现代大学英语精读第二版book2unit1

AnotherSchoolYear–WhatFor?JohnCiardiAnotherSchoolYear–WhatFor?JohnCiardiReinforcementTextAnalysisAnotherSchoolYearBackgroundWarmingupUnit1Questions/ActivitiesCheck-onPreviewObjectivesAnotherSchoolYearUnit1WarmingupWarmingupQuestions/Activities•Doyouremembertheorientationsessionsyouhadwhenyoufirstcametouniversity?Let’sdosomethingsimilar.Divideintofourgroups:–GroupA:PresidentoftheUniversity–GroupB:RegistraroftheUniversity–GroupC:Seniorstudent–GroupD:FreshmanNowchooseyourgroup!WarmingupQuestions/Activities•GroupA:Workouta3-minutewelcomespeechtothefreshmenattheorientation.•GroupB:Workout10reasonswhystudentsshouldgotothisuniversity.•GroupC:Workout10reasonswhystudentsshouldstayatthisuniversity.•GroupD:Workout5questionsforthePresident,Registrar,andseniorstudentrespectively.Youcancooperateinagroup,butyouwillbeassignedtodifferentgroupslater.GroupTasksWarmingupQuestions/Activities•OnestudentfromeachofgroupsA-Dwillformnewgroups(1-6).•Role-playineachgroup.–ThePresidentgivesawelcomespeech.–TheRegistrartalksabouttheadvantagesoftheuniversity.–Theseniorstudenttalksabouthis/herexperiencesattheuniversityandgivesadvicetothefreshman.–Thefreshmanasksquestionsandtheothersanswer.OrientationScenarioWarmingupQuestions/Activities•TheteacherwillpickuponestudentfromrolegroupsA-Candaskthemtopresenttotheclass.•Therestoftheclasswillallbefreshmenpresentattheorientation.•Fireon!Re-GroupingWarmingupQuestions/Activities•Whatdoyougotocollegefor?•Howhasyourfirstsemesterinuniversitychangedyou?•Doyounowhavenewvisionsofthepurposeofuniversity?SumUpCheck-onPreviewWritedownthewordsaccordingtothecorrespondingexplanations.f_________s_________p_________s_________l_________c_________e_________alltheteachersofauniversityorcollegetobeenoughshowingtheabilitytounderstandthingsclearlyanddeeplyanuncivilizedhumanbeinginabasicmeaningofawordtostatesomethingiscorrecttoofficiallyarrangetojoinauniversityWarmingupObjectives•Understandtheoccasionandstylisticfeaturesofthespeech•Thinkaboutthequestionofthepurposeofuniversityeducation•Knowsomethingabouttheauthor•SolveyourownquestionsaboutthetextWarmingupBackgroundGenreAuthorAnotherSchoolYearUnit1BackgroundHisLifeJohnCiardi1916-1986achildofItalianimmigrantsBeganhiscareerteachingEnglishattheUniversityofKansasCityJoinedtheUSAirForcein1942,servedasagunnerinfighterplaneswentontoteachatHarvardUniversityin1946in1953acceptedapositionatRutgersUniversityin1961,gaveupteachinganddevotedhimselftohisownliteraryendeavors.BackgroundPoet,translator,etymologistMajorworks:Firstbookofpoems,HomewardtoAmerica,1940OtherSkies,focusingonhiswar-timeexperience,1947HowDoesaPoemMean,astandardtextbookforhighschoolandcollegepoetrycoursesTranslationofDante’sDivineComedy(TheInferno,1954;ThePurgatorio,1961;TheParadiso,1970)Influence:AverypopularpoetPoetryeditorofSaturdayReviewfrom1956to1972FellowoftheNationalAcademyofArtsandSciencesandamemberandformerpresidentoftheNationalInstituteofArtsandLettersHisInfluenceBackgroundGenreOrientationspeechperiodoftimeatthebeginningoftheacademicyearatauniversityduringwhichavarietyofeventsareheldtoorientandwelcomenewstudents.Theorientationhelpsnewstudentstoorganizetheirclasses,acclimatetostudentlife,andintroducethemselvestoothernewstudents.Speechesareoftengivenatorientationbypresidentsoracclaimedprofessorsoftheuniversity.AudienceCollegefreshmenStylecolloquial,familiar;firsthumorous,mildlysarcastic;laterseriousandearnestDetailedAnalysisStructureThemeAnotherSchoolYearUnit1TextAnalysisTextAnalysisThemeWhatisthepurposeofuniversityeducation?Universityeducationhasatwo-foldpurposeToprovidestudentswithtechnical&professionaltrainingToeducatestudentstobecomecivilizedhumanbeingsTextAnalysisStructurePartI:Story(Para.1-8)•thewriter’sencounterwithastudentandhisfailuretoconvincehimthatapharmacymajorneedstoreadgreatwriters.PartII:Argument(Para.9-14)•thetwo-foldpurposeofuniversityeducationTextAnalysisDetailedAnalysisPartI:MainIdeaRetelltheteacher’sencounterwiththestudent.Occasion,student’sappearance&question,whattheteacherhasinmindandwhathesays,student’sresponseWhatisthestudent’sattitudetowardsreadingShakespeareandtowardstheteacher?Findtextualevidence.Whatistheteacher’sattitudetowardsthestudent?Findtextualevidence.Howdoestheteachertrytoexplaintothestudenttheimportanceofreadingliterature?Howdoyouunderstandtheteacher’sdifferentiationofthethreeeighthoursandhisemphasisonthelastthirdbesidesworkandsleep?TextAnalysisDetailedAnalysisPartI:SentenceParaphraseItwouldcertifythathehadspecializedinpharmacy,butitwouldfurthercertifythathehadbeenexposedtosomeoftheideasmankindhasgeneratedwithinitshistory.(para.2)Paraphrasing:TheB.S.certificatewouldbeofficialproofthattheholderhadspecialknowledgeofpharmacy,anditwouldalsobeproofthathehadbeenputintouchwithsomeprofoundideasofthepast.TobeofficialproofConcentrateone’seffortinaspecialactivityorfieldPutintouchwithTextAnalysisDetailedAnalysisPartI:SentenceParaphraseIcouldhavetoldhimallthis,butitwasfairlyobvioushewasn’tgoingtobearoundlongenoughforittomatter.(para.3)Paraphrasing:Ididn’tactuall