高英第七Tourists新编英语高级教程

Tourists旅游者/观光客/游客Nancy Mitford 南西·密特福德New wordsminute, smallVenetian, 威尼斯的`lagoon, A shallow body of water, especially one separated from a sea by sandbars or coral reefs.vineyard, Ground planted with cultivated grapevines.William the Conqueror, Duke of Normandy, who set up a claim to the throne of England and launched an attack against the island in 1066. intersected, criss-crossedcampanile, A bell tower, especially one near but not attached to a church or other public building.reproach, To express disapproval of, criticism of, or disappointment in (someone).cloches, cloches, divines reproaches, [French] Bells, bells, divine reproacheschorus, A simultaneous utterance by a number of people; The sounds so madechartered motor-boats, motor-boats hired for an exclusive useyachts, small sailing or motor-driven vessels, generally with smart, graceful lines, used for pleasure cruises or racing.amblev, To walk slowly or leisurely; stroll.tow-path, a path along which people draw a boat against the current mosaics, a form of surface decoration made by inlaying small pieces of colored glass or stone; a picture or design so made.austere, Severe or stern in disposition or appearance; somber and grave Madonna, a statue or picture of the Virgin Mary.Byzantine, an artistic style of architecture developed in the Byzantine Empire (The East Roman Empire) during the 4th century, characterized by the round arch springing from the columns or piers, and the dome resting on pendentives.the throne of Attila, Attila (406-453), king of the Huns, who overran much of the Byzantine and Western Roman Empires. In 451 he advanced as far as Orlean in Gaul and in 452 to the river Mincio in Italy. he later came to be called "Scourge of God."scent, To fill with a pleasant odor;standing, Permanent and unchanging; fixedmegaphone, A funnel-shaped device used to direct and amplify the voice. luncheon, A lunch, especially a formal one.undergo, To pass through; experiencelitter, Carelessly discarded refuse, such as wastepaperText1 The most intensive study I ever made of tourists as at Torcello, where it is impossible to avoid them. Torcello is a minute island in the Venetian lagoon: here, among vineyards and wild flowers, some thirty cottages surround a great cathedral which was being built when William the Conqueror came to England. A canal and a path lead from the lagoon to the village, the vineyards are intersected by canals; red and yellow sails glide slowly through the vines. Bells from the campanile ring out reproaches three times a day ("cloches, cloches, divines reproaches") joined by a chorus from the surrounding islands. There is an inn where I lived one summer, writing my book and observing the tourist. Torcello which used to be lonely as a cloud has recently become an outing from Venice. Many more visitors than it can comfortably hold pour into it, off the regular steamers, off chartered motor-boats, and off yachts; all day they ambled up the tow-path, looking for what? The cathedral is decorated with early mosaics -- scenes from hell, much restored, and a great sad, austere Madonna; Byzantine art is an acquired taste and probably not one in ten of the visitors has acquired it. They wander into the church and look round aimlessly. They come out on to the village green and photograph each other in a stone armchair, said to be the throne of Attila. They relentlessly tear at the wild roses which one has seen in bud and longed to see in bloom and which, for a day have scented the whole island. As soon as they are picked the roses fade and are thrown into the canal. The Americans visit the inn to eat or drink something. The English declare that they can't afford to do this. They take food which they have brought with them into the vineyard and I am sorry to say leave the devil of a mess behind them. An outline of the selection: A. Torcello which used to be lonely has recently become an outing from Venice.a) Tocello's locationb) A general view of Tocello.c) Too many visitors pour into it.d) Most of them are ignorant and rude.e) Concrete description of the visitors:1) Americans.2)Every Thursday Germans come up the tow-path, marching as to war, with a Leader. There is a standing order to fifty luncheons at the inn; while they eat the Leader lectures them through a megaphone. After luncheon they march into the cathedral and undergo another lecture. They, at least, know what they are seeing. Then they march back to their boat. They are tidy; they leave no litter. Englishmen 3) Germans译文1 我曾对游客最深入细致的研究，是在托塞罗做的。

