기초영어에서 에세이까지 최병길의 영어 놀터 www.choibg.com
나와 궁합이 잘 맞는 영어? 가급적 그런 영어를 입력해야 출력 (말하기,쓰기)이 쉽습니다!

Watch Thursday, September 13, 2012 on PBS. See more from PBS NewsHour.

Chapter 1: The Old Sea-Dog at the Admiral Benbow

대본: 

treasure-island-002-part-one-the-old-buccaneer-chapter-1-the-old-sea-dog-at-the-admiral-benbow.pdf

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Chapter 2: Black Dog Appears and Disappears

대본:

treasure-island-003-part-one-the-old-buccaneer-chapter-2-black-dog-appears-and-disappears.pdf

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Chapter 3: The Black Spot

대본:

treasure-island-004-part-one-the-old-buccaneer-chapter-3-the-black-spot.pdf

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Chapter 4: The Sea-Chest

대본:

treasure-island-005-part-one-the-old-buccaneer-chapter-4-the-sea-chest.pdf

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Chapter 5: The Last of the Blind Man

대본:

treasure-island-006-part-one-the-old-buccaneer-chapter-5-the-last-of-the-blind-man.pdf

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Chapter 6: The Captain’s Papers

대본:

treasure-island-007-part-one-the-old-buccaneer-chapter-6-the-captains-papers.pdf

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Chapter 7: I Go to Bristol

대본:

treasure-island-008-part-two-the-sea-cook-chapter-7-i-go-to-bristol.pdf

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Chapter 8: At the Sign of the Spy-Glass

대본: 

treasure-island-009-part-two-the-sea-cook-chapter-8-at-the-sign-of-the-spy-glass.pdf

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Chapter 9: Powder and Arms

대본:

treasure-island-010-part-two-the-sea-cook-chapter-9-powder-and-arms.pdf

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Chapter 10: The Voyage

대본:

treasure-island-011-part-two-the-sea-cook-chapter-10-the-voyage.pdf

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Chapter 11: What I Heard in the Apple Barrel

대본:

treasure-island-012-part-two-the-sea-cook-chapter-11-what-i-heard-in-the-apple-barrel.pdf

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Chapter 12: Council of War

대본:

treasure-island-013-part-two-the-sea-cook-chapter-12-council-of-war.pdf

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Chapter 13: How My Shore Adventure Began

대본:

treasure-island-014-part-three-my-shore-adventure-chapter-13-how-my-shore-adventure-began.pdf

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Chapter 14: The First Blow

대본:

treasure-island-015-part-three-my-shore-adventure-chapter-14-the-first-blow.pdf

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Chapter 15: The Man of the Island

대본:

treasure-island-016-part-three-my-shore-adventure-chapter-15-the-man-of-the-island.pdf

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Chapter 16: Narrative Continued by the Doctor: How the Ship Was Abandoned

대본:

treasure-island-017-part-four-the-stockade-chapter-16-narrative-continued-by-the-doctor-how-the-ship-was-abandoned.pdf

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Chapter 17: Narrative Continued by the Doctor: The Jolly-Boat’s Last Trip

대본:

treasure-island-018-part-four-the-stockade-chapter-17-narrative-continued-by-the-doctor-the-jolly-boats-last-trip.pdf

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Chapter 18: Narrative Continued by the Doctor: End of the First Day’s Fighting

대본:

treasure-island-019-part-four-the-stockade-chapter-18-narrative-continued-by-the-doctor-end-of-the-first-days-fighting.pdf

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Chapter 19: Narrative Resumed by Jim Hawkins: The Garrison in the Stockade

대본:

treasure-island-020-part-four-the-stockade-chapter-19-narrative-resumed-by-jim-hawkins-the-garrison-in-the-stockade.pdf

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Chapter 20: Silver’s Embassy

대본:

treasure-island-021-part-four-the-stockade-chapter-20-silvers-embassy.pdf

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Chapter 21: The Attack

대본:

treasure-island-022-part-four-the-stockade-chapter-21-the-attack.pdf

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Chapter 22: How My Sea Adventure Began

대본:

treasure-island-023-part-five-my-sea-adventure-chapter-22-how-my-sea-adventure-began.pdf

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Chapter 23: The Ebb-Tide Runs

대본:

treasure-island-024-part-five-my-sea-adventure-chapter-23-the-ebb-tide-runs.pdf

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Chapter 24: The Cruise of the Coracle

대본:

treasure-island-025-part-five-my-sea-adventure-chapter-24-the-cruise-of-the-coracle.pdf

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Chapter 25: I Strike the Jolly Roger

