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					College English Integrated Course 1

Unit 8
Coping with an Educational Problem Part I Part II Part III

Part IV
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Unit 8: Coping with an Educational Problem

NCE-B1

Part I:
Pre-Reading Tasks A Funny Story

Task One : The Questions
1. 2. 3.

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Unit 8: Coping with an Educational Problem

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Part II: Text A
Vocabulary to Read
p1. One day last fall… p11. He, too, is 17 years old…

P2. I counted the folders…
p3. No modestly educated… p4. not one student could… p5. Moreover, there is a… p6. In fact, this young man… p7. Planes will crash … p8. As the story opens… p9. Kevin dreams it is 1835… p10. But Hanley’s poverty…

p12. fighting on Iwo Jima…
P13. Then Kevin Hanley 1990… p14. At that point, Kevin Hanley… p15. His whole generation… p16. Public education stops… p17. Without education,… p18. But one day, Hanley 2050… p19. “This is how we rose from… p20. he will make sure they … P21. “A man without the proper…

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Unit 8: Coping with an Educational Problem

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Language Points words & expressions cultural notes Comprehension True or False Choice Content questions Points for Discussion Text Organization sentence explanations

Language Sense Enhancement Poetry Quotations Humorous story
Language Focus 1.Vocabulary Dictation Gaps Filling Rewriting Sentence Making Word Family
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Movie

Web-links

Completing

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Unit 8: Coping with an Educational Problem 2. Structure Sentence Rewriting Comprehensive Exercises Cloze

NCE-B1

Sentence Correction

Translation

Chinese Version of Text A

Part III:
Words & Phrases to Learn
Translation Comprehension Check Language Practice

Part IV:
Essay Writing Model paper Writing Strategy

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Unit 8: Coping with an Educational Problem

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Part I

Pre-reading Tasks

New Words and Expressions
riddle scratch one’s head knit one’s brows
Script
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n. 谜语 挠头(表示迷惑等) 皱眉

Unit 8: Coping with an Educational Problem

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Task One:
Listen to the recording two or three times and then think over the following questions:
1.What was the teacher’s purpose in asking his
class the riddle?

Script
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Unit 8: Coping with an Educational Problem

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Hint for Q1:To make his
class think and see how

clearly they think.

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Part I
2. What is the riddle?

Pre-reading Task

3. What can you learn about Little Geoffrey from

his answer to the riddle? Was he used to trying to
think clearly? Had he formed the habit of making good use of his brain?
Scrip
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Unit 8: Coping with an Educational Problem

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Hint for Q3: Who is the person
who has the same parents as I have but is neither my brother nor my sister?

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Unit 8: Coping with an Educational Problem

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Like to hear a funny story? I’ve got a good one about a teacher, a riddle(谜), and a little boy.

“It’s time to see how clearly you can think,”
the teacher said to his class. “Now, listen carefully, and think about what I’m saying.

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Unit 8: Coping with an Educational Problem

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I’m thinking of a person who has the

same mother and father as I have. But
this person is not my brother and not my sister. Who is it?”

The kids in the class knitted their
brows, scratched their heads, and otherwise showed how hard they were

thinking.
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But no one came up with the right answer. When everyone in the class had given up, the teacher announced, “the person is me.” Little Geoffrey beamed at learning the answer. “That’s a good one,” he said to

himself.
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“I’ll have to try that on Mom and Dad.” At dinner that night, little Geoffrey repeated the riddle to his parents. “I’m thinking of a person who has the same mother and father as I have,” he said. “But this person isn’t my brother and isn’t my sister. Who is it

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Unit 8: Coping with an Educational Problem

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His parents knitted their brows, scratched

their heads, and otherwise pretended that
they were thinking hard. Then they both said, “I give up. Who is it? “It’s my teacher,” Geoffrey said.

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Unit 8: Coping with an Educational Problem

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Part II

Text A

Benjamin Stein weaves a tale to bring home to young Americans the need to change

the way they think about education. Read it and
see whether you think it holds any lessons for us as well.

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Unit 8: Coping with an Educational Problem

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FABLE OF THE LAZY TEENAGER
By Benjamin Stein
1 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 teenager salesgirl how much they cost. “I don’t know,” she answered. “But it’s 12 cents each.”

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Unit 8: Coping with an Educational Problem

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2 I counted the folders. “Twenty-three at 12 cents each, that makes $ 2.76 before tax,” I said. 3 “You did that in you head?” she asked in amazement. “How can you do that ?”

4 “It’s magic,” I said.
5 “Really?’ she asked.

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6 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,

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not one student could write a short paper without misspellings. Not one. 7 But this is just a tiny slice of the problem. The ability to perform even the

simplest calculations is only a memory
among many students I see, and their knowledge of world history or geography is nonexistent.
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8 Moreover, there is a chilling indifference about all this ignorance. The attitude was summed up by a friend’s bright, lazy 16-yearold 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.”

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9

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.

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Planes will crash. Computers will jam. Cars will break down.

10 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.

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11 As the story opens, our hero, Kevin Hanley 1990, a 17-year-old high school senior, is sitting in his room, feeling bitter. His parents insist he study for his European history test. He wants to go shopping for headphones for his portable CD player. The book he is forced to read—The Wealth of Nations —puts him to sleep.

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12 Kevin dreams it is 1835, and he is his own great-great-great-grandfather at 17, a peasant in

County Kerry, Ireland. He lives in a small hut
and sleeps next to a pig. He is always hungry and must search for food. His greatest wish is to

learn to read and write so he might get a job as a
clerk. With steady wages, he would be able to feed himself and help his family.

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Unit 8: Coping with an Educational Problem

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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.

13 Our fable fast-forward and Kevin Hanley
1990 is now his own great-grandfather, Kevin Hanley, 1928.

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He, too, is 17 years old, and he works in a steel mill in Pittsburgh. His father came to

America from Ireland and helped build the
New York City subway. Kevin Hanley 1928 is far better off than anything his ancestors had

in Ireland.
14 Next Kevin Hanley 1990 dreams that he is Kevin Hanley 1945, his own grandfather,

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fighting on Iwo Jima against a most determined foe, the Japanese army. He is always hot, always hungry, always scared. One night in a foxhole, he tells a friend why he is there: “So my son and his son can live in peace and security. When I get back, I’ll work hard and send my boy to college so he can live by his brains instead of his back.”

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15 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.

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16 At that point, Kevin Hanley 1990 wakes up, shaken by his dream. He is relieved to be away from Ireland and the steel mill and Iwo Jima. He goes back to sleep. 17 When he dreams again, he is his own son, Kevin Hanley 2020. There is gunfire all day and all night.

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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. 18 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.

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Public education stops at the sixth grade. Americans have long since stopped demanding good education for their children. 19 The last person Kevin 1990 sees in his dream

is his own grandson. Kevin 2050 has no useful
skills. Machines built in Japan do all the complex work, and there is little manual work to be done.

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Without education, without discipline, he cannot earn an adequate living wage. He lives in a slum where there is no heat, no plumbing, no privacy and survives by

searching through trash piles.
20 In a word, he lives much as Kevin Hanley

1835 did in Ireland.

