B4 U10 A

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Unit 10: Part A 21st Century College English: Book 4

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speech Pre-Reading Activities Text A: Language Points Exercises Assignment Unit 10: Part A

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Pre-Reading Activities Preview Pre-Reading Listening

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Pre-Reading Activities Preview What makes a great speech? Of course an outstanding public address should inspire its audience, but the author of each of three speeches collected in this unit focuses on another quality: conciseness. The ability to express yourself clearly and effectively in a few words is a mark of true mastery over language. Text C, John F.Kennedy’s Inaugural Address, is regarded as one of the greatest political speeches in recent U.S. history though it is barely 1,350 words long. Text A and B are less momentous speeches; each was written as a

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Pre-Reading Activities Preview graduation address to a class completing their college education. But the burden or brevity has pressured these speakers to hone their messages to the sharpest edge, to communicate and inspire within the narrow period of time before the attention of their audience wanes. The way in which these speakers can express such an inspirational, heartfelt message in so few words is a lesson to us all.

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Pre-Reading Activities Before listening to the tape, have a quick look at the following words. spiritual 精神上的 ancestor 祖先 Athenian 雅典人 literate 有文化修养的 ecology 生态学 epic 史诗（的） Visigoth 西哥特人 marauder 强盗 desecrate 亵渎 align oneself with 与…结盟 outnumber 数目超过 First Listening

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Pre-Reading Activities Listening to the tape again. Then, choose the best answer to each of the following questions. Second Listening Check-up

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Pre-Reading Activities Listening to the tape again. Then, choose the best answer to each of the following questions. 1. What is the speaker’s main purpose in this graduation speech? A) To provide practical advice for those entering the job market. B) To reflect on the value of the education the graduates have received. C) To inspire the graduates to live a life of high ideals. D) To inform the graduates about some interesting historical facts. 1. What is the speaker’s main purpose in this graduation speech? A) To provide practical advice for those entering the job market. B) To reflect on the value of the education the graduates have received. C) To inspire the graduates to live a life of high ideals. D) To inform the graduates about some interesting historical facts.

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Pre-Reading Activities Listening to the tape again. Then, choose the best answer to each of the following questions. 2. Which of the following is NOT an accomplishment of the Athenians? Creating a culture which flourishes until today. Creating great works of art which have lasting beauty. Inventing science, philosophy, and political democracy. Holding the values of truth and beauty in the highest regard. 2. Which of the following is NOT an accomplishment of the Athenians? Creating a culture which flourishes until today. Creating great works of art which have lasting beauty. Inventing science, philosophy, and political democracy. Holding the values of truth and beauty in the highest regard.

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Pre-Reading Activities Listening to the tape again. Then, choose the best answer to each of the following questions. 3. Which of the following are the Visigoths given credit for? Striving for excellence in all things. Developing modern logical and science. Creating the Olympic games. Being excellent horsemen and warriors. 3. Which of the following are the Visigoths given credit for? Striving for excellence in all things. Developing modern logical and science. Creating the Olympic games. Being excellent horsemen and warriors.

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Pre-Reading Activities Listening to the tape again. Then, choose the best answer to each of the following questions. 4. At the end of the speech, what choice does the speaker pose to the graduates? To choose to follow either the spirit of the Athenians or that of the Visigoths. To choose whether or not to attend graduate school. To choose whether to pursue social justice or a high-paying career. To remember the history of Europe, so that its wars need not to be repeated. 4. At the end of the speech, what choice does the speaker pose to the graduates? To choose to follow either the spirit of the Athenians or that of the Visigoths. To choose whether or not to attend graduate school. To choose whether to pursue social justice or a high-paying career. To remember the history of Europe, so that its wars need not to be repeated. Script

