英语专业精读教程3课文讲解

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现代大学英语(第三版)精读3教学课件B3U5

现代大学英语（第三版）精读3教学课件B3U5 第一节：课程介绍1.1 简介本节课程将介绍《现代大学英语（第三版）精读3教学课件B3U5》的主要内容和学习目标。

1.2 学习目标在本节课程结束时，学生将能够： - 了解本教学课件的结构和组织方式。

- 掌握本单元的重点词汇和短语。

- 理解和运用本单元的重点语法结构。

- 能够运用所学知识解决相关阅读和写作任务。

第二节：词汇与短语2.1 重点词汇本单元的重点词汇包括： 1. adapt - 适应 2. assess - 评估 3. comprehend - 理解 4. distinguish - 区分 5. evaluate - 评估 6. framework - 框架 7. facilitate - 促进 8. immerse - 沉浸 9. enhance - 增强 10. acquire - 获得2.2 重点短语本单元的重点短语包括： 1. have a grasp of - 掌握 2. in terms of - 就……而言 3. at ease - 自在 4. take for granted - 认为理所当然 5. make the most of - 充分利用 6.be unaware of - 不知道 7. be exposed to - 接触到 8. fall behind - 落后 9. go beyond - 超越 10. be equipped with - 装备有第三节：语法结构3.1 主动语态和被动语态本单元将重点介绍主动语态和被动语态的用法。

