現(xiàn)代大學英語-第三版-精讀3-教師教案

Contents

Unit1YourCollegeYears

Unit2WhyFictionisGoodforYou

Unit3ADillPickle

Unit4DiogenesandAlexander

Unit5TheChangeWithin

Unit6InMyDay

Unit7Globalization'sDualPower

Unit8TheMostDangerousGame

Unit9WhyHistoriansDisagree

Unit10TheNeedsThatDriveUsAll

Unit11ADrinkinthePassage

Unit12TwelveAngryMen

Unitl

TextA

YourCollegeYears

BobHartman

IIntroduction

1Background

Thisisatextaboutwhatstudentswillexperienceintheir"collegeyears."Itisaddressedto

collegestudentsintheUnitedStates.Butwithsomemodifications,whattheauthorsayshere

willalsomakeperfectsensetoourstudents.Itisparticularlyappropriatenowaswearejust

beginningthesecondacademicyear,whichisconsideredbymanythemostimportantinour

collegelife,becausewithourfirstyear'sexperienceweareinabetterpositiontounderstandthe

issuesinvolvedandthewaystodealwiththemeffectively.

Collegelifeisbothanexcitingandfrustratingexperience.Firstofall,togotoauniversity

usuallymeanstogotoanewplacefarawayfromhomeandliveamongstrangers.Itmeansthat

weareonourown.Itmeansthatinsteadofbeingtakencareo￡wenowhavetotakecareof

ourselvesandevenlearntotakecareofothers.Itmeansthatfromnowonwehavetohandleour

ownfinance,chooseourownwardrobeanddetermineourownagenda.Inshort,wehavetoface

manywhattheauthorcalls"developmentalchanges^^andmakemanyimportantadjustmentsand

decisions,decisionsthatwillconcernoureducationandcareer,andvaluesandsocial

responsibilities.

Itisclearthatyoungadulthoodisanextremelyimportantperiodinourlife.Afterallweareonly

youngonce.However,wemusttakeawarningfromGeorgeBernardShaw,whosays,“Youthis

oftenwastedintheyoung.^^Wecannottakeitforgrantedthatweyoungpeopleautomatically

knowhowtodealwithallthoseproblems.Tomakeourcollegeexperiencemeaningfuland

rewarding,wemustlearntohandlewhattheauthorcalls“theidentitycrisis,tofindoutwhowe

are,whatourstrongpointsandweaknessesare,whatweshoulddoandwhereweshouldgo.Of

coursewemustleamtobeindependentorself-reliantpsychologicallyaswellasinothermatters.

Buttobeindependentdoesnotmeantobeisolated.Itsimplymeansthatwehavetorelatetoour

family,ourteachers,ourschool,thepeoplearoundusandthesocietyasawholeinanewand

morematureway.Itmeansthatwehavetoleamnewknowledge,developnewideas,formnew

habits,adoptnewattitudes,andcultivatenewrelationships.

Noteveryoneknowshowtohandletheirsuddenindependenceorfreedom.Therearesomewho

stillfinditscary.Theyareoftenatalossbecausetheycannolongergetparentalguidancefor

everythingtheydoandtheycomplainthattheuniversityprofessorsdonotseemtocaremuch

whattheydoordonotdo.

Therearealsothosewhotaketheirnewlyfoundindependencetomeanthattheycandoanything

theywant.Theycangotoclasslateornotatall.Theycancopytheirexercisesortermpapers.

Theycanjust“enjoylift“andmuddlethroughthefouryears.Thesestudentsdonotrealizethat

independencereallymeansself-disciplineandastrongsenseofresponsibility.Toabusetheir

independenceisactuallyanindicationthattheyhaveremainedintheirchildhood.

Thereareotherchallengestoo.Noteveryoneishappywiththeprogresstheyaremakingintheir

studies.Somemayhaveseriousdifficultykeepingupwiththeclass.Theyfeeldisappointedand

discouraged.Andthissometimesleadstoseriousconsequences.Thentherearealsostudents

whofeelthattheyhavefailedsociallybecausetheyarenotaspopularasothers.Theycannot

makefriendseasily.Theythereforefeellonelyanddepressed.

