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UnitOneEfficientReading,Lesson1DevelopingYourReadingEfficiency,Graduatestudentsarepressedfortimebecausesomanyactivitiesdemandtheirvaluabletime.Oneofthebestwaystohandlethedemandsandpressuresofuniversitylifeistobecomemoreefficienttogetmoredoneinlesstime.Manystudentsthinkthattheonlywaytobecomemoreefficientistoreadfaster.Thisis,however,notthecase.Readingefficiencymeansmorethansavingtimebyreadingrapidly.Readingeffectivelyincludesunderstandingtheideasthewriteristryingtosendandorganizingthoseideaslogicallytorememberthem.Yourreadingefficiencywillincreaseasyoudeveloptechniquesthatimproveyourcomprehensionandretention.Theseinturnwillenableyoutouseyourtimemosteconomically.,AnalyzingYourReadingEfficiency,Areyouanefficientreader?Herearesomequestionsthatwillhelpyouassessyourreadingefficiency.AnswerYesorNotothequestionsprovided.,Doyousetgoalsandtimelimitsforyourselfatthebeginningofeachreadingstudysession?,2.Doyouhaveparticularquestionsinmindwhenyoubegintoreadanassignment?,3.Doyoutrytounderstandtheauthorsideasinsteadofcomprehendingtheliteralmeaningofeachword?,4.Doyoupayattentiontotheparagraphsandhowtheyareorganized?,5.Whilereading,doyoutrytopredictoranticipatewhatthewriterwillsaynext?,6.Areyouonthealerttowordsandphrasesthatsignalchangeorcontinuationinthought?,7.Doyousortoutmoreandlessimportantdetailsasyouread?,8.Whenyoumeetanewword,doyoutrytofigureoutitsmeaningfromthewayitisusedinthesentence?,9.Doyouregularlyuseunderlining,summarynotes,andmarginalnotationstoidentifyimportantinformation?,10.Whenyoufinishreadinganassignment,doyoutakeafewminutestoreviewwhatyouhavereadandthewriterspurposeofwriting?,11.Doyoufindreadinganeasyandenjoyabletask?,IfyouanswerYestoallormostoftheabovequestions,youareonyourwaytobecominganefficientreader.,Lesson1,WorldEnglish:ABlessingoraCurse?,ReadingSelectionA,CATALOGUE,AbouttheAuthor,Warm-upActivities,BackgroundInformation,LanguagePoints,Keys,text,Dr.TomMcArthurisfoundereditoroftheOxfordCompaniontotheEnglishLanguage(1992)andthequarterlyEnglishToday:TheInternationalReviewoftheEnglishLanguage(Cambridge,1985).Hismorethan20publishedworksincludetheLongmanLexiconofContemporaryEnglish(1981),WorldsofReference:Language,LexicographyandLearningfromtheClayTablettotheComputer(1986),andTheEnglishLanguages(1998).HeiscurrentlyDeputyDirectoroftheDictionaryResearchCentreattheUniversityofExeter.,AbouttheAuthor,Warm-upActivities,Doyouthinkitisgoodforustohaveaworldlanguage?Isitnecessary?Why?,2.Ifyouwereaskedtochooseaworldlanguagefromtheexistinglanguages,whichonedoyouprefer?Giveyoureasons.,BackgroundInformation,I.AWorldLanguage,Englishhasgainedstatusasaworldlanguage.Roughly1/3oftheworldspopulationhasEnglishasitsmothertongue.Seventy-fivepercentoftheworldsmailisinEnglish.,EnglishistheofficiallanguageoriswidelyusedintheUnitedKingdom,Ireland,Australia,NewZealand,India,UnitedArabEmirates,Canada,theUnitedStates,Panama,Surinam,SouthAfrica,Nigeria,andKenyainadditiontoseveralothercountries.,BackgroundInformation,WhyhasEnglishbecomeaWorldLanguage?,TheBritishcolonizedlargepartsoftheworld,spreadingtheirlanguagetonewareas.,TheUnitedKingdomandtheUnitedStatesarebothimportantnationsintheworldoftrade,businessandtechnology.Whenengagedintradeandbusinesswiththesenations,knowingEnglishisanadvantage.Asnon-English-speakingcountriesrealizedthat,industryandbusinesshiredpeoplewhoknewEnglish,orrequiredtheirworkerstoattendlanguagecourses.,Englishistheinternationallanguageoftechnology.,BackgroundInformation,Anynegativeeffects?,WithEnglishbeingsowidespread,itcanmakethosewhocomefromEnglish-speakingcountriesalreadyfeelthattheydontneedtolearnaforeignlanguage,becausetheworldalreadyspeaksEnglish.Thisisunfortunatebecauseonelearnstounderstandaculturebetterifoneknowsthelanguage,andonemayalsoenjoyreadingliteratureintheoriginallanguage.Byknowingonlyonelanguage(notnecessarilyEnglish),onemissesoutonthesepleasures.,Oneslanguageisalargepartofonesculture,anditwouldbeashameiflanguageswereerasedasaresultof“theEnglishinvasion”.,BackgroundInformation,II.HowManyLanguages?,Thereisnoagreedtotalforthenumberoflanguagesspokenintheworldtoday.Mostreferencebooksgiveafigureof5,000to6,000,butestimateshavevariedfrom3,000to10,000.Anobviousreasonfortheuncertaintyovernumbersisthateventodaynewpeoples,andthereforelanguages,continuetobediscoveredintheunexploredregionsoftheworldespeciallyintheAmazonbasin,CentralAfrica,andNewGuinea.,BackgroundInformation,Againstthissteadyincreaseintheworldlanguagetotal,thereisamajorfactorwhichdecreasesit.Thespeedwithwhichalanguagecandieinthesmallercommunitiesoftheworldistrulyremarkable.TheAmazonianexplorationsledtothediscoveryofmanynewlanguages,buttheyalsoledtotheirrapiddeath,astheIndiansbecameswallowedupbythedominantwesternculture.Withinageneration,alltracesofalanguagecandisappear.Inthe19thcentury,therewerethoughttobeover1,000IndianlanguagesinBrazil;today,therearelessthan200.Aquarteroftheworldslanguageshavefewerthan1,000speakers;halfhavefewerthan10,000.,BackgroundInformation,Itislikelythatmostoftheselanguageswilldieoutinthenext50years,andonly1,000orsolanguagesmayremainbythe22ndcentury.Thespeedofthisdeclineislargelyaconsequenceofthepoliticalandeconomicpressureswhicharemotivatingpeopletoreplacetheirtraditionallanguagebyonewhichgivesthemaccesstothelanguagesofmorepowerfulcultures.,Howmanylanguageshavetherebeen?Basedonwhatisknownabouttherateoflanguagechangeatwhichnewlanguagesdevelopfromacommonorigin,itispossibletospeculateaboutthenumberoflanguageswhichmayhaveexistedsincetheemergenceofahumanlanguagefaculty.Cautiousestimatessuggest30,000;radicalones,over500,000.,BackgroundInformation,III.HowManySpeakers?,1.Chinese(1071)(MandarinChinese:726)2.English(427)3.Spanish(266)4.Hindi(182)(withUrdu:223)5.Arabic(181)6.Portuguese(165)7.Bengali(162)8.Russian(158)9.Japanese(124)10.German(121),Speakerestimatesfortheworldstop10languages(giveninmillions),(Frenchisthenextwith116millionspeakers.Thetabledoesnotincludesecond-languagetotals.)(FromTheCambridgeEncyclopediaofLanguage,DavidCrystal,1997),LanguagePoints,1.pointup,emphasize;highlight强调；清楚说明(line2,para.2),美国官员强调了这些政策的种种相似之处。,USofficialspointedupthesimilaritiesinthesepolicies.,约翰尼的成绩单清楚地表明他的数学才能。,Johnnysreportcardpointsuphistalentformaths.,LanguagePoints,*takein,include包括(line8,para.2),这一真理兼容了两种极端看法。,Thetruthtakesinbothextremes.,每个人都上了名单。,Thelisttakesineverybody.,LanguagePoints,*takein,understand理解；领会,学生们发现他教的课容易理解。,Thestudentsfinditeasytotakeinwhatheteaches.,我不清楚她对他作出的解释理解了多少。,Imnotsurehowmuchofhisexplanationshetookin.,*takein,deceive;trick欺骗；使上当受骗,即使阅历最深的人在某些场合也会上当。,Eventhemostexperiencedeyemaybetakeninoncertainoccasions.,LanguagePoints,3.forgoodorill,whethertheeffectwillbegoodorbad不论结局好坏；不管结果如何(line1,para.3),他觉得还想留在队中，不论结局怎样。,Hefelthewantedtoremainpartoftheteam,forgoodorill.,我们必须仔细审视这项决定对其他人可能产生的影响，不论是好的还是坏的。