Lettertoabstudent
Letter to a B student 课文原文
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. If you value these characteristics in yourself, you will be valued—and far more so than those whose identities are measured only by little marks on a piece of paper. Your B is a price tag on a garment that is quite separate from the living, breathing human being underneath.The student as performer; the student as human being. The 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 yourB 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.。
大学综合英语第二册基础英语课文及译文LettertoaBstudent
Letter to a B studentYour final grade for the course is B. A respectable grade. Far superior to the "Gentleman's C" that served as the norm a couple of generations ago. But in those days A's were rare: only two out of twenty-five, as I recall. Whatever our norm is, it has shifted upward, with the result that you are probably disappointed at not doing better. I'm certain that nothing I can say will remove that feeling of disappointment, particularly in a climate where grades determine eligibility for graduate school and special programs.Disappointment. It's the stuff bad dreams are made of: dreams of failure, inadequacy, loss of position and good repute. The essence of success is that there's never enough of it to go round in a zero-sum game where one person's winning must be offset by another's losing, one person's joy offset by another's disappointment. You've grown up in a society where winning is not the most important thing—it's the only thing. To lose, to fail, to go under, to go broke—these are deadly sins in a world where prosperity in the present is seen as a sure sign of salvation in the future. In a different society, your disappointment might be something you could shrug away. But not in ours.My purpose in writing you is to put your disappointment in perspective by considering exactly what your grade means and doesn't mean. I do not propose to argue here that grades are unimportant. Rather, I hope to showyou that your grade, taken at face value, is apt to be dangerously misleading, both to you and to others.As a symbol on your college transcript, your grade simply means that you have successfully completed a specific course of study, doing so at a certain level of proficiency. The level of your proficiency has been determined by your performance of rather conventional tasks: taking tests, writing papers and reports, and so forth. Your performance is generally assumed to correspond to the knowledge you have acquired and will retain. But this assumption, as we both know, is questionable; it may well be that you've actually gotten much more out of the course than your grade indicates—or less. Lacking more precise measurement tools, we must interpret your B as a rather fuzzy symbol at best, representing a questionable judgment of your mastery of the subject.Your grade does not represent a judgment of your basic ability or of your character. Courage, kindness, wisdom, good humor—these are the important characteristics of our species. Unfortunately they are not part of our curriculum. But they are important: crucially so, because they are always in short supply. If you value these characteristics in yourself, you will be valued—and far more so than those whose identities are measured only by little marks on a piece of paper. Your B is a price tag on a garment that is quite separate from the living, breathing human being underneath. The student as performer; the student as human being. The distinctionis one we should always keep in mind. I first learned it years ago when I got out of the service and