Unit1課件(泛讀教程第一冊(cè)-王守仁)

Unit1UniversityStudentLifeUnit1UniversityStudentLife1Unit1課件(泛讀教程第一冊(cè)-王守仁)2StudentintheUSAStudentintheUSA3A

studentisalearner,orsomeonewhoattendsaneducationalinstitution.Insomenations,theEnglishtermisreservedforthosewhoattenduniversity,whileaschoolchildundertheageofeighteeniscalledapupilinEnglish.Initswidestuse,studentisusedforanyonewhoislearning.Astudentisalearner,orsom4Firstyear(Freshmanyear)SecondyearPost-secondyearGraduateStudentsFirstyear(Freshmanyear)5Freshmanisafirst-yearstudentincollege,universityorhighschool.Freshmanyear:thefirstyearofcollegeorhighschool.Sophomoreisasecond-yearstudent.OutsidetheUSAthetermSophomoreisrarelyused,withsecond-yearstudentssimplycalled"secondyears".Freshmanisafirst-yearstude6Juniorisastudentinthethirdyear.Seniorisastudentinthelast(usuallyfourth)yearofcollege,university,orhighschool.Superseniorisastudentwhotakesmorethanthenormalnumberofyearstograduate.Juniorisastudentinthethi7UnderclassmanisusedtorefercollectivelytoFreshmenandSophomores.UpperclassmantorefercollectivelytoJuniorsandSeniors,sometimesevenSophomores.Middlerisusedtodescribeathird-yearstudentofaschool(generallycollege)thatoffersfiveyearsofstudy.Inthissituation,thefourthandfifthyearswouldbereferredtoasJuniorandSenioryears,respectively,andthefirsttwoyearswouldbetheFreshmanandSophomoreyears.Underclassmanisusedtorefer8

AGraduatestudentisastudentwhocontinuestheireducationaftergraduation.AGraduatestudentisastude9AMaster’sdegreeusuallyconsistsofanadditionaltwoyearsofstudyingafterearningaBachelor’sdegree.AMaster’sdegreeusuallycons10ADoctoratedegreeisusuallyearnedafterfouradditionalyearsofstudyafteryouearnyourBachelor’sdegree.ADoctoratedegreeisavailableinanyfieldofstudy.IfaMaster’sdegreehasbeenacquired,theDoctorateprogramcouldbecompletedinlessthanfouryears.ADoctoratedegreeisusually11PresidentObamaWeeklyAddress:StrengtheningtheAmericanEducationSystem

PresidentObamaWeeklyAddress12DISCUSSION1.

What’syourexpectationbeforeenteringtheuniversity?Whatdoyouexpecttosee?Whatdoyouexpecttolearn?DISCUSSION1.What’syourexpec132.

