e.g. This war’s been going on for years and there seems to be no way of ending it.
The noise went on for at least two hours.
The present state of affairs cannot be allowed to go on.
We can’t go on like this — we seem to be always arguing.
22. (line 42) People clapped their hands and tapped their feet to the music.
— People hit their hands each other and hit their feet lightly against the ground in
time to the music.
clap one’s hands: to hit one’s hands against each other many times to make a sound
that shows one’s approval, agreement, or enjoyment
e.g. When the teacher said that Nadia answered everything correctly, the whole class
clapped
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their hands.
She clapped her hands in excitement.
tap one’s feet: to hit the floor gently with one’s feet
e.g. I was tapping my feet to the music.
She tapped her feet as she did the math in her head.
cf. knock: to repeatedly hit (something), producing a noise
e.g. knock on the window, knock on/at the door
IV Summary of the Text
Music in America has come from all over the world, beginning formally with the
arrival of Columbus in 1492. American music has become a part of the history of America,
though it has changed a lot because of modern inventions. It has even helped foreigners
understand American culture. Its history goes back first to native Americans before
Columbus and then to people from Britain and people of other countries, who mainly
brought religious music. More recently, it goes back to religious camp meetings held for
farmers who moved west in the nineteenth century.
V Text-related Information
1. Cbristopher Columbus: (1451–1506) the Italian navigator who was the first European
to discover America in 1492, though he mistakenly thought he had found Asia.
2. American Music:
The history of American music may be roughly divided into three periods: (1) the
colonial period (the 17th and 18th centuries), dominated by British influence; (2) the
period from about 1800 to about 1930, when the United States depended heavily for its
musical culture on the importation of music and professional musicians from continental
Europe; and (3) the period since about 1930 to the present, during which American music
has attained an international importance equal to that of European music.
3. Folk Music:
It lives in oral tradition and is learned “by ear,” without the use of a written form,
primarily in rural cultures. Because folk music is relatively simple in a technical sense, it
can be performed by most members of society and lives in the traditions of families and
closely-knit social groups. It is frequently associated with the activities that it accompanies,
such as ritual, dance, and work. In those societies that have classical music traditions
under the patronage of elite institutions, folk music is often thought of as the music of
the lower educational and socio-economic strata. Although folk music is found in all so-
called high cultures, the usefulness of the concept is most conveniently used to designate a
type of music in Western culture. In the modern world folk music has assumed new roles,
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including the reinforcement of ethnic identities, the advocacy of social change (as in the
U.S. civil rights movement), and the building of national consciousness in heterogeneous
nations. Folk music continues to be a vital force in the world’s musical life. Since the
advent of rock music, American popular music has become a major industry, capable of
employing thousands of talented young musicians, and exercising a significant musical
influence around the world.
4. The Star-Spangled Banner:
American national anthem, beginning, “O say can you see by the dawn’s early light.”
The words were written by Francis Scott Key, a young Washington attorney who, during
the War of 1812, sailed to the British fleet to obtain the release of a captured American.
Key was detained by the British and witnessed from ship the bombardment of Fort
McHenry during the night of Sept. 13–14, 1814. Defended under the command of Major
George Armistead, the fort withstood the attack, and the sight of the American flag flying
at dawn inspired Key’s verses, which were written on the way ashore in the morning. After
circulating as a handbill, the lyrics were published in a Baltimore newspaper on Sept.
20, 1814. The tune was taken from the English popular song “To Anacreon in Heaven.”
Although the army and the navy had for some years regarded “The Star-Spangled Banner”
as the national anthem, its designation as such first became official by executive order of
President Wilson in 1916. This order was confirmed by act of Congress in 1931. The large
flag that inspired the anthem, with 15 stars and stripes and originally 30-by-42-ft (9.1-by-
12.8-m), has been in the collection of the Smithsonian Institution since 1912.
Skills
Translation Skills
本单元的英译汉技能练习的重点与第一单元相同，仍然是英译汉中词义的选择。本单元练习通
过翻译develop这个词在不同上下文中的意义说明翻译过程中词义选择的重要性。
Knowledge in this field has been developing very rapidly. 这个领域的知识发展非常快。
Chicago developed into a big city in the late 1800s. 芝加哥在19世纪后期发展成了一个大城市。
The children are beginning to develop a sense of responsibility. 这些孩子正开始形成责任感。
The course is designed to help students develop their speaking skills. 该课程的目的是为了帮
助学生培养他们的演讲技能。
She’s developed some very strange habits lately. 她最近养成了一些非常古怪的习惯。
The plane developed engine trouble and was forced to land. 飞机出现了发动机故障，被迫
Skills
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着陆。
Further problems may develop if you do not deal with this now. 如果现在不予以处理，以后
可能会产生更多问题。
I’d like to develop this idea a little more fully before I go on to my next point. 在讲下一点之
前，我想把这一概念阐述得更充分些。
Guided Writing
本单元的基础训练与第一单元的内容相同，是连词成句。在练习中要提醒学生注意主谓一致，
注意动词的时态。
本单元的实用英语写作部分是要求学生掌握英文信封的格式，并能够用英文正确地书写信封。
英文信封的写法与中文信封写法不同。习惯上，收信人的姓名、地址依次写在信封的中偏右下的地
方。写信人的姓名、地址写在信封的左上角，邮票一般贴在右上角。注意英文地址和中文地址的顺
序不同。中文地址由大到小，而英文地址刚好相反，由小到大。
地址中的一些常用缩略语：
Av /Ave = Avenue La /Ln= Lane Dr = Drive
Est = Estate Pde = Parade Pk = Park
Pl = Place Rd = Road Sq = Square
Gdns = Gardens St = Street Ter = Terrace
Blvd = Boulevard Cir =Circle Rm = Room
Ste = Suite Apt = Apartment N = North
S = South E = East W = West
美国的州名可用缩略语，如：
Alabama = AL Alaska = AK California = CA
Iowa = IA New Hampshire = NH New Jersey = NJ
West Virginia = WV Wisconsin = WI Washington = WA
Reading Skills — Reading for the Main ldea (2)
The reading practice in this unit is the continuation of that of Unit One, focusing on
topic sentences and concluding sentences.
A topic sentence is a sentence that expresses the main idea of a paragraph. It tells
the reader what to expect about the information that will follow. By finding out a topic
sentence in a paragraph, we can quickly grasp the main idea of the paragraph.
As shown in the last unit, the most prominent position of a topic sentence is the
beginning of a paragraph. When this occurs, the first sentence will be a general statement
that will introduce a subject and will then be followed by sentences that will support that
statement in some important way:
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Sleep problems can be avoided if you follow a few simple guidelines. First,
don’t drink alcoholic beverages or drinks with caffeine before bedtime. Next, do not
exercise within three hours of bedtime. Finally, plan a sleep routine. Every day, go to
bed at the same time and get up at the same time.
A topic sentence can be in the middle of a paragraph. This will occur in two
circumstances:
1. Sometimes, a paragraph begins with an introductory sentence that is meant to grab
your attention. It may be a very general statement that looks like a topic sentence, but then
is followed by a sentence that changes direction. This sentence is the one that is explained
in the rest of the paragraph, and it becomes the topic sentence:
Some people fall asleep easily. They drop off as soon as their heads hit the
pillows. Others aren’t so lucky. They toss and turn well into the night. Fortunately,
there are solutions to sleeplessness. In many cases, one can avoid sleep problems by
following a few simple guidelines. First sleepless people should refrain from drinking
alcoholic beverages or drinks with caffeine before bedtime. Next, they should not
exercise within three hours of bedtime. Finally, they need plan a sleep routine. Every
day, they should go to bed at the same time and get up at the same time.
2. You will also find a topic sentence in the middle of a paragraph when the paragraph
starts with a question.
A question will never be a topic sentence. Look for the answer to the question — this
will be the topic sentence of the paragraph. Of course, if the answer to a question is “Yes,”
or “No,” this will not be your topic sentence.
Do you know what to do if you have trouble sleeping? In many cases, one
can avoid sleep problems by following a few simple guidelines. First, don’t drink
alcoholic beverages or drinks with caffeine before bedtime. Next, do not exercise
within three hours of bedtime. Finally, plan a sleep routine. Every day, go to bed at
the same time and get up at the same time.
The explanation that follows this one-word answer will be the topic sentence.
A topic sentence can appear at the end of a paragraph. In this case, the supports will
be given first, and the topic sentence will end the paragraph either as a summary or a
conclusion.
To avoid sleep problems, you should not drink alcoholic beverages or drinks
with caffeine before bedtime. Another way to avoid sleep problems is to not exercise
within three hours of bedtime. A final way to prevent sleep problems is to plan a
sleep routine. Every day, go to bed at the same time and get up at the same time. As
can be seen, sleep problems can be avoided by following the above simple guidelines
A summary will bring together all of the points made in the paragraph. A conclusion
is where all of the points lead up to a final, important point.
Finally, a topic sentence can sometimes be found as the first and the last sentences in
a paragraph, as in the following example:
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One can avoid sleep problems by following a few simple guidelines. First,
don’t drink alcoholic beverages or drinks with caffeine before bedtime. Next, do not
exercise within three hours of bedtime. Finally, plan a sleep routine. Every day, go to
bed at the same time and get up at the same time. If you follow these guidelines, you
will be able to avoid problems with sleeping.
(Adapted from B. Belroy: http://www.cerritos.edu/reading/tutorials.htm)
Another effective way to discover the main idea of a paragraph is to read the
concluding sentence of the paragraph if there is one.
Sometimes, a paragraph finishes with a concluding sentence, which rounds off or
concludes the paragraph. The concluding sentence is similar to, but not exactly the same
as, the topic sentence.
Example 1
Choosing a college or university can be difficult. [Topic sentence] The most
difficult part is finding a university that prepares you well for your future career.
In order to get a good job, the curriculum that is taught must be thorough and up-
to-date. In addition, the professors must be highly qualified and respected in their
fields. Another difficulty in choosing a university or college is affordability. You need
to be able to pay the tuition fees and living expenses. Some institutions might be
able to offer you scholarships if you cannot afford the fees. A good location is also
very important when choosing a school. The environment should be safe and quiet
to facilitate studying. Moreover, there should be possibilities near the school for part
time or summer jobs in your major, so you can get some practical work experience.
You should consider all of these points carefully so you can choose the most
appropriate college or university for you. [Concluding sentence]
Example 2
The Rideau Canal is one of the wonders of Ontario, with a long history. [Topic
sentence] The canal was all built by hand in the 19th century, supervised by Colonel
John. It was finished in 1832 and tourists have flocked to see it since then. It is over
202 kilometers long and stretches from Kingston right into Ottawa. Today, the canal is
maintained by Parks Canada. The Rideau has had a long and interesting history and
will have a promising future. [Concluding sentence]
In many instances, the concluding sentence may also provide a bridge or
pointer to the content of the next paragraph:
My senior year of high school was challenging. [Topic sentence] My first
challenge at Wilson High School was studying enough to make good grades and stay
on the honor roll. I often studied past midnight, even though I had to get up at 6:00 a.m.
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to be ready in time to catch the school bus. When I was studying for my chemistry
mid-term in Ms. Beasley’s class, I never went to bed at all — but I made an “A” on
the exam! The challenges I encountered during my senior year in high school help to
prepare me for college. [Concluding sentence] (Adapted from: http://itech.pjc.edu/
cpwriting/para_writing/activity.htm)
A note of caution: Sometimes, there is no topic sentence in a paragraph, or
there is no concluding sentence.
Key to the Exercises
Text A
First Reading
Exercise 1
1. C 2. D 3. D 4. C 5. A
While Reading
1. The blues and country music.
2. “this time” refers to the time from the 17th century to the 20th century.
Second Reading
Exercise 2
1. T 2. T 3. T 4. F 5. T
Exercise 3
Development of rock and roll
1. Interaction The music of both black Africans and white Europeans, who came to America during the 17th century.
A. Black Africans: heavy drumbeatsrough singing voicethe calling of a melody & answer of a chorus
B. White Europeans: less heavy beatstrong melody
Key to the Exercises
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instruments such as guitars, horns and fiddles2. Two forms of music: both developed by the black and the white musicians in the
southern United States A. the blues: played by black musicians B. country music: played by the whites3. Instruments: Both fiddles and guitars played an important role in the de-
velopment of rock and roll.4. Elvis Presley: Known as “King of Rock and Roll”, he grew up poor but
became a national phenomenon; his career went downhill, yet he still remained a symbol of rock and roll. Although he died young, his music lives forever and always expresses the heart and soul of rock and roll.
Oral Practice
Exercise 4
(For reference.)
It is difficult to say exactly how the music we call “rock” or “rock and roll” began. Rock
music developed mainly from the interaction of black African and white European music.
Black Africans used heavy drumbeats, a rough singing voice, and the calling of a melody
and answer of a chorus. The white Europeans used a stronger melody, a less heavy beat, and
instruments such as guitars, horns, and fiddles. Black musicians sang the blues accompanied
by a guitar. This music was similar to work songs. The words “rock and roll” probably came
from the black churches in the South, where people sang spiritual music and danced to the
strong rhythms, which they called “rocking and reeling”.
No one thinks of early rock and roll without thinking of Elvis Presley, the “King of Rock
and Roll”. His music was an exciting mixture of white country and black blues. With his long
hair and tight pants, he became a teenage idol. In two years, he was a national phenomenon.
Vocabulary and Structure
Exercise 5
1. influence 2. mixture 3. performance 4. symbol 5. attractive
6. career 7. traditions 8. interactions 9. accompanied 10. amazing
Exercise 6
1. have influence on 2. grew up 3. At the age of
4. not only… but also… 5. goes back to 6. such as
7. evolved from 8. is… similar to 9. a series of
10. went downhill
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Exercise 7
1. to 2. up 3. from 4. on 5. At
6. from 7. back 8. from 9. at 10. of
Exercise 8
VERBS play role football music experiment study derviceplay ★ ★ ★
perform ★ ★ ★ ★ ★ ★work test piano task operation part duty
play ★ ★perform ★ ★ ★ ★ ★ ★
1. perform an experiment /a test 2. play the piano
3. perform this operation 4. perform this task /work
5. perform a play 6. plays a very important role /part
7. play football 8. perform a study
9. playing /performing music 10. perform community service
Exercise 9
1. grew up 2. grew 3. raised 4. grew up
5. shouting 6. to pick up 7. mostly 8. most
Exercise 10
1. It is useless to tell him what to do.
2. It is easy to see why Elvis’s music did not die with him.
3. It is impossible for him to get the money now.
4. It is a particular pleasure to talk with him the whole evening.
5. It makes me feel sad to see you sitting all alone.
Exercise 11
1. Elvis Presley was not only the “King” but also the most famous entertainer of the 20th
century.
2. I have to thank Elvis, not only for changing my life, but also for giving me all the friends!
3. Television is not only boring, but also time-wasting.
4. Not only our society but also the people in it have changed.
5. Not only the father but also the daughter wanted to see each other.
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Translation Practice
Exercise 12
1. 摇滚乐主要由非洲黑人音乐和欧洲白人音乐相互交流而发展起来的。
2. 这个村庄已经发展成一个大城市。
3. 他们正计划开发这个地区。
4. 她对摇滚乐产生了兴趣。
5. 这婴儿看样子正患感冒。
6. 你曾冲印过这些照片吗？
7. 她正在参加一个课程学习以提高自己的计算机应用技能。
8. 科学家们一直在研制新药。
Exercise 13
1. It is difficult to talk about early rock and roll without mentioning Elvis Presley.
2. This song has become popular not only in the United States but also around the world.
3. The root of the practice goes back to the 18th century.
4. His view is similar to mine.
5. This teacher still has a strong influence on me.
Writing Practice
Exercise 14
Date 8 Oct. 2007
Salutation Dear Peter,
Opening Thank you for your letter which arrived yesterday. I was sorry to hear about your accident, and I am glad to hear you’re all right now.
Main part I’m really pleased you’re coming to this country again. Would you like to come and stay with us while you’re here? You’d be welcome to stay as long as you like.
Luckily I’ll be on holiday when you’re in England, so I could show you around. Bournemouth is an interesting and lively place. There’s quite a bit of night-life. There are good beaches, and there’s some very good scenery if you like that sort of thing. Of course, there are plenty of good country pubs.
I’m glad to say we’re all well.
Final paragraph I’m really looking forward to seeing you again. Please write soon and say when you can come.Please give my regards to your parents.
Complimentary closeSignature
Yours,Ahmet
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Exercise 15
Wang XiaohongRm 203 No 7 Jiefang Rd.Nanjing 210016P.R.C.
Jane HarradineNorth Seattle Community College9600 College Way NorthSeattle WS 98103U.S.A.
Dictation
Exercise 16
1. 13 2. musical 3. graduated 4. instead of 5. singing career
6. truck driver 7. for his mother’s birthday 8. Twenty thousand copies
9. manager 10. he also made his first film
Text B
First Reading
Exercise 1
1. F 2. T 3. T 4. T
5. T 6. F 7. F 8. F
Second Reading
Exercise 2
1. People coming from all over the world have brought their music with them and the mixing
of people and music has created American music.
2. Some songs remind us of our childhood or youth. Others remind us of the people we love.
3. The Star-Spangled Banner.
4. It has changed music. Inventions like records, radio, movies, electric instruments, tape
recorders, and videos have changed the way we play and listen to music.
5. Understanding American music can help us understand American people, their history
and culture.
6. For religious freedom.
7. To begin new farms further west.
8. To bring the country people together in a large group.
Stamp
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Reading Skills
Exercise 3
1. Topic sentence: There are three reasons why Canada is one of the best countries in the
world.
Concluding sentence: As a result, Canada is a desirable place to live.
2. Topic sentence: There are three reasons why I want to learn English.
Concluding sentence: For all these reasons, I am very excited about learning English.
3. Topic sentence: Boxing, according to the statistics, would seem less dangerous than other
sports.
Concluding sentence: Therefore, if being killed is the only criteria for measuring the danger
of a sport, then boxing would not be the most dangerous; however the danger of non-fatal
but serious injury has not been taken into account.
Exercise 4
1. The first sentence: Using robots in scientific research provides many advantages over using
real animals.
2. The last sentence: So, it is not strange that many people think of this great Swedish
inventor as a man of many contrasts.
3. Both the first and last sentences: My blind date last night was a disaster…That’s the last
blind date I’ll ever have.
Vocabulary Practice
Exercise 5
1. Festival 2. religions 3. native 4. entertain 5. clapped
6. occasion 7. exports 8. invention 9. communication 10. tapped
Exercise 6
1. remind… of 2. clapped their hands 3. went on 4. far apart
5. all over the world 6. bringing… together
7. tapped her feet /clapped her hands 8. bring… to
Expanding Your Vocabulary
Exercise 7
1. conditional 2. borrowers 3. conversational 4. occasional 5. traditional
6. employer 7. personal 8. translator 9. natural 10. operator
Exercise 8
1. sang 2. influenced 3. moved 4. paid 5. who
6. called 7. because 8. sing 9. looking for 10. suggested
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参考译文
Text A
摇 滚 乐
很难说我们所说的“摇滚乐”是如何起源的。它的根可以追溯到许多不同的国家、不同类型的
音乐和音乐家。 摇滚乐主要由非洲黑人音乐和欧洲白人音乐发展而来。17世纪抵达美洲的欧洲人和
黑奴各有其不同的音乐。非洲黑人惯用重击的鼓声、粗糙刺耳的声音、喊叫的曲调和齐声应答。欧
洲白人，主要是英格兰人和苏格兰人，则常用较强烈的旋律、不太重的鼓声以及诸如吉他、喇叭和
提琴等乐器。摇滚乐的历史便是从这两种传统音乐发展而来的历史。
从17世纪到20世纪，美国南部的音乐家们形成了两种音乐形式：通常由黑人演奏的“布鲁
斯”(伤感的黑人民歌)和白人演奏的乡村音乐。黑人音乐家用吉他伴奏演唱“布鲁斯”。这种音乐类
似劳动号子，叙述痛苦忧伤，歌词常重复多次。“摇滚”一词可能来源于南方黑人的教堂，人们在那
里唱着圣歌，并随着强烈的节奏舞蹈，这种节奏称为“摇摆和旋转”。同时，白人演奏乡村音乐，
这种音乐大多是传统的舞曲和叙述悲伤故事的慢拍子歌曲。歌手们用弦乐器如提琴和吉他伴奏。
在此期间，“布鲁斯”音乐家与乡村音乐家之间相互有了一些影响，到19世纪末唱片普及以后，
这种影响变得强烈起来。电吉他的诞生使40年代的乡村音乐和“布鲁斯”音乐发生了变化。电吉他
的声音成了摇滚乐的声音。人们一想到早期的摇滚乐一定会想到“摇滚乐之王”埃尔维斯·普莱斯
利。埃尔维斯是一个普通的男孩，在贫穷中长大，在教堂里学会了唱歌，中学毕业后当上了一名
卡车司机。谁也不曾想到，这个背着吉他的青年会改变流行文化。但是自从他在孟菲斯录制了两首
“布鲁斯”歌曲以后，一切都变了。他唱遍了南方各地，青少年们为他那惊人的嗓音和迷人的表演
而疯狂。他演唱的音乐把白人的乡村音乐和黑人的“布鲁斯”音乐融为一体，非常激动人心。他留
长发，穿紧身裤的形象成了青少年们的偶像。两年以后，他便风靡全国。
后来，埃尔维斯的事业便走向下坡。他参了军，不再表演，又拍了一系列蹩脚电影。他继续录
唱片，但他的音乐缺少了他早期歌曲的生命力。然而，不仅在美国，而且在全世界，他仍然是摇
滚乐的象征。他死于1977年，年仅42岁，但他的音乐并未因他的死亡而消失。摇滚乐不断发展和变
化，但摇滚乐的核心和灵魂仍然是埃尔维斯所表现的那个核心和灵魂。
Text B
最早的美国音乐
第一批欧洲人是随哥伦布于1492年来到美洲的。自那时起，人们从欧洲、非洲和亚洲等世界各
地来到美洲，他们同时也带来了各自的音乐。人的交融和音乐的交融便产生了美国音乐。 音乐是我
们生活中很重要的组成部分。音乐可以伴舞、伴饮、助餐，表达爱情和思想。有些歌曲能使我们想
起童年和青年时代。还有一些歌曲会使我们想起我们所爱的人。许多重要场合，如婚礼和葬礼，都
有专门的音乐。每一个国家都有自己的国歌，如美国的《星条旗》。在美国，中学和大学还有自己
的校歌。
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音乐是美国历史的一个组成部分。音乐能表达美国人民的困惑和情感。随着岁月的流逝，音乐
也在发展和变化。
现代科学也改变了音乐。唱片、收音机、电影、电声乐器、磁带录音机以及录像机的发明，改
变了我们演奏和欣赏音乐的方式。它们使得音乐成为国际交流的一种重要形式。
美国音乐，从最早的民歌到现代的“流行音乐”，在全世界都是有名的。音乐是美国最重要
的文化输出之一，它把世界人民联结在一起。即使当人们无法理解同一种语言时，他们能欣赏同
一种音乐。许多人通过唱歌来学习和练习英语。了解美国音乐有助于了解美国人，了解他们的历
史和文化。
因此，正如一首歌中所唱的，“往自动电唱机里投10美分，朋友。”让我们来听听音乐吧。
美洲土著人在哥伦布到达之前就居住在美洲了。他们在许多场合都要唱歌，用鼓和其他一些乐
器进行伴奏。舞蹈和音乐是他们生活和宗教的一个重要组成部分。在一些特定的节日里，你仍然能
听到美洲土著人的音乐，看到他们的舞蹈。
最早来到美洲的不列颠人对宗教是很虔诚的。他们为追求宗教自由而来。他们的歌曲很简单，
在教堂里也不使用乐器。
不久以后，信仰不同形式基督教的人们来到美国。他们从欧洲带来了不同类型的教堂音乐，在
教堂内使用乐器，如管风琴和钢琴。
早期音乐并不都是教堂音乐。有的人喜欢饮酒和跳舞。许多酒馆开门营业、并用提琴(小提琴)音
乐和欧洲歌曲愉悦顾客。
美国农民不久离开了东海岸，开始进一步向西开辟新的农场。这些农场又大又分散。没有多少
城镇和教堂。宗教领袖们(称为传道士)骑着马在乡村各地向农民们传道。
为了把乡村中的人们集合成一个大的团体，这些传道士们便举行“野营布道会”。这种宗教聚会
在大帐篷里进行，有时有数千人前往听道。野营布道会常常进行数日。人们唱着流行的宗教歌曲。
这种歌曲的音乐很活泼。人们随着音乐的节拍，拍手跺脚。第一次野营布道会于1800年举行，这种
集会现在还在进行。许多流行歌星，例如埃尔维斯·普莱斯利，就是在这种集会上学会唱歌，并喜
欢上音乐的。
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Developing a Positive Attitude
Unit
3
ObjectivesObjectivesObjectives
Text A Text B
Words
positive, curious, complain, affect,
reflect, intensive, decline, victim,
scared, release, fragment, relatively
internal, momentary, transition,
awareness, column, communicate,
favorite, volunteer, trait, participate,
mainstream, precious
Phrases and
Expressions
in a bad mood, react to, the bottom
line, reflect on, go through, operate
on, instead of, hold up, point out, take
place, as if, after all
tune in to, what if, in turn, divide
into, write down, lead to, help out,
feel down, participate in, focus on
Collocation take + objective make + objective
Confusable Words receive/accept, affect/effect, cause/reason, live/alive
Structures
Jerry lived because of his amazing attitude.
