Unit_1_Reading_2_Book_2_NSCE

NSCE SB NSCE SB Unit 1 College Culture Active Reading (2) The Post-everything Generation Learning Objectives: students will ​ Understand how a personal opinion is shown through reminiscence ​ Look for implied meanings and understand the use of paradox ​ Understand some language features and cultural information in the text ​ Learn some expressions and grammar points for language use Learning outcomes: students will ​ Understand implied meanings by the use of paradox ​ Find out some information on the post-everything generation ​ Compare the college life in the west and in China since 1960s ​ Use some expressions and grammar points from the text Learning methods: ​ Pair / group work ​ Specific reading tasks ​ Specific speaking tasks Time allocated: 90 minutes Teaching procedures Active reading 2: Starting Point Check the adjectives which you think might describe today’s postmodern students. •​ cool •​ nostalgic •​ rebellious •​ uninspired •​ sleepy •​ dynamic For teacher’s reference: In the passage, ‘cool’ and ‘sleepy’ occur twice; ‘rebel’ or ‘rebelling’ four times (but not ‘rebellious’) and a related word, ‘revolution’ six times; ‘uninspired’ and ‘dynamic’ do not occur (but ‘inspirational’ does, once), so this gives an idea of how the author describes today’s students. Active reading 2: Reading & Understanding Comprehending the text Work in groups. Choose the best answer to the questions and find out supporting quotes from the passage. 1. Why did Frank Thomas decide to study literary theory? (a) Because it was necessary for his chosen career. (b) Because he thought it would help him understand what life was about. (c) Because he was attracted by the image it had. (d) Because it was an easy option. Supporting quotes: This is the class where you look cool, a bit sleepy from too many late nights and wearing a T-shirt with some ironic comment such as "Been there, done that and yes, this IS the T-shirt". (P1) 2. What part of his course interested him most? (a) Postmodernism. (b) Legal studies. (c) Post-colonial literature. (d) Nothing, he was bored all the time. Supporting quotes: But when I started to study postmodernism, something clicked and made me sit up and take a fresh look at college life. (P1) 3. What does Frank not say about “postmodernism”? (a) It’s difficult to say what it is. (b) You can use it to describe lots of things. (c) The word has been used for more than 50 years. (d) Only young people are interested in it. Supporting quotes: Hard to say, almost by definition it can't be defined ... it's just kind of negative and against everything that came before it. And that makes it difficult to see what it is. The term was first used in 1949, but no one has yet decided what postmodern attitudes mean for the future of culture or society. (P2) 4. What does he think about his own generation? (a) They protest about the wrong things. (b) They have more opportunities than the previous generation. (c) They spend too much time going to concerts. (d) They don’t have any respect for their parents. Supporting quotes: We're a generation that comes from what has been called the short century (1914–1989) … left us with extraordinary opportunities and privilege, more than any generation before. (P3) 5. What does he think about his parents’ generation? (a) They protested about the wrong things. (b) They don’t want to change anything in the world. (c) They have forgotten what it was like to be young. (d) They spend too much time telling their children about what they did. Supporting quotes: Perhaps when our parents stop pointing out everything they were and everything we're not… (P10) 6. Where, according to Frank, do today’s students direct their energy? (a) In peaceful protests. (b) In the courses they are doing. (c) In communicating with other people on the Internet. (d) In free time activities on campus Supporting quotes: The real energy is not on the campus, it's on the Internet. It provides us with a developing opportunity to communicate ideas and frustrations. (P7) Paradox A paradox occurs when two parts of a statement seem to mean the opposite of each other. In the sentence we rebel by not rebelling, for example, the writer seems to be saying that today's students rebel, and they don't rebel, at the same time. This is not a logical statement. But of course, he doesn't mean this. He is using the paradox to make the reader think carefully about how today's students rebel. Choose the best way to complete the sentences. 