went back to college. There were a lot of us then: older than the norm, in a hurry to get our degrees and move on, impatient with the tests and rituals of academic life. Not an easy group to handle.One instructor handled us very wisely, it seems to me. On Sunday evenings in particular, he would make a point of stopping in at a local bar frequented by many of the GI-Bill students. There he would sit and drink, joke, and swap stories with men in his class, men who had but recently put away their uniforms and identities: former platoon sergeants, bomber pilots, corporals, captains, lieutenants, commanders, majors—even a lieutenant colonel, as I recall. They enjoyed his company greatly, as he theirs. The next morning he would walk into class and give these same men a test. A hard test. A test on which he usually flunked about half of them.Oddly enough, the men whom he flunked did not resent it. Nor did they resent him for shifting suddenly from a friendly gear to a coercive one. Rather, they loved him, worked harder and harder at his course as the semester moved along, and ended up with a good grasp of his subject—economics. The technique is still rather difficult for me to explain; but I believe it can be described as one in which a clear distinction was made between the student as classroom performer and the student as human being. A good distinction to make. A distinction thatshould put your B in perspective—and your disappointment.Perspective. It is important to recognize that human beings, despite differences in class and educational labeling, are fundamentally hewn from the same material and knit together by common bonds of fear and joy, suffering and achievement. Warfare, sickness, disasters, public and private—these are the larger coordinates of life. To recognize them is to recognize that social labels are basically irrelevant and misleading. It is true that these labels are necessary in the functioning of a complex society as a way of letting us know who should be trusted to do what, with the result that we need to make distinctions on the basis of grades, degrees, rank, and responsibility. But these distinctions should never be taken seriously in human terms, either in the way we look at others or in the way we look at ourselves.Even in achievement terms, your B label does not mean that you are permanently defined as a B achievement person. I'm well aware that B students tend to get B's in the courses they take later on, just as A students tend to get A's. But academic work is a narrow, neatly defined highway compared to the unmapped rolling country you will encounter after you leave school. What you have learned may help you find your way about at first; later on you will have to shift to yourself, locating goals and opportunities in the same fog that hampers us all as we move toward the future.Letter to a B student 写给中等生的一封信你的期末成绩是一个B,一个过得去的等级;比许多年以前的及格C等级要优秀多了;但是A等级在那个年代是十分少见的,我回想起来25个人里只有两个人;但不管我们的标准如何,它们还是在提升的,不过你可能会因为这个结果为自己没有考好而失望;我相信我说什么都无法消除你们心中的失望情绪,特别是在一个社会环境下等级的高低直接决定了你考的学校和拿到的特别项目好坏;你的失望感;负面的展望由这种情绪形成：失败、努力不够、好位置与好名声的丧失;成功的核心是在零和博弈的游戏中没有批发的成功可以供给,有了一个人的失败才能成为另一个人成功的垫脚石;你所生所长的社会是唯成功论的,失败或者破产绝对是要命的罪恶;因为财富的多少明确的决定了未来能否被拯救;也许在另一个不一样的社会中,你对于失望的情绪能一笑而过,不过在我们的社会中不可能;我写这篇文章的目的是客观判断你们的失望情绪,认真考虑你的等级意味着什么与不能说明什么,我不想在这里争辩成绩无用论,相反我希望告诉你们的是,如果只是被它的外表所蒙蔽,那对于你们与他人来说,都是一种可怕的导向;作为大学成绩单的一种象征,你的成绩只能表明你已经成功的完成了特定课程的学习,达到了一定等级的熟练度;不过这种衡量你的表现的标准还是由传统的任务决定：参加考试、写论文报告等等;因为这种表现普遍认为应该与所掌握、记住知识的多少相结合,但是我们也知道这种假设是值得推敲的,有可能你学到的比成绩单上反应出来的要多,也有可能要少;在缺少更精准的测量工具的情况下,我们只能认为你的B代表着你对于这门学科的掌握不够,充其量是一个不明确的标志;你的成绩也不能成为衡量基本能力与性格的标准;勇气、善良、智慧、好脾气,这些才是我们人类的重要性格特征;虽然它们因为批发量少很重要,但不幸的是它们无法成为我们课程学习中的一部分;当