I often thought about him when I made a choice about life instead of
reacting to it.
Translation
Practice词义引申
Writing Practice Write Correct Sentences / Design Name Cards
Reading Skills Reading for Details (1): Understanding Listing
Expanding Your
Vocabulary
re + write → rewrite, re + connect → reconnect, re + marry → remarry,
employ + ee → employee, train + ee → trainee, absent → absentee53
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Text A
Attitude Is Everything
I Introduction
1. Introductory Remarks
What attitude do we hold to life? How do we feel when we are having a bad day?
What is our reaction when something bad happens? The passage we are going to read
is about a guy who was always in a good mood and always had something positive to
say. He was the manager of a restaurant. He had several waiters who had followed him
around from restaurant to restaurant. They said they follow him just because of his
attitude. Then, what was his attitude to life? Why was he always positive in life? And
what can we learn from his attitude?
2. Introductory Questions
1. Why kind of person was Jerry?
2. Why did some waiters follow Jerry around from restaurant to restaurant?
3. What did Jerry do when an employee was having a bad day?
4. What did Jerry do when someone came to him complaining?
5. What did Jerry think of life is about?
II Outline
Paras. 1-- 6
Jerry was the kind of guy you love to hate.
a. always holding a positive attitude
b. a unique manager
c. his view on a positive attitude to life
Para. 7 The infl uence of Jerry’s positive attitude on the author.
Paras. 8 -- 18
The robbery that tested Jerry’s attitude.
a. how the robbery took place
b. he was hurt in the robbery
c. the fi rst thing going through his mind when the robbery took place
d. how he managed to stay alive
Para. 19 Conclusion: attitude is everything.
Text A
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III Detailed Study of the Text
1. Attitude Is Everything:
— Attitude is more important than anything else.
be /mean /everything (to someone): to be more valuable or important than anyone or
anything else
e.g. Beauty isn’t everything, you know.
Sarah and Robert mean everything to each other.
Money isn’t everything (= the most important thing).
His children are everything to him (= the most important part of his life).
2. (line 1) Jerry was the kind of guy you love to hate.
— Jerry was the type of man you take pleasure in disliking him.
guy: 1. (informal) a man
e.g. He’s a really nice guy.
Jake’s a really tough guy.
2. (pl. mainly US) used to address a group of people of either sex
e.g. Come on, you guys, let’s go.
Hey you guys! Where are you going?
love to hate: used for saying someone takes pleasure in disliking someone or
something
e.g. She’s the character that viewers love to hate.
And why do so many people love to hate Microsoft?
3. (line 1) He was always in a good mood and always had something positive to say.
— He was always cheerful /happy and positive and always said something good.
mood: the way you feel at a particular time
e.g. You’re in a good mood this morning!
Her mood seemed to change during the course of the conversation.
positive: 1. feeling happy about your life and your future; good or useful
e.g. There was a very positive response to our new design — people seemed very
pleased with it.
You’ve got to be more positive about your work.
Write down all the positive things about your life.
2. certain and without any doubt
e.g. Are you positive there’s been no mistake?
We’d met before, I was positive about that.
4. (line 2) When someone would ask him how he was doing, he would reply, “If I were
any better, I would be twins!”
— When other people would ask him if he was well or happy, he would reply that he
was very satisfi ed with everything.
Jerry’s reply “If I were any better, I would be twins!” indicates that he felt very happy
with life.
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5. (line 5) He was a unique manager because he had several waiters who had followed
him around from restaurant to restaurant.
— He was a very unusual manger who was different from other managers because he
had several waiters who had followed him wherever he worked.
unique: being the only existing one of its type or, more generally, unusual or special in
some way
e.g. I’d recognize your handwriting anywhere – it’s unique.
Do not miss this unique opportunity to buy all six pans at half the recommended
price.
follow someone around: to follow someone everywhere they go, especially when this is
annoying
e.g. She told him to go away and stop following her around.
He hates to lie in bed, and follows us around like a puppy.
6. (line 6) The reason the waiters followed Jerry was because of his attitude. He was a
natural motivator.
— The reason why the waiters followed him wherever he worked was that he had a
positive attitude to life. He was a born motivator.
motivator: A motivator is someone who makes you want to do or achieve something.
because of: used to say who or what causes something to happen or is the reason for
something; as a result of
e.g. He had to retire because of ill health.
We spent three hours waiting in the rain because of you!
7. (line 8) If an employee was having a bad day, Jerry was there telling the employee
how to look on the positive side of the situation.
— If an employee was having something bad, Jerry was there and told the employee
how to think of the good side of the situation.
Grammatically, the part “telling the employee how to look on the positive side of the
situation” is used to express an attending circumstance.
cf. …someone comes to me complaining…
8. (line 10) Seeing this style really made me curious… and asked him, “I don’t get it! You
can’t be a positive person all of the time. How do you do it?”
— When I saw his way of looking at life/ things, I felt interested and wanted to know
more about it… and told him I was puzzled about how he could be positive all the
time and asked him how he achieved it.
style: a way of doing something
e.g. Her friendly style of management works well with small groups of people.
I don’t think there is anything wrong with his style of teaching.
curious: interested in learning about people or things around you
e.g. I was curious to know what would happen next.
He was curious about how she would react.
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get it: to understand it
e.g. I don’t get it — it doesn’t make sense.
I told that joke to Sophia, but she didn’t get it.
cf. I’ve got it: used to say you have suddenly thought of the solution to a problem or
that you suddenly understand a situation
9. (line 16) Each time something bad happens, I can choose to be a victim or I can choose
to learn from it. I choose to learn from it.
— Every time /When something unpleasant happens, I have two choices: one is to be
someone who suffers because of it, the other is to be someone who learns from it. I
choose to be the latter.
each time /every time: whenever
e.g. I meet up with Julie every time I go to Washington.
I told him that each time he handed in a paper his name should be written in the
right hand corner of the paper.
10. (line 17) Every time someone comes to me complaining…or I can point out the
positive side of life.
— Whenever someone comes to me saying that something is wrong and they are
annoyed about it … or I can tell them about the positive side of life.
complain: 1. to say that something is wrong or not satisfactory
e.g. Lots of people have complained about the noise.
You’re always complaining!
He complained that his boss was useless and he had too much work.
2. to tell someone formally that something is wrong
e.g. If the service was so bad why didn’t you complain to the manager?
Neighbors complained to the police about the dogs barking.
point out: to tell someone about some information, often because you believe they are
not aware of it or have forgotten it:
e.g. He was always very keen to point out my mistakes.
He pointed out the importance of taking a positive attitude.
11. (line 20) “Yeah, right, it’s not that easy,” I protested.
— I said forcefully that it was very diffi cult to point out and choose the positive side
of life in that case.
The expression “Yeah, right(!)” (also “Oh yeah”, “yeah, yeah”) is informally used when
you do not believe what someone has said:
e.g. “I always miss you when I go travelling.” “Yeah, right!”
“Anyway, we’re just good friends.” “Yeah, yeah!”
“I can run faster than you any day!” “Oh, yeah?”
protest: to say that you strongly disagree with or are angry about something because
you think it is wrong or unfair
e.g. “I don’t see why I should take the blame for this!” she protested.
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A young girl was crying, protesting that she didn’t want to leave her mother.
12. (line 21) When you cut away all the junk, every situation is a choice.
— When / If you remove all the unnecessary things /the negative side of things, you
can choose the positive side of life in every situation.
cut away: to remove unwanted or unnecessary parts from something by cutting it
e.g. Cut away all the dead wood.
Cut away any dead growth on your roses.
13. (line 22) You choose how you react to situations. You choose how people will affect
your mood.
— You have the choice about how you respond to situations /behave because of a
situation. You decide how people will have an infl uence on your mood.
react to: respond to; behave in a particular way or show a particular emotion because of
something that has happened or been said
e.g. How did Wilson react to your idea?
He reacted angrily to the suggestion that he had lied.
affect: to have an infl uence on someone or something, or to cause them to change
e.g. The accident affected every aspect of her life.
It’s a disease which affects mainly older people.
cf. effect v. to achieve something and cause it to happen
e.g. They are trying to effect a change in the way that we think about our
environment.
His new knowledge effected the change in his investment habits and his leadership
skills will effect a rise in employee productivity.
n. the result of a particular infl uence
e.g. I think I’m suffering from the effects of too little sleep.
Any increase in fuel costs could have a bad effect on business.
14. (line 24) The bottom line: It’s your choice how you live life.
— The most important thing to consider is that it is you who decide how you live life /
how you live life is up to you.
the bottom line: the most important fact in a situation
e.g. The bottom line is that we need another ten thousand dollars to complete the
project.
The bottom line is that I want everyone in this state to take this opportunity to be
just a little bit more active.
15. (line 25) I refl ected on what Jerry said.
— I thought carefully about what Jerry said
refl ect on: to think carefully about something, or to say something that you have been
thinking about
e.g. He had time to refl ect on his successes and failures.
The manager demanded time to refl ect on what to do.
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16. (line 26) We lost touch, but I often thought about him when I made a choice about life
instead of reacting to it.
— We stopped communicating with each other /were no longer in contact; however,
when I made a life decision, I often thought about him instead of behaving in a
particular way or showing a particular emotion because of it.
lose touch: to stop communicating with each other
e.g. After high school, they lost touch.
Somewhere around 1999 we lost touch with each other.
instead of: in place of
e.g. You should be working instead of lying there in bed.
You can go instead of me, if you want.
17. (line 28) …Jerry did something you are never supposed to do in a restaurant
business…
— …Jerry did something that you will never do when you are in a restaurant
business…
18. (line 30) …was held up at gunpoint by three armed robbers.
— … was robbed by three armed robbers who threatened to shoot him.
hold up: to rob or try to rob a place or person by using violence
e.g. They held the same bank up twice in one week.
He was held up at gunpoint by a gang of masked youths.
at gunpoint: under a threat of death by shooting
e.g. They were forced at gunpoint to hand over the money.
The family were held up at gunpoint for an hour while the men raided their house.
19. (line 31) While trying to open the safe, his hand, shaking from nervousness, slipped
off the combination.
— While he was trying to open the safe, his hand was shaking because of nervousness,
and the combination slid out of his hand.
Here, “the combination” means “a lock that is opened by a set of numbers in a particular
order”.
slip off: to slide out of
e.g. His right hand slipped off the handle.
The guy had a gun and I was trying to stop and my foot slipped off the brake pedal
because I was really scared.
20. (line 35) … Jerry was released from the hospital with fragments of the bullets still in
his body.
— … Jerry was allowed to leave the hospital /was discharged from hospital and some
pieces of the bullets were still in his body.
release: 1. to let someone go free, after having kept them somewhere
e.g. Luckily he was released from hospital that night.
Police arrested several men, who were later released.
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2. to let news or offi cial information be known and printed
e.g. The new trade fi gures have just been released.
Police have released a picture of the man they want to question.
fragment: a small piece or a part
e.g. The road was covered with fragments of glass from the shattered window.
The bullet had pierced the bone, leaving behind fragments which the surgeon was
unable to remove.
21. (line 39) Want to see my scars?
— Do you want to see my scars?
22. (line 40) I declined to see his wounds, but did ask him what had gone through his
mind as the robbery took place.
— I refused to see his wounds, but I did ask him what fi rst occurred to him /what he
fi rst thought of as the robbery happened.
go through one’s mind: if something go through your mind, you think of it, or it occurs
to you
e.g. As you were reading, what ideas went through your mind?
These are thoughts that go through my mind from time to time.
take place: to happen, especially after being planned or arranged
e.g. The concert takes place next Thursday.
The next meeting will take place on Thursday.
Talks between the two sides are still taking place.
23. (line 47) “…Did you lose consciousness?” I asked.
— I asked him whether he lost consciousness.
consciousness: the condition of being awake and able to understand what is happening
around you
e.g. He lost consciousness after his accident and never recovered/regained it.
David lost consciousness (=went into a deep sleep) at eight o’clock and died a few
hours later.
24. (line 48) The paramedics were great.
— The paramedics were very good.
A paramedic is someone who has been trained to help people who are hurt or to do
medical work, but who is not a doctor or nurse.
25. (line 50) …I saw the expressions on the faces of the doctors and nurses, I got really
scared.
— ...I saw the look on the faces of the doctors and nurses, I became really frightened.
expression: the look on someone’s face, showing what they feel or think
e.g. I could tell from her expression that something serious had happened.
The expression on her face says it all.
26. (line 51) In their eyes, I read, ‘He’s a dead man.’ I knew I needed to take action.
— From their expressions, I understood /realized that they thought I would die. I
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knew I needed to do something.
take action: to begin to do something (to solve a particular problem)
e.g. We must take action to deal with the problem before it spreads to other areas.
We urged them to take action.
27. (line 55) She asked if I was allergic to anything.
— She asked me whether I had an allergy to something.
allergic: having an allergy
be allergic to something: (informal) if you are allergic to something, you do not like it
and try to avoid it, used humorously
e.g. His problem is he’s allergic to hard work!
My dad’s allergic to pop music.
28. (line 59) Jerry lived thanks to the skill of his doctors, but also because of his amazing
attitude.
— Jerry survived /didn’t die because of the skills of his doctors and also because of his
amazing attitude.
thanks to: because of someone or something
e.g. Thanks to Sandy, I got the job.
Actually, thanks to their parents, they lost the choice.
IV Summary of the Text
Jerry is the kind of guy you love to hate. He always held a positive attitude to life.
He was a unique manager. He had several waiters who had followed him around from
restaurant to restaurant. If an employee was having a bad day, he would tell him how to
look on the positive side of the situation. When someone came to him complaining, he
would point out the positive side of life. He believed that life was all about choice. It was
your choice how you lived life.
Jerry was once held up at gunpoint by three armed robbers during a robbery. He was
seriously hurt and was sent to the local hospital immediately.
The rubbery tested his positive attitude to life. When it took place, the fi rst thing he
thought of was that he should have locked the back door and then he thought he had two
choices: to live, or to die. He chose to live.
In the emergency room, when he learnt about his own serious situation, he decided to
take action. He told the doctors he was choosing to live.
Jerry lived thanks to the skills of his doctors, but also because of his attitude.
The Jerry’s story shows that attitude is everything.
V Text-related Information
1. Some Quotes About Positive Attitude:
Wherever you go, no matter what the weather, always bring your own sunshine.
— Anthony J. D’Angelo, The College Blue Book
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If you don’t get everything you want, think of the things you don’t get that you don’t
want.
— Oscar Wilde
If you don’t think every day is a good day, just try missing one.
— Cavett Robert
It’s so hard when I have to, and so easy when I want to.
— Annie Gottlier
Attitude is a little thing that makes a big difference.
— Winston Churchill
Every day may not be good, but there’s something good in every day.
— Author Unknown
To be interested in the changing seasons is a happier state of mind than to be hopelessly
in love with spring.
— George Santayana
Happiness is an attitude. We either make ourselves miserable, or happy and strong. The
amount of work is the same.
— Francesca Reigler
If you don’t like something, change it; if you can’t change it, change the way you think
about it.
— Mary Engelbreit
Think big thoughts but relish small pleasures.
— H. Jackson Brown, Jr., Life’s Little Instruction Book
To be upset over what you don’t have is to waste what you do have.
— Ken S. Keyes, Jr., Handbook to Higher Consciousness
Defeat is not bitter unless you swallow it.
— Joe Clark
The only disability in life is a bad attitude.
— Scott Hamilton
My riches consist not in the extent of my possessions, but in the fewness of my wants.
— J. Brotherton
There is nothing so easy but that it becomes diffi cult when you do it reluctantly.
— Publius Terentius Afer
Just because you’re miserable doesn’t mean you can’t enjoy your life.
— Annette Goodheart
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Unit 3 Developing a Positive Attitude
63
Text B
Developing a Positive Attitude
I Introduction
1. Introductory Remarks
The way we think affects all aspects of our life. Have you ever realized that through every
waking hour, we never stop saying things to ourselves? What have you discovered from your
talk to yourself? Many people have found that when they listen to their talk to themselves, much
of it is negative. What about you? The author of the passage comes up with some ways to help
us develop a positive attitude and better manage the stressors in our life.
2. Introductory Questions
(Please refer to Exercise 2 in the student book)
1. Do you believe that the way we think affects the way we live?
2. What is the key to living our lives free from negative thought?
3. What will you do if you fi nd communicating diffi cult, or you are afraid of arguments?
4. Do you believe it is the simplest things in life, like listening to our favorite music
and reading a great book, that give us the most pleasure?
5. What will you do if you are unsure of how to help out in your community?
6. What will you do when you feel down?
II Outline
Paras. 1-- 3
The way you think affects all aspects of your life.a. benefi ts of learning to listen to your internal dialogue b. many people fi nd much of their internal dialogue negativec. the key to living a positive life
Paras. 4-- 12
Some recommended ways to develop a positive attitude.a. listening to internal dialogueb. learning to communicatec. getting back to basicsd. helping someone oute. allowing yourself to be lovedf. allowing yourself to laugh and fi nd humor in the simplest things g. participating in new physical and mental activities to improve
confi dence levels and coping mechanismsh. fi nding other more positive things to do with your precious moments
Text B
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III Detailed Study of the Text
1. (line 1) The way you think, day in day out, affects all aspects of your life.
— How you think in your daily life infl uences all parts of your life.
day in day out: (especially of something boring) done or happening every day for a long
period of time
e.g. I have to do the same boring jobs day in day out.
It’s boring, eating the same food day in day out.
2. (line 2) internal dialogue: It is the real-time conversation that you have with yourself
about everything that’s going on in your life. It encompasses all of your self-talk,
whether positive and rational or self-destructive and negative. Internal dialogue is what
you are saying to yourself, about yourself and about the world.
3. (line 2) thought patterns: the particular ways of thinking
pattern: a particular way in which something is done, organized or happens
e.g. The pattern of family life has been changing over recent years.
changing patterns of behavior among students
The child showed a normal pattern of development.
4. (line 2) …how they may be affecting the way you handle the stressful situations of
daily living.
— …how your thought patterns may be infl uencing how you deal with the stressful
situations in your daily life.
5. (line 4) Many people have found that, when they tune in to their internal dialogue,
much of it is negative.
— Many people have discovered that when they are able to understand their internal
dialogue, much of it is negative.
tune in (to) /be tuned in (to): to realize or understand what is happening or what other
people are thinking
e.g. Try to tune in to your partner’s needs.
The company aims to be more tuned in to customer needs.
turn in (to): to watch or listen to a broadcast on radio or television
e.g. People get their information by tuning in to foreign radio stations.
More than 150 million Americans tuned in to watch the fi nal episode.
6. (line 6) “What if I fail?”
— “What will happen if I fail?
“What if…” is used to ask about something that could happen in the future, especially
something bad.
e.g. What if the train’s late?
What if you don’t pass your exams?
7. (line 6) This, in turn, affects every aspect of your life.
— As a result, this infl uences every parts of your life.
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in turn: 1. as a result of something
e.g. Interest rates were cut and, in turn, share prices rose.
We should help them gradually improve their living standards. This will in turn
arouse their enthusiasm.
2. one after the other, especially in a particular order
e.g. Each of us in turn had to describe how alcohol had affected our lives.
Each of us collects the mail in turn.
8. (line 8) The key to living our lives free from negative thought is to remember who we
truly are, free from our momentary emotional shifts.
— The best way to live our lives not having negative thought is to remember who we
truly are without having our momentary emotional changes.
the key to something: the best or only way to achieve something
e.g. Hard work is the key to success.
Helping people to help themselves is the key to lasting success.
free from: not having something that is unwanted or unpleasant; without
e.g. We want to give all children a world free from violence.
It is not easy being a kid today, and there is no place free from modern pressures
and the natural discomforts of youth.
momentary: lasting for a very short time
e.g. There was a momentary pause.
Davis was surprised into a momentary silence.
9. (line 11) For many, the transition to positive awareness of Self requires “small steps”
on a chosen path.
— For many people, the change from thinking of themselves negatively to positively
needs them to take some minor measures on a chosen path/make some minor
changes in their usual way of thinking.
transition: a change from one form or type to another, or the process by which this
happens
e.g. the smooth transition from full-time work to full retirement
Making the transition from youth to adulthood can be very painful.
10. (line 15) …the stressors in your life…
— … the things that cause stress in your life…
11. (line 15) Divide one or more sheets of paper into two columns and, for a few days,
write down in the left column all the negative thoughts that come into your head.
— Separate one or more sheets of paper into two columns and, for a few days, write in
the left column all the negative thoughts that occur to you.
divide into: to (cause to) separate into parts or groups
e.g. At the end of the lecture, I’d like all the students to divide into small discussion
groups.
After World War Two, Germany was divided into two separate countries.
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write down: to write something on a piece of paper
e.g. Did you write down Jo’s phone number?
This is the address. Do you want to write it down?
12. (line 20) Practice doing this in your mind until it becomes a habit.
— Do this regularly in your mind (that is, write down all the negative thoughts in the
left column and then rewrite each of them in a positive way in the right column)
until it becomes something you do without thinking about it.
Note that after the verb “practice”, we can use an “–ing” form, but not normally an
infi nitive.
e.g. Today we’re going to practice parking.
I often practice speaking the language aloud to myself.
Practice doing this until you feel you can do this well.
13. (line 20) I’ll never get this fi nished by the end of the day!
— I’ll never have fi nished this by the end of the day!
Note the structure “get something done”, meaning do something or have it done for you.
e.g. You need to get your hair cut.
I should be able to get the fi rst chapter fi nished by tonight.
14. (line 23) Don’t say the things we feel can lead to a sense of frustration, hurt, anger or
anxiety.
— Don’t say the negative things. /Don’t say the things you believe can cause /result in
a sense of frustration, hurt, anger or anxiety.
lead to: to cause something to happen or exist
e.g. Reducing speed limits should lead to fewer deaths on the roads.
Blaming often leads to complete breakdown in family communications.
Any of these feelings can lead to a sense of hopelessness and lower self-esteem.
