新世纪英语专业综合教程第二第册Unit

会计学1新世纪英语专业综合教程第二第册新世纪英语专业综合教程第二第册UnitAudiovisual SupplementCultural Information第2页/共160页Betty Warren: What is that?Katherine Watson: You tell me. Carcass by Soutine. 1925.An anonymous student: It is not on the syllabus.Katherine: No, its not. Is it any good? En? Come on, ladies! There is no wrong answer. There is also no textbook telling you what to think. Its not that easy, is it?Betty: All right. No, it is not good. In fact, I wouldnt even call it art. Its grotesque.Connie Baker: Is there a rule against being grotesque?Giselle Levy: I think there is something aggressive about it. And erotic.Audiovisual SupplementCultural InformationFrom Mona Lisa Smile第3页/共160页Audiovisual SupplementCultural InformationBetty: To you, everything is erotic.Giselle: And everything is erotic.Katherine: Girls.The anonymous student: Arent there standards?Betty: Of course there are. Otherwise a tacky velvet painting could be equated to Rembrandt.Connie: My uncle Firdie has two tacky velvet paintings. He loves those clones.Betty: There are standards, technique, composition, color, even subjects. So if youre suggesting that rotted side of meat is art, much less good art. Then what are we going to learn?第4页/共160页Audiovisual SupplementCultural InformationKatherine: Just that. You have outlined our new syllabus, Betty. Thank you. What is art? What makes it good or bad? And who decides? Next slide, please. Twenty-five years ago, someone thought this was brilliant.Connie: I can see that.Betty: Who?Katherine: My mother, I painted it for her birthday. Next slide. This is my Mum. Is it art?The anonymous student: It is a snapshot.Katherine: If I told you Ansel Adams had taken it, would that make a difference?第5页/共160页Audiovisual SupplementCultural InformationBetty: Art isnt art until someone says it is.Katherine: Its art!Betty: The right people.Katherine: Who are they?Giselle: Betty Warren. We are so lucky we have one of them right here.Betty: Screw you.Katherine: Could you go back to the Soutine please?第6页/共160页lNumerous studies of college classrooms reveal that, rather than actively involving our students in learning, we lecture, even though lectures are not nearly as effective as other means for developing cognitive skills.lCritical thinking the capacity to evaluate skillfully and fairly the quality of evidence and detect error, hypocrisy, manipulation, dissembling, and bias is central to both personal success and national needs. lThe teacher who fosters critical thinking fosters reflectiveness in students by asking questions that stimulate thinking essential to the construction of knowledge.Audiovisual SupplementCultural InformationCritical Thinking第7页/共160页Text AnalysisStructural AnalysisFor all the things we may learn from the world we are living in, there are three major categories.lThe first category is “information”, which consists of simple facts and direct impressions. lThe second category is commonly deemed as “knowledge”, which is information processed and systemized. lThe third category is “wisdom”, which is the hardest to define. We are quite clear about its superiority to the previous two categories, yet for the realm of wisdom there has never been a sure path. However, in this excerpt, Russell has shown us a way to approach wisdom. Rhetorical Features第8页/共160页Text AnalysisStructural AnalysisIn a very logical order, he gives four features of wisdom, from which we learn that wisdom is a clever use of knowledge for noble purposes.Rhetorical Features第9页/共160页Text AnalysisStructural AnalysisThe text is neatly structured, with the first paragraph introducing the topic and the other four paragraphs elaborating on it. Each of the four paragraphs discusses one factor that contributes to wisdom. Of these I should put first a sense of proportion: the capacity to take account of all the important factors in a problem and to attach to each its due weight.The topic sentence of Paragraphs 2-5:Paragraph 2:Rhetorical Features第10页/共160页Text AnalysisStructural AnalysisThere must be, also, a certain awareness of the ends of human life.Paragraph 3:It is needed in the choice of ends to be pursued and in emancipation from personal prejudice.Paragraph 4:I think the essence of wisdom is emancipation, as far as possible, from the tyranny of the here and now.Paragraph 5:Rhetorical Features第11页/共160页Text AnalysisStructural AnalysisFactors that constitute wisdom:l comprehensiveness mixed with a sense of proportion; l a full awareness of the goals of human life; l understanding; l impartiality.Rhetorical Features第12页/共160页Text AnalysisStructural AnalysisRhetorical Features In this essay, parallelism is employed, apart from other rhetoric devices. Here is an example: “But it is possible to make a continual approach towards impartiality, on the one hand, by knowing things somewhat remote in time or space, and on the other hand, by giving to such things their due weight in our feelings.” The underlined parts in the quoted sentence constitute equivalent syntactic constructions, thus making the expression more forceful. Parallelism can also be used to convey ones ideas more clearly and create a sense of order and proportion.