4. nicolas copernicus 5. häagen-dazs and reuben mattus br_main before readingglobal readingdetailed...

4. Nicolas Copernicus

5. Häagen-Dazs and Reuben Mattus

Before Reading Global Reading Detailed Reading After Reading

6. Edward Jenner

1. Warm-up Questions

2. An English Song — I Eat the Colors of the Rainbow

3. Sesame Street


Warm-up Questions

Look at the three pictures of an orange, a tomato and a strawberry. Which one does not belong to the same group as the other two? Why?

An English Song — I Eat the Colors of the Rainbow


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Listen to an English song — I Eat the Colors of the Rainbow from Sesame Street. Can you give the names of the fruits? Which one is your favorite?


I eat the colors of the rainbow... Veggies and fruit that help me growRed...red...some of my favorite foods are: Apples, cherries, strawberries and tomatoesOrange...orange...some of my favorite foods are:Carrots, oranges, peach and sweet potatoYellow...yellow corn and lemonPineapple and banana... Green...green spinach ( 菠菜 ) and broccoli ( 甘蓝 )Lettuce, peas, and kiwi...Blue...blue...The only food I eat that’s blue is Blueberries!I eat the colors of the rainbow...“Hey! What about us?”Purple, egg plant, plums and grapes...So every day—I eat the colors of the rainbow...


Sesame Street

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Sesame Street

Sesame Street is an educational American children’s television series designed for preschoolers, and is recognized as a pioneer of the contemporary standard which combines education and entertainment in children’s television shows. It is produced in the United States by Sesame Workshop, and broadcasted on November 10, 1969 on the National Educational Television network. Because of its positive influence, Sesame Street has earned the distinction of being the foremost and most highly regarded educator of children in the world. No television series has matched its level of recognition and success on the international stage. The original series has been televised in 120 countries, and more than 20 international versions have been produced. In its long and illustrious history, Sesame Street has received more Emmy Awards than any other program, and has captured the allegiance, esteem, and affection of millions of viewers worldwide.

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Nicholas Copernicus

(1473-1543)

Copernicus was a Polish astronomer and mathematician who held the view that the Earth and the other planets all travel in circles around the Sun.

“Finally we shall place the Sun himself at the center of the Universe. All this is suggested by the systematic procession of events and the harmony of the whole Universe, if only we face the facts, as they say, ‘with both eyes open’.”

— Copernicus


* A Brief Introduction of Nicolas Copernicus

* Copernicus’ Chronology

* The Copernicus Universe

* Copernicus’ Two Followers — Galileo and Bruno


A Brief Introduction of Nicolas Copernicus


Born on Feb. 19, 1473, in Thorn (Torun), Poland, Copernicus is said to be the founder of modern astronomy. The son of a prosperous merchant, he was raised after his father’s death by a maternal uncle. At the age of nineteen, he was sent to the University of Krakow to study mathematics, optics ( 光学 ) and canon ( 基督教教规 ) law in Italy. This experience stimulated young Copernicus to study further liberal arts at Bologna (1496-1501), medicine at Padua, and law at the University of Ferrara, from which he emerged in 1503 with the doctorate in canon law. Shortly afterward, he returned to Poland and eventually settled permanently at the cathedral near his hometown. Through his uncle’s influence he had been elected canon of the cathedral. Copernicus not only faithfully performed his duties, but also turned his attention to astronomy. In 1530, Copernicus completed and gave to the world his great work De Revolutionibus, which asserted that the earth rotated on its axis ( 地轴线 ) once daily and traveled around the sun once yearly. Not welcomed by the church, it was not published until 1543. Copernicus died on May 24, 1543.

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Copernicus’ Chronology

Date Event

Feb 19, 1473

1492

be born in Thorn (Torun), Poland

be sent to the University of Krakow in Italy


Date Event

1496~1501

1503 get the doctorate in canon law

1514 outline his great work De Revolutionibus

study liberal arts at Bologna, medicine at Padua, and law at the University of Ferrara


Date Event

1530

May 24, 1543

give the world his great work De Revolutionibus

die


The Copernicus Universe


Three Assumptions in the Development of Astronomy

Assumption 1 The earth was the center of the universe.

Assumption 2 uniform circular motion in the heavens

Assumption 3 Objects in the heavens were made from a perfect, unchanging substance not found on the Earth.

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The Copernican RevolutionWe noted earlier that the three assumptions held back the development of

modern astronomy from the time of Aristotle until the 16th and 17th centuries. Copernicus challenged Assumption 1, but not Assumption 2. We may also note that the Copernican model implicitly questions the third tenet that the objects in the sky were made of special unchanging stuff. Since the Earth is just one of the planets, there will eventually be a natural progression to the idea that the planets are made from the same stuff that we find on the Earth.