ForEnglishlanguagestudents,therearesomespecialproblems.Sincepeopleallsaythat

languageisatool,shouldn'twetrytomajorinsomethingelse?Whenisthebesttimeto

specialize?

Inthisarticle,theauthortalksquiteabitaboutstudents'needtoachievesexualidentity.It

obviouslyisalsoanimportantissueforourstudents.Itmay,ifhandledcorrectly,leadtoa

meaningfuldiscussion.Theteacherisadvisedtoencouragestudentstoexchangetheirviewson

this.Theauthoralsomentionstheneedtointernalizereligiousfaith.Inourcontext,itmeansthe

needtoformacorrectworldoutlook.Educationafterallisnotjustfbrmakingaliving.Itis

abouthowtolive.Therearethingsofgreaterimportanceotherthanjobs,money,houses,and

cars.ForEnglishlanguagestudents,itisparticularlyimportantfbrthemtorealizetheirdutyto

understandWesterncultureproperlyandusewhatisgoodinitfbrourdevelopmentandmake

ourcontributioninthisageofglobalization.

Inhandlingthistext,teachersareadvisedtopaymoreattentiontothecontentthantothe

language,whichisabittoopedanticforourstudentsatthisstage.

2Structure

LTheintroduction:Collegestudentsaregoingtoexperiencekeychangesduringtheperiod

fromadolescencetoyoungadulthood,whicharesoimportantandyettheyseldomthink

about,(para.1)

II.Thebody:Collegestudentsfacesiximportantchallengesorwhattheauthorcalls

^developmentalchanges/9(paras.2-9)

1.Thefirstchallenge:howtodealwithidentitycrisis(paras.2-4)

1)Theymustfindoutwhotheyreallyare,andtheirstrengthsandweaknesses

2)Theiridentityisinfluencedbythreefactors:genes,environment,andchanceevents

3)Theymaystillbefinanciallydependentontheirparentstosomedegree,buttheymusttryto

gainfourkindsofindependencefromtheirparents.

a.Functionalindependence

b.Attitudinalindependence

c.Emotionalindependence

d.Freedomfromexcessiveguilt,anxiety,responsibility,etc.

2.Otherimportantmattersfbrtheirgrowthandmaturity(paras.5-9)

1)Establishingsexualidentityandlearningtointeractwiththeoppositesex

2)Learninghowtogiveandreceiveaffectionintheadultworld

3)Internalizingtheirbeliefs,values,andmorals

4)Evaluatinghowtheygather,process,andapplyknowledgeinsteadofmerelyincreasing

knowledge

5)Learningtobecomeworldcitizensandinteractwithpeoplefromothercultures

III.Theconclusion:Collegeisdesignedtobeatimeofpersonalgrowthandexpansion,as

wellasatimewhenstudentsaregrowingintheirunderstandingofthemselves,others,and

theworldinwhichtheylive.(para.10)

3TeachingTips

1.Itisourhopethatthisessaycanserveasalittlewarm-upfbrthenewsemester.Thesuccessof

handlingthisarticlemaydependonwellstimulatingstudents?interestinalivelydiscussionofthe

problemsraisedbytheauthor.Soencouragestudentstoraisegenuinequestionsandsharewiththem

yourpersonalexperiencewhenyouweretheirage.Ifwecouldstartourcollegedaysalloveragain,

therewouldbealotofthingswemighthavedonedifferently.

2.Thetextiswritteninaquiteformalstyle.Whilewewouldliketosuggestputtingmorestresson

content,itmightalsobeagoodideatodrawstudents'attentiontothefeaturesofformalwritings.

Studentsshouldinfactbeencouragedtoconducttheirdiscussionsinmoreinformalstyle.

3.Attentionshouldalsobepaidtotheuseoftechnicaltermssuchas""developmentalchanges,“

“identitycrisis,,,Afunctional,emotional,attitudinal,andpsychologicalindependence,^internalizing

religiousfaith/,etc.,withoutaclearunderstandingofwhichitwillbehardtograspthemeaningof

thewholetext.

