二．课程教学的主要内容 （一）理论部分 Unit 1 Working Holiday Abroad（8学时）
1．教学目的：
(1)从语言、语境、跨文化交际层面透彻地理解文章；了解几个重要的“打工度假”的目的地的文化如：加拿大的温哥华，新西兰（奇异果国家）的惠灵顿、奥克兰、Raglan小镇、哈斯丁斯、霍克斯湾，澳大利亚的皇后镇、维多利亚州、玛格丽特河流；了解什么是“打工度假”、“打工度假签证”，“打工度假”成为难忘经历的原因，“打工度假”带来的收获和困惑。
(2)了解谈论“打工度假”的积极词汇并懂得在特定的语境中恰当地使用与主题相关的基本词汇与句型结构。
(3)掌握基本的词汇及句型结构，熟悉和“打工度假”、“带薪实习”、“无薪实习”、“志愿工作”、“背包客”、“沉浸式文化体验”、“文化融入”等有关的话题词汇，提升话题词汇定位主要信息的阅读能力；
(4)了解叙事的文章结构、要素与写作重点：如“时间顺序”、“背景”、“冲突”、“发展”、“结尾”。
(5)以自己的“带薪或志愿工作”为主题进行篇章写作：能够紧扣主题，有理有据、结构合理，逻辑清晰，以受众为目标，并有意识地使用本单元掌握的词汇与表达课文P22（课文P23 Task Three或P34 Writing部分）；
(6)完成与话题相关的扩展阅读和翻译练习；
2.教学重点：
(1)重点单词：awkward, stress out, capture, embrace, solo, browse, blog, version, kind of, social, flee(fled, fled), lingo and etc.
(2)重点词组：prior to..., now that..., run through, fill out, but then, settle down, be obsessed with, be torn between, stress sb out, feel stretched, like a Beanstalk (Jack and the Beanstalk) and etc.
(3)Paraphrase：now/presently, by the side of sb/alongside, before/prior to, come together/meet up, area/zone, a little bit/kind of, exchange/trade, in total/altogether
(4)重点句子：
a. 非限制性定语从句：I finally felt comfortable within myself and felt that I belonged, which was the biggest personal gain.(Para. 5)
b. Prior to leaving, I was not in a good place.
c. I loved that they accepted me for my socially awkward self.
d. My heart and my head are constantly torn between what they want in the future.
e. Now that I have been home for a while and have had time to reflect on my working holiday in Vancouver, I’ve thought a lot about who I was before I left for Canada and who I am presently.
f. It is not long/ a while/...hours/days...before...
3. 教学难点：将与“打工度假”相关的背景知识、词汇、文化知识较自如地运用到有关“打工度假”及“文化体验”的话题讨论或写作中； Unit 2 Conspicuous Consumption （8学时）
1．教学目的：
(1) 从语境、文化层面透彻地理解文章；
(2) 了解并扩展关于“炫耀性消费”的词汇，并懂得在特定的语境中恰当地使用与主题相关的词汇与表达；
(3) 能就什么是奢侈品炫耀性消费、炫耀性消费怎样形成的及其对现代社会的影响等话题展开积极的讨论；
(4) 能针对中国“富二代”现象进行思考和小组讨论，树立健康积极的消费观念；
(5) 熟悉说明文写作，其写作目的在于解说事物、阐明事理。
2. 教学重点：
(1) 重点单词：perceive, guilt, vanish, uncertain, episode, meaningless, core, cycle, debt, website.
(2) 重点词组：come into being, out of date, for that matter, hold onto, make a living, attribute … to …, open up, most of all, poke fun at, put it best/ well/cleverly….
(3) 语言点：倒装语序。
(4) 重点句子：
a. I’d love to do …(我真想…)
b. It is time (for sb.) to do…. (该是某人…的时候了。)
c. Because ultimately, you decide if you’re going to buy into this idea that you’re not good enough.
d. If you can’t put a cap on it, you’re chasing the wind.
3. 教学难点：
将与奢饰品炫耀性消费相关的暴发户/新贵和富二代等的消费观念话题的背景知识、词汇、文化知识较自如地运用到讨论和写作中。 Unit3 Cultural Differences （8学时）
1．教学目的：
(1)运用对比句型描述文化差异；
(2)掌握文章大意， 运用不同角色的口吻进行故事复述；
(3)理解跨文化角度下中西方家庭在家庭成员关系、权利与义务、教育等方面的异同点；
2. 教学重点：
(1)重点单词：negotiation, sacrifice, surround, presence, extreme, prominent, primary, occasional, devotion, repay, grateful, burden, aspect, apparent, expectation, parenting, maintain, preference, equivalence, responsibility, etc.
(2)重点词组：look over one’s shoulder, fall short of, in one’s eyes, get…wrong, in response to, put…into perspective, strike a balance, relieve…of，etc.