Howisyourcollegelifedifferentfromyourhighschooldays?2.Howisyourcollegelifedi14HighSchoolDaysStayinschoolalldayDostudyundertheteachers’instructionApassiverole–tobetaught(i.e.listeningandtakingnotes)KnowledgefromtextbooksCompulsorycoursesCollegeLifeNolongerforcedtostayinschoolalldayApartfromtheclasstime,youorganizeyourowntimeandplaceforstudyingAnactiverole–tostudy(classroomdiscussion,lectureandresearch)KnowledgefromtextbooksandlibraryCompulsoryandelectivecoursesHighSchoolDaysCollegeLife15WordpretestInhighschool,wewonseveralBestStudentAwardsforhisoutstandingacademicachievements.Sheisknownforheraccomplishmentinimprovingthecountry’smedicalsystem.Thecustomerasksthesalesmantodemonstratehowtousethemachine.Thecompanyisrunbycapableanddedicatedpeople.NewYorkisaculturallydiversecity.InNewYorkinthe1990s,therewasafadforwearingskin-tightpantscalled“l(fā)eggings.”Thisresearchgivessomevaliditytothetheorythatthedrugmightcausecancer.SisterMaryisapersonofgreathumility.WordpretestInhighschool,we16OnBeingaStudentbyDonaldE.SimanekAstudentmeansmorethanmerelybeingapupil.Timeschange.Thedefinitionof"student"oncewas"onewhostudiessomething".Todayitcanmeanmerely"onewhoattendsaschool,collegeoruniversity".Thismoderndefinitiondoesn'tevensuggestthatthepersondoesmorethan"attend".Collegeanduniversityprofessorsstillusethefirstdefinition,andschoolshaveways(suchasrequirements,examsandgrades)toattempttoensurethatthosewhoattendwillalsostudyandlearnsomething.Sowhatdistinguishesastudent?Whatmakesthestudentstandoutfromtherestoftheclass?ThefourAs:attitude,academicskills,awareness,andaccomplishment,certainlyarealargepartofit,andastudentwhohasthemwillbeverylikelytoearnAs:Attitudeisprimarilyagenuinedesiretolearn,andthewillingnesstodohardintellectualworktoachieveunderstanding.Itisalsoshownbyhowwellyouapplyyourselfeventosubjectsinwhichyouhavelittleinterest,andhowmuchyoucanachieveevenwhenaprofessor'sstyleisn'ttoyourliking.Academicskillsincludeabilitytoreadwithcomprehension,intelligentuseofresources(includinglibraryresources),logicalandmathematicalskills,efficientstudyhabits,andtheabilitytocommunicateclearlyandfluentlyinspeakingandwriting.Awarenessofwhat'sgoingonintheworldaroundyou,andthehabitofintelligentlyrelatingittoyouracademiccourses.Forexample,whentakingacourseinpoliticalscience,youshouldrelatewhatyouarelearninginclasstowhat'shappeningonthenationalandworldpoliticalscene.Whentakingasciencecourse,youshouldrelatescientificprinciplestophenomenayouobserveineverydaylife,andgooutofyourwaytofindapplicationsandexamplesofscienceintherealworld.Accomplishmentisdemonstratedbysuccessfulapplicationofunderstanding.Theevidenceofthatis:1.correctandconfidentapplicationofwhatyou'velearnedtonewproblemsandchallenges,2.clearandeffectivecommunicationofyourunderstandingthroughspeakingandwriting,and3.possessionofabaseofinformation,skillsandunderstandingsufficienttoallowyoutocontinueyoureducationoutsideoftheclassroom,throughoutyourlife.AlloftheseadduptoafifthA:ability,awordfrequentlyusedabove.Thegoalofeducationistoachievetheabilitytoapplyone'sknowledgeinnew,creative,andcorrectways.Abilitiesarenotentirelyinnate;someareachievablethroughdedicatedandfocusedeffort.

17Othersymptomsandqualitiesofagoodstudentinclude:1.Self-discipline.Thesuccessfulstudenthaslearnedtobudgettime,andusesitefficiently,andwilldothethingsthatneedtobedone,whentheymustbedone,whetherornotonefeelslikeitatthetime.2.Initiative.Inshort:doingthingswithoutbeingtold.Thestudentdoesn'twaitforassignmentstoreadaheadinthetextbook,ortoseekoutandstudyrelatedbookstogainunderstanding.Thegoodstudentdoesmoreproblemsorexercisesthanassigned,anddoesthemevenwhennoneareassigned.Thegoodstudentworkinginthelaboratorydoesnotmerelyfollowinstructions(thoughthatisanimportantskill)butlooksforopportunitiestodiscovernewthings,trynewthings,orfindbettermethods.Whenanopportunityarisestodoaprojectoutsideofclass,thegoodstudentjumpsatthechanceanddoesn'tevenaskwhetheritwillearnextracredit.3.Breadthofinterests.Collegeprovidesagreatopportunitytobroadenyourinterestsandexplorenewthings.Youmayneveragainhaveavailabletoyousuchaconvenientandcomprehensivelibrary,suchdiverseandinexpensiveculturaleventsandacademicactivities.Mucheducationcanoccuroutsideofclass,ifyouseekit.Butifyouconfineyourselftothethingsyou'vealwaysdone,avoidinganythingnewandunfamiliar,youwillhavesquanderedavaluableopportunity.4.Anopenmindisamind.Havinganopenminddoesnotmeanthatonejumpsonthebandwagonofeverynewfad.Abettercharacterizationofanopenmindisonewhichiswillingtodispassionatelyandrationallyanalyzenewideas,weighingthemobjectivelyagainstestablishedknowledgeandthefactsathand.5.Acriticalhabitofmind.Educationincludestheabilitytoacquirenewinformation,tocriticallyevaluatethatinformation,andtocorrectlyandeffectivelyuseit.Oneofthevaluesofagoodeducationistheabilitytoseethroughfalseandunfoundedclaimsandoutrightdeceptions.6.Objectivity.Mostofusbeginoureducationwithan"egocentric"view,expectingeverythingtohavesomerelevancetoourneeds.Educationcanbroadenthatview.Wefindoutthatmereunsupportedpersonalopinionshavenovalueinanacademicdiscussion.Welearntorecognizethevalidityoffactsandideasthatwemaynotlike.7.Humility.Howevermuchoneknows,onemustrealizethere'salotmoretobelearned,andthatsomeofwhatone`knows'mayturnouttobewrong.Knowinglotsofthingsisgood,butknowingthelimitationsofone'sknowledgeisessentialtousingitproperly.Othersymptomsandqualitieso18READINGCOMPREHENSION1.Universityprofessorsgiveexamstomakesurethatthestudentsattendschool.2.Goodstudentsshouldbeabletodowellonsubjectsinwhichtheyarenotinterested.3.Communicativeabilityisnotsoimportantasotheracademicskills.4.Studentsshouldformthehabitofrelatingwhattheyarelearningtowhatishappeningaroundtheworld.5.Goodstudentsmakesurethattheymasterwhatistaughtinclassanddonotwastetheirtimeinactivitiesoutsideclass.6.Universitystudentsmustkeepupwitheverynewtrend.7.Unsupportedpersonalopinionshavenovalueinanacademicdiscussion.8.Knowingthelimitationsofone’sknowledgehasnothingtodowithusingitproperly.READINGCOMPREHENSION1.Univers19VocabularyBuilding

