【精品】Lesson 5 The One Against the Many
The-One-Against-the-Many-原文+译文教学内容
T h e-O n e-A g a i n s t-t h e-M a n y-原文+译文The One against the Many课文原文+译文In an epoch dominated by the aspirations of new states for national development, it is instructive to recall that the United States itself began as an underdeveloped country.Every country, of course, has its distinctive development problems and must solve them according to its own traditions, capacities, and values. The American experience was unique in a number of ways. The country was blessed by notable advantages—above all, by the fact that population and resources was obviously not the only factor in American development. Had that been so, the Indians, for whom the ratio was even more favorable, would have developed the country long before the first settlers arrived from over the seas. What mattered equally was the spirit in which these settlers approached the economic and social challenges offered by the environment. Several elements seemed fundamental to the philosophy which facilitated the rapid social and economic development of the American continent.One factor was the deep faith in education. The belief that investment in people is the most essential way for a society to devote its resources existed from the earliest days of the American colonies. It arose originally from a philosophical rather than an economic commitment—from a faith in the dignity of man and from the resulting belief that it is the responsibility of society to offer man the opportunity to develop his highest potentialities. But, at the same time, it also helped produce the conditions essential to successful modernization.Modern industrial society must be above all a literate society. Economic historians attribute two-third of the growth in American output over the centuries of American development to increases on productivity. And increases in productivity, of course, come directly from the size of national investment in education and in research. J. K. Galbraith had rightly observed that “a dollar or a rupee invested in the intellectual improvement of human beings will regularly bring a greater increase in national income than a dollar or a rupee devoted to railways, dams, machine tools, or other tangible capital goods.” These words accurately report the American national experience.Another factor in the process of American development has been the commitment to self-government and representative institutions. We have found no better way than democracy to fulfill man’s talents and release his energies. A related factor had been the conviction of the importance of personal freedom and personal initiative—the feeling that the individual is the source of creativity. Another has been the understanding of the role of cooperative activity, public as well as voluntary.But fundamental to all of these, and perhaps the single most important explanation of the comparative speed of American development, had been the national rejection of dogmatic preconceptions about the nature of the social and economic order. America has had the good fortune not to be an ideological society.By ideology I mean a body of systematic and rigid dogma by which people seek to understand the world—and to preserve or transform in. the conflict between ideology and empiricism has, of course, been old in human history. In the record ofthis conflict, ideology has attracted some of the strongest intelligences mankind has produced—those whom Sir Isaiah Berlin, termed the “hedgehogs”, who knows one big thing, as against the “foxes”, who know many small things.Nor can one suggest that Americans have been consistently immune to the ideological temptation—to the temptation, that is, to define national goals in an ordered, comprehensive, and permanent way. After all, the American mind was conditioned by one of the noblest and most formidable structures of analysis ever devised, Calvinist theology, and any intellect so shaped was bound to have certain vulnerability to secular ideology ever after. There have been hedgehogs throughout American history who have attempted to endow America with an all-inclusive creed, to translate Americanism into a set of binding propositions, and to construe the national tradition in terms of one or another ultimate law.Yet most of the time Americans have foxily mistrusted abstract rationalism and rigid a priori doctrine. Our national faith has been not in propositions but in processes. In its finest hours, the Unite States has, so to speak, risen above ideology. It has not permitted dogma to falsify reality, imprison experience, or narrow the spectrum of choice. This skepticism about ideology has been a primary source of the social inventiveness which has marked so much of development. The most vital American social thought has been empirical, practical, pragmatic. America, in consequence, has been at its most characteristic a nation of innovation and experiment.Pragmatism is no more wholly devoid of abstractions than ideology is wholly devoid of experience. The dividing line comes when abstractions and experience collide and one must give way to the other. At this point the pragmatist rejects abstractions and, the ideologist rejects experience. The early history of the republic illustrates the difference. The American Revolution was a pragmatic effort conducted in terms of certain general values. The colonists fought for independence in terms of British ideals of civil freedom and representative government; they rebelled against British rule essentially for British reasons. The ideals of American independence found expression in the classical documents which accompanied the birth of the nation: the Declaration of Independence, the Constitution and the Bill of Rights.But it is important here to insist on the distinction between ideals and ideology. Ideals refer to the long-run goals of a nation and the spirit in which these goals are pursued. Ideology is something different, more systematic, more detailed, more comprehensive, more dogmatic. The case of one of the Founding Fathers, Thomas Jefferson, emphasizes the distinction. Jefferson was an expounder both of ideals and of ideology. As an expounder of ideals, he remains a vivid and fertile figure—alive, not only for Americans but, I believe, for all those interested in human dignity and human liberty. As an ideologist, however, Jefferson is today remote—a figure not of present concern but of historical curiosity. As an ideologist, he believe, for example, that agriculture was the only basis of a good society; that the small freehold system was the only foundation for freedom; that the honest and virtuous cultivator was the only reliable citizen for a democratic state; that an economy based on agriculture was self-regulating and, therefore, required a minimum of government; that that government was best which governed least; and that the great enemies of a free statewere, on the one hand, urbanization, industry, banking, a landless working class, and on the other hand, a strong national government with power to give direction to national development. This was Jefferson’s ideology, and had the United States responded to it, we would be today a feeble and impotent nation. By responding to Jefferson’s ideals rather than to his ideology, the United States has become a strong modern state.Fortunately, Jefferson himself preferred his ideals to his ideology. In case of conflict he chose what helped people rather than what conformed to principle. Indeed, the whole ideological enterprise contradicted Jefferson’s temper, which was basically flexible and experimental. The true Jefferson is not the ideological Jefferson but the Jefferson who said that one generation could not commit the next to its view of public policy or human destiny.What is wrong with faith in ideology? The trouble is this. An ideology is not a picture of actuality; it is a model derived from actuality, a model designed to isolate certain salient features of actuality which the model builder, the ideologist, regards as of crucial importance. An ideology, in other words, is an abstraction from reality. There is nothing wrong with abstraction or models per se. In fact, we could not conduct discourse without them. There is nothing wrong with them—so long, that is, as people remember they are only models. The ideological fallacy is to forger that ideology is an abstraction from reality and to regard it as reality itself.The besetting sin of the ideologist, in short, is to confuse his own tidy models with the vast, turbulent, unpredictable, and untidy reality which is the stuff of human experience. And this confusion has at least two bad results—it commits those who believe in ideology to a fatalistic view of history, and it misleads them about concrete choices of public policy.Consider for a moment the ideologist’s view of history. The ideologist contends that the mysteries of history can be understood in terms of a clear-cut, absolute, social creed which explains the past and forecasts the future. Ideology thus presupposes a closed universe whose history is determined, whose principles are fixed, whose values and objectives are deducible from a central body of social dogma and often whose central dogma is confided to the custody of an infallible priesthood. In the old philosophic debates between the one and the many, the ideologist stands with the one. It is his belief that the world as a whole can be understood from a single viewpoint that everything in the abundant and streaming life of man is reducible to a single abstract system of interpretation.The American tradition has found this view of human history repugnant and false. This tradition sees the world as many, not as one. These empirical instincts, the preference for fact over logic, for deed over dogma, have found their most brilliant expression in the writings of William James and in the approach to philosophical problems which James called “radical empiricism”. Aga inst the belief in the all-encompassing power of a single explanation, against the commitment to the absolutism of ideology, against the notion that all answers to political and social problems can be found in the back of some sacred book, against the deterministic interpretation of history, against the closed universe, James stood for what he calledthe unfinished universe—a universe marked by growth, variety, ambiguity, mystery, and contingency—a universe where free men may find partial truths, but where no mortal man will ever get an absolute grip on Absolute Truth, a universe where social progress depends not on capitulation to a single, all-consuming body of doctrine, but on the unforced intercourse of unconstrained minds.Thus ideology and pragmatism differ radically in their views of history. They differ just as radically in their approach to issues of public policy. The ideologist, by mistaking models for reality, always misleads as to the possibilities and consequences of public decision. The history of the twentieth century is a record of the manifold ways in which humanity has been betrayed by ideology.Let us take an example from contemporary history. It is evident now, for example, that the choice between private and public means, that choice which has obsessed so much recent political and economic discussion in underdeveloped countries, is not a matter of religious principle. It is not a moral issue to be decided on absolutist grounds, either by those on the right who regard the use of public means as wicked and sinful, or by those on the left who regard the use of private means wicked and sinful. It is simply a practical question as to which means can best achieve the desired end. It is a problem to be answered not by theology but by experience and experiment. Indeed, I would suggest that we might well banish some overloaded words from intellectual discourse. They belong to the vocabulary of demagoguery, not to the vocabulary of analysis.So, with the invention of the mixed society, pragmatism has triumphed over absolutism. As a consequence, the