《新大学英语综合教程11》课件-B1U2 Making New Friends

MakingNewFriendsMakingNewFriendsMakingNewFriendsUnit2CONTENTSLearningObjectivesAbouttheTextsPre-readingDiscussionTextATextBStudentsaresupposedtounderstandthedifferentfunctionsof“v-ing”participlesandgerunds,andbeabletousethemcorrectly;learnhowtonarrateapersonalexperiencebypresentingone’sproblem,solutionandchange;reflectontheirrelationalneedsatcollegeanddevelopfriend-makingskills.LearningObjectivesReadingAinthisunitfocusesonhowacollegestudentsuccessfullyovercameherlonelinessincollegeandinReadingB,theauthorreflectsontheeffectsofsocialmedianetworkthatchangesthemeaningoffriendshipinthepresentage.Studentsshoulddiscusstheemotionalchallengestheyortheirpeersmayhaveencounteredwhentheystartcollege;sharetheirthoughtsandfeelingswiththeirpeers,theirfamilymembersand/orrelativessoastofindsolutionsthewayEmeryBergmandoes,ratherthanshutthemselvesoffandsitandwatchlifepassby.AbouttheTextsPre-readingDiscussion1.Listentofourspeakerssharingtheiradviceabouthowtocopewithlonelinessincollege,andfillinthefollowingblanks.Lonelinessis(1)

atanewschool.anormalpartoflifeJoiningpeoplewiththesameinterest,like(2)_____________________.playingmusictogetherTryingtojoin(3)___________________________.variousgroupsorcommunitiesLearninghowtobealone(4)___________________.withoutfeelinglonelyAdvicefromaFormerlyLonelyCollegeStudent

EmeryBergmannReadingACulturalBackgroundTextAnalysisLanguageFocusFurtherEnhancementSupplementaryResourcesReadingACulturalBackgroundAbouttheauthorandheressay:EmeryBergman,thena17-year-oldfreshmanandaFineArtsmajoratCornellUniversityfromMontclair,NewJersey,madeavideoin2017foradigitalmediaclassassignment,whichchallengedhertodepicta“transformation”.Shefocusedonherdifficulttransitionfromhighschooltocollegeandconveyedapowerfulmessageforanyonewhowasstrugglingduringthefirstfewmonthsofcollege.Aftersheposteditonsocialnetwork,itwentviralandresonatedwithpeoplealloverthecountry.In2018,Bergman,thenasophomoreatCornellUniversity,wrotethisessaypublishedinTheNewYorkTimes,tellingherstoryaboutthevideoandherreflectionsonlonelinessandfriendship.HermotherMeredithBergmanalsopublishedanarticleinTheNewYorkTimesgivingheropinionsfromtheperspectiveofaparent.ReadingACulturalBackground2.Standardizedtests:StandardizedtestshavebeenapartofAmericaneducationsincethemid.1800s.Theyaregenerallyusedtopredictthelikelihoodofastudent’ssuccessinanacademicsetting.Standardizedtestsareusedintheadmissionprocessateliteorprivateelementaryandsecondaryschools,aswellasmostcollegesanduniversities.CurrentstandardizedtestsforundergraduatestudyincludeSAT(ScholasticAptitudeTest),ACT(AmericanCollegeTest),ACCUPLACER(aplacementtestofferedbycommunitycollegesand4-yearcolleges)andCLT(ClassicLearningTest).IntheUK,themajorstandardizedtestforundergraduatesistheA-levelTest(GeneralCertificateofEducationAdvancedLevel).ReadingACulturalBackground3.A.P.Courses:A.P.Courses,alsocalledAdvancedPlacement,refertocourseswhicharespeciallydesignedforhighschoolstudentsseekingtoearncollegecreditorsimplytakeamorechallengingcourse.Classesareavailableinavarietyofsubjectsandtypicallyendwitharigorousexaminationattheendoftheyear.StudentswhosuccessfullypassA.P.examsmaybegrantedcollegecreditoradmissiontoadvancedclassesatsomeuniversities.A.P.coursesareofferedinmorethan30subjects,includingcalculus,chemistry,studioart,USandworldhistory,andavarietyoflanguageandcultureclasses.Theclassesaregenerallyconsideredtobecomparablewithcollege-levelrequirements,andhaveaveryrigorouscurriculum.4.Extracurricularactivities:IntheUSA,extracurricularactivitiesareanimportantpartofcollegeapplication.Thethingsthattheapplicantchoosestodooutsideoftheclassroomhelpcollegeadmissionofficersunderstandhis/herpersonalityinawaythathis/hergradesandtestscorescan’tshow.Collegesdonotreallycarewhichspecificactivitiestheapplicantchoosestodo.Butthereareafewspecificthingsthatcollegesarealwayshopingtoseeintheirstudents’activities,i.e.,passion,leadership,andimpact.Firstofall,collegeslovestudentswhoarepassionatebecause,moreoftenthannot,theyaretheoneswhowillstickwithsomethingthroughthickandthinandgoontochangetheworld.Also,sincecollegesarelookingtoeducateandshapetheleadersoftomorrow,theylovetoseestudentswhoaretakinginitiativetobeleadersthroughtheirextracurricularactivities.Inaddition,collegesarelookingforthepeoplewhoaregoingtochangetheworldsomeday.ReadingACulturalBackgroundReadingACulturalBackground5.SecondaryschoolintheUSAconsistsoftwoprograms:thefirstis“middleschool”or“juniorhighschool”(Grades6-8)andthesecondis“highschool”(Grades9-12).Aftergraduatingfromhighschool(12thgrade),Americanstudentsmaygoontocollegeoruniversity.IntheUK,secondaryeducationisfromYear7toYear13,andisdividedintothreelevels.ThebasiclevelisfromYear7toYear9,theGCSE(GeneralCertificateofSecondaryEducation)levelisfromYear10toYear11,andtheAdvancedlevelisfromYear12toYear13.ReadingATextAnalysisStructureoftheTextPartI

