研究生英语阅读教程(基础级第二版)1-10课文及课后习题答案翻译
Lesson1
READING SELECTION A
World English: A Blessing or a Curse? Universal language
By Tom McArthur
[1] In the year 2000, the language scholar Glanville Price, a Welshman, made the following assertion as editor of the book Languages in Britain and Ireland:
For English is a killer. It is English that has killed off Cumbric, Cornish, Norn and Manx. There are still parts of these islands where sizeable communities speak languages that were there before English. Yet English is everywhere in everyday use and understood by all or virtually all, constituting such a threat to the three remaining Celtic languages, Irish, Scottish Gaelic, and Welsh... that their long-term future must be considered... very greatly at risk. (p 141)
Some years earlier, in 1992, Robert Phillipson, English academic who currently works in Denmark, published with Oxford a book entitled Linguistic Imperialism. In it, he argued that the major English-speaking countries, the worldwide English-language teaching industry, and notably the British Council pursue policies of linguistic aggrandisement. He also associated such policies with a prejudice which he calls linguicism (a condition parallel to(equal to/ similar to) racism and sexism). As Phillipson sees it, leading institutions and individuals within the predominantly "white" English-speaking world, have [by design(=deliberate) or default(=mistake)] encouraged or at least tolerated—and certainly have not opposed—the hegemonic spread of English, a spread which began some three centuries ago as economic and colonial expansion.
[2] Phillipson himself worked for some years for the British Council, and he is not alone among Anglophone academics who have sought to point up the dangers of English as a world language. The internationalization of English has in the last few decades been widely discussed in terms of three groups: first, the ENL countries, where English is a native language (this group also being known as the "inner circle"); second, the ESL countries, where English is a second language (the "outer circle"); and third, the EFL countries, where English is a foreign language (the "expanding circle"). Since the 1980s, when such terms became common, this third circle has in fact expanded to take in the entire planet.
[3] For good or for ill, there has never been a language quite like English. There have been many "world languages", such as Arabic, Chinese, Greek, Latin, and Sanskrit. By and large, we now view them as more or less benign, and often talk with admiration and appreciation about the cultures associated with them and what they have given to the world. And it is fairly safe to do this, because none of them now poses much of a threat.
[4] English however is probably too close for us to be able to analyze and judge it as dispassionately, as we may now discuss the influence of Classical Chinese on East Asia or of Classical Latin on Western Europe. The jury is still out in the trial of the English language, and may take several centuries to produce its verdict, but even so we can ask, in this European Year of Languages, whether Price and Phillipson are right to warn us all about the language that I am using at this very moment.
[5] It certainly isn't hard to look for situations where people might call English a curse. An example is Australia, which is routinely regarded as a straightforward English-speaking country. The first Europeans who went there often used Latin to describe and discuss the place. The word Australia itself is Latin; evidently no one at the time thought of simply calling it "Southland" (which is what Australia means). In addition, in South Australia there is a wide stretch of land called the Nullarbor Plains, the first word of which sounds Aboriginal, but nullarbor is Latin and means "no trees". And most significantly of all, the early settlers called the continent a terra nullius. According to the Encarta World English Dictionary (1999) the Latin phrase terra nullius means:
... the idea and legal concept that when the first Europeans arrived in Australia the land was owned by no one and therefore open to settlement. It has been judged not to be legally valid.
But that judgment was made only recently. When the Europeans arrived, Australia was thinly populated—but populated nonetheless—from coast to coast in every direction. There were hundreds of communities and languages. Many of these languages have died out, many more are in the process of dying out, and these dead and dying languages have been largely replaced by either kinds of pidgin English or general Australian English. Depending on your point of view, this is either a tragic loss or the price of progress.
[6] At the same time, however, can the blame for the extinction of Aboriginal languages be laid specifically at the door of English? The first Europeans to discover Australia were Dutch, and their language might have become the language of colonization and settlement. Any settler language could have had the same effect. If for example the Mongols had sustained their vast Eurasian empire, Mongolian might have become a world language and gone to Australia. Again, if history had been somewhat different, today's world language might have been Arabic, a powerful language in West Asia and North Africa that currently affects many smaller languages, including Coptic and Berber. Spanish has adversely affected indigenous languages in so-called "Latin" America, and Russian has spread from Europe to the Siberian Pacific. If English is a curse and a killer, it may only be so in the sense that any large language is likely to influence and endanger smaller languages.
[7] Yet many people see English as a blessing. Let me leave aside here the obvious advantages possessed by any world language, such as a large communicative network, a strong literary and media complex, and a powerful cultural and educational apparatus. Let us instead look at something rather different: the issue of politics, justice, and equality. My object lesson this time is South Africa. Ten years ago, South Africa ceased to be governed on principles of racial separateness, a system known in Afrikaans (a language derived from Dutch) as apartheid. The system arose because the Afrikaner community—European settlers of mainly Dutch descent—saw themselves as superior to the indigenous people of the land they had colonized.
[8] English-speaking South Africans of British descent were not particularly strong in opposing the apartheid regime, and the black opposition, whose members had many languages, was at first weak and disorganized. However, the language through which this opposition gained strength and organization was English, which became for them the key language of freedom and unity, not of oppression. There are today eleven official languages in South Africa—English, Afrikaans, and nine vernacular languages that include Zulu, Ndebele, and Setswana. But which of these nine do black South Africans use (or plan to use) as their national lingua franca? Which do they wish their children to speak and write successfully (in addition to their mother tongues)? The answer is none of the above. They want English, and in particular they want a suitably Africanized English.
[9] So, a curse for the indigenous peoples of Australia and something of a blessing for those in South Africa...
[10] How then should we think of English in our globalizing world with its endangered diversities? The answer, it seems to me, is crystal clear. Like many things, English is at times a blessing and at times a curse—for individuals, for communities, for nations, and even for unions of nations. The East Asian symbolism of yin and yang might serve well here: There is something of yang in every yin, of yin in every yang. Although they are opposites, they belong together: in this instance within the circle of communication. Such symbolism suggests that the users of the world's lingua franca should seek to benefit as fully as possible from the blessing and as far as possible avoid invoking the curse. (1, 292 words)
ABOUT THE AUTHOR
Dr. Tom McArthur is founder editor of the Oxford Companion to the English Language(1992) and the quarterly English Today: The International Review of the English Language (Cambridge, 1985— ). His more than 20 published works include the Longman Lexicon of Contemporary English(1981), Worlds of Reference: Language, Lexicography and Learning from the Clay Tablet to the Computer (1986), and The English Languages (1998). He is currently Deputy Director of the Dictionary Research Center at the University of Exeter.
EXERCISES
I. Reading Comprehension
Answer the following questions or complete the, following statements.
1. It can be inferred from Glanville Price's statement that he is ______.
A. happy that English is everywhere in Britain and Ireland
B. worried about the future of the remaining Celtic languages
C. shocked by the diversity of languages in Britain and Ireland
D. amazed that many people in the UK still speak their Aboriginal languages
2. Cumbric is used as an example of ______.
A. a local dialect
B. a victim of the English language
C. a language that is on the verge of extinction
D. a language that is used by only a limited number of people
3. Which of the following is the major concern of the book Linguistic Imperialism?
A. English teaching overseas.
B. British government's language policies.
C. Dominance of English over other languages.
D. The role of English in technology advancement.
4. Both Price and Phillipson are ______.
A. government officials
B. advocates of linguistic imperialism
C. in support of language policies carried out by the British Council
D. concerned about the negative effect of English on smaller languages
5. According to the text, the EFL countries ______.
A. are large in number
B. is known as the "outer circle"
C. will be endangered by English
D. have made English their official language
6. According to McArthur, Chinese is different from English in that ______.
A. it has made a great contribution to the world
B. it has had positive influence on other languages
C. it may result in the disappearance of other languages
D. it probably will not endanger the existence of other languages
7. When he said the jury is out in the trial" (Line 3, Paragraph 4), McArthur meant ______.
A. punishment is due
B. the jury is waiting for a trial
C. no decision has been made yet
D. there is no one to make the decision
8. Australia might be used as an example to show that ______.
A. languages are changing all the time
B. some English words are derived from Latin
C. English has promoted the progress of some nations
D. English should be blamed for the extinction of smaller languages
9. Many people see English as a blessing for people in ______.
A. Australia
B. East Asia
C. South Africa
D. ESL countries
10. The main theme of this speech is that ______.
A. English should be taught worldwide
B. English as a world language does more harm than good
C. we should be objective to the internationalization of English
D. we should be aware of (realize) the danger of English as a world language
B. Questions on global understanding and logical structures
1. Why does McArthur introduce Glanville Price and Robert Phillipson's points of view on the spread of English? What is his? Intention?
McArthur quotes Price’s assertion and cites Pillipson’s viewpoint on the spread of English as sort of cons to initiate his argument. Cons are usually popularly believed arguments or opinions that are against the author’s point of view. Cons are commonly used writing techniques and are often employed in order to appeal the audience and highlight the author’s
viewpoint.
2. Does McArthur agree with what Price and Phillipson argued? From as early as which section does McArthur show his attitude? Toward the dominance of English as a world English?
No. McArthur’s opinion is different from Price and Pillipson’s arguments. He doesn’t believe that English is a killer and should be blamed for the extinction of smaller languages. He sees English as both a blessing and a curse, maybe as a blessing more than a curse. After introducing Price and Pillipson’s viewpoints, McArthur writes about his own ideas on the iss ue of English as a world language. From the sentence “For good or for ill, there has never been a language quite like English”, we can learn that McArthur does not curse English like Price and Pillipson and he has a different point of view.
3. By reading "It certainly isn't hard to look for situations where people might call English a curse", could we conclude that McArthur believes English is a curse?
No. This sentence is a kind of justification. Although McArthur literally justifies the fact that there are situations where people might call English a curse, he doesn’t believe that English is virtually a curse. By adding the word “certainly” McArthur shows his intent.