대본:

treasure-island-026-part-five-my-sea-adventure-chapter-25-i-strike-the-jolly-roger.pdf

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Chapter 26: Israel Hands

대본:

treasure-island-027-part-five-my-sea-adventure-chapter-26-israel-hands.pdf

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Chapter 27: Pieces of Eight

대본:

treasure-island-028-part-five-my-sea-adventure-chapter-27-pieces-of-eight.pdf

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Chapter 28: In the Enemy’s Camp

대본:

treasure-island-029-part-six-captain-silver-chapter-28-in-the-enemys-camp.pdf

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Chapter 29: The Black Spot Again

대본:

treasure-island-030-part-six-captain-silver-chapter-29-the-black-spot-again.pdf

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Chapter 30: On Parole

대본:

treasure-island-031-part-six-captain-silver-chapter-30-on-parole.pdf

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Chapter 31: The Treasure-Hunt—Flint’s Pointer

대본:

treasure-island-032-part-six-captain-silver-chapter-31-the-treasure-huntflints-pointer.pdf

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Chapter 32: The Treasure-Hunt—The Voice Among the Trees

대본:

treasure-island-033-part-six-captain-silver-chapter-32-the-treasure-huntthe-voice-among-the-trees.pdf

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Chapter 33: The Fall of a Chieftain

대본:

treasure-island-034-part-six-captain-silver-chapter-33-the-fall-of-a-chieftain.pdf

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Chapter 34: And Last

대본:

treasure-island-035-part-six-captain-silver-chapter-34-and-last.pdf

연설문 전문:

Ronald Reagan_Address on the Program for Economic Recovery (April 28, 1981).txt

The Old Man And The Sea - Audiobook - Part 1

대본:

The Old Man and the Sea_Part 1.txt

The Old Man And The Sea - Audiobook - Part 2

대본:

The Old Man and the Sea_Part 2.txt

The Old Man And The Sea - Audiobook - Part 3

대본:

The Old Man and the Sea_Part 3.txt

The Old Man And The Sea - Audiobook - Part 4

대본:

The Old Man and the Sea_Part 4.txt

The Old Man And The Sea - Audiobook - Part 5

대본:

The Old Man and the Sea_Part 5.txt

The Old Man And The Sea - Audiobook - Part 6

대본:

The Old Man and the Sea_Part 6.txt

The Old Man And The Sea - Audiobook - Part 7

대본:

The Old Man and the Sea_Part 7.txt

The Old Man And The Sea - Audiobook - Part 8

대본:

The Old Man and the Sea_Part 8.txt

The Old Man And The Sea - Audiobook - Part 9

대본:

The Old Man and the Sea_Part 9.txt

The Old Man And The Sea - Audiobook - Part 10

대본:

The Old Man and the Sea_Part 10.txt

The Old Man And The Sea - Audiobook - Part 11

대본:

The Old Man and the Sea_Part 11.txt

The Old Man And The Sea - Audiobook - Part 12

대본:

The Old Man and the Sea_Part 12.txt

The Old Man And The Sea - Audiobook - Part 13

대본:

The Old Man and the Sea_Part 13.txt

진정한 독해는 여러 상황을 반복적으로 접하며 수많은 시행착오를 함으로써 유사한 상황들에 대한 추측의 정확성을 높이는 것입니다. 그러려면 일단 최대한 많은 상황에 노출되어야 합니다. 많은 상황에 노출되려면 일단 많이 읽어야 합니다. 읽은 내용을 100% 다 이해하려고 노력하지 마십시오. 알 수 있는 것만 이해하시고 모르는 것은 그냥 넘어가셔도 됩니다. 다음에 또 그런 상황이 나옵니다. 그렇게 여러 번 유사한 상황을 만나면 저절로 이해가 됩니다. 모르는 단어가 나와도 사전 찾지 마시고 추측하시기 바랍니다. 그저 지금 읽는 글에서 한 두 가지만 얻어 가겠다는 결심을 해보십시오. 아주 현명한 생각입니다. 욕심을 줄이면 마음의 여유가 생겨 시야가 훨씬 넓어지고 유연한 추측이 가능해집니다. 독해할 때 욕심을 내면 시야가 좁아져 제대로 추측할 수가 없으며 또한 공부를 오래 할 수도 없습니다. 금방 지쳐버립니다. 욕심 없는 여유로운 마음! 넓은 시야! 유연한 추측(=상상력)! 고수들이 반드시 가지고 있는 덕목들입니다.

