英语专业综合英语 第二册 Letter to A B Student 第八段 praphrase
Unit 7 Letter to a B Student Teaching plan综合教程二
Unit 7 Letter to a B StudentTeaching Objectives1)To help students to develop a proper attitude towards grades;2)To help students to know American education system;3)To help students to learn to analyze the text;4)To help students to learn the language in this text;5)To help students to develop oral English ability and communicativecompetence.Teaching Procedures1)Lead-in activities2)Cultural Backgrounds3)Text analysis4)Structural analysis5)Language study6)ExercisesLead-in activitiesOpening questions for discussion:1)What grades do you mostly get for the English courses you have been taking? Areyou happy or are you disappointed with the grades you get?2)Imagine yourself to be a teacher and that you are to write a letter to a studentwho is disappointed with the grade he gets. What would you say to him in the letter?Cultural information1. QuoteHistories make men wise; poems witty; the mathematics subtle; natural philosophy deep; moral grave; logic and rhetoric able to contend.— Francis Bacon2. GradesGrades are standardized measurements of varying levels of comprehension within a subject area. Grades can be assigned in letters (for example, A, B, C, D, or F), as a range (for example 4.0 –1.0), as descriptors (excellent, great, satisfactory, needs improvement), in percentages, or, as is common in some post-secondary institutions in some countries, as a Grade Point Average (GPA). The GPA can be used by potential employers or further post-secondary institutions to assess and compare applicants. A Cumulative Grade Point Average is the mean GPA from all academic terms within a given academic year, whereasthe GPA may only refer to one term.3. American Education System vs. Asian Education SystemAmerica is the land of opportunity, which is famous for its democratic society and unique culture. People in America like to be free, to do whatever they want to do without any restrictions. This belief is reflected in the American educational system. In American schools, teachers and students are at the same social level. Students are encouraged to exchange their own opinions with the teacher. From an early age, students in the American educational system have been taught that they have the ability to achieve whatever they want to be, but rarely been told how they can achieve their goal. Because of this belief in natural born ability in the land of opportunity, students receive very little pressure in school, so whatever they do in school is totally based on their personal beliefs. The advantage of this kind of educational system is that, it really develops student’s individual thinking skills, and they are encouraged to try out different options to achieve their goal.Text ILetter to a B StudentRobert OliphantGlobal ReadingI. Text analysis1.What issues does the writer of the letter intend to deal with?How should students regard grades, both good and bad? Are grades as important as they are assumed to be? Do good grades necessarily lead to achievements and bad grades result in failure in a student’s later life?2.What’s the theme of this piece of writing?It is explicitly stated in the first sentence of the third paragraph: to put a B student’s disappointment in perspective by considering exactly what the grade B means and doesn’t mean.II. Structural analysis2. Apart from the first paragraph, the rest of the text falls clearly into three parts, each ofwhich is marked at the beginning by a key word or words. Try to find these key words. Paragraphs 2–5: DisappointmentParagraphs 6-8: The student as performer; the student as human being.Paragraphs 9-10: PerspectiveDetailed ReadingParagraph 1Questions1. What change about grades has the author mentioned briefly?The author has mentioned briefly the change in the way grades are regarded, i.e. the norm has shifted upward.2. What, according to the author, has caused the feeling of disappointment?It has to do with the general social climate where grades determine eligibility for graduate school and special programs. This is why the author says there is nothing he can do to remove the feeling of disappointment.3. Has the author stated his purpose of writing in this paragraph? If yes, what is it? If not, where is it stated in the text?The purpose of writing the letter is not stated in this paragraph. It is not specifically mentioned until the third paragraph.Paragraphs 2-5Questions1. What does the phrase ―put sth. in perspective‖ m ean? (Paragraph 3)It means ―judge the importance of sth. correctly.‖ So what the author wants to do is to show the students how they should regard / view their disappointment correctly.2. How does the author explain the notion of disappointment? (Paragraph 2)Refer to Paragraph 2. Disappointment is a negative feeling. It is the stuff bad dreams are made of. What deserves our attention here is that the author explains disappointment in relation to success.3. How do you interpret the second sentence in Par agraph 2 ―The essence of success is that …‖? (Paragraph 2)There does not exist the situation in which all those who are involved will turn out successful and no one feels disappointed. Wherever there are winners, there are losers.When someone feels happy about his success, someone else may feel disappointed at his failure. In a highly competitive society where the importance of winning is emphasized so much, it is inevitable that those who fail