KEY WORDS AND LANGUAGE POINTS FOR BOOK THREE
Unit 1 I. Key words and phrases
A. In-class reading allow, approve, cunning, dutifully, fail, famine, grumble, prepare, eloquent, faith, occasion, invitation, mischievous, palm, preparation, ungrateful, escape someone’s notice, jump to one’s feet, let oneself go, slowly but surely, prepare for, thank for, take a message, fill out, break into pieces, send for, rest assured B. After-class reading Passage I: appreciative, banish, chore, consent, conceited, deformity, depart, grief-stricken, hideous, horrible, jealous, merchandise, roar, reflect, spoil, swift, tremble, transform, virtue, wicked, be consumed with\by, for the sake of, in place of, get lost, die of, a brand new, lay out, in return, put an end to something Passage II: accord, bound, condemn, confine, delete, despair, disciple, enlighten, invulnerable, irresponsible, obtain, persecute, register, strife, rank, title, temptation, victorious, vow, at will, in despair, mark out, behave oneself, conform to/with, of one’s own accord, take revenge Passage III: crouch, ritualize, slimy, be rich in, rather than, attribute to, rest with, pass down to, put out
II. Language points
A. In-class reading 1. The distant sound of low voices, broken now and again by singing, reached Okonkwo from his wives’ huts as each woman and her children told folk stories. (L1-2) 2. It was Ekwefi’s turn to tell a story. (L3) 3. As soon as he heard of the great feast in the sky his throat began to itch at the very thought. (L10-11) 4. We know you of old. (L19) 5. I’m a changed man. (L20) 6. On the contrary, I am thoughtful and well-meaning. (L21) 7. Rest assured, I promised I will not cause you any trouble. (L22-23) 8. When people are invited to a great feast like this, they take new names for the occasion. (L32-33) 9. None of the birds had heard of this custom but they knew that Tortoise, in spite of his failings in other areas, was a widely traveled man who knew the customs of different peoples. (L34-36) 10. His speech was so eloquent that … in approval of all he said. (L39—40) 11. Their hosts took him for the king of the birds, somewhat different from the others. (L41—42) 12. After a selection of nuts had been presented and eaten, the people of the sky set before their guests the most delectable dishes Tortoise had ever seen or dreamed of. (L43-44) They chose to fly home on an empty stomach. (L60—61) 13. He asked the birds to take a message for his wife… all refused. (L62—63) 14. Tell my wife … to bring out all the soft … without hurting myself. (L66—67) 15. When all seemed ready he let himself go. (L72-73) 16. That is why the tortoise’s shell is not smooth. (L78) B. After-class reading Passage I 1. But they were very conceited and spoiled, except for the youngest… whom they called Beauty. (L2—3) 2. She was as beautiful as she was sweet… consumed with jealousy. (L3—4) 3. She soon grew accustomed to it. (L9—10) 4. The merchant reached the harbor,… consequently as poor as before. (L21—22) 5. He entered only to find a large fire … with delicious food. (L25—26) 6. The next morning he was astonished to find a … suit laid out… and breakfast awaiting him. (L28—30) 7. I have saved your life and in return … my roses. (L34—35)
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8. The merchant begged the Beast not to kill him for the sake of his children. (L35—36) 9. You must ask her to come here in place of you. (L37) 10. He related his adventure with the Beast. (L44) 11. Beauty immediately insisted on returning … no arguments. (L45—46) 12. On the day of her departure … pretending to be sad that she was leaving and would probably die. (L46—48) 13. Beauty began to look forward to these visits … the Beast’s deformity. (L74—75) 14. I wish I could consent to marry you. (L77) 15. She remembered the dream … found him lying on the ground, almost dead. (L96—97) 16. Instead of the hideous beast … she had ever laid eyes on. (L99—100) 17. He thanked her for putting an end to the horrible spell that had been cast over him by a wicked witch. (L100-101) 18. You have made a wise choice … virtue over beauty. (L103—104) 19. You who are so consumed by envy and jealousy, you will be transformed into two statues of stone but still retain your reason. (L105-106) Passage II 1. He became unbelievably adept at magic arts and … change his shape at will and fly through the air. (L2—4) 2. Finally, after Monkey had declared himself … terms were arranged … he agreed to conformed to the divine laws. (L17—20) 3. Much to his anger … decided to take revenge. (L20—21) 4. The Buddha doubted … he would be entitled to rule Heaven. (L37—39) 5. He would have remained there forever had the Bodhisattva Guan Yin not obtained his release so that he could accompany Tang Seng on his great pilgrimage to the Western paradise to fetch the authentic versions of the Buddha’s teachings. (L47-49) 6. Tang Seng answered that if Monkey … have gone of its own accord. (L66—67) Passage III 1. Before the Indians had a written language, many generations of traditional storytellers leaned these stories from their elders and passed them down to the younger generations in ritualized and performed ceremonies. (L3-6) 2. Because Indians’ stories are rich in tradition and deeply rooted in tribal experiences. (L8-9) 3. Attributed to the Zuni tribe. (L11) 4. They drew the string back, bent the bow … Mother Earth. (L23—25) 5. Our Father Sun made us come in. (L34—35) 6. The Hero Twins from above … at the request of Father Sun … into the daylight. (L58—59) 7. The decision must rest with my younger brothers. (L63) 8. As long as these people live at peace … will feed these people from … west. (L69—71) 9. To all directions Father Sun stretched out his arms, as far as the horizon. (L76—77)
Unit 2 I. Key words and phrases
A. In-class reading acknowledge, acquisition, chase, democracy, disintegration, emulate, indication, inevitably, ironic, laden, inhabit, squeeze, be destined to, remind sb of sth, derive from, at hand, give-and-take, help someone out, no doubt, run over B. After-class reading Passage I: advancement, awkward, etiquette, exit, initiative, innate, steer, be equal to, take the initiative, as far as …is concerned, at the mercy of, come up, in terms of, out of step, refer to … as, insist on Passage II: arrangement, consult, date, fitness, objective, split, on the wane, play it by ear, sit back Passage III: beware, civility, confrontation, elaborate, neutralize, opponent, origin, prudent, rebellious, reputation, temper, visible, by contrast, in the first/second place, be appropriate to, descend on
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II. Language points
