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Unit1WaysofBeforeEnglishSong--TeachYour About Global PartDivisionofthe Further Detailed AfterUseful Spot Comparisonand Writing Sentence Proverbsand SupplementaryCulture Language Comprehension BeforeEnglishSong--TeachYour(“Waysoflearning”isthetopicofthisunit.Itisalsothetopicofthesongyouaretolistento,calledTeacherYourChildrensungbyCrosby,StillsandTeachYour(Directions:)ListentothesongandfillintheblankswithwhatyouYou,who ,(=ontheMust thatyoucanliveby.(=haveacode)Andso, eyourself,Because isjustagoodbye.(=thepast)Teachyourchildrenwell,Theirfather’sdidslowlygoAndfeedthem ,(=onyourTheonetheypicks,theoneyou’llknowDon’tyoueveraskthemwhy,iftheytoldyou,youwillSojustlookatthemandsighandknowtheyloveAndyou,oftenderCan’t thatyoureldersgrewby.(=knowthefears)Andsopleasehelpthemwithyouryouth, beforetheycandie.(=seekthetruth)TeachyourparentsTheirchildren’swillslowlygoAndfeedthem ,(=onyourTheonetheypicks,theoneyou’llknowDon’tyoueveraskthemwhy,iftheytoldyou,youwillSojustlookatthemandsighandknowtheyloveQuestionsandWhatisacodethatyoucanlive(=AsetofrulestoguideyouontheroadofIsthesongonlyabouthorentsshouldteachtheir(=No.Thepartofthesongisabouthorentscanteachtheirchildrenthroughsharingwiththemtheirdreams.Andinthesecondpart,wearetoldthatchildrenalsohavesomethingtoteachtheirparents--helpthemwithyouryouth.)DoyouknowanythingabouttheCrosby,StillsandThemusicalpartnershipofDavidCrosby(b.Aug.14,1941),StephenStills(b.Jan.3,1945),andGrahamNash(b.Feb.2,1942),wasnotonlyoneofthemostsuccessfultouringandrecordingactsofthelate1960s,1970s,andearly1980s--withthecolorful,contrastingnatureofthemembers'charactersandtheirconnectiontothepoliticalandculturalupheavals(，剧变)ofthetime--itwastheonlyAmerican-basedbandtoapproachtheoverallsocietal(社会的impactoftheBeatles.Theresultingtrio三人组)wascharacterizedbyauniquevocalblendandamusicalapproachthatrangedfromfolktopoptohardrock.CSN's(initialsofCrosby,StillsandNash)debutalbum(首张唱片),releasedin1969,wasperfectlyintune(合拍)withthetimes,andthegroupwasaninstanthit.Song-listTeachYourChildrenAboutADoyouagreewiththefollowingPlayisthebestwaytoChildrendeveloplifeskillsbestthroughformalChildrenarenaturallycurious,inspired,motivatedlearners,sometimestheenjoymentoflearningcangetlostinthepressureto“succeed”formalParentsarethemostimportantinstructorstothechildren,sotheyshouldgiveasmuchguidanceaspossible.APracticalTwochildrenaregivenhulahoops,atoytheyareunfamiliarwith.Angelaisgivenahulahoopwithinstructionsonhowtouseit.Jonathanisgivenahulahoopbutnoinstructions.Whatkindof esdoyouexpect?Angelalearnstokeepthehulahoopinmotionbymovingherbodyincertainways.Jonathanexploresthehoopanddiscoversit'sbigenoughtostepthrough.Hethenbalancesthehoopbetweentwoobjectsandpracticeskickingaballthroughthehoop.Howdoyoucommentonthesetwo esaregood.Angelalearnsausefulplayskill.Jonathanuseshishoopinadifferent,butequallyplayfulWhichonedoyouthinkisbetterindevelothechildren’sAngela,becauseshefollowedthedirectionsgiven,willhaveaskillshecanuseanytimeshewantstomoveherbodyinthatspecificway.The