Copernicus’ Two Followers — Galileo and Bruno

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It is said that Copernicus’ book was only published at the end of his life because he feared ridicule and disfavor. However, two other Italian scientists of the time, Galileo and Bruno, embraced the Copernican theory unreservedly and as a result, suffered much personal injury at the hands of the powerful church inquisitors. Bruno had the braveness to even go beyond Copernicus, and, dared to suggest that space was boundless and that the sun and its planets were but one of any number of similar systems — there even might be other inhabited worlds with rational beings equal or possibly superior to ourselves. For such blasphemy, Bruno was burned to death at the stake in 1600. Galileo was brought forward in 1633, and, there, in front of his “betters,” he was, under the threat of torture and death, forced to his knees to renounce all belief in Copernican theories, and was thereafter sentenced to imprisonment for the remainder of his days.


GalileoItalian astronomer and physicist

(1564~1642)


Giordano BrunoItalian philosopher

(1548~1600)


Häagen-Dazs and Reuben Mattus


Reuben Mattus, a young entrepreneur with a passion for quality and a vision for creating the finest ice cream, worked in his mother’s ice cream business selling fruit ice and ice cream pops from a horse drawn wagon in the bustling streets of the Bronx, New York. To produce the finest ice cream available, he insisted on using only the finest, purest ingredients. The family business grew and prospered throughout the 1930s, 40s and 50s, and by 1961 Mr. Mattus decided to form a new company dedicated to his ice cream vision. He called his new brand Häagen-Dazs, to convey an aura of the old-world traditions and craftsmanship to which he remained dedicated. Häagen-Dazs started out with only three flavors: vanilla, chocolate and coffee. But Mr. Mattus’ passion for quality soon took him to the four corners of the globe. The Häagen-Dazs brand quickly developed a loyal following. Then in 1976, Mr. Mattus’ daughter Doris opened the first Häagen-Dazs shop. It was an immediate success, and its popularity led to a rapid expansion of Häagen-Dazs shops across the country.

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Edward Jenner

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Edward Jenner: a pioneer in vaccination

Date of Birth May 17, 1749

Birth Place in the small village of Berkeley in Gloucestershire


Edward Jenner was an English country doctor who pioneered vaccination. Edward Jenner was born on May 17, 1749 in the small village of Berkeley in Gloucestershire. From an early age Jenner was a keen observer of nature and after nine years as a surgeon’s apprentice he went to St. George’s Hospital, London to study anatomy ( 解剖学 ) and surgery under the prominent surgeon Hohn Hunter. After completing his studies, he returned to his hometown Berkeley to set up a medical practice where he stayed until his death in 1823. In the eighteenth century, before Jenner, smallpox was a killer disease, as widespread as cancer or heart diseases in the twentieth century but with the difference that the majority of its victims were infants and young children. Edward Jenner pioneered vaccination. Jenner’s discovery in 1796 that vaccination with cowpox gave immunity ( 免疫 ) to smallpox, was an immense medical breakthrough and has saved countless lives. In 1980, as a result of Jenner’s discovery, the World Health Assembly officially declared “the world and its peoples” free from endemic smallpox.

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Nationality British

Subjects of Learning in London

anatomy (解剖学 ) and surgery

Working Experiences

1. He worked as a surgeon’s apprentice.2. He set up a medical practice.

Achievement He discovered vaccination with cowpox to give immunity to smallpox.

1. Part Division of the Text

2. Further Understanding


For Part 1 Questions and Answers

For Part 2 Table Completion

For Part 3 True or False

For Part 4 Discussion

Part Division of the Text

The author’s children teach him about paradigm shifts.

Three examples of shifting old paradigms in history.

The importance of shifting old paradigms.


Main IdeasParagraphsParts

1

2

3

4

1 ~5

6~8

9 ~12

13 The author encourages people to look at information in a new way.


Questions and Answers

1. What were the author and his children playing that night?

“What Doesn’t Belong?” based on the Sesame Street game.

2. What was the question the father put to his children?

What doesn’t belong, an orange, a tomato or a strawberry?

3. What was the oldest child’s answer to the question? And what did the father think of his answer?

The oldest child’s answer was that tomato doesn’t belong because it was not fruit and his father thought it was a right answer.


4. What answers did his 4-year-old and his 6-year-old children give?

His 4-year-old chose strawberry because the other two were round and strawberry wasn’t, while the 6-year-old believed that orange didn’t belong because the other two were red.

5. Why did the 9-year-old and the middle one add to the answers?

Because they did not want to be outdone by their siblings.


