2. 21st Century College English: Book III College Pressures Unit 4: Part A

3. Pre-Reading Activities Pre-Reading ActivitiesPre-Reading ActivitiesPre-Reading Activities Text A: Language Points Text A: Language PointsText A: Language PointsText A: Language Points Exercises ExercisesExercises Assignment AssignmentAssignment College Pressure Unit 4 Part A

4. 1.As you listen to the passage, fill in as much information as you can about Annette’s plans. Friday evening: During the coming month: Next term: In the fall: Next spring: work on history paper at the library finish history paper, prepare for economics test, finish reading assignments for government class and start next term’s readings concentrate on sociology and management ??? [unspecified in the passage] have a nervous breakdown Pre-reading Activities

5. 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? Answer the Question Script Pre-reading Activities

6. Brad:Hi Annette! Some of us are going to see that new play on Friday, and then out for a pizza afterwards. Do you feel like going? Annette:I’d love to, Brad, but I have to finish this paper for history class. I planned to spend Friday evening at the library. 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 … Pre-reading Activities Brad: [interrupting]: Whoa, slow down, Annette! You’re just wearing yourself out! You’re going to have a nervous breakdown! Annette[still sounding mindless]: Oh, that’s okay — I’ve scheduled in time for a nervous breakdown during the spring term next year.

7. Text A Language Points College Pressures

8. By William Zinsser 1I 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. Branford College at Yaleget throughBranford College at Yaleget through Language Points

9. 2Mainly 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. change jobs, change careers, change whole attitudes and approachessocial securitychange jobs, change careers, change whole attitudes and approachessocial security Language Points

10. 3What 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. in itselftripin itselftrip Language Points

11. 4My 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. Achievement is the national god, worshipped in our media — the million-dollar athlete, the wealthy executive — and glorified in our praise of possessions. Achievement is the national god, worshipped in our media — the million-dollar athlete, the wealthy executive — and glorified in our praise of possessions. Language Points

12. 5I 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. self-induced Language Points

13. 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 go forth intogo forth into Language Points

14. 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. day of reckoningto justify their expensive education to themselvescaught up withday of reckoningto justify their expensive education to themselvescaught up with Language Points

15. 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. Along withas if they were going to the dentistAlong withas if they were going to the dentist Language Points

16. 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

17. 12Peer 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

18. 13The 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?” except thatexcept that Language Points

19. 14 Probably they won’t. They will get sick. They will sleep. They will oversleep. They will bug out. 15I’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 That’s only half of their storyeasy to likeThat’s only half of their storyeasy to like Language Points

20. 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. obsessed Language Points

21. 16I 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, bound forbound for Language Points

22. politicians, Broadway producers, artists, writers, economists, photographers, scientists, historians — a mixed bag of achievers. Broadwaya mixed bagBroadwaya mixed bag 17I 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 got startedknew all along that it was what they wanted to dogot startedknew all along that it was what they wanted to do Language Points

23. 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. conceive ofconceive of Language Points

24. get through — manage to live through (a period of time during which something unpleasant is happening) e.g. How do they ever get through Siberian winters? Translate他们帮我渡过了那段辛酸的日子。 Key They helped me to get through those miserable days.

25. e.g. 1)The design was not in itself bad. 2)The plan wasn’t illegal in itself, but it would lead to some doubtful practices. in itself — in its own nature; intrinsically Translate问题本身倒并不很重要，但其长远影响可能是重大的。 Key The problem is unimportant in itself but its long term effects could be very serious.

26. e.g. 1)She tripped over a stone. 2)He tripped and fell, tearing a hole in his trousers. trip vi. —(~ over/up) knock one’s foot against something when walking and lose balance so that one falls or nearly falls Translate 她让猫绊了一跤 。 Key She tripped over the cat and fell.

27. e.g. 1)We tried to put off the day of reckoning. 2)The day of reckoning has come for him. Translate别看你现在逍遥，将来会遭报应的。 Key You’re enjoying yourself now, but a day of reckoning will come. day of reckoning — time when a person pays or when he is punished for things that he has done wrong Cf. reckon and calculate Both reckon and calculate mean “determine something mathematically”, but reckon usually connotes simpler mathematical process, especially such as can be carried on in one’s head or aided by the use of a counting device, while calculate is usually preferred when highly advanced, complex processes are followed with precision and care and when the result arrived at is not readily proven by measuring.

28. e.g. 1)Will Western industry ever catch up with Japanese innovations? 2)They haven’t caught up yet with the latest styles. Translate他因病一学期未上课，得努力赶上（其他同学）。 Key After missing a term through illness he had to work hard to catch up (with the others). catch up with —reach (and sometimes overtake) (sb. Who is ahead); (in competition, trade, standard, etc.) become equal to

29. e.g. 1) Failing health often goes along with old age. 2)Increased unemployment has gone along with rising prices all over the world. go along with — be found together with Translate 事实证明，成功总是和勤奋分不开的。 Key It is proved that success always goes with diligence. Paraphrase: Along with economic pressure goes parental pressure. Parental pressure takes place together with economic pressure.

