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21st Century College English: Book III Unit 4: Part A College Pressures Unit 4 Part A • Pre-Reading Activities • Text A: Language Points • Exercises • Assignment College Pressure Pre-reading Activities 1. As you listen to the passage, fill in as much information as you can about Annette’s plans. Friday evening: work on history paper at the library During the coming finish history paper, prepare for month: economics test, finish reading assignments for government class and start next term’s readings Next term: concentrate on sociology and management In the fall: ??? [unspecified in the passage] Next spring: have a nervous breakdown Pre-reading Activities Answer the Question 2. How did you feel while you were listening to Annette? What was it like trying to keep up with her? How do students like Annette make you feel? Script Script Pre-reading Activities Brad: Brad: [interrupting Some of us down, Annette! You’re just play on Hi Annette! ]: Whoa, sloware going to see that new wearing yourself out! You’re for a pizza afterwards. Do you feel Friday, and then outgoing to have a nervous breakdown! like going? Annette [still sounding mindless]: Oh, that’s okay — I’ve scheduled in Annette: I’d love to, Brad, but I have to finish this paper for history time for a nervous breakdown during the spring term next class. I planned to spend Friday evening at the library. year. Brad: Annette, that paper isn’t due for a month! Annette [talking faster and faster, sounding more and more mindless]: But there’s test in economics that same week. I have to get the history paper out of the way so I can start preparing for that. Plus I have to finish the reading assignments for government class for this term so I can start on the readings for next term. That way I can concentrate on sociology and management next term and hopefully get far enough ahead so that in the fall I won’t have to … Language Points Text A College Pressures Language Points College Pressures By William Zinsser 1 I am master of Branford College at Yale. I live on the campus and know the students well. (We have 485 of them.) I listen to their hopes and fears — and also to their stereo music and their piercing cries in the dead of night (“Does anybody care?”). They come to me to ask how to get through the rest of their lives. Language Points 2 Mainly I try to remind them that the road ahead is a long one and that it will have more unexpected turns than they think. There will be plenty of time to change jobs, change careers, change whole attitudes and approaches. They don’t want to hear such news. They want a map — right now — that they can follow directly to career security, financial security, social security and, presumably, a prepaid grave. Language Points 3 What I wish for all students is some release from the grim grip of the future. I wish them a chance to enjoy each segment of their education as an experience in itself and not as a tiresome requirement in preparation for the next step. I wish them the right to experiment, to trip and fall, to learn that defeat is as educational as victory and is not the end of the world. Language Points 4 My wish, of course, is naive. One of the few rights that America does not proclaim is the right to fail. Achievement is the national god, worshipped in our media — the million-dollar athlete, the wealthy executive — and glorified in our praise of possessions. In the presence of such a potent state religion, the young are growing up old. Language Points 5 I see four kinds of pressure working on college students today: economic pressure, parental pressure, peer pressure, and self-induced pressure. It’s easy to look around for bad guys — to blame the colleges for charging too much money, the professors for assigning too much work, the parents for pushing their children too far, the students for driving themselves too hard. But there are no bad guys, only victims. Language Points 6 Today it is not unusual for a student, even one who works part time at college and full time during the summer, to have accumulated $5,000 in loans after four years — loans that the student must start to repay within one year after graduation (and incidentally, not all these loans are low-interest, as many non-students believe). Encouraged at the commencement ceremony to go forth into the world, students are already behind as they go forth. How can they Language Points not feel under pressure throughout college to prepare for this day of reckoning? Women at Yale are under even more pressure than men to justify their expensive education to themselves, their parents, and society. For although they leave college superbly equipped to bring fresh leadership to traditionally male jobs, society hasn’t yet caught up with this fact. Language Points 7 Along with economic pressure goes parental pressure. Inevitably, the two are deeply intertwined. I see students taking premedical courses with joyless determination. They go off to their labs as if they were going to the dentist. It saddens me because I know them in other corners of their life as cheerful people. Language Points 8 “Do you want to go to medical school?” I ask them. 9 “I guess so,” they say, without conviction, or, “Not really.” 