unit7lettertoabstudent答案综合教程二
Unit 7 Unit 7 Letter to a B Student Words and Expressions综合教程二
Unit 7 Letter to a B StudentWords and Expressions1. norm n.1) an accepted standard or a way of behaving or doing things that most people agree withe.g. You must adapt to the norms of the society you live in.2) the norm = a situation or type of behavior that is expected and considered to be typicale.g. One child per family is fast becoming the norm in some countries.Derivation:normal a.normally ad.normalize v.normalization n.2. shift vt.& vi.1) to (cause something or someone to) move or change from one position or direction to another, especially slightlye.g. She shifted (her weight) uneasily from one foot to the other.The wind is expected to shift (to the east) tomorrow. 2) transfer sth.e.g.This simply shifts the cost of medical insurance from the employer to the employee.Collocation:shift sth. (from A to / onto B)转移或转换某事物shift (your) ground（辩论中）改变立场或方法e.g.He’s annoying to argue with because he keeps shifting his ground.Derivation:shift n.shiftless a.3. eligibility n.the qualifications or abilities required for doing somethinge.g.I’ll have to check her eligibility to take part in this competition.Derivation:eligible a.eligible (for sth. / to do sth.)4. inadequacy n.1) being too low in quality or too small in amounte.g.The inadequacy of water supply for city people has already been a problem no government can take lightly.2) fault or failing; weaknesse.g.I always suffer from feelings of inadequacy when I’m with him.Derivation:inadequate a.inadequately ad.Antonym:adequacy5. essence n. the most basic and important idea or qualitye.g. The essence of his argument was that education should continue throughout life.Yet change is the very essence of life.Collocation:in essence本质上，大体上e.g. In essence, both sides agree on the issue.of the essence非常重要的，不可缺少的e.g. In any of these discussions, of course, honesty is of the essence.Derivation:essential a. & n.essentially ad.6. offset vt. to counterbalance or compensate fore.g.In basketball, he offsets his small size by his clevernessand speed.Forests can help offset human-caused climate warming, and scientists want to know how big a role these particular forests will play.Collocation:offset sth. by sth. / doing sth.7. go under to fail; to be overwhelmede.g. His business went under because of competition from the large corporations.Poor Donaldson had no head for business, and it was not long before he went under.8. go / be broke to become penniless; to go bankrupte.g. The business kept losing money and finally went broke.I can’t afford to go on holiday this year —I’m broke.A lot of small businesses went broke during the recession.经济不景气，很多小公司都倒闭了。
新一代大学英语综合教程2网络平台答案Unit7
Reference:
为摆脱脑癌所致的痛苦，布里塔尼•梅纳德选择在医生协助下结束自己的生命。
这一事件引发了一系列让人争论的问题：医生给那些不久将离世的病人，或是那些将经受巨大肉体折磨的人，或是那些身患绝症的人，又或是那些可以自己服药的人开致命药物是否正确？美国人应该讨论法律能为那些医学已无能为力的病人做些什么，但是, 他们应该对那些医学能够救助的病人给予更多的关注。
Reference:
The Netherlands is the first European country that permitted euthanasia. Doctors who carry out euthanasia under strict guidelines introduced by the Dutch Parliament two years ago are
usually not prosecuted. The guidelines demand that the patient is experiencing extreme suffering, there is no chance of a cure, and that the patient has made repeated requests for euthanasia. In addition to this, a second doctor must confirm that these criteria have been met and the death must be reported to the police department.。
全新版大学英语(第二版)综合教程2-Unit7
全新版大学英语(第二版)综合教程2-Unit7一、单词学习在本单元中，我们将学习一些与旅行相关的单词。
这些单词将帮助我们在国外旅行中更好地与他人交流。
1.destination - 目的地–My destination is Paris. 我的目的地是巴黎。
2.tourist - 游客–There are many tourists visiting the Great Wall. 有很多游客参观长城。
3.attraction - 景点–The Eiffel Tower is a famous attraction in Paris. 埃菲尔铁塔是巴黎的一个著名景点。
4.souvenir - 纪念品–I bought a keychain as a souvenir from the museum. 我从博物馆买了一个钥匙链作为纪念品。
5.accommodation - 住宿–The hotel provides comfortableaccommodation for the guests. 酒店为客人提供舒适的住宿条件。
二、课文解析本单元的课文是关于旅行方面的。
故事围绕着一对情侣展开，他们在一次旅行中经历了许多有趣和令人难忘的事情。
故事开始，男主人公David和女主人公Lisa计划去一次自由行。
他们去了一个叫 Paradise Island 的地方。
在那里，他们体验了很多激动人心的活动，比如浮潜和乘船观光。
在旅行的过程中，他们也遇到了不少困难。
例如，他们花了很长时间才找到合适的住宿地点。
此外，Lisa 还不小心丢失了她的相机。
然而，他们并没有因此而气馁。
他们通过询问当地人获得了一些有关景点和餐厅的建议。
他们还购买了一些独特的纪念品来纪念这次旅行。
最后，他们回到家中，充满了愉快和喜悦的回忆。
三、读后感这个单元的故事很让人着迷。
通过故事中的情节，我们了解到了旅行中可能遇到的困难，比如找不到合适的住宿地点或丢失重要物品。
新通用大学英语综合教程2(第2册)U7课后答案及课件(第七单元unit07),高等教育出版社
1.A person’s instincts have little effect on his actions.
