a. causing great admiration or satisfaction; splendid 辉煌的；卓越的 courtroom
n. a room where a law court is held 审判室 meanwhile
ad. during the same period of time 同时 gloomily
ad. depressedly, dejectedly 忧郁地；沮丧地 complain
vi. speak in an unhappy, annoyed, dissatisfied way 抱怨 complaint n. reproachfully ad. 责备地
presumably ad. probably outrage
vt. arouse anger or resentment by injury or insult 引起??的气愤 successful
a. having done what one has tried to do; having gained a high position in life, one's job. etc. 成功的；有成就的 apologize
vi. say one is sorry 道歉，谢罪
apology
n.道歉，歉意
PHRASES & EXPRESSIONS take sb. to court
start an action in law against sb. 对某人提出诉讼 a couple of
(informal) a small number of, a few, usually two 少数，几（个）； 一对 save up
keep for future use; put money away in the form of savings 储蓄 take one's time
do sth. in a leisurely manner; not hurry 慢慢来，不着急 at first
at the beginning 起先 turn out
prove to be 结果；证明是 call on
ask (sb.) to do sth. esp. formally 要求 stand a chance
have an opportunity; be likely to do or get sth. 有机会，有希望 revolve around
have as a center or main subject围绕 turn against
(cause to) oppose, be hostile to
PROPER NAMES Richmond
里士满（英国地名）
Richmond Magistrates' Court 里士满地方法院
Unit 2 Text
Fruitful Questions 获益匪浅的问题
The other night at the dinner table, my three kids--ages 9,6 and 4--took time out from their food fight to teach me about paradigm shifts, and limitations of linear thinking and how to refocus parameters. 不久前的一个晚上在餐桌旁，我的三个孩子--年龄分别为9岁、6岁和4岁--暂时停止争抢食物，腾出时间教我认识什么是范式变换、什么是线性思考的局限以及如何重新看待相关的各种因素。 Here’s how it happened: We were playing our own oral version of the Sesame Street game, “What Doesn’t Belong?,” where kids look at three pictures and choose the one that doesn’t fit. I said, “OK, what doesn’t belong, an orange, a tomato or a strawberry?” 事情是这样的：当时我们在
玩自己那套只动嘴的“哪个不是同一类？”的芝麻街游戏。本来玩这游戏时，孩子们要看三张画并挑出那张不属同一类的画。我说：“来吧，哪个不是同一类，桔子，西红柿，还是草莓？”
The oldest didn’t take more than a second to deliver his smug answer: “Tomato because the other two are fruits.”I agreed that this was the right answer despite the fact that some purists insist a tomato is a fruit. To those of us forced as kids to eat them in salads, tomatoes will always be vegetables. 老大很快就说出了自以为非常得意的答案：“西红柿，因为其他两种是水果。”我承认这是
正确答案，尽管有些纯粹主义者坚决认为西红柿是一种水果。对我们这些从小就被迫吃拌在色拉里的西红柿的人来说，西红柿永远是蔬菜。
I was about to think up another set of three when my 4-year-old said, “The right answer is strawberry because the other two are round and a strawberry isn’t.” How could I argue with that?
我正准备再出一道三种东西为一组的题目时，我4岁的孩子说：“正确答案是草莓，因为另外两种是圆的，草莓却不圆。”我怎么能驳斥这种论点呢？
Then my 6-year-old said, “It’s the orange because the other two are red.” Not to be outdone by his younger siblings, the 9-year-old said, “It could also be the orange because the other two grow on vines.” 接着，我6岁的孩子说：“不属同一类的是桔子，因为另外两种是红色的。”9岁的孩子不想让弟妹占上风，说道：“不是同一类的也可以是桔子，因为其他两种长在藤上。”
The middle one took this as a direct challenge. “It could be the strawberry because it’s the only one you put on ice cream.” 老二把这看作对他发出的挑战。“可以是草莓，因为只有草莓会放在冰淇淋上。”
Something was definitely happening here. 毫无疑问，这里正发生着什么事儿。
It was messier than a food fight and much more important than whether a tomato is a fruit or vegetable. 这事儿比争抢食物还乱，比西红柿是水果还是蔬菜重要得多。
My kids were doing what Copernicus did when he placed the sun at the center of the universe, readjusting the centuries-old paradigm of an Earth-centered system. 哥白尼把太阳视为宇宙中心，
重新调整了地心说这一长达数世纪的范式，我的孩子们正做着哥白尼当年做的事。
They were doing what Reuben Mattus did when he renamed his Bronx ice cream H?agen-Dazs and raised the price without changing the product. 鲁宾·马修斯把他的布朗克斯冰淇淋改名为哈根达
