Transcript Fable The Wealth of Nations U.C.L.A. Before Reading

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Global Reading
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Fable
Adam Smith and The Wealth of Nations
U.C.L.A.
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Fable
A Brief Introduction to Fable
Two Famous Fables
Some Famous English Sayings from Fables
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Adam Smith and The Wealth of Nations
Adam Smith
1. A Brief Introduction to Adam Smith
2. Chronology of Adam Smith
The Wealth of Nations
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A Brief Introduction to Fable
The term fable refers to a short story in which animals
or inanimate objects speak and behave like humans,
usually to give a moral point. The term comes from the
Latin fabula, “a telling.”
The greatest teller of fables was Aesop. He was
believed to be a Greek slave who lived in the 6th
century B.C. Another great teller of fables was Jean de
La Fontaine. He wrote in France in the 17th century. La
Fontaine based many of his fables on those of Aesop.
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Some of their best-known fables are The Lion and the
Mouse, The Hare and the Tortoise, The Fox and the
Grapes, The Shepherd Boy and the Wolf, The Fox and the
Crow, The Dove and the Ant, and The Fox and the Stork.
In the Chinese language, some idioms come from
fables such as The Frog in the Shallow Well (井底之蛙),
His Spear against His Shield (自相矛盾), Making His Mark
(刻舟求剑), Ostrich Logic (掩耳盗铃) and Blessing or Bane
(塞翁失马).
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A Brief Introduction to Fable
Aesop
(620?~560? B.C.)
ancient Greek
writer of fables
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A Brief Introduction to Fable
Jean de La Fontaine
(1621~1695)
French writer
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Two Famous Fables
Here are some pictures about two famous fables. One is
an Aesop’s fable; the other is a Chinese one. In small
groups, students are required to talk about the pictures
and think of the following questions.
1. What are the names of the fables?
2. What lessons can we draw from the fables?
Fable 1
Fable 2
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The Fox and the Grapes
One day a fox passed under a vine.
From the vine a lot of grapes were hanging.
He was very hungry and thirsty. He said, “What a fine
vine it is! The grapes on the vine look very nice and sweet.”
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The color of the grapes was green. The grapes were
very big. And the grapes were so big and beautiful that the
fox wanted to eat them.
The fox said, “I am thirsty and hungry. I want to eat the
grapes now.”
The fox jumped. The grapes were too high. He tried
everything to get the grapes. But it was in vain.
At last the fox said, “The grapes are too sour to eat. I
don’t want to get the poor grapes.”
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Making His Mark
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Making His Mark
A man from the state of Chu was crossing a river. In
the boat, his sword fell into the water. Immediately he
made a mark on the boat.
“This is where my sword fell off,” he said.
When the boat stopped moving, he went into the
water to look for his sword at the place where he had
marked the boat.
The boat had moved but the sword had not. Is this
not a very foolish way to look for a sword?
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Some Famous English Sayings from Fables
Here are some famous sayings in English. You are
required to answer the following questions and then tell
each fable as briefly as possible.
1. What are the Chinese equivalents of these sayings?
2. From which fable does each saying come?
Sour grapes.
Killing the goose that lays the golden eggs.
One good turn deserves another.
Don’t count your chickens before they’re hatched.
Click the sayings to see the details!
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Sour grapes.
It means “酸葡萄” in Chinese. This
saying comes from the fable The Fox and
the Grapes. In it the fox cannot reach
the grapes. Disappointed, the animal
says that the grapes are sour and that
they are “not fit for a gentleman’s
eating.”
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Killing the goose that lays the golden eggs.
It means “杀鸡取卵” in Chinese.
This saying comes from the fable The
Goose with the Golden Eggs. In it the
owner of the goose is not satisfied
with one golden egg a day. He cuts
the goose open to see if there is gold
inside.
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One good turn deserves another.
It means “善有善报” in Chinese.
This saying comes from the fable The
Dove and the Ant. In it a dove saves
an ant from drowning in a river. Later
the ant saves the dove’s life by
stinging a hunter in the foot, making
him miss his aim at the dove.
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Don’t count your chickens before they’re hatched.
It means “蛋未孵别先数小鸡” in Chinese. This saying
comes from the fable The Maid and the Pail of Milk. In
it a girl carries a pail of milk on her head. She dreams
about the eggs she will buy when she sells the milk. The
eggs will hatch; then she will sell the
chickens. With the money she has
earned, she will buy fine clothes for
herself. Thinking about the new clothes,
the girl becomes so happy that she
merrily tosses her head and spills the
milk.
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A Brief Introduction to Adam Smith
Adam Smith (1723~1790): British philosopher and economist
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Adam Smith, economist and philosopher (哲学家),
was born in Kirkcaldy, Scotland in 1723. At Glasgow
University he became a professor of logic (逻辑学) (1751)
and moral (道德) philosophy (1752~1763). As a tutor to
the Duke of Buccleuch he traveled the Continent from
1764 to 1766. In 1776 he moved to Edinburgh as
commissioner (专员) of customs for Scotland. He died
there in 1790. He is considered the father of modern
economic theory. His famous work The Wealth of
Nations points out that labor is the only source of a
nation’s wealth.
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Chronology of Adam Smith
— 1723
Born in Kirkcaldy , Scotland.
— 1737 ~ 1746
Educated at the Universities of Glasgow and Oxford.
— 1748 ~ 1751
Gave lectures on rhetoric (修辞学) and belles-lettres
(纯文学) in Edinburgh.
— 1752 ~ 1764
Appointed professor of moral philosophy at the
University of Glasgow.
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— 1759
His first book, The Theory of Moral Sentiments, was
published.
— 1764 ~ 1766
Traveled France and Switzerland as tutor to the Duke
of Buccleuch and met Turgot and Necker in Paris and
discussed their economic ideas.
— 1766 ~ 1776
Lived in Kirkcaldy preparing The Wealth of Nations.
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— 1778
Appointed commissioner (专员) of customs and went to
live in Edinburgh.
— July 17, 1790
Died.
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Kirkcaldy
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Scotland
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Oxford University
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Edinburgh, Scotland
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The Wealth of Nations
This is an important work of economic and social
theory by Adam Smith, published in 1776. Its full title
was An Inquiry into the Nature and Causes of the Wealth
of Nations. In it he analyzed the relationship between
work and the production of a nation’s wealth. His
conclusion was that the best economic situation results
from encouraging free enterprise (an economic system in
which there is open competition in business and trade,
and no government control). This idea has had a great
influence on economic theories since and it formed the
basis of the economic policies of the Conservative
government in Britain in the 1980s.
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U. C. L. A.
U.C.L.A. stands for University
of California at Los Angeles. It is
the largest of eight branches of the
University of California. It was
established in 1919 and now has
about 35,000 students. Maybe
because of its location close to
Hollywood, the school is known
especially for its film studies and
the campus is used for some
television and movie shoots.
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Part Division of the Text
Further Understanding
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Further Understanding
For Part 1
Interview
Questions and Answers
For Part 2 Rearrange the Order of the Pictures
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Part Division of the Text
Parts
1
2
Para(s)
1~10
11~24
Main Ideas
Teenagers’ idleness and ignorance
will produce serious effects on all
concerned and for society as a whole.
Kevin 1990 comes to realize in his
dream how much lack of education
costs his forebears, and may cost
himself, his children and the society
they live in, and how important it is
to study hard.