독해력의 핵심은 상상력입니다. 영어소설을 읽을 때는 문장을 보시지 말고 이야기를 보시기 바랍니다. 각 문장에 대한 해석(=나무 보기)과 전체적인 독해(=숲 보기)는 다릅니다. 문장은 몰라도 좋습니다. 그 속에 들어있는 이야기만 느낄 수 있다면 훌륭한 독해를 한 것입니다. 주요 단어들이 주는 이미지만 따라가도  충분한 독해가 됩니다. 소설을 읽으면서 문장구조를 다 파악할 필요는 전혀 없습니다. 그것은 굉장한 시간 낭비입니다. 모국인들도 문장구조를 다 파악하면서 읽지는 않습니다. 이야기의 흐름을 잡고 그것을 느끼며 앞에서 저자가 설명이 부족했던 부분 혹은 자신이 이해하지 못했거나 놓쳤던 부분은 뒤에서 이리저리 계속 보충하며 이야기를 엮어나가는 것입니다. 

모든 언어는 본질적으로 불완전합니다. 영어도 마찬가지입니다. 일단 문장을 쓰는 사람이 제대로 문장을 쓰지 못했을 가능성이 있다는 것이고(사람의 불완전성), 그리고 설사 완벽하게 썼다고 할지라도 한 문장이 여러가지 의미로 해석될 소지가 있다는 것이죠(언어의 불완전성). 한 마디로 오해의 소지가 상존하고 있다는 것이죠. 이런 불완전한 문장을 보완해주고 부드럽게 연결시켜 주는 것은 읽는이의 상상력(=추측, 추론)입니다. 상상하십시오! 적극적으로 읽으십시오! 글쓴이의 미완성 작품을 완성해 나가십시오. 이것이 최상의 독해입니다.

Brian

Christopher Columbus explored what is now Cuba and believed it was part of the east coast of Asia | THE MAKING OF A NATIONxChristopher Columbus explored what is now Cuba and believed it was part of the east coast of Asia | THE MAKING OF A NATION

Multimedia
Play or download MP3 of this story
American History: Columbus Discovers the New World

STEVE EMBER: Welcome to THE MAKING OF A NATION – American history in VOA Special English. I’m Steve Ember.
 
Generations of schoolchildren have been taught that Christopher Columbus discovered the New World. In fact, the second Monday in October is celebrated as a national holiday, Columbus Day, to honor the European explorer.
 
But October's page on the calendar also has a lesser known observance. October ninth is Leif Erickson Day. Leif Erickson was a Norse explorer who sailed around the northeastern coast of what we now call North America about one thousand years ago. He and his crew returned to Greenland with news of a place he called "Vinland."
 
Following his explorations, a few settlements were built. Experts digging in eastern Canada in the nineteen sixties found the remains of a village with houses like those in Greenland, Iceland and Norway. But the Norse did not establish any permanent settlements in North America.
 
Today, as we relaunch our series, we begin with the story of early European explorers in North America.
 
(MUSIC)
 
In the eleventh century, Europe was beginning a period of great change. One reason was the religious wars known as the Crusades. These were military campaigns by Christians to force Muslims out of the Holy Land in the Middle East. The Crusades began at the end of the eleventh century. They continued for about two hundred years.
 
One effect of the presence of European armies in the Middle East was to increase trade. This trade was controlled by businessmen in Venice and other city-states in Italy. The businessmen earned large profits by supplying the warring armies and by bringing goods from the East into Europe.

When the European crusaders returned home, they brought with them some new and useful products. These included spices, perfumes, silk cloth and steel products. These goods became highly valued all over Europe. The increased trade with the East led to the creation and growth of towns along the supply roads. It also created a large number of rich European businessmen.
 
The European nations were growing. They developed armies and governments. These had to be paid for with taxes collected from the people. By the fifteenth century, European countries were ready to explore new parts of the world.
 
The first explorers were the Portuguese. By fourteen hundred, they wanted to control the Eastern spice trade. European businessmen did not want to continue paying Venetian and Arab traders for their costly spices. They wanted to set up trade themselves. If they could sail to Asia directly for these products, the resulting trade would bring huge profits.
 
The leader of Portugal's exploration efforts was Prince Henry, a son of King John the first. He was interested in sea travel and exploration. He became known as Henry the Navigator.
 
Prince Henry brought experts to his country and studied the sciences involved in exploration. He built an observatory to study the stars. Portuguese sea captains sailed their ships down the west coast of Africa hoping to find a path to India and East Asia. They finally found the end of the African continent, the area called the Cape of Good Hope.
 
It took the Portuguese only about fifty years to take control of the spice trade. They established trading colonies in Africa, the Persian Gulf, India and China.
 
Improvements in technology helped them succeed. One improvement was a new kind of ship. It could sail more easily through storms and winds.
 