主动语态表示主语是动作的执行者，而被动语态表示主语是动作的承受者。

3.1.1 主动语态主动语态的结构为：主语 + 动词 + 宾语。

3.1.2 被动语态被动语态的结构为：宾语 + be动词 + 过去分词 + by + 主语。

3.2 直接引语和间接引语本单元还将介绍直接引语和间接引语的用法。

现代大学英语精读3Lesson4WisdomofBearWood讲解

现代大学英语精读3Lesson4WisdomofBearWood讲解Lesson Four Wisdom of Bear WoodBackground InformationI. AuthorMichael Welzenbach (1954—2001) was an art critic as well as a poet and novelist. He wrote some of the most stimulating criticisms of art and music for the Washington Post.II. Robin HoodRobin Hood is a legendary hero of a series of English ballads, some of which date from at least the 14th century. He was a rebel, and many of the most striking episodes in the tales about him show him and his companions robbing and killing representatives of authority and giving the gains to the poor. Their most frequent enemy was the Sheriff of Nottingham, a local agent of the central government. Others included wealthy ecclesiastical landownersRobin treated women, the poor, and people of humble status with courtesy. A good deal of the impetus against authority stems from the restriction of hunting rights. The early ballads, especially, reveal the cruelty that was an inescapable part of medieval life.The authentic Robin Hood ballads were the poetic expression of popular aspirations in the north of England during a turbulent era of baronial rebellions and agrarian discontent, which culminated in the peasan ts’ Revolt of 1381. Robin Hood was a people’s hero as King Arthur was a noble’s.III. BerkshireSituated in the heart of southern England, the County of Berkshire, also known as "Royal Berkshire" is home to severalwell-known towns and cities, such as Windsor, where the famous royal retreat Windsor Castle can be found. Another royal connection is the Town of Ascot, famous for its very popular annual horse racing festival—"Royal Ascot". Berkshire also boasts many picturesque villages with views across the River Thames absolutely stunning.IV. Rural Life in BritainCottages: Picturesque cottages are most people’s idea of the typical country building. Cottages dating from the late 16th century are generally the earliest to survive.All manner of materials were used to build England’s country cottages: stone, slate, wood, flint, clay, cob, thatch, boulders and pebbles, and turf. Whatever material was used, traditionally this would have reflected what was locally available.Whilst colorful flowers, always important to the cottage dweller, were haphazard in their planting, vegetables were grown in orde red rows. Edibles were grown, not only for the cottagers’ own table but also to be sold as a means of supplementing their income. The garden was not solely inhabited by plants, for the keeping of bees, and sometimes pigs, which was once a common sight in the cottage garden. The cottage garden provided the opportunity for the annual village show to develop, with every keen gardener hoping his produce would scoop the top prize.Part One: Introduction to the Text1. The story is about a friendship betw een two souls who are “seemingly different” in every way: one is an American boy of twelve; and the other is an old English woman.2. The story is not very subtle, nor is it particularly dramatic, but it is nevertheless beautiful. It is beautiful not just because it contains some beautiful descriptions of the Wood, but becauseit is about a beautiful friendship.Part Two Detailed Discussion of the Text1. The Structure of the TextIt can be divided into three big parts:The first part describes the loneliness of the boy and his roaming in the woods.The second part describes the boy’s encounter with the old lady.The last part describes the death of the old lady and the boy’s nostalgia for her.2. Detailed Discussion of the text1) The theme of the story is summed up at the very end. It is about “ a wisdom tutored by nature itself, about the seen and the unseen, about things that change and things that are changeless, and about the fact that no matter how seemingly different two souls may be, they possess the potential for that most precious, rare thing---an enduring and rewarding friendship.”2) The story is not very subtle, nor is it particularly dramatic, but it is nevertheless beautiful. It is beautiful not just because it contains some beautiful descriptions of the Wood, but because it is about a beautiful friendship.3) What is interesting is the fact that this is a friendship between two souls who are “seemingly different” in every way: one is an American boy of t welve,; and the other is an old English woman.4) Why can they become good friends?A: They are both lonely: the boy is lonely because he is in a foreign country with his father, the woman is lonely because she has just lost her dear husband.B: They have the common interest in nature and knowledge.C: The shortbread the woman keeps supplying for the boy is also one of the reasons.D: The real reason for their friendship is the old woman’s selfless interest in the boy. It is often said that true love is in the giving and not in the taking. So is friendship. The woman not only gives the boy good food to eat, she also gives him a new vision of the beautiful nature, the key to the treasury of human knowledge, and above all, her care, concern, love and affection. Does she get anything in return? Yes. Through giving, she cannot help receiving. Although totally unaware, the boy has given the woman great consolation too. He is the real good companion of the woman. He brings great happiness and consolation to the woman. That is what she really needs in her deep heart.5) In this world, there are many things you can see and there are many things you can’t see, and friendship is what you can’t see, unlike your worldly belongings, because it exists deep in your heart. In this world there are also things that change and things that do not change, and true friendship does not change. It is rare and precious. It is enduring and rewarding.Part Three Vocabulary —the usage of suspect, regard, earn, incline and identify1.suspect(1) to think that sth is probably true or likely, esp. sth bad(2) to think that someone is probably guilty(3) to doubt the truth of sth2.regard(1) to look at attentively; to observe closely(2) to consider or look upon in a particular way(3) to have great affection or admiration forgive one’s regards to somebodyin this regardwith regard toas regardsregardless of3.earn(1) to receive a certain amount of money for the work you do(2) to get sth you deserve4.incline(1) to think that a particular belief or opinion is most likely to be rightto be inclined to do5.identify(1) to recognize and correctly name someone or sth, or to discoverthe nature and origin of the thingidentity (n.)identification (n.)identical (adj.)Part Four Grammar Focus1. Ways of expressing adverbial2. Ways of expressing apposition3. PrepositionsPart Five More work on the Text.1. Oral Work;2. Vocabulary Exercises;3. Grammar Exercises;4. Written Work (Topic): Friendship1. Why did Bear Wood become the boy’s favorite? What was so special about it?2. Why did the boy remember so fondly his days in the Bear Wood? What did he mean when he talked about wisdom as a legacy?3. What are the “seen and unseen”; “things that chang e and things that are changeless”?4. What do you learn from their friendship?Text AppreciationI. Text AnalysisPlot of the storySetting of the storyProtagonists of the storyWriting techniques of thestoryTheme of the storyHave you got the key elements in the story?Plot: the cultivation of friendshipbetween a boy and an old ladySetting: Bear woodProtagonists: "I" and Mrs. Robertson-GlasgowWriting techniques: go to Writing DevicesTheme of the story: go to the next pageTheme of the StoryTrue friendship is both rare and precious. It exists deep in heart and does not change. It is enduring and rewarding.The theme is summed up at the very end.Structure of the TextPart 1 (paras. 1─ 4 ) about:The lonely boy found his pleasure in Bear Wood.Part 2 (paras. 5-23 ) about:The boy met Mrs. Robertson-Glasgow in the Bear Wood and they became best friends.Part 3 (paras.24-27 ) about:Mrs. Robertson-Glasgow became sick and dead while their friendship flourished more than ever before.Part 4 (paras. 28-37) about:The revelation of true love.1. Friendship Between Two SoulsDifferencesoldEnglishwomanlost her husband12Americanboyseparated from friendsSimilarities1. lonely2. common interest—nature and knowledge3. true love—giving not taking4. others…(Scan the text and list out the related information.)2. Beauties vs. Beauties1). Beauties that lie in the Wood :a vaulted cathedral…2). Beauties that lie in the friendshipgiving but no taking…3. When I was 12 years old, my family moved to England, the fourth major move in my short life. (In Para. 1)Question: What does the author intend to emphasize, using this sentence as the opening?The author intends to impress the readers that the boy disliked moving very much. The comparison formed between "12" and "4" is impressive.4. Question: What can you learn from the first 3 sentences of Paragraph 2?From the "Background information" we’ve already got a good idea that in Berkshire there are lots of historic interests, including some famous ancient castles. For little boys, ancient castles usually mean brave explorations and endless pursuit of mysterious treasures. The boy, however, had no taste for these kinds of things. Instead, he just loved nature. Maybe besides this reason, he was also trying to avoid any involvement with other boys.5. Question: In the beginning of the story, what did Bear Wood mean to the little boy? ?heaven—but a lonely heaven (Was he really happy about the situation?)a secret fortress (What to defend? Did it form attachments or loneliness?)almost a holy place (Why holy?)a private paradise (Who was going to intrude into it?)6. Question: What is the implication of Paragraph 7?Following the 6 short sentences connected by 5 "ands" and 1 "so", the readers can feel, in a vivid way, the boy is not at ease and is eager to leave.7. Question: The owls are "introduced", "not native". What is indicated here?In fact, neither the old lady nor the little boy is native in Berkshire. The only common thing is that they can share naturepeacefully and happily with the introduced animals.8. Question: Compare the two sentences."… she was growing frailer and less inclined to laugh.""I began to grow quickly. I played soccer and made a good friend."With time passing, the old lady was dying; at the meantime, with the inspiration of the friendship, the boy was developing into a confident and open-minded boy and no longer afraid of having new friends.9. I suspected, of course, that she was lonely; I did not know she was ill.( In Para. 26)Question: What is the implication here?The old lady was so kind to the boy. She was so involved in furthering the communication with the boy that he even failed to notice how ill she was. Of course, because she was quite open to him, he could understand her loneliness10. Question: Why does the image of "the biscuit tin" reoccur so many times in the last part of the story?Such an image entails a lot:the finest shortbread in the world made by the old lady;the everlasting friendship between them;th e kindness best shown by the boy’s favorite snacks even before her death;the odds and ends kept to remind how much the boy had learned from the old lady—not only knowledge about nature, but also about lively life and rewarding friendship.Further Discussion About the StoryHow did the boy come to live in England?How did he like the frequent moves?What did he usually do to amuse himself?Why did Bear Wood become his favorite?How did the boy come to meet Mrs. Robertson-Glasgow?How did they become friends?Why did they enjoy each other’s company so much?What did the boy discover about the elderly woman?Can you imagine what kind of life she had had?How did the boy suddenly lose his dear friend?Why did the boy remember so fondly his days in the Bear Wood?Retell the story in your own words.III. Sentence ParaphraseSentence Paraphrase 1When I was 12 years old, my family moved to England, the fourth major move in my short life. (1)When I was 12 years old, my family moved to England, which was the fourth major move in my short life.the fourth major move in my short life:noun phraseas a condensed non-restrictive relative clause1).Lottie grinned, a real wide open grin.2).His father was laughing, a queer sobbing sort of a laugh.Sentence Paraphrase 2My father’s government job demanded that he go oversea s every few years, so I was used to wrenching myself away from friends. (1)demanded that he go overseas:subjunctive mood ,not "went" or "goes"wrenching myself away from friends:twisting and pulling myself violently away from friends1. In the past men generally preferred that their wives _______in the home.A. workedB. would workC. workD. were working2. Jean Wagner’s most enduring contribution to the study of Afro-American poetry is his insistence that it ______ in a religious as well as worldly frame of reference.A. is to be analyzedB. had been analyzedC. be analyzedD. should have been analyzedC CSentence Paraphrase 3Loving nature, however, I was most delighted by the endless patchwork of farms and woodland that surrounded our house. (2) Loving nature: present participle phrase, showing the reason Patchwork of farms: farms that look like small pieces of cloth of different colors when seen from far aboveHowever, as (because) I loved nature, I was really very happy to enjoy the endless pieces of farms and woods around our house.More examples1).Being a few minutes late, he was dismissed.2).Having been criticized, he made up his mind to improve his work thoroughly.Sentence Paraphrase 4In the deep woods that verged against our back fence, a network of paths led almost everywhere, and pheasants rocketed off into the dense laurels ahead as you walked. (2)verged against :was close to; was at the edge or on the border ofa network of paths: a system of roads that cross each other and are connected to each otherpheasants rocketed off: pheasants went off like rocketsSentence Paraphrase 5Keeping to myself was my way of not forming attachments that I would only have to abandon the next time we moved. (3) Keeping to myself: not mixing with or talking to other people Keeping to myself, forming attachments: gerund phrasesI did not try to make many friends because in that way I did not have to give up my friendship the next time I had to move.More examplesYou can have it for the asking.I feel like going shopping today. How about you?Our family make a point of going to church every Sunday.The old lady had great difficulty getting on the bus.The children are having fun playing on the playground.Sentence Paraphrase 6My own breathing rang in my ears, and the slightest stirring of any woodland creature echoed through this private paradise.(4)Breathing: gerund phraseStirring: movementI could even hear my own breathing, and even the lightest movement of any bird or animal in the wood could be heard throughout this paradise.Sentence Paraphrase 7I proceeded quietly, careful not to alarm a bird that might loudly warn other creatures to hide. (5)Proceeded: movedcareful not to alarm a bird: an adjective phrase:functioning as subject complement, which denotes the state the subject is inI moved quietly and carefully so that I would not alarm any bird which might loudly warn other animals in the woods to hide.More examples"They’re not?" I asked, fascinated.At a quarter to three, he got up and crept downstairs, careful of the creaky boards, and let himself out.The cows looked at him, sleepy and surprised.Sentence Paraphrase 8Soon I saw a small brick cottage that glowed pinkly in the westering sun. (18)Soon I saw a small brick cottage shining with a pink color in the sun that was moving toward the west.Sentence Paraphrase 9…and my well of knowledge about natural history began to brim over. (24)Well: spring or fountain, metaphor: knowledge linked to a wellBrim over: overflow, exaggeration: having knowledge overflowingI began to know much about natural history, too much for a boy of my age.Sentence Paraphrase 10Familiarity sometimes makes people physically invisible, for you find yourself talking to theheart—to the essence, as it were, rather than to the face. (26) Essence: the most important quality of sth.; the thing thatmakes sth. what it isas it were: used to describe sth. in a way that is not quite accurateWhen people get to know each other really well, sometimes they don’t notice physical changes. The boy did not see that his friend, the old lady, was getting weaker and weaker because all the time he was talking to her heart, rather than to her face.Sentence Paraphrase 11My mother was regarding me with a strange gentleness. (29) My mother was looking at me with a strange gentleness because she wanted to break the news gently so that I would not take it too hard.Sentence Paraphrase 12It is a wisdom tutored by nature itself, about the seen and the unseen, about things that change and things that are changeless, and about the fact that no matter how seemingly different two souls may be, they possess the potential for that most precious, rare thing—an enduring and rewarding friendship.(37)I learn a lot of knowledge, taught by nature itself, about the things I can see—the birds, insects, trees, and flowers, and the things I cannot see—ideas, scientific laws and principles. I also learn a lot about the things that change, including life itself, as well as the things that are changeless like friendship, love, and many basic values.。