然如果你看重自己拥有的这些性格特征,那么就总会有出头之日——而且远比那些只重视纸上那一点可怜分数的人好得多;你的B等级是衣服外的价格标签,穿上生活的衣裳后就与标签没有任何关系了;作为表现者与作为人类这个身份的学生是不一样的,这种差别需要我们时刻牢记;第一次学习这种区别是在我参军期重新回到校园的时候;当时有一大群像我一样的人,比一般的学生要老,着急着赶快获得学位继续生活,对学术生活里的习惯和考试极不耐烦;这是一群不怎么好对付的学生;我感觉其中一位用了一种明智的方法对付我们;每当星期天的晚上,他就会来到当地酒吧,那里总有许多GI-Bill的学生光顾;他会坐下来和他们喝酒、开玩笑,和班上的学生们分享各种故事;那些学生们最近刚换下他们参军的制服,有曾经排里的中士、轰炸机驾驶员、下士、陆军上尉、中尉、指挥官、陆军上校,其中甚至有陆军中校;所有人都十分享受与他交流,他自己也是;第二天早上,他会走进教室后分发卷子给所有人考试,一场会有一半人挂掉的艰难考试;奇怪的是,挂掉的那些人也不会讨厌他;他们也不会厌恶他身份的变化,从一个友善的朋友变成压迫性的老师;相反他们喜欢他所以会在他的课上不断努力学习,最终学期结束的时候很好的掌握这门课程——经济学;这样的教书技巧我都无法解释清楚,但我相信,他很好的区分了学生们的身份,作为教室里的学习者和单纯的人类身份;这样的区分客观的判断了你的失望与你得到的B;客观性;尽管人们在阶层上、获得教育的程度都不一样,但从根本上大家吸收的知识都来自相同的生活素材,也因为有共同的情感紧密连接,开心也好害怕也罢,遭受的痛苦与获得的成就;认识到这点是重要的;战争、疾病、公共和私人中的重大变故,这些是生活中更大的共通点;意识到这点后会发觉社会标签其实是一种基本的无关与误导;这些标签在复杂的社会职责分配中确实很有必要,我们需要知道能相信谁,他又能做什么,所以就有分数、等级、职位、责任的差异;但是从人性出发的时候这些真的不需要太过看重,看待自身还是别人都一样;即便是从成就看,B这个标签也并不意味着你永远就是只能达到B成就的人;我清楚的知道B档的学生以后还可能得到B就像A档学生还会更容易取得A;但是学术学习只是一条窄窄的限定好的高速公路,毕业出去后碰到的就是杂乱无章的田野,充满波折;你曾经学到的东西也许在开始能帮你找到要走的路,但接下来就都要靠自己,在阻止我们前行的漫天大雾中定位目标、找准机遇了;。
unit7 A letter to a B student课件
• Part 1 Questions: • 1. What change about grades has the writer
mentioned briefly? • 2. What, according to the writer, has caused the
• Letter Grades ( A to F), • Numerical Grades ( Maximum 100) • Numerical Grades (1 to 5) • Pass-Fail Grades
unit7 A letter to a B student
Global Reading - Text analysis
The theme of this piece of writing It is explicitly stated in the first sentence of the third paragraph:
between the student as a performer in classroom and the student as a human being. • Part 4( Para 9-10) Social labels are necessary in our society, but they should be kept in perspective.
unit7 A letter to a B student
• communication skills -- In any workplace, people succeed who communicate well. College gives students ways of learning to communicate more effectively -- in both written and spoken forms.
Letter to a B student
inferiority n.
A
6
Gentleman’s C: a decent (得体的，正派的) grade (in the past).
It’s considered that “Gentleman’s C” as an average grade(平均等级) is seriously behind the times (过时，落伍), today’s “average” grade is a
things that most people agree with 标准
e.g. You must adapt to the norms of the society you live in. 在社会中生活就要遵循社会行为准则。
2) the norm = a situation or type of behavior that is expected and considered to be typical
His composition is far superior to mine. 他的作文比我的好多了。
He is superior to his brother in mathematics. 他的数学比他兄弟好。
Derivation: superiority n.
Antonym: inferior a.
A
4
Global Reading - Text analysis
Part II: (Para.4-8)
2. Para.5-8 a. what your grade doesn’t mean.
b. distinction between the student as a performer in the classroom and the student as a human being
Unit 7 Letter to a B Student课文翻译综合教程二
Unit 7 Letter to a B Student课文翻译综合教程二Dear Student。
XXX a final grade of B for the course。
This is a XXX "Gentleman's C" that was once the XXX。
it is important to note that in those days。
receiving an A was a rare occurrence。
with only two out of twenty-five students achieving such a grade。
Over time。
our standards have shifted。
and as a result。
you may XXX graduate school and special programs。
and I acknowledge that nothing I say can XXX disappointment.Moving forward。
XXX on your performance in the course and identify areas where you can improve。
While a B is a respectable grade。
there is always room for growth and development。
XXX.Overall。
I commend you on your effort and hard work throughout the course。
While a higher grade may have been yourgoal。
it is XXX grades do not define your worth as a student or individual。
综合教程2 Unit7 Letter to a B student ppt课件
$
About the author
In 1938, I graduated from Washington and Jefferson College.
