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

췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍


byJamesThurber2

1 I passed all the other courses that I took at my University, but I could never

pass botany. This was because all botany students had to spend several hours a week

in a laboratory looking through a microscope at plant cells, and I could never see

through a microscope. This used to enrage my instructor. I would just be standing

there. “I can’t see anything,” I would say. He would begin patiently enough,

explaining how anybody can see through a microscope, but he would always end up

in a fury, claming that I could too see through a microscope but just pretended that

I couldn’t. “Well,”I’d say, “I can’t see anything.”“Try it just once again,”He’d

say, and I would put my eye to the microscope and see nothing at all, except now

and again a nebulous milky substance— a phenomenon of maladjustment. You were

supposed to see a vivid, restless clock-work of sharply defined plant cells. “I see

what looks like a lot of milk,”I would tell him. This, he claimed, was the result of

my not having adjusted the microscope properly, so he would readjust it for me, or

rather, for himself.

2 I finally took a deferred pass, as they called it, and waited a year and tried

again. The professor had come back from vacation brown as a berry, bright-eyed,

and eager to explain cell-structure again to his classes. “Well,”he said to me,

cheerily, when we met in the first laboratory hour of the semester, “we’re going to

see cells this time, aren’t we?”“Yes, sir,”I said. Students to the right of me and

left of me and in front of me were seeing cells; what’s more, they were quietly

drawing pictures of them in their notebooks. Of course, I didn’t see anything.

3 “We’ll try it,” the professor said to me, grimly, “with every adjustment of

the microscope known to man. As God is my witness, I’ll arrange this glass so that

1



you see cells through it or I’ll give up teaching. In twenty-two years of botany,

I—”. He cut off abruptly for he was beginning to quiver all over, like Lionel

Barrymore3 .

4 So we tried it with every adjustment of the microscope known to man. With

only one of them did I see,to my pleasure and amazement, a variegated constellation

of flecks, specks, and dots. These hastily I drew. The instructor, noting my activity,

came from an adjoining desk, a smile on his lips and his eyebrows high in hope. He

looked at my cell drawing. “What’s that?”he demanded, with a hint of squeal in

his voice. “That’s what I saw,” I said. “You didn’t, you didn’t, you didn’t!”he

screamed, losing control of his temper instantly, and he bent over and squinted into

the microscope. His head snapped up. “That’s your eye!” he shouted, “You’ve

fixed the lens so that it reflects! You’ve drawn your eye!”5 Another course that I didn’t like, but somehow managed to pass, was

economics. I went to that class straight from the botany class, which didn’t help me

any in understanding either subject. I used to get them mixed up. But not as mixed

up as another student in my economics class who came there direct from a physics

laboratory. He was a tackle on the football team, named Bolenciecwcz. At that time

Ohio State University had one of the best football teams in the country, and

Bolenciecwcz was one of its outstanding stars.

6 One day when we were on the subject of transportation and distribution, it came

Bolenciecwcz’s turn to answer a question. “Name one means of transportation,”the professor said to him. No light came into the big tackle’s eyes. He had the look

of a man who is being led into a trap. “That is,” pursued the professor, “any

medium, agency, or method of going form one place to another.”Bolenciecwcz

had the look of a man who is being led into a trap. “You may choose among steam,

horse-drawn, or electrically propelled vehicles,” said the instructor, “I might

suggest the one which we commonly take in making long journeys across land.”There was a profound silence in which everybody stirred uneasily, including

Bolenciecwcz and Mr. Bassum. Mr. Bassum abruptly broke this silence in an

amazing manner. “Choo-choo-choo,”he said, in a low voice, and turned instantly

scarlet. He glanced appealingly around the room. All of us, of course, shared Mr.

Bassum’s desire that Bolenciecwcz should stay abreast of the class in economics,

for the Illinois game, one of the hardest and most important of the season, was only

a week off. Somebody else gave fine imitation of a locomotive letting off steam.