大学英语精读第三册UnitFour课文讲解（2）

大学英语精读第三册UnitFour课文讲解（2）大学英语精读第三册Unit Four课文讲解ad. with regard to right behavior 道德上categoryn. class 种类claimvt. declare to be true; ask for as a right; take as a rightful owner 声称;要求;认领constraintn. sth. that limits one's freedom of action 拘束rentn. money paid regularly for the use of a room, building, or piece of land 租金vt. pay at regular times for the use of (property)租用paymentn. the amount of money (to be) paidreliefn. help given to people in trouble 救济quasia. half; seeming 半，准anchorn. 锚;依靠layern. 层stuffvt. fill tightly with 把……塞满protectionn. the act of protecting or the state of being protectedprotective a.copevi. deal successfully with a difficult situation 对付，应付volunteervt. tell or say without being asked; make a willing offer 主动讲;自愿提供voluntary a.soupn. 汤communicativea. ready and willing to talk or give information 愿意交谈的communicationn. 交流;通讯conversationn. (an) informal talk 谈话intrusionn. coming unasked and unwanted (often suggesting rudeness and invasion of privacy)侵犯;打扰rottena. having gone bad 腐烂的;腐朽的consideratea. thoughtful of the rights or feelings of others 体谅的dentala. of or for the teethwhereverconj. in, at, or to whatever placefantasyn. any strange mental image or illusion; wild imagination 怪念头;幻想psychiatristn. doctor who treats mental and emotional disorders 精神病医生lossn. the act or example of losing sth.escalatorn. 自动楼梯priestn. 牧师;教士;神父lodgingn. a (temporary) place to live (临时)住所(使)暂住，(使)寄宿entitlevt. give the right to 给……以权利disabilityn. the condition of being unable to perform a task or function because of a physical or mental impairment 伤残pensionn. regular payment made (by a government or a company) to sb. old, retired, or disabled 养老金;退休金;抚恤金craten. a plastic or wooden tray divided into sections for carrying bottles of milk, beer, etc. 篮，篓，箱nunn. 修女;尼姑shepherdvt. take care of guide or direct (people) like sheep 看护;带领bettervt. improvePHRASES & EXPRESSIONSkeen oninterested in, fond ofon endcontinuously 连续地pass bygo past; pay no attention to 从……旁走过;忽视turn awayrefuse to allow (sb.) to enter 将……拒之门外keep upmaintain; continueonce in a wholesometimes; but not often 间或，偶尔in generalin most cases; usually 通常cope withdeal effectively with 善于处理not matter how/what, etc.however, whatever, etc.at a lossuncertain what to do or say; confused 不知所措;因惑be entitled to。

现代大学英语精读3第三版教学课件B3U5

现代大学英语精读3第三版教学课件B3U51. 课程介绍本篇教学课件是现代大学英语精读3第三版教材中的第五课单元（Unit 5）的教学课件。

本课旨在帮助学生进一步掌握有关文化差异和交际技巧的知识，并提高他们的英语阅读和理解能力。

本课的主题是文化差异与语言交际，通过讲解和讨论相关话题，培养学生的跨文化交际意识和能力。

1.1 教学目标•了解不同文化背景下的交际差异•掌握谈论文化差异的词汇和表达方式•提高阅读技巧和理解能力•培养跨文化交际意识和能力1.2 教学内容•课文导入•词汇讲解•阅读理解•文化差异与交际技巧讨论•练习与巩固2. 课堂内容2.1 课文导入首先，我们将通过一个小故事来引入本节课的主题。

