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创思英语原创《英语阅读》周记本2013版

A Journal Education is not filling a bucket, but lighting a fire.

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Of Studies

by Francis Bacon (1561-1626)

Studies serve for delight, for ornament, and for ability. Their chief use for delight is in privateness and retiring; for ornament, is in discourse; and for ability, is in the judgment and disposition of business.

For expert men can execute, and perhaps judge of particulars, one by one; but the general counsels, and the plots and marshalling of affairs, come best from those that are learned. To spend too much time in studies is sloth; to use them too much for ornament, is affectation; to make judgment wholly by their rules, is the humor of a scholar. They perfect nature, and are perfected by experience: for natural abilities are like natural plants, that need pruning, by study; and studies themselves do give forth directions too much at large, except they be bounded in by experience. Crafty men condemn studies, simple men admire them, and wise men use them; for they teach not their own use; but that is a wisdom without them, and above them, won by observation. Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in parts; others to be read, but not curiously; and some few to be read wholly, and with diligence and attention. Some books also may be

论读书

王佐良 译

读书足以怡情,足以博彩,足以长才。其怡情也,最见于独处幽居之时;其傅彩也,最见于高谈阔论之中;其长才也,最见于处世判事之际。

练达之士虽能分别处理细事或一一判别枝节,然纵观统筹、全局策划,则舍好学深思者莫属。读书费时过多易惰,文采藻饰太盛则矫,全凭条文断事乃学究故态。读书补天然之不足,经验又补读书之不足,盖天生才干犹如自然花草,读书然后知如何修剪移接;而书中所示,如不以经验范之,则又大而无当。狡黠者鄙读书,无知者羡读书,唯明智之士用读书,然书并不以用处告人,用书之智不在书中,而在书外,全凭观察得之。读书时不可存心诘难作者,不可尽信书上所言,亦不可只为寻章摘句,而应推敲细思。书有可浅尝者,有可吞食者,少数则须咀嚼消化。换言之,有只须读其部分者,有只须大体涉猎者,少数则须全读,读时须

read by deputy, and extracts made of them by others; but that would be only in the less important arguments, and the meaner sort of books, else distilled books are like common distilled waters, flashy things.

Reading maketh a full man; conference a ready man; and writing an exact man. And therefore, if a man write little, he had need have a great memory; if he confer little, he had need have a present wit: and if he read little, he had need have much cunning, to seem to know that he doth not. Histories make men wise; poets witty; the mathematics subtle; natural philosophy deep; moral grave; logic and rhetoric able to contend. Abeunt studia in mores[Studies pass into and influence manners]. Nay, there is no stand or impediment in the wit but may be wrought out by fit studies; like as diseases of the body may have appropriate exercises. Bowling is good for the stone and reins; shooting for the lungs and breast; gentle walking for the stomach; riding for the head; and the like. So if a man’s wit be wandering, let him study the mathematics; for in demonstrations, if his wit be called away never so little, he must begin again. If his wit be not apt to distinguish or find differences, let him study the Schoolmen; for they are cymini sectores[splitters of hairs]. If he be not apt to beat over matters, and to call up one thing to prove and illustrate another, let him study the lawyers’ cases. So every defect of the mind may have a special receipt. 全神贯注,孜孜不倦。书亦可请人代读,取其所作摘要,但只限题材较次或价值不高者,否则书经提炼犹如水经蒸馏、淡而无味矣。

读书使人充实,讨论使人机智,笔记使人准确。因此不常作笔记者须记忆特强,不常讨论者须天生聪颖,不常读书者须欺世有术,始能无知而显有知。读史使人明智,读诗使人灵秀,数学使人周密,科学使人深刻,伦理学使人庄重,逻辑修辞之学使人善辩:凡有所学,皆成性格。人之才智但有滞碍,无不可读适当之书使之顺畅,一如身体百病,皆可借相宜之运动除之。滚球利睾肾,射箭利胸肺,慢步利肠胃,骑术利头脑,诸如此类。如智力不集中,可令读数学,盖演题须全神贯注,稍有分散即须重演;如不能辨异,可令读经院哲学,盖是辈皆吹毛求疵之人;如不善求同,不善以一物阐证另一物,可令读律师之案卷。如此头脑中凡有缺陷,皆有特药可医。

The 1st Term -- Interest

1.Looking forward

2.Reading Process

3.Reading Purposes

4.Reading Habits

5.Reading Materials

6.Reading Models

7.Reading Abilities

8.Reading Speed

9.Word Power

10.Word Memorization

11.Word Formation

12.Word Affixes

13.Word Roots

14.Word Chains

15.Word Meaning

16.Looking backward The 2nd Term -- Variety

1.Looking forward

2.Reading vs. Writing

3.Sentence Patterns

4.Sentential Connections

5.Paragraph Structure

6.Chronological Pattern

7.Sequential Pattern

8.Spatial Pattern https://www.wendangku.net/doc/f511971733.html,pare-contrast Pattern