Table Completion

Names Examples

Copernicus

Reuben Mattus

Edward Jenner

He placed the sun at the center of the universe, readjusting the centuries-old paradigm of Earth-centered system.

He renamed his Bronx ice cream Häagen -Dazs and raised the price without changing the product.

He discovered a vaccination for smallpox by abandoning his quest for a cure.


True or False

If the game “what doesn’t belong?” had been a workbook exercise in school, each choice of the kids would have been acceptable.

If the game “what doesn’t belong?” had been a workbook exercise in school, every kid who didn’t circle tomato would have been marked wrong.

F ( )1.

Almost all of the world’s most brilliant scientists and inventors were failures in school.

2.

Only if we shift our paradigms and refocus our parameters can we take the great advantage of the super information highway.

3. T ( )

Many of the world’s most brilliant scientists and inventors were failures in school.

F ( )


Edward Jenner discovered a vaccination for smallpox by accumulating and uncovering more information.

Edward Jenner didn’t invent preventive medicine by accumulating information; but by reframing the question.

F ( )4.

Copernicus didn’t do anything more Earth-shattering than completely change the way the universe was viewed.

Copernicus didn’t do anything less Earth-shattering than completely change the way the universe was viewed.

F ( )5.

The key point is not the lack of information because what we need is not more information but new ways of looking at it.

6.T ( )


Discussion

Do you agree with the author’s opinion that what we need as we begin to downshift onto the information highway is not more information but new ways of looking at it? Why or why not?


James Sollisch describes how his children’s ability to see things in fresh ways opened his own eyes to the nature of creative thinking.

The other night at the dinner table, my three kids—ages 9,6 and 4—took time out from their food fight to teach me about paradigm shifts, and limitations of linear thinking and how to refocus parameters.

Here’s how it happened: We were playing our own oral version of the Sesame Street game, “What Doesn’t Belong?,” where kids look at three pictures and choose the one that doesn’t fit. I said, “OK, what doesn’t belong, an orange, a tomato or a strawberry?”


Fruitful QuestionsJames Sollisch

SentenceSentence WordWord

The oldest didn’t take more than a second to deliver his smug answer: “Tomato because the other two are fruits.” I agreed that this was the right answer despite the fact that some purists insist a tomato is a fruit. To those of us forced as kids to eat them in salads, tomatoes will always be vegetables. I was about to think up another set of three when my 4-year-old said, “The right answer is strawberry because the other two are round and a strawberry isn’t.” How could I argue with that?

Then my 6-year-old said, “It’s the orange because the other two are red.” Not to be outdone by his younger siblings, the 9-year-old said, “It could also be the orange because the other two grow on vines.”

The middle one took this as a direct challenge. “It could be the strawberry because it’s the only one you put on ice cream.”





Something was definitely happening here. It was messier than a food fight and much more important than whether a tomato is a fruit or vegetable. My kids were doing what Copernicus did when he placed the sun at the center of the universe, readjusting the centuries-old paradigm of an Earth-centered system. They were doing what Reuben Mattus did when he renamed his Bronx ice cream Häagen-Dazs and raised the price without changing the product. They were doing what Edward Jenner did when he discovered a vaccination for smallpox by abandoning his quest for a cure.


Instead of studying people who were sick with smallpox, he began to study people who were exposed to it but never got sick. He found that they’d all contracted a similar but milder disease, cow pox, which vaccinated them against the deadly smallpox.

They were refocusing the parameters. They were redefining the problems. They were reframing the questions. In short, they were doing what every scientist who’s ever made an important discovery throughout history has done, according to Thomas Kuhn, in his book, The Structure of Scientific Revolutions: They were shifting old paradigms.



But if this had been a workbook exercise in school, every kid who didn’t circle tomato would have been marked wrong. Every kid who framed the question differently than “Which is not a fruit?” would have been wrong. Maybe that explains why so many of the world’s most brilliant scientists and inventors were failures in school, the most notable being Albert Einstein, who was perhaps this century’s most potent paradigm-shifter.

This is not meant to be a critique of schools. Lord knows, that’s easy enough to do. This is, instead, a reminder that there are real limits to the value of information. I bring this up because we seem to be at a point in the evolution of our society where everyone is clamoring for more technology, for instant access to ever-growing bodies of information.



Students must be online. Your home must be digitally connected to the World Wide Web. Businesses must be able to download volumes of data instantaneously. But unless we shift our paradigms and refocus our parameters, the super information highway will lead us nowhere.

We are not now, nor have we recently been suffering from a lack of information. Think how much more information we have than Copernicus had four centuries ago. And he didn’t do anything less Earth-shattering (pun intended) than completely change the way the universe was viewed. He didn’t do it by uncovering more information—he did it by looking differently at information everyone else already had looked at. Edward Jenner didn’t invent preventive medicine by accumulating information; he did it by reframing the question.


