21st Century College English: Book 1
Unit 3 : Part B
Unit Three: Part B
• Review of Text A
• Text B
• Listening Practice
• Assignment
Revision of Text A
• Dictation
• Assignment Checkup
 Vocabulary
 Cloze
 Translation
Assignment Check-up
Vocabulary
 Ex. IV
 Ex. V
Vocabulary
IV. Fill in the blanks with the words or expressions given below.
Change the form where necessary.
《读写教程 I》: Ex. IV, p. 56
Vocabulary
wear out
draw
aspect
bear
conquer
perform
racial
break into
as far as
mature
pay attention to
get tired of
1. The films he directed two decades ago still _____ large
audiences today.
 draw
2. Of all the sorrows she had to _____, none was so great as
her son’s being born blind.
 bear
Vocabulary
wear out
draw
aspect
bear
conquer
perform
racial
break into
as far as
mature
pay attention to
get tired of
3. He didn’t throw away the stockings until they were so
_____ that they couldn’t be mended anymore.
 worn out
4. He finally _____ sitting in the office all day and longed
for a more active life.
 got tired of
Vocabulary
wear out
draw
aspect
bear
conquer
perform
racial
break into
as far as
mature
pay attention to
get tired of
5. He had a vision ( 幻 想 ) of a society in which the
members of different races could live together in
_____ harmony.
 racial
6. He _____ so little _____ what he was doing that he cut
his face while shaving.
 paid; attention to
Vocabulary
wear out
draw
aspect
bear
conquer
perform
racial
break into
as far as
mature
pay attention to
get tired of
7. Although he’s only 16 he has very _____ ideas about
life.
 mature
8. He told such a funny story that everybody _____
laughter.
 broke into
Vocabulary
wear out
draw
aspect
bear
conquer
perform
racial
break into
as far as
mature
pay attention to
get tired of
9. The concert at which the classical pianist _____ was a
great success.
 performed
10. Although he made a great deal of money, he could
never _____ his feelings of worthlessness.
 conquer
Vocabulary
wear out
draw
aspect
bear
conquer
perform
racial
break into
as far as
mature
pay attention to
get tired of
11. We must consider all _____ of the plan before deciding.
 aspects
12. _____ I know, it is not necessary to buy tickets in
advance. They should be available at the door.
 As far as
Vocabulary
《读写教程 I》: Ex. V, p. 57
Vocabulary
V. Replace the colored parts in the following sentences with words
or expressions from the text that best keep the original meaning.
1. Having grown up in a church-going family, Bill is
friendly, polite and willing to help anyone in need.
 Brought up
2. As soon as he turned into a side road, he started to run.
 broke into running
Vocabulary
V. Replace the colored parts in the following sentences with words
or expressions from the text that best keep the original meaning.
3. The teacher was very much surprised to find that the
laziest student in her class had gained a mark of 100
in an important test.
 amazed
4. Mr. Johnson had made up his mind to go to Africa with
the medical team. His wife could do nothing but help
him to pack up.
 all (his wife) could do was
Vocabulary
V. Replace the colored parts in the following sentences with words
or expressions from the text that best keep the original meaning.
5. The twin brothers are like each other not only in
appearance but also in character.
 resemble
6. Bob was intelligent and capable of passing his exams
without difficulty.
 with ease
Vocabulary
V. Replace the colored parts in the following sentences with words
or expressions from the text that best keep the original meaning.
7. The boy has overcome his fear of failure and is making
great progress in his studies.
 conquered
8. She never buys cheap shoes for her son as they become
useless very quickly.
 wear out/are worn out
Vocabulary
V. Replace the colored parts in the following sentences with words
or expressions from the text that best keep the original meaning.
9. The job proved to be harder than we had thought.
 turned out
10. To everyone’s surprise, Jane has become a beautiful
young woman.
 has grown into
Vocabulary
V. Replace the colored parts in the following sentences with words
or expressions from the text that best keep the original meaning.
11. Her death at the age of 21 was a very sad event for the
family.
 tragedy
12. When she found her child was running a high fever,
she immediately took him to hospital.
 promptly
Cloze
《读写教程 I》: Ex. XI, p. 59
Cloze
X. Fill in each of the blanks with an appropriate word.
with
1
Stevie Wonder’s life had been filled _____ challenges.
