new vision 第三版Unit 1
Section One Pre-reading Activities
I. Audiovisual Supplement
Watch the movie clip and answer the following questions.
Script:
Casey: Mom, I just want to compete at regionals.
Mother: Why? What do you have to gain by this?
Casey: I?m good.
Mother: So, what are you saying? You wanna just blow off our whole plan for you, chuck the scholarship and become a professional athlete? Case, what is the shelf life on an ice-skater?
Eight years? And then a few years touring with Has-Beens on Ice. And that?s it? That?s the end of your life?
Casey: I love it, Mom.
Mother: Case, there?s no shelf life on your mind. If I?d learned how to use mine a little sooner, if I?d gone to college when I was your age, maybe we wouldn?t be living like this.
Casey: There?s nothing wrong with the way we live.
Mother: I?ve not been able to give you a quarter of the things that I wanted to.
Casey: You?ve given me everything.
Mother: Then you need to give me something now.
Questions:
1. Why does the mother not want her daughter to be a professional athlete?
Answer: Because the shelf life of a professional athlete is short.
2. Why does Casey insist on becoming an ice-skater?
Answer: Because she loves it.
II. Cultural Background
1. The i mportance of “f ace”
“Face”is a sense of worth that comes from knowing one?s status and reflects concern with the congruency between one?s performance or appearance and one?s real worth.
“Face” stands for a very important sociological concept in Chinese culture. The concept of “face” roughly translates as honour, good reputation or respect. The essence of “face” lies in the drive for acceptance and approval of other people other than one?s real worth.
2. Be yourself; everyone else is already taken. — Oscar Wilde
Being yourself is celebrating you, as an individual —learning to express yourself and be happy with who you are. For some people, it?s learning to love yourself. For others, it?s not hiding who you are or changing things about you to fit in.
3. Steps to be yourself
●define yourself
●stop worrying about how people perceive you
●be honest and open
●relax
●develop and express your individuality
●believe in who you are
●follow your own style
Section Two Global Reading
I. Structural Analysis of the Text
This text is a piece of narrative writing, in which the author tells about her experience during the first year at university, which at first seems to be very awkward but turns out to be on the right track at last.
In the text, three incidents are narrated by the author:
(下方三行文字，设置成需分别点击后逐一出现。)
the first is about her going into the wrong classroom;
the second is about her falling down in the cafeteria;
the last is about her witnessing the same embarrassing fall happening to someone admired by her.
Despite the differences between these three incidents, they actually revolve around one theme: （“one theme”可点击，点击后出现下面两行关于“theme”的文字。）
The growth of the author, who is able to draw lessons from the mistakes she has made and finally succeeds in adjusting herself to the college life.
II. Rhetorical Features of the Text
Detailed descriptions of events are everywhere to be seen in this text, which is a dominant feature of narrative writing. Since the description of an event will involve a lot of movements or actions, compound sentences and compound-complex sentences have been used frequently in the text.
For examples: （以下两句例句逐一点击后出现）
I first began to wonder what I was doing on a college campus anyway when my parents drove off, leaving me standing pitifully in a parking lot, wanting nothing more than to find my way safely to my dorm room. (Paragraph 1)
I settled into my chair and tried to assume the scientific pose of a biology major, bending slightly forward, tensing my arms in preparation for furious note-taking, and cursing under my breath. (Paragraph 5)
Section Three Detailed Reading
I.Text
Fresh Start
Evelyn Herald
1I first began to wonder what I was doing on a college campus anyway when my parents drove off, leaving me standing pitifully in a parking lot, wanting nothing more than to find my way safely to my dorm room. The fact was that no matter how mature I liked to consider myself, I was feeling just a bit first-gradish. Adding to my distress was the distinct impression that everyone on campus was watching me. My plan was to keep my ears open and my mouth shut and hope no one would notice I was a freshman.
2With that thought in mind, I raised my head, squared my shoulders, and set out in the direction of my dorm, glancing (and then ever so discreetly) at the campus map clutched in my hand. It took everything I had not to stare when I caught my first glimpse of a real live college football player.
What confidence, what reserve, what muscles! I only hoped his attention was drawn to my air of assurance rather than to my shaking knees. I spent the afternoon seeking out each of my classrooms so that I could make a perfectly timed entrance before each lecture without having to ask dumb questions about its whereabouts.
3 The next morning I found my first class and marched in. Once I was in the room, however,
another problem awaited me. Where to sit? Freshmen manuals advised sitting near the front, showing the professor in intelligent and energetic demeanor. After deliberation, I chose a seat in the first row and to the side. I was in the foreground (as advised ), but out of the professor?s direct line of vision.
4 I cracked my anthology of American literature and scribbled the date at the top of a crisp ruled
page. “Welcome to Biology 101,” the professor began. A cold sweat broke out on the back of my neck. I groped for my schedule and checked the room number. I was in the right room. Just the wrong building.
