Unit 6

1. Unit 6 The Mysterious Gift of the Prodigy

2. Remember sb/sth as… 1. Wolfgang Amadeus Mozart will be remembered as one of history’s most famous child prodigies. Be remembered as Be regarded as Be considered as

3. Tense 2. By the age of eight, he had performed in half the great cities of Europe and was about to write his first three symphonies. Tense in the sentence: 1) By the age of eight/by the time…/By then, + the Past Perfect 2) Be about to do sth

4. Recognize 3. But the world recognizes him as one of the finest composers who ever lived. Recognize sb/sth as …: be willing to accept sb/sth as valid or genuine; approve --The world has recognized his works as works of genius. --He was eventually recognized as the only legal heir to the fortune of that old man.

5. Recognize --The government finally recognized her efforts in women’s liberation movement. --I didn't recognize her yesterday when I met her on the street. --She recognized that she was not qualified for that post yet. recognition, recognizable

6. Amaze 4. For centuries, people have been amazed by children of unusual talent Surprise Amaze Astonish Shock Take sb aback

7. Work one’s way 5. John Stuart Mill, the nineteenth century British philosopher, read Greek at three and had worked his way through elementary geometry and algebra and a large body of literature and history by the time he was 12.

8. Work one’s way through sth Work one’s way through sth: read or do sth from beginning to end --The board are still working their way through the application forms. --She needs to work her way through all her students’ compositions by this weekend. --You’d better work your way through that novel so that you can have a better understanding.

9. Not always…, bring sth to sth 6. Success has not alwaysbrought happiness to prodigies. Partial negation: not always, not all… Bring sth (happiness, sadness, damage, etc) to sb/sth: cause sth to sb/sth --Compassionate love doesn't always bring happiness to a couple. --Two world wars brought disastrous influence to human souls.

10. A number of, have sth in common 7. A number of history’s most famous prodigies had something else in common… 1) A number of vs. the number of 2) Have sth in common: have some similarities

11. Even though, fascination 8. Even though there has been a fascination with child prodigies for centuries, there has been little serious study of them until recently. 1) Even though/although: in spite of, despite … --Even though I had apologized many times for that, she just couldn't forgive me. --Although I like that job very much, I just can’t bear so much pressure every day from it.

12. Fascination 2) A fascination with sth/sb: Fascinate: attract or interest sb greatly --The children were fascinated by the toys in the shop window. --He was fascinated by the beauty of the landscape.

13. Fascinating, fascination Fascinating:a fascinating voice/story Fascination: fascinating quality, process of fascinating --Reading novels holds a certain fascination for me. --That foreign visitor started to have a fascination for Chinese pottery.

14. Identify 9. Some surprising common characteristics have been identified. Identify: recognize, consider sth to be identical with sth, give support to sb --She identified the man as the one who stole her purse. --One can’t identify happiness with wealth.

15. Identify --He refused to identify himself with that political party. --It’s hard to identify with any characters in the movie. identical, identification

16. Turn off doing sth 10. In school with children their own age they may become bored or frustrated, and simply turn off learning completely.

17. Turn off Turn off doing sth: stop doing sth Turn sb off: cause sb to be bored or disgusted by sth or not sexually attracted to sb --All that talk about chamber pot at table turned me just off. --Bad breath is guaranteed to turn a woman off. Turn sth off: stop the flow of (water, gas, electricity) or stop a radio, television, etc

18. Turn off Turn on sb: attack sb suddenly and unexpectedly --His normally placid dog turned on him and bit him in the leg. --Why are you all turning on me? (Blame, criticize) Turn on sth: have sth as its main topic Turn sb on vs. turn sb off Turn sth on vs. turn sth off

19. Turn to sb/sth, a sense of belonging 11. Many children, as they enter adolescence, begin to turn to other teenagers for affection, encouragement, and a sense of belonging.

20. Turn to Turn to sb/sth: go to sb/sth for help or advice --He has no one he can turn to. --You can turn to the insurance company when you suffer from some damages. --Who are the ones you would like to turn to when you are in trouble?

21. Although, be born with, potential 12. Although a child may be born with outstanding genetic potential, this potential will not necessarily develop.

22. Be born with, potential 1) Be born with…: possess sth from birth; innate --He was born with musical gift. --She was born to be a great writer. --Jenny is a born dancer. 2) Potential: (u.n) possibility of being developed or used; qualities that exist and can be developed

23. Nourish, nurture 13. Something in the environment must nourish the potential. In Yani’s case, that something is probably her father, who gave up his own career as a painter in order to nurture Yani’s talent and growth.

24. Nourish, nurture 1) Nourish 2) Nurture: care for and educate; encourage the growth of sth; nourish --Children need nurtured by loving parents. --The gardener nurtured delicate plants carefully. --We want to nurture the new project, not destroy it.

25. (Translate) 14. And although many prodigies enjoy the satisfaction of extraordinary achievement, public praise, and material wealth, even the most successful sometimes question the value of their lives and accomplishments.

26. Long, confess, acclaimed, mediocre 15. “I have a longing which grows stronger as I get older,” confesses the acclaimed American concert pianist Eugene Istomin, “to be mediocre.”

27. Longing, confess, acclaimed, mediocre 1) Longing: 2) Confessconfession 3)Acclaimed acclaim: acknowledge the greatness of sb/sth acclamation 4) Mediocre: not very good, second-rate mediocrity

28. Frame 1: How come you stopped taking…? --How come you bought an apartment so far from your school? --How come they decide to move out so soon? --How come you don’t like her? --How come we don’t have some pizza today? to ask for an explanation, esp. surprised by: --Why did you buy an apartment so far from your school?

29. Frame 1: How come…? (Informal) 1)--He seems to know the area pretty well. --Oh? How come? (Why does he know it?) 2)--I won’t be able to go to the party this evening? --How come? (Why won’t you…?) 3)--They can’t finish the task as they promised. --How come? (Why can’t they…?)

30. Frame 2: though, although 1.In most cases, though and although can be replaced mutually. --Though/Although it’s dark, they still continued working in the field. --Though/Although he knew better that he would fail, he tried his best to win the game.

31. Frame 2: though, although 2.Under such conditions, although can’t replace though. --Though everyone dislike you, I wouldn't. --Even though she was angry with him, she managed to control herself. --Child though he was, he knew everything. --He may come tonight. I am not sure, though.

32. Frame 3: so, because, since, as, given 1. Because: unknown reason to the hearer --They were late because they were caught in the traffic jam. --We failed not because we hadn’t worked hard enough but because we hadn’t find the right person. 2. As/since: known reason to the hearer --As/Since everyone is here, let’s begin our meeting.

33. Frame 3: because, as, since, so, given 3. So: result --It rained heavily last night so I didn't go to the party. --Please work hard so that you can pass the examination.

34. Frame 3: because, as, since, so, given 4. Given the fact that…: given (prep. Taking into account) --Given the price of the house, she is going to put more money aside each month. --Given a gloomy economy,you’d better not invest in that business.

35. Frame 4: hope vs. wish “Hope + that clause” indicates a desire relating to the past, present or future, while, “wish + that clause” expresses regret about the past, present or future, usually a subjunctive required in its clause. Notes: “hope” can be used in the phrase “hope for…” or “hope to do…”, as “wish” can. --She hopes/wishes for a letter from him. --He hopes/wishes to be alone for a while.

36. Frame 4: hope vs. wish —I hope you weren't late. —I hope you’re ready. —We hope you will be very happy. —I wish I hadn’t gone to that party. (But I went.) —I wish I could speak French. (But I can’t.) —I wish I were going on holiday next month. (But I won’t.)