21st Century College English: Book 1 Unit 3 : Part B
Unit Three: Part B Review of Text A Text B Listening Practice Assignment
Dictation Assignment Checkup • Vocabulary • Cloze • Translation Revision of Text A
Vocabulary • Ex. IV • Ex. V Assignment Check-up
Vocabulary IV. Fill in the blanks with the words or expressions given below. Change the form where necessary. 《读写教程 I》:Ex. IV, p. 56
Vocabulary wear out bear racial mature draw conquer break into pay attention to aspect perform as far as get tired of 1. The films he directed two decades ago still _____ large audiences today. • draw 2. Of all the sorrows she had to _____, none was so great as her son’s being born blind. • bear
wear out bear racial mature draw conquer break into pay attention to aspect perform as far as get tired of Vocabulary 3.He didn’t throw away the stockings until they were so _____ that they couldn’t be mended anymore. • worn out 4. He finally _____ sitting in the office all day and longed for a more active life. • got tired of
wear out bear racial mature draw conquer break into pay attention to aspect perform as far as get tired of Vocabulary 5. He had a vision (幻想) of a society in which the members of different races could live together in _____ harmony. • racial 6. He _____ so little _____ what he was doing that he cut his face while shaving. • paid; attention to
wear out bear racial mature draw conquer break into pay attention to aspect perform as far as get tired of Vocabulary 7. Although he’s only 16 he has very _____ ideas about life. • mature 8. He told such a funny story that everybody _____ laughter. • broke into
wear out bear racial mature draw conquer break into pay attention to aspect perform as far as get tired of Vocabulary 9. The concert at which the classical pianist _____ was a great success. • performed 10. Although he made a great deal of money, he could never _____ his feelings of worthlessness. • conquer
wear out bear racial mature draw conquer break into pay attention to aspect perform as far as get tired of Vocabulary 11. We must consider all _____ of the plan before deciding. • aspects 12. _____ I know, it is not necessary to buy tickets in advance. They should be available at the door. • As far as
Vocabulary 《读写教程 I》:Ex. V, p. 57
Vocabulary V. Replace the colored parts in the following sentences with words or expressions from the text that best keep the original meaning. 1. Having grown up in a church-going family, Bill is friendly, polite and willing to help anyone in need. • Brought up 2. As soon as he turned into a side road, he started to run. • broke into running
Vocabulary V. Replace the colored parts in the following sentences with words or expressions from the text that best keep the original meaning. 3. The teacher was very much surprised to find that the laziest student in her class had gained a mark of 100 in an important test. • amazed 4. Mr. Johnson had made up his mind to go to Africa with the medical team. His wife could do nothing but help him to pack up. • all (his wife) could do was
Vocabulary V. Replace the colored parts in the following sentences with words or expressions from the text that best keep the original meaning. 5. The twin brothers are like each other not only in appearance but also in character. • resemble 6. Bob was intelligent and capable of passing his exams without difficulty. • with ease
Vocabulary V. Replace the colored parts in the following sentences with words or expressions from the text that best keep the original meaning. 7. The boy has overcome his fear of failure and is making great progress in his studies. • conquered 8. She never buys cheap shoes for her son as they becomeuseless very quickly. • wear out/are worn out
Vocabulary V. Replace the colored parts in the following sentences with words or expressions from the text that best keep the original meaning. 9. The job proved to be harder than we had thought. • turned out 10. To everyone’s surprise, Jane has become a beautiful young woman. • has grown into
Vocabulary V. Replace the colored parts in the following sentences with words or expressions from the text that best keep the original meaning. 11. Her death at the age of 21 was a very sad event for the family. • tragedy 12. When she found her child was running a high fever, she immediately took him to hospital. • promptly
Cloze 《读写教程 I》:Ex. XI, p. 59
Cloze X. Fill in each of the blanks with an appropriate word. with 1 Stevie Wonder’s life had been filled _____ challenges. However, he has _____ each one by finding joy even in a life with a great deal of pain. _____ he was born poor and _____, Stevie had a wonderful _____ because he played with all of the sighted children. blind Although met childhood
Cloze X. Fill in each of the blanks with an appropriate word. amazed 2 When young Stevie discovered music, he _____ his family with his talent. Soon his _____ and the world learned how gifted a musician he was. As a man, Stevie had to _____ for the right to make music his own way. When he did make his own _____, they were very popular. Stevie had trusted his own _____ enough to become a mature musical artist. neighbors fight records talent
Cloze X. Fill in each of the blanks with an appropriate word. accident only 3 After a serious car _____, Stevie didn’t just survive. He became famous not _____ for his music, but also for his public mindedness. He sang _____ serious problems and the need for people everywhere to get _____. The life of Stevie Wonder shows the importance of having a positive _____ and trusting your own abilities. about along attitude
1 2 3 4 5 Dictation You are going to hear 5 sentences. Each will be read three times. Write down the sentences according to the dictation. Check-up
1 2 3 4 5 Dictation In her wildest dreams, Mrs. Morris could never have imagined that her new baby would become a famous musician called Stevie Wonder. He loved music and would pound spoons or forks on any surface that faintly resembled a drum. Just after this success, however, tragedy struck. Stevie fought back from the shadow of death as he had once fought out from the shadow of blindness. The car accident changed Stevie by making him reevaluate his goals in life.