1. We rebel by not rebelling means _____. (a) we don’t rebel at all (b) we do rebel, but not in the way students did in the 1960s (c) it seems that we are rebelling, but in fact we aren’t Key: B Comment: In the context, students’ parents rebelled a lot and that generation is nostalgic about this; they expect the younger generation to rebel, too. This younger generation rebels by not rebelling, that is, they rebel against the expectation that they should rebel. This can be interpreted as rebelling in a different way. 2. … almost by definition it can’t be defined means _____. (a) there is no definition for postmodernism (b) everybody uses postmodernism to mean a different thing (c) postmodernism is not an easy word to define Key: B Comment: The writer says it is difficult to see what postmodernism is, because it is against everything that came before it. From Paragraph 3 of the passage we can find that the writer says “almost by definition it can’t be defined” to mean it is hard to give a definition to postmodernism because different people use it to mean different things. Discuss the following paradoxes: how do they work and what do they mean? 1.​ This sentence is false and Santa Clause does not exist. 2.​ All rules have exceptions, including this one. 3.​ In this world, everything changes, except change itself. 4.​ Expect the unexpected. 5.​ The more you know, the less you think you know. 6.​ Trying to define humour is one of the definitions of humour. Text evaluation Work in groups and discuss the questions, each group with one question only. 1.​ Compare the two passages in the unit. Decide which ideas they have in common, and which passage is more critical of today’s students. 2.​ Say what you think today’s students in China have in common with the American students described in the passage. What can you find to criticize about students in China today? 3.​ Would you like to have been a student in the 1960s? Why / Why not? For teacher’s reference: 1. Compare the two passages in the unit. Decide which ideas they have in common, and which passage is more critical of today’s students. They are both about student life and experience, both mention events of the 1960s or later and say something about revolution or protest. Both include nostalgia for the past (from the writer or from students’ parents) and both find something exciting about being a student (freedom and stimulation or the ideas of postmodernism). Both the passages have critical points about today’s students. In passage 1, the writer says students do not rebel or feel passion; they see study only as a means to an end. In Passage 2, the writer points out that students are cool and sleepy, not radical or rebelling. The second passage mitigates the criticism by the softening comment at the end that today’s students are writing the revolution in technology, whereas the first passage ends by lamenting that today’s students don’t feel the excitement of change. On balance, the first passage is more critical. 