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Lesson One

Lesson One. Faculty of Humanities and Social Sciences Department of Languages and Literature Pu Dong-mei. Text A _ Your College Years. Contents. 1. Teaching Objectives 2. In-class Discussion 3. Background information:

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Lesson One

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  1. Lesson One Faculty of Humanities and Social Sciences Department of Languages and Literature Pu Dong-mei

  2. Text A _ Your College Years

  3. Contents 1. Teaching Objectives 2. In-class Discussion 3. Background information: 1) about the author 2) about the text 3) Erickson’s Theory of Developmental Stages 4. Language points 5. Text analysis: 1) theme; 2) structure 6. Writing devices: developing paragraphs by examples

  4. Teaching Objectives 1.  To grasp some psychological terms, such as “developmental changes”, “identity crises”, “psychological independence”, and “internalizing religious faith”. 2.  To guide students to think over the real meaning of college life and how to take advantage of it to serve their bright future. 3.  To grasp the following important language points: • 1)      the use of anticipatory “it”; • 2)      the use of gerund; • 3)      frequently used words and phrases;

  5. In-class Discussion • Talk about your summer holiday with your partners. Introduction • How old are you when you entered college? Do you think there are some changes happened to you after one year’s study? What are they? • Have you experienced any crucial developmental changes since you entered this university? Have you gone through any identity crisis? • Have you gained psychological independence from your parents? Can you properly handle relations with both sexes at this university? • What values and beliefs you have come to internalize in your college years? Any new insights?

  6. Background informationAbout the author • Dr. Bob Hartman is a children’s story-teller and part-time pastor. He was born in Pittsburgh, the United States, and moved to England in the summer of 2000. He's been using his dynamic and interactive style to entertain audiences on both sides of the Atlantic - from the Pittsburgh Children's Museum to schools, bookshops and major festivals throughout the UK, which in 2005 include Greenbelt, Edinburgh International Book Festival and the Northern Children's Book Festival.

  7. About the text • This is a text about what students will experience in their “college years”. It is addressed to college students in the United States. • In the article, the author touches upon the “developmental changes” experienced by college students, many important adjustments and decisions concerning young people’s education, career, values and social responsibilities. • To have a meaningful and rewarding life, we must learn to handle what the author calls “the identity crises”, to find out who we are, what are our strong points and weaknesses, what we should do and where we should go. Of course, we must learn to be independent or self-reliant psychologically as well as in other matters.

  8. About the text • In this article, the author also talks quite a bit about students’ need to achieve sexual identity in order to form a healthy and correct world outlook. • In addition, as English majors, students should also think about the realistic questions concerning the position of English major, be it a tool or a specialized subject, the future goal of self-development, etc.

  9. Erickson’s Theory of Developmental Stages: Basic Theory • Babies are born with some basic capabilities and distinct temperaments. But they go through dramatic changes on the way to adulthood and old age. According to psychologist Erik H. Erickson, each individual passes through eight developmental stages. • Each developmental stage is characterized by a different psychological “crisis”, which must be resolved by the individual before the individual can move on to the next stage. If the person copes with a particular crisis in a maladaptive(不适应的) manner, the outcome will be more struggles with that issue later in life. To Erickson, the sequence of the stages is set by nature. It is within the set limits that nurture works its ways.

  10. Eight developmental stages • Stage 1: InfantTrust VS MistrustNeeds maximum comfort with minimal uncertainty to trust himself/herself, others, and the environment. • Stage 2: ToddlerAutonomy VS Shame and DoubtWorks to master physical environment while maintaining self-esteem. • Stage 3: PreschoolerInitiative VS GuiltBegins to initiate, not imitate, activities; develops conscience and sexual identity. • Stage 4: School-age ChildIndustry VS InferiorityTries to develop a sense of self-worth by refining skills.