2.Environment is important in determining a person’s behavior and personality. 4.The behaviors’ view correctly explains how we act.
Exercise C
Check whether each statement is true (T) or false (F).
True 1. The nature theory explains our personality clearly. 2. The nurture theory can fully explain why we behave in certain way. 3. Both nature and nurture theories can explain people’s characters simply. □ □ □ □ □ □ False □
Extended Exercises Checkpoint
Lesson 1
3
Lead-in Listening
3
Speaking
Reading
3
Writing
Lead-in
Sitcom: What Do You Think of This Color? Scene 1
3
Exercise A Exercise B
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3.Biological reasons have a strong influence on how we act. (
新通用大学英语综合教程2(第2册)U7课后答案及(第七单元unit07),高等教育出版社
She asks Bob to find a color everyone likes. 6. Does Bob find a color? What color is it?
Yes. Green. 7. Does Cheryl want to paint her apartment green? Why?
No. Because her sofa is green. 8. What does Bob tell Cheryl to do?
He tells her to change the color of the sofa to yellow — the current color of the walls.
√
1. favorite color is lime green
2. likes a calm environment
3. is creative
4. is the baby of the family
5. is an introvert
Part 3 How Are Personalities and Behaviors Formed?
Listen to the conversation. Read the personality traits in the chart. Then listen again and check the correct answer.
Diane
Elizabeth
Example: is a cheerful person
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.。
综合教程2_Unit7_Letter_to_a_B_student
This is a special type of negation. The author is not negating
the importance of winning; rather, with the sentence that follows the negative one, the author gives the utmost
Structural analysis
★ Paragraph 1 ★ Paragraphs 2 – 5
—
introduction purpose of writing: to put your disappointment in perspective by considering exactly what your grade means and doesn’t mean distinction between the student as a performer in the classroom and the student as a human being perspective: the way should regard grades we
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
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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
Unit-7-Letter-to-a-B-Student答案综合教程二
Unit 7 Letter to a B StudentKey to the ExercisesText comprehensionI.B.II.1. T;2. T;3. T;4. F;5.F.III.1.Paragraph2. It is our society, which overemphasizes winning, considers failure a sin, and sees prosperity in the present as a sure sign of salvation in the future.2.Paragraph 4. Because the students may have acquired more or less knowledge out of the course than the grade indicates.3.Paragraph 5. His attitude is critical. He complains the exclusion of such important characteristics as courage,kindness,wisdom and good humor.4.Paragraph 8. It was to make a clear distinction between the student as classroom performer and the student as human being. So a low grade, at best, indicates an incompetent classroom performer,not an incompetent human being.5.Paragraph 9. He thinks social labels, including grades, are basically irrelevant and misleading, though necessary. But it’s not self-contradictory because social labels are necessary as ways of distinction for job choice, not as reasons for attitude toward others or ourselves in human terms.IV.1.Being unsuccessful and disadvantaged is regarded as sinful because in this word people tend to think today’s success can save one from evil in the future.2.It is important to see the fact that although they differ in their class status and educational background, human beings are essentially the same. Biologically they are constructed in the same way, and they share the common feelings of fear and joy and the common experience of suffering and achieving. This commonality has bound them together. All of them will regard wars, diseases, and disasters both private and public as unfortunate big events in their life time.Vocabulary AnalysisI. Phrase practice1.essence: inner nature; indispensable quality; the most important part 本质，实质，精髓2.deadly sins: sins leading to damnation. (pride, covetousness, lust, anger, gluttony, envy and sloth,in Christianity)3.misleading:making you think or act wrongly 误导，误入歧途4.conventional task:task traditionally required of students传统任务5. in short supply:far from enough供给不足，缺乏II.1. define;2.irrelevant;3. correspond to;4.flunked;5. rather;6.makes a point of;7. apt to;8. go round.III.Word derivation.Fill in the blanks with the appropriate forms of the given words.1. removal2.climatic3. salvation4. proficiency5. assumption6.normally7. resentment8. disastrousIV.1. B;2.D;3.C;4.C;5. B;6. D;7. B;8.D.V.Synonym/AntonymGive