第13页/共160页Text AnalysisStructural AnalysisRhetorical Features Other examples of parallelism in the essay: enormously lowering the infant death-rate, not only in Europe and America, but also in Asia and Africa. (Paragraph 2)This has the entirely unintended result of making the food supply inadequate and lowering the standard of life in the most populous parts of the world. (Paragraph 2)Perhaps one could stretch the comprehensiveness that constitutes wisdom to include not only intellect but also feeling. (Paragraph 3)第14页/共160页Text AnalysisStructural AnalysisRhetorical FeaturesIt is by no means uncommon to find men whose knowledge is wide but whose feelings are narrow. (Paragraph 3)It is not only in public ways, but in private life equally, that wisdom is needed. (Paragraph 4)第15页/共160页 Most people would agree that, although our age far surpasses all previous ages in knowledge, there has been no correlative increase in wisdom. But agreement ceases as soon as we attempt to define “wisdom” and consider means of promoting it. I want to ask first what wisdom is, and then what can be done to teach it. Bertrand RussellKnowledge and Wisdom(abridged)Detailed Reading1第16页/共160页Detailed Reading There are, I think, several factors that contribute to wisdom. Of these I should put first a sense of proportion: the capacity to take account of all the important factors in a problem and to attach to each its due weight. This has become more difficult than it used to be owing to the extent and complexity of the specialized knowledge required of various kinds of technicians. Suppose, for example, that you are engaged in research in scientific medicine. The work is difficult and is likely to absorb the whole of your intellectual energy. You have not time to consider the effect which your discoveries or inventions2第17页/共160页Detailed Readingmay have outside the field of medicine. You succeed (let us say), as modern medicine has succeeded, in enormously lowering the infant death-rate, not only in Europe and America, but also in Asia and Africa. This has the entirely unintended result of making the food supply inadequate and lowering the standard of life in the most populous parts of the world. To take an even more spectacular example, which is in everybodys mind at the present time: You study the composition of the atom from a disinterested desire for knowledge, and incidentally第18页/共160页Detailed Readingplace in the hands of powerful lunatics the means of destroying the human race. In such ways the pursuit of knowledge may become harmful unless it is combined with wisdom; and wisdom in the sense of comprehensive vision is not necessarily present in specialists in the pursuit of knowledge. 第19页/共160页Detailed Reading Comprehensiveness alone, however, is not enough to constitute wisdom. There must be, also, a certain awareness of the ends of human life. This may be illustrated by the study of history. Many eminent historians have done more harm than good because they viewed facts through the distorting medium of their own passions. Hegel had a philosophy of history which did not suffer from any lack of comprehensiveness, since it started from the earliest times and continued into an indefinite future. But the chief lesson of history which he sought to inculcate was that from the year 400AD3第20页/共160页Detailed Readingdown to his own time Germany had been the most important nation and the standard-bearer of progress in the world. Perhaps one could stretch the comprehensiveness that constitutes wisdom to include not only intellect but also feeling. It is by no means uncommon to find men whose knowledge is wide but whose feelings are narrow. Such men lack what I call wisdom. 第21页/共160页Detailed Reading It is not only in public ways, but in private life equally, that wisdom is needed. It is needed in the choice of ends to be pursued and in emancipation from personal prejudice. Even an end which it would be noble to pursue if it were attainable may be pursued unwisely if it is inherently impossible of achievement. Many men in past ages devoted their lives to a search for the philosophers stone and the elixir of life. No doubt, if they could have found them, they would have conferred great benefits upon mankind, but as it was their lives were wasted. 4第22页/共160页Detailed ReadingTo descend to less heroic matters, consider the case of two men, Mr. A and Mr. B, who hate each other and, through mutual hatred, bring each other to destruction. Suppose you go to Mr. A and say, “Why do you hate Mr. B?” He will no doubt give you an appalling list of Mr. Bs vices, partly true, partly false. And now suppose you go to Mr. B. He will give you an exactly similar list of Mr. As vices with an equal admixture of truth and falsehood. Suppose you now come back to Mr. A and say, “You will be surprised to learn that Mr. B says the same things about you as you say about him”, and you go to Mr. B and make a similar speech. 