A. In-class reading 1. I am sitting in a local restaurant offering takeout homestyle meals, surrounded by exhausted but happy shoppers, families out for Friday night dinner, and students taking a break from college exams. (L1-3) 2. He is aware of the general discomfort …has caused. (L5—6) 3. When his take out is ready, he gathers up his numerous bags and his dinner and, laden down, advances to the door to go back to the streets. (L6-8) 4. It was the homeless man stopping to thank him despite being desperate to escape a room full of disapproving people. (L12-13) 5. Had I taken a poll of the room, though, I bet everyone there would have considered themselves as having more manners than a person who lives on the streets. (L15-17) 6. When I let someone into my lane of traffic… for those behind them. (L20—22) 7. I no longer see mothers … when I was growing up. (L23—25) 8. If today’s youth are any indication… think only of themselves. (L27—28) 9. Maybe it sounds cliche, but my parents would have killed me had I done some of the things I endure from today’s youth. (L28-30) 10. My parents would have killed me … endure from today’s youth. (L29—30) 11. These embarrassing moments didn’t harm me … affect them. (L33—35) 12. I have yet to receive an apology …have the parents apologized. (L36—37) 13. If a child isn’t made to deal with a minor situation, how will one ever handle a major faux pas (which we all inevitably commit at some point)? (L39-40) 14. The clown beamed at us, grateful he had actually been acknowledged. (L45-46) 15. What they are seeing is a society focused solely on acquisition … stopping to thank the source. (L47—49) 16. I said nothing, knowing that… rather than him rude. (L54—55) 17. The matter at hand is simply to thank the next person who … when needed. (L63—64) 18. Small, friendly human interactions help ease the everyday stress of having to hurry, trying to squeeze onto a crowded thoroughfare, standing in one more line to deal with a clerk of some kind, or calling a customer service representative for the third time about a mistake on a bill. (L65-68) B. After-class reading Passage I 1. The USA went through a social revolution commonly referred to as the women’s liberation movement. (L1—2) 2. One of the goals of this movement was to promote the idea that women are equal … any occupation. (L2—4) 3. It also created great confusion regarding manners. (L5—6) 4. Etiquette required them to adopt a protective attitude toward the so-called weaker sex. (L7—8) 5. Prior to women’s liberation… take the initiative in … at the theater. (L19—22) 6. Often a man and woman who are friends but … involved… Dutch treat, which means … her own way. (L23—25) 7. It is important for men to respect … holds a position of responsibility and authority. (L30—31) 8. To treat a woman as inferior just because … not only …out of step with American culture. (L31—33) 9. Men are no longer obliged to … old-fashioned rules. (L35—36) 10. She no longer need allow a man to steer her about by the elbow, pull out chairs, open doors, and otherwise act as if he were dealing with a dummy. (L39-40) 11. If, out of love and respect, he actually wants to take the blows, he should walk on the inside--because that’s where muggers are all hiding these days. (L47-49) 12. As far as manners are concerned, I suppose I have always been a feminist. (L50) 13. It is usually easier to follow rules of social conduct than to depend on one’s own taste. (L53-54) 14. It would be foolhardy indeed to put a woman in a care and then shut the door on her, leaving her at the mercy of some lot who might well be crouching in the back seat. (L70-72) Passage II 1. The relaxed mood of the evening seemed to vanish. (L3—4)
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2. The days when men were the only … when couples go out. (L8—10) 3. Many men and women tend to play it by ear, often trying to second-guess each other. (L10—11) 4. Should I pay for half for the sake of equality … I owe him anything? (L11—12) 5. Who pays for a date can establish … in the relationship. (L15—16) 6. He mistakenly assumes that she is obliged to him in some way. (L20—21) 7. It may reassure him that you are dating him … to eat for free. (L27—28) 8. You can both sit back and enjoy … hidden expectation or assumption. (L34—35) 9. Sharing dating expenses needn’t involve using a calculator to tabulate who drank more wine or who had dessert. (L36-37) 10. Other egalitarian methods of dating … an equal balance in a relationship. (L38—40) 11. For example, Barnes suggests that you assume your date is picking up the check if he asks you out, then chooses a restaurant without consulting you, and orders an expensive entree and a bottle of wine to match, while you’re modest in your meal selection. (L55-57 ) Passage III 1. We look back nostalgia to the soft candle-light … unwilling to confront the brutal reality … to drink themselves under the table. (L3—6) 2. In the 18th century, by contrast, most doctors and church authorities frowned on bathing, and women’s elegant hairdoes were often full of lice. (L8-10) 3. The changeability of manners makes …difficult to approach. (L11) 4. Manners are merely self-protective device appropriate to the customs of a particular age. (L18—19) 5. One theory about the origin of this custom … sitting on the host’s right could not easily stab him. (L28—29) 6. What had been the prudent place for a rival gradually became the honored seat for any important guest. (L29-30) 7. Gradually a certain honor descended upon this position. It was assumed that the most …he could hardly deny it. (L39—41) 8. It is worthwhile having good manners… people know you mean business. (L43—45) 9. Most negotiations, for example … famed for their courtesy. (L48—49) 10. Despite mankind’s reputation for violence, most people prefer to … is what manners are all about. (L52—53) 11. Manners are mankind’s way of saying ―let’s not fight unless we have to ‖--- and there may be no higher wisdom than that, in diplomacy, in business, in love and marriage, and in the transactions of everyday life. (L56-59)
Unit 3 I. Key words and phrases
A. In-class reading familiarity, elderly, humorous, irritated, mild, persist, misuse, prance, pun, reasonable, riddle, sparkling, suggestive, statement, a labor of love, attempt to do sth., beyond the reach of, flash a smile B. After-class reading Passage I: attach, crisp, flesh, gravity, illusion, forehead, inspire, opera, optional, radical, snap, submerge, synthesize, vague, vision, attach to, complete with, hold one’s breath, in contrast with Passage II: arrest, convict, detection, fiction, investigate, miscarriage, loose, obsession, suspect, end with, loose ends, miscarriage of justice, take on, without doubt, under arrest, take out Passage III: applaud, bare, bounce, hasten, resume, sacred, vengeance, torch, back out, catch on, fill in for someone, get through, start over, try something out
II. Language points
A. In-class reading 1. Why is it that several students in a class will fall out of their chairs laughing …(L6) 2. …when one is told, that triggers an entire string of jokes from that person’s memory bank.(L13) 3. When Grandma left her, Blitzen would quickly jump into chair, flashing her Lab smile from sparkling brown eyes which clearly said, ― Aha, I fooled you again.‖ (L.23) 4. The joke is no less funny because it is often told. (L.40)
