2. 21st Century College English: Book 3 Unit 4: Part C

3. Assignment CheckupAssignment CheckupAssignment CheckupAssignment Checkup Text BText BText BText B Listening PracticeListening PracticeListening PracticeListening Practice Oral PracticeOral PracticeOral PracticeOral Practice AssignmentAssignmentAssignment Unit 4 Part C

4. Assignment Check  Word Building Word Building Word Building

5. Ex. VI, p. 108 《读写教程 III 》 : Ex. VI, p. 108 Word Building

6. Suffix -ify to form verbs, meaning: to form verbs, meaning: 1.to make sth. full of [noun] or similar to [noun] 2.to use sth. as [noun], etc. 3.to make sth. [adj] to be added to: adjectives / nouns / word roots glory+-ify  glorify just+-ify  justify Examples: Word Building

7. Now complete the following sentences with the correct forms of verbs chosen from the list below. Pay attention to the words marked with an asterisk, which are new syllabus words. beautifyclarify *classify *exemplifyhorrify identifyintensifypersonify *purify*simplify 1.The water here has to be _____ before you can drink it.  purified 2.I’m so familiar with the students that I can _____ them by their footsteps. identify  identify Word Building

8. Now complete the following sentences with the correct forms of verbs chosen from the list below. Pay attention to the words marked with an asterisk, which are new syllabus words. beautifyclarify *classify *exemplifyhorrify identifyintensifypersonify *purify*simplify 3.As the pressures on students continue to _____, more and more of them are suffering from problems with their health.  intensify 4.The bystanders were _____ as they watched the car spin out of control and crash into a school bus. horrified  horrified Word Building

9. Now complete the following sentences with the correct forms of verbs chosen from the list below. Pay attention to the words marked with an asterisk, which are new syllabus words. beautifyclarify *classify *exemplifyhorrify identifyintensifypersonify *purify*simplify 5.There are still arguments about whether bacteria ( 细菌 ) should be _____ as animals or plants.  classified 6.The story of Linda and Barbara _____ the way peer pressure and self-induced pressure are intertwined. exemplifies  exemplifies Word Building

10. Now complete the following sentences with the correct forms of verbs chosen from the list below. Pay attention to the words marked with an asterisk, which are new syllabus words. beautifyclarify *classify *exemplifyhorrify identifyintensifypersonify *purify*simplify 7.Merely putting up posters of movie stars in the dormitory and cafeteria is not what the campaign to _____ our campus is about.  beautify 8.The government is planning to _____ the tax laws so that they’re easier for people to understand. simplify  simplify Word Building

11. Text B: College Lectures: Is Anybody Listening?  Pre-reading Task Pre-reading Task Pre-reading Task  Language Points Language Points Language Points  Comprehension Comprehension Text B

12. Reading Comprehension Skill Predicting an Author’s Ideas Reading Comprehension Skill Predicting an Author’s Ideas Making predictions anticipating the writer’s next point is an important skill in active reading. Although we may not be able to predict every detail and although a writer may surprise us with unexpected ideas we can often anticipate the general direction the author is going. Making predictions while you read keeps your mind alert and involved with the text; it’s a way to double ‑ check your comprehension of what you’ve read so far; and it can be a great aid to understanding what comes next. Pre-reading Task

13. As you read Text B, try to predict the general direction of the author’s thinking. There are a few questions inserted in the text to guide you be sure to answer them before you go on to the next section of the text. And remember: Being 100% accurate in your predictions isn’t as important as the process of making predictions based on alert and active reading. Pre-reading Task

14. Language Points Text B College Lectures: Is Anybody Listening? David Daniels David Daniels

15. College Lectures: College Lectures: Is Anybody Listening? Is Anybody Listening? David Daniels David Daniels 1 A former teacher of mine, Robert A. Fowkes of New York University, likes to tell the story of a class he took in Old English while studying in Germany during the 1930s. On the first day the professor strode up to the blackboard, looked through his notes, coughed, and began, “Guten Tag, Meine Damen und Herren”(“Good day, ladies and gentlemen”). Fowkes glanced around uneasily. He was the only student in the course. Old EnglishstrodeOld Englishstrode Language Points

