《新時(shí)代核心英語(yǔ)教程 綜合英語(yǔ)1》共10個(gè)單元教師用書

Unit1AFreshStart

I.UnitOverview

InTextA,LincolnSteffensdescribedhisexperienceoflearningtothink

criticallyincollege.Asthestorybegins,Steffenswasnotinterestedinhistory

becauseprevioushistorycoursesmerelyrequiresrotememoryofnames,dates,and

events,whichwereseeminglyisolatedfromreallifeexperience.However,extensive

readingsinthefirsttwoyearsincollegeslightlychangedhisstereotypedimpression

abouthistory.Hecametorealizethatahistoricalframeworkisessentialfbr

understandingpolitics,artandlife.Ashedevelopedhisinterestinlearningmore

abouthistory,hetookprofessorWilliamCaryJones'courseaboutAmerican

constitutionalhistory.Curiousaboutcertainhistoricaldetails,hefollowedthe

professor'sadvicetoreadintensively.Duringthisprocess,hecameupwithquestions

aboutthepurposeandeffectofAmericanConstitution.Further,heduginthelibrary

fbroriginaldocumentsandcomparecontradictoryopinions.Hefinallyestablishedhis

ownpointaboutAmericanconstitutionalhistory,becameanexcellentstudent,and

mostofall,learnedtothinkcritically.ForageneralviewofSteffens9life,hedidnot

turnaninvestigativejournalistovernight.Instead,hiscollegeyearslearninghistoryin

theUniversityofCaliforniapreparedhimwithcriticalreadingandthinkinghabitsfor

hislatercareerininvestigatinggovernmentandpoliticalcorruptionsintheUnited

StatesofAmerica.Therefore,whileteachingthistext,Tsareencouragedtofocuson

Steffens5learningmethods,organizinggroupdiscussionsaboutit.Verbusageis

prominentinthistext,andTscangivemoreexamplesaboutverbusewhen

interpretingthetext.

InTextB,SamuelH.Scudder9srecollectionaboutProfessorAgassizisastory

aboutobservation.Uponenteringtheprofessor'slaboratory,Scudderwasaskedto

watchaHaemulonwithoutfurtherinstructionaboutwhattoseeandwhy.Confused,

Scudderobservedandreportedabouthisfindingstotheprofessordaily.Asthreedays

passed,theinitialanxietyslowlydeclined,andthefamiliaritywiththefishgradually

grew.Untilthefourthday,whenhewasrequiredtocomparetwofishofthesame

group,hehadlearnedtoappreciatetheobservationprocessandfoundouthisown

questionswithanswers.Evenayearlater,hecouldstilldrawthefishwithouta

secondthought.Thetextisaboutthevalueandmethodsofobservation,whichisthe

basisofallinvestigation.Therearemanytechnicalterms(mostlyrelatedtofish)in

thistext.Tsaresuggestednottospendtoomuchtimeonvocabulary.Instead,you

couldtakethisasagoodopportunitytocultivatereadingstrategies(skim,scan,

lookingforgist,guessingmeaningfromcontext,etc.)inSs,helpthemreadthrough

thetext,andgraspitsmainidea:theimportanceandessenceofobservation.

Bothtextsinthisunitrevealedsometruthaboutcollegeeducation.Unlike

middleschoolyears,collegeprofessorsnolongerspoon-feedandstudentsstartedto

relymoreontheirsell-learning.Ontheonehand,professorsaresteppingaway,

leavinglimitedinstructionsaboutwhattodoorwhatreferencestoread;ontheother

hand,studentsareexpectedtoreadextensively,findtheirresearchinterest,raise

questionsandfigureouttheirownanswersthroughobservation,referencetooriginal

documents,comparisonanddiscussion.Theintegrationofsuchcriticalthinking

processenhancesastudent'sproblem-solvingability,whichisthekeytosuccessin

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anyfield.Therefore,fbrthefirstlessonofthisbook,studentsarelearningabouthow

tolearninauniversityviathestoriesofSteffensandScudder.