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5.A teacher says, ―How come you completely copied somebody else’s homework?‖ (L.56) 6.They appeal to people everywhere as funny stories because they have a note of reality in them. (L62) 7.I like somewhat mild story of a school teacher and a principal of a high school who are concerned because some boys and girls have been kissing on the ground. (L.77) 8.The principle and I decided to stop kissing… (L80) 9. What I mean is that there will be no more kissing going under our noses…(L82) 10. and it will persist…( l.89) B. After-class reading Passage I 1.The 92-degree water felt warm, giving them the illusion of weightlessness. (L.1) 2.The music, synthesized sounds of flutes and harps combined with natural sounds of the deep ocean, … (L.2) 3. Some compared this experience to life in the womb, others to a dream. (Passage I: L4) 4. Redolfi first experimented with bringing these natural sounds up from the ocean depths, using special underwater microphones. (L.23) 5. Redolfi claims that if you put only your forehead in the water you can still pick up the music. ( L46) 6. ―I want to broaden my sense of communication, not so much with the creatures of the ocean,‖ he said, ―but with my fellow human beings.‖ (L. 52) 7. I certainly think it is a great alternative to going to a movie or dinner.( L.58) Passage II 1.The fun for the reader is in following the clues hidden in the story and trying to reach the correct solution before the author reveals it (L.10) 2. This formula appeals to the strongest of human instincts-curiosity-__ and its popularity shows no sign of going away. (L.12) 3. When a murder is committed, there is no shortage of suspects to be investigated. (Passage II: L23) 4. The crimes must be solved so that the murder can be arrested, but also, so that calm can be stored. ( L.27) 5.It is for this reason that so many readers like to bury their heads in an old-fashioned detective story with safe and predictable ending. (L.35) 6. But Britain’s affection for what the American calls the ―cozy‖ school of crime fiction has not died. (L.45) Passage III 1. Would I love to do that! (L.4) 2. In no time I was hooked. (L.13) 3. Funny thing is, I thought I was making up all tricks.(L.30) 4. Could I fill in? And include a message? (L.70)
Unit 4 I. Key words and phrases
A. In-class reading array, adaptable, atomic, bloom, convert, evolution, innovation, lag, literature, morality, negative, prosperity, revolutionary, scholar, segment, catch one’s breath, give birth to, to be exact that, have …in mind, out of ordinary, on the other hand B. After-class reading Passage I: correlation, elsewhere, experimental, measurement, physical, requirement, a touch of, get in the way, keep tabs on, keep sth. to oneself, on the grounds of, pick out Passage II: dispose, extension, liquid, nitrogen, parcel, storage, substitute, be short of, dispose of, equate…with…, in…condition, hold somebody/something in high regard, off one’s rocker Passage III: circuit, combat, council, debate, deputy, digital, employment, entry, gradual, lodge, mobile, passport, royal, scheme, verify, voluntary, at best, at worst, distance oneself from, enter into, keep track of, on demand, opt out of, portray…as…
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II. Language points
A. In-class reading 1. Today, change comes so fast that working people can become obsolete because their occupations vanish in the middle of their lives. (L.6) 2.Certain important inventions, like the telephone, the airplane…(L.13) 3. It is certain that technology, especially computer technology, will rule our lives to a greater and greater degree. (L20) 4. Many people would be more comfortable if change came more slowly…(L.22) 5. They can’t wait for the next invention to be valuable. (L23) 6. These same scientists who talk about our adaptable nature also tell us …( l.27) 7. For example, Charles Darwin’s theory of evolution, proposed over one hundred years ago and accepted by all serious scholars for generations, is still rejected by large segments of society. ( l.33) 8. The problem is not easily solved because it is the nature of science to question, and it is the nature of human beings not to want to question the things they believe in. (L37) 9. To do so, all we need to do is lower the cost of converting sea water into fresh water. ( l.51) 10. Well, it didn’t work out that way.( l.56) 11 What we need are the time and money to make the technology available to everyone. (L.56) 12 …most people would not choose to live in any of the less scientific ages that have produced ours. (L64) B. After-class reading Passage I 1. That’s the way it works in the human brain even though we still don’t know what symbols there are in the brain. (L.7) 2. Even computer-translation would get in the way at intimate moments. (Passage I: L10) 3. I wasn’t supposed to do it for anyone but him, though.(L.44) 4. All up to you. (L.56 ) 5. If you understand me well enough, then any woman whose data…(L.66) 6. I was learning from the psychiatric examination of 22 women __ on all of which I was keeping close tabs. (L 80) 7. When they came to arrest him on grounds of some illegal action in office, it was, fortunately, for something, that had taken place. ( L.94) Passage II 1. This scenario is a shortened version of that which is outlined in the Alcor Foundations publicity material. (Passage II: L20) 2. It claims that for around $125000__ plus storage fees___ you, too, might be able to experience a miracle... (L.21) 3.When he dies, his head will be cut off and preserved in liquid nitrogen until such time…(L.27) 4. Such is his confidence in science that he believes it will not only be able to revive …(L.31) 5. And what of the psychology of people who want their bodies frozen? ( L.56) 6. For people like Panl Garfield, the fact that cryonics may never work is no reason for not trying. (L.66) Passage III 1. It might be more than 10 years behind schedule. (L.1) 2. In 95%of towns and cities it is possible to walk without having your actions recorded on videotape or observed from hidden control rooms. (L.4) 3. They’re likely to face, at best, inconvenience and at worst, discrimination. (L.29) 4. And some criminologists fear that, rather than hindering crime,…( l.34) 5. Davies believes that few people will want to opt out of Impasse when the alternatives is long queues for a mammal inspection. (L.44) 5. A helicopter surveillance system under development will be able to send pictures back to the police station from police in the street…( l.57) 6. Plans are advanced, with at least one European country intending to have a system in use by the end of year.( L.70)
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Unit 5 I. Key words and phrases