Although blind
met
However, he has _____ each one by finding joy even in a life
childhood
with a great deal of pain. _____ he was born poor and _____,
Stevie had a wonderful _____ because he played with all of
the sighted children.
Cloze
X. Fill in each of the blanks with an appropriate word.
amazed
2
When young Stevie discovered music, he _____ his
neighbors
family with his talent. Soon his _____ and the world learned
how gifted a musician he was. As a man, Stevie had to _____
fight
for the right to make music
his own way. When he did make
records
talent
his own _____, they were very popular. Stevie had trusted
his own _____ enough to become a mature musical artist.
Cloze
X. Fill in each of the blanks with an appropriate word.
3
accident
only
After a serious car _____, Stevie didn’t
just survive.
about
He became famous not _____ for his music, but also
for
along
his public mindedness. He sang _____ serious problems
and the need forattitude
people everywhere to get _____. The life
of Stevie Wonder shows the importance of having a
positive _____ and trusting your own abilities.
Dictation
You are going to hear 5 sentences. Each will be read three
times. Write down the sentences according to the dictation.
1
2
3
4
5
Check-up
Dictation
1
In her wildest dreams, Mrs. Morris could never
have imagined that her new baby would become a
famous musician called Stevie Wonder.
2
He loved music and would pound spoons or forks
on any surface that faintly resembled a drum.
3
Just after this success, however, tragedy struck.
4
Stevie fought back from the shadow of death as he
had once fought out from the shadow of blindness.
5
The car accident changed Stevie by making him
reevaluate his goals in life.
Translation
XIV. Translate the following sentences into English.22
《读写教程 I》: Ex. XII, p. 59
Translation
1. 据我所知，他们必须做的只是来见一见他们想抚养的孩子，
并填写一份表格 。
As for as I know
fill up
bring up
all they have to do
As far as I know, all they have to do is come and see the
child they want to bring up and fill up a form.
Translation
2. 随着他对世事的了解越来越多，他终于厌倦了对名利的追
求。
As
get tired of
fame and wealth
go after
As he learned more and more about the world, he finally got
tired of going after fame and wealth.
Translation
3. 小女孩的歌声给老人带来了欢乐，帮助他忍受住种种生活
的艰辛。
joy/ happiness/ sunshine
hardship
bear
The little girl’s songs brought sunshine to the old man and
helped him bear the hardships of life.
Translation
4. 人们纷纷前来向他们祝贺又一座黄浦江大桥的胜利建成。
one after another congratulate … on
successful building
People came one after another to congratulate them on the
successful building of another big bridge over the Huangpu
River.
Translation
5. 这个十岁的男孩小提琴拉得如此娴熟，在场的人都惊叹不
已。
so skillfully
the people present
be amazed
All the people present were amazed that the 10-year-old boy
was playing the violin so skillfully.
Translation
6. 车祸之后，史蒂威重新评价了自己的人生目标，决定更多
地注意外部世界。
reevaluate
the world outside
goal in life
pay more attention to
After the car accident, Stevie reevaluated his goals in life
and decided to pay more attention to the world outside.
Translation
7. 母亲即使做梦也没想到她的儿子会成为一名世界著名的钢
琴家。
even in her
wildest dreams
never imagine
world-famous
Even in her wildest dreams, Mother could never have
imagined that her son would become a world-famous pianist.
Translation
8. 当听到他们的老师已摆脱了死亡的阴影时，学生们都大声
欢呼起来。
fight back from the shadow of death
break into loud cheers
The students broke into loud cheers when they heard that
their teacher had fought back from the shadow of death.
Text B
Text B: We Are What We Think We Are
• Language Points
• Comprehension Exercises
 Reading Skill
Text B
We Are What We Think We Are
1
Psychologists tell us that we are what we think ourselves to be.
Our self-image defines for us what we believe we can and cannot do.
Each of us over the years has built up beliefs about ourselves.
