BR_main1FableAdamSmithandTheWealthofNations

U.C.L.A.

BR_FableFableABriefIntroductiontoFableTwoFamousFablesSomeFamousEnglishSayingsfromFablesBR_Adam1.ABriefIntroductiontoAdamSmith2.ChronologyofAdamSmithAdamSmithandTheWealthofNationsAdamSmithTheWealthofNationsBR_ABriefIntroductiontoFable1ABriefIntroductiontoFable

Thetermfablereferstoashortstoryinwhichanimalsorinanimateobjectsspeakandbehavelikehumans,usuallytogiveamoralpoint.ThetermcomesfromtheLatinfabula,“atelling.”ThegreatesttelleroffableswasAesop.HewasbelievedtobeaGreekslavewholivedinthe6thcenturyB.C.AnothergreattelleroffableswasJeandeLaFontaine.HewroteinFranceinthe17thcentury.LaFontainebasedmanyofhisfablesonthoseofAesop.BR_ABriefIntroductiontoFable2Someoftheirbest-knownfablesareTheLionandtheMouse,TheHareandtheTortoise,TheFoxandtheGrapes,TheShepherdBoyandtheWolf,TheFoxandtheCrow,TheDoveandtheAnt,andTheFoxandtheStork.

IntheChineselanguage,someidiomscomefromfablessuchasTheFrogintheShallowWell(井底之蛙),HisSpearagainstHisShield(自相矛盾),MakingHisMark(刻舟求劍),OstrichLogic(掩耳盜鈴)andBlessingorBane(塞翁失馬).BR_ABriefIntroductiontoFable2ABriefIntroductiontoFable

Aesop(620?~560?B.C.)ancientGreekwriteroffablesBR_ABriefIntroductiontoFable3JeandeLaFontaine(1621~1695)FrenchwriterABriefIntroductiontoFable

BR_TwoFamousFables1TwoFamousFables

Herearesomepicturesabouttwofamousfables.OneisanAesop’sfable;theotherisaChineseone.Insmallgroups,studentsarerequiredtotalkaboutthepicturesandthinkofthefollowingquestions.1.Whatarethenamesofthefables?2.Whatlessonscanwedrawfromthefables?Fable1Fable2BR_TwoFamousFables2TheFoxandtheGrapesOnedayafoxpassedunderavine.Fromthevinealotofgrapeswerehanging.Hewasveryhungryandthirsty.Hesaid,“Whatafinevineitis!Thegrapesonthevinelookveryniceandsweet.”BR_TwoFamousFables3Thecolorofthegrapeswasgreen.Thegrapeswereverybig.Andthegrapesweresobigandbeautifulthatthefoxwantedtoeatthem.Thefoxsaid,“Iamthirstyandhungry.Iwanttoeatthegrapesnow.”Thefoxjumped.Thegrapesweretoohigh.Hetriedeverythingtogetthegrapes.Butitwasinvain.Atlastthefoxsaid,“Thegrapesaretoosourtoeat.Idon’twanttogetthepoorgrapes.”BR_TwoFamousFables4MakingHisMark

BR_TwoFamousFables5AmanfromthestateofChuwascrossingariver.Intheboat,hisswordfellintothewater.Immediatelyhemadeamarkontheboat.“Thisiswheremyswordfelloff,”hesaid.Whentheboatstoppedmoving,hewentintothewatertolookforhisswordattheplacewherehehadmarkedtheboat.Theboathadmovedbuttheswordhadnot.Isthisnotaveryfoolishwaytolookforasword?MakingHisMark

BR_SomeFamousEnglishSayingsfromFablesSomeFamousEnglishSayingsfromFablesHerearesomefamoussayingsinEnglish.Youarerequiredtoanswerthefollowingquestionsandthentelleachfableasbrieflyaspossible.1.WhataretheChineseequivalentsofthesesayings?2.Fromwhichfabledoeseachsayingcome?Sourgrapes.Killingthegoosethatlaysthegoldeneggs.Onegoodturndeservesanother.Don’tcountyourchickensbeforethey’rehatched.Clickthesayingstoseethedetails!BR_SourgrapesSourgrapes.Itmeans“酸葡萄”inChinese.ThissayingcomesfromthefableTheFoxandtheGrapes.Initthefoxcannotreachthegrapes.Disappointed,theanimalsaysthatthegrapesaresourandthattheyare“notfitforagentleman’seating.”BR_KillingthegoosethatlaysthegoldeneggsKillingthegoosethatlaysthegoldeneggs.

