(推荐下载)专业学位硕士研究生英语教程07

UNIT71. Several leading modern business leaders seem, surprisingly, to downplay the importance of strategy. You can make too much fuss about strategy, they imply--- you have a few clear options; just choose one and get on with it. is it really that simple?2. “Strategy is straightforward---just pick a general direction and implement like hell.”Jack Welch, for example---the chairman and CEO of the USA’s General Electric Company; the man who grow the company from a market capitalization of $27 billion to a $140 billion, making GE the largest and most valuable company in the world. he must know a thing or two about strategy. But here’s what he says: “In real life, strategy is actually very straightforward. You pick a general direction and you implement like hell.”Or Allan leighton, the man who was recruited by Archie Norman to help res cue the UK’s ailing Asda supermarket chain, and went on to build the company into one of Britain’s most successful retailers. “Strategy is important,” says Leighton, “but it is a compass, not a road map. It tells you in which direction you are heading, but the important bit is how you get there.”Or Louis Gerstner, the man who rescued IBM in the 1990’s when the struggling mainframe supplier was about to be driven into extinction by the new, smaller and more agile personal computer manufacturers. “It is extremely difficult to develop a unique strategy for a company; and if the strategy is truly different, it is probably highly risky. Execution really is the critical part of a successful strategy. Getting it done, getting it done right, getting it done better than the next person is far more important than dreaming up new visions of the future.”3. So strategy is simple. And having an ingenious new strategy is less important than carrying it out successfully. In fact it might be dangerous. It that right?Let’s look at one last quote from Mr. Welch. “When I became CEO in 1981, we launched a highly publicized initiative: be number one or number two in every market, and fix, sell or close to get there. This was not our strategy, although I’ve often heard it descri bed that way.It was a galvanising mantra to describe how we were going to do business going forward. Our strategy was much more directional. GE was going to move away from businesses that were being commoditized toward businesses that manufactured high-value technology products or sold services instead of things.”Grand strategy versus strategy4. I would argue that these CEO’s blue chip corporations are taking a slightly Olympian view of the concept of “strategy.” Let’s call what hey are talking about “grand strategy” a strategy, but in the overarching sense, like the American car industry saying that they are going to move out gas-guzzlers and into smaller, more fuel-efficient models. 1.一些领先的现代企业领导人似乎，奇怪的是，淡化战略的重要性。

Unit 7BehaviorWord Bankoutrageous: very shocking and unacceptable.令人震惊的/ 难以接受的; electric shock触电(terror->terrible->horror->horrible) abhor: v. to hate very much憎恶，讨厌; normal->abnormal [dress: (1)n. 连衣裙/ 长裙; (2) vt. dress<->undress->) address (discuss): v. to deal with处理(pathy=feeling) (a-: away) apathy (=indifference->indifferent冷漠的): n. lack of interest冷淡，无兴趣assign (->assignment=homework): v. to give as a share or duty分派，指派biology (->biological): n. the science that studies living organisms生物学board(->to ~ a plane/ a ship/ a bus; boarding card登机卡; ->boarder董事/房客->boarding school寄宿学校): n. an official body that has responsibility for a particular organization or activity 理事会，董事会(sequence: n.顺序->sequent: adj. 按序排列的) consequence: n. sth. that follows from an action or set of conditions; result后果，结果credit: n. a complete unit of a student's work that forms part of a course, esp. at a university学分/ 信用enlighten: v. t o cause to understand deeply and clearly启蒙，启发holler: v. to shout out呼喊[ID card= identity (card): n. 身份->identify: vt.) identical: adj. similar or the same相同的[machine机器-> machinery机械->mechanic机修工->mechanism机理/ 机制] mechanics: n. the ways in which sth. works, produces results, etc.方法，技巧mentor: n. a person who gives advice to another over a period of time, esp. to help them in their working, life导师pedagogy: n. the practice of teaching or the study of teaching methods教学法[perfect: (1)adj. 完美无缺的; (2)vt. =improve] perfectionist: n. a person who is not satisfied with anything that is not completely perfect完美主义者(plagiarism剽窃现象->) plagiarize: v. to take (words, ideas, etc.) from others' work (著作) and use them in one's own work without giving proper credit to the original author抄袭，剽窃police (policeman<->policewoman): (1)n.警察; (2)vt. to keep a watch on; control监督，控制routine: (1)adj. regular (regulate: vt. 调控); according to what is always habitually done惯常的，例行的; (2)n. 常规; routiner墨守成规者thrill (->thriller悬念片/ 恐怖片->action movie武打片): v. to have a sudden, strong feeling of excitement感到一阵激动Phrases and Expressionscome up with: to think of ; to produce想出，提出deprive sb. of sth.: to take sth. away from somebody剥夺（权利等）feel (be) obliged to: to feel it necessary to do觉得必要做prohibit sb. from doing sth.: to prevent somebody from doing sth.禁止; 阻止某人做某事take one's side: to support sb.; to agree with sb.站在……一边turn in (=hand in<->hand out发给学生作业的->handout 讲义): to hand in上交，交给Reading ComprehensionChoose the best for each of the following.1. In Para. 1 "had been plagiarized" probably means ( D )A. had cheatedB. had copied term papers from the Internet websitesC. had been copied by othersD. had been identified as cheating in term papers2. In Para. 4, "teacher apathy the norm" means ( C )A. teachers take interest in students' cheatingB. teachers show sympathy for students' cheatingC. teachers give a blind eye to students' cheatingD. teachers mind students' cheating3. The word "hit" in Para. 11 means ( C )A. attackB. strikeC. popular routineD. beat4. The tone in Para. 13 is ( A )A. jocularB. sarcasticC. encouragingD. discouraging5. Who are responsible for plagiarism at school, according to the passage? ( A )A. Professors.B. The Internet websites.C. Students themselves.D. Parents on their children's side.II. Complete the following summary of the text by filling in the blanks with words. The initial letter of each word has been given to you.Plagiarism is not a new thing. But with the development of the Internet technology, it has become more and more common. Where should the (1) penalty be placed (put), on the (2) cheaters, on the professors, or on the Internet? The answer is not as clear as (3) crystal (->crystallize). Beyond any (4) doubt, plagiarists ought to be punished. They need to do their own job and, at the same time, respect others. This is the basic (5) discipline (纪律) which they need to develop.What about the professors who show (6) apathy to cheating? They are (7) partly (partially部分地) (hold->) held responsible for the popularity (普及duty of passing knowledge (知识) to students, but also have the duty of cultivating the mentality (intelligence/ morality道德) of their students. If they were (8) apologists when (they are) dealing with students who plagiarize, how could plagiarism be controlled?The Internet websites seem to be to (9) blame, because the copied papers are mostly from the website (10) sources (来源->resources资源). But the purpose and function of websites are not to provide (convenient->) convenience (方便) for plagiarism. Instead (On the contrary), they are to make information much more easily accessible for people who can make proper use of (=use/ utilize使用) it. What's more, in the battle against plagiarism, haven't the websites played their role? VocabularyI. Choose the answer that best completes each sentence.1. We (lose->lost->lost) lost the election because of the ___C__ to our supporters.A. (anti-: against; anti-Japanese war抗日战争) antipathy (=indifference)B. (sym-: same) sympathy (n. 同情-> sympathize with sb. vt.)C. apathy (n. indifference冷漠)D. empathy (移情别恋)2. She is ___A__ with having saved the company from bankruptcy (prevent sb. from doing sth.阻止…发生).A. credited (记功)B. praisedC. promotedD. attributed (n./ vt. 属性, 品质, 特征, 加于, 归结于)3. I never __D___ in dealing with such matters.A. stand sidesB. be sidesC. stay sides (stay aside闪开)D. take sides (=support)4. You made the wrong decision, and now you must take the __B___.A. resultsB. consequences (后果)C. outcomeD. effect (n.->effective)5. Tom is not __D___ clever in the class.A. specifically (具体)B. specially特殊C. especiallyD. particularly特别提及6. Basic English is a ___C__ in the curriculum for the freshmen (大学一年级学生).A. class班级/阶级/等级B. lecture讲座C. course课程D. lesson一节课/ 教训; I’ll teach him a lesson教训某人.7. The airline has __B___ a novel [(1)n.小说; (2)adj. new] solution to the problem of jet-lag (时差反应).A. come up to (amount to=reach the number)B. come up with拿出C. (fade out昏迷<->) come to苏醒D. come on=go on继续8. Peter (think->) thought the world was flat until I __A___ him.A. enlightened (启发)B. lightened (vt. 减轻, 照亮)C. (light-> lighted/ lit->lit) lightedD. delighted=happy干涉, 干预, 妨碍, 打扰) interfering.A. forcedB. pleasant D. respected10. Writing a [cheque (英) =check (美) is quite a simple __A___.A. procedure (程序)B. process (n.过程/工艺/vt.加工; processed food)C. move (vi.移动; n. 动作)D. action (重大军事行动)II. Fill in the blanks with the words or phrases given below. Change the form where necessary. thrill turn in quit routine identicalpenalty series faculty address sensitivementor database sinister tempt bargain1. This is a very tempting (=attractive) offer (n. /vt.) and I suggest you give it a consideration. [suggest sth./ doing sth./ that sb. do sth. #suggest sb. to do sth. (错误)]2. He ignored the side issues (side effect副作用) and addressed (dedicated oneself to sth.献身于…事业) himself to the main (major) problem.3. His term paper is identical (=same) to (介词) one thesis I've read on the Internet.4. What a thrilling (=exciting) game; the winner was in doubt (n.是个悬念) until the last minute.5. The soldiers have to turn in (=hand in递交) their guns (枪/炮) when they leave the army.6. She longed to (desire渴望) escape from the (stupid愚蠢的->) stultifying (vt.使显得愚笨, 使变无效, 使成为徒劳) routine of (homework家庭作业) housework (家务劳动).7. She had had enough and quit (=stop) working in the company.8. The patient [(1)n.病人(2)adj.有耐心的] is very sensitive (敏感) to pain.9. The increasing demand [(1)vt.要求; (2)n.需求] has given the company greater bargaining (讨价还价的) power.10. All faculty (一个机构的全体工作人员) members are required to attend the meeting. [(1) vt. attend a class/ meeting; (2)vi. to attend to sb.-> attendant服务员; flight attendant空勤人员] TranslationPut the following paragraph into Chinese.Plagiarists as victims. Teachers as oppressors. It's not your conventional reaction to cheating. Not surprisingly, it has been a hit with many college students, just as it was with the plagiarists at Piper High. The student newspaper at Stanford ran an editorial attacking the use of antiplagiarism software as a potential violation of the school's honor code, which "prohibits professors from taking 'unusual and unreasonable precautions' in their academic procedures." Moreover, the paper said, checking for cheating "might even harm the relationship between students and faculty."参考译文：抄袭者成为了受害者，老师们成了压迫者。

