-
Unit1.
The ability to predict
what the writer is
going/ about/ trying
to say next is both an
aid
to understanding and a sign of it.
A prediction begins from
the moment you read the title and from
expectations of what he
book is likely
to contain. Even if the
expectations/predictions
are
contradicted, they are
useful
because
they
have
started
you
thinking
about
the
topic
and
made
you
actively
involved.
If you formulate your
predictions as
questions
which you think the text may answer,
you are preparing yourself to read for
a purpose: to see which of your questions are in
fact
dealt with and what
answers
are offered. If your
reading is more purposeful you are likely
to understand better.
Naturally
your
predictions/expectations
will
not
always
be
correct.
This
does
not
matter
at all as long as you recognize when they are
wrong, and why. In fact mistaken
predictions
can
tell
you
the
source
of
misunderstanding
and
help
you
to
avoid
certain
false assumptions.
Prediction
is
possible
at
a
number
of
levels.
From
the
title
of
the
book
you
can
know/foretell
the
topic
and
the
possibly
something
about
the
treatment.
From
the
beginning of the
sentences, you can often predict how the sentence
will
end
. Between
these
extremes,
you
can
predict
what
will
happen
next
in
a
story,
or
how
a
writer
will
develop/present
his
argument, or what methods will be used to test a
hypothesis.
Because prediction ensures
the reader’s active involvement, it is
worth
training.
Unit2.
Education is not an end, but a means to
an end. In
other
words, we
do not
educate children
just/only
for the purpose of
educating them. Our purpose is to fit them
for life.
In many modern countries it
has
for some time been
fashionable to think that, by
free
education for all, one can solve all the problems
of society and build a perfect nation.
But we can already see that free
education for all is not enough; we find in
some/many
countries a far larger number of people
with university degrees
than
there are jobs for
them to fill.
Because of their degrees, they
refuse
to do what they think to be
and, in fact, work with hands is
thought to be dirty and shameful in such
countries.
But
we
have
only
to
think
a
moment
to
see/know/understand
that
the
work
of
a
completely
uneducated farmer is far more important than
that
of a professor. We can
live
without
education, but
we die if we have no food.
If
no one cleaned our streets and took
the rubbish away from our houses, we
should get terrible diseases in our towns.
In fact, when
we say that all of us must be educated to fit
ourselves for life, it means
that we
must be
ready/willing/educat
ed/taught
to do
whatever job
suited
to
our
brain
and
ability,
and
to
realize
that
all
jobs
are
necessary
to
society,
that
is
very
wrong/incorrect/erroneous
to
be
ashamed of one's work or to scorn
someone else’s.
Only such a type of
education can be called valuable to society.
Unit3.
Human beings learn to
communicate
with each other
will nonlinguistic means
as well as
linguistic
ways/means/ones
.
All of us are famil
iar with the say it
wasn’t what he
said;
it
was
the
way
that
he
said
it
when,
by
using/saying
the
word
way
we
mean
something about the
particular vice quality that was
in
evidence., or the set of a shoulder,
or
the
obvious
tension
of
certain
muscles.
A
message
may
even
be
sent
by
the
accompanying tone and gestures, so that
each of I’m ready, you are beautiful, and I don’t
know
where
he
is
can
mean
the
opposite
of
any
such
interpretation.
Often
we
have/meet/encounter/exper
ience
difficulty in finding exactly
what in the communication
causes
the change of
meaning, and any statement we make leads to the
source of the
gap between the
literal
meaning
of the words
and the total message that is likely to be
expressed
in
impressionistic
terms.
It
is
likely
to
refer
to
some
thing
like
a
“glint”
in
a
person’s
eyes
, or
a “threatening” gesture, or “provocative” manner.
Unit4.
How do the birds find
their way on their enormously long journeys? The
young
birds are not taught the road by
their
parents
, because often
the parents fly off first. We
have
no
idea
how the birds find
their way, particularly as many of them fly
at/by
night,
when
landmarks could hardly be
seen
. And other birds
migrate over the sea, where there
are
no
landmarks
at all. A
certain kind of plover, for
instance/example
, nests in
Canada.
At the end of the summer these
birds
migrate
from Canada to
South America; they fly
2,500 miles,
non-stop, over the ocean. Not only is this very
long flight an extraordinary feat
of
endurance, but there are no landmarks on the ocean
to
guide/direct
the birds.