world is coming to understand that the mixed economy offered the instrumentalities through which one can unite social control with individual freedom. But ideology is a drug; no matter how much it is exposed by experience, the craving for it still persists. That craving will, no doubt, always persists, so long as there is human hunger for an all-embracing, all-explanatory system, so long indeed as political philosophy is shaped by the compulsion to return to the womb.The oldest philosophical problem, we have noted, is the relationship between the one and the one and the many. Surely the basic conflict of our times is precisely the conflict between those who would reduce the world to one and those who see the world as many—between those who believe that the world is evolving in a single direction, along a single predestined line, toward a single predestined conclusion, and those who think that humanity in the future, as in the past, will continue to evolve in divers directions, toward diverse conclusions, according to the diverse traditions, values, and purposes of divers peoples. It is a choice, in short, between dogmatism and pragmatism, between the theological society and the experimental society.Ideologists are afraid of the free flow of ideas, even of deviant ideas within their own ideology. They are convinced they have a monopoly on the Truth. Therefore they always feel that they are only saving the world when they slaughter the heretics. Their objective remains that of making the world over in the image of their dogmatic ideology. The goal is a monolithic world, organized on the principle of infallibility—but the only certainty in an absolute system is the certainty of absolute abuse.The goal of free men is quite different. Free men know many truths, but the doubt whether any mortal man knows the Truth. Their religious and their intellectual heritage join in leading them to suspect fellow men who lay claim to infallibility. They believe that there is no greater delusion than for man to mistake himself for God. They accept the limitations of the human intellect and the infirmity of the human spirit. The distinctive human triumph, in their judgment, lies in the capacity to understand the frailty of human striving but to strive nonetheless.。
现代大学英语精读第五册 课后答案
Lesson One Where Do We Go from Here?1. The job of arousing manhood within a people that have been taught for so many centuries that they are nobody is not easy.It is no easy job to educate a people who have been told over centuries that they were inferior and of no importance to see that they are humans, the same as any other people.2. Psychological freedom, a firm sense of self-esteem, is the most powerful weapon against the long night of physical slavery.If you break the mental shackles imposed on you by white supremacists, if you really respect yourself, thinking that you are a Man, equal to anyone else, you will be able to take part in the struggle against racial discrimination.3. The Negro will only be free when he reaches down to the inner depths of his own being and signs with the pen and ink of assertive manhood his own emancipation proclamation. The liberation of mind can only be achieved by the Negro himself/herself. Only when a negro is fully convinced that he/she is a Man/Woman and is not inferior to anyone else,can he/she throw off the manacles of self-abnegation and become free.4. Power at its best is love implementing the demands of justice, and justice at its best is power correcting everything that stands against love.Power in its best form of function is the carrying out of the demands of justice with love and justice in the best form of function is the overcoming of everything standing in the way of love with power.5. At that time economic status was considered the measure of the ind ividual’s ability and talents.At that time, the way to evaluate how capable and resourceful a person was to see how much money he had made (or how wealthy he was).6. …the absence of worldly goods indicated a want of industrious habits and moral fiber.A person was poor because he was lazy and not hard-working and lacked a sense of right and wrong.7. It is not the work of slaves driven to their tasks either by the task, by the taskmaster, or by animal necessity. This kind of work cannot be done by slaves who work because the work has to be done, because they are forcedto work by slave-drivers or because they need to work in order to be fed and clothed.8. …when the unjust measurement of human worth on the scale of dollars is eliminated.…when the unfair p ractice of judhing human value by the amount of money a person has irs done away with.9. He who hates does not know God, but he who has love has the key that unlocks the door to the meaning of ultimate reality.Those who harbor hate in their hearts cannot grasp the teachings of God. Only those who have love can enjoy the ultimate happiness in Heaven.10. Let us be dissatisfied until America will no longer have a high blood pressure of creeds and an anemia of deeds.Let us be dissatisfied until America no longer only talk about racial equality but is unwilling or reluctant to take action to end such evil practice as racial discrimination.Translation1.A white lie is better than a black lie.一个无关紧要的谎言总比一个恶意的谎言要好。
英语必修一unit5知识点总结
英语必修一unit5知识点总结导读：本文英语必修一unit5知识点总结，仅供参考，如果觉得很不错，欢迎点评和分享。
1. A great person is a someone who devotes his/her life to helping others.伟人是把自己的生命奉献给帮助别人的人。
(He started to study ecology and decided to devote his whole life to the science.他开始研究生态学，并决心将他的一生献身于这门科学。
He devoted himself entirely to music.他将一生奉献给了音乐。
)2. fight against 对抗，反对，与……作斗争We are all brothers in the same fight against injustice.在共同反对非正义行为的斗争中, 我们都是同志.People often have to fight for their liberty.人们往往不得不为自由而战。
He and his wife are always fighting about who will take after the children. 他与他妻子总是在为由谁来照看孩子而吵架。
3. He worked selflessly in China as a doctor and saved many Chinese soldiers. 作为一个医生他无私地在中国工作，并且拯救了很多中国战士。
4. He strongly believed in the three principles: nationalism;people’s rights; people’s livelihood. 他主张三民主义：民主、民权、民生。
5. be free from 免于，不受A judge must be free from prejudice.法官必须不抱成见。
The one against the many
• The only certainty in an absolute system is the certainty of absolute abuse. The only thing that is sure of a despotic system is the unrestricted exercise of power (which leads to corruption or tyranny) the repetition of “certainty” and “absolute” and the balance structure lend force to the idea
• Their objective remains that of making the world over in the image of their dogmatic ideology. They aim at transforming the world in accordance with their ideology. The goal is a monolithic world, organized on the principle of infallibility… monolithic world: a world identified in all parts of the principle of infallibility: dogmatic ideology
lesson the one against the many
Lesson5 The One Against The Many1在这个新生国家渴望发展的时代，回眸美国从不发达国家开始的发展历程是很有教益的。
2当然，每个国家都有各自的发展问题而且必须根据其各自的传统、能力和价值解决它们。
美国的经验在许多方面都是独特的。
这个国家有着得天独厚的优势——主要是人口相对稀少而资源十分丰富。
但是很明显，人口和资源之间有利的比例不是促进美国发展的唯一因素。
如果真是这样的话，在人口与资源比例上更有优势的印第安人，在海外殖民者到来以前，早就应该把国家发展起来了。
同样重要的还有这些殖民者在面临各种经济和社会环境的挑战的精神。
几个基本思想要素对于促进美洲大陆社会和经济迅速发展起到了至关重要的作用。
3其中一个思想因素就是对教育的深信不疑。
对人员的投入是社会资源分配的最基本方式，这信念年在美国殖民地最早期就存在。
它源于对思想原则的信仰，而不是出于对经济利益的追求；它源于对人的尊严的笃信以及由此而产生的信念，即给人们提供机会去发展其最大的潜能是社会的责任。
但与此同时，它帮助美国奠定了走向现代化的基础。
4现代化的工业社会必须首先是知识的社会。
经济历史学家把美国两个世纪发展期间2/3的经济增长归功于生产率的提高。
当然，这种生产率的提高直接来源于国家对教育和研究的投入。
JK高博瑞曾经恰当地指出：“在智力提高上提高的每一美元或卢比所带来的国家收入，都大于将其投入到铁路、水坝、机器工具，或其他有形生产资料所能带来的国家收入。
”这句话准确地叙述了美国的经验。
5促进美国发展进程的另一个思想因素是对自治和代议制的追求。
我们发现民主是使人的才智得到充分施展、人的能量得以充分发挥的最好方式。
民主思想一方面确信人的自由的重要性和创新来自个人；另一方面是懂得合作的作用，这种合作包括义务的和自发的两种。
6但所有因素当中最基本的，或许是对美国发展速度最重要的一个就是美国拒绝关于社会本质和经济规律的教条式的偏见。
the one against the many
In an epoch dominated by the aspirations of new states for national development, it is instructive to recall that the UnitedStates itself began as an underdeveloped country.Every country, of course, has its distinctive development problems and must solve them according to its own traditions, capacities, and values. The Americanexperience was unique in a number of ways. The country was blessed by notable advantages—above all, by the fact that population and resources was obviously not the only factor in American development. Had that been so, the Indians, for whom the ratio was even more favorable, would have developed the country long before the first settlers arrived from over the seas. What mattered equally was the spirit in which these settlers approached the economic and social challenges offered by the environment. Several elements seemed fundamental to the philosophy which facilitated the rapid social and economic development of the American continent.One factor was the deep faith in education. The belief that investment in people is the most essential way for a society to devote its resources existed from the earliest days of the American colonies. It arose originally from a philosophical rather than an economic commitment—from a faith in the dignity of man and from the resulting belief that it is the responsibility of society to offer man the opportunity to develop his highest potentialities. But, at the same time, it also helped produce the conditions essential to successful modernization.Modern industrial society must be above all a literate society. Economic historians attribute two-third of the growth in American output over the centuries of Americandevelopment to increases on productivity. And increases in productivity, of course, come directly from the size of national investment in education and in research. J. K. Galbraith had rightly observed that “a dollar or a rupee invested in the intellectual improvement of human beings will regularly bring a greater increase in national income than a dollar or a rupee devoted to railways, dams, machine tools, or other tangible capital goods.”T hese words accurately report the American national experience.Another factor in the process of American development has been the commitment to self-government and representative institutions. We have found no better way than democracy to fulfill man’s talents and release his energies. A related factor had been the conviction of the importance of personal freedom and personal initiative—the feeling that the individual is the source of creativity. Another has been the understanding of the role of cooperative activity, public as well as voluntary.But fundamental to all of these, and perhaps the single most important explanation of the comparative speed of American development, had been the national rejection of dogmatic preconceptions about the nature of the social and economic order. America has had the good fortune not to be an ideological society.By ideology I mean a body of systematic and rigid dogma by which people seek to understand the world—and to preserve or transform in. the conflict between ideology and empiricism has, of course, been old in human history. In the record of this conflict, ideology has attracted some of the strongest intelligences mankind has produced—those whom Sir Isaiah Berlin, termed the “hedgehogs”, who knows one big thing, as against the “foxes”, who know many small things.Nor can one suggest that Americans have been consistently immune to the ideological temptation—to the temptation, that is, to define national goals in an ordered, comprehensive, and permanent way. After all, the American mind was conditioned by one of the noblest and most formidable structures of analysis ever devised, Calvinist theology, and any intellect soshaped was bound to have certain vulnerability to secular ideology ever after. There have been hedgehogs throughout American history who have attempted to endow America with an all-inclusive creed, to translate Americanism into a set of binding propositions, and to construe the national tradition in terms of one or another ultimate law.Yet most of the time Americans have foxily mistrusted abstract rationalism and rigid a priori doctrine. Our national faith has been not in propositions but in processes. In its finest hours, the Unite States has, so to speak, risen