$
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
$
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
$
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。
Letter to a b student PPT
• coordinate英 [kəʊ'ɔ:dɪneɪt] 美 [ko'ɔrdəˈ net]
• vt. 使协调，使调和； 整合 • vi. 协调； 协同； 成为同等 • adj. 同等的； [语法学]并列的； 同等级的 • n. <数>坐标； （颜色协调的）配套服装 • coordinate frame坐标系 coordinate
的看着我。
• resent英 [r…感到愤怒； 怨恨； 愤恨； 厌恶 v. 憎恨， 生气
• resentment n. 怨恨，愤恨 • resentful a. 不满的 • resentfulness n. 怨恨，愤恨 • e.g. He resents that he is
• get into gear开动机器
• e.g. With protective gear on you can spar with a partner. 戴上护具后可以和 对手练习轻拳出击
• Coercive: 英 [kəʊˈɜ:sɪv] 美 [koʊˈɜ:rs ɪv] adj. 强制的，强迫的； 高压的
• …他突然从友善的样子变成严酷的模样。
• It is important to recognize that human beings, despite differences in class and educational labeling, are fundamentally hewn from 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 .
Unit 7 Letter to a B Student课文翻译综合教程二
Unit 7 Letter to a B Student课文翻译综合教程二Unit 7 Letter to a B StudentDear B Student,I hope this letter finds you well. As your fellow classmate, I wanted to take a moment to commend you on your academic achievements. While some may view a B grade as average or even subpar, I genuinely believe that it represents a level of dedication and hard work that should not go unnoticed.In a competitive learning environment, such as ours, it is easy to become fixated on achieving perfect scores or being at the top of the class. However, I believe that success should not be solely defined by academic achievements, but rather by personal growth, perseverance, and the pursuit of knowledge.Throughout our time together in this course, I have witnessed your dedication and commitment to your studies. Your consistent B grades reflect your ability to grasp and apply the concepts taught in class. Your participation in discussions and willingness to ask questions have not only enriched your own learning experience, but that of your peers as well.Being a B student is not a mark of failure, but rather a testament to your willingness to learn and grow. It signifies that you are actively engaging with the course material, putting in the effort, and making progress. Often, it is the B students who possess a deep understanding of the subject matter, asthey have taken the time to truly comprehend the material, rather than merely memorizing facts.I believe that academic success is not limited to achieving top grades, but encompasses a range of skills and qualities that will benefit you in the long run. Your ability to balance your academic commitments with other aspects of your life, such as extracurricular activities, personal relationships, and self-care, is admirable. It demonstrates a well-rounded approach to education and a recognition of the importance of maintaining a healthy work-life balance.While your grades may not always reflect the effort you put in or the knowledge you possess, it is important to remember that they do not define your worth as a student or as an individual. Your commitment to your education and the skills you have developed along the way are far more valuable than a letter grade on a piece of paper.Continue to embrace the challenges that come your way, for it is through these challenges that we truly grow. Keep up the excellent work and remember that being a B student is nothing to be ashamed of. In fact, it is something to be proud of.Wishing you continued success and growth,Your Fellow Classmate。
LettertoaBStudentPPT
• A change in the money supply brings a corresponding change in expenditure.
哄她，她就会安静的。 • The meeting dissolved in ill ~. 不欢而
散
Frequent [v.]
• Tourists frequent the old temple at the suburbs of the city.
• Many foreign ships frequent the new port.
Word Differentiation
• She retained her tennis title for the third year.
• The stunt man swayed the long pole to retain the balance.
• The roads around the town have been very poorly maintained.
• Reading aloud (page 152) • Getting to know the new words • Word derivation • Word differentiation
Norm [n.]
• Europe’s varied cultural, political and ethical norms（an accepted standard or way of behavior or doing things that most people agree with 规范，标准，准则）
letter to a b student 全文翻译
letter to a b student 全文翻译
尊敬的B学生：
我想给你写封信，谈谈你的学习情况。
首先，我要提醒你，虽然成绩合格，但是绝对不能满足于此。
只是对及格的满足是不够的，你需要努力拥抱更好的成绩和更好的未来。
我了解你或许觉得自己已经付出了足够的努力。
然而，你需要反思自己的学习方法，是否真正有效。
可能你没有正确地掌握知识点，没有注意到老师在课堂上讲授的重点；可能你没有花足够的精力做作业或温故知新；或许你对提高学习效果的方法并不了解。
因此，你需要更努力地学习，每天都花时间在课后复习和预习，多做题、多记重点和难点，多向同学或老师请教.
