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At firstÊ×ÏÈ, peopleÈËÃÇ usedÓà theirËûÃÇµÄ fingers['f??g?]ÊÖÖ¸, and evenÉõÖÁ their toes[t??]½ÅÖº. HoweverÈ»¶ø, they couldÄܹ» only½ö½ö countÊý smallСµÄ numbersÊý×Ö in this wayÓÃÕâÖÖ·½·¨.
ºóÀ´£¬ËûÃÇ¿ªÊ¼Óù÷°ôºÍ¹ÇÍ·ÖÆ×÷һЩСÎï¼þ¡£ÕâÄܰïÖúËûÃǼÆËã¸ü´óµÄÊý×Ö¡£ËûÃÇÒÀ´ËÀ´¼ÆËãÈçÿ¸öÔÂÌìÊý¡¢ËûÃÇÓµÓеÄʳÎïºÍ¶¯ÎïÊýÁ¿£¨ÄÇÑùµÄÊý×Ö£©¡£
After thatÔÚÄÇÖ®ºó, they ËûÃÇbegan to ¿ªÊ¼make ÖÆ×÷small СµÄmarks[m¨»?k] ·ûºÅ£»±ê¼Çon sticks[st?k] ¹÷×Óand bones[b??n]¹ÇÍ·. This helped°ïÖú themËûÃÇ countÊý bigger¸ü´óµÄ numbersÊý×Ö. They usedÓà them to count things likeÏñÊÇ the days Ììof the monthÔÂ, the amount [?'ma?nt]ÊýÁ¿ of foodʳÎï and the number of ...µÄÊýÁ¿animals¶¯Îï they hadÓÐ.
ÔÙºóÀ´ÈËÃÇ¿ªÊ¼Ê¹ÓÃÓÉÕ³ÍÁ»òСʯ¿é×ö³ÉСÎï¼þ¡£Õâ¿ÉÒÔÓÃÀ´¼ÆËã¸ü´óµÄÊý×Ö¡£ËûÃÇͨ³£»áËüÃÇ´©³É´®¶ù£¬ÒÔ·½±ãËûÃÇЯ´ø¡£Õâ¾Í·¢Õ¹³ÉÁËÈçËãÅ̵Ť¾ß¡£
ThenÈ»ºó peopleÈËÃÇ began to ¿ªÊ¼use ÓÃtokens['t??k(?)n]·ûºÅ made fromÓÃ...×ö clay[kle?] ÄàÍÁor small stones[b??n]ʯͷ. This helped them countÊý evenÉõÖÁ bigger¸ü´óµÄ numbersÊý×Ö. They often¾³£ put the tokens ·ûºÅon pieces[pi?s] ¸ùof string[str??]Éþ×Ó so that ËùÒÔthey couldÄܹ» carryЯ´ø them aroundËÄ´¦ easilyÈÝÒ×µØ. This developed into[d?'vel?p] ·¢Õ¹³Étools [tu?l]¹¤¾ß likeÏñ the abacus['?b?k?s]ËãÅÌ.
×îºó£¬ÈËÃÇ¿ªÊ¼·¢Õ¹Êéд·ûºÅϵͳ£¬ÓÃÀ´ÏÔʾ²»Í¬µÄÊý×Ö£¬ÓÚÊDzúÉúÁËÓ¡¶È - °¢À²®Êý×Ö£¨0-9£©¡£Ö±µ½½ñÌ죬ÎÒÃÇÈÔÈ»ÔÚʹÓÃÕâÌ×£¨Êý×Ö£©ÏµÍ³¡£
Finally['fa?n?l?]×îºó, peopleÈËÃÇ began to ¿ªÊ¼develop[d?'vel?p]·¢Õ¹ systems['s?st?m]ϵͳ of written['r?tn] ÊéдµÄmarks [m¨»?k]·ûºÅ to show չʾ£»±íÃ÷different ²»Í¬µÄnumbersÊý×Ö, and this led to[led]µ¼Ö the Hindu-Arabic['hindu:-?'reibik] system['s?st?m] ϵͳ(0¡ª9). We are still ÈÔÈ»usingʹÓà this system today.
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Numbers around the world
ÊÀ½ç¸÷µØµÄÈËÃÇÊéдÊý×ֵķ½Ê½²»Í¬¡£ÏÂͼÏÔʾÁ˲»Í¬ÎÄ»¯±³¾°µÄÈËÈçºÎд´ÓÒ»µ½Îå¡£
5
People around the world write numbers in different ways. The following shows how people from different cultures write one to five.