  11. Eight developmental stagescont’d • Stage 5: AdolescentIdentity VS Role ConfusionTries integrating many roles (child, sibling, student, athlete, worker) into a self-image under role model and peer pressure. • Stage 6: Young AdultIntimacy VS IsolationLearns to make personal commitment to another as spouse, parent or partner. • Stage 7: Middle-Age AdultProductivity VS StagnationSeeks satisfaction through productivity in career, family, and civic interests. • Stage 8: Older AdultIntegrity VS DespairReviews life accomplishments, deals with loss and prepares for death.

  12. fertilized egg with DNA code embryo 胚胎 fetus 胎儿 newborn infant / child Teenager (infml)/ adolescent (p1) adult (grown-up, infml) / youth / prime盛年 middle-aged pensioner old-aged / elderly / senile senior citizen / the state of infirmity Passage of our life (p1)

  13. Language points 1. The use of anticipatory “it”: It occurs to sb. to that (p.1); it dawns on sb. that; it strikes sb. that / how e.g. 1) Has it ever occurred to you that your professors and other school personnel have certain goals for your growth and maturity during your college years? 2) Has it ever dawned on you that certain developmental changes will occur in your life as you move from adolescence to young adulthood. 3) It has just dawned on me that I can do it if I believe I can. 4) It never occurred to me that Brad Pitt and Jennifer Aniston could get divorced. 5) It never occurs to him to help the poor and the old.

  14. Language points cont’d 2. The use of gerund: • e.g. Probably one of the most stressful matters for young college students is establishing their sexual identity, which includes relatingto the opposite sex and projectingtheir future roles as men or women. 3. During this time, students are going through an identity crisis… go through: experiencing; undergoing 4. The use of “perceive”: 1) to think of as e.g. Stress is widely perceived as contributing to coronary heart disease. 2) to notice; to discover; to observe e.g. I perceived that I could not make her change her mind. 3) to understand, to grasp: e.g. A key task is to get pupils to perceive for themselves the relationship between success and effort.

  15. Word study endeavor endowment ethical excessive handle inherit interpret inhibition involve observe occur perceive project shrink • Affection • affirm • apply • capability • contribute • counsel • distinct

  16. Word study 1. affection: n. agentle feeling of love and caring Examples: Every mother has/feels affection toward her children. He is held in great affection. c.f. affectionate a. e.g. He looks at her with affectionate looks. 2. affirm v. to declare (usually again) positively; strengthen beliefs, ideas, or feelings Examples: • affirm one’s judgment/innocence • affirm sth. to sb. • affirm that it is true

  17. Word study cont’d 3. apply • She is applying for a scholarship. • We should apply what we have learned to practice. • Not all natural laws can apply to human society. • Apply some of this ointment to the swollen part, and the pain will soon be gone. 4. capability: the natural ability, skill, or power that makes you able to do sth. • Examples: • He has the capabilities of solving/to solve practical problems. • It’s quite above his capabilities.

  18. Word study 5. contribute: v. a. to join with others in giving help, money… b. to help to cause or produce Examples: • contribute food and clothing for the refugees • contribute to the Red Cross • Exercises contribute to one’s health. • Drinking contributed to his ruin. 6. counsel: v. (fml.) to advise n. advice; opinion; suggestion Examples: • counsel care in the forthcoming negotiation • He counseled their giving up/to give up the plan.

  19. Word study 7. distinct: a. clearly different or belonging to a different type b. easily seen, understood; plain Examples: • Silk is distinct from rayon. • They are similar in form but distinct in kind. • There is a distinct improvement in his pronunciation. • He is at a distinct advantage in the competition. 8. endeavor: v. (fml.) to try very hard n. (fml.) effort; attempt Examples: • He endeavored to calm himself down but in vain. • His endeavors to persuade her to go with him failed.

  20. Word study 9. endowment n. a. quality or ability that someone has naturally b. money, property, etc. given to provide an income • Examples: • They are men of great endowments. • The Oxford and Cambridge colleges have numerous endowments. endow v. a.to possess naturally, be born with b. to give a college, hospital, etc. a large sum of money that will provide it with an income • She is endowed with both beauty and brains. • That hospital is privately endowed.