A Whole Nation and a People[1] There was one storekeeper I remember above all others in my youth, when I was spendinga good portion (part) of my time with a motley (mixed) group of varied ethnic ancestry (racial background). We contended (competed) with one another to deride (laugh at) the customs of the old country (motherland). On our Saturday forays (attack) into neighborhoods beyond our own, to prove we were really Americans, we ate hot dogs and drank Cokes. If a boy didn't have ten cents (dime) for this repast (meal) he went (was) hungry, for he dared not bring a sandwich from home made of the spiced meats our families ate.[2] One of our untamed games was to seek out (found) the owner of a pushcart (wagon) or a store, unmistakably an immigrant (<->emigrant), and bedevil (annoy/ troubled) him with a chorus of insults and jeers. To prove allegiance (loyalty) to the gang it was necessary to reserve (keep) our fiercest malevolence for a storekeeper or peddler belonging to our own ethnic background.[3] For that reason I led a raid (attack) on the small, shabby (old and broken) grocery of old Barba Nikos, short, sinewy (strong) Greek who walked with a slight limp and sported (showed) a flaring, handlebar mustache.[4] We stood outside his store and dared (challenged) him to come out. When he emerged (appeared) to do battle (fight), we plucked (grasped) a few plums and peaches from the basket on the sidewalk (pavement) and retreated (withdrew), I go across the street to eat them while (at same time) he watched. He waved a fist and hurled epithets at us in ornamental (graceful) Greek.[5] Aware (Realizing) that my mettle (courage) was being tested, I raised my arm and threw my half-eaten plum at the old man. My aim was accurate and the plum struck (hit) him on the cheek. He shuddered and put his hand to the stain. He stared at me across the street, and although I could not see his eyes, I felt them sear (burn) my flesh (->meat). He turned and walked silently back into the store. The boys slapped (patted) my shoulders in admiration, but it was a hollow (empty) victory that rested (fell down) like a stone in the pit of my stomach (depressed).[6] At twilight (dusk), when we disbanded (dismissed), I passed the grocery alone on my way home. There was a small light burning in the store and the shadow of the old man's body outlined against the glass. Goaded (Encouraged) by remorse (regret), I walked to the door and entered.[7] The old man moved from behind the narrow wooden counter and stared at me. I wanted to turn and flee (escape; fleet), but by then it was too late. As he motioned (waved) for me to come closer, I braced (prepared) myself for a curse (abuse/ scoring) or a blow (beating).[8] "You were the one," he said, finally, in a harsh (rigid/ fierce) voice.[9] I nodded mutely (silently).[10] "Why did you come back?'[11] I stood there unable to answer.[12] "What's your name?"[13] "Haralambos," I said, speaking to him in Greek.[14] He looked at me in shock (surprisedly), "You are Greek!" he cried. "A Greek boy attackinga Greek grocer!" He stood (was) appalled (shocked) at the immensity (seriousness) of my crime. "All right," he said coldly. "You are (come) here because you wish to make amends (to do sth. as a remedy)." His great mustache bristled (stood on end) in concentration. "Four plums, two peaches," he said. "That makes a total of seventy-eight cents. Call it seventy-five. Do you have seventy-five cents, boy?"[15] I shook my head.[16] "Then you will work it off (pay for it by working)," he said. "Fifteen cents an hour into seventy-five cents makes (equals to)" —he paused —"five hours of work. Can you come here Saturday morning?"[17] "Yes," I said.[18] "Yes, Barba Nikos," he said sternly (seriously/ rigidly). "Show respect."[19] "Yes, Barba Nikos," I said.[20] "Saturday morning at eight o'clock," he said. "Now go home and say thanks in your prayers that I did not [lose(vt.)->loose(a.)->loosen (vt. removed) your impudent (rude/ impolite) head with a solid (strong/ heavy) smack (slap) on the ear." I needed no further urging (scoring) and fled (escaped).[21] Saturday morning, still apprehensive (fearful), I returned to the store. I began by sweeping, raising clouds of dust in dark and hidden corners. I washed the windows, whipping the squeegee swiftly (quickly) up and down the glass in a fever of fear (anxiously) that some member of the gang would see me. When I finished I hurried (ran) back inside.[22] For the balance (Paying the debt) of the morning I stacked (piled) cans, washed the counter, and dusted bottles of yellow wine. A few customers entered, and Barba Nikos served them. A little after twelve o'clock he locked the door so he could eat lunch. He cut himself a few slices (sliced bread) of sausage, tore a large chunk (a piece) from a loaf of crisp-crusted bread, and filled a small cup with a dozen black shiny olives floating in brine. He offered (gave) me the cup. I could not help (from doing sth.) myself and grimaced.[23] "You are a stupid (foolish) boy," the old man said. "You are not really Greek, are you?"[24] "Yes, I am."[25] "You might be," he admitted grudgingly (unwillingly). "But you do not act (like a) Greek. Wrinkling your nose at these fine (excellent) olives. Look around this store for a minute (moment). What do you see?"[26] "Fruits and vegetables," I said. "Cheese and olives and things like that (sth. similar)."[27] He stared at me with a massive scorn. "That's what I mean," he said. "You are a bonehead (fool). You don't understand that a whole nation and a people are in this store."[28] I looked uneasily (anxiously) toward the storeroom in the rear (back), almost expecting someone to emerge (appear).[29] "What about olives?" he cut (wave) the air with a sweep of his arm. "There are olives of many shapes and colors. Pointed black ones from Kalamata, oval ones from Amphissa, pickled green olives and sharp tangy yellow ones. Achilles carried black olives to Troy and after a day of savage (fierce) battle leading his Myrmidons, he'd (would) rest and eat cheese and ripe black olives such as these right here. You have heard of Achilles, boy, haven't you?"[30] "Yes," I said.[31] "Yes, Barba Nikos."[32] "Yes, Barba Nikos," I said.[33] He (move->)motioned (waved) at the row of jars filled with varied spices. "These are all the marvelous (wonderful) flavorings (ingredients) that we have used in our food for thousands ofyears. The men of Marathon carried small of these spices into battle, and the scents reminded them of their homes, their families, and their children."[34] He walked limping from the counter to the window where the piles of tomatoes, celery, and green peppers clustered (gathered together). "I suppose (think) all you see here are somerandom vegetables?" He did not wait for me to answer. "You are dumb (stupid) again. These are some of the ingredients that go to make up a Greek salad. Do you know what a Greek salad really is?A meal in itself, an experience (of life), an emotional involvement. It is created (cooked) deftly (skillfully) and with grace (taste). The story goes (says) that Zeus himself created the recipe and assembled and mixed the ingredients on Mount Olympus one night when he had invited some of the other gods to dinner. Do you understand now, boy?"[35] He watched my face for some response and then grunted (muttered). We stood (were) silent for a moment until he cocked (raised) his head and stared at the clock. "It is time for you to leave," he motioned (waved) brusquely (swiftly) toward the door. "We are square (equal) now. Keep it that way."[36] I decided (thought) the old man was crazy (mad) and reached behind the counter for my jacket and cap and started (headed) for the door. He called me back. From a box he drew out several soft, yellow figs that he placed (put) in a piece of paper. "A bonus because you worked well," he said. "Take them. When you taste them, maybe (perhaps) you will understand what I have been talking about."[37] I took the figs and he unlocked the door and I hurried (ran) from the store. I looked back once and saw him standing in the doorway, watching me, the swirling tendrils of food curling like mist (fog) about his head.[38] I ate the figs late that night. And in the morning when I woke, I could still taste and inhale their fragrance.[39] I never again entered Barba Nikos' store, because shortly afterwards (soon) my family moved from the city. [a nation on the wheel][40] Some (About) twelve years later, after the war, I drove through the old neighborhood and passed the grocery. I stopped the car and for a moment stood before the store. The windows were stained (dirty) with dust and grime, the interior (was) bare (uncovered) and desolate (deserted), a store in a decrepit (old and broken) group of stores marked for razing (felling down) so new structures could be built.