ººÓһ£¬¶þ£¬Èý£¬ËÄ£¬Îå Chinese: Ò»¡¢¶þ¡¢Èý¡¢ËÄ¡¢Îå ÂÞÂí£º¢ñ£¬¢ò£¬¢ó£¬¢ô£¬¢õ Romans: ¢ñ, ¢ò, ¢ó, ¢ô, ¢õ Ó¢Óone, two, three, four, five English: one, two, three, four, five
µ«ÊÇ£¬½ñÈÕÊÀ½çÉϾø´ó¶àÊýÈ˶¼ÔÚʹÓð¢À²®Êý×Ö£¨1£¬2£¬3£¬4£¬5£¬µÈµÈ£©¡£ However, most people around the world use Arabic numbers (1, 2, 3, 4, 5, etc.) today.
Unit 3 µçÄÔµÄÊÂʵ Computer facts[f?kt] ¸üС¶ø¸üºÃ Smaller and better
ÔÚ 20 ÊÀ¼Í 40 Äê´ú£¬µÚһ̨µçÄÔ±ÈÆû³µ»¹Òª´ó¡£ÏÖÔڵĵçÄÔ±äµÃÔ½À´Ô½Ð¡£¬¶øÇÒÔ½À´Ô½ºÃÁË¡£ÓÐЩµçÄÔÊÇ΢Ð͵ġ£Äã¿ÉÄÜÒâʶ²»µ½ËüÃÇ¡£¿ÉÄÜÔÚÄãµÄµçÊÓ»ú»òÏ´Ò»úÄÚ²¿¾ÍÓÐÒ»¸ö¡£Äã±ÈÄãËùÒâʶµ½µÄ¸ü¼ÓÒÀÀµµçÄÔ¡£
In the 1940s, the first computers were bigger than cars. Now computers are becoming smaller and better. Some computers are tiny['ta?n?]΢СµÄ. You may be unaware ofûעÒâµ½[?n?'we?] them. There is probably »òÐíone inside your TV or washing machineÏ´Ò»ú. You depend on [d?'pend] ÒÀÀµcomputers more than you realize['ri??la?z]Òâʶµ½.
ÎÒÃÇ¿ÉÒÔÓõçÄÔ×öʲô£¿ What can we do with computers?
ÎÒÃÇ¿ÉÒÔÓõçÄÔÀ´¼ÆËã¡£ËüÃÇ¿ÉÒÔÒÔ±ÈÎÒÃǸü¿ìµÄËٶȼÆËã¶øÇÒ¼¸ºõ´ÓÀ´²»»á¸øÄã´íÎóµÄ´ð°¸¡£ÎÒÃÇ»¹¿ÉÒÔÓÃËüÃÇÀ´´ò×Ö»ò»æ»¡£´ËÍ⣬µçÄÔ»¹¿ÉÒÔµ£¸ºÖØÒªµÄ¹¤×÷£¬ÏñÊDzÙ×÷Ìú·¡¢·É·É»úºÍÌ«¿Õ·É´¬¡£
6
We can use computers to calculate['k?lkj?le?t]¼ÆËã. They can calculate at a faster speed[spi?d] ÒÔÒ»¸ö¸ü¿ìµÄËÙ¶Èthan we can and almost ¼¸ºõnever´Ó²» give wrong answers. We can also type [ta?p]´ò×Ö and draw» things with them. In addition[?'d??(?)n]ÁíÍâ, computers can do important jobs[d??b]¹¤×÷ like operating ['?p?re?t]²Ù×÷£»ÔËÐÐ railways ['re?lwe?]Ìú· and flying planes·É»ú and spaceships['spe?s??p]Ì«¿Õ·É´¬. һ̨µçÄÔ»á±ÈÎÒ¸ü´ÏÃ÷£¿ Is a computer cleverer than me?
´ð°¸ÊÇ¡°·ñ¡±¡£ÄãµÄ´óÄÔÄܲúÉúеÄÏë·¨£¬µ«µçÄÔ²»ÄÜ¡£²»¹ý£¬»òÐíÓÐÒ»ÌìµçÄÔÄܱÈÈËÀà¸ÉµÃ¸üºÃ¡£ÀýÈ磺ËûÃÇ¿ÉÄܱÈÒ½Éú¸üÄÜ´ÓÊÂÒ½ÉúµÄ¹¤×÷¡£
The answer is ¡°No¡±. Your brain[bre?n]´óÄÔ can produce[pr?'dju?s]²úÉú new ideas but computers cannot. HoweverÈ»¶ø, one day computers may be able toÄܹ» do a better job than human beingsÈËÀà. For example, they may be better than doctors at doing their job.