1.WordMatchrationally

suddenfearestablished

strengthenvarious

accepted;recognizedpanic

inawaybasedonreasonratherthanemotionsconsolidate

different

assignment

stressful;requiringeffortandenergybiological

overallflexible

oflivingthingsstrenuous

homeworkmaster

notfixed

recreation

restestimate

firstconcernroutine

calculateroughlypriority

regular;usualrelaxation

wayofspendingfreetimeVocabularyBuilding

1.WordMat20VocabularyBuilding2.Suffix-ize后綴-ize(-ise)可以加在名詞或形容詞的后面構(gòu)成動(dòng)詞，表示“照……樣子做”、“按……方式處理”、“使成為……”、“變成……狀態(tài)”、“……化”的意思。dramatic(戲劇的)→dramatize(改編成劇本)，modern(現(xiàn)代的)→modernize(現(xiàn)代化)，organ(組織)→organize(組織起來)，civil(文明的)→civilize(使文明，變?yōu)槲拿?，system(系統(tǒng))→systemize(系統(tǒng)化)，normal(正常的)→normalize(使正?；?，equal(平等的)→equalize(使平等，使相等)sympathy(同情心)→sympathize(同情，表同情)VocabularyBuilding2.Suffix21VocabularyBuilding-lyI.名詞+ly構(gòu)成的形容詞這一類形容詞的詞義一般可以從相應(yīng)的名詞的詞義中推出來，意思是“具有…性質(zhì)或特點(diǎn)的。1.Herlipsweresetinagentleandsaintlysmile.2.Cathywearsapairofglasses,whichgivesherascholarlylook.3.Thelocalpeoplearealwaysfriendlytovisitors.4.Thenightlybulletinontelevisionadoptedamapofthecountrytorecordthenumberofjobslostinaweek.manly（男子氣概的）fatherly（父親般的）brotherly（兄弟般的）cowardly（懦夫般的）beastly（野獸般的）ghostly（鬼一樣的）orderly（整潔的）

