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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 Emphases 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. thatThemeThinking is not just for professional thinkers like philosophers. It is something all educated people should enjoy doing, and it is considered one of the most precious qualities in young scholars for the healthy mental development.StructurePart 1 (Paras. 1—24 ) about:How the subject of thinking was first brought up to the author and his understanding of the nature of “grade-three thinking”Part 2 (Paras. 25—29) about:The author’s analysis of the nature of “grade-two thinking”Part 3 (Paras. 30—35) about:The author’s understanding of the “grade-one thinking” and his desire for itVenusnaked with nothing but a bath towel; no arms; in an unfortunate positionfrozen in panic, worrying about the towelbusying being beautifulIII. 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 thesecond academic year, which is considered by many the most important in our college life, because with our first year's 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 mother's 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 whofeel. that they have failed socially because they are not as popular as others. They cannot make friends easily. They therefore feel lonely and depressed.Baptist: Abbr. Bap., Bapt.. A member of an evangelical(福音派)Protestant（新教）church of congregational（公理会）polity（组织）, following the reformed tradition in worship, and believing in individual freedom, in the separation of church and state, and in baptism of voluntary, conscious believers.缩写Bap.，Bapt.浸信会教友：卫理公会教堂福音派新教的一员，使用改革的祈祷传统，崇尚个人自由、政教分离和自愿洗礼、理智信仰。
1Y o u r C o l l e g e Y e a r s教案及讲义(总16页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--Lesson One Your College Years1．授课时间:第2周2次课；第3周2次课2．授课类型: 课文分析6课时；习题讲解2课时3．授课题目: Your College Years4．教学目的、要求:通过讲授课文使大学生了解如何学习和做人，学会用英语解释句子以达到学以致用的目的。
要求学生主动地预习课文，课前准备练习，学会分析文章体裁和进行段落划分。
5．教学重点及难点:1）背景知识的传授：Developmental Changes；2）文章的体裁分析及段落划分；3）语言点的理解：Word study: observe; handle; apply; occur; involveGrammar Focus: The way sb. did sth.; Ways of expressing the object; Determiners6. 教学基本内容纲要，教学方法、手段，实施步骤：A内容纲要:1)词缀en-;-ology; -al2)背景知识及作者的介绍3)文章结构和段落划分4)课文讲解B教学方法和手段：学生练习，师生讨论。
课堂讲解为主，与学生讨论为辅。
C实施步骤：1)口语练习22)背景知识及作者的介绍3)文章结构和段落划分4)课文语言点的讲解5)习题的讨论7．作业、讨论题、思考题:完成课后练习；多看英语报刊杂志及英语经典小说，扩大阅读量；精听与泛听相结合，逐步提高自己的听力水平；积极参加英语角等有助于提高英语口语的活动；坚持用英语写日记；做一些专四相关练习；8．参考资料（含参考书、文献等）:1)杨立民主编,《现代大学英语精读》（3）教学用书。
北京：外语教学与研究出版社,2002。
2)梅仁毅主编,《现代大学英语精读》（3）教师用书。
Unit 1 Your College Years教师：肖燕姣教学目的1. Get to know about the author Bob Harter2. Grasp the words and phrases: affection affirm apply capability contribute be equal to dawn on/upon drag one’s feet for certain freedom/free from3. Grasp the rhetoric device: antithesis4. Understand the difficult sentences in the text.5. Grasp the main idea and writing features of the text.教学内容1．课文背景介绍（1／2学时）2．语言难点（2学时）3．语言技能训练（1／2学时）4．难句讲解（1学时）5．写作修辞分析（1／2学时）6．篇章结构分析（1／2学时）7．课堂讨论（1／2学时）8．练习及作业（1／2学时）教学重点1．掌握重点词汇及其同义、同形词辨析。
2．对比修辞手法。
3．加强学生的口语练习。
教学方法讲授＋问答＋讨论＋练习教学手段多媒体＋黑板＋网络教学内容1．课文背景介绍（1／2学时）文章作者介绍About the Author1. AuthorBob Hartman 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 apart-time pastor.2. Erik H. EricksonErik H. Erikson (1902 — 1994）, 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 Freud’s theory of developmental stages.3. Erickson’s Theory of Developmental StagesBasic Theory:Babies are born with some basic capabilities and distinct temperaments. But they go through dramatic changes on the way to adulthood, and while growing old. According to psychologist Erik H. Erikson, each individual passes through eight developmental stages.Stage 1: Infant Trust vs MistrustStage 2: Toddler Autonomy vs Shame and DoubtWorks to master physical environment while maintaining self-esteemStage 3: Preschooler Initiative vs GuiltBegins to initiate, not imitate, activities; develops conscience and sexual identityStage 4: School-Age Child Industry vs InferiorityTries to develop a sense of self-worth by refining skillsStage 5: Adolescent Identity vs Role ConfusionTries integrating many roles (child, sibling, student, athlete,worker) into a self-image under role model and peer pressure.Stage 6: Young Adult Intimacy vs IsolationLearns to make personal commitment to another as spouse, parent or partner.Needs maximum comfort with minimal uncertainty to trust himself/herself, others, and the environmentStage 7: Middle-Age Adult Generativity vs StagnationSeeks satisfaction through productivity in career, family, and civic interestsStage 8: Older Adult2．