book ii unit 13. contents text one pre-reading i. warm-up questions ii. background information...

ContentsContents

Text OnePre-reading I. Warm-up questions II. Background informationWhile-reading I. Structural analysis II. Comprehension questions III. Language points IV. Difficult sentencesPost-reading I. Grammatical items II. Translation exercises III. Oral activities IV. Writing practice

Text Two I. Questions for comprehension II. Language points

海南大学外国语学院基础英语教研室

Text I---Speech at the Graveside of Karl Text I---Speech at the Graveside of Karl MarxMarx

Pre-readingI. Warm-up question

1. Karl Marx is certainly not a total stranger to you. What do you know about the man?

2. What do you know about the relationship between Marx and Engels?


II. Background information II. Background information

About the author Friedrich Engels, 28 November 1820 – 5 August 1895) was a German social scientist, author, political theorist, philosopher, and father of Marxist theory, alongside Karl Marx. In 1845 he published The Condition of the Working Class in England, based on personal observations and research. In 1848 he co-authored

The Communist Manifesto with Karl Marx, and later he supported Marx financially to do research and write Das Kapital.


After Marx's death Engels edited the second and third volumes. Additionally, Engels organized Marx's notes on the "Theories of Surplus Value" and this was later published as the "fourth volume" of Capital.He has also made important contributions to ital. After Marx's death Engels edited the

second and third volumes. Additionally, Engels organized Marx's notes on the "Theories of Surplus Value" and this was later published as the "fourth volume" of Capital. He has also made important contributions to family economics.


I. Structural analysisThis passage can be divided into four sections:Part I (Para.1-2): Engels expresses his grief over the death

of a great man — Karl Marx.Part II (Para. 3-7): This part enumerates Marx’s

accomplishments in discovering the law of development of human history, the law of capitalist mode of production and the bourgeois society to which it gave rise, and his many contributions to the liberation of the modern proletariat.

While-reading


Part III (Para.8): This part contrasts the different attitudes of his opponents and his fellow revolutionary workers to Marx’s achievements.

Part IV (Para.9): Engels reaffirms Marx’s lasting influence and contribution.


II. Comprehension questionsII. Comprehension questions

1. Which of Marx’s discoveries did Engels consider most important?

---Engels consider the following two discoveries most important: the law of development of human history and the special law of motion governing the capitalist mode of production and the bourgeois society the mode has created.


2. What did Engels intend to tell his listeners when he mentioned Darwin’s discovery of the law of development of organic nature and Marx’s discovery of law of development of human history?

---Refer to Para 3. Engels intended to tell listeners that Marx’s discovery of the law of development of human history is as important as Darwin’s discovery of the law of development of organic nature.


3. How did Engels evaluate Marx’s discovery of the special law of motion governing the capitalist mode of production and the bourgeois society that this mode of production created?

---Refer to Para 4. In Engel’s view, this discovery was a historical breakthrough, because it involved the discovery of surplus value and suddenly threw light on the problem which all previous investigations had tried to solve but had been left groping in the dark.


4. What major contributions made by Marx to the liberation of the modern proletariat did Engels mention in his speech?

---Refer to Para 7. Marx worked on a number of newspapers and wrote many militant pamphlets to make the modern proletariat conscious of its own position and its needs, as well as the conditions of its emancipation. He also contributed tremendously to the formation of the great International Working Men’s Association.


5. What hostile actions ere taken against Marx by both absolutist and republican governments, and conservative or ultra-democratic bourgeois?

---Refer to Para. 8. Both absolutist and republican governments deported him from their territories; conservative and ultra-democratic bourgeois vied with one another in heaping slanders upon him.


III. Language pointsIII. Language points

immeasurable a. infinite

---Intelligence is statistically immeasurable as some skills are.

Synonym:

incalculable, limitless, vast, endless

Antonym:

slight


sustain vt. experience loss, injury, etc. ---Both sides sustained heavy losses in the war. Derivation: sustained a. (only before a noun) continuing for a long

time ---a period of sustained economic development sustainable a. able to continue for a long time sustainability n.


conceal vt. hide, not show

---She tried to conceal the fact that she was pregnant.

Synonym:

cover, disguise, keep secret

Antonym:

reveal, let out, uncover, disclose


evolve vi. gradually change and develop over a period of time

---The school has evolved its own style of teaching.

Collocation:

evolve from

---It has taken us several million years to evolve from the apes.

evolve out of

---The idea evolved out of work done by British scientists.


in the light of drawing knowledge or information from; in view of

---The development is significant in the light of what happened later.

Synonym:

taking into account, considering, with regard to, taking into consideration


surplus a. more than is needed (only before a noun)

---Early cultures used techniques such as smoking and salting to preserve surplus meat and fish.

n. a quantity or amount in excess of what is required

---Farmers often turn their surplus of milk into cheese and butter.

