lecture 1 a history of western[1]

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选修六 Unit1 Reading A Short History of Western Pain

印象主义：强调对光和色彩的表现追求瞬间的视觉感受
抽象主义：强调对形式和结构的表现追求纯粹的视觉美感
表现主义：强调对内心世界的表现追求强烈的情感表达和个性风格
绘画材料的特点
油画：使用油性颜料色彩丰富立体感强水彩画：使用水性颜料色彩透明清新自然素描：使用铅笔、炭笔等线条简洁注重光影版画：使用木板、金属板等线条清晰色彩鲜明
印象派画家的代表人物有莫奈、雷诺阿、德加等
印象派绘画对后来的现代艺术产生了深远影响
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西方绘画的影响
对其他艺术形式的影响
影响了摄影、电影等现代艺术形式
推动了雕塑、建筑等传统艺术形式的发展
启发了文学、音乐等艺术形式的创作
促进了东西方艺术交流与融合
对社会文化的影响
推动了西方社会的文化发展
西方绘画中的色彩、构图、光影等元素可以启发个人的审美创新和创意思维。
西方绘画中的历史、文化、宗教等元素可以丰富个人的知识储备和文化素养。
欣赏西方绘画可以激发个人的想象力和创造力提高个人的艺术修养和审美品味。
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西方绘画的特点
绘画技法的特点
写实主义：注重细节描绘追求真实感印象主义：强调光影效果捕捉瞬间印象抽象主义：追求形式美强调线条、色彩和形状表现主义：强调情感表达运用夸张、变形等手法超现实主义：结合现实与梦境创造奇幻世界波普艺术：运用大众文化元素强调商业性和流行性
西方绘画的未来发
05
展
数字绘画的发展趋势
技术进步：随着科技的发展数字绘画工具和软件不断更新为艺术家提供了更多的创作可能性。跨界融合：数字绘画与虚拟现实、增强现实等技术相结合为艺术创作带来新的表现形式。教育普及：数字绘画教育逐渐普及越来越多的年轻人开始接触和学习数字绘画。市场需求：随着数字媒体和互联网的发展数字绘画在广告、游戏、影视等领域的应用越来越广泛。

人教版高中英语选修六《Unit1 A Short History of Western Painting》课件

Chinese painting western painting religious realistic not detailed
modPeraninting
abstract colour line
Western paintings
Time Period
AD5th---15th The Middle Ages
Characteristics
religious themes religious symbols
customs and faith
respect and love for God
Customs and faith
Characteristics
Why? a more realistic way
13th century
new
humanistic The Renaissance
classical
outdoors paint quickly not detailed
realistic perspective oil paints
The Renaissance
respect and
love for God The Middle Ages
realistic perspective oil paints
religious
The impressionism (para.5&6) 1. Sum up the reasons that led to the new painting styles.
1. Number the paragraphs.
2. Form groups of four and find your group leader.

人教版高二英语选修6unit1ashorthistoryofwesternpainting

人教版高二英语选修6Unit1 A short history of western paintingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语realistic, abstract, religion, religious, sculpture, gallery, belief, consequent, consequently, aim, symbol, value, focus, possession, convince, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, the Renaissance, focus on, a great dealb. 重点句式As there are so many ... it would be impossible to ... P1People began to concentrate less on religious themes and adopt a more humanistic attitude to life. P2If the rules of perspective had not been discovered, no one would have been able to paint ... P22. Ability goals 能力目标Enable the students to talk about the short history of Western painting.3. Learning ability goals 学能目标Help the students learn how to talk about the short history of Western painting. Teaching important & difficult points 教学重难点Enable the students to talk about their opinions about different styles of Western art. Teaching methods 教学方法Skimming and scanning; individual, pair or group work; discussion.Teaching aids 教具准备A recorder, a computer, a projector and some famous paintings.Teaching procedures & ways 教学过程与方式Step ⅠLead-inT: Good morning, class. Another week begins. Have you found any changes in our school?S: Some figure sculptures stand along the two sides of the school yard near the school S: The walls were painted white.gate.S: There are many world famous paintings hanging on the walls of the corridors of the school building.T: Wonderful! Y ou are very good at observing. These things like sculptures and paintings can make our school more beautiful. What do we usually call them in general?Step ⅡW arming UpAt first, ask the students to match some new words with the correct English meanings. Warming Up in groups of 4. Next, get them to answer the other questions in pairs. At Then ask them to look at the paintings in this unit and discuss the questions inlast, check the answers with the whole class.T: First, please match some new words in Column A with the correct English meanings in Column B.Show them on the screen.Key: a-3, b-2, d-6, e-4A Bb. abstract 2. being in thought but having a physical or practicalc. detailed 3. lifelike, true to lifed. religious 4. classical, of old beliefse. traditional 5. sincere to believe in a god or godsa. realistic 1. accurate, minuteT: I’d like you to look at the paintings in this unit, and then work in groups of 4 to discuss the questions in Warming Up. I will give you six minutes.T:1. Which would you choose to put up on the walls of our classroom? And why?Six minutes later.2. If you were an artist, what kind of pictures would you paint?Step Ⅲ Pre-readingGet the students to discuss the questions in Pre-reading in pairs. Then check theanswers with the whole class.Step Ⅳ ReadingTask 1 ScanningT: Please read the passage as quickly as you can to find out the answers to the questions on the screen.Show some questions on the screen.1. What were the artists interested in from 5th to 15th century AD?2. How did Masaccio paint his paintings?3. Why did the impressionists have to paint quickly?After the students finish reading the passage, check the answers.T: Now who would like to answer Question 1?S: They were interested in creating respect and love for God.S: They painted many religious scenes.T: Good! Who’d like to answer Question 2?S: He drew things in perspective, which makes pictures very realistic.T: Who can tell us the reasons why the impressionists had to paint quickly?S: Because natural light changes quickly, they had to paint quickly.T: Well done.Task 2 SkimmingLet the students read the passage again and get the main idea of it. Then complete the following chart on their own. And check the answers with the whole class.T: Now please read the text again to get the main idea of it. And fill in the following chart.Show the chart with blanks on the screen. A few minutes later, check the answers. Sample answers:Task 3 ComprehendingLet the students read the passage again and deal with the Exercises 1 ＆2 in Comprehending.T: Now please read the passage again and then do the Exercises 1 ＆ 2 in Comprehending. I will give you five minutes. Then I will ask some of you to answer them.Five minutes later, check the answers.T: Quite right! Now that we have learned the passage, I have a question: What is the writing style of the passage?S: The passage is a historical narrative article. It briefly introduces the main features of different Western painting styles during the main periods of times. It also ana lyzes why and how the styles changed. The short history of Western painting styles is described clearly and vividly, which gives the readers deep impression.T: Good. How about its writing characteristic?S: The writing characteristic of it is: Arranged well in the order of time; Catch the features of people and things and use adjectives very exactly; Lay the stress on the main subjects and purpose, writing details and briefs properly; Insert the typical paintings to make the passage more vivid and lively.Step ⅥHomework1. Underline the time expressions in the reading passage.2. Retell the passage with the help of the chart about the text.3. Discuss the question in Exercise 3 on page 3.。

