現(xiàn)代大學(xué)英語-第三版-精讀3-教師教案

Contents

Unit1YourCollegeYears

Unit2WhyFictionisGoodforYou

Unit3ADillPickle

Unit4DiogenesandAlexander

Unit5TheChangeWithin

Unit6InMyDay

Unit7Globalization'sDualPower

Unit8TheMostDangerousGame

Unit9WhyHistoriansDisagree

Unit10TheNeedsThatDriveUsAll

Unit11ADrinkinthePassage

Unit12TwelveAngryMen

Unitl

TextA

YourCollegeYears

BobHartman

IIntroduction

1Background

Thisisatextaboutwhatstudentswillexperienceintheir"collegeyears."Itisaddressedto

collegestudentsintheUnitedStates.Butwithsomemodifications,whattheauthorsayshere

willalsomakeperfectsensetoourstudents.Itisparticularlyappropriatenowaswearejust

beginningthesecondacademicyear,whichisconsideredbymanythemostimportantinour

collegelife,becausewithourfirstyear'sexperienceweareinabetterpositiontounderstandthe

issuesinvolvedandthewaystodealwiththemeffectively.

Collegelifeisbothanexcitingandfrustratingexperience.Firstofall,togotoauniversity

usuallymeanstogotoanewplacefarawayfromhomeandliveamongstrangers.Itmeansthat

weareonourown.Itmeansthatinsteadofbeingtakencareo￡wenowhavetotakecareof

ourselvesandevenlearntotakecareofothers.Itmeansthatfromnowonwehavetohandleour

ownfinance,chooseourownwardrobeanddetermineourownagenda.Inshort,wehavetoface

manywhattheauthorcalls"developmentalchanges^^andmakemanyimportantadjustmentsand

decisions,decisionsthatwillconcernoureducationandcareer,andvaluesandsocial

responsibilities.

Itisclearthatyoungadulthoodisanextremelyimportantperiodinourlife.Afterallweareonly

youngonce.However,wemusttakeawarningfromGeorgeBernardShaw,whosays,“Youthis

oftenwastedintheyoung.^^Wecannottakeitforgrantedthatweyoungpeopleautomatically

knowhowtodealwithallthoseproblems.Tomakeourcollegeexperiencemeaningfuland

rewarding,wemustlearntohandlewhattheauthorcalls“theidentitycrisis,tofindoutwhowe

are,whatourstrongpointsandweaknessesare,whatweshoulddoandwhereweshouldgo.Of

coursewemustleamtobeindependentorself-reliantpsychologicallyaswellasinothermatters.

Buttobeindependentdoesnotmeantobeisolated.Itsimplymeansthatwehavetorelatetoour

family,ourteachers,ourschool,thepeoplearoundusandthesocietyasawholeinanewand

morematureway.Itmeansthatwehavetoleamnewknowledge,developnewideas,formnew

habits,adoptnewattitudes,andcultivatenewrelationships.

Noteveryoneknowshowtohandletheirsuddenindependenceorfreedom.Therearesomewho

stillfinditscary.Theyareoftenatalossbecausetheycannolongergetparentalguidancefor

everythingtheydoandtheycomplainthattheuniversityprofessorsdonotseemtocaremuch

whattheydoordonotdo.

Therearealsothosewhotaketheirnewlyfoundindependencetomeanthattheycandoanything

theywant.Theycangotoclasslateornotatall.Theycancopytheirexercisesortermpapers.

Theycanjust“enjoylift“andmuddlethroughthefouryears.Thesestudentsdonotrealizethat

independencereallymeansself-disciplineandastrongsenseofresponsibility.Toabusetheir

independenceisactuallyanindicationthattheyhaveremainedintheirchildhood.

Thereareotherchallengestoo.Noteveryoneishappywiththeprogresstheyaremakingintheir

studies.Somemayhaveseriousdifficultykeepingupwiththeclass.Theyfeeldisappointedand

discouraged.Andthissometimesleadstoseriousconsequences.Thentherearealsostudents

whofeelthattheyhavefailedsociallybecausetheyarenotaspopularasothers.Theycannot

makefriendseasily.Theythereforefeellonelyanddepressed.

ForEnglishlanguagestudents,therearesomespecialproblems.Sincepeopleallsaythat

languageisatool,shouldn'twetrytomajorinsomethingelse?Whenisthebesttimeto

specialize?

