Unit1-Text A Writing for Myself

UnitOneGrowingUpTextAWritingForMyselfPartIBackgroundInformationPartIIWarmingupexercisesPartIIIReadingGuidancePartIVDetailedReadingPartVLanguagePointsPartVIPostQuestionsPartVIITextAnalysisPartOne:BackgroundInformation1.GradeschoolsintheU.S.:U.S.studentsgenerallygothroughelementaryschools(kindergartento5thor6thgrade),middleschools(grades6-8)orjuniorhighschools(grades7-9),andhighschools(grades9-12or10-12).So,thethirdyearinhighschool(Para.1)equalstheeleventhgrade(Para.9).2.WhatAmericanteacherswearinschool:Nowadays,peopleintheU.S.lovetodresscasually.EvenamongthosecompanieswitharigiddresscodesomenowallowemployeesnottowearsuitsonFridays.U.S.teacherswearfairlyformalclothestoschool,butnotnecessarilysuitsandties.Bowtiesareconsideredevenmoreold-fashionedthanties.3.Spaghettiandtheproperwayofeatingit:SpaghettiistheItalian-stylethinnoodle,cookedbyboilingandservedwithsauce.Usuallyyouwouldputaforkintoaplateofspaghetti,turntheforkseveraltimessothatspaghettiwillwindaroundthefork,thenplacetheforkintoyourmouth.It'simpolitetosuck.PartTwo:WarmingupexercisesDoyoulikeEnglishwriting?Whyorwhynot?Whatisthepurposeofwriting?Lookatthetitleandfindoutinwhichparagraphasimilarphraseappears,thenexplaininyourownwordswhattheauthormeanby“writeformyself.”PartThreeReadingGuidance•Step1:ScanthetextquicklyandcirclealltheTimewords,phrasesandclausesinTextATimewords,phrasesandclauses•SincemychildhoodinBelleville•Untilmythirdyearinhighschool•Untilthen•WhenourclasswasassignedtoMr.Fleagleforthird-yearEnglish•Lateintheyear•Untilthenightbeforetheessaywasdue•WhenIfinished•Nextmorning•Twodayspassed,•WhenIsawhimliftmypaperfromhisdesk..•●WhenMr.FleaglefinishedStep2.Refertothetimewords/phrases/clausesyouhavejustcircledandanswerquestions:•Q1:WhendidBakerstarttalkingabouthisnewexperience?•Q2:WhendidBakerstopwritingabouthisnewexperience?•Bythisway,pleasedividethetextintothreeparts.Paras1--21Paras3--52Paras6--93PartⅠ(Paras1-2)Anintroduction:Mainidea:BakerwasboredbyeverythingassociatedwithEnglishcourses,includinghisnewteacher.Moreindetail:Para1Baker’sideaof_______________tookholdinhis________inhighschool.Untilthen,he’dbeenboredby______________________,____________,including___________.Inthisway,Bakerleavesusasuspense.Ontheonehand,hewantedtobeawriterandtheideatookhold.OntheotherhandhehatedEnglishcourse.Isitself-contradictory?Why?becomingawriterthirdyeareverythingassociatedwithEnglishcoursesessaywritingPara2.Baker’sfirstimpressionofhisthirdyearEnglishteacher..Therefore,helost_____________inhisEnglishteacherandanticipatedanother_____________.Causesforthat:1).Mr.Fleagle…2).He…3).Tome,he…4).He…5).He…6).He…Mr.Fleaglewasterrible,notgoodhisconfidencecheerlessyearPartⅡ(Paras.3-5)DescribinganewexperienceMainidea:Bakerfoundhimself_________byoneparticulartopicandwroteaboutitfor__________.attractedhisownjoyMoreindetail:AttheverybeginningofPara3,thefirstsentenceisatransitionalsentence.Thenthewriterstartstalkingabouthisnewexperience.“Lateintheyearwetackledtheinformalessay…”AndstartingfromPara6.containing“WhenIfinished”and“nextmorning”thewriterstopswritingabouthisnewexperience.PartⅢ(Paras6-9)WhatthenewexperiencemeanttohimMainidea:Theexperienceofwritingtheessayhelpedhimdiscover_________________andrealized_______________________.histalentforwritingwhathewishedtodoinlifewritingformyselfTosumup:1.Mainideaofthetext:Thisarticleismainlyabouttheveryessenceoftheessay:writingnotonlyforreadersbutalsoforoneself,towritewhatoneenjoyswritingabout.2.Itsstructure:narrationinchronologicalsequence3.Characteristicofthewriting:1).Fromtheanalysisabovewecanknow:Thisarticleiswrittenonthebasicoftheprocessoftheevents’development.2).Coherenceinwriting:Thesentence“Intheeleventhgrade,attheeleventhhourasitwere,Ihaddiscovered”inPara9.cohereswiththesentenceinPara1.“TheideaofbecomingawriterhadcometomeoffandonsincemychildhoodinBellevile,butitwasn’tuntilmythirdyearinhighschoolthatthepossibilitytookhold.”3).Narrationinchronologicalsequence:Thispieceisafamiliaressay,notetimesequence.4).Grammaticalstructure:sb./sth.issaid/believed/reportedtodo/beAmodelforyou:--WhatkindofpersonisMr.Fleagle?--Hewassaid/reported/believedtobeveryformal,rigidandhelplesslyout-of-date.5).Selectingdetails:Onecharacteristicofafamiliaressay(小品文,随笔)isusingdetailstoprovetheauthor’spoint.Now,answersomequestions:--InPart1,whatdetailsareselectedtoshow“I’dbeenboredwitheverythingassociatedwithEnglishcourses”?WhatdetailsaregiventoshowthatMr.Fleaglewasdullandrigid?--InPart2,whichsentencesshowthatatfirstBakerwasunwillingtowritetheessay?--InPart3,theauthordidn’ttellusdirectlythathisessaywasverygood.Bywhichsentencesdidhemanagetogiveustheimpressionthathisessaywasverygood?PartFourDetailedreadingPara.1ComprehensionQuestions●Whendidtheauthor’sdreamofbecomingawriterseempossible?●WhatdidBakerusetofeelaboutEnglishcourses?Whataboutyou?●Whatdetailsareselectedtoshow“I’dbeenboredwitheverythingassociatedwithEnglishcourses?Difficultsentences●Theideaofbecomingawriterhadcometomeoffandon….→EversinceIwasachildinBelleville,Ihadthoughtofbecomingawriterfromtimetotime,butIdi