IIDetailedDiscussionofTextA

1.Hasiteveroccurredtoyouthat...(para.1)

Drawstudents'attentiontothedifferencebetweenChineseandEnglishinexpressingone'sidea:In

Chinese,thesubjectisusuallyapersonalpronoun,whereasinEnglish,theanticipatory“it”isoften

used.

Moreexamples".

Itneveroccurredtomethatwealthcouldruinaperson'slife.

Itsuddenlyoccurredtohimthathehadnottouchedanymeatfbrmonths.

Itsuddenlydawnedonusthathighsavingsratemaynotbeagoodthing.

Itgraduallybegantodawnontheeconomiststhattheproblemwasnotoverproduction,

butunder-consumption.

Itstruckherthatalthoughshewasnowrichbyherownstandard,shewasnotreallyhappy.

2....otherschoolpersonnelhavecertaingoalsforyourgrowth...(para.1)

personnel:Thewordisplural.Weneversay“apersonneL^^

3....certaindevelopmentalchangeswilloccurinyourlifeasyoumovefromadolescenceto

youngadulthood?(para.1)

developmentalchanges:Thisisapsychologicaltermwhichreferstothephysiologicaland

behavioralchangesthroughoutthelifespan.

fromadolescencetoyoungadulthood:Theterm“adolescence”beganasaWesternconcept,which

meanstheperiodbetweenchildhoodandadulthood.Thispassagetoadulthoodisoftenmarkedbya

numberofsmallchangesinstatusduringorneartheendofadolescence.Graduationfromhighschool,

therighttovote,andtodriveacararealleventsthat,tosomedegree,signifyadultstatus.Butthe

mainchangesarepsychologicalaswellasphysical.Itisusuallyfraughtwithanxietyandconflict.

4.Duringthistime,studentsaregoingthroughanidentitycrisis...(para.2)

gothrough:toexperience

Cf.

Hereallybelievedthatbysayingthosemagicwordshecouldgothroughwallswithoutany

trouble.

1don'tthinkthisplanwillgothroughtheSecurityCouncil.(beacceptedby)

Wehavegonethroughallthesearguments,(goovercarefullyfrombeginningtoend)

It'stoolatetobackout.Wejusthavetogothroughwithit.(dosth.becausesb.haspromisedor

plannedtodoit,eventhoughnolongersurewhetherheorshewantstodoit)

identitycrisis:Itreferstothedifficulties,confusions,andanxietiesthatpeoplegothroughduring

adolescencewhentheyarenotsurewhotheyreallyareandwhattheirpurposesinlifeare.

Also,,nationalidentity;politicalidentity;culturalidentity;socialidentity

5howpeopleperceivethemselvesaswellashowotherpeopleperceivethem.(para.2)

perceive:tothinkofas

e.g.Heperceivedhimselfaloserwhocouldnotevensupporthisfamily.

Cf.

Igraduallyperceivedthatcultureandlanguagecannotreallybeseparated.(understand)

Musicianscanperceiveverysmalldifferencesinsounds,(notice;observe)

6....identityisdeterminedbygeneticendowment(whatisinheritedfromparents),shaped

byenvironment,andinfluencedbychanceevents,(para.2)

Whoweareisdeterminedbythreethings:first,ourgenes,orwhatourparentshavegivenus,our

legacy;second,environment;third,luckoropportunities.

chanceevents:"Chance“hereisanadjective,meaning“accidental.”

e.g.Thischancemeetingwiththefamouswriterchangedhiswholelife.

Thismedicineissaidtobeachancediscovery.

7....theyarebecomingindependentfromtheirparentsyetareprobablystillvery

dependentonthem.(para.3)

Note:Theprepositionsusedafter“dependent”and“independent“aredifferent

e.g.Financially,theyarestilldependentontheirparents.

Thesebanksarenowcompletelyindependentfrom/ofeachother.

