Unit 4: Part B 21st Century College English: Book 4

Unit 4: Part BUnit 4: Part B

21st Century College English: Book 421st Century College English: Book 4

Unit 4: Part BUnit 4: Part B

• Revision of Text A

• Reading Analysis

• Structured Writing

• Listening Practice

• Assignment

Assignment CheckupAssignment Checkup

•• Structure

•• Cloze

•• Translation

Revision of Text ARevision of Text A

• Structure Structure

StructureStructure

Ex. VIII Ex. IX

《读写教程 IV 》 : Ex. VIII, p. 101Ex. VIII, p. 101《读写教程 IV 》 : Ex. VIII, p. 101Ex. VIII, p. 101

StructureStructure

VIII. The word as is used when one is mentioning the way that something happens or is done. Study the models and complete the sentences that follow by translating the Chinese into English.

Models:Models: 1. When a student’s work did not measure up to 1. When a student’s work did not measure up to

the teacher’s expectations, the teacher’s expectations, as often happenedas often happened,,the student the student

was not treated with disappointed, anger,or annoyance.was not treated with disappointed, anger,or annoyance.

StructureStructure


Models:Models: 2. Though we are in difficulty at the moment, I 2. Though we are in difficulty at the moment, I

still hope that everything will turn out still hope that everything will turn out as expectedas expected..

StructureStructure


Models:Models: 3. 3. As is often the caseAs is often the case,, a successful student is, first a successful student is, first

of all, highly motivated by his desire to learn.of all, highly motivated by his desire to learn.

StructureStructure

1.1. ________________________________ ________________________________(( 正如课文中的例子正如课文中的例子所说明的所说明的 ),the nonverbal communication between a teach),the nonverbal communication between a teach

er and his students contributes to their success.er and his students contributes to their success.

2. _______________________________________(2. _______________________________________( 正如前面提正如前面提到的到的 ), labeling is a way of thinking that excludes individ), labeling is a way of thinking that excludes individ

uality and variations. uality and variations.

3. ________________(3. ________________( 众所周知众所周知 ),a balanced diet and exercis),a balanced diet and exercis

e keep one fit and healthy.e keep one fit and healthy.

StructureStructure

As the example in the text makes clear

As I mentioned earlier/As mentioned earlier

As is known to all

4. The lease(4. The lease( 租约租约 )lasts two months, from January 1to Marc)lasts two months, from January 1to Marc

h 1 inclusive, h 1 inclusive, 　　　　　　　　　　　　　　　　　　　　　　　　　　 (( 按照合同按照合同上达成的协议上达成的协议 ).).

5. The tour guide took us to the Palace Museum in the morni5. The tour guide took us to the Palace Museum in the morni

ng and to the Summer Palace in the afternoon, ng and to the Summer Palace in the afternoon, 　　　　　　　　　　　　　　　　　　　　　　　　　　 (( 正如起初安排的那样正如起初安排的那样 ).).

StructureStructure

as (is) agreed on in the contract

as

had been originally planned

《读写教程 IV 》 : Ex. IX, p. 102Ex. IX, p. 102《读写教程 IV 》 : Ex. IX, p. 102Ex. IX, p. 102

StructureStructure

1. Just think of our parents’ devotion!_________________1. Just think of our parents’ devotion!_________________

__________________________________________________________________________________________________

_______________________________________.( overwork _______________________________________.( overwork themselves to make life better for our sake, spend the themselves to make life better for our sake, spend the hard-earned money on themselves)hard-earned money on themselves)

Study the model and complete the following sentence, using would rather….than….

StructureStructure

Model:Model: We SmithsWe Smiths would ratherwould rather go hungrygo hungry than than ask for ask for government help!government help!

They would rather

overwork themselves to make life better for our sake than

spend the hard-learned money on themselves

3.3. It is ill-advised that, when you study abroad you________It is ill-advised that, when you study abroad you________

___________________________________________________ ___________________________________________________ _______________________, just because the Culture is _______________________, just because the Culture is strange to you.(confine yourself in the library, go out to strange to you.(confine yourself in the library, go out to meet and talk with local people) meet and talk with local people)

StructureStructure

2.2. He’s reserved. During the journey he_________________He’s reserved. During the journey he_________________

_____________________________.(read a best-seller, chat _____________________________.(read a best-seller, chat

With others)With others)

would rather read

a best-seller than chat with others

would

rather confine yourself in the library than go out to meet and talk with local people


5. At some point or other in our life, we__________________5. At some point or other in our life, we__________________

______________________________________________________________________________________________________________________________________. (not tell our parents ________________________________. (not tell our parents what’s in our minds, sit down and communicate with them what’s in our minds, sit down and communicate with them like friends) like friends)

4. If this opportunity can get me somewhere in the future, 4. If this opportunity can get me somewhere in the future, I___________________________________________________I____________________________________________________________. (give up my short-term interest, let it slip away)_________. (give up my short-term interest, let it slip away)

StructureStructure

would rather give up my short-term interest than let itslip away

would rather not

tell our parents what’s in our minds than sit down andcommunicate with them like friends


《读写教程 IV 》 : Ex. X, p. 102Ex. X, p. 102《读写教程 IV 》 : Ex. X, p. 102Ex. X, p. 102

ClozeCloze

A recent educational A recent educational

experiment showed that the experiment showed that the

difference between “gifted” difference between “gifted”

children and regular ones may children and regular ones may

have as much as to do with 1)____ have as much as to do with 1)____

as with intelligence. An as with intelligence. An

elementary school teacher was elementary school teacher was

2)____ into thinking that her 2)____ into thinking that her

students were above average in students were above average in

intelligence. She then 3)____ to get intelligence. She then 3)____ to get

them to do outstanding work, eventhem to do outstanding work, even

1.1. A) inspectionsA) inspections

B) expectationsB) expectations

C) impatienceC) impatience

D) reassurance D) reassurance

2.2. A) toldA) told B)askedB)asked

C) liedC) lied D)deceived D)deceived

ClozeCloze

IX. Select the most appropriate word from the four choices given.Select the most appropriate word from the four choices given.