VocabularyBuilding-ly22另外，少數(shù)名詞+ly構(gòu)成的形容詞在詞義上與相應(yīng)的名詞稍有不同.1）sight情景，奇觀，asadsight悲慘的景象；sightly悅目的，漂亮的，sightlycalligraphy悅目的書法，sightlybuilding漂亮的建筑物2）shape形狀，外形；shapely樣子好看的，勻稱的另外，少數(shù)名詞+ly構(gòu)成的形容詞在詞義上與相應(yīng)的名詞稍有不同23II.形容詞+ly構(gòu)成的形容詞這類形容詞與相應(yīng)的不帶-ly的形容詞詞義相近，但略有差異，使用時(shí)應(yīng)格外注意。5.Sheistakingcareofhersickchild.6.Heisasicklychild.7.Hishandsareclean.8.Sheisacleanlygirl,whoalwayskeepsherroomclean.有-ly與沒有-ly的形容詞詞義相去甚遠(yuǎn)，幾乎毫不相干。9.Tomlivesinalowcottage.10.Thefarmerlivesinalowlycottage.11.That’sagoodbook.12.Theoldladyhasagoodlysumofmoney.II.形容詞+ly構(gòu)成的形容詞24III.一部分以-ly結(jié)尾的形容詞，既可以作形容詞用，又可以作副詞用。13.Youhaveakindlyheartthatunderstandswithoutexplanation.14.Becausetheoldwomanspokesokindly,thegirltookheart.15.Theinhabitantssooncametoregardthewhitesettlersastheirdeadlyenemy.16.Aftertravelingtwodaysbyboat,Iwasdeadlytiredandsleepy.這類形容詞還有：ghastlya.&ad.可怕的（地），rascallya.&ad.無賴的（地），slovenlya.&ad.邋遢的（地），等。III.一部分以-ly結(jié)尾的形容詞，既可以作形容詞用，又可25注意：有些以-ly結(jié)尾的形容詞不能用作副詞。用英文寫作時(shí)要特別注意，切不可想當(dāng)然。如：homely（家常的，質(zhì)樸的）；earthly（地球的，人間的）；shapely（樣子好看的）；comely（標(biāo)致的，秀麗的）；costly（昂貴的）等。17.Sheishomelyandmotherly.18.Noearthlysovereigncandowhathepleases.注意：有些以-ly結(jié)尾的形容詞不能用作副詞。用英文寫作時(shí)要特26IV.動(dòng)詞+ly構(gòu)成的形容詞此類形容詞極少，如：seemly適宜的，合乎禮儀的19.Youngpeopleshouldaddresstheireldersinaseemlymanner.IV.動(dòng)詞+ly構(gòu)成的形容詞此類形容詞極少，如：seem27Suffix

Domore1.Hestudiedhismap,tryingto________thewaytoRose’sStreet.(memory)2.She_______brokethevasewhenshewaswateringtheflowers.(accident)3.Therebelsseemtobetryingto_______onthepublic’sdiscontentwiththegovernment.(capital)4.Iwasonaverage_______,butwasgoodatsports.(academic)memorize,accidentally,capitalize,academicallySuffix

Domore1.Hestudiedhi28NamesofHolidaysChineseHolidays:

NewYear’sDay元旦InternationalWorkingWomen’sDay國際勞動(dòng)?jì)D女節(jié)Tree-PlantingDay植樹節(jié)InternationalLabourDay/MayDay國際勞動(dòng)節(jié)、五一節(jié)ChineseYouthDay中國青年節(jié)InternationalChildren’sDay國際兒童節(jié)Party’sBirthday黨的誕生日ArmyDay 建軍節(jié)Teachers’Day教師節(jié)NationalDay國慶節(jié)NamesofHolidaysChineseHolid29SpringFestival春節(jié)LanternFestival元宵節(jié)（燈節(jié)）PureBrightnessDay/Graveyard-SweepingDay/Tomb-SweepingDay清明節(jié)、掃墓節(jié)Dragon-BoatFestival端午節(jié)Mid-Autumn(Moon)Festival中秋節(jié)Double-NinthFestival重九（陽）節(jié)SpringFestival春節(jié)30ForeignHolidays:St.Valentine’sDay情人節(jié)Easter(耶穌)復(fù)活節(jié)AprilFool’sDay愚人節(jié)Mother’sDay母親節(jié)Father’sDay父親節(jié)Halloween萬圣節(jié)ThanksgivingDay感恩節(jié)Christmas圣誕節(jié)ForeignHolidays:31TEST1.Wearingaseatbeltsaveslives;itreducesyourchanceofdeathorseriousinjurybymorethanhalf.

2.Butitwillbethedriver’sresponsibilitytomakesurethatchildrenunder14donotrideinthefrontunlesstheyarewearingaseatbeltofsomekind.

3.However,youdonothavetowearaseatbeltifyouarereversingyourvehicle;oryouaremakingalocaldeliveryorcollectionusingaspecialvehicle;orifyouhaveavalidmedicalcertificatewhichexcusesyoufromwearingit.