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Pre-Reading Activities Today’s speech is a real challenge for me. I want to share some memorable ideas with you, but I am also aware that the first requirement of any graduation speaker is not to go on for too long. I will try to satisfy both requirements by telling you about two groups of people who can be considered your spiritual ancestors. These two groups were very different from each other, representing opposite values and traditions. The first group is called the Athenians and about 2,500 years ago they created the first truly literate society on earth. They invented the idea of political democracy, they invented philosophy and science, and they invented the word and idea which we know today as ecology. The Athenians believed in reason, in truth, and in beauty. They composed great epic poems and wrote plays that still today have the power to make audiences laugh and weep. The Athenians also invented the Olympic Games, and among their values none stood higher than that one should strive for excellence in all things. The second group of people, the Visigoths, lived in central Europe some 1,700 years ago. They were spectacularly good horsemen, but that’s about the only good thing to say about them. They were marauders -- ruthless and brutal. There was nothing a Visigoth liked better than to burn a book, desecrate a building, or smash a work of art. From the Visigoths, we have no poetry, no theater, no logic, no science. Now, it should be clear what this has to do with you. Sooner than you probably realize, you will have to choose to align yourself with the spirit of one or the other. You must be an Athenian or a Visigoth. Of course, we cannot know on this day how many of you will choose each road. But I will close with the following thought: I can wish nothing better for today’s graduating class that the Athenians among you will greatly outnumber the Visigoths. Thank you, and congratulations.

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Language Points My Graduation Speech Text A:

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My Graduation Speech by Neil Postman Author’s Note: Having sat through two dozen or so graduation speeches, I have naturally wondered why they are so often so bad. One reason, of course, is that the speakers are chosen for their eminence in some field, and not because they are either competent speakers or gifted writers. Another reason is that the audience is eager to be done with all the ceremony so that it can proceed to some serious reveling. Thus any speech longer than, say, fifteen minutes will seem tedious, if not entirely Language Points

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pointless. There are other reasons as well, including the difficulty of saying something inspirational without being banal. Here I try my hand at writing a graduation speech, and not merely to discover if I can conquer the form. This is precisely what I would like to say to young people if I had their attention for a few minutes. If you think my graduation speech is good, I hereby grant you permission to use it, without further approval from or credit to me, should you be in an appropriate situation. Language Points

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1 Members of the faculty, parents, guests and graduates, have no fear. I am well aware that on a day of such high excitement, what you require, first and foremost, of any speaker is brevity. I shall not fail you in this respect. There are exactly eighty-five sentences in my speech, four of which you have just heard. It will take me about twelve minutes to speak all of them and I must tell you that such economy was not easy for me to arrange, because I have chosen as my topic the complex subject of your ancestors. Not, of course, your biological ancestors, about whom I know nothing, but your Language Points

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spiritual ancestors, about whom I know a little. To be specific, I want to tell you about two groups of people whose influence is still with us. They were very different from each other, representing opposite values and traditions. I think it is appropriate for you to be reminded of them on this day because, sooner than you know, you must align yourself with the spirit of one or the other. Language Points

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2 The first group lived about 2,500 years ago in the place we now call Greece, in a city they called Athens. We do not know as much about their origins as we would like. But we do know a great deal about their accomplishments. They were, for example, the first people to develop a complete alphabet, and therefore they became the first truly literate population on earth. They invented the idea of political democracy, which they practiced with a vigor that puts us to shame. They invented what we call philosophy. And they also invented what we call science, and one of them — Democritus by Language Points

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name — conceived of the atomic theory of matter 2,300 years before it occurred to any modern scientist. They composed and sang epic poems of unsurpassed beauty and insight. And they wrote and performed plays that, almost three millennia later, still have the power to make audiences laugh and weep. They even invented what, today, we call the Olympics, and among their values none stood higher than that in all things one should strive for excellence. They believed in reason. They believed in beauty. They believed in moderation. And they invented the word and idea which we know today as ecology. Language Points

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3 About 2,000 years ago, the vitality of their culture declined and these people began to disappear. But not what they had created. Their imagination, art, politics, literature, and language spread all over the world so that, today, it is hardly possible to speak on any subject without repeating what some Athenian said on the matter 2,500 years ago. Language Points