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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.

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“This is how we rose from the ashes after you

defeated us in a war about a hundred years
ago.” 21 “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,
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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.” 22 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:

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“a man without the proper use of the intellectual faculties of a man is, if

possible, more contemptible than even a
coward. 23 Kevin’s father walks in . “All right, son,” he says. “Let’s to look at those headphones.” 24 “Sorry, Pop,” Kevin 1990 says. “I have to study.”
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Unit 8: Part II

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run out of

use up or finish a supply of (sth.)用完, 耗尽

e.g When they ran out of food, the soldiers set about hunting for more. Translate: 真令我们失望, 我们的车在回家的半道上没汽油 To our disappointment, our car ran out of gas 了。 halfway home. 快, 时间到

Hurry up. Time is running out. 了。
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handful

n. a small number (used as singular noun, followed by of 一把, 少量

e.g. You’d better hurry up. A handful of people are already waiting in the hall. Translate: 因为只有很少的学生愿意留在学校里过元旦前 夜, 我不得不放弃计划了。 I have to give up the plan because only a handful of students are willing to spend the New Year’s Eve on campus.
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in amazement

with a feeling of great surprise or disbelief 惊讶地

e.g. Aunt Sophia gazed at her picture in amazement:
she looked like a teenage girl in it. Translate: 当他大声地和他的朋友聊天时,演讲厅里所有的 人都惊奇地盯着他, All the people in the lecture hall stared at him in

amazement when he talked loudly with his friend.
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upset

vt. make(sb.)worry or feel unhappy (usu. used in the pattern: be upset by/about) 使苦恼, 使心烦意乱

e.g. Because he didn’t finish the work on time and was fired by the company, he was very upset about it. Translate:

他的粗暴脾气使孩子们很苦恼。 His violent temper upset the children. 父母婚姻的破裂让孩子们非常不安。 They are terribly upset by the break-up of their parents’ marriage.
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ignorant

adj. knowing little or nothing (often used in the phase: be ignorant of/about 无知的

e.g. Some people are ignorant of the facts about global warming.
Translate: 她很年轻, 不知道生活真正是什么。 She was very young, and ignorant of what life really 她对她丈夫的不法行为一无所知。不然的话她会 was. 尽一切努力阻止他。 She was ignorant of her husband’s illegal activities. Otherwise she would have done everything possible to stop him.
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slice

n. 1. a part of sth.(followed by of) 部分 2. a thin flat piece cut from sth. (often used with of) 薄薄的一片

e.g. Fiction takes up a large slice of motoring history. Translate: 老板承诺我们每个人都会分到一点利 The 润。 boss promised that everyone would get a slice of the profits. 把面包切成 Cut the cake into 片。 a slice slices. of beef a slice of territory a slice of life 一片牛肉 一片领土 人生的片段
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ability

n. power or skill to do, make, or think; talent(followed by infinitive to) 能力

e.g. We elected him monitor because he had the ability to bring out the best in others.

Translate:
车祸之后, 他丧失了行走的能力。 He lost the ability to walk after a car accident.

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sum up

give a brief summary(of sth.)总结

e.g. My teacher would sum up the main points of

the lesson before he ended the class.
Translate: 爱莉丝用一个词总结了她的圣诞节:“糟

Alice summed up her Christmas holidays in one 糕。” word: “Terrible.”.
主席觉得把这么大范围讨论后的内容总结起来有难 度。 chairman finds it difficult to sum up after The such a wide ranging discuss.
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try to be better than (sb.else) (used in the pattern:compete compete with/against with/against sb. for sth.) 与…竞争 e.g. They found themselves competing with foreign countries for a share of the market. Translate: 这家公司太小, 无法和大的国际公司竞争。 The firm is too small to compete against large international companies. 我们不得不和其它三个部门竞争以获取资 金。are having to compete with three other We departments for the fund.
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accumulate

v. collect, or gather together, esp. over a period of time 积累

e.g. While we were away on vacation, a lot of letters
accumulated in our mailbox. Translate: 在过去几年里我积累了很多书。 I have accumulated many books over the last few years.

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affect

vt. have an influence on 影响

e.g.The Asian financial crisis didn’t affect our

national economy.
Translate: 二十世纪有很多影响了我们生活方式的发明。

The 20th century was full of inventions that have affected the way we live.
有七万多人受到了干旱的影响。 More than seven million people have been affected by the drought.
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function

vi. operate; act 运作; 起作用 n. 作用, 功能

e.g. When the camera is functioning properly the green light comes on. Translate : 雅典在十三世纪时是贸易中心。 Athens functioned as a center of trade in the thirteenth century. 这台机器有点毛病 This machine does not function properly.
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adj. lazy; not doing anything idle 懒散的;空闲的

e.g. Most of the men were idle during the depression.
Translate : 机器坏了, 工人们就无事可干了。 Men are left idle when machines break down. 那男孩真懒。 That boy is really idle. stand idle an idle rumor idle about 袖手旁观 毫无根据的谣言 四处闲逛
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v. get stuck

jam

发生故障; 卡住, 堵住

e.g. The lock jammed and I couldn’t open it.
Translate 录音机卡住了,老师只好把故事读给学生听。 :

The tape-recorder jammed and the teacher had
to read the story to the class by herself. traffic jam 交通堵塞

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break down

stop working; fall, collapse 停止运转; 失败, 垮了

e.g. Talks between the two countries broke down when the two sides failed to reach an agreement. Translate: 自从上星期我的洗衣机坏了后,我的脏衣服积 了一大堆。 I have accumulated so many dirty clothes since my washing machine broke down last week. 这幢楼里的电梯总是出毛病。 The elevators in this building are always breaking down.
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其它与break常用的搭配
break away (from) 逃跑, 脱离

break into 强行闯入, 打断, 插嘴
break off 停止, 终止, 断绝关系

break out 爆发(战争, 疫病等)
break up (集会等)结束; 拆散

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drive home

make (sth.) clear so that people understand it (used in the pattern: drive sth. home (to sb.) 使清楚无误的理解

e.g. Peter was lazy. His parents tried to drive home to him the importance of hard work.

Translate: 我们必须给他们讲清楚困难所
We 在。must drive home to them where the

difficulties lie.

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humble

adj. 1)not proud; modest 谦虚的 2) low in importance, status, or condition 谦卑的

e.g. 1) He thanked us again with a humble smile. 2) Michael started his career as humble fisherman. Translate: 弗兰克给我的印象是一个很谦逊的人。

Frank strikes me as a very humble person.
Lacocca从很低的起点开始,后来成了福特公司 的老板。 Lacocca rose from humble beginnings to become boss of Ford.
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n. sth. suggested (often followed by suggestion of/for/that-clause e.g. The old man followed the doctor’s suggestion of a stroll to the river every day.

Note: suggestion 后接从句时, 从句要使用虚拟语 suggest v. 1)建议, 提议 (后接动名词 或使用虚拟语 气。
气的从句) 2)显出, 表明

e.g. I suggest going to the movies. I suggest that we go to the movies. 她的表情表明她生气了. Her expression suggested that she was angry.
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portable

adj. light and small enough to be easily carried or moved 手提(式)的, 便于携带的

e.g. I still remember that my parents bought me a portable radio at my 20th birthday. Translate :

史密斯教授总是随身携带一台便携式电脑。
Professor smith always carries a portable computer with him.

