In February of 1998, a Somerset (U K) man was trapped under a fallen van h e had been repairing. As he cried for h elp and darkness fell it seemed he woul d be left there all night; his leg had been caught beneath the wheels. The are a was rather isolated and nobody heard his cries-except a parrot perched on a caravan in a nearby camp site. The bird mimicked the man's cries, which is appa rently normal behavior for this type of animal, and alerted two men working in the area. These reversed the van off th e injured man, who, in the end, only ha d slight injuries. Animals, Our Friends
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In February of 1998, a Somerset (UK) man was trapped under a fallen van he had been repairing. As he cried for help and darkness fell it seemed he would.
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In February of 1998, a Somerset (UK) man was trapped under a fallen van he had been repairing. As he cried for help and darkness fell it seemed he would be left there all night; his leg had been caught beneath the wheels. The area was rather isolated and nobody heard his cries-except a parrot perched on a caravan in a nearby camp site. The bird mimicked the man's cries, which is apparently normal behavior for this type of animal, and alerted two men working in the area. These reversed the van off the injured man, who, in the end, only had slight injuries.
Animals, Our Friends
Read through the whole text and find the Chinese expressions for the corresponding English phrases:
lose interestline up four skittlestap his front hoof
tell timegive the square root of a number
be acclaimed around the world
reason in mathsuspect trickerygive sb. cues
no doubt
NEXTNEXT
Text B
TextB_P1
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CH
Horse Sense — Wilhelm von Osten Triesto Teach Horse to Count
Ruth Dorfman
1 Can a horse add, subtract, multiply, and divide? Of course not! However, in 1900 Wilhelm von Osten disagreed with you. Von Osten was a German schoolteacher. He tried to prove that animals are as intelligent as humans.2 Taking a bear, a cat, and a horse as his students, von Osten began to teach them arithmetic or real numbers. Although the bear and cat soon lost interest, the horse didn’t.3 In fact, Clever Hans, as he was called, proved to be an excellent student. Facing his teacher, he would stand quietly during each lesson. To make sure that Hans paid attention, von Osten had put flaps at the sides of Hans’ eyes. These “blinders” made Hans look directly at his teacher. It seemed impossible for anything to distract him.
agree with sb.agree about / on sth.
不用作被动证明老方法还是最好的方法。
The old methods proved to be the best.
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Text B
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4 Von Osten used “skittles” — nine small bowling pins — to teach Hans the numbers one to nine. “How many pins are there?” von Osten would ask as he lined up four skittles. 5 “Tap-tap-tap-tap,” Hans would answer, tapping his front hoof.
6 When von Osten replaced the nine pins with numbers written on a chalkboard, Hans continued to learn rapidly. He still gave the right answers to most of the problems he was given. This amazing animal even learned to tell time and give the square root of some numbers! Before long, Clever Hans was being acclaimed around the world! No other animal had ever reasoned in math before!
Text B
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CH 7 There were mathematicians, however, who suspected trickery. Was von Osten giving Hans cues? It seemed impossible for a horse to do su
ch complicated math! However, when mathematicians tested Hans, they were amazed. Testing results showed that he had the ability of a 14-yea
r-old schoolboy!8 Yet, some scientists were still suspicious. They formed a group to
retest Hans. A psychologist in the group, Oskar Pfungst, had an idea. Why not test Hans alone? Then, certainly, no one could give the horse
cues.9 As Pfungst had thought, Hans failed the test. It was because Hans needed someone with the correct answer to be in the room, but the person with the answer didn’t know that he was giving Hans cues! As Hans got closer to the correct answer, there were changes in this person’s body that only the horse could sense. Even a faster heartbeat could be the
signal for Hans to start tapping!NEXTNEXTPREV.PREV.
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10 No doubt, von Osten was disappointed to find that Hans had never understood math. However, he was really a very smart horse!
(408 words)
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1) What did von Osten think of animals?
He thought animals were as intelligent as humans.
TextB_P1_Questions
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2) What did von Osten do to prove what he thought was right?
He took a bear, a cat and a horse as his students and began teaching them arithmetic.
3) Did the students stick to the end?
Only the horse did.
