新编英语教程 5 Unit 4 背景知识之CAUSES OF POVERTY
新编英语教程5Unit4教案
新编英语教程5Unit4教案Unit FourTEXT 1GOING MY WAYMartin L. KrovetzObjectives:to understand the organization and development of this essay by making text division and catching the central idea of each part.to identify the parallel sentence structures in the text and to know the functions of parallelism.to present opinions on a mobile style of life.Pre-class work1. What?s the meaning of …to go one?s way?? (= to go or act the way one wants to or usually does)2. Read the text and complete the outline in Organization and Development.3. Do library work, getting to know the education systems in US and UK.In-reading discussion (80 mins.)1. Text division (see the outline on p56)2. Thesis statement: We live in an age of change and mobility.Part 1 (paras.1-4): Personal experiences to illustrate the thesis statement1. The thesis statement is …We live in an age of change and mobility?. What are the author?s personal experiences used to illustrate his statement in this part? (comp.3-1) o r, What?s the change and mobility in his life?Para.2: Schooling3 elementary schools - 2 years in each (6 years for elem. sch)1 junior high school - 3 full yrs (3 yrs for Jr.h.sch)1 high school in Rochester N.Y. - 1 yranother in Miami Beach - last 2 yrs1 univ for B.A. - 4 yrsanother univ for Ph.D. - 4 yrsHow many schools and how many years?Totally: 8 schools for 20 years - 2.5 yrs in each sch. in average (nomore than 4 yrs in any one of these 8 schools)1a. American school system is 6 (elem)-3 (jr h)-3 (high), and then 4 yrs in college or univ. If fail in the entrance of a regular col./univ, need to go to a 2-yr junior college. After 4- yr univ study, a graduate school for further studies (Master and Doctoral degree).1b. What?s Britain?s educational system? (refer to pp66 - 75, A Cultural Background for English Study, Book 1)1c. In Singapore, the improved education system since 1991 is like this: (refer to p31, Evolution of Educational Excellence)6 (primary), 4 (secondary) - …O? level - 2 (junior college or pre-U centers) - …A? level - 4 (univ.) - employmentor, 6 (prim.), 4 (sec.) - …O? level - 3 0r 4 (polytechnics) - univ. - employment…N? level - apprenticeship - employment1d. In China: 6 - 3 - 3 - 4After 20 yrs? schooling, the author begins his employment: 1st job - 3 yrs2nd job - 3 yrs3rd job - 2 yrs now, thinking about changing or transferring To sum up, Everything has come in two-, three- or four-year cycles. No roots here, on roots there. Upward mobility is thetheme. What’s next, what’s right to get there, thinking more of the future than the present... (para.3)2. How does the author illustrate Upward mobility is the theme?or, How can we achieve this upward mobility according to the author? (para.4)His personal experiences in receiving higher and higher education demonstrate the upward mobility.Sentences in ll18-21 also justify the upward mobility: Elementary sch prepares you for jr h sch. Junior h sch prepares you for h sch. High sch prepares you for college. College prepares you for graduate sch. Graduate sch prepares you for a job.These are parallel sentences, sentences in/with similar structures/grammatical forms expressing similar ideas. Parallelism is used to create a pleasant rhythm in the writer?s account, to economize on the number of words necessary to express an idea, toclarify the writer?s ideas, and to achieve coherence. There are some other parallel constructions with single words, phrases and clauses, which we?ll identify in this essay.If we work hard enough, we will be promoted to a higher position, enjoying more prestige, more power, and more pay. (e.g. Guan Ming and the students themselves. Krovetz?s example is Marshall McLuhan)3. Phi Beta Kappa - a collegiate scholastic honor society, generally regarded as the most prestigious organization of this nature in the US. Its name formed by the Greek letters BK, is derived from the initial letters of the phrase philosophia biou kuberne tes, which means …Philosophy the Guide of Life”. The society draws its members from the ranks of university or college undergraduates who have achieved academic distinction.4. Play sth by the rules: to do sth in the way things are supposed to be doneslip one?s mind: (sth) escape from one?s memoryTranslate the sentence …most of the book learning has slipped my mind, but them essages given by the teachers all those years still ring loud and strong.’Part 2 (paras.5 - 8): Gains and losses of a life-style characterized by mobility1. Explain Para.5. (LW4-1)This paragraph is about the loss K. has in maintaining his mobile life style. What has he lost in this paragraph? (comp. 3-7) ‘Stop’ here is an analogy: stop of a life-long journey, referring to the working place in his upward movement .whos at each stop: people, friends, colleagues in every working place in his upward movement or life-long journey give of myself to others:to date: until todaySince I have been so used to the present day life-style of mobility, I consider all the places I have been to as stops in my life-long journey (or my upward movement). In every new environment I have met new people with whom I just share a casual acquaintance rather than deep friendship, for I know the relationship will not last because of my frequent mobilities. I hope I may find something more satisfactory atthe next stop and may stay longer. However, I keep looking forward to the next stop thinking that there I will grow roots. So far I have no roots, no sense of stability and no close ties. It seems somewhere a part of me has been lost.So he has lost friendship with his colleagues.the General Motors Corp. - a US motor vehicle manufacturer that also engages in diversified activities, including the production of diesel locomotives, aircraft engines, tanks, etc. The world?s largest manufacturi ng corporation, General Motors has well over 100 plants in the US and a variety of operations in 23 other countries. 通用汽车公司General Electronics 通用电气公司Para. 62. What is the meaning of Two weeks out of 52 my extended family is a reality ? (comp.2-4)How many weeks are there in a year? (54 weeks) What is an extended family? ( a family not only with parents and their children - this is a nuclear family, but also with grandparents, or even cousins, uncles, brothers and sisters, etc.)This senten ce means …Only for two weeks throughout the year is it possible for me to be together with my parents and close relatives.?3. What else has he lost in pursuit of upward mobility? (comp.3-7)He has lost close ties with his extended family members as well as his friends. 4. what does the 7th para. tell us?This is a mobile society, a society of mobility in which few people would remain at the same place for a long time.Para.85. What does the word reportedly in para.8 indicate? (comp.3-4)The information contained in the sentence is obtained from what is reported and/or what people usually say. It means …as it is reported? or …as people usually say?.6. In what sense is the word “grow? used in the sentenceEach change of jobs has been stimulating and has caused me to grow as a person? (comp.3-5) or, what does …grow as a person? imply?It is used in the sense of …widening the scope of my knowledge, enriching my life and experience?.7. What?s the meaning of pluralism on line 51? (Dictionary work)It means …the principle that people of different races, religions, and political beliefs can live together peacefully in the same society.?8. The 8th paragraph is mainly devoted to the advantages of the author?s life-style. What are they? (Which one do you think is the major advantage?) (comp.3-3) One can widen his knowledge and enrich his life experiences, make friends with more people and learn from them, have a better understanding of the society, be more risk-taking and enjoy freedom of speech, etc.(One can always do the work he likes doing best.)9. Krovetz sounds happy about and proud of the life-style he has chosen for himself. What words and expressions in para.8 are suggestive of such an attitude? (comp.3-9) advantage...like...stimulating...caused me to grow...find my relationship rewarding...enjoy watching... free thinker...pride myself on...10. Summarize in one sentence the disadvantages of a mobile life-style as related in paras.5, 6, 7. (comp.3-2) It is di fficult for one to maintain close personal relations with one?s parents, relatives, and friends.Part 3 (paras.9, 10): The dilemma the author is facing1. What is the dilemma K is facing in para.9?Do I choose the professional and personal satisfaction that I perceive comes from a life-style characterized by mobility, or do I choose the shelter and satisfaction that comes from choosing a more stable life-style and then try to find ways to achieve the other satisfactions?How do you interpret this sentence?professional satisfaction= the kind of work / the job which is suited to one?s special training or major 专业对口personal satisfaction= the kind of work which meets one?s demands, interest, etc. / which one likes best. 合口味shelter = the kind of work that keeps one safe from unemployment / ensures job security. 