5 So now what? Get up and leave in the middle of the lecture? Wouldn?t the
professor be angry? I knew everyone would stare. Forget it. I settled into my chair and tried to assume the scientific pose of a biology major, bending slightly forward, tensing my arms in preparation for furious notetaking, and cursing under my breath. The bottled snakes along the wall should have tipped me off.
6 After class I decided my stomach (as well as my ego) needed a little nourishment, and I hurried
to the cafeteria. I piled my tray with sandwich goodies and was heading for the salad bar when I accidentally stepped in a large puddle of ketchup. Keeping myself upright and getting out of the mess was not going to be easy, and this flailing of my feet was doing no good. Just as I decided to try another maneuver, my food tray tipped and I lost my balance. As my rear end met the floor, I saw my entire life pass before my eyes: it ended with my first day of college classes.
7 In the seconds after my fall I thought how nice it would be if no one had noticed. But as all the
students in the cafeteria came to their feet, table by table, cheering and clapping, I knew they had not only noticed, they were determined that I would never forget it. Slowly I kicked off my ketchup-soaked sandals and jumped clear of the toppled tray and spilled food. A cleanup brigade came charging out of the kitchen, mops in hands. I sneaked out of the cafeteria as the cheers died down behind me.
8 For three days I dined alone on nothing more than humiliation, shame, and an
assortment of junk food from a machine strategically placed outside my room. On the fourth day I couldn?t take another crunchy-chewy-salty-sweet bite. I needed some real food. Perhaps three days was long enough for the campus population to have forgotten me. So off to the cafeteria I went.
9 I made my way through the food line and tiptoed to a table, where I collapsed in relief.
Suddenly I heard a crash that sounded vaguely familiar. I looked up to see that another poor soul had met the fate that I?d thought was reserved for only me. I was even more surprised when I saw who the poor soul was: the very composed, very upper class football player I?d seen just days before (though he didn?t look quite so composed wearing spaghetti on the front of his shirt). My heart went out to him as people began to cheer and clap as they had for me. He got up, hands held high above his head in a victory clasp, grinning from ear to ear. I expected him to slink out of the cafeteria as I had, but instead he turned around and began preparing another tray. And that?s when
I realized I had been taking myself far too seriously.
10 What I had interpreted as a malicious attempt to embarrass a na?ve freshman
had been merely a moment of college fun. Probably everyone in the cafeteria had done something equally dumb when he or she was a freshman —and had lived to tell about it.
11 Who cared whether I dropped a tray, where I sat in class, or even whether I
showed up in the wrong lecture? Nobody. This wasn?t like high school. Popularity was so important;running with the crowd was no longer a law of survival. In college, it didn?t matter.
This was my big chance to do my own thing, be my own woman —if I could get past my preoccupation with doing everything perfectly.
12 Once I recognized that I had no one?s expectations to live up to but my own, I relaxed. The
shackles of self-consciousness fell away, and I began to view college as a wonderful experiment. I tried on new experiences like articles of clothing, checking their fit and judging their worth. I broke a few rules to test my conscience. I dressed a little differently until I found the Real Me. I discovered a taste for jazz, and I decided I liked going barefoot.
13I gave up trying to act my way through college (this wasn?t drama school ) and began not acting at all. College, I decided, was probably the only time I would be completely forgiven for massive mistakes (including stepping in puddles of ketchup and dropping food trays). So I used the opportunity to make all the ones I thought I?d never make.
14Three years after graduation, I?m still making mistakes. And I?m even being forgiven for a few.
II. Questions
1. Why did the author ha ve the impression that “everyone on campus was watching me”? (Paragraph 1)
The author, being over-sensitive, was uneasy with her identity as a freshman. She thought a new student would attract others? attention, as what she did or said was liable to be too na?ve to be right. That feeling is a typical symptom of lacking in self-confidence.
2. Why did the author exclaim “What confidence, what reserve, what muscles!” when she saw the football player? (Paragraph 2)
College life was a new experience to the author. That she marveled at the real football player showed her excitement about her new life. And more importantly, her response revealed her admiration of an image which was almost exactly the opposite of her own. This admiration would later become the motivation of her change.
3. How many questions are used in Paragraphs 3, 4 and 5? Why does the author raise these questions? Four elliptical questions are used in these paragraphs. Being a freshman, the author was not well acquainted with campus life. She was at a loss as to what to do when something unexpected happened. These questions are used to show her bewilderment.
4. Why did she dine on junk food for the next three days? (Paragraphs 6-8)
Because she thought she had become the laughing-stock on campus. She couldn?t stand being laughed at by all the students when she turned up in the cafeteria.
