UNIT 4小熊威尼 Emerging Adulthood
课程名称 | 大学英语（三） | 使用教材 | 全新版大学进阶英语 综合教程（3） |
授课内容 | Text: Is 30 the New 20 for Young Adults (精读) Reading: When Are You Really an Adult (泛读） | 授课学时 | 6 |
教学 目的 | 1. Have a thorough understanding of the text contextually and linguistically; 2. Build up an active vocabulary to talk about growing up and adulthood and know how to u the key words and expressions in context properly; 3. Discuss the important aspects of becoming an adult; 4. Compare American and Chine views on emerging adulthood; 5. Talk about changes in expectations of young adults and changes in the degree of independence from their parents young adults are able to achieve in today’s world; 6. Write an essay about their views on emerging adulthood. |
教学 重点与 难点 | 1. Analyze the structure and grasp the main idea of Text 2. Master the key language points and grammatical structures in the text 3. Learn some techniques in writing 4. Critical thinking |
教学 方法 与 手段 | 1. Audio-visual method and audio-lingual method. 2. Task-bad language teaching method 3. Communicative approach 4. Using CAI, PPT 5. Smart teaching (using online tools or materials)男发型图片 |
教学 过程 | 谐组词组圣诞节英文怎么说 1. Lead-in Activities Step 1. Warm-up activities Step 2. Discussion about adulthood 2. Global Reading Step 1. Approaching the theme Step 2. Analyzing the text organization 3. Detailed Reading Step 1. Understanding the text in a deeper level Step 2. Learning uful expressions Step 3. Learning difficult ntences structures Step 4. Learning new words 4. Comprehending Reading 1 Step 1: Skimming the text 鸡飞蛋打的意思Step 2: Explaining the difficult ntences of the text Step 3: Doing ntence translation 5. After Reading Step 1. Viewing and Listening Step 2. Speaking Step 3. Assignment |
作业 | Assignment： 1. Read the text in Reading 2 and finish the exercis. 2. Write a composition about your views on emerging adulthood. 3. Preview the next unit. |
| 第六病房 | | | |
Unit 4 Emerging Adulthood
1. Teaching Objectives:
Students will be able to
A. have a thorough understanding of the text contextually and linguistically;
B. 可爱小图片build up an active vocabulary to talk about growing up and adulthood and know how to u the key words and expressions in context properly;
C. discuss the important aspects of becoming an adult;
D. compare American and Chine views on emerging adulthood;
E. talk about changes in expectations of young adults and changes in the degree of independence from their parents young adults are able to achieve in today’s world;
F. write an essay about their views on emerging adulthood.
2. Time Allotment:
1stPeriod: Lead-in Activities (Warm-up activities; Discussion about adulthood)
2nd Period: Global Reading (Text: Approaching the theme; Analyzing the text organization)
3rd Period: Detailed Reading (Understanding the text in a deeper level; Analyzing difficult ntence structures)
4th Period: Detailed Reading Continued (Learning new words; Summarizing good usage)
5th Period: Comprehending Reading 1 (Skimming the text; Explaining the difficult ntences of the text; Doing ntence translation))
6th Period: After Reading (Viewing and listening; Speaking; Assignment)
3. Teaching Procedures:
Lead-in Activities
Step 1. Warm-up activities
The teacher leads students to figure out the five stages of life (infancy, childhood, adolescence, adulthood and old age) and tells them a new life stage “emerging adulthood” has been propod by psychologists to describe the period of time between adolescence and adulthood..
Method: PPT, communicative approach.
Step 2: Discussion about adulthood
The teacher has students work in pairs and discuss the questions in Opener about their own criteria for reaching adulthood. The teacher reminds students to refer to the helpful words and expressions given below the pictures.
Method: Using task-bad language teaching method, communicative approach.
Global Reading
Step 1. Approaching the theme
The teacher has students know the background information about the term “emerging adulthood” in Culture Notes.
Emerging Adulthood: Starting in 1995, psychologist Jeffrey Jenn Arnett interviewed 300 young people aged 18 to 29 in cities around the nation over five years, asking them questions about what they wanted out of life. Working from tho interviews and examining broad demographic indicators, Arnett propod a new period of life-span development he calls “emerging adulthood”.
从1995年开始，历时5年，心理学家杰弗里·阿内特在美国许多城市访谈了300位18-29岁的年轻人，就他们想从生活中得到什么进行提问。基于研究结果，阿内特提出了人生发展的一个新阶段，即“成年形成期”。
Method: PPT; communicative approach.
Analyzing the text organization
The teacher tells students that the text can be divided into four parts which have been given in the Text Organization. Then students should summarize the main idea of each part and compare notes with each other.
Parts | Paragraphs | Main Ideas |
Part One | Para. 1 | Today's twenty-somethings em like a whole new breed. |
Part Two | Paras. 2-7 | Five typical features of emerging adulthood |
Part Three | Paras. 8-10 | Advantages and disadvantages of the ri of emerging adulthood | 爱的妇产科2
Part Four | Paras. 11-12 | Suggestions for parents on how to deal with emerging adults |
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Method: skimming and scanning, communicative approach
Detailed Reading
Procedure
1) Students are asked to read the passage carefully again and for each paragraph (sometimes two-three paragraphs), invite students to answer questions related to the details of the text and the difficult ntences.
2) Help Students find out the good usage in the text and underlined them.
3) Learn new words in details.
Purpo: Further understand the text and train scanning ability to learn difficult ntence structures as well as new words and expressions.
