Unit 4 Preparing for College（课堂PPT）

1、Unit 4 Preparing for College UCLA Global USC Studying at Oxford University What we become depends on what we read after all of the professors have finished with us. The greatest university of all is a collection of books. Thomas Carlyle DiscussionDiscussion What do you think a college student can le

2、arn best from school? Why? Pre-class WorkPre-class Work 1. Preparing for college is undoubtedly 1. Preparing for college is undoubtedly a very familiar topic for you. Can you a very familiar topic for you. Can you recall how you prepared yourself for recall how you prepared yourself for getting into

3、 college about three years getting into college about three years ago?ago? 2. Now you have been studying for more 2. Now you have been studying for more than two years in college. Do you think than two years in college. Do you think yourself well-prepared or ill-prepared for yourself well-prepared o

4、r ill-prepared for college?college? NarrationNarration DefinitionDefinition To narrate is to give an account of an event or a series of events. So narration can be simply understood as storytelling, which includes factual or imaginative stories, biographies, histories, news items, etc. Examples from

5、 the TextExamples from the Text The passage is basically a piece of narration because the author intends to tell his readers what happened in the years 1884 - 1885, which he thought was a period of great adventure for him. The narration begins with his failure in a number of examinations required fo

6、r entering the University of California and it ends with the authors discovery of the right way to prepare himself for college. Narrative Structure of the TextNarrative Structure of the Text The narration can be roughly broken into three parts. Part 1: Paras. 1 - 4 Part 2: Paras. 5 - 12 Part 3: Para

7、s. 13 - 15 Part 1: Paras. 1 - 4 Main idea: The first few paragraphs tell us about his failure and, more importantly, the cause of it. Part 2: Paras. 5 - 12 Main idea: His private tutor, Mr. Nixon, exerted great influence on him; he encouraged his pupil to think and to discover all by himself. Part 3

8、: Paras. 13 - 15 Main idea: He found the best preparations for college in the stimulating Saturday night conversations among all those Oxford and Cambridge men. the University of Californiathe University of California a leading U.S. university offering programmes in the arts and sciences, agricultur

9、e, engineering, architecture, business administration, education, etc. Berkeley is a city in western California. put sth. off: put sth. off: delay doing sth. e.g.e.g. Never put off till tomorrow what you can do today.Because of the sudden downpour, the open-air concert had to be put off. They are th

10、e boys (and they become the They are the boys (and they become the men) that the schools, colleges, and the men) that the schools, colleges, and the world are made for.world are made for. They are the boys (and also the men when they grow up and step into society) that are appreciated and accepted b

11、y the schools, colleges, and later by the world. I was not of themI was not of them I was not like them; I was not of their kind the electthe elect those selected from what they thought the most distinguished candidates, or considered to be the best make outmake out understand, see, or hear e.g.e.g.

12、That problem is just beyond me; I cant make it out.He muttered a complaint that nobody could make out. they looked dazed or indifferentthey looked dazed or indifferent they looked confused/bewildered or uninterested/unconcernedDazeDaze is often used in the passive.To be dazed is to be made unable to

13、 think or feel clearly. e.g.e.g. His answer to the question left us all dazed. indifferentindifferentadj. adj. not interested, not caring e.g.e.g.We should not be indifferent to the low achievers in school. foreignforeignadj.adj. unfamiliar and strange e.g.e.g.His concept of education is entirely fo

14、reign to us. My parents did not bring me up.My parents did not bring me up. Bring up means care for and educate (a child) in the family until he is fully grown. What the author means here is that his parents did not bother about their education of him; rather, they sent him to school, etc. as the fo

15、llowing sentences indicate. they offered me every opportunity in their they offered me every opportunity in their reachreach they gave me every favourable chance they can possibly afford to give in ones reachin ones reach may also be expressed aswithin ones reach, meaning within ones capacity, as mu

16、ch as one can afford. reachreachn. n. the limit within which you can achieve something The opposite ofin ones reach isbeyond/out of ones reach, meaning one cannot afford to do something. bear onbear on have some connection with; relate to e.g.e.g.Did what he said bear on your problem?His proposal do

17、es not seem to bear on the project we are discussing. for keepsfor keeps This phrase is used informally, meaning, forever, permanently. e.g.e.g.Can I have one of those cute mementos?Sure. This one is yours, for keeps. appeal toappeal to attract, interest e.g.e.g.His plan of spending our winter vacat