2

综合大学英语UNIT1



Mr. Bassum himself rounded off the little show. “Ding, dong, ding, dong,” he

said, hopefully. Bolenciecwcz was staring at the floor now, trying to think, his

great brow furrowed, his huge hands rubbing together, his face red.

7 “How did you come to college this year, Mr. Bolenciecwcz?” asked the

professor. “Chuffa chuffa, chuffa chuffa.”8 “M’father sent me,”4 said the football player.

9 “What on?”asked Bassum.

10 “I git an’lowance,” said the tackle, in a low, husky voice, obviously

embarrassed.“No, no,”said Bassum. “Name a means of transportation. What did

you ride here on?”11 “Train,”said Bolenciecwcz.

1 2 “Quite right,”said the professor with face still red.

13 Ohio State was a land grant university5 and therefore two years of military

drill was compulsory. We drilled with old Springfield rifles and studied the tactics

of the Civil War even though the World War6 was going on at the time. At 1 1

o’clock each morning thousands of freshmen and sophomores used to deploy over

the campus, moodily creeping up on the old chemistry building.

14 As a soldier I was never any good at all. Most of the cadets were glumly

indifferent soldiers, but I was no good at all. Once General Littlefield, who was

commandant of the cadet corps, popped up in front of me during regimental drill

and snapped, “You are the main trouble with this university!” I was mediocre at

drill, certainly— that is, until my senior year. By that time I had drilled longer than

anybody else. I was the only senior still in uniform. The uniform which, when new,

had made me look like an interurban railway conductor, now had become faded and

too tight. This had a definitely bad effect on my morale.

15 The next day General Littlefield summoned me to his office. He was swatting

flies when I went in. I was silent and he was silent too, for a long time. I don’t think

he remembered me or why he had sent for me, but he didn’t want to admit it. He

swatted some more flies, keeping his eyes on them narrowly before he let go with

the swatter. “Button up your coat!”he snapped. Looking back on it now I can see

that he meant me although he was looking at a fly, but I just stood there. Another

fly came to rest on a paper in front of the general and began rubbing its hind legs

together. The general lifted the swatter cautiously. I moved restlessly and the fly

flew away. “You startled him!”barked General Littlefield, looking at me severely.

3

ComprehensiveCollegeEnglish3



I said I was sorry. “That won’t help the situation!”snapped the General with cold

military logic. I didn’t see what I could do except offer to chase some more flies

toward his desk, but I didn’t say anything. Finally, he told me I could go. So I went.

He either didn’t know which cadet I was or else he forgot what he wanted to see me

about. I don’t know. I don’t think about it much any more.

———From My Life and Hard Times

botany/'bɒtənɪ/n. scientific study of plants

microscope /'maɪkrəskəʊp/n.

an instrument that makes very small

objects larger, and so can be used for

examining them

enrage/ɪn'reɪdʒ/vt. to make very angry

instructor/ɪn'strʌktə(r)/n. person who teaches an activity

nebulous/'nebjʊləs/adj. not clear esp. in meaning or expression;

vague

claim/kleɪm/vt. to declare to be true; state esp. in the

face of opposition; maintain

pretend/prɪ'tend,priː-/vi. to give an appearance of something that

is not true

substance/'sʌbstəns/n. material; type of matter

phenomenon/fɪ'nɒmɪnən,fə-/n.

a fact or event in nature ( or society) as

it appears or experienced by the senses,

esp. one that is unusual and/or of

scientific interest

adjust/ad'jʌst/vt. to change slightly, esp. in order to make

suitable for a particular job or new

conditions

restless/'restlɪs/adj. never quiet; always moving about

defer/dɪ'fɜː(r)/vt.&vi. to put off or hold back until a later date;

delay; postpone

4




quiver/'kwɪvə(r)/vi. to tremble a little

squeal/skwiːl/vi. to make a very long high sound or cry

scream/skriːm/vi. to cry out loudly on a high note

instantly/'ɪnstəntlɪ/adv. at once

reflect/rɪ'flekt/vt. to throw back; to express; to consider

carefully

economics/'iːkə'nɒmɪks/n. the science of the way in which industry

and trade produce and use wealth

tackle/'tækl/n. ( in football) and act of trying to take the

ball from an opponent

transportation/'trænspə'teɪʃ췍n,'trænz-,'tr췍ːn-/n.