16. 2 Toward the middle of the semester, Fowkes fell ill and missed a class. When he returned, to Fowkes’s astonishment, the professor began to deliver not the next lecture in the sequence but the one after. Had he, in fact, lectured to an empty hall in the absence of his solitary student? Fowkes thought it perfectly possible. When he returned, to Fowkes’s astonishment, the professor began to deliver not the next lecture in the sequence but the one after.When he returned, to Fowkes’s astonishment, the professor began to deliver not the next lecture in the sequence but the one after. Language Points Prediction 1: Considering just the title of this text and what you’ve read so far, do you expect the author to be more critical of students or of teaching methods? __________________________________________________________ __________________________________________________________  teaching methods

17. 3 Today, American colleges and universities (originally modeled on German ones) are under strong attack. Teachers, it is charged, are not doing a good job of teaching, and students are not doing a good job of learning. American businesses and industries suffer from uncreative executives educated not to think for themselves but to recite obsolete ideas that the rest of the world has long discarded. College graduates lack both basic skills and general culture. Studies are conducted and reports are issued on the status of higher education, but any changes that result either are largely cosmetic or make a bad situation worse. any changes that result either are largely cosmetic or make a bad situation worseany changes that result either are largely cosmetic or make a bad situation worse Language Points

18. 4 One aspect of American education too seldom challenged is the lecture system. Professors continue to lecture and students to take notes much as they did in the thirteenth century, when books were so scarce and expensive that few students could own them. The time is long overdue for us to abandon the lecture system and turn to methods that really work. The time is long overdue for us to abandon the lecture system and turn to methods that really work.The time is long overdue for us to abandon the lecture system and turn to methods that really work. Language Points Prediction 2: Was the criticism you just read general or specific? What do you think may follow some general ideas? Specific arguments in support of the general idea? Another amusing story about a silly professor? Or something else? __________________________________________________________ __________________________________________________________  general; specific arguments in support of the general idea

19. 5 One problem with lectures is that listening intelligently is hard work. Reading the same material in a textbook is a more efficient way to learn because students can proceed as slowly as they need to until the subject matter becomes clear to them. Even simply paying attention is very difficult: people can listen at a rate of four hundred to six hundred words a minute, while the most spirited professor talks at scarcely a third of that speed. This time lag between speech and comprehension leads to daydreaming. Many students believe years of watching television have shortened their attention span, but their real problem is that listening attentively is much harder than they think. This time lag between speech and comprehensionThis time lag between speech and comprehension Language Points

20. 6 Worse still, attending lectures is passive learning, at least for inexperienced listeners. Active learning, in which students write essays or perform experiments and then have their work evaluated by an instructor, is far more beneficial for those who have not yet fully learned how to learn. While it’s true that techniques of active listening, such as trying to anticipate the speaker’s next point or taking intelligent notes, can enhance the value of a lecture, few students possess such skills at the beginning of their college careers. More commonly, students try to write everything down and even bring tape recorders to class in a clumsy effort to capture every word. capture Language Points

21. 7 Students need to question their professors and to have their ideas taken seriously. Only then will they develop the analytical skills required to think intelligently and creatively. Most students learn best by engaging in frequent and even heated debate, not by taking down a professor’s often unsatisfactory summary of complicated issues. They need small discussion classes that demand a joint effort of teacher and students rather than classes in which one person, however learned, expresses his or her own ideas. Students need to question their professors and to have their ideas taken seriously. Students need to question their professors and to have their ideas taken seriously. Language Points

22. 8 The lecture system ultimately harms professors as well. It reduces feedback to a minimum, so that the lecturer can neither judge how well students understand the material nor benefit from their questions or comments. Questions that require the speaker to clarify obscure points and comments that challenge inadequately constructed arguments are indispensable to scholarship. Without them, the liveliest mind becomes dull. Undergraduates may not be able to make good contributions very often, but by lecturing alone a professor fails to attract the beginner’s naive question that could have triggered a fruitful line of thought. Questions that require the speaker to clarify obscure points and comments that challenge inadequately constructed arguments are indispensable to scholarship.fails to attract the beginner’s naive question that could have triggered a fruitful line of thoughtQuestions that require the speaker to clarify obscure points and comments that challenge inadequately constructed arguments are indispensable to scholarship.fails to attract the beginner’s naive question that could have triggered a fruitful line of thought Language Points

