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CLASS NUMBER:
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STUDENT NUMBER:
INSTRUCTOR: PRO.
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Contents
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Unit
1
Education
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1.1 Reading Focus
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1.1.1 New Words
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错<
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1.2 Reading Focus
< br>.
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1.2.1 New Words
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Unit
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2.1 Reading
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26
U
n
i
t
1
E
d
u
c
a
t
i
o
n
1.1
Reading Focus
We Should
Cherish Our Children's
Freedom to Think
--Kie Ho
Americans
who
remember
good
old
days
are
not
alone
in
complaining
about
the
educational
system
in
this
country.
Immigrants,
too,
complain,
and
with
more
up-to-date
comparisons.
Lately
I
have
heard
a
Polish
immigrant
express
dismay
that
his
daughter's
high
school
has
not
taught
her
the
difference
between Belgrade
and Prague. A German friend
was
furious
when
he
learned
that
the
mathematics test given to his son on
his first day
as
a
freshman
included
multiplication
and
division.
A
Lebanese
boasts
that
the
average
high-school graduate in his homeland
can speak
fluently in Arabic, French
and English. Japanese
businessmen in
Los Angeles send their children
to
private
schools
staffed
by
teachers
imported
from
Japan
to
learn
mathematics
at
Japanese
levels, generally considered at least a
year more
advanced than the level here.
But I wonder: If American education is
so
tragically inferior,
why
is it that this is still the
country
of
innovation?
I
think
I
found
the
answer
on
my
short
trip
to
the
Laguna
Beach
Museum
of
Art,
where
the
work
of
schoolchildren
was
on
exhibit.
Equipped
only
with
colorful
yarns,
foil
paper,
felt
pens
and
crayons,
they
had
transformed
simple
paper
lunch bags into, among other things, a
waterfall
with
flying
fish,
Broom
Hilda
the
witch
and
a
house with a woman in a
bikini hiding behind a
swinging door.
Their public school had provided
these
children
with
opportunities
and
direction
to
fulfill
their
creativity,
something
that
people
in
this country tend to take for granted.
When
I
was
12
in
Indonesia,
where
education
followed
the
Dutch
system,
I
had
to
memorize
the
names
of
all
the
world's
major
珍惜孩子思考的自由
--Kie Ho
不只是那些怀念
“
美好往日”
的美国人在抱怨
美国的教育制度，
< br>移民们也在抱怨，
使这种抱
怨有了更多的当代式的对比。
最近我听到一个
波兰移民的沮丧地说，
女儿的高中不再教贝尔
格莱德和布拉格的区别。一位德国朋友很生
气，
因为他听说儿子大一第一天的数学考试里
有乘法和除法。
一个黎巴嫩人夸耀说自己祖国
一般的高中毕业生都能流利讲阿拉
伯语、
法语
和英语。
在洛杉矶的日本商
人把孩子送到私立
学校，
那里有来自日本的教师以日本的水平教
数学，
那通常被认为本洛杉矶当地学校教的数
< br>学高出一学年的水平。
但是我惊讶的是：
如果美国的教育如此悲惨地
低劣，
为什么美国还是一
个创新的国度呢？在
拉古纳滩艺术博物馆进行了短暂访问后，
我
想
我找到了答案。
这个博物馆里展览着学生们的
作品。只用彩色纱线、铝箔纸、毡笔和蜡笔，
学生们就把简单的午餐袋做成缀以
飞鱼的瀑
布、
扫帚希尔达巫婆，
或是一
座房子，
一位穿
着比基尼的妇女藏在弹簧门后。
公立学校为孩
子们提供了机会去实现创造力，
而这恰恰
是人
们总是认为理所当然的事。
我１
２岁时在印度尼西亚，
那里的教育制度仿
照荷兰，
我不得不记住全部世界主要城市的名
字，
从喀布尔到
卡拉奇。
而同样年纪时，
我那
个在加利
福尼亚长大的宝贝儿子还以为布宜
诺斯艾利斯是西班牙语中的一种食品，
或许是
炸玉米饼之类的东西。但是，与他那些亚洲、
欧
洲的同伴不同，
我儿子在运用地理知识方面
已经有了创造性的进
展。
他才６岁时，
就画出
了一张从家到
学校的路线图，
包括街道及其名
称、大楼、交通标志和他经过的
房子。
美国的父母们忘记了，
在这里
他们的孩子可以
自由实践自己的想法，
如果没有这些，
孩子们
将不能思考，并缺乏自信。
高中时代，
我们是奉献和服从的模范。
我们规
规矩矩，
坐着听课，
被动地回答问题，
而且只
能给出唯一正确的答案。
即使学习句
型时也没
cities, from Kabul to Karachi. At
the same age,
my
son,
who
was
brought
up
a
Californian,
thought
that
Buenos
Aires
was
Spanish
for
his age in Asia and Europe,
my son had studied
creative
geography.
