新视野大学英语第四册（四级）期末复习重点单词词组句子

新视野大学英语第四册（四级）期末复习重点单词词组句子
UNIT1
After-class 重点词汇
arrest
assemble
complex
construct
convict
detection
fictional
loose
mystery
penalty
predictable
profession
unsettle
vary
end with
take on
loose ends obsession ( be obsessed with sth 对…很痴迷，迷恋)
announcement bare hooked
hasten back out
catch on
fill in for sb get through
resume start over
try sth out
2篇after-class reading重要句子 ( 请先自己动脑翻译一下，再看后面译文)
After-class1
1. She uses characters that are easily recognizable and her plots
develop almost like clockwork. But most importantly, all her stories set a puzzle for the reader. Line6
2. The formula appeals to the strongest of human
instincts-curiosity-and its popularity shows no sign of going away.Line12
3. When a murder is committed, there’s no shortage of suspects
to be investigated.
4. Criminals go unpunished, people are wrongly convicted and there
are miscarriages of justice. Line 38
5. Instead ofcomforting, most contemporary crime novelsunsettle
their readers. Line 48
6. If murder with your meal doesn’t appeal, there are a range of
popular board games and computer games to test your powers of detection.
7. So long as human beings remain curious, there seems no doubt
that the whodunit in all its various forms, will continue to exert its fatal attraction.Line66
after-class2
1. But then a strange coincidence occurred, the kind of thing that
makes you think it’s an answer to prayer, even when you haven’t actually prayed.Line7
2.Even though I dropped a lot of balls at first, I wasamaze how easily
I caught on.line14
3.As I got better, I began to add tricks, tossing the balls so that one
went over the top of the others or under the others. Line28
4.I hoped that trying them out on my family would help me feel more
comfortable doing the same thing in public.Line62
5.I danced over the torches crazily, making jungle sounds, until I could
pick them up and resume my juggling.Line 71
Chinese version
After-class1
1.她创造的人物一眼就能辨认出，情节的发展非常准确流畅。