23. Prediction 3: What’s missing from the views the author has presented so far? The drawbacks of the lecture system have been outlined in detail, so we might expect the author to mention some of the __________________________________________________. Language Points  advantages

24. 9 If lectures make so little sense, why have they been allowed to continue? Administrators love them of course. They can cram far more students into a lecture hall than into a discussion class, and for many administrators that’s almost the end of the story. But the truth is that faculty members, and even students, conspire with them to keep the lecture system alive and well. Lectures are easier on everyone than debates. Professors can pretend to teach by lecturing just as students can pretend to learn by attending lectures, with no one the wiser, including the participants. Moreover, if lectures give some students an opportunity to sit back and let the professor run the show, they offer some professors an irresistible forum for showing off. In a classroom where everyone contributes, students are less able to hide and professors have less room to show off how smart they are. cramfor many administrators that’s almost the end of the storyconspiresit backshowing offcramfor many administrators that’s almost the end of the storyconspiresit backshowing off Language Points

25. Prediction 4: We’re almost at the end of the text. Perhaps the author intends only to describe the problem he perceives; or perhaps he’s going to offer some ___________________________. Language Points  recommendations

26. 10 Lectures will never entirely disappear from the university scene, both because they seem to be economically necessary and because they spring from a long tradition in a setting that rightly values tradition for its own sake. But the lectures too frequently come at the wrong end of the students’ educational careers -- during the first two years, when they most need close, even individual, instruction. If lecture classes were restricted to junior and senior undergraduates and to graduate students, who are more academically independent and more capable of working on their own, they would be far less destructive of students’ interests and enthusiasms than the present system. After all, students must learn to listen before they can listen to learn. a setting that rightly values tradition for its own sakelectures too frequently come at the wrong end of the students’ educational careersdestructivea setting that rightly values tradition for its own sakelectures too frequently come at the wrong end of the students’ educational careersdestructive Language Points

27. Old English Old English, a variant of West Germanic, was spoken by certain Germanic peoples (Angles, Saxons, and Jutes) of the regions comprising present-day southern Denmark and northern Germany who invaded Britain in the 5th century AD. As time went on, Old English evolved further from the original Continental form, and regional dialects developed. The four major dialects recognized in Old English are Kentish, West Saxon, Northumbrian and Mercian. By the 9th century, partly through the influence of Alfred, king of the West Saxons and the first ruler of all England, West Saxon became prevalent. Text-related information Old English was an inflected language. Although rich in word-building possibilities, Old English was sparse in vocabulary. Scholars believe that ten common nouns in Old English are of Celtic origin; among these are bannock, cart, down, and mattock. Old English was an inflected language. Although rich in word-building possibilities, Old English was sparse in vocabulary. Scholars believe that ten common nouns in Old English are of Celtic origin; among these are bannock, cart, down, and mattock.

28. stride v. —to walk somewhere quickly with long steps Examples: She strode purposefully up to the desk and demanded to speak to the manager.She strode purposefully up to the desk and demanded to speak to the manager. The soldiers strode across the street with bags on their shoulders.The soldiers strode across the street with bags on their shoulders.

29. When he returned, to Fowkes’s astonishment, the professor began to deliver not the next lecture in the sequence but the one after. Paraphrase: As the only student taking the class, Fowkes expected, when he returned to class after his illness, that the professor would go on with the lecture next in order which he had missed, but what surprised him was that the professor skipped that lecture, as if Fowkes had missed it but other students had attended it. As the only student taking the class, Fowkes expected, when he returned to class after his illness, that the professor would go on with the lecture next in order which he had missed, but what surprised him was that the professor skipped that lecture, as if Fowkes had missed it but other students had attended it.