5. What was the key lesson Evelyn Herald learned during her first few weeks in college? (Paragraphs 10-14)
The key lesson she learned during her first few weeks in college was that she realized she didn?t have to pay too much attention to what other people were thinking about her. The fresh campus life was her big chance to do her own things and be her own person. She might well relax herself and stop worrying about making mistakes because people all grow by trial and error.
Class Activity
Group discussion: What lessons have you learned from Evelyn?s experiences after reading the article
“Fresh Start”? Share the experiences when you first came to college.
III. Words and Expressions
Paragraph 1
distinct a.
clearly seen, heard, felt, understood, etc.; noticeable
e.g. Now that the boss was no longer present, there was a distinct change in her attitude.
The children have distinct memories of their grandfather in his last days.
Comparison: distinct & distinctive
distinct: Something that is distinct can clearly be seen, heard, smelled, etc.
e.g. There is a distinct smell of beer in this room.
distinctive: It means having a special quality, character, or appearance that is different and easy to recognize.
e.g. Beer has a very distinctive smell; it?s quite distinct from the smell of wine.
Practice:
One of the _________ features of this book is its __________ illustrations.
本书特点之一就是具有清楚明了的图解。
(Keys: distinctive, distinct)
Paragraphs 2-9
clutch vt. hold or grasp tightly; vi. try to grasp or seize
e.g. The frightened woman clutched her bags to her breast.
He clutched at the rope we had thrown to him but could not reach it.
Synonyms: seize, grasp
e.g. She seized my arm as she fell.
grasp the essence / main points
glimpse n.
①a quick look at sb. or sth.
e.g. I caught a glimpse of our new neighbor.
②a short experience of sth. that helps you begin to understand it
e.g. Her worried face gave me a glimpse of her true feelings.
她的忧伤表情使我感受到她内心的真实感情。
reserve n.
a quality in sb.?s character that make them not like expressing their emotions or talking about their problems
e.g. Being a man of reserve, Mr. York was never popular with his colleagues.
Judy has tried every means to break through the reserve of her stepson.
Derivation：reserved a.
e.g.T he English have a reputation for being reserved.
whereabouts
n.approximate location;https://www.360docs.net/doc/734713025.html,ed to ask in what general area sth. or sb. is
e.g. T he orphan?s whereabouts is / are still unknown.
The police have appealed for information concerning the whereabouts of the stolen car used in the robbery.
Whereabouts did you grow up?
demeanor n.
the way sb. behaves, dresses, speaks, etc. that shows what their character is like Practice:
①他的举止沉着、稳健。
His demeanor was clam and steady.
②这个女孩子的态度娴静而谦逊。
The girl has a quiet, modest demeanor.
scribble(down) v.
write sth. quickly and untidily
e.g. I scribbled his phone number in my address book.
He scribbled down our names.
grope v.
①try to find sth. that you cannot see by feeling with your hands Collocations:
grope for
e.g. Ginny groped for her glasses on the bedside table.
grope around
e.g. We groped around in the darkness.
②go somewhere by feeling the way with your hands because you cannot see Collocations:
grope your way along / across, etc.
e.g. I was groping my way blindly through the trees.
tip off.
give an advanced warning or hint to
e.g. Somebody must have tipped the burglars off that the house would be empty.
The police was tipped off about the robbery.
goody (pl. goodies)n.
①sth. that is nice to eat
e.g.We bought lots of goodies for the picnic.
②sth. attractive, pleasant, or desirable
e.g. The competition gives you the chance to win all sorts of goodies.
Variant spelling: (British English) goodie
flail v.
(cause sth. to) wave or swing about wildly
e.g. I flailed my arms to get her attention.
The baby?s feet flailed under the quilt.
rear end
(informal) the part of your body which you sit on
sneak v.
go somewhere secretly and quietly in order to avoid being seen or heard Collocation:
sneak in / out / away / off
e.g. They sneaked off without paying!
She snuck out of the house once her parents were asleep.
Synonym: creep
crunchy-chewy-salty-sweet bite
Here the modifier “crunchy-chewy-salty-sweet” describes the texture and tast e of the fast food, which is crunchy, chewy, salty and sweet.
Word formation: The four adjectives are chained up with hyphens to form a new modifier placed before a noun.
e.g. a red-hot news story
an all-round athlete
tiptoe v.
walk quietly and carefully on your toes, so that nobody hears you
e.g. His mother tiptoed into the room.
I tiptoed along the corridor.
Collocation:
tiptoe around (sth.): try to avoid dealing with a difficult or embarrassing subject or problem
e.g. They were tiptoeing around the delicate subject of money.
poor (old) soul
used to show pity for sb.
e.g. The poor old soul had fallen and broken her hip.
spaghetti 意大利式细面条a type of pasta in very long thin pieces, that is cooked in boiling water
macaroni通心粉a type of pasta in the shape of small tubes.
tagliatelle意大利干面条a type of pasta that is cut into very long thin flat pieces
go out to sb. used to say that someone feels a lot of sympathy towards another person
e.g. His heart went out to Mrs. Bradshaw and her fatherless child.
grin v.
show that you are very happy or pleased by smiling widely
Collocation:
grin from ear to ear: grin very widely
slink v.
go or move in a quiet, stealthy way; move as if one feels guilty or ashamed, or does not want to be seen
e.g. She tried to slink (=sneak) out of the office so that nobody would see her.
