melt-巫医
全新版大学英语第二册课文
Un it
IText A Learni ng. Chin ese-Style
Text
课文
Part I Pre-readi ng Task
Liste n to the record ing two or three
times and the n think over the follow ing questi
ons:
1.
Who should teach
whom? Is lear ning a on e-way street?
2.
Should we share our
dreams for a better life with our pare nts or keep
them to ourselves?
3.
Can
childre n ever un dersta nd their pare nts
completely?
4.
From the song
can you guess what the theme of the un it, way of
lear ning, chiefly refers to?
Part II
Text A
Howard Gardner, a professor of
educatio n at Harvard Uni versity, reflects on a
visit to Chi na and
gives his thoughts
on differe nt approaches to lear ning in China and
the West.
LEARNING, CHINESE-STYLE
Howard Gardner
For a month
in the spri ng of 1987, my wife Elle n and I lived
in the bustl ing easter n Chin ese
city
of Nanjing with our 18-month-old son Benjamin
while studying arts education in Chinese kin
dergarte ns and eleme ntary schools.
But one of the most telli ng less ons Elle n and I
got in the
differe nee betwee n Chin
ese and America n ideas of educatio n came not in
the classroom but in
the lobby of the
Jin li ng Hotel where we stayed in Nanjing.
The key to our room was attached to a
large plastic block with the room nu mber on it.
When
leav ing the hotel, a guest was en
couraged to tur n in the key, either by handing it
to an atte ndant or
by dropping it
through a slot into a box. Because the key slot
was narrow, the key had to be positi
oned carefully to fit into it.
Benjamin loved to carry the key around,
shak ing it vigorously. He also liked to try to
place it into
the slot. Because of his
ten der age and in complete un dersta nding of the
n eed to positi on the key
just so, he
would usually fail. Benjamin was not bothered in
the least. He probably got as much
pleasure out of the sounds the key made
as he did those few times whe n the key actually
found its
way into the slot.
Now both Elle n and I were perfectly
happy to allow Benjam in to bang the key n ear the
key
slot. His exploratory behavior
seemed harmless eno ugh. But I soon observed an in
terest ing phe
nomenon. Any Chin ese
staff member n earby would come over to watch
Benjamin and, no ti ng his
lack of
initial success, attempt to assist. He or she
would hold onto Benjamin's hand and, gen tly but
firmly, guide it directly toward the
slot, repositi on it as n ecessary, and help him
to insert it. The
—
and
on occasi on would frown slightly, as
if con sideri ng us to be n eglect ing our pare
ntal duties.
I soon realized that this
in cide nt was directly releva nt to our assig ned
tasks in China: to in
vestigate the
ways of early childhood educati on (especially in
the arts), and to throw light on Chin
ese attitudes toward creativity. And so
before long I bega n to in troduce the key-slot an
ecdote into
my discussi ons with Chin
ese educators.
TWO DIFFERENT W AYS TO
LEARN
With a few excepti ons my Chin
ese colleagues displayed the same attitude as the
staff at the
Jinling Hotel. Since
adults know how to place the key in the key slot,
which is the ultimate purpose of
approach ing the slot, and since the
child is n either old eno ugh nor clever eno ugh
to realize the
desired actio n on his
own, what possible gain is achieved by havi ng him
struggle? He may well get
frustrated
and angry
—
certa
in ly not a desirable outcome. Why n ot show him
what to do? He will
be happy, he will
lear n how to accomplish the task sooner, and the
n he can proceed to more
complex
activities, like opening the door or asking for
the key
—
both of
which accomplishme nts can
(and should)
in due course be modeled for him as well.
We liste ned to such expla nati ons
sympathetically and expla ined that, first of all,
we did not
much care whether Benjamin
succeeded in inserting the key into the slot. He
was hav ing a good time
and was explori
ng, two activities that did matter to us. But the
critical point was that, in the process,
we were trying to teach Benjam in that
one can solve a problem effectively by on eself.
Such self-
relianee is a principal value
of child rearing in middle-class America. So long
as the child is show n
exactly how to
do somethi ng
—
whether it be pla cing a key in a key
slot, draw ing a hen or making
up for a
misdeed
—
he is
less likely to figure out himself how to
accomplish such a task. And, more
gen
erally, he is less likely to view life
—
as America ns
do
—
as a series
of situati ons in which one
has to lear
n to thi nk for on eself, to solve problems on on
e's own and even to discover new
problems for which creative soluti ons
are wan ted.