15. (line 26) Get back to basics.
— Start to give your attention to the simplest and most important matters.
back to basics: paying more attention to the most important aspect of something
e.g. A lot of parents want schools to get back to basics.
Sometimes it just pays to get back to basics.
16. (line 26) Reconnect with old friends…
— Reestablish a relationship with old friends. /Get in touch with old friends…
17. (line 29) Help someone out.
— Help someone because they are busy or have problems.
help out: to help someone because they are busy or have problems
e.g. I helped her out when Stella became ill.
Her parents helped her out with a $500 loan.
18. (line 30) … someone with failing eyesight: someone whose eyesight is getting worse
and worse
failing: becoming weaker or less successful
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e.g. Failing eyesight forced him to retire early.
The change is designed to save a failing business.
19. (line 32) ... the most basic human trait: the most basic quality in human character.
trait: a particular characteristic that can produce a particular type of behavior
e.g. His sense of humor is one of his better traits.
Certain personality traits make people more likely to become victims of violent
crime.
20. (line 32) We, as a society, have become disconnected from this most basic need.
— As a society /As a large group of people who live together in an organized way, we
have felt as if that we no longer belonged to it and we no longer needed to love
each other.
21. (line 35) If you are feeling down, read some jokes, watch a funny movie or just act
“silly” once in a while.
— If you are feeling unhappy, read some jokes, watch a funny movie or sometimes
just behave in “a silly manner”.
once in a while: sometimes but not often
e.g. We meet for lunch once in a while.
I do get a little anxious once in a while.
22. (line 36) At times, it is a good thing to let yourself see the world through a child’s eyes.
— Sometimes, it is good to allow yourself to see the world from the point of view of a
child.
at times: sometimes
e.g. Life is hard at times.
You can be really annoying at times, you know.
through someone’s eyes: from the point of view of a particular person
e.g. The story is told through the eyes of a child.
Visitors can see and experience London through the eyes of the beloved Dickens
characters “Oliver Twist” and “David Copperfi eld.”
23. (line 38) Participate in new physical and mental activities to improve confidence
levels and coping mechanisms.
— Take part in new physical and mental activities to raise confi dence levels and better
people’s behaviors of dealing with diffi cult situations.
Coping mechanisms refer to behaviors that make it possible for people to deal with
a diffi cult situation or problem.
participate in: to take part in or become involved in an activity
e.g. She never participates in any of our discussions, does she?
More than 400 children participated in a clean-up of the park.
By success, Wendt means that children feel good about participating in the activity
and that they experience more success than frustration.
24. (line 40) ... the mainstream media: the newspapers, magazines, radio and television
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that are accepted by most people
25. (line 40) …focuses on information that leads to fear, negative thoughts and emotion.
— …gives a lot of attention to information that causes fear, negative thoughts and
emotion.
focus on: to give a lot of attention to one particular person, subject or thing
e.g. He felt he needed to focus more on his career.
This is a weekly magazine mainly focusing on business-related issues.
IV Summary of the Text
How we think affects how we live our life. Learning to listen to our internal dialogue
help us recognize our ways of thinking and how they affect the way we handle the stressful
situations of daily life. When listening to their internal dialogue, many people have found
much of it negative. The key to living our lives free from negative thought is to remember
who we truly are, free from our momentary emotional shifts. There are some things we can
do to develop a positive attitude. The author suggests eight ways to help us develop a more
positive attitude to life.
V Text-related Information
1. Some Internal Dialogue Quotes from Carlos Castaneda:
“The internal dialogue is what grounds people in the daily world. The world is
such and such or so and so, only because we talk to ourselves about its being such
and such and so and so. The passageway into the world of shamans opens up after the
warrior has learned to shut off his internal dialogue.”
“We talk to ourselves incessantly about our world. In fact we maintain our world
with our internal talk. And whenever we fi nish talking to ourselves about ourselves and
our world, the world is always as it should be. We renew it, we rekindle it with life,
we uphold it with our internal talk. Not only that, but we also choose our paths as we
talk to ourselves. Thus we repeat the same choices over and over until the day we die,
because we keep on repeating the same internal talk over and over until the day we die.
A warrior is aware of this and strives to stop his internal talk.”
“When a warrior learns to stop the internal dialogue, everything becomes possible;
the most far-fetched schemes become attainable.”
2. Fundamental Characteristics of Internal Dialogue:
1. Your internal dialogue is constant.
Through every waking hour, you never stop saying things to yourself.
2. Your internal dialogue happens in real time.
Unlike automatic thoughts that run through your mind, your internal dialogue
happens at normal speed.
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3. Your internal dialogue triggers a physiological change.
As a result of every thought you have, there is a physical reaction. This reaction can
be positive or negative, even affecting your health.
4. Your internal dialogue is heavily infl uenced by your locus of control.
No matter what the situation is, or what demands you are facing, your internal
dialogue is likely to be infl uenced by your locus of control.
5. Your internal dialogue tends to be totally monopolistic.
It crowds out or drowns out any other data, from any other source. As a result, you
may spend your time lost in the frantic self-talk that goes with it.
6. Your negative internal dialogue gets the loudest when you need it the least.
It gets loudest when the pressure is on, because it fl ows at least in part from your
personal truth. That kind of talk, if you listen to it at pivotal moments, can change
your life forever. You end up being your own worst enemy.
3. Ten Tips for Developing a Positive Attitude by Laurel Low and Jillian Woolmer:
1. Remember you have a choice in the way you perceive whatever is going on.
You have the power to choose whether you think the glass is half full or half empty.
Focus on things you are grateful for. Write down five things you are grateful for
every day. This helps you fi nd the things you are grateful for more easily.
2. Life is always moving on.
Bad times don’t last forever. Say to yourself, “This too will pass.”
3. Live in the present.
The past cannot be changed and the future may not come. Bear in mind that this
could be your last day on earth because one day it will be! Life is too short not to
make the most of every day we are lucky enough to be given. Do what you can do
and let go of the rest.
4. Pay attention to nature as it is an endless source of joy.
Take pleasure in the world around you, e.g. listen to the birds singing, bask in the
warmth of the sun on your skin, enjoy a cool breeze, notice the perfume and colour
of fl owers. Feed your spirit with beautiful scenery. Take the time to visit a beautiful
garden, or grow one of your own. If you can’t make the time, buy some fresh fl owers
so that you can still enjoy the beauty.
5. Don’t watch the news or even read the newspaper if the endless supply of bad news
items plays on your mind.
If something happens that you really need to know about, someone will tell you.
6. Count up the many good things in your life and be grateful rather than spending
time concentrating on what you don’t have.
7. Smile and the whole world smiles with you.
Smiling makes you feel so much happier, and everyone you meet is pleased to see
you as they get a smile.
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8. Be courteous on the road.
Even just the gesture of giving way to someone on the road builds a bridge of positive
feeling between you.
9. Remember that adversity can be an opportunity to learn more about yourself, other
people and how to cope with life, however unpleasant the actual lesson may be.
10. Be active, get out there and see what the rest of the world is doing.
Being active feels good and seeing what others are up to can actually inspire you to
get more involved too.
Skills
Translation Skills
本单元的英译汉练习的重点是词义的引申。引申是英汉翻译中常用手法之一。由于英汉两种语
言在长期发展和使用中形成了自己的修辞方法、搭配习惯和行文规范，这些差异使得我们在英译汉
中总觉得有些词或词组难以按原文的字面意义直译出来。为了使译文通顺达意，常常需要将原文的
词义加以引申。
引申词义是根据上下文的内在联系和逻辑关系，透过原文的表层结构用恰当的汉语词语和符合
汉语习惯的表达方法将原文词语的深层意义表达出来，因此不能主观随意，不能脱落原文意义的基
本范围。
在翻译过程中，我们首先要掌握的是如何正确地选择恰当的词语，并在必要时加以适度的引
申，只有这样才能确保最终获得准确通顺的译文。
引申词义可以从词义转换、词义具体化、词义抽象化和词的搭配四个方面来考虑。比如，在本
单元中我们选择了good这个学生最熟悉的英语词。学过一些英语的人一看到good自然而然得会想到
“好的”这一词义。然而，在一些上下文中，good的译法却并非易事。
比如说，“be in a good mood”意思是“情绪好”，“He was always in a good mood and
always had something positive to say.”译成“他总是乐呵呵的，总说些乐观向上的话”。“My
sister is good at looking after children.”译成“我姐姐很善于照料孩子”。在“I had some time off
work when my mother was ill, but my boss was good about it.”句子中“was good about it”就不
宜译成“对此很好”，应译成“对此事很宽容”。“When would be a good time to phone?”中的a
good time译成“好时间”不妥，整个句子应译成“什么时候打电话比较合适？”。
下面是练习中的其余三个句子：
There’s a good chance he’ll pass the exam. 他通过考试的机会很大。
Be good when we visit your aunt. 我们去看望你姑姑时，你要听话。
Fresh fruit and vegetables are good for you. 新鲜水果和蔬菜对你健康有益。
再看下面一些句子中的good，如果我们用“好的”来译成汉语，结果可能是句子意义不通。
Skills
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This ticket is good for one month. 这张票可以用一个月。
She had a good cry. 她痛哭了一场。
He would be a good man for the job. 他是做这件事的合适人选。
Guided Writing
本单元的基础训练是句子与句子衔接。在句子衔接练习中要提醒学生注意逻辑上的递进关系。
常用的表示递进关系的词语有：and, in addition, also, too, furthermore, what’s more, moreover,
additionally, by the way, incidentally, in the fi rst/ second place, equally important, again, fi nally,
last, likewise等。
比如：
The drug has powerful side effects. Moreover, it can be addictive.
The decorations were absolutely beautiful and what’s more, the children had made them
themselves.
The course is organized by Sheila Dean who, by the way, is head of marketing now.
I don’t mind picking up your things from the store. Besides, the walk will do me good.
He is old and unpopular. Furthermore, he has at best only two years of political life ahead of
him.
A new contract is in place. Additionally, staff will be offered a bonus scheme.
本单元的实用英语写作部分是根据所提供的信息设计英语名片。在社交活动中，交换名片是一
项常见的，也是很重要的活动。在对外交流中，有必要在自己的名片上印上英文。这就要求名片上
的英文写法规范，符合英语习惯。名片一般要包含以下内容：
单位（如学校、公司）名称 （Business name (if there is one)）
本人姓名 （Your name）
本人职位、职称、衔头(Your position, title)
单位电话号码（一个或两个）（A phone number (or two)）
传真号码（A fax number）
地址（A mailing address）
电子邮箱（Your e-mail address）
关于地址的写法，注意中文与英文的顺序不同，请参考第二单元的英文信封上地址的写法，一
般从小地名到大地名，顺序是：室号—门牌号—街道名—城市名—省/州—邮编—国家（Room —
No. — Road (Street) – City – Province /State – Post Number – Country）。
Reading Skills ––Reading for Details (1):
Understanding Listing
Supporting details in a sentence or paragraph can be organized by listing.
Clues in a paragraph that typically indicate a listing are words and, also, another,
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fi rst, second, third, fourth, fi nally. Sometimes authors use numbers (1, 2 3) or letters (a, b,
c), even though the order is not necessarily important. Their purpose is to be sure that the
reader will notice each separate item. It is important to remember that your task is to locate
all the items in the list.
EXAMPLE:
Knowing the meanings of prefixes and suffixes builds youngsters’ vocabularies by
helping them learn new words. And young readers can use them to fi gure out the meanings
of longer words. Try this activity to practice working with prefi xes and suffi xes.
First, talk with your child about the definitions of these words: view, write, happy.
Then, help him add the following prefixes and discuss the words’ new meanings: -pre
means before, as in “preview” (to view before) -re means again, as in “rewrite” (to write
again) -un means not, or the opposite of, as in “unhappy” (not happy).
Next, discuss the meanings of these words: dance, beauty, hope. Encourage your child
to add these suffi xes and point out how the defi nitions change: -er means someone who
does or is, as in “dancer” (someone who dances) -ful means full of, as in “beautiful” (full of
beauty) -less means without, as in “hopeless” (without hope).
Finally, challenge your youngster to think of other words he can create using these
prefi xes and suffi xes.
Signal words for giving listing:
fi rst, second, …another, moreover, next, then, fi nally, also, 1, 2, 3,… a, b, c,… in
the fi rst place, fi rstly, fi rst of all, to begin with, last but not least
Key to the Exercises
Text A
First Reading
Exercise 1
1. B 2. C 3. A 4. D 5. C
While Reading
1. “this style” refers to his way of always looking on the positive side of the situation.
2. His bottom line is “it’s your choice how you live life.”
First Reading
Key to the ExercisesKey to the ExercisesKey to the ExercisesKey to the ExercisesKey to the ExercisesKey to the Exercises
While Reading
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Second Reading
Exercise 2
1. T 2. T 3. F 4. T 5. F
Exercise 3
Attitude Is Everything
Jerry is a guy you love to hate: he was always in a good mood;
always had something positive to say;
a unique manager;
a natural motivator.
Jerry managed to keep a positive attitude all the time:
choose to be in a good mood;
choose the positive side of life.
The bottom life: It’s your choice how people will affect your mood.
The accident tested Jerry’s attitude:
Facing two choices: to live, or to die, he chose to live.
In the emergency room, he knew he needed to take action.
He asked the doctors to operate on him as if he was alive, not dead.
The lessen we learn from Jerry’s story: Attitude is everything.
Oral Practice
Exercise 4
(For reference.)
Jerry was a kind of guy you love to hate. He was always in a good mood and always had
something positive to say. He was a unique manager, for he had several waiters who had
followed him from restaurant to restaurant just because of his attitude. He was a natural
motivator. If an employee was having a bad day, he was there telling the employee how to
look on the positive side of the situation. When someone came to him complaining, he would
point out the positive side of life. He would say that life was all about choices and that it was
our choice how we lived life. So attitude is everything.
Vocabulary and Structure
Exercise 5
1. declined 2. relatively 3. released 4. affect 5. intensive
get accustomed to, apply to, according to, in one’s opinion, on the other hand, get along with, deal with, in general, along with, be sure of, depend on, complain about
prevent from, cut up, fall off, to a large extent, wait on, side by side, change with time, for instance, the same as, take up
Collocation think + objective realize + objective
Confusable Words mistake/fault, common/average, custom/habit, rise/arise
StructuresIt is the simplest things in life that give us the most pleasure.Harry doesn’t know everything, but he talks as if he knew everything.
Translation
Practice词义引申
Writing Practice Write Correct Sentences / Write Greeting Cards
Reading Skills Reading for Details (2): Understanding Examples
6. order 7. For instance 8. fork 9. Although 10. feel free
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参考译文
Text A
最初四分钟
人们什么时候决定他们是否想交个朋友呢？伦纳德·祖宁博士书中的答案是：在一起的最初四分
钟。在他的书《接触：最初的四分钟》中，他给那些希望开始新的友谊的人们这样的建议：“每次
你在社交场合遇见某人，请专心地注意着他四分钟。如果能这样做，很多人整个的生活可能都会
改变。”
你可能已经注意到，一般人并没有专心地关注自己刚刚遇见的那位人，总是东张西望，似乎在
寻找房间里另一边更有吸引力的人。如果有人这样对你，你大概不会喜欢他的。
作者建议：当把我们介绍给陌生人时，我们要尽量显得友好和自信。他说，一般来讲，“人们
喜欢那些喜欢自己的人。”
另一方面，我们不应该让他人觉得我们太过于自信了。对他人表示有兴趣，同情很重要，要注
意到他人的需要，担忧和愿望。
听到这样的建议，人们或许会说：“但是我不是一个友好而自信的人。这不是我的本性。让我
这样做是不诚实的。”
祖宁博士回答道，稍加练习就能使我们对改变自己的社交习惯感到坦然。我们可以习惯自己所
选择的任何性格上的改变。“这好比习惯一辆新车。起初可能对它不熟悉，但它比旧车好多了。”
但是我们表现出的友好和自信，事实上并不真的感觉如此，这样做是否不诚实呢？也许是的，
可是照祖宁博士的说法，“完全的诚实”未必总是有利于社交关系，在开始几分钟的接触当中尤其
如此。任何事情总有适合的时机，与陌生人接触的开头几分钟最好稍微假装一下。这可不是抱怨身
体不好或谈论别人有什么缺点的时候。这时把自己的见解和印象和盘托出是不适宜的。
这些已经提到的和陌生人打交道的方式也适用于家庭成员之间和朋友之间。往往在久别后重聚
的开始几分钟，夫妻之间或父母和孩子之间的关系最容易出问题。祖宁博士建议说，必须小心对待
相聚后的最初几分钟。如有什么不愉快的事情要讨论，应该留到以后再说。
作者声称人际关系课应该和阅读、写作、数学一样，成为每个学校的必修课。在他看来，生活
成功与否很大程度上取决于我们与其他人相处得怎么样。这至少和我们懂得多少知识同样重要。
Text B
餐桌礼仪和风俗
在今日英国，好的餐桌礼仪包括吃东西时不讲话；不能让食物掉落到盘子外；只在切东西时
用餐刀；不能越过桌子拿食物。世界其他地方也有进餐礼仪，但和英国的不同。事实上，一些其
他国家认为餐桌上的好礼仪，英国人却极力地避免。比如，在阿拉伯，人们在宴席上用手指拿吃
的，并且大声地打嗝以示他们真的很喜欢那些食物。
然而，富裕而且受教育多的东方人在很大程度上会接受西方的餐桌礼仪和习俗。餐桌和椅子
参考译文
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取代了以往的坐垫，与西方妇女一样，作为主持的女主人坐在餐桌的一端招待客人。然而很多日
本人仍然认为，倘若就餐不是坐在低矮桌子前的坐垫上，桌子上放着一盘食物，那就不妥了。世
界上很多地方同时接受传统的和西方的进餐方式。
在西方，不同的国家有不同的餐桌礼仪，尽管这些差异不那么明显。在北美，人们认为切完
肉后把餐刀放下来，右手拿叉吃东西比较礼貌。多数欧洲人，比如英国人，吃需要切的食物时，
始终左手持叉右手拿着餐刀。在大不列颠诸岛和斯堪的那维亚（挪威、瑞典、丹麦和冰岛），人
们用特殊的刀和叉吃鱼。然而在法国、比利时和意大利，任何菜都用同一把餐刀，只是把它在面
包上擦一下。
不同国家餐桌上用饮料的习惯也不同。在欧洲，开水，葡萄酒或啤酒与食品一起用，咖啡和
茶之后才用。在北美，人们一同食用诸如咖啡、茶或牛奶这些饮料和食品。
餐桌礼仪随着时间变化当然改变了很多。最早的食物也是最简单的。人们围着一堆火坐在地
上，每个人从火堆上的罐子里取食物，或者从烤熟的动物或飞禽上切下肉来吃。女人伺候武士
们，然后吃他们吃剩下的食物。
整个中世纪时人们用手抓东西吃。人们用木碟子吃东西，而贵族们坐在一个就叫“盐”的大
盐窖上，普通人坐在“盐”的下面。在亨利八世（1509—1547）统治期间，人们仍然用一直挂
在腰带上的折刀切食物，然后用手抓着吃。直到17世纪英国人才开始使用叉子。
餐桌礼仪不总是安静的行为。饭桌上吵架时有发生，于是在17世纪，法国国王路易十四下令
规定，所有餐具的刀尖都必须做成圆头的，以免人们在饭桌上吵架时互相刺伤。
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Community and Society
Unit
5
ObjectivesObjectivesObjectives
Text A Text B
Words
community, voluntary, citizen,
confine, handicapped, particular,
worthwhile, delighted, scheme,
source, concerned, variety
pioneer, obtain, pollution,
manufacture, invent, solve, disrepair,
endless,commute, poverty,
independent, private
Phrases and
Expressions
make sure, in a position, in danger
of, put up, in need of, confine to, be
concerned with, give up, carry out,
lend a hand, more than, occur to
wait on, fall into, take up, spread out,
in one’s own way, in part, grow up,
stay behind, on the move, to some
extent
Collocation bring + objective take + objective
Confusable Words lonely/alone, lend/borrow, root/source, limit/confi ne
StructuresThere are many people who have nobody near to see their need for help.
People confi ned to wheelchairs cannot go out unless somebody takes them.
Translation
Practice词类转换
Writing Practice Write Correct Sentences/ Write Invitation Letters
Reading Skills Reading for Details (3): Understanding, Cause and Effect
Expanding Your
Vocabulary
home + less → homeless, friend + less → friendless, end + less → endless
un + limited → unlimited, un + polluted → unpolluted, un + certain →
uncertain 105
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Text A
Community Service
I Introduction
1. Introductory Remarks
In the world, there are many people who need help. As for those who have nobody
around them to see their need, they can turn to community service organizations for
help. Supported by the volunteers, community service organizations carry out a variety
of tasks, providing help to the old, the handicapped, the homeless and the friendless.
2. Introductory Questions
1. What is community service?
2. Are most people today ready to help others when they are in trouble?
3. Are you sure you can always get help from others when you need it?
4. Is it necessary for our society to form an organization to give help to those who need it?
5. If you want to offer your helping hand, where do you go to get the information about
who is in need of help?
II Outline
Paras. 1-- 2 Community service is a way to help people in need.
Paras. 3-- 4 The help offered by community service
Para. 5 Ways to get the information about voluntary activities
III Detailed Study of the Text
1. (line 1) The idea of helping people comes naturally to most of us.
— As might be expected, most of us are willing to help others. / Most of us will
naturally think of helping others.
come to someone: (an idea) to enter someone’s mind
e.g. It suddenly came to her that she had been wrong all along.
Suddenly the words of the song came to me.
naturally: of course; as you would expect
e.g. The team was naturally upset about its defeat.
Naturally I want to win the game.cf. Speaking comes naturally to her.
Text A
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2. (line 2) If we see a blind person getting off a bus, we watch to make sure that he is in
no danger of falling.
— If we see a blind person getting off a bus, we watch to check he is not likely to be
hurt.
Note the structure “see somebody doing something”. Other verbs like watch, hear, listen
to, observe can be used in this structure.
cf. “see somebody do something”
make sure: to check that something has been done or fi nd out if something is true
e.g. I only came to make sure that everything was all right.
He glanced over his shoulder to make sure that there was nobody listening.
cf. make certain
e.g. Can you draw Harry a map just to make certain he’ll fi nd the hotel?
In order to make certain that the letter was delivered, he registered it.be in (no) danger of: (not) to be in a situation in which something unpleasant may
happen e.g. He was in no danger of losing his life.
While in danger of being attacked by two gunmen, she was surprisingly calm.3. (line 7) There are many people who have nobody near to see their need for help and
often nobody to give it even when the need is known.
— Many people cannot get help because there are no people nearby to learn about
their need for help and often even when people know they need help, nobody gives
it.
In the sentence, “it” refers to “help”.Notice that in the sentence the relative pronoun “who” is used to introduce a relative
clause “who have nobody near to see their need for help”.
e.g. She’s one of those people who love to be the centre of attention.
Do you know the people who live over the road?4. (line 12) It may not have occurred to you that you are in a position to help.
— You may have never had the idea that you are able to help others.
occur to: to come into (someone’s) mind
e.g. Did it ever occur to you that you would go abroad?
As soon as the thought occurred to him, he felt worse.
cf. happen to someone: If something happens to someone or something, it has an
effect on them and changes them in some way.e.g. I don’t know what I’d do if anything happened to him (= if he was hurt, became ill,
or died).
What happened to your jacket? There’s a big rip in the sleeve. What’s happened to my pen (= Where is it)? I put it down there a few moments
ago.
be in a position to do something: to be able to do something
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e.g. Perhaps I shall be in a position to help you next week.