你需要培养一个好习惯来提高你的学习效率。
计划合理的学习时间安排，充分利用时间学习。
每学一章知识后，可以写一篇小结来回顾你已经学到的内容。
在考试前，制定考试计划和策略，有针对性地进行练习，考试时不紧张，考试中也要注意时间的分配。
遇到困难和问题，你需要及时向老师和同学寻求帮助，甚至可以请一个家教辅导自己。
记住，不要让自己陷入迷茫和焦虑的状态中，给自己带来太多负面情绪或者给父母带来失望。
最后，我相信你可以做得更好。
好的成绩不是一时之事，需要不断的努力和积累。
相信自己，相信你可以做到，我们期望你有一个更加灿烂的未来！
衷心祝愿你在未来的学习生活中取得更好的成绩和更广阔的发展前景。
祝好！
你的 No.1 粉丝。
letter to a b student ppt课件
comcomplex
adj. 1)复杂的，难懂的，费解的 2)复合的
n. 1)建筑群 2)不正常的精神状态，情结（对某事）不正常的忧虑
Collocation: complexness n. complexly adv.
hew(hewed; hewn或hewed) v. 1) to make or shape sth. large by cutting砍成，劈成 2)To adhere or conform strictly; hold坚持或严格地遵守
e.g. Roughly hewn timber frames粗劈成的木架子
尽管社会阶层和教育背景相同但是人们都由相同的物质构成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
letter to a b student
question
What is the writer's view concerning social labels?
Social labels are, on the one hand, irrelevant and misleading, and on the other hand, necessary in a complex society.
hew sth. away / off
e.g. hew of dead branches
hew sth. out
e.g. hew out a career for oneself
knit(knited, knit; knitting)
v. to join closely;unite securely 编织，针织，机织，使紧密相连；牢固地联结 e.g. She's knitting herself a sweater. 她正在给自己织毛线衫。 knit stockings out of wool用毛线织袜 knit bricks together砌砖 knit one's brows皱眉
Unit 7 Letter to a B Student
Unit 7 Letter to a B Student 之杨若古兰创作Text 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 selfcontradictory 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.Structural analysis of the text1. Paragraph 2—5. Key words: Disappointment. Main idea: Grades do not mean everything.2. Paragraph 6—8. Key words: The student as performer; the student as human being. Main idea: Getting a B in class does not mean one will always be a B performer in life.3. Paragraph 9—10. Key words: Perspective. Main idea: In a complex society like ours, labels are necessary but they should be kept in perspective.Section Four Consolidation ActivitiesPart one. Vocabulary AnalysisI. Phrase practice1. essence: inner nature; indispensable quality; the most important part 实质，实质，精髓e.g. His works reflect the essence of fascism. 他的作品反映出法西斯的实质.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，迷途知返e.g. He deliberately misled us about the nature of their relationship. 关于他们究竟是什么关系，他故意给我们留下错误印象.This sentence has misled us into thinking that the answer was wrong. 这句话误使我们认为那个答案是错误的.4. conventional task: task traditionally required of students 传统任务e.g. This conventional task is so easy that even a pupil can finish it. 这个传统任务是如此简单，甚至小先生都能完成.5. in short supply: far from enough 供给缺乏，缺乏e.g. The water and food for disaster area is in short supply. 这些水和食物给灾区是远远不敷的.Potatoes are in short supply because of the bad harvest. 因为收成欠好，此刻马铃薯供应缺乏.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. His vision was nearly restored to normal after the removal (remove) of the tumor in his brain.2. The major issue of the conference was how to cope with the severe consequences resulting from the climatic (climate) changes on our planet.3. This company is in trouble and the latest plan for its salvation (salvage) has few supporters.4. It is said in the job ad that those who apply for the vacancy should have proficiency (proficient) in at least two languages.5. Don’t rely on the information she gave you —it’s pure assumption (assume) on her part.6. The age of college students normally (norm) ranges from 18 to 22.7. The government’s inaction to curb inflation and unemployment caused strong resentment (resent) among the public.8. The Sichuan earthquake turned out to be the most disastrous (disaster) one the country has witnessed in the past one hundred years.1. remove v. 清除，除去；脱掉removable a. 可除去的，可挪动的removal n. 挪动，移居；除去e.g. 我们的家已从北京迁到上海.Our home has removed from Beijing to Shanghai.他脱下帽子暗示敬意.He removed his hat as a sign of reverence.2. climate n. 气候；风气climatic a. 气候上的e.g. 她很快就适应了这类多变的气候.She adapted herself quickly to the changeable climate.3. salvage v. 打捞，抢救salvageable a. 可抢救的，可打捞的salvation n. 得救，解救；赎罪e.g. 房子里没有什么东西可救的了.There is nothing that is salvageable in the building.天气干旱了这么久，这场雨成了农民的救星.After so much dry weather, the rain has been the farmer’s salvation.4. proficient a. 熟练的，精通的proficiency n. 熟练，精通e.g. 我可以说对唱歌很外行.I’d say I am quite proficient at singing.5. assume v. 假定，设想；承担；认为assuming conj. 假定，假如assumption n. 假定，设想e.g. 我觉得你能讲流利的英语.I assumed you could speak English fluently.假定那是真的，我们此刻该怎样办？Assuming that it is true, what should we do now?6. norm n. 尺度，规范normal a. 正常的，正轨的normality n. 常态normalize v. 使正常，使尺度化e.g. 过了几天，洪水才退，生活恢复了正常.It was several days before the floodwater sank and life returned to normal.