综合英语3Unit1-3

1、Text AnalysisMentioned in Para. 2 Question: How do college students go through an identity crisis at college? What factors may influence identity?Students endeavor to find out who they are and what their strengths and weaknesses are. They want to know how other people perceive themselves as well.Ide

2、ntity may be influenced by genes, environment and opportunities.In fact, it may be heightened by their choice to pursue a college education. Question: What does “it” refer to here? In Para. 3 “it” refers to the independence/dependence struggle. Into the later adolescence stage, young adults tend to

3、become less dependent on, even independent from their parents. For those who choose to enter the work world, they may become financially independent from their parents, while for others entering into college, the struggle seems stronger for they still need their parents support, say for money. For r

4、eference:Question: According to Jeffery A. Hoffmans observation, there are four distinct aspects to psychological separation from ones parents. What are they? How do you understand them?In Para. 41. Functional independence.2. Attitudinal independence.3. Emotional independence.4. Freedom from “excess

5、ive guilt, anxiety, mistrust, responsibility, inhibition, resentment, and anger in relation to the mother and father.”Question: What may be one of the most stressful matters college students experience according to the author? How do you understand it?Establishing their sexual identity. It includes

6、relating to the opposite sex and projecting their future roles as men or women.In Para. 5Question: What are the differences between the ways “I” related to “my” father in the past and at present? What type of change does the example reflect?In the past “I” was encouraged by “my” father; now “I” was

7、encouraging him.The example reflects the change that college students are learning how to give and receive affection in the adult world.I was relating to my father in a different way.In Para. 6Question: What makes it possible for these values to last a lifetime?During college years, the young adults

8、 have the opportunity to decide for themselves what beliefs, values, and morals they are going to accept. These values are inclined to be internalized.These religious, moral, and ethical values that are set during the college years often last a lifetime.In Para. 7 Question: What are the significance

9、 about the college academic life according to paragraph 8? College academic life is a challenge. All students should be aware of how they react to new knowledge and new ways of learning, how they process the knowledge presented to them, and how they organize this knowledge.At college, the young adul

10、ts have good chances to meet people from different cultures. By interacting with them, they are introduced to new ways of life. They begin to understand life in different ways. By doing these, they experience a new understanding of the world and themselves.in Para. 9Question: How do college students

11、 become world citizens?What does the author mean by developmental changes?Have you had any identity crisis yourself?What does the author mean by independence/ dependence struggle?How can college student establish their sexual identity?What does the author mean by “internalizing” religious faith, val

12、ues, and morals?What does the author mean when he talks about “gathering, processing, assembling, applying, and evaluating” information? Why is this point so important?Further discussion about the articleThese are exciting times yet frustrating times. (5)Writing DevicesThe author uses antithesis to

13、give a focus to how college students are stressful in establishing their sexual identity. AntithesisFind more examples in paragraph 5.pProbably nothing can make students feel lower or higher emotionally than the way they are relating to whomever they are having a romantic relationship with.p he boun

14、ced into my office once with a smile on his face and excitement in his voice. The same young man came into my office less than a week later, dragging his feet with a dismayed, dejected look on his face. sighed deeplyp“Ive just had the best day of my life!” “Ive just had the worst day of my life!”Ant

15、ithesis: more examplesA statement which is very general is seldom impressive or convincing. It is usually necessary to give examples to prove, to illustrate, or to clarify a general statement. We may be too used to saying “for instance” or “for example” to realize that we are using a certain method

16、for developing a topic. Developing paragraphs by examplesFind examples in the text!What statements do the examples respectively support?Paragraph 6Paragraph 7Paragraph 8Paragraph 9 Do you know other ways of developing paragraphs? pDeveloping by timepDeveloping by processpDeveloping by spacepDevelopi

17、ng by detailpDeveloping by generalizationpDeveloping by comparison and contrastpDeveloping by cause and effectpDeveloping by classificationpDeveloping by definitionpIII.Word Buildingdefiniteprefix-de- 向下，减少，除去，离开，否定向下，减少，除去，离开，否定decreasedegradedevaluedecolourdesaltdecomposedecentralizedecelerate减少减少

18、使降级使降级使降值使降值 漂白漂白除去盐分除去盐分使分解使分解使分散使分散使减速使减速definiteroot-fin(i)-, -finit- 结束，界限结束，界限confinedefinedefinitefiniteinfiniteinfinitysemifinalaffinity限制，禁闭限制，禁闭下定义；规定下定义；规定明确的；限定的明确的；限定的有限的有限的无限的无限的无限，无穷大无限，无穷大半决赛（的）半决赛（的）密切关系；共鸣密切关系；共鸣projectprefix-pro- 向前；支持；代理向前；支持；代理proceedprogressprojectpromotepropel

19、provokepro-Britishpro-consul前进；着手前进；着手进步进步投射投射促进促进推进推进激怒，招惹激怒，招惹亲英派的亲英派的 代理领事代理领事projectroot-jac(t)-, -ject- 投，射投，射abjectadjacentdejectejectinjectobjectprojectivesubject凄惨的，可怜的凄惨的，可怜的毗邻的，邻近的毗邻的，邻近的使沮丧，使气馁使沮丧，使气馁逐出，排斥逐出，排斥注射，注入注射，注入反对反对投影的，突出的投影的，突出的 使服从，使遭受使服从，使遭受involveroot-volv-, -volut- 旋转旋转evolv

20、einvolverevolveintervolvedevolveevolutionrevolutionvoluble发展，演化发展，演化包缠，包含包缠，包含（使）旋转（使）旋转缠绕；使互卷缠绕；使互卷转移，移交（工作，职务）转移，移交（工作，职务）旋转旋转革命革命易旋转的；健谈的易旋转的；健谈的genetic-gen-, -generat- 生（殖）生（殖）generategeneticgenitalgeniusingeniouscongenialeugenicprogenitor使发生，产生使发生，产生遗传学的遗传学的生殖的生殖的天才天才机灵的机灵的同族的，同类的，相宜的同族的，同类的，相宜

21、的优生学的优生学的祖先祖先rootpsychologysuffix-ogy- 学（科）学（科）zoologygeologyecologysociologybiologyarcheologyphysiologypsychology动物学动物学地理学地理学生态学生态学社会学社会学生物学生物学考古学考古学生理学生理学心理学心理学parentalsuffix-al- 的的 （形容词后缀）（形容词后缀）organizationaloccupationalenvironmentalexperimentalconversationaleducationalnaturalculturalpersonalorg

22、anizational skillsoccupational diseaseenvironmental protectionexperimental workconversational styleeducational policynatural selectioncultural gappersonal preferenceIV.Grammar -Object pDefinition:pAn object is the recipient of an action which often follows a transitive verb or a preposition. What ca

23、n function as object are nouns, pronouns, numerals, infinitive phrases, gerund, noun clauses, etc. pExample:Do you know where he lives?“Where he lives is the objective clause of “know”. During this time, students are endeavoring to find out who they are and what their strengths and weakness are. an

24、infinitive phrase used as the object of the verbpaffordpattemptparrangepbegpchoosepclaimpdarepdecidepdeclineVerbs that are often followed by an infinitive phrase as object:pdeterminepexpectpfailpintendplongpmanagepofferpseekpundertaketo doAt the same time, these young adults are learning how to give

25、 and receive affection in the adult world. wh-word plus an infinitive phrase used as an object of the verbpaskpconsiderpdecidepdiscoverpdiscusspexplainpfind outpforgetVerbs that are often followed by wh-word plus an infinitive phrase as object:pinquirepknowplearnpshowptellpunderstandpwonderpundertakewhen/where/why/who/ whom/how/whether to d