Unit1-Text A Writing for Myself.ppt

UnitOne GrowingUp TextAWritingForMyself PartIBackgroundInformationPartIIWarmingupexercisesPartIIIReadingGuidancePartIVDetailedReadingPartVLanguagePointsPartVIPostQuestionsPartVIITextAnalysis PartOne BackgroundInformation GradeschoolsintheU S U S studentsgenerallygothroughelementaryschools kindergartento5thor6thgrade middleschools grades6 8 orjuniorhighschools grades7 9 andhighschools grades9 12or10 12 So thethirdyearinhighschool Para 1 equals theeleventhgrade Para 9 2 WhatAmericanteacherswearinschool Nowadays peopleintheU S lovetodresscasually EvenamongthosecompanieswitharigiddresscodesomenowallowemployeesnottowearsuitsonFridays U S teacherswearfairlyformalclothestoschool butnotnecessarilysuitsandties Bowtiesareconsideredevenmoreold fashionedthanties 3 Spaghettiandtheproperwayofeatingit SpaghettiistheItalian stylethinnoodle cookedbyboilingandservedwithsauce Usuallyyouwouldputaforkintoaplateofspaghetti turntheforkseveraltimessothatspaghettiwillwindaroundthefork thenplacetheforkintoyourmouth It simpolitetosuck PartTwo Warmingupexercises DoyoulikeEnglishwriting Whyorwhynot Whatisthepurposeofwriting Lookatthetitleandfindoutinwhichparagraphasimilarphraseappears thenexplaininyourownwordswhattheauthormeanby writeformyself PartThreeReadingGuidance Step1 ScanthetextquicklyandcirclealltheTimewords phrasesandclausesinTextA Timewords phrasesandclauses SincemychildhoodinBellevilleUntilmythirdyearinhighschoolUntilthenWhenourclasswasassignedtoMr Fleagleforthird yearEnglishLateintheyearUntilthenightbeforetheessaywasdueWhenIfinishedNextmorningTwodayspassed WhenIsawhimliftmypaperfromhisdesk WhenMr Fleaglefinished Step2 Refertothetimewords phrases clausesyouhavejustcircledandanswerquestions Q1 WhendidBakerstarttalkingabouthisnewexperience Q2 WhendidBakerstopwritingabouthisnewexperience Bythisway pleasedividethetextintothreeparts Part Paras1 2 Anintroduction Mainidea BakerwasboredbyeverythingassociatedwithEnglishcourses includinghisnewteacher Moreindetail Para1Baker sideaof tookholdinhis inhighschool Untilthen he dbeenboredby including Inthisway Bakerleavesusasuspense Ontheonehand hewantedtobeawriterandtheideatookhold OntheotherhandhehatedEnglishcourse Isitself contradictory Why becomingawriter thirdyear everythingassociatedwith Englishcourses essaywriting Para2 Baker sfirstimpressionofhisthirdyearEnglishteacher Therefore helost inhisEnglishteacherandanticipatedanother Causesforthat 1 Mr Fleagle 2 He 3 Tome he 4 He 5 He 6 He Mr Fleaglewasterrible notgood hisconfidence cheerlessyear Part Paras 3 5 Describinganewexperience Mainidea Bakerfoundhimself byoneparticulartopicandwroteaboutitfor attracted hisown joy Moreindetail AttheverybeginningofPara3 thefirstsentenceisatransitionalsentence Thenthewriterstartstalkingabouthisnewexperience Lateintheyearwetackledtheinformalessay AndstartingfromPara6 containing WhenIfinished and nextmorning thewriterstopswritingabouthisnewexperience Part Paras6 9 Whatthenewexperiencemeanttohim Mainidea Theexperienceofwritingtheessayhelpedhimdiscover andrealized histalentforwriting whathewishedtodoinlife writingformyself Tosumup 1 Mainideaofthetext Thisarticleismainlyabouttheveryessenceoftheessay writingnotonlyforreadersbutalsoforoneself towritewhatoneenjoyswritingabout 2 Itsstructure narrationinchronologicalsequence 3 Characteristicofthewriting 1 Fromtheanalysisabovewecanknow Thisarticleiswrittenonthebasicoftheprocessoftheevents development 2 Coherenceinwriting Thesentence Intheeleventhgrade attheeleventhhourasitwere Ihaddiscovered inPara9 cohereswiththesentenceinPara1 TheideaofbecomingawriterhadcometomeoffandonsincemychildhoodinBellevile butitwasn tuntilmythirdyearinhighschoolthatthepossibilitytookhold 3 Narrationinchronologicalsequence Thispieceisafamiliaressay notetimesequence 4 Grammaticalstructure sb sth issaid believed reportedtodo beAmodelforyou WhatkindofpersonisMr Fleagle Hewassaid reported believedtobeveryformal rigidandhelplesslyout of date 5 Selectingdetails Onecharacteristicofafamiliaressay 小品文 随笔 isusingdetailstoprovetheauthor spoint Now answersomequestions InPart1 whatdetailsareselectedtoshow I dbeenboredwitheverythingassociatedwithEnglishcourses WhatdetailsaregiventoshowthatMr Fleaglewasdullandrigid InPart2 whichsentencesshowthatatfirstBakerwasunwillingtowritetheessay InPart3 theauthordidn ttellusdirectlythathisessaywasverygood Bywhichsentencesdidhemanagetogiveustheimpressionthathisessaywasverygood PartFourDetailedreading Para 