【正文】 and word order, to such global aspects as discourse structures, pragmatic appropriateness and cultural relevance.2) An appropriate answer to this question will be a positive yes: Chinese is as difficult for a foreigner to learn as English is for a Chinese. But for learners of a foreign language that belongs to the same language family as their mother tongue, some aspects may seem easier. But overall, all languages are equally difficult (or equally easy) to learn.3) Yes, it is. Motivation is always an important factor in learning a foreign language. Teachers may ask students to select some students in their class who are very good in English and ask them to discuss if these students are motivated or not in learning English. Teachers may guide students to list all kinds of motivations into two general types: instrumental motivation and integrative motivation.4) Answers may vary. Most students may say no to this question as there are lots of stories of taking unsuccessful English classes because of empty promises made in advertisements. However, some students may say yes as there are some seemingly successful cases at some private English schools.TEXT BKEY WORDS AND EXPRESSIONSparticularly ad. rid v.dislike n.character n.care v. amp。 n. furthermore ad.intelligent a.steadily ad.solemnly ad. apparently ad.confusion n.semester n.astonish vt. glimpse n.illustration n.edition n.adventure n. dive v.have trouble withat all costsrid offor pleasuremean every word of itclear upa glimpse ofsure enoughdive intoJohn Holt Dr. Seuss 索伊特博士Rockwell Kent Grinch 格林奇Unit 1 Text B Learning to ReadAs all of us know, learning to read and write in a language is always a tough job and it takes a lot of time. But good teachers know how to encourage their students to learn. In the following text, the author tells us about his own experience in teaching a reading class. John Holt 1. In one of my classes were many children who had had great trouble with schoolwork, particularly reading. I decided to try at all costs to rid them of their fear and dislike of books, and to get them to read oftener and more adventurously (冒險地).2. One day soon after school had started, I said to them, Now I39。m going to say something about reading that you have probably never heard a teacher say before. I would like you to read a lot of books this year, but I want you to read them only for pleasure. I am not going to ask you questions to find out whether you understand the books or not. If you understand enough of a book to enjoy it and want to go on reading it, that39。s enough for me. Also I39。m not going to ask you what words mean.3. Finally, I said, I don39。t want you to feel that just because you start a book, you have to finish it. Give an author thirty or forty pages or so to get his story going. (Read about thirty or forty pages of a book and see what the story is like.) Then if you don39。t like the characters and don39。t care what happens to them, close the book, put it away, and get another. I don39。t care whether the books are easy or hard, short or long, as long as you enjoy them. Furthermore, I39。m putting all this in a letter to your parents, so they won39。t feel they have to quiz or check your reading at home. 4. The children sat stunned (使震驚) and silent. Was this a teacher talking? One girl, who had just e to us from a school where she had had a very hard time, and who proved to be one of the most interesting, lively, and intelligent children I have ever known, looked at me steadily for a long time after I had finished. Then, still looking at me, she said slowly and solemnly, Mr. Holt, do you really mean that? I said just as solemnly, I mean every word of it.5. Apparently she decided to believe me. The first book she read was Dr. Seuss39。s How the Grinch Stole Christmas, not a hard book even for most third graders. For a while she read a number of books on this level. Perhaps she was clearing up some confusion about reading that her teachers, in their hurry to get her up to grade level, had never given her enough time to clear up. (She might not be very clear about what she was reading and might want to continue reading more at this level. But she was not given time to do so, as her teachers would like her to read at an upper level.) After she had been in the class six weeks or so and we had bee good friends, I very tentatively（試探性地）suggested that, since she was a skillful rider and loved horses, she might like to read National Velvet. (（《玉女神駒》is a classic children’s book.）I made my sell as soft as possible, (I suggested as greatly as I could that she might try reading National Velvet) saying only that it was about a girl who loved and rode horses, and that if she didn39。t like it, she could put it back. She tried it, and though she must have found it quite a bit harder than what she had been reading, finished it and liked it very much.6. During the spring semester, she really astonished me, however. One day, in one of our many free periods, she was reading at her desk. From a glimpse of the illustrations I thought I knew what the book was. I said to myself, It can39。t be, and went to take a closer look. Sure enough, she was reading Moby Dick, in the edition with woodcuts (木刻) by Rockwell Kent. When I came close to her desk, she looked up. I said, Are you really reading that? She said she was. I said, Do you like it? She said, Oh, yes, it39。s neat! (it’s very good) I said, Don39。t you find parts of it rather heavy going? (Don’t you think parts of the book are very difficult?) She answered, Oh, sure, but I just skip (略過，跳過) over those parts and go on to the next good part.7. This is exactly what reading should be, but in school, reading is not always an exciting, joyous (充滿歡樂的) adventure. Find something, dive into it, take the good parts, skip the bad parts, get what