30. any changes that result either are largely cosmetic or make a bad situation worse Paraphrase: any changes brought about (by the studies and reports) either are to a great extent superficial or cause even greater or more serious problems

31. The time is long overdue for us to abandon the lecture system and turn to methods that really work. Paraphrase: We should have abandoned the lecture system and adopted really effective teaching methods long, long ago. overdue a. – having passed time when due or expected; needed or expected for some time but not yet having been done Examples: She was an hour overdue at the first checkpoint, with suspected engine trouble. She was an hour overdue at the first checkpoint, with suspected engine trouble. The baby is two weeks overdue. The baby is two weeks overdue.

32. This time lag between speech and comprehension …. Paraphrase: This difference between the speed of talking and the speed of listening …. lag 1)n. – delay 2) vi. – (behind) move or progress more slowly (than others) Examples: The project is suffering from a severe time lag (n.). The project is suffering from a severe time lag (n.). As far as prison reform is concerned we lagged (vi.) behind a lot of other countries for years. As far as prison reform is concerned we lagged (vi.) behind a lot of other countries for years.

33. capture vt. —1) gain control of (sth.); hold the interest of (sb.) 2) take (a person or animal) prisoner 2) take (a person or animal) prisoner Examples: In August, overseas firms captured almost 41 percent of the market.In August, overseas firms captured almost 41 percent of the market. That day they captured twenty enemy soldiers.That day they captured twenty enemy soldiers. take sb. prisoner gain control of

34. Students need to question their professors and to have their ideas taken seriously. Paraphrase: It is important to students that they can dispute with their teachers and that their ideas are given serious consideration.

35. Questions... and comments... are indispensable to scholarship. Paraphrase: Questions... and comments... are extremely necessary to serious academic study. indispensable a. – too important not to have; necessary Examples: She’s good but not indispensable for the team. She’s good but not indispensable for the team. This guidebook is indispensable for the traveller to southern Italy. This guidebook is indispensable for the traveller to southern Italy.

36. … fail to attract the beginner’s naive question that could have triggered a fruitful line of thought Paraphrase: … be unable to make beginners ask questions which, though simple and showing a lack of experience, could have inspired an effective way of thinking  a line of thought/action/reasoning – a way or method of doing something or thinking about something – a way or method of doing something or thinking about something

37. cram —1) vt. push or force too much of sth. into sth. 2) vi. (infml) prepare hastily for an exam Examples: The room is full; we can’t cram any more people in.The room is full; we can’t cram any more people in. He crammed for the test until four in the morning.He crammed for the test until four in the morning. prepare hastilypush or force

38. … for many administrators that’s almost the end of the story Paraphrase: … for many college administrators, when they have crammed students into classes, lecture halls, they seem to have done all that they are supposed to do

39. conspire v. —to plan secretly with other people to do something bad, illegal or against someone’s wishes Examples: He felt uneasy with his colleagues, as if they were already conspiring together to remove him from his job.He felt uneasy with his colleagues, as if they were already conspiring together to remove him from his job. As girls, the sisters used to conspire with each other against their hated brother.As girls, the sisters used to conspire with each other against their hated brother.

40. sit back —If you sit back while something is happening, you relax and do not become actively involved in it. Examples: All that you have to do is to sit back and enjoy the fun.All that you have to do is to sit back and enjoy the fun. Are you going to sit back and let me do everything?Are you going to sit back and let me do everything?

41. show off —try to impress others with knowledge, skill, good qualities, etc. Examples: It’s unwise to show off your great knowledge in front of the director.It’s unwise to show off your great knowledge in front of the director. I think he visited us just to show off his new car.I think he visited us just to show off his new car.

42. a setting that rightly values tradition for its own sake Paraphrase: a situation that gives tradition due consideration for its own benefit for the own sake 1)for the sake of someone/for something’s sake — in order to help or bring advantage to (someone) Examples: John and Mary only stayed together for the sake of the children.John and Mary only stayed together for the sake of the children. for the own sake 1)for the sake of something/for something’sake — because of, or for the purpose of Examples: The company has decided for economy’s sake to close down this department.The company has decided for economy’s sake to close down this department.

