现代大学英语精读5Lesson1精

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现代大学英语精读5unit 1作者简介及课文背景

Martin Luther King is
But…
He fought for their Freedom and rights
King was murdered in 1968.During his life ,he put his heart and soul into fighting for equalities and he had already changed the society.
He will be alive in everyone’s heart forever
种族歧视:
种族歧视是指否定某些种族对宝贵的社会资源的平等使用权。在美国，尽管所有的少数民族仍然是受歧视的目标，但黑人在所有的种族中往往更易于受到歧视，遭受歧视已成为他们日常生活中的一部分。由于奴隶制、种族主义和种族歧视的长期影响，美国黑人作为一个整体，和白人相比，在很多领域处于明显的劣势。
运动简介：
1954年美国联邦最高法院判定教育委员会种族隔离的学校违法，1955年阿拉巴马州蒙哥马利市，黑人公民以全面罢乘来反对公车上的黑白隔离措施，1963年华盛顿的林肯纪念馆广场聚集二十五万名群众反种族隔离，美国民权运动领袖马丁· 路德· 金博士发表著名的演说《我有一个梦》为民权运动的高峰，其他参与的著名人物还有麦尔坎· X （Malcolm X）等人
The Civil Rights Movement is that
The Civil Rights Movement
It is the most important of all social movements in the 1960s US history. Rosa Parks‟ spontaneous action in 1955 was believed to be the true beginning of the civil rights movement. In Sept. 1961, the federal government declared segregation illegal in all interstate bus stations. As a result of this movement, segregation was breaking down in the 1960s.

现代大学英语精读5课后答案

现代大学英语精读5课后答案【篇一：现代大学英语精读5课后翻译习题答案】.a white lie is better than a black lie.一个无关紧要的谎言总比一个恶意的谎言要好。

2. to upset this cultural homicide, the negro must rise up with an affirmation of his ownolympian manhood.为了挫败各种蓄意培植的低人一等的心态，黑人必须直起腰来宣布自己高贵的人格。

3. ・・・with a spirit straining toward true self-esteem, the negro must throw off the manacles of self-abnegation.・・黑人必须一种竭尽全力自尊自重的精神，大胆抛弃自我克制的枷锁。

4. what is needed is a realization that power without love is reckless and abusive, and lovewithout power is sentimental and anemic.必须懂得没有爱的权利是毫无节制的、易被滥用的，而没有权利的爱则是多愁善感、脆弱无力的。

5. it is precisely this collision of immoral power with powerless morality which constitutes the major crisis of our times.正是这种邪恶的权利和没有权势的道义的冲突构成了我们时代的主要危机。

6. now early in this century this proposal would have been greeted with ridicule anddenunciation, as destructive of initiative and responsibility.在本世纪之初，这种建议会受到嘲笑和谴责，认为它对主动性和责任感其负面作用。

现代大学英语精读5

现代大学英语精读5.txt这是一个禁忌相继崩溃的时代，没人拦得着你，只有你自己拦着自己，你的禁忌越多成就就越少。

自卑有多种档次，最高档次的自卑表现为吹嘘自己干什么都是天才。

英语专业精读授课教案（第五册）Lesson One Where Do We Go from HereTeaching aims: 1. fully understand the article2. grasp the rhetorical device in the textTeaching difficulties: how to identify the rhetorical device in the sentence and understand theimplication for some sentencesTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:I. Background information:The 1960s were turbulent times for the United States. The anti-war movement, the Civil Right movement, the counter-culture movement, the feminist movement were all unfolding in this period of time. The civil Rights movement was a major movement which began with the Supreme Court decision of Brown v. Board of Education of Topeka in 1954 and the Montgomery bus boycott of 1955. Martin Luther King jr. (1929-1968), as a key leader of the movement, played a significant and irreplaceable role. His name is associated with the march on Washington in 1963 and his famous speech “ I have a dream”, delivered in front of the Lincoln Memorial. He was awarded Nobel Peace Prize in 1964. this speech, delivered in 1967, in more on the side of reasoning and persuasion and less on emotional appeal. Thus his analysis of riots and revolution in the united states in his speech is sound and convincing. On the night of April4. 1968, King was shot dead, as he stood o the balcony of his hotel in Memphis, Tennessee.Part II. Details studies of the textPart III. Structure of the text:Part i. Para. 1—2 Martin Luther King link the theme of the speech with the question of "Where we are now". That is, in order to know where we go from here we must first recognize where we are now. Without knowing our present situation, how can we design a policy for the future?Part ii Para. 3--5 This is a transitional paragraph to call for all the African-American must “rise up with an affirmation of his own Olympian manhood”.Part iii (Para. 6--9) In this part the author puts forward the second task: how to organize the strength of the Negro in terms of economic and political power. Then the author goes on to define power and points out the consequence of the misinterpretation of power.Part iv (Paras.10--15) This part deals with economic security for the Negro Americans. The speaker advocates guaranteed annual income which he thinks is possible and achievable. He also deals on the advantages of this security.Part v (paras. 16—20) In this part, Martin reaffirms his commitment to nonviolence. He explains why he thinks violence is no solution to racial discrimination. He refutes the idea of Black revolution.Part vi (para 21—25) In this part, Dr. King raises a fundamental question—the restructuring of the whole of American society. He points out that the problem of racism. The problem of economic exploitation and the problem of war are tied together. They are the triple evils of the society.Part vii. (para 26—28) This part serves as the concluding remark for the speech: we shall overcome.Lesson Two Two KindsTeaching aims: 1. fully understand the article2. present their viewpoint on generation gapTeaching difficulties: how to identify the development of a storyTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Background information:The Joy Luck Club, from which “Two Kinds” is taken, explores conflicts between twogenerations and two different cultures. Set in China and in the United States, the novel is woven by stories of four Chinese mothers and their four daughters. Four Chinese women, who have just arrived in the United States and who are drawn together by the shadow of their past—meet in San Francisco to play mah-jongg, eat dim sum and tell stories. They call their gatherings the Joy Luck Club. While they place high hopes on their daughters, the youger generation think of themselves as Americans and resist their mothers’ attempts to change them into obedient Chinese daughters. Only after they have grown up and become more mature do they realize that the legacy left by their mothers is an important part of their lives, too. The noivel stayed on the best-selling book list of The New York Times for 9 months. A finalist for the national Book Award and the National Book Critics Circle Award, it has been translated into about 20 languages and made into a Hollywood movie.Part II. Detailed Study of the TextPart III. The Structure of the text:Part i (paras.1—3) the beginning part of the story provides the reader with some background information. It tells about the mother and her hopes for her daughter. This paves the way ofr the development of the conflict between the daughter and the mother.Part ii(paras.4—11)this part is about the mother’s unsuccessful attempt to change her daughter into a Chinese Shirley Temple. In the beginning the child was as excited as the mother about becoming a prodigy. At this point, the conflict between mother and daughter was not visible.Part iii(paras12—20) in this part we learn that the mother was trying very hard to train her daughter to be a genius. As the tests got more and more difficult, the daughter lost heart. She decided that she would not let her mother change her. This change of attitudes would lead to the gradual development of the conflict.Part iv (paras 21—28) while watching a Chinese girl playing the piano on an Ed Sullivan Show, a new idea flashed into the mother’s head. With the new plan introduced, the ocnflict would develop further.Part v (paras 29—46) it tells about how the girl was made to learn the piano under the instructions of Old Chong. The relationship between mother and daughter was getting more and more tense.Part vi (para.47—60) Jing-mei was to perform in a talent show held in the church. Jing-mei started all right and soon made a mess of her performance. Undoubtedly this was a heavy blow to her mother. The crisis of the story is about to come.Part vii (para 61—76) the girl assumed that her failure at the show meant she would never have to play the paino. Yet two days later her mother urged her to practice as usual. She refused and the mother insisted. They had the most fierce quarrel they had ever had. This is the crisis or climax of the story.Part viii( 77—93) this concluding part is narrated from a different point of view. Now the daughter had grown up form a little girl to a mature woman.Part IV. Discussion about generation gap.Part V. Complete the exercises of the text.A report about generation gapLesson ThreeGoods Move. People Move. Ideas Move. And Cultures Change.Teaching aims: 1. fully understand the article2. How to develop an argumentTeaching difficulties: how to develop an argumentTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Lead-in : Globalization has become one of those words with the highest frequency of appearance but at the same time it is also a most controversial issue in terms of content, implication and consequence. Since the early 1990s, globalization has developed rapidly and brought great changes to the world. However, groups of people for various reasons oppose globalization and point to the negative effects of globalization. So when we face an article of such an important and sensitive issue, we are apt to ask:What is the author’s attitude towards globalization? What makes her adopt such an attitude? How does she present her argument?Part II. Detailed study of the textPart III. Structure of the textPart i (para 1—3) Globalization is a reality but it is not something complietly new. What is new is the speed and scope of changes.Part ii (para 4—6) this part deals with different views on globalization.Part iii (para 7—9) three points are made in this part:a. Westernization is not a straight road to hell, or to paradise either.b. Cultures are as resourceful, resilient, and unpredictable as the people who compose them.c. Teenagers are one of the powerful engines of merging global cultures.Part iv (para 10—13) this part tells of the author’s experience with Amanda Freeman.Part v (para 14—19) in order to prove fusion is the trend, the author used Tom Soper and mah-jongg as an example.Part vi(para 20—24) this part describes the cultural trends in Shanghai.Part viii( para25—28) the author used the experience at Shanghai Theatre Academy to illustrate the point that the change is at the level of ideas.Part ix (para 29—34)the author in this part introduced Toffler’s view on conflict, change and world order.Part x (para35—36)the main idea is there will not be a uniform world culture in the future; the cultures will coexist and transform each other.Part xii(37—39) the author again used an example in Shanghai to illustrate the transformation of culture.Part IV. Complete the exercises in the textbookPart V. collect their viewpoints about attitude towards globalizaion.Lesson FourProfessions for WomenTeaching aims: 1. fully understand the article2. grasp the rhetorical device in the textTeaching difficulties: how to understand the poetic and symbolic sentences in the articleTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Background information:Virginia Woolf is generally regarded as one of the greatest writers of modernism as well as one of the pioneers of women’s liberation from patriarchy. She is known for her experimentation and innovation in novel writing. In her novel, emphasis is on the psychological realm of her characters and the moment-by-moment experience of living, which are depicted by the techniques of interior monologue and stream of consciousness. In this essay, Virginia Woolf gives a clear and convincing presentation of the obstacles facing professional women.Part II. Detailed study of the textPart III. General analysis of the textPara 1: In the profession of literature, the author finds that there are fewer experiences peculiar to women than in other profession because many women writers before her have made the road smooth.Para 2: the author responds to the host’s suggestion that she should tell the audience something about her own professional experiences. So she now tells her own story –how she became a book reviewer when she was a girl.Para 3.the speaker focuses on the first obstacle to becoming a professional women writer. She uses a figure of speech “killing the Angel in the House” in describing her determination to get rid of the conventional role of women in her writing.Para 4. after the Angel was dead, the question which remains to be answered is “what is a woman?” it is a transitional link between the quthor’s first and second experience.Paragraph 5. In this paragraph the author talks about her second experience in her profession of literature. As a novelist, she wished to remain "as unconscious as possible" so that nothing might disturb or disquiet the imagination. But she was facedwith the conflict between her own approach to art and the conventional approach expected of her by male critics. She believed that sex-consciousness was a great hindrance to women's writing. To illustrate this point, she employs a second figure of speech, "the image of a fisherman lying sunk in dreams on the verge of a deep lake."Para 6. This paragraph sums up the author's two experiences, pointing out that the second obstacle is more difficult to overcome than the first. Women have many prejudices to overcome in the profession of literature and especially in new professions that women are entering.Para.7. In this last paragraph Woolf concludes her speech by raising some important questions concerning the new role of women and the new relationship between men and women.Part IV. Complete the exercise of the textPart V. a report on the professional women in ChinaLesson FiveLove Is a FallacyTeaching aims: 1. fully understand the article2. grasp the rhetorical device in the textTeaching difficulties: how to identify the rhetorical device in the sentence and understand theimplication for some sentencesTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Lead-in:This is a humorous essay in which the narrator tells his failure to win the heart of a young woman with the force of logic, which therefore proves to him that "love is a fallacy"--"it is inconsistent with logic."Part II. Detailed study of the textPart III. Question on Appreciation:1.How did the narrator describe himself? What does it show? How does the author bring out the pomposity of the narrator? What makes the satire humorous?2.why was the narrator interested in Polly Espy? What kind of girl was she.3. How did the narrator's first date with Polly Espy go?4. How does the language used by Polly strike you? Find some examples from the text and explain what effect her language creates.5. Why did the narrator teach Polly Espy logic? Did he succeed?6. Did the narrator love Polly Espy? How did he try to "acquaint her with his feeling"?7. How did Polly respond to the narrator's arguments for going steady with her? Why did she reject him? What does it show? As the story progresses, Polly turned out to be smarter than the narrator had previously thought. How does this contrast contribute to the humor of the piece?Part IV complete the exercise in the textLesson SixLife Beyond EarthTeaching aims: 1. fully understand the article2. learn to analyze the textTeaching difficulties: how to learn to analyze the text and understand the implication for some sentencesTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. General introduction:The author deals with recent developments in the search for alien organisms. Hediscusses various arguments about alien civilization. He does not think that such belief and search is irrational or even crazy. He writes that most people with such belief “operate from the same instinct, which is to know the truth about the universe”. At the same time he maintains a scientific attitude, pointing out that although there are many persuasive arguments, there is still no hard evidence to prove the existence of alien life. Yet he does not stop there. He further points out that since the world we live in—the only inhabitable world in the universe so far—is still far from perfect, people in the world need to direct more energy to making it better. Life on Earth is his greater concern.Part II. Detailed study of the text:Part III. Organization of the piece:1. Analysis of the text:(1) Paras. 1--2 the emergence of life(2) Para. 3 (transition) What else is alive out(3) Paras. 4--10 search for life(4) Paras. 11--23 search for intelligence(5) Paras. 24--42 Mars.(6) Paras. 43--45 Dyson's argument(7) Paras. 46--52 conclusion2. Questions to discuss:1) What do you think of the opening paragraph? Does the author begin the article ina forceful way?2)What role does this paragraph play? What is meant by "the enveloping nebula of uncertainties"? What is the contrast involved as imroduced by "despite"?3) What new idea is introduced in Paras. 17--19?4) Comment on the first sentence in Paragraph 21.5) Comment on the role of Paragraph 35.6) What is the conclusion of the author? What would the author expect of people investigating extraterrestrial life?Lesson SevenInvisible ManTeaching aims: 1. fully understand the article2. grasp the implied meaning of some sentencesTeaching difficulties: how to identify the implied meaning in the sentenceTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Background Information:1. about the author2. about the articlePart II. Detailed study of the textPart III. Analysis of the text:Para 1. From this opening paragraph we readers can learn a number of important things:(l) By saying "It goes a long way back, some twenty years," the author tells us that the story took place in the past.(2) The "I' here is the narrator, not the author, of the story, and the author is using the first-person narration in telling the story. As we read On, we will find this narrator is also the main character, the protagonist, of the story.(3) Words like "I was looking for myself" and "I am nobody but myself" point out the central theme of the novel--searching for self-identity.Para. 2 This paragraph tells us a bit about the historical background against place. It also introduces a new character--the narrator's grandfather. On his deathbed, he said something that alarmed and puzzled the whole family.Para 3 This paragraph is about the tremendous effect of the grandfather's words upon the narrator, Those words became a constant puzzle for him. As the old man said these words ironically, the boy couldn't understand him. Although the grandfather did not appear in the battle royal scene or any other events in the rest of the book, his words haunted the narrator at every important moment in his life.Para 4 It tells us about the setting of the battle royal. The narrator was to give his speech at a smoker in a leading hotel in the town. The time is round 1950, the place is a hotel in a Southern town, and the occasion is a gathering of the leading white men of the town. Bearing these in mind will help us readers understand why things happened that way and what was the meaning of all this.Para. 5 Besides giving more details about the place, this paragraph introduces the people involved in the incident the town's big shots, who were "wolfing down the buffet food, drinking beer and whisky and smoking black cigars," and the other black boys who were to take part, who were "tough guys".Para 6 to 9 The main body of the battle royal incident is from Paragraph 4 to paragraph 9. It can be further divided into 4 subsections: the naked white girl's dance; the fight itself; the grabbing for the prize money; the narrator's speech. Paragraphs 6 to 9 form the first subsection in which the author describes the white girl's dance.Paras. 10--28 They form the second subsection of the battle royal incident violent and brutal fight itself. Pay attention to the use of specific words narration realistic and vivid.Paras. 29--46 They describe how the white men further humiliated the black boys even after the battle royal was over. Instead of giving the money the boys were supposed to get for their performance, the white men made fun of them by making them scramble for the money on an electrified rug. This part adds to the general chaos of the whole scene.Para 47--90 They form the last subsection of the whole battle royal incident. In this part the narrator finally got his chance to deliver his well-prepared speech. However, in the middle of his speech, he made a mistake, but everything went well in the end and he was given an award--a scholarship for college.Para. 91—94 They bring the story to a final end. The narrator was overjoyed with his triumph, and that night he dreamed of his grandfather and awoke with the old man’s laughter rining in his ears.Part IV. Complete the exercise in the textPart V. Do some translation work.Lesson EightThe Merely Very GoodTeaching aims: 1. fully understand the article2. grasp the development of the textTeaching difficulties: how to analyze the development of the article and the implied meaning for some sentencesTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Information on the author:Jeremy Bernstein(1929- ): professor of physics and writer. After getting his Ph. D. in physics at Harvard, he spent time at the institute for advanced study in Princeton and at the National Science Foundation. He taught physics for 5years at New York University and then at Stevens Institute of Technology, Hoboken, New Jersey.But Jeremy Bernstein has also spent more than 30 years on the staff of The New Yorker magazine, writing mostly about physics, computers, and other topics in physical science. He moves as comfortably among sentences and paragraphs as among equations.Part II. Detailed study of the text:Part III. Questions about the article1. Oppenteimer is called “ Father of the Atomic Bomb” and had been in charge of the Los Alamas nuclear laboratory for many years. Yet the author considers him as merely very good. Do you think the author is right and fair in relegating Oppenheimer to the merely very good?2. Do you think it is right to say to be highly focused or not is the cause separating the great ones from the merely very good? What is your view?3. How does the author manage to bring the people he wants to compare into the article?Oppenheimer’s anecdote: Oppenheimer and dirac meetingGottingen, talking about poetry and physicsHis decision to go to the conferenceSpender’s being at the conference—Spender’s obsession with Auden—great versus merely very good.4.How does the author develop the article?He uses the 1981 conference as the benchmark and goes back to earlier times and in the last two paragraphs returns the scene to the time of writing. This technique of montage is used largely in cinema.For example:The 1981 conference and the author’s indecision—(flashback to 1925—1927) earlier life of Oppenheimer and his relations with Dirac—(back to 1981) the author’s decision: Spender and Auden—(flashback)Spender and Oppenheimer(1956)—(1958)Oppenheimer, Dirac and the author—(back to 1981) meeting with Spender—(bringing the scene to 1996) concluding remarks.Lesson NineThe Way to Rainy MountainTeaching aims: 1. fully understand the article2. grasp the rhetorical device in the textTeaching difficulties: how to identify the rhetorical device in the sentence and understand theimplication for some sentencesTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. About the AuthorN. Scott Momaday was born in Lawton, Oklahoma in 1934. Momaday belongs to a generation of American Indians born when most tribal communities had long ceased to exist as vital social organizations. His Kiowa ancestors shared with other Plains Indians the horrors of disease, military defeat, and cultural and religious deprivation in the 19th century. Their only chance of survival was to adapt themselves to new circumstances. Momaday’s grandfather, for example, adjusted to changing conditions by taking up farming, a decision pressed upon him by the General Allotment Act of 1887.Part II. Detailed study of the textPart III. The analysis of the textPara 1. the opening paragraph of the essay is a lyrical description of the author’s ancestral land, which plays a key role in his exploration of his Kiowa identity.Para 2. the author explains his purpose of his visit to Rainy Mountain: to be at his grandmother’s grave.Para 3. it sums up the history of the Kiowas as a Plains Native culture—the golden time and the decline in their history.Para 4. it is about how the Kiowas migrated from western Montana and how the migration transformed the Kiowas.Para 5. the author returns to his grandmother again. Since she is the immediate reason for him to come to Rainy Mountain, she is the link between the author and his ancestors.Para 6. The Kiowas felt a sense of confinement in Yellowstone, Montana.Para 7. this paragraph is a depiction of the landscape which they came upon when they got out of the highlands in Montana.Para 8. in this para the author describes Devil’s Tower and tells the Kiowas’s legend about it.Para 9. the author tells about the last days of the Sun Dance culture by using his grandmother as a witness.Para 10. for the first time, the author concentrates only on his grandmother’s story rather than mixing it with the history of the whole Kiowa tribe. Also for the first time, the author shifts the focus of depicting the lanscape to describing a person —his grandmother Aho as an old woman.Para 11—12 paragraph 11 is about the old houses at Rainy Mountain, which the author’s grandmother and other Kiowas used to live in, but which are now empty. This paragraph serves as a transition between the depiction of Grandma Aho and the reunion at her house.Para 11 and 12 describe the reunions that were once held at the grandmother’s house when the author was a child. We can see the author accepts change and loss as facts of life. He neither denies nor defies them. Imagination helps him strike a balance between them. So, after depicting his dead grandmother’s old house, he brings to life the joy and activity that once filled it. As a child Momaday took part in those events. By re-creating those scenes, he reminds himself of who he is.Part IV. Complete the exercise of the text。

现代大学英语精读5_第1.2.3.5课后paraphrase和翻译答案

Lesson11.The job of arousing manhood within a people that have been taught for so many centuries thatthey are nobody is not easy.It is no easy job to educate a people who have been told over centuries that they were inferior and of no importance to see that they are humans, the same as any other people.2.Psychological freedom, a firm sense of self-esteem, is the most powerful weapon against thelong night of physical slavery.If you break the mental shackles imposed on you by white supremacists, if you really respect yourself, thinking that you are a Man, equal to anyone else, you will be able to take part in the struggle against racial discrimination.3.The Negro will only be free when he reaches down to the inner depths of his own being andsigns with the pen and ink of assertive manhood his own emancipation proclamation.The liberation of mind can only be achieved by the Negro himself/herself. Only when he/she is fully convinced that he/she is a Man/Woman and is not inferior to anyone else, can he/she throw off the manacles of self-abnegation and become free.4.Power at its best is love implementing the demands of justice, and justice at its best is powercorrecting everything that stands against love.Power in the best form of function is the carrying out of the demands of justice with love and justice in the best form of function is the overcoming of everything standing in the way of love with power.5.At that time economic status was considered the measure of the individual’s ability andtalents.At that time, the way to evaluate how capable and resourceful a person was to see how much money he had made (or how wealthy he was).6.…the absence of worldly goods indicated a want of industrious habits and moral fiber.A person was poor because he was lazy and not hard-working and lacked a sense of rightand wrong.7.It is not the work of slaves driven to their tasks either by the task, by the taskmaster, or byanimal necessity.This kind of work cannot be done by slaves who work because the work has to be done, because they are forced to work by slave-drivers or because they need to work in order to be fed and clothed.8.…when the unjust measurement of human worth on the scale of dollars is eliminated.…when the unfair practice of judging human value by the amount of money a person has is done away with.9.He who hates does not know God, but he who has love has the key that unlocks the door tothe meaning of ultimate reality.Those who harbor hate in their hearts cannot grasp the teachings of God. Only those who have love can enjoy the ultimate happiness in Heaven.10.Let us be dissatisfied until America will no longer have a high blood pressure of creeds and ananemia of deeds.Let us be dissatisfied until America no longer only talk about racial equality but is unwilling or reluctant to take action to end such evil practice as racial discrimination.Lesson 11. A white lie is better than a black lie.一个无关紧要的谎言总比一个恶意的谎言要好。

现代大学英语精读5 Lesson 1

Population
Black White 10 million 90 million
Deaths in VW
10,000 (0.1%) 45,000 (0. 05%)
• In other spheres, the figures are equally alarming (Para. 2) Q: What spheres and figures are meant?
* From old plantations of the South to newer ghettos of the North,… (Para. 6) old plantation
where the black lived as slaves living condition transformation
(Para. 5)
• No Lincolnian emancipation proclamation or Johnsonian civil rights bill can totally bring this kind of freedom. (Para. 5)
Subdivision of Para.5
Text Analysis
• The job of arousing manhood within a people that have been taught for so many centuries that they are nobody is not easy.
(Para. 3)
1) they have been taught to admit that they are not important; 2) the present job is to waken them and help them realize they are not inferior; 3) the job is not easy.

现代大学英语精读5 Lesson 1 Where Do We Go from Here 重点词组总结

Martin Luther King Jr.…成比例●In proportion to the number of students we should build 3 dining rooms. 按学生人数，我们应该建三个餐厅。

●你认为我们的薪水与付出的努力相称吗? Do you think we are paid in proportion to the effort we make?本质上/大体上=essentially②相当地/非常=considerably●His criticism is substantially correct.批评大体上是 ●The price may go up quite substantially .●The company's profits have been substantially lower this year.●There are o ne or two minor differences, but they're substantially the same text. We must massively assert our dignity and worth.→ Paraphrase: We must state clearly and in an impressive 令人钦佩的/给人以深刻印象的way that we should betreated with respect and our value should be recognized. 我们必须坚决维护我们的尊严与价值。

have been taught for so many centuries that they are nobody is not easy . →Paraphrase: It is no easy job to educate a people who have been told over centuries that they wereinferior to others to see that 设法做到they are humans, the same as white people. ？ →Paraphrase: A lie concerning a trivial matter used for good intention is better than a sinister 阴险的/灾难性的lie. 一个无关紧要的谎言总比一个恶意的谎言要好。

《现代大学英语精读5》课后句子翻译Lesson1-5

《现代大学英语精读5》课后句子翻译Lesson1-5《现代大学英语精读5》课后句子翻译-英译中Translate the Following into ChineseLesson One: Where Do We Go from Here?1、A white lie is better than a black lie.一个无关紧要的谎言总比一个恶意的谎言要好。

2、To upset this homicide, ---Olympian manhood.为了挫败这种蓄意培植的低人一等的心态，黑人必须直起腰来宣布自己高贵的人格。

3、with a spirit straining ---- self-abnegation.黑人必须以一种竭尽全力自尊自重的精神，大胆抛弃自我克制的枷锁。

4、what is needed is a realization---- sentimental and anemic.必须懂得的是没有爱的权力是毫无节制，易被滥用的，而没有权力的爱则是多愁善感，苍白无力的。

5、It is precisely this collision --- of our times.正是这种邪恶的权力与毫无权力的道义的冲突构成了我们时代的主要危机。

6、Now early in this century---and responsibility.在本世纪初，这种建议会受到嘲笑和谴责，认为它对主动性和责任感起负面作用。

7、The fact is that the work which improves the condition of mankind, the work which extends knowledge and increases power and enriched literature and elevates thought, is not done to secure a living.事实上，人们从事改善人类出镜的工作，从事传播知识、增强实力、丰富文学财富以及升华思想的工作并不是为了谋生。

现代大学英语精读5第一课中英文对照

Martin Luther King Speech - Where do we go from hereNow, in order to answer the question, "Where do we go from here?" which is our theme, we must first honestly recognize where we are now. When the Constitution was written, a strange formula to determine taxes and representation declared that the Negro was 60 percent of a person. Today another curious formula seems to declare he is 50 percent of a person. Of the good things in life, the Negro has approximately one half those of whites. Of the bad things of life, he has twice those of whites. Thus half of all Negroes live in substandard housing. And Negroes have half the income of whites. When we view the negative experiences of life, the Negro has a double share. There are twice as many unemployed.The rate of infant mortality among Negroes is double that of whites and there are twice as many Negroes dying in Vietnam as whites in proportion to their size in the population.现在,为了回答这个问题,“我们该何去何从呢?”是我们的主题,我们首先必须坦白承认我们现在是在什么地方。

现代大学英语精读5 L11 AN IOWA CHRISTMAS 课文

Lesson 11 AN IOWA CHRISTMASBy PAUL ENGLEILLUSTATED FOR AMERICAN HERITAGE BY DOUGLAS GORSLINEE very Christmas should begin with the sound of bells, and when I was a child mine always did. But they were sleigh bells, not church bells, for we lived in a part of Cedar Rapids, Iowa, where there were no churches. My bells were on my father’s team of horses as he drove up to our horse-headed hitching post with the bobsled that would take us to celebrate Christmas on the family farm ten miles out in the country. My father would bring the team down Fifth Avenue at a smart trot, (licking his whip over the horses’ rumps and making the bells double their light, thin jangling over the snow, whose radiance threw back a brilliance like the sound of bells.There are no such departures any more: the whole family piling into the bobsled with a foot of golden oat straw to lie in and heavy bullalo robes to lie under, the horses stamping the soft snow, and at every motion of their hoofs the bells jingling, jingling. My father sat there with the reins firmly held, wearing a long coat made from the hide of a favorite family horse, the deep chestnut color still glowing, his mittens also from ihe same hide. It always troubled me as a boy of eight that the horses had so indiderent a view of their late friend appearing as a warm overcoat on the back of the man who put the iron bit in their mouths.There are no streets like those any more: the snow sensibly left on the road for the sake of sleighs and easy travel. We could hop oil and ride the heavy runners as they made their hissing, tearing sound over the packed snow. And along the streets we met other horses, so that we moved from one set of bells to another, from the tiny tinkle of the individual bells on the shafts to the silvery, leaping sound of the long strands hung over the harness. There would be an occasional brass-mounted automobile laboring on its narrow tires and as often as not pulled up the slippery hills by a horse, and we would pass it with a triumphant shout for an awkward nuisance which was obviously not here to stay.The country road ran through a landscape of little hills and shallow valleys and heavy groves of timber, including one of great towering black walnut trees which were all cut down a year later to be made into gunstocks for the First World War. The great moment was when we left the road and turned up the long lane on the farm. It ran through fields where watermelons were always planted in the summer because of the fine sandy soil, and I could go out and break one open to see its Christmas colors of green skin and red inside. My grandfather had been given some of that farm as bounty land for service as a cavalryman in the Civil War.Near the low house on the hill, with oaks on one side and apple trees on the other, my father would stand up, flourish his whip, and bring the bobsled right up to the door of the house with a burst of speed.There are no such arrivals any more: the harness bells ringing and clashing like faraway steeples, the horses whinnying at the horses in the barn and receiving a great, trumpeting whinny in reply, the dogs leaping into the bobsled and burrowing under the buffalo robes, a squawking from the hen house, a yelling of “Whoa, whoa,” at the excited horses, boy and girl cousins howling around the bobsled, and the descent into the snow with the Christmas basket carried by my mother.While my mother and sisters went into the house, the team was unhitched and taken to the barn, to be covered with blankets and given a little grain. That winter odor of a barn is a wonderfully complex one,rich and warm and utterly unlike the smell of the same barn in summer: the body heat of many animals weighing a thousand pounds and more; pigs in one corner making their dark, brown-sounding grunts; milk cattle still nuzzling the manger for wisps of hay; horses eyeing the newcomers and rolling their deep, oval eyes white; oats, hay, and straw tangy still with the live August sunlight; the manure steaming; the sharp odor of leather harness rubbed with neat’s-foot oil to keep it supple; the molasses-sweet odor of ensilage in the silo where the fodder was almost fermenting. It is a smell from strong and living things, and my father always said it was the secret of health, that it scoured out a man’s lungs; and he would stand there, breathing deeply, one hand on a horse’s rump, watching the steam come out from under the blankets as the team cooled down from their rapid trot up the lane. It gave him a better appetite, he argued, than plain fresh air, which was thin and had no body to it.A barn with cattle and horses is the place to begin Christmas; after all, that’s where the original event happened, and that same smell was the first air that the Christ Child breathed.By the time we reached the house, my mother and sisters were wearing aprons and busying in the kitchen, as red-faced as the women who had been there all morning. The kitchen was the biggest room in the house and all family life save sleeping went on there. My uncle even had a couch along one wall where he napped and where the children lay when they were ill. The kitchen range was a tremendous black and gleaming one called a Smoke Eater, with pans bubbling over the holes above the fire box and a reservoir of hot water at the side, lined with dull copper, from which my uncle would dip a basin of water and shave above the sink, turning his lathered face now and then to drop a remark into the women’s talk, waving his straightedged razor as if it were a threat to make them believe him. My job was to go to the woodpile out back and keep the fire burning, splitting the chunks of oak and hickory, watching how cleanly the ax went through the tough wood.It was a handmade Christmas. The tree came from down in the grove, and on it were many paper ornaments made by my cousins, as well as beautiful ones brought from the Black Forest, where the family had originally lived. There were popcorn balls, from corn planted on the sunny slope by the watermelons, paper horns with homemade candy, and apples from the orchard. The gifts tended to be hand-knit socks, or wool ties, or fancy crocheted “yokes” for nightgowns, tatted collars for blouses, doilies with fancy flower patterns for tables, tidies for chairs, and once I received a brilliantly polished cow horn with a cavalryman crudely but bravely carved on it. And there would usually be a cornhusk doll, perhaps with a prune or walnut for a face, and a gay dress of an old corset-cover scrap with its ribbons still bright. And there were real candles burning with real flames, every guest sniffing the air for the smell of scorching pine needles. No electrically lit tree has the warm and primitive presence of a tree with a crown of living fires over it, suggesting whatever true flame Joseph may have kindled on that original cold night.There are no dinners like that any more: every item from the farm itself, with no deep freezer, no car for driving into town for packaged food. The pies had been baked the day before, pumpkin, apple, and mince; as we ate them, we could look out the window and see the cornfield where the pumpkins grew, the trees from which the apples were picked. There was cottage cheese, with the dripping bags of curds still hanging from the cold cellar ceiling. The bread had been baked that morning, heating up the oven for the meat, and as my aunt hurried by I could smell in her apron that freshest of all odors with which the human nose is honored—bread straight from the oven. There would be a huge brown crock of beans with smoked pork from the hog butchered every November. We could see, beyond the crock, the broad black iron kettle in a corner of the barnyard, turned upside down, the innocent hogs stopping to scratch on it.There would be every form of preserve: wild grape from the vines in the grove, crab apple jelly, wild blackberry and tame raspberry, strawberry from the bed in the garden, sweet and sour pickles with dill from the edge of the lane where it grew wild, pickles from the rind of the same watermelon we had cooled in the tank at the milk house and eaten on a hot September afternoon.Cut into the slope of the hill behind the house, with a little door of its own, was the vegetable cellar, from which came carrots, turnips, cabbages, potatoes, squash, Sometimes my scared cousins were sent there for punishment, to sit in darkness and meditate on their sins; but never on Christmas Day. For days after such an ordeal they could not endure biting into a carrot.And of course there was the traditional sauerkraut,, with Hecks of caraway seed. I remember one Christmas Day, when a ten-gallon crock of it in the basement, with a stone weighting down the lid, had blown up, driving the stone against the floor of the parlor, and my uncle had exclaimed, “Good God, the piano’s fallen through the floor.”All the meat was from the home place too. Most useful of all, the goose—the very one which had chased me the summer before, hissing and darting out its bill at the end of its curving neck like a feathered snake. Here was the universal bird of an older Christmas: its down was plucked, washed, and hung in bags in the barn to be put into pillows; its awkward body was roasted until the skin was crisp as a fine paper; and the grease from its carcass was melted down, a little camphor added, and rubbed on the chests of coughing children. We ate, slept on, and wore that goose.I was blessed as a child with a remote uncle from the nearest railroad town, Uncle Ben, who was admiringly referred to as a “railroad man,” working the run into Omaha. Ben had been to Chicago; just often enough, as his wife Minnie said with a sniff in her voice, “to ruin the fool, not often enough to teach him anything useful.” Ben refused to eat fowl in any form, and as a Christmas token a little pork roast would be put in the oven just, for him, always referred to by t he hurrying ladies in the kitchen as “Ben’s chunk.” Ben would make frequent trips to the milk house, returning each time a little redder in the face, usually with one of the men toward whom he had jerked his head. It was not many years before I came to ass ociate Ben’s remarkably fruity breath not only with the mince pie, but with the jug 1 funnel sunk in the bottom of the cooling tank with a stone tied to its neck. He was a romantic person in my life for his constant travels and for that dignifying term “railroad man,” so much more impressive than farmer or lawyer. Yet now I see that he was a short man with a fine natural shyness, giving us knives and guns because he had no children of his own.And of course the trimmings were from the farm too: the hickory nut cake made with nuts gathered in the grove after the first frost and hulled out by my cousins with yellowed hands; the black walnut cookies, sweeter than any taste; the fudge with butternuts crowding it. In the mornings we would be given a hammer, a (lut iron, and a bowl of nuts to crack and pick out for the homemade ice cream.And there was the orchard beyond the kitchen window, the Wealthy, the Russet, the Wolf with itsgiant-sized fruit, and an apple romantically called the Northern Spy as if it were a suspicious character out of the Civil War.All families had their special Christmas food. Ours was called Dutch Bread, made from a dough halfway between bread and cake, stuffed with citron and every sort of nut from the farm—hazel, black walnut, hickory, butternut. A little round one was always baked for me in a Clabber Girl baking soda can, and my last act on Christmas Eve was to put it by the tree so that Santa Clans would find it and have asnack—after all, he’d come a long, cold way to our house. And every Christmas morning, he would have eaten it. My aunt made the same Dutch Bread and we smeared over it the same butter she had been churning from their own Jersey (highest butterfat content) milk that same morning.To eat in the same room where food is cooked—that is the way to thank the Lord for His abundance. The long table, with its different levels where additions had been made for the small fry, ran the length of the kitchen. The air was heavy with odors not only of food on plates but of the act of cooking itself, along with the metallic smell of heated iron from the hard-working Smoke Eater, and the whole stove offered us its yet uneaten prospects of more goose and untouched pies. To see the giblet gravy made and poured into a gravy boat, which had painted on its sides winter scenes of boys sliding and deer bounding over snow, is the surest way to overeat its swimming richness.The warning for Christmas dinner was always an order to go to the milk house lor cream, where we skimmed From the cooling pans of fresh milk the cream which had the same golden color as the flanks of the Jersey cows which had given it. The last deed before eating was grinding the coffee beans in the little mill, adding that exotic odor to the more native ones of goose and spiced pumpkin pie. Then all would sit at the table and my uncle would ask the grace, sometimes in German, but later, for the benefit of us ignorant chil” dren, in English:Come, Lord Jesus, beour guest,Share this food tliat youhave blessed.There are no blessings like that any more: every scrap of food for which my uncle had asked the blessing was the result of his own hard work. What he took to the Lord for Him to make holy was the plain substance that an Iowa farm could produce in an average year with decent rainfall and proper plowing and manure.The first act of dedication on such a Christmas was to the occasion which had begun it, thanks to the Child of a pastoral couple who no doubt knew a good deal about rainfall and grass and the fattening of animals. The second act of dedication was to the ceremony of eating. My aunt kept a turmoil of food circulating, and to refuse any of it was somehow to violate the elevated nature of the day. We were there not only to celebrate a fortunate event for mankind, but also to recognize that suitering is the natural lot of men—and to consume the length and breadth of that meal was to suder! But we all laced the ordeal with courage. Uncle Ben would let out his belt—a fancy Western belt with steer heads and silver buckle—with a snap and a sigh. The women managed better by always getting up from the table and trotting to the kitchen sink or the Smoke Eater or outdoors for some item left in the cold. The men sat there grimly enduring the glory of their appetites.After dinner, late in the afternoon, the women would make despairing gestures toward the dirty dishes and scoop up hot water from the reservoir at the side of the range. The men would go to the barn and look after the livestock. Afy older cousin would take his new .22 rifle and stalk out across the pasture with the remark, “I saw that fox just now looking for his Christmas goose.” Or sleds would be dragged out and we would slide in a long snake, feet hooked into the sled behind, down the hill and across the westward sloping fields into the sunset. Bones would be thrown to dogs, suet tied in the oak trees for the juncos and winterdefying chickadees, a saucer of skimmed milk set out for the cats, daintily and disgustedly picking their padded feet through the snow, and crumbs scattered on a bird feeder where already thecrimson cardinals would be dropping out of the sky like blood. Then back to the house for a final warming-up before leaving.There was usually a song around die tree before we were all bundled up, many thanks all around for gilts, the basket as loaded as when it came, more so, for leftover food had been piled in it. My father and uncle would have brought up the team from the barn and hooked them into the double shafts of the bobsled, and we would all go out into the freezing air of early evening.On the way to the door I would walk under a photograph of my grandfather, his cavalry saber hung over it (I had once sneaked it down from the wall and in a burst of gallantry had killed a mouse with it behind the cornc rib). With his long white beard he looked like one of the prophets in Hurlbut’s illustrated Stoiy of the Bible, and it was years before I discovered that he had not been off, as a young man, fighting the Philistines, but the painted Sioux. It was hard to think of that gentle man, whose family had left Germany in protest over military service, swinging that deadly blade and yelling in a cavalry charge. But he had done just that, in some hard reali/ation that sometimes the way to have peace and a quiet life on a modest farm was to go off and fight for them.And now those hells again as the horses, impatient from their long standing in the barn, stamped and shook their harness, my lather holding them hack with a soft clucking in his throat and a hard pull on the reins. The smell of wood smoke flavoring the air in our noses, the cousins shivering with cold, “Goodbye, good-bye,” called out from everyone, and the bobsled would move oil, creaking over the frostbrittle snow. All of us, my mother included, would dig down in the straw and pull the buffalo robes up to our chins. As the horses settled into a steady trot, the bells gently chiming in their rhythmical beat, we would fall half asleep, the hiss of the runners comforting. As we looked up at the night sky through halfclosed eyelids, the constant bounce and swerve of the runners would seem to shake the little stars as if they would fall into our laps. But that one great star in the East never wavered. Nothing could shake it from the sky as we drifted home on Christmas.Paul Engle was born in Iowa in 1908, grew up in Cedar Rapids, and was educated in Iowa schools. Soon after receiving his master’s degree from the State University of Iowa he began teaching there. He is now professor of English and conductor of the un iversity’s nationally famous poetry workshop.。

现代大学英语精读5 课文翻译unit1,2,4,5,7

女人的职业1 听说你们协会是有关妇女就业的。

协会秘书要我就职业问题谈谈自己的阅历。

不错，我是女人，我也正在就业。

可是我有些什么阅历呢？这个问题似乎很难回答。

我的职业是文学，文学给予女人特有的阅历比其他职业要少，舞台表演除外。

这是因为许多年前范妮•伯尼、阿普拉•贝恩、哈丽雅特•马蒂诺、简•奥斯丁、乔治•爱略特就在这条路上披荆斩棘了。

无数知名的、不知名的女人在我之前扫除了障碍，调整了我的步伐。

我开始写作时，这个职业已经不拒绝女性了。

写作是个高尚而无害的职业，家庭的安宁不会被钢笔的嚓嚓声打破，也不需要很多的经济投资。

花十六便士买的纸足够写下莎士比亚所有巨著--------假如你也有个莎士比亚的脑袋的话。

作家不需要有钢琴、模特儿，不要周游巴黎、维也纳和柏林，也不需聘请家庭教师。

纸张便宜也许是女人在写作领域比其他领域成功的原因。

2 言归正传吧。

我当作家的故事其实很简单，你们大可想象一个手执钢笔的姑娘坐在卧室，从左到右不停地写着，写着，从十点写到一点。

然后，她把这些稿件装进信封，贴上一便士邮票投进信筒。

我就是这样成为报纸撰稿人的。

第二个月的第一天---- 那对我是辉煌的一天--- 我竟收到编辑给我的信，还附了张一镑十六便士的支票。

可我多不懂生活的艰辛呀！我没用这钱买面包和黄油，买鞋子或袜子，或者付杂货店老板的欠单，而是用它买了一只漂亮的波斯猫，一只不久便令我陷入邻里唇枪舌战的小猫。

3 还有什么比写文章，比用稿费买小猫更容易呢？可是，等等！文章得表明见地。

记得那篇文章是评论某个著名作家小说的。

写那篇文章时我就发现，评论作品时我需要与一种幻影搏斗。

这个幻影就是女人。

多次交锋以后，感觉开始明晰，我借一首著名诗歌里女主人公之名，称她为“屋子里的天使”。

她横亘在我和稿纸之间，困绕我，折磨我，消耗我，令我最终忍无可忍，杀了她。

你们年轻一代比较幸运，可能没听说过她--------因而不知道何为“屋子里的天使”。

我简要地解释一下。

现代大学英语5unit1

授课教案:现代大学英语精读第5册Unit One Where Do We Go from Here?课程名称：高级英语教学对象：英语专业本科三年级教学目的: 1. 了解作者及其背景知识；2．熟悉本文使用的写作手法；3．掌握修辞疑问句、倒装句等修辞手法；4．熟练掌握三类构词法；5．通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同时掌握文中的核心语言点。

教学内容: 1. 热身2．作者教育与背景3．作品赏析：结构分析如何赏析文学作品扩展式讨论4．写作技巧：省略疑问句和修辞疑问句倒装句5．语言理解核心词汇学习6．课堂讨论7．练与讲教学重点: 1. 文学作品的赏析；2．文学中的修辞手法―― simile（明喻）metaphor（暗喻）parallelism （平衡）教学方法: 讲授、问答、讨论、模仿、练习教学手段: 多媒体使用Martin Luther King, Jr., (January 15, 1929 – April 4, 1968) was one of the main leaders of the American civil rights movement, a political activist, a Baptist minister, and is regarded as one of America's greatest orators. King's most influential and well-known public address is the "I Have A Dream" speech, delivered on the steps of the Lincoln Memorial in Washington, D.C. in 1963. In 1964, King became the youngest man to be awarded the Nobel Peace Prize (for his work as a peacemaker, promoting nonviolence and equal treatment for different races). On April 4, 1968, King was assassinated in Memphis, Tennessee.The 1960s: Turbulent timesThe African-American Civil Rights Movement(1955-1968) refers to the reform movements in the United States aimed at abolishing racial discrimination of African Americans; this article covers the phase of the movement between 1954 and 1968, particularly in the South. By 1966, the emergence of the Black Power Movement, which lasted roughly from 1966 to 1975, enlarged and gradually eclipsed the aims of the Civil Rights Movement to include racial dignity, economic and political self-sufficiency, and freedom from white authority. Several scholars refer to the movement as the Second Reconstruction, a name that alludes to the Reconstruction after the Civil War.Vietnam WarThe Vietnam War(also known as the Second Indochina War, the American War in Vietnam and the Vietnam Conflict) occurred from 1959 to April 30, 1975 in Vietnam.The war successfully reunified the Vietnamese under a communist government which consisted of the Democratic Republic of Vietnam (DRV or North Vietnam ) and theindigenous National Front for the Liberation of South VietnamTo a degree, the war may be viewed as a Cold War conflict between the U.S., its allies, and South Vietnam on one side, and the Soviet Union, its allies, the People's Republic of China, and North Vietnam on the other.Counter culture MovementCounter culture Movement is a protest movement by American youth that arose in thelate 1960s and faded during the late 1970s. With a great disappointment to the society,the students scorned American mainstream culture, questioned authority and began torebel by means of abnormal behaviors like taking drugs, wearing bizarre dresses andnakedness. The y had some specific purposed like ending the Vietnam War, eliminatingracial discrimination and advocating more democracy. However, sometimes theyprotested without much reason at all. It was only a revelation of despair coming feomthe huge gap between their ideal expectation and cruel social reality.Feminist MovementThe feminist movement (also known as the Women’s Movement or Women’s Liberation)is a series of campaigns on issues such as reproductive rights (sometimes includingabortion), domestic violence, maternity leave, equal pay, sexual harassment, and sexualviolence. The goals of the movement vary form country to country, e.g. opposition tofemale genital cutting in Sudan, or the glass ceiling in Western countries.The feminist movement has effected change in Western society, including women’ssuffrage; the right to initiate divorce proceedings and “no fault”divorce, the right ofwomen to make individual decisions regarding pregnancy and the right to own property. Where Do We Go from Here?turbulent:* ‘tə:bjulənt ]characterized by unrest or disorder or insubordination a. 狂暴的,吵闹的1.She tried to calm her turbulent thoughts. 她试图平息一下紊乱的思绪。

(完整word版)现代大学英语精读5 Lesson 1 Where Do We Go from Here 重点词组总结(word文档良心出品)

Martin Luther King Jr.…成比例●In proportion to the number of students we should build 3 dining rooms. 按学生人数，我们应该建三个餐厅。

●你认为我们的薪水与付出的努力相称吗?Do you think we are paid in proportion to the effort we make?/大体上=essentially②相当地/非常=considerably●His criticism is substantially correct.批评大体上是 ●The price may go up quite substantially.●The company's profits have been substantially lower this year.●Thereare o ne or two minor differences, but they're substantially the same text. We must massively assert our dignity and worth. → Paraphrase: We must state clearly and in an impressive 令人钦佩的/给人以深刻印象的way that weshould be treated with respect and our value should be recognized.我们必须坚决维护我们的尊严与价值。

have been taught for so many centuries that they are nobody is not easy. →Paraphrase: It is no easy job to educate a people who have been told over centuries thatthey were inferior to others to see that 设法做到they are humans, the same as white people. ？→Paraphrase: A lie concerning a trivial matter used for good intention is better than a sinister 阴险的/灾难性的lie. 一个无关紧要的谎言总比一个恶意的谎言要好。

现代大学英语精读5Lesson1(精)

现代大学英语精读5Lesson1(精)
I. Task Sheet
❖ Background
In 1960s, many movements affected Americans as individuals and American society as a whole in various ways and to various degrees, esp. The Civil Rights movement.
What does Dr.king work for?
❖ Dr.king:
I Accept this award on behalf of a civil rights movement which is moving with determination and a majestic scorn for risk and danger to establish a reign of freedom and a rule of justice
4. Part I( Paras. 10-15)
economic security for the Negro Americans
Organization of the text
5. Part I( Paras. 16-20)
reaffirm his commitment to nonviolence
❖ Brief introduction of the writer:
Martin Luther King Jr.(1929-1968), a key leader of the movement, played a significant and irreplaceable role in the Civil Rights movement in 1960s.His famous speech “I Have a Dream” was delivered in front of the Lincoln Memorial. He was awarded Nobel Peace Prize in 1964.

现代大学英语精读5(第二版)课文翻译(1-11课)

现代大学英语译文及练习答案一、Where_do_we_go_from_here我们向何处去？马丁.路德.金1．为了回答“我们向何处去”这一问题，我们现在必须明确我们的现状。

当初拟定宪法时，一个不可思议的公式规定黑人在纳税和选举权方面只是一个完整人的60%。

如今又一个匪夷所思的公式似乎规定黑人只盂交纳一个人应交税的50%，只享受一个人应享受的选举权利的50%。

对于生活中的好事，黑人大约只享有白人所享受的一半；而生活中的不愉快，黑人却要承受白人所面对的两倍。

因此，所有黑人中有一半人住着低标准的住房。

并且黑人的收入只是白人的一半。

每当审视生活中的负面经历时，黑人总是占双倍的份额。

黑人无业者是白人的两倍。

黑人婴儿的死亡率是白人的两倍，从黑人所占的总人口比率上看，在越南死亡的黑人是白人的两倍。

2．其他领域也有同样惊人的数字。

在小学，黑人比白人落后一至三年，并且他们的被白人隔离的学校的学生人均所得到的补贴比白人的学校少得多。

20个上大学的学生中，只有一个是黑人。

在职的黑人中75%的人从事低收入、单凋乏味的非技术性工作。

3．这就是我们的现状。

我们的出路在哪里?首先，我们必须维护自己的尊严和价值。

我们必须与仍压迫我们的制度抗争，从而树立崇高的不可诋毁的价值观。

我们再不能因为是自已黑人而感到羞耻。

几百年来灌输黑人是卑微的、无足轻重的，因此要唤起他们做人的尊严绝非易事。

4．甚至语义学似乎也合谋把黑色的说成足丑陋的、卑劣的。

罗杰特分类词典中与黑色相关的词有120个，其中至少60个微词匿影藏形，例如。

污渍、煤烟、狰狞的、魔鬼和恶臭的。

而与白色相关的词约有134个，它们却毫无例外都褒嘉洋溢，诸如纯洁、洁净、贞洁和纯真此类词等。

白色的(善意的)谎言总比黑色的(恶意的)谎言要好。

家中最为人所不齿的人是“黑羊”，即败家子。

奥西．戴维斯曾建议或许应重造英语语言，从而教师将不再迫不得已因教黑人孩子60种方式蔑视自己而使他们继续怀有不应有的自卑感，因教白人孩子134种方式宠爱自己而使他们继续怀有不应有的优越感。

现代大学英语精读5Lesson1WhereDoWeGofromHere重点词组总结

Lesson 1 Where Do We Go from Here? Martin Luther King Jr. Para. 1 1、be in proportion to 与…成比例●In proportion to the number of students we should build 3 dining rooms. 按学生人数，我们应该建三个餐厅。

●你认为我们的薪水与付出的努力相称吗? Do Do you you you think think we are paid in proportion to the effort we make? Para. 2 2、substantially ①本质上/大体上=essentially ②相当地/非常=considerably ●His criticism is substantially correct.批评大体上是批评大体上是 ●The price may go up quite substantially . ●The company's profits have been substantially lower this year. ●There ●There are are are o o ne ne or or or two two two minor minor minor differences, differences, but but they're they're substantially the same text. Para. 3 3、We must massively assert our dignity and worth. → Paraphrase: We must state clearly and in an impressive 令人钦佩的/给人以深刻印象的way way that that that we we we should should should be be treated with respect and our value should be recognized. 我们必须坚决维护我们的尊严与价值。

Lesson 1-Where Do We Go from Here 现代大学英语精读5课件

6. One-twentieth …attend college. The number of white college students is twenty times that of black students or for every black student in college there are twenty whites.
For example, according to the 1990 census, the Blacks made up 12.1 per cent of the population. So if the death toll in Vietnam was 10,000, only 1,210 should be black soldiers. But the figure was 2, 420, which was twice in proportion to their size in the population.
Where Do We Go from Here?
By Martin Luther King Jr.
Where Do We Go from Here?
Division of the speech: Part I (Para.1-2) Part II (Para.3-5) Part III(Para.6-9) Part IV(Para.10-15) Part V(Para.16-20) Part VI(Para.21-25) Part VII(Para.26-28)
Where Do We Go from Here?
(part I)
Para. 2
5. Negroes lag one to three years behind whites…

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that is manifested in a despicable act 6. Audacious: fearless
Library Work
See notes on the textbook mainly.
Organization of the text
1. Part I( Paras. 1-2)
3. (para3.) The job of arousing manhood within a people that have been taught for so many centuries that they are nobody is not easy.:
It is no easy job to educate a people who have been told over centuries that they are humans, the same as any other people.
Lesson One
❖ ---Martin Luther King Jr.
I. Task Sheet
❖ Background
In 1960s, many movements affected Americans as individuals and American society as a whole in various ways and to various degrees, esp. The Civil Rights movement.
tell “where we are”
2. Part I( Paras. 3-5)
begin to answer “where do we go from here?” and the first task.
3. Part I( Paras. 6-9)
put forward the second task and define power
Detailed study:
1. (para1.)Three fifths of all other Persons: Negro slaves
2. (para3.) We must massively assert our dignity and worth : We must state clearly and in an impressive way that we should be treated with respect and our value should be recognized.
4. Part I( Paras. 10-15)
economic security for the Negro Americans
Organization of the text
5. Part I( Paras. 16-20)
reaffirm his commitment to nonviolence
What does Dr.king work for?
❖ Dr.king:
I Accept this award on behalf of a civil rights movement which is moving with determination and a majestic scorn for risk and danger to establish a reign of freedom and a rule of justice
Dictiostate of being human 2. off base: slang, taking a position, attitude,
etc. that is unsound or in error 3. ringing cry: rallying call 4. ethereal: heavenly 5. dastardly: a sneaking, malicious cowardice
6. Part I( Paras. 21-25)
a fundamental question---the restructuring of the whole of American society
7. Part I( Paras. 26-28)
a man untouched by the turmoil of everyday life but upset by political events
❖ Brief introduction of the writer:
Martin Luther King Jr.(1929-1968), a key leader of the movement, played a significant and irreplaceable role in the Civil Rights movement in 1960s.His famous speech “I Have a Dream” was delivered in front of the Lincoln Memorial. He was awarded Nobel Peace Prize in 1964.
❖ How does the speaker begin his speech?
❖ Raise the question of “Where we are now” , link this up with the theme of the speech— “where do we go from here”
4. (para4.) blot: a moral defect in an otherwise good character; a disgraceful act or quality
5. (para4.)A white lie is better than a black lie:
White lie: is a set phrase, meaning a lie concerning a trivial matter, often one told to spare someone’s feelings.