentsfeelwhentheyleavehometoattendcollege;
■makeaparisonbetweenAmericancollegestudents’parentsandChineseones;
■getfamiliarwiththewritingofanemail.
.TeachingKeysandDifficulties:
Keys:
1.UnderstandingtheText.
2.Theusageofimportantnewwordsandexpressions.
3.Understandingdifficultandlongsentences.
4.Fastreadingskills.
5.Theemphaticuseofdo
6.Sentencepattern:
one’sheart/thoughtsgo（es）outtosb;....rather...
7.EmailWriting:
Aresponsetoyourparents’email
Difficulties:
1.Theusageofimportantnewwordsandexpressions.
2.Understandingdifficultsentences.
3.Theemphaticuseofdo
4.Sentencepattern:
one’sheart/thoughtsgo（es）outtosb;....rather...
.Teachingmethods:
municative,task-basedteachingmethods
.TimeArrangement:
（12periods）
Thisunitisdesignedfora12periodclass.Ineachoftheperiods,certaintasksaretobepleted.Generallyspeaking,theremaybeseveraldifferentwaystoexplorethisunit.Hereisasuggestedteachingplan.
注：
Reading2和Opener一起处理，主要基于以下考虑：
1）使用本书的学生应该都是新生，Reading2是关于中国高校新生报到，内容非常贴近他们的生活；2）和主课文相比，Reading2的语言较直接、明了。
这样由浅入深的安排更容易帮助学生进入学习状态。
VI.TeachingProcedures
Step1:
Opener（1period）
■IntroducethetopictotheclasseitherinEnglishorChinese
■PlaythesonginOpenerandaskSswhethertheyknowitornot.
■TellSsthebackgroundinformationaboutthesongandguidethemtoreadthewordsofthesong.
■PlaythesongagainandaskSstopletethetaskinPairwork
■PlaythesongforthethirdtimeandaskSstodiscussthequestionsinGroupwork.
Askstudentstoworkinpairs,discussingthethreequestionsgiveninOpener.
Q1:
Whatdoes“abigman”meaninthesong?
Whydoesn’ttheboywanttobeabigman?
Q2:
Whatkindofpersonwouldheliketobe?
Reading2
1.AskSstoskimthetextandanswerthequestionsinprehensionCheckforReading2.
2.AskSstoworkwithpartnerstorecalltheirownexperience:
Howdidyoureporttoschool?
Didyouenrollbyyourself?
WhyorWhynot?
EncourageSstousewordsandexpressionsfromReading2.
Step2:
Reading&Interacting（5periods）
1.IntroducethetopicofthetexttoSs:
theauthorsumsuptheexperienceofthefirstyearatcollegeandcallsforparentstostandbackandlettheirchildrenmanagetheirnewlifeontheirown.
2.Beforemovingontothetext,helpSs’familiarthemselveswithnewwordsinthemargin.
intow:
followingbehind跟随
e.g.Tryingtoshopwiththreechildrenintowisnojoke.
购物时有三个孩子跟着可不是闹着玩的。
one’sheart/thoughtsgo（es）outtosb:
onefeelsalotofsympathytowardssb.对某人表示同情或慰问
e.g.“Wehaveexpressedoursympathiestothefamilyinthetrafficaccidentandourheartsgoouttothematthisverysadtime,”hesaid.
“我们对遭遇交通事故的家庭深表同情，在这个悲伤的时刻我们的心与他们同在，”他说。
takecharge（ofsb.orsth.）:
takecontrol照管
e.g.Shetookchargeoftheprojectandmadesureitwasfinishedontime.
她负责这个项目，确保项目准时完成。
（stand）inline:
站队，排队
e.g.Theystoodinlineforseveralhoursfortonight’stickets.
为了今晚的票子他们排了几个小时的队。
reflecton:
thinkcarefullyaboutsth.;show思考，深思；（对声誉等）带来影响
e.g.Hesatinthegardenandreflectedonwhathehadjustread.
他坐在花园里思考着所阅读的内容。
ifnot:
perhaps;indicatingpossibilityofbeingmoreremarkable（greaterorbetterorsooner）than要是不……
e.g.Let’smeettonightifnotsooner.