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高英第七Tourists 新编英语高级教程

(完整word版)高英第七册Unit One

ContentsUnit OneText I English and American Concepts of spaceText II Private SpaceUnit TwoText I TouristsText II Chestnut Street from a Fire Escape Unit ThreeText I The SubwayText II Living in Two WorldUnit FourText I Style and PurposeText II Pub or Groggery?Unit SixText I How to get things doneText II Now That I’m organizedUnit SevenText I The Aims of EducationText II Another school Year --- Why? Unit EightText I Fifth Avenue, Uptown: A Letter from HarlemText II The Civil Right Movement: What Good Was It?Unit NineText I Roots of FreedomText II The Philosopher and the ConquerorUnit TenText I Fear of DearthUnit ElevenText I Beyond Invalidism, Part One Unit ThirteenText II The Trial that rocked the World Unit FourteenText I Reading the RiverUnit OneText I:English and American Concepts of SpacePre-reading Brainstorming:1) What do you know about the concepts of space?2) How do you usually judge a person’s social status: by his family background, the place where he lives, his education, or by his profession? Why do you do so?3) Do you feel the need for a private room entirely for yourself to take refuge in when you do not want your thoughts to be intruded on? If there is no such facility, what would you do? reference: 西方文化词典---Polemics & TerritorialityAbout the AuthorEdward Twitchell Hall (1914 ---), U.S. anthropologist, author, and teacher, received his Ph.D. degree in anthropology from Columbia University. He has taught at various institutions, such as Harvard Business School, the Illinois Institute of Technology, and Northwestern University. His works include: The Silent Language(1959), a study of nonverbal communication, and The Hidden Dimension (1966), a study of “social and personal space and man’s perceptio n of it.” The present text, a selection from The Hidden Dimension, gives a contrast between English and American concepts of personal space. 在人类学方面,Edward Hall研究空间,出版了两本重要著作,即《无声的语言》(The Silent Language, 1959)和《隐藏的空间》(The Hidden Dimension,1966),探讨人际空间距离对人类行为的作用,及其在不同文化里的差异,影响后来有关空间行为学的研究距离关系（proxemic patterns）空间的传统在不同的文化中亦有不同的意义。

高中英语真题-高二英语《Unit7TheSeaLesson1TheSpiritofExplorers

高中英语真题:高二英语《Unit7TheSeaLesson1TheSpiritofExplorersPe riod1FastReading》导学案目标：1. To get the general id ea of the text.2. To practise reading for specific information.3. To tall about explorers.Warm up:Which of the following people do you think arrived in America first? (Ex.1 P8)Step One:Read the passage quicklyand find out who arrived in America first.Before your reading, let’s learn the names for some places first. (Ex.2 P8)Step Two:Read the passage quickly and then find out the answers to the f ollowing questions. (全解P5Ⅱ)1. Why did Eric the Red leave Iceland?A. Because he got into trouble for a murder he had committed.B. Because he wanted to search for new land.C. Because people in Iceland didn’t like him.D. Because he wanted to search for his father.2. Who was Biarni looking for when he was blown to an unknown land?A. LeifB. Eric the RedC. Eric’s partyD. His ancestor3. How do we know about the Vikings?A. Through stories which were written down centuries later in N orway and Iceland.B. By words of mouth.C. Through newspaper.D. According to official records.4. Which of the following statements is TRUE?A. Eric and his 25 ships arrived at Greenland successfully.B. With the help of his friend, Biarni’s journey to Greenland was rather easy.C. The Vikings were the first people to arrive at Europe.D. Leif sailed as far as Newfoundland.5. We can infer from the passage that ______.A. Eric’s second voyage to Greenland was much easier than the first one.B. Leif was strong-minded.C. the Vikings chose to live in Southern Europe because their a ncestors came from Scandinavia.D. no people liked to follow Eric to Greenland.Step Three (全解P5Ⅰ)Read the text carefully to get some specific information from the text.Decide the following sentences are True or False1. Eric the Red forced people to go to Greenland with him t ogether.2. Biarni set sail from Greenland in search of Eric’s party.3. Eric the Red set sail once again, and this time all ships got to Greenland.4. The Vikings were stronger and stronger in Northern Europe fr om the 8 th to 10 th century AD.5. According to official records the Vikings reached America long befor e Columbus ever set sail.Step Four:Read the passage to get the general idea of the text to answer the questions of Ex4 and fill in the blanks in Ex3Step Five:Do Ex 6 on P9 and then do some exercises.高二英语《Unit7TheSeaLesson1TheSpiritofExplorersPe riod1FastReading》导学案目标：1. To get the general id ea of the text.2. To practise reading for specific information.3. To tall about explorers.Warm up:Which of the following people do you think arrived in America first? (Ex.1 P8)Step One:Read the passage quickly and find out who arrived in America first.Before your reading, let’s learn the names for some places first. (Ex.2 P8)Step Two:Read the passage quickly and then find out the answers to the following questions. (全解P5Ⅱ)1. Why did Eric the Red leave Iceland?A. Because he got into trouble for a murder he had committed.B. Because he wanted to search for new land.C. Because people in Iceland didn’t like him.D. Because he wanted to search for his father.2. Who was Biarni looking for when he was blown to an unknown land?A. LeifB. Eric the RedC. Eric’s partyD. His ancestor3. How do we know about the Vikings?A. Through stories which were written down centuries later in Norway and Iceland.B. By words of mouth.C. Through newspaper.D. According to official records.4. Which of the following statements is TRUE?A. Eric and his 25 ships arrived at Greenland successfully.B. With the help of his friend, Biarni’s journey to Greenland was rather easy.C. The Vikings were the first people to arrive at Europe.D. Leif sailed as far as Newfoundland.5. We can infer from the passage that ______.A. Eric’s second voyage to Greenland was much easier than the first one.B. Leif was strong-minded.C. the Vikings chose to live in Southern Europe because their ancestors came from Scandinavi a.D. no people liked to follow Eric to Greenland.Step Three (全解P5Ⅰ)Read the text carefully to get some specific information from the text.Decide the following sentences are True or False1. Eric the Red forced people to go to Greenland with him together.2. Biarni set sail from Greenland in search of Eric’s party.3. Eric the Red set sail once again, and this time all ships got to Greenland.4. The Vikings were stronger and stronger in Northern Europe from the 8 th to 10 th century AD.5. Acco rding to official records the Vikings reached America long before Columbusever set sail.Step Four:Read the passage to get the general idea of the text to answer the questions of Ex4 and fill in th e blanks in Ex3Step Five:Do Ex 6 on P9 and then do some exercises.。