Èç¹ûµçÄÔ¿ÉÒÔ×öÎÒÃÇËùÓеŤ×÷ʱ½«»á·¢Éúʲô£¿ÎÒÃÇʲô¶¼²»ÓÃ×ö£¿µçÄÔ¿ÉÄÜ»á¸Ä±äÎÒÃǵÄÉú»î£¬µ«ËüÃÇ»áÈÃÉú»î±äµÃ¸üÃÀºÃÂð£¿
What will happen to·¢Éú us if computers can do all our jobs? Will we have nothing to do? Computers may change[t?e?n(d)?]¸Ä±ä our livesÉú»î, but will they make them better?
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Computer game problemsÎÊÌâ
¼Ò³¤ÃǺͽÌʦÃÇ£¬ÏÂÎçºÃ¡£¸ÐлÄú³öϯ±¾´Î»áÒé¡£ÉÏÖÜÄ©£¬ÎÒÃǵÄÒ»¸öѧÉú½øÁËÒ½Ôº¡£ÕâÃûѧÉúÔÚÉÏÖÜÁùÒ»ÕûÌì¶¼ÔÚµçÄÔÉÏÍæÔÚÏßÓÎÏ·£¬Ã»ÓÐÍ£ÏÂÀ´ºÈ¿ÚË®¡¢³Ô·¹»ò˯¾õ¡£µ½×îºó£¬Ëû£¨ÉíÌ壩¾Í±äµÃºÜÐéÈõÁË¡£
Good afternoon, parents ¸¸Ä¸and teacher. Thank you for attending[?'tend]²Î¼Ó this meeting. Last weekendÉÏÖÜÄ©, one of our students went to hospital. The student played computer games on the Internet['?nt?net] ÍøÉÏall day Saturday withoutûÓÐ stopping to drink, eat or sleep. Finally×îºó, he became very illÉúÖØ²¡.
һЩѧÉúÍæµçÄÔÓÎÏ·µÄʱ¼ä¹ý³¤£¬ÕâÊÇÒ»¸öÑÏÖØµÄÎÊÌâ¡£ÒÔǰ£¬Ñ§ÉúÃǸü¶àµÄÊǾ³£ÔÚ»§ÍâÍæ£¬µ«ÏÖÔÚËûÃÇ»¨¸ü¶àµÄʱ¼äÔÚµçÄÔǰ¡£Õâ¶ÔËûÃǵĽ¡¿µ²»Àû¡£
7
Some students play computer games for too long. This is a serious['s??r??s]ÑÏÖØµÄ problem. In the pastÔÚ¹ýÈ¥, students used to¹ýÈ¥³£³£ play outsideÍâÃæ more often, but now they spend »¨·Ñmore time in front of ÔÚ..Ç°Ãæcomputers. This is bad for their health[hel¦È]½¡¿µ.
Ã÷ÌìÎÒÃǽ«»áÓÐЩר¼Òµ½Õâ¸úѧÉúÁÄÁĹØÓÚÍæµçÄÔÓÎÏ·µÄ»µµÄÓ°Ïì¡£ËûÃÇÒ²½«¸ø³öһЩ¹ØÓÚÈçºÎÓõçÄÔѧϰµÄ½¨Òé¡£
Tomorrow we¡¯ll have some experts ['eksp??t]ר¼Ò here to talk to the students about the bad effects [?'fekt]Ó°Ïì of playing computer games. They¡¯ll also give some advice[?d'va?s] ½¨Òéon ¹ØÓÚhow to use computers for studying.
ÎÒÏ£ÍûÎÒÃÇÄÜÒ»ÆðŬÁ¦£¬·ÀֹѧÉú»¨Ì«¶àʱ¼äÍæµçÄÔÓÎÏ·¡£¸Ðл´ó¼Ò³é¿Õ¹ýÀ´£¡ I hope we can all work togetherÒ»Æð to stop students from×èÖ¹ spending»¨·Ñ too much Ì«¶àtime playing computer games. Thank you for your time.
The abacus ËãÅÌ
ËãÅÌ»òÐíËãÊÇ£¨ÊÀÉÏ£©µÚÒ»¿î¼ÆËã»úÁË¡£ÈËÃÇÔçÔÚ 4000 Äêǰ¾Í¿ªÊ¼Ê¹ÓÃËüÀ´×öËãÊõÁË¡£ËüÔڹŴúÖйú£¬ÂÞÂí£¬°£¼°ºÍÏ£À°¶¼Óб»Ê¹Ó᣽ñÌ죬»¹ÓÐЩÈËÔÚʹÓÃËãÅÌ¡£
The abacus was perhaps the first type of computer. People started using it over 4,000 years ago to do maths. It was used in ancient China, Rome, Egypt and Greece. Today some people still use the abacus. Unit 4
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