43. … lectures too frequently come at the wrong end of the students’ educational careers Paraphrase: … lectures are often scheduled for the wrong period of the students’ academic studies

44. destructive a. —cause great damage or harm to Examples: In the end, it will be destructive of our whole society.In the end, it will be destructive of our whole society. Those anti-cancer drugs are effective, but also destructive to white blood cells.Those anti-cancer drugs are effective, but also destructive to white blood cells.

45. Ex. XV, p. 122 《读写教程 III 》 : Ex. XV, p. 122 Comprehension

46. Comprehension XV. Choose the best answer to each of the following questions. 1.The author begins his article with ________. A) a specific example from his own experience B) a specific example based on a story he heard C) a summary of his main argument 1.The author begins his article with ________. A) a specific example from his own experience B) a specific example based on a story he heard C) a summary of his main argument

47. Comprehension XV. Choose the best answer to each of the following questions. 2.He mentions the general criticisms of the American education system ________. A) in order to prove that they’re unreasonable B) as an introduction to his own specific criticism C) in order to amuse the reader 2.He mentions the general criticisms of the American education system ________. A) in order to prove that they’re unreasonable B) as an introduction to his own specific criticism C) in order to amuse the reader

48. Comprehension XV. Choose the best answer to each of the following questions. 3.Throughout the article, it’s clear that the author considers ________ to be the main aim of higher education. A) memorizing facts B) acquiring the ability to think independently C) observing learned professors display their knowledge 3.Throughout the article, it’s clear that the author considers ________ to be the main aim of higher education. A) memorizing facts B) acquiring the ability to think independently C) observing learned professors display their knowledge

49. Comprehension XV. Choose the best answer to each of the following questions. 4.The author presents all the following objections to the lecture system EXCEPT that ________. A) it was modeled on the German university system B) it encourages daydreaming C) it provides teachers with too little feedback 4.The author presents all the following objections to the lecture system EXCEPT that ________. A) it was modeled on the German university system B) it encourages daydreaming C) it provides teachers with too little feedback

50. Comprehension XV. Choose the best answer to each of the following questions. 5.By “taking intelligent notes” (Para.6), the author clearly means ________. A) writing down everything or even bringing tape recorders B) enhancing the value of a lecture C) recognising the points that are important enough to note down 5.By “taking intelligent notes” (Para.6), the author clearly means ________. A) writing down everything or even bringing tape recorders B) enhancing the value of a lecture C) recognising the points that are important enough to note down

51. Comprehension XV. Choose the best answer to each of the following questions. 6.The author says that “undergraduates may not be able to make good contributions very often” (Para.8) because he believes that ________. A) undergraduates’ naturally lively minds have become dull B) lectures can’t judge whether the students understand or not C) even naive questions can be educational 6.The author says that “undergraduates may not be able to make good contributions very often” (Para.8) because he believes that ________. A) undergraduates’ naturally lively minds have become dull B) lectures can’t judge whether the students understand or not C) even naive questions can be educational

52. Comprehension XV. Choose the best answer to each of the following questions. 7.The authors clearly considers the advantages of lectures ________. A) important only to university administrators B) easier on everyone than debates C) irrelevant to the true aims of higher education 7.The authors clearly considers the advantages of lectures ________. A) important only to university administrators B) easier on everyone than debates C) irrelevant to the true aims of higher education

53. Comprehension XV. Choose the best answer to each of the following questions. 8.The author concludes by recommending that lectures should be ________. A) abandoned completely B) offered only to students who value tradition for its own sake C) offered only when students have acquired active listening skills 8.The author concludes by recommending that lectures should be ________. A) abandoned completely B) offered only to students who value tradition for its own sake C) offered only when students have acquired active listening skills

54. Conversation 2Conversation 2Conversation 2Conversation 2 Passage 2Passage 2Passage 2Passage 2 Listening Practice

55. 《听说教程 III 》 Part 4.3, p. 54

56. Listening Practice Conversation 2 Questions

57. 6.A.She didn’t like mixed doubles. B.She doesn’t like playing tennis with him. C.She was too tired. D.She had already arranged a match with someone else. Listening Practice