我们最迟今晚见面吧。
faculty:
n.（AmE）alltheteachersinauniversity（usedwithasing.orpl.verb）全体教员
e.g.Bothfacultyandstudentsarerequiredtoattendthemeeting.
师生都要参加会议。
nonetheless:
ad.（fml）however虽然如此，但是
e.g.Theproblemsarenotserious.Nonetheless,weshallneedtohandlethemsoon.
问题不算严重。
但我们得赶紧加以解决。
bine:
vt.cause（things）tojoinormixtogethertoformawhole使结合
e.g.Noneofushasmuchmoneysolet’sbinewhatwe’vegot.
我们谁都没多少钱，那我们就把钱凑一块吧。
inevitable:
a.impossibletoavoidorprevent不可避免的
e.g.Itseemsinevitablethattheywillbelateforschoolbecauseofthebadweather.
天气恶劣，他们不可避免地要上学迟到了。
embarrassed:
a.局促不安的，不好意思的
e.g.Iwasembarrassedtobepraisedinfrontofsomanypeople.
当众受表扬我不好意思。
Hefeltembarrassedatbeingthecentreofattention.
众目睽睽之下他局促不安。
acpany:
vt.（fml）gowith（sb.）toaplaceorevent陪同
e.g.Wouldyoulikemetoacpanyyoutoyourroom?
要不要我陪你去你的房间？
nodoubt:
certainly,withoutquestion无疑地
e.g.ThatbasketballplayerisnodoubtthetallestmanI’veeverseen.
毫无疑问，那个打篮球的是我见过的个子最高的人。
misguide:
vt.错误地引导
e.g.Imisguidedthetouristbytellinghimtoturnleftwhenheshouldhavegoneright.
我给游客指错了路，明明该右转，我让他左转。
crush:
vt.make（sb.）loseallhope,confidenceetc.;breakintopieces使失去信心；摧毁
常见的搭配：
crushsb’shopes/enthusiasm/confidenceetc.
e.g.Iwascrushed—Ihavealmostlostheart.
我意志消沉——我几乎失去了信心。
Hisarmwasbadlycrushedinthecaraccident.
他的手臂在车祸中受到严重碾压。
seminar:
n.研讨会（课）
e.g.IattendedeverylectureandseminaronthissubjectwhenIwasastudent.
我读书时有关这一内容的讲座、研讨会一个也没拉下过。
plain:
v.saythatyouarenotsatisfiedwithsth.抱怨，发牢骚
e.g.Lotsofpeoplehaveplainedabouttheconstantnoise.
不少人纷纷抱怨无休无止的噪音。
Whydidn’tyouplaintothemanageriftheservicewassobad?
要是服务那么差，你干嘛不向经理投诉呢？
assignment:
n.apieceofworkthatastudentisaskedtodo功课，作业
e.g.Ihavealotofreadingassignmentstopletebeforetheendofterm.
期末之前我要完成许多阅读作业。
issue:
n.problem问题
e.g.Don’tworryaboutwhowilldoit—that’snotthemainissue.
别担心谁来做——这不是主要问题。
letgo:
放开
e.g.Youneedtoletthepastgo/letgoofthepastandforgivethosewhohavehurtyou.
你得放开那些过去的事，原谅那些伤害过你的人。
indisbelief:
notbeingabletobelievesth.不相信
e.g.Sheshookherheadindisbelief.
她摇着头，难以相信。
aware:
a.knowingaboutasituationorafact知道的，注意到的
e.g.Iwasn’tevenawarethathewasill.
我都不知道他病了。
Wereyouawareoftherisksatthetime?
当时你知不知道有危险？
muddlethrough:
managetodosth.althoughyouarenotorganizedanddonotknowhowtodoit胡乱应付过去
e.g.Therewasnoonetohelpme,so—Ijustmuddledthrough.
没人帮我，于是我就乱做一气。
loan:
n.themoneythatisborrowedfromabankandhastobepaidback贷款
e.g.She’stryingtogeta$50,000loantostartherownbusiness.
