unit 14

Unit 14 Book 1 Unit 14 Five Traits of the Educated Man 2 Section One Pre-reading Activities 2 I. Reading aloud 2 II.Cultural information 3 III. Audiovisual supplements 4 Section Two Global Reading 4 I. Main idea 4 II. Structural analysis 5 Section Three Detailed Reading 5 Text I 14 Section Four Consolidation Activities 14 I. Vocabulary Analysis 18 II. Grammar Exercises 19 III. Translation exercises 20 IV. Exercises for integrated skills 23 VI Writing Practice 24 VII Listening Exercises 27 Section Five Further Enhancement 27 I. Text II 32 III. Memorable Quotes Section One Pre-reading Activities I. Reading aloud Read the following sentences aloud, paying special attention to incomplete plosion. A plosive which has no audible release is put in the brackets. 1. ... but after all, that amoun(t) nee(d) no(t) be so very great in any one field. 2. The qui(t)e shocking slovenliness and vulgarity of much of the spoken English ... proves beyon(d) doub(t) that years of attendance upon schools and colleges that are though(t) to be respectable have produce(d) no impression. 3. There are certain things that gentlemen do no(t) do, and they do no(t) do them simply because they are ba(d) manners. 4. They do not rea(d) those works of prose and poetry which have become classic because they reveal power and habit of reflection and induce tha(t) power and habit in others. II.Cultural information 1. Quote Robert Frost: You are educated when you have the ability to listen to almost anything without losing your temper or self-confidence. 2. Education Education in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another. Teachers in educational institutions direct the education of students and might draw on many subjects, including reading, writing, mathematics, science and history, etc. This process is sometimes called schooling when referring to the education of teaching only a certain subject, usually as professors at institutions of higher learning. There is also education in fields for those who want specific vocational skills, such as those required to be a pilot. In addition, there is an array of education possible at the informal level, such as in museums and libraries, with the Internet and in life experience. Many non-traditional education options are now available and will continue to evolve. III. Audiovisual supplements Watch a video clip and answer the following questions. 1. What do you learn about Mike Oher from the video? 2. What is your understanding towards education? Answers to the Questions: 1. It’s clear that Mike Oher hasn’t accept the adequate education before, because he just can write down his name. And he is from a poor family, judging from his dressing. 2. Open. Video Script: Teacher: Class, this is Mike Oher, and he’s new here so I expect you all to make him feel welcome. Mike, just take any empty seat … This is a quiz based on the information you learned last year in your science curriculum. Don’t worry. It’s not gonna be graded. I just wanna see how much information we need to hit again. Just answer whatever you know. [Bell rings] Teacher: Thank you. [Students leave] Mike: Can I leave now? Teacher: Yeah … Take your book. Section Two Global Reading I. Main idea 1. What is this text concerned with? The text is concerned with the five traits of an educated man. 2. Summarize briefly the five traits of an educated man expounded in the text. ＊Correctness and precision in the use of the mother tongue ＊Refined and gentle manners ＊The power and habit of reflection ＊The power of growth ＊Possession of efficiency II. Structural analysis 1. Work out the structure of the text by completing the table. Paragraph(s) Event 1 It raises the question directly related to the topic of the essay: the relationship between learning and education. 2-6 It expounds the five key traits of an educated man respectively. 7 The writer stresses that given these five traits, one possesses the outline or framework of an educated man, and that the outline may be filled in by whatever knowledge, ability, or skill that one is in possession of. 2. How are the paragraphs that comprise the body of the essay organized and developed? These paragraphs are all organized and developed by the deductive method. Section Three Detailed Reading Text I Five Traits of the Educated Man Nicholas Murray Butler A question often asked is: “What are the marks of an educated man?” It is plain that one may gain no inconsiderable body of learning in some special field of knowledge without at the same time acquiring those habits and traits which are the marks of an educated gentleman. A reasonable amount of learning must of course accompany an education, but, after all, that amount need not be so very great in any one field. An education will make its mark and find its evidences in certain traits, characteristics, and capacities which have to be acquired by patient endeavor, by following good examples, and by receiving wise discipline and sound instruction. These traits or characteristics may be variously described and classified, but among them are five that should always stand out clearly enough to be seen by all men. The first of these is correctness and precision in the use of the mother tongue. The quite shocking slovenliness and vulgarity of much of the spoken English, as well as not a little of the written English, which one hears and sees, proves beyond doubt that years of attendance upon schools and colleges that are thought to be respectable have produced no impression. When one hears English well spoken, with pure diction, correct pronunciation, and an almost unconscious choice of the right word, he recognizes it at once. How much easier he finds it to imitate English of the other sort! A second and indispensable trait of the educated man is refined and gentle manners, which are themselves the expression of fixed habits of thought and action. "Manners make the man,” wrote William of Wykeham over his gates at Winchester and at Oxford. He pointed to a great truth. When manners are superficial, artificial, and forced, no matter what their form, they are bad manners. When, however, they are the natural expression of fixed habits of thought and action, and when they reveal a refined and cultivated nature, they are good manners. There are certain things that gentlemen do not do, and they do not do them simply because they are bad manners. The gentleman instinctively knows the difference between those things which he may and should do and those things which he may not and should not do. A third trait of the educated man is the power and habit of reflection. Human beings for the most part live wholly on the surface of life. They do not look beneath the surface or far beyond the present moment and that part of the future which is quickly to follow it. They do not read those works of prose and poetry which have become classic because they reveal the power and habit of reflection and induce that power and habit in others. When one reflects long enough to ask the question how?, he is on the way to knowing something about science. When he reflects long enough to ask the question why?, he may, if he persists, even become a philosopher. A fourth trait of the educated man is the power of growth. He continues to grow and develop from birth to his dying day. His interests expand, his contacts multiply, his knowledge increases, and his reflection becomes deeper and wider. It would appear to be true that not many human beings, and even not many of those who have had a college education, continue to grow after they are twenty-four or twenty-five years of age. By that time it is usual to settle down to life on a level of more or less contented intellectual interest and activity. The whole present-day movement for adult education is a systematic and definite attempt to keep human beings growing long