18、ion in an orphanage to coach the children there in English appealed to all of us.Sea food does not appeal to me. by dent ofby dent of This is a variant of by dint of, meaning by means of. not in the leastnot in the least not at all e.g.e.g.Lots of people love to read science fiction, but Im not in t

19、he least interested. be crammed for Berkeleybe crammed for Berkeley be stuffed with as much book knowledge as possible for me to pass the entrance examination of the University of California at Berkeley cramcramv.v. learn as much as possible in a short time just before the examination e.g.e.g.Learni

20、ng is a long-range process. Cramming for an examination in the last minute does one no good. on the sideon the side in addition to my regular school work I lived over the lives of the Greek heroes I lived over the lives of the Greek heroes and the Roman generalsand the Roman generals I read classics

21、 such asIliad andOdyssey, which deal with the Greek heroes Achilles and Odysseus, andJulius Caesar, which deals with the Roman generals Julius Caesar and Marcus Brutus. the world of conscious culturethe world of conscious culture the study of culture that we are aware of/familiar with romance and la

22、nguage sang songs to meromance and language sang songs to me I enjoyed romance and language so much that they were like songs sung to me. inspireinspirev.v. encourage in sb. the desire and ability to take effective action by filling him with eagerness, confidence, etc. e.g.e.g.The senior professors

23、words inspired us to work still harder/to greater efforts. It was too great and too various for me to It was too great and too various for me to personify with my boyish imitations and personify with my boyish imitations and heroism.heroism. Life was so good and so different in kind that I was not a

24、ble to express what it was like with my youthful mind and boldness. double firstdouble first first-class honours in two subjects at university sedentary occupationssedentary occupations jobs that require a lot of sitting but no physical exercise exiled themexiled them compelled them to quit their re

25、gular day-to-day academic work from their respective institutions I worked for him; I worked more, much I worked for him; I worked more, much more, for myself.more, for myself. I studied hard under his instructions; but I studied even harder driven by my own interests. We can only underline your que

26、stions, make We can only underline your questions, make you mad yourself to answer them, and add you mad yourself to answer them, and add ours to whip, to lash you on to find out ours to whip, to lash you on to find out yourself one or two; and tell us!yourself one or two; and tell us! We can only c

27、all your attention to your own questions and encourage you to find your own answers to them; we will give you one or two more questions of ours to make you think hard and answer. Go toGo to (archaic) exclamation of impatience, encouragement, remonstrance, etc. There were Tories among them and libera

28、ls There were Tories among them and liberals and one redand one red A Tory is a member of the British conservative party and a red (usually capitalized) is informally used to refer to a politically radical or leftist person, a supporter or a member of the socialist or the communist party. This sente

29、nce tells us that the participants of the conversations differed in their political orientations. Robert OwenRobert Owen (17711858) Born in Newtown, Montgomeryshire, Wales, Robert Owen was an industrialist and social reformer and one of the founders of socialism. He formed a model industrial communi

30、ty at New Lanark, Scotland, and pioneered co-operative societies. when a debate came to a clinchwhen a debate came to a clinch when a debate became so heated that an agreement/a settlement seemed unlikely with a sureness which withstood reference with a sureness which withstood reference to the book

31、sto the books with such certainty that they did not have to refer to the source of the quotation withstandwithstandv.v. hold out against, stand up to, not be changed by e.g.e.g.Buildings in this area should be able to withstand earthquakes.Great works of art/literary works can always withstand the t

32、est of time. papal bullpapal bull an official document issued by the Pope, the head of the Roman Catholic Church It was conversation I was hearing, the It was conversation I was hearing, the free, passionate free, passionate Note the use of the wordconversation, which is a count noun, but here it is

33、 used in the singular form without either the definite or the indefinite article. What the author means to say is that the verbal exchanges among those scholars was conversation in the true sense of the word, i.e. the free, passionate, witty exchanges of studied minds as polished as fine tools. Note

34、 that this understanding of conversation is echoed towards the end of the same paragraph. studied minds as polished as fine toolsstudied minds as polished as fine tools great intellectual faculties; great mental capacities as flawless as first-class tools When the differences rose the urbanity When

35、the differences rose the urbanity persisted.persisted. Although they didnt always agree with each other on certain issues, their elegant and courteous manner of speech remained. The worthiness of Chinas National College Entrance Examination has been challenged in recent years. Questions have arisen