Inthisarticle,theauthortalksquiteabitaboutstudents'needtoachievesexualidentity.It

obviouslyisalsoanimportantissueforourstudents.Itmay,ifhandledcorrectly,leadtoa

meaningfuldiscussion.Theteacherisadvisedtoencouragestudentstoexchangetheirviewson

this.Theauthoralsomentionstheneedtointernalizereligiousfaith.Inourcontext,itmeansthe

needtoformacorrectworldoutlook.Educationafterallisnotjustfbrmakingaliving.Itis

abouthowtolive.Therearethingsofgreaterimportanceotherthanjobs,money,houses,and

cars.ForEnglishlanguagestudents,itisparticularlyimportantfbrthemtorealizetheirdutyto

understandWesterncultureproperlyandusewhatisgoodinitfbrourdevelopmentandmake

ourcontributioninthisageofglobalization.

Inhandlingthistext,teachersareadvisedtopaymoreattentiontothecontentthantothe

language,whichisabittoopedanticforourstudentsatthisstage.

2Structure

LTheintroduction:Collegestudentsaregoingtoexperiencekeychangesduringtheperiod

fromadolescencetoyoungadulthood,whicharesoimportantandyettheyseldomthink

about,(para.1)

II.Thebody:Collegestudentsfacesiximportantchallengesorwhattheauthorcalls

^developmentalchanges/9(paras.2-9)

1.Thefirstchallenge:howtodealwithidentitycrisis(paras.2-4)

1)Theymustfindoutwhotheyreallyare,andtheirstrengthsandweaknesses

2)Theiridentityisinfluencedbythreefactors:genes,environment,andchanceevents

3)Theymaystillbefinanciallydependentontheirparentstosomedegree,buttheymusttryto

gainfourkindsofindependencefromtheirparents.

a.Functionalindependence

b.Attitudinalindependence

c.Emotionalindependence

d.Freedomfromexcessiveguilt,anxiety,responsibility,etc.

2.Otherimportantmattersfbrtheirgrowthandmaturity(paras.5-9)

1)Establishingsexualidentityandlearningtointeractwiththeoppositesex

2)Learninghowtogiveandreceiveaffectionintheadultworld

3)Internalizingtheirbeliefs,values,andmorals

4)Evaluatinghowtheygather,process,andapplyknowledgeinsteadofmerelyincreasing

knowledge

5)Learningtobecomeworldcitizensandinteractwithpeoplefromothercultures

III.Theconclusion:Collegeisdesignedtobeatimeofpersonalgrowthandexpansion,as

wellasatimewhenstudentsaregrowingintheirunderstandingofthemselves,others,and

theworldinwhichtheylive.(para.10)

3TeachingTips

1.Itisourhopethatthisessaycanserveasalittlewarm-upfbrthenewsemester.Thesuccessof

handlingthisarticlemaydependonwellstimulatingstudents?interestinalivelydiscussionofthe

problemsraisedbytheauthor.Soencouragestudentstoraisegenuinequestionsandsharewiththem

yourpersonalexperiencewhenyouweretheirage.Ifwecouldstartourcollegedaysalloveragain,

therewouldbealotofthingswemighthavedonedifferently.

2.Thetextiswritteninaquiteformalstyle.Whilewewouldliketosuggestputtingmorestresson

content,itmightalsobeagoodideatodrawstudents'attentiontothefeaturesofformalwritings.

Studentsshouldinfactbeencouragedtoconducttheirdiscussionsinmoreinformalstyle.

3.Attentionshouldalsobepaidtotheuseoftechnicaltermssuchas""developmentalchanges,“

“identitycrisis,,,Afunctional,emotional,attitudinal,andpsychologicalindependence,^internalizing

religiousfaith/,etc.,withoutaclearunderstandingofwhichitwillbehardtograspthemeaningof

thewholetext.

IIDetailedDiscussionofTextA

1.Hasiteveroccurredtoyouthat...(para.1)

Drawstudents'attentiontothedifferencebetweenChineseandEnglishinexpressingone'sidea:In

Chinese,thesubjectisusuallyapersonalpronoun,whereasinEnglish,theanticipatory“it”isoften

used.

Moreexamples".

Itneveroccurredtomethatwealthcouldruinaperson'slife.

