Unit 9

On Becoming a Better Student

ContentsContents

Pre-reading questionsPre-reading questions Background informationBackground information Structural analysis of the textStructural analysis of the text Comprehensive questionsComprehensive questions Language PointsLanguage Points Sentence highlightsSentence highlights Language appreciationLanguage appreciation Grammar pointsGrammar points Comprehensive questions of Text IIComprehensive questions of Text II

Pre-reading questionsPre-reading questions 1. What kind of people are considered wise? 1. What kind of people are considered wise?

Cit some examples. And what are the elements Cit some examples. And what are the elements that constitute wisdom?that constitute wisdom?

2. How can you become wise? Do you think 2. How can you become wise? Do you think what you are doing in college contributes to what you are doing in college contributes to wisdom?wisdom?

Background informationBackground information

About the author and the text About the author and the text Donna Farhi Schuster is a certified yoga Donna Farhi Schuster is a certified yoga

teacher from the San Francisco Bay Area. This teacher from the San Francisco Bay Area. This article originally appeared in Yoga Journal in article originally appeared in Yoga Journal in September/October 1987.September/October 1987.

Structure analysis of the TextStructure analysis of the Text

These paragraphs are developed through These paragraphs are developed through restatement, example, definition and restatement, example, definition and comparisoncomparison

Paragraphs 1-2Paragraphs 1-2

what the writer expects from her students-learn what the writer expects from her students-learn how to learn by themselves.how to learn by themselves.

Paragraphs 3-9Paragraphs 3-9 Discusses the qualities good students have.Discusses the qualities good students have. Paragraph 10Paragraph 10 Gives more tips for the aspiring student.Gives more tips for the aspiring student.

Questions for comprehension (P.128)Questions for comprehension (P.128)

1.What does the author mean by saying “it is really not 1.What does the author mean by saying “it is really not possible to teach” (Paragraph 2)? possible to teach” (Paragraph 2)? The author’s confession indicates a shift of her attention from teaching The author’s confession indicates a shift of her attention from teaching

to learning. She believes that students should play a more active role in to learning. She believes that students should play a more active role in the learning process, getting fully involved in constructing knowledge the learning process, getting fully involved in constructing knowledge meaningful to themselves and practicing their skills. Teachers should, meaningful to themselves and practicing their skills. Teachers should, in the meantime, play a supportive role helping students arrive at their in the meantime, play a supportive role helping students arrive at their own conclusions instead of imposing their own views upon students or own conclusions instead of imposing their own views upon students or instilling the so-called knowledge in students’ minds.instilling the so-called knowledge in students’ minds.

2. How important is discipline for studies?2. How important is discipline for studies? According to the author, it is discipline that gives substance to According to the author, it is discipline that gives substance to

learning. There is no shortcut in learning; it is only with persistence learning. There is no shortcut in learning; it is only with persistence and discipline that one can reach the very end and savor the full flavor and discipline that one can reach the very end and savor the full flavor of hard-won success.of hard-won success.

3. How do you understand the statement that “To learn… is to op3. How do you understand the statement that “To learn… is to open oneself” (Paragraph 8)en oneself” (Paragraph 8)

It means one has to drip his prior knowledge so as to absorb It means one has to drip his prior knowledge so as to absorb new knowledge. If he refuses to do so, the old knowledge mnew knowledge. If he refuses to do so, the old knowledge may hinder the assimilation of new knowledge/framework. It ay hinder the assimilation of new knowledge/framework. It also implies that one should learn to appreciate constructive also implies that one should learn to appreciate constructive criticism, for if he constantly fails to take criticism, he can ncriticism, for if he constantly fails to take criticism, he can never know where his weakness lies or grow out of it.ever know where his weakness lies or grow out of it.