The cat slunk (=sneaked) through the grass toward its prey.
Paragraphs 10-14
malicious a.
very unkind and cruel, and deliberately behaving in a way that is likely to upset or hurt sb.
e.g. a malicious remark
malicious gossip
Derivation：
malice (n.): a desire to harm sb. because you hate them
e.g. He did it through malice.
I am quite certain that his wife bears malice to/towards/against (=feels continuing dislike for) me.
run with the crowd
Comparison and translation
An independent man, Peter never goes with the tide.
彼得是个有主见的人，从不随大流。
You can do what you want to do, but never follow the crowd.
你想做什么就做什么，可别随大流。
Hait hasn?t got a mind of his own on any matter of importance; he just swims with the tide.
海特在任何重要问题上都没有自己的主见，他只是随大流。
She is always falling into line with the majority.
她总是随大流。
shackle n.
a metal fastening, usually one of a pair, for encircling and confining the ankle or wrist of a prisoner or captive; (fig.) a restraint or check to action or progress, often used in the plural form.
e.g. The policeman placed shackles on the suspect?s hands.
It is hard to break through the shackles of habit.
IV. Sentences
Paraphrase / explanation
1. It took everything I had not to stare when I caught my first glimpse of a real live college football player. (Paragraph 2)
Paraphrase: I could not help staring at the football player who was a direct contrast to myself and represented what I had desired but failed to be.
2. I was in the foreground. (Paragraph 3)
Paraphrase: Foreground means, as opposite to background, the part of a scene, landscape, etc. nearest, or represented in perspective as nearest, to the viewer, or the most noticeable or conspicuous position.
3. I made my way through the food line and tiptoed to a table, where I collapsed in relief. (Paragraph 9)
Explanation: What she meant is that she sat down in relief as no one had noticed her. “Collapsed” is a hyperbole indicating her anxiety and the contrasting reality that no one actually cared.
4. Probably everyone in the cafeteria had done something equally dumb when he or she was a freshman —and had lived to tell about it. (Paragraph 10)
Paraphrase: Everyone who had done something dumb had survived the embarrassment (and so was able to recount the experience afterwards).
5. I dressed a little differently until I found the Real Me. (Paragraph 12)
Explanation: Metaphorically, she means that she tried different experiences, as if trying on different articles of clothing, until she finally determined what her life should be like.
Section Four Consolidation Activities
Ⅰ. Vocabulary
1.Word Derivation
1) assurance n.→ assure v.→ assuring a.
①她向我们保证一切都会好起来的。
She assured us that everything would turn out all right.
or She gave us her assurance that everything would turn out all right.
②他的安慰话帮我排除了恐惧。
His assuring words helped to banish my fear.
2)discreet a.→ discreetly ad.→ discretion / discreetness n.
①提出忠告要谨慎，接受忠告要虚心。
You need to be discreet in giving advice, humble in accepting it.
②那人小心翼翼地把名片放进上衣口袋。
The man discreetly slipped the card into his top pocket.
③他以最谨慎的态度处理此事。
He handled the matter with his best discretion.
3)relax v.→relaxing a. → re laxation n.
①你可以通过按摩来放松肌肉。
You can relax your muscles by massage.
②业余爱好应该是可以使人放松的。
Hobbies are supposed to be relaxing.
③瑜伽是一种可以使身心放松的运动。
Yoga is an exercise that can provide mental and physical relaxation.
4)humiliation n.→ humiliate v.→ humiliating a.
①士可杀不可辱。
A scholar prefers death to humiliation.
②他在老板面前批评他的同事，因而让同事蒙羞。
He humiliated his colleague by criticising him in front of the boss.
③历史上中国曾被迫签署了太多屈节辱国的条约。
In history, China has been forced to sign too many humiliating treaties.
5)strategically ad.→ strategic a.→ strategy n.
①在战略上，我们应该藐视一切敌人。
Strategically we should despise all our enemies.
②西部大开发战略吸引了全世界的注意。
The large-scale development strategy for the western region drew worldwide attention.
③一般而言，首先参战的那方具有战略优势。
Generally, the first to the field of battle has the strategic advantage.
6) embarrass v.→ embarrassing a.→ embarrassment n.
①他淘气地寻找机会让他姐姐难堪。
He mischievously looked for a chance to embarrass his sister.
②每个人都会遇到不知该给服务生多少小费的窘境。
Everyone has faced the embarrassing dilemma of deciding how much extra to give a waiter.
