沈阳师范大学：《基础英语》课程教学资源（授课教案）Unit 1 Your College Years

《现代大学英语》3（第二版）教案课程名称：《基础英语》3课程代码：01205012学　分：2课程类别：专业必修授课班级：20级英语师范、英语、英语翻译授课教师：曲艳娜、李敏、李欧、陈玥、徐明玉、王美芳、王芳开课单位：外国语学院-

《现代大学英语》3（第二版）教案 1 课程名称：《基础英语》3 课程代码：01205012 学 分：2 课程类别：专业必修 授课班级：20 级英语师范、英语、英语翻译 授课教师：曲艳娜、李敏、李欧、陈玥、 徐明玉、王美芳、王芳 开课单位：外国语学院

《现代大学英语》3（第二版）教案汇文403周一(3、4节)学院授课教师李欧授课地点上课时间外国语学院汇文413周三(3、4节)章节名称Unit 1 Your College Years ---- period 1-2本课是说明文，文章结构清晰，虽然内容易于理解，文化背景知识也相对不多，但词汇较难，教材分析要求学生课前要进行大量预习，课后要复习，并完成课后作业。学生均来自外院大二年级英语师范专业、英语、英语翻译各个行政班级，学生阅读和口语水学情分析平参差不齐，这给上课带来一定难度，教师要注意课上分层教学。Expand basicvocabularyandexpressions (vocabulary)知识目标Learn thewaytheexposition is written,byusing examplesLearn how to express one's opinion about college years or schooling能力目标Improve the ability of fast reading and detailed reading教学目标GettoknowErikH.EriksonandhisDevelopmental Stages文化目标The great senseofhigher education Sigmund Freud and Personality StructureBaptist church学习策略Improve oral communication ability目标TThe application of group studyXTheinteractionbetweenteacherand students and amongstudentsGet to know two famous psychologists: Sigmund Freud and Eric Erikson教学重点+Understand the analogyof4 seasons and4yearsstudyThe understanding of similarities between 4 years in college and 4 seasons in a year教学难点The understanding of Sigmund Freud's theoryInteractive teaching method教学方法Communicative Teaching method教学手段中Blackboard always andmedia playerTeachercommentsonpresentationand supplementinformationabout SigmundFreud互动内容Studentsunderstanding about the analogy of 4 seasons and 4 years in collegeStepI.Presentation (1Omins)StepII.Warmupanddiscussion (30mins)1.Ask students questions about impressions in college2.Lead students to develop relevant discussions about the similarities between 4 years incollege and 4 seasons in a year教学过程|StepI1lBackground information (40mins)1.Introduction to the author2. Baptist church3.Erik.H.Erikson and hismajor theory4.SigmundFreudand hismajortheoryandcontributionStep IV. Summary and Homework (10 mins)1.《刘毅》Lesson1-2;作业内容2. Review the introduction to Sigmund Freud and his theory教学效果由于学生整体上知识面较窄及英文表达限制，导致讨论环节的教学不是很流畅。教学反思增强课外各类英文文本阅读，拓宽知识面：1.改进措施督促学生英文跟读和模仿，并进行适当背诵，提升口语表达能力和水平。2.2

《现代大学英语》3（第二版）教案 2 学院 外国语学院 授课教师 李 欧 授课地点 汇文 403 汇文 413 上课时间 周一(3、4 节) 周三(3、4 节) 章节名称 Unit 1 Your College Years - period 1-2 教材分析 本课是说明文，文章结构清晰，虽然内容易于理解，文化背景知识也相对不多，但词汇较难， 要求学生课前要进行大量预习，课后要复习，并完成课后作业。 学情分析 学生均来自外院大二年级英语师范专业、英语、英语翻译各个行政班级，学生阅读和口语水 平参差不齐，这给上课带来一定难度，教师要注意课上分层教学。 教学目标 知识目标 Expand basic vocabulary and expressions (vocabulary) Learn the way the exposition is written, by using examples 能力目标 Learn how to express one’s opinion about college years or schooling Improve the ability of fast reading and detailed reading 文化目标 Get to know Erik H. Erikson and his Developmental Stages The great sense of higher education Sigmund Freud and Personality Structure Baptist church 学习策略 目标 Improve oral communication ability The application of group study 教学重点 The interaction between teacher and students and among students Get to know two famous psychologists: Sigmund Freud and Eric Erikson Understand the analogy of 4 seasons and 4 years’study 教学难点 The understanding of similarities between 4 years in college and 4 seasons in a year The understanding of Sigmund Freud’s theory 教学方法 Interactive teaching method Communicative Teaching method 教学手段 Blackboard always and media player 互动内容 Teacher comments on presentation and supplement information about Sigmund Freud Students’ understanding about the analogy of 4 seasons and 4 years in college 教学过程 Step I. Presentation (10mins) Step II. Warm up and discussion (30 mins) 1.Ask students questions about impressions in college 2.Lead students to develop relevant discussions about the similarities between 4 years in college and 4 seasons in a year Step III. Background information (40 mins) 1. Introduction to the author 2. Baptist church 3. Erik. H. Erikson and his major theory 4.Sigmund Freud and his major theory and contribution Step IV. Summary and Homework (10 mins) 作业内容 1.《刘毅》Lesson 1-2; 2. Review the introduction to Sigmund Freud and his theory 教学反思 教学效果 由于学生整体上知识面较窄及英文表达限制，导致讨论环节的教学不是很流畅。 改进措施 1. 增强课外各类英文文本阅读，拓宽知识面； 2. 督促学生英文跟读和模仿，并进行适当背诵，提升口语表达能力和水平