新编英语教程7unit 1 concepts of space

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领导
高级英语3 A New English Course 7
Unit 1 English and American Concepts of Space
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沐浴的时间
高级英语3 A New English Course 7
Unit 1 English and American Concepts of Space
Attitudes Unspoken rules
Values Unconscious rules
Like an iceberg, 9/10 of culture is below the surface.
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PPT Intercultural communication
Video Intercultural communication
6
旅游
高级英语3 A New English Course 7
Unit 1 English and American Concepts of Space
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人际关系
高级英语3 A New English Course 7
Unit 1 English and American Concepts of Space
How is the thesis statement developed?
contrasts
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高级英语3 A New English Course 7
Unit 1 English and American Concepts of Space
Words or phrases used to indicate contrasts
高级英语3 A New English Course 7 Unit 1 English and American Concepts of Space 40

新编英语教程7 (Unit 5-14 Text I 译文)

新编英语教程7 (Unit 5-12 Text I 译文)Unit Five The Santa Ana Joan Didion圣安娜飓风洛杉矶今天下午的空气中存有某种不安，某种不自然的平静，某种紧张的气息。

言下之意,今晚将刮起圣安娜飓风。

这股热风将从东北呼啸而下，穿过克侯恩关口和圣哥根尼奥关口，沿着66号高速公路吹起一场沙尘暴，将沿途的山林干化到燃点。

不消几天我们将能看到峡谷里的浓烟，听到夜里的警报。

虽然我没有听说或者读到圣安娜飓风要来了，可是我知道它会来，而且我今天见到的所有人几乎都知道。

我们之所以知道是因为人人都有切身感受。

婴儿会烦躁。

女佣会愠郁。

而我则重燃了一场和电话公司之间本要熄灭的口舌之战，然后收拾败局躺了下来，彻底臣服于空气之中的某种莫名其妙的气氛。

和圣安娜飓风一起生活就得接受它，不管是有意还是无意地看，这都是种顽固的人类行为机械论。

我想起当我初次搬到洛杉矶，住在一个孤单的海滩旁时，有人告诉我，说过去本地的印第安土著会在这种恶风刮起的时候投身大海。

我可以想见原因。

在圣安娜飓风期，太平洋会泛起不祥的光泽，而且在夜晚人们不但会因为橄榄树上孔雀的尖叫声，而且会因为那没有风浪的怪诞海面感到烦躁不能入眠。

热度出乎人们的常识。

天空泛着一层黄光，这种光有时叫做―地震天气‖。

我那唯一的邻居好多天都不肯出门，夜晚也没有灯，她丈夫带着把弯刀在附近走动。

一天他跟我说他听到非法入境者的声音，第二天说是条响尾蛇。

在那样的夜晚，雷蒙德·查恩德乐曾经写过圣安娜飓风的情况，―每一个聚众酗酒的集会最后都演变成了一场斗殴，原本温和的小妻子会摸着餐刀的刀刃研究研究丈夫的脖子。

什么事都可能发生。

那就是这种风带来的影响。

我当时还不明白飓风对我们大家带来的影响有什么依据，可是最终它证明来自民间的智慧中存在着科学道理。

圣安娜飓风是以它经过的一个峡谷的名字命名的，它是一种焚风，就象奥地利和瑞士的焚风一样，或者象以色列的哈姆辛风（译者注：春季从沙哈拉大沙漠吹向埃及的干热风）。

新编英语教程Unit 7 TextI The Throw-Away Society

❖ 9. value judgments:
❖ judgments about the quality of something, based on opinion rather than facts;
❖ 价值判断
❖ 10. lingering
❖ literal meaning: slow to disappear
❖ 12. ruthlessly eliminated
❖ done away with/thrown out completely
❖ ruthless: cruelly, mercilessly; in this context: firmly and completely
❖ A decision was made ruthlessly to carry through the reform.
behaving ❖ Information technology had made a great
impact on modern life.
❖8. foreshorten:
❖to make seem smaller, shorter, closer together than is really the case
❖ 按透视法（或按观察角度）缩短线条等
❖the foreshortening of our relationship with things accelerates the pace of life:
❖the attempt to make our relationships with things transient causes our life to move on faster
❖ adv. perfectly, elegantly

