1 I passed all the other courses that I took at my University, but I

Transcription

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byJame
sThur
be
r2
1 I passed all the other courses that I took at my University, but I could never
pass botany. This was because all botany students had to spend several hours a week
in a laboratory looking through a microscope at plant cells, and I could never see
through a microscope. This used to enrage my instructor. I would just be standing
there. “I can’t see anything,” I would say. He would begin patiently enough,
explaining how anybody can see through a microscope, but he would always end up
in a fury, claming that I could too see through a microscope but just pretended that
I couldn’t. “Well,”I’d say, “I can’t see anything.”“Try it just once again,”He’d
say, and I would put my eye to the microscope and see nothing at all, except now
and again a nebulous milky substance — a phenomenon of maladjustment. You were
supposed to see a vivid, restless clock-work of sharply defined plant cells. “I see
what looks like a lot of milk,”I would tell him. This, he claimed, was the result of
my not having adjusted the microscope properly, so he would readjust it for me, or
rather, for himself.
2 I finally took a deferred pass, as they called it, and waited a year and tried
again. The professor had come back from vacation brown as a berry, bright-eyed,
and eager to explain cell-structure again to his classes. “Well,” he said to me,
cheerily, when we met in the first laboratory hour of the semester, “we’re going to
see cells this time, aren’t we?”“Yes, sir,”I said. Students to the right of me and
left of me and in front of me were seeing cells; what’s more, they were quietly
drawing pictures of them in their notebooks. Of course, I didn’t see anything.
3 “We’ll try it,”the professor said to me, grimly, “with every adjustment of
the microscope known to man. As God is my witness, ’
I ll arrange this glass so that
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1
综合大学英语 UNIT1
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you see cells through it or ’
I ll give up teaching. In twenty-two years of botany,
I — ”. He cut off abruptly for he was beginning to quiver all over, like Lionel
Barrymore 3 .
4 So we tried it with every adjustment of the microscope known to man. With
only one of them did I see,to my pleasure and amazement, a variegated constellation
of flecks, specks, and dots. These hastily I drew. The instructor, noting my activity,
came from an adjoining desk, a smile on his lips and his eyebrows high in hope. He
looked at my cell drawing. “What’s that?”he demanded, with a hint of squeal in
his voice. “That’s what I saw,” I said. “You didn’t, you didn’t, you didn’t!” he
screamed, losing control of his temper instantly, and he bent over and squinted into
the microscope. His head snapped up. “That’s your eye!” he shouted, “You’ve
fixed the lens so that it reflects! You’ve drawn your eye!”
Another course that I didn’t like, but somehow managed to pass, was
5
economics. I went to that class straight from the botany class, which didn’t help me
any in understanding either subject. I used to get them mixed up. But not as mixed
up as another student in my economics class who came there direct from a physics
laboratory. He was a tackle on the football team, named Bolenciecwcz. At that time
Ohio State University had one of the best football teams in the country, and
Bolenciecwcz was one of its outstanding stars.
6 One day when we were on the subject of transportation and distribution, it came
Bolenciecwcz’s turn to answer a question. “Name one means of transportation,”
the professor said to him. No light came into the big tackle’s eyes. He had the look
of a man who is being led into a trap. “That is,” pursued the professor, “any
medium, agency, or method of going form one place to another.” Bolenciecwcz
had the look of a man who is being led into a trap. “You may choose among steam,
horse-drawn, or electrically propelled vehicles,” said the instructor, “I might
suggest the one which we commonly take in making long journeys across land.”
There was a profound silence in which everybody stirred uneasily, including
Bolenciecwcz and Mr. Bassum. Mr. Bassum abruptly broke this silence in an
amazing manner. “Choo-choo-choo,”he said, in a low voice, and turned instantly
scarlet. He glanced appealingly around the room. All of us, of course, shared Mr.
Bassum’s desire that Bolenciecwcz should stay abreast of the class in economics,
for the Illinois game, one of the hardest and most important of the season, was only
a week off. Somebody else gave fine imitation of a locomotive letting off steam.
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Comp
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Mr. Bassum himself rounded off the little show. “Ding, dong, ding, dong,” he
said, hopefully. Bolenciecwcz was staring at the floor now, trying to think, his
great brow furrowed, his huge hands rubbing together, his face red.