稳定的工作The dilemma is whether I should transfer frequently in order to get the kind ofwork that satisfies to the maximum my major as well as my interest, or whether I should choose the kind of work which primarily ensures me job security and then satisfies me in some other aspects if possible. In other words, one choice is the job which is not everlasting, more challenging, but you like best; the other choice is the job that is stable, permanent, but not the one you are best satisfied.2. What?s K?s attitude towards this dilemma? Why?He has the ingrained biases (= deeply-rooted prejudices) on the life-style characterized by mobility. Because the w ords …shelter?, …protection?, and the like have negative connotations for him.3. Why does K say that the word …protection? and …shelter? ha ve negative connotations? What does this reveal about his personal qualities? (comp.3-8)3a. What?s the meaning of connotation? (see p57)Connotation is what the word suggests or implies according to a person?s association of ideas.3b. The antonym of connotation is denotation. What does denotation mean? (see p57)The denotation of a word is what the word fundamentally or primarily means or signifies.3c. What are the denotations of …protection? and …shelter?? (see p57) Ask Ss to consult the dictionaries.Protection denotes in the dictionary …keeping safe from harm, loss or danger?. Shelter denotes …condition of being k ept safe or something that gives safety or protection?.3d. The universal connotation of these two words is a kind of safety and security, which may further suggest comfort and content. In this sense, the two words possess positive connotations. However, to K, these two words are negative in connotation. (see p57)To him these words have the unpleasant association of being given protection and shelter passively, and perhaps that of being patronized and being dependent. Most likely, they connote …dependence and reliance? and they may further suggest …cowardice and weakness?. He might be that kind of person who has a high regard for independence, freedom, self-reliance in one?s efforts to achieve fame, power,wealth, etc.4. How do you interpret the word …val ences? in the sentence ...the valences are questionable...? How is the sentence related to the preceding one? (comp.3-6) …Valences? means the measure of the power of atoms to combine together to form compounds; here, combinations of certain concepts with certain life-styles. (Dictionary work)The association of …strength, power, and fame? with a life-style characterized by mobility, and of …protection and shelter? with a more stable life-style. It explains the proceeding sentence.5. Explain para.10. (LW4-2)Two kinds of people exist in this world. There are those who prefer stability to mobility. They like to play safe, to work long hours, to receive regular pay, and to enjoy their unrefined way of life with contentment. I am one of those who love to accept challenges, to act courageously, and to lead a refined and intellectual life. I have made friends with people in the other category and they admit they envy me for the choice I have made in life. However, I am not sure if I do not want to do part of what they have chosen to do.In all the paras. above, K. first of all demonstrates his personal experiences to illustrate the upward mobility in people?s life, followed by the adv. and disadv. of a mobile life style. Then he reveals the dilemma he is facing: to choose stability or mobility since there are adv. and disadv. in both of them.So what?s the solution he states in the conclusion?Part 4 (para.11): conclusion. a partial solution1. What do you infer K. prefers in the conclusion?He prefers mobility to stability. try to look at my new house and new community (mobility) as home (stability), remain (stability) there for only 3 or 4 years (mobility), ...2. Does the ending of the essay suggest that K is discouraged by the mobile way of life and advises others not to adopt it? Give support to your answer. (comp.3-12) By no means.Obviously he thinks that the advantages of such a life-style outweigh thedisadvantages, and to him this is the way in which one canlive one?s life fully. Homework assignment:Rewrite K?s essay, trying to narrow it down to a 180-word passage. (LW6) Post-reading activitiesCentral idea: (comp.1-B) (10 mins.)Despite certain disadvantages, a life-style characterized by change and mobility provides greater professional and personal satisfactions and thus is worthwhile to adopt.Comp.2: True or falseClass discussion: Group work for 15 minutes before the class discussion. (30 mins.)1. What?s your understanding of …an age of change and mobility?? Do you think you are living in …an age of ch ange and mobility?? How do you go your way in this age of change and mobility? (Pre-reading question 3)2. Personally, what do you think are the pros and cons of a mobile style of life? Of the two approaches to life, which one would you choose to adopt? Why? (comp.3-13)3. Your own personal e xperiences or others? you know about of the upward mobility. Parallelism: a review without looking at the textbook. (10 mins.)1. When can we use parallelism?When we express similar ideas, we use similar grammatical forms (e.g. single words, phrases, clauses, sentences) to construct parallel structures.2. What does parallelism function?It functions to create a pleasant rhythm, to economize on the number of words, to clarify the ideas, and to achieve coherence.3. Rewrite the structures on p57 to establish parallelism.Denotations and Connotations: a review (30 mins.)1. What do …denotation? and …connotation? mean?Denotation: literal / explicit meaningConnotation: implied / implicit meaning2. What do the following words connote positively and negatively? Give moreexamples.home - warmth, affection and safety / confinement, no freedomwhite - (in western culture) purity and chastity / (in Chinese culture) ill-luck and misfortuneblack -numbers: 8, 4, 5, 2, 6, 9, 10, 133. Decide which of the words on p57 may have positive connotations and which negative connotations for K. Explain why you think so. What connotations do these words have for you?change and mobility - positive, paras.1,3,8constancy and stability - negative, paras.9, 10book learning - positive, para.4risk taking - positive, para.8Ph.D. - positive, para.4Phi Beta Kappa - positive, para.4pluralism - positive, para.8unemployment - negative, para.4TEXT 2PREPARING FOR COLLEGELincoln SteffensQuestions:1. What kind of boy is L.S.? / What?s the difference between S. and those elect? / Why did he say he was not of them in para.1? / From S.?s description of the …elect? in para.2, what has been revealed about himself? (Q1)2. Where can you find S.?s critical comments on the school education he received? Was it at least in part responsible for his failure to get into univ.? (Q2)3. What is the antecedent of the pronoun …it? in the first sentence of para.6? Apart from referring to its antecedent, what cohesive function does it perform? (Q3)4. How did Evelyn Nixon form S?s change? / How does E.N. impress you? Support your answer with information from the text. (Q4)5. Why did S. call the grou p of scholars at Saturday night gathering …cultivated,conflicting minds??or, Despite their similar background, the Englishmen who met at the Saturday night gathering had …no common opinion on anything apparently? (para.13). By which sentence in the same para. is this fact restated? Why does the author seem to emphasize this point? (Q5)6. What?s the implication of …conversation? in para.14?7. Why does S. say that those wonderful Saturday nights in SF were his preparations for college? (Q6)8. What did S. gain from the conversations at those gatherings of the Oxford and Cambridge men? (Q7)9. S. represents one type of student, one attitude toward learning, and one opinion of education. What are your biases on these issues? Do you find yourself belonging to the same type as S. or to the type of the elect as described in para.2? Is there any classmate of yours who you think is a S-type student? What is your evaluation of such a student? What comments can you make on teaching and learning in most schools in present-day China? (Q8)Explain the sentences:1. I was inspired to be, like him, not a hero nor even a poet, but a Greek scholar, and thus an instrument on which beautiful words might play. (para.6)2. the receiver, not the giver, of beautiful inventions. (para.8)3. they developed muscles and a lung capacity which did not need and could not keep up in the sedentary occupations their scholarship put them into. (para.8)4. Don?t work up any more brawn there than you can use every day aft erward. (para.9)5. they smoked the room thick. (para.14)6. I formed my ignorance into a system. I was getting a cultivated ignorance,... (para.16)7. It is possible that I was outgrowing this stage of a boy?s growth; the very intensity of my life in subjective imagination may have carried me through it, but whether I would have come out clearly impersonal or no by myself, I don?t know. (para.17) Unit 4 Going My WayThesis statement:We live in an age of change and mobility. Part 1 (paras.1-4): Personal experiences to illustrate the thesis statementPart 2 (paras.5 - 8):Gains and losses of a life-style characterized by mobilityPart 3 (paras.9, 10):The dilemma the author is facingPart 4 (para.11):Conclusion, a partial solutionPost-reading discussion1.Illustrate “We are living in an age of change and mobility.”2.Your choice between mobility and stabilitySchool systems in different countriesAmerica:6 yrs Elementary - 3 yrs junior high - 3 yrs high - (2 yrs junior college) - 4 yrs univ.Britain:6 yrs primary - 4 yrs secondary - 2 yrs junior college - 4 yrs univ. or 4 yrs poly China:6 yrs primary - 3 yrs junior middle - 3 yrs senior middle - 4 yrs univ. 3 yrs vocational training。
新编英语教程5下学期翻译和paraphrase (2)
TranslationUnit 81, 严酷的日常生活现实驱散了他对美好未来的憧憬。
(dispel)The harsh reality of daily life dispelled all his hopes for a bright future.2,由于不可预料的天气，我们的运动会将延期到下周举行。
(postpone)Our sports meet will be postponed to next week because of the unpredictable weather.3, 不论是谁，凡是来参观展览会的人都必须出示他|她的身份证。
(no matter...)Every visitor to this exhibition must show his/her identity card no matter who he/she is.4, 旧城中心的改造计划要得到市政府的批准。
(be subject to)The renovation plan for the old city center is subject to the approval of the municipal government.5,在一次又一次地经历失败后，他的希望破灭了。
(wither)His hopes withered away after he had experienced one failure after another,6, 电子邮件传递信息又快又便利，它将很快就替代普通邮递。
(replace)E-mail is so quick and convenient in sending messages that it may soon replace ordinary mail service.7, 看到长城使他产生一种惊讶的感觉。
(evoke)The sight of the Great Wall evoked a sense of wonder in him.8, 质量控制工具的保养是会很昂贵的。
新编英语教程5 练习册答案