in the competition will feel disappointed.4. Try to find out what a grade means and what it does not mean. (Paragraph 5)It means the successful completion of a specific course at a certain level of proficiency. It is an indication of the student’s performance of some conventional tasks. However, it may not be a truthful indication of the student’s knowledge. It does not represent a judgment of the student’s basic ability or of his character.Paragraphs 6-8QuestionsNow, can you relate the writer’s experience? And discuss the revelation of his story.Paragraphs 9-10Questions1. What is the author’s view concerning social labels? (Paragraph 9)Social labels are on the one hand irrelevant and misleading and on the other hand necessary in a complex society.2. How do you interpret the sentence ―To recognize them i s to recognize that social labelsare basically irrelevant and misleading‖? (Paragraph 9)If we are aware that human beings, despite their apparent differences, are basically identical physically and emotionally, we would think definitely that the social labels used to distinguish them are irrelevant, i.e. meaningless, and misleading, i.e.distorting the fact.3. How does the author relate a student’s academic performance with his future life? (Paragraph 10)While a student’s performance at school may be quite consistent throughout his school years and what he has learned at school may help him after he leaves school, in the long run he will depend much more on himself, i.e. he will have to learn to find his way when traveling in his life path. A grade B student may turn out to be a grade A life achiever.Text IICollege Pressures(Abridged)William ZinsserLead-in QuestionsDo you find college life always exciting? If not, what kind of frustrations do you have?Main IdeaWilliam Zinsser, master of Branford College, points out a widespread phenomenon that students suffer from heavy college pressures due to their fear of failing to achieve any success in the future.Notes1. About the author and the text: William Zinsser was born in 1922 in New York City, and studied at Princeton University. He was a feature writer, film critic, and drama editor for the New York Herald Tribune and later a columnist for Look and Life, and has also written numerous books. In 1971 he took a teaching position in the English department at Yale University. He is the author of the best-selling book On Writing Well: An Informal Guide to Writing Nonfiction (1976).2. They’re trying to find an edge —the intangible something that will lookbetter on paper if two students are about equal.(Paragraph 2) ―Edge‖ here means an advantage over others, as in the expression ―have the edge on/ over,‖ meaning ―be slightly better than someone or something because you have an advantage they do not have.‖ What the dean means is that they try to f ind an advantage over others, i.e. they try to have higher marks on their transcript, so that they will appear to be academically superior to others. This is especially so when two students are more or less the same. But the dean seems to think that marks are not really very reliable and valid indications of the real quality of the students.3. sampling a wide variety of courses(Paragraph 4) taking numerous courses without necessarily going deep into any of them …4. If I were an employer I would rather employ graduates who have this range and curiosity than those who narrowly pursued safe subjects and high grades. (Paragraph 4) If I were an employer, I would employ those students who take all these courses and thus have a wide range of knowledge and are always curious about what is new and unknown; I would not employ those who only take those courses they can safely pass and score high marks.5. But they are equally battered by inflation. (Paragraph 5) But they (the colleges) are as badly affected by inflation as the parents and the students are.6. We are witnessing in America the creation of a brotherhood of paupers —colleges, parents, and students, joined by the common bond of debts. (Paragraph 5) Here in America we find coming into being a union of colleges, parents, and students; what they have in common is that they are all in debt.7. tenacity (Paragraph 7) determination to continue what one is doing8. They are caught in one of the oldest webs of love and duty and guilt.(Paragraph 12) A web is a complicated pattern of connections or relationships.Both the students and their parents find themselves caught in a web: The parents, out of good intention, want their children to take courses which they think are more profitable; the children are not interested in these courses, but they feel they just have to take them, otherwise they would suffer from a sense of guilt because it is their parents who have paid for their education. Such a web has long been in existence in human history, thus ―one of the oldest webs.‖9. Where’s the payoff on the humanities? (Paragraph 12) What financial benefit can studentsget from courses in humanities? ―Humanities‖ are subjects such as history, philosophy, and literature, which are concerned with human ideas and behavior. Such courses do not usually lead immediately to profitable occupations as courses related to law and medicine do.10. self-induced pressure (Paragraph 13) pressure brought on by the students themselves11. The story is symptomatic of all the pressures put together.