新编英语教程 5 Unit 1 背景知识之flaubert

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新编英语教程5Unit1HittheNailontheHead

新编英语教程5Unit1HittheNailontheHead

新编英语教程5Unit1HittheNailontheHeadUnit 11.words related to walk (ll. 83-86)march: walk with firm, regular steps like a soldier 齐步前进pace: walk with slow, steady steps, especially backwards and forwards 踱方步patrol: go at regular times round an area, building, etc. 巡逻stalk: vi. stalk out / off / away: walk stiffly, proudly, or with long steps 高视阔步地走vt.topursue by tracking stealthily 暗中追踪to go through (an area) in pursuit of prey or quarry寻找,在……搜索猎物或猎场tread (on): step on 踩,践踏tramp: walk (through or over) with firm, heavy steps 用沉重地脚步走,长途旅行step out: (U.S.) go outside or go somewhere (美国口语)暂时走开,走出屋外,下车,游荡prance: move quickly, happily, or proudly with a springing step 欢悦地走,(马)腾跃strut: vi. walk proudly or stiffly, especially with the chest pushed forward and trying to lookimportant 趾高气昂地走prowl: vt (animal) hunt another animal; (man) criminal activityvi. ~ around / about / through: move about an area quietly, trying not to be seen or heard plod: walk slowly along (trudge) 沉重缓慢地走stroll: walk a short distance, slowly or lazily, especially for pleasure (懒散)散步,闲逛shuffle: walk by dragging one’s feet slowly along 拖着脚走stagger: walk or move unsteadily and with great difficulty, almost falling 蹒跚sidle: move uncertainly or secretively or in a shy way, as if not want to be noticed (羞怯或偷偷地)侧身而行或接近trudge: walk with heavy steps, slowly and with effort (plod) esp. because you are tired~ home / along / throughtoddle: walk with short, unsteady steps, as a small child does 蹒跚行走ramble: go on a walk for enjoyment/pleasure 漫步roam: wander with not very clear purpose or direction (漫无目的)漫游、闲逛saunter: walk in an unhurried way, and esp. in a confident manner (lounge) 漫步、闲逛meander: wander in a slow easy way not in any particular direction 漫步,散步; (a river) turn a lot:曲曲折折地流过lounge: move in a leisurely, indolent (不积极,懒惰)manner (saunter) 闲荡loiter: move slowly or keep stopping when one should be going forward 走走停停creep: move slowly, quietly, and carefully so as not to attract attention 蹑手蹑脚地走stride: walk with long steps, especially in a hasty or vigorous way大踏步走、阔步前行Key Points of the T extclumsy, awkward (l.1)clumsy implies stiffness, heaviness, and blundering as thesource of the lack of grace awkward: lacking grace, ease, or proficiencyE.g. His clumsy attempts at the humor failed to get a conversation start.He was quite awkward before large audiences, but very effective at small gatherings.drive something home (l.3): force (the nail) into the right place; make something unmistakably clear 把(钉子等)打入;使明确无误E.g. (1). He slammed the door and drove the bolt home. 他砰地关上门,把门闩插好。

新编英语教程5Unit1-8课文及译文参考

新编英语教程5Unit1-8课文及译文参考

Have you ever watched a clumsy man hammering a nail into a box He hits it first to one side, then to another, perhaps knocking it over completely, so that in the end he only gets half of it into the wood. A skillful carpenter, on the other hand, will drive the nail with a few firm, deft blows, hitting it each time squarely on the head. So with language; the good craftsman will choose words that drive home his point firmly and exactly. A word that is more or less right, a loose phrase, an ambiguous expression, a vague adjective(模糊的形容词), will not satisfy a writer who aims at clean English. He will try always to get the word that is completely right for his purpose.你见过一个笨手笨脚的男人往箱子上钉钉子吗只见他左敲敲,右敲敲,说不准还会将整个钉子锤翻,结果敲来敲去到头来只敲进了半截。