我们的关系正常了.Our relationship has been normalized.7. resent v. 仇恨，生气resentment n. 仇恨，愤恨resentful a. 不满的resentfulness n. 仇恨，愤恨e.g. 我非常讨厌他人侵占我的时间..I bitterly resent the encroachment on my time.他对所受的待遇感到忿恨.He is resentful at the way he has been treated.8. disaster n. 灾害disastrous a. 灾害性的e.g. 这场灾害过后，很多人既没有食物又没有住处.After the disaster there were many who wanted food and shelter.国家的经济情势非常蹩脚.The economic condition of the country is disastrous.IV.1. B;2. D;3. C;4. C;5. B;6. D;7. B;8. D.V. Synonym / Antonym: Give a synonym or an antonym of the word underlined in each sentence in the sense it is used.1. The essence of success is that there’s never enough of it to go round in a zerosum game where one person’s winning must be offset by another’s losing …Synonym: balanced, compensated2. The level of your proficiency has been determined by your performance of rather conventional tasks …Antonym: unconventional3. But they are important: crucially so, because they are always in short supply.Antonym: abundant, plentiful4. If you value these characteristics in yourself, you will be valued — and far more so than those whose identities are measured only by little marks on a piece of paper.Synonym: evaluated, assessed5. There were a lot of us then: older than the norm, in a hurry to get our degrees and move on …Synonym: average6. 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 …Synonym: essentially, basically7. But these distinctions should never be taken seriously in human terms …Antonym: lightly, frivolously8. Even in achievement terms, your B label does not mean that you are permanently defined as a B achievement person. Antonym: temporarilyVI. Prefix: Write in each space one word that has the same prefix as underlined in each given word.1. interfere international ____2. transcend ___ translate3. circumstances ____ circumference4. neocolonial neoclassical5. control conform6.antibiotic antisocial7. unlock undo 8.outnumber outshine1. Explanation:inter: betweene.g. interaction, interdependent, interconnect2. Explanation:trans: across or beyonde.g. transplant, transform, transatlantic3. Explanation:circum: surroundinge.g. circumcision, circumlocution, circumspect4. Explanation:neo: new, in a later forme.g. neonatal, neofascist, neoGeorgian5. Explanation:con: strengthen or reinforcee.g. convince, constrain, conquer6. Explanation:anti: opposed to, againste.g. antiwar, antihero, antidote7. Explanation:un: in verbs that describe the opposite of a processe.g. unfold, unload, unbend, uncut8. Explanation:out: greater, better, further, etc.e.g. outgrow, outlive, outwitPart two. Grammar Exercises1. DisjunctA disjunct is a type of adverbial that expresses information that is not considered essential to the sentence it appears in, but which is considered to be the speaker’s or writer’s attitude towards, or descriptive statement of, the propositional content of the sentence.More generally, the term disjunct can be used to refer to any sentence element that is not fully integrated into the clausal structure of the sentence. Such elements usually appearperipherally (at the beginning or end of the sentence) and are set off from the rest of the sentence by a comma (in writing) and a pause (in speech).e.g. Honestly, I couldn’t be lieve it.Unfortunately, Kim has had to leave us.I. Practice: Rewrite the following sentences using proper disjuncts.1. Unfortunately, …2. It is hoped that the report will go out to shareholders no later than June 1.Hopefully, …3. It is odd enough that he did not raise any objection to the plan. Oddly enough, …4. Rightly, …5. Luckily, …6. Fortunately, …7. It is strange enough that the burglar should not have taken the diamond away.Strangely enough, …II.Type 1 expresses a judgment on the whole and meanwhilethe subject, so three types of sentence structures can be used; Type 2 expresses no judgment on the subject.