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Interview
Suppose you are a journalist and your partner is the author
of the text. You have an interview with him. The interview
should cover the following points:
1. the happening in the drugstore — the reason why the
author went there; a dialogue between the salesgirl and him
2. the author’s feeling to the happening — the problems
American teenagers are facing such as ignorance, poor ability
of calculations and other things
3. something about the son of the author’s friend
4. the author’s purpose of offering a fable
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Questions and Answers
1. Why did the author go to the drugstore one day?
He wanted to buy some file folders.
2. How old was the salesgirl?
Under 20 years old.
3. What was the salesgirl’s reaction to the author’s
mental arithmetic (心算)?
She was very surprised at it.
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4. Did the salesgirl believe that the author did calculations
by magic? Why or why not?
Yes. Maybe she believed it because she could
never do that.
5. What was the author?
He was a teacher at a college.
6. What did the author think of American teenagers?
He thought they are ignorant and lacking in knowledge
of world history and geography.
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7. In the author’s opinion, what was the most serious
problem for American teenagers?
They were indifferent to their ignorance.
8. Why did the author give us the example of his friend’s
son?
He just intended to show the seriousness of the problem.
9. According to the author, what would happen if there
was an idle, ignorant labor force in a modern industrial
state?
There would be many problems in society such as
plane crashes, computer jams and breakdowns of cars.
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10. What was the author’s purpose of offering a fable?
He just wanted to make American teenagers understand
the danger of their ignorance and intellectual laziness.
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Rearrange the Order of the Pictures
Each of the following pictures stands for a Kevin Hanley in a
certain year. Match the picture with the description and then
tell the class how this Kevin lives.
–
–
–
–
Kevin 1835, a poor peasant in Ireland
Kevin 1928, a steel-mill worker in Pittsburgh, U.S.A.
Kevin 1945, a soldier fighting the Japanese army
Kevin 1966, a student who studies all the time so as to
get into college and law school
– Kevin 1990, a cleaner in a Japanese-owned factory
– Kevin 2020, a porter in a hotel for wealthy Europeans
and Asians
– Kevin 2050, living in a slum and searching through trash
piles for food
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Rearrange the Order of the Pictures
A
D
B
E
C
F
G
Kevin 1835 — ( B )
Kevin 1928 — ( D )
Kevin 1945 — ( G )
Kevin 1966 — ( E )
Kevin 1990 — ( C )
Kevin 2020 — ( F )
Kevin 2050 — ( A )
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Fable of the Lazy Teenager
Benjamin Stein
One day last fall, I ran out of file folders and went to
the drugstore to buy more. I put a handful of folders on
the counter and asked a teenage salesgirl how much they
cost. “I don’t know,” she answered. “But it’s 12 cents
each.”
I counted the folders. “Twenty-three at 12 cents each,
that makes $2.76 before tax,” I said.
“You did that in your head?” she asked in amazement.
“How can you do that?”
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“It’s magic,” I said.
“Really?” she asked.
No modestly educated adult can fail
to be upset by such an experience. While our
children seem better-natured than ever, they are so
ignorant — and so ignorant of their ignorance — that they
frighten me. In a class of 60 seniors at a private college
where I recently taught, not one student could write a
short paper without misspellings. Not one.
But this is just a tiny slice of the problem. The ability
to perform even the simplest calculations is only a memory
among many students I see, and their knowledge of world
history or geography is nonexistent.
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Moreover, there is a chilling indifference about all this
ignorance. The attitude was summed up by a friend’s bright,
lazy 16-year-old son, who explained why he preferred not
to go to U.C.L.A. “I don’t want to have to compete with
Asians,” he said. “They work hard and know everything.”
In fact, this young man will have to compete with Asians
whether he wants to or not. He cannot live forever on the
financial, material and human capital accumulated by his
ancestors.
At some point soon, his intellectual laziness
will seriously affect his way of life. It will also affect the
rest of us. A modern industrial state cannot function with
an idle, ignorant labor force. Planes will crash. Computers
will jam. Cars will break down.
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To drive this message home to such young Americans,
I have a humble suggestion: a movie, or TV series,
dramatizing just how difficult it was for this country to
get where it is — and how easily it could all be lost. I
offer the following fable.
As the story opens, our hero, Kevin Hanley 1990, a
17-year-old high school senior, is sitting in his room,
feeling bitter. His parents insist he study for his
European history test. He wants to go shopping for
headphones for his portable CD player. The book he is
forced to read — The Wealth of Nations — puts him to
sleep.
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Kevin dreams it is 1835, and he is his
own great-great-great-grandfather at 17,
a peasant in County Kerry, Ireland. He
lives in a small hut and sleeps next to a
pig. He is always hungry and must search
for food. His greatest wish is to learn to
read and write so he might get a job as a
clerk. With steady wages, he would be
able to feed himself and help his family. But Hanley’s
poverty allows no leisure for such luxuries as going to
school. Without education and money, he is powerless.
His only hope lies in his children. If they are educated,
they will have a better life.
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Our fable fast-forwards and Kevin Hanley 1990 is
now his own great-grandfather, Kevin Hanley, 1928. He,
too, is 17 years old, and he works in a steel mill in
Pittsburgh. His father came to America from Ireland
and helped build the New York City subway.
Kevin Hanley 1928 is far
better off than either his father
or his grandfather. He can read
and write. His wages are far
better than anything his
ancestors had in Ireland.
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Next Kevin Hanley 1990 dreams that he is Kevin Hanley
1945, his own grandfather, fighting on Iwo Jima against a
most determined foe, the Japanese army. He is
always hot, always hungry, always
scared. One night in a foxhole, he
tells a friend why he is there: “So my
son and his son can live in peace and
security. When I get back, I’ll work
hard and send my boy to college so
he can live by his brains instead of his
back.”
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Then Kevin Hanley 1990 is his own father, Kevin Hanley
1966, who studies all the time so he can get into college
and law school. He lives in a fine house. He has never seen
anything but peace and plenty. He tells his girl friend that
when he has a son, he won’t make him study all the time,
as his father makes him.
At that point, Kevin Hanley 1990 wakes up, shaken by
his dream. He is relieved to be away from Ireland and the
steel mill and Iwo Jima. He goes back to sleep.
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When he dreams again, he is his own son, Kevin Hanley
2020. There is gunfire all day and all night. His whole
generation forgot why there even was law, so there is none.
People pay no attention to politics, and government offers
no services to the working class.
Kevin 2020’s father, who is of course Kevin 1990
himself, works as a cleaner in a factory owned by the
Japanese. Kevin 2020 is a porter in a
hotel for wealthy Europeans and
Asians. Public education stops at the
sixth grade. Americans have long
since stopped demanding good
education for their children.
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The last person Kevin 1990 sees in his dream is his own
grandson. Kevin 2050 has no useful skills. Machines built in
Japan do all the complex work, and
there is little manual work to be
done. Without education, without
discipline, he cannot earn an
adequate living wage. He lives in a
slum where there is no heat, no
plumbing, no privacy and survives
by searching through trash piles.
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In a word, he lives much as Kevin Hanley 1835 did in
Ireland. But one day, Kevin Hanley 2050 is befriended by a
visiting Japanese anthropologist studying the decline of
America. The man explains to Kevin that when a man
has no money, education can supply the human capital
necessary to start to acquire financial capital. Hard work,
education, saving and discipline can do anything. “This is
how we rose from the ashes after you defeated us in a
war about a hundred years ago.”
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“America beat Japan in war?” asks Kevin 2050. He
is astonished. It seems as impossible as Brazil
defeating the United States would sound in 1990.