Itmeans“殺雞取卵”inChinese.ThissayingcomesfromthefableTheGoosewiththeGoldenEggs.Inittheownerofthegooseisnotsatisfiedwithonegoldeneggaday.Hecutsthegooseopentoseeifthereisgoldinside.BR_Onegoodturndeservesanother.Onegoodturndeservesanother.

Itmeans“善有善報”inChinese.ThissayingcomesfromthefableTheDoveandtheAnt.Initadovesavesanantfromdrowninginariver.Latertheantsavesthedove’slifebystingingahunterinthefoot,

makinghimmisshisaim

atthedove.BR_Don’tcountyourchickensbeforethey’rehatched.Don’tcountyourchickensbeforethey’rehatched.

Itmeans“蛋未孵別先數(shù)小雞”inChinese.ThissayingcomesfromthefableTheMaidandthePailofMilk.Initagirlcarriesapailofmilkonherhead.Shedreamsabouttheeggsshewillbuywhenshesellsthemilk.

Theeggswillhatch;thenshewillsellthechickens.Withthemoneyshehasearned,shewillbuyfineclothesforherself.Thinkingaboutthenewclothes,thegirlbecomessohappythatshemerrilytossesherheadandspillsthemilk.BR_ABriefIntroductiontoAdamSmith1ABriefIntroductiontoAdamSmithAdamSmith(1723~1790):BritishphilosopherandeconomistBR_ABriefIntroductiontoAdamSmith2AdamSmith,economistandphilosopher(哲學(xué)家),wasborninKirkcaldy,Scotlandin1723.AtGlasgowUniversityhebecameaprofessoroflogic(邏輯學(xué))(1751)andmoral(道德)philosophy(1752~1763).AsatutortotheDukeofBuccleuchhetraveledtheContinentfrom1764to1766.In1776hemovedtoEdinburghascommissioner(專員)ofcustomsforScotland.Hediedtherein1790.Heisconsideredthefatherofmoderneconomictheory.HisfamousworkTheWealthofNationspointsoutthatlaboristheonlysourceofanation’swealth.BR_ChronologyofAdamSmith1ChronologyofAdamSmith—1723Bornin,Scotland.

—1737~1746Educatedat

—1748~1751Gavelecturesonrhetoric(修辭學(xué))andbelles-lettres(純文學(xué))inKirkcaldytheUniversitiesofGlasgowandOxford.Edinburgh.—1752~1764AppointedprofessorofmoralphilosophyattheUniversityofGlasgow.BR_ChronologyofAdamSmith2—1759Hisfirstbook,TheTheoryofMoralSentiments,waspublished.—1764~1766TraveledFranceandSwitzerlandastutortotheDukeofBuccleuchandmetTurgotandNeckerinParisanddiscussedtheireconomicideas.—1766~1776

LivedinKirkcaldypreparingTheWealthofNations.BR_ChronologyofAdamSmith3—1778Appointedcommissioner(專員)ofcustomsandwenttoliveinEdinburgh.—July17,1790Died.BR_KirkcaldyKirkcaldyScotlandBR_ScotlandOxfordUniversityBR_EdinburghEdinburgh,ScotlandBR_TheWealthofNationsTheWealthofNationsThisisanimportantworkofeconomicandsocialtheorybyAdamSmith,publishedin1776.ItsfulltitlewasAnInquiryintotheNatureandCausesoftheWealthofNations.Initheanalyzedtherelationshipbetweenworkandtheproductionofanation’swealth.Hisconclusionwasthatthebesteconomicsituationresultsfromencouragingfreeenterprise(aneconomicsysteminwhichthereisopencompetitioninbusinessandtrade,andnogovernmentcontrol).ThisideahashadagreatinfluenceoneconomictheoriessinceanditformedthebasisoftheeconomicpoliciesoftheConservativegovernmentinBritaininthe1980s.BR_U.C.L.A.-1U.C.L.A.U.C.L.A.standsforUniversityofCaliforniaatLosAngeles.ItisthelargestofeightbranchesoftheUniversityofCalifornia.Itwasestablishedin1919andnowhasabout35,000students.MaybebecauseofitslocationclosetoHollywood,theschoolisknownespeciallyforitsfilmstudiesandthecampusisusedforsometelevisionandmovieshoots.GR_mainPartDivisionoftheTextFurtherUnderstandingGR_FurtherUnderstanding-mainForPart1ForPart2RearrangetheOrderofthePicturesFurtherUnderstandingInterviewQuestionsandAnswersGR_PartDivisionoftheText1PartDivisionoftheTextPartsPara(s)MainIdeas1