3.3. A) managedA) managed

B) offeredB) offered

C) asked C) asked

D) triedD) tried

1.1. A) inspectionsA) inspections

B) expectationsB) expectations

C) impatienceC) impatience

D) reassurance D) reassurance

2.2. A) toldA) told B)askedB)asked

C) liedC) lied D)deceivedD)deceived

3.3. A) managedA) managed

B) offeredB) offered

C) asked C) asked

D) triedD) tried

though their true IQs were well though their true IQs were well

within the normal range. It seems within the normal range. It seems

that her belief in her students’ that her belief in her students’

intelligence was enough to turn intelligence was enough to turn

them 4)____ better learners.them 4)____ better learners.

It’s difficult to 5)____exactly It’s difficult to 5)____exactly

how such beliefs are expressed. It how such beliefs are expressed. It

6)____have to do with how a 6)____have to do with how a

teacher talks to the class: many teacher talks to the class: many

positive, supportive expressions positive, supportive expressions

and few expressions of impatience, and few expressions of impatience,

4. A) from4. A) from

B) to B) to

C) alongsideC) alongside

D) intoD) into

ClozeCloze

5. A) imprint5. A) imprint

B) pinpoint B) pinpoint

C) go throughC) go through

D) go through withD) go through with6. A) may 6. A) may

B) can B) can

C) shouldC) should

D) ought to D) ought to

4. A) from4. A) from

B) to B) to

C) alongsideC) alongside

D) intoD) into5. A) imprint5. A) imprint

B) pinpointB) pinpoint

C) go throughC) go through

D) go through withD) go through with6. 6. A) mayA) may

B) can B) can

C) shouldC) should

D) ought to D) ought to

annoyance, or 7)____. Non-verbal annoyance, or 7)____. Non-verbal

communication, including 8)____communication, including 8)____

expressions, probably plays a role expressions, probably plays a role

too. But one thing is clear: labels too. But one thing is clear: labels

and expectations 9)____ influence and expectations 9)____ influence

results. results.

7. A) surprise7. A) surprise

B) troublemakingB) troublemaking

C) irritationC) irritation

D) irony D) irony

ClozeCloze

8. A) facial 8. A) facial

B) variableB) variable

C) suggestiveC) suggestive

D) emotional D) emotional

9. A) certainly 9. A) certainly

B) accordinglyB) accordingly

C) indifferentlyC) indifferently

D) strongly D) strongly

7. A) surprise7. A) surprise

B) troublemakingB) troublemaking

C) irritationC) irritation

D) irony D) irony

8. 8. A) facialA) facial

B) variableB) variable

C) suggestiveC) suggestive

D) emotional D) emotional

9. A) certainly 9. A) certainly

B) accordinglyB) accordingly

C) indifferentlyC) indifferently

D) stronglyD) strongly

Outside of the classroom, Outside of the classroom,

labeling can, as 10)____ as not, labeling can, as 10)____ as not,

have a negative effect. The labels have a negative effect. The labels

we put on different social groups we put on different social groups

are usually not 11)____. In fact, are usually not 11)____. In fact,

they are often sexist or racist. Of they are often sexist or racist. Of

12)____ , there is good and bad in 12)____ , there is good and bad in

all kinds of people. all kinds of people.

ClozeCloze

10. A) often10. A) often

B) quicklyB) quickly

C) alwaysC) always

D) thoroughly D) thoroughly

11. A) indifferent11. A) indifferent

B) inclusiveB) inclusive

C) realC) real

D) incredible D) incredible

12. A) certainty12. A) certainty

B) courseB) course

C) reassuranceC) reassurance

D) age D) age

10. 10. A) oftenA) often

B) quicklyB) quickly

C) alwaysC) always

D) thoroughly D) thoroughly

11. A) indifferent11. A) indifferent

B) inclusiveB) inclusive

C) realC) real

D) incredible D) incredible

12. A) certainty12. A) certainty

B) courseB) course

C) reassuranceC) reassurance

D) age D) age

But we 13)____to accept some But we 13)____to accept some

ideas about certain groups more ideas about certain groups more

readily than about others. The readily than about others. The

school experiment shows that school experiment shows that

such labels have a 14)____ deal of such labels have a 14)____ deal of

power. But when labels are power. But when labels are

unfair and negative they can be unfair and negative they can be

very 15)____. very 15)____.

