Book 3-Unit 1-Appendix 2-Understanding the Text-答案7.2 - 图文

Book 3—Unit 1—Appendix 2

Understanding the Text

Unit 1 Education: A Transformation of the Soul Step 1: Focus on Meaning 1.1. Skimming: Read paragraphs 1, 13, and 14 and answer the following questions orally. * What happened on the author?s first day of high school? ppt; the value of education * How did she feel? Why? Uncomfortable, out of place; Curse, offensive *According to the last paragraph, what?s the author?s understanding of education now? Future; transformative experience; transformation of the soul. * What do you think is the main idea of the passage? The meaning of education 1.2. Skimming: Read the first sentences of paragraphs 2 through 12 and fill in the blanks with words from the text. When the author was in high school, education was described to her as a diploma a better job, more money, and a good life. Then, she went to college, but once there, found that her true love was American history. Her parents were passionate history buffs and the memories of their family trips were priceless to her. So she transferred to an American history major the following term and took English history classes as well. The author?s dream now is to give other children the experience of history coming to life. 1.3. Scanning: Read the text in detail and answer the following questions. Keep key words only. 1. What did the first slide of the high school teacher?s PPT read? Education = $. 2. What did the author wonder after viewing the slide? Who decided the criteria for “better life” and “good job”. 3. What did people tell the author about college after she arrived? College is how you become an earner. 4. What was the author?s major during her first college semester? International Relations

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Book 3—Unit 1—Appendix 2

5. How did she feel about her major at first? She liked the person she imagined herself to become. 6. What did she realize gradually? That woman had nothing she wanted. 7. What was she doing when realizing there was something she truly loved? Watching a video with her family. 8. What did her parents take her to do during her childhood? Where had she been? Field trips; homes of countless dead presidents and museums. 9. What did Washington?s and Jefferson?s hometowns mean to her? A veteran like her grandfather and a beautiful retreat. 10. What question did the author ask her sister and how did she answer? Why wasn?t she a history major? No money. 11. How did the author feel after she changed her major to history? Like taking childhood trips. Meaningful, thrilled. 12. How did the author describe her English history professor? Knowledgeable, fascinating, an exercised mind. 13. What did she learn from the professor? An exercised mind, history concepts and knowledge. 14. Did the author care about the money she could make from her major? Why or why not? No. She wanted to fill her soul with what she loved and to live her education. Step 2: Focus on Language 2.1. Sentence translation * It all seemed so mathematical. Education was presented to me as an equation equaling a person I had not chosen to be. (para.2) 这一切看上去就像一道数学题。呈现在我面前的教育就是一个数学等式，把我等同于我不愿成为的人。 * She was, rather, a clone of the well-educated, well-moneyed ideal my teacher had presented to me years ago. This woman had earning potential; she was smart and worldly. (para.3) 这个女外交家是多年前我的老师向我呈现的那个受过良好教育、会挣钱的典范形象的复制品。她有挣钱的潜力，聪明，世故。 * I suddenly realized that there was something I did love, something I had brushed aside in my mind for years because it did not fit with the marketable, diploma-holding job applicant I had always assumed I should become. (para.4) 我突然意识到我真正热爱的东西是什么。它被我忽视多年，因为它和我以前所设想自己应该成为的那个有文凭、抢手的求职者形象完全不符。 * I knew what education was, in my childhood, before someone damaged it with

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Book 3—Unit 1—Appendix 2

images of dollar signs. Education was how I had adventures. Education was my family?s escape. (para.6)

童年时，在别人用美元符号来破坏教育的形象之前，我就已经知道了它是什么：教育就是我的冒险之旅; 就是我们全家逃离现实、品味历史的过程。

* The ?A? marks I got on every paper and every test were more to me than any good grade I had ever gotten before – here, finally, was something meaningful. (para. 10)

每张试卷和每次考试所得的“A”对我来说比以前所取得的任何好成绩都更为重要——终于，在这儿，我找到了真正有意义的事。

* He had – and I was acquiring – a mind exercised by many years? studious dedication. (para. 11)

他的智慧是多年潜心研究的沉淀，而我也正摄取着他的智慧。这种智慧——不像钱或者工作——你永远不会失去它。

* They will never know the empowerment I have found by pursuing my soul. (para.13)

他们永远都无法体会到我追求理想的动力之源。

* As a teenager I was suffocated by a lack of interest, steered by expectations. (para.14)

我十多岁时，对所学缺乏兴趣，又被各种期望驱使，使我几近窒息。

2.2. Structural Analysis

1. I am, as it so happens, the daughter of passionate history buffs. (para. 5) * The structure as it so happens means 碰巧 in Chinese. * Translate 当强盗闯进他家时他碰巧不在家。

? As it so happened, he was not at home when the burglar broke into his house.

2. …, no matter how much I teased my parents about the fact that we never went to Disney World, … (para. 6)

* The clause that… is a(n) appositive clause. * Give two more examples.

? ________________________________________________________ ? ________________________________________________________

3. I have wandered through more museums than I can remember. (para. 5) * The phrase more… than is a comparative structure.

* Find 4 more sentences with the similar structure from the text. * Practice.

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Book 3—Unit 1—Appendix 2

Hibernation is more than sleep（不仅仅是睡觉）. He is no/nothing more than a daydreamer. (只不过是一个做白日梦者). I want more books than I can get. (想要的书比我能得到的要多得多). The violinist's playing is no less than/nothing less than magnificent. (实在是太精彩了). 4. My dream is to work at a place like Monticello and give other children the experience I had – the experience of history coming to life. (para. 12) * The function of the highlighted structure is predicative. * Complete the following sentences using a similar structure: ? The best way to improve your English is to interpret and translate. ? What I would suggest is to give him a hand. Step 3: Reflection Write your comments on the author?s opinion. 4