Thisisatextaboutwhatstudentswillexperienceintheir"collegeyears."Itisaddressedto
collegestudentsintheUnitedStates.Butwithsomemodifications,whattheauthorsayshere
willalsomakeperfectsensetoourstudents.Itisparticularlyappropriatenowaswearejust
beginningthesecondacademicyear,whichisconsideredbymanythemostimportantinour
collegelife,becausewithourfirstyear'sexperienceweareinabetterpositiontounderstandthe
issuesinvolvedandthewaystodealwiththemeffectively.
Collegelifeisbothanexcitingandfrustratingexperience.Firstofall,togotoauniversity
usuallymeanstogotoanewplacefarawayfromhomeandliveamongstrangers.Itmeansthat
weareonourown.Itmeansthatinsteadofbeingtakencareo￡wenowhavetotakecareof
ourselvesandevenlearntotakecareofothers.Itmeansthatfromnowonwehavetohandleour
ownfinance,chooseourownwardrobeanddetermineourownagenda.Inshort,wehavetoface
manywhattheauthorcalls"developmentalchanges^^andmakemanyimportantadjustmentsand
decisions,decisionsthatwillconcernoureducationandcareer,andvaluesandsocial
responsibilities.
Itisclearthatyoungadulthoodisanextremelyimportantperiodinourlife.Afterallweareonly
youngonce.However,wemusttakeawarningfromGeorgeBernardShaw,whosays,“Youthis
oftenwastedintheyoung.^^Wecannottakeitforgrantedthatweyoungpeopleautomatically
knowhowtodealwithallthoseproblems.Tomakeourcollegeexperiencemeaningfuland
rewarding,wemustlearntohandlewhattheauthorcalls“theidentitycrisis,tofindoutwhowe
are,whatourstrongpointsandweaknessesare,whatweshoulddoandwhereweshouldgo.Of
coursewemustleamtobeindependentorself-reliantpsychologicallyaswellasinothermatters.
Buttobeindependentdoesnotmeantobeisolated.Itsimplymeansthatwehavetorelatetoour
family,ourteachers,ourschool,thepeoplearoundusandthesocietyasawholeinanewand
morematureway.Itmeansthatwehavetoleamnewknowledge,developnewideas,formnew
habits,adoptnewattitudes,andcultivatenewrelationships.
Noteveryoneknowshowtohandletheirsuddenindependenceorfreedom.Therearesomewho
stillfinditscary.Theyareoftenatalossbecausetheycannolongergetparentalguidancefor
everythingtheydoandtheycomplainthattheuniversityprofessorsdonotseemtocaremuch
whattheydoordonotdo.
Therearealsothosewhotaketheirnewlyfoundindependencetomeanthattheycandoanything
theywant.Theycangotoclasslateornotatall.Theycancopytheirexercisesortermpapers.
Theycanjust“enjoylift“andmuddlethroughthefouryears.Thesestudentsdonotrealizethat
independencereallymeansself-disciplineandastrongsenseofresponsibility.Toabusetheir
independenceisactuallyanindicationthattheyhaveremainedintheirchildhood.
Thereareotherchallengestoo.Noteveryoneishappywiththeprogresstheyaremakingintheir
studies.Somemayhaveseriousdifficultykeepingupwiththeclass.Theyfeeldisappointedand
discouraged.Andthissometimesleadstoseriousconsequences.Thentherearealsostudents
whofeelthattheyhavefailedsociallybecausetheyarenotaspopularasothers.Theycannot
makefriendseasily.Theythereforefeellonelyanddepressed.
ForEnglishlanguagestudents,therearesomespecialproblems.Sincepeopleallsaythat
languageisatool,shouldn'twetrytomajorinsomethingelseWhenisthebesttimeto
specialize
Inthisarticle,theauthortalksquiteabitaboutstudents'needtoachievesexualidentity.It
obviouslyisalsoanimportantissueforourstudents.Itmay,ifhandledcorrectly,leadtoa
meaningfuldiscussion.Theteacherisadvisedtoencouragestudentstoexchangetheirviewson
this.Theauthoralsomentionstheneedtointernalizereligiousfaith.Inourcontext,itmeansthe
needtoformacorrectworldoutlook.Educationafterallisnotjustfbrmakingaliving.Itis
abouthowtolive.Therearethingsofgreaterimportanceotherthanjobs,money,houses,and
cars.ForEnglishlanguagestudents,itisparticularlyimportantfbrthemtorealizetheirdutyto
understandWesterncultureproperlyandusewhatisgoodinitfbrourdevelopmentandmake
ourcontributioninthisageofglobalization.