When
he
was
only
6,
he
drew a map
of the route that he traveled to get to
school, including the streets and their
names, the
buildings and traffic signs
and the houses that he
passed.
American parents forget that in this
country
their children are able to
experiment freely with
ideas; without
this they will not really be able to
think or to believe in themselves.
In my high school years, back in
Indonesia,
we
were
models
of
dedication
and
obedience;
we sat to listen,
to answer only when asked, and
to
give
the
only
correct
answer.
Even
when
studying word forms, there were no
alternatives.
In
similes,
pretty
lips
were
always
as
red
as
cherries,
and
beautiful
eyebrows
were
always
like
a
parade
of
black
clouds,
like
children
in
many other countries in the world, I
simply did
not have a chance to choose,
to make decisions.
My
son,
on
the
contrary,
told
me
that
he
got
a
good
laugh
—
and
an
A
—
from
his
teacher
for
creating his own simile
as
Richard
Pryor
at
a
Ku
Klux
Klan*
convention.
There's
no
doubt
that
American
education
does not meet high standards in such
basic skills
as
mathematics
and
language.
And
we
realize
that
our
youngsters
are
ignorant
of
Latin,
put
Mussolini
in
the
same
category
as
Dostoevski,
can not recite
the Periodic Table by heart. Would
we,
however, prefer to stuff the developing little
heads of our children with hundreds of
geometry
problems,
the
names
of
rivers
in
Brazil
and
50
lines from
want
to
retard
their
impulses,
frustrate
their
opportunities for self-expression?
When
I
was
18,
I
had
to
memorize
Hamlet's
In
his
English
class,
my
son
was
assigned
to
有例外，
例如学比喻句，
漂亮的嘴唇总是像樱
桃一样红，
美丽的眉毛总
像排排黑云。
和世界
上很多其他国家的孩子一样，
我完全没有机会
去选择、
去做决定。
我儿子恰好相反，
他告诉
我，他开怀大笑，因为造了这
样的句子：
“那
个人和在三Ｋ党集会上的理查德·
普赖尔一样
紧张。”老师给了他一个Ａ。
毫无疑问，
美国教育在数学、
语言等基本技能<
/p>
方面的培训水平不高，
我们也意识到，
美
国青
年不懂拉丁语，
会把墨索里尼和陀斯妥耶夫斯
基归为一类，
也不会背诵元素周期表。
但是无
论怎样，
我们真的要把数百道几何题和巴西河
流的名字以及
《坎特伯雷故事》
中的５０行诗
< br>句一起都塞进孩子们的小脑袋里吗？我们真
的要扼杀他们的冲动、
欲望和自我表现的机会
吗？
我１８岁时必须准确无误地记住哈姆雷特的
“生存还是死亡”
的
独白，
而我儿子上英语课
时，
则被要求
给朱丽叶写一封情书，
可以用莎
士比亚风格的语言，
也可以用现代语言。
（他
选择了后者；
在他笔下，
他的罗密欧把朱丽叶
带到拱廊上打电脑
游戏。）
在美国，
历史系的学生可以
扮演林德
.
约翰逊，
同另一个扮演胡志
明公开辩论。
但是难以想像
日本的年轻人敢于扮演二战中裕仁天
皇的角
色这么做。
美国教育的批评者
不能忽视的一点是有些他
们不能真正理解的东西，
因为他们视之
为理所
当然，
那就是自由。
在教育质量
的研究中，
人
们已经忽略了本世纪最重要的衡量标准，
这个
标准，
我想就是给孩子自由讲话、
书写、
创造
的权力。
当
然我们的公共教育并不完美，
但确
有自身的优势。
write
a
love
letter
to
Juliet,
either
in
Shakespearean or modern language. (He
picked
the
latter;
his
Romeo
would
take
it Juliet
to
an
arcade for video games).