Other inventions like the compass allowed them to sail out of sight of land. The Portuguese also armed their ships with modern cannon. They used these weapons to battle Muslim and East Asian traders.
 
(MUSIC)
 
The other European nations would not let Portugal control this spice trade for long, however. Spain's Queen Isabella and King Ferdinand agreed to provide ships, crew and supplies for an exploration by an Italian named Christopher Columbus.
 
Columbus thought the shortest way to reach the East was to sail west across the Atlantic Ocean. He was right. But he also was wrong. He believed the world was much smaller than it is. He did not imagine the existence of another continent -- and another huge ocean -- between Europe and East Asia.

Columbus and a crew of eighty-eight men left Spain on August third, fourteen ninety-two, in three ships: the Niña, the Pinta and the Santa Maria. By October twelfth, the sailors stood on land again on an island that Columbus named San Salvador.
 
He explored that island and the nearby islands of what are now known as Cuba and Hispaniola. He believed they were part of the coast of East Asia, which was then called the Indies. He called the people he found there Indians.
 
Columbus left about forty men on San Salvador island to build a fort from the wood of one of the ships. He returned to Spain with birds, plants, gold -- and people captured from the land he explored. Columbus was welcomed as a hero when he returned to Spain in March of fourteen ninety-three.
 
Columbus sailed again across the Atlantic to the Caribbean five months later. He found that the fort built by his men had been destroyed by fire. Columbus did not find any of his men. But this time, he had many more men and all the animals and equipment needed to start a colony on Hispaniola.
 
Seven months later, he sent five ships back to Spain. They carried Indians to be sold as slaves. Columbus himself also returned to Spain.
 
Christopher Columbus made another trip in fourteen ninety-eight. This time he saw the coast of South America.
 
But the settlers on Hispaniola were so unhappy with conditions in their new colony, they sent Columbus back to Spain as a prisoner. Spain's rulers pardoned him.
 
In fifteen two, Columbus made his final voyage to what some by then were calling the New World. He stayed on the island of Jamaica until he returned home two years later.
 
During all his trips, Columbus explored islands and waterways, searching for that passage to the Indies. He never found it. Nor did he find spices or great amounts of gold. Yet, he always believed that he had found the Indies. He refused to recognize that it really was a new world.
 
Evidence of this was all around him -- strange plants unknown in either Europe or Asia. And a different people who did not understand any language spoken in the East.
 
Columbus' voyages, however, opened up the new world. Others later explored all of North America.
 
You may be wondering about the name of this new land. If Christopher Columbus led the explorations, then why is it called "America"? The answer lies with the name of another Italian explorer, Amerigo Vespucci.
 
He visited the coast of South America in fourteen ninety-nine. He wrote stories about his experiences that were widely read in Europe.
 
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In fifteen seven, a German mapmaker, Martin Waldseemueller, read Vespucci's stories. He decided that the writer had discovered the new world, and thought it should be called America in his honor. And so it was.
 
Spanish explorers sought to find gold and power in the New World. They also wanted to spread Christianity, which they considered the only true religion. 
 
The first of these Spanish explorers was Juan Ponce de Leon. He landed in North America in fifteen thirteen. He explored the eastern coast of what is now the state of Florida. He was searching for a special kind of water that Europeans believed existed. They believed that this water could make old people young again. Ponce de Leon never did find the fountain of youth.
 
Also in fifteen thirteen, Vasco Nuñez de Balboa crossed the Isthmus of Panama and reached the Pacific Ocean. In fifteen nineteen, Hernan Cortes landed an army in Mexico. His army destroyed the ancient empire of the Aztec Indians.
 
That same year Ferdinand Magellan began his three-year voyage around the world. And in the fifteen thirties, the forces of Francisco Pizarro destroyed the Inca Indian empire in Peru.
 
Ten years later, Francisco Vasquez de Coronado had marched as far north as what is now the American state of Kansas and then west to the Grand Canyon. About the same time, Hernando de Soto reached the Mississippi River.
 
Fifty years after Columbus first landed at San Salvador, Spain claimed a huge area of America.
 
The riches of these new lands made Spain the greatest power in Europe, and the world. But other nations refused to accept Spanish claims to the New World. Explorers from England, France and Holland were also sailing to North America. That will be our story next week.

Watch Wednesday, September 12, 2012 on PBS. See more from PBS NewsHour.

One of the primary issues at the heart of the the Chicago teachers' strike is whether student test scores should be used to evaluate teachers and determine their pay. Mayor Rahm Emanuel is pushing that approach, as are other officials around the nation.

But many teachers insist that it's inherently unfair to grade their teaching based on their students' learning.