③他避免了在众人面前吻她的尴尬。
He spared the embarrassment of kissing her in front of everybody.
7)maneuver v./n. → maneuverable a.
①他设法跻身董事会。
He maneuvered himself into the board of directors.
②在军事演习中，蓝军企图摸营，被红军挫败。
In the military maneuver, the blue army attempted to attack the red army?s sentinels in the dark, but was defeated.
③这艘船的大小适中，可操作性很强。
The ship is of an appropriate size and is highly maneuverable.
8) mature a.→ maturity n.
Antonym: immature a.→ immaturity n.
①她是位成熟的夫人，但显得年轻而且异乎寻常地美丽。
She was a mature woman, but appeared young and was extraordinarily beautiful.
②她到十六岁发育成熟。
She had reached maturity by the time she was sixteen.
③不管熟还是没有熟的水果，都可以用糖来保存。
The fruits, mature or immature, can be conserved with sugar.
2. Phrase Practice
1) You have to take your daughter to hospital, as a rash has broken out on her face and hands.
break out: (of war, fighting, disease, or similarly undesirable things) start suddenly
e.g.
印度尼西亚爆发了森林火灾。
Forest fires have broken out across Indonesia.
2) In the darkness, I _______ the right box. groped for
grope for:feel or search about uncertainly (for something) by hands; search uncertainly or with difficulty (for a solution, answer, etc.)
e.g.
我在黑洞洞的屋里摸索着寻找电灯开关。
I grope for the light switch in the dark room.
3) I warned him repeatedly that it was no good _______ that kind of tricks ________ me. trying…on try on: put on (an article of clothing) to find out whether it fits or is suitable; test the effect or result of
e.g.
①你可以试试这件新上衣。
You can try on this new coat.
②人们为什么热衷于摸彩票？
Why do people like to try their luck on lottery?
4) Our sympathies ________ the relatives of the victims. go out to
(one?s heart or sympathy) go out to sb.:feel sympathy towards sb. and think about them
e.g.
他非常同情布莱克曼夫人和她那没有父亲的孩子。
His heart went out to Mrs. Blackman and her fatherless child.
5) The drug traffickers were arrested after the police were ________ by the local residents. tipped off tip off:give an advance warning or hint to…
e.g.
他向警察告密，揭露了恐怖分子的阴谋。
He tipped off the police about the terrorist plot.
3. Synonym / Antonym
1. Adding to my distress was the distinct impression that everyone on campus was watching me. ?Antonyms: vague, indistinct
2. With that thought in mind, I raised my head, squared my shoulders, and set out in the direction of my dorm, glancing (and then ever so discreetly) at the campus map clutched in my hand.
?Synonyms: carefully, meticulously
3. What confidence, what reserve, what muscles!
?Synonyms: self-restraint, self-control
4. I spent the afternoon seeking out each of my classrooms so that I could make a perfectly timed entrance before each lecture without having to ask dumb questions about its whereabouts. ?Antonyms: clever, intelligent, sensible
5. Freshmen manuals advised sitting near the front, showing the professor in intelligent and energetic demeanor.
?Synonyms: manner, behaviour
6. I was even more surprised when I saw who the poor soul was: the very composed, very upper class football player I?d seen just days before …
?Antonyms: excited, agitated
7. I expected him to slink out of the cafeteria as I had, but instead he turned around and began preparing another tray.
?Synonym: sneak
8. What I had interpreted as a malicious attempt to embarrass a naive freshman had been merely a moment of college fun.
?Antonyms: mature, sophisticated
Ⅱ. Grammar
1) Nominal Clauses
There are five main types of nominal clauses: that-clauses, interrogative sub-clauses, nominal relative clauses, nominal to-infinitive clauses and nominal -ing clauses. Nominal clauses function like noun phrases. They can occur as subject, object, complement, apposition, and prepositional complement.
For example:
The hope is [that we will succeed]. (complement)
The hope [that we will succeed] is unrealistic. (apposition)
[What you do] does not concern me. (subject)
I didn?t ask [where you live]. (object)
I had prepared myself very carefully for [what I must say]. (prepositional complement)
[To send him money now] would be [to put the cart before the horse]. (subject; complement)
Practice
Combine each pair of sentences into one, using nominal clauses.
（以下每句话的答案点击以后出现，注意斜体的地方做到ppt里面也要保持斜体）
① Did he ever go there at all? Do you know?
Do you know if/whether he ever went there at all?
② What do you need? You need a good rest.
What you need is a good rest.
③Who does it belong to? You must give it back.
You must give it back to whoever it belongs to.
④I decided to resign, which was wise.
My decision to resign was wise.
⑤It is proposed that we should import more equipment. The proposal is to be discussed at the meeting.
The proposal that we should import more equipment is to be discussed at the meeting.
⑥Who can have told you that? It puzzles me.