1~1011~24Teenagers’idlenessandignorancewillproduceseriouseffectsonallconcernedandforsocietyasawhole.Kevin1990comestorealizeinhisdreamhowmuchlackofeducationcostshisforebears,andmaycosthimself,hischildrenandthesocietytheylivein,andhowimportantitistostudyhard.21.thehappeninginthedrugstore—thereasonwhytheauthorwentthere;adialoguebetweenthesalesgirlandhim2.theauthor’sfeelingtothehappening—theproblemsAmericanteenagersarefacingsuchasignorance,poorabilityofcalculationsandotherthings3.somethingaboutthesonoftheauthor’sfriend4.theauthor’spurposeofofferingafableGR_Interview1InterviewSupposeyouareajournalistandyourpartneristheauthorofthetext.Youhaveaninterviewwithhim.Theinterviewshouldcoverthefollowingpoints:GR_QuestionsandAnswers1QuestionsandAnswers1.Whydidtheauthorgotothedrugstoreoneday?Hewantedtobuysomefilefolders.2.Howoldwasthesalesgirl?3.Whatwasthesalesgirl’sreactiontotheauthor’s

mentalarithmetic(心算)?Under20yearsold.Shewasverysurprisedatit.GR_QuestionsandAnswers25.Whatwastheauthor?Hewasateacheratacollege.4.Didthesalesgirlbelievethattheauthordidcalculationsbymagic?Whyorwhynot?Yes.Maybeshebelieveditbecauseshecouldneverdothat.6.WhatdidtheauthorthinkofAmericanteenagers?Hethoughttheyareignorantandlackinginknowledgeofworldhistoryandgeography.GR_QuestionsandAnswers37.Intheauthor’sopinion,whatwasthemostseriousproblemforAmericanteenagers?8.Whydidtheauthorgiveustheexampleofhisfriend’sson?9.Accordingtotheauthor,whatwouldhappeniftherewasanidle,ignorantlaborforceinamodernindustrialstate?Theywereindifferenttotheirignorance.Hejustintendedtoshowtheseriousnessoftheproblem.Therewouldbemanyproblemsinsocietysuchasplanecrashes,computerjamsandbreakdownsofcars.GR_QuestionsandAnswers410.Whatwastheauthor’spurposeofofferingafable?HejustwantedtomakeAmericanteenagersunderstandthedangeroftheirignoranceandintellectuallaziness.GR_RearrangetheOrderofthePictures1EachofthefollowingpicturesstandsforaKevinHanleyinacertainyear.MatchthepicturewiththedescriptionandthentelltheclasshowthisKevinlives.–Kevin1835,apoorpeasantinIreland–Kevin1928,asteel-millworkerinPittsburgh,U.S.A.–Kevin1945,asoldierfightingtheJapanesearmy–Kevin1966,astudentwhostudiesallthetimesoastogetintocollegeandlawschool–Kevin1990,acleanerinaJapanese-ownedfactory–Kevin2020,aporterinahotelforwealthyEuropeansandAsians–Kevin2050,livinginaslumandsearchingthroughtrashpilesforfoodRearrangetheOrderofthePicturesBDGECFAKevin2050—()Kevin1835—()Kevin1928—()Kevin1945—()Kevin1966—()Kevin1990—()Kevin2020—()GR_RearrangetheOrderofthePictures2ABCDEFGRearrangetheOrderofthePicturesDR_Text1Onedaylastfall,Iranoutoffilefoldersandwenttothedrugstoretobuymore.Iputahandfuloffoldersonthecounterandaskedateenagesalesgirlhowmuchtheycost.“Idon’tknow,”sheanswered.“Butit’s12centseach.”Icountedthefolders.“Twenty-threeat12centseach,thatmakes$2.76beforetax,”Isaid.

“Youdidthatinyourhead?”sheasked

inamazement.