而娴熟的木匠就不这么干。

他每敲一下都会坚实巧妙地正对着钉头落下去,一钉到底。

语言也是如此。

一位优秀的艺术家谴词造句上力求准确而有力地表达自己的观点。

差不多的词,不准确的短语,摸棱两可的表达,含糊不清的修饰,都无法使一位追求纯真英语的作家满意。

新编英语教程 5 Unit 1 教案

新编英语教程 5 Unit 1 教案

Unit OneText 1HIT THE NAIL ON THE HEADAlan WarnerObjectives: to comprehend the text and to know the importance of choosing the right words in writing as well as in speaking,to learn the use of analogy in writing and compose a paragraph usinganalogy to help explain.Section OnePre-reading Questions1. What‟s the meaning of the English proverb Hit the nail on the head? What do you think this topic suggests in the article?In-reading InterpretationPara. 11.Tell the literal and figurative meanings ofhit the nail (squarely) on the head: (fig.) say or do exactly the right thing, make a point or interpret a remark precisely; guess rightdrive sth home: (lit.) force the nail into the right place(fig.) make sth unmistakably clear2. This para. can be divided into two sections: one about the carpenter or the driving of a nail (ll. 1-5), the other about the language craftsman or the choice of a word (ll. 5-8).Which sentence establishes the link between the driving of a nail and the choice of a word? (comp.3-1)“So with language; ... firmly and exactly.”3.Explain and perform according to the text how a clumsy carpenter and a skillful one hammer a nail into a box respectively?A clumsy carpenter hits the nail to one side, then to another, and knocks it over, so fails to drive the nail home; while a skillful carpenter hits the nail squarely on the head and easily drives it home (lit. meaning).4.This is about the carpenter in the driving of a nail. The following is about a language craftsman in the choice of a word.How does a good language craftsman/user do in using language?Choose words that drive home his point firmly and exactly; aim at clean English (precise and clear English – comp. 2-1); get the word that is completely right for his purpose.Not use a word that is more or less right, a loose phrase, an ambiguous expression, or a vague adjective. (All the underlined words mean …inexact‟, …inaccurate‟.)In other words, a good language user hits the (right) nail on the head and drives his point home (here figuratively).5. A word that is more or less right, a loose phrase, an ambiguous expression, a vague adjective, will not satisfy a writer who aims at clean English (=precise and clear).A writer who is particular about the exactness of an expression in English will never feel happy with a word which fails to express an idea accurately. (LW6-1) or, A writer who wishes to express his ideas precisely will not use the words which are inaccurate. Choose to use those apt vocabularies.Para. 21. What is the meaning of …apt‟? What does this refer to in The French have an apt phrase for this? (Comp. 3-2) What is the …apt phrase‟?Apt: well-suited, to the pointThis in the first sentence of the second paragraph refers to the last sentence in the previous paragraph: to get the word that is completely right for this purpose.le mot juste = (French) the correct, right word2. Who is Gustave Flaubert? How much do you know about him? (Lib. W. 1) (refer to [欧洲文学史],(下)pp.140-147) Why does the author say that he is a scrupulous writer?G.Flaubert (1821 - 1880), French novelist, was associated with, though not representative of, the movement of naturalism and known as one of the greatest realists of 19th century France. His masterpieces: Madame Bovary包法利夫人,L‟Education Sentimentale情感教育,La Tentation de Saint Antoine圣安东尼的诱惑,纯朴的心He is considered as a scrupulous writer because he spent days trying to get one or two sentences exactly right.He devoted his life to long hours spent in heavy toil over his work. His writing is marked by exactness and accuracy of observation, extreme impersonality and objectivity of treatment, and precision and expressiveness in style, or the principle of the mot juste.2.Why is it so hard to get one or two sentences exactly right?There are many and various words in English language. They are subtle anddelicate. They have different shades of meaning and sometimes it is really hard to distinguish the slight differences among synonyms. So it is not enough to have a wide range of vocabulary. We should also know the exact meaning of the words and choose the right words so that we can get our meaning accurately. (ll. 11-15)3. Choosing words is part of the process of realization, of defining our thoughts and feelings for ourselves, as well as for those who hear or read our words. (LW.6-2) realization= fulfilling one‟s goal, i.e. to express oneself precisely (comp.2-2) defining our thoughts and feelings for ourselves = getting to know what we are going to expressfor those who hear or read our words= for our listeners and readers to understand usTo a certain extent, the process of finding the right words to use is a process of perfection where you try to search for words that may most accurately express your thoughts and feelings, and words that may most effectively make your listeners and readers understand your thoughts and feelings.Or, Using the right word / le mot juste is one of the stages in the process in which we know our thoughts and feelings clearly and express them precisely, and on the other hand, make our readers and listeners catch what we think and feel accurately. In other words, using the right word can help us to express ourselves exactly, to know what we are going to talk about, and can help our listeners and readers to understand us.4. What‟s the meaning of How can I know what I think till I see what I say? Do you think so? Why does the author think it a stupid-sounding question? And why does he think, however, this is true? (Do you agree with the author that there is a great deal of truth in the seemingly stupid question? Why or why not?) (Comp.3-3) It means …I can‟t get to know my own thoughts before I put them in words.‟ (utter it or write it down)Yes, I do. How can a person not know his own thoughts. It sounds irrational that a person does not know what he himself thinks before he sees what he says.This is true in the sense that only after we find the right words to express ourselves exactly can we find our own thoughts clearly. As a matter of fact, it is quite true that unless we have found the exact words to verbalize our own thoughts we can never be very sure of what our thoughts are; without words, our thoughts cannot be defined or stated in a clear and precise manner.Paras. 3 & 41.It is hard work choosing the right words, but we shall be rewarded by the satisfaction that finding them brings.(LW6-3)Finding the most suitable word to use is in no sense easy, but there is nothing like the delight we shall experience when such a word is located.Or, Though it is not easy to find the most suitable word to drive home our points exactly, w e‟ll get satisfied / be delighted when we succeed in doing so.2. The exact use of language gives us mastery over the material we are dealing with. (LW 6-4)Once we are able to use language accurately, we are in a position to fully understand our subject matter.Or, Using the apt word indicates that we can fully understand what we are dealing with / talking about.3.Tell the examples in paras. 3 & 4 and the purpose of using them.The example in para. 3 demonstrates: once you are able to find the mot juste to describe the limitation of this fellow, you know what sort of man he really is. (ll.24-5) In other words, the reason why you can‟t find the right word is that you don‟t have a clear mind of the thing you are going to describe. This example illustrates the point How can I know what I think till I see what I say? in para. 2.So from this example of a man searching for the right word for his feelings about his friend, we know that the function that words perform is to define our thoughts and feelings for ourselves and to define our thoughts and feelings for those who hear us. (comp. 2-3, C)4. The example in para. 4 indicates the same viewpoint:You will be in a disadvantageous position when someone knows your name but you don‟t know his, because he is clear who he is dealing with while you aren‟t so that he has the kind of advantage to control you, as the last sentence states: Command of words is ultimately command over life and experience.Paras 5-12In these paras. specific examples are given to demonstrate the significance of hitting the nail on the head in communication. Tell the examples in your own words. Distinguish the following pairs of words and sentences.1. (para.5) Do human and humane mean the same? What are the meanings of human action and humane action, human killer and humane killer?human [`hju:men] = of, characterizing, or relating to manhumane [hju:`mein] = characterized by kindness, mercy, sympathyThushuman action = action taken by manhumane action = merciful actionhuman killer = person that kills humanshumane killer = sth that kills but causes little paine.g. - the Declaration of Human / Humane Right ?- Helping that blind man to cross the street is a very ________ thing to do. (human, humane)- We believe in __________ treatment of prisoner. (human, humane)humanity: mankind, human nature, quality of being humanehumanism, humanist, humanitarian; humanizeTheir origin is the same and their meanings are related, but their usage is distinct.i.e. They are of the same origin / root, but of semantic difference.2. (para.6) What is the difference in meaning or usage between anxiety and eagerness?anxiety = a kind of worry and fear about sth that will / is likely to happen in the future.eagerness = sort of desire or wishThey have some kinship with each other, but cannot be substituted by each other.e.g. - My anxiety grew when my 7-year-old son hadn‟t returned by nightfall.- Not knowing whether or not he would be admitted to the university caused the whole family great anxiety.- When the box of chocolate is passed around, David is waiting with intense eagerness.- Her hands trembled with anxiety / eagerness as she opened the letter. (different senses with different words)3. (paras. 7, 8) What‟s the difference between singularity and singleness?singular = outstanding and extraordinary, very strange and peculiar, uncommon (denotation)singularit y = oddity, peculiarity, sth. that singles a man out from other mensingle = only one and no more, solitary, separate, individuale.g. - singular behavior / dress / opinion- single-minded: steadfast or firm to the purpose in mind, / single dress These two words also have the same root but different senses.4. (para. 9) Look at the sentence All that was ever thought or written aboutChristmas is imprisoned in this sentence... Why is imprisoned not the “mot juste”? Why are the words contained, summed up, epitomized and distilled better than imprisoned in this sentence?The word imprison…suggests to put in with force, coercion (pressure, compulsion) as if the meaning were held against its will.