Itsuddenlyoccurredtohimthathehadnottouchedanymeatfbrmonths.

Itsuddenlydawnedonusthathighsavingsratemaynotbeagoodthing.

Itgraduallybegantodawnontheeconomiststhattheproblemwasnotoverproduction,

butunder-consumption.

Itstruckherthatalthoughshewasnowrichbyherownstandard,shewasnotreallyhappy.

2....otherschoolpersonnelhavecertaingoalsforyourgrowth...(para.1)

personnel:Thewordisplural.Weneversay“apersonneL^^

3....certaindevelopmentalchangeswilloccurinyourlifeasyoumovefromadolescenceto

youngadulthood?(para.1)

developmentalchanges:Thisisapsychologicaltermwhichreferstothephysiologicaland

behavioralchangesthroughoutthelifespan.

fromadolescencetoyoungadulthood:Theterm“adolescence”beganasaWesternconcept,which

meanstheperiodbetweenchildhoodandadulthood.Thispassagetoadulthoodisoftenmarkedbya

numberofsmallchangesinstatusduringorneartheendofadolescence.Graduationfromhighschool,

therighttovote,andtodriveacararealleventsthat,tosomedegree,signifyadultstatus.Butthe

mainchangesarepsychologicalaswellasphysical.Itisusuallyfraughtwithanxietyandconflict.

4.Duringthistime,studentsaregoingthroughanidentitycrisis...(para.2)

gothrough:toexperience

Cf.

Hereallybelievedthatbysayingthosemagicwordshecouldgothroughwallswithoutany

trouble.

1don'tthinkthisplanwillgothroughtheSecurityCouncil.(beacceptedby)

Wehavegonethroughallthesearguments,(goovercarefullyfrombeginningtoend)

It'stoolatetobackout.Wejusthavetogothroughwithit.(dosth.becausesb.haspromisedor

plannedtodoit,eventhoughnolongersurewhetherheorshewantstodoit)

identitycrisis:Itreferstothedifficulties,confusions,andanxietiesthatpeoplegothroughduring

adolescencewhentheyarenotsurewhotheyreallyareandwhattheirpurposesinlifeare.

Also,,nationalidentity;politicalidentity;culturalidentity;socialidentity

5howpeopleperceivethemselvesaswellashowotherpeopleperceivethem.(para.2)

perceive:tothinkofas

e.g.Heperceivedhimselfaloserwhocouldnotevensupporthisfamily.

Cf.

Igraduallyperceivedthatcultureandlanguagecannotreallybeseparated.(understand)

Musicianscanperceiveverysmalldifferencesinsounds,(notice;observe)

6....identityisdeterminedbygeneticendowment(whatisinheritedfromparents),shaped

byenvironment,andinfluencedbychanceevents,(para.2)

Whoweareisdeterminedbythreethings:first,ourgenes,orwhatourparentshavegivenus,our

legacy;second,environment;third,luckoropportunities.

chanceevents:"Chance“hereisanadjective,meaning“accidental.”

e.g.Thischancemeetingwiththefamouswriterchangedhiswholelife.

Thismedicineissaidtobeachancediscovery.

7....theyarebecomingindependentfromtheirparentsyetareprobablystillvery

dependentonthem.(para.3)

Note:Theprepositionsusedafter“dependent”and“independent“aredifferent

e.g.Financially,theyarestilldependentontheirparents.

Thesebanksarenowcompletelyindependentfrom/ofeachother.

8.Infact,itmaybeheightenedbytheirchoicetopursueacollegeeducation,(para.3)

“It"herereferstotheword"struggle"intheprevioussentence.Thewholesentencemeansthatifthey

choosetogotocollegetocontinuetheireducation,theywillfaceanevenmoreseriousstruggle

betweenthedesiretobeindependentandtheneedtodependonthefinancialsupportoftheirparents.

9.First,thereisfunctionalindependence...suchashandlingfinances,choosingtheirown

wardrobes,anddeterminingtheirdailyagenda,(para.4)

functionalindependence:independenceinhandlingeverydaylifesituations;theabilitytosolve

practicalproblems

handlefinances:tolearnhowtospendmoneywisely

choosetheirownwardrobes:tochoosetheirownclothes

determinetheirdailyagenda:tomakealistofwhattheyaregoingtodoeveryday

10.Hoffmandefinesthisprocessas“freedomfromanexcessiveneedforapproval,

closeness,togetherness,andemotionalsupportinrelationtothemotherandfather.”(para.

