大学高级英语第六册课文Paraphrase自整理版本

Lesson 1 Sexism in School

1. Education is not a spectator sport. (p3)

Education is something that all students should participate in.

2. When students participate in classroom discussion they hold more positive attitudes

toward school, and that positive attitudes enhance learning. (p3)

When students participate in classroom discussion they are more inclined to think that going to school is useful, and the positive attitudes facilitate learning.

3. It is no coincidence that girls are more passive in the classroom and score lower than

boys on SATs. (p3)

It is not surprising that the two things, namely, girls being more passive in the classroom and scoring lower than boys should be causally related.

4. Most teachers claim that girls participate and are called on in class as often as boys.

(p4)

Most teachers state that girls participate and are asked to speak in class as often as boy.

5. But a three-year study we recently completed found that this is not true; vocally, boys

clearly dominate the classroom. (p4)

Based on a three-year study, we found that this is not true; in terms of oral participation, boys clearly speak much more in classroom.

6. When we showed teachers and administrators film of a classroom discussion and

asked who was talking more, the teachers overwhelmingly said the girls were. (p4) When we showed teachers and people responsible for the running of a school a video of a classroom discussion and asked who was talking more, the teachers almost all said the girls were.

7. But in reality, the boys in the film were out-talking the girls at a ratio of three to one.

(p4)

But in reality, the boys in the video were talking more than the girls at a speed of three to one.

8. Half of the classroom covered language arts and English-subjects in which girls

traditionally have excelled; the other half covered math and science --- traditionally made domains. (p5)

Half of the classroom covered the skills in using the language for effective communication and literary appreciation. And girls usually do better in these subjects.

The other half covered math and science which traditionally belong to male field.

9. Our research contradicted the traditional assumption that girls dominate classroom

discussion in reading, while boys are dominant in math. (p7)

Our research denied the truth of the traditional supposition that girls control classroom discussion in reading, while boys control the discussion in math.

10. We found that whether the subject was language arts and English or math and

science, boys got more than their fair share of teacher attention. (p7)

We found that whether the subject was skills in using the language for effective communication and English or math and science, boys got more teacher attention than is supposed to be fair.

11. Some critics claim that if teachers talk more to male students, it is simply because

boys are more assertive in grabbing their attention --- a classic case of the squeaky wheel getting the educational oil. (p8)

Some critics state firmly that if teachers talk more to male students, it is simply because boys are more aggressive in catching their attention --- a typical example of the notice --- arresting students getting more attention from the teacher.

12. However, male assertiveness is not the whole answer. (p8)

However, male’s mere assertive cannot completely answer th e question.

13. Girls are often shortchanged in quality as well as in quantity of teacher attention. (p10)

Girls are often not given enough teacher attention what they deserve in quality as well as in quantity.

14. Years of experience have shown that the best way to learn something is to do it

yourself; classroom chivalry is not only misplaced, it is detrimental. (p13)

Years of experience have shown that the best way to learn something is to do it yourself; “let me do for you” behavior is not only improper, it is h armful.

15. During classroom discussion, teachers in our study reacted to boys’ answers with

dynamic, precise and effective responses, while they often gave girls bland and diffuse reactions. (p13)

During classroom discussion, teachers in our study reacted to boys’ answers with energetic, accurate and effective responses, while they often gave girls indifferent and general reactions.

16. Despite caricatures of school as a harsh and punitive place, fewer than 5 percent of

the teachers’ reactions were criticism, even of the mildest sort. (p15)

Although school is often mockingly described as a place where students are badly treated and often punished.

17. Too often, girls remain in the dark about the quality of their answers. (p18)

Too often, girls are kept completely uninformed about the quality of their answers. 18. Unfortunately, acceptance, the imprecise response packing the least educational

punch, gets the most equitable sex distribution in classroom. (p18)

It is unfortunate that the least useful kind of feedback is distributed between boys and girls most impartially, while the more useful kinds of feedback are heavily biased towards boys. Thus the overall result is that the feedback boys receive much more beneficial than that for girls.