7
“How did you come to college this year, Mr. Bolenciecwcz?” asked the
professor. “Chuffa chuffa, chuffa chuffa.”
8
9
“M’father sent me,”4 said the football player.
“What on?”asked Bassum.
“I git an ’lowance,” said the tackle, in a low, husky voice, obviously
10
embarrassed.“No, no,”said Bassum. “Name a means of transportation. What did
you ride here on?”
11
12
“Train,”said Bolenciecwcz.
“Quite right,”said the professor with face still red.
5
13 Ohio State was a land grant university and therefore two years of military
drill was compulsory. We drilled with old Springfield rifles and studied the tactics
of the Civil War even though the World War6 was going on at the time. At 1 1
o’clock each morning thousands of freshmen and sophomores used to deploy over
the campus, moodily creeping up on the old chemistry building.
14 As a soldier I was never any good at all. Most of the cadets were glumly
indifferent soldiers, but I was no good at all. Once General Littlefield, who was
commandant of the cadet corps, popped up in front of me during regimental drill
and snapped, “You are the main trouble with this university!” I was mediocre at
drill, certainly — that is, until my senior year. By that time I had drilled longer than
anybody else. I was the only senior still in uniform. The uniform which, when new,
had made me look like an interurban railway conductor, now had become faded and
too tight. This had a definitely bad effect on my morale.
15 The next day General Littlefield summoned me to his office. He was swatting
flies when I went in. I was silent and he was silent too, for a long time. I don’t think
he remembered me or why he had sent for me, but he didn’t want to admit it. He
swatted some more flies, keeping his eyes on them narrowly before he let go with
the swatter. “Button up your coat!”he snapped. Looking back on it now I can see
that he meant me although he was looking at a fly, but I just stood there. Another
fly came to rest on a paper in front of the general and began rubbing its hind legs
together. The general lifted the swatter cautiously. I moved restlessly and the fly
flew away. “You startled him!”barked General Littlefield, looking at me severely.
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I said I was sorry. “That won’t help the situation!”snapped the General with cold
military logic. I didn’t see what I could do except offer to chase some more flies
toward his desk, but I didn’t say anything. Finally, he told me I could go. So I went.
He either didn’t know which cadet I was or else he forgot what he wanted to see me
about. I don’t know. I don’t think about it much any more.
———From My Life and Hard Times
/n.
bo
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nome
non/
f
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ph
n.
scientific study of plants
an instrument that makes very small
objects larger, and so can be used for
examining them
to make very angry
person who teaches an activity
not clear esp. in meaning or expression;
vague
to declare to be true; state esp. in the
face of opposition; maintain
to give an appearance of something that
is not true
material; type of matter
a fact or event in nature ( or society) as
it appears or experienced by the senses,
esp. one that is unusual and/or of
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v
t.& v
i.
scientific interest
to change slightly, esp. in order to make
suitable for a particular job or new
conditions
never quiet; always moving about
to put off or hold back until a later date;
delay; postpone
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4
Comp
r
ehens
i
veCo
l
l
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l
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v
t.
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f
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t/r
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to tremble a little
to make a very long high sound or cry
to cry out loudly on a high note
at once
to throw back; to express; to consider
carefully
/
e
conomi
c
s/
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i
ː
kə
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nɒmɪ
ks
n.
the science of the way in which industry
/
t
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l
e/
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tækl
n.
( in football) and act of trying to take the
and trade produce and use wealth
ball from an opponent
t
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anspo
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a
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i
on
/
t
rænz
-,
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pə
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passengers or goods from one place to
d
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d
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b
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the act or action of distribution or the
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n.
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t.
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l/pr
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pr
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abrup
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appe
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sky/
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an
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n
t
n.
g
a
means
or
system
of
carrying
another
state of being distributed
to move, drive, or push ( steadily )
forward
deep, complete, very strongly felt
suddenly and unexpectedly
of a very bright red color
able to move feelings
concerning or causing movement
to look with almost closed eyes, as at a
bright light or in aiming a gun
to make a deep line or fold in the skin
of the face, esp. the forehead
( of a person or voice) difficult to hear
and breathe, as if the throat were dry
money given by the state, usu. for
educational purposes, such as to a
university or to a student during his
studies; land given by a king or government
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5
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compu
l
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ɪ
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adj.
n.
t
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n.