a short history of western painting课文翻译

a short history of western painting课文翻译英语原文：A SHORT HISTORY OF WESTERN PAINTINGArt is influenced by the customs and faith of a people. styles in western art have changed many times. As there are so many different style of western art. It would be impossible to describe all of them in such a short text. Consequently，this text will describe only the most important ones, starting from the sixth century ad.The middle ages( 5th to the 15th century ad )During the middle ages, the main aim of painters was to represent religious themes. A conventional artist of this period was not interested in showing nature and people as they really were. A typical picture at this time was full of religious symbols, which created a felling of respect and love for god. but it was evident that ideas were changing in the 13th century when painters like giotto di bondone began to paint religious scenes in a more realistic way.The renaissance ( 15th to 16th century )During the renaissance, new ideas and value gradually replaced those held in the middle ages. people began to concentrate less on religious themes and adopt a more humanistic attitude to life ，at the same time painters returned to classical roman and greedk ideas about art. they tried to paint people and nature as they really were. Rich people wanted to possess their own paintings, so they paid famous artist to paint pictures of themselves, their houses and poeeseeions as well as their activities and achievements. One of the most important discoveries during this period was how to draw things in perspective. This technique was first used by Masaccio in 1428. When people first saw his paintings, they were convinced that they were looking through a hole in a wall at a real scene. If the rules of perspective had not been discovered, no one would have been able to paint such realistic pictures. By coincidence, oil paints were also developed at this time, which made the colours used in paintings look richer and deeper. Without the new paints and the new technique, we would not be able to see the many great masterpieces for which this period is famous.Impressionism ( late 19th to early 20th century )In the late 19th century, Europe changed a great deal from a mostly agricultural society to a mostly industrial one. Many people moved from the countryside to the new cities. There were many new inventions and social changes. Naturally, these changes also led to new painting styles. Among the painters who broke away from the traditional style of painting were the Impressionists, who lived and worked in Paris.The Impressionists were the first painters to work outdoors. They were eager to show how light and shadow fell on objects at different times of day. However, because natural light changes so quickly, the Impressionists had to paint quickly. Their aintins were not as detailed as those of earlier ainters. At first, many people disliked this style of painting and became very angry about it. They said that the painters were careless and their paintings were ridiculous.Modern Art ( 20th century to today )At the time they were created, the Impressionist paintings were controversial, but today they are accepted as the beginning of what we call “modern art”. This is because the Impressionists encouraged artists to look at their environment in new ways. There are scores of modern art styles, but without the Impressionists, many of these painting styles might not exist. On the one hand, some modern art is abstract; that is, the painter does not attempt to paint objects as we see them with our eyes, but instead concentrates on certain qualities of the object, using colour, line and shape to represent them.On the other handsome aintins of modern art are so realistic that they look like photographs. These styles are so different. Who can predict what painting styles there will be in the future?参考翻译：西方绘画简史艺术受一个民族的风俗和信仰的影响。

托福听力tpo51 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo51lecture1、2、3、4原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a botany class.FEMALE PROFESSOR:So,continuing with crop domestication,and corn—or,um, maize,as it's often called.Obviously it's one of the world's most important cropstoday.It's such a big part of the diet in so many countries,and it's got so many different uses,that it's hard to imagine a world without it.But because it doesn't grow naturally,without human cultivation,and because there's no obvious wild relative of maize…uh,well,for the longest time,researchers weren’t able to find any clear link between maize and other living plants.And that's made it hard for them to trace the history of maize.Now,scientific theories about the origins of maize first started coming out in the 1930s.One involved a plant called teosinte.Teosinte is a tall grass that grows wild in certain parts of Mexico and Guatemala.When researchers first started looking at wild teosinte plants,they thought there was a chance that the two plants—um, maize and teosinte—were related.The young wild teosinte plant looks a lot like the corn plant,and the plants continue to resemble each other—at least superficially—even when they're developed.But when the scientists examined the fruits of the two plants,it was a different story. When you look at ripe corn,you see row upon row of juicy kernels…um,all those tiny little yellow squares that people eat.Fully grown teosinte,on the other hand, has a skinny stalk that holds only a dozen or so kernels behind a hard,um,almost stonelike casing.In fact,based on the appearance of its fruit,teosinte was initially considered to be a closer relative to rice than to maize.But there was one geneticist,named George Beadle,who didn't give up so easily on the idea that teosinte might be…well…the“parent”of corn.While still a student in the1930s,Beadle actually found that the two plants had very similar chromosomes—very similar genetic information.In fact,he was even able to make fertile hybrids between the two plants.In hybridization,you remember,the genes of two species of plants are mixed to produce a new,third plant—a hybrid.And if this offspring—this hybrid—is fertile,then that suggests that the two species are closely related genetically.This new,hybrid plant looked like an intermediate,right between maize and teosinte.So,Beadle concluded that maize must've been developed over many years,uh,that it is a domesticated form of teosinte.Many experts in thescientific community,however,remained unconvinced by his conclusions.They believed that,with so many apparent differences between the two plants,it would have been unlikely that ancient—that prehistoric peoples could’ve domesticated maize from teosinte.I mean,when you think about it,these people lived in small groups,and they had to be on the move constantly as the seasons changed.So for them to selectively breed,to have the patience to be able to pick out just the right plants…and gradually—over generations—separate out the durable,nutritious maize plant from the brittle teosinte that easily broke apart…it's a pretty impressive feat,and you can easily see why so many experts would have been skeptical.But,as it turns out,Beadle found even more evidence for his theory when he continued his experiments,producing new hybrids,to investigate the genetic relationship between teosinte and maize.Through these successive experiments,he calculated that only about five specific genes were responsible for the main differences between teosinte and maize—the plants were otherwise surprisingly similar genetically.And more recently,botanists have used modern DNA testing to scan plant samples collected from throughout the Western Hemisphere.This has allowed them to pinpoint where the domestication of maize most likely took place—and their research took them to a particular river valley in southern Mexico.They've also been able to estimate that the domestication of maize most likely occurred about9,000 years ago.And subsequent archaeological digs have confirmed this estimate.In one site,archaeologists uncovered a set of tools that were nearly9,000years old.And these tools were covered with a dusty residue…a residue of maize,as it turns out…thus making them the oldest physical evidence of maize that we've found so far.题目1.What is the lecture mainly about?A.A research study that compares wild and domesticated plantsB.Problems with a commonly held hypothesis about the origin of teosinteC.Reasons why wild plants are usually unsuitable for agricultureD.The process used to identify the ancestor of a modern crop2.What evidence seemed to indicate that maize and teosinte are not related?A.Young teosinte plants do not physically resemble young maize plants.B.Preliminary DNA evidence indicated that teosinte was related to rice.C.Maize and teosinte usually grow in significantly different climates.D.Maize and teosinte have very different types of kernels.3.Why does the professor discuss hybrids?A.To explain how a geneticist confirmed that maize was widely grown9,000years agoB.To indicate the earliest method used by geneticists to identify plant originsC.To explain a method used to demonstrate a link between two plant speciesD.To describe how geneticists distinguish between wild plants and domesticated plants4.What was most researchers'initial view of George Beadle's theory about teosinte?A.They accepted it but questioned the evidence cited.B.They rejected it because of conflicting archaeological evidence.C.They questioned it because it implies that ancient farmers were sophisticatedplant breeders.D.They questioned it because genetic research was viewed with skepticism at that time.5.What did Beadle conclude about maize and teosinte?A.Both plants lack particular genes that are common in most domesticated plants.B.Both plants have particular genes that enable them to adapt to varying climates.C.Only a small number of genes are responsible for the differences between the two plants.D.The genetic composition of both plants is very similar to that of rice.6.According to the professor,why was the discovery of stone tools important?A.It proved that teosinte was simultaneously domesticated in multiple locations.B.It helped to confirm the period in which maize was first domesticated.C.It suggested that maize required farming techniques that were more complex than experts had previously assumed.D.It provided evidence that maize plants were used for more purposes than experts had previously assumed.答案D D C C C B译文旁白：请听一段植物学讲座的节选。