Here in America a history student can
take
the
role
of
Lyndon
Johnson
in
an
open
debate
against
another
student
playing
Ho
Chi
Minh.
But
it
is
unthinkable
that
a
youngster
in
Japan
would dare to do the
same regarding the role of
their
Hirohito in World War II.
Critics
of
American
education
in
this
country
cannot
grasp
one
thing,
something
that
they don't truly understand because
they take it
for
granted:
freedom.
This
most
important
measurement has been omitted in the
studies of
the quality of education in
this century, the only
one,
I
think,
that
extends
even
to
children
the
license
to
freely
speak,
write
and
be
creative.
Our
public education certainly is not perfect, but
it does have its advantages.
1.1.1 New Words
1.
up-to-
date
?adj.
最新的
,
现代的
例句：
Up-to-date?technology;?up-to-
date?fashions.?
最新技术，最近时尚
2.
multiplication?
n.
乘法
,
增加
,
乘法表
例句：
< br>My?son?began?to?study?multiplication?when?he?wa s?six.?
我儿子六岁的时候开始学习乘法。
3.
division
?n.
区分
,
分开
,
除法
,
公司
,
部门，师（军队里）
例句：
Addition?and?
division?are?forms?of?computation.?
加法和除法都是计算方法
.
4.
staff
?vt.
配备员工
例句：
Most?of?our?o
ffices?are?staffed?by?volunteers.?
在我们大多数办公室任职的是志愿人员。
5.
tragically
?adv.
悲剧地
,
悲惨地
例句：
Let?the?striv
ings?of?us?all,?prove?Martin?Luther?King?Jr.?to?ha
ve?been?correct,?when?he?said
?that huma
nity?can?no?longer?be?tragically?bound?to?the?star
less?midnight?of?racism
and?war.?
我们要用我们所有人的努力证实马丁
·
路德
·
金的话是正确的。他说，人类再也不能悲惨地走
向种族歧视和战争的黑暗之夜。
6.
witch
?n.
女巫
,
巫婆
例句：
The?witch?tur
ned?the?princess?into?a?swan.?
巫婆把公主变成了一只天鹅。
7.
alternative
?n.
替换物
,
取舍
例句：
Please?find?a
lternative?means?of?transport.?
请另外找一个运输方法。
8.
stuff
?v.
填满
,
塞满
例句：
He?stuffed?the?apples?into?the?bag.?
他把苹果塞进袋子里。
9.
unthinkable
?adj.
不能想的
,
想像不到的
,
过份的
例句：
It?is?unthinkable?that?we?shall?allow?a?nuc
lear?holocaust?to?occur.?
我们若竟让核武器大屠杀的惨剧发生，简直是匪夷所思。
1.
take?for?granted?
vi.
想当然
(
认为理当如此
,
对作
主观估计
)
例句：
It?is?taken?for?granted?that?everyone?is?equal
?before the?law.?
法律面前人人平等是被认为理所当然的。
2.
bring?up?
教育
,
培养
例句：
Her?parents?d
ied?when?she?was?a?baby?and?she?was?brought?up?by?
her?aunt.?
她出生後不久父母双亡，是由姑母抚养大的。
3.
believe?in?
相信<
/p>
,
信任
例句：
I?fervently?b
elieve?in?our?eventual?victory.?
我坚信我们最后会胜利。
4.
ignorant?of
?
adj.
不知道
(
无知
)
例句：
To?say?you?
were?ignorant?of?the?rules?is?no?excuse.?
说自己不知道规则是不能成为藉口的
.
5.
by?heart?
牢记
,
凭记忆
例句
;
Everyone?in?t
he?class?has?to?learn?Lincoln's?Gettysburg?Address
?by?heart.?
班上每个学生都必须默诵林肯葛底斯堡演说词。
1.2 Reading Focus
Angels on
a Pin
--Alexander Calandra
Some time ago, I received a call from
Jim,
a
colleague
of
mine,
who
teaches
physics.
He
asked me if I would do
him a favor and be the
referee
on
the
grading
of
an
examination
question.
I
said
sure,
but
I
did
not
quite
understand
why
he
should
need
my
help.
He
told
me
that
he
was
about
to
give
a
student
a
zero for his answer to a
physics question, but the
student
protested
that
it
wasn't
fair.
He
insisted
that
he
deserved
a
perfect
score
if
the
system
were
not set up against the student. Finally, they
agreed
to
take
the
matter
to
an
impartial
instructor. And I was selected.