语言难点（2学时）Affection n. a gentle feeling of love and caringEvery mother has / feels affection toward her children.He is held in great affection.affectionateHe looks at her with affectionate looks.Affirm v. to declare (usually again) positively; to strengthen beliefs, ideas, or feelings affirm one’s judgment/innocenceaffirm sth. to sb.affirm that it is trueadj. affirmativeaffirmative reply/nod / reactionapply v. 1. to make a formal and usually written request for a job, position etc.She is applying for a scholarship.2. to use a method, law, principle etc. in a particular situationWe should apply what we have learned to practice.3. to affect or concern sb. or sth.Not all natural laws can apply to human society.4. to bring sth. into nearness or contact with sth.Apply some of this ointment to the swollen part, and the pain will soon be gone.Capability n. the natural ability, skill, or power that makes you able to do sth.He has the capabilities of solving / to solve practical problems.It’s quite above his capabilities.Contribute v. a. join with others in giving help, money, etc. 捐赠；捐助；b. to help to cause or produce 有助于；促成contribute food and clothing for the refugeescontribute to the Red CrossExer cises contribute to one’s health.Drinking contributed to his ruin.distribute 分发；分配；散布distribute pictures among childrendistribute magazines to subscribersdistribute manure over a fieldattribute n. 属性；性质; 本性v. 归于；归因于Politeness is an attribute of a gentleman.This comedy is attributed to Shakespeare.He attributes his success to hard work.Counsel v. (fml) to advisen. advice; opinion; suggestioncounsel an early start / patienceHe counseled their giving up / to give up the plancounsellor n. adviser; lawyerdistinct adj. clearly different or belonging to a different type;easily seen, understood; plainSilk is distinct from rayon.They are similar in form but distinct in kind.There is a distinct improvement in his pronunciation.He is at a distinct advantage in the competition.distinctive: adj. serving to mark a difference or make distinct 区别性的；有特色的Soldiers wear a distinctive uniform.endeavor v. (fml) to try very hardn. (fml) effort ; attemptHe endeavored to calm himself down but in vain.His endeavors to persuade her to go with him failed.Endowment n. a quality or ability that someone has naturally；禀赋；才能money, property, etc given to provide an income 捐助；捐赠They are men of great endowments.The Oxford and Cambridge colleges have numerous endowments.endowv. possess naturally, be born with; give money, property to provide for(a college)That hospital is privately endowed.She is endowed with both beauty and brains.Ethical adj. connected with principles of what is right and what is wrong 道德的；伦理的an ethical principle 道德原则an ethical basis for educationethnic adj. of race or the races of mankind; (colloq) of a particular cultural group种族的；具有种族特色的ethnic clothes / food / music / restaurantsexcessive adj. much more than is reasonable or necessaryexcessive rainfallexcessive chargesn. excess an excess of enthusiasmThat is a city with a population in excess of two million.handle1. to touch, lift or turn with the handsThis box contains delicate china. Please handle with care.2. to operate with the handsThis computer is easy to handle.3. to manage, control or cope withWe have to handle the relationship between our two countries carefully. 4.buy and sellThis shop does not handle imported goods.Inherit v. to receive g enetic characters from one’s parentsinherit money/estate/titleShe inherited her mother’s good looks and her father’s bad temper.n. inheritance 继承；遗传heritage 遗产literary~ national~interpret v. 1. make clear the meaning of (either in words or by artistic performance) interpret a difficult passage in a book2. consider to be the meaning ofWe interpreted his silence as a refusal.3. give an immediate oral translation ofWill you interpret for the foreign visitors?Inhibition n. (psych) a feeling of worry or embarrassment that stops you doingor saying what you really want to (心理）抑制Wine weakens a person’s inhibitions.酒能减弱一个人的抑制力。
Book 3 Unit 1 Your College Years 教案Class, let’s get started. Welcome back. And welcome back to Intensive Reading.We have known each other quite well, so there is no need to introduce myself.But since this is the first meeting of us in the course of intensive reading. So still, I think, it is necessary for us to set some rules, so that we can cooperate well in this semester.1．