《现代大学英语》3（第二版）教案Unit1Your College YearsBy BobHartmanPart 1 Warm-up activities (30 mins)I. Warm-up questions:1.As a sophomore, what is your general impression of college?>many opportunities for one to explore the unknown> experiencing alotmaking lifelongfriendsNenjoying various kinds of activities> developing one's personal interests≥meeting outstanding scholars>keeping a good balance and laying a solid foundation>>the golden time in one's life2.Have youexperienced anything differentfrom yourmiddle school life?>beingfar awayfromhome> living with others>becoming independent> taking care of oneself>handling one's own finance>making one's own decisions>> changes are occurring3.What's your purpose of receiving a college education?> to get and keep a good job> to earn more money> to get a good start in life> to fully develop oneself> to contribute more to the society>a sound investment that is worth every penny4.Haveyou had anypsychological problems ever sinceyou entered college?> loneliness>confusion>frustration>jealousy> a sense of inferiority> feeling pressure>psychological problems abound on campusIL. Myths and Facts Regarding College ExperienceCollege years are times of significant transition and challenge for an individual.Transitionsimplymeans change.Higherlevels of anxiety are always experienced by people who are in a3

《现代大学英语》3（第二版）教案 3 Unit 1 Your College Years By Bob Hartman Part 1 Warm-up activities (30 mins) I. Warm-up questions: 1. As a sophomore, 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 foundation ➢ . ➢ the golden time in one’s life 2. Have you experienced anything different from your middle school life? ➢ being far away from home ➢ living with others ➢ becoming independent ➢ taking care of oneself ➢ handling one’s own finance ➢ making one’s own decisions ➢ . ➢ changes are occurring 3. What’s your purpose of receiving a college education? ➢ to get and keep a good job ➢ to earn more money ➢ to get a good start in life ➢ to fully develop oneself ➢ to contribute more to the society ➢ . ➢ a sound investment that is worth every penny 4. 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 campus II. Myths and Facts Regarding College Experience College 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

《现代大学英语》3（第二版）教案state of transition regardless of whether the change is perceived as good or bad. The followingare some of the myths vs. the facts regarding college experience.Myth l: College years are the best years of one's life.>Fact l:While collegeyearsarememorableandenjoyable,theycanalsobe amongthemost stressful and anxious times. One is faced with constant evaluation from hisprofessors. Personal and parental expectations are always on his mind.Financial stress isoften a way of life. Career decisions, various relationships and the move towardindependence are also common issues. Making these the best years of one's life involvesdeveloping 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>Fact2:Collegeanduniversityenvironmentsaredesignedtobechallengingacademicallypersonally and socially. Stress and anxiety, among other emotions, are naturalby-products of the accelerated pace of learning and growth. It is not a matter of whetheror not we experience these unpleasant feelings but rather, a matter of how we managetheseemotions.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 ofinadequacy.Infact,nothingcouldbefartherfromthetruth.Yourcollegeoruniversityhasan abundance of resources available to you, for which you are paying through tuition orfees. So become familiar with and make use of the campus resources, especially whenyou 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 isso sure of himself.Everyone else has friends.Everyoneelse has direction.Everyone else isconfident.Everyone else is without troubles orhassles.Thismisperception is common amongcollege students. It has its roots in one of our more powerful social norms. We all wear a publicmask"to protect a certain social image.This “public mask"communicates a sense ofself-assurednesstothosewith whomwe comein contact.Itoften beliesthe innerturmoilthat weallexperiencefromtimetotime.The above are just some of the myths versus facts concerning college experiences. Can youthink of any other myths? Have a discussion with your classmates about their truths.III. 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 ofcollege life, which make the days rewarding and unforgettable.Spring is the season for nature to revive, to grow and to get ready to boom. Similarly, incollege, spring is the season for you to acquire knowledge, to develop yourself and to lay a solidfoundation 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 thegreatest passion in nature - love, love from your classmates, from your teachers and from yourromance.Itistheseasonofaffection.Autumn is a season of harvest in college.It's the season for you to enjoy what you haveachieved.Winteristheharshestseasonofthefour,whichpresents so manydifficultiesandhardships. Likewise, not every day in college is full of joy. You have to meet new faces, getadjusted, make decisions for yourself, be financially and psychologically dependent, etc, So4