I went to my colleague's office and
read the
examination
question.
It
said:
how
it
is
possible
to
determine
the
height
of
a
tall
building
with
the
aid
of
a
barometer.
The
student
had
answered:
the
barometer
to
the
top
of
the
building,
tie
a
long
rope
to
it,
lower the barometer to
the street, and then bring
it
up
and
measure
the
length
of
the
rope.
The
length
of
the
rope
will
be
the
height
of
the
building.
I
laughed and pointed out to my colleague
that
we
must
admit
the
student
really
had
a
pretty
strong
case
for
full
credit
since
he
had
indeed
answered
the
question
completely
and
correctly. On the other
hand, I could also see the
dilemma
because if full credit were given to him
it could mean a high grade for the
student in his
physics
course.
A
high
grade
is
supposed
to
prove competence in the
course, but the answer
he
gave
did
not
show
his
knowledge
on
the
subject.
what
would
you
do
if
you
were
me?
I
suggested
that
the
student
have
another
try
at
answering
the
question.
I
was
not
surprised
that
my
colleague
agreed,
but
I
was
surprised that the
student did, too.
I told the student
that I would give him six
minutes
to
answer
the
question.
But
I
warned
针尖上的天使
--
亚历山大·卡兰德
不久前，我接到一个教物理的同事
的电话，问我是否愿给一考题的打分作
一个仲裁。我说可以，但我不明白为什
么需要我帮忙。他说他要给一
个学生做
的物理题答案判零分，而学生认为这不
公平，声称如果
该评分体制的建立不是
与学生作对的话，他就该得满分。导师
和
学生同意将此争议交给一位无私的裁
决者，于是选择了我。
<
/p>
我去了那位同事的办公室，看了那
道考题：“说明怎样才能用气压
表来测
定一栋高层建筑物的高度。”那考生答
道：“把气压表拿
到此楼顶，在表上系
一根长绳，将气压表降至街上，然后提
起来
，测量绳子的长度。绳子的长度就
是该楼房的高度。”
我大笑，告诉同事必须承认这个学
生确实有得满分的强有力的证据，因
为
他完全正确地回答了问题。另一方面，
如果给他满分，
就可能陷入两难的处境，
因为如果给该生满分，这意味着该生在
物理课程取得了高分。而高分就应证明
该生在物理学习方面的能力，但
答案却
无法证实这点。“那么，如果您是我，
您会怎么做呢？”
吉姆问我。
我建议这个学生再次尝试回答这个
问题。我的同事同意了我的建议，对此
我并不感到意外，令我感到意外的是，<
/p>
那个学生也同意了。
我给了他六分钟的
时间回答这个问
题，并提醒他必须用一些物理知识。他
坐下来，
拿起笔。显然在努力思考，但
是五分钟过去了，他还一个字没写。我
问他是否放弃，他说不。什么都没写是
因为：他对这个问题有很多答案，他只
是在想最佳答案。我道歉说打扰了他，
并请他继续。在最后一分钟里，
他匆匆
写出了他的答案：把气压表拿到建筑物
最顶层，倚着楼扔
下表，用跑表计算其
降落时间，然后用公式计算建筑高度。
<
/p>
这时，
我问我的同事他是否愿放弃。
hi
m that this time his answer should show some
knowledge of physics. He sat down and
picked
up his pen. He appeared to be
thinking hard. At
the end of five
minutes, however, I noticed that
he had
not put down a single word. I asked him
if he wished to give up, but he said
no. He had
not
written
anything
down
because
he
had
too
many possible answers to
this problem. He was
just
trying
to
decide
which
would
be
the
best
one.
I
excused
myself
for
interrupting
him
and
asked
him
to
go
on.
In
the
next
minute,
he
dashed
off
his
answer,
which
read:
the
barometer
to
the
top
of
the
building
and
lean
over
the
edge
of
the
roof.
Drop
the
barometer
and
time
its
fall
with
a
stopwatch.
Then,
using
the
formula S = 1 /2 at2, calculate the height of
the building.
At
this
point,
I
asked
my
colleague
if
he
would
give
up.
He
nodded
yes,
and
I
gave
the
student almost full
credit.
When I left my
colleague's office, I recalled
that
the
student
had
said
that
he
had
other
answers
to
the
problem.