Answer the following questions from the texts:Unit 1:1．Which sentence in the first paragraph establishes the link between the driving of a nail and the choice of a word?So with language firmly and exactly.2. what does the word “this” in sentence 1,para 2, refer to?Getting the word that is completely right for the writer’s purpose.3．Do yo u ag re e w it h t he aut ho r t hat t he re is a g re at d e al o f t rut h in t heseemingly stupid question “Ho w can I know w hat I think till I see what I say?”The question sounds irrational, but is true. Unless we have found the exact wo rd s to verbalize our own thoughts, we can never be very sure o f what our thoughts are. Without words, our thoughts can not be defined or stated in a clear and p re cise m anne r.4. expain w hy t he w o rd“imprison” in the example g iv e n in p ara.9, though not a malapropism, is st ill not the right w o rd for the w rit e r’s purpose?“malapropism” m eans the unintentional m isuse of a word by confusing itwith one that resembles it, such as “human” for “humane”, “singularity” for “singleness”. But the m isuse of im prison is d ifferent case, it is wrong ly chosen because the user has failed to recognise its associations.5.Please m ake comments on the three pairs o f examples given in this section. Compare and contrast their differences in meaning.human: of, or relating to man. (human being;human nature; human rights)humane: characterized by kindness, mercy,or compassion. (humane judge,humane officer)Human action = action taken by human;Humane action = merciful action;Human killer = person that kills human;Humane killer = instruments which kill but cause little pain, esp. those for the painless killing of animals.6. what do es the wo rd “alive” in the sentence “a student needs to be alive to these differences” (para.9)mean?Sensitive, alert.7. the writer begins his article with an analogy between the unskilled use of the hammer and the improper choice of words. indentify the places where the analogy is referred to in the rest of the article.“we d o n’t have to look far afield to find the evidence of carpentry”(para.5)“it is p erhap s easier to b e a g o o d craftm an with wo o d and nail than a g o o d craftsman with words.”(para.9)“a g o o d carp e nte r is no t d isting uishe d b y the num b e r o f his to o ls, b ut b y thecraftsm anship with which he uses them. So a g o o d writer is no t m easured b y theextent of his vocabulary, but by his skill in finding the “mot juste”, the wo rd that will hit the nail cleanly on the head.”(para.11)Unit 3:1. In the Hoffmann’s opinion “simplicity” is the best word to describe the essense o f Einstein’s characte r. The abstract notion o f simplicity is explained by a phrase in the first paragraph. Which is it?“going instinctively to the heart of a matter”2. from the tw o anecdotes related in paras.2-4, what impression o f Einste in have yo u g o t?Einstein was a very m odest, never thinking him self any superior to or m ore authoritative than others because o f his fame and achievements as a g re at scientist of the time.3. what, according to the author, is Einstein’s most outstanding trait as a scie ntist?Concentration. Refer to the first sentence of Paragraph 9.4. w hy did Einste in insist o n w o rking hard w he n he w as so badly shake n byhis wife’s death?Wo rking hard re q uire s concentration, which would help him to dispel the fe e ling o f so rro w.5. ho w do yo u inte rpre t the se nte nce in para.11 “to he lp him, I ste e e re d the discussion away from routine matters into more difficult theoretical problems”?Tacklin g m o re difficult theoretical problems re q uire s g re ate r concentration and absorption. This would help him temporarily forget the sadness caused by his wife’s d e ath..6. what re v e lat io n is made through Einstein’s comment on Be e t ho v e n and Mozart’s works?As a simple man, Einstein take s it that beauty exists in the Universe. Such beauty is natural, pure, and simple. Beauty found is even g re ate r and m o re admirable than beauty created.7. ho w did Einste in fe e l abo ut the de structive e ffe ct pro duce d as a re sultof the application of his E=mc2 formula?This is something he had not expected. He was greatly dismayed by the devastating effect his formula produced once it was put into application.8.w ith his favo rite ane cdo te re late d in para.19, Ho ffm ann aim s to illustrate Einstein’s w him sically. Do you think he is really a whimsical man? What personality trait other than being whimsical is revealed here?He was no t re ally a whim sical m an. If he co uld b e calle d a whim sical m an, the nhis whimsicality came from the young heart and childlike innocence which he had managed to retain.Unit 41.ho w do yo u acco unt fo r Harring to n’s use n para.2 o f the first pe rso n singular, which is not found anywhere else in the passage?To enforce his assertion that the other America did exist though most Americans might not believe it just because they had never been there personally. What Harring ton is trying to say is “I m yself was o nce ig no rant o f its existence,but now I can prove to you that it does exist.”2.what, according to Harrington, has rendered poverty less visible in rural America?Re fe r to p aras.4-5Rural p o verty is hid d en away fro m to urists who no rm ally travel o n hig hwayswithout penetrating into the country, and sometimes is masked by its natural b e au ty.3.ho w has urb an d e ve lo p m e nt co nt rib ut e d t o t he re d uce d aw are ne ss o fthe existence of the poor?Refer to paras.8-10Urb an transfo rm atio n lead s to the d istrib utio nal seg reg atio n o f p o verty, andurban renewal creates the false impression about the existence of the poor.4.what hav e mass-production and age to d o with the invisiblity o f poverty?Refer to paras.11-14Mass p ro d uctio n o f g arm ents enab les even the p o o r to b e d ecently d ressed.Most poor people are aged; they are less mobile and thus less visible.5.how d o y o u understand the statement “the poor are politically invisble”?p o litically, the poor are not adequately re p re se nte d; and their voice is not heard an attended to in the political life of the nation.。
练习册题+答案_新编英语教程5_1--10单元
第一单元：1. A word that is more or less right,… clean English.差不多的词，不准确的词语，模棱两可的表达，含糊不清的修饰，都无法使一位追求纯正英语的作家满意。
他会一直思考，直至找到那个能准确表达他意思的词。
2. Choosing words is part of the process … or read our words.选词是认识过程的一个步骤，也是详细描述我们的思想感情并表达出来使自己以及听众和读者深刻理解的一个环节。
3.It is hard work choosing the … finding them brings.寻找恰如其分的词的确是件不容易的事。
一旦找到了那个词，我们就会感到很欣慰：辛劳得到了回报。
4. The exact use of language gives … are dealing with.准确的用语有助于我们深入了解我们描述的事物。
第二单元1.The result is that the Mediterranean, which nurtured so many civilisations, is gravely ill -- the first of the seas to fall victim to the abilities and attitudes that evolved around it.结果导致孕育众多文明的地中海环境极其恶劣—第一个由于其周围人们对其利用能力的增强和对其环境污染的忽视态度而受害的海洋。
2. What is more, most cities just drop it in straight oil the beach; rare indeed are the places like Cannes and Tel Aviv which pipe it even half a mile offshore.更有甚者，多数城市直接将污水倾到海岸上。
新编英语教程5课文翻译(unit1~15)
Unit 1 恰到好处Have you ever watched a clumsy man hammering a nail into a box? He hits it first to one side, then to another, perhaps knocking it over completely, so that in the end he only gets half of it into the wood. A skillful carpenter, on the other hand, will drive the nail with a few firm, deft blows, hitting it each time squarely on the head. So with language; the good craftsman will choose words that drive home his point firmly and exactly. A word that is more or less right, a loose phrase, an ambiguous expression, a vague adjective（模糊的形容词）, will not satisfy a writer who aims at clean English. He will try always to get the word that is completely right for his purpose.你见过一个笨手笨脚的男人往箱子上钉钉子吗？只见他左敲敲，右敲敲，说不准还会将整个钉子锤翻，结果敲来敲去到头来只敲进了半截。
而娴熟的木匠就不这么干。
他每敲一下都会坚实巧妙地正对着钉头落下去，一钉到底。
语言也是如此。
一位优秀的艺术家谴词造句上力求准确而有力地表达自己的观点。
(完整版)新编英语教程5练习册答案(1-5单元)
ParaphraseUnit1.1 A writer who pay great attention to expressing the exact English will never be satisfied with a word which can not express an idea accurately.U1.2 For the reader can easily understand what kind of feelings and thoughts we want to convey, we need to be careful to choose the words we used in article.U1.3Finding the most suitable word is in no sense easy. But there is nothing like the delight and excitement we shall experience when we pick up such a word.U1.4 If we can use language accurately we are in a position to totally understand the subject matter.U2.1 The result is, the sea, the cradle of many civilizations, is seriously polluted. It is the first of the seas that has been made to suffer from a situation resulting from development mixed with an irresponsible mentality.U2.2 Further, while the places such as Cannes and Tel Aviv dispose of their wastes through a pipe stretching out half a mile from the shore, most cities do not bother to do that but simply dump their sewage directly into the sea along the coastline.U2.3 There is an even bigger hazard hidden in the seafood dishes that are forever so appealing to those holiday makers.U2.4 Factories are set up around the coastline, few of which, including the most sophisticated, have been equipped with a satisfactory system for dealing with their effluents.U3.1 Einstein's natural ability of intuitively getting to the essence of a subject and unusual awareness of beauty were the key to his great discoveries.U3.2His engrossment was incredibly intense and deep. When meeting a difficult problem, he attempted to deal it with great effort, just like an animal chases its prey until it gets the prey.U3.3 He would look lost in thought, thinking about something distant, and yet meditating within himself. He did not seem to be in deep thought, nor did he knit his brows----he was just in self----contained peaceful contemplation.U3.4 Einstein's assumptions, considered separately, seemed to be reasonable, credible and clear in the original sense. But when considered together, they were so strongly contradictory to each other that a less learned scholar would have given up one or the other completely and would no longer take up the issue again.was done quietly with pencil on paper and U3.5Einstein’s workseemed to be far away from the confusion of everyday life, but his ideas were so radical that they led to strong arguments and made people unreasonably angry.U4.1The beautiful clothes worn by the poor and the myth story about the affluent society always cover the severe fact of the poor.U4.2 The middle class was misled by the beauty and myths mask of the poverty, and their unawareness made more complex this separation between the rich and the poor.U5.1Children have