“Howcanyoudothat?”FableoftheLazyTeenagerBenjaminSteinDR_Text2“It’smagic,”Isaid.“Really?”sheasked.Nomodestlyeducatedadultcanfailtobeupsetbysuchanexperience.Whileourchildrenseembetter-naturedthanever,theyaresoignorant—andsoignorantoftheirignorance—thattheyfrightenme.Inaclassof60seniorsataprivatecollegewhereIrecentlytaught,notonestudentcouldwriteashortpaperwithoutmisspellings.Notone.Butthisisjustatinysliceoftheproblem.TheabilitytoperformeventhesimplestcalculationsisonlyamemoryamongmanystudentsIsee,andtheirknowledgeofworldhistoryorgeographyisnonexistent.DR_Text3Moreover,thereisachillingindifferenceaboutallthisignorance.Theattitudewassummedupbyafriend’sbright,lazy16-year-oldson,whoexplainedwhyhepreferrednottogotoU.C.L.A.“Idon’twanttohavetocompetewithAsians,”hesaid.“Theyworkhardandknoweverything.”Infact,thisyoungmanwillhavetocompetewithAsianswhetherhewantstoornot.Hecannotliveforeveronthefinancial,materialandhumancapitalaccumulatedbyhisancestors.Atsomepointsoon,hisintellectuallazinesswillseriouslyaffecthiswayoflife.Itwillalsoaffecttherestofus.Amodernindustrialstatecannotfunctionwithanidle,ignorantlaborforce.Planeswillcrash.Computerswilljam.Carswillbreakdown.DR_Text4

TodrivethismessagehometosuchyoungAmericans,Ihaveahumblesuggestion:amovie,orTVseries,dramatizingjusthowdifficultitwasforthiscountrytogetwhereitis—andhoweasilyitcouldallbelost.

Iofferthefollowingfable.Asthestoryopens,ourhero,KevinHanley1990,a17-year-oldhighschoolsenior,issittinginhisroom,feelingbitter.HisparentsinsisthestudyforhisEuropeanhistorytest.HewantstogoshoppingforheadphonesforhisportableCDplayer.Thebookheisforcedtoread—TheWealthofNations—putshimtosleep.abletofeedhimselfandhelphisfamily.ButHanley’spovertyallowsno

leisureforsuchluxuriesasgoingtoschool.Withouteducationandmoney,heispowerless.

Hisonlyhopeliesinhischildren.

Iftheyareeducated,theywillhaveabetterlife.DR_Text5

Kevindreamsitis1835,andheishisowngreat-great-great-grandfatherat17,apeasantinCountyKerry,Ireland.Helivesinasmallhutandsleepsnexttoapig.Heisalwayshungryandmustsearchforfood.Hisgreatestwishistolearntoreadandwritesohemightgetajobasaclerk.Withsteadywages,hewouldbe

Ourfablefast-forwardsandKevinHanley1990isnowhisowngreat-grandfather,KevinHanley,1928.He,too,is17yearsold,andheworksinasteelmillinPittsburgh.HisfathercametoAmericafromIrelandandhelpedbuildtheNewYorkCitysubway.DR_Text6KevinHanley1928isfarbetteroffthaneitherhisfatherorhisgrandfather.Hecanreadandwrite.HiswagesarefarbetterthananythinghisancestorshadinIreland.

NextKevinHanley1990dreamsthatheisKevinHanley1945,hisowngrandfather,fightingonIwoJimaagainstamostdeterminedfoe,theJapanesearmy.HeisDR_Text7alwayshot,alwayshungry,alwaysscared.Onenightinafoxhole,hetellsafriendwhyheisthere:“Somysonandhissoncanliveinpeaceandsecurity.WhenIgetback,I’llworkhardandsendmyboytocollegesohecanlivebyhisbrainsinsteadofhisback.”DR_Text8ThenKevinHanley1990ishisownfather,KevinHanley1966,whostudiesallthetimesohecangetintocollegeandlawschool.Helivesinafinehouse.Hehasneverseenanythingbutpeaceandplenty.Hetellshisgirlfriendthatwhenhehasason,hewon’tmakehimstudyallthetime,ashisfathermakeshim.Atthatpoint,KevinHanley1990wakesup,shakenbyhisdream.HeisrelievedtobeawayfromIrelandandthesteelmillandIwoJima.Hegoesbacktosleep.