TEACHING BY HOLDING HIS
HAND
In retrospect, it became clear to
me that this in cide nt was in deed key
—
and key in more
tha n
one sen se. It poin ted to
importa nt differe nces in the educati onal and
artistic practices in our two
coun
tries.
When our well-i nten ti oned
Chin ese observers came to Benjami n's rescue,
they did not
simply push his hand dow n
clumsily or un certa inly, as I might have done.
In stead, they guided him
with extreme
facility and gen tle ness in precisely the desired
direct ion. I came to realize that these
Chin ese were not just moldi ng and
shap ing Benjam in's performa nee in any old
manner: In the
best
Chin ese
traditi on, they were ba zhe shoujiao
—
—
so
much so that
he would happily come back
for more.
The idea that learning should
take place by continual careful shaping and
molding applies
equally to the arts.
Watch ing childre n at work in a classroom sett
ing, we were ast oni shed by their
facility. Children as young as 5 or 6
were painting flowers, fish and animals with the
skill and con fide
nee of an adult;
calligraphers 9 and 10 years old were produci ng
works that could have bee n
displayed
in a museum .In a visit to the homes of two of the
young artists, we lear ned from their pare
nts that they worked on perfect ing
their craft for several hours a day.
CREATIVITY FIRST?
In terms
of attitudes to creativity there seems to be a
reversal of priorities: young Westerners
making their boldest departures first
and then gradually mastering the tradition; and
young Chin ese
being almost in
separable from the traditi on, but, over time,
possibly evolvi ng to a point equally origi
nal.
One way of summarizing
the American position is to state that we value
originality and in depe
ndence more tha
n the Chin ese do. The con trast betwee n our two
cultures can also be see n in
terms of
the fears we both harbor. Chin ese teachers are
fearful that if skills are not acquired early,
they may n ever be acquired; there is,
on the other hand, no comparable hurry to promote
creativity.
America n educators fear
that uni ess creativity has bee n acquired early,
it may n ever emerge; on
the other
hand, skills can be picked up later.
However, I do not want to overstate my
case. There is enormous creativity to be found in
Chin
ese scie ntific, tech no logical
and artistic inno vati ons past and prese nt. And
there is a dan ger of
exaggerating
creative breakthroughs in the West. When any
innovation is examined closely, its relia
nee on previous achieveme nts is all
too appare nt (the
nomenon ).
But assu ming that the con trast I have
developed is valid, and that the fosteri ng of
skills and
creativity are both
worthwhile goals, the importa nt questi on becomes
this: Can we gather, from the
Chinese
and American extremes, a superior way to approach
education, perhaps striking a better
bala nee betwee n the poles of
creativity and basic skills?
(1182
words)
Un it 2 Text A The Richest Man
In America, Dow n Home
Text
课文
Part I Pre-readi ng Task
Liste n to the record ing two or three
times and the n think over the follow ing questi
ons:
1.
Who is it about?
2.
What happe ned to him one
day?
3.
Do you think it was
worthwhile to walk two or three miles to pay back
the six and a quarter
cen ts?
4.
Is the story related to
the theme of the un it
—
values?
The followi ng words
in the record ing may be new to you:
dismay
n.
沮丧,失望
disturb
vt.
使不安
con scie ntious
a.
认真的,尽职的
Part II
Text A
Does being rich mean you live a
completely differe nt life from ordinary people?
Not, it seems, if your
n ame is Sam
Walt on.
THE RICHEST MAN IN AMERICA,
DOWN HOME
Art Harris
He put
on a dinner jacket to serve as a waiter at the
birthday party of The Richest Man in
America. He imagined what surely
awaited: a mansion, a
dogs with diam
ond collars, serva nts everywhere.
The
n he was off to the house, wheeli ng past the
sleepy tow n square in Ben to nville, a remote
Arka nsas tow n of 9,920, where Sam
Walt on started with a little dime store that grew
into a $$6 billion
discount chain called
Wal-Mart. He drove down a country road, turned at
a mailbox marked
Hele n Walt
on,
It was nice, but no palace. The furn
iture appeared a little worn. An old pickup truck
sat in the
garage and a muddy bird dog
ran about the yard. He n ever spotted any serva
nts.
