Unit1

1. Unit1

6. What a university would be in your dream in high school? Do you still remember your first days at college? Who was the first classmate you meet that day? Did anything special happen then? What was your impression of university life then? One year has passed, what your impression and understand of university? Have you changed your plan?

7. Cultural Information Audiovisual Supplement Watch the video clip and answer the following questions. Pre-reading Activities - Audiovisual supplement 1 • Why doesn’t the mother want her daughter to be a • professional athlete? • 2. Why does Casey insist on becoming an ice-skater? Because the shelf life of a professional athlete is short. Because she loves it.

8. Cultural Information Audiovisual Supplement Pre-reading Activities - Audiovisual supplement 2

9. Cultural Information Audiovisual Supplement Casey: Mom, I just want to compete at regionals.国际化—本土化 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抛弃 the scholarship and become a professional athlete? Case, what was the shelflife on an ice-skater? Eight years? And then a fewyears touring with Has-Beens 曾经红极一时on Ice. And that’s it? That’s the end of your life? Casey: I love it, Mom. Video Script1

10. Cultural Information Audiovisual Supplement 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. Video Script2

11. Cultural Information Audiovisual Supplement 1. The importance of “face” Cultural information1 “Face” is a sense of worth that comes from knowing one’s status（statue, stature） 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.

12. 2. Be yourself; everyone else is already taken. — Oscar Wilde1854-1900, 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. 《温德密尔夫人的扇子》又译《温夫人的扇子》Lady Windermere`s Fan1892 《帕都瓦公爵夫人》The Duchess of Padua1893年 《莎乐美》（原著用法语写成）Salomé1893年 《无足轻重的女人》A Woman of No Importance1892年 《理想的丈夫》又译《好丈夫》An Ideal Husband Cultural Information Audiovisual Supplement Cultural information2

13. Cultural Information Audiovisual Supplement Cultural information2 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

14. Structural Analysis Rhetorical Features Global Reading - Structural analysis 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.

15. Structural Analysis Rhetorical Features In the text, three incidents are narrated by the author: Structural analysis 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: 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.

16. Structural Analysis Rhetorical Features 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. Rhetorical Features 1 e.g. 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)

17. Structural Analysis Rhetorical Features Rhetorical Features 2 e.g. 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)

18. Detailed Reading Fresh Start Evelyn Herald 1 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. 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. Detailed reading 1

19. Detailed Reading 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. It took everything I had not to stare when I caught my firstglimpse 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. Detailed reading2

20. Detailed Reading 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. Detailed reading3-4

21. Detailed Reading 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. Detailed reading5

22. Detailed Reading 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. Detailed reading6

23. Detailed Reading Detailed reading7 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.

24. Detailed Reading Detailed reading8 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.

25. Detailed Reading 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. Detailed reading9

26. Detailed Reading 10 What I had interpreted as a malicious attempt to embarrass a naïve 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 not 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. Detailed reading10

27. Detailed Reading 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. 13 I 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. Detailed reading11

28. Detailed Reading 14 Three years after graduation, I’m still making mistakes. And I’m even being forgiven for a few. Detailed reading12

29. Detailed Reading Detailed reading1--Quesion Why did the author have the impression that “everyone on campus was watching me”? 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 naïve to be right. That feeling is a typical symptom of lacking in self-confidence.

30. Detailed Reading Detailed reading2--Quesion Why did the author exclaim “What confidence, what reserve, what muscles!” when she saw the football player? 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.

31. Detailed Reading Detailed reading3-5--Quesion 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.

32. Detailed Reading Why did she dine on junk food for the next three days? Detailed reading6-8--Quesion 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.

33. Detailed Reading Detailed reading10-14--Quesion What was the key lesson Evelyn Herald learned during her first few weeks in college? 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.

34. Detailed Reading 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. Detailed reading1– Activity

35. Mature a mature cell. 成熟的细胞 a mature cheese. 成形的奶酪 mature for her age. 对她这个年龄算是稳重的 a mature audience. 全部是成年人的观众 a mature plan of action. 经过深思熟虑的行动计划 a mature bond. 到期的债券 maturing the brandy in vats; 在桶里将白兰地酿熟；

36. Detailed Reading distinct a. clearly seen, heard, felt, understood, etc.; noticeable Detailed reading1– distinct1 e.g. Now that the boss was no longer present, there was a distinct change in her attitude. a distinct flavor. 风味独特 Comparison: distinct & distinctive distinct: Something that isdistinct 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.

