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Band 4 set one

VIEWS: 6 PAGES: 101

									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)

								
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