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search for

look for

e.g. The police were searching the yard for clues. Translate : 很多飞机和船被派往南中国海去寻找失踪的

中国飞行员。
Many planes and ships were sent to search the South Sea for the missing Chinese pilot.

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luxury

1) sth. expensive which is not necessary but which gives you pleasure(used as a countable noun)奢侈品 2) very great comfort, esp. among beautiful and expensive surrounding (used as an uncountable noun) 奢华

e.g. 1)Houses with swimming pools are still a
luxury in many parts of the country. 2) She was brought up in an atmosphere of luxury and wealth.

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Translate : 去海边度假一个星期对他们来说是不再支付

得起的一种奢望。
A week by the sea is a luxury they can no longer afford. 他接管了他父亲的公司,过着舒适富贵的生 活。 He took over his father’s company and led a life of luxury.

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better off

richer than you were before; more comfortable 更富有;

e.g. It is obvious that those who work hard are better off than those who don’t . Translate :

今天的农民比过去富有。
Today’s farmers are better off than they used to be.

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scare

v. frighten (often followed by of/to/that-clause) 使惊慌, 使恐惧

e.g. I have always been scared of dogs.

Translate : 当那位女士看见地上有条蛇时,她被吓得无法动 弹。 she saw a snake on the floor, the lady When was too scared to move.
爱力克斯很害怕他的同学会告诉老师是他打 破了玻璃。 Alex was scared that his classmates might tell the teacher he broke the window.
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wake up

stop sleeping

e.g. This morning I woke up with a terrible headache. Translate :

史提夫的咳嗽声把我吵醒了。
Steward woke me up with his coughing.

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complex

adj. not simple 复杂的

e.g. When I visited Shanghai for the first time I got

lost in the rather complex network of roads.
Translate : 她的政治观点太复杂了, 以致得不到一般人的支 Her political ideas were too complex to get support 持。 from ordinary people. 他说的太复杂, 我不明

What he said was too complex for me to understand. 白。
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adequate

adj. enough(often followed by infinitive to or for) 充足的

e.g. My parents are prepared to offer me an amount
of money adequate to purchase an apartment. Translate : 她的英语知识完全满足这项工作的需 要。 Her knowledge of English was adequate for the job.
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adequate

enough sufficient abundant 都有“充足”的意思

adequate 指数量或质量刚好达到一般要求, 或

足够满足需要, 强调没有多余。
The quality of the product is quite adequate for local purpose.

这产品的质量可以充分满足当地的需要。
enough 数量足够, 多指满足某种物质上的需 Three 求。 students are enough for this job.

三个学生做这项工作就够了。

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sufficient 指满足物质或精神上的需要。 He has acquired sufficient proficiency to read

Chinese literary works.
他已有了足够的能力阅读中国文学作品。

abundant 指数量多或充足有余
Iraq is abundant in petroleum deposits. 伊拉克的石油蕴藏量丰富。

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v./n. a gradual decrease in the decline quality, quantity, or importance of sth. (followed by in)下降, 衰败 e.g. The first signs of economic decline became visible in that region. Translate : 有些人担心股市会大跌。 Some people are worried that there will be a great decline in the stock market.

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Useful Phrases: in decline
中国人口的出生率在下

on decline

The birthrate in China is on the decline. He is still one of the world’s most popular soccer 降。 players, but his fame is in decline.

他仍然是世界最受欢迎的足球运动员之一,但他
的声望在下降。 Class attendance is in decline recently.

最近学生的出勤率在下降。

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acquire

vt. to gain or come to possess by one’s own work, skill, action, etc. 获得

e.g. She has acquired an extraordinary command
of the English language. Translate : 他通过认真学习获得了电脑知 识。 He acquired a knowledge of computers by

careful study.

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astonish

vt. surprise very much; amaze 使惊讶

e.g. Her devotion to students always astonishes us. Translate : 他高中成绩这么好, 上了大学却考试不及

格, 这令许多人很惊讶。
He astonished many people by failing in college work after getting high grades in high school.

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astonish amaze

astound

都有“惊讶的”意思 astonish 指对意外发生的事感到不理解或不可思

他突然去世, 使我们都很吃 议。 His sudden death astonished us. 惊。 amaze 指对似乎不可能发生却发生了的事感到惊奇。 他通过了驾驶考试, 把大家都怔住 He amazed everyone by passing his driving test. 了。 astound 指对绝对令人难以置信的事感到十分诧异。 他们离婚的消息使我十分诧异。 The news of their divorce astounded
me.
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swear

v. make a serious promise about (often followed by infinitive to or that-clause) 发誓

e.g. He swore that he would never lie.
Translate : 证人手放在圣经上发誓绝对讲真话。 The witness swore on the Bible to tell the whole truth and nothing but the truth. Note: swear at 骂人; 诅咒 他骂那个挡她路的人。

She swore at the person who was in her way.
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make a living by

earn money by (doing sth.) 谋生

e.g. Many farmers in this area make a good living
by growing flowers.

Translate :
他靠写作为 生。 He makes a living by writing.

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miracle

n. an amazing or wonderful event, esp. sth. that happens unexpectedly奇迹

e.g. It is a miracle that no one was dilled in the
earthquake. Translate: 医生们尽力给病人治疗, 但他们不能创造奇 Doctors do their best to treat the sick, but they 迹。 can’t perform miracles.

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faculty

n. mental and physical abilities 管能

e.g. It is a myth that the faculty of hearing is
greatly increased in blind people. Translate : 他虽然90岁了,但他大多数的身体机能都很 好。 90 years old but still has most of his faculties. He is

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U.C.L.A: (University of California at

Los Angeles) the largest of the eight
branches of the University of California. It was established in 1919 and now has about 35,000 students. UCLA is known especially for its film studies.

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The Wealth of Nations: an important

work of economic and social theory by
Adam Smith (a Scottish philosopher and economist), published in 1776. Its full title was An Inquiry into the Nature and Causes of the Wealth of Nations.

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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).

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This idea has had a great influence on economic theories since and it formed the basis of the economic policies of the Conservative government in Britain in the 1980s.

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The Japanese army put up a fierce
resistance to the American assault on the Japanese island of Iwo Jima

during the Second World War.

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Many of the states in America have a
sales tax that is added to the price at the time of purchase. This means the author will end up paying two dollars seventysix cents plus a percentage as tax.

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Many students whom I see don’t have the ability to perform even the simplest calculations any longer.

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Here human capital refers to people’s
knowledge and skills.

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Here “services” refers to the systems of
social security such as health care and provision for the unemployed maintained by the government.

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Comprehension

According to the text, please decide
whether the following statements are True (T) or False (F).