4)

freedomfromsth.:nolongerhavingsth.thatsb.doesnotwant

e.g.Themostimportantfreedomourpeopleshouldhaveisthefreedomfromhunger.

Also\tobefreefromsth.

e.g.Anidealsocietyisonefreefromexploitationandoppression.

Withinamonth,thewholebuildingisfreefromfliesandmosquitoes.

Note:"Freedomfromsth“isdifferentfrom"'freedomofsth,“

e.g....welookforwardtoaworldfoundeduponfouressentialhumanfreedoms.Thefirstis

freedomofspeechandexpression-everywhereintheworld.Thesecondisfreedomofevery

persontoworshipGodinhisownway-everywhereintheworld.Thethirdisfreedomfrom

want...everywhereintheworld.Thefourthisfreedomfromfear...anywhereintheworld.

一FranklinD.Roosevelt

excessive:muchmorethanreasonableornecessary

Ifsomeonehasanexcessiveneedforapproval,itmeansthatheorsheistoodependentonother

people'sapproval.Childrenneedtheirparentstotellthemwhattodoandwhatnottodo.Theyalso

needtobeclosetotheirparentsandreceiveencouragement,love,andallkindsofemotionalsupport

whichgivethemstrength.Butwhentheygrowup,thisshouldchange.Theyshouldnolongerhave

thesameneedslikebabies.

11.Fourthisfreedomfrom^excessiveguilt,anxiety,mistrust,responsibility,inhibition,

resentment,andangerinrelationtothemotherandfather.(para.4)

Childrenoftenfeelveryguiltyinrelationtotheirparentsbecausetheythinktheyhavedone

somethingwrong;theyarealsoanxiousbecausetheyareeagertopleasetheirparents;theysometimes

feelunhappybecausetheythinkthattheirparentshavenotbeenfairtothem;theyfecithattheyare

responsibletotheirparentsfbreverythingtheydo;theyarealwaysafraidofsayingthewrongthingor

notbehavingproperly;allthismaymakethemangrywiththeirparentsormakethemfeelresentful.

Thesefeelingsreflecttheiremotionaldependenceontheirparents.Whentheygrowup,theyusually

strivefbrthefreedomfromthese.

12.Probablynothingcanmakestudentsfeellowerorhigheremotionally...(para.5)

feellower:tofeelunhappy,withoutmuchhopefbrthefuture

13....myfather...wasseeinghisworldshrinkandhisoptionsnarrow,(para.6)

Myfatherwasbeginningtorealizethathisworldwasgettingsmallerandhischoicesfewer,

narrow:Hereitisusedasaverb.

e.g.Wemusttrytonarrowthedifferenceinincomebetweentherichandthepoorwithoutdelay.

Thismightyrivernarrowstoagorgeofabout50meterswhenitcomestothisplace

betweenthemountains.

14.Anotherchangeforcollegestudentsisinternalizingtheirreligiousfaith,theirvalues,

andtheirmorals,(para.7)

internalize:(apsychologicalterm)tomakefaith,values,morals,attitudes,behavior,language,etc.

partofone'snaturebylearningorassimilatingthemunconsciously

15oneormoreparentshavebeenmodelingforthem...(para.7)

modelforsb.:toserveasamodelfbrsb.;tosetanexamplefbrsb.

Notes:thephrase“bemodelsforsb.°ismorecommon.

Cf.

modeloneselfon/after:(AnrE)totrytobeorbehavelike(sbthatoneadmires)

e.g.Childrenoftenmodelthemselvesaftertheirparentsandteachers.

Nowadaysyoungpeopletendtomodelthemselvesafterpopicons.

16....however,thesemattersarequestionedandinsomecasesrebelledagainst,(para.7)

However,adolescentsbegintodoubtaboutthebeliefs,values,andmoralstheirparenthavetaught

them,andsometimesopenlyrefusetoacceptthem.

rebelagainst:toopposeorfightagainst

e.g.Soonerorlater,achildwillrebelagainstthetyrannicalruleofhisfather.

Youngpeopletendtorebelagainsttraditionalpractices.

17abackgroundthatwasextremelyprejudicedagainstpeoplefromotherraces...(para.

7)

beprejudicedagainst:Donotdropthepreposition“against.”