30. e.g. 1)It couldn’t have happened except that it did. 2)She would have protested except that she was afraid. Translate 她 （对他）什么都不记得，只记得他的头发是黑的。 Key She remembered nothing (about him) except that his hair was black. except that —(used to introduce a statement which states or implies something contrary to the preceding one) only that, but that Paraphrase: The story is almost funny — except that it’s not. The story (about Linda and Barbara thinking that each is working harder and doing better than the other) sounds somewhat funny, but in fact it’s not funny.

31. If you say something is only half of the story, or part of the story or not the whole story you mean that there are more details that need to be known in order to understand the situation. that’s only half of their story — That’s only part of the situation with the students. e.g. 1)What he told us yesterday is only half the story; there are more people concerned in this affair than he knows about. 2)These figures gave only part of the story.

32. e.g. 1)The fear of death obsessed her throughout her old age. 2)She was obsessed with the idea that she was going to die. Translate她总觉得受人监视而心神不宁。 Key She was obsessed with the idea that she was being watched. obsess vt. —fill the mind of (sb.) continually and make thinking about anything else difficult Paraphrase: the values that are nurturing a generation so fearful of risk and so goal-obsessed at an early age the social principles that are bringing up a generation so afraid of taking risks and so excessively concerned about their future career when so young

33. e.g. 1)Jane invited a mixed bag of people to her party. 2)The songs on this record are (quite) a mixed bag. a mixed bag — a thoroughly varied mixture (of people or things)

34. e.g. 1)When can we get started? 2)It’s time we got started on the washing up. get started —begin

35. 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

36. 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.

37. 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 17 th 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 More to learn Text-related information

38. 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 More to learn Text-related information

39. 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 More to learn Text-related information

40. A book: Broadway Theatres, an introduction of the history of Broadway. Text-related information

41. change jobs, change careers, change whole attitudes and approaches Paraphrase: take another job, begin a new career, adopt an entirely different attitude and approach Someone’s career is 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. Do you know the difference between “change jobs” and “change careers”? Comprehension

42. Success is greatly admired by the whole country, highly respected in newspapers, on radio and television … and strongly praised in our approval of wealth. Achievement is the national god, worshipped in our media … and glorified in our praise of possessions. Comprehension

43. 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

44. 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

45. when … papers are due when … it is time to hand in papers Comprehension

46. easy to like = easy to be liked Comprehension

47. 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 Comprehension

48. self-imposed self-induced —caused or brought about by oneself self-indulgent decided by yourself allowing yourself to have or do anything that you enjoy self-inflicted (of something bad) done to yourself

49. go force (into) —set out Could you make a sentence by yourself?

50. e.g. These two young musicians are bound for international success. be bound for —intending to go to; going to

51. e.g. He couldn’t conceive of a time when he would have no job. I find it hard to conceive of such cruelty. conceive of —think of

52. ComprehensionComprehensionComprehension VocabularyVocabularyVocabulary ListeningListeningListening Exercises

53. Ex. II, p. 106 《读写教程 III 》 : Ex. II, p. 106 Comprehension

54. 1. 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

55. 2. 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

56. 3. 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

57. 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: 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

58. 5. 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

59. 6. 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

60. 7. 7. Why are peer pressure and self-induced pressure “also intertwined”? Key: Because students compare themselves with one another. Relevant to: Para. 13 Comprehension

61. 8. 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

62. 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

63. 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 Comprehension

64. VocabularyVocabulary Ex. III Ex. III Ex. IV Ex. IV Ex. V Ex. V Vocabulary Power GamesVocabulary Power Games Ex. VII Ex. VIIVocabulary

65. Ex. III, p. 106 《读写教程 III 》 : Ex. III, p. 106 Vocabulary

66. III. Fill in the blanks with the words given below. Change the form where necessary. 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 presumablypiercegripsegmentgriminevitablepotentincidentallyconvictionsolemn commenceinducereckonequip Vocabulary

67. 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 III. Fill in the blanks with the words given below. Change the form where necessary. presumablypiercegripsegmentgriminevitablepotentincidentallyconvictionsolemn commenceinducereckonequip Vocabulary

68. 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 III. Fill in the blanks with the words given below. Change the form where necessary. presumablypiercegripsegmentgriminevitablepotentincidentallyconvictionsolemn commenceinducereckonequip Vocabulary

69. 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 III. Fill in the blanks with the words given below. Change the form where necessary. presumablypiercegripsegmentgriminevitablepotentincidentallyconvictionsolemn commenceinducereckonequip Vocabulary

70. 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 III. Fill in the blanks with the words given below. Change the form where necessary. presumablypiercegripsegmentgriminevitablepotentincidentallyconvictionsolemn commenceinducereckonequip Vocabulary

71. 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 III. Fill in the blanks with the words given below. Change the form where necessary. presumablypiercegripsegmentgriminevitablepotentincidentallyconvictionsolemn commenceinducereckonequip Vocabulary

72. Ex. IV, p. 107 《读写教程 III 》 : Ex. IV, p. 107 Vocabulary

73. 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

74. 1.The professor is often seen strolling around the campus * at deep night. correct form: definition: in the dead of night very late at night Vocabulary