‟ (l.59)Contain and sum up are more commonly used.Epitomize has the same semantic meaning with contained and summed up, but it is rather a clumsy-sound word, because it is too academic, more formal, so inappropriate in this informal context.Distill means to leave out the impurities and make purifying essence (e.g. distilled water), so the essence of the meaning of this sentence can be better expressed in the following sentence: The essence of all that was ever thought or written about Christmas is distilled in this sentence.5.(para.10) Tell the differences betweenIn my childhood I loved to watch trains go by.When I was a child I loved watching trains go by.and He died poor.He expired in indigent circumstances.a. At first glance these two sentences are exactly the same. But look more closely and you will see that there are very tiny differences.in my childhood - more abstract than when I was a childwatching - more emphasis on the action of looking at trains than to watchin one‟s childhood / adolescence / youth / adulth ood / old agesb. He died poor.He expired in indigent circumstancesThese two sentences are of similar lexical interpretations, but the feelings each of them gives the reader are quite different since the words are changed. The first is a rather common statement, nothing special is contained in it while the latter epitomizes strong emotion, which may arouse the reader a kind of sympathy. So The change in words is a change in style, and the effect on the reader is quite different, as Prof. Raleigh stated:’ There are no synonyms, and the same statement can never be repeated in a changed form of words.’Therefore, as para.10 concludes, we should …increase our skills‟ in using the right word for our purpose and increase our …sensitivity‟ with the sh ades of difference in vocabulary.Section Two6.(Para.11) The study of words, of their origins and shifting meanings, can tell us a great deal about human life and thought. It is difficult and sometimes impossible to translate a word from one language into another. Why? Supply some such examples with English and Chinese. (comp.3-7)Those are words denoting notions which are existent only in specific cultures, not universally shared by all cultures.English words difficult to be turned into Chinese: privacy, party, lobby(v.), highlight, etc.Chinese words difficult to be turned into English: 吹风会,粽子,五保户, 五讲四美,etc.Comp. 2-5: The examples of untranslatability of some words given in this para. Best illustrate: the 3rd sentence7. (Para.12) Another reason for increasing our skills and sensitivity is that: there are many synonyms in English language, i.e. different words bearing the similar meaning.LW1, 2 & 48.What do all these specific examples serve in this article?to support the main ideas. Remember the title is Hit the nail on the head,a proverb which indicates here to use the exact words to express oneself, or to express your right meaning by using the precise words.Para.13What does the writer conclude in the last paragraph? Retell this paragraph in your own words.Better know two words exactly than three vaguely.Post-reading Discussion1.Can you draw the main ideas of this article?One must be able to choose the right word from the extensive vocabulary of the English language to facilitate one‟s own process of cognition and one‟s communication with others. (Comp. 1-B)Section ThreeAnalysis1.Encourage the students to make their presentation on analogy. (10 mins.)What is an analogy? What‟s the advantage of using it / when is it necessary to useit? Illustrate it by analyzing the text or give your own examples.Analogy is a special kind of comparison and a more concrete way to explain things. Like comparison, analogy shows similarities, but unlike comparison, analogy aims at what is common between two things of different classes. e.g. (P.7) We are likely to turn to an analogy to bring it to life when we have to explain sth vast, remote, abstract or specialized. e.g. (P7)2. Ask the whole class to identify the places where the analogy is referred to in the article. (Comp.3-8) (10 mins.)3. Supply more analogies showing the use of analogies. (10 mins.)Suppose you are going to write a passage discussing the learning of a foreign language. Use an analogy to help you explain. (LW 7)Text II The Maker’s Eye: Revising You r Own ManuscriptsDonald M. MurrayQuestions for individual pre-class work:1. What difference is there between the professional writers and the amateurs? What does Murray mean by Writers must learn to be their own best enemy? (paras. 1, 2, 3, 4)A professional regards the 1st draft as the beginning of the job, …the 0 draft‟, never finishedAn amateur as the end of the job, done, finishedWriters must learn to be fastidious and exacting, i.e., severely critical with their own writing.2.What does a professional writer usually do when finishing his first draft? Identifythe senten-ces in paras. 2-6.(para. 2) discover what they have to say and how best they can say.(para. 3) say more and say it more clearly,change and rearrange the words to avoid confusionand clarify meaning(para. 4) accept criticism and praise of others and be suspicious of it(para. 5) detach themselves from their own pages, then reread hem as strangers(para. 6) be critical of everything, be passion-hot and critic-cold simultaneously(para. 8) be critical and constructive simultaneously, to cut what is bad and to reveal what is good so that in the end the writing still maintains its original freshness and spontaneity.3.What is the problem arising for the writers doing these kind of work and for themajority ofstudents? (para. 7)They are overly too critical to complete a draft, tear up page after page, think everything dreadful, see the task as hopeless4.What are the possible ways of rewriting for writers? (paras. 11-2)A few writers seem to do little rewriting, but they create and review the invisibledrafts intheir minds before approaching the page.Some writers revise page by page.Most writers revise draft by draft, catching the larger problems of subject and form, then moving in closer and closer.5. What are the 8 points that M. thinks writers must consider when revising their drafts? How do you explain them?Information, meaning, audience, form, structure, development, dimension, voice. Refer to paras.13-20.6. What else does M. think a writer should do in revising apart from these 8 points?(para.21) Line-by-line editing. Study individually all the clauses, phrases, words, and even the punctuation marks.(para. 22) once a word is changed, … all the words used … must be considered and reconsidered.(para. 23) read aloud / mutter to himself part of his manuscript at a certain stage of revising, because our ears are very good judges of language, being sensitive to the flow of words. What is right should sound right, and what sound right should be right.(para. 25) choose the precise word for words have double, triple, even quadruple meanings.(para. 26) from word to phrase to sentence to paragraph, then backward, to achieve variety, balance, coherence, unity, emphasis, firmer structure and appropriate form7. How does M. End his essay? Comment on the way M. concludes his essay. (para.30)The apparently unfinished essay is a good illustration of his idea that a piece of writing is never really finished, it can always be re-read, and re-written, with sth deleted and sth added.8. What will you be benefited in your writing practice if you follow M‟s suggestions? Group work and class presentation:Gp1: Work out a presentation of paras. 1-12 based on questions 1-4.Gp 2: Work out a presentation of paras. 13-26 based on questions 5-6.Class discussion on Qs. 7-8.Questions on TEXT II, UNIT I for pre-class work: 1. What difference is there between the professional writers and the amateurs? What does Murray mean by Writers must learn to be their own best enemy? (paras. 1, 2, 3, 4)2.What does a professional writer usually do whenfinish-ing his first draft? Identify the sentences in paras. 2-6, 8?3.What is the problem arising for the writers doingthesekind of work and for the majority of students? (para.7)4.What are the possible ways of rewriting for writers? (paras. 11-2)5. What are the 8 points that M. thinks writers must consider when revising their drafts? How do you explain them? (paras. 13-20)6. What else does M. think a writer should do in revising apart from these 8 points?(paras.21-6)7. How does M. End his essay? Comment on the way M. concludes his essay. (paras. 27-30)8. What will you be benefited in your writing practice if you follow M‟s suggestions?Unit 1-1Para.1--- Comp. 2-1, 3-1--- Tell the literal and figurative meanings of …hit the nail on the head‟ and …drive sth home‟. Para. 2--- Comp. 2-2, 3-2, 3, LW6 – 2--- Who is Gustave Flaubert? How much do you know about him? Why does the author say that he is a scrupulous writer?Para. 3--- Comp. 2-3, LW6 – 3, 4--- What does the example in para. 3 demonstrate?Para. 4--- Why will you be at a slight disadvantage if someone knows your name but you don‟t know his?Paras. 5-10--- Distinguish the following pairs of words andsentences and explain what the author demonstrates by making all these examples.- human & humane, anxiety & eagerness, singularity & singleness,- imprison & contain, sum up, epitomize, distill- In my childhood I loved to watch trains go by.& When I was a child I loved watching trainsgo by.- He dies poor.& He expired in indigent circumstances. Para. 11--- Comp. 2-5, 3-7Para. 12--- Make a careful distinction among the words given in para. 12 and complete LW1.Para. 13--- What does the author conclude in the last paragraph?e.g. The writer, at the conclusion, uses repetition and parallelism to drive home the thesis so that no one who has read this article can ever forget.1. hit the (right) nail on the head / hit it = guess right, say or do exactly the right thing, make a point or interpret a remark preciselye.g. - Jane‟s fathe r hit the nail on the head when he said that her chief fault was vanity.- The report spoke of corruption, which hit the nail squarely on the head.- You‟ve hit it.。