[41] I have been in (visited) many Greek groceries since then and have often bought the feta and Kalamata olives. I have eaten countless Greek salads and have indeed found them a meal for the gods. But I have never been able to recapture (re-catch) the flavor (taste and fragrance) of those pleasant to my tongue, but there is something missing (spiritual experience). And to (until) this day I am not sure whether it was the figs or the vision (appearance) and passion (love) of the old grocer that coated the fruit so sweetly I can still recall (call back) their savor (taste) and fragrance after almost thirty years. (1, 478 words) [gold coated; gold graded]ABOUT THE AuthorHarry Mark Petrakis (1923— ) has written novels and short stories about Greek-American life. His characters are people who live with memories of another culture and seek to join the old ways with new customs and attitudes. Petrakis was born in St. Louis, Missouri and worked at an assortment of jobs, in steel mills and driving trucks, before becoming a writer. The text here is taken from his autobiography, Stelmark.EXERCISES1. Reading ComprehensionAnswer the following questions or complete the following statements.1. When the author was young, he and his friends banded together to _____.A. bully new immigrantsB. fight against old customsC. contend that they were real menD. reject their own ethnic background2. The author and his friends often chose a pushcart or a store of their own nationality to attack because _____.A. they hated their own peopleB. they could thus be respected as real AmericansC. they hated all the peddlers and store keepersD. they could thus get free fruits and other food3. Why did the author feel that the attack on the grocer was a hollow victory after he won the respect of his friends?A. Because he only hit the grocer once.B. Because he could have taken more plums.C. Because he felt sort of guilty in his heart.D. Because he wanted to attack the grocer again4. At twilight the author returned to the grocery store and entered because _____.A. he felt regret and wanted to make amendsB. he wanted to play tricks on the grocerC. he felt hungry and wanted to buy some olivesD. he wanted to check whether the grocer was injured5. Mr. Nikos insisted on t he author's saying “Yes, Barba Nikos" because he wanted the boy to _____.A. remember his nameB. recognize his authorityC. learn how to respect othersD. speak more Greek6. Saturday morning the author washed the windows of the store very quickly because he_____.A. didn't want his friends to see himB. wanted to show that he was a good boyC. was afraid that Mr. Nikos would punish himD. wanted to go hack home early7. Mr. Nikos thought that the author was _____.A. a real GreekB. a real AmericanC. scornful of his small businessD. ignorant of his own culture8. Mr. Nikos believed that the ancient Greek cultureA. was the richest and most colorful in the worldB. had shaped the whole nation of Greece and its peopleC. was of the same value as that of the AmericansD. could be tasted in Greek food9. By describing the appearance of the store twelve years later, the author impliesthat _____.A. old customs and culture should be got rid of in AmericaB. the ethnic cultures were giving way to the American mainstreamC. American value should be restructured and rebuiltD. American society changes quickly and dramatically10. The author conveys his thesis in the last paragraph that _____.A. old people can teach young Americans good lessonsB. Mr. Nikos influenced his perspective in appreciating their own cultureC. Greek food is still the best for American GreeksD. Mr. Nikos was the best teacher he had ever seenII. VocabularyA. Read the following sentences and decide which of the four choices below each sentence closest in meaning go the underlined word.1. In July he issued a decree (law) ordering all unofficial armed groups in the country to disband.A. end upB. come upC. stand upD. break up2. The Amazon ant carries out forays (attack) against other ants and brings back some of them to the home nest to serve as slaves.A. (invade->)invasionsB. fightsC. warsD. missions (task)3. The flu virus that are most (prevail->) prevalent one year differ from those that bedevil humans the next year.A. killB. worryC. frustrateD. trouble4. He correctly predicted that the policy against their neighboring countries would goad (force) them into economic nationalism.A. assist (help)B. pressC. drive (make)D. aid (help)5. The King made (declare ~ on country) war on the state of Kalinga, and conquered in 261 B.C. When he saw the suffering he had caused, however, he was overcome (overwhelmed) with remorse.A. regretB. revengeC. hatred (n.)D. emotion6. When she first visited South-West Africa in 1947 as an investigative journalist, she helped reveal the appalling (surprising/ shocking) conditions under which blacks were obliged to work. A. startling B. exotic (foreign)C. (terror->terrible/) terrific (wonderful)D. (amazing->)amusing (interesting)7. In his book the Iliad, Homer describes Thersites as the ugliest and most impudent (rude) of the Greeks.A. toughB. ill-famed (notorious)C. rudeD. harmful8. Apprehensive (Fearful) of their enemy's encirclement, the country enhanced its foreign contacts with its neighbors in Europe.A. ScornfulB. FearfulC. RegardlessD. Careless9. The slave-owners grudgingly (reluctantly) accepted the (abolish->) abolition in 1888, rather than face the massive slave unrest (rebelling) and flight (escape).A. slowlyB. graduallyC. unwillinglyD. eventually (finally)10. They (swear->) swore their allegiance to the nation and received their naturalization papers.A. contributionB. loyaltyC. immensity (greatness)D. epithet (scoring)B. Choose the best word or expression from the list given for each blank. Use each word or expression only once and make proper changes where necessary.work off contend with deftly sternly brusquelyseek out make amends desolate deride mutely1. It's full of useful facts, information and checklists which will give you some idea of all theaspects a business needs (compete with) in order to survive in today's current economic climate (->weather).2. European market is becoming promising. Now is the time for local companies to seek out business opportunities in Europe.their debt through community service.5. Many students advocate the right of freedom. Some of my students once protested to me recently because I shouted at sternly (severely) a problem boy of seven.6. (Evidence->)Evidently (Obviously) men of great energy and charm, Bouvier and Thierry found friendliness wherever they went, and had the fortunate ability to perceive (see/ find) beauty in8. I crouched by him and grasped his hand, mutely offering (giving) what comfort I could.10. His theory about economic development is widely derided III. ClozeThere are ten blanks in the following passage. Read the passage carefully and choose the right word or phrase from the list given below for each of the blanks. Change the form if necessary.in favor of look down on distinctive traditionally successivediverse despite targetAlthough the United States has been shaped (formed) byhave often viewed immigration as a problem. Establishedespecially arrivals come from a different country than those in the establishedcommunity. such tensions, economic needs have always forced Americans to seekmajority of immigrants to the United States have comea better life for themselves and their families. In all of American history, less than 10 percent ofthe United States has been described as a melting pot,previous identities of each immigrant create anthe image of the mosaic, a picture created by assembling many small stones or tiles. In a mosaic, each piece retains (keep) its own while (at the same time)the society of the United States. Today, many Americans value theirimmigrant heritage (tradition) as an important part of their identity. More recent immigrant groups from Asia have established communities alongside (together with) those populated by the descendants of European immigrants.IV. TranslationPut the following parts into Chinese.1. There was one storekeeper I remember above all others in my youth, when I was spending a good portion of my time with a motley group of varied ethnic ancestry. We contended with one another to deride the customs of the old country. On our Saturday forays into neighborhoods beyond our own, to prove we were really Americans, we ate hot dogs and drank Cokes. If a boy didn't have ten cents for this repast he went hungry, for he dared not bring a sandwich from home made of the spiced meats our families ate.我常和一帮来自各国的移民子弟一起玩。

