...(that) I would take.
iii. Topic sentence:
when I first entered college...do well in my studies.
2) Para. 2
i. Question: What did the writer have to do in
1. Intensive tions:
1.What was the writer afraid of when he first became a college student? 2.He was afraid that he was not able to do well in his studies. He was
order to do well in his studies?
He had to set a study program.
ii. Language Points:
Words and Phrases:
be up to: be left to (sb.) to decide. e.g. It’s up to you to make the desion.
e.g. The Table 1 below gives some perspective of t his.
turn out : prove to be e.g.
Unfortunately they do not turn out to be more creative; they only feel that way.
regulate: vt. control (time, speed, etc.) so that it functions as desired. e.g. regulate one’s life. /Regulate the temperature of a room.
spend time (in) doing sth.: use time doing a particular thing. e.g. Tom spent an hour (in) reading.
These questions I had to answer for myself.
I soon learned that my life was now up to me.
i. Questions:
1. What mistakes did the author make at first?
set up: establish e.g. He set up in that way an alternative form of quan tum mechanics.
routine: n. fixed and regular way of doing thing.
e.g. His routine work is to rub the coal through
in store: about to happen; waiting e.g.
We solved this problem by developing time machines that let u s travel to the future to see what was in store for us.
e.g. It’s difficult for a small country to compete against/with big countries.
smart: a. clever. e.g. Jim is smart and always gets the highest grades.
ii. Language Points:
Words and Phrases: enter: vt. go or come into (a place).
e.g. enter a room/a house. The train has entered the railway station.
do well: be successful, especially in work or business. e.g. Tom is doing very well at work.
a sieve. look upon/on: regard(sb.or sth.) in the
specified way. e.g. They look upon it quite as their own, I dare say,
whenever that happens.
perspective: n. a way of looking at things and forming a judgment.
succeed: vi. do what one is trying to do; achieve the desired end.
e.g. If you can learn, you can succeed in school. If you try hard, you will succeed.
2. What happened to him shortly after?
3. How did the writer begin to see himself as a result?
have sth. under control :have sth. managed, dealt with, or kept in order successfully. e.g. We have everything under control, Governor.
Sentence patterns:
I had to regulate the time (that) I spent studying and the time (that) I spent socializing.
I had to decide when to go to bed, when... and with whom to be friendly.
make friends with: become friendly with sb. e.g. He made friends with an old worker.
compete: vi. try to win sth. by defeating others who are tying to do the same.
hurdle: n. difficulty to be overcome; obstacle
e.g. You are your greatest resource and your biggest hur dle…. all at the same time!
I had made the transition from a person dependent on my family for emotional support to a person who was responsible for myself.
I guess that this is all part of what people call “growing up”.
i. Questions:
1. What did he think of his future at that time?
2. What does the expression “this important hurdle in my life” mean?
How did you feel when you first got to this college?
Name three things that you felt excited and three things you felt worried about when you first got to this college
21st Century Practical College English
Unit1
College–A transition Point in my life
Colleges and Universities
Universities and colleges are schools that continue a person’s education beyond high school. A university or college education helps men and women enjoy richer, more meaningful lives. It prepares many people for professional careers as doctors, engineers, lawyers, or teachers. It also gives a person a better appreciation of such fields as art, literature, history, human relations, and science. Universities differ from colleges in that they are larger, have wider curricula, are involved in research activities, and grant graduate and professional as well as undergraduate degree.
keep up with: move or progress at the same rate as. e.g. I has to walk fast to keep up with him.
Sentence patterns:
Here I was surrounded by people (whom) I did not know and who did not know me.