新编英语教程5课文翻译(unit1~15)

新编英语教程5课文翻译(unit1~15)

Unit 1 恰到好处Have you ever watched a clumsy man hammering a nail into a box? He hits it first to one side, then to another, perhaps knocking it over completely, so that in the end he only gets half of it into the wood. A skillful carpenter, on the other hand, will drive the nail with a few firm, deft blows, hitting it each time squarely on the head. So with language; the good craftsman will choose words that drive home his point firmly and exactly. A word that is more or less right, a loose phrase, an ambiguous expression, a vague adjective(模糊的形容词), will not satisfy a writer who aims at clean English. He will try always to get the word that is completely right for his purpose.你见过一个笨手笨脚的男人往箱子上钉钉子吗?只见他左敲敲,右敲敲,说不准还会将整个钉子锤翻,结果敲来敲去到头来只敲进了半截。

而娴熟的木匠就不这么干。

他每敲一下都会坚实巧妙地正对着钉头落下去,一钉到底。

语言也是如此。

一位优秀的艺术家谴词造句上力求准确而有力地表达自己的观点。

新编英语教程5(词汇Unit1-10)

新编英语教程5(词汇Unit1-10)

Unit One Hit the Nail on the Head1. drive sth home: force (the nail) into the right place; make sth unmistakably clear.2. scrupulous: painstaking, meticulous3. far afield: very far away4. rife:1) widespread, common 2)full of5. leader: British English for newspaper editorial6. coercion: pressure, compulsion7. epitomize: be typical of; serve as the typical example of8. disprove: prove to be contrary; refute9. expire: die, pass away; come to an end10. indigent: poverty-stricken, pennilessUnit Two Beware the dirty seas1. sluice: (v.) to pour as if from a sluice(水闸),i.e., a man-made passage for water fitted with a gate for stopping and regulating the flow; (n.) a channel controlling water flow2. nurture: further the development of; care for3. evolve: develop gradually (by a long continuous process)4. endemic: (of a disease) found regularly in a particular place5. litany: repetition. The literal meaning of “litany” is “a prayer consisting of a series of invocations and supplications by the leader with responses by the congregation”.6. flush: pour; flood with water to clean out (See dictionary)7. lurk: exist unseen8. effluent: liquid wastes, such as chemicals or sewage that flows out from a factory or some other places into a river or the sea9. plankton: very small forms of plant and animal life that live in a body off water 浮游生物10. slime: unpleasant sticky substance, such as the thick sticky liquid on the skin of various fishUnit Three My Friend, Albert Einstein1. knack: a clever way of doing things2. be in awe of: have respect as well as fear and reverence for3. staggering: unexpectedly surprising; astounding4. vestiges: traces5. ultimately: finally; after a long series of time6. recalcitrant: hard to deal with; unmanageable7. worry: assail a problem again and again until it is solved, just like a dog biting some small animals repeatedly, shaking it or pulling it with the teeth8. surcease: (archaic) cessation, pause9. plausible: seeming to be reasonable10. a house of cards: an insecure scheme11. ineffable: unutterable; incapable of being expressed in words12. elusively whimsical: indescribably quaint or strange 捉摸不透的,古怪Unit Four The Invisible Poor1. perennial: lasting forever or for a long time2. rutted roads: roads with deep, narrow marks made by the wheels of vehicles3. be exempt from: be freed from a duty. service, payment, etc.4. tenement: a large building, especially one in the poor part of a city, which is divided into small flats which are rented cheaply5. affluent: wealthy, prosperous6. compound v.: /kom'paund/ make worse by adding (something) to . . . (often used in the passive)7. existential: relating to human experience (a formal-word)8. lurid: sensational, shocking9. dispossessed: people who have lost all their possessions10. cynical: doubtful as to whether something will happen or whether it is worthwhile11. involvement: connection12. old rhetoric of reform: writings about reform in the past that sounded fine and important, but were really insincere and meaninglessUnit Five The Plug—in Drug:TV and the American Family,PartⅠ1. afflict: trouble2. asset: valuable object; advantage3. preposterous: unthinkable, absurd4. splintering: splitting, breaking up5. the peer group: a group of people of the same age, class, position. etc. here, group of children of the same age6. television-oriented: interested in and influenced by TV7. equivocal: ambiguous8. sorcerer: person who performs magic by using the power of evil spirits9. stint: fixed amount of work: here, the fixed TV programme10. conjure up: bring into the mind11. sane: (in this context) in possession of good relations/of a close bond12. backlog: a reserveUnit Six Preparing for College1. driving motive: the incentive / encouragement that urges them on;2. the rudiments: the basics, the fundamentals (The word rudiments is always in the plural form when used in this sense.)3. metaphysics: the branch of philosophy that deals with abstract concepts, etc. 形而上学,玄学,纯粹哲学4. conscious culture: the culture (i.e. customs, arts, etc,) that is directly perceptible or known to us5. fanatic: one who is very enthusiastic about a particular activity6. personify: express or represent ( a quality in human form)7. sedentary: inactive; done while sitting down8. underline: indicate the importance of9. balked: baffled; frustrated10. a maddening lot: a wild, uncontrollable group11. righteous sects: morally justifiable groups of people whose religious beliefs are considered different form those of a larger group12. relish: 味,味道,兴趣;开胃小菜;great enjoymentUnit Seven Grouping the Gifted:Pro1. innate: belonging to an individual from birth2. pursuit: an activity that one engages in as a profession, vocation, or avocation3. athlete: person who practises athletics; competitor or skilled performer in physical exercises4. heterogeneously: in such a way that members are very different from one another5. criterion /--ia: standard on which a decision may be based6. snob: one who has an offensive air of superiority (here, in matters of knowledge)7. elite: a socially superior group8. instill: put (ideas, etc. ) gradually but firmly into someone's mind by continuous effort9. spark: encourage; stimulate into greater activity10. latent: present and capable of becoming though not now visible or active11. skyrocket: rise or increase rapidly12. pay dividends: produce an advantage. especially as a result of an earlier action (dividend: that part of the money made by a business which is divided among those who own shares in the business 红利)Unit Eight Why Nothing Works1. savant: a man of learning, especially a person with detailed knowledge in some specialized field2. corollary: an immediate inference from a proved proposition3. forestall: defeat, prevent by prior measures4. commitment: a pledge to follow certain beliefs or a certain course of action; devotion (to duty etc. )5. artifact: a usually small object (as a tool or an ornament) showing human workmanship that has special historical interest6. evoke: bring to mind7. projectile point: the tip of a weapon that is thrust forward; spear or arrowhead8. band: a group of people formed for some common purpose and often with a leader9. barter: trade by exchanging one commodity for another10. alienation: a withdrawing or separation of a person from an object or position of former attachment; a feeling of not belonging to or being part of one's surroundingsUnit Nine Where Is the News Leading Us?1. symposium: a conference in which experts or scholars discuss a certain subject2. scrutinize: examine very closely and carefully3. distortion: misrepresentation; a false or dishonest account4. eruptive: (in this context) sensational, shocking, disturbing5. collide with: crash violently into; run into (one another)6. ingredient: a component part of something7. inhibitor: one who holds back, prevents8. deplete: exhaust, use up, reduce9. cynicism: disbelief in the sincerity of human motives10. antidote: remedy, corrective; something that prevents or counteracts11. envision: picture mentally, imagine, visualize12. caricature: a picture ludicrously滑稽的exaggerating the peculiarities or defects of persons or thingsUnit Ten Things:The Throw—Away Society1. Humanoid: having human form or characteristics2. texture: the degree of roughness or smoothness, coarseness or fineness, of a substance or material, especially as felt by touch; visual and tactile qualities of a surface3. staggering: stunning, wondrous, breathtaking4. deride: laugh at contemptuously; to scoff at or mock5. transience: temporariness, impermanence; the quality or state of being temporary or impermanent6. at a rapid clip: (informal) at a fast pace7. inextricably embedded: so deeply involved that it is impossible to get free8. boutique: a small fashionable clothes shop9. sumptuous: expensive and grand10. train: a part of a long dress that spreads over the ground behind the wearer11. A-line dresses: dresses with a flared bottom and close-fitting top, having an "A" or tent-like shape12. supplant: take the place of; replace。

李观仪新编英语教程第五册Unit 1hit the nail on the head

李观仪新编英语教程第五册Unit 1hit the nail on the head

The Textbook
The compiler Textbook design (Student’s Book) a. Pre-class work (pre-questions, dictionary work, library work) b. Text 1 c. Comprehension (oral) d. Organization and development e. Analysis f. Text II g. Paragraph writing h. Listening & speaking (tapes) Evaluating the textbook a. Varied contents (including issues of social concern rather then merely language and literature) b. Eclectic approach c. Drawbacks
Writing technique: analogy.

Dictionary work
1. drive sth. home 2. scrupulous 3. far afield 4. rife 5. leader 6. coercion 7. epitomize 8. disprove 9. expire 10. indigent
Teaching setup and requirements
a) Four class hours per unit b) Lecture + workshop+ seminar c) Pre-class review required d) Exercises (completed on individual basis, selected for discussion)

新编英语教程5英译汉

新编英语教程5英译汉

1. Stories are told of scrupulous writers, like Flaubert, who spent days trying to get one or two sentences exactly right.译文:据说一丝不苟的作家,比如福楼拜(Flaubert),为了把一两句句子完全写正确,会花上几天的时间。

2.Choosing words is part of the process of realization, of defining our thoughts and feelings for ourselves, as well as for those who hear or read our words. 译文:选择词语是领悟过程的一部分,是为自己、为读者和听众准确表达思想感情这个过程的一部分。

3.By using his dictionary, and above all by reading, a student can increase his sensitivity to these shades of difference and improve his ability to express his own meanings exactly. 译文:通过查阅词典,更重要的是通过阅读,学生可以增强辨别词语意思细微差别的能力,并提高准确表达自己意思的能力。

4.The foreign student of English may be discouraged and dismayed when he learns that there are over 400,000 words in the English language, without counting slang. But let him take courage. More than half of these words are dead. They are not in current use. Even Shakespeare used a vocabulary of only some 20,000 words. The average Englishman today probably has a vocabulary range of from 12,000 to 13,000 words.译文:当得知不计俚语,英语单词总数超过40万个,学习英语的外国学生可能会灰心丧气。

新编英语教程 5 Unit 1 背景知识之 ABOUT THE RIVALS

新编英语教程 5 Unit 1 背景知识之 ABOUT THE RIVALS

ABOUT THE RIVALSA romance told with unconventional wit and emotion, The Rivals is one of the funniest jewels of late-Restoration comedy. In order to woo the idealistic Lydia Languish, to whom wealth means little, Captain Absolute offers himself to her as a poor Army officer. Standing between the two lovers are an extraordinary collection of comic characters: the captain's acrimonious father, Sir Anthony Absolute; Lydia's quick-tongued aunt, Mrs. Malaprop; and the affable Bob Acres, the captain's friend turned rival. Directed by Keith Baxter, who last directed The Country Wife, the play features Tessa Auberjonois asLydia Languish, Hank Stratton as Captain Jack Absolute, Romain Frugé as Faulkland, Nancy Robinette as Mrs. Malaprop, David Sabin as Sir Anthony Absolute, Tom Story as Bob Acres, Noel True as Julia, Floyd King as Sir Lucius O'Trigger, Daniel Breaker as Fag, Emery Battis as Thomas and Edward Gero as David. Set Design by Simon Higlett, Costume Design by Robert Perdziola, Lighting Design by Peter West, Sound Design by Martin Desjardins, Choreography by Karma Camp, Fight Choreography by Brad Waller and Voice and Text Coaching by Ellen O'Brien.。

新编英语教程5 Unit One

新编英语教程5 Unit One

3. ambiguous: be confusing because it indicates the presence of two or more possible meanings. Eg., (1) Frustrated by ambiguous instructions, the parents were never able to assemble the new toy. (2) The wording of the clause is ambiguous and needs clarification 该条款的措词模棱两可,需要澄清
2)
thorough, exact and pays careful attention to detail
E.G., The nurse treated him with the most
scrupulous care. 那位护士悉心尽力地照料他。
unscrupulous: 不择手段的, 肆无忌惮的, the opposite of scrupulous, seems to be more often used to describe people who do not care about honesty and fairness in getting what they want, or who are completely without principles.
drove the bolt home. 他砰地关上门,把 门闩插好。 (2). drive one’s point home 讲清楚自己 的观点
二封信。 二封信。 To drive home his policy, the president wrote his second letter.