Unconsciously, our pictures of who we are have been formed by past
experiences. Our successes and failures, what others have told us
and what we think people believe about us, all help form impressions
of who we think we are. Because self-image is so important in our
growth, it is important to examine our concepts of self in order to
reach our full potential.
Text B: We Are What We Think We Are
2
A danger is that we often accept as true the wrong images of self.
An example is a student who sees himself as ‘poor in English.’ He can
be heard to say, ‘Oh, I’ve never been good in English classes.’
Chances are the student failed in an English test at one time in the
past. Rather than saying ‘I failed a test; what can I learn from it?’ he
began thinking, ‘I’m a failure; I’ll never do well in English.’ Or, perhaps
his parents or friends made negative remarks to him about his grades.
These are ways that poor self-images develop. In this case the student
became what he thought he was.
Text B: We Are What We Think We Are
3 Changing our self-image is possible. Some psychologists suggest
we begin to change our self-image by mentally picturing ourselves
performing well at some task. Since we presently react to things
based on our present images, the suggestion is to replace those with
better ones. In many experiments, people were asked to sit quietly for
a few minutes each day and imagine themselves doing well at a test.
For instance, subjects would sit and imagine themselves throwing
darts at a bull’s-eye on a target. Over a period of weeks their dart
game improved. This has been done with people who wanted to play
chess better, throw a ball more accurately, increase their
salesmanship or musical talents, and improve many other skills. In
most cases, remarkable improvement is made. That ‘poor’ English
student might have found he was much better in the subject than he
thought if he had tried seeing himself as a better student.
Text B: We Are What We Think We Are
4
The point of changing self-image is not to develop an image of
ourselves that is not real. To try to become something we really aren’t
is just as wrong as living the unrealistic, inferior image we may have.
The aim is to find the ‘real’ self, to bring our mental images of
ourselves in line with our true potential. However, it is generally
accepted among psychologists that most of us fail to do justice to
ourselves. We’re usually better than we think we are.
Text B: We Are What We Think We Are
5 Try this. Set aside 20-30 minutes each day to sit alone quietly and
comfortably. Just close your eyes and imagine yourself sitting before
a large movie screen. Then picture yourself doing something you want
to improve on. This could be test-taking, hitting a backhand stroke in
tennis, job interviewing, whatever. Practice seeing yourself doing it
correctly and successfully. Make your pictures as real and as vivid as
possible. See and hear details, if you can. If you are working on testtaking, for instance, picture the room you are in. See yourself relaxed
at a desk. Picture the clothes you are wearing. Hear the sounds of
others writing, moving in their seats. Read the questions on the test
and imagine yourself writing answers to them. Details are considered
the most important part of practicing an experience. Such an exercise
helps wipe out poor images and gives you new images or pictures of
yourself being successful.
Text B: We Are What We Think We Are
6
Another important part of changing self-concept is to not think
about past mistakes. Don’t let failures do harm. Our errors or
humiliations over mistakes are necessary steps in learning. It is all
right to make mistakes. But when they have taught us what we did
wrong, we should forget them and not dwell on them. Sometimes we
keep remembering our failures or mistakes and feel guilty or
embarrassed about them. We let them take over , and then we develop
a fear . That’s exactly what the ‘poor’ English student allowed to
happen.
Text B: We Are What We Think We Are
7
It is important to have realistic expectations of ourselves. Some of
our dissatisfaction might come from expecting too much of ourselves.
If we demand constant perfection in everything we do, we can be
disappointed. Our poor self-concept will continue. If our goal is to
reach perfection, we are doomed from the start.
... we are what we think ourselves to be.
Translation:
Cf.
Key
? ... our pictures of who we are ...
我们自以为是什么样的人，就是什么样的人。
... impressions of who we think we are.
... the student became what he thought he was.
The use of what and who in such sentences may have
different implications: what usually implies a person’s job
or position while who, his/her name or relationship with
someone else.
Background Information
Self-image
The term self-image refers to the various
beliefs individuals have about what they are like,
such as how clever they believe themselves to be,
or how they think these appear in the eyes of
others. Individuals differ in how realistic they
are in their assessments of self.