Translation XIV. Translate the following sentences into English.22 《读写教程 I》:Ex. XII, p. 59
Translation 1. 据我所知，他们必须做的只是来见一见他们想抚养的孩子， 并填写一份表格 。 As for as I know bring up fill up all they have to do As far as I know, all they have to do is come and see the child they want to bring up and fill up a form.
Translation 2. 随着他对世事的了解越来越多，他终于厌倦了对名利的追 求。 get tired of fame and wealth As go after As he learned more and more about the world, he finally got tired of going after fame and wealth.
Translation 3. 小女孩的歌声给老人带来了欢乐，帮助他忍受住种种生活 的艰辛。 joy/ happiness/ sunshine bear hardship The little girl’s songs brought sunshine to the old man and helped him bear the hardships of life.
Translation 4. 人们纷纷前来向他们祝贺又一座黄浦江大桥的胜利建成。 one after another congratulate … on successful building People came one after another to congratulate them on the successful building of another big bridge over the Huangpu River.
Translation 5. 这个十岁的男孩小提琴拉得如此娴熟，在场的人都惊叹不已。 the people present so skillfully be amazed All the people present were amazed that the 10-year-old boy was playing the violin so skillfully.
Translation 6. 车祸之后，史蒂威重新评价了自己的人生目标，决定更多地注意外部世界。 reevaluate goal in life the world outside pay more attention to After the car accident, Stevie reevaluated his goals in life and decided to pay more attention tothe world outside.
Translation 7. 母亲即使做梦也没想到她的儿子会成为一名世界著名的钢琴家。 even in her wildest dreams never imagine world-famous Even in her wildest dreams, Mother could never have imagined that her son would become a world-famous pianist.
Translation 8. 当听到他们的老师已摆脱了死亡的阴影时，学生们都大声欢呼起来。 the shadow of death fight back from break into loud cheers The students broke into loud cheers when they heard that their teacher had fought back from the shadow of death.
Text B:We Are What We Think We Are • Language Points • Comprehension Exercises • Reading Skill Text B
Text B We Are What We Think We Are 1Psychologists tell us that we are what we think ourselves to be. Our self-image defines for us what we believe we can and cannot do. Each of us over the years has built up beliefs about ourselves. Unconsciously, our pictures of who we are have been formed by past experiences. Our successes and failures, what others have told us and what we think people believe about us, all help form impressions of who we think we are. Because self-image is so important in our growth, it is important to examine our concepts of self in order to reach our full potential.
Text B: We Are What We Think We Are 2A danger is that we often accept as true the wrong images of self. An example is a student who sees himself as ‘poor in English.’ He can be heard to say, ‘Oh, I’ve never been good in English classes.’ Chances are the student failed in an English test at one time in the past. Rather than saying ‘I failed a test; what can I learn from it?’ he began thinking, ‘I’m a failure; I’ll never do well in English.’ Or, perhaps his parents or friends made negative remarks to him about his grades. These are ways that poor self-images develop. In this case the student became what he thought he was.
Text B: We Are What We Think We Are 3Changing our self-image is possible. Some psychologists suggest we begin to change our self-image by mentally picturing ourselves performing well at some task. Since we presently react to things based on our present images, the suggestion is to replace those with better ones. In many experiments, people were asked to sit quietly for a few minutes each day and imagine themselves doing well at a test. For instance, subjects would sit and imagine themselves throwing darts at a bull’s-eye on a target. Over a period of weeks their dart game improved. This has been done with people who wanted to play chess better, throw a ball more accurately, increase their salesmanship or musical talents, and improve many other skills. In most cases, remarkable improvement is made. That ‘poor’ English student might have found he was much better in the subject than he thought if he had tried seeing himself as a better student.