Only in America can a
billionaire carry on like plain folks and get away
with it. And the 67-year-
old disco unt
ki ng Sam Moore Walt on still travels these wi ndy
back roads in his 1979 Ford pickup,
red
and white, bird dogs by his side, and, come shoot
ing seas on, waits in line like every one else to
buy shells at the local Wal-Mart.
call the boss by his first n
ame as a recent corporate memo comma nds. Few here
thi nk of his billi
ons; they call him
store on the square and worked 18 hours
a day for his dream,
By all acco un ts,
he's frien dly, cheerful, a fine n eighbor who
does his best to ble nd in, n ever
flashy, n ever throw ing his weight
around.
No matter how big a time he had
on Saturday ni ght, you can find him in church on
Sun day.
Surely in a reserved seat,
right?
of the local church.
So where does The Richest Man in
America sit? Wherever he finds a seat.
that way. He does n't have a set place.
At a church supper the other ni ght, he and his
wife were in
back wash ing
dishes.
For 19 years, he's used the same
barber. Joh n Mayhall finds him wait ing whe n he
ope ns up
at 7 a.m. He chats about the
n ati onal n ews, or reads in his chair, perhaps
the Benton County Daily
Democrat, ano
ther Walt on property that keeps him off the front
page. It buried the Forbes list at the
bottom of page 2.
But one recent morning, The
Richest Man in America did someth ing that would
have made
headlines any where in the
world: He forgot his money.
says barber
Mayhall.
Wasn't that, well, a little
stra nge?
Walt on is that he isn't stra
nge.
But just how long Walt on can hold
firm to his folksy habits with celebrity hun ters
keep ing follow
ing him wherever he
goes is anyon e's guess. Ever since Forbes magaz
ine pronounced him
America's richest
man, with $$2.8 billion in Wal-Mart stock, he's
been a rich man on the run, steeri ng
clear of reporters, dreamers, and
schemers.
—
and he does n't care. He does n't spe
nd much. He
owns stock, but he's always
left it in the compa ny so it could grow. But the
real story in his mind is
the success
achieved by the 100,000 people who make up the
Wal-Mart team.
He's usually back home
for Friday sales meet in gs, or the executive pep
rally Saturday morning
at 7 a.m., whe n
Walt on, as he does at new store ope nin gs, is
liable to jump up on a chair and lead
every one in the Wal-Mart cheer:
And louder they yell. No one admits to
feeli ng the least bit silly. It's all part of the
Wal-Mart way
of life as laid dow n by
Sam: loyalty, hard work, l ong hours; get ideas
into the system from the bottom
up,
Japa nese-style; treat your people right; cut
prices and margins to the bone and sleep well at
ni
ght. Employees with one year on
board qualify for stock opti ons, and are urged to
buy all they can.
After the pep rally,
there's bird hunting, or tennis on his backyard
court. But his stores are
always on his
mind. One tennis guest man aged to put him off his
game by ask ing why a can of balls
cost
more in one Wal-Mart tha n ano ther. It tur ned
out to be un true, but the move worked. Walt on
lost four straight games.
Walt on set up a college scholarship
fund for employees' childre n, a disaster relief
fund to
rebuild employee homes damaged
by fires, floods, tornadoes, and the like. He
believed in cultivati ng
ideas and
reward ing success.
F.
Arend, who was stunned at such gen erosity after
the st ingy employer he left to join Wal-Mart.
had to cha nge my way of thi nking whe
n I came aboard.
they're
treated and the way they feel about their compa
ny. They believe things are differe nt here,
but they deserve the
credit.
Adds compa ny lawyer Jim
Hendren:
around him for any len gth of
time who was n't better off. And I don't mean just
finan cially, although a
lot of people
are. It's just someth ing about him
—
coming into con
tact with Sam Walt on just makes
you a
better pers on.
(1066 words)
Unit 2 Text A Father knows Better
Text
课文
Part I Pre-readi ng Task
Liste n to the record ing two or three
times and the n think over the follow ing questi
ons:
1.
What sort of a song
is it?
2.
Who should be
sitti ng up and taki ng notice? Why?
3.
What does the sin ger think of his pare
nt's way of doing thin gs?
4.
Do you agree with what he says?
The followi ng words in the record ing
may be new to you:
roam
vi.
漫游
drench
vt.
使湿透
prophesize
v.
