II. Text Analysis
An essay is usually made up of three parts: a beginning where the topic is introduced; the body part where the topic is elaborated on, and a conclusion.
Besides stating the topic directly, there are many other ways to introduce a theme. In this text, an anecdote or an incident is used. The author of Text A, Unit 6, Book 1 (What Animals Really Think) introduces his topic by posing a question: \all have thoughts, what we call consciousness?\Sense out of Science) begins by quoting newspaper headlines: \
Devastation by El Nino -- a Warning
6:30 p.m. October 26, 2028: Could This Be the Deadline for the Apocalypse?\
Text B of this unit, Children and Money, begins with an imagined argument between a child and his parent over the control of pocket money. Discover other forms of introduction as you read on. However, the more important point is that you should learn to vary your own writing by adopting various types of topic introduction. Without a conclusion, an essay lacks a sense of completeness. A conclusion may be a restatement of the main points previously mentioned, a proposed solution, a quotation from some book or person, a prediction of future developments, a suggestion for further study, etc. Text B, Unit 3, Book 1 ends by giving a simile, comparing scientific research to mountain climbing, \process filled with disappointments and reverses, but somehow we keep moving ahead.\In this text, Howard Gardner makes a suggestion in the form of a question.
III. Cultural Notes
1. Education in the West: There is no common agreement in the West concerning the best method of education. A variety of views can be found among parents, teachers and students. Indeed, it might be argued that it is this very existence of contending points of view that is characteristic of Western education. This can be seen as far back as in the work of the ancient Greek philosopher Socrates, who encouraged his students to question everything, even their most fundamental beliefs. Yet even then there was no general agreement that this was the best way to teach. Socrates, after all, was condemned to death by his fellow citizens for corrupting the morals of the young by his way of teaching. Many later periods of Western history were no more tolerant of encouraging students to challenge traditional beliefs: Darwin's theory of evolution, for example, was for a time banned from schools in some American states on the grounds of religious belief.
Much of the current debate over education surrounds the extent to which learning should be teacher-based or student-based. Which of the two should decide what should be learned, how it should be learned, and when it should be learned? Comparing Western and Asian methods of learning it is generally true that Western methods are more student-centered, expecting students to discover things for
themselves rather than relying on their teachers to tell them. An extreme version of the student-centered approach can be seen at Summerhill, a school in England established by the educationalist A.S. Neill. There children have complete freedom to decide what they are going to learn and which lessons they will attend. If they wish they need not attend any at all. Mainstream education in England is far more strict, demanding that children attend lessons and follow a national curriculum. This curriculum and the importance of achieving good exam results tend to reinforce a more teacher-centered approach, as both teachers and students find the pressure of time, leaves less opportunity for an exploratory approach to learning.
The extent to which learning is teacher-centered or student-centered also depends on differences between subjects. In recent years, for example, there has been a trend in the teaching of mathematics in school classrooms in England away from having pupils work on their own or in small groups back towards a more traditional approach, with the teacher guiding the entire class Step-by-step through a lesson. This followed research that suggested that, as far as maths was concerned, a more teacher-centered method was more effective.
2. Standing on the shoulders of giants: a well-known phrase, frequently employed by inventors to express modesty about their achievements. The suggestion is that while they have been able to see further than those who came before them, it is not because they themselves are intellectual giants. Rather it is because they have been able to build upon the accumulated discoveries of their great predecessors.
IV. Language Study
1. attach v.: fasten or join (one thing to another) (used in the
pattern: attach sth. to sth.)
Examples: We can measure wind speed by attaching a wind
meter to a kite and sending it up into the air.
Attached to this letter you will find a copy of the agreement.
2. not in the least: not at all
Examples: I am not in the least touched by this kind of beauty. Ann didn't seem in the least concerned about her
family.
3. find one's way: reach a destination naturally; arrive at
Examples: Shanghai is not an easy city to find your way around.
Drunk as he was, Peter still found his way home.
4. phenomenon: (pl. phenomena) sth. that happens or exists and
that can be seen or experienced
Examples: Stress-related illness is a common phenomenon in
big cities.
Thunder and lightening are natural phenomena. 5. initial: of or at the beginning, first (adj., used only before n.) Examples: If a car suddenly pulls out in front of you, your
initial reaction may include fear and anger.
Their initial burst of enthusiasm died down when
they realized how much work the job involved.
desirable
adj worth having; to be wished for 【~ (that...)】 a desirable residence, solution 称心的住所、 解决方法
It is most desirable that they should both come. 他们两人都来, 这
最好不过了.
n. v. desire
Cf. desirous渴望的; desired 被要求做的 Ex. 填空
It is most desirable that he should attend the conference. Everybody is desirous of success [to succeed].
6. assist v. help (used in the following patterns:
assist sb. with sth. 帮助某人[做某事] assist sb. to do sth. 帮助某人[做某事] assist sb. in doing sth. 帮助某人[做某事].)
Examples: The college student decided to assist the boy with
his study.
The professor was assisting his students to prepare their papers.
We all assisted him in preparing their papers.
7. somewhat adv. to some degree, a little, slightly
Examples: Conditions in the village have improved somewhat
since November.
\\Somewhat.\
8. await v. (fml) wait for
Await is a fairly common word in formal writing, but you do
not usually use it in conversation. Instead you use \
Examples: We must await the results of field studies yet to
come.
After I sent the letter asking for a job, I had nothing
to do but await the answer.
9. on occasion: now and then
Examples: Steve spent almost all his time doing his research,
but, on occasion, he would take his son to see a film.
on one occasion 曾经, 有一个时候 on several occasions 屡次, 好几次
on this occasion / on the occasion of … 在...的时候, 值此之际
take/seize (the) occasion to do….抓住(做...)的好时机, 乘机..
10. neglect v. give too little attention or care to忽视, 疏忽, 漏
做
Examples: The manager was accused of neglecting his duties. Don't neglect to lock the door.
Compare.: ignore: pay no attention to sb./sth, on purpose, or
as if sth. has not happened, 忽视, 不理睬; 抹煞(建议)
Example: I greeted her, but she just ignored me and walked
on.
I tried to tell her but she ignored me.
11. relevant (to) : directly connected with the subject (opposite
irrelevant)
Examples: The debate is closely relevant to their daily lives. I shall go to borrow all the relevant books from the
school library for my term paper
12. exception: sb./sth, that a comment or statement does not apply to Examples: Normally, parents aren't allowed to sit in on the classes, but in your case we can make an exception.
All the students in this class, with one or two exceptions, support the educational reforms. Without exception all the students wanted to leave school and start work.
When you are mentioning an exception, you often use the
expression \.
Example: We all went to see the film, with the exception of
Otto, who complained of feeling unwell.
大学英语综合教程2第一单元笔记