但最重要的是，她
所有的故事都给读者一个谜团。

2.这种模式吸引了人类最强烈的本能-好奇心-而人们对这种模式欢迎的程度没
有任何减弱的迹象。

3.当谋杀案发生时，需要调查的嫌疑人不在少数。

4.罪犯会逍遥法外，法律会伤及无辜，审批不公时有发生。

5.当代的破案小说不久不能给读者带来慰藉，反而使他们感到不安。

6.如果餐桌上的谋杀案提不起你的兴趣，还有各种各样的棋牌游戏和计算机游戏
来测试你的侦探能力。

7.只要人类还有好奇心，那么毫无疑问，各种各样的侦探小说就会继续发挥它致
命的诱惑力。

After-class2
1.但是后来发生了一件奇妙的巧事，使人觉得自己的祈祷得到了回应-甚至你还
没有真正祈祷的时候就得到回应了。

2.虽然最初我经常接不住球，但我很快就会了，连我自己都感到惊讶。

3.随着我技术的进步，我开始加上花样：抛球时让一个经过其他球的上方，或者
经过其他球的下方。

4.我希望先在自己家人面前试试这一套，这样会让我在观众面前做同样的事情的
时候更放松些。

5.我发疯般地跳舞，在火把上跨来跨去，发出丛林里的声音，直到我可以把它们
捡起来继续杂耍表演。

Unit 2 vocabulary
In- class reading
intrigue
stuff
recipient
uplifting
responsiveàunresponsive
reassurance
boost
upbeat
drawback
savor
treasure
owe
cordial
casual
acquaintance
compliment--complimentary
affected
characterize
credit
thrive
reinforcement
practitioner
strain
spontaneous
approval
acknowledge
fulfill
compose
overdue
precise
virtually
After-class readings
occasional
mischiefàmischievousà mischievousness permission deliberately
proceed
instruction
concept
edgy
assignment
accomplish
fold
ragged
fascinated
definition
evoke
keenly
lengthàlengthy conscious
switch
intimacy
converseàconversation imagery
shrink
perception adolescent
represent
enroll
assumeàassumption disapprove
cheat
rebellious
in-class reading phrases keep up
make a habit of
walk of life
a body of
be flooded with
turn around
shy away from
attach importance to characterize …as
be credited for
thrive on
It’s… that counts.
after-class reading phrases
act on
get out of hand
if only
be aware of / be conscious of
give thoughtto
be ashamed of
take… seriously
Unit 2 The power of words—EC translation
In-class Reading (2-I)
1.In a world too often cold and unresponsive, such notes bring warmth and reassurance.(l.18-19) (2-I)
在这样一个习惯于冷漠，无动于衷的世界上，这种便笺给人们带来了温暖和安慰。

2.We all need a boost from time to time, and a few lines of praise have been known to turn around a day, even a life. (l.19-20) (2-I)
我们都时不时地需要鼓励，大家知道几行赞扬的话会改变一个人的一天，甚至一生。

3.Throughout his career he has followed up virtually every contact with
a cordial response—a compliment, a line of praise or a nod of thanks.(l.30-31) (2-I)
在他整个职业生涯中，每次与人们接触之后，他几乎都随后写封信，内容亲切——一句赞美之辞，一行表扬的话，或一段感谢语。

4.His notes go not only to friends and associates, but to casualacquaintances and total strangers—like the surprised person who got a warm pat on the back for lending Bush an
umbrella. (l.32-34) (2-I) 他不仅写给朋友和同事，还写给萍水相逢的人以及完全陌生的人——象那位借伞给他的人，后来收到他热情洋溢的赞扬信，感到很惊讶。

5.Acknowledging some success or good fortune that has happened during the year seems particularly appropriate considering the spirit of the Christmas season. (l.71-73) (2-I) 鉴于圣诞节的氛围，对一年来所取得的成功与得到的好运特意表示一下赞美和祝
贺似乎是恰到好处的。

After-class Reading Passage1 (2-A1)
1. Very neat in appearance, he had that happy-to-be-alive attitude that made even his occasional mischievousness delightful.(l.3)(2-A1)
他外表非常整洁，他那乐天派的态度甚至使他那偶尔的淘气也显得那么的可爱。

2.I didn’t know what to make of it at first, but before longI became accustomed to hearing it many times a day. (l.8-9) (2-A1) 起初我不明白他的话到底什么意思，可是每天听他说好多遍，不久我就习以为常了。

3.I hadn’t asked any of the students to help me watch Mark, but sinceI had stated the punishment in front of the class,I had to act on it. (l.14-15) (2-A1)
我并没有让任何学生帮我监视马克，但是既然我已经当着全班的面说了惩罚办法，我就要说到做到。

4.We had worked hard on a new concept all week, and I sensed that the students were growing frustrated with themselves—and edgy with one another. (l. 28-30)(2-A1) 我们整整一周都在学习一个新概念，我感觉到学生们开始泄气了，而且相互间变得急躁易怒。

5.Opening the billfold, he carefully removed two worn pieces
of notebook paper that had obviously been taped, folded and refolded many times. (l.65-68) (2-A1)
他把皮夹打开，小心翼翼地拿出两张破旧的笔记本纸。

很明显，那纸已经用胶带粘贴、反反复复折叠过很多次了。

After-class Reading Passage 2 (2-A2)
1. I spend a great deal of my time thinking about the power of language —the way it can evoke an emotion, a visual image, a complex idea, or a simple truth. (l.2-5) (2-A2)
我用大量的时间来思考语言的力量—它是如何唤起情感、描绘视觉图像、阐述复杂的观点或者展示简单的事实的。

2.It has become our language of intimacy, a different sort of English that relates to family talk, the languageI grew up with. (l.28-29) (2-A2) 这已经成了我们的私人语言，一种只和家人交谈时使用的特殊英语，一种伴随我成长的语言。