above ideology. It has not permitted dogma to falsify reality, imprison experience, or narrow the spectrum of choice. This skepticism about ideology has been a primary source of the social inventiveness which has marked so much of development. The most vital American social thought has been empirical, practical, pragmatic. America, in consequence, has been at its most characteristic a nation of innovation and experiment. Pragmatism is no more wholly devoid of abstractions than ideology is wholly devoid of experience. The dividing line comes when abstractions and experience collide and one must give way to the other. At this point the pragmatist rejects abstractions and, the ideologist rejects experience. The early history of the republic illustrates the difference. The American Revolution was a pragmatic effort conducted in terms of certain general values. The colonists fought for independence in terms of British ideals of civil freedom and representative government; they rebelled against British rule essentially for British reasons. The ideals of American independence found expression in the classical documents which accompanied the birth of the nation: the Declaration of Independence, the Constitution and the Bill of Rights.But it is important here to insist on the distinction between ideals and ideology. Ideals refer to the long-run goals of a nation and the spirit in which these goals are pursued. Ideology is something different, more systematic, more detailed, more comprehensive, more dogmatic. The case of one of the Founding Fathers, Thomas Jefferson, emphasizes the distinction. Jefferson was an expounder both of ideals and of ideology. As an expounder of ideals, he remains a vivid and fertile figure—alive, not only for Americans but, Ibelieve, for all those interested in human dignity and human liberty. As an ideologist, however, Jefferson is today remote—a figure not of present concern but of historical curiosity. As an ideologist, he believe, for example, that agriculture was the only basis of a good society; that the small freehold system was the only foundation for freedom; that the honest and virtuous cultivator was the only reliable citizen for a democratic state; that an economy based on agriculture was self-regulating and, therefore, required a minimum of government; that that government was best which governed least; and that the great enemies of a free state were, on the one hand, urbanization, industry, banking, a landless working class, and on the other hand, a strong national government with power to give direction to national development. This was Jefferson’s ideology, and had the United States responded to it, we would be today a feeble and impotent nation. By responding to Jefferson’s ideals rather than to his ideology, the United States has become a strong modern state.Fortunately, Jefferson himself preferred his ideals to his ideology. In case of conflict he chose what helped people rather than what conformed to principle. Indeed, the whole ideological enterprise contradicted Jefferson’s temper, which was basically flexible and experimental. The true Jefferson is not the ideological Jefferson but the Jefferson who said that one generation could not commit the next to its view of public policy or human destiny.What is wrong with faith in ideology? The trouble is this. An ideology is not a picture of actuality; it is a model derived from actuality, a model designed to isolate certain salient features ofactuality which the model builder, the ideologist, regards as of crucial importance. An ideology, in other words, is an abstraction from reality. There is nothing wrong with abstraction or models per se. In fact, we could not conduct discourse without them. There is nothing wrong with them—so long, that is, as people remember they are only models. The ideological fallacy is to forger that ideology is an abstraction from reality and to regard it as reality itself.The besetting sin of the ideologist, in short, is to confuse his own tidy models with the vast, turbulent, unpredictable, and untidy reality which is the stuff of human experience. And this confusion has at least two bad results—it commits those who believe in ideology to a fatalistic view of history, and it misleads them about concrete choices of public policy.Consider for a moment the ideologist’s view of history. The ideologist contends that the mysteries of history can be understood in terms of a clear-cut, absolute, social creed which explains the past and forecasts the future. Ideology thus presupposes a closed universe whose history is determined, whose principles are fixed, whose values and objectives are deducible from a central body of social dogma and often whose central dogma is confided to the custody of an infallible priesthood.In the old philosophic debates between the one and the many, the ideologist stands with the one. It is his belief that the world as a whole can be understood from a single viewpoint that everything in the abundant and streaming life of man is reduci ble to a single abstract system of interpretation.The American tradition has found this view of human history repugnant and false. This tradition sees the world as many, not as one. These empirical instincts, the preference for fact over logic, for deed over dogma, have found their most brilliant expression in the writings of William James and in the approach to philosophical problems which James called “radical empiricism”. Against the belief in the all-encompassing power of a single explanation, against the commitment to the absolutism of ideology, against the notion that all answers to political and social problems can be found in the back of some sacred book, against the deterministic interpretation of history, against the closed universe, James stood for what he called the unfinished universe—a universe marked by growth, variety, ambiguity, mystery, and contingency—a universe where free men may find partial truths, but where no mortal man will ever get an absolute grip on Absolute Truth, a universe where social progress depends not on capitulation to a single, all-consuming body of doctrine, but on the uncoerced intercourse of unconstrained minds.Thus ideology and pragmatism differ radically in their views of history. They differ just as radically in their approach to issues of public policy. The ideologist, by mistaking models for reality, always misleads as to the possibilities and consequences of public decision. The history of the twentieth century is a record of the manifold ways in which humanity has been betrayed by ideology.Let us take an example from contemporary history. It is evident now, for example, that the choice between private and public means, that choice which has obsessed so much recent political and economic discussion in underdeveloped countries, is not a matter of religious principle. It is not a moralissue to be decided on absolutist grounds, either by those on the right who regard the use of public means as wicked and sinful, or by those on the left who regard the use of private means wicked and sinful. It is simply a practical question as to which means can best achieve the desired end. It is a problem to be answered not by theology but by experience and experiment. Indeed, I would suggest that we might well banish some overloaded words from intellectual discourse. They belong to the vocabulary of demagoguery, not to the vocabulary of analysis.So, with the invention of the mixed society, pragmatism has triumphed over absolutism. As aconsequence, the world is coming to understand that the mixed economy offered the instrumentalities through which one can unite social control with individual freedom. But ideology is a drug; no matter how much it is exposed by experience, the craving for it still persists. That craving will, no doubt, always persists, so long as there is human hunger for an all-embracing, all-explanatory system, so long indeed as political philosophy is shaped by the compulsion to return to the womb.The oldest philosophical problem, we have noted, is the relationship between the one and the one and the many. Surely the basic conflict of our times is precisely the conflict between those who would reduce the world to one and those who see the world as many—between those who believe that the world is evolving in a single direction, along a single predestined line, toward a single predestined conclusion, and those who think that humanity in the future, as in the past, will continue to evolve in divers directions, toward diverse conclusions, according to the diverse traditions, values, and purposes of divers peoples. It is a choice, in short, between dogmatism and pragmatism, between the theological society and the experimental society.Ideologists are afraid of the free flow of ideas, even of deviant ideas within their own ideology. They are convinced they have a monopoly on the Truth. Therefore they always feel that they are only saving the world when they slaughter the heretics. Their objective remains that of making the world over in the image of their dogmatic ideology. The goal is a monolithic world, organized on the principle of infallibility—but the only certainty in an absolute system is the certainty of absolute abuse.The goal of free men is quite different. Free men know many truths, but the doubt whether any mortal man knows the Truth. Their religious and their intellectual heritage join in leading them to suspect fellow men who lay claim to infallibility. They believe that there is no greater delusion than for man to mistake himself for God. They accept the limitations of the human intellect and the infirmity of the human spirit. The distinctive human triumph, in their judgment, lies in the capacity to understand the frailty of human striving but to strive nonetheless.。
大学英语精读 U5 The One Against the Many (课堂PPT)
Para 5：
Self-government：It is the principle that the people are the
ultimate source of governing authority and their general welfare is the only legitimate purpose of government.
6
Para 7：hedgehog & fox —— an allusion from a Greek poet Archilochus
Basically, human beings are categorized as either "hedgehogs" or "foxes". Hedgehogs' lives are embodiment of a single, central vision of reality according to which they "feel", breathe, experience and think - "system addicts", in short. Foxes live centrifugal than centripetal lives, pursuing many divergent ends and, generally, possess a sense of reality that prevents them from formulating a definite grand system of "everything", simply because they "know" that life is too complex to be squeezed into any Procrustean unitary scheme.
The-One-Against-Many课件
Five points of Calvinism
• Total depravity人全然败坏无法自救。 • Unconditional election神无条件的拣选罪人 • Limited atonement基督救恩限定的赎罪 • Irresistible grace圣灵不可抗拒的恩召 • Perseverance of the saints圣徒必永远得蒙
第11页，共39页。
Another factor in the process of American development has been the commitment to self-government and representative
institutions. (para.5)
• Self-government is the principle that the people are the ultimate source of governing authority and that their general welfare is the only legitimate purpose of government.
The One Against the Many
第1页，共39页。
The One Against the Many
• About the author: • Arthur M. Schlesinger, Jr.
(1917- ):
He is a historian of U.S. presidency who served as a intellectual-in-residency in Kennedy’s White House.
第9页，共39页。
小学上册第8次英语第5单元期末试卷