4.Rememberyoumaybetakentocourtfornotdoingso,andyoumaybefinedifyoucannotprovetothecourtthatyouhavebeenexcusedfromwearingit.

5.ProfessorTaijuMatsuzawawantedtofindoutwhyotherwisehealthyfarmersinnorthernJapanappearedtobelosingtheirabilitytothinkandreasonatarelativelyearlyage,andhowtheprocessofageingcouldhesloweddown.6.WithateamofcolleaguesatTokyoNationalUniversity,hesetaboutmeasuringbrainvolumesofathousandpeopleofdifferentagesandvaryingoccupations.

7.Computertechnologyenabledtheresearcherstoobtainprecisemeasurementsofthevolumeofthefrontandsidesectionsofthebrain,whichrelatetointellect(智能)andemotion,anddeterminethehumancharacter.

8.Contractionoffrontandsidepartsascellsdieoffwasobservedinsomesubjectsintheirthirties,butitwasstillnotevidentinsomesixtyandseventy-year-olds.

9.Thefindingsshowingeneraltermsthatcontractionofthebrainbeginssoonerinpeopleinthecountrythaninthetowns.

10.Whitecollarworkersdoingroutineworkingovernmentofficesare,however,aslikelytohaveshrinkingbrainsasthefarmworker,busdriverandshopassistant.

TEST1.Wearingaseatbeltsav32Unit1課件(泛讀教程第一冊(cè)-王守仁)331.Weknowthatyouhaveahighopinionofthekindoflearningtaughtinyourcolleges,andthatthecostsoflivingofouryoungmen,whilewithyou,wouldbeveryexpensivetoyou.

2.Butyoumustknowthatdifferentnationshavedifferentwaysoflookingatthings,andyouwillthereforenotbeoffendedifourideasofthiskindofeducationhappennottobethesameasyours.

3.Weare,however,notthelessobligedbyyourkindoffer,thoughwerefusetoacceptit;and,toshowourgratefulsenseofit,ifthegentlemenofVirginiawillsendusadozenoftheirsons,wewilltakecareoftheireducation,teachtheminallweknow,andmakemenofthem.

4.Inwhatnowseemsliketheprehistorictimesofcomputerhistory,theearth’spostwarera,therewasquiteawide-spreadconcernthatcomputerswouldtakeovertheworldfrommanoneday.

5.Alreadytoday,lessthanfortyyearslater,ascomputersarerelievingusofmoreandmoreoftheroutinetasksinbusinessandinourpersonallives.Wearefacedwithalessdramaticbutalsolessforeseenproblem.

1.Weknowthatyouhaveahig34Unit1UniversityStudentLifeUnit1UniversityStudentLife35Unit1課件(泛讀教程第一冊(cè)-王守仁)36StudentintheUSAStudentintheUSA37A

studentisalearner,orsomeonewhoattendsaneducationalinstitution.Insomenations,theEnglishtermisreservedforthosewhoattenduniversity,whileaschoolchildundertheageofeighteeniscalledapupilinEnglish.Initswidestuse,studentisusedforanyonewhoislearning.Astudentisalearner,orsom38Firstyear(Freshmanyear)SecondyearPost-secondyearGraduateStudentsFirstyear(Freshmanyear)39Freshmanisafirst-yearstudentincollege,universityorhighschool.Freshmanyear:thefirstyearofcollegeorhighschool.Sophomoreisasecond-yearstudent.OutsidetheUSAthetermSophomoreisrarelyused,withsecond-yearstudentssimplycalled"secondyears".Freshmanisafirst-yearstude40Juniorisastudentinthethirdyear.Seniorisastudentinthelast(usuallyfourth)yearofcollege,university,orhighschool.Superseniorisastudentwhotakesmorethanthenormalnumberofyearstograduate.Juniorisastudentinthethi41UnderclassmanisusedtorefercollectivelytoFreshmenandSophomores.UpperclassmantorefercollectivelytoJuniorsandSeniors,sometimesevenSophomores.Middlerisusedtodescribeathird-yearstudentofaschool(generallycollege)thatoffersfiveyearsofstudy.Inthissituation,thefourthandfifthyearswouldbereferredtoasJuniorandSenioryears,respectively,andthefirsttwoyearswouldbetheFreshmanandSophomoreyears.Underclassmanisusedtorefer42

