大学英语精读第三册lesson1-text appreciation

Lesson1–YourCollegeYearsPartThreeTextAppreciationENTERTextAppreciationTextAnalysis

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Theme

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Structure

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FurtherdiscussionWritingDevicesAntithesis

Developingparagraphsbyexamples

SentenceParaphraseContentsLesson1–YourCollegeYearsTextAnalysisCollegeisdesignedtobeatimeofchangesforstudents.Threateningthechangesmaybe,theycontributetoyoungadults’growthandmaturity.Collegestudentsareexperiencingalot.Notonlyaretheybeingintroducedtonewpeopleandnewknowledge,buttheyarealsoacquiringnewwaysofassemblingandprocessinginformation.Theyarealsoproudlygrowingintheirunderstandingofthemselves,othersandtheworld.ThemeofthetextTheendofTheme.

Lesson1–YourCollegeYearsPart1(para.1):

Part2(paras.):Part3(para.):TextAnalysisStructureofthetext2－910Manykeychangeshappentocollegestudentsduringtheircollegeyears.(paras.2-4)Duringthistime,studentsexperienceanidentitycrisis.B.(paras.5-9)Intherecollegeyearsstudentsgrowinanumberofaspects.Collegeisatimeofpersonalgrowthandexpansion.TheendofStructure.

Lesson1–YourCollegeYearsII.SentenceParaphrase1 Hasiteverdawnedonyouthatcertaindevelopmentalchangeswilloccurinyourlifeasyoumovefromadolescencetoyoungadulthood?(1)“it”asthefunctionalsubjectgoto2subjectpsychologicaltermwhichreferstothephysiologicalandbehavioralchangesthroughoutthelifespanMoreexamplesLesson1–YourCollegeYearsTobecontinuedonthenextpage.II.SentenceParaphrase1.Itwasclearenoughwhatshemeant.2.Itissaidthatheisdoingfineatschool.3.Hewasanoldman,anditdidnotmattermuchwherehelived.backto1Lesson1–YourCollegeYearsII.TextAnalysisMentionedinPara.2Tobecontinuedonthenextpage.

Question:Howdocollegestudentsgothroughanidentitycrisisatcollege?Whatfactorsmayinfluenceidentity?Studentsendeavortofindoutwhotheyareandwhattheirstrengthsandweaknessesare.Theywanttoknowhowotherpeopleperceivethemselvesaswell.Identitymaybeinfluencedbygenes,environmentandopportunities.Lesson1–YourCollegeYearsII.SentenceParaphrase2 Duringthistime,studentsaregoingthroughanidentitycrisisandareendeavoringtofindoutwhotheyareandwhattheirstrengthsandweaknessesare.(2)Itreferstothedifficulties,confusionsandanxietiesthatyougothroughduringadolescencewhenyouarenotsurewhoyoureallyareandwhatyourpurposeinlifeis.experiencing;undergoing;sufferinggoto3Lesson1–YourCollegeYearsII.SentenceParaphrase3 …identityisdeterminedbygeneticendowment(whatisinheritedfromparents),shapedbyenvironment,andinfluencedbychanceevents.(2)Whoweareisdeterminedbythreethings:first,ourgenes,orwhatourparentshavegivenus;second,environment;third,luckoropportunities.accidentalgoto4Lesson1–YourCollegeYearsInfact,itmaybeheightenedbytheirchoicetopursueacollegeeducation.II.TextAnalysisTobecontinuedonthenextpage.Question:Whatdoes“it”refertohere?InPara.3ForReferenceLesson1–YourCollegeYears“it”referstotheindependence/dependencestruggle.II.SentenceParaphrase4 Itmaybeheightenedbytheirchoicetopursueacollegeeducation.(3)becomestrongerorintensifiedIftheychoosetocontinuetheireducation,theywillfaceanevenmoreseriousstrugglebetweenthedesiretobeindependentandtheneedtodependonthefinancialsupportoftheirparents.goto5Lesson1–YourCollegeYearsII.TextAnalysis

Question:AccordingtoJefferyA.Hoffman’s observation,therearefourdistinctaspectsto psychologicalseparationfromone’sparents.Whatarethey?Howdoyouunderstandthem?Tobecontinuedonthenextpage.InPara.4Lesson1–YourCollegeYears