II.TeachingPlan

Suggested

SectionInput/Exercises

Teachingtime

ExploringDiscussionaboutuniversitymottosand

0.5TH

thetopicexpectationsaboutcollege.(Inclass)

Wordsandexpressions(Pre-classpreviewand

0.5TH

in-classcheck)

TextA

Detailedstudyofthetext(Inclass)3TH

Languagefbcus(In-classcheckofhomework)1TH

Critical

Thinkaboutthepurpose(Inclass)0.5TH

Thinking

Checkingandfurtherexplanationof

independentlearning,globalanalysisofthe1TH

text(Inclass)

TextB

Globalanalysisofthetext(Inclass)1TH

Additionallanguagework(Afterclass)——

Writealettertohighschoolteacheror

Guidedclassmateaboutcollegelife.Ssshouldbe

0.5TH

Writingencouragedtomakepreparationbeforeclass

aboutwhattothinkandwrite.

BenjaminFranklin,TheAutobiographyof

FurtherBenjaminFranklin—

ReadingLincolnSteffens,TheAutobiographyof

LincolnSteffens

III.ExploringtheTopic

?TeachingTips

1.SsmaynotknowtheEnglishtranslationoftheiruniversitymotto.Encourage

themtotrytotranslatebythemselvesordosomeresearch,e.g.iftheycanfindit

intheEnglishversionoftheuniversityhomepage.

2.Someuniversitymottosmaybedifficulttounderstand.HelpSsunderstandthe

sentencemeaningbeforeexploringdeepintothespirittheyreflect.

2

?KeytoExercises

1

(1)

Meaning:UniversityofCambridge'smottoisoriginalinLatin,“Hinelucemet

poculasacray"Here"referstotheuniversity."Lightanddraughts(國(guó)際象棋)”

reflectknowledgeandwisdom.

Spirit:Universityisaplacewherewelearnknowledgeandgainwisdom.

(2)

Meaning:YaleUniversity'smottoinLatinis“LwcetVeritas^andisusually

translatedas“LightandTruth."WhendepartingfromHarvard'ssingle-minded

pursuitof“theTruth"whichseemscold,large,andamoral,Yaleheldthemselvesout

asbringing“l(fā)ight”(understandingandclarity)intostudent5slives.

Spirit:Universityiswherepeoplepursueclarityandauthenticity.

(3)

Meaning:TsinghuaUniversity'smottoisextractedfromTheBookofChangeswhich

states:"TheHeavensareinmotionceaselessly;theenlightenedexertthemselves

constantly.WhiletheEarthissupportiveandnatural;onlythevirtuouscanbearthe

utmost.”

Spirit:Universityvaluesaloftycauseandperseveranteffortstolearn.

(4)

Meaning:Itisaquotationfrom“TheDoctrineoftheMean,“anessayinTheBookof

Rites.Itexplainslearningmethodsandrequirements.

Spirit:Universityencouragesstudentstolearncritically,followingadialectic

approach.

(5)

Meaning:Themotto,suggestedbythefoundingpresidentofHunanNormal

University,depictshisexpectationoffutureteacherstobebenevolenttostudentsand

devotedtoeducation.

Spirit:Studentsofanormaluniversityshouldbekindandintegrate.

2

Purposeofgoingtocollegeandexpectationstogetoutoftheexperience:

?Tolearnknowledge

?Tomeetpeopleofsimilarambition

?Todevelopintomoreeducatedandreliableadults

3

?Togetpreparedfbrfuturecareer

?Toheardifferentviewsaboutourworld

Similaritiesanddifferencesbetweenlifeandlearninginhighschoolandcollege:

?Collegelearningismorefocusedonpreparingfbrourfutureprofessionand

collegelifeismoreatourownrisknow.

?Thereismorefreedomandautonomyincollege.

?Bothhighschoolsanduniversitiesprovidedifferentstudentsclubsand

associationsfbrstudents.

