b少年b和老头

b少年b和老头 Unit One Growing Up Learning Objectives: Students will be able to: 1. grasp the essence of essay and learn to write a good essay; 2. appreciate the different uses of synonyms in the text and learn to avoid the monotonous use of s in writing; 3. master the key language points and grammatical structures in the text; 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. Proverbs and Quotations 1. Youth and age will never agree. 少年和老头，永远不相投。 2. Youth is the season of hope. 青春是希望的季节。 3. Youth must have its fling (猛冲). 年轻人要敢闯。 4. You have to believe in yourself. That’s the secret of success. 人必须相信自己，这是成功的秘诀。 -- Charles Chaplin, American actor -- 美国演员 卓别林 5. Follow your own course, and let people talk. 走自己的路，让人家去说吧。 -- Dante, Italian poet --意大利诗人 但丁 Pre-reading task: 1. How do you understand the title of Text A,Writing For Myself? 2. Why did Baker enjoy writing “The Art of Eating Spaghetti”? First Period Part one: Listening task (10m) Listen to the passage and answer the following questions: Next week, Max is going on a business trip. He’s going to fly to London from San Francisco. He tried to buy airplane tickets last week but the flight was full. Yesterday his travel agent called and told him there was space on the flight. He’s going to get the tickets in a mail tomorrow. Questions: 1. What is Max going to do next week? (He’s going on a business trip next week.) 2. Is he going to San Francisco? (No, he’s going to fly to London.) 3. Why could he not buy the tickets last week? (Because the flight was full.) 4. Who helped him with the tickets? (His travel agent) 5. Can he get his tickets today? (No, he can’t. He’s going to get the tickets tomorrow.) Part two: Review task(20m): How to understand the title,Writing For Myself? (para5) Look at the title of Text A, then find out in which paragraph a similar phrase appears. Read that paragraph carefully and explain in your own words what the author means by saying “write for myself”. Usually we will write the compositions in the light of all the rules given by teacher and do not dare to violate these rules. So in some sense we write the compositions for teachers. But Baker want to put down or write down the warmth and good feeling of eating spaghetti for himself, and relive and recapture the pleasure of that evening, even though Fleagle would give him a failing grade. Why did Baker enjoy writing “The Art of Eating Spaghetti”?(para3-4) Fleagle distributed a homework sheet with some simple-minded and dull topics, so Baker did nothing until the night before the essay was due. Finally Baker faced up to the unwelcome task and scanned it and chose the title The Art of Eating Spaghetti. This title produced an extraordinary sequence of mental images. Vivid memories came flooding back of a night in Belleville when all of us were seated around the supper table. All the good humor of Uncle Allen’s house reawoke in my mind as I recalled the laughing arguments we had that night about the socially respectable method for moving spaghetti from plate to mouth. Part three: Cultural Notes (10m) 1. Spaghetti(意大利式细面条) It is the Italian-style thin noodles. Unlike some Chinese noodles, it is usually served with sauce, not in soup and it will never taste pulpy (多汁的). 2. What is the right way of eating spaghetti ? Spaghetti is the Italian-style thin noodle, cooked by boiling and served with sauce. Usually you would put a fork into a plate of spaghetti, turn the fork several times so that spaghetti will wind around the fork, then place the fork into your mouth. It’s impolite to suck. 3. The U.S. Grade School System • Kindergarten: under 5 years old /Chinese: under 6years old • Elementary/primary school (grades 1-6): 6-11 years old/ Chinese: (greades1-6) 7-12 years old • Junior high/middle school (grades 7-8): 12-13 years old/Chinese(grades 7-9) 13-15 years old • Senior high school (grades 9-12): 14-17 years old/Chinese: (grades 10-12/13) 16-18/19 years old • College, institute, academy, university Part four: The Structure of Text A (55m) Why did not he have the dream? (para1: bored English courses, dull grammar, long assignments, lifeless paragraphs) (dream:writer) Baker Why did he have the dream? (background:para1) (because the English class was assigned to Mr.Fleagle. his description:para2 ) How did he find the dream? (para3-4:Fleagle distributed students a homework sheet for an essay, Baker chose the art of eating spaghetti.) Why did he choose the title?(para5) (relive…recapture…violate…) Why did he turn in the essay for himself to Fleagle? (para6:because…wait…) What Fleagle did in the class?(para6-8:classmates…) How did he feel after Fleagle’s reading the essay? (para9:delighted...) 1. Baker’s dream (para1-2) What’s his dream?: a writer When did he have the dream?: The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn’t my third year in high school that the possibility took hold. rdWhy didn’t he have the dream before the 3 year in high school? He had been bored by everything associated with English courses. He found English grammar dull and difficult. He hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write. What impression did Fleagle give students?