19. Active students receiving precise feedback are more likely to achieve academically.

And they are more likely to be boys. (p18)

Any active student who receives precise feedback can achieve more in his or her studies. And boys are more likely to be active and to receive such feedback, and so are more likely to succeed.

20. By high school, some girls become less committed to careers, although their grades

and achievement-test scores may be as good as boys’. (p20)

By high school, some girls are not so devoted to the subject they have been studying, despite their academic study as good as boys’.

21. Many girls’ interests turn to marriage or stereotypically female jobs. (p20)

Many girls’ interests turn to marriage or jobs which are conventionally believed to be taken up by women only.

22. The sexist communication game is played at work, as well as at school. (p23)

The conversation among people which exhibits elements of sexism not exists in the field of work but also at school.

23. Classes taught by these trained teachers had a higher level of intellectual discussion

and contained more effective and precise teacher responses for all students. (p28) Classes taught by these trained teachers had a higher level of the discussion which is full of intelligence and contained more effective and accurate teacher responses for all students.

Lesson 2 Philosophers among the Carrots

1. I asked myself if it was still permissible to take pleasure in the profession of housewife

and not be a traitor to the cause. (p1)

I was wondering whether it is possible for me to get pleasure by working as a

housewife while at the same time still devoted to the Women’s Lib.

2. I recalled Socrates saying that, “The unexamined life is not worth living,” and decided

that maybe it was time to examine mine. (p1)

I remembered Socrates’ saying that, “The life of few profound consideration and

careful choice is not a meaningful one”, and decided that maybe it was time to look at my life very carefully to see if any lessons could be drawn from it or any changes needed to be made in it.

3. If I hadn’t been to college, I wouldn’t have been that significant analogy, I thought

smugly, depositing an orange pit in the sink as I finished the salad (or did I learn that in high school?). (p2)

I feel proud of knowledge I have acquired from college which descend in scale. I

splitted an orange pit into the kitchen sink after I had finished eating the salad. (If I didn’t learn that in high school, which part of the compulsory education was, I should not feel so indebted to Women’s Lib.)

4. Then, as I eyed a bowl of cooked carrots speculatively, sizing them up for carrot cake

of marinated vegetable salad and opting for the cake which I knew would be seconded by my husband and sons, (p3)

Then, as I watched a bowl of cooked carrots thoughtfully, estimating whether they would be better for making salad, and deciding on the cake which I knew would be supported by my husband and three sons,

5. I followed the train of my thoughts which was chugging off into philosophical realms

led by Archimedes who said, “Any object placed in a fluid displace s its weight; an immersed object displaces its volume,” (p3)

My thoughts, led by Archimedes, wandered away into the kingdom of philosophy. He said, “When an object floats on the liquid we can know its weight, which is equal to the weight of the liquid it has displaced; when an object immersed in the liquid we can know its volume which is equal to the volume of the liquid it has displaced.”

6. Muttering, along with Emerson, that “A foolish consistency is the hobgoblin of little

minds…” I dumped in a couple of spoonfuls of applesauce to make it come out right.

(p3)

Saying in a low voice, quoting from Emerson that “To observe a rule rigidly is an

abominable quality of unintelligent people” I poured a couple of spoonfuls of applesauce to taste better.

7. Buddha has his Bo tree, I have my refrigerator. (p4)

Just as Buddha received heavenly inspiration to found Buddhism under the Bo tree, so I get new understanding about housewives and philosophy by gazing into the depth of the refrigerator.

8. You can’t step twice in the same river. (p4)

Please rest assured that what you are washing today is different from what you washed yesterday.

9. I saw about me the variety in unity and unity in variety spoken of by my aesthetics

professor. (p4)

I saw the principle spoken by my aesthetics professor which means to see uniformity

in differences and see differences in uniformity. Applied to my case, “unity” means that all the clothes I had to wash were dirty clothes and “variety” means that every piece to be washed was different from every other piece.