?Classparticipationisanimportantpartofacademicperformanceincollege.

?Therearealotmorechoicesinauniversitycafeteria.

?OptionalActivities

Pairdiscussion:

1.Howdoesitfeelliketoleavehomefbrcollege?Whatdidyourparentssayabout

collegeeducationbeforeyoucame?

2.Didyoumeetanyprofessorshere?Howdoyoufeelaboutthem?

3.Comparingwithyourmiddleschoolyears,didyoufeelanychangeoflearningor

teachingmethodsincollege?Whatarethesechanges?

IV.TextA

?BackgroundInformation

1.ThecollegestoryofLincolnSteffens,anexcerptfromTheAutobiographyof

LincolnSteffens,waschosenasthefirsttextofthisbooktohighlightthe

importanceandmethodsofcriticalthinking.Steffensisacourageous

investigativejournalistwhowrotetouncovercorruptgovernmentsintheU.S.He

wasnotmuchlikedduringhislifetimeforbeingoutspokenandnotmuch

rememberedthesedaysfbrhisdisclosureoftheU.S.government.However,he

wasmarkedasoneofthegreatestjournalistsofthetwentiethcentury.

2.Since1789,theAmericanConstitutionhasbeenamendedtwenty-seventimes;

particularlyimportantamendmentsincludethetenamendmentsoftheUnited

StatesBillofRightsandthethreeReconstructionAmendments.Thefollowing

listisacollectionofmilestoneincidentsinAmericanconstitutionalhistory,

whichpartlyexplainswhyLincolnSteffens"suspectedthattheFathersofthe

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Republic...notonlydidnot,butdidnotwantto,establishademocratic

govemment.^^

1774FirstContinentalCongressmeetsinPhiladelphia

1775TheBattlesofLexingtonandConcordonApril19startedthe

AmericanRevolutionaryWar

1788ConstitutionofUnitedStatesratifiedwhichtookeffectin1789

1791BillofRightspassed

1863EmancipationDeclarationfreedslaves

1865-1870ReconstructionAmendmentsratified,whichabolishedslavery,

guaranteedequalprotectionofthelaw,andimplemented

prohibitionsontherestrictionofvoterrights.

192019thamendmentratifiedaboutwomen'srighttovote

199227thamendmentratifiedtodealwithcongressionalpayraises

SomeamendmentsoftheAmericanConstitution:

Amendment13:SlaveryAbolished(1865)

1.Neitherslaverynorinvoluntaryservitude,exceptasapunishmentforcrime

whereofthepartyshallhavebeendulyconvicted,shallexistwithintheUnited

States,oranyplacesubjecttotheirjurisdiction.

2.Congressshallhavepowertoenforcethisarticlebyappropriatelegislation.

Amendment14:CitizenshipRights(1866proposed,1868ratified)

1.AllpersonsbomornaturalizedintheUnitedStates,andsubjectto

thejurisdictionthereof,arecitizensoftheUnitedStatesandoftheStatewherein

theyreside.NoStateshallmakeorenforceanylawwhichshallabridgethe

privilegesorimmunitiesofcitizensoftheUnitedStates;norshallany

Statedepriveanypersonoflife,liberty,orproperty,withoutdueprocessoflaw;

nordenytoanypersonwithinitsjurisdictiontheequalprotectionofthelaws.

2.RepresentativesshallbeapportionedamongtheseveralStatesaccordingto

theirrespectivenumbers,countingthewholenumberofpersonsineachState,

excludingIndiansnottaxed.Butwhentherighttovoteatanyelectionfbrthe

choiceofelectorsfbrPresidentandVice-PresidentoftheUnitedStates,

RepresentativesinCongress,theExecutiveandJudicialofficersofaState,orthe

membersoftheLegislaturethereof,isdeniedtoanyofthemaleinhabitantsof

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suchState,beingtwenty-oneyearsofage,andcitizensoftheUnitedStates,orin

anywayabridged,exceptforparticipationinrebellion,orothercrime,thebasis

ofrepresentationthereinshallbereducedintheproportionwhichthenumberof

suchmalecitizensshallbeartothewholenumberofmalecitizenstwenty-one

yearsofageinsuchState.