Kevin 2050 swears that if he ever has children, he will
make sure
they work and study and learn and
discipline themselves. “To be able to make a living by
one’s mind instead of by stealing,” he says. “That
would be a miracle.”
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When Kevin 1990 wakes up, next to him is his copy of
The Wealth of Nations. He opens it and the first sentence
to catch his eye is this: “A man without the proper use of
the intellectual faculties of a man is, if possible, more
contemptible than even a coward.”
Kevin’s father walks in. “All right, son,” he says.
“Let’s go look at those headphones.”
“Sorry, Pop,” Kevin 1990 says. “I have to study.”
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“You did that in your head?” she asked in amazement.
1. What does the word “that” refer to?
It refers to “the author’s doing mental arithmetic.”
2. What can we infer from this sentence?
The children like the girl in the text are very poor at
calculations and they can never do mental arithmetic
like the man does.
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No modestly educated adult can fail to be upset by
such an experience.
1. What is the meaning of the phrase “such an experience”?
The phrase “such an experience” means “the
salesgirl’s ignorance.”
2. Paraphrase the sentence.
Any adult who has got average education will feel
worried and unhappy about the ignorance the girl
shows.
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The ability to perform even the simplest calculations is
only a memory among many students I see, and their
knowledge of world history or geography is nonexistent.
Translate the sentence into Chinese.
在我所见过的许多学生中，再也没有过去学生都有的
哪怕是进行最简单的计算的能力，他们对世界历史和
地理都一无所知。
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At some point soon, his intellectual laziness will seriously
affect his way of life.
Paraphrase the sentence.
Before long his intellectual laziness will have a serious
influence on his way of life.
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To drive this message home to such young Americans, I
have a humble suggestion: a movie, or TV series,
dramatizing just how difficult it was for this country to
get where it is — and how easily it could all be lost.
Translate the sentence into Chinese.
为使这样的美国青年彻底认识到这一点，本人的愚见是：
拍一部电影，或电视连续剧，生动地描述我们国家的今
天如何来之不易——而要丧失这一切又何其容易。
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His only hope lies in his children.
What is his hope?
His hope is that his children will get good education
and live a better life.
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Kevin Hanley 1928 is far better off than either his father or
his grandfather.
1. What is the meaning of this sentence?
It means that he is much richer than both his
father and grandfather.
2. Why is he far better off than them?
He is richer because he is literate. That’s to say,
he can read and write.
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Kevin 2020’s father, who is of course Kevin 1990 himself,
works as a cleaner in a factory owned by the Japanese.
What can we infer from the fact that the factory in
which Kevin 2020’s father works is owned by the
Japanese not the Chinese or people from other
countries?
It can be inferred that in the author’s opinion the
Japanese are the symbol of success because of their
hard work, education and discipline.
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The man explains to Kevin that when a man has no money,
education can supply the human capital necessary to start
to acquire financial capital.
1. Translate the sentence into Chinese.
那人跟凯文解释说，如果一个人没有钱，教育能提供
积累金融资本所必需的人力资本。
2. Do you agree with that man’s opinion? Why or why not?
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“America beat Japan in war?”
What can we infer from the sentence?
We can infer from the sentence that Kevin 2050 is
really very ignorant about history.
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… they work and study and learn and discipline themselves.
There are three words of “discipline” in this text (Para.
19, Para.20, Para. 21). Tell the different meanings of
them in Chinese.
The first “discipline” (Para. 19) means “训练”, the
second (Para. 20) means “纪律” and the last one
(Para. 21) means “约束”.
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“Sorry, Pop,” Kevin 1990 says. “I have to study.”
1. Why does the boy say so?
Because his dream makes him know the importance
of education and he has made up his mind to study
hard.
2. Can you imagine his father’s reaction to the boy’s
answer?
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run out of:
use up or finish a supply of (sth.)
To our disappointment, our car ran out of gas
halfway home.
When they ran out of food, the soldiers set about
hunting for more.
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in amazement:
with a feeling of great surprise or disbelief
Aunt Sophia gazed at her picture in
amazement: she looked like a teenage
girl in it.
当他大声地与他的朋友交谈时，报告厅里所有的人都
吃惊地盯着他看。
All the people in the lecture hall stared at him in
amazement when he talked loudly with his friend.
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upset: vt.
1) make (sb.) worry or feel unhappy.
Pattern: be upset by / about
They are terribly upset by the break-up of their parents’
marriage.
他为与他妻子争吵而感到烦恼。
He was upset about the argument he had with his wife.
2) make ill in the stomach
The foreign food upset me / my stomach.
3) knock over, causing confusion
The boy upset the glass of milk.
Her plans were upset by the change in the weather.
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ignorant: adj.
knowing little or nothing
She was ignorant of her husband’s illegal activities.
Otherwise she would have done everything possible to
stop him.
Collocation:
ignorant about / of
在…方面无知的
Some people are ignorant of the facts about global
warming.
我对计算机一窍不通。
I’m rather ignorant about computer.
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ability: n.
power or skill to do, make, or think; talent
We elected him monitor because he had the ability
to bring out the best in others.
虽然这翻译并不尽善尽美，但他已尽力而为了。
Although his translation is not perfect, he did it to
the best of his ability.
He lost the ability to walk after a car accident.
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CF: ability, capability & capacity
这三个词都是名词，都有“能力”的意思。
ability 含义最广，指智力（或体力）上的“能力”，主要
指人， 说明他能否做一件事，后面接不定式，或介词 in，
for，但不能接 of + doing。 例如：
He shows considerable ability in / for organization.
他颇有组织能力。
此外，该词用作复数时只能指智力方面的能力。例如：
He has found a job more suited to his abilities.
他找到了一份更适合他能力的工作。
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CF: capability 与 ability 互通，也指智力（或体力）上的
“能力”，可指人或物，后面接 of + doing 或 for
(doing) sth.。例如：
The essay is a proof of the writer’s capability of using
the right word in the right place.
这篇文章证明作者能在适当的地方用适当的字。
NB：需要注意的是，capability of 后接含有主动意义的
动作；capability for 后接含有被动意义的动作。此
外，capability 常指天生或潜在的能力，而 ability
常指学到的能力。例如：
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He acquired in eight hours the ability to drive a car.
他在八小时内就学会了开汽车。
CF: capacity 主要指能够容纳或吸收的“能力”，可用
于人或物。例如：
He has a capacity for mathematics.
他有学数学的能力。（着重脑中的容纳力）
The auditorium has a seating capacity of two thousand.
礼堂能容纳二千人。
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sum up:
give a brief summary (of sth.)
My teacher would sum up the main points of the
lesson before he ended the class.
Alice summed up her Christmas
holidays in one word: “Terrible.”
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compete: vi.
try to be better than (sb. else)
John competed for a place at the school, but he
didn’t get it.
Pattern: compete with / against
The young tennis player has often competed against
famous players, but so far he has always been beaten.
中国正与其他国家竞争国际市场。
China is now competing with other countries for
world market.
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accumulate: v.
collect, or gather together, esp. over a period of time;
make or become greater in quantity or size
I have accumulated many books over the last few years.
Dust quickly accumulates if we don’t sweep our room.
他债台高筑。
His debts accumulated.
Collocation：
accumulate
accumulate
accumulate
accumulate
a huge mass of data 积累大量资料
experience
积累经验
积攒一笔财富
a fortune
积聚一大批藏书
a good library
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CF: accumulate & amass
两者均可指积聚大量的东西。
accumulate 强调经年累月地点滴积累。例如：
Through the years he accumulated sufficient money to
buy a farm when he retired.