Kevin2020’sfather,whoisofcourseKevin1990himself,worksasacleanerinafactoryownedbytheDR_Text9Japanese.Kevin2020isaporterinahotelforwealthyEuropeansandAsians.Publiceducationstopsatthesixthgrade.Americanshavelongsincestoppeddemandinggoodeducationfortheirchildren.Whenhedreamsagain,heishisownson,KevinHanley2020.Thereisgunfirealldayandallnight.Hiswholegenerationforgotwhythereevenwaslaw,sothereisnone.Peoplepaynoattentiontopolitics,andgovernmentoffersnoservicestotheworkingclass.DR_Text10

ThelastpersonKevin1990seesinhisdreamishisowngrandson.Kevin2050hasnousefulskills.MachinesbuiltinJapandoallthecomplexwork,andthereislittlemanualworktobedone.Withouteducation,withoutdiscipline,hecannotearnanadequatelivingwage.Helivesinaslumwherethereisnoheat,noplumbing,noprivacyandsurvivesbysearchingthroughtrashpiles.DR_Text11Inaword,helivesmuchasKevinHanley1835didinIreland.Butoneday,KevinHanley2050isbefriendedbyavisitingJapaneseanthropologiststudyingthedeclineofAmerica.ThemanexplainstoKevinthatwhenamanhasnomoney,educationcansupplythehumancapitalnecessarytostarttoacquirefinancialcapital.Hardwork,education,savinganddisciplinecandoanything.“Thisishowwerosefromtheashesafteryoudefeatedusinawaraboutahundredyearsago.”

DR_Text12

“AmericabeatJapaninwar?”asksKevin2050.Heisastonished.ItseemsasimpossibleasBrazildefeatingtheUnitedStateswouldsoundin1990.Kevin2050swearsthatifheeverhaschildren,hewillmakesuretheyworkandstudyandlearnanddisciplinethemselves.“Tobeabletomakealiving

byone’smindinsteadofbystealing,”hesays.“Thatwouldbeamiracle.”

DR_Text13WhenKevin1990wakesup,nexttohimishiscopyofTheWealthofNations.Heopensitandthefirstsentencetocatchhiseyeisthis:“Amanwithouttheproperuseoftheintellectualfacultiesofamanis,ifpossible,morecontemptiblethanevenacoward.”Kevin’sfatherwalksin.“Allright,son,”hesays.“Let’sgolookatthoseheadphones.”“Sorry,Pop,”Kevin1990says.“Ihavetostudy.”

DR_“Youdidt11.Whatdoestheword“that”referto?Itrefersto“theauthor’sdoingmentalarithmetic.”“Youdidthatinyourhead?”sheaskedinamazement.2.Whatcanweinferfromthissentence?Thechildrenlikethegirlinthetextareverypooratcalculationsandtheycanneverdomentalarithmeticlikethemandoes.DR_Nomodestlyt21.Whatisthemeaningofthephrase“suchanexperience”?Thephrase“suchanexperience”means“thesalesgirl’signorance.”Nomodestlyeducatedadultcanfailtobeupsetbysuchanexperience.2.Paraphrasethesentence.Anyadultwhohasgotaverageeducationwillfeelworriedandunhappyabouttheignorancethegirlshows.DR_Theabilitytot2TranslatethesentenceintoChinese.在我所見過的許多學(xué)生中，再也沒有過去學(xué)生都有的哪怕是進行最簡單的計算的能力，他們對世界歷史和地理都一無所知。TheabilitytoperformeventhesimplestcalculationsisonlyamemoryamongmanystudentsIsee,andtheirknowledgeofworldhistoryorgeographyisnonexistent.DR_Atsomet3Paraphrasethesentence.Beforelonghisintellectuallazinesswillhaveaseriousinfluenceonhiswayoflife.Atsomepointsoon,hisintellectuallazinesswillseriouslyaffecthiswayoflife.DR_Todrivethist4TranslatethesentenceintoChinese.為使這樣的美國青年徹底認識到這一點，本人的愚見是：拍一部電影，或電視連續(xù)劇，生動地描述我們國家的今天如何來之不易——而要喪失這一切又何其容易。TodrivethismessagehometosuchyoungAmericans,Ihaveahumblesuggestion:amovie,orTVseries,dramatizingjusthowdifficultitwasforthiscountrytogetwhereitis—andhoweasilyitcouldallbelost.DR_Hisonlyt5Whatishishope?Hishopeisthathischildrenwillgetgoodeducationandliveabetterlife.Hisonlyhopeliesinhischildren.DR_KevinHanleyt61.Whatisthemeaningofthissentence?Itmeansthatheismuchricherthanbothhisfatherandgrandfather.KevinHanley1928isfarbetteroffthaneitherhisfatherorhisgrandfather.2.Whyishefarbetteroffthanthem?Heisricherbecauseheisliterate.That’stosay,hecanreadandwrite.DR_Kevin2020’st9WhatcanweinferfromthefactthatthefactoryinwhichKevin2020’sfatherworksisownedbytheJapanesenottheChineseorpeoplefromothercountries?Itcanbeinferredthatintheauthor’sopiniontheJapanesearethesymbolofsuccessbecauseoftheirhardwork,educationanddiscipline.Kevin2020’sfather,whoisofcourseKevin1990himself,worksasacleanerinafactoryownedbytheJapanese.DR_Themanexplainst111.TranslatethesentenceintoChinese.那人跟凱文解釋說，如果一個人沒有錢，教育能提供積累金融資本所必需的人力資本。2.Doyouagreewiththatman’sopinion?Whyorwhynot?ThemanexplainstoKevinthatwhenamanhasnomoney,educationcansupplythehumancapitalnecessarytostarttoacquirefinancialcapital.DR_Americabeatt12“AmericabeatJapaninwar?”Whatcanweinferfromthesentence?WecaninferfromthesentencethatKevin2050isreallyveryignorantabouthistory.DR_theyworkt12…theyworkandstudyandlearnanddisciplinethemselves.Therearethreewordsof“discipline”inthistext(Para.19,Para.20,Para.21).TellthedifferentmeaningsoftheminChinese.Thefirst“discipline”(Para.19)means“訓(xùn)練”,thesecond(Para.20)means“紀律”