I
was
curious,
so
I
asked
him
what
they
were.
yes,
said
the
student.
are
many
ways
of
getting
the
height
of
a
tall
building
with
the
aid
of
a
barometer.
For
example,
you
could
take
the
barometer
out
in
a
sunny
day
and
measure
the
height of the barometer, the length of
its shadow,
and
the
length
of
the
shadow
of
the
building,
and by the use of
a simple proportion, determine
the
height
of
the
building.
The
beauty
of
this
method
is
that
you
don't
have
to
drop
the
barometer and break
it.
said
the
student.
is
a
very
basic measurement
method that people will like,
because
it
is
so
simple
and
direct.
In
this
method, you take the barometer and walk
up the
stairs. As you climb the stairs,
you mark off the
length of the
barometer along the wall. You then
count
the
number
of
marks,
and
this
will
give
you
the
height
of
the
building
in
barometer
units. The only trouble with this
method is that it
他让步了，
我给了那学
生几乎一个满分。
在离开同事办公室的时候，我想起
那个学生说他还有其它解法，便感到好
奇。于是我问他还有哪些解法。“
啊，
有，”他说，“有很多种方法，都可以
利用这只表得出一栋
高楼的高度。
例如，
你可以在一个大晴天把它拿到户外并测
量表高和影长，还有该大楼的影长，使
用一个简单的比率，就可以测
定该楼的
高度。这个方法的好处是不用把气压计
扔下去而摔碎。
”
“好，
”
我说道
“还有其它方法吗？”
“有，
”那学生说道，“有一种人
们会喜欢的非常基本的测量方法，因为
它很简单直接，该方法是，你拿着气压
表开始爬楼梯。在你爬楼梯时，你在墙
上标出气压表的长度，然后再数这些记
号，你会以气压表为单位得到楼高
，一
种非常直接的方法。这个方法的唯一缺
点是用不了太多物理
知识。”
“当然，
如果你想用一种更
复杂的、
真正用物理学知识的方法，可以把表系
到绳子的一端，
让他像个钟摆一样，然
后确定街面上和楼顶的摆值。通过两个
摆
值的差别，原则上可以算出楼高。”
最后，他推断道：“还有
很多其它
办法来解题。也许，现实生活中最好最
实用的办法是把
表拿到地下室并敲主管
人的房间。
等他开门后，
你对他说：
‘我
这儿有一个精致的气压表。如果你告诉
我这栋高楼的高度，
我就把它送给你！
”
这时，我问那个学生是否真不知道
这个问题的常规答案。他笑了笑，承认
他知道，但是他说他已厌倦了标准问题
和标准答案，他不知道为什么总是强调
那些固定的规则而不是创造性的思考
。
因此忍不住对那些对苏联人造卫星惊慌
失措的美国课堂开个小
玩笑。那一刻，
我突然想起了一个问题：一根大头针上
可以放几
个跳舞的天使？我们老师们总
是责备学生回答错误。或许我们应该反
问自己，我们是否一直在寻求正确的答
案。
doesn't require much knowledge of
physics.
course,
if
you
prefer
a
more
sophisticated
method,
a
method
that
will
really
show
some
knowledge
of
physics,
you
can
tie
the barometer to the end
of a rope, swing it as a
pendulum
and
determine
the
value
of
'g'
at
the
street
level and at the top of the building. From
the difference between the two values
of 'g' the
height
of
the
building
can,
in
principle,
be
worked out.
”
Finally,
he
concluded
that
while
there
are
many
ways
of
solving
the
problem,
the
best
and
the
most
practical
in
a
real-life
situation
is
to
take
the
barometer
to
the
basement
and
knock
on
the
superintendent's
door.
When
the
superintendent
answers,
you
speak
to
him
as
follows:
Mr.
Superintendent,
I
have
here
a
fine
barometer.
If
you
will
tell
me
the
height of this building, I will gladly give you
this barometer!
At this
point, I asked the student if he really
didn't
know
the
expected
answer
to
this
question.
He
smiled
and
admitted
that
he
did,
but said he was fed up
with standard answers to
standard
questions. He couldn't understand why
there should be so much emphasis on
fixed rules
rather
than
creative
thinking.
So
he
could
not
resist the temptation to
play a little joke with the
educational
system, which had been thrown into
such
a panic by the successful launching of the
Russian
Sputnik.