(Paragraphs1-2)Abriefintroductiontohervideo“MyCollegeTransition”1)Themotivationformakingthisvideo:assignmentforherIntrotoDigitalMediacourse2)Thefocusofthevideo:herdisappointmentwiththeearlyweeksofcollegeThistextisapieceofnarrativewriting,inwhichtheauthor,EmeryBergman,reflectsonhertransitionfromhighschooltocollegeintermsofmakingfriends.ReadingATextAnalysisStructureoftheTextPartII

(Paragraphs3-6)Narrationofherlifeinhighschoolandincollege1)Memoriesofherhighschoollife:*prettysocial*lookingforwardtocollege2)Herlifeandfeelingincollege:*feelinglonely*checkinginonherhighschoolfriends’sociallifeincollege*makingthevideoaboutherlonelinessReadingATextAnalysisStructureoftheTextPartIII

(Paragraphs7-9)Lessonsshelearnedfromherlonelinessinthefirstyearatcollege1)Herexpectationofmakingfriendsforthefirstyearisridiculous.2)Sheshouldnotexpectaseamlesstransitionfromhighschooltocollege.3)Sheshouldnotputtheblameonherself.4)Sheshouldlearntoslowlyadaptherselftoanewsocialsituation.ReadingATextAnalysis

TextComprehension(1)ReadingforgistTenwordsarelistedinthebubblesbelow.Readthetextclosely,choosefourkeywordsandputthemonthenotepad.Then,makeathesisstatementwiththosekeywordsthatbestsummarizesthemainideaofthetext.collegelonelinesslessonsfreshmenThesisstatement:Acollegestudentrecallsherfeelingoflonelinessasafreshmananddiscussesthelessonsshehasgot.ReadingATextAnalysis