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True or False
1. The author did the calculating in his head because he had magic power. F
2. Many students did calculations in their memory instead of their heads. F 3. The American students didn’t want to compete with the Asian students because they were less intelligent. F

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True or False
4. The author believed that the young people’s intellectual laziness will seriously affect the whole society. T
5. The author weaved the fable in order to give a warning to the lazy young people. T 6. Kevin’s great-great-great-grandfather was

powerless mainly because of lack of knowledge. T

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True or False
7. All the Kevin’s dreams of his ancestors showed that education was very important. T
8. Kevin 1990 woke up from his dream suddenly because he was scared by his terrible dream of the miserable life of his ancestors. T 9. The author told us that Brazil defeated the United States in 1990. F

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NCE-B1

Comprehension

Content Questions Pair work
One of you asks the first six questions and the other answers.Starting from question 7,change roles.

When you have finished, the teacher may want to
put some of the questions to you for a check.

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1. What was the teenage salesgirl amazed at 2. What examples does the author give to show children today are ignorant 3. Why did the boy of 16 prefer not to go to

U.C.L.A? What did his attitude suggest
4. In what way might teenagers’ intellectual laziness affect society as a whole

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5. To awaken teenagers to the consequences of their intellectual laziness, what does the author suggest 6. How is it that Kevin Hanley 1990 falls asleep in the daytime

7. Why do Kevin 1990’s ancestors lead a poor life
Who do they place their hopes on 8. How does Kevin 1990 make a living

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9. How come Kevin 1990’s grandson lives much as Kevin 1835 did in Ireland 10. What is the American society of his children’s time like 11. What is the Japanese anthropologist’s explanation for the rise of a nation 12. Why does Kevin 1990 decide to study instead of going shopping
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Comprehension

Points for Discussion

Group work
Break into small groups and discuss the following questions. Later the teacher may want to ask some of you to report the answers of your group to the class.

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1. What is the message the author wishes to convey to young Americans through the fable? Press 2. The author has young Americans in mind when he brings up the educational problem. Can Chinese teenagers draw any lessons from it as well? 3. “A man without the proper use of the intellectual faculties of a man is, if possible, more contemptible than even a coward.” do you think there is truth in the remark? Why or why not?
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1. The author wishes to express that how difficult it was for this

country to get where it is—and
how easily it could all be lost.

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Text Organization

1. The text can be roughly divided into two parts.
In the first part the author expresses a concern, and in the second he narrates a tale. Now put down the paragraph numbers of each part and then give its main idea.

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Parts

Paragraphs Paras

Main Ideas
____________________ Teenagers’ idleness and
ignorance will produce serious ____________________ effects on all concerned and ____________________

Part One

1-10 _______
Paras 11-24 ________

____________________

society as a whole.

Part Two

____________________ Kevin 1990 comes to realize in
his dream how greatly lack of ____________________ education costs his ____________________ forebears, himself, his children and the society they live in, and how important

____________________ ____________________
it is to study hard.
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Text Organization

2. Both parts of the text are, as it were, developed by analysis using cause and effect. The following charts sum up the cause and effect relationships in the two parts of the text. Now write the cause for

Part One and the effects for Part Two.

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Cause Teenagers’ intellectual ____________________ laziness and ignorance ____________________

Effects

All people will be seriously affected. A
modern industrial state will stop functioning.

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Cause Lack of education

Effects _______________________________________________ Kevin 1990, his forebears (with the exception of his _______________________________________________ intellectual father), and his children lead a _______________________________________________ poor, miserable life. America is on the decline. There is _______________________________________________ no law and order in the country. American children _______________________________________________ have no chance to receive a good education. Businesses ______________________________________________ in America are owned by wealthy Europeans and Asians.
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Language Sense Enhancement

1.

The enjoyment of reading poetry often leads

to the enjoyment of the beauty of the language itself. For greater enjoyment, you will do well to begin by reading poetry aloud and try to get the

feel of the language as a pattern of sound .Here is
a poem for you to enjoy.

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NCE-B1

Unit 8: Coping with an Educational Problem

Teacher’s Prayer
James J. Melcalf

I want to teach my students how to live this life on earth, To face its struggle and its strife and improve their worth. Not just the lesson in a book or how the rivers flow, But how to choose the proper path wherever they may go. To understand eternal truth and know the right from wrong, And gather all the beauty of a flower and a song. For if I help the world to grow in wisdom and in grace, Then, I shall feel that I have won and I have filled my place, And so I ask my guidance, God, that strife n. 争斗;冲突 For character eternal a.永久的;永恒的 I may do my part, next back index previous break over and confidence and happiness of heart.

Unit 8: Coping with an Educational Problem

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quotations
The roots of education are bitter, but

the fruit is sweet.
Aristotle The test and the use of man’s education is that he finds pleasure in the exercise of his

mind.
Jacques Barzun
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quotations
That is what learning is. You suddenly understand something you’ve understood all your life, but in a new way. Doris Lessing

Whoever neglects learning in his youth, Loses the past and is dead for the future. Euripldes

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Listen

to

the

humorous story for
fun. Then read it. You might need to

look up new words
in a dictionary.

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“Professor, I did the best I could on this test. I really don’t think I deserve a zero.”

“Neither do I. But that’s the lowest grade I’m allowed to give.”

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Unit 8: Coping with an Educational Problem

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The End

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Unit 8: Coping with an Educational Problem

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Language Focus

You need to study carefully all the key

words and phrases in the following
page. We have a number of exercises to help you learn how to use.

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Dictation
You are going to hear 10 words, each will be read

three times. Write down the sentences according to
the dictation.

1

2

3

4

5

6

7
Check up

8

9

10

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Dictation
You are going to hear 10 words, Each will be read

three times. Write down the sentences according to
the dictation.

11 16

12 17
Check up

13 18

14 19

15 20

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Dictation
You are going to hear 5 words and 5 phrases , Each

will be read three times. Write down the sentences
according to the dictation.

21

22

23

24

25

26

27
Check up

28

29

30

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Dictation
You are going to hear 4 phrases , Each will be read

three times. Write down the sentences according to
the dictation.

31
Check up

32

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Unit 8: Coping with an Educational Problem

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1
2 3 4 5

ability accumulate acquire adequate

affect
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6

astonish

7
8 9 10

compete

complex decline faculty
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11 12 13

function

handful humble

14
15

idle
ignorant
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16 17 18

jam luxury miracle portable scare
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19
20

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21 22

slice suggestion

23
24 25

swear

upset
better off
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26 27 28

break down

drive home

in amazement make a living by run out of
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29
30

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31 32

search for

wake up

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Unit 8: Coping with an Educational Problem

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Vocabulary

I 1. Fill in the gaps with words or phrases chosen from the box. Change the form where necessary:

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Unit 8: Coping with an Educational Problem

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1) The personnel manager of the company tried to

drive home ___________ the point that they need extra
people, but the president wasn’t interested. 2) Average students who work hard usually do better

idle than clever students who are ____.
3) When the camera _____________ properly, a green is functioning light comes on.

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4) I’ve ________ everywhere ____ a birthday present for searched for Martin, but I found nothing I liked. 5) The girl, ______ and trembling, stood in the doorway scared hiding from the man who had followed her.

6) It is reported that o more than a ________ of U.S. handful
companies have been successful in the Japanese market.