ClozeCloze

13. A) tend13. A) tend

B) hopeB) hope

C) offerC) offer

D) intendD) intend

14. A) large14. A) large

B) wonderfulB) wonderful

C) greatC) great

D) ironic D) ironic

15. A) variable15. A) variable

B) damagingB) damaging

C) annoyingC) annoying

D) irritableD) irritable

13. 13. A) tendA) tend

B) hopeB) hope

C) offerC) offer

D) intendD) intend

14. A) large14. A) large

B) wonderfulB) wonderful

C) greatC) great

D) ironic D) ironic

15. A) variable15. A) variable

B) damagingB) damaging

C) annoyingC) annoying

D) irritableD) irritable

TranslationTranslation

• TranslationTranslation Ex. XI Ex. XII

《读写教程 IV 》 : Ex. XI, p. 103Ex. XI, p. 103《读写教程 IV 》 : Ex. XI, p. 103Ex. XI, p. 103


XI. Translate the following paragraphs into Chinese.XI. Translate the following paragraphs into Chinese.

When a student's work When a student's work did not measure up todid not measure up to the teacher's the teacher's

expectations, expectations, as often happenedas often happened, the student , the student was not treated withwas not treated with

disappointment, anger, or annoyance. disappointment, anger, or annoyance.

TranslationTranslation · · English to ChineseEnglish to Chinese

学生的成绩达不到老师的期望是常有的事。当这种情况发生学生的成绩达不到老师的期望是常有的事。当这种情况发生那个学生面对的不是失望、愤怒或恼怒。那个学生面对的不是失望、愤怒或恼怒。

Instead, the teacher assumed that this was an exception, an Instead, the teacher assumed that this was an exception, an accident, a bad day, a momentary slip — and the student accident, a bad day, a momentary slip — and the student believed her and felt reassured. The next time around, he tried believed her and felt reassured. The next time around, he tried harder, determined to live up to what the teacher knew he could harder, determined to live up to what the teacher knew he could to.to.


相反，老师认为这是一个例外，一次意外事件，倒霉的一天，相反，老师认为这是一个例外，一次意外事件，倒霉的一天，一次暂时的失误 — 而学生相信了她，并消除了疑虑。一次暂时的失误 — 而学生相信了她，并消除了疑虑。

The exact part of communication that tells a child, "I expect The exact part of communication that tells a child, "I expect the best," is difficult to pinpoint. In part it consists of a level tone the best," is difficult to pinpoint. In part it consists of a level tone showing assurance, a lack of verbal impatience, an absence of showing assurance, a lack of verbal impatience, an absence of negative qualities such as irony, put-downs, and irritation. negative qualities such as irony, put-downs, and irritation.


很难精确地确定老师传达的信息中到底是哪一部分告诉了孩很难精确地确定老师传达的信息中到底是哪一部分告诉了孩子：“我期待着最好的成绩。” 它的一部分是由显示信心的子：“我期待着最好的成绩。” 它的一部分是由显示信心的平和声调，没有言语上的不耐烦，没有讽刺、贬低和恼怒等平和声调，没有言语上的不耐烦，没有讽刺、贬低和恼怒等消极因素所组成消极因素所组成

The teacher who expects the best asks her questions with The teacher who expects the best asks her questions with

conviction, knowing the answers she gets will be right, and the conviction, knowing the answers she gets will be right, and the

child picks up that conviction.child picks up that conviction.


期待着最好成绩的老师满怀信心地提问，因为她知道她得到期待着最好成绩的老师满怀信心地提问，因为她知道她得到的答案将是正确的，而孩子也感受到了那种信心的答案将是正确的，而孩子也感受到了那种信心

《读写教程 IV 》 : Ex. XII, p. 103Ex. XII, p. 103《读写教程 IV 》 : Ex. XII, p. 103Ex. XII, p. 103


Translation ·Translation · Chinese to EnglishChinese to English

11 ．学校应避免仅按学生考试成绩来判别孰优孰劣并以此．学校应避免仅按学生考试成绩来判别孰优孰劣并以此对待他们。相反，好的教育体制应使每一位学生都能达对待他们。相反，好的教育体制应使每一位学生都能达到良好的水准，成为全面发展的人。到良好的水准，成为全面发展的人。

Schools should avoid deciding who are superior only in Schools should avoid deciding who are superior only in terms of the students’ exam results and treating them terms of the students’ exam results and treating them accordingly. Instead, a good educational system should accordingly. Instead, a good educational system should enable every student to measure up to good standards as enable every student to measure up to good standards as well-rounded people.well-rounded people.

only in terms ofonly in terms of enable … toenable … tomeasure up tomeasure up towell-roundedwell-rounded

22 ．大学生课后有问题时，往往在办公时间之外不容易找．大学生课后有问题时，往往在办公时间之外不容易找到老师。这是由于教师繁忙的学术研究，而不是他们对到老师。这是由于教师繁忙的学术研究，而不是他们对学生漠不关心。学生漠不关心。

As often as not, when college students have questions As often as not, when college students have questions after class, their teachers are not readily available except after class, their teachers are not readily available except during office hours. This is due to teachers’ busy during office hours. This is due to teachers’ busy academic research, rather than their indifference to the academic research, rather than their indifference to the students.students.


not readily available not readily available except during office hoursexcept during office hours

busy academic researchbusy academic researchindifference toindifference to

33 ．这个班级由．这个班级由 4040 名学生组成，他们中大部分按英语水平过名学生组成，他们中大部分按英语水平过去常被归在中等之列。但由于这位老师从不在言辞中表露去常被归在中等之列。但由于这位老师从不在言辞中表露出不耐烦，学生们对他的教学方法产生了积极的反应，从出不耐烦，学生们对他的教学方法产生了积极的反应，从而没有辜负他的期望。而没有辜负他的期望。

This class consists of forty students, most of whom used This class consists of forty students, most of whom used to be labeled average in terms of English level. But as this to be labeled average in terms of English level. But as this teacher has never shown any verbal impatience, the students teacher has never shown any verbal impatience, the students have reacted positively to his teaching methods and lived up have reacted positively to his teaching methods and lived up to his expectations.to his expectations.