What we need as we begin to downshift onto the information highway is not more information but new ways of looking at it. We need to discover, as my kids did, that there is more than one right answer, there is more than one right question and there is more than one way to look at a body of information. We need to remember that when you have only a hammer, you tend to see every problem as a nail.




Something was definitely happening here. It was messier than a food fight and much more important than whether a tomato is a fruit or vegetable. My kids were doing what Copernicus did when he placed the sun at the center of the universe, readjusting the centuries-old paradigm of an Earth-centered system. They were doing what Reuben Mattus did when he renamed his Bronx ice cream Häagen-Dazs and raised the price without changing the product. They were doing what Edward Jenner did when he discovered a vaccination for smallpox by abandoning his quest for a cure.






It is a past participle modifying “those of us”. To those of us who were forced to eat tomatoes in salads during childhood, they surely belong to vegetables.

1. What is the grammatical function of “forced as kids to eat them in salads”? Paraphrase the sentence.

对我们这些从小就被迫吃拌在色拉里的西红柿的人来说，西红柿永远是蔬菜。

2. Translate the sentence into Chinese.



Something was definitely happening here. It was messier than a food fight and much more important than whether a tomato is a fruit or vegetable. My kids were doing what Copernicus did when he placed the sun at the center of the universe, readjusting the centuries-old paradigm of an Earth-centered system. They were doing what Reuben Mattus did when he renamed his Bronx ice cream Haagen-Dazs and raised the price without changing the product. They were doing what Edward Jenner did when he discovered a vaccination for smallpox by abandoning his quest for a cure.

We can infer from the sentence that the game is not as simple as it appears. It inspires us to think more behind the game itself.

1. What can we infer from the sentence?

这事儿比争抢食物还乱，比西红柿是水果还是蔬菜重要得多。






So far, the education system has not been very successful.

What is the implied meaning of the sentence?





It is an attributive clause used to modify the word “point”.

我提出这一点，是因为我们的社会似乎发展到了这样一个阶段，人人都大声要求得到更多的技术，大声要求即刻享用不断增多的信息。


1. What is the function of the subordinate clause introduced by where ?





Only if we shift our paradigms and refocus our parameters can we take the great advantage of the super information highway.

但是，除非我们改变范式、重新看待相关的各种因素，否则，信息高速公路就不会给我们带来什么结果。


1. Paraphrase the sentence.





The key point is not the lack of information. What we need is not more information but new ways of looking at it.

What can we infer from the sentence?





The author intends the word “Earth-shattering” to be a pun— a clever and amusing use of a word with more than one meaning. It can be interpreted as meaning either “Earth-shaking”(profound in significance) or “exploding the Earth-centered theory.”

1. How to understand the word “Earth-shattering” in this sentence?

但他作出了足以震撼地球的（权作双关语）惊人之举，完全改变了人们对宇宙的看法。

2. Translate the sentence into Chinese



“A hammer” and “a nail” here are used as two metaphors symbolizing the old paradigms and the fixed patterns of thinking.

1. What do “a hammer” and “a nail” refer to?

If you look at things only in one way, most likely you will fail to see the nature of your problem and consequently you won’t be able to solve it.

2. Paraphrase the sentence.



This is a typical parallel structure used as an emphasis.

1. Analyze the sentence.


2. Can you find more examples of the parallel structure in the text?






shift: 1. n. 1) a change in the way people think about something, in the way something is done,etc.

SS For most city dwellers, it is a welcome shift from town to country life.

2) if workers in a factory, hospital, etc. work shifts, they work for a particular period of time during the day or night, and are then replaced by others, so that there are always people working

SS He is on the night shift this week.






2. v. move from one place or position to another, or make something do this

SS Don’t try to shift the responsibility onto me.

SS 人们逐渐从乡村转向了城市。

SS The wind has shifted from north to south.

TT People gradually shift from the country to the town.

Collocations:

shift the blame / responsibility onto (somebody)

shift one’s ground

shift for oneself

把责任推给（某人）改变立场或方法

自谋生计






CF: move, shift, transfer & remove这些动词均可表示“从一处移往另一处”之意。

move 普通用词，指从一处到另一外的任何距离的转移。例如：

shift 侧重位置与方向的改变。例如：

transfer 一般表示转送或移交迁移，尤指交通运输中的换乘或职务的调动等。例如：

remove 作“移动”解时，与 move 可换用，其内涵较窄，多指从某处移走不要的东西；还可指撤职或开除学藉等。例如：

SS It was calm and not a leaf moved.

