阅读教程 - 图文

1、阅读教程 - 图文 研究生英语阅读教程 an english reader for postgraduates college of foreign languages nuaa october, 2010 1 contents unit 1. 1 text a three unforgettable professors . 1 text b keep class 2 under your thumb . 3 unit 2. 8 text a an observation and an explanation . 8 text b parenting with confidence . 10

2、 unit 3. 16 text a male-bashing . 16 text b why i want a wife . 19 unit 4. 24 text a we need a dug-out canoe1 to navigate the net. . 24 text b always on. 27 unit 5. 34 text a an ugly new footprint in the sand . 34 text b the wu river . 37 unit 6. 44 text a the three new yorks . 44 text b hiroshima -

3、 the liveliest city in japan . 46 2 unit 1 introduction text a is written by c.b. raphael, a professor from the city university of new york. the writer thinks that the three professors at her college were unforgettable not only because they teach well, but, more importantly, because each of them has

4、 a great personality. text b is an extract from roaring boys, a book written by british novelist edward blishen. it is a short and amusing story which vividly describes how a fledgling substitute teacher tries to keep a class of unruly boys under control. text a three unforgettable professors i did

5、not think much about my teachers during my first semester in college. i was too busy adjusting to life away from home. how was i going to get my studying done? would i ever have a date? by the second semester i had a study schedule, new friends, both male and female, and a dawning awareness1 of how

6、challenging college courses could be. i even began to notice the people who were handing out assignments at the front of the classroom. never considering the possibility that they might have private lives, i did, however, compare them as teachers. three in particular impressed me then and remain in

7、my memory today. each of these teachers was unforgettable for a distinct reason: one had a dashing personality2, the second an irreverent devotion to his subject, and the third the courage to overcome a severe physical handicap. mr. harris taught the introduction to poetry course, or rather, he held

8、 court each morning at 9:00. tall, young, and handsome, he read keats3 and byron4 in a velvety, caressing voice as we girls stared misty-eyed with devotion. even the after-class appearance of his lovely young wife did little to cool our ardor. besides reading aloud in class, he sent us to the listen

9、ing laboratory to hear other poets read their own works. it was there that i first heard dylan thomas5 sing his fern hill and sandburg6 intone the praises of chicago. the melodic readings of these poets delighted me, but i returned eagerly to mr. harris, my personal poet laureate7 in room 305. unlik

10、e the typecast8 mr. harris, professor sargent did not look or act like a latin teacher. fresh from the slopes, he rushed in at 8:00 a.m., ski cap in hand, looking as if he had parked his poles directly outside the door. with his pink cheeks and robust stride, he seemed better suited to twentieth-cen

11、tury aspen9 than ancient rome. having altered our image of a classics professor, he proceeded to ask us questions in latin to be answered in brief, grammatically-correct phrases. we doubted the future usefulness of conversational latin, but the drills did keep us awake at that early hour. of course,

12、 we eventually read the aeneid10, struggling through the text in a most traditional way, but prof. sargent would interrupt vergil11 to describe an exciting new movie in 1 town, or a particularly entertaining party he had attended. the latin language may have been dead, but professor sargent wasnt. i

13、n total contrast to the energetic professor sargent was my anthropology instructor, professor tovey. when he entered the room on the first day, the students faces registered a spectrum of emotions12, from fear through revulsion to sympathy and pity. professor tovey was disfigured and disabled; his w

14、alk was impaired and his face badly twisted. as we composed13 ourselves, trying to look as unconcerned as possible, he spoke: have a neuromuscular disease, and this has caused my appearance. my speech is also somewhat affected, but youll get used to it. in fact, once we begin to discuss anthropology

15、, youll forget all about my appearance, i promise you. he was wrong. i never did forget about his appearance. instead, i marveled at his ability to speak about it openly and without self-pity. we became friends and he was a mentor and an advisor to me throughout my college career. i learned about an

16、thropology that semester, but i learned far more about courage. as i look back on my memories of these teachers, their faces fade but their teaching styles do not. they all made lasting impressions on me and taught me lessons that i have tried to incorporate into my own teaching methods. like mr. ha

17、rris, i too read poetry aloud, although perhaps with a little less flair14. and, whenever possible, i bring in recordings of poets reading their own works so that the students can hear the words spoken by their creators. although no longer a speaker of latin like professor sargent, i try not to plac

18、e the study of language and literature on an altar, accessibly only to the elite15. a healthy disrespect for literary snobbery can show the students that they can approach great literature or express themselves on paper without being intimidated16. and finally, professor toveys legacy17 is the most

19、precious of all. it revealed to me the potential that a teacher has for overcoming obstacles to learning if the student-teacher relationship is based on honesty and the desire to share knowledge. if these three teachers taught me only part of whey they knew, they also taught me more than they realiz

20、ed. (792 words) notes 1. a dawning awareness: an awareness that is beginning to appear; an emerging one that is taking shape 2. a dashing popularity: an audacious and gallant person who has a lot of confidence and energy 3. john keats (17951821), english romantic poet. his poems, characterized by se

21、nsual imagery, most notably in the series of odes, are considered as among the most popular in english literature. 4. george gordon byron (17881824), also known as lord byron, a great romantic poet in english literature; don juan, the masterpiece, was written while byron lived in italy. 5. dylan tho

22、mas: welsh poet (1914-1953) 6. sandburg: carl sandburg (1878-1967), american poet and biographer 7. laureate: someone who has won a particular high honor; poet laureate (often caps.) refers to a poet appointed to the royal court, who writes poems on important occasions 8. typecast: someone showing t

23、he main signs or qualities of a particular kind, group, or class 9. aspen: a ski-resort in west-central colorado 2 10. the aeneid: en epic poem in latin by vergil, telling the adventures of aeneas after the destruction of troy 11. vergil, also virgil. his full name is publius vergilius maro (7019 b.

24、c.), a roman poet 12. a spectrum of emotions: a whole range of feelings 13. composed: to look calm and not upset 14. flair: natural ability or talent to do something well 15. the elite: often derog a group that is of higher level or rank, e.g. professionally, socially, or in ability, or that has a g

25、reat deal of power or influence in relation to its size 16. intimidate: to frighten, esp. by making threats 17. legacy: something passed on or left behind writing among the teachers at the primary and middle schools or at college, who is most unforgettable to you? please write an essay of 200 words

26、to recall him or her, trying to enliven them with great details. text b keep class 2 under your thumb youll have to keep class 2 under your thumb, said the headmaster. to make this clear, he showed me his own thumb; a huge thing, like a pocket cudgel. i felt very pale. i had reason enough to distrus

27、t my thumb. class2. they were top year boys. their own teacher had been sick for a long time; a succession of startled substitutes had stood before them, ducked, winced and fled. i was the seventh that term. no one quite knew where the class had got in any subject. it was plain the headmaster thought they had got nowhere. but i was to take them for nearly everything; and first, that awful afternoon, for history. i trembled down to room h. in the hall i was nearly knocked over by a