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4 The second group of people lived in the place we now call Germany, and flourished about 1,700 years ago. We call them the Visigoths, and you may remember that your sixth- or seventh-grade teacher mentioned them. They were spectacularly good horsemen, which is about the only pleasant thing history can say of them. They were marauders—ruthless and brutal. Their language lacked subtlety and depth. Their art was crude and even grotesque. They swept down through Europe destroying everything in their path, and they overran the Roman Empire. There was nothing a Visigoth Language Points

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like better than to burn a book, desecrate a building, or smash a work of art. From the Visigoths, we have no poetry, no theater, no logic, no science, no humane politics. 5 Like the Athenians, the Visigoths also disappeared, but not before they had ushered in the period known as the Dark Ages. It took Europe almost a thousand years to recover from the Visigoths. Language Points

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6 Now, the point I want to make is that the Athenians and the Visigoths still survive, and they do so through us and the ways in which we conduct our lives. All around us—in this hall, in this community, in our city—there are people whose way of looking at the world reflects the way of the Athenians, and there are people whose way is the way of the Visigoths. I do not mean, of course, that our modern---day Athenians roam abstractly through the streets reciting poetry and philosophy, or that the modern-day Visigoths are killers. I mean that to be an Athenian or a Visigoth is to organize your life around a set of values. An Athenian is an idea. And a Visigoth is an idea. Let me tell you briefly what these ideas consist of. Language Points

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7 To be an Athenian is to hold knowledge and, especially, the quest for knowledge in high esteem. To contemplate, to reason, to experiment, to question—these are, to an Athenian, the most exalted activities a person can perform. To a Visigoth, the quest for knowledge is useless unless it can help you to earn money or to gain power over other people. 8 To be an Athenian is to cherish language because you believe it to be humankind’s most precious gift. In their use of language, Athenians strive for grace, precision, and variety. And they admire those who can achieve such skill. To a Visigoth, one word is as good as another, one sentence indistinguishable from another. A Visigoth’s language aspires to nothing higher than the cliché. Language Points

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9 To be an Athenian is to understand that the thread which holds civilized society together is thin and vulnerable; therefore, Athenians place great value on tradition, social restraint, and continuity. To an Athenian, bad manners are acts of violence against the social order. The modern Visigoth cares very little about any of this. The Visigoths think of themselves as the center of the universe. Tradition exists for their own convenience, good manners are an affectation and a burden, and history is merely what is in yesterday’s paper. Language Points

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10 To be an Athenian is to take interest in public affairs and the improvement of public behavior. Indeed, the ancient Athenians had a word for people who did not. The word was idiotes, from which we get our word idiot. A modern Visigoth is interested only in his own affairs and has no sense of the meaning of community. Language Points

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11 And, finally, to be an Athenian is to esteem the discipline, skill, and taste that are required to produce enduring art. Therefore, in approaching a work of art, Athenians prepare their imagination through learning and experience. To a Visigoth, there is no measure of artistic excellence except popularity. What catches the fancy of the multitude is good. No other standard is respected or even acknowledged by the Visigoth. Language Points

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12 Now, it must be obvious what all this has to do with you. Eventually, like the rest of us, you must be on one side or the other. You must be an Athenian or a Visigoth. Of course, it is much harder to be an Athenian, for you must learn how to be one, you must work at being one, whereas we are all, in a way, natural-born Visigoths. That is why there are so many more Visigoths than Athenians. And I must tell you that you do not become an Athenian merely by attending school or accumulating degrees. My father-in-law was one of the most committed Athenians I have ever known, and he spent his entire adult life as a dress cutter on Seventh Avenue in Language Points

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New York City. On the other hand, I have known physicians, lawyers, and engineers who are Visigoths of unmistakable persuasion. And I must also tell you, as much in sorrow as in shame, that at some of our great universities, perhaps even this one, there are professors of whom we may fairly say they are closet Visigoths. And yet, you must not doubt for a moment that a school, after all, is essentially an Athenian idea. There is a direct link between the cultural achievements of Athens and what the faculty of this university is all about. I have no difficulty imagining that Plato, Aristotle, or Democritus would be quite at home in our classrooms. A Visigothwould merely scrawl obscenities on the wall. Language Points

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13 And so, whether you were aware of it or not, the purpose of your having been at this university was to give you a glimpse of the Athenian way, to interest you in the Athenian way. We cannot know on this day how many of you will choose the way and how many will not. You are young and it is not given to us to see your future. But I will tell you this, with which I will close: I can wish for you no higher compliment than that in the future it will be reported that among your graduating class the Athenians mightily outnumbered the Visigoths. 14 Thank you, and congratulations. Language Points

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Text-related information Neil Postman Neil Postman is the chair of the Department of Culture and Communications and professor of media ecology at New York University. He is a critic of online education.