4. Could you pick up some words and expressions that signal change or continuation in McArthur's thought?
“For good or for ill”(paragraph 3) /“however” (paragraph 4) /“But”(paragraph 5) / “At the same time,
however”(paragraph 6) /“Yet”(paragraph 7)
5. How many parts can this speech be divided? How are the parts organized?
Part One: paragraphs 1 and 2. These two paragraphs introduce the situation that many academics argue against English as a world language.
Part Two: paragraphs 3, 4, 5, 6, 7, 8, and 9. Paragraph three is a transitional paragraph that initiates McArthur’s own argument. In these paragraphs McArthur argues that English is not only a curse as many people have believed, but a blessing as well.
Part Three: paragraph 10. McArthur concludes in the last paragraph that English may be a curse or a blessing depends on different situations and we should make advantages of world languages and avoid their disadvantages.
II. Vocabulary
A. Choose the best word from the four choices to complete each of the following sentences.
1. There has been much opposition from some social groups, ______ from the farming community.
A. straightforwardly
B. notably
C. virtually
D. exceptionally
2. The ______ view in Britain and other Western countries associates aging with decline, dependency, isolation, and often poverty.
A. predominant
B. credulous
C. inclusive
D. sustainable
3. But gifts such as these cannot be awarded to everybody, either by judges or by the most ___ of governments./ reward rewarding
A. tough
B. demanding
C. diverse
D. benign
4. The foreman read the ______ of guilty fourteen times, one for each defendant.
A. prejudice
B. verification
C. verdict
D. punishment
5. They fear it could have a(n) ______ effect on global financial markets.
A. sizeable
B. adverse(negative)
C. beneficial
D. consequential
6. The UN threatened to ______ economic sanctions if the talks were broken off.
A. engage
B. pursue
C. abandon/ abundant
D. invoke
7. There are at least four crucial differences between the new ______ and the old government.
A. regime
B. hegemony
C. complex
D. federation/ fedal<->federal, confederate)
8. These questions ______ a challenge to established attitude of superiority toward the outside world.
A. evolve
B. constitute
C. tolerate
D. aroused
9. Because of this, a strong administrative ______ was needed to plan the use of scarce resources, organize production and regulate distribution.
A. apparatus
B. constitution
C. insistence
D. promotion
10. I learnt that there are no genuinely ______ animals in this area, all the animals were brought here from other places.
A. endangered
B. domesticated
C. indigenous
D. extinct
B. Choose the hest word or expression from the list given for each Honk Use each word or expression only once and make proper changes where necessary.
point up by and large take in descent for good or ill
leave aside crystal clear die out endanger lay... at the door of
1. The book concludes with a review of the possible impact (influence) of more intimate computers for good or ill, in various areas of human life.
2. Moreover, it had become clear from the opinion polls that the unpopularity of the new tax was being laid at the door of the government which had introduced it, rather than the local authorities who were responsible for levying and collecting it.
3. This case gave the example of breaking someone's arm: that is a really serious injury, but one which is unlikely to endanger the victim's life.
4. Many of those who hold it live in poor areas and some are Colored, that is (i.e./ namely), of mixed European and African descent.
5. This debate is important because it points up (stress/ emphasize) that "the facts" are not necessarily as simple and straightforward as they might at first sight seem.
6. In the beginning, the meaning of life might be debated, but once past the first period, many of the conversations follow a well-worn route from one topic to the next and back again, taking in most of human life.
7. But since agriculture forms the basis (base) of our industry, it was, by and large (on the whole), also an intensification of the crisis in the national economy in general.
8. Let us leave aside other relevant factors such as education, career structure, pay and conditions of service and concentrate on (focus on) manpower management.(relate A to B)
9. It is true that the exact nature of this issue is uncertain. However, one thing is crystal clear: it will not endanger the planet and its inhabitants.
10. But if animal populations are too small, then they simply die out.
III. Cloze
There are ten blanks in the following passage. Read the passage carefully and choose the best answer from the four choices given for each blank. [criteria: (1)semantic/ (2)grammatic]
A simplified form of the English language based on 850 key words was developed in the late 1920s by the English psychologist Charles Kay Ogden and 1 by the English educator I. A. Richards. Known as Basic English, it was used mainly to teach English to non-English-speaking persons and 2 as an international language. The complexities of English spelling and grammar, however, were major 3 to the adoption of Basic English as a second language.
The fundamental principle of Basic English was that any idea, 4 complex, may be reduced to simple units of thought and expressed clearly by a limited number of everyday words. The 850-word primary vocabulary was 5 600 nouns (representing things or events), 150 adjectives (for qualities and _ 6 ), and 100 general "operational" words, mainly verbs and prepositions. Almost all the words were in 7 use in English-speaking countries. More than 60 percent of them were one-syllable words. The basic vocabulary was created 8 by eliminating 9 the use of 18 "basic" verbs, such as make, get, do, have, and be.
Numerous words which have the same or similar meanings and by verbs, such as make, get, do, have, and be. These verbs were generally combined with prepositions, such as up, among, under, in, and forward. For example,
a Basic English student would use the expression “go up”10 "ascend". (Semantic / grammatical criterion)
1. A. created B. publicized C. invented D. operated
2. A. proved B. provided C. projected D. promoted
3. A. advantages B. objections C. obstacles D. facileties
4. A. however B. whatever C. wherever D. whenever
5. A. comprised of B. made of C. composed of D. constituted of
6. A. personalities B. properties C. preferences D. perceptions/ perceive)
7. A. common B. ordinary C. average D. nonprofessional
8. A. in all B. at times C. for good D. in part/ partially)
9. A. experiencing B. exchanging C. excluding D. extending
10. A. in spite of =despite B. in favor of C. instead of D. in case of
II. Translation
Put the following passages into Chinese.
1. For English is a killer. It is English that has killed off Cumbric, Cornish, Norn and Manx. There are still parts of these islands where sizeable communities speak languages that were there before English. Yet English is everywhere in everyday use and understood by all or virtually all, constituting such a threat to the three remaining Celtic languages, Irish, Scottish Gaelic, and Welsh... that their long-term future must be considered... very greatly at risk.
因为英语是个杀手。正是英语造成了康瑞克、康尼施、诺恩、曼科斯等语言的消亡。在其中一部分岛上还有相当多的人使用在英语到来之前就已存在的语言。然而，英语在日常生活中无处不在。所有的人或几乎所有的人都懂英语。英语对现存的凯尔特语——爱尔兰语、苏格兰盖尔语及威尔士语的威胁是如此之大，它们的未来岌岌可危。
2. He also associated such policies with a prejudice which he calls linguisticism (a condition parallel to racism and sexism). As Phillipson sees it, leading institutions and individuals within the predominantly "white" English-speaking world, have (by design or default) encouraged or at least tolerated—and certainly have not opposed—the hegemonic spread of English, a spread which began some three centuries ago as economic and colonial expansion.
同时，他认为这些政策和他称之为语言歧视（和种族歧视、性别歧视的情况类似）的偏见密切相关。在菲利普森看来，在以白人英语为主导的世界，最重要的机构和个人（有意或无意地）鼓励或者至少是容忍了（肯定没有反对）英语霸权主义式的传播。这种传播始于三个世纪之前的经济及殖民扩张。
3. By and large, we now view them as more or less benign, and often talk with admiration and appreciation about the cultures associated with them and what they have given to the world. And it is fairly safe to do this, because none of them now poses much of a threat.
总的来说，我们现在或多或少地把这些语言看作有利的语言。在谈到与之相关的文化及其为世界所做的贡献时，我们常怀有崇敬与赞赏，而且这样做也没有太大的风险，因为这些语言现在已不会构成什么威胁。
4. Yet many people see English as a blessing. Let me leave aside here the obvious advantages possessed by any world language, such as a large communicative network, a strong literary and media complex, and a powerful cultural and educational apparatus.
然而，许多人把英语看成是一件幸事。在此，我暂且不谈任何世界语言所具有的明显优势，例如广泛的通信网，强大的文化传媒体系，及强有力的文化教育机构。
5. English-speaking South Africans of British descent were not particularly strong in opposing the apartheid regime, and the black opposition, whose members had many languages, was at first weak and disorganized.
讲英语的南非英国后裔并不强烈反对种族隔离政权，而黑人反对力量，其成员讲多种语言，在初期软弱无力且缺乏组织。
6. Such symbolism suggests that the users of the world's lingua franca should seek to benefit as fully as possible from the blessing and as far as possible avoid invoking the curse.
这一象征表明这种世界通用语的使用者应充分发掘这一幸事为我们带来的好处,同时尽能避免招来灾难。
V. Oral Practice and Discussion
1. Why did Glanville Price say that English is a killer?
Because it has caused extinction of lots of small languages, such as Cumbric, Cornish, Norn and Manx, and it also threatens the existence of remaining Celtic languages.
2. According to McArthur, in what way is English different from other "world languages"?
Generally people view “world languages”, such as Arabic, Chinese, Greek, Latin, and Sanskrit as more or less benign, and often talk with admiration and appreciation about the cultures associated with them and what they have given to the world. And the author believes it is fairly safe to do this, because none of these languages now poses much of a threat. English, however, is another case. It is probably too close for us to be able to analyze and judge it as dispassionately as we may now discuss the influence of Classical Chinese on East Asia or of Classical Latin on Western Europe. We may not have the last word on its influence until centuries later.
3. Why does McArthur say that English is "a curse for the indigenous peoples of Australia and something of
a blessing for those in South Africa"?
When the first Europeans arrived in Australia, there were hundreds of languages. Now many of these languages have died out, many more are in the process of dying out, and these dead and dying languages have been largely replaced by either kinds of pidgin English or general Australian English. However, in South Africa the black opposition, whose members had many
languages, was at first weak and disorganized. It was English that helped opposition gain strength and organization. Instead of being a language of oppression, English became for them the key language of freedom and unity.