(Paragraph 15)The story indicates all the pressures combined.Questions for discussion1. How do you interpret the last sentence of the first paragraph ―There are no villains;only victims‖?2. From Zinsser’s quotation of a certain dean in the 2nd paragraph, what idea do you get of the difference between the students in the late 1960s and students of the time when the article was written (presumably in the 1970s–1980s)?3. Why do students, both of those who want to enter graduate schools and those who just want tograduate and get a job, attach so much importance to grades?4. Zinsser obviously holds a different opinion from many of the parents with regard to the courses the students should take. Describe this difference and voice your own opinion.5. According to the text, what mentality underlies peer pressure and self-induced pressure?6. As a college student do you feel any of the four pressures Zinsser has described in the text? Is there any other pressure you feel? Discuss with your classmates the pressure(s) you feel and try to suggest a way ―to break the circles in which you are trapped.‖Key to questions for discussion1. No one is really to blame for the pressures working on college students, not the colleges, or the professors, or the parents, or the students themselves. In fact, they (the colleges, the professors, the parents, and the students) are all victims.2. The students in the late 1960s seemed to be more concerned with what was happening in the world as a whole, and what they could do to make our world a better place to live in. The college students of the time when the article was written were more concerned about their own future and career; they seemed to be more egoistic.3. To both kinds of students, a good transcript will serve as a passport to security. They want their grades to look better so that they can either be enrolled by a graduate school or find a good job.4. Most parents want their sons and daughters to take courses that would lead them to occupationswith a good payoff such as law and medicine. But Zinsser would rather that they took a wide range of courses in the humanities, such as philosophy, history, music, and religion, so that they would become liberally well-educated men and women.5. The mentality that underlies peer pressure and self-induced pressure is the fear ofbeing outshone by one’s fellow students, the fear of appearing inferior.6. Open to discussion.Memorable QuotesWhat do you think are the aims of education? Read the following quotes and find out whether your opinions echo the speakers’.Guidance: The aim of education, as Newman said, is to nurture a person, a good citizen rather than a hero. Education could be a philosophical problem with its social responsibility and responsibility for personal growth.1. Nothing in education is so astonishing as the amount of ignorance it accumulates in theform of inert facts.—Henry AdamsHenry Adams (1838–1918) was an American educator, journalist, historian, and novelist.Paraphrase:It is astonishing that education would only increase a lack of knowledge about the world, if it is about the factual information such as theories, concept and facts regardless of the real application.2. The purpose of education is to replace an empty mind with an open one.—Malcolm ForbesMalcolm Stevenson Forbes (1919–1990) was the publisher of Forbes magazine, today run by his son.Paraphrase: The aim of education is to help one who knows little become receptive to new ideas and more possibilities.。
综合英语1-4教学大纲
综合英语1-4教学大纲综合英语（1）二、课程内容（一）课程教学目标《综合英语》是一门综合技能课，其主要目的在于培养和提高学生综合运用英语的能力。
本课程主要通过语言基础训练与篇章讲解分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，具备基本的口头和笔头表达能力。
教师应鼓励学生积极参与课堂的各种语言交际活动以获得基本的交际技能，并达到新《大纲》所规定的听、说、读、写、译等技能的要求。
（二）基本教学内容在第一学期完成上海外语教学出版社主编的综合英语教程第一册。
共计14课。
Unit 1 Never Say GoodbyeUnit 2 The Fun They HadUnit 3 Whatever Happened to MannersUnit 4 Dealing with AIDSUnit 5 How to Be True to YourselfUnit 6 Is an Only Child a Lonely ChildUnit 7 When lightning StruckUnit 8 My Forever ValentineUnit 9 HollywoodUnit 10 A Debt to DickensUnit 11 SalvationUnit 12 Gender Bias in LanguageUnit 13 The Light of DepressionUnit 14 Five Traits of the Educated Man本课程主要通过语言基础训练与篇章讲解分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，具备基本的口头和笔头表达能力。
教师应鼓励学生积极参与课堂的各种语言交际活动以获得基本的交际技能，并达到新《大纲》所规定的听、说、读、写、译等技能的要求。
通过该课程，学生可以学到英语语言知识，并能培养学生运用语言知识的综合能力。
综合教程2Unit-7-Letter-to--a-B-Student解析
Free Template from
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serve (as/for)
be suitable for, satisfy (a need or purpose); play the role of 适合于，可做…用
e.g. 1)The balcony can serve as a perfect drawing room on a sunny afternoon.
这个阳台在阳光灿烂的下午成了极好的客厅。
2) The judge said that the fine would serve as a warning
Liz shocked us all by
running off with a married man.（利兹和一 个已婚男士私奔了，我们 都震惊了。）
Free Template from
3
Letter to a B Student
Robert Oliphant
the norm: a situation or type of behavior that is expected and considered to be typical e.g. One child per family is fast becoming the norm in some countries.
ห้องสมุดไป่ตู้
Free Template from
2
文中的“Elopement”就是 “私奔”的意思，其动词 形式是“elope”，“与某 人私奔”就是“elope with sb.”，类似的短语还 有“run away with sb.”和 “run off with sb.”如：
中职英语第二册a-letter-to-a-friend
• • On weekdays 在每周的工作日 • Class 班级, 课
大家好
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• In the afternoon ,we sometimes go to the skill training center of our school to
practice cooking .
大家好
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• With the help of the teachers and classmates ,I’m glad to say that everything
• Is going better and better.