  21. Word study 10. ethical: a. connected with principles of what is right and what is wrong Examples: • an ethical principle • an ethical basis for education c.f. ethnic a.a. of race or the races of mankind b. (colloq.) of a particular cultural group • Examples: • ethnic clothes/food/music/restaurants 11. excessive:a. much more than is reasonable or necessary • Examples: • excessive rainfall • excessive charges

  22. Word study 12. handle: to manage, control or cope with • Examples: • This box contains delicate china. Please handle with care. • This computer is easy to handle. • We have to handle the relationship between our two countries carefully. • This shop does not handle imported goods. 13. inherit:v. to receive (genetic characters) from one’s parents • Examples: • inherit money/estate/title • She inherited her mother’s good looks and her father’s bad temper.

  23. Word study inheritance: n. the money, property, etc. that you receive from sb. when they die; the fact of receiving sth. when sb. dies • She spent all herinheritancein a year. n. sth. from the past or from your family that affects the way you behave, look, etc. • our artistic/culturalinheritance heritage n. the history, traditions and qualities that a country or society has had for many years and that are considered an important part of its character • national/culturalheritage

  24. Word study 14. interpret: v. a. to make clear the meaning of (either in words or by artistic performance b. to consider to be the meaning of c. to give an immediate oral translation of Examples: • interpret a difficult passage in a book • We interpreted his silence as a refusal. • Will you interpret for the foreign visitors? 15. inhibition: n. (psych.) a feeling of worry or embarrassment that stops you doing or saying what you really want to Example: • Wine weakens a person’s inhibitions. inhibit v. to hinder; to restrain • inhibit sb. from doing sth.

  25. Word study 16. involve: v. a. to include as a necessary part or result b. to affect Examples: • All reforms involve certain tasks. • The building of the dam involved relocating almost one million people. • You have to involve every country in the fight against global warming. • He was deeply involved in the scandal. 17.observe: v. a. to see or notice; watch carefully b. to say by way of comment • Examples: • The accused was observed trying to force the lock of the door. • Some scientists observed that global warming is not necessarily related to human activities.

  26. Word study 18. occur: v. a. to happen b. to come into one’s mind suddenly • Examples: • Over the years many floods have occurred in that area. • It occurred to him that there was a better way to do it. • I guess it never occurred to him to put aside some money for a rainy day. 19. perceive: v. (fml.) to become aware of, esp. through the eyes or the mind • Examples: • Musicians can perceive smalldifferences in sounds. He gradually perceived that language and culture can’t be separated.

  27. Word study 20. project: v. a. to plan b. to cause a shadow, an outline, etc. on a surface c. to present sb./sth./yourself to other people in a particular way, esp. one that gives a good impression • project a dam/a new canal • project a picture on a screen • project the future roles as men or women 21. shrink: v. a. to make or become smaller, esp. through wetting b. to move back; show unwillingness to do sth. • Examples: • Will this shirt shrink in the wash? • Car sales have been shrinking recently. • A shy man shrinks from meeting strangers.

  28. Phrases and Expressions • in turn • in/with relation to • in a different light • independent from/of • stand back • be equal to • dawn on/upon • drag one’s feet • for certain • freedom/free from • go through

  29. Phrases and Expressions 1. be equal to: v. to be just as good as; have strength, courage, ability etc. for sth. • Examples: • Many of our products are equal to the best in the world. • It is ridiculous to think one race is not equal toanother because it has a different skin color. • He is equal to doing this task. 2. dawn on/upon: v. to begin to appear; grow clear to the mind • Examples: • The truth began to dawn on him. • It suddenly dawned on me that there was another thing that contributed to their economic success. • C.f: It occurs to sb. that…

  30. Phrases and Expressions 3. drag one’s feet: v. (figurative usage) to delay deliberately • Examples: • The local authorities are dragging their feet closing these coal mines. • I can understand why they are dragging their feet over this reform. The reason is that it will affect their personal interests. 4. for certain: ad. certainly; definitely; no doubt • Examples: • He is probably an accountant. I don’t know for certain. • I can’t say for certain how much this car will cost. It must be in the neighborhood of two hundred thousand yuan.