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7) I’ve been doing the summer job for two months now.

luxury It would be a _______ to be able to have a day off.
8) This computer has the _______to “think” and teach ability itself how to do things. 9) William _________late and didn’t get to work until woke up ten o’clock.

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10) We agreed before we did the deal that we’d both

slice take an equal _____of the profit.
11) When you look at the state of his car it’s a _______ miracle that he wasn’t killed! has broken down 12) The washing machine ________________ so I have to wash all our clothes by hand.

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13) A week before the Spring Festival the telephone was jammed exchange ____________ with people wanting to book train tickets. 14) It was a miracle that even at the age of 100 she still

faculties kept her mental and critical ________ alive.
15) This is, in my _______ opinion, perhaps the best duck humble restaurant in China.

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Vocabulary

I. 2. Rewrite each sentence with the word

or phrase in brackets, keeping the same
meaning . The first part has been written for you.

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1) The rise in gas prices will probably have a serious effect on the cost of electricity. The cost of the electricity is likely_______ to be ___________________________________. seriously affected by the rise in gas prices (affect)

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2) The number of people borrowing from
public libraries has decreased, but book sales are rising. a decline in the number of There has been ________________________ people borrowing from public libraries, but ______________________________________ book sales are rising (decline) ________________.

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3) It was suggested at the meeting that an
assistant be appointed to help Mr. Green. They _______________________________ made a suggestion at the meeting ____________________________________ that an assistant be appointed to help __________. (suggestion) Mr. Green

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4) It shocked the local history group to hear of a
plan to build an office building right next to the castle. was astonished when The local history group ___________________ they heard of/to hear of a plan to build an office _________________________________________ building right next to the castle ___________________________. (astonish)

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5) There was no water left by the time they got to the camp. had run out of water by the time they They __________________________________ got to the camp ______________. (run out of)

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Vocabulary

I. 3. Complete the following, using the words or phrases in brackets. Make additions or changes where necessary. Model: Apparently a
not function modern industrial state can ___________ with an idle, ignorant _________ labor force. (ignorant, function)

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1) Highly ____________ design, the engines cost too complex in

can’t compete with much to produce. We simply ____________________
other companies unless we improve our engine design

and reduce the cost of production. (compete
with, complex)

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2) Philip ________________ to find it so hard to was very upset

make a living by _________________ writing in the new country. He
______that he would give up his writing career and swore try some other job. To his delight, he _____________________________ when he switched was/became much better off to teaching, and even had ________________________ adequate money/means for a new car. (swear, adequate, unset, better

off, make a living)

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3) The other day my friend John and I paid a visit to the museum of fine arts in our city. The museum had recently __________ several original paintings by an acquired

Ignorant of American woman artist. ____________ art, I turned to
John and asked how her works struck him. John replied that for him, her _____________________________ the paintings/works summed up restless spirit of America. (ignorant, sum up, acquire)

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II. Words with Multiple Meanings

A great number of English words, particularly small verbs like do, go, come and make, carry many

a meaning. They mean different things when used
in different contexts.

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Write sentences of our own, using make and

the given words:

1. young man, $ 5, hour, in his summer job
The young man made $ 5 an hour in his summer job. ________________________________________

2. what, you, change your mind ____________________________ What made you change your mind?
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3) I’m sure, Jason, good lawyer I’m sure Jason will make a good lawyer. ______________________________________ 4) vet, put something, down the dog’s throat, it, vomit(呕 吐)vet put something down the dog’s throat to make it The

vomit. ————————————————————————
______ The interesting reading 5) story, story makes interesting reading. ________________________________
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6) five, and, five, ten Five and five make ten. ______________________ 7) on foot, they, can, only, about 20 miles, a day On foot they can only make about 20 miles a day. ___________________________________________

8) I don’t think, she, ever, really, it, to the top
I don’t think she’ll ever really make it to the top. ___________________________________________

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III. Word Family

Study the following words. Then use them correctly in the sentences below. Verbs Nouns Participles Adverbs

develop
amaze

development developing
amazement amazing amazed amazingly

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develop development developing developed

1) These drugs are effective in the __________ stages developing
of the disease. 2) As children _______, some of the most important develop things they learn have to do with their sense of self. 3) The country government has taken various development measures to encourage local economic ____________.

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4) At school we’re trying to teach young people to

develop ________ a sense of responsibility.
5) A lot remains to be done to narrow the wide gap between the ___________ and __________countries developing developed across the world.

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amaze, amazement, amazing, amazed, amazingly 1) Helen stared at the photograph with an ________ amazed expression on her face. 2) It ________ me that she’s got the energy for all those amazes parties. amazingly 3) 15 cars crashed into each other but __________ no one was hut.
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4) It’s ________ to see these tiny children play the piano amazing so beautifully. amazement 5) Fans looked on in ___________ as Robbins missed a

third goal for the Norwich team.

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Structure

1. Rewrite the italicized parts of the following sentences after the models: Model 1: If he had steady wages, he would be able to feed himself and help his family. With steady wages, he would be able to feed himself and help his family. Model 2: If he has no education and money, he is powerless. Without education and money, he is powerless.
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1) If we had the help of a bank loan, we would be able to expand our business. With the help of a bank loan, we would be able to expand. ___________________________________________________ 2) If you don’t have first-hand knowledge of the Middle East, you can hardly write an objective report about the situation in the area. Without first-hand knowledge of the Middle East, you __________________________________________________ can hardly write an objective report about the situation ___________________________________________________ in the area. __________

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3) “If we get support from the trade union, we should win the election,” said Phil. With support from the trade union, we should win the _________________________________________________ election,” said Phil. ________________ 4) If you don’t try hard to build up a large vocabulary, you

can’t expect to gain a good command of the English language. Without trying hard to build up a large vocabulary, you _________________________________________________ can’t expect to gain a good command of the English _________________________________________________ language. ________
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NCE-B1

Structure

2. When used as a conjunction, while may mean “during the time that,” “at the same time as,” “although” or “whereas (而). ” complete the following sentences by translating the Chinese into English, using a while-clauses:

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Unit 8: Coping with an Educational Problem

NCE-B1

1)__________________________________, (虽然我承认问题 While I admit that there are problems 是存在的),I don’t agree that they cannot be solved. while reading the 2) Stephen was so tired that he fell asleep _________________ newspaper __________ (一边读着报). while Jane is 3) I spend two hours getting ready to go out _______________ ready in ten minutes ____________________(而珍妮十分钟就准备好了)! While she is a likeable girl 4) _______________________( 虽然她是个讨人喜欢的姑 娘), she can be extremely difficult to work with.

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Unit 8: Coping with an Educational Problem

NCE-B1

Comprehensive Exercise

I. Cloze

(A)

Complete the following letter with words chosen

from the Words and Expressions that you have
learned from this text. Change the form where necessary:

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Unit 8: Coping with an Educational Problem

NCE-B1

decline History provides many examples of the _______(1) of great nations. The causes are complex ________(2), but one

reason may simply be that wealthy parents tend to
produce _______(3) children. Never having had to idle make a living by struggle to _______ ______ ______ ______(4) hard

accumulated work, they rely on the wealth ____________(5) by their
parents and grandparents to provide them with an easy life.

affect Some Americans fear that this problem may
_________(6) the future of their own country.
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Unit 8: Coping with an Educational Problem

NCE-B1

An advanced economy needs educated workers if it is to function __________(7) properly, yet many young Americans are faculties content to allow their intellectual __________(8) to remain idle and seem unconcerned by the extent of their ignorance ___________(9). However, if they are to hold their place in the world, they will have to be able to __________(10). To compete wake up do so they will have to _______ _____ (11) to the need for

hard work, education, saving and discipline.