after they have left school and college, and, therefore, to help educate them. A fifth trait of the educated man is his possession of efficiency, or the power to do. The mere visionary dreamer, however charming or however wise, lacks something which an education requires. The power to do may be exercised in any one of a thousand ways, but when it clearly shows itself, that is evidence that the period of study, of discipline, and of companionship with parents and teachers has not been in vain. Given these five characteristics, one has the outline of an educated man. That outline may be filled in by scholarship, by literary power, by mechanical skills, by professional zeal and capacity, by business competence, or by social and political leadership. So long as the framework or outline is there, the content may be pretty much what you will, assuming, of course, that the fundamental elements of the great tradition which is civilization, and its outstanding records and achievements in human personality, in letters, in science, in the fine arts, and in human institutions, are all present. Paragraph 1 Questions 1. What do you think of the question raised at the very beginning? The question put forward at the very beginning is an important one. It immediately attracts the readers’ attention and starts the readers' thinking about its answer. 2. What is the main idea of the first paragraph? With a topic-related question, the paragraph points out the relationship between learning and the marks of an educated man, between learning and education, and between education and certain traits and capacities which have to be gained by conscious effort. Words and Expressions 1. trait: n. a particular quality, esp. of a person; characteristic e.g. Ann’s generosity is one of her most pleasing personal traits. Synonyms: character, feature, characteristic, attribute, property 2. capacity: n. 1) ability or power e.g. He has a great capacity for enjoying himself. Her capacity to remember facts is remarkable. 2) role; a particular position or duty e.g. He said that in the capacity as mayor. 他是以市长的身份说那番话的。 3) the maximum amount that sth. can hold or contain e.g. The lift has a capacity of 15 persons. Synonyms: 1) ability, power, capability, talent, gift 2) role, function, position 3) maximum content, limit, room, space 3. inconsiderable: adj. rather small; not worth considering The word "inconsiderable" is almost always used together with the word "not" or "no", an example of double negation for strong emphasis. e.g. He has built up a not inconsiderable business empire. He is starting to gain a not inconsiderable fame in the entertainment circles. Antonym: considerable Comparisons: inconsiderate: not caring about the feelings, needs, or comfort of other people; thoughtless inconsiderable: rather small; not worth considering unconsidered: not thought about, or not thought about with enough care Practice: 1) I came to regret my ____________remarks. (unconsidered) 2) It is very _______of you not to call your mother when she got sick. (inconsiderate) 3) We have spent a not ___________ amount of money on the project already. (inconsiderable) 4. endeavor: 1) n. (an) effort e.g. Please make every endeavor to arrive on time. 2) vi. (fml) try very hard, strive e.g. We always endeavor to please our customers. Synonyms: try, strive, attempt Translation: We have created a splendid Chinese civilization by making every endeavor over five thousand years. 我们经过了五千多年的不懈奋斗，创造了灿烂的中华文明。 I will endeavor to do my best for my country. 我会竭尽全力报效祖国。 Activity: Sentence Making. Make sentences by using trait, capacity, inconsiderable, and endeavor. Sentence It is plain that one may gain no inconsiderable body of learning in some special field of knowledge without at the same time acquiring those habits and traits which are the marks of an educated gentleman. (Paragraph 1) Explanation: "No inconsiderable" means fairly large or important. The word "inconsiderable" is often used with "not". He has built up a not inconsiderable business empire. Paraphrase: It is obvious that, on one hand, one may gain considerable knowledge in some special field; on the other hand, fail to acquire the decent behavior of an educated gentleman. Translation: 显而易见的是，人可以在某一特殊的知识领域获得许多的知识，但却不一定能同时具备受过教育的绅士所拥有的习惯和特征。 Paragraphs 2-6 Question: Do you agree that the five traits of an educated man expounded in the text are the most important characteristics of an educated man? Justify your answer. This is an open question. If you do, most probably it is because these five traits are the basic marks of an educated man that are acknowledged almost by all. 5. vulgarity: n. the state or quality of being indecent where the quality is spoiled, or the standard is lowered; the state that shows a lack of good judgment in the choice of what is suitable or beautiful e.g. She was angry at the vulgarity of their jokes. His vulgarity made him unwelcome in my home. Derivations: vulgar adj． vulgarize: v. vulgarization: n． 6. respectable: adj. 1) showing standards of behavior, appearance, etc. that are socially acceptable e.g. It is not respectable to get drunk in the street. Put a tie on — it'll make you look more respectable. 2) good or satisfactory; decent e.g. Her exam results were respectable enough. Derivations: respect: v. respectability: n. Comparison: respectable, respectful, respective respectable: showing standards of behavior, appearance, etc. that are socially acceptable respectful: feeling or showing respect respective: used before a plural noun to refer to the different things that belong to each separate person or thing mentioned Translation: 观光旅客回到各自的国家去。 The tourists went back to their respective countries. 那位妇人恭敬地保持着沉默。 The woman kept a respectful silence. 你的衣服看起来很讲究，很体面。 Your clothes look proper and respectable. 7. superficial: adj. 1) of little subsistence or significance e.g. He made only a few superficial changes in the manuscript. 2) being or affecting or connecting with a surface; not deep or penetrating emotionally or intellectually e.g. Despite their superficial similarities, the two novels are in fact very different. 3) relating to a surface e.g. Superficial scratches can be easily removed. 表面上的划痕很容易就能被清除。 Derivation: superficiality n. 8. artificial: adj. insincere; lacking true feelings; happening as a result of human action e.g. She welcomed me with an artificial smile. I don’t like his artificial manners. High import taxes give their homemade goods an artificial advantage in the market. 9. reveal: vt. 1) make known sth. previously secret or unknown e.g. The investigation has revealed some serious faults in the system. I can now reveal that the new director is to be James Johnson. 2) show something that was previously hidden e.g. The curtains opened, revealing a darkened stage. Collocation: reveal yourself as/to be sth. e.g. The violinist revealed himself as a talented interpreter of classical music. Derivation: revealing adj. 10. cultivated: adj. 1) showing good education, manners, etc. e.g. As soon as the singer sang a very beautiful song, the cultivated audience stood up, cheering and clapping their hands. 2) Cultivated land is land that is used for growing crops or plants. e.g. cultivated fields 3) Cultivated crops or plants are ones grown by people. e.g. cultivated mushrooms Translation: He was a cultivated man, widely reading in several languages. 他是个有教养的人，对几种文字涉猎甚广。 Protecting cultivated land is always the foundation for increased grain production. 保护耕地始终是增加粮食产量的基础。 Derivations: cultivate: v. cultivation: n. cultivable: adj. cultivator: n. Synonym: well-educated 11. instinctively: adv. in a way resulting from one’s instinct, i.e. one’s natural ability or tendency to act in a certain way; in a manner following one’s instinct e.g. Instinctively, I knew she was ill. 凭直觉，我知道她病了。 I instinctively raised my arm to protect my face. 