Lesson Two In the Laboratory综合英语一下册课文,练习语法讲解

Lesson Two In the Laboratory

Samuel H. Scudder

Learning Guide

美国著名昆虫学家塞缪尔?斯卡德记叙了多年前他初进哈佛读书，在阿加西斯教授的实验室学习的一段难忘的经历：一条作标本的鱼，竟让他用肉眼整整观察了三天。然而他所学到的东西使他终身受益。对学生有问必答、有求必应、事无巨细一概包揽的就是个好老师吗?能把老师的知识全部学到的就是好学生吗?俗话说严师出高徒。师应严在何处?徒又高在哪里?仔细品味本文，你一定会有所收获。

这篇文章是美国昆虫学家Samuel H.Scudder（1837-1911）回忆读书时，他老师的学术态度，老师的对待科学的严谨态度使他终生受益。Samuel H.Scudder 在Williams College以及Harvard University受的教育，是他那个时代有名的昆虫学家。

一、词汇

https://www.wendangku.net/doc/2315692289.html,boratory n. 实验室缩写为 lab

2. enroll v. 登记，注册

3.reach v. 伸手取

4.specimen n. 标本，样品

5.alcohol n. 酒精

6. disappointed adj. 失望的，沮丧的

7.disappointment n. 失望，沮丧

8. gaze v. 凝视，盯着

9. challenging adj. 有挑战性的

10. unpleasant adj. 讨厌的，使人不愉快的

11. set v. 着手；决心

12. disgusting adj. 十分讨厌的，令人恶心的

13. ghastly adj. 苍白的，死人一般的

14. beneath prep. 在…下面

15.sideways adv. adj. 侧面的；横向的

16. magnifying glass n. 放大镜

17. instrument n. 仪器，器械

18. limited adj. 受限制的，有限的

19.field n. 范围，领域

20. desperation n. 绝望

21.scale n. （鱼、蛇等的）鳞，鳞片

22.nonsense n. 无意义的行为

23.strike v. （一种想法）突然产生

24.feature n. 特点，特征

25.creature n. （包括人类的）生物，动物

26.encouraging adj. 激励的，振奋人心的

27.attentively adv. 专心地，聚精会神地

28.brief adj. 简洁的，简短的

29.air n. 神态，样子

30.earnestly adv. 认真地

31. visible 可见的，看得见的

32.plainly adv. 明白地，易懂地

33.misery n. 苦恼，痛苦，不幸

34.wretched adj. 讨厌的，悲惨的，可怜的

35.criticism n. 批评

36.close n. 终结，结束

37.inquire v. 询问

38.next best adj. 次好的，居第二位的

39.disconcerting adj. 令人紧张的，使人心慌的

40.account n. 说明，解说；报告

41.reassuring adj. 使人放心的，给人打气的

42.symmetrical adj. 对称的

43.paired adj. 成对的

44.thoroughly adv. 完全地，彻底地

45. repay v. 回报，偿还

46.wakeful adj. 不眠的，睡不着的

47.most adv. 非常，很，极

48.enthusiastically adv. 热情地，热心地

49.point n. 特征，品质

50.artificial adj. 人造的，人工的

51.aid n. 辅助器具

52.repeat v. 重说；重做

53.similarity n. 相似之处

54.family n. （生物）科

55. part v. 使分开，分离

56. part with 丢掉，卖掉，放弃

57.observe v. 观察，注意到

58.orderly adj. 有秩序的，有条理的

59.arrangement n. 排列；安排

60.urge v. 驱策；激励；推动

61.connection n. 联系；关系

62.in connection with 与……相关联

https://www.wendangku.net/doc/2315692289.html,w n. 规律

二、课文分析

Page 28 Para. 1

1. I entered Professor Agassiz's laboratory, and told him I had enrolled

my name

in the Scientific School as a student of natural history.