about intensive readingGuys, you have been taking the course of intensive reading for one year. Then, have ever thought deeply about intensive reading? Like, what is definition of intensive reading? What is the purpose of intensive reading? What is the proper way of reading intensively?Speaking of intensive reading, what comes to your mind first? A lot of reading, a large amount of information, lots of exercises.To understand intensive reading, let’s first think about the opposite of it. Extensive reading. You have been taking extensive reading for one year, too. In the course of extensive reading, you are asked to read a large amount of materials during limited time. You don’t have to understand the meaning of every word, phrase, or paragraph. You just have to find out the key information, and to get an overall idea of the text, right?But intensive reading is different. You need to read a relatively short passage. You have been required to understand the exact meaning of the every word, phrase and paragraph in the text. Besides, intensive reading aims to help you establish a positive outlook. Think about the topics we have been covered last year. What are the topics? Friendship, economy, environment, history…these topics are quite serious, maybe one of the reasons that make intensive reading boring, ah? We hope the course of intensive reading can not only enlarge your vocabulary, equip you with advanced reading skills, but also help you to foster right value system.As for the right way to read intensively, the first one is to use English dictionary. Next, to read more than once. Third, to practice what you have learned in class.2. about the courseAs usual, though there are 16 units in our text book, due to time limit, we are not going to take the exercises in unit 7 and 14. In order to have more time to learn every unit in an in-depth manner, we are not going to learn unit 10 and 14. It does not mean these two units are not important, just according to some teachers, these two units are neither too difficult or too serious.According to the teaching plan, we’ll spend eight hours in every unit. That is to say, though we meet three times a week, it will take us four times to finish one unit.In the first meeting, we’ll deal with the background information, an overview of the text and learn the glossary. Then in the second and third meeting, we’ll learn the text in a detailed manner, including the learning of language points, writing technique,theme, and so on. In the last meeting, it’s time for exercise. We’ll go over the exercise in the textbook. So you’d better finish all of them before the fourth meeting. Besides, I’m thinking of conducting quizzes in the fourth meeting. We’ll elaborate later. Now, let’s talk more about what you are going to do in this course.Since something is different from last year. Your performance in class and the assignments every week will account for 40 percent of your final grade, and the final exam will take 60 percent. So we are putting emphasis on daily performance. But how?First, every one of you will do a group presentation in this course. I’ll announce who is going to present before we start a new unit. The group usually contains 4 people. And the four of you are going to present in the first meeting. As for the content of your presentation, it’s mainly about the background information, including the introduction to the author, cultural notes, your understanding of the theme, key new words, etc.Second, we’ll do a lot of group discussion in class. And every group will be invited to share their opinion to the whole class. If you become the spokesman or spokeswoman of your group, and succeed in making me remember you, you’ll be likely to get a higher mark in class performance.Third, it is the quiz. In every fourth meeting, we’ll have one quiz, with a total mark of50 points. In the first unit, we’ll do some writing in class. You’ll be asked to write ona given topic during a limited period of time in class. This is the first part. Then in next unit, we’ll do dictation and translation in class. This is the second part. So, two units form one group, the marks of every unit will be added. So in the end of this semester, you will have six marks of assignments.3. Unit one Your College YearsSo much for the introduction to the course. Let’s get back to the topic of this week. September is quite a month for college students. Another groups of new students will enter college and start a new phrase of life. They are young, energetic, curious, and fresh. So we call them freshmen, right? Last September, you were one of the freshmen. While how about this year?You have gotten familiar with college life, so the word fresh is not suitable to describe you. So I decide to find another word to name you guys. Do you have some suggestions?Sophomore. Sophomore is the collective word of second-year students in college. What does it sound like? Yes, suffer more. This year is bound to be a year of more suffering. Are you ready for it?After having a year of college education, I believe you have a better understanding of college life. If you have not form a clear picture, don’t worry, after having this week’s lesson, I’m sure you will figure out why you are here suffering more.Ok. To start with, I have some questions to help us get to the point.1.