请看下面这个故事：Mr. Smith, an American businessman, went to China on a business trip. On the first day of his visit, he had a meeting withhis Chinese partners. During the meeting, Mr. Smith crossed his legs, showing the sole of his shoe to the Chinese partners. This action caused great offense to the Chinese partners, as showing the sole of one’s shoe is considered impolite in Chinese culture.通过这个故事，我们可以看到不同文化背景下的交际差异。

在中国文化中，露出鞋底是不礼貌的，而在美国文化中可能没有这样的问题。

这个例子揭示了文化差异对交际的影响。

2.2 词汇讲解在本节课中，我们将学习一些与文化差异和交际技巧相关的词汇和表达方式。

请看下面的表格：单词词性解释cultural adj.文化的difference n.差异、区别communication n.交流、沟通etiquette n.礼仪offend v.冒犯、得罪gesture n.手势misinterpret v.误解appropriate adj.适当的foreign adj.外国的respect n./v.尊重behavior n.行为custom n.习俗tradition n.传统adapt v.适应、调整misunderstand v.误解social adj.社交的interaction n.互动diplomatic adj.外交的sensitive adj.敏感的cultural adj.文化的language n.语言、表达方式custom n.风俗、习惯2.3 阅读理解现在，让我们阅读一篇与文化差异和交际技巧相关的短文，并回答以下问题：Cultural Differences in CommunicationWhen people from different cultures meet and communicate, there are often challenges and misunderstandings due to cultural differences. For example, in some cultures, it is common to maintain direct eye contact during a conversation as a sign of respect and attention, while in other cultures, avoiding eye contact is seen as a sign of respect. Thus, what is considered polite in one culture may be considered impolite in another.Another important aspect of cross-cultural communication is body language and gestures. Different cultures have different meanings behind certain gestures. For example, the。

英语专业精读教程3课文讲解

Questions/Activities Check-on Preview Objectives
Warming up
Warming up
Questions/Activities
1. What is the article mainly about? 2. How much do you know about developmental changes? What does the author say that strikes you most? 3. What is an identity crisis? Can you define “identity”? 4. Are there any other key concepts mentioned in the text that you know about or want to know?
Warming up
Check-on Preview
1. Give three translations of “意识到”.
2. Offer at least three examples of quotation that you can find in the text.
3. Define the following words: heightened (para. 3); observe (para. 4).
personnel, occur, adolescence, adulthood
3. Syntax: long, involved sentences, e.g. paras. 4, 6 (During the course…)
Text Analysis
4. Techniques: • quotation, e.g.

现代大学英语精读3(第三版)教学课件B3U1.pptx

现代大学英语精读3（第三版）教学课件B3U1.pptx1. 简介本文档是《现代大学英语精读3（第三版）教学课件B3U1.pptx》的教学指导文档，旨在协助教师进行教学，并提供学生参考。

该课件是现代大学英语精读3（第三版）教材的第一单元课件，涵盖了课文中的重要内容和练习。

本文档将为教师提供详细的课件内容介绍和教学建议。

2. 课件内容2.1 词汇与短语2.1.1 单词本单元的词汇包括：attain, superior, devotion, lofty, assimilate, grace, vocation, premise, vanity等。

这些词汇都是本单元课文中频繁出现的关键词汇，学生需要掌握其词义和用法。

2.1.2 短语本单元的短语包括：be indicative of, bring out, take…seriously, measure up to, in good part等。