我进入阿加西教授的实验室，告诉他，我已经注册成为自然科学院的一名生物学的学生。

A. enroll one's name 注册某人的名字；

B. the Scientific School:自然科学院

C. natural history: 生物学：the study of plants and animals

Page 28 Para. 2

2. "When do you wish to begin?"

你想什么时候开始？

Page 28 Para. 3

3."Now," I replied.

Page 28 Para. 4

4. This seemed to please him, and with an energetic "Very well!" he

reached from a shelf a huge jar of specimens in yellow alcohol.

这似乎让他很高兴，（于是）他精神饱满地说了一句"好极了！"，就伸

手从架子上取下一只大瓶子，里面的黄色酒精中浸泡着标本。

A. seem to do sth. 好像…

B. With an energetic “very well”是 with 复合结构，做状语，修饰

后面的动词reached

C reach 伸手拿

D a huge jar 大瓶子】

E specimen 标本样品

5. "Take this fish," he said, "and look at it; by and by I will ask what

you have seen." With that he left me.

A． by and by : before long, soon 过一会，不久

e.g. By and by the clouds disappeared.

乌云不久便消散了。

B with that :说完那些话

6.I was disappointed, for gazing at a fish did not seem to be challenging

enough to an eager student,

我感到很失望。因为对一个求知欲强的学生来说，光是目不转睛地盯着一条鱼似乎不能足以发挥其才能。

A for 引导一个并列句，为前面的失望提供依据（原因）

B gazing at a fish 是动名词短语，作主语。

7.and the alcohol had a very unpleasant smell. But I said nothing and

began to work immediately. 而且那酒精有一股难闻的气味。但是我什么也没说，马上就开始工作了。

A And 引出另一个并列从句，意思是“而且，此外尚有…”

Page 29 Para. 6

8..In ten minutes I had seen all that could be seen in the fish, and started

to look for the Professor---who had, however, left.

不出十分钟，我把那条鱼身上能看到地东西全看完了。然后就开始寻找教授。然而，他已经走了。

A all that could be seen in the fish. All表示鱼身上能看到的所有东西。

当定语从句修饰的词（先行词）为不定代词时，定语从句的关系代词用that 不用which

9. Half an hour passed---an hour ----another hour; the fish began to look

disgusting.

半小时过去了，一个小时又一个小时的过去了。这条鱼开始看起来令人恶心。

A look 联系动词后面接形容词（分词也是形容词）作表语

10.I turned it over and around; looked it in the face---- ghastly; from

behind, beneath, above, sideways-----just as ghastly.

我把鱼翻来翻去，瞧瞧头部——怪可怕的；再从后面看，从下面、上面、侧面看，——也是怪可怕的。

A turn over and round 翻过来翻过去

B look sb./sth. in the face / eyes : 正视（某人或某事）

11. I must not use a magnifying glass, nor instruments of any kind. Just

my two hands, my two eyes, and the fish: it seemed a most limited field of study.

我不能使用放大镜，不能使用任何类型的仪器。就用我的一双手，两只眼睛看着这条鱼

这个研究范围似乎太狭窄了。

A must not 不许，禁止一定不要，表示强烈的阻止。

B most: very

12. With a feeling of desperation again I looked at that fish. I pushed my finger down its throat to feel how sharp the teeth were.

带着无可奈何的心情，我再次去看那条鱼。我把手指头伸进它的喉咙去感受一下它牙齿有多锋利。

14.I began to count the scales in the different rows, until I was convinced that was nonsense.

我开始数一行行的鱼鳞，直到我确信这样做毫无意义。

A. row: 横排 queue :纵列，队伍（手写板）

B. be convinced …确信…

15. At last a happy thought struck me --- I would draw the fish; and now with surprise I began to discover new features in the creature. Just then the Professor returned.

最后我突然有一个令人愉快的想法我可以把鱼画出来；令我惊奇的是我开始在那家伙身上发现新的特征。就在这时，教授回来了。

A。 strike: 突然有了想法、主意

e.g. A good idea struck me.