(3)重点句子（型）：
a. I don’t dare (to) do…
b. We were just beginning the journey.
c. Gender equity is a hard issue to work out?in China generally.
d. The complete devotion to the task of helping us manage our household seemed extreme.
e. What was the catch?
f. Her role here, she explained, was to replace her son in the equation --- to lighten his burden, allowing him to maintain his former life rhythms, while helping me out with parenting and household management.
(4) 重点语法：动名词和分词； 主语从句； enough的用法。
(5) 跨文化知识点：
a. 性别平等（男女平等）；
b. 个体主义与集体主义在家庭事务中的区别体现，关键词如有individualism, personal achievement, self-esteem, paternalism, hierarchy等；
c. 中美文化中友谊、赞誉、时间观念的区别。
3.教学难点:
1）准确表述文化差异；2）跨文化意识与跨文化敏感度在家庭教育中的体现。 Unit 4 Emerging Adulthood (8学时)
1．教学目的：
(1) 从语言及语篇结构入手，深入理解文章及掌握说明文的写作方式；
(2) 理解和正确运用重点词汇、短语、句式等来谈论与“成长”及“成年”相关的话题；
(3) 学会与人探讨“何谓成年”？“成年”有哪些重要因素？
(4) 能够对比中美对“成年初显期”看法的异同；
2．教学重点：
(1) 重点单词：breed, positive, independent, option, exceed, enrollment, emerging, typical, interview, identify, identity, partner, obligation, text, adolescence, optimistic, financial, fascinating, internship, nonprofit, anticipate, delicate, relieved, parenthood, stable, ease, anxiety, appetite；
(2) 重点词组：be equal to, be typical of, figure out, try out, head for, move on to, carve out, drift along, move along, put aside, make one’s way, above all；
(3) 重点句子：
a. Your 18-year-old may head for college with pre-med in mind, then discover a love for marine biology as a sophomore, and by age 24 have moved on to international business. （Your child may consider majoring in medicine when he/she goes to college at 18…）
b. It’s important to them to carve out a space where they can make their own decisions.(It’s important to the young people to strive to free themselves from adult control in certain area of their lives where they wish to make their own decisions.)
c. And most are in no particular hurry, although nearly all get there eventually.(And most often emerging adults are not very anxious to become an adult, though they will certainly grow into adulthood one day, whether they like it or not.)
d. Why shouldn’t young people take most of their twenties to try out many possible paths？(Isn’t it right for twenty-somethings to spend most of their time trying out various possibilities in planning their careers?) 这是一句双重否定的反义疑问句，强调肯定的意义。
(4) 跨文化知识点：了解中美对“成年初显期”看法的异同。
3．教学难点：
1）理解和正确运用重点词汇、短语及学习动词ing形式在句中的作用（主语，宾语，表语，定语，或状语）；
2）学会运用所学表达攥写关于“成年初显期”的文章； Unit 5 Digital Age （自学）
1.教学目的：
(1) 深入理解课文内容及相关语言知识点；
(2) 能自如运用文中所学的单词和词组谈论数字科技；
(3) 了解数字时代，无人驾驶，人工智能，阿尔法狗等数字科技概念，讨论如何适应和跟上数字时代的发展以及发挥数字科技的作用；
(4) 分析本单元所提及的各种不同数字科技的应用，如无人驾驶，机器学习，魔法手环，自动驾驶飞行器，预测分析学，慕课等的利弊。
(5) 写一篇描述如何使用智能手机应用的说明文。
2. 教学重点：
(1) 重点单词：essential，worldwide，opponent，territory，intuition，intellectual，imagination，profound，artificial，intelligence，flexible，tackle，best，raw，top，intellect，construct，crack，process，connection，extensive，tournament，forefront，reign，accelerate，breakthrough，etc.
(2) 重点词组：originate in，take turns，to date，get the better of，put … to the test，home in on，etc.
(3) 重点句子：
a. … surround empty space to make points of territory.
b. … it has captured the human imagination for centuries.
c. Then fell checkers in 1994.
d. In other words, machines have topped the best humans at most games held up as measures of human intellect. But with Go, human grandmasters have maintained an edge over even the most agile computing systems.
e. Traditional AI methods … don’t have a chance in Go.
f. Because the methods we’ve used are general-purpose, our hope is that one day they could be extended to help us address some of society’s toughest and most pressing problems ...