教师可以通过例句和实例来帮助学生理解这些短语的含义和用法。

2.2 阅读理解本单元的阅读理解部分涵盖了三篇文章，分别是《选择正确的途径》、《智慧的力量》和《忠诚的战士》。

教师可以通过课件中的题目和文字说明帮助学生理解文章内容，并进行讨论和解答相关问题。

2.3 语法与写作本单元的语法重点是介词和非谓语动词的用法。

教师可以利用课件中的例句和练习来讲解和巩固学生对这些语法知识的掌握。

此外，课件还包括写作部分，教师可以引导学生根据所学的语法知识写作相关的练习作文。

3. 教学建议3.1 教学方法教师可以采用多种教学方法来教授本单元内容，如讲解法、示范法和讨论法等。

在讲解词汇和短语时，可以先通过示范法来引导学生正确使用，然后进行讨论和实践。

在阅读理解部分，可以采用讨论法来引导学生分析文章内容，并提出自己的见解和观点。

在语法与写作部分，可以通过讲解法和实践法相结合，引导学生掌握语法知识，并培养写作能力。

3.2 学生活动教师应鼓励学生积极参与课堂活动，并提供一些学生活动的建议，如词汇卡片制作和交流、小组讨论、写作练习等。

大学英语精读第三册第二课内容讲解

大学英语精读第三册第二课内容讲解导语：精读是不少大学选用的英语教材，下面是一篇大学英语精读当中的英语课文，欢迎学习。

Aunt Bettie is faced with a difficult decision. A wounded Union soldier is found hiding in a farmhouse near her home. She has to decide whether to help him or let him be captured. What will she choose to do?The Woman Who Would Not TellJanice Keyser Lester"I never did hate the Yankees. All that hated was the war.……"That's how my great-aunt Bettie began her story. I heard it many times as a child, whenever my family visited Aunt Bettie in the old house in Berryville, Virginia. Aunt Bettie was almost 80 years old then. But I could picture her as she was in the story she told me —— barely 20, pretty, with bright blue eyes.Bettie Van Metre had good reason to hate the Civil War. One of her brother was killed at Gettysburg, another taken prisoner. Then her young husband, James, a Confederate officer, was captured and sent to an unknown prison camp somewhere.One hot day in late September Dick Runner, a former slave, came to Bettie with a strange report. He had been checking a farmhouse half a mile away from the Van Metrehome, a farmhouse he thought was empty. But inside, he heard low groans. Following them to the attic, he found a wounded Union soldier, with a rifle at his side.When Aunt Bettie told me about her first sight of the bearded man in the stained blue uniform, she always used the same words. "It was like walking into a nightmare: those awful bandages, that dreadful smell. That's what war is really like, child: no bugles and banners. Just pain and filth, futility and death."To Bettie Van Metre this man was not an enemy but rather a suffering human being. She gave him water andtried to clean his terrible wounds. Then she went out into the cool air and leaned against the house, trying not to be sick as she thought of what she had seen —— that smashed right hand, that missing left leg.The man's papers Bettie found in the attic established his identity: Lt. Henry Bedell, Company D, 11th Vermont Volunteers, 30 year old. She knew that she should report the presence of this Union officer to the Confederate army. But she also knew that she would not do it. This is how she explained it to me: "I kept wondering if he had a wife somewhere, waiting, and hoping, and not knowing —— just as I was. It seemed to me that the only thing that mattered was to get her husband back to her."Slowly, patiently, skillfully, James Van Metre's wife fanned the spark of life that flickered in Henry Bedell. Of drugs or medicines she had almost none. And she was not willing to take any from the few supplies at the Confederate hospital. But she did the best she could with what she had.As his strength returned, Bedell told Bettie about his wife and children in Westfield, Vermont. And BedelLlistened as she told him about her brothers and about James. "I knew his wife must be praying for him," Aunt Bettiewould say to me, "just as I was praying for James. It was strange how close I felt to her."The October nights in the valley grew cold. Theinfection in Bedell's wounds flared up. With Dick and his wife, Jennie, helping, she moved the Union officer at night, to a bed in a hidden loft above the warm kitchen of her own home.But the next day, Bedell had a high fever. Knowing that she must get help or he would die, she went to her long-time friend and family doctor. Graham Osborne.Dr. Osborne examined Bedell, then shook his head. There was little hope, he said, unless proper medicine could be found."All right, then," Bettie said. "I'll get it from the Yankees at Harpers Ferry."The doctor told her she was mad. The Union headquarters were almost 20 miles away. Even if she reached them, the Yankees would never believe her story."I'll take proof," Bettie said. She went to the loft and came back with a blood-stained paper bearing theofficial War Department seal. "This is a record of his last promotion," she said. "When I show it, they'll have to believe me."She made the doctor writer out list of the medical items he needed. Early the next morning she set off.For five hours she drove, stopping only to rest her horse. The sun was almost down when she finally stood before the manding officer at Harpers Ferry.Gen. John D. Stevenson listened, but did not believe her. "Madam," he said, "Bedell's death was reported to us.""He's alive," Bettie insisted. "But he won't be much longer unless he has the medicines on that list.""Well," the general said finally, "I'm not going torisk the lives of a patrol just to find out." He turned to a junior officer. "See that Mrs. Van Metre gets the supplies." He brushed aside Bettie's thanks. "You're a brave woman," he said, "whether you're telling the truth or not."With the medicines that Bettie carried to Berryville, Dr. Osborne brought Bedell through the crisis. Ten dayslater Bedell was hobbling on a pair of crutches that Dick had made for him. "I can't go on putting you in danger," Bedell told Bettie. "I'm strong enough to travel now. I'd lie to go back as soon as possible."So it was arranged that Mr. Sam, one of Bettie's neighbors and friends, should go and help Bettie deliver Bedeel to Union headquarters at Harpers Ferry in his wagon.They hitched Bettie's mare alongside Mr. Sam's mule. Bedell lay down in an old box filled with hay, his rifle and crutches beside him.It was a long, slow journey that almost ended in disaster. Only an hour from the Union lines, two horsemen suddenly appeared. One pointed a pistol, demanding money while the other pulled Mr. Sam from the wagon. Shocked, Bettie sat still. Then a rifle shot cracked out, and the man with the pistol fell to the ground dead. A second shot, and the man went sprawling. It was Bedell shooting! Bettie watched him lower the rifle and brush the hay out of his hair. "Come on, Mr. Sam," he said. "Let's keep moving."At Harpers Ferry, the soldiers stared in surprise at the old farmer and the girl. They were even more amazed when the Union officer with the missing leg rose from his hay-filled box.Bedell was sent to Washington. There he told his story to Secretary of War Edwin M. Stanton. Stanton wrote aletter of thanks to Bettie and-signed an order to free James Van Metre from prison. But first James had to be found. It was arranged for Bedell to go with Bettie as she searched for her husband.Records showed that a James Van Metre had been sent to a prison camp in Ohio. But when the ragged prisoners were paraded before Bettie, James was not there. A second prison was checked, with the same result. Bettie Van Metre fought back a chilling fear that her husband was dead.Then at Fort Delaware, near the end of the line of prisoners a tall man stepped out and stumbled into Bettie's arms. Bettie held him, tears streaming down her face. And Henry Bedell, standing by on his crutches, wept, too.tellv. act as an informer 揭露Yankeen. (in the Civil War) a native of any of the northern states; a citizen of the U.S. 北方佬;美国佬great-auntn. an aunt of one's father or mother; sister of one's grandfather or grandmothercivila. 国内的; 民间的Confederatea. of or belonging to the Confederacy 南部邦联的capturevt. make a prisoner of; seize 俘虏;夺得unknowna. whose name, nature, or origin is not knownformera. of an earlier period 以前的farmhousen. the main house on a farm, where a farmer livesgroann. a sound made in a deep voice that expresses suffering, grief or disapproval 呻吟(声)atticn. the space just under the roof of a house, esp. that made into a low small room 阁楼Union, then. those states that supported the Federal government of the U.S. during the Civil War; the U.S.A. (美国南北战争期间的)联邦政府;美国a. of or having to do with the Unionriflen. 步枪awfula. terrible; very badbandagen. a narrow long piece of material, esp. cloth, for binding a wound or injury 绷带dreadfula. very unpleasant or shocking; terriblebuglen. a musical wind instrument usually made of brass, used chiefly for military signals 军号，喇叭filthn. disgusting dirt 污秽futilityn. uselessnessfutile a.leanvi. support or rest oneself in a bent position 靠，倚establishvt. find out or make certain of (a fact, answer, etc.), prove 确立，证实identityn. who or what a particular person or thing is 身份identicala. 同一的;完全相同确实良Lt.abbr. lieutenant 陆军中尉panyn. 连volunteern. person who joins the army, navy, or air force of his own free will 志愿兵presencen. being present in a placeskillfullyad. in a skillful manner 灵巧地，娴熟地skillfula. having or showing skillfanvt. 扇，扇动;激起sparkn. 火花flickervi. burn unsteadily; shine with an unsteady lightdrugn. a medicine or substance used for medical purposes。