第七章 unit 7 《新编旅游英语教程》 PPT课件

• Text A
Notes 3.Civil Aviation Authority (CAA) 民航局 4.…, but with a well-reported operator failure just days into the New Year, how will the CAA and other regulators respond and what will be the impact for your business?……但是，如果刚刚进入新年就传来运营商失败的消息，那么CAA和其他监管机构该怎么回应呢？您的业务又会有什么影响呢？
特许经营人（或公司）
outlet
n.
专营店，经销店，出口，出路
disposable adj.
可任意使用的，一次性的
• Text B • The Food Service Industry
Words and Expressions
offset
n.
抵销, 弥补, 分支, 平版印刷
personnel n.
Words and Expressions
advertising n.
广告业, 广告
start-up
adj. （新企业或工程）开办阶段的，启动时期的
franchisor
n. 授予（他人）特许权的公司（或组织）
regional
adj. 整个地区的, 地方的, 地域性的
• Text B • The Food Service Industry
Notes the food service industry 食品行业 specialty restaurants 特色餐厅，风味餐厅
• Text B
• The Food Service Industry

新编英语教程7unit seven The Aims of Education

Culture is activity of thought, and receptiveness to beauty and humane feeling. Scraps of information have nothing to do with it. A merely well-informed man is the most useless bore on God’s earth. What we should aim at producing is men who possess both culture and expert knowledge in some special direction. Their expert knowledge will give them the ground to start from, and their culture will lead them as deep as philosophy and as high as art. We have to remember that the valuable intellectual development is self-development, and that it mostly takes place between the ages of sixteen and thirty. As to training, the most important part is given by mothers before the age of twelve. A saying due to Archbishop Temple illustrates my meaning. Surprise was expressed at the success in after-life of a man, who as a boy at Rugby had been somewhat undistin-guished. He answered, “It is not what they are at eighteen, it is what they become afterwards that matters.”In training a child to activity of thought, above all things we must beware of what I will call “inert ideas”—that is to say, ideas that are merely received into the mind without being utilised, or tested, or thrown into fresh combinations.In the history of education, the most striking phenomenon is that schools of learning, which at one epoch are alive with a ferment of genius, in a succeeding generation exhibit merely pedantry and routine. The reason is, that they are overladen with inert ideas. Education with inert ideas is not only useless: it is, above all things, harmful—Corruptio optimi, pessima. Except at rare intervals of intellectual ferment, education in the past has been radically infected with inert ideas. That is the reason why uneducated clever women, who have seen much of the world, are in middle life so much the most cultured part of the community. They have been saved from this horrible burden of inert ideas. Every intellectual revolution which has ever stirred humanity into greatness has been a passionate protest against inert ideas. Then, alas, with pathetic ignorance of human psychology, it has proceeded by some educational scheme to bind humanity afresh with inert ideas of its own fashioning.Let us now ask how in our system of education we are to guard against this mental dry rot. We enuncia te two educational commandments, “Do not teach too many subjects,” and again, “What you teach, teach thoroughly.”The result of teaching small parts of a large number of subjects is the passive reception of disconnected ideas, not illumined with any spark of vitality. Let the main ideas which are introduced into a child’s education be few and important, and let them be thrown into every combination possible. The child should make them his own, and should understand their application here and now in the circumstances of his actual life. From thevery beginning of his education, the child should experience the joy of discovery. The discovery which he has to make, is that general ideas give an understanding of that stream of events which pours through his life, which is his life. By understanding I mean more than a mere logical analysis, though that is included. I mean “understanding’ in the sense in which it is used in the French proverb, “To understand all, is to forgive all.” Pedants sneer at an education which is useful. But if education is not useful, what is it? Is it a talent, to be hidden away in a napkin? Of course, education should be useful, whatever your aim in life. It was useful to Saint Augustine and it was useful to Napoleon. It is useful, because understanding is useful.I pass lightly over that understanding which should be given by the literary side of education. Nor do I wish to be supposed to pronounce on the relative merits of a classical or a modern curriculum. I would only remark that the understanding which we want is an understanding of an insistent present. The only use of a knowledge of the past is to equip us for the present. No more deadly harm can be done to young minds than by depreciation of the present. The present contains all that there is. It is holy ground; for it is the past, and it is the future. At the same time it must be observed that an age is no less past if it existed two hundred years ago than if it existed two thousand years ago. Do not be deceived by the pedantry of dates. The ages of Shakespeare and of Molière are no less past than are the ages of Sophocles and of Virgil. The communion of saints is a great and inspiring assemblage, but it has only one possible hall of meeting, and that is, the present, and the mere lapse of time through which any particular group of saints must travel to reach that meeting-place, makes very little difference.Passing now to the scientific and logical side of education, we remember that here also ideas which are not utilised are positively harmful. By utilising an idea, I mean relating it to that stream, compounded of sense perceptions, feelings, hopes, desires, and of mental activities adjusting thought to thought, which forms our life. I can imagine a set of beings which might fortify their souls by passively reviewing disconnected ideas. Humanity is not built that way except perhaps some editors of newspapers.In scientific training, the first thing to do with an idea is to prove it. But allow me for one moment to extend the meaning of “prove”; I mean—to prove its worth. Now an idea is not worth much unless the propositions in which it is embodied are true. Accordingly an essential part of the proof of an idea is the proof, either by experiment or by logic, of the truth of the propositions. But it is not essential that this proof of the truth should constitute the first introduction to the idea. After all, its assertion by the authority of respectable teachers is sufficient evidence to begin with. Inour first contact with a set of propositions, we commence by appreciating their importance. That is what we all do in after-life. We do not attempt, in the strict sense, to prove or to disprove anything, unless its importance makes it worthy of that honour. These two processes of proof, in the narrow sense, and of appreciation, do not require a rigid separation in time. Both can be proceeded with nearly concurrently. But in so far as either process must have the priority, it should be that of appreciation by use.Furthermore, we should not endeavour to use propositions in isolation. Emphatically I do not mean, a neat little set of experiments to illustrate Proposition I and then the proof of Proposition I, a neat little set of experiments to illustrate Proposition II and then the proof of Proposition II, and so on to the end of the book. Nothing could be more boring. Interrelated truths are utilised en bloc, and the various propositions are employed in any order, and with any reiteration. Choose some important applications of your theoretical subject; and study them concurrently with the systematic theoretical exposition. Keep the theoretical exposition short and simple, but let it be strict and rigid so far as it goes. It should not be too long for it to be easily known with thoroughness and accuracy. The consequences of a plethora of half-digested theoretical knowledge are deplorable. Also the theory should not be muddled up with the practice. The child should have no doubt when it is proving and when it is utilising. My point is that what is proved should be utilised, and that what is utilised should—so far, as is practicable—be proved. I am far from asserting that proof and utilisation are the same thing.。

