Before Reading Global Reading Detailed Reading After Reading
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading Fable Adam Smith and The Wealth of Nations U. C. L. A.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading Fable A Brief Introduction to Fable Two Famous Fables Some Famous English Sayings from Fables
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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 6 th century B. C. Another great teller of fables was Jean de La Fontaine. He wrote in France in the 17 th century. La Fontaine based many of his fables on those of Aesop.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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).
Before Reading Global Reading Detailed Reading After Reading A Brief Introduction to Fable Aesop (620? ~560? B. C. ) ancient Greek writer of fables Supplementary Reading
Before Reading Global Reading Detailed Reading After Reading A Brief Introduction to Fable Jean de La Fontaine (1621~1695) French writer Supplementary Reading
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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. ”
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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. ”
Before Reading Global Reading Detailed Reading Making His Mark After Reading Supplementary Reading
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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?
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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!
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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. ”
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading 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. Supplementary Reading
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading A Brief Introduction to Adam Smith (1723~1790): British philosopher and economist
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading — 1759 His first book, 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading — 1778 Appointed commissioner (专员) of customs and went to live in Edinburgh. — July 17, 1790 Died.
Before Reading Kirkcaldy Global Reading Detailed Reading After Reading Scotland Supplementary Reading
Before Reading Global Reading Oxford University Detailed Reading After Reading Supplementary Reading
Before Reading Global Reading Detailed Reading After Reading Edinburgh, Scotland Supplementary Reading
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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 1980 s.
Before Reading Global Reading Detailed Reading After Reading 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. Supplementary Reading
Before Reading Global Reading Detailed Reading After Reading Part Division of the Text Further Understanding Supplementary Reading
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading Further Understanding For Part 1 Interview Questions and Answers For Part 2 Rearrange the Order of the Pictures
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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 )
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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? ”
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading “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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading Kevin dreams it is 1835, and he is his own 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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. ”
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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 the steel mill and Iwo Jima. He goes back to sleep.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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. ”
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading “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. ”
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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. ”
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading “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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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。
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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。
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading His only hope lies in his children. What is hope? His hope is that his children will get good education and live a better life.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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?
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading “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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading … 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”.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading “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?
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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 作。
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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:
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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。
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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. ”
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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 a huge mass of data 积累大量资料 accumulate experience 积累经验 积攒一笔财富 accumulate a fortune 积聚一大批藏书 accumulate a good library
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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。
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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。
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading 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 作仍很谦逊。 Supplementary Reading
Before Reading Global Reading Detailed Reading After Reading 2) low in rank or position; unimportant Michael started his career as a humble fisherman. Many famous historical figures came from a humble background. Supplementary Reading
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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。
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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。
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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. 1) We haven’t got sufficient ____ information from which to 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 _____
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Collocation: fall / sink into a decline Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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:
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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。
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Useful Expressions Sentence Translation Dubbing Text Analysis Reading and Speaking Writing Practice Proverbs and Quotations Supplementary Reading
Before Reading Global Reading Detailed Reading After Reading Writing Practice A Brief Introduction A Sample Some Common Connectors Homework Supplementary Reading
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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 …
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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 …
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 15. 使某人入睡 put sb. to sleep 16. 固定 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
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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).
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary 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!
Before Reading Global Reading Detailed Reading After Reading The Lion and the Mouse Supplementary Reading
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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:
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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. )
Before Reading Global Reading 2) effect (Lung cancer) 3) cause (He smokes heavily. ) Detailed Reading After Reading occurs from results from follows from is due to is a result of Therefore / Hence, So / Thus, Consequently, As a result, As a consequence, Supplementary Reading cause (smoking. ) effect ( he gets lung cancer. )
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading You are required to complete the following paragraph. Students study English for different reasons. may need English to read _______________ The first reason is that students 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. _________________________ they are attracted by foreign culture. Another reason is that ____________________ 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. ________________
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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。
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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。
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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
Before Reading Global Reading Detailed Reading Culture Notes Reading Comprehension Tasks After Reading Supplementary Reading
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading Culture Notes The SAT The ACT Differences Between the ACT and SAT
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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 shifts _____ streamline the testing process and to compensate _______ in the education system. As of 2007, the last major overhaul was in 2005, when the ETS retooled the SAT _______ in response to harsh criticism from the University of ______ California system, which considered dropping the test from their admission requirements.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading - 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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 of from included with the score, calculated on the basis scores students who took comparable tests. Traditionally, Ivy have Leagues top-flight universities such as the demanded very high SAT scores from their. applicants
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 5) A Table About the SAT Section Scores Time (Min. ) Writing 200~800 60 Mathematics 200~800 70 Critical Reading 200~800 70 Content Grammar, usage, and diction Number and operations; algebra and functions; geometry; statistics, probability, and data analysis Critical reading and sentence-level reading
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading You are required to listen to a passage, fill in the gap and then tell the class the differences between the ACT and SAT.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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. five components: English, 2) The ACT has up to ____ Mathematics, Reading, Science, and an optional three components: Writing Test. The SAT has only _____ Critical Reading, Mathematics, and a required Writing Test.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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?
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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. ”
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 这个提议将使残疾人极大受益。 The proposal will benefit the disabled greatly.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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 程和物理等学科失去信心。 Girls are sometimes discouraged from studying subjects like engineering and physics.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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?
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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。)
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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 解决的逻辑问题。 A DNA-based computer has solved a logic problem that no person could complete by hand.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading cut down his work: Paraphrase the phrase. reduce the efforts he spent on calculation
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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. ”
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading … fell to such a low priority: Paraphrase the phrase. … was reduced to such an unimportant position
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading multiplication table: What is the meaning of this phrase in Chinese? 乘法表
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading without needing a stick to lean on: Paraphrase the phrase. without relying on outside help Supplementary Reading
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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?
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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?
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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 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。
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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。
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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。
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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。
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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。
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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.
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading 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
Before Reading Global Reading Detailed Reading 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. …
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