37. Detailed Reading Practice: Detailed reading1– distinct2 distinctive 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。 at a distinct disadvantage. 确实处于不利条件 There is a distinct possibility that she won't come. 她很有可能不来了 a distinct honor and high privilege. 显赫的名声和崇高的殊荣 indistinct stars. 暗淡的星星 an indistinct memory 模糊的记忆； ____________ _________ distinct

38. Detailed Reading clutch vt. hold or grasp vi. try to grasp or seize Detailed reading2– clutch 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: • Adhere, cling, grasp, hold, stick ,seized seize, grasp e.g. She seized my arm as she fell. grasp the essence / main points

39. Detailed Reading glimpse n. 1. a quick look at sb. or sth. Detailed reading2-- glimpse e.g. I caught a glimpse of our new neighbor. 2. a 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。

40. Detailed Reading reserven. a quality in sb.’s character that make them not like expressing their emotions or talking about their problems Detailed reading2-- reserve 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. a forest reserve.自然森林保护区 reserve a room 订房间 reserve account 公积金帐 联邦储备银行Federal Reserve Bank reserve fund 储备金

41. adj.保留的, 包租的 Communicative 畅所欲言的，毫无保留的 reservist n.预备役军人, 在乡军人 Reservation保留, (旅馆房间等)预定, 印第安人保留地

42. Detailed Reading whereabouts n.approximate location ad.used to ask in what general area sth. or sb. is Detailed reading2-- whereabouts e.g. The 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?

43. Detailed Reading demeanor n. the way sb. behaves, dresses, speaks, etc. that shows what their character is like Detailed reading3-- demeanor Practice: 他的举止沉着、稳健。 His demeanor was clam and steady. 这个女孩子的态度娴静而谦逊。 The girl has a quiet, modest demeanor.

44. Detailed Reading scribble(down) v. write sth. quickly and untidily Detailed reading3-- scribble I scribbled his phone number in my address book. He scribbled down our names. e.g.

45. Detailed Reading gropev. 1. try to find sth. that you cannot see by feeling with your hands Detailed reading3-- grope Collocations: grope for e.g. Ginny groped for her glasses on the bedside table. grope around e.g. We groped around in the darkness. 2. go 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.

46. Detailed Reading tip off give an advanced warning or hint to Detailed reading5– tip off Somebody must have tipped the burglars off that the house would be empty. The police was tipped off about the robbery. tip n.顶, 倾斜, 轻击, 末端, 小费, 秘密消息，提示 vt.在...顶端装附加物, 使倾斜, 使翻倒, 暗示, 轻击, 泄露, 给小费 tip strawberries with chocolate. 在草莓上涂上巧克力 tipped a vase. 把花瓶给打翻了 get a tip on the next race. 搞到了关于下次比赛的内部消息 He tipped a dollar. 他给了一美元的小费 e.g.

47. Detailed Reading Detailed reading6– goody goody (pl. goodies)n.1. sth. that is nice to eat e.g. We bought lots of goodies for the picnic. 2. sth. attractive, pleasant, or desirable e.g. The competition gives you the chance to win all sorts of goodies. Variant spelling: (British English) goodie

48. Detailed Reading flail v. (cause sth. to) wave or swing about wildly Detailed reading6–flail e.g. I flailed my arms to get her attention. The baby’s feet flailed under the quilt. flail tank 扫雷坦克

49. Detailed Reading rear end (informal) the part of your body which you sit on Detailed reading6– rear end

50. Cafeteria---A cafeteria or caféteria is a type of food service location in which there is little or no table service, usually there is no waiter or waitress; a school dining location is also referred to as a dining hall or canteen (in UK English). Cafeterias are different from coffeehouses咖啡屋, although that is the Spanish meaning of the English word. Café---is an informal restaurant, offering a range of hot meals, and possibly being licensed to serve alcohol. Coffeehouse--- or coffee shop is an establishment which primarily serves prepared coffee or other hot beverages. It shares some of the characteristics of a bar, and some of the characteristics of a restaurant, but it is different from a cafeteria and cafe. As the name suggests, coffeehouses focus on providing coffee and tea as well as light snacks. short order, snack, Fast Food, take away food