小学上册英语第5单元期末试卷英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1.What do you call the boundary between two air masses?A. FrontB. EdgeC. LineD. BorderA2.The ______ helps us learn about health.3.What do we call a group of owls?A. ParliamentB. FlockC. GaggleD. SchoolA Parliament4.The goat climbs up the _______ (山羊爬上_______).5.The teacher is _____ the lesson. (starting)6.My dad is a __________ (心理学家).7.When I grow up, I want to work in the ________ (名词) industry.8.The symbol for hydrogen is _______.9.I have a toy _______ that jumps around and plays with me all day.10.The _______ (青蛙) croaks at night.11.The ancient Egyptians are known for their _____ and art.12.What do you call a story that is passed down through generations?A. FolktaleB. LegendC. MythD. FableA13.What is the capital of Belgium?A. AmsterdamB. BrusselsC. LuxembourgD. Paris14.The Himalayas are still rising because the tectonic plates are ______.15.The chemical formula for lithium carbonate is _______.16.What do you call a person who writes books?A. AuthorB. PoetC. NovelistD. All of the above17.What do you call a person who studies languages?A. LinguistB. TranslatorC. InterpreterD. PolyglotA18.If you drop a feather and a rock, the rock will fall _______.19.Which of these is a mode of transportation?A. BicycleB. BookC. ChairD. TableA20.What is 2 + 2?A. 3B. 4C. 5D. 6B21.She is a _____ (科学家) researching climate change impacts.22.My sister likes to keep a ____ (diary) every day.23.What do you use to cut paper?A. ScissorsB. GlueC. TapeD. Ruler24.The Great Barrier Reef is found off the coast of __________.25.What is 100 + 200?A. 300B. 400C. 500D. 600A26.The _____ (植物影响力) extends beyond just aesthetics.27.The ________ is a big animal that lives in the forest.28.What is the name of the famous desert in Africa?A. MojaveB. SaharaC. GobiD. KalahariB Sahara29.The ______ (鳄鱼) lies in the sun by the river.30.What do we call the process of making bread?A. BakingB. CookingC. BoilingD. RoastingA31.What is the process by which plants lose water?A. AbsorptionB. TranspirationC. PhotosynthesisD. Respiration32.We cook ________ (dinner) together.33.The ancient Egyptians practiced _______ to preserve bodies.34.The process of combining two or more elements to form a compound is called _______.35.Which animal can fly?A. CatB. DogC. BirdD. FishC36.My _____ (侄女) is learning to walk.37.The trees in the _______ provide shade and a perfect spot to relax.38. A reaction that absorbs heat energy is called an ______ reaction.39. A _____ (植物知识分享) can enrich community gardening efforts.40.Which bird is known for its colorful feathers?A. SparrowB. ParrotC. PigeonD. PenguinB41.I have a toy _______ that can race against my friends.42. A __________ is a tool used by geologists to analyze rock samples.43.What is the name of the famous ancient structure in Greece?A. ColosseumB. ParthenonC. PyramidsD. StonehengeB44. A _______ can be a beautiful centerpiece for a table.45.The process of sublimation converts solid to ______.46.What vegetable is known for making people cry?A. PotatoB. OnionC. CarrotD. TomatoB47.What is 18 9?A. 7B. 8C. 9D. 10C48.The main gas in the atmosphere is _____.49.The lynx's tufted ears enhance its sense of ________________ (听觉).50.My sister plays the ______. (piano)51.The first human to break the sound barrier was ______ (查尔斯·扬)。
Lesson five The One Against the Many
09004110137 09级1班马华倩Lesson five The One Against the Many
翻译：
以前的雪轻柔洁白，她的降落似乎能够治愈大地的创伤。
没有机车从上面轧过，更没有溅出的泥泞使道路污浊，东风吹滚着雪花，覆盖了秋天收获时留下的伤疤，舒缓了小山的褶皱，掩藏了犁耙留下的车辙，以及装点了院中的垃圾使之平和。
积雪会发出一些金属摩擦时的声音，有时又会像向别人请求时的唑唑声。
大雪打断了我们为前途进军的步伐，既而赐予我们一片宁静，就好像奋斗了一年的幕布终于落下，此时我们就会停下，环顾一周，重新发觉家庭的温馨，交流的珍贵。
在这样的时节里，我们紧闭房门，裹上毛衣，沐浴在木料燃烧和烛火带来的祥和之中，去追念大自然的两种悖论。
我们看到的是树木的枝杈和树皮，而不是芳香扑鼻的绿叶。
我们注视窗外，惊叹冰凌的高雅，感慨只剩几片枯叶的大树在风中摇曳身姿的勇气和毅力，还有那令人激昂的落日余晖。
我们关注一切构成，枝杈，雪花，家庭以及更深层次的几何学。
Lesson 5 The One Against the Many
The One Against the Many
General Structure Part I (Para1) The opening paragraph raises the issue of American experience in achieving rapid national development. Part II (Paras.2-6). Factors that facilitated the rapid social and economic development of the United States Part III (Paras.7 -10) Explaination of Ideology and Pragmatism and American’s attitude towards them
The One Against the Many
Para2 4.Had that been so, the Indians, for whom …. subjunctive mood is used. had that been so…: if that had been so. If the favorable ratio between population and resources had been the only factor… “first settlers” refers to the founders of Jamestown in 1607 and the 102 passengers who sailed on the Mayflower in 1620 to plant the first colony at Plymouth (in what is today southeastern Massachusetts)
高级英语 整体教学大纲
《高级英语》教学大纲1 课程的基本描述课程名称：高级英语Advanced English课程编号：2111C19B 课程性质必修课课程类别：学科基础课适用专业：英语教材选用：梅仁毅. 现代大学英语精读5、6册. 北京：外语教学与研究出版社, 2012.总学时：128学时理论学时：128学时实验学时：0 课程设计：无学分：4学分开课学期：第五、六学期前导课程：体验商务英语系列教程后续课程：2 教学定位2.1 能力培养目标本课程主要培养学生的阅读理解能力，接近实战要求，具体包括：1. 通过教学，使学生懂得入门不等于已经成为合格英语专门人才，要帮助学生看到基础阶段所学之不足，激发他们攀登英语高峰的雄心。
2. 加强学生的阅读理解能力。
首先要理解内容，这阶段的教材题材更广，内容有相当的难度，这就要求学生认真领会、深入钻研、积极思维并学习进行有水平的分析评论。
其次语言背景方面也会有更大的挑战。
需要提高学生同义词辨义和英语释义的能力。
3. 增强学生的分析欣赏能力。
帮助学生理解幽默、讽刺、含蓄、夸张、比喻、象征等各种修辞手段；熟悉各种写作技巧及方法。
4. 帮助学生学会使用各种高级工具书以及其他手段收集资料，解决难题。
2.2 课程的主要特点《高级英语》课程的教学对象为大学本科英语专业三年级学生，本课程要求学生通过阅读扩大词汇量，正确理解文章的内容和主题思想，抓住文章的要点，分析文章的结构、语言技巧和修辞特点；提高学生语言表达能力，提高学生的逻辑思维和判断评述能力。
通过一学年（128学时）的高级英语课程的学习，学生应达到高等学校外语专业教学指导委员会修订的《高等学校英语专业英语教学大纲》所规定的要求：认知词汇达10000以上，能正确和熟练地使用其中5000多个最常用的单词；能熟练掌握句子之间和段落之间的各种衔接手段，连贯地表达思想；能读懂一般英美报刊杂志上的文章、英语国家出版的有一定难度的历史传记和文学作品，能分析文章的思想观点、语篇结构、语言特点和修辞手法等。
The-One-Against-the-Many-原文+译文教学内容
T h e-O n e-A g a i n s t-t h e-M a n y-原文+译文The One against the Many课文原文+译文In an epoch dominated by the aspirations of new states for national development, it is instructive to recall that the United States itself began as an underdeveloped country.Every country, of course, has its distinctive development problems and must solve them according to its own traditions, capacities, and values. The American experience was unique in a number of ways. The country was blessed by notable advantages—above all, by the fact that population and resources was obviously not the only factor in American development. Had that been so, the Indians, for whom the ratio was even more favorable, would have developed the country long before the first settlers arrived from over the seas. What mattered equally was the spirit in which these settlers approached the economic and social challenges offered by the environment. Several elements seemed fundamental to the philosophy which facilitated the rapid social and economic development of the American continent.One factor was the deep faith in education. The belief that investment in people is the most essential way for a society to devote its resources existed from the earliest days of the American colonies. It arose originally from a philosophical rather than an economic commitment—from a faith in the dignity of man and from the resulting belief that it is the responsibility of society to offer man the opportunity to develop his highest potentialities. But, at the same time, it also helped produce the conditions essential to successful modernization.Modern industrial society must be above all a literate society. Economic historians attribute two-third of the growth in American output over the centuries of American development to increases on productivity. And increases in productivity, of course, come directly from the size of national investment in education and in research. J. K. Galbraith had rightly observed that “a dollar or a rupee invested in the intellectual improvement of human beings will regularly bring a greater increase in national income than a dollar or a rupee devoted to railways, dams, machine tools, or other tangible capital goods.” These words accurately report the American national experience.Another factor in the process of American development has been the commitment to self-government and representative institutions. We have found no better way than democracy to fulfill man’s talents and release his energies. A related factor had been the conviction of the importance of personal freedom and personal initiative—the feeling that the individual is the source of creativity. Another has been the understanding of the role of cooperative activity, public as well as voluntary.But fundamental to all of these, and perhaps the single most important explanation of the comparative speed of American development, had been the national rejection of dogmatic preconceptions about the nature of the social and economic order. America has had the good fortune not to be an ideological society.By ideology I mean a body of systematic and rigid dogma by which people seek to understand the world—and to preserve or transform in. the conflict between ideology and empiricism has, of course, been old in human history. In the record ofthis conflict, ideology has attracted some of the strongest intelligences mankind has produced—those whom Sir Isaiah Berlin, termed the “hedgehogs”, who knows one big thing, as against the “foxes”, who know many small things.Nor can one suggest that Americans have been consistently immune to the ideological temptation—to the temptation, that is, to define national goals in an ordered, comprehensive, and permanent way. After all, the American mind was conditioned by one of the noblest and most formidable structures of analysis ever devised, Calvinist theology, and any intellect so shaped was bound to have certain vulnerability to secular ideology ever after. There have been hedgehogs throughout American history who have attempted to endow America with an all-inclusive creed, to translate Americanism into a set of binding propositions, and to construe the national tradition in terms of one or another ultimate law.Yet most of the time Americans have foxily mistrusted abstract rationalism and rigid a priori doctrine. Our national faith has been not in propositions but in processes. In its finest hours, the Unite States has, so to speak, risen above ideology. It has not permitted dogma to falsify reality, imprison experience, or narrow the spectrum of choice. This skepticism about ideology has been a primary source of the social inventiveness which has marked so much of development. The most vital American social thought has been empirical, practical, pragmatic. America, in consequence, has been at its most characteristic a nation of innovation and experiment.Pragmatism is no more wholly devoid of abstractions than ideology is wholly devoid of experience. The dividing line comes when abstractions and experience collide and one must give way to the other. At this point the pragmatist rejects abstractions and, the ideologist rejects experience. The early history of the republic illustrates the difference. The American Revolution was a pragmatic effort conducted in terms of certain general values. The colonists fought for independence in terms of British ideals of civil freedom and representative government; they rebelled against British rule essentially for British reasons. The ideals of American independence found expression in the classical documents which accompanied the birth of the nation: the Declaration of Independence, the Constitution and the Bill of Rights.But it is important here to insist on the distinction between ideals and ideology. Ideals refer to the long-run goals of a nation and the spirit in which these goals are pursued. Ideology is something different, more systematic, more detailed, more comprehensive, more dogmatic. The case of one of the Founding Fathers, Thomas Jefferson, emphasizes the distinction. Jefferson was an expounder both of ideals and of ideology. As an expounder of ideals, he remains a vivid and fertile figure—alive, not only for Americans but, I believe, for all those interested in human dignity and human liberty. As an ideologist, however, Jefferson is today remote—a figure not of present concern but of historical curiosity. As an ideologist, he believe, for example, that agriculture was the only basis of a good society; that the small freehold system was the only foundation for freedom; that the honest and virtuous cultivator was the only reliable citizen for a democratic state; that an economy based on agriculture was self-regulating and, therefore, required a minimum of government; that that government was best which governed least; and that the great enemies of a free statewere, on the one hand, urbanization, industry, banking, a landless working class, and on the other hand, a strong national government with power to give direction to national development. This was Jefferson’s ideology, and had the United States responded to it, we would be today a feeble and impotent nation. By responding to Jefferson’s ideals rather than to