36、such as Is it a fair examination that provides equal opportunities to all high school graduates who want to get into college? In what way or ways does it program secondary schooling? How does it influence the way in which parents educate their children? The fundamental question is Does the National

37、College Entrance Examination, as it is now, promote the sound development of Chinas education, or is it exercising some adverse influence on Chinas education? Form two groups and have a debate on some key questions related to the issue. ExpositionExposition BackgroundBackground If the principal purp

38、ose of writing is simply to tell a story, to tell only what happened, then the writing is a narration. If the writer intends to show how something looks, to re-create an object or a scene in words, then he is writing a description. In a narration, all the events are generally arranged in time order,

39、 while in a description, the details are most often organized in space. DefinitionDefinition Unlike a narrative or a description, exposition aims at the clear presentation or explanation of ideasthe clear presentation or explanation of ideas. In general, it answers the questions howhow and whywhy. T

40、he writer of an exposition is always a man thinking, interpreting, informing and persuading by the use of evidence and reasoning. Exposition, therefore, discusses its subject not in time or space, but by logicnot in time or space, but by logic. StructureStructure Expository paragraphs contain two di

41、fferent classes of statements. The first a general, rather abstract statementa general, rather abstract statement is called the topic sentencethe topic sentence. In the topic sentence, the writer says, This is what I assert or believe in a general way; this is my opinion, my evaluation or conclusion

42、 about the subject of this paragraph. The second type of statements in a paragraph consists of particular facts, particular facts, examples, illustrations, and supporting examples, illustrations, and supporting details details that say, in effect, This is why I believe or how I come to believe what

43、I say. You may not agree with me, but at least I have let you know now why I believe so. Here is my evidence. ExampleExample Read the following expository paragraph: Though on the surface there seem to be some slight differences between the Russian workman and the American labourer, basically they a

44、re much alike. To be sure, the one speaks Russian and the other speaks English; the one most likely lives in a government housing unit while the other may own his own home; the one likes borscht and the other prefers meat and potatoes and gravy. But their similarities far outweigh any differences yo

45、u may notice. Both fall in love with the girl of their dreams; both celebrate a wedding as hilariously as they can afford; both rejoice at the birth of a son or daughter; both worry about their little ones when they are sick; both grieve when death enters the family. In these fundamental issues of l

46、ife they are essentially the same. And so it is that, regardless of the official policies of their governments, when you come right down to it, both sincerely and dearly want peace to prevail. The topic sentence of this paragraph is the italicized statement, in which the controlling idea is basicall

47、y they are much alike. The paragraph begins with a few differences and finishes with a statement of similarities. Throughout the paragraph, the writer is explaining whyexplaining why he believes both the Russian workman and the American labourer are basically much alike. PrinciplesPrinciples The pri

48、nciples of effective expository writing are the same as those for narrative or descriptive writing, but the patterns of organization are different simply because the goals of writing are different. An exposition writer may employ common methods of logic and thinking and develop his material by offer

49、ing offering examples as evidenceexamples as evidence, by comparing and contrastingcomparing and contrasting, by showing cause and effectshowing cause and effect, by definingdefining, by arguingarguing, etc., and each of these methods describes a particular form of development or arrangement of idea

50、s. In the model paragraph, a most popular form of development is used: comparison and contrast. In many cases, there will be one method that dominates in an exposition, but it is not uncommon that these methods are often employed in combinations suited to the subject matter. P26 1. I went to Berkele

51、y to take my entrance examinations at the University of California, in which I was not able to pass Greek and Latin exams. This constituted reason enough for the college to refuse to enroll me, and I had to wait for another year before taking another chance. 2. They are the kind of kids (and they ar

52、e now grown-up students) the schools, colleges and the world would be glad to accept, all prepared to be taught as they are told to. 3. Nobody attempted to make interested in the subjects and topics under discussion, which were exactly what I needed to learn at college. 4. “ Come on, boy. The world

53、belongs to you! Its just like a blank sheet of paper with everything waiting to be explored and discovered. The most beautiful picture is yet to be painted and the most melodious song to be composed. There is so much remaining to be accomplished. The world needs to be perfected.” TranslationTranslation 1. 1. Can you make outmake out the meaning of his long-winded harangue? 2. 2. Being worried about his exam results, he was not in no