When I know all the facts, I’ll be in a position to advise you.
cf. be in no position to do something: to be unable to do something
e.g. The poor family was in no position to bring up the twins.
I’m sorry I’m in no position to assist you now.5. (line 16) These organizations depend on voluntary help to carry out a wide variety of
tasks, volunteers giving up a little of their spare time to lend a hand.
— To complete different kinds of tasks, these organizations need the help and support
of volunteers, who use a little of their spare time to offer their help and support.
Note the absolute construction of “N + V-ing” in the sentence.
carry out: to perform or complete (a job or activity); fulfi ll
e.g. The hospital is carrying out tests to fi nd out what’s wrong with her.
Don’t blame me, I’m only carrying out my orders/instructions.
a variety of: a lot of a particular type of things that are different from each other e.g. a variety of matters/purposes
The girls come from a variety of different backgrounds. give up: 1. to agree to do something during the time you would normally spend doing
things you enjoye.g. The club secretary will need to give up an hour or two in a week to do the
correspondence.
Doing this course will mean giving up a lot of my spare time. 2. to stop doing something or having something, especially something that you
do regularly
e.g. He’s given up driving since his illness.
We’re going to give up our sports club membership after this year.
I’ve given up trying to help her.
They were forced to give up their home because they couldn’t pay the mortgage.
lend a hand: to help
e.g. I just thought I’d come up and lend a hand.
We must lend a hand with his problem.
Lend me a hand with this box.
cf. lend an ear: to listen to someone, especially in a sympathetic way
e.g. He lend an attentive ear to the words of wisdom.
The King lent an ear to the complaints of his people.6. (line 19) If you wish to take part in this worthwhile activity…
— If you want to get involved in this useful activity…
take part in: to be involved in an activity with other people
e.g. She doesn’t usually take part in any of the class activities.
About 400 students took part in the protest.worthwhile: if something is worthwhile, it is important or useful, or you gain something
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from it
e.g. He wanted to do a worthwhile job. We decided to give the money to a worthwhile cause (=one that helps people).Note the structures “it is worthwhile to do something” and “it is worthwhile doing
something”.e.g. As a musician it is worthwhile to deal both with copyright and performing right.
I thought it was worthwhile to clarify the matter. It wasn’t worthwhile continuing with the project.
If you own a computer it is worthwhile entering all your vocabulary on to a disk
from early on in your program.
7. (line 20) Think of the people most in need of help ...
— Think of the people who need help most ... be in need of: to neede.g. I felt lonely and in need of companionship.
The whole house is in need of decorating.
8. (line 21) Much of the work of community service is concerned with the care of the
elderly and the handicapped.
— Much of the work of community service is about the care of the elderly and the
handicapped.
be concerned with: to be about
e.g. The chapter is concerned with changes that are likely to take place.
I want to borrow a book which is concerned with American history.9. (line 24) … taking care of the garden may all prove diffi cult.
— … looking after the garden may all turn out to be diffi cult.
take care of: to look aftere.g. Who’s taking care of the dog while you’re away?
Her secretary always took care of the details.
prove: (used as a link verb) to turn out (to be)
e.g. These books proved interesting.
Her advice did prove sound. The young man has proved competent.
10. (line 25) Elderly people with failing eyesight are delighted ...
— A person with failing eyesight is the one whose eyesight is getting worse/poor. fail: (of health, sight, etc.) to become weake.g. She suffered from failing eyesight/hearing.
His last months in offi ce were marked by failing health.
be delighted: to be very pleasede.g. We’re delighted with our new house.
I was delighted at/by your news.
I’m absolutely delighted that you can come.
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We’d be delighted to come to dinner on Friday
11. (line 26) A helping hand and a friendly face can mean a great deal to a lonely elderly
person.— A person who comes to help and is friendly can be of great importance to an elderly
person who lives alone and who has nobody to talk to.
a helping hand: help; a person who offers helpe.g. But they’re frustrated that most of the time, they’re forced to rely on a helping hand.
Professionals should take comfort that a helping hand is available if needed.
lonely: unhappy because you are alone or do not have anyone to talk toe.g. a lonely old man
Don’t you get lonely being on your own all day?
cf. alone: without other peoplee.g. He likes being alone in the house.
She decided to climb the mountain alone.
Do you like living alone? At last, we’re alone together (= there are just the two of us here).
12. (line 28) People confi ned to wheelchairs cannot go out unless somebody takes them.
— People who are unable to walk can go out only if somebody takes them.
The word “unless” means “except if”.e.g. You can’t get a job unless you’ve got some experience (= You can only get a job if
you’ve got some experience).
Don’t come unless I telephone.
be confi ned to: to have to stay in a place, especially because one is ill e.g. The elderly woman was confi ned to a small apartment.
I was confi ned to bed for 10 days with a nasty bout of fl u.
Although confi ned to a wheelchair, she is active in social life.
13. (line 31) ... a visitor is then more than welcome.
— ... a visitor is then what they need most / is extremely welcome.The phrase “more than” means “very” and is used here to emphasize how welcome a
visitor is.
e.g. The store is more than happy (= very happy) to deliver goods to your home.
“I suppose you will be working late again tonight?” “More than likely (= very likely), yes.”
I was more than a little (= I was very) curious about the whole business.
We will be more than glad/ happy/ willing to help you in any way we can.
14. (line 37) Your school may have contact with an outside organization...
— Your school may be in communication with an outside organization...15. (line 42) ... are other sources of information, as is the public library.
— ... are other places from which you get information about voluntary activities and
the public library is also a source of information.
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source: 1. a thing, place, activity etc. that you get something from
e.g. They get their money from various sources.
a useful source of information
For me, music is a great source of enjoyment.
2. the cause of something, especially a problem, or the place where it startse.g. We’ve found the source of the trouble.
The recent name change has been the source of some confusion.
3. a person, book, or document that supplies you with informatione.g. List all your sources at the end of your essay.
I’ve heard from reliable sources that the company is in trouble.
as is/was/does, etc.: in the same way as someone or something else is, was, does, etc. e.g. Eve’s very tall, as was her mother.
I voted Labour, as did my wife.
IV Summary of the Text
It is regarded as our responsibility to give help to others when necessary. This help
is often accomplished by volunteering at a community service centre. Those who most
need help are the old and the handicapped, who may be lonely or unable to move about
freely. If you want to take part in this service, you can get information from such sources
as your school, a special committee or council, the public library, churches and youth
organizations.
V Text-related Information
1. Community Service:
It refers to service that a person performs for the benefit of his or her local
community. People become involved in community service for a range of reasons
— for some, serving community is altruistic act, for others it is a punishment. The
term “community service” therefore refers to projects that members of certain youth
organizations, such as the Boy Scouts and some high school students perform. It also
refers to an alternative sentencing technique in a justice system. And at times groups
of people will commit to perform service to the community as a gesture to the larger
community, as part of gift economics.
Examples of community service projects include (but are not limited to):
• cleaning a park
• collecting much needed items including clothes, shoes, bottle tabs, bottle cans, etc. • getting involved with Habitat for Humanity • reading to older people in nursing homes
• helping out your local fi re or police department
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• helping out at a local library
• tutoring developmentally disabled children for free
Community Service Among Youth:
Community service that engages youth is often called youth service. It is a
methodology that is simultaneously employed to strengthen young peoples’ senses
of civic engagement and nationalism, as well as assist them in meeting educational,
developmental and social goals.
In cases of community service among youth, the type of service performed is at
times similar to that performed by people convicted of crimes. It can also entail other
types of service. For example, a Boy Scout may undertake improvement projects —
such as repairing a structure.
When this form of community service is used, it is often a requirement of a
youth organization — the Scouting organization would require it in order for a Scout
to advance to the next rank. For high school students, it is often a requirement for a
student to advance to the next grade level or graduate from high school to perform a
certain number of hours of service.
The highest rank of scouting in the Boy Scouts of America, Eagle Scout , requires
each scout to prepare their own service project and lead it in their community. The
highest award in girl scouting, the Girl Scout Gold Award, involves setting up a similar
service project.
Community service is also used by college-bound high school seniors as a way of
attracting colleges to accept them. Though technically not a requirement for acceptance
for that specifi c college, most colleges generally use community service as an unoffi cial
college requirement for acceptance, though some colleges prefer work experience over
community service. The best overall community service hours is generally around 300
hours or more. Some colleges also require their own students by volunteering specifi c
number of hours in order to graduate and get a degree.
Service learning is the deliberate connection of community service to stated
learning goals. A common misconception among educators, youth workers, and young
people is the notion that service learning can be assigned. Several experts attest to the
necessity of engaging youth in deliberating, planning, implementing, and reflecting
on their community service, thereby sustaining high quality service learning. This is
intended to make community service an effective learning tool.
2. The Scouts: an organization founded in 1908 by Lord Baden Powell for children and
young people which teaches them to become disciplined, practical, and self-suffi cien3. The United Kingdom: the offi cial name for the country consisting of Great Britain and
Northern Ireland
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Text B
People on the Move
I Introduction
1. Introductory Remarks
The history of America is the history of the movement of the American people.
They moved from the East Coast to the West, from the country and the farm to the city,
and from the cities to the suburbs.
Today American people are beginning to move back to the city or are ready to move
from the suburbs to the country. It seems that this movement will continue to play an
important role in American history.
2. Introductory Questions
1. Do people in China move a lot now? Why or why not?
2. When people move, where do they usually go – from the country to the city or from
the city to the suburbs?
3. Where would you like to live? In the city or in the suburbs? Why?
II Outline
Para. 1Introduction: giving the main idea and briefl y list the supporting points
Paras. 2-- 5
Illustrate the supporting points in detail.1. Move from the East coast to the West coast2. Move from the country to the city3. Move from the city to the suburb
Paras. 6-- 9 Another big movement.
Para. 10 Conclusion: American people are always on the move.
III Detailed Study of the Text
1. People on the Move: people who move from place to place
— on the move: moving from place to placee.g. It’s hard to contact her — she’s always on the move.
The Johnsons are on the move from the city to the country.
Text B
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2. (line 1) The history of the American people is, in part, the history of movement of the
American people.
— This history of the American people is, to some extent / in a sense, the history of
the movement of the American people.
in part: to a certain extent; partlye.g. His success was due in part to luck.
The driver was in part responsible for the accident.
I admit that you are right in part.
3. (line 18) The automobile was invented.
— The automobile was made for the fi rst time.“Invent” is different from “discover” in meaning. We invent something that did not exist
before, such as a machine or method. We discover something that existed before but
was not known, such as a place, thing, or fact.e.g. Who invented the computer?
Edison invented the electric light lamp.
cf. In the sixties, oil was discovered under the North Sea.
Important minerals were discovered in some areas.4. (line 24) The cities grew up – the buildings got taller – and the cities grew out – they
spread out from the center.
— There were more and more tall buildings in the cities and they became bigger –
they extend outwards.grow up: 1. If a town or city grows up in a particular place or way, it develops there or
in that way
e.g. The city grew up originally as a crossing point on the river.
2. to gradually become an adult
e.g. I grew up in Scotland (= I lived in Scotland when I was young).
Taking responsibility for yourself is part of the process of growing up.
grow out: to become bigger in an outward directione.g. The plant is alive after all! There are new leaves growing out.
There was grass growing out in the middle of the road.
spread out: to (cause to) stretch in space or timee.g. The whole valley was spreading out before his eyes.
A hopeful future seemed to spread out before him.
5. (line 25) Apartment buildings ... took their place.
— Apartment buildings ... replaced those private houses.
take someone’s place/take the place of: to replace e.g. Natural methods of pest control are now taking the place of chemicals.
I had to fi nd someone to take Jenny’s place.
Who will take Mr. Robert’s place?
cf. replace: to start doing something instead of another person, or start being used
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instead of another thing
e.g. I’m replacing Sue in the team. Lectures have replaced the old tutorial system.
6. (line 33) In many cases, companies in the suburbs give them jobs. In other cases,
Americans need to commute to and from the cities where their jobs are.
— When they move to the suburbs, most of them get jobs there. If their jobs are in the
cities, they have to make the same journey regularly between their work and home.
commute: to regularly travel a long distance to get to worke.g. Jim commutes to Manhattan every day.
It’s exhausting commuting from Brighton to London every day.
7. (line 37) Americans have watched their big cities fall slowly into disrepair and die.
— Americans have watched their big cities gradually get into a bad condition and die.
fall into: to pass into (a certain state)e.g. He fell into serious trouble.
The company has fallen into disrepute in recent years.
If you had taken my advice, you would not have fallen into hopelessness.
8. (line 37) middle-class people: — the people of a social class that includes professional
people such as teachers, managers, but does not include people who are very rich or people who work mainly with their hands
9. (line 38) … and the very rich and the very poor stay behind.— … the very rich people and very poor people do not leave the cities, but remain
there.
stay behind: to not leave a place when other people leavee.g. I stayed behind after class.
I stayed behind to help clean up after the party.
10. (line 39) concerned Americans: worried Americans; Americans who are concerned
about public affairs
Note that when “concerned” comes before a noun, it means “worried”, but when it
comes after a noun, it means “related”.e.g. Concerned parents have complained about the dangerous playground.
She looked up with a concerned air.cf. I’d like to thank everyone concerned for making the occasion run so smoothly.
IV Summary of the Text
American people have always been moving from one place to another throughout the
history. 250 years ago, they fi rst moved from the East Coast to the West, seeking new land.
Then the Industrial Revolution led to the movement from the country to the growing cities
because people wanted to get new jobs and more comfort, but then when the cities got too
crowded, people began moving to the suburbs. As a result, these people either take up jobs
in the suburbs or move daily between the suburbs and the cities. However, today some
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Americans are moving back to the cities, while others are ready to move to the country.
V Text-related Information
1. The Colonies of the East Coast:
That refers to the 13 settlements in the east coast of the US which formed the
original United States.
2. Pioneer Americans/the Frontier Settlers:
In American history, the frontier was the westernmost area of settlement at any
given time in the expansion of the nation. Historians assume that the process of
extending the frontier westward began in 1607 with the settlement of Jamestown and
ended around 1890, when there was no longer any new land for homesteaders.
The American frontier existed near the edge of free land. Frontier settlers moved
from the Atlantic coast across 3 000 miles (more than 4 800 km) of wilderness, deserts,
and mountains until they were finally stopped by the Pacific Ocean. This advance
averaged 10 miles (16 km) a year, but in actuality movement progressed by successive
waves and at a very uneven rate. Geography and Indians generally determined the
boundaries of a particular frontier region. Within the next 100 years, pioneers pushed
the settlement line to the base of the Alleghenies. During the American Revolution,
many settlers crossed the mountains into Kentucky and Tennessee and from there
ventured into the Old Northwest and Old Southwest. Pioneers poured through the
Cumberland Gap and down the Ohio in ever-increasing numbers. By 1820, all the lands
east of the Mississippi had been carved into separate states or territories. During the
next three decades, a wave of settlers moved beyond the Mississippi to the edge of the
arid plains. The discovery of gold in California in 1848 altered the pattern of westward
migration, as hordes of settlers and prospectors passed through the Great Plains. By
1860, the line separating the settled region from the unoccupied zones had moved back
to the Rockies.
3. The Industrial Revolution:
The term “Industrial Revolution” describes the historical transformation of
traditional into modern societies by industrialization of the economy. The main defi ning
feature of the revolution was a dramatic increase in per capita production that was made
possible by the mechanization of manufacturing and other processes that were carried
out in factories. Its main social impact was that it changed an agrarian society into an
urban industrial society. The historical term “Industrial Revolution” can be applied to
specifi c countries and periods of the past, but the process known as industrialization
is still going on, particularly in developing countries. Since industrialization makes
possible long-term increases in production and income, economists seeking to create in
developing countries a process similar to the one that fi rst occurred by accident in 18th-
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century Britain have carefully studied the Industrial Revolution.
American society was an ideal vehicle for industrialization. The Puritan ethic and
a belief in free enterprise fostered technological innovation and economic growth, and
the country had enormous natural resources. In the late 18th century, Samuel Slater,
a textile worker from England, copied Arkwright’s machine designs and opened a
cotton mill in Rhode Island. Under the leadership of such entrepreneurs as Francis
Cabot Lowell, the New England textile industry continued to develop. The supply of
cotton fi ber for the textile mills was vastly increased by Eli Whitney’s invention (1793)
of the cotton gin. Another major mechanical innovation in crop harvesting was Cyrus
Mccormick’s reaper (1831). Labor-saving devices such as these freed workers to enter
the factories, which also drew upon immigrant labor.
Aided by the spread of the transportation network, the boom period in American
industrialization came in the second half of the 19th century. By the turn of the
century the United States had overtaken Britain in the output of iron and coal and
the consumption of raw cotton. Britain, with its older plants and equipment, faced
increasing economic competition from other countries and lagged behind, particularly
in the newer chemical and electrical industries; the former was led by Germany and the
latter by the United States. In the 20th century the United States also dominated the
new automobile industry, which Henry Ford revolutionized by introducing a system of
coordinated assembly-line operations. Ford’s success led to the widespread adoption of
mass production techniques in industry.
Skills
Translation Skills
转译词类：英语副词可转译成汉语的名词、动词或形容词。英语形容词转译成汉语的副词、动
词或名词。
英语中副词使用频繁而且种类繁多，有的表示时间、地点、方式，用来修饰动词；有的表示程
度，用来修饰形容词或其它副词；有的起连接作用引导从句；有的用来修饰整个句子。英语副词
在句子中的位置也比较灵活，有时在句首，有时在动词前后，有时在词语中间。翻译时首先要弄清
它的修饰关系，正确理解其含义，然后根据汉语习惯灵活处理。英语形容词或动词转译成汉语名词
时，原来修饰该形容词或动词的副词往往随着转译成汉语形容词。
下面例子可供教学参考：
Has he got his spectacles on? 他戴眼镜了吗？
It was offi cially announced that…官方宣布，⋯⋯
Skills
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She opened the window to let fresh air in. 她把窗子打开，让新鲜空气进来。
This fi lm impressed him deeply. 这部电影给了他深刻的印象。
He is physically weak but mentally sound. 他身体虽弱，但思想健康。
由于英汉两种语言在表达方式上的不同，有些英语形容词可译成汉语的副词，这种转译法在形
容词修饰的名词转译成汉语动词时更常运用。
表示心理状态的形容词在联系动词后作表语用时常转译成汉语动词。可以转译成汉语名词的英
语形容词通常有两种：一种是加定冠词表示某一类人的形容词，另一种是用来表示特征或性质的形
容词，可以根据汉语习惯转译成名词。
下面的例子可供教学参考：
He was a regular visitor. 他以前经常来。
A successful scientist must be a good observer. 一个成功的科学家一定善于观察。
They were not content with their present achievements. 他们不满足于自己现有的成就。
They did their best to help the sick and the wounded. 他们尽了最大的努力帮助病号和伤员。
I feel doubtful about what I ought to do. 我不能确定应该做些什么。
That hose is fl exible. 那水管有柔性。
Computers are more fl exible, and can do a great variety of jobs. 计算机的灵活性比较大，因此
能做多种不同的工作。
Most people considered him foolish.大多数人认为他是一个傻瓜。
She whispered a hurried good-bye to her mother and got into the car. 她匆匆地向母亲轻声道
别，钻进了汽车。
Guided Writing
本单元写作是学写句子衔接中的让步关系。表示让步关系词语有 although, though, in spite of,
despite, while, even though 等。比如：
Our new neighbours are quite nice. Their dog is a bit of a nuisance.
→ Our new neighbours are quite nice, though their dog is a bit of a nuisance.
She insisted on keeping her coat on. It was extremely warm in the house.
→ She insisted on keeping her coat on, although it was extremely warm in the house.
We arrived at the airport on time. It was raining heavily.
→ Although it was raining heavily, we arrived at the airport on time.
We arrived at the airport on time in spite of the heavy rain.
Despite the heavy rain, we arrived at the airport on time.
Even though it was raining heavily, we arrived at the airport on time.
也可以采用倒装等手段表达让步意义，如：
Stupid as I am, I can beat you in a race. (试比较：Though I am stupid, I can beat you in a
race.)
Rich as he is, yet I don’t envy him. (试比较：I don’t envy him, even though he is rich.)
本单元的实用英语写作部分，是根据所提供的信息写邀请便函。邀请某人参加亲朋好友间的非
正式聚会、聚餐、喝茶等，除了口头邀请、打电话，写便函、发E-mail等现在也很常见。这类便函
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格式较随意，只要写明：被邀请者名字、邀请内容、地点、时间和日期即可。收到邀请函后，通常
可以简单回复，说明能否前去；不能去也要简述理由以示礼貌。
下面是一些邀请信的常用格式：
Dear ________,
Will you come to luncheon with us on ________, at ________?My niece [NAME] is visiting us and I think you will enjoy meeting her. She is a
charming, and pretty girl. She is now… and is a very good company! John and Jane will be
here, and perhaps we can… after luncheon. Do say you’ll come!
Loving yours,
XXX
Dear ________,
It would give me /us great pleasure to have your presence at a reception in honor of
the American delegation.
The reception will be held in ______(PLACE), on ______ (TIME and DATE). Cocktails
will be served promptly at six to be followed at eight. I /We sincerely hope you attend.
Please let me /us know.
Sincerely yours,
XXX
Reading Skills — Reading for Details (3):
Understanding Cause and Effect
Specific Aim 1: To help students learn to read critically as well as think logically via
understanding the cause and effect relationship.
Why? The cause and effect relationship is both a common way of thinking and
a format for writing.
Specifi c Aim 2: To train students to identify two basic patterns of cause-effect writing:
single effect with multi-causes and single cause with multi-effects.
Why? A cause-effect text is often developed with a series of specifi c or factual
details and examples. It can develop in a number of ways, such as
pointing out causes fi rst or presenting effects fi rst, using one or several
causes/effects to illustrate a general idea. Students are better to start from
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the basic two patterns mentioned above.
Signal words for cause and effect
For showing the cause: because, because of, due to, result from, since, for,
one cause is, another reason is
For showing the effect: as a result, consequently, so, hence, then, leads to,
therefore, thus, a (one) result of this is, bring about, result in, so that
Key to the Exercises
Text A
First Reading
Exercise 1
1. D 2. C 3. A 4. B 5. D
While Reading
(For reference)
1. Lend a hand to the old and handicapped people. Help them, for example, clean their
houses.
2. Search the Web for the information needed.
Second Reading
Exercise 2
1. T 2. F 3. F 4. T 5. T
Exercise 3
Community Service
Main task: helping the people around you
Mainly concerned with the care of 1. the old
2. the handicapped
Key to the ExercisesKey to the Exercises
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Main forms of help: household repairs, cleaning, preparing food, taking care of garden,
reading or writing letters
Sources of information on community service:
1. your school
2. the Council of Social Service
3. the Guild of Social Welfare
4. the Citizens’ Advice Bureau
5. the Women’s Royal Voluntary Service
6. the public library
7. Churches
8. the Scouts
9. youth organizations
Oral Practice
Exercise 4
(For reference.)
Community service is known as helping the people around you. This help is often
accomplished by volunteering at a community service centre. Those who most need help are
the old and the handicapped, who may be lonely or unable to move about freely. If people
want to lend a hand in this service, they can get information from such sources as your
school, a special committee or council, the public library, churches and youth organizations.
take a vacation, fi nd out, at work, in fact, so that, in addition to, according to, such…as, search out, fall off
except for, a set of, look over, full of, such as, search for, consist of, put up, on weekends, for fun
Collocation Verbs + school / a class or a lesson/ a course / a language / an exam
Confusable Words personnel/personal, amount/number, accomplish/perform, situation/case
StructuresThe more time a person spends at work, the more she or he accomplishes.They feel they have to spend more time on the job after normal working hours so that the people who can promote them see them.