At
that
moment
I
suddenly
remembered the question: How many
angels can
dance
on
the
head
of
a
pin?
We
teachers
are
always
blaming
the
students
for
giving
wrong
answers.
Perhaps
we
should
ask
ourselves
whether
we
are
always
asking
the
right
questions.
1.2.1 New Words
1.
academic
?adj. <
/p>
学院的
,
理论的
,
学术性的
例句：
She?already?h
as?good?academic?qualifications?under her?belt.?
她已获得良好学历
.
2.
barometer
?n.
气压计
,
晴雨表
例句：
The?barometer?began?to?fall.?
气压计的读数开始下降。
3.
basement
?n.
地下室
例句：
In?the?baseme
nt?water?streams?down?the?walls.?
在地下室里，水顺着墙不断地流下来。
4.
calculate
?v.
计算
,
考虑
,
计划
例句：
<
/p>
The?scientists?calculated?when?the?space
craft?would?reach?the?moon.?
科学家推算出宇宙飞船抵达月球的时间。
5.
deserve
?vi.
应该得到
?vt.
应受
,
值得
例句：
You've?been?working?all?morning---
you?deserve?a?rest.?
你已经干了一个上午了，该休息一下了。
6.
dilemma
?n.
困境
,
进退两难
例句：
Faced?with?th
e?dilemma,?he?opted?for?soldiering?on.?
面临着进退两难的困境，他决定顽强地坚持下去。
7.
impartial
?adj.
公平的
,
不偏不倚的
< br>
例句：
People?in
?the?city?held?the?impartial?judge?in?high?regard.
?
这个城市的人们都很尊敬这位公正的法官。
8.
inner
?adj.
内部的
,
里面的
,
内心的
?n.
里面
,
内部
例句：
He?has?no?inn
er?resources?and?hates?being?alone.?
他没有内在的精神寄托，因而害怕孤独。
9.
pendulum
?n.
摆
,
钟摆
例句：
The?pendulum?
of?the?clock?in?my?room?is?a?bear.?
我房间的钟摆是小熊形状的。
10.
superintendent
?n.
监督人
,
管理人
,
< br>所长
例句：
His?brother?is?appointed?superintendent?of?the
?security?force.?
他哥哥被任命为安全力量的负责人。
11.
temptation
?n.
诱惑
,
引诱
?
v.
引
,
诱
例句：
She?yielded?t
o?temptation?and?had?another?chocolate.?
她禁不住诱惑
,
又吃了一块巧克力
.
1.2.2Phrases
1.
dash?off
?vt.
匆忙完成
(
匆匆写
)
例句：
She?dashed?
off?two?letters?in?thirty?minutes.?
她在<
/p>
30
分钟内写好了两封信。
2.
with?the?aid?of?
借助于<
/p>
,
通过
...
的帮助
例句：
We?may?travel?with?the?aid?of?a?good?map.?
我们可以靠一幅好地图旅游。
3.<
/p>
point?out?
v.
指出
例句：
No?ma
tter?who?point?out?our?shortcoming,?we?will?correc
t?them.?
不管谁指出我们的缺点，我们都改正。
<
/p>
4.
at?the?end?of?
在<
/p>
...
结尾
,
在
....
末端
例句：
The?town?lies
?at?the?end?of?the?valley.?
这个镇坐落于河谷的尽头。
5.
put?down
?v.
放下
,
拒绝
,
镇压
,
羞辱
,
削减
,
记下
,
制止
,
取缔
例句：
Put?down?your?address?here.?
请在这里写下你的地址。
6.
mark?off?
v.
划分出
例句：
The?bou
ndaries?are?clearly?marked?off?on?the?map.?
边界的划分在地图上标得很清楚。
7
.
be?fed?up?with?
饱受
,
厌烦
例句：
I'm?fed?up?with?all?those?nonsense.?
所有那些胡言乱语我真听腻了。
8.
emphasis?on?
强调
例句：
The?teacher?l
aid?emphasis?on?the?precision?of?the?translation?f
rom?the?outset.?
老师从一开始就强调翻译准确性。
U
n
i
t
2
A
g
a
i
n
s
t
A
l
l
O
d
d
s
2.1
Reading Focus
Against All Odds
When Stephen Hawking returned to St.