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 one’s personal interests●meeting outstanding scholars●keeping a good balance and laying a solid foundation2. 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 campusCollege 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. Here I have some facts regarding college experience.●Fact 1: While memorable and enjoyable, also be among the most stressful andanxious times: faced with constant evaluation from professors; Personal and parental expectations; Financial stress; Career decisions, various relationships and the move toward independence.●Fact 2: College and university environments are designed to be challengingacademically, 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.●Fact 3: As you walk on campus and observe other students, it appears thateveryone else is so sure of himself. He has friends. He has direction. He is confident. He is without troubles. 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.It looks like college is not pleasant at all. Right? It is a place stuffed with problems, troubles, challenges, prejudices. Some of you may raise the classical question again: why am I here?Well, though college sounds like a terrible place, anyone who does not receive any college education will regret for a lifelong time. Cause we are not fools getting together to suffer, but talented people who have survived high school to improve ourselves to a even higher level.Actually, these problems, troubles and challenges can be dealt with properly and facilitate us to progress. That’s something unit one aims to tell us.1. authorLet’s first look at the name of the author.BOB HARTMAN has been working for over twelve years as a performance storyteller for children. He's been using his dynamic and interactive style to entertain audiences on both sides of the Atlantic.Bob's program 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, Bob's storytelling sessions are always exciting, engaging and, above all, interactive!What do you do for a living?'I've been writing books since I was a child, and am now a professional storyteller, which means that I visit schools, festivals, bookshops all around the country, putting on shows and running workshops for both children and adults. As well as writing, I'm a pastor of a church.'How did you start writing?'My brother, Tim loved puppets. When he was 9, he asked me to write him a script. I jumped at the chance and soon we were putting on shows regularly. I was usually the narrator and Tim did the puppets. I soon learned first hand what it was that made an audience laugh.'2.understanding the textRead the text quickly in 10 minutes and think about the main idea of it.●What is this essay about?This is a text about what students will experience in their “college years”.The essay is intended to stress the need to form a correct world outlook for our young college students. For education after all is not just for making a living. It is about how to live.●Text structureWhat do you think of the organization of this essay? Is there anything we can we learn from in our essay-writing?1)Antithesis 对偶These are exciting times yet frustrating times. (5)2) Developing paragraphs by examplesA general statement 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. (6,7,8,9)3.Glossary。
Lesson One Your College Years1．授课时间:第2周2次课；第3周2次课2．授课类型: 课文分析6课时；习题讲解2课时3．授课题目:Your College Years4．教学目的、要求:通过讲授课文使大学生了解如何学习和做人，学会用英语解释句子以达到学以致用的目的。
要求学生主动地预习课文，课前准备练习，学会分析文章体裁和进行段落划分。
5．教学重点及难点:1）背景知识的传授：Developmental Changes；2）文章的体裁分析及段落划分；3）语言点的理解：Word study: observe; handle; apply; occur; involveGrammar Focus: The way sb. did sth.; Ways of expressing the object; Determiners6. 教学基本内容纲要，教学方法、手段，实施步骤：A内容纲要:1)词缀en-;-ology; -al2)背景知识及作者的介绍3)文章结构和段落划分4)课文讲解B教学方法和手段：学生练习，师生讨论。
课堂讲解为主，与学生讨论为辅。
C实施步骤：1)口语练习2)背景知识及作者的介绍3)文章结构和段落划分4)课文语言点的讲解5)习题的讨论7．作业、讨论题、思考题:完成课后练习；多看英语报刊杂志及英语经典小说，扩大阅读量；精听与泛听相结合，逐步提高自己的听力水平；积极参加英语角等有助于提高英语口语的活动；坚持用英语写日记；做一些专四相关练习；8．参考资料（含参考书、文献等）:1)杨立民主编,《现代大学英语精读》（3）教学用书。
北京：外语教学与研究出版社,2002。
2)梅仁毅主编,《现代大学英语精读》（3）教师用书。
北京：外语教学与研究出版社,2002。
3)李观仪主编，《新编英语教程》（第三、四册）。
上海:上海外语教学研究出版, 1999。
4)黄源深，虞苏美等主编，《综合英语教程》（1-4册）。
北京：高等教育出版社，1998。
5)《高等学校英语专业英语教学大纲》，北京：外语教学研究出版社，2000。
6)Judy Pearsall主编，《新牛津英语词典》。
上海：上海外语教育出版社，1998。
7)丁往道、吴冰等编著，《英语写作手册》。
北京：外语教学与研究出版社。
8)张道真，《现代英语用法词典》（重排本）。
北京：外语教学与研究出版社，1994。
9)张道真，温志达, 《英语语法大全》上、下卷。
北京：外语教学与研究出版社，1998。