become television addicts, devoting much of the time when they are together to watching TV.U5.2 Television is not merely one among many important factors that may influence a child today.U5.3 Television has brought about great changes in family life, playing the dominant role in shaping the lives of chi ldren today.U5.4 .....the television has its magic power over people. As soon as the television is on, people stop talking and doin g anything else, becoming lifeless statues before the TV sc reen.U5.5 The moment a child sits down to watch television is the moment his growth towards maturity is suspended.Translate the following into EnglishU1.1 After citing many facts and listing some statistics, he finally drove home his points.U1.2It took us half a year more or less to finish the research project.U1.3.What he said was so subtle that we could hardly make out his true intention.U1.4His new book looks squarely at the contemporary social problems.U1.5 Today, the young generation is very much alive to the newest information which on the Internet.U1.6 Is a matter of opinion whether a foreign language is morehood or otherwise.easily learned in one’s childU1.7 Never lose heart in the face of a setback; just take courage and deal with it squarely.U1.8 Rice, meat, vegetables, and fruit constitute balanced diets. U2.1 One person's effort is not enough to cope with such a complicated situation.U2.2When do you think the new rules about information will take effect?U2.3 There is little chance to win the lottery, maybe only a one-in -hundred chance.U2.4 It is deplorable that many teenagers fall victim to poison.U2.5 There is virtually no one who support his proposal.U2.6 Beware of the swindler with a slick tongue and a smiling face.U2.7 Don’t touch the bag, The explosive i n it may blow up at any minute. Your life will be at risk.U2.8 He looked confident about his job，but he lurked some doubts in the depth of his mind.U3.1He honked his car horn to alert the pedestrians.U3.2 The fast development of information technology is an outstanding example of human endeavor.U3.3 Mary gropes for the proper words to express her thanks to the teachers.U3.4 The headmaster's plain words conveyed a message of challenge to the young people.U3.5 Don't tamper with the wires, or you may cause a short circuit.U3.6 He thought he could defeat any opponent in the competition , but his over-confidence led to his failure.U3.7 What he said seems simple, but we can't fathom the implicit meaning in it.U3.8 He tried to steer the groups random conversation to some constructive topics.U4.1Can I be exempt from the regular physical examination this year？I just had one three month ago before I went to the summer camp.U4.2 Could you tell me again what I should do next? It has slipped out of my mind what you said to me yesterday.U4.3We all assumed that Dave was a trustworthy person, but it turned out that we were wrong.U4.4His misfortune was compounded by his wife's ill and his loss of job.U4.5 Whether or not there are living beings in other space is of perennial interest to man.U4.6 When you are under great strain, you will not be abl e to think clearly.U4.7 Jim tends to lose his temper when his advice is not heeded. U4.8 Despite the teacher has erudite knowledge，he feels that it's difficult to speak articulately the need of students.U5.1 Jane is a smart girl, she can always give any question appropriate answers on the spur of the moment.U5.2 Our teacher attained full professorship before he was forty. U5.3 Environmental pollution is afflicts many cities and towns around the world.U5.4 Acupuncture therapy produces marked effects on patientssuffering from arthritis.U5.5 Instead of being profit-oriented, hospitals should make their efforts to take good care of the patients.U5.6 What sort of people are involved in the lawsuit?U5.7 The factory is taking drastic measures to ameliorate the working conditions in the workshop.U5.8 Outstanding young men and women are emerging from various walks of life .。
(完整word版)新编英语教程5(1-12)课文翻译.docx
Unit 1恰到好处你一个笨手笨脚的男人往箱子上子？只他左敲敲，右敲敲，不准会将整个子翻，果敲来敲去到来只敲了半截。
而熟的木匠就不么干。
他每敲一下都会巧妙地正着落下去，一到底。
言也是如此。
一位秀的家造句上力求准确而有力地表达自己的点。
差不多的，不准确的短，摸棱两可的表达，含糊不清的修，都无法使一位追求真英的作家意。
他会一直思考，直至找到那个能准确表达他的意思的。
法国人有一个很切的短来表达一个意思，即“ le mot juste”, 恰到好的。
有很多关于精益求精的作家的名人事，比如福楼拜常花几天的力求使一两个句子在表达上准确无。
在浩瀚的海中，与之有着微妙的区，要找到能恰如其分表达我意思的非易事。
不是扎的言功底和相当大的量的，需要人尽汁，要察敏。
是程的一个步，也是描述我的思想感情并表达出来使自己以及听众和者深刻理解的一个。
有人：“在我思想未成文之前，我怎么知道自己的想法？” 听起来似乎很离，但它确很有道理。
找恰如其分的的确是件不容易的事。
一旦找到了那个，我就会感到很欣慰：辛得到了回。
准确地用言有助于我深入了解我描述的事物。
例如，当有人你：“某某是怎么的人？”你回答：“恩，我想他是个不的家伙，但他非常⋯⋯”接着你犹豫了，找到一个或短来明他到底在哪里。
当你找到一个恰当的短的候，你自己他的看法更清楚，也更精确了。
一些英根相同而意却截然不同。
例如human 和 humane, 二者的根相同，也相关，但用法完全不同。
“human action (人行 ) ”和“ humane action( 人道行 ) ”完全是两事。
我不能“人道力宣言”，而是“人宣言”。
有一种屠工具叫“ humane killer (麻醉屠宰机 ) ，而不是 human killer (人机器 ) 。
言中的坏手的例子在我身随可。
有人邀一名学生去吃，他写信予回复。
看他的信是尾的：“我将很高赴并不安（anxiety）期待着那个日子的到来。
”“ Anxiety ”含有和恐惧的意味。
新编英语教程5(词汇Unit1-10)
Unit One Hit the Nail on the Head1. drive sth home: force (the nail) into the right place; make sth unmistakably clear.2. scrupulous: painstaking, meticulous3. far afield: very far away4. rife:1) widespread, common 2)full of5. leader: British English for newspaper editorial6. coercion: pressure, compulsion7. epitomize: be typical of; serve as the typical example of8. disprove: prove to be contrary; refute9. expire: die, pass away; come to an end10. indigent: poverty-stricken, pennilessUnit Two Beware the dirty seas1. sluice: (v.) to pour as if from a sluice(水闸)，i.e., a man-made passage for water fitted with a gate for stopping and regulating the flow; (n.) a channel controlling water flow2. nurture: further the development of; care for3. evolve: develop gradually (by a long continuous process)4. endemic: (of a disease) found regularly in a particular place5. litany: repetition. The literal meaning of “litany” is “a prayer consisting of a series of invocations and supplications by the leader with responses by the congregation”.6. flush: pour; flood with water to clean out (See dictionary)7. lurk: exist unseen8. effluent: liquid wastes, such as chemicals or sewage that flows out from a factory or some other places into a river or the sea9. plankton: very small forms of plant and animal life that live in a body off water 浮游生物10. slime: unpleasant sticky substance, such as the thick sticky liquid on the skin of various fishUnit Three My Friend, Albert Einstein1. knack: a clever way of doing things2. be in awe of: have respect as well as fear and reverence for3. staggering: unexpectedly surprising; astounding4. vestiges: traces5. ultimately: finally; after a long series of time6. recalcitrant: hard to deal with; unmanageable7. worry: assail a problem again and again until it is solved, just like a dog biting some small animals repeatedly, shaking it or pulling it with the teeth8. surcease: (archaic) cessation, pause9. plausible: seeming to be reasonable10. a house of cards: an insecure scheme11. ineffable: unutterable; incapable of being expressed in words12. elusively whimsical: indescribably quaint or strange 捉摸不透的，古怪Unit Four The Invisible Poor1. perennial: lasting forever or for a long time2. rutted roads: roads with deep, narrow marks made by the wheels of vehicles3. be exempt from: be freed from a duty. service, payment, etc.4. tenement: a large building, especially one in the poor part of a city, which is divided into small flats which are rented cheaply5. affluent: wealthy, prosperous6. compound v.: /kom'paund/ make worse by adding (something) to . . . (often used in the passive)7. existential: relating to human experience (a formal-word)8. lurid: sensational, shocking9. dispossessed: people who have lost all their possessions10. cynical: doubtful as to whether something will happen or whether it is worthwhile11. involvement: connection12. old rhetoric of reform: writings about reform in the past that sounded fine and important, but were really insincere and meaninglessUnit Five The Plug—in Drug:TV and the American Family,PartⅠ1. afflict: trouble2. asset: valuable object; advantage3. preposterous: unthinkable, absurd4. splintering: splitting, breaking up5. the peer group: a group of people of the same age, class, position. etc. here, group of children of the same age6. television-oriented: interested in and influenced by TV7. equivocal: ambiguous8. sorcerer: person who performs magic by using the power of evil spirits9. stint: fixed amount of work: here, the fixed TV programme10. conjure up: bring into the mind11. sane: (in this context) in possession of good relations/of a close bond12. backlog: a reserveUnit Six Preparing for College1. driving motive: the incentive / encouragement that urges them on;2. the rudiments: the basics, the fundamentals (The word rudiments is always in the plural form when used in this sense.)3. metaphysics: the branch of philosophy that deals with abstract concepts, etc. 形而上学，玄学，纯粹哲学4. conscious culture: the culture (i.e. customs, arts, etc,) that is directly perceptible or known to us5. fanatic: one who is very enthusiastic about a particular activity6. personify: express or represent ( a quality in human form)7. sedentary: inactive; done while sitting down8. underline: indicate the importance of9. balked: baffled; frustrated10. a maddening lot: a wild, uncontrollable group11. righteous sects: morally justifiable groups of people whose religious beliefs are considered different form those of a larger group12. relish: 味,味道,兴趣;开胃小菜;great enjoymentUnit Seven Grouping the Gifted:Pro1. innate: belonging to an individual from birth2. pursuit: an activity that one engages in as a profession, vocation, or avocation3. athlete: person who practises athletics; competitor or skilled performer in physical exercises4. heterogeneously: in such a way that members are very different from one another5. criterion /--ia: standard on which a decision may be based6. snob: one who has an offensive air of superiority (here, in matters of knowledge)7. elite: a socially superior group8. instill: put (ideas, etc. ) gradually but firmly into someone's mind by continuous effort9. spark: encourage; stimulate into greater activity10. latent: present and capable of becoming though not now visible or active11. skyrocket: rise or increase rapidly12. pay dividends: produce an advantage. especially as a result of an earlier action (dividend: that part of the money made by a business which is divided among those who own shares in the business 红利)Unit Eight Why Nothing Works1. savant: a man of learning, especially a person with detailed knowledge in some specialized field2. corollary: an immediate inference from a proved proposition3. forestall: defeat, prevent by prior measures4. commitment: a pledge to follow certain beliefs or a certain course of action; devotion (to duty etc. )5. artifact: a usually small object (as a tool or an ornament) showing human workmanship that has special historical interest6. evoke: bring to mind7. projectile point: the tip of a weapon that is thrust forward; spear or arrowhead8. band: a group of people formed for some common purpose and often with a leader9. barter: trade by exchanging one commodity for another10. alienation: a withdrawing or separation of a person from an object or position of former attachment; a feeling of not belonging to or being part of one's surroundingsUnit Nine Where Is the News Leading Us?1. symposium: a conference in which experts or scholars discuss a certain subject2. scrutinize: examine very closely and carefully3. distortion: misrepresentation; a false or dishonest account4. eruptive: (in this context) sensational, shocking, disturbing5. collide with: crash violently into; run into (one another)6. ingredient: a component part of something7. inhibitor: one who holds back, prevents8. deplete: exhaust, use up, reduce9. cynicism: disbelief in the sincerity of human motives10. antidote: remedy, corrective; something that prevents or counteracts11. envision: picture mentally, imagine, visualize12. caricature: a picture ludicrously滑稽的exaggerating the peculiarities or defects of persons or thingsUnit Ten Things:The Throw—Away Society1. Humanoid: having human form or characteristics2. texture: the degree of roughness or smoothness, coarseness or fineness, of a substance or material, especially as felt by touch; visual and tactile qualities of a surface3. staggering: stunning, wondrous, breathtaking4. deride: laugh at contemptuously; to scoff at or mock5. transience: temporariness, impermanence; the quality or state of being temporary or impermanent6. at a rapid clip: (informal) at a fast pace7. inextricably embedded: so deeply involved that it is impossible to get free8. boutique: a small fashionable clothes shop9. sumptuous: expensive and grand10. train: a part of a long dress that spreads over the ground behind the wearer11. A-line dresses: dresses with a flared bottom and close-fitting top, having an "A" or tent-like shape12. supplant: take the place of; replace。
新编英语教程 5 unit 4
Page58(II) 1. Remember: have /keep in the memory; call back to the memory of 2. Memorize: learn by heart/ commit to memory熟记；记住 3. Recall: summon back招回; bring back to the mind记起；忆起 4. Recollect: call back to the mind/succeed in remembering 5. Retain: keep /continue to have or hold 6. Reminisce: think or talk about past events and experiences缅怀往事
The student:He must be very different from the other boys. To him, study did not mean performing all the tasks assigned by the teacher without thinking and reasoning.He must be unhappy to be told to memorize what he was supposed to learn without a thorough understanding.He was motivated by a strong quest for knowledge, not by the desire to distinguish himself in terms of marks. He was not interested in those subjects which seemed to him irrelevant to his life, and the teachers failed to interest him in those subjects.
李观仪《新编英语教程》第5册 UNIT4
The Invisible Poor
Michael Harrington
Cultural Background Writing Skill Text Analysis Comprehensive Questions Language Points Exercises
1. About the author Michael Harrington (February 24, 1928-July 31, 1989), author and lecturer, devoted his career to raising awareness about the persistence of poverty in the United States. His most famous work, The Other America: Poverty in the United States (1962), made the startling assertion that, despite the general prosperity of the 1950s, between one-fourth and onefifth of Americans still lived in poverty. Harrington’s revelations about the extent of poverty in the United States shocked many Americans and prompted President JOHN F. KENNEDY to call for federal action to reduce poverty in the United States. After Kennedy’s assassination, President LYNDON BAINES JOHNSON launched a series of anti-poverty initiatives known as the WAR ON POVERTY. Edward Michael Harrington was born in St. Louis, Missouri and raised in an Irish Catholic family. He attended the College of the Holy Cross in Worcester, Massachusetts, studied law for one year at Yale University, and earned a master’s degree in English literature from the University of Chicago. During the 1950s, Harrington worked as a social worker in St. Louis, as an associate editor of the Catholic Worker, and as a staff member of a settlement house in New York City. His experiences working with America’s poor convinced him that social justice could be achieved only through a transformation of American capitalism into a system of democratic socialism. An outspoken social critic, he devoted the rest of his career to political activism and the study of poverty and other social problems in America.
新编英语教程5单词_句子翻译_paraphrase完整答案
Unit1Part11.more or less: imprecise but fairly close to correct; almost but not exact.2.scrupulous: careful; exact; strict.3.afield: far away from home or one’s usual surroundings.4.rife: widespread; common; excessively abundant.5.malapropism: the unintentional misuse of a word by confusion with one that sounds similar.6.coercion: the act of compelling by force of authority; using force to cause something7.epitomize: embody the essential characteristics of or be a typical example of8.disprove: prove to be false9.expire: terminate; conclude; come to an end10.indigent: poor enough to need help from othersPart21."How can I know what I think till I see what I say?"<1.16>"Only when I have found the right words can I describe what is in my mind/what my ideas exactly are."2.The exact use of language gives us mastery over the material we aredealing with.<1.19>The correct use of language allows us to acquire a thoroughunderstanding of what we are currently doing.3.But words that are very similar in meaning have fine shades ofdifferences, and a student needs to be alive to these differences.<1.54>But slight differences can still be found in words that are very close in meaning, and a student should learn to be quick in detecting such differences.4. A good carpenter is not distinguished by the number of his tools, butby the craftsmanship with which he uses them.<1.90>The number of tools alone does not make a good carpenter; and it is the skills he has acquired that can.Part3:Translation1.在举出许多事实并列出一些统计数字后,他终于把他的论点说清楚了。
新编英语教程5课文翻译(unit1~15)
Unit 1 恰到好处Have you ever watched a clumsy man hammering a nail into a box? He hits it first to one side, then to another, perhaps knocking it over completely, so that in the end he only gets half of it into the wood. A skillful carpenter, on the other hand, will drive the nail with a few firm, deft blows, hitting it each time squarely on the head. So with language; the good craftsman will choose words that drive home his point firmly and exactly. A word that is more or less right, a loose phrase, an ambiguous expression, a vague adjective（模糊的形容词）, will not satisfy a writer who aims at clean English. He will try always to get the word that is completely right for his purpose.你见过一个笨手笨脚的男人往箱子上钉钉子吗？只见他左敲敲，右敲敲，说不准还会将整个钉子锤翻，结果敲来敲去到头来只敲进了半截。
而娴熟的木匠就不这么干。
他每敲一下都会坚实巧妙地正对着钉头落下去，一钉到底。
语言也是如此。
一位优秀的艺术家谴词造句上力求准确而有力地表达自己的观点。
Unit4UnforgettableTeachers全新版大学英语综合教程五课文翻译(最新整理)
Unit 4 Unforgettable TeachersText A Take This Fish and Look at It1 It was more than fifteen years ago that I entered the laboratory of Professor Agassiz, and told him I had enrolled my name in the Scientific School as a student of natural history . He asked me a few questions about my object in coming, my antecedents generally, the mode in which I afterwards proposed to use the knowledge I might acquire, and, finally, whether I wished to study any special branch. To the latter I replied that while I wished to be well grounded in all departments of zoology, I purposed to devote myself especially to insects.2 "When do you wish to begin?" he asked.3 "Now," I replied.4 This seemed to please him, and with an energetic "Very well!" he reached from a shelfa huge jar of specimens in yellow alcohol. "Take this fish," he said, "and look at it; we call it a haemulon; by and by I will ask what you have seen."5 With that he left me, but in a moment returned with explicit instructions as to the care of the object entrusted to me.6 "No man is fit to be a naturalist," said he, "who does not know how to take care of specimens."7 I was to keep the fish before me in a tin tray, and occasionally moisten the surface with alcohol from the jar, always taking care to replace the stopper tightly. Those were not the days of ground-glass stoppers and elegantly shaped exhibition jars; all the old students will recall the huge neckless glass bottles with their leaky, wax-besmeared corks, half eaten by insects, and begrimed with cellar dust. Entomology was a cleaner science than ichthyology, but the example of the Professor, who had unhesitatingly plunged to the bottom of the jar to produce the fish, was infectious; and though this alcohol had a "very ancient and fishlike smell," I really dared not show any aversion within these sacred precincts, and treated the alcohol as though it were pure water. Still I was conscious of a passing feeling of disappointment, for gazing at a fish did not commend itself to an ardent entomologist. My friends at home, too, were annoyed when they discovered that no amount of eau-de-Cologne would drown the perfume which haunted me like a shadow.8 In ten minutes I had seen all that could be seen in that fish, and started in search of the Professor — who had, however, left the Museum; and when I returned, after lingering over some