Albans for the Christmas vacation at
the end of
1962, the whole of southern
England was
covered in a thick blanket
of snow. In his own
mind, he must have
known that something was
wrong. The
strange clumsiness he had been
experiencing had occurred more
frequently. At
the party he threw on
New Year's Eve, he had
difficulties
pouring a glass of wine, and most of
the liquid ended up on the tablecloth .
After a series of examinations, he was
told
that he had a rare and incurable
disease called
ALS. The disease affects
the patient's nerves in
the spinal cord
and the parts of the brain which
control motor functions. The body
gradually
wastes away , but the mind
remains unaffected .
Hawking just
happened to be studying
theoretical
physics, one of the very few jobs for
which the mind is the only real tool
needed.
This, however, gave little
comfort to the
twenty-one-year-old who,
like everyone else,
had seen a normal
life ahead of him rather than a
death
sentence. The doctors had given him two
years.
Hawking was deeply
shocked by the news
and experienced a
time of deep depression. He
不计成败
1962
< br>年年底，当史蒂芬
.
霍金返回圣
.
奥
尔本过圣诞假期时，
整个英国南部
已被厚厚的
大雪覆盖。
在他的意识里，
他一定知道有什么
东西出问题了。
在他身上发生的奇怪而笨拙的
现象开始频繁发生。
新年前夕的聚会上，
他艰
难地倒了一杯酒，大部分都倾到桌布上了。
经过一系列体检，他被告知得了一种罕
见、不可治愈的疾病，叫肌萎缩侧索
硬化症
（
ALS
）。这种疾病可以影响
病人的脊髓神经
和大脑内控制运动功能的区域。
身体会慢慢衰<
/p>
弱，
而大脑丝毫不受影响。
霍金当时正在
研究
理论物理，
这是仅有的少数真正只需大脑思考
就可以进行的研究。
然而，
这几乎不能给这个
21
岁的年轻人任何安慰，
像其他每个人一样
，
渴望的是正常的生活，
而不是死刑。
医生认为
他只能再活两年。
霍金被这
一消息深深震撼了，
一度陷入深
度抑郁中。
他把自己关起来，
听大量喧闹的音
乐。
他不停地想：
为什么这样的事会落在我头
上？我怎么能摆脱
掉呢？由于他可能不能活
到完成博士学位那天，
他觉得继续研究
已经没
有什么意义了。
当时他当然相信没有什么值得
活下去了。
如果几年后就要死去，
为什么还要
自寻麻烦做事呢？干脆坐等死亡来临好了。
这
是他的命运。
然而，不久他就摆脱抑郁重返工作中了。
shut
himself away and listened to a great deal of
loud music. He kept thinking, 'How
could
something like this happen to me?
Why should I
be cut off like this?'
There seemed very little
point in
continuing with his research because he
might not live long enough to finish
his PhD.
For a while he quite naturally
believed that there
was nothing to live
for. If he was going to die
within a
few years, then why bother to do
anything now? He would live out his
time span
and then die. That was his
fate.
It was not long, however, before
he
dragged himself out of his
depression and back
to work. In the
hospital, he had seen a boy die of
leukemia in the bed opposite him, and
it had
not been
a pretty sight. He realized that clearly
there were people who were worse off
than him.
At least, his condition
didn't make him feel ill.
Whenever he
felt like pitying himself, he
remembered that boy.
He had
had some recurring dreams. He
dreamt
that he was going to be put to death,
which made him realize that there were
a lot of
worthwhile things he could do
if he were to be
set free. In another
frequently occurring dream,
he thought
he could give up his life to save
others: 'After all, if I were going to
die anyway,
it might as well do some
good.'