8.Infact,itmaybeheightenedbytheirchoicetopursueacollegeeducation,(para.3)

“It"herereferstotheword"struggle"intheprevioussentence.Thewholesentencemeansthatifthey

choosetogotocollegetocontinuetheireducation,theywillfaceanevenmoreseriousstruggle

betweenthedesiretobeindependentandtheneedtodependonthefinancialsupportoftheirparents.

9.First,thereisfunctionalindependence...suchashandlingfinances,choosingtheirown

wardrobes,anddeterminingtheirdailyagenda,(para.4)

functionalindependence:independenceinhandlingeverydaylifesituations;theabilitytosolve

practicalproblems

handlefinances:tolearnhowtospendmoneywisely

choosetheirownwardrobes:tochoosetheirownclothes

determinetheirdailyagenda:tomakealistofwhattheyaregoingtodoeveryday

10.Hoffmandefinesthisprocessas“freedomfromanexcessiveneedforapproval,

closeness,togetherness,andemotionalsupportinrelationtothemotherandfather.”(para.

4)

freedomfromsth.:nolongerhavingsth.thatsb.doesnotwant

e.g.Themostimportantfreedomourpeopleshouldhaveisthefreedomfromhunger.

Also\tobefreefromsth.

e.g.Anidealsocietyisonefreefromexploitationandoppression.

Withinamonth,thewholebuildingisfreefromfliesandmosquitoes.

Note:"Freedomfromsth“isdifferentfrom"'freedomofsth,“

e.g....welookforwardtoaworldfoundeduponfouressentialhumanfreedoms.Thefirstis

freedomofspeechandexpression-everywhereintheworld.Thesecondisfreedomofevery

persontoworshipGodinhisownway-everywhereintheworld.Thethirdisfreedomfrom

want...everywhereintheworld.Thefourthisfreedomfromfear...anywhereintheworld.

一FranklinD.Roosevelt

excessive:muchmorethanreasonableornecessary

Ifsomeonehasanexcessiveneedforapproval,itmeansthatheorsheistoodependentonother

people'sapproval.Childrenneedtheirparentstotellthemwhattodoandwhatnottodo.Theyalso

needtobeclosetotheirparentsandreceiveencouragement,love,andallkindsofemotionalsupport

whichgivethemstrength.Butwhentheygrowup,thisshouldchange.Theyshouldnolongerhave

thesameneedslikebabies.

11.Fourthisfreedomfrom^excessiveguilt,anxiety,mistrust,responsibility,inhibition,

resentment,andangerinrelationtothemotherandfather.(para.4)

Childrenoftenfeelveryguiltyinrelationtotheirparentsbecausetheythinktheyhavedone

somethingwrong;theyarealsoanxiousbecausetheyareeagertopleasetheirparents;theysometimes

feelunhappybecausetheythinkthattheirparentshavenotbeenfairtothem;theyfecithattheyare

responsibletotheirparentsfbreverythingtheydo;theyarealwaysafraidofsayingthewrongthingor

notbehavingproperly;allthismaymakethemangrywiththeirparentsormakethemfeelresentful.

Thesefeelingsreflecttheiremotionaldependenceontheirparents.Whentheygrowup,theyusually

strivefbrthefreedomfromthese.

12.Probablynothingcanmakestudentsfeellowerorhigheremotionally...(para.5)

feellower:tofeelunhappy,withoutmuchhopefbrthefuture

13....myfather...wasseeinghisworldshrinkandhisoptionsnarrow,(para.6)

Myfatherwasbeginningtorealizethathisworldwasgettingsmallerandhischoicesfewer,

narrow:Hereitisusedasaverb.

e.g.Wemusttrytonarrowthedifferenceinincomebetweentherichandthepoorwithoutdelay.

Thismightyrivernarrowstoagorgeofabout50meterswhenitcomestothisplace

betweenthemountains.

14.Anotherchangeforcollegestudentsisinternalizingtheirreligiousfaith,theirvalues,

andtheirmorals,(para.7)

internalize:(apsychologicalterm)tomakefaith,values,morals,attitudes,behavior,language,etc.

partofone'snaturebylearningorassimilatingthemunconsciously

15oneormoreparentshavebeenmodelingforthem...(para.7)

modelforsb.:toserveasamodelfbrsb.;tosetanexamplefbrsb.

