精读3paraphrase
Unit1
1.He ... was seeing his world shrink and his options narrow.
He ... was beginning to realize that his world was getting smaller and his choices fewer.
1.however, these matters are questioned and in some cases rebelled against however, people often have doubts about these matters and sometimes oppose them
1.people from a variety of ethnic backgrounds
people from many different races
1.In addition to affirming personal values...
Besides strengthening their personal values..
3. Yet, there was always in me…… somewhere else.
Paraphrase: However, I always felt that I should pay a visit to some other places.
6. I wandered the world through books.
Paraphrase: I learned many aspects of the world by reading books.
13. One poem committed to memory……in my mind.
Paraphrase: I still remember one poem I learned in grade school.
15. Perhaps only a truly discontented child……as I was.
Paraphrase: Perhaps only a child who is truly dissatisfied with the reality can be attracted by books as I was.
16. Perhaps restlessness is a necessary corollary of devoted literacy. Paraphrase: Perhaps if a person really devotes himself or herself to reading and writing, he or she is bound to be restless.
2）by the lure of what……normal childhood.
Paraphrase: by the power of attracting which was an instinctive and normal thing to any child at my age
21. But the best part of me……and bring them to life.
Paraphrase: But the best part ……at home: But my most unforgettable memory was always at home……
22. In books I have traveled……but into my own.
Paraphrase: While reading books, I have not only traveled to different places in the world, but roamed around my own inner world.
24. There was waking, …… was never really a stranger.
Paraphrase: Between the tome I woke up and the tome I went to sleep, I just read books, which is a parallel universe to me. And in this universe, I might be a newcomer, but was never a stranger.
25. My real, true world. My perfect island.
Paraphrase: To me, these books were a real, true world, as well as a perfect island on which I preferred to stay.
5) …as though she was starving and the book was bread.
Paraphrase: Jamaica Kincaid was reading books with great eagerness, as if the books were her food.
27. Reading has always been my home,…… invincible companion. Paraphrase: Reading has always given me joy and comfort, food and drink, and strength and companionship.
30. I realized that while my satisfaction…… book it happened to be. Paraphrase: I realized that while my joy in reading had not weakened a bit, the world was just as blind or hostile to my joy as my girlfriends had been who had banged on our screen door or had begged me to put down the books which were called "stupid books" by them no matter what books they belonged to.
39. Reading for pleasure,……from place to place.
Paraphrase: some people did not believe that there was such a thing as reading for pleasure driven by a
strong desire from the heart, They regarded it as an idle, aimless, meaningless occupation just like driving from place to place aimlessly on the subway.
40. For many years I worked……of problems to be addressed.
Paraphrase: I worked in the circle of newspaper for many years. For many journalists, reading in the latter half of the twentieth century was usually discussed as a lot of problems to be resolved.
42. Had television and the movies supplanted books?
Paraphrase: Had books given way to televisions and the movies ? or
Had books been replaced by televisions and the movies?
43. And in circles devoted to……surrounding discussion of reading.
Paraphrase: When literary critics discussed the problem of reading in their circles, they sometimes showed the terrible attitude that reading was a right that only belonged to the elite, not to be shared with other people.
53. We are the people who……went out of print.
Paraphrase: We are the people who would make sure that Pride and Prejudice would always be available.
54. It was still in the equivalent of ……one another.
Paraphrase: We still found each other like we did when we were young
56. "Until I fea red I would lose it,…… To Kill a Mockingbird.
Paraphrase: We often say that the starving know the value of food and the man dying of thirst knows the value of water.
Unit2
1. I wandered the world through books.
Paraphrase: I learned many aspects of the world by reading books.
2. One poem committed to memory……in my mind.
Paraphrase: I still remember one poem I learned in grade school.
3. Perhaps only a truly discontented child……as I was.
Paraphrase: Perhaps only a child who is truly dissatisfied with the reality can be attracted by books as I was.
4. Perhaps restlessness is a necessary corollary of devoted literacy. Paraphrase: Perhaps if a person really devotes himself or herself to reading and writing, he or she is bound to be restless.
5. by the lure of what……normal childhood.
Paraphrase: by the power of attracting which was an instinctive and normal thing to any child at my age
6. But the best part of me……and bring them to life.
Paraphrase: But the best part ……at home: But my most unforgettable memo ry was always at home……
7. In books I have traveled……but into my own.
Paraphrase: While reading books, I have not only traveled to different places in the world, but roamed around my own inner world.
8. There was waking, …… was never really a stranger.
Paraphrase: Between the tome I woke up and the tome I went to sleep, I just read books, which is a parallel universe to me. And in this universe, I might be
a newcomer, but was never a stranger.
9. My real, true world. My perfect island.
Paraphrase: To me, these books were a real, true world, as well as a perfect island on which I preferred to stay.
10. …as though she was starving and the book was bread.
Paraphrase: Jamaica Kincaid was reading books with great eagerness, as if the books were her food.
11. Reading has always been my home,…… invincible companion. Paraphrase: Reading has always given me joy and comfort, food and drink, and strength and companionship.
12. and come outside …… in their separateness.
Paraphrase: and come into contact with the reality, who think themselves superior to others and feel shame to be friends with them.
13. For many years I worked……of problems to be addressed.
Paraphrase: I worked in the circle of newspaper for many years. For many journalists, reading in the latter half of the twentieth century was usually discussed as a lot of problems to be resolved.
14. Reading for pleasure,……from place to place.
Paraphrase: some people did not believe that there was such a thing as reading for pleasure driven by a strong desire from the heart, They regarded it as an idle, aimless, meaningless occupation just like driving from place to place aimlessly on the subway.
15. Had television and the movies supplanted books?
Paraphrase: Had books given way to televisions and the movies ? or
Had books been replaced by televisions and the movies?
16. And in circles devoted to……surrounding discussion of reading.
Paraphrase: When literary critics discussed the problem of reading in their circles, they sometimes showed the terrible attitude that reading was a right that only belonged to the elite, not to be shared with other people. ( If we say some people have certain exclusive rights, it means these rights are exclusive to these people, not shared with anybody else. )
17. We are the people who……went out of print.
Paraphrase: We are the people who would make sure that Pride and Prejudice would always be available.
18. It was still in the equivalent of ……one another.
Paraphrase: We still found each other like we did when we were young
Unit4
1.…done his business like a dog at the road side,……
Paraphrase: He had emptied his bowels or passed water (urinated) like a dog
at the roadside,……
2.got scant thanks :
Paraphrase: He seldom expressed his thanks to the people who had offered him some food
3.They were not quite sure…… Now he was back at his home.
Paraphrase: Some were mad about wealth; some thirsted for power; some were crazy about sex……
4.they amused him
Paraphrase: These mad or insane people made him think that they were all ridiculous.
5.He thought everybody lived……anxiously.
Paraphrase: He thought that our life is too complicated, too costly, and gives us too much pressure.
He argued that we should simplify our life.
6.He was not the first to inhabit…out of principle.
Paraphrase: He was not the first to live in a cask. But he was the first who ever did so because he wanted to, not by necessity, not being
forced to . He based it on aprinciple.
7.But he taught chief by example.
Paraphrase: Diogenes also taught by talking to people, but he mainly taught by setting an example for others to learn from.
8. They possess him. He is their slave.
Paraphrase: All those material things dominate his life. He has to succumb to
them.
9. In order to procure a quantity of……, his own independence.
Paraphrase: In order to get a certain amount of material property or worldly possessions which actually have no value and will not last, he has
allowed himself to be controlled by these things and has given away
his own independence which is the only thing that is true and can
last.
10. Not so Diogenes
Paraphrase: However, Diogenes was not such a person.
11. His life's aim was clear to him:…… and to imprint it with its true values.
Paraphrase: Diogenes is using the analogy of" to restamp the currency" to mean
the change of human values. Human life, in his opinion, is like clean metal, but marked with false values, and it is his intention to wipe out the false markings and print true values on it.
12. Diogenes answered "I'm trying to find a man."
Paraphrase: He actually meant that all people he could see were only half-men.
Here the word "man" means a true man by Diogenes' standard.
13. And so he lived……
Paraphrase: And that was how he lived……
14. Only twenty, Alexander was far older and……restrained and chivalrous.
Paraphrase: Alexander looked far older than a man of his age normally does, and was much wiser
than man of his age normally is.
15. asmazed silence: ( transferred epithet) It is of course “ the people” who were
a mazed, not “silence”
Paraphrase: There were the people who were amazed, but remained silent. 16. But Alexander meant it ：
Paraphrase: But Alexander really meant what he had said.