(完整word版)高英第七册Unit Seven

Unit SevenText IThe Aims of EducationPre-reading Brainstorming:1)What are the aims of education?2)What is teaching and what should teachers teach?3) Do you agree that “education is a procession of packing articles in a trunk” or “educ ation is the assimilation of food by a living organism”? (P127) Why or why not?4)What is the author’s understanding of the aims of education?Or:a) Have you ever thought about the aims of education? What are they? Tolearn general knowledge? To learn a skill? To pass examinations? To get prepared for a good job? And what else? List as many objectives of education as you can think of.b) In the Preface to his collection of essays on education, Whiteheadstated explicitly, “the whole book is a protest against deadknowledge.” What do you think is the view of Whiteheadconcerning the aims of education in this essay?★to develop the student intellectually so that he can make discoveries of his own --- Whitehead(now that's really useful, isn't it?) Educate is further defined as "to develop the knowledge, skill, or character of..." Thus, from these definitions, we might assume that the purpose of education is to develop the knowledge, skill, or character of students.Unfortunately, this definition offers little unless we furtherdefine words such as develop, knowledge, and character.★In ancient Greece, Socrates argued that education was about drawing out what was already within the student. (As many of you know, the word education comes from the Latin e-ducere meaning "to lead out.")★Teaching is the establishment of an environment for effective learning.The definition widens the role of a teacher beyond that of “presenter”to that of a diagnostician, planner, consultant, assessor & evaluator.Articles from internet for reference:THE MEANING OF EDUCATIONRecently, a university professor wrote a letter to the editor of the local newspaper. He commented that people shouldn't put too much weight on the recently released trends in SRA scores of the state's high school students. The professor went on to describe some of the unanswered questions about the nature and value of assessment. He mentioned that one of the problems with assessment was the ongoing disagreement on the very purpose of education.A few days later, a scathing response was printed from a community member who questioned whether the University really wanted someone on their staff who didn't even know the purpose of education. Clearly, this person assumed that his definition of education was shared by all. What is the meaning of education?that's really useful, isn't it?) Educate is further defined as "to develop the knowledge, skill, or character of..." Thus, from these definitions, we might assume that the purpose of education is to develop the knowledge, skill, or character of students. Unfortunately, this definition offers little unless we further define words such as develop, knowledge, and character.What is meant by knowledge? Is it a body of information that exists "out there"—apart from the human thought processes that developed it? If we look at the standards and benchmarks that have been developed by many states—or at E. D. Hirsch's list of information needed for Cultural Literacy (1), we might assume this to be the definition of knowledge. However, there is considerable research leading others to believe that knowledge arises in the mind of an individual when that person interacts with an idea or experience.This is hardly a new argument. In ancient Greece, Socrates argued that education was about drawing out what was already within the student.(As many of you know, the word education comes from the Latin e-ducere meaning "to lead out.") At the same time, the Sophists, a group of itinerant teachers, promised to give students the necessary knowledge and skills to gain positions with the city-state.There is a dangerous tendency to assume that when people use the same words, they perceive a situation in the same way. This is rarely the case. Once one gets beyond a dictionary definition—a meaning that is often of little practical value—the meaning we assign to a word is a belief, not an absolute fact. Here are a couple of examples.“The central task of education is to implant a will and facility for learning; it should produce not learned but learning people. The truly human society is a learning society, where grandparents, parents, and children are students together.”~Eric Hoffer“No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure.” ~Emma Goldman“The only purpose of education is to teach a student how to live his life-by developing his mind and equipping him to deal with reality. The training he needs is theoretical, i.e., conceptual. He has to be taught to think, to understand, to integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past-and he has to be equipped to acquire further knowledge by his own effort.”~Ayn Rand“The aim of education should be to teach us rather how to think, than what to think—rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men.” ~Bill Beattie“The one real object of education is to leave a man in the conditionof continually asking questions.” ~Bishop Creighton“The central job of schools is to maximize the capacity of each student.” ~Carol Ann TomlinsonThese quotations demonstrate the diversity of beliefs about the purpose of education. How would you complete the statement, "The purpose of education is..."