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(，劇變)ofthetime--itwastheonlyAmerican-basedbandtoapproachtheoverallsocietal(社會的impactoftheBeatles.Theresultingtrio三人組)wascharacterizedbyauniquevocalblendandamusicalapproachthatrangedfromfolktopoptohardrock.CSN's(initialsofCrosby,StillsandNash)debutalbum(首張唱片),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(結合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(=能否從兩個中尋求一種更好的教育方式，它或許能在創造力與基本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指對職責、義務或應做的事沒有給予足夠的注意。這種忘記可能是有意的，也可*Thosewhoneglecttheirdutiesshouldbepunished.*Whydotheyalwaysneglectthetrafficregulation.ignore指疏忽、不顧，強調對或某物故意不理會，有時還帶有固執地的意味。*WhenIsawTom,Istoppedtogreethim,butheignoredmeandwalked*Theteacherignoredmydifficultquestions.老師對難題置之不理omit指因專注或疏忽而忘記某事，這種可能是有意或無意的。該詞還可指刪除不利*Sheshouldnotomittovisitthemuseum.*Thethirdpartofthebookmaybeomitted.(L.28)relevant:adj.directlyconnectedwiththesubject(=Hiscolorisnotrelevanttowhetherhe'sagoodlawyer.)該與此案有關。(=Theevidenceisrelevanttothecase.)Pattern:berelevantto(L.29)vt.trytofindoutinformationScientistsareinvestigatinghowtheplanecrashIfyouhearsucharumor,investigateitvi.makeadetailed*investigateintoan*investigateintoaCF:investigate,examine&investigate較正式，指有條不紊地研究以發現事實，更常用以說明、*Theyinvestigatedthecauseoftheaccident.他們了事故的原因*Theareinvestigatigthemurder.正在這件謀殺案examine是普通用語指仔細地檢查或物該詞還指主持的檢查或醫生進行的診察，*Theyexaminedourpassportsverycarefully.他們仔細檢查了的護照*Anopticianisqualifiedtoexamineyoureyesandprescribeglasses.眼科醫生有inspect較正式，用得不如examine廣泛，指對或某物進行檢查、查問，帶有揭示其差*Thefiremenwereinspectingthewarehouseforpotentialfirehazards.消防正*Everylengthofclothisinspectedbeforeitleavesthefactory.出廠之前每寸布匹都(L.30)throwlighton:helpThesefactsthrownewlightonthe(L.34)exception:n.sb./sth.th ommentorstatementdoesnotapplyto(=Thereisanexceptiontothisgrammaticalrule.)(=Thisisanapparentexceptiontotherule.)Pattern:anexceptiontowithmany/fewexceptions有很多/withoutexception毫無例外，一律withtheexceptionof makeanexceptionof把...作為例外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.我不認為的真正complete比 *Thebuildingwillbecompleted ofthismonth.finishcomplete換用,complete正式，常含有認真仔細地完成工*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既是名詞又是形容詞。作為名詞，它一般指居于或擔任重要角色的人。例如：ameetingamongalltheprincipalsinthetransaction。作為形容詞，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有學的天(=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.我把態度和她朋友的態度作了對比(=Icannothelpcontrastingherattitudewiththatofhercontrast contraststartlingly/strongly形成驚人的/對n.differencebetweenthings*TheatmosphereoftheSecondWorldWarinLondonwasacompletecontrasttothatofthe.*Thereisamarkedcontrastbetweenthegroup’sactionsanditsCollocationconstitute/formasharpcontrastto與…intensify/sharpenthecontrastreveal/showacontrast23(L.87)vt.keep(sth.)secretlyinone’sHemightbeharboringadeathharborthoughtsofn.placeofshelterfor*Thenavyhasconstructedanartificial*Alltheshipsstayedintheharborduringthe(L.89)promote:vt.helptogrowor*neweffortstopromotetheworld(=promoteeconomic(=MilkpromotesCF:promote&promote*promotetheunderstandingbetweenthetwocountries促進兩國之間的相互了*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父母的責 parental揭示，闡 throwlight最終目 anultimate要做的動 desired 關 critical育兒 valueofchild makingupfora回想起 in善意 前來幫助cometosb.’s withextremefacilityand適用 apply發展 evolve發展創造 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.們在期間寓居的金陵飯店的大堂。)Heprobablygotasmuchpleasureoutofthesoundsthekeymadeashedidthosefewtimeswhenthekeyactuallyfounditswayintotheslot.IsoonrealizedthatthisincidentwasdirectlyrelevanttoourassignedtasksinChina:toinvestigatethewaysofearlychildhoodeducation(especiallyinthearts),andtothrowlightonChineseattitudestowardcreativity.藝術教育）的方式，揭示了對創造性活動的態度。)(=WithafewexceptionsmyChinesecolleaguesdisplayedthesameattitudeasthestaffattheJinlingHo.)(=Butthecriticalpointwasthat,intheprocess,weweretryingtoteachBenjaminthatonecansolveaproblemeffectivelybyoneself.)回想起來，當時我就清楚地，這件事正是體現了問題的關鍵之所在——而且不僅(=Inretrospect,itbecamecleartomethatthisincidentwasindeedkey—andkeyinmorethanonesense.)(=ThecontrastbetweenourtwoculturescsobeseenintermsofthefearswebothProverbsandThereisnoendtoWhatislearnedinthecradleiscarriedtothe搖籃里學到的東西受用QuestioningisthedoorofNomaneveryetbecamegreatby--SamuelJohnson,Britishlexicographerand

--英國詞典編纂者和作家塞繆爾5．IfetwhatIwastaught,IonlyrememberwhatIhave--PatrickWhite,British我忘了別人教東西，我只記得學的東西--英國小說家P.SupplementaryCultureHowtoTeachKidsaboutAnidealtimetobeginteachingkidsaboutthebasicsofmoneyiswhentheybegintonoticeit.Inachild'sworld,moneycomesfromMomandDad'spockets.AndwhenMomandretapped,amachinemagicallyspoutsmoneyaftermerelypushingafewbuttons.It'snaturalforthemtoassumethatmoneyisreadilyavailablewheneverit'sneeded.EvenveryyoungchildrencanbegintounderstandtheconceptofearningmoneyExplaintothekidsthatmoneyisearnedbyworking,andthatonecanonlyspendwhatoneearnsConsiderpayingthemforhelwithcertainchores.Useapiggy-bank(儲蓄罐)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從賬戶里面取500(=I'dliketowithdraw$500frommydescriptionthatsayswhathappensinaneventor*Severaleyewitnesses'accountsdifferedconsiderablyfromtheofficialversionof(=Hekeptadetailedaccountofthe's(Para.1) adv.inaddition,*IsuggestweuseBarkersasourmainrs—they'regoodandfurthermorethey're這房子房租合理,(=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，我往賬戶里存了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這家醫院缺乏新設備所需的(=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