经过多年积攒，他有了足够的钱在退休时买下一个农场。
amass 指在较短的时间内积聚到大量东西，尤指为自己
而积聚。例如：
He soon amassed sufficient evidence to support his case.
他不久便收集到足够的证据来为他的案子辩护。
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affect: vt.
1) have an influence on
More than seven million people have been affected by
the drought.
2) cause feelings of sorrow, anger, love, etc, in (sb.)
马丁· 路德 · 金的讲演深深打动了听众。
Martin Luther King’s speech deeply
affected the audience.
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CF: affect , effect & influence
这里这三个词都作为动词进行比较。
affect 表示“影响”，以被影响的人或物作宾语。大致可
分为两种情况：1）“使…起变化”，没有好或坏的意思；
2）“对…发生不良影响”。例如：
Nothing you say will affect my decision.
无论你说什么都不会影响我的决定。
The small amount of rain last year affected the growth
of crops.
去年雨少影响了庄稼的生长。
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CF: effect 表示“产生，招致”或“实现”，以“改进，
变化”等类的词作宾语。例如：
The new hairdo effected a startling change in her
appearance.
这新发式使她的外貌产生了惊人的变化。
influence 指对行为、性格或观点等产生潜移默
化的影响。例如：
Such films have a dangerous influence on children.
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function:
1. vi. operate; act
你若不给机器加油，它就运转不灵。
The machine won’t function well if you don’t oil it.
Athens (雅典) functioned as a center of trade in the
thirteenth century.
2. n. a usual purpose (of a thing) or
special duty (of a person)
The function of an adjective is to
describe or add to the meaning of
a noun.
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idle: adj.
1) lazy
The boy is really idle; he just sits around the house all
day.
2) not working
Men are left idle when machines break down.
3) of no use
His words were just idle threats; he can’t harm us.
Collocation：
stand / lie idle
闲着
The machinery stood idle for a month.
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break down:
1) stop working
The elevators in this building are always breaking down.
2) fail
Talks between the two countries broke down when the
two sides failed to reach an agreement.
3) destroy; reduce or be reduced to pieces
They broke the door down.
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Collocation：
break away
逃走，逃脱
break in
闯入，强行进入；打断；插嘴
break into
闯入，强行进入
break out
逃脱，逃出；突然发生，爆发
break through 突破
break up
打碎；结束；解散；（学校）开始放假
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drive home:
make (sth.) clear so that people understand it
Pattern: drive sth. home (to sb.)
He drove the point home with another quotation.
我们必须使他彻底明白困难在哪里。
We must drive home to him where the difficulties lie.
Peter was lazy. His parents tried to drive home to him
the importance of hard work.
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humble: adj.
1) not proud; modest
Frank strikes me as a very humble person.
The doctor was humble about his
work, although he cured many people.
这位医生虽然治好了许多人的病，但
他对他的工作仍很谦逊。
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2) low in rank or position; unimportant
Michael started his career as a humble
fisherman.
Many famous historical figures
came from a humble background.
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suggestion: n.
sth. suggested
NB：该词后面经常接 by / for 和 that-clause 。在thatclause 中，动词要用虚拟语气。
I have lots of suggestions for the park’s future.
They didn’t like my suggestion that she share the room
with her classmate.
At my suggestion we went on a picnic.
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CF: suggestion, advice & opinion
这三个词都可译作“意见”。
suggestion 意为“建议”或“意见”，特指为了改进或解
决问题而提出的办法，常带有“不一定正确，提出供对方
参考”的意味。例如：
This is merely a suggestion.
这不过是一点（小）意见。
advice 着重提意见的人比对方（或自认为）有更多的经验知
识，因此可用于医生给病人的“劝告”，老工人讲给新手的
“经验之谈”等。该词有时也用得比较广泛，凡是与己无关、
纯粹为了帮助旁人而提出的“意见”都可译作 advice。例如：
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You should follow the doctor’s advice and give up
smoking.
你应该遵从医生的意见，停止吸烟。
CF: opinion 指对事物的一般“意见，看法”。例如：
He showed me a poem he had written and asked my
opinion about it.
他给我看他写的一首诗，要我提出意见。
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Collocation:
advance / make / offer / put
forward a suggestion
提出建议
ask for / call for / invite
suggestions
act on a suggestion
将建议付诸实施
adopt a suggestion
采纳建议
reject a suggestion
拒绝建议
征求建议
a suggestion about / concerning … 一项有关…的建议
at sb’s suggestion
按照某人的建议
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search for:
look for
Many planes and ships were sent to search the South
Sea for the missing Chinese pilot.
警察正在住宅内搜查一件藏匿的武器。
The police were searching the house for a hidden
weapon.
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luxury: n.
1) a pleasant thing that is expensive, but not necessary
(used as a countable noun)
Champagne is a luxury they can no longer afford.
我们花不起买奢侈品的钱。
We can’t afford to spend money on luxuries.
2) great comfort, as provided by wealth (used as an
uncountable noun)
She was brought up in an atmosphere of luxury and
wealth.
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He took over his father’s company and led a life of
luxury.
They wallowed in luxury.
他们沉溺于奢侈的生活中。
Collocation：
enjoy (a) luxury
afford a luxury
pure / sheer luxury
unaccustomed luxury
in luxury
享受
买得起奢侈品
绝对的奢侈；十足的享受
罕有的享受
奢侈地
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better off:
richer than you were before; more comfortable
现在，中国人的生活比以前强多了。
Nowadays Chinese people are better
off than they used to be.
It’s obvious that those who work hard
are better off than those who don’t.
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scared: adj.
frightened (often followed by of / to / that-clause)
The lady has always been
scared of snakes.
They’re scared of making a
fool of themselves.
我害怕坐飞机；我怕飞机可能坠毁。
I’m scared to fly in a plane. I’m scared that it
might crash.
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complex: adj.
1) difficult to understand or explain
Her political ideas were too complex to get support
from ordinary people.
The problem was so complex that there would be
no easy solution.
2) consisting of many closely connected parts
When I visited Shanghai for the first time I got lost
in the rather complex network of roads.
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adequate: adj.
enough (often followed by infinitive to or for)
Is the transport system adequate to deliver the food to
remote areas?
Her knowledge of English was adequate for the job.
CF: adequate, enough & sufficient
三词均表示“足够的”。
adequate 指“能够满足特定的或最起码的要求的”。例如：
For the use of beginners, the book is adequate.
对于初学者来说，这本书也够用了。
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CF: enough 指“能够满足一种欲望或需要”，比较偏重数
量，并可放在所形容的名词后面。例如：
Are there enough apples for everyone?
苹果够所有人吃吗？
sufficient 具有与 enough 相同的意思，只是更为正式，
并较强调程度。
Fill in the blanks with the adequate, enough or sufficient.
sufficient information from which to
1) We haven’t got ________
draw a conclusion.
adequate performance.
2) The pianist gave an ________
enough
3) There is _________food
for six people.
adequate to the job.
4) I hope you will prove _________
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decline:
1. n. a gradual decrease in the quality, quantity, or
importance of sth. (followed by in)
Some people are worried that
there will be a great decline
in the stock market.
Class attendance is in decline recently.
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Collocation：
fall / sink into a
decline
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开始衰落, 衰弱下去； 体力
衰退（尤指因患肺病而衰弱）
hasten the decline of
加速…的衰退
on the decline
在下降； 在衰退中
2. v.