9．课后小结Lesson One Your College YearsPart One Warm – up1.1 Warm-up Questions1. As a sophomore, what is your general impression of college?2. Have you experienced anything different from your middle school life?3. What’s your purpose of receiving a college education?4.Have you had any psychological problems ever since you entered college?1.2 Myths and Facts Regarding College ExperienceCollege 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 one’s 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 one’s 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 doesn't 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.1.3 On Seasons in CollegeThere are four seasons in a year, which make the days distinctive and exiting. Metaphorically, there are four seasons in one’s 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. It’s the season of growth.Summer is the season for flowers to bloom, and it’s 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. It’s the season for you to enjoy wha t you haveachieved.Winter 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 one’s growth and maturity.Part Two Background Information2.1 AuthorBob Hartman 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.2.2 Erik H. EricksonErik H. Erikson (1902—1994), 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 h is work on refining and expanding Freud’s theory of developmental stages.Erickson’s Developmental StagesBasic Theory:Babies are born with some basic capabilities and distinct temperaments. But they go through dramatic changes on the way to adulthood and old age. According to psychologist Erik H. Erikson, each individual passes through eight developmental stages.Each developmental stage is characterized by a different psychological "crisis", which must be resolved by the individual before the individual can move on to the next stage. If the person copes with a particular crisis in a maladaptive manner, the outcome will be more struggles with that issue later in life. To Erikson, the sequence of the stages are set by nature. It is within the set limits that nurture works its ways.Stage 1Infant: Trust vs MistrustNeeds maximum comfort with minimal uncertaintyto trust himself/herself, others, and the environment.Stage 2Toddler: Autonomy vs Shame and DoubtWorks to master physical environment while maintainingself-esteem.Stage 3Preschooler: Initiative vs GuiltBegins to initiate, not imitate, activities; developsconscience and sexual identity.Stage 4School-age Child: Industry vs InferiorityTries to develop a sense of self-worth by refiningskills.Stage 5Adolescent: Identity vs Role ConfusionTries integrating many roles (child, sibling, student,athlete, worker) into a self-image under role modeland peer pressure.Stage 6Young Adult: Intimacy vs IsolationLearns to make personal commitment to another as spouse, parent or partner Stage 7Middle-Age Adult: Generativity vs StagnationSeeks satisfaction through productivity in career, family, and civic interests. Stage 8Older Adult: Integrity vs DespairReviews life accomplishments, deals with loss and prepares for death. Part Three Text Appreciation3.1 Text Analysis3.1.1 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 s tudents 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.3.1.2 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, inter- nalization of religious faith, values and morals, development of new ways to organize and use knowledge, a new understanding of the world and himself/herselfPart 3 (para.10 ): Conclusion.Relevant questions:1. Question: How do college students go through an identity crisis at college? What factors may influence identity? Mentioned in Para. 2Students 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.2. In fact, it may be heightened by their choice to pursue a college education.Question: What does “it” refer to here?For reference: “it” refers to the independence/dependence struggle. Into the later adolescence stage, young adults tend to become less dependent on, even independent from their parents. For those who choose to enter the work world, they may become financially independent from their parents, while for others entering into college, the struggle seems stronger for they still need their parents’ support, say for money.3. Question: According to Jeffery A. Hoffman’s observation, there are four distinct aspects topsycholog ical separation from one’s 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.”4.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.5. I was relating to my father in a different way.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.6. These religious, moral, and ethical values that are set during the college years often last a lifetime.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 internalized7. 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 knowledge8. Question: How do college students become world citizens?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.3.1.3 Further discussionWhat 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 fai th, 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?3.2 Writing Devices3.2.1 AntithesisThese 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.Find more examples in paragraph 5.