Unit-4-Preparing-for-College市公开课一等奖省赛课微课金奖课件

Unit4PreparingforCollege1/50UCLAGlobalUSCStudyingatOxfordUniversity2/50Whatwebecomedependsonwhatwereadafteralloftheprofessorshavefinishedwithus.Thegreatestuniversityofallisacollectionofbooks.——ThomasCarlyleDiscussion

Whatdoyouthinkacollegestudentcanlearnbestfromschool?Why?3/50Pre-classWork1."Preparingforcollege"isundoubtedlyaveryfamiliartopicforyou.Canyourecallhowyoupreparedyourselfforgettingintocollegeaboutthreeyearsago?2.Nowyouhavebeenstudyingformorethantwoyearsincollege.Doyouthinkyourselfwell-preparedorill-preparedforcollege?4/50NarrationDefinition

Tonarrateis

togiveanaccountofaneventoraseriesofevents.Sonarrationcanbesimplyunderstoodasstorytelling,whichincludesfactualorimaginativestories,biographies,histories,newsitems,etc.ExamplesfromtheText

Thepassageisbasicallyapieceofnarrationbecausetheauthorintendstotellhisreaderswhathappenedintheyears1884-1885,whichhethoughtwasaperiodofgreatadventureforhim.5/50ThenarrationbeginswithhisfailureinanumberofexaminationsrequiredforenteringtheUniversityofCaliforniaanditendswiththeauthor'sdiscoveryoftherightwaytopreparehimselfforcollege.NarrativeStructureoftheText

Thenarrationcanberoughlybrokeninto

threeparts.

Part1:Paras.1-4

Part2:Paras.5-12

Part3:Paras.13-156/50Part1:Paras.1-4

Mainidea:Thefirstfewparagraphstellusabouthisfailureand,moreimportantly,thecauseofit.Part2:Paras.5-12

Mainidea:Hisprivatetutor,Mr.Nixon,exertedgreatinfluenceonhim;heencouragedhispupiltothinkandtodiscoverallbyhimself.

Part3:Paras.13-15Mainidea:HefoundthebestpreparationsforcollegeinthestimulatingSaturdaynightconversationsamongallthoseOxfordandCambridgemen.7/508/50theUniversityofCaliforniaaleadingU.S.universityofferingprogrammesintheartsandsciences,agriculture,engineering,architecture,businessadministration,education,etc.BerkeleyisacityinwesternCalifornia.putsth.off:delaydoingsth.e.g.

Neverputofftilltomorrowwhatyoucandotoday.Becauseofthesuddendownpour,theopen-airconcerthadtobeputoff.9/50Theyaretheboys(andtheybecomethemen)thattheschools,colleges,andtheworldaremadefor.Theyaretheboys(andalsothemenwhentheygrowupandstepintosociety)thatareappreciatedandacceptedbytheschools,colleges,andlaterbytheworld.IwasnotofthemIwasnotlikethem;Iwasnotoftheirkind10/50theelectthoseselectedfromwhattheythoughtthemostdistinguishedcandidates,orconsideredtobethebestmakeoutunderstand,see,orheare.g.Thatproblemisjustbeyondme;Ican'tmakeitout.Hemutteredacomplaintthatnobodycouldmakeout.11/50theylookeddazedorindifferenttheylookedconfused/bewilderedoruninterested/unconcernedDaze

isoftenusedinthepassive.

Tobedazed

istobemadeunabletothinkorfeelclearly.e.g.Hisanswertothequestionleftusalldazed.indifferentadj.notinterested,notcaringe.g.Weshouldnotbeindifferenttothelowachieversinschool.12/50foreignadj.unfamiliarandstrangee.g.Hisconceptofeducationisentirelyforeigntous.13/50Myparentsdidnotbringmeup."Bringup"means"careforandeducate(achild)inthefamilyuntilheisfullygrown."Whattheauthormeanshereisthathisparentsdidnotbotherabouttheireducationofhim;rather,theysenthimtoschool,etc.asthefollowingsentencesindicate.14/50theyofferedmeeveryopportunityintheirreachtheygavemeeveryfavourablechancetheycanpossiblyaffordtogiveinone'sreachmayalsobeexpressedas

withinone'sreach,meaning"withinone'scapacity,asmuchasonecanafford."reachn.thelimitwithinwhichyoucanachievesomethingTheoppositeof

inone'sreach

is

beyond/outofone'sreach,meaning"onecannotaffordtodosomething."15/50bearonhavesomeconnectionwith;relatetoe.g.Didwhathesaidbearonyourproblem?Hisproposaldoesnotseemtobearontheprojectwearediscussing.16/50forkeepsThisphraseisusedinformally,meaning,"forever,permanently".e.g."CanIhaveoneofthosecutemementos?""Sure.Thisoneisyours,forkeeps."17/50appealtoattract,intereste.g.HisplanofspendingourwintervacationinanorphanagetocoachthechildrenthereinEnglishappealedtoallofus.Seafooddoesnotappealtome.bydentofThisisavariantof"bydintof",meaning"bymeansof".18/50notintheleastnotatalle.g.Lotsofpeoplelovetoreadsciencefiction,butI'mnotintheleastinterested.19/50becrammedforBerkeleybestuffedwithasmuchbookknowledgeaspossibleformetopasstheentranceexaminationoftheUniversityofCaliforniaatBerkeleycramv.learnasmuchaspossibleinashorttimejustbeforetheexaminatione.g.Learningisalong-rangeprocess.Crammingforanexaminationinthelastminutedoesonenogood.20/50onthesideinadditiontomyregularschoolworkIlivedoverthelivesoftheGreekheroesandtheRomangeneralsIreadclassicssuchas

