现代大学英语听力1 Unit05
时间:2018-12-04 作者:英语课 分类:现代大学英语精读
Lesson Five
TEXT A
Angels on a Pin Alexander Calandra
Pre-class Work I
Read the text once for the main idea. Do not refer to the notes, dictionaries and the glossary 1 yet.
Some time ago, I received a call from Jim, a colleague of mine, who teaches physics. He asked me if I would do him a favor and be the referee 2 on the grading of an examination question. I said sure, but I did not quite understand why he should need my help. He told me that he was about to give a student a zero for his answer to a physics question, but the student protested that it wasn't fair. He insisted that he deserved a perfect score if the system were not set up against the student. Finally, they agreed to take the matter to an impartial 4 instructor 5. And I was selected.
I went to my colleague's office and read the examination question. It said: "Show how it is possible to determine the height of a tall building with the aid of a barometer 6." The student had answered: "Take the barometer to the top of the building, tie a long rope to it, lower the barometer to the street, and then bring it up and measure the length of the rope. The length of the rope will be the height of the building."
I laughed and pointed 7 out to my colleague that we must admit the student really had a pretty strong case for full credit since he had indeed answered the question completely and correctly. On the other hand, I could also see the dilemma 8 because if full credit were given to him it could mean a high grade for the student in his physics course. A high grade is supposed to prove competence 9 in the course, but the answer he gave did not show his knowledge on the subject. "So, what would you do if you were me?" Jim asked. I suggested that the student have another try at answering the question. I was not surprised that my colleague agreed, but I was surprised that the student did, too.
I told the student that I would give him six minutes to answer the question. But I warned him that this time his answer should show some knowledge of physics. He sat down and picked up his pen. He appeared to be thinking hard. At the end of five minutes, however, I noticed that he had not put down a single word. I asked him if he wished to give up, but he said no. He had not written anything down because he had too many possible answers to this problem. He was just trying to decide which would be the best one. I excused myself for interrupting him and asked him to go on. In the next minute, he dashed off his answer, which read: "Take the barometer to the top of the building and lean over the edge of the roof. Drop the barometer and time its fall with a stopwatch. Then, using the formula S = 1 /2 at2, calculate the height of the building."
At this point, I asked my colleague if he would give up. He nodded yes, and I gave the student almost full credit.
When I left my colleague's office, I recalled that the student had said that he had other answers to the problem. I was curious, so I asked him what they were. "Oh, yes," said the student. "There are many ways of getting the height of a tall building with the aid of a barometer. For example, you could take the barometer out in a sunny day and measure the height of the barometer, the length of its shadow, and the length of the shadow of the building, and by the use of a simple proportion, determine the height of the building. The beauty of this method is that you don't have to drop the barometer and break it."
"Fine," I said. "Any more?"
"Yes," said the student. "There is a very basic measurement method that people will like, because it is so simple and direct. In this method, you take the barometer and walk up the stairs. As you climb the stairs, you mark off the length of the barometer along the wall. You then count the number of marks, and this will give you the height of the building in barometer units. The only trouble with this method is that it doesn't require much knowledge of physics."
"Of course, if you prefer a more sophisticated method, a method that will really show some knowledge of physics, you can tie the barometer to the end of a rope, swing it as a pendulum 10 and determine the value of'g' at the street level and at the top of the building. From the difference between the two values of'g' the height of the building can, in principle, be worked out."
Finally, he concluded that while there are many ways of solving the problem, "Probably the best and the most practical in a real-life situation is to take the barometer to the basement and knock on the superintendent 11's door. When the superintendent answers, you speak to him as follows: Mr. Superintendent, I have here a fine barometer. If you will tell me the height of this building, I will gladly give you this barometer!"
At this point, I asked the student if he really didn't know the expected answer to this question. He smiled and admitted that he did, but said he was fed up with standard answers to standard questions. He couldn't understand why there should be so much emphasis on fixed 12 rules rather than creative thinking. So he could not resist the temptation to play a little joke with the educational system, which had been thrown into such a panic by the successful launching of the Russian Sputnik.