4) Why did von Osten put flaps at the sides of Han’s eyes?
subtract /'/: v. take (a number or quantity) away from (another number, etc.) 减,减去;做减法
TextB_P1_LP_ subtract
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e.g.
10 减 4 等于 6 。
10-4 = 6: Four subtracted from ten / Ten minus four equals six.
Subtract 4 from 10 and you get 6.
T
T
subtract sth. from sth.
Language Points
multiply / '/ v. 乘;做乘法
TextB_P1_LP_ multiply
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e.g.
10 乘 4 等于 40 。
10×4 = 40: Ten multiplied by four equals forty. / Ten times four is/are forty. / Multiply 10 by 4 and you get 40.
T
multiply A by Bmultiply A and B together
Language Points
divide /'/: v. (cause to) split or break into parts; separate; find out how many times one number is contained in another
分,分开;分隔;除;做除法
TextB_P1_LP_ divide
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e.g.
50 除以 5 等于 10 。
全班被分为几个小组。
50÷5 = 10: Fifty divided by five equals ten.T
The class was divided into several groups. T
Language Points
disagree with: differ in opinion from; refuse to agree with …与 意见不一致;不同意
TextB_P1_LP_ disagree with
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Language Points
intelligent /'/: a. having or showing intelligence 聪明的;有才智的
TextB_P1_LP_ intelligent
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intellectual 智力的;理智的 思维的,善思考的,能运用聪明才智的 intellectual people 善思考的人intelligible 可(易)理解的
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German / '/: a. of Germany, its culture, its language or its people 德国的;德国文化的;德语的;德国人的 n. German person; language spoken in Germany, Austria and part of Switzerland 德国人;德语
TextB_P1_German
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Language Points
schoolteacher / '/: n. teacher in a school (中小学)教师
TextB_P1_LP_ schoolteacher
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Language Points
lose interest: stop having any interest 不再有兴趣;失掉兴趣
TextB_P1_LP_ lose interest
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e.g.
He started off well, but soon lost interest and became lazy.
他开始还好,可很快就失去兴趣,变懒了。T
lose heartlose one’s heartlose one’s temperlose one’s breathlose one’s head
泄气,灰心爱上,钟情于发脾气上气不接下气昏了头,惊慌失措,冲动
Language Points
distract /'/: vt. stop (sb.) concentrating on sth. 使(某人)分心;分散(某人)的注意力
The boy loves to line his toy soldiers up into rows.
“Line up, children ” , the teacher shouted.
那男孩喜欢把他的玩具兵排成几排。T
“ ”排好队,孩子们, 老师喊道。T
Language Points
rapid / '/: a. moving or acting with great speed; fast 迅速的;快的
TextB_P2_LP_ rapid
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e.g.
rapid growth/development/change/response
快速增长 / 发展 / 变化 / 反应T
Language Points
tell time: read a clock or watch 讲出钟表上的时间,识钟
TextB_P2_LP_ tell time
BACKBACK
e.g.
People used to use the sundial to tell time.
When you teach your child to tell time, start your child out with just the second hand.
人们曾经根据太阳知道时辰 . T
教孩子学认时间的时候,先从秒针开始。T
Language Points
before long: in a short time; soon 不久(以后);很快
BACKBACK
e.g.
If you keep the machine running like that, it will break down before long.
The two boys learned that they had a great deal in common and before long, they became friends.
如果你让机器一直这样运转着,那它很快就会坏掉的。T
两个男孩发现彼此有许多共同之处,不久,他们就成了朋友。T
Language Points
acclaim /'klm/: vt. welcome with shouts of approval; acknowledge the greatness of 向… 欢呼;称赞
TextB_P2_LP_ acclaim
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e.g.
The crowds acclaimed the hero as he rode through the town.
He is acclaimed as the best basketball player of the year.
英雄骑马经过城镇的时候,人群向他发出欢呼。T
他被誉为年度最佳篮球运动员。T
Language Points
reason / ' /: vi. use one’s power to think, understand, form opinions, etc. 推论,推理,作逻辑思维
BACKBACK
e.g. When people think differently, it’s hard to reason with them.
The student reasoned thoughtfully before answering the question.
