【正文】 的樣子。1Many methods of protecting endangered species are being practiced in different parts of the globe ,Legislation is a mon method : passing laws against killing endangered species or destroying their habitat ,Worldwide ,over 1200parks and preserves have been set aside in which wildlife are protected ,And certain endangered species are being raised in captivity for later release into their wild habitats .在世界各地，人們實(shí)施著各種不同的保護(hù)瀕危物種的辦法。如果氣候變化或植物疾病突然威脅到這些谷類植物當(dāng)中的一個(gè)。如果這種樹在它的價(jià)值被發(fā)現(xiàn)之前就已滅絕，那么許多癌癥患者就難逃厄運(yùn)了。在這些單一的；環(huán)境中，只有我們?nèi)祟惪粗氐哪骋晃锓N得以生存。哈佛大學(xué)的生物學(xué)家愛德華威爾遜說:“一個(gè)主要物種的消失就像鉆頭意外地鉆斷電線，導(dǎo)致四處斷電。然而科學(xué)家卻給出了另外兩個(gè)我們大多數(shù)人可能沒有意識(shí)到的理由。一個(gè)突出的例子是把歐洲的兔子引入澳洲。Humans want to survive just as every other species does .we need food ,shelter ,and a place to rear our young ,So how do our activities endanger other species ?Speciefically ,there are three major ways ,We kill off animals directly in some cases ,We may want their meat ,bones .skins ,tusks .horns,or feathers 。 natural homes .And in the oceans ,fish supplies have been greatly reduced by overfishing and by pollutin. 但是，如果不考察導(dǎo)致物種瀕危背后的原因而去討論物種滅絕是不全面的。這次離別，和我兒時(shí)一次次離家探險(xiǎn)有所不同，它可能是永遠(yuǎn)的。1In all my years of field work, each place where I have lived has bee home. Each small object I have brought with me, each arrangement on a shelf of tin cans holding beads or salt for trade or crayons for the children to draw with bees the mark of home. When it is dismantled on the last morning — a morning that is marked by the greed of those who have little and hope for a share of whatever is left behind, as well as by the grief of feeling that someone is leaving forever — on that morning, I weep. I, too, know that this departure, unlike my forays from home as a child, is likely to be forever.在我多年實(shí)地考察的工作生涯中。在我到達(dá)薩摩亞群島的當(dāng)天，人們就開始問我：“你何時(shí)離開？”當(dāng)我告訴他們：“一年后”，他們就會(huì)嘆息道：“唉，talofai”，（意思是送上我們的愛），聲音帶著似乎告別無(wú)數(shù)次才會(huì)有的悲傷。就比如我的一個(gè)朋友——她的母親是一位經(jīng)過專門訓(xùn)練的護(hù)，寡居但是需要經(jīng)常搬家——一個(gè)小小的藍(lán)色花瓶對(duì)她的含義就是家。和他們比起來(lái)，童年時(shí)對(duì)我有意義的東西加在一起也沒有幾件。鄰居的意大利小孩會(huì)采摘藍(lán)莓的果實(shí)再賣給我們。它是擺脫日常單調(diào)生活的一種手段，是經(jīng)過數(shù)月乏味的生活之后一個(gè)人應(yīng)該開始享有的度假生活。一是因?yàn)橹v課似乎從經(jīng)濟(jì)角度考慮是必需的，二是講課起源于悠久的傳統(tǒng)，而且人們又把傳統(tǒng)本身看得很重。Smaller classes in which students are required to involve themselves in discussion put an end to students’ passivity. Students bee actively involved when forced to question their own ideas as well as their instructor’s. their listening skills improve dramatically in the excitement of intellectual giveandtake with their instructors and yellow students. Such interchanges help professors do their job better because they allow them to discover who knows what—before final exams, not after. When exams are given in this type of course, they can require analysis and synthesis from the students, not empty memorization. Classes like this require energy, imagination, and mitment from professors, all of which can be exhausting. But they pel students to share responsibility for their own intellectual growth.如果班級(jí)較小又要求學(xué)生參加討論，這就會(huì)消除學(xué)生的被動(dòng)性。