of the odd animals stored in the upper apartment, my specimen was dry all over. I dashed the fluid over the fish as if to resuscitate the beast from a fainting fit, and looked with anxiety for a return of the normal sloppy appearance. This little excitementover, nothing was to be done but to return to a steadfast gaze at my mute companion. Half an hour passed — an hour — another hour; the fish began to look loathsome. I turned it over and around; looked it in the face — ghastly; from behind, beneath, above, sideways, at three-quarters' view — just as ghastly. I was in despair; at an early hour I concluded that lunch was necessary; so, with infinite relief, the fish was carefully replaced in the jar, and for an hour I was free.9 On my return, I learned that Professor Agassiz had been at the Museum, but had gone, and would not return for several hours. My fellow-students were too busy to be disturbed by continued conversation. Slowly I drew forth that hideous fish, and with a feeling of desperation again looked at it. I might not use a magnifying-glass; instruments of all kinds were interdicted. My two hands, my two eyes, and the fish: it seemed a most limited field. I pushed my finger down its throat to feel how sharp the teeth were. I began to count the scales in the different rows, until I was convinced that was nonsense. At last a happy thought struck me — I would draw the fish; and with surprise I began to discover new features in the creature. Just then the Professor returned.10 "That is right," said he; "a pencil is one of the best of eyes. I am glad to notice, too, that you keep your specimen wet, and your bottle corked."11 With these encouraging words, he added: "Well, what is it like?"12 He listened attentively to my brief rehearsal of the structure of parts whose names were still unknown to me: the fringed gill-arches and movable operculum; the pores of the head, fleshy lips and lidless eyes; the lateral line, the spinous fins and forked tail; the compressed and arched body. When I finished, he waited as if expecting more, and then, with an air of disappointment:13 "You have not looked very carefully; why," he continued more earnestly, "you haven't even seen one of the most conspicuous features of the animal, which is plainly before your eyes as the fish itself; look again, look again!" and he left me to my misery.14 I was piqued; I was mortified. Still more of that wretched fish! But now I set myself to my task with a will, and discovered one new thing after another, until I saw how just the Professor's criticism had been. The afternoon passed quickly; and when, towards its close, the Professor inquired:15 "Do you see it yet?"16 "No," I replied, "I am certain I do not, but I see how little I saw before."17 "That is next best," said he, earnestly, "but I won't hear you now; put away your fish and go home; perhaps you will be ready with a better answer in the morning. I will examine you before you look at the fish."18 This was disconcerting. Not only must I think of my fish all night, studying, without the object before me, what this unknown but most visible feature might be; but also, without reviewing my discoveries, I must give an exact account of them the next day. I had a bad memory; so I walked home by Charles River in a distracted state, with my two perplexities.19 The cordial greeting from the Professor the next morning was reassuring; here was a man who seemed to be quite as anxious as I that I should see for myself what he saw.20 "Do you perhaps mean," I asked, "that the fish has symmetrical sides with paired organs?"21 His thoroughly pleased "Of course! Of course!" repaid the wakeful hours of the previous night. After he had discoursed most happily and enthusiastically — as he always did — upon the importance of this point, I ventured to ask what I should do next.22 "Oh, look at your fish!" he said, and left me again to my own devices. In a little more than an hour he returned, and heard my new catalogue.23 "That is good, that is good!" he repeated; "but that is not all; go on"; and so for three long days he placed that fish before my eyes, forbidding me to look at anything else, or to use any artificial aid. "Look, look, look," was his repeated injunction.24 This was the best entomological lesson I ever had — a lesson whose influence has extended to the details of every subsequent study; a legacy the Professor had left to me, as he has left it to so many others, of inestimable value which we could not buy, with which we cannot part.25 The fourth day, a second fish of the same group was placed beside the first, and I was bidden to point out the resemblances and differences between the two; another and another followed, until the entire family lay before me, and a whole legion of jars covered the table and surrounding shelves; the odor had become a pleasant perfume; and even now, the sight of an old, six-inch worm-eaten cork brings fragrant memories.26 The whole group of haemulons was thus brought in review; and, whether engaged upon the dissection of the internal organs, the preparation and examination of the bony framework, or the description of the various parts, Agassiz's training in the method of observing facts and their orderly arrangement was ever accompanied by the urgent exhortation not to be content with them.27 "Facts are stupid things," he would say, "until brought into connection with some general law."28 At the end of eight months, it was almost with reluctance that I left these friends and turned to insects; but what I had gained by this outside experience has been ofgreater value than years of later investigation in my favorite groups.把这条鱼拿去好好看看塞缪尔·斯卡德我是在15余年前进入阿加西兹教授的实验室的，告诉他我已在科学学院注册读博物学。
新编英语教程5 unit 4 cultivating a hobby
Organization of the text
• Section 1 (para. 1-2): Raising the topic: explaining what worry is and the importance of a hobby in attenuating(削弱)worry • Para . 1: explain the notion of “worry”, but something else is implied by “insinuate something else into its convulsive grasp” and “illumination of another field of interest”
– those whose work and pleasure are one.
Explanation of words & sentences
1. spasm[ˈspæz əm]: cramp; a sudden strong feeling 痉挛；一 阵发作 e.g. muscular spasm facial spasm a spasm of anger / excitement / grief 2. let sb. go: release e.g. let the hostages go let sth. go: stop worrying about sth. e.g.It’s time to let the past go.
• in 1930, My Early Life was pubilshed
Churchill' personal life -- as a prolific writer
• in 1953, he was awarded the Nobel Prize for Literature "for his mastery of historical and biographical description as well as for brilliant oratory in defending exalted human values"
新编英语教程 5 Unit 4 背景知识之Allen Ginsberg howl
Allen Ginsberg (1926-1997)HowlFor Carl SolomonII saw the best minds of my generation destroyed by madness, starving hysterical naked,dragging themselves through the negro streets at dawn looking for an angry fix,angelheaded hipsters burning for the ancient heavenly connection to the starry dynamo in the machinery of night,who poverty and tatters and hollow-eyed and high sat up smoking in the supernatural darkness of cold-water flats floating across the tops of cities contemplating jazz,who bared their brains to Heaven under the El and saw Mohammedan angels staggering on tenement roofs illuminated,who passed through universities with radiant eyes hallucinating Arkansas and Blake-light tragedy among the scholars of war,who were expelled from the academies for crazy & publishing obscene odes on the windows of the skull,who cowered in unshaven rooms in underwear, burning their money in wastebaskets and listening to the Terror through the wall,who got busted in their pubic beards returning through Laredo with a belt of marijuana for New York,who ate fire in paint hotels or drank turpentine in Paradise Alley, death, or purgatoried their torsos night after nightwith dreams, with drugs, with waking nightmares, alcohol and cock andendless balls,incomparable blind streets of shuddering cloud and lightning in the mind leaping towards poles of Canada & Paterson, illuminating all the motionless world of Time between,Peyote solidities of halls, backyard green tree cemetery dawns, wine drunkenness over the rooftops, storefront boroughs of teahead joyride neon blinking traffic light, sun and moon and tree vibrations in the roaring winter dusks of Brooklyn, ashcan rantings and kind king light of mind,who chained themselves to subways for the endless ride from Battery to holy Bronx on benzedrine until the noise of wheels and children brought them down shuddering mouth-wracked and battered bleak of brain all drained of brilliance in the drear light of Zoo,who sank all night in submarine light of Bickford's floated out and sat through the stale beer afternoon in desolate Fugazzi's, listening to the crack of doom on the hydrogen jukebox,who talked continuously seventy hours from park to pad to bar to Bellevue to museum to the Brooklyn Bridge,a lost batallion of platonic conversationalists jumping down the stoops off fire escapes off windowsills off Empire State out of the moonyacketayakking screaming vomiting whispering facts and memories and anecdotes and eyeball kicks and shocks of hospitals and jails and wars,whose intellects disgorged in total recall for seven days and nights with brilliant eyes, meat for the Synagogue cast on the pavement,who vanished into nowhere Zen New Jersey leaving a trail of ambiguous picture postcards of Atlantic City Hall,suffering Eastern sweats and Tangerian bone-grindings and migraines of China under junk-withdrawal in Newark's bleak furnished room,who wandered around and around at midnight in the railway yard wondering where to go, and went, leaving no broken hearts,who lit cigarettes in boxcars boxcars boxcars racketing through snow toward lonesome farms in grandfather night,who studied Plotinus Poe St John of the Cross telepathy and bop kabbalah because the universe instinctively vibrated at their feet in Kansas,who loned it through the streets of Idaho seeking visionary indian angels who were visionary indian angels,who thought they were only mad when Baltimore gleamed in supernatural ecstasy,who jumped in