Iliad

and

Odyssey,whichdealwiththeGreekheroesAchillesandOdysseus,and

JuliusCaesar,whichdealswiththeRomangeneralsJuliusCaesarandMarcusBrutus.21/50theworldofconsciousculturethestudyofculturethatweareawareof/familiarwithromanceandlanguagesangsongstomeIenjoyedromanceandlanguagesomuchthattheywerelikesongssungtome.22/50inspirev.encourageinsb.thedesireandabilitytotakeeffectiveactionbyfillinghimwitheagerness,confidence,etc.e.g.Theseniorprofessor'swordsinspiredustoworkstillharder/togreaterefforts.23/50Itwastoogreatandtoovariousformetopersonifywithmyboyishimitationsandheroism.LifewassogoodandsodifferentinkindthatIwasnotabletoexpresswhatitwaslikewithmyyouthfulmindandboldness.24/50doublefirstfirst-classhonoursintwosubjectsatuniversitysedentaryoccupationsjobsthatrequirealotofsittingbutnophysicalexerciseexiledthemcompelledthemtoquittheirregularday-to-dayacademicworkfromtheirrespectiveinstitutions25/50Iworkedforhim;Iworkedmore,muchmore,formyself.Istudiedhardunderhisinstructions;butIstudiedevenharderdrivenbymyowninterests.26/50Wecanonlyunderlineyourquestions,makeyoumadyourselftoanswerthem,andaddourstowhip,tolashyouontofindoutyourself—oneortwo;andtellus!Wecanonlycallyourattentiontoyourownquestionsandencourageyoutofindyourownanswerstothem;wewillgiveyouoneortwomorequestionsofourstomakeyouthinkhardandanswer.27/50Goto(archaic)exclamationofimpatience,encouragement,remonstrance,etc.28/50TherewereToriesamongthemandliberalsandoneredAToryisamemberoftheBritishconservativepartyanda"red"(usuallycapitalized)isinformallyusedtorefertoapoliticallyradicalorleftistperson,asupporteroramemberofthesocialistorthecommunistparty.Thissentencetellsusthattheparticipantsoftheconversationsdifferedintheirpoliticalorientations.29/50RobertOwen

(1771–1858)BorninNewtown,Montgomeryshire,Wales,RobertOwenwasanindustrialistandsocialreformerandoneofthefoundersofsocialism.HeformedamodelindustrialcommunityatNewLanark,Scotland,andpioneeredco-operativesocieties.30/50whenadebatecametoaclinchwhenadebatebecamesoheatedthatanagreement/asettlementseemedunlikely31/50withasurenesswhichwithstoodreferencetothebookswithsuchcertaintythattheydidnothavetorefertothesourceofthequotationwithstandv.holdoutagainst,standupto,notbechangedbye.g.Buildingsinthisareashouldbeabletowithstandearthquakes.Greatworksofart/literaryworkscanalwayswithstandthetestoftime.32/50papalbullanofficialdocumentissuedbythePope,theheadoftheRomanCatholicChurch33/50ItwasconversationIwashearing,thefree,passionate

…Notetheuseoftheword

conversation,whichisacountnoun,buthereitisusedinthesingularformwithouteitherthedefiniteortheindefinitearticle.Whattheauthormeanstosayisthattheverbalexchangesamongthosescholarswasconversationinthetruesenseoftheword,i.e."thefree,passionate,wittyexchangesofstudiedmindsaspolishedasfinetools."Notethatthisunderstandingofconversationisechoedtowardstheendofthesameparagraph.34/50studiedmindsaspolishedasfinetoolsgreatintellectualfaculties;greatmentalcapacitiesasflawlessasfirst-classtools35/50Whenthedifferencesrosetheurbanitypersisted.Althoughtheydidn'talwaysagreewitheachotheroncertainissues,theirelegantandcourteousmannerofspeechremained.36/5037/50TheworthinessofChina'sNationalCollegeEntranceExaminationhasbeenchallengedinrecentyears.Questionshavearisensuchas"Isitafairexaminationthatprovidesequalopportunitiestoallhighschoolgraduateswhowanttogetintocollege?""Inwhatwayorwaysdoesitprogramsecondaryschooling?""Howdoesitinfluencethewayinwhichparentseducatetheirchildren?"Thefundamentalquestionis"DoestheNationalCollegeEntranceExamination,asitisnow,promotethesounddevelopmentofChina'seducation,orisitexercisingsomeadverseinfluenceonChina'seducation?"Formtwogroupsandhaveadebateonsomekeyquestionsrelatedtotheissue.38/50ExpositionBackground