eislimitedtohavingfolloweddirectionsandmasteredaparticularskill.Jonathanontheotherhandhadtheexperienceofexploringanddiscoveringanitemhewasunfamiliarwith.Heusedwhathelearnedaboutthiscircular-shdobjecttosolveaproblemofhisownandincorporated(结合thehulahoopasaninnovativesolutiontohelphimdosomethingthathewantedtodo--kickaballthrougha.Jonathanlearnedhecouldusehisownobservationandexplorationtolearnaboutnewobjects.WhatconclusioncanyoudrawfromthisEducationintheMuchofthecurrentdebateovereducationsurroundstheextenttowhichlearningshouldbeteacher-basedorstudent-based.Whichofthetwoshoulddecidewhatshouldbelearned,howitshouldbelearned,andwhenitshouldbelearned?ComparingWesternandAsianmethodsoflearningitisgenerallytruethatWesternmethodsaremorestudent-centered,expectingstudentstodiscoverthingsforthemselvesratherthanrelyingontheirteacherstolthem.Anextremeversionofthestudent-centeredapproachcanbeseenatSummerhill,aschoolinEnglandestablishedbytheeducationalistA.S.Neill.Therechildrenhavecompletefreedomtodecidewhattheyaregoingtolearnandwhichlessonstheywillattend.Iftheywishtheyneednotattendanyatall.MainstreameducationinEnglandisfarmorestrict,demandingthatchildrenattendlessonsandfollowanationalcurriculum.Thiscurriculumandtheimportanceofachievinggoodexamresultstendtoreinforceamoreteacher-centeredapproach,asbothteachersandstudentsfindthepressureoftimeleaveslessopportunityforanexploratoryapproachtolearning.Warm-upIfyoufindatwo-year-oldboyistryingtoputakeyintoabox,willyouhelphimimmediaCanyourecallhowyourparentstaughtyouinyourchildhood?Didtheyliketoteachyoubyholdingyourhand?Whichwaydidyoupreferwhenyouwereintroublewithoneofyourtoysinyourchildhood,turningtoyourparentsforhelp,orexploringbyyourselves?Global(Directions:)ScanTextAanddecidewhetherthefollowingstatementsaretrueorBenjaminwasworriedthathecouldn’tputthekeyintothebox.(=BenjaminwasnotbotheredatIntheChinesestaff’sopinion,theparentsshouldguideBenjamintoinsertthekey.Theauthorandhiswifedidn’tcarewhetherBenjaminsucceededininsertingthekeyintotheslot.(T)FortheWesterners,learningshouldtakeplacebycontinualcarefulshaandmolding.(F)(=TheChinesethinkthatlearningshouldtakeplacebycontinualcarefulshaandChineseteachersholdtheopinionthatskillsshouldbeacquiredasearlyaspossible,whileAmericaneducatorsthinkthatcreativityshouldbeacquiredearly.(T)PartDivisionoftheMain1Thetextbeginswithan2Theauthor’sthoughtsaremainlyaboutdifferentapproachestoinChinaandthe3TheauthorwindsupthetextwithasuggestionintheformofaFurtherForPart QuestionsandHowdoestheauthorintroducethetopicinTextSumupthecontrastbetweentheattitudeofthecoupleandthatofthehostaffBenjamin’seffortsininsertingthekeyintotheForPart QuestionsandReadthesentenceofbothPara6andPara7,anddecidewhatmethodofcomparisonandcontrastisusedhere.SumupthecontrastbetweenChineseandWesternwaystolearntofulfillaReadfromPara11toPara13.WhiethodofcomparisonandcontrastisusedThefollowingaretwotypesofattitudestowardcreativityandbasicskills.WhichonebelongstotheChineseandwhichonebelongstotheWesterners?givingprioritytodeveloskillsatanearlyage,believingthatcreativitycanbepromotedovertime.puttingmoreemphasisonfosteringcreativityinyoungchildren,thinkingthatskillscanbepickeduplater.ForPart MultipleTherearemanywaystoconcludeanessay.HowdoestheauthorendthisRestatingthemainpointspreviouslyProposingaQuotingfromsomebook Predictingfuturemakingasuggestionintheformofaquestion.Detailed (LL.13~15)Becauseofhistenderageand pleteunderstandingoftheneedtopositionthekeyjustso,hewouldusuallyfail.Paraphrasethe(=Becausehewassoyounganddidn’tquiteknowthatheshouldpositionthekeytofitintothenarrowkeyslot,hewouldusually(L.15)BenjaminwasnotbotheredintheParaphrasethe(=Benjaminwasnotbotheredatall.)2.TranslatethesentenceintoChinese.