At that moment I suddenly remembered the question: How many angels can dance on the head of a pin? We teachers are always blaming the students for giving wrong answers. Perhaps we should ask ourselves whether we are always asking the right questions.
Read the text a second time. Learn the new words and expressions listed below.
Glossary
academic
adj. concerning teaching or studying, especially in a college or university 学术的
aid
n. , v. help
angel
n. a messenger and servant of God 天使
attach
v. to fix; to fasten; to join
barometer
n. an instrument that measures the air pressure and shows when the weather is going to change 气压表
basement
n. a floor built partly or wholly below ground level 地下室
calculate
v. to work out a number or amount from information you have 计算
colleague
n. someone you work with, especially in a professional job 同事
competence
n. the ability and skill needed to do a particular job 能力
course
n. a series of lessons or lectures on a particular subject 课程
creative
adj. to develop or use new ideas 有创造性的
credit
n. a measure of a student's work at a university 学分
dash off
v. to run away from a place very quickly; Here: to write in a hurry
deserve
v. 该得;应受
dilemma
n. a difficult choice to be made between two courses of action which seem to be equally bad 进退两难
educational
adj. connected with education
explore
v. to examine; investigate; often refers to previously 13 unexamined space or ideas 探索
formula
n. 公式
grade
v. (AmE) to give a mark to an examination paper
impartial
adj. fair in giving judgements, unbiased etc. 不偏不倚的
inner
adj. on the inside; close to the centre
instructor
n. a teacher
launch
v. Here: to send into space 发射
lean
v. 倾斜;倚;靠
panic
n. fear; scare
pendulum
n. 钟摆
principle
n. 原则
proportion
n. 比例
recall
v. to remember sth. 回想起
referee
n. sb. In charge of a game in sports ; Here: a person who is asked to settle a disagreement
resist
v. struggle against 抵抗
select
v. to choose
solve
v. to find a way of dealing 15 with a problem 解决
sophisticated
adj. complex 复杂的
Sputnik
n. 前苏联人造地球卫星
stopwatch
n. a watch to time speed 记秒表
string
n. a piece of thread
structure
n. the way in which parts are formed into a whole 结构
superintendent
n. Here: a person in charge of an apartment building 楼房管理处负责人员
swing
v. to move from a fixed point 摆动
system
n. 系统;制度
temptation
n. 诱惑
unit
n. (计量的)单位
warn
v. to advise sb. to do sth. in order to avoid possible punishment or trouble 警告
TEXT B
We Should Cherish Our Children's Freedom to Think Kie Ho
Kie Ho, who grew up in Indonesia and is now a Southern California business executive, argues in the following article that the educational system in the United States is good because it teaches students to think and to experiment with ideas. The author criticizes educational systems that rely solely 16 on memorization and rote 3 learning, because those methods stifle 17 creative impulses.
Americans who remember "the good old days" are not alone in complaining about the educational system in this country. Immigrants, too, complain, and with more up-to-date comparisons. Lately I have heard a Polish immigrant express dismay that his daughter's high school has not taught her the difference between Belgrade and Prague. A German friend was furious when he learned that the mathematics test given to his son on his first day as a freshman 18 included multiplication 19 and division. A Lebanese boasts that the average high-school graduate in his homeland can speak fluently in Arabic, French and English. Japanese businessmen in Los Angeles send their children to private schools staffed by teachers imported from Japan to learn mathematics at Japanese levels, generally considered at least a year more advanced than the level here.
But I wonder: If American education is so tragically 20 inferior, why is it that this is still the country of innovation?
I think I found the answer on my short trip to the Laguna Beach Museum of Art, where the work of schoolchildren was on exhibit. Equipped only with colorful yarns 21, foil paper, felt pens and crayons, they had transformed simple paper lunch bags into, among other things, a waterfall with flying fish, Broom Hilda the witch* and a house with a woman in a bikini hiding behind a swinging door. Their public school had provided these children with opportunities and direction to fulfill 22 their creativity, something that people in this country tend to take for granted.