第23页/共160页Detailed ReadingThe first effect, no doubt, will be to increase their mutual hatred, since each will be so horrified by the others injustice. But perhaps, if you have sufficient patience and sufficient persuasiveness, you may succeed in convincing each that the other has only the normal share of human wickedness, and that their enmity is harmful to both. If you can do this, you will have instilled some fragments of wisdom. 第24页/共160页Detailed Reading I think the essence of wisdom is emancipation, as far as possible, from the tyranny of the here and now. We cannot help the egoism of our senses. Sight and sound and touch are bound up with our own bodies and cannot be impersonal. Our emotions start similarly from ourselves. An infant feels hunger or discomfort, and is unaffected except by his own physical condition. Gradually with the years, his horizon widens, and, in proportion as his thoughts and feelings become less personal and less concerned with his own physical states, 5第25页/共160页Detailed Readinghe achieves growing wisdom. This is of course a matter of degree. No one can view the world with complete impartiality; and if anyone could, he would hardly be able to remain alive. But it is possible to make a continual approach towards impartiality, on the one hand, by knowing things somewhat remote in time or space, and on the other hand, by giving to such things their due weight in our feelings. It is this approach towards impartiality that constitutes growth in wisdom. 第26页/共160页Is there any orthodox definition of wisdom? Detailed reading1-No. There is disagreement over what wisdom is.Detailed Reading第27页/共160页Detailed reading1-What does the writer try to illustrate by the examples of research in medicine and study of the atom respectively? In the first place, they are examples of the proposition raised at the very beginning of the text: although our age far surpasses all previous ages in knowledge, there has been no correlative increase in wisdom. The problem, according to the essay, is partly due to the fact that it is now more difficult to acquire a sense of proportion, or the ability to assign different weights to various factors respectively, thus achieving balance. In consequence, breakthroughs in science are likely to bring about corresponding harms to the human race. Detailed Reading第28页/共160页Detailed reading1-According to the writer, how are feelings related to wisdom? If one harbours narrow feelings, his research and study could be harmful to the society. The research could be done in the interest of a small group; the result of his study could be biased. So knowledgeable as he is, he is not a wise man. To implant wisdom, one is required to make efforts to restrain the narrow personal feelings and have a more extensive passion for human life. Wisdom consists not only of the ability to judge what is most important but also of a full awareness of the goals of human life.Detailed Reading第29页/共160页Detailed reading1-Why is wisdom a necessary quality in people and culture? According to Russell, the vices of the lack of wisdom are obvious and palpable, ranging from disturbance to public life, including most notably the upset of world peace, to unpleasant incidents in private life. Meanwhile, there seems to be an imbalance in the growth of knowledge and wisdom, which is very likely to make things even worse. So, wisdom is necessary for both personal and cultural developments. Detailed Reading第30页/共160页Detailed reading1-What, according to Russell, is the essence of wisdom? And how does that explain the process to attain wisdom? According to Russell, the essence of wisdom is impartiality, or emancipation from egoistic or temporal concerns. It is naturally difficult for man to attain impartiality, as man is naturally bound up by his own physical states from his birth. As he grows, however, his horizon widens, his concerns get beyond from the limits of time and space, and his feelings become more impersonal, thus the growth of impartiality and wisdom.Detailed Reading第31页/共160页surpass v. exceed, be greater thanDetailed reading1 e.g. The student was surpassing himself in mathematics.Toms performance surpassed all expectations. Detailed Reading第32页/共160页The amount of petrol a car uses is relative to its speed.e.g.Detailed reading1 correlative a.having or showing a relation to sth. elsee.g. Rights, whether moral or legal, can involve correlative duties.Detailed ReadingDerivation:correlate (v.) correlation (n.)Comparison:relative (to) a. If sth. is relative to sth. else, it varies according to the speed or level of the other thing. 第33页/共160页Are these documents relative to the discussion?e.g.Detailed reading1 Detailed ReadingComparison:If sth. is relative to a particular subject, it is connected with it. 