Background Information
A bull’s
eye is an eye of a bull,
about the same size as the small
black spot at the center of a target, which was perhaps so
named for its resemblance to an eye of a bull. But it is
possible that a bull’s-eye takes its name from a British
coin called the bull’s-eye, which was worth a crown, or
five shillings. The coin was so named possibly because
the one-crown piece was often bet on the outcome of a
bull contest; when one put money “on the bull’s eye” one
was betting on the bull.
in line with
— remaining or changing at the same rate or in
proportion to sth. or sb.
Translate
Example
Theare
salaries
of temporary
ought
to inflation.
be in
• We
seeking
a pay rise employees
that is in line
with
line with those of permanent staff.
Key
临时工应与正式员工一样同工同酬。
do justice to oneself
— to treat/show oneself in the best possible way
Cf.
do justice to something
Example
e.g.
• He didn’t do himself justice in the exams.
• The photograph does not do full justice to the rich
= He didn’t perform as well as he was capable of doing.
colours of the garden.
• Since we’d already eaten, we couldn’t do justice to
her cooking.
dwell on/upon
— to deal with it for a lot of time; to think, talk or
write about it a great deal
Translate
Example
• His mind often dwelt upon the fact that there were
In his speech, he dwelt on the problem of the sick and
only two more weeks before he had to take the
hungry.
entrance examination.
Key
他在发言时始终在谈那些生病和挨饿的人群的问题。
... we are doomed from the start.
Translate:
Key
?
我们从一开始就注定要失败。
We are doomed to failure
Recognizing Main ideas and Supporting Details
《读写教程 I》: Ex. A, p. 64
Recognizing Main ideas and Supporting Details
Reading Skill III
Recognizing Main ideas and Supporting Details
Good writers do not simply tell you what they mean. Once
they introduce a main idea (discussed in Unit Two), they will
then support it with examples, facts, statistics, reasons, and
experiences of their own or of others. All of these are known as
supporting details. Without them, a writer’s ideas would
remain abstract, vague, and therefore unconvincing. The ability
to identify the supporting details a writer provides — and to
evaluate how convincing they are — is another important
reading comprehension skill.
Recognizing Main ideas and Supporting Details
Answer the following questions. While doing this you may turn
back to the text if necessary. Pay attention to the relationship
between the main idea and supporting details.
Recognizing Main ideas and Supporting Details
(para. 1)
1. What is the main idea of this paragraph?
A) The importance of self-image.
B) The importance of bringing one’s potential into full
play.
C) The formation of our self-images.
D) The importance of examining our concept of self-
image.
Recognizing Main ideas and Supporting Details
(para. 1)
2. Which of the following is NOT given as a factor that
helps to form our self-images?
A) Our own pictures of who we are.
B) What we are doing right now.
C) Our successes as well as our failures.
D) Other people’s opinions about us.
Recognizing Main ideas and Supporting Details
(para. 2)
3. This paragraph is mainly discussing _____.
A) how people accept self-images as true
B) how a poor self-image develops
C) how others’ negative remarks help to form one’s
poor self-image
D) how poor grades affect the formation of one’s self-
image
Recognizing Main ideas and Supporting Details
(para. 2)
4. The author supports his idea by providing _____.
A) a set of facts
B) his personal experience
C) a case in point
D) a detailed analysis
Recognizing Main ideas and Supporting Details
(para. 3)
5. In this paragraph, how does the author support his main
idea that Self-image can be changed?
A) By providing examples.
B) By giving reasons.
C) By stating others’ opinions.
D) Both A) and B).
Recognizing Main ideas and Supporting Details
(para. 3)
6. All the following statements are true EXCEPT that _____.
A) we can improve our present self-image by imagining
ourselves doing well at a certain task
B) experiments have been done with various people and good
results obtained
C) by mentally picturing himself as a better student that “poor”
English student has improved his performance remarkably
D) it is obvious that better self-images may lead to improvement
in skills and performances
Recognizing Main ideas and Supporting Details
(para. 4)
7. In this paragraph, the author makes it clear that what is
most important in changing one’s self-image is _____.