• 我可以很高兴的说, 在老师和同学们的帮助 下, 一切都变得越来越好。
Unit2 A Letter to a Friend
大家好
1
• Dear Nancy,Greetings from Beijing. • 亲爱的南希, 来自北京的问候
• Dear 在书信开头表示客套, 常与职衔, 称呼 或名字连用。
• Greeting 问候（名词） • Greet 打招呼（动词）
• 你知道, 我只能讲和理解非常少的汉语。
• Only 仅, 只 • Little 少, 用于修饰不可数名词 • Few 少, 用于修饰可数名词复数
大家好
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At first ,I couldn’t follow the teachers in class and I felt a little nervous.
• 在下午, 我们有时去学校的技术训练中心去 练习烹饪。
• Sometimes 有时
• Skill training center 技术训练中心
综合英语Letter to a B student
Trans-
② 表示“变换，改变，转移” tranplant：trans+plant种→转移过去→移植 transaction：trans+action行动→交换行动→交易，办理 transcribe：trans+scribe写→把写的东西移到〔另一张纸上〕→ 抄写，转录 transfigure：trans+figure形状→改变形状，改观变形 transfuse：trans+fuse流→〔血〕流过去→输血 transitory：trans+it走＋ory→走过就变→短暂的 transmogrify：trans+mogr怪形状＋ify→变成怪形状，变古怪
correspond to相应于, 相当于, 符合于 =to match; to be similar or equal to The wing of a bird corresponds to the arm of a man. corresponding a. All rights carry with them corresponding responsibilities. retain v.保持, 保留, 记住, 聘请 =keep , conserve, hold --- 1)to keep; to continue to have (2) to keep facts in one’s memory retainer n. spring retainer弹簧座圈；弹簧保持器；弹簧座；弹簧护圈 Bearing retainer轴承保持架；轴承护圈；轴承承托；轴承连结架 retainer clip钢丝绳夹头；附件类型；打结器的 direct retainer直接固位体 orthodontic retainer正畸保持器 retainer belt保持带 steel retainer夹钎器 slide retainer行位管位；开闭器 grease retainer护脂圈；脂油集油盘
大学综合英语第二册基础英语课文及译文LettertoaBstudent
Letter to a B studentYour final grade for the course is B. A respectable grade. Far superior to the "Gentleman's C" that served as the norm a couple of generations ago. But in those days A's were rare: only two out of twenty-five, as I recall. Whatever our norm is, it has shifted upward, with the result that you are probably disappointed at not doing better. I'm certain that nothing I can say will remove that feeling of disappointment, particularly in a climate where grades determine eligibility for graduate school and special programs.Disappointment. It's the stuff bad dreams are made of: dreams of failure, inadequacy, loss of position and good repute. The essence of success is that there's never enough of it to go round in a zero-sum game where one person's winning must be offset by another's losing, one person's joy offset by another's disappointment. You've grown up in a society where winning is not the most important thing—it's the only thing. To lose, to fail, to go under, to go broke—these are deadly sins in a world where prosperity in the present is seen as a sure sign of salvation in the future. In a different society, your disappointment might be something you could shrug away. But not in ours.My purpose in writing you is to put your disappointment in perspective by considering exactly what your grade means and doesn't mean. I do not propose to argue here that grades are unimportant. Rather, I hope to showyou that your grade, taken at face value, is apt to be dangerously misleading, both to you and to others.As a symbol on your college transcript, your grade simply means that you have successfully completed a specific course of study, doing so at a certain level of proficiency. The level of your proficiency has been determined by your performance of rather conventional tasks: taking tests, writing papers and reports, and so forth. Your performance is generally assumed to correspond to the knowledge you have acquired and will retain. But this assumption, as we both know, is questionable; it may well be that you've actually gotten much more out of the course than your grade indicates—or less. Lacking more precise measurement tools, we must interpret your B as a rather fuzzy symbol at best, representing a questionable judgment of your mastery of the subject.Your grade does not represent a judgment of your basic ability or of your character. Courage, kindness, wisdom, good humor—these are the important characteristics of our species. Unfortunately they are not part of our curriculum. But they are important: crucially so, because they are always in short supply. If you value these characteristics in yourself, you will be valued—and far more so than those whose identities are measured only by little marks on a piece of paper. Your B is a price tag on a garment that is quite separate from the living, breathing human being underneath. The student as performer; the student as human being. The distinctionis one we should always keep in mind. I first learned it years ago when I got out of the service and went back to college. There were a lot of us then: older than the norm, in a hurry to get our degrees and move on, impatient with the tests and rituals of academic life. Not an easy group to handle.One instructor handled us very wisely, it seems to me. On Sunday evenings in particular, he would make a point of stopping in at a local bar frequented by