斯，在不改变产品的情况下提高了价格，我的孩子们正做着鲁宾·马修斯做过的事。
They were doing what Edward Jenner did when he discovered a vaccination for smallpox by abandoning his quest for a cure.爱德华·詹纳放弃了寻找治疗天花的特效药，从而发现了能预防这一疾病的疫苗，我的孩子们正做着爱德华·詹纳做过的事。 Instead of studying people who were sick with smallpox, he began to study people who were exposed to it but never got sick. He found that they’d all contracted a similar but milder disease, cow pox, which vaccinated them against the deadly smallpox. 他不去研究得了天花的患者，而去研究
接触天花却从未染上此病的人。他发现他们都患了一种类似天花但比较轻微的疾病：牛痘；牛痘使他们得以防止染上致命的天花。
They were refocusing the parameters. They were redefining the problems. 他们在重新看待相关的各种因素。他们在重新认识他们的问题。
They were reframing the questions.他们在重新表述他们的问题。
In short, they were doing what every scientist who’s ever made an important discovery throughout history has done, according to Thomas Kuhn, in his book, The Structure of Scientific Revolutions: They were shifting old paradigms.总之，据托马斯·库恩在他的《科学革命的结构》一书中所言，他们正做着历史上有过重大发现的科学家都曾做过的事：他们在改变旧的范式。
But if this had been a workbook exercise in school, every kid who didn’t circle tomato would have been marked wrong. 但假若我们的游戏是学校里做在作业本上的练习，那么没有把西红柿圈出来的孩子全都会被批为答错。
Every kid who framed the question differently than “Which is not a fruit?” would have been wrong. 凡是没有把问题解读为“哪个不是水果”的孩子都是错的。
Maybe that explains why so many of the world’s most brilliant scientists and inventors were failures in school, the most notable being Albert Einstein, who was perhaps this century’s most potent paradigm-shifter.也许这种情形说明了为什么世界上最杰出的科学家和发明家中有那么多的人读书时是不及格的学生。其中最引人注目的是阿尔贝特·爱因斯坦，他也许是本世纪最有影响的范式改变者。 This is not meant to be a critique of schools. Lord knows, that’s easy enough to do. 这样说，并不是
想对学校评头品足。天知道，发一通议论太容易了。
This is, instead, a reminder that there are real limits to the value of information. 这样说，不过是想
提醒大家信息的价值实在是有限的。
I bring this up because we seem to be at a point in the evolution of our society where everyone is clamoring for more technology, for instant access to ever-growing bodies of information. 我提出
这一点，是因为我们的社会似乎发展到了这样一个阶段，人人都大声要求得到更多的技术，大声要求即刻享用不断增多的信息。
Students must be online. Your home must be digitally connected to the World Wide Web. 学生们必须联机。你们家必须用数码与环球信息网连通。
Businesses must be able to download volumes of data instantaneously. But unless we shift our paradigms and refocus our parameters, the super information highway will lead us nowhere.企业
必须能即时下载大量资料。但是，除非我们改变范式、重新看待相关的各种因素，否则，信息高速公路就不会给我们带来什么结果。
We are not now, nor have we recently been suffering from a lack of information. Think how much more information we have than Copernicus had four centuries ago. 无论是现在还是最近，我们都不
缺信息。试想我们拥有的信息比四百年前的哥白尼多了多少。
And he didn’t do anything less Earth-shattering (pun intended) than completely change the way the universe was viewed. 但他作出了足以震撼地球的（权作双关语）惊人之举，完全改变了人们对宇宙
的看法。
He didn’t do it by uncovering more information--he did it by looking differently at information everyone else already had looked at. 他作出此举不是靠发现更多的信息，而是靠用不同的眼光来看大
家都看到过的信息。
Edward Jenner didn’t invent preventive medicine by accumulating information; he did it by reframing the question. 爱德华·詹纳不是靠积累信息发明预防药物，而是靠重新表述问题。
What we need as we begin to downshift onto the information highway is not more information but new ways of looking at it. 当我们开始驶入信息高速公路时，我们所需要的不是更多的信息，而是看
信息的新方法。
We need to discover, as my kids did, that there is more than one right answer, there is more than one right question and there is more than one way to look at a body of information. 我们应该像
我的孩子所做的那样，去发现有一个以上的正确答案、有一个以上正确的问题、有一个以上看一堆信息的方法。
We need to remember that when you have only a hammer, you tend to see every problem as a nail.