Just the fact that there's a growing discussion around teacher evaluations is a huge leap for the education industry. Historically, reviews have been haphazard, ranging from nonexistent to an annual classroom visit from the principal — often referred to as the "drive-by."

"Teachers aren't used to being evaluated in an honest way," says Kate Walsh, president of the National Council on Teacher Quality. Walsh says teachers have long been getting an automatic pass — one that's not always deserved.

"This is a system where 99 percent of all teachers were being found to be satisfactory," she says. "You know, it's [like], everyone gets a trophy."

These days, even teachers agree that quality should matter. But using test scores to measure quality — and linking quality to pay — is a much more contentious issue.

'A Down And Dirty Fight'

About two dozen states now mandate that some objective data, like standardized test scores, be a factor in teacher evaluations, but actual policies vary. In about half of those states, student scores count for 50 percent of a teacher's grade. The other states give scores less weight, or leave it up to local districts to decide.

And, increasingly, student performance is being tied directly to pay.

Walsh says it's no surprise that in several cases, the issue has landed in court.

"There is no way to avoid this conversation, if you want to put it in polite terms," Walsh says. And if you prefer uglier terms, she says, you can call it a "down and dirty fight."

Either way, Walsh says, getting through the disputes over evaluations "is gonna be rough."

Teachers argue it's unfair to blame them for a student's poor performance, when so many external factors are at play.

And, they say, there's a great deal of nuance in what they do, like inspiring kids or teaching persistence. The formula experts have developed to calculate a teacher's "added value" from test scores simply can't measure that, many argue.

"I mean, it's not ready for prime time," says Richard Iannuzzi, president of the New York State United Teachers union. "So why would we directly connect it to decisions about tenure or salary?

"We don't pay doctors on the number of heart patients who survive heart surgery — that's not how we do business," he says. "Otherwise, we would be chasing delicate patients away from great doctors."

Evaluation Formulas A Work In Progress

Experts concede that teacher evaluation formulas are still a work in progress. But Dan Goldhaber, director of the Center for Education Data and Research at the University of Washington, Bothell, says algorithms have now become very sophisticated. They measure student improvement, not just scores, and they adjust for everything from socioeconomic factors to class size.

He says how much weight to give test scores is debatable, but they shouldn't be ignored.

"The baseball analogy is probably apt," Goldhaber says. "Batting averages vary from year to year. But I don't think anybody would say that we're not going to use it for anything — that's silly."

Research shows that linking pay to performance doesn't really motivate weaker teachers to suddenly improve. But, Goldhaber says, it does play a big role in improving faculty in general.

"You change the mix by encouraging the right teachers to stay in the profession, and the right teachers to leave," he says. "And/or by creating informal learning; a teacher for instance, goes to talk to another teacher who got a big bonus and says, 'What the heck are you doing to be so productive?' "

But teachers argue that collaboration would actually suffer under performance-based evaluations, as the system would pit them against each other as they compete for better results.

Iannuzzi of New York State United says that kind of competition is anathema to what teachers do. "I mean, it's just a different world in education. It is a world about lifting all boats. It's not a world about my battleship taking out your battleship."

Iannuzzi says schools are rushing into what's being sold as a quick fix. But advocates of performance-based evaluations say the stakes are too high to wait.

Reform advocates concede that some decent teachers may indeed be unfairly penalized. But, they argue, that's better than bad teachers not being penalized, with students paying the price.

강좌명: Capitalism: Success, Crisis, and Reform

담당교수: Douglas W. Rae

개설학기: Fall 2009

전체 23회 강의의 목표:

In this course, we will seek to interpret capitalism using ideas from biological evolution: firms pursuing varied strategies and facing extinction when those strategies fail are analogous to organisms struggling for survival in nature. For this reason, it is less concerned with ultimate judgment of capitalism than with the ways it can be shaped to fit our more specific objectives – for the natural environment, public health, alleviation of poverty, and development of human potential in every child. Each book we read will be explicitly or implicitly an argument about good and bad consequences of capitalism.

제2회 강의부터는 하단의 YouTube버턴을 누르고 직접 유튜브에 가셔서 들으시기 바랍니당^^

이런 강의를 들어보시면 경제학에 대한 개념뿐만 아니라 영어에 대한 개념이 상당히 바뀔 것입니다. 역시 영어는 무쟈게 편리한 도구입니다. 영어만 할 수 있으면 세계적인 석학들의 엄청난 강의들을 '꽁짜'로 언제든지 들을 수 있으니까요. 영어+인터넷+유튜브=엄청난 꽁짜 강의!! 정말 환상적인 방정식이 아닌가용??