作预言
sen ator
n.
参议员
heed
vt.
注意
stall
v.
拖延
rage
vi.
激烈地进行
Part II
Text A
This comedy centers around a
proud father's attempts to help his children,
attempts which somehow
or other always
end up embarrassing them. For the sake of fun it
carries things to extremes, but n
early
every one can recog nize someth ing of themselves
and their pare nts in it.
FATHER KNOWS
BETTER
Marsh Cassady
CHARACTERS: FATHER; MOTHER; HEIDI, 14;
DIANE, 17; SEAN, 16; RESTAURANT MANAGER,
20s; MRS. HIGGINS.
SETTING:
Various locatio ns in cludi ng a fast-food
restaura nt, the Thomps on family dining room,
and an office at a high school.
ATRISE: As the lights come up, HEIDI en
ters and crosses Dow n Right to the edge of the
stage.
SEAN and DIANE enter and cross
Down Left to the edge of the stage. They listen as
HEIDI
addresses the audie nee.
HEIDI: My dad's a nice man. Nobody
could possibly believe that he isn't. Yet he's...
well, he's always
doing these stupid
things that end up really embarrass ing one or
more of us kids. One time, see, my
brother wan ted to buy this guitar. Bee
n savi ng money for it for a long time. Then he
got a job at this
fast-food place, OK?
Waiting tables. It was Sean's first actual job,
and he was real happy about it. He
figured in two or three mon ths he'd
have eno ugh money to buy exactly the kind of
guitar he wan ted.
Mom and Dad were
proud of him, and well, OK, he's my big brother,
and he's always pulling these
dumb
things on me. But, well, I was proud of him too.
You know what happe ned? I hate to tell you
because:
SEAN, DIANE and
HEIDI: (In unison) Father knows better!
(The lights come Up Left on the fast-
food restaura nt where SEAN works. It con sists of
a cou
nter and a couple of small
tables. The MAN-AGER sta nds behi nd the cou nter.
SEAN is busily clea
ning the tables whe
n FATHER walks in.)
MANAGER: Good
evening, sir. May I help you?
FATHER:
Good evenin g.
SEAN: (To himself) Oh,
no!
(He squats beh ind one of the
tables tryi ng to hide from FATHER.)
FATHER: rm look ing for the man ager.
MANAGER: That would be me, sir.
FATHER: rm Sam Thomps on. My son works
here.
MANAGER: Oh, you're Sea n's
father.
FATHER: Yes. It's his first
job, you kno w. I just wan ted to check that he's
doi ng OK.
MANAGER: Oh, fine. No
problem.
SEAN: (Spread ing his han ds,
palms up, speak ing to himself) What did I do to
deserve this? Tell me
what?
FATHER: Hiri ng him was a good thi ng
the n?
MANAGER: Well, yeah, I suppose
so.
SEAN: (Still to himself.) Go home,
Dad. Go home. Go home.
FATHER: rm sure
he's a good worker but a typical tee nager, if you
know what I mean.
MANAGER: (Losing
interest) I would n't know.
FATHER:
He's a good boy. And I assure you that if there
are any subjects that need to be addressed,
Sean and I will have a man-to-ma n
talk.
MANAGER: I don't think that will
be necessary...
FATHER: Oh, no problem.
I'm proud of my son. Very, very proud. And I just
wan ted you to know that
ni do anything
I can to help him through life's dan gerous sea.
SEAN: (Sta nding up and scream ing)
Aaaargh! Aaaargh! Aaaaaaargh!
FATHER:
Son, I did n't kn ow you were here.
SEAN: It's where I work, Dad.
FATHER: Of course. I mean, I did n't
see you.
SEAN: I can't imagi ne why.
FATHER: Your man ager and I were just
hav ing a nice chat.
(DIANE enters Down
Left just as HEIDI enters Down Right. They look at
SEAN and FATHER.)
SEAN, DIANE, HEIDI:
(In uni so n) Father, you know better than that.
(The lights quickly fade to black and
the n come up a sec ond or two later. SEAN sta nds
alone
at the Dow n Right edge of the
stage. HEIDI and DIANE cross to Dow n Left edge of
the stage.)
SEAN: If that sort of thing
happe ned only once in a while, it would n't be so
bad. Overall, I would n't
want to trade
my dad for anyone else's. He loves us kids and Mom
too. But I think that's sometimes
the
problem. He wants to do thi ngs for us, things he
thinks are good. But he n eeds to give them
more thought because:
SEAN,
HEIDI and DIANE: (In unison) Father kn ows better!
