新編大學(xué)英語第四冊Unit6Risk課件Part2.ppt

Part Two,Reading Centered Activities,1. In-Class Reading,2. After-Class Reading,Part Two: In-Class Reading Pre-Reading,Pre-Reading,1. In a normal day, what are the three riskiest things you do?,The three riskiest things I do in a normal day are to ride my bicycle in heavy traffic, run down stairs and do scientific experiments.,In my opinion, they are crossing the road in heavy traffic, drunken driving, and diving.,2. What should we do to manage risk in ordinary life?,One way to manage risk in ordinary life is through rational planning. By considering alternatives and balancing the greatest or most likely risks against the greatest or most likely rewards, we can often make better decisions and give greater consideration to long-term outcomes. By always having a contingency plan in case our main plan fails, we can usually avoid catastrophes. But planning takes effort, and we must balance this effort against the pleasure of doing things spontaneously because they are not very important or not very risky, and plan other things carefully because they are very important or very risky.,Part Two: In-Class Reading Pre-Reading,Part Two: In-Class Reading Global Reading,Global Reading,Organization Analysis,Part Two: In-Class Reading Global Reading,Organization Analysis,Risks are always a matter of probability rather than certainty. ,Part I,(Para. 1-3),Part II,(Para. 4-7),Part III,(Para. 8),Nothing we do is completely safe. The point is to decide the risk level and then act accordingly. ,Managing risks with common sense and information about risk level. ,Part Two: In-Class Reading Global Reading,The author supports the main idea by comparing hypochondria with anxiety about the risks of life.,Part I,(Para. 1-3),In both cases, the fear or anxiety feeds on partial information.,The hypochondriac can turn to a physician to get a definitive clarification of the situation.,Risks are a matter of probability rather than certainty.,Part II (Para. 4-7),1. We should inform ourselves about the _ before making any decision. (Para. 4),Example1: We need to know the relative safety of _ and _ before our purchase. (Para. 5),relevant risks,large cars,small cars,2. Problem: How do we measure the _ of a risk? (Para. 6),Example2: Which activity is riskier, _ or _? (Para. 6),level,riding in a car,mining,3. Solution: Risk levels can be expressed in _ or _. (Para. 6-7),_ is four times riskier than _. (Para. 7),ratios,fractions,Mining,Riding in a car,Part Two: In-Class Reading Global Reading,Part III (Para. 8),Risk can never be totally eliminated from any situation. It can only be managed in a sensible way.,Part Two: In-Class Reading Global Reading,Part Two: In-Class Reading Detailed Reading,Detailed Reading,Passage Reading,Understanding Sentences,Word Study,Part Two: In-Class Reading Detailed Reading,1 At some time or other, all of us have played the part of a hypochondriac, imagining that we have some terrible disease on the strength of very minor symptoms. Some people just have to hear about a new disease and they begin checking themselves to see if they may be suffering from it. 2 But fear of disease is not our only fear, and neither is risk of disease the only risk we run. Modern life is full of all manner of threatsto our lives, our peace of mind, our families, and our future. 3 And from these threats come questions that we must pose to ourselves: Is the food I buy safe? Are toys for my children likely to hurt them? Should my family avoid smoked meats? Am I likely to be robbed on vacations? Our uncertainties multiply indefinitely.,Risks and You,Passage Reading,Part Two: In-Class Reading Detailed Reading,Anxiety about the risks of life is a bit like hypochondria; in both, the fear or anxiety feeds on partial information. But one sharp difference exists between the two. The hypochondriac can usually turn to a physician to get a definitive clarification of the situationeither you have the suspected disease or you dont. 4 It is much more difficult when anxiety about other forms of risk is concerned, because with many risks, the situation is not as simple. Risks are almost always a matter of probability rather than certainty. You may ask, “Should I wear a seat belt?” If youre going to have a head-on collision, of course. 