TextComprehension(2)ReadingforstructureFillintheblankswiththewordsorphrasestospecifytheauthor’sproblem,resolution,andchange.thefirstfewweeksherselfherhighschoolfriends’activitiesonthesocialmediaopen-mindedandpositivesheisnotaloneReadingATextAnalysisTextComprehension(3)ReadingfordetailsAnswerthequestions.Didtheauthorexpecttobelonelyinthefirstyearofcollege?Canyoufindanysupportingdetails?2.Whydidshemakeavideo?Whydidshetitleit“MyCollegeTransition”?No.Shewasprettysocialathighschool,andsheexpectedtomakegreatfriendsrightawayatcollege.ItwasanassignmentforIntrotoDigitalMediacourse.Shechosethistopicbecauselonelinesswasherbiggestproblematthattime.ReadingATextAnalysisTextComprehension(3)ReadingfordetailsAnswerthequestions.3.Inwhatwaydoestheauthor’svideocliphelpherwithherinterpersonalrelationship?4.Whydoestheauthorthinkherexpectationforthefirstyearofcollegeisridiculous?Thecommentsshehasreceivedhelphertounderstandthatsheisnottheonlyonewhohassufferedloneliness,andwhyshefeltlonelyintheearlyweeksofcollege.Shethinkssobecauseitisimpossibletoinstantlymeetnewbestfriendsinanewplace.ReadingATextAnalysisTextComprehension(3)ReadingfordetailsAnswerthequestions.5.Whatarethecausesoftheauthor’slonelinessatcollege?6.Whatsuggestionsdoestheauthorgiveintermsofinterpersonalrelationshipinanewsocialsituation?Shehastoohighexpectationsforcollegelifeandmisunderstandshersocialsituationinanewplace.1)Oneshouldnotexpectaseamlesstransitionfromhighschooltocollege.2)Oneshouldnothavehighexpectationsformakingbestfriendsinstantlyinanewplace.3)Oneshouldnotblameoneselffornotbeingabletomakefriendsinstantly.4)Oneshouldlearntoslowlyadaptoneselftoanewsocialsituation.ReadingATextAnalysis

Zoomingin1.Beingknownas“thegirlwithnofriends”wasn’tmyfavoritepartabouthavingmadeavideothatwentviral—butyoutakewhatyoucanget.(Para1)goviral:Theword“viral”comesfrom“virus”.OntheInternet,ifapieceofcontentgoesviral,itspreadsjustlikeavirusbecausepeoplebecome“infected”whentheyseeit.Similarcollocation:gomad,gowild,gobadReadingATextAnalysis

Zoomingin2.HowIcouldn’tgetpastsuperficialconversation,howIcouldn’tseemtoenjoyparties,feelcomfortableoncampus,orjustmeetpeoplewhoIwantedtospendmoretimearound.(Para2)oncampus:Noticethatpeopleusuallysay“oncampus”ratherthan“incampus”.e.g.Whycouldn’tIfindtheminmyfirstmonthoncampus?Italsoshowedhownecessaryitwasforpeopletobeopenaboutisolationoncollegecampuses.”ReadingATextAnalysis

Zoomingin3.Ifeltsolostandbeyond

confused.(Para2)beyond:Here,“beyond”isusedtoindicatethehighdegreeofconfusion.Theuseisratherinformal.e.g.Itwasbeyondunrealisticformetoanticipateaseamlesstransition.”ReadingATextAnalysis

Zoomingin4.It’ssupposedtobethetimeofyourlife,right?(Para2)thetimeofyourlife:Ifyouhavethetimeofyourlife,youenjoyyourselfverymuchindeed.ReadingATextAnalysis

Zoomingin5.Ihadbeenlookingforwardtocollegeforyears.(Para3)lookforwardto:Theword“to”inthephrasefunctionsasapreposition,soitshouldbefollowedbyanoun(phrase)oragerund(phrase).Theusageisthesameasin“devoteto”,“dedicateto”,“revertto”,etc.e.g.Mymothersaysshe’slookingforwardtotheholiday.HewaslookingforwardtoworkingwiththenewPrimeMinister.Shedevotedherlifetohelpingthepoor.Thecompanyhasrevertedtooutdatedmethodsofdistribution.ReadingATextAnalysis