3. Her language, as I hear it, is vivid, direct, full of observation and imagery. That was the language that helped shape the way I saw things, expressed things, made sense of the world. (l. 37-39) (2-A2)
在我听来，她的语言生动、直接、富有洞察力和意象。

就是这样的语言帮助我形
成了我看问题、表达思想、认识世界的方式。

4.It always bothered me thatI can think of no way to describe it other
than“broken”, as if it were damaged and needed to be fixed, as ifit lacked certain wholeness and soundness. (l.42-44) (2-A2)
让我一直不安的是，除了用“蹩脚”这个词，我想不出别的方式来描述它，就好
像它是破损的，需要修补，就好像它缺乏某种整体感和完整性。

5. Fortunately, I happen to be rebellious in nature and enjoy
the challenge
of disproving assumptions made about me. (l.79-80)) (2-A2) 幸好，我生性叛逆，乐于证明人们对我的看法是错误的，我喜欢这种挑战。

Unit 3
Key words and Phrases
in-class reading
1. approve
2. assign
3. constitute
4. indirectly
5. participation
6. bias
7. unintentional 8. vital 9. heredity 10. appropriately 11. unconsciously 12. tremendous 13. impact 14. participant 15. diminish 16. dimension
17. assumption 18. obedience19. as a matter of fact20. fall behind
21. put away
22.in accordance with 23.be deprived of 24.be incorporated into
After-class reading (1)
1. allocate
2. contempt
3. discrimination
4. disregard
5. disrupt
6.dramatically
7. hopeful
8. essay
9. minority 10. at a disadvantage 11.
be accustomed to doing something
12. be in a minority 13. be typical of 14. for ages 15. go too far 16. make a thing of
After class reading (2)
1. craft
2. differ
3.extract 4,. Origin 5. profession 6.
self-centered 7. socialization
8. systemize 9. underlying 10. empathize 11. preference 11. a bunch of
12. go beyond 13. light up 14. pull together 15. put together
Sentences In-class Reading
1. Over the past few decades, it has been proven innumerable time
that the various types of behavior, emotions, and interests that constitute being masculine and feminine are patterned by both heredity and culture. ( line 1-3)
在过去的几十年里，已经无数次地证实了这样一个事实：构成男子阳刚之气和女子阴柔之气的各种不同类型的行为、情感、和兴趣都既是遗传又是文化熏陶的结果。

2. In the process of growing up, each child learns hundreds of
culturally patterned details of behavior that become incorporated into its gender identity. ( Line 4-5)
在成长的过程中，每个孩子学会了各种行为举止，数量之多数以百计，这一切都带有文化的烙印，成为他们性别特征的一部分。

3. This has a tremendous impact on the learning process for, in
general, those students who become active classroom
participants develop more positive attitudes and go on to higher achievement. (line 23-25)
这对学习过程有着巨大的影响，因为总的来说，那些积极的课堂活动参与者对学习更加乐观有信心，并能在今后取得更大的成就。

4. Research done by the Sadkers showed that sometimes teachers
unknowingly prevented girls from participating as actively as boys in class by assigning them different tasks in accordance with stereotyped gender roles. (line 33-35)
赛德克夫妇所作的研究显示，教师有时候会按照固有的性别模式给男孩子和女孩子布置不同的任务，这样便不知就不见地使女孩子不能像男孩子一样积极地参与。

5.Since hands-on-work with classroom materials is a very important aspect
of early education, the girls were thus being deprived of a vital learning experience that would affect their entire lives. (Line 38-41) 既然使用课堂材料动手操作是早期教育的一个重要方面，这些女孩子就这样被剥夺了重要的学习经历，这会影响到她们今后的整个人生。

6.As an example of a self-fulfilling prophecy, American boys do, indeed,
develop reading problems, while girls, who are superior to bys in math up to age of nine fall behind fromthen on. ( Line 43-46)
结果，美国的男孩们确实在阅读上出了问题，而在数学方面女孩尽管在九岁以前一直比男孩强，但此后却落在了他们后面。