10 “Then why are you going?” 11 “My parents want me to be a doctor. They’re paying all this money and …” Language Points 12 Peer pressure and self-induced pressure are also intertwined, and they begin from the very start of freshman year. “I had a freshman student I’ll call Linda,”one instructor told me, “who came in and said she was under terrible pressure because her roommate, Barbara, was much brighter and studied all the time. I couldn’t tell her that Barbara had come in two hours earlier to say the same thing about Linda.” Language Points 13 The story is almost funny — except that it’s not. It’s a symptom of all the pressures put together. When every student thinks every other student is working harder and doing better, the only solution is to study harder still. I see students going off to the library every night after dinner and coming back when it closes at midnight. I wish they could sometimes forget about their peers and go to a movie. I hear the rattling of typewriters in the hours before dawn. I see the tension in their eyes when exams are approaching and papers are due: “Will I get everything done?” Language Points 14 Probably they won’t. They will get sick. They will sleep. They will oversleep. They will bug out. 15 I’ve painted too grim a portrait of today’s students, making them seem too solemn. That’s only half of their story; the other half is that these students are nice people, and easy to like. They’re quick to laugh and to offer friendship. They’re more considerate of one another than any student generation I’ve ever known. If I’ve described Language Points them primarily as driven creatures who largely ignore the joyful side of life, it’s because that’s where the problem is — not only at Yale but throughout American education. It’s why I think we should all be worried about the values that are nurturing a generation so fearful of risk and so goal-obsessed at such an early age. Language Points 16 I tell students that there is no one “right” way to get ahead — that each of them is a different person, starting from a different point and bound for a different destination. I tell them that change is healthy and that people don’t have to fit into pre-arranged slots. One of my ways of telling them is to invite men and women who have achieved success outside the academic world to come and talk informally with my students during the year. I invite heads of companies, editors of magazines, Language Points politicians, Broadway producers, artists, writers, economists, photographers, scientists, historians — a mixed bag of achievers. 17 I ask them to say a few words about how they got started. The students always assume that they started in their present profession and knew all along that it was what they wanted to do. But in fact, most of them got where they are by a circuitous route, after many side Language Points trips. The students are startled. They can hardly conceive of a career that was not preplanned. They can hardly imagine allowing the hand of God or chance to lead them down some unforeseen trail. get through — manage to live through (a period of time during which something unpleasant is happening) e.g. Translate 他们 帮我渡过 了那段辛酸的日子。 How do they ever get through Siberian winters? Key They helped me to get through those miserable days. in itself — in its own nature; intrinsically e.g. Translate 问题 本身倒并不很重要，但其长远 影响可能是重大的。 1) The design was not in itself bad. KeyThe plan wasn’t illegal in itself, but it would lead to 2) someproblem practices. The doubtful is unimportant in itself but its long term effects could be very serious. trip vi. — (~ over/up) knock one’s foot against something when walking and lose balance so that one falls or nearly falls e.g. Translate She tripped over 1) 她让 猫绊 了一跤。a stone. 2) Key He tripped and fell, tearing a hole in his trousers. She tripped over the cat and fell. day of reckoning — time when a person pays or when he is punished for things that he has done wrong Cf. reckon and calculate Translate e.g. Both reckon and calculate mean “determine 别 看你现 在逍遥，将来会遭报应 的。 1) We tried mathematically”, reckoning. something to put off the day of but reckon usually Key connotes simpler mathematical process, especially 2) The day be carried yourself now, him. a day of You’re enjoying on in come for or such as can of reckoning has one’s headbut aided by the use of a counting device, while calculate is usually reckoning will come. preferred when highly advanced, complex processes are followed with precision and care and when the result arrived at is not readily proven by measuring. catch up with — reach (and sometimes overtake) (sb. Who is ahead); (in competition, trade, standard, etc.) become equal to e.g. Translate 1) 他因病一学期未上课 ，得努力赶上（其他同学）。 Will Western industry ever catch up with Japanese Key innovations? After missing a term through illness he had to 2) They haven’t caught up yet with the latest styles. work hard to catch up (with the others). go along with — be found together with Paraphrase: e.g. Translate Along with economic pressure goes parental pressure. 