1) move from a better to a worse position, or from
higher to lower
Her power has begun to decline now that she is old.
Because of the measures taken by the new mayor, the
crime rate in our city sharply declined in the past two
years.
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2) (fml) refuse, usu. politely
We had to decline their invitation because we had
made other plans.
When he asked me to dance, I declined politely.
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acquire: vt.
gain or come to possess by one’s own work, skill, action,
etc.
He acquired a knowledge of computer by careful study.
格林先生靠做石油生意发了一笔大财。
Mr. Green acquired a fortune in the oil business.
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astonish: vt.
surprise very much; amaze
They were greatly astonished at the extraordinary
beauty of the picture.
We were astonished to hear that he had passed his
driving test.
CF: astonish, amaze, & surprise
这三个词在表示“使…惊异”时，意义相近，一般以事物
或人作主语；以人作主语时，一般用被动语态。它们的主要
区别在于：
astonish 特指不可能解释的事发生后使人产生较强的惊异感
情。astonish 表示惊异的时间较 surprise 长久。例如：
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They were astonished at / by the news of his escape.
他们对他逃跑的消息感到吃惊。
CF: amaze 指带有迷惑或赞美的惊奇，是意义很强的词。例如：
I was amazed at / by her calmness.
我对她的冷静感到惊讶。（含有“钦佩”之意）
surprise 着重因意外之事或特殊的事而产生的突然反应。
例如：
Her frank answer surprised him.
她坦率的回答使他感到惊讶。
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make a living by:
earn money by (doing sth.)
Many farmers in this area make a good living by
growing flowers.
He makes a living by writing.
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miracle: n.
an amazing or wonderful event, esp. sth. that happens
unexpectedly
There was a severe earthquake in that area, but by a
miracle, no one was killed in it.
The teacher told me that it’d be a miracle if I
passed the examination.
It was a miracle that the pilot landed the plane in that
snowstorm.
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Collocation：
by a miracle
依靠奇迹；奇迹般地
to a miracle
奇迹般地；（好得）不
可思议地
accomplish / perform
/ work a miracle
创造奇迹
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faculty: n.
1) mental and physical abilities
For a woman of 85, she still has all her faculties.
It is a myth that the faculty of hearing is greatly
increased in blind people.
2) all the teachers of a university or college
After seven years of study, he
succeeded in joining the faculty of
Columbia University.
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Useful Expressions
Sentence Translation
Dubbing
Text Analysis
Reading and Speaking
Writing Practice
Proverbs and Quotations
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Writing Practice
A Brief Introduction
A Sample
Some Common Connectors
Homework
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Useful Expressions
1. 用完了
run out of
2. 一大把
a handful of
3. 为…感到难过
be upset by …
4. 私立大学
a private college
5. 问题的一小部分
a tiny slice of the problem
6. 对…毫不在乎
a chilling indifference about …
7. 跟…竞争
compete with …
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8. 用不了多久的某个时候
at some point soon
9. 生活方式
way of life
10. 体力劳动
manual work
11. 使彻底认识到…
drive … home
12. 愚见
a humble suggestion
13. 故事开始时
as the story opens
14. 去商店买…
go shopping for …
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15. 使某人入睡
put sb. to sleep
16. 固定工资
steady wages
17. 他把希望寄托在…身上
his hope lies in …
18. 比…的境遇好多了
be far better off than …
19. 从废墟中站起来
rise from the ashes
20. 跃入眼帘
catch one’s eye
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Dubbing
You will listen to the fable titled The Hare and the Tortoise.
Then you are required to dub this fable with the help of the
words in the box below. After that you can discuss with
your partner and tell the class as to what lesson we can
draw from this fable.
jeer at
plod on
oversleep
go off
come on
jog along
goal
嘲笑
沉重缓慢地向前走
睡过头
出发
来吧
慢吞吞地走
终点
run against sb.
take a little nap
at one’s steady pace
without a moment’s
stopping
与…赛跑
打个盹
迈着某人
平日稳定
的步伐
毫不停留
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The Hare and the Tortoise
A Hare jeered at a Tortoise for the
slowness of his pace. But he laughed,
and said that he would run against her
and beat her any day she would name.
“Come on,” said the Hare, “you will soon see what my feet
are made of.” So it was agreed that they should start at
once. The Tortoise went off jogging along, without a
moment’s stopping, at his usual steady pace. The Hare,
treating the whole matter very lightly, said she would first
take a little nap, and that she should soon overtake the
Tortoise. Meanwhile, the Tortoise plodded on and the Hare,
oversleeping herself, arrived at the goal, only to see that
the Tortoise had got in before her.
Slow and steady wins the race.
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Text Analysis
Up to now we have learned three expository essays
in this textbook: Units 3, 7 and 8. Now let’s compare the
different techniques used in expository writing. We are
going to compare them in terms of the three main parts
of an expository — Beginning, Body and Ending.
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Beginning
First let’s see the beginning of the three texts. Unit
3 does not reveal the main topic until the third
paragraph. In the first two paragraphs the author tries
to guide readers through reasoning by which he arrives
at his main argument. Unit 7 starts by posing a
question — “Do animals have intelligence?” — to which
the author then gives a positive answer. Unit 8 begins
with an anecdote (短而有趣的故事).
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Body
Then let’s move on to the main part. The main part
of Unit 3 provides three solutions to the question of
how to educate the public so as to form in them a
positive attitude towards science. The main part of Unit
7 provides three examples to prove that some animals
are intelligent. The main part of Unit 8 is a fable, which
functions to convey the message that education is vital
to both the individual and society.
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Ending
Finally, let’s see the ending. The last
paragraph of both Unit 3 and Unit 7 presents a
conclusion. The final part of Unit 8 does not.
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Reading and Speaking
You are required to read a famous Aesop’s fable titled The
Lion and the Mouse. And then look at the three pictures
and retell the fable in small groups.
Click here to read the fable!
Click here to see the pictures!
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The Lion and the Mouse
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The Lion and the Mouse
Once when a Lion was asleep, a little Mouse
began running up and down upon him; this soon wakened
the Lion, who placed his huge paw (爪子) upon him, and
opened his big jaws to swallow him.
“Pardon, O King,” cried the little Mouse, “forgive me
this time, I shall never forget it. Who knows but I may be
able to do you a turn some of these days?”
The Lion was so tickled (被逗笑的) at the idea of the
Mouse being able to help him that he lifted up his paw and
let him go.
Now it happened no long time after that some hunters,
who desired to carry the Lion alive to the King, tied him to
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a tree while they went in search of a wagon to carry him
on. Just then the little Mouse happened to pass by and
saw the Lion was in trouble. He went up to the Lion and
soon gnawed (啃) away the ropes that bound the King of
the Beasts. “Was I not right?” said the little Mouse.
Little friends may prove great friends.
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Cause and Effect Essay Writing
Cause and effect essays are concerned with why
things happen (cause) and what happens as a result
(effect). Cause and effect is a common method of
organizing and discussing ideas. The following tips
can help you draft this type of essay:
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1) Distinguish between cause and effect. To determine
causes, ask, “Why did this happen?” To identify effects,
ask, “What happened because of this?”
2) Develop your thesis statement. State clearly whether
you are discussing causes, effects, or both. Introduce
your main idea, using the terms “cause” and/or
“effect” .
3) Find and organize supporting details. Back up your
thesis with relevant and sufficient details that are
organized.
4) Use appropriate transitions. To blend details smoothly
in cause and effect essays, use the transitional words
and phrases.
