Spell of the Rising Moon
I. READING COMPREHENSION
A. Answer the following questions or complete the following statements.
1. D (But it is the drama of the moonrise that I come to see. For that
restores in me a quiet and clarity that the city spends too freely.)
2. D ( There have been broad, confident harvest moons in autumn; shy,
misty moons in spring; lonely, white winter moons rising into the utter silence of an ink-black sky and smoke-smudged orange moons over the dry fields of summer. Each, like fine music, excited my heart and then calmed my soul.)
3. C (To prehistoric hunters the moon overhead was as unerring as
heartbeat. They knew that every 29 days it became full-bellied and brilliant, then sickened and died, and then was reborn. They knew the waxing moon appeared larger and higher overhead after each succeeding sunset. They knew the waning moon rose later each night until it vanished in the sunrise.)
4. B (Still, it tugs at our minds. If we unexpectedly encounter the
full moon, huge and yellow over the horizon, we are helpless but to stare back at its commanding presence.)
5. B (I learned about its gifts one July evening in the mountains.
My car had mysteriously stalled, and I was stranded and alone.)
6. B (To watch the moon move inexorably higher is to find an unusual
stillness within ourselves.)
7. D (On that July night, I watched the moon for an hour or two, and
then got back into the car, turned the key in the ignition and heard the engine start, just as mysteriously as it had stalled a few hours earlier.)
8. A (I return often to the rising moon. I am drawn especially when
events crowd ease and clarity of vision into a small corner of my life.)
9. A (Of Beethoven's "Moonlight Sonata" and of Shakespeare, whose
Lorenzo declaims in The Merchant of Venice, //How sweet the moonlight sleeps upon this bank! / Here will we sit and let the sounds of music/Creep in our ears." I wonder if their verse and music, like the music of crickets, are in some way voices of the moon.)
10. A (The whole passage.)
B．Global understanding and logical structures
Complete the following notes with the information, from the text:
1. The author often climbs the hill near his home at night to watch
the drama of the moonrise because it can restore in him a quiet and clarity that the city spends too freely.
2. To the author the different mood and color of the moon are:
A. In autumn: broad, confident harvest
B. In spring: shy, misty
C. In winter: lonely, white
D. In summer: smoke-smudged orange
3. A. To prehistoric hunters the moon overhead was as unerring as
B. To contemporary people live indoors few can say what time the
moon will rise tonight.
C. But if we unexpectedly encounter the full moon, we are helpless
but to stare back at its commanding presence.
4. The moon has gifts to bestow upon those who watch it:
Example: One July evening in the mountains, the author's car
mysteriously stalled, and he was stranded and alone.
He took the advantage to watch the moonrise for an hour or two.
When he got back into the car, the engine started just as
mysteriously as it had stalled a few hours earlier.
5. Later on the author often returns to the rising moon when events
crowd ease an clarity of vision into a small corner of my life.
He listens to the sound of owls and crickets
and thinks the beautiful music and poems about the moon.
6. At moonrise, people open the vents of feeling and exercise parts
of our minds that reason locks away by day.
A. Choose the best word from the four choices to complete each of the
9. A 10. B
B. Choose the best word or expression from the list given for each blank.
Use each word or expression only once and make proper changes where necessary.
5. tugs at
6. stay clear of
7. slipped into
8. crowded into
9. loom up 10. stranded
1. just as
3. depend on
9. illuminated 10. waning
Put the following parts into Chinese.
V. ORAL PRACTICE AND DISCUSSION
1. How does the author describe the moonrise? Is it the same as you see
The sun had set, and I was watching what seemed to be the bright-orange
glow of a forest fire beyond a ridge to the east. Suddenly, the ridge
itself seemed to burst into flame. Then, the rising moon, huge and red
and grotesquely misshapen by the dust and sweat of the summer atmosphere, loomed up out of the woods.
Distorted thus by the hot breath of earth, the moon seemed ill-tempered and imperfect……
But as the moon lifted off the ridge it gathered firmness and authority. Its complexion changed from red, to orange, to gold, to impassive yellow. It seemed to draw light out of the darkening earth, for as it rose, the hills and valleys below grew dimmer. By the time the moon stood clear of the horizon, full chested and round and the color of ivory, the valleys were deep shadows in the landscape……
The drama took an hour. Moonrise is slow and serried with subtleties。
2. Moonrise is a natural phenomenon. The main part of this essay is the description of it full of the author's emotions and thoughts associated with it. Pick out the author's most beautiful descriptions with similes, metaphors and personification.
From this hill I have watched many moons rise. Each one had its own mood. There have been broad, confident harvest moons in autumn, shy, misty moons in spring; lonely, white winter moons rising into the utter silence of an ink-black sky and smoke-smudged orange moons over the dry fields of summer. Each, like fine music, excited my heart and then calmed my soul.
(And others referring to the first question.)
3. One July evening in the mountains, the author's car mysteriously stalled, and he was stranded and alone, but after watching the moonrise for an hour or two the engine started mysteriously again. Do you think it was the spell of the rising moon？Open.