现代大学英语精读3 Unit 1 课文翻译及课文知识重点

精心整理 Book3Unit1使某人突然意识到1.ItoccurstosbthatItstrikestosbthatItoccursonsbthatItoccurstosbtodosth破晓；（逐渐被人）明白2.dawnon认同危机3.identitycrisis经历4.gothrough5.chanceevent偶然事件轮流；反过来6.inturn独立于7.beindependentfrom依赖于8.bedependenton分开9.separationfrom患得患失10.fearloss把……定义为definesthas11.免于……不受……约束befreedomfrom12.往后站；处在离……较远的地方；不介入standback13.情绪低落14.feellowerorhigher……than……否定+比较级=最高级15.nothingbounceinto 突然闯进；蹦进；胁迫sb做16.爱上sb17.havearomanticrelationshipwith18.无精打采的走’sfeetdragonerelateto有良好关系19.cometorealize逐渐意识到20.为sb做榜样modelfor=makeanexampleforsb21.反抗rebelagainst22.对……有偏见beprejudicedagainst23.beequalto相同；等同24.inadditionto除了25.任命；委派appointtoposition26.inadifferentlight=inadifferentway以另一种不同的观点来看27.forcertain确定地，肯定地28.促成contributeto29.观察30.observev.观察力observationn.善于观察的observantn.触摸；控制；处理handlev.31.applyv.申请；应用；适用于；敷，涂32.需要，包括，影响，involvev.33.牵涉；包含involvesborsthinvolvedoingsth包含把sb卷入sthinvolvesbinsth被卷入beinvolvedinsthinvolveda.复杂的牵扯；财政困难 involvementn.边境问题borderissuen.34.解决争端settledispute35.传输气体transportgasfromsth 36.处理；照顾seetoit37.危险期criticalcondition 38.搁置；不考虑leaveitaside39.未能/忘记带… leavesb/sthbehind停止leaveoff不再穿某物leavesth.off忽略；不提及leaveitout推迟某事leavesthover40.调查lookat=lookinto仰视；改善lookup查阅（字典，参考书中） looksthup看望或接触sblooksbup计划未来lookahead瞧不起lookdownupon…as把……视为lookupon开始精力充沛的做sth41.setto开始做sth setaboutdoingsetouttodo开始做sth陈述sthsetoutsthsentout派遣42.becontentwith知足的43.摆脱befreefrom44.interactwith与……相互作用45.Translation1.她打算申请那个学术工作。

(完整版)现代大学英语精读3(第二版)更多知识点讲解,推荐文档

Unit 1Text A课文内容全解1. Has it ever dawned on you that certain developmental changes will occur in your life as you move from adolescence to young adulthood? (L.3, Para.1)adulthood/ˈædʌlthʊd/n. the state of being an adult成年：Many people are able to maintainfriendships into adulthood.很多人能够把友谊维持到成年。

2. During this time, students are going through an identity crisis and are endeavoring to find out who they are and what their strengths and weaknesses are. (L.1, Para.2)【英释】During this period, students are experiencing an identity crisis and are trying to find out who they are and what their strong and weak points are.3. First, there is functional independence, which involves the capability of individuals to take care of practical and personal affairs, such as handling finances, choosing their own wardrobes, and determining their daily agenda. (L.3, Para.4)【英释】First, there is functional independence, which includes how an individual can handle his or her practical and personal affairs, such as learning how to spend money wisely, choosing his or her own clothes, and deciding what he or she is going to do every day.4. Fourth is freedom from “excessive guilt, anxiety, mistrust, responsibility, inhibition, resentment, and anger in relation to the mother and father.” (L.12, Para.4)【英释】Children often feel very guilty in relation to their parents because they think they have done something wrong; they are also anxious because they are eager to please their parents; they sometimes feel unhappy because they think that their parents have not been fair to them; they feel that they are responsible to their parents for everything they do; they are always afraid of not saying the right thing or not behaving properly; all these may make them angry with their parents or make them feel resentful. These feelings reflect their emotional dependence on their parents. When they grow up, they usually strive for freedom from this.5. At the same time, these young adults are learning how to give and receive affection in the adult world. (L.1, Para.6)affection/əˈfekʃn/n.①a gentle feeling of caring and loving喜爱；钟爱：She has greataffection for her little brother.她很疼爱她的弟弟。

现代大学英语(第三版)精读3教学课件B3U3 (2)

现代大学英语（第三版）精读3教学课件B3U3一、课程简介本教学课件是现代大学英语（第三版）精读3的第三单元教学内容，为同学们提供了学习该单元所需的教学资源和指导。