Translation
Practice词类转换
Writing Practice Write Topic Sentences /Accept an Invitation
Reading Skills Reading for Details (4): Understanding Defi nitions
Expanding Your
Vocabulary
connect + tion → connection, act + tion → action, attend → attentionmulti + colored → multicolored, multi + national → multinational multi + party → multiparty
129
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Text A
Working Hard or Hardly Working?
I Introduction
1. Introductory Remarks
Nowadays, people work longer hours than they used to, but are they really working
harder than ever before? No, most of them spend extra, unproductive time at the offi ce
because their employers encourage them to do so, believing that the more time a person
spends at work, the more she or he accomplishes. However, the connection between
time and productivity is not always positive.
2. Introductory Questions
1. Who seem to work harder, people now or people in the past?
2. Do people really work harder when they work longer hours? How do you know?
3. Is it right that the more time a person spends at work, the more she or he
accomplishes?
4. Why are employees working longer hours now than ever before?
5. Do you believe if an employee stays at work later, he or she may do more work?
6. Do people work long hours only for more money?
II Outline
Para. 1 Americans seem to be working harder today than ever before.
Para. 2 The connection between time and productivity is not always positive.
Para. 3Employees have to spend more time on their job because employers often
consider the amount of time on the job in addition to job performance.
Para. 5
Employers believe that if the employees stay at work later, they may
actually do more work, which may encourage other employees to spend
more time at work, too.
Para. 5 People do not work long hours only for more money.
III Detailed Study of the Text
1. Working Hard or Hardly Working?
hard: with great effort
Text A
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e.g. Look hard at this picture.
Think hard and work hard.
hardly: almost not
e.g. He could hardly wait to hear the news.
There’s hardly any coal left.
2. (line 2) ... than employees did in 1979.
Compare “employee” with “employer”. The suffi x “-ee”, when added to a verb, usually
means a person who is being treated in a particular way or a person who is in a
particular state.
e.g. the payee (= someone who is paid)
a trainee (= someone who is being trained)
an absentee (= someone who is absent)
3. (line 4) Or are they?
— Or are they really working harder today than ever before?
4. (line 5) A management consultant, Bill Meyer, decided to fi nd out.
Note “a management consultant” and “Bill Meyer” are in apposition.
e.g. The defendant, a woman of thirty, denied kicking the policeman.
fi nd out: to learn or discover (a fact that was hidden or not known)
e.g. I won’t tell you — you must fi nd out for yourself!
Please fi nd out whether there is an express train at 10:00.
cf. find: to discover, especially by searching; get (someone or something that was
hidden or lost)
e.g. I can’t fi nd my boots!
They found him somewhere to live.
5. (line 7) Meyer wrote down everything the banker did during his long workday — the
banker worked 80 hours a week.
write down: to record in writing (especially what has been said)
e.g. Why not write down your ideas on a piece of paper before you start your essay?
I wrote down the address in the back of my diary.
6. (line 9) At the end of the three-day period, Meyer reviewed the banker’s activities with
him.
at the end of: at the fi nal point or the last part of
e.g. The task was fi nished at the end of 1995.
cf. at an end: fi nished
e.g. The war was at an end.
He went on spending lavishly until his money was at an end.
She was at the end of her patience.
in the end: at last
e.g. It will turn out all right in the end.
“... reviewed the banker’s activities” means “considered/studied the banker’s activities
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carefully in order to give an opinion on them”.
7. (line 11) They discovered that the man spent 80 percent of his time doing busy work.
discover: 1. to find (something existing but not known before, often a place or a
scientifi c fact)
e.g. Columbus discovered America in 1492.
I discovered a fl y in my coffee.
2. to fi nd out (a fact, or the answer to a question)
e.g. We soon discovered the truth.
We discovered her to be a good cook.
Did you ever discover who sent you the fl owers?
Note the pattern “spend time doing something”.
e.g. I spent many years building up my collection.
He’s spent most of his life working for the same company.
8. (line 15) Apparently, many people believe that the more time a person spends at work,
the more she or he accomplishes.
— It is plain/apparent/clear that many people believe that a person will surely do
much more work if he/she spends more time on his/her work.
the more/less, etc. ..., the more/less, etc. ...: used to indicate that the increase/decrease
in the amount or degree of one thing affects the increase/decrease in the amount or
degree of another
e.g. The more he gives his children, the more they want.
The more you practise, the better you can speak English.
The more I see of him, the less I like him.
accomplish: to succeed in doing; fi nish successfully; perform
e.g. We tried to arrange a peace but accomplished nothing.
He accomplished a great deal during his fi rst year.
cf. fi nish: to reach or bring to an end; reach the end of (an activity)
e.g. What time does the concert fi nish?
When do you fi nish your college course?
I haven’t fi nished reading that book yet.
9. (line 17) In fact, many studies indicate that after a certain point, anyone’s productivity
and creativity begin to decrease.
— In fact, many studies show that after a certain period of time, everybody’s effi ciency /
working rate and creativity begin to decrease /fall off.
point: an exact moment; particular time or state
e.g. It was at that point that I saw him leave the building.
I’ve come to the point where I can’t stand her arguing any longer.
10. (line 19) Furthermore, it is not always easy for individuals to realize that their
performance is falling off.
— In addition, it is not always easy for individuals to become aware of the fact that
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the quality of their performance is becoming worse.
fall off: to become worse or become less in quality, amount, etc.
e.g. The quality of performance has fallen off since last year.
Business fell off after Christmas.
Membership of the club has fallen off this year.
The daily number of passengers by this airline falls off.
11. (line 22) ... they often consider the amount of time on the job in addition to job
performance.
— ... they consider not only job performance but also the amount of time spent on the
job.
in addition to: as well as
e.g. In addition to the apples you asked for, I bought you some oranges.
In addition to English, he has to study a second foreign language.
12. (line 25) effectively: in an effective way
e.g. Children have to learn to communicate effectively.
A well run community service can deal effectively with this problem.
cf. effective: having a noticeable or desired effect; producing the desired result
e.g. He made an effective speech.
His efforts to improve the school have been very effective.
cf. effi cient: working well and without waste
e.g. Our effi cient new machines are much cheaper to run.
A good manager is both competent and effi cient.
13. (line 27) ... so that the people who can promote them see them.
— ... for the purpose of being seen by their employers.
so that: in order that; with the aim that; with the result that
e.g. She worked hard so that everything would be ready in time.
Nothing more was heard from him so that we began to wonder if he was dead.
14. (line 28) A group of head-hunters (people who search out executive personnel for
companies) were asked their opinions about a situation.
— A group of people who are responsible for looking for and discovering executive
personnel for companies were asked to give their opinions about a situation.
search out: to fi nd (out) or uncover by searching
e.g. The lawyer searched out the weaknesses in the witness’s statement.
He searched out the book and handed it to me.
15. (line 31) The candidates had comparable qualifi cations for the job.
— The two candidates had similar qualifi cations for the job.
comparable: roughly similar (to something else) in quality, size, number, etc.
e.g. The girls are of comparable ages.
Our prices are comparable to/with those in other shops.
The two experiences aren’t comparable.
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16. (line 33) The other would do the same job in an 80-hour week just as well.
— The other candidate would do the same job in an 80-hours week just as effectively
as the fi rst candidate.
17. (line 39) In such fi elds as advertising, ... the glamour and publicity are worth more
than any monetary benefi t.
— In the fi elds like advertising, ... the glamour and publicity are more important than
money.
such ... as: used when giving an example of something
e.g. It’s one of those gourmet shops that sells such things as smoked salmon, coffee
beans and expensive biscuits.
benefi t: advantage; profi t; good effect
e.g. He has had the benefi t of fi rst-class education.
I’ve done it for his benefi t.
It’s of great benefi t to everyone.
cf. profi t: money gain; money gained by a business or a piece of business
e.g. He sold his house at a profi t; he made a profi t of $1000 on the sale.
There’s very little profi t in selling land at present.
18. (line 41) On the other hand, many employees are not willing to spend so much extra,
unproductive time at the offi ce.
— Still, many employees don’t want to spend so many additional hours at the offi ce
without achieving very much.
on the other hand: (used for comparing different things or ideas) at an opposite point
e.g. I know this job of mine isn’t much, but on the other hand I don’t feel tired down.
He is clever, but on the other hand, he makes many mistakes.
19. (line 42) Once they finish their work satisfactorily, they want to relax and enjoy
themselves.
— As soon as they fi nish their work satisfactorily, they want to rest or do something
that is enjoyable.
once: from the moment that, as soon as
e.g. Once you show any fear, he will attack you.
Once printed, this dictionary will be very popular.
IV Summary of the Text
As shown by a recent survey, Americans work longer hours and take shorter
vacations than they did in 1979. More time on the job doesn’t necessarily mean greater
effi ciency. However, some people still work extra hours simply because they hope to
be promoted by their employers. Head-hunters of a company also tend to believe in
the seeming truth that more time leads to more work. Yet, it should be noted that this
attitude toward work does vary from person to person and from one circle of society to
another.
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V Text-related Information
1. Working Long Bours Is Worse for Women
A Leeds University team found men and women respond very differently to
working long hours — with the greatest impact being on women.
Dr. Daryl O’Connor, a researcher at Leeds University and his team studied the
impact of stress on eating habits and looked at what causes stress at home and at work
and how people react to it.
They found that working long hours has a greater negative impact on women than
men because it makes them more likely to smoke, drink coffee and eat unhealthy food,
although both sexes were likely to increase their intake of unhealthy foods.
The researchers say that this is probably a reaction to the stress of a demanding job
and stress disrupts people’s normal eating habits and causes them to opt for unhealthy
high fat and high sugar snacks in preference to healthier food choices.
Long hours, however, appeared to have no negative impact on men’s level of
exercise, caffeine intake or smoking, but for both sexes long hours were associated with
a reduction in alcohol consumption.
The study looked at stress caused by minor events, or difficulties both in and
outside work, such as having an argument with a colleague or friend, a meeting with a
boss, giving a presentation at work, or missing a deadline.
People who experienced one or more such events during the day reported
consuming significantly more between-meal snacks than usual but fewer portions of
vegetables, and a smaller main meal.
Dr. O’Connor describes people who snack under stress as “emotional eaters” and
says they have higher levels of vulnerability and resort to food when they feel anxious
or emotionally aroused or negative about themselves.
They avoid confronting these “negative” feelings by focusing their attention on food.
Other experts say men are less likely to be affected by working long hours because
they are not expected to multi-task in the same way as women and as a rule do not have
to face domestic chores when they get home and most working women would agree.
(From: Medical Research News, 13 July, 2006)
2. Work Effi ciency — Are Employees Really Ouerworked?
American companies are assumed to lose up to 750 billion dollars due to
unproductive computer usage by employees during their work time (Washington, AFP,
2005-07-12). It is most often connected with using the Internet and company computers
for private purposes. Participating in discussion groups, conducting private e-mail
correspondence, conversing with friends through Internet communicators or making
acquisitions in e-shops are very common. Statistics show that employees can devote 2-4
hours daily for that activity! Today when labor costs are growing, employers more often
decide to monitor employee activity, using vertical applications for that purpose.
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Text B
Working for Fun and Profi t
I Introduction
1. Introductory Remarks
Garage sales and fl ea markets are popular in the United States. People often have
a garage sale to sell their unwanted things. A fl ea market is bigger than a garage sale.
It is an interesting place to visit if you want to buy something or if you want to sell
something. Don’t be surprised if you fi nd the very thing you have been looking for is in
a garage sale or in a fl ea market.
2. Introductory Questions
1. Are there any fl ea markets and garage sales in your neighborhood /in your city /in your
hometown? If yes, what can you buy there? If not, is there anything similar to them?
2. Do you know the difference between a fl ea market and a garage sale?
3. Make a list of things you need now. These might be clothes, items you need for your
room, apartment, house, or something you’d like to send to your family or friends.
How many of these items do you think you could fi nd at a fl ea market or garage sale?
II Outline
Para. 1 You come to your fi rst garage sale.
Para. 2 You friend comes to his fi rst fl ea market.
Para. 3 Garage sales and fl ea markets are popular in the United States.
Para. 4 What a fl ea market is.
Para. 5 What a garage sale is.
Para. 6Flea markets and garage sales give Americans an opportunity to work for
fun and for profi t.
III Detailed Study of the Text
1. (line 1) Everything is quiet except for a group of people and some colorful objects you
see about three blocks away.
except for: apart from; leaving out or not including
Text B
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e.g. Everything is perfect except for the weather.
Except for one old lady, the bus was empty.
The children are all asleep except for Lorna.
block: n. the length of one side of a piece of land or group of buildings, from the place
where one street crosses it to the next
e.g. His apartment is two blocks away from the school.
You go two blocks, then turn left.
v . to prevent movement through something, or to prevent something from
happening or succeeding
e.g. A fallen tree is blocking the road.
My view was blocked by a tall man in front of me.
A group of politicians blocked the proposal.
2. (line 2) As you get closer, you notice that there are many things lying on the ground:
some Time and People magazines, a collection of toy trucks, some weight-lifting
equipment, two bicycles, and a set of chairs.
— As you come nearer, you see that there are many things lying on the ground…
collection: a group of objects or people
e.g. There was a collection of books and shoes on the fl oor.
There is always a strange collection of runners in the London Marathon.
equipment: the things that are needed for a particular purpose or activity
e.g. a useful piece of equipment for the kitchen
medical / offi ce equipment
a set of: a group of similar things that belong together in some way
e.g. a set of tools
a set of false teeth
a new set of rules to learn
3. (line 6) …and looking over the objects in the driveway.
— … and examining the objects in the driveway.
look over: to examine something to see how good, big, etc. it is
e.g. We looked over the house again before we decided to rent it.
Do you have a few minutes to look these samples over?
driveway: a wide hard path or a private road that leads from the street to a house
e.g. There was a car parked in / on the driveway.
4. (line 7) You consider taking a detour around the group of people, but you are curious.
— You think about taking a longer route in order to avoid the crowd, but you want to
know what is happening there.
detour: a way of going from one place to another that is longer than the usual way, for
example because you want to avoid a traffi c problem or to visit something
e.g. We had to make a detour around the fl ooded fi elds.
It’s well worth making a detour to see the village.
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We took a detour to avoid the town center.
5. (line 9) Was there an accident? Is this a party? No! Welcome to your fi rst garage sale!
— It was not an accident. It is not a party, either. It is a garage sale. You are welcome
to it.
6. (line 15) a large parking lot: a large area where people can leave their cars
The word “lot” means “an area of land used for a particular purpose”.
e.g. a vacant lot
7. (line 16) ... many multicolored objects: many objects of different colors
The word beginning (prefi x) “multi-” has a sense of “many; more than one”.
e.g. multicultural, multinational, multiparty
8. (line 16) At fi rst he thinks it’s an art show. Then he decides it’s a fair. He parks his car
and gets out to explore.
— At the beginning, he thinks it is an art show. Then he thinks it must be a fair. He
leaves his car somewhere and gets out to go there to fi nd out what it is like.
show: A fair is an event at which people, businesses, etc. show and sell their goods.
e.g. world trade fair, a craft / a book / an antique fair
A show is an occasion when a collection of things are brought together for people
to look at.
e.g. an agricultural show,
the Paris fashion shows,
A local artist is holding a show of her recent work.
9. (line 19) Many Americans fi nd that they can make a little extra money and have fun
being “weekend entrepreneurs.”
— Many Americans discover that they can make some additional money and at the
same time they can enjoy themselves by being “weekend businesspersons.”
10. (line 23) Flea markets are generally open spaces in or out of town that become busy
sales centers on weekends.
— Flea markets are, in most cases, held in open areas in town or out of town. These
areas become sales centers on Saturdays and Sundays.
generally: in most cases; usually
e.g. I generally get up at six.
We generally go to Beijing for our holiday.
11. (line 24) …rent a space for the day for a small amount of money and sell their
merchandise.
— … pay a small amount of money for the space they use for the day and sell their
goods.
rent: (especially American English) to pay money to someone so that you can use
something for a short period of time
e.g. We rented a car for the week and explored the area.
Shall we rent a movie this evening?
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cf. to regularly pay money to someone so that you can use something that they own,
such as a house, some land, a machine, etc.
e.g. to live in rented accommodation / housing / property
In the long run, it is more expensive to rent a television than to buy one.
cf. rent, hire,
You can hire something for a short period of time (British English only), but rent
something for a longer period.
e.g. We can hire bikes for a day to explore the town.
We don’t own our TV, we rent it.
In American English, rent is always used. It is sometimes now used in British English
instead of hire, too. The owners of property can hire it out for a short period (British
English).
e.g. Do you hire out bikes?
The company hire out cars.
Or they can rent (out) / let (out) a building, etc.
e.g. We rent out rooms in our house to students.
They rent out one fl oor of their building to an American company.
Outside a building you could see: To let (British English), For rent (especially American
English).
To hire can also mean to employ somebody, especially in American English.
e.g. We hired a new secretary.
The storekeeper hired ten girls for the Christmas rush.
merchandise: goods that are bought or sold; goods that are for sale in a shop/store
e.g. a wide selection of merchandise
The store has the best merchandise in town.
12. (line 25) Shoppers from near and far come to get good buys on imported watches, house
plants…
— Shoppers from different places/from a very wide area come to buy imported
watches, house plants… that are of good quality and are not expensive.
near and far: used to indicate that you are referring to a large area or distance
e.g. People would gather from near and far.
Within months his reputation spread near and far.
People came from near and far to see the Christmas display.
a good / better /great, etc. buy: a thing that is worth the money that you pay for it
e.g. That jacket was a really good buy.
Best buys this week are carrots and cabbages.
cf. bad buy: something that is not worth the amount of money you paid for
13. (line 28) They search fl ea markets for special treasures that they can resell in their
own stores for lots of money.
— They examine fl ea markets carefully to fi nd unusually valuable things that they can
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sell again in their own stores to make a large amount of money.
search (…) for: to try very hard to find (something or someone), as by looking or by
inner enquiry in (something)
e.g. Firefi ghters searched the buildings for survivors.
The committee has been searching for new ways to tackle youth unemployment.
lots of: a large number, amount, quantity of (used in the same way as “a lot of” but more
informal)
e.g. The idea has attracted lots of publicity.
He’s making lots of money.
14. (line 30) …and the merchandise consists mainly of household items.
— …and the goods are mainly household items.
consist of: to be formed from the things or people mentioned
e.g. The committee consists of ten members.
Their diet consisted largely of vegetables.
15. (line 32) People frequently have garage sales before they move and on weekends when
the weather is nice.
— People often have garage sales before they move to another place and on Saturdays
and Sundays when the weather is fi ne.
frequently: often
e.g. Buses run frequently between the city and the airport.
These are some of the most frequently asked questions about the Internet.
16. (line 35) …or put signs up around the neighborhood.
— … or fix signs in the public places near the place where they live to tell people
there is going to be a garage sale.
put up: to fi x something in a place where it will be seen
e.g. to put up a notice / a poster
She put up a notice about the school trip France.
sign: a piece of paper, wood or metal that has writing or a picture on it that gives you
information, instructions, a warning, etc.
e.g. a shop / pub sign
The sign on the wall said “Now wash your hands”.
Follow the signs for the city centre.
cf. Headaches may be a sign of stress.
There is no sign of John anywhere.
neighborhood: a district or an area of a town; the area that you are in or the area near a
particular place; the people who live there
e.g. We grew up in the same neighborhood.
We searched the surrounding neighborhood for the missing boy.
He shouted so loudly that the whole neighborhood could hear him.
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17. (line 36) Cleaning, organizing, pricing, and moving merchandise is hard work, but the
opportunity of fl ea markets and garage sales proves that many Americans work for
fun!
— It is not an easy job to clean, arrange, write price tickets on the goods, and then
move the goods, but the opportunity of fl ea markets and garage sales proves that
many Americans do this just for pleasure and enjoyment.
price: to write or stick tickets on goods to show how much they cost; fi x the price of
something at a particular level
e.g. a reasonably priced house
These goods are priced too high.
IV Summary of the Text
Garage sales and fl ea markets are popular in the United States. Many Americans fi nd
that they can make a little extra money and have fun being “weekend entrepreneurs.” Flea
markets are generally open spaces in or out of town that become busy sales centers on
weekends. People who want to sell new or used clothing, tools, furniture, or books rent a
space for the day for a small amount of money and sell their merchandise. Garage sales are
smaller than fl ea markets, and the merchandise consists mainly of household items. People
frequently have garage sales before they move and on weekends when the weather is nice.
Sometimes several families gather their unwanted household goods and sell them together.
Sometimes, to attract more customers, people even put ads in the newspapers, or put
signs up around the neighborhood. Flea markets and garage sales give many Americans an
opportunity of working for fun and profi t.
V Text-related Information
1. Garage Sale:A sale of used articles from people’s house, often takes place in a garage. In Britain,
a similar sale is called car-boot sale, an outdoor sale at which people sell unwanted
possessions, etc. from the boots of their cars.
The following is about how to operate a successful garage sale:
First, set a date and time when you can devote your full time to this sale, for gathering
up various articles as well as being able to attend the sale full time.
Second, plan just what you’re going to put in this sale, if you are going to have the sale
alone, or with two to fi ve more families.
Third, have plenty of change on hand — both silver and paper money.
Now, get down to business. A sale is work — a lot of hard work, but the returns more
than justify the effort. Clean out your closets and ANYTHING that is useless to you or you
don’t want — put it in the sale. Don’t throw anything away. People will buy just about
anything. You’d be surprised. What is one person’s trash is another’s GOLDMINE!
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Of course you need to advertise. Be specific, concise and honest. State place, date,
hours. If you have a large amount of clothing, specify some of the sizes, particularly if you
have quite a few in different sizes.
Antiques go over big regardless of state of repair or condition. Give good descriptive
details to save disappointments.
Capitalize on the season. Feature luggage at going-away to school or vacation time or
toys near Christmas.
Today, bottles of all kinds are in demand. Big bottles, little bottles, Jim Beam, Avon,
Kara Brooks, Wheaton/Nuline, old medicine, Mrs. Butterworth, miniature — all kinds, old
fruit jars, and insulators.
Some additional items that we fi nd to be in big demand: baseball cards, lawn mowers,
camping articles, guns, tools, coins, old books, comic books (old and new), aprons, old-
fashioned bonnets, salt and pepper shakers, needlework, jewelry and dishes.
Doll clothing and accessories are always in demand and especially for Barbie and
Ken or teen dolls. Toys go over big at any time. Dolls and stuffed toys make a hit with the
kiddies and they, in turn, will fi nally persuade their mothers to buy something. Children
are very persuasive!
Have a large quantity of items to sell, a big variety. And don’t be afraid to drag out
those outgrown items, old dishes, two-of-a-kind items you don’t really need and generally
“clean house”. You’ll find the money in your pocket is better than all the clutter in the
house.
Homemade items are very popular. If someone in your household sews, then sew up
aprons, doll clothes, dolls, stuffed toys from scraps of material lying around. You’ll make
use of those scraps taking up space and make money too!
Fresh produce such as tomatoes, green beans, corn, fruits, etc. will also sell, if you
should have a garden overfl owing.
String up a clothesline to display any clothing you may have.
Remember, clothing for all ages, men or women, is always in great demand. Children’s
clothing goes over best and especially about the time for school to start in the fall.
Set up card tables or ping-pong tables to display small merchandise. Place tables in a
manner that will leave room for shoppers to browse without feeling crowded. Display your
wares attractively. Be sure they are clean, usable, and priced temptingly.
People are looking for bargains. Don’t disappoint them. Remember that what you sell
is something you don’t want anyway, so whatever you get is gravy.
Take advantage of the space under the tables if you need more display room. You will
be amazed how buyers spot the smallest item under the table. Colorful table covers draw a
lot of attention to your items.