a means or system of carrying

passengers or goods from one place to

another

distribution /'dɪstrɪ'bjuːʃ췍n/n.

the act or action of distribution or the

state of being distributed

propel/prə'pel/vt. to move, drive, or push ( steadily )

forward

profound/prəʊ'faʊnd/adj. deep, complete, very strongly felt

abruptly/ə'brʌptlɪ/adv. suddenly and unexpectedly

scarlet/'sk췍ːlɪt/adj. of a very bright red color

appealing/ə'piːlɪ췍/adj. able to move feelings

locomotive /'ləʊkə'məʊtɪv,'ləʊkə'm-/n.

concerning or causing movement

squint/skwɪnt/vi. to look with almost closed eyes, as at a

bright light or in aiming a gun

furrow/'fʌrəʊ/v. to make a deep line or fold in the skin

of the face, esp. the forehead

husky/'hʌskɪ/adj. (of a person or voice) difficult to hear

and breathe, as if the throat were dry

grant/췍r췍ːnt/n. money given by the state, usu. for

educational purposes, such as to a

university or to a student during his

studies; land given by a king or government

5




compulsory/kəm'pʌls췍rɪ/adj.

obligatory; which must be done by the

law, orders

tactic/'tæktɪk/n. a means of getting a desired result

freshman/'freʃmən/n. a student in his or her first year at

university

sophomore/'sɒfəmɔː(r)/n. a student in the second year of a course

in a US college or high school

deploy/dɪ'plɒɪ/vi. to spread out, use, or arrange for action,

esp. for military action

creep/kriːp/vi. to move slowly and quietly with the

body close to the ground

cadet/kə'det/n. a person studying to become an officer

in one of the armed forces or the

police; a person who is a member of a

cadet corps

glumly/'췍lʌmlI/adv. sadly; in low spirit

indifferent/ɪn'dɪf췍r췍nt/adj. not interested in; not caring or noticing

commandant/'kɒmən'dænt/n.

the chief officer in charge of military

organization

corps/kɔː/n. a trained army group with special duties

and responsibilities; a branch of the

army equal in size to 2 divisions; a

group of people united in the same

activity

pop/pɒp/vi. to make a short sharp explosive sound

regimental/'redʒɪ'mentl/adj. of a regiment

snap/snæp/vi. to close the jaws quickly on

mediocre /'miːdɪ'əʊkə(r),'miːdɪ'əʊkə(r)/adj.

of not very good or bad quality or

ability, usu. not good enough

interurban/'ɪntər'ɜːbən/adj. between towns

conductor/kən'dʌktə(r)/n. esp. AmE. the guard on a train

fade/feɪd/vi. to ( cause to ) lose strength, colour,

freshness, etc.

6




definitely/'defɪnɪtlɪ/adv. in a definite way; without doubt, clearly

effect/ɪ'fekt/n. a result; a result produced on the mind

of feelings

morale/mɒ'r췍ːl/n. the state of mind of ( a person or group

of people, often an army) with regard to

pride, faith in the rightness of one’s

action, determination not to yield,

strength of spirit, etc.

summon/'sʌmən/vt. to give an official order ( to come, do,

etc.)

swat/swɒt/vt. to hit ( an insect) with a flat object or

hand, esp. so as to cause death

cautiously/'kɔːʃəslɪ/adv. carefully

severely/sɪ'vɪəlɪ/adv. not kindly or gently; not allowing failure

or change in rules, standards, etc.;

sternly; strictly

see through end up lose control of mix up

stay abreast of let off snap up round off

be supposed to send for pop up with a hint of

1 . Suggestion for reading

“University Days”appears in one of Thurber’s most successful books, My Life

and Hard Times ( 1 9 3 3 ) . “University Days” is one of Thurber’s best short

� pieces in which he cleverly combined the techniques of storytelling and essayist.