a synonym or an antonym of the word underlined in each sentence in the sense it is used.1.Synonym:balanced,compensated2.Antonym:unconventional3.Antonym:abundant,plentiful4.Synonym:evaluated,assessed5.Synonym:average6.Synonym:essentially,basically7.Antonym:lightly,frivolously8.Antonym:temporarilyVI.PrefixWrite in each space one word that has the same prefix as underlined in each given word.1. interfere international2.transcend translate3.circumstances circumference4.neocolonial neoclassical5.control conform6.antibiotic antisocial7.unlock undo8.outnumber outshineGrammar ExercisesI. Rewrite the following sentences using proper disjuncts.1.Unfortunately,…2.Hopefully, …3.Oddly enough,…4.Rightly,…5.Luckily,…6.Fortunately,…7.Strangely enough,…II.1.It was right that…/They were right to have….2.It was foolish that … / It was foolish of the boy not to say … / The boy was foolish not to say ….3.type 1.4.type 2.5.type 2.6.type 2.7.type 2: It was lucky that….8.type 2: It is hoped that….III. Fill in each blank with a proper relative word. Use “preposition + relative word”if necessary.1.which / that;when;by which,2.on which3.that4.for whom5.with whom6.to whom7.of which8.at whichIV.1.where, where2.what, which3.what4.why5.where6.When7.why8.which,which,whatV.whatever,wherever,whoever,whichever, whenever, and howeverComplete the following sentences with the appropriate words in the box.1.However2.Whatever3.whatever4.Wherever5.whichever6.whoever7.However8.whenever/wheneverTranslation exercisesI.1．不管我们的标准是什么，这个标准现在提高了，结果使你对自己没能得到更高的分数而感到失望。
新世纪大学英语综合教程2-unit7习题答案
新世纪⼤学英语综合教程2-unit7习题答案Book II Unit SevenChecking Your VocabularyWord Detective1.（page 226）1) j 2) d 3) g 4) f 5) b 6) i 7) e 8) a2. (page 227）1) control 2) communicate 3) change 4) agreement 5) polite3. (page 227）1) day to day 2) conventional wisdom 3) owned up to 4) at the very least5) in private 6) pave the way for 7) gets his way 8) take inEnhance Your Language AwarenessWords in Action1．（page 230）1) viewpoint 2) conventional 3) typical 4) merely 5) valid 6) productive 7) assess 8) alter 9) employment 10) convey 11) competent 12) objective 3) professional 14) reserve 15) shift 16) dismiss17) personally 18) strengths 19) intense 20) norms2. (page 232)1) in reserve 2) To his credit 3) In view of 4) in person 5) take up6) follow the herd 7) assess/judge… on its (own) merits 8) takes an … turnIncreasing Your Word Power1. (page 232)1) to 2) on 3) to 4) about / of 5) to 6) on/with7) to/with 8) on 9) to 10) to2. (page 233)1) deep 2) total 3) heavy 4) high 5) deep6) strong 7) high 8) heavy 9) close 10) totalGrammar Review1.(page 234)1) what 2) whether 3) whose 4) whoever 5) what 6) where7) how 8) which 9) that 10) that2. (page 235)1) The children said (that) they had seen some of those animated cartoons.2) John said that he knew he wouldn’t be able to do it.3) Mary said that Joe couldn’t have done such a thing, for he was such a conscientious youngman.4) Last Friday Mary asked John whether/if he was going to plant trees with them the next day.5) He asked John how long he had been waiting for them.6) The old lady downstairs told us to be quiet after midnight.7) The monitor remind us not to forget to take our notebooks with us.8) John remarked what a lovely house it was. / John remarked that it was a lovely house. CLOZE (page 236)1) being 2) who 3) essential 4) employee 5) role 6) goals 7) specific8) common 9) on 10) line 11) mean 12) agree 13) offer TRANSLATION(page 236)1) We’ve worked together for a long time and have never let our differing opinions get in the way of our friendship.2) This agreement will pave the way for a lasting peace between the two countries.3) They usually don’t mention their requirements until you are beginning to let your defenses down.4) Your should have the courage to face your own mistakes. Don’t try to shift the blame onto others when thing s go wrong. /… Don’t try to shift the blame onto other shoulders when things go wrong.5) If you are more often than not affected by fear and worry, you will find this book very useful.6) Now that I have accepted the position, I shall certainly do to the best of my ability all that is required of me.7) If you don’t have a plan of what you will do everyday, chances are high that you won’t do much.8) Great minds think alike. Your ideas are completely in line with his.。
综合教程2 Unit7 Letter to a B student ppt课件
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About the author
In 1938, I graduated from Washington and Jefferson College.