his ideology, the United States has become a strong modern state.Fortunately, Jefferson himself preferred his ideals to his ideology. In case of conflict he chose what helped people rather than what conformed to principle. Indeed, the whole ideological enterprise contradicted Jefferson’s temper, which was basically flexible and experimental. The true Jefferson is not the ideological Jefferson but the Jefferson who said that one generation could not commit the next to its view of public policy or human destiny.What is wrong with faith in ideology? The trouble is this. An ideology is not a picture of actuality; it is a model derived from actuality, a model designed to isolate certain salient features of actuality which the model builder, the ideologist, regards as of crucial importance. An ideology, in other words, is an abstraction from reality. There is nothing wrong with abstraction or models per se. In fact, we could not conduct discourse without them. There is nothing wrong with them—so long, that is, as people remember they are only models. The ideological fallacy is to forger that ideology is an abstraction from reality and to regard it as reality itself.The besetting sin of the ideologist, in short, is to confuse his own tidy models with the vast, turbulent, unpredictable, and untidy reality which is the stuff of human experience. And this confusion has at least two bad results—it commits those who believe in ideology to a fatalistic view of history, and it misleads them about concrete choices of public policy.Consider for a moment the ideologist’s view of history. The ideologist contends that the mysteries of history can be understood in terms of a clear-cut, absolute, social creed which explains the past and forecasts the future. Ideology thus presupposes a closed universe whose history is determined, whose principles are fixed, whose values and objectives are deducible from a central body of social dogma and often whose central dogma is confided to the custody of an infallible priesthood. In the old philosophic debates between the one and the many, the ideologist stands with the one. It is his belief that the world as a whole can be understood from a single viewpoint that everything in the abundant and streaming life of man is reducible to a single abstract system of interpretation.The American tradition has found this view of human history repugnant and false. This tradition sees the world as many, not as one. These empirical instincts, the preference for fact over logic, for deed over dogma, have found their most brilliant expression in the writings of William James and in the approach to philosophical problems which James called “radical empiricism”. Aga inst the belief in the all-encompassing power of a single explanation, against the commitment to the absolutism of ideology, against the notion that all answers to political and social problems can be found in the back of some sacred book, against the deterministic interpretation of history, against the closed universe, James stood for what he calledthe unfinished universe—a universe marked by growth, variety, ambiguity, mystery, and contingency—a universe where free men may find partial truths, but where no mortal man will ever get an absolute grip on Absolute Truth, a universe where social progress depends not on capitulation to a single, all-consuming body of doctrine, but on the unforced intercourse of unconstrained minds.Thus ideology and pragmatism differ radically in their views of history. They differ just as radically in their approach to issues of public policy. The ideologist, by mistaking models for reality, always misleads as to the possibilities and consequences of public decision. The history of the twentieth century is a record of the manifold ways in which humanity has been betrayed by ideology.Let us take an example from contemporary history. It is evident now, for example, that the choice between private and public means, that choice which has obsessed so much recent political and economic discussion in underdeveloped countries, is not a matter of religious principle. It is not a moral issue to be decided on absolutist grounds, either by those on the right who regard the use of public means as wicked and sinful, or by those on the left who regard the use of private means wicked and sinful. It is simply a practical question as to which means can best achieve the desired end. It is a problem to be answered not by theology but by experience and experiment. Indeed, I would suggest that we might well banish some overloaded words from intellectual discourse. They belong to the vocabulary of demagoguery, not to the vocabulary of analysis.So, with the invention of the mixed society, pragmatism has triumphed over absolutism. As a consequence, the world is coming to understand that the mixed economy offered the instrumentalities through which one can unite social control with individual freedom. But ideology is a drug; no matter how much it is exposed by experience, the craving for it still persists. That craving will, no doubt, always persists, so long as there is human hunger for an all-embracing, all-explanatory system, so long indeed as political philosophy is shaped by the compulsion to return to the womb.The oldest philosophical problem, we have noted, is the relationship between the one and the one and the many. Surely the basic conflict of our times is precisely the conflict between those who would reduce the world to one and those who see the world as many—between those who believe that the world is evolving in a single direction, along a single predestined line, toward a single predestined conclusion, and those who think that humanity in the future, as in the past, will continue to evolve in divers directions, toward diverse conclusions, according to the diverse traditions, values, and purposes of divers peoples. It is a choice, in short, between dogmatism and pragmatism, between the theological society and the experimental society.Ideologists are afraid of the free flow of ideas, even of deviant ideas within their own ideology. They are convinced they have a monopoly on the Truth. Therefore they always feel that they are only saving the world when they slaughter the heretics. Their objective remains that of making the world over in the image of their dogmatic ideology. The goal is a monolithic world, organized on the principle of infallibility—but the only certainty in an absolute system is the certainty of absolute abuse.The goal of free men is quite different. Free men know many truths, but the doubt whether any mortal man knows the Truth. Their religious and their intellectual heritage join in leading them to suspect fellow men who lay claim to infallibility. They believe that there is no greater delusion than for man to mistake himself for God. They accept the limitations of the human intellect and the infirmity of the human spirit. The distinctive human triumph, in their judgment, lies in the capacity to understand the frailty of human striving but to strive nonetheless.。
Lesson Five The One Against the Many
7. ratio: relation in degree or number between two similar things e.g. The ratio of students to teachers is 35:1. 学生和老师的比率是三十五比一。 Men outnumber women here in the ratio of three to one. 此地男子数量以三比一超过女子。 The birthrate in this city is increasing at a ratio of0.6 to a thousand every year. 这个城市的出生率以每年千分之0．6的比率 上升。
• Part IV (Paras.11-12) an example of
distinction between ideals and ideology • Part V (Para.13-14) what is wrong with ideology? • PartⅥ(Para.15-19) differences between the ideologist and the pragmatist in their views of history and in their approaches to issues of public policy. • PartⅦ(Para.20-22) conclusion: the ―many‖ should be the choice
பைடு நூலகம்
• 2. capacity: ability to do things • e.g. • He has an inbred capacity for reading the riddle
the right way in cases of mystery, great or small. We are impressed by his capacity for handling an immense amount of work without appearing to extend 我们很佩服他能处理大量的工作而看来一点 也不勉强。
小学上册第十一次英语第2单元测验试卷
小学上册英语第2单元测验试卷英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1. A dolphin is friendly and ______.2.The __________ (历史的积累) shapes our future.3.What do you call the sound a cat makes?A. BarkB. MeowC. MooD. Quack4. A chemical reaction that occurs when two substances combine is called a ______ reaction.5.________ (食草动物) rely heavily on plants.6.The __________ (历史的变化) is a constant theme.7.What do we call a person who creates films?A. DirectorB. ProducerC. ActorD. WriterA8.My uncle has a big ____.9.My mom gives me __________ (建议) when I need help.10.Saturn's rings are made of ice, rock, and _______.11.The _____ (花环) made of fresh flowers is beautiful.anic chemistry focuses on compounds containing _____.13. (7) Ocean is the smallest ocean on Earth. The ____14.Which animal lives in a den?A. BearB. FishC. EagleD. Mouse15.I enjoy _______ (playing) board games.16. A _____ (盆栽) can add charm to any room.17. Wall of China was built to protect against _____. The Grea18.The chemical formula for sodium acetate is ______.19.The _____ (枝条) can be used to propagate new plants.20.n Wall divided __________ (东德) and West Germany for many years. The Berl21.The stars are ______ (shining) brightly tonight.22.We go _____ (boating) on weekends.23.The movement of the tectonic plates can lead to the formation of ______.24. A ____ is known for its hopping and quick movements.25.The grass is ___ (green/brown).26.The ______ (小鸡) is yellow and fluffy.27.My hamster loves to burrow into its ______ (垫料).28.The cat is __________ the tree.29.What do we call the bright streak of light made by a meteor?A. MeteorB. Shooting StarC. FireballD. Comet30.She is _____ (reading/writing) a book right now.31.I like to ______ with my friends after school. (hang out)32.The zebra has black and ______ (白色) stripes.33.We play ________ (games) after school.34.Which insect produces silk?A. AntB. FlyC. ButterflyD. Silkworm35.We like to _____ the beach in summer. (visit)36.Which ocean is the largest?A. Atlantic OceanB. Indian OceanC. Arctic OceanD. Pacific OceanD37. A _____ (自然之美) can be seen in every garden.38.The main component of air is _______.39.trial Revolution began in _____. The Indu40.The primary elements found in organic molecules are carbon, hydrogen, and _______.41.What do you call someone who studies ancient cultures?A. HistorianB. ArchaeologistC. AnthropologistD. SociologistB42.What do we call a scientist who studies chemistry?A. ChemistB. BiochemistC. PhysicistD. Pharmacologist43. A rabbit can be very ______ (活泼) and playful.44.What do we call a story that teaches a lesson?A. NovelB. FableC. BiographyD. FantasyB45. A ______ (花园设计) can be creative and fun.46.The Great Barrier Reef is found off the coast of __________.47.I like to ______ (参与) in discussions.48.My favorite fruit is ______ (香蕉). They are sweet and easy to ______ (吃).49.What is a common pet that purrs?A. DogB. RabbitC. CatD. HamsterC50.The _____ (书柜) is filled with books.51.The _____ (卡车) carries goods.52.The clock is on the ___. (wall)53.The goat can eat almost _________ (任何) plant.54.We usually have ________ for lunch at school.55.My friend is a big __________ of theater. (爱好者)56.What do we call the force that pulls objects toward the Earth?A. MagnetismB. GravityC. FrictionD. PressureB57.What is the opposite of big?A. LargeB. SmallC. HugeD. Tall58.Which of these is a fruit?A. CarrotB. PotatoC. TomatoD. Lettuce59.How many continents are there?A. FiveB. SixC. SevenD. EightC60.What is the shape of a square?A. RoundB. TriangularC. RectangularD. Four equal sides61.I have a ______ of crayons in my art box. (set)62.The kitten loves to chase a ______.63.What is the hardest natural substance on Earth?A. GoldB. IronC. DiamondD. SilverC Diamond64.My brother is a ______. He enjoys participating in sports.65.The _____ (芦荟) is good for the skin.66.htenment emphasized _____ and reason. The Enli67.We work on ________ (projects) together.68.The first artificial satellite, Sputnik, was launched by _______.69.What do we call the movement of the Earth around