Lesson One

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Lesson One

• Faculty of Humanities and Social Sciences
• Department of Languages and Literature
• Pu
  Dong-mei

2
Text A _ Your College Years
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Contents

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

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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

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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 years 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?

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Background informationAbout the author

• Dr. Bob Hartman is a childrens 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.

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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 peoples 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.

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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.

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Ericksons 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(????) 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.

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Eight developmental stages

• Stage 1 Infant Trust VS MistrustNeeds
  maximum comfort with minimal uncertainty to trust
  himself/herself, others, and the environment.
• Stage 2 Toddler Autonomy VS Shame and
  DoubtWorks to master physical environment while
  maintaining self-esteem.
• Stage 3 Preschooler Initiative VS
  GuiltBegins to initiate, not imitate,
  activities develops conscience and sexual
  identity.
• Stage 4 School-age Child Industry VS
  InferiorityTries to develop a sense of
  self-worth by refining skills.

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Eight developmental stages contd

• Stage 5 Adolescent Identity VS Role
  ConfusionTries integrating many roles (child,
  sibling, student, athlete, worker) into a
  self-image under role model and peer pressure.
• Stage 6 Young Adult Intimacy VS
  IsolationLearns to make personal commitment to
  another as spouse, parent or partner.
• Stage 7 Middle-Age Adult Productivity VS
  StagnationSeeks satisfaction through
  productivity in career, family, and civic
  interests.
• Stage 8 Older Adult Integrity VS
  DespairReviews life accomplishments, deals with
  loss and prepares for death.

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Passage of our life (p1)

• fertilized egg with DNA code
• embryo ??
• fetus ??
• newborn
• infant / child
• Teenager (infml)/ adolescent (p1)

• adult (grown-up, infml) / youth / prime??
• middle-aged
• pensioner
• old-aged / elderly / senile
• senior citizen / the state of infirmity

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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.

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Language points contd

• 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 relating to the
  opposite sex and projecting their 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.

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Word study
endeavor endowment ethical excessive handle
inherit interpret
inhibition involve observe occur perceive
project shrink

• Affection
• affirm
• apply
• capability
• contribute
• counsel
• distinct

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Word study

• 1. affection n. a gentle 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 ones judgment/innocence
• affirm sth. to sb.
• affirm that it is true

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Word study contd

• 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.
• Its quite above his capabilities.

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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 ones 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.

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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.

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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.

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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

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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 ones parents
• Examples
• inherit money/estate/title
• She inherited her mothers good looks and her
  fathers bad temper.

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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 her inheritance in a year.
• n. sth. from the past or from your family that
  affects the
• way you behave, look, etc.
• our artistic/cultural inheritance
• 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/cultural heritage

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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 persons inhibitions.
• inhibit v. to hinder to restrain
• inhibit sb. from doing sth.

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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.

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Word study

• 18. occur v. a. to happen
• b. to come into ones 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 small differences in
  sounds.
• He gradually perceived that language and culture
  cant be separated.

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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.

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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 ones feet
• for certain
• freedom/free from
• go through

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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
  to another 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

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Phrases and Expressions

• 3. drag ones 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 dont know for
  certain.
• I cant say for certain how much this car will
  cost. It must be in the neighborhood of two
  hundred thousand yuan.

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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 expressioneverywhere in the world.
  The second is freedom of every person to worship
  God in his own wayeverywhere 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

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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
• ??????????????????
• 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.

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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.
• Thats an objective law independent from/of mans
  will.
• Cf Promotion is dependent on/upon ones record
  of success.

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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
  couldnt afford to stand back.

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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

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Education hierarchy

• Undergraduate freshman, sophomore, junior,
  senior, the bachelors degree in science or art,
  essay / thesis thesis defense
• Graduate / postgraduate the graduate school the
  masters degree, the doctors degree thesis,
  dissertation

• 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)

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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.
• Theres 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.
• Its all rubbish, and theres nothing in/to it.
• Not for nothing was the plane called
  widow-maker
• Never think you can get something for nothing.

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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.

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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.

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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.

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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

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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 ones own view or to
  be opposed by others
• to be always ready to discuss
• to make ones own view public and to argue for
  ones 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(???????)-expo
  ses 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.
• ?????19???20??????????????????????????????,???????
  ??????????,?20???????????????????????????20??????
  ????????????

47
About the author Contd Lincoln Steffens

• Steffens was born and grew up in San Francisco,
  California, and studied in France (Sorbonne????)
  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
????????????GDP???