李观仪《新编英语教程》第5册 UNIT1

李观仪《新编英语教程》第5册 UNIT1

Writing Skill
Analogy Analogy is a special kind of comparison and a more concrete way to
explain things. Like comparison, analogy shows similarities, but unlike comparison, analogy aims at what is common between two things of different classes. Analogy is a method often used in exposition and description by which an unfamiliar object or idea is explained by comparing it with more familiar objects or ideas. e.g. Some old people are oppressed by the fear of death…The best way to overcome it ---so at least it seems to me --- is to make your interests gradually wider and more impersonal, until bit by bit the walls of the ego recede, and your life becomes increasingly merged in the universal life. An individual human existence should be like a river --- small at first, narrowly contained within its banks, and rushing passionately past rocks and over waterfalls. Gradually the river grows wider, the banks recede, the water flow more quietly and in the end, without any visible break, they become merged in the sea, and painlessly lose their individual being. The man who, in old age, can see his life in this way, will not suffer from the fear of death, since the things he cares for will continue…

新编英语教程-5-Unit-1-教案

新编英语教程-5-Unit-1-教案

Unit OneText 1HIT THE NAIL ON THE HEADAlan WarnerObjectives: to comprehend the text and to know the importance of choosing theright words in writing as well as in speaking,to learn the use of analogy in writing and compose a paragraph usinganalogy to help explain.Section OnePre-reading Questions1. What’s the meaning of the English proverb Hit the nail on the head? What do you think this topic suggests in the article?In-reading InterpretationPara. 11.Tell the literal and figurative meanings ofhit the nail (squarely) on the head: (fig.) say or do exactly the right thing, make a point or interpret a remark precisely; guess rightdrive sth home: (lit.) force the nail into the right place(fig.) make sth unmistakably clear2. This para. can be divided into two sections: one about the carpenter or the driving of a nail (ll. 1-5), the other about the language craftsman or the choice of a word (ll. 5-8).Which sentence establishes the link between the driving of a nail and the choice of a word? (comp.3-1)“So with language; ... firmly and exactly.”3.Explain and perform according to the text how a clumsy carpenter and a skillfulone hammer a nail into a box respectively?A clumsy carpenter hits the nail to one side, then to another, and knocks it over, so fails to drive the nail home; while a skillful carpenter hits the nail squarely on the head and easily drives it home (lit. meaning).4.This is about the carpenter in the driving of a nail. The following is about a language craftsman in the choice of a word.How does a good language craftsman/user do in using language?Choose words that drive home his point firmly and exactly; aim at clean English (precise and clear English –comp. 2-1); get the word that is completely right for his purpose.Not use a word that is more or less right, a loose phrase, an ambiguousexpression, or a vague adjective. (All the underlined words mean ‘inexact’, ‘inaccurate’.) In other words, a good language user hits the (right) nail on the head and drives his point home (here figuratively).5. A word that is more or less right, a loose phrase, an ambiguous expression, a vague adjective, will not satisfy a writer who aims at clean English (=precise and clear).A writer who is particular about the exactness of an expression in English will never feel happy with a word which fails to express an idea accurately. (LW6-1)or, A writer who wishes to express his ideas precisely will not use the words which are inaccurate. Choose to use those apt vocabularies.Para. 21. What is the meaning of ‘apt’? What does this refer to in The French have an apt phrase for this? (Comp. 3-2) What is the ‘apt phrase’?Apt: well-suited, to the pointThis in the first sentence of the second paragraph refers to the last sentence in the previous paragraph: to get the word that is completely right for this purpose.le mot juste = (French) the correct, right word2. Who is Gustave Flaubert? How much do you know about him? (Lib. W. 1) (refer to [欧洲文学史],(下)pp.140-147) Why does the author say that he is a scrupulous writer?G.Flaubert (1821 - 1880), French novelist, was associated with, though not representative of, the movement of naturalism and known as one of the greatest realists of 19th century France. His masterpieces: Madame Bovary包法利夫人,L’Education Sentimentale情感教育,La Tentation de Saint Antoine圣安东尼的诱惑,纯朴的心He is considered as a scrupulous writer because he spent days trying to get one or two sentences exactly right.He devoted his life to long hours spent in heavy toil over his work. His writing is marked by exactness and accuracy of observation, extreme impersonality and objectivity of treatment, and precision and expressiveness in style, or the principle of the mot juste.2.Why is it so hard to get one or two sentences exactly right?There are many and various words in English language. They are subtle and delicate. They have different shades of meaning and sometimes it is really hard to distinguish the slight differences among synonyms. So it is not enough to have a wide range of vocabulary. We should also know the exact meaning of the words and choose the right words so that we can get our meaning accurately. (ll. 11-15)3. Choosing words is part of the process of realization, of defining our thoughts and feelings for ourselves, as well as for those who hear or read our words. (LW.6-2) realization= fulfilling one’s goal, i.e. to express oneself precisely (comp.2-2)defining our thoughts and feelings for ourselves = getting to know what we are going toexpressfor those who hear or read our words = for our listeners and readers to understand us To a certain extent, the process of finding the right words to use is a process of perfection where you try to search for words that may most accurately express your thoughts and feelings, and words that may most effectively make your listeners and readers understand your thoughts and feelings.Or, Using the right word / le mot juste is one of the stages in the process in which we know our thoughts and feelings clearly and express them precisely, and on the other hand, make our readers and listeners catch what we think and feel accurately. In other words, using the right word can help us to express ourselves exactly, to know what we are going to talk about, and can help our listeners and readers to understand us.4. What’s the meaning of How can I know what I think till I see what I say? Do you think so? Why does the author think it a stupid-sounding question? And why does he think, however, this is true? (Do you agree with the author that there is a great deal of truth in the seemingly stupid question? Why or why not?) (Comp.3-3)It means ‘I can’t get to know my own thoughts before I put them in words.’ (utter it or write it down)Yes, I do. How can a person not know his own thoughts. It sounds irrational that a person does not know what he himself thinks before he sees what he says.This is true in the sense that only after we find the right words to express ourselves exactly can we find our own thoughts clearly. As a matter of fact, it is quite true that unless we have found the exact words to verbalize our own thoughts we can never be very sure of what our thoughts are; without words, our thoughts cannot be defined or stated in a clear and precise manner.Paras. 3 & 41.It is hard work choosing the right words, but we shall be rewarded by the satisfaction that finding them brings.(LW6-3)Finding the most suitable word to use is in no sense easy, but there is nothing like the delight we shall experience when such a word is located.Or, Though it is not easy to find the most suitable word to drive home our points exactly, w e’ll get satisfied / be delighted when we succeed in doing so.2. The exact use of language gives us mastery over the material we are dealing with. (LW 6-4)Once we are able to use language accurately, we are in a position to fully understand our subject matter.Or, Using the apt word indicates that we can fully understand what we are dealing with / talking about.3.Tell the examples in paras. 3 & 4 and the purpose of using them.The example in para. 3 demonstrates: once you are able to find the mot juste to describe the limitation of this fellow, you know what sort of man he really is. (ll.24-5)In other words, the reason why you can’t find the right word is that you don’t have a clear mind of the thing you are going to describe. This example illustrates the point How can I know what I think till I see what I say? in para. 2.So from this example of a man searching for the right word for his feelings about his friend, we know that the function that words perform is to define our thoughts and feelings for ourselves and to define our thoughts and feelings for those who hear us. (comp. 2-3, C) 4. The example in para. 4 indicates the same viewpoint:You will be in a disadvantageous position when someone knows your name but you don’t know his, because he is clear who he is dealing with while you aren’t so that he has the kind of advantage to control you, as the last sentence states: Command of words is ultimately command over life and experience.Paras 5-12In these paras. specific examples are given to demonstrate the significance of hitting the nail on the head in communication. Tell the examples in your own words. Distinguish the following pairs of words and sentences.1. (para.5) Do human and humane mean the same? What are the meanings of human action and humane action, human killer and humane killer?human [`hju:men] = of, characterizing, or relating to manhumane [hju:`mein] = characterized by kindness, mercy, sympathyThushuman action = action taken by manhumane action = merciful actionhuman killer = person that kills humanshumane killer = sth that kills but causes little paine.g. - the Declaration of Human / Humane Right ?- Helping that blind man to cross the street is a very ________ thing to do. (human, humane)- We believe in __________ treatment of prisoner. (human, humane)humanity: mankind, human nature, quality of being humanehumanism, humanist, humanitarian; humanizeTheir origin is the same and their meanings are related, but their usage is distinct. i.e. They are of the same origin / root, but of semantic difference.2. (para.6) What is the difference in meaning or usage between anxiety and eagerness?anxiety = a kind of worry and fear about sth that will / is likely to happen in the future.eagerness = sort of desire or wishThey have some kinship with each other, but cannot be substituted by each other.e.g. - My anxiety grew when my 7-year-old son hadn’t returned by nightfall.- Not knowing whether or not he would be admitted to the university caused the whole family great anxiety.- When the box of chocolate is passed around, David is waiting with intense eagerness.