事实证 health often goes along with old 1) Failing 明，成功总 是和勤奋 分不开的。 age. Key Parental proved that success always goes rising gone along with 2) Increased unemployment hastogether with economic It is pressure takes place with prices all pressure. over the world. diligence. except that — (used to introduce a statement which states or implies something contrary to the preceding one) only that, but that e.g. Paraphrase: Translate is almost funny — 记 得他的头发 是黑的。 The story他）什么都不记 得，只except that it’s not. 她 （对 1) Key It couldn’t have happened except that it did. She story (about Linda and Barbara thinkingthat TheSheremembered nothing (about him) except was 2) would have protested except that she that his hair was black. each is working harder and doing better than the afraid. other) sounds somewhat funny, but in fact it’s not funny. that’s only half of their story — That’s only part of the situation with the students. e.g. If you say something is only half of the story, or part of the story he told us yesterday is only half that there are 1) What or not the whole story you meanthe story; there are more that concerned known in than to more details peopleneed to be in this affairorder he understand the situation. knows about. 2) These figures gave only part of the story. obsess vt. — fill the mind of (sb.) continually and make thinking about anything else difficult Paraphrase: e.g. Translate the values that are nurturing a generation so fearful of 她总觉 得受人监视 而心神不宁。 risk and so of death obsessed her throughout her old 1) The fear goal-obsessed at an early age Keyage. social principles with the idea that she was being theShe was obsessed with the idea that she generation 2) She was obsessed that are bringing up awas going watched. so afraid of taking risks and so excessively concerned to die. about their future career when so young a mixed bag — a thoroughly varied mixture (of people or things) e.g. 1) Jane invited a mixed bag of people to her party. 2) The songs on this record are (quite) a mixed bag. get started — begin e.g. 1) When can we get started? 2) It’s time we got started on the washing up. Text-related information Brandford College at Yale Brandford College is one of the oldest of Yale university’s twelve residential colleges. It opened its doors in the start of the academic year in 1933. Text-related information Social Security Social security generally refers to all measures established by legislation to maintain individual to family income at certain levels, to assure income if employment is lost, and to provide a great number of benefits covered by other programs. These benefits may include maternity payments, cash for medical needs, legal aid, compensation for crop failure, and funeral expenses. Text-related information Broadway Broadway is one of the principal business thoroughfares of New York City, extending in a generally north-south direction. Laid out in the early 17th century by the Dutch, Broadway grew in length as the city developed from a small settlement on the southern tip of Manhattan Island. It now extends 27 km (17 mi) to the city’s northern boundary in the Bronx. Broadway forms the central thoroughfare of More to learn Text-related information New York City’s theater district. This stretch is one of the most highly concentrated entertainment centers in the United Stats, and includes official Broadway theaters, smaller off-Broadway playhouses, movie theaters, restaurants, and bars. Also located on Broadway are Lincoln Center for the Performing Arts and Columbia University (1754). More to learn Text-related information Women enter the Broadway Theater in Denver, Colorado. One woman wears a short fur coat, hat and evening dress. The Broadway Theater opened in 1890 on 18th and Broadway Avenues. It was demolished in 1955. More to learn Text-related information A book: Broadway Theatres, an introduction of the history of Broadway. Comprehension change jobs, change careers, change whole attitudes and approaches Do you know the difference between “change Paraphrase: “change careers”? jobs” and take another job, begin a new career, adopt an Someone’s career is and approach entirely different attitude the series of jobs that they have in their life, esp. in the same area of work. So, if a teacher quits teaching in one school and starts teaching in another, he changes his jobs, but if he quits teaching at all and starts running a business, he changes his career. Comprehension Achievement is the national god, worshipped in our media … and glorified in our praise of possessions. Success is greatly admired by the whole country, highly respected in newspapers, on radio and television … and strongly praised in our approval of wealth. Comprehension to justify their expensive education to … to prove to … that it is right for them to receive such an expensive education; to show to … that they can perform as well as or even better than men for the expensive education they’ve received Comprehension as if they were going to the dentist as if they were going to suffer Having one’s teeth treated often causes a lot of