Notes:thephrase“bemodelsforsb.°ismorecommon.

Cf.

modeloneselfon/after:(AnrE)totrytobeorbehavelike(sbthatoneadmires)

e.g.Childrenoftenmodelthemselvesaftertheirparentsandteachers.

Nowadaysyoungpeopletendtomodelthemselvesafterpopicons.

16....however,thesemattersarequestionedandinsomecasesrebelledagainst,(para.7)

However,adolescentsbegintodoubtaboutthebeliefs,values,andmoralstheirparenthavetaught

them,andsometimesopenlyrefusetoacceptthem.

rebelagainst:toopposeorfightagainst

e.g.Soonerorlater,achildwillrebelagainstthetyrannicalruleofhisfather.

Youngpeopletendtorebelagainsttraditionalpractices.

17abackgroundthatwasextremelyprejudicedagainstpeoplefromotherraces...(para.

7)

beprejudicedagainst:Donotdropthepreposition“against.”

Also,.beagreedon;beattendedto;bediscriminatedagainst;bedoneawaywith;befocusedon;be

lookedafter;beputanendto;beputupwith;berebelledagainst;betakencareof

18....adormthathadpeoplefromavarietyofethnicbackgrounds,(para.7)

avarietyofethnicbackgrounds:(here)manydifferentracesintheU.S.

Todaysociologistsoftenprefer“ethnic"to"racial,"and"ethnicgroup"to"race.”

19....peopleofotherraceswerenotonlyequaltoher...(para.7)

beequalto:tobejustasgoodas

e.g.Manyofourproductsareequaltothebestintheworld.

Itisridiculoustothinkoneraceisnotequaltoanothersimplybecauseithasadifferentskin

color.

20.Thesereligious,moral,andethicalvaluesthataresetduringthecollegeyearsoftenlast

alifetime,(para.7)

Thesevaluesthatareestablishedduringthecollegeyearsoftenlastalifetime.Itisbelievedthatour

characterorbasicmoralprinciplesareformulatedduringthisperiodoftime.

21.Inadditiontoaffirmingpersonalvalues...(para.8)

affirm:tostrengthenbeliefs,ideas,orfeelings

values:moralprinciples;principlesofwhatisrightandwhatiswrong

personalvalues:valuesconcerningpersonallifeorbehavior,asopposedtosocialvalues

22....seeingthepeoplefromothercountriesinadifferentlight,(para.9)

seesb./sth.inacertainlight:toseesb./sth.inacertainway

e.g.Whathedidmadeusseehiminanewlight.

AfterItookthatcourse,Ibegantoseetheworldinadifferentlight.

23.Forcertain,itisanexperiencethatcontributestoyoungadults'growthandmaturity,

(para.10)

forcertain:certainly;definitely;nodoubt

e.g.Heisprobablyanaccountant.Idon'tknowitforcertain.

Ican'tsayforcertainhowmuchthiscarwillcost.

contributeto:tohelptocausesth.tohappen

e.g.Thesemeasurescontributedgreatlytotheeconomicrecoveryofthatcountry.

Whatdoyouthinkarethemainfactorsthatcontributedtothesuccessofthatcompany?

24....theyarealsoacquiringnewwaysofassemblingandprocessinginformation,(para.10)

Theyarcalsofindingorlearningnewwaysofarranging,organizing,analyzingorunderstanding

information.Itimpliesthatunrelated,unclassifiedinformationisnotscientifictruth.Scientifictruth

requirestheprocessingofinformation.Incollege,studentswilllearnnewapproaches,methods,and

theorieswhichwillchangemanyoftheirprejudices.