A. In-class reading Acquaintance, anniversary, boost, casual, characterize, cent, column, complimentary, enthusiasm, handwritten, insincere, investment, mayor, memo, pad, precise, rag-eared, sentimental, sound, virtually, a pat on the back, attach importance to, be credited for sth., be generous with sth., be flooded with sth., be on to sth. , follow up, hunt for sth., lift up, make a habit of, make one’s day, owe sth. to sth., pass along, shy away from, thrive on sth., turn … (a) round, walk of life B. After-class reading Passage I. junior, ragged, refold, saint, shrug, sideways, act on, be/become accustomed to doing sth., before long, blurt out, if only, get out of hand, make…of, move one, once too often, tear off, to this day, remind sb. that, without permission/hesitation, correct sb. for sth., grow thin, take out, proceed to do sth., wink out, write down, head to Passage II. Conditional, evoke, grammatical, imagery, intimacy, perception, shrink, visual, vivid, yell, go into, take sb./sth. seriously, be ashamed of sth., be fascinated by, be conscious of, cash out, do better on sth., relate to sth., with ease, make sense of, Passage III. Application, glimpse, outrage, relic, terrific, thrust, unsaid, dig out, drift along, get over, make for, put away, shine at/in, start over, tear up II. Language points A. In-class reading 1. Keep up the good work. ( L 4-5 ) 2. .Because I was a teenager( being paid the grand total of 15 cents a column inch), his words couldn’t have been more inspiring. ( L 5-7) 3. I doubted I had the right stuff to be a writer. (L 7-8) 4 .Don made a habit of writing a quick, encouraging word to people in all walks of life. (L 9-10) 5. Not surprisingly, he had a body of friends as big as nearby Lake Erie. (L 12) 6. Over the years, I’ve …they are on to something important.(L 15-16.) 7. We all need a boost from time to time, …turn around a day, even a life.(L 17-19) 8. My guess is that many who shy away from the practice are too self-conscious.(L 20-21) 9. A note attaches more importance to our well-wishing. (L 24-25) 10. Some day he owes much of his success in politics to his ever-ready pen.( L 28) 11. Throughout his career he has followed up virtually every contact with a cordial response.(L 29) 12 His notes go not only to his friends …got a warm pat on the back for lending Bush an umbrella.(L 30-32) 13 Even top corporate managers, …lift people up.(L 33-35) 14 Former Ford chairman Donald Peterson, …to associates every day.(L 35-37) 15 If you can’t say what you want to say in three sentences, you’re probably straining. Acknowledging some success or good future …the spirit of the Christmas season.(L 62-63) 16 Even if your praise is a little ahead of reality, remember that expectations are often the parents of dream fulfilled.(L 65-66) 17 I don’t know if they will make anybody else’s day, but they made mine.(L 69-70) B. After-class reading Passage I. 1. All 34 of my students were to me, but Mark Eklund was one in a million.(L 2-3) 2. Very neat in appearance, he had that happy-to-be-alive attitude that made even his occasional mischievousness delightful.(3-4) 3. Mark also talked incessantly. I had to remind him again and again that talking without permission was not acceptable.( L 5-6) 4.I didn’t know what to make of it at first, but before long I became accustomed to hearing it many times a day.(L 8-9) 5. One morning my patience was growing thin when …a novice-teacher’s mistake.( L
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2. 3.
10-11) 6. It wasn’t ten seconds later when Chuck blurted out,‖ Mark is talking again.‖(L 13) 7. Without saying a word, I …made a big X with them over his mouth.(L 17-19) 8. As I glanced at Mark to see how he was doing, he winked at me.( L 20) 9.The years flew by, and before I knew it Mark was in my classroom again.(L 24-25) 10. We had worked hard on a new concept …with one another.( L 28-30) 11. The exercise had accomplished its purpose.(L 44-45) 12. All I could think at that moment was, Mark, I would give all the masking tape in the world if only you could talk to me.(L 59-60) Passage II. 1. I spend a great deal of … a simple truth.( L 2-4) 2. Recently, I was made keenly aware of the different English I do use.(L 6) 3. The talk was going along well …the whole talk sound wrong. (L 9-10) 4. And it was perhaps…with my mother.( L 11-16)5. Just last week, I was walking down the street…I do use with her.(L 17-18) 6. It has become our language of intimacy, …the language I grow up with.(L 23-24) 7. That was the language that helped shape the way I saw things, expressed things, made sense of the world.(L 33-34) 8. It always bothered me that…wholeness and soundness.(L 37-39 )In this guise, …who had been rude to her.( L 50-52) 10. She had cashed out her small stock portfolio and …our very first trip outside California.(L 52-54) 11. Why do so many Chinese students go into engineering?(L 67-68) 12. And perhaps they also have … happened to me.( L 72-73)Passage III.And I speak as one who prefers to reach for the phone, dial the number, and talk.(L 2-3) Such a sweet gift…will help repair(L 4-6) They will have only…about my week.( L 9-12)We want our dear Aunt Eleanor to know that…in casual conversation.( L 18-20)The first step in writing letters is to get over the guilt of not writing.(L 22)The burning shame you feel …when you finally do. (L 23-24)Some of the best letters are written … to a friend.( L 31-33)The hardest letter … too hard to be terrific.( L 49-51) A letter is only a report to someone who already likes you for reasons other than your brilliance. (L 51-52)Don’t tear up the page and start over when you write a bad line — try to write your way out of it.(L 57-58)Your simple lines … the humanity of our times. ( L69)
Unit 6 I. Key words and phrases
A. In-class reading Championship, countless, dedication, distinguished, escalate, outstanding, perfectionist, recognition, repeatedly, sculptor, symphony, at this point, to through, hold up, seek out, tell of, win out, to and from, tinker with, in terms of, become attached to sth, attain one’s goal, regardless of, expose sth. to sth. B. After-class reading Passage I: anticipate, compound, continuous, cooperation, essay, exertion, inexplicable, insoluble, mounting, tackle, tedious, vicious, at hand, be reluctant to do sth., be saved from, be obliged to do sth., clear up, come along, come up with, disapprove of, fall short, give in to sth., in every sphere, put down, recover from, shy away from, shrug off, take over, tie oneself ( up ) in knots, turn away from, weigh on Passage II: alphabet, blink, bubble, decree, dignity, eyelid, immobile, journalist, paralysis, paralytic, rehabilitation, seal, swallow, tedium, triumph, twist, underline, virtually, in accord with, on one’s own terms, point up, sell out, under way, under one’s control Passage III: award, barn, curse, cycle, fixation, heap, misspend, nest, perceptive, promising, sweat, above the salt, be content to do sth., churn out, come across, in return for sth., live out, look back on, look to someone for something, not to mention, on the eve of, pay sth. more heed, reduce … to …, status quo, turn out
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II. Language points