pain, and going to the dentist is never a pleasant experience. So students who study medicine under parental pressure feel as if they were going to the dentist when they have to go to their labs. Comprehension when … papers are due when … it is time to hand in papers Comprehension easy to like = easy to be liked Comprehension they … knew all along that it was what they wanted to do they … knew from the very beginning that it (their present profession) was the profession they wanted to follow self-induced — caused or brought about by oneself self-imposed decided by yourself self-indulgent allowing yourself to have or do anything that you enjoy self-inflicted (of something bad) done to yourself go force (into) — set out Could you make a sentence by yourself? be bound for — intending to go to; going to e.g. These two young musicians are bound for international success. conceive of — think of e.g. He couldn’t conceive of a time when he would have no job. I find it hard to conceive of such cruelty. Exercises • Comprehension • Vocabulary • Listening Comprehension 《读写教程 III》: Ex. II, p. 90 Comprehension 1. Who is the author? Why does he begin the text by explaining who he is? Key: He is master of Brandford College at Yale University. He introduces himself to let us know that he’s an expert on the subject of students, how they live, what they think about, etc. Relevant to: Para. 1 Comprehension 2. Why don’t students like the author’s vision of their future? Key: They feel a need for certainty and security, and he predicts many unexpected changes. Relevant to: Para. 2 Comprehension 3. In the author’s opinion, what attitude should students have toward their education? Key: He wishes they saw it as an end in itself, not as preparation for a next step. Relevant to: Para. 3 Comprehension 4. What does the author mean by “such a potent state religion”(Para. 4)? What does he mean by “the young are growing up old”? Key: The “potent state religion” is the pressure to achieve material success. He apparently feels it’s unnatural for young people to feel this pressure so strongly, or to take such an interest in material success. Relevant to: Para. 4 Comprehension 5. What kinds of pressure does the author see affecting students? Key: Economic pressure, parental pressure, peer pressure and self-induced pressure. Relevant to: Para. 5 Comprehension 6. Why is economic pressure “inevitably intertwined” with parental pressure? Key: Because parents are almost always supporting students financially, at least in part; and anyway they all expect their kids to “make something of themselves”. Relevant to: Para. 7-11 Comprehension 7. Why are peer pressure and self-induced pressure “also intertwined”? Key: Because students compare themselves with one another. Relevant to: Para. 13 Comprehension 8. What does the author see as the effect of all the different kinds of pressure? Key: He sees the students worrying themselves sick over the perceived competition, not taking enough time to relax, having nervous breakdowns and generally not enjoying their studies in the way he wishes they would. Relevant to: Para. 14 Comprehension 9. Does the author consider the problems he describes typical of every generation of students, or only of this particular generation? Key: He apparently feels that this particular generation is particularly afflicted with the problems he describes. Relevant to: Para. 15 Comprehension 10. What does he hope the students will learn from the “mixed bag of achievers” that he invites to talk with his students? Key: He hopes they’ll learn that change is healthy and that people don’t have to fit into pre-arranged slots. Relevant to: Para. 17 Vocabulary • Vocabulary Ex. III Ex. IV Ex. V • Vocabulary Power Games Ex. VII Vocabulary 《读写教程 III》: Ex. III, p. 90 Vocabulary III. Fill in the blanks with the words given below. Change the form where necessary. presumably pierce grip segment grim inevitable potent incidentally conviction solemn commence induce reckon equip 1. When every student imagines that every other student is working harder and doing better, stress is the _____ result. inevitable 2. It is my firm _____ that violence is never a reasonable solution to conflict. conviction Vocabulary III. Fill in the blanks with the words given below. Change the form where necessary. presumably pierce grip segment grim inevitable potent incidentally conviction solemn commence induce reckon equip 3. Everyone jumped up when a _____ scream suddenly broke the silence. piercing 4. In many cultures a memorial service is a joyful celebration, not a _____ event. solemn Vocabulary III. Fill in the blanks with the words given below. Change the form where necessary. presumably pierce grip segment grim inevitable potent incidentally conviction solemn commence induce reckon equip 5. The recession has put increasing pressure on the job market, so employment prospects for this year’s graduates are unfortunately rather _____. grim 6. If you keep too firm a _____ on your children, they’ll never learn to think for themselves. grip Vocabulary III. Fill in the blanks with the words given below. Change the form where