It has been suggested that birds can
sense the magnetic lines of force stretching from
the
north to south magnetic
pole
of the earth, and so
direct themselves. But all experiments
hitherto
made
to
see
whether
magnetism
has
any
effect/influence
whatsoever
on
animals
have
given
negative
results.
Still,
where
there
is
such
a
biological
mystery
as
migration,
even
improbable
experiments
are
worth
trying.
It/this
was
being
done
in
Poland, before the invasion
of that country, on
the
possible influence
of
magnetism on
path-
finding.
Magnets
were
attached
to
the
birds’
heads
to
see
if/whether
their
direction-sense was confused thereby.
These unfinished
experiments
had, of course, to
be stopped.
Unit5.
Man first
existed
on earth half a million years ago. Then he was
little more than
an animal; but early
man had several big advantages
over
the animals. He had a
large
head/brain
, he had an
upright
body
, he
had
clever hands; he had
in
his brain
special
groups of nerve cells, not
found
in animals, that
enabled him to invent a
language
and
use
it
to
communicate
with
his
fellow
men.
The
ability
to
speak
was
of
very
great
use/value/significance/importance
because it was allowed men to share ideas, and to
plan
together,
so
that
tasks
impossible
for
a
single
person
could
be
successfully
under-taken by
intelligent team-work. Speech also enabled ideas
to be
passed
on from
generation to generation so that the
stock of human knowledge slowly increased.
It was these special
advantages that put men far
ahead
of all other living creatures in
the struggle for
survival/existence
. They can
use their intelligence
handing/overcoming
their
difficulties and master them.
Unit6.
Language
varies
according
to
sex
and
occupation.
The
language
of
man
differs
subtly
from
that
of
women.
Men
do
not
usually
use
expressions
such
as
“its
darling,”
and
women tend not to swear as
extensively as
men.
Likewise, the language
used in
addressing men and women differs subtly: we can
compliment a man on a new
necktie with
the
compliment/words
“what a pretty tie, that is!” but not
with “how pretty
you
look
today!”
----
an
expression
reserved
for
complimenting
a
woman.
The
occupation of a person
causes
his language to vary,
particular in the use he
makes
of
technical terms, that is, in the use he
makes of the jargon of his vacation. Soldiers,
dentist,
hairdressers,
mechanics,
yachtsmen,
and
skiers
all
have
their
particular
special
languages
.
Sometimes
the
consequence
is
that
such
persons
have
difficulty
in
communicating
with
people
outside
the
vacation
on
professional
maters
because
the
technical
vocabulary
is
not
understood
by
all. Although
we
can
relate
certain
kinds
of
jargon
to
levels
of
occupation
and
professional
training,
we
must
also
note
that
all
occupations
have
some jargon, even these of the criminal
underworld. There may well be
a more
highly developed use of jargon in occupations that
require considerable education,
in
which
words,
and
the
concepts
they
use
,
are
manipulated
rather
than
objects,
for
example in the legal and teaching
circle/world/field
and in
the world of finance.
Unit7.
The space age began
on October 4, 1957, when Sputnik I was launched.
This
first man-made
satellite
was followed by
many others,
some
of which
went around the
sun. Now the conquest
of the
space
between the
planets, and between the earth and the
sun, continues at a rapid rate.
Each mew satellite and space probe
gives scientists new information. As men explore
outer
space,
some
of
the
questions
they
have
long
asked/wondered
about
will
be
answered at last.
The greatest question of all concerns
life itself. Is there intelligent
life
out side the
earth? Are
there people, or creatures of some
sort/kind
living on Mars,
Venus, or some
other planet of the
solar system? Are there planets
orbiting/going/circling
around stars
other than our sun?
The
only
kind
of
life
we
know
about
would
have
to
be
upon
a
planet.
Only
a
planet
would
have the temperatures and gas that all
living
things seem to need.
Until a short
time ago, we thought
there
were
only a few
planets. Today, scientists believe
that
many
stars have planets
going around them.
We know that there
are nine planets in our
own
solar system-Mercury, Venus, Earth,
Mars, Jupiter, Saturn, Uranus, Neptune
and Pluto. If any other planets exist in
our
solar
system,
or anywhere else, our telescopes are not powerful
enough to pick up their feeble
reflected light. But astronomers guess
that one star in a hundred has at least one planet
where
life could exist.
We are quite sure that life could begin
on a young planet. A new plant would be
likely
to contain great
seas, together with heavy clouds of water vapor
and other gases. Electric
storms would
be common. It is possible that simple
living
cells might from when
electricity
passed
through
the
clouds.
An
experiment
made
in
1952
at
the
University
of
Chicago
seems to prove
this. By
passing
electricity
through
nonliving materials,
scientist made
cells like those of
living creatures.
Unit8.
At
the
beginning
of
the
nineteenth
century
the
only
acceptable
roles
for
women were
domestic
there was virtually nothing
for them to do except stay at home or
hire out as maids, governesses, and,
before long, teachers. Women were not allowed to
own
property
-in
most
cases,
not
even
the
clothes
they
wore.
A
working
wife
was
not
allowed to keep her
wages but was required to turn them over to her
husband. In case of
separation
or
divorce,
a woman had no
legal
claims
on her husband
and was not allowed
to keep the
children. She had to
legal
status, which meant that she was not permitted to
bring
suit
or to
give testimony in courts. Often, she was not
permitted
to inherit
property
or
to
make
a
will.
She
was
barred
from
public
office
and
excluded
form
public
life
generally.
For
the
most
part,
women
lacked
opportunities
for
education,
vocational
training, and professional employment.
The national consensus was that women
belong
in the
home, and
determined
efforts
were made to see that they stayed there.
Unit9.
Sydney’s
best
feature
is
her
harbor.
Most
Sydneysid
ers
can
see
at
least
a
glimpse
of
blue
sea
from
their
windows.
Nearly
everyone
lives
within
an
hour
from
a
beach.
On
weekends
sails
of
all
shapes,
sizes
and
colors
glide
across
the
water.
Watching the yacht races is a favorite
Saturday activity.
The harbor
divides
Sydney into north
and south sections. The harbor bridge connects
the two. It was
built
in 1932 and cost 20
million.
Another
Sydney
symbol
stands
on
the
harbor
shore.
Sydney’s
magnificent
opera
house
celebrated
its
20
th
anniversary
last
year.
Danish
designer
Jorn
Utzon
won
an
international contest with his design.
The structure contains several auditoria and
theaters.
But not all concerts are held
in
the building.
Sunday afternoon concerts on the building’s
outer walk
attract
many listeners.
Sydney’s
trendy
suburb
is
Paddington.
Houses
are
tightly
packed
together
.
Many
were first built for
Victorian artists. Now fashionable shops,
restaurants, arts galleries and
interesting
people
fill
the
area.
The
best
time
to
visit
is
Saturday,
when
vendors
sell
everything. So there is one of the
world’s most attractive cities
---
Sydney, Austrian.
Unit
10
Architectural
design
influences
how
privacy
is
a
chieved
as
well
as
how
social
contact
is
made
in
public
places.
The
concept
of
privacy
is
not
unique
to
a
particular
culture
but
what
it
means
is
culturally determined.
People in the United States tend to
achieve privacy by physically separating
themselves from others. The
expression
“good fences make good neighbors” is a preference
for privacy from neighbors’ homes. If a family
can afford it, each child has his or
her own bedroom. When privacy is needed, family
members may close
their bedroom doors.
In some cultures when individuals need
privacy, it is acceptable for them simply to look
into themselves. That
is, they do not
need to remove themselves physically from a group
in order to achieve privacy.
Young
American
children
learn
the
rule
“knock
before
you
enter”
which
teaches
them
to
respect
others’
privacy. Parents, too, often follow
this rule prior
to entering their
children’s rooms. When a bedroom door is
closed it may be a(n) sign to others
saying, “I need privacy,”
“I’m angry,”
or
“Do not disturb. I’ busy.” For
Americans, the physical division of
space and the use of architectural features permit
a sense of privacy.
The way space is
used to help the individual to achieve privacy, to
build homes or to design cities if culturally
influenced. Dr. Hall summarizes the
relationship between individuals and their
physical surroundings:
Man and his
extensions constitute one interrelated system. It
is a mistake to act as though man was one
thing and his house or his cities, or
his language wee something else.
Unit11.
The
Library
of
Congress
is
the
largest
library
in
the
world.
Its
books,
pamphlets, documents,
manuscripts, official, papers, photographs, and
prints amount to
some
86
million
items---a
number
that
swells
day
by
day----housed
on
535
miles
of
shelves.
Congress authorized a
library in 1800, which
amounted
to three thousand
books and a