Reading of a short history of western painting

dimensions of the canvas
03
Futurism
An Italian movement that prioritized speed, technology, and
Mannerism
A style that emerged in the late 16th century as a reaction to the High Renaissance, Mannerism emphasized artistry, elegance, and socialization through exaggerated promotions and complex compositions
High Renaissance
Marked by the work of Leonardo da Vinci, Michelangelo, and Raphael, High Renaissance painting emphasized harmony, balance, and idealized beauty
Western Painting • Conclusion and Outlook
01 Introduction
Purpose and background
• Purpose: The purpose of this reading is to provide a comprehensive overview of the history of Western painting, from its early beginnings to the present day By examining the key movements, artists, and techniques that have shaped the development of Western painting, readers will gain a deep understanding of the cultural and artistic significance of this rich visual condition

Western Philosophy

1. 2. 3. 4. 5. Heliocentrism Hermeticism Humanism Neoplatonism Secularism
Heliocentricism (日心说)
• ancient Greece and Rom:geocentrism 地心说 • In the Renaissance, Galileo’s observations, Kepler’s mathematics, and Copernicus’ theory of heliocentrism proved the mechanics
• ―one nation under God, indivisible, with liberty and justice for all.‖ (from the Report of the United States Commission on Civil Rights)
• Many western philosophers agree that because God is true, therefore all else is true Cosmological Argument (宇宙论)
• The founders of the United States all included God as the supreme authority in their writings. • …it would be peculiarly improper to omit in this
first official act my fervent supplications to that Almighty Being who rules over the universe, who presides in the councils of nations, and whose providential aids supply every human defect, that His benediction may consecrate to the liberties and happiness of the people of the United States a Government instituted by themselves for these essential purposes, …(美国总统乔治华盛顿第一次就职演讲)

人教必修6Unit_1_A_Short_History_of_Western_Painting

Part 4 is about
__I_m_p_r_e_s_s_io_n_is_m______.
Part 5 is about
__M_o_d_e_r_n_A__rt________.
二.理解细节，合作探究
Part（1、2）（第1-12行）
请同学们认真默读阅读第1、2部分，独立完成以下填空题，之后小组交换意见，每组选出代表发言。时间 5分钟。
at this time, which made theHale Waihona Puke colors more richer
and deeper.
F
Part 4(第32-45行) Impressionism
请同学们大声朗读第四部分，独立完成以下选择题,之后小组交换意见，每组选出代表发言。时间5分钟。
1.When did Europe change a great deal?
A. In the late 19th century
B. In the early 19th centyry
C. In the late 18th century
2. Who were the first painters to paint outdoors?
A. Painters in the Middle Ages.
三.拓展迁移，畅所欲言 Let’s see what they are talking about.
In my opinion,I have a preference for Chinese painting.
1.Art is influenced by the customsand faith of people. Stylesin western art have changed many times.