我突然有了一个好主意。

e.g. It struck him how foolish his behavior had been.

他突然意识到自己过去的行为多么愚蠢。

Page 29 Para. 6

16."That is right," said he, "a pencil is one of the best of eyes." With

these encouraging words, he added, "Well, what is it like?"

"做得对，"他说，"使用铅笔是最好的观察方式之一。" 说完这些鼓励的话之后，他又接着问：“这条鱼像什么？”

A eyes 在这里指"观察力"

Page 29 Para. 7

17. He listened attentively to my brief description. When I finished, he waited

as if expecting more, and then, with air of disappointment.

他专心听着我简单的描述，我说完了，他还在等待，好像觉得我应该再说些什么。然后，带着失望的神色

A attentively 专注的，专心致志的

B as if expecting more

As if 似乎，好像后面是个省略部分（as if he were expecting me to say more）

某些连词引导的从句，如果从句中的主语和主句中的主语相同或者从句

中有there时，而且谓语动词是be(was ,were,等)，则从句中的主语或

者there以及谓语be都可以省略。

e.g. The reform was carried out sooner than expected (=than it[the

reform] had been expected )

C air 神气，架子

Page 30 Para. 8

18."You have not looked very carefully; why," he continued more

earnestly, "

接着他很认真的说怎么回事啊，你可没有仔细观察。

A． Why 在这里是感叹词，表示惊讶。

19.you haven't even seen one of the most visible features of the animal,

which is as plainly before your eyes as the fish itself; look again, look again!" and he left me to my misery.

你没有看到这条鱼最明显的特征之一，（这一最明显的特征）就像这条

鱼一样，

清清楚楚地摆在你眼前。在仔细看看，在仔细看看，（交代完之后）他就不管我了，让我自己去面对烦恼。

A．as…..as 像….一样 plainly 清楚的，明白的

B leave 使….处于….状态（即让我自己处于烦恼的状态---没发现

这条鱼的明显特征）

Page 30 Para. 9

20. I was hurt. Still more of that wretched fish!

我的自尊心受到了伤害。还得继续去面对那条讨厌的鱼！

21.But now I set myself to my task with a will, and discovered one

new thing after another, until I saw how just the Professor's

criticism had been. The afternoon passed quickly; and when, towards its close, the Professor inquired, "Do you see it yet?"

.但是此刻我决定认真完成任务,这样我发现了一个又一个全类的新特征,直到发现教授为什么批评我的原因.下午的时光过得飞快,快下班时教授

过来问道:"你观察的怎么样?"

A. set to work with a will 下决心做某事

e.g. They set to work with a will.

他们起劲地投入工作。

B one after another 一个接一个

C until：直到…才

D. just =fair在这里作形容词，表公正的

E. towards its close下午即将过去。

Page 30 Para. 10

22."No," I replied, "I do not, but I see how little I saw before."

但是我认识到了我原来所看出来的实在是太少了。

A.第一个see 明白，知道，理解

B. 第二个see(saw) 看见，发现

Page 30 Para. 11

23."That is next best, "said he earnestly, "But I won't hear you now; put away your

fish and go home; perhaps you will be ready with a better answer in the morning.

I will examine you before you look at the fish."

"有进步!但是现在不听你的汇报,"教授一本正经地说."把鱼标本放回原处,回家

吧.或许明天早晨你会回答的更清楚些.明天早上在你不看鱼标本之前,我考考

你."

A .That is next best

next best: 仅次于,那也不错。

B.put away =put aside

把…收起；储存，积攒把…收起；储存，积攒

e.g. The correspondence was all put away in numbered files.

信件都存放在编了号的卷宗内。

e.g. You may just want to put something away for a rainy day.

你也许想储存点东西以防万一。

e.g. This vase wasn't wiped out properly before it was put away.