17. He knew that of all men then alive……the beggar were free.
Paraphrase: Alexander knew that of all the people alive at that time, he was free because he had absolute power and Diogenes was free
because he didn’t need any power.
Unit5
1．There was once a town……in harmony with its surroundings.
Paraphrase: Once upon a time there was a town in the central part of America where all living things seemed to exist peacefully with their
environment.
2. Then some evil spell settled on the community:……but even among children. Paraphrase: Then, as by some evil power, disaster struck the community: strange diseases quickly struck down large numbers of children; the cattle and
sheep became ill and died.
3. On the mornings that had once throbbed with……there was now no sound….
Paraphrase: The morning air used to vibrate with the singing of birds, but there was now no sound….
4. … a harsh reality we all shall know.
Paraphrase: … some serious consequence that we all have to face.
5. … the physical form and the habits of the earth’s vegetation…by the environment. Paraphrase: … the physical features and habits of the living things on earth have been
Greatly shaped by their surroundings.
6. … but it has changed in character.
Paraphrase: … but the nature of this power to alter the environment has changed.
7.This pollution is for the most irrecoverable.
Paraphrase: In most case, the polluted air, soil, rivers and the sea cannot be restored to their original natural state.
8.Or they pass mysteriously……from once pure wells.
Paraphrase: Or they get deeper into underground streams, undergosome chemical processes somewhere, and then become new substances
that contaminate wells, kill plants and make cattles as well as
people that drink the water sick.
9.Given time---time not in years……a balance has been reached.
Paraphrase: When the environment changes, living things can adapt to their new surroundings, but it is a long process and it takes thousands of
years for life to be in harmony with their modified world again.
10.B ut in the modern world there is no time.
Paraphrase: But in the modern world when man’s power to tamper with nature has become so great and he is so eager to change nature for
short-term benefits, he does not think of the long-term interest
of his own species.
11.T he rapidity of change follows…… deliberate pace of nature.
Paraphrase: Man is changing nature rapidly while nature adjusts to the changes slowly.
Therefore adjustment can never keep up with change, and a new balance
between living things and their environment can hardly be reached.
12.R adiation is now the unnatural creation of man’s tampering with the atom.
Paraphrase: In the past, radiation was only sent out from radioactive substances in certain rocks; today man creates such harmful rays
by causing the nucleus of the atom of such substances as radium
to split
13.T he chemicals are the synthetic c reation of man’s tampering with the atom.
Paraphrase: Nature dose not produce such things as chemicals. Chemicals are man-made and the results of man’s creative power.
14.A nd even this,……in an endless stream;….
Paraphrase: It would take some magic power to make living things adjust to these chemicals in the life of generations. Even if this were possible,
it would be useless, because new chemicals are continuously being
created and produced.
15.…find their way into actual use:
Paraphrase: …manage to enter the mar ket and be sold to farmers.
16.d escribed as “ pests”
Paraphrase: referred to as destructive insects
17.…all this though the intended target……weeds or insects.
Paraphrase: …all these serious consequences come about perhaps just because man wants to destroy a few weeds or insects.
18.C an anyone believe it is possible……but “ biocides”.
Paraphrase: Such number of poisons stored on the surface of the earth will surelly make it unfit for all living things. (This is a rehtorical
question )
19.T hus the chemical war is never won,……in its violent crossfire.
Paraphrase: Therefore, this fight between man and pests wil never come to an end, and all living things are affected by or fall victom to this
chemical war.
20.b rought the threat of disease and death even to their own kind…
Paraphrase: brought the threat of disease and death even to huamn beings themselves…
21.N ature has introduced……checks and balances.
Paraphrase: Nature keeps living things in proportion, regulating their number through the check and balance mechanisms of itself.(In other
words, when the population of one species is too big/ small, Nature
has a way of making it decrease/ increase.)
22.S uch a system set the stage for……insect population.
Paraphrase: Such a way of farming creates favorable conditions for the rapid increase of particular insects.
23.I n new territory,……in its native land,…
Paraphrase: In new territory, since there are no natural enemies as those that did not allow it to multiply or grow too rapidly in their native land,……
24.T hus it is no accident that ……are intr oduced species.
Paraphrase: That’s why the most trouble-making insects in this country are not native but introduced, which is not accidental at all.
25.t he explosive power of outbreaks and new invasions
Paraphrase: the power of insects to multiply/breed in large numbers suddenly and quickly and their power to invade new territories
26.W e have subjected enormous numbers of people to……without their knowledge.
Paraphrase: By spraying insecticides on food grains, vegetables and fruit, we have caused large number of people to absorb harmful chemicals
without asking whether they would like to do so and often without
their knowing it.
Unit8
1.… for children who were now gray with age.
Paraphrase: … for children who now became old people with gray hair.
2. Through all this she lay in bed but moved across time.
Paraphrase: While doing all this job, she lay in bed but her mind wandered across the past time.
3.… traveling among the dead decades…the gift of physical science.
Paraphrase: …traveling among the past decades mentally so quickly and easily
that no physical science would be able to manage to do it.
4.She gazed at this improbably overgrown figure ……and promptly dismissed it. Paraphrase: She looked steadily at me and could not recognize me because I was much too big for the son in her memory. She simply could
not imagine the distant future when
her little Russel would be that tall and big. Therefore she
immediately put that thought out of her mind.
5. That day she was a young cou ntry wife…… to be her father.
Paraphrase: That day she was a young country wife in the backyard behind the apple orchard, from which she could see the hazy blue Virginia
mountains. She could not associate this stranger old enough to
be her father with her son who was only as tall as two feet from
the floor at that time.
6. It was an awkward question with which to be awakened.
Paraphrase: I was awakened so early in the morning by such an awkward
question.
7. “I’m being buried today,” ……announcing an important social event.
Paraphrase: “I’m going to be buried today.” she said quickly, as if announcing an important social event.
8.I thought of a doll with huge, fierce eyes.
Paraphrase: Her small and delicate figure reminded me of a doll with very big but intense eyes.
9. There had always been a fierceness in her.
Paraphrase: Whatever she did, she did it determinedly, with great and
unyielding effort.
10. It showed in that angry challenging thrust of the chin when she issued
an opinion, and a great one she had always been for issuing opinions.
Paraphrase: This character trait of her was shown when she expressed an opinion.She would stick out her chin in an angry and defiant air.
Whenever she had something to say, she would say it, never
afraid of speaking her mind out.
11. “It’s not always good policy……I used to caution her.
Paraphrase: “It’s not always wise to tell people your opinions.” I used to warn her.
11.“If they don’t like it, that’s too bad,”……“because that’s the way I am.”
Paraphrase : “If they don’t like the way I talk, I can do nothing about it.”
That was her constant answer because it was her usual way of
dealing with sb or something.
12.She had hurled herself at life……always on the run.
Paraphrase: Whatever she did (housework, raising children, etc.), she did it with great effort and speed, so she seemed to be always
running.
13. determined on a beheading that would put dinner in the pot
Paraphrase: determined to kill a chicken and cook it for dinner
14. For a time I could not accept the inevitable.
Paraphrase: For a period of time I could hardly believe such a strong and formidable person as my mother had become a helpless invalid, and
I simply couldn’t face this fact.
15. As I sat by her bed, my impulse was to argue her back to reality.
Paraphrase: When I sat by her hospital bed, I had a strong desire to get her to face her present conditions and not to think at length about her
glories in the past.
16. “Russell’s way out west,” she advised me.
Paraphrase: “ Russell’s not around. He’s far away in the west,” she told me.
17. So it went until a doctor came by……Then a surprise.
Paraphrase: The conversation went on like this until a doctor came by to give
her one of those oral quizzes that the medical workers usually
apply to the patients like her. She failed this oral quiz, or
gave wrong answers or answered none of the quiz questions.
However, her answer to one of the questions surprised all of
us.
18.I see no reason why gunpowder treason should ever be forgot.
Paraphrase: I hold that we have no reason to forget the plot of Gunpowder
Treason.
19.Then doctors diagnosed an hopeless senility or hardening of the
arteries.
Paraphrase: Then doctors concluded that my mother was behaving in a confused way simply because she was getting old, or her arteries were
becoming hard.It was an inevitable consequence of aging, and they
could do little about it.
20. For ten years or more the ferocity……that too much age had brought her.
Paraphrase: Throughout her life, Russell Baker’s mother had fiercely fought numerous difficulties she encountered. About ten years or more ago,
she began to suffer physical and psychological problems of aging,
which she couldn’t tackle, and she became angry with this situation.
20.Now, after the last bad fall, she……in which she ws needed.
Paraphrase: Now, after her last bad fall, she seemed to have found a way of escaping from her present life by reminiscing her good, old days
when she was loved and needed.