Also,.beagreedon;beattendedto;bediscriminatedagainst;bedoneawaywith;befocusedon;be

lookedafter;beputanendto;beputupwith;berebelledagainst;betakencareof

18....adormthathadpeoplefromavarietyofethnicbackgrounds,(para.7)

avarietyofethnicbackgrounds:(here)manydifferentracesintheU.S.

Todaysociologistsoftenprefer“ethnic"to"racial,"and"ethnicgroup"to"race.”

19....peopleofotherraceswerenotonlyequaltoher...(para.7)

beequalto:tobejustasgoodas

e.g.Manyofourproductsareequaltothebestintheworld.

Itisridiculoustothinkoneraceisnotequaltoanothersimplybecauseithasadifferentskin

color.

20.Thesereligious,moral,andethicalvaluesthataresetduringthecollegeyearsoftenlast

alifetime,(para.7)

Thesevaluesthatareestablishedduringthecollegeyearsoftenlastalifetime.Itisbelievedthatour

characterorbasicmoralprinciplesareformulatedduringthisperiodoftime.

21.Inadditiontoaffirmingpersonalvalues...(para.8)

affirm:tostrengthenbeliefs,ideas,orfeelings

values:moralprinciples;principlesofwhatisrightandwhatiswrong

personalvalues:valuesconcerningpersonallifeorbehavior,asopposedtosocialvalues

22....seeingthepeoplefromothercountriesinadifferentlight,(para.9)

seesb./sth.inacertainlight:toseesb./sth.inacertainway

e.g.Whathedidmadeusseehiminanewlight.

AfterItookthatcourse,Ibegantoseetheworldinadifferentlight.

23.Forcertain,itisanexperiencethatcontributestoyoungadults'growthandmaturity,

(para.10)

forcertain:certainly;definitely;nodoubt

e.g.Heisprobablyanaccountant.Idon'tknowitforcertain.

Ican'tsayforcertainhowmuchthiscarwillcost.

contributeto:tohelptocausesth.tohappen

e.g.Thesemeasurescontributedgreatlytotheeconomicrecoveryofthatcountry.

Whatdoyouthinkarethemainfactorsthatcontributedtothesuccessofthatcompany?

24....theyarealsoacquiringnewwaysofassemblingandprocessinginformation,(para.10)

Theyarcalsofindingorlearningnewwaysofarranging,organizing,analyzingorunderstanding

information.Itimpliesthatunrelated,unclassifiedinformationisnotscientifictruth.Scientifictruth

requirestheprocessingofinformation.Incollege,studentswilllearnnewapproaches,methods,and

theorieswhichwillchangemanyoftheirprejudices.

IHTranslationofTextA

大學(xué)時(shí)代鮑

勃?哈特曼

你是否考慮過，作為一名大學(xué)生，你的生活現(xiàn)在起著什么變化，將來又會(huì)有什么變化？你是否

想過，大學(xué)教授和其他學(xué)校工作人員對(duì)你大學(xué)期間的成長及成熟是有目標(biāo)的？你是否想過，在

你由青春期邁向成年的過程中，你的個(gè)人發(fā)展會(huì)發(fā)生某些變化？雖然大學(xué)生們很少思考這些問

題，但是他們在大學(xué)時(shí)代很可能會(huì)發(fā)生一些重大的變化。

在此期間，學(xué)生要經(jīng)歷一次認(rèn)同危機(jī)，他們想弄明白自己是什么樣的人，自己的優(yōu)點(diǎn)

和弱點(diǎn)在哪里。他們當(dāng)然有不少優(yōu)點(diǎn)和弱點(diǎn)。知道人們怎樣看待自己，以及別人如何看待

自己，這一點(diǎn)很重要。在《國際社會(huì)科學(xué)百科全書》（1979）的一篇討論愛利克?H.埃里克

森（心理學(xué)）理論的文章里，皮爾斯和蘭多認(rèn)為，身份的形成取決于基因（由父母遺傳），受環(huán)