(The lights fade to black and come up
on the Cen ter Stage area where FATHER and the
three
childre n are seated around the
dining room table. MOTHER en ters carry ing a
dish, which she sets
on the table.
FATHER quickly rises and pulls out her chair. She
sits. The family starts eating dinn er.)
FATHER: I have a surprise for you,
Diane.
DIANE: (Knows it can't be good.)
You have... a surprise?
MOTHER: Well,
whatever it is, dear, don't keep us in suspe nse.
FATHER: Well, you know, Dan Lucas and I
work together?
DIANE: Kyle's father?
MOTHER: Don't in terrupt, dear, your
father is trying to tell you someth ing.
HEIDI: (Stage whisper to SEAN) Somethi
ng Dia ne won't want to kno w, I'll bet.
SEAN: (Whisperi ng to HEIDI) Whatever
would make you thi nk that?
MOTHER:
Sean, dear. Heidi, sweetheart, don't distract your
father.
SEAN and HEIDI: (Simulta
neously) Sorry, Mom.
FATHER: Now the n.
As I was say in g, I know how much you like young
Kyle.
DIANE: Father!
FATHER:
It's true, is n't it? Did n't I hear you tell your
mother that you wish Kyle would ask you to the
senior prom?
SEAN: Uh-oh!
HEIDI: Oops!
MOTHER: Please,
childre n, please. Your father is tryi ng to
speak.
DIANE: (Through clenched teeth,
the words are in a monotone and evenly spaced.)
Yes-l-said-that-why-are-you-ask ing?
FATHER: Well the n.
DIANE:
(Becomi ng hysterical)
FATHER: What did
I say? Did I say somethi ng wrong?
HEIDI: (To SEAN) Not yet, he did n't.
SEAN: (To HEIDI) But you know it's comi
ng.
MOTHER: Childre n, please. Do give
your father the respect he deserves.
HEIDI and SEAN: (Rolli ng their eyes)
Yes, Mother.
FATHER: Well, today I saw
Dan and asked if he'd like to go to lunch at that
French restaura nt on
Third Street. You
know the one, Mother.
MOTHER: Well,
yes, I believe I do.
FATHER: My treat,
I told him. And, of course, he was glad to accept.
MOTHER: Why would n't he be?
FATHER: (Somewhat surprised) Well, yes.
DIANE: What-has-this-to-do-with me?!
MOTHER: Diane, sometimes I just don't
un dersta nd your behavior. I try my best.
DIANE: (Very short with her) rm sorry.
MOTHER: Tha nk you, Dia ne. (To FATHER)
Please do go on, dear.
FATHER: As I
said
—
HEIDI: We
know what you said, Daddy.
FATHER:
Er... uh, what's that?
SEAN: She said,
FATHER: Yes, yes, of course.
MOTHER: Do get on with it, dear. I've
made the most glorious dessert. An old recipe
handed dow n
to me by my great Aunt
Hilda
—
DIANE:
Mother, please!
MOTHER: Yes, dear?
(DIANE shakes her head and lets her
body fall aga inst the back of the chair.)
FATHER: At any rate, Dan's a nice guy.
Never knew him well. Found we have a lot of the
same in
terests. Our families, our com
mun ity, global peace, huma n welfare.
HEIDI: (Mumbli ng to herself) That
narrows it dow n, all right.
SEAN:
Father?
FATHER: Yes, son?
SEAN: I do believe Dia ne would like to
know the surprise.
DIANE: (Breathing
hard as if exhausted, she turns to SEAN, nodding
her head up and down
repeatedly.) Thank
you, Sean. I owe you one.
FATHER: Well,
yes. Here it is the n. I told Dan of your in
terest in his son.
DIANE: You what?
MOTHER: Diane, what has come over you?
I just don't un dersta nd the youn ger gen eratio
n. Why
back in my day
—
DIANE: Mother,
please!
MOTHER: What, what? What?
HEIDI: Mother, I believe she wants
Father to continue.
SEAN: (To himself)
Get this over with, more likely.
DIANE:
Daddy, please, tell me. Now. Right away. What did
you say. Daddy? Please. Tell me, what
did you tell Mr. Lucas? Tell me,
please. Please, tell me.