IHTranslationofTextA

大學時代鮑

勃?哈特曼

你是否考慮過，作為一名大學生，你的生活現(xiàn)在起著什么變化，將來又會有什么變化？你是否

想過，大學教授和其他學校工作人員對你大學期間的成長及成熟是有目標的？你是否想過，在

你由青春期邁向成年的過程中，你的個人發(fā)展會發(fā)生某些變化？雖然大學生們很少思考這些問

題，但是他們在大學時代很可能會發(fā)生一些重大的變化。

在此期間，學生要經(jīng)歷一次認同危機，他們想弄明白自己是什么樣的人，自己的優(yōu)點

和弱點在哪里。他們當然有不少優(yōu)點和弱點。知道人們怎樣看待自己，以及別人如何看待

自己，這一點很重要。在《國際社會科學百科全書》（1979）的一篇討論愛利克?H.埃里克

森（心理學）理論的文章里，皮爾斯和蘭多認為，身份的形成取決于基因（由父母遺傳），受環(huán)

境的塑造，并且被不確定的事件影響。人們受環(huán)境影響，轉(zhuǎn)而也影響他們所處的環(huán)境。人們怎

樣看待這雙重角色，毫無疑問構(gòu)成了他們身份的一部分。

學生在經(jīng)歷自我認同危機的過程中，逐漸獨立于父母，但可能仍然很依賴他們。這一

獨立與依賴的掙扎構(gòu)成了青春期后期生活的一大部分。事實上，選擇大學教育可能會加劇

這一矛盾。有些人中學畢業(yè)后，選擇立即參加工作，因此他們在經(jīng)濟上可能不再依賴父母。可是

大學生選擇了發(fā)展，選擇了學習需要幾年的工夫才能掌握的新技能，因而他們至少在一定程度

上可能還得繼續(xù)依靠父母。

J.A.霍夫曼在其1984年4月刊登于《咨詢心理學雜志》上的《青春期后期青少年與

父母的心理分離》一文中提出，與父母心理分離包含四個方面。第一，功能獨立，涉及個

人處理實際事務和私人事務的能力，如打理財務、選擇著裝、確定日程安排。第二，態(tài)度

獨立，即個人學會正確看待并接受自己在態(tài)度、價值觀、信仰等方面和父母的差異。心理

分離的第三個過程是感情獨立?；舴蚵堰@個過程界定為“在認可、親近、親密及感情支

持這些方面擺脫對父母的過多依賴”。比如大學生可以自由選擇自己想學習的專業(yè)，不會

認為必須得到父母的同意。第四，擺脫“對父母過多的內(nèi)疚、憂慮、疑心、責任感、猶豫、不滿

及憤怒”。大學生需要以局外人的目光審視自己在獨立與依賴的掙扎中所處的位置。

對于年輕的大學生們來說，壓力最大的事情之一可能是確立自己的性別身份，這包括

建立與異性的關(guān)系以及呈現(xiàn)自己未來作為男人或女人的角色。他們每個人都必須界定自己

的性別角色。這個階段既令人興奮，也令人沮喪。也許沒有什么會比戀愛更能使大學生的

感情向兩個極端波動了。

與此同時，這些年輕的成年人也不斷地學會如何給予和接納成人世界中的感情。這方

面的成長不僅涉及與異性的關(guān)系，也涉及到與兩種性別以及所有年齡段的朋友的相處。隨

著他們逐漸成年，他們與人交往的方式也發(fā)生著變化。在這個時期，作為成年人，他們應

該考慮如何與同齡人相處，如何適當表達對同齡人的尊重；如何與在生活中所遇到的兒童

和青少年相處；如何與父母相處并表現(xiàn)出對他們的關(guān)愛。我在西南浸禮教會神學院讀研究

生的時候，有一次在修完一門輔導學課程后，我去看望父母。在學習這門課的過程中，我

發(fā)現(xiàn)在我的世界不斷擴展、一個個新選擇向我開放的同時，我60多歲的父親卻目睹著他的

世界漸漸縮小，選擇也變得越來越少。那次回家，我和父親交談過幾次，談到了我修的那