21.…I…had written herwith some banal advice……with her miseries.
Paraphrase: In a letter I had advised her to make a special effort to
appreciate good things in her life and not to worry those who came
to see her by complaining about her unhappiness and suffering.
22. I suppose what it really amounted to was a th reat that…….
Paraphrase: I think this “advice” was actually a warning that…….
23. This one was written out of a childish faith……to recharge a flagging spirit.
Paraphrase: I wrote this letter naively believing that parents’ strength would never drain away, and aging as well as declining health could be
overcome by a strong will, and that words of encouragement would
fill a tired and weak person with strength and energy again. 24. She wrote back in an unusually cheey vein……that she was mending her way. Paraphrase: She answered the letter cheerfully, which was very unusual. I think she wanted to show that she was acting on my advice and was
improving.
25. I soon stopped trying to argue her back……into the past.
Paraphrase: Soon I stopped trying to persuade her to accept what I considered the real world and tried to help her to recall those marvellous
moments of happy life in the past.
26.……and the future stretched before it in beams of crystal sunlight.
Paraphrase: ……and the bright future spread out or extended before the US./ The US would have boundless prospects.
27.……if I had been able to step into my mother’s time machine.
Paraphrase: ……if I had been able to travel to all those past times together with
my mother.
28. A world had lived and died,……the w orld of the pharaohs.
Paraphrase: The world my mother lived in when she was young was now past.
Though I was closely related to that world , I knew as little about
it as I knew about the ancient Egypt.
29. The orbits of her mind touched the present interrogators for more than a
moment.
Paraphrase: She could hardly respond relevantly to questions put to her at present because her mind constantly wandering to certain past
phases of her life.
30. Sitting at her bedside, forever out of touch with her……
Paraphrase: Although I was sitting at her bedside, very close to her physically,
I never knew what she was thinking or talking about .
31. ……when age finally stirs their curiosity there is no parent left to tell them.
Paraphrase: ……when they become old and want to learn about their parents’past, both their
parents are gone.
32. If a parent does lift the curtain a bit,…… how much harder life was in the old
days.
Paraphrase: If a parent tells the children something about his or her past, it often turns out to be a moral lesson about how life was for him or
her, which does not make sense to the children.
34. …… a son had offened me with an inadequate report card.
Paraphrase: ……a son had made me angr y because his report card showed that he had not done very well at school.
35. ……he gazed at me with an expression……how it was in your day, Dad.”
Paraphrase: ……he looked at his father steadily, looking calm, seemingly ready to accept what his father wou ld say though he knew he wouldn’t be
convinced. The boy knew what was coming. He hated being lectured
on, but he knew there was nothing he could do about it. He had to
let it happen. So he had a look of resignation that was hard to
describe.
36. Instinctively, I wanted to break free, and cease being a creature defined by
her time.
Paraphrase: When my mother was young, I was her future. But I didn’t like it.
I wanted to be free and independent. I wanted to live my own life
and did not to live my life by my mother’s standards.
37. These hopeless end-of-the-line visits with my mother……my own past so carelessly.
Paraphrase：Those last visits made me wish I had valued my past more, and had paid more attention to the world she represented. (The visits were
hopeless because they did not mean anything to my mother. She was
not going to recover. And she did not even know I was there.)
38. We all come from the past, …… from diaper to shroud.
Paraphrase: We all come from the past, and children ought to know what made them what they are today. They ought to know that life is a continuous
process. Humanity is lke a cord made of many people starting from a
long time past continuing to the present day. We should all cherish our
roots, our heritage.
Unit9
1.In some respects, globalization is merely a trendy word for an old process.
Paraphrase: To some extent, globalization is not new. The world has always been in the process of market expansion. What is new is the term
"globalization", which became fashionable only recently.
2.Europeans saw economic unification as an antidote to deadly nationalism.
Paraphrase: Europeans regarded economic unification as a way to prevent nationalism.
3. A decade later, even after Asia's 1997-98 financial crisis, private capital flows
dwarf governmental flows.
Paraphrase：Ten years later, even after Asia's financial crisis of 1997-98, private capital flows are still greater in number than governmental
capital flows.
4. The recent takeover struggle between British and German wireless giants is exceptional only for its size and bitterness.
Paraphrase: The only difference between the recent takeover struggle between British and German radio giants and other cases is that this takeover
is much bigger and a lot more bitter.
5. Behind the merger boom lies the growing corporate conviction that many markets have become truly global.
Paraphrase: The reason for the merger boom is that more and more business people now believe that many markets have truly become global. They are no
longer producing just for the people in their own country. They want to
combine or merge with others to become multinational companies. 6. In Europe, the relentless pursuit of the single market is one indicator. This reflects a widespread recognition that European companies will be hard-pressed to compete in global markets if their local operations are hamstrung by fragmented national markets.
Paraphrase：In Europe, the persistent and unremitting effort to turn all countries on the continent into a single market shows that there is a general
agreement that if the European market remains divided into many small
parts behind national borders, their companies will not be able to
compete in the international market.
7. Among poorer countries, the best sign of support is the clamor to get into the World Trade Organization ... And 32 are seeking membership. Paraphrase: Many poorer countries want to join the World Trade Organization. This shows that they support globalization.
8. Despite its financial crisis, rapid trade expansion and economic growth sharply cut the number of the desperately poor.
Paraphrase: In spite of the financial crisis, rapid increase of trade and economic growth drastically reduced the number of the very poor people.
9.Meanwhile, Latin America and sub-Saharan Africa--whose embrace of the
world economy has been late or limited--fared much less well.
Paraphrase: Meanwhile, Latin America and sub-Saharan Africa, whose integration with the world economy has been late and limited, were
not so lucky.
10. .... two problems could neutralize its potential benefits.
Paraphrase: … two problems could offset the possible benefits
11. The global economy may be prone to harsher boom-bust cycles than national
economies individually.
Paraphrase: Once integrated with the world market, nations will naturally be more vulnerable to the fluctuations of the world economy. The
capital flows in and out a country, for example, can create a boom
or bust very quickly and with much harsher effects.
12. The Asian financial crisis raised questions on both counts.
Paraphrase：The Asian financial crisis brought these two questions to people's attention: investment funds were not well used and trade flows
became too lopsided.
13. The ensuing spending boom in turn aided Europe, Japan, and the United States
by increasing imports from them.
Paraphrase: The growth in spending that followed helped Europe, Japan, and the United States by increasing imports from them.
14. .... it became apparent that as a result of "crony capitalism", inept government policies and excess optimism, much of the investment had been wasted on unneeded factories, office buildings and apartments.
Paraphrase: It became clear that because of the corruption in those countries
where political and financial resources are in the hands of a few
privileged people along with their dishonest friends, their foolish
government policies and unreasonable optimism, much of the
investment was wasted on unneeded factories and a real estate bubble 15. What prevented the Asian crisis from becoming a full-scale economic downturn
has been the astonishing U.S. economy.
Paraphrase: It was the surprisingly vigorous growth of the U. S. economy that saved the Asian crisis from escalating into an all-round economic
depression.
16. The world economy.., has been flying on one engine.
Paraphrase: The world economy has been driven by only one country's economy, namely the economy of the United States. In other words, the
world has become too dependent on one country's prosperity. 17. .... a slowdown or recession--reflecting a decline in the stock market, a loss
of consumer confidence or higher interest rate-- might snowball into an international slump.
Paraphrase: …a slowdown of the U.S. economy might develop into a serious international depression because the world economy is so dependent
on it.
18. Japan is projected to grow ...
Paraphrase: Japan is expected to grow ... / Japan is predicted to grow ... / Japan is estimated to grow.
19. If the forecasts materialize--and the OECD's growth estimates for Japan
exceed most private forecasts--they will restore some balance to the world economy and relieve fears of a global recession.
Paraphrase: If the forecasts come true--and the OECD's growth estimates for Japan are higher than most private forecasts---they will, to
some extent, help the world economy return to its earlier balance,
and reduce the fear of a worldwide recession.
20. It remains possible that abrupt surges of global capital, first moving into Asia
and then out, will have caused, with some delay, a larger instability.
Paraphrase: It is still possible that sudden increase or withdrawal of the world's capital, first moving into Asia and then out of it, will have
made Asia more unstable.
21. The street protesters at the Seattle meeting of the World Trade Organization
in early December may have lacked a common agenda or even a coherent case against trade. But they accurately reflected the anxiety and anger that globalization often inspires. Se do European fears of genetically modified food or nationalistic opposition to cross-border mergers.