A) to avoid aiming too high
B) to know our true potential
C) to know we are usually better than what we think we
are
D) to make our self-images agree with our true potential
Recognizing Main ideas and Supporting Details
(para. 4)
8. The expression “to do justice to ourselves” is similar in
meaning to _____.
A) showing the true values of ourselves
B) treating ourselves in a fair way
C) dealing with ourselves properly
D) doing something as well as we are capable of
Recognizing Main ideas and Supporting Details
(para. 5)
9. In this paragraph the author is _____.
A) talking about his personal experience in practising
self-imaging
B) telling a story of someone’s practising self-imaging
C) describing a method of practising self-imaging
D) showing us the only way of practising self-imaging
Recognizing Main ideas and Supporting Details
(para. 5)
10. When practising self-imaging, which of the following is
considered very important?
A) Sitting still.
B) Being alone.
C) Relaxing.
D) Picturing details.
Recognizing Main ideas and Supporting Details
(para. 6)
11. Which of the following could best serve as a subheading
for this paragraph?
A) Forget past mistakes.
B) Don’t let failures do harm.
C) Mistakes, a necessary part of learning.
D) Errors, potential obstacles to further development.
Recognizing Main ideas and Supporting Details
(para. 6)
12. The author advises us to forget past mistakes _____.
A) because we can hardly learn anything positive
from them
B) so that we can free ourselves from feeling guilty
over them
C) because thinking too much about them will prevent
us from bringing into play our true potential
D) all of the above
Recognizing Main ideas and Supporting Details
(para. 7)
13. What is the main idea of the concluding paragraph?
Say it in your own words.
Realistic expectations of ourselves help form true
_____________________________________________
self-image.
_____________________________________________
Recognizing Main ideas and Supporting Details
(para. 7)
14. Which of the following statements can best express the
main idea of this article?
A) Over the years, each of us has built up beliefs
about ourselves.
B) Understanding the power of self-image is
important if we are to reach our potential.
C) If we think we are successful we will succeed; if we
think we are failures we will fail.
D) Our self-image defines who we think we are.
Listening
《听说教程 I》: Part 5.3, p. 25
Listening
Short Conversations
You will hear 10 short conversations. After
each conversation you will hear a question. Listen
carefully and choose the best answer from the
four choices given.
Listening
1. A. He lent her an extra pen.
B. He offered her a pencil.
C. He said he didn’t have any extra ink.
D. He was afraid of losing his pencil.
Listening
2. A. The woman plays bridge better than the
man.
B. Both of them are good bridge players.
C. The woman doesn’t play chess, while the
man doesn’t play bridge.
D. Both of them know how to play chess.
Listening
3. A. 15 minutes.
B. An hour.
C. 50 minutes.
D. Half an hour.
Listening
4. A. To ask her what the problem with the
cassette player is.
B. To have his cassette player repaired.
C. To complain about his tapes.
D. To tell her bought four cassettes here
six months ago.
Listening
5. A. A quarter to five.
B. Five.
C. Five or five-thirty.
D. Five-thirty
Listening
6. A. Three cigarettes.
B. Twenty cigarettes.
C. Sixty cigarettes.
D. Ten cigarettes.
Listening
7. A. At a bus stop.
B. At a railway station.
C. At an airport information desk.
D. At a travel agency.
Listening
8. A. At 9:00 a.m.
B. Before 9:00 a.m.
C. At 8:30 a.m.
D. Before 7:30 a.m.
Listening
9. A. Bus.
B. Train.
C. Subway.
D. Car.
Listening
10. A. 420 dollars.
B. 420 pounds.
C. 520 dollars.
D. 520 pounds.
Check-up
Listening
1. W: Could I please borrow a pen? Mine just ran out of ink.
I’mlent
afraid
havepen.
an extra one. Is a pencil okay?
1. M:
A. He
herI don’t
an extra
W: That’s fine.
B. He offered her a pencil.
C. He said he didn’t have any extra ink.
Q:
How did the man respond to the woman’s request?
D. He was afraid of losing his pencil.
Listening
2. M: Hey, Jane, do you play bridge?
No, Iwoman
don’t play
cardbridge
games.better
But I do
know
2. W:
A. The
plays
than
thehow to
play chess. How about you?
man.