我本能地抬起手臂护脸。 Derivations: instinctive: adj. instinct: n. 12. induce: vt. 1) lead sb. to do sth., often by persuading e.g. Nothing could induce her to be disloyal to her motherland. Advertisements induce people to buy. 2) cause or produce e.g. Doctors said that surgery could induce a heart attack. It’s fair to say that cell phones can induce laziness. Derivation: inducement: n. 13. multiply: v. 1) greatly increase in number or amount e.g. Smoking multiplies the risk of heart attacks and other health problems. 2) breed, procreate, reproduce e.g. Bacteria multiply quickly in warm food. Synonyms: intensify, increase, spread, extend Anonyms: decrease, diminish Derivations: multiple: adj． multiplication: n. multiplicity: n. 14. efficiency: n. the power to work well, very quickly and without waste; the power to do well e.g. She is well known for her possession of high efficiency. We must achieve efficiency in our study. Antonym: inefficiency Derivation: efficient: adj. Comparison: effective, efficient effective: successful, and working in the way that was intended e.g. Training is often much less effective than expected. Practice: 1) A good leader should be both competent and__________. (efficient) 2) Her efforts to improve the school have been very________. (effective) 15. visionary: adj. 1) existing only in the mind and probably can not be fulfilled e.g. Most plans for bringing about world peace are visionary. 2) having clear ideas of what the world should be like in the future e.g. Under his visionary leadership, the city prospered. Synonyms: idealistic, unreal, imaginary Antonyms: practical, realistic, real Derivation: vision: n. 16. exercise: vt. 1) (cause to) take exercise e.g. You are getting fat; you should exercise more. It's important to exercise regularly. 2) use (a power, right, or quality) e.g. There are plans to encourage people to exercise their right to vote. That official exercises his power to the fullest degree. Synonyms: practice, employ, apply, exert Antonym: inaction 17 companionship: n. friendship; close relationship between partners e.g. The companionship between the two partners can be said to be pure and noble. When Stan died, I missed his companionship. Synonym: fellowship Derivation: companion: n. someone you spend a lot of time with, especially a friend Sentences 1. The quite shocking slovenliness and vulgarity of much of the spoken English, as well as not a little of the written English, which one hears and sees, proves beyond peradventure that years of attendance upon schools and colleges that are thought to be respectable have produced no impression. (Paragraph2) Explanation: “Slovenliness and vulgarity of much of the spoke English” indicates foul, blunt, tasteless, and even ungrammatical language found in much of oral English. Translation:让人感到震惊的是，大量的英语口语，以及不少的英语书面语，都显得随意、粗俗，这无疑更 证明 住所证明下载场所使用证明下载诊断证明下载住所证明下载爱问住所证明下载爱问 了人们虽然推崇接受多年中小学和大学的教育，但它（对人们的语言使用）并却不能给人留下好的印象。 2. A second and indispensable trait of the educated man is refined and gentle manners, which are themselves the expression of fixed habits of thought and action. (Paragraph3) Paraphrase: A second indispensable characteristic of the educated man is good manners, which, in nature, are reflection of fixed habits of thought and action. Translation: 第二项也是不可或缺的一项特征，即一个受过教育的人具备有良好的行为、举止。这本身也是固有的思维和行动的习惯的表现。 3. When manners are superficial, artificial, and forced, no matter what their form, they are bad manners. (Paragraph 3) Paraphrase: Whatever the form, if the manners are unreal or of little significance, they are bad manners. Translation: 当礼貌留于表面，矫揉造作，或是被强迫的，那么不论形式如何，都是没风度的表现。 4. Human beings for the most part live wholly on the surface or far beyond the present moment and that part of the future which is quickly to follow it. (Paragraph 4) Paraphrase: Most people generally think about the present or about things that will happen in the near future. 5. By that time it is usual to settle down to life on a level of more or less contented intellectual interest and activity. (Paragraph 5) Explanation: Settle down to life means begin to live a stable and orderly life in a conventional manner. e.g. They’d like to see her daughter settle down to life, get married, and have kids. Once the pilgrims landed on the island, they settled down to life. Translation: 到了那时，人们通常会在生活上安顿下来，停留在一个对才智上的兴趣追求和活动差不多满意的水平上。 Paragraph 7 Questions 1. What does the outline of an educated man refer to? The outline of an educated man refers to the five traits or characteristics of the educated man explained in the body of the text. 2. What is the main idea of the concluding paragraph? The last paragraph points out that the five traits discussed in the body draw up the outline of an educated man, and that so long as one is in possession of this outline, the specific content can be filled in by whatever knowledge, competence, and skills that one possesses. 18. zeal: n. eagerness to do something, especially to achieve a particular religious or political aim e.g. He shows professional zeal while diagnosing and treating the patients. Synonyms: eagerness, enthusiasm, vigor Antonyms: apathy, indifference Collocations: in one's zeal to do sth. Phrases: a man of zeal show great zeal for Derivations: zealous: adj. zealousness: v. zealot: n. Activity: Word-guessing Competition Direction: The class is divided into several groups, and two students from each group take part in this activity. One student will paraphrase or explain the words showed on the screen, and the other one will guess the words. Each pair can use any method to help paraphrasing and guessing, including gestures, sentence examples, etc. The group which can guess the most words within given time wins. Rules: 1) Each group must finish the guessing within one minute. 2) The guesser cannot look at the screen. 3) The one who explains can only speak English and is not allowed to mention the words showed on the screen. Words to be used trait, capacity, inconsiderable, endeavor, vulgarity, respectable, superficial, artificial, reveal, cultivated, instinctively, induce, multiply, efficiency, visionary, exercise, companionship, zeal Sentence So long as the framework or outline is there, the content may be pretty much what you will. (Paragraph 7) Paraphrase: As long as the five characteristics are there, what fills the outline of an educated man is up to you. Translation: 只要基本框架或轮廓具备了，其中的具体内容如何就在很大程度上由你决定。 Section Four Consolidation Activities I. Vocabulary Analysis 1 Phrase practice 1. find one’s evidences = be embodied 体现在 e.g. Injustice can find its evidences in sexist language. 不公平在语言的性别色彩中得到体现。 Many improvements find their evidences in the new car. 很多改进体现在新的汽车上。 2. stand out = distinguish oneself 突出的 e.g. His height makes him stand out in the queue. 他的身高使他在队伍中很显眼。 We want our design to stand out to our customers. 我们希望我们的 设计 领导形象设计圆作业设计ao工艺污水处理厂设计附属工程施工组织设计清扫机器人结构设计 能够吸引住顾客。 3. point to = reveal 表明 e.g. All the evidence points to the same conclusion. 所有的证据都说明了同样的结论。 All the signs point to an early resumption of the fighting between the two families. 一切迹象都表明这两个家族很快将重新开战。 4. on the way to = making progress and very likely to succeed in 即将成功 e.g. Martin keeps experimenting day and night. He is on the way to identifying the new element. 马丁日夜做着实验，马上就要成功确定新的元素了。 Have you ever felt yourself on the way to success? 是否有即将成功的感觉？ 2. Word comparison 1. plain: very simple in style e.g. This is a quite plain T-shirt. clear: not cloudy, foggy or with any marks, but pure or easy to see through e.g. The water in the lake is so clear that you can see the bottom. certain: confident and sure, without any doubts e.g. I am absolutely certain that I left the keys in the kitchen. common: if something is common, it is found in large numbers or it happens often e.g. He's not an officer, but a common soldier. 