4. We Chinese often associated the full moon with family reunion, our hometown and our motherland if we are abroad. Can you tell what people do when we Chinese celebrate the festivals associated with the moon such as the Lantern Festival and the Mid-Autumn Festival? And why?Open.
5. Find out the famous Chinese poems about the moon, and try to translate the following poem into English.
床前明月光， Before my bed
There is bright moonlight
疑是地上霜． So that it seems
Like frost on the ground.
举头望明月， Lifting my head
I watch the bright moon,
低头思故乡。 Lowering my head
I dream that I'm home.
Another poem for reference:
秋风清，秋月明 The autumn wind is light
The autumn moon is bright;
落叶聚还散 Fallen leaves gather but then disperse,
寒鸦栖复惊 A cold crow roosts but again he stirs;
相思相见知何日 I think of you, and wonder when I'll see you again? 此时此夜难为情 At such an hour,on such a night,cruel is love's pain.
Translation of the Text
Ethics and Competitiveness
Preparing to Read
Tips for the teacher
The text is about ethics in business; hence the purpose of this exercise is to let the students understand how important ethics is in doing business. The teacher can adopt several steps achieving the aim. First, let the students talk about the various businesses that involve ethics. Second, let the students understand the dangers of illegal business practices in American or Chinese corporations, so that the students' interest in the text will be aroused.
1. Introduction to the author and the text: John F. Akers, born on 28 Dec. 1934 chairman and CEO of IBM 1985-1993.
A graduate of Yale, Mr. Akers joined IBM in 1960 as a sales trainee in San Francisco following active duty as a Navy carrier pilot. After various marketing assignments, he was named president of the Data Processing Division, then IBM's largest domestic marketing unit, in 1974 at age 39. He became a vice president in 1976, a senior vice president in 1982 and president in 1983. This article "Ethics and competitiveness - putting first things first" was first published in 1989 in Sloan Management Review, winter, 69-71.
2. American Education System:Most Americans attend twelve years of primary and secondary school. With a secondary school "'high school") diploma or certificate, a student can enter college, university, vocational (job training) school, secretarial school, and other professional schools.
Primary and Secondary School: Begins around age six for U.S. children. They attend five or six years of primary school. Next they go to secondary school, which consists of either two three-year programs or a three-year and a four-year program. These are called "middle school" or "junior high school" and "senior high school" (often just called “high s chool"). Americans call these twelve years of primary and secondary school the first through twelfth "grades."
Higher Education: After finishing high school (twelfth grade), U.S. students may go on to college or university. College or university study is known as “higher education." You should find out which level of education in your country corresponds to the twelfth grade in the U.S.A. You also should ask your educational advisor or guidance counselor whether you must spend an extra year or two preparing for U.S. admission. In some countries, employers and the government do not recognize a U.S. education if a student entered a U.S. college or university before he
or she could enter university at home.
3. Henry Wadsworth Longfellow (1807-1882):American poet, one of the most
popular and celebrated poets of his time. Born in Portland, Maine (then in Massachusetts), Longfellow was educated at Bowdoin College. After graduating in 1825 he traveled in Europe in preparation for a teaching career. He taught modern languages at Bowdoin from 1829 to 1835. In late 1835, during a second trip to Europe, Longfellow's wife, Mary Storer Potter, died in Rotterdam, the Netherlands. Longfellow returned to the United States in 1836 and began teaching at Harvard University.
In 1843 he remarried, to Fanny Appleton. After retiring from Harvard in 1854, Longfellow devoted himself exclusively to writing. He was devastated when in 1861 his second wife was burned to death in a household accident. He commemorated her shortly before his own death with the sonnet "The Cross of Snow" (1879). In 1884 a bust of Longfellow was placed in the Poets' Corner of Westminster Abbey in London; he was the first American to be thus honored.
A Psalm of Life
Henry Wadsworth Longfellow
Tell me not, in mournful numbers, "Life is but an empty dream!" For the soul is dead that slumbers, And things are not what they seem. Life is real! Life is earnest! And the grave is not its goal; "Dust thou art,to dust returnest," Was not spoken of the soul.
Not enjoyment, and not sorrow,
Is our destined end or way;
But to act, that each to-morrow Find us farther than to-day.
Art is long, and Time is fleeting, And our hearts, though stout and brave,
Still, like muffled drums, are beating
Funeral marches to the grave.
In the world's broad field of battle,
In the bivouac of life,
Be not like dumb, driven cattle! Be a hero in the strife!
Trust no Future, howe'er pleasant!
航行在庄严的人生大海，遇险沉了船，绝望的时刻，会看到这脚印而振作起来。那么，让我们起来干吧，对任何命运要敢于担戴；不断地进取，不断地追求，要善于劳动，善于等待。Let the dead Past bury its dead! Act, - act in the living Present! Heart within, and God o'evhead! Lives of great men all remind us We can make our lives sublime, And, departing, leave behind us. Footprints on the sand of time.; Footprints, that perhaps another, Sailing o'er life's solemn main, A forlorn and shipwrecked brother, Seeing, shall take heart again. Let us, then, be up and doing, With a heart for any fate;
Still achieving, still pursuing, Learn to labor and to wait.
