Unit-2--Freshman--Year-详案.doc

Unit 2 Freshman Year
I. 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 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 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 skills.
5. The emphatic use of do
6. Sentence pattern: one’s heart/thoughts go(es) out to sb; ....rather...
7. Email Writing: A response to your parents’ email
Difficulties:
1. The usage of important new words and expressions.
2. Understanding difficult sentences.
3. The emphatic use of do
4. Sentence pattern: one’s heart/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 to explore this unit. Here is a suggested teaching plan.
Period 1
Opener
Period 2-6
Reading & Interacting
Integrated Skills Practicing
(Viewing & Listening)
Period 7-8
Language Focus
Period 9-10
Reading &
Comprehending
Period 11-12
Integrated Skills & Practicing

注：Reading 2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，Reading 2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，Reading 2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. 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 information 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: What does “a big man” mean in the song? Why doesn’t the boy want to be a big man?
Q2: What kind of person would he like to be?
Reading 2
1. 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 report 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 back 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 跟随
e.g. Trying to shop with three children in tow is no joke.
购物时有三个孩子跟着可不是闹着玩的。
one’s heart/thoughts go(es) out to sb: one feels a lot of sympathy towards sb. 对某人表示同情或慰问
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。
take charge (of sb. or sth.): take control 照管
e.g. She took charge of the project and made sure it was finished on time.
她负责这个项目，确保项目准时完成。
(stand) in line: 站队，排队
e.g. They stood in line for several hours for tonight’s tickets.
为了今晚的票子他们排了几个小时的队。
reflect on: think carefully about sth.; show 思考，深思；（对声誉等）带来影响
e.g. He sat in the garden and reflected on what he had just read.
他坐在花园里思考着所阅读的内容。
if not: perhaps; indicating possibility of being more remarkable (greater or better or sooner) than 要是不……
e.g. Let’s meet tonight if not sooner.
我们最迟今晚见面吧。
faculty: n. (AmE) all the teachers in a university (used with a sing. or pl. verb) 全体教员
e.g. Both faculty and students are required to attend the meeting.
师生都要参加会议。
nonetheless: ad. (fml) however 虽然如此，但是
e.g. The problems are not serious. Nonetheless, we shall need to handle them soon.
问题不算严重。但我们得赶紧加以解决。
combine: vt. cause (things) to join or mix together to form a whole 使结合
e.g. None of us has much money so let’s combine what we’ve got.
我们谁都没多少钱，那我们就把钱凑一块吧。
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. I was embarrassed to be praised in front of so many people.
当众受表扬我不好意思。
He felt embarrassed at being the centre of attention.
众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间？
no doubt: certainly, without question 无疑地
e.g. That basketball player is no doubt the tallest man I’ve ever seen.
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. I misguided the tourist by telling him to turn left when he should have gone right.
我给游客指错了路，明明该右转，我让他左转。
crush: vt. make (sb.) lose all hope, confidence etc.; break into pieces 使失去信心；摧毁
常见的搭配：crush sb’s hopes/enthusiasm/confidence etc.
e.g. I was crushed — I have almost lost heart.
我意志消沉——我几乎失去了信心。
His arm was badly crushed in the car accident.
他的手臂在车祸中受到严重碾压。
seminar: n. 研讨会（课）
e.g. I attended every lecture and seminar on this subject when I was a student.
我读书时有关这一内容的讲座、研讨会一个也没拉下过。
complain: v. say that you are not satisfied with sth. 抱怨，发牢骚
e.g. Lots of people have complained about the constant noise.
不少人纷纷抱怨无休无止的噪音。
Why didn’t you complain to the manager if the service was so bad?
要是服务那么差，你干嘛不向经理投诉呢？
assignment: n. a piece of work that a student is asked to do 功课，作业
e.g. I have a lot of reading assignments to complete before the end of term.
期末之前我要完成许多阅读作业。
issue: n. problem 问题
e.g. Don’t worry about who will do it — that’s not the main issue.
别担心谁来做——这不是主要问题。
let go: 放开
e.g. You need to let the past go/let go of the past and forgive those who have hurt you.
你得放开那些过去的事，原谅那些伤害过你的人。
in disbelief: not being able to believe sth. 不相信
e.g. She shook her head in disbelief.
她摇着头，难以相信。
aware: a. knowing about a situation or a fact 知道的，注意到的
e.g. I wasn’t even aware that he was ill.
我都不知道他病了。
Were you aware of the risks at the time?
当时你知不知道有危险？
muddle through: manage to do sth. although you are not organized and do not know how to do it 胡乱应付过去
e.g. There was no one to help me, so — I just muddled through.
没人帮我，于是我就乱做一气。
loan: n. the money that is borrowed from a bank and has to be paid back 贷款
e.g. She’s trying to get a $50,000 loan to start her own business.
她正设法获得50000美元的创业贷款。
find one’s way: discover the right way (to a place) 发现（到某处的）途径
e.g. I had a map with me but I still couldn’t find my way back to the hotel.
我随身带着地图，可还是找不到回酒店的路。
set foot in: enter a place 进入；踏进
e.g. Can you believe she’s never set foot in a McDonald’s?
她从没去过麦当劳你信不信？
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.
周六晚上一次枪击事件中一名年轻人受重伤。
plead: v. ask sb. for sth. in a very strong and serious way 恳求
e.g. He was on his knees, pleading for forgiveness.
他跪了下来，恳求原谅。
stay put: remain in the same place or position 留在原处不动
e.g. Just stay put with the suitcases, while I go and find a taxi.
呆着别动，看好箱子，我去叫出租车。
negotiate: v. try to reach agreement by discussion 协商；谈判
e.g. I’ve managed to negotiate a five percent pay increase with my boss.
我跟老板谈妥了，加薪5%。
I’m negotiating for a new contract.
我正在谈一个新的合同。
be concerned with: be interested in 关心，感兴趣
e.g. All the people are concerned with children’s education.
所有的人都关心孩子的教育。
undertake: vt. make oneself responsible for (sth.) 承担（某事物）
e.g. Students are required to undertake simple experiments.
学生得学会做些简单的实验。
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 today’s college students and the author’s parents with regard to the freshman 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 author’s parents (Paras. 11-14, 17-18) by using a following table.