4. What should we do to make the most of English while avoiding the curse it may bring?
5. Do you think that teaching English to speakers of other countries is an act of linguistic imperialism?
The influence of the US and Britain on the rest of the world, past and present, cannot be denied, and the teaching of English can never be entirely neutral. Language is never a neutral vehicle for communication; the context comes with it, like it or not. English is a double-edged sword, so to speak. There is an element of cultural imperialism, given that—even if on e doesn’t teach culture, per se（本质上）—culture is still nonetheless encoded in language in a very real sense.
On the other hand, the student either needs, wants or is required to learn English, and therefore learning English has some perceived benefit for the student.
Furthermore the spread of English has brought about the extinction of many minority languages. The question of whether teaching ESL or EFL can be considered linguistic imperialism is controversial. VOCABULARY ITEMS
1.sizable: adj. fairly large相当大的
2. virtually: adv. almost but not quite; nearly几乎，差不多; virture
3. constitute: v. to amount to; equal形成，等同于
4. aggrandis(z)ment: n. increase in power or importance 扩张，增加, expansion
5. predominantly: adv. mostly or mainly卓越地，支配地，主要地president, dominate(v)
6. default: n. failure to do sth.疏忽, default value.
7. hegemonic: adj. of the predominant influence of one nation over others 霸权的
8. benign: adj. tending to exert a beneficial influence; favorable有利的
9. dispassionately: adv. calmly; reasonably平心静气地，不带偏见地
10. verdict: n. decision or opinion given after testing or examining判断，裁决, verify
11. straightforward: adj. plain; clear明确的，清清楚楚的,
12. aboriginal: adj. of races of people belonging to a region from the earliest times土著的, a man of humble origin
13. adversely: adv. unfavorably不利地
14. indigenous: adj. native; originating in an area本土的，土生土长
15. endanger: v. to cause to be in a dangerous situation危害
endangered: adj. in danger of being damaged or destroyed濒于灭绝的
16. apparatus: n. structure or method of operation组织，机构
17. descent: n. hereditary derivation血统，遗传, ascend<->descend (v)
18. apartheid: adj. racial separateness种族隔离
19. regime: n. system of government or rule政权
20. vernacular: adj. native; commonly spoken by the members of a country or region本国语的，方言的
21. invoke: v. to make a particular idea, image, or feeling appear in people's minds引起, 造成;
22. point up to: emphasize强调, stress; point out
23. take in: to include包括
24. for good or (for) ill: whether the effect of a situation is good or harmful无论好坏
25. by and large: on the whole, generally总的来说，大体上; (be) at large.
26. die out: to become extinct死光，绝种
27. lay(put) sth at the door of...: to blame (sb. or sth.) for sth 归咎于…
28. leave aside: put aside, to make no discussion of a subject不谈论，把话题搁置一边, put away
29. crystal clear: absolutely clear非常清楚的，显而易见的, obvious, apparent
NOTES
1. Cumbric: an ancient, long-extinct Celtic language of Northern England; Briton
2. Cornish: the Celtic language of Cornwall (a region of extreme southwest England), extinct since 1800, Anglosaxon
3. Norn: an extinct Norse dialect, spoken until early modern times in the Shetland and Orkney Islands and in parts of northern Scotland
4. Manx: the Gaelic language formerly spoken on the Isle of Man in England
5.Celtic languages: a subfamily of the Indo-European language family comprising the Brittonic (including Welsh, Breton, Cumbrian, and Cornish) and the Goidelic (including Irish Gaelic, Scots Gaelic, and Manx) branches.
6. Anglophone: English-speaking
7. Sanskrit: (from samskrta "adorned, cultivated, perfected") the classical sacred and literary language of the Hindus of India
8. Nullarbor Plains: a region of south-central Australia south of the Great Victoria Desert and north of the Great Australian Bight. It is the site of a major rocket research center.
9. terra nullius: Terra nullius is a Latin expression meaning "empty land" or "no man's land" . The term refers to a 17th-century legal concept that permitted European colonial powers to assume control of land that was unclaimed. England relied on this principle to claim possession of the Australian continent.
10. pidgin English: English that is mixed with the words or grammar of another language
11. Coptic: an Afro-Asiatic language descended from ancient Egyptian, extinct as an everyday form of speech but surviving in the literature of the Coptic Church, sino-
12. Berber: a group of closely related languages spoken in North Africa
13. Zulu: a language of considerable literary importance in southeastern Africa
14. Ndebele: a language sometimes considered a dialect of Zulu.
15. Setswana: a dialect spoken by the Tswana people in Botswana
16. lingua franca: a language used between people whose main languages are different
17. yin and yang: two basic contrary forces in ancient Chinese thought "阴" 和"阳".
READING SELECTION B
Jumble of Conflicting Language Taboos
By Timothy Kiefer
[1] The northwestern U.S. state of Washington made headlines in the early 2002 when it passed a law prohibiting the use of the word "Oriental' in official contexts. Instead, the word "Asian" must be employed. The new law only bans the use of the word "Oriental" when the reference is to human beings. Therefore, one law which defines "minority group" to include "Orientals" will be changed to refer to "Asians", but another law which refers to "Oriental medicine" will be left unchanged. According to the law's sponsor, Korean-American state senator Paul Shin, the law was passed because the term "Oriental" is "pejorative terminology" and "offensive".
[2] "Oriental" derives from the Latin word orient, meaning "the rising sun" or "east". Because Asia is east of Europe, "Oriental" took on the meaning of "Asian". "The Orient", the "Far East" and "East Asia" are all noun phrases referring to the eastern section of the Asian continent. Ironically, the eastern part of Russia is usually excluded from the definitions of the Orient and East Asia, even though Russia extends farther to the east than any other country on the Eurasian landmass.
[3] According to Mr. Shin and other critics of the word Oriental, the word is offensive to Asians because it implies a Europe-centered view of the world. From the Pacific coast of the United States, where the state of Washington is located, the so-called "Orient" is to the west, not the east.
[4] The problem with this argument is that many commonly accepted geographic terms derive from outdated worldviews of this sort. My home state of Wisconsin is part of a region known as the "Middle West" or the "Midwest", yet I live in the eastern half of the United States. The term was invented because the United States was settled from east to west. For the settlers starting out from the Atlantic coast in the late 18th and early 19th century, everything west of the Appalachian Mountains was considered "the west".
[5] Not long ago the "Near East" was the accepted name for the area stretching from Egypt to Iran among Europeans and Americans; in recent decades it has been ousted by the "Middle East". Like "Far East" or "Orient", either term makes sense only if one takes Europe as the point of reference.
[6] And other languages are no better than English in this regard (aspect). The Arab world divides itself into the Maghrib (the West) and the Mashriq (the East) with the Sinai Peninsula as the border. Ironically, the division of the ancient world into Asia and Europe was probably borrowed by the Greeks from the Phoenicians, the ancestors of today's Lebanese; indeed, Europe and the Arabic Maghrib may well be derived from the same Semitic root, referring to the setting of the sun. And what can we say about a civilization like China, which unabashedly proclaims itself the "central country"?
[7] Perhaps it is too much to expect precision in such language issues. Whether or not there are good grounds (reasons) for considering "Oriental" offensive, over the past few decades the term has gradually fallen out of favor as a word to describe the people of Asia or Americans of Asian ancestry. In today's English, the word "Oriental", when (it is) used to refer to a person, sounds old-fashioned at best and derogatory at worst.
[8] Nevertheless, while it may no longer be a good idea to refer to a person as an Oriental, it is still the standard usage in many phrases referring to things. For example, the term "Oriental carpet" refers to a type of carpet typically imported from Turkey or Central Asia. These carpets are extremely expensive (often costing thousands of dollars) and are highly prized (valued).
[9] The English language is full of other apparently (obviously) contradictory tendencies for words relating to
ethnicity. "Chinatown", meaning a neighborhood where Chinese immigrants live, is proper English. But "Chinaman", meaning a Chinese person, became offensive in America during the first half of the 20th century, even though it is a direct translation of Zhongguoren. And "Frenchman", meaning a French person, is perfectly neutral English.
[10] The care Yankees must take in referring to Asians is as nothing (it is) compared with the delicacy required to get through the minefield of terms for Americans of sub-Saharan African ancestry. "Colored person" is now offensive, even though it was regarded as a polite term for much of the century after the U.S. Civil War (1861-1865). On the other hand, "person of color", meaning someone of any non-European race, is acceptable and, in some ideological circles, a favored phrase. "Negro" (the Spanish word for "black") gave way to "black" or "Black" in the 1960s, only to yield in turn to "Afro-American" in the 1980s and "African-American" or "African American" in the 1990s.
[11] And while one can speak of "black people" and "white people" or 'blacks" and "whites", one would be ill advised to speak of "red people" (American Indians—the "First Nations" of Canada, by the way) or "yellow people" (Asians). "Reds" is reserved for politics. The term "browns" is used occasionally to refer to Latin Americans of Indian or mixed Indian/European ancestry.
[12] What to make of (understand) this jumble of conflicting language taboos! One can draw two lessons: First, non-native speakers should use caution when (he or she is) speaking about ethnicity or race in English, as the English language is rife with linguistic traps in this area. Second, the number of offensive terms relating to other ethnic groups is a signal that the United States has never been fully comfortable with its status as a multiracial society. Culture is reflected in language, and the large number of pejorative ethnic terms in American English shows that the United States still suffers from ethnic and racial tensions. (942 words)
ABOUT THE AUTHOR
Timothy Kiefer, who once taught in Beijing University, is an American lawyer.
Reading Comprehension
Answer the following questions or complete the following statements.
