counterparts in other countries. Not infrequently, American undergraduates change their mind and decide to take a different major, but this does not oblige them to start over, for at least part of their course work can still be applied to the new degree.
Most academic programs include \courses\which students can sometimes take outside their main field of study. This gives them added choice in planning their education, and enables them to broaden their perspective by learning about other subjects. Thus, much is left up to student, who is expected to choose from a bewildering variety of institutions, degree programs and courses, and often must depend on his/her academic advisors for help in planning a program of study.
The size, diversity and flexibility of the American higher education system all contribute to its accessibility. Americans take for granted that everyone, regardless of their origin, should have a right to a higher education, and opportunities do exist for a large percentage of college-age young people to pursue postsecondary studies. It should be remembered that in the US the category \education\can encompass vocational, technical, professional and other specialized training.
Fundamental to American culture is the high value it places on education. At whatever level, education is considered a form of self-improvement, which can lead to new career opportunities, economic advances and personal betterment, regardless of one's age. An increasing number of older, \students are attending college and university in the US, many having gone back for additional training or to prepare for a new career. Moreover, as many as fifteen million Americans, including large number of retired people, enroll in noncredit college courses (in other words, courses not leading to a degree) every year.
Task 6
【答案】A.1) b) 2) a) 3) a) 4) c) 5) b) B. I. A.
1. little use for the liberation of African people
2. to overcome the social and technological backwardness B.
1.formal education, society 2. catalyst, social change II.
A. the world`s best, the most appropriate
B. integrate education and life, and education and production
C. we should judge a child or and an adult by their academic ability
III. the formal education system, society as a whole, cooperativeness, a desired to serve 【原文】 Part 1 We know that something called ―education‖ is a good thing. And all African states therefore spend a large proportion of government revenue on it. But, I suspect that for us in Africa the underlying purpose of education is to turn us into black Europeans, or black Americans, because our education policies make it quite clear that we are really expecting education in Africa to enable us to emulate the material achievements of Europe and America. We have not begun to think seriously about whether such material achievements are possible or desirable.
The primary purpose of education is the liberation of man. To ―liberate‖ is to ―set free‖. It implies impediments to freedom having been thrown off. But a man can be physically free from restraint and still be unfree if his mind is restricted by habits and attitudes which limit his humanity.
Education is incomplete if it enables man to work out elaborate schemes for universal peace but does not teach him how to provide good food for himself and his family. It is equally incomplete if it teaches man to be an efficient tool user and tool maker, but neglects his personality and his relationship with his fellow human beings. There are professional men who say, \market value is higher than the salary I am receiving in Tanzania.\—except a slave. When people say such things, in effect they are saying, \And they are showing that, instead of liberating their humanity by giving it a greater chance to express itself, the education they have received has degraded their humanity. Their education has converted them into objects—repositories of knowledge like rather special computers.
We condemn such people. Yet it is our educational system which is instilling in boys and girls the idea that their education confers a price tag on them—which ignores the infinite and priceless value of a liberated human being, who is cooperating with others in building a civilization worthy of creatures made in the image of God. Part 2
A formal school system, devised and operated without reference to the society in which its graduates will live, is of little use as an instrument of liberation for the people of Africa. At the same time, learning just by living and doing in the existing society would leave us so backward socially and technologically that human liberation in the foreseeable future is out of the question. Somehow we have to combine the two systems. We have to integrate formal education with the society and use education as a catalyst for change in that society.
Inevitably it takes time to change. We have not solved the problem of building sufficient self-confidence to refuse what we regard as the world's best (whatever that may mean), and to choose instead the most appropriate for our conditions. We have not solved the problem of our apparent inability to integrate education and life, and education and production. We have not solved the problem of overcoming the belief that academic ability marks out a child or an adult as especially praiseworthy, or as deserving a privileged place in society.
This is not a failure within the formal education system. It is a failure of society as a whole. Indeed, the educationalists have advanced in these matters more than other sections of the community. But our society has not yet accepted that character, cooperativeness and a desire to serve are relevant to a person's ability to benefit from further training.
Task 7
【原文】
For beauty and for romance the first place among all the cities of the United Kingdom must be given to Oxford. The impression that Oxford makes upon those who, familiar with her from early years, have learnt to know and love her in later life is remarkable. Teeming with much that is ancient, she appears the embodiment of youth and beauty. Exquisite in line, sparkling with light and colour, she seems ever bright and young, while her sons fall into decay and perish. \on her no more.
And this is for the reason that the true lovableness of Oxford cannot be learnt at once. As her charms have grown from age to age, so their real appreciation is gradual. Not that she cannot catch the eye of one who sees her for the first time, and, smiling, hold him captive. This she can do now and then; but even so her new lover has yet to learn her preciousness.
Unit 2 Task 1
【答案】
A. 1) c) 2) d) 3) b) B. 1) T 2) F 3) T C. b→e→d→a→c 【原文】
Dear Ann Landers:
I buried my husband yesterday. We were married for 23 years. My hand is not very steady but I must write this letter. Perhaps it is grief therapy for myself, but whatever the reason I hope you will not think I am out of my head.