纲要AHistoryoftheWesternTranslation

纲要AHistoryoftheWesternTranslationA History of the Western TranslationText books required to be read陈福康.《中国译学理论史稿》[M].上海：上海外语教育出版社，1992年.马祖毅.《中国翻译史》[Z] 北京：中国对外翻译出版公司，1988年.谭载喜.《西⽅翻译简史》[Z] 北京：商务印书馆，1991年.I. Translation in Ancient Times1.1.The earliest translation in the western worldFrom 300 B.C. to 5 A.D. when the Roman Empire collapsedKey conceptsThe birth of translation is quite early, as early as 3000 B.C. according to the historical records.Greek V ersion of the Old Testament of the Bible. Result of the result of collective work and characterized by accuracy ensured collaboration).1)The Roman translators did translation by shifting from interpretation to imitation and finally to rivalry2)No systematic study of translation theories, only some views on it, such as Word for word translation and sense for sense translation (Cicero’s interpreter’s translation and orator’s translation). This has influenced the later generations of translators in the West.3)The Bible translation holds a very important position in the Western translation history.1.2 Important Roman Translators(1)Livius Andronicus[安德罗⾥柯](284?-204 B.C.) (translated Hom er’s Odyssey, Aischulos’ and Sophokles’ tragedies, Menandros’ comedies)(2)Marcus Tulluis Cicero[西塞罗](106-43 B.C. )(translated Homer’s Odyssey, Plato’s Timaeus and Protagoras, Xenophon’s Economics, Aratus’s Phenomena)(3) Quintus Horatius Flaccus[贺拉斯](65-8 B.C.)Translators of the Bible:Philo Judacus[菲洛](20?-50? B.C.)(translated the Bible)St Jerome[哲罗姆](331-420 A.D.)(translated the New testament from Greek and the Old Testament from Hebrew into Lantin) St. Augustine[奥古斯丁](345-430 A.D.)1.3The earliest western translation theoriesa)Marcus Tullius Cicero (his views on translation in two books: De optimo genere oratorum and De finibus bonorum et malorum)i)A translator must, like an oratore, use idiomatic Roman language in expressing what is conveyed by a foreign language; ii)A translator must avoid word-for-word translation and try to retain genus omne vimque(meaning);iii)One who translates Demosthenes must be Demosthenes as translation means literary production; iv)Different rhetorical devices in different languages share similarities, which enables a translator to achieve correspondence in style.The translation should surpass the original and the translator is superior to the original author.e)St. Jeromei)Flexibility is a very important principle that must be adopted in translation when word for word rendition is impossible; ii)It is necessary to distinguish between literary translation and religious translation; iii)Correct translation must depend uponcorrect understanding of the source textMore of St. Jerome’s Viewsa) While doing translation, the translator must be as flexible as he can, as flexibility is a very important principle that must be adopted in translation when word for word rendition is impossible. Languages differ from each other in diction, style, idiomatic usage, syntax and meaning and content. Therefore, word-for-word rendition is not workable.b) The translator must differentiate between ―literary translation‖ and ―religious translation‖. In the former, the translator must adopt what style is easier to understand to convey the original thought. However, in the Bible translation, the translator can not always use sense for sense method, but literalrendition.Cicero preferred sense for sense to word for word, but Jerome considered them to be complementary to each other. He applied this to his translation practice.c ) Correct translation must depend on correct understanding of the source text. He did not believe the inspiration of God.Jerome’s principles on and methods of translation greatly influenced the later translation, especially the Bible translation in other western countries.e)St. Augustine(345-430 A.D.)i)A translator must meet the following requirements: (a)a good command of the two languages,(2)knowledge of the subject matter selected for translation,(3)capability of proofreading; ii)Pay full attention to three kinds of style: plain, refined and sublime; iii)Pay due attention to the triangle relationship between signified, signifier and the translator’s judgment; iv)the basic level in translation is word; v)translating the Bible must be done under the inspiration of God.Summary of Ancient Roman TranslatorsTranslation is not an isolated phenomenon. Rather it is associated with certain major projects—nationalist, ideological and religious in nature—which often had the support of monarchs, aristocrats and institutions.II. Translation in the Middle AgesA brief introductionThe Middle Ages (from 476A.D.—the end of the Roman Empire to the Renaissance) holds a less important position in the history of the Western translation.Division of Middle AgesAs mentioned above, this period of time starts from 476 A.D. –the end of the Roman Empire and ends in1500 A.D. —the beginning of the Renaissance. It covers over 500 years– a long period of time in the history. For the sake of discussion, It is divided into three periods according to the order of time:The early Middle Ages, the middle Middle Ages and the late Middle Ages.2.1.Translation in the Early Middle Ages2.1.1.Translation practices and studiesThe Bible translation was still a dominant translating activity.The Roman Catholic Church’s and monarch’s role in patronizing and organizing translations （enterprises）could not be overestimated.There were translation activities without any progress made in translation theory.Important translators at this time:A)Manlius Boethius (480?-524?)Roman philosopher and statesman, Christian theology and translator. Born in Roman into a distinguished Anician family, well educated, a capable administrator. Boethius tended to focus on translation practice instead of theoriesManlius Boethius’s views on translationi)Keep either the content or the style when both cannot be preserved in the TL at the same time;b)King Alfred(849-899)Translation, as practiced and promoted by a monarch of the stature of Alfred, was thus a medium for rescuing the English language, creating a sense of national unity and laying the foundations for English prose.2.2.Translation in the Middle Middle Ages2.2.1.Cultural exchange between East and WestSituation: In the 7th and 8th centuries, the Arabs expanded their territory and conquered Greece and many Syrian scholars flooded into Athens, translating Greek works into ancient Syrian language and then brought them back to Baghdad. The works translated are those by Aristotle, Plato, Galen, Hippocrites and others.Three main translation enterprises:There were important schools engaged in translation during this period of time. Three of them are famous. They are:A.Baghdad (Center of Arabic translation) School,B. School of Toledo (culturalexchange and rebirth) and C.The third translation enterprise in the second half of the fourteenth century.Characteristics of the translation in this periodTranslation enterprises developed under the patronage of those centers of power. Besides the above translation enterprises, there were some others which flourished in Europe, although on a small scale.2.3.Translation in the Late Middle Ages2.3.1.Features of translationTranslation was closely related to the development of national languages.V ernacular translation centered on the Bible and began to develop into other fields such literature.Translation with Toledo as a center in the 12th century promoted the translation of Arabian literature.One sentence summary:The Middles Ages inherited from Latin antiquity not only some commonplaces of translation theory, but also the academic framework for that theory with the characteristic of the vernacular translation and this kind of translation, centered on the Bible and beginning to develop into other fields such literature, is little more than a collection of disparate practices, united by a few inherited commonplaces which center on the distinction between word for word and sense for sense, and useful for diachronic source study, stylistic analysis, or the study of particular literary or historical relationships.III. Translation in Renaissance3.1.Renaissance and TranslationRenaissance is the period in Europe between the 14th and 17 centuries, when the art, literature, and ideas of ancient Greece were discovered again and widely studied, causing a rebirth of activity in all these things. During this period of time, the role translation plays in Renaissance: means of transplanting new ideas and thoughts, compared to war trophies in literature and art. Renaissance in turn influenced translation greatly in terms of attitudes toward translation and translation methods or approaches.3.2.Translation in Germany in Renaissance3.2.1.Features of German translationAs the translators’ focus on language was shifted from Latin to Germa n, the debate as to which approach (word for word was superior to sense for sense )was acceptable ended up with sense for sense becoming a dominant method in translation practice. German was respected as a language independent of Latin and different from Latin in many aspects.The 16th century German translations are mainly literary classics and religious works or writings.3.2.2.Outstanding figuresMartin LutherMartin Luther(1483-1546), German religious reformer, translator. He translated New Testament from Greek and Old Testament from Hebrew. He adopted acceptability by the populace as his translating principle, chose the accepted dialect in the then German and created many new words, thus making his translation a model in the German language. This translation influenced greatly the German people religiously and politically and socially and made great contribution to the growth and development of the German language. His views on translation are:1)Translation must adopt the language accepted by the people;2)Translation must pay much attention to the relation of grammar to sense;3)Translation must follow seven principles: a)the translator can change the original word order, b)the translator can chose proper helping words, c)the translator can supply necessary words, d)the translator can omit the words which can not find exact counterparts in TL, e)the translator can render a word into a phrase, f)the translator can translate metaphorical expressions into nonmetaphorical expressions and vice versa, g)the translator must pay due attention to the deviation of language and the accuracy of interpretation;4)Translation must draw on collective wisdom and absorb all useful ideas.3.3.Translation in France in Renaissance3.3.1.Features of French translationThe climax of French translation only appeared in the 16th century. The focus on translation shifted from religious works to literary classics. Most of literary translation was a by-product.3.3.2.Prominent figuresEtienne DoletEtienne Dolet(1509-1546), linguist, classic scholar and printer. He was three times put into prison and executed at the age of 37 for his new ideas of humanism. His body and some of his works were burned by the reactionary authorities and the church. His contributions to translation includes several translations and books on Greek and Latin. His views on translation were in his academic article: La maniere de bien traduire d’une languae en autre:Etienne D olet’s Views:1)The translator must understand what he wants to translate; 2)the translator must know SL and TL, 3)the translator must avoid word for word rendition, which harms the conveyance of the original message and the beauty of the language, 4)the translator must the common speech, 5)the translator must make the version appropriate in effect through diction and adjustment of syntactical components.3.4.Translation in Britain in Renaissance3.4.1.Features of English translationTranslators did their work for the purpose of serving their country, introducing the ancient people’s wisdom into England, providing materials for the Queen, statesmenand playwright and readers. Notheory, mainly practice.3.4.2.Prominent figuresGavin Douglas(1475-1522), famous Scottish poet and literary translator, translated Virgil’s epic and adopted sense for sense approach.John Cheke(1514-1557)Nicholas UdallGrimald and FlorioNicholas Grimald(1519-1562),Philemon HollandGeorge ChapmanWilliam TyndaleWilliam Fulke: a student of the Bible, humanist. His views on translation are:1)Translation has nothing to do with one’s belief;2)Bible translation must be done on the basis of respecting idiomatic usage of language. Summary of translation in RenaissanceThe Renaissance period witnessed a considerable increase in the number of translations, due to the stimulating influence of the Renaissance and the introduction of printing technology and perception of translation as a means of disseminating knowledge to a wider audience. In addition, new views on translation appeared and translation activities centered not only on the bible and classical literary texts, but also on other kinds of texts such as scientific ones and helped develop the national languages. IV. Translation in the Early Modern Times in West4.1. Brief IntroductionBetween 17th century and 19th century is a very important period of translation and translation studies in the west. Features of western translation in the early modern times:1)Translation became prosperous because of boosting of production, prosperous economy, more and more people receiving education and being eager to read and write;2)Each period differs from the other and each country differs from the other in translation;3)Translation is characterized by inaccurate representation of the original message in the TL in many cases in some countries;4)Translation theories began to develop systematically in terms of their framework in the 18th century and found its center in the 19th century Germany;5)The focus of translation practice began to be shifted from classics to modern works;6)Jesus Christ school: inaccurate translation, making classics religious in renditionPort-Royal school: stressing the present, often adding something to the original content or omitting something of the ST in the translation.7)The 19th century French translators such as Francoise-Rene de Chateaubriand(1768-1848), Gerard Nerval(1808-1855) and Charles Baudelaire(1821-1867) focused their attention on translating modern works such as those of Shakespeare and Allen Poe.4.2.Translation in Early modern times in France4.3.Important translators in early modern times in GermanyFriedrich Schleiermacherg)Friedrich Schleiermacher(1768-1834), influential philosopher, theologist and classic linguist, knew Greek a nd Latin and translated Plato’s works. His views on translation reflected in Ueber die verschiedenen Methoden des Uebersezens(论翻译的⽅法)，an article which made a good study of translation from a theoretical perspective and influenced the German Translation World greatly, are as follows:(1)Translation falls into two kinds: written interlingual translation and oral interlingual translation; (2)Translation is classified into the real translation and mechanical translation;(3)Translation must rely on the accurate understanding of the dialectal relationship between language and thought; (4)Translation can be carried out in two different ways: source text author oriented and target text reader oriented.Wilhelm von Humboldt4.4.Translation in Early Modern Times in England4.4.1.Features of translation in early modern times in EnglandTranslation becoming more prosperous;Popularization of Authorized Version of the Bible and its influence on translation;More translators and translation theorists;Systematic theoretical study of translation.4.4.2.Important translators in Englandcaused by the differences in time, language and location.Abraham Cowleyf)Abraham Cowley(1618-1667), poet, commentator and translator, famous for his translation of Pindar’s works. LikeJohn Drydenh) (1631-1700), originator of the English classicism, poet laureate and the great translator of the 17th century, translated many foreign works and made great contributions to the development of translation theories. His translations include the works of Juvenal, Du Fresnoy, Theorcritus, Lucretius, Horace, Homer and others. He is a master of languages, good at rendition which varies according to the people. His views on translation are mainly reflected in his articles, essays and prefaces, all of which were later put into a form of a book by W. P. Ker entitled Essays of John Drydren. They are as follows: (1)Translation is an art; (2)The translator must grasp the features of the ST; (3)Translation must take the readers of TL into consideration; (4)The translator must be loyal to the ST in content and thought; (5)Translation can borrow foreign words; (6)Translation falls into 3 kinds:(a)metaphrase, (b)paraphrase, (c)imitation.Tytler and FitzGeraldn)Alexander Fraser Tytler(1747-1814), professor of history at Edinburg University. His Essay on the Principles of Translation holds special position in translation studies. Three principles are:(1)A translation should give a complete transcript of the ideas of the original work, (2)The style and manner of writing should be of the same character as that of the original and (3)A translation should have all the ease of original composition.o)Edward FitzGerald(1809-1883), writer. He translated the Persian writer Omar Khayyam’s Rubaiyat(鲁拜集)。