,Wemustexaminetheeffectthisdecisionmayhaveonotherpersons,forgoodorill.,那些掌权的人总是利用机会行使自己的权利，不管是好是坏。,Thosewhohavepowerwillalwaystaketheopportunitytoexerciseit,forgoodorill.,LanguagePoints,4.byandlarge,onthewhole大体上，总的说来，一般来说(line3,para.3),总的来说，这是一本好书。,Byandlarge,itisagoodbook.,总的来说，我认为重要的是招聘合适的人。,ByandlargeIthinktheemphasisshouldbeonrecruitingtherightpeople.,LanguagePoints,5.*benign,kind,gentle,harmless;friendly善良的，宽厚的，慈祥的(line3,para.3),和蔼的教师,abenignteacher,友善的太空生物,abenigncreaturefromspace,*benign,Abenigntumorisonethatwillnotcausedeathorseriousillness（肿瘤）良性的,检验表明肿块是良性的。,Testsshowedthelumptobebenign.,LanguagePoints,*benign,Abenignclimate,environment,system,etc.isonethatitiseasyorpleasanttoliveinorwith（气候，环境，制度等）宜人的，温和的,温和的气候,abenignclimate,LanguagePoints,6.dieout,becomelessandlesscommonandeventuallydisappearcompletely完全消失；灭绝；绝种(line14,para.5),这个部落的传统生活方式正在逐渐消失。,Thetribestraditionalwayoflivingisdyingout.,现今超市林立，传统的杂货店正在迅速消失。,Traditionalgrocersshopsarefastdyingoutnowthattherearesomanysupermarkets.,这些物种目前几乎已灭绝。,Thesespecieshavenowalmostdiedout.,LanguagePoints,7.laysth.atsbsdoor.,laytheblame/responsibility(forsth.)onsb将（谋事的）责任归咎于某人；认为某人对某事负有责任(line2,para.6),罢工的责任被认为在顾主方。,Responsibilityforthestrikewaslaidatthedooroftheemployers.,国会议员拜恩指责军方隐瞒事实的真相。,CongressmanBainlaysthecoverupatthedoorofthearmedforces.,LanguagePoints,8.leaveaside,notwanttodiscussortakeintoaccountaparticularsubjectoraspectofsomething姑且不谈，暂不考虑(line1,para.7),且不说经费问题，你真的认为你的提议能解决我们的问题吗？,Leavingasidethefinancialimplications,doyoureallybelieveyourproposalwillsolveourproblem?,我们暂时别讨论不利的方面，先来看看有利的一面吧。,Leavingasideforamomentadiscussionofthedisadvantages,letsturntotheadvantages.,LanguagePoints,9.crystalclear,extremelyobviousoreasytounderstand显而易见的；非常清楚的；极易懂的(line2,para.10),她的动机现在很明显：她是想找条出路。,Hermotiveswerenowcrystalclear:shewantedawayout.,我非常清楚地表明了自己的立场，我决不会同意投他的票。,ImademypositioncrystalclearthatIwouldneveragreetovoteforhim.,凡是他认为不清楚的地方，他都逐一提出了异议。,Hechallengedeverypointwhichhedidnotfindcrystalclear.,LanguagePoints,10.*invokefeelingsofaparticularkind,causesomebodytohavethesefeelings引起，唤起(thelastline,para.10),他们尽力激发人们对这项改革的热情。,Theydidtheirbesttoinvokepopularenthusiasmforthereform.,*invokeaprinciple,awisesaying,etc.,quoteorrefertoitinordertopersuadepeopletodosomething援引，援用,这些原则被援用来与金融改革的提议相抗衡。,Theseprincipleswereinvokedinoppositiontoproposalsforfinancialform.,她援用法律为自己辩护。,Shehadinvokedthelawinherowndefense.,Keys,I.READINGCOMPREHENSION,A.1.B2.B3.C4.D5.A6.D7.C8.D9.C10.A,B.McArthurquotesPricesassertionandcitesPillipsonsviewpointonthespreadofEnglishassortofconstoinitiatehisargument.Consareusuallypopularlybelievedargumentsoropinionsthatareagainsttheauthorspointofview.Consarecommonlyusedwritingtechniquesandareoftenemployedinordertoappealtheaudienceandhighlighttheauthorsviewpoint.,Keys,2.No.McArthursopinionisdifferentfromPriceandPillipsonsarguments.HedoesntbelievethatEnglishisakillerandshouldbeblamedfortheextinctionofsmallerlanguages.HeseesEnglishasbothablessingandacurse,maybeasablessingmorethanacurse.AfterintroducingPriceandPillipsonsviewpoints,McArthurwritesabouthisownideasontheissueofEnglishasaworldlanguage.Fromthesentence“Forgoodorforill,therehasneverbeenalanguagequitelikeEnglish”,wecanlearnthatMcArthurdoesnotcurseEnglishlikePriceandPillipsonandhehasadifferentpointofview.,Keys,3.No.Thissentenceisakindofjustification.AlthoughMcArthurliterallyjustifiesthefactthattherearesituationswherepeoplemightcallEnglishacurse,hedoesntbelievethatEnglishisvirtuallyacurse.Byaddingtheword“certainly”McArthurshowshisintent.,4.