她正设法获得50000美元的创业贷款。
findone’sway:
discovertherightway（toaplace）发现（到某处的）途径
e.g.IhadamapwithmebutIstillcouldn’tfindmywaybacktothehotel.
我随身带着地图，可还是找不到回酒店的路。
setfootin:
enteraplace进入；踏进
e.g.Canyoubelieveshe’sneversetfootinaMcDonald’s?
她从没去过麦当劳你信不信？
incident:
n.aneventthatisofteneitherunpleasantorunusual事件
e.g.AyoungmanwasseriouslyinjuredinashootingincidentonSaturdaynight.
周六晚上一次枪击事件中一名年轻人受重伤。
plead:
v.asksb.forsth.inaverystrongandseriousway恳求
e.g.Hewasonhisknees,pleadingforforgiveness.
他跪了下来，恳求原谅。
stayput:
remaininthesameplaceorposition留在原处不动
e.g.Juststayputwiththesuitcases,whileIgoandfindataxi.
呆着别动，看好箱子，我去叫出租车。
negotiate:
v.trytoreachagreementbydiscussion协商；谈判
e.g.I’vemanagedtonegotiateafivepercentpayincreasewithmyboss.
我跟老板谈妥了，加薪5%。
I’mnegotiatingforanewcontract.
我正在谈一个新的合同。
beconcernedwith:
beinterestedin关心，感兴趣
e.g.Allthepeopleareconcernedwithchildren’seducation.
所有的人都关心孩子的教育。
undertake:
vt.makeoneselfresponsiblefor（sth.）承担（某事物）
e.g.Studentsarerequiredtoundertakesimpleexperiments.
学生得学会做些简单的实验。
3.AnalyzethetextbydrawingSs’attentiontothetableinTextOrganization,andtellthemthatthetextcontainsinformationaboutthecontrastbetweenparentsoftoday’scollegestudentsandtheauthor’sparentswithregardtothefreshmanyear.
GuideSstoexplorethetexttofindasmuchinformationaspossibleaboutthecontrastandpletethetable.
Explainthattheauthormakesaparisonbetweenbaby-boomerparents（Paras.5-10,15,16）andtheauthor’sparents（Paras.11-14,17-18）byusingafollowingtable.
4.Explaintheemphaticuseofdo/does/didandaskSstodothetaskinUsage.
Doasauxiliaryverbcanbeusedbeforeverbsforemphasis,especiallyverbslikehope,believe,think,feel,etc.Besides,itisoftenusedtogetherwithwordssuchasbut,however,nonethelessandthough/althoughtoshowcontrast.Inspeechitneedstobestressed.E.g.
1）Ireallydoloveit
2）Nonetheless,Idorememberwhatitwasliketobean18-year-oldundergraduate.
5.Paraphraseortranslatedifficultsentences.
Myheartwentouttohim.（Para.1）
Theauthordoesnotidentify“him”untilthefifthparagraph,whichisaneffectivewaytodrawreaders’attentionandmakethemkeeponreading.
我十分同情这位男孩。
Howhumiliatingtobeinauniversityregistrar’sofficewithyourfathertakingcharge.（Para.1）
Howhumiliatingitistobeinauniversityregistrar’sofficewithyourfathertakingcharge.这是一句感叹句，省略了itis。
想象一下一个身处大学注册处的年轻人，仍有父亲陪伴左右包办事务是多么令人蒙羞。
Iamasoldas,ifnotolderthan,mostfacultymembers.（Para.3）
Iamasoldas,andperhapsevenolderthan,mostfacultymembers.
我和大部分老师相比，如果不比他们年长的话，至少也是和他们一样的年纪了。
Ithoughtaboutthosesmallbitsofself-confidencethatweresopainstakinglybuiltinboyhood,andhowtheywerebeingcrushedatthecounter.（Para.6）
Ithoughtabouthowtheyoungmanhadgraduallymanagedtobuildhisself-confidenceasaboyandhowitwasnowbeingdestroyedatthecounter.
我想到了男孩少年时代辛苦建立起来的那点自信心，就这样在
升级会员 