M: Well, I happen to be one of the best chess players
B. Both of them are good bridge players.
around.
C. The woman doesn’t play chess, while the
man doesn’t play bridge.
W: O.K.. Let’s play, then. We’ll see who’s the best.
D. Both of them know how to play chess.
Q:
Which of the following is true?
Listening
3. W:
John, I’m sorry to be so late. Thank you for waiting.
Oh, I don’t mind. I’ve been here fifty minutes.
3. M:
A. 15
minutes.
W:
Didn’t you get bored?
B. An hour.
M: No. You said you might be as much as an hour late,
C.so 50
minutes.
I just
brought my newspaper and ordered myself
coffee.
D.a cup
Halfofan
hour.
Q:
How late was the woman?
Listening
4. W: Hello, sir. What can I do for you?
Hi. ask
Uh, her
I have
thisthe
cassette
player
herethe
that I bought
4. M:
A. To
what
problem
with
about six months ago. It just ruined four of my
cassette player is.
favorite tapes.
B. To
W:
Oh,have
dear.his
I’mcassette
sorry. player repaired.
C. So
ToI complain
about
tapes.
M:
want you to
fix it.his
I’m
sure it’ll no problem, right?
D. To tell her bought four cassettes here
six months ago.
Q:
Why has the man come to the shop?
Listening
5. W: What time is it?
M: It’s a quarter to five.
5. A. A quarter to five.
W: Aren’t we supposed to be at Jim’s house by five
B. Five.
o’clock?
M:
Five or
C. Five
orfive-thirty.
five-thirty.He said it didn’t make any
difference.
D. Five-thirty
W: Then maybe we could pick your suit up at the
cleaner’s.
M: Sure, we have plenty of time.
Q:
What time are they supposed to be at Jim’s house?
Listening
6. M:
You’re a smoker?
Yes, I am. My husband is too.
6.W:A. Three
cigarettes.
M:
Would you describe yourself as being a heavy
B. Twenty
cigarettes.
smoker?
C. Sixty
cigarettes.
W:
Heavy?
No. I wouldn’t call three packs of twenty a
weekcigarettes.
heavy smoking. That’s not even ten a day.
D. Ten
Q:
How many cigarettes does the woman smoke a
week?
Listening
7. W: Hello, I’m thinking of taking a trip.
Where
would
7. M:
A. At
a bus
stop.you like to go?
W: Well, perhaps to Hong Kong or the Philippines.
B. At a railway station.
M: Well, we have a nice package tour to East Asia.
C. At an airport information desk.
D. At a travel agency.
Q:
Where does the conversation most likely take place?
Listening
8. W:
Yes, sir, may I help you?
I’d 9:00
like aa.m.
ticket to Chicago, please.
8.M:A. At
W:
For today?
M:
No, early Monday morning.
B. Before 9:00 a.m.
C. At 8:30 a.m.
W:
We have a flight that will get you there at 9:00 a.m., is
D. Before
7:30 a.m.
that O.K.?
M: Do you have anything earlier? I have an appointment
at 8:30. I’ve got to be there at least an hour ahead of
time.
Q:
When does the man want to arrive in Chicago?
Listening
9. W:
Have you traveled much in Britain?
M:
No, not much. But I travel quite a lot in London
9. A. Bus.
every day.
W:B. Train.
Do you think London transport is efficient?
M:C. Subway.
Yes, I do. I think the London underground is
marvelous.
D. Car.
But don’t you think our buses are rather slow?
W:
M:
Yes, I do, particularly in the rush hours.
Q:
What means of transportation is best in London?
Listening
10. W: Can I help you, sir?
What’s the airfare to Tokyo?
10.M:
A. Yes,
420please.
dollars.
W: Tokyo? Let me see… Five hundred and twenty
B. 420 pounds.
pounds.
C. Return?
520 dollars.
M:
D. No.
520Single.
pounds.
W:
Q: What is the price of a one-way ticket to Tokyo?
Assignment
1.
Reading Analysis
Ex. XIII, p.60
2.
Structured Writing
Ex. XIV, P. 60
3.
Self-study Text C