  31. Phrases and Expressions 5. freedom/free from: no longer having sth. you do not want • Examples: • The most important freedom our people should have is the freedom from hunger. • An ideal society is one free from exploitation and oppression. • freedom from taxation • freedom of press/speech • “We look forward to a world founded upon essential human freedoms. The first is freedom of speech and expression—everywhere in the world. The second is freedom of every person to worship God in his own way—everywhere in the world. The third is freedom from want… everywhere in the world. The fourth is freedom from fear… anywhere in the world.” —Franklin D. Roosevelt

  32. Phrases and Expressions 6. go through: experiencing; undergoing e.g. During this time, New Orleans is going through a turmoil. 7. in turn: in succession • Example: • The candidates were summoned in turn to see the examiner. Put the following sentence into English: • 理论的基础是实践又反过来服务于实践。 • Theory is based on practice and in turn serves practice. 8. in/with relation to: as regards; concerning • Examples: • I have a lot to say in relation to that affair. • The project was outlined with relation to available funds.

  33. Phrases and Expressions 9. in a different light: in a different way • Examples: • After I took that course, I began to see the world in a different light. • What he did made us see him in a different light. 10. independent from/of: not dependent on or controlled by other persons or things • Examples: • If you have a car, you are independent from/of trains and buses. • That’s an objective law independent from/of man’s will. • Cf: Promotion is dependent on/upon one’s record of success.

  34. Phrases and Expressions 11. to stand back: 1) to stand to the rear • The child stood back at the sight of the ferocious dog. • 2) to distance oneself mentally in order to understand or judge better • Sometimes an administrator must stand back from day-to-day business to grasp the wider pattern of events. 3) to withdraw or retreat from making discussions, influencing events, etc. • She ran the family and her husband stood back. • These were vital discussions from which he couldn’t afford to stand back.

  35. Phrases and Expressions 12. be aware of (para.8): know about • He was well aware of what was undergoing secretly inside the league. • Those swimmers should have been aware of the danger near the shores of this area. 13. First and foremost… • Second… • Last but not least…

  36. Nursery school Kindergarten Primary / elementary school Secondary school (age 11 to 18) Middle school (Am. age 6 to 11) High school (Br. 11 to 18; Am. Age 14 to 18) Undergraduate: freshman, sophomore, junior, senior, the bachelor’s degree in science or art, essay / thesis; thesis defense Graduate / postgraduate: the graduate school; the master’s degree, the doctor’s degree; thesis, dissertation Education hierarchy

  37. Nothing + so + adj. / advNothing… than…(p5): to emphasize how strong or great a particular quality is • Youngsters learn nothing so fast as how to beat the system. • There’s nothing better than a good cup of hot coffee. • After all, 15 minutes of exercise is better than nothing. • Either he went through with this thing or he did not: it was all or nothing. • It did nothing but make us ridiculous. • Hollywood is nothing if not creative, especially if someone else will pick up the bills. • It’s all rubbish, and there’s nothing in/to it. • Not for nothing was the plane called “widow-maker” • Never think you can get something for nothing.

  38. Paraphrase 1) … identity is determined by genetic endowment, shaped by environment, and influenced by chance event. (para. 2) • Who we are is determined by three things: First, our genes, or what our parents have given us, our legacy; second, environment, and third, luck or opportunities. 2) First, there is functional independence, which involves the capability of individuals to take care of practical and personal affairs, such as handling finances, choosing their own wardrobes, and determining their daily agenda. (para. 4) • First is the ability to solve practical problems, … such as learning how to spend money wisely, how to choose their own clothes and making a list of what they are going to do every day.