《现代大学英语》3（第二版）教案 4 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. III. On Seasons in College There 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. 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 affection. Autumn is a season of harvest in college. It’s the season for you to enjoy what you have achieved. 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

《现代大学英语》3（第二版）教案winter is the season of change.Unpleasant as it may seem to some students, it is simplyinescapableand beneficial to one's growth and maturity.Part 2Background Information (40 mins)I.AuthorBob Hartman was born in Pittsburgh, the United States, and moved to England in the summer of2000. He has been working as a storyteller for children for more than a decade and is a part-timepastor.IL.ErikH.EricksonErik H.Erikson (1902—1994),was a German-born American psychoanalyst whose writings onsocial psychology, individual identity, and the interactions of psychology with history, politics,and culture influenced professional approaches to psychosocial problems and attracted muchpopular interest. He was most famous for his work on refining and expanding Freud's theory ofdevelopmental stages.Erickson's Theory of Developmental StagesBasic Theory:Babies are born with some basic capabilities and distinct temperaments. But they go throughdramatic 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 beresolved by the individual before the individual can move on to the next stage. If the personcopes with a particular crisis in a maladaptive manner, the outcome will be more struggles withthat issue later in life. To Erikson, the sequence of the stages are set by nature. It is within the setlimits that nurture works its ways.Stage l: Infant:Trust vs MistrustNeeds maximum comfort with minimal uncertainty to trust himself/herself, others, and theenvironment.Autonomyvs Shame and DoubtStage 2: Toddler:Works to master physical environment while maintaining self-esteemStage 3: Preschooler:Initiative vs GuiltBegins to initiate, not imitate, activities; develops conscience and sexual identity.Stage 4: School-age Child:Industry vs InferiorityTries to develop a sense of self-worth by refining skills.IdentityvsRoleConfusionStage 5: Adolescent:Tries integrating many roles (child, sibling, student, athlete, worker)into a self-image under rolemodeland peerpressure.Stage 6: Young Adult:Intimacy vs IsolationLearns to make personal commitment to another as spouse, parent or partner.Stage 7: Middle-Age Adult:Generativity vs StagnationSeeks satisfaction through productivity in career, family, and civic interests.Stage 8: Older Adult:Integrity vs DespairReviews life accomplishments,deals with loss and prepares for death5

《现代大学英语》3（第二版）教案 5 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 2 Background Information (40 mins) I. Author Bob 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. II. Erik H. Erickson Erik 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. Erickson’s Theory of Developmental Stages Basic 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 1: Infant: Trust vs Mistrust Needs maximum comfort with minimal uncertainty to trust himself/herself, others, and the environment. Stage 2: Toddler: Autonomy vs Shame and Doubt Works to master physical environment while maintaining self-esteem. Stage 3: Preschooler: Initiative vs Guilt Begins to initiate, not imitate, activities; develops conscience and sexual identity. Stage 4: School-age Child: Industry vs Inferiority Tries to develop a sense of self-worth by refining skills. Stage 5: Adolescent: Identity vs Role Confusion Tries integrating many roles (child, sibling, student, athlete, worker) into a self-image under role model and peer pressure. Stage 6: Young Adult: Intimacy vs Isolation Learns to make personal commitment to another as spouse, parent or partner. Stage 7: Middle-Age Adult: Generativity vs Stagnation Seeks satisfaction through productivity in career, family, and civic interests. Stage 8: Older Adult: Integrity vs Despair Reviews life accomplishments, deals with loss and prepares for death

《现代大学英语》3（第二版）教案PsychosocialPsychosocialSignificantMaladaptationsStage (age)crisisrelations&MalignanciesvirtuessensoryI (0-1)hope, faithtrustvs.mistrustmotherdistortioninfantwithdrawalI (2-3)will,impulsivityautonomyVS.parentstoddlershameanddoubtdeterminationcompulsionII (3-6)initiativevs.ruthlessnesspurpose,familyguiltpreschoolerinhibitioncourageIV (7-12 or so)vs.neighborhoodindustrynarrowvirtuosityschool-agecompetenceinferiorityand schoolnertiachildPsychosocialSignificantPsychosocialMaladaptationsStage (age)crisisrelationsvirtues&MalignanciesV(12-18orso)ego-identityfanaticism→vs.peergroupsfidelity,lovaltyadolescencerole-confusionrolemodelsrepudiationvI (the20's)intimacyvs.partners,promiscuitylovefriendsyoung adultisolationexclusivityVII (late 20'soverextensiongenerativityhouseholdVSto50's)middlecareself-absorptionworkmatesadultrejectivityvII (50's andvs.mankindintegrityorpresumptionbeyond)wisdomdespair"my kind"despairold adultII.Sigmund FreudSigmund Freud grew up in Vienna, Austria and became a doctor of psychiatry. Early in hiscareer he was interested in hypnosis as a cure forhysteria, believing that the symptoms weredirectly related to repressed psychological trauma. He started the practice of "free association,"an effort to reveal unconscious emotions, and increasingly emphasized sexual development asthebasisforpsychological tension.FreudworkedbrieflywithCarl Jung,was aprofessorinVienna and co-founded the Vienna Psychoanalytical Society and the International Psychoanalytic6