Zoomingin5.Ihadbeenlookingforwardtocollegeforyears.(Para3)Alsonoticethat,inEnglish,oneusually“looksforwardtosth.”,but“looksbackonsth.”e.g.Lookingbackonit,IhaveabsolutelynoideawhyIsaidthat.WhenIlookbackonthosedaysIrealizeIwasdesperatelyunhappy.ReadingATextAnalysis

Zoomingin6.Istartedstudyingforstandardizedtestsinthe10thyear,hammeringoutextracurricularactivitiesandA.P.coursesallthroughthe11thyear,andspentmysenioryeartypingapplicationstillmyfingerspracticallybled.(Para3)practically:Noticethattheadverb“practically”hastwosenses.Onemeans“inpracticalterms”,asin“ThecourseismorepracticallybasedthantheMaster’sdegree”.Theotherissimilarto“almost”,asin“Iknowpeoplewhofinditpracticallyimpossibletogiveupsmoking”.Inthesecondsenseitcanbereplacedby“virtually”.ReadingATextAnalysis

Zoomingin6.Istartedstudyingforstandardizedtestsinthe10thyear,hammeringoutextracurricularactivitiesandA.P.coursesallthroughthe11thyear,andspentmysenioryeartypingapplicationstillmyfingerspracticallybled.(Para3)e.g.Theoretically,it’sagoodideatolivewithoutacar,butpracticallyspeaking,itwouldbedifficulttomanagewithoutone.TheBritisharenotfamedfortheirphilosophyandtendtobemorepracticallyminded.Thatwastheyearofthedroughtwhentheriverpractically/virtuallydriedup.Itwouldhavebeenpractically/virtuallyimpossibletocollectallthedata.ReadingATextAnalysis

Zoomingin7.I’dseeallthesefreshmenwalkinpacks—justmassivegroupsoffriendsalreadyformedinthefirsttwoweeksofschool.(Para4)inpacks:Ifthingsoccurorpeopleappearinpacks,theyareofteninagroupratherthanindividually.ReadingATextAnalysis

Zoomingin8.Iimmediatelyturnedonmyself—criticizedandblamedmyselfforbeingweirdandunapproachable.(Para4)turnonsb.：Itmeanstoattacksomebodysuddenlyandunexpectedly.Itisdifferentfrom“turnsb.on”,whichmeanstoexciteorstimulatesomebody.e.g.Hisnormallygentledogturnedonhimandbithimintheleg.PeterturnedonRaeandscreamed,“Getoutofmysight!”IhavenointerestinJazzandithasneverreallyturnedmeon.ReadingATextAnalysis

Zoomingin9.Ispentatonoftimeonsocialmedia,constantlycheckinginonmyhighschoolfriendsandseeinghowtheyweregettingalongattheircolleges.(Para5)atonof:Here,“ton”,awordusuallyusedtodescribeweight,isusedtodescribetime,indicatingalargeextent,amount,ornumber.ReadingATextAnalysis

Zoomingin9.Ispentatonoftimeonsocialmedia,constantlycheckinginonmyhighschoolfriendsandseeinghowtheyweregettingalongattheircolleges.(Para5)constantly:Payattentiontoitsdifferencefrom“instantly”,whichalsoappearsinParagraph7ofthesametext:“ToassumeIcouldinstantlymeetmyNewBestFriendswhilealsogettingusedtoanewplace,startinganewacademiccareer,andlearninghowtoadjusttolifeawayfromhome—that’safullplatealready.”“Constantly”means“allthetimeorfrequently”,while“instantly”means“atonceorimmediately”.ReadingATextAnalysis

Zoomingin9.Ispentatonoftimeonsocialmedia,constantlycheckinginonmyhighschoolfriendsandseeinghowtheyweregettingalongattheircolleges.(Para5)e.g.He’sconstantlychanginghismind.Indailyconversationswithhisfriends,hetalkedconstantlyabouthiswork.Assoonasthesongwasplayed,hisvoicewasinstantlyrecognizable.Bothdriverswerekilledinstantlyinthisaccident.ReadingATextAnalysis

Zoomingin10.They’dpostmoreandtextmeless.(Para5)postandtext:Bothwordsareusedasverbshere,describingthespreadofinformationonline.Thedifferenceisthatthepostedcontentisforalotofpeopletosee,whilethetextedmessageistargetedatoneorafewindividuals.Alsosee“IposteditonYouTubeexpectingonlymyprofessorandacoupleoffriendstoseeit.”