A short history of western painting 知识点

--She possesses some interesting pictures. 她有一些有趣的画儿。 He decided to _g_i_v_e___a_w_a_y____ everything __h_e___p_os_s_e_s_s_e_d_ and
became a monk. (他决定捐赠他拥有的一切出家为僧)
(be) in the possession of 为…所拥有
The police __w__e_nt__th_r_o_ugahll the dead girl’s ________p.ossessions 警方检查了死去女孩的所有财物。
The cellphone _______________________.(是Mary的) =_______________i_s_in__th_e__p_o_s_se_s_s_i_o_n_o_f_M_a_r_y.
He was caught
_p_os_s_es_s_io_n _of_______________.（占有赃物）
She ________________________(拥有这个房子) two years ago.
in possession of stolen goods
took possession of the house
A short history of western painting 知识点
When people first saw his paintings, they were convinced that they were looking through a hole in the wall at a real scene.
take place 发生, 举办 take one’s place 就座, 坐下

Unit 1 Art A Short History of Western Painting(教案)

(人教版高中课程标准试验教科书选修6 Unit 1 ART, A ShortHistory of Western Painting)一、教学课型：阅读活动课本单元的课文主要是对西方绘画史的介绍。

主要介绍各个时期绘画的特点和风格。

二、教材分析1.教学内容（见文本）2.教材处理本文是对西方绘画史的一个简洁的介绍。

主要介绍了不同时期人们的信仰对绘画主题与风格的影响以及各个时期绘画的主题和风格。

本节课主要安排一下几个教学环节①导入②对课文的理解③探究人们各个历史时期的想念根源④通过自己的绘画体现自己对各个时期绘画作品主题和风格的理解。

⑤展示自己的作品并用英语进行描述。

3.教学目的Teaching Goals:（1）. To arouse Ss’ interest in learning about art.（2）. To let the students understand the text and know the four painting styles in different times.（3）. To let the students understand how faith influences the artstyles and guide students to understand what the people’s faith in the four different times and how they influenced the painting styles.（4）. To encourage the students to draw their own paintings according to their understanding and experience to illustrate their understanding to the paintings in different times and express their ideas by using what they have learned from the text.4. 教学辅助teaching aidsMulti-media, simple drawing, pictures, painting papers and pencils 三、教学设计Teaching Procedures:（一）总体思路1.在导入阶段，通过欣赏西方世界名画来激起学生对西方绘画史的兴趣。

U1学案答案AShortHistoryofWesternPainting

I.Translate the group senses in the text into Chinese.1. 西方绘画简史2. 一个精确的定义3. 在中世纪4. 向人们传讲基督教5. 对...感兴趣6. 描绘现实场景7. 在13世纪8. 宗教主题9. 特别，尤其10. 有别于11. 逼真的人脸12. 深刻的情感冲击13. 不那么关注于...14. 对生活采取更加人性化的态度15. 因此16. 一个重要突破17. 在这个时期18. 透视画法的使用19. 有影响力的画家20. 在...的基础上发展21. 油画颜料22.浓厚的色彩23. 油画24. 达到极致25. 获得...的名声26. 光影大师27. 在题材上28. 重点从...转移到...29. 地位高的人30. 写实画像31. 重要历史事件32. 神话故事33. 因此34. 传达场景中的光和运动35. 主观印象36. 描绘自然或生活场景37. 专注于38. 努力去做39. 笔下人物的外在形象40. 内在的温暖和人性41. 后来的艺术家42. 用新的方法43. 一种现实但梦幻般的质感44. 转向抽象艺术45. 尝试去做46. 不再47. 展示现实II. Fill in the blanks.1.What’s Western art? __It___ is hard to give a precise __definition____(define)2.As there have been so many different styles of Western art, it is impossible _to describe____(describe) them all in a short text.3.Perhaps the best way _to understand____(understand) Western art is __to look____(look) at the development of Western painting over the centuries.4.During the Middle Ages, the purpose of Western art was __to teach____(teach) people about Christianity. _Thus____, artists were not interested _in__ painting realistic scenes.5.This began to change in the 13th century _with___ Giotto di Bondone.6._While___ his paintings still had __religious____(religion) themes, they showed real people ina real environment.7._In___ particular, his paintings are set apart __from___ other paintings __by___ their realistic human faces and deep _emotional____(emotion) impact.8.New ideas and values __gradually____(gradual) replaced old __ones___ from the Middle Ages.9.As __a__ result, painters concentrated less __on__ religious themes. They began to adopt a more humanistic attitude __to/towards___ life.10._Influential______(influence) painters such as Leonardo da Vinci, Michelangelo, and Raphael built __upon__ Giotto and Masaccio’s innovations _to produce____(produce) some of _the greatest___ (great) art that Europe had ever seen.11.__With___ their deep colours and realism, some of the best oil paintings look like photographs.12._While____ painters as early as Da Vinci had used oil, this technique reached its __height___(high) with Rembrandt, __who___ gained a reputation ___as____ a master of shadow and light.13.In subject matter, the emphasis ___increasingly_______(increasing) shifted from __religious_____(religion) themes ___to____ people and the world around us.14.Kings, nobles, and people __of___ high rank wanted to purchase __accurate_______ (accuracy) pictures __of____ themselves and the people they loved.15.Others wanted paintings __showing_____ (show) important historical events or stories from mythology. Finally, most clients wanted paintings ___that/which____ were beautiful and interesting to look__at___.16.After that, paintings were no longer needed to preserve __what____ people and the world looked like. Hence, painters had to find a new way of looking at their art.17.The name of this new movement came from the painting by Claude Monet __called_____(call) Impression, Sunrise.18.In this work, Monet’s aim was __to convey_____(convey) the light and movement in the scenethe __subjective______(subject) impression the scene gave himbut not a __detailed____(detail) record of the scene ___itself_____(it).19.__While_______ many impressionists painted scenes of nature or daily life, others, such as Renoir, focused __on___ people. ____Unlike_____ the cold, blackandwhite photographs of that time period, Renoir’s paintings are full of light, shadow, colour and life. He ___sought____ (seek) to show not just the outer image of his subjects, __but____ their inner __warmth____(warm) and humanity as well.20.Painters such as Picasso tried to analyse the shapes __which/that_____ existed in __natural____(nature) world ___but___ in a new way, with Cubism.21.Still others turned ___to____ abstract art. __What______they attempted ___to do___(do) was no longer show reality, but instead to ask the question, “What’s art?”。