2. company: having another person or other people with you, usually when this is pleasant or stops you feeling lonely e.g. I am not in the mood for company. accompaniment: music that is played with someone who is singing or playing the main tune e.g. He sang to a piano accompaniment. companion: someone you spend a lot of time with, especially a friend e.g. His dog became his closest companion. compassion: a feeling of pity, sympathy and understanding for someone who is suffering e.g. Elderly people need time and compassion from their physicians. 3. after all: used to add information that shows what you have just said is true e.g. I do like her — after all, she is my sister. above all: most important e.g. Above all, I’d like to thank my family. all in all: considering all the different parts of the situation together e.g. All in all, I think you’ve done very well. 4. sound: showing good judgment; able to be trusted e.g. She gave me some very sound advice. exact: completely correct in every detail e.g. Police are still investigating the exact cause of the accident. deep: showing or needing serious thought; not easy to understand e.g. His films ate generally a bit deep for me. thorough: including every possible detail e.g. The doctor gave him a thorough check-up. 5. differently: (sth.) not like each other in one or more ways e.g. The two words are spelled differently, but pronounced the same. variously: in several different ways, at several different times, or by several different people e.g. He worked variously as a handyman, carpenter, and waiter. 6. diction: the manner in which words are pronounced e.g. It is very helpful for a language teacher to have a good diction. word: the smallest unit of language that people can understand if it is said or written on its own e.g. The teacher asked his students to write an essay about 2,000 words. vocabulary: all the words known and used by a particular person e.g. By the age of two a child will have a vocabulary of about two hundred words. dictionary: a book that gives a list of words in alphabetical order and explains their meanings in the same language, or another language e.g. That is not, properly speaking, a dictionary but a grammar book. 7. copy: if you copy a piece of writing, you write it again exactly e.g. He copied that important address into his notebook. imitate: to behave in a similar way to someone or something else, or copy the speech or behaviour, etc., of someone or something e.g. Some of the younger pop bands try to imitate their musical heroes from the past. fake: to make something seem real in order to deceive people e.g. She faked her father’s signature on the cheque. simulate: if you simulate an action or a feeling, you pretend that you hate doing it or feeling it e.g. He performed a simulated striptease. 8. induce: to persuade someone to do something e.g. They induced her to take the job by promising editorial freedom. deduce: to use the knowledge and information you have in order to understand something or form an opinion about it e.g. A doctor can easily deduce which virus is causing the disease. reduce: if you reduce something, you make it smaller in size or amount e.g. The new medicine reduces the risks of heart disease. attract: to pull or draw someone or something towards them, by the qualities they have, especially good ones e.g. These flowers are brightly coloured in order to attract butterflies. 3. Synonym / Antonym Give synonyms or antonyms of the word underlined in each sentence in the sense it is used. 1. It is plain that one may gain no inconsiderable body of learning in some special field of knowledge without at the same time acquiring those habits and traits which are the marks of an educated gentleman. Synonyms: obvious, clear, distinct, definite 2. A reasonable amount of learning must of course accompany an education, but, after all, that amount need not be so very great in any one field. Antonyms: unreasonable, improper, excessive 3. The first of these is correctness and precision in the use of the mother tongue. Synonyms: accuracy, exactness 4. When one hears English well spoken, with pure diction, correct pronunciation, and an almost unconscious choice of the right word, he recognizes it at once. Antonyms: conscious, voluntary 5. When manners are superficial, artificial, and forced, no matter what their form, they are bad manners. Synonyms: shallow, skin-deep 6. They do not read those works of prose and poetry which have become classic because they reveal power and habit of reflection and induce that power and habit in others. Antonyms: hide, cover, screen 7. He continues to grow and develop from birth to his dying day. Synonyms: persist, keep, maintain 8. A fifth trait of the educated man is his possession of efficiency, or the power to do. Antonyms: inefficiency, incompetence, inability 4. Sentence rephrasing Rephrase each of the following sentences with the word given in brackets. The agent said it is a magnificent, eighteenth-century mansion. (described) Tip: describe v. give a description of 描述 e.g. Can you describe the kidnapper on that day? describe as: give description in a way 描述为 e.g. Wolves are always described as a dangerous animal in fairy tales. Key: The agent described it as a magnificent, eighteen-century mansion. We were just going to bed when the earthquake happened. (point) Tip：point n. moment，an instant of time 时刻 e.g. At one point, I thought he was to quit. on the point of : be about to 即将 e.g. On the point of our leaving, he arrived. Key: We were on the point of going to bed when the earthquake happened. Tony bought Stella a necklace as a compensation for not having a holiday with her. (make) Tip: make v. produce, cause 生产，造成 e.g. The kid made a lot of trouble for us. make up for: compensate 弥补 e.g. How can we make up for the passing time? Key: Tony bought Stella a necklace to make up for not having a holiday with her. The doctor says that Stanley’s liver will be all right now, unless he starts drinking again. (provided) Tip: provide v. offer 提供 e.g. We can provide you free accommodation within two weeks. provided conj. if 假如 e.g. Provided you were a single mother, can you balance your work and family? Key: The doctor says that Stanley’s liver will be all right now, provided he doesn’t start drinking again. The stories he tells about his war experiences are unbelievable. (beyond) Tip: beyond prep. incapable of 超越（能力） e.g. To write a composition in such short time is beyond me. Key: The stories he tells about his war experiences are beyond belief. What speed is allowed on this motorway? (how) Tip: how adv. to what degree 如何，多少 e.g. How can I arrive there in five minutes? Key: How fast is one allowed to go on this motorway? Yes, I remembered to give her your message. (forget) Tip: forget v. not remember 忘记 e.g. I am sorry for forgetting to pay you back. Key: No, I did not forget to give her your message. Brown’s Hotel is regarded as one of the best in London. (consider) Tip: consider v. regard 认为，看待 e.g. If you consider it impossible, then it is. consider as: regard as 认为 e.g. I have always considered you as my own family. Key: Brown’s hotel is considered as one of the best in London. II. Grammar Exercises 1. Use of need Need can be a lexical verb as well as a modal auxiliary. As a lexical verb, it is followed by a to-infinitive. As a modal auxiliary, it is non-assertive, which means it is usually used in negative sentences or questions. Note that in answer to a question introduced by need, we should use must in a positive response and needn’t in a negative response. e.g. Do we need to stay this evening? Need we work late today? No, we needn’t, but we must tomorrow. When inquiring about the necessity of doing something, either must or need can be used. If the answer is negative, we can only use needn’t or don’t have to rather than mustn’t. e.g. Need/must I see a doctor at once? No, you needn’t / don’t have to for the time being. “Needn’t have +-ed” implies that something was done but was unnecessary. e.g. I needn’t have gone to the station. Practice Complete the following sentences using the appropriate form of need. 1. When I last crossed the frontier, I _______________ (not, show) my passport. 