这个花瓶没擦干净就收起来了。

Page 30 Para. 12

24..This was disconcerting. Not only must I think of my fish all night, studying,

without the object before me, what this unknown but most visible feature might be, but also, without reviewing my discoveries, I must give an exact account of them the next day.

这真让人紧张。我不但必须整夜去考虑那条鱼，鱼不在面前，要反复琢磨那未知而又极其明显的特征是什么，而且在无法重温已经发现的特征的情况下，还要在第二天准确地描述那些特征。

A. disconcerting :cause to feel embarrassment感到尴尬

cause to lose one's composure感到紧张，慌张，令人不安

e.g. His hard, shifty little eyes were disconcerting.

他的冷酷、鬼鬼祟祟的小眼睛真让人不安。

B． not only….but also….. 不仅，….而且….连接两个句子时，前面的句子要倒装，

e.g. Not only are housewives not paid, but also most of their boring work is

unnoticed. 家庭主妇不仅得不到报酬，而且她们单调的工作大多数不会被人注

意。

e.g. Not only did he make a promise, but also he kept it. 他不仅作出了许诺，

而且履行了诺言。

连接两个名词或者其他成分（只要不是句子）时，不用倒装

e.g. He not only studies hard but also works well.

他不仅学习努力，而且认真工作

C give an account of 叙述，说明

e.g. Give us an account of what happened.

给我们讲一下发生的事情。

Page 30 Para. 13

25.The friendly greeting from the professor the next morning was reassuring.

第二天早上，教授热情的问候让人感到安慰

A . reassuring 使人安心，鼓气，可靠的

e.g. He gave her a reassuring pat on the shoulder.

他轻拍了一下她的肩膀让她放心。

26. He seemed to be quite as anxious as I that I should see for myself what he saw.

他好像与我的心情完全一样，急切希望我能看到他所看到的一切。

A. be anxious that …急切做某事

B． for oneself 为自己，亲自

e.g. One should not live for oneself alone.

一个人不应只是为自已活着。

e.g. There are some things one can't do for onesel

f.

有些事情是一个人不能独立完成的。

Page 30 Para. 14

27."Do you perhaps mean," I asked, "that the fish has symmetrical sides with paired

organs?"

“您的意思是不是说，”我问，“这条鱼两侧对称，器官成对？”

A do you mean …. 你的意思是….

B. symmetrical [si'metrik?l having similarity in size, shape, and relative

position of corresponding parts 对称的

e.g. The plan of the ground floor is completely symmetrical.

一楼的平面图是完全对称的。

C paired 成对的

Page 30 Para. 15

28. His thoroughly pleased "of course!" repaid the wakeful hours of the previous

night.

他那听上去极为满意的“当然是，当然是!”的回答补偿了前一晚多少个不眠的小时 A 句子结构：主语：His thoroughly pleased "of course!"

谓语：repay

宾语：the wakeful hours of the previous night

B repay :pay back, make repayment for or return something补偿，偿还

e.g. It was very kind. I don't know how I can ever repay you...

真是太好了。我都不知道怎么报答你才好。

29.After he had talked most happily and enthusiastically ---as he always did ---upon

the importance of this point, I asked what I should do next.

等他高兴而又热情地——他一向如此——讲述完这一发现的重要性，我问接下来我该

做什么。

A . as 正如，像

B . upon= on 关于

Page 30 Para. 16

30."Oh, look at your fish!" he said, and left me alone again. In a little more than

an hour he returned, and heard my new list.

“哦，看你那条鱼!”他说着走了，又不管我了。过了一小时多一点，他回来了，听

我汇报新的发现。

A leave sb. alone不干涉某人；留下某人一个人；不接近某人；让某人独处不打扰

e.g. The principal is busy at his desk, you'd better leave him alone.

校长正忙于桌上的工作，你最好别打扰他。

e.g. He is in a bad mood. Leave him alone.