Unit 7Exploration is an important survival strategy in evolution.探索是进化过程中一个重要的生存策略。

The migration of expansive species depends on exploring their immediate or distant surroundings for new food sources or safe habitats; it can also come as a result of population pressures or environmental changes.数量不断扩张的物种的迁移有赖于对临近或遥远的新的食物来源或安全的栖息地进行探索，这是人口压力或是环境变化的结果。

The human species has added another reason for exploration, namely curiosity. This intellectual urge to explore the unknown led the great European explorers to the Americas, Australia and Antarctica between the fifteenth and seventeenth centuries.而人类还增加了另外一个探索的原因，即好奇心。

这种对未知事物进行探索的思想冲动引领着伟大的欧洲探险家们在15世纪到17世纪之间来到了美洲，澳大利亚和南极洲。

Inquisitiveness about nature is also the driving force behind humans exploring the polar caps, climbing mountain peaks and diving into the abysses of the oceans.对大自然的好奇心同样也是人类探索极地冰冠，攀登山峰和潜入海底背后的驱动力。

2007年硕士生入学考试专业课试题下载英语科目代码：211 请在答题纸（本）上做题，在此试卷可草稿纸上做题无效！山东科技大学2007年招收硕士学位研究生入学考试英语（单）试卷Part 1 Reading Comprehension (40%)Questions 1 to 5 are baded on the following passage.The common cold is the world?s most widespread illness, which probably why there are more myths a-bout it than any of the other plagues that flesh is heir to.The most widespread fallacy(谬误)of all is that colds are caused by cold. They are not. They are caused by viruses passage on from person to person. Y ou catch a cold by coming into contact, directly or indirectly, with someone who already has one. If cold causes colds, it would be reasonable to expect the Eskimos to suffer from them permanently. But they do not. And in isolated arctic regions explorers have reported being free from colds until coming into contact again with infected people from the outside world by way of packages and mail dropped from airplanes.During the First World War soldiers who spent long periods in the trenches(战壕),cold and wet, showed no increased tendency to catch colds.In the Second War prisoners at the notorious Auschwitxz concntration camp, naked and starving, were astonished to find that they seldom had colds.At the Common Cold Research Unit in England, volunteers took part in Experiments in which they submit-ted to the discomforts of being cold and wet for long stretches of time. After taking hot baths, they put on bath-ing suits, allowedthemselves to be wet with cold water, and then stood about dripping wet in drafty room. Some wore wet socks all day while others excised in the rain until close to exhaustion. Not one of the volunteers came down with a cold unless a cold virus was actually dropped in his nose.If, then, cold and wet have nothing to do with catching colds, why are they more prevalent in the winter? Despite the most pains-taking research, no one has yet found the answer. One explanation offered by scientists is that people tend to stay togeher indoors more in cold weather than at other times, and this makes it easier for cold viruses to be passed on.No one yet found a cure for the cold. There are drugs and pain suppressors(止痛片)such as aspirin, but all they do is relieve the symptoms.1. According to the passage, there are more myths about the common cold than any other human disease because .(A)it spreads very quickly(B)it is the most widespread illness(C)the climate of the world is getting colder and colder(D)few people can catch colds2. We learn from the passage that .(A) the Eskimos do not suffer from colds at all(B) colds are caused by cod(c) people suffer from colds just because they like to stay indoors(D) a person may catch a cold by touching someone who already has one3. Artic explorers may catch colds when .(A) they are working in he isolated arctic regions(B) they are writing reports in terribly cold weather(C) they are free from work in the isolated arctic regions(D) they are coming into contact with the outside world4. During the First World War, soldiers who spent long periods in cold and wet trenches .(A) often caught colds(B) never caught colds(C) did not show increased tendency to catch colds(D) seldom caught colds5. What does the passage mainly discuss?(A) The experiments on the common cold.(B) The myths about the common cold.(C) An explanation of the reason and the way people catch colds.(D) The continued spread of common colds.Questious 6 to 10 are based on the following passage.Much attention is presently being given to what is termed “fouctional illteracy”, this should not be con-fused with the problem of illiteracy, that is, the inability to read and write. Current United Nations Education, Scientific and Cultural Organization (UNESCO) figures indicate that 99 percent of all Americans are literate, the same figure asigned to nations such as Britain, Germany. Functional illiteeacy, by contrast, is concemed with how much difficulty people have in actually using and writing skills in everyday situations. This might be interpreted, for example, as the relative ablity to understand federal income tax forms, or printed instructions, or how well someone can write a letter of complaint, or apply for a joy in writing.There are no agreed-upon definitions of what functional illiteracy is and, in practice, definitions vary wide-ly. For manyyears, reading tests have been used throughout the country which define reading ability by grade level. “Tenth-grade reading level”, for instance, would be the average reading score of all pupils who have completed ten years of school. There are, of course, many different reading tests. One defini-tion of functional illitracy holds that anyone is “illitterate”who reads at less than an eighth-grade level. Another common definition uses a twelfth-grade level(the last year of high school in the U.S.).There seems to be general agreement that at least one-tenth of all Americans are fouctionally illiterate in English to some degiee. It is also hardly surprising that those nations which (like the U.S.).There seems to be general agreement that at least one-tenth of all Americans are fouctionlly illiterate in English to some degree. It is also hardly surprising that those nations which (like the U.S.) have paid mast at-tention to this concept, and which have nation wide tesing, have found the greatest problems. As one educator humorously put it, “Reading tests cause illiteracy”. Canada, for example, which also has a large non-English speaking immigrant popultion, has recently found that manyof her citiziens, too, are functionally illierate. The attention given to this problem, therefore, therefore, reflects the fact that in North America schools as well as pupil sare continually tested.6. According to the passage, “fouctional illiteracy” is .(A) the ability to read and write(B) the inability to read and write(C) the relative ability to read and write in everyday situations(D) the inability to read and write in everyday situations7. What is the definition of fouctional illiteracy?(A) It refers to anyone who reads at less than eighth-grade level(B) It refers to anyone who reads at less than twelfth-grade level(C) It refers to anyone who reads at less than tenth-grde level(D) There is no clear definition8. It can be learned from the passage that .(A) Canada and the U.S. have fouctionally illiterate population because they hardly paid any attention to the problem(B) fouctional illiteracy may have been caused at least in part by unsuccessful design of reading tests(C) non-Enish speaking immigrant population constitute the majority of all the fouctionally illiterate(D) it is impractical to determine what fouctional illiteracy really is as different situations set different re-quirements9. It can be inferred frem the passage that .(A) over one-tenth of Americans population have difficulty in using and writing skills in everyday situations(B) in North America nation-wide tests are given to test pupils? fouctional iteracy(C) Canadians are generally at a higher lever of fouctional literacy than Americans are(D) teaching of English reading and writing has turned out toe a failure in Canada and the U.S10. This passage was written mainly to .