(para.2): When our class was assigned to Fleagle I anticipated another cheerless year in that most tedious of subjects. Mr. Fleagle had a reputation for dullness and inability to inspire. He was formal, rigid, hopelessly out of date, excessively prim. He wore primly severe eyeglasses, prim suits with neckties set primly against the collar buttons of his white shirts. He had a primly pointed jaw, a primly straight nose. The prim manner of speaking was so correct and gentle that he seemed a comic antique. 2.How to realize his dream?: first (para.3), Mr. Fleagle distributed a homework sheet to write an informal essay. Baker thought them simple-mined and dull, so Baker did nothing until the night before the essay was due. Baker finally faced up to the task and chose the title: The Art of Eating Spaghetti. second (para.4), Baker recalled the happy moment of eating spaghetti. third(para.5), Baker violated all the rules of formal composition and put down the happy moments for his own joy, and decided to write another formal one for Mr. Fleagle. fourth(para.6), due to the time, Baker turned in his essay for himself. Mr. Fleagle returned everyone’s but his. So Baker prepared for a command to report to Mr. Fleagle. finally(para.7-8), Mr. Fleagle read Baker’s essay for the class. The entire class listened attentively and laughed not in contempt and ridicule but with open-hearted enjoyment. Even Mr. Fleagle smiled. 3.Baker’s feeling after teacher’s reading(para.9)?: He was delighted at the demonstration that his words had the power to make people laugh. Teacher gave him the highest appreciation about his essay: this is the essence of the essay. He discovered his calling?writing. Part five: homework (5m) According to the below descriptive words and expressions about a person and try to use them to describe your classmates or a person you are familiar with. (Serious/easy-going, formal/informal, wavy or straight hair, pointed or plat jaw or nose, humorous or not, outdated or modern clothes…) Second Period Part one: review task(10m) (ask one or two students to describe a person) Suggested answer: My English teacher is a lady. She has the long and wavy hair, very beautiful. And she has a pointed jaw and a pointed nose. She always wears the clothes in fashion. Her manner of speaking is very gentle and humorous. What’s more, she treats us very well. She is an easy-going teacher and talks to us with smiles on her face. We all like her. Part two: True or False Questions (20m) 1. Baker had an idea of becoming a writer at his eleventh grade. (F) The idea of becoming a writer began from his childhood, but it didn’t take hold until to his high school. 2. Baker was bored at writing because he had no friends at school. (F) He was bored by everything associated with English course, including grammar and English writing assignments. 3. Mr. Fleagle was a dull person only because of his appearance. (F) He had a bad reputation for dullness and inability to inspire, his manners also suggested a dull impression. 4. Baker felt no interest in the topic of essay at first. 5. Baker had fond memory of eating spaghetti with his family members. 6. Bake wrote an essay for his own pleasure. 7. Baker didn’t like to compose another essay for Mr. Fleagle. (F) No, he attempted to, but he had no time. 8. Baker was praised for his essay because he knew the essence of writing. 9. Everybody in the class laughed at Baker’s writing. (F) No, they were amused at his fancy writing, and laughed heartily. 10. Mr. Fleagle encouraged Baker to write by giving him a gift. (F) He praised and encouraged him by saying the last words to him. Part three: analysis of essay writing (40m) 1. According to Baker’s essay: The Art of Eating Spaghetti, talk about the essence of the essay. What is essay? How to write essay? According to Baker’s essay, we know that a good essay is the reflection of writer’s true feelings not the repetion of all the rules of formal composition. Writer writes simply for his own joy and pleasure not for teachers, recapture and relive the author’s true feelings. So the essence of good essay is to write that one enjoys writing about. This is what the title Writing For Myself means. This is the essence of essay. (see para.5) 2. Analysis of writing skills of essay According to Text A, the essay is, in a sense, an account of what once happened to you in your life. Writing of this kind usually takes the form of narration with some facts and arguments and some expressions of the author’s feelings. Text A is written according to time clues. 2.1 Look for some arguments and supporting details for Baker to support his opinions, and paraphrase these arguments. Argument 1 (para1) The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn’t until my third year in high school that the possibility took hold. (I was bored by everything connected with English courses. I found English grammar dull and difficult. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.) Argument 2 (para2) When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects. (He had a reputation among students for dullness and not arousing students’ inspiration. He was said to be formal, rigid, and out of fashion/outdated. I prepared for an unfruitful year with Mr. Fleagle and for a long time was not disappointed.) Argument 3 (para4) This title produced an extraordinary sequence of mental images. (Vivid memories came flooding back of a night in Belleville. We were seated around the supper table, we argue about the socially respectable method for eating spaghetti, we laughed cheerly.) 2.2 Ask students to look for some sentences for Baker to express his feelings and translate these sentences into Chinese. ,Until then I’d been bored by everything associated with English courses. (para1) ,I prepared for an unfruitful year with Mr.Fleagle and for a long time was not disappointed(desperate ). (para3) ,suddenly I wanted to write about that, about the warmth and good feeling of it, but I wanted to put it down simply for my own joy, not for Mr. Fleagle. It was a moment I wanted to recapture and hold for muself. I wanted to relive the pleasure of that evening. To write it as I wanted, however, would violate all the rules of formal composition I’d learned in school.(para5) ,I did my best to avoid showing pleasure, but what I was feelling was pure delight at this demonstration that my words had the power to make people laugh.(para9) 2.3 Ask students to look for the time clues in text A and retell the story suggested answer: Since my childhood in Belleville I haven’t dreamed becoming a writer, until my third year in high school the possibility of the idea took hold. Until then I was bored by everything related to English classes. When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects. Late in the year we tackled the informal essay, Fleagle assigned an essay to us. Until the night before the essay was due I did nothing, but I finally faced up to the unwelcome task. When I finished writing the essay, the night was half gone and there was no time left to compose a proper and respectable essay for Fleagle. Next morning I had to turn in my tale. Two days passed Fleagle returned everyone’s but mine. When I saw him lift my paper from his desk and knock for the class’s attention I was preparing myself for a command to report to him immediately after school for discipline. When Mr. Fleagle finished, he said that this is the essence of the essay. Congratulations on your writing, Mr. Baker. Part four: Useful Expressions(15m) Translate the below useful expressions into English(teacher tell students these Chinese expressions and let students find the English expressions from the Text A)! 1. 断断续续(off and on) 2. 对…感到腻味(be bored by ...) 3. 觉得…枯燥难懂(find ... dull and difficult) 4. 以…而出名(have a reputation for...) 5. 据说某人…(sb. be said to be ...) 6. 拘谨刻板，落后于时代(formal, rigid and out-of-date) 7. 随笔小品文(an informal essay) 8. 躺在沙发上(lie on a sofa) 9. 不得不面对…(face up to ...) 10. 围坐在晚餐桌旁(be seated around the supper table) 11. …重现在我脑海中(... reawake in my mind) 12. 自 得其乐(for my own joy) 13. 违反规定(violate the rules) 14. 不及格分 (a failing grade) 15. 别无选择，只好 做…(There is no choice but to do...) 16. 更不可思议的是(what’s more) 17. 专心听讲(listen attentively) 18. 乐 乎乎地开怀大笑(laugh with open-hearted enjoyment) 19. 心花怒放(pure delight) 20. 最后的时刻(at the eleventh hour) Part five: homework(5m) 1.Find out the synonymous words and phrases from Text A for the words and phrases below. dull (L. 4): bored, lifeless, cheerless, tedious turn out (L. 5): compose, put down anticipate (L. 8): prepare for formal (L.10): rigid, prim, correct, proper, respectable recapture (L. 35): relive contempt (L. 52): ridicule 2. Preview Text B and try to find out the answers to the following questions: 1. Who was Mr. Ballou? What was the author’s impression of Mr. Ballou at first? What did the author find about Mr. Ballou later? 2. What was the attitude of the author towards reading books before he went into Mr. Ballou’s house? Did the author’s attitude towards reading changed later? 