这一单元的教学目标是帮助学生通过学习课文，了解如何运用正确的论证方法撰写议论文，在实际生活和学习中提高自己的表达能力和思考能力。

二、课件内容1. 课文简介本单元的主要课文是一篇题为《创新与复制》的文章。

文章主要探讨了创新与复制的关系，以及创新对个体和社会的重要性。

通过该课文的学习，学生将能够了解到创新对个人和社会的积极影响，以及如何在自己的学习和工作中注重创新。

2. 词汇与短语本节课的词汇与短语部分将介绍与创新与复制相关的词汇和短语，包括创新、复制、革新、传统等。

通过学习这些词汇和短语，学生将能够更好地理解课文内容，并丰富自己的词汇量。

3. 语法与句型本节课的语法与句型部分将介绍与表达观点和论证相关的语法和句型，包括使用连词引导的从句、使用形容词和副词表达观点等。

学生将通过学习这些语法和句型，掌握如何更准确地表达自己的观点，并展开有效的论证。

4. 阅读理解本节课的阅读理解部分将包括与课文相关的阅读理解题目，帮助学生巩固对课文的理解能力和阅读技巧。

5. 口语练习本节课的口语练习部分将提供与课文和主题相关的口语练习题目，帮助学生进一步提高口语表达能力，在团队讨论和个人演讲等活动中积极参与。

6. 写作任务本节课的写作任务部分将提供一个与课文相关的写作任务，帮助学生锻炼自己的写作能力，以及运用所学的观点论证方法撰写议论文。

三、教学目标1.理解并掌握课文内容，包括词汇、句型以及主题的核心观点。

2.提高听说读写能力，能够正确运用所学的词汇、句型和表达方式。

3.培养学生的批判思维能力和创新意识，在实际生活和学习中注重创新和积极思考。

4.培养学生的团队合作能力和沟通能力，能够积极参与口语练习和写作任务。

四、教学方法1.组织小组讨论，引导学生阅读和分析课文内容，共同探讨课文中的核心观点和人物形象。

大学英语精读3第三册

大学英语精读3第三册第三册的大学英语精读3第一章：历史的回顾在大学英语精读3的第三册中，我们将深入探讨历史的重要性及其对于我们理解过去和塑造未来的影响。

通过这本教材，我们将研究并分析各种历史事件和人物，并通过阅读和讨论来提高我们的英语阅读和理解能力。

在本章中，我们将回顾一些重要的历史事件，包括文艺复兴和英国工业革命。

文艺复兴是欧洲历史上一个重要的时期，它标志着中世纪的结束和现代时期的开始。

在本章中，我们将探讨文艺复兴对欧洲文化和艺术的影响。

我们将阅读关于伦勃朗和达芬奇等重要艺术家的文章，了解他们如何通过他们的作品表达出人类的智慧和创造力。

接下来，我们将学习英国工业革命，这是人类历史上最重要的事件之一。

通过阅读关于这一时期的文章，我们将了解到工业革命如何改变了人们的生活和社会结构。

我们将讨论工业革命对农业、制造业和城市化的影响，以及工人阶级的兴起和劳动条件的改变。

第二章：文化的交流在第三册的第二章中，我们将探讨文化的交流和跨文化交流的重要性。

我们将学习如何理解和尊重其他国家和文化，以提高我们的国际交流能力。

我们将阅读一些与文化多样性和跨文化交流相关的文章，包括关于语言学习和国际教育的重要性的讨论。

通过了解其他国家和文化的经验，我们将能够更好地参与全球化社会，并建立更好的国际合作和理解。

此外，我们还将探讨跨文化交际中的文化差异和误解。

通过学习如何避免和解决文化冲突和误解，我们将能够建立更好的人际关系，并取得更大的成功。

第三章：社会问题与解决方案在第三章中，我们将关注一些重要的社会问题，并讨论可能的解决方案。

我们将探讨一些与环境保护、教育、医疗保健和贫困等议题相关的文章。

环境保护是当前全球关注的一个热点话题。

我们将学习如何保护地球和应对气候变化的挑战。

我们将讨论可持续发展和再生能源的重要性，并探索各种环保行动的可能性。

此外，我们还将研究教育和医疗保健领域的问题和挑战。

我们将讨论如何改善全球教育和医疗保健基础设施，以及如何解决贫困问题。

大学英语精读第三册UnitOne讲解

大学英语精读第三册UnitOne讲解大学英语精读第三册Unit One讲解导语：法律是统治阶级意志的体现，是国家的统治工具。

下面YJBYS店铺分享一篇关于法律的英语课文，欢迎学习!TextA young man finds that strolling along the streets without an obvious purpose can lead to trouble with the law. One misunderstanding leads to another until eventually he must appear in court for trial……A Brush with the LawI have only once been in trouble with the law. The whole process of being arrested and taken to court was a rather unpleasant experience at the time, but it makes a good story now. What makes it rather disturbing was the arbitrary circumstances both of my arrest and my subsequent fate in court.In happened in February about twelve years ago. I had left school a couple of months before that and was not due to go to university until the following October. I was still living at home at the time.One morning I was in Richmond, a suburb of London near where I lived. I was looking for a temporary job so that I could save up some money to go travelling. As it was a fine day and I was in no hurry, I was taking my time, looking in shop windows, strolling in the park, and sometimes just stopping and looking around me. It must have been this obvious aimlessness that led to my downfall.It was about half past eleven when it happened. I was just walking out of the local library, having unsuccessfully sought employment there, when I saw a man walking across the roadwith the obvious intention of talking to me. I thought he was going to ask me the time. Instead, he said he was a police officer and he was arresting me. At first I thought it was some kind of joke. But then another policeman appeared, this time in uniform, and I was left in no doubt.'But what for?' I asked."Wandering with intent to commit an arrestable offence,' he said.'What offence?' I asked.'Theft,' he said.'Theft of what?' I asked.'Milk bottles,' he said, and with a perfectly straight face too!'Oh,' I said.It turned out there had been a lot of petty thefts in the area, particularly that of stealing milk bottles from doorsteps.Then I made my big mistake. At the time I was nineteen, had long untidy hair, and regarded myself as part of the sixties' 'youth countercultrue. As a result, I want to appear cool and unconcerned with the incident, so I said, 'How long have you been following me?' in the most casual and conversation tone I could manage. I thus appeared to them to be quite familiar with this sort of situation, and it confirmed them in their belief that I was a thoroughly disreputable character.A few minutes later a police car arrived.'Get in the back," they said. 'Put your hands on the back of the front seat and don't move them.'They got in on either side of me. I wasn't funny any more.At the police station they questioned me for several hours. I continued to try to look worldly and au fait with the situation. When they asked me what I had been doing, I told them I'd beenlooking for a job. 'Aha,' I could see them thinking, 'unemployed'.Eventually, I was officially charged and told to report to Richmond Magistrates' Court the following Monday. Then they let me go.I wanted to conduct my own defence in court, but as soon as my father found out what had happened, he hired a very good solicitor. We went along that Monday armed with all kinds of witnesses, including my English teacher from school as a character witness. But he was never called on to give evidence. My 'trial' didn't get that far. The magistrate dismissed the case after fifteen minutes. I was free. The poor police had never stood a chance. The solicitor even succeeded in getting costs awarded against the police.And so I do not have a criminal record. But what was most shocking at the time was the things my release from the charge so clearly depended on. I had the 'right' accent, respectable middle-class parents in court, reliable witnesses, and I could obviously afford a very good solicitor. Given the obscure nature of the charge, I feel sure that if I had come from a different background, and had really been unemployed, there is every chance that I would have been found guilty. While asking for costs to be awarded, my solicitor's case quite obviously revolved around the fact that I had a 'brilliant academic record'.Meanwhile, just outside the courtroom, one of the policemen who had arrested me was gloomily complaining to my mother that another youngster had been turned against the police. 'You could have been a bit more helpful when we arrested you,' he said to me reproachfully.What did the mean? Presumably that I should have looked outraged and said something like, 'Look here, do you know whoyou're talking to? I am a highly successful student with a brilliant academic record. How dare you arrest me!' Then they, presumably, would have apologized, perhaps even taken off their caps, and let me on my way.NEW WORDSbrushn. brief fight or encounter 小冲突;小接触processn. course; method, esp. one used in manufacture 过程;制作法arbitrarya. based on one's own opinion only, not on reason 任意的;武断的circumstancen. (usu. pl.) conditions, facts, etc. connected with an event or person 情况，环境subsequenta. following, later 随后的，接下去的faten. what will happen or happened to sb. or sth. 命运duea. expected; supposed (to) 预期的;约定的;到期的temporarya. lasting only for a limited time 暂时的strolla. walk at leisure 散步，闲逛obviousa. easily seen or understood; clear 明显的，显而易见的downfalln. ruin 垮台;衰落employmentn. one's regular work or occupation; job 职业;工作wandervi. move about without a purpose 闲逛;漫游commitvt. do (sth. wrong, bad, or unlawful)干(坏事)，犯(错误、罪)arrestablea. deserving to be arrestedoffence (AmE offense)n. crime; the hurting of feelings; something unpleasant 罪行;冒犯;不愉快的事straight facea face or expression that shows no emotion, humor, or thought 板着的脸pettya. small; unimportant 小的;不足道的doorstepn. a step in front of a doorregardvt. consider in the stated way 把……看作;把认为(as)counterculturen. a culture, esp. of the young who oppose the traditional standards and customs of their society 反主流文化unconcerneda. not worried; untroubled; indifferent 无忧虑的;淡漠的casuala. careless; informal 漫不经心的.，随便的conversationala. of or commonly used in talking 会话(用)的confirmvt. make certain; support 证实，肯定;确定beliefn. something believed; trust 相信;信念;信仰。