他现在心情不好。让他一个人呆会儿。

B in 在表将来时，表示“在…..之后”在现在时间或者过去时间，表示“在..之内”

e.g. He will be back in an hour.一小时之后就回来（将来）

e.g. He finished the work in an hour. (一小时之内)

C list = catalogue 内容，目录，这里指发现的东西

Page 30 Para. 17

31.That is good, that is good!" he repeated, "but that is not all; go on." And so

for three long days he placed that fish before my eyes, forbidding me to look at anything else, or to use any artificial aid. "look, look, look," was his repeated instruction.

“很好，很好!”他重复说道。“可这还不够，接着看。”于是，整整三天，他把那条鱼置于我眼前，不让我看别的东西，也不让我借助任何工具。“看看，看看，再看看，”就是他不断重复的指令。

A..but that is not all不过你还没有说全。

B.Go on 继续

Go on doing sth. 继续做同一件事情，中间没停顿。

Go on to do sth.做完甲事继续做乙事

Go on with sth.继续做同一件事情，中间有停顿。

e.g. After reading the new words., we went on to read the text.

e.g. Unemployment is likely to go on rising this year...

今年的失业人数可能会继续上升。

C forbid sb. to do sth.禁止某人干某事

D artificial 人工的，假的

e.g. This dress is made of artificial fibers.

这件衣服是人造纤维的。

e.g. I can't stand his artificial smiles.

我受不了他的假笑。

e.g. I was fitted an artificial tooth by the dentist.牙医给我镶了颗假牙。

Page 31 Para. 18

32. The fourth day, a second fish of the same group was placed beside the first,

and I was told to point out the similarities and differences between the two;

another followed, until the entire family lay before me.

第四天，另一条同类的鱼摆在了前一条鱼的旁边，要求我指出两者之间的异同。接着一条，又一条，直到这一科的全部成员都摆放在我的眼前

A .a second fish of the same group was placed beside the first

a second：又一个，另外的 the second：第二的

另一条同属的鱼摆放在第一条的旁边。

B point out 指出

C .another followed, until the entire family lay before me.

然后，又是一条，接着另一条，直到同科所有鱼种全都摆到了我的面前。

D family (生物的)科

e.g. bean family豆科植物.

The grass family.禾本科

family tree家谱

Page 31 Para. 19

33. This was the best lesson I ever had. It has influenced the way I have studied

ever since.

这是我上过的最好的一课，自此以后，我的一切学习和研究的方法无不受益于这一课。

A the best lesson 形容词最高级前面有 the

B the way I have studied ,the way 后面的定语从句有三种形式

即：the way in which I have studies

The way that I have studied

The way I have studies

C ever since从那以后一直这种状语，句子一般用现在完成时

34.It was something the Professor gave me, which we could not buy, with which we

could not part.

这是教授给我的礼物，是金钱买不到的无价之宝，是一笔不能随便丢弃的财富。

A something 后面的定语从句 the Professor gave me 省略是关系代词that(关系代词

作宾语可以省略)

B with which we could not part 是一个带介词+加关系代词的定语从句。此句短语是

Part with, 把介词with 提前了。

C part with 卖掉，舍弃，分开

e.g. Don't part with your illusions.

不要放弃你的幻想。

Page 31 Para. 20

35. While training the students in the method of observing facts and their orderly

arrangement, Professor Agassiz urged them not to be content with just facts.

阿加西教授在训练学生观察事物及其规律性的排列时,始终谆谆(zhun)告诫大家不能满足于已有的发现。

A urge sb. (not) to do sth. 敦促某人（不）做某事

e.g. We should constantly urge ourselves on to study hard.

我们要经常鞭策自己努力学习。

e.g. It is impolite for one to urge other people to drink in the west.

在西方，过分劝酒是不礼貌的

B be content with= be satisfied with对….感到满足

e.g. He is content with such a small success. 他对这样一个小小的成功就感

到满足。

36. "Facts are stupid things," he would say, "until brought into connection with

some general law."