5 But what if you get hit from the side and end up trapped inside the vehicle, unable to escape because of a damaged seat belt mechanism?,Part Two: In-Class Reading Detailed Reading,So does this mean that you should spend the extra money for an air bag? Again, in head-on collisions, it may well save your life. But what if the bag accidentally inflates while you are driving down the highway, thus causing an accident that would never have occurred otherwise? All of this is another way of saying that nothing we do is completely safe. 6 There are risks, often potentially serious ones, associated with every hobby we have, every job we take, every food we eatin other words, with every action. But the fact that there are risks associated with everything we are going to do does not, or should not, reduce us to trembling neurotics. Some actions are riskier than others. The point is to inform ourselves about the relevant risks and then act accordingly.,Part Two: In-Class Reading Detailed Reading,For example, larger cars are generally safer than small ones in collisions. But how much safer? 7 The answer is that you are roughly twice as likely to die in a serious crash in a small car than in a large one. Yet larger cars generally cost more than small ones (and also use more gas, thus increasing the environmental risks!), so how do we decide when the reduced risks are worth the added costs? The ultimate risk avoider might, for instance, buy a tank or an armored car, thus minimizing the risk of death or injury in a collision. But is the added cost and inconvenience worth the difference in price, even supposing you could afford it? We cannot begin to answer such questions until we have a feel for the level of risks in question. So how do we measure the level of a risk? Some people seem to think that the answer is a simple number. We know, for instance, that about 25,000 people per year die in automobile accidents.,Part Two: In-Class Reading Detailed Reading,By contrast, only about 300 die per year in mine accidents and disasters. Does that mean that riding in a car is much riskier than mining? Not necessarily. The fact is that some 200 million Americans regularly ride in automobiles in the United States every year; perhaps 700,000 are involved in mining. The relevant figure that we need to assess a risk is a ratio or fraction. The numerator of the fraction tells us how many people were killed or harmed as the result of a particular activity over a certain period of time; the denominator tells us how many people were involved in that activity during that time. All risk levels are thus ratios or fractions, with values between 0 (no risk) and 1 (totally risky).,Part Two: In-Class Reading Detailed Reading,By reducing all risks to ratios or fractions of this sort, we can begin to compare different sorts of riskslike mining versus riding in a car. The larger this ratio, that is, the closer it is to 1, the riskier the activity in question. 8 In the case just discussed, we would find the relative safety of car travel and coal mining by dividing the numbers of lives lost in each by the number of people participating in each. Here, it is clear that the riskiness of traveling by car is about 1 death per 10,000 passengers; with mining, the risk level is about 4 deaths per 10,000 miners. So although far more people are killed in car accidents than in mining, the latter turns out to be four times riskier than the former. Those ratios enable us to compare the risks of activities or situations as different as apples and oranges.,Part Two: In-Class Reading Detailed Reading,If you are opposed to risks, you will want to choose your activities by focusing on the small-ratio exposures. If you are reckless, then you are not likely to be afraid of higher ratios unless they get uncomfortably large. 9 Once we understand that risk can never be totally eliminated from any situation and that, therefore, nothing is completely safe, we will then see that the issue is not one of avoiding risks altogether but rather one of managing risks in a sensible way. Risk management requires two things: common sense and information about the character and degree of the risks we may be running.,Part Two: In-Class Reading Detailed Reading,Understanding Sentences,Comments,Example,1. At some time or other, all of us have played the part of a hypochondriac, imagining that we have some terrible disease on the strength of very minor symptoms.,在說不定的某個時候，我們大家都曾充當(dāng)過疑病癥患者的角色，只憑一些輕微的癥狀便懷疑自己得了某種可怕的病。,Translation,“imagining that very minor symptoms. ” 為現(xiàn)在分詞短語，在句中作狀語，對主句作進一步解釋。