ʃmən/
/
s
ophomo
r
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s
ɒ
f
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ː(
r)
n.
obligatory; which must be done by the
law, orders
a means of getting a desired result
a student in his or her first year at
university
a student in the second year of a course
in a US college or high school
/
dep
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l
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v
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p
to spread out, use, or arrange for action,
c
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v
i.
p/
to move slowly and quietly with the
/
de
t
n.
cade
t/kə
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esp. for military action
body close to the ground
a person studying to become an officer
in one of the armed forces or the
police; a person who is a member of a
/adv.
l
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adj.
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commandan
t/
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dæn
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n.
/
co
rps/kɔ
ː
n.
cadet corps
sadly; in low spirit
not interested in; not caring or noticing
the chief officer in charge of military
organization
a trained army group with special duties
and responsibilities; a branch of the
army equal in size to 2 divisions; a
group of people united in the same
v
i.
pop/pɒp/
/
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e
ime
n
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adj.
g
snap/
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v
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adj.
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ban/
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/
(
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conduc
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'
dʌkt
ə r)
n.
med
i
oc
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e
f
ade/
f
e
ɪ
d/
v
i.
activity
to make a short sharp explosive sound
of a regiment
to close the jaws quickly on
of not very good or bad quality or
ability, usu. not good enough
between towns
esp. AmE. the guard on a train
to ( cause to ) lose strength, colour,
freshness, etc.
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6
Comp
r
ehens
i
veCo
l
l
egeEng
l
i
sh3
췍
/
de
f
i
n
i
t
e
l
adv.
'
de
f
ɪ
n
ɪ
t
l
ɪ
y/
/
e
f
f
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t/
ɪ
'
f
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n.
/
mo
r
a
l
e/mɒ
'
r췍
ː
l
n.
in a definite way; without doubt, clearly
a result; a result produced on the mind
of feelings
the state of mind of ( a person or group
of people, often an army) with regard to
pride, faith in the rightness of one’s
action, determination not to yield,
v
t.
s
ummon/
'
s
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/
swa
t/
swɒ
t
v
t.
/
cau
t
i
ou
s
l
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kɔ
ː
ə
s
l
ɪ
adv.
y/
ʃ
/
s
e
v
e
r
e
l
s
ɪ
'
v
ɪ
ə
l
ɪ
adv.
y/
strength of spirit, etc.
to give an official order ( to come, do,
etc.)
to hit ( an insect) with a flat object or
hand, esp. so as to cause death
carefully
not kindly or gently; not allowing failure
or change in rules, standards, etc.;
sternly; strictly
see through
end up
lose control of
mix up
stay abreast of
let off
snap up
round off
be supposed to
send for
pop up
with a hint of
1 . Suggestion for reading
“University Days”appears in one of Thurber’s most successful books, My Life
and Hard Times ( 1 9 3 3 ) . “University Days” is one of Thurber’s best short
pieces in which he cleverly combined the techniques of storytelling and essayist.
The humor in this piece is underlined by vivid description of incongruity between
august university atmosphere and the funny events happened in it. Its light satire
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provides a subtle and penetrating comment on school life at Thurber’s time.
2 . James Thurber ( 1 8 9 4 —1 9 6 1 ) : was one of American’s leading humorists,
essayists, and cartoonists. Thurber grew up in Columbus, Ohio, and attended the
Ohio State University. In 1 9 2 5 , he joined the Staff of The New Yorker , where
E. B. White helped him to perfect his prose style. Is Sex Necessary? Thurber’s
first book ( 1 9 2 9 with E. B. White) ,established his reputation as a humorist.
3 . Lionel Barrymore: American actor ( 1 8 7 8 —1 9 5 4 ) .
4 . “M’father sent me”: Mr. Bolenciecwcz is depicted as an uneducated person.
His less standard language reveals his uneducated background, e. g.
“M’father sent me.”for “My father sent me.”
“I git an’lowance.”for “I get an allowance.”