ReadingATextAnalysis

Zoomingin11.Iwasn’tinterestedinforgingfakerelationshipsoutofnecessity,IwantedgenuinefriendshipsthatIcouldtreasure.(Para5)fakeandgenuine:Inwriting,theuseofantonymscanhighlightthecontrast.Forexample:United,thereislittlewecannotdo.Divided,thereislittlewecando.Inthisexample,“united”and“divided”areapairofantonyms.ReadingATextAnalysis

Zoomingin12.Ipouredmylonelinessintothefour-and-a-half-minutefilmImade,called“MyCollegeTransition.”(Para6)four-and-a-half-minute:Here,“a”cannotbeomittedand“minute”appearsinsingularformandthewholehyphenatedwordfunctionsasamodifier.Herearesomemoreexamples:e.g.afive-yearplanathree-and-a-half-year-oldboyReadingATextAnalysis

Zoomingin13.ToassumeIcouldinstantlymeetmyNewBestFriendswhilealsogettingusedtoanewplace,startinganewacademiccareer,andlearninghowtoadjusttolifeawayfromhome—that’safullplatealready.(Para7)afullplate:aninformalexpressionusedtoindicatethatsomeonehasafullscheduleoralottodoReadingATextAnalysis

Zoomingin14.Mysociallifebecameabiggameoftrialanderror,slowlylearninginwhichgroupsIfeltwelcomeandincluded.(Para9)trialanderror:Ifyoudosomethingbytrialanderror,youtryseveraldifferentmethodsofdoingituntilyoufindthemethodthatworksproperly.e.g.Itisonlythroughtrialanderrorthatwelearnhowtoteach.Manydrugswerefoundbytrialanderror.ReadingALanguageFocusTask1FillintheblankswiththemostappropriatewordfromthefourchoicesmarkedwithA,B,CandD.1.Atthetimewecouldn’thave___________theresultofthewar.A.participated

B.anticipated C.assigned D.reached2.Whenteachers___________homework,studentsusuallyfeelanobligationtodoit.A.assent B.assume C.assign

D.assert3.In1776theUnitedStates___________analliancewithFrance.A.forced

B.embarked C.mustered D.forged4.Itisamisconceptionto___________thatthetwomoviesaresimilar.

A.assume

B.resume C.resign D.consumeBCDAReadingALanguageFocusTask1FillintheblankswiththemostappropriatewordfromthefourchoicesmarkedwithA,B,CandD.5.Idesperatelyneededsomethingtooccupymeduringthoselong,___________

nights.A.lonely B.alone C.single

D.only6.Shedranka(n)___________amountofalcohol.A.massive B.offensive C.passive D.genuine7.Hedoesn’tlistentowhatIsayandit’sso___________.A.boring

B.interesting C.encouraging D.frustrating8.Asurveyshowedpeoplewere___________aboutwhattheyshouldeattostayhealthy.A.confused B.infused C.defused

D.refusedADAAReadingALanguageFocusTask1FillintheblankswiththemostappropriatewordfromthefourchoicesmarkedwithA,B,CandD.9.Thecollegeoffersboth__________andprofessionalqualifications.A.seamlessB.academicC.unapproachableD.extracurricular10.Hehaslittle__________ofwinningaprize.A.frustration B.payoff