,Having no money, I borrowed some from John. (Reason) Walking along the bank, I met a friend. (Time) Turning to the right, you will see the shop. (Condition),Back to the text,Part Two: In-Class Reading Detailed Reading,Understanding Sentences,Never have they heard of such strange things. Hardly could I believe my eyes when I entered the room.,2. But fear of disease is not our only fear, and neither is risk of disease the only risk we run.,Translation,然而，對疾病的恐懼并非我們唯一的恐懼。同樣，患病的危險也并非我們唯一會遇上的危險。,Comments,It is an inverted structure with an adverb put at the beginning of a sentence. 此句為倒裝結(jié)構(gòu)。,Example,Back to the text,Part Two: In-Class Reading Detailed Reading,From the room came the sound of children singing. From the fountain bubbled a stream of cold water.,3. And from these threats come questions that we must pose to ourselves: ,Translation,從而產(chǎn)生了好些問題，我們不得不問自己，。,Comments,This sentence means that these threats give rise to questions that we must ask ourselves. 當(dāng)句首狀語為表示地點的介詞詞組，謂語動詞為go，come等表示位置轉(zhuǎn)移的動作動詞時，句子通常全部倒裝。,Example,Back to the text,Understanding Sentences,Part Two: In-Class Reading Detailed Reading,Translation,Comments,Example,When were concerned, you can go whenever you want. 就我們而言，你什么時候走都行。 As far as policy is concerned, I have to say something. 談到政策，我得說幾句。,4. It is much more difficult when anxiety about other forms of risk is concerned, because with many risks, the situation is not as simple.,但當(dāng)涉及到其它形式的風(fēng)險時，事情就要困難得多，因為對許多風(fēng)險來說，情況并不那么簡單。,“when sth. is concerned”意為“就來說，就而言”，有時常用“as far as sth. is concerned”來表示。,Back to the text,Understanding Sentences,Part Two: In-Class Reading Detailed Reading,Translation,5. But what if you get hit from the side and end up trapped inside the vehicle, unable to escape because of a damaged seat belt mechanism?,倘若你的車側(cè)面被撞，結(jié)果你被困在車里，又因安全帶裝置遭破壞而無法掙脫，那怎么辦呢？,Comments,“what if”相當(dāng)于“what would happen if”，意為：“如果那又怎么辦呢？”,Example,What if she changes her mind and doesnt turn up? 如果她改變主意不來怎么辦? What if his mother doesnt like the girl? 要是他媽媽不喜歡這個女孩該怎么辦？,To be continued,Understanding Sentences,Part Two: In-Class Reading Detailed Reading,Comments,“ end up trapped”一句中trapped是過去分詞表示伴隨，詞組“end up”的意思是“最后成為（處于）”，后面可接名詞（短語）、形容詞、現(xiàn)在分詞、過去分詞或介詞短語作狀語。,Example,He ended up (as) head of the firm. 他最后成了公司的主管。,Back to the text,Understanding Sentences,Part Two: In-Class Reading Detailed Reading,Translation,句中“ often potentially serious one”是插入語，其作用是作進一步解釋或說明。此處是說明risks。 “be associated with”意思為“be related to”?！癳very hobby we have”, “every job we take”和 “every food we eat”都是with的賓語。,6. There are risks, often potentially serious one, associated with every hobby we have, every job we take, and every food we eatin other words, with every action. (l. 29-31),有些風(fēng)險，常常是潛在的重大風(fēng)險，與我們的每個業(yè)余愛好、所做的每項工作、所吃的每種食物有關(guān)，換句話說，與所進行的任何活動有關(guān)。,Comments,Understanding Sentences,To be continued,Part Two: In-Class Reading Detailed Reading,Example,A healthy life is frequently thought to be associated with the open countryside and homegrown food.,Back to the text,Understanding Sentences,Part Two: In-Class Reading Detailed Reading,Translation,7. The answer is that you are roughly twice as likely to die in a serious crash in a small car than in a large one.,答案是這樣：在一起嚴重的車禍中，坐小車喪生的可能性是坐大車的兩倍左右。,Comments,表示倍數(shù)可以用“times+as+adj.+as”或者“times+ the +of”。,Example,The room is twice as big as that one. The room is twice the size of that one.,Back to the text,Understanding Sentences,Part Two: In-Class Reading Detailed Reading,Translation,這是一個簡單句，主干結(jié)構(gòu)為“we would find the relative safety”。of引起的介詞短語作定語修飾前面的名詞“relative safety”，“by dividing. in each”是句子的方式狀語，句首的“In the case just discussed”為狀語，意思是“在剛剛討論的情況中”。結(jié)尾中出現(xiàn)了兩個each都指的是“each activity”，“每一項活動”。,8. In the case just discussed, we would find the relative safety of car travel and coal mining by dividing the numbers of lives lost in each by the number of people participating in each.,在剛才討論的例子中，我們可以用每一項活動中死亡的人數(shù)除以參與該活動的總?cè)藬?shù)，從而找出汽車旅行與采煤的相對安全性。,Comments,To be continued,Understanding Sentences,Part Two: In-Class Reading Detailed Reading,Comments,divide. by 用去除,Example,If you divide 30 by 6, the answer is 5. 以6除30，答案為5。 Thirty divided by six is five. 30除以6等于5。,Back to the text,Understanding Sentences,Part Two: In-Class Reading Detailed Reading,Translation,9. Once we understand that risk can never be totally eliminated from any situation and that, therefore, nothing is completely safe, we will then see that the issue is not one of avoiding risks altogether but rather one of managing risks in a sensible way.,一旦我們懂得在任何情況下都不能完全排除危險，因而任何事情都不是絕對安全的，我們就會明白問題不在于徹底避免危險而在于如何理智地管理危險。