FATHER: Well,
no w, is n't this ni ce. It looks like my little
scheme is a success. You're so eager to
find out... makes a man feel as if it's
all worthwhile.
HEIDI: (To SEAN) Can
you believe this?
SEAN: (To HEIDI) Oh,
sure. Can't you?
FATHER: Yes, well, I
told him how much you liked young Kyle, and how
you'd bee n wish ing he'd
ask you to
the prom.
DIANE: You did n't! Tell me
you did n't!
FATHER: Oh, yes. Any thi
ng for my childre n.
DIANE: (Swallowi
ng hard) An d... and
—
MOTHER: Dia ne, are you all right?
DIANE: (She juts out her chin at MOTHER
and quickly jerks her head around to face FATHER.)
Well... what did he say?!
FATHER: Well, of course, being the sort
of man he is
—
frank, un dersta nding, he said he'd
speak to
the young man, in sist he give
you a call.
DIANE: (An gry scream!)
Whaaaaaat!
SEAN and HEIDI: (Together)
Father, you kn ow better than that.
FATHER: I do? Yes, yes, I guess I do.
I've... do ne it agai n, have n't I?
(The lights quickly fade to black and
then come up a second or two later. DIANE stands
alone at
the Dow n Right edge of the
stage. HEIDI and SEAN en ter Dow n Left and cross
to the edge of the
stage.)
DIANE: Can you imag ine how humiliated
I was? An honor stude nt, class preside nt. And
Father was
out asking people to have
their sons call and ask me to the prom! But that's
dear old dad. Actually, he
is a dear.
He just does n't stop to think. And it's not just
one of us who've felt the heavy hand of
interferenee. Oh, no, all three of us
live in constant dread knowing that at any time
disaster can strike because:
DIANE, HEIDI and SEAN: (Shout ing in
unison) Father knows better.
(The
lights fade to black and quickly come up again
Stage Left where there is an executive-type
desk and chair and two other chairs.
Behind the desk sits MRS. HIGGINS, in charge of
admitt ing
new stude nts to Benjam in
Harris on High School. HEIDI and FATHER sit in the
other chairs.)
MRS. HIGGINS: So this is
our new stude nt, is it?
FATHER: That's
right.
MRS. HIGGINS: What's your name,
young lady?
HEIDI: HEIDI Thompso n.
MRS. HIGGINS: rm sure you'll find the
stude nts frien dly. And the teachers more than
willi ng to an
swer questi ons.
FATHER: She is an exceptio nal young
woma n, you know.
HEIDI: Daddy!
FATHER: Very, very bright.
MRS. HIGGINS: Yes, now if we can get
you to fill out
—
FATHER: Don't know where she got her
brains. Her mother, I suppose. Oh, I was bright
eno ugh. But
nothing like HEIDI. All
her teachers have told Mrs. Thomps on
that she was just about the brightest
—
MRS. HIGGINS:
(In terrupts as she loses her patie nee, though
trying to be pleasa nt) As I said, if you
have proof of vacci nati ons
—
FATHER: (In
terrupts, carry ing on with his line of thought)
Besides being bright, she's very, very tale
nted.
HEIDI: (Twists her
hands over and over in front of her chest.)
Please, Daddy, don't do this.
FATHER:
Well, of course I will, darl ing. I'm proud of
you. Your mother and I are proud of you. (Turns
back to S.) Why just last year, in her
last year of junior high school, before we moved,
Heidi placed first in the county in the
annual spelli ng bee! Is n't that won derful? And
she plays the
pia no like an an gel. An
absolute an gel.
HEIDI: Daddy, please.
Please, please. Daddy, I have to go to class. I
want to go to class. Please let
me go
to class.
FATHER: See what I mean? Such
an eager lear ner. I can't imagi ne anyon e's
being more eager for
kno wledge tha n
my Heidi. My little girl.
MRS. HIGGINS:
Yes, well, be that as it may
—
HEIDI: Aaargh!
Aaaaargh! Aaaargh!
(DIANE and SEAN
enter Down Right. They look at HEIDI, FATHER, and
MRS. HIGGINS.)
HEIDI, DIANE and SEAN:
(Shout ing in uni so n) Daddy, you kn ow better
than that!
FATHER: Er, uh, I do?
(Curtai n)
—
that's her mother
—
and me