综合英语3unit1

综合英语3unit1

Unit 1

Teaching Objectives

In this unit students are required to

1. know the background knowledge of the text;

2. grasp some new words and expressions and discriminate

groups of synonyms

3. paraphra some of the ntences and analyze some of

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Some ntences concerning the title

1. Let's start from very beginning again.我们再从头开始吧。

2. Let's go back to square one.我们重新开始吧。

3. Let's go back to the drawing board.我们重新开始吧。

4. Let's start from scratch again.我们重新开始吧。

5. Let's do it all over again.我们重新来过吧。

6. Let's make a fresh start.我们重新开始吧。

7. Let's start from zero again.我们再从零开始吧。

8. Let's get back to the starting point.我们回到起点吧。

9. I'm afraid we'll have to scrap the plan and redo it

completely.我们恐怕得放弃这个计划然后全部重来。

10. Let's roll it back to the beginning.我们回到起点吧。

Ⅱ. Introductory Questions

1. Remember the first day you came to Yantai University? The

first class? The first day you

had military training? The first day you started the class?

ng made you feel embarrasd?

you afraid of making mistakes that cau

embarrassment?

Ⅲ. Questions related to the text

Para. 1

1. Wh at does ―first-gradish‖ mean?

2. Why did the author have the impression that ―everyone on

campus was watching me‖?

3. What was her plan?

4. How did Evelyn feel on her first arrival at the college

campus?

Paras. 2-9

4. Why did the author exclaim ―what confidence, what

rerve, what muscles!‖ when saw the football player?

5. Where did Evelyn choo to sit in her first class? Why?

6. Why did a cold sweat break out on the back of her neck?

7. Why did she remain in the wrong room?

8. How many questions are ud in paragraphs 3-5? Why

does the author rai the questions?

9. How did the students react when she slipped and fell down?

And how did the author feel about it?

10. Why did she dine on junk food for the next three days?

11. What happened in the cafeteria when she went there on

the fourth day?

Paras. 10-14

12. What was the key lesson Evelyn Herald learned during

her first few weeks in college?

Ⅳ. Structural analysis of the text

Unlike an expository writing, which usually express the

main idea in a thesis statement, in a narrative writing, the point

is shown through dialogues, actions or events. The three

incidents that are treated expansively in this essay are related to

one another by their implicit messages — the mistakes the

author made and her reaction toward the mistakes. It was in this

process that the author achieved significant insight into herlf.

In this autobiographical essay, Evelyn Herald recounts her

embarrassing moments during her first days of college. With a

chronologically balanced pattern of narration, the author focus

on three incidents– sitting in the wrong class, falling down in the

cafeteria and witnessing the upper-class football player having

the same experience. Coupling narration with description, she

gives us a detailed account of the process, the after-effect and

the significant insight into herlf.

Part 1 (Para.1): introductory paragraph story

Part 2 (Paras. 2-9): the author recalls a few incidents during

her first days of college.

Part 3 (Paras. 10-14): the concluding part

Ⅴ. Paragraph Analysis

In narrating ―bitter‖ incidents during her first days in college,

the author tries various methods to produce humorous effects.

The apparently awkward episodes lected here are, to readers

an enjoyable pleasure, for they provoke their laughter or evoke

their smile. One major source of humor in the story is the

extensive u of words or phras which are most likely to

impress readers with pictures, vivid, tangible or even funny. Here

are two instnaces.

—―With that thought in mind, I raid my head, squared my

shoulder, and t out in the direction of my dorm…‖ (Para. 2)

—―I only hoped his attention was drawn to my airs of

assurance rather than to my shaking knees.‖ (Para. 2)

The italicized parts in the lections provide depictions of

how she was striking attitudes in some embarrassing situations.

Readers are induced to smile with the mental picture of the

disparity between her appearance and her actual mentality.

Listed below are more examples to show how the author tries to

dramatize some incidents for the sake of humor.

—―I knew everyone would stare. Forget it. I ttled into my

chair and tried to assume the scientific po of a biology major,

bending slightly forward, tensing my arms in preparation for

furious notetaking, and cursing under my breath‖(Para. 5).

—―Keeping mylf upright and get ting 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 / lost my balance‖ (Para. 6).

The italicized parts in the lections offer vivid pictures of

what she did or how she looked in some embarrassing situations.

VI. Detailed Study of the Text

Paragraph 1

1. nothing more than: only

2. I was feeling just a bit first gradish: I had just the feeling of

a newcomer to college without the strength only an experienced

student might posss. The ―first gradish‖ feeling is a mixture of

helplessness, disorientation, lf-cinsciousness, and a lack of

confidence.

3. distinct: clearly en, heard, felt, understood, etc,

noticeable

— There is a distinct possibility that she won't come.

— The children have distinct memories of their grandfather

in his last days.

cf. distinctive

Anything clearly noticed is distinct. A thing or quality that is

clearly different from others of its kind is distinctive or distinct

from.