2. The shop has delivery service. You could have it delivered. You ______________ (not, carry) that home. 3. In some places, you _______________ (not, pay) to use the public libraries. 4. You _______________ (start) work soon if you want to pass your exam. 5. You __________ (not, tell) Jennifer — she already knows. 6. You _______________ (not, wake) me up: I don’t have to go to work today. Keys: 1. didn’t need to show (We use “didn’t need to” to show it was not necessary to do something in the past and it wasn’t done.) 2. needn’t have carried. (We use “needn’t have done” to show something that was done but was not in fact necessary.) 3. don’t need to pay 4. need to start/will need to start (The future tense of need can express a suggestion.) 5. needn’t tell 6. needn’t have woken 2. The non-finite form as noun phrase modifiers The –ing form of most intransitive verbs of English can be used attributively as adjectives to indicate what someone or something is doing. –ed adjectives may refer to a person’s mental or emotional reaction to something or describe the expression or manner of the person affected. Most –ed adjectives are related to transitive verbs and have a passive meaning. A few –ed adjectives are related to the intransitive verbs and have an active meaning. e.g. Most people like fresh food and don’t like frozen food. Some people say it is an interesting book while others say that it is a boring one. Practice Fill in the blanks with the proper form of the words given. fall burn wait beat sink 1. We followed a ________ path across the grass and finally reached the hut. 2. The _________ soldier has been honoured as a martyr. 3. Be patient. You are now on the top of the ________ list. 4. She must have worked all night, for, you see, she is with ________ eyes. 5. The Red Army marched at night with _______ torches. 6. _________ people are not allowed to drive a car. Keys: 1. beaten 2. fallen 3. waiting 4. sunken. 5. burning 6. Drunken III. Translation exercises 毫无疑问，上海正在迅速成为又一个国际金融中心。(beyond doubt) Explanation： If something is beyond doubt, it is beyond the shadow of a doubt; it is with certainty; definitely. Translation： It is beyond doubt that Shanghai is fast becoming another financial center. Practice： 他犯罪的事实是不可否认的。 The truth of his guilt is beyond doubt. 你如此博学多才，胸有成竹，将来无疑能成为一名作家。 You are so learned, so well prepared, that your future as a writer will be beyond doubt. 2. 尽管困难重重，她依然通过不懈努力完成了大学的学业。(persist in) Explanation： If you persist in doing something, you do something repeatedly and showing no intention to stop. Translation： Despite hardships, she persisted in her efforts to complete her university education. Practice： 尽管遇到很多挫折，他仍坚持做实验。 He persisted in carrying on experiment in spite of all kinds of setbacks. 谢天谢地，她没有坚持她那疯狂的想法。 Thankfully she did not persist in pursuing her mad idea. 3. 小王工作效率高，是因为他专业能力强，并讲究 方法 快递客服问题件处理详细方法山木方法pdf计算方法pdf华与华方法下载八字理论方法下载 。(competence) Explanation： Competence means the quality of being competent; adequacy; possession of required skill, knowledge, qualification, or capacity. Translation： Xiao Wang works very efficiently, because he possesses strong professional competence and, moreover, he pays particular attention to the methods he employs. Practice：  技术才能是在工作最初几年中培养出来的。 Technical competence is established within the first few years on the job. 他的晋升主要是由于他的技术能力，而不是管理或人际沟通的技巧。   He has been promoted primarily for his technical competence, not his management or interpersonal skill. 4. 所谓的“问题少年”并非生来就有问题，很可能是因为他们缺少家长和学校的管教。(discipline) Explanation： Discipline, used as a noun, means a way of training someone so that they learn to control their behaviour and obey rules. It can also be used as a verb. Translation： The so-called problem teens are not born to be problems. Very likely, it is because they lack parental and school discipline. Practice： 尽管要尊重孩子，但孩子们还是需要必要的管教。 All children need necessary discipline, though they should be respected as well. 不同文化下教育孩子的方法各不相同。 Different cultures have different ways of disciplining their children. IV. Exercises for integrated skills 1. Dictation Broadly speaking, / the Englishman is a quiet, shy, reserved person / who is fully relaxed only among people he knows well. / In the presence of strangers or foreigners / he often seems shy, / even embarrassed. / You have only to witness a commuter train any morning or evening / to see the truth of this. / Serious-looking businessmen and women sit reading their newspapers / or dozing in a corner; / no one speaks. / In fact, / to do so would seem most unusual. / An English wit, / pretending to be giving advice to overseas visitors, / once suggested, / “On entering a railway compartment / shake hands with all the passengers.” / Needless to say, / he was not being serious. / There is an unwritten but clearly understood code of behavior / which, if broken, / makes the person immediately the object of suspicion. 2. Cloze Fill in each blank in the passage below with ONE word you think appropriate. I hold it essential for a teacher to be both intellectually and morally honest. This does not mean being a perfect holy person. It means that he will be (1) aware of his intellectual strengths, and limitations, and will have thought about and (2) decided upon the moral principles by which his life shall be guided. There is (3) no contradiction in my going on to say that a teacher should be a bit of an (4) actor. That is part of the technique of teaching, which (5) demands that every now and then a teacher should be able to put on an act –to enliven a lesson, (6) correct a fault, or award praise. Children, especially young children, live in a world that is rather larger than life. A teacher must (7) remain mentally alert. He will not get into the profession if of (8) low intelligence, but it is all too easy, even for people of above — average intelligence, to stagnate intellectually — and that means to deteriorate intellectually. A teacher must be (9) quick to adapt himself to any situation, (10) however improbable (they happen!), and able to improvise, if necessary at less than a moment’s notice. Tip: 1) aware: Here you can use a word meaning “conscious”. 2) decided: Here you can use a word meaning “resolute”. 3) no: It does not contradict what I am going to say. 4) actor: Who would put on an act? 5) demands: Here you can use a word meaning “require”. 6) correct: How to make things right? 7) remain: Here you can use a word meaning “maintain”. 8) low: Here you can use a word meaning “inferior”. 9) quick: Here you can use a word meaning “swift”. 