? If you ask five of your fellow teachers to complete that sentence, it is likely that you'll have five different statements. Some will place the focus on knowledge, some on the teacher, and others on the student. Yet people's beliefs in the purpose of education lie at the heart of their teaching behaviors.Despite what the letter writer might have wished, there is no definition of education that is agreed upon by all, or even most, educators. The meanings they attach to the word are complex beliefs arising from their own values and experiences. To the extent that those beliefs differ, the experience of students in today's classrooms can never be the same. Worse, many educators have never been asked to state their beliefs—or even to reflect on what they believe.At the very least, teachers owe it to their students to bring their definitions into consciousness and examine them for validity.Purposes and FunctionsTo make matters more complicated, theorists have made a distinction between the purpose of education and the functions of education.(2) A purpose is the fundamental goal of the process—an end to be achieved. Functions are other outcomes that may occur as a natural result of the process— byproducts or consequences of schooling. For example, some teachers believe that the transmission of knowledge is the primary purpose of education, while the transfer of knowledge from school to the real world is something that happens naturally as a consequence of possessing that knowledge—a function of education.Because a purpose is an expressed goal, more effort is put into attaining it. Functions are assumed to occur without directed effort. For this reason it's valuable to figure out which outcomes you consider a fundamental purpose of education. Which of the following do you actually include in your planning?As Tom Peters reminds us, "What gets measured, gets done." Regardless of the high sounding rhetoric about the development of the total child, it is the content of assessments that largely drives education. How is the capacity/ability to think creatively assessed in today's schools? To what extent is the typical student recognized and given respect? How often are students given the opportunity to recognize and evaluate different points of view when multiple choice tests require a single 'correct' answer?Teachers who hold a more humanistic view of the purpose of education often experience stress because the meaning they assign to education differs greatly from the meaning assigned by society or their institution. It is clear in listening to the language of education that its primary focus is on knowledge and teaching rather than on the learner. Students are expected to conform to schools rather than schools serving the needs of students.Stopping to identify and agree upon a fundamental purpose or purposes of education is rare. One sees nebulous statements in school mission statements, but they are often of the “Mom, baseball, and apple pie” variety that offer little substance on which to build a school culture. Creating meaningful and lasting change in education is unlikely without revisiting this basic definition. At the very least, educators must be challenged to identify and reexamine their beliefs in the light of present knowledge.It is time for the focus of education to shift from what's "out there—the curriculum, assessments, classroom arrangement, books, computers—to the fundamental assumptions about and definitions of education held by educators and policymakers. NASA did not send men to the moon by building on the chassis of a model T. In the same way, education cannot hope to move beyond its present state on the chassis of 18th century education.References1 Hirsch, E. D. Jr. (1987). Cultural Literacy. Houghton Mifflin (Return to article)2 Callaway, R. (1979) Teachers' Beliefs Concerning Values and the Functions and Purposes of Schooling, Eric Document Reproduction Service No. ED 177 110 (Return to article)©2001-2002Teacher's Mind Resources---------------------------------------------------------------------------------------------Main Idea:In This passage the author sets forth his views on education and stresses the need to recognize the interdependence among various disciplines andto avoid the narrowness of perspective that he felt characterizes much of a university education.Purpose of writing and ToneTo advocate the aims of education; in a serious manner;Or: To provide the student with a good knowledge of both classical and modern literature so that he can utilize ideas.Organization and Development:Part One: (P1- 3) clarifying some key notions concerning educationP1--- distinction between culture and training;P2-3 --- Inert ideas are not only useless but even harmful to education Part Two: (P4 - 9) presenting his commandments/instructions/adviceP4 --- Two educational commandmentsP5 --- Ideas should be combined and put into applicationP6 --- The understanding provided by the literary side of education: the joining of ideasP7- 8 --- The understanding provided by the scientific side of education: The proof of ideas; proposition should be used in combinationP9 --- The relation between theory and utilizationComprehension Questions:1) Whitehead makes an important distinction in the first para. What is it?How do you interpret it?---The distinction between culture and training.Training refers to the acquisition of skills and information, which is part of education, but not the most essential part; culture refers to the cultivation of the ability to think, to make discovery, which is ultimate aim of education.2) What does “it” in line 26 refer to?---an intellectual revolution3) What is the topic sentence of paragraph 3?How is it supported in the paragraph?---Inert ideas are not only useless but even harmful.Schools of learning, overladen with inert ideas, exhibit pedantry炫学, 假装学者, 卖弄学问and routine.Women, who are uneducated and thus not infected with inert ideas, are the more cultured part of their community.Intellectual revolutions fail to have the desired effect whey they, in their turn, bind humanity with inert ideas of their own fashion.4) How is a turn of direction indicated?