5 . a land grant university: refers to any American colleges and universities that are
built on land originally given by the federal government or receiving federal aid
on the stipulation that practical courses be offered, esp. in agriculture and the
mechanical arts.
6 . The World War: The World War I armistice was signed on November 1 1 ,
1 9 1 8 , two days before Thurber landed in Paris as a code clerk for the State
Department of the U.S.A.
1 . How does Thurber build the tone of humor in Paragraph 1 ? Why did the
instructor always end up in a fury?
2 . What happened to the narrator in his botany exam?
3 . What is meant by “a smile on his lips and his eyebrows high in hope”in Para. 4?
4 . How does the story of Bolenciecwcz highlight the author’s sense of humor?
5 . Why did the narrator still wear uniform in his senior year?
6 . How is the narrator’s soldier experience related to his university life?
7 . What kind of person do you think General Littlefield is? How does the author
portray General Littlefield?
8 . What does the author in this short story attempt to achieve technically? Is his
style effective? Why?
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Comp
r
ehens
i
veCo
l
l
egeEng
l
i
sh3
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Cond
i
t
i
ona
lSent
enc
e
A conditional sentence consists of a conditional clause and a main clause. It is
commonly classified as “real”and “unreal”.
I.Re
a
lcond
i
t
i
ona
l
sar
eu
s
edt
odeno
t
e:
1 . Universal truth or general validity
In this case, the sequence of verb forms is as follows:
( If) simple present + ( main) simple present
If water temperature is 100℃ , it boils.
If you divide 20 by 4 , you get five.
2 . Present habitual action
In this case, the sequence of verb forms is as follows:
( If) simple present + ( main) simple present
If the weather permits,he cycles to school every day.
I
I.Unr
e
a
lcond
i
t
i
ona
l
s
1 . To talk about “unreal”events and situations or improbable present, we use
the following structure:
( If) simple past + ( main) would, etc + infinitive
If I had enough money, I would go to Japan.
If I got longer holidays I would be perfectly happy.
2 . To talk about things that did not happen in the past, we use the following
structure:
( If) past perfect + ( main) would, etc. + perfect infinitive
If you had worked harder last year, you would probably have passed your
exam.
If you had asked me, I would have told you the whole story.
I
I
I.Var
i
antf
ormso
fcond
i
t
i
ona
l
s
1 . ( If) were to + infinitive + ( main) would , etc. + infinitive
If you were to move your chair a bit to the right, we could all sit down.
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What would you do if war were to break out?
2 . ( If) would + infinitive + ( main) would, etc. + infinitive
If you would cook the dinner, I would do the washing up afterwards.
I d be grateful if you would give me a little help.
’
3 . ( If ) were to have + past participle + ( main) would have +
past
participle
If you were to have asked me, I would have been only too willing to help.
4 . Omission of “if”: literary inversion structure
In a literary style, the structures were I/you/he , etc., should I/you/he , etc.
and had I/you/he ,etc. are used instead of if I/you/he ,etc. were, if I/you/he ,
etc. should and if I/you/he ,etc. had.
Were she my daughter, I could suggest several steps I should consider
profitable to take.
Should their scheme have succeeded, that would have led to great
retrogression.
Had I realized what you intended, I should not have wasted my time trying
to explain matters to you.
5 . if only
If only I had more money, I could buy some new clothes.
If only you hadn’t told Jackie what I said, everything would have been all
right.
6 . other words with the same meaning as if
Many words and expressions can be used with a meaning similar to if,
such as provided, providing, supposing, as long as , on condition that etc.
Supposing you fell in love with your boss, what would you do?
I ll give you the day off on condition that you work on Saturday morning.
’
Fi
l
li
nt
heb
l
ankswi
t
hpr
ope
rfo
rmsofc
ond
i
t
i
ona
l
sac
c
o
rd
i
ngt
os
ugge
s
t
i
ons
i
v
eni
nt
hebracke
t
s.
g
1.
you change your mind, let us know. ( in a literary style)
2 . If it
( not be) for his wife’s money he
( never be) a doctor.
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Comp
r
ehens
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veCo
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3 . If he
( not failed) last year, he
4 . If the rocket
( not take) it again in June.
( go ) into orbit, it
( mark) a step forward in
space research.