- Her hands trembled with anxiety / eagerness as she opened the letter. (different senses with different words)3. (paras. 7, 8) What’s the difference between singularity and singleness?singular = outstanding and extraordinary, very strange and peculiar, uncommon (denotation)singularit y = oddity, peculiarity, sth. that singles a man out from other mensingle = only one and no more, solitary, separate, individuale.g. - singular behavior / dress / opinion- single-minded: steadfast or firm to the purpose in mind, / single dressThese two words also have the same root but different senses.4. (para. 9) Look at the sentence All that was ever thought or written about Christmas is imprisoned in this sentence... Why is imprisoned not the “mot juste”? Why are the words contained, summed up, epitomized and distilled better than imprisoned in this sentence?The word imprison‘suggests to put in with force, coercion (pressure, compulsion) as if the meaning were held against its will.’ (l.59)Contain and sum up are more commonly used.Epitomize has the same semantic meaning with contained and summed up, but it is rather a clumsy-sound word, because it is too academic, more formal, so inappropriate in this informal context.Distill means to leave out the impurities and make purifying essence (e.g. distilled water), so the essence of the meaning of this sentence can be better expressed in the following sentence: The essence of all that was ever thought or written about Christmas is distilled in this sentence.5.(para.10) Tell the differences betweenIn my childhood I loved to watch trains go by.When I was a child I loved watching trains go by.and He died poor.He expired in indigent circumstances.a. At first glance these two sentences are exactly the same. But look more closely and you will see that there are very tiny differences.in my childhood - more abstract than when I was a childwatching - more emphasis on the action of looking at trains than to watchin one’s childhood / adolescence / youth / adulth ood / old agesb. He died poor.He expired in indigent circumstancesThese two sentences are of similar lexical interpretations, but the feelings each of them gives the reader are quite different since the words are changed. The first is a rather common statement, nothing special is contained in it while the latter epitomizes strong emotion, which may arouse the reader a kind of sympathy. So The change in words is a change in style, and the effect on the reader is quite different, as Prof. Ralei gh stated:’ There are no synonyms, and the same statement can never be repeated in a changed form of words.’Therefore, as para.10 concludes, we should ‘increase our skills’ in using the right word for our purpose and increase our ‘sensitivity’ with the sh ades of difference in vocabulary.Section Two6.(Para.11) The study of words, of their origins and shifting meanings, can tell us agreat deal about human life and thought. It is difficult and sometimes impossible to translate a word from one language into another. Why? Supply some such examples with English and Chinese. (comp.3-7)Those are words denoting notions which are existent only in specific cultures, not universally shared by all cultures.English words difficult to be turned into Chinese: privacy, party, lobby(v.), highlight, etc.Chinese words difficult to be turned into English: 吹风会,粽子,五保户, 五讲四美,etc.Comp. 2-5: The examples of untranslatability of some words given in this para. Best illustrate: the 3rd sentence7. (Para.12) Another reason for increasing our skills and sensitivity is that: there are many synonyms in English language, i.e. different words bearing the similar meaning.LW1, 2 & 48.What do all these specific examples serve in this article?to support the main ideas. Remember the title is Hit the nail on the head, a proverb which indicates here to use the exact words to express oneself, or to express your right meaning by using the precise words.Para.13What does the writer conclude in the last paragraph? Retell this paragraph in your own words.Better know two words exactly than three vaguely.Post-reading Discussion1.Can you draw the main ideas of this article?One must be able to choose the right word from the extensive vocabulary of the English language to facilitate one’s own process of cognition and one’s communication with others. (Comp. 1-B)Section ThreeAnalysis1.Encourage the students to make their presentation on analogy. (10 mins.)What is an analogy? What’s the a dvantage of using it / when is it necessary to use it? Illustrate it by analyzing the text or give your own examples.Analogy is a special kind of comparison and a more concrete way to explain things. Like comparison, analogy shows similarities, but unlike comparison, analogy aims at what is common between two things of different classes. e.g. (P.7)We are likely to turn to an analogy to bring it to life when we have to explain sth vast, remote, abstract or specialized. e.g. (P7)2. Ask the whole class to identify the places where the analogy is referred to in the article. (Comp.3-8) (10 mins.)3. Supply more analogies showing the use of analogies. (10 mins.)Suppose you are going to write a passage discussing the learning of a foreign language. Use an analogy to help you explain. (LW 7)Text II The Maker’s Eye: Revising Your Own ManuscriptsDonald M. MurrayQuestions for individual pre-class work:1. What difference is there between the professional writers and the amateurs? What does Murray mean by Writers must learn to be their own best enemy? (paras. 1, 2, 3, 4)A professional regards the 1st draft as the beginning of the job, ‘the 0 draft’, never finishedAn amateur as the end of the job, done, finishedWriters must learn to be fastidious and exacting, i.e., severely critical with their own writing.2.What does a professional writer usually do when finishing his first draft? Identify thesenten-ces in paras. 2-6.(para. 2) discover what they have to say and how best they can say.(para. 3) say more and say it more clearly,change and rearrange the words to avoid confusionand clarify meaning(para. 4) accept criticism and praise of others and be suspicious of it(para. 5) detach themselves from their own pages, then reread hem as strangers(para. 6) be critical of everything, be passion-hot and critic-cold simultaneously(para. 8) be critical and constructive simultaneously, to cut what is bad and to reveal what is good so that in the end the writing still maintains its original freshness and spontaneity.3.What is the problem arising for the writers doing these kind of work and for the majorityofstudents? (para. 7)They are overly too critical to complete a draft, tear up page after page, think everything dreadful, see the task as hopeless4.What are the possible ways of rewriting for writers? (paras. 11-2)A few writers seem to do little rewriting, but they create and review the invisible drafts in their minds before approaching the page.Some writers revise page by page.Most writers revise draft by draft, catching the larger problems of subject and form, then moving in closer and closer.5. What are the 8 points that M. thinks writers must consider when revising their drafts? How do you explain them?Information, meaning, audience, form, structure, development, dimension, voice. Refer to paras.13-20.6. What else does M. think a writer should do in revising apart from these 8 points?(para.21) Line-by-line editing. Study individually all the clauses, phrases, words, and even the punctuation marks.(para. 22) once a word is changed, … all the words used … must be considered and reconsidered.(para. 23) read aloud / mutter to himself part of his manuscript at a certain stage of revising, because our ears are very good judges of language, being sensitive to the flow of words. What is right should sound right, and what sound right should be right.(para. 25) choose the precise word for words have double, triple, even quadruple meanings.(para. 26) from word to phrase to sentence to paragraph, then backward, to achieve variety, balance, coherence, unity, emphasis, firmer structure and appropriate form7. How does M. End his essay? Comment on the way M. concludes his essay. (para. 30)The apparently unfinished essay is a good illustration of his idea that a piece of writing is never really finished, it can always be re-read, and re-written, with sth deleted and sth added. 8. What will you be benef ited in your writing practice if you follow M’s suggestions?Group work and class presentation:Gp1: Work out a presentation of paras. 1-12 based on questions 1-4.Gp 2: Work out a presentation of paras. 13-26 based on questions 5-6.Class discussion on Qs. 7-8.Questions on TEXT II, UNIT I for pre-class work:1. What difference is there between the professional writers and the amateurs? What does Murray mean by Writers must learn to be their own best enemy? (paras. 1, 2, 3, 4)2.What does a professional writer usually do whenfinish-ing his first draft? Identify the sentences in paras. 2-6, 8?3.What is the problem arising for the writers doing these kind of work and for the majority of students? (para. 7)4.What are the possible ways of rewriting for writers? (paras. 11-2)5. What are the 8 points that M. thinks writers must consider when revising their drafts? How do you explain them? (paras. 13-20)6. What else does M. think a writer should do in revising apart from these 8 points?(paras.21-6)7. How does M. End his essay? Comment on the way M. concludes his essay. (paras. 27-30)8. What will you be benefited in your writing practice if you follow M’s suggestions?Unit 1-1Para.1--- Comp. 2-1, 3-1--- Tell the literal and figurative meani ngs of ‘hit the nail on the head’ and ‘drive sth home’.Para. 2--- Comp. 2-2, 3-2, 3, LW6 – 2--- Who is Gustave Flaubert? How much do you know about him? Why does the author say that he is a scrupulous writer?Para. 3--- Comp. 2-3, LW6 – 3, 4--- What does the example in para. 3 demonstrate? Para. 4--- Why will you be at a slight disadvantage if someone knows your name but you don’t know his?Paras. 5-10--- Distinguish the following pairs of words andsentences and explain what the author demonstrates by making all these examples.- human & humane, anxiety & eagerness, singularity & singleness,- imprison & contain, sum up, epitomize, distill - In my childhood I loved to watch trains go by. & When I was a child I loved watching trains go by.- He dies poor.& He expired in indigent circumstances. Para. 11--- Comp. 2-5, 3-7Para. 12--- Make a careful distinction among the words given in para. 12 and complete LW1.Para. 13--- What does the author conclude in the lastparagraph?e.g. The writer, at the conclusion, uses repetition and parallelism to drive home the thesis so that no one who has read this article can ever forget.1. hit the (right) nail on the head / hit it = guess right, say or do exactly the right thing, make a point or interpret a remark preciselye.g. - Jane’s father hit the nail on the head when he said that her chief fault was vanity.- The report spoke of corruption, which hit the nail squarely on the head.- You’ve hit it.[文档可能无法思考全面,请浏览后下载,另外祝您生活愉快,工作顺利,万事如意!]。