10. I indulged in aggressive fantasies against my dear family as I picked up a necktie

draped on a lamp, a pair of tennis shoes under the couch, a cache of peanut shells beneath a newspaper and remembering William James’ comment that “Even a pig ha s a philosophy,” I wondered angrily what theirs was. (p5)

I allowed myself to develop a lot of hostile and angry thoughts against my dear

husband and three sons when I picked up a tie draped on a lamp, a pair of tennis shoes under the couch, a secret store of peanut shells beneath a newspaper and remembering William James’ comment that “Even a pig has an attitude to life.” So I wondered since they were like pigs, they must have had one too. (Anyone may find an excuse for their behavior.)

11. ……with a wave of wi llfulness (p6)

……with a sudden burst of determination to go my own way

12. In my present state of mind I found this the quintessence of good sense and I walked

out of house and into the car, leaving the breakfast dishes on the table. (p6)

In my present mood, I found this the best representation of human wisdom.

13. I smiled enigmatically as I continued to stir the chicken soup and quoted Alexander

Pope, “All chaos is but order misunderstood,” then added with composure that I had purchase a new dress. (p7)

I smiled in a way which showed there was something secret about her when I

continued to stir the chicken soup and quoted Alexander Pope, “All chaos is in fact not chaos, but is order which has been mistaken for chaos.”

14. But, without becoming the least bit ruffled, I replied, in the words of Pascal, “Ah, but

the heart has its reasons the mind knows not of.” (p8)

……sometimes you do something out of emotion which is not based on any reason. 15. Whatever is, is good. (p9)

Reality is good. It is good, because everything is created by God.

Lesson 3 The Power of Habit

1. Habit is a second nature! Habit is ten times nature. (p1)

Habit is a second born quality. It is so deeply fixed that you simply follow your habit without thinking.

2. …… the degree to which this is true no one prob ably can appreciate as well as one

who is a veteran soldier himself. (p1)

Only the experienced soldier can best recognize the truth of the duke’s statement.

3. The daily drill and the years of discipline end by fashioning a man completely over

again, as to most of the possibilities of his conduct. (p1)

It takes many years of daily training of mind and qualities to create a completely new person, as far as his possible patterns of behavior are connected.

4. a practical joke (p2)

sb. who plays a trick on sb. else so as to make the victim foolish

5. The drill had been thorough, and its effects had become embodied in the man’s

nervous structure. (p2)

The training had completed in any way, and its effects had become a part of man’s nervous system.

6. Rider less cavalry-horses, at many a battle, have been seen to come together and go

through their customary evolutions at the sound of the bugle-call. (p3)

Without a rider, soldier who fight on horseback at many battles, have been to gather together and take part in their habitual drills as soon as they heard sound of trumpet.

7. Most domestic beasts seem machines almost pure and simple, undoubting,

unhesitatingly doing from minute to minute the duties they have been taught, and giving no sign that possibility of an alternative ever suggests itself to their mind. (p3) Most beasts raised at home are completely like machines, and no doubt, never hesitate to do the duties they have been taught all the time and give no indication that they have never come up with other options.

8. …… by his new responsibilities, (p4)

…… things he had to face or manage in the new environment,

9. Habit is thus the enormous fly-wheel of society, its most precious conservative agent.

(p4)

Habit is a regulating force that maintains established order of society and prevents any sudden change in it.

10. It alone is what keeps up all with the bounds of ordinance. (p4)

It keeps us all in the different professional, geographical, or social positions designated to us by law or fate.

11. It alone prevents the hardest and most repulsive walks of life from being deserted by

those brought up to tread therein. (p4)

Because of habit, those who have been trained to work in that place since their childhood will not give up those most difficult and unpleasant occupation.

12. It protects us from invasion by the natives of the desert and the frozen zone. (p4)

It makes the natives of the desert and the frozen zone stay in their own place because of habit.