5 . You
( welcome) to stay with us, as long as you
( pay) the
rent.
6 . What
7 . If they
8 . If we
you
( do) supposing he
( not save) us, we
( be) here?
( drown) in the stormy river.
( not work) hard in the past few years, things
( not go)
so smoothly.
9 . If your desires
1 0 . Even if the sun
( be) endless, your cares
( be) so, too.
( be) to rise in the west, my resolution
( be)
unchanged.
Cl
a
im
c
l
a
im v.
1 . ask for or demand as the rightful owners or as one’s right
Did you claim on the insurance after your car accident?
Every citizen in China may claim the protection of the law.
2 . take as the rightful owner
The prince hoped to claim the crown with the help of a foreign army.
3 . assert; say that sth. is a fact
The professor would always end up in a fury, claming that I could too see
through a microscope but just pretended that I couldn’t.
He claimed to have done the work without any help.
He claimed to be the best soccer player in the school.
c
l
a
im n.
1 . demand for something as one’s own by right
His claim to own this house is invalid.
Does anyone make a claim to this car?
2 . a statement of something as fact
The government’s claim that war was necessary was clearly mistaken.
췍
11
췍
His claim to have decoded the ancient ideogram was unbelievable.
Pur
s
ue
suev.
pur
1 . go after in order to catch; capture
The policemen were pursuing a robber who broke into The Construction Bank.
The girl said to her boyfriend, “Make sure you are not being pursued.”
2 . harass ( sb.) persistently
His record as a criminal pursued him wherever he went.
Mrs. Li has been pursued by misfortune.
3 . go on with; work at
The Chinese girl with Ph.D in law pursued her studies after leaving Harvard.
He could see he was losing the argument, so he said, “’
I d rather not pursue the
matter.”
“That is,” pursued the professor, “any medium, agency, or method of going
from one place to another.”
su
i
tn.
pur
act of pursuing
The police car raced through the street in pursuit of the car of the drug trafficker.
The movie tells the story of a young man in his pursuit of happiness.
r
Remembe
r
emembe
rv.
1 . keep in the memory; call back into the mind
I don’t think he remembered me or why he had sent me for.
I remember having heard the President of UC Berkeley spoke on the growth of
their applicant pools in recent years.
2 . convey greetings ( to sb.)
Please remember me to your sister.
r
emembr
anc
en.
1 . the state or act of remembering
In 1 9 0 8 , Marcel Proust began to work seriously on Remembrance of Things
Past.
I have many happy remembrances of our university days together.
췍
12
Comp
r
ehens
i
veCo
l
l
egeEng
l
i
sh3
췍
2 . sth. given or kept in memory of sb. or sth.
He sent us a small remembrance of his visit.
The student gave his teacher his photograph as a remembrance.
Amaz
i
ng
ama
z
i
nga.
( usu. derog.) causing great surprise or wonder because of quantity or quality
Mr. Bassum abruptly broke this silence in an amazing manner.
Your wife is an amazing woman.
ama
z
ev.
fill with great surprise
Your knowledge of Chinese culture amazes me.
It amazed me to hear that Sydney’s Olympic torch blasted off into space on April
24, 2000.
Exe
r
c
i
s
e
s
I.Di
c
t
a
t
i
on
I
I.Vocabu
l
ar
r
c
i
s
e
yexe
1 . Vocabulary of higher education
In his first year ( when he is called‘freshman’) and his second year ( as a
‘sophomore’) a university student must usually follow courses in a very
wide range of subjects in arts and science. In his third year ( as a ‘junior’)
and his fourth year ( as a ‘senior’) ,a student may specialize in his main
subjects.
A dean is the head of a college of studies. Above him is the president.
Below him are department chairs.
A tenure ( 终身制 ) system means when a teacher is tenured, he is
automatically given the right to stay in a teaching position without needing
to have a new contract of employment with his university.
2 . Practice of word forms ( choose the correct one)
( 1 ) pretend
pretension
a. It is only a
b. The fox
pretence
of friendship.
to be asleep, when the rabbit came in.
췍
13
췍
c. She makes no
( 2 ) explain explanation
to expert knowledge of ecology.
explanatory
a. I had better say a few words by way of
.
b. Please
the problem of elder abuse to me.