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Text-related information Democritus (460---370 BC) Democritus was a Greek philosopher who developed the atomic theory of the universe, which had been riginated by his mentor, the philosopher Leucippus.

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Text-related information The Visigoths The Visigoths (or western Goths) were ancient Germanic peoples who invaded the Roman Empire. Beginning in the 4th century AD, they settled in areas of what are now Spain, Portugal, and France.

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Text-related information The Roman Empire When the ancient Greeks were reaching the height of their glory, the power of Rome, to the west, was slowly rising. The genius of the Greeks lay in art, literature, science, and philosophy. The Romans were best in war-fare, engineering, and government. Rome rose to power gradually, with no set plan for world conquest. The Romans fought many wars and enslaved many people. By the time of Augustus, shortly before Christ, most of the known world was unified and at peace under Roman rule.

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Text-related information The period in history from the end of the Roman Empire to about 800 AD is often called the Dark Ages. There was not much progress made in Europe during this period. The foundations were laid, however, for important advances that were to follow in the later Middle Ages and the Renaissance. The stirrup was probably invented during the Dark Ages. Water wheels also made their first appearance then.They were used as sources of power in small rivers and in sea inlets, where they were run by tidal currents. The water wheels led to the windmill, which was introduced in about 1100. The magnetic compass was also invented at about this time.

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Text-related information Plato (428?---348? BC) Plato, one of the most famous philosophers of ancient Greece, was the first to use the term Philosophy. Plato investigated a wide range of topics. The influence of Plato has been persistent and unbroken. His Academy at Athens, which opened in about 387 BC, was the first forerunner of today’s colleges and universities. It was a school devoted to philosophy, law, and scientific research (primarily mathematics) and it endured as an institution until 529 AD. Plato’s influence extended far beyond the Academy. In his lifetime he was the most celebrated teacher of his day. After his death his ideas were taken up by countless other thinkers.

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sit through sth. — stay with sth. from the beginning to the end If you sit through something such as a file, lecture, or meeting, you stay until it is finished although you are not enjoying it. Examples: • The movie was so bad that I could hardly bear to sit through it. I can’t sit through six hours of the play.

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If you are done with something or someone, you have finished what you were doing with the thing or person. Examples: • Are you done with this dictionary,or are you still using it? • The Where are you going? I’m not done with you yet.

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have no fear — don’t worry (for I’m not going to talk for too long)

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first and foremost — most important; more than anything else Examples: • I do a bit of writing, but first and foremost I am a teacher. • I see myself, first and foremost, as your friend.

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require sth. of sb. — need or make it necessary that sb.does or has sth. Examples: • Driving at 80 miles an hour requires total concentration of the drivers. • It is required of me that I give evidence.

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If you align yourself with someone you support them because you have the same aim. Examples: • The major unions have aligned themselves with the government on this issue. • There have been signs that the prime minister is aligning himself with the liberals.

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If someone puts you to shame, they make you feel ashamed because they do something much better than you do. Examples: • His performance really put me to shame. • It puts me to shame that it’s taken me so long to write you the letter I owe you.

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stand high — be of great value;be good; be noble strive for excellence in sth. — try to do the best in sth.

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But not what they had created. Paraphrase: But what they had created did not disappear.

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An Athenian is an idea. And a Visigoth is an idea. Paraphrase? By saying an Athenian or a Visigoth, I don’t mean any individual person; I only mean a concept.

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A Visigoth’s language aspires to nothing higher than the cliché. Paraphrase? A Visigoth rests content with the use of familiar language much used by others.

