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Unit 1 Fresh Start

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Unit 1 Fresh Start. Contents. Pre-reading questions Background information Structural analysis of the text Comprehensive questions Language points Sentence highlights Language appreciation Grammar points Comprehensive questions of Text II. Text I Fresh Start. Pre-reading questions. - PowerPoint PPT Presentation
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Page 1: Unit 1 Fresh Start

Unit 1Unit 1Fresh StartFresh Start

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ContentsContents Pre-reading questionsPre-reading questions Background informationBackground information Structural analysis of the textStructural analysis of the text Comprehensive questionsComprehensive questions Language pointsLanguage points Sentence highlightsSentence highlights Language appreciationLanguage appreciation Grammar pointsGrammar points Comprehensive questions of Text IIComprehensive questions of Text II

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Text I Fresh StartText I Fresh Start

Pre-reading questionsPre-reading questions

1. Do you remember your first days at college? Did anything special happen then?

2. Are you afraid of making mistakes that cause embarrassment?

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Background information Background information About the text and the authorAbout the text and the author

The text, written by Evelyn Herald The text, written by Evelyn Herald (contemporary), appeared in (contemporary), appeared in NutshellNutshell magazine in 1989. magazine in 1989.

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Is this text a narration, argumentation, Is this text a narration, argumentation, description or explanation? Clarify “who”, description or explanation? Clarify “who”, “when”, “why”, and “what”, and “how “?“when”, “why”, and “what”, and “how “?

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Structure analysis of the text (1)Structure analysis of the text (1) In this autobiographical essay, Evelyn Herald In this autobiographical essay, Evelyn Herald

recounts her embarrassing moments during her first recounts her embarrassing moments during her first days of college. With a chronologically balanced days of college. With a chronologically balanced pattern of narration, the author focuses on three pattern of narration, the author focuses on three incidents– sitting in the wrong class, falling down in incidents– sitting in the wrong class, falling down in the cafeteria and witnessing the upper-class football the cafeteria and witnessing the upper-class football player having the same experience. Coupling player having the same experience. Coupling narration with description, she gives us a detailed narration with description, she gives us a detailed account of the process, the after-effect and the account of the process, the after-effect and the significant insight into herself. significant insight into herself.

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Structure analysis of the text (2)Structure analysis of the text (2)

Part : Para1ⅠPart : Para1Ⅰ This is an introductory paragraph.This is an introductory paragraph. Part : Para2-9ⅡPart : Para2-9Ⅱ In this part, the author recalls a few incidents In this part, the author recalls a few incidents

during her first days of college. during her first days of college. Part : Para10-14ⅢPart : Para10-14Ⅲ This is the concluding part.This is the concluding part.

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P.5. Answer the following P.5. Answer the following questions.questions.

1.How did Evelyn feel on her first arrival at th1.How did Evelyn feel on her first arrival at the college campus?e college campus? Refer to Paragraphs 1 and 2. She felt “first-gradisRefer to Paragraphs 1 and 2. She felt “first-gradis

h” on her arrival at the campus. The “first gradish” h” on her arrival at the campus. The “first gradish” feeling is a mixture of helpless, disorientation, selfeeling is a mixture of helpless, disorientation, self-consciousness and a lack of confidence. f-consciousness and a lack of confidence.

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2.Where did Evelyn choose to sit in her first class?2.Where did Evelyn choose to sit in her first class? Why?Why?

Refer to paragraph 3. She chose to sit in the froRefer to paragraph 3. She chose to sit in the front row, a side seat because the freshmen manual suggnt row, a side seat because the freshmen manual suggested sitting near the front to show that one was an intested sitting near the front to show that one was an intelligent and enthusiastic student. Since she was not coelligent and enthusiastic student. Since she was not confident enough to sit in the professor’s direct line of vnfident enough to sit in the professor’s direct line of vision, she chose a side seat in the front row. ision, she chose a side seat in the front row.

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3.What was the footballer’s response to the 3.What was the footballer’s response to the students’ cheers and claps when he fell on the students’ cheers and claps when he fell on the cafeteria floor? And why?cafeteria floor? And why? Refer to paragraph 9. He did not take the accident Refer to paragraph 9. He did not take the accident

seriously. On the contrary, he took it light-hearted seriously. On the contrary, he took it light-hearted and just laughed it off. It shows that accidents like and just laughed it off. It shows that accidents like that are quite common on campus and one should that are quite common on campus and one should learn to take them easy.learn to take them easy.

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4. What according to Evelyn, is one of the major 4. What according to Evelyn, is one of the major differences between college and high school lives?differences between college and high school lives? Refer to Paragraph 11. One of the major differences Refer to Paragraph 11. One of the major differences

between college and high school lives is that in high school between college and high school lives is that in high school one strives for popularity and has to avoid at any cost one strives for popularity and has to avoid at any cost making himself/herself a laughing stock among his/her making himself/herself a laughing stock among his/her peers. When a person is in college, he /she should be peers. When a person is in college, he /she should be his/her own person and do his/her own thing and avoid his/her own person and do his/her own thing and avoid taking other’s opinion too much to heart. taking other’s opinion too much to heart.