,To be continued,Understanding Sentences,Part Two: In-Class Reading Detailed Reading,本句是一個主從復(fù)合句，once引導(dǎo)的從句中，謂語 understand后有兩個由that引導(dǎo)的并列賓語從句，主句“we will then see. way”中，動詞see也帶了一個由that引導(dǎo)的賓語從句，從句的主要結(jié)構(gòu)為“the issue is not. but rather.” 。,Comments,Example,Once the books are open, phone calls go unanswered, TV unwatched and newspapers unread. 一旦打開書本學(xué)習(xí)，就不接電話、不看電視、不讀報紙了。 Once environmental damage is done, it takes many years for the system to recover. 對環(huán)境一旦造成破壞，就要花很多年的時間才能使整個系統(tǒng)恢復(fù)。,once (conj.) 一旦,Back to the text,Understanding Sentences,Word Study,risk,at risk 處于危險之中,The disease is spreading, and all children under five are at risk. Heart disease can be avoided if people at risk take medical advice.,at the risk of 冒的危險,He saved my life at the risk of losing his own. At the risk of offending you, I must tell you that I disapprove of your behavior.,Some phrases with “risk”:,To be continued,Part Two: In-Class Reading Detailed Reading,Part Two: In-Class Reading Detailed Reading,run the risk of 冒的危險,1. I dont want to run the risk of meeting George. 2. I was afraid to run the risk of betting on the game.,take a risk / risks 冒險做可能失敗或危險的事,1. You are taking a big risk driving so fast. 2. But he must be cautious; he must take no unnecessary risks.,Back to the text,Word Study,Part Two: In-Class Reading Detailed Reading,She was hired on the strength of her computer skills. 基于她的計算機能力，她被錄用了。 I bought the book on the strength of your recommendation. 我是因為聽了你的推薦才買這本書的。,play the part of,play the role of 扮演的角色,He played the part of Hamlet in the play. 他在劇中扮演哈姆雷特的角色。,on the strength of,on the base of; relying on; with the support or help of 基于，由于的影響，憑借,Back to the text,Back to the text,Word Study,pose v.,give rise to (a difficult or dangerous situation) 提出；造成，形成,Some phrases with “pose”: pose a problem/difficulty/ risk/threat/challenge/question,1. Officials claim the chemical poses no real threat. 2. Rising unemployment is posing serious problems for the administration. 3. They had been expected to pose a serious challenge to the main parties.,Back to the text,Word Study,Part Two: In-Class Reading Detailed Reading,Part Two: In-Class Reading Detailed Reading,Lets fix a definite date for the next match. 我們定一下下次比賽的確切日期吧。,indefinitely adv.,for a period of time without a fixed limit 無限期地,She was allowed to keep the book indefinitely. 她被允許無限期保存那本書。,cf.,definite,Back to the text,Word Study,Part Two: In-Class Reading Detailed Reading,1. not complete 部分的，不完全的 She could only enjoy a partial recovery. 她只是部分地恢復(fù)了健康（她還沒有完全康復(fù)）。,partial adj.,2. unfairly supporting one person or one group against another 偏向一方的，偏袒的，不公正的 You are expected to keep your judgment away from any partial attitudes. 你必須讓自己的判斷客觀公正。,Back to the text,Word Study,Part Two: In-Class Reading Detailed Reading,rather adv.,to a fairly large degree 相當(dāng)，頗；有點兒,I realize that Ive been rather stupid and selfish.,Some phrases with “rather”: rather than: instead of,1. It would be better to make a decision now, rather than leave it until later. 2. It was what he meant rather than what he said that annoyed me.,To be continued,Word Study,would rather prefer to do or have something,I would rather you didnt mention this matter to anyone else.,or rather used before correcting something that you have said, or giving more specific information,We all went in Vics car, or rather his fathers.,not but rather used to say that one thing is not true but a different thing is,The problem is not their lack of funding, but rather their lack of planning.,Back to the text,Word Study,Part Two: In-Class Reading Detailed Reading,Part Two: In-Class Reading Detailed Reading,may/might (just) as well have no strong reason, not to 不妨，可以,may well,You may well be right. She may well change her plans.,Its obvious she is not going to answer the door; we may as well leave.,might as well 如指現(xiàn)在的情況，語氣比may as well更委婉,cf.,to be likely to 很可能,Its no good waiting for the bus, we might as well walk.,Back to the text,Word Study,Part Two: In-Class Reading Detailed Reading,accidentally adv.,happening by chance, not by plan or intention 偶然地，意外地,This morning I accidentally met with a friend with whom I have never kept in touch for a long time.,incidentally used for adding something to what was said before, either on the same or another subject,cf.,I must go now. Incidentally if you want that book Ill bring it next time.,Back to the text,Word Study,Part Two: In-Class Readin