《现代大学英语》3（第二版）教案 6 Stage (age) Psychosocial crisis Significant relations Psychosocial virtues Maladaptations & Malignancies I (0-1) infant trust vs. mistrust mother hope, faith sensory distortion → withdrawal II (2-3) toddler autonomy vs. shame and doubt parents will, determination impulsivity → compulsion III (3-6) preschooler initiative vs. guilt family purpose, courage ruthlessness → inhibition IV (7-12 or so) school-age child industry vs. inferiority neighborhood and school competence narrow virtuosity → nertia Stage (age) Psychosocial crisis Significant relations Psychosocial virtues Maladaptations & Malignancies V (12-18 or so) adolescence ego-identity vs. role-confusion peer groups, role models fidelity, loyalty fanaticism → repudiation VI (the 20’s) young adult intimacy vs. isolation partners, friends love promiscuity → exclusivity VII (late 20’s to 50’s) middle adult generativity vs. self-absorption household, workmates care overextension → rejectivity VIII (50’s and beyond) old adult integrity vs. despair mankind or “my kind” wisdom presumption → despair II. Sigmund Freud Sigmund Freud grew up in Vienna, Austria and became a doctor of psychiatry. Early in his career he was interested in hypnosis as a cure for hysteria, believing that the symptoms were directly related to repressed psychological trauma. He started the practice of "free association," an effort to reveal unconscious emotions, and increasingly emphasized sexual development as the basis for psychological tension. Freud worked briefly with Carl Jung, was a professor in Vienna and co-founded the Vienna Psychoanalytical Society and the International Psychoanalytic

《现代大学英语》3（第二版）教案Association. In 1938 he left Austria for England to escape Hitler's government. Freud battledmouth cancer the last several years of his life, but continued to smoke cigars, his trademarkFreud'sDevelopmental theoryDespite controversy overhis work'sperceived concentration on sex,Freud was responsiblefor producing one of the most powerful developmental theories in Psychology. In this theory ofpsychosexual development, the stages occur in a predetermined sequence, in which the order ofthe stages does not vary although there may sometimes be a degree of overlap. The stages aremamarked by the part of the body which is significant. Very briefly, the stages are:Oral - (birth -1 year)-The mouth is the prime source of pleasurable sensations; the actionsbeing sucking and later biting.Anal -(1 to 3 years) - The rectum and anus are the prime sources of pleasurable sensations; theactions of holding inor lettinggoof faeces.Phallic -(3 to 5 years)-The penis or clitoris are the prime sources of pleasure; the phallic stageleadstotheperiodof crisis indevelopmentknownastheOedipus complex(inboys)andtheElectra complex (in girls).Latency period -A period of quiescence which lasts approximately until puberty.Genital (puberty onwards) - The genitals are the prime source of pleasurable sensations in bothboys and girls.Meanwhile,theIDispresentatbirth,andisthesourceoflibidinousimpulses.TheEGOdevelopsthroughout childhood,andmediatesbetweenthechild andtheoutside(social)world.The superego develops later, and it represents the child's internalization of the demands of thesociety in which it lives. The superego can further be subdivided into the ego ideal (the child'sconcept of behaviour that its parents will approve) and the conscience (the child's concept ofbehaviour that its parents will condemn).西格蒙德·弗洛伊德（SigmundFreud，1856.5.6一1939.9.23），犹太人，奥地利精神病医生及精神分析学家。精神分析学派的创始人。他认为被压抑的欲望绝大部分是属于性的，性的扰乱是精神病的根本原因。著有《性学三论》、《梦的释义》、《图腾与禁忌》、《日常生活的心理病理学》、《精神分析引论》、《精神分析引论新编》等。弗洛伊德是心理学史上的一个伟人，被称为二十世纪最伟大的三位犹太人之一。他是精神分析理论的创始人，首次承认了非理性在人类生活当中的重要地位。心理结构理论、心理动力学说、心理防御机制、人格发展理论等等都是弗洛伊德所提出的。人格结构理论人格结构的最基本的层次是本我（id），相当于他早期提出的潜意识。它处于心灵最底层，是一种与生俱来的动物性的本能冲动，特别是性冲动。它是混乱的、毫无理性的，只知按照快乐原则（pleasureprinciple）行事，盲目地追求满足。中间一层是直我（ego），它是从本我中分化出来是受现实陶冶而渐识时务的一部分。自我充当本我与外部世界的联络者与仲裁者，并且在超我的指导下监管本我的活动，它是一种能根据周围环境的实际条件来调节本我和超我的矛盾、决定自已行为方式的意识，代表的就是通常所说的理性或正确的判断。它按照“现实原则”行动，既要获得满足，又要避免痛苦。最上面一层是超我（superego），即能进行自我批判和道德控制的理想化了的自我，它是儿童在生长发育过程中社会尤其是父母给他的赏罚活动中形成的，换言之，是父母作为爱的角色和纪律的角色的赏罚权威的内化。它主要包括两个方面：一方面是平常人们所说的良心，代表着社会道德对个人的惩罚和规范作用，另一方面是理想自我，确定道德行为的标准。超我的主要职责是指导自我以道德良心自居，去限制、压抑本我的本能冲动，而按至善原则活动