limousines with the Chinaman of Oklahoma on the impulse of winter midnight streetlight smalltown rain,who lounged hungry and lonesome through Houston seeking jazz or sex or soup, and followed the brilliant Spaniard to converse about America and Eternity, a hopeless task, and so took ship to Africa,who disappeared into the volcanoes of Mexico leaving nothing behind but the shadow of dungarees and the larva and ash of poetry scattered in fireplace Chicago,who reappeared on the West Coast investigating the FBI in beards and shorts with big pacifist eyes sexy in their dark skin passing out incomprehensible leaflets,who burned cigarette holes in their arms protesting the narcotic tobacco haze of Capitalism, who distributed Supercommunist pamphlets in Union Square weeping and undressing while the sirens of Los Alamos wailed them down, and wailed down Wall, and the Staten Island ferry also wailed,who broke down crying in white gymnasiums naked and trembling before the machinery of other skeletons,who bit detectives in the neck and shrieked with delight in policecars for committing no crime but their own wild cooking pederasty and intoxication,who howled on their knees in the subway and were dragged off the roof waving genitals and manuscripts,who let themselves be fucked in the ass by saintly motorcyclists, and screamed with joy,who blew and were blown by those human seraphim, the sailors, caresses of Atlantic and Caribbean love,who balled in the morning in the evenings in rosegardens and the grass of public parks and cemeteries scattering their semen freely to whomever come who may,who hiccuped endlessly trying to giggle but wound up with a sob behind a partition in a Turkish Bath when the blond & naked angel came to pierce them with a sword,who lost their loveboys to the three old shrews of fate the one eyed shrew of the heterosexual dollar the one eyed shrew that winks out of the womb and the one eyed shrew that does nothing but sit on her ass and snip the intellectual golden threads of the craftsman's loom,who copulated ecstatic and insatiate and fell off the bed, and continued along the floor and down the hall and ended fainting on the wall with a vision of ultimate cunt and come eluding the last gyzym of consciousness,who sweetened the snatches of a million girls trembling in the sunset, and were red eyed in the morning but were prepared to sweeten the snatch of the sunrise, flashing buttocks under barns and naked in the lake,who went out whoring through Colorado in myriad stolen night-cars, N.C., secret hero of these poems, cocksman and Adonis of Denver—joy to the memory of his innumerable lays of girls in empty lots & diner backyards, moviehouses' rickety rows, on mountaintops in caves or with gaunt waitresses in familiar roadside lonely petticoat upliftings & especially secret gas-station solipsisms of johns, & hometown alleys too,who faded out in vast sordid movies, were shifted in dreams, woke on a sudden Manhattan, and picked themselves up out of basements hungover with heartless Tokay and horrors of Third Avenue iron dreams & stumbled to unemployment offices,who walked all night with their shoes full of blood on the snowbank docks waiting for a door in the East River to open full of steamheat and opium, who created great suicidal dramas on the appartment cliff-banks of the Hudson under the wartime blue floodlight of the moon & their heads shall be crowned with laurel in oblivion,who ate the lamb stew of the imagination or digested the crab at the muddy bottom of the rivers of the Bowery,who wept at the romance of the streets with their pushcarts full of onionsand bad music,who sat in boxes breathing in the darkness under the bridge, and rose up to build harpsichords in their lofts, who coughed on the sixth floor of Harlem crowned with flame under the tubercular sky surrounded by orange crates of theology,who scribbled all night rocking and rolling over lofty incantations which in the yellow morning were stanzas of gibberish,who cooked rotten animals lung heart feet tail borsht & tortillas dreaming of the pure vegetable kingdom,who plunged themselves under meat trucks looking for an egg,who threw their watches off the roof to cast their ballot for an Eternity outside of Time, & alarm clocks fell on their heads every day for the next decade,who cut their wrists three times successfully unsuccessfully, gave up and were forced to open antique stores where they thought they were growing old and cried,who were burned alive in their innocent flannel suits on Madison Avenue amid blasts of leaden verse & the tanked-up clatter of the iron regiments of fashion & the nitroglycerine shrieks of the fairies of advertising & the mustard gas of sinister intelligent editors, or were run down by the drunken taxicabs of Absolute Reality,who jumped off the Brooklyn Bridge this actually happened and walked away unknown and forgotten into the ghostly daze of Chinatown soup alleyways & firetrucks, not even one free beer,who sang out of their windows in despair, fell out of the subway window, jumped in the filthy Passaic, leaped on negroes, cried all over the street, danced on broken wineglasses barefoot smashed phonograph records of nostalgic European 1930s German jazz finished the whiskey and threw up groaning into the bloody toilet, moans in their ears and the blast of colossal steamwhistles,who barreled down the highways of the past journeying to each other's hotrod-Golgotha jail-solitude watch Birmingham jazz incarnation,who drove crosscountry seventytwo hours to find out if I had a vision or youhad a vision or he had a vision to find out Eternity,who journeyed to Denver, who died in Denver, who came back to Denver & waited in vain, who watched over Denver & brooded & loned in Denver and finally went away to find out the Time, & now Denver is lonesome for her heroes,who fell on their knees in hopeless cathedrals praying for each other's salvation and light and breasts, until the soul illuminated its hair for a second,who crashed through their minds in jail waiting for impossible criminals with golden heads and the charm of reality in their hearts who sang sweet blues to Alcatraz,who retired to Mexico to cultivate a habit, or Rocky Mount to tender Buddha or Tangiers to boys or Southern Pacific to the black locomotive or Harvard to Narcissus to Woodlawn to the daisychain or grave,who demanded sanity trials accusing the radio of hypnotism & were left with their insanity & their hands & a hung jury,who threw potato salad at CCNY lecturerson Dadaism and subsequently presented themselves on the granite steps of the madhouse with the shaven heads and harlequin speech of suicide, demanding instantaneous lobotomy,and who were given instead the concrete void of insulin Metrazol electricity hydrotherapy psychotherapy occupational therapy pingpong & amnesia,who in humorless protest overturned only one symbolic pingpong table, resting briefly in catatonia,returning years later truly bald except for a wig of blood, and tears and fingers, to the visible madman doom of the wards of the madtowns of the East,Pilgrim State's Rockland's and Greystone's foetid halls, bickering with the echoes of the soul, rocking and rolling in the midnight solitude-bench dolmen-realms of love, dream of life a nightmare, bodies turned to stone as heavy as the moon,with mother finally *****, and the last fantastic book flung out of the tenement window, and the last door closed at 4 A.M. and the last telephone slammed at the wall in reply and the last furnished room emptied down tothe last piece of mental furniture, a yellow paper rose twisted on a wire hanger on the closet, and even that imaginary, nothing but a hopeful little bit of hallucination—ah, Carl, while you are not safe I am not safe, and now you're really in the total animal soup of time—and who therefore ran through the icy streets obsessed with a sudden flash of the alchemy of the use of the ellipse the catalog the meter & the vibrating plane,who dreamt and made incarnate gaps in Time & Space through images juxtaposed, and trapped the archangel of the soulbetween 2 visual images and joined the elemental verbs and set the noun and dash of consciousness together jumping with sensation of Pater Omnipotens Aeterna Deusto recreate the syntax and measure of poor human prose and stand before you speechless and intelligent and shaking with shame, rejected yet confessing out the soul to conform to the rhythm of thought in his naked and endless head,the madman bum and angel beat in Time, unknown, yet putting down here what might be left to say in time come after death,and rose incarnate in the ghostly clothes of jazz in the goldhorn shadow of the band and blew the suffering of America's naked mind for love into an eli eli lamma lamma sabacthani saxophone cry that shivered the cities down to the last radiowith the absolute heart of the poem butchered out of their own bodies good to eat a thousand years.IIWhat sphinx of cement and aluminium bashed open their skulls and ate up their brains and imagination?Moloch! Solitude! Filth! Ugliness! Ashcans and unobtainable dollars! Children screaming under the stairways! Boys sobbing in armies! Old men weeping in the parks!Moloch! Moloch! Nightmare of Moloch! Moloch the loveless! Mental Moloch! Moloch the heavy judger of men!Moloch the incomprehensible prison! Moloch the crossbone soulless jailhouse and Congress of sorrows! Moloch whose buildings are judgement! Moloch the vast stone of war! Moloch the stunned governments!Moloch whose mind is pure machinery! Moloch whose blood is running money! Moloch whose fingers are ten armies! Moloch whose breast is a cannibal dynamo! Moloch whose ear is a smoking tomb!Moloch whose eyes are a thousand blind windows! Moloch whose skyscrapers stand in the long streets like endless Jehovas! Moloch whose factories dream and choke in the fog! Moloch whose smokestacks and antennae crown the cities!Moloch whose love is endless oil and stone! Moloch whose soul is electricity and banks! Moloch whose poverty is the specter of genius! Moloch whose fate is a cloud of sexless hydrogen! Moloch whose name is the Mind!Moloch in whom I sit lonely! Moloch in whom I dream