1.Functionalindependence. 2.Attitudinalindependence. 3.Emotionalindependence. 4.Freedomfrom“excessiveguilt,anxiety, mistrust,responsibility,inhibition,resentment, andangerinrelationtothemotherandfather.”II.SentenceParaphrase5First,thereisfunctionalindependence,whichinvolvesthecapabilityofindividualstotakecareofpracticalandpersonalaffairs,suchashandlingfinances,choosingtheirownwardrobes,anddeterminingtheirdailyagenda.(4)choosingtheirownclothesdeterminingwhattheyaregoingtodoeveryday

independenceinhandlingeverydaylifesituations;theabilitytosolvepracticalproblemsgoto6Lesson1–YourCollegeYearsII.TextAnalysisQuestion:

Whatmaybeoneofthemoststressfulmatterscollegestudentsexperienceaccordingtotheauthor?Howdoyouunderstandit?Establishingtheirsexualidentity.Itincludesrelatingtotheoppositesexandprojectingtheirfuturerolesasmenorwomen.Tobecontinuedonthenextpage.InPara.5Lesson1–YourCollegeYearsII.SentenceParaphrase7Probablyoneofthemoststressfulmattersforyoungcollegestudentsisestablishingtheirsexualidentity,whichincludesrelatingtotheoppositesexandprojectingtheirfuturerolesasmenorwomen.(5)planning,designing,outlining,devisinggerundaspredicativegoto8MoreexamplesLesson1–YourCollegeYearsTobecontinuedonthenextpage.SentenceParaphraseThemainthingisgettingthereintime.Whathelikesisplayingchessaftersupper.Readingislearning,butapplyingisalsolearningandthemoreimportantkindoflearningatthat.backto7Lesson1–YourCollegeYearsSentenceParaphrase8Probablynothingcanmakestudentsfeellowerorhigheremotionallythanthewaytheyarerelatingtowhomevertheyarehavingaromanticrelationshipwith.(5)Whenstudentsareinaromanticrelationshipwiththeoppositesex,theyaremostlikelytofeelunhappyorhappyemotionally.goto9Comparativedegreeisusedtoexpresssuperlativemeaning.objectiveclauseMoreexamplesLesson1–YourCollegeYearsTobecontinuedonthenextpage.SentenceParaphrase1.Icannotagreewithyoumore.2.Thereisnothingcheaper.3.NoleaderofapartyhaskepthimselfingreaterdetachmentfromthesentimentofhisthanhasthelatePrimeMinister.backto8Lesson1–YourCollegeYearsQuestion:

Whatarethedifferencesbetweentheways“I”relatedto“my”fatherinthepastandatpresent?Whattypeofchangedoestheexamplereflect?II.TextAnalysisInthepast“I”wasencouragedby“my”father;now“I”wasencouraginghim.Theexamplereflectsthechangethatcollegestudentsarelearninghowtogiveandreceiveaffectionintheadultworld.Tobecontinuedonthenextpage.Iwasrelatingtomyfatherinadifferentway.InPara.6Lesson1–YourCollegeYearsII.SentenceParaphrase9DuringthecourseIhadcometorealizethatwhilemyworldwasexpandingandnewoptionswereopeningforme,myfather,whowasinhissixties,wasseeinghisworldshrinkandhisoptionsnarrow.(6)wasbeginningtorealizethathisworldwasgettingsmallerandhischoicesfewergoto10Lesson1–YourCollegeYearsII.SentenceParaphrase10Inthelatesixties,ayoungwomanfromabackgroundthatwasextremelyprejudicedagainstpeoplefromotherracescametocollegeconvincedthatherracewassuperior.(7)objectiveclausepastparticipleasadverbialgoto11MoreexamplesLesson1–YourCollegeYearsTobecontinuedonthenextpage.II.SentenceParaphrase1.Trainsinthiscountryspendtoomuchtimestopped,waitingforothertrains.2.Hewentbacktohishomevillagefrustrated.3.Bornandbredinthecountryside,hewasbewilderedbythebigcity.backto10Lesson1–YourCollegeYearsII.SentenceParaphrase11 Thesereligious,moral,andethicalvaluesthataresetduringthecollegeyearsoftenlastalifetime.(7)Thesevaluesthatareestablishedduringthecollegeyearsoftenlastalifetime.Itisbelievedthatourcharacterorbasicmoralprinciplesareformulatedduringthisperiodoftime.goto12Lesson1–YourCollegeYearsII.TextAnalysis