If lectures make so little sense, why have they been allowed to continue? Administrators love them, of course. They can cram far more students into a lecture hall than into a discussion class, and for many administrators that is almost the end of the story. But the truth is that faculty members, and even students, conspire with them to keep the lecture system alive and well. Lectures are easier on everyone than debates. Professors can pretend to teach by lecturing just as students can pretend to learn by attending lectures, with no one the wiser, including the participants. Moreover, if lectures afford some students an opportunity to sit back and let the professor run the show, they offer some professors an irresistible forum for showing off. In a classroom where everyone contributes, students are less able to hide and professors less tempted to engage in intellectual exhibitionism.如果說講課如此不同情理，為什么還一直允許繼續(xù)下去呢？當(dāng)然是因?yàn)榻虒W(xué)管理者喜歡了。只有這樣他們才能開發(fā)出聰明的、創(chuàng)造性的思考所必需的分析能力。講課和理解之間的時(shí)間差異導(dǎo)致開小差。 and some classes such as firstyear English and always relatively small. Nevertheless, far too many courses rely principally or entirely on lectures, an arrangement much loved by faculty and administrators but scarcely designed to benefit the students. 我承認(rèn)上面的描述言過其實(shí)。他不必?fù)?dān)心，學(xué)生和他一樣感到下課是一種解脫。有人對(duì)高等教育的狀況做了研究并發(fā)表了報(bào)告，但由此引發(fā)的變化很大程度上不是表面的，就是使已經(jīng)糟糕的情形變得更糟。Lecture ：還有人在聽嗎？ 2Unit 2 家與旅行 6Unit 3 9Unit 4 When MTV Goes CEO 13Lecture 5 19Lecture 6 25Lecture 7 29Lecture 8 33Unit 1 課后答案 44Unit 4 課后答案 46Unit Six 答案 48Unit Seven答案 49Unit Eight 答案 50Unit Nine 答案 52Unit Ten 答案 53Lecture ：還有人在聽嗎？Toward the middle of the semester, Fowkes fell ill and missed a class. When he returned, the professor nodded vaguely and, to Fowkes’s astonishment, began to deliver not the next lecture in the sequence but the one after. Had he, in fact, lectured to an empty hall in the absence of his solitary student? Fowkes thought it perfectly possible.在學(xué)期中間，F(xiàn)owkes 因病缺了一次課。大學(xué)畢業(yè)生即沒有基本技能也沒有全面修養(yǎng)。每次課結(jié)束時(shí)他都問道：“有問題嗎？”他的語(yǔ)氣明顯表明他更希望沒有問題。I admit this picture is overdrawn—most universities supplement lecture courses with discussion groups, usually led by graduate students。人聽的速度可以達(dá)到每分鐘400600個(gè)詞，而最富有激情的教授說話的速度也很難達(dá)到這個(gè)速度的1/3。Students need to question their professors and to have their ideas taken seriously. Only then will they develop the analytical skills required to think intelligently and creatively. Most students learn best by engaging in frequent and even heated debate, not by scribbling down a professor’s often unsatisfactory summary of plicated issues. They need small discussion classes that demand the mon labors of teacher and students rather than classes in which one person, however learned, propounds his or her own ideas. 學(xué)生需要向教授提問，也需要?jiǎng)e人重視他們的想法。大學(xué)生也許還不能夠常常做出顯著的貢獻(xiàn)，但是講課把教授同新生天真的問題阻隔開了，而這些問題很可能會(huì)引起一系列思考。如果課堂上人人參與，學(xué)生就無(wú)法躲藏，教授也不太會(huì)被吸引去進(jìn)行學(xué)識(shí)上的自我表現(xiàn)。Lectures will never entirely disappear from the university scene both because they seem to be economically necessary and because they spring from a long tradition in a setting that values tradition for its own sake. But the lectures too frequently e at t