这成了预言自我应验的一个例子。

7.Instead of being encouraged to develop intellectual curiosity and
physical skills that are useful in dealing with the outside world, as boys are, girls are filledwith fears of the world outside
that home and with the desire to be approved of for their :goodness”and obedience to rules. (line 54-56) 女孩们不像男孩那样受到鼓励去发展求知欲和身体技能，尽管这些正是与外部世界打交道时有用的；女孩们被灌输的是对自己家外面的世界的恐惧和因优良品格
和服从精神得到赞同的欲望。

8.These lessons carry over from thehome to the classroom where girls are
generally observed to be more dependent on the teacher, more concerned with the form and neatness of their work than with its content, and more anxious about being “right” in their answers than in being intellectually independent, analytical, or original. ( Line 58-61) 这类教诲从家庭一直延续到课堂。

于是，在课堂里我们常常可以看到女孩们更依赖教师，更注重作业的形式和整洁而非内容，更在乎她们所给的答案是否“正确”而不在乎智力方面的独立自主以及分析能力或创造能力的提高。

9.Thus, through the educational process that occupies most of the child’
s waking hours, society reinforces its established values and turns out each sex in its traditional and expected model. ( Line 62-64) 教育过程占据了孩子除睡眠以外的大部分时间，社会则通过这一过程加强了它固有的价值观，并按其传统的、期望的模式造就了不同性别的人。

After class (1)
1.They are allowed to tease the girls and they receive praise for sloppy
work that would not be tolerated from girls. (line 2-3)
他们被允许取消女生，他们作业做得马虎却受到表扬，要是女生做这样的作业就得不到宽容。

2.Boys are accustomed to being teachers’ pet, an, if girls
get anything
like equal treatment, boys will protest and even disrupt lessons. (line 3-4)
男生们习惯于做老师的宠儿，若女生得到任何一点与男生平等的待遇，男生就会抗议，甚至扰乱课堂教学。

3.In other words, when teachers give girls mote than a third of their time,
they feel that they are depriving the boys of their rightful share.
(18-19)
也就是说，当老师花在女生身上的时间超过三分之一时，他们就觉得自己剥夺了男生应得的时间。

4.But girls can be ignored; their hands can be held up for ages, and their
often polite requests for assistance are disregarded as the teacher is obliged to remain with the boys.” (Line 37-39) 然而女生的要求会被忽视，她们长时间地举着手，通常很礼貌地请求帮助但老师不予理睬，因为老师必须关注那些男生。

5.Separating boys and girls within schools for certain subjects—rather
than a return to single-sex schools---is the most hopeful solution she suggests. (line 57-59)
她建议说，最有希望的解决办法是在学校内对某些课程实行男女生分班上课---而不是像过去那样男女分校上学。

After-class (2)
1.Emphasizing is the drive to identify anoth er person’s emotions and
thoughts and to respond to these with n appropriate emotion.
Systemizing is the drive to analyze and explore a system, to
extract underlying rules that govern the behavior of a system; and the drive
to construct systems. (line 3-7)
同情心是一种本能，使人们愿意去发现他人的感情和想法并用适当的情感做出反
应；而使事物系统化是另外一种本能，使人们愿意分析和探索系统结构并推导出
支配系统功能的基本规则；它同时也是构建系统的本能。

2.But the E-S theory toes beyond such anecdotal evidence to pull together
the scientific evidence, and investigate the origins of these differences. ( Line 26-27)
但是E-S理论不只是停留在日常见闻所提供的证据上，而是收集整理了科学证
据，并研究这些差异的根源。

3.Studies show that when children play together with a little movie player
that has only one eye-piece, boys tend to get more of their fair share of looking down the eye-piece. They just shoulder the girls out of the way. (line 29-31)
比如说研究表明，当孩子们在一起玩一种只有一个目镜的小型电影播放器的时
候，男孩子们总是获得更多的占用目镜观看的机会。