Collocation:

a surplus of

surplus value


critic n. a person who forms and gives judgments, esp. one who does so professionally

---A literary critic should not be too subjective in his approach.

Synonym:

reviewer, commentator


grant vt. to give someone something or allow them to have something that they have asked for

---The council have granted him permission to build on the site.

Derivation:

grant n. an amount of money given to someone

Synonym:

give, award


field n. a particular area of study, esp. one that one knows a lot about

---What field of research are you working in at the moment?

Synonym: subject, area

envisage vt. imagine sth. that has not happened

---Nobody can envisage the consequences of total nuclear war.

Collocation: envisage doing something

Synonym: imagine, foresee, envision, predict


overthrow vt. get rid of a leader or sb. in authority --- They have been scheming to overthrow the government. n. the defeat and removal from power of a leader or

government, especially by force --- The President came to power after the overthrow of the

Emperor.

tenacity n. determination to never stop trying to succeed in sth.

--- The athletes displayed great tenacity throughout the football match.


rival vt. be as good as sb. or sth. else

--- Of all the flowers in the garden few can rival the lily.

在花园的所有花卉中很少有花能与百合花媲美。 n. a person, group, or organization that you compete with in

sport, business, a fight etc.

--- This gives the company a competitive advantage over its rivals.

Collocation: rival for / in


deport vi. send sb. out of a country usu. because they do not have the legal right to be there

--- Even if they do not put him in jail, they will deport him.

Collocation:

deport somebody from / to something


vie vt. compete with sb. for sth. that is difficult to get

--- There are at least twenty restaurants vying with each other for customers.

Collocation:

vie for

vie with

vie to do something

Synonym: compete, rival, contest


heap vt. give sb. a lot of praise, blame, etc.

--- He heaped all the blame on his secretary.

Collocation:

heap praise / insults etc. on somebody

revere vt. respect and admire sb. or sth. very much

--- He is revered as a national hero.


… in the light of which they must, therefore, be explained, instead of vice versa, as had hitherto been the case.

---… so they must be explained from the standpoint of the above, not the other way round, which had so far been the way they were explained.


IV. Difficult sentences

Happy is the man to whom it is granted to make even one such discovery.

---The main clause of this sentence is in the inverted order; the normal order is: The man to whom it is granted to make even one such discovery is happy. What the sentence means is that if a man can make only one such discovery, he would feel happy.


But this was not even half the man. ---But this was only part of the man. The sentence means

Marx was far more than a man of science

All this he brushed aside as though it were cobweb, ignoring it, answering only when extreme necessity compelled him.

---He treated all this with contempt, ignoring it, as if brushing away annoying but insignificant cobweb. He reacted to it only when he found it absolutely necessary and had no other choice.


I. Grammatical Items• Use of the past perfect and the past perfect progressive• Use of subordination and coordination

Post-readingPost-reading


The past perfect refers to “past in the past”. It also has two chief uses: “finished” use and “unfinished” use, only with time reference back-shifted to a specified past moment.

e.g. I had written the article when they came.

In 1960, I’d known him for ten years; I met him for the

first time in 1950.


The past perfect progressive suggests continuousness, temporariness and incompleteness of the actions. The chief use of the past perfect progressive has also something in common with the “unfinished” use of the past perfect, and, therefore, in many cases, these two forms can be used interchangeably, though in colloquial speech, the past perfect progressive is more frequently used than the past perfect.

e.g. I’d been working for some time when he called.

=I’d worked for some time when he called.


Exercises A: Complete the following sentences with the past perfect or past perfect progressive of the verbs in brackets.

1. He finally (work) his way up from the shop floor to a management position.

2. A woman came in with a baby, who she said (swallow) a safety pin.

3. It was the first time he (be) abroad.


4. He was tired. He (work) since dawn.

5. She (try) to find a job. She still hadn’t found one.

6. The war (go) on for two years until they agreed on a cease-fire.


Coordination and subordination are two devices for combining and relating ideas. These are commonly used to connect clauses or sentences in order to establish various semantic relationships. Generally speaking, coordination establishes a relationship between ideas of approximately equal importance. A coordination construction is formed with coordinating devices including coordinators (usually and, or and but) and some punctuation marks.


e.g. :

The rain stopped, and the sun came out.

There are five types of discharge from military service: honorable, general, undesirable, bad conduct, and dishonorable.

Golf demands the best of time and space; tennis, the best of personal energy.


Subordination establishes a kind of relationship which indicates that one idea is more important than the other. A subordinate construction might be a finite clause, a non-finite clause, a verbless clause, or a phrase.

e.g.Expecting trouble, the guards were fully armed.

When the rain stopped, the sun came out.

Before she could answer the telephone, it stopped ringing.


Exercise B: Indicate which sentence in each of the pairs is preferable.