( 3 ) embarrassment
embarrass
a. He felt
by lack of money.
b. The mother was facing a financial
( 4 ) cautious
caution
( 5 ) decision
decide
.
.
a. A sign with “DANGER”on is a
not to give offence when he traveled in a new place.
b. He was
decisive
a. Are appearances often
?
against the plaintiff.
b. The judge
c. Have they arrived at a
( 6 ) compulsory compulsive
Is military service
yet?
in your country?
smoking is bad for your health.
( 7 ) indifferent
indifference
I was so excited to see snow that I was
The host treated the guest with
to the cold.
.
3 . Fill in the blanks with appropriate words in the brackets.
( 1 ) The Funan River
through the very beautiful part of Chengdu.
( wander, wonder)
( 2 ) Somebody else gave fine imitation of a locomotive letting off
. ( steam, stream)
( 3 ) We drilled with old Springfield rifles and studied the
of the
Civil War even though the World War was going on at the time.
( tackle, tactics)
( 4 ) Joe is in a
today, so keep away from him. ( temper,
temporary)
( 5 ) You’ve
a hole in the elbow of your coat. ( rob, rub)
( 6 ) The university became a body
. ( corporal, corporate)
( 7 ) At 1 1 o’clock each morning thousands of freshmen and sophomores
used to
over the campus, moodily creeping up on the old
췍
14
Comp
r
ehens
i
veCo
l
l
egeEng
l
i
sh3
췍
chemistry building. ( deploy, deplore )
I
I
I.Pr
oo
f
r
e
ad
i
ng (
onee
r
r
orbe
f
or
et
hel
i
ne)
At all levels some judges are appointed their
offices, and some are publicly elected; states differ at one
another on this matter. In some cases the Chief Justice is
elected and appointed the other judges, possibly with the
advices of a judicial council. In some states the principle of
the removal of a judge can be prepared, and if it was
strongly enough supported a new election is held, that
may confirm him in his office and replace him.
IV.Tr
ans
l
a
t
et
hef
o
l
l
owi
ng s
ent
enc
e
si
nt
o Eng
l
i
s
h,u
s
i
ngt
he
wordsandexpr
e
s
s
i
onsg
i
v
enbe
l
ow.
let off
lose control of
see through
stay abreast of
summon
put through
mix up
pursue
1. 这些改革大约在几个月后可以完成。
2. 他的解释使我更加糊涂了。
3. 他突然说了句笑话,紧张的气氛顿时缓和下来。
4. 我失去自制力,揍了他。
5. 你需要多少汽油? 五加仑能解决问题吗?
6. 上个月那家新的高科技公司召开了第一次股东大会。
7. 同学们认为他应该在经济学这门课上跟上全班水平。
8. 拿到博士学位以后,吴健雄继续她的物理学研究。
V.Tr
ans
l
a
t
et
hef
o
l
l
owi
ngi
nt
oCh
i
ne
s
e.
1. The professor had come back from vacation brown as a berry, bright-eyed,
and eager to explain cell-structure again to his classes.
2. So we tried it with every adjustment of the microscope known to man.
3. The instructor, noting my activity, came from an adjoining desk, a smile
on his lips and his eyebrows high in hope.
4. All of us, of course, shared Mr. Bassum’s desire that Bolenciecwcz should
stay abreast of the class in economics, for the Illinois game, one of the
hardest and most important of the season, was only a week off.
췍
15
췍
5. I don’t think he remembered me or why he had sent for me, but he didn’t
want to admit it.
VI.Cl
oz
e
All Must Change
Providers
education will have to relinquish some of their
authority
teachers will have to
There will be a
courses
change.
to develop shorter and
stand alone and
designed
focussed
teach
particular skills as and when the need arises. Education and training
have to be “sold”
smaller packages, and relevance
knowledge appears
increasing frequency.
“comprehensive ” training will diminish
need
timing and modes
be
and
new
delivery of education will have to
more flexible.
Employers and individuals will not be
cost of full time education.
to afford the time or the
will demand access to
time or in shorter, more concentrated doses.
part-
VI
I.