4.All this adds up to a large amount of evidence for a female advantage
in empathizing, with at least some biological determinants. ( Line 48-49)
所有这些构成了大量的证据，表明女性在同情心方面有优势，其中至少涉及一些
生物方面的决定因素。

5.The theory is saying that, on average, males and females differ in what
they are drawn to and what they find easy, but that both sexes have their strengths and their weaknesses. ( Line 71-73) 这个理论在说，总体而论，男人与女人受到不同事物的吸引，他们擅长做的事情
也不一样，但是两个性别却都各自有自己的优点和缺点。

Unit4 Creativity
Key words and Phrases
in-class reading
Creativity practically strategy function promote approach resource original sacrifice apply multiplication dismiss motivation perfect workable
beyond one’s reach be up to involve…in
After-class reading (1)
appoint manual intervene agenda rear casual relevant
for the sake of on occasion not in the least / not the least
/ not the least bit
find its way into somewhere
After class reading (2)
Illuminate ultimate gain desirable proceed critical
cultivation
In retrospect date back to feed back to the point
Sentences
In class Reading
1. If Dick Drew had listened to his boss in 1925, we might not have a
product that we now think of as practicallyessential: masking tape.
Line 3
2. It is a strategy that more and more companies are employing and one
that experts around the country say we ought to be following with our children, both at home and at school. Line 11
3. The feeling is that if we teach them to think creatively, they will
be better able to function in tomorrow’s society. Line 13
4. Creativity is not something one is just born with, nor is it
necessarily a characteristic of high intelligence. Line 17
5.Creativity is the matter of using the resources one has to produce
original ideas that are good for something. Line 19
6.…,teachers might ask students to think about what would have happened
if his trip had taken him to New York first instead of to the Caribbean area. Line 35
7.The best strategy is to encourage children by asking them questions,
meanwhile praising their ideas and new thoughts. Line 43
8.Experts say that it is important to create an atmosphere in which there
is no risk in being creative－a place where wild ideas are honored and valued, never scorned or dismissed. Line 44
9.This is because one of the most important traits of creative people is
a very strong motivation to make order out of confusion.
Translation:
1. 如果1925年迪克·德鲁听从了他老板的意见，也许我们就不会有遮护胶带这种用品了。

现在我们几乎离不开它。

2. 这种策略已被越来越多的公司所采用，而且全国各地的专家认
为，对孩子也应仿效这种做法，无论是在家里还是在学校。

3. 他们认为，如果我们教育孩子进行创造性思维，他们就能在明天的社会中更好地发挥作用。

4.创造性并非与生俱来，也不一定就是高智慧的特征。

5.创造性是指能利用已有的资源想出新点子，而这些点子有助于解决某方面的问题。

6.······教师可能让学生思考如果哥伦布首先到达的不是加勒比海地区而是纽约，情况会如何。

7. 最好的办法是通过提问并同时对他们的想法和新点子表示赞赏来鼓励孩子。

8. 专家认为必须创造一个可以自由发挥创造力的氛围，一个尊重和赞赏而不是鄙视或不理会荒诞想法的环境。

9. 因为富有创造力的人的一个最重要的特点是他们有很强的动力，使他们能够
从混乱中创造秩序。

After-class reading (1)
1.The key to our room was attached to a large plastic block with the room
number printed on it. Line 4
2.Because of his young age, lack of manual dexterity, and incomplete
understanding of the need to orient the key “just so”, he would usually fail. Line 12
3.He loved to bang the key on the slot and probably got as much pleasure out
of the sounds it made, and the physical feelings it gave him,as he did those few times when the key actually found its way into the slot. Line
14
4.She would then smile somewhat expectantly at Elle or me,
as if awaiting
a thank you—and on occasion, would frown slightly, as if to criticize
us as parents. Line 26
5.But it also became clear to us that we were dealing with totally
different attitudes about the preferred behavior for children and the proper role of adults in their socialization. Line 36 Translation:
1. 我们房间的钥匙系在一块大塑料牌上，牌上印有房间号。