1. a. Children use the telephone so often, and their parents become angry, and they have it disconnected.

b. Because children use the telephone so often, they anger their parents, who have it disconnected.

2. a. Charlie had a small piece of cake after dinner, although it was not on his diet.

b. Although cake was not on his diet, Charlie had a small piece after dinner.


3. a. Wendy travelled to Hawaii, when she stayed at a hotel near Diamond Head.

b. Wendy stayed at a hotel near Diamond Head when she travelled to Hawaii.

4. a. Both Jane wanted to go to the south, and her husband wanted to go there, too.

b. Both Jane and her husband wanted to go to the south.


5. a. It is quite clear that the crime was done deliberately.

b. It is quite clear the crime was done deliberately.

6. a. He ate too little and worked too hard for weeks on end, and he became ill.

b. As he ate too little and worked too hard for weeks on end, he became ill.


II. Translation exercises 由于她不注重口语，所以虽然她已经学了十年英语，但还是无

法用这门语言表达自己的思想。（ make oneself+past participle）

Although she has been learning English for ten years, she is still not able to make herself understood in the language because she has not paid enough attention to oral English.

正如我们祖先开辟了从中国到欧洲的丝绸之路一样，哥伦布发现了欧洲和美洲之间的航路。 (just as…so)

Just as our ancestors opened up the ancient Silk Road from China to Europe, so Columbus discovered the sea route between Europe and America.


听到玛丽和约翰重归于好的消息，他非常嫉妒，竟没能掩饰自己的失望。 (conceal)

When he heard about Mary’s reconciliation with John, he was so jealous that he was not able to conceal his disappointment..

那位科学家正在进行一项科学研究，旨在揭示人类衰老的自然规律。 (throw light on)

That scientist was doing a research project in order to throw some light on the natural laws governing the ageing of human beings.


对不起，我把那个秘密给泄露了，因为我和你说话的时候没有意识到他站在附近。 (be conscious of)

I’m sorry I gave away the secret because I was not conscious of him standing nearby when I was talking to you.

世界上没有任何东西，哪怕是我们能想像的最先进的电脑，可以和人类的大脑相提并论。 (rival, envisage)

Nothing in the world can rival the human brain, not even the most advanced computer we can envisage.


修这门课的学生，除了交一篇学期论文以外，至少还要写三篇读书报告。 (in addition to)

In addition to submitting a term paper, students taking this course will have to write at least three book reports.

这两个班级正在为代表学校参加全省的辩论比赛进行竞争。 (vie)

The two classes are vying for the opportunity to represent our university in the provincial debating competition.


II. Oral activitiesII. Oral activities

Discuss with one of your classmates on the following topics.

1. Do some research about Karl Marx’s life and give a talk telling your classmates what you know about him. Pay special attention to how he developed the Marxist theory that was to exert a great influence on the whole human race.


2. Marxism, in a sense, has influenced China more than most of the other parts of the world. However, this has been done in a special way. It has been “localized” as it is applied to the reality of China. Now discuss in groups of five to six in what respects Marxism has influenced Chinese society, particularly its significance in the construction of social harmony today.


III. Writing practiceIII. Writing practice

Write an essay of no less than 250 words on the topic given below:

China should further develop its auto industry instead of curing its growth

海南大学外国语学院基础英语研室海南大学外国语学院基础英语教研室

Text II---Reminiscences of Karl MarxText II---Reminiscences of Karl Marx

Lead-in questions

1. What do you know about Karl Marx and his books?

2. From which special perspective did Karl Marx try to talk about history?


II. Questions for comprehension1. What does Marx say a scientist should be like?

--- According to Marx, a scientist must participate in public life. Scientists must place their knowledge at the service of humanity.

2. What do you think of Marx’s way of thinking and writing?

--- open


3. Comment on Marx’s friendship with Engels.

--- From the text we can see that they were the closest friends one could imagine in this world. They “lived in intimate fellowship of ideas and feelings and shared the same revolutionary agitation; as long as they could live together they worked in common.” (Paragraph 8) It was their common philosophy and ideal that united them as one person.


II. Language points

One must know that historic room before one can penetrate into the intimacy of Marx’s spiritual life.: One must know that historic room before one can have a deep understanding of Marx’s spiritual life.

three foot by two: three feet in length and two in width


… not a day went by but the two men saw each other …: … not a day went by without the two men seeing each other … The word “but” is used in a negative sentence to introduce a clause expressing positive meaning. E.g.:

---Hardly a week passed but I got another idea.

---Never a month passes but she writes to her old parents.


No effort could have been too great for Marx to convince Engels and win him over to his ideas.: Marx spared no efforts to convince Engels and win him over to his ideas.

at the chase: when he went hunting


Good Bye!


book ii unit 13. contents text one pre-reading i. warm-up questions ii. background information...

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