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Tradition exists for their own convenience … and history is merely what is in yesterday’s paper. Paraphrase? Tradition is followed only when it is useful to them ( i.e. the Visigoths) … and history is nothing but events of the past (which have little to do with them).

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the ancient Athenians had a word for people who did not Paraphrase: the ancient Athenians had a name to call people who took no interest in public affairs and improvement of public behavior

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you must work at being one, whereas we are all, in a way, natural-born Visigoths. Paraphrase? it makes learning, and hard learning, to become an Athenian, while it is an instinct of us all to adopt some of the ways of the Visigoths.

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I can wish for you no higher compliment than that in the future it will be reported that among your graduating class the Athenians mightily outnumbered the Visigoths. Paraphrase: I wish for you the highest compliment that in the future it will be reported that there were many more Athenians than Visigoths among your graduating class.

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usher sth. in — mark the start of sth. is about to begin Examples: • the new government ushered in a period of prosperity. • The political reform has ushered in a new era of stability in the country.

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hold…in high esteem — show great respect for; have a very favorable opinion of Examples: • He is held in high esteem by colleagues in the construction industry. • Because of their achievements they were held in high esteem.

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If something catches or takes your fancy, you like it a lot when you see it or think of it. Example: • She makes most of her own clothes, copying anything which catches her fancy. • The thought of writing an autobiography took the fancy of the retired minister.

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If you are of a particular persuasion, you have that particular belief or set of beliefs. Example: • It is a national movement and has within it people of all political persuasions. • Fortunately for me, my kids are of the persuasion that their failings are of their own making.

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Not… for a moment or for one moment is used to emphasize the negation of the verb it modifies. Example: • I don’t for a moment think there’ll be a world war. • She didn’t believe the story for one moment.

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Unit 10 • Exercises Comprehension Vocabulary Listening

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Exercises • Comprehension 《读写教程 IV》: Ex. II, p. 349

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What did the speaker assure his audience of at the very beginning of his speech? 2. What is the speaker’s topic? Answer the following questions: He assured them that his speech would not be intolerably long. His topic is the opposite values and traditions of two very different groups of people. Exercises • Comprehension

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3. The first group of people the speaker talks about were the _________ who lived in a place we now call ________. The second group of people were the ________ who lived in a place we now call ________. The first group of people were outstanding in such respects as________,________,________,________,________,______, and so on. 6. The second group of people were very good ________, but unlike the Athenians, they knew almost nothing of ________,________,________,________, and ________. Exercises • Comprehension Athenians Greece Visigoths Germany language politics philosophy science literature sports horsemen poetry theater logic science politics

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7. What happened to the Athenians and the Visigths? 8. What is the point the speaker wants to make in talking about the two groups of people in his speech? They both disappeared many years ago. He believes that the Athenians and the Visigoths have survived through the people of today as they actually represent two entirely different sets of very different ideas about life. Exercises • Comprehension

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From Paragraph 7 to the Paragraph 11, the speaker makes a comparison between the values of an Athenian and those of a Visigoth. There are great differences between these people’s ideas and values about a.____________, b.____________, c.____________, d____________,and e._______________. Exercises • Comprehension knowledge language tradition Public affairs artistic excellence

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What conclusion does the speaker make after his comparison of the two groups of people? 11. According to the speaker, how can one become an Athenian? He concludes that everybody must be an Athenian or a Visigoth. One must learn how to be an Athenian and one must also work at being an Athenian. Exercises • Comprehension

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What kind of people are considered as modern Athenians and what kind of people modern Visigoths? 13. Before ending his speech, what does the speaker encourage university graduates to do? People who have the values and traditions of the Athenians are modern Athenians while people who ignore those values and traditions are modern Visigoths. He encourages them to adopt the Athenian way and try to be Athenians in the future. Exercises • Comprehension

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Exercises • Vocabulary

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《读写教程 IV》: Ex. IV, p. 350 Exercises • Vocabulary