There is little
doubt that the appearance on
the scene
of a young woman was a major
在医院，他看到对面病
床的男孩死于白血病，
这不是一个微不足道的场景。
霍金清楚地
意识
到，
世上还有比自己更不幸的人。
至少，
他的
病并不让他感到不舒服。
不
管什么时候想自怜
时，他就想起这个男孩。
< br>他做了很多相同的梦，
梦见自己被杀，
这
让他意识到，
如果活着，
他还有很多值得做的
事情。
在另一个经常做的梦中，
他想以自己的<
/p>
生命去挽救别人：
“不管怎样，
总之我是
要死
的，不妨去做些好事。”
无可怀
疑的是，
一位年轻女子的出现是霍
金生命的重要转折点，
她就是简·
王尔德，
首
次见到她是在一个聚会上。
出院后，
两人开始
越来越频繁地见面并发展了深厚的关系。
遇到
简以后，
他走出了抑郁。
正如预料中的那样，
他在剑桥大学的前两
年，
病情急剧恶化。
他走路开始困难起来，
要
想走几步，
必须得用拐杖。
只有撑着墙、
物体
和拐
杖，
他才能痛苦缓慢地在房间和空地上走
动。
< br>
很多时候，
这些支撑物根本不够用，
< br>出现
在办公室的时候，
他满头绷带
--
因重重地摔在
地上，
头上摔出了
丑陋的肿块。
同时很快，
他
开始言语不
清，
很难听懂，
甚至周围的人也很
难听
懂他在说什么。
然而，什么都没有让他停下来。事实上，
他正渐入佳境。
工作比以前任何时候都进展得
又快又好。看起来有点儿疯狂，
ALS
对他来说
不是很重要了。
当然，
和社会上所有那些身体
不健全的人一样，
他必须忍受羞耻和障碍，
自
turning point in Hawking's life. This
was Jane
Wilde, whom he had first met
at the party. After
he came out of the
hospital, the two of them
began to see
a lot more of one another, and a
strong
relationship developed. It was finding
Jane that enabled him to break out of
his
depression.
As predicted, during his first two
years at
Cambridge, the effects of the
disease rapidly
worsened. He was
beginning to experience great
difficulty in walking and was forced to
use a
stick in order to cover just a
few feet. With the
support of walls and
objects, as well as sticks,
he would
manage, painfully slowly, to move
across rooms and open areas.
There were many times when
these
supports were not adequate, and
he would turn
up in the office with a
bandage around his head,
having fallen
heavily and received a nasty
bump.
Meanwhile, his speech rapidly became
first slurred, and then very hard to
follow, and
even those close to him
were having difficulty
understanding
what he was saying.
Nothing
slowed him down, however; in
fact, he
was just hitting his stride. Work was
progressing faster and better than it
ever had
before. Crazy as it may seem,
ALS is simply not
that important to
him. Of course he has had to
suffer the
humiliations and obstructions facing
all those in society who are not able-
bodied, and
然地，
他必须调整状态，
以适应特别环境下的
生活。
但是，
疾病没有影响他的大脑，
因此也
没有影响他的工作。<
/p>
比其他人要好的是，
霍金
本人希望淡化看
待自己的残疾，
将全部精力投
入到科学中去，
< br>因为这对他来说才是真正重要
的。
霍金接受了患上
ALS
这一事实，并
在六
月份遇到了一个可以与之纯粹私人地分享生
活的人，
他开始高兴起来。
两人订了婚，
周末
相见的次数频繁起来。
显然，
所有的人都觉得<
/p>
两人真正很幸福，
在对方心目中都很重要。
简
回忆说，
“我本想追求生活的目标，我想，我
发现照顾他就是我的目标。
但是我们已经相爱
的了。
”
对霍金来说，
和简订婚可能是有生以
来最重要的事：
这改变了他的生活，
赋
予他生
活的意义。
没有简的帮助，
他几
乎难以坚持下
去，达到自己的愿望。
从此以后，
他的工作日益壮大，
他的督学
Sciama
开始相信，
霍金可能会完成博士论文。
危险在即，但是奇迹即将出现。
naturally he has had to adapt to his
condition
and to live under exceptional
circumstances. But
the disease has not
touched his mind, and so it
has not
affected his work. More than anyone
else, Hawking himself would wish to
downplay
his disability and to give his
full attention to
science, for that is
what is really important to
him.
Having come to terms with
ALS and found
someone in Jane with whom
he could share his
life on a purely
personal level, he began to
blossom.
The couple became engaged, and the
frequency of weekend visits increased.
It was
obvious to everyone that the two
of them were
truly happy and highly
important to each other.
Jane recalls,
'I wanted to find some purpose to
my
existence, and I suppose I found it in the
idea of looking after him. But we were
in love.
'For Hawking, his engagement
to Jane was
probably the most important
thing that had ever
happened to him: it
changed his life and gave
him something
to live for. Without the help of
Jane
he almost certainly would not have been
able to carry on or had the will to do
so.
From this point on, his
work went from
strength to strength,
and Sciama, his supervisor,
began to
believe that Hawking might, after all,
manage to pull together the different
threads of
his PhD research. It was
still touch and go, but a
wonderful
chance was just around the corner.
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