A. In-class reading 1. A five-year study of …success. (L 1-2) 2. Their mother often said it was their other children who had the greater gift.(L7-8) 3. Some world-class tennis players said their coaches viewed them as being too short ever to be outstanding.(L10-11) 4. Instead, …becoming a concept pianist.(L 18-20) 5. A typical swimmer would tell of getting up at 5:30 …to attain his or her goal of making the Olympic team.(L20-22) 6. Although practice and motivation seemed to explain their success,…the researchers found.(L23-25) 7. In practically every case, the parents played the key role, first by exposing their children at an early age to music, sports or learning.(L26-27) 8. Although it is not uncommon …bloom wrote. (Line 36-38) 9. These parents placed great stress on achievement, on success and on doing one’s best at all times.(L42-43) 10. …, these parents encouraged them at every step and were willing to spend countless hours shutting them to and from piano, tennis or swimming lessons.(L48-50) 11. Even in homes where money was tight,…to learn to become a musician.(L51-52) 12. My parents didn’t have two nickels to rub together.(L52-53) 13. They played tennis with her families, for example, and developed the habit of regular practice.(L61-62) 14. Then, at some point, they began to gain recognition for their ability.(L65) 15. Most of our talented individuals had very good experiences with their initial teachers.(L72-73) 16. At this point, their commitment to their field escalated one step further.(L85) 17. At this final stage of development, the focus was less on technique than on developing a personal style.(L93-94) 18. The research … is fully developed, he concluded. (L 109-111) B. After-class reading Passage I. 1. There is … not moving ahead.(L 1-2) 2. The remedy is obvious,…,an exertion of willpower. (L9-10) 3. The moment I find …and attack the objectionable item first.(L 10-12) 4. I would never…I found easiest to explain.( L17-18) 5. Here we are not reluctant to get started, but we cannot seem to do the job right.(L 22-23) 6. In such a situation, I work as hard as I can—then lit the unconscious take over. (L25-26) 7. Sometimes the obstacle is not in the problem itself, but in the social situation—or so it appears.(L42-43) 8. Subject to human distraction, …in every sphere.(L48-50) 9. Worrying about the problem, and carrying a burden of guilt over the secrecy, exhausted the mother.(L53-54) 10. It seems … come along(L57-59) 11. So, our first step … not admitting. (L 60-62) 12. Try to box yourself in, like Houdini, so no escape appears possible.(L69-70) 13. Having tied yourself up in knots, stop thinking consciously about the problem for a while.(L71-72) 14. Nine times out of ten, it will come up with a solution.(L72-73) 15. Without trying to define success,…and solving problems as they come along.(L80-82) 16. It is experiencing … capabilities (L 82-83) Passage II 1. If the 1995 stroke that paralyzed …finished his last assignment.(L1-3) 2. Less than 72 hours … magazine died.( L3-6) 3. Bauby saw his fast-paced life come to an abrupt end on Dec. 8,1995, with the stroke that left him paralyzed.(L10-11) 4. He soon discovered that the only muscle still under his control was his left eyelid.(12-13) 5. By telegraphing a series of blinks, Bauby let his nurses know that his mind was alive and
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well inside its immobile frame.(L13-14) They responded … written down. (L15-16) He lets his readers know that his celebrated wit survived the stroke by pointing up the ironic aspects of his condition.(L28-29) 8. To reverse the decree … paralytic. (L 33-34) 9. Most agonizing are the moments when Bauby realizes that his loved ones will never feel his affection again.(L38-39) 10. Not content to wink out one book,…and participated in a film aired on French TV about his struggle.(L46-49) 11. The book’s initial run of 25,000 copies …the top of France’s best-seller list.(L52-53) 12. An English language … are under way. (L53-55) Passage III 1. I know … have been set on fire. (L5-7) 2. I can only… so to speak! (L8-10) 3. Thus promoted … public relations.( L13) 4. Perhaps I’ve overlooked … a true entrepreneur.( L22-23) 5. Success is supposed to be in getting it, only we often realize it isn’t what we wanted in the first place.(L34-35) 6. I became a corporate public relation officer,…to live out the status quo.(L37-38) 7. I’m reminded of this …give a commencement address on ―how to fail.‖(L47-49) 8. Come across its yellowed pages recently I now wished I had paid it more heed.(L50) 9. You see, success, …takes a great deal of work and sweat.(L51-52) 10. There’s no end … heap on you. (L 61-62) 11. My mistake was that…and more responsibility.( L75-77) 12. Foolishly, I now realize looking back,…was no call for me to do so.(L79-80) 13. How much of … than hard facts.(L 93-95) 14. Besides, it’s been seen by some of my bosses as ambition, surely this is the curse of failure.(L100-101) 15. It’s exciting…gets into the blood and before you know it you’re working on your kid’s birthday, or your anniversary.(L111-112) 6. 7.
Unit 7 I. Key words and phrases
A. In-class reading gamble; glory; perfection; publicity; scary; outweigh; worship; set an example; follow one’s lead; avoid the public; give of oneself; look up to sb; take it too far; place / put / set sb. on / upon a pedestal; the center of attention; you name it; measure up to expectations; have a fit; drop out; seem like the end of the world; B. After-class reading Passage I: bless; champion; deform; disorderly; eligibility; flatter; indomitable; misguided; shield; thankfully; witness; and the like; look to; measure somebody/something against; on the surface; on top of; Passage II: bound; exhaustion; expressionless; imply; intense; quest; tryout; be bound up with; be up against; come in for criticism/blame; go for; in shape; dawn on somebody; go well with; sign up; strike someone as; Passage III: acceleration; efficiency; embed; explosive; factually; flexibility; input; maximize; canoe; prime; propel; racket; reap; rigidity; rigorous; synthetic; upper; be incorporated into
II. Language points
A. In-class reading 1. One of reason we get along so well, though, is that we both say what’s on our minds without worrying about what other people are going to think-which means we disagree from time to time. (L5) 2. I don’t think we can accept all the glory and the money that comes with being a famous athlete and not accept the responsibility of being a role model, of knowing that kids and even some adults are watching us and looking for us to set an example. (L12)