Sk
immi
ngands
cann
i
ng
Pas
s
ageA
Fi
r
s
tr
eadt
hefo
l
l
owi
ngque
s
t
i
on.
If you wanted to learn about government, where might you begin your
research in Quick Reference Index?
A. 8 2 , 6 7 3-8 8 3
B. 3 6 7-3 6 8
C. 4 8 , 5 1 , 3 2 4-3 2 7
D. 8 8 5-9 1 7
Nowr
eadPa
s
s
ageAqu
i
ck
l
r.
yandmarkyouranswe
Pas
s
ageA Qu
i
ckRe
f
e
r
enc
eI
ndex
ACTORS AND ACTRESS
3 9 9-4 1 5
AEROSPACE
AGRICULTURE
1 6 8-1 7 4
1 7 5-1 8 2
췍
16
Comp
r
ehens
i
veCo
l
l
egeEng
l
i
sh3
췍
ANIMAL
AREA CODES, TELEPHONE
BASKETBALL
BOOKS, BESTSELLERS
BUDGET
BUILDING, TALL
CABINET, U.S.
CALENDARS
CHRONOLOGY, 1 9 9 3-1 9 9 4
CITIES OF NORTH AMERICA
DEATH ROLL
DECLARATION OF INDEPENDENCE
DISASTERS
ECONOMICS
EDUCATION
ENERGY
FIRST AID
FLAGS OF THE WORLD
FOOTBALL
GOVERNORS
HEADS OF STATE
HEIGHTS AND WEIGHT AVERAGES
1 5 2-1 5 6
2 2 9-2 5 7
8 0 7-8 1 6
3 6 7-3 6 8
1 1 5-1 1 8
6 8 4-6 8 9
3 1 0-3 1 4-3 1 7-3 2 0
3 4 2-3 4 4 , 7 2 4-7 3 5 , 7 3 6-7 3 2
8 8 5-9 1 7
8 2 , 6 7 3-8 8 3
9 2 5-9 2 7
4 4 1-4 4 2
7 5 4-7 6 2
7 7-7 9 , 1 1 5-1 1 3
1 8 3-2 1 6
9 3-9 5 , 1 4 2-1 4 8
8 8-8 9
4 5 7-4 6 1
8 2 4-8 4 2
4 8 , 5 1 , 3 2 4-3 2 7
5 4 5-6 3 3
774
Pas
s
ageB
Fi
r
s
tr
eadt
hefo
l
l
owi
ngque
s
t
i
ons.
1 . If you were looking for a house with carpet to rent, which telephone
number would you call?
A. 8 0 0-5 9 0 8
B. 8 0 0-1 9 3 2
C. 8 0 0-4 9 9 2
D. 8 0 0-4 7 8 7
췍
17
췍
2 . What is the earliest date on which you could sublet an apartment?
A. Jan. 1
B. Dec. 1
C. Neither A nor B
D. Both A and B
3 . If you were looking for an apartment, under which section would you
place an ad?
A. FOR RENT
B. SUBLET
C. WANTED TO RENT
D. NONE OF THE ABOVE
Nowr
eadPa
s
s
ageBqu
i
ck
l
r
s.
yandmarkyouranswe
Pas
s
ageB CLASSIFIED ADS
FOR DIRECT CLASSIFIED SERVICE CALL 800-0557,10 A.M.—16.P.M.
MONDAY—FRIDAY
FOR RENT
SUBLET
WANTED TO RENT
SUBLETS: as of Jan. 1. 2- 2-bdrm. Place wanted.
Excellent room for women bedroom furnished apartment. Hopefully under $750/mo.
begins Jan., 2, 4, or 8,month $750; also roommates wanted. Thanks. 800-6839
lease, Singles. $335-375. Call modern Apartments. 418
BEST ON CAMPUS
Double,
$450.
Call
appointment. 8 0 0-1 9 3 2
for East Washington, 800-6906
Luxury A/C Studio, modern To Sublet: Apt., 2 1/2 rooms Garage or parking space
kitchen, wall to wall carpet. and
bath,
near
campus, wanted, near campus. Call
Available immediately. On- completely furnished , $450/ Rob, 800-4992 before 10:
campus location. $495/mo. mo. All utilities included. 00 a.m. or after 6:00 p.m.