10) however: No matter how unlikely it is, a teacher is capable of being flexible. V. Oral activities Giving a talk It is a most unfortunate fact that formal education at all levels in China today is to varying degrees examination-oriented. Many people are worried that such an education is doing more harm than good to the educated. They wonder whether such an education is effective in turning out the really well-educated people. On the basis of “Five Traits of the Educated Man,” air your views on the harm done to the students by the examination-oriented education. Probably you could begin your talk with “Kids today seem to be overwhelmed by too much homework assigned by their teachers. And at the weekend instead of having some free time for fun, they are taken to a variety of coaching classes. All this results from the examination-oriented education.” For your reference: You may use the following words or expressions in your talk: seek high grades, criteria, one-exam-decides system, learn passively, an invisible barrier, do harm to the full development, heavy burden, by means of dishonest measures, cheat, pay attention to moral awareness, negative influence You may list the possible disadvantages of examination-oriented system as follows: —Students suffer from great pressure under the system. —Many parents and teachers pay more attention to their kids’ scores rather than their interests or hobbies, even their mental health. —One-exam-decides system can not test students’ potential, and it does harm to the full development of their ability, honesty, and intelligence. —The system exerts negative influence on their values and life. Having a discussion Hold a discussion in groups of four or five about the importance of education in social development. Although almost no one denies this importance, people actually differ in their understanding of the role education plays. Too many are quite utilitarian, taking education to be a stepping-stone for a bright future. They are not to blame, though. Nevertheless, we should try to find out the real objectives of education and the ways to realize them. Viewpoints for reference: —I think the prosperity of a nation depends on the development of education. Any advancement in science and technology all over the world is due to the improvement of education which brings up scientists and inventors. —I think education is vital to the development of an individual. Of all elements of success, education is the most important one. It is the knowledge that makes the difference between and failure. People also change their destiny through education. VI Writing Practice VII Listening Exercises English Language Center You are going to hear a man calling the English Language Center to find out more information about their program. Pre-listening activity 1. What questions would you ask if you called a language program overseas to find out more about it? 2. Think of five questions and rank them in order of importance to you. Listen carefully to the following discussion. Compare your questions to the ones asked in the conversation. Complete the following questions raised by the caller. Q1: What kind of courses do you offer ? Q2: What are your application deadlines for the next semester ? Q3: (What is) an I20 ? Q4: What is the tuition for a full-time student? Q5: How does one apply ? Q6: Are there other materials I would need to send in addition to the application form ? Q7: How can I send these materials to you? Q8: (How can I send) the application fee ? Listen again. Pay special attention to what the receptionist says, and get ready to answer the following questions. The vocabulary below may offer you some help. Vocabulary: attend (v.): go to content-based classes: classes that focus on a particular subject literacy (n.): knowledge or learning deadlines (n.): dates by which sth. must be done or completed apply (v.): turn in or submit an application issue (v.): prepare and distribute Questions: 1. What is the purpose of the English Language Center? To provide language learning opportunities to international students, whether a student’s goal is to master basic functional language skills for his or her job, or to enter a U.S. college or university. 2. Name some of the courses that are taught at the English Language Center. Computer literacy, intercultural communication, and business English. 3. If the fall semester begins on August 29th, by what date should one apply to the program? June 29th. 4. What is an I20? It is a form that indicates that a student is given permission to study in a certain program. 5. What kind of visa would an international student get? F1. 6. What is the tuition for a full-time student? And how can it be sent? $2,030. By money orders, traveler’s checks, or using credit cards. 7. What must be included in the application packet? The application form, a $35 non-refundable application fee, a sponsorship form, and a bank statement Tapescript English Language Center Receptionist: English Language Center. How may I help you? Caller: Yes. I’m calling to find out more information about your program. For example, what kind of courses do you offer? Receptionist: Well, first of all, the purpose of our program is to provide language learning opportunities to international students [uh-hum], whether a student’s goal is to master basic functional language skills, let’s say, for his or her job, or to study intensively to enter a U.S. college or university. Caller: Okay. I’m calling for a friend who is interested in attending a U.S. university. Receptionist: And that’s the kind of, uh, instruction that we provide, from basic communication courses to content-based classes such as computer literacy, intercultural communication, and business English. Caller: Great. What are your application deadlines for the next semester? Receptionist: Well, we ask applicants to apply no later than two months before the semester begins. [Uh-hum] This gives us time to process the application and issue the student’s I20. Caller: An I20? Receptionist: Oh, an I20 is a form that indicates that we are giving permission for the student to study in our program, and then the student takes this form to the U.S. embassy in his or her home country to apply for the F1 student visa. Caller: Alright. What is the tuition for a full-time student? Receptionist: It’s two thousand thirty dollars. Caller: And how does one apply? Receptionist: Well, we can send you an application and you can mail it back to us, or you can fill out our application on our Web site. Caller: And are there other materials I would need to send in addition to the application form? Receptionist: Uh, yes. You would need to send in a $35 non-refundable application fee [Uh-huh], a sponsorship form indicating who will be responsible financially for the student while studying in our program, and a bank statement showing that you or your sponsor has sufficient funds to cover tuition expenses and living costs for the entire year of study. Caller: And how can I send these materials to you? Receptionist: You can either send the application packet by regular mail or you can fax it. Caller: And the application fee? Receptionist: We accept money orders, traveler’s checks, or credit cards. Caller: Alright. I think that’s about it. Receptionist: Okay, great. Caller: Oh, and what is your name? Receptionist: Okay. My name is Tony Nelson. You can just call and ask for me. Caller: Great. Thank you for your help. Receptionist: No problem, and please don’t hesitate to call again if you have any other questions. Caller: Okay. Goodbye. Section Five Further Enhancement I. Text II Lead-in questions 1. What do you think are the purposes of education? 