《现代大学英语》3（第二版）教案 7 Association. In 1938 he left Austria for England to escape Hitler's government. Freud battled mouth cancer the last several years of his life, but continued to smoke cigars, his trademark. Freud’s Developmental theory Despite controversy over his work’s perceived concentration on sex, Freud was responsible for producing one of the most powerful developmental theories in Psychology. In this theory of psychosexual development, the stages occur in a predetermined sequence, in which the order of the stages does not vary although there may sometimes be a degree of overlap. The stages are mamarked by the part of the body which is significant. Very briefly, the stages are: Oral – (birth – 1 year) – The mouth is the prime source of pleasurable sensations; the actions being sucking and later biting. Anal – (1 to 3 years) – The rectum and anus are the prime sources of pleasurable sensations; the actions of holding in or letting go of faeces. Phallic – (3 to 5 years) – The penis or clitoris are the prime sources of pleasure; the phallic stage leads to the period of crisis in development known as the Oedipus complex (in boys) and the Electra complex (in girls). Latency period - A period of quiescence which lasts approximately until puberty. Genital (puberty onwards) – The genitals are the prime source of pleasurable sensations in both boys and girls. Meanwhile, the ID is present at birth, and is the source of libidinous impulses. The EGO develops throughout childhood, and mediates between the child and the outside (social) world. The superego develops later, and it represents the child’s internalization of the demands of the society in which it lives. The superego can further be subdivided into the ego ideal (the child’s concept of behaviour that its parents will approve) and the conscience (the child’s concept of behaviour that its parents will condemn). 西格蒙德·弗洛伊德（Sigmund Freud，1856.5.6－1939.9.23），犹太人，奥地利精神病医生及精 神分析学家。精神分析学派的创始人。他认为被压抑的欲望绝大部分是属于性的，性的扰乱是精神病的 根本原因。著有《性学三论》、《梦的释义》、《图腾与禁忌》、《日常生活的心理病理学》、《精神分析引论》、 《精神分析引论新编》等。 弗洛伊德是心理学史上的一个伟人，被称为二十世纪最伟大的三位犹太人之一。他是精神分析理论 的创始人，首次承认了非理性在人类生活当中的重要地位。心理结构理论、心理动力学说、心理防御机 制、人格发展理论等等都是弗洛伊德所提出的。 人格结构理论 人格结构的最基本的层次是本我（id），相当于他早期提出的潜意识。它处于心灵最底层， 是一种与生俱来的动物性的本能冲动，特别是性冲动。它是混乱的、毫无理性的，只知按照快 乐原则（pleasure principle）行事，盲目地追求满足。 中间一层是自我（ego），它是从本我中分化出来是受现实陶冶而渐识时务的一部分。自我 充当本我与外部世界的联络者与仲裁者，并且在超我的指导下监管本我的活动，它是一种能根 据周围环境的实际条件来调节本我和超我的矛盾、决定自己行为方式的意识，代表的就是通常 所说的理性或正确的判断。它按照“现实原则”行动，既要获得满足，又要避免痛苦。 最上面一层是超我（superego），即能进行自我批判和道德控制的理想化了的自我，它是儿 童在生长发育过程中社会尤其是父母给他的赏罚活动中形成的，换言之，是父母作为爱的角色 和纪律的角色的赏罚权威的内化。它主要包括两个方面：一方面是平常人们所说的良心，代表 着社会道德对个人的惩罚和规范作用，另一方面是理想自我，确定道德行为的标准。超我的主 要职责是指导自我以道德良心自居，去限制、压抑本我的本能冲动，而按至善原则活动