(A) analyze different definitions of fouctional illiteracy(B) discuss the reasons for fouctional illiteracy(C) compare different ways to get rid of illiteracy(D) introduce the problem of functional illiteracyQuestions 11 to 15 are based on the following passage.Some people believe that international sport creates good will between the nations and that if countries play games together they will learn to live together. Others say that the opposite is true: that international contests encourage false national pride and lead to misunderstanding and hatred. There is probably some truth in both arguments, but I recent years the Olympic Games have done little to support the view that sports encourages international brotherhood. Not only was there the tragic (悲惨的) incident involving the murder of athletes, but the Games were also ruined by lesser incidents caused principally by minor national contests.One country received its second medals with vilible indignation(愤怒) after the hockey (曲棍球) final. There had been noisy scenes t the end of the hockey match. The losers objecting to the final decisions. They were convinced that one of their goals should not have been disallowed and that that their opponent?s victory was unfair. Their manager wa in a rage when he said, “This wasn?t hockey . Hockey and the International Hockey Federation are finished. ” The president of the Federtion said later that such behavior could result in the suspension(暂令停止参加) of the team for at least three years.The American basketball team announced that they would yield first place to Russia, after a disputable end to their contest. The game had ended I disorder. It was thought at first that the United States had won, by a single point, but it was announced that there were three seconds still to play. A Russian player thev thew the ball from one end of the court to the oth-er, and another player player popped it into the basket. It was the first time the USA had ener lost an Olympic basketball match. An appepl jurydebated the matter for four and a half hours before announcing that the result would atand. The American players then voted not to receive the sil-ver medals.Incidents of this kind will continue as long as sport is played competitively rather than for the love of the game. The suggestion that athletes shoould compete as individuals, or in non-national teams, might be too much to hope for. But in the present organization of the Olympics there is far too much that encourages aggressive patriotism.11. According the author, reent Olympic Games have .[A] created goodwill between the nations[B] bted only false national pride[C] barely showed any international friendship[D] led to more and more misunderstanding and hatred12. What did the manager mean by saying, “Hockey and the International Hockey Federation are finished”?[A] His team would no loger take part in international games[B] Hockey and the Federation are both ruined by the unfair decisions[C] There should by no more hockey mtches organized by the Federation[D] The Federation should be dissolved13. The basketbal example implied that[A] too much patriotism was displayed in the incident[B] the announcment to prolong the match wa wrwng[C] the appeal jury wa too hesitant in makig the decision[D] the American team was right in rejecting the silver medals14. The author gves the two examples in paragraphs 2 and 3 to show .[A] how false national pride led to undesirable incidents ininternational games[B] that sportsmen have been more obedient than they used to be[C] that competitiveness in the games discourages international friendship[D] that unfair decisions are common in Olmpic Games15. What conclusion can be drawn from the passage?[A] The organization of the Olympic Games must be improved[B] Athletes should compete as individuals in the Olympic Games[C] sport should be played competitively rather than for the love of the game[D] International contests are liable for misunderstanding between nations Questions 16 to 20 are based on the following passageNow the Bush team is pushing hard an idea which is inherited from the Clinton asininistra-tion and which, in some way, build on the debt-relief initiative. For the very poorest coun-tries, America strongly favors maving from loans to grants, though other industrial-country do-nors are still doubtful of the wissom of this. Giving grants, they argue, will cut future aid flows beaause some of the funding for loans on generous terms comes from money which has been repaid(归还) to donors.America takes the view that, since many developing-country loans will never be repaid, mainly because the recipients (接受者) cannot affford to make large payments to their creditors, it makes more sense to treat them as grants in the first place. The Bush administration has threatened to hold up the fouds used for this sort of aid, International Develop-ment Assistance (IDA), if itcannot persuade everyone else to come on boaed. All members talded about having made progress in this area, but it remains a stumbling block.Work is also under way in the IMF and the G7 to reform the international system. This now has two objectives. One is to make it harder for terrorist organizations to obtain funding by cracking down on money-laundering and increasing financial transparency. The other is to reduce the occurrence and severity of financial crises in emerging-market countries. On this American views seem to have prevailed. The G7 meeting on April 19th and 20 ended with an unexpected decision 'to proceed with an American plan to include collective action clauses in fu-ture loans taken out by emerging-market governments. The idea is that in the event of a delay of payment-such as that by Argentina last December-a government could negotiate with a “super-majority” of its creditors to restructure its debts, rather than, as now, have a small mi-nority of creditors a ble to weaken such attempts.This market-based approach is still controversial, and implementing it could be difficult given the previous reluctance of governments to include such calauses in loan contracts (lest they appear to be signaling a readiness to default(拖欠) even as they borrow). Work on IMF paans for more far-reacjomg reforms of supreme debt, on which the Bush team recently appeared to pour cold water, is to proceed at the same time. The two approaches, said the G7, are “com-plementary”.16. According to the passage, America favors moving from loans to grants on the purpose of .[A] making more meoney for the donors[B] relieving debt of the poorest countries[C] solving the problem of poverty completely[D] collecting more money for future aid to other countries17. It can be seen that the undertaking of moving from loans to grants .[A] makes no progress at all [B] makes progress smoothly[C] still face some difficulties [D] achieve its success in near future18. The purpose of the reform of the international financlal systemincludes .[A] relieving the debt of poor countries[B] establishing a global financial market[C] distributing mony more fairly in the world[D] preventing the possible financial crisis and terrorists to raise money through the system19. It can be inferred from para. 3 that present .[A] a country can never expect to reconstruct its debts[B] a country can reconstreuct its debt with the permission of IMF[C] a country in default canot reconstuct its debts without the permission of all of its creditors[D] a country in defanlt can reconstruct its debts by acquiring the permssion of most of its creditors20. The implementing of the market-based approach may get to be smoother if .[A] American does more to help the poor[B] the Bush team doesn?t pour cold water[C] the emerging-market countries try harder[D] the governments of creditors are always ready to restructure the debts of its debtorsPart ⅡCloze (10%)Directions: There are 20 blanks in the following passage. For each blank there are four choices marked [A],[B],[C] and [D] on the right side of the paper. Y ou should choose the ONE that best fits into the passage. Then mark the corresponding letter on Answer Sheet with a single line through the centre.Small business owners must accept the bur-dens of entrepreneurship(企业家的职责). Being in business for yourself 21 your full atten-tion. Y ou seldom leave the office or shop at 5 PM.22 do you leave job problems there. They follow you home as business homework. This means less time for your 23 life.The 24 you sought can put you on the 25 . Y ou don?t report to a boss. But you do try as had as possible to serve your. customer. They are your “26 ”. Y ou also have to com-pete with creditors, employees, suppliers, and tax collectors. In other words, you are never really 27 .Samll firms can seldom 28 to hire e-nough employees so that each can specialize. Y ou may have to prepare ads, 29 records, make sales calls, and collect bad debts. Y ou must be able to “wear many hats”. 