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 foo lish 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. Relative wordsRelative words are used to refer to a noun mentioned before and of which we are adding more information. They are used to join two or more sentences in the way we call “relative sentences”.e.g. I know many boys who / that play rugby.The shirt which / that Carl bought has a stain on the pocket.This is the boy whose mother works for the BBC.Barnstaple has a very old covered market where I bought some lovely old plates.Sunday is the day when people usually don’t go to work.If the verb in the relative clause needs a preposition, we usually put it at the end of the clause:e.g. The music which / that Julie listens to is good.Sometimes, the preposition can also be placed before the relative pronoun.e.g. My brother met a woman with whom I used to work.It was the stream in which the elephant and the mouse preferred to swim.Notice that we cannot use who or that after a preposition, for the relative pronoun now serves as the object of the preposition.III. Practice: Fill in each blank with a proper relative word. Use “preposition + relative word” if necessary.1. Good writing is built on a solid framework of logic, argument, narrative, or motivation ___which / that____ runs through the entire piece of writing and holds it together. This is the time__when___ many writers find it most effective to outline as a way of visualizing the hidden spine ___by which___ the piece of writing is supported.2. The element __on which__3. that4. James Russell is a man __for whom__ I have the greatest respect.5. 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 howeverThe words whatever, wherever, whoever, whichever, whenever and however have similar meanings to “no matter who, what, which …”. A word of this kind has a double function: it acts as a subject, object or adverb in its own clause. It also acts as a conjunction joining its clause to the rest of the sentence.e.g. Whatever you may say, I am not going to take him back. (No matter what you say, ...)Wherever you go, I shall follow you. (No matter where you go, I shall follow you.)Whoever disobeys the law must be punished. (No matter who disobeys the law …)However much he eats, he never gets fat. (No matter how much he eats, …)These words are also used to suggest something not definitely known.e.g. I shall come whenever I can slip away.We shall send whoever is available.You will have to be content with whatever you can get.V. Practice: Complete the following sentences with the appropriate words in the box.whoever wherever whateverhowever whenever whichever1. However2. __Whatever_____ problems you may have, we will help.3. whatever4. Wherever5. Take __whichever_____ book you like best.6. whoever7. __However___ late it is, you must come to the party because it will be something fantastic.8. whenever / wheneverVI.1. not the most important thing—it’s the only thing2. enough …. Nor…rather….Part three. Translation exercisesI.1. 不管我们的尺度是什么，这个尺度此刻提高了，结果使你对本人没能得到更高的分数而感到失望.2.因为缺乏更精确的衡量工具，我们至少只能把B看作一个模糊的符号，暗示对你把握某一科目的程度的判断，不过这类判断的精确性很值得怀疑.3.人的阶级属性和教育布景不尽不异，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；认识到这一点十分主要.4.然而和你们结业离校以后将要进入的那片荒蛮无路、起伏跌宕的乡野比拟，在样读书就如同一条狭隘坦直、界限分明的公路.II.1. 他因急性阑尾炎住院医治，结果连期末考试都没介入.（with the result that）Translation:He was hospitalized with acute appendicitis, with the result that he missed the final examination.2. 前来听讲座的人数远远超出本来的计划，分发给大家的讲义不敷了.（go round）Translation:As many more people came to the lecture than expected, there were not enough handouts to go round.3. 不管一天工作有多忙，他在睡觉前总要看一下电子信箱里有无新邮件.No matter what a long / busy day he may have, he makes a point of checking his email inbox before going to bed.4.世界各国都有失业成绩，但各国当局处理这个成绩的方法不尽不异.（handle）Unemployment is found in all countries in the world, but governments vary in their way to handle the problem.5.第一次来到异国的人常常会感到本人四周的一切既陌生，又风趣.（be apt to）Translation: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. 他的话，你得好好想想，千万不要他说什么你就信什么.（take at face value）Translation:Never take what he says at face value. Think it over yourself. 8.The doctor’s words removed his fears about the operation.VI Writing PracticeParagraph development — ClassificationIn our daily life we are constantly organizing things in one way or another. Classification is the grouping of items into categories according to some consistent principle. Most families of things can be divided or classified according to several different principles. The key to good classification writing is to use a single rule of division for each part. Classification is done of things that belong to one family, things that have something in common, but the purpose of classification is to compare and contrast them, showing their differences, so that the reader might have a better understanding of them. Classification is extensively used in technical writing, but the strategy can also be used for nontechnical purposes. Original and interesting classification for rhetorical effect can surprise the readers and capture their attention.Words and expressions often used for classification include, among many others, the following: include, comprise, contain, have, be sorted into, be classified into, differ in, be divided into, bea type of, fall under, belong to, be a part of, fit into, be grouped with, and be associated with.Exercises: Write 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 achiever s 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 unpleasant 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受试者、应考人 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 isB. 