10.Cause-effect Pattern

11.Problem-solution Pattern

12.Topical Pattern

13.Facts vs. Opinions

14.Inference & Judgment

15.Summarization & Conclusion

16.Looking backward

The 3rd Term -- Criticism

1.Looking forward

2.Text Types vs. Literary Genres

3.Narrative Writing

4.Descriptive Writing

5.Expositive Writing

6.Argumentative Writing

7.Periodicals

8.Fiction Stories 9.Poetry

10.Prose & Page Drama

11.Scientific Writing

12.Figures of Speech 1

13.Figures of Speech 2

14.Writing Style

15.Cultural Connotation

16.Looking backward

The 4th Term -- Testing

1.Looking forward

2.TEM-4 Syllabus

3.TEM-4 V ocabulary 1

4.TEM-4 V ocabulary 2

5.TEM-4 V ocabulary 3

6.TEM-4 Reading 1

7.TEM-4 Reading 2

8.TEM-4 Reading 3 9.CET-6 Syllabus

10.CET-6 V ocabulary 1

11.CET-6 V ocabulary 2

12.CET-6 V ocabulary 3

13.CET-6 Reading 1

14.CET-6 Reading 2

15.CET-6 Reading 3

16.Looking backward

填写说明

1、除特殊情况外,周记内容全部用英文填写。

2、阅读执行计划:学期初确定本学期的阅读学习目标和实现目标的具体计划等。

3、阅读总结反思:期末时对照执行计划总结所学内容、评估学习效果,总结经验、反

思不足等。

4、标题:文章标题或图书名称。

5、作者:姓名可缩写,如:H. Taylor;佚名时填“Anonymous”。

6、出处:①收录文章的网站地址及站名或图书名称及出版社;或②图书的出版信息(出

版社、出版年月及版次)或电子图书的网址及站名。

7、地点:阅读文章或图书的地点,如:library, dorm, classroom等。

8、题材:反映阅读内容的主题词,如:love、war、inspiration等。

9、体裁:文章体裁,如:narration、description、exposition、argumentation等;或文学

体裁,如:news、story、essay、review、poem等。

10、生词:阅读材料为一篇文章时填写生词数量,为一本书时填“/”。

11、时间:记录阅读所处的一天中的某个时间,如morning或8:30。

12、篇幅:若阅读材料在一页之内则填写大概字数,超过一页则填写页数,如88w或8p。

13、用时:阅读材料为一篇文章时填写读完第一遍所花费的时间,如5mins;为一本书

时填“/”。

14、速度:阅读材料为一篇文章时填写第一遍的阅读速度,如100wpm;为一本书时填“/”。

15、深度:skim(略读)、raud(通读)、study(研读)。

16、主要单词和短语:记录阅读材料中重要的单词和短语。

17、阅读反思或内容摘要:①阅读反思包括一般意义上的读后感和对阅读行为本身的反

思(如阅读目的、环境、难度、速度、技巧、效果等);②内容摘要即按照文章的人称缩写原文,概括主要内容。

18、近期阅读小结:勾选总评,并总结近期的阅读情况,制定或调整下一步阅读计划。

19、批阅:每两周(逢双周)查看一次周记完成情况并批日期。

20、有任何疑问,可与教师课堂交流或访问创思英语填写教学反馈登记表。

If you fail to plan, you’re planning to fail. 2013-2014学年第一学期阅读执行计划

执行人:日期:2013-2014学年第一学期阅读总结反思

总结人:日期:

标题作者出处地点题材体裁生词时间篇幅用时速度深度

近期阅读小结OVERVIEW: Ex cell ent □Good □ Fair □ Poor □ Terrible □DETAILS:

标题作者出处地点题材体裁生词时间篇幅用时速度深度

近期阅读小结OVERVIEW: Ex cell ent □Good □ Fair □ Poor □ Terrible □DETAILS:

标题作者出处地点题材体裁生词时间篇幅用时速度深度

近期阅读小结OVERVIEW: Ex cell ent □Good □ Fair □ Poor □ Terrible □DETAILS:

标题作者出处地点题材体裁生词时间篇幅用时速度深度

近期阅读小结OVERVIEW: Ex cell ent □Good □ Fair □ Poor □ Terrible □DETAILS:

标题作者出处地点题材体裁生词时间篇幅用时速度深度

近期阅读小结OVERVIEW: Ex cell ent □Good □ Fair □ Poor □ Terrible □DETAILS:

标题作者出处地点题材体裁生词时间篇幅用时速度深度

近期阅读小结OVERVIEW: Ex cell ent □Good □ Fair □ Poor □ Terrible □DETAILS:

标题作者出处地点题材体裁生词时间篇幅用时速度深度

近期阅读小结OVERVIEW: Ex cell ent □Good □ Fair □ Poor □ Terrible □DETAILS:

标题作者出处地点题材体裁生词时间篇幅用时速度深度

近期阅读小结OVERVIEW: Ex cell ent □Good □ Fair □ Poor □ Terrible □DETAILS:

If you fail to plan, you’re planning to fail. 2013-2014学年第二学期阅读执行计划

执行人:日期:2013-2014学年第二学期阅读总结反思

总结人:日期:

标题作者出处地点题材体裁生词时间篇幅用时速度深度

近期阅读小结OVERVIEW: Ex cell ent □Good □ Fair □ Poor □ Terrible □DETAILS:

标题作者出处地点题材体裁生词时间篇幅用时速度深度

近期阅读小结OVERVIEW: Ex cell ent □Good □ Fair □ Poor □ Terrible □DETAILS:

标题作者出处地点题材体裁生词时间篇幅用时速度深度

近期阅读小结OVERVIEW: Ex cell ent □Good □ Fair □ Poor □ Terrible □DETAILS:

标题作者出处地点题材体裁生词时间篇幅用时速度深度

近期阅读小结OVERVIEW: Ex cell ent □Good □ Fair □ Poor □ Terrible □DETAILS:

标题作者出处地点题材体裁生词时间篇幅用时速度深度

近期阅读小结OVERVIEW: Ex cell ent □Good □ Fair □ Poor □ Terrible □DETAILS:

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