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There are days when I don’t want to pose for a picture with every fan I ran into, when I don’t feel like picking up babies and giving them hugs and kisses (no matter how cute they are), those are the days I just try to avoid the public. (L.19) 4. But you don’t have to be perfect to be a good role model, and people shouldn’t expect perfection. (L.23) 5. If I were deciding whether a basketball player was a positive role model, I would want to know: does he influence people’s lives in a positive way away from the court? How much has he given of himself, in time or in money, to help people who look up to him? Does he display the values-like honesty and determination-that are part of being a good person? (L.24) 6. I do agree with Charles on one thing he says in his commercial: ―Just because I can dunk a basketball doesn’t mean I should raise your kids.‖ (L.30) 7. There are times when it helps for a mother and father to be able to say to their kids, ―do you think Karl Malone or Scottie Pippen or Charles Barkley or David Robinson would do that?‖ (L.32) 8. But let’s face it; kids have lots of other role models --- teachers, movie stars, athletes, even other kids. (L.35) 9. … but I have had parents in Utah say things to me … (L40) 10. Constantly being watched by the public can be hard to tolerate at times(L.46) 11. I don’t think most people can imagine what it’s like to be watched that closely every minute of every day. (L.47) 12. It’s a great feeling to think you’re a small part of the reason that a kid decided to give school another try instead of dropping out or that a kid had the strength to walk away when someone offered him drugs. (L.58) 3. B. After-class reading 1. It’s not difficult to understand our desire for athletes to be heroes. (Passage I: L.5) 2. Yet there’s something of a paradox here, for the very qualities a society tends to seek in its heroes --- selflessness, social consciousness, and the like-are precisely the opposite of those needed to transform a talented but otherwise unremarkable neighborhood kid into a Michael Jordan. (Passage I: L.11) 3. On top of this, our society reinforces these traits by the system it has created to produce athletes --- a system characterized by limited responsibility and enormous privilege. (Passage I: L.17) 4. They learn very quickly that they will be accepted by the important figures in their lives --parents, coaches and peers as long as they are perceived as ―winners‖. (Passage I: L.23) 5. Coaches --- whose own jobs, of course, depend on maintaining winning programs-protect their athletes to ensure that nothing threatens their eligibility to compete. (Passage I: L.30) 6. Given this situation, it’s not too surprising that many young American athletes lack a fully developed understanding of right and wrong. (Passage I: L.38) 7. Overprotected by universities, flattered by local communities, given star status by the public, rewarded with seven or eight-figure salaries, successful athletes, inevitably develop the feeling that they are privileged beings-as indeed they are. (Passage I: L.44) 8. Needless to say, not all athletes are Mike Tyson. (Passage I: L.59) 9. My husband, for example, talked to Ann differently when he realized that she was a serious competitor and not just someone who wanted to get in shape so she’d look good in a prom dress. (Passage II: L.28) 10. Do you like to watch while your teammates play? (Passage II: L.33) 11. Not that dangers don’t lurk for the females of her generation (Passage II:L47, 句式：it is not that …; Can it be that …?) 12. It is not easy --- the losing, jealousy, raw competition, and intense personal criticism of performance. (Passage II: L.71) 13. What has struck me, amazed me, and made me hold my breath in wonder and in hope is ideal of sport and the reality of a young girl not afraid to do her best. (Passage II: L.79) 14. Her father watches her; her sisters watch her; I watch her. (Passage II: L.85) 15. However, in some instance, … the rapid increase in performance. (Passage III:L9—12, it is … that/which) 16. Vaulters with that technology were typically individuals with a strong upper body, rapid
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acceleration to the vaulting box where the end of the bamboo pole was planted, and the ability to use the flexibility of the naturally-grown bamboo in pulling into the appropriate position to propel feet over the crossbar, then push off with arms and shoulders. (Passage III: L.14) 17. It was quickly incorporated into the construction of superior javelins, better tennis racket, lighter skis, superior golf clubs and better fly casting rods for fishing. (Passage III: L.37) 18. This type of person could maximize the reflex action of the pole, and allow himself to be propelled as well by pole’s flexibility as by his own push from the pole. (Passage III: L.31) 19. While it is true that … it is equally true that…a distinct advantage. (Passage III: L71—74, while, equally 用法)
Unit 8 I. Key words and phrases
A. In-class reading detect; accelerate; coincide; familiarize; figure out; maximum; threshold; filter over; not uncommon; a morning person; at one’s best; attribute to; slow down; a chief peak efficiency; be sponsored; useful applications; toughest challenges; figure out; one’s body’s pattern; an estimate of; on the rise; research its highest point; reach its lowest point; take advantage of; by contrast; largest meal of the day; coincide with; sleep tips; beware of; adapt to; be no guarantee of good health B. After-class reading Passage I: banner; battery; cheat; chronically; crisis; darken; epidemic; expendable; heighten; invest; refresh; rotate; slice; benefit from/benefit by; be traced to/be traced back to; get by; a battery of; be prone to; dose off/drop off/nod off; sit in; sleep in; Passage II: accurate; adverse; agent; cancel; disastrously; drain; extract; gum; harbor; injection; interference; license; multiple; omit; precise; pregnant; procedure; repel; similarly; surgeon; swell; tablet; terrifying; tube; yearly; distinguish…from (between); in addition(to); range from…to…to / range between…and…and; weigh…against ; a fit of; along with; lapse into; arise from/arise out of; a host of Passage III: acute; affliction; attendance; carrier; chill; comparable; complication; contaminate; deadly; economy; extensive; frequency; gossip; halt; inhibit; leaky; orbit; outbreak; prevail; resistance; susceptible; thereafter; transient; take heart(at sth); come up with; suffer from; play a part in; for the moment; lift off; set off ;stuff up(with sth); in one’s own right;
II. Language points
A. In-class reading 1. In a Harvard university laboratory study, Dr Halberg found that certain blood cells varied predictably in number, depending in the time of day they were drawn from the body. (L.9) 2. You’ll probably find that your temperature will begin to rise between 3 a.m and 6 a.m, reaching a peak sometime in the late morning or early afternoon. (L.39) 3. By contrast, reading and reflection are better pursued between 2 and 4 p.m., the time when body temperature usually begins to fall. (L.52) 4. Calories burn … in the evening. (L54—55, do 的用法) 5. ―Those who ate dinner either maintained or gained weight.‖ (L.59) 6. Knowing your rhythms can also help overcome sleep problems. (L.68) 7. Your bedtime should coincide with the point at which your temperature is lowest. (L.69) 8. …a week or so before departure begin adjusting your daily activities so that they coincide with the time schedule of your destination. (L.81) 9. But what chronobiology reveals is the importance of regularity in all aspects of your life and of learning to act in synchronization with your body. (L.87) B. After-class reading 1. Judging from recent surveys and clinical experiments, most experts in sleep behavior agree that there is virtually an epidemic of sleepiness in the nation. (Passage I: L.1)
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2. 3.
4. 5. 6. 7. 8.
9. 10.
11. 12. 13. 14. 15.
16. 17. 18. 19. 20. 21. 22.