2. What kind of education do you expect to get as a university student? Text When Does Education Stop? James Michener During the summer vacation a fine-looking young man, who was majoring in literature at a top university, asked for an interview, and before we had talked for five minutes, he launched into his complaint. “Can you imagine?” he lamented. “During vacation I have to write a three-thousand-word term paper about your books.” He felt very sorry for himself. His whimpering irritated me, and on the spur of the moment I shoved at him a card which had become famous in World War II. It was once used on me. It read: Young man, your sad story is truly heartbreaking. Excuse me while I fetch a crying towel. My complaining visitor reacted as I had done twenty years earlier, he burst into laughter and asked, “Did I sound that bad?” “Worse!” I snapped.Then I pointed to a novel of mine which he was using as the basis for his term paper. “You’re bellyaching about a three-thousand-word paper which at most will occupy you for a month. When I started work on Hawaii, I faced the prospect of a three-million-word term paper. And five years of work. Frankly, you sound silly.” This strong language encouraged an excellent discussion of the preparation it takes to write a major novel. Five years of research, months of character development, extensive work on plot and setting, endless speculation on psychology and concentrated work on historical backgrounds. “When I was finally ready to write,” I replied under questioning, “ holed up in bare-wall, no-telephone Waikiki room and stuck at my typewriter every morning for eighteen months, seven days a week I wrestled with the words that would not come, with ideas that refused to jell. When I broke a tooth, I told the dentist I’d have to see him at night. When Dewitt Wallace, the editor of the Reader’s Digest and a man to whom I am much indebted, came to Hawaii on vacation, I wanted to hike with him but had to say, ‘In the late afternoon. In the morning I work’.” I explained to my caller that I write all my books slowly, with two fingers on an old typewriter, and the actual task of getting the words on paper is difficult. Nothing I write is good enough to be used in first draft, not even important personal letters, so I am required to rewrite everything at least twice. Important work, like a novel, must be written over and over again, up to six or seven times. For example, Hawaii went very slowly and needed constant revision. Since the final version contained about 500,000 words, and since I wrote it all many times, I had to type in my painstaking fashion about 3,000,000 words. At this news, my visitor whistled and asked, “ How many research books did you have to consult?” “Several thousand. When I started the actual writing, there were about five hundred that I kept in my office.” “How many personal interviews?” “ About two hundred. Each two or three hours long.” “ Did you write much that you weren’t able to use?” “ I had to throw away about half a million words.” The young scholar looked again at the card and returned it reverently to my desk. “Would you have the energy to undertake such a task again?” he asked. “I would always like to be engaged in such tasks,” I replied, and he turned to other questions. Young people, especially those in college who should know better, frequently fail to realize hat men and women who wish to accomplish anything must apply themselves to tasks of tremendous magnitude. A new vaccine may take years to perfect. A Broadway play is never written, cast and produced in a week. A foreign policy is never evolved in a brief time by diplomats relaxing in Washington, London or Geneva. The good work of the world is accomplished principally by people who dedicate themselves unstintingly to the big job at hand. Weeks, months, years pass, but the good workman knows that he is gambling on an ultimate achievement which cannot be measured in time spent. Responsible men and women leap to the challenge of jobs that require enormous dedication and years to fulfill, and are happiest when they are so involved. This means that men and women who hope to make a real contribution to American life must prepare themselves to tackle big jobs, and the interesting fact is that no college or university in the world can give anyone the specific education he will ultimately need. Adults who are unwilling to reeducate themselves periodically are doomed to mediocrity. I first discovered this fact on Guadalcanal in 1945, when the war had passed us by and we could see certain victory ahead. Relieved of pressure, our top admirals and generals could have been excused if they loafed, but the ones I knew well in those days took free time and gave themselves orderly courses in new fields. One carrier admiral studied everything he could get on tank warfare. The head of our outfit, William Lowndes Calhoun, spent six hours a day learning French. I asked him about this. “Admiral, what’s this big deal with French?” “How do I know where I’ll be sent when the war’s over?” he countered. But what impressed me most was the next tier of officers, the young Army colonels and the Navy commanders. They divided sharply into two groups: those who spent their spare time learning something and those who didn’t. In the years that followed, I noticed in the newspapers that whenever President Truman or President Eisenhower chose men for military positions of great power, they always picked from the officers who had reeducated themselves. More significant to me personally was my stay with the brilliant doctors of an Army hospital in the jungles of Espiritu Santo. The entire staff of a general hospital in Denver, Colorado, had been picked up and flown out to care for our wounded, and they experienced days of overwork followed by weeks of tedium. In the latter periods the doctors organized voluntary study groups by which to further their professional competence. By good luck, I was allowed to participate in a group that was analyzing alcoholism, and one night the leader asked me, as we were breaking up, “ What are you studying, Michener?” The question stunned me, for I had been studying exactly nothing. I drove back through the jungle and that very night started working on something that I had been toying with for some months. In a lantern-lit, mosquito-filled tin shack, I started writing Tales of the South Pacific. I have been the typical American in that I have had widely scattered jobs: teacher, businessman, soldier, traveler, writer. And my college education gave me no specific preparation for any of these jobs. But it gave me something much better. I attended Swarthmore College, outside Philadelphia, and by fantastic luck, I got there just as the college was launching an experiment which was to transform the institution and those of us who participated. At the end of my sophomore year the faculty assembled a group of us and said, “Life does not consist of taking courses in a small segment. A productive life consists of finding huge tasks and mastering them with whatever tools of intelligence and energy we have. We are going to turn you loose on some huge tasks. Let’s see what you can do with them.” Accordingly, we were excused from all future class attendance and were told, “Pick out three fields that interest you.” I chose logic, English history and the novel. The faculty said, “ For the next two years go to the library and learn what you can about your fields. At the end of two years we’ll bring in some outside experts from Harvard and Yale, whom you never seen, and they will determine whether or not you have educated yourselves. What followed was an experience in intellectual grandeur. The Swarthmore professors, realizing that when I was tested they would be tested too, helped me to gain as thorough an education as a young man could absorb. For it was in their interest to see that I understood the fine points of the fields I had chosen. When the two years ended, the visiting experts arrived and for a week they probed and tested and heckled. At the end of this exciting time one of the examiners told me, “You have the beginning of a real education.” He was right. Nothing that I studied in college has been of use to me in my various jobs. But what I did learn was how to learn, how to organize, how to write term papers. If my education had ended the week I stood before those strange examiners, I would have proved a fairly useless citizen ... While I was reflecting on these matters, my young scholar asked, “If you were a young man today and wanted to be a writer, what kind of education would you seek?” I replied, “I’d choose some very difficult field and try to master it. I’d seek out professors who really poured it on. Long term papers and many of them, tough laboratory work.” “Why?” he pressed. “Because we learn only those things at which we have to work very hard. It’s ridiculous to give a bright fellow like you a three-thousand-word term paper. It ought to