2.可是因为他太小，手不灵活，又不完全理解钥匙要放在“正好”的位置才能插进钥匙孔里，所以，他往往放不进去。

3.他喜欢用钥匙砰砰敲打窄孔，也许他从钥匙的撞击声及敲敲打打给他带来的肢体感受中得到的乐趣，不亚于偶尔有几次把钥匙真地插入窄孔时所给予他的乐趣。

4.然后她会有所期待地对埃伦或者我微笑，好像在等着我们感谢她——或者有时也会微微地皱起眉头，好像是在批评我们做父母的没有尽到责任。

5.然而，同样明显的是，在希望孩子怎样行事，在孩子融入社会生活时大人应起的作用方面，我们遇到了两种截然不同的态度。

After class reading (2)
1.He will be happy (those around will be happier), he will learn how to
accomplish the task sooner, and then he can proceed to more complex activities, like opening the door or asking for the key. Line 12 2.He was having a good time and exploring, two activities that did matter
to us. Line 21
3.So long as the child is shown exactly how to do something—whether it
be placing a key in a key slot, drawing a rooster, or apologizing for
a misdeed—he is less likely to figure out himself how to accomplish
such a task.Line 24
4.And, more generally, he is less likely to view life—as many Americans
do—as a series of situationsin which one has to learn to think by
oneself, to solve problems on one’s own, and even to discover new
problem for which creative solutions are wanted. Line 27
5.Opposed to this tradition is a “transformative” approach, in which
the teacher is more of a coach, attempting to elicit certain qualities
in her students. Line 47
Translation:
1.他会很高兴（他身边的人会更高兴），他会更快地学会如何完成这项任务，然
后他可以去完成更复杂的动作，例如开门或要钥匙。

2.他玩得很痛快并且在探索，这是两件在我们看来重要的事。

3.不管是把钥匙放进钥匙孔，还是画一只公鸡，或者是为做错事而道歉，只要是
有人手把手地教孩子如何做某件事，他就不太可能去自己弄清楚该如何完成这一
任务。

4.更广义地说，他就不太会像许多美国人那样，把生活看作是一系列的境遇，在
这些境遇中，一个人必须学会独立思考，独立解决问题，甚至于
去发现新问题，
并且用新的方法去解决这些问题。

5.与此传统相反的是“转化”方式。

在这种方式中，老师更像是个教练，努力发
掘学生身上的某些品质。

Unit 5 Athletes
Key Words and Phrases
In-class reading
1. necessarily
/doc/a26185338.html,mercial
3.deny
4.glory
5.endorsement
6.pose
7. perfection
8. display
9.reinforce
10.eventually 11. impossibly
12. constantly 13. scary 14.publicity 15.confining 16.outweigh 17. criticize 18.championship 19. set an example
20.follow one’s lead
21.take the place of someone 22.takesomething too far 23. be
bound to
24.Center of attention 25. you name it 26. measure up
to expectations
After-class reading (1)
1. indomitable
2.increasingly
3.regularly
4.paradox
5.precisely
6.transform
7.extremely 8.totally 9.privilege
10.conceited 11.artificially 12.threaten
13.intervene 14.invariably 15.flatter 16.demanding 17.acquire 18.discard
19.disadvantaged 20.on the surface 21.on top of
22.and the like 23. measure…against…
24.perceive…as… 25.shield…from… 26.needless to say
After class reading (2)
1. indifference
2. accomplishment
3.
insulting 4. category 5. indication
6. apply
7.quest
8.aggressive
9.severe 10.occasionally 11.unconsciously 12.existence
13.imply 14.concentrate 15. strike someone as 16.signup for
17.get in shape
18.at the edge of 19. It dawns on me that…
Sentences
In-class reading
1. We don’t necessarily like the same things: Charles loves golf
so much he would play at halftime if he could, butI think a golf course
is a waste of good pasture-land. (line3-5)
我们的爱好不一定完全相同：查尔斯酷爱高尔夫球，要是可能的
话他中场休
息时都会打，我却认为把优良的牧地造成高尔夫球场是浪费。