1. From the first sentence we learn that the law about the use of "Oriental" will be effective in _____.
A. northeastern U. S.
B. Washington D.
C. only
C. all the states of the U. S.
D. the state of Washington
2. Which of the following expressions is in violation of the new Law passed in 2002?
A. Oriental religions.
B. Oriental restaurants.
C. Oriental newcomers.
D. Oriental influence.
3. According to the author, when making geological terms
A. African countries are discriminated against
B. English speakers are scornful to other countries
C. people tend to take their own point as reference
D. people tend to accept the names as they were used long time ago
4. Critics of the word Oriental consider the word offensive to Asians because it suggests _____.
A. the negligence of the Russians
B. the bias against people in East Asia
C. an ill-attitude toward Asian cultures
D. a Europe-centered view of the world
5. According to the author, the word "Orient" _____.
A. should not be used any more
B. reflects people's view of the past
C. shows self-centeredness of the Asian people
D. reflects people's prejudice against the minorities
6. It can be inferred from the passage that "Appalachian Mountains" are _____.
A. in the east of the U.S.
B. in the south of the U. S.
C. in the Midwest of the U.S.
D. along the western coast of the U.S.
7. The phrase "good grounds" in Paragraph 7 means _____.
A. productive land
B. enough support
C. sensible reasons
D. scientific evidence
8. Which of the following is a pejorative expression in American English?
A. Frenchman.
B. Chinaman.
C. black people.
D. African American.
9. Compared with the choosing of terms referring to Asians, Americans are _____.
A. more careful when they use terms referring to African-Americans
B. less careful when they use terms referring to African-Americans
C. more careful when they use terms referring to Europeans
D. less careful when they use terms referring to Europeans
10. This selection is mainly concerned with _____.
A. racial problems in the U.S.
B. the difficulty in learning English
C. English expressions for ethnicity
D. the change of English language in the U.S.
VOCABULARY ITEMS
1. jumble：n. a confused or disordered mass杂乱
2. taboo：n. a social custom that certain words, subjects, or actions must be avoided禁忌
3. Oriental：adj. of eastern countries东方各国
4. employ：v. to put to use or service使用
5. sponsor：n. one who takes responsibility for a person or a thing赞助（者）
6. pejorative：adj. depreciatory; belittling轻蔑
7. landmass：n. a large unbroken area of land大陆
8. offensive：adj. causing offense to the mind or senses; disagreeable无礼，不敬的
9. oust：v. to take the place of 取代
10. unabashedly：adv. being not embarrassed不脸红，满不在乎
11. proclaim：v. to make known publicly宣告
12. ancestry：n. line of ancestors祖先
13. ethnicity：n. racial, national, or tribal traits, background, or association n.种族特点(渊源)
14. delicacy：n. need of careful treatment精细，微妙
15. minefield：n. sth. that is full of hidden dangers雷场
16. ideological：adj. of or relating to manner of thinking, ideas of a person, group, etc.意识形态
17. rife (with)：adj. full (usually of bad things) 充满的
18. multiracial：adj. including or involving several different races of people多种族的
19. take on：to begin to have具有，呈现
20. at best (at most)：in the most favorable case至多，充其量
21. at worst：in the worst way在最坏情况下
22. give way：to yield让路，让位
23. ill advised：not sensible or not wise没脑筋的，鲁莽的
NOTES
1. Eurasian: of or relating to the land mass comprising the continents of Europe and Asia
2. Appalachian Mountains: a long range of mountains in northeast America that go southwest from Quebec in Canada to Alabama in the U. S.
3. Maghrib: a region of northwest Africa, considered to include Morocco, Algeria, Tunisia
4. Mashriq: the region extending from the western border of Egypt through to the western border of Iran
5. Phoenician: a member of Semitic people of Phoenicia, prominent in Mediterranean history from c. 1100 to c. 625 B. C. as merchants and colonizers
6. Lebanese: people in Lebanon, a country of southwest Asia
7. Semitic: a family of languages, a branch of the Afro-Asian family, comprising a number of ancient and modern languages of southwest Asia and Africa
8. Yankee: a native or inhabitant of the U. S.
9. sub-Saharan: of the region of Africa south of the Sahara desert
Lesson 2
READING SELECTION A
The New School Choice/ option
By Mary Lord
[1] When a form letter from the school district arrived earlier this summer, Terri Wooten, PTA president at Parklane Elementary School in East Point, Ga., did what any busy, single mother of four might do. She set it aside after a quick glance. It wasn't until another parent asked about "this letter saying we have to send our kids" to another school that Wooten took a closer look. Not only was Parklane failing, she read; a new federal law gave her children the right to transfer to a school with better test scores.
[2] Education reform is hitting home this summer. Early 2002, President Bush signed the mammoth No Child Left Behind Act,vowing to free "children trapped in schools that will not change and will not teach". Now, students in 8, 652 chronically low-performing schools announced by the U. S. Department of Education on July 1, 2002 must weigh whether to jump ship in the next few days—while school districts scramble (compete) to accommodate thousands of students eligible to seize that option.
[3] School-choice advocates like Jeanne Allen, president of the Center for Education Reform, a Washington,
D. C. -based proponent of charter schools, call the reforms a "wake-up call" that will prod (urge) schools to improve. But the immediate impact for many principals, teachers, and students struggling in the educational trenches is bewilderment—and turmoil. The law, they contend (argue), sets lofty standards without telling school districts how to reach them.
[4] In Chicago, the mandate—which Mayor Richard Daley recently called "ridiculous" —would allow nearly 125, 000 of the city's pupils to transfer from 179 low-performing schools, swamping the 3, 000 available seats. Last week, the school system didn't even know if it could muster enough buses, let alone pay the drivers. Other cities face similar squeezes: New York City's numbers could top 385, 000, while Baltimore's 30, 000 eligible students will row for 194 seats in 11 schools. (Although few families typically choose to transfer, school districts still need to be prepared.)
[5] The turmoil (confusion) is hardly limited to troubled urban cores. Lovejoy Elementary, the lone grammar school in St. Clair, Illinois, landed on the list of low performers. So did La Costa Canyon High, a top-achieving
school in Carlsbad, Calif., that sends 98 percent of its grads to college and won a federal Blue Ribbon award for excellence in May. It "failed" because test scores for its 170 low-income children sagged by 8 points over the past two years. And Hawaii, with 50, 000 eligible transferees, is looking at busing costs of $ 9, 000 per kid annually on the sparsely populated big island. "We need to be accountable(responsible) to our public, but we need to look at all the measurements," says La Costa Canyon Principal Margie Bulkin. So far, she reports, "Not one single parent has called to say they want to leave."
[6] In many places, that may be because families don't know they can. Schools are deemed (seen) deficient if they fail to show "adequate yearly improvement" on state proficiency tests for two years in a row(continuously). But there's no federal master list of poor performers that parents can consult. Instead, the government requires states to identify individual laggards and break out scores by race and income. Few have stampeded to publish user-friendly rosters, something the new law also mandates.
[7] Part of the confusion stems from the lack of federal guidance for interpreting the new statute. Tests vary from state to state. So does the definition of improvement. Which may explain why Arkansas and Wyoming wound up with no failing schools, but Michigan, with rigorous standards and demanding assessments (evaluation) in science and writing, topped the charts with 1, 513—nearly a third of the state's schools. "Implementation is going to be messy," acknowledges Under Secretary of Education Eugene Hickok, the former Pennsylvania school chief, adding that states shouldn't profess surprise. Education Secretary Rod Paige has briefed superintendents and spoken nationwide about the reforms. And even if there's not "a whole lot of room (space) for a whole lot of choice" yet in cities like New York or Chicago, says Hickok, "the law's the law".
[8] The good news. In the meantime, bad publicity is giving failing schools like Orlando's Mollie Ray Elementary, which is losing 175 of its 734 students, a jolt of support. After the school's "double F" status hit the media, businesses called to donate computers—and the technicians to wire and repair them. A home-builders association is organizing volunteers to help tutor kids and retrofit classrooms. "A lot of good things are going to come out of it," predicts Principal Joy Taylor. Among them: The exodus means small classes of 15 pupils this fall instead of the usual 20 or more, allowing more individualized instruction.
[9] Terri Wooten hopes Parklane Elementary will benefit from similar efforts, since she's keeping her kids there. She says test scores don't reflect the school's many good teachers, its strong principal, or its accelerated reading program. "It's easy to bail out and hop on someone else's bandwagon," says Wooten. "But we have the potential to be great, just like everyone else in this nation. Why don't we create our own bandwagon?" (844 words)/ benefit sb./ benefit from sth.
ABOUT THE AUTHOR
Mary Lord is a contemporary American freelance writer for newspapers and magazines such as U.S. News & World Report, Associated Press. She has written many articles about American education.
EXERCISES
I. Reading Comprehension
Answer the following questions or complete the following statements.