Text B: We Are What We Think We Are 4The point of changing self-image is not to develop an image of ourselves that is not real. To try to become something we really aren’t is just as wrong as living the unrealistic, inferior image we may have. The aim is to find the ‘real’ self, to bring our mental images of ourselves in line withour true potential. However, it is generally accepted among psychologists that most of us fail to do justice to ourselves. We’re usually better than we think we are.
Text B: We Are What We Think We Are 5Try this. Set aside 20-30 minutes each day to sit alone quietly and comfortably. Just close your eyes and imagine yourself sitting before a large movie screen. Then picture yourself doing something you want to improve on. This could be test-taking, hitting a backhand stroke in tennis, job interviewing, whatever. Practice seeing yourself doing it correctly and successfully. Make your pictures as real and as vivid as possible. See and hear details, if you can. If you are working on test-taking, for instance, picture the room you are in. See yourself relaxed at a desk. Picture the clothes you are wearing. Hear the sounds of others writing, moving in their seats. Read the questions on the test and imagine yourself writing answers to them. Details are considered the most important part of practicing an experience. Such an exercise helps wipe out poor images and gives you new images or pictures of yourself being successful.
Text B: We Are What We Think We Are 6Another important part of changing self-concept is to not think about past mistakes. Don’t let failures do harm. Our errors or humiliations over mistakes are necessary steps in learning. It is all right to make mistakes. But when they have taught us what we did wrong, we should forget them and not dwell on them. Sometimes we keep remembering our failures or mistakes and feel guilty or embarrassed about them. We let them take over , and then we develop a fear . That’s exactly what the ‘poor’ English student allowed to happen.
Text B: We Are What We Think We Are 7It is important to have realistic expectations of ourselves. Some of our dissatisfaction might come from expecting too much of ourselves. If we demand constant perfection in everything we do, we can be disappointed. Our poor self-concept will continue. If our goal is to reach perfection, we are doomedfrom the start.
... we are what we think ourselves to be. Translation: ? Cf. ... our pictures of who we are ... ... impressions of who we think we are. ... the student became what he thought he was. Key 我们自以为是什么样的人，就是什么样的人。 The use of what and who in such sentences may have different implications: what usually implies a person’s job or position while who, his/her name or relationship with someone else.
Self-image The term self-image refers to the various beliefs individuals have about what they are like, such as how clever they believe themselves to be, or how they think these appear in the eyes of others. Individuals differ in how realistic they are in their assessments of self. Background Information
Background Information Abull’s eyeis an eye of a bull, about the same size as the small black spot at the center of a target, which was perhaps so named for its resemblance to an eye of a bull. But it is possible that a bull’s-eye takes its name from a British coin called the bull’s-eye, which was worth a crown, or five shillings. The coin was so named possibly because the one-crown piece was often bet on the outcome of a bull contest; when one put money “on the bull’s eye” one was betting on the bull.
in line with — remaining or changing at the same rate or in proportion to sth. or sb. Translate The salaries of temporary employees ought to be in line with those of permanent staff. Example • We are seeking a pay rise that is in line with inflation. Key 临时工应与正式员工一样同工同酬。
do justice to oneself — to treat/show oneself in the best possible way Cf. do justice to something e.g. • The photograph does not dofull justicetothe rich colours of the garden. • Since we’d already eaten, we couldn’t do justice to her cooking. Example • He didn’tdo himself justicein the exams. = He didn’t perform as well as he was capable of doing.
dwell on/upon — to deal with it for a lot of time; to think, talk or write about it a great deal Translate In his speech, he dwelt on the problem of the sick and hungry. Example • His mind often dwelt upon the fact that there were only two more weeks before he had to take the entrance examination. Key 他在发言时始终在谈那些生病和挨饿的人群的问题。
... we are doomed from the start. Translate: ? Key 我们从一开始就注定要失败。 We are doomed to failure
Recognizing Main ideas and Supporting Details 《读写教程 I》:Ex. A, p. 64
Recognizing Main ideas and Supporting Details Reading Skill III Recognizing Main ideas and Supporting Details Good writers do not simply tell you what they mean. Once they introduce a main idea (discussed in Unit Two), they will then support it with examples, facts, statistics, reasons, and experiences of their own or of others. All of these are known as supporting details. Without them, a writer’s ideas would remain abstract, vague, and therefore unconvincing. The ability to identify the supporting details a writer provides — and to evaluate how convincing they are — is another important reading comprehension skill.