3. How did the author like what Mr. Ballou had given to him? 4. What’s the conclusion of this author? Third Period Part one: review task : task 1 (task 2 will be handled when the structure of Text B is analyzed) (10m) Part two: Error Correction (15m) Directions: Look carefully at the passage and correct the mistakes. And then underline the words and phrases you’ve just learned. The sight of the picture always associated me to(with) my childhood. Life in school was tideous(tedious) and dull. Discipline(disciplines) from the rigid teachers were unavoidable for any violation out of(of) their commands. However (what’s more), nothing could inspire us to face up with(face up to) the hopless(hopeless) life. Part three(20m): Group Discussion 1. What do you learn from the story? (No matter what difficulties we encounter in the future, we should face up to them and try our best to conquer them. We should learn from Baker to dare to write a good essay for his own joy not for Fleagle, that is to say, we should dare to challenge the rules of formal compositions not only obey them, we should learn his spirit to challenge authority. We should believe in our abilities to deal with the difficult problems just as Baker wrote a good essay by himself and got teacher’s appreciation finally. ) 2(Is there any unforgettable experience during your growing up? What is it? Why? How do you succeed and how do you overcome you failures? We all hope we will experience all the good things in life, such as the happiness of realizing our dreams, the joy of feeling worthwhile, and the satisfaction of knowing we’ve succeeded. Indeed, we cannot always hope to embrace success and never accept failure. And most importantly, only if we learn from many a failure can we do things better and finally overcome such a bad feeling as frustration. It is the part ou our life experience. In our process of growing up, we may inevitably experience it when confronted with situations that don’t come up to our expectations. It is a test of our courage when it befalls us. If we let it controls us, we may fall into sadness. But if we conquer it, it will become our source of inspiration, we may ultimately enjoy the glory of success. 3. Summary of text A As students when we are writing we are often told to keep our readers and teachers in mind, to shape what we say to fit their tastes and interests. So Baker is very confused and does not know how to finish an essay when Mr. Fleagle distributed a homework sheet offering a choice of topics. But there is one reader in particular who should not be forgotten, that is the writer himself. Baker discovered this point. And finally finished the essay writing by putting down the happy memories for himself and obtained the teacher and classmates’ appreciation. Part four: Structure of Text B( 40m) I. Structural Chart of Text B: 14 years old 30 years later Poor: never Polite: always paid at all Waving or tipping his hat Mr. Ballou: An A student who one of “my” anthropology earned money by neighbors professor doing summer jobs Rich in Books My attitude towards My attitude towards and experienced reading changed: reading: read randomly; in reading be plunged into; no idea of the favorites; be stunned by just for entertainment Books were stacked “This is nothing, everywhere; like a just what I’ve library kept…” Never paid me a cent for the year or the next I learned that reading was not the innocent entertainment Conclusion: A right book will change the course of your life. II. Questions that could guide the students to understand the structure of Text B. 1. When did the story take place? What did the author do at that time? This story took place when he was fourteen. He was a student who cut lawns for other people as a summer job to earn money. 2. When did the narrator wrote this essay? What did the narrator do when he wrote this essay? Thirty years later. He became an anthropologist at Dartmouth College. 3. Who was Mr. Ballou? What was the author’s impression of Mr. Ballou at first? He was one of the neighbors of the author who never paid the author for cutting lawns at all. The author thought that Mr. Ballou was poor but polite at first. (Para.2 “ Mr. Ballou fell into the last category, and he always had a reason why. On one day he had no change for a fifty, on another he was flat out of checks, on another, he was simply out when I knocked on his door.” “I figured him for a thin retirement check.” “Grass was grass, and the little that Mr.Ballou’s property comprised didn’t take long to trim.”(Poor) Para.2 “ …always waving or tipping his hat when he’d see me from a distance…” (Polite)) 4. What did the author find about Mr. Ballou later? Later, the author found that Mr. Ballou was rich in books and experienced in reading. (Para.7 “…I saw that books were stacked everywhere. It was like a library…”(rich in books) Para.8 “ This is nothing…a second time.” (experienced in reading)) 5. What was the attitude of the author towards reading books before he went into Mr. Ballou’s house? He just read what was in front of him, i.e. he just read randomly for entertainment, and he even didn’t know what were his favorites, none of the books or magazines he read before had any impressions on his memories. (Para. 9 “ I generally read what was in front of me, what I could get from the paperback stack at the drugstore, what I found at the library, magazines, the back of cereal boxes, comics. The idea of consciously seeking out a special title was new to me, but, I realized, not without appeal…”) 6. Did the author’s attitude towards reading changed later? When? Yes, his attitude towards reading changed later. In the evening of the day on which he got the book titled “ The Last of the Just” from Mr. Ballou, he began to read seriously and absorbedly, this book attracted him and impressed him deeply. (Para.16 “ Within a few pages, the yard, the summer, disappeared, and I was plunged into the aching tragedy of the Holocaust, the extraordinary clash of good, represented by one decent man, and evil.” Para.17 “ To this day, thirty years later, I vividly remember the experience. It was my first voluntary encounter with world literature, and I was stunned by the concentrated power a novel could contain.”) 