used to be labeled averageused to be labeled average

not show any verbal impatiencenot show any verbal impatiencelive up to his expectationslive up to his expectations

44 ．在美国，教书变得越来越难了，部分原因是学生越来．在美国，教书变得越来越难了，部分原因是学生越来越多样的种族背景以及需要另外培训才能掌握的更为复越多样的种族背景以及需要另外培训才能掌握的更为复杂的教学技术。杂的教学技术。

Teaching is becoming increasingly demanding in the Teaching is becoming increasingly demanding in the the United States, due in part to the diversity of students the United States, due in part to the diversity of students racial background and the complexity of educational racial background and the complexity of educational technologies that require additional training.technologies that require additional training.


become increasingly demandingbecome increasingly demanding

the diversity of students’ racial backgroundthe diversity of students’ racial background

the complexity of educational technologiesthe complexity of educational technologies

55 ．英国人经常被归类为保守型，显然这一归类带有成见。实．英国人经常被归类为保守型，显然这一归类带有成见。实际上，英国在民族特性方面与其他欧洲国家相比并没有太际上，英国在民族特性方面与其他欧洲国家相比并没有太大的差异。他们有礼貌，爱整洁，讲秩序，充满自信大的差异。他们有礼貌，爱整洁，讲秩序，充满自信

The English are, as often as not, labeled conservative. The English are, as often as not, labeled conservative. Obviously this label is prejudiced. In reality, Britain is not Obviously this label is prejudiced. In reality, Britain is not very different from other European countries in terms of very different from other European countries in terms of national characteristics. They are polite, neat, orderly and national characteristics. They are polite, neat, orderly and confident.confident.


are labeledare labeledin terms of national characteristicsin terms of national characteristics

Some young people grow up with a strong desire for Some young people grow up with a strong desire for

independence. They would rather try hard themselves to go independence. They would rather try hard themselves to go

through life than turn to their parents for help with a sense through life than turn to their parents for help with a sense

of guilt.of guilt.


66 ．有些年轻人在成长过程中有着要求独立的强烈愿望。．有些年轻人在成长过程中有着要求独立的强烈愿望。他们宁可通过自己的努力来渡过生活中的困难，也不愿他们宁可通过自己的努力来渡过生活中的困难，也不愿意带着负罪感求助于他们的父母。意带着负罪感求助于他们的父母。

grow up with a strong desire forgrow up with a strong desire for

would rather … thanwould rather … than

a sense of guilta sense of guilt

Your friend treats you sincerely, so you should Your friend treats you sincerely, so you should

respond accordingly and mustn’t deceive him or talk respond accordingly and mustn’t deceive him or talk

about his setbacks with irony.about his setbacks with irony.


77 ．你的朋友对你非常真诚，你也应该同样以诚相待，决．你的朋友对你非常真诚，你也应该同样以诚相待，决不应该欺骗他，或者带着讽刺的口吻谈论他的挫折不应该欺骗他，或者带着讽刺的口吻谈论他的挫折

your friend treats your friend treats you sincerelyyou sincerely

respond accordinglyrespond accordingly

with ironywith irony

The neighbor’s irritation/annoyance was due to the The neighbor’s irritation/annoyance was due to the noise they made. However, because of their reassurances noise they made. However, because of their reassurances that they would stop working at night, they went through that they would stop working at night, they went through with the decoration of this apartment.with the decoration of this apartment.


88 ．邻居们恼火的原因是他们发出的噪音，但是由于他们．邻居们恼火的原因是他们发出的噪音，但是由于他们一再保证夜间停工，从而得以完成这套公寓的装潢一再保证夜间停工，从而得以完成这套公寓的装潢

is due tois due to

their reassurancestheir reassurancesgo through withgo through with

《读写教程 IV 》 : Ex. XIII, p. 104Ex. XIII, p. 104《读写教程 IV 》 : Ex. XIII, p. 104Ex. XIII, p. 104

Reading AnalysisReading Analysis


A summary is a short piece of writing which A summary is a short piece of writing which presents the most important ideas in a longer presents the most important ideas in a longer piece of writing. For example, an essay of 1,000 piece of writing. For example, an essay of 1,000 words such as Text A might be summarized in a words such as Text A might be summarized in a paragraph of 100 to 150 words. Good summaries paragraph of 100 to 150 words. Good summaries are concise, representing the ideas in the original are concise, representing the ideas in the original in as few words as possible. Generally, a in as few words as possible. Generally, a summary will not include any words quoted summary will not include any words quoted from the original; all the ideas should be given in from the original; all the ideas should be given in your own words.your own words.

A summary is a short piece of writing which A summary is a short piece of writing which presents the most important ideas in a longer presents the most important ideas in a longer piece of writing. For example, an essay of 1,000 piece of writing. For example, an essay of 1,000 words such as Text A might be summarized in a words such as Text A might be summarized in a paragraph of 100 to 150 words. Good summaries paragraph of 100 to 150 words. Good summaries are concise, representing the ideas in the original are concise, representing the ideas in the original in as few words as possible. Generally, a in as few words as possible. Generally, a summary will not include any words quoted summary will not include any words quoted from the original; all the ideas should be given in from the original; all the ideas should be given in your own words.your own words.