4. What do you think the author means by saying “Listen with yo4. What do you think the author means by saying “Listen with your whole body” (Paragraph 10)ur whole body” (Paragraph 10)

“ “ Listen with your whole body” is, in other works, getting yListen with your whole body” is, in other works, getting yourself fully activated both cognitively and physically. That ourself fully activated both cognitively and physically. That is to say, you have to be extremely attentive to what the teacis to say, you have to be extremely attentive to what the teacher says instead of letting your mind wander and keeping yoher says instead of letting your mind wander and keeping your body inert.ur body inert.

5. 5. You may disagree with some of the author’s views in the You may disagree with some of the author’s views in the text, for example, you may think it sounds too idealistic for text, for example, you may think it sounds too idealistic for the teacher to encourage students to take risks in academic the teacher to encourage students to take risks in academic studies, or that teachers should take a main role in the studies, or that teachers should take a main role in the learning process. Express your views and discuss them in learning process. Express your views and discuss them in groups.groups.

Language pointsLanguage points

1. 1. partakepartake ((often humorous) to eat or drinkoften humorous) to eat or drink ，，especially something offeredespecially something offered ““Would you care to partake of a little wine with uWould you care to partake of a little wine with u

s?”s?” ““NoNo ，， thank you I don’t partakethank you I don’t partake ．”．” (=don’t dri(=don’t dri

nk alcohol)nk alcohol)

In the passageIn the passage ．“．“ partake” is figuratively uspartake” is figuratively used to mean“ to draw on or rise as one wishes (ted to mean“ to draw on or rise as one wishes (the teachers’ repositories of skill and knowledghe teachers’ repositories of skill and knowledge)e) ．”．”

22 ．． at willat will (formal)as one wishes (formal)as one wishes

You can use my car at will(=anytime you You can use my car at will(=anytime you want to)want to) ．．

cfcf ．． with a will: energeticallywith a will: energetically ；； with eager with eager interestinterest

They worked with a will and had cleared a pThey worked with a will and had cleared a path by 9: 00 a. math by 9: 00 a. m ．．

  

3. 3. to feel weightedto feel weighted to feel unhappy and anxious to feel unhappy and anxious

  

4. Nobel Prize—winning physician Albert 4. Nobel Prize—winning physician Albert Szent—Gyorgyi put it well when he saidSzent—Gyorgyi put it well when he said ．．．．．．

put : to sayput : to say ；； to express…in words, e.g.to express…in words, e.g. She wanted to tell her parents that she was She wanted to tell her parents that she was

planning to live on her ownplanning to live on her own ，， but she didn't know but she didn't know how to put it.how to put it.

5. discipline5. discipline (1)training(1)training ，， especially of the mind and characterespecially of the mind and character ，， aimed at aimed at

producing self-controlproducing self-control ．． obedienceobedience ，， etcetc ．． Any discipline—but especially those with great subtlety and complexitAny discipline—but especially those with great subtlety and complexit

yy ，， like yoga or T’ai chi—call be a lifelong pursuitlike yoga or T’ai chi—call be a lifelong pursuit ．． (2)the quality of being able to behave in a strictly controlled (2)the quality of being able to behave in a strictly controlled

way which involves obeying particular rules or standardsway which involves obeying particular rules or standards PersistencePersistence ，， consistencyconsistency ，， and discipline are requiredand discipline are required ．．

(3)a branch of knowledge(3)a branch of knowledge ：： a subject of studya subject of study If we can look at our chosen discipline or craft as ail ongoing process rIf we can look at our chosen discipline or craft as ail ongoing process r

ather than as a discrete accomplishmentather than as a discrete accomplishment ，， the potential for learning cathe potential for learning can be infiniten be infinite ．．

6.Without these, our learning is but froth without 6.Without these, our learning is but froth without substance.substance.

but: (formal)only, e.g.but: (formal)only, e.g.

She is but a beginnerShe is but a beginner ．．One cannot but do something. =One Can only One cannot but do something. =One Can only do something.do something.