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1. While attending college in Brunswick, Longfellow wrote to his father, “I most eagerly aspire after future ___________ in literature.” precise restraint esteem glimpse permission continuity crude flourish tedious vigor ruthless spiritual vulnerable eminence brutal persuasion Exercises • Vocabulary IV. Fill in the blanks with the words given below. Change the form where necessary. eminence

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2. Television gives its viewers a __________ of real-life tragedy, as when it covers the victims of wars, natural disasters, and poverty. Exercises • Vocabulary 3. Boxing She is putting on weight again because she eats anything she likes without her doctor’s ____________. glimpse permission IV. Fill in the blanks with the words given below. Change the form where necessary. precise restraint esteem glimpse permission continuity crude flourish tedious vigor ruthless spiritual vulnerable eminence brutal persuasion

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Exercises • Vocabulary 5. When the typist got sick another typist was employed to keep up the __________ of the work. 4. Boxing began thousands of years ago, and for much of its history was an extremely ________ sport. brutal continuity IV. Fill in the blanks with the words given below. Change the form where necessary. precise restraint esteem glimpse permission continuity crude flourish tedious vigor ruthless spiritual vulnerable eminence brutal persuasion

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6. Prehistoric people invented the first ________ “writing.” They drew pictures of wild animals on the walls of caves and rock shelters. Exercises • Vocabulary 7. Latin, because of its ________ expression, was a perfect language for law and government. crude precise IV. Fill in the blanks with the words given below. Change the form where necessary. precise restraint esteem glimpse permission continuity crude flourish tedious vigor ruthless spiritual vulnerable eminence brutal persuasion

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8. Expected that success would bring him freedom and power; but it brought only power that was in itself another kind of ________ . Exercises • Vocabulary 9. Latin,having published more than a dozen papers in some first-rate journals, she is held in high ________ by her colleagues. restraint esteem IV. Fill in the blanks with the words given below. Change the form where necessary. precise restraint esteem glimpse permission continuity crude flourish tedious vigor ruthless spiritual vulnerable eminence brutal persuasion

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10. The Maya civilization reached its period of greatest development about A.D.250 and continued to ________ for hundreds of years. Exercises • Vocabulary 11. The newly captured criminal is a ________ man who poses a serious threat to anyone who stands in his way. flourish ruthless IV. Fill in the blanks with the words given below. Change the form where necessary. precise restraint esteem glimpse permission continuity crude flourish tedious vigor ruthless spiritual vulnerable eminence brutal persuasion

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12. All our attempts at _________ were useless;she would not come to our party anyway. Exercises • Vocabulary 13. For almost fifty years my father had a ________ job on an assembly line, doing the same kind of work all the time. persuasion tedious IV. Fill in the blanks with the words given below. Change the form where necessary. precise restraint esteem glimpse permission continuity crude flourish tedious vigor ruthless spiritual vulnerable eminence brutal persuasion

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14. The ________ of Churchill’s body equaled that of his mind. His tremendous physical endurance allowed him to live a long, eventful life. Exercises • Vocabulary 15. Would the world be a better place if the passion for ________ values were as great as for material things? vigor spiritual IV. Fill in the blanks with the words given below. Change the form where necessary. precise restraint esteem glimpse permission continuity crude flourish tedious vigor ruthless spiritual vulnerable eminence brutal persuasion

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Exercises • Vocabulary 16. The troops were in a ________ position, completely exposed to attack from the air. vulnerable IV. Fill in the blanks with the words given below. Change the form where necessary. precise restraint esteem glimpse permission continuity crude flourish tedious vigor ruthless spiritual vulnerable eminence brutal persuasion

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《读写教程 IV》: Ex. V, p. 351 Exercises • Vocabulary

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V. Replace the underlined words or expressions in the following sentences with phrases or expressions from the text that best keep the original meaning. Exercises • Vocabulary be/have done with catch the fancy of/sb.’s fancy at home sit through in a way usher in have to do with align oneself with known as first and foremost hold…in high esteem aspire to sweep down put …to shame