SummarySummarySummarySummary

Exercise XIIIExercise XIII


XIII. Read and evaluate each of the following summaries of XIII. Read and evaluate each of the following summaries of Text A. To what degree does each represent all of the Text A. To what degree does each represent all of the important ideas in the original text? How concise is the important ideas in the original text? How concise is the language in each summary? Does any of them rely too heavily language in each summary? Does any of them rely too heavily on the words of the original?on the words of the original?


Sample Summary A:Sample Summary A:

An interesting study was conducted which involved fooling a An interesting study was conducted which involved fooling a teacher. The teacher was told that her students were of above-teacher. The teacher was told that her students were of above-average intelligence, even though they were actually of average average intelligence, even though they were actually of average intelligence. The way she taught them, including her style of intelligence. The way she taught them, including her style of communication, reflected the fact that she thought they were communication, reflected the fact that she thought they were smart. In the end, they lived up to her expectations by doing smart. In the end, they lived up to her expectations by doing above-average work. This study shows that the labels we attach above-average work. This study shows that the labels we attach to people often have a strong effect on those people. A similar to people often have a strong effect on those people. A similar study was conducted with mice. A scientist was given some study was conducted with mice. A scientist was given some ordinary mice, but told that they had a special ability to run a ordinary mice, but told that they had a special ability to run a maze very quickly. Just like with the students, the mice that the maze very quickly. Just like with the students, the mice that the scientist expected to run the maze quickly did so. It seems that scientist expected to run the maze quickly did so. It seems that he was able to somehow communicate his expectations to the he was able to somehow communicate his expectations to the mice, even though the mice don’t understand human language.mice, even though the mice don’t understand human language.

Sample Summary A:Sample Summary A:

An interesting study was conducted which involved fooling a An interesting study was conducted which involved fooling a teacher. The teacher was told that her students were of above-teacher. The teacher was told that her students were of above-average intelligence, even though they were actually of average average intelligence, even though they were actually of average intelligence. The way she taught them, including her style of intelligence. The way she taught them, including her style of communication, reflected the fact that she thought they were communication, reflected the fact that she thought they were smart. In the end, they lived up to her expectations by doing smart. In the end, they lived up to her expectations by doing above-average work. This study shows that the labels we attach above-average work. This study shows that the labels we attach to people often have a strong effect on those people. A similar to people often have a strong effect on those people. A similar study was conducted with mice. A scientist was given some study was conducted with mice. A scientist was given some ordinary mice, but told that they had a special ability to run a ordinary mice, but told that they had a special ability to run a maze very quickly. Just like with the students, the mice that the maze very quickly. Just like with the students, the mice that the scientist expected to run the maze quickly did so. It seems that scientist expected to run the maze quickly did so. It seems that he was able to somehow communicate his expectations to the he was able to somehow communicate his expectations to the mice, even though the mice don’t understand human language.mice, even though the mice don’t understand human language.

This is an honest effort, but a poor one. It accurately repeats the information from the first half of the article in the writer’s own words, but this summary does not include any of the ideas from the second half of the article. Additionally, the language in this summary is often wordy and imprecise. This summary would receive a grade of C.


Sample Summary B:Sample Summary B:

A child will usually live up to a teacher’s expectations when the A child will usually live up to a teacher’s expectations when the child believes those expectations are honest. This was shown by child believes those expectations are honest. This was shown by a study of educational techniques in which a teacher was told a study of educational techniques in which a teacher was told that her new class were all gifted children. She was told that she that her new class were all gifted children. She was told that she should get above-average results from them and she did. A should get above-average results from them and she did. A similar experiment done with mice showed that even they will similar experiment done with mice showed that even they will perform better if the scientist testing them believes that they perform better if the scientist testing them believes that they are smart. The key seems to be the way in which the teacher or are smart. The key seems to be the way in which the teacher or the scientist communicates his or her beliefs. In a broader view, the scientist communicates his or her beliefs. In a broader view, both of these experiments show the principle of labeling. both of these experiments show the principle of labeling. Labeling is done throughout society. It affects how we expect Labeling is done throughout society. It affects how we expect people from different nations, or people within a family to people from different nations, or people within a family to behave. You tend to live up to your label, just as the students in behave. You tend to live up to your label, just as the students in the teaching experiment did.the teaching experiment did.

Sample Summary B:Sample Summary B:

A child will usually live up to a teacher’s expectations when the A child will usually live up to a teacher’s expectations when the child believes those expectations are honest. This was shown by child believes those expectations are honest. This was shown by a study of educational techniques in which a teacher was told a study of educational techniques in which a teacher was told that her new class were all gifted children. She was told that she that her new class were all gifted children. She was told that she should get above-average results from them and she did. A should get above-average results from them and she did. A similar experiment done with mice showed that even they will similar experiment done with mice showed that even they will perform better if the scientist testing them believes that they perform better if the scientist testing them believes that they are smart. The key seems to be the way in which the teacher or are smart. The key seems to be the way in which the teacher or the scientist communicates his or her beliefs. In a broader view, the scientist communicates his or her beliefs. In a broader view, both of these experiments show the principle of labeling. both of these experiments show the principle of labeling. Labeling is done throughout society. It affects how we expect Labeling is done throughout society. It affects how we expect people from different nations, or people within a family to people from different nations, or people within a family to behave. You tend to live up to your label, just as the students in behave. You tend to live up to your label, just as the students in the teaching experiment did.the teaching experiment did.

This summary does a much better job of representing all the information in the article. However, it blatantly copies a number of sentences from the article, a clear example of plagiarism. This student has done a good job of reading the article, but not of writing an original summary. Because of the plagiarism, this summary would receive a grade of F.