Key to Exercises
I. Reading Comprehension
1. The issue Akers discusses is the relationship between ethics and competitiveness.
2. When they think of competitiveness, they should think not just of seeking their own selfish advantage, but of striving to improve living standards for all. When they think of ethics, they should think not just as managers focusing on business ethics, but as citizens of a larger society.
3. Ethics and competitiveness are inseparable because we compete as a society.
4. The greater the measure of mutual trust and confidence in the ethics of a society, the greater its economic strength.
5. First, we should fortify the practical ethical buttresses; second, ethical instruction must include a demanding study of history and literature; and above all we should keep our priorities straight.
6. They are role models the honor system, and codes of conduct.
7. We should start with a clear-cut study of the past, because our ethical standards come out of the past.
8. What bothers Akers is that they have missed the humane lessons in
individual ethical conduct, which can be found in the annals of world
history, the biographies of great men and women and works of literature.
9. He thinks that the good of an entire society counts more than that of any single corporation.
10. We remember him because he did not see winning or self-advancement or even life itself as the only thing. He saw his newly born nation greater than himself.
II. Structure of the text
1. Introduction (Paras.1-5)
A central subject in international business competition is ethics. We are urged to look at ethics and competitiveness with a wide angle of vision.
Ethics and competitiveness are inseparable, they are important not only in running a company. but also in running and managing a country.
2. Body (Paras.6-23)
1) Ethical buttresses
A. We should fortify the practical ethical buttresses that help all
of us know and understand and do exactly what is required of us.
The simplest and most powerful buttress is the role model.
B. There are other ethical buttresses such as the institutional
buttresses honor system.
C. There are professional standards and business codes of conduct.
2) Ethics teaching
A. Ethical instruction is important in a business school or anywhere
else in the universities, but to take ethical examination of
workplace safety, consumer protection environmental safeguards,
and the rights of the individual employee within the organization
is equally important.
B. We should start from kindergarten to twelfth grade with a clear-cut
study of the past because our ethical standards come out of the
past-out of our inheritances as a people: religious, philosophical, historical.
C. The more we know of the history of US, the more sure-footedly we
can inculcate ethical conduct in the future.
3) Putting first things first: keep our sense of order straight
3. Conclusion (Paras.24)
By taking advice of the three suggestions, we shall go far toward discharging our responsibilities as managers and as human beings.
A. l. ludicrous 2. endowed 3. consequences 4. conflicting 5. safety
9. inculcate 10. vexing
B. 1. D 2. C 3. B 4. D 5. A 6. C 7. D 8. A 9. B 10. B
9. Which 10. Behind
11. perfectly 12. Refer 13. Benefit 14. Personal 15. assess
16. commit 17. Being 18. Lower 19. Prosecute 20. Summon
John. F. Akers
9 到了该认真考虑学校的道德课的时候了。这里我不仅仅指商学院的研究生院。众人皆知约翰·山德将捐赠给哈佛商学院近3 000万美元用于其道德课的教学和研究。我们也知道麻省理工的斯罗恩学院院长兰斯特·苏罗和其他教育家已经对这个举措表示了公开的置疑。
A Beautiful Mind
I. READING COMPREHENSION
1. D ( The whole text.)
2. C ( His visitor sat upright, oppressed by the silence, acutely conscious that the doors to the room were locked. Mackey finally could contain himself no longer. His voice was slightly querulous, but he strained to be gentle.)
3. C ( ... the ideas I had about supernatural beings came to me the same way that my mathematical ideas did. So I took them seriously.)
4. B (It wasn't merely that his mind worked faster, that his memory was more retentive, or that his power of concentration was greater. The flashes of intuition were nonrational.)
5. D ( But even after he'd try to explain some astonishing result, the actual route he had taken remained a mystery to others who tried to follow his reasoning. Donald Newman, a mathematician who knew Nash at MIT in the 1950s, used to say about him that " everyone else would climb a peak by looking for a path somewhere on the mountain. Nash would climb another mountain altogether and from that distant peak would shine a searchlight back onto the first peak.")
6. B ( As a young man he was surrounded by the high priests of twentieth-century science-Albert Einstein, John von Neumann, and Norbert Wiener-but he joined no school, became no one's disciple, got along: largely without guides or followers.)
7. A (... disdainful of authority... In almost everything he did-from game theory to geometry-he thumbed his nose at the received wisdom, current fashions, established methods.)
8. C ( Compulsively rational, he wished to turn life's decisions-whether to take the first elevator or wait for the next one, where to bank his money, what job to accept, whether to marry-into calculations of advantage and disadvantage, algorithms or mathematical rules divorced from emotion, convention, and tradition.)
9. A (I was not aware of the extent of his talent. I had no idea he would contribute as much as he really did. But he did contribute, in a big way. The marvelous paradox was that the ideas themselves were not obscure.)
10. D (The whole text) B: