(完整word版)高英第七册UnitIITextITourists
高英7册部分课文翻译材料
这份材料是本人上网找的,只有部分单元(缺第一,第四,第八,第十一),这些翻译也许不是最好的,大家如果不满意,自己上网找Unit twoThe most intensive(强烈的) study I ever made of tourists was at Torcello,where it is impossible to avoid them.Torcello is a minute island in the Venetian lagoon(泻湖);here among vineyards and wild flowers,some thirty cottages surround a great cathedral(大教堂)which was being built when William the Conqueror came to England.我所做过的关于游客的最透彻的研究是在Torcello完成的,在那里你根本没法避开他们。
Torcello是威尼斯泻湖上一个很小的岛屿:这里的葡萄园和野花间散布了大概三十间村舍,环绕着建立于征服者威廉到达英国时期的一座大教堂。
A canal and a path lead from the lagoon to the village;the vineyards are intersected (分隔的)by canals ;red and yellow sails (帆船)glide slowly through the vines.Bells from the campanile (钟塔)ring out reproaches three time a day ("cloches,cloches,divins reproches")joined by a chorus from the surrouonding islands.一座运河和一条小道将泻湖和村庄连结起来;运河蜿蜒而过将葡萄园隔开;红色和黄色的船帆缓慢地穿梭于葡萄藤之间。
(完整word版)高英Paraphrase 自己整理的(word文档良心出品)
Lesson 1 The Middle Eastern Bazaar1)Little donkeys thread their way among the throngs of people.Little donkeys make their way in and out of the moving crowds2)Then as you penetrate deeper into the bazaar, the noise of the entrance fades away, and you come to the muted cloth-market.Then as you go deeper into the market, the noise of the entrance gradually disappears, and you come to the silent cloth-market.3) They narrow down their choice and begin the really serious business of beating the price down.After careful search, comparison and some primary bargaining,they reduce their choices and try making the decision by beginning to do the really serious job convince the shopkeeper to lower the price.4) He will price the item high, and yield little in the bargaining.He will ask for a high price for the item and refuse to cut down the price by any significant amount.5) As you approach it, a tinkling and banging and clashing begins to impinge on your ear.As you get near it, a variety of sounds begin to strike your ear.Lesson 2 Hiroshima -- the "Liveliest”City in Japan1)serious-looking men spoke to one another as if they were obvious of the crowds about them They were so absorbed in their conversion that they seemed not to pay any attention to the people around them.2)The cab driver’s door popped open at the very sight of a traveler.As soon as the taxi driver saw a traveler, he immediately open the door3)The rather arresting spectacle of little old Japan adrift amid beige concrete skyscrapers is the very symbol of the incessant struggle between the kimono and the miniskirt.The traditional floating houses among high modern buildings represent the constant struggle between old tradition and new development.4)I experienced a twinge of embarrassment at the prospect of meeting the mayor of Hiroshima in my socks.I suffered from a strong feeling of shame when I thought of the scene of meeting the mayor of Hiroshima wearing my socks only.5) The few Americans and Germans seemed just as inhibited as I was.The few Americans and Germans seemed just as restrained as 1 was.6)After three days in Japan, the spinal column becomes extraordinarily flexible. After three days in Japan one gets quite used to bowing to people as a ritual to show gratitude.7)I was about to make my little bow of assent, when the meaning of these last words sank in, jolting me out of my sad reverie .I was on the point of showing my agreement by nodding when I suddenlyrealized what he meant.His words shocked me out my sad dreamy thinking.8)I thought somehow I had been spared.I thought for some reason or other no harm had been done to me.Lesson3 Ships in the Desert1. the prospects of a good catch looked bleakIt was not at all possible to catch a large amount of fish.2.He moved his finger back in time to the ice of two decades ago.Following the layers of ice in the core sample, his finger came to the place where the layer of ice was formed 2050 years ago.3.keeps its engines running to prevent the metal parts from freeze-locking together keeps its engines running for fear that if he stops them, the metal parts would be frozen solid and the engines would not be able to start again4.Considering such scenarios is not a purely speculative exercise.Bit by bit trees in the rain forest are felled and the land is cleared and turned into pasture where cattle can be raised quickly and slaughtered and the beef can be used in hamburgers.5.Acre by acre, the rain forest is being burned to create fast pasture for fast-food beef…Since miles of forest are being destroyed and the habitat for these rare birds no longer exists, thousands of birds which we have not even had a chance to see will become extinct.6 which means we are silencing thousands of songs we have never even heard. Thinking about how a series of events might happen as a consequence of the thinning of the polar cap is not just a kind of practice in conjecture (speculation), it has got practical Value.7.we are ripping matter from its place in the earth in such volume as to upset the balance between daylight and darkness.We are using and destroying resources in such a huge amount that we are disturbing the balance between daylight and darkness.8.Or have our eyes adjusted so completely to the bright lights of civilization that we can't see these clouds for what they are …Or have we been so accustomed to the bright electric lights that we fail to understand the threatening implication of these clouds.9. To come at the question another way…To put forward the question in a different way10.and have a great effect on the location and pattern of human societiesand greatly affect the living places and activities of human societies11.We seem oblivious of the fragility of the earth's natural systems.We seem unaware that the earth's natural systems are delicate.12. And this ongoing revolution has also suddenly accelerated exponentially.And this continuing revolution has also suddenly developed at a speed that doubled and tripled the original speed.Lesson 4 Everyday Use1.She think s her sister has held life always in the palm of one hand…She thinks that her sister has a firm control of her life.2. "no" is a word the world never learned to say to herShe could always have anything she wanted, and life was extremely generous to her.3. Johnny Carson has much to do to keep up with my quick and witty tongue.The popular TV talk show star, Johnny Carson, who is famous for his witty and glib tongue, has to try hard if he wants to catch up with me.4. It seems to me I have talked to them always with one toot raised in flightIt seems to me that I have talked to them always ready to leave as quickly as possible.5.She washed us in a river of make-believeShe imposed on us lots of falsity.6.burned us with a lot of knowledge we didn't necessarily need to knowimposed on us a lot of knowledge that is totally useless to us7.Like good looks and money, quickness passed her by.She is not bright just as she is neither good-looking rich.8.A dress down to the ground, in this hot weather.Dee wore a very long dress even on such a hot day.9.You can see me trying to move a second or two before I make it.You can see me trying to move my body a couple of seconds before I finally manage to push myself up.10.Anyhow, he soon gives up on Maggie.Soon he knows that won't do for Maggie, so he stops trying to shake hands with Maggie.11.Though, in fact, I probably could have carried it back beyond the Civil War through the branches.As I see Dee is getting tired of this, I don't want to go on either. In fact, I could have traced it far back before the Civil War along the branches of the family tree.12.Every once in a while he and Wangero sent eye signals over my head.Now and then he and Dee communicated through eye contact in a secretive way.13.Less than that!If Maggie put the old quilts on the bed, they would be in rags less than five years.14.This was the way she knew God to work.She knew this was God's arrangement.Lesson 5 Speech on Hitler's Invasion of the U.S.S.R.1.Hitler was counting on enlisting capitalist and Right Wing sympathies in this country and the U. S. A.Hitler was hoping that if he attacked Russia, he would win in Britain and the U.S. the support of those who were enemies of Communism.2.Winant said the same would be true of the U. S. A.Winant said the United States would adopt the same attitude.3 .…my life is much simplified therebyIn this way, my life is made much easier in this case, it will be much easier for me to decide on my attitude towards events.4. I see the German bombers and fighters in the sky, still smarting from many a British whipping, delighted to find what they believe is an easier and a safer prey.I can see the German bombers and fighters in the sky, who, after suffering severe losses in the aerial battle of England, now feel happy because they think they can easily beat the Russian air force without heavy loss.5.We shall be strengthened and not weakened in determination and in resources.We shall be more determined and shall make better and fuller use of our resources.6. Let us redouble our exertions, and strike with united strength while life and power remain.Let us strengthen our unity and our efforts in the fight against Nazi Germany when we have not yet been overwhelmed and when we are still powerful.Lesson 6 Blackmail1.The house detective's piggy eyes surveyed her sardonically from his gross jowled face.The house detective's small narrow eyes looked her up and down scornfully from his fat face with a heavy jowl.2.Pretty neat set-up you folks got.This is a pretty nice room that you have got.3.The obese body shook in an appreciative chuckle .The fat body shook in a chuckle because the man was enjoying the fact that he could afford to do whatever he liked and also he was appreciating the fact that the Duchess knew why he had come.4.He lowered the level of his incongruous falsetto voice.He had an unnaturally high-pitched voice. now, he lowered the pitch.5.The words spat forth with sudden savagery , all pretense of blandness gone. Ogilvie spat out the words, throwing away his politeness.6. The Duchess of Croydon –three centuries and a half of inbred arrogance behind her –did not yield easily.The Duchess was supported by her arrogance coming from parents of noble families with a history of three centuries and a half. She wouldn't give up easily.7."It's no go, old girl. I'm afraid. It was a good try."It's no use. What you did just now was a good attempt at trying to save the situation.8."That's more like it," Ogilvie said. He lit the fresh cigar. "Now we're getting somewhere." "That's more acceptable," Ogilvie said. He lit another cigar, "Now we're making some progress. "9.... his eyes sardonically on the Duchess as if challenging her objection....he looked at the Duchess sardonically as if he wanted to see if she dared to object to his smoking.10. The house detective clucked his tongue reprovingly .The house detective made noises with his tongue to show his disapproval.Lesson 9 Mark Twain ---Mirror of America1.a man who became obsessed with the frailties of the human racea man who became constantly preoccupied by the moral weaknesses of mankind2.Mark Twain digested the new American experience before sharing it with the world as writer and lecturer.Mark Twain first observed and absorbed the new American experience, and then introduce it to the world in his books or lectures.3.The cast of characters set before him in his new profession was rich and varied----a cosmos .In his new profession he could meet people of all kinds.4.Broke and discouraged, he accepted a job as reporter with the Virginia City Territorial Enterprise…With no money and a frashated feeling, he accepted a job as reporter with Territorial Enterprise in Virginia City ...5.Mark Twain began digging his way to regional fame as a newspaper reporter and humorist. Mark Twain began working hard to became well known locally as a newspaper reporter and humorist.6. and when she projects a new surprise, the grave world smiles as usual, and says 'Well, that is California all over. '"and when California makes a plan for a new surprise, the solemn people in other states of the U.S. smile as usual, making a comment "that's typical of California"7.Bitterness fed on the man who had made the world laugh.The man who had made the world laugh was himself consumed by bitterness.。
高英第七册Unit Nine
Unit NineText IRoots of FreedomPre-reading Brainstorming1. Refer to the dictionary definitions of the word freedom in the textbook (P166), and then consider the questions as follows:1) What are the same expressions of freedom in these three dictionarydefinitions?2) Do you agree to these definitions? What is your concept of freedom?2. The author’s essay is about freedom in ancient Athens. Do you have any idea how ancient Athenians looked at “freedom”?Main ideaBy tracing the history of freedom in ancient Greece, this essay is an attempt to reveal the roots of freedom——responsibility for the common good.Purpose of writingTo convince the readers that freedom is based on responsibility for the welfare of the people.Organization and Development:To make dear what she thinks freedom means, the author has used a number of contrasts. The appropriate use of contrast is the most important feature of her writing:1) Firstly ask the students to find out all the same/expressions about the key word roots of freedom:Responsibility; self-reliance; self-controlled; self-government; control oneself; take responsibility for, self-dependence.2) Organizations of the essay:Ask the students to divide the text into 3 parts.Part I. Introduction (Para. 1)Part Ⅱ. Body (Para. 2-5): Trace the history of freedom in ancient Athensto illustrate the basis of freedom.Para(Para.2)—ancient Athenians’ concept of freedom (the discovery of freedom)Para.3—the development of freedom.Para.4—the changed concept of freedomPara.5—the disappearing (fall, loss) of freedom.Part Ⅲ Conclusion (Para. 6) : Freedom will not be lost forever for theworld, if people agree the basis of freedomis the responsibility for the common good.3) Analysis of the method (Contrast) in Para.2 and Para.4.a) In Para.2, the author contrasts the situation in Athens before and after the Athenians discovered freedom.ContrastTyranny vs. Free government① absolute obedience ①willing obedience to what is goodfor all.② all-powerful ruler ② no powerful ruler.③ helpless masses ③ no helpless masses.Purpose:to make clear what freedom is in the true sense of the word.b) In Para.4, the author Contrasts the mental state of the Athenians before and after the change occurred.Before the change After the changeComparison: city→employercitizens→employees city→businesscitizens→shareholders, ownersattitude: proud and joyful to take responsibility for the state refused to take responsibility for the state.Purpose:to show how obtained freedom can possibly be lost with the weakening sense of responsibility.Comprehension Questions:1)What is the essential difference between a free government and atyranny according to the author?--- A tyranny: absolute obedience to an all-powerful ruler by helpless masses;A free government: no helpless masses, no powerful ruler, willingobedience to what is good for all;2)How do you think willing obedience differs from absolute obedience?Can you think of an example?--- willing obedience not imposed by force of law, conscious compliance with unwritten laws recognized by all as being for the common good;absolute obedience complete, compelled obedience to whatever is imposed by higher authorities;3)What do “unwritten laws” refer to?--- Codes of behavior recognized by members of a community as beneficial for all and, thus, willing live up to.4)Why does Hamilton make reference to “a hermit in the desert” in p.3?--- A hermit in the desert lives in complete isolation from all others.Such a person can be said to enjoy complete, uttermost freedom for he can do whatever he wants without affecting or being affected by others to the smallest degree. For such a man, there is no law, either written or unwritten.5)Throughout the article, Hamilton has used a number of words inassociation with the notion of “freedom”. Try to identify them.--- responsibility, self-reliance, self-controlled, self-governing6)What does “it” (Line 24) refer to?--- responsibility for the welfare of Athens7)What kind of change occurred to the ancient Athenians as described inP 4? What comparisons are used to describe the change?--- “Now instead of men giving to the state, the state was to give to them.”Two comparisons are used in the paragraph---the city is compared to an employer who paid the citizens for doing their work; Athens was more and more like a cooperative business possessed of great wealth in which all citizens had a right to share.8)What is meant by “No doubt he had not an idea that he was speakingGreek” in P 6?--- Obviously, he did not know that kind of capacity of, i.e. the capacity of mankind for self-government, had once been demonstrated by the ancient Athenians.9)Toward the end of the article, what attitude does the author expresswith regard to freedom in the future?--- Optimistic, confident that some day freedom in the true sense will be enjoyed by people of the world.Difficult sentences for paraphrasing:1)We are facing today a strange new world and we are all wonderingwhat we are going to do with it. L. 1-2--- We are living in a world which is quite unfamiliar to us, and we have no idea as to how to adapt to ourselves to this new environment.2)They were saved from looking at their lives as their private affair.L.22-23--- They were spared from perceiving that the purpose of their livingin this world was to satisfy themselves only/their personal needs.3)What the people wanted was a government which would provide acomfortable life for them; and with this as the foremost object, ideas of freedom and self-reliance and responsibility were obscured to the point of disappearing. L.36-38--- People expected that their government would offer them material comforts; with this major objective achieved, other goals like democracy, self-dependence and social obligations seemed almost of no concern for them/they would not bother to concern themselves with other goals like democracy, self-dependence and social obligations 4)She reached the point when the freedom she wanted was freedomfrom responsibility. L41-42--- In the end, she desired to ignore the good of the entire community/societal needs.5)But, “the excellent becomes the permanent,” Aristotle said.---However, Aristotle remarked that whatever people viewed as superior would exist forever.Difficult Sentences for Translation (E-C):1)The excellent becomes the permanent.2)Athens lost freedom forever, but freedom was not lost forever for theworld.3)No doubt he had not an idea that he was speaking Great. Athens wasnot in the farthest background of his mind, but once a great and good idea has dawned upon man, it is never completely lost.4)Somehow in this or that man’s thought such an idea lives thoughunconsidered by the world of action.5)One can never be sure that it is not on the point of breaking out intoaction, only sure that it will do so sometime.6)Key Language points:1) a sobering topic L.1--- a topic that makes a personserious and thoughtful2) intolerable L.19 --- unbearable3) hermit L.20 --- a person that retires from society and lives in solitude4) conception L.27 --- idea5) underlie L.27 --- be the cause or basis of6) vigilance L30 --- very careful attention to a situation so asto be prepared for possible danger7) penetrate L.31 --- spread through every part of8) obscure L.38 --- make indistinct9) lofty reach of Greek genius: distinguished height of Greek civilizationor elevated state of Greek mind.10) prize: (vt.) cherish.11) depart: leavePost-reading Activities.Write an essay in the light of the author’s comment in Para.4. to talk about John F. Kennedy, US president from 1961 to 1963, who once made the statement, “Ask not what your country can do for you; ask what you can do for your country.”Unit NineText ⅡThe Philosopher and the Conqueror Pre-reading Brainstorming:1. Who are the philosopher and the conqueror? What does the author’svivid description impress you?2. Please find out the characterizations of these two characters.3. Are there any common features shared by these two characters?Main ideaIn this essay the author vividly describes and brings to life two figures from ancient Greece, and he believes that of all men than alive in the world only Alexander the conqueror and Diogenes the beggar were truly free.Cf: thesis statement (The last sentence of the essay).Purpose of writing:Through vivid description, the author brings to life two figures from ancient Greece---Diogenes, the beggar philosopher, and Alexander the Great, the conqueror, and indicates that the commonality of the two great figures is freedom in its real sense.Organization and Development:Part I (para.1-10): the description of Diogenes, the beggar.Para (1-3): the description of Diogenes’ material possessions and his living style.Para (4): the illustration of Diogenes’ principle of life.Para (5): the contrast between Diogenes and other hermits in the life’s aim.Para (6): the contrast between Diogenes and other philosophers in the teaching methods.Para (7-10): conclusion of his creed.Part Ⅱ. (Para.11-13): the description of Alexander.Part Ⅲ(Para.14-18):the description of Alexander’s c alling uponDiogenes.Difficult sentences for paraphrasing:1) To restamp the currency …. (para. 5):--- to remove the old faulty blemishes from the genuine value of human life and put back the true values.2) He thought most people were only half-alive, most men only half-men. ( para.7):--- He thought most people were far from complete, not man in its real sense.3) To those nearest him he said quietly, “if I were not Alexander, I should be Diogenes.”They took is as a paradox, designed to close the awkward little scene with a polite curtain line. (Para18):---Those elegant Greeks nearest Alexander consider the Alexander’s remark is self-contradictory, It was only used as a polite closing sentence to put an end to his own embarrassing situation.Difficult sentences for translation:1)With that generosity which Aristotle had taught him was a quality ofthe truly magnanimous man, Alexander determined to call upon Diogenes.2)Surely Diogenes, the god-born, would acknowledge the conqueror’spower by some gift of hoarded wisdom.3)They took is as a paradox, designed to close the awkward little scenewith a polite curtain line. But Alexander meant it. He understood Cynicism as the others could not.Language points: (refer to th e notes in the student’s Book)Post reading activity:Writer an essay to illustrate your ideas of freedom.Book7 Unit9 Roots of Freedom1.Freedom's challenge in the Atomic Age is a sobering topic.时至今日,自由所面临的挑战是一个严肃的话题。
(完整word版)高英课文翻译
10、Each day that I escape death, each day of suffering that helps to free me fromearthlycares, I make a new little paper bird, and add it to the others. This way I look at them and congratulate myself of the good fortune that my illness has brought me. Because, thanks to it, I have the opportunity to improve my character."
对于顾客来说,至关重要的一点是,不到最后一刻是不能让店主猜到她心里究竟中意哪样东西、想买哪样东西的。
3、The seller, on the other hand, makes a point of protesting that the price he is charging isdepriving him ofall profit, and that he is sacrificing this because of his personal regard for the customer.
每当我从死神那儿挣脱出来的那一天,每当病痛将我从尘世烦恼中解放出来的那一天,我都要叠一只新的小纸鸟,加到原有的纸鸟群里去。我就这样看着这些纸鸟,庆幸病痛给自己带来的好运。因为正是我的病痛使我有了怡养性情的机会。”
11、In real life I am a large, big-boned woman with rough, man-working hands. In the winter I wear flannel nightgowns to bed and overalls during the day. I can kill and clean a hog as mercilessly as a man. My fat keeps me hot in zero weather. I can work outside all day, breaking ice to get water for washing; I can eat pork liver cooked over the open tire minutes after it comes steaming from the hog. One winter I knocked a bull calf straight in the brain between the eyes with a sledge hammer and had the meat hung up to chill be-fore nightfall. But of course all this does not show on television. I am the way my daughter would want me to be: a hundred pounds lighter, my skin like an uncooked barley pan-cake. My hair glistens in the hot bright lights. Johnny Car – son has much to do to keep up with my quick and witty tongue.
高英第七Tourists 新编英语高级教程
Tourists旅游者/观光客/游客Nancy Mitford 南西·密特福德New wordsminute, smallVenetian, 威尼斯的`lagoon, A shallow body of water, especially one separated from a sea by sandbars or coral reefs.vineyard, Ground planted with cultivated grapevines.William the Conqueror, Duke of Normandy, who set up a claim to the throne of England and launched an attack against the island in 1066. intersected, criss-crossedcampanile, A bell tower, especially one near but not attached to a church or other public building.reproach, To express disapproval of, criticism of, or disappointment in (someone).cloches, cloches, divines reproaches, [French] Bells, bells, divine reproacheschorus, A simultaneous utterance by a number of people; The sounds so madechartered motor-boats, motor-boats hired for an exclusive useyachts, small sailing or motor-driven vessels, generally with smart, graceful lines, used for pleasure cruises or racing.amblev, To walk slowly or leisurely; stroll.tow-path, a path along which people draw a boat against the current mosaics, a form of surface decoration made by inlaying small pieces of colored glass or stone; a picture or design so made.austere, Severe or stern in disposition or appearance; somber and grave Madonna, a statue or picture of the Virgin Mary.Byzantine, an artistic style of architecture developed in the Byzantine Empire (The East Roman Empire) during the 4th century, characterized by the round arch springing from the columns or piers, and the dome resting on pendentives.the throne of Attila, Attila (406-453), king of the Huns, who overran much of the Byzantine and Western Roman Empires. In 451 he advanced as far as Orlean in Gaul and in 452 to the river Mincio in Italy. he later came to be called "Scourge of God."scent, To fill with a pleasant odor;standing, Permanent and unchanging; fixedmegaphone, A funnel-shaped device used to direct and amplify the voice. luncheon, A lunch, especially a formal one.undergo, To pass through; experiencelitter, Carelessly discarded refuse, such as wastepaperText1 The most intensive study I ever made of tourists as at Torcello, where it is impossible to avoid them. Torcello is a minute island in the Venetian lagoon: here, among vineyards and wild flowers, some thirty cottages surround a great cathedral which was being built when William the Conqueror came to England. A canal and a path lead from the lagoon to the village, the vineyards are intersected by canals; red and yellow sails glide slowly through the vines. Bells from the campanile ring out reproaches three times a day ("cloches, cloches, divines reproaches") joined by a chorus from the surrounding islands. There is an inn where I lived one summer, writing my book and observing the tourist. Torcello which used to be lonely as a cloud has recently become an outing from Venice. Many more visitors than it can comfortably hold pour into it, off the regular steamers, off chartered motor-boats, and off yachts; all day they ambled up the tow-path, looking for what? The cathedral is decorated with early mosaics -- scenes from hell, much restored, and a great sad, austere Madonna; Byzantine art is an acquired taste and probably not one in ten of the visitors has acquired it. They wander into the church and look round aimlessly. They come out on to the village green and photograph each other in a stone armchair, said to be the throne of Attila. They relentlessly tear at the wild roses which one has seen in bud and longed to see in bloom and which, for a day have scented the whole island. As soon as they are picked the roses fade and are thrown into the canal. The Americans visit the inn to eat or drink something. The English declare that they can't afford to do this. They take food which they have brought with them into the vineyard and I am sorry to say leave the devil of a mess behind them. An outline of the selection: A. Torcello which used to be lonely has recently become an outing from Venice.a) Tocello's locationb) A general view of Tocello.c) Too many visitors pour into it.d) Most of them are ignorant and rude.e) Concrete description of the visitors:1) Americans.2)Every Thursday Germans come up the tow-path, marching as to war, with a Leader. There is a standing order to fifty luncheons at the inn; while they eat the Leader lectures them through a megaphone. After luncheon they march into the cathedral and undergo another lecture. They, at least, know what they are seeing. Then they march back to their boat. They are tidy; they leave no litter. Englishmen 3) Germans译文1 我曾对游客最深入细致的研究,是在托塞罗做的。
(完整word版)高英第七册Unit One
ContentsUnit OneText I English and American Concepts of spaceText II Private SpaceUnit TwoText I TouristsText II Chestnut Street from a Fire Escape Unit ThreeText I The SubwayText II Living in Two WorldUnit FourText I Style and PurposeText II Pub or Groggery?Unit SixText I How to get things doneText II Now That I’m organizedUnit SevenText I The Aims of EducationText II Another school Year --- Why? Unit EightText I Fifth Avenue, Uptown: A Letter from HarlemText II The Civil Right Movement: What Good Was It?Unit NineText I Roots of FreedomText II The Philosopher and the ConquerorUnit TenText I Fear of DearthUnit ElevenText I Beyond Invalidism, Part One Unit ThirteenText II The Trial that rocked the World Unit FourteenText I Reading the RiverUnit OneText I:English and American Concepts of SpacePre-reading Brainstorming:1) What do you know about the concepts of space?2) How do you usually judge a person’s social status: by his family background, the place where he lives, his education, or by his profession? Why do you do so?3) Do you feel the need for a private room entirely for yourself to take refuge in when you do not want your thoughts to be intruded on? If there is no such facility, what would you do? reference: 西方文化词典---Polemics & TerritorialityAbout the AuthorEdward Twitchell Hall (1914 ---), U.S. anthropologist, author, and teacher, received his Ph.D. degree in anthropology from Columbia University. He has taught at various institutions, such as Harvard Business School, the Illinois Institute of Technology, and Northwestern University. His works include: The Silent Language(1959), a study of nonverbal communication, and The Hidden Dimension (1966), a study of “social and personal space and man’s perceptio n of it.” The present text, a selection from The Hidden Dimension, gives a contrast between English and American concepts of personal space. 在人类学方面,Edward Hall研究空间,出版了两本重要著作,即《无声的语言》(The Silent Language, 1959)和《隐藏的空间》(The Hidden Dimension,1966),探讨人际空间距离对人类行为的作用,及其在不同文化里的差异,影响后来有关空间行为学的研究距离关系(proxemic patterns)空间的传统在不同的文化中亦有不同的意义。
(完整word版)高英第七册Unit Seven
Unit SevenText IThe Aims of EducationPre-reading Brainstorming:1)What are the aims of education?2)What is teaching and what should teachers teach?3) Do you agree that “education is a procession of packing articles in a trunk” or “educ ation is the assimilation of food by a living organism”? (P127) Why or why not?4)What is the author’s understanding of the aims of education?Or:a) Have you ever thought about the aims of education? What are they? Tolearn general knowledge? To learn a skill? To pass examinations? To get prepared for a good job? And what else? List as many objectives of education as you can think of.b) In the Preface to his collection of essays on education, Whiteheadstated explicitly, “the whole book is a protest against deadknowledge.” What do you think is the view of Whiteheadconcerning the aims of education in this essay?★to develop the student intellectually so that he can make discoveries of his own --- Whitehead(now that's really useful, isn't it?) Educate is further defined as "to develop the knowledge, skill, or character of..." Thus, from these definitions, we might assume that the purpose of education is to develop the knowledge, skill, or character of students.Unfortunately, this definition offers little unless we furtherdefine words such as develop, knowledge, and character.★In ancient Greece, Socrates argued that education was about drawing out what was already within the student. (As many of you know, the word education comes from the Latin e-ducere meaning "to lead out.")★Teaching is the establishment of an environment for effective learning.The definition widens the role of a teacher beyond that of “presenter”to that of a diagnostician, planner, consultant, assessor & evaluator.Articles from internet for reference:THE MEANING OF EDUCATIONRecently, a university professor wrote a letter to the editor of the local newspaper. He commented that people shouldn't put too much weight on the recently released trends in SRA scores of the state's high school students. The professor went on to describe some of the unanswered questions about the nature and value of assessment. He mentioned that one of the problems with assessment was the ongoing disagreement on the very purpose of education.A few days later, a scathing response was printed from a community member who questioned whether the University really wanted someone on their staff who didn't even know the purpose of education. Clearly, this person assumed that his definition of education was shared by all. What is the meaning of education?that's really useful, isn't it?) Educate is further defined as "to develop the knowledge, skill, or character of..." Thus, from these definitions, we might assume that the purpose of education is to develop the knowledge, skill, or character of students. Unfortunately, this definition offers little unless we further define words such as develop, knowledge, and character.What is meant by knowledge? Is it a body of information that exists "out there"—apart from the human thought processes that developed it? If we look at the standards and benchmarks that have been developed by many states—or at E. D. Hirsch's list of information needed for Cultural Literacy (1), we might assume this to be the definition of knowledge. However, there is considerable research leading others to believe that knowledge arises in the mind of an individual when that person interacts with an idea or experience.This is hardly a new argument. In ancient Greece, Socrates argued that education was about drawing out what was already within the student.(As many of you know, the word education comes from the Latin e-ducere meaning "to lead out.") At the same time, the Sophists, a group of itinerant teachers, promised to give students the necessary knowledge and skills to gain positions with the city-state.There is a dangerous tendency to assume that when people use the same words, they perceive a situation in the same way. This is rarely the case. Once one gets beyond a dictionary definition—a meaning that is often of little practical value—the meaning we assign to a word is a belief, not an absolute fact. Here are a couple of examples.“The central task of education is to implant a will and facility for learning; it should produce not learned but learning people. The truly human society is a learning society, where grandparents, parents, and children are students together.”~Eric Hoffer“No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure.” ~Emma Goldman“The only purpose of education is to teach a student how to live his life-by developing his mind and equipping him to deal with reality. The training he needs is theoretical, i.e., conceptual. He has to be taught to think, to understand, to integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past-and he has to be equipped to acquire further knowledge by his own effort.”~Ayn Rand“The aim of education should be to teach us rather how to think, than what to think—rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men.” ~Bill Beattie“The one real object of education is to leave a man in the conditionof continually asking questions.” ~Bishop Creighton“The central job of schools is to maximize the capacity of each student.” ~Carol Ann TomlinsonThese quotations demonstrate the diversity of beliefs about the purpose of education. How would you complete the statement, "The purpose of education is..."? If you ask five of your fellow teachers to complete that sentence, it is likely that you'll have five different statements. Some will place the focus on knowledge, some on the teacher, and others on the student. Yet people's beliefs in the purpose of education lie at the heart of their teaching behaviors.Despite what the letter writer might have wished, there is no definition of education that is agreed upon by all, or even most, educators. The meanings they attach to the word are complex beliefs arising from their own values and experiences. To the extent that those beliefs differ, the experience of students in today's classrooms can never be the same. Worse, many educators have never been asked to state their beliefs—or even to reflect on what they believe.At the very least, teachers owe it to their students to bring their definitions into consciousness and examine them for validity.Purposes and FunctionsTo make matters more complicated, theorists have made a distinction between the purpose of education and the functions of education.(2) A purpose is the fundamental goal of the process—an end to be achieved. Functions are other outcomes that may occur as a natural result of the process— byproducts or consequences of schooling. For example, some teachers believe that the transmission of knowledge is the primary purpose of education, while the transfer of knowledge from school to the real world is something that happens naturally as a consequence of possessing that knowledge—a function of education.Because a purpose is an expressed goal, more effort is put into attaining it. Functions are assumed to occur without directed effort. For this reason it's valuable to figure out which outcomes you consider a fundamental purpose of education. Which of the following do you actually include in your planning?As Tom Peters reminds us, "What gets measured, gets done." Regardless of the high sounding rhetoric about the development of the total child, it is the content of assessments that largely drives education. How is the capacity/ability to think creatively assessed in today's schools? To what extent is the typical student recognized and given respect? How often are students given the opportunity to recognize and evaluate different points of view when multiple choice tests require a single 'correct' answer?Teachers who hold a more humanistic view of the purpose of education often experience stress because the meaning they assign to education differs greatly from the meaning assigned by society or their institution. It is clear in listening to the language of education that its primary focus is on knowledge and teaching rather than on the learner. Students are expected to conform to schools rather than schools serving the needs of students.Stopping to identify and agree upon a fundamental purpose or purposes of education is rare. One sees nebulous statements in school mission statements, but they are often of the “Mom, baseball, and apple pie” variety that offer little substance on which to build a school culture. Creating meaningful and lasting change in education is unlikely without revisiting this basic definition. At the very least, educators must be challenged to identify and reexamine their beliefs in the light of present knowledge.It is time for the focus of education to shift from what's "out there—the curriculum, assessments, classroom arrangement, books, computers—to the fundamental assumptions about and definitions of education held by educators and policymakers. NASA did not send men to the moon by building on the chassis of a model T. In the same way, education cannot hope to move beyond its present state on the chassis of 18th century education.References1 Hirsch, E. D. Jr. (1987). Cultural Literacy. Houghton Mifflin (Return to article)2 Callaway, R. (1979) Teachers' Beliefs Concerning Values and the Functions and Purposes of Schooling, Eric Document Reproduction Service No. ED 177 110 (Return to article)©2001-2002Teacher's Mind Resources---------------------------------------------------------------------------------------------Main Idea:In This passage the author sets forth his views on education and stresses the need to recognize the interdependence among various disciplines andto avoid the narrowness of perspective that he felt characterizes much of a university education.Purpose of writing and ToneTo advocate the aims of education; in a serious manner;Or: To provide the student with a good knowledge of both classical and modern literature so that he can utilize ideas.Organization and Development:Part One: (P1- 3) clarifying some key notions concerning educationP1--- distinction between culture and training;P2-3 --- Inert ideas are not only useless but even harmful to education Part Two: (P4 - 9) presenting his commandments/instructions/adviceP4 --- Two educational commandmentsP5 --- Ideas should be combined and put into applicationP6 --- The understanding provided by the literary side of education: the joining of ideasP7- 8 --- The understanding provided by the scientific side of education: The proof of ideas; proposition should be used in combinationP9 --- The relation between theory and utilizationComprehension Questions:1) Whitehead makes an important distinction in the first para. What is it?How do you interpret it?---The distinction between culture and training.Training refers to the acquisition of skills and information, which is part of education, but not the most essential part; culture refers to the cultivation of the ability to think, to make discovery, which is ultimate aim of education.2) What does “it” in line 26 refer to?---an intellectual revolution3) What is the topic sentence of paragraph 3?How is it supported in the paragraph?---Inert ideas are not only useless but even harmful.Schools of learning, overladen with inert ideas, exhibit pedantry炫学, 假装学者, 卖弄学问and routine.Women, who are uneducated and thus not infected with inert ideas, are the more cultured part of their community.Intellectual revolutions fail to have the desired effect whey they, in their turn, bind humanity with inert ideas of their own fashion.4) How is a turn of direction indicated?---beginning from para. 4. Whitehead proceeds from criticisms of education to what should be done to guard against such mental dryrot.5) Whitehead has referred to a number of common notions in the text such as culture, understanding,and proving. How are they defined differently by the author as compared with the way they are normallyinterpreted?---“culture”, normally defined as education or a set of beliefs that shared by members of a community, is defined by whitehead as activity of thought, etc. In contrast with informedness, culture means the ability to think, to judge, and to create.“understanding”, not just logical analysis, but in the sense it is used in the French proverb “To understand all is to forgive all.”“prove”, not just to show the truth of some idea, but the worth of it. 6) which does Whitehead think is more apt to convey disconnected ideas to students, the literary side of education or the scientific side? Why? ---the literary side of educationWith regard to literature, the present is the meeting hall of the saints; temporal distance matters little, brilliant ideas raised in the past are as valuable at the present time as they were at the time when they were brought up.In scientific training, the first thing to do with an idea is to prove it, but this proof of truth does not necessarily constitute the first introduction to the idea.7) How does Whitehead emphasize the importance of the present in paragraph 6? Why does he think the present is so important?--- The present is where ideas are connected; it is the hall of meeting for all the past saints and the point of departure of the future.8) What are the two processes involved in the proof of an idea?---proof of truth and proof of appreciation, an appreciation of the importance or the worth of the idea.9) In paragraph 5, Whitehead advocates the combination of ideas which are introduced into a child’s education. How is this point echoed later in the text?---In para. 9. Proposition should not be used in isolation. Interrelated truths are utilized en bloc, and various propositions are employed in any order and with any reiteration重复, 反复.10) What does Whitehead propose concerning the teaching of theory?---Theory should be taught with application. Theoretical exposition should be short and simple, but thorough and accurate.Difficult Sentences for paraphrasinga) A merely well-informed man is the most useless bore on God’s earth.---A person equipped only with book knowledge is the least useful person to humanity.b) Their expert knowledge will give them the ground to start from, and their culture will lead them as deep as philosophy and as high as art.---Their specialized expertise helps prepare them for their prospective intellectual development, and their ability to think will contribute to the perfection of their reasoning and judgment.c) Surprise was expressed at the success in after-life of a man, who as aboy at Rugby had been somewhat undistinguished---However mediocre one might have been as a school boy at Rugby, it was still possible for him to stand out surprisingly from all others when he grew up.d) The child should make them his own, and should understand their application here and now in the circumstances of his actual life.---The young person should try to acquire these important ideas until he has fully mastered them, and also should learn to use these ideas in diverse contexts in life, when they are needed.e) No more deadly harm can be done to young minds than by depreciation of the present.---Undervaluing this day and age is most detrimental to the intellectual development of the young.Difficult Sentences for Translation (E-C):1)In the history of education, the most striking phenomenon is thatschools of learning, which at one epoch are alive with a ferment ofgenius, in a succeeding generation exhibit merely pedantry and routine.L.16-192)Then, alas, with pathetic ignorance of human psychology, it hasproceeded by some educational scheme to bind humanity afresh with inert ideas of its own fashioning. L.25-273)The discovery which he has made, is that general ideas give anunderstanding of that stream of events which pours through his life, which is his life. L.37-4)At the same time it must be observed that an age is no less past if itexisted two hundred years ago than if it existed two thousand years ago. Do not be deceived by the pedantry of dates. L.52-Key words and expressions1) bore L.3 --- a dull, uninteresting person whom other people quicklybecome tired of, esp. one who talks continually or repeatedly inan uninteresting way.2) inert L.14 --- inactive; static4) pedantry L.18 --- unnecessarily great attention to small details andunimportant rules炫学, 假装学者, 卖弄学问;Cf: Pedantic attention to detail or rules.拘泥形式,墨守陈规:过于拘泥于细节或规则An instance of pedantic behavior. 一种学究式的行为The habit of mind or manner characteristic of a pedant.迂腐的言行:心理或行为带有学究气的习性5) dryrot L.29 --- disease of wood caused by fungi真菌类(包括霉菌,食用伞菌,酵母菌等),似真菌的,由真菌引起的that turns wood into powder; (figuratively)decay from within caused esp. by resistance to new forces7) insistent L.49 --- deeding to be dealt with; urgent8) communion L.56 --- the sharing or exchanging of deep thoughts, ideas,and feelings9) proposition L.69 --- an unproved statement in which an opinion orjudgment is expressed.10) reiteration L.85 --- repetition11) concurrently L.86 --- simultaneously; at the same time12) plethora L.90 --- an amount much greater than is needed or than onecan deal with3) ferment: a process of active often disorderly development6) enunciate: express (a theory, etc) clearly or distinctlyc) be overladen with: be filled with too manyd) be infected with: be affected bye) pronounce on: give a judgment or opinion on; express one’s opinion on something, esp. formallyf) muddle up … with: fail to distinguish two people or thingsKey language pointsa) culture—This might be understood as “general knowledge” ascontracted with the “expert knowledge in some specialdirection” in line 4.b) “To understand all is to forgive all.”—When all the facts are knownand understood, it is possible to forgive a person for anything. Translation exercise for practice of language points (Chinese-English)a) 整个国家处于动荡不安之中. (ferment)b) 我们大家都可以自己发表自己的政治观点. (enunciate)c) 这辆公共汽车超载了. (be overladen with)d) 他受封建思想的流毒太深了. (be infected with)e) 部长已就此事发表了正式意见. (pronounce on)f ) 你们不要把我看成我的孪生兄弟. (muddle up … with)Post reading activitiesComposition writing: Some people believe that education should be primarily directed at helping people acquire essential skills and knowledge. Others believe it should be directed at developing the whole person and should also cover matters of social and personal responsibility, physical development, and artistic appreciation. In an essay of your own, take a stand on this issue.Unit 7Text IIAnother School Year—Why?Pre-reading brainstorming1) What do you think of education in our college?Are you satisfied with it? Why or why not?2) What do you want to gain in school, training or a broad scope ofknowledge? Why?Main idea of the passageThrough his own experience with the university students, the writer presents his belief that in universities students enroll for both training and education.Or: The aims of schooling are not only training but also education. Structure of the passage:Part one: ( Paras. 1—8)the author’s own experience as theintroduction to the thesis statement: the aims of schooling areboth training and education.Part two: (Paras. 9—13) further illustration on the importanceof educationPart three: (para 14) conclusion: restating of the thesis statement. Comprehension Questions:1) Where does the author first state the thesis of the writing?Where is it later reiterated?--- Last sentence of parp. 2: in universities students enroll for both training and education.Reiterated in para. 9: The business of the college is not only to train you, but to put you in touch with what the best human minds have thought.2)According to Ciardi, what is the difference between training andeducation?---For training, one would get a certain minimum qualification, certifying that one is good for a particular job. For education, one would be awarded an academic degree. In the latter case, one has not only received technical training, but also been exposed to some of the ideas mankind has generated within its history.3) The essay is rich in metaphorical language. Point out some of themetaphors Ciardi has used, esp. those he has used to refer to those who take professional training to be the sole purpose of college education.--- beanpole with hair on top (P1) / specimen (P2) / pest (P7) / mechanized savage, Push button Neanderthal, life-forms (P9) / blow him toward the employment agency (P3) / a piece of Home’s mind (P12) / storehouse (P14)4) Why does Ciardi think so much of books?--- Books are a storehouse of human experience, which our limited life span makes it impossible for us to encounter firsthand. Thus, by reading books, we will be able to enrich our life experience.Difficult Sentences for Translation (E-C):❖I could have told him all this, but it was fairly obvious he wasn’t going to be around long enough for it to matter: at the rate he was going, the first marking period might reasonably be expected to blow him toward the employment agency.❖If you are too much in a hurry, or too arrogantly proud of your own limitations to accept as a gift to your humanity some pieces of the minds of Sophocles, of Aristotle, of Chaucer --- and right down the scale to Yeats, Einstein, E.B. White, and Ogden Nash --- then you may be protected by the laws governing manslaughter, and you may be voting entity, but you are neither a developed human being nor a useful citizen of a democracy.❖I speak, I am sure, for the faculty of the liberal arts college and for the faculties of the specialized schools as well, when I say that auniversity has no real existence and no real purpose except as it succeeds in putting you in touch, both as specialists and as humans, with those human minds your human mind needs to include.Language Points in Text II (S.B.)a) beanpole—a tall and thin fellowb) an unburdened soul—a person free from burdenc) to blow him toward the employment agency—to send him to the employment agencyd) pest—an annoying persone) mechanized savage—an uncivilized person who knows how to use a machinePost reading Activities:Discuss in groups and make some comment on the writer’s attitude towards the kind of students he does not like.。
(完整word版)高英第七册UnitSeven
Unit SevenText IThe Aims of EducationPre-reading Brainstorming:1)What are the aims of education?2)What is teaching and what should teachers teach?3) Do you agree that “education is a procession of packing articles in a trunk” or “educ ation is the assimilation of food by a living organism”? (P127) Why or why not?4)What is the author’s understanding of the aims of education?Or:a) Have you ever thought about the aims of education? What are they? Tolearn general knowledge? To learn a skill? To pass examinations? To get prepared for a good job? And what else? List as many objectives of education as you can think of.b) In the Preface to his collection of essays on education, Whiteheadstated explicitly, “the whole book is a protest against deadknowledge.” What do you think is the view of Whiteheadconcerning the aims of education in this essay?★to develop the student intellectually so that he can make discoveries of his own --- Whitehead(now that's really useful, isn't it?) Educate is further defined as "to develop the knowledge, skill, or character of..." Thus, from these definitions, we might assume that the purpose of education is to develop the knowledge, skill, or character of students.Unfortunately, this definition offers little unless we furtherdefine words such as develop, knowledge, and character.★In ancient Greece, Socrates argued that education was about drawing out what was already within the student. (As many of you know, the word education comes from the Latin e-ducere meaning "to lead out.")★Teaching is the establishment of an environment for effective learning.The definition widens the role of a teacher beyond that of “presenter”to that of a diagnostician, planner, consultant, assessor & evaluator.Articles from internet for reference:THE MEANING OF EDUCATIONRecently, a university professor wrote a letter to the editor of the local newspaper. He commented that people shouldn't put too much weight on the recently released trends in SRA scores of the state's high school students. The professor went on to describe some of the unanswered questions about the nature and value of assessment. He mentioned that one of the problems with assessment was the ongoing disagreement on the very purpose of education.A few days later, a scathing response was printed from a community member who questioned whether the University really wanted someone on their staff who didn't even know the purpose of education. Clearly, this person assumed that his definition of education was shared by all. What is the meaning of education?that's really useful, isn't it?) Educate is further defined as "to develop the knowledge, skill, or character of..." Thus, from these definitions, we might assume that the purpose of education is to develop the knowledge, skill, or character of students. Unfortunately, this definition offers little unless we further define words such as develop, knowledge, and character.What is meant by knowledge? Is it a body of information that exists "out there"—apart from the human thought processes that developed it? If we look at the standards and benchmarks that have been developed by many states—or at E. D. Hirsch's list of information needed for Cultural Literacy (1), we might assume this to be the definition of knowledge. However, there is considerable research leading others to believe that knowledge arises in the mind of an individual when that person interacts with an idea or experience.This is hardly a new argument. In ancient Greece, Socrates argued that education was about drawing out what was already within the student.(As many of you know, the word education comes from the Latin e-ducere meaning "to lead out.") At the same time, the Sophists, a group of itinerant teachers, promised to give students the necessary knowledge and skills to gain positions with the city-state.There is a dangerous tendency to assume that when people use the same words, they perceive a situation in the same way. This is rarely the case. Once one gets beyond a dictionary definition—a meaning that is often of little practical value—the meaning we assign to a word is a belief, not an absolute fact. Here are a couple of examples.“The central task of education is to implant a will and facility for learning; it should produce not learned but learning people. The truly human society is a learning society, where grandparents, parents, and children are students together.”~Eric Hoffer“No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure.” ~Emma Goldman“The only purpose of education is to teach a student how to live his life-by developing his mind and equipping him to deal with reality. The training he needs is theoretical, i.e., conceptual. He has to be taught to think, to understand, to integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past-and he has to be equipped to acquire further knowledge by his own effort.”~Ayn Rand“The aim of education should be to teach us rather how to think, than what to think—rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men.” ~Bill Beattie“The one real object of education is to leave a man in the conditionof continually asking questions.” ~Bishop Creighton“The central job of schools is to maximize the capacity of each student.” ~Carol Ann TomlinsonThese quotations demonstrate the diversity of beliefs about the purpose of education. How would you complete the statement, "The purpose of education is..."? If you ask five of your fellow teachers to complete that sentence, it is likely that you'll have five different statements. Some will place the focus on knowledge, some on the teacher, and others on the student. Yet people's beliefs in the purpose of education lie at the heart of their teaching behaviors.Despite what the letter writer might have wished, there is no definition of education that is agreed upon by all, or even most, educators. The meanings they attach to the word are complex beliefs arising from their own values and experiences. To the extent that those beliefs differ, the experience of students in today's classrooms can never be the same. Worse, many educators have never been asked to state their beliefs—or even to reflect on what they believe.At the very least, teachers owe it to their students to bring their definitions into consciousness and examine them for validity.Purposes and FunctionsTo make matters more complicated, theorists have made a distinction between the purpose of education and the functions of education.(2) A purpose is the fundamental goal of the process—an end to be achieved. Functions are other outcomes that may occur as a natural result of the process— byproducts or consequences of schooling. For example, some teachers believe that the transmission of knowledge is the primary purpose of education, while the transfer of knowledge from school to the real world is something that happens naturally as a consequence of possessing that knowledge—a function of education.Because a purpose is an expressed goal, more effort is put into attaining it. Functions are assumed to occur without directed effort. For this reason it's valuable to figure out which outcomes you consider a fundamental purpose of education. Which of the following do you actually include in your planning?As Tom Peters reminds us, "What gets measured, gets done." Regardless of the high sounding rhetoric about the development of the total child, it is the content of assessments that largely drives education. How is the capacity/ability to think creatively assessed in today's schools? To what extent is the typical student recognized and given respect? How often are students given the opportunity to recognize and evaluate different points of view when multiple choice tests require a single 'correct' answer?Teachers who hold a more humanistic view of the purpose of education often experience stress because the meaning they assign to education differs greatly from the meaning assigned by society or their institution. It is clear in listening to the language of education that its primary focus is on knowledge and teaching rather than on the learner. Students are expected to conform to schools rather than schools serving the needs of students.Stopping to identify and agree upon a fundamental purpose or purposes of education is rare. One sees nebulous statements in school mission statements, but they are often of the “Mom, baseball, and apple pie” variety that offer little substance on which to build a school culture. Creating meaningful and lasting change in education is unlikely without revisiting this basic definition. At the very least, educators must be challenged to identify and reexamine their beliefs in the light of present knowledge.It is time for the focus of education to shift from what's "out there—the curriculum, assessments, classroom arrangement, books, computers—to the fundamental assumptions about and definitions of education held by educators and policymakers. NASA did not send men to the moon by building on the chassis of a model T. In the same way, education cannot hope to move beyond its present state on the chassis of 18th century education.References1 Hirsch, E. D. Jr. (1987). Cultural Literacy. Houghton Mifflin (Return to article)2 Callaway, R. (1979) Teachers' Beliefs Concerning Values and the Functions and Purposes of Schooling, Eric Document Reproduction Service No. ED 177 110 (Return to article)©2001-2002Teacher's Mind Resources---------------------------------------------------------------------------------------------Main Idea:In This passage the author sets forth his views on education and stresses the need to recognize the interdependence among various disciplines andto avoid the narrowness of perspective that he felt characterizes much of a university education.Purpose of writing and ToneTo advocate the aims of education; in a serious manner;Or: To provide the student with a good knowledge of both classical and modern literature so that he can utilize ideas.Organization and Development:Part One: (P1- 3) clarifying some key notions concerning educationP1--- distinction between culture and training;P2-3 --- Inert ideas are not only useless but even harmful to education Part Two: (P4 - 9) presenting his commandments/instructions/adviceP4 --- Two educational commandmentsP5 --- Ideas should be combined and put into applicationP6 --- The understanding provided by the literary side of education: the joining of ideasP7- 8 --- The understanding provided by the scientific side of education: The proof of ideas; proposition should be used in combinationP9 --- The relation between theory and utilizationComprehension Questions:1) Whitehead makes an important distinction in the first para. What is it?How do you interpret it?---The distinction between culture and training.Training refers to the acquisition of skills and information, which is part of education, but not the most essential part; culture refers to the cultivation of the ability to think, to make discovery, which is ultimate aim of education.2) What does “it” in line 26 refer to?---an intellectual revolution3) What is the topic sentence of paragraph 3?How is it supported in the paragraph?---Inert ideas are not only useless but even harmful.Schools of learning, overladen with inert ideas, exhibit pedantry炫学, 假装学者, 卖弄学问and routine.Women, who are uneducated and thus not infected with inert ideas, are the more cultured part of their community.Intellectual revolutions fail to have the desired effect whey they, in their turn, bind humanity with inert ideas of their own fashion.4) How is a turn of direction indicated?---beginning from para. 4. Whitehead proceeds from criticisms of education to what should be done to guard against such mental dryrot.5) Whitehead has referred to a number of common notions in the text such as culture, understanding,and proving. How are they defined differently by the author as compared with the way they are normallyinterpreted?---“culture”, normally defined as education or a set of beliefs that shared by members of a community, is defined by whitehead as activity of thought, etc. In contrast with informedness, culture means the ability to think, to judge, and to create.“understanding”, not just logical analysis, but in the sense it is used in the French proverb “To understand all is to forgive all.”“prove”, not just to show the truth of some idea, but the worth of it. 6) which does Whitehead think is more apt to convey disconnected ideas to students, the literary side of education or the scientific side? Why? ---the literary side of educationWith regard to literature, the present is the meeting hall of the saints; temporal distance matters little, brilliant ideas raised in the past are as valuable at the present time as they were at the time when they were brought up.In scientific training, the first thing to do with an idea is to prove it, but this proof of truth does not necessarily constitute the first introduction to the idea.7) How does Whitehead emphasize the importance of the present in paragraph 6? Why does he think the present is so important?--- The present is where ideas are connected; it is the hall of meeting for all the past saints and the point of departure of the future.8) What are the two processes involved in the proof of an idea?---proof of truth and proof of appreciation, an appreciation of the importance or the worth of the idea.9) In paragraph 5, Whitehead advocates the combination of ideas which are introduced into a child’s education. How is this point echoed later in the text?---In para. 9. Proposition should not be used in isolation. Interrelated truths are utilized en bloc, and various propositions are employed in any order and with any reiteration重复, 反复.10) What does Whitehead propose concerning the teaching of theory?---Theory should be taught with application. Theoretical exposition should be short and simple, but thorough and accurate.Difficult Sentences for paraphrasinga) A merely well-informed man is the most useless bore on God’s earth.---A person equipped only with book knowledge is the least useful person to humanity.b) Their expert knowledge will give them the ground to start from, and their culture will lead them as deep as philosophy and as high as art.---Their specialized expertise helps prepare them for their prospective intellectual development, and their ability to think will contribute to the perfection of their reasoning and judgment.c) Surprise was expressed at the success in after-life of a man, who as aboy at Rugby had been somewhat undistinguished---However mediocre one might have been as a school boy at Rugby, it was still possible for him to stand out surprisingly from all others when he grew up.d) The child should make them his own, and should understand their application here and now in the circumstances of his actual life.---The young person should try to acquire these important ideas until he has fully mastered them, and also should learn to use these ideas in diverse contexts in life, when they are needed.e) No more deadly harm can be done to young minds than by depreciation of the present.---Undervaluing this day and age is most detrimental to the intellectual development of the young.Difficult Sentences for Translation (E-C):1)In the history of education, the most striking phenomenon is thatschools of learning, which at one epoch are alive with a ferment ofgenius, in a succeeding generation exhibit merely pedantry and routine.L.16-192)Then, alas, with pathetic ignorance of human psychology, it hasproceeded by some educational scheme to bind humanity afresh with inert ideas of its own fashioning. L.25-273)The discovery which he has made, is that general ideas give anunderstanding of that stream of events which pours through his life, which is his life. L.37-4)At the same time it must be observed that an age is no less past if itexisted two hundred years ago than if it existed two thousand years ago. Do not be deceived by the pedantry of dates. L.52-Key words and expressions1) bore L.3 --- a dull, uninteresting person whom other people quicklybecome tired of, esp. one who talks continually or repeatedly inan uninteresting way.2) inert L.14 --- inactive; static4) pedantry L.18 --- unnecessarily great attention to small details andunimportant rules炫学, 假装学者, 卖弄学问;Cf: Pedantic attention to detail or rules.拘泥形式,墨守陈规:过于拘泥于细节或规则An instance of pedantic behavior. 一种学究式的行为The habit of mind or manner characteristic of a pedant.迂腐的言行:心理或行为带有学究气的习性5) dryrot L.29 --- disease of wood caused by fungi真菌类(包括霉菌,食用伞菌,酵母菌等),似真菌的,由真菌引起的that turns wood into powder; (figuratively)decay from within caused esp. by resistance to new forces7) insistent L.49 --- deeding to be dealt with; urgent8) communion L.56 --- the sharing or exchanging of deep thoughts, ideas,and feelings9) proposition L.69 --- an unproved statement in which an opinion orjudgment is expressed.10) reiteration L.85 --- repetition11) concurrently L.86 --- simultaneously; at the same time12) plethora L.90 --- an amount much greater than is needed or than onecan deal with3) ferment: a process of active often disorderly development6) enunciate: express (a theory, etc) clearly or distinctlyc) be overladen with: be filled with too manyd) be infected with: be affected bye) pronounce on: give a judgment or opinion on; express one’s opinion on something, esp. formallyf) muddle up … with: fail to distinguish two people or thingsKey language pointsa) culture—This might be understood as “general knowledge” ascontracted with the “expert knowledge in some specialdirection” in line 4.b) “To understand all is to forgive all.”—When all the facts are knownand understood, it is possible to forgive a person for anything. Translation exercise for practice of language points (Chinese-English)a) 整个国家处于动荡不安之中. (ferment)b) 我们大家都可以自己发表自己的政治观点. (enunciate)c) 这辆公共汽车超载了. (be overladen with)d) 他受封建思想的流毒太深了. (be infected with)e) 部长已就此事发表了正式意见. (pronounce on)f ) 你们不要把我看成我的孪生兄弟. (muddle up … with)Post reading activitiesComposition writing: Some people believe that education should be primarily directed at helping people acquire essential skills and knowledge. Others believe it should be directed at developing the whole person and should also cover matters of social and personal responsibility, physical development, and artistic appreciation. In an essay of your own, take a stand on this issue.Unit 7Text IIAnother School Year—Why?Pre-reading brainstorming1) What do you think of education in our college?Are you satisfied with it? Why or why not?2) What do you want to gain in school, training or a broad scope ofknowledge? Why?Main idea of the passageThrough his own experience with the university students, the writer presents his belief that in universities students enroll for both training and education.Or: The aims of schooling are not only training but also education. Structure of the passage:Part one: ( Paras. 1—8)the author’s own experience as theintroduction to the thesis statement: the aims of schooling areboth training and education.Part two: (Paras. 9—13) further illustration on the importanceof educationPart three: (para 14) conclusion: restating of the thesis statement. Comprehension Questions:1) Where does the author first state the thesis of the writing?Where is it later reiterated?--- Last sentence of parp. 2: in universities students enroll for both training and education.Reiterated in para. 9: The business of the college is not only to train you, but to put you in touch with what the best human minds have thought.2)According to Ciardi, what is the difference between training andeducation?---For training, one would get a certain minimum qualification, certifying that one is good for a particular job. For education, one would be awarded an academic degree. In the latter case, one has not only received technical training, but also been exposed to some of the ideas mankind has generated within its history.3) The essay is rich in metaphorical language. Point out some of themetaphors Ciardi has used, esp. those he has used to refer to those who take professional training to be the sole purpose of college education.--- beanpole with hair on top (P1) / specimen (P2) / pest (P7) / mechanized savage, Push button Neanderthal, life-forms (P9) / blow him toward the employment agency (P3) / a piece of Home’s mind (P12) / storehouse (P14)4) Why does Ciardi think so much of books?--- Books are a storehouse of human experience, which our limited life span makes it impossible for us to encounter firsthand. Thus, by reading books, we will be able to enrich our life experience.Difficult Sentences for Translation (E-C):❖I could have told him all this, but it was fairly obvious he wasn’t going to be around long enough for it to matter: at the rate he was going, the first marking period might reasonably be expected to blow him toward the employment agency.❖If you are too much in a hurry, or too arrogantly proud of your own limitations to accept as a gift to your humanity some pieces of the minds of Sophocles, of Aristotle, of Chaucer --- and right down the scale to Yeats, Einstein, E.B. White, and Ogden Nash --- then you may be protected by the laws governing manslaughter, and you may be voting entity, but you are neither a developed human being nor a useful citizen of a democracy.❖I speak, I am sure, for the faculty of the liberal arts college and for the faculties of the specialized schools as well, when I say that auniversity has no real existence and no real purpose except as it succeeds in putting you in touch, both as specialists and as humans, with those human minds your human mind needs to include.Language Points in Text II (S.B.)a) beanpole—a tall and thin fellowb) an unburdened soul—a person free from burdenc) to blow him toward the employment agency—to send him to the employment agencyd) pest—an annoying persone) mechanized savage—an uncivilized person who knows how to use a machinePost reading Activities:Discuss in groups and make some comment on the writer’s attitude towards the kind of students he does not like.。
高英7课文讲解【unit 2,3 ,4,8】
A New English Course (Level 7)Unit Two TEXT ITouristsI. About the author--- Nancy Mitford (1904---1973), English writer of novels, biographies, and essays, is noted for her witty novels of upper-class life. Her workers include: Pursuit of Love (1945), Vlotaire in Love (1957), and The Sun King (1966), about Louis XIV. One of her most widely read books was Noblesse Oblige: An Inquiry into the Identifiable Characteristics of the English Aristocracy (1956). The text is from an essay called “The Tourist,” part of a collection published under the title of The Water Beetle (1962).II. Organization and DevelopmentAlthough part of a collection, the selection is quite complete in itself as far as structure is concerned. The author seems to have followed a well-worked-out outline. Now try to restore that outline, indicating the main parts and the major subdivisions under each of them.Outline for reference:1.The island and the touristsThe island: location, natural features, the cathedral and its bellsThe tourists: number, transport, lack of taste, ill-mannered behavior,American-Englishmen-Germans2.Behavior of the islandersThe author’s general attitudeComparison of the island to a stageYoung men from Burano (Little Eric)Old women selling lacesThe priestThe tourists’ response3.Torcello back to its life routineYoung menOld womenFather of the clover babiesThe brief description of the small island creates the impression that it might be a nice, quiet retreat for writers like the author herself, but it might not be a good tourist resort. This helps to strengthen the point the author wants to make, i.e. the tourists who swamp the place are aimless in their touring.III. Notes1. Based on the author’s description, try to think of just a few words and phrases that bring out the most important features of the island Torcello.Small, ancient, abundant in wild flowers, crisscrossed by waterways2. Rephrase the sentence:The most intensive study I ever made of tourists was at Torcello, where it is impossible to avoid them.Since tourists can be seen almost everywhere at Torcello, I decided to observe them closely.3. minute: very small4. lagoon: an area of calm sea water partly or completely separated from the sea by banks of sand, rock, coral, etc.5. a great cathedral --- referring to SantaMaria Assunta Cathedral, which was founded in about 639, and rebuilt in the ninth and the eleventh century. It is a Byzantine cathedral, decorated with fine Veneto-Byzantine mosaics.6. What does the word “chorus” in line 8 refer to?bells ringing out7. Explain the sentence:Bells from the campanile ring out reproaches three times a day …joined by a chorus from the surrounding islands. --- From the campanile, or the high bell tower, can be heard the reproaches, or sets of verses representing reproaches of Jesus Christ to his people, three times a day. Such reproaches ring out from the nearby islands too.“cloches, cloches, divins reproches” = (French) “bells, bells, divine reproaches”8. lonely as a cloud --- This is an echo of William Wordsworth’s poem “I Wandered Lonely as a Cloud” (1804). The first verse of the poem is as follows:I wandered lonely as a cloudThat floats on high o’er vales and hills,When all at once I saw a crowd,A host of golden daffodils;Beside the lake, beneath the trees,Fluttering and dancing in the breeze.9. Rephrase the sentence:Torcello which used to be lonely as a cloud has recently become an outing from Venice.Torcello was at one time an island scarcely visited by people, but today it has grown to be a magnet for tourists from Venice.10. chartered --- hired for use by a particular group or person11. yacht --- a large boat, often motor-driven, used for pleasure; a light sailing boat12. towpath --- a path (as along the bank of a canal or river) traveled by men or animals towing / pulling boats13. Possibly there is a double meaning in the phrase much restored in line 13.The early mosaics are made to look new again; the scenes from hell are brought back to life.14. a great, sad, austere Madonna --- the image of Mary, mother of Jesus Christ, inmosaics, who appears sorrowful and stern15. Byzantine art --- the symbolical system of art which was developed by the early Greek or Byzantine artists out of the Christian symbolism. Its chief features are the circle, dome, and round arch; and its chief symbols the lily, cross, vesica, and nimbus.16. Explain the sentence in line 14 “Byzantine art is an acquired taste.”One needs to cultivate a certain taste to be able to appreciate Byzantine art.17. Rephrase the sentence:Byzantine art is an acquired taste and probably not one in ten of the visitors has acquired it.Byzantine art is a highly refined heritage, but few of the tourists here have arrived at that sophistry as to be able to appreciate it. / To appreciate Byzantine art, one needs to cultivate a particular sense of beauty, but few of the tourists to Torcello have been so equipped.18. the village green --- a small stretch of grass in the village19. Attila --- king of the Huns, a nomadic people from central Asia, from 434 A.D. to 453 A.D., and one of the greatest of the barbarian rulers who attacked the Roman Empire. In 452 he invaded northern Italy and sacked several cities there.20. leave the devil of a mess behind them --- leave behind them all kinds of litter / a terrible mess. Devil is often used to give force to various expressions, especially of displeasure, e.g. We had a devil of a job trying to persuade her.Why the devil did he come?What the devil is she doing now?21. marching as to war --- This is an echo of a Christian hymn written by Sabine Baring-Gould (1834-1924). The first stanza goes thus:Onward, Christian soldiers,Marching as to war,With the Cross of JesusGoing on before! (1864)22. a Leader --- apparently referring to the tourist guide23. a standing order --- a permanent request (for something by a customer)24. From what Mitford has said of the tourists in the first paragraph, can you imagine what, in her opinion, a good tourist should be like?He should have a clear purpose when going sightseeing, be appreciative of what there is supposed to be seen; he should not litter, or do anything harmful to the environment.25. What different images has Mitford created of the Americans, the Englishmen, and the Germans with her brief description of them?Americans --- well-to-do but having no taste at allEnglishmen --- mean, not attentive to public hygieneGermans --- well-organized and well-disciplined but not appreciative26. extract --- obtain by much effort27. Rephrase the sentence:As they are obliged, whether they like it or not, to live in public during the whole summer, they very naturally try to extract some financial benefit from this state of affairs.They have no choice but to come into contact with the tourists throughout the summer, and it is not hard to imagine why they should not try to earn some money out of this opportunity.28. What does the word Italian in line 31 refer to?The Italian nation as a whole29. gondolier --- the boatman who propels a gondola, a long narrow flat-bottomed boat with a high prow and stern used on the canals of Venice30. sandolos --- small boats used on the Venetian canals31. Buona fortuna --- (Italian) Good luck32. trinket --- a small ornament (as a jewel or ring) of little value33. point de Venise lace --- lace that is made with a needle or needle point. Burano is known for its Venetian point lace industry.34. four-leafed clovers --- or four-leafed clovers, four-leaf clovers. A four-leafed clover is a clover plant that has a set of four leaves instead of the usual three, and is believed to bring good luck to a person who finds it.Clover –is a small usu. three-leafed plant with pink, purple, or white flowers, often grown as food for cattle.35. holy processions --- religious parades36. Rephrase the sentence:The priest organizes holy processions to coincide with the arrival of the steamer.The priest arranges for the religious pageant to begin the moment the ship arrives.37. flapping --- swaying loosely, and making a noise, especially when moved by wind38. Daily Mail --- name of a newspaper39. Where in paragraph 2 does Mitford reveal her attitude towards the way the islanders behave?She is somewhat sympathetic to them. Refer to lines 29-31, “As they are obliged, whether they like it or not … from this state of affairs.”40. A metaphor runs through paragraphs 2 and 3. What is it? Which sentence sets up the comparison? Pick out words that continue the metaphor.The island is compared to a stage, and the activities to a play.Line 31, “The Italian is a born actor …”dress up, sweet-faced old women, apparently, organizes holy procession to coincide, the curtain, shed their jackets, let the smiles fade41. How do you understand the last sentence “Tocello is itself again”?The play is over; ordinary life on the island is restored, and the islanders are their normal selves again.Unit FourText IStyle and PurposeI. About the AuthorRandolph Quirk (1920-), British university professor and official, has taught in University College, London; Yale University and the University of Michigan, U.S>A.; University of Durham, etc. He is Vice-Chancellor of the University of London (1981-) and Chairman of the Committee of Enquiry into Speech Therapy Services, British Council English Committee (1976-). Among his publications are: The Use of English (1962), A Grammar of Contemporary English (1972, with Greenbaum, Leech, Svartvik), and Style and Communication in the English Language (1982). The text is an excerpt from Chapter 14 in The Use of English.II. Organization and DevelopmentPara 2 Example: riding a bikePoint to illustrate: learn to be conventional before trying to be originalPara 3 Examples: “freezing hot-ice-cream”, “Bitter Sweet”Point to illustrate: Unconventionality can sometimes produce special effect Paras 4-5 Example: letter-beginnings and endingsPoint to illustrate: Style varies on a scale; mixing different styles may haveharmful effect.Paras 6-7 Example: phrases like “incredible insight, lofty flights of imagination, …”Point to illustrate: Common collocations when used indiscriminately becomeclichés, the use of which should be avoided, especially in writingIII. Notes1.the intricacy of co-ordination in using language--- the complexities involved in thearrangement, combination, and organization of words2.constraints --- restrictions, limitations3.as we saw in the previous chapter, in the different constraints operating in speechand writing --- The previous chapter refers to Chapter 13, entitled “Problems of Usage,”in the author’s The Use of English (1968). In this chapter, the author discusses the selection of “linguistic expressions which will not merely suit the topic but which will suit our audience.” In other words, “language must be used not merely to “get out”” what we have in our minds but also to “get it across” as completely and effectively as possible to someone else. Moreover, the author points out that apart from grammar and vocabulary, there are constraints such as 1) effective communication of the simplest utterances depending on the extent to which it fits in with the listener’s expectations, and these expectations are largely derived from his previous experience in the language, 2) the ease with which a mode of expression may be understood, 3) the use of redundancy, 4) habitual collocations, 5) punctuation, and 6) avoidance of ambiguity, clumsiness, or obscurity, etc.4.Rephrase the sentence:Part of the intricacy …What makes the use of a language complicated can partly be explained by the fact that there are many restrictions upon the spoken and written forms (of the language)5. Rephrase the sentenceThe stylistic range of English is wide…The ways of expressing thoughts through the use of the English language vary so much that it is practically impossible to classify them neatly.6. congruous with --- compatibale with7.scale --- a graded series / scheme / system of rank of order, something gradedespecially when used as a measure or rule8. on this scale --- on the scale of styles, for example, the five-point scale of style from frozen, formal, consultative, casual, to intimate as devised by Martin Joos in his The Five Clocks: A Linguistic Excursion in the Five Styles of English Usage(1961).9. What does “this scale” in line 8 refer to?The stylistic range of English.10. conventions of collocation --- generally accepted practice of placing wordstogether in a way that sounds natural11. What are the major factors that constrain a user of language when he is puttingwords together to form discourse?The conventions of collocation: what words can go togetherGrammar: rules governing the formation of sentencesStylistic constraints: selection of the appropriate style and consistency in style 12. Rephrase the sentenceIt may seem paradoxical to lay such …It probably sounds contradictory that while some are trying to encourage people to be creative in their application of the English language, we seem to be so particular about the accepted rules that govern the formal use of the language.13.“Look, Mother: no hands!” --- This is what a child might say to his mother whenhe has his hands off the handlebars of the bicycle when cycling, which is rather unconventional.14. the art of cycling in the conventional manner --- the skill of writing in the customary way. Here,, an analogy is made between the skill of writing and the art of cycling. A person who can write at will is compared to a cyclist who can ride his bicycle at ease.15. How does Quirk compare progress in the art of writing with riding a bike?Before you have mastered the art of cycling in the conventional manner, e.g. holding the bar with both hands, you should not try to be unconventional by removing your hands from it. The same rule applies to the use of language.16. the words of Mr. Robert Graves --- the quoted words are: “every English poet should… master the rules of grammar before he attempts to bend or break them”(The Times, 21 October 1961), from Chapter 13 of the author’s The Use of English (1968), p.231.Robert Graves (1895-1985), English poet, has sought personal integrity in his poetry, avoiding fashion.17. norm --- a standard, e.g. of behavior or ability, that is regarded as average orgenerally accepted18. Rephrase the sentenceWithout a norm …It is no sense easy for us even to tell what creativeness really is or how creativeness is to be achieved, unless we have some criterion to base our judgment on.19. fetching gimmick --- tempting name or device to attract attention20. hoary witticism --- a very old amusing remark21. The hand that rocked the cradle has kicked the bucket. --- Mother died.This is a combination of two phrases. “The hand that rocked the cradle” is the first half of the saying “The hand that rocked the cradle rules the world,” meaning “theexample and influence of a mother are powerful and far-reaching in their effect.” “Kick the bucket” is a slang phrase meaning “die.”22. tension --- imbalance; opposition23. formalities --- a way of writing letters in accordance with accepted rules for official occasions24. “Further to yours of the 23rd ult.” --- “With reference to your letter of the 23rd of the last month”further to --- with reference to. This is a phrase used in old-fashioned business letters.ult. --- ultimo, meaning “of last month.” This is used after a date in a business letter, but its use is becoming rare.25. What point or points does Quirk want to make with the various example he citesin paragraph 4 and 5 which are related to letter-writing?Adopt the style suitable to the situation of use, and do not mix different styles. 26. …what was said in the previous chapter about expected collocations. --- In Chapter 13, entitled “Problems of Usage,”in The Use of English, the author mentions “an amusing instance”of misunderstanding caused by “expected collocations.” In a television programme in the autumn of 1959, the British Prime Minister, Mr. Harold Macmillan, was discussing political problems with President Dwight Eisenhower of the U. S. A., and one remark by Mr. Macmillan, “We never jobbed backwards” (meaning: “We haven’t spent our time resentfully thinking of what might have been.”) was reported by The Times as “We’ve never jogged backwards.” The mistaken reportage made in both cases was due to the fact that the expression used by Mr. Macmillan was not commonly understood. Thus, the reporters, influenced by normally expected collocations of the word backwards, produced their own versions.27. Harold Pinter (1930- ), English dramatist, studied acting at the Royal Academy of Dramatic Art and began his theatrical career as an actor. Pinter is the most significant English playwright of the 1960s and one of the most original dramatists of the twentieth century. The superficial structure of his plays conforms to the conventions of the realistic theater, but the relationships of his characters and the sequence of dialogues and events are unconventional, unpredictable, and ambiguous. His plays are often about how people maneuver verbally for power over each other. The use of understatement, small talk, reticence, and even silence, conveys the substance of a character’s thought, which often lies several layers beneath and contradicts his speech. It is difficult to explain the meaning of Pinter’s plays in a conventional sense.28. Rephrase the sentencewe may not feel any…We may not think it at all disagreeable or offensive, which is typical of our feeling about a cliché.29. Is there a hard-and-fast rule that forbids the use of clichés?No. Everything depends on what is expected at particular points in the stylistic range. For example, “incredible insight”may well be accepted when used incriticism that is spoken on an informal occasion.30. indiscriminately --- without making judgments or a proper choice31. consummate --- perfect32. hackneyed --- meaningless because used and repeated too often; trite33. tautologous --- unnecessarily repetitive, obvious34. veribage --- too many unnecessary words in speech or writing35. woolliness --- confusion, obscurityUnit EightTEXT IFifth Avenue, Uptown: A Letter from HarlemJames BaldwinI. Introductory Remarks to the TextSince we have learnt American Literature last term, we all know Ralph Waldo Ellison and his Invisible Man (1952).Ralph Ellison was a midwesterner, born in Oklahoma, who studied at Tuskegee Institute in the southern United States. He had one of the strangest career in American letters --- consisting of one highly acclaimed book, and nothing more. The novel is Invisible Man (1952), the story of a black man who lives a subterranean existence in a hole brightly illuminated by electricity stolen from a utility company. The book recounts his grotesque, disenchanting experiences. When he wins a scholarship to a black college, he is humiliated by whites; when he gets to the college, he witnesses the black president spurning black American concerns. Life is corrupt outside college, too. For example, even religion is no consolation: A preacher turns out to be a criminal. The novel indicts society for failing to provides its citizens --- black and white --- with viable ideals and institutions for realizing them. It embodies a powerful racial theme because the “invisible man” is invisible not in himself but because others, blinded by prejudice, cannot see him for who he is.II. Background Knowledge about the AuthorJames Baldwin (1924-1987) and Ralph Ellison mirror the African-American experience of the 1950s. Their characters suffer from a lack of identity, rather than from over-ambition. Baldwin, the oldest of nine children born to a Harlem, New York, family, was the foster of a minister. As a youth, Baldwin occasionally preached in the church. This experience helped shape the compelling, oral quality of Baldwin’s prose, most clearly seen in his excellent essays, such as “Letter from a Region Of My Mind,” from the collection The Fire Next Time (1963). In this, he argued movingly for an end to separation between the races.Baldwin’s first novel, the autobiographical Go Tell It On the Mountain (1953), is probably his best known. It is the story of a 14-year-old youth who seeks self-knowledge and religious faith as he wrestles with issues of Christian conversation in storefront church. Other important Baldwin works include Another Country (1962), a novel about racial issues and homosexuality, and Nobody Knows My Name (1961), a collection of passionate personal essays about racism, the role of the artist, and literature.III. Organization and DevelopmentThe present text is an excerpt taken from a longer article; nevertheless, it still enjoys integrity in terms of organization. Clearly, it contains two major parts. What are they? How do they jointly contribute to the primary purpose of the author?Furthermore, we should consider how the paragraphs in each of the two parts are interrelated. Identify the topic sentence of each paragraph and see how the paragraphsare developed and supported, taking note especially of the way argumentation alternates with other forms of discourse.First part --- paras. 1-3Second part --- paras. 4-5The first part deals with the ghetto itself and Blacks’reaction to it, and the second with the police and Blacks’ hatred of white domination.Both parts are related to the central theme of the writing: Blacks have been despised by the white world; they find the insult unbearable; and they want to be treated equally.The topic sentence of paragraph 1: The projects in Harlem are hated. This is developed to a great extent in the second paragraph, the topic sentence of which is “The projects are hideous”, and is reiterated in an even stronger version at the end of the paragraph: “the projects would still be hated because they are an insult to the meanest intelligence.”In this paragraph, we also find a solid description of the projects (hideous in two senses) to support the author’s argument.The topic sentence of paragraph 3: A ghetto can be improved in one way only: out of existence. Here, we find the strongest statement of the author’s view with regard to the projects.The topic sentence of paragraph 4: the only way to police a ghetto is to be oppressive. Note the key word in this statement is “oppressive.”The transition between paragraphs 4 and 5 is indicated by “on the other hand.”The topic sentence of paragraph 5 is the last sentence: Negroes want to be treated like men. This implies that at present they are not being treated like men because of segregation and oppression, no matter how good-natured and innocent the white policemen are.In the first paragraph, the author says they are hated almost as much as policemen, and this is saying a great deal. Obviously, the text can be divided into two parts.The theory of clause relations put forward by Michael Hoey has three discourse patterns (Problem-Solution Pattern, Matching Pattern, General-Particular Pattern), based on this theory, this text belongs to Problem-Solution pattern. The common mode for this pattern is: situation---problem---reaction---evaluation.Part I1. Situation:a) Lexical signals: The projects are hated. (Hated is the lexical signal to show the situation.)b) Narrative question (through repetition): They are hated almost as much as policemen, and this is saying a great deal. (to express the degree to which the hatred is)c) Interpretative question (through conjuncts): And they are hated for the same reason: both reveal, unbearably, the real attitude of the white world. (to express the reason)d) Subordinate relationship (subordinators): no matter how many liberal speeches are made, no matter how many lofty editorials are written, no matter how many civilrights commissions are set up. (by means of three parallel subordinators, the deep-rooted hatred is clearly demonstrated here.)2. Problem:a) Lexical signals: The projects are hideous.( popular housing shall be as cheerless as a prison)b) narrative question: They are lumped all over Harlem, colorless, bleak, high and revolting.c) interpretative question (through several parallel parts, three semicolons are used here to illustrate the problems on all aspects): The wide windows look out on Harlem’s invincible and indescribable squalor: the present dark community began about forty years ago (old); the unrehabilitated houses, bowed down, it would seem, under the great weight of frustration and bitterness they contain; the dark, ominous schoolhouses from which the child may emerge maimed, blinded, hooked, or enraged for life; and the churches, churches, block upon churches, niched in the walls like cannon in the walls of a fortress.d) Subordinate relationship (by means of subordinators to illustrate the seriousness of the problem): Even if the administration of the projects were not so insanely humiliating, the projects would still be hated because they are an insult to the meanest intelligence.3. Reaction:a)lexical signals: Slum or ghetto (Harlem got its first private project, Riverton--- which is now, naturally, a slum)b)narrative question: (what are the reactions?) they hated it long before thebuilders arrived. They began hating it at about the time people began moving out of their condemned houses to make room for this additional proof of how thoroughly the white world despised them. And they had scarcely moved in, naturally, before they began smashing windows, defacing walls, urinating in the elevators, and fornicating in the playgrounds.c)interpretative question: (the result of the reaction) Liberals, both white andblack, were appalled at the spectacle. I was appalled by the liberal innocence --- or cynicism, which comes out in practice as much the same thing. Other people were delighted to be able to point to proof positive that nothing could be done to better the lot of the colored people.d)subordinate relationship: They were, and are, right in one respect: thatnothing can be done as long as they are treated like colored people.4. evaluation:a)lexical signals: The evaluation is negative “no”.b)narrative question: A ghetto can improved in one way only: out of existence.c)interpretative question: The people in Harlem know they are living therebecause white people do not think t hey are good enough to live anywhere else.No amount of“improvement” can sweeten this fact.d)subordinate relationship: whatever money is now being earmarked to improvethis, or any other ghetto, might as well be burnt.Part II1. Situation:a)lexical signals: to police a ghetto is to be oppressive.b)narrative question: The very presence of the policemen is an insult.c)interpretative question: they represent the force of the white world, and thatworld’s real intentions are, simply, for that world’s criminal profit and ease,to keep the black man corralled up here, in his place. The badge, the gun inthe holster, and the swinging club make vivid what will happen should hisrebellion become overt.d)coordinate / subordinate relationship: Rare, indeed, is the Harlem citizen,from the most circumspect church member to the most shiftless adolescent,who does not have a long tale to tell of police incompetence, injustice, orbrutality.2. Problem:a)lexical signals: The first sentence in paragraph 5 implies that at present theyare not being treated like men because of segregation and oppression, no matter how good-natured and innocent the white policemen are.b)narrative question: He, too, believes in good intentions and is astounded andoffended when they are taken for the deed.c)interpretative question: He has never, himself, done anything for which to behated --- which of us has?d)subordinate relationship: --- and yet he is facing, daily and nightly, peoplewould gladly see him dead, and he knows it.3. Reaction:a)lexical signals: there are few things under heaven more unnerving than thesilent, accumulating contempt and hatred of a people.b)narrative question: He moves through Harlem, like an occupying soldier in abitterly hostile country, which is precisely what, and where , he is, and isthe reason he walks in twos and threes.c)interpretative question: and he is not the only one who knows why he isalways in company: the people who are watching him know why, too.d)Coordinate / subordinate relationship: and these days, of course, in termsincreasingly vivid and jubilant, it speaks of the end of that domination.4. Evaluation:a)lexical signals: Negroes want to be treated like men.b)narrative question: The white policeman standing on a Harlem street cornerfinds himself at the very center of the revolution now occurring in the world.He is not prepared for it --- naturally, nobody is --- and, what is possiblymuch more to the point, he is exposed, as few white people are, to theanguish of the black people around him. Even if he is gifted with the merestmustard grain of imagination, something must seep in.c)interpretative question: He becomes more callous, the population becomesmore hostile, the situation grows tense, and the police force is increased.d)coordinate / subordinate relationship: One day, to everyone’s astonishment,someone drops a match in the powder keg and everything and civil-rights。
高英 lesson 7 课后习题答案
• 3. Meneken refers to other towns and villages in America, to the villages of Europe and to the Parthenon in order to emphasize the ugliness of Westmoreland County. He means to say Westmoreland is the ugliest spot on earth and the United States as a whole is uglier than Europe.
• 6. So far as the point which the author wanted to make is concerned, all the metaphors, similes and hyperboles are used appropriately and effectively.
• 2. Paragraph 1 is developed by contrasting the great wealth of this region to the abominable human habitations seen everywhere. The last two sentences bring home to readers that ugliness is not due to poverty, but to something innate in the American character--a love of ugliness for its own sake, or, as the title says, the libido for the ugly.
(完整word版)高英-Mark-Twain—Mirror-of-America原文+翻译+修辞(word文档良心出品)
Mark Twain-the Mirror of America1 Most Americans remember Mark Twain as the father of Huck Finn's idyllic cruise through eternal boyhood and Tom Sawyer's endless summer of freedom and adventure. In-deed, this nation's best-loved author was every bit as adventurous, patriotic, romantic, and humorous as anyone has ever imagined. I found another Twain as well – one who grew cynical, bitter, saddened by the profound personal tragedies life dealt him, a man who became obsessed with the frailties of the human race, who saw clearly ahead a black wall of night.在大多数美国人的心目中,马克?吐温是位伟大作家,他描写了哈克?费恩永恒的童年时代中充满诗情画意的旅程和汤姆?索亚在漫长的夏日里自由自在历险探奇的故事。
的确,这位美国最受人喜爱的作家的探索精神、爱国热情、浪漫气质及幽默笔调都达到了登峰造极的程度。
但我发现还有另一个不同的马克?吐温——一个由于深受人生悲剧的打击而变得愤世嫉俗、尖酸刻薄的马克?吐温,一个为人类品质上的弱点而忧心忡忡、明显地看到前途是一片黑暗的人。
2 Tramp printer, river pilot , Confederate guerrilla, prospector, starry-eyed optimist, acid-tongued cynic: The man who became Mark Twain was born Samuel Langhorne Clemens and he ranged across the nation for more than a third of his life, digesting the new American experience before sharing it with the world as writer and lecturer. He adopted his pen name from the cry heard in his steamboat days, signaling two fathoms (12 feet) of water -- a navigable depth. His popularity is attested by the fact that more than a score of his books remain in print, and translations are still read around the world.印刷工、领航员、邦联游击队员、淘金者、耽于幻想的乐天派、语言尖刻的讽刺家:马克?吐温原名塞缪尔?朗赫恩?克莱门斯,他一生之中有超过三分之一的时间浪迹美国各地,体验着美国的新生活,尔后便以作家和演说家的身分将他所感受到的这一切介绍给全世界。
新编第7册译文汇总最终版20170317
新编英语教第7册译文汇总最终版20170317 Unit OneTEXT I English and american concepts of space TEXT II Private spaceUnit TwoTEXT I TouristsTEXT II Chestnut street from a fire escapeUnit ThreeTEXT I The subwayTEXT II Living in two worldsUnit FourTEXT I Style and purposeTEXT II Pub or groggery?Unit FiveTEXT I The santa anaTEXT II The dust-blanketed LandUnit SixTEXT I How to get Things doneTEXT II Now that Im organizedUnit SevenTEXT I The aims of educationTEXT II Another school Year-why?Unit EightTEXT I Fifth avenue,uptown:a letter from harlem TEXT II The civil rights Movement:what good was it? Unit NineTEXT I Roots of FreedomTEXT II The philosopher and the conquerorUnit TenTEXT I Fear of dearthTEXT II The backpackerUnit ElevenTEXT I Beyond invalidism,part oneTEXT II Beyond invalidism,part TwoUnit TwelvenTEXT I Charles DarwinTEXT II Charles DarwinUnit ThirteenTEXT I The scopes trialTEXT II The trial that rocked the worldUnit FourteenTEXT I Reading the riverTEXT II The wildernessReferencesUnit OneText I English and American Concepts of Space Edward T. Hall英国人和美国人的空间概念人们说英国人和美国人是被同一种语言分离开的两个伟大的民族。
高英第七册UnitEleven
高英第七册UnitEleven第一篇:高英第七册Unit ElevenUnit 11Text IBeyond InvalidismPre-reading and Brainstorming1.Suppose you had an elderly friend or relative who is an invalid, one who is too weak or disabled to care for himself, how would you help him go though life?2.What do you think the title “Beyond Invalidism” means?Answer for reference:“Beyond Invalidism” means going beyond the range or limits of invalidism, i.e.getting the better of invalidism or defeating invalidism or dealing with it successfully, or not be subject to the fatal or harmful effect of invalidism.(Invalidism: the condition of being chronically ill or disabled.久病:患慢性病或伤残的状态)Lexical work1)come to term with(l.3)---learn to accept or adjust to(something.One does not want to accept)2)tentatively(l.6)---uncertainly, without confidence3)flinch(l.10)---畏缩, 退缩, 畏首畏尾draw back in fear of danger;wince4)deflect(16)---turn aside(使)偏斜,(使)偏转somber(l,19)---dreary, gloomy阴森的, 昏暗的, 阴天的, 忧郁的resiliency(l.24)---ability to return quickly to usual health after suffering from an illness/跳回, 弹性5)erosion(l.16)---disintegration;gradual removal/wearing away 6)7)8)cardiac(l.41)---connected with the heart9)affirm(l.45)---▲To declare positively or firmly;maintain to be true.See Synonyms at assert 断言:肯定地或坚定地声明;证实正确;▲To support or uphold the validity of;confirm.证实,确实:支持或维护…的正确性;坚持认为▲State sth as the truth;assert sth 肯定某事物属实;断言某事物:10)potentiate(l.46)---provide with more power加强11)swathe(l.54)---wrap round绑, 裹, 包围12)sterile(l.56)---worthless, useless;characterized by an absence of life13)in retrospect(l.65)---回顾thinking back to the past from the present14)beneficiary(l.84)---受惠者, 受益人15)go out of the way(l.76)---make a special effort/take the trouble to do something16)cornary insufficiency(l.84)---冠状动脉机能不全17)tantalizing(l.87)---tempting, captivating;非常着急的18)arena(l.88)---a place;here, an opportunity19)banter(l.88)---light joking talk善意地取笑, 逗弄20)semblance(l.92)---seeming likeness;appearance外表, 伪装Main ideas:This essay is on how to fend off invalidism: Invalidism can be avoided by getting medical treatment, and acting like an invalid so as to mobilize more fully the innate healing system of human body.Purpose of writing:to persuade the reader to believe the mind can serve as a potential healer in the case of an anization and Development:Part I.(Para.1)Introduction: the description of what invalidism is by using a series of paralleled clauses.PartⅡ(Para.2-4)reflectingon the way the human body works---the self-recovery support system in the human body plays a more important role than medical curing system.Para.2—put forward two questions:①how to avoid feeling being an invalid.②how to go through the rest of lifePara.3—By reflecting on the way the human body works can answer the two questions.Para.4—Conclusion: the human body moves in the direction it is expected to move.Part Ⅲ(Para.5-14)—the author’s own experience as an invalid to show how to fend off invalidism and live a meaningful prehension questions:1)Try to sum up the first sentence of the text, using a few words:---impotent, dismayed, dejected沮丧的, 灰心的, depressed2)What contrast does the word “but” in line 20 indicate?---The contrast between the irreversibility of some illness on the one hand and the healing power of modern medicine along with a positive mental outlook on the other.3)How do you understand “respect for the human body” in para.4?---Full recognition of its capacity to repair itself in the case of being damaged in any sense and full display of such capability.4)Why does the author say at the end of para 7 “The title of ….”?---The title of the book sums up what he has been saying: the mental state of a patient may play the role of a healer or that of a killer.5)How do you interpret the distinction Cousins makes at the end ofpara.8(the last sentence)?---A person may physically be invalid, but he does not have to feel or act like one.6)What do you think of the author’s outlook on life?---Human beings are all mortal.What is important is not howlong a person can live, but how to live an active life while one is alive.7)What can you learn from the author’s schedule since his last heart attack?---He is acting out his own ideas: though an invalid in the true sense of the world, he is not feeling or acting like one(invalid);this helps him to heal and also makes his life more meaningful.Difficult sentences for paraphrasing:1)The mechanisms of repair and rehabilitation that are built into the human system have a natural drive to assert themselves under conditions of illness, but that natural tendency is deferred or deflected by an erosion of the will to live, or by the absence of confidence in one’s physician or in one’s own ability to play a vital part in the attack on disease.(l.14-18)---Self-recovery and self-restoration will automatically function within the human body when one falls ill, but this function is disturbed or even interrupted when one loses one’s confidence in life.Or when on e believes that one’s doctor can help little to cure one’s disease, or that one is almost powerless in face of an illness.2)Obviously, it is absurd to suppose that there is no illness or somber circumstance that can’t be reversed.(l.19-20)---It is certainly illogical to assume that all disease and difficulties can eventually be cured and resolved.3)Just in the act of mobilizing their emotional resources they help to potentiate themselves physically.(l.45-47)---In the very process of trying to build up their confidence, they are already on the way to the restoration of their health condition.4)I have no intention of swathing myself in cotton to soften a possibly fatal episode.(L54).---I will not be overly过度地, 极度地precautious in order to protect myself from a possibly fataldisease.5)I try to run my own schedule instead of letting the schedule run me(l.92-93)---I try to do what I plan to do;I shall not let others make plans for me.Difficult sentences for translation:1)(P.10)Death is not the enemy;living in constant fear is.2)I have no intention of swathing myself in cotton to soften a possibly fatal episode.3)I will continue to live and think as actively and creatively as it is physically possible for me to do, knowing that longevity by self can be sterile but that vital feelings and thoughts give meaning and depth to life and provide a true sense of possibilities of human existence.4)(P.11)I have already lived more than an average lifetime, but I want to continue to live long enough to see the establishment of a world under law and a planet made safe and fit for human habitation.5)(P.12)That number is now on the decline and will, I believe, decline further still with the full recognition, not just by the profession but by the general public, that a comprehensive program of treatment involves both the full utilization of medical science and full development of the human healing system.Post-reading activities:What do you think of the author’s outlook on life? What revelation does he make for you? Write a passage about your ideas.Book7Unit11Beyond Invalidism1.A weak body becomes weaker in a mood of total surrender.思想上先缴了械,身体便会更加孱弱。
高中英语新外研版精品课件《Unit 7 A Visit and a Few Complaints》
twenty sple Beijing roast duc
WRITING e foreign visitors to Beijing For each day, orning, afternoon and evening Include any information that will be useful for them
VOCABULARY
the sentences with words from the unit (1)I am very unhae an _____ (2)You are very should sust write to her and ae that he'd be here by 6:00
unless you quicly throw some over your shoulder Horseshoes are believed to be lucy, and many ething that might attract misfortune, eg "I am never ill" When someone sneees, it is customary to say, Bless you
·I'm very sorry to hear that ·I'm terribly sorry that ·We have investigated ·I'm afraid there was a misunderstanding
·Unfortunately, ·Let me apany will give you a full refund ·We offer you another free of charge
高中英语Module 7 Unit 1 Liv
号顿市安谧阳光实验学校Unit 1 Living with technologyPeriod one Welcome to the unitTeaching Aims:1.Develop students’ speaking ability by expressing their opinions in the discussion.2.Students participate in a discussion about electronic technology. Teaching procedures:Step 1 Brainstorming:1.What electrical and electronic products do you use in your studies and in your life?2.Which do you think is the most useful? Why? Is there anything that you don’t think is useful? Why?3.What do you think life without these products would be like? Are they helpful or just make you lazier?Step 2 Sharing information:Picture 1What kind of TV do you have at home?What differences can you find between the early TV and the modern TV?Picture 2What did people need when they wanted to record music in the past?Look at the picture.What devices do people need to record music now?Picture 3How do you look up a new word in a paper dictionary?How do you look up a new word in an electronic dictionary?Which do you prefer?Why?Picture 4How did people keep in touch with each other in the past?What recent developments have been made to mobile phones?答案见《教参》P3-4或课件上Step 3 DiscussionMan has made remarkable progress in this area in the last few decades. What’s your opinion on this?Please list some advantages and disadvantages. 答案见《教参》P4或课件上Step 4 Language points1. With mobile phones, we can keep in touch with others wherever we are. (P1)The usage of “—ever” is as follows:however作连词,“不管用什么方法”。
(完整word版)高中英语选修7Unit1课文语法填空及单词短语荟萃
选修七? Unit 1Living well法填空MARTY’ S STORYI am Marty Fielding, 1. ____ have a muscle disease that makes me very weak and can ’ t run orclimb stairs as quickly as other people. 2. _________ (fortune),the doctors don’ t know how to make me better, 3.____ I am very outgoing and have learned to adapt to my disability.I used to climb trees, swim and so on. In fact, I used to dream 4._____ playing professionalfootball and possibly 5. _______ (represent) my country in the World Cup. Then I started to getweaker and weaker. In the end I went into hospital for medical tests, 6. ____ I stayed 7. ____ nearlythree months.One of my biggest problems is 8. _____ I don’ t look any different from other people. So sometimes when I got out of breath 9. _____ running a short way or had to stop and rest halfway up the stairs,some children in my primary school would laugh. Every time I returned after 10. ___ absence, I feltstupid 11. ______ I was behind the others.My life is a lot easier at high school as my fellow students have accepted me. The few 12. ____cannot see the real person inside my body do not make me 13. ______(annoy), and I just ignore them.All in all I have a good life, finding many things I can do. My ambition is 14. ______ (work) for afirm 15. ____ develops computer software in the future. My life is busy, having no time to sit around16._____(feel) sorry for myself. As well as going to the movies and football matches with my friends,I spend a lot of time with my pets. To look after my pets properly takes me a lot of time but I find it worthwhile.In many ways my 17._______(disable) has helped me grow stronger18. _____________ (psychology) and become more independent. If I had a chance to say one thing to healthy children, itwould be this: having a disability does not mean your life is not19. _________(satisfy), s o don ’ tfeel sorry for the disabled or make fun of them, and don’ t ignore them either. Just accept them for who they are, and give them 20. __________(encourage) to live as rich and full a life as you do.Ⅰ .萃1._________n.残;无力;无能→ _________ adj.残的→_______v.使⋯残疾2.________ n.壮心;野心→ ________ adj.有壮心的;有野心的→______________adv.有野心地3.__________ adj.有益的;得益的→________n.利益,好; v. 有益于4.________ n.缺席;不在某→ ________adj.缺席的;不在的→________ adj.出席的;到的5.________v.使⋯⋯不悦;惹→ ________adj.生气的→________adj.令人生气的→ __________n.6.____________n.激励;励→ __________ vt.激励→ ___________ adj.激励人心的7.________ n.政治 (学)→________adj.政治的;政治学的→________n.政治家8.________ n.助;救援→ ________n.助手;助理→________v.帮助;救援9.___________ n.;典礼→ ________vi. → ________adj.受教育的10.________n.(凑近的 )方法;通路;可凑近性→ ___________adj.可凑近的;可入的;可使用的11.________ vt. vi 使适→ ____________ adj. 可适的→ ____________n. 适12._________ n. 行,道德→ ____________ vt. 指,管理Ⅱ .短1.句 ___________________4.上气不接下气_______________2. 合适_________________5.而言之__________________3.切去;省略;停止 (做某事 )6.坐着______________________ _______________________7.和;也______________________9.在很多方面_________________8.耻笑_______________________10.遇到,;会见____________Ⅲ .佳句再1.She is proud ____________________competitionsand to have broken a record by running two laps (800 metres) this year.今年她参加了多次比,而且打破了两圈(800 米)跑的,此她感觉很傲。
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Tourists旅游者/观光客/游客Nancy Mitford 南西·密特福德New wordsminute, smallVenetian, 威尼斯的`lagoon, A shallow body of water, especially one separated from a sea by sandbars or coral reefs.vineyard, Ground planted with cultivated grapevines.William the Conqueror, Duke of Normandy, who set up a claim to the throne of England and launched an attack against the island in 1066. intersected, criss-crossedcampanile, A bell tower, especially one near but not attached to a church or other public building.reproach, To express disapproval of, criticism of, or disappointment in (someone).cloches, cloches, divines reproaches, [French] Bells, bells, divine reproacheschorus, A simultaneous utterance by a number of people; The sounds so madechartered motor-boats, motor-boats hired for an exclusive useyachts, small sailing or motor-driven vessels, generally with smart, graceful lines, used for pleasure cruises or racing.amblev, To walk slowly or leisurely; stroll.tow-path, a path along which people draw a boat against the current mosaics, a form of surface decoration made by inlaying small pieces of colored glass or stone; a picture or design so made.austere, Severe or stern in disposition or appearance; somber and grave Madonna, a statue or picture of the Virgin Mary.Byzantine, an artistic style of architecture developed in the Byzantine Empire (The East Roman Empire) during the 4th century, characterized by the round arch springing from the columns or piers, and the dome resting on pendentives.the throne of Attila, Attila (406-453), king of the Huns, who overran much of the Byzantine and Western Roman Empires. In 451 he advanced as far as Orlean in Gaul and in 452 to the river Mincio in Italy. he later came to be called "Scourge of God."scent, To fill with a pleasant odor;standing, Permanent and unchanging; fixedmegaphone, A funnel-shaped device used to direct and amplify the voice. luncheon, A lunch, especially a formal one.undergo, To pass through; experiencelitter, Carelessly discarded refuse, such as wastepaperText1 The most intensive study I ever made of tourists as at Torcello, where it is impossible to avoid them. Torcello is a minute island in the Venetian lagoon: here, among vineyards and wild flowers, some thirty cottages surround a great cathedral which was being built when William the Conqueror came to England. A canal and a path lead from the lagoon to the village, the vineyards are intersected by canals; red and yellow sails glide slowly through the vines. Bells from the campanile ring out reproaches three times a day ("cloches, cloches, divines reproaches") joined by a chorus from the surrounding islands. There is an inn where I lived one summer, writing my book and observing the tourist. Torcello which used to be lonely as a cloud has recently become an outing from Venice. Many more visitors than it can comfortably hold pour into it, off the regular steamers, off chartered motor-boats, and off yachts; all day they ambled up the tow-path, looking for what? The cathedral is decorated with early mosaics -- scenes from hell, much restored, and a great sad, austere Madonna; Byzantine art is an acquired taste and probably not one in ten of the visitors has acquired it. They wander into the church and look round aimlessly. They come out on to the village green and photograph each other in a stone armchair, said to be the throne of Attila. They relentlessly tear at the wild roses which one has seen in bud and longed to see in bloom and which, for a day have scented the whole island. As soon as they are picked the roses fade and are thrown into the canal. The Americans visit the inn to eat or drink something. The English declare that they can't afford to do this. They take food which they have brought with them into the vineyard and I am sorry to say leave the devil of a mess behind them. An outline of the selection: A. Torcello which used to be lonely has recently become an outing from Venice.a) Tocello's locationb) A general view of Tocello.c) Too many visitors pour into it.d) Most of them are ignorant and rude.e) Concrete description of the visitors:1) Americans.2)Every Thursday Germans come up the tow-path, marching as to war, with a Leader. There is a standing order to fifty luncheons at the inn; while they eat the Leader lectures them through a megaphone. After luncheon they march into the cathedral and undergo another lecture. They, at least, know what they are seeing. Then they march back to their boat. They are tidy; they leave no litter. Englishmen 3) Germans译文1 我曾对游客最深入细致的研究,是在托塞罗做的。