I could not but admit that you were right and I could not but admit that you were right and laws wronglaws wrong ．．

7. Compare discrete with discreet7. Compare discrete with discreetThe two words are frequently confused due to The two words are frequently confused due to

their similarity in pronunciation and spelling, their similarity in pronunciation and spelling, e.g. e.g. These small companies now have their own These small companies now have their own discrete (=independent, separate) identitydiscrete (=independent, separate) identity ．．

We must be extremely discreet (=careful) in We must be extremely discreet (=careful) in what we do and say: the police suspect what we do and say: the police suspect something. something.

8. live up to: to behave in accordance with (what 8. live up to: to behave in accordance with (what is expected); to achieve or keep (high is expected); to achieve or keep (high standards), e.g.standards), e.g.

Did the concert live up to your expectations? Did the concert live up to your expectations? (=Was it as good as you had expected?)(=Was it as good as you had expected?)

You disappointed US by failing to live up to You disappointed US by failing to live up to your principles.your principles.

9. approach9. approach n. way of dealing with a thing or personn. way of dealing with a thing or person

a new approach to foreign language teaching.a new approach to foreign language teaching. v. to begin to consider or deal withv. to begin to consider or deal with

There are quite a few ways of approaching the There are quite a few ways of approaching the problem.problem.

10. Precedence 10. Precedence the condition of being dealt with before other tthe condition of being dealt with before other t

hings or of being considered more important thhings or of being considered more important than other thingsan other things Business people often think that fluency and commBusiness people often think that fluency and comm

unication takeunication take ／／ have precedence over grammar have precedence over grammar when speakingwhen speaking ．．

Let’s deal with the question in order of precedenceLet’s deal with the question in order of precedence(=the important ones first)·(=the important ones first)·

Related words are precede (v.)Related words are precede (v.) ，， precedent precedent (n.)(n.) ，， precedented (a.)precedented (a.) ，， and unprecedented (adj.).and unprecedented (adj.).

Precede: to come or go before something in Precede: to come or go before something in timetime ，， orderorder ，， rankrank ，， etc. e.getc. e.g Bill Clinton preceded George WBill Clinton preceded George W ．． Bush as President of the Bush as President of the

United States.United States. Precedent: earlier decisionPrecedent: earlier decision ，， casecase ，， eventevent ，， etc that is etc that is

regarded as an example or rule for what comes later, e.gregarded as an example or rule for what comes later, e.g to createto create ／／ establishestablish ／／ setset ／／ serve as a precedent for somethingserve as a precedent for something The Queen has broken with precedent by sending her children to The Queen has broken with precedent by sending her children to

ordinary schools.ordinary schools.

Precedented: having or supposed by a Precedented: having or supposed by a precedent, e.g.precedent, e.g. It was a decision not precedented in English law.It was a decision not precedented in English law.

Unprecedented: without precedentUnprecedented: without precedent ；； never never having happenedhaving happened ，， been done or been known been done or been known before, e.g. before, e.g. A situation unprecedented in the history of the town.A situation unprecedented in the history of the town. The twentieth century witnessed environmental The twentieth century witnessed environmental

destruction on all unprecedented scale.destruction on all unprecedented scale.

11. prior: coming or planned before11. prior: coming or planned before She was unable to attend the reception because of a prior She was unable to attend the reception because of a prior

engagement (=before she was invited to the engagement (=before she was invited to the receptionreception ，， she had arranged to do something else which she had arranged to do something else which would prevent her from going to the reception)would prevent her from going to the reception) ．．

Prior to (formal)beforePrior to (formal)before The contract will be signed prior to the ceremonyThe contract will be signed prior to the ceremony ．．

12. pitfall: a mistake that may easily be made12. pitfall: a mistake that may easily be made The English numbers and figures provide many pitThe English numbers and figures provide many pit

falls for Chinese learners.falls for Chinese learners. Can forward planning help avoid stressful pitfalls?Can forward planning help avoid stressful pitfalls?