Paraphrase: The street protesters.., may not have a common program or even good reasons against free trade. But they showed clearly their
worries and anger about globalization. European fears of GM food or
opposition to cross-border mergers also showed their worries and
anger
22. Just because globalization is largely spontaneous propelled by better
communication and transportation--does not mean that it is inevitable or completely irreversible. Government can…shield local industries and workers against imports or discriminate against foreign investors… their actions will not matter much.
Paraphrase: Just because globalization on the whole occurred quite naturally as
a result of better communications and transportation, it does not
mean that it is bound to happen and can not be turned back.
Government can.., protect local industries and workers against
imported products or discriminate against foreign investors.
23. It is precisely this logic that has persuaded so many countries to accept globalization.
Paraphrase: It is exactly this way of thinking that has persuaded so many countries to accept globalization.
24. But this does not mean that a powerful popular backlash, with unpredictable
consequences, is not possible.
Paraphrase: But this does not mean that a powerful hostile reaction from ordinary people, which will have unpredictable consequences, is not possible.
25. A plausible presumption is that practical politicians would try to protect their
constituents from global gluts.
Paraphrase: We can presume that practical politicians would no doubt try to protect their voters from the flood of products from other
countries.
26. If too many countries did, globalization could implode.
Paraphrase: If too many countries tried to protect their constituents from global gluts, globalization could collapse violently from the inside.
27. It's a scary prospect. Economic interdependence cuts both ways.
Paraphrase: It's a terrifying possibility. Economic mutual dependence can have good and bad effects.
28. Globalization's promise may exceed its peril--but the peril is still real. But
await the new century. One of the great dramas will be to see which prevails.
Paraphrase: Globalization may bring us more advantages than disadvantages--but the dangers are still there. But let's wait and
see how things will develop in the new century. One of the most
interesting things will be to see which will be greater, the
advantages or the disadvantages.
Unit11
Most students are usually introduced to the study of history by way of a fat textbook and become quickly immersed in a vast sea of names,
dates, events and statistics.
Paraphrase: For most students, they begin their study of history with a thick textbook in which there are a great number of names, dates and
statistics for them to remember.
4. Therefore they often become confused upon discovering that historians
often disagree sharply even when they are dealing with the same
event.
Paraphrase: Therefore they cannot understand why when they discover that historians often disagree completely even though they are
talking about the same event.
8. They come to different conclusions because they view the past from a
different perspective.
Paraphrase: People look at the past from different points of view, angles, approaches, perspectives or theoretical stance.
11. This position is hardly satisfying
Paraphrase: This is not a happy solution or happy situation.
14. More restricted is the notion that history is the recorded past, that is,
that part of human life which has left some sort of record such
as folk tales, artifacts, or written documents.
Paraphrase: In a more restricted sense, history is understood as the recorded past.
15. Finally, history may be defined as that which historians write about the
past.
Paraphrase: Finally, history may be described as what historians have written about our past.
17. Therefore the historian can only approximate history at best. No one can
ever claim to have concluded the quest.
Paraphrase: Therefore the best the historian can do is to get as near as possible to the historical truth. But no one can ever boast that
he/she has completed this search. It goes on forever.
18. But this does not say enough.
Paraphrase: But this does not explain everything. / But this is still an inadequate answer. / But this is not a full and complete
explanation.
22. ... requiring very little sophistication and subtlety.
Paraphrase: ... requiring no special training or profound knowledge or the ability to understand very complex issues and subtle distinctions.
25. It would go something like this: National leaders contemplating war are
more likely to be influenced by belligerent acts against their
countries than by their unhappiness with their haberdashers.
Paraphrase: This crude theory assumes that national leaders are all responsible, rational, thinking people who will not make whimsical
decisions or allow trivial things to influence their big decisions.
Their decisions are always made after careful deliberation and
always in the best interests of the people. By the way, history has
provided us with many examples which prove that this theory is not
always reliable. National leaders can be irresponsible and
irrational.
30. What then are historians to make of these facts?
Paraphrase: Then how will historians understand or look at these facts?
35. The theory here would be that economic matters are the key to human
motivation ...to influence government.
Paraphrase: Marxists, for example, believe that economic matters are the key to human motivation. They make a distinction between the
economic base and the superstructure, and maintain that it is the
former that determines the latter.
36. .... and that a small number of wealthy bankers have a disproportionate
ability to influence government.
Paraphrase: Although the number of bankers is small, they exert great influence on government, so great that it is out of proportion to
their number.
37. In the examples given, historians disagree because they begin from
different premises.
Paraphrase: In the examples we have given above, we can see that historians disagree because they begin from different
assumptions.
38. Often they are merely considering different levels of cause and effect. Paraphrase: We know that everything that happens in history has a cause, which in turn is the effect of an earlier cause. Therefore
historians have to decide how far they should go back to start the
analysis. Because they do not always agree on this, their views will
differ.
40. Neither statement can be faulted on the grounds that it is inaccurate; Paraphrase: You cannot find fault with either statement and say it is not accurate. (Neither statement can be criticized on the grounds
that it is inaccurate.)
41. In other words, we have to go beyond the proximate cause and probe
further and further.
Paraphrase: In other words we must not stop at the proximate cause. We have to go beyond it. We have to go further or to dig deeper.
43. Similarly you could trace the cause of the Civil War beck to the discovery
of America.
Paraphrase: Similarly, you could trace the cause of the Civil War back to the time the continent was first settled, to when the first black
slaves were brought in and to when the thirteen independent states
began to develop along different lines.
44. By now students should see that the well-used phrase "let the facts speak
for themselves" has no real meaning. The facts do not speak for
themselves; historians ... are doing the speaking.
Paraphrase: Facts do not have any meaning of their own. It is the historians who give them meaning.
46. If the state of our knowledge were such that it provided us with a model
of unquestioned validity that completely explained human behavior,
we can.
Paraphrase: We can eliminate all disagreements if our knowledge could give us a perfect model that completely explained human behavior.
Unfortunately no such model has ever existed.
Unit13
2. As creatures have evolved from s imple to complex, ……
Paraphrase: According to Darwin’s theory of evolution, plants and animals develop gradually from simple to complicated forms by natural
selection. This is the process by which only plants and animals are
naturally suitable for life nin their environment will continue to live,
while all others will die. In this theory Darwin suggested that
human developed from a type of ape.
4. All five needs are built into our genetic structure……if we are to fulfill our
biological destiny.
Paraphrase: All five needs are inborn as part of our nature and direct us as we go through our lives.
2) … unlike the other four needs that shared to some extent by many higher
animals,… in every aspect of our lives seems uniquely human.
Paraphrase: … unlike the other four needs which many higher animals also have, the needs for power seems exclusively a human need,
which is shown as we eagerly seek power in every aspect of our
lives.
7. Simple survival needs like hunger, thirst,……the denial of these basic needs. Paraphrase: It is relatively easy to define simple survival needs that satisfy hunger, thirst and sexual desire and we can easily find particular
discomfort we feel when these basic needs are denied.
8. When we attempt to satisfy the non-essential psychological needs,……we run
into more difficulty.
Paraphrase: The higher, or psychological, needs are not so clear-cut and not so easy to satisfy.
1) …in many cultures the mores of the culture……openly strive for it.
Paraphrase: …in many cultures openly trying to gain power is regarded as running counter to the code of conduct of the culture, and
those who do so are strongly disapproved of.
10. Even politicians try to appear humble, ……and how little they want to te ll us what to do.
Paraphrase: Even politicians try to cover up their desires for power by
saying that they are running for an office because they want
to do things for their community and that they really hate to
govern people.
11. But regardless of cultural prejudice, power itself is neither good nor bad.
Paraphrase: When we don’t take into account the prejudice against power
in certain cultures, power is really not a bad thing. Power
itself is neutral, neither good nor bad.
12. In fact, if it were not for the need for power, our whole economy would
crumble……, is for the sake of power.
Paraphrase: Actually if it were not for the need for power, our whole economy would collapse because almost all the articles that can
be bought and sold are for the sake of power except for those
daily necessities.
14. They preach the virtues of humility because…… and add to the power that they
have.
Paraphrase: They advocate humility praising it as an admirable quality because they know the more people they make humble, the
more easily they can keep and strengthen the power they have
seized.
15. While it is easy to understand that……this need is written in our genes.
Paraphrase: Though people admit that those who strive for power are likely to gain advantages over others, most of us can’t willingly accept
the view that power is a human need, and that it is something
we have inherited from our ancestors, rather than something we
acquire later on. (In other words, most people refuse to admit
that, in one way or another, they have the desire for power,
bacause they think power is bad.)
16. That their teaching have been largely accepted when……in getting their
message across.