You will save yourself a lot of time answering questions if you show a price on all
merchandise. Use a heavy black-felt marking pen for lettering. If more families go in with
you, identify your price tags with a code such as G 75 cents or M 25 cents. The letters
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designate, perhaps, the fi rst letter of the last name of the family who contributed items to
sell.
Keep all the tags and at the end of the sale, divide the tags according to code and total
the sales. You may not come out right to the penny on sales and change you had on hand
as anyone can make errors in making change for a customer.
Be sure you have electrical outlets nearby to plug in toasters, blenders, electric skillets,
irons, hair dryers, electric razors, etc., to show people that your articles do work. If you
have to use an extension cord, make sure it is in excellent condition and preferably a heavy
duty one.
If you have any fragile, rare or expensive items such as crystal, cut glass or jewelry,
be sure they are displayed on a sturdy table and up high out of reach of kiddies. They are
curious and you might be too busy to watch them.
Drinking glasses, dishes, cups will sell faster if you price them in sets of 6 for $1.00
instead of 15 cents each. Paperback books, magazines, records and items that have titles
will sell more readily if they are marked separately. If they want them collectively, they’ll
ask you. Then bundle them all up and sell them. Sell everything!
Advertising. Run an ad in your daily newspaper. If you run your ad one day only,
have it in the Thursday paper. You might like to run the ad two days to appear in both
the Thursday and Friday editions. If your sale runs through Saturday, your sale is about
over before the paper hits the street on Saturday. Therefore, 2-day advertising is usually
adequate unless your sale is continued late Saturday night and through Sunday.
However, whatever you decide to advertise — BE READY! Be ready to meet any
customer as soon as the paper hits the street, because some will come before the sale and
before you even get ready to start the next day! In addition to placing an ad in the paper,
place signs at points where people will see them. Some laundromats have bulletin boards
on which you can place notices. Advertise all you can. Work word-of-mouth all you can. If
employed, place signs on your company’s bulletin boards.
The best days for your Garage Sale are Thursday, Friday, and Saturday. Sundays are
usually a waste of time unless you’re staying at home all day doing nothing anyway.
At the end of your sale you will have met a lot of nice, friendly people. If you want to
continue selling items you might have left, you can let people know and have future sales
all lined up. A circular already prepared and passed out to each customer will help insure
future sales. You should have made money, some new acquaintances, and a weary but
You can fulfi ll your dream you think of, develop in your mind and believe in. A
good example of this is the Wright brothers, who had an idea which in the end became
their dream and lifelong interest. Their determination to make that dream come true
bore fruit – an achievement that changed world travel.
What idea or ideas are you working on? Don’t say you can’t do this or that because
you are not a scientist. Don’t say you are not smart enough. Your dream can be
achieved. First, give birth to that dream with an idea. A simple idea that anyone of us
can think of and develop in our mind!
2. Introductory Questions
1. When did the Wright brothers achieve their dream of human fl ight?
2. Where did the Wright brothers make the world’s fi rst fl ight in a machine that was
heavier than air and powered by an engine?
3. What started their dream of human fl ight?
4. Why did many people hardly believe the Wright brothers had done what they
claimed?
5. What made the Wright brothers decide to seriously pursue fl ying?
6. What can we learn from the Wright brothers’ lifelong pursuit of human fl ight?
II Outline
Paras. 1-- 2 Introduction: a dream is born from a simple idea
Paras. 3-- 7
The birth of the airplane.
a. two brothers had an idea which became their dream
b. the Wright brothers fl ew the world’s fi rst power-driven, heavier-than-
air and man-controlled machine
c. how the dream started
d. the Wright brothers enjoyed learning new things
e. the Wright brothers realized their dream in 1903
Text A
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Para. 8A simple idea conceived in the minds of two young men who did not
fi nish high school.
Paras. 9-- 10
Your dream can be achieved.
a. excuses for not working on an idea or ideas
b. give birth to your dream with a simple idea
III Detailed Study of the Text
1. (line 1) Whatever the mind can conceive and believe, it can achieve.
— You can achieve anything that you can think of, develop in your mind and you
believe in.
whatever: 1. used to say that it is not important what happens, what you do because it
does not change the situation
e.g. Whatever I suggest, he always disagrees.
2. any or all of the things that are wanted, needed, or possible
e.g. Help yourself to whatever you want.
The children were allowed to do whatever they liked.
He’ll be ready to accept whatever help he can get.
I am willing to pay whatever price you ask.
conceive: to think of a new idea, plan, etc. and develop it in your mind
e.g. Scientists fi rst conceived the idea of the atomic bomb in the 1930’s.
He conceived the idea of transforming the old power station into an arts centre.
2. (line2) Would you agree with the statement that a dream is born from an idea — a
simple idea conceived in the mind?
— Would you think it acceptable that a dream comes from an idea, a simple idea that
you think of?
statement: something that someone says or writes offi cially
e.g. He refused to give a statement to the police.
The government is expected to issue a statement about the investigation to the
press.
We were not surprised by their statement that the train services would be reduced.
be born from: to come from; originate from
e.g. The idea of the invention was born from the observation.
The idea was born from our determination to teach creative problem solving, a skill
seldom touched upon in the high school curriculum.
3. (line 4) …which eventually became their passionate and consuming dream.
— …which (the idea) in the end became their powerful and vital dream.
eventually: in the end, especially after a long time or a lot of effort, problems, etc.
e.g. Although she had been ill for a long time, it still came as a shock when she
eventually died.
（续表）
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It might take him ages but he’ll do it eventually
passionate: having very strong feelings or emotions
e.g. He had a passionate belief in justice.
The Italians are said to be the most passionate people in Europe.
The child’s mother made a passionate plea for help.
The family moved to Bramley in Surrey when she was fi ve and there she developed
a passionate interest in wild fl owers.
consuming: a consuming feeling is so strong that you think of little else
e.g. a consuming hatred
consuming interest/passion (=a strong feeling of interest, or something you are
extremely interested in)
During this period, politics became his consuming interest.
Though he didn’t realize it at the time, cricket was his life and consuming interest.
4. (line 5) Their relentless pursuit of that dream was rewarded with an accomplishment
that changed world travel.
— Their determination to make that dream come true bore fruit – an achievement that
changed world travel.
relentless: strict, cruel, or determined, without ever stopping
e.g. After a decade of relentless efforts, we have gradually made some achievements in
our overseas operations.
This relentless pursuit of growth and increased profi t at any cost is questionable.
pursuit of: trying to get, achieve, or fi nd something in a determined way
e.g. I’m reminded of a quote from Aldous Huxley: “Happiness is not achieved by the
conscious pursuit of happiness; it is generally the by-product of other activities.”
The author argues that freedom and the pursuit of freedom must walk hand in
hand with responsibility.
be rewarded with: to achieve something through hard work and effort
e.g. The team have worked hard and their efforts have been rewarded with success.
His effort was rewarded with world-wide popularity.
accomplishment: something that is successful, or that is achieved after a lot of work or
effort
e.g. Getting the two leaders to sign a peace treaty was his greatest accomplishment.
The building represents the greatest accomplishment that we could ever imagine to
accomplish in our lives.
The award will be made to an individual for his/her personal accomplishment.
5. (line 11) sustained fl ight: fl ight that lasted for a (relatively) long time
sustained: continuing for a long time
e.g. The president’s speech was greeted by sustained applause.
I have a child who has trouble focusing and maintaining a sustained effort on
homework and class work.
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6. (line 11)This memorable feat took place at Kitty Hawk, North Carolina on a cold
windy morning.
— This unforgettable and impressive achievement was made at Kitty Hawk, North
Carolina on a cold windy morning.
memorable: likely to be remembered or worth remembering
e.g. Some memorable moments also have come during the singing of the national
anthem.
The most memorable occasions are often the ones you didn’t plan.
For Clarissa Grey, the summer had been memorable because she had been
consistently happy.
feat: something diffi cult needing a lot of skill, strength, bravery, etc. to achieve it
e.g. They climbed the mountain in 28 days, which was a remarkable feat.
He led his team to victory for the tenth time, a feat no captain had achieved before.
7. (line 14) The dream started with an idea that was planted in their minds by a toy
given to them by their father.
— The toy given by their father made them begin to have an idea, which led to their
dream.
plant an idea in somebody’s mind: to make someone begin to have an idea, especially
so that they do not realize that you gave them the idea
e.g. Someone must have planted the idea of suicide in his mind.
Both of them strongly encouraged me to get a Ph.D., and had they not encouraged
me and planted the idea in my mind, I don’t think I would have ever thought of
going that far in my education.
cf. It was this toy that permanently planted the idea of fl ying machines in the brothers’
heads.
8. (line 15) In the words of the boys, “Late in the autumn of 1878, our father came into
the house one evening with some object partly concealed in his hands, and before we
could see what it was, he tossed it into the air. Instead of falling to the fl oor, as we
expected, it fl ew across the room...”
— According to the boys, one evening in the late autumn of 1878, their father came
into the house with his hands holding an object partly concealed. The father threw
it into the air before they knew what it was. They expected it would fell to the fl oor,
but it didn’t. It fl ew across the room…
in the words of/ in someone’s words: using someone’s words
e.g. Jones was, in the judge’s words, “an evil man”.
Their personal life is, in their words, a mess.
late: 1. (happening or being) near the end of a period of time
e.g. It was late at night.
We talked late into the night.
It was late summer when it happened.
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2. (happening or arriving) after the planned, expected, usual or necessary time
e.g. This train is always late.
You’ll be late for your fl ight if you don’t hurry up.
conceal: 1. to hide something carefully
e.g. The shadows concealed her as she crept up to the house.
The path was concealed by long grass.
He was carrying a concealed weapon.
2. to hide your real feelings or the truth
e.g. She tried to conceal the fact that she was pregnant.
I tried to conceal my surprise when she told me her age.
conceal something from somebody
She was taking drugs and trying to conceal it from me.
Is there something you’re concealing from me?
toss: to throw something carelessly
e.g. He glanced at the letter and then tossed it into the bin.
The bull tossed him up into the air.
9. (line 23) This simple toy made of bamboo, cork and stretched rubber bands,
fascinated the Wright brothers and sparked their lifelong interest in human fl ight.
— This simple toy which is made of bamboo, cork and stretched rubber bands, greatly
interested the Wright brothers and started their interest in human flight which
lasted for the whole of their life.
fascinate: to interest someone a lot
e.g. Science has always fascinated me.
Anything to do with aeroplanes and fl ying fascinates him.
spark: to cause the start of something
e.g. This proposal will certainly spark another countrywide debate about how to
organize the school system.
The recent interest rises have sparked new problems for the Government.
10. (line 27) Initially, they recycled broken parts…
— At the beginning, they collected and treated broken parts so that they could be used
again…
initially: at the beginning
e.g. Initially, most people approved of the new scheme.
Stan initially wanted to go to medical school.
Initially, I thought I would only stay there a year.
recycle: to collect and treat rubbish to produce useful materials which can be used
again
e.g. The department is now advising other customers on how to recycle their waste.
They recycle more than half their waste paper.
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11. (line 28) Their interest moved to bicycles and in 1893, they opened the Wright Cycle
Company…
— They turned their interest to bicycles and in 1893, they started the Wright Cycle
Company...
12. (line 30) But Wilbur (the older brother) had his mind set on something more exciting.
He decided to seriously pursue fl ying.
— But the older brother Wilbur decided he was going to do something more exciting
and was determined to do it. He decided to make an earnest effort to realize the
dream of human fl ying.
set one’s mind on (doing) something: to be determined to have or achieve something
e.g. They set their mind on something and they really work hard to achieve it.
With hard work and determination, they can accomplish anything they set their
mind on.
I’ve set my mind on getting a college degree.
cf. put/ set/ turn one’s mind to something: to decide that one wants to achieve
something and try very hard to do it
e.g. I think anyone can lose weight if they set their mind to it.
You can do anything if you put your mind to it.
Note the structure “have + Object + V-ed”
e.g. The fi lm in my camera is fi nished and I need to have it developed.
All he had to do was to stay in focus and have his mind set on his goal.
13. (line 33) … after unsuccessful attempts at human fl ight.
— … after they failed a lot of times in their attempt to fl y an airplane.
attempt: n. an act of trying to do something, especially something diffi cult
e.g. All attempts to control infl ation have failed.
She passed her driving test at the fi rst attempt.
He made no attempt to be sociable.
None of our attempts at contacting Dr James was successful.
v. to try to do something, especially something diffi cult
e.g. He attempted to escape through a window.
He attempted a joke, but no one laughed.
14. (line 34) What started out as a hobby soon became a passion.
— Initially, it was a hobby and before long it became a very great liking.
start out: to begin happening or existing in a particular way, especially when this
changes later
e.g. The Star started out as a small weekly newspaper.
Some businesses start out as hobbies.
passion: 1. a very strong liking for something
e.g. I hope he turns his passion for football towards something else.
Gardening was her great passion.
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2. a very strong belief or feeling about something
e.g. He spoke with considerable passion about the importance of art and literature.
The issue arouses strong passions.
15. (line 38) Believe it or not, they did not have a university degree …
— It is true, although it seems unlikely, that they did not have a university degree…
believe it or not: used when you are saying something that is true but surprising
e.g. He’s upstairs doing his homework, believe it or not.
He enjoys school, believe it or not.
16. (line 40) They were not scientists in the true sense of the word.
— According to the exact meaning of the word “scientist” /Strictly speaking, they were
not scientists.
in the true sense (of the word): in the exact meaning (of the word)
e.g. The media industry is not like any ordinary “industry” in the true sense of the word.
She is a real artist in the true sense of the word.
cf. in a strict sense: in the most limited meaning of a word, phrase, etc.
e.g. In a strict sense, frost refers simply to a temperature of zero degrees Celsius or less.
17. (line 41) In fact, many of their peers who did not witness their accomplishment,
had trouble believing that two bicycle mechanics from Dayton, Ohio did what they
claimed.
— In fact, many other mechanics who did not seen their achievement, could hardly
believe that two bicycle mechanics from Dayton, Ohio achieved their dream of
human fl ight.
peer: a person who is the same age or has the same social position or the same abilities
as other people in a group
e.g. Do you think it’s true that teenage girls are less self-confi dent than their male peers?
American children did less well in math than their peers in Japan.
witness: to experience important events or changes; see something happen, especially a
crime or accident
e.g. During August, we have witnessed the increase in number of the inpatients as well
as outpatients.
Several residents claim to have witnessed the attack.
18. (line 44) What idea or ideas are YOU working on?
— What idea or ideas are you thinking of and developing in your mind?
work on: to spend time producing or improving something
e.g. He’ll have to work on getting fi t before the game.
His dancing technique is good, but he needs to work on his fi tness.
He has spent the last two years working on a book about childcare.
19. (line 45) Have you limited yourself by saying you are not smart enough? Or have you
joined the majority in saying that everything has already been invented or discovered?
— Have you stopped yourself from working on an idea because you believe you are
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not clever enough? Or have you said, as most people do, there is nothing for you to
invent or discover because everything has been invented or discovered?
20. (line 49) With a super computer between your ears and the personal computer at your
fi ngertips, your dream can be achieved.
— With your intelligence and the personal computer readily available, your dream
can become a reality.
Here the expression “a super computer between your ears” refers to your brain /
intelligence.
at one’s fi ngertips: if you have something at your fi ngertips, you can get it and use it
very easily
e.g. He has all the latest statistics at his fi ngertips.
Even with remote controls at our fingertips, we are likely to stay tuned to the
channel we have been watching.
We have all the facts and fi gures at our fi ngertips.
21. (line 51) First, give birth to that dream with an idea. A simply idea that ANYONE of
us can conceive!
— First, start to have that dream with an idea, with a simple idea anyone can think of
and develop in his or her mind.
give birth to: 1. to make something important start to exist
e.g. It was this event that gave birth to the peace movement.
The fi lm gave birth to a TV show of the same name.
2. if a woman or female animal gives birth to a baby, she produces a baby
from her body
e.g. She gave birth to twins.
At 9:40 Claudia gave birth to a nine-pound baby boy.
IV Summary of the Text
A dream is born from an idea — a simple idea conceived in the mind. Back in the
19th century two brothers had an idea which in the end became their dream. With their
determination and patience, their dream was rewarded with an accomplishment that
changed world travel. Their dream was started by a toy given to them by their father. To
fulfi ll their dream, they spent many hours researching, testing their machines and making
improvements after unsuccessful attempts at human fl ight. In 1903, their dream came true.
With your intelligence and the personal computer at your fi ngertips, your dream can
also be achieved. First, give birth to that dream with an idea. A simple idea that ANYONE
of us can conceive!
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V Text-related Information
1. The Wright Brothers:
The childhood
On April 16, 1867, Milton and Susan Wright welcomed their third child into their
household near Millville, Indiana. The newest member of the family, Wilbur, had two
older brothers to contend with: Reuchlin, 6, and Lorin, 4. Little did Susan Wright know
that she had given birth to the fi rst half of one of the world’s most famous inventive
partnerships. The other half of the duo, Orville, was born four years later, on August 19,
1871, in the family’s newly-built home at 7 Hawthorn Street in Dayton, Ohio. Orville’s
sister, Katharine, was also born in that house on his third birthday.
As youngsters, Wilbur and Orville looked to their mother for mechanical expertise
and their father for intellectual challenge. Milton brought the boys various souvenirs
and trinkets he found during his travels for the church. One such trinket, a toy
helicopter-like top, sparked the boys’ interest in fl ying. In school, Wilbur excelled, and
would have graduated from high school if his family had not moved during his senior
year. A skating accident and his mother’s illness and subsequent death kept him from
attending college. Orville was an average student, known for his mischievous behavior.
He quit school before his senior year to start a printing business.
The Wright cycle shop
The fi rst time Wilbur and Orville referred to themselves as “The Wright Brothers”
was when they started their own printing fi rm at the ages of 22 and 18. Using a damaged
tombstone and buggy parts, they built a press and printed odd jobs as well as their own
newspaper.
In 1892, the brothers bought bicycles. They began repairing bicycles for friends,
then started their own repair business. They opened up a bicycle shop in 1893, and
three years later, made their own bicycles called Van Cleves and St. Clairs. While
nursing Orville, who was sick with typhoid in 1896, Wilbur read about the death of a
famous German glider pilot. The news led him to take an interest in fl ying. On May 30,
1899, he wrote to the Smithsonian Institution for information on aeronautical research.
Within a few months after writing to the Smithsonian, Wilbur had read all that was
written about fl ying. He then defi ned the elements of a fl ying machine: wings to provide
lift, a power source for propulsion, and a system of control. Of all the early aviators,
Wilbur alone recognized the need to control a flying machine in its three axes of
motion: pitch, roll, and yaw. His solution to the problem of control was “wing warping.”
He came up with the revolutionary system by twisting an empty bicycle tube box with
the ends removed. Twisting the surface of each “wing” changed its position in relation
to oncoming wind. Such changes in position would result in changes in the direction of
fl ight. Wilbur tested his theory using a small kite, and it worked.
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The world’s fi st airplane
In August of 1900, Wilbur built his fi rst glider. He then contacted the U.S. Weather
Bureau for information on windy regions of the country. Reviewing the list, he chose
a remote sandy area off the coast of North Carolina named Kitty Hawk, where winds
averaged 13 m.p.h. He and Orville then journeyed to Kitty Hawk where they tested
the 1900 glider. The following year, they tested a new and improved glider with a 22-
foot wingspan. A disappointing performance by the 1901 glider prompted the Wright
brothers to construct a wind tunnel to test the effectiveness of a variety of wing shapes.
Using the results of the wind tunnel experiments, they constructed their 1902 glider.
Testing it at Kitty Hawk in October, they met with success, gliding a record 620 feet.
Once again they returned to Dayton and began work on developing a propeller and an
engine for their next effort, a fl ying machine.
Having designed a propeller with the same principles they used to design their
wings, Wilbur and Orville then built their own 4-cylinder, 12-horsepower engine.
They built the 1903 Flyer in sections in the back room of their cycle shop at 1127 West
Third in Dayton. When completed, it was shipped down to Kitty Hawk and assembled.
On December 14, 1903, Wilbur won a coin toss and made the fi rst attempt to fl y the
machine. He stalled it on take-off, causing some minor damage. The plane was repaired,
and Orville made the next attempt on December 17. At 10:35 a.m., he made the fi rst
heavier-than-air, machine powered flight in the world. In a flight lasting only 12
seconds and covering just 120 feet, Orville did what men and women had only dreamed
of doing for centuries… he fl ew. (Adapted from: www.hfmgv.org/exhibits/wright)
2. Kitty Hawk:
In 1903, Orville Wright telegraphed home the triumphant news of the fi rst powered
flight. The telegraph was dispatched from Kitty Hawk. This, along with the isolation
of the area and the unusual names themselves, led to the subsequent confusion as to
where the fi rst fl ight actually occurred.
The actual location of the first flight was some four miles away in what is now
known as Kill Devil Hills but newspapers had picked up the dateline of Kitty Hawk.
The origin of the name Kitty Hawk is still a matter of local debate. Most people
agree that it is a Native American name for this area. The word originally appeared on
English settlers’ maps as “Chickehawk” or “Chickahawk” in the early 1700’s. By the late
1700’s, local residents spelled the name as we do today, with old land deeds referring to
settlements as “Kittyhuk”, “Kittyhark”, “KittyHawk”, and “Kitty Hawk”.
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Text B
Believing in Ourselves to Realize Our Dreams
I Introduction
1. Introductory Remarks
There are two types of people in life — the people who get things done and the
people who wish they got things done. What makes these two types of people be
different from each other? What makes one person a doer and another person just a
dreamer? Our author is trying to give her answer. She asks us to dream big and aim
high, and even if we miss, we know what to change when we try again. To accomplish
our goals we have to rise above our fears and believe in ourselves.
2. Introductory Questions
1. What makes one person go after what he or she wants and another person simply sit
and wish that it would happen?
2. Do you believe we all can achieve anything if we put our minds to it? Why or why not?
3. Do you believe the saying “aim small, miss small”? Why or why not?
4. What type of people do you think you fall into, the doer or the dreamer? Why do you
think so?
5. Do you agree with the statement that “believing in ourselves in the key to realize our
dreams”? Why or why not?
II Outline
Paras. 1-- 3
Two types of people.
a. two types of people in life and the difference between them
b. people have the ability to accomplish their goals and realize their
dreams
Paras. 4-- 6
The writer’s own experience.
a. her love of doing hair and make-up
b. her desire to live life to the fullest and realize her dreams
Paras. 7-- 9
Why people remain complacent.
a. aim small, miss small
b. fear
Para. 10 Conclusion: believe in ourselves.
Text B
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III Detailed Study of the Text
1. (line 2) Sadly, most people fall into the latter category.
— Unfortunately, most people belong to the second type.
fall into: to belong to or be part of a particular group, area of responsibility, range of
things, or type of things
e.g. Many illnesses fall into the category of stress-related illnesses.
Leaders fall into two categories.
latter: being the second of two people or things, or the last in a list just mentioned
e.g. In the latter case, buyers pay a 15% commission.
I agree with you that over time, more and more products will fall into the latter
category.
cf. former:
category: a group of people or things that are all of the same type
e.g. There are three categories of accommodation — standard, executive and deluxe.
The novels are divided up into three categories: historical, romantic, and crime.
2. (line 2) What is it that distinguishes these two types of people from each other? What
makes one person go after what he or she wants and another person simply sit and
wish that it would happen?
— What makes these two types of people be different from each other? What makes
one person try to get what he or she wants and another person just do nothing to
get things done but wish they got things done?
distinguish: to be the thing that makes someone or something different or special
e.g. The factor that distinguishes this company from the competition is customer
service.
He has a spark of genius that distinguishes him from the other actors.