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About the author
Later, I became an English professor at California State University at Northridge, which is one of the nation’s largest public universities.
emphasis to the importance of winning.
Paragraph 2
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Text comprehension
★ To lose, to fail, to go under, to go broke… in the future.
Paraphrase:
Being unsuccessful in one’s life and career and financially disadvantaged is regarded as shameful or even sinful because in this world people tend to think that only those who are successful now can be saved from evil in the future.
Gentleman’s agreement
n.君子协定
Gentlemanship
n.绅士的身份、品格
Paragraph 1
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Text comprehension
American grading system
Unit-7-Letter-to-a-B-Student答案综合教程二
Unit-7-Letter-to-a-B-Student答案综合教程二写作目的本文是为了帮助学生在英语写作中更好地理解并运用关于写信的知识和技巧。
本文着重介绍如何给一位B学生写一封激励信。
写作步骤步骤一：确定写作目的写信前，我们需要先清楚自己的写作目的，即为什么要给这位B学生写信。
在这封信中，我们的目的是要表达对这位学生的鼓励、支持和激励，帮助他/她在学习中取得更好的成绩。
步骤二：确定写作风格和语气在给学生写信时，我们需要确立一种亲切、友好、鼓励的写作风格和语气。
对于一个B学生来说，我们既要肯定其已经取得的进步，也要继续激发他/她的学习热情，鼓励其去追求更好的成绩。
步骤三：写作内容下面是一份为一位B学生写的激励信的内容：亲爱的XXX，我希望这封信能让你感到愉悦和受到鼓舞，因为我知道你是一位聪明、勤奋的学生，你的努力和付出一定会得到回报。
尽管你现在的成绩是B，但我认为这是一个很好的起点，是你日后更好成绩的基础。
你一直以来都表现出很强的学习能力，并且你在学校参加的活动中也表现出非常出色的才华和领导能力，这些都是非常宝贵的财富。
我想给你一些能够帮助你提高成绩的建议：首先，保持对学习的热情。
学习是一个长期的过程，需要持之以恒的努力和坚持。
其次，多与老师沟通，寻求帮助。
老师会在学习上提供很多支持和建议，你可以利用这些资源，并不断向老师请教，分享你的问题和想法。
最后，不要忘记多做练习。
课堂上的学习只是你获得知识的起点，通过练习，你才能够更好的理解和掌握所学的知识。
最后，我相信你会在接下来的努力中取得更好的成绩和更多的进步。
别忘了，只要你有梦想和热情，就会找到属于自己的成功之路。
诚挚祝愿，XXX在给一位B学生写一封激励信时，我们需要确定写作目的、写作风格和语气，以及具体的写作内容。
希望这份简要的写作指南能帮助读者们更好地掌握如何给学生写信，并且能够在学习中取得更好的成绩。
综合教程2Unit-7-Letter-to--a-B-Student解析
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Background information
The seven deadly sins: used by both Pope Gregory the Great in the 6th century and later by Dante Alighieri in his epic poem The Divine Comedy, the seven deadly sins are as follows: luxuria (extravagance, later lust), gula (gluttony), avaritia (greed), acedia (sloth), ira (wrath), invidia (envy), and superbia (pride). Each of the seven deadly sins has an opposite among the corresponding seven holy virtues (sometimes also referred to as the contrary virtues). In parallel order to the sins, the seven holy virtues are chastity, temperance, charity, diligence, patience, kindness, and humility.