境的塑造，并且被不確定的事件影響。人們受環(huán)境影響，轉(zhuǎn)而也影響他們所處的環(huán)境。人們怎

樣看待這雙重角色，毫無疑問構(gòu)成了他們身份的一部分。

學(xué)生在經(jīng)歷自我認(rèn)同危機(jī)的過程中，逐漸獨(dú)立于父母，但可能仍然很依賴他們。這一

獨(dú)立與依賴的掙扎構(gòu)成了青春期后期生活的一大部分。事實(shí)上，選擇大學(xué)教育可能會(huì)加劇

這一矛盾。有些人中學(xué)畢業(yè)后，選擇立即參加工作，因此他們在經(jīng)濟(jì)上可能不再依賴父母?？墒?/p>

大學(xué)生選擇了發(fā)展，選擇了學(xué)習(xí)需要幾年的工夫才能掌握的新技能，因而他們至少在一定程度

上可能還得繼續(xù)依靠父母。

J.A.霍夫曼在其1984年4月刊登于《咨詢心理學(xué)雜志》上的《青春期后期青少年與

父母的心理分離》一文中提出，與父母心理分離包含四個(gè)方面。第一，功能獨(dú)立，涉及個(gè)

人處理實(shí)際事務(wù)和私人事務(wù)的能力，如打理財(cái)務(wù)、選擇著裝、確定日程安排。第二，態(tài)度

獨(dú)立，即個(gè)人學(xué)會(huì)正確看待并接受自己在態(tài)度、價(jià)值觀、信仰等方面和父母的差異。心理

分離的第三個(gè)過程是感情獨(dú)立?；舴蚵堰@個(gè)過程界定為“在認(rèn)可、親近、親密及感情支

持這些方面擺脫對(duì)父母的過多依賴”。比如大學(xué)生可以自由選擇自己想學(xué)習(xí)的專業(yè)，不會(huì)

認(rèn)為必須得到父母的同意。第四，擺脫“對(duì)父母過多的內(nèi)疚、憂慮、疑心、責(zé)任感、猶豫、不滿

及憤怒”。大學(xué)生需要以局外人的目光審視自己在獨(dú)立與依賴的掙扎中所處的位置。

對(duì)于年輕的大學(xué)生們來說，壓力最大的事情之一可能是確立自己的性別身份，這包括

建立與異性的關(guān)系以及呈現(xiàn)自己未來作為男人或女人的角色。他們每個(gè)人都必須界定自己

的性別角色。這個(gè)階段既令人興奮，也令人沮喪。也許沒有什么會(huì)比戀愛更能使大學(xué)生的

感情向兩個(gè)極端波動(dòng)了。

與此同時(shí)，這些年輕的成年人也不斷地學(xué)會(huì)如何給予和接納成人世界中的感情。這方

面的成長不僅涉及與異性的關(guān)系，也涉及到與兩種性別以及所有年齡段的朋友的相處。隨

著他們逐漸成年，他們與人交往的方式也發(fā)生著變化。在這個(gè)時(shí)期，作為成年人，他們應(yīng)