13. It dooms us all to fight out the battle of life upon the lines of our nature or our early

choice, and to make the best of a pursuit that disagrees, because there is no other for which we are fitted, and it is too late to begin again. (p4)

Habit determines that one will stay and work hard till the end of life in a disagreeable occupation which he was brought to follow or chose early in our life, and try to accept and manage it as well as he can. Because there is no other choice for which we are suitable, and it is too late to begin again.

14. Although at the age of twenty-five you see the professional mannerism settling down

on the young commercial traveler. (p4)

By age 25, your future career has been settled down and you have formed peculiar habits in work.

15. You see the little lines of cleavage running through the character, the tricks of thought,

the prej udices, the ways of the “shop”, in a word, from which the man can by-and-by no more escape than his coat sleeve can suddenly fall into a new set of folds. (p4) You get the general idea of the traits of one’s personality, the particular way of thinking, the personal preference, the ways in which one does one’s business, they are all fixed habits. Therefore, the man cannot escape his old habits he has acquired just as his coat sleeve cannot suddenly fall into a new set of folds which has been ironed into it.

16. It is best he should not escape. (p4)

It is most desirable he should not eacape.

17. Hardly ever is a language learned after twenty spoken without a foreign accent;

If one learns a language after the age of twenty, he will almost never sound like a native speaker, but only like a foreigner;

18. Hardly, ever can a youth transformed to the society of his betters unclean and nasality

and other vices of speech bred in him by the associations of his growing years. (p5) Any young man who has been promoted to a higher social position may learn to give up his nasal accents and other bad habits that have been brought up in him by his early education.

19. An invisible law, as strong as gravitation, keeps him within his orbit, arranged this year

as he was the last; and how his better-clad acquaintances continue to get the things they wear will be for him a mystery till his dying day. (p5)

A person’s old habits, as powerful as gravity, make him to take control over his

behaviors…

20. It is to fund and capitalize our acquisitions, and live at ease upon the interest of the

found. (p6)

The calculation of good habits formed is just like the investment of money in a project, if you can form a good habit in your early years, you can benefit a lot from them and enjoy the comfortable life in the future.

21. The more of the details of our daily life we can hand over to the effortless custody of

automatism, the more our higher powers of mind will be set free for their own proper work. (p6)

Most of the trivial items in our life can become a habit and can be taken of our conscious mind which therefore can be used for more important task.

22. Full half the time of such a man goes to deciding, or regretting, of matters which ought

to be so ingrained in him as practically not to exist for his consciousness at all. (p6)

Such man spends not less than half of his time deciding or regretting which should be deeply fixed and really should not all matters for his conscious thinking at all.

Lesson 4 The Invisible Japanese Gentlemen

1. They spoke to each other rarely in their incomprehensible tongue. (p1)

They hardly ever spoke during the meal, and when they did speak, they spoke in a way that the author cannot understand what they are talking about.

2. Sometimes the pretty girl who sat in the window beyond gave them a passing glance,

but her own problem seemed too serious for her to pay real attention to any in the world except herself and her companion. (p1)

Sometimes the pretty girl who sat near window over there gave them a casual glance, but she was so much troubled by her own problem that she couldn’t pay any attentions to others but to herself and her fiancé.

3. …… petite in a Regency way, oval like a miniature, though she had a harsh way of

speaking --- perhaps the accent of the school, Roedean or Cheltenham Ladies’ College, which she not long ago left. (p2)

…… her face was small, delicate, and clean, and was as oval-shaped as a miniature, representing the typical feminine face admired as perfect by Regency time, though she spoke in a firm, commanding tone and an upper-class manner, typical of those who had been educated at a highly prestigious school for upper-class young women, which she graduated not long ago.

4. Her companion appeared a little distraught. (p4)

Her partner seemed somewhat worried or upset about what to do next.

5. I could see them as two miniatures hanging side by side on white wood panels. (p5)

I could see them to be two small portraits hanging side by side as decorations for the

surface of a wall.