(L.30)…andtothrowlightonChineseattitudestowardcreativity.Paraphrasethispartofthesentence.(=AndtohelpexplainChineseattitudestoward(LL.37~39)…sincethechildisneitheroldenoughnorcleverenoughtorealizetheactiononhisown,whatpossiblegainisachievedbyhavinghimWhatdoesthedesiredactionrefer(=PositioningthekeycarefullytofitintotheInyouropinion,whatpossiblegaincanbeachievedbyhavingBenjaminstruggle?(=Open-ended.)(L.39)HemaywellgetfrustratedandParaphrasethe(=HeislikelytogetfrustratedandYouuse“maywell”whenyouaresayingwhatyouthinkislikelyto(L.47~48)Hewashavingagoodtimeandwasexploring,twoactivitiesthatdidmattertoWhatdothetwoactivitiesreferto?(=Havingagoodtimeandexploring.)Paraphrasetwo“activitiesthatdidmattertous”.(=Towactivitiesthatwereimportanttous.)(L.52)…whetheritbeplacingakeyinakeyslot,drawingahenormakingupforaParaphrasethe(=Nomatterwhetheritisplacingakeyinakeyslot,drawingahenormakingupforsomeyzethestructureofthesentence.(=Thesubjunctivemoodisusedhere.*Whetherhebepresentorabsent,weshallhavetodoour(LL.80~81)…youngWesternersmakingtheirboldestdeparturesandthengraduallymasteringthetradition…Whatdoesmakingtheirboldestdepartures(=ngsth.differentfromanestablishedruleorTranslatethispartinto(LL.98~99)ButassumingthatthecontrastIhavedevelopedisvalid,andthatthefosteringofskillsandcreativityarebothworthwhilegoals…Canyouyzethestructureofthissentence?(=assuming+that-clause:假定…Youuseassumingthatwhenyouareconsideringapossiblesituationorevent,sothatyoucanthinkabouttheconsequences.*Assumingthatweallworkatthesamerate,weshouldbefinishedby(LL.100~102)Canwegather,fromtheChineseandAmericanextremes,asuperiorwaytoapproacheducation,perhapsstrikingabetterbalancebetweenthepolesofcreativityandbasicskills?Translatethesentenceinto(=能否从两个中寻求一种更好的教育方式，它或许能在创造力与基本Doyouthinkthatwecanfindabetterwaytoapproacheducation,whichstrikesabetterbalancebetweenthepolesofcreativityandbasicskills?Wordsand1.(L.7)attach:vt.fastenorjoin(onethingto*Sheattachedanantennatotheradio.(=Atagwasattachedtoeacharticle.)Pattern:attachsth.tosth.beattachedto(L.21)initial:adj.oforatthebeginning;(=Theinitialtalkswerethebaseofthelater*theinitialletterofa (L.25)await:vt.waitHewasanxiouslyawaitingher(=Hehaslongawaitedthis(L.25)onoccasion:nowandIthas,onoccasion,createdtroubleforthe(=YouhaveonoccasionsurprisedCF:onoccasion&ontheoccasiononoccasionontheoccasionof在…*ontheoccasionofsb.'s(L.26)neglect:vt.givetoolittleattentionorcareneglectone'smealsand(=Don'tneglecttolockthedoorwhenyouCF:neglect,ignore&neglect指对职责、义务或应做的事没有给予足够的注意。这种忘记可能是有意的，也可*Thosewhoneglecttheirdutiesshouldbepunished.*Whydotheyalwaysneglectthetrafficregulation.ignore指疏忽、不顾，强调对或某物故意不理会，有时还带有固执地的意味。*WhenIsawTom,Istoppedtogreethim,butheignoredmeandwalked*Theteacherignoredmydifficultquestions.老师对难题置之不理omit指因专注或疏忽而忘记某事，这种可能是有意或无意的。该词还可指删除不利*Sheshouldnotomittovisitthemuseum.*Thethirdpartofthebookmaybeomitted.(L.28)relevant:adj.directlyconnectedwiththesubject(=Hiscolorisnotrelevanttowhetherhe'sagoodlawyer.)该与此案有关。