Inhandlingthistext,teachersareadvisedtopaymoreattentiontothecontentthantothe
language,whichisabittoopedanticforourstudentsatthisstage.
2Structure
LTheintroduction:Collegestudentsaregoingtoexperiencekeychangesduringtheperiod
fromadolescencetoyoungadulthood,whicharesoimportantandyettheyseldomthink
about,(para.1)
II.Thebody:Collegestudentsfacesiximportantchallengesorwhattheauthorcalls
^developmentalchanges/9(paras.2-9)
1.Thefirstchallenge:howtodealwithidentitycrisis(paras.2-4)
1)Theymustfindoutwhotheyreallyare,andtheirstrengthsandweaknesses
2)Theiridentityisinfluencedbythreefactors:genes,environment,andchanceevents
3)Theymaystillbefinanciallydependentontheirparentstosomedegree,buttheymusttryto
gainfourkindsofindependencefromtheirparents.
a.Functionalindependence
b.Attitudinalindependence
c.Emotionalindependence
d.Freedomfromexcessiveguilt,anxiety,responsibility,etc.
2.Otherimportantmattersfbrtheirgrowthandmaturity(paras.5-9)
1)Establishingsexualidentityandlearningtointeractwiththeoppositesex
2)Learninghowtogiveandreceiveaffectionintheadultworld
3)Internalizingtheirbeliefs,values,andmorals
4)Evaluatinghowtheygather,process,andapplyknowledgeinsteadofmerelyincreasing
knowledge
5)Learningtobecomeworldcitizensandinteractwithpeoplefromothercultures
III.Theconclusion:Collegeisdesignedtobeatimeofpersonalgrowthandexpansion,as
wellasatimewhenstudentsaregrowingintheirunderstandingofthemselves,others,and
theworldinwhichtheylive.(para.10)
3TeachingTips
1.Itisourhopethatthisessaycanserveasalittlewarm-upfbrthenewsemester.Thesuccessof
handlingthisarticlemaydependonwellstimulatingstudentsinterestinalivelydiscussionofthe
problemsraisedbytheauthor.Soencouragestudentstoraisegenuinequestionsandsharewiththem
yourpersonalexperiencewhenyouweretheirage.Ifwecouldstartourcollegedaysalloveragain,
therewouldbealotofthingswemighthavedonedifferently.
2.Thetextiswritteninaquiteformalstyle.Whilewewouldliketosuggestputtingmorestresson
content,itmightalsobeagoodideatodrawstudents'attentiontothefeaturesofformalwritings.
Studentsshouldinfactbeencouragedtoconducttheirdiscussionsinmoreinformalstyle.
3.Attentionshouldalsobepaidtotheuseoftechnicaltermssuchas""developmentalchanges,“
“identitycrisis,,,Afunctional,emotional,attitudinal,andpsychologicalindependence,^internalizing
religiousfaith/,etc.,withoutaclearunderstandingofwhichitwillbehardtograspthemeaningof
thewholetext.
IIDetailedDiscussionofTextA
1.Hasiteveroccurredtoyouthat...(para.1)
Drawstudents'attentiontothedifferencebetweenChineseandEnglishinexpressingone'sidea:In
Chinese,thesubjectisusuallyapersonalpronoun,whereasinEnglish,theanticipatory“it”isoften
used.
Moreexamples".
Itneveroccurredtomethatwealthcouldruinaperson'slife.
Itsuddenlyoccurredtohimthathehadnottouchedanymeatfbrmonths.
Itsuddenlydawnedonusthathighsavingsratemaynotbeagoodthing.
Itgraduallybegantodawnontheeconomiststhattheproblemwasnotoverproduction,
butunder-consumption.
Itstruckherthatalthoughshewasnowrichbyherownstandard,shewasnotreallyhappy.