lecture 1 a history of western[1]共25页PPT资料

234.031.1
A History of Western Social Thoughts
Yu Hai Department of Sociology
Fudan University
Key Lectures
1) Sociaopolitanism of Mediterranean Empire: Hellenic
Textbook and Evaluation
考核办法 - 分平时作业（课堂讨论和专题演示）和期末考
试 - 平时作业计分占30%，期末为70%
教材 - 于海: <西方社会思想史>, 复旦大学出版社,
2019年. - Yu Hai: Western Social Theory, Fudan University Press, 2019
BIBLIOGRAPH
学科史参考著作吉本：《罗马帝国衰亡史》（上下），北京商务印书馆汤普逊：《中世纪经济社会史》（上下），北京商务印书馆约瑟夫。熊彼特：《经济分析史》（一、二、三卷），北京商务印书
馆文德尔班：《哲学史教程》（上下），北京商务印书馆罗素；《西方哲学史》（上下），北京商务印书馆雷蒙-阿隆：《社会学主要思潮》，上海译文出版社基佐：《欧洲文明史》，北京商务印书馆阿伦-布洛克；《西方人文主义传统》，北京三联书店布克哈特：《意大利文艺复兴时期的文化》，北京商务印书馆丹纳：《艺术哲学》，人民文学出版社基托：《希腊人》，上海人民出版社巴洛；《罗马人》，上海人民出版社柯林武德：《历史的观念》，中国社会科学出版社
书馆马基亚维里：《君主论》，北京商务印书馆托马斯-莫尔：《乌托邦》，北京商务印书馆霍布斯：《利维坦》，北京商务印书馆洛克：《政府论》（下篇），北京商务印书馆亚当-斯密；《道德情操论》，北京商务印书馆休谟：《人性论》，北京商务印书馆佛格森：《文明社会史论》，辽宁教育出版社