Who can have told you that puzzles me.
2) so that
（以下每句话的答案点击以后出现，注意斜体的地方做到ppt里面也要保持斜体）
So that introduces an adverbial clause of purpose, which usually contains a modal verb.
For example:
The teacher must speak clearly [so that his students can understand well].
They climbed to the top of the mountain [so that they could get a bird’s-eye view of the city]. Practice（以下每句话的答案点击以后出现，注意斜体的地方做到ppt里面也要保持斜体）Combine each pair of sentences into one, using “so that”.
①He wore glasses and a false beard. Nobody would recognize him.
He wore glasses and a false beard so that nobody would recognize him.
②They are hurrying. They don?t want to miss the train.
They are hurrying so that they may not miss the train.
③Please arrive early. We want to be able to start the meeting on time.
Please arrive early so that we can start the meeting on time.
④John wanted to be heard in every room. He spoke through a microphone.
John spoke through a microphone so that he could be heard in every room.
⑤She locked the door. She didn?t want to be disturbed.
She locked the door so that she wouldn?t be disturbed.
⑥John has bought a bicycle. He may save money on fares.
John has bought a bicycle so that he may save money on fares.
3) Adverbial Clauses of Concession
Adverbial clauses of concession express a contrast of meaning or implication of …unexpectedness? in relation with the main clauses. They are often introduced by concessive conjunctions such as although, though or prepositions such as despite.
For example:
[Although the car was badly damaged], none of the passengers was hurt.
We enjoyed our holiday[despite the fact that it rained sometimes].
[However difficult the situation is], we shall stick to it.
Practice（以下每句话的答案点击以后出现，注意斜体的地方做到ppt里面也要保持斜体）Combine each pair of sentences into one, using adverbial clauses of concession.
① He had been prevented by illness from studying. He passed the exam.
He passed the exam although he had been prevented by illness from studying.
② He might be or not be here. I shouldn?t have time to see him.
No matter whether he was here or not, I shouldn?t have time to see him.
③ Mr. Johnson is rich. Mr. Johnson is by no means a happy man.
Rich as he is / Although he is rich, Mr. Johnson is by no means a happy man.
④ He is ill. He works hard.
Despite / Although he is ill, he works hard.
⑤The minister escaped without a scratch. Everything around the minister was blown to pieces. Though everything around him was blown to pieces, the minister escaped without a scratch.
Ⅲ. Translation
1. 听到他屡遭失败的消息，我感到很难过。(distress)
Explanation
If you distress someone, you upset them by doing or saying something that causes them to feel unhappy or alarmed.
Translation
It distressed me a great deal to hear the news that he had suffered repeated failures.
Practice
①如果我问了你的这一切使你感到苦恼，我很抱歉。
I?m sorry if I?ve distressed you by asking all this.
②请不要自寻烦恼。
Please don?t distress yourself.
2. 他虽然失去了老板的欢心，但仍然装出一副高兴的样子。(assume)
Explanation:
If you assume a particular expression or way of behaving, you look or behave in this way deliberately in order to give people a particular impression.
Translation
He assumed an air for cheerfulness, even though he lost favor with his boss.
Practice
①文职官员们装出一副军人的样子。
Civil servants assume a certain military air.
②他装出一副悔过的样子。
He assumed an expression of penitence.
3. 如果你再犯同样的错误，他会对你非常生气的。(furious)
Explanation
When you are furious with / at sb. or sth., you are extremely angry or annoyed with him / at it. Translation
He will be furious with you if you repeat the same mistake.
Practice
①他为没有更早明白这件事而对自己非常生气。
He was furious with himself for not realizing it sooner.
②他因为她所做的事情而大发雷霆。
He was furious with her at what she had done.
4. 我们都被他的坦率的观点、幽默的语言和亲切的态度所深深吸引。(draw)
Explanation
If something draws you, it is so interesting or noticeable that you look at it or move towards it. Translation
We were all greatly drawn by his frank views, humorous words and genial manner.
Practice
①收音机的声音吸引了孩子们的注意。
The noise of the radio drew the children.
②这部好莱坞大片为了吸引大批观众，动用了许多大牌明星。
The Hollywood blockbuster has used many big stars to draw a large audience.
5. 等到欢呼的掌声平息下来，那位诺贝尔奖获得者开始演讲。(die down)
Explanation
If something dies down, it becomes very much quieter or less intense.
Translation
After the cheering applause died down, the Nobel Prize winner began his speech.
Practice
①她等到笑声渐渐停止。
She waited until the laughter had died down.
②既然这名妇女已经死了，这些闲言碎语也将很快消失。
The gossip will soon die down now that the woman is dead.
6. 我发现现实毕竟是非常严酷的，一个人难以完全按照自己的理想去生活。(live up to)
Explanation
If someone or something lives up to what they were expected or desired to be or do, they are as good as they were expected or desired to be.