(=Theevidenceisrelevanttothecase.)Pattern:berelevantto(L.29)vt.trytofindoutinformationScientistsareinvestigatinghowtheplanecrashIfyouhearsucharumor,investigateitvi.makeadetailed*investigateintoan*investigateintoaCF:investigate,examine&investigate较正式，指有条不紊地研究以发现事实，更常用以说明、*Theyinvestigatedthecauseoftheaccident.他们了事故的原因*Theareinvestigatigthemurder.正在这件谋杀案examine是普通用语指仔细地检查或物该词还指主持的检查或医生进行的诊察，*Theyexaminedourpassportsverycarefully.他们仔细检查了的护照*Anopticianisqualifiedtoexamineyoureyesandprescribeglasses.眼科医生有inspect较正式，用得不如examine广泛，指对或某物进行检查、查问，带有揭示其差*Thefiremenwereinspectingthewarehouseforpotentialfirehazards.消防正*Everylengthofclothisinspectedbeforeitleavesthefactory.出厂之前每寸布匹都(L.30)throwlighton:helpThesefactsthrownewlightonthe(L.34)exception:n.sb./sth.th ommentorstatementdoesnotapplyto(=Thereisanexceptiontothisgrammaticalrule.)(=Thisisanapparentexceptiontotherule.)Pattern:anexceptiontowithmany/fewexceptions有很多/withoutexception毫无例外，一律withtheexceptionof makeanexceptionof把...作为例外makenoexceptions(L.39)desirable:adj.worthhavingasbybeinguseful,advantageous,orpleasing;worthMainStreetisaverydesirablelocationforalargedepartmentItismostdesirablethatheshouldattendtheconference.NB:antonym:undesirable(L. plish:vt.managetodo plishedagreatdealinthelastfew(=Thetaskwillnot plishedinoneplishone'sobject/goalplishone's plish,complete&plishtask,aimjourneyvoyage*Idon'tfeelourvisitreally plishedanything.我不认为的真正complete比 *Thebuildingwillbecompleted ofthismonth.finishcomplete换用,complete正式，常含有认真仔细地完成工*Finishtheworkoffbeforeyouleaveforyourholiday.(L.43)induecourse:atthepropertime;Bepatient.You'llgetyourpromotioninduecourse.(induecourse)(=Yourbookwillbepublishedindue(L.48)critical:very*Asecond eiscriticaltothefamily'swell-being.(=Thenexttwoweekswillbecriticalforthecompany.)Collocationacriticaldecisioncriticalmomentveryseriousor(=acriticalshortageoffood)critical acriticalillness(L.50)principaladj.main;theprincipalfoodofthepeopleoftheprincipalriversofEuropeCF:principal&principleprincipal和principle的意思完全不同，但常常被principleprincipal既是名词又是形容词。作为名词，它一般指居于或担任重要角色的人。例如：ameetingamongalltheprincipalsinthetransaction。作为形容词，它有主要的或(L.50)rear:1.vt.Bringupandeducate;lookafter*rearchildren(=rearpoultry)2nbackpart*Thekitchenisintherearofthe(=Theparkinglotisattherearofthe(L.52)makeupfor:repaywithsth.good;compensateIdidn'ttravelmuchwhenIwasyounger,butI'mcertainlymakingupforlosttime(=Theyhurriedontomakeupforlost(L.59)inretrospect:onevaluatingthepast;uponTherearesomethingsthatyouonly etotallyconsciousofinretrospect.(=Inretrospect,whatIhavedoneisclearlyabsurd.)(L.64)facility:abilitytodosth.easilyand*playthepianowith有学的天(=havegreatfacilityinlearning(pl.)equipment,aids,etc.whiakeiteasytodo*sports*Therearefacilitiesforcookinginthe(=entertainment(L.71)apply:berelevant;haveaneffectPattern:applytosb./sth.*WhatIhavesaiddoesnotapplyto(=Theadvicegivenbytheprofessoronlyappliestosomeofthecollegewritealetterorfillinaforminordertoaskformallyforsth.Pattern:apply(tosb.)forsth.applytodo*Weappliedtotheauthoritiesfor(=HedecidedtoapplytojointheStudent(L.79)priority:n.sth.thatonemustdobeforeanythingStudyisnotonhislistofpriorities.(=Roadbuildingisapriority.)(L.82)evolve:vi.developPatternevolveintoevolvefrom/out *Theearlyfishhaveevolvedintosome30,000different(=Thesimpleplanevolvedintoacomplicated*Somepeoplebelievethatweevolvedfromthes.