人格发展理论弗洛伊德以身体不同部位获得性冲动的满足为标准，将人格发展划分为5个阶段，其人格发展理论又称性心理期发展论。问题中所提到的人格发展理论又称为人格性欲阶段理论，因为这个理论中人格阶段的划分方式是根据性兴奋的不同部位所提出的。整个理论将人格的发展划分为五个阶段。口唇期（oralstage）：从出生到1岁半左右。此期婴幼儿以吸、咬和吞咽等口腔活动为主满足本能和性的需要。肛门期（analstage）：1一3岁左右。此期儿童性欲望的满足主要来自于肛门或排便过程。性器期（phalliastage）：3一7岁左右。此期儿童性生理的分化导致心理的分化，儿童表现出对生殖器的极大兴趣，性需求集中于性器官本身。他们不仅通过玩弄性器官获得满足，而且通过想象获得满足。此期男孩会经历“恋母情结”（Oedipuscomplx，俄底普斯情结），对于女孩，则经历“恋父情结”（Electracomplex，厄勒克特拉情结）。潜伏期（latencystage）：7岁至青春期。在这一时期，儿童的兴趣转向外部世界，参加学校和团体的活动，与同伴娱乐、运动，发展同性的友谊，满足来自于外界、好奇心和知识满足，娱乐和运动等。生殖期（genitalstage）：青春期性器官成熟后即开始，性需求从两性关系中获得满足，有导向的选择配偶，成为较现实的和社会化的成人。总之，心理性与发展理论充分体现了弗洛伊德对性本能的强调，正因为如此，这个理论也受到了很多的批评。Ill.Baptist church浸信会（英语：BaptistChurches，又称浸礼会），基督新教主要宗派之一。十七世纪上半叶产生于英国以及在荷兰的英国流亡者中。当时属清教徒中的独立派。反对给儿童行洗礼，主张教徒成年后方可受洗，且受洗者须全身浸入水中，称为“浸礼”，故名。并主张独立自主，反对英国国教和政府对地方教会的干涉。浸信会传入美国后，自1836年起派传教士到中国。1845年，美国的浸信会分立为美南浸信会和美北浸礼会，尔后仍继续在世界各地宣教，美南浸信会现在是基督教会最大的差会。信仰浸信会信仰的特色可以用七个英语短句表达，而其每一句开头的字母拼起来刚好是“BAPTIST”，即“浸信会”的英文。★Believer'sbaptism信徒的浸礼★Autonomyof thelocal congregationwithintheassociationalframework自治而互助的地方会众★PrimacyofScripture《圣经》首要和卓越的地位★Truebelieversonlyinthechurch真信徒组成的教会★Individualcompetencyandthebeliever'spriesthood在圣灵引导下人人都有能力认识上帝以及人人皆祭司★SeparationofChurchandState政教分离★Twoordinances两种教会礼仪-浸礼与纪念性质的主餐8

《现代大学英语》3（第二版）教案 8 人格发展理论 弗洛伊德以身体不同部位获得性冲动的满足为标准，将人格发展划分为 5 个阶段，其人格 发展理论又称性心理期发展论。问题中所提到的人格发展理论又称为人格性欲阶段理论，因为这个理 论中人格阶段的划分方式是根据性兴奋的不同部位所提出的。整个理论将人格的发展划分为五个阶段。 口唇期（oral stage）：从出生到 1 岁半左右。此期婴幼儿以吸吮、咬和吞咽等口腔活动 为主满足本能和性的需要。 肛门期（anal stage）：1－3 岁左右。此期儿童性欲望的满足主要来自于肛门或排便过程。 性器期（phallia stage）：3－7 岁左右。此期儿童性生理的分化导致心理的分化，儿童表 现出对生殖器的极大兴趣，性需求集中于性器官本身。他们不仅通过玩弄性器官获得满足，而 且通过想象获得满足。此期男孩会经历“恋母情结”（Oedipus complx，俄底普斯情结），对于 女孩，则经历“恋父情结”（Electra complex，厄勒克特拉情结）。 潜伏期（latency stage）：7 岁至青春期。在这一时期，儿童的兴趣转向外部世界，参加 学校和团体的活动，与同伴娱乐、运动，发展同性的友谊，满足来自于外界、好奇心和知识满 足，娱乐和运动等。 生殖期（genital stage）：青春期性器官成熟后即开始，性需求从两性关系中获得满足， 有导向的选择配偶，成为较现实的和社会化的成人。 总之，心理性与发展理论充分体现了弗洛伊德对性本能的强调，正因为如此，这个理论也受到了很 多的批评。 III. Baptist church 浸信会（英语：Baptist Churches，又称浸礼会），基督新教主要宗派之一。十七世纪上半 叶产生于英国以及在荷兰的英国流亡者中。当时属清教徒中的独立派。反对给儿童行洗礼，主 张教徒成年后方可受洗，且受洗者须全身浸入水中，称为“浸礼”，故名。并主张独立自主， 反对英国国教和政府对地方教会的干涉。浸信会传入美国后，自 1836 年起派传教士到中国。1845 年，美国的浸信会分立为美南浸信会和美北浸礼会，尔后仍继续在世界各地宣教，美南浸信会 现在是基督教会最大的差会。 信仰 浸 信 会 信 仰 的 特 色 可 以 用 七 个 英 语 短 句 表 达 ， 而 其 每 一 句 开 头 的 字 母 拼 起 来 刚 好是 “BAPTIST”，即“浸信会”的英文。 ★ Believer's baptism 信徒的浸礼 ★ Autonomy of the local congregation within the associational framework 自治而互助的地方 会众 ★ Primacy of Scripture 《圣经》首要和卓越的地位 ★ True believers only in the church 真信徒组成的教会 ★ Individual competency and the believer's priesthood 在圣灵引导下人人都有能力认识上帝 以及人人皆祭司 ★ Separation of Church and State 政教分离 ★ Two ordinances 两种教会礼仪-浸礼与纪念性质的主餐