門課程的內(nèi)容，以及這些內(nèi)容如何適用于我們的生活。我發(fā)現(xiàn)自己在以一種與以往不同的

方式看待父親，我把他看作我的朋友，一個我可以鼓勵的朋友。我有意識地鼓勵一位多年

來一直鼓勵我的人。我和父親的關(guān)系變了。

大學生們的另一個變化是逐步內(nèi)化宗教信仰、價值觀以及道德標準。從出生以來，他

們的父親或母親，或是雙親，就一直言傳身教，教給他們一些信念、價值觀和道德觀。不

過，在青春期，他們會懷疑，甚至反叛這些觀念?，F(xiàn)在，作為成年人，他們有機會自己決

定接受什么樣的信念、價值觀以及道德觀。在20世紀60年代末，有個女生一直深受極端

歧視其他種族思想的影響，剛?cè)氪髮W時她深信自己種族的優(yōu)越性。她被安排到一棟住著來

自不同民族背景的學生的宿舍樓，她因此感到沮喪。在隨后的四年中，這位自認為聰慧的

學生發(fā)現(xiàn)無論是在課堂上還是在社交活動中，其他種族的人一點兒都不比她差，或者是比

她更有能力。大學畢業(yè)的時候，她已經(jīng)認識到其他種族的人不僅與她平等，而且還能夠成

為值得她學習的朋友。這些在大學時代確立的宗教、道德、價值觀念往往終生不變。

除了確立個人的價值觀外，大學生還會逐漸形成整理與運用知識的新方法。學業(yè)中遇

到的挑戰(zhàn)不僅將他們引入新的知識領(lǐng)域，還迫使他們學會考量如何在生活中獲取、整理并

運用知識。對于一些大學生來說，這是一個痛苦的經(jīng)歷，但對所有學生而言，這是一個成

長的過程。與我合作過的一個學生后來當了英語老師。她曾告訴我她是如何在大學期間改

變了對文學的態(tài)度?！吧细咧械臅r候，我的英語成績不錯，”她說，“不過讀的那些材料

對我來說沒有什么意義。”她接著解釋了在大學里她是怎樣認識到文學是理解文化的最好

方式之一。她的學習方法改變了。所有大學生都應該知道他們該如何回應新的知識和新的

學習方法，如何處理這些知識，以及如何將這些知識條理化。

最后一點，這些年輕人正逐步成為世界公民。他們不僅在逐漸了解本文化體系的其他

群體，同時也在了解其他文化體系的人們。在遇到這些人并與之交流的過程中，他們發(fā)現(xiàn)

自己接觸到了新的生活方式，以及對生活的不同認識。與此同時，他們成長起來，變得更

加成熟。一個在家鄉(xiāng)上社區(qū)學院的學生跟我說過他與一位來自第三世界國家的學生相識的

經(jīng)歷。以前他甚至都沒聽說過這個國家。這位外國學生回國后會被指派到一個重要的政府

部門工作。他還有個哥哥在國內(nèi)一所重點大學教法律。這位美國學生和這位外國學生成了

好朋友，他倆在一起度過了不少時光，交流想法和夢想。這個美國學生說，“由于我們之

間的友誼，我開始了解第三世界國家的人，這是我從來都沒有想到過的?，F(xiàn)在我讀報或是

看電視新聞時都是以新的視角來看待其他國家的人。他們都是真實存在的人，和我一樣是

有夢想、有希望、在奮斗的人?！币驗樵谏洗髮W時有了這樣的機會，這個年輕人和許許多

多其他學生一樣，對這個世界、對自己有了新的理解。

大學的宗旨是使學生能成長與發(fā)展。有時候它可能來勢洶洶。但上大學肯定有利于年

輕人的成長與成熟。他們不僅會接觸到新的群體、新的知識，還會學到整合、處理信息的

新方式。同樣值得自豪的是，他們對自身、對他人、對他們所處的世界的理解也在不斷提高。

IVKeytoExercises,

LanguageFocus

1.

1.-ject:"tothrow”

2.-ceive:"totake''

3.-serv-:"slave"or"tosave”

2.