Translation
I feel realities are after all very harsh, so one can hardly live up entirely to his ideals.
Practice
①这部电影没有我期望的那么好。
The film didn?t live up to my expectations.
②你没能实现自己的诺言。
You have failed to live up to your promises.
Ⅳ. Exercises for Integrated Skills
1. Dictation
There are generally two educational methods: / the lecture method and the group learning method. / In a lecture classroom, / the teacher dominates the class /by doing most of the talking. / Students listen and take notes. / This method is best at passing on content to students. / It prepares students for a society / that values discipline and self-control. / The problem is that students forget
most of the facts / that they have mechanically memorized. / In contrast, / the teacher of a group learning classroom / appears to have no definite role at all, / wandering about from group to group. / Students do not memorise information, / but they actively generate their own ideas, / each contributing insights for the success of the group. / This method prepares students for a society / that values creative ideas. / The disadvantage is that /students have not memorised enough basic facts.
2. Fill in each blank in the passage below with ONE word you think appropriate.
Academic success (1) ________ in many forms. For most students, it?s a stellar transcript that opens doors into great jobs or great graduate schools. For (2)________, academic success also includes (3) ________ happens outside of the classroom. With so much (4) ________ on in college, though, how can you make sure you?re headed down a path toward true academic success —and toward a truly rewarding college experience?
You may arrive at college knowing that you are destined to become a teacher, a lawyer, a doctor, or an engineer. Or you may arrive (5) ________ having the slightest idea about what you want to major in. No matter which end of the spectrum you?re on, however, you should let yourself explore everything that your school has to (6) ________ academically. Take classes in a subject you?ve never taken before. Follow a passion that doesn?t (7) ________ to your major. Just let yourself really learn from your environment. There will undoubtedly be a lot of people giving you advice about what you should do during and after (8) ________. And while you may be in school to learn, you will, at some point, have to draw your own line in the sand. Pick a career and course of study that suits you, (9) ________ your parents. Pay attention to the fire in your belly and learn what you?re truly passionate about. Make sure you?re happy at your school. And once you?ve made a choice, feel confident in your decision and do all you can to (10) ________ from the resources around you.
Keys
(1) comes (2) others (3) what (4) going (5) not
(6) offer (7) relate (8) college (9) not (10) learn
(注意下面斜体的部分在ppt中仍然要做成斜体)
(1) This sentence lacks a predicate of intransitive verb, meaning “to happen” or “to occur”.
(2) After for most students, here an echoing structure is naturally expected.
(3) Grammatically speaking, in this sentence, includes needs an object whereas happens outside the
classroom at the same time requires for a subject. In terms of the meaning, it can be inferred from the context as “academic success also includes the thing that happens outside the classroom”. A pronoun, which leads an object clause and functions as “the thing that”, is required here.
(4) Here following with so much, a noun or gerund is expected. In college is a separate phrase,
leaving on pending to combine with the previous missing word, which hints at a phrase that means a lot of things are taking place or happening.
(5) You may arrive at college knowing something, “or” you may arrive not knowing anything. Or
here strongly suggests a contrast in meaning, which is also suggested by the following expression end of the spectrum you are on. In the meantime, the slightest often collocates with negations,
and not to have the slightest idea is a natural expression to mean “to have no idea”. Here, before the –ing participle having, a word of negation is expected.
(6) After the infinitive marker “to”, the basic form of a verb is naturally expected. “That” leads in an
attributive clause to modify “everything”, which serves as the object of this verb. The next sentence indicates an antonym of “take” is required here.
(7) This sentence further illustrates the previous sentence Take classes in a subject you’ve never
taken before. Naturally, the passion and your major should not be related. After “doesn?t”, the basic form of a verb is naturally expected. And it must be able to collocate with “to”.
(8) After the two prepositions during and after, a noun or gerund is needed. The whole passage talks
about life in college. It can be inferred from the context that the advice people give you concerns with your life during and after college.
(9) How to draw your own line in the sand? The next sentence should further explain this idea and
“your own line” stresses the contrast between your own decision and your parents? choice. So a negation is naturally expected here.
(10) Judging from the context and the logic of the passage, this sentence echoes the repeated message
in the previous part, e.g. “Just let yourself really learn from your environment”. After the infinitive marker “to”, the basic form of a verb is naturally expected.
Ⅴ. Oral Activities
1.Giving a Talk
Topic A: How I Started My College Life
Words and phrases for reference：freshman, orientation week, campus tour, placement tests, oral interviews for admission to different students? societies, chaos, excitement, homesickness
Topic B: My Idea of What College Life Should Be Like
Words and phrases for reference：busy/idle, great professors, a big campus, diversified courses, fewer exams, first experience of romantic love, a wide spectrum of extra-curricular activities, part-time jobs
2.Having a Discussion
Topic: Do you believe that one can live a perfect life without making any mistake?