Lecture Notes_U1

Electronic Teaching PortfolioBook Three1. crease2. hint3. assured4. awaiting5. hovering6. scrawled7. glistening8. frail9. sole 10. visible 11. engaged 12. biased 13. dreading 14. grinning1.for fear of2.pulled up3. except for4. get by5. make aliving 6. every so often 7. in the background 8. Shut off 9.each and every 10. as it is 11. wraps around her little finger12. caught us unawaresUnit One: People Around UsPart I Get StartedSection A Discussion▇Sit in groups of threes or fours and discuss the following questions.1.How do you expect to be treated by people around you? Please give examples.2.Have you ever met anyone just once but remember that person well? If yes, share yourexperiences with your group members.3.Do you think special help should be offered to the sick, the poor, the aged and thehandicapped?▇Answers for reference:1. A sample answer:I expect everyone to treat me in a friendly way. For example, when I ask someone forinformation, I hope he or she can patiently tell me what he or she knows. I expect a “sorry”from someone who has hurt me and a “thank you” when I do him or her a favor.2. A sample answer:Yes. I remember a mother and a son on the train from Xining back to Guangzhou. They were sitting opposite me. They offered to share their food with me and told me what places theywere going to visit and about the life they were living in Xining. Their trust in a stranger like me and their sincere hospitality impressed me profoundly.3. A sample answer:I definitely think so. In fact the whole society should offer special help to the aged, the sick,the poor and the handicapped since they are virtually unable to depend on themselves for a decent life. Our government should strengthen the welfare system for such disadvantaged people. And we, as ordinary citizens, should show concern and love for them by performing acts of kindness to help them, such as making donations or getting involved in charity events.Section B Quotes▇Study the following quotes about people around us. Which quote(s) do you like best? Why?John Donne⊙No man is an island entire of itself; every man is a piece of the continent, a part of the main.—John Donne Interpretation:Everybody lives in relation to other people in a community. Our well-being depends on this community and we, in turn, should contribute our efforts to its prosperity and harmony.About John Donne (1572-1631): an English poet, who is famous for his Songs and Sonnets (《歌与十四行诗》) and Elegies (《挽歌》).Homer⊙The charity that is a trifle to us can be precious to others.— HomerInterpretation:An offer of help is likely to be of little value or importance to us, but it means a lot to those in need and it makes a great difference to their lives.About Homer: an ancient Greek epic poet. He is traditionally held to be the author of The Iliad (《伊利亚特》) and The Odyssey (《奥德赛》), which have had an enormous influence on the historyof Western literature. Some ancient sources estimate that Homer lived in the 8th century BC while others claim that he lived much nearer to the supposed time of the Trojan War (特洛伊战争) in the early 12th century BC.Pearl S. Buck⊙To serve is beautiful, but only if it is done with joy and a whole heart and a free mind.— Pearl S. Buck Interpretation:When we choose to do something good for others, the act of kindness will be considered noble only if it is done with a willing heart and genuine delight.About Pearl S. Buck (1892–1973): an American writer also known by her Chinese name Sai Zhenzhu (赛珍珠). She is famous for her novel The Good Earth (《大地》). In 1938, she was awarded the Nobel Prize in Literature “for her rich and truly epic descriptions of peasant life in China and for her biographical masterpieces”.Cicero⊙Gratitude is not only the greatest of virtues, but the parent of all others.—CiceroInterpretation:Being grateful is the highest moral standard. In fact, all other good human qualities, such as kindness, generosity, compassion and courage, derive from gratitude.About Cicero (106 BC–43 BC): an ancient Roman statesman and a great orator. He was an important figure in many of the significant political events of his time and is more often remembered today for his philosophical works as well as for his writings on rhetoric. His works include On the Laws, On Fate, On Friendship, On Duties, etc.Section C Watching and DiscussionWatch the following video clip “Shenzhen Drafting Samaritan Law” and do the tasks that follow:2.How do you explain the phenomenon that people try to hold their helpers responsible forinjuries or damages? (Open.)Script：Shenzhen Drafting Samaritan LawLawmakers in Shenzhen, Guangdong province in the south have been considering making laws to protect people willing to help strangers in distress, while the proposal comes after several tragedies where passers-by failed to help those injured people. The local government is collecting public opinions before drafting China’s first so-called “Good Samaritan regulation”.Let warm-hearted people be in peace. The new draft proposes that Samaritans won’t be held accountable for the consequences of their compassion. And if those in distress ever try to hold their helpers responsible for injuries or damages by deliberately distorting the facts or lodging false complaints, they will face various punishments.Xu Long, Shenzhen CPPCC member, said, “The regulation would protect helpers from being sued or even receiving punishment. We hope it can promote the development of a harmonious society.”It is not very comfortable to know that people need to be legally protected before reaching out to help those in need. But if that can stop tragedies such as the 2-year-old toddler Yueyue’s death, it will win hearts and minds.Yueyue died last month after she was twice run over by vans and ignored by 18 passers-by as she lay critically injured on a street in Foshan, Guangdong province.Many believe the apathy of the onlookers was the result of what happened to Peng Yu five years ago when the man helped an injured old woman but was later sued and had to pay the woman 45 thousand yuan in damages.But the belief of goodness shall not be tainted, according to those in Shenzhen.“To protect morality by law can encourage people to do the right thing is good.”Legally protecting Good Samaritans has been adopted by many countries over the years, but China was left behind. Many believe it is a step toward rebuilding social credibility and harmony.Part II Listen and RespondSection A Word BankIn this section you will listen to a short passage entitled “At the 7-Eleven Store”. The following words and phrases may be of some help.Section B Task One: Focusing on the Main Ideas▇Choose the best answer to complete each of the following sentences according to the information contained in the listening passage.1.What did the old woman look like when the speaker saw her?A) She was in neat clothes and walked elegantly.B) She was in shabby clothes and walked with difficulty.C) Her clothes were too thick and heavy and she could hardly walk.D) She was fashionably dressed and walked with her head held high.2.Why did the old woman come into the store?A) Because she needed some food.B) Because she wanted to take a rest.C) Because the store looked bright at night.D) Because the store was warmer than the outside.3.What was the speaker’s attitude toward the woman?A) She was just polite to her.B) She was honest with her.C) She felt sorry for her.D) She was impatient with her.4.Did the woman get food from the store?A) Yes, she bought some canned food.B) Yes, the speaker gave her some food for free.C) No, she didn’t like the food sold in the store.D) No, she left with no food because she couldn’t pay.5.How did the speaker feel afterwards?A) She felt relieved when the woman left.B) She was glad that she was a good employee.C) She regretted not having helped the woman.D) She was worried that the woman might complain to her boss.Key:1. B2. A3. A4. D5. CSection C Task Two: Zooming In on the DetailsListen to the recording again and fill in each of the blanks according to what you have heard.1) The store was brightly lit and the shelves were .2) The woman was wearing a(n) , a and a pairof .3) In the store, the old woman stopped before the rows of canned and picked up a can of and looked at the .4) The speaker found it harder to her smile because the woman’s hands were covered with and the rose from her clothes.5) The speaker was to say “Take the corn”, but the rules came to her mind.6) The speaker wished that she had acted like a rather thana .▇ Answers for reference:1) The store was brightly lit and the shelves were neatly arranged.2) The woman was wearing a(n) old dress , a thin sweater and a pair of black slippers .3) In the store, the old woman stopped before the rows of canned vegetables and picked up a can of corn and looked at the label .4) The speaker found it harder to maintain her smile because the woman’s hands were covered with dirt and the smell of sweat rose from her clothes.5) The speaker was tempted to say “Take the corn”, but the employee rules came to her mind.6) The speaker wished that she had acted like a human being rather than a robot.Script:At the 7-Eleven StoreOne night, while I was working in the 7-Eleven Store, I saw an old woman walking as if each step were painful. She slowly pushed open the glass door. The moment she entered, she presented a sharp contrast to the store. The store had bright lighting and neatly arranged shelves. On such a cold night, she was wearing only an old dress, a thin sweater too small to button and a pair of black slippers.After walking around the aisle for several minutes, the old woman stopped in front of the rows of canned vegetables. She picked up a can of corn and looked at the label. I decided to be a good employee and asked her if she needed help. As I stood close to her, my smile became harder to maintain. Her hands were covered with layer upon layer of dirt, and the smell of sweat rose from her clothes.“Can I help you?” I asked brightly.“I need some food,” she muttered.“Are you looking for corn, ma d am?”“I need some food,” she repeated. “Any kind.”“Well, the corn is ninety-five cents,” I said in my most helpful voice.“I can’t pay,” she said.For a second, I was tempted to say, “Take the corn.” But the employee rule s said, “Remain polite, but do not let customers get the best of you”. For a moment, I even believed that this woman was someone from the head office testing my loyalty. I replied, “I’m sorry, ma’am, but I can’t give away anything for free.”The old woman’s hands trembled as she put the can back on the shelf. She hobbled past me toward the door. Her torn and dirty clothing barely covered her bent back.For the rest of my shift, the image of the woman stayed in my mind. I was young and healthy, while she was old and sick. I wished with all my heart that I had acted like a human being rather than a robot.Part III Read and ExploreText ASection A Discovering the Main IdeasExercise 1: Answer the following questions with the information contained in Text A.1. Why did the narrator hesitate to hire Stevie?2. What removed the narrator’s doubts? How?3. What was the life of Stevie and his mother like?4. How was it that Stevie missed work one morning in three years?5. How did the staff and the trucker regulars react to the news of Stevie’s health conditions?6. Was Stevie looking forward to the day when he could return to work? Why?7. How did people react when Stevie and his mother were presented with the $10,000 donationtucked within the napkins? What did Stevie do then?8. What does the story tell us?