1.Verbphrases

contributeto,definesth.as,inheritfrom,modelfor,bedependenton,beindependentfrom,be

prejudicedagainst,beequalto

2.Prepositionalphrases

inturn,inrelationto,inadditionto,inadifferentlight,forcertain,inone'ssixties,overthe

years

3.Nounphrases

schoolpersonnel,chanceevents,parentalapproval,workworld,agovernmentalposition,

graduatestudent,communitycollege,geneticendowment,identitycrisis,sexualidentity,

romanticrelationship,ethnicbackground,dailyagenda,growthandmaturity,strengthsand

weaknesses,personalaffairs,developmentalchanges,functional/attitudinal/emotional

independence

3.

acquirenewways,affirmpersonalvalues,gather/apply/processknowledge,assemble

information,chooseone'sownwardrobe,determineone'sdailyagenda,developskills,enter

theworkworld,establishone'sidentity,give/receiveaffection,gothroughacrisis,handle

finances,internalizevalues,interpretlife,makegoodgrades,projectthefuturerole,pursuea

collegeeducation,questionthesematters,selectone'smajor,showrespect

4.

Threepastparticiplephrases.

Moreexamples:

1.Hebouncedintomyoffice,withasmileonhisfaceandexcitementinhisvoice.

2.Youthisnotatimeoflife;itisastateofmind.Youarcasyoungasyourfaith,asoldas

yourdoubt.

3.Theputposeoftheuniversityistomakestudentssafeforideas-notideassafefor

students.

4.Whatthesuperiormanseeksisinhimself;whatthesmallmanseeksisinothers.

5.Courageisresistancetofear,masteryoffear-notabsenceoffear.

5.

1.Haveyoueverconsideredthechangesthataretakingplaceandwilltakeplaceinyourlife

asacollegestudent?(para.1)

Hasiteveroccurredtoyouthatyourprofessorsandotherschoolpersonnelhavecertain

goalsforyourgrowthandmaturityduringyourcollegeyears?(para.1)

Hasiteverdawnedonyouthatcertaindevelopmentalchangeswilloccurinyourlifeas

youmovefromadolescencetoyoungadulthood?(para.1)

(anticipatory“it”isusedtointroducetherealsubject)

2.Probablynothingcanmakestudentsfeellowerorhigheremotionallythanthewaythey

arerelatingtowhomevertheyarehavingaromanticrelationshipwith.(para.5)

(comparativeconstruction)

3.Whilestudentsaregoingthroughanidentitycrisis,theyarebecomingindependentfrom

theirparentsyetareprobablystillverydependentonthem.(para.3)

("while“usedtotalkabouttwoactivitieshappeningatthesametime)

...whilemyworldwasexpandingandnewoptionswereopeningfbrme,myfather,who

wasinhissixties,wasseeinghisworldshrinkandhisoptionsnarrow,(para.6)("while”

usedtocomparetwofacts)

4.Notonlyaretheybeingintroducedtonewpeopleandnewknowledge,buttheyarealso

acquiringnewwaysofassemblingandprocessinginfbnnation.(para.10)(Whenweput

“notonly"atthebeginningofasentence,weinvertthesubjectandtheverb.)

ReadingComprehension

Theintroduction:Collegestudentsaregoingtoexperiencekeychanges

PartI

duringtheperiodfromadolescencetoyoungadulthood,whichareso

(para.1)

importantandyettheyseldomthinkabout.

Thebody:Collegestudentsfacesiximportantchallengesorwhatthe

authorcalls“developmentalchanges/9

1.Thefirstchallenge:howtodealwithidentitycrisis

1)Theymustfindoutwhotheyreallyare,andtheirstrengthsand_

weaknesses

2)Theiridentityisinfluencedbythreefactors:genes、environment.and

chanceevents.

3)Theymaystillbefinanciallydependentontheirparentstosomedegree,

buttheymusttrytogainfourkindsofindependencefromtheirparents,

a.Functionalindependence

b.Attitudinalindependence

PartII

c.Emotionalindependence

(paras.2-9)

d.Freedomfromexcessiveguilt,anxiety,responsibility,etc.