现代大学英语第二版UNIT1课件

Warm-upBrain-storming1.Asasophomore,whatisyourgeneralimpressionofcollege?2.Haveyouexperiencedanythingdifferentfromyourmiddleschoollife?3.Whatchangeshaveyoumadeafterone-yearstudyinZhejiangUniversityofTechnology?Therearefourseasonsinone’scollegeyears,representingdifferentaspectsofcollegelife.Whatdoyouthinkthefourseasonsrepresent?Why?PreviewQuestionsdevelopmentalchanges:apsychologicaltermwhichreferstothephysiologicalandbehavioralchangesthroughoutthelifespanidentity:thequalitiesthatmakesborsthwhattheyare•whoyouare;whatstrengthsandweaknessesyouhave;howyouperceiveyourselfaswellashowotherpeopleperceiveyou(selfimageandtheimageyoupresenttoothers)•Erickson:Theidentityis“asubjectivesenseaswellasanobservablequalityofpersonalsamenessandcontinuity,pairedwithsomebeliefinthesamenessandcontinuityofsomesharedworldimage.”•Identityishighlyrelational.•identitycrisis:thedifficulties,confusionsandanxietiesthatonegoesthroughwhenhe/sheisnotsurewhohe/sheisandwhathis/herpurposeinlifeisCheck-onpreviewObjectivesEriksonandDevelopmentalStages0-1.52-34-56-1112-1818-30主要关心的是把别人对他们的评价与他们自己的感觉相比较，如何把各种角色及早期培养的技能和当今职业的标准相联系这个问题为什么青年人在不能获得积极的同一性时要选择消极的同一性呢?埃里克森说，因为他宁可成为一个无名小卒，或者成为臭名昭著的大人物，或者成为某个的确已经死了的人--总之，它们是经过自由选择的角色--而不愿意成为一个不太象样的人'60-30-60埃里克森把自我完整定义为，只有这种以某种方式关心事物和人们的人，才能使自己顺应形影相随的胜利和失望，顺应其他事物的创造者，或者说顺应各种产品和思想的创造者--只有在这种人身上，这七个阶段的果实方能日臻成熟。只有回顾一生感到所度过的是丰足的，有创建的和幸福的人生的人才会不惧怕死亡。这种人具有一种圆满感和满足感。而那种回顾挫败人生的人则体验到失望。没有产生繁殖感的人以停滞和人际贫乏为特征。一旦一个人的繁殖比率比停滞高，那么这个人会以关心的美德离开这个阶段。Theme&StructureThemeThetextgivesusageneraldescriptionofcollegestudents’developmentorchangesoncampus.Thetextishelpfulinlearningnewknowledge,updatingoldthoughts,gettingnewhabitsandtakingmuchself-confidencetotacklewithchallenges.StructureHowdoweappreciatethestructure?1.Clarity2.Logic3.Coherence(smoothtransitionofbothparagraphsandsentences)Howisthetextstructured?1.Overallstructure:•introductiondevelopment(categorization)conclusion2.Withinparagraph:•topicsentenceexample/categorysummarye.g.paras.4,6,7,8,93.Topicsentence:•e.g.paras.3,5,10TechniquesinParagraphDevelopment1.Development:•quotation:in…(source);accordingto•categorization:first,second,…;one…another…;inadditionto…•illustration/example2.SmoothtransitionTrytofindsomeexamplesinthetext.TextanalysisPartI:dictionDawnon/uponPartI:writingdeviceParallismHasitever…?Hasitever…?Hasitever…?◎Tohighlightthetopicofdiscussion;◎Toarousethereaders’interest;◎Tomaketheargumentmoreconvincible;…PartI:discussionWhatgoalsdoyouhaveforyourgrowthandmaturityduringyourcollegeyears?PartII:dictionPara2:gothrough;identitycrisis;chancePara3:independentfrom/of;yet;heighten;Para4:functionalindependence;freedom/freefromsth.;standback;Para5:sexualidentity;dragone’sfeet;Para6:cometo;narrow;inadifferentwayPara7:internalize;modelfor;beequalto;ethnic;Para8:personalvalue;Para9:inadifferentlight;communitycollegePartII:paraphrase1.Infact,itmaybeheightenedbytheirchoicetopursueacollegeeducation.(para.3)Actually,ifthestudentschoosetogotocollegetocontinuetheireducation,theywillfaceanevenmoreseriousstrugglebetweenthedesiretobeindependentandtheneedtodependonthefinancialsupportoftheirparents.2.Fourthisfreedomfrom“excessiveguilt,anxiety,mistrust,responsibility,inhibition,resentment,andangerinrelationtothemotherandfather”.(para.4)guilt→childrenthinktheyhavedonesth.wronganxiety→childrenareeagertopleasetheirparentsmistrust→childrenthinktheirparentshavenotbeenfairresponsibility→childrenfeelresponsibilitytotheirparentsforeverythingtheydoinhibition→childrenareafraidofnotsayingtherightthingornotbehavingproperlyAllthesemakethemangrywiththeirparentsorfeelresentful.Thisreflecttheiremotionaldependenceontheirparents.3.Collegestudentsneedtostandbackandseewheretheyareintheindependence/dependencestruggle.(para.4)(Inthefaceofthearraysofchallenges,)itisnecessaryforcollegestudentstoavoidgettingtooemotionallyinvolvedinthestruggleandtrytogetaclearideaoftheirsituation.4.Probablynothingcanmakestudentsfeellowerorhigheremotionallythanthewaytheyarerelatingtowhomevertheyarehavingaromanticrelationshipwith.(para.5)Perhapsnothingcanmakeastudentexperiencesuchabigemotionalchangeexcepthis/herrelationshipswithhis/herlover.PartII:discussion1.Explainthesentence“Howpeopleseethemselvesinbothrolesisunquestionablyapartoftheiridentity.”Whatdoes“bothroles”referto?2.Giveexamplestoshowhowidentityisdetermined.3.Didyouexperienceindependence/dependencestruggleinyourlateradolescencestage?4.Whydoestheauthorsayitmaybeheightenedbythestudents’choicetopursueacollegeeducation?5.Whatarethefourdistinctaspectsoflateadolescents’psychologicalseparationfromtheirparents?6.Whyshouldcollegestudentsstandbacktoseewheretheyareintheindependence/dependencestruggle？7.Whatismeantby“establishingtheirsexualidentity”?Whyisitstressful?8.Howispara.4developed?9.Howdoescollegestudentschangethewaytheyrelatetoothersastheygrowandreachyoungadulthood?10.Giveexamplestoshowhowthewayyourelatetoothershavechangedsinceyoubecameacollegestudent?11.Whatismeantby“internalizingreligiousfaith”?12.Doyouthinkyouhaveinsomewayinternalizedvaluesandbeliefs?W