这种新材料无论在耐用性还是生产成本都比传统材料更胜 一酬。
Once there is a problem, don’t ever offend your superior. Instead, try to communicate with him or her.
Unit Letter to a B Student答案综合教程二
U n i t7L e t t e r t o a B S t u d e n t Key to the ExercisesText comprehensionI.B.II.1. T;2. T;3. T;4. F;5. F.III.1. Paragraph2. It is our society, which overemphasizes winning, considers failure a sin, and sees prosperity in the present as a sure sign of salvation in the future.2. Paragraph 4. Because the students may have acquired more or less knowledge out of the course than the grade indicates.3. Paragraph 5. His attitude is critical. He complains the exclusion of such important characteristics as courage, kindness, wisdom and good humor.4. Paragraph 8. It was to make a clear distinction between the student as classroom performer and the student as human being. So a low grade, at best, indicates an incompetent classroom performer, not an incompetent human being.5. Paragraph 9. He thinks social labels, including grades, are basically irrelevant and misleading, though necessary. But it’s not self-contradictory because social labels are necessary as ways of distinction for job choice, not as reasons for attitude toward others or ourselves in human terms.IV.1. Being unsuccessful and disadvantaged is regarded as sinful because in this word people tend to think today’s success can save one from evil in the future.2. It is important to see the fact that although they differ in their class status and educational background, human beings are essentially the same. Biologically they are constructed in the same way, and they share the common feelings of fear and joy and the common experience of suffering and achieving. This commonality has bound them together. All of them will regard wars, diseases, and disasters both private and public as unfortunate big events in their life time.Vocabulary AnalysisI. Phrase practice1. essence: inner nature; indispensable quality; the most important part 本质，实质，精髓2. deadly sins: sins leading to damnation. (pride, covetousness, lust, anger, gluttony, envy and sloth, in Christianity)3. misleading: making you think or act wrongly 误导，误入歧途4. conventional task: task traditionally required of students 传统任务5. in short supply: far from enough 供给不足，缺乏II.1. define;2. irrelevant;3. correspond to;4. flunked;5. rather;6. makes a point of;7. apt to;8. go round.III. Word derivation.Fill in the blanks with the appropriate forms of the given words.1. removal2. climatic3. salvation4. proficiency5. assumption6. normally7. resentment8. disastrousIV.1. B;2. D;3. C;4. C;5. B;6. D;7. B;8. D.V. Synonym / AntonymGive a synonym or an antonym of the word underlined in each sentence in the sense it is used.1. Synonym: balanced, compensated2. Antonym: unconventional3. Antonym: abundant, plentiful4. Synonym: evaluated, assessed5. Synonym: average6. Synonym: essentially, basically7. Antonym: lightly, frivolously8. Antonym: temporarilyVI. PrefixWrite in each space one word that has the same prefix as underlined in each given word.1. interfere international2. transcend translate3. circumstances circumference4. neocolonial neoclassical5. control conform6. antibiotic antisocial7. unlock undo8. outnumber outshineGrammar ExercisesI. Rewrite the following sentences using proper disjuncts.1. Unfortunately, …2. Hopefully, …3. Oddly enough, …4. Rightly, …5. Luckily, …6. Fortunately, …7. Strangely enough, …II.1. It was right that … / They were right to have ….2. It was foolish that … / It was foolish of the boy not to say … / The boy was foolish not to say ….3. type 1.4. type 2.5. type 2.6. type 2.7. type 2: It was lucky that ….8. type 2: It is hoped that ….III. Fill in each blank with a proper relative word. Use “preposition + relative word” if necessary.1. which / that; when; by which,2. on which3. that4. for whom5. with whom6. to whom7. of which8. at whichIV.1. where, where2. what, which3. what4. why5. where6. When7. why8. which, which, whatV. whatever, wherever, whoever, whichever, whenever, and however Complete the following sentences with the appropriate words in the box.1. However2. Whatever3. whatever4. Wherever5. whichever6. whoever7. However8. whenever / wheneverTranslation exercisesI.1．不管我们的标准是什么，这个标准现在提高了，结果使你对自己没能得到更高的分数而感到失望。
Unit-7-Letter-to-a-B-Student课文翻译综合教程二
Unit 7 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 show you 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. Ifyou 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 distinction is 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 that should 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.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。