Paraphrase: It is surprising that what they propagate should be accepted
by many, for obviously their propaganda serves their own
interests, helping to maintain their power. This clearly shows
how effective their propaganda machine is. (Notice the
sarcastic tone of the author.)
18. Successful politician s are masters of this approach ……higher education and
even religion.
Paraphrase: Successful politicians are very skillful in using this technique
of sharing a little power with the people and this approach is
also used by businessmen, leaders in higher education and
even in religion.
19. If you look around in any society,……the all-pervasive effect of this need. Paraphrase: You can find without fail that this need for power is affecting all sections of any society. ( In the rest of paragraph, the
writer goes on to show this pervasiveness of the human need for
power.)
20. Families band together for power,……for the lion’s share of what they have. Paraphrase: Family members are united when they are striving for power, but when they gain what they have striven for, they are likely
to fight among themselves because they all want to get the
largest or best part.
21. Rather than go over what seems so obvious, ……in the way of what he wanted
to do?
Paraphrase: Nobody feels content because they think they have achieved what they want to gain in life. People are constantly complaining
that they are prevented from achieving their goals. Actually
you can hardly find a person who doesn’t make such complaints
before a week goes by.
22. Most of us cannot get through a day……would seem like an eternity.
Paraphrase: Most of us can find something to complain about daily. Any
feeling of satisfaction with how we are treated won’t last as
long as a week.
23. We are intensely competitive……., we are almost all ambitious.
Paraphrase: We all try hard to be better than others. All humans want
and are determined to succeed in one way or another if they
believe that they can manage more than merely to keep alive
(surely human progress is a tribute to this ambition--- our
need for power ).
2）the list is endless
Paraphrase: The worries like these are uncountable.
25. That we have been wronged and seek……much on the minds of many of us.
Paraphrase: Many of us have been unjustly or badly treated and wanted to revenge themselves on those who have injured or harmed
them, which has been worrying them very much.
26. Among us, even the humble compete for who can be the humblest of all.
Paraphrase: Competition is a characteristic of human society, involving
all walks of life. Even those who have a low opinion of
themselves strive to be the humblest of all.
27. You can decide for yourself whether power is used……as a genetic need it has no morality.
Paraphrase: Whatever opinion you have about power--- whether you
think it is generally used for good or not, power need is
simply a property we are born with, so power itself does not
involve any moral principle.
28. Our needs push us to strive for fulfuilment; whether in our attempt ……is up
to each of us to decide.
Paraphrase: Our innate needs drive us to work hard to have them satisfied; but in the process of achieving our goals, it is entirely in our hands
whether we do right or wrong. (And this of course is a matter of
morality.)
29. If students do not feel that they have any power in the academic classes, they
will not work in school.
Paraphrase: If students don’t strive for academic success, they will not achieve anything.
30. The same could also be said for teachers.
Paraphrase: The same is true of teachers.
31. There is no greater work incentive than to be able to see that your effort has
a power payoff.
Paraphrase: To be able to see that your effort will be rewarded with some sort of power is the best incentive for work.
32. Freedom, another basic need, is often in conflict with power.
Paraphrase: Freedom, another basic need, often clash with power. (For
example, power may restrict people’s freedom or even
deprive them of the freedom to do certain things.)
33. It seems that there has to be a counterforce…… the survival of the species. Paraphrase: It seems necessary to have an opposing force to restrict power
so as to prevent abuse /misuse. Power without control and
supervision would threaten the life of the species on earth.
34. Therefore, almost everything said about power,…… i nto the vocabulary of
freedom.
Paraphrase: Therefore, what has been said about power could also be said
about freedom, though in different terms.
35. ……. she also wants the freedom to branch out on her own.
Paraphrase: ……she also wants h er parents to let her develop the way she wants.
37. It’s the part of the job that you don’t have to do,……the best part of the job. Paraphrase: It is not something you have to do in your life, but doing it
may make life far more enjoyable. In this paragraph, the
writer does not attempt to define “fun” but explains what it
is by describing its characteristics and functions in our lives.
39. It can balance a lot of misery, and it is a catalyst……and worth doing again
and again.
Paraphrase: If in our misery we still keep our innate desire for fun alive, we would be able to face our misery, and if we make an
enjoyable job out of a boring task, we would do it better and
think it worth doing again and again.
40. Lower animals, whose behavior is essentially built-in……are not involved with
fun.
Paraphrase: Because their behavior is basically predetermined by their
genes, lower animals do not have much ability to learn, and
therefore they do not have the need for fun.
41. My guess is that we still survive in direct proportion to how much we can learn. Paraphrase: In my opinion, the greater our ability to learn, the better our