13. Complacency: (disapproving) a feeling of calm satisfactio13. Complacency: (disapproving) a feeling of calm satisfaction with one’s own abilities or situation that prevents one from n with one’s own abilities or situation that prevents one from trying hardertrying harder What worries the principle about these students is their complacency—What worries the principle about these students is their complacency—

they seem to have no desire to expand their horizons.they seem to have no desire to expand their horizons. complacent acomplacent a

I dislike his complacent attitudeI dislike his complacent attitude ／／ smile.smile. complacently adcomplacently ad ．．

I dislike it when he smiles complacentlyI dislike it when he smiles complacently ．．

14. 14. Correspondence:Correspondence: the act of exchanging the act of exchanging lettersletters ：： the letters exchanged between peoplethe letters exchanged between people to taketo take ／／ do a correspondence course(=a course of lessons do a correspondence course(=a course of lessons

in which information and work are exchanged by post)in which information and work are exchanged by post) CorrespondentCorrespondent

(1)a person with whom another person exchanges letters (1)a person with whom another person exchanges letters regularlyregularly

(2)a newspaper or television reporter(2)a newspaper or television reporter ，， especially one who especially one who specializes in a particular type of newsspecializes in a particular type of news

a wara war ／／ diplomaticdiplomatic ／／ healthhealth ／／ environment correspondentenvironment correspondent

15. 15. go out of one’s way (to do something):go out of one’s way (to do something): To To take ttake the trouble to do something; to make a special effort, ehe trouble to do something; to make a special effort, especially in spite of difficulties, e.g.specially in spite of difficulties, e.g. She was very kind to us and seemed to go out of her way to She was very kind to us and seemed to go out of her way to

help us.help us. They went out of their way to make things difficult for theiThey went out of their way to make things difficult for thei

r rivals.r rivals.

Some other verb phrases formed with “go” and “way”:Some other verb phrases formed with “go” and “way”: go a long way towards something go a long way towards something ／／ doing somethindoing something, go one’s own way, go somebody’s wayg, go one’s own way, go somebody’s way

16.16. cumulative cumulative (also acuumulative) increasing (also acuumulative) increasing steadily in amount or degree by one addition steadily in amount or degree by one addition after anotherafter another cumulative interest payable on a debtcumulative interest payable on a debt The cumulative effect of using so many chemicals The cumulative effect of using so many chemicals

on the land could be disastrous.on the land could be disastrous.

17. 17. badger:badger: to repeatedly tell (somebody) to to repeatedly tell (somebody) to do something or ask (somebody) questionsdo something or ask (somebody) questions The Little girl badgered her father into buying her The Little girl badgered her father into buying her

a pony.a pony. The reporters were requested to stop badgering the The reporters were requested to stop badgering the

chairman with questions.chairman with questions.

Sentence highlightSentence highlight

1. With this curiosity comes an “investigative 1. With this curiosity comes an “investigative spirit;” the learning is not so much the spirit;” the learning is not so much the acquisition of information as it is an acquisition of information as it is an investigation—a questioning, a turning over investigation—a questioning, a turning over of the object of study to see all sides and of the object of study to see all sides and facets.(para.4)facets.(para.4)

Paraphrase:Paraphrase:

2. IF we can look at our chose discipline or 2. IF we can look at our chose discipline or craft as an ongoing process rather than as a craft as an ongoing process rather than as a discrete accomplishment, the potential for discrete accomplishment, the potential for learning can be infinite.(para.5)learning can be infinite.(para.5)

Paraphrase: Paraphrase:

3. Children enter school as question marks 3. Children enter school as question marks and leave as periods.(para,6)and leave as periods.(para,6)

Paraphrase:Paraphrase:

Language AppreciationLanguage Appreciation

1. As students we 1. As students we expectexpect a great deal from our a great deal from our teachers. We teachers. We expect expect them to be enthusiastic. Wthem to be enthusiastic. We e expectexpect them reliable. We may even have them reliable. We may even have exp expectationsectations that they be endless repositories of… that they be endless repositories of…(Para. 1)(Para. 1)