  39. Paraphrase 3) Fourth is freedom from “excessive guilt, anxiety, mistrust, responsibility, inhibition, resentment, and anger in relation to the mother and father.” (para. 4) • Children often feel very guilty in relation to their parents because they think they have done something wrong; they are also anxious because they re eager to please their parents; they sometimes feel unhappy because they think that their parents have not been fair to them; they feel that they are responsible to their parents for everything they do; they are always afraid of not saying the right thing or not behaving properly; all these may make them angry with their parents or make them feel resentful. These feelings reflect their emotional dependence on their parents. When they grow up, they usually strive for the freedom from these.

  40. Text Analysis: Theme of the text • College is designed to be a time of changes for students. Threatening the changes may be, they contribute to young adults’ growth and maturity. • College students are experiencing a lot. Not only are they being introduced to new people and new knowledge, but they are also acquiring new ways of assembling and processing information. They are also proudly growing in their understanding of themselves, others and the world.

  41. Structure of the text • Part 1 (para. 1) Many key changes happen to college students during their college years. • Part 2 (para. 2-9) The key changes involve the following: identity crisis, the independence/dependence struggle, establishment of sexual identity, affection giving and receiving, internalization of religious faith, values and morals, development of new ways to organize and use knowledge, a new understanding of the world and himself/herself. • Part 3 (para. 10) Conclusion.

  42. Writing Devices: developing paragraphs by examples • A statement which is very general is seldom impressive or convincing. It is usually necessary to give examples to prove, to illustrate, or to clarify a general statement. We may be too used to saying “for instance” or “for example” to realize that we are using a certain method for developing a topic. • Paragraph 6 • Paragraph 7 • Paragraph 8 • Paragraph 9

  43. Other ways of developing paragraphs • Developing by time • Developing by process • Developing by space • Developing by detail • Developing by generalization • Developing by comparison and contrast • Developing by cause and effect • Developing by classification • Developing by definition

  44. Text B_ Preparing for College_ Lincoln Steffens In-class Discussion 1. You are now already in the second year of university studies. Can you still recall the days when you prepared yourself for admission to university? How did you prepare for college studies? 2. Are you opposed to examination-oriented preparation? 3. Lincoln Steffens is apparently against the standardized way of preparation. How did he prepare for his college – Berkeley?

  45. Excerpt from Lincoln Steffens’ Autobiography • Steffens stated very clearly that there is no limit to knowledge and that no one seems to know the essential truth. • In preparing for college, the most fundamental & essential task is: • to possess immense knowledge; • to have no fear to present one’s own view or to be opposed by others; • to be always ready to discuss; • to make one’s own view public and to argue for one’s own stand; • to be ready to be attacked or to be misunderstood.

  46. About the author – Lincoln Steffens • Joseph Lincoln Steffens (Apr. 6, 1866 – Aug. 9, 1936) was an American journalist and one of the most famous and influential practitioners of the journalistic style called muckraking(揭发丑闻、黑幕)-exposes of public and private corruption - aroused the American public during the early years of the twentieth century. His most famous book is his Autobiography (1931), from which the excerpt is taken. In this excerpt, Steffens makes an important revelation about learing, a fundamental discovery that every individual must make if he is to be successful in the world of ideas. • 市政腐败是19世纪末20世纪初美国现代化过程中所遭遇的严重社会问题。作为一名新闻记者，他对这一现象进行了系统而深刻的揭露，对20世纪初美国进步主义改革起到了一定的推动作用。他被认为是20世纪初美国“黑幕揭发运动”中的杰出代表。

  47. About the author Cont’d – Lincoln Steffens • Steffens was born and grew up in San Francisco, California, and studied in France (Sorbonne巴黎大学) and Germany (Heidelberg, Leipzig) for several years after graduating (1889) from the University of California, Berkeley, where he was first exposed to what were known then as "radical" political views. • At McClure's magazine, Steffens became part of a celebrated muckraking trio, along with Ida Tarbell and Ray Stannard Baker. He specialized in investigating government and political corruption, and two collections of his articles were published as The Shame of the Cities (1904) and The Struggle for Self-Government (1906). He also wrote The Traitor State, which criticized New Jersey for patronizing incorporation. In 1906, he left McClure's, along with Tarbell and Baker, to form American Magazine.