Iftheprincipalpurposeofwritingissimplytotellastory,totellonlywhathappened,thenthewritingisanarration.Ifthewriterintendstoshowhowsomethinglooks,tore-createanobjectorasceneinwords,thenheiswritingadescription.Inanarration,alltheeventsaregenerallyarrangedintimeorder,whileinadescription,thedetailsaremostoftenorganizedinspace.Definition

Unlikeanarrativeoradescription,expositionaimsat

theclearpresentationorexplanationofideas.Ingeneral,itanswersthe

questions

how

and

why.Thewriterofanexpositionisalwaysamanthinking,interpreting,informingandpersuadingbytheuseofevidenceandreasoning.Exposition,therefore,discussesitssubjectnotintimeorspace,butbylogic.39/50Structure

Expositoryparagraphscontaintwodifferentclassesofstatements.Thefirst—ageneral,ratherabstractstatement—iscalled

thetopicsentence.Inthetopicsentence,thewritersays,"ThisiswhatIassertorbelieveinageneralway;thisismyopinion,myevaluationorconclusionaboutthesubjectofthisparagraph."

Thesecondtypeofstatementsinaparagraphconsistsofparticularfacts,examples,illustrations,andsupportingdetailsthatsay,ineffect,"ThisiswhyIbelieveorhowIcometobelievewhatIsay.Youmaynotagreewithme,butatleastIhaveletyouknownowwhyIbelieveso.Hereismyevidence."40/50Example

Readthefollowingexpositoryparagraph:

ThoughonthesurfacethereseemtobesomeslightdifferencesbetweentheRussianworkmanandtheAmericanlabourer,basicallytheyaremuchalike.Tobesure,theonespeaksRussianandtheotherspeaksEnglish;theonemostlikelylivesinagovernmenthousingunitwhiletheothermayownhisownhome;theonelikesborschtandtheotherprefersmeatandpotatoesandgravy.Buttheirsimilaritiesfaroutweighanydifferencesyoumaynotice.Both

fallinlovewiththegirloftheirdreams;bothcelebrateaweddingashilariouslyastheycanafford;bothrejoiceatthebirthofasonordaughter;bothworryabouttheirlittleoneswhentheyaresick;bothgrievewhendeathentersthefamily.Inthesefundamentalissuesoflifetheyareessentiallythesame.Andsoitisthat,regardlessoftheofficialpoliciesoftheirgovernments,whenyoucomerightdowntoit,bothsincerelyanddearlywantpeacetoprevail.41/50Thetopicsentenceofthisparagraphistheitalicizedstatement,inwhichthecontrollingideais"basicallytheyaremuchalike."Theparagraphbeginswithafewdifferencesandfinisheswithastatementofsimilarities.Throughouttheparagraph,thewriterisexplainingwhyhebelievesboththeRussianworkmanandtheAmericanlabourerarebasicallymuchalike.42/50Principles

Theprinciplesofeffectiveexpositorywritingarethesameasthosefornarrativeordescriptivewriting,butthepatternsoforganizationaredifferentsimplybecausethegoalsofwritingaredifferent.

Anexpositionwritermayemploycommonmethodsoflogicandthinkinganddevelophismaterialby

offeringexamplesasevidence,by

comparingandcontrasting,by

showingcauseandeffect,by

defining,by

arguing,etc.,andeachofthesemethodsdescribesaparticularformofdevelopmentorarrangementofideas.Inthemodelparagraph,amostpopularformofdevelopmentisused:comparisonandcontrast.

Inmanycases,therewillbeonemethodthatdominatesinanexposition,butitisnotuncommonthatthesemethodsareoften

employedincombinationssuitedtothesubjectmatter.43/50P261.IwenttoBerkeleytotakemyentranceexaminationsattheUniversityofCalifornia,inwhichIwasnotabletopassGreekandLatinexams.Thisconstitutedreasonenoughforthecollegetorefusetoenrollme,andIhadtowaitforanotheryearbeforetakinganotherchance.2.Theyarethekindofkids(andtheyarenowgrown-upstudents)theschools,collegesandtheworldwouldbegladtoaccept,allpreparedtobetaughtastheyaretoldto.3.Nobodyattemptedtomakeinterestedinthesubjectsandtopicsunderdiscussion,whichwereexactlywhatIneededtolearnatcollege.4.“Comeon,boy.Theworldbelongstoyou!It’sjustlikeablanksheetofpaperwitheverythingwaitingtobeexploredanddiscovered.Themostbeautifulpictureisyettobepaintedandthemostmelodioussongtobecomposed.Thereissomuchremainingtobeaccomplished.Theworldneedstobeperfected.”44/50Translation1.Canyoumakeoutthemeaningofhislong-windedharangue?2.Beingworriedabouthisexamresults,hewasnotintheleastattentivetothevisitingprofessor'slecture.3.Isiteasierforachildoragrown-uptoacquiretherudimentsofaforeignlanguageinashortperiodoftime?Thisisacontroversialquest