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Unit 8: Coping with an Educational Problem

NCE-B1

Comprehensive Exercise

I. Cloze

(B)

Fill in the gaps with any words you think fit:

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Unit 8: Coping with an Educational Problem

NCE-B1

Dear Mom and Dad, Everything is OK, well, almost everything -- you half see, I have a terrible headache about every ______(1) hour. I’ve been having this headache _____(2) since I ever

during jumped from my dormitory ______(3) the fire. A finewhen looking young man was passing by my window _____(4) from he saw the flames leaping _____(5) the window. He was

enough kind _______(6) to call the fire department and
ambulance.
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Unit 8: Coping with an Educational Problem

NCE-B1

______(7) my furniture was burned up ______(8) my Since and room destroyed, I have been staying at this young man’s apartment. I thought seriously about marrying about ________(9) him but I know how you feel ______(10) mixed marriages. none Mom and dad— ______(11) of the above happened to me. I don’t have a headache.

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Unit 8: Coping with an Educational Problem

NCE-B1

There was not a ____(12) in the dorm and I didn’t fire

whom meet a young man with ______(13) I’m living.
I’m _______ (14) this letter to tell you that I’ve writing just received my report card. I have three D’s and if two F’s. I just thought, ____(15) I put this in a sound different perspective, it would _______(16) better!

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Unit 8: Coping with an Educational Problem

NCE-B1

Comprehensive Exercise

II. Translation
Translate the following passage into

English, using the words and phrases given
below:

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Unit 8: Coping with an Educational Problem

NCE-B1

accumulate

idle

compete with swear acquire

adequate portable

drive (sth.) home (to sb.)

今天早晨我从我的便携式收音机中听到一则新闻:一 个三十六岁的男子和他十岁的儿子同一个班级上课,为取 得高分而竞争。

This morning I heard an interesting piece of news ______________________________________________ over my potable radio: A man of 36 and his son of 10 ______________________________________________ attend the same class competing with each other for ______________________________________________

high marks. _________
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Unit 8: Coping with an Educational Problem

NCE-B1

accumulate

idle

compete with swear acquire

adequate portable

drive (sth.) home (to sb.)

事情是这样的:那个男子叫李伟,小时候太懒散,什么都 不肯学。由于几乎没有受过教育,没有掌握有用的技术, 所以他很难挣到足够维持生活的工资。

The story goes/It’s like this:The man, Li Wei by _______________________________________________ name, was too idle to learn anything when young. With _______________________________________________
little education, with no useful skills, he could hardly _______________________________________________ earn an adequate living ___________________ wage.

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Unit 8: Coping with an Educational Problem

NCE-B1

accumulate

idle

compete with swear acquire

adequate portable

drive (sth.) home (to sb.)

他的生活经历使他充分认识到一个道理:他必须首先 获得知识,然后才能积累财富。李伟发誓要跟儿子一 起上学,下决心努力学习。

His life experiences drove home to him the point _______________________________________________
that he had to acquire knowledge before he was _______________________________________________ able to accumulate wealth. So Li Wei swore that he _______________________________________________ would go to school with his son, determined to learn. _______________________________________________

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Unit 8: Part III

NCE-B1

Part III

Text B

The following are useful words and phrases from this text. Learn to make proper use of them.

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Unit 8: Part III

NCE-B1

benefit n./vt.

好处, 利益; have a good or useful effect on 有益于

in the first place

in the beginning; to begin with 首先 go on 继续进行

proceed v.

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Unit 8: Part III

NCE-B1

competent a.

having the ability or skill needed for sth. 有能力的;能胜任的

essential a.

necessary; most important 必要的;最重要的
direct (one’s attention, efforts, etc.) towards 集中(注意力,精力等)于
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concentrate on

Unit 8: Part III

NCE-B1

solve vt.

解决(问题,困难 等) 有效的, 生效的

effective a.

confuse vt.

使困惑

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Unit 8: Part III

NCE-B1

what if

what will happen if 如果…怎么样

focus vt.

(使)集中注意力(于)

at hand

在手边; 临近

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Unit 8: Part III

NCE-B1

say that (sth.) is true or is a claim vt. fact without having any proof 声称; 断言

contribute v.

作出贡献;贡献出

ultimate a.

last or final; basic最终的; 根本的

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Unit 8: Part III

NCE-B1

Comprehension Check

Choose the best answer for each of the following:

1. The writer thinks the main reason we teach students math is to _____________. a. help them pass exams. b. train them for their jobs c. help them to buy and sell d. develop their ability to think clearly
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Unit 8: Part III

NCE-B1

2. According to the writer, the use of the calculator in class __________. a. is something we can all agree on b. leads to difficulty with understanding algebra c. helps develop the skills needed for understanding math

d. makes students spend far too much time
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Unit 8: Part III

NCE-B1

3. Stopping children using a calculator, the writer suggests, ___________. a. wastes time b. makes them think how to solve a problem

c. confuses them
d. means they cannot use different ways to solve a

problem
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Unit 8: Part III

NCE-B1

4. Communication, the author points out, depends on ________.

a. our ability to master math
b. freeing ourselves from repetitive tasks

c. learning by heart
d. original ideas

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Unit 8: Part III

NCE-B1

5. The author sees learning to use the calculator as ________. a. difficult b. easy c. not something many of us need to do d. of little use in everyday life

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Unit 8: Part III

NCE-B1

6. The writer’s point of view suggests that she probably would consider the use of the traditional Chinese calculator—the abacus—as a teaching tool as _______. a. better than an electronic calculator

b. worse than an electronic calculator
c. just the same as an electronic calculator d. too difficult
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Unit 8: Coping with an Educational Problem

NCE-B1

Translation

Translate into Chinese the underlined sentences in
the essay:

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Unit 8: Part III

NCE-B1

1. 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.

我听到教育机构谈论学校里使用这些工具的好处, 听 _______________________________________________
到越多,对于算术有困难的初,高中生需要家庭教师 _______________________________________________ 辅导几何,代数一事, 我就越觉得不足为怪了。 __________________________________________

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Unit 8: Part III

NCE-B1

2. Having a calculator doesn’t make it any easier for a student to decide how to attack a math problem. Rather, it only encourages him to try every combination of addition, subtraction, multiplication or division without any thought about which would be more appropriate. 计算器并不能方便学生确定解数学题的方法。 相反, 计 ____________________________________________________ 算器只会鼓励他乱试加减乘除的各种组合, 而不去考虑 ____________________________________________________

哪种组合更加适当。 __________________
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Unit 8: Part III

NCE-B1

3. Because they never felt comfortable working with numbers as children they are seriously disadvantaged when they attempt the generalized math of algebra. 因为他们在孩提时代对数字计算从未感到过轻松,当 ________________________________________________

他们试图攻读代数这一广义数学时就会处于极其不利 ________________________________________________
的地位。 ________

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Unit 8: Part III

NCE-B1

4. We teach it for thinking and discipline, both of which expand the mind and increase the students’s ability to

function as a contributing individual in society: the
ultimate goals of education. 我们为培养思维和训练而教学, 这两者都能扩展思维, __________________________________________________ 增强学生为社会作贡献的能力:这是教育的终极目的。 __________________________________________________

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Unit 8: Coping with an Educational Problem

NCE-B1

Language Practice

Fill in the gaps with words or phrases listed in the
Words and Phrases to Learn box. .Change the form where necessary.