―I can’t think of a single study that hasn’t found Americans getting less sleep than they ought to‖ (Passage I: L.2) In one experiment, 16 percent of students who averaged between seven and eight hours of sleep a night could doze off during the day in five minutes if allowed to lie down in a darkened room. (Passage I: L.10.句子结构，if 后省略主语的情况) Not so long ago most TV stations signed off at midnight or 1a.m. with ―The Star-Spangled Banner‖, which served as a reminder that it was time to go to bed. (Passage I: L.50) Short-term memory is impaired, as are abilities to make decisions and to concentrate. (Passage I: L.58) To determine … over ten days. (Passage I : L77—78) If you can’t do that … sleeping later. (Passage I: L83—85, suggest + doing; advise) These drugs, available only by prescription and dispensed by a licensed pharmacist, are too potent and too hazardous to use without precise instruction from a doctor-yet they, too, are obviously taken in awe-inspiring quantities(Passage II: L.11) There simply is no such thing as a perfectly safe drug. (Passage II: L18, such 的类似用法) When the risk increases, as it does if the presence of stomach ulcers bring hazard of internal bleeding from the irritation of aspirin’s acid, the serious risk may outweigh the benefit. (Passage II: L.23) There he received … within minutes (Passage II:L52—54, 虚拟语气) She took two plain aspirin tablets along with her evening dose of tolbutamide, a medicine that controls diabetes by reducing sugar in the blood. (Passage II: L.55) For one thing, they trigger side effects, extra actions in addition to the intended ones. (Passage II: L.66) The woman who nearly lost her life in a routine operation because of the side effect of aspirin is a case in point. (Passage II: L.68) Frustrated and miserable as you may feel, you can take heart in some good news about colds and other, more serious infections that resemble colds in one way or another, such as flu. (Passage III: L.8) Even the NASA … in this undeniable face. (Passage III:L28—29, have something done, so to speak) Apollo 9’s colds may well have been the most expensive in history, but the common cold must be ranked as a costly disease in its own right. (Passage III: L.40) The first step is to be sure that what seems to be a cold is, in fact, that transient disease and not something worse. (Passage III: L.50) The frequency of colds, it appears, has as much to do with who you are and what you do with the viruses that cause the disease. (Passage III: L.58) The general incidence of colds continues to decline into maturity, elderly people in other wise good health having as few as one or two colds annually. (Passage III: L.69) As income increases, the frequency with which colds are reported within a family decreases. (Passage III: L.72) Extensive though still controversial research has suggested that people who experience great stress in their work and personal lives --- who live each day on borrowed energy --- can set off a chain of physiological events that inhibit the body’s natural defense against disease. (Passage III: L.81)
Unit 9 I. Key words and phrases
A. In-class reading constitute superficial temperament sparkle admit crisis mutual sentimental polish; in one’s eyes draw out draw upon strike up out of step leave off apply to subject to B. After-class reading Passage I: bare affection forge revive accent convenience; all the way Passage II: trait critical specific differ; stand out Passage III: cultivate betray rewarding asset component enrich sole;
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Ⅱ.Language Points A. In-class Reading 1. Today millions of Americans vacation abroad, and they go not only to see new sights but also — in those places where they do not feel too strange — to perhaps meet new people. (L.1) 2. The difficulty when strangers from two countries meet is not a lack of appreciation of friendship, but different expectations about what constitutes friendship and how it comes into being. (L.5) 3. There are real differences among these relations for Americans — a friendship may be superficial, casual, situational or deep and enduring. (L.13) 4. In France, as in may European countries, friends generally are of the same sex, and friendship is seen as basically a relationship between men. (L.18) 5. Frenchwomen laugh at the idea that ―women can’t be friends,‖ but they also admit sometimes that for women ―it’s a different thing.‖ (L.19) 6. In French eyes this is not friendship, although two members of such a group may well be friends. (L.24) 7. For the French, friendship is a one-to-one relationship that demands a keen awareness of the other person’s intellect, temperament and particular interests. (L.26) 8. A man may play chess with a friend for thirty years without knowing his political opinions, or he may talk politics with him for as long a time without knowing about his personal life. (L.32) 9. In Germany, in contrast with France, friendship is much more distinctly a matter of feeling. (L.40) 10. Adolescents, boys and girls, form deeply sentimental attachments, walk and talk together—not so much to polish their wits as to share their hopes and fears and dreams, to form a common front against the world of school and family and to join in a kind of mutual discovery of each other’s and their own inner life. (L.41) 11. Between French friends, who have chosen each other because they have similar points of view, lively disagreement and sharpness of argument are the breath of life. (L.48) 12. But for Germans, whose friendships are based on mutuality of feeling, deep disagreement on any subject that matters to both is regarded as a tragedy. (L.50) 13. Activities at different stages of life may be of very different kinds —discovering a common interest in school, serving together in the armed forces, taking part in a foreign mission, staying in the same country house during a crisis. (L.56) 14. In the midst of the activity, whatever it may be, people fall into step —sometimes two men or two women, sometimes two couples, sometimes three people—and find that they walk or play a game or tell stories or serve on a tiresome and exacting committee with the same easy anticipation of what each will do day by day or in some critical situation. (L.59) 15. Americans who have made English friends comment that, even years later, ―you can take up just where you left off.‖ (L.63) 16. Meeting after a long interval, friends are like a couple who begin to dance again when the orchestra strikes up after a pause. (L.64) 17. Related to this is the sense each friend gives the other of being a special individual, on whatever grounds this recognition is based. (L.75) 18. These similarities make the bridge between societies possible, and the American’s characteristic openness to different styles of relationships makes it possible for him to find new friends abroad with whom he feels at home. (L.77) B. After-class reading Passage Ⅰ 1. For the friendships I have and the friendships I see are conducted at many levels of intensity, serve many different functions, meet different needs and range from those as all–the–way as the friendship of the soul sisters mentioned above to that of the most casual playmates. (L.10) 2. But we don’t, with convenience friends, ever come too close or tell too much; we maintain our public face and emotional distance. (L.24) 3.Which means that I might say that we’re short of cash this month but never that I’m worried sick over money. (L.27) 4. Their value lies in some interest jointly shared. (L.32) 5. The years have gone by and we’ve gone separate ways and we’ve little in common now, but