many of the GI-Bill students. There he would sit and drink, joke, and swap stories with men in his class, men who had but recently put away their uniforms and identities: former platoon sergeants, bomber pilots, corporals, captains, lieutenants, commanders, majors—even a lieutenant colonel, as I recall. They enjoyed his company greatly, as he theirs. The next morning he would walk into class and give these same men a test. A hard test. A test on which he usually flunked about half of them.Oddly enough, the men whom he flunked did not resent it. Nor did they resent him for shifting suddenly from a friendly gear to a coercive one. Rather, they loved him, worked harder and harder at his course as the semester moved along, and ended up with a good grasp of his subject—economics. The technique is still rather difficult for me to explain; but I believe it can be described as one in which a clear distinction was made between the student as classroom performer and the student as human being. A good distinction to make. A distinction thatshould put your B in perspective—and your disappointment.Perspective. It is important to recognize that human beings, despite differences in class and educational labeling, are fundamentally hewn from the same material and knit together by common bonds of fear and joy, suffering and achievement. Warfare, sickness, disasters, public and private—these are the larger coordinates of life. To recognize them is to recognize that social labels are basically irrelevant and misleading. It is true that these labels are necessary in the functioning of a complex society as a way of letting us know who should be trusted to do what, with the result that we need to make distinctions on the basis of grades, degrees, rank, and responsibility. But these distinctions should never be taken seriously in human terms, either in the way we look at others or in the way we look at ourselves.Even in achievement terms, your B label does not mean that you are permanently defined as a B achievement person. I'm well aware that B students tend to get B's in the courses they take later on, just as A students tend to get A's. But academic work is a narrow, neatly defined highway compared to the unmapped rolling country you will encounter after you leave school. What you have learned may help you find your way about at first; later on you will have to shift to yourself, locating goals and opportunities in the same fog that hampers us all as we move toward the future.Letter to a B student 写给中等生的一封信你的期末成绩是一个B,一个过得去的等级;比许多年以前的及格C等级要优秀多了;但是A等级在那个年代是十分少见的,我回想起来25个人里只有两个人;但不管我们的标准如何,它们还是在提升的,不过你可能会因为这个结果为自己没有考好而失望;我相信我说什么都无法消除你们心中的失望情绪,特别是在一个社会环境下等级的高低直接决定了你考的学校和拿到的特别项目好坏;你的失望感;负面的展望由这种情绪形成：失败、努力不够、好位置与好名声的丧失;成功的核心是在零和博弈的游戏中没有批发的成功可以供给,有了一个人的失败才能成为另一个人成功的垫脚石;你所生所长的社会是唯成功论的,失败或者破产绝对是要命的罪恶;因为财富的多少明确的决定了未来能否被拯救;也许在另一个不一样的社会中,你对于失望的情绪能一笑而过,不过在我们的社会中不可能;我写这篇文章的目的是客观判断你们的失望情绪,认真考虑你的等级意味着什么与不能说明什么,我不想在这里争辩成绩无用论,相反我希望告诉你们的是,如果只是被它的外表所蒙蔽,那对于你们与他人来说,都是一种可怕的导向;作为大学成绩单的一种象征,你的成绩只能表明你已经成功的完成了特定课程的学习,达到了一定等级的熟练度;不过这种衡量你的表现的标准还是由传统的任务决定：参加考试、写论文报告等等;因为这种表现普遍认为应该与所掌握、记住知识的多少相结合,但是我们也知道这种假设是值得推敲的,有可能你学到的比成绩单上反应出来的要多,也有可能要少;在缺少更精准的测量工具的情况下,我们只能认为你的B代表着你对于这门学科的掌握不够,充其量是一个不明确的标志;你的成绩也不能成为衡量基本能力与性格的标准;勇气、善良、智慧、好脾气,这些才是我们人类的重要性格特征;虽然它们因为批发量少很重要,但不幸的是它们无法成为我们课程学习中的一部分;当然如果你看重自己拥有的这些性格特征,那么就总会有出头之日——而且远比那些只重视纸上那一点可怜分数的人好得多;你的B等级是衣服外的价格标签,穿上生活的衣裳后就与标签没有任何关系了;作为表现者与作为人类这个身份的学生是不一样的,这种差别需要我们时刻牢记;第一次学习这种区别是在我参军期重新回到校园的时候;当时有一大群像我一样的人,比一般的学生要老,着急着赶快获得学位继续生活,对学术生活里的习惯和考试极不耐烦;这是一群不怎么好对付的学生;我感觉其中一位用了一种明智的方法对付我们;每当星期天的晚上,他就会来到当地酒吧,那里总有许多GI-Bill的学生光顾;他会坐下来和他们喝酒、开玩笑,和班上的学生们分享各种故事;那些学生们最近刚换下他们参军的制服,有曾经排里的中士、轰炸机驾驶员、下士、陆军上尉、中尉、指挥官、陆军上校,其中甚至有陆军中校;所有人都十分享受与他交流,他自己也是;第二天早上,他会走进教室后分发卷子给所有人考试,一场会有一半人挂掉的艰难考试;奇怪的是,挂掉的那些人也不会讨厌他;他们也不会厌恶他身份的变化,从一个友善的朋友变成压迫性的老师;相反他们喜欢他所以会在他的课上不断努力学习,最终学期结束的时候很好的掌握这门课程——经济学;这样的教书技巧我都无法解释清楚,但我相信,他很好的区分了学生们的身份,作为教室里的学习者和单纯的人类身份;这样的区分客观的判断了你的失望与你得到的B;客观性;尽管人们在阶层上、获得教育的程度都不一样,但从根本上大家吸收的知识都来自相同的生活素材,也因为有共同的情感紧密连接,开心也好害怕也罢,遭受的痛苦与获得的成就;认识到这点是重要的;战争、疾病、公共和私人中的重大变故,这些是生活中更大的共通点;意识到这点后会发觉社会标签其实是一种基本的无关与误导;这些标签在复杂的社会职责分配中确实很有必要,我们需要知道能相信谁,他又能做什么,所以就有分数、等级、职位、责任的差异;但是从人性出发的时候这些真的不需要太过看重,看待自身还是别人都一样;即便是从成就看,B这个标签也并不意味着你永远就是只能达到B成就的人;我清楚的知道B档的学生以后还可能得到B就像A档学生还会更容易取得A;但是学术学习只是一条窄窄的限定好的高速公路,毕业出去后碰到的就是杂乱无章的田野,充满波折;你曾经学到的东西也许在开始能帮你找到要走的路,但接下来就都要靠自己,在阻止我们前行的漫天大雾中定位目标、找准机遇了;。
新世纪英语专业综合英语第二册unit7课后练习答案
