大学高级英语第六册课文Paraphrase.docx

大学高级英语第六册课文ParaphraseLesson 1 Sexism in School 1. Education is not a spectator sport. (p3) Education is something that all students should participate in. 2. When students participate in classroom discussion they hold more positive attitudes toward school, and that positive attitudes enhance learning. (p3) When students participate in classroom discussion they are more inclined to think that going to school is useful, and the positive attitudes facilitate learning. 3. It is no coincidence that girls are more passive in the classroom and score lower than boys on SATs. (p3) It is not surprising that the two things, namely, girls being more passive in the classroom and scoring lower than boys should be causally related. 4. Most teachers claim that girls participate and are called on in class as often as boys. (p4) Most teachers state that girls participate and are asked to speak in class as often as boy. 5. But a three-year study we recently completed found that this is not true; vocally, boys clearly dominate the classroom. (p4) Based on a three-year study, we found that this is not true; in terms of oral participation, boys clearly speak much more in classroom. 6. When we showed teachers and administrators film of a classroom discussion and asked who was talking more, the teachers overwhelmingly said the girls were. (p4) When we showed teachers and people responsible for the running of a school a video of a classroom discussion and asked who was talking more, the teachers almost all said the girls were. 7. But in reality, the boys in the film were out-talking the girls at a ratio of three to one. (p4) But in reality, the boys in the video were talking more than the girls at a speed of three to one. 8. Half of the classroom covered language arts and English-subjects in which girls traditionally have excelled; the other half covered math and science - traditionally made domains. (p5) Half of the classroom covered the skills in using the language for effective communication and literary appreciation. And girls usually do better in these subjects. The other half covered math and science which traditionally belong to male field. 9. Our research contradicted the traditional assumption that girls dominate classroom discussion in reading, while boys are dominant in math. (p7) Our research denied the truth of the traditional supposition that girls control classroom discussion in reading, while boys control the discussion in math. 10. We found that whether the subject was language arts and English or math and science, boys got more than their fair share of teacher attention. (p7) We found that whether the subject was skills in using the language for effective communication and English or math and science, boys got more teacher attention than is supposed to be fair. 11. Some critics claim that if teachers talk more to male students, it is simply because boys are more assertive in grabbing their attention - a classic case of the squeaky wheel getting the educational oil. (p8) Some critics state firmly that if teachers talk more to male students, it is simply because boys are more aggressive in catching their attention - a typical example of the notice - arresting students getting more attention from the teacher. 12. However, male assertiveness is not the whole answer. (p8) However, males mere assertive cannot completely answer the question. 13. Girls are often shortchanged in quality as well as in quantity of teacher attention. (p10) Girls are often not given enough teacher attention what they deserve in quality as well as in quantity. 14. Years of experience have shown that the best way to learn something is to do it yourself; classroom chivalry is not only misplaced, it is detrimental. (p13) Years of experience have shown that the best way to learn something is to do it yourself; “let me do for you” behavior is not only improper, it is harmful. 15. During classroom discussion, teachers in our study reacted to boys answers with dynamic, precise and effective responses, while they often gave girls bland and diffuse reactions. (p13) During classroom discussion, teachers in our study reacted to boys answers with energetic, accurate and effective responses, while they often gave girls indifferent and general reactions. 16. Despite caricatures of school as a harsh and punitive place, fewer than 5 percent of the teachers reactions were criticism, even of the mildest sort. (p15) Although school is often mockingly described as a place where students are badly treated and often punished. 17. Too often, girls remain in the dark about the quality of their answers. (p18) Too often, girls are kept completely uninformed about the quality of their answers. 