---beginning from para. 4. Whitehead proceeds from criticisms of education to what should be done to guard against such mental dryrot.5) Whitehead has referred to a number of common notions in the text such as culture, understanding,and proving. How are they defined differently by the author as compared with the way they are normallyinterpreted?---“culture”, normally defined as education or a set of beliefs that shared by members of a community, is defined by whitehead as activity of thought, etc. In contrast with informedness, culture means the ability to think, to judge, and to create.“understanding”, not just logical analysis, but in the sense it is used in the French proverb “To understand all is to forgive all.”“prove”, not just to show the truth of some idea, but the worth of it. 6) which does Whitehead think is more apt to convey disconnected ideas to students, the literary side of education or the scientific side? Why? ---the literary side of educationWith regard to literature, the present is the meeting hall of the saints; temporal distance matters little, brilliant ideas raised in the past are as valuable at the present time as they were at the time when they were brought up.In scientific training, the first thing to do with an idea is to prove it, but this proof of truth does not necessarily constitute the first introduction to the idea.7) How does Whitehead emphasize the importance of the present in paragraph 6? Why does he think the present is so important?--- The present is where ideas are connected; it is the hall of meeting for all the past saints and the point of departure of the future.8) What are the two processes involved in the proof of an idea?---proof of truth and proof of appreciation, an appreciation of the importance or the worth of the idea.9) In paragraph 5, Whitehead advocates the combination of ideas which are introduced into a child’s education. How is this point echoed later in the text?---In para. 9. Proposition should not be used in isolation. Interrelated truths are utilized en bloc, and various propositions are employed in any order and with any reiteration重复, 反复.10) What does Whitehead propose concerning the teaching of theory?---Theory should be taught with application. Theoretical exposition should be short and simple, but thorough and accurate.Difficult Sentences for paraphrasinga) A merely well-informed man is the most useless bore on God’s earth.---A person equipped only with book knowledge is the least useful person to humanity.b) Their expert knowledge will give them the ground to start from, and their culture will lead them as deep as philosophy and as high as art.---Their specialized expertise helps prepare them for their prospective intellectual development, and their ability to think will contribute to the perfection of their reasoning and judgment.c) Surprise was expressed at the success in after-life of a man, who as aboy at Rugby had been somewhat undistinguished---However mediocre one might have been as a school boy at Rugby, it was still possible for him to stand out surprisingly from all others when he grew up.d) The child should make them his own, and should understand their application here and now in the circumstances of his actual life.---The young person should try to acquire these important ideas until he has fully mastered them, and also should learn to use these ideas in diverse contexts in life, when they are needed.e) No more deadly harm can be done to young minds than by depreciation of the present.---Undervaluing this day and age is most detrimental to the intellectual development of the young.Difficult Sentences for Translation (E-C):1)In the history of education, the most striking phenomenon is thatschools of learning, which at one epoch are alive with a ferment ofgenius, in a succeeding generation exhibit merely pedantry and routine.L.16-192)Then, alas, with pathetic ignorance of human psychology, it hasproceeded by some educational scheme to bind humanity afresh with inert ideas of its own fashioning. L.25-273)The discovery which he has made, is that general ideas give anunderstanding of that stream of events which pours through his life, which is his life. L.37-4)At the same time it must be observed that an age is no less past if itexisted two hundred years ago than if it existed two thousand years ago. Do not be deceived by the pedantry of dates. L.52-Key words and expressions1) bore L.3 --- a dull, uninteresting person whom other people quicklybecome tired of, esp. one who talks continually or repeatedly inan uninteresting way.2) inert L.14 --- inactive; static4) pedantry L.18 --- unnecessarily great attention to small details andunimportant rules炫学, 假装学者, 卖弄学问;Cf: Pedantic attention to detail or rules.拘泥形式，墨守陈规：过于拘泥于细节或规则An instance of pedantic behavior. 一种学究式的行为The habit of mind or manner characteristic of a pedant.迂腐的言行：心理或行为带有学究气的习性5) dryrot L.29 --- disease of wood caused by fungi真菌类(包括霉菌,食用伞菌,酵母菌等),似真菌的,由真菌引起的that turns wood into powder; (figuratively)decay from within caused esp. by resistance to new forces7) insistent L.49 --- deeding to be dealt with; urgent8) communion L.56 --- the sharing or exchanging of deep thoughts, ideas,and feelings9) proposition L.69 --- an unproved statement in which an opinion orjudgment is expressed.10) reiteration L.85 --- repetition11) concurrently L.86 --- simultaneously; at the same time12) plethora L.90 --- an amount much greater than is needed or than onecan deal with3) ferment: a process of active often disorderly development6) enunciate: express (a theory, etc) clearly or distinctlyc) be overladen with: be filled with too manyd) be infected with: be affected bye) pronounce on: give a judgment or opinion on; express one’s opinion on something, esp. formallyf) muddle up … with: fail to distinguish two people or thingsKey language pointsa) culture—This might be understood as “general knowledge” ascontracted with the “expert knowledge in some specialdirection” in line 4.b) “To understand all is to forgive all.”