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5.How should a person take his/her college life 5.How should a person take his/her college life according to Evelyn? Do you agree?according to Evelyn? Do you agree? A person, according to Evelyn, should take his/her A person, according to Evelyn, should take his/her

college life for an experiment. He/ she should not college life for an experiment. He/ she should not be afraid of making mistakes because it is only be afraid of making mistakes because it is only through trial and error that one can find his/her real through trial and error that one can find his/her real self and finding his/her real self is the ultimate self and finding his/her real self is the ultimate purpose of college education. College allows one purpose of college education. College allows one to make massive mistakes. to make massive mistakes.

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Language PointsLanguage Points

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Part : Paragraph 1ⅠPart : Paragraph 1Ⅰ distinct: clearly seen, heard, felt, understood, distinct: clearly seen, heard, felt, understood,

etc, noticeableetc, noticeable The children have The children have distinctdistinct memories of their memories of their

grandfather in his last days. grandfather in his last days. cf.cf. distinctive distinctive

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Part II paragraph 2-9Part II paragraph 2-9 clutch: to hold or grasp tightly; vi. to try to graclutch: to hold or grasp tightly; vi. to try to gra

sp or seizesp or seize

He He clutchedclutched at the rope we had thrown to him but c at the rope we had thrown to him but could not reach it. ould not reach it.

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Part II paragraph 2-9Part II paragraph 2-9 reserve: self-restraint in expression; the habit of nreserve: self-restraint in expression; the habit of n

ot showing one’s feelings or thoughtsot showing one’s feelings or thoughts Being a man of Being a man of reservereserve, Mr. York was never popular , Mr. York was never popular

with his colleague.with his colleague. Judy has tried every means to break through the Judy has tried every means to break through the reservreserv

e e of her stepson.of her stepson. Reserved : adj.Reserved : adj.

The English have a reputation for being reserved.The English have a reputation for being reserved.

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Part II paragraph 2-9Part II paragraph 2-9 whereabouts: n. approximate locations; ad. abowhereabouts: n. approximate locations; ad. abo

ut where; in, at or near what locationut where; in, at or near what location The orphan’s The orphan’s whereaboutswhereabouts is/are still unknown. is/are still unknown.

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Part II paragraph 2-9Part II paragraph 2-9 tip off: to give an advance warning or hint totip off: to give an advance warning or hint to

Somebody must haveSomebody must have tipped tipped the burglars the burglars offoff that th that the house would be empty. e house would be empty.

The police was The police was tipped offtipped off about the robbery. about the robbery.

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Part II paragraph 2-9Part II paragraph 2-9 flail : to (cause something to) wave or swing flail : to (cause something to) wave or swing

about wildly about wildly

I I flailedflailed her arms to get her attention. her arms to get her attention. The baby’s feet The baby’s feet flailedflailed under the quilt. under the quilt.

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Rear end: buttocksRear end: buttocks

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Part II paragraph 2-9Part II paragraph 2-9 Somebody’s heart goes out to somebody: used Somebody’s heart goes out to somebody: used

to say that someone feels a lot of sympathy toto say that someone feels a lot of sympathy towards another person.wards another person.

His heart went out toHis heart went out to Mrs. Bradshaw and her fathe Mrs. Bradshaw and her fatherless child. rless child.

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Part II paragraph 2-9Part II paragraph 2-9 slink: to go or move in a quiet, stealthy way; to slink: to go or move in a quiet, stealthy way; to

move as if one feels guilty or ashamed, or does move as if one feels guilty or ashamed, or does not want to be seen. not want to be seen.

The thief The thief slunkslunk down the dark alley. down the dark alley. The cat The cat slunkslunk (=sneaked) through grass toward its (=sneaked) through grass toward its

prey. prey.

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Part III Paragraph 10-14Part III Paragraph 10-14 malicious: having the nature or wish to hurt othersmalicious: having the nature or wish to hurt others

maliciousmalicious remark. remark. maliciousmalicious gossip gossip

malice: a desire to harm others or to see others suffer; malice: a desire to harm others or to see others suffer; extreme ill will or spiteextreme ill will or spite He did it out of He did it out of malicemalice.. I am quite certain that his wife bearsI am quite certain that his wife bears malice malice to /towards/ to /towards/

against (= feels continuing dislike for ) me.against (= feels continuing dislike for ) me.

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Part III Paragraph 10-14Part III Paragraph 10-14 shackle: a metal fastening, usually one of a pair, for eshackle: a metal fastening, usually one of a pair, for e

nriching and confining the ankle or wrist of a prisoner nriching and confining the ankle or wrist of a prisoner or captive; (figurative) a restrain or check to action or or captive; (figurative) a restrain or check to action or progress, often used in the plural form.progress, often used in the plural form.

The policeman placed The policeman placed shacklesshackles on the suspect’s hands. on the suspect’s hands. it is hard to break through the it is hard to break through the shacklesshackles of habit. of habit.