(=Thewholeideaevolvedfromacasualremark.)(L.85)pare(twopeopleorthings)sothatdifferencesaremadeclearPattern:contrastAwith/andB*Inherspeechshecontrastedtheernment’soptimisticpromiseswithitsdismalachievements.我把态度和她朋友的态度作了对比(=Icannothelpcontrastingherattitudewiththatofhercontrast contraststartlingly/strongly形成惊人的/对n.differencebetweenthings*TheatmosphereoftheSecondWorldWarinLondonwasacompletecontrasttothatofthe.*Thereisamarkedcontrastbetweenthegroup’sactionsanditsCollocationconstitute/formasharpcontrastto与…intensify/sharpenthecontrastreveal/showacontrast23(L.87)vt.keep(sth.)secretlyinone’sHemightbeharboringadeathharborthoughtsofn.placeofshelterfor*Thenavyhasconstructedanartificial*Alltheshipsstayedintheharborduringthe(L.89)promote:vt.helptogrowor*neweffortstopromotetheworld(=promoteeconomic(=MilkpromotesCF:promote&promote*promotetheunderstandingbetweenthetwocountries促进两国之间的相互了*Theaudiolingualmethodshouldbepromoted.further*Gettingascholarshipwillfurtherhereducation.(L90emerge:eout(emerge)(=EventuallythetruthofthematterLargescaleindustryemergedgraduallyastechnologyPattern:emergefrom/out(=Thesunemergesfrombehindthe*NewevidenceemergedfromtheItemerges*Itlateremergedthatthedriverofthecarhadbeen(L.98)valid:adj.basedontruthorsound*Thisisavalidargumentagainsteconomicgrowth.(=Theyhavevalidreasonsforrefusingtot.)(L.99)worthwhile:adj.worthng;worththetroubleHereissomeworthwhileadvicetoanyyoung(=It’saworthwhile(L.101)superior:bettertha ageorthanothersofthesametypePattern:besuperiortobesuperior(=Theenemiesweresuperiorin(=ThiscarpetisfarsuperiortothatoneinAfterUseful beattached探索行 exploratory偶 on父母的责 parental揭示，阐 throwlight最终目 anultimate要做的动 desired 关 critical育儿 valueofchild makingupfora回想起 in善意 前来帮助cometosb.’s withextremefacilityand适用 apply发展 evolve发展创造 promote SpotYouprobablythinkyouwillneverbe

student.Thisisnotnecessarilyhowever.Anyone ea ifheorshewantsto.Itistruethatyoumay abouteverythingthatyoustudy,butbyusingyourtimeproperlyyoumayyourgradeswithout work.Here’s Findagoodplaceto beforeyou yourtimein aboutThereareother thatmighthelpyouwithyourstudying.Onlyafewhavebeenmentionedhere.Youwillprobablydiscovermanyothersafteryouhavetriedthese.Whatdoyouthinkismoreimportant,creativityorbasicHowdoyoucommentonthelearningmethodsyouusedinhighAreyouemployingnewlearningmethodshelpfultothestudyofcollegecourses?Whatarethey?Inyouropinion,canwefindabetterwaytoapproacheducation,whichstrikesabetterbalancebetweenthepolesofcreativityandbasicskills?ComparisonandComparisonandcontrastcomeinthreedifferentComparison:YouareaskedtoexplainhowtwoormorethingsareContrast:YouareaskedtoexplainhowtwoormorethingsareComparisonandcontrast:YouareaskedtoexplainhowtwoormorethingsarealikeandAnHerearetwodifferentways(T-ChartandVennDiagram) toanizeinformation.Asanexample,wewilllookattheSmilodonandtheCaribou--twoanimalsthatlivedduringtheIceTheT-thetheteeth,antlers,sharp,blunt,animalwhenitIceIceTheVennTheVennCompare:Howwerethecaribouandthesmilodon(=Thecaribouandthesmilodonwerebothmammals.ThesmilodonlivedintheArcticregionsduringtheIceAges,asdidthecaribou.Likethesmilodon,thecaribouwasabletoprotectitselffrompredators.)Contrast:Howwerethesmilodonandcaribou(=Althoughthecaribouandthesmilodonwerebothmammals,theywereverydifferentinmanyways.Thecaribouwasaplant-eater