AGraduatestudentisastudentwhocontinuestheireducationaftergraduation.AGraduatestudentisastude43AMaster’sdegreeusuallyconsistsofanadditionaltwoyearsofstudyingafterearningaBachelor’sdegree.AMaster’sdegreeusuallycons44ADoctoratedegreeisusuallyearnedafterfouradditionalyearsofstudyafteryouearnyourBachelor’sdegree.ADoctoratedegreeisavailableinanyfieldofstudy.IfaMaster’sdegreehasbeenacquired,theDoctorateprogramcouldbecompletedinlessthanfouryears.ADoctoratedegreeisusually45PresidentObamaWeeklyAddress:StrengtheningtheAmericanEducationSystem

PresidentObamaWeeklyAddress46DISCUSSION1.

What’syourexpectationbeforeenteringtheuniversity?Whatdoyouexpecttosee?Whatdoyouexpecttolearn?DISCUSSION1.What’syourexpec472.

Howisyourcollegelifedifferentfromyourhighschooldays?2.Howisyourcollegelifedi48HighSchoolDaysStayinschoolalldayDostudyundertheteachers’instructionApassiverole–tobetaught(i.e.listeningandtakingnotes)KnowledgefromtextbooksCompulsorycoursesCollegeLifeNolongerforcedtostayinschoolalldayApartfromtheclasstime,youorganizeyourowntimeandplaceforstudyingAnactiverole–tostudy(classroomdiscussion,lectureandresearch)KnowledgefromtextbooksandlibraryCompulsoryandelectivecoursesHighSchoolDaysCollegeLife49WordpretestInhighschool,wewonseveralBestStudentAwardsforhisoutstandingacademicachievements.Sheisknownforheraccomplishmentinimprovingthecountry’smedicalsystem.Thecustomerasksthesalesmantodemonstratehowtousethemachine.Thecompanyisrunbycapableanddedicatedpeople.NewYorkisaculturallydiversecity.InNewYorkinthe1990s,therewasafadforwearingskin-tightpantscalled“l(fā)eggings.”Thisresearchgivessomevaliditytothetheorythatthedrugmightcausecancer.SisterMaryisapersonofgreathumility.WordpretestInhighschool,we50OnBeingaStudentbyDonaldE.SimanekAstudentmeansmorethanmerelybeingapupil.Timeschange.Thedefinitionof"student"oncewas"onewhostudiessomething".Todayitcanmeanmerely"onewhoattendsaschool,collegeoruniversity".Thismoderndefinitiondoesn'tevensuggestthatthepersondoesmorethan"attend".Collegeanduniversityprofessorsstillusethefirstdefinition,andschoolshaveways(suchasrequirements,examsandgrades)toattempttoensurethatthosewhoattendwillalsostudyandlearnsomething.Sowhatdistinguishesastudent?Whatmakesthestudentstandoutfromtherestoftheclass?ThefourAs:attitude,academicskills,awareness,andaccomplishment,certainlyarealargepartofit,andastudentwhohasthemwillbeverylikelytoearnAs:Attitudeisprimarilyagenuinedesiretolearn,andthewillingnesstodohardintellectualworktoachieveunderstanding.Itisalsoshownbyhowwellyouapplyyourselfeventosubjectsinwhichyouhavelittleinterest,andhowmuchyoucanachieveevenwhenaprofessor'sstyleisn'ttoyourliking.Academicskillsincludeabilitytoreadwithcomprehension,intelligentuseofresources(includinglibraryresources),logicalandmathematicalskills,efficientstudyhabits,andtheabilitytocommunicateclearlyandfluentlyinspeakingandwriting.Awarenessofwhat'sgoingonintheworldaroundyou,andthehabitofintelligentlyrelatingittoyouracademiccourses.Forexample,whentakingacourseinpoliticalscience,youshouldrelatewhatyouarelearninginclasstowhat'shappeningonthenationalandworldpoliticalscene.Whentakingasciencecourse,youshouldrelatescientificprinciplestophenomenayouobserveineverydaylife,andgooutofyourwaytofindapplicationsandexamplesofscienceintherealworld.Accomplishmentisdemonstratedbysuccessfulapplicationofunderstanding.Theevidenceofthatis:1.correctandconfidentapplicationofwhatyou'velearnedtonewproblemsandchallenges,2.clearandeffectivecommunicationofyourunderstandingthroughspeakingandwriting,and3.possessionofabaseofinformation,skillsandunderstandingsufficienttoallowyoutocontinueyoureducationoutsideoftheclassroom,throughoutyourlife.AlloftheseadduptoafifthA:ability,awordfrequentlyusedabove.Thegoalofeducationistoachievetheabilitytoapplyone'sknowledgeinnew,creative,andcorrectways.Abilitiesarenotentirelyinnate;someareachievablethroughdedicatedandfocusedeffort.