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Sentence HighlightsSentence Highlights 1. Adding to my distress was the distinct 1. Adding to my distress was the distinct

impression that everyone on campus was impression that everyone on campus was watching me. watching me. (Para.1. Lines 4-6)(Para.1. Lines 4-6) Paraphrase:Paraphrase: what made me more upset was the what made me more upset was the

fact that I knew everybody else on campus was fact that I knew everybody else on campus was watching me. watching me.

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2. 2. Popularity was not so important: running Popularity was not so important: running with the crowd was no longer a law of with the crowd was no longer a law of survivalsurvival.. Paraphrase:Paraphrase: It was not really important to get It was not really important to get

oneself adapted to the taste of the majority . One oneself adapted to the taste of the majority . One does not need to behave to the liking of others to does not need to behave to the liking of others to remain alive.remain alive.

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Language AppreciationLanguage Appreciation 1. With that thought in mind, I1. With that thought in mind, I raised raised my my

head, head, squaredsquared my shoulders, and my shoulders, and set outset out in in the direction of my dorm, glancing (and then the direction of my dorm, glancing (and then ever so discreetly) at the campus map ever so discreetly) at the campus map clutched in my hand. (Para.2)clutched in my hand. (Para.2)

Note the verbs in italics. The use of parallelism Note the verbs in italics. The use of parallelism

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2.What confidence, what reserve, what 2.What confidence, what reserve, what muscles! (Para. 2)muscles! (Para. 2)

The use of exclamation and parallel structure The use of exclamation and parallel structure

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3. As my rear end met the floor, I saw my 3. As my rear end met the floor, I saw my entire life pass before my eyes: it ended with entire life pass before my eyes: it ended with my first day of college classes. (Para. 6)my first day of college classes. (Para. 6)

Note the use of exaggeration here.Note the use of exaggeration here.

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Grammar PointsGrammar Points Subordinate ClausesSubordinate Clauses Subordinate clauses can be either finite or nonfinite. Subordinate clauses can be either finite or nonfinite.

For example:For example: Keeping myself upright and getting out of the messKeeping myself upright and getting out of the mess

was not going to be easy…was not going to be easy… What I had interpreted as a malicious attempt to What I had interpreted as a malicious attempt to

embarrass a naive freshmanembarrass a naive freshman had been merely a had been merely a moment of college fun.moment of college fun.

I settle into my chair and tried to assume the scientific I settle into my chair and tried to assume the scientific pose of a biology major, pose of a biology major, bending slightly forward, bending slightly forward, tensing my arms in preparation for furious notetaking, tensing my arms in preparation for furious notetaking, and cursing under my breath.and cursing under my breath.

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Comprehension questions of Text II Comprehension questions of Text II (1)(1)

How do you understand the idea that a How do you understand the idea that a University is even more enduring than University is even more enduring than religions and dynasties?religions and dynasties?

A university is even more enduring than A university is even more enduring than religions and dynasties in that it is a place religions and dynasties in that it is a place where the undying cause of bringing thought where the undying cause of bringing thought into the world is carried out. into the world is carried out.

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Comprehension questions of Text II Comprehension questions of Text II (2)(2)

The author maintains that “ the thinker and the The author maintains that “ the thinker and the seeker will be found together in the undying seeker will be found together in the undying cause of bringing thought into the world” cause of bringing thought into the world” (Paragraph 3). Cite a modern instance or two (Paragraph 3). Cite a modern instance or two of thought brought into the world. of thought brought into the world.

Charles Darwin; theory of evolution; Albert Charles Darwin; theory of evolution; Albert Einstein; theory of relativity; Sigmund Einstein; theory of relativity; Sigmund

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Comprehension questions of Text II Comprehension questions of Text II (4)(4)

What is “this great distinction” the author What is “this great distinction” the author mentions in the last but one line of the mentions in the last but one line of the selection?selection?

It may mean that it is an honor to be part of a It may mean that it is an honor to be part of a University.University.

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Comprehension questions of Text II Comprehension questions of Text II (3)(3)

What is Humanist? What do you think are the major What is Humanist? What do you think are the major marks of the Humanist?marks of the Humanist?

The Humanist is the man who believes in human The Humanist is the man who believes in human intelligence and reason rather than depending on a intelligence and reason rather than depending on a god or religion. Some of the major marks are stress god or religion. Some of the major marks are stress on intellectual side, emphasizing the dignity of on intellectual side, emphasizing the dignity of human beings and sufficient attention being given to human beings and sufficient attention being given to the importance of the present life and the improving the importance of the present life and the improving of one’s ability and pursuit of the beauty of life. of one’s ability and pursuit of the beauty of life.

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Comprehension questions of Text II Comprehension questions of Text II (5)(5)

Make an analysis of these few paragraphs and Make an analysis of these few paragraphs and show four main points of the selection.show four main points of the selection.

Four main points of the selection could be that Four main points of the selection could be that it is splendid, it is beautiful, it is enduring, and it is splendid, it is beautiful, it is enduring, and it is an honor to be part of it .it is an honor to be part of it .

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Writing practice Writing practice

Write a composition of about 200 words on the Write a composition of about 200 words on the following topic:following topic:

Freshman ManualFreshman Manual..


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