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Exercises • Vocabulary 1. Although Hippocrates, generally recognized as the father of medicine, influenced the development of medicine, it was Aristotle who established observation and analysis as the basic tools of biology.  known as Exercises • Vocabulary be/have done with catch the fancy of/sb.’s fancy at home sit through in a way usher in have to do with align oneself with known as first and foremost hold…in high esteem aspire to sweep down put …to shame

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Exercises • Vocabulary 2. Tom was very much hurt by the indifference of a colleague whom he had respected greatly.  had held in high esteem Exercises • Vocabulary s be/have done with catch the fancy of/sb.’s fancy at home sit through in a way usher in have to do with align oneself with known as first and foremost hold…in high esteem aspire to sweep down put …to shame

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Exercises • Vocabulary 3. Though Mary knew I was never interested in the lectures I had to attend, she thought it unwise of me to give up my study altogether.  sit through Exercises • Vocabulary s be/have done with catch the fancy of/sb.’s fancy at home sit through in a way usher in have to do with align oneself with known as first and foremost hold…in high esteem aspire to sweep down put …to shame

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Exercises • Vocabulary 4. What he offered was far from sufficient, but to a certain extent, it helped me go on with my experiment in those most difficult days.  in a way Exercises • Vocabulary s be/have done with catch the fancy of/sb.’s fancy at home sit through in a way usher in have to do with align oneself with known as first and foremost hold…in high esteem aspire to sweep down put …to shame

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Exercises • Vocabulary 5. After living in the village for three months, George became bored with the simple life in the country and was actually eager to put an end to it.  be done with Exercises • Vocabulary s be/have done with catch the fancy of/sb.’s fancy at home sit through in a way usher in have to do with align oneself with known as first and foremost hold…in high esteem aspire to sweep down put …to shame

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Exercises • Vocabulary 6. It is most important that art teachers see themselves first of all as teachers and only after carrying out their duties in this respect can they see themselves as artists.  first and foremost Exercises • Vocabulary s be/have done with catch the fancy of/sb.’s fancy at home sit through in a way usher in have to do with align oneself with known as first and foremost hold…in high esteem aspire to sweep down put …to shame

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Exercises • Vocabulary 7. Of late, though, there have been signs that the prime minister has joined the liberals as an ally.  has aligned himself with the liberals Exercises • Vocabulary s be/have done with catch the fancy of/sb.’s fancy at home sit through in a way usher in have to do with align oneself with known as first and foremost hold…in high esteem aspire to sweep down put …to shame

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Exercises • Vocabulary 8. Lucy is superior to me as far as ability is concerned. She’s so capable that our boss always chooses her to do the most important jobs.  puts me to shame Exercises • Vocabulary s be/have done with catch the fancy of/sb.’s fancy at home sit through in a way usher in have to do with align oneself with known as first and foremost hold…in high esteem aspire to sweep down put …to shame

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Exercises • Vocabulary 9. On numerous occasions these vigorous horsemen sped along from the north, destroying almost all the towns and cities on their way to the heart of the southern country.  swept down Exercises • Vocabulary s be/have done with catch the fancy of/sb.’s fancy at home sit through in a way usher in have to do with align oneself with known as first and foremost hold…in high esteem aspire to sweep down put …to shame

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Exercises • Vocabulary 10. Whenever a show in town appeals to me I go to it.  catches my fancy Exercises • Vocabulary s be/have done with catch the fancy of/sb.’s fancy at home sit through in a way usher in have to do with align oneself with known as first and foremost hold…in high esteem aspire to sweep down put …to shame

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Exercises • Vocabulary 11. Our lives and health are closely related to one branch of science, i.e., biochemistry.  have much to do with Exercises • Vocabulary s be/have done with catch the fancy of/sb.’s fancy at home sit through in a way usher in have to do with align oneself with known as first and foremost hold…in high esteem aspire to sweep down put …to shame

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Exercises • Vocabulary 12. He was equally confident and comfortable in the Metropolitan Museum and the Museum of Modern Art, keen in discovering what was good in the arts of many ages and styles.  at home Exercises • Vocabulary s be/have done with catch the fancy of/sb.’s fancy at home sit through in a way usher in have to do with align oneself with known as first and foremost hold…in high esteem aspire to sweep down put …to shame