C.project D.expectationBDReadingALanguageFocusMatchthewordswiththeirsynonyms.Task21.anticipatea.real2.payoffb.reward3.genuinec.expect4.forged.almost5.practicallye.establishReadingALanguageFocus

prefix“un-”Writeouttheantonymsofthefollowingadjectives,andtrytosummarizetherulesofprefix“un-”.Task31.acceptable____________2.employed____________3.happy____________4.adequate____________5.healthy____________6.comfortable____________7.ugly____________8.foolish____________9.complicated____________10.possible____________unacceptableuncomfortableinadequateunemployedimpossiblesmartbeautifuluncomplicatedunhealthyunhappyReadingALanguageFocus

prefix“un-”Consultthedictionaryandfindthemeaningsofthefollowing“un-”words,andthengeneralizeabouttheusageoftheprefix“un-”.Task3denotingreversalofanactionorstate:uncover,untangledenotingremovalfrom,release,ordeprivation:unharness,unman,unthrone,unfriendintensifier:unlooseReadingALanguageFocusthe“-ing”participleasadverbialsRewritethefollowingsentencesbyreplacingtheunderlinedpartswith“-ing”participles.1.Ashesawthepoliceman,thethiefranaway.2.Thoughheworkedhardashedid,hewasstillunabletosupportthefamily.3.Hestoodupandlistenedtoherorder.Task3Seeingthepoliceman,thethiefranaway.Workinghardashedid,hewasstillunabletosupportthefamily.Hestoodup,listeningtoherorder.ReadingALanguageFocusthe“-ing”participleasadverbialsRewritethefollowingsentencesbyreplacingtheunderlinedpartswith“-ing”participles.4.Don’ttakeupanotherperson’stimeinordertotalkaboutthesmartnessofyourchildren.5.Youlookveryfunnysinceyouwearthatbelt.Task3Don’ttakeupanotherperson’stimetalkingaboutthesmartnessofyourchildren.Youlookveryfunnywearingthatbelt.ReadingALanguageFocusTask3

thegerundCompletethefollowingEnglishsentencesbyusinggerunds.1.Constant__________wearsawayastone.(水滴石穿。)2.Itisimpossibletoenjoy___________thoroughlyforhehasplentyofworktodo.(因为有大量工作要做，所以他不可能充分享受无所事事的乐趣。)3.Toreadwithout___________islike___________without___________.(学而不思，犹如食而不化。)4.______________________withyourlifeisimportant.(对自己的生活感到快乐和满足是很重要的。)5.Thereisnoroyalroadto___________.(学无捷径。)idlingdrippingreflectingeatingdigestingBeinghappyandcontentlearningReadingALanguageFocusTypicalMistakesFoundinChineseStudents’WritingsSentence1:Idonotbelievethatabosswillhiresomeonewhoislackofexpertise.Analysis:“Someone”isusuallyusedinaffirmativesentences.Innegativesentencesandquestions,“anyone”ispreferable.Besides,“lack”cannotbeusedasanadjective;itisusuallyusedasatransitiveverboranoun.Wecansay“Someonelacksexpertise”,or“Thelackofexpertisepreventedhimfrombeinghiredbythecompany.”Theideaexpressedbytheattributiveclausecanbemoreconciselyconveyedthroughtheuseoftheprefix“un-”.Asuggestedversion:Idonotbelievethatabosswouldhireanyoneunqualified.

TypicalMistakesFoundinChineseStudents’WritingsSentence2:Therearemanydifferencesbetweenhighschoollifeandcollegelifethatmakesmecan’tadapttothecollegelifeassoonaspossible.Analysis:Inthephrase“makesb.dosth.”,“do”shouldbeanotionalverb(实义动词)ratherthanamodalverb(情态动词

),so“can’t”ismisusedhere.Thesenseexpressedby“can’t”canbebetterconveyedthroughtheuseoftheprefix“un-”.Besides,“makesb.dosth.”carriesasenseofcoercion,andshouldbeusedwithcautioninwriting.Asuggestedversion:Therearemanydifferencesbetweenhighschoollifeandcollegelife,whichrendersmeunabletoadapttocollegelifeassoonaspossible.Anothersuggestedversion:Ifinditdifficulttoadapttocollegelifequicklybecauseofitsdifferencesfromhighschoollife.ReadingALanguageFocusReadingALanguageFocusTypicalMistakesFoundinChineseStudents’WritingsSentence3:

Lookedatmyfather’sbackview,myeyeswerefulloftears.Analysis:Here,“looked”asan“-ed”participleimpliespassivevoice,whilethestudentwantstoimplythattheactionisgoingonatthattime,soweshoulduse“looking”here.Moreover,inthemainclause,thesubjectshouldbethelogicalagentoftheaction“look”,so,toavoidthemistakeofa“misplacedmodifier”,use“I”insteadof“myeyes”.Andtheword“view”isredundant.Asuggestedversion:Lookingatmyfather’sback,Icouldn’thelpbreakingintotears.

ReadingALanguageFocusTypicalMistakesFoundinChineseStudents’WritingsSentence4:

Fallinloveisonethingandstayinloveisanotherthing.Analysis:“Fall”and“stay”areverbsandcannotfunctionassubjectsinthesentence,sogerundsshouldbeused.“And”canbereplacedby“but”toshowashiftoftone.Thesecond“thing”canalsobeomittedtomakethesentencemoreconcise.Asuggestedversion:Fallinginloveisonethingbutstayinginloveisanother.ReadingAFurtherEnhancement

Listening(1)AnassociateeditorforamagazineintheUSAprovidedacheatsheetforustomakefriends.Listentothetextandfillintheblanks.Makingfriendsisactuallyquitesimple.IfthereisapersonthatsetsoffPotentialFriendsirensinyourhead,here’swhatyoudo:Friendshipstartsbytalking,whichmeansthatsomeonehastostarttalking!1.Commenton(1)____________,orthesmelloftheroom,or(2)_______________lastnight.It’spleasanttomakeconversationaboutsomethinglight.JusttalkaboutBeyoncé!2.Then,onceyouhavebuiltuparapportwithyourPotentialFriend,youhavetoDTT:DivulgeToThem.Shareaverytinysecret,likeyouhavecrampsoryou’rehungoveroryouaccidentally(3)________anidiot.ThisisStepOnetobuilding(4)________.theweathervotedforsomethingonTVtrustReadingAFurtherEnhancement

Listening(1)AnassociateeditorforamagazineintheUSAprovidedacheatsheetforustomakefriends.Listentothetextandfillintheblanks.3.Thenextstepis(5)________!AfteryouDTT,waitaperiodoftime,andthenreferbacktothethingyoudivulgedtothem!Youarecreatingan(6)___________.THEFOUNDATIONOFFRIENDSHIP.4.Andfinally,youhavetoaskthemtohangoutwithyou(7)___________.Andthenagain,2-6weekslater.Thentheyshouldgetthe(8)______andaskyoutohangout,too.Nowyouarefriends.Congrats!

华东师范大学出版社hintinsidejokeoneandonecrucialReadingAFurtherEnhancement华东师范大学出版社

Listening(2)Filloutthefollowingformonhowtomakefriends,andthenshareyouranswerswithyourpartner.Openfordiscussion.Somethinglighttostartconversationwith(Listtwoexamplesbasedonyourpersonalexperience)Tinysecretstosharewithothers(Listtwoexamplesbasedonyourpersonalexperience)Ihavesomesuggestionsaboutmakingnewfriends.Thenewrestaurantoffcampusisverygood.IamafanofTaylorSwift.Ihaven’twatchedTheAvengers.Ilikehorrormovies.Isuggestthatweshouldstepoutofourcomfortzone.Wecanheadouttoacaféandtrytostrikeupconversationwithpeople.ReadingAFurtherEnhancementSSpeakingDiscusswithyourpartneraboutthefollowingquestions.

Openfordiscussion.ReadingAFurtherEnhancement

TranslationMakesenseofthewordsorexpressionsmarkedinboldinthefollowings