SS The cargo has shifted by the movement of the ship.

SS The head office has been transferred from Shanghai to Beijing.

SS Please remove your bag from the seat so that I can sit down.






linear: adj. consisting of lines; or in the form of a straight line

SS The thinking pattern of westerners is linear, while Chinese thinking pattern is circular.

SS How beautiful the vase is with a linear design!






SS Which club do you belong to?

SS The properties belong to my aunt now.

belong: vi.

Collocations:

belong to

belong in

属于……；是……的成员归类于；应该在某处

be a member of a group or organization; be related to sth. or form part of it; if sth. belongs to someone, they own it






deliver: v.1) take (letters, parcels, goods, etc.) to the places or people they are addressedSS The parcel was delivered to my door.

SS A postman is a man employed to deliver letters and parcels.

2) make a speech, etc. to a lot of people

SS She delivered a talk on philosophy to the society.

3) do or provide the things you are expected to, because you are responsible for them or they are part of your job

SS If you can’t deliver improved sales figure, you’ll be fired.

TT

SS 你认为政府会履行减税的诺言吗？

Do you think the government will deliver the promised tax cuts?






SS He led a life of smug respectability.

SS He is unbearably smug about getting into university.

TT

SS 他的脸上露出自鸣得意的微笑。

A smug smile reveals on his face.

smug: adj. showing too much satisfaction with your own cleverness or success — used to show disapproval; self-satisfied






SS Purists were shocked by the changes made to the text of the play.

SS She’s a terrible purist about language.

purist: n. someone who believes that sth. should be done in the correct or traditional way, especially in the areas of art, sport, music, and language






SS We argued with the waiter about the price of the meal.

SS He was arguing that poverty may be a blessing.

argue: v. 1) disagree with someone in words, often in an angry way

2) state or give clear reasons that sth. is true, should be done, etc.

SS They argued him into withdrawing his complaint.

3) persuade sb. to do or not to do something

Pattern: argue with sb. about / over sth.argue for / againstargue sb. into / out of doing sth.

SS It could be argued that sending men to the moon is a waste of money.






CF: argue, debate, dispute & discuss这些动词都可表示“辩论，争论，说理”之意。

argue 指提出理由或证据为自己或自己一方的看法或立场辩护，着重说理、论证和企图说服。

debate 侧重指意见等对立的双方之间正式或公开的争辩。

dispute 侧重对分歧进行激烈或热烈的争论或争辩，带一定感情色彩，常隐含“各持已见”或“争论不休”意味。discuss 最常用词，指就某一或某些问题表明观点、看法等，以便统一认识，解决问题。Directions: Fill in the blanks with the four words above. Change

the form where necessary.

1.

2.

3.

4.

The House of Commons the proposal for three

weeks.

His latest book the problems of the disabled.

The minister that cuts in military spending were

needed.

Whether his new method will work is still .

debated_______

discusses________argued______

disputed_______






SS She determined to outdo her brother at work and games.

outdo: v. be better or more successful than someone else at doing sth.

NB:out 通常放在名词的前面表示“外面”或“外部”的意思。如：

TT

SS 为了不让别人胜过自己，他又试一次。

Not to be outdone, he tried again.

SS She did her washing in one of the outhouses.

SS You’d better get petrol here — where we are going is the last outpost of civilization.

out 通常放在动词的前面表示“超过”或“超越”的意思。如：

SS Women in this age group outnumber men by three to one.

SS When he retired he felt he had outlived his usefulness.




SS The sailors were ordered to abandon the sinking ship.

abandon: v.1) leave a ship because it is sinking

SS The match was abandoned because of bad weather.

2) stop doing sth. because there are too many problems and it is impossible to continue

We urge people who smoke to abandon the habit.

我们敦促那些吸烟的人戒烟。

TT

SS




CF: abandon, discard, leave & give up这些动词或词组均有“抛弃、放弃”之意

abandon 强调永远或完全放弃或抛弃人或事物等，这可能是被迫的，也可能是自愿的。discard 着重指抛弃不再需要或追求的人或东西。

leave 普通用词，指舍弃某事或某一职业，或终止同一某人的关系，但不涉及动机与后果。give up 普通用语，侧重指没有希望或因外界压力而放弃。

Directions: Fill in the blanks with the four words above. Change the form where necessary.

1.

2.

3.

4.

Father repaired the toy that I had .

The student was just about to the question,

when suddenly he found the answer.

The cruel man his wife and children.

She music to study engineering.

discarded________give up______

abandoned__________left___




SS She had come in quest of advice.

quest:

SS The quest for selfhood was always the theme for women writers.

n. a long search for sth. that is difficult to find; trying to find or get sth.