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Exercises • Vocabulary 13. The invention of electronic computer brought a new era in the development of science and technology.  ushered in Exercises • Vocabulary s be/have done with catch the fancy of/sb.’s fancy at home sit through in a way usher in have to do with align oneself with known as first and foremost hold…in high esteem aspire to sweep down put …to shame

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Exercises • Vocabulary 14. In Britain the majority of people have a strong desire for owning their own home and those who do acquire a certain position in society.  aspire to Exercises • Vocabulary s be/have done with catch the fancy of/sb.’s fancy at home sit through in a way usher in have to do with align oneself with known as first and foremost hold…in high esteem aspire to sweep down put …to shame

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Listening Listening and Speaking IV Conversation Part 2.2, pp. 113

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Listening 1st listening Listening to the conversation twice, and while you are listening, fill in the missing part.

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(Two students talking) John: That was an interesting speech Mr. Postman gave. It makes me think about the world leaders we’ve had in the recent past who were like the ancient Athenians and Visigoths. Ted: Yes, there was Adolph Hitler, a very selfish man whose main desire was to be the most powerful man in the world. 1)_____________________________________________________________________________. He was a genuine Visigoth. John: 2)____________________________________________________________________________________, but also in Italy and Japan. Like the ancient Visigoths, they almost destroyed the world. Ted: It was very fortunate at that time there were two men who saw the world needed to be rebuilt. President Truman ad Gorge Marshall established the Marshall Plan to restore people’s hopes, traditions, social stability, and economic well-being. They were definitely Athenians. John: We don’t have to look to the past for examples. 3) ____________________________________________________________________________________________________________________. Ted: The only way to overcome them is to be Athenians. I appreciate all the teachers, artists, political leaders, scientists, and humanitarians 4)____________________________________________. We all need that to be our goal. Listening 2nd listening

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(Two students talking) John: That was an interesting speech Mr. Postman gave. It makes me think about the world leaders we’ve had in the recent past who were like the ancient Athenians and Visigoths. Ted: Yes, there was Adolph Hitler, a very selfish man whose main desire was to be the most powerful man in the world. 1)_____________________________________________________________________________. He was a genuine Visigoth. John: 2)____________________________________________________________________________________, but also in Italy and Japan. Like the ancient Visigoths, they almost destroyed the world. Ted: It was very fortunate at that time there were two men who saw the world needed to be rebuilt. President Truman ad Gorge Marshall established the Marshall Plan to restore people’s hopes, traditions, social stability, and economic well-being. They were definitely Athenians. John: We don’t have to look to the past for examples. 3) ____________________________________________________________________________________________________________________. Ted: The only way to overcome them is to be Athenians. I appreciate all the teachers, artists, political leaders, scientists, and humanitarians 4)_____________________________________________. We all need that to be our goal. Check-up Listening

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(Two students talking) John: That was an interesting speech Mr. Postman gave. It makes me think about the world leaders we’ve had in the recent past who were like the ancient Athenians and Visigoths. Ted: Yes, there was Adolph Hitler, a very selfish man whose main desire was to be the most powerful man in the world. 1)___________________________________________________________________________________. He was a genuine Visigoth. John: 2)___________________________________________________________________________________, but also in Italy and Japan. Like the ancient Visigoths, they almost destroyed the world. He tried to destroy everyone who was different from him, and who didn’t agree with him I certainly agree with you, and there were others who joined with him, not only in Germany Listening

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Ted: It was very fortunate at that time there were two men who saw the world needed to be rebuilt. President Truman ad Gorge Marshall established the Marshall Plan to restore people’s hopes, traditions, social stability, and economic well-being. They were definitely Athenians. John: We don’t have to look to the past for examples. 3) _____________________________________________________________________. Ted: The only way to overcome them is to be Athenians. I appreciate all the teachers, artists, political leaders, scientists, and humanitarians 4) ___________________________________________. We all need that to be our goal. Just look at all the gangs in our cities who are trying to destroy everything Who are striving to make the world a better place Listening