Viewpoints for reference:
a.To be a better self is far more important than to be perfect for everything.
b.The idea of living a perfect life urges us to be a better self.
Ⅵ. Writing
Essay Writing
1.An Introduction
Different kinds of essays: descriptive, narrative, expositive, persuasive (or argumentative) Structural features: a definable beginning, middle and ending; a central idea (or the thesis)
2.Sample
Why King’s College?
①This paragraph will explain why I am going to King?s College. ②The first reason I go to KC is that it is small. ③The classes are easy to get to on time, and if I have to run to the library, I can get there quickly.④ Second, KC is located in a small town. ⑤I can walk anywhere I want to go. ⑥Third, the cost of going to KC is low, and most of the books are checked out to the students in the library.
⑦Fourth, the instructors are friendly and easy to find during their office hours.⑧ This paragraph has explained why I am attending King?s College.
Sample Analysis （以下文字点击以后出现）
The sample is a one-paragraph essay.
Sentence① constitutes the beginning of the essay and also serves as its thesis.
Sentences②-⑦ are supporting ideas and make up its body.
Sentence⑧ is the end of this essay and reiterates its main idea.
3.Practice
Write a one-paragraph essay on the given topic: Why I Kept ________ as My Pet.
Sample
Why I Kept a Cat as My Pet
Most people choose to keep cats as their pets for some similar reasons. First and foremost, I think cats are cute. I love to see my cat mewing to be fed. And it seems cats can do a lot of things with their body. They curl up and bury their face when they sleep. They arch their back in a frightened and defensive mode. And even fashion models try to imitate “cat?s walk”. Second, cats are clean animals. They do a tidy-up after they eat. They can be trained to use cat litter when they have to pee and shit indoors. Third, cats are better than dogs in a sense that you don?t have to walk them, which can save me a lot of trouble. Keeping pets can be a rather personal choice and my first pet cat was given by my father as a birthday gift.
Section Five Further Enhancement
I. Lead-in Questions for Text Ⅱ
1)How do you understand the purpose of a University?
a.To train its recruits to be qualified for a jo
b.
b.To educate its students to be civilized citizens.
c.To urge on knowledge seekers to pursue thought, wisdom and even truth.
2)What can corrupt a University?s soul?
e.g. Intellectual corruption: plagiarism.
II. Text 2
A University Stands and Shines
John Masefield1
1 There are few earthly things more splendid than a University. In these days of broken frontiers and collapsing values, when the dams are down and the floods are making misery, when every future looks somewhat grim and every ancient foothold has become something of a quagmire, wherever a University stands, it stands and shines; wherever it exists, the free minds of men, urged on to full and fair enquiry, may still bring wisdom into human affairs.
2 There are few earthly things more beautiful than a University. It is a place where those who hate ignorance may strive to know, where those who perceive truth may strive to make others see; where seekers and learners alike, banded together in the search for knowledge, will honour thought in all its finer ways, will welcome thinkers in distress or in exile, will uphold ever the dignity of thought and learning and will exact standards in these things.They give to the young in their impressionable years2, the bond of a lofty purpose shared, of a great corporate life whose links will not be loosed until they die. They give young people that close companionship for which youth longs, and that chance of the endless discussion of the themes which are endless, without which youth would seem a waste of time.
3 There are few things more enduring than a University. Religions may split into sect or heresy; dynasties may perish or be supplanted, but for century after century the University will continue, and the stream of life will pass through it, and the thinker and the seeker will be found together in the undying cause of bringing thought into the world.
4 To be a member of one of these great Societies3 must ever be a glad distinction.
5 In conferring it upon us you declare, or let it be presumed, that we are qualified to teach in those ways of life which we have followed. It has been a mark of the Humanist since he began among us that “gladly wolde he lerne, and gladly teche”4; and although all of us would more gladly learn than teach, to be counted fit to teach is something of a crown to all men.
6 On behalf of my fellows in this glory, on behalf of the very learned, valiant, wise and gifted men beside me here, who stand for the Law by which we live, the air by which we breathe, the Free Enquiry by which we hope to endure, and the Art by which we shall be remembered, I think you for this great distinction, which links us with you while we last.
Notes
1. About the text and the author:John Edward Masefield (1878-1967) was an English poet and writer, and Poet Laureate of the United Kingdom from 1930 until his death in 1967. He is remembered as the author of the classic children?s novels The Midnight Folk and The Box of Delights, 19 other novels (including Captain Margaret, Multitude and Solitude and Sard Harker), and many memorable poems, including “The Everlasting Mercy” and “Sea-Fever”, from his anthology Saltwater Ballads. The text was a speech delivered at the University of Sheffield on June 25, 1946, in response to a toast in his honor.
2. impressionable years (Paragraph 2): the years when the young are learning in a university and when they are most apt to learn and shape their personality