chance to survive.
5大学英语阅读精读与泛读的关系_周慧慧
１３２中国科教创新导刊 中国科教创新导刊 Ｃｈｉｎａ Ｅｄｕｃａｔｉｏｎ Ｉｎｎｏｖａｔｉｏｎ Ｈｅｒａｌｄ ２００９ ＮＯ．２８ Ｃｈｉｎａ Ｅｄｕｃａｔｉｏｎ Ｉｎｎｏｖａｔｉｏｎ Ｈｅｒａｌｄ 科 教 论 坛 为了迎接２１世纪的挑战，学生阅读能力必须是多方面的，不是单一的。在这个知识爆炸的时代，获取信息的一个主要途径还是阅读。为了适应各种不同的阅读要求，学生必须经过各种不同的训练。这就是外语教学中读和泛读通过“精、泛”两者结合的训练，使学生掌握不同的阅读速度，学会不同的阅读方法。能够阅读各种不同的资料。阅读要求的多样性决定了阅读训练的多样性。一个学生是否具备良好的阅读能力，取决于他是否能运用不同的速度和不同的方法去实现不同的阅读要求。 １精读和泛读的关系 １．１精读与泛读的关系 在大学英语教学中，精读与泛读的关系是相辅相成的。二者相结合进行教学对于目标实现是十分重要的。精读讲究细致严谨，教材内容选编要求十分仔细认真，每学期由教师讲授大约１０篇文章。泛读的文章内容相对广泛些，大部分由学生自主学习。精读的教育课充分发挥教师的教导职能，学生接受基本的语言知识训练与熏陶。泛读的自修可充分发挥学生的主动性与积极性。当两者相结合的时候，教师与学生释放出他们最大的潜力，达到事半功倍的效果。这就要求教师在教学中必须提供适当的教法，学生积极的配合，从而取得令人满意的成绩。多年教育实践得出：英语精读与泛读相结合进行教学是提高学生综合英语水平的一种行之有效的教学方法。１．２精读与泛读相结合的好处 在大学中，学生可通过英语精读与泛读来达到多重目的。第一，可以在阅读中不知不觉却又稳定有效地提高英语词汇量，解决词汇难关，进而提高综合阅读能力及整体英文水平。第二，可以接触和了解异国文化风俗，跨越文化障碍，丰富自己的见闻。第三，可以把所了解的异国文化与本国文化相比较，修正自身缺点，促进自身发展与完善。最后，可以开阔眼界，触类旁通，有助于提高自身的专业素质。精读与泛读都是重要的教学手段，各有利弊，只有把两者合理地结合起来，才可能事半功倍的达到教学目标，学生才可能在较短的时间内把英文水平提到一个令人满意的高度。教学是两方面的活动，教师的教，学生的学。因此，必须充分调动双方的主动性，使双方合作无间，才可发挥出百分百的潜力，取得理想的成果。 １．３正确认识精读和泛读 泛读与精读是大学英语中的两门重要课程，两者之间的关系是相辅相成的。精读 要求学生掌握词汇，分析语法难点，弄清句子的语法结构，力求全面准确地理解文章的内容，学生可以学到从单词、短语、句子到篇章结构的一系列由简至繁的综合知识技能。它保证了学生阅读的“质”，但无法保证学生阅读的“量”。而泛读课的主要任务是向学生提供大量的、足够的语言输入，所输入的语言素材在语言指标方面有足够的覆盖面，在词汇和题材等方面有一定的深度。泛读保证了学生阅读的“量”，通过“量”的熏陶，能促进“质”的提高。 ２精泛并举，循序渐进——大学英语 阅读课精读和泛读的结合路径 ２．１精读和泛读结合的教学策略 ２．１．１根据各自的内涵确定不同的授课重点 同样是文章的词、句、文分析，泛读与精读强调的重点是不同的。其一，在精读课上，词汇学习主要依赖词汇的语义关系，从词汇的上义词、下义词、同义词、反义词、同源词的角度深刻理解词汇。而泛读课更强调词汇的语境关系，致力于从上下文形成的情景词汇串中把握词汇，使学生学会运用。其二，对于句型，精读更注重对句型结构本身的掌握，需反复操练。而泛读则更强调句型所反映的功能，同时注重收集表达功能相同的不同句型。其三，两种课型对文章的分析各有重心。精读课主要分析个体文章的结构特点，以深入理解课文内容。而泛读课则要从多个个体文章的结构推演一类文章的结构规律，以指导学生课下大量阅读个体文章。 ２．１．２完善泛读教材，明确泛读教学的目标和原则 泛读课堂常常出现这样的情形：一部分教师对课文逐字逐句地精讲细解，面面俱到，使泛读精读化，失去了泛读所应起的作用；有的教师则认为泛读课不宜讲解语言知识，于是脱离课文任意发挥，“泛”得没边没缘，上课就是天南海北地神侃，并美其名曰：拓宽学生知识面；还有的则认为泛读没有什么可讲的，学生只要理解，便完成了教学任务，有问题可以问，没问题就自学，因此，课堂松松垮垮，毫无生气，教学效果可想而知。上述三种做法都没能正确处理好精泛关系，背离了泛读课的教学目标和原则。出现这一失误除了教师的专业理论知识薄弱外，还有一个常被忽视的客观原因，就是泛读课的教材一般是国外书籍报刊文章的选编，既不成套，也不系统，练习过分单一，千篇一律，目标和要求都不明确；而且泛读教材没有配套的教参，因而教 师讲课的随意性很大，怎么讲，讲什么，基本上由教师个人的兴趣和经验决定，所以对泛读教材的完善是不容忽视的。２．２精读和泛读结合的学习策略 由于精读文章量少，学生接触的语言现象有限，重现率低，不容易在对比、概括和总结上下功夫，因而对语言掌握就不易牢靠，易忘却，这个问题可以通过泛读来解决。泛读量大，语言重现率高，学生一再接触相同的语言现象，便能自然地加以吸收。对于精读时学到的一些知识点可达到巩固和熟练的目的，学生在泛读的广阔天地里，把精读时所学到的东西，加以反复检验，反复印证，以期充实巩固。泛读的材料多，情景复杂，所提供的语言现象极为丰富，最利于培养学生的语感，正因为学生有了大量的语言感性知识，他才能在精读中进行对比、概括，从而认识一定的语言规律。这样，泛读实际上已为精读铺平了道路，成为进行精读的有力手段。看来学习英语精读与泛读相互促进，缺一不可。当然，因学习者基础不同，精泛的安排可各异，前者负责攻坚，但需后者支援，泛中求精，以精促泛，精泛并举，这样才能提高英语的阅读能力。对于具有较扎实的基础的同志，应该把泛读放在首位。 ３结语 将精读和泛读合二为一，重视语篇教学，采用适当的语篇教学方法，有利于学生获取完整准确的信息，掌握科学的学习方法，提高应用语言的能力。上述意见，实践起来很富有挑战性，需要教师和学生解放思想，打破传统的教学观念。在“以学生为中心”的课堂上，学生要明确自己角色改变的重要性，不再是语言知识的被动接收者，而应该是学习的主动参与者，要有很高的学习热情和主动性；教师的角色不仅是知识的传授者，而且是学生学习的指导者、语言信息的提供者、课堂活动的设计者和参与者，同时也是学生反馈信息的收集者。教师要大量地投入时间和精力，不但要提高语言水平，而且要扩大知识面，尤其要紧跟时代的发展，及时更新自己的知识结构，才能迎接时代的挑战，并且在“教学相长”中，培养出符合社会需求的英语专业复合型人才。 参考文献 ［１］徐华琴．试论大学英语泛读教学［Ｊ］．福 建行政学院福建经济管理干部学院党报，２００５：２０～２１． ［２］徐艳．英语阅读课的精读、泛读结合［Ｊ］． 辽宁师专学报，２００６（１）：１１９～１２０． ①作者简介：周慧慧：女，１９７８年１０月生，本科，籍贯：辽宁大连，职称：讲师，工作单位：大连艺术职业学院。 大学英语阅读精读与泛读的关系① 周慧慧 （大连艺术职业学院 辽宁大连 １１６６００） 摘 要：笔者结合当前大学英语阅读教学的现状，分析了精读和泛读在大学英语阅读教学中的地位和作用，探讨了在教学实践如何将精读和泛读结合起来，培养复合型人才的策略。关键词：精读 泛读中图分类号：Ｇ６４文献标识码：Ａ文章编号：１６７３－９７９５（２００９）１０（ａ）－０１３２－０１
教师的阅读力读后感
教师的阅读力读后感 本文是关于读后感的，仅供参考，如果觉得很不错，欢迎点评和分享。 教师的阅读力读后感（—） 在假期阅读了了《教师阅读力》这本书后。我有了深刻的感受和体会，从中受益颇多。 此书讲述了一个人的精神发展史就是他的阅读史，凸显了阅读在人的成长过程中的重要作用。作为教师，教育的根本任务是“以德树人”，而这一任务相对应的“公民道德规范”、“科学文化知识”、“身心健康标准”等都是昨天形成的。我们所做的工作是面对昨天理解昨天甚至是记忆昨天，这实际是文化的传承，阅读如此重要。而阅读在现实生活中却不被重视，当我们还在为阅读现状焦虑时，一场阅读革命正悄悄地进行着，我们可以看到书中对阅读提出了新的要求。 教师的阅读力低下导致的精神贫瘠是多么可怕，一个教师的幸福感来自于他自身的成长，并且这种影响将源源不断影响学生。教师像一束光，但能否真正让这一束光点燃另一束光呢？ 其中提到教育素养应终生修炼，当认真阅读后，不禁让我陷入了沉思，也伴随着汗颜的感觉。的确作为老师，是急需提升自身素养的，这包括学科素养、研究学生素养、语言素养。学科素养，就是要精通自己所教的学科，我们可能只熟悉本学科初中的教材，没有系统的研究教材。但在学科素养方面，我们仍需补很多的课。在研究学生素养这一方面，我自认为在教学中最大的欠缺是缺少与学生沟通，虽然我
们常说以“生”为本，但却忽略研究学生。我想，研究学生要了解学生的思维，他们对什么有兴趣？他们怎样思考问题？他们怎样进行学习？他们对课本的内容的了解程度是多少？已知是什么？未知是什么？著名美国心理学家奥苏贝尔说过：“如果不得不把教育心理学的所有内容简约成一条原理的话，我会说影响学习的最重要因素是学生已知的内容，弄清这一点后，进行相应的教学。”这里的“已知”，应理解为不仅指学生头脑中已有的知识，还包括学生的认知结构，其实如果单单只是让教师讲一节课太容易了，认真备课就行，不了解情况，上课的效果就无法达到预期。因此学生可选择听讲，也可以选择不听讲，教师很辛苦，讲来讲去，而学生却做别的事。 所以作为教师，更重要的是尊重学生的智慧，倾听学生的声音，保护学生的好奇心和求知欲，并且注重教师的语言素养。那么何谓教师的语言素养？它就是教师在教育教学活动中准确规范地运用本民族语言来表达思想情感、观点见解等必须具备的一种基本素养，一般包括专业语言、态势语言、情感语言几种素养。教师无论教授何种学科，都必须具备娴熟的专业语言、丰富的态势语言和情感语言。在传道、授业、解惑中要做到“文以载道”“文道统一”，从而提高学生学习的激情和课堂教学效率。这是教育本身的要求，也是教师职业的要求，更是时代对教育的要求。 拿破仑曾说，“世界上有两种东西最有力量，一是剑，二是思想，而思想比剑更有分量。”一个教师只有形成鲜明的、独特的思想，才能在教育的星空里放射出璀璨的光芒。
2017考研英语 阅读理解精读100篇(高分版)
UNIT SIX TEXT ONE Maintaining internal E-mail systems has long been the bane of the university information-technology director. Servers are unwieldy and unreliable, and in the past several years, the number of student complaints has grown exponentially as forward-moving providers like YahooMail, Hotmail, and Gmail have increased expectations of what E-mail should offer. The solution for a number of colleges has been to wave the white flag and outsource E-mail hosting to the experts. Microsoft, which owns Hotmail, and Google (Gmail) are the biggest players in the educational E-mail hosting market. Along with the neat-o peripheral gizmos like messaging, calendars, and collaboration tools, the outsourced systems are more stable, have better spam filters, and provide much more storage space than the typical university's in-house system. At the University of Pennsylvania, its old E-mail service gave students 60 megabytes of storage, just 3 percent of the 2 gigabytes Windows Live now provides. In return, Google and Microsoft get almost nothing, at least monetarily and in the short term. Microsoft's Windows Live @ edu and the Google Apps Education Edition are free of charge for schools. Eliminating another source of revenue, the two tech giants stripped their respective services of advertising in an effort to accommodate educators' concerns. Microsoft