,unlikethesmilodon,whichatemeat.Thecaribouhadblunt,roundedteethforeatingplants,whereasthesmilodonhadsharp,pointedones.ThesmilodonbecameextinctatoftheIceAges,incontrasttothecaribou,whichstilllivesintheArcticregionstoday.)UsefulExpressionsforComparisonandthesameincontrastdifferentand,aswellalso,justas,asdo,asdid,asasopposedontheotherWritingABriefWhatisaAsaneffectivemeansofwrittencommunication,anoticegivesinformationpublishedbytheappropriateauthority.Itisintendedtopublicizesocialevents,toreportonmattersofgeneralinteresttostaff,toinformstaffofinstructions,changeofplan,newsystemsandregulations,andtomakethestaffconformtocertainarrangements,etc.SometimesanoticecanbeassimpleHowtowriteaTheheadingofthenoticeisusuallyinthemiddleofthepage,inboldfacedwords.For Themaininformationsuchastime,place,shouldbemadedistinct.Givethenameofthewhogivesthenotice.Givethedatewhenthenoticeisissuedifnecessary.Anoticeshouldbe:Attractive(sothatpeoplewillNOTICEit)Simpleandeasy-to-readClearandAMEETINGApril12,AreviewofstatusofimplementationofRighttoInformationAct,coveringthefollowingtopics,willbeheldonApril17,2010(Saturday)at11:00AMintheMainAuditorium:Reviewofstateforuploadingofmanuals ReviewofstatusforonlinefilingofLatestdevelopmentsaboutimplementationofRTIActandidentificationofproblemAllthePublicInformationOfficers/officersresponsibleforimplementationoftheRTIActarerequestedtomakeitconvenienttoattendthesaidprogram.DEPUTYSpecialLectureMay20,Title：Impactof2008GlobalFinancialSpeaker:Prof.JohnBetts,UniversityofTechnologySydneyTime：6:00-9:00PM,May27,2010Place:MultimediaClassroomon6thfloor,YifuBuildingSponsoredbytheStudents’UnionSentenceButoneofthemostlinglessonsEllenandIgotinthedifferencebetweenChineseandAmericanideasofeducationcamenotintheclassroombutinthelobbyoftheJinlingHowherewestayedinNanjing.们在期间寓居的金陵饭店的大堂。)Heprobablygotasmuchpleasureoutofthesoundsthekeymadeashedidthosefewtimeswhenthekeyactuallyfounditswayintotheslot.IsoonrealizedthatthisincidentwasdirectlyrelevanttoourassignedtasksinChina:toinvestigatethewaysofearlychildhoodeducation(especiallyinthearts),andtothrowlightonChineseattitudestowardcreativity.艺术教育）的方式，揭示了对创造性活动的态度。)(=WithafewexceptionsmyChinesecolleaguesdisplayedthesameattitudeasthestaffattheJinlingHo.)(=Butthecriticalpointwasthat,intheprocess,weweretryingtoteachBenjaminthatonecansolveaproblemeffectivelybyoneself.)回想起来，当时我就清楚地，这件事正是体现了问题的关键之所在——而且不仅(=Inretrospect,itbecamecleartomethatthisincidentwasindeedkey—andkeyinmorethanonesense.)(=ThecontrastbetweenourtwoculturescsobeseenintermsofthefearswebothProverbsandThereisnoendtoWhatislearnedinthecradleiscarriedtothe摇篮里学到的东西受用QuestioningisthedoorofNomaneveryetbecamegreatby--SamuelJohnson,Britishlexicographerand

--英国词典编纂者和作家塞缪尔5．IfetwhatIwastaught,IonlyrememberwhatIhave--PatrickWhite,British我忘了别人教东西，我只记得学的东西--英国小说家P.SupplementaryCultureHowtoTeachKidsaboutAnidealtimetobeginteachingkidsaboutthebasicsofmoneyiswhentheybegintonoticeit.Inachild'sworld,moneycomesfromMomandDad'spockets.AndwhenMomandretapped,amachinemagicallyspoutsmoneyaftermerelypushingafewbuttons.It'snaturalforthemtoassumethatmoneyisreadilyavailablewheneverit'sneeded.EvenveryyoungchildrencanbegintounderstandtheconceptofearningmoneyExplaintothekidsthatmoneyisearnedbyworking,andthatonecanonlyspendwhatoneearnsConsiderpayingthemforhelwithcertainchores.Useapiggy-bank(储蓄罐)tohelpteachaboutsavingsandinterest.Setasavingsgoaltoencouragethekidstosavesomeoftheirallowances.Calculatehowmuchissavedeaonthandchipinacertainpercentageasinterest.HowtoMakeaPiggy-Don'ttossthatbleachbottle!Withsomepaintandalittlecreativity,youcanmakeanadorablepiggy-bankthatwilldazzlethechangerightoutofyourpocket.LeaElleseffisgoingtoteachyouhowtomakeaDIYpiggy-bankoutofrecycledmaterialsandvariouscrafts.opudnrs:Yuud