Unit 7Text comprehensionI. Decide which of the following best states the author’s purpose of writing.BII. Judge, according to the text, whether the following statements are true or false.1.T2. T3. T4. F5. FIII. Answer the following questions.1.The answer to this question is mainly based on paragraph 2, in which the author implies thatthe cause of the student’s disappointment is to a large extant social. In a society where the importance of wining is overemphasized, it is considered shameful to be a loser. What’ more, prosperity in the present is assumed to ensure one’s salvation in the future. In this general social climate, therefore, a B student will naturally feel disappointed.2.Refer to paragraph 4. A grade is just a symbol, which is supposed to reflect the level of astudent’s performance,and the student’s performance is assumed to correspond to his knowledge. But the student may have acquired more or less knowledge out of the course than the grade indicates. Therefore a grade may be misleading.3.His attitude toward the current school curriculum is critical. Refer to Paragraph 5, in which hementions a number of important characteristics of humans such as courage, kindness, wisdom, and good humor. These are not included in the current school curriculum. Obviously our schools have neglected character building of the students.4.The technique the instructor used was to make a clear distinction between the student as aclassroom performer and the student as a human being. A poor grade, at best, indicates that the student is a poor classroom performer.5.Social labels,including grades,in the author’s opinion,are basically irrelevant andmisleading. But on the other hand, they are necessary, because human society is complex and diversified, thus distinctions among its members have to be made, and such distinctions have to be indicated by various labels. In this way the author’s view is not self-contradictory. It actually reveals two sides of the problem.IV. Explain in your own words the following sentences.1.Being unsuccessful in one’s life and career and financially disadvantaged is regarded asshameful or even sinful because in this world people tens to think that only those who are successful now can be saved from evil in the future.2.It is important to see the fact that although they differ in their class status and educationalbackground,human beings are essentially the same.First of all they are,biologically speaking, constructed in the same way, and then they all share the feelings of fear and joy, and also the common experience of suffering and achieving. This commonality has bound them together. All of them regard wars, disease and disasters both private and public as unfortunate big events in their life time.VocabularyI. Explain the underlined part in each sentence in your own words.1. inner nature; indispensable quality; the most important part2. In Christianity the phrase specially refers to “the seven deadly sins”: pride, covetousness, lust, anger, gluttony, envy, and sloth.3. making you think or act wrongly4. tasks traditionally required of students5. far from enough.II. Fill the blank in each sentence with a word taken from the box in its appropriate form. 1. define 2. irrelevant 3. correspond to 4. flunked 5. rather 6. makes a point of 7. apt to 8.go roundIII. Fill the blanks with the appropriate forms of the given words.1. removal2. climatic3. salvation4. proficiency5. assumption6. normally7. resentment8. disastrousIV. Choose the word or phrase that can replace the underlined part in each sentence without changing its original meaning1. B2. D3. C4. C5. B6. D7. B8. DV. Give a synonym or an antonym of the word underlined in each sentence in the sense it is used.1. balanced, compensated2. unconventional3. abundant, plentiful4. average5.essentially, basically6.lightly, frivolously7. temporarilyVI. Write in each space one word that has the same prefix as underlined in each given word.1. international2. translate3. circumference4. neoclassical5. conform6. antisocial7. undo8. outshineGrammarI. Rewrite the following sentences using proper disjuncts.1. Unfortunately, we have run out of stock.2. Hopefully, the report will go out to shareholders no later than June 1.3. Oddly enough, he did not raise any objection to the plan.4. Rightly, you returned the money.5. Luckily, this had attracted the attention of TV network executives.6. Fortunately, all went well.7. Strangely enough, the burglar didn’t take the diamond away.II. Rewrite the following according to the models.1.It was right that they protested against it. / They were right to have protested against it.2.It was foolish that the boy did not say a single word. / It was foolish of the boy not to say asingle word. / The boy was foolish not to say a single word.3.It was wise that John sent the man away. / It was wise of John to have sent the man away. /John was wise to have sent the man away.4.It was sad that the storm destroyed the entire tobacco crop.5.It was the remarkable that Mrs. Jensen consulted her lawyer.6.It is regrettable that James refuses to speak.7.It is lucky that my assistant has arranged for the matter to be considered by an ad hoc workingparty.8.It is hoped that a proposal will be ready