the Sun?A. RotationB. RevolutionC. OrbitD. SpinB70.The _____ (刺猬) curls up when scared.71.I like to help my mom with the _______ (我喜欢帮我妈妈做_______).72.What do we call the time it takes for the Earth to make one complete rotation on its axis?A. YearB. MonthC. DayD. HourC73.What is the main ingredient in cookies?A. SugarB. FlourC. ButterD. All of the above74.I like _______ (做手工) projects in art class.75.How many months are in a year?A. TenB. ElevenC. TwelveD. ThirteenC76. A _______ (小凶猛) can be both wild and friendly.77.What is the name of the common game played with marbles?A. JacksB. MarblesC. Snakes and LaddersD. ChessB78.The reaction between an acid and a base produces __________.79.I have a toy _____ that can jump.80.The ancient Greeks participated in ________ to promote unity.81.What is the past tense of 'go'?A. GoesB. GoneC. WentD. GoingC Went82.They are _____ (collecting) seashells.83. A ________ makes a great pet for kids.84.What is the color of grass?A. BlueB. GreenC. YellowD. BrownB85.I like to _______ (听音乐) in my free time.86.The element with the chemical symbol Fe is _______.87.What do we call the person who writes books?A. ActorB. ArtistC. AuthorD. MusicianC88.When two or more elements chemically combine, they form a ______.89. A substance that can accept protons is called a ______ agent.90.The __________ (历史的时间线) helps us understand sequences.91.I like to ______ my friends on weekends. (visit)92.My dad likes to go cycling in the ____ (park).93.How many sides does a hexagon have?A. FourB. FiveC. SixD. Seven94.The _____ (植物生物) is varied and complex.95. A __________ reaction occurs when substances release energy.96.I have a _____ (收藏) of stamps.97.I love to ___ (travel/study) languages.98. A ______ (刺猬) can curl up into a ball.99. A parrot can live for up to ________________ (八十年). 100.The __________ (历史的共同体) foster connection.。
小学上册第2次英语第3单元期中试卷
小学上册英语第3单元期中试卷英语试题一、综合题(本题有100小题，每小题1分，共100分.每小题不选、错误，均不给分)1.My brother is a ______. He enjoys cooking.2.I love to watch _____ (小动物) interact at the zoo.3.How many continents are there?A. 5B. 6C. 7D. 84.The ancient civilization of ________ is revered for its artistic achievements.5.The Milky Way has a spiral structure with arms containing many _______.6.Water is made up of _______ and oxygen.7.What do we call a story that teaches a lesson?A. NovelB. FableC. PoemD. Biography8.What is the smallest unit of life?A. OrganB. TissueC. CellD. OrganismC9.The capital of Cambodia is _______.10. A _______ is used to measure the pressure of gases.11.The ________ was a famous leader known for his reforms.12.My mom enjoys __________ (园艺).13.What is the capital of Thailand?A. BangkokB. PhuketC. Chiang MaiD. Pattaya14.Bubbles form when a liquid ______.15.My dad is ________ a car.16.The bear catches fish with its _________. (嘴)17.The _______ of a wave can be visualized with a diagram.18.The clock says it is ________ o'clock.19.I love to watch the ______ (雷电) during a storm.20.What do you call the sound a dog makes?A. MeowB. RoarC. BarkD. Tweet21.Chemical reactions can release energy in the form of ______.22.Superclusters are large groups of ______ that contain many galaxies.23.The painter, ______ (画家), creates beautiful art.24.The bronze age followed the ________ age.25.ts are considered ______ (杂草) in gardens. Some pla26._____ (根系) support the plant and absorb nutrients.27.Chemical reactions often involve the breaking and forming of ______.28.The Earth's surface is shaped by both natural and human ______.29.The process of hydrolysis uses ______ to break bonds.30.The study of the Earth's surface features is known as ______.31.My favorite animal is the ______ (狮子).32.The _________ (玩具) shop is full of _________ (颜色鲜艳的) toys.33.The ______ (绿化) of cities is important.34.In an electrochemical cell, oxidation occurs at the ____ electrode.35.What do we call the time between night and day?A. DawnB. DuskC. EveningD. Noon36.The flowers bloom in different _______ (花以不同的_______开放).37.What is the name of the famous American singer known for her hit song "Like a Prayer"?A. MadonnaB. Janet JacksonC. Britney SpearsD. Lady GagaA38.The __________ is known for its artistic community.39.The gift is _____ (for/from) you.40.The __________ is a famous desert in the United States.41.He drinks ___ in the morning. (milk)42. A catalyst speeds up a __________ (反应) without being consumed.43.The __________ is a major agricultural area in the United States. (中西部)44.My ______ is a doctor who helps people feel better.45.What is the color of an apple?A. BlackB. WhiteC. RedD. Purple46.What is the name of the famous bear in the Hundred Acre Wood?A. PaddingtonB. Winnie the PoohC. BalooD. YogiB47.The ______ (阳光) is necessary for photosynthesis.48.My aunt is very _______ (形容词) when it comes to cooking. 她的菜很好吃，真_______ (形容词).49.What is the name of the famous ancient ruins in Mexico?A. TeotihuacanB. Machu PicchuC. Angkor WatD. PetraA50.I enjoy reading ______ at night.51.The ancient civilization of __________ (玛雅) is known for its advanced knowledge of astronomy.52.Which fruit is red and often mistaken for a vegetable?A. BananaB. TomatoC. AppleD. GrapeB53.What is the primary color of the sky on a clear day?A. BlueB. GreenC. RedD. YellowA54.Air is a mixture of several different ______.55.The _______ (The Gulf War) involved a coalition against Iraq in the early 1990s.56.Chemical reactions often produce ______.57.Which animal is known for having a pouch?A. ElephantB. KangarooC. DogD. CatB58.The __________ (历史的反思) fosters growth.59.Fossils are often found in sedimentary ______ that formed over millions of years.60.The first female pharaoh of Egypt was _______. (哈特谢普苏特)61.The _____ (植物细胞) help in growth and development.62.We are going to the ______ (amusement) park.63.We made a ______ out of sticks.64.I want to _____ (understand) how plants grow.65.The _____ (水果) is fresh.66.What do we call the act of protecting something from harm?A. DefenseB. ProtectionC. SafeguardingD. All of the aboveD67.The train leaves at _______ (five) o'clock.68.My cousin is a great ____ (swimmer).69.The grass is ______ (green) in the spring.70.What do you call a doctor who helps animals?A. DentistB. VeterinarianC. SurgeonD. PediatricianB71.What do you call a person who studies the stars?A. AstronomerB. AstrobiologistC. GeologistD. MeteorologistA72.What is the name of the device used to see small things?A. MicroscopeB. TelescopeC. BinocularsD. Magnifying GlassA73.The boiling point of water is higher at ______ altitude.74.What is the first letter of the English alphabet?A. AB. BC. CD. D答案:A75.What do you call a large, flightless bird?A. EagleB. OstrichC. SparrowD. Penguin76.What do you call the event where people come together to discuss important issues?A. MeetingB. ConferenceC. AssemblyD. ForumB77.What is the primary color of the sun?A. GreenB. BlueC. YellowD. RedC78.How many hours are there in a day?A. 12B. 24C. 36D. 48B79.What is the name of the first female astronaut?A. Sally RideB. Mae JemisonC. Valentina TereshkovaD. Eileen CollinsC80.What do you put on your head to keep warm?A. SocksB. HatC. GlovesD. ScarfB81.What do you call the tool used to cut wood?A. HammerB. SawC. ScrewdriverD. WrenchB82.I have a toy _______ that lights up and makes me smile.83.I help my sister with her __________. (画画)84.The scientist, ______ (科学家), studies how plants grow.85.Chemical reactions can be classified into several types, such as _______ and synthesis. (分解)86. A __________ is a large area of arid land.87.I can _____ (dance/sing) very well.88.I can ______ (利用) online tools effectively.89.Certain plants are known for their ______ (长寿命).90.What is the name of the famous ancient structure in England?A. StonehengeB. ColosseumC. Great WallD. PyramidsA Stonehenge91.What is the name of the imaginary line that runs from the North Pole to the South Pole?A. LatitudeB. LongitudeC. EquatorD. Meridian92.The chemical symbol for aluminum is _______.93.What is the name of the president of the USA?A. KingB. Prime MinisterC. MayorD. PresidentD94.什么是最常见的英语问候语？A. GoodbyeB. HelloC. See youD. ThanksB95.What is the opposite of "hot"?A. WarmB. ColdC. CoolD. Boiling96.The __________ is known for its deep ravines and mountains. (科罗拉多州)97.The _______ (The Age of Exploration) led to the discovery of new lands and trade routes.98.The __________ can provide critical insights into the health of the environment.99.The train is very ________.100.What do we call the distance around a circle?A. AreaB. CircumferenceC. RadiusD. DiameterB。
2023-2024学年宁夏银川市第二中学高一上学期期中考试英语试题
2023-2024学年宁夏银川市第二中学高一上学期期中考试英语试题There are many podcasts(播客)that teach English and you can listen to them anytime. Here is a list of some of the best podcasts that you must see.Learn English PodcastThis podcast has three levels. The first is for beginners, the second is for intermediates(中级学生)and the third is for upper intermediates. If a person wants to learn Business English, then episodes are also made for him. Every podcast is short but very informative. Worksheets(活页练习题)and vocabulary tasks are also included.Speaking BroadlyThis podcast is made for advanced learners. Explained through discussion and interviews, each episode has non-native English speakers and every recording also has expert feedback. You will see some common mistakes made by English learners and you can improve your English by learning from those mistakes.The English We SpeakThis podcast airs one episode daily and every episode is only three to four minutes, which talks about phrases and idioms. There are two people in each episode who communicate with each other. Whatever level you are, you will find it rewarding.Elementary PodcastThis podcast is mainly for beginners and intermediate level learners. The length of a podcast is around 25 minutes but you can pause it anytime and continue whenever you want. The hosts of each episode are different.1. Which podcast provides exercises going with it?A．Speaking Broadly. B．Elementary Podcast.C．The English We Speak. D．Learn English Podcast.2. What do we know about Speaking Broadly?A．It records just expert speakers. B．It targets beginners.C．It presents some typical mistakes. D．It provides feedback from listeners.3. What do The English We Speak and Elementary Podcast have in common?A．They are both interactive. B．They cater for beginners.C．They have the same length. D．They share the same contents.One day when I was 5, my mother scolded (责骂) me for not finishing my breakfast and I got angry.I wanted to play outside and not to be made to finish eating my breakfast. When angrily opening thescreen door with my foot, I kicked back about a 12-inch part of the lower left hand corner of the new screen door. But I had no remorse, for I was happy to be playing in the backyard with my toys.Today, I know if my child had done what I did, I would have scolded my child, and told him about how expensive this new screen door was, and I would have delivered a spanking (打屁股) for it. My parents never said a word. They left the corner of the screen door pushed out, creating an opening, a breach (裂缝) in the defense against unwanted insects.For years, every time I saw that corner of the screen, it would constantly make me think about my mistake. For years, I knew that everyone in my family would see that hole and remember who did it. For years, every time I saw a fly buzzing (嗡嗡) in the kitchen, I would wonder if it came in through the hole that I had created with my angry foot. I would wonder if my family members were thinking the same thing, silently blaming me every time a flying insect entered our home, making life more terrible for us all. My parents taught me a valuable lesson, one that a spanking or stern (严厉的) words perhaps could not deliver. Their silent punishment for what I had done delivered a hundred stern messages to me. Above all, it has helped me become a more patient person and not burst out so easily.4. When the author damaged the door, his parents ________.A．gave him a spankingB．left the door unrepairedC．scolded him for what he had doneD．told him how expensive it was5. The underlined word “remorse” in Paragraph 1 most probably means________.A．