The humor in this piece is underlined by vivid description of incongruity between

august university atmosphere and the funny events happened in it. Its light satire

7




provides a subtle and penetrating comment on school life at Thurber’s time.

2 . James Thurber ( 1 8 9 4—1 9 6 1 ):was one of American’s leading humorists,

essayists, and cartoonists. Thurber grew up in Columbus, Ohio, and attended the

Ohio State University. In 1 9 2 5 , he joined the Staff of The New Yorker , where

E. B. White helped him to perfect his prose style. Is Sex Necessary? Thurber’s

first book (1 9 2 9 with E. B. White),established his reputation as a humorist.

3 . Lionel Barrymore: American actor (1 8 7 8—1 9 5 4 ) .

4 . “M’father sent me”: Mr. Bolenciecwcz is depicted as an uneducated person.

His less standard language reveals his uneducated background, e. g.

“M’father sent me.”for “My father sent me.”“I git an’lowance.”for “I get an allowance.”

5 . a land grant university: refers to any American colleges and universities that are

built on land originally given by the federal government or receiving federal aid

on the stipulation that practical courses be offered, esp. in agriculture and the

mechanical arts.

6 . The World War: The World War I armistice was signed on November 1 1 ,

1 9 1 8 , two days before Thurber landed in Paris as a code clerk for the State

Department of the U.S.A.

1 . How does Thurber build the tone of humor in Paragraph 1 ? Why did the

instructor always end up in a fury?

2 . What happened to the narrator in his botany exam?

3 . What is meant by“a smile on his lips and his eyebrows high in hope”in Para. 4?

4 . How does the story of Bolenciecwcz highlight the author’s sense of humor?

5 . Why did the narrator still wear uniform in his senior year?

6 . How is the narrator’s soldier experience related to his university life?

7 . What kind of person do you think General Littlefield is? How does the author

portray General Littlefield?

8 . What does the author in this short story attempt to achieve technically? Is his

style effective? Why?

8




ConditionalSentence

A conditional sentence consists of a conditional clause and a main clause. It is

commonly classified as “real”and “unreal”.

I.Realconditionalsareusedtodenote:1 . Universal truth or general validity

In this case, the sequence of verb forms is as follows:

( If) simple present + (main) simple present

If water temperature is 100℃ , it boils.

If you divide 20 by 4 , you get five.

2 . Present habitual action

In this case, the sequence of verb forms is as follows:

( If) simple present + (main) simple present

If the weather permits,he cycles to school every day.

II.Unrealconditionals1 . To talk about “unreal”events and situations or improbable present, we use

the following structure:

( If) simple past + (main) would, etc + infinitive

If I had enough money, I would go to Japan.

If I got longer holidays I would be perfectly happy.

2 . To talk about things that did not happen in the past, we use the following

structure:

( If) past perfect + (main) would, etc. + perfect infinitive

If you had worked harder last year, you would probably have passed your

exam.

If you had asked me, I would have told you the whole story.

III.Variantformsofconditionals1 . ( If) were to + infinitive + (main) would , etc. + infinitive

If you were to move your chair a bit to the right, we could all sit down.

9




What would you do if war were to break out?

2 . ( If) would + infinitive + (main) would, etc. + infinitive

If you would cook the dinner, I would do the washing up afterwards.

I’d be grateful if you would give me a little help.

3 . ( If ) were to have + past participle + ( main) would have + past

participle

If you were to have asked me, I would have been only too willing to help.

4 . Omission of “if”: literary inversion structure

In a literary style, the structures were I/you/he, etc. , should I/you/he, etc.

� and had I/you/he,etc. are used instead of if I/you/he,etc. were, if I/you/he,

etc. should and if I/you/he,etc. had.Were she my daughter, I could suggest several steps I should consider

profitable to take.