6. He should have been a young officer in Nelson’s navy in the days when a certain

weakness and sensitivity were no bar to promotion. (p5)

He should have had an easy access to promotion in Nelson’s navy despite some weakness and sensitivities as he had some feminine features which would be admired by people then.

7. She deserved a better life. (p6)

She could have enjoyed an easier life than toiling as a novelist.

8. You know you don’t get on with him. This way we shall be quite independent. (p8)

You know you don’t have a good relationship with your uncle. If we do as I have said we shall be quite independent.

9. My mother says that writing is a good crutch… (p13)

She disapproves of writing as the main thing (a career), but though writing is good only as an auxiliary support.

10. a pretty solid crutch (p14)

If you should think writing is support, I would argue that it is a pretty solid support. It can be the main source of a living.

11. I see what you mean. (p26)

I understand what you are trying to say.

12. I was on the side of his mother. It was a humiliating thought, but I was probably about

he r mother’s age. (p26)

I agreed with his mother that writing should not be a career, but only a support.

Although knowing oneself to be old would cause discomfort and embarrassment, I was actually about her mother’s age and therefore quite in a position to advise her and her future.

13. …… “the long defeat of doing nothing well” (p27)

…… “the frustration of being unable to write anything good for many years”

14. ……, by performance and not by promise. (p27)

……, by what you have actually written, not by any indication of potential success in you.

15. I didn’t know you’d ever been there. (p29)

The polite way of saying “I know you have never been there (so how can you write about a place you don’t know?)

16. A fresh eye’s terribly important. (p30)

It’s all good to see something new.

17. Perhaps, we’d go better to marry when you come back. (p37)

It will be more sensible of us to get married when you come back.

18. ……couldn’t you observe a bit more near home? Here in London. (p47)

…… why go off to St. Tropez? Couldn’t you write something a bout here, about London?

19. Darling, you’re awfully decorative, but sometimes --- well, you simply don’t connect.

(p51)

You look awfully good. (If we go out together, I can feel proud of being accompanied by such a handsome young man.) But you haven’t got int elligence, you absolutely don’t connect one meaning to author.

20. …… bowed to each other, as though they were blocked in doorway. (p54)

…… yielded apologetically to each other in such a manner as if they have dumped into each other in a doorway, as one was going out and the other coming in

21. I had thought the two young people matching miniatures, but what a contrast in fact

there was. The same type of prettiness could contain weakness and strengthens.

(p55)

I had wrongly believed that the two young people were a good match for their looks.

But now I saw they were so different in nature. The same pretty looks could mean a weak character in some people, but a strong character in others.

22. Her Regency counterpart, I suppose, would have borne a dozen children without the

aid of anesthetics, while he would have fallen an easy victim to the first dark eyes in Naples. (p55)

If she had lived in Regency time, she would have been able to give birth to a dozen children without the use of anesthetics. However, if he had been a young officer in Nelson’s navy and had called at the port of Naples, he would easily have been secured by the first Italian woman he met after setting foot ashore.

23. I didn’t like to think of her as the Mrs. Humphrey Ward of her generation --- not that I

would live so long. (p55)

I dreaded the thought of her becoming a well-established writer. This was not because

I would live so long as to see her become another Mrs. Humphrey Ward, the Mrs.

Humphrey Ward of her time. But this was because I was deeply aware that the further she went along a writer’s road, the more severely she was sure to suffer.

24. Old ages saves us from the realization of a great many fears. (p55)

Being old enable we to avoid seeing many unpleasant things happen. Because we are old, we will not live to see a great many things we fear actually happen.

25. ……, and she didn’t look like Mrs. Humphrey Ward. (p55)

……, Mrs. Humphrey Ward looked plain, while she looked pretty, and her photo on the back of the jacket would help make the book well received by reviewers as well as readers.

26. Sometimes you are so evasive I think you don’t want to marry me at all. (p57)

evasive: deliberately avoiding the major topic of getting married