angels! Crazy in Moloch! Cocksucker in Moloch! Lacklove and manless in Moloch!Moloch who entered my soul early! Moloch in whom I am a consciousness without a body! Moloch who frightened me out of my natural ecstasy! Moloch whom I abandon! Wake up in Moloch! Light streaming out of the sky!Moloch! Moloch! Robot apartments! invisable suburbs! skeleton treasuries! blind capitals! demonic industries! spectral nations! invincible madhouses! granite cocks! monstrous bombs!They broke their backs lifting Moloch to Heaven! Pavements, trees, radios, tons! lifting the city to Heaven which exists and is everywhere about us! Visions! omens! hallucinations! miracles! ecstacies! gone down the American river!Dreams! adorations! illuminations! religions! the whole boatload of sensitive bullshit!Breakthroughs! over the river! flips and crucifixions! gone down the flood! Highs! Epiphanies! Despairs! Ten years' animal screams and suicides! Minds! New loves! Mad generation! down on the rocks of Time!Real holy laughter in the river! They saw it all! the wild eyes! the holy yells! They bade farewell! They jumped off the roof! to solitude! waving! carrying flowers! Down to the river! into the street!IIICarl Solomon! I'm with you in Rocklandwhere you're madder than I amI'm with you in Rocklandwhere you must feel strangeI'm with you in Rocklandwhere you imitate the shade of my motherI'm with you in Rocklandwhere you've murdered your twelve secretariesI'm with you in Rocklandwhere you laugh at this invisible humourI'm with you in Rocklandwhere we are great writers on the same dreadful typewriterI'm with you in Rocklandwhere your condition has become serious and is reported on the radio I'm with you in Rocklandwhere the faculties of the skull no longer admit the worms of the sensesI'm with you in Rocklandwhere you drink the tea of the breasts of the spinsters of UticaI'm with you in Rocklandwhere you pun on the bodies of your nurses the harpies of the BronxI'm with you in Rocklandwhere you scream in a straightjacket that you're losing the game of actual pingpong of the abyssI'm with you in Rocklandwhere you bang on the catatonic piano the soul is innocent and immortal it should never die ungodly in an armed madhouseI'm with you in Rocklandwhere fifty more shocks will never return your soul to its body again from its pilgrimage to a cross in the voidI'm with you in Rocklandwhere you accuse your doctors of insanity and plot the Hebrew socialist revolution against the fascist national GolgothaI'm with you in Rocklandwhere you will split the heavens of Long Island and resurrect your living human Jesus from the superhuman tombI'm with you in Rocklandwhere there are twentyfive thousand mad comrades all together singing the final stanzas of the InternationaleI'm with you in Rocklandwhere we hug and kiss the United States under our bedsheets the United States that coughs all night and won't let us sleepI'm with you in Rocklandwhere we wake up electrified out of the coma by our own souls' airplanes roaring over the roof they've come to drop angelic bombs the hospital illuminates itself imaginary walls collapse O skinny legionsrun outside O starry-spangled shock of mercy the eternal war is here O victory forget your underwear we're freeI'm with you in Rocklandin my dreams you walk dripping from a sea-journey on the highway across America in tears to the door of my cottage in the Western night。
新编英语教程 5 Unit 4 背景知识之Hunger in southern Africa
Hunger in southern AfricaAug 1st 2002 | BINGA AND OSITENIFrom The Economist print editionIf food aid is slow or obstructed,there will be starvationAFRICA'S hunger is growing,dangerously. However quickly donorsrespond to the disastrous foodshortage in southern Africa, millionsmore people will need aid over the next nine months.Stocks from April's awful harvest are nearly exhausted. The World Food Programme (WFP) says that 7m people already need help, and that the numbers will double before Christmas. In the worst-affected countries, Zambia, Zimbabwe and Malawi, maize harvests were miserable, but cassava (木薯）and potatoes partly filled the gap. Now these are almost gone, too. Within months, say aid agencies, chronic（慢性的, 延续很长的）hunger could give way to starvation in the most remote areas. If donors are slow or obstructed, a vaster famine looms（迫近）.Rural people are vulnerable even in normal times. Malawi's woes（悲哀）are typical: it has a shrinking economy and endemic poverty; half its children are chronically malnourished. An acute land shortage has led to over-use, soil degradation（退化）and small yields. Imported fertiliser could make even tiny plots productive, but most small farmers cannot afford to buy it, and donors are sending less of it free. An internal report written in July by Britain's Department for International Development admits that its own severe cut in “free inputs” for Malawi's farmers in 2000 and 2001 was a “more important factor” leading to hunger than two years of bad weather.The meagre（贫乏的；不足的）harvests that resulted meant that the vulnerable have become desperate. In Ositeni, a village in central Malawi, a few withered maize stalks and yellowing cassava plants poke up from the dusty soil. The village has no irrigation, no grain silos（筒仓, 地窖）, and no tomatoes or cash crops（商品作物）to trade for nsima, the country's maize staple. In other years, able adults would find casual work on neighbours' fields, in exchange for food. Now there are no jobs.Last week, the first sacks of charitable corn were unloaded for Ositeni's 13 most needy families. But stockpiles are needed before November's rains make the bare-earth roads impassably muddy. The WFP has appealed for $507m for southern Africa, but has so far raised less than a quarter of that. Last week, relief groups and the Red Cross launched their own campaigns, and a few million dollars have rolled in. It is already getting late, says Brendan Paddy of Save the Children: “During the region's 1991-92 shortage, food was already stockpiled in forward positions by now. We are three or four months behind.” Aid workers fear that donors will not respond until they see skeletal people on television.。
新编英语教程 5 Unit 4 背景知识之Poverty
Poverty in MexicoDependency theorists believe that poverty and underdevelopment in Mexico and other developing nations is a result of those nations' historical andHutchison Library/T ordaiPoverty in the Arab WorldReligion, language, and geography have served as unifying forces among Arabic peoples throughout their long history. Today, however, they live in at least 22 different countries.Geographic disunity has gradually diminished the unique Arabic cultural association.Nationalism and economic disparity among the various Arab nations plague their relations. Thewealth of Saudi Arabia, based on the vast oil reserves discovered there, contrasts conspicuously with the poverty found elsewhere in the Arab world, as shown in this photograph of a poor neighborhood.Liaison Agency/Patrick LandmannChildren Living on the StreetStreet children gather around a fire in Bucharest, Romania. Child welfare advocates are concerned with the increase in homelessness and prostitution among children in all urban areas where poverty exists.On Guard at Wounded KneeArmed members of the American Indian Movement stand guard in Wounded Knee, SouthDakota, during a 71-day standoff with the United States government in 1973. The culmination of the Native American protest movement of the late 1960s and early 1970s, Wounded Knee helped inspire a new generation of Native Americans to work toward addressing the persistent economic problems facing their communities, such as unemployment and poverty.Nezahualcoyotl, MexicoNezahualcoyotl is a poor neighborhood on the outskirts of Mexico City. It is an example of the social contrasts that exist in the city. Poor neighborhoods like this one are often in sharp contrast to the city’s wealthy areas.Apartments in Hong KongHong Kong is one of the world’s most densely populated urban centers. This photo depicts the close living quarters of many of the poor residents in Hong Kong. Nearly half the population lives in subsidized public housing.Starving Children in NigeriaDue to climate, drought, poor agricultural planning, political instability, and ineffectiveness and the mismanagement of natural resources, there are millions of starving people throughout the world. It is estimated that each year between 5 and 20 million people die of starvation; many of them, like those in the photo, are children.。
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CAUSES OF POVERTY
Poverty has many causes, some of them very basic. Some experts suggest, for instance, that the world has too many people, too few jobs, and not enough food. But such basic causes are quite intractable and not easily eradicated. In most cases, the causes and effects of poverty interact, so that what makes people poor also creates conditions that keep them poor. Primary factors that may lead to poverty include (1) overpopulation, (2) the unequal distribution of resources in the world economy, (3) inability to meet high standards of living and costs of living, (4) inadequate education and employment opportunities, (5) environmental degradation, (6) certain economic and demographic trends, and (7) welfare incentives.
EFFECTS OF POVERTY
Malnutrition and Starvation
Infectious Disease and Exposure to the Elements
Mental Illness and Drug Dependence
Mental Illness and Drug Dependence
Crime and Violence
Many developing nations experience severe and widespread poverty, which often leads to disease epidemics, starvation, and deaths. In the past few decades, millions of people have starved and died as a result of famine in such countries as Bangladesh, Ethiopia, North Korea, Somalia, and Sudan. As recently as 1998, almost one person in four (23 percent) residing in developing countries lived on less than $1 a day.
Hoovervilles
In the early 1930s shantytowns sprang up in cities across the United States, built by people
made homeless by the Great Depression. The areas, like this one in Seattle, were nicknamed Hoovervilles because their inhabitants blamed United States president Herbert Hoover for their plight.。