andthelastone(Para.21)means“約束”.DR_SorryPopt12“Sorry,Pop,”Kevin1990says.“Ihavetostudy.”1.Whydoestheboysayso?Becausehisdreammakeshimknowtheimportanceofeducationandhehasmadeuphismindtostudyhard.2.Canyouimaginehisfather’sreactiontotheboy’sanswer?DR_word_t1runoutofrunoutof:useuporfinishasupplyof(sth.)

Toourdisappointment,ourcarranoutofgashalfwayhome.Whentheyranoutoffood,thesoldierssetabouthuntingformore.DR_word_t1inamazementinamazement:withafeelingofgreatsurpriseordisbeliefAuntSophiagazedatherpictureinamazement:shelookedlikeateenagegirlinit.當他大聲地與他的朋友交談時，報告廳里所有的人都吃驚地盯著他看。Allthepeopleinthelecturehallstaredathiminamazementwhenhetalkedloudlywithhisfriend.DR_word_t2upsetupset:vt.

Theyareterriblyupsetbythebreak-upoftheirparents’marriage.1)make(sb.)worryorfeelunhappy.beupsetby/aboutPattern:

他為與他妻子爭吵而感到煩惱。Hewasupsetabouttheargumenthehadwithhiswife.2)makeillinthestomachTheforeignfoodupsetme/mystomach.3)knockover,causingconfusionTheboyupsettheglassofmilk.Herplanswereupsetbythechangeintheweather.DR_word_t2ignorant

Collocation:ignorant:adj.

knowinglittleornothingShewasignorantofherhusband’sillegalactivities.Otherwiseshewouldhavedoneeverythingpossibletostophim.ignorantabout/of 在…方面無知的Somepeopleareignorantofthefactsaboutglobalwarming.我對計算機一竅不通。I’mratherignorantaboutcomputer.DR_word_t2ability1ability:n.

powerorskilltodo,make,orthink;talent雖然這翻譯并不盡善盡美，但他已盡力而為了。Helosttheabilitytowalkafteracaraccident.Althoughhistranslationisnotperfect,hedidittothebestofhisability.Weelectedhimmonitorbecausehehadtheabilitytobringoutthebestinothers.DR_word_t2ability2這三個詞都是名詞，都有“能力”的意思。ability,capability&capacityCF:ability