2. Say what you think today’s students in China have in common with the American students described in the passage. What can you find to criticize about students in China today? This is hard to say because there are so many students in China – more than in the USA – and we shouldn’t expect them to be all the same. Some of us are “sleepy and cool”, others are excited about what we study (like the American students in Passage 2); many see study as a means to an end (like the Americas in Passage 1). In general, many Chinese students are quieter, less radical, and more hardworking than American students and we want to get good jobs and help our family and our country – but these aren’t criticism, are they? 3. Would you like to have been a student in the 1960s? Why / Why not? Yes, it sounds exciting and free, but perhaps I wouldn’t study much in such an atmosphere. Probably not, it sounds confusing and the people who are nostalgic for that time probably forget the difficulties they had; I expect they see the past with rosy spectacles. Active reading 2: Resources 1. This is the class where you look cool, a bit sleepy from too many late nights and wearing a T-shirt with some ironic comment such as “Been there, done that and yes, this IS the T-shirt”. “Been there, done that and yes, this IS the T-shirt”这种表达方式和旅游有关，就是说都去过经历过了，都买了留念的T-shirt了，已经不想再去了。 翻译：这门课是让你在课堂上扮酷的——带着一丝熬夜太多的困劲儿，穿着一件T恤衫，上面印着“去过那儿，干过那事儿，对，这就是那件T恤衫”或诸如此类带有讥讽意味的俏皮话。 2. But when I started to study postmodernism, something clicked and made me sit up and take a fresh look at college life. If something clicks, it means that you suddenly understand it. 意思为”突然咔嗒一声开了窍”。 翻译：可是当我开始学习后现代主义的时候，我突然咔嗒一声开了窍。我提起精神，开始重新审视大学生活。 Translate the sentence: 当我去厨房喝饮料的时候，我突然间灵机一动，意识到解决问 题 快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题 的方法实际上可能很简单。 But when I went to the kitchen to get a drink, something clicked and made me realize that the solution might be quite simple. 3. The American college as we used to know it is coming to an end. 这里的 the American college as we used to know it 指的是美国大学曾经是产生激进社会变革的发源地，即 an incubator of radical social change。20世纪60年代美国反传统文化远动大多起源于大学校园，例如1964 年在Berkeley 爆发的自由言论运动。 我们以往所知的美国大学即将终结。 define v. The powers of a judge are defined by law. 法官的权限是由法律规定的。 How do you define the courage? 你如何定义勇气的？ Different managers define the same problem in different terms. 不同的管理者对同一问题的解释不同。 ​ Industrial ​ Industry ​ Industrious ​ Diligent ​ Diligence overthrow v. to force a leader or government out of the position of power Translate the following sentence. 他们正在策划推翻政府。 They were plotting to overthrow the government. You also could overthrow a bear if you chose to go out and encounter him. 你如果想跟熊较量一下的话，也一定能够把它打翻在地的。 Prefix-over •​  •​ Overthrow •​ Overtake •​ Overlook •​ Overcome •​ Overcharge •​ Overeat •​ Overestimate •​ Oversleep •​ Overstate •​ Overwhelm •​ Overcrowded •​ Overhead •​ Overhear •​ Overlap •​ Overload •​ Overnight •​ Overpass •​ Overpopulated •​ Overseas •​ Overall Prefix-out •​  •​ Outbreak •​ Outburst •​ Outcast •​ Outcome •​ Outcry •​ Outgrow •​ Outline •​ Outlive •​ Outlook •​ Outnumber •​ Outperform •​ Output •​ Outrage •​ Outstanding •​ Outweigh •​ Outwit •​ Outdo •​ Outskirts destruction n. damage that is so severe that something stops existing or can never return to its normal state Discuss the following statement. Use specific reasons and examples to support your answer. (1) Destruction pursues the great. 树大招风。 (2) He who is unjust is doomed to destruction. 多行不义必自毙。 Answer the question: What natural factors have destructive effects? Hurricane (飓风); Typhoon (台风); Tornado (龙卷风); Tsunami (海啸); volcanic eruption (火山爆发) landslide (山崩); mudslide (泥石流) assert v. to state firmly that something is true Translate the sentences. 他坚称自己无罪。 He asserted his innocence. Don’t be so shy—you need to learn to assert yourself. 别这么害羞，你需要学会坚持自己的主张。 Complete the sentences with claim, assert, affirm or allege. (1) They __________ to have discovered a cure for the disease. (2) He __________ his love for her. (3) She __________ the charge to be incorrect. (4) The newspaper __________ that the man was murdered but they have given no proof. Key: claimed; affirmed; asserted; alleged Compare: affirm, assert, allege, claim都含有一定的“宣称，断言”之意。 claim是一般用词，尤指在面对置疑、不同意见甚至反对意见的时候声称某事的真实。 affirm是正式用词，通常指在法庭、出示证言等场合，指根据事实肯定地宣称或说明某事属实，强调信念坚定，不可动摇。 assert指不管事实如何，主观自信地宣称、辩护，或者清楚有力地坚持某个情况为事实。 allege则在无真凭实据的情况下宣称、断定，如allegedly就带有传闻、据说的意义。 