While he is nothing but a man, there is something about him that distinguishes him
from every other man.
go after: to try to get something
e.g. I can’t decide whether to go after the job or not.
Our company is going after the software market in southern California.
Once you graduate, a degree from Duke should give you the confi dence to go after
the job with the greatest challenge — not the greatest salary.
3. (line 5) The difference is the level of motivation and self-confi dence.
— What makes them be different from each other is that they differ in their level of
motivation and self-confi dence.
motivation: 1. enthusiasm for doing something
e.g. He’s a bright enough student — he just lacks motivation.
There seems to be a lack of motivation among the staff.
2. the need or reason for doing something
e.g. What was the motivation for the attack?
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The motivation behind the decision is the desire to improve our service to our
customers.
4. (line 6) If people possess these two things, they can achieve anything they put their
minds to.
— If people have these two things, that is, motivation and self-confi dence, they can
accomplish anything that they are determined to do.
put one’s mind to something: to decide you are going to do something and to put a lot
of effort into doing it
e.g. If you’d just put your mind to it, I’m sure you could do it.
Whatever she put her mind to, she would set a goal to achieve it and do it.
If you put your mind to it, you can always fi nd a way forward that works for you
and your employees.
Creative thinking is something you can do if you just put your mind to it.
5. (line 6) All people have the ability to accomplish their goals and realize their dreams,
no matter how far-fetched they may seem — especially college students.
— All people are able to reach their goals and make their dreams come true, however
unlikely their goals and dreams may seem to be true. This is especially true of
college students.
far-fetched: very unlikely to be true, and diffi cult to believe
e.g. The project seemed to be a far-fetched idea at that time.
That possibility is not as far-fetched as it may seem from outside.
6. (line 8) We have the resources at our fi ngertips to develop our skills.
— There are the resources available to us to develop our skills.
resource: 1. something such as useful land, or minerals such as oil or coal, that exists
in a country and can be used to increase its wealth
e.g. The three central problems are energy, mineral resources, and food.
The country is rich in natural resources.
2. (plural) all the money, property, skills etc. available that you have to use
when you need them
e.g. She had no fi nancial resources.
Only limited resources are available to the police.
3. (plural) personal qualities, such as courage and determination, that you
need to deal with a diffi cult situation
e.g. He proved that he has considerable inner resources.
7. (line 10) I’m talking about anything in life that people want to pursue.
— I’m talking about anything in life that people want to go after.
8. (line 11) underprivileged children: extremely poor children
underprivileged: lacking the money, possessions, education, opportunities, etc. that the
average person has
e.g. Children from underprivileged family background are statistically more likely to
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become involved in crime if they are misled.
She has done much to help underprivileged children all over the world.
9. (line 13) What made me start thinking about this was my own desire to go to
cosmetology school.
— The thing that made me start thinking about this (“this” refers to what has been
mentioned in the previous paragraph) was my own desire to go to cosmetology school.
10. (line 14) … and seem to have a natural knack for it, so I would like to develop that
skill.
— … and appear to have an inborn skill/ ability for doing hair and make-up, so I
would like to develop it.
knack: a skill or an ability to do something easily and well
e.g. She has a knack for remembering faces.
She has a knack for making everyone feel comfortable and relaxed.
11. (line 17) at one time or another: at a certain time
e.g. At one time or another all of us are under stress.
I’m sure that every one of us has at one time or another felt the urge to step back
into the past, even if only briefl y.
12. (line 18) If we ever have a slow weekend, I quickly convince one of them to let me
color or highlight their hair.
— If we ever had a weekend during which we were not busy or did not have a lot of
things to do, I quickly persuaded one of them to let me color or highlight their hair.
convince: 1. to persuade someone to do something
e.g. One by one we met with these children and spoke to them about the importance of
their life and convinced them to change their lifestyle by taking interest in learning.
I hope this will convince you to change your mind.
2. to make someone feel certain that something is true
e.g. The offi cials were eager to convince us of the safety of the nuclear reactors.
He’ll try to convince you of Mitchell’s innocence.
highlight: 1. to make some parts of your hair a lighter color than the rest
e.g. She may have highlighted her hair or dyed her hair black.
2. to mark written words with a special colored pen, or in a different color on
a computer
e.g. Use the cursor to highlight the name of the document you want to print.
3. to make a problem or subject easy to notice so that people pay attention to it
e.g. Your resume should highlight your skills and achievements.
This report highlights some of the problems faced by old people in winter.
13. (line 22) I have been thinking about life and what people make of it, and I realized the
key is in the old cliché, “You only live once.” I don’t want to tell my grandchildren
someday that I have regrets.
— I have been thinking about life and want to know what opinions other people have
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about it, and I understood that the most important thing about life is we live only
once as is expressed by an old cliché (the old and overused saying). Therefore
I want to live life to the fullest /live it with a meaning. I don’t want to tell my
grandchildren in future that I feel sorry about my life.
About the cliché “You only live once”, people usually say we only live once. For
example:
“We only live once, but if we work it right once is enough.”
“We only live once, and there should not be room for any regrets.”
“I believe we only live once. Therefore live life to its fullest.”
“We only live once. Live it with a meaning.”
“We only live once. Let’s make the most of it!”
“We only live once, so we all deserve to live life to our fullest potentials and achieve all
our dreams, after all, what is the point of having dreams if you won’t even try to make
them come true.”
make of: to understand someone or the meaning of something in a particular way
e.g. Have you read Dawson’s letter? What do you make of it?
What do you make of the new boss?
14. (line 26) I want to be able to tell them that I lived life to the fullest and realized my
dreams.
— I want to be able to tell them that I lived a life in the best or most complete way and
made my dreams come true.
to the fullest /full: in the best or most complete way
e.g. Ed believes in living life to the full.
It affects us directly — a balanced diet means we have the necessary energy to carry
on living life to the full.
When I heard we were going to write a paper on how we could live life to the
fullest, I was very excited.
15. (line 30) So why do they remain complacent, keeping it only a dream?
— So why do they remain satisfied with their present situation, not making their
dreams a reality?
complacent: feeling so satisfi ed with your own abilities or situation that you feel you do
not need to try any harder
e.g. a complacent smile/attitude
We can’t afford to become complacent about any of our products.
16. (line 33) Society has taught us that we should aim small so we are not disappointed if
we miss.
— We have been told that we should not aim at a high level af achievement or we’ll
get disappointed if we don’t reach our aim.
aim small: to intend to have or hope to achieve a modest goal; not try to achieve a lot
e.g. “Aim small — miss small” is exactly the sort of lesson we all need to remember
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when setting goals.
I fi gured if I aimed small, it would pay off more.
17. (line 34) We should dream big and aim high, and if we miss, we know what to change
when we try again.
— We should have an ambitious goal and intend to aim at a high level of achievement,
and even if we fail to accomplish our goal, we know what to change when we try
again.
dream big: to have a big dream; imagine something ambitious that you would like to
happen; be very ambitious
e.g. Actor James Caviezel has always dreamed big. But as a child, his dreams did not
include acting.
Carlos dreamed big, wanting to be a Major League player.
aim high: to aim at a high level of achievement; try to achieve a lot
e.g. My parents always encouraged me to aim high.
The problem was that he never aimed high or had a plan.
18. (line 36) The complacency that runs rampant in this nation, even in our generation, is
sure to be our downfall.
— More and more people, even people of our generation feel satisfi ed with their own
abilities and their present situation and they don’t want to try harder to pursue
their dreams and goals, which will inevitably lead to our downfall.
complacency: a feeling of calm satisfaction with your own abilities or situation that
prevents you from trying harder
e.g. What annoys me about these boys is their complacency — they seem to have no
desire to expand their horizons.
There’s no room for complacency if we want to stay in this competition.
rampant: getting worse quickly and in an uncontrolled way
e.g. He said that he had encountered rampant prejudice in his attempt to get a job.
Disease is rampant in the overcrowded city.
19. (line 37) The main thing that separates the doers from the dreamers in life is fear.
If we spend our whole life afraid to shoot for the stars, all we will have to show for
ourselves is a life of mediocrity.
— The main thing that distinguishes the doers from the dreamers in life is fear. If
we spend our whole life without daring to aim high, all we will have to show for
ourselves is a not very good life.
“The doers” are those who get things done in life and “the dreams” are those who wish
they got things done.
shoot for the stars: to be very ambitious and try hard to achieve something, even though
it may be very diffi cult
e.g. If you’re ready to move on in your career, keep your feet fi rmly on the ground while
shooting for the stars.
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Make sure your students know what kinds of opportunities are out there, and try to
encourage them to shoot for the stars.
20. (line 41) To accomplish our goals we have to rise above our fears and believe in
ourselves.
— To fulfi ll our aims, we should not allow our fears to affect us and we should trust
ourselves and be confi dent that we will be successful.
rise above: to not allow something bad to affect your behavior or upset you
e.g. Andrews will be remembered as a man who rose above his faults to become a
champion of his people.
I want to inspire you with the story of a man who rose above his disability and
built a happy, successful life for himself and his family through hard work.
21. (line 41) If each of us strives to make our dreams a reality, think of what an amazing
place our world could be.
— If everyone tries very hard to make our dreams come true, imagine what a nice
place our world could become.
strive: to try very hard to do something or make something happen, especially for a long
time or against diffi culties
e.g. I was still striving to be successful.
They strove to get me a good education.
IV Summary of the Text
There are two types of people in life — the people who get things done and the people
who wish they got things done. What makes these two types of people different from each
other? Our author believes it is the difference in the level of motivation and self-confi dence.
If people possess these two things, they can achieve anything they put their minds to. So we
should dream big and aim high, and even if we miss, we know what to change when we try
again. The main thing that separates the doers from the dreamers in life is fear. To accomplish
our goals we have to rise above our fears and believe in ourselves.
V Text-related Information
1. Some Quotes for Aim:
Ambition never comes to an end.
— Yoshida Kenko
An average person with average talents and ambition and average education, can
outstrip the most brilliant genius in our society, if that person has clear, focused goals.
— Mary Kay Ash
Anybody can do just about anything with himself that he really wants to and makes
up his mind to do.
— Norman Vincent Peale
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2. Some Quotes About Self-confi dence:
Trust yourself, then you will know how to live.
— Johann Wolfgang Von Goethe
We confide in our strength, without boasting of it; we respect that of others,
without fearing it.
— Thomas Jefferson
We will either fi nd a way, or make one.
— Hannibal
What seems impossible one minute becomes, through faith, possible the next.
— Norman Vincent Peale
What we need are more people who specialize in the impossible.
— Theodore Roethke
What we need is not the will to believe, but the wish to fi nd out.
— Bertrand Russell
Whatever we expect with confi dence becomes our own self-fulfi lling prophecy.
— Brian Tracy
When you are alone you are all your own.
— Leonardo Da Vinci
When you engage in systematic, purposeful action, using and stretching your
abilities to the maximum, you cannot help but feel positive and confident about
yourself.
— Brian Tracy
3. Some Quotes About Motivation:
Dream as if you’ll live forever, live as if you’ll die today.
Every accomplishment starts with the decision to try.
Shoot for the moon. Even if you miss, you’ll land among the stars.
Success is not fi nal, failure is not fatal: it is the courage to continue that counts.
You can close your eyes to the things you do not want to see, but you cannot close
your heart to the things you do not want to feel.
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Skills
Translation Skills
本单元的英译汉技能练习的重点是增词译。增词译也就是在译文中增加原文虽无其词而有其义
的一些词，使译文通顺而且更加忠实地表达原文的意思。增词译的通常情况有两种，一种是根据意
义上或修辞的需要，如增加表示时态意义的词，增加英语不及物动词�含的宾语意义的词，另一种
情况是根据句法上的需要，增加原文中所省略的词。本单元练习试图通过翻译一些句子，来说明在
翻译过程中增加译文字词的必要性。
这里再提供一些例子供教学中参考：
My father was severely crippled and very short, and when we would walk together, his hand
on my arm for balance, people would stare. 我的父亲腿瘸得十分厉害，个子又矮。当我们在一起走
路时，他的手总搭在我的臂上以保持身体平衡，人们总是盯着看。
Once there, he would cling to the handrail until he reached the lower steps that the warmer
tunnel air kept ice-free. 一旦到了那儿，他便手抓扶手一直走到底下的台阶时才放开手，因为那里通
道的空气暖和些，下面几级台阶没有结冰。
In Manhattan the subway station was the basement of his offi ce building, and he would not
have to go outside again until we met him in Brooklyn on his way home. 曼�顿的地铁站就在他
办公楼的地下一层，他无须再走出楼来。下班回家路上，我们会在布鲁克林接他。
Guided Writing
本单元的基础训练部分是上一单元的继续，仍然是写主题句。要提醒学生在写主题句时要注意
主题句中要含有主题部分（Topic）和限制点部分（Controlling idea）。
本单元的实用英语写作部分是根据所提供的邀请信写一份回复，婉言谢绝。一般来说，谢却的
复信中要对邀请表示感谢，告诉对方不能出席，对不能前去表示遗憾，并应阐明不能应邀的原由。
常用的开头：
Thank you for your invitation to speak at .
I sincerely appreciate your inviting me to .
I appreciate your invitation to participate next month in .
I would like to express my appreciation for your asking me to speak at the .
告诉对方不能出席：
Unfortunately, I have been scheduled to on the same day.
Although I think the entire day would be most worthwhile, I have a previous commitment
and thus cannot attend the conference at this time.
Unfortunately, I will be visiting during the meeting and cannot break away even
for a day, so I will have to decline the invitation.
Skills
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Unfortunately I shall be out of town on December 7th and will not, therefore, be able to be
present at the banquet you are holding.
结尾：
If you have other meetings in the future that will feature the same subject, I would be glad to
speak, schedule permitting.
We wish you good luck with your _________ and thank you for thinking of us.
下面是几封谢却邀请函：
Mr. and Mrs. George MailerPresent their compliments to Mr. and Mrs. Robert Smith, and regret that a previous
engagement prevents them from accepting the kind invitation to dinner on Friday, March 26th.
Sincere yours George Mailer.
Dear Mrs. Mailer
Thank you very much for your kind invitation to luncheon on the sixteenth. But I am sorry to tell you that I am not able to come as my plans have been changed, and I will be re-turning to Dalian on Monday.
Sincerely yours,William Hanson
Dear ___,I have heard so much about ______ (someone) from _____ (someone else) that I almost
feel as though I knew him. I would certainly enjoy meeting his mother!But unfortunately I will leave on ______ (date, e.g. Friday, the seventh of May), and
therefore cannot accept your invitation for luncheon on that day.It was thoughtful of you to invite me, and I am extremely sorry I cannot accept, but I
do hope you will ask me again some time! Sincerely yours, William Hanson
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Dear Prof. ,
Thank you for your invitation. Unfortunately, I will not be able to give a talk at (place) on April 14, 2007. I regret that I must decline as I have a previous commitment.
You may want to invite (someone) in my place. He is well-acquainted with the work we do here at (place). If you would like to pursue this option, please con-tact him directly at (phone number).
Sincerely yours, William Hanson
Reading Skills — Reading for Details (5):
Understanding Classifi cation
Classification is writing that organizes, or sorts, things into categories. By
understanding classifi cation, we can know how a writer develops material by relating parts
to wholes. In classifi cation, the writer associates similar things or processes by grouping
them into classes. He can classify organisms, mechanisms, processes according to shapes,
magnitudes, effects, and so on. In division, the writer develops a topic by breaking it down
into smaller parts.
In his classifi cation, the writer often uses an organizing principle, which is how he
sorts the group of thing, not the categories themselves.
Signal words for classifi cation:
be divided into, be separated into, be classed into, fall into, be classifi ed into, be
Signal words for the organizing principle in classifi cation:
according to, based on, in terms of
The following are some examples of classifi cation:
1. Parents seemed to fall into two categories according to whether they controlled in a
fairly direct, autocratic way or by means of a supportive but fi rm interest.
2. Public water systems are further classified into community water systems or
noncommunity water systems.
3. Typically, seasonal businesses fall into one of two categories: those that can shut
down in the off-season and those whose owners have to fi nd another way to maintain cash
fl ow during the rest of the year.
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Key to the ExercisesKey to the Exercises
4. Massage at sporting events generally falls into two categories: Pre-event and Post-
event treatment. They differ from one another in four main ways: Goals, Effects, Timing
and Application of the treatment.
5. The people who hate you fall into two categories: the stupid, and the envious. The
stupid will like you in fi ve years, the envious: never. (John Wilmot)
6. The causes of falls can be divided into two categories: personal factors and
environmental factors.
Key to the Exercises
Text A
First Reading
Exercise 1
1. T 2. F 3. T 4. T 5. F 6. T 7. F 8. T
While Reading
1. The Wright brothers successfully flew “the world’s first power-driven, heavier-than-air
machine in which man made free, controlled, and sustained fl ight.”
2. Human fl ight.
Second Reading
Exercise 2
1. B 2. A 3. B 4. A 5. C
Exercise 3
The Birth of a Dream
In the 19th century, two brothers’ relentless pursuit of a dream was rewarded with an accomplishment that changed world travel.
When and where the Wright brothers achieved their dream.
On Friday December 17, 1903 at 10:35 a.m.They flew “the world’s first power-driven, heavier-than-air machine in which man made free, controlled, and sustained flight.” This memorable feat took place at Kitty Hawk, North Carolina on a cold windy morning.
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How the dream started. It started with an idea by a toy given to them by their father. The toy fascinated the Wright brothers and sparked their life-long interest in human fl ight.
Great thinkers. They enjoyed learning new things.They recycled broken parts, built a printing press and opened their own printing offi ce.Their interest moved to bicycles and in 1893, they opened the Wright Cycle Company.Wilbur had his mind set on something more exciting. He de-cided to seriously pursue fl ying. The brothers spent many hours researching, testing their machines and making improvements after unsuccessful attempts at human fl ight. With determination and patience they realized their dream in 1903.
Oral Practice
Exercise 4
(For reference.)
As youngsters, Wilbur and Orville had their interest in fl ying sparked by a toy their father
gave them. One evening in the autumn of 1878, their father came home with some object
partly concealed in his hands, and before they could see what it was, he tossed it into the
air. It fl ew across the room till it struck the ceiling, where it fl uttered awhile, and fi nally sank
to the floor. This simple toy fascinated them and sparked their lifelong interest in human
flight. They started a printing firm and later they opened a bicycle shop that repaired and
made bicycles. The older brother had his mind set on something more exciting. He decided
to seriously pursue flying. They spent many hours researching, testing their machines and
making improvements after unsuccessful attempts at human flight. What started out as a
hobby soon became a passion. With determination and patience they realized their dream in
How is your relationship with your parents? What are your memories of your
relationship with them when you were young? The passage we are going to read is
about a son’s memory of his father, who was seriously crippled but always had a good
heart for others. Then, how did the author feel, in his early years, when he was seen
with his father? What does the author recall about his father now? And what does he
learn from his father?
2. Introductory Questions
1. Why would the author feel uneasy when walking with his father?
2. What was his father’s attitude to work?
3. What did his father think of himself?
4. What did his father look for in others?
5. What does the author marvel at?
6. What does the author learn from father’s attitude to life?
II Outline
Paras. 1-- 4
My father – a man of courage
a. my embarrassment when walking with him, but he never let on
b. diffi cult to coordinate our steps on the way
c. he never missed a work day
d. how he went to work in bad weather
Paras. 5-- 11
I now marvel at my father’s courage and standards
a. he never saw himself as an object of pity, nor did he envy others
b. the standard by which he judged people
c. he tried to participate in some way
Paras. 12-- 13
I think of him often and of his “good heart”.
a. to regret my early reluctance/embarrassment
b. to remind myself of his words when in frustration
Text A
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III Detailed Study of the Text
1. (line 1) When I was growing up, I was embarrassed to be seen with my father.
— In my childhood, I felt uncomfortable and nervous when I was seen walking with
my father.
grow up: to develop from child to adult
e.g. Your children are growing up very quickly.
I grew up on a farm.
What are you going to do when you grow up?
2. (line 3) … his hand on my arm for balance…
— …with his hand on my arm in order to keep balance /his hand being on my arm for
balance…
This phrase is an absolute structure, indicating a simultaneous action when they “walk
together”.
balance: a state of being steady
e.g. She lost her balance and fell over.
She had to hold onto the railings to keep her balance (= to stop herself from
falling).
3. (line 3) I would inwardly squirm at the unwanted attention
— I would feel uneasy when others saw /noticed us walking in an awkward way.
inwardly: inside your mind and not expressed to other people
e.g. Inwardly, he disliked talking to others.
He was inwardly assured by her sincerity.
4. (line 4) If he ever noticed or was bothered, he never let on.
— If he did notice any of my reluctance or felt troubled by this, he would never
showed it /never let anyone else see how he felt.
bother: to cause trouble to; worry
e.g. His bad leg is bothering him again.
Living on my own has never bothered me.
bothered: worried or upset
e.g. He’s very bothered about what people think of him.
They were an hour late and she didn’t seem at all bothered.
She felt bothered when I asked her for help.
let on: to tell someone something, especially something you have been keeping secret
e.g. Don’t let on what I told you.
We never did let on how we found out.
I’m sure he knows more than he’s letting on.
5. (line 6) It was diffi cult to coordinate our steps — his halting, mine impatient…
— It was diffi cult for us to keep pace with each other because he stopped and started
walking now and then as if uncertain and I walked faster…
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halting: stopping and starting as if uncertain
e.g. After a few halting steps, he was walking smoothly.
He would then move his right leg forward in a halting step and then take an
unassisted step with his left foot.
She spoke to me in a quiet halting voice explaining that the stress of her work had
effected her ability to speak normally.
6. (line 8) You set the pace. I will try to adjust to you.
— You decide the speed of walking, and I will do my best to follow you /try to change
my speed and keep up with you.
set the pace: to determine or fi x the speed
e.g. As leaders, we have the opportunity to set the pace.
She let us set the pace, following close behind.
7. (line 10) He went to work sick, and despite nasty weather.
— In spite of bad weather or occasional sickness, he insisted on going to work (i.e.
never missing a day).
Here, the “go Adj /V-ed” is a structure without a comma in between. Such structures are
usually used along with verbs like leave, go, return (get home), come, sit, stand, rise, etc.
e.g. We all left the meeting convinced that the project would be successful.
They went hunting for hours, but returned empty-handed.
Peter got home tired out from the three-month-long journey.
despite: used to say that something happens or is true even though something else
might have prevented it; in spite of
e.g. He came to the meeting despite his serious illness.
I still enjoyed the week despite the weather.
cf. in spite of: without being affected or prevented by something
e.g. In spite of his injury, Ricardo will play in Saturday’s match.
We all enjoyed ourselves, in spite of the awful weather.
8. (line 11) … and would make it to the offi ce even if others could not.
— ... and would arrive in time at the offi ce even if others could not.
9. (line 12) A matter of pride.
— Father was proud of his being able not to miss a day of work. /This was something
Father felt proud of.
This is an elliptical sentence, used for emphasis.
a matter of: a thing/concern / business of
e.g. It was naturally a matter of great importance.
It’s all a matter of personal taste.
10. (line 16) Once there, he would cling to the handrail until he reached the lower steps
that the warmer tunnel air kept ice-free.
— As soon as he got there, he would hold on to the handrail. In this way, he reached
the lower steps that were free of ice because of the warmer tunnel air.
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Note that in the clause “once there” the subject and verb are omitted.
cf. Once he was there, he would cling to…
We can often leave out “subject + be” in clauses with while, when, once, although, etc.
if the main and subordinate clauses refer to the same subject.
e.g. When in doubt about taking the medicine, consult your doctor. (= when you are in
doubt)
He was on holiday in Beijing when told the news. (=when he was told the news)
He found the coins while digging in his back garden. (=while he was digging in his
back garden)
cling to: to hold someone or something tightly, especially because you do not feel safe
e.g. The little child clung to his mother for comfort.