3.NopersonshallbeaSenatororRepresentativeinCongress,orelectorof

PresidentandVice-President,orholdanyoffice,civilormilitary,underthe

UnitedStates,orunderanyState,who,havingpreviouslytakenanoath,asa

memberofCongress,orasanofficeroftheUnitedStates,orasamemberofany

Statelegislature,orasanexecutiveorjudicialofficerofanyState,tosupportthe

ConstitutionoftheUnitedStates,shallhaveengagedininsurrectionorrebellion

againstthesame,orgivenaidorcomforttotheenemiesthereof.ButCongress

maybyavoteoftwo-thirdsofeachHouse,removesuchdisability.

4.ThevalidityofthepublicdebtoftheUnitedStates,authorizedbylaw,

includingdebtsincurredforpaymentofpensionsandbountiesforservicesin

suppressinginsurrectionorrebellion,shallnotbequestioned.Butneitherthe

UnitedStatesnoranyStateshallassumeorpayanydebtorobligationincurredin

aidofinsurrectionorrebellionagainsttheUnitedStates,oranyclaimfortheloss

oremancipationofanyslave;butallsuchdebts,obligationsandclaimsshallbe

heldillegalandvoid.

5.TheCongressshallhavepowertoenforce,byappropriatelegislation,the

provisionsofthisarticle.

Amendment15:RaceNoBartoVote(1869proposed,1870ratified)

1.TherightofcitizensoftheUnitedStatestovoteshallnotbedeniedorabridged

bytheUnitedStatesorbyanyStateonaccountofrace,color,orprevious

conditionofservitude.

2.TheCongressshallhavepowertoenforcethisarticlebyappropriate

legislation.

Amendment19:Women'sSuffrage(1919proposed,1920ratified)

TherightofcitizensoftheUnitedStatestovoteshallnotbedeniedorabridged

bytheUnitedStatesorbyanyStateonaccountofsex.

Congressshallhavepowertoenforcethisarticlebyappropriatelegislation.

?TeachingTips

1.Dependingonstudents'Englishproficiency,theteachercouldconsiderexplain

thevocabularybeforereadingTextA.

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2UnderstandingwhySteffensmentionsAmericanconstitutionalhistory;andTs

shouldhaveathoroughunderstandingofitbutnotnecessarilydiscussitinclass.

3.Criticalthinkingandlearningmethodisprominentinthistext,soTscould

explorethereasoningprocessindetails.

?Structure

LGeneralintroductionaboutSteffens9attitudetowarduniversityeducation.

(Para.1)

HThechangeofSteffens9historylearningmethods,exemplifiedbyhis

experienceinAmericanconstitutionalhistorycourse.(Paras.2-4)

1.TheprocessofhowSteffenschosetospecializeinhistory,especially

Americanconstitutionalhistory.(Para.2)

2.ThedescriptionofSteffens5learningenthusiasmandmethod.(Para.3)

3.Steffens9researchandthinkingonAmericanconstitutionallaw.(Para.4)

mSteffens9expectationforuniversityeducation.(Para.5)

?DetailedStudyoftheText

1.Ithasbeendone;notoften,butthefactthataproportion,howeversmall,of

collegestudentsdogetastartininterested,methodicalstudy,provesmythesis,

andthefollowingpersonalexperienceIhavetoofferillustratesitandshowshow

togetaroundthefaculty,theotherstudents,andthewholecollegesystemof

mind-fixing.(Para.1)

Althoughthenumberissmall,somepeoplecangetaneducationatauniversity.They

findtheirinterestincollegeandstarttheirstudyinacarefulandlogicalway.Their

examplesprovethatmypointisrightaboutgettingeducationatauniversity.Iwill

offermypersonalexperienceasfollowstoexplainmypoint,andtellpeoplehowto

getaround(oravoid)themindfixingsystemofthefaculty,collegeandotherstudents

(inordertothinkmorefreely).