era n. a period of time that has a particular quality or character Complete the sentences with era, epoch and age. (1) We live at an information ___________. (2) The invention of computer begins a new ________ in history. (3) Navratilova’s retirement marked the end of an ______. Key: age; epoch; era Compare: Age 通常具有某种显著特征，也指考古学上的时代。 Epoch 侧重指以某重大事件或巨大变化为起点的新的历史时期,指发生重大事件的时代。 Era 书面语用词，指历史上的纪元、年代，可与epoch和age互换，侧重时期的延续性和整个历程。 frustrate: upset or discourage; defeat frustrating: disappointing, discouraging frustrated: disappointed, discouraged Mary was frustrated by the lack of appreciation shown of her work. 因工作得不到赏识而灰心丧气。 He had hoped to set a new world record, but was frustrated by bad weather. Every job has its frustrations. 每种工作都有让人不称心的地方。 As a nurse she got very frustrated. I find it frustrating that I can’t speak English well. profound adj. very great Translate the expressions. by definition: as a part of the basic nature of something Discuss the following question. What does the home mean by definition? By definition, a home is the place where people live. It is a family dwelling. Listen to a recording and complete sentences. A home is more than a family dwelling. It is a school in which people are trained for __________. A man will not render good services to his country if he can do nothing good for his home; for in proportion as he loves his home, will he love his country. The home is the birthplace of _________. It is the secret of _________ and __________. It is the basis and origin of _________. Key: citizenship; true patriotism; social welfare; national greatness; civilization take to Figure out the meaning of take to in the following sentences. (1) I took to John immediately. 开始喜欢 (2) Recently he’s taken to wearing a cap. 开始养成······的习惯 (3) Joanne says she’s ill, and she’s taken to her bed. 到；去 be associated with: to be connected with something in some way Make sentences with be associated with and have sth. to do with. Rose is always associated with love. I can’t always open my emails—it has something to do with the type of attachment they come with. 我不是每次都能打开邮件，这同邮件的附件类型有关。 make sense: to be reasonable or logical or comprehensible Can you make sense of this poem? 你看得懂这首诗吗? It simply does not make sense. It just doesn’t make sense - why would she do a thing like that? Match colored expressions with their definitions. (1) I hope the government will see sense and accept the recommendation. (2) What’s it going to bring him to his senses? (3) Why would he spend that much on a car? He must have taken leave of his senses. (4) We’ve been trying to make sense of our dreams. (5) In no sense do I agree with this suggestion. A.​ to become crazy B.​ to make sb. become reasonable C.​ to understand sth. that is complicated or unusual D.​ not in anyway E.​ to start behaving in a reasonable way Key: EBACD Language in use Active reading 2: Talking Point Icons from the 1960s Identifying icons from the 1960s: Look at the icons from the 1960s and in pairs say which icons match the clues. •​ Two of them were songwriters and musicians, and they both played the guitar •​ Bob Dylan and John Lennon •​ One of them said, ‘I have a dream…’ •​ Two of them made films •​ Marilyn Monroe and John Lennon •​ One of them sang, ‘The answer is blowing in the wind’ •​ Bob Dylan •​ Only one was British, the others were Americans. •​ Only one was black, the others were white. •​ Two were assassinated •​ Martin Luther King and John Lennon •​ One was thought of as a Hollywood sex symbol •​ Three were activists in different ways. •​ Bob Dylan with protest songs, John Lennon with songs about peace, Martin Luther King with speeches and marches for civil rights Bob Dylan (1941– ) an American songwriter who had great influence on pop, rock and folk music through his personal songs; he played acoustic guitar, later electric guitar; many of his songs have become classics and are very widely known, including Blowin’ in the Wind, Mr Tambourine Man, Don’t Think Twice, It’s All Right, Farewell Angelina, and Masters of War. Marilyn Monroe (1926–1962) an