我们应该记住：当你只有一把锤子时，你往往把每个问题都看作钉子。
Unit 3 Text
Every teacher probably asks himself time and again: What are the reasons for choosing teaching as a career? 也许每位教师都一再问过自己：为什么选择教书作为自己的职业？
Do the rewards teaching outweigh the trying comments? Answering these questions is not a simple task. Let's see what the author says. 教书得到的回报是否使老师的烦恼显得不值得多谈？回答这些问题并非易事。让我们看看本文的作者说了些什么。
Why I Teach
我为什么当教师
Peter G. Beidler
Why do you teach? My friend asked the question when I told him that I didn't want to be considered for an administrative position. 你为什么要教书呢? 当我告诉一位朋友我不想谋求行政职务时，他便向我提出这一问题。
He was puzzled that I did not want what was obviously a \taught to want when they grow up: money and power. 所有美国人受的教育是长大成人后应该追求金钱和权力，而我却偏偏不要明明是朝这个目标“迈进”的工作，他为之大惑不解。 Certainly I don't teach because teaching is easy for me. 当然，我之所以教书不是因为我觉得教书轻松。
Teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer. 我做过各种各样的工作，籍以谋生：机修工、木工、作家，教书是其中最难的一行。
For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession. 对我来说，教书是个会令人熬红眼睛、手掌出汗、精神沮丧的职业。
Red-eye, because I never feel ready to teach no matter how late I stay up preparing. 说熬红眼睛，这是因为我晚上无论备课备到多晚，总觉得备得还不充分。
Sweaty-palm, because I'm always nervous before I enter the classroom, sure that I will be found out for the fool that I am. 说手掌出汗，这是因为我跨进教室之前总是非常紧张，自认为学生一定会发觉原来我是个傻瓜蛋。
Sinking-stomach, because I leave the classroom an hour later convinced that I was even more boring than usual. 说精神沮丧，这是因为我1小时后走出教室时，确信这堂课上得比平常还要平淡无味。
Nor do I teach because I think I know answers, or because I have knowledge I feel compelled to share. 我之所以教书，也不是因为我认为自己能够解答问题，或者因为我有满腹学问，觉得非与别人分享不可。
Sometimes I am amazed that my students actually take notes on what I say in class! 有时我感到很惊异，学生竟真的把我课上讲的东西做了笔记!
Why, then, do I teach? 这样说来，我为什么还要教书呢?
I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research and writing. 我教书，是因为我喜爱校历的步调。6月、7月和8月提供了一个供思考、研究和创作的机会。
I teach because teaching is a profession built on change. When the material is the same, I change —— and, more important, my students change. 我教书，是因为教学是建立在“变化”这一基础上的职业。教材还是原来的教材，但我自身却变化了--更重要的是，我的学生变化了。 I teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. 我教书，是因为我喜欢有让自己犯错误的自由，有让自己吸取教训的自由，有激励自己和激励学生的自由。
As a teacher, I'm my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I can't? 作为教师，我可以自行做主。如果我想要求一年级学生通过自行编写课本的办法来学习写作，谁能说我不可以那样做呢?
Such courses may be huge failures, but we can all learn from failures. 这样的课程也许会彻底失败，但我们都可以从失败的尝试中获得教益。
I teach because I like to ask questions that students must struggle to answer. 我教书，是因为我喜欢向学生提出必须绞尽脑汁才能回答的问题。
The world is full of right answers to bad questions. While teaching, I sometimes find good questions. 我们这个世界有无穷无尽的正确答案来对付拙劣的问题。何况我在教学过程中有时也会想到一些出色的问题。
I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world. 我教书，是因为我喜欢想方设法使自己和我的学生从象牙塔里走出来，步入现实世界。
I once taught a course called \in a Technological Society.\My 15 students read Emerson, Thoreau, and Huxley. They kept diaries. They wrote term papers. 我曾经开过一门叫做“在工业技术社会里如何自力更生”的课程。我教的15位学生读了爱默生、梭洛和赫胥黎的作品，记了日记，还写了学期论文。
But we also set up a corporation, borrowed money, purchased a run-down house and practiced self-reliance by renovating it. 但除此而外，我们还办起一个公司，借钱买下一所破旧的房屋，通过对这一建筑物的整修翻新，我们就自力更生这一课题进行了一次实践活动。
At the end of the semester, we sold the house, repaid our loan, paid our taxes, and distributed