該考慮如何與同齡人相處，如何適當(dāng)表達(dá)對(duì)同齡人的尊重；如何與在生活中所遇到的兒童

和青少年相處；如何與父母相處并表現(xiàn)出對(duì)他們的關(guān)愛。我在西南浸禮教會(huì)神學(xué)院讀研究

生的時(shí)候，有一次在修完一門輔導(dǎo)學(xué)課程后，我去看望父母。在學(xué)習(xí)這門課的過程中，我

發(fā)現(xiàn)在我的世界不斷擴(kuò)展、一個(gè)個(gè)新選擇向我開放的同時(shí)，我60多歲的父親卻目睹著他的

世界漸漸縮小，選擇也變得越來越少。那次回家，我和父親交談過幾次，談到了我修的那

門課程的內(nèi)容，以及這些內(nèi)容如何適用于我們的生活。我發(fā)現(xiàn)自己在以一種與以往不同的

方式看待父親，我把他看作我的朋友，一個(gè)我可以鼓勵(lì)的朋友。我有意識(shí)地鼓勵(lì)一位多年

來一直鼓勵(lì)我的人。我和父親的關(guān)系變了。

大學(xué)生們的另一個(gè)變化是逐步內(nèi)化宗教信仰、價(jià)值觀以及道德標(biāo)準(zhǔn)。從出生以來，他

們的父親或母親，或是雙親，就一直言傳身教，教給他們一些信念、價(jià)值觀和道德觀。不

過，在青春期，他們會(huì)懷疑，甚至反叛這些觀念?，F(xiàn)在，作為成年人，他們有機(jī)會(huì)自己決

定接受什么樣的信念、價(jià)值觀以及道德觀。在20世紀(jì)60年代末，有個(gè)女生一直深受極端

歧視其他種族思想的影響，剛?cè)氪髮W(xué)時(shí)她深信自己種族的優(yōu)越性。她被安排到一棟住著來

自不同民族背景的學(xué)生的宿舍樓，她因此感到沮喪。在隨后的四年中，這位自認(rèn)為聰慧的

學(xué)生發(fā)現(xiàn)無論是在課堂上還是在社交活動(dòng)中，其他種族的人一點(diǎn)兒都不比她差，或者是比

她更有能力。大學(xué)畢業(yè)的時(shí)候，她已經(jīng)認(rèn)識(shí)到其他種族的人不僅與她平等，而且還能夠成

為值得她學(xué)習(xí)的朋友。這些在大學(xué)時(shí)代確立的宗教、道德、價(jià)值觀念往往終生不變。

除了確立個(gè)人的價(jià)值觀外，大學(xué)生還會(huì)逐漸形成整理與運(yùn)用知識(shí)的新方法。學(xué)業(yè)中遇

到的挑戰(zhàn)不僅將他們引入新的知識(shí)領(lǐng)域，還迫使他們學(xué)會(huì)考量如何在生活中獲取、整理并

運(yùn)用知識(shí)。對(duì)于一些大學(xué)生來說，這是一個(gè)痛苦的經(jīng)歷，但對(duì)所有學(xué)生而言，這是一個(gè)成

長的過程。與我合作過的一個(gè)學(xué)生后來當(dāng)了英語老師。她曾告訴我她是如何在大學(xué)期間改

變了對(duì)文學(xué)的態(tài)度?！吧细咧械臅r(shí)候，我的英語成績不錯(cuò)，”她說，“不過讀的那些材料

對(duì)我來說沒有什么意義?！彼又忉屃嗽诖髮W(xué)里她是怎樣認(rèn)識(shí)到文學(xué)是理解文化的最好

方式之一。她的學(xué)習(xí)方法改變了。所有大學(xué)生都應(yīng)該知道他們該如何回應(yīng)新的知識(shí)和新的

學(xué)習(xí)方法，如何處理這些知識(shí)，以及如何將這些知識(shí)條理化。

最后一點(diǎn)，這些年輕人正逐步成為世界公民。他們不僅在逐漸了解本文化體系的其他

群體，同時(shí)也在了解其他文化體系的人們。在遇到這些人并與之交流的過程中，他們發(fā)現(xiàn)

自己接觸到了新的生活方式，以及對(duì)生活的不同認(rèn)識(shí)。與此同時(shí)，他們成長起來，變得更

加成熟。一個(gè)在家鄉(xiāng)上社區(qū)學(xué)院的學(xué)生跟我說過他與一位來自第三世界國家的學(xué)生相識(shí)的

經(jīng)歷。以前他甚至都沒聽說過這個(gè)國家。這位外國學(xué)生回國后會(huì)被指派到一個(gè)重要的政府

部門工作。他還有個(gè)哥哥在國內(nèi)一所重點(diǎn)大學(xué)教法律。這位美國學(xué)生和這位外國學(xué)生成了

好朋友，他倆在一起度過了不少時(shí)光，交流想法和夢想。這個(gè)美國學(xué)生說，“由于我們之

間的友誼，我開始了解第三世界國家的人，這是我從來都沒有想到過的?，F(xiàn)在我讀報(bào)或是

看電視新聞時(shí)都是以新的視角來看待其他國家的人。他們都是真實(shí)存在的人，和我一樣是

有夢想、有希望、在奮斗的人?！币?yàn)樵谏洗髮W(xué)時(shí)有了這樣的機(jī)會(huì)，這個(gè)年輕人和許許多

多其他學(xué)生一樣，對(duì)這個(gè)世界、對(duì)自己有了新的理解。

大學(xué)的宗旨是使學(xué)生能成長與發(fā)展。有時(shí)候它可能來勢洶洶。但上大學(xué)肯定有利于年

輕人的成長與成熟。他們不僅會(huì)接觸到新的群體、新的知識(shí)，還會(huì)學(xué)到整合、處理信息的

新方式。同樣值得自豪的是，他們對(duì)自身、對(duì)他人、對(duì)他們所處的世界的理解也在不斷提高。

IVKeytoExercises,

LanguageFocus

1.