第34页/共160页Detailed reading1- proportion n.the correct relation in size, degree, etc. between one thing and another or between the parts of a whole e.g.When a teacher decides upon his students comprehensive score for a course taken, he has to consider the proportion of examination to coursework.Your legs are very much in proportion to the rest of your body.I think a certain amount of worry about work is very natural, but youve got to keep it in proportion. Detailed Reading第35页/共160页Detailed reading1 Detailed Readinga sense of proportionthe ability to understand what is important and what is not第36页/共160页due a.proper, adequatee.g. They will surely meet with due punishment.Due care must be taken while one is driving.Detailed Reading第37页/共160页Detailed reading1 disinterested a.having no personal involvement or receiving no personal advantage, and therefore able to judge a situation fairly e.g.a disinterested observer/judgmenta piece of disinterested adviceDetailed ReadingDerivation:interest (v.) interested (a.) interesting (a.)第38页/共160页Detailed reading1 spectacular a.attracting excited notice, gradually unusual e.g. The party suffered a spectacular loss in the election.Weve had spectacular success with the product.Detailed Reading第39页/共160页Detailed reading1 lunatic n.a person who is mad, foolish, or wilde.g. He drives like a lunatic.Detailed Reading第40页/共160页end n.a goal or desired result e.g. Do you have a particular end in mind?He wanted science students to take an interest in the arts, and to this end he ran literature classes at his home on Sunday afternoons.Detailed Reading第41页/共160页Detailed reading1 inculcate v.fix beliefs or ideas in sb.s mind, especially by repeating them oftene.g. Our football coach has worked hard to inculcate a team spirit in/into the players.They will try to inculcate you with a respect for culture.Detailed Reading第42页/共160页Detailed reading1 emancipation n.freedom from political, moral, intellectual or social restraints offensive to reason or justice e.g. womens / female emancipationblack emancipationthe emancipation of mankindthe emancipation of the serfsDetailed ReadingSynonym: freeing, liberation, unyoking 第43页/共160页Detailed reading1 inherently ad. existing as a natural or basic part of sth. e.g.Theres nothing inherently wrong with his ideas. Mountaineering is inherently dangerous.Power stations are themselves inherently inefficient.Detailed ReadingSynonym: intrinsically, essentially, innately 第44页/共160页Detailed reading1 the the philosophers stone and the elixir of life These are two of the major preoccupations of alchemy. The philosophers stone could convert all metal into what was considered its most refined form, the element gold. The elixir of life would instill perpetual youth.Detailed Reading第45页/共160页Detailed reading1 confer on / upon give or grant (an official title, degree, honour, right or advantage to someone)e.g. The minister may have exceeded the powers conferred on him by Parliament.An honorary doctorate was conferred on him by Peking University.Detailed Reading第46页/共160页Detailed reading1 appalling a. horrifying, shockinge.g. When will this appalling war end?Prisoners were kept in the most appalling conditions.The plight of the starving refugees is appalling.Detailed ReadingDerivation: appal (v.) appalled (a.)第47页/共160页vice n.evil or unprincipled conduct, criminal or immoral behavioure.g. Greed, pride, envy, dishonesty and lust are considered to be vices.The chief of police said that he was committed to wiping out vice in the city.Detailed Reading第48页/共160页Detailed reading1 admixture n.a thing added, esp. as a minor ingredient e.g. green with an admixture of blackDetailed Reading第49页/共160页Detailed reading1 enmity n.a feeling of hatee.g. enmity between Protestants and Catholicsfamily feuds and enmitiesDetailed ReadingSynonym:hostility, animosity, opposition, resentment第50页/共160页Detailed reading1 instill v.gradually but firmly establish (an idea or attitude, especially a desirable one) in a persons minde.g. It is part of a teachers job to instill self-confidence into his/her students.Detailed ReadingSynonym:inculcate第51页/共160页fairness, justice, objectivity, neutrality, open-mindednessDetailed reading1 impartiality n.the condition of treating all rivals or disputants equallye.g.The state must ensure the independence and impartiality of the justice system.His impartiality was highly suspect.Detailed ReadingDerivation: partial (a.), partiality (n.), partially (ad.), impartial (a.), impartially (ad.)Synonym:第52页/共160页Detailed reading1 Most people would agree that, although our age far surpasses all previous ages in knowledge, there has been no correlative increase in wisdom. Paraphrase: Most people believe that knowledge is not equal to wisdom as past history has suggested that the acquisition of knowledge does not necessarily lead to the increase of wisdom.Detailed Reading第53页/共160页Detailed reading1 Of Of these I should put first a sense of proportion: the capacity to take account of all the important factors in a problem and to attach to each i