Unit 2 Freshman Year 详案

Unit 2 Freshman Year

I. Teaching Objectives:

Upon

pletion

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;

■

municate 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

parison

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:

municative, 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

pleted.

Generally

speaking,

there

may

be

several

different ways to explore this unit. Here is a suggested teaching plan.

Period 2-6

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，

Period 9-10

Period 11-12

Reading & Interacting

Period 1

注：

Reading

Period 7-8

Reading &

Integrated

Skills

Integrated Skills Practicing

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

Opener

Reading

Language Focus

Comprehending

& Practicing

(Viewing & Listening)

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 plete 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

prehension

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。

bine:

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 bine 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。

acpany:

vt.

(fml) go with (sb.) to a place or event

陪同

e.g.

Would you like me to acpany 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。

plain:

v.

say that you are not satisfied with sth.

抱怨，发牢骚

e.g.

Lots of people have plained about the constant noise.

不少人纷纷抱怨无休无止的噪音。

Why didn

’

t you plain 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

plete

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。

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