1.-ject:"tothrow”

2.-ceive:"totake''

3.-serv-:"slave"or"tosave”

2.

1.Verbphrases

contributeto,definesth.as,inheritfrom,modelfor,bedependenton,beindependentfrom,be

prejudicedagainst,beequalto

2.Prepositionalphrases

inturn,inrelationto,inadditionto,inadifferentlight,forcertain,inone'ssixties,overthe

years

3.Nounphrases

schoolpersonnel,chanceevents,parentalapproval,workworld,agovernmentalposition,

graduatestudent,communitycollege,geneticendowment,identitycrisis,sexualidentity,

romanticrelationship,ethnicbackground,dailyagenda,growthandmaturity,strengthsand

weaknesses,personalaffairs,developmentalchanges,functional/attitudinal/emotional

independence

3.

acquirenewways,affirmpersonalvalues,gather/apply/processknowledge,assemble

information,chooseone'sownwardrobe,determineone'sdailyagenda,developskills,enter

theworkworld,establishone'sidentity,give/receiveaffection,gothroughacrisis,handle

finances,internalizevalues,interpretlife,makegoodgrades,projectthefuturerole,pursuea

collegeeducation,questionthesematters,selectone'smajor,showrespect

4.

Threepastparticiplephrases.

Moreexamples:

1.Hebouncedintomyoffice,withasmileonhisfaceandexcitementinhisvoice.

2.Youthisnotatimeoflife;itisastateofmind.Youarcasyoungasyourfaith,asoldas

yourdoubt.

3.Theputposeoftheuniversityistomakestudentssafeforideas-notideassafefor

students.

4.Whatthesuperiormanseeksisinhimself;whatthesmallmanseeksisinothers.

5.Courageisresistancetofear,masteryoffear-notabsenceoffear.

5.

1.Haveyoueverconsideredthechangesthataretakingplaceandwilltakeplaceinyourlife

asacollegestudent?(para.1)

Hasiteveroccurredtoyouthatyourprofessorsandotherschoolpersonnelhavecertain

goalsforyourgrowthandmaturityduringyourcollegeyears?(para.1)

Hasiteverdawnedonyouthatcertaindevelopmentalchangeswilloccurinyourlifeas

youmovefromadolescencetoyoungadulthood?(para.1)

(anticipatory“it”isusedtointroducetherealsubject)

2.Probablynothingcanmakestudentsfeellowerorhigheremotionallythanthewaythey

arerelatingtowhomevertheyarehavingaromanticrelationshipwith.(para.5)

(comparativeconstruction)

3.Whilestudentsaregoingthroughanidentitycrisis,theyarebecomingindependentfrom

theirparentsyetareprobablystillverydependentonthem.(para.3)

("while“usedtotalkabouttwoactivitieshappeningatthesametime)

...whilemyworldwasexpandingandnewoptionswereopeningfbrme,myfather,who

wasinhissixties,wasseeinghisworldshrinkandhisoptionsnarrow,(para.6)("while”

usedtocomparetwofacts)

4.Notonlyaretheybeingintroducedtonewpeopleandnewknowledge,buttheyarealso

acquiringnewwaysofassemblingandprocessinginfbnnation.(para.10)(Whenweput

“notonly"atthebeginningofasentence,weinvertthesubjectandtheverb.)

ReadingComprehension

Theintroduction:Collegestudentsaregoingtoexperiencekeychanges

PartI

duringtheperiodfromadolescencetoyoungadulthood,whichareso

(para.1)

importantandyettheyseldomthinkabout.

Thebody:Collegestudentsfacesiximportantchallengesorwhatthe

authorcalls“developmentalchanges/9

1.Thefirstchallenge:howtodealwithidentitycrisis

1)Theymustfindoutwhotheyreallyare,andtheirstrengthsand_

weaknesses

2)Theiridentityisinfluencedbythreefactors:genes、environment.and

chanceevents.

3)Theymaystillbefinanciallydependentontheirparentstosomedegree,

buttheymusttrytogainfourkindsofindependencefromtheirparents,

a.Functionalindependence

b.Attitudinalindependence

PartII

c.Emotionalindependence

(paras.2-9)

d.Freedomfromexcessiveguilt,anxiety,responsibility,etc.