When I was 12 in Indonesia, where education followed the Dutch system, I had to memorize the names of all the world's major cities, from Kabul to Karachi. At the same age, my son, who was brought up a Californian, thought that Buenos Aires was Spanish for "good food." However, unlike many children of his age in Asia and Europe, my son had studied creative geography. When he was only 6, he drew a map of the route that he traveled to get to school, including the streets and their names, the buildings and traffic signs and the houses that he passed.
American parents forget that in this country their children are able to experiment freely with ideas; without this they will not really be able to think or to believe in themselves.
In my high school years, back in Indonesia, we were models of dedication 23 and obedience 24; we sat to listen, to answer only when asked, and to give the only correct answer. Even when studying word forms, there were no alternatives. In similes 26, pretty lips were always as red as cherries, and beautiful eyebrows 27 were always like a parade of black clouds, Like children in many other countries in the world, I simply did not have a chance to choose, to make decisions. My son, on the contrary, told me that he got a good laugh—and an A—from his teacher for creating his own simile 25 "the man was as nervous as Richard Pryor* at a Ku Klux Klan* convention."
There's no doubt that American education does not meet high standards in such basic skills as mathematics and language. And we realize that our youngsters are ignorant of Latin, put Mussolini in the same category as Dostoevski, cannot recite the Periodic Table* by heart. Would we, however, prefer to stuff the developing little heads of our children with hundreds of geometry problems, the names of rivers in Brazil and 50 lines from "the Canterbury Tales?" Do we really want to retard 28 their impulses, frustrate 29 their opportunities for self-expression?
When I was 18,1 had to memorize Hamlet's "To be or not to be" speech flawlessly. In his English class, my son was assigned to write a love letter to Juliet, either in Shakespearean or modern language. (He picked the latter; his Romeo would take it Juliet to an arcade 30 for video games).
Here in America a history student can take the role of Lyndon Johnson in an open debate against another student playing Ho Chi Minh. But it is unthinkable that a youngster in Japan would dare to do the same regarding the role of their Hirohito in World War II.
Critics of American education in this country cannot grasp one thing, something that they don't truly understand because they take it for granted: freedom. This most important measurement has been omitted in the studies of the quality of education in this century, the only one, I think, that extends even to children the license 31 to freely speak, write and be creative. Our public education certainly is not perfect, but it does have its advantages.
Notes:
Broom Hilda the witch: comic strip character
Ku Klux Klan(三 K 党): secret organization of white men begun in the South after the Civil War to maintain white supremacy
Richard Pryor: black male film actor
Periodic Table: the arrangement of the chemical elements according to their atomic numbers
- The text is supplemented by an adequate glossary.正文附有一个详细的词汇表。
- For convenience,we have also provided a glossary in an appendix.为了方便,我们在附录中也提供了术语表。
- The team was left raging at the referee's decision.队员们对裁判员的裁决感到非常气愤。
- The referee blew a whistle at the end of the game.裁判在比赛结束时吹响了哨子。
- Learning by rote is discouraged in this school.这所学校不鼓励死记硬背的学习方式。
- He recited the poem by rote.他强记背诵了这首诗。
- He gave an impartial view of the state of affairs in Ireland.他对爱尔兰的事态发表了公正的看法。
- Careers officers offer impartial advice to all pupils.就业指导员向所有学生提供公正无私的建议。
- The college jumped him from instructor to full professor.大学突然把他从讲师提升为正教授。
- The skiing instructor was a tall,sunburnt man.滑雪教练是一个高高个子晒得黑黑的男子。
- The barometer marked a continuing fall in atmospheric pressure.气压表表明气压在继续下降。
- The arrow on the barometer was pointing to"stormy".气压计上的箭头指向“有暴风雨”。
- He gave me a very sharp pointed pencil.他给我一支削得非常尖的铅笔。
- She wished to show Mrs.John Dashwood by this pointed invitation to her brother.她想通过对达茨伍德夫人提出直截了当的邀请向她的哥哥表示出来。
- I am on the horns of a dilemma about the matter.这件事使我进退两难。
- He was thrown into a dilemma.他陷入困境。
- This mess is a poor reflection on his competence.这种混乱情况说明他难当此任。
- These are matters within the competence of the court.这些是法院权限以内的事。
- The pendulum swung slowly to and fro.钟摆在慢慢地来回摆动。
- He accidentally found that the desk clock did not swing its pendulum.他无意中发现座钟不摇摆了。
- He was soon promoted to the post of superintendent of Foreign Trade.他很快就被擢升为对外贸易总监。
- He decided to call the superintendent of the building.他决定给楼房管理员打电话。
- Have you two fixed on a date for the wedding yet?你们俩选定婚期了吗?