他常说：“事实本身意义不大，只有与某一自然法则联系起来时才有意义。”

A bring into connection with 与….联系起来

B law 法律，定律，法则

三、Useful Expressions

1.seem to (do) 好像，似乎

2. wish to do 希望做某事

3.by and by :soon, before long 不久，很快

4.gaze at 凝视，注视

5. do sth with a will 下决心去走某事

6. point out 指出

7.forbid sb. to do sth. 禁止某人做某事

8. urge sb. to do sth. 敦促某人做某事

9.be content with 满足于

10. put away =put aside放在一边，放好；抛弃；储存

11. part with 卖掉，放弃

12.enroll in 成为…的一员

e.g. He wanted to enroll(his name) in the swimming class.

e.g. He wants his best friend at college to enroll in the same club.

enroll 录取

e.g. 160 new students have been enrolled in the English Department this year.

今年英语系录取了160名学生。

e.g. We enrolled him as a member of the society.

我们吸收他为学会会员。

13. give an account of 叙述，讲述，描述

e.g. The police told him to give an exact account of the road accident.

14.be convinced that 确信

e.g. I am convinced that he is lying.我确信他在说谎。

四、动词句型 Page 34

主语+及物动词+宾语+宾语补语（现在分词）

Louise could hear someone singing far away.

The Jewish man wanted me trying to read that paper.

1.用于这一句型的动词，一类是感知动词（catch, discover, feel, find, hear, leave,

notice, observe, overhear, perceive, see, smell, sport, spy和watch），另一类是使役动词（get, have, keep, set和start）。

2.除动词have和start外，其他动词一般可用于被动结构，即将主动结构中的宾语变

为被动结构中的主语，但主动结构要更为自然。如：

I was watched (by the Jewish man) trying to read that paper.

3.动词feel，hear，notice，see，observe，overhear和watch后既可接现在分词作

补语，又可接不带to的不定式作补语，这二者的区别是：前者表示正在进行的动作，而后者则着重表示从头到尾的全过程。如：

She watched her son cross the road.

她看着儿子过了马路。（注视着全过程）

She watched her son crossing the road.

她看着儿子过马路。（不一定是全过程）

五、 Questions on the text

Answer the questions on the text

1. Q: Professor Agassiz had a good impression of Scudder, didn’t he?

What particularly pleased him?

A: Yes, he did.

He was especially pleased by the fact that Scudder was eager to learn and wanted to begin right away.

2. Q: What was Professor Agassiz’s first assignment for Scudder? A:The professor told his student to look at a fish from a huge jar of specimens and then describe to him what he had seen in the fish.

3. Q: Scudder didn’t find it exciting and challenging, did he? Why

wasn’t it a pleasant job?

A: No, he didn’t.

Because he thought that gazing at a fish was not challenging enough, and besides, the alcohol had a very unpleasant smell.

4. Q: Why did Professor forbid Scudder to use any artificial aids?

A: He wanted his student learn how to observe things carefully with

his own eyes.

5. Q: Scudder didn’t think there was much to see in the fish, did he?

How did he go about his assignment?

A: No, he didn’t.

At first he didn’t look very carefully, so after ten minutes he thought that he had seen all that he could see in the fish. He

went to look for the Professor, but couldn’t find him. He went

back to the laboratory, and unwillingly began to look at the fish

again.

6. Q: When did this attitude begin to change?

A: His attitude began to change when he started to draw the fish and found new features which he had not discovered before.

7. Q: What did the Professor say when he found his student drawing the

fish?

A: He was very pleased. He encouraged the student and said that drawing was a good way of observing things.

8. Q: Why was he disappointed when he heard Scudder’s brief description?

Did Scudder think the criticism just?

A: Because Scudder didn’t even notice one of the most visible features of the fish. He thought this feature was very easy to

see.