“Forgoodorforill”(paragraph3)/“however”(paragraph4)/“But”(paragraph5)/“Atthesametime,however”(paragraph6)/“Yet”(paragraph7),Keys,5.Threeparts.,PartOne:paragraphs1and2.ThesetwoparagraphsintroducethesituationthatmanyacademicsargueagainstEnglishasaworldlanguage.,PartTwo:paragraphs3,4,5,6,7,8,and9.ParagraphthreeisatransitionalparagraphthatinitiatesMcArthursownargument.IntheseparagraphsMcArthurarguesthatEnglishisnotonlyacurseasmanypeoplehavebelieved,butablessingaswell.,PartThree:paragraph10.McArthurconcludesinthelastparagraphthatEnglishmaybeacurseorablessingdependsondifferentsituationsandweshouldmakeadvantagesofworldlanguagesandavoidtheirdisadvantages.,Keys,.VOCABULARY,A.1.B2.A3.D4.C5.B6.D7.A8.B9.A10.C,B.1.forgoodorill2.laidatthedoorof3.endanger4.descent5.pointsup6.takingin7.byandlarge8.leaveaside9.crystalclear10.dieout,1.B2.D3.C4.A5.C6.B7.A8.D9.D10.C,.CLOZE,Keys,.TRANSLATION,1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。,Keys,3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。,Keys,.ORALPRACTICEANDDISCUSSION,1.WhydidGlanvillePricesaythatEnglishisakiller?,Becauseithascausedextinctionoflotsofsmalllanguages,suchasCumbric,Cornish,NornandManx,anditalsothreatenstheexistenceofremainingCelticlanguages.,Keys,2.Accordingtotheauthor,inwhatwayisEnglishdifferentfromother“worldlanguages?”,Generallypeopleview“worldlanguages”,suchasArabic,Chinese,Greek,Latin,andSanskritasmoreorlessbenign,andoftentalkwithadmirationandappreciationabouttheculturesassociatedwiththemandwhattheyhavegiventotheworld.Andtheauthorbelievesitisfairlysafetodothis,becausenoneoftheselanguagesnowposesmuchofathreat.Englishhoweverisanothercase.ItisprobablytoocloseforustobeabletoanalyzeandjudgeitasdispassionatelyaswemaynowdiscusstheinfluenceofClassicalChineseonEastAsiaorofClassicalLatinonWesternEurope.Wemaynothavethelastwordonitsinfluenceuntilcenturieslater.,Keys,3.WhydoestheauthorsaythatEnglishis“acursefortheindigenouspeoplesofAustraliaandsomethingofablessingforthoseinSouthAfrica?”,WhenthefirstEuropeansarrivedinAustralia,therewerehundredsoflanguages.Nowmanyoftheselanguageshavediedout,manymoreareintheprocessofdyingout,andthesedeadanddyinglanguageshavebeenlargelyreplacedbyeitherkindsofpidginEnglishorgeneralAustralianEnglish.However,inSouthAfricatheblackopposition,whosemembershadmanylanguages,wasatfirstweakanddisorganized.ItwasEnglishthathelpedoppositiongainstrengthandorganization.Insteadofbeingalanguageofoppression,Englishbecameforthemthekeylanguageoffreedomandunity.,Keys,5.DoyouthinkthatteachingEnglishtospeakersofothercountriesisanactoflinguisticimperialism?,TheinfluenceoftheUSandBritainontherestoftheworld,pastandpresent,cannotbedenied,andtheteachingofEnglishcanneverbeentirelyneutral.Languageisneveraneutralvehicleforcommunication;thecontextcomeswithit,likeitornot.Englishisadouble-edgedsword,sotospeak.Thereisanelementofculturalimperialism,giventhatevenifonedoesntteachculture,persecultureisstillnonethelessencodedinlanguageinaveryrealsense.,Keys,Ontheotherhand,thestudenteitherneeds,wantsorisrequiredtolearnEnglish,andthereforelearningEnglishhassomeperceivedbenefitforthestudent.FurthermorethespreadofEnglishhasbroughtabouttheextinctionofmanyminoritylanguages.ThequestionofwhetherteachingESLorEFLcanbeconsideredlinguisticimperialismiscontroversial.,Thankyou!,
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