2....otherschoolpersonnelhavecertaingoalsforyourgrowth...(para.1)
personnel:Thewordisplural.Weneversay“apersonneL^^
3....certaindevelopmentalchangeswilloccurinyourlifeasyoumovefromadolescenceto
youngadulthood(para.1)
behavioralchangesthroughoutthelifespan.
fromadolescencetoyoungadulthood:Theterm“adolescence”beganasaWesternconcept,which
meanstheperiodbetweenchildhoodandadulthood.Thispassagetoadulthoodisoftenmarkedbya
numberofsmallchangesinstatusduringorneartheendofadolescence.Graduationfromhighschool,
therighttovote,andtodriveacararealleventsthat,tosomedegree,signifyadultstatus.Butthe
mainchangesarepsychologicalaswellasphysical.Itisusuallyfraughtwithanxietyandconflict.
4.Duringthistime,studentsaregoingthroughanidentitycrisis...(para.2)
gothrough:toexperience
Cf.
Hereallybelievedthatbysayingthosemagicwordshecouldgothroughwallswithoutany
trouble.
1don'tthinkthisplanwillgothroughtheSecurityCouncil.(beacceptedby)
Wehavegonethroughallthesearguments,(goovercarefullyfrombeginningtoend)
It'stoolatetobackout.Wejusthavetogothroughwithit.(dosth.becausesb.haspromisedor
plannedtodoit,eventhoughnolongersurewhetherheorshewantstodoit)
identitycrisis:Itreferstothedifficulties,confusions,andanxietiesthatpeoplegothroughduring
adolescencewhentheyarenotsurewhotheyreallyareandwhattheirpurposesinlifeare.
Also,,nationalidentity;politicalidentity;culturalidentity;socialidentity
5howpeopleperceivethemselvesaswellashowotherpeopleperceivethem.(para.2)
perceive:tothinkofas
e.g.Heperceivedhimselfaloserwhocouldnotevensupporthisfamily.
Igraduallyperceivedthatcultureandlanguagecannotreallybeseparated.(understand)
Musicianscanperceiveverysmalldifferencesinsounds,(notice;observe)
6....identityisdeterminedbygeneticendowment(whatisinheritedfromparents),shaped
byenvironment,andinfluencedbychanceevents,(para.2)
Whoweareisdeterminedbythreethings:first,ourgenes,orwhatourparentshavegivenus,our
legacy;second,environment;third,luckoropportunities.
chanceevents:"Chance“hereisanadjective,meaning“accidental.”
e.g.Thischancemeetingwiththefamouswriterchangedhiswholelife.
Thismedicineissaidtobeachancediscovery.
7....theyarebecomingindependentfromtheirparentsyetareprobablystillvery
dependentonthem.(para.3)
Note:Theprepositionsusedafter“dependent”and“independent“aredifferent
e.g.Financially,theyarestilldependentontheirparents.
Thesebanksarenowcompletelyindependentfrom/ofeachother.
8.Infact,itmaybeheightenedbytheirchoicetopursueacollegeeducation,(para.3)
“It"herereferstotheword"struggle"intheprevioussentence.Thewholesentencemeansthatifthey
choosetogotocollegetocontinuetheireducation,theywillfaceanevenmoreseriousstruggle
betweenthedesiretobeindependentandtheneedtodependonthefinancialsupportoftheirparents.
9.First,thereisfunctionalindependence...suchashandlingfinances,choosingtheirown
wardrobes,anddeterminingtheirdailyagenda,(para.4)
functionalindependence:independenceinhandlingeverydaylifesituations;theabilitytosolve
practicalproblems
handlefinances:tolearnhowtospendmoneywisely
choosetheirownwardrobes:tochoosetheirownclothes
determinetheirdailyagenda:tomakealistofwhattheyaregoingtodoeveryday
10.Hoffmandefinesthisprocessas“freedomfromanexcessiveneedforapproval,
closeness,togetherness,andemotionalsupportinrelationtothemotherandfather.”(para.
4)
freedomfromsth.:nolongerhavingsth.thatsb.doesnotwant
e.g.Themostimportantfreedomourpeopleshouldhaveisthefreedomfromhunger.
Also\tobefreefromsth.
e.g.Anidealsocietyisonefreefromexploitationandoppression.
Withinamonth,thewholebuildingisfreefromfliesandmosquitoes.
Note:"Freedomfromsth“isdifferentfrom"'freedomofsth,“
e.g....welookforwardtoaworldfoundeduponfouressentialhumanfreedoms.Thefirstis
freedomofspeechandexpression-everywhereintheworld.Thesecondisfreedomofevery
persontoworshipGodinhisownway-everywhereintheworld.Thethirdisfreedomfrom
want...everywhereintheworld.Thefourthisfreedomfromfear...anywhereintheworld.
一FranklinD.Roosevelt
excessive:muchmorethanreasonableornecessary
Ifsomeonehasanexcessiveneedforapproval,itmeansthatheorsheistoodependentonother
people'sapproval.Childrenneedtheirparentstotellthemwhattodoandwhatnottodo.Theyalso
needtobeclosetotheirparentsandreceiveencouragement,love,andallkindsofemotionalsupport
whichgivethemstrength.Butwhentheygrowup,thisshouldchange.Theyshouldnolongerhave
thesameneedslikebabies.
11.Fourthisfreedomfrom^excessiveguilt,anxiety,mistrust,responsibility,inhibition,
resentment,andangerinrelationtothemotherandfather.(para.4)
Childrenoftenfeelveryguiltyinrelationtotheirparentsbecausetheythinktheyhavedone
somethingwrong;theyarealsoanxiousbecausetheyareeagertopleasetheirparents;theysometimes
feelunhappybecausetheythinkthattheirparentshavenotbeenfairtothem;theyfecithattheyare
responsibletotheirparentsfbreverythingtheydo;theyarealwaysafraidofsayingthewrongthingor
notbehavingproperly;allthismaymakethemangrywiththeirparentsormakethemfeelresentful.
Thesefeelingsreflecttheiremotionaldependenceontheirparents.Whentheygrowup,theyusually
strivefbrthefreedomfromthese.
12.Probablynothingcanmakestudentsfeellowerorhigheremotionally...(para.5)
feellower:tofeelunhappy,withoutmuchhopefbrthefuture
13....myfather...wasseeinghisworldshrinkandhisoptionsnarrow,(para.6)
Myfatherwasbeginningtorealizethathisworldwasgettingsmallerandhischoicesfewer,
narrow:Hereitisusedasaverb.
e.g.Wemusttrytonarrowthedifferenceinincomebetweentherichandthepoorwithoutdelay.
Thismightyrivernarrowstoagorgeofabout50meterswhenitcomestothisplace
betweenthemountains.
14.Anotherchangeforcollegestudentsisinternalizingtheirreligiousfaith,theirvalues,
andtheirmorals,(para.7)
internalize:(apsychologicalterm)tomakefaith,values,morals,attitudes,behavior,language,etc.
partofone'snaturebylearningorassimilatingthemunconsciously
15oneormoreparentshavebeenmodelingforthem...(para.7)
modelforsb.:toserveasamodelfbrsb.;tosetanexamplefbrsb.
Notes:thephrase“bemodelsforsb.°ismorecommon.
modeloneselfon/after:(AnrE)totrytobeorbehavelike(sbthatoneadmires)
e.g.Childrenoftenmodelthemselvesaftertheirparentsandteachers.
Nowadaysyoungpeopletendtomodelthemselvesafterpopicons.
16....however,thesemattersarequestionedandinsomecasesrebelledagainst,(para.7)
However,adolescentsbegintodoubtaboutthebeliefs,values,andmoralstheirparenthavetaught
them,andsometimesopenlyrefusetoacceptthem.
rebelagainst:toopposeorfightagainst
e.g.Soonerorlater,achildwillrebelagainstthetyrannicalruleofhisfather.
Youngpeopletendtorebelagainsttraditionalpractices.
17abackgroundthatwasextremelyprejudicedagainstpeoplefromotherraces...(para.
7)
beprejudicedagainst:Donotdropthepreposition“against.”
Also,.beagreedon;beattendedto;bediscriminatedagainst;bedoneawaywith;befocusedon;be
lookedafter;beputanendto;beputupwith;berebelledagainst;betakencareof
18....adormthathadpeoplefromavarietyofethnicbackgrounds,(para.7)
avarietyofethnicbackgrounds:(here)manydifferentracesintheU.S.
Todaysociologistsoftenprefer“ethnic"to"racial,"and"ethnicgroup"to"race.”
19....peopleofotherraceswerenotonlyequaltoher...(para.7)
beequalto:tobejustasgoodas
e.g.Manyofourproductsareequaltothebestintheworld.
Itisridiculoustothinkoneraceisnotequaltoanothersimplybecauseithasadifferentskin
color.
20.Thesereligious,moral,andethicalvaluesthataresetduringthecollegeyearsoftenlast
alifetime,(para.7)
Thesevaluesthatareestablishedduringthecollegeyearsoftenlastalifetime.Itisbelievedthatour
characterorbasicmoralprinciplesareformulatedduringthisperiodoftime.
21.Inadditiontoaffirmingpersonalvalues...(para.8)
affirm:tostrengthenbeliefs,ideas,orfeelings
values:moralprinciples;principlesofwhatisrightandwhatiswrong
personalvalues:valuesconcerningpersonallifeorbehavior,asopposedtosocialvalues
22....seeingthepeoplefromothercountriesinadifferentlight,(para.9)
seesb./sth.inacertainlight:toseesb./sth.inacertainway
e.g.Whathedidmadeusseehiminanewlight.
AfterItookthatcourse,Ibegantoseetheworldinadifferentlight.
23.Forcertain,itisanexperiencethatcontributestoyoungadults'growthandmaturity,
(para.10)
forcertain:certainly;definitely;nodoubt
e.g.Heisprobablyanaccountant.Idon'tknowitforcertain.
Ican'tsayforcertainhowmuchthiscarwillcost.
contributeto:tohelptocausesth.tohappen
e.g.Thesemeasurescontributedgreatlytotheeconomicrecoveryofthatcountry.
Whatdoyouthinkarethemainfactorsthatcontributedtothesuccessofthatcompany
24....theyarealsoacquiringnewwaysofassemblingandprocessinginformation,(para.10)
Theyarcalsofindingorlearningnewwaysofarranging,organizing,analyzingorunderstanding
information.Itimpliesthatunrelated,unclassifiedinformationisnotscientifictruth.Scientifictruth
requirestheprocessingofinformation.Incollege,studentswilllearnnewapproaches,methods,and
theorieswhichwillchangemanyoftheirprejudices.
IHTranslationofTextA
大学时代鲍
勃哈特曼
你是否考虑过，作为一名大学生，你的生活现在起着什么变化，将来又会有什么变化？你是否
想过，大学教授和其他学校工作人员对你大学期间的成长及成熟是有目标的？你是否想过，在
你由青春期迈向成年的过程中，你的个人发展会发生某些变化？虽然大学生们很少思考这些问
题，但是他们在大学时代很可能会发生一些重大的变化。
在此期间，学生要经历一次认同危机，他们想弄明白自己是什么样的人，自己的优点
和弱点在哪里。他们当然有不少优点和弱点。知道人们怎样看待自己，以及别人如何看待
自己，这一点很重要。在《国际社会科学百科全书》（1979）的一篇讨论爱利克H.埃里克
境的塑造，并且被不确定的事件影响。人们受环境影响，转而也影响他们所处的环境。人们怎
样看待这双重角色，毫无疑问构成了他们身份的一部分。
学生在经历自我认同危机的过程中，逐渐独立于父母，但可能仍然很依赖他们。这一
独立与依赖的挣扎构成了青春期后期生活的一大部分。事实上，选择大学教育可能会加剧
这一矛盾。有些人中学毕业后，选择立即参加工作，因此他们在经济上可能不再依赖父母。可是
大学生选择了发展，选择了学习需要几年的工夫才能掌握的新技能，因而他们至少在一定程度
上可能还得继续依靠父母。
J.A.霍夫曼在其1984年4月刊登于《咨询心理学杂志》上的《青春期后期青少年与
父母的心理分离》一文中提出，与父母心理分离包含四个方面。第一，功能独立，涉及个
人处理实际事务和私人事务的能力，如打理财务、选择着装、确定日程安排。第二，态度
独立，即个人学会正确看待并接受自己在态度、价值观、信仰等方面和父母的差异。心理
分离的第三个过程是感情独立。霍夫曼把这个过程界定为“在认可、亲近、亲密及感情支
持这些方面摆脱对父母的过多依赖”。比如大学生可以自由选择自己想学习的专业，不会
认为必须得到父母的同意。第四，摆脱“对父母过多的内疚、忧虑、疑心、责任感、犹豫、不满
及愤怒”。大学生需要以局外人的目光审视自己在独立与依赖的挣扎中所处的位置。
对于年轻的大学生们来说，压力最大的事情之一可能是确立自己的性别身份，这包括
建立与异性的关系以及呈现自己未来作为男人或女人的角色。他们每个人都必须界定自己
的性别角色。这个阶段既令人兴奋，也令人沮丧。也许没有什么会比恋爱更能使大学生的
感情向两个极端波动了。
与此同时，这些年轻的成年人也不断地学会如何给予和接纳成人世界中的感情。这方
面的成长不仅涉及与异性的关系，也涉及到与两种性别以及所有年龄段的朋友的相处。随
着他们逐渐成年，他们与人交往的方式也发生着变化。在这个时期，作为成年人，他们应
该考虑如何与同龄人相处，如何适当表达对同龄人的尊重；如何与在生活中所遇到的儿童
和青少年相处；如何与父母相处并表现出对他们的关爱。我在西南浸礼教会神学院读研究
生的时候，有一次在修完一门辅导学课程后，我去看望父母。在学习这门课的过程中，我
发现在我的世界不断扩展、一个个新选择向我开放的同时，我60多岁的父亲却目睹着他的
世界渐渐缩小，选择也变得越来越少。那次回家，我和父亲交谈过几次，谈到了我修的那
门课程的内容，以及这些内容如何适用于我们的生活。我发现自己在以一种与以往不同的
方式看待父亲，我把他看作我的朋友，一个我可以鼓励的朋友。我有意识地鼓励一位多年
来一直鼓励我的人。我和父亲的关系变了。
大学生们的另一个变化是逐步内化宗教信仰、价值观以及道德标准。从出生以来，他
们的父亲或母亲，或是双亲，就一直言传身教，教给他们一些信念、价值观和道德观。不
过，在青春期，他们会怀疑，甚至反叛这些观念。现在，作为成年人，他们有机会自己决
定接受什么样的信念、价值观以及道德观。在20世纪60年代末，有个女生一直深受极端
歧视其他种族思想的影响，刚入大学时她深信自己种族的优越性。她被安排到一栋住着来
自不同民族背景的学生的宿舍楼，她因此感到沮丧。在随后的四年中，这位自认为聪慧的
学生发现无论是在课堂上还是在社交活动中，其他种族的人一点儿都不比她差，或者是比
她更有能力。大学毕业的时候，她已经认识到其他种族的人不仅与她平等，而且还能够成
为值得她学习的朋友。这些在大学时代确立的宗教、道德、价值观念往往终生不变。
除了确立个人的价值观外，大学生还会逐渐形成整理与运用知识的新方法。学业中遇
到的挑战不仅将他们引入新的知识领域，还迫使他们学会考量如何在生活中获取、整理并
运用知识。对于一些大学生来说，这是一个痛苦的经历，但对所有学生而言，这是一个成
长的过程。与我合作过的一个学生后来当了英语老师。她曾告诉我她是如何在大学期间改
变了对文学的态度。“上高中的时候，我的英语成绩不错，”她说，“不过读的那些材料
对我来说没有什么意义。”她接着解释了在大学里她是怎样认识到文学是理解文化的最好
方式之一。她的学习方法改变了。所有大学生都应该知道他们该如何回应新的知识和新的
学习方法，如何处理这些知识，以及如何将这些知识条理化。
最后一点，这些年轻人正逐步成为世界公民。他们不仅在逐渐了解本文化体系的其他
群体，同时也在了解其他文化体系的人们。在遇到这些人并与之交流的过程中，他们发现
自己接触到了新的生活方式，以及对生活的不同认识。与此同时，他们成长起来，变得更
加成熟。一个在家乡上社区学院的学生跟我说过他与一位来自第三世界国家的学生相识的
经历。以前他甚至都没听说过这个国家。这位外国学生回国后会被指派到一个重要的政府
部门工作。他还有个哥哥在国内一所重点大学教法律。这位美国学生和这位外国学生成了
好朋友，他俩在一起度过了不少时光，交流想法和梦想。这个美国学生说，“由于我们之
间的友谊，我开始了解第三世界国家的人，这是我从来都没有想到过的。现在我读报或是
看电视新闻时都是以新的视角来看待其他国家的人。他们都是真实存在的人，和我一样是
有梦想、有希望、在奋斗的人。”因为在上大学时有了这样的机会，这个年轻人和许许多
多其他学生一样，对这个世界、对自己有了新的理解。
大学的宗旨是使学生能成长与发展。有时候它可能来势汹汹。但上大学肯定有利于年
轻人的成长与成熟。他们不仅会接触到新的群体、新的知识，还会学到整合、处理信息的
新方式。同样值得自豪的是，他们对自身、对他人、对他们所处的世界的理解也在不断提高。
IVKeytoExercises,
LanguageFocus
1.