1. According to the new federal law of educational reform, the unqualified schools have to _____.
A. be closed in the next year
B. make room for the qualified schools
C. transfer their students to other schools
D. give their students freedom to go to other schools
2. According to author, the new federal law has _____.
A. guided the reforms of the low-performing schools
B. stimulated the low-performing schools to improve quickly
C. caused some trouble to many schools and students
D. set too high standards for schools to reach
3. In Chicago, with the new federal law coming into effect, the school system _____.
A. will have to add 122, 000 seats for the transferred students
B. must find enough money to buy new school buses
C. must find ways to improve its efficiency
D. will face some financial problems
4. The implementation of the new federal law mainly affects the schools _____.
A. in the countryside
B. in small towns
C. in large cities
D. in various districts
5. Which of the following is true about La Costa Canyon High?
A. It is a top-achieving grammar school.
B. It is on the list of the low-performing schools.
C. The majority of its students are low-income children.
D. Many poor students want to leave the school.
6. The failing schools are those which _____.
A. fail to improve in state proficiency tests for a successive two-year period
B. fail to improve enough in the national proficiency tests for two years
C. are listed as poor performers by the Education Department
D. are identified as individual laggards by the local districts
7. Confusion brought about by the new law partly comes from _____.
A. the local government's misinterpretation of the new law
B. inconsistent standards of test and improvement in different states
C. the fact that there are no failing schools in some states, but too many in others
D. the different assessment standards and requirements in science and writing
8. According to Education Secretary Rod Paige, _____.
A. schools shouldn't be surprised by the messy implementation of the new law
B. the new law has to be implemented in spite of the difficulties
C. school superintendents will be punished if they refuse to implement the new law
D. there are already enough vacant seats for the transferred students in many schools
9. The good news for failing schools is that _____.
A. the government and the public will join hands to help them
B. many people volunteer to teach at the school
C. the public take action to help them
D. their students will receive more individualized instruction
10. Terri Wooten will keep her children in the school because she believes _____.
A. her children still have the chance of success if they stay
B. the new law is not beneficial to her children
C. it is difficult for a single mother like her to have her children transferred
D. the federal government will change the new law and create new bandwagons
II. Vocabulary
Choose the best word from the four choices given to complete each of the following sentences.
1. "It was a(n) _____ task," Sybille recalled, "because it was really the first big party Laura had given in her life."
A. ridiculous
B. rigorous
C. accountable
D. mammoth
2. About one-third of the adult homeless are _____ mentally ill, and about half are alcoholic or abuse drugs.
A. chronically
B. sparsely
C. adequately
D. individually
3. We spent a wonderful day at her home, and all the guests were well _____.
A. implemented
B. acknowledged
C. contended
D. accommodated
4. Compared to voter participation rates of citizens in other democracies, participation in American elections is low; slightly more than 50 percent of those _____ participate in national presidential elections.
A. feasible/ practicable
B. available
C. eligible
D. accessible
5. I can only reduce the painful uncertainty and _____ of those first few days by learning relevant information quickly.
A. swamp
B. bewilderment
C. chronicle
D. publicity
6. The _____ in the 1960s and early 1970s were marked by protest and violence on college campuses over United States involvement in the war in Vietnam
A. exodus
B. option
C. turmoil
D. squeeze
7. Non-nuclear Weapons Agreements signed in 1972 restricted or eliminated the production and use of biological and chemical weapons. It also _____ destruction of existing stocks of weapons by the year 2005.
A. mandated / ordered
B. advocated
C. seized
D. banned
8. Nor am I suggesting that black children are somehow linguistically _____, or unable to separate standard English.
A. deficient
B. demanding
C. lagged
D. accelerated
9. When twelve women who _____ to be virgins were found, only two would swear an oath to that effect, but the executors decided to take the women's word for it.
A. deemed
B. tutored
C. professed
D. donated
10. Pessimism has prevailed for some time, and now the economic optimism is back on the road.
A. chart
B. core
C. statute
D. bandwagon
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.
let alone wind up draw lots vow weigh
in a row bail out hop on lofty brief
1. Only I don't know how I should set about finding a home, let alone one that she would be happy in.
2. The players alternate between the white and black pieces and draw lots to determine who plays white in today's first game.
3. Three negative reports i n a row would be a strong indication that the disease had been arrested.
4. But it was now three o'clock in the morning and the debate was quickly wound up with the money being voted for the site and foundations.
5. It argues that even though the Italian authorities may no longer bail out(舀出, 跳伞) any old bank that gets into trouble, the likelihood of government support for big banks has not changed enough to affect its ratings.
6. A very lazy way to spend a day in the sun, is to buy a day ticket and hop on and off the boats and in and out of the many cafes and restaurants dotted around the lake.
7. They won't quit. They vow to fight the system in court, if necessary.
8. You have to be careful and weigh the advantages of their appearance against the disadvantages of their potential to distract from the message.
9. But while their leaders considered these lofty goals, the party's bureaucrats had more immediate problems on their hands—the prospect of unemployment.
10. I'm well briefed on the subject, this isn't my own knowledge.
III. Cloze
There are ten blanks in the following passage. Read the passage carefully and choose the right word or phrase from the list given below for each of the blanks. Change the form if necessary.
in response to live with reassure matter given (if consideration is given to sth.)
predictor rank by contrast/ compare with all but (except) generation When our daughter went to public school, she came home talking about the subjects she was taught at school and we learned to 1 live with her courses. But then, one evening when she was in eighth grade, I saw her using a calculator to compute ten percent of 470. I asked her, "Are the other kids this(so) dumb(dull)?" My straight-A child 2 reassured me: "Oh, they are much dumber."
That night I began researching math education and the educational reform. 3 given what I learned, it didn't surprise me that the United States 4 ranked only 28th among 41 nations surveyed in the Third International Mathematics and Science Study. With new and untested theory of the educational reform, today's U. S. math educators have 5 all but eliminated numbers. They are creating a 6 generation of mathematical fools.
The problem is the textbooks. I thought my daughter's math book was her social-science text. It has color photos, essays on African tribes and questions such as "What role should zoos play in today's society?" 7 By contrast the Japanese, who ranked third in the international survey, have texts all about math.
My daughter's textbook and others like it were created 8 in response to standards developed by the National Council of Teachers of Mathematics. The idea behind the standards is that a "conceptual understanding" of math, not problems and practice, is what 9 matters. These standards fail to recognize that the memorization of basic math facts is an important skill and 10 predictor of future success.
IV. Translation
Put the following parts into Chinese.
1. Early 2002, President Bush signed the mammoth No Child Left Behind Act, vowing to free "children trapped in schools that will not change and will not teach". Now, students in 8, 652 chronically Low-performing schools announced by the U. S. Department of Education July 1, 2002 must weigh whether to jump ship in the next few days—while school districts scramble to accommodate thousands of students eligible to seize that option.
2002年初布什总统签署了一项《不让一个孩子落后》的重大法案，誓言要把“困在那些教学质量不佳又不进行改革的学校里的孩子”解救出来。2002年7月1日美国教育部宣布有8,652所学校被列为“长期教学质量低下”的学校，现在这些学校中的学生必须在今后的几天内考虑决定他们是否要转学,同时各个学区也在忙着为符合转学条件的学生提供帮助和服务以抓住选择的机会。
2. But the immediate impact for many principals, teachers, and students struggling in the educational trenches is bewilderment—and turmoil. The law, they contend, sets lofty standards without telling school districts how to reach them.
对于那些在教学改革旋涡中挣扎的学校的校长、老师和学生来说，这一法案的直接后果则是迷惑与混乱。他们认为该法案制订的教学改革标准太高而又没有说明各学区如何达到这些标准。
3. We need to be accountable to our public, but we need to look at all the measurements.
“我们要对公众负责，但是我们也需要看看该法案提出的方法是否切实可行。”
4. Schools are deemed deficient if they fail to show "adequate yearly improvement" on state proficiency tests for two years in a row. But there's no federal master list of poor performers that parents can consult. Instead, the government requires states to identify individual laggards and break out scores by race and income. Few have stampeded to publish user-friendly rosters, something the new law also mandates.
一所学校连续两年在州水平考试中没有表现出“足够的年度改进”就会被认为是不合格的学校，但是联邦教育部并没有提供一个具有权威性的不合格学校的名单让学生家长作为参考，而是要求各州各自确定不合格学校的名单，并且要求他们把学生的考试成绩按照学生的种族和家庭收入进行分类。新法案还规定各州要公布便于学生和家长查找的不合格学校的名单，但是没有几个州能很快拿出来。
5. "Implementation is going to be messy," acknowledges Under Secretary of Education Eugene Hickok, the former Pennsylvania school chief, adding that states shouldn't profess surprise. Education Secretary Rod Paige has briefed superintendents and spoken nationwide about the reforms. And even if there's not "a whole lot of room for a whole lot of choice" yet in cities like New York or Chicago, says Hickok, "the law's the law."
教育部次长，前宾夕法尼亚州学校总监Eugene Hickok也承认“该法案的实施可能会引起一些混乱”，但是他又说各州也不应为此而大惊小怪。教育部长Rod Paige已经向各学区主管人士就有关改革事宜做了扼要指示并通报了全国。他说,即使在如纽约和芝加哥这样的大城市“接收择校生比较困难”，但“法律就是法律”。
6. "It's easy to bail out and hop on someone else's bandwagon," says Wooten. "But we have the potential to be great, just like everyone else in this nation. Why don't we create our own bandwagon?"
Wooten说：“人很容易放弃自我,而去赶别人的潮流，但正如其他的美国人一样，我们都有成功的机会。我们为什么不开创自己的潮流呢？”
V. Oral Practice and Discussion
1. What is the author's attitude towards the new federal law? What makes you think so?
The author is objective in reporting the new law but is pessimistic about the practical implementation of it. The author reports in a small portion in the selection about the background, the mandate and the purpose of the new law, but she reports in a large portion about the immediate impact and the problems brought about by the implementation of the new law and the responses of some of the local sch ool systems and students’ parents.
2. What is the purpose of the new federal law? And what is the immediate impact of the new law?
The purpose of the new federal law is to “wake-up” the schools that “will not change and will not teach” and prod them to improve. But the immediate impact for many principals, teachers, and students struggling in the educational trenches is bewilderment—and turmoil.
3. Why did the Mayor of Chicago think the new law ridiculous?
Mayor Richard Daley called the mandate ridiculous because there are far from enough seats available for the overwhelming transferees and the school system has no idea how to handle the issue.
4. Why did the author say that the new law has brought good news to the failing schools?
After the media reported the failing schools, businesses and individuals came to offer them help. Businesses donated computers, volunteers helped tutor kids and equip classroom. “A lot of good things are going to come out of it,” predicts Principal Joy Taylor.