当人们的思维方式不同时,很难跟他们讲道理。T
回答问题之前,这个学生思考得很透彻。T
reason with sb. 为说服某人而与之理论
reason sb. into/ out sth. 以理说服某人做 / 不做某事
Language Points
skittle //: n. bottle’shaped wooden pin used in the game of skittles (撞柱游戏用的瓶状)木柱
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hoof //: n. horny part of the foot of a horse, an ox or a deer (马、牛或鹿的)蹄
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Language Points
chalkboard / '/: n. = blackboard 黑板
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8) What did some mathematicians think of Hans-performance?
They suspected trickery, that von Osten was giving Hans cues.
TextB_P3_Questions
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9) What did the mathematicians find when they tested Hans?
They found that he had the ability of a 14-year-old schoolboy.
10) How was the second test different from the first one?
Hans was tested alone in the second test.
11) Why did Hans fail in the second test?
Because Hans needed someone with the answer to be in the room so that he could sense the answer through changes in the person’s body. When he was alone, he had no clues.
no doubt: without doubt; surely; certainly 无疑地;确实地
TextB_P4_LP_no doubt
BACKBACK
e.g.
No doubt the suggestion would please her.
The question was asked many times before and will, no doubt, be asked by many people again.
这项建议无疑会令她高兴。T
这个问题曾被多次问到,而且毫无疑问还会再次被很多人问起。T
Language Points
disappoint //: vt. fail to be or do sth. as good, interesting, etc. as was hoped for or desired or expected by (sb.) 使(某人)失望
TextB_P4_LP_disappoint
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e.g.
Did the news disappoint you?
We were greatly disappointed at the result of the election.
这消息令你失望了吗?T
我们对选举结果感到非常失望。T
Exercises
Answer the following questions.What did von Osten think of animals?What did von Osten do to prove what he thought was right?Did the students stick to the end?Why did von Osten put flaps at the sides of Han’s eyes?What did von Osten use to teach Hans the numbers one to nine?How well did Hans learn arithmetic? What else did Hans learn?What did some mathematicians think of Hans’performance?What did the mathematicians find when they tested Hans?How was the second test different from the first one?Why did Hans fail in the second test?What was the result of von Osten’s experiment with Hans? Was he satisfied with the result?
TextB_Exc1_13
BACKBACK NEXTNEXT
1.2.3.4.5.6.7.8.9.10.11.12.
NEXTNEXT
1. Tony used to come up with some quite ideas and we’d try and put them into practice.
2. I’m sorry to you, Alex, but I’m afraid that job doesn’t interest me.3. It was only through hints from his friends that he started to feel of her honesty.4. are developing medicines that slow or stop the growth of cancer (癌) . 5. She tried with the children, but it just made the matter worse.
TextB_Exc2_14
Fill in the blanks with the words given below. Change the forms where necessary.
divide disappoint intelligent suspect amazing
reason suspicious scientist replace signal
PREV.PREV.
amazing________
disappoint __________suspicious_________
Scientists________
reasoning_________
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6. Old houses are being torn down and with new buildings and roads.
7. Low blood pressure (血压) can be a warning of a health problem.
8. Where were you when the documents disappeared? And who do you
of taking them?
9. The class into five groups, each having eight students.
10. Do you mean to say that computers can be more than humans?
TextB_Exc2_14_2
replaced ________
suspect_______
signal______
intelligent ________
was divided __________
divide disappoint intelligent suspect amazing
reason suspicious scientist replace signal
NEXTNEXT
TextB_Exc3_15
Fill in the blanks with the expressions given below. Change the forms where necessary.
disagree with lose interest make sure line up
tell time before long no doubt why not
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1. I used to fish with my friend but when he moved away I quickly .
2. Even today it is useful to know how to by the stars.
3. It was a big risk; he knew perfectly well that many would
him on that.
4. He got the feeling that he’d be promoted (提升 ) .
tell time _______
disagree with ___________
lost interest__________
before long__________
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5. The crowds along the finish line to cheer the runners on.
6. he is a good actor, but only time will tell if he is the greatest ever.
7. Read carefully to that you understand the message correctly.