30 all these tasks takes up lots of time. But you cannot 31 long-range planning. Y ou have to 32 goals and develop plans to meet them. Give too 33 time to management and your business will fail.The major cause of business 34 is poor management. Of every three business that start, two fail . nearly half fail in the first five years. A person with limited talents may be a- ble to hold a job in a large firm because others will pick up the slack(松懈，懈怠). When you are in business 35 yourself, there is no one to “carry you”.Even if your firm 36 , you may still have little money to spend .you may work hard for months and not take a penny out, except for the salary you pay yourself. The reason is you may have to 37 your profits in the firm for long-eterm growth.38 you may need to meet short-term 39 for cash. Y ou may not even be able to draw a salary until the firm becomes a truly going 40 .21. [A] conside [B] acquires [C] requires [D] inquires22. [A] Nor [B] Also [C] So [D] Either23. [A] institutional [B] personal [C] intimate [D] secret24. [A] prosperity [B] property [C] fortne [D] independence25. [A] spot [B] button [C] horizon [D] period26. [A] superior [B] manager [C] boss [D] director27. [A] lucky [B] free [C] relaxed [D] happy28. [A] afford [B] resort [C] grant [D] entitle29. [A] mange [B] break [C] keep [D] establish30. [A] Assuming [B] Marnaging [C] Regulating [D] Performing31. [A] deny [B] discard [C] refuse [D] ncglect32. [A] set [B] construct [C] make [D] create33. [A] few [B] reductron [C] failure [D] slight34. [A] depression [B] reductron [C] failure [D] lack35. [A] by [B] for [C] upon [D] from36. [A] booms [B] succeeds [C] fails [D] enlarges37. [A] reinvest [B] resolve [C] reserve [D] reproduce38. [A] But [B] And [C] While [D] Or39. [A] obligations [B] demands [C] requirements [D] necessaries40. [A] accomplishment [B] charity [C] concern [D] estatePart ⅢV ocabulary and Structure (15%)41. my great surprise, Idiscovered that the watch was broken.(A)To (B)For (C)On (D)With42. As far as the structure is concerned, the house isn?t the price they are ask.(A)worthy (B)worthy of (C)worthwhile (D)worth of43. It?ll be sure beat carrying a lot of water of to boil it at the campsite.(A)to have (B)have (C)having (D)had44.We all know that Mr.Wang is training his son .(A)in real earnest (B)on purpose (C)in an easygoing way(D)out of mind45. They visited many places their stay in shanghai.(A)in (B)for (C)during (D)on46. Astronomers believe that here are small, very cold lumps that stay poised in spacethe furthest planet.(A)beyond (B)before (C)behind (D)below47. I have so much work to do that a holiday for me this year is .(A)in question (B)out of question (C)out of the question (D)at random48. Students generally look their teachers.(A)up (B)up to (C)into (D)until49. The teacher won?t dismiss the class it is time.(A)for (B)if (C)so (D)until50. We countless enemy encirclements and blockades until we finally arrived at our destination.(A) broke through (B)broke with (C)broke into (D)broke in51. Sales of home computer have in recent years.(A)taken in (B)taken off (C)taken for (D)taken from52. Y ou may not believe it, but Einstein is said to have noaptitude language learning when he was young.(A)towards (B)of (C)for (D)with53. During the flood of 1927, the Red Cross out of emergency headquarters in Mississippi, set up temporary shelters for the homeless.(A)operates (B)is operating (C)has operated (D)operating54．As a masterpiece, a work of art must transcend the ideals of the period in which it was created.(A)Ranks (B)The ranking (C)To be randed (D)For being randed55.Of all the factors affecting agricultural yields, weather is the one the most.(A)it influences farmers (B)that influences farme rs(C)farmers that it influenes (D)why farmers influence it56. He was left alone, with to take care of him.(A)someone (B)no one (C)not one (D)anyone57. Bruce and John have arrived, but students in the class aren?t here yet.(A)other (B)the other (C)the others (D)others58. As the chairman will be hospitalized for quite a long time, some one should be appointed chairman.(A)alternative (B)temporary (C)substitute (D)secondary59. If, despite all this, we walk with of realizing our long-cherished dream of rebirth and reconstruction, it is because the conditions for doing so now exist.(A)convince (B)conviction (C)conflict (D)confirmation60. Despite all his efforts and merits, Mr.Smith is not a good teacher.(A)much of (B)adequate to (C)qualified (D)somewhat for61. offering good job prospects and easy living, Atlanta is acity where African Americans have had a chance to express their culture and flourish.(A)Beside (B)Besides (C)Except (D)Except for62. Altough the students dislike the material they are studying right now, their instructor has no to change the syllabus.(A)purpose (B)motivation (C)ambition (D)authority63. His efforts to improve the company have been very .(A)effective (B)efficient (C)efficacious (D)effetively64. looked more affluent, the price could have gone up to 400 rupees.(A)If had I (B)Had I (C)I had (D)I had been65. The travels of Marco Polo in the 12th century would not have been so well knownFor the book he wrote while in jail.(A)it not have been (B)is not been (C)had it ont been (D)has not been66. On entering te office, the teacher canght sight of the gift by his students.(A)was sent (B)being sent (C)sent (D)sending67. Our school singing group is going to give performance next month; don?t moss it.(A)an alive (B)a living (C)a live (D)a life68. The television with my concentration when I was writing.(A)distured (B)interfered (C)troubled (D)bothered69. Children?s clothes have to be strong to hard wear.(A)stand in for (B)stand in to (C)stand up for (D)stand up to70. So that nobody wants to swim in it.(A)the river is dirty (B)dirty is the river(C)is the river dirty (D)dirty the river isPart ⅣTranslation (20%)Professor Arthur Shimamura, of the University of California at Berkeley, says there are three main ways in which mental fouction changes.The forst is mental speed, for example how quickly ypu can react to fast moving incidents on the road. Drivers in their late teens react quickly but tend to drive too fast, while the over sixties are more cautious but rect more sloely. The near-inevitable slowing with age also partly explains why soccer players are seen as old in their thirties, while golf professionals are still in their prime at that age. This type of mental slowing results from a reduction in the efficiency with which the brain?s neurons work.The fact that asults find it harder to learn musical instruments than children points to a second type of mental loss with age – a reduction in learning capacity. The parts of the brain known as the temporal lobes control new learning, and are particulrly vulnerable to the effets of aging. This means that, as we get older, we take longer to learn a new language, are slower to master new routines and technologics at work, and we have to rely more on diaries and other mental ads.‘Working memory’is the third brain system which which is vulnerable to the effect of aging. Working memory is the brain?s …blackboard?, where we juggle from moment to moment the things we have to deep in mind when solving problems, planning tasks an generally organizing our day-to-day life. Absent-mindedness occurs at all ages because of imperaections in the working memory system –so, for instance, you may continually lose your glasses, or find yourself walking into a room of ypur house only to find that you cannot remember what you came for.Such absent-mindedness tends to creep up on us as we ageand occurs because our plans ansd intentions, which are chalked up on the ental blackboard, are easily wiped out by stray thoughts and other distractions. Stress and preoccupation can also cause such absent-mindedness, in addition to age-related changes in the brain. The frontal lobes of the brain –located behind the forehead and above the eyes –ate where the working memory system is located . Like the temporal lobes, which handle new learning, the frontal lobes are more vulnerable to the aging process than other parts of the brain.PartⅤWriting (15%)Directions: For this part, you are required to write a short essay Going Out to See the World. Y ou should write at least 150 words following the outline given below in Chinese:1. 旅行的好处2. 旅行的弊端3. 你的观点Going Out to See the W orld。