  48. On The Shame of the Cities • In The Shame of the Cities, Steffens sought to bring about political reform in urban America by appealing to the emotions of Americans. • He tried to make them feel very outraged and "shamed" by showing examples of corrupt governments throughout urban America.

  49. 国家财政性教育经费支出占GDP的比例 世界平均水平为4.9%，发达国家为5.1%，欠发达国家为4.1% 中国 2002年为3.41%; 2003年下降为3.28%; 2004年更下降到2.79% 2005年全国教育支出占GDP的比例是2.16% ；2009年实际投入2.4% 【南方周末】本文网址：http://www.infzm.com/content/36918 中国在基本民生方面的投入占GDP比例居全世界倒数第一， 甚至低于某些非洲穷国 中国工资收入水平仅占GDP的11%，而税负却是全球第二， 我们理应享受良好的民生服务，医疗、教育应该免费或者低成本，我们应该有良好的社会保障。事实上，我国现有财力同样能够支持对医疗、教育等公共福利的更高投入。 但是由于行政成本增加和腐败等因素，垄断企业与资本和财政税收正在形成我国社会的三大寡头，他们三者合伙拿走了GDP和经济增长的绝大部分。国家无力投入民生，而用于行政、豪华性公共建设的公共投入在GDP当中所占比例却是世界第一. 《中国青年报》2006年7月5日载：中共中央党校社会学教研室教授吴忠民

  50. 目前，中国人口占世界的20%，中国的教育经费占世界的1%，卫生经费占世界的2%。 据《南风窗》2005.7上报道：2004年的调查显示，超过50%的农村中小学基本运行经费难以保证，超过40%的小学使用危房，40%的小学缺少课桌板凳，接近40%的农村小学交不起电费，有电不敢开电灯。 目前，中国的社会保障支出占财政支出12%，而且其中相当部分用于维持官僚机构的运转，而欧美社会保障支出占财政支出都在45%以上。中国的低保，2004年中央财政负担105亿元，地方财政支出173亿，还不及公款吃喝费用的1/10。 相对同等发展水平的国家来说，1979年之前中国的基础教育做得令人刮目相看（基本上是免费义务教育），文化革命中不少地方曾搞过普及中、小学运动。中国的医疗卫生当时也在发展中国家名列前茅。 然而中国在1980年实行严厉计划生育后却同时降低了对教育和医疗的投入，国家对教育投入之少是世界罕见，降低到仅占GDP的2-3%，农村中小学教师的工资都发不出去。教育成了家庭的主要负担。 2003年9月，在仔细考察了中国的教育状况后，联合国人权委员会教育权报告员托马舍夫斯基认为，中国的教育经费不仅所占全国生产总值的比例低得令人吃惊，而且政府预算部分只占其中的53%，另外的47%是由家长或其他来源填补的。她说，中国人均教育开支之少还不如穷国乌干达。我们这个世界上人口最多的国家，竟然以世界教育总支出的1.04%，担负着全球正规教育在校学生中的17.9%。 与此形成鲜明对比的是，《中国青年报》2006年3月6日的报道：“仅2005年，我国各级行政机关公车消费3000亿元，公款吃喝2000亿元，公款考察旅游1000亿元，三项合计高达6000亿元，占当年国家财政收入的20%，相当于国防开支的3倍、全民教育投入的5倍.” 2008年，各级政府公款消费达9000亿元）

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