Sample Summary C:Sample Summary C:

How to Become Gifted How to Become Gifted by Julius and Barbara Fast argues that by Julius and Barbara Fast argues that the labels given to people have a strong effect on how they the labels given to people have a strong effect on how they behave. For example, if a class of students of average behave. For example, if a class of students of average intelligence is labeled as above-average they will likely perform intelligence is labeled as above-average they will likely perform better in their schoolwork. The label probably influences the better in their schoolwork. The label probably influences the teacher’s perception of the students and makes the teacher’s teacher’s perception of the students and makes the teacher’s style of communication more positive and supportive. A similar style of communication more positive and supportive. A similar experiment on mice showed that such communication can take experiment on mice showed that such communication can take place without human language. Labeling also affects society place without human language. Labeling also affects society outside of the classroom, often in a negative way. The labels outside of the classroom, often in a negative way. The labels given to people of different countries, genders, or racial groups given to people of different countries, genders, or racial groups can lead to damaging stereotypes. Labeling within a family can can lead to damaging stereotypes. Labeling within a family can give children less freedom to develop according to their own give children less freedom to develop according to their own interests. Labeling is a powerful process; we should understand interests. Labeling is a powerful process; we should understand its power and use it carefully.its power and use it carefully.

Sample Summary C:Sample Summary C:

How to Become Gifted How to Become Gifted by Julius and Barbara Fast argues that by Julius and Barbara Fast argues that the labels given to people have a strong effect on how they the labels given to people have a strong effect on how they behave. For example, if a class of students of average behave. For example, if a class of students of average intelligence is labeled as above-average they will likely perform intelligence is labeled as above-average they will likely perform better in their schoolwork. The label probably influences the better in their schoolwork. The label probably influences the teacher’s perception of the students and makes the teacher’s teacher’s perception of the students and makes the teacher’s style of communication more positive and supportive. A similar style of communication more positive and supportive. A similar experiment on mice showed that such communication can take experiment on mice showed that such communication can take place without human language. Labeling also affects society place without human language. Labeling also affects society outside of the classroom, often in a negative way. The labels outside of the classroom, often in a negative way. The labels given to people of different countries, genders, or racial groups given to people of different countries, genders, or racial groups can lead to damaging stereotypes. Labeling within a family can can lead to damaging stereotypes. Labeling within a family can give children less freedom to develop according to their own give children less freedom to develop according to their own interests. Labeling is a powerful process; we should understand interests. Labeling is a powerful process; we should understand its power and use it carefully.its power and use it carefully.

This is a very good summary. It represents all the information in the article concisely, in the student’s own words and gives appropriate weight to all the major ideas in the essay. This summary would receive a grade of A.

《读写教程 IV 》 : Ex. XIV, p. 105Ex. XIV, p. 105《读写教程 IV 》 : Ex. XIV, p. 105Ex. XIV, p. 105

Structured WritingStructured Writing

In the Reading Analysis we have read and evaluated three In the Reading Analysis we have read and evaluated three sample summaries. Now please write a paragraph of sample summaries. Now please write a paragraph of under 150 words summarizing the Text A from either under 150 words summarizing the Text A from either Unit 1, Unit 2, or Unit 3. Your summary should Unit 1, Unit 2, or Unit 3. Your summary should accurately and concisely represent all of the important accurately and concisely represent all of the important ideas in the text in your own words. ideas in the text in your own words.

Structured WritingStructured WritingStructured WritingStructured Writing

Listening PracticeListening Practice

Conversations

Passage 1

Listening & Speaking IVListening & Speaking IV

ConversationsConversations


《听说教程 IV 》Part 4.3, pp.44-46


Listening Practice: ConversationsListening Practice: Conversations

1.1. A. Making an appointment.A. Making an appointment.

B. How to use the library.B. How to use the library.

C. Coming back about 4:00.C. Coming back about 4:00.

D. How to choose a course.D. How to choose a course.


2.2. A. The man stayed home and watched television.A. The man stayed home and watched television.

B. The man had a terrible illness and had to be B. The man had a terrible illness and had to be

hospitalized.hospitalized.

C. The man went on vacation.C. The man went on vacation.

D. The man studied in a different class.D. The man studied in a different class.


3.3. A.A. The woman should stop working at the end The woman should stop working at the end of of the summer.the summer.

B.B. He is also having difficulty getting the classes He is also having difficulty getting the classes he wants.he wants.

C.C. He thinks that the woman will get the classes He thinks that the woman will get the classes that she wants.that she wants.

D.D. The woman should get a job during the The woman should get a job during the semester.semester.


4. 4. A. A professor and a student.A. A professor and a student.

B. A lawyer and his client.B. A lawyer and his client.

C. An editor and an author.C. An editor and an author.

D. A customer and a shop assistant.D. A customer and a shop assistant.


5. 5. A. She's worried about the engine.A. She's worried about the engine.

B. The engine should be fine.B. The engine should be fine.

C. The car hasn't served their needs well.C. The car hasn't served their needs well.

D. She's certain it's time to get a new car.D. She's certain it's time to get a new car.


6. 6. A. It'll cost him a lot of money.A. It'll cost him a lot of money.

B. He isn't serious about going.B. He isn't serious about going.

C. Other people paid for his airfare.C. Other people paid for his airfare.

D. It isn't fair for him to go along.D. It isn't fair for him to go along.


7. 7. A. She doesn't have anything to do.A. She doesn't have anything to do.