5. Why did Terri Wooten decide to keep her kids in their school?
Wooten says test scores don’t reflect the school’s many good teachers, its strong principal, or its accelerated reading program. She believes the school and her kids will be doing well. Wooten says, “...we have the potential to be great, just like everyone else in this nation.”
6. Do you think that it is a good idea to give elementary school children the right to choose schools?
7. Should students choose schools or should schools choose students?
VOCABULARY ITEMS
1. mammoth: adj. immense 巨大, ->elephantine :a.
2. vow (vowel): v. to promise or declare solemnly发誓, wow
3. chronically: adv. lasting for a long time长期地/
4. weigh: vt./ vi. to balance in the mind in order to make a choice权衡，考虑
5. scramble: v. to struggle or compete with others eagerly to get sth.匆忙争夺
6. accommodate: v. to do a favor or service for提供帮助或服务
7. eligible: adj. suitable; having the right qualification合格的，符合条件的
8. advocate: n./vt. one who argues for a cause鼓吹，提倡
9. proponent: n. one who argues in support of sth.; supporter支持者
10. prod : v. to urge to action促使
11. trench: n. a long narrow channel cut into the ground壕沟/ ditch
12. bewilderment: n. state of being confused with lots of conflicting situations迷惑
13. turmoil: n. (an instance of) disturbance; trouble骚动，混乱/ fish in troubled water
14. lofty: adj. unusually high极高的/ attic
15. mandate: n. an order from a superior/ go dating/ came running
v. to require or command命令，规定
16. swamp: v. to cover with or as if in or with water 淹没
17. muste r: v. to call together; gather召集，集合
18. squeeze: n. an act or instance of exerting pressure on挤压，压力
19. sag: v. to decline下降
20. sparsely: adv. thinly scattered稀少的
21. accountable: adj. with the duty of having to give an explanation; responsible有义务说明，有责任, count on sb.=rely on/ trust sb./ open an account->clear an account/ accounting, accountant
22. deem: v. to consider认为，视为
23. deficient: adj. lacking an essential quality or element 不足，欠缺->sufficient->sufficiency
24. master: adj. controlling all other parts总的. master key
25. laggard: n. a person who lags behind落后者; leg/ lag behind, jet lag.
26. stampede: v. to go an unreasonable rush冲动行事，匆忙行事. peddler
27. roster: n. a list of names名单
28. statute: n. a written law passed by Parliament or other law-making body法规; \statue
29. rigorous: adj. strict; severe严格的，严肃的; vigor->vigorous
30. profess: v. to openly express a feeling or opinion about sth.表示，声明; pro-: forward; fess=say
31. brief: v. to give concise preparatory instructions, information, or advice布置简要任务，介绍基本情况
32. superintendent: n. a person who is in charge of a work or who has the authority to direct监管者，指挥者; super-: from above
33. jolt : n. a brief strong portion一份，一剂
34. retrofit: v. to improve a machine, building, etc. by putting new and better parts in it after it has been used for some time翻新改进; renovate
35. exodus: n. going away of many people (很多人的) 离去
36. accelerated: adj. making it possible for students to finish an academic course faster than usual 加快的，快班的
37. bandwagon: n. a current trend流行
38. jump ship: to leave an organization in order to join another跳槽; shipping->transporting
39. let alone：being unlikely or impossible (because sth. much less difficult or unusual has never happened) .更不用说; lonely: a.
40. draw lots：to take pieces of paper marked in some way from a box to make a selection or decision by methods depending on chance .抽签
41. break out：to separate or be separable into categories, as data把…资料分类; take a break
42. in a row：happening one after another连续; row a boat
43. wind up (with)：to come or bring to an end结束; windy; window= the eye of the wind
44. bail out：to abandon (a project) 放弃(—项计划)
45. hop on：to move onto sth. quickly or easily
NOTES
1. form letter: a letter with blanks for the insertion of information; fill in a form; lazy letter
2. PTA: Parent-Teacher Association
3. Ga.: the state of Georgia
4. No Child Left Behind Act: On December 13, 2001, the U. S. House of Representatives approved President George W. Bush's education reform legislation, the No Child Left Behind Act. The new education law is a comprehensive overhaul of the 1965 Elementary and Secondary Education Act (ESEA) recognizing money alone cannot guarantee every American child the chance to learn and succeed. High standards, accountability for results, local control, and parental choice are essential.
5. charter school: a public school created or organized by a group of teachers, parents and community leaders or a community-based organization. It is usually sponsored by an existing local public school board or county board of education. Specific goals and operating procedures for the charter school are detailed in an agreement (or "charter") between the sponsoring board and charter organizers.
6. grammar school: a school stressing on the study of classical languages
7. grad: a graduate of a school or college; undergraduate→graduate→postgraduate
8. Blue Ribbon (Schools Program): Blue Ribbon Schools Program honors public and private K-12 schools that are either academically superior in their states or that demonstrate dramatic gains in student achievement.
9. "double F": failing twice
READING SELECTION B
We're Raising Children, Not Flowers
By Jack Canfield
[1] David, my next-door neighbor, has two young kids aged five and seven. One day he was teaching his seven-year-old son Kelly how to push the lawn mower around the yard. As he was teaching him how to turn the mower around at the end of the lawn, his wife, Jan, called to him to ask a question. As David turned to answer the question, Kelly pushed the lawn mower right through the flower bed at the edge of the lawn—leaving a two-foot wide path leveled to the ground!
[2] When David turned back around and saw what had happened, he began to lose control. David had put a lot of time and effort into making those flower beds the envy of the neighborhood. As he began to raise his voice to his son, Jan walked quickly over to him, put her hand on his shoulder and said, "David, please remember we're raising children, not flowers!"
[3] Jan reminded me how important it is as a parent to remember our priorities. Kids and their self-esteem are