breaks even on the venture (it does run ads on non-E-mail services like instant messaging), while Google, which makes almost all its money through advertising, runs at a loss. But what money they don't make at the moment will—the companies hope—pay great dividends in the form of lifelong users in the future, says Google's Jeff Kelter. As quickly as they shuffle out of commencement, graduates see their E-mail transition to the traditional ad-based formats of Gmail and Hotmail. And unlike before, when universities couldn't afford to host thousands of alumni, Google and Microsoft can maintain every account indefinitely, retaining customers as long as customers still want them. Not all schools are ready to outsource their tech dirty work, with privacy and security topping the list of concerns. Critics worry that by handing over the responsibility of E-mail hosting, colleges also relinquish the freedom to keep the information safe in the best way they see fit. Even in the corporate world, there is great skepticism of consumer technologies like Google Apps. Yet most university IT managers agree that outsiders would do a better job protecting individual E-mail from viruses and spam than their own small operations, and strong word-of-mouth praise has done wonders to supplement the almost nonexistent marketing budgets for these Microsoft and Google
大学英语阅读训练五篇
Passage 1 There are some very good things about open education. This way of teaching allows the students to grow as people develop their own interests in many subjects. Open education allows students to be responsible for their own education, as they are responsible for what they do in life. Some students do badly in a traditional classroom. The open classroom may allow them to enjoy learning. Some students will be happier in an open education school. They will not have to worry about grades or rules. For students who worry about these things a lot, it is a good idea to be in an open classroom. But many students will not do well in an open classroom. For some students, there are too few rules. These students will do little in school. They will not make good use of open education. Because open education is so different from traditional education, these students may have a problem getting used to making so many choices. For many students it is important to have some rules in the classroom. They worry about the rules even when there are no rules. Even a few rules will help this kind of student. The last point about open education is that some traditional teachers do not like it. Many teachers do not believe in open education. Teachers who want to have an open classroom may have many problems at their schools. You now know what open education is. Some of its good points and bad points have been explained. You may have your own opinion about open education. The writer thinks that open education is a good idea, but only in theory. In actual fact, it may not work very well in a real class or school. The writer believes that most students, but of course not all students, want some structure in their classes. They want to have rules. In some cases, they must be made to study some subjects. Many students are pleased to find subjects they have to study interesting. They would not study those subjects if they did not have to. 1.Open education allows the students to ____. A.grow as the educated B.be responsible for their future C.develop their own interests D.discover subjects outside class 2. Open education may be a good idea for the students who ____. A.enjoy learning B.worry about grades C.do well in a traditional classroom D.are responsible for what they do in life 3. Some students will do little in an open classroom because ____. A.there are too few rules B.they hate activities C.open education is similar to the traditional education D.they worry about the rules 4. Which of the following is NOT mentioned in the passage?____ A.Some traditional teachers do not like it.
网络传播概论-最终版本
网络传播概论 名词解释： 1、信息图表：将信息数据等可视化的一种方式。（含图表、图解、图形、表格、地图、列 表）。（新闻信息图表：它是那些具有新闻价值或者可以传达、解释新闻信息的图表，其特点是形象性与直观性。） 2、网络新闻专题：以网络为平台，运用各种媒体手段，对特定的主题或事件进行组合或连 续报道的形式。 3、社会化媒体营销：是指运用各种社会媒体平台和手段开展的品牌营销、产品销售、客户 服务、企业公关等活动。 4、网络论坛：通常是指以各种话题讨论为主的BBS。它是利用网络手段所开展的一种多对多的交流方式，是网民意见表达的主要渠道，也是网民评论的主要栖息地。 5、语义网：就是能够根据语义进行判断的网络。也可以说，语义网是一种能理解人类语言的智能网络，它不但能够理解人类的语言，而且还可以使人与电脑之间的交流变得像人与人之间的交流一样轻松。 6、微博：也称为微博客，它是一种基于社交关系网络进行信息传播的方式。用户可以利用手机、电脑等终端，在微博平台上发表简短的消息，这些消息可以即时地传送给关注自己的那些对象。尽管它常常被拿来与博客相比，但微博不是博客的一种简单延伸，它把即时通信、SNS和博客等的特点结合起来，从而在人际交流与公共信息传播方面形成了综合优势。 7、网络社会：网络社会是一种全新的社会结构，这一社会结构源于社会组织，社会变化以及由数字信息和通信技术所构成的一个技术模式之间的相互作用。（百度）从微观来看，该“网络社会”是从原现实社会中分化出来的比特世界与原子世界分离与统一的新的现实社会。从宏观视之，它是由人们的交往实践主体与主体通过网络这一中介客体构成的一个相互交错或平行的交往大系统，是现代世界交往、互动联系的媒介，是交往实践全球化的共在结构。 8、网络营销：指借助于互联网络、电脑通信技术和数字交互式媒体，实现营销目标的一种营销方式。 9、媒介素养：是指媒介受众对各种媒介信息的解读批判能力，以及媒介信息为个人生活、社会发展所用的能力。 问答： 一、网络新闻报道单元 是对日常稿件进行整合的一种手段，常常是围绕一个特定的主题，由不同层次不同形式的信息和手段等共同组成一个小的集合，通过他们的相互补充相互配合，达到更好的新闻传播效果。与新闻专题相比它的规模要小得多，且针对的是各种具有较大新闻价值的日常报道，而不一定是重大报道题材。 作用：（1）克服新闻碎片化现象；（2）体现网络媒体竞争力； 特点：（1）以某一稿件为主干，其他稿件为其服务、报道线索明确；
(完整word版)大学英语泛读中的阅读方法和技巧.doc
大学英语泛读中的阅读方法和技巧 Tag：英语学习方法我要评论 (0)大学英语泛读中的阅读方法和技巧：如何指导学生 通过阅读训练掌握正确的阅读方法和技巧，从而加快阅读速度和提高理解能力，成为英语泛读教学中的首要任务。文章结合日常教学工作谈谈常用阅读方法和技巧的分类及在日常阅读 中的应用。一、大学英语泛读适合的场景及对象 大学英语泛读教学主要是针对英语专业的学生来说的。在大学阶段，英语阅读分成精读和泛读两种形式。大学英语泛读作为精读课的重要补充。不仅有助于学生巩同在精读课上学到的词汇，不断地扩大学生的知识面，增强对文化差异的敏感性，最重要的是能够帮助学生养成良好的阅读习惯，掌握重要的阅读方法和技巧。目前．许多高中生虽然能通过高考进入大学学习，但他们的阅读能力比大学英语教学所要求的相差太大。为了使学生今后的学习更加轻松愉快。大学英语泛读教学应运而生。 从“泛读”二字的字面意义就可以看出．“泛读”就是要广泛地读，大量地读。所谓 广泛地读、大量地读．就是阅滨的题材要广泛，包括社会、科技、文化、经济、日常知识、 人物传记等。还要体材多样．包括记叙文、描写文、说明文、广告、说明书、图表等。它不 仅要求学生读得广、凑得多、而且要渎得快、理解准确．因此它是扩大阅读馈，培养学生阅 读能力，提高阅读速度的有效途径。所以，泛读课也成为培养学生技能，传播知识的综合课程。我们都知道，大部分英语专业的学生把过四六级作为学习英语的一个重要目标。而在考试中，阅读理解又是非常重要的一部分。学生在进行测试的时候都有一个共同的难题“阅读量大，时问紧。题目的答案拿不准”。从表面上看是学生英语语言水平的不足，但从其根本 原因来看是他们阅读方法的不正确，阅读技巧的不熟练。泛凑教学以其特有“不但要读得广、读得多，而且要读得快、理解准确” 的教学同标和要求，对学牛提高阅读方法和技巧有着不可低估的作用，是精读教学所不能取代的。 二、常用泛读方法的分类及 在日常阅读中的应用泛读教材不同于精读课文。精读课文要求学生逐词、逐句地阅读， 细嚼慢咽，其目的在于透彻理解。而泛读也可称为普通阅读，只要求学生对全文的主旨英语学习。大意、主要思想及作者的观点有明确的了解。对全文只做一般性的推理、归纳和总结，无需研究细节问题和探讨语法问题。所以不能照搬精读的阅读方法。在大学英语泛读的阅读活动中，常用的阅读方法有以下几种： (一 )略读 (skimming) 略读又称跳读(skipping) 或浏览 (glancing) ，是一种专门的、非常实用的快速阅读技能。 它在朗文词典当中的解释是：“ to read something quickly to find themain facts or ideas in it”．可以看出这种阅读方法要求以尽可能快的速度进行阅读，目的是为了找出文章的中心思 想和主要观点。因此，略读时只需注意文章的关键部分，如阅读时抓住每本书中的标题、 每章前的内容提要或章节后的重要结论，然后把全书或全文中的主题和中心连贯起来，得出文章的丰旨。换句话说，略凑是要求读者有选择地进行阅读，可跳过某些细节，以求抓住文章的中心，从加快阅读速度。