75. 2.In a crowded dormitory it’s especially important to *considerate for other people’s needs and feelings. correct form: definition: be considerate of care about Vocabulary

76. 3.The end of the movie didn’t surprise me — I knew *all away who the murderer was. correct form: synonym: all along from the start Vocabulary

77. 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: synonym: fearful of anxious about Vocabulary

78. 5.Please excuse my irritability. I’ve been *around too many pressures at work lately. correct form: definition: under too much pressure stressed by too many worries Vocabulary

79. 6.None of Lucy’s usual methods for attracting attention *were work for the professor. correct form: synonym: worked on affected, influenced Vocabulary

80. 7.It’s hard *conceiving in a culture where smell or touch are more important than sight. correct form: synonym: to conceive of to imagine Vocabulary

81. 8.If he doesn’t find some time to relax a little, I’m afraid he’s going to *bug it up. correct form: synonym: bug out go crazy Vocabulary

82. Ex. V, p. 108 《读写教程 III 》 : Ex. V, p. 108 Vocabulary

83. 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 througha mixed baggo forthin itself campusceremonycheerfulcircuit dentistgravepresumepreparation slottrailtypewriterwealthy Vocabulary

84. 1.The biggest difference between today’s university students and those ten or twenty years ago is … 2.Before I started my studies, I didn’t expect that being a student would mean … 3.If I were the Minister of Education, I’d … get througha mixed baggo forthin itself campusceremonycheerfulcircuit dentistgravepresumepreparation slottrailtypewriterwealthy Vocabulary

85. 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

86. Ex. VII, p. 109 《读写教程 III 》 : Ex. VII, p. 109 Vocabulary Power Games

87. 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

88. 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

89. 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. Please fill in the following blanks. 1. New syllabus words: Band 4: Band 6: audio 听觉的, media 传播媒介, nucleus 核心, via 经过, virus 病毒, antique 古老的 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

90. 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 origin Band 4 set two: from origin Band 6 set one: from origin Band 6 set two:from origin Latin French Latin French Vocabulary Power Games

91. 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), since it’s a preposition; 2), because it’s a plural; 3), which is not a new word. via media campus Vocabulary Power Games

92. 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), for it doesn’t end in a vowel sound. antique Vocabulary Power Games

93. 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 versus stimulus 3.Odd Man Out Band 6 set one: Obvious Odd Men Out are: 1), since it’s a noun; 2), because its plural form is Latin style. Vocabulary Power Games

94. 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 corps entrepreneur 3.Odd Man Out Band 6 set two: Obvious Odd Men Out are: 1), which is the only one-syllable words; 2), the only word of more than tow syllables. Vocabulary Power Games

95. Ex. 2.2, p. 46 《听说教程 III 》 : Ex. 2.2, p. 46 Listening

96. Pre-listening Activity: You may want to know the following words. drop out (of school) live it up leave school, university, etc without finishing one’s courses 退学 ( infml ) live in a lively and extravagant way 狂欢，纵情作 乐 Listening

97. Listening Activity: You are going to hear different viewpoints about what students think today. Then, have an oral practice. Oral Practice Oral Practice Oral Practice Oral Practice Script Listening

98. In the previous discussion three of the four speakers use the same expression to present their counter-arguments: I disagree. Oral Practice Now, prepare your counter-arguments, the following expressions could help you to express your disagreement. Listening

99. 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. Discussion Listening

100. 1.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? 2.Do you have to work hard in school or is school easy for you? Do you think you are a good student? 3.If you could change one thing about your school life, what would you change? Why? 4.Which of the above four viewpoints is closest to your own? Topic for Discussion Discussion Listening

101. Listening A:Students these days don’t care about education. All they care about is what kind of job they’ll have when they got out of school. They don’t have any interest in their majors, only in the salary they think they can get after they graduate. They don’t even enjoy being students — I bet if they could get good jobs right now, without diplomas, 90% of them would drop out at once. B:I disagree. The students I know wouldn’t drop out. They’re too comfortable. They get all the money they need from their parents and from scholarships; they live it up on their fancy campuses; and they hardly have to do any work to stay in school. They know they’ve got it made. C:I disagree. Students don’t appreciate their situation. They don’t realize that their university years are the happiest and most carefree time they’ll ever have. They feel so overwhelmed by their own problems and difficulties that it never occurs to them that they’re a million times better off than most of the people in the world. They don’t pay enough attention to the rest of society. All they think about is themselves. D:I disagree. The students I talk to pay plenty of attention to society — in fact they’re sure they know how to run the world. They’re convinced they’re smarter and better and more competent than anyone else in the world — especially their teachers. They already have all the answers. That’s why they see no point in learning: they’re sure they already know everything there is to know.

102. 1.Review Text A 2.Do exercises: Structure(Ex.VIII, p.110)Structure(Ex.VIII, p.110) Cloze(Ex. IX, p. 110)Cloze(Ex. IX, p. 110) Translation (Ex. X & XI, p. 112) Translation (Ex. X & XI, p. 112) AssignmentAssignment