B. The man is wrong about the time.B. The man is wrong about the time.

C. The flight is supposed to be two hours long.C. The flight is supposed to be two hours long.

D. They should call back in two hours.D. They should call back in two hours.


8. 8. A. Her notebook is missing.A. Her notebook is missing.

B. Her handwriting is difficult to read.B. Her handwriting is difficult to read.

C. She wasn't in class this morning either.C. She wasn't in class this morning either.

D. She's already lent her notes to someone else.D. She's already lent her notes to someone else.


9. 9. A. He can send the woman additional information.A. He can send the woman additional information.

B. The woman received the wrong bill.B. The woman received the wrong bill.

C. He agrees that the charges are too high.C. He agrees that the charges are too high.

D. He'll credit the woman's account.D. He'll credit the woman's account.


10. 10. A. He wasn't offered the job he had talked about.A. He wasn't offered the job he had talked about.

B. He didn't really want to work in the bookstore.B. He didn't really want to work in the bookstore.

C. He didn't know where the bookstore was.C. He didn't know where the bookstore was.

D. He didn't refuse the bookstore jobD. He didn't refuse the bookstore job..

Check-upCheck-upCheck-upCheck-up

Listening Scripts for ConversationsListening Scripts for Conversations









ScriptScriptScriptScript

Listening ScriptsListening Scripts

M:M: Excuse me, Miss. I'm a graduate student of Excuse me, Miss. I'm a graduate student of

mathematics. I've just come from Japan, and I've never mathematics. I've just come from Japan, and I've never

been to a Western library before. I wonder if someone been to a Western library before. I wonder if someone

might have time to show me around.might have time to show me around.

W:W: I'd be glad to show you around, but I'm very busy right I'd be glad to show you around, but I'm very busy right

now. Could you come back about 4:00?now. Could you come back about 4:00?

Q:Q: What is the student concerned about? What is the student concerned about?














W:W: I'm so happy to see you back in class again. I'm so happy to see you back in class again.

Three weeks is a long time.Three weeks is a long time.

M:M: I really had a great time seeing all the sights. There's I really had a great time seeing all the sights. There's

nothing like taking it easy once for a year.nothing like taking it easy once for a year.

Q:Q: What did the man do for three weeks? What did the man do for three weeks?


3.3. A. The woman should stop working at the end of A. The woman should stop working at the end of the the summer.summer.

B. He is also having difficulty getting the classes B. He is also having difficulty getting the classes he he wants.wants.

C. He thinks that the woman will get the classes C. He thinks that the woman will get the classes that that she wants.she wants.

D. The woman should get a job during the semester.D. The woman should get a job during the semester.

3.3. A. The woman should stop working at the end of A. The woman should stop working at the end of the the summer.summer.

B. He is also having difficulty getting the classes B. He is also having difficulty getting the classes he he wants.wants.

C. He thinks that the woman will get the classes C. He thinks that the woman will get the classes that that she wants.she wants.

D. The woman should get a job during the semester.D. The woman should get a job during the semester.



W:W: I'm having a problem getting the classes I want.I'm having a problem getting the classes I want.

M:M: That's too bad. But I'm sure you'll be able to work That's too bad. But I'm sure you'll be able to work

everything out before the semester starts.everything out before the semester starts.

Q:Q: What does the man mean?What does the man mean?












W:W: When is the assignment due? And what type of report When is the assignment due? And what type of report

do you want?do you want?

M:M: It is due on the fifteenth. I expect a full research It is due on the fifteenth. I expect a full research

project, approximately 20 pages in length and typed.project, approximately 20 pages in length and typed.

Q:Q: Who are the two people?Who are the two people?












M:M: I don't like the sound of that car engine.I don't like the sound of that car engine.

W:W: I'm certain it's nothing to worry about. I just had it I'm certain it's nothing to worry about. I just had it

serviced a few days ago.serviced a few days ago.

Q:Q: What does the woman mean? What does the woman mean?












W:W: I hear you're joining that expedition across I hear you're joining that expedition across

Alaska. Did you get much funding for it?Alaska. Did you get much funding for it?

M:M: You must be joking! I have to pay my own airfare You must be joking! I have to pay my own airfare

and contribute toward the cost of supplies.and contribute toward the cost of supplies.

Q:Q: What does the man say about the expedition?What does the man say about the expedition?












M:M: They've just announced the flight has been They've just announced the flight has been

delayed until four o'clock.delayed until four o'clock.

W:W: Oh no! How are we going to kill two hours?Oh no! How are we going to kill two hours?

Q:Q: What does the woman imply? What does the woman imply?












M:M: I missed class this morning. Could you lend me your I missed class this morning. Could you lend me your

notes?notes?

W:W: My notes? You've never seen my handwriting, have My notes? You've never seen my handwriting, have

you?you?

Q:Q: What does the woman imply? What does the woman imply?












W:W: I'd like to inquire about some of the charges on my I'd like to inquire about some of the charges on my

electricity bills. I can't understand why it is so high electricity bills. I can't understand why it is so high

this month.this month.

M:M: I'd be happy to send you more detailed explanation if I'd be happy to send you more detailed explanation if

you give me your account number.you give me your account number.

Q:Q: What does the man mean?What does the man mean?


I0. I0. A. He wasn't offered the job he had talked about.A. He wasn't offered the job he had talked about.




I0. I0. A. He wasn't offered the job he had talked about.A. He wasn't offered the job he had talked about.






M:M: Mike said he was looking for a job in the Mike said he was looking for a job in the

bookstore.bookstore.