7. Had Mr. Ballou ever paid a cent to the author? What did he give to the author instead? How did the author like what Mr. Ballou had given to him? Mr. Ballou had never paid a cent to the author; he just gave some books to the author as the down payment. The author thought that what Mr. Ballou had given to him was of great value, because he became an anthropology professor later due to these books. (Para20. “ To make two long stories short, Mr. Ballou never paid me a cent for cutting his grass that year or the next, but for fifteen years I taught anthropology at Dartmouth College. 8. What’s the conclusion of this author? Reading was not the innocent entertainment, and a right book will change the course of your life. (Para. 20 “Summer reading was not the innocent entertainment I had assumed it to be, not a light hearted, instantly forgettable escape in a hammock (though I have since enjoyed many of those, too). A book, if it arrives before you …all that follows.”) Part five: Homework(5m) Ask the students to rewrite this essay in their own words, and encourage them to try to use the following words in their writings: comprise, motion, clash, represent, decent, evil, voluntary, assume. (120 words). Fourth period Part one: review task(15m) Suggested answer: When I was fourteen, I earned money in the summer by cutting lawns. Mr. Ballou was one of my neighbors who never paid me at all. But I didn’t mind because the little that his property comprised didn’t take long to trim. One day, he motioned me to come into his house, and I saw that books were stacked everywhere. Mr. Ballou encouraged me to choose some books to read, but I didn’t know what I want at all. So, Mr. Ballou helped to choose one book for me through a careful consideration. I started after supper. Within a few pages, I was plunged into the aching tragedy of the Holocaust, the extraordinary clash of good, represented by one decent man, and evil. It was my first voluntary encounter with world literature, and I was stunned by the concentrated power a novel could contain. Summer reading was not the innocent entertainment I had assumed it to be; a book, if it arrives before you at the right moment, will change the course of all that follows. Part two: Paraphrase and Translate the Following Sentences (35m) 1. I got to know people by the flowers they planted that I had to remember not to cut down, by the things they lost in the grass or stuck in the ground on purpose. Paraphrase: My customers would plant some flowers on their lawns, and I had to remember not to cut down these flowers. Or sometimes they would lose or stick some things in the ground intentionally, and these details had helped me to get to know them gradually. 客户们种植的花卉我得记住不能剪去，他们有时会将东西遗落在草地上或故意插在地里，通过这些我 逐渐认识了他们。 2. I reached the point with most of them when I knew in advance what complaint was about to be spoken, which particular request was most important. Paraphrase: With most of my neighbors, I was able to know what they were going to complain about before they said a word, and I was able to judge which of their requests were most important. 我对大多数客户了解至深，事先就能知道他们会抱怨些什么，那些特别的要求至关重要。 3. And I learned something about the measure of my neighbors by their preferred method of payment: by the job, by the month ? or not at all. The measure of my neighbors: originally, the word “measure” refers to the size, dimension or quantity of someone or something, here it is used non-literally, with the figurative meaning being the general conditions or characteristics of the people concerned, i.e. what they like, their good points and bad points, their strengths and weaknesses Paraphrase: And I got to know the conditions of my neighbors by the ways they paid me for cutting their lawns: some paid me by the job I did for them, some paid me by the month, and some others didn’t pay me at all. 而且，我从邻居偏爱的付款方式中了解到了一点他们的情况:有的按干的活儿给钱，有的按月支付-- 或者有的压根儿不付钱。 4(The idea of consciously seeking out a special title was new to me, but, I realized, not without appeal. (In full) The idea of consciously seeking out a special title was new to me, but, I realized (that the idea of consciously seeking out a special title was) not without appeal. Paraphrase: I had never thought first about which book I wanted to read and then tried to look for it before, but now I realized that it was not a bad idea to do so. 