necessary. presumably pierce grip segment grim inevitable potent incidentally conviction solemn commence induce reckon equip 7. I don’t know what _____ Alfred to read your letter. _____ he thought it was addressed to him. induced, Presumably 8. What are you thinking of!? This medicine is much too _____ for a small child! potent Vocabulary III. Fill in the blanks with the words given below. Change the form where necessary. presumably pierce grip segment grim inevitable potent incidentally conviction solemn commence induce reckon equip 9. A large _____ of the population — ______ at about 20% — still takes spirit-worship (神灵崇拜) seriously. segment, reckoned 10. Before going on a camping trip, it’s wise to make sure you’re well _____ for a wide range of emergencies. equipped Vocabulary III. Fill in the blanks with the words given below. Change the form where necessary. presumably pierce grip segment grim inevitable potent incidentally conviction solemn commence induce reckon equip 11. As soon as the director left the room, Sam _____ to entertain us with his wild stories. commenced 12. I talked to Alice last week — _____, has she returned the book you lent her? I’d like to borrow it, if you don’t mind. incidentally Vocabulary 《读写教程 III》: Ex. IV, p. 91 Vocabulary IV. Rescue these sentences! Our underachieving student tried to use an expression from the text in each of the following sentences, but he got all the prepositions or adverbs mixed up — and this time he’s made other mistakes as well. Correct all the sentences, using expressions from the text, then put definitions or synonyms of the corrected expressions in the spaces provided. Vocabulary • The professor is often seen strolling around the campus * at deep night. correct form: in the dead of night definition: very late at night Vocabulary 2. In a crowded dormitory it’s especially important to *considerate for other people’s needs and feelings. correct form: be considerate of definition: care about Vocabulary 3. The end of the movie didn’t surprise me — I knew *all away who the murderer was. correct form: all along synonym: from the start Vocabulary 4. After her husband’s death, *fearsome for what the future would bring, Barbara closed the family business and went to work in a bank. correct form: fearful of synonym: anxious about Vocabulary 5. Please excuse my irritability. I’ve been *around too many pressures at work lately. correct form: under too much pressure definition: stressed by too many worries Vocabulary 6. None of Lucy’s usual methods for attracting attention *were work for the professor. correct form: worked on synonym: affected, influenced Vocabulary 7. It’s hard *conceiving in a culture where smell or touch are more important than sight. correct form: to conceive of synonym: to imagine Vocabulary 8. If he doesn’t find some time to relax a little, I’m afraid he’s going to *bug it up. correct form: bug out synonym: go crazy Vocabulary 《读写教程 III》: Ex. V, p. 92 Vocabulary V. Use the words or phrase in the box — and your imagination! — to briefly complete the thoughts below. You don’t have to use all the words, and your answers can be more than one sentence, but make sure you include at least one of the words in each sentence you write. get through a mixed bag go forth in itself campus ceremony cheerful circuit dentist grave presume preparation slot trail typewriter wealthy Vocabulary get through a mixed bag go forth in itself campus ceremony cheerful circuit dentist grave presume preparation slot trail typewriter wealthy • The biggest difference between today’s university students and those ten or twenty years ago is … • Before I started my studies, I didn’t expect that being a student would mean … • If I were the Minister of Education, I’d … Vocabulary Now, please share your imagination with your partner. And after it, we are eager to enjoy your splendid mind sparks if you think it is really unusual! Vocabulary Power Games 《读写教程 III》: Ex. VII, p. 93 Vocabulary Power Games VII. The vocabulary power games all focus on syllabus words — some new, some familiar. We’ve divided them into Band 4 and Band 6 words, so you can choose which set you want to learn. But it’s your responsibility to learn them. Have fun! Odd Men with Foreign Accents All the syllabus words in this game are English words, but they’re taken directly from foreign languages. Which are new syllabus words? What language is each set from? And which word in each set is Odd Man Out? Vocabulary Power Games Odd Men with Foreign Accents All the syllabus words in this game are English words, but they’re taken directly from foreign languages. Which are new syllabus words? What language is each set from? And which word in each set is Odd Man Out? Band 4 set one: audio, campus, media, nucleus, via, virus Band 4 set two: amateur, antique, avenue, cafe, menu Band 6 set one: apparatus, bonus, census, stimulus, versus Band 6 set two: corps, entrepreneur, plateau Vocabulary Power Games Band 4 set one: audio, campus, media, nucleus, via, virus Band 4 set two: amateur, antique, avenue, cafe, menu Band 6 set one: apparatus, bonus, census, stimulus, versus Band 6 set two: corps, entrepreneur, plateau Please fill in the following blanks. 