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21世紀(jì)大學(xué)英語(yǔ)讀寫基礎(chǔ)教程單元七內(nèi)容講解
導(dǎo)語(yǔ)：“為什么我必須學(xué)習(xí)數(shù)學(xué)，我永遠(yuǎn)不會(huì)再在這一生中使用它。” 這種抱怨常常在學(xué)生中聽到。 我們需要學(xué)習(xí)數(shù)學(xué)嗎?下面這篇英語(yǔ)課文會(huì)告訴你答案。
Text A
"Why do I have to learn math? I'll never use this again in my whole life." This kind of complaining can often be heard among students. Is it true that nobody needs math? Well, the author is going to tell you the story...
Math, Who Needs It?
Carlie Vanwilligen
"That'll be $6.52," the cashier said. I handed her a $10 bill. She looked at it, then looked at me. As I waited, she started writing on a pad of paper. After what seemed like several minutes, she handed me the change. "$4.52 is your change," she smiled.
I stared at the change, then at her. "That's not right," I said. She looked at me, confused. "I gave you a $10, the change would be $3.48." I handed the money back to her.
"I'm sorry," she replied. "Our computer is down, and I have to do this by hand. I'm not very good at math." She counted out my change, and I left.
As I think back on this exchange, I feel sad, sad because it wasn't the first time it had happened, sad because I know it won't be the last. I taught high school math for years, and every year, the conversation was the same: "Why do I have to learn this? This isn't important. I'll never use this again in my whole life."
Unfortunately, students don't see the eventual impact of studying a subject. And when that subject is math, they see the value even less. I no longer teach full-time, but I look back on those conversations and think about how my reactions changed each year. The first year I taught, the question caught me off guard. "Because" was my standard answer. The second year, my response was similar, "If you want to graduate, you learn this stuff." It took me until my third year of teaching to realize that, if I genuinely wanted students to learn, they needed motivation. So, instead of my standard "because" and "if you want to pass" answers, I asked them what they'd like to do when they graduate—or when they "grow up". For each career path, I had "math" that they needed to know in order to be successful. For the construction workers, architects, and engineers, there was the geometry involved in getting a building to stand solidly. For the prospective teacher, it was the statistics involved in seeing if your tests were fair to the students. For the prospective "I want to be a stay-at-home mom", there was the calculating involved in maintaining a household. For the financial wizard wanna-be, there was the understanding of economics that comes with being a successful investor or accountant. For the stubborn, who insisted they didn't want to be anything, and didn't need math, a simple role-play involving them being "ripped-off" when they couldn't make change drove my point home.
Who needs math? We all do! We use it every day. Not only that, but the problem solving we learned during the days of "if one train leaves Springfield at 6:00pm travelling east at 75mph", can now help us with a myriad of "adult" crises. Do I have enough gas to get to work and back without filling the tank? Which bills do I pay and when in order to have enough money in the bank? How much grass seed do I need to cover that 10'×10' bare patch in the front yard?
For those still teaching, it is using these examples, and developing activities for students that bring the reality of math into their worlds. For parents, the same holds true. When your child complains that he or she "doesn't get" math, give your child an example. Take your child to the grocery store. Give your child $10. Tell your child to provide a dinner for the family, complete with the four basic food groups and dessert, for that $10. Show your child the importance of thinking mathematically. It will do your child some good—who knows, you might learn something too!
New Words
cashier
n. a person whose job is to receive and pay out money in a shop, hotel, etc. 出納員
pad
n. 便箋本;拍紙簿
confused
a. unable to think clearly; bewildered 糊涂的，迷惑的
computer
n. a machine that stores information and works out answers 計(jì)算機(jī);電腦
conversation
n. informal talk 交談;談話
eventual
a. happening at last as a result 最后的;最終的
full-time
ad. 全日地;作為專職
a. 全日的;專任的
reaction
n. behavior, a feeling or an action that is a direct result of sth. else 反應(yīng)，回應(yīng)
similar
a. having a likeness or resemblance 相似的;類似的
genuinely
ad. really 真正地
motivation
n. 動(dòng)機(jī)，動(dòng)力，誘因
construction
n. the act or process of constructing 建筑
architect
n. a (qualified) person who designs buildings 建筑師
geometry
n. 幾何(學(xué))
involve
vt. 1. cause (sb.) to be connected with 牽涉
2. include or use (sth.) as a necessary part, etc. 包含，含有
solidly
ad. firmly 牢固地，堅(jiān)固地
* prospective
a. possible, likely, expected; probable 預(yù)期的;未來(lái)的;可能的
statistics
n. 統(tǒng)計(jì)學(xué)
calculate
vt. determine by mathematics or by reckoning 計(jì)算
maintain
vt. 1. support (sb.) financially 贍養(yǎng)
2. continue to have; keep in existence 保持;維持
financial
a. concerning money and finance 財(cái)務(wù)的`
wizard
n. a person with extraordinary abilities; genius 有非凡才能的人;奇才
wanna
v. (口)= want to
economics
n. 經(jīng)濟(jì)學(xué)
investor
n. a person who invests money 投資者
accountant
n. 會(huì)計(jì)師;會(huì)計(jì)員
* stubborn
a. unreasonably unwilling to change 頑固的，執(zhí)拗的
ripped-off
a. (俚語(yǔ))(人)遭劫的;受剝削的;被欺詐的
pm
(縮)= afternoon 下午(源于拉丁文 post meridiem)
mph
(縮)= miles per hour 英里/小時(shí)
tank
n. a large container, usu. for liquid or gas (通常盛液體或氣體的)大桶;箱;大容器;油箱
solve
vt. find an answer to (a problem, etc.); explain or make clear 解決;闡明;解釋
bare
a. without covering; empty 光禿的，無(wú)遮的;空的
patch
n. a small piece of land, esp. one used for growing vegetables (尤指種菜用的)小塊土地
complain
vt. & vi. speak in an unhappy, annoyed, dissatisfied way 抱怨;發(fā)牢騷
grocery
n. 食品雜貨店
basic
a. most simple in nature or level 基本的
dessert
n. any sweet dish, (eg. pie, ice-cream) eaten at the end of a meal (飯后的)甜食(如餡餅，冰激凌)
importance
n. the quality or state of being important 重要性
mathematically
ad. 從數(shù)學(xué)上
Phrases and Expressions
a pad of
一本(便箋本)
by hand
by a person, not a machine 用手
count out
count (sth.) one by one, esp. slowly 逐一數(shù)出
think back on
recall and reconsider (sth. in the past) 回想，回憶
catch sb. off guard
surprise sb. by doing sth. that he or she is not expecting and is not ready for 乘某人不備;使某人措手不及
be involved in
be part of, included in, mixed with 參與;卷入;牽涉進(jìn)
rip off
cheat (sb.), esp. financially (尤指在錢財(cái)上)欺騙
drive sth. home
make sth. clearly understood 把…講得透徹明白，使充分理解
a myriad of
an extremely large number of 無(wú)數(shù);極多
do sb. good
benefit sb. 有益于某人
Proper Names
Carlie Vanwilligen
卡利·范威利根
Springfield
斯普林菲爾德(美國(guó)地名)
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