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Unit 7 Letter to a B StudentKey to the ExercisesText comprehensionI.B.II.1. T;2. T;3. T;4. F;5. F.III.1. Paragraph2. It is our society, which overemphasizes winning, considers failure a sin, and sees prosperity in the present as a sure sign of salvation in the future.2. Paragraph 4. Because the students may have acquired more or less knowledge out of the course than the grade indicates.3. Paragraph 5. His attitude is critical. He complains the exclusion of such important characteristics as courage, kindness, wisdom and good humor.4. Paragraph 8. It was to make a clear distinction between the student as classroom performer and the student as human being. So a low grade, at best, indicates an incompetent classroom performer, not an incompetent human being.5. Paragraph 9. He thinks social labels, including grades, are basically irrelevant and misleading, though necessary. But it’s not self-contradictory because social labels are necessary as ways of distinction for job choice, not as reasons for attitude toward others or ourselves in human terms.IV.1. Being unsuccessful and disadvantaged is regarded as sinful because in this word people tend to think today’s success can save one from evil in the future.2. It is important to see the fact that although they differ in their class status and educational background, human beings are essentially the same. Biologically they are constructed in the same way, and they share the common feelings of fear and joy and the common experience of suffering and achieving. This commonality has bound them together. All of them will regard wars, diseases, and disasters both private and public as unfortunate big events in their life time.Vocabulary AnalysisI. Phrase practice1. essence: inner nature; indispensable quality; the most important part 本质，实质，精髓2. deadly sins: sins leading to damnation. (pride, covetousness, lust, anger, gluttony, envy and sloth, in Christianity)3. misleading: making you think or act wrongly 误导，误入歧途4. conventional task: task traditionally required of students 传统任务5. in short supply: far from enough 供给不足，缺乏II.1. define;2. irrelevant;3. correspond to;4. flunked;5. rather;6. makes a point of;7. apt to;8. go round.III. Word derivation.Fill in the blanks with the appropriate forms of the given words.1. removal2. climatic3. salvation4. proficiency5. assumption6. normally7. resentment8. disastrousIV.1. B;2. D;3. C;4. C;5. B;6. D;7. B;8. D.V. Synonym / AntonymGive a synonym or an antonym of the word underlined in each sentence in the sense it is used.1. Synonym: balanced, compensated2. Antonym: unconventional3. Antonym: abundant, plentiful4. Synonym: evaluated, assessed5. Synonym: average6. Synonym: essentially, basically7. Antonym: lightly, frivolously8. Antonym: temporarilyVI. PrefixWrite in each space one word that has the same prefix as underlined in each given word.1. interfere international2. transcend translate3. circumstances circumference4. neocolonial neoclassical5. control conform6. antibiotic antisocial7. unlock undo8. outnumber outshineGrammar ExercisesI. Rewrite the following sentences using proper disjuncts.1. Unfortunately, …2. Hopefully, …3. Oddly enough, …4. Rightly, …5. Luckily, …6. Fortunately, …7. Strangely enough, …II.1. It was righ t that … / They were right to have ….2. It was foolish that … / It was foolish of the boy not to say … / The boy was foolish not to say ….3. type 1.4. type 2.5. type 2.6. type 2.7. type 2: It was lucky that ….8. type 2: It is hoped that ….III. Fil l in each blank with a proper relative word. Use “preposition + relative word” if necessary.1. which / that; when; by which,2. on which3. that4. for whom5. with whom6. to whom7. of which8. at whichIV.1. where, where2. what, which3. what4. why5. where6. When7. why8. which, which, whatV. whatever, wherever, whoever, whichever, whenever, and howeverComplete the following sentences with the appropriate words in the box.1. However2. Whatever3. whatever4. Wherever5. whichever6. whoever7. However8. whenever / wheneverTranslation exercisesI.1．不管我们的标准是什么，这个标准现在提高了，结果使你对自己没能得到更高的分数而感到失望。
2．由于缺乏更精确的衡量工具，我们至多只能把B看作一个模糊的符号，表示对你掌握某一科目的程度的判断，不过这种判断的准确性很值得怀疑。
3．人的阶级属性和教育背景不尽相同，但凡是人都是血肉之躯，都有同样的恐惧感和欢愉感，同样的痛苦感和成就感，这些共通的感受把他们连为一体；认识到这一点十分重要。
4．然而和你们毕业离校之后将要进入的那片荒蛮无路、起伏跌宕的乡野相比，在样读书就如同一条狭窄坦直、界限分明的公路。