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we’re still an intimate part of each other’s past. (L.48) 6. Crossroads friends forge powerful links, links strong enough to endure with hot much more contact than once-a-year letters at Christmas. (L.60) 7. It’s another kind of pleasure playing wise mother to a questioning younger person. (L.81) 8. And we might tell a very good friend that the reason we got so mad in that fight that we slept on the couch had something to do with that girl who works in his office. (L.88) Passage Ⅱ Section A 1. It’s not easy to put into words exactly what a best friend is, because the matter is so personal. (L.3) 2. Honesty in a best friendship is the sharing of feelings openly and without revere. (L.15) 3. One man described it as a gut reaction, and all said it was a different feeling from being with other friends. (L.22) Section B 4. Regarding how long it takes to become best friends and how long the relationship lasts, all were in agreement. (L.23) Section C 5. The men all said that a best friend usually possessed one quality that stood out above all others. (L.2) 6. Does this difference hold true beyond my sample? (L.9) 7. … but it wasn’t until recently that something happened to make me really understand my relationship with my best friends. (L.12) 8. I simply enjoy their company more than anyone else’s. (L.24) 9. However, the most important thing for me about best friends is the knowledge that I am never alone, that there are others in the world who care about my well-being as much as I do about theirs. (L.27) Passage Ⅲ 1. Conversely, in times of trouble and tension, when our spirits are low, unburdening our worries and fears to compassionate friends alleviates the stress. (L.4) 2. In both instances, friends can make a dramatic difference. (L.15) 3. These positive outlooks are vital to cope successfully with the crises inherent in these two stages of life. (L.18) 4. While both men and women have such friends, evidence is accumulating that indicates men rarely make close friends. (L.22) 5. Customarily, men have shied away from close relationships in which they confide in other. (L.26) 6. Having a few good friends makes the transition from living with a husband to living alone less lonely and frightening. (L.32) 7. Conversely, widowers whose sole confidants were their wives have greater difficulty adjusting, feel abandoned, and deteriorate physically more rapidly. (L.34) 8. People are mobile, and mobility puts a strain on friendships. (L.37) 9. These groups provide and opportunity to socialize, make new acquaintances and friends, or obtain helpful advice in adapting smoothly to a new lifestyle. (L.48) 10. It is perfectly acceptable to select friends for special qualities as long as there is a balanced giving and taking that is mutually satisfying. (L.50)
Unit 10
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I. Key words and phrases
A. In-class reading operate excel adapt retain differentiate cooperate resource competence conventional core diversity objective organism resource purse substitute profound; in the long run B. After-class reading Passage I: comprehensive diligent prospective speculate; pay off spell out vice versa on one’s own initiative Passage II: agreeable emphasis functional subordinate alongside horizontal; carry out go along with bring in fall into go along with Passage III: distribution negotiate prosperous scholarship division; come down take into account Ⅱ.Language Points A. In-class Reading 1. The environment and the emerging information economy are two issues most vital to the future of my business, and perhaps the world. (L.1) 2. I learned that saving the rain forests—in fact, saving the environment —is more than an environmental necessity. (L.9) 3. In our case, it is an opportunity to pursue business opportunities that use creativity and technology to substitute for trees, for resources of any kind. (L.10) 4. I learned how we might operate our company not just to save the rain forest, but to be more like the rain forest. (L.13) 5. Not top-down, but bottom-up. Not centralized, but decentralized. Not limited by rules, but motivated by objectives. (L.17) 6. When I visited the rain forest, I realized that it was a model of the perfect learning organization, a place that excels by learning to adapt to what it doesn’t have. (L.20) 7. We can begin by operating less like a machine and more like a living system. (L.30) 8. What is valuable is the design, the relationships, from which comes the real value of the forest. (L.40) 9. We can develop the human ecosystem into as intricate and creative a system as we find in the rain forest. (L.42) 10. Only then is it time to reduce costs and grow more efficient. (L.53) 11. Today, as we grow different, we learn that none of us is whole. (L.55) 12. For example, at my company, we no longer look to grow bigger simply by acquiring more and more companies as subsidiaries. (L.57) 13. Each company retains its independence, its specialty, and its core competence. (L.59) 14. In this new, diverse, rain-forest economy, it is not a question of who is most fit. (L.64) 15. It is the only way, for the interests of business and the interests of the environment are not incompatible (L.81) B. after-class reading Passage Ⅰ 1. We are repeatedly warned to beware of generalizations yet, paradoxically, it seems that the human mind cannot resist categorizing people and things. (L.1) 2. We love to ―pigeonhole,‖ to make order out of a universe that frequently seems to us confusing and even chaotic. (L.2) 3. We create national stereotypes and cling tenaciously to our prejudices. (L.5) 4. It revealed may widely-held stereotypes, but also came up with a few surprises. (L.13) 5. What might have been the choices, one speculates, if all nationalities had been eligible for the above posts. (L.59) 6. We take as our source a study made recently by two British journalists of the problems encountered when Germans work in Britain and vice versa. (L.66) 7. While he arrived at his office every morning at 9 a.m. on the dot, his senior employees rarely tolled up much before 10 a.m. (L.71) 8. He met the problem by spelling out in company recruitment advertising that employees had to have an understanding and liking for the British way of life. (L.82) 9. They would work on their won initiative and junior employees especially would probably have
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more responsibility than their counterparts I German companies. (L.87) Passage Ⅱ 1.Japanese managers believe that change and initiative within an organization should come from those closest to the problem. So they elicit change from below. (L.8) 2.Top-level Japanese managers see their task as creating an atmosphere in which subordinates are motivated to seek better solutions. (L.10) 3. When a subordinate brings in a proposal, the manager neither accepts nor rejects it. (L.13) 4. Rather, they recognize a range of alternatives, several of which might work and all of which possess advantages and disadvantages. 5.from a Japanese perspective, that commitment, and the ensuing dedication toward working to make the solution successful, is probably more important than the objective quality of the decision. (L.28) 6.Finally, some authors have suggested that Japanese style management as adapted to American organizations is little more than a tool for even greater management control. (L.55) 7. Moreover, should an employees who has worked in this kind of organizational environment decide to abandon his commitment to this organization after a few years of working as generalist, he would be poorly equipped to move into other American organizations since he would be competing with specialists. (L.63) 8. In reminding us of the value of the individual, the need for participative decision making, and the potential of facilitative management, it has been extremely useful. (L.77) Passage Ⅲ 1. By westerners who have already been working in Asian nations, they are told to remember as priorities the five ―Fs‖: family, face, fate, favors and friends. (L.2) 2.It is explained that the importance of family goes back to Confucius, who taught that family represents relationships that one can trust. (L.15) 3.They want to put a face together with a business, to recognize an individual and to associate an individual with a given company. (L.23) 4. The businessman is told that he must show the ―proper respect‖ according to the age and position of the person he is dealing with and also take into account the size of the person’s company in comparison with his won. (L.31) 5. Westerners are told that many Asians strongly believe that fate influences life, that certain events are destined, and that people have lived many lives and will live many more after death. (L.55) 6. Now a top executive in a major Japanese company, he and his family wanted to pay their respects to the man who had done him a favor so long ago. (L.71) 7. Asians want to deal with people that they know well, or with people to whom they have been introduced by people they know well. (L.75)
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