Should their scheme have succeeded, that would have led to great

retrogression.

Had I realized what you intended, I should not have wasted my time trying

to explain matters to you.

5 . if only

If only I had more money, I could buy some new clothes.

If only you hadn’t told Jackie what I said, everything would have been all

right.

6 . other words with the same meaning as if

Many words and expressions can be used with a meaning similar to if,

such as provided, providing, supposing, as long as, on condition that etc.

Supposing you fell in love with your boss, what would you do?

I’ll give you the day off on condition that you work on Saturday morning.

Fillintheblankswithproperformsofconditionalsaccordingtosuggestionsgiveninthebrackets.

1 . you change your mind, let us know. ( in a literary style)

2 . If it (not be) for his wife’s money he (never be) a doctor.

10




3 . If he (not failed) last year, he (not take) it again in June.

4 . If the rocket ( go) into orbit, it ( mark) a step forward in

space research.

5 . You ( welcome) to stay with us, as long as you ( pay) the

rent.

6 . What you (do) supposing he (be) here?

7 . If they (not save) us, we (drown) in the stormy river.

8 . If we (not work) hard in the past few years, things (not go)

so smoothly.

9 . If your desires (be) endless, your cares (be) so, too.

1 0 . Even if the sun (be) to rise in the west, my resolution (be)

unchanged.

Claim

claimv.1 . ask for or demand as the rightful owners or as one’s right

Did you claim on the insurance after your car accident?

Every citizen in China may claim the protection of the law.

2 . take as the rightful owner

The prince hoped to claim the crown with the help of a foreign army.

3 . assert; say that sth. is a fact

The professor would always end up in a fury, claming that I could too see

through a microscope but just pretended that I couldn’t.

He claimed to have done the work without any help.

He claimed to be the best soccer player in the school.

claimn.1 . demand for something as one’s own by right

His claim to own this house is invalid.

Does anyone make a claim to this car?

2 . a statement of something as fact

The government’s claim that war was necessary was clearly mistaken.

11




His claim to have decoded the ancient ideogram was unbelievable.

Pursue

pursuev.1 . go after in order to catch; capture

The policemen were pursuing a robber who broke into The Construction Bank.

The girl said to her boyfriend, “Make sure you are not being pursued.”2 . harass ( sb.) persistently

His record as a criminal pursued him wherever he went.

Mrs. Li has been pursued by misfortune.

3 . go on with; work at

The Chinese girl with Ph.D in law pursued her studies after leaving Harvard.

He could see he was losing the argument, so he said, “I’d rather not pursue the

matter.”“That is,”pursued the professor, “any medium, agency, or method of going

from one place to another.”

pursuitn.act of pursuing

The police car raced through the street in pursuit of the car of the drug trafficker.

The movie tells the story of a young man in his pursuit of happiness.

Remember

rememberv.1 . keep in the memory; call back into the mind

I don’t think he remembered me or why he had sent me for.

I remember having heard the President of UC Berkeley spoke on the growth of

their applicant pools in recent years.

2 . convey greetings ( to sb.)

Please remember me to your sister.

remembrancen.1 . the state or act of remembering

In 1 9 0 8 , Marcel Proust began to work seriously on Remembrance of Things

Past.

I have many happy remembrances of our university days together.

12




2 . sth. given or kept in memory of sb. or sth.

He sent us a small remembrance of his visit.

The student gave his teacher his photograph as a remembrance.

Amazing

amazinga.(usu. derog.) causing great surprise or wonder because of quantity or quality

Mr. Bassum abruptly broke this silence in an amazing manner.

Your wife is an amazing woman.

amazev.fill with great surprise

Your knowledge of Chinese culture amazes me.

It amazed me to hear that Sydney’s Olympic torch blasted off into space on April

2 4 , 2 0 0 0 .