Thissentencecanbedividedintoseveralparts:Ithasbeendone;//notoften,//but

thefactthataproportion,howeversmall,ofcollegestudentsdogetastartin

interested,methodicalstudy,provesmythesis,//andthefollowingpersonal

experienceIhavetoofferillustratesitandshowshowtogetaroundthefaculty,the

otherstudents,andthewholecollegesystemofmind-fixing.Here,thesubject"it"

refersto“togetaneducationatauniversity.

(1)...thefactthataproportion,howeversmall,ofcollegestudentsdogetastart

ininterested,methodicalstudy,provesmythesis...(Para.1)

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Inthispart,somestudents9positiveperformanceincollege“provesmythesis.”

"howeversmall“isaparenthesishere,aremarkwhichgivesmoreinformationabout

theproportionbeingdiscussed,butfreefromthestructureormeaningofthesentence.

Theword"do”in"dogetastart“isusedtoemphasizetheverb"get."

proportion:apartofanumberoranamount,consideredinrelationtothewhole

e.g.Thedecisionaffectsasignificantproportionofthepopulation.

interestedstudy:notinterestingstudy,butthestudytoastudent'sspecificinterest

figuredoutthroughextensivereading

methodical:doneinacarefulandlogicalway

e.g.Healwayscheckedeverydetailinamethodicalway.

(2)...thefollowingpersonalexperienceIhavetoofferillustratesitandshows

howtogetaroundthefaculty,theotherstudents,andthewholecollegesystemof

mind-fixing.(Para.1)

havesth.tooffer(sb.):tohavequalities,opportunities,etc.thatpeoplearelikelyto

wantorenjoy

e.g.Canadahasmuchtoofferintermsoflocationandclimate.

Hefelthehadnothingtoofferherthatshewanted.

illustrate:tomakethemeaningofsomethingclearerbygivingexamples

e.g.Letmegiveanexampletoillustratethepoint.

2.Mymethodmightloseaboyhisdegree,butadegreeisnotworthsomuchas

thecapacityandthedrivetolearn.(Para.1)

Mymethodmightcauseaboytolosehiscollegedegree,buttheabilityandinner

desireandmotivetolearnaremorevaluablethanacollegedegree.

Thisisthethesisstatementandunveilstheauthor'sattitudetowarduniversity

education.

losesb.sth.:tocausesomebodytolosesomething

e.g.Itwasarashdecision,anditlosthimtherace(=causedhimtolosetherace).

not...somuch...as:usedtosaythatonedescriptionofsomeoneorsomethingis

lesssuitableorcorrectthananother

3.Mymethodwashitonbyaccidentandsomeinstinct.(Para.2)

Ifoundmymethodbyaccident,andinstinctalsohelped.

Noticethediversionfrompresenttenseinthefirstparagraphtopasttenseinthe

secondparagraph.Thetonechangesfromgivingopinionstodescribingpastfacts.

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Moreover,thechangeofsubjectfrom'T'to"Mymethod"highlightsthetopicofthis

paragraph.

hiton/uponsth.:tohaveanideaordiscoversomethingsuddenlyorunexpectedly

e.g.ThenwehitontheideaofaskingviewerstodonatethroughWeChat.

4.Ispecialized.(Para.2)

ThissentencemeansthatSteffens?methodistofbcusoncertainsubjects.The

followingsentenceexemplifieshowhepickeduphisfbcusfromtwoyearsof

extensivereading.

Thealternativeoflongandshortsentencesaddstothesentencevariety.Thestylish

useofthisextremelyshortsentenceisfirmintoneandattractsreaders9attention.

5....Ihadseveralcinchesinhistory.(Para.2)

Ihadaninnerconnectiontohistory.