regret B．joy C．anger D．notice6. The experience may cause the author ________.A．to hide his anger away from othersB．not to go against his parents’ willC．to have a better control of himselfD．not to make mistakes in the future7. What is the main idea of this text?A．Adults should ignore their children’s bad behavior.B．Parents are the best teachers of their children.C．Patience is the key to becoming a better person.D．One learns most when shown the result of his/her action.Your math teacher wears clothes made in 1985 and always mispronounces your name. Your English teacher loves to start classes with quick quizzes. It can be hard to think of these givers of grades as real people. But they eat pizza, watch movies and enjoy sports on weekends, just like you. So how can you get along well with your teachers?You can do a lot of things to develop a good relationship with your teacher. First, do the obvious things: Show up in class on time with all tasks completed. Stay focused, be respectful and ask questions. Second, show an interest in the subject. Obviously, your teachers are really interested in their subjects, or they wouldn’t have decided to teach them! Show the teacher that you care about the subject—even if you’re not a m ath talent or fluent in French—and send the message that you are a hard-working student.You can also schedule a private meeting in a teacher’s free time. Use this time to get extra help, ask questions, ask for information about a career (职业) in the subject or talk about your progress in class. You may be surprised to learn that your teacher is a bit more relaxed when only facing you than when teaching in front of the whole class.What if you just don’t like the teacher? When it comes to working with teachers, one’s characteristics can come into play just as they can in any other relationships. People just naturally get along better with some people than with others; it’s impossible to like everyone all the time. Learning to work with people you don’t like is a good interpersonal (人际的) skill to have in life, no matter what your goals are.Teachers are there for more than just homework; they know about more than their subject matters. They can help you learn how to behave as an adult and lifelong learner. Undoubtedly, there will be a few teachers along the way who you’ll always remember—and who might change your life forever.8. What is the purpose of the first paragraph?A．To tell us teachers’ appearances.B．To offer an example.C．To draw out the topic of the passage. D．To introduce one of the key characters. 9. Hou can students develop a good relationship with their teachers?A．By learning as many subjects as possible. B．By respecting other students in class.C．By finishing their homework on time. D．By developing personal interests.10. What is important when working with teachers you don’t like?A．Your characteristics. B．Your interpersonal skills.C．Your career goals. D．Your grades in exams.11. What can we learn from the last paragraph?A．Teachers can help you grow up. B．Teachers are all lifelong learners.C．Teachers should set enough homework. D．Teachers tend to change you completely.From Black Beauty to The Chronicles of Narnia, films and books have often shown the friendships that can develop between humans and horses. Lots of real-life stories have shown that horses seem to have a special understanding of humans. However, until a recent study, nobody knew if horses really recognized different human emotions.A team of researchers set out to see what horses can understand. They used a test that is often used to see how much babies understand about the world around them.The team brought 28horses into a room, one by one. Each was shown a picture of a happy human and a picture of a sad human. At the same time,a recording of a happy or sad voice was played.The test showed that horses can recognize different emotions by looking at facial expressions and hearing the tone of people’s voices and matching the two up.When the voice didn’t match up with the picture, the horses seemed to be puzzled: they looked at the picture for longer, as if they knew that something wasn’t right. However, the researchers still don’t know if the horses actually understand what it is to be sad or happy.Scientist Océane Liehrmann, from the University of Turku in Finland, worked on the study. She said,“You could imagine that they have a particular box in their mind labelled (贴标签)’human sadness’ containing the characteristics of both a sad face and a sad voice.”It’s also though t that horses prefer to spend time around happy people because they spent longer looking at the pictures of happy people.The researchers now want to see if horses can recognize other negative human emotions.12. Why did the author mention two films at the beginning?A．To lead the readers to the topic. B．To introduce the films to the readers.C．To compare the films with the real life. D．To advise the readers to relaxthemselves.13. The researchers want to find out in the study whether horses canA．hear different sounds B．communicate with humansC．recognize different pictures D．understand human emotions14. When finding the picture didn’t match up with the voice, how did the horses feel?A．Sad B．Happy. C．Puzzled. D．Satisfied.15. Why do the researchers think horses like to be around happy people?A．Because horses like to hear loud laughter.B．Because horses can recognize people’s sad emotions.C．Because horses spent more time on the pictures of happy people.D．Because horses understand what it is to be sad or happy for people.Habits to Be a Highly Effective StudentSome students are able to get straight A’s and at the same time serve as the president of three clubs. However, some students struggle to keep their GPA(grade point average)above 3.0. 16 Althoughit’s true that everyone’s IQ is different, good study habits are very important. Here are several habits you should adopt to get good grades.17 If you haven’t had a “planner”, get one. Many people use their computers and smart phones to make a schedule. The problem with that approach is that they are major distractions(使人分心的事物). Instead, get an old-fashioned paper and pen planner.Create a weekly schedule. 18 Include time that will be spent eating, sleeping and doing anything not related to schoolwork. That way you know exactly how much you can achieve each day.Take frequent, short breaks. Taking a break from studying for 15 minutes every hour will help keep you refreshed. 19 If you don’t take a break, you may find yourself daydreamin g or even falling asleep. Take some time for some water, a snack or a quick chat with a friend.Take care of yourself. During the final exam week, it is common for students to fall behind on sleep and meals. Make sure you get a good night’s sleep and have regular meals. Studying while you are hungry or sleepy is ineffective and will slow you down in the long run. Also try to make the time for family and friends. 20As French author Andre Maurois once said, “Without a family, man, alone in the world, shakes with the cold.” Indeed, families who give us love and _______are an important part of our lives. But even in a loving family,_______can’t be avoided.One day, I was doing my homework and my sister_______.Busy with homework, I didn’t talk to her and just kept working: But when I took a_______, I turned my head to the place where my sister was sitting._______, I found my notebook had a lot of messy drawings on it.At that time, I was full of _______and walked out of my room, shouting at my sister. “You are really a_______and I hate you.” Hearing the words, my sister_______out crying and tried to explain her behavior. But I_________ since I didn’t want to hear a w ord from her. The ________afterward lasted for a long time________us. To solve the problem, my father brought me to the living room and asked: “Have you noticed what the drawing is on your notebook?”I shook my head. Then, under the ________of my father, I looked at it carefully,it________,“Happy birthday”. At that moment, I knew how ________I was. Though drawing on my notebook wasn’t right, my sister’s love and __________ were sincere. Feeling guilty, I said sorry to my sister. Instead of staying angry, she smiled back at me.21.A．wisdom B．truth C．soul D．warmth 22.A．misunderstandings B．expectations C．competitions D．dislikes 23.A．left B．entered C．led D．met24.A．test B．task C．text D．rest25.A．Fortunately B．Disappointingly C．Shockingly D．Thankfully 26.A．anger B．hunger C．anxiety D．sadness 27.A．storyteller B．house-cleaner C．troublemaker D．performer 28.A．burst B．burnt C．devote D．beat29.A．amused B．refused C．allowed D．turned 30.A．quarrel B．fight C．lecture D．silence 31.A．among B．within C．against D．between 32.A．requirement B．campaign C．concern D．strategy 33.A．spoke B．told C．said D．talked 34.A．indifferent B．inconsiderate C．inactive D．independent 35.A．absence B．intentions C．attitude D．permission阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
Lesson Five The One Against the Many(打印)
I. Morphology: Fill in each blank with a proper derivative of the word in the brackets.1.Too little exercise is a __________ factor in heart disease. (contribute)2.It is intended that these guidelines should be applied flexibly and __________.(pragmatic)3.There is a note of __________ in the book. (dogma)4.She was an imaginative and __________ manager. (innovate)lions of years ago, changes in the Earth’s climate caused animal and plant lifeto __________. (diverse)6.She completely __________ the conversation at lunch. (monopoly)7.The government is __________ opposed to spending more on the arts. (ideology)8.It’s a story about the lives and __________ of poor Irish immigrants. (aspire)9.It was a __________ that no one was killed in the accident. (bless)10.Our products compare__________ with all the leading brands. (favor)11.I see my role as that of a __________, enabling other people to work in the waythat suits them best. (facilitate)12.Small__________ are hoping that the markets will improve. (invest)13.She was troubled by the __________ interests of a career and a family. (conflict)14.This bread is completely free from artificial__________. (preserve)15.Local people have mixed feelings about the planned __________ of their towninto a regional capital. (transform）16.He was granted __________ from prosecution because he confessed the names ofthe other spies. (immune)17.That pie looks very __________. (tempt)18.The company’s environmental claims have been greeted/regarded/treated with__________ by conservationists. (skeptic)19.I spent most of my money in the first week and __________ had very little to eatby the end of the holiday. (consequence)20.His teachers regard her as a __________, trouble-making boy. (rebel)21.__________ on better working conditions by the union has resulted in feweremployee absences. (insist)22.The company is ruthless in its __________ of profit. (pursue)23.He’s always __________ on what’s wrong with the world. (expound)24.Surely a diplomatic solution is __________ to war. (prefer)25.The English word “olive” __________ from the Latin word “oliva”. (derive)26.This is all __________ -- we must wait until we have some hard evidence.(presuppose)27.He’s __________ cheerful, despite his difficulties. (infallible)28.The thought of eating meat fills me with__________. (repugnant)29.Inmates claimed that some prisoners had received __________ treatment.