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Unit 8: Part III

NCE-B1

1. We may now be able to get a much better idea of the solve true age of the universe, and ______ one of the deepest questions of our origins. 2. One of the many ________ of foreign travel is benefits

learning how to cope with the unexpected.
3. If you have no further suggestions about these proceed questions, we can now _______ to the main business of the meeting.
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Unit 8: Part III

NCE-B1

4. Don’t show him the other way of doing it—it’ll only confuse ________ him. 5. So you’ve quit your job? ________you can’t find What if another one?

6. The conference will ______on the issue of population focus
control. claims 7. The factory ______that it is not responsible for the pollution of the river.
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Unit 8: Part III

NCE-B1

8. Have you got a pencil and paper near ________? at hand 9. Had we known he was unwilling to help, we wouldn’t have asked him to_______________. in the first place competent 10. Most adults do not feel _________ to deal with a

medical emergency involving a child.
essential 11. Computers now form an ________ part of any business activity.

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Unit 8: Part III

NCE-B1

12. Your ________ goal as an athlete is to represent your ultimate country.

13. If you want to pass your English exams, you’ll have to
concentrate on _____________ your listening skills. Effective 14. ________ use of videos in language teaching will make it easier for students to acquire a second language. contribute 15. Mr. Parker felt he wanted to _________ something to

the community(社区) that had given so much to him.
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Unit 8: Part IV

NCE-B1

Part IV

Theme-related

Language Learning Tasks

Mock Debate: now get ready for your first debate! The topic of the debate will be Effects of the increasing Use of computers. Does the increasing use of computers do good or harm to them? Some hold that it benefits the students in many ways, but others argue that it causes problems. As a result, a debate is called for.

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Unit 8: Part IV

NCE-B1

Go about the debate according to the following steps:

Step 1 Form teams
Make teams of four people. Half of the teams will be Affirmative (正方的) Teams and half of the teams will be Negative(反方的) Teams. Step 2 Have a pre-debate discussion Prepare your arguments and supporting facts

by brainstorming together.

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Unit 8: Part IV

NCE-B1

Go about the debate according to the following steps:

Step 3 Carry on the debate
Now the debate begins. The teams face each other. The Affirmative Team states its first reason and support. The Negative Team

returns a refutation(反驳). The Affirmative
Team must then respond to the Negative Team’s refutation. The debate continues until

one side cannot respond. The last team to give
a response is the winner.
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Unit 8: Part IV

NCE-B1

Essay Writing
Drawing on the opinions of both sides in the debate about the question, write an essay entitled The Use of Computers in Schools according to the following outline: 1. In what way you think the increasing use of computers is of benefit to students 2. In what way you think the increasing use of computers is bad for students

3. You conclusion
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Unit 8: Part IV

NCE-B1

The Use of Computers in Schools
There are numerous benefits that flow from the use of computers in schools. Interest in a subject can be stimulated by sound and visual illustrations superior to “chalk-and-talk” alone and students are given easy access to a wealth of reference material.

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Unit 8: Part IV

NCE-B1

Internet access offers the chance to communicate with other students around the world. Programmed learning tailored to the speed of individual students can be adopted. Computer skills such as programming can be developed. There is , however, a negative side. There is the danger that computers encourage “cut-andpaste” copying without a real understanding of what is being said.

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Unit 8: Part IV

NCE-B1

Also, for many purposes traditional teachercentered classrooms remain more effective than

time

spent

working

alone.

And,

of

course, computers always offer the temptation to play games rather than getting down to difficult

learning tasks.
On balance, however, the advantages clearly outweigh the disadvantages.

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Unit 8: Part IV

NCE-B1

Using cause and effect in essay writing(1)
Every day we try to figure out the causes of things
and analyses or predict effects. Cause-and-effect analysis is, therefore, an important analytical skill to develop. When writing a cause-and-effect paper, you should bear in mind the following points:

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Unit 8: Part IV

NCE-B1

Sound Reasoning or Logic
When discussing causes and effects, make sure your analysis is logical. You must not take it for granted that event A causes event B simply because event A precedes(先

于) event B. In other words, you must explain clearly what
really brings about a particular result.

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Unit 8: Part IV

NCE-B1

Possible Shift in Order
In cause-and-effect writing, it seems convenient to state the effect first and then analyze the causes. The reverse order, however, is to be preferred when one cause leads to a number of effects.

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Unit 8: The Chinese version of Text A

NCE-B1

本杰明 . 斯坦编了一个故事, 以使 美国青年彻底认识他们必须改变对教

育的态度。读一读这个故事, 看看你
是否认为它对我们大家同样也有教育 意义。

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Unit 8: The Chinese version of Text A

NCE-B1

去年的一个秋日, 我文件夹用完了, 便去 杂货店买。我拿了一大把文件夹搁在柜台 上, 问一个十几岁的售货员多少钱。 “不 知道,” 她回答说。 “反正单价12美分。”

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Unit 8: The Chinese version of Text A

NCE-B1

我数了数文件夹。 “二十三个,单价12美分,

总共2.76美金,不含税,” 我说。
“ 你心算的?” 她惊奇地问道。 “你怎么算 出来的?” “靠魔力,” 我说。 “真的?” 她问。

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Unit 8: The Chinese version of Text A

NCE-B1

略受教育的成年人没有谁不会为这样的

经历难过。虽然我们的孩子似乎比以往任
何时候都要温厚和气, 他们却如此无知— 对自己的无知状况也如此无知—以至使我 感到可怕。在我最近任教的一所私立大 学, 一个六十人的四年级班上,

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Unit 8: The Chinese version of Text A

NCE-B1

没有一个学生写短文时不犯拼写错误。 没有

一个学生例外。
但这只是问题的一小部分。在我所见过的 许多学生中,再也没有过去学生都有的哪怕 是进行最简单的计算的能力,他们对世界历 史和地理都一无所知。

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Unit 8: The Chinese version of Text A

NCE-B1

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。 一位朋友的聪明但
却很懒散的十六岁的儿子在解释他为什么不想 上加州洛杉矶分校时说的话是对这种态度的高 度概括。“我不想去那儿跟亚洲人竞争,” 他 说。 “他们太用功, 什么都知道。”

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Unit 8: The Chinese version of Text A

NCE-B1

其实, 无论他是否愿意, 这位年轻人都 将不得不去跟亚洲人竞争。 他不能永远躺在 先辈积累的经济、物质与人力资本上。 用不 了多久, 他懒于用脑的结果将严重影响他的