American film star who made 30 films; her glamour, beauty and sensuality seemed to personify Hollywood. Her films include Some Like it Hot, Gentlemen Prefer blondes, The Misfits, and There’s No Business Like Showbusiness. John Lennon (1940–1980) a British songwriter and musician who played the guitar and sang; member of The Beatles; famous later for ideas about world peace; most of his songs are classics, including Imagine, Norwegian Wood, Strawberry Fields Forever, Give Peace a Chance, and All You Need is Love. Martin Luther King (1929–1968) an American preacher and civil rights activist, famous for his speeches for the rights of Black Americans (I have a dream…, I’ve been to the mountain top…, Beyond Vietnam, and Where do we go from here?) He won the 1964 Nobel Prize for Peace. Growing trend of idol worship in China Identify which periods are the icons from and explain the trend of idol worship. The 1950s (a red age of idols): Mao Zedong, Zhou Enlai & the generals The 1960s (an age of labour heroes as idols): Lei Feng, Wang Jinxi & Shi Chuanxiang The 1970s: (first apparent loss of idol worship) Takakura Ken and Yamaguchi Momoe The 1980s (the practice of reform and opening-up policy): Entertainment stars such as Cui Jian, Deng Lijun & Luo Dayou The 1990s (Increased cultural exchanges): Princess Diana and the Backstreet Boys The new millennium: Idols with good looks and youthful vigour, such as Yao Ming, Michelle Yeoh & Jet Li Debate on idol worship Form a group of four to debate the topic: It’s good for young people to have their star idols. According to a survey conducted by the China Youth and Children's Research Center, of 2,710 adolescents in Beijing, Shanghai, Tianjin and Guangzhou that were interviewed, more than 60 percent can be described as idol worshipers, with junior high school students accounting for a considerable proportion, say 49.3 percent. The survey also demonstrated the tri-star phenomenon: Pop singers, movie stars and sports stars figured most prominently in the selection of idols by young people. Preview Finish the following tasks after class. ​ Collecting information about The Imperial Nanking University, Tianjin University, Peking University, Tsinghua University, Fudan University & Tongji University. ​ Preparing for the topic discussion: Is it necessary for students to take part in evaluating their teachers? Quiz 1 Book 2 Accounting 092 Date: ____________ Name: ______________ Score: ____________ Dictation: Write down the words dictated with their English meanings: (40’) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Translation: translate the following sentences into English with the help of the given tips: 1. 政府采取的一系列措施不但没有化解矛盾，反倒激起更多的暴力冲突。反对党联合工会发动了一次大罢工，最终导致政府的垮台。 (form an alliance with; bring about) 2. 如今，大学与现实世界的距离越来越小，学生也变得越来越实际。从前，大学是一个象牙塔，学者追求的是学问本身而不是把学问作为达到目的的手段，但这样的时代已经一去不复返了。(shrink; gone are the days) 3. 我从未指望靠上课来学好这门课。但我确实去听课，因为在课上我能了解这门课的重点，学会如何组织材料、如何推理。(hope; by doing …; the place where) 4. 我一直想方设法解决这个难题，但就是找不到满意的答案。可是当我去厨房喝饮料的时候，我突然间灵机一动，意识到解决问题的方法实际上可能很简单。(click) 5. 公司决定拨出5,000,000美元用于下个季度即将开展的大规模的广告 宣传 免费孕前优生健康检查孕期保健知识宣传1冬季预防流感知识宣传手足口病防知识宣传森林防火宣传内容 以占领大部分的市场。（launch, commit） 6. 越来越多人可能失业的前景在大众心中造成了恐慌。(prospect, give rise to) Listening: Listen and fill in the missing information. (10’) It has been ten years since Diana, Princess of Wales, was killed in a car crash with Dodi Al Fayed in Paris, yet she remains an iconic figure in the UK, whose image continues to ________________ magazine covers and newspaper ________________. Diana’s death triggered an outpouring of national grief and a________________ of conspiracy theories, linking her death to the British security forces and even the royal family. And she remains a ________________ phenomenon with thousands of articles and stories appearing about her in the British press each year. Interest in the princess is rising again as her sons, Princes William and Harry, prepare to mark the tenth ________________ of her death with a memorial service at Guard’s