Our marriage was what you might call \we had more fun together than most couples our age. I am Italian and Bill was Irish. Maybe that explains a few things. Anyway, I loved him very much and I know he loved me.
We had an argument Wednesday night. It was a bitter quarrel and we both said things we shouldn't have. Thursday morning I fixed Bill a good breakfast but we didn't speak. I figured we'd patch things up at supper. That afternoon at 4 o'clock he was dead. It was a massive heart attack, his first. By the time I reached the hospital, he was gone.
Years ago you gave some advice on how to have a good marriage. You said, \wish I had taken that advice. It's awful to know that our last words were angry ones.
I hope every married couple who reads this will ask themselves this question: \I never see my beloved again, what were the last words we spoke to one another?\Me!
Task 2
【答案】
1) Donald, whom Olivia loves, has proposed marriage to her.
2) She cannot make up her mind because it is wartime and she does not have enough time to know more about Donald and ensure her feelings.
3) She thinks Donald probably just wants to marry himself off before he is killed in the war. 【原文】
Olivia: Donald has asked me to marry him. Marcia: Has he? That's wonderful! Olivia! Olivia: Is it?
Marcia: Well... yes.., don't you think it is? Olivia: I'm not sure. I'm really not. Marcia: Why not? Don't you love him?
Olivia: Yes... I think so. But is that a good reason to get married? Now? With a war going on? Marcia: I don't think I understand.
Olivia: Well, it's.., how shall I say it...? Oh, I find it very difficult to explain! Marcia: Are you afraid he may be... may be...
Olivia: Killed? Yes, of course. But that isn't the reason. Marcia: Well, what is it, then?
Olivia: It's just that I feel that.., how can I put it...? If there weren't a war on, things would be different. We'd have
more time together. More time to decide. How can I be sure I really love him? Or that he loves me? I sometimes think that he wants to get married now because he thinks it may be his last chance. Marcia: To do what? Olivia: To get married, of course.
Marcia: Oh, I see. I mean, I think I'm beginning to understand now.
Olivia: What would you do if you were me? I mean, would you..do you think I should...
Marcia: It's hard to say. I just don't know. Olivia: Neither do I. That's the problem!
Task 3
【答案】
A. broken down, exceptional, three, solicitor, proceedings, alcoholic, brute, judge, court B.
1) two, consent to divorce 2) five, the other‘s consent
3) two, Evidence for desertion can be provided 4) adultery, cannot bear to live with the other
5) one party‘s unreasonable behaviour, cannot continue living with him or her, Consultation with a solicitor 【原文】
As the law stands today, it has to be shown that a marriage has irretrievably broken down before a divorce can be granted, and, unless the circumstances are exceptional, you must have been married for three years before you can apply for a divorce.
If you genuinely feel that your marriage has broken down beyond repair, your nearest divorce court can supply you with a booklet called Undefended Divorce, which outlines the necessary steps to take and five facts or grounds on which you can prove to a judge that your marriage has truly broken down. Briefly, they are as follows: 1. Separation for a period of two years by mutual consent with both partners agreeing to divorce.
2. Separation for a period of five years. In this case, either partner can start divorce proceedings without the other's consent.
3. Desertion for a period of two years, but you will have to supply evidence to show that you have been genuinely deserted.
4. Adultery, plus the fact that you cannot bear to continue living with your partner, although this does not have to particularly relate to the adultery. You will also have to produce substantial evidence to prove that adultery really has taken place.
5. Unreasonable behaviour, to the extent that you cannot expect to continue living with your partner. Again, you'll have to provide evidence to support this claim and, in many cases, it's wise to consult a solicitor before starting any proceedings on such grounds. Your personal idea of unreasonable behaviour may be very different from that held by the law. Boozy nights out with the boys might not make a man a roaring alcoholic, just as a possibly provoked slap might not brand him as a brute in the eyes of a judge. So make sure you really know what's required to satisfy the court first.
Task 4
【答案】
A. 1) a) 2) b) 3) c)
B. 1) F 2) F 3) F 4) T 【原文】
People nowadays find it hard to believe that Helen and I had a working honeymoon. We spent it in tuberculin testing, partly because the work was overdue and partly because we hadn't the money to do anything very exotic. For all that, we had a wonderful time. I did the testing and Helen did the writing as I injected the cows and called out their skin measurements. Our headquarters was the old Wheatsheaf Inn at Carperby.
After our marriage on a cold, sunny November day in Thirsk Church we drove west to Richmond. It was in the era when everybody's idea of a big night was going to the cinema, and that was what we did. We went to the Zetland in Richmond, then drove through the darkness, over the moors, down the steep bank to Redmire and so to Carperby.