学校首届教师专业成长征文提交文章及作者姓名
学校首届教师专业成长征文提交文章及作者姓名 1 徐迅贴近生活注重体验在生活体验中提升 2 管维章技工院校一体化教学模式的思考 3 徐斌见义勇为在我国法律救济的思考 4 杨建康对工程预算课的思考 5 季勇浅谈中职数学课程教学改革与分层次教学- 6 施亚斌班集体建设“建”什么 7 王海峰函数概念教学的几点思考 8 石祚明如何教学生绘制弯矩图 9 龚红霞浅析体验学习教学法的应用 10 缪晓梅立足中职语文课堂，提高学生口语交际能力 11 肖海俊最短路径算法在交通导航方面的应用和改进 12 李晓燕数学研究性学习中开放题的编制方法 13 孙丰妮英语走向生活 14 严巧兰用足教材彰显主导 15 张松斌校本课程开发对教师专业成长的作用 16 赵丽娟校本眼光实践智慧 17 邱波高等职业学校计算机基础教育研究 18 徐骥霞浅谈多媒体课件在高职教育教学中的运用 19 张玉梅班级自主管理的构建及实践 20 张存江江苏沿海高职涉港专业工学结合探析 21 欧阳书剑浅析语文教学目标的设计 22 邱彦刚浅谈学校基层工会在推进绩效工资改革中应发挥的作用 23 陈建职教课程改革与教师专业成长策略 24 张劲松当代职校生和谐人际关系理念的缺失与培育 25 张劲松激情对体育教学的意义及其对教师的要求 26 黄燕平评语：一种特殊的师生对话 27 曹欢浅谈汽修专业的课程改革 28 曹华谈谈如何激发学生学习物理的兴趣 29 陈亚琴教师专业成长 30 程晓峰教师专业成长小结 31 洪沛教师专业成长 32 黄玉松浅谈数学教学中学生主体性的发挥 33 康益明新课改背景下的课堂教学变化技能 34 马剑谈自主成长 35 缪均浅谈培养和激发学生学习数学兴趣 36 缪小红读书 37 石晓娟让职高语文课"活"起来 38 陶燕平教师在专业中成长 39 王海波激发学生学习主动性的探索 40 王玉梅“活\实\简\美”:语文课堂有效教学的四字追求 41 徐娟应用音乐教育帮助中学生克服早恋现象 42 徐秀红读书与反思 43 杨燕尝试在纺织专业课教学中引入生本教育 44 张小云职业中学英语教师专业成长 45 周卫东中职模具专业教学改革的思考 46 周卫东刍议中职《金属材料与热处理》课程有效教学的途径 47 朱晔专业成长总结 48 朱颖红创设课堂气氛激发学习兴趣 49 朱冬建褪尽浮华只为桃李芬芳 50 潘刚新课改下的英语教学感悟
1994年考研英语真题阅读理解精读笔记
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大学英语B阅读理解练习题及答案
Passage 1 Many people who work in London prefer to live outside it, and to go in to their offices or schools every day by train, car or bus, even though this means they have to get up early in the morning and reach home late in the evening. One advantage of living outside London is that houses are cheaper. Even a small flat in London without a garden costs quite a lot to rent. With the same money, one can get a little house in the country with a garden of one’s own. Then, in the country one can really get away from the noise and hurry of busy working lives. Even though one has to get up earlier and spend more time in trains or buses, one can sleep better at night and during weekends and on summer evenings, one can enjoy the fresh, clean air of the countr y. If one likes garden, one can spend one’s free time digging, planting, watering and doing the hundred and one other jobs which are needed in a garden. Then, when the flowers and vegetables come up, one has got the reward together with those who have shared the secret of Nature. Some people, however, take no interest in country things: for them, happiness lies in the town, with its cinemas and theatres, beautiful shops and busy streets, dance-halls and restaurants. Such people would feel that their life was not worth living if they had to live it outside London. An occasional walk in one of the parks and a fortnight’s (two weeks) visit to the sea every summer is all the country they want: the rest they are quite prepared to leave to those who are glad to get away from London every night. 1. Which of the following statements is NOT true? A. People who love Nature prefer to live outside the city. B. All the people who work in London prefer to live in the country. C. Some people enjoying city life prefer to work and live inside London. D. Many nature lovers, though working in London, prefer to live outside. 2. With the same money needed for ________, one can buy a little house with a garden in the country. A. getting a small flat with a garden B. having a small flat with a garden C. renting a small flat without a garden D. buying a small flat without a garden 3. When the garden is in blossom, the one ________ has been rewarded. A. living in the country B. having spent time working in the garden. C. having a garden of his own. D. having been digging, planting and watering 4. People who think happiness lies in the city life would feel that ________ if they had to live outside London. A. their life was meaningless B. their life was invaluable C. they didn’t deserve a happy life D. they were not worthy of their happy life 5. The underlined phrase “get away from” in the 3rd paragraph refers to ________. A. deal with B. do away with C. escape from D. prevent from 很多在伦敦工作的人喜欢住在伦敦郊外，然后每天乘火车、汽车和公交车去上班或上学。这也就意味着他们不得不早出晚归。
英文阅读之如何精读和泛读
英文阅读之如何精读和泛读 在阅读英语材料时或是在考试过程中有很多人感到自己的阅读速度实在是跟不上需要，有些朋友就认为是自己的英语基础不行，然后就拼命的背单词，其实如果能够用正确的方法进行快速阅读训练的话，即使在原有的基础上也可以在阅读速度方面取得显著的提高，更何况很多情况下根本就不是英语基础的问题，而是阅读方法的问题。 1.快速泛读（fast extensive reading） 所谓泛读就是要读得广泛, 读得多; 量一多, 语言现象重现率就高,精读学过的东西肯定能在不同场合反复出现, 达到巩固和娴熟的程度。泛读还可以扩大精读课上所学的内容。比如: 词汇的多种意思; 语法规则的基本用法和各类句子的变化以及长、难句的掌握。在泛读时, 我们要追求的是速度与数量, 不需要经常查字典, 可以按照英国专家柯鲁克的意见, 根据上下文来猜出一些生词的意思。起初你可能猜不对, 但随着这些生词在不同上下文中的反复出现, 他们的意思也就变得越来越清楚了。如果一些生词不是常出现, 他们可能就不重要, 你就不必急着知道他们了。 平时要养成快速泛读的习惯。这里讲的泛读是指广泛阅读大量涉及不同领域的书籍，要求读得快，理解和掌握书中的主要内容就可以了。要确定一个明确的读书定额，定额要结合自己的实际，切实可行，可多可少。例如每天读20页，一个学期以18周计算，就可以读21本中等厚度的书(每本书约120页)。
2.仔细地精读 精读在初学阶段是很重要的, 是基础。它的内容涉及语音、词汇、语法、句型、朗读等。学生的口头、笔头语言能力的提高、词汇的学习和积累、语音、语法知识的掌握都有赖于精读, 精读还为学习者以后的发展打下了牢固的语言基础, 培养了良好的学习习惯和独立分析问题、解决问题的能力。因此, 精读课在英语学习中是任何别的课程都不能取代的。 精读课千万不能上成语法课和查字典课, 否则对学生将有害无益。精读毕竟还是要读, 只不过是读得精一些, 细一些。有些人把精读课文看成是学好英语的唯一方法, 把大部分(甚至全部)英语学习的时间都用在课文上, 认为学好了课文就学好了英语。有些教师一节课将大量时间花在讲词汇、语法上, 一个单词举七八个例句, 分析每个句子的成分, 这样一节课下来, 恐怕只能讲一、两个自然段,而且这样一来, 你可能理解了这一段的每个词了,但没有从整体上抓住这个段落的主旨大意, 如果精读进行到如此缓慢的地步。那就正如英国专家柯鲁克所说的那样“精读是只见树木, 不见森林”了。相反, 如果读得快一些, 就能使你强迫自己集中精力, 抓住要点, 这样就会对阅读的材料理解得更好一些。 精读跟泛读组成一个综合的学习体系，无论是精读还是泛读都应该有技巧地、循序渐进地进行学习。