58. 7.A.She didn’t mind playing in the rain. B.She had arranged to go out with her boyfriend the next day. C.She was winning. D.Jean couldn’t stand playing in the rain. Listening Practice

59. 8.A.She managed to beat Catherine. B.She was exhausted playing in the rain. C.She didn’t finish the match because of the rain. D.She lost the game in the end. Listening Practice

60. 9.A.He had given her bad advice. B.She had lost her temper. C.He didn’t want to go out with her. D.She had won the game. Listening Practice

61. 10.A.You must learn how to play in the rain. B.You must practice more. C.You mustn’t listen to other people’s advice. D.You mustn’t let things make you nervous. Check-up Listening Practice

62. 6. Why didn’t Jean accept Michael’s invitation to play tennis? A.She didn’t like mixed doubles. B.She doesn’t like playing tennis with him. C.She was too tired. D.She had already arranged a match with someone else. 6. Why didn’t Jean accept Michael’s invitation to play tennis? A.She didn’t like mixed doubles. B.She doesn’t like playing tennis with him. C.She was too tired. D.She had already arranged a match with someone else. Listening Practice

63. 7. Why did Catherine persuade Jean to finish the match? A.She didn’t mind playing in the rain. B.She had arranged to go out with her boyfriend the next day. C.She was winning. D.Jean couldn’t stand playing in the rain. 7. Why did Catherine persuade Jean to finish the match? A.She didn’t mind playing in the rain. B.She had arranged to go out with her boyfriend the next day. C.She was winning. D.Jean couldn’t stand playing in the rain. Listening Practice

64. 8. How did Jean do in the match? A.She managed to beat Catherine. B.She was exhausted playing in the rain. C.She didn’t finish the match because of the rain. D.She lost the game in the end. 8. How did Jean do in the match? A.She managed to beat Catherine. B.She was exhausted playing in the rain. C.She didn’t finish the match because of the rain. D.She lost the game in the end. Listening Practice

65. 9. Why did Catherine refuse to speak to Fred? A.He had given her bad advice. B.She had lost her temper. C.He didn’t want to go out with her. D.She had won the game. 9. Why did Catherine refuse to speak to Fred? A.He had given her bad advice. B.She had lost her temper. C.He didn’t want to go out with her. D.She had won the game. Listening Practice

66. 10. What opinion did the man have on winning tennis matches? A.You must learn how to play in the rain. B.You must practice more. C.You mustn’t listen to other people’s advice. D.You mustn’t let things make you nervous. 10. What opinion did the man have on winning tennis matches? A.You must learn how to play in the rain. B.You must practice more. C.You mustn’t listen to other people’s advice. D.You mustn’t let things make you nervous. Listening Practice Script

67. M:Hello, Jean. I’m going to the club this afternoon. Would you like to play a game of mixed doubles? W:No, I’m sorry. I’d rather not play today. It’s not that I don’t like playing with you but I’m worn out. I had to play a match against Catherine in the club tournament yesterday and I haven’t got over it yet. My legs are still aching. So I’d rather leave it for another day. I hope you don’t mind me saying ‘no’. M:O.K. That’s all right. How did you get on in the match? Did you win? W:Yes, I managed to beat her in the end but I didn’t enjoy playing. It started to rain half-way through the game and I can’t stand playing in the rain. I suggested going on with the match today, but she had arranged to go out with Fred so she persuaded me to continue. Listening Practice M:But you won all the same. W:Yes. I made her run about a lot. But I really won because she was conscious of Fred watching her and he kept giving her pieces of advice. In the end she allowed things to get on her nerves and she lost her temper. When we had finished playing she refused to speak to Fred. M:I’ve heard that she doesn’t like being beaten. But if you want to win tennis matches you mustn’t let things get you down.

