新世纪英语专业本科生综合教程(第二版)第3册Unit11

OnBecomingaBetterStudent(abridged)Unit11Unit11OnBecomingaBetterStudent(abridged)Unit11Watchthevideoclipandanswerthefollowingquestions.1.Whatkindofimpressiondoyouhaveforthestudents?2.HowdoesMissJohnsontrytochangetheirattitudetowardfuture?Pre-readingActivities-Audiovisualsupplement1AudiovisualSupplementCulturalInformationTheyarefromlowersocialclassanddesperatetowardtheirfuturebecausetheythinkthereisnochanceforthemSheusesapieceofpoemwhichtellsthemtheconfidenceandthechoiceforthefutureareintheirhands.Pre-readingActivities-Audiovisualsupplement2AudiovisualSupplementCulturalInformationMissJohnson:Well,ifyouallfeelthatstronglyaboutit,leavetheroom.StudentA:What?MissJohnson:Hey,listen!Nobody’sforcingyoutobehere.Youhaveachoice.Youcanstay,oryoucanleave.StudentB:Lady,whyareyouplayingthisgame?Wedon’thaveachoice.MissJohnson:Youdon’thaveachoice?Youdon’thaveachoiceonwhetherornotyou’rehere?StudentB:No!Ifweleave,wedon’tgettograduate.Ifwestay,wegottaputupwithyou.MissJohnson:That’sachoice,isn’tit?Youhaveachoice.Youeitherdon’tgraduateoryouhavetoputupwithme.Itmaynotbeachoiceyoulike,butitisachoice.VideoScript1AudiovisualSupplementCulturalInformationStudentC:Youdon’tunderstandnothin’.Youdon’tcomefromwherewelive.You’renotbussedhere.MissJohnson:Doyouhaveachoicetogetonthatbus?StudentC:Youcomeliveinmyneighborhoodforoneweek,thenyoutellmeifyougotachoice.MissJohnson:Therearealotofpeoplewholiveinyourneighborhoodwhochoosenottogetonthatbus.Whatdotheychoosetodo?Theychoosetogooutandselldrugs.Theychoosetogooutandkillpeople.Theychoosetodoalotofotherthings,buttheychoosenottogetonthatbus.Thepeoplewhochoosetogetonthatbus,whichareyou,arethepeoplewhoaresaying“Iwillnotcarrymyselfdowntodie.WhenIgotomygrave,myheadwillbehigh.”Thatisachoice!Therearenovictimsinthisclassroom!VideoScript1AudiovisualSupplementCulturalInformationStudentD:Whydoyoucareanyway?You’rejusthereforthemoney.MissJohnson:BecauseImakeachoicetocare.Andhoney,themoneyain’tthatgood.StudentE:Readthatagain,MissJohnson.MissJohnson:What?StudentE:Readthoselinesyoujustreadagain.MissJohnson:“Iwillnotgodownunderground’causesomeonetellsmethatdeath’scomin’round.”VideoScript1AudiovisualSupplementCulturalInformation•Mutuallyrespectfulandsupportive•Opencommunication,aswellasemotionalandacademicsupportthatexistsbetweenstudentsandteachers•Withempathy,warmth,andgenuinenessPositiveStudent-teacherRelationshipCulturalinformationAudiovisualSupplementCulturalInformationInstudent-teacherrelationship,moststudentswouldquestionwhatteachers’responsibilitiesarewhileneglectingtheirownmeritsinthisreciprocalrelationship.Theymightthinktheyhavetherighttoexpecttheirteacherstobeperfect,yettheydonotunderstandthatallthethingstheywishtogetfromtheirteachersaretobeattainedwiththeirowneffortsasarewardratherthanasuregift;otherwisesuchthingscannotbegenuinelypossessedbythem.Thisessayinthebeginningraisessuchanunequalsituationbetweenstudentsandteachers,andcontinuestoprovideseveralkeyrequirementsgoodstudentsshouldfollowintheeyesofateacher,includingcuriosity,discipline,risk-taking,initiativeandenthusiasm.GlobalReading-TextAnalysisStructuralAnalysisTextAnalysisRhetoricalFeaturesTheessayendswithmoretipsforaspiringstudents.Onlythrougheffortsfrombothsidescanstudentsfullydevelopthemselvesinthedaysofschooling.GlobalReading-TextAnalysisStructuralAnalysisTextAnalysisRhetoricalFeaturesStructuralanalysisThefirstpart(Paragraphs1-2)stateswhatthewriterexpectsfromherstudents—learnhowtolearnbythemselves.Thesecondpart(Paragraphs3-9)isthebodyoftheessay.Thewriterdiscussesthequalitiesgoodstudentshave.1)Intermsoforganization,thearticleclearlyfallsintothreemainparts:Thethirdpart(Paragraph10)providesmoretipsforaspiringstudentsfromtheauthor.StructuralAnalysisTextAnalysisRhetoricalFeaturesStructuralanalysis2)Inordertogiveprominencetothekeypoints,theauthorusesthetypographicdevice—themainpointsinthesecondpartareinboldandasoliddarkdotisaddedinfrontofeverytipinthethirdpart.StructuralAnalysisTextAnalysisRhetoricalFeaturesRhetoricalFeaturesMetaphor.•“Wemayevenhaveexpectationsthattheybeendlessrepositoriesofskillandknowledge…”(Paragraph1)“Repository”isofmetaphoricalusetoconveythattheyhavesomuchskillandknowledgethatwecanperpetuallylearnfromthem.e.g.StructuralAnalysisTextAnalysisRhetoricalFeaturesRhetoricalFeaturesCitation.•Theauthorhascitedfourpeopleinthetext:NobelPrize-winningphysicianAlbertSzent-Gyorgi(Paragraph4),educatorNeilPostman(Paragraph6),directoroftheInstituteforEducationTherapyinBerkeley,CaliforniaJimSpiraandF.M.AlexanderoftheAlexanderTechnique(Paragraph9).Citingtherightlychosenpeoplewillcertainlystrengthenthewriter’sargument.e.g.StructuralAnalysisTextAnalysisRhetoricalFeaturesDetailedreading1DetailedReadingOnBecomingaBetterStudent(abridged)DonnaFarhiSchuster1Asstudentsweexpectagreatdealfromourteachers.Weexpectthemtobeenthusiastic.Weexpectthemreliable.Wemayevenhaveexpectationsthattheybeendlessrepositoriesofskillandknowledgefromwhichwemaypartakeatwill.Detailedreading2-3DetailedReading2AsateacherIhavecometofeelweightedbytheseexpectationsandhavebeguntoseethatitis