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 disma yed, dejected look on his face. ... sighed deeply (5)“I’ve just had the best day of my life!” … “I’ve just had the worst day of my life!”3.2.2 Developing 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 topicDeveloping paragraphs by examplesParagraph 6Paragraph 7Paragraph 8Paragraph 9What statements do the examples respectively support?3.2.3 Other ways of developing paragraphs?Developing by timeDeveloping by processDeveloping by spaceDeveloping by detailDeveloping by generalizationDeveloping by comparison and contrastDeveloping by cause and effectDeveloping by classificationDeveloping by definition3.3 Sentence Paraphrase1. Has it ever dawned on you that certain developmental changes will occur in your life as you move from adolescence to young adulthood? (1)psychological term which refers to the physiological and behavioral changes throughout the lifespan1. It was clear enough what she meant.2. It is said that he is doing fine at school.3. He was an old man, and it did not matter much where he lived.2. During this time, students are going through an identity crisis and are endeavoring to find out who they are and what their strengths and weaknesses are. (2)It refers to the difficulties, confusions and anxieties that you go through during adolescence when you are not sure who you really are and what your purpose in life is.3.… identity is determined by genetic endowment (what is inherited from parents), shaped by environment, and influenced by chance events. (2)Who we are is determined by three things: first, our genes, or what our parents have given us, our legacy; second, environment; third, luck or opportunities.4. It may be heightened by their choice to pursue a college education. (3)If they choose to continue their education, they will face an even more serious struggle between the desire to be independent and the need to depend on the financial support of their parents.5. First, there is functional independence, which involves the capability of individuals to take care of practical and personal affairs, such as handling finances, choosing their own wardrobes,and determining their daily agenda. (4)independence in handling everyday life situations; the ability to solve practical problems6. Hoffman defines this p rocess as “freedom from an excessive need for approval, closeness, togetherness, and emotional support in relation to the mother and father.” (4)no longer having something you do not want7. Children need their parents to tell them what to do or not to do. They also need to be close to their parents and receive encouragement, love, all kinds of emotional support which give them strength. But when they grow up, they no longer have the same needs like babies8. Probably one of the most stressful matters for young college students is establishing their sexual identity, which includes relating to the opposite sex and projecting their future roles as men or women. (5)1.What he likes is playing chess after supper.2.Reading is The main thing is getting there in time.3.learning, but applying is also learning and the more important kind of learning at that.9. 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)10. When students are in a romantic relationship with the opposite sex, they are most likely to feel unhappy or happy emotionally1. I cannot agree with you more.2. There is nothing cheaper.No leader of a party has kept himself in greater detachment from the sentiment of his than has the late Prime Minister11. During the course I had come to realize that while my world was expanding and new options were opening for me, my father, who was in his sixties, was seeing his world shrink and his options narrow. (6)was beginning to realize that his world was getting smaller and his choices fewer12.In the late sixties, a young woman from a background that was extremely prejudiced against people from other races came to college convinced that her race was superior. (7)1. Trains in this country spend too much time stopped, waiting for other trains.2. He went back to his home village frustrated.Born and bred in the countryside, he was bewildered by the big city.13. These religious, moral, and ethical values that are set during the college years often last a lifetime. (7)These values that are established during the college years often last a lifetime. It is believed that our character or basic moral principles are formulated during this period of time.14.I can no longer read the newspaper or watch a television newscast without seeing the people from other countries in a different light. (9)Whenever I read the newspaper or watch a television newscast, I will see the people from other