- Once the aim is fixed,we should not change it arbitrarily.目标一旦确定,我们就不应该随意改变。
- The bicycle tyre blew out at a previously damaged point.自行车胎在以前损坏过的地方又爆开了。
- Let me digress for a moment and explain what had happened previously.让我岔开一会儿,解释原先发生了什么。
- What sort of logic is that?这是什么逻辑?
- I don't follow the logic of your argument.我不明白你的论点逻辑性何在。
- This store has an excellent reputation for fair dealing.该商店因买卖公道而享有极高的声誉。
- His fair dealing earned our confidence.他的诚实的行为获得我们的信任。
- Success should not be measured solely by educational achievement.成功与否不应只用学业成绩来衡量。
- The town depends almost solely on the tourist trade.这座城市几乎完全靠旅游业维持。
- She tried hard to stifle her laughter.她强忍住笑。
- It was an uninteresting conversation and I had to stifle a yawn.那是一次枯燥无味的交谈,我不得不强忍住自己的呵欠。
- Jack decided to live in during his freshman year at college.杰克决定大一时住校。
- He is a freshman in the show business.他在演艺界是一名新手。
- Our teacher used to drum our multiplication tables into us.我们老师过去老是让我们反覆背诵乘法表。
- The multiplication of numbers has made our club building too small.会员的增加使得我们的俱乐部拥挤不堪。
- Their daughter was tragically killed in a road accident. 他们的女儿不幸死于车祸。
- Her father died tragically in a car crash. 她父亲在一场车祸中惨死。
- ...vegetable-dyed yarns. 用植物染料染过色的纱线 来自辞典例句
- Fibers may be loosely or tightly twisted into yarns. 纤维可以是膨松地或紧密地捻成纱线。 来自辞典例句
- If you make a promise you should fulfill it.如果你许诺了,你就要履行你的诺言。
- This company should be able to fulfill our requirements.这家公司应该能够满足我们的要求。
- We admire her courage,compassion and dedication.我们钦佩她的勇气、爱心和奉献精神。
- Her dedication to her work was admirable.她对工作的奉献精神可钦可佩。
- Society has a right to expect obedience of the law.社会有权要求人人遵守法律。
- Soldiers act in obedience to the orders of their superior officers.士兵们遵照上级军官的命令行动。
- I believe this simile largely speaks the truth.我相信这种比拟在很大程度上道出了真实。
- It is a trite simile to compare her teeth to pearls.把她的牙齿比做珍珠是陈腐的比喻。
- Similes usually start with "like" or "as". 明喻通常以like或as开头。
- All similes and allegories concerning her began and ended with birds. 要比仿她,要模拟她,总得以鸟类始,还得以鸟类终。
- Eyebrows stop sweat from coming down into the eyes. 眉毛挡住汗水使其不能流进眼睛。
- His eyebrows project noticeably. 他的眉毛特别突出。
- Lack of sunlight will retard the growth of most plants.缺乏阳光会妨碍大多数植物的生长。
- Continuing violence will retard negotiations over the country's future.持续不断的暴力活动会阻碍关系到国家未来的谈判的进行。
- But this didn't frustrate Einstein.He was content to go as far as he could.但这并没有使爱因斯坦灰心,他对能够更深入地研究而感到满意。
- They made their preparations to frustrate the conspiracy.他们作好准备挫败这个阴谋。