含義最廣，指智力（或體力）上的“能力”，主要指人，

說明他能否做一件事，后面接不定式，或介詞

in，for，但不能接

of+doing。

例如：Heshowsconsiderableabilityin/fororganization.他頗有組織能力。此外，該詞用作復(fù)數(shù)時只能指智力方面的能力。例如：Hehasfoundajobmoresuitedtohisabilities.他找到了一份更適合他能力的工作。DR_word_t2ability3這篇文章證明作者能在適當?shù)牡胤接眠m當?shù)淖?。需要注意的是，capabilityof后接含有主動意義的動作；capabilityfor后接含有被動意義的動作。此外，capability

常指天生或潛在的能力，而

ability

常指學(xué)到的能力。例如：Theessayisaproofofthewriter’scapabilityofusingtherightwordintherightplace.NB：Heacquiredineighthourstheabilitytodriveacar.他在八小時內(nèi)就學(xué)會了開汽車。capability

與

ability

互通，也指智力（或體力）上的“能力”，可指人或物，后面接

of+doing或

for(doing)sth.。例如：CF:DR_word_t2ability4capacity

主要指能夠容納或吸收的“能力”，可用于人或物。例如：Hehasacapacityformathematics.他有學(xué)數(shù)學(xué)的能力。（著重腦中的容納力）Theauditoriumhasaseatingcapacityoftwothousand.禮堂能容納二千人。Heacquiredineighthourstheabilitytodriveacar.他在八小時內(nèi)就學(xué)會了開汽車。CF:DR_word_t3sumupsumup:giveabriefsummary(ofsth.)Myteacherwouldsumupthemainpointsofthelessonbeforeheendedtheclass.AlicesummedupherChristmasholidaysinoneword:“Terrible.”DR_word_t3competeJohncompetedforaplaceattheschool,buthedidn’tgetit.Theyoungtennisplayerhasoftencompetedagainstfamousplayers,butsofarhehasalwaysbeenbeaten.compete:vi.

trytobebetterthan(sb.else)competewith/againstPattern:Chinaisnowcompetingwithothercountriesforworldmarket.中國正與其他國家競爭國際市場。DR_word_t3accumulate1accumulate:v.

collect,orgathertogether,esp.overaperiodoftime;makeorbecomegreaterinquantityorsizeIhaveaccumulatedmanybooksoverthelastfewyears.Dustquicklyaccumulatesifwedon’tsweepourroom.他債臺高筑。Hisdebtsaccumulated.Collocation：積累大量資料accumulateahugemassofdata積累經(jīng)驗accumulateexperience積攢一筆財富accumulateafortune積聚一大批藏書accumulateagoodlibrary兩者均可指積聚大量的東西。accumulate

強調(diào)經(jīng)年累月地點滴積累。例如：DR_word_t3accumulate2Throughtheyearsheaccumulatedsufficientmoneytobuyafarmwhenheretired.Hesoonamassedsufficientevidencetosupporthiscase.經(jīng)過多年積攢，他有了足夠的錢在退休時買下一個農(nóng)場。accumulate&amassCF:amass指在較短的時間內(nèi)積聚到大量東西，尤指為自己而積聚。例如：

他不久便收集到足夠的證據(jù)來為他的案子辯護。DR_word_t3affect1affect:vt.

Morethansevenmillionpeoplehavebeenaffectedbythedrought.1)haveaninfluenceon2)causefeelingsofsorrow,anger,love,etc,in(sb.)馬丁·路德·金的講演深深打動了聽眾。MartinLutherKing’sspeechdeeplyaffectedtheaudience.DR_word_t3affect2Nothingyousaywillaffectmydecision.這里這三個詞都作為動詞進行比較。affect

表示“影響”，以被影響的人或物作賓語。大致可分為兩種情況：1）“使…起變化”，沒有好或壞的意思；2）“對…發(fā)生不良影響”。例如：affect,effect&influenceCF:無論你說什么都不會影響我的決定。Thesmallamountofrainlastyearaffectedthegrowthofcrops.去年雨少影響了莊稼的生長。DR_word_t3affect3Thenewhairdoeffectedastartlingchangeinherappearance.effect

表示“產(chǎn)生，招致”或“實現(xiàn)”，以“改進，變化”等類的詞作賓語。例如：這新發(fā)式使她的外貌產(chǎn)生了驚人的變化。Suchfilmshaveadangerousinfluenceonchildren.influence指對行為、性格或觀點等產(chǎn)生潛移默化的影響。例如：CF:DR_word_t3functionfunction:Athens(雅典)functionedasacenter