18. Unfortunately, acceptance, the imprecise response packing the least educational punch, gets the most equitable sex distribution in classroom. (p18) It is unfortunate that the least useful kind of feedback is distributed between boys and girls most impartially, while the more useful kinds of feedback are heavily biased towards boys. Thus the overall result is that the feedback boys receive much more beneficial than that for girls. 19. Active students receiving precise feedback are more likely to achieve academically. And they are more likely to be boys. (p18) Any active student who receives precise feedback can achieve more in his or her studies. And boys are more likely to be active and to receive such feedback, and so are more likely to succeed. 20. By high school, some girls become less committed to careers, although their grades and achievement-test scores may be as good as boys. (p20) By high school, some girls are not so devoted to the subject they have been studying, despite their academic study as good as boys. 21. Many girls interests turn to marriage or stereotypically female jobs. (p20) Many girls interests turn to marriage or jobs which are conventionally believed to be taken up by women only. 22. The sexist communication game is played at work, as well as at school. (p23) The conversation among people which exhibits elements of sexism not exists in the field of work but also at school. 23. Classes taught by these trained teachers had a higher level of intellectual discussion and contained more effective and precise teacher responses for all students. (p28) Classes taught by these trained teachers had a higher level of the discussion which is full of intelligence and contained more effective and accurate teacher responses for all students. Lesson 2 Philosophers among the Carrots 1. I asked myself if it was still permissible to take pleasure in the profession of housewife and not be a traitor to the cause. (p1) I was wondering whether it is possible for me to get pleasure by working as a housewife while at the same time still devoted to the Womens Lib. 2. I recalled Socrates saying that, “The unexamined life is not worth living,” and decided that maybe it was time to examine mine. (p1) I remembered Socrates saying that, “The life of few profound consideration and careful choice is not a meaningful one”, and decided that maybe it was time to look at my life very carefully to see if any lessons could be drawn from it or any changes needed to be made in it. 3. If I hadnt been to college, I wouldnt have been that significant analogy, I thought smugly, depositing an orange pit in the sink as I finished the salad (or did I learn that in high school?). (p2) I feel proud of knowledge I have acquired from college which descend in scale. I splitted an orange pit into the kitchen sink after I had finished eating the salad. (If I didnt learn that in high school, which part of the compulsory education was, I should not feel so indebted to Womens Lib.) 4. Then, as I eyed a bowl of cooked carrots speculatively, sizing them up for carrot cake of marinated vegetable salad and opting for the cake which I knew would be seconded by my husband and sons, (p3) Then, as I watched a bowl of cooked carrots thoughtfully, estimating whether they would be better for making salad, and deciding on the cake which I knew would be supported by my husband and three sons, 5. I followed the train of my thoughts which was chugging off into philosophical realms led by Archimedes who said, “Any object placed in a fluid displaces its weight; an immersed object displaces its volume,” (p3) My thoughts, led by Archimedes, wandered away into the kingdom of philosophy. He said, “When an object floats on the liquid we can know its weight, which is equal to the weight of the liquid it has displaced; when an object immersed in the liquid we can know its volume which is equal to the volume of the liquid it has displaced.” 6. Muttering, along with Emerson, that “A foolish consistency is the hobgoblin of little minds” I dumped in a couple of spoonfuls of applesauce to make it come out right. (p3) Saying in a low voice, quoting from Emerson that “To observe a rule rigidly is an abominable quality of unintelligent people” I poured a couple of spoonfuls of applesauce to taste better. 7. Buddha has his Bo tree, I have my refrigerator. (p4) Just as Buddha received heavenly inspiration to found Buddhism under the Bo tree, so I get new understanding about housewives and philosophy by gazing into the depth of the refrigerator. 8. You cant step twice in the same river. (p4) Please rest assured that what you are washing today is different from what you washed yesterday. 9. I saw about me the variety in unity and unity in variety spoken of by my aesthetics professor. (p4) I saw the principle spoken by my aesthetics professor which means to see uniformity in differences and see differences in uniformity. Applied to my case, “unity” means that all the clothes I had to wash were dirty clothes and “variety” means that every piece to be washed was different from every other piece. 