9. Q: He discovered the most visible feature of the fish, didn’t he?

What was it?

A: Yes, he did, on the next morning.

It was that the fish had symmetrical sides with paired organs.

10. Q: How long did the Professor make Scudder look at the same fish? A: For three long days.

11. Q: What did the Professor tell him to do on the fourth day?

A: He told him to look at another fish of the same family, and point out the similarities and differences between the two fish.

12. Q: Why did Scudder look upon this observation the best lesson he

ever had? What did he learn?

A: He thought what he learned in Professor Agassiz’s laboratory was very important and helpful in his later studies. He thought

this lesson was too valuable to part with.

注意：下面列出的题目必须能做到熟练并准确地写出画线部分！划线的句子尤其应该重点记忆。

第2题、Professor Agassiz’s first assignment for Scudder is to look at a fish from a huge jar of specimens and then describe to him what he

had seen in the fish.

第3题、Scudder didn’t find his first assignment exciting and challenging because he thought that gazing at a fish was not challenging

enough and the alcohol had a very unpleasant smell.

第4题、 The professor forbid Scudder to use any artificial aids because he wanted his student to learn how to observe things carefully

with his own eyes.

第6题、Scudder began to change his attitude towards observing that fish when he started to draw the fish and found new features which he had

not discovered before.

第7题、Scudder observed the most visible feature of the fish was that the fish had symmetrical sides with paired organs.

第12题、 Scudder learned from his first lesson how to observe facts

and their orderly arrangement and how to connect them to some general law.

Speak on either of the topics.

1.Give an example to show Prof. Agassiz was a good teacher.

The professor was a good teacher. The day Scudder began his studies in his laboratory, he told him to look at a fish. When he found Scudder drawing a fish, he was pleased and encouraged the student.

But when Scudder was unable to point out the most visible features after observing the fish for a long time, he criticized him.

Professor Agassiz knew when to encourage and when to criticize his student.

2.Give an example to show that Samuel Scudder was a good student.

Scudder was a very eager to learn and was ready to begin his studies at once. The first day he was in the laboratory the Professor asked him when he wanted to begin, he said” at once”. And his answer pleased the professor.

六、Written Work

Write a paragraph of about 100 words on the topic: How Samuel Scudder came to See the importance of observation

When Prof. Agassiz told Scudder to look at a fish in the yellow alcohol .Scudder didn’t think it was challenging enough to him at first and he turned the fish over and round，looked at it from different angles with impatience and desperation

Since he could not find the Professor, he began to draw the fish.

To his great surprise, he discovered more features in the fish. But he failed to discover the most visible feature and was criticized by the Professor.

Although he thought he was wronged and he was hurt, he set to his work with

a will and discovered one feature after another of the fish. He realized the

just of the teacher’s criticism of him and changed his attitude towards

observation.

七、Vocabulary Exercises

1. Form words according to the following rules of word formation.

*名词+al/-ial（……的；具有……性质的；关于……）→形容词。如：

national国家的 natural自然界的 exceptional 例外的 traditional 传统的

editorial编辑的

*动词+ant/-ent（处于……的状态的；进行……动作的）→形容词。如：

pleasant使人愉快的 determinant 决定性的 repentant感到或表示懊悔的

tolerant忍受的 different 不同的

1）Add -al/-ial to the following words to from adjectives, making changes in spelling wherever necessary.

dialect---dialectal 方言的，乡音的

center→central 中心的，主要的

culture→cultural文化的

manager→manager ia l 管理的

region→regional地区的，区域的

2.） Add -ant/-ent to the following words to from adjectives, making changes

in spelling wherever necessary.

expect---expectant 期待的，怀孕的

hesitate→hesitant 踌躇的，犹豫的

urge→urgent 急迫的，紧急的

attendant adj 伴随的，随之而来的 n 随从，侍者

resist→resistant 抵抗的，反抗的

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