As he clung to the branch, his mind raced with different possibilities about what he
should do in order to save his life.
cf. He clung to the hope that she would be cured.
All her life my mother clung to the belief that posthumously she and my father
would be reunited.
11. (line 20) … I marvel at how much courage it must have taken for a grown man to
subject himself to such indignity and stress.
— … I am greatly surprised with admiration how courageous my father, an adult, was
to face and endure such shame and diffi culties in life.
marvel at: if you marvel at something, you express your great surprise, wonder, or
admiration
e.g. We paused to marvel at the view.
Her fellow members marveled at her seemingly infi nite energy.
subject to: to make someone or something experience an unpleasant or worrying thing
e.g. The inquiry found that they had been subjected to unfair treatment.
“I didn’t want to subject him to such a long journey,” she said.
He has subjected himself to so much bad publicity so far.
indignity: a state which makes one feel less respected
e.g. The prisoners suffered many indignities.
He suffered insult and indignity in silence.
12. (line 23) He never talked about himself as an object of pity, nor did he show any envy
of the more fortunate or able.
— He never talked about himself as someone who should be pitied and he was not
envious of the more fortunate people or able-bodied people, either.
an object of pity: something or somebody that deserves sympathy
envy: the feeling that you wish you had something that someone else has
e.g. I watched with envy as she set off for the airport.
Gradually he began to acknowledge his feelings of envy towards his mother.
They gazed in a mixture of envy and admiration at the beauty of the statue.
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cf. be the envy of somebody: to be something that other people admire and want to
have very much
e.g. an economic expansion that was the envy of many other states.
an education system that is the envy of all European countries
13. (line 24) What he looked for in others was a “good heart”, and if he found one, the
owner was good enough for him.
— He tried to fi nd /discover in other people the kind and honest nature, if he met with
others’ kindness, he would be very grateful.
Here, the phrase “a good heart” refers to the kind, honest and generous nature of a
person. If we say “She has a good heart”, we mean she is a kind person.
14. (line 26) … I believe that is a proper standard by which to judge people…
— …I am convinced that people can be correctly distinguished in terms of whether
or not they have a good heart. /I believe that we can know what a person is like by
fi nding out whether he has a good heart…
judge: to form, give or have as an opinion, or to decide about something or someone,
especially after thinking carefully
e.g. You shouldn’t judge by/on appearances alone.
You should never judge people by their looks.
I am in no position to judge whether what she is doing is right or wrong.
15. (line 28) But I know the times I don’t have one myself.
— But I am aware that sometimes I do not show a kind heart to people (not like my
father).
16. (line 29) Unable to engage in many activities, my father still tried to participate in
some way.
— Although he was not able to take part in many activities, my father still tried to get
involved in some activities in a certain manner.
engage in: to take part in something
e.g. Almost a quarter of the couples had engaged in no activity together with people
from outside the household.
Can undergraduates engage in research activities?
17. (line 30) When a local baseball team found itself without a manager, he kept it going.
— When a local baseball team was in want of a manager, he went to help it.
keep (something) going: if you keep a business, institution, regular event etc. going, you
keep it open or make it continue to happen
e.g. The library costs £5 million a year to run, and the council can’t afford to keep it going.
You seemed to like it, so we kept it going.
18. (line 33) …where he could have a good time just sitting and watching.
— …where he could enjoy himself by just sitting and watching.
19. (line 35) … a fi ght broke out at a beach party, with everyone punching and shoving.
He wasn’t content to sit and watch, but he couldn’t stand unaided on the soft sand. In
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frustration he began…
— … a fi ght suddenly started and everyone was punching and shoving. He was not
satisfi ed by just sitting and watching, but he could not rise to his feet on the soft
sand without help (because of his disability). In annoyed disappointment, he
began…
Note the structure “with subject + V-ing”:
e.g. The runners started the race with a light following wind.
With prices going up so fast, we can’t afford luxuries.
content: pleased with your situation and not hoping for change or improvement
e.g. They’re content to socialize with a very small circle of people.
He is content to live quietly by himself.
Carla seems pretty much content with her life.
frustration: the feeling of being annoyed, upset, or impatient, because you cannot
control or change a situation, or achieve something
e.g. In spite of his frustrations, he fell in love with the country.
My friend shouted in frustration.
unaided: without help
e.g. She can no longer walk unaided.
Since his accident, he hasn’t been able to walk unaided.
The two explorers attempted an unaided walk across the South Pole
cf. aid: to give support to
e.g. They encouraged and aided him in his scientifi c studies.
At Christmas, many organizations aid the poor.
20. (line 40) Nobody did.
— Nobody sat down and fought with him as he ironically urged them to.
21. (line 40) …people kidded him by saying it was the fi rst time any fi ghter was urged to
take a dive even before the bout began.
— …people joked that it was the fi rst time when participants in a game were asked to
give up even before it started.
kid: 1. to make jokes or say funny things about someone in a friendly way
e.g. We were kidding Mom about being a grandmother.
Uncle Gene always kids me about my long hair.
2. to say something as a joke, often making someone believe something that is not true
e.g. No kidding. (=Is it really true?)
Don’t be serious; I was just kidding.
take a dive: to agree to lose a fi ght or game dishonestly, especially in a boxing match
e.g. Of course we don’t know if Liston took a dive or not and chances are we never will.
22. (line 43) …he participated in some things vicariously through me…
— …he “took part” in some activities through watching me doing them...
vicarious: experienced by the imagination through watching or reading about other
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people; experienced for other people
e.g. Mothers often get some vicarious pleasure from their children’s success.
Lots of people use television as their vicarious form of social life.
vicariously: in a vicarious way
e.g. ...a father who lived vicariously through his sons’ success.
23. (line 45) And when I came home on leave, he saw to it that I visited his offi ce.
— And when I came home from the Navy for a holiday, he made sure that I paid a
visit to his offi ce.
on leave: away from your job
e.g. She’s (gone) on leave (= holiday).
I met her while I was on leave.
see (to it) that: make sure that; arrange that
e.g. The babysitter will see (to it) that the children are in bed by nine.
Can you see (to it) that the victims of the fl ood will get relief and assistance in time.
Will you please see to it that the children get a hot meal after their swim?
24. (line 47) Introducing me, he was really saying…
— When he introduced me to others, he meant something like this…
25. (line 49) Those words were never said aloud
— He never shouted out these words.
This sentence indicates that it was perhaps only the author who heard these words.
26. (line 51) …if he sensed my reluctance...
— …if he was aware of my unwillingness to walk with him…
sense: to feel; be aware of
e.g. I could sense the feeling of hostility in the room.
Did he ever sense the danger that night?
27. (line 52) If he did, I am sorry I never told him how sorry I was, how unworthy I was,
how I regretted it.
— If he sensed my reluctance, I felt sorry that I never told him how regret I felt, how
shameful I was, I felt sorry for it.
unworthy: dishonest or morally wrong; not deserving respect, attention etc.
e.g. They judged Paul unworthy.
Baker feels that he is unworthy to receive such a great award.
The plan is unworthy of further consideration.
She said she was unworthy of the honor given to her.
28. (line 53) I think of him when I complain about trifl es, when I am envious of another’s
good fortune…
— I think of him when I express feelings of unhappiness about unimportant things,
when I feel unhappy because I want another person’s good fortune…
trifl es: small things which are not important
e.g. He wastes his time on trifl es.
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It’s silly to quarrel over trifl es.
be envious of: to want something that someone else has
e.g. I don’t think I’m envious of your success.
She is envious of his abilities to write.
29. (line 56) At such times I put my hand on his arm to regain my balance…
— At such times I gain some inspiration from my father as if I were putting my hand
on his arm so as to get a good heart back…
This sentences indicates that the author often thinks of his father and whenever in
frustration he tries to gain some strength or courage for life from his father.
regain: to get something back which was lost
e.g. She soon regained her strength and was able to walk.
What can I do to regain any of the money I’ve lost?
IV Summary of the Text
When I was growing up, I felt embarrassed to walk with my father, as he was seriously
crippled and very short. It was often difficult for us to coordinate our steps on the way
to the subway to his offi ce, but Father almost never missed a day despite illness or nasty
weather.
Now that I am older, and Father’s gone for years, I think of him often and marvel at his
courage and a good heart when he faced hardship in life.
I now feel sorry for my reluctance during the early walks with my father, and learn
lessons of courage for life from his words: “You set the pace, I will try to adjust to you.”
V Text-related Information
1. Manhattan:
Manhattan (57 sq km) is one of fi ve boroughs of New York City, New York, USA,
coterminous with New York County.
Although its population of 1 537 195 (2000)
is only third largest of the five — after
Brooklyn (2 465 326) and Queens, it is the
cultural and commercial heart of the city. Its
dramatic skyline symbolizes New York City
around the world.
It is composed chiefly of Manhattan
Island, and is bounded by the Hudson River
on the west, New York Bay on the south, the
East River on the east, and the Harlem River
and Spuyten Duyvil Creek on the northeast
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and north. Many bridges, tunnels, and ferries link it to the other boroughs and to New
Jersey. A large portion of Manhattan’s workers commute to the borough every day.
Manhattan began as a town built at the tip of the island. It was called New
Amsterdam and served as the capital of the colony of New Netherland during the
Dutch domination. In 1664 the English captured New Netherland and renamed it New
York. The boundary of New York City was first extended beyond Manhattan Island
when some Westchester co. towns were annexed in 1874. In the consolidation of 1898,
Manhattan became one of the fi ve boroughs of New York City.
2. Brooklyn:
Brooklyn occupies a special place in the American imagination. The Brooklyn
Bridge, Coney Island, Fulton’s Ferry, and the Dodgers are just a few of the magical
names associated with the borough’s history, each conjuring up a thousand
unforgettable images depicting the American experience.
It is also the quintessential city of immigrants. One out of every seven Americans
can trace their family roots through the streets of Brooklyn. Today, the borough’s streets
ring with the accents of the newest Americans expressing themselves in Creole, Arabic,
Spanish, Chinese, and Korean. If Brooklyn were still independent, it would be the
fourth most populous city in the United States. Instead, it is best known as the largest
of New York City’s fi ve boroughs — and home to some 2.3 million people.
Text B
Love Can Last Forever
I Introduction
1. Introductory Remarks
Some unusual or memorable moments in our experience will inspire us to a truth
about life. Have you ever experienced such moments when happiness and bitterness
were intertwined? And have you ever thought of learning something from these
experiences? The author of the passage has had such an experience, from which she
learns that love can last forever.
2. Introductory Questions
(Please refer to Exercise 1 in the student book)
Text B
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II Outline
Para. 1 I was going to have a baby and lose my mother all at the same time.
Paras. 2-- 5
Mother became totally disabled because of her brain tumor.
a. unable to speak, walk, eat or dress on her own
b. lapsed into a deep and hopeless coma
c. was brought home from hospital, waiting for death
Paras. 6-- 17
While my labor at hospital started, my mother opened her eyes.
a. replied my phone calls from hospital
b. sat dressed to welcome the baby
c. spoke to the baby as well as the whole family for two weeks before
quietly slipping into a coma and died
Para. 18I learned a truth about living: while both joy and sorrow are often
intertwined and fl eeting, love can last forever.
III Detailed Study of the Text
1. (line 1) I can honestly say it was the best of times and the worst of times.
— I believe it was both the best and the worst time I have ever experienced.
Here, “it” refers to the event in the following sentence.
2. (line 2) …that my once-energetic, zestful mother was losing her battle with a brain
tumor.
— my mother was losing her battle with a brain tumor before which she was very
energetic and zestful.
energetic: having or involving a lot of energy:
e.g. an energetic young woman
I tried aerobics but it was too energetic for me.
lose one’s battle with: to be defeated by; fail to cure, win, solve or change something
e.g. Children, teenagers and young adults are still losing their battles with this disease.
She battled and fought cancer but hated it when news reports would talk of
someone losing his battle with cancer.
3. (line 3) For ten years, my fi ercely independent and courageous mother had fought…
— My mother had fought (against the brain tumor) for ten years, during which she
was very independent and courageous...
Here, “for ten years” is put before the subject, in order to emphasize the length of the
time.
4. (line 7) I grieved not only for the upcoming loss of my mother, but also that…
— I felt very sad that my mother was dying and I also felt sad that…
grieve: to feel or express great sadness, especially when someone dies
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e.g. He is still grieving for/over his wife.
I didn’t have any time to grieve.
5. (line 9) My fear seemed well-founded.
— My worry seemed to be based on good judgment /facts / seems to be reasonable.
well-founded: based on facts or good judgment
e.g. His suggestions are well-founded, but it’s too late to change now.
My suspicions proved to be well-founded.
6. (line 9) A few weeks before my due date, Mother lapsed into a deep coma.
— Several weeks before the expected time of my giving birth to my baby, Mother
became unconscious for quite some time.
due date: the date on which something is supposed to happen
e.g. Fewer than fi ve percent of women have their babies on their due date.
Knowing your baby’s due date can help you monitor its growth and progress and
also help you keep track of laboratory test results.
lapse into: to gradually get into a worse state or condition
e.g. He lapsed into a coma and died two days later.
cf. Alison lapsed into puzzled silence.
Following his death, the Empire lapsed into chaos. His poetry often lapses into
sentimentality.
7. (line 10) Her doctors did not hold any hope; they told us her time was up.
— Her doctors told us that it was not likely for Mother to get better (this time) and her
life seemed to come to an end.
The expression “someone’s time is up” means someone has had all the time allowed.
Here, in the text, it means she was going to die.
8. (line 12) …we insisted on care to keep her comfortable.
— …we kept taking great care to keep her comfortable.
insist on: to demand that something should happen or be done; keep doing something
in spite of opposition;
e.g. We insist on the highest standards of cleanliness in the hotel.
He insisted upon checking everything himself.
Why do you insist on leaving your dirty clothes all over the fl oor?
9. (line 13) I hoped that somehow deep inside, she knew.
— I hoped that she could hear me and understand me in one way or another.
10. (line 15) …my labor started,
Here, “my labor” refers to the process of my giving birth to a baby in hospital.
11. (line 24) …the nurse at her house told me the impossible…
— …the nurse at her house told me that something unbelievable was happening (to
Mother)…
Here, the phrase “the impossible” means something which cannot be expected to
happen or exist.
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cf. attempt /do /ask the impossible
e.g. I just want to be able to buy healthy food at a reasonable price. Is that asking the
impossible?
She wants a man who is bright, attractive and funny as well, which is asking the
impossible in my opinion.
12. (line 31) Tears of joy blocked my vision…
— I was so joyful with tears in my eyes that I was unable to see clearly…
block: to prevent movement or activity
e.g. The player tried to block his opponent.
Someone is blocking our plan.
vision: eyesight; ability to see
e.g. I’ve had my eyes tested and the report says that my vision is perfect.
After the age of 50, the vision of many people begins to fail.
13. (line 32) …she clucked at him.
Here, the verb “clucked” is an onomatopoeia, imitating a usual sound that people make
when they amuse babies in addition to smiling.
cluck: to express with interest, approval, or disapproval
e.g. The grandma kept clucking at the baby when holding him in her arms.
She clucked her disapproval.
14. (line 33) They stared at each other.
— They looked at each other (as if in wonder or surprise)
15. (line 35) For two miracle weeks, she gave us joy.
— She gave us joy for two weeks, which was really a miracle (for a dying patient of
brain tumor)
miracle: a wonderful surprising unexpected event; a very lucky happening
e.g. It was a miracle that she was not killed in the accident.
It’ll be a miracle if we get to the airport in time.
The teacher told the lazy careless pupil that it’d be a miracle if he passed the exam.
16. (line 37) …was fi nally free of the pain and confi nes of a body that no longer did her
will.
— …was relieved of the suffering/ no longer suffered the pains, with her soul leaving
her body that had caused the pain and done her harm.
confi nes: limits, borders
e.g. within the confi nes of one country
This is outside the confi nes of human knowledge.
17. (line 40) For while both joy and sorrow are fl eeting, and often intertwined, love has
the power to overcome both.
— For although both joy and sorrow may coincide in life and remain impressive for a
short time, what makes us feel lasting is the strength of love that will live with us
for ever.
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fl eeting: short, passing quickly
e.g. a fl eeting look
the fl eeting hours
Youth is so fl eeting.
IV Summary of the Text
While expecting to give birth to her baby, the author grieved for the upcoming loss
of her mother, who had fought with her brain cancer for ten years. She now lapsed into a
deep and hopeless coma, and doctors suggested taking her mother home from hospital. The
author then kept talking to her about the upcoming baby. When the author’s due date came
at hospital, her mother opened her eyes at home. She even sat up, held and clucked at the
baby when it was brought home. Her mother remained in this miraculous state until two
weeks later when she slipped into a coma again and died. From this experience, the author
sees the power of love that seems to prolong her sick mother’s life.
Skills
Translation Skills
本单元的英译汉技能练习的重点是省略译。在把英语翻译成汉语的过程中，英语中有些词在译
文中可以省略，不必翻译出来，因为译文中虽然没有这些词，但是已经具有了原文这些词所表达的
意思，或者这些词在译文中的意义是不言而喻的。省略的目的在于使译文更加通顺流畅，更符合译
文习惯。但需要注意的是，省略并不是把原文的某些思想内容删去，省略不能改变原文的意义。下
面是一些例子：
1. The horse is a useful animal. 马是有用的动物。（省略冠词the，a）
2. Smoking is prohibited in public places. 公共场所不准吸烟。（省略介词in）
3. I can do it, and so can you. 我能做，你也能做。（省略并列连词and）
4. If winter comes, can spring be far behind? 冬天来了，春天还会远吗？（省略连词if）
5. Liquids have no defi nite shape, yet they have a defi nite volume. 液体没有一定的形状。（省
略人称代词they）
6. He shrugged his shoulders, shook his head, cast up his eyes, but said nothing. 他耸耸肩，
摇摇头，两眼看天，一句话不说。（省略物主代词his）
7. A square has four equal sides. 正方形四边相等。（省略冠词a和动词have）
8. In winter, it is much colder in the North than it is in the South. 冬天，北方比南方冷得多。
（省略介词和非人称代词in，it）
Skills
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9. University applicants who had worked at a job would receive preference over those who
had not. 报考大学的人，有工作经验的优先录取。（比较：报考大学的人，有工作经验的，比没有
工作经验的，优先录取。）
10. There was no snow, the leaves were gone from the trees, the grass was dead. 没有下雪，
但叶落草枯。（比较：没有下雪，树叶从树上落下来，草也枯萎了。）
归纳起来，从语法的角度，可以省略代词、连接词、冠词、动词、介词等，如上面的第1到第8
句。从修辞角度看，英语句子有些短语重复出现，或者具有相同意义的词重复出现，英译汉时可按
情况作适当省略，如第9句。另外从汉语行文习惯的角度，译文中可以省略一些可有可无的词，不然
显得有些累赘，如第10句。
Guided Writing
本单元的基础训练部分仍然是写主题句，说明可参考前两个单元。
本单元的实用英语写作部分是要求学生根据所提供的信息写一份公司搬迁通知，学生用书中提
供了一个例子。
通知是上级对下级、组织对成员或平行单位之间部署工作、传达事情或召开会议等所使用的应
用文。通知的写法有两种，一种是以布告形式贴出，把事情通知有关人员，如学生、观众等，通常
不用称呼，一般由标题、正文、落款（或时间）三部分组成。有的用NOTICE作标题，写在正文上方
正中部位。另一种是以书信的形式，发给有关人员，此种通知写作形式同普通书信，只要写明通知
的具体内容即可。通知要求言简意赅、措辞得当、时间及时。
下面的几份通知供你教学中参考：
NOTICEAll teachers and students are requested to meet in the department conference room on
Tuesday (May 16) at 2:30 p.m. to hear a report on Computer Assisted Language Learning.The English Department Offi ce
LectureBy
Professor X (Name)From
Peking University On
(Topic)At Room 205, Classroom Building 2
2: 00 p.m., Friday, June 6, 2014
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Service AdjustmentBus Route No. 744 Temporary Bus Stop Relocation in Paterson Effective Date: May 19, 2013Effective immediately, Bus Route No. 744 will temporarily stop providing service to the
eastbound bus stop on Presidential Boulevard, at the near side of Main Street in Paterson to accommodate construction. This bus stop has been temporarily relocated to eastbound Presidential Boulevard, at the far side of Main Street in Paterson until further notice.
If you have any questions about this temporary bus stop relocation, please contact NJ TRANSIT at 1 (800) 772-2222.
Temporary Bus Stop RelocationScottsdale and Camelback RoadsALL INFORMATION IS SUBJECT TO CHANGE WITHOUT NOTICEWhere: Scottsdale and Camelback Roads ― SCOTTSDALEWhen: Effective until further noticeDue to construction for the Waterfront project, the bus stop on the southwest corner of
Scottsdale and Camelback roads will be demolished. The bus stop will be temporarily relo-cated 100 feet south of its current location and may not be ADA accessible during this time.
The Waterfront project will be under construction indefi nitely. Passengers can expect occasional delays in service that may affect arrival times and transfers to other routes.
For up-to-the-minute information call Valley Metro at (602) 253-5000, TTY at (602) 261-8208.
Reading Skills — Reading for Details (6):
Understanding Process
Process analysis either explains how to do something so you can do it or explains
how something works so you can understand it. Both types of process analysis explain by
presenting the steps involved in the process.
So when you are reading a process analysis paragraph, ask yourself how the process is
presented, and what essential steps there are. The steps are very often arranged in a logical
order (usually in time order): what should be done fi rst, second, next, and so on.
When you read about a process analysis, it is important to understand time
relationship. One sentence often has two actions which take place at the same time or at
different times. Writers generally use an adverb of time to show that the actions happened
at the same time or explain the order of the actions.
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Signal words for classifi cation:
fi rst, second, to begin, after that, afterward, at that time, later, next, then, fi nally, at
last, meanwhile, in the fi rst stage, your next step
step one, step two,… phase one, phase two…
prior to, during, at the same time, before, when, after
Key to the Exercises
Text A
First Reading
Exercise 1
1. A 2. C 3. C 4. D 5. B
While Reading
1. He almost never missed a day, and would make it to the offi ce even if others could not. By
doing so, he had his feelings of his own worth and he thought he deserved to be respected
by other people.
2. Having a “good heart” is the proper standard to judge people by.
Second Reading
Exercise 2
1. F 2. F 3. T 4. F 5. T
Exercise 3
My FatherWhen I was growing up, I was embarrassed to be seen with my father. As we started out, my father always said, “You set the pace. I will try to adjust to you.” My father almost never missed a day. He never talked about himself as an object of pity,
nor did he show any envy of the more fortunate or able. What my father looked for in others was a “good heart”.My father tried to participate in some way: he kept local baseball team going; he was a knowledgeable baseball fan;
Key to the ExercisesKey to the Exercises
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he often took me to watch the local teams play; and he liked to go to dances and parties.I now know he participated in some things vicariously through me. I often think of him: I think of him when I complain about trifl es, when I am envious of another’s good fortune, when I don’t have a “good heart”.
Oral Practice
Exercise 4
(For reference.)
When I was growing up, I didn’t want to be seen with my severely crippled, very short
father. When we would walk together, his hand on my arm for balance, people would stare.
It was diffi cult to coordinate our steps and because of that, we didn’t say much as we went
along. He always asked me to set the pace and he tried adjust to me.
My father never talked about himself as an object of pity, nor did he show any envy of the
more fortunate or able. What he looked for in others was a “good heart”, and if he found one,
the owner was good enough for him.
He has been gone many years now, but I think of him often. I think of him when I
complain about trifl es, when I am envious of another’s good fortune, when I don’t have a “good