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. What can you do to help bring your “smart kid” out? ScriptGo to the Head of the ClassHow smart are you? How much can you learn? How high can you climb? Until now, schoolchildren seemed frozen in place. An average student in second or third grade paddled along, just fair to middling, until graduation from high school. A poor student languished受熬煎 at the bottom of each successive class. Studies showed that more than four out of five students began and ended schools at the same level of performance.It doesn’t have to be that way. Benjamin Bloom, a professor of education at the University of Chicago, supervised two separate research projects. In each, students were selected at random and provided with private teachers. With this onetoone instruction, belowaverage students climbed to betterthanaverage, while average students outperformed 98 percent of the boys and girls in conventional classrooms.Bloom identified and tested five remarkable simple ideas aimed at reproducing in the classroom the most effective components of onetoone instruction: attention, feedback, support, encouragement, and selfesteem.Here are the five ideas that can help you leap to the top of the class:1. Make reading automatic. Reading is the key to school success and, like any skill, it takes practice. A child learns to walk bypracticing until he no longer has to think about how to put one foot in front of the other. And you do the same thing when you learn to read. You are not an automatic reader until you can read with expression, with a sense of meaning of the sentences rather than read one word at a time, without expression or meaning.2. Win equal opportunity in the classroom. Sitting in the same classroom, different students get very different educations. Teachers often tend to give most of their attention to a handful of students, usually the top third of the class. If you think that you are not getting an equalopportunity education, discuss it with your teacher. Let your teacher know what’s on your mind. Just raising the question will make your teachers take a closer look at what they’re doing.3. Learn to think. Are you learning to remember information — or to use it? Do you memorize a math formula, or do you learn how it applies to all the circles of your life? According to Bloom, about 95 percent of today’s teaching focuses on the “lower mentalpr ocess” — rote死记硬背 learning of grammar, multiplication tables乘法表, historical names and dates. Most teachers spend very little time on the “higher mental processes.” —problemsolving, analyzing and interpreting. When you improve your thinking skills there is a gain in rote learning too. Knowingwhat an idea or a principle means, and how it can be applied, helps you learn better and remember longer.4. Have classmates help. More and more schools are trying teamwork or, as educators call it, “cooperative learning.” There are a number of ways to organize these teams, but two things are essential. First, youngsters need a reward — praise, a certificate of recognition —for doing well as a team. Second, the teams’ success must depend on how well each member learns. It’s the good side of peer pressure. There are also important bonuses to team study. Selfesteem goes up. Students learn the value of cooperation and develop better attitudes toward classmates with different social backgrounds or physical handicaps.5. Educate at home. According to the experts, what happens in your home is a better predictor预言者、前兆、启事 of success in school than in any I.Q. or achievement test. The home environment has great impact on how a child learns. It is as important as the quality of teachers or curriculum. In the homes of top achievers, homework and reading are given priority over play or television; parents encourage their children’s intellectual interests and praise school achievement. Family members talk together and do things together.Inside almost every poor to average student, there’s a smart kid yearning to渴望闯出来 get out. With these ideas, we can help to unlock that potential.。