新编英语教程5_课文+翻译(unit1~15)(学生必备)

新编英语教程5_课文+翻译(unit1~15)(学生必备)

Unit 1 hit the nail on the head 恰到好处Have you ever watched a clumsy man hammering a nail into a box? He hits it first to one side, then to another, perhaps knocking it over completely, so that in the end he only gets half of it into the wood. A skillful carpenter, on the other hand, will drive the nail with a few firm, deft blows, hitting it each time squarely on the head. So with language; the good craftsman will choose words that drive home his point firmly and exactly. A word that is more or less right, a loose phrase, an ambiguous expression, a vague adjective(模糊的形容词), will not satisfy a writer who aims at clean English. He will try always to get the word that is completely right for his purpose.你见过一个笨手笨脚的男人往箱子上钉钉子吗?只见他左敲敲,右敲敲,说不准还会将整个钉子锤翻,结果敲来敲去到头来只敲进了半截。

而娴熟的木匠就不这么干。

他每敲一下都会坚实巧妙地正对着钉头落下去,一钉到底。

语言也是如此。

新编英语教程5(第三版李观仪)unit-8课文及译文参考

新编英语教程5(第三版李观仪)unit-8课文及译文参考

Unit 1 恰到好处Have you ever watched a clumsy man hammering a nail into a box? He hits it first to one side, then to another, perhaps knocking it over completely, so that in the end he only gets half of it into the wood. A skillful carpenter, on the other hand, will drive the nail with a few firm, deft blows, hitting it each time squarely on the head. So with language; the good craftsman will choose words that drive home his point firmly and exactly. A word that is more or less right, a loose phrase, an ambiguous expression, a vague adjective(模糊的形容词), will not satisfy a writer who aims at clean English. He will try always to get the word that is completely right for his purpose.你见过一个笨手笨脚的男人往箱子上钉钉子吗?只见他左敲敲,右敲敲,说不准还会将整个钉子锤翻,结果敲来敲去到头来只敲进了半截。

而娴熟的木匠就不这么干。

他每敲一下都会坚实巧妙地正对着钉头落下去,一钉到底。

语言也是如此。

一位优秀的艺术家谴词造句上力求准确而有力地表达自己的观点。

新编英语教程5 unit 1到unit 6以及翻译87页文档

新编英语教程5 unit 1到unit 6以及翻译87页文档

60、生活的道路一旦选定,就要勇敢地 走到底 ,决不 回头。 ——左
13、遵守纪律的风气的培养,只有领 导者本 身在这 方面以 身作则 才能收 到成效 。—— 马卡连 柯 14、劳动者的组织性、纪律性、坚毅 精神以 及同全 世界劳 动者的 团结一 致,是 取得最 后胜利 的保证 。—— 列宁 摘自名言网
15、机是生活,而且是现在、过 去和未 来文化 生活的 源泉。 ——库 法耶夫 57、生命不可能有两次,但许多人连一 次也不 善于度 过。— —吕凯 特 58、问渠哪得清如许,为有源头活水来 。—— 朱熹 59、我的努力求学没有得到别的好处, 只不过 是愈来 愈发觉 自己的 无知。 ——笛 卡儿
新编英语教程5 unit 1到unit 6 以及翻译
11、战争满足了,或曾经满足过人的 好斗的 本能, 但它同 时还满 足了人 对掠夺 ,破坏 以及残 酷的纪 律和专 制力的 欲望。 ——查·埃利奥 特 12、不应把纪律仅仅看成教育的手段 。纪律 是教育 过程的 结果, 首先是 学生集 体表现 在一切 生活领 域—— 生产、 日常生 活、学 校、文 化等领 域中努 力的结 果。— —马卡 连柯(名 言网)

新编英语教程5教学重点

新编英语教程5教学重点

Unit OneHit the Nail on the Head Background:1.The author--- AlanWarner2.Flaubert3.Uganda4.Professor Raleighdrive home one’s pointmore or lessscrupulousfar afieldrifecoercionepitomizedisproveexpireindigent1.How can I know whatI think till I see what Isay?2.The exact use oflanguage gives usmastery over the materialwe are dealing with.3.But words are verysimilar in meaning havefine shades ofdifferences, and a studentneeds to be alive to thesedifferences.4.A good carpenter isnot distinguished by thenumber of his tools, butby the craftsmanshipwith which he uses them.Organization of the Text:Para4-7: Illustrating howwords with commonroots have differentmeanings (Semanticaspect语义方面)Para 8: Illustrating howwords with similarmeanings may havedifferent associations(Connotational aspect隐含意义)Para 9: Illustrating howwords with similarmeanings may havestylistic differences.(Stylistic/situationalaspect文体方面)Para 10: Pointing out thata general notion may beexpressed by a variety ofspecific words (Variationin expression )Analogy : it is a specialkind of comparison and aWorkbook:TranslationLanguage workmore concrete way to explain things.Writing exercise: using analogy to write a composition.Unit Two The Great Escape CampingScoutingBoy ScoutMotiveManoeuvreEntailPreponderanceWaryAlienateHierarchyworshipSophisticatedInclementVie with1.Economy is onepowerful motive forcamping, since after theinitial outlay uponequipment, or throughhiring it, the totalexpense can be far lessthan the cost of hotels.2.Granted, a snobbery ofcamping itself, basedupon equipment andtechniques, alreadyexists; but it is of a kindthat, if he meets it, hecan readily understandand deal with.3.The opinion does notsurvive experience of apopular ContinentalTopic sentence: it is astatement that tells whatthe paragraph is about.What is a good topicsentence? How to locatethe topic sentence in aparagraph?Writing exercise: write acomposition, find thetopic sentence in eachparagraph.Workbook:TranslationLanguage workcamping place.4.Granted, a preponderance of Germans is a characteristic that seems common to most Mediterranean sites; but as yet there is no overwhelmingly specialized patronage.Unit Three My Friend, AlbertEinstein 1.Albert Einstein2.The author--- BaneshHoffmann3.Mozart4.BeethovenKnackAwryStaggeringVestigeProdigyRecalcitrantIneffableOffshootHaggardAgitatePlausibleakin1.In school, though histeachers saw no specialtalent in him, the signswere already there.2.Thus we got to knownot merely the man andthe friend, but also theprofessional.3.The intensity anddepth of hisconcentration werefantastic. When battlinga recalcitrant problem, heworried it as an animalworries its prey.4.A dreamy, faraway anDescription: it is an artof translating what onesees or hears in to words.Objective descriptionImpressionist descriptionWriting exercise: usingdescription method todescribe an object or aplace.Workbook:TranslationLanguage workyet inward look would come over his face. There was no appearance of concentration, no furrowing of the brow---only a placid inner communion.。