《现代大学英语》3（第二版）教案汇文403周一(3、4节)学院外国语学院授课教师李欧授课地点上课时间汇文413周三(3、4节)章节名称Unit 1 Your College Years --- period 3-4本课是说明文，文章结构清晰，虽然内容易于理解，文化背景知识也相对不多，但词汇较难，教材分析要求学生课前要进行大量预习，课后要复习，并完成课后作业。学生均来自外院大二年级英语师范专业、英语、英语翻译各个行政班级，学生阅读和口语水学情分析平参差不齐，这给上课带来一定难度，教师要注意课上分层教学。Toexpand basicvocabularyand expressions(vocabulary)知识目标1Learn thewaytheexposition is written,byusing examplesLearn howtoparaphrasethesentences in thetext能力目标Improve the ability of fasting reading and detailed reading教学目标GettoknowErikH.EriksonandhisDevelopmental Stages文化目标Thegreatsenseof highereducationSigmund Freudand PersonalityStructure1Baptistchurch1学习策略Analyze the difficult sentences in groups目标The application of pair work and group study+Explore the text and language points: dawn on, perceive, endeavor, be equal to, affirm, etc.Generate some specificwords aboutcollege life:identitycrisis,functional independence,etc.教学重点+Developparagraphsbyexamples.Question-oriented fast reading: eg.How many kinds of dependence are put forward in the text?教学难点Sentence paraphrasing (refer to the teaching plan)Interactive teaching method教学方法Communicative Teaching method教学手段+Blackboard always andmediaplayer sometimesStudents'paraphrasing sentencesandteachercomments互动内容YStudents'answering questions and group discussionStepI.Presentation/vocabularyquiz(10mins)Step II. Text genre analysis (5 mins)1. students'understanding of text genre2.teacher's understanding oftextgenreStep I1I.Text structure analysis (20 mins)PartI The introduction (para 1): At college students move from adolescence to young adulthood.教学过程Part II The body (paras.2-9)Part IlI The conclusion (para.10): College is a time of personal growth and expansion.StepIV.Detailed study of the text (50mins)1.Detailed reading---answer questions2. Language points---paraphrase the sentencesStep V. Summary and Homework (5mins)1.《刘毅》Lesson3-4;作业内容2. Review the important language points部分学生英文基本功略差，体现在单词、词组掌握程度较弱：句子的释义有误教学效果或者不全面：不能根据教师提问问题，快速定位文本细节。教学反思布置课后复习作业，及时检查；1改进措施课上增加英语语言口语输出训练，如增加提问问题数量和小组讨论活动。2.9