• ???????4.9,?????5.1,??????4.1
• ??
• 2002??3.41 2003????3.28 2004?????2.79
• 2005????????GDP????2.16 2009?????2.4
• ??????????http//www.infzm.com/content/36918
• ?????????????GDP??????????, ??????????
• ??????????GDP?11,?????????,
• ?????????????,??????????????,????????????????,????
  ?????????????????????????
• ????????????????,?????????????????????????,???????
  ??GDP???????????????????,???????????????????GDP???
  ?????????.
• ?????2006?7?5???????????????????

50

• ??,????????20,???????????1,????????2?
  ????2005.7???2004??????,??50????????????????,
  ??40???????,40?????????,??40??????????,????????
  
• ??,??????????????12,???????????????????,?????????
  ???????45????????,2004???????105??,??????173?,???
  ???????1/10?
• ?????????????,1979??????????????????(??????????),?
  ?????????????????????????????????????????
• ?????1980?????????????????????????,??????????????,
  ?????GDP?2-3,????????????????????????????
• 2003?9?,??????????????,??????????????????????,????
  ??????????????????????,?????????????53,???47????
  ???????????,?????????????????????????????????,????
  ???????1.04,???????????????17.9?
• ??????????,?????2006?3?6?????2005?,???????????
  ?3000??,????2000??,??????1000??,??????6000??,?????
  ?????20,????????3?????????5?.
  2008?,?????????9000??)

51
Unit 6. Preparing for College
Lincoln Steffens - Dictionary Work

• 1.driving motive the incentive/encouragement
  that urges them on
• 2. the rudiments the basics, the fundamentals
  (The word
• rudiments is always in the plural form when
  used in this sense.)
• 3. metaphysics the branch of philosophy that
  deals with abstract concepts, etc. ????,????,????
• 4. conscious culture the cultures (i.e.,
  customs, arts, social institutions, and
  achievements of a particular people or social
  group or nation) that is directly perceptible or
  known to us
• 5. fanatic one who is very enthusiastic about a
  particular activity
• 6. personify express or represent (a quality in
  human form)

52
About Culture

• Definition ??????Alfred L. Kroeber Clyde
  Cluckhohn??????????????(1963
  11)????????????????????????????????,????????????
  ?,?????????????
• Composition ????????????????????????(?????,??????
  ????????????????????????????????????????????)
• Culture comes in layers, like an onion. To
  understand it you have to unpeel it layer by
  layer. On the outer layer are the explicit,
  observable products of the culture such as the
  language, food, architecture, fashions, social
  institutions and art. They are, however, only
  symbols of deeper layers of culture.

53
Culture

• Values and norms are the middle layer of culture
  and more difficult to identify. Norms are the
  mutual sense a group has of what is "right" and
  "wrong." Norms are reflected in laws and rules of
  conduct. Values determine the definition of
  "good" and "bad." Norms address how a person
  should behave, whereas values deal with how a
  person aspires to behave. What is taken for
  granted, unquestioned reality, core assumptions -
  is at the core of culture. These are the things,
  that when questioned, cannot be answered and
  provoke confusion and irritation.
• In the US, asking someone why he or she believes
  all people are equal only brings frustration.
• In the East, asking someone why he or she
  believes in arranged marriages would bring the
  same frustration.

54
Dictionary Work Contd

• 7. sedentary inactive done while sitting down
• 8. underline indicate the importance of
• 9. balked (here) baffled frustrated
• 10. a maddening lot a wild, uncontrollable group
• 11. righteous sects morally justifiable groups
  of people whose religious beliefs are considered
  different from those of a larger group
• 12. relish something such as a pickle or a sauce
  eaten with a meal or a drink great enjoyment

55
Unit 6. Preparing for College - Library Work

• Homer was A Greek poet, to whom are
  attributed the great epics, the Iliad, the story
  of the siege of Troy (an ancient city in Asia
  Minor), and the Odyssey, the tale of wanderings
  of Ulysses, a Greek leader in the Trojan War. The
  place of Homers birth is doubtful, probably a
  Greek colony on the coast of Asia Minor.
  Arguments have long raged over whether his works
  are in fact by the same hand, or have their
  origins in the lays of Homer and his followers
  (Homeridae), and there seems little doubt that
  the works were originally based on current
  ballads which were much modified and extended. Of
  the true Homer, nothing is positively known. The
  so-called Homeric hymns are certainly of a later
  age.