新编大学英语5Unit1-6课文语言点整理

新编大学英语5Unit1-6课文语言点整理

《新编大学英语5》1-6单元语言点整理英语教育学院薛媛6803612011-12-16Unit 11. agent (Line 2) n.[C] a means of …手段,途径1) a person who acts for or represents another,代理人e.g. Please contact our agent in Spain for further information.travel agent 旅行社经纪人real estate agent 地产经纪人agency.e.g. an employment agency2) a person or thing that produces a particular effect or change 产生某种效果的人力或物质a chemical agent, oxidizing agents化学制剂,氧化剂a cleaning agent除垢剂a FBI (secret) agent (= a spy) 密探2. subject (Line3, para.1)A. n. [C]1) a person who lives in or whohas the right to live in aparticular country, especially acountry with a king or queen:臣民,公民E.g. She is Italian by birth and a British subject by marriage.2) 主题,对象,科目Eg. a. What did he say on the subject of age?b. His appearance was the subject for some critical comments.3) subject for sth. 引起某种情感或行为的人或物a subject for pity, ridicule, jealousyB. subject (adj.)subject to sth./sb.:1) obliged to obey sth./sb.; under the authority o sth./sb. 服从,受支配E.g. a. Everyone is subject to the law.b. The arrangements are subject to change at short notice.c. All such gatherings are subject to the laws on political meetings.d. His hiring is subject to your approval.2) often having, suffering or undergoing sth.; liable to sth.. 常患或常遭受某事物;倾向某事物E.g. Are you subject to colds?The plan is subject to alteration. 计划可能有变。

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About the AuthorFrench novelist of the realist school, best-known for Madame Bovary(1857), a story of adultery and unhappy love affair of the provincial wife Emma Bovary. As a writer Flaubert was a perfectionist, who did not make a distinction between a beautiful or ugly subject: all was in the style. "The Idea," he wrote, "exists only by virtue of its form" - its elements included the perfect word, cunningly contrived and verified rhythms, and a genuine architectural structure."Has it ever happened to you," Leon went on, "to come across some vagueidea of one's own in a book, some dim image that comes back to you fromafar, and as the completest expression of your own slightest sentiment?""I have experienced it," she replied."That is why," he said, "I especially love the poets. I think verse moretender than prose, and that it moves far more easily to tears." (fromMadame Bovary)Gustave Flaubert was born in Rouen into a family of doctors. His father, Achille-Cléophas Flaubert, was a chief surgeon at th e Rouen municipal hospital, who made money investing in land. Flaubert's mother,Anne-Justine-Caroline (née Fleuriot), was the daughter of a physician, and she became the most important person in his life. This bourgeois background Flaubert found early burdensome. His rebel against it led to his expulsion from school, and Flaubert completed his education privately in Paris.Flaubert started to write during his school years. A disappointment in his teens - Flaubert fell in love with Elisa Schlésinger, who wa s married and some 10 years his senior - inspired much of his early writing. In the 1840s Flaubert studied law at Paris, a brief episode in his life, and in 1844 he had a nervous attack. "I was cowardly in my youth," Flaubert wrote once to George Sand. "I was afraid of life." He recognized from suffering a nervous disease, although it could have been epilepsy. However, the diagnosis changed Flaubert's life. He failed his law exams and decided to devote himself to literature. In this he was helped by his father who bought him a house at Croisset, on the River Seine between Paris and Rouen.In 1846 Flaubert met the writer Louise Colet. They corresponded regularly and she became Flaubert's mistress although they met infrequently. Colet gave in Lui (1859) her account of their relationship. After the death of both his father and his married sister, Flaubert moved at Croisset, the family's country home near Rouen. Until he was 50 years old, Flaubert lived with his mother. The household also included his niece Caroline. His maximwas: "Be regular and orderly in your life like a bourgeois, so that you may be violent and original in your work."Although Flaubert once stated ''I am a bear and want to remain a bear in my den,'' he kept good contacts to Paris and witnessed the Revolution of 1848. Later he received honors from Napoleon III. From 1856 Flaubert spent winters in Paris.Flaubert's relationship with Collet ended in 1855. From November 1849 to April 1851 he travelled with the writer Maxime du Camp in North Africa, Syria, Turkey, Greece, and Italy. It took several Egyptian guides to help Flaubert to the top of the Great Pyramid - the author was at that time very fat. On his return Flaubert started Madame Bovary, which took five years to complete. It appeared first in the Revue(1856) and in book form next year. The realistic depiction of adultery was condemned as offensive to morality and religion. Flaubert was prosecuted, though he escaped conviction, which was not a common result during the official censorship of the Second Empire. When Baudelaire's collection of verse, The Flowers of Evil, was brought before the same judge, Baudelaire was fined.Madame Bovary was published in two volumes in 1857, but it appeared originally in the Revue de Paris, 1856-57. - Emma Bovary is married to Charles Bovary, a physician. As a girl Emma has read Walter Scott, she has romantic dreams and longs for adventure. "What exasperated her was that Charles did not seem to notice her anguish. His conviction that he was making her happy seemed to her an imbecile insult, and his sureness on this point ingratitude. For whose sake, then was she virtuous? Was it not for him, the obstacle to all felicity, the cause of all misery, and, as it were, the sharp clasp of that complex strap that bucked her in on all sides." Emma seeks release from the boredom of her marriage in love affairs with two men - with the lawyer Léon Dupuis and then with Rodolphe Boulanger. Emma wants to leave her husband with him. He rejects the idea and Emma becomes ill. After she has recovered, she starts again her relationship with Léon, who works now in Rouen. They meet regularly at a hotel. Emma is in heavy debts because of her lifestyle and she poisons herself with arsenic. Charles Bovary dies soon after her and their daughter Berthe is taken care of their poor relatives. Berthe starts to earn her living by working in a factory. - The novel provoked an outrage. Flaubert was even tried and acquitted on charges of immorality for it. The character of Emma was important to the author - society offered her no escape and once Flaubert said: "Emma, c'est moi." Delphine Delamare, who died in 1848, is alleged to have been the original of Emma Bovary.In the 1860s Flaubert enjoyed success as a writer and intellectual at the court of Napoleon III. Among his friends were Zola, George Sand, HippolyteTaine, and the Russian writer Turgenev, with whom he shared similar aesthetic ideals - dedication to realism, and to the nonjudgmental representation of life. Their complete correspondence was published in English in 1985. Flaubert's other, non-literary life was marked by his prodigious appetite for prostitutes, which occasionally led to venereal infections."The thought that I shall see you this winter quite at leisure delights me like thepromise of an oasis. The comparison is the right one, if only you knew how isolatedI am! Who is there to talk to now? Who is there in our wretched country who still'cares about literature'? Perhaps one single man? Me! The wreckage of a lostworld, an old fossil of romanticism! You will revive me, you'll do me good." (fromFlaubert & Turgenev. A Friendship in Letters, edited and translated by BarbaraBeaumont, 1985)Flaubert was by nature melancholic. His perfectionism, long hours at his work table with a frog inkwell, only made his life harder. In a letter to Ernest Feydeau he wrote: "Books are made not like children but like pyramids... and are just as useless!" His last years were shadowed by financial worries - he helped with his modest fortune his niece's family after their bankruptcy.In the 1870s Flaubert's work gained acclaim by the new school of naturalistic writers. His narrative approach, that the novelist should not judge, teach, or explain but remain neutral, was widely adopted. Flaubert himself detested the label Realist - and other labels. Among Flaubert's later major works is Salammbô (1862), a story of the siege of Carthage in 240-237 BC by mercenaries. The novel inspired in 1998 Philippe Fénélon's opera, the libretto was written by Jean-Yves Masson. Also the composers Berlioz and Mussorgsky had planned opera adaptations, but their plans were never realized. Trois Contes(1872) was a collection of three tales. The Italian writer Italo Calvino has praised it as "one of the most extraordinary spiritual journeys ever accomplished outside any religion."L'Education Sentimentale (1869) was a panorama of France set in the era of the Revolution of 1848. The story depicted the relationship between a young man and an older married woman. The hero is full of vague longings. He meets people who have nothing else to offer but pessimism and cynicism. The ironic title means the education of feeling, and refers to the failure of Flaubert's generation to achieve its ideals. La Tentation de Saint Antoine (1874) was based on the story of the 4th-century Christian anchorite, who lived in the Egyptian desert and experienced philosophical and physical temptations. Its fantastic mode and setting were inspired by a Brueghel painting. Flaubert's long novel, Bouvard et Pécuchet, wasleft unfinished at his death. Flaubert spent his last years in relative poverty and was called ''hermit of Croisset.'' He died of a cerebral hemorrhage on May 8, in 1880.。

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