生活方式, 也将影响我们其他所有的人。 一
个现代工业化国家无法靠一支懒散、无知的 劳动大军运行。

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Unit 8: The Chinese version of Text A

NCE-B1

飞机会坠落, 计算机会出故障。 汽车会抛

锚。
为使这样的美国青年彻底认识到这一点,

我的愚见是: 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。 下面我奉献一篇寓 言故事。
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Unit 8: The Chinese version of Text A

NCE-B1

故事开始时, 我们的主人公凯文. 汉利 1990, 一名十七岁的高三学生, 正坐在自己房 间里, 心情痛苦。 他父母一定要他准备欧洲 史考试。 而他则想去买一副激光唱片随身听

的耳机。 他被迫要读的书—各国的财富—让
他打磕睡。

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Unit 8: The Chinese version of Text A

NCE-B1

凯文进入梦乡,时值1835年, 他是他本人的曾

太祖父, 十七岁, 是爱尔兰克雷郡的一个农
民。 他住在小小的陋室里, 睡在一头猪旁。 他 老是挨饿, 总是要找吃的。 他最大的心愿是学

会读书写字, 以便找到一个职员的工作。 有了
固定的工资, 他就能养活自己, 补贴家用。

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Unit 8: The Chinese version of Text A

NCE-B1

但汉利的贫穷使他无从享受上学这样的奢侈。

没有教育, 没有钱, 他无能为力。 他唯一的
希望寄托在孩子身上。 如果他们能接受教育, 他们就会生活得好一些。

我们的寓言故事快速展开。 现在凯文 . 汉
利1990成了他自己的曾祖父, 凯文 . 汉利

1928。
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Unit 8: The Chinese version of Text A

NCE-B1

他也是十七岁, 在匹兹堡一家钢铁厂工作。 他 的父亲从爱尔兰来到美国, 参加过纽约地铁的 修建。 凯文 . 汉利1928比自己的父亲和祖父境 遇好多了。 他能读书写字。 他的工资比先辈在

爱尔兰时的收入高多了。
接下来凯文 汉利1990梦见自己成了他自己的 祖父凯文本汉利1945。

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Unit 8: The Chinese version of Text A

NCE-B1

他正在硫黄岛与死敌日本军队作战。 他总是

又热又饿又害怕。 一天晚上他在散兵坑里与一
个碰有讲自己为什么在那儿作战:“这样我的 儿子、孙子就能生活在和平安全的环境里。 等

我回国了, 我要勤奋工作, 让儿子上大学, 这
样他就可以干脑力活儿, 而不是靠买苦力生活。

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Unit 8: The Chinese version of Text A

NCE-B1

接着凯文 . 汉利1990成了他自己的父亲凯

文 . 汉利1966。 他终日用功, 这样就可以上大
学, 进法学院. 他住在漂亮的房子里. 他一生在 和平环境中过着富裕的生活。 他对女朋友 说, 等他有了儿子, 他不会像他父亲那样逼 自己的儿子整天读书。

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Unit 8 The Chinese version of Text A

NCE-B1

就在这时, 凯文 . 汉利1990被自己的梦

惊醒了。 他离开了爱尔兰, 离开了那家钢铁
厂, 离开了硫簧岛, 不由松了口气。 他又睡 着了。 他接着做梦, 这次成了他自己的儿子凯 文 . 汉利2020。枪声日夜不停。

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Unit 8: The Chinese version of Text A

NCE-B1

他那整个一代人忘却了过去为什么要有法

律, 因为现在没有法律了。 人们丝毫不关心
政治, 政府不为工人阶级提供服务。凯文2020 的父亲, 自然就是凯文1990本人, 在日本人 开的一家工厂当清洁工。 凯文2020在一家专 为有钱的欧洲人和亚洲人开的酒店里当行李 工。

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Unit 8: The Chinese version of Text A

NCE-B1

公共教育到六年级为止。 美国人早就不再

要求自己的孩子接受良好的教育了。
凯文1990最后梦见的是他自己的孙 子。 凯文2050没有有用的技能。 日本制 造的机器包揽了所有复杂的工作, 没有什 么体力或可做。

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Unit 8: The Chinese version of Text A

NCE-B1

没有受过教育, 没有受过训练, 他挣不到

足够的钱养活自己。 他住在贫民窟, 没有
暖气, 没有卫生设备, 无法不受四邻的干 扰, 靠搜捡破烂度日。 总之, 他的生活就像凯文 . 汉利 1835在爱尔兰时一模一样。

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Unit 8: The Chinese version of Text A

NCE-B1

可是有一天,凯文 . 汉利2050与一位研究

美国衰亡史的来访日本人类学家交上了朋
友。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。 勤奋、教育、节俭、纪律能成就 一切。

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Unit 8: The Chinese version of Text A

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“我们就是这样从一百多年前你们打败我们的

战争废墟中站起来的。”
“美国在战争中打败日本?” 凯文2050

问道。 他惊讶之极。 这听起来就像说巴西
在1990年打败美国一样不可思议。凯文2050 发誓, 如果他有孩子的话,

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Unit 8: The Chinese version of Text A

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他一定要让他们工作、 上学、 学习并约束自

己。 “能凭自己的脑力, 而不是靠偷窃为
生,” 他说, “那将会是个奇迹。” 凯文1990醒了过来, 身旁放着他的那本 《各国财富》。他打开书, 跳入眼帘的第一 句话就是:

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Unit 8: The Chinese version of Text A

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“一个不能恰当运用人类智力的人极可能比懦 夫更可鄙。” 凯文的父亲走了进来。“好了, 儿子,” 他说。 “咱们去看耳机吧。” “ 抱 歉 了 , 爸 爸 , ” 凯 文 1990 说 。 “我得看书学习了。”

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Unit 8: Coping with an Educational Problem

NCE-B1

More about UCLA http://www.college.ucla.edu/
More about The Wealth of Nations http://www.econlib.org/library/Smith/ smWN.html

More about Iwo Jima Battle http://www.tiscali.co.uk/reference/en cyclopaedia/hutchinson/m0031637.ht ml
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Unit 8: Coping with an Educational Problem

NCE-B1

Vocabulary to Read fable file handful in amazement teenager folder counter modestly run out of

drugstore tax upset

ignorant
slice chill

ignorance
ability indifference

senior
nonexistent sum

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Unit 8: Coping with an Educational Problem

NCE-B1

Vocabulary to Read sum up Asian ancestor industrial compete financial intellectual function compete with accumulate affect idle

jam
humble dramatize

break down
suggestion European

drive
movie portable

home

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Unit 8: Coping with an Educational Problem

NCE-B1

Vocabulary to Read CD county hut

search for
leisure subway

wage
luxury better off

poverty
mill foe

scare
wake up complex

foxhole
porter manual

security
wealthy adequate

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Unit 8: Coping with an Educational Problem

NCE-B1

Vocabulary to Read slum plumbing privacy

trash
acquire swear

befriend
ash make a living

decline
astonish miracle

faculty
pop

contemptible

coward

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Unit 8: Coping with an Educational Problem

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Unit 8: Coping with an Educational Problem

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