SS The doctor cannot guarantee a cure.

cure:

SS What is the cure for the plight of the homeless?

1. n. a medicine or medical treatment that makes an illness go away; sth. that solves a problem, or improves a bad situation

TT

SS 癌症迄今为止有无有效的治疗方法？Is there a certain cure for cancer yet?

2. v. make someone well again after they have been ill; solve a problem, or improve a bad situation SS The doctor cured him of heart disease.

SS - Have scientists found effective medicine to treat cancer up to now?- They haven’t found medicine that cures.

SS The government tried to cure social discontent at home by making war abroad.




Pattern: cure sb. of sth.

CF: treat, cure, heal & remedy这些动词均表示“治疗”、“医治”之意。

treat 是最普通的用语，医疗上的是指整个治疗过程，包括诊断、处方、建议及其它处理，但不一定治愈。这种治疗可以指内伤、外伤，也可以指药物治疗和非药物治疗。cure 着重治疗结果，含有“治愈”、“治好”之意，多指治愈内科疾病，也可用来喻指消除某种不良现象或恶习。heal 也着重治疗结果，含有“治愈”、“治好”之意，多指外伤的治愈，也可用来指精神创伤或环境破坏的复原。remedy 是比较正式的用法，包含了 cure和 heal 的意思，有时表示“矫正”、“补救”之意，这时相当于 correct 。Directions: Fill in the blanks with the four words above. Change

the form where necessary.

1.

2.

3.

4.

Time most troubles.

Your faults of pronunciation can be .

The doctor is my bad cold.

Parents try to their children of bad habits.

heals_____

remedied________treating_______cure____





SS When she smiled she exposed a set of perfect white teeth.

expose: v. 1) uncover or make (sth.) visible; display

2) put someone in a situation where they are not protected from sth. dangerous or unpleasant

SS Soldiers were exposed to the enemy’s gunfire.

TT

SS 这个婴儿被离弃于风雨中。

The baby was left exposed to the wind and rain.

3) show the truth about sb. or sth. , especially when it is bad

SS That unfortunate remark exposed his ignorance of the subject.





Collocations:

expose one’s skin to the sun

expose oneself to criticism

expose oneself to the wind and rain

expose a crime

使皮肤暴露于阳光下遭受批评

经历风吹雨打

揭露一宗罪行

expose a film 使一卷胶卷曝光





SS Metals contract as they get cooler.

contract: v.1) become smaller or narrower

2) sign a contract in which you agree formally that you will do sth. or sb. will do sth. for you

SS Having contracted with them to do the repairs, we cannot withdraw now.

TT

SS 我们已经与一家公司就供应燃料一事签定了合同。

We have contracted with a firm for the supply of fuel.

3) get or develop (an illness)

SS My son has contracted malaria.





SS She is a very mild-mannered person.

mild: adj.1) a mild person has a gentle character and does not easily get angry

2) (of weather) fairly warm

SS He has too mild a nature to get angry, even if he has good reason.

TT

SS 今年冬天不太冷。

It’s been a mild winter this year.

3) (of food) not very strong or hot-tasting

SS People in the north like to eat hot food, while people in the south tend to eat milder food.

4) a mild illness or health problem is not serious

SS He suffered a mild heart attack.





SS You should have your dog vaccinated against rabies (狂犬病 ).

vaccinate: v. protect sb. (against a disease) by injecting a vaccine

SS He has had his vaccination against typhoid (伤寒 ).

Pattern: vaccinate sb. against sth.





SS The statue is a lasting reminder of Churchill’s greatness.

reminder: n. sth. that makes you notice, remember or think about sth.

SS The waiter was clearing the tables, which served as a reminder that it was time to leave.

TT

SS 这些照片总能使人回忆起二十世纪二十年代的生活。

The photographs are a lasting reminder of life in the 1920s.





SS Remind me to answer the letter.

SS This hotel reminds me of the one we stayed in last year.

NB: 注意 reminder 的词根 remind 的用法。 Remind 是及物动词，通常有如下三种用法： (1) remind sb. to do sth. 例如：

(2) remind sb. of sth. 例如：

(3) remind sb. ＋ that-clause 例如：

SS The travellers are reminded that malaria tablets are advisable.





SS She has brought up five children.

bring up: 1) look after and influence a child until he or she is grown up

TT

SS 我认为父母都应为养育孩子出一份力。

I think that both parents should be involved in bringing up the children.

2) mention a subject or start to talk about it

SS I didn’t dare to bring up the question of money.

SS All these problems were brought up at the last conference.

3) vomit

SS He ate his dinner and then promptly brought it all up again.