II.1．He was hospitalized with acute appendicitis, with the result that he missed the final examination.2．As many more people came to the lecture than expected, there were not enough handouts to go round.3．No matter what a long / busy day he may have, he makes a point of checking his e-mail inbox before going to bed.4．Unemployment is found in all countries in the world, but governments vary in their way to handle the problem.5．Anyone who has come to a foreign country for the first time is apt to find everything around him both strange and interesting.6．The football fans were very disappointed at the performance of the players of both teams.7．Never take what he says at face value. Think it over yourself.8．The doctor’s words removed his fears about the operation.Exercises for integrated skillsI. DictationProfessors may establish social relationships with students / outside of the classroom, / but in the classroom they mainta in the instructor’s role. / A professor may have coffee one day with students / but the next day expect them to meet a deadline / for the submission of a paper or to be prepared for a discussion or an exam. / The professor may give extra attention outside of class / to a student in need of help / but probably will not treat him or her differently / when it comes to evaluating schoolwork. / Professors have several roles in relation to students; / they may be counselors and friends as well as teachers. / Students must realize / that when a teacher’s role changes, / they must appropriately adapt their behavior and attitudes. /II. Cloze(1) for (2) adding (3) little (4) what (5) foreign(6) forbidden (7) obey (8) remain (9) others (10) easyWriting PracticeWrite two paragraphs based on the following topic sentences with the classification strategy.1. High school teachers tend to sort their students into the following categories: pleasant high achievers, unpleasant high achievers, the average, pleasant underachievers, and unpleasant underachievers.Ideas for reference:The pleasant high achievers take part in various kinds of activities happily and study effectively, efficiently and fruitfully.The unpleasant high achievers concentrate on school work with high scores, but without pleasure.The average achievers studies sufficiently but doesn’t work more than necessary.The pleasant underachievers make little efforts in school work, but make use of every opportunity to enjoy themselvesThe unpl easant underachievers can’t deal with school work well due to wrong approaches, nor can they find pleasure in life.2. In Shanghai, the most popular English language examinations include, among others, TEM 4, TEM 8, Interpreter Certificate, TOEFL, and IELTS.Ideas for reference:There are regional differences between the five tests.The five tests differ in their compulsoriness.Testees are also divided on the purposes for which they take the five tests.Sample:In Shanghai, the most popular English language examinations include, among others, TEM 4, TEM 8, Interpreter Certificate, TOEFL, and IELTS. There are some differences between these tests. The first three, TEM 4 (short for “Test for English Majors Band 4”), TEM 8 and Interpreter Certificate, are domestic tests, and among them Interpreter Certificate is a local one, peculiar to the city. Both TOEFL (Test of English as a Foreign Language) and IELTS (International English Language Testing System) are international tests, organized by the American and British educational authorities respectively. The five tests differ in their compulsoriness. The first two are compulsory: almost all college English majors are required to take them; the other three fall under the optional group. Besides, testees are also divided on the purposes for which they take the five tests. They sit in the two mandatory tests for their bachelor’s degree, while the Interpreter Certificate is popular because it helps when a holder of it is looking for a job. Unlike them, participants in the two international English tests are usually planning to receive higher education in English-speaking countries.Listening ExercisesA. Listen to the report —“Go to the Head of the Class.” Write in the second column ofthe table below the five ideas that can help you leap to the top of the class. Then listen to the report again, and write in the third column of the table the key words and phrases1 Make readingautomatic. key to school success / take practice / automatic reader / read with expression / read with a sense of meaning2 Win equal opportunityinthe classroom. same classroom / different educations / no equal-opportunity education / discuss with the teacher / let the teacher know what’s on your mind3Learn to think. lower mental process – rote learning / higher mental processes – problem-solving, analyzing, interpreting / improve thinking skills / gain in rote learning4Have classmates help. teamwork / cooperative learning / reward / peer pressure / bonuses / self-esteem / value of cooperation / better attitudes toward classmates5Educate at home. home / better predictor of success / great impact / homework and reading / given priority / parents / encourage and praise / family members / talk and do things togetherB. After listening, discuss the following two questions.1. Do you agree with the saying “Inside almost every poor to average student, there’s a smart kid yearning to get out”?2. Wh at can you do to help bring your “smart kid” out?。