(preference)30.He claimed the police had used __________, threats and promises to illegallyobtain the statement. (coerce)31.I felt a sense of __________ when my friends refused to support me. (betray)32.I’m afraid I __________ about how much it would cost. (mistake)33.He’s always wanted to find his natural mother but recently it’s become an__________. (obsess)34.She emerged__________ from the court after all the charges against her weredropped because of a lack of evidence. (triump)35.She was __________ in bringing about the prison reform act. (instrument)36.It seems the expedition is __________ to fail because there have been so manyproblems. (predestine)37.Any __________ from the party’s faith is seen as betrayal. (deviate)38.I harboured the __________ hope that he would return my love. (delusion)39.She suffered from a long list of __________. (infirmity)40.Most of the characters in the novel exhibit those common human__________ --ignorance and greed. (frailty)II. Collocation: Fill in each blank with a proper preposition or adverb.1.When do the new driving laws come _____ effect?2.Are you satisfied _____ the new arrangement?3.Try to go into the meeting without too many preconceptions _____ what the othergroup want.4.He came _____ some of his old love letters in his wife’s drawer.5.You’re confusing me _____ my sister -- she’s the one studying drama.6.The unions are ____ opposition to the government over the issue of privatization.7.I’d run out of cigarettes and was reduced __ smoking the butts left in the ashtrays.8.He does not have a monopoly _____ good looks.9.He works in a sports centre instructing people ___ the use of the gym equipment.10.There’s a clear distinction _____ the dialects spoken in the two regions.11.The doctors have attributed the cause of the illness _____ an unknown virus.12.He earns $80 000 a year, as _____ my $40 000.13.The vaccination gives you immunity _____ the disease for up to six months.14.Any change in plan would be construed _____ indecision.15.He seems to be devoid _____ compassion.16.It’s better to give expression _____ your anger, rather than hiding it.17.Members must conform _____ a strict dress code.18.He’s disorganized, inefficient, never there when you want him -- _____ short, theman’s hopeless.19.Try the product out in the comfort of your own home with absolutely nocommitment _____ buy!20.He’s contending _____ someone with twice his experience.21.He confided _____ her that his hair was not his own.22.I wouldn’t stand _____ that sort of behaviour from him, if I were you.23.I just think he ought to get a grip _____ himself -- he’s behaving like a child.24.The twins look alike, but they differ _____ temperament.25.You must try to banish all thoughts of revenge _____ your mind.26.I have a craving _____ chocolate.27.We only need one more player for this game -- can you persuade your sister tojoin _____?28.The organization works ____ the principle that all members have the same rights.29.Two companies have laid claim _____ the design.30.His skill lies _____ his ability to communicate quite complex ideas very simply. III. Synonym discrimination: Discriminate the differences in meaning between the synonyms and fill in each blank with the best choice.1. Dante’s work initiated a new ________ in literature. (period epoch era age)2. Those who ________ to be exceptional musicians are often faced with fierce competition -- competition that makes many reconsider a future in the music business. (aim aspire)3. She tried to ________ some instance of goodness, some distinguished trait of integrity or benevolence, that might rescue him from the attacks of Mr. Darcy. (remember recollect recall remind reminisce bethink)4. From a scientific point of view, we can make no________ between the man who eats little and sees heaven and the man who drinks much and sees snakes. (dissimilarity unlikeness difference distinction)5. Her primary ________ in suing the newspaper for libel was to clear her name. (intention purpose aim end objective goal)6. I think it’s a ________ to waste food, when so many people in the world are hungry. (offense sin vice crime)。
高级英语第一册第五课翻译与练习答案
第五课关于希特勒入侵苏联的讲话温斯顿•邱吉尔________________________________________二十二日星期天早晨，我一醒来便接到了希特勒入侵苏联的消息。
这就使原先意料中的事变成了无可怀疑的事实。
我完全清楚我们对此应该承担何种义务，采取何种政策。
我也完全清楚该如何就此事发表声明。
尚待完成的只不过是将这一切形成文字而已。
于是，我吩咐有关部门立即发表通告，我将于当晚九点钟发表广播讲话。
不一会儿，匆匆从伦敦赶到的迪尔将军走进我的卧室，为我带来了详细情报。
德国人已大规模入侵苏联，苏联空军部队有很大一部分飞机都没来得及起飞便遭到德军的突袭。
德军目前似乎正以凌厉的攻势极为迅猛地向前推进。
这位皇家军队总参谋长报告完毕后又补了一句，“我估计他们将会大批地被包围。
” 一整天我都在写讲稿，根本没有时间去找战时内阁进行磋商，也没有必要这样做。
我知道我们大家在这个问题上的立场是完全一致的。
艾登先生、比弗布鲁克勋爵，还有斯塔福德•克里普斯爵士——他是十号离开莫斯科回国的——那天也同我在一起。
那个周末值班的是我的私人秘书科维尔先生。
由他执笔记述的下面这段关于那个星期天里切克尔斯首相官邸发生的情况的文字，也许值得一提：“六月二十一日，星期六。
晚饭前我来到切克尔斯首相官邸。
怀南特夫妇、艾登夫妇和爱德华•布里奇斯等几位均在那儿。
晚饭席上，邱吉尔先生说，德国人人侵苏联已是必然无疑的了。
他认为希特勒是想指望博取英美两国的资本家和右冀势力的同情和支持。
不过，希特勒的如意算盘打错了。
我们英国将会全力以赴援助苏联。
维南特表示美国也会采取同样的态度。
晚饭后，当我同邱吉尔先生在槌球场上散步时，他又一次谈到了这一话题。
我当时问他，对于他这个头号反共大将来说，这种态度是否意味着改变自己的政治立场。
…绝非如此。
我现在的目标只有一个，即消灭希特勒。
这使我的生活单纯多了。
假使希特勒入侵地狱，我至少会在下议院替魔鬼说几句好话的。
高级英语上册第5课
I'd Rather Be Black than FemaleBeing the first black woman elected to Congress has made me some kind of phenomenon1. There are nine other blacks in Congress; there are ten other women. I was the first to overcome both handicaps at once2. Of the two handicaps, being black is much less of a drawback than being female.If I said that being black is a greater handicap than being a woman, probably no one would question me3. Why? Because “we all know”there is prejudice against4black people in America. That there is prejudice against women is an idea that still strikes5nearly all men -- and, I am afraid, most women -- as bizarre.Prejudice against blacks was invisible to most white Americans for many years. When blacks finally started to “mention”it, withsit-ins, boycotts, and freedom rides, Americans were incredulous. “Who, us?” they asked in injured tones. “We're prejudiced?” It was the start of a long, painful reeducation for white America. It will take years for whites -- including those who think of themselves as liberals -- to discover and eliminate the racist attitudes they all actually have.How much harder will it be to eliminate the prejudice against women? I am sure it will be a longer struggle. Part of the problem is that women in America are much more brainwashed and content with 6their roles as second - class citizens7than blacks ever were.Let me explain. I have been active in politics8for more than twenty years. For all but the last six9, I have done the work -- all the tedious details that make the difference between victory and defeat on Election Day - while men reaped the rewards, which is almost invariably the lot of women in politics.It is still women-about three million volunteers -- who do most ofthis work in the American political world. The best any of them can hope for10is the honor of being district or county vice-chairman, a kind of separate-but-equal11position with which a woman is rewarded for years of faithful envelope stuffing and card-party organizing. In such a job, she gets a number of free trips to state and sometimes national meetings and conventions, where her role is supposed to12be to vote the way her male chairman votes.When I tried to break out of13that role in 1963 and run for the New York State Assembly seat from Brooklyn's Bedford-Stuyvesant, the resistance was bitter. From the start of that campaign, I faced undisguised hostility because of my sex.But it was four years later, when I ran for Congress, that the question of my sex became a major issue. Among members of my own party, closed meetings were held to discuss ways of stopping me.My opponent, the famous civil-rights leader James Farmer, tried to project a black, masculine image; he toured the neighborhood withsound trucks filled with young men wearing Afro haircuts, dashikis, and beards. While the television crews ignored me, they were not aware of a very important statistic, which both I and my campaign manager, Wesley MacD. Holder, knew. In my district there are 2.5 women for every man registered to vote. And those women are organized -- in PTAs, church societies, card clubs, and other social and service groups I went to them and asked their help. Mr. Farmer still doesn't quite know what hit him.When a bright young woman graduate starts looking for a job, why is the first question always; “Can you type?”A history of prejudice lies behind that question. Why are women thought of as secretaries, not administrators? Librarians and teachers, but not doctors and lawyers? Because they are thought of as14different and inferior. The happy homemaker and the contented darky are both stereotypes produced by prejudice.Women have not even reached the level of tokenism that blacksare reaching. No women sit on the Supreme Court. Only two have held Cabinet rank, and none do at present. Only two women hold ambassadorial rank. But women predominate in the lower-paying, menial, unrewarding, dead-end jobs, and when they do reach better positions, they are invariably paid less than15a man for the same job.If that is not prejudice, what would you call it?A few years ago, I was talking with a political leader about a promising young woman as a candidate. “Why invest time and effort to build the girl up?” he asked me. “You know she’ll only drop out of16the game to have a couple of kids just about the time we’re ready to run her for mayor.”Plenty of people have said similar things about me. Plenty of others have advised me, every time, I tried to take another upward step17, that I should go back to teaching, a woman’s vocation and leave18politics to the men. I love teaching, and I am ready to goback to it as soon as I am convinced that19this country no longer20 needs a women's contribution.When there are no children going to bed hungry in this rich nation, I may be ready to go back to teaching. When there is a good school for every child, I may be ready. When we do not spend our wealth on hardware to murder people, when we no longer tolerate prejudice against minorities, and when the laws against unfair housing and unfair employment practices are enforced instead of evaded, then there may be nothing more for me to do in politics.But until that happens -- and we all know it will not be this year or next -- what we need is more women in politics, because we have a very special contribution to make. I hope that the example of my success will convince other women to get into politics -- and not just to stuff envelopes21, but to run for22office.It is women who can bring empathy, tolerance, insight, patience, and persistence to government -- the qualities23we naturally have orhave had to develop because of our suppression by men. The women of a nation mold24its morals, its religion, and its politics by the lives they live. At present, our country needs women’s idealism and determination, perhaps more in politics than anywhere else.1 to make sb some kind of phenomenon 使某人成为不寻常的人2 at once同时3question me 置疑我4prejudice against 对...偏见5strike表示迎头一击6content with 满足于...7second - class citizens 二等公民8active in politics 活跃在政治界9For all but the last six 除了最后的那六年10hope for 希望, 期待11separate-but-equal 隔离但平等12be supposed to 应该, 被期望13break out of 摆脱(束缚等)14think of as 把...看作15less than 小于, 决不16drop out of 不参与,退出17take another upward step 再前进一步18leave to 留某事给...处理19be convinced that 确信，承认20no longer不再21stuff envelopes 装信封22run for 竞选, 赶快去请23To develop qualify 发展品质24To mold morals 塑造道德C.1、D on’t overlook the job of a secretary. It makes the difference between failure and success for the company.2、T he newly-launched satellite is expected to obtain data on solar radiation, sky brightness and other important phenomena.3、H ow can you be content do such menial tasks as washing dishes here in the States?4、A prejudice is a judgement formed before examining the evidence.5、W e all listen to music according to our separate capacities.6、K nowledge will always predominate over ignorance.7、W hen this corporation entered the Chinese market 8 years ago, it aimed to occupy a larger market share rather than tomake profit in the short run.8、O f all the animals, the ape is thought of as the most forgiving animal.D.1、H is story of having discovered the treasure buried by some pirates seemed incredible to everyone.2、“But the piano is out of tune,”she said in a disappointed tone.3、H er friends expressed great sympathy to her when her mother died.4、T hey are now enjoying a short vacation at the seashore.5、A contented person is one who is happy with what he has.6、A ll the streets will be illuminated tomorrow evening for thecelebration.7、H er persistence in wearing that old-fashioned hat surprisedher husband.8、T he effect of the officer’s speech was such that the armyrecovered its morale at once.F.美国妇女对美国的发展做出的重要贡献，但她们却一直受到各种形式的性别歧视。