Unit 8Literary WorksPreviewNobody grows old by merely living a number of years. They must have undergone disappointment and despair。

For them, life is truly a box of chocolates except that it is black and bitter：years wrinkle their skin，loneliness is taking away the dim light，and the reality is a horrible truth of vanity。

A clean and well—lighted place thus is the only refuge from the darkness of the world outside。

It is best to be a home，a bar, or a cafe with brandy and coffee served by the young generation。

Part I Text ReadingWarm-upI. Aging issueA trend towards an ever older population is sweeping the world. But far prior to this, some proverbs or sayings have showed their attitudes toward the aged. Guess the meanings of the following proverbs or sayings，and tell whether they are positive，negative or neutral with regard to the aged.1。

Unit Seven Concluding ResearchObjectives:─ Be clear about t he significance of this section─ Try to understand the importance of summarizing in academic writing─ Learn to be skilled in p araphrasing in academic writing─ Learn to restate your thesis statement─ L earn to draw a conclusionContents:─ Brief introduction to this section─ Reading & Discussion: What information elements are usually involved in writing a Conclusion section?─ Language Focus: How to su mmarize and paraphrase─ Writing Practice: How to r estate your research objectives─ Writing Project: How to outline your conclusion1. Reading ActivityThe conclusion of a research paper reaffirms the thesis statement, discusses the issues, and reaches a final judgment. It is a belief based on your reasoning and on the evidence you have accumulated. This is the place for sharing with readers the conclusions you have reached because of your research. A conclusions is usually a shorter section of an academic text. It manifests the value of your research as well as your understanding of the material that you have presented. It should be a strong recapitulation of your major ideas.1.1 Pre-reading TaskThe following is the concluding section of a research article in the field of applied linguistics. Think about the following questions before reading the text and then have a discussion with your classmates:1)What is the function of the concluding section in a research paper?2)What information elements does a concluding section normally include?1.2 Reading PassageOur experiment indicated that learners better comprehended English idioms sharing the same metaphoric themes as Chinese than those sharing different metaphoric themes, conforming to Boers & Demecheleer's (2001) study result with French-speaking subjects. NL (native language) played an important role, in that positive transfer appeared in most subjects' understanding of idioms with identical expressions and meanings in NL and TL (target language), and negative transfer appeared in the understanding of those with similar expressions and meanings or those with identical expressions but different meanings in NL and TL; besides, negative transfer occurred in the understanding of every kind of English idioms. Finally, though the idioms in the experiment were rated as having an intermediate level of semantic transparency and were listed without any contextual clues, 37% of the subjects’ responses were completely or partially correct, giving support to the point that a cognitive semantic view can facilitate the learning of idioms for non-native speakers.This study has several implications for teaching idioms. Firstly, it is important to inform learners of the different metaphoric themes in the target culture. Secondly, more attention should be given to idioms without NL equivalents. Thirdly, overt comparisons can be made to show learners which idioms can be transferred from their NLs and which idioms are likely to cause interference, thus taking advantage of positive transfer while avoiding the occurrence of negative transfer. Fourthly, while helping learners realize the absurdity of the literal meanings of some English idioms, encourage them to tackle the semantics of the idiom as a problem-solving task, andteach them strategies for dealing with figurative language to take advantage of the semantic transparency of some idioms.However, there was an obvious limitation in this study: the number of the idioms selected was too small. We expect more studies to be carried out in more aspects including the strategies used in idiom comprehension and production, EFL learners', EFL teachers' and English-speaking people's attitude towards English idiom learning and the treatment of them in the existing teaching materials.( Liu, 2008 )1.3 Reading Comprehension1. Read the text carefully and decide what information elements a concluding section includes and how they function.2. What are the major findings of the experiment?3. What verb tenses are mainly used in the text? What is the proportion of active voice verbs to passive voice verbs in this conclusion section?nguage Focus2.1 SummarizingThere are three ways to include source material in your research paper writing: summarizing, paraphrasing, and quoting. Each of these strategies capitalizes on different types of information that can be useful. To summarize is to put in your own words a shortened version of written or spoken material, stating the main points and leaving out anything that is not essential. Summarizing is more than retelling; it involves analyzing information, distinguishing important elements from unimportant elements and transforming large chunks of information into a few short cohesive sentences.Look at the following example.OriginalThis effort to communicate--first through spoken messages, then throughpictographs, then through the written word, and finally through printed words --- demonstrates people’s innate desire to share information with one another. Storability, portability an d accessibility of information are essential to today’s c oncept of mass communication. (Source: Shirley Biagi, Media Impact: An Introduction to Mass Media, 2nd edition, p. 24 )SummaryIn Media Impact, Shirley Biagi explains that people have always had an inherent need to communicate. The ability to store, carry and have access to information is necessary in modern mass communication.How to Summarize?There are several techniques to be used while summarizing a text and they all stress full understanding of a text and require the reader to spot the main ideas in it. Here are some useful tips about summarizing:∙Start by reading a short text and highlight the main points as you read.∙Reread the text and make notes of the main points, leaving out examples, evidence, etc.∙Restate or repeat the ideas of the source in different words and phrases.∙Do not add your own ideas, opinions or judgment of the arguments.∙Make it shorter than the source.Read the following text and write a summary.Original TextI come from Taiwan, but I have lived in Canada for several years now. I am surprised at how Canadian society respects the rights of women, both at work and home. Personally I believe women in Canada are better off than women in Taiwan. However, some of my female friends in Canada miss the good old days when women were treated in a different way. You see, in the past, gentlemen followed different rules of behavior. They would open the doors for ladies, pull out chairs for ladies to sit down, stand up when a lady left the table, and offer to pay the bill at restaurants. Now, however, most Canadian believe that men and women should be considered equal. For example, women now generally have to pay for their own meals.2.2 ParaphrasingThe Oxford English Dictionar y defines a paraphrase as “an expression in other words, usually fuller and clearer, of the sense of any passage or text; a free rendering or amplification of a passage. . . . [Paraphrasing is] to express the meaning of (a word, phrase, passage) in other words, usually with the object of fuller and clearerexposition so as to bring out the sense” (XI: 204). To paraphrase means to completely reproduce the original meaning in our own words (but never include our own opinion ).Look at the following example.Source materialAggressiveness, present in many male teenagers, has often been characterized as having a biological base. However, social study theorists Bandura and Walters (1959) did a study which indicated that aggressiveness might be a product of environment factors and especially, social reinforcement. In this study, they found that aggressive boys had encouragement from their parents to be aggressive outside their home. Since their fathers experienced indirect pleasure from hearing about their son’s aggressive behavior, this provided reinforcement for the boys.Acceptable paraphrase:Social scientists have often described aggressiveness, which is evident in many adolescent boys, as having a biological component. However, research completed by social study theorists Bandura and Walters (1959) showed that aggressiveness might result from factors in the environment and, in particular, social reinforcement. It was found in the study that young males who were aggressive had been encouraged by their parents to be aggressive away from their home. Their fathers received vicarious gratification from learning of their son’s aggressive behavior. Consequently, the boys’ behavior was reinforced by their fathers’ experience. ( Cong, 2009 )There are basically two ways to paraphrase this: by making word-level transformations (and maintaining the original syntax) or by considering its “deep structure” and making more significant changes. Note how these paraphrases differ: Source sentence:The temperature in many parts of the world is gradually rising.Paraphrase:(1)The temperature in lots of places around the earth is slowly increasing.(2)Most parts of the world are getting hotter steadily.Example (1) represents a word-level paraphrase and example (2) is a deep-level transformation. It is usually believed that making word-level paraphrases is easier than deep-level transformations.Here are some guidelines for paraphrasing:● U se synonyms.● Change word forms.● Make necessary structural adjustments.● Change between the affirmative and the negative.● Include reference to the original source.Read the following text carefully and try to rewrite an acceptable paraphrase. OriginalStarting in the 15th century, the reality and the idea of the family were to change: a slow and profound revolution, scarcely distinguished by either contemporary observers or later historians, and difficult to recognize. And yet the essential event is quite obvious: the extension of school education. We have seen how in the middle ages children’s education was ensured by apprenticeship in adults, and that after the age of seven, children lived in families other than their own. Henceforth, on the contrary, education became increasingly a matter for the school. The school ceased to be confined to clerics and became the normal instrument of social initiation, of progress from childhood to manhood. ( Source: Aries, P. 1962. Contemporary Childhood: A Social History of Family Life )3. Writing Practice3.1 Reorder sentencesRead the following jumbled conclusion from a thesis in computer science and engineering: the topic is: The Steiner Tree Problem. Please rearrange the following sentences so that they make more sense and follow the logical order of a conclusion.A.An advantage of this algorithm is that the computations of the bead's movementcan be done in parallel, provided that there is a synchronization barrier to update their new positions.B.This can take advantage of some parallel computers, for example, mapping eachbead to a (virtual) processor.C.It is possible that these techniques can also be applied to solve the SMT if a goodmapping of the problem to an appropriate network architecture is found.D. The Steiner tree has been shown to be an optimization problem. Neural networkhas been successfully applied to solve many optimization problems, for example, TSP. Some of these techniques have been discussed. This could be an interesting area for research in the future.E. The Steiner minimal tree problem has been studied in the above discussion. Anode-splitting algorithm that finds a good heuristic solution to the problem has been developed. In some cases, it is better, for instance, than Korhonen's algorithm.F. Comparison shows that the node-splitting method is comparable to other heuristicmethods.