《现代大学英语》3（第二版）教案 9 学院 外国语学院 授课教师 李 欧 授课地点 汇文 403 汇文 413 上课时间 周一(3、4 节) 周三(3、4 节) 章节名称 Unit 1 Your College Years - period 3-4 教材分析 本课是说明文，文章结构清晰，虽然内容易于理解，文化背景知识也相对不多，但词汇较难， 要求学生课前要进行大量预习，课后要复习，并完成课后作业。 学情分析 学生均来自外院大二年级英语师范专业、英语、英语翻译各个行政班级，学生阅读和口语水 平参差不齐，这给上课带来一定难度，教师要注意课上分层教学。 教学目标 知识目标 To expand basic vocabulary and expressions (vocabulary) Learn the way the exposition is written, by using examples 能力目标 Learn how to paraphrase the sentences in the text Improve the ability of fasting reading and detailed reading 文化目标 Get to know Erik H. Erikson and his Developmental Stages The great sense of higher education Sigmund Freud and Personality Structure Baptist church 学习策略 目标 Analyze the difficult sentences in groups The application of pair work and group study 教学重点 Explore the text and language points: dawn on, perceive, endeavor, be equal to, affirm, etc. Generate some specific words about college life: identity crisis, functional independence, etc. Develop paragraphs by examples. 教学难点 Question-oriented fast reading: eg.How many kinds of dependence are put forward in the text? Sentence paraphrasing (refer to the teaching plan) 教学方法 Interactive teaching method Communicative Teaching method 教学手段 Blackboard always and media player sometimes. 互动内容 Students’ paraphrasing sentences and teacher comments Students’ answering questions and group discussion 教学过程 Step I. Presentation/ vocabulary quiz (10 mins) Step II. Text genre analysis（5 mins） 1. students’ understanding of text genre 2. teacher’s understanding of text genre Step III. Text structure analysis (20 mins) Part I The introduction (para.1): At college students move from adolescence to young adulthood. Part II The body (paras.2-9) Part III The conclusion (para.10): College is a time of personal growth and expansion. Step IV. Detailed study of the text (50mins) 1. Detailed reading-answer questions 2. Language points-paraphrase the sentences Step V. Summary and Homework (5mins) 作业内容 1.《刘毅》Lesson 3-4; 2. Review the important language points 教学反思 教学效果 部分学生英文基本功略差，体现在单词、词组掌握程度较弱；句子的释义有误 或者不全面；不能根据教师提问问题，快速定位文本细节。 改进措施 1. 布置课后复习作业，及时检查； 2. 课上增加英语语言口语输出训练，如增加提问问题数量和小组讨论活动

《现代大学英语》3（第二版）教案Part 3 Detailed analysis of the textIThe structure of thetext, and themain idea of eachparagraph.(fast reading)Part I The introduction (para.1)AtcollegestudentsmovefromadolescencetoyoungadulthoodPart II The body (paras.2-9)A. During this time, students experience and identity crisis(2-4)1.This identity crisis is marked by an independence/dependence struggle.(2-3)2.Students endeavor to gain functional, attitudinal and emotional independencefrom their parents. (4)B.In theircollege years students grow in a number of aspects. (5-9)1.They establishtheir sexual identity and learn to relate to the opposite sex. (5)2. They learn to relate to family and friends in a new way.(6)3. They foster their own beliefs, values and morals.(7)4. They develop new ways of organizing and using knowledge. (8)5. They become concerned with people of other cultures (9)Part III The conclusion(para.10)College is a time of personal growth and expansion,II.Answer questions---detailed readingInteractiveQuestions:1. What are the changes that college students must experience in university?2. How do college students go through an identity crisis at college? What factors may influence identity?Answer:Students endeavor to find out who they are and what their strengths and weaknesses are. They want to knowhowotherpeopleperceivethemselves aswell.Identity may be influenced by genes, environment and opportunities.Questions related to the details of the text:原文：Infact,itmaybeheightenedbytheirchoicetopursueacollegeeducation1.Question:What does"it"refer to here?For reference:“it"refers to the independence/dependence struggle. Into the later adolescence stage, youngadults tendto become less dependent on, even independent from their parents.For those who choose to enterthe work world, they may become financially independent from their parents, while for others entering intocollege, the struggle seems stronger for they still need their parents'support, say for money.2.Question:AccordingtoJefferyA.Hoffman'sobservation,therearefourdistincttoaspectspsychological separation from one's parents. What are they? How do you understand them?1.Functional independence.2.Attitudinal independence3.Emotional independence.4.Freedom from“excessive guilt, anxiety,mistrust, responsibility,inhibition, resentment, and anger inrelation to the mother and father."3. 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 theirfuture roles as10

《现代大学英语》3（第二版）教案 10 Part 3 Detailed analysis of the text I. The structure of the text, and the main idea of each paragraph. (fast reading) Part I The introduction (para.1) At college students move from adolescence to young adulthood. Part II The body (paras.2-9) A. During this time, students experience and identity crisis(2-4) 1.This identity crisis is marked by an independence/dependence struggle.(2-3) 2. Students endeavor to gain functional, attitudinal and emotional independence from their parents. (4) B. In their college years students grow in a number of aspects. (5-9) 1. They establish their sexual identity and learn to relate to the opposite sex. (5) 2. They learn to relate to family and friends in a new way.(6) 3. They foster their own beliefs, values and morals.(7) 4. They develop new ways of organizing and using knowledge. (8) 5. They become concerned with people of other cultures (9) Part III The conclusion(para.10) College is a time of personal growth and expansion. II. Answer questions-detailed reading Interactive Questions: 1. What are the changes that college students must experience in university? 2. How do college students go through an identity crisis at college? What factors may influence identity? Answer: Students 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. Questions related to the details of the text: 原文：In fact, it may be heightened by their choice to pursue a college education. 1. 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. 2. Question: According to Jeffery A. Hoffman’s observation, there are four distinct aspects to psychological 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.” 3. 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