countries in a different way from what I used to see.15. Not only are they being introduced to new people and new knowledge, but they are also acquiring new ways of assembling and processing information. (10)They are getting to know a lot of new people and learning new knowledge. They are also finding or learning new ways of arranging, organizing, analyzing or understanding information. It implies that mere information is not scientific truth. Scientific truth requires the processing of information. In college, students will learn new approaches, methods, and theories which will change many of their prejudices.Part Four Language Study4.1 Phrases and Expressions4.1.1 Word list:1.affection2.affirm3.apply4.capability5.contribute6.counsel7.distinct8.endeavor9. endowment 10. ethical 11. excessive 12. handle 13. inherit 14. interpret 15.inhibition 16. involve 17. observe 18. occur 19. perceive 20. project 21. shrink4.1.2 Phrases and expressions list:1.be equal to2.dawn on/upon3.drag one’s feet4.for certain5.freedom/free from6.go through7. in turn8. in/with relation to9. in a different light 10. independent from/of 11. stand back4.1.3 Word Building1. Prefix–de, pro2. Root–ject, volv, gen3. Suffix–ogy, alde-向下，减少，除去，离开，否定decrease 减少degrade 使降级devalue使降值decolour 漂白desalt 除去盐分decompose 使分解decentralize使分散decelerate使减速-fin(i)-, -finit- 结束，界限confine 限制，禁闭define 下定义,规定definite限定的finite 有限的infinite 无限的infinity 无限，无穷大semifinal 半决赛（的）affinity 密切关系；共鸣pro- 向前；支持；代理proceed 前进；着手progress 进步pro-British 亲英派的promote 促进pro-consul 代理领事provoke 激怒，招惹project 投射propel 推进-jac(t)-, -ject- 投，射abject 凄惨的，可怜的adjacent 毗邻的，邻近的deject 使沮丧，使气馁eject 逐出，排斥inject注射，注入object反对projective投影的，突出的subject使服从，使遭受-volv-, -volut- 旋转evolve 发展，演化involve包缠，包含revolve （使）旋转intervolve 缠绕；使互卷devolve 转移，移交（工作，职务）evolution旋转revolution革命voluble 易旋转的；健谈的-gen-, -generat- 生（殖）generate 使发生，产生genetic 遗传学的genital生殖的genius天才ingenious机灵的congenial同族的，同类的，相宜的eugenic优生学的progenitor祖先-ogy- 学（科）zoology动物学geology地理学ecology生态学sociology社会学biology生物学archeology考古学physiology生理学psychology心理学-al ······的（形容词后缀）Parental: parental care; organizational: organizational skills; Occupational: occupational disease; environmental: environmental protection Experimental: experimental work; conversational: conversational style Educational: educational policy; natural: natural selection;Cultural: cultural gap; personal: personal preference4.2 Grammar4.2.1 ObjectDefinition:An object is the recipient of an action which often follows a transitive verb or a preposition. What can function as object are nouns, pronouns, numerals, infinitive phrases, gerund, noun clauses, etc.e.g.:Do you know where he lives?During this time, students… are endeavoring to find out who they are and what their strengths and weakness are.Verbs that are often followed by an infinitive phrase as object:Afford attempt arrange beg choose claim dare decide decline determine expect fail intend long manage offer seek undertakee.g.:At the same time, these young adults are learning how to give and receive affection in the adult world.Verbs that are often followed by wh-word plus an infinitive phrase as object:when/ where/ why/ who/ whom/ how/ whether… to doAsk consider decide discover discuss explain find out forget inquire know learn show tell understand wonder undertakee.g.:Hoffman observed that there are four distinct aspects to psychological separation from our parents.All the student should be aware of how they react to new knowledge and new ways of learning…Will there be a painting a reasonably sensitive man can look at without shuddering?Verbs that are often followed by a gerund as object:Admit avoid consider delay deny escape excuse fancy imagine mind miss dislike permit postpone practice risk suggest undertakePhrases that are often followed by a gerund as object:amount to be up to be equal to cut down on feel like give up look forward to object to put off stand up toe.g.:He was lucky to escape being sent to prisonthe passive of a gerund used as the object of a verbPart Five Extension5.1 Group discussion1.Have you ever experienced any important changes since you entered our university?2.Have they been positive or negative?3.Do you have a better idea about your strengths and weaknesses now? What are they?4.Do you consider yourself reasonably independent? Why is it so important to gain thisindependence?5.Do you find it easy to relate to the opposite sex? Do you think to learn to love is importantin college? Why?6.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 internali zed values and beliefs?5.2 DebatingTopics for debating:1.College students are bound to experience an identity crisis.2.Parents are out-of-date and their influence is counterproductive.3.Falling in love in college is a negative factor to one’s academic deve lopment。