in time for our next meeting.III. Fill in each blank with a proper relative word. Use “preposition+ relative word” if necessary.1. which; when; by which2. on which3. that4. for whom5. with whom6. to whom7. of which8. at whichIV. Put in where, when why, which or what.1. where; where2. what; which3. what4. why5. where6. when7. why8. which; which; whatV. Complete the following sentences with the appropriate words in the box.1. However2. Whatever3. whatever 4wherever 5. whichever 6.whoever7. However 8. whenever; wheneverVI. Make sentences of your own after the sentences given below, keeping the italicized parts in your sentences.1. e.g. For some parents, sending their children to the best universities is not the most importantthing—it’s the only thing.For anyone who wants to find a position in this joint-venture, a good command of English, both oral and written, is not the most important thing—it’s the only thing.2. e.g. Strangely enough, he does not like such fast food as KFC and hamburgers as mostteenagers do. Nor does he like meat dishes. Rather, he prefers fish and vegetables. Surprisingly enough, he has never been abroad. Nor has he even had a teacher who is a native speaker.Rather, he has acquired his native-like accent all by imitating native speakers on tapes. TranslationI. Translate the following sentences into Chinese.1. 不管我们的标准是什么，这个标准现在提高了，结果使你自己是对自己没能得到更高的分数而感到失望。
英语专业课本及习题电子版 Letter to A B student
B2U7 Letter to A B studentGrammar1.Rewrite the following sentences using proper disjuncts.1) It is unfortunate that we have fun out of stock.2) It is hoped that the report will go out to shareholders no later than June 1.3) It is odd enough that he did not raise any objection to the plan.4) It was right that you returned the money.5) It was lucky that this had attracted the attention of TV network executives.6)It was fortunate that all went well.7)It is strange that the burglar should not have taken the diamond away.2.Rewrite the following according to the models.Models:Oddly enough, the man whom he flunked did not resent it.-- It was odd enough that the man whom he flunked did not resent it. Foolishly, Bill declined the invitation.--It was foolish that Bill declined the invitation.--It was foolish of Bill to decline the invitation.-- Bill was foolish to decline the invitation.1)Rightly, they protested against it.2)Foolishly, the boy didn't say a single word.3)Wisely, John sent the man away.4)Sadly, the storm destroyed the entire tobacco crop.5)Remarkably, Mrs Jesen consulted her lawyer.6)Regrettably, James refuses to speak.7)Thankfully, my assistant has arranged for the matter to be considered by an ad hoc working party.8)Hopefully, a proposal will be ready in time for our next meeting.3.Fill in each blank with a proper relative word. Use "preposition + relative word" if necessary.1)Good writing is built on a solid framework of logic, argument, narrative, or motivation______ runs through the entire piece of writing and holds it together. This is the time _____ many writers find it most effective to outline as a way of visualizing the hidden sine ______ the piece of writing is supported.2)The element _______ writers may spend a majority of their time is development.3)Mr. Ford still talks like the man ___ he was ten years ago.4)James Russell is a man ________ I have the greatest respect.5)He had many friends _______ he had a regular correspondence.6)The woman ________ he is engaged comes from Poland.7)The school ______ she id head is closing down.8)The rate _____ a material heats up depends on its chemical composition.4.Put in where, when, why, which or what.1)Barnstaple, ______ I spent my Ester holiday, has a very old covered market ________ I bought some lovely old plates.2)I could not understand _______ the speaker said, _____ irritated me.3)He could not remember ______ had happened before he lost consciousness.4)I really cannot understand _______ everybody is so excited ovr the news.5)Chain stores _______ all goods are displayed on open counters encourage shop-lifting.6)______ we went to France last year. I was astonished to find that I could still make myself understood.7)I don't know _____ you agreed to pay the account if you feel you are cheated.8)I forgot to post that letter yesterday, ______ means it won't get there till after the weekend, ____ is annoying because I had promised to let Mrs. Jacobs know _______ I would do to help her in the church bazaar.plete the following sentences with the appropriate words in the box.Whoever wherever whatever however whenever whichever1)The castle we visited last weekend is very beautiful. ______, I would not like to live there.2)__________ problem you may have, we will help.3)She has no friends _________.4)__________ you go, I will follow you.5)Take _____ book you like best.6)He offered a reward to whoever should restore the lost ring.7)________ late it is, you must come to the party because it will be something fantastic.8)I may go ______ I please. You may come ________ you please.6.Make sentences of your own after the sentences given below, keeping the parts in italics in your sentences.1)...winning is not the most important thing -- it's the only thing.2)Oddly enough, the men whom he flunked did not resent id. Nor dud they resent him...Rather, they loved him, worked harder and harder.Translation1.Translate the following sentences into Chinese.1)whatever our norm is, it has shifted upward, with the result that you are probably disappointed at not doing better.2)Lacking more precise measurement tools, we must interpret yourB as a rather fuzzy symbol at best, representing a questionable judgment of your mastery of the subject.3)It is important to recognize that human beings, despite differences in class and educational labeling, are fundamentally hewn from the same material and knit together by common bonds of fear and joy, suffering and achievement.4)But academic work is a narrow, neatly defined highway compared to the unmapped rolling country you will encounter after you leave school.2.Translate the following sentences into English, using the words and phrases given in the brackets.1)他因急性阑尾炎住院治疗，结果期末考试都没参加。
unit7 A letter to a B student课件
• Part 1 Questions: • 1. What change about grades has the writer
mentioned briefly? • 2. What, according to the writer, has caused the
• Letter Grades ( A to F), • Numerical Grades ( Maximum 100) • Numerical Grades (1 to 5) • Pass-Fail Grades
unit7 A letter to a B student
Global Reading - Text analysis
The theme of this piece of writing It is explicitly stated in the first sentence of the third paragraph:
between the student as a performer in classroom and the student as a human being. • Part 4( Para 9-10) Social labels are necessary in our society, but they should be kept in perspective.
unit7 A letter to a B student
• communication skills -- In any workplace, people succeed who communicate well. College gives students ways of learning to communicate more effectively -- in both written and spoken forms.
综合教程2 Unit7 Letter to a B student
4-point Equivalent
4.0
3.7 3.3 3.0 2.7
100-point
96-100 90-95 87-89 83-86 80-82
Paragraph 1
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Text comprehension
Grade
C+ C CD F
American grading system
Negative sum game 负和游戏(没有赢家)
Paragraph
2
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Text comprehension
★ Deadly sins
The phrase specifically refers to “the seven deadly sins”: pride, covetousness(贪婪), lust（色欲）, anger, gluttony（暴食）, envy and sloth（懒惰）.
Letter To A B student
$
By LYY & LSM
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Letter To A B Student
Reading ★ The author ★ The text comprehension ★ The structural analysis
Reflection ★ Put your grade in perspective ★ Acctually ★ Enjoy your campus life
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About the author
Yes,I'm Robert Oliphant! I'm--
★ An American professor ★ A writer,A columnist ★ And even an executive director
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Paraphrase 8
1．Nor did they resent him for shifting suddenly from a friendly gear to a coercive one.
句子分析：1。
nor 放在句首要倒装
类似的还有：
2．Resent: feel bitter or angry at
3. shift: change
4.from a friendly gear to a coercive one: when drinking with the students in the pub,
he was easy-going and friendly; but in the classroom, he became strict and severe. Paraphrase: They were not angry with him for changing suddenly from an easy-going and friendly friend to a strict and severe teacher, either.
2。
……end up with a good grasp of his subject---economics.
句子分析：1. 词组：end up with a good grasp of
2. grasp: mastery \command
Paraphrase:……by the end of the term, they had mastered a great amount of the knowledge in economics
3.I believe it can be described as one in which a clear distinction was made between the student as classroom performer and the student as human being.
Paraphrase: I believe that in this process, the teacher must have distinguished the students’role as a class performer and the one as a human being ( The student may be graded
as a B student ,but they are never graded as a B student as a human being. As
human beings, they are equal . Different student have different advantages and
disadvantages)
4.……put your B in perspective ---and your disappointment.
句子分析：1. put……in perspective: judge the real importance of sth by considering it in relation to other thing.
2. “your B”和“your disappointment”并列
Paraphrase:……look at your B and the following disappointment correctly by connecting them to your roles and performances in other respects.。