Exercises

I.DictationII.Vocabularyexercise

1 . Vocabulary of higher education

In his first year ( when he is called‘freshman’) and his second year ( as a

‘sophomore’) a university student must usually follow courses in a very

wide range of subjects in arts and science. In his third year (as a‘junior’)

and his fourth year ( as a ‘senior’),a student may specialize in his main

subjects.

A dean is the head of a college of studies. Above him is the president.

Below him are department chairs.

A tenure ( 终身制 ) system means when a teacher is tenured, he is

automatically given the right to stay in a teaching position without needing

to have a new contract of employment with his university.

2 . Practice of word forms (choose the correct one)

(1 ) pretend pretension pretence

a.It is only a of friendship.

b.The fox to be asleep, when the rabbit came in.

13




c.She makes no to expert knowledge of ecology.

(2 ) explain explanation explanatory

a.I had better say a few words by way of .

b.Please the problem of elder abuse to me.

(3 ) embarrassment embarrass

a.He felt by lack of money.

b.The mother was facing a financial .

(4 ) cautious caution

a.A sign with “DANGER”on is a .

b.He was not to give offence when he traveled in a new place.

(5 ) decision decide decisive

a.Are appearances often ?

b.The judge against the plaintiff.

c.Have they arrived at a yet?

(6 ) compulsory compulsive

Is military service in your country?

smoking is bad for your health.

(7 ) indifferent indifference

I was so excited to see snow that I was to the cold.

The host treated the guest with .

3 . Fill in the blanks with appropriate words in the brackets.

(1 ) The Funan River through the very beautiful part of Chengdu.

(wander, wonder)

( 2 ) Somebody else gave fine imitation of a locomotive letting off

. ( steam, stream)

(3 ) We drilled with old Springfield rifles and studied the of the

Civil War even though the World War was going on at the time.

( tackle, tactics)

(4 ) Joe is in a today, so keep away from him. ( temper,

temporary)

(5 ) You’ve a hole in the elbow of your coat. ( rob, rub)

(6 ) The university became a body . (corporal, corporate)

(7 ) At 1 1 o’clock each morning thousands of freshmen and sophomores

used to over the campus, moodily creeping up on the old

14




chemistry building. (deploy, deplore )

III.Proofreading(oneerrorbeforetheline)At all levels some judges are appointed their

offices, and some are publicly elected; states differ at one

another on this matter. In some cases the Chief Justice is

elected and appointed the other judges, possibly with the

advices of a judicial council. In some states the principle of

the removal of a judge can be prepared, and if it was

strongly enough supported a new election is held, that

may confirm him in his office and replace him.

IV.TranslatethefollowingsentencesintoEnglish,usingthewordsandexpressionsgivenbelow.let off lose control of stay abreast of summon put through mix up

see through pursue

1. 这些改革大约在几个月后可以完成。2. 他的解释使我更加糊涂了。3. 他突然说了句笑话,紧张的气氛顿时缓和下来。4. 我失去自制力,揍了他。5. 你需要多少汽油? 五加仑能解决问题吗?

6. 上个月那家新的高科技公司召开了第一次股东大会。7. 同学们认为他应该在经济学这门课上跟上全班水平。8. 拿到博士学位以后,吴健雄继续她的物理学研究。

V.TranslatethefollowingintoChinese.1. The professor had come back from vacation brown as a berry, bright-eyed,

and eager to explain cell-structure again to his classes.

2. So we tried it with every adjustment of the microscope known to man.

3. The instructor, noting my activity, came from an adjoining desk, a smile

on his lips and his eyebrows high in hope.

4. All of us, of course, shared Mr. Bassum’s desire that Bolenciecwcz should

stay abreast of the class in economics, for the Illinois game, one of the

hardest and most important of the season, was only a week off.

15




5. I don’t think he remembered me or why he had sent for me, but he didn’t

want to admit it.

VI.ClozeAll Must Change

Providers education will have to relinquish some of their

authority teachers will have to change.