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家，其中有那么两三个人是我赖以生存的，”他说， “Key players are essential to my organization. “他们对我的公司而言不可或缺。 And when we hire your company to recruit for us, we expect that you'll be going into other companies and finding just: 当请你们公司替我们招募新人的时候，我们期待你们会去其他公司找这样的人： the staff that another manager will not want to see leave. 其他公司经理不想失去的员工。 We recruit only key players.” 我们只招募核心员工。” This in part of pep talk intended to send headhunters into competitor's companies to talk to the most experienced staff about making a change. 这是一段充满了鼓动性的谈话，目的是把猎头们派往竞争对手的公司去游说经验丰富的员工们做一次职业变更。
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研究生英语系列教材综合教程(上)课文翻译 Unit 1 核心员工的特征 1核心员工究竟是什么样子的?几乎每次进行调查时，我都会从雇主们那里听到“核心员工”这个名词。我请一位客户——一位正参与研究的人事部经理，给我解释一下。“每家公司都有少数几个这样的员工，在某个专业领域，你可以指望他们把活儿干好。在我的小组中，有七名化工流程工程师和生物学家，其中有那么两三个人是我赖以生存的，”他说，“他们对我的公司而言不可或缺。当请你们公司替我们招募新人的时候，我们期待你们会去其他公司找这样的人：其他公司经理不想失去的员工。我们只招募核心员工。” 2这是一段充满了鼓动性的谈话，目的是把猎头们派往竞争对手的公司去游说经验丰富的员工们做一次职业变更。他们想从另一家公司招募核心员工。然而，每家公司也从新人中招人。他们要寻找的是完全一样的东西。“我们把他们和公司顶级员工表现出的特质进行对照。假如他们看起来有同样特征的话，我们就在他们身上赌一把。”只是这样有点儿冒险。 3“这是一种有根据的猜测，”我的人事经理客户说。作为未来的一名员工，你的工作是帮助人事部经理降低这种风险，你需要帮助他们认定你有潜力成为一名核心员工。 4特征1：无私的合作者 职业顾问和化学家约翰·费策尔最早提出了这个特征。关于这个特征，人们已经写了大量的文章。它之所以值得被反复谈及，是因为这一特征是学术界和企业间最明显的差别。“这里需要合作，”费策尔说，“企业的环境并不需要单打独斗，争强好胜，所以表现出合作和无私精神的员工就脱颖而出了。在企业环境中，没有这样的思维方式就不可能成功。” 5许多博士后和研究生在进行这种过渡的过程中表现得相当费力。因为生命中有那么长一段时间他们都在扮演一个独立研究者的角色，并且要表现得比其他年轻的优秀人才更出色。你可以藉此提高在公司的吸引力：为追求一个共同的目标和来自其他实验室和学科的科学家们合作——并且为你的个人履历上的内容提供事迹证明。这个方法，加上你在描述业绩时开明地使用代词“我们”，而不是“我”，能使公司对你的看法从“单干户”转变成“合作者”。更为有利的是，要在你实验室内部，以及在和你们实验室合作的人们之间，培养一个良好声誉：一个鼓励并发动合作的人——还要保证让那些会接听调查电话的人们谈及你的这个品质。 6特征2：紧迫感 唐-豪特是一位给aaas.sciencecareers@org 网站论坛频繁写稿的撰稿人。他之前是一名科学家。许多年前他转向了企业，并一直做到高级管理的职位。他在3M公司一个部门负责策略和商业开发工作，这个部门每年上缴的税收高达24亿多美元。他就是一个重视紧迫感的人。 7“一年365天，一周7天，一天24小时，生意始终在进行，那意味着一年365天，一周7天，一天24小时，竞争也同样在进行，”豪特说，“公司取胜的方法之一就是要更快地到达‘目的地’。这就是说，你不仅要把所有能支持公司快速运转的功能都调动起来，而且还得知道如何决定‘目的地’是哪里。这样，不仅对那些行动快速的人们，也对那些思维敏捷，并有勇气按自己的想法行事的人们都提出了要求。这需要全公司各部门的运作，而不仅仅是管理部门的工作。” 8特征3：风险容忍度 企业要求员工能承受风险。“一名求职者需要表现出仅凭不准确、不完整的信息就做出决策的能力。他或她必须能接纳不确定因素并冒着风险做出结论，”一位客户在职业描述中写道。 9豪特赞同这一说法。“商业成功通常有这样一个特质：那就是能接受不确定因素和风险——个人的，组织上的和财务上的。这就让许多科学家感到不适应，因为学术上的成功其实是依靠认真而严谨的研究。更进一步说，伟大的科学常常是由找寻答案的过程和答案本身两者同时来定义的。因此科学家们往往沉迷于过程。在企业里，你需要了解过程，但最终你会迷上答案，然后根据你认为该答案对你的企业所具有的意义来冒风险。像这样敢冒风险是一套技能组合，是所有雇主在他们最好的员工身上所寻找的东西。” 10风险容忍度的另外一个要点是求职者对失败的承受度。失败很重要，因为这表示你不怕冒险。所以各家公司总会寻找有可能犯错误并敢于承认错误的求职者。大家都知道如何谈论成功——或者当他们在寻找工作的时候应该知道。但很少有人乐意谈论失败，更少有人知道如何从失败的边缘吸取教训和获得经验。“对我的企业来说，求职者需要坦然地谈论他或她的失败，而且他或她需要有真正的失败经历，而不是特意为面试而杜撰的东西。如果做不到的话，那么这个人冒的风险还不够，”豪特说。 11特征4：善于处理人际关系 瑞克·李奇在迪科德遗传工程公司从事业务拓展。李奇最近才转行到企业，做业务方面的工作。我向他咨询这个重要特征，是因为在他的新业务角色中，人际沟通能力在成功和失败之间发挥着很大的作用。“科学家毕生都在积累知识，培养技术上的敏锐感，”他说，“但为企业工作需要完全不同的东西——人际交往的能力。想转行到企业界的科学家们必须优先考虑他们的社会关系资源而不是技术资源。对一个以前一直根据专业知识水平被评价的人来说，突然之间要根据他的人际交往能力来评价他，真是十分令人恐惧。” 12然而，如果认为只有像李奇那样的生意人才需要熟练的人际沟通技巧，那就错了。事实上，我所遇见的在企业工作的核心费工们之所以取得成功，很大程度上是因为他们能够与公司上下各种各样的人共事。 Unit 4 爱和情感连系 1爱，对于人类的生存是不可或缺的。它既是一种情感，又是一种行为。家庭通常是我们最早和最重要的爱和
研究生科技英语阅读课文翻译8
Why We're Fat 1 So why is obesity happening? The obvious, clichéd-but-true answer is that we eat too much high-calorie food and don't burn it off with enough exercise. If only we had more willpower, the problem would go away. But it isn't that easy. 为什么会有肥胖症？一个明显、老生常谈但又真实的答案就是我们吃太多高热量食物并且没有进行足够的运动消耗它。要是我们的意志力更强大，这个问题便迎刃而解了。但是，问题并不是那么简单。 2 When warned about the dangers of overeating, we get briefly spooked and try to do better. Then we're offered a plateful of pancakes smothered in maple syrup, our appetite overpowers our reason, and before we know it, we're at it again. Just why is appetite such a powerful driver of behavior, and, more important, how can we tame it? 当我们被警告说吃得太多的时候，一时总会被吓倒并努力做好一些。然后一碟涂满槭糖浆的煎饼摆在面前，我们的食欲战胜了我们的理智，等到我们意识到它的时候，我们又重蹈覆辙了。到底为什么食欲具有如此强大的推动力？更重要的是，我们怎么才能够控制它？ 3 Within the past few years, science has linked our ravenous appetites to genes and hormones. Among the hormones that fuel these urges are ghrelin and leptin, known as the "hunger hormones." Ghrelin is produced mostly by cells in the stomach lining. Its job is to make you feel hungry by affecting the hypothalamus, which governs metabolism. Ghrelin levels rise in dieters who lose weight and then try to keep it off. It's almost as if their bodies are trying to regain the lost fat. This is one reason why it's hard to lose weight and maintain the loss. 近几年来，科学将我们迫不及待要吃的食欲跟基因和激素联系起来。激起这些强烈的欲望的激素有胃促生长素和消瘦素，也被称作“饥饿激素”。胃促生长素主要由胃保护层的细胞产生。它的职责是影响控制新陈代谢的下丘脑，让你感到饥饿。当节食者减肥并且努力维持减肥效果，他的胃促生长素水平就会升高。就像他们的身体要试图恢复失去的脂肪。这是为什么很难减肥并维持减肥效果的原因之一。 4 Leptin turns your appetite off and is made by fat cells. Low leptin levels increase your appetite and signal your body to store more fat. High leptin levels relay the opposite signal. Many obese people have developed a resistance to the appetite-suppressing effects of leptin and never feel satisfied, no matter how much they eat. Basically, your body uses these hormones to help you stay at your weight and keep you from losing fat —which is another reason why dieting can be so difficult. 消瘦素消除你的食欲，它来自脂肪细胞。低消瘦素水平增加你的食欲并通知你的身体储存更多的脂肪。高消瘦素水平传递相反的信号。很多肥胖的人已经形成了一种对消瘦素抑制食欲效应的抵抗，不管他们吃多少也从不感到满足。从根本上说，你的身体利用这些激素帮助你保持现在的体重，不让你的脂肪流走——这是节食如此之难的另外一个原因。
研究生英语阅读教程(提高版)课后翻译(带原文)
Lesson 1 1. Yesterday’s terrorism darkened, marked and forever altered the way Americans live their lives. 昨日发生的恐怖主义活动使美国人的生活暗淡无光，在他们的生活中留下了印迹，并永远地改变了他们的生活。 2. “We are going to have to learn what a lot of other countries have gone through: to manage fear at a cultural and national level,” said Charles Figley, a professor of trauma psychology at Florida State University. “We’re getting a lesson in the way fear works.” 佛罗里达州立大学创伤心理学教授查尔斯?费格里说:“我们得学一学其它许多国家曾经经历过的东西，那就是从文化上和在全国范围内来应对恐惧。”他还说:“我们正在体验恐惧是怎样起作用的。” 3. In a country long proud and even boastful of its openness—a country where an ordinary citizen can stroll through the U.S. Capitol unescorted—the terrorist attacks are likely to force Americans to a lot of that. Metal detectors now mark the front door of many government buildings, and security guards are a fixture in the lobby of most large office buildings. 美国是一个一向以开放自豪甚至洋洋得意的国家，在这里，人们可以独自在美国国会大楼中闲庭信步，而现在，恐怖袭击很有可能迫使美国人处处小心，惶惶不可终日。其实我们很大程度上已经是这样了。许多政府大楼的前门装设的金属探测器已然成为一道风景线，大部分的办公大楼里也必备保安。 4. But retaliation carries the risk of setting off a tightening spiral of violence and counterviolence not unlike the Middle East or Northern Ireland. Unlike countries that have had to learn to live with violence,”We are new at this,” said Florida’s Dr. Figley, who heads a project that has trained trauma teams in Yugoslavia.”My fear is we will overreach and make things worse rather than better by retribution, revenge, racism and marginalizing ethnic groups.” 报复有很大的危险，会引发和在中东及北爱尔兰一样的紧张的暴力和反暴力的恶性攀升。与那些不得不在暴力中学习如何生存的国家不同，“我们是新手，”曾在南斯拉夫训练过创伤急救队的项目负责人费格里博士说，“我所担心的是惩罚、报复、种族主义和排斥少数民族的举动会过于偏激，适得其反。” 5. Fear of terrorism is likely to lead Americans to tolerate more government surveillance—such as overhead video cameras at sporting events—than they have to date. “It’s very likely in the wake of today’s events that we’re going to see a greater acceptance on the public’s part—and on the court’s part—to approve certain kinds of police tactics,” said William Stuntz, a Harvard Low School professor. 对于恐怖主义的恐惧会使美国人接受比现在更多的来自政府的监控，例如在运动竞赛场上高架的摄象机。哈佛大学法学院教授威廉姆斯?斯汤资说，“经过目前前这些事件，我们将发现，无论是公众，还是法庭，都会在更大程度上接受某些警察的策略。” Lesson 5 戴维先到一步，事后他气愤地向我发难说当他告诉领班准备和谁一起吃饭时，领班的语气骤然逆转。一瞬间就从“这是个什么人？”变成“这边有请，先生。”当我们赶到时，拍照的人已经在饭店外忙个不停了。戴维开始嘲笑我是伦敦这家高级饭店里的知名人物。这时，我俩向屋内望去并同时看到了我们的偶像。