1.-ject:"tothrow”
2.-ceive:"totake''
3.-serv-:"slave"or"tosave”
2.
1.Verbphrases
contributeto,definesth.as,inheritfrom,modelfor,bedependenton,beindependentfrom,be
prejudicedagainst,beequalto
2.Prepositionalphrases
inturn,inrelationto,inadditionto,inadifferentlight,forcertain,inone'ssixties,overthe
years
3.Nounphrases
schoolpersonnel,chanceevents,parentalapproval,workworld,agovernmentalposition,
graduatestudent,communitycollege,geneticendowment,identitycrisis,sexualidentity,
romanticrelationship,ethnicbackground,dailyagenda,growthandmaturity,strengthsand
weaknesses,personalaffairs,developmentalchanges,functional/attitudinal/emotional
independence
3.
acquirenewways,affirmpersonalvalues,gather/apply/processknowledge,assemble
information,chooseone'sownwardrobe,determineone'sdailyagenda,developskills,enter
theworkworld,establishone'sidentity,give/receiveaffection,gothroughacrisis,handle
finances,internalizevalues,interpretlife,makegoodgrades,projectthefuturerole,pursuea
collegeeducation,questionthesematters,selectone'smajor,showrespect
4.
Threepastparticiplephrases.
Moreexamples:
1.Hebouncedintomyoffice,withasmileonhisfaceandexcitementinhisvoice.
2.Youthisnotatimeoflife;itisastateofmind.Youarcasyoungasyourfaith,asoldas
yourdoubt.
3.Theputposeoftheuniversityistomakestudentssafeforideas-notideassafefor
students.
4.Whatthesuperiormanseeksisinhimself;whatthesmallmanseeksisinothers.
5.Courageisresistancetofear,masteryoffear-notabsenceoffear.
5.
1.Haveyoueverconsideredthechangesthataretakingplaceandwilltakeplaceinyourlife
asacollegestudent(para.1)
Hasiteveroccurredtoyouthatyourprofessorsandotherschoolpersonnelhavecertain
goalsforyourgrowthandmaturityduringyourcollegeyears(para.1)
Hasiteverdawnedonyouthatcertaindevelopmentalchangeswilloccurinyourlifeas
youmovefromadolescencetoyoungadulthood(para.1)
(anticipatory“it”isusedtointroducetherealsubject)
2.Probablynothingcanmakestudentsfeellowerorhigheremotionallythanthewaythey
arerelatingtowhomevertheyarehavingaromanticrelationshipwith.(para.5)
(comparativeconstruction)
3.Whilestudentsaregoingthroughanidentitycrisis,theyarebecomingindependentfrom
theirparentsyetareprobablystillverydependentonthem.(para.3)
("while“usedtotalkabouttwoactivitieshappeningatthesametime)
...whilemyworldwasexpandingandnewoptionswereopeningfbrme,myfather,who
wasinhissixties,wasseeinghisworldshrinkandhisoptionsnarrow,(para.6)("while”
usedtocomparetwofacts)
4.Notonlyaretheybeingintroducedtonewpeopleandnewknowledge,buttheyarealso
acquiringnewwaysofassemblingandprocessinginfbnnation.(para.10)(Whenweput
“notonly"atthebeginningofasentence,weinvertthesubjectandtheverb.)
ReadingComprehension
Theintroduction:Collegestudentsaregoingtoexperiencekeychanges
PartI
duringtheperiodfromadolescencetoyoungadulthood,whichareso
(para.1)
importantandyettheyseldomthinkabout.
Thebody:Collegestudentsfacesiximportantchallengesorwhatthe
authorcalls“developmentalchanges/9
1.Thefirstchallenge:howtodealwithidentitycrisis
1)Theymustfindoutwhotheyreallyare,andtheirstrengthsand_
weaknesses
2)Theiridentityisinfluencedbythreefactors:genes、environment.and
chanceevents.
3)Theymaystillbefinanciallydependentontheirparentstosomedegree,
buttheymusttrytogainfourkindsofindependencefromtheirparents,