51Othersymptomsandqualitiesofagoodstudentinclude:1.Self-discipline.Thesuccessfulstudenthaslearnedtobudgettime,andusesitefficiently,andwilldothethingsthatneedtobedone,whentheymustbedone,whetherornotonefeelslikeitatthetime.2.Initiative.Inshort:doingthingswithoutbeingtold.Thestudentdoesn'twaitforassignmentstoreadaheadinthetextbook,ortoseekoutandstudyrelatedbookstogainunderstanding.Thegoodstudentdoesmoreproblemsorexercisesthanassigned,anddoesthemevenwhennoneareassigned.Thegoodstudentworkinginthelaboratorydoesnotmerelyfollowinstructions(thoughthatisanimportantskill)butlooksforopportunitiestodiscovernewthings,trynewthings,orfindbettermethods.Whenanopportunityarisestodoaprojectoutsideofclass,thegoodstudentjumpsatthechanceanddoesn'tevenaskwhetheritwillearnextracredit.3.Breadthofinterests.Collegeprovidesagreatopportunitytobroadenyourinterestsandexplorenewthings.Youmayneveragainhaveavailabletoyousuchaconvenientandcomprehensivelibrary,suchdiverseandinexpensiveculturaleventsandacademicactivities.Mucheducationcanoccuroutsideofclass,ifyouseekit.Butifyouconfineyourselftothethingsyou'vealwaysdone,avoidinganythingnewandunfamiliar,youwillhavesquanderedavaluableopportunity.4.Anopenmindisamind.Havinganopenminddoesnotmeanthatonejumpsonthebandwagonofeverynewfad.Abettercharacterizationofanopenmindisonewhichiswillingtodispassionatelyandrationallyanalyzenewideas,weighingthemobjectivelyagainstestablishedknowledgeandthefactsathand.5.Acriticalhabitofmind.Educationincludestheabilitytoacquirenewinformation,tocriticallyevaluatethatinformation,andtocorrectlyandeffectivelyuseit.Oneofthevaluesofagoodeducationistheabilitytoseethroughfalseandunfoundedclaimsandoutrightdeceptions.6.Objectivity.Mostofusbeginoureducationwithan"egocentric"view,expectingeverythingtohavesomerelevancetoourneeds.Educationcanbroadenthatview.Wefindoutthatmereunsupportedpersonalopinionshavenovalueinanacademicdiscussion.Welearntorecognizethevalidityoffactsandideasthatwemaynotlike.7.Humility.Howevermuchoneknows,onemustrealizethere'salotmoretobelearned,andthatsomeofwhatone`knows'mayturnouttobewrong.Knowinglotsofthingsisgood,butknowingthelimitationsofone'sknowledgeisessentialtousingitproperly.Othersymptomsandqualitieso52READINGCOMPREHENSION1.Universityprofessorsgiveexamstomakesurethatthestudentsattendschool.2.Goodstudentsshouldbeabletodowellonsubjectsinwhichtheyarenotinterested.3.Communicativeabilityisnotsoimportantasotheracademicskills.4.Studentsshouldformthehabitofrelatingwhattheyarelearningtowhatishappeningaroundtheworld.5.Goodstudentsmakesurethattheymasterwhatistaughtinclassanddonotwastetheirtimeinactivitiesoutsideclass.6.Universitystudentsmustkeepupwitheverynewtrend.7.Unsupportedpersonalopinionshavenovalueinanacademicdiscussion.8.Knowingthelimitationsofone’sknowledgehasnothingtodowithusingitproperly.READINGCOMPREHENSION1.Univers53VocabularyBuilding

1.WordMatchrationally

suddenfearestablished

strengthenvarious

accepted;recognizedpanic

inawaybasedonreasonrather