There will be a to develop shorter and focussed

courses stand alone and designed teach

particular skills as and when the need arises. Education and training

have to be “sold” smaller packages, and relevance and

need “comprehensive” training will diminish new

knowledge appears increasing frequency.

timing and modes delivery of education will have to

be more flexible.

Employers and individuals will not be to afford the time or the

cost of full time education. will demand access to part-time or in shorter, more concentrated doses.

VII.SkimmingandscanningPassageAFirstreadthefollowingquestion.If you wanted to learn about government, where might you begin your

research in Quick Reference Index?

A. 8 2 , 6 7 3-8 8 3

B. 3 6 7-3 6 8

C. 4 8 , 5 1 , 3 2 4-3 2 7

D. 8 8 5-9 1 7

NowreadPassageAquicklyandmarkyouranswer.PassageA QuickReferenceIndexACTORS AND ACTRESS 3 9 9-4 1 5

AEROSPACE 1 6 8-1 7 4

AGRICULTURE 1 7 5-1 8 2

16




ANIMAL 1 5 2-1 5 6

AREA CODES, TELEPHONE 2 2 9-2 5 7

BASKETBALL 8 0 7-8 1 6

BOOKS, BESTSELLERS 3 6 7-3 6 8

BUDGET 1 1 5-1 1 8

BUILDING, TALL 6 8 4-6 8 9

CABINET, U.S. 3 1 0-3 1 4-3 1 7-3 2 0

CALENDARS 3 4 2-3 4 4 , 7 2 4-7 3 5 , 7 3 6-7 3 2

CHRONOLOGY, 1 9 9 3-1 9 9 4 8 8 5-9 1 7

CITIES OF NORTH AMERICA 8 2 , 6 7 3-8 8 3

DEATH ROLL 9 2 5-9 2 7

DECLARATION OF INDEPENDENCE 4 4 1-4 4 2

DISASTERS 7 5 4-7 6 2

ECONOMICS 7 7-7 9 , 1 1 5-1 1 3

EDUCATION 1 8 3-2 1 6

ENERGY 9 3-9 5 , 1 4 2-1 4 8

FIRST AID 8 8-8 9

FLAGS OF THE WORLD 4 5 7-4 6 1

FOOTBALL 8 2 4-8 4 2

GOVERNORS 4 8 , 5 1 , 3 2 4-3 2 7

HEADS OF STATE 5 4 5-6 3 3

HEIGHTS AND WEIGHT AVERAGES 7 7 4

PassageBFirstreadthefollowingquestions.1 . If you were looking for a house with carpet to rent, which telephone

number would you call?

A. 8 0 0-5 9 0 8

B. 8 0 0-1 9 3 2

C. 8 0 0-4 9 9 2

D. 8 0 0-4 7 8 7

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2 . What is the earliest date on which you could sublet an apartment?

A. Jan. 1

B. Dec. 1

C. Neither A nor B

D. Both A and B

3 . If you were looking for an apartment, under which section would you

place an ad?

A. FOR RENT

B. SUBLET

C. WANTED TO RENT

D. NONE OF THE ABOVE

NowreadPassageBquicklyandmarkyouranswers.PassageB CLASSIFIEDADSFOR DIRECT CLASSIFIED SERVICE CALL 800-0557,10 A.M.—16.P.M.

MONDAY—FRIDAY

FOR RENT SUBLET WANTED TO RENT

BEST ON CAMPUS

Excellent room for women

begins Jan., 2, 4, or 8,month

lease, Singles. $335-375.

Double, $450. Call for

appointment. 8 0 0-1 9 3 2

SUBLETS: as of Jan. 1. 2-bedroom furnished apartment.

$750; also roommates wanted.

Call modern Apartments. 418

East Washington, 800-6906

2-bdrm. Place wanted.

Hopefully under $750/mo.

Thanks. 800-6839

Luxury A/C Studio, modern

kitchen, wall to wall carpet.

Available immediately. On-campus location. $495/mo.

800-5908 persistently.