W:W: But then, when he had the chance to work there, But then, when he had the chance to work there,

he turned it down, didn't he?he turned it down, didn't he?

Q:Q: What can inferred about Mike?What can inferred about Mike?

Passage 1Passage 1




Listening Practice: Passage 1Listening Practice: Passage 1

1. 1. A. History teachers don't care.A. History teachers don't care.

B. Students are too lazy.B. Students are too lazy.

C. The professors don't make it interesting.C. The professors don't make it interesting.

D. Students think history is not important.D. Students think history is not important.


2.2. A. She was brief and to the point.A. She was brief and to the point.

B. She described things like a news reporter on the B. She described things like a news reporter on the

radio.radio.

C. She made the events sensible.C. She made the events sensible.

D. She made history into a system.D. She made history into a system.


3.3. A. He trained soldiers.A. He trained soldiers.

B. He was a smith.B. He was a smith.

C. He was a silversmith.C. He was a silversmith.

D. He was a politician.D. He was a politician.


4. 4. A. 1772.A. 1772.

B. 1777.B. 1777.

C. 1775.C. 1775.

D. 1774.D. 1774.

Check-upCheck-upCheck-upCheck-up


1. 1. Why does the speaker think some students Why does the speaker think some students

don't like history? don't like history?

A. History teachers don't care.A. History teachers don't care.




1. 1. Why does the speaker think some students Why does the speaker think some students

don't like history? don't like history?

A. History teachers don't care.A. History teachers don't care.





2.2. What were Dr. Ninn's lectures like? What were Dr. Ninn's lectures like?

A.A. She was brief and to the point.She was brief and to the point.

B.B. She described things like a news reporter on the She described things like a news reporter on the

radio.radio.

C.C. She made the events sensible.She made the events sensible.

D.D. She made history into a system.She made history into a system.

2.2. What were Dr. Ninn's lectures like? What were Dr. Ninn's lectures like?

A.A. She was brief and to the point.She was brief and to the point.

B.B. She described things like a news reporter on the She described things like a news reporter on the

radio.radio.

C.C. She made the events sensible.She made the events sensible.

D.D. She made history into a system.She made history into a system.


3.3. How did John Adams make his living? How did John Adams make his living?

A. He trained soldiers.A. He trained soldiers.




3.3. How did John Adams make his living? How did John Adams make his living?

A. He trained soldiers.A. He trained soldiers.





4. 4. When were the first battles of the When were the first battles of the

revolution fought? revolution fought?

A. 1772.A. 1772.

B. 1777.B. 1777.

C. 1775.C. 1775.

D. 1774.D. 1774.

4. 4. When were the first battles of the When were the first battles of the

revolution fought? revolution fought?

A. 1772.A. 1772.

B. 1777.B. 1777.

C. 1775.C. 1775.

D. 1774.D. 1774.


Listening Scripts: Passage 1Listening Scripts: Passage 1

There are a lot of students who dislike studying history. The probThere are a lot of students who dislike studying history. The problem is not necessarily that the subject is boring. It is just hard to get lem is not necessarily that the subject is boring. It is just hard to get excited about something when it is presented in a boring manner. I hexcited about something when it is presented in a boring manner. I had a different experience though. My American history professor, Dr. ad a different experience though. My American history professor, Dr. Anais Ninn, was unforgettable. When Dr. Ninn described events they Anais Ninn, was unforgettable. When Dr. Ninn described events they seemed to leap from the pages. It was partly because she made it soseemed to leap from the pages. It was partly because she made it sound like a live radio news report.und like a live radio news report.

Dr. Ninn imitated John Adams, a well-known silversmith of the reDr. Ninn imitated John Adams, a well-known silversmith of the revolutionary period. John Adams helped to organize the colonists whvolutionary period. John Adams helped to organize the colonists who were angry about the way the British seemed to control their lives o were angry about the way the British seemed to control their lives through unfair taxes. Dr. Ninn imitated the way John Adams had givethrough unfair taxes. Dr. Ninn imitated the way John Adams had given his speeches and helped to plan the revolutionary activities. n his speeches and helped to plan the revolutionary activities.

I can see her now with her hand raised above her head and shoI can see her now with her hand raised above her head and shouting at the class. She told how Adams had come up with a plan in 1uting at the class. She told how Adams had come up with a plan in 1775 to use two lanterns as signals if the British were going to attack 775 to use two lanterns as signals if the British were going to attack by sea. If the scout saw the lamps, he was supposed to jump on a hoby sea. If the scout saw the lamps, he was supposed to jump on a horse and warn the rest of the Americans of the attack.rse and warn the rest of the Americans of the attack.

Professor Ninn described the battles to us in detail. The weapons Professor Ninn described the battles to us in detail. The weapons they used at those times were primitive, but the effects were terrible. they used at those times were primitive, but the effects were terrible. If a man was wounded then, he would probably die from the infectioIf a man was wounded then, he would probably die from the infection. As Professor Ninn described these battles, I felt as though history n. As Professor Ninn described these battles, I felt as though history had come alive.had come alive.

1.1. Preview Text BPreview Text B

2.2. Do Exercises:Do Exercises:

•• Ex. VI&VII Ex. VI&VII (p. 100,101)(p. 100,101)

•• Ex. I Ex. I (p. 112)(p. 112)

•• Ex. II Ex. II (p. 134)(p. 134)

AssignmentAssignmentAssignmentAssignment

Documents

Unit 4: Part B 21st Century College English: Book 4