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  It is curious that Stephen Koziatek feels almost as though he has to justify his efforts to give his students a better future.

  curious“好奇的”,在此引申为“难以理解的”;as though“似乎,好像”;justify“证明...合理”,名词形式justification,形容词形式justifiable。

  Mr. Koziatek is part of something pioneering. He is a teacher at a New Hampshire high school where learning is not something of books and tests and mechanical memorization, but practical. When did it become accepted wisdom that students should be able to name the 13th president of the United States but be utterly overwhelmed by a broken bike chain?

  pioneering“首创的,先驱的”;mechanical memorization“机械记忆”;practical“实用的”;wisdom“智慧,学识”;it充当形式主语,that从句为真正的主语;be overwhelmed by“因为...而不知所措”;broken“坏掉的”;bike chain“自行车链条”。

  As Koziatek know, there is learning in just about everything. Nothing is necessarily gained by forcing students to learn geometry at a graffitied desk stuck with generations of discarded chewing gum. They can also learn geometry by assembling a bicycle.

  there is learning in just about everything“几乎一切事物都涉及学问”;gain“获得”;force sb. to do“强迫某人做某事”;geometry“几何学”;graffitied“乱涂乱画的”;be stuck with“无法摆脱”;discarded“丢弃的”;assemble“组装”。

  But he’s also found a kind of insidious prejudice. Working with your hands is seen as almost a mark of inferiority. Schools in the family of vocational education “have that stereotype...that it’s for kids who can’t make it academically,” he says.

  insidious“潜在的”;prejudice“偏见”,形容词形式prejudicial,常见搭配be prejudicial to“有损于”;inferiority“卑微”,形容词形式inferior,常见搭配be inferior to“次于”,反义词superiority,形容词形式superior,常见搭配be superior to“优于”;in the family of“以...家族的名义”;vocational education“职业教育”;stereotype“陈腔滥调,刻板印象”;make it“成功,达到预定目标”。

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