10. I indulged in aggressive fantasies against my dear family as I picked up a necktie draped on a lamp, a pair of tennis shoes under the couch, a cache of peanut shells beneath a newspaper and remembering William James comment that “Even a pig has a philosophy,” I wondered angrily what theirs was. (p5) I allowed myself to develop a lot of hostile and angry thoughts against my dear husband and three sons when I picked up a tie draped on a lamp, a pair of tennis shoes under the couch, a secret store of peanut shells beneath a newspaper and remembering William James comment that “Even a pig has an attitude to life.” So I wondered since they were like pigs, they must have had one too. (Anyone may find an excuse for their behavior.) 11. with a wave of willfulness (p6) with a sudden burst of determination to go my own way 12. In my present state of mind I found this the quintessence of good sense and I walked out of house and into the car, leaving the breakfast dishes on the table. (p6) In my present mood, I found this the best representation of human wisdom. 13. I smiled enigmatically as I continued to stir the chicken soup and quoted Alexander Pope, “All chaos is but order misunderstood,” then added with composure that I had purchase a new dress. (p7) I smiled in a way which showed there was something secret about her when I continued to stir the chicken soup and quoted Alexander Pope, “All chaos is in fact not chaos, but is order which has been mistaken for chaos.” 14. But, without becoming the least bit ruffled, I replied, in the words of Pascal, “Ah, but the heart has its reasons the mind knows not of.” (p8) sometimes you do something out of emotion which is not based on any reason. 15. Whatever is, is good. (p9) Reality is good. It is good, because everything is created by God. Lesson 3 The Power of Habit 1. Habit is a second nature! Habit is ten times nature. (p1) Habit is a second born quality. It is so deeply fixed that you simply follow your habit without thinking. 2. the degree to which this is true no one probably can appreciate as well as one who is a veteran soldier himself. (p1) Only the experienced soldier can best recognize the truth of the dukes statement. 3. The daily drill and the years of discipline end by fashioning a man completely over again, as to most of the possibilities of his conduct. (p1) It takes many years of daily training of mind and qualities to create a completely new person, as far as his possible patterns of behavior are connected. 4. a practical joke (p2) sb. who plays a trick on sb. else so as to make the victim foolish 5. The drill had been thorough, and its effects had become embodied in the mans nervous structure. (p2) The training had completed in any way, and its effects had become a part of mans nervous system. 6. Rider less cavalry-horses, at many a battle, have been seen to come together and go through their customary evolutions at the sound of the bugle-call. (p3) Without a rider, soldier who fight on horseback at many battles, have been to gather together and take part in their habitual drills as soon as they heard sound of trumpet. 7. Most domestic beasts seem machines almost pure and simple, undoubting, unhesitatingly doing from minute to minute the duties they have been taught, and giving no sign that possibility of an alternative ever suggests itself to their mind. (p3) Most beasts raised at home are completely like machines, and no doubt, never hesitate to do the duties they have been taught all the time and give no indication that they have never come up with other options. 8. by his new responsibilities, (p4) things he had to face or manage in the new environment, 9. Habit is thus the enormous fly-wheel of society, its most precious conservative agent. (p4) Habit is a regulating force that maintains established order of society and prevents any sudden change in it. 10. It alone is what keeps up all with the bounds of ordinance. (p4) It keeps us all in the different professional, geographical, or social positions designated to us by law or fate. 11. It alone prevents the hardest and most repulsive walks of life from being deserted by those brought up to tread therein. (p4) Because of habit, those who have been trained to work in that place since their childhood will not give up those most difficult and unpleasant occupation. 12. It protects us from invasion by the natives of the desert and the frozen zone. (p4) It makes the natives of the desert and the frozen zone stay in their own place because of habit. 13. It dooms us all to fight out the battle of life upon the lines of our nature or our early choice, and to make the best of a pursuit that disagrees, because there is no other for which we are fitted, and it is too late to begin again. (p4) Habit determines that one will stay and wo