2. One of the reasons we get along so well, though, is that we
both say what’s on our minds without worrying ab out what other people
are going to think—which means we disagree from time to time.(Line
5--10)
尽管如此，我们能相处得很好的原因之一是，我们俩都是心里想什么，就说什么，
不在乎他人会怎么想，这就意味着我们时常会意见不一致。

3.I don’t think we can accept all the glory and the money that comes with
being a famous athlete and not accept the responsibility of being a
role model, of knowing that kids and even some adults are watching us
and looking for us to set an example. ( Line18--20)
我认为我们不能只接受作为著名运动员而带来的荣誉和金钱，而拒绝承担作行为
榜样（而应负的）责任，我们有责任知道孩子们，甚至一些大人们正看着我们，
期望我们树立起一个榜样。

4.There are days when I don’t want to pose for a picture with every fan
I run into, when I don’t feel like picking up babies and giving them
hugs and kisses (no matter how cute they are), those are the days I
just try to avoid the public. (Line25---28)
有些日子，我并不想同遇见的每个球迷都摆姿势合影，不想抱起婴儿拥抱、亲吻
（无论他们有多可爱）。

处在这种时候，我就尽量避开公众。

5.IfI were deciding whether a basketball player was a positive role
model,I would want to know: Does he influence people’s lives in a
positive way away from the court? How much has he given of himself, in time or in money, to help people who look up to him? Does he display the values---like honesty and determination---that are part of being
a good person?（line30—34）
如果由我来判定一个篮球运动员是否是个好榜样，我想知道的是：他在球场之外是否给人们的生活带来了积极地影响？他自己付出了多少时间或金钱去帮助那些敬仰他的人？他显示出一个优秀者应具有的诸如诚实、毅力这些品格吗？
6.Parents just have to make sure they don’t take it too far. Sometimes
they put us on a pedestalthat feels more like a tightrope---so narrowthat we’re bound to fall off eventually.（line46—48）父母亲一定不能做得太过火。

他们有时把我们奉若神明，使我们感到是在走钢索----在这么细的钢索上我们最终必定会摔下来。

7.It’s a great feeling to think you’re small part of the reason that
a kid decided to give school another try instead of dropping out or
that a kid had the strength to walk away when someone offered him drugs.
(line 68---70)
想到某个孩子决定在事业上再做一番尝试而不是辍学，或者碰到有人向他兜售毒品时，能从毒贩子身边走开，而这其中也有你的一小部分功劳时，那种感觉好极了。

After-class reading （1）
1.In an increasingly complicated and disorderly world, sports are
still an arenain which we can regularly witness a certain kind of greatness. (line 8—10)
在一个日益复杂无序的世界中，体育仍是一个可以让我们时常目睹某种伟大表现的竞技场。

2.Yet there’s something of a paradox here, for the very qualities a
society tends to seek in its heroes---selflessness, social consciousness, and the like---are precisely the opposite of those needed to transform a talented but otherwise unremarkable neighborhood kid into a Michael Jordan. (line 11—14) 然而这显然是自相矛盾的，社会想从英雄身上寻求的品质，如大公无私、社会意识等等，恰好与运动员所需的品质大相径庭，用这些品质是无法把
一个有体育天赋而在其他方面表现平平的街坊小孩变成迈克尔.乔丹的。

3.On top of this, our society reinforces these traits by the system
it has created to produce athletes--- a system characterized by limited responsibility and enormous privilege.(line17—19) 此外，我们的社会用它创建的培养运动员的制度进一步强化了这些特征。

该制度的特征是：责任有限，待遇丰厚。

4.And for those successful enough to rise to the level of big-time
college sports, the“reward” is of ten anartificially controlled social environment, one that shields them form many of the responsibilities other students face.( Line 28---30)
对于那些能在最高水平的大学体育竞技中崭露头角的运动员来说，“回报”
往往是一种人为设置的社会环境，这种环境使他们免于承担其他学生要面对的许多责任。