Here,Steffensadmittedthathewassuretochoosehistoryforthereasonsexplainedin

lattersentences.ToSteffens,aftertwoyearsofextensivereadinginEnglish,political

economy,andphilosophy,heissuretobeinterestedinhistoryandhopetofind

answerstohispuzzlesbydiggingintohistory.Thissentenceexplainswhyhechoseto

majorinhistoryinjunioryear.

cinch:somethingthatwilldefinitelyhappen,orsomeonewhowilldefinitelydo

something

e.g.He'sacinchtowintherace.

6NowIlikedhistory;IhadneglecteditpartlybecauseIrebelledatthewayit

wastaught,aspositiveknowledgeunrelatedtopolitics,art,life,oranythingelse.

(Para.2)

Ilikedhistorynow.ButbeforeIfoundmyinterestinhistory,Ididnotlikethiscourse

becausehistoryteachersalwaystaughtitasanisolatedknowledgesystemfrom

politics,art,life,oranythingelse.

partlybecause:Inthistext,itisfrequentlyusedtoexplainoneofseveralpossible

reasons.

rebel:toopposeorfightagainstsomeoneinauthorityoragainstanideaorsituation

whichyoudonotagreewith

e.g.Teenagerstendtorebelagainstpeopleinauthority.

7.BlessedasIwaswitha“badmemory,“Icouldnotcommittoitanything

thatIdidnotunderstandandintellectuallyneed.(Para.2)

IwashappythatIdidnothaveagoodmemorytorememberalltheisolatedhistorical

facts.Asaresult,IcannotmakeanefforttorememberthoseknowledgethatIdonot

understandorneedinmyacademicpursuit.

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Thisisaninvertedsentencesimilarto“IcouldnotcommittoitanythingthatIdidnot

understandandintellectuallyneedasIwasblessedwitha'badmemory.Thereason

isfrontedtoemphasizetheauthor'sattitude.

commitsth.tomemory:tolearnsomethingsothatyourememberit

e.g.Somereallydedicatedfanshavecommittedentirepassagesofthemovieto

memory.

8.ButIhaddiscoveredinmyreadingsofliterature,philosophy,andpolitical

economythathistoryhadlighttothrowuponunhistoricalquestions.(Para.2)

ThissentenceexplainswhySteffenschosetoconcentrateonhistoryafterextensive

reading.

throwlighton/uponsth.:tomakesomethingeasiertounderstandbyprovidingnew

information

e.g.Recentinvestigationshavethrownnewlightonhowthetwomendied.

9.SoIproposedinmyjuniorandsenioryearstospecializeinhistory,taking

allthecoursesrequiredandthosealsothatIhadfailed.(Para.2)

ThissentenceexplainsSteffens9actionofspecialization.

takingallthecourses...:Thisisapresentparticipleusedtomodifythemainverb

“propose."

proposetodosth.:tointendtodosomething

e.g.Howdoesheproposetodealwiththesituation?

10.WiththisinmindIlistenedattentivelytothefirstintroductorytalkof

ProfessorWilliamCaryJonesonAmericanconstitutionalhistory.(Para.2)

“This”referstohisplantospecializeinhistoryinhisjuniorandsenioryears.

anintroductorytalk:Itisusuallythefirstclassthatprovidesinformationaboutthe

majorquestions,theories,principles,andapplicationofasubjectwithabooklistfor

students9reference.

11.Whentherestoftheclassrushedoutintothesunshine,Iwentuptothe

professorand,tohissurprise,askedforthismemorandum.(Para.3)

tosb/ssurprise:inawaythatsurprisessomeone

e.g.Muchtohissurprise,shegavehimherphonenumber.

memorandum:awrittenreportthatispreparedforapersonorcommitteeinorderto

providethemwithinformationaboutaparticularmatter

e.g.Nevertheless,wewill,ofcourse,requireyourassistanceindraftingthenon-

financialsectionofthememorandum.

io

12.UpinthelibraryIranthroughtherequiredchaptersinthetwodifferent

books,andtheydifferedonseveralpoints.(Para.3)

Ireadtherequiredchaptersinthetwobooksinthelibrary,andfoundthatthesetwo

bookshavedifferentviewsonmanythings.

runthroughsth.:similarto“gothrough.Itmeanstoread,lookat,orexplain

somethingquickly.

e.g.Briefly,sheranthroughdetailsofthemorning'sevents.