68. Listening Practice 《听说教程 III 》 Part 4.3, p. 56

69. Listening Practice Passage 2 Questions

70. 7.A.He was unpopular. B.He was incapable. C.He was irresponsible. D.He was unoccupied. Listening Practice

71. 8.A.Much of his job wasn’t good enough. B.He sometimes left his job unfinished. C.He was sometimes away without asking for leave. D.He didn’t have much work to do. Listening Practice

72. 9.A.The young man has been mistreated. B.The boss has misjudged him. C.He wasn’t given enough time to show what he could do. D.They had made the right decision. Listening Practice

73. 10.A. Annoyed. B.Sorry. C.Uncomfortable. D.Regretful. Check-up Listening Practice

74. 7.Why was the young man asked to leave the job? A.He was unpopular. B.He was incapable. C.He was irresponsible. D.He was unoccupied. 7.Why was the young man asked to leave the job? A.He was unpopular. B.He was incapable. C.He was irresponsible. D.He was unoccupied. Listening Practice

75. 8.Which one of the following is not the reason for his dismissal? A.Much of his job wasn’t good enough. B.He sometimes left his job unfinished. C.He was sometimes away without asking for leave. D.He didn’t have much work to do. 8.Which one of the following is not the reason for his dismissal? A.Much of his job wasn’t good enough. B.He sometimes left his job unfinished. C.He was sometimes away without asking for leave. D.He didn’t have much work to do. Listening Practice

76. 9.What does the speaker think of the young man’s dismissal? A.The young man has been mistreated. B.The boss has misjudged him. C.He wasn’t given enough time to show what he could do. D.They had made the right decision. 9.What does the speaker think of the young man’s dismissal? A.The young man has been mistreated. B.The boss has misjudged him. C.He wasn’t given enough time to show what he could do. D.They had made the right decision. Listening Practice

77. 10.Which one of the four words does not illustrate the speaker’s feelings when he had to tell the young man that the had lost his job? A.Annoyed. B.Sorry. C.Uncomfortable. D.Regretful. 10.Which one of the four words does not illustrate the speaker’s feelings when he had to tell the young man that the had lost his job? A.Annoyed. B.Sorry. C.Uncomfortable. D.Regretful. Script Listening Practice

78. We were sorry that we had to ask the young man to leave the job. It was not that he was unpopular with the other people in the office. Everyone liked him. Nor was it that he was incapable. He had plenty of ability. The problem was that so much of his work was unsatisfactory; it wasn’t good enough. Sometimes he would leave a job unfinished, and never come back to complete it. Other times his writing would be so illegible that you couldn’t read it. Or he might disappear from the office for an hour or so with no explanation of where he had been. Once or twice he sat unoccupied for a while, doing nothing at all, until someone noticed him and gave him some work. I suppose he feels that we have mistreated him, that we have not been fair to him. But I don’t think we have misjudged him. We didn’t make up our minds until we had given him every chance to show what he could do. However, I confess that it made me uncomfortable to have to tell him that he had lost his job. A person sent to us by an employment agency will replace him next week. Listening Practice

79. Activity 1Activity 1Activity 1Activity 1 Activity 2Activity 2Activity 2Activity 2 Oral Practice

80. No, it isn’t / wasn’t. But it can’t be … You’re wrong. It certainly isn’t / wasn’t. I never … I wouldn’t go along with you there. I don’t / wouldn’t agree. That’s not true. Express Disagreement Discussion Oral Practice Pair Work Function

81. Topic 1 Topic 1 Topic 2 Topic 2 Topic 3 Topic 3 Oral Practice

82. 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? Oral Practice Topic 1 Topic 1 Topic 2 Topic 2 Topic 3 Topic 3

83. Do you have to work hard in school or is school easy for you? Do you think you are a good student? Oral Practice Topic 1 Topic 1 Topic 2 Topic 2 Topic 3 Topic 3

84. If you could change one thing about your school life, what would you change? Why? Oral Practice Topic 1 Topic 1 Topic 2 Topic 2 Topic 3 Topic 3

85. People often say all work and no play makes Jack a dull boy. Do you agree? What importance should be given to play in schools?  Not a slave to the examination machines  A question of efficiency  Relaxation helps much  No good learning only from books  … YES  Important to get a certificate  Satisfy me and my parents  Self-abandonment to pleasures  No pains, no gains (practice makes perfect)  … NO Topics for Argument Argument Oral Practice

86. 1.Review Unit 4. 2.Read Text C and do the exercises. 2. Learn all the new words in Unit 5. AssignmentAssignment