Repetition: Repetition: EmphasisEmphasis coherencecoherence

2. The 2. The fruitfruit of these seemingly dry qualities is of these seemingly dry qualities is the satisfaction of having tasted the fullness of the satisfaction of having tasted the fullness of completion, or the thrill of meeting a difficult completion, or the thrill of meeting a difficult challenge with success. (Para.5)challenge with success. (Para.5)

metaphormetaphor

3. Why is it, then, that so few people live up to 3. Why is it, then, that so few people live up to their true potential? (Para. 6)their true potential? (Para. 6)

Can we begin, then, to see that our teachers are Can we begin, then, to see that our teachers are guides on our journey, but that the journey itseguides on our journey, but that the journey itself is our own responsibility? (Para.7)lf is our own responsibility? (Para.7)

Rhetorical questionsRhetorical questions

4.Yet most education discourages people from 4.Yet most education discourages people from venturing far enough to take risks to make venturing far enough to take risks to make mistakes. (Para.6)mistakes. (Para.6)

A poetic device-assonance A poetic device-assonance

5. Persistence, consistency, and discipline are 5. Persistence, consistency, and discipline are required. (Para. 5)required. (Para. 5)

Highly personal questions with little relevance Highly personal questions with little relevance to the subject at hand are best asked after class. to the subject at hand are best asked after class. (Para. 10)(Para. 10)

tone, passive constructiontone, passive construction

Grammar pointsGrammar points

Functions of Non-finite ClauseFunctions of Non-finite Clause A non-finite clause is a clause with a non-finitA non-finite clause is a clause with a non-finit

e verb phrase as predicate. Non-finite clauses ie verb phrase as predicate. Non-finite clauses include infinitive clause, -ing participle clause nclude infinitive clause, -ing participle clause and –ed clause participle clause.and –ed clause participle clause.

Comprehensive questions of Text IIComprehensive questions of Text II

1. Why does the author say that when hubris 1. Why does the author say that when hubris rises, nemesis falls?rises, nemesis falls? When she was so confident, arrogant and even When she was so confident, arrogant and even

rude without much guilt, several disastrous events rude without much guilt, several disastrous events happened to her. Three members of her immediate happened to her. Three members of her immediate family dies, a friend she had much affection for family dies, a friend she had much affection for died and her friends drifted apart from her.died and her friends drifted apart from her.

2. Why was Dr. Jacob Taubes considered as 2. Why was Dr. Jacob Taubes considered as the most brilliant and exciting teacher the the most brilliant and exciting teacher the author had ever experienced?author had ever experienced? He displayed European academic wizardry, He displayed European academic wizardry,

answered the questions raised by the author with answered the questions raised by the author with intensity and challenged the author with intensity and challenged the author with intellectually vigorous questions and above all, he intellectually vigorous questions and above all, he acknowledged the author when she most needed it. acknowledged the author when she most needed it. Now students are supposed to talk about one or Now students are supposed to talk about one or two teachers they have selected.two teachers they have selected.

3. What is the major difference between a 3. What is the major difference between a bright show-off and a serious student? bright show-off and a serious student? The former tends to display superficial learning to The former tends to display superficial learning to

draw attention or satisfy his vanity while the latter draw attention or satisfy his vanity while the latter exerts himself to acquire new knowledge and exerts himself to acquire new knowledge and explore the unknown areas.explore the unknown areas.

4.How is it described when one is 4.How is it described when one is acknowledged by another in time of confusion, acknowledged by another in time of confusion, loss, disorientation and disheartenment? loss, disorientation and disheartenment? One is give time and place in the sunshine as the One is give time and place in the sunshine as the

acknowledgment ranted to him is the solar acknowledgment ranted to him is the solar stimulus for transformation.stimulus for transformation.

5. Why is acknowledgement an art form?5. Why is acknowledgement an art form? It is based on deep psychological reciprocity and It is based on deep psychological reciprocity and

shows the skill of mutual transformation.shows the skill of mutual transformation.