基础英语Book 4 第一单元学习资料
Ⅰ.Exercise 9. Take a close look at the following picture. Think about it for one minute. Then give a two-minute oral presentation to explain to the class what you think it means.
Questions:
1.What does the man fill his mind with, knowledge or money?
2.What dose the man fill his pocket, knowledge or money?
3.What should we do first ?To fill our mind with knowledge or to fill our pocket with money? Preparation:
1. We have been taught the importance of independence. Actually, we are learning to be independent while we are living on campus as college students. Upon graduation, we will look for a job and earn a living in the world of competition on our own.
2. First things first. We are supposed to fill our…………………………………………………….
?????????????????????????????
3. We are living in the age of knowledge economy ……………………………………………….
??????????????????..
4. Today, we are college students with empty pockets. …………………………………………..
...................
Ⅱ.Language points for Paragraph 11-14 of Text B
1. e.g.新的经济发展正推动着变革。
The change is being propelled by the new economic development.
2. e.g. His speech is more of a public-relations gimmick than a genuine commitment.他的讲话只是一种公关手腕，而不是真正的承诺。
3. If pride in a good name keeps families and neighborhoods straight, a sense of self-respect is the reverse side of that coin.
如果说，对好名声的自豪感能使家庭及邻里保持正直，那么，自尊感也能从相反的方向起到同样的作用。
4. attribute : vt.consider as being the result of, as coming from 把?归因于；把?归咎于 attribute? to?:believe (sth.) to be the result of 把?归因于；把?归咎于
be attributed to?归因于;?归咎于
be attributable to ??可能归因于??
e.g. David attributed his company’s success to the hard work of all the staff.
大卫把他公司的成功归因于全体员工的努力工作。
e.g. The price is attributable to a sharp reductionin demand.
价格下跌可能归因于需求量的大幅度减少。
Note:
attribute to (含有较多的客观性)把?归因于;把?归咎于
ascribe to (主观臆断成分较重）把??归功于
accredit to (一般只用于好事,不用于坏事)把??归因于
impute to(则多用于坏事）把??归因于/归咎于/转嫁于
e.g. The commentator attributed the rising production to the new policy.
评论家认为是一项新政策促使生产上升
The Romans ascribed their victories to the blessing of the goods.
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