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A Sample
Stamp-collecting is an excellent hobby for many
reasons. First, everyone, young and old, can participate.
Second, it is not expensive. Expensive equipment is not
necessary. Third, stamp-collecting can enrich people’s
knowledge in history and geography. Finally, time, patience
and interest are the only requirements of this fascinating
and educational hobby. It is probably the most widespread
of all hobbies.
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Some Common Connectors
1)
cause
(Smoking)
is responsible for
is the reason for
leads to
brings about
causes
results in
produces
contributes to
effect
(lung cancer.)
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2)
effect
(Lung cancer)
3)
cause
(He smokes
heavily.)
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occurs from
results from
follows from
is due to
is a result of
Therefore / Hence,
So / Thus,
Consequently,
As a result,
As a consequence,
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cause
(smoking.)
effect
( he gets lung
cancer.)
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You are required to complete the following paragraph.
Students study English for different reasons.
The first reason is that ______________________________
students may need English to read
articles and textbooks about their subjects in English.
______________________________________________
many students study English
The second reason is that _________________________
because they have to! English is part of school curriculum.
__________________________________________________
are attracted by foreign culture .
Another reason is that they
________________________________________
As a consequence, they
are studying English hard to know
___________________________________________
more about the English-speaking people and countries.
____________________________________________________________
The last reason is possibly that ________________________
a good knowledge of
English will help students get a better job when they
__________________________________________________________
graduate from the university.
________________________________
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Sentence Translation
1. No modestly educated adult can fail to be upset by such
an experience.
受过相当教育的成年人无不为这样的经历难过。
2. Moreover, there is a chilling indifference about all this
ignorance.
更有甚者，他们对这种种的无知却毫不在乎，实在令
人不寒而栗。
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3. To drive this message home to such young Americans, I
have a humble suggestion: a movie, or TV series,
dramatizing just how difficult it was for this country to
get where it is — and how easily it could all be lost.
为使这样的美国青年彻底认识到这一点，本人的愚见是：
拍一部电影，或电视连续剧，生动地描述我们国家的今
天如何来之不易——而要丧失这一切又何其容易。
4. 那人跟凯文解释说， 如果一个人没有钱，教育能提供积累
金融资本所必需的人力资本。
The man explains to Kevin that when a man has no
money, education can supply the human capital
necessary to start to acquire financial capital.
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5. 一个不能恰当运用人类智力的人极可能比懦夫更可鄙。
A man without the proper use of the intellectual
faculties of a man is, if possible, more
contemptible than even a coward.
6. 这类技能是通过数学和科学课程传授的，对青少年成长为
善于思考的、有才智的社会成员有着重要意义。
These skills are something that math and science
teach and are essential for adolescents to become
thinking, intelligent members of society.
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7. 计算器在学校之外的社会中的确有其地位，在高等数学课
堂上也有一定的作用，但它们很难算得上是教育工具。
Calculators do have their place in the world outside
school and, to a limited extent, in higher-level
math classes, but they are hardly education tools.
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Proverbs and Quotations
1. A body without knowledge is like a house without
a foundation.
人无知识犹如房屋没有地基。
2. A man is never too old to learn.
活到老，学到老。
3. Knowledge is a treasure, but practice is the key to it.
知识是宝库，而实践是开启这宝库的钥匙。
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4. The more a man learns, the more he sees his ignorance.
学然后知不足。
5. The roots of education are bitter, but the fruit is sweet.
— Aristotle, Ancient Greek philosopher
教育的根是苦的，但其果实是甜的。
——古希腊哲学家
亚里士多德
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Reading
Comprehension Tasks
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Culture Notes
The SAT
The ACT
Differences Between the ACT and SAT
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Directions: Listen to several short passages about SAT
and then tell the class what you have got about the exam.
1) Definition
The SAT Reasoning Test is a standardized test which is
required for college admission by many colleges and
universities in the United States. More colloquially, the
test is usually just called “the SAT”. As an alternative to
the SAT, some colleges allow students to take the ACT,
another standardized test, and some schools have an
“SAT optional” policy, meaning that students may submit
scores, but they are not required.
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2) Development
The first form of the SAT was administered in 1901
____ , when
under 1,000 students . The
the College Board tested just _________________
College Board continues to manage the SAT today, along with
________
an assortment of other ___________
standardized tests used in university
admissions
_________ ; the test itself is designed and published by the
Educational Testing Service (ETS). Since 1901, the SAT has
undergone a number of changes which were designed to
for
_________
streamline the testing process and to compensate
_____________
shifts in the education system. As of 2007, the last major
overhaul was in 2005, when the ETS retooled the SAT
SAT _______
in response to harsh criticism from the University of
____________
California system, which considered dropping the test from
their admission requirements.
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3) Structure
There are three sections in the SAT:
- Mathematics:
It is divided into three sub-sections. Most of the questions
have multiple choice answers, although several questions
require test-takers to fill in their numerical answers on an
answer sheet.
- Critical reading:
It requires test-takers to read short passages and fill out
the correct responses to multiple choice questions.
Students must also be able to fill in the blanks in sentences
using a list of word choices, demonstrating vocabulary skills.
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- Writing:
It requires students to write a brief essay, and to respond
to questions which test the writing and editing skills of the
test-taker.
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4) Score
The current SAT includes three sections, each of which
can earn a maximum score of 800 and a minimum score
of 200 . For the test-taker’s final score, the College Board
adds the three scores together; typically, a percentile is
included with the score, calculated on the basis of scores
from students who took comparable tests. Traditionally,
top-flight universities such as the Ivy Leagues have
demanded very high SAT scores from their applicants .
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5) A Table About the SAT
Section
Scores
Time (Min.)
Content
Writing
200~800
60
Mathematics
200~800
70
Critical Reading
200~800
70
Grammar, usage, and
diction
Number and operations;
algebra and functions;
geometry; statistics,
probability, and data
analysis
Critical reading and
sentence-level reading
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Directions: Listen to a passage about ACT, then answer
the following questions:
1. What is the ACT mainly for?
For high school achievement and
college admissions in the U.S.
2. When did the ACT come into being?
In 1959.
3. How many tests does the ACT have now? What are they?
Five. They are English, Math, Reading, Science
reasoning and an optional Writing test.
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4. Do all colleges and universities in U.S. regard the result
of ACT as the only way to accept students?
No. They will place emphases on different factors.
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The ACT, the abbreviation of American College Testing,
is a standardized test for high school achievement and
college admissions in the United States produced by ACT,
Inc. It was first administered in fall 1959 by Everett
Franklin Lindquist as a competitor to the College Board’s
Scholastic Aptitude Test, now the SAT Reasoning Test.
Some students who perform poorly on the SAT find that
they perform better on the ACT and vice versa. The ACT
test has historically consisted of four tests: English, Math,
Reading, and Science Reasoning. In February 2005, an
optional writing test was added to the ACT, mirroring
changes to the SAT that took place later in March of the
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same year. All four-year colleges and universities in the
U.S. accept the ACT, but different institutions place
different emphases on standardized tests such as the
ACT, compared to other factors of evaluation such as
class rank, G.P.A., and extracurricular activities.
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You are required to listen to a passage, fill in the gap
and then tell the class the differences between the
ACT and SAT.
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The differences between the ACT and SAT are as follows:
1) The ACT is an achievement
___________ test, measuring what a
student has learned in school. The SAT is more of an
aptitude
_______ test, testing reasoning and verbal abilities.
2) The ACT has up to ____
five components: English,
Mathematics, Reading, Science, and an optional
three components:
Writing Test. The SAT has only _____
Critical Reading, Mathematics, and a required Writing
Test.
