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Lesson 1Your College Years

By Lorraine Barnes,2015-04-09 18:40
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Lesson 1Your College Years1your,years,1Your,Years

    Lesson 1 Your College Years

    Subject: Intensive Reading

    Level : Second-year Undergraduate Students

    Duration of Time: 12 Class Hours

EXPECTATIONS

    Students are required to finish the following steps in learning this lesson: 1. Connect their own college life with the aspects discussed in this lesson. This part should

    be included in the pre-class work, and they will be asked to talk about their own feeling

    and experiences.

    2. Find out some rhetorical structures, if any.

    3. Paraphrase new phrases and difficult sentences, and analyze some important sentence

    structures.

    4. Remember some frequently seen abbreviations by heart.(P.77)

    5. Do some E-C and C-E exercises, and in this part they should do a better job than they did

    in their first year, that is to say, they should learn to organize their words and express

    their ideas clearly.

STRATEGIES AND ACTIVITIES

    1. The students read the text before class and do all the pre-class exercises. 2. Grasp the main idea of the text and divide the paragraphs into several main parts. 3. Group discussion and classroom representation for further understanding and

    communication.

TIME ALLOTMENT

    1. Pre-class work and introduction to the background information 2 Class Hours 2. Detailed discussion on text A 5 Class Hours 3. Exercise and Grammar 4 Class Hours 4. Review and Quiz on the learnt language points 1 Class Hours

TEACHING OF PRE-CLASS WORK

    Procedure and Strategies:

    1. Check some important new words by dictation

    P.13 and focus on exercise1, 2, 3, 4 2. Deal with pre-class work on P.9

    3. Give suggestions to exercise2

Glossary Checking:

    Part I: Dictation (15min.):

    (1)academic (2)adolescence (3)affirm (4)anxiety (5)attitudinal (6)counsel (7)crisis (8)encyclopedia (9)endeavor (10)ethical (11)evaluate (12)feminine (13)genetic (14)endowment (15)inherit (16)interact (17)resentment (18)masculine (19)maturity (20)perceive (21)project (22)rebel (23)peer (24)shrink (25)theological (26)definite (27)distinct (28)bounce (29)Baptist (30)seminary

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    Part II: Mention to some important verbs, adjectives, nouns, etc.(15 min.)

     bounce, affirm, contribute, distinct, definite, evaluate, excessive, inherit, masculine,

     perceive, project, rebel, resentment, superior

Pre-class Work Checking:

    1. Explain the following (P. 9) (10 min.):

    1) developmental changes: This is a psychological term which refers to the physical and

    behavioral changes throughout the lifespan.

    2) identity crisis: 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.

    National identity, political identity, cultural identity, social identity, etc 3) to internalize their values: to make faith, values, morals, attitudes, behavior, language, etc

    part of your nature by learning or assimilating them

    unconsciously. In this text, internalize also means to take in

    and make an integral part of one's attitudes or beliefs.

     e.g. had internalized the cultural values of the Italians after three years of living in Rome. 在罗马生活三年以后已经消化了意大利人的文化价值观并融为自我意识的一部分

    4) to affirm personal values: to strengthen values concerning personal life or behavior as

    opposed to social values; moral principles; principles of what

    is right and what is wrong.

    5) in a different light: in a different way

    light here: a way of looking at or considering a matter; an aspect

     e.g. saw the situation in a different light 从另一个角度观察形势

    2. Paraphrase (P. 10) (15 min.):

    Expectations: In this part, I require the students to tell me how they understand the

    following sentences based on their general understanding of the whole

    article and the main idea of the paragraphs these sentences belong to, and

    they neednt to give specific explanations to some new expressions in this

    part. This is an exercise for them to practise their comprehension ability. 1) identity is determined by genetic endowment, shaped by environment, and influenced

    by chance events. (para. 2)

     who we are is determined by three factors/things/aspects——1, our genes, this one is

    natural and inborn, which we get from our parents, so we regard our natural abilities,

    such as waling, running, talking, cleverness, etc as gifts from our parents; 2, environment or surrounding, our characters are somehow determined by things around us; 3, accidental

    experiences, opportunities, chances, etc, they maybe lucky ones or unlucky ones. Life in some degree is full of unexpected things.

    2) 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. (para. 4)

     First, there is independence in handling everyday life situations, which is an ability to solve practical problems in your daily life, such as learning —— how to save and spend

    pocket money in a proper way, if possible, it includes also how to earn yourself money through doing some part-time jobs; how to choose suitable clothes for yourself; how do

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make your time-table every day.