We hadn't expected anything to eat at that hour but the owner, Mrs. Kilburn and her niece, Gladys, produced a delicious hot meal. Those two good ladies fed us like royalty during our stay there, piling the dining table with Yorkshire fare. Enormous breakfasts of home cured ham and fresh eggs, massive dinners of roast beef and Yorkshire puddings and apple pies drowned in cream. And always, on the table, a foot high Wensleydale cheese--the old kind of \Wensleydale cheese which perhaps did not satisfy the technical purists but was exquisite to eat.
Our bedroom, with its brass bedstead, looked out over the old roofs of the village houses across the Ure to the hills beyond, and I still feel that wherever Helen and I might have spent our honeymoon we could not have found greater beauty.
This feeling persisted over the next few days, and the sun shone determinedly and we drove from one grey-stone farmhouse to the other, luxuriating in the surroundings of Wensleydale and Coverdale.
I can remember Mr. Butterfield of Melmerby being highly amused at our kind of honeymoon and bursting into half-stifled laughter as we moved from barn to barn on his farm.
I had a lot of fun, too with Mrs. Allen of Gayle, that marvellous village set off incomparably by its stream rushing over the shelving rock. I was having lunch with Mrs. Allen on the Tuesday after testing her husband's cattle when she teased me, as she often did, about getting married. When I replied unemotionally that the ceremony was fixed for the following day she couldn't believe me.
\ I nodded. \
\ \
It was a wonderful punchline and when I left the farm the poor lady was still incredulous. But all her doubts were resolved when I turned up on Thursday with Helen, and she gave my new wife a proper Dales welcome.
The day was idyllic. The Allen farm stretched away over the high moors to Oughtershaw, a piece of bleakest Yorkshire, but smiling in the sunshine through its bare miles of tufted grass. The air had the sharp sweetness which is found only on the topmost Permines. And that was where Mr. Allen first referred to Helen as my \really knew I was married then.
Task 5
【答案】
A. b→e→c→d→a B. 1) d) 2) b)
C. 1) T 2) F 3) T 【原文】
―But what if I break my arm again?‖ my five year-old daughter asked, her lower lip trembling. I knelt holding onto her bike and looked her right in the eyes. I knew how much she wanted to learn to ride—how often she felt left out when her friends pedaled by our house. Yet ever since she‘d fallen off her bike and broken her arm, she‘d been afraid.
―Oh honey,‖ I said. ―I don‘t think you‘ll break another arm.‖ ―But I could, couldn‘t I?‖
―Yes,‖ I admitted, and found myself struggling for the right thing to say. At times like this, I wished I had a partner to turn to. Someone who might help find the right words to make my little girl‘s problems disappear. But after a disastrous marriage and a painful divorce, I‘d welcomed the hardships of being a single parent and had been firm in telling anyone who tried to fix me up that I was terminally single.
―I don‘t think I want to ride,‖ she said and got off her bike. We walked away and sat down beside a tree.
―Don‘t you want to ride with your friends?‖ I asked. “Yes,”she admitted.
―And I thought you were hoping to start riding your bike to school next year,‖ I added. ―I was,‖ she said, her voice almost a quiver.
―You know, hon,‖ I said. ―Most everything you do comes with risks. You could get a broken arm in a car wreck and then be afraid to ever ride in a car again. You could break your arm jumping rope. You could break your arm at gymnastics. Do you want to stop going to gymnastics?‖
―No,‖ she said. And with a determined spirit, she stood up and agreed to try again. I held on to the back of her bike until she found the courage to say, ―Let‘s go!‖
I spent the rest of the afternoon at the park watching a very brave little girl overcome a fear, and congratulating myself for being a self-sufficient single parent.
As we walked home, pushing the bike as we made our way along the sidewalk, she asked me about a conversation she‘d overheard me having with my mother the night before.
―Why were you and grandma arguing last night?‖
My mother was one of the many people who constantly tried to fix me up. How many times had I told her ―no‖ to meeting the Mr. Perfect she picked out for me. She just knew Steve was the man for me.
―It‘s nothing,‖ I told her.
She shrugged. ―Grandma said she just wanted you to find someone to love.‖
―What grandma wants is for some guy to break my heart again,‖ I snapped, angry that my mother had said anything about this to my daughter.
―But Mom…‖
―You‘re too young to understand,‖ I told her.
She was quiet for the next few minutes. Then she looked up and in a small voice gave me something to think about.
―So I guess love isn‘t like a broken arm.‖
Unable to answer, we walked the rest of the way in silence. When I got home, I called my mother and scolded her for talking about this to my daughter. Then I did what I‘d seen my brave little girl do that very afternoon. I let go and agreed to meet Steve.
Steve was the man for me. We married less than a year later. It turned out mother and my daughter were right.
Task 6
【答案】
A. 1) d) 2) d)
B. 1) T 2) F 3) T
C. a) Getting the groom to church on time
b) Dressing the bridegroom
c) Having the wedding ring ready 【原文】
Until Jack and Jill did me the signal honor of asking me to be their best man I could not understand this best