be fifteen thousand words – or thirty. Tackle a real job. Then, when you’re through, you’re on the way to facing big jobs in adult life.” We parted on that note, but when he had gone, I realized that I had not made my statement nearly strong enough. I should have said, “The world is positively hungry for young men who have dedicated themselves to big jobs. If your present professors aren’t training you for such work, quit them and find others who will drive you. If your present college isn’t making you work to the limit of your ability, drop out and go to another that will. Because if you don’t discipline your brain now, you’ll never be prepared for the years when it’s a question of work or perish.” Parents or professors who do not encourage their young to tackle big jobs commit a moral crime against those young people. For we know that when the young are properly challenged, they will rise to the occasion and they will prepare themselves for the great work that remains to be done. Notes 1. James Michener (1907-1997) is an American writer who is famous throughout the world as the author of such best selling novels as Hawaii (1960), Centennial (1974), and Space (1983). Born in New York City, Michener taught social sciences and worked as an editor before entering the Navy during World War II. His wartime experiences in the Solomon Islands of the South Pacific led him to write his first book, Tales of the South Pacific (1947), for which he won the Pulitzer Prize. In 1983 Michener was officially named a National Treasure. The text “When Does Education Stop?” originally appeared as an article in the magazine Reader’s Digest. 2. majoring in (Paragraph 1): studying sth. as one’s main subject at college or university e.g. He’s majoring in political science. 3. on the spur of the moment (Paragraph 3): suddenly, without thinking about it before doing it e.g. On the spur of the moment she picked up the phone and called Mike. 4. bellyaching (Paragraph 5): complaining a lot, esp. about sth. unimportant e.g. Stop bellyaching about it and get on with the job! 5. Hawaii (Paragraph 5): a long novel by James Michener 6. Waikiki (Paragraph 7): a famous beach and resort area in Honolulu, Hawaii 7. wrestled (Paragraph 7): tried to deal with or find a solution to a difficult problem e.g. I spent two hours wrestling with my math homework. 8. … to whom I am much indebted, … (Paragraph 7): ... I am very grateful to him for the help he has given me, ... e.g. I am indebted to my husband for helping me edit the book. 9. magnitude (Paragraph 17): greatness of size or importance e.g. They didn’t seem to appreciate the magnitude of the problem. 10. gambling on (Paragraph 18): doing sth. that involves a lot of risk, and that will not succeed unless things happen the way you would like them to e.g. They’re gambling on Johnson being fit for Saturday’s game. They carried out the robbery on Christmas Day, gambling on no one being in the building. 11. mediocrity (Paragraph 19): a quality that is acceptable but not very good e.g. His poetry seldom rises above the level of mediocrity. 12. Guadalcanal (Paragraph 20): one of the Solomon Islands in the southwestern Pacific Ocean; during World War II, it was the site of fighting between American and Japanese forces in 1942-1943. 13. President Truman (Paragraph 23): Harry S. Truman (1884-1972), thirty-third President of the United States (1945-1953) 14. President Eisenhower (Paragraph 23): Dwight D. Eisenhower (1890-1969), thirty-fourth President of the United States (1953-1961) 15. Espiritu Santo (Paragraph 24): a large island in the south Pacific, used as a U.S. air base 16. Denver (Paragraph 24): the capital of Colorado 17. Colorado (Paragraph 24): a state in the Middle West of the United States 18. toying with (Paragraph 26): thinking about an idea or possibility, usually for a short time and not very seriously e.g. I’ve been toying with the idea of going to Japan to visit them for months. 19. in that (Paragraph 27): because e.g. The situation is rather complicated in that we have two managing directors. 20. Philadelphia (Paragraph 28): the largest city of Pennsylvania, a state in the east of the United States, and the fourth largest city of the United States 21. turn you loose on some huge tasks (Paragraph 28): allow you to deal with some big jobs in the way you want to e.g. Whatever you do, don’t turn Derek loose on the garden! 22. Harvard and Yale (Paragraph 29): two top-ranking American universities 23. poured it on (Paragraph 34): praised and admired greatly e.g. She was good, but was there any need to pour it on like that? Questions for discussion 1. What complaint did the young man make to Michener? 2. What effect did the card have on the young man? 3. What point did Michener make by telling the young man how he wrote Hawaii? 4. According to Michener, who accomplishes the good work of the world? 5. What impressed Michener most when he was on Guadalcanal? 6. What parting advice did Michener give to the young man? 7. What opinion did Michener think that he should have expressed before the young man left? 8. Give one example of a situation in which you tackled a difficult job. How did you feel while you were working and after you finished it? Key to Questions for discussion 1. He expressed annoyance about having to write a three-thousand-word term paper about the author’s books during vacation. 2. He was obviously amused by what was written on the card. 3. People who wish to accomplish anything must apply themselves to tasks of tremendous importance. 4. The good work of the world is accomplished by people with generous dedication to the big job at hand. 5. The soldiers spent their spare time learning something new to reeducate themselves. 6. You should tackle a real job to further your competence so that when you’re through, you’re on the way to facing big jobs in adult life. 7. If you don’t learn those things at which you have to work very hard, you’ll find it difficult to survive adult life. 8. (Open to discussion.) III. Memorable Quotes Read the following quotes and analyze the rhetoric devices used in them. Guidance: The Pierian Spring from Greek mythology, is mentioned as the metaphorical source of knowledge about art and science. Pieria was believed to be the home and the seat of worship of Orpheus and the Muses, the deities of the arts and sciences. The spring is believed to be a fountain of knowledge that inspires whoever drinks from it. Henry Peter Brougham (1778 - 1868) was a British statesman who became Lord Chancellor of the UK. 1. Education makes a people easy to lead, but difficult to drive; easy to govern, but impossible to enslave. — Henry Peter Brougham Paraphrase: It is easy to lead the nation with educated and civilized people, but it would be difficult to drive the people as a dictatorship because educated people know what their rights are. Educated people abide by laws which facilitates them to be governed, but not be enslaved by taking advantage of their knowledge. 2. A little learning is a dangerous thing; Drink deep, or taste not the Pierian spring: There shallow Draughts intoxicate the Brain, And drinking largely sobers us again. — Alexander Pope Paraphrase: To learn just a little is dangerous. We should learn broadly and not learn just as drinking from the Pierian spring – the fountain of knowledge. The little water we drink would give us the illusion that we know a lot. By learning broadly, we could have a clear idea about ourselves again. intoxicate: to cause such an excitement that one cannot think clearly e.g. “Power will intoxicate the best hearts, as wine the strongest heads. No man is wise enough, nor good enough to be trusted with unlimited power.” — Charles Caleb Colton sober (up): to make sb. more sensible e.g. The Russian government’s anti-alcohol campaign tries to sober the nation up. 30