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3) The College Board introduced a new version of the SAT
in 2005, with a mandatory
_________ (强制的) writing test. ACT
continues to offer its well-established test, plus an
optional
_______ (可选择的) writing test. You take the ACT
Writing Test only if required by the college(s) you’re
applying to.
4) The SAT has a ___________________
correction for guessing . That is, they
take off for wrong answers. The ACT is scored based on
the number of correct answers with _________
no penalty (惩
罚) __________
for guessing .
5) The full score of ACT is 36 while SAT 2400.
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Ditch the Calculator
Supplementary Reading
Diane Hunsaker
I sigh inwardly as I watch yet another student, this one
a ninth grader, struggle with an advanced math problem
that requires simple multiplication. He mentally battles
with 5×6, looks longingly at the off-limits calculator on
the corner of my desk and finally guesses the answer: “35.”
The growth in the use of calculators in the classroom
amazes me. The students I tutor tell me regularly that
their teachers allow unlimited access to this tool. The
National Council of Teachers of Mathematics actively
encourages its use.
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Recently I attended a math seminar where the
instructor casually stated that teachers were no longer
reluctant to permit calculators in the classroom. Now
“everyone” agrees on their importance, she said. The
more I hear from the education establishment about the
benefits of these devices in schools, the less surprised I
am when middle- and high-school students who have
difficulty with arithmetic call for tutoring in algebra and
geometry. Having worked six years as an electrical
engineer before switching to teaching, I often suggest to
my students that they consider technical and scientific
careers, but I’m discouraged when I see an increasing
number of kids who lack simple math skills.
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Educators have many arguments in defense of
calculators, but each one ignores the reason that we
teach math in the first place. Math trains the mind. By
this I mean that students learn to think logically and
rationally, to proceed from known information to desired
information and to become competent with both
numbers and ideas. These skills are something that math
and science teach and are essential for adolescents to
become thinking, intelligent members of society.
Some teachers argue that calculators let students
concentrate on how to solve problems instead of getting
tied up with tedious computations. Having a calculator
doesn’t make it any easier for a student to decide how to
attack a math problem.
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Rather, it only encourages him to try every
combination of addition, subtraction, multiplication or
division without any thought about which would be more
appropriate. Some of my elementary-school children
look at a word problem and instantly guess that adding
is the correct approach. When I suggest that they solve
the problem this way without a calculator, they usually
pause and think before continuing. A student is much
more likely to cut down his work by reflecting on the
problem first if he doesn’t have a calculator in his hand.
Learning effective methods for approaching confusing
problems is essential, not just for math but for life.
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A middle-school teacher once said to me, “So what
if a student can’t do long division? Give him a calculator,
and he’ll be fine.” I doubt it. I don’t know when
learning by heart and repetitious problem solving fell to
such a low priority in education circles. How could we
possibly communicate with each other, much less create
new ideas, without the immense store of information in
our brains?
Math is as much about knowing why the rules work
as knowing what the rules are. A student who cannot do
long division obviously does not comprehend the
principles on which it is based. A true understanding of
why often makes learning by rote unnecessary, because
the student can figure out the rules himself.
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My students who view the multiplication tables as a
list of unrelated numbers have much more difficulty in
math than those who know that multiplication is simply
repeated addition. Calculators prevent students from
seeing this kind of natural structure and beauty in math.
A student who learns to handle numbers mentally
can focus on how to attack a problem and then
complete the actual calculations easily. He will also
have a much better idea of what the answer should be,
since experience has taught him “number sense”, or the
relationship between numbers.
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A student who has grown up with a calculator will
struggle with both strategies and computations. When
youngsters used a calculator to solve 9×4 in third grade,
they are still using one to solve the same problem in
high school. By then they are also battling with algebra.
Because they never felt comfortable working with
numbers as children, they are seriously disadvantaged
when they attempt the generalized math of algebra.
Permitting extensive use of calculators invites a child’s
mind to stand still. If we don’t require students to do
the simple problems that calculators can do, how can
we expect them to solve the more complex problems
that calculators cannot do?
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Students learn far more when they do the math
themselves. I’ve tutored youngsters on practice SAT
exams where they immediately reach for their
calculators. If they’d take a few seconds to understand
the problem at hand, they most likely would find a
simpler solution without needing a stick to lean on. I
have also watched students incorrectly enter a problem
like 12+32 into their calculators as 112+32 and not bat
an eye at the obviously incorrect answer. After all, they
used a calculator, so it must be right.
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Educators also claim that calculators are so
inexpensive and commonplace that students must
become competent in using them. New math texts
contain whole sections on solving problems with a
calculator. Most people, including young children, can
learn its basic functions in about five minutes.
Calculators do have their place in the world outside
school and, to a limited extent, in higher-level math
classes, but they are hardly education tools.
Many teachers as well as students insist, “Why
shouldn’t we use calculators? They will always be
around, and we’ll never do long division in real life.”
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This may be true. It’s true of most math. Not many of
us need to figure the circumference of a circle or factor
a quadratic equation for any practical reason. But that’s
not the sole purpose of teaching math. We teach it for
thinking and discipline, both of which expand the mind
and increase the student’s ability to function as a
contributing individual in society: the ultimate goals of
education.
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off-limits: adj.
banned
Footpaths are, of course, off-limits to bikers.
从1982年以来，唐宁街不对公众开放。
Downing Street has been off-limits to the general
public since 1982.
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access: n.
the right to enter a place, use sth., see sb. etc.
(followed by to)
The facilities have been adapted to give access to
wheelchair users.
该系统的设计使用户能够快捷方便地访问所需要的信息。
The system has been designed to give the user quick
and easy access to the required information.
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benefit:
1. n. advantage; profit; good effect
We’re just beginning to reap the benefits of all our hard
work.
他们没有意识到戴自行车头盔给骑车人安全带来的益处。
They didn’t realize the safety benefits of wearing
bicycle helmets.
2. v. have a good or useful effect (on)
New regulations will greatly benefit the region’s poorest
residents.
Users can benefit in several ways from this product.
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这个提议将使残疾人极大受益。
The proposal will benefit the disabled greatly.
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call for:
require, demand
Lots of people called for the president’s resignation.
国会议员们都呼吁要对这件丑闻进行调查。
Congressmen are calling for an investigation into the
scandal.
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discourage: vt.
take away courage, confidence or hope from (used in
pattern: discourage sb. from doing sth.)
My father was an athlete, and he discouraged me from
entering the field.
有时候，女孩会对学习诸如工程和物理等学科失去信心。
Girls are sometimes discouraged from studying
subjects like engineering and physics.
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in the first place:
in the beginning; to begin with
In the first place you are professionally qualified for the
job. And in the second place you know the city pretty
well: it is your hometown.
I’m not joining the health club because in the first place,
I don’t like their hours, and in the second place, I can’t
afford the dues.
首先，你并不老；其次，你还是一个非常有吸引力的人。
In the first place you are not old and in the second
place you are a very attractive man.
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proceed: vi.
go to a further or the next stage; begin a course of action
Let your companion enter first, and then proceed to
follow her.
不久，我开始把家从意大利搬到这里。
In a short time, I proceeded to move my family here
from Italy.
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competent: adj.
having the ability or skill needed for sth.
It was not until he learned to think, to value
knowledge and to apply it with competent skill that
he began to dominate his environment.