13.Turningtotheotherauthorities,Isawthattheydisagreedonthesamefacts

andalsoonothers.(Para.3)

agree/disagreeon/aboutsth.

e.g.Wedon'tagreeoneverything,ofcourse.

cf.

agreewithsb.

e.g.Ifshefelthewasright,shewouldagreewithhim.

agreetodosth.

e.g.Noonereallyknowswhyheagreedtodothefilm.

14.Thelibrarian,appealedto,helpedmesearchthebookshelvestillthelibrary

closed...(Para.3)

Iappealedtothelibrarian(fbrhelp).Thelibrarianhelpedmesearchthebookshelves

tillthelibraryclosed...

Here"appealedto“isapastparticipletomodify“thelibrarian.

ThissentenceexplainshowSteffensappealedforhelpwhenhewasconfusedby

disagreeingopinions.

appeal:tomakeaseriouspublicrequestfbrhelp,money,orinformation

appealto:toasksomebodyfbrhelp

e.g.Farmershaveappealedtothegovernmentforhelp.

cf.

appealtosb.todosth.:toasksomebodytodosomething

e.g.Thepolicehaveappealedtoanyonewithinformationtocomeforwardandtalkto

them.

appealforsth.:toaskfbrsomething

e.g.Thepoliceappealedfbrinformation.

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15....IcalledonProfessorJonesformorereferences.(Para.3)

callon/uponsb.:tovisitsomeonefbrashorttime

e.g.Whydon'tyoucallonmysisterwhenyou'reinBeijing?

reference:abook,article,etc.fromwhichinformationhasbeenobtained

e.g.Thereisalistofreferencesattheendofeachchapter.

16.Hewasastonished,invitedmein,andbegantoapprovemyindustry,which

astonishedme.(Para.3)

approve:tothinkthatsomeoneorsomethingisgood,right,orsuitable.Notethe

differencebetweenapproveandagree:Aplanoramovecouldbeapproved,yeta

personalopinionwasusuallyagreedto.

industry:thefactofworkinghard,notabusinesshere

e.g.Williamisamanofgreatindustry.

whichastonishedme:Thisisanon-restrictiveattributiveclausethatsupplementally

explainstheresultofProfessorJones'reaction.

Questionforstudents:Whyweretheyastonishedbyeachother?

ProfessorJoneswasastonishedbecausehedidnotexpectastudenttodigthatdeep;

whileSteffenswasastonishedthathispickyquestionswereapprovedbytheprofessor.

17.Iwasnottryingtobeagoodboy;Iwasbetterthanthat:Iwasacuriousboy.

(Para.3)

Questionforstudents:Whatdoes"agoodboy“meanhere?

Itreferstoanobedientstudentwhowasregardedas“agoodboy“accordingto

traditionalvaluejudgment.

18.Theyonlydeepenedthemystery,clearingupthehistoricalquestion,but

leavingtheanswertobedugforandwritten.(Para.3)

clearingupthehistoricalquestion,butleavingtheanswertobedugforand

written:Here,"clearingup..."and"leaving...”arepresentparticiplesusedto

illustratehowintensivereadingdeepenedthemystery.Asequenceofpresent

participlesillustratesthefurtherimpactofdeepenedmysteryinSteffens9reading.

clearup:toexplainorsolvesomething,ormakeiteasiertounderstand

e.g.Thereareacoupleofpointsweneedtoclearupbeforethemeetingbegins.

Questionforstudents:Whydoestheauthorbelievethatintensivereadings,which

clearedupquestions,"onlydeepenedthemystery”?

Itisprobablybecausethemoreweknow,themoreweareawareofourignorance.