56
Library Work Contd - Iliad Odyssey

• Both epics deal with legendary events that were
  believed to have occurred many centuries before
  their composition. The Iliad is set in the final
  year of the Trojan War, fought between the Greeks
  and the inhabitants of the city of Troy. The
  legendary conflict forms the background for the
  central plot of the story the wrath of the Greek
  hero Achilles. Insulted by his commander in
  chief, Agamemnon, the young warrior Achilles
  withdraws from the war, leaving his fellow Greeks
  to suffer terrible defeats at the hands of the
  Trojans. Achilles rejects the Greeks' attempts at
  reconciliation but finally relents to some
  extent, allowing his companion Patroclus to lead
  his troops in his place. Patroclus is slain, and
  Achilles, filled with fury and remorse, turns his
  wrath against the Trojans, whose leader, Hector
  (son of King Priam), he kills in single combat.
  The poem closes as Achilles surrenders the corpse
  of Hector to Priam for burial, recognizing a
  certain kinship with the Trojan king as they both
  face the tragedies of mortality and bereavement.

57
Odyssey

• The Odyssey describes the return of the
  Greek hero Odysseus from the Trojan War. The
  opening scenes depict the disorder that has
  arisen in Odysseus's household during his long
  absence A band of suitors is living off of his
  wealth as they woo his wife, Penelope. The epic
  then tells of Odysseus's ten years of traveling,
  during which he has to face such dangers as the
  man-eating giant Polyphemus and such subtler
  threats as the goddess Calypso, who offers him
  immortality if he will abandon his quest for
  home. The second half of the poem begins with
  Odysseus's arrival at his home island of Ithaca.
  Here, exercising infinite patience and
  self-control, Odysseus tests the loyalty of his
  servants plots and carries out a bloody revenge
  on Penelope's suitors and is reunited with his
  son, his wife, and his aged father.

58
Library Work Contd

• Dante(??) Alighieri (1265-1321) The greatest
  Italian poet and one of the most important
  writers of European literature. Dante is best
  known for the epic poem COMMEDIA, c. 1310-14,
  later named LA DIVINA COMMEDIA. It has profoundly
  affected not only the religious imagination but
  all subsequent allegorical??? creation of
  imaginary worlds in literature. Dante spent much
  of his life traveling from one city to another.
  This had perhaps more to do with the restless
  times than his wandering character or fixation on
  the Odyssey. However, his Commedia can also be
  called a spiritual travel book.

59
Library Work Contd

• Julius Caesar (100BC - 44BC)
• Caesar was a politician and general of the late
  Roman republic, who greatly extended the Roman
  empire before seizing power and making himself
  dictator of Rome, paving the way for the imperial
  system.
• Julius Caesar was born in Rome on 12 July 100 BC
  into the prestigious Julian clan. His family were
  closely connected with the Marian faction in
  Roman politics. Caesar himself progressed within
  the Roman political system, becoming in
  succession quaestor??? (69), aedile??? (65) and
  praetor??? (62). In 61-60 he served as governor
  of the Roman province of Spain. Back in Rome in
  60, Caesar made a pact?? with Pompey and Crassus,
  who helped him to get elected as consul?? for 59
  BC. The following year he was appointed governor
  of Roman Gaul?? where he stayed for eight years,
  adding the whole of modern France and Belgium to
  the Roman empire, and making Rome safe from the
  possibility of Gallic invasions. He made two
  expeditions to Britain, in 55 BC and 54 BC.

60
Caesar Contd

• Caesar then returned to Italy, disregarding the
  authority of the senate and famously crossing the
  Rubicon river without disbanding his army. In the
  ensuing civil war Caesar defeated the republican
  forces. Pompey, their leader, fled to Egypt where
  he was assassinated. Caesar followed him and
  became involved with the Egyptian queen,
  Cleopatra.
• Caesar was now master of Rome and made himself
  consul and dictator. He used his power to carry
  out much-needed reform, relieving debt, enlarging
  the senate, building the Forum Iulium and
  revising the calendar. Dictatorship was always
  regarded a temporary position but in 44 BC,
  Caesar took it for life. His success and ambition
  alienated the strongly republican senators. A
  group of these, led by Cassius and Brutus,
  assassinated Caesar on the Ides (15) of March 44
  BC. This sparked the final round of civil wars
  that ended the Republic and brought about the
  elevation of Caesars great nephew and designated
  heir, Octavian???, as Augustus, the first
  emperor.