Collocations:

bring about

bring around / round

bring down

bring forth

导致，引起说服，使信服；使恢复知觉或健康使落下，打倒；降低，减少

产生，提出

bring forward 提出，提议

bring out 出版，推出；使显出

bring through 使（病人）脱险，使安全度过





SS The public are clamoring for a change of government.

clamo(u)r: vi. demand sth. loudly; talk or shout loudly

TT

SS The newspapers clamored against the government’s policy.

The children were clamoring to be fed.

SS 孩子们吵着要东西吃。





SS The only access to the farmhouse is across the fields.

access: n.1) the way you use to enter a building or reach a place

TT

SS Students must have access to good books.

Only professors have access to that lab.

SS 只有教授才有权利进入那个实验室。

2) the right to enter a place, use sth. , see sb, etc.





SS The glass shattered.

shatter: v. break suddenly into small pieces; completely destroy someone’s hopes, beliefs, or confidence

TT Hopes of reaching an agreement were shattered.

SS 达成协议的希望破灭了。

SS This event shattered all my previous ideas.

SS The explosion shattered every window in the building.





SS “Pardon the pun, but we were all in the same boat,” said Navy Lieutenant Green.

pun: n. humorous use of different words which sound the same or of two meanings of the same word

SS “Seven days without food makes one weak” is a pun on the words “week” and “weak”, and also on the different meanings of “one”.





SS If you don’t sort out the papers on your desk on a regular basis, they just keep on accumulating.

accumulate: v. make or become greater in number or quantity; heap up

SS My savings are accumulating interest.

By working hard you may accumulate a fortune.

努力工作你就可以积累一笔财产。

TT

SS

SS We’ve accumulated a large number of books over the years.





SS What do you intend to do today?

intend: v. have sth. in your mind as a plan or purpose; be provided or designed for a particular purpose or person

SS The flowers were intended for you.





CF: intend, mean & propose这几个动词均有“想要，打算”之意。

intend 较正式用词，但比较常用，指对未来的行动做出打算，并力争实现。

mean 口语多用，指怀有作某事的想法或希望得到某物，特别用于效果不好而动机良好的场合。

propose 与 intend 意思一样，常可交换使用，但在许多场合， propose比 intend 意思更进一步，它表示计划已成熟，甚至可向别人公开，这时，它的意思是建议。

SS They intend to work hard and save to put their children through university.

SS I mean to get up early, but forget to set the alarm.

SS The Council proposes to build an additional public library in the city.


2. Spot Dictation

1. Useful Expressions

3. Discussion

4. Talk about the Pictures

5. Writing Practice

6. Proverbs and Quotations

Spot Dictation


■

In the year 1548 a boy was born in a little town in Italy. When he was thirteen years old he began to go to school at a famous monastery. Within a few years Bruno had become a . It was not long before the monks of the monastery began to learn something about the extraordinary of their young colleague. He was frank, 　 and lacking in reticence. It was not long before he got himself into . It was evident that this boy could not be made to fit into the life there. One of the first things that a student had to learn is to give the teacher the answers that the teacher wanted. The 　　 teacher was the preserver of the ancient land marks. The students were his audience. They could applaud but they must not 　 . They must learn to labor and to wait. It

priest_____enthusiasm__________

outspoken_________trouble______

average_______

innovate_______


was not Bruno’s but his opinions that got him into trouble. Finally, he ran away from school, from his home town, from his own country and tried to find among strangers and foreigners a congenial atmosphere for his integrity that he could not find at home. It is difficult not to get sentimental about Bruno. He was a man without a country and, finally, without a church.

behavior_______

intellectual _________

1. 直线型思维

2. 改变模式

3. 重新审视相关因素

4. 给出非常自以为是的答案5. 与某人争论6. 宇宙的中心

7. 地球中心学

8. 寻求；追索

linear thinking

shift paradigms

refocus parameters

deliver one’s smug answer

argue with sb.

the center of the universe

an Earth-centered system

quest for

Useful Expressions


9. 暴露于……

10. （给人）接种疫苗

be exposed to…

vaccinate sb. against…11. 感染（疾病） contract (a disease)


21. 预防性药品

12. 提出；使注意

13. 社会的演变发展

14. 大声要求或抗议15. 快速获得16. 不断增长的

17. 下载资料数据

18. 信息高速公路

preventive medicine

bring up

the evolution of the society

clamor for

instant access to

ever-growing

download volumes of data

the super information highway

19. 惊天动地的

20. 发现信息

Earth-shattering

uncover information

22. 收集信息 accumulate information

Discussion


Directions: In the long history of human education, testing a person by examinations is regarded as the only reliable and feasible method to measure one’s knowledge and capability. In recent years, a growing number of people have begun to challenge the reliability and feasibility of examinations. They believe that formal examination is out of date. To what extent do you agree or disagree with this statement? The whole class can be divided into two groups to discuss this topic.