我如何知道我的律师是称职的？
How do I know if my lawyer is competent?
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essential: adj.
necessary; most important
Writing the essential questions is the first part of the
research process. They will be the focus of your
research.
游戏是儿童发展的重要组成部分。
Play is an essential part of a child’s development.
NB: 在 It is essential that … 句型中，that 从句中的动词要
用虚拟语气，如：It is essential that a student should
know something about a computer . （大学生了解一
些计算机知识是至关重要的。）或者，It is essential
that he get up early. （他有必要早起。）
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concentrate on:
direct (one’s attention, efforts, etc.) towards
His company concentrates on working with teachers,
pupils and parents to develop and design products that
assist primary school children to learn.
中国目前正在集中力量发展成为一个小康社会。
China is currently concentrating on developing into a
well-off society.
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solve: vt.
come to an answer, explanation, or way of dealing with
sth.
A team of researchers from Purdue University solved the
structure of the West Nile virus.
DNA计算机已经解决了一个无法用人工解决的逻辑问题。
A DNA-based computer has solved a logic problem that
no person could complete by hand.
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appropriate: adj.
suitable or right (opposite: inappropriate)
Considering what he did, I think the punishment was
appropriate.
一旦调查结束，我们将采取适当的行动。
We will take appropriate action once the investigation
is over.
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effective: adj.
producing the desired result
This workshop will help you create an effective business
plan to guide your business through the start-up or
growth phase.
她的书提供了13条更有效地管理个人时间的窍门。
Her book offered 13 tips for more effective personal
time management.
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cut down his work:
Paraphrase the phrase.
reduce the efforts he spent on calculation
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confuse: vt.
make less clear or more difficult to understand
The twins liked to confuse their teachers by switching
seats.
课文我能理解，但图表把我搞糊涂了。
I understand the text but the diagrams are confusing me.
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what if:
what will happen if
What if I’m pregnant? I don’t know if I’m ready to have
a baby yet.
“如果明天下雨怎么办？” “我们只好推迟进行。”
“What if it rains tomorrow?” “We’ll just have to
postpone it.”
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… fell to such a low priority:
Paraphrase the phrase.
… was reduced to such an unimportant position
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communicate: vi.
share opinions, feelings, information, etc. (used in pattern:
communicate with)
They communicate with each other in sign language.
许多父母发现很难与他们十几岁的子女们交流。
Many parents find it difficult to communicate with their
teenage sons or daughters.
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multiplication table:
What is the meaning of this phrase in Chinese?
乘法表
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at hand:
near in time or place
Is peace at hand in the Middle East?
最近的经济情况显示，重大危机就要来临。
Recent economic performance suggests that a major
crisis is at hand.
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without needing a stick to lean on:
Paraphrase the phrase.
without relying on outside help
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claim: vt.
say that (sth.) is true or is a fact without having any
proof
The man claimed to be a bookkeeper of a certain store
in the downtown area.
她声称，她曾在某个清晨的上学途中遭到袭击。
She claimed that she had been attacked early one
morning on her way to school.
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factor:
1. vt. include sth. when you are doing a calculation, or
when you are trying to understand sth.
You’d better consider the interest rate and factor it into
your decision-making.
这些病人的年龄和他们的整体健康状况等因素必须纳入
到结果中去。
The age of the patients and their overall health must be
factored into the results.
2. n. fact, circumstance, etc. that help to produce a result
The weather was almost a deciding factor in the final
stage of the war.
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contribute: v.
1) vt. give money , help, etc. to sth. that a lot of other
people are also involved in
The Song Dynasty contributed three great inventions to
world civilization.
这些志愿者为这个项目贡献出大量的时间。
The volunteers contributed huge amounts of their own
time to the project.
2) vi. help to cause sth. (usu. used in pattern: contribute to)
The Internet contributes to the rise of identity theft.
吸烟会导致肺癌吗？
Does smoking contribute to lung cancer?
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ultimate: adj.
last or final; basic
The ultimate purpose of employee research is to bring
about improvements in working conditions.
婚姻的目的和最终目标是什么？
What are the purpose and the ultimate goal of marriage?
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The more I hear from the education establishment
about the benefits of these devices in schools, the less
surprised I am when middle- and high-school students
who have difficulty with arithmetic call for tutoring in
algebra and geometry.
Translate the sentence into Chinese.
我听到教育机构谈论学校里使用这些工具的好处，听到
越多，对于算术有困难的初、高中生需要家庭教师辅导
几何、代数一事，我就越觉得不足为怪了。
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Having a calculator doesn’t make it any easier for a
student to decide how to attack a math problem.
Translate the sentence into Chinese.
计算器并不能方便学生确定解数学题的方法。
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Rather, it only encourages him to try every combination of
addition, subtraction, multiplication or division without
any thought about which would be more appropriate.
Translate the sentence into Chinese.
相反，计算器只会鼓励他乱试加减乘除的各种组合，
而不去考虑哪种组合更加适当。
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Because they never felt comfortable working with
numbers as children, they are seriously disadvantaged
when they attempt the generalized math of algebra.
Translate the sentence into Chinese.
因为他们在孩提时代对数字计算从未感到过轻松，当
他们试图攻读代数这一广义数学时就会处于极其不利
的地位。
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We teach it for thinking and discipline, both of which
expand the mind and increase the student’s ability to
function as a contributing individual in society: the
ultimate goals of education.
Translate the sentence into Chinese.
我们教数学是为了培养思维和训练心智，两者都能帮
助学生扩展思维，增强他们为社会作贡献的能力，而
这是教育的终极目的。
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1. Listening Comprehension
You are going to listen to a passage about the use of
calculator in SAT. After you listen to it, you are required to
judge whether the following statements are true or false.
1) The use of calculator is allowed in the math section of
SAT recently.
( T )
2) Students only prefer using calculator for geometry
problem.
( F )
They use calculator both for geometry problems and
questions involving multiple calculations.
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3) The finding of the research shows that the more
frequently students use calculator in the test the higher
scores they can get.
( T )
4) The attitude of this passage’s author towards students
using calculator in the test is negative.
( F )
No, just opposite. The author’s attitude is positive.
He supports the using of calculator in the test.
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With the recent changes to the content of the SAT
math section, the need to save time while maintaining
accuracy of calculations has led some to use calculator
programs during the test. These programs allow students
to complete problems faster than would normally be
possible when making calculations manually.
The use of a graphing calculator is sometimes
preferred, especially for geometry problems and
questions involving multiple calculations. According to
research conducted by the College Board, performance
on the math sections of the exam is associated with the
extent of calculator use, with those using calculators on
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After Reading
Supplementary Reading
about a third to a half of the items averaging higher
scores than those using calculators less frequently. The
use of a graphing calculator in mathematics courses,
and also familiarity with the calculator outside of the
classroom, is known to have a positive effect on the
performance of students using a graphing calculator
during the exam.
Before Reading
Global Reading
Detailed Reading
After Reading
Supplementary Reading
2. Debate
Now you have learned something about the use of
calculators in SAT. You are required to have a debate
on the following question:
Is it good for students to use calculators in math lessons
and exams?
Tips:
The reasons in the following box are for both sides of the
debate. They are only for reference and you can say
something more by yourselves.
Before Reading
Global Reading
For
a. Save time
b. Tendency of social
development
c. Useful for future
d. …
Detailed Reading
After Reading
Supplementary Reading
Against
a. Math trains the mind.
b. Handling numbers can mentally
foster students’ “number sense”.
c. Goal of education
d. …