—When all the facts are knownand understood, it is possible to forgive a person for anything. Translation exercise for practice of language points (Chinese-English)a) 整个国家处于动荡不安之中. (ferment)b) 我们大家都可以自己发表自己的政治观点. (enunciate)c) 这辆公共汽车超载了. (be overladen with)d) 他受封建思想的流毒太深了. (be infected with)e) 部长已就此事发表了正式意见. (pronounce on)f ) 你们不要把我看成我的孪生兄弟. (muddle up … with)Post reading activitiesComposition writing: Some people believe that education should be primarily directed at helping people acquire essential skills and knowledge. Others believe it should be directed at developing the whole person and should also cover matters of social and personal responsibility, physical development, and artistic appreciation. In an essay of your own, take a stand on this issue.Unit 7Text IIAnother School Year—Why?Pre-reading brainstorming1) What do you think of education in our college?Are you satisfied with it? Why or why not?2) What do you want to gain in school, training or a broad scope ofknowledge? Why?Main idea of the passageThrough his own experience with the university students, the writer presents his belief that in universities students enroll for both training and education.Or: The aims of schooling are not only training but also education. Structure of the passage:Part one: ( Paras. 1—8)the author’s own experience as theintroduction to the thesis statement: the aims of schooling areboth training and education.Part two: (Paras. 9—13) further illustration on the importanceof educationPart three: (para 14) conclusion: restating of the thesis statement. Comprehension Questions:1) Where does the author first state the thesis of the writing?Where is it later reiterated?--- Last sentence of parp. 2: in universities students enroll for both training and education.Reiterated in para. 9: The business of the college is not only to train you, but to put you in touch with what the best human minds have thought.2)According to Ciardi, what is the difference between training andeducation?---For training, one would get a certain minimum qualification, certifying that one is good for a particular job. For education, one would be awarded an academic degree. In the latter case, one has not only received technical training, but also been exposed to some of the ideas mankind has generated within its history.3) The essay is rich in metaphorical language. Point out some of themetaphors Ciardi has used, esp. those he has used to refer to those who take professional training to be the sole purpose of college education.--- beanpole with hair on top (P1) / specimen (P2) / pest (P7) / mechanized savage, Push button Neanderthal, life-forms (P9) / blow him toward the employment agency (P3) / a piece of Home’s mind (P12) / storehouse (P14)4) Why does Ciardi think so much of books?--- Books are a storehouse of human experience, which our limited life span makes it impossible for us to encounter firsthand. Thus, by reading books, we will be able to enrich our life experience.Difficult Sentences for Translation (E-C):❖I could have told him all this, but it was fairly obvious he wasn’t going to be around long enough for it to matter: at the rate he was going, the first marking period might reasonably be expected to blow him toward the employment agency.❖If you are too much in a hurry, or too arrogantly proud of your own limitations to accept as a gift to your humanity some pieces of the minds of Sophocles, of Aristotle, of Chaucer --- and right down the scale to Yeats, Einstein, E.B. White, and Ogden Nash --- then you may be protected by the laws governing manslaughter, and you may be voting entity, but you are neither a developed human being nor a useful citizen of a democracy.❖I speak, I am sure, for the faculty of the liberal arts college and for the faculties of the specialized schools as well, when I say that auniversity has no real existence and no real purpose except as it succeeds in putting you in touch, both as specialists and as humans, with those human minds your human mind needs to include.Language Points in Text II (S.B.)a) beanpole—a tall and thin fellowb) an unburdened soul—a person free from burdenc) to blow him toward the employment agency—to send him to the employment agencyd) pest—an annoying persone) mechanized savage—an uncivilized person who knows how to use a machinePost reading Activities:Discuss in groups and make some comment on the writer’s attitude towards the kind of students he does not like.。

新编英语教程7Unit 2

I. About the Author
Style: She had a particular "Mitford" brand
of humor which became very well known through her novels and newspaper articles and attracted a cult(狂热的崇拜 ) following. Her novels, letters, articles and essays are notable for their humor, irony, "teases" and cultural and social breadth.
I. About the Author
Major Works:
Highland Fling (1931) 苏格兰高地舞 Christmas Pudding (1932) 圣诞布丁 Wigs on the Green (1935) 激烈争论 Pigeon Pie (1940) 鸽子馅饼 The Pursuit of Love (1945) 向往爱情 Love in a Cold Climate (1949)恋恋冬季 The Blessing (1951) 祝福 Madame de Pompadour (1954) 蓬帕杜
Navigation Guide
I. About the Author II. Pre-reading questions III. Lexical work IV. Library work V. Organization of the Text VI. Key points of the Text VII. Exercises
I. About the Author

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