Group 1 (For)

Group 2 (Against)

much pressure unfavorable to students’ creativityunhealthy competitionpsychological problems high marks and poor ability

unified authoritative methodfair and scientifica long-tested and time-honored systema must for the students to know the basic knowledge


Talk about the Pictures


1. Rearrange Sentences in Logical Order

2. How to Write a Letter

Writing Practice


1. A brief introduction

Rearrange Sentences in Logical Order

In English writing, it is very important to make all the ideas and sentences fit together around its central idea, and to make the writing flow smoothly from one sentence to another in logical order. This is what we call coherence, a quality indispensable for effective writing. If an essay is coherent, each part will grow naturally and logically from those parts that come before it, and the reader is carried along easily from the start to the end. The main devices used in writing a coherent piece include transitional words or phrases like however, but, therefore, thus, first(ly), second(ly), what’s more, as to and in terms of, repetition of key words and phrases and the parallel structure.


2. Homework

Rearrange the following sentences so that they form a coherent paragraph in logical order:

1.

2.

3.

4.

5.

6.

7.

8.

One day he saw a picture on his screen, so he rushed out to get someone he

could “televise”.

The boy, terrified, had put his head down.

However, no image of the boy appeared on his screen.

He worked at it for a long time, but he was not successful.

That’s how television had been discovered.

He found an office boy and took him back to his room.

Television was invented by John Logie Baird.

When he put it up again his picture appeared on the screen.

3( )

6( )

7( )

5( )

2( )

8( )

4( )

1( )


1. Format for a letter

How to write a Letter

书信格式英文书信通常由 6 个部分组成：1. 信头（ Heading ） 2. 收信人的姓名与地址（ Inside Name and Address ）

3. 称呼（ Salutation ）4. 正文（ Body of the Letter ）5. 结束语（ Complimentary Close ）

6. 署名（ Signature ）

如果有附言（ Postscript — P.S. ）或附件（ Enclosure — Encl. ），则在信后加上。


2. Sample letter

Room 315, Building 12Southeast University 2 Sipailou, Nanjing 210018 P. R. ChinaMay 20, 2000

(1) heading

Professor John RichardsChemistry Department University of Hawaii 1890 West-East Road Honolulu, HL 96822

(2) inside address


Dear Professor Richards, (3) salutation

I have just received the IAP-66 and the invitation to accept a research fellowship with your department. Thank you very much for sending them.

I am not certain that I will get my Chinese passport and J-I visa from the American Embassy soon enough for me to arrive by June 15. Even if I get these things in time, I may not be able to get a ticket until June 20.

Would you please write me whether or not my arrival date can be extended until June 30? I should be able to arrive by then.

(4) body I appreciate all your help.

Sincerely yours, (5) complimentary close

Wan JuanWan Juan (6) signature


3. Differences between a business letter and a personal letter

Component Part Business Letters Personal Letters

heading

inside address

1) address of writer (or printed letter head)2) date of writing (day, month, year)

if it is between intimate friends, address may be omitted; If it is between people who write frequently to each other, the year may be omitted.

full name, title, and address of recipient

no need


salutation

body

complimentary close

clearly typed out

full name of the writer also typed out

Sincerely (yours),

last or surname and title, or Sir / Madam

first or pet name, or whatever name the recipient is often called

usually handwritten

Sincerely / Cordially / Affectionately yours, / Yours, / Yours ever, /

signature The first name of the writer is usually not typed out.

Proverbs and Quotations

1. A man becomes learned by asking questions.

要长学问，就得多问；多问则业精。

2. There is no royal road to learning.

学习无坦途。

3. He who is ashamed of asking is ashamed of learning.

耻问之人耻于学。


4. We build too many walls and not enough bridges. － Newton, British Scientist

我们造了太多墙，却没有造足够的桥。 —— 英国科学家牛顿

6. Something attempted, something done. — Longfellow, American poet

想象力比知识更为重要。—— 美国科学家爱因斯坦

有所尝试，就等于有所作为。 —— 美国诗人朗费罗


5. Imagination is more important than knowledge.— Einstein, American scientist

8. There is nothing more dreadful than imagination without taste.— Goethe, German poet and dramatist

在科学的世界里，创建新的思维方式要比获得新的数据更重要。 —— 英国物理学家威廉•布莱格爵士

没有什么比缺乏想象力更糟糕的了。—— 德国诗人及剧作家歌德


7. The important thing in science is not so much to obtain new facts as to discover new ways of thinking about them.

— Sir William Bragg, British physicist

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