(4) 重点语法：复合词；强调句；instead...结构
3. 教学难点：分析各种数字技术应用实例的利弊。读懂研究论文、研究报告及其写法。
4. 文化知识点：中国古代的文人推崇的琴、棋、书、画四艺，了解围棋；了解人工智能。 Unit 6 Determination (自学)
1.教学目的：
(1)从语言的角度全面理解文本；
(2)了解并能简单描述本单元的三则小故事：比洛特和杜邦公司之战、身残志坚的赛场豪杰以及易解放对阻断沙漠化所付出的努力；
(3)能感悟到三则故事的共同之处---决心和毅力，并围绕该关键词做出相关延伸，如“遇到困难时不同的人做出的不同反应”、“如何养成坚韧不拔的性格”、“中国人对于下一代坚韧品质的塑造是否有所缺失”等等；
(4)学习并尝试使用简练的语言传递丰富的含义，从律师的角度写一篇泰能特起诉杜邦公司的记叙文。
2.教学重点：
(1)重点单词：nightmare, chemical, site, responsible, latter, nevertheless, favor, abandon, plot, stagger, file, federal, commission, inadequate, substance, hunt, reference, document, purchase, classify, recommendation, flush, disclose, annual, profit, brief, draft, regulate, court, deny, settlement, conceal, trial, represent
(2)重点词组：name after, stumble upon, reach out to, accuse...of, dispose of, on behalf of, in violation of, as of, in all
(3)重点句子：
a. He believed that the DuPont chemical company, which until recently operated a site in Parkersburg, was responsible.
b.He did not understand, however, that Bilott was not the right kind of environmental lawyer.
c....and, more disturbing, that PFOA was present in the local water supply.
d. DuPont reacted quickly, requesting a gag order to block Bilott from providing the information he had discovered in the Tennant case to the government.
e. The letter led... to DuPont’s reaching a $16.5 million settlement with the E.P.A.,which had accused the company of concealing its knowledge of PFOA’s toxicity and presence in the environment in violation of the Toxic Substances Control Act.
(4)重点语法：worth的用法；be+不定式的结构
3.教学难点：
(1)法律术语;
(2)如何用简略的表述传递丰富的含义，达到充分表述所达不到的效果。
4.文化知识点：美国的司法制度 |
（二）训练课部分 1. Unit 1 Family（2学时）
围绕“家庭”及“家庭变迁”话题进行听力训练和语言表达拓展；
重点词汇：especially, percent, researcher, worldwide, cereal, orphan, mess, inspire, raise, award, conservationist,, environmentalist, film；
重点短语：in second place, take after;
口语表达：如何恰当地表达自己对对方言论的兴趣；
文化考察：发展中国家的人口及家庭模式的变化。
2. Unit 2 Nature （2学时）
围绕“自然”主题进行听力训练和语言表达拓展；
重点词汇：Antarctica, camp, definitely, hiking, penguin, scenery, trail, epic, historical, pack, passion, preserve, species, treasure, trek, volunteer, connected, improve, integral, outdoors;
重点短语：bucket list, come on;
口语表达：谈论户外运动及其优缺点
文化考察：了解公益广告的制作。
3. Unit 3 （2学时）
围绕“幸福”进行听力训练和语言表达拓展；
重点词汇：goal, health, increase, relationship, thrive, area, downtown, factor, hike. resident, well-being, identity, instrument, laid-back, local, photographer, session, simplicity;
重点短语：in shape
口语表达：如何对事物进行“对比”和“比较”
文化考察：什么才是真正的幸福？夏威夷群岛和霍皮族
4. Unit 4 （2学时）
围绕“动物保护”进行听力训练和语言表达拓展；
重点词汇：endanger, habitat, insect, pesticide, poach, tusk, director, donate, volunteer, blanket, keeper, liter, nursery, orphan, orphanage, wild;
重点短语：in case
口语表达：谈论问题及其解决方法；几种说服他人的方式；
文化考察：地球濒危物种及其现状。
5. Unit 5 （2学时）
围绕“友谊”进行听力训练和语言表达拓展；
重点词汇：acquaintance, average, close, network, collaborator, companion, psychologist, vital, cub, compatible, predator, prey, puppy;
重点短语：hang out
口语表达：描述事物的相同点和不同点并解释如何进行一件事情；
文化考察：全球主流社交媒体。
6. Unit 6 （2学时）
围绕“恐惧”主题进行听力训练和语言表达拓展；
重点词汇：rollercoaster, scary, traumatize, thrilling, creep, fang, irritate, maligned, tarantula;
重点短语：creep out, freak out;
口语表达：针对对方的建议做出相应的回答；谈论“让自己害怕的东西”；
文化考察：恐惧背后的心理机制。
7. Unit 7 （2学时）
围绕“健康”进行听力训练和语言表达拓展；
重点词汇：flu, relieve, sore, virus, recent, impressive, necessarily, cure, billion, approximately, attach, bioreactor, bizarre, digital, engineer, transplant;
重点短语：the aging process, a sore throat
口语表达：如何给出建议；如何表达自己的见解并委婉表达异议；描述常见病。
文化考察：整容产业
8. Unit 8 （2学时）
围绕“改变”进行听力训练和语言表达拓展；
重点词汇：date, ethnic, ideal, media, urban, via, festival, impact, negative, outsider, positive, tourism, ancient, aptitude, connection, diver, entertain, legendary;
口语表达：做出预测并用if谈论结果；用used to谈论过去
文化考察：千禧一代 |
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