ealloair!Compoundinterestistheinterestpaidonboththeoriginalsumofmoneyandtheinterestaddedtoit.Adeposit,forexample,mayhaveitsinterestcompoundedeverymonth.Inthiscase,aninvestmentwith$100originalsumofmoneyand1%interestpermonthwouldhaveabalanceof$101atofthemonth,$102.01atofthesecondmonth,andsoon.Thischartshowsthegrowth,compoundedat8%monthly,ofaninvestmentof$100permonthbeginningatage4,assumingthattheinvestmentremainsuntoucheduntilage62.Yourwillearn$1,200,000whenyouare62yearsold.Language(Para.1)account:arrangementmadewithabanktopayinortakeout*Shedepositedthemoneyinher从账户里面取500(=I'dliketowithdraw$500frommydescriptionthatsayswhathappensinaneventor*Severaleyewitnesses'accountsdifferedconsiderablyfromtheofficialversionof(=Hekeptadetailedaccountofthe's(Para.1) adv.inaddition,*IsuggestweuseBarkersasourmainrs—they'regoodandfurthermorethey're这房子房租合理,(=Therentisreasonableand,furthermore,thelocationis(Para.1)intend:vt.havesth.inmindasapurposeor*Thecourseisintendedforintermediaevel(=SomehowIoffendedhim,whichwasn'twhatI'd(Para.1)swallow:vt.cause(foodordrink)togodownone’sthroattowardsone’s*Thankyou!OtherwiseI’dhaveswalloweda(=Heswallowedthepillswithacupof(Para.3)Collegeisathousandyearsaway.Paraphrasethesentence.(=Inthechild'seyescollegeissomethingvery,veryfarawayinthe(Para.3)devise:vt.thinkout;*ThecartooncharactersSnoopyandBrownweredevisedbyCharlesM.(=He'sgoodatdevisinglanguagegamesthatyoucanplaywithstudentsin(Para.3)resource:n.(oftenpl.)ausefulorvaluablepossessionorqualityofacountry,anizationor*Thecountry'sgreatestresourceisthededicationofits(=Britain'smineralresourcesincludeoil,coalandnatural(Para.4)keeptrack followthedevelopmentof;keepintouch*MysisterhashadsomanydifferentjobssoIfindithardtokeeptrackofwhatshe's(=It'sdifficulttokeeptrackofallthenewdiscoveriesin(Para.4)n.asumofmoneypaidintoabank*Toopenanaccount,youneedtomakeaminimumdepositofvt.putmoneyorsomethingvaluableinabank今天上午，我往账户里存了1000。Ideposited$1,000inmyaccountthismorning.)(Para.4)pace:n.speedorrateofdevelopment,movement,*Wehadtoclimbupthemountainataveryslocebecauseofthebad(=Couldyouslowdownabit?Ican'tkeeppacewith(Para.4)annual:adj.happeningordoneeveryyearoroncea*anannual(= (Para.5):v.expressstrongdisagreementordisapprovalabout*Abigcrowdofdemonstratorswereingagainstcutsinhealth(=Allthroughthetrialheedhis(Para.5)fund:n.(usu.pl.)sumofmoneycollectedandkeptforaparticular*Contributionsarebeingsoughtforthedisaster这家医院缺乏新设备所需的(=Thehospitalisshortoffundsforthepurchaseofnew(Para.5)on whendemanded;wheneversb.*Thisnoteentitlesthebearerto$200on(=YoucanhaveanHIVteston(Para.6)fromsb.’spointof accordingtosb.’sjudgmentor*Trytoseeitfrommypointof(=Fromamedicalpointofview,therewasnoneedforthe(Para.6)Theyharvestthebenefit.Paraphrasethesentence.(=Theygatherthebenefitof(Para.6)permission:n.t