There is a distinct smell of beer in this room.

Beer has a very distinctive smell; it’s quite distinct from the

smell of wine.

Paragraph 2-9

4. clutch: vt. to hold or grasp tightly;

vi. to try to grasp or ize

— She clutched her pur tightly, fearing tha a thief might

snatch it.

— He clutched (at) the rope we had thrown to him but could

not reach it.

5. rerve: lf-restraint in expression; the habit of not

showing one’s feelings or thoughts 保留— Being a man of

rerve, Mr. York was never popular with his colleagues.

— He spoke without rerve of his time in prison.

他毫无保留地述说了他在监狱中的事。

6. dumb: 1) stupid or silly or foolish

2) silly or annoying (AmE)

— That was a pretty dumb thing to do.

— I came up with this dumb idea.

7. my airs of assurance: my apparent confidence.

8. whereabouts: n. approximate location

adv. about where; in, at or near what location

—The orphan’s whereabouts is/are still unknown.

—She won’t tell me whereabouts she put it.

9. break out(in): suddenly become covered (especially with

spots on the skin) 皮肤突然出现（斑、疹等）

— break out in a cold sweat 出来一身冷汗

— She has had to e a doctor, as a rash has broken out on

her hand.

10. grope for/after: arch blindly or uncertainly; feel or

arch about (for sth.) as one does in the dark

— grope for the door-handle/light-swith, etc.

— He groped for the right answer to the problem.

— The lecturer paud, groping for the most effectiive word

to express his meaning.

11. assume: put on or display sth. Fally; pretend

—He assumed a look of surpri.

—He assumes a well-informed manner but in fact he knows

very little.

12. tip off: to give an advance warning or hint to

—Somebody must have tipped off the burglars off that the

hou world be empty.

—The police was tipped off about the robbery.

有人事先先警方报告了要有抢劫的消息。

13. demeanor:the way you behave, which gives people an

impression of your character and feelings 行为；举止

—They dislike Mr. Smith’s arrogant demeanor.

14. My stomach needed a little nourishment and I hurried to

the cafeteria:some food to appea my hunger

15. flail: v. to (cau something to) wave or swing about

wildly

—flail one's arms/ hands above one's head

—I flailed her arms to get her attention.

—The baby’s feet flailed under the quilt.

—The dying lamb fell, its legs flailing helplessly.

end: buttocks

17. campus population: all of the people who live on campus

18. sneak: v. to go or move in a quiet, stealthy way

—To sneak into a place is to enter so as not to be noticed.

—The man sneaked about the barn watching for a chance to

steal the dog.

19. die down: gradually become less strong, loud, noticeabel,

etc.

—noi/wind/anger/storm, etc. die down

—When the flames die down we may be able to e the

extent of the damage.

—When the cheering had died down, the Prime Minister

began his speech.

20. assortment: n. a group of similar things that are of

different size or colors or have different qualities

—a wide assortment of gifts to choo from

—wearing an odd assortment of clothes

21. compod: adj. calm and able to control their feelings

—It wasn’t the peaceful, compod experience I had

expected.

—a compod person, manner, look

22. Somebody’s heart goes out to somebody: ud to say

that someone feels a lot of sympathy towards another person

—His heart went out to Mrs. Bradshaw and her fatherless

child.

23. slink: (slunk, slunk) (always + adv./pre.) to go or move in

a quiet, stealthy way; to move as if one feels guilty or ashamed,

or does not want to be en

—The thief slunk down the dark alley.

—The cat slunk (=sneaked) through grass toward its prey.

—She tried to slink out of the office so that nobody would

e her.

24. topple: v. unsteady or unstable and fall over

—The pile of books toppled over onto the floor.

—He just relead his hold and toppled slowly backwards

—Wind and rains toppled trees and electricity lines.

25. running with the crowd was no longer a law of

survival:going with the tide of the majority was no longer crucial

to your success in college

26. malicious: adj. having the nature or wish to hurt others

—He apologized her for his malicious remark.

—malicious gossip

malice: desire to harm others or to e others suffer; extreme

ill will or spite

—He did it out of malice.

—I am quite certain that his wife bears malice to /towards/

against (= feels continuing dislike

for ) me.

27. live up to: behave in accordance with sth.

—live up to one’s promi/position/professions/income

—You have to live up to the high standard of the school/yo

ur parents’ expectations.

28. shackle: a metal fastening, usually one of a pair, for

enriching and confining the ankle or wrist of a prisoner or captive;

(figurative) a restraint to action or progress, often ud in the

plural form. —The policeman placed shackles on the suspect’s

hands.

—Generally speaking, it is hard to break through the shackles

of habit.

Paragrph 10-14

29. I would be completely forgiven for massive mistakes

(including stepping in puddles of ketchup and dropping food

trays): foolish and glaring mistakes

Ⅶ. Discussion

1. What, according to Evelyn, is one of the major differences

between college and high school lives?