4. Explain 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. 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 an effective way to draw readers’ attention and make them keep on reading.
我十分同情这位男孩。
How humiliating to be in a university registrar’s office with your father taking charge. (Para. 1)
How humiliating it is to be in a university registrar’s office with your father taking charge. 这是一句感叹句，省略了it is。
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。
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。
I thought about those small bits of self-confidence that were so painstakingly built in boyhood, and how 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.
我想到了男孩少年时代辛苦建立起来的那点自信心，就这样在台子前被砸得粉碎。
grow up (Para. 7): This is a common reproach (责备语) aimed at anyone felt 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 (确切的) or specific explanation of what is said in the previous statement, meaning “more truly”, or “more accurately”.
So whatever are you doing in line with them at the registrar’s office? (Para. 10)
So I don’t understand why you are still waiting in line with your children at the registrar’s office!
所以，你们在注册办公室跟孩子一起排队干什么呢？
I learned to find my way through the perils and pleasures of university life. (Para. 12)
I went through the challenges of university life and also experienced its joys.
我学着靠自己来适应大学生活的各种甜酸苦辣。
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，我犯过错误，然而，我现在也还不是要犯错嘛。
… everything I did was a direct reflection on them. (Para. 13)
… whatever I did affected 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们来承担。
They never set foot in a university. (Para. 14)
My parents never received a college education.
他们从未进过大学校门。
6.Guide Ss to do the tasks 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 these 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 to review words, phrases and sentence pattern. Check the assignment.
Step 4 Reading & Comprehending (2 periods)
Reading 1
1.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 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 author’s parents ( We hope our son becomes 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 interview 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 we’ve learnt from the text.
Step 6 Integrated Skills Practicing (2 periods)
Viewing & Listening
1. Introduce Viewing & Listening to the class: Parents of new students at New York University are helping their children move in. There are six brief interviews with some parents and one students talking about their feelings.
2. Play the video clips one by one and ask Ss to fill in the blanks in the dialogue boxes according to what they have heard.
3. Play the video clips again and ask Ss to read after the speakers.
Speaking
1.Help Ss do the task in Speaking. While preparing for the discussion, Ss should refer to the Text, Reading 1 and Reading 2 for useful expressions, and are encouraged to use as many expressions they have learned as possible.
2. Invite two or three groups to report the results of the discussion to the class, and then guide the class to do brainstorming: find out similarities and differences between parents of American college students and those of Chinese college students.
Writing
1. Ask a student to read aloud the email in Writing and make sure they all understand the content. Here are some questions that will ensure that they really understand what the email is about: Who wrote the email? What did they say about themselves? What did they ask the receiver to do?
2. Guide Ss to find out the main features of an email.
3. Summarize the features of an email and assign homework: writing a response to parents’ email. Ss may refer to the results of their di