( adapted from Zhou, 2009: 312)3.2 Restatement of research objectiveLook at your thesis statement again and rework it in a new way. Avoid repeating key words and phrases from the thesis statement because you don't want the summary statement to sound boring or repetitive. Using a thesaurus is a good way to find new, interesting words.This study set out to determine ...The present study was designed to determine the effect of ...In this investigation, the aim was to assess ...The purpose of the current study was to determine ...This project was undertaken to design ... and evaluate …Returning to the hypothesis/question posed at the beginning of this study, it is now possible to state that …Here are some examples of research questions and summary statements:Research question: What is more important, competitive price, fuel economy, or high resale value when Chinese people buy cars.Summary Statement: The research was to determine what factors contribute more to Chinese people purchasing cars, competitive price, fuel economy, and high resale value.Rewrite the following thesis statements:1) What in San Francisco attracts visitors more, its magnificent location, its theaters and art galleries, or its fine restaurants?2) Do employees have to be trained for working in the Australian multicultural workplace? But managers also need to be trained. (It is clear, therefore, that both..)3) What is the 1994 rate of juvenile delinquency in the U.S.?4) Does education play a role in reducing juvenile delinquents' return to crime?5) What marketing strategies does the Coca-Cola company currently apply?6) Do children sent to day care or preschool start kindergarten with more highly developed language skills?7) How might the discovery of a genetic basis for obesity change the way in which we treat obese persons, both medically and socially?3.3 Summarizing the findingsRead the following text and identify major points and write a summary.Global Implications of Patent Law VariationA patent is an exclusive right to use an invention for a certain period of time, which is given to an inventor as compensation for disclosure of an invention.Although it would be beneficial for the world economy to have uniform patent laws, each country has its own laws designed to protect domestic inventions and safeguard technology. Despite widespread variation, patent laws generally fall under one of two principles: the first-to-file and first-to-invent. The first-to-file principle awards a patent to the person or institution that applies for a patent first, while the first-to-invent principle grants the patent to the person or institution that was first to invent –and can prove it. Most countries have adopted the first-to-file system. However, the United States maintains a first-to-invent system, despite obvious shortcomings. Patent ownership is not recognized globally. On the contrary, ownership may change depending on the country. It is not uncommon for an invention to have two patent owners – one in the United States and one in the rest of the world. This unclear ownership often has economic consequences. If a company is interested in using a patented invention, it may be unable to receive permission from both patent owners, which in turn may prevent manufacture of a particular product. Even if permission is received from both owners, pay royalties to both may be quite costly. In this case, if the invention is useful enough, a company may proceed and pass on the added cost to consumers. International economic tension has also been increasing as a result of differing policies. Many foreign individuals and companies believe that they are at a serious disadvantage in the United States with regard to patent ownership because of the logistical difficulties in establishing first-to-invent status. Further, failure of the United States to recognize patent ownership in other countries is in violation of the Paris Conventions on Industrial Properties, which requires all member nations to treat all patents equally. The conflict surrounding patents has prompted the World Intellectual Properties Organization (WIPO) to lobby for universality in patent laws. WIPO maintains that the first necessary step involves compelling the United States to reexamine its patent principle, taking into account the reality of a global economy. This push may indeed result in more global economic cooperation.3.4 Write a concluding sectionThe following is a research on the effectiveness of structured development lessons in English using 4 macro-skills intended for public science high school students. Read the following paper and write a concluding section for it.The teacher-researcher found out that the students' difficulties in oral and written English were speaking or conversational English, including correct usage, listening and answering questions. The causes for these difficulties were: students have poor background at the elementary level; English is not heard at home; teachers prefer to speak the dialect often; there might be lack or absence of English books.The main thrust of the study is to evaluate the effectiveness of structured development lessons in English using the 4 macro-skills intended for the public science high school students. Specifically, the study answered questions on the level of language proficiency of the freshmen science high school students with referenceto pronunciation and correct usage; mean pretest and posttest scores of the students based on the structured lessons of macro-skills' learning performance; significant difference in the mean pretest and posttest scores of the students in listening, speaking, reading, and writing; mean gain in the posttest; and module which can be proposed based on the findings of the study.The study used the Descriptive Survey Method and the main tool used was the research-made or self-made type of examination (questionnaire), including the record sheet as instrumentally utilized for the 75 students as selected freshmen in the first year. The data gathered in this study were analyzed by using the Statistical Package for the Social Sciences (SPSS) version 14--a computer program used for statistical analysis.FINDINGS1) Level of Language Proficiency of the Students’ PronunciationThe majority (81.9333) of the students got the highest rating scale of 80-89 which was rated Very Good. None of the students as counted individually obtained the rating scale of 50-59 (far below from the passing percentage).2) Correct UsageNone of the students was rated Excellent with the rating scale of 90 and above.The majority (77.5867) of the students got the average rating scale of 70-79 which was rated Good.3) English Difficulties of the Freshmen Students Based on the Macro-Skills ofEnglish Language TeachingThe teacher-researcher found out that the students' difficulties in oral and written English were speaking or conversational English, including correct usage, listening and answering questions. The causes for these difficulties were: students have poor background at the elementary level; English is not heard at home; teachers prefer to speak the dialect often; there is lack or absence of English books; there is lack or absence of instructional materials; there is absence of printed materials at home; there are no television sets at home; teachers have faulty pronunciation; there is little emphasis on written communications and there are no cultural shows and public speaking activities.The teacher-researcher found out that the students experience the following difficulties in written English: writing dictation, taking down notes, outlining, theme writing, punctuating, quoting, and obtaining coherence and unity in paragraph writing. The causes for these difficulties were: no appreciation for reading materials; lack of exposure to writing; inadequate writing activities; no ear training; no patience to analyze the mistakes in writing; absence of contents that can harness their potentials in essays, letters, etc.; poor spelling; and useless board work.4) Mean Pretest and Posttest Scores of the StudentsIt is found in this study, based on the macro-skills, that the posttest mean of the group in the listening area which is 83.1067 is higher than the pretest mean of the group which is 75.5333. In standard deviation, the result of pretest is 10.95980 while the result of the posttest is 6.07959. Unlike the standard error mean, the result of the pretest is 1.26553 while the result of the posttest is .70201; the posttest mean of the group in the speaking area which is 87.1200 is higher than the pretest mean of the group which is 80.5467. In standard deviation, the result of the pretest is 4.92455 while the result of the posttest is 3.42471.Unlike the standard error mean, the result of the pretest is .56864 while the result of the posttest is .39545; the posttest mean of the group in the reading area which is 86.7333 is higher than the pretest mean of the group which is 84.4133. In standard deviation, the result of the pretest is 3.28425 while the result of the posttest is 3.17649. Unlike the standard error mean, the result of the pretest is .37923 while the result of the posttest is .36679; the posttest mean of the group in the writing area which is 85.4400 is higher than the pretest mean of the group which is 76.3333. In standard deviation, the result of the pretest is 6.26732 while the result of posttest is 5.29467. Unlike the standard error mean, the result of the pretest is .72369 while the result of the posttest is .61138.It is found further that the posttest score in the speaking area got the 1st rank which is 87.1200 while the pretest is 80.5467 of which the difference is 6.5733; the posttest score in the reading area got the 2nd rank which is 86.7333 while the pretest is 84.4133 with the difference of 2.3200; the posttest score in the writing area got the 3rd rank which is 85.4400 while the pretest is 76.3333 with the difference of 9.1067.5) Paired Samples' Test/Paired Differences: the difference between the two means wassubjected to a paired t-test.5.1 Listening skill: the listening area was -7.57333, standard deviation was 10.63291,standard error mean was 1.22778, 95% confidence interval of the difference (lower limit) was -10.0974, the difference (upper limit) was -5.12692, and the c.v.result was -6.168 which was greater than the t.v. result which was -10.01974.Therefore, the macro-skill in the listening area was not significant.5.2 Speaking skill: the speaking area was -6.57333, standard deviation was 5.31742,standard error mean was .61400, 95% confidence interval of the difference (lower limit) was -7.79676, the difference (upper limit) was -5.34991, and the c.v. result was -10.706 which was lower than the t.v. result which was -7.79676. Therefore, the macro-skill in the speaking area was significant.5.3 Reading skill: the reading area was -2.32000, standard deviation was 2.98265,standard error mean was .34441, 95% confidence interval of the difference (lower limit) was -3.00625, the difference (upper limit) was -1.63375, and the c.v. result was -6.736 which was lower than the t.v. result which was -3.00625. Therefore, the macro-skill in the reading area was significant.5.4 Writing skill: the writing area was -9.10667, standard deviation was 7.38621,standard error mean was .85289, 95% confidence interval of the difference (lower limit) was -10.80608, the difference (upper limit) was -7.40726, and thec.v. result was -10.677 which was greater than the t.v. result which was-10.80608. Therefore, the macro-skill in the writing area was not significant.6) Mean Gain of the Pretest and Posttest Scores of the Students: mean gain is based on the macro-skills of language teaching, such as listening, speaking, reading and writing. Mean gain of singled-out freshmen students based on the macro-skills, such as listening, speaking, reading and writing as structured in the lessons, was used as a result in statistical analysis and computation of the mean pretest and mean posttest. It was disclosed upon interpretation of data that the mean gain in the listening area was obtained as the result of the subtraction of number from the mean pretest which was 75.5333 from the mean posttest which was 83.1067. The findings revealed that only the areas in speaking and reading got the highest posttest percentages. In the writing area, the mean gain was obtained as the result of the subtraction from the pretest which was 76.3333 from the mean posttest which was 85.4400.In the final results of the listening area, the posttest mean was 83.1067 while the mean gain was -7.57333 which had the lowest mean pretest and posttest percentages as compared to the other areas; in the speaking area, the posttest mean was 87.1200 while the mean gain was -6.57333 which got the 1st rank posttest percentage; in the reading area, the mean gain was -2.32000 which got the 2nd rank posttest percentage and also got the 1st rank pretest percentage among them; and in the writing area, the mean gain was -9.10667 which got the 3rd rank posttest percentage, next to the speaking and reading areas.It is also found that the posttest mean of the group in the listening area which is 83.1067 is higher than the pretest mean of the group which is 75.5333; the posttest mean of the group in the speaking area which is 87.1200 is higher than the pretest mean of the group which is 80.5467; the posttest mean of the group in the reading area which is 86.7333 is higher than the pretest mean of the group which is 84.4133; and the posttest mean of the group in the writing area which is 85.4400 is higher than the pretest mean of the group which is 76.3333.4.Writing Project4.1Getting information for writing a conclusionCreate a SWOT table summarizing your research findings of an environmental analysis.Strength OpportunityWeakness Threat4.2Outlining your conclusion1) State the research question and explain why it is interesting.2) Briefly describe the methods of research and data analysis.3) Describe the results.4) Explain the key implications of the results. Avoidoverstating the importance ofthe findings.5) The results and the interpretation of the results shouldrelate directly to theresearch questions, purposes or hypothesis.4.3Drafting your conclusion1) Begin with your research questions, purposes or hypothesis.2) Combine the thesis statement and your one-sentence segment summaries into aone-to-two-paragraph summary.3) Eliminate all unnecessary words and repetitions.4) Eliminate all personal ideas and inferences.5) Use transitions for a smooth and logical flow of ideas.6) Use summary expressions.4.4Final checklist。