有意识地找出一本特别的书来读对我而言是件新鲜事，不过我觉得这主意倒也不错。 5. Within a few pages, the yards, the summer, disappeared, and I was plunged into the aching tragedy of the Holocaust, the extraordinary clash of good, represented by one decent man, and evil. Paraphrase: After reading a few pages, I forgot all the things around me completely and was deeply immersed in the aching tragedy of the Holocaust, and in the unusual conflicts between good, which was represented by one honest and respectable man, and evil. 读了几页，院子就消失了，夏夜也消失了;我一下子就进入了二战期间纳粹对犹太人的大屠杀这一令 人悲痛的惨剧中，进入了以一个正派人物为代表的善与恶之间非同寻常的冲突中。 6. Summer reading was not the innocent entertainment I had assumed it to be, not a light-hearted, instantly forgettable escape in a hammock (though I have since enjoyed many of those, too). Paraphrase: I had thought that summer reading was purely an entertainment, and that reading in a hammock could make people relaxed and forget the world temporarily. But later I realized that the meaning of summer reading was not so simple, though I had enjoyed myself in this way for many times ever since that summer. 盛夏阅读不是我原先认为的仅仅借以消磨时光的娱乐，不是躺在吊床上无忧无虑、打开书本就什么都 忘掉的一种消遣(虽然自从那个夏天以来我曾多次以这种方式自娱自乐)。 Part three: Summary of Text B (5m) This text is a Literary Personal Narrative in which the author tells us what has happened in the summer that has a great influence on his whole life. As the title of this essay shows, the author has read some books in that very special summer. According to his own words, he had also did some reading previously, but the books or magazines he read previously were in a great diversity, and he had no idea of his favorites. However, the situation changed when he met Mr. Ballou in that summer. Mr. Ballou was a person who was judged by this author to be very poor. He always seemed to have no money to pay the author for cutting his lawn, so he chose to give the author some books to read. The books that he selected for this author through consideration turned out to be of great value, and the author became an anthropologist due to these books. Therefore, the author concludes that summer reading is not the innocent entertainment he had assumed it to be, and that a proper book will change a person’s life in the end. Part Four: Comparison of the Growing-up Stories of the Two Boys in Text A & B(20m) I. Group Discussion (15m): 1. How many points of similarity can you find between two boys? (1) Both the two boys were not so wonderful at first (Baker was not good at writing and Dorris had never read seriously before), but they both became successful in the end (Baker became a famous writer and Dorris an anthropologist.) (2) They both have met one particular person who played a key role on their way of success respectively. (Baker: Mr. Fleagle; Dorris: Mr. Ballou) (3) Their impressions of the particular persons they met were not so good at first ( Mr. Fleagle: rigid, hopelessly out of date; Mr. Ballou: never paid at all), but they had to be grateful to them finally. 2. What do you learn from the growing-up stories of these two boys? (1) Good habits of writing and reading is of great importance to us. (2) You should never judge persons by their appearances. (3) The course of growing up is not very easy, it is always full of adventures, and everybody would inevitably come across some difficulties or face some frustrations in this course. (4) Though growing up is sometimes hard, it is also full of surprises. (5) If you are not successful at first, try, try again. II. The Teacher’s Conclusion (5m) In the two essays we just learned in this Unit, both authors look back on a meaningful experience in their early lives. Both the two authors were not so wonderful when they were young boys, and they had their own puzzles and difficulties at that time, but everything changed when they met the very important persons in their lives, and they both became successful in the end. Nobody would be very successful at the beginning of your lives, and the course of growing up is always full of adventures. You would possibly come across some difficulties at some corners of your lives, but never mind, “every day in every way, it’s getting better and better.” Stick up to your dreams, and your dreams will become true some day in the end if you never give them up. If you are not successful at first, try, try again. Remember: though growing up is sometimes hard, it is also full of surprises and hope. Part Six: Translation (15m) Directions: Translate the following Chinese with the given words or phrases. 一般情况下(general)，在写作文的时候(compose an essay)，我总是要事先(in advance)打草稿。看着题 目，我会不由自主地想起一些让我觉得有趣的事儿(recall, involuntary, appeal)。然后把那些不同寻常的情节 按照次序写下来(extraordinary, sequence, put down)，第二天交给老师(turn in)。我把写作当成我未来的事业 (career)。 In general, I always make a draft in advance when I compose an essay. On the sight of the topic, I will involuntarily recall those that appeal to me. Then I will put down the extraordinary things in sequence and turn in the next day. I regard writing as my future career.