61
Robert Owen, 1771-1858

• A "doer" more than a "talker", utopian
  socialist Robert Owen founded the famous New
  Lanark Mills in Scotland as an example of the
  viability of co-operative factory communities.
  Many industrialists actually visited these "model
  factories" and some even adopted parts of Owen's
  system. Owen attempted to extend these into
  agriculture - advocating collective farming, as
  in New Harmony, Indiana. Although most of these
  efforts failed, he continued on his social work -
  becoming the head of one of the largest trade
  union federations in Britain in 1843.

62
Tories (?)???

• Tory n. pl. Tories (Eng. Politics) A member of
  the conservative party, as opposed to the
  progressive party which was formerly called the
  Whig???, and is now called the Liberal, party an
  earnest supporter of existing royal and
  ecclesiastical??? authority.
• Note The word Tory first occurs in English
  history in 1679, during the struggle in
  Parliament occasioned by the introduction of the
  bill for the exclusion of the duke of York from
  the line of succession, and was applied by the
  advocates of the bill to its opponents as a title
  of obloquy ??or contempt. The Tories subsequently
  took a broader ground, and their leading
  principle became the maintenance of things as
  they were. The political successors of the Tories
  are now commonly known as Conservatives.

63
Roman Catholic ?????

• A qualification of the name Catholic
  commonly used in English-speaking countries by
  those unwilling to recognize the claims of the
  One True Church. Out of condescension?? for these
  dissidents, the members of that Church are wont??
  in official documents to be styled Roman
  Catholics as if the term Catholic represented a
  genus?? of which those who owned allegiance to
  the pope???? formed a particular species. It is
  in fact a prevalent conception among Anglicans
  ?????to regard the whole Catholic Church as made
  up of three principal branches, the Roman
  Catholic, the Anglo-Catholic and the Greek
  Catholic.

64
Protestant ??

• ???????????(?????Roman Catholic)????(???????Ortho
  dox)???(????????Protestant)?
• ???????,???????,???????????????????,??????????????
  ????????????????,??????????????????????????????
  ??????????,????????????????1054?,??????????
• ????????????,???? ,????????????????,?????????
  ???,????????
• ????????????,???????????,???????????,??????
  ?
• 16??????????????????,?????????????????????????????
  ????,????,???????????????????????????,??????
  ,??????????????????????????"?
• ???????????????????????????????????
• (?????????????????????????????)

65
Teaching Points for Reference

• 1. to be put off for a year to be delayed for a
  year
• put something off delay doing something
• e.g. Never put off till tomorrow what you
  can do today.
• 2. I was not of them I was not like them I was
  not of their kind
• 3. so far as I could make out so far as I could
  understand
• make out understand, see, or hear
• e.g. That problem is just beyond me I cant
  make it out.
• He muttered a complaint that nobody
  could make out.
• 4. they looked dazed or indifferent they looked
  confused / bewildered or uninterested /
  unconcerned
• Daze is often used in the passive. To be
  dazed is to be made unable to think or feel
  clearly.
• e.g. His answer to the question left us all
  dazed.

66
Teaching Points Contd

• indifferent not interested in, not caring
  about
• e.g. We should not be indifferent to the
  low achievers in school.
• 5. foreign to me unfamiliar and strange to me
  unknown to me not within my experience. This is
  the formal use of the word foreign.
• e.g. His concept of education is entirely
  foreign to us.
• 6. bear on have some connection with relate
  to.
• e.g. Did what he said bear on your problem?
• 7. for keeps this phrase is used informally,
  meaning forever, permanently.
• e.g. Can I have one of those cute mementos?
• Sure. This one is yours, for keeps.

67
Teaching Points Contd

• 8. Appeal to attract, interest.
• e.g. His plan of spending our winter vacation
  in an orphanage to coach the children there in
  English appealed to all of us.
• Appeal has different meanings in different
  contexts.
• e.g. The municipal Government appealed to
  (??) the residents to save water last summer.
• The defendant(??)defied the verdict and
  appeal to (??) the higher court.
• 9. I was not in the least curious about Greek -
  I wasnt eager to learn Greekat all
• not in the least not at all
• e.g. Lots of people love to read science
  fiction, but Im not in the least interested.