2. How should a person take his/her college life according to

Evelyn? Do you agree?

VIII. Assignment

1. Do all the exercis attached

2. Prepare for the retelling of TextⅠ

TextⅡA University Stands and Shines（1 credit hour）

I. Background Information

John Mafield

John Mafield was born in Ledbury in 1878. At the age of

sixteen Mafield entered the merchant navy. A year later, after

completing a Atlantic voyage, he derted ship and became a

vagrant in America.

Mafield returned to England in 1897 where he found work

as a journalist. For a while he worked under Charles Masterman,

the literary editor of the Daily Chronicle. Mafield's first

published book was Salt Water Ballads (1902). After joining the

Manchester Guardian in 1907, Mafield continued to write

poetry and 1910 saw the publication of his collected work Ballads

and Poems. This was followed by The Everlasting Mercy (1911)

and The Widow in the Bye Street (1912).

Soon after the outbreak of the First World War, Mafield

joined the Red Cross and rved in France and then went on the

Dardanelles expedition with an ambulance unit and witnesd

the Gallipoli disaster. When Mafield returned to England, he

was recruited by Charles Masterman, the head of Britain's War

Propaganda Bureau (WPB).

The WPB nt Mafield to America to give lectures on how

Britain was winning the war. On his return, Mafield reported to

Charles Masterman that he had been heckled at meetings when

talking about the Dardanelles campaign. Masterman asked

Mafield to write a pamphlet the counter the image in America

that the British had been defeated at Gallipoli. In his pamphlet,

Gallipoli, published in 1916, Mafield attempted to show the

glory of the campaign.

In 1917 Mafield wrote another pamphlet, The Old Front

Line, for the War Propaganda Bureau. In the pamphlet Mafield

described German retreats on the Western Front and provided a

considerable number of stories of heroic deeds performed by

members of the British Army. Mafield's Collected Poems (1923)

sold in great numbers, as did the novels Sard Harker (1924) and

Odtaa (1926). In 1930 Mafield became poet laureate. He

produced more volumes of poetry, two novels about the a,

Dead Ned (1938) and Live and Kicking (1939) and two volumes

of autobiography, So Long to Learn (1952) and Grace Before

Ploughing (1966). John Mafield died in 1967.

The Author and the Text

John Mafield , England's poet laureate, was granted an

honorary degree by the University of Sheffield in 1946. He is

famous for his "Sea Fever", and wildely known as the poet who

wrote about the a. John Mafield delivered the as a

commencement address at Oxford in 1948, as a battered Britain

and the world struggled to rebuild and recover from the WWII.

In the text, he highly evaluates the significance of university and

the honor of being a member of a university.

II. Questions for Discussion

1. How do you understand the idea that a university is even

more enduring than religiouns and dynasties?

2. The author maintains that ―the thinker and the eker will

be found together in the undying cau of bringing thught into

the world‖(Para. 3). Cite a modern ins tance or two of thought

broutht into the world.

3. What is the Humanist? What od you think are the major

marks of the Humanist?

4. What is ―this great distincion‖ the author mentions in the

las tbut one line of the lcetion?

5. Make an analysisi of the few paragraphs and show four

main points of the lection.

III. Detailed Study of the Text

are few earthly things more slendid than a University.

(Para. 1)

A university could be one of the few most slendid things in

the world.

y: adj. connected with life on earth and not with any

spiritual life 尘世的etc;ud in

questions and negatives for emphasis

3. grim:sant and depressing[grimly(adv.)

grimace(v.&n. an ugly expression to show pain eg, with a grimace

皱眉) grime (n. dirt layers on surface of sth) grimy(adj. covered

with grime)]

4. foothold: n.a strong position from which sb can make

further achievement

5. quagmire: n. an area of soft wet ground; a difficult or

dangerous situation

6. perceive: v. to notice or become aware of;to understand in

a particular way

7. band together: to form a group in order to achieve sth

8. exile: n. the state of being nt to live in another country

9. the Poet Laureate:桂冠诗人，在诗界被认为是最高的荣誉，享

有王室俸禄。

Exercis ( 3 credit hours)

Translation 1

1. It distresd me a great deal to hear the news that he had

suffered repeated failures.

2. He assumed an air of cheerfulness, even though he lost

favor with his boss.

3. Gulliver met with extraordinary adventures and saw a

strange assortment of people.

4. He will be furious with you if you repeat the same mistake.

5. We were all greatly drawn by his frank views, humorous

words and genial manner.

6. After the thunderous applau died down, the Nobel Prize

winner began his speech. Translation 2

我上大学的最初几天是难以忘怀的。当父亲驾车离开，将我独自

留在校园里的时候，我不知道该做什么了。不管我如何极力拿出一副

成熟的样子，我就是摆脱不了一个一年级新生的感觉。我花了好几个