5.Overprotected by universities, flattered by local communities, give
star status by the public, rewarded with seven oreight-figure salaries, successful athletes inevitably develop the feeling that they are privileged beings---as indeed they are. (line 44---46) 大学的过分呵护、当地社区的吹捧、公众给予的明星地位，以及七八位数字的年薪，这些使得成功的运动员必然形成这样的感觉：他们是有特权的
人---他们也确实是有特权的人。

After-class reading (2)
1.The first indication that athletic indifference had ended came when
she joined the high-schoolcross-country team. (Line 14—15) 最初显示她对体育感兴趣的迹象是她加入了高中越野队。

2.Her hair was wet and the mascara she had applied so carefully that
morning ran in dark circles under her eyes. (line18—20)
她的头发都湿透了，早晨小心翼翼涂上的睫毛膏在眼睛下成了一个个黑
圈。

3.My husband, for example, talked to Ann differently when he realized
that she was a serious competitor and not just someone who
wanted to get in shape so she’d look good in a prom dress. (line 34-36) 那我丈夫来说吧，他以全然不同的方式与安交谈，因为此时他意识到安参
加比赛时认真的，不像有些人只想健身以便在班级舞会上穿上礼服时看上去漂亮些。

4.She came in for some of the most severe criticism from her dad when,
during basketball season, her intensity decreased. (line37---38) 正当篮球赛季，安地热情却有所减退，她受到了父亲最严厉的批评。

5.What has struck me, amazed me, and made me hold my breath in wonder
and in hope is both the ideal of sport and the reality of a young girl not afraid to do her best. (line85—87)
追求运动的理想以及一个女孩勇敢地去充分发挥自己的特长这一现实，使我感动，令我惊奇，让我惊叹得说不出话来，同时也让我充满希望。

Unit 6
Sentences
In-class Reading
1. Anxiety about the risks of life is a bit like hypochondria; in
both, the fear or anxiety feeds on partial information.(L.11-12)
对生活中风险的担忧与疑病症有相似之处，二者的恐惧或忧虑皆起因于信息不全面。

2. It is much more difficult when anxiety about other forms of
risk is concerned, because with many risks, the situation is not as simple.(L.15-16)
当涉及到其他形式的风险时，事情要困难得多，因为对许多风险来说，情况并不那么简单。

3. But what if the bag accidentally inflates while you are driving
down the highway, thus causingan accident that would never haveoccurred otherwise?(L.26-28)
但是万一正当你在高速公路上开车时，保险气袋突然意外充气膨胀，从而导致了本来绝不会发生的事故，那又该如何是好？
4. By reducing all risks to ratios or fractions of this sort, we
can begin to compare different sorts of risks---like mining versus riding in a car.(L.55-56)
通过把所有风险都简化为这种比率或分数，我们便可以开始比较不同种类的风险，如比较采矿与乘坐汽车。

5. Once we understand that riskcan never be totally eliminated from
any situation and that, therefore, nothing is completely safe, we will then see that the issue is not one of avoiding risks altogether but rather one of managing risks in a sensible way.（L.68-70）
我们一旦明白了风险是永远无法从任何情况中完全去除的，因而就没有绝对安全的事，我们也就会明白问题的关键不是要彻底避免风险，而是要理智地管理风险。

After-reading Passage I
6. What makes today’s preoccupation with heal th slightly
surprising is that Americans are far healthiernow thanthey have ever been.（L.3-4）
美国人现在对健康如此关注，是有点令人吃惊，因为他们目前比以往任何时候都要健康得多。

7. In making choices about health risks, therefore, it is
important to bear in mind the likely time lag between taking a risk and suffering its consequences.(L.22-24)
因此，在对健康的各种危险做出选择时，务必要考虑进行冒险与。