68
Teaching Points Contd

• 10. to be crammed for Berkeley to be stuffed
  with as much book knowledge as possible for me to
  pass the entrance examination of the University
  of California at Berkeley
• cram learn as much as possible in a short
  time just before the examination
• e.g. Learning is a long-range process.
  Cramming for an examination in the last minute
  does one no good.
• 11. all the poets of all the ages all the poets
  of all periods in history. Call the students
  attention to the meaning of all the ages (??????)
  here in comparison with of all ages, which means
  of different ages(?????)
• 12. Romance and language sang songs to me I
  enjoyed romance and language so much that they
  were like songs sung to me

69
Teaching Points Contd

• 13. inspire encourage in somebody the desire
  and ability to take effective action by filling
  with eagerness, confidence, etc.
• e.g. The Party secretarys words inspired us
  to work still harder.
• 14. It was too great and too various for me to
  personify with my boyish imitations and heroism
  Life was so good and so different in kind that I
  was not able to express what it was like with my
  youthful mind and boldness.
• 15. when I looked balked when I looked
  thwarted / frustrated
• 16. With a sureness which withstood reference to
  the books with such a certainty that they did
  not have to refer to the source of the
  quotation??????????????????,???????????

70
Teaching Points Contd

• withstand hold out against, stand up to, not be
  changed by
• e.g. Buildings in this area should be able to
  withstand earthquakes.?????
• Great works of art/literary works can
  always withstand the test of time.????????
• 17. studied minds as polished as fine tools
  great intellectual faculties great mental
  capacities as flawless as first-class tools
• 18. Those picked Englishmen those
  excellent/superior Englishmen
• Picked is an adjective meaning chosen as
  very suitable for a special purpose.
• e.g. Prizes are awarded to a picked few.

71
Comprehension Blank filling

• 1. According to the author, the secret of
  successful education lies in__.
• Getting the students interested in what they are
  learning.
• 2. With regard to Steffens education when he was
  a teenager, his parents can be regarded as___.
• Liberal-minded
• 3. In the authors opinion, ___ is the right
  motivation for students to learn?
• Inquisitiveness for knowledge
• 4. The author thought Mr. Nixon a good tutor
  because he ___.
• Encouraged him to find answers to his own
  questions
• 5. The author found his best preparation for
  college in ___.
• Hearing the conversations of Mr. Nixon and his
  scholar friends

72
Comprehension Questions

• 1. From Steffens description of the elect in
  para. 2, what has been revealed about himself?
• He must be very different from those boys. To him
  study didnt mean performing all the tasks
  assigned by the teacher without thinking and
  reasoning.
• He must be unhappy to be told to memorize what he
  was supposed to learn without a thorough
  understanding.
• He was motivated by a strong quest for knowledge,
  not by the desire to distinguish himself in terms
  of marks.
• 2. Where can you find Steffens critical comments
  on the school education he received? Was it at
  least in part responsible for his failure to get
  into university?
• He was uninterested in those subjects which
  seemed to him irrelevant to his life, and the
  teachers failed to interest him in those
  subjects. As a result, he did not do well in
  them. This partly account for his failure.
  (paras. 3-4)

73
Comprehension Questions Contd

• 3. What is the antecedent of the pronoun it in
  the first sentence of para. 6? Apart from
  referring to its antecedent, what cohesive
  function does it perform?
• It refers to the change that had come over him.
  It links the paragraph with the preceding one.
• 4. How does Evelyn Nixon impress you? Support
  your answer with information from the text.
• A well-informed Oxford scholar, a good teacher,
  who knew how to interest his student in what he
  had to learn, a creative and original man, who
  was not satisfied with what was known, but was
  more interested in the exploration and discovery
  of the unknown. Paras. 6 to 13.

74
Comprehension Questions Contd

• 5. Despite their similar background, the
  Englishmen who met at the Saturday night
  gatherings had no common opinion on anything
  apparently (para. 13). By which sentence in the
  same paragraph is this fact restated? Why does
  the author seem to emphasize this point?
• They could not among them agree on anything but
  a fact.
• To emphasize the originality of these searching
  minds and the infinite nature of the pursuit of
  knowledge.
• 6. Why does Steffens say that those wonderful
  Saturday nights in San Francisco were his
  preparations for college?
• The conversations he heard were brilliant,
  scholarly, and stimulating, thus greatly
  broadening his scope of knowledge. And the way in
  which the conversations were carried on was
  inspiring, too. Paras. 14-15. They were much more
  beneficial to him than the kind of school
  education he had received.

75
Comprehension Questions Contd

• 7. Steffens represents one type of student, one
  attitude toward learning, and one opinion of
  education. What are your biases on these issues?
  Do you find yourself belonging to the same type
  as Steffens or to the type of the elect as
  described in para. 2? Is there any classmate of
  yours who you think is a Steffens-type student?
  What is your evaluation of such a student? What
  comments can you make on teaching and learning in
  most schools in present-day China?