    3) Fourth is freedom from excessive guilt, anxiety, mistrust, responsibility, inhibition, resentment, and anger in relation to the mother and father. (para. 4)

     If somebody has an excessive need for approval, it means that he is too dependent on sbs

    approval. This is quite natural for children and adolescents, especially those good boys

    and girls, they need others, especially parents, to give them courage before they make their own decisions. 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, this should change. They should no longer have the same needs like children. 3. Dealing with exercise 3, 4, 5, 6 (20 min.)

Introduction to the text (15 min.):

    1. Language style:

    It is at first addressed to college students in the United States. Here it becomes a lesson

    for us to learn with some modifications. In this lesson, the language style is formal, with

    some psychological terms, such as developmental changes, identity crisis, psychological

    separation, sexual identity, etc.

    2. Mention the psychologists in the lesson briefly: Erickson and Hoffman 3. Warming-up Questions :

    1) Do you think your first year study has made some changes to your personal life? 2) Do you think you are now becoming an adult both physically and psychologically? If so, what‟s your plan about connecting your college life with your bright future? 3) Whats your understanding on the term developmental changes? Are you facing and

    experiencing your developmental changes?

Homework:

    1. Finish the vocabulary exercises on P.1416

    2. Read the text again and find out your questions.

    3. Prepare for some questions we will discuss in the following class hours. 1) How many aspects about adolescent process are discussed in this lesson? 2) Tell me your understanding on the terms developmental changes, identity crisis,

    psychological separation and sexual identity.

    3(Is there any rhetorical structure used in para.1?

Detailed Discussion on Text A:

    2. Analyze the Structure of the Text (10 min.):

    Part I (para.13): identity crisis

    Part II (para.4): psychological separation of late adolescents and its four aspects——

    Functional Independence, Emotional Independence, Attitudinal

    Independence, Conflictual Independence

    Part III (para. 5 & 6) : sexual identity of adolescents and how to give and receive affection in

    the adult world for them.

    Part IV (para. 7) : internalization of their religious faith, values and morals Part V (para. 8): how to learn and use the learnt knowledge in a wise way for college

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    students

    Part VI (para. 9): how to become a world citizen Part VII (para. 10): encouragement for college students 3. Explanations to Some Psychological Terms (20 min): 1) developmental changes

    2) identity crisis:

     Creating a “European identity” that respects the different cultures and traditions which go

    to make up the connecting fabric of the Old Continent is no easy task and demands a

    strategic choice.

     【译文】 不同文化和传统组成了连接欧洲大陆的纽带。创造一个尊重这些文化和传统的“欧

    洲统一认同”绝非易事;需要战略性选择。

     identity意为认同;政治、社会、历史、文化等学科的同学应该都清楚这个概念

    National identity(国家认同)identity crisis(认同危机)cultural identity(文化认同)

    心理學家Erickson提出過認同危機(identity crisis);認為正於青少年期間的個體不可避免

    的需面臨自我認同(self identity)之問題;其中生涯議題乃是認同形成(identity formation)過程中相當重要的主題。這探索經驗不僅讓人有機會思索過去所擁有的;也重新思考未

    來欲承諾的。

    應該盡你自己的能力去嘗試各種不同範疇的東西;去問問身邊的人的意見;又或者接觸

    多一些不同工作的人;了解他們的日常工作等等;嘗試找出自己的興趣在哪裡。

    認識自己是怎樣的一個人;想想自己想要的是什麼;整理自己的自我概念;你就可以找

    到自己的目標。

    3) psychological separation:

     Hoffman (1984) 所編製的「心理分離量表」(Psychological Separation Inventory);原

    來共包含四個分量表,功能獨立 (Functional Independence)、情緒獨立 (Emotional

    Independence)、態度獨立 (Attitudinal Independence)、及衝突獨立 (Conflictual

    Independence)。功能獨立是指能夠不需要父母協助便可處理好個人事務?情緒獨立

    是指在情緒上不大會倚賴父母?態度獨立是指具有自己獨立的信念與價值?衝突獨

    立是指對父母沒有太多的衝突、焦慮、憤怒等。

    4) sexual identity:

     人的性心理是与人的性形态(sexuality)相对应的心理(应该指出;sexuality 在中文里

    尚无适当译法;其内容也非常复杂,为方便起见;此处姑译作性形态”)。人的性形

    态包括人的性身份(sexual identity)、性差异(sexual difference)和性关系(sexual

    relationship)。无论弗洛伊德还是拉康都把人的心理状态与人的性形态联系起来。换