1ComprehensionQuestions Whendidtheauthor sdreamofbecomingawriterseempossible WhatdidBakerusetofeelaboutEnglishcourses Whataboutyou Whatdetailsareselectedtoshow I dbeenboredwitheverythingassociatedwithEnglishcourses Difficultsentences Theideaofbecomingawriterhadcometomeoffandon EversinceIwasachildinBelleville Ihadthoughtofbecomingawriterfromtimetotime butIdidnotmakeupmyminduntilIwasintheeleventhgrade Untilthen IwasboredwitheverythingassociatedwithEnglishcourses Uptothen IlostinterestinthingsrelatedtoEnglish Ihatedtheassignmentstoturnoutlong lifelessparagraphsthatwereagonyforteacherstoreadandformetowrite Ifinditpainfultowriterlong boringessaysasrequiredbyteacher neitherdidteachersenjoywhatIwrote Ihatedtheassignmentstoturnoutlong lifelessparagraphsthatwereagonyforteacherstoreadandformetowrite Ifinditpainfultowriterlong boringessaysasrequiredbyteacher neitherdidteachersenjoywhatIwrote Para 2ComprehensionQuestions WhatdidthestudentsthinkofMr Fleagle AccordingtoMr Baker whichwordcouldvividlydescribeMr Fleagle Howmanyprimesandprimlyareusedinthisparagraph Whatisthepurposeofthewriter ThusreaderswillhaveintheirmindavividpictureofwhatMr Fleaglelookedlike Difficultsentences WhenourclasswasassignedtoMr Fleagleforthird yearEnglishIanticipatedanothercheerlessyearinthatmosttediousofsubjects WhenitwasdecidedthatMr FleaglewouldteachusEnglishduringmythirdyearinhighschool IexpectedtheEnglishcoursetobeasboringasbefore Para 3ComprehensionQuestions Whydidheputoffthewritingassignmenttillthelastminute WhichsentenceshowsthatatfirstBakerwasunwillingtowritetheessay WhichtopicattractedMr Baker sattentionatlast Difficultsentences IpreparedforanunfruitfulyearwithMr Fleagleandforalongtimewasnotdisappointed Iexpectedthatthingswouldn timprovewithMr FleagleasourEnglishteacher andforalongtimeIwasrightinmyexpectation Notethetouchofironyhere Lateintheyearwetackledtheinformalessay Lateintheyearwelearnedhowtowriteinformalessaysandpracticedwritingthem Para 4ComprehensionQuestion Whatdidthetopicremindtheauthorof Difficultsentences Thetitleproduceanextraordinarysequenceofmentalimages AtthesightofthetitleIsawanunusualseriesofpicturesinmymind seye VividmemoriescamefloodingbackofanightinBellevillewhen andAuntPatservedspaghettiforsupper Analyzethestructureofthesentence 在这个长句中 camefloodingback是谓语 其余的都是主语 为了使句子结构平衡 避免头重脚轻 作者运用了割裂修饰法 把谓语前移 主语中心语的修饰成分后置 使谓语紧接主语 例如 Alisthasbeendrawnupofwordswehavelearnedsofar Allisnotgoldthatglitters Para 5ComprehensionQuestions WhatdidMr Bakerwritefor Howmanywantsdidheuse What sthepurposeofusingsomanywants WhatdidhethinkMr Fleaglewoulddoifheweretowritetheessaythewayhewanted Why Para 6ComprehensionQuestions DidMr BakerpreparedanotheressaytoMr Fleagle srequirements Why WhatwasBakerpreparedforwhenhefoundallthepapersweregivenbackbuthis Para 8ComprehensionQuestions Whatwasthestudents responsetoMr Baker swriting Istheessaywrittenverygood Howdoyouknow Para 9ComprehensionQuestions InwhichwaydidthisexperiencechangeMr Baker Canyouexplain theveryessenceoftheessay PartFivePostQuestions WhatwasMr Baker soriginalattitudestowardsEnglishcoursesandessaywriting WhichexperiencemadeMr Bakerchangehisattitude HowdidthisexperiencechangeMr Baker sattitude PartSixTextAnalysis RussellBakerisverygoodatselectingdetails seePartIVWritingStrategy toprovehispoint Forexample inPara 2hecreatesanunfavorableimageofMr Fleaglebydescribinghis form rigidandhopelesslyout of date eyeglasses hairstyle clothes jaw nose andmannerofspeaking What smore RussellBakeremploysrepetitionnotonlytomakeiteasyforreaderstofollowwhatheissaying butalsotoimpressthemmoredeeply Forexample inPara 2 thereare9primsorprimlysinasfewas3sentences ThusreaderswillhaveintheirmindavividpictureofwhatMr Fleaglelookedlike AnotherexampleofsuchrepetitioncanbefoundinPara 5 CounthowmanyIwantedsthereareinthisparagraph there re5 TheyhelptoemphasizeRussellBaker sstrongdesiretowriteforhimself Ontheotherhand wherethisstylisticdeviceisnotjustified Bakerisalsoexpertinavoidingrepetitionbyemployingsynonymouswordsandphrases Herearesomeexample a dull lifeless cheerless tediousb turnout write compose putdownC anticipate prepareford formal rigid prim correct proper efloodingbacktosb sth reawakesinone smind sb recallssthf recapture reliveg pleasure delight happinessh contempt ridiculei topic title Sentencemaking eg Theteacherassignedustorecallanexperiencethatimpressedusmostandthencomposeanessayaboutit Ianticipatedthatthemoviemustbeveryboring butitturnedouttobeinspiring Cloze1holdbacktedious 3 scanned 4 recall