To Sublet: Apt., 2 1/2 rooms

and bath, near campus,

completely furnished , $450/

mo. All utilities included.

Available Dec. 1 . Call Larry

persistently. 800-4787

Garage or parking space

wanted, near campus. Call

Rob, 800-4992 before 10:

00 a.m. or after 6:00 p.m.

VIII.ExpressiveReading(1)PhoneticSymbols:EnglishVowelsandConsonantsThe production of any speech sound involves the projection of the air

stream from the lungs through the mouth or the nose. Vowels and

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consonants denote sounds.

A VOWEL is defined as a voiced sound, in forming which the voice issues

freely and continuously through the pharynx and the mouth without

obstruction and audible friction. There are 2 8 vowels. Among them 1 2 are

simple vowels and 8 are diphthongs. The former are classified into 3

groups according to different positions of the tongue:

(1 ) Front vowels:/i:/,/I/,/e/,/æ/(2 ) Back vowels:/췍:/,/ɒ/,/ɔ:/,/ʊ/,/u:/(3 ) Central vowels:/ʌ/,/a/,/ə:/A diphthong is a glide from one vowel to another. It is pronounced as one

syllable. The 8 diphthongs are in three groups:

(1 ) Those which end in/i/:/eI/,/aI/,/ɒI/(2 ) Those which end in/u/:/əʊ/,/aʊ/(3 ) Those which end in/ə/:/Iə/,/ʊə/,/ɛə/A CONSONANT is a unit of speech which differs from a vowel in that in

its production the flow of compressed air through the mouth is obstructed

in some way. There are 2 8 consonants, which fall into the following 6

groups according to different manners or articulation:

(1 ) Plosive consonants:/p/,/b/,/t/,/d/,/k/,/g/(2 ) Fricative consonants:/f/,/v/,/췍/,/ð/,/s/,/z/,/ʃ/,/ʒ/,/r/,/h/

(3 ) Affricate consonants:/tʃ/,/dʒ/,/tr/,/dr/,/ts/,/dz/(4 ) Nasal consonants:/m/,/n/,/췍/(5 ) Lateral consonants:/l/(6 ) Glides:/w/,/ʒ/

1 Parallel with students’perspective on work were the visions they carried with

them on teachers and what teachers did. I should note here that, like the subject of

work, characteristics of teachers were not frequently discussed either. As students

filed from classes, they immediately began or continued their conversations

relating to their personal interests with few comments on either how interesting or

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boring the class had been. Minimal discussion does not mean that students did not

construct certain perspectives on teachers and the teaching process, for they

obviously did. Yet these perspectives must be placed in context, for other activities

were framework than did any discussion of work or the teachers who parceled out

the work.

2 Generally, students believed that teachers could be divided into two groups,

those labeled “teachers with positive attributes”and those labeled “teachers with

negative attributes”. It is interesting to note the distinction that the students made

between the two groups.

3 Two conditions characterized teachers with negative attributes. The first

centered around physical or personal characteristics and included such

characterizations as “bastard”, “screwy”,“weirdo”,“fairies”, “hard to get along

with”,“fish”, “those that think they’re funny”, “crabs”, or “snappers”. There

was not uniform agreement on what every one of these terms meant as

distinguished from the other, but it was obvious that certain ones were reserved for

specific people. The term “bastard”, for example, was usually reserved for

teachers who carried on in ways that were seen as unfair or demeaning.

1 . According to this passage, what is the topic sentence?

A. Minimal discussion does not mean that students did not construct certain

perspectives on teachers and the teaching process, for they obviously did.

B. It is interesting to note the distinction that the students made between the two

groups

C. Parallel with students’perspective on work were the visions they carried with

them on teachers and what teachers did.

D. I should note here that, like the subject of work, characteristics of teachers

were not frequently discussed either.

2 . What is the strategy of organizing this essay termed as?

A. “classification”B. “comparison and contrast”C. “cause and effect”D. “definition”

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