▇Answers for reference:1. Stevie was mentally handicapped and the narrator was not sure how his customers would react to a handicapped busboy in the restaurant.2. Stevie’s popularity with the customers and the staff freed the narrator from worries. Stevie was cheerful, hardworking, and meticulous in his work. He took pride in doing his job exactly right, and the customers loved how hard he tried to please each and every person he met. Within a month the trucker regulars had adopted Stevie as their official truck-stop mascot.3. Stevie lived with his mother, a widow who was disabled after repeated surgeries for cancer. They lived a very harsh life on their Social Security benefits. Money was tight. Besides, with his Down’s syndrome, Stevie had a heart problem.4. He was in hospital receiving heart surgery getting a new valve or something put in his heart.5. The staff were very sad at the news of Stevie’s heart problem, then they got excited to learn that he was out of surgery. To help Stevie cover the medical expenses, trucker regulars began to donate money to him.6. Yes. Because he was eager to come back to work and he was afraid that he might have been forgotten and his job might be lost.7. They were all very much touched. Everybody cheered except for Stevie, who had alreadystarted working earnestly.8. This is an inspirational story. It tells us that handicapped people can support themselves and find a meaningful life in which they may take a pride. It also shows how those who offer help may find their life more enjoyable when they contribute to others’ happiness.Exercise 2: Text A can be divided into four parts. Now write down the paragraph number(s) of each part and then give the main idea of each in one or two sentences.Part Paragraph(s) Main IdeaOne 1-2 The author was worried about hiring Stevie because he was mentally handicapped and the author wasn’t sure how some of his fault-finding customers would react.Two 3-5 The author’s worries vanished when he found that Stevie was very pleasing, hardworking and very attentive, and consequently he became popular with the author’s staff and regular customers.Three 6-14 Having learned that Stevie and his mother lived a hard life, the other staff and the truck drivers made efforts to help him after he had had heart surgery.Four 15-18 On Stevie’s return to work, the mother and son received a warm welcome, a free breakfast and a donation of over $10,000 in cash and checks.Section B In-Depth StudyStevie, a mentally handicapped boy, is given a job as a busboy in a truck-stop restaurant. He takes pride in doing his job exactly right and regular trucker customers soon adopt him as their official truck-stop mascot. When the boy undergoes heart surgery, the truck customers and their companies reach out helping hands.Something for StevieDan Anderson1. I try not to be biased, but I had my doubts about hiring Stevie. His placement counselor assured me that he would be a good, reliable busboy. But I had never had a mentally handicapped employee and wasn’t sure I wanted one. I wasn’t sure how my customers would react. Stevie was short, a little dumpy, with the smooth facial features and thick-tongued speech of Down’s syndrome.2. I wasn’t worried about most of my trucker customers. Truckers don’t generally care who buses tables as long as the food is good and the pies are homemade. The ones who concerned me were the mouthy college kids traveling to school; the yuppie snobs who secretly polish their silverware with their napkins for fear of catching some dreaded“truck-stop germ;” and the pairs of white-shirted businessmen on expense accounts who think every truck-stop waitress wants to be flirted with. I knew those people would be uncomfortable around Stevie, so I closely watched him for the first few weeks.3. I shouldn’t have worried. After the first week,Stevie had my staff wrapped around his little finger. Within a month my trucker regulars had adopted him as their official truck-stop mascot. After that I really didn’t care what the rest of the customers thought.4. He was a 21-year-old in blue jeans and Nikes, eager to laugh and eager to please, but fierce in his attention to his duties. Every salt and pepper shaker was exactly in its place, not a bread crumb or coffee spill was visible when Stevie got done with the table.5. Our only problem was convincing him to wait to clean a table until after the customers were finished. He would hover in the background, shifting his weight from one foot to the other, scanning the dining room until a table was empty. Then he would hurry to the empty table and carefully bus the dishes and glasses onto the cart and meticulously wipe the table with a practiced flourish of his rag. If he thought a customer was watching, his brows would pucker with added concentration. He took pride in doing his job exactly right, and you had to love how hard he tried to please each and every person he met.6. Over time, we learned that he lived with his mother, a widow who was disabled after repeated surgeries for cancer. They lived on their Social Security benefits in public housing two miles from the truck-stop. Their social worker, who stopped to check on him every so often, admitted they had fallen between the cracks. Money was tight, and what I paid him was probably the difference between them being able to live together and Stevie being sent to a group home.7. That’s why the restaurant was a gloomy place that morning last August, the first morning in three years that Stevie missed work. He was at the Mayo Clinic in Rochester getting a new valve or something put in his heart. His social worker said that people with Down’s syndrome often have heart problems at an early age, so this wasn’t unexpected. There was a good chance he wou ld come through the surgery in good shape and be back at work in a few months.8. A ripple of excitement ran through the staff later that morning when word came that he was out of surgery, in recovery and doing fine. Frannie, my head waitress, let out a war whoop and did a little dance in the aisle when she heard the good news. Belle Ringer, one of our regular trucker customers, stared at the sight of this 50-year-old grandmother of four doing a victory shimmy beside his table. Frannie blushed, smoothed her apron and shot Belle Ringer a withering look.9. He grinned. “OK, Frannie, what was that all about?” he asked.10. “We just got word that Stevie is out of surgery and going to be okay.” she responded.11. “I was wondering where he was,” said Belle. “I had a new joke to tell him. What was the surgery about?”12. Frannie quickly told him and the other two drivers sitting at his booth about Stevie’s surgery, then sighed. “Yeah, I’m glad he is going to be okay,” she said, “but I don’t know how he and his mom are going to handle all the bills. From what I hear, they’re barely getting by as it is.” Belle Ringer nodded thoughtfully, and Frannie hurried off to wait on the rest of her tables.13. After the morning rush, Frannie walked into my office. She had a couple of paper napkins in her hand and a funny look on her face. “What’s up?” I asked. “That table where Belle Ringer and his friends were sitting,” she said, “this was folded and tucked under a coffee cup.” She handed the napkin to me, and three $20 bills fell onto my desk when I opened it. On the outside, in big, bold letters, was printed “Something For Stevie.”14. “Pony Pete also asked me what that dance was all about,” she said, “so I told him about Stevie and his mom and everything, and Pete looked at Tony and Tony looked at Pete, and they ended up giving me this.” She handed me another paper napkin that had “Something For Stevie” scrawled on itsoutside. Two $50 bills were tucked within its folds. Frannie looked at me with wet, shiny eyes, shook her head and said simply, “Truckers.”15. That was three months ago. Today is Thanksgiving, the first day Stevie is supposed to be back to work. His placement worker said he’s been counting the days until the doctor said he could work, and it didn’t matter at all that it was a holiday. He called 10 times in the past week, making sure we knew he was coming, fearful that we had forgotten him or that his job was in jeopardy. I arranged to have his mother bring him to work. We met them in the parking lot and invited them both to celebrate his day back.16. Stevie was thinner and paler, but couldn’t stop grinning as he pushed through the doors and headed for the back room where his apron and busing cart were waiti ng. “Hold up there, Stevie, not so fast,” I said. I took him and his mother by their arms. “Work can wait for a minute. To celebrate you coming back, breakfast for you two is on me.” I led them toward a large corner booth at the rear of the room. I could feel and hear the rest of the staff following behind as we marched through the dining room. Glancing over my shoulder, I saw booth after booth of grinning truckers empty and join the procession.17. We stopped in front of the big table, its surface covered with a mess of coffee cups, saucers and dinner plates, all sitting crooked on dozens of folded paper napkins. “First thing you have to do, Stevie, is to clean up this mess,” I said, trying to sound stern. Stevie looked at me, and then at his mother, then pulled out one of the napkins. It had “Something for Stevie” written on the outside. As he picked it up, two $10 bills fell onto the table. Stevie stared at the money, then at dozens of napkins peeking from beneath the tableware, each with his name printed or scrawled on it.18. I turne d to his mother. “There’s over $10,000 in cash and checks on that table, all from truckers and trucking companies that heard about your problems. Happy Thanksgiving!” Well, it got real noisy about that time, with everybody shouting, and there were a few te ars, too. But you know what’s funny? While everybody else was busy shaking hands and hugging each other, Stevie, with a big, big smile on his face, was busy clearing all the cups and dishes from the table—the best worker I ever hired.▇课文参考译文送给史蒂维的一点心意丹·安德森1 我力求不存偏见，不过在雇用史蒂维时我的确心存疑虑。

人教版英语选修六Unit1 A Short History of Western Painting language points知识点讲解

The doctor convinced me ___ to stop smoking.
The more he said, the less ___________ convincing he was.
10. By coincidence, oil paints were also developed at this time… by coincidence 碰巧, 由于巧合 what a coincidence！多么凑巧的事情啊！ What a coincidence to meet you here. 真巧在这儿碰到你。碰巧, 10年后我遇到一位老校友。 Just by coincidence, I met my old schoolmate again ten years later.
修饰可数和不可数名词:
a lot of/lots of plenty of a large quantity of (谓语动词用单数) large quantities of (谓语动词用复数)
12. shadow n. 影子 shade n. 任何遮住阳光的地方
As the sun set, the shadow became longer. Under the floodlight, each player in the football match has four shadows. Let’s find some shade and take a rest.
修饰可数名词:
many few/a few a good/great many a large/ great/ big/ small number of many a +单数名词 more than one +单数名词