1. New syllabus words: Band 4: audio 听觉 的, media 传 播媒介, nucleus 核心, via 经过 , virus 病毒, antique 古老的 Band 6: apparatus 器械, bonus 奖 金, census 人口普查 , stimulus 刺激, versus 以…为对 手, corps 部队 , entrepreneur企业 家, plateau 高原 Vocabulary Power Games Band 4 set one: audio, campus, media, nucleus, via, virus Band 4 set two: amateur, antique, avenue, cafe, menu Band 6 set one: apparatus, bonus, census, stimulus, versus Band 6 set two: corps, entrepreneur, plateau 2. Words from foreign origin: Band 4 set one: from Latin origin Band 4 set two: from French origin Band 6 set one: from Latin origin Band 6 set two: from French origin Vocabulary Power Games Band 4 set one: audio, campus, media, nucleus, via, virus Band 4 set two: amateur, antique, avenue, cafe, menu Band 6 set one: apparatus, bonus, census, stimulus, versus Band 6 set two: corps, entrepreneur, plateau 3. Odd Man Out Band 4 set one: Obvious Odd Men Out are: 1) via , since it’s a preposition; 2) media , because it’s a plural; 3) campus , which is not a new word. Vocabulary Power Games Band 4 set one: audio, campus, media, nucleus, via, virus Band 4 set two: amateur, antique, avenue, cafe, menu Band 6 set one: apparatus, bonus, census, stimulus, versus Band 6 set two: corps, entrepreneur, plateau 3. Odd Man Out Band 4 set two: Obvious Odd Men Out are: 4) antique , for it doesn’t end in a vowel sound. Vocabulary Power Games Band 4 set one: audio, campus, media, nucleus, via, virus Band 4 set two: amateur, antique, avenue, cafe, menu Band 6 set one: apparatus, bonus, census, stimulus, versus Band 6 set two: corps, entrepreneur, plateau 3. Odd Man Out Band 6 set one: Obvious Odd Men Out are: 1) versus , since it’s a noun; 2) stimulus , because its plural form is Latin style. Vocabulary Power Games Band 4 set one: audio, campus, media, nucleus, via, virus Band 4 set two: amateur, antique, avenue, cafe, menu Band 6 set one: apparatus, bonus, census, stimulus, versus Band 6 set two: corps, entrepreneur, plateau 3. Odd Man Out Band 6 set two: Obvious Odd Men Out are: 1) corps , which is the only one-syllable words; 2) entrepreneur , the only word of more than tow syllables. Listening 《听说教程 III》: Ex. 2.2, p. 46 Listening Pre-listening Activity: You may want to know the following words. leave school, university, etc drop out (of school) without finishing one’s courses 退学 (infml) live in a lively and live it up extravagant way 狂欢，纵情作 乐 Listening Listening Activity: You are going to hear different viewpoints about what students think today. Then, have an oral practice. Script Script Oral Practice Oral Practice Listening Oral Practice In the previous discussion three of the four speakers use the same expression to present their counter-arguments: I disagree. Now, prepare your counter-arguments, the following expressions could help you to express your disagreement. Listening No, it isn’t / wasn’t. I never … But it can’t be … I wouldn’t go along with you there. You’re wrong. I don’t / wouldn’t agree. It certainly isn’t / wasn’t. That’s not true. Discussion Listening Discussion Topic for Discussion • Does school teach you anything about life? If so, what do you learn about life in school? If not, what was most useful to you for learning about life? • Do you have to work hard in school or is school easy for you? Do you think you are a good student? • If you could change one thing about your school life, what would you change? Why? • Which of the above four viewpoints is closest to your own? Listening B: I disagree. The students I talk about plenty ofsituation. A: Students these days don’t care to pay education.attention D: Students don’t know wouldn’t All they C: disagree. The students I appreciate their drop out. They don’t in fact that They get have when are the They’re too comfortable.their university years theyrun care about isrealizekind of job they’llall the money they to society — what they’re sure they know how to got needof school. They don’t have anysmarterhave. their out world. They’re carefree time they’llinterest in better the from their parents and they’re ever and They happiest and most convincedfrom scholarships; they live feel so their fancy than anyone own problems and it upmore competentcampuses; think they can get after majors, only in the salary they andelse in the world — and on overwhelmed by their they hardly have to do any work to stay in school. enjoyknow have allgot a they graduate. They don’t even Theythem that they’re it especially that teachers. They already students the difficulties their it never occurs to beingthey’ve — I million That’s why than jobs point in without made. times better off good most of the people in the bet if they could get they see no right now,learning: answers. diplomas, 90% of them would drop out at once. rest to they’re sure they pay enough everything the world. They don’talready knowattention to there is of know. society. All they think about is themselves. Assignment Assignment 1. Review Text A 2. Do exercises: • Structure (Ex.VIII, p.93) • Cloze (Ex. IX, p. 94) • Translation (Ex. X & XI, p. 94-95)
"Band 4 set one"