Available Dec. 1 . Call Larry
800-5908 persistently.
persistently. 800-4787
VI
I
I.Expr
e
s
s
i
v
eRe
ad
i
ng (
1)
Phone
t
i
cSymbo
l
s:Eng
l
i
sh Vowe
l
sandConsonant
s
The production of any speech sound involves the projection of the air
stream from the lungs through the mouth or the nose. Vowels and
췍
18
Comp
r
ehens
i
veCo
l
l
egeEng
l
i
sh3
췍
consonants denote sounds.
A VOWEL is defined as a voiced sound, in forming which the voice issues
freely and continuously through the pharynx and the mouth without
obstruction and audible friction. There are 2 8 vowels. Among them 1 2 are
simple vowels and 8 are diphthongs. The former are classified into 3
groups according to different positions of the tongue:
/,/
/,/e/,/æ/
( 1 ) Front vowels: /
i:
I
/,/ɒ/,/ɔ:
/,/ʊ/,/u:
/
( 2 ) Back vowels:/췍:
/
( 3 ) Central vowels:/ʌ/,/a/,/ə:
A diphthong is a glide from one vowel to another. It is pronounced as one
syllable. The 8 diphthongs are in three groups:
/:
/e
/,/a
/,/ɒ
/
( 1 ) Those which end in/
i
I
I
I
/əʊ/,/aʊ/
( 2 ) Those which end in/u/:
/
( 3 ) Those which end in/ə/:
I
ə/,/ʊə/,/ɛ
ə/
A CONSONANT is a unit of speech which differs from a vowel in that in
its production the flow of compressed air through the mouth is obstructed
in some way. There are 2 8 consonants, which fall into the following 6
groups according to different manners or articulation:
/,/d/,/k/,/g/
( 1 ) Plosive consonants:/p/,/b/,/
t
/,/v/,/췍
/,/ð/,/
/,/z
/,/
/,/ʒ
/,
( 2 ) Fricative consonants:/
f
s
ʃ
/r
/,/h/
/,/dʒ
/,/
/,/dr
/,/
/,/dz
/
( 3 ) Affricate consonants:/
t
t
r
t
s
ʃ
( 4 ) Nasal consonants:/m/,/n/,/췍/
/
( 5 ) Lateral consonants:/
l
/
( 6 ) Glides:/w/,/ʒ
Parallel with students’ perspective on work were the visions they carried with
them on teachers and what teachers did. I should note here that, like the subject of
1
work, characteristics of teachers were not frequently discussed either. As students
filed from classes, they immediately began or continued their conversations
relating to their personal interests with few comments on either how interesting or
췍
19
췍
boring the class had been. Minimal discussion does not mean that students did not
construct certain perspectives on teachers and the teaching process, for they
obviously did. Yet these perspectives must be placed in context, for other activities
were framework than did any discussion of work or the teachers who parceled out
the work.
2 Generally, students believed that teachers could be divided into two groups,
those labeled “teachers with positive attributes”and those labeled “teachers with
negative attributes”. It is interesting to note the distinction that the students made
between the two groups.
Two conditions characterized teachers with negative attributes. The first
3
centered around physical or personal characteristics and included such
characterizations as “bastard”, “screwy”,“weirdo”,“fairies”, “hard to get along
with”,“fish”, “those that think they’re funny”, “crabs”, or “snappers”. There
was not uniform agreement on what every one of these terms meant as
distinguished from the other, but it was obvious that certain ones were reserved for
specific people. The term “bastard ”, for example, was usually reserved for
teachers who carried on in ways that were seen as unfair or demeaning.
1 . According to this passage, what is the topic sentence?
A. Minimal discussion does not mean that students did not construct certain
perspectives on teachers and the teaching process, for they obviously did.
B. It is interesting to note the distinction that the students made between the two
groups
C. Parallel with students’perspective on work were the visions they carried with
them on teachers and what teachers did.
D. I should note here that, like the subject of work, characteristics of teachers
were not frequently discussed either.
2 . What is the strategy of organizing this essay termed as?
A. “classification”
B. “comparison and contrast”
C. “cause and effect”
D. “definition”
췍
20

1 I passed all the other courses that I took at my University, but I

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