Question:Whatisthesignificanceofthecollegeacademiclifeaccordingtoparagraph8?Tobecontinuedonthenextpage.Lesson1–YourCollegeYearsinPara.8Collegeacademiclifeisachallenge.Allstudentsshouldbeawareofhowtheyreacttonewknowledgeandnewwaysoflearning,howtheyprocesstheknowledgepresentedtothem,andhowtheyorganizethisknowledge.II.TextAnalysisQuestion:Howdocollegestudentsbecomeworldcitizens?Atcollege,theyoungadultshavegoodchancestomeetpeoplefromdifferentcultures.Byinteractingwiththem,theyareintroducedtonewwaysoflife.Theybegintounderstandlifeindifferentways.Bydoingthese,theyexperienceanewunderstandingoftheworldandthemselves.Tobecontinuedonthenextpage.inPara.9Lesson1–YourCollegeYearsII.SentenceParaphrase12Icannolongerreadthenewspaperorwatchatelevisionnewscastwithoutseeingthepeoplefromothercountriesinadifferentlight.(9)inadifferentwaygoto13WheneverIreadthenewspaperorwatchatelevisionnewscast,IwillseethepeoplefromothercountriesinadifferentwayfromwhatIusedtosee.Lesson1–YourCollegeYearsTheseareexcitingtimesyetfrustratingtimes.(5)III.WritingDevicesTheauthorusesantithesistogiveafocustohowcollegestudentsarestressfulinestablishingtheirsexualidentity.Antithesis[æn'tɪθəsɪs]对照Tobecontinuedonthenextpage.Findmoreexamplesinparagraph5.MoreexamplesLesson1–YourCollegeYearsIII.WritingDevicesProbablynothingcanmakestudentsfeellowerorhigheremotionallythanthewaytheyarerelatingtowhomevertheyarehavingaromanticrelationshipwith.(5)…hebouncedintomyofficeoncewithasmileonhisfaceandexcitementinhisvoice.…Thatsameyoungmancameintomyofficelessthanaweeklater,dragginghisfeetwithadismayed,dejectedlookonhisface.…sigheddeeply…(5)“I’vejusthadthebestdayofmylife!”…“I’vejusthadtheworstdayofmylife!”Antithesis:moreexamplesTheendofAntithesis.

Lesson1–YourCollegeYearsIII.WritingDevicesAstatementwhichisverygeneralisseldomimpressiveorconvincing.Itisusuallynecessarytogiveexamplestoprove,illustrate,orclarifyageneralstatement.Wemaybetoousedtosaying“forinstance”or“forexample”torealizethatweareusingacertainmethodfordevelopingatopic.

DevelopingparagraphsbyexamplesTobecontinuedonthenextpage.Findexamplesinthetext!ForReferenceLesson1–YourCollegeYearsIII.WritingDevicesTobecontinuedonthenextpage.Whatstatementsdotheexamplesrespectivelysupport?DevelopingparagraphsbyexamplesParagraph6Paragraph7Paragraph8Paragraph9

Doyouknowotherwaysofdevelopingparagraphs?

ForReferenceLesson1–YourCollegeYearsGrammarObjectDefinition:Anobjectistherecipientofanactionwhichoftenfollowsatransitiveverborapreposition.Whatcanfunctionasobjectarenouns,pronouns,numerals,infinitivephrases,gerund,nounclauses,etc.Example:Doyouknowwherehelives?“Wherehelives“istheobjectiveclauseof“know”.Tobecontinuedonthenextpage.Duringthistime,students…areendeavoringtofindoutwhotheyareandwhattheirstrengthsandweaknessare.aninfinitivephraseusedastheobjectoftheverbObjectGrammarTobecontinuedonthenextpage.RelatedGrammaticalPointsaffordattemptarrangebegchooseclaimdaredecidedeclineVerbsthatareoftenfollowedbyaninfinitivephraseasobject:GrammarTobecontinuedonthenextpage.determineexpectfailintendlongmanageofferseekundertaketodotodoAtthesametime,theseyoungadultsarelearninghowtogiveandreceiveaffectionintheadultworld.wh-wordplusaninfinitivephraseusedasanobjectoftheverbObjectGrammarTobecontinuedonthenextpage.RelatedGrammaticalPointsaskconsiderdecidediscoverdiscussexplainfindoutforgetVerbsthatareoftenfollowedbywh-wordplusaninfinitivephraseasobject:GrammarTobecontinuedonthenextpage.inquirek