研究生英语课文翻译
Unit One 旅行通用语 1 数十年来，法兰西语言研究院一直捍卫着法语的尊严。几年前，由于法国人对英语词汇的入侵非常敏感，该机构颁布了净化法语的法律，其内容甚至涉及专业术语。就拿波音747 (Boeing747)来说吧，现在法国人必须用法语词gros-porteur；表示出租的leasing也变成了credit-bail。此类例子不胜枚举，触及生活的方方面面。法国总统希拉克很可能会继续加大力度，直至连英特网internet和字节流(信息组)byte stream之类的词也找到相应的法语新词。哎，真不知未来的法语会变成什么样。 2 不幸的是(或许并非不幸)，英语没有受到如此的保护。在美国，随处可见严重偏离英国标准英语的美式英语。“honour”普遍被写成“honor”，“night”也变成了“nite”。许多词意广为人知的英式英语单词被赋予新的解释，交流也变得有些困难。比如说，汽车的行李箱“boot”变成了“trunk”(一个在英国指代树干的单词)；引擎盖“bonnet”变成了“hood”(英式英语中的风帽)；老式婴儿尿布“nappy”变成了“diaper”(英式英语中的菱格花纹织物)；婴儿小外套“matineejacket”也变成了“vest”(英国的内衣汗衫)。显而易见，两国英语曾同出一源，而如今却将两国彼此隔离。当然了，按美国人的观点，是英国人的语言表达出了问题。 3 实际使用中，甚至还有更糟的英语呢!只要你在外国旅游并注意一下菜单、海报、旅店、甚至当地日常生活中的英语，就可以证明过去的标准用语在这些地方已变得不伦不类，让我详例如下： 4 旅行作家波洛?菲利浦曾不惜笔墨地渲染自己的几番经历，我觉得该有更多的读者了解一下。他提及某份荷兰的灯泡目录，上面对用户承诺有“a speedy execution’——快速处死(毫无疑问，想表达的应是“送货及时”)。此外，东柏林的一个衣帽间告示要求客人“please hang yourself here”——请在这儿吊死自己(本想说的是“将衣帽挂在这儿”)。只希望没人会真的从字面上去理解。 5 我还可以补充一些多年周游世界时的亲身经历。例如，奥斯坦德的一家精品店正在宣扬其货品立意新颖，却用了“revolting new ideas”，即“令人作呕的立意”。孟买的几家糕饼屋也鼓吹自己是“No.1 loafers”，目口头号游手好闲者，可是其本意是要宣称自己的糕饼全市第一。 6 我并不知道基督教影响如此之广，直到我在香港看到一位牙医的宣传：“我们由最新的循道宗信徒拔牙”，这儿的“Methodists”(循道宗信徒)显然应改为“methods”，即“方法”。 7 恐怕没人能确定这些误用实际上是体现了英语的普及还是仅仅反映了局限于地方的习惯用法。但可以确定的是，海法医学会绝对应该阻止其会员挂这样的铜招牌：“妇女及其它疾病的专家”。 8 看来旅店对多语种告示颇为青睐，希望它们会有利于人们更好地使用现代化设施。没有它们，旅店就会显得沉闷而缺乏效率。然而，在布鲁塞尔的一家旅店中，这条电梯告示只会令毫无防范的房客更愿意爬楼梯：“使用电梯时，请按要去楼层的按钮。若更多人进入电梯，请分别按各自要去楼层的按钮。电梯会按楼层的字母顺序，依次送客。没复位的按钮显示着接收到的要去楼层的指令”。伊斯坦布尔的一则旅店告示则没这么复杂：“想要客房服务时，请开门喊叫‘客房服务’”。至少那儿的客人不用对付也许经常失灵的电子设备。 9 在土耳其，人们对于“直言不讳”的喜爱在一个已远近闻名的安卡拉导游册中得到了充分体现。导游册这样招揽顾客：“来我们餐馆吧，你会在欧洲救护车中享用中东风味美食”(显然这儿的救护车“ambulance”应为氛围“ambience”)。而另一家瑞士餐馆的菜单也同样吸引人：“我们的葡萄酒绝人他念”。(“our wines leave nothing to hope for'’一语双关，可本意显然是“我们的葡萄酒美味绝伦”)。 10在东欧，奥匈帝国时期的老牌大旅馆从未放弃过礼节。一则旅馆房间告示上写着“诚邀尊贵的客人在12点到14点之间占客房女服务员的便宜”(take advantage of t he chambermaids)。然而，这可能造成意外的交通阻塞。最近的一次莫斯科画展也未必能让偶尔光顾者欣然前往，根据其告示，“画展将展出俄罗斯艺术家的300幅作品，他们中的大部分人在过去十年中已被处死了”。 11 曼谷一家洗衣房的广告词邀请来访的顾客“留下你的衣服，尽情享受吧!”就像是鼓励人们在这座远东娱乐首府干些出格之事。
《科技英语阅读教程》陈勇版课文翻译(可编辑修改word版)
核电与核辐射 1986 年4 月26 日，切尔诺贝利核电站的一个反应堆发生爆炸，将相当于400 颗广岛原子弹的放射性尘降物散布到整个北半球。在此之前，科学家对辐射对植物和野生动物的影响 几乎一无所知。这场灾难创造了一个活生生的实验室，尤其是在这个被称为禁区的1100 平方英里的区域。 1994 年，德州理工大学生物学教授罗纳德·切瑟和罗伯特·贝克是首批获准完全进入该区域的美国科学家之一。“我们抓了一群田鼠，它们看起来和野草一样健康。我们对此非 常着迷。”贝克回忆说。当Baker 和Chesser 对田鼠的DNA 进行测序时，他们没有发现 异常的突变率。他们还注意到狼、猞猁和其他曾经稀有的物种在这片区域游荡，仿佛这里 是原子野生动物保护区。2003 年由一组联合国机构建立的切尔诺贝利论坛发表了声明一份关于灾难20 周年的报告证实了这一观点，称“环境条件对该地区的生物群落产生了积极 影响”，将其转变为“一个独特的生物多样性保护区”。 五年前，贝克和切塞尔在这片区域搜寻田鼠。Mousseau 到切尔诺贝利去数鸟，发现了与之相矛盾的证据。穆萨乌是南卡罗莱纳大学的生物学教授，他的合作者安德斯·佩普·穆 勒现在是巴黎南方大学生态、系统学和进化实验室的研究主任。他们发现该地区家燕的数 量要少得多，而那些存活下来的家燕则遭受着寿命缩短、(雄性)生育能力下降、大脑变小、肿瘤、部分白化病(一种基因突变)以及白内障发病率更高的痛苦。在过去13 年发表的60 多篇论文中，Mousseau 和Moller 指出，暴露在低水平辐射下对该区域的整个生物圈产生 了负面影响，从微生物到哺乳动物，从昆虫到鸟类。 包括贝克在内的批评人士对穆萨和穆勒持批评态度。贝克在2006 年与切塞尔合著的《美国科学家》(American Scientist)文章中指出，该区域“实际上已成为一个保护区”，穆萨和穆勒的“令人难以置信的结论只得到了间接证据的支持”。 我们所知道的关于电离辐射对健康影响的几乎所有信息都来自于一项正在进行的对原子弹幸存者的研究，该研究被称为寿命研究，简称LSS。辐射暴露的安全标准基于LSS。然而，LSS 留下了关于低剂量辐射影响的大问题没有得到解答。大多数科学家都同意，没有所谓 的“安全”辐射剂量，无论剂量有多小。小剂量是我们最不了解的。LSS 并没有告诉我们多 少低于100 毫西弗(mSv)的剂量。例如，引起基因突变需要多少辐射，这些突变是可遗传 的吗?辐射诱发的疾病(如癌症)的机制和遗传生物标记物是什么? 三重危机2011年 3月福岛第一核电站创建另一个生活摩梭实验室和穆勒可以研究低 剂量的辐射,复制他们的切尔诺贝利核事故研究和允许他们“更高的信心,影响我们看到有关辐射,而不是其他因素,“摩梭说。福岛310平方英里的隔离区比切尔诺贝利小，但在其他方面 是一样的。这两个区域都包括被遗弃的农田、森林和城市地区，在这些地区，辐射水平在 短距离内变化数量级。而且几乎可以肯定，他们进入福岛的速度比科学家进入苏联控制的 切尔诺贝利的速度还要快。简而言之，福岛事件提供了一个解决争议的机会。 福岛核事故发生后的几个月里，穆萨乌和莫勒就开始在这座正在冒烟的核电站以西受污染的山林里清点鸟类数量，但他们无法进入这个区域，亲眼看看家燕的情况。最后，在2013 年6 月，穆萨乌是首批获准完全进入福岛禁区的科学家之一。 对辐射的敏感度在生物和同一物种的个体之间有很大的差异，这是重要的原因之一，不要从蝴蝶推断到家燕或从田鼠推断到人类。蝴蝶对辐射特别敏感，Mousseau 说。2012年8 月，在线期刊《科学报告》(Scientific Report)发表了一篇论文，研究福岛核泄漏对淡草蓝 蝶的影响。冲绳县琉球大学的生物学教授大木若二(Joji Otaki)透露，在这种不雅行为发生两个月后，在福岛附近采集的蝴蝶出现了翅膀、腿和眼睛畸形的情况。Mousseau 和Moller 对切尔诺贝利和福岛昆虫的调查显示，蝴蝶作为一个群体数量急剧下降。但御宅族
研究生英语阅读答案
Unit 1 Genetically Modified Foods—Feed the World? (2)Finding it difficult to adapt to the climate there (3)to have no access to the health service (4)an important role in prospering and developing (5)a depression in yield and a reduction in quality (6)could have made a good salary (7)We cannot estimate the value of modern science and technology too much. (8)The insurance company will recoup the farmers for the loss caused by the flood. (9)During the SARS outbreak, the lack of hygiene in poor countries had devastating consequences to all people of the world. (10)T his University Library is one of the largest Libraries in China, with a stack of over 2.3 million volumes. It supports the University’s research and teaching across a full range of subjects, and provides information about the Library’s collections and services in each subject area. (11)T he recession has hit middle-income and poor families hardest, widening the economic gap between the richest and poorest Americans as job layoffs ravaged household budgets. (12)C hina's government declared two strains of genetically modified rice safe to produce and consume, taking a major step toward endorsing the use of biotechnology in the staple food crop of billions of people in Asia. China is the world's top producer and consumer of rice, so its use of modified varieties has the potential to alter the grain's global supply patterns. China's officials have been less constrained by public pressure over the sometimes-controversial use of biotechnology in food than officials in other countries. The government has long supported research into agricultural biotechnology as part of a drive to ensure the nation remains self-sufficient in staple crops. IV. Cloze 1. species 2. predictable 3. unrelated 4. different 5. into 6. produce 7. seeing 8. also 9. obvious 10. inserted 11. nobody 12. approved 13. apparently 14. humans 15. risks Unit 2 The Biology of Skin Color: Black and White (2)He was not severely punished for his crime (3)advance our knowledge of the HIV virus. (4)when taken according to the instruction (5)to have no access to the health service (6)He has some vague ideas about what to do
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