现代大学英语精读3 Lesson 2 Discovery of a Father 讲解

Lesson 2Discovery of a FatherBy Sherwood AndersonI.background InformationSherwood Anderson was not only a great American writ er, but he was also a businessman, husband and fathe r.The WriterSherwood Anderson was a great American writer. He is the author of 27 works including Winesburg, Ohio, and seven novels that include Poor White, Many Marriages a nd Dark Laughter(see His Works for a complete list). I n the 1920s, author and social critic H. L. Mencken call ed him "America's Most Distinctive Novelist." Anderson was also a poet and a playwright, a newspaper editor a nd a political journalist.As a writer, Anderson is obscured by the generation of writers that followed him, by Hemingway and Faulkner especially, both of whom he helped to get started.The BusinessmanSherwood Anderson began his professional life as an ad vertising man with an agency in Chicago called Long-Cri tchfield. He was also president of United Factories Comp any in Cleveland and president of his own company, An derson Manufacturing Company (later American Merchan ts Corporation), in Elyria. Anderson Manufacturing was known for its paint and roofing products, notably, Roof-Fix.Anderson was representative in his efforts to realize the American dream. His emotional breakdown while presid ent of his own company, however, hastened his move f rom the business world to the world of letters because he recognized that his own personal values were superi or to "money-making as an end in itself."After his commercial success as a writer, Anderson re-e ntered the business world and combined his business an d writing talents by buying two independent newspapers in rural Virginia. For both newspapers, he operated the business side as publisher and managed the editorial si de as editor.The Husband and FatherSherwood and his wife Cornelia had three children, all b orn in Elyria, Ohio: Robert, John and Marion (called Mi mi). When Sherwood wasn't managing the affairs of his business, networking with other businessmen or playin g golf with business associates, he was sometimes seen playing charades in the yard with his children. He taug ht them to act out real-life situations, an approach he t ook to his own problem solving and his writing.In modern terms Sherwood would have called a workah olic. When he wasn't working, however, he was mostly writing. This strained his relationship with Cornelia. Whe n they parted ways in 1914, Sherwood did not forget hi s obligation to Cornelia and their children. He continued to support them financially as long as he had income. Sherwood married four times, but had no other children. He moved frequently throughout his life, eventually set tling in rural Virginia.Where is Winesburg, Ohio?Sherwood lived in many places around the United State s, but he spent nearly half of his life in Ohio. Though his boyhood home of Clyde, Ohio, served as the primary model of his fictional town Winesburg, elements of his o ther Ohio "homes" helped complete the portrait. Sherwo od also lived in the Ohio cities of Cleveland, Elyria and Springfield.His works:Sherwood Anderson is the author of 27 works including seven novels. His works are listed below along with the year each first appeared in print. A list of collected wo rks and books about Sherwood Anderson is also below. Each link provides you with a summary of the work and /or the opportunity to purchase a copy from Amazon.co m. Proceeds from book sales benefit The Sherwood And erson Literary Center.Books by Sherwood AndersonWindy McPherson's Son, 1916Marching Men, 1917Mid-American Chants, 1918Winesburg, Ohio, 1919Poor White, 1920The Triumph of the Egg, 1921Horses and Men, 1921Many Marriages, 1923A Story Teller's Story, 1924Dark Laughter, 1925The Modern Writer, 1925Sherwood Anderson's Notebook, 1926 Tar: A Midwest Childhood, 1926A New Testament, 1927Alice and the Lost Novel, 1929Hello Towns!, 1929Nearer the Grass Roots, 1929The American County Fair, 1930 Perhaps Women, 1931Beyond Desire, 1932Death in the Woods, 1933No Swank, 1934Puzzled America, 1935Kit Brandon, 1936Plays, Winesburg and Others 1937 Home Town, 1940Sherwood Anderson's Memoirs, 1942Collected Works and Books about Sherwood Ander sonA Storyteller and a City: Sherwood Anderson's Chicago The Sherwood Anderson Diaries, 1936-1941 Sherwood Anderson RevisitedSherwood Anderson and the American Short Story Letters to Bab: Sherwood Anderson to Marietta D. Finle y, 1916-33Certain Things LastSherwood Anderson's Secret Love LettersSouthern Odyssey: Selected WritingsThe Egg and Other StoriesCliffs Notes on Winesburg, OhioSherwood Anderson: Great American Short Stories III.Paraphrase1. You hear it said that fathers want their sons to be what they feel they cannot themselves be, but I tell you it also works the other way. (1)Fathers often want their sons to realize their unfulfilled dreams. It is also true that children have thesame demand on their fathers.2. To hear him tell it he’d been in about every battle.(11)If you have heard him tell the story you would thinkthat he has been in about every battle.3. …maybe the woman had dared to sympathize with her. (23)…m aybe the woman had been rude enough or foolish enough to express sympathy for my mother.4. … he put my hand on his shoulder and struck outin darkness. (34)Father and son struck out into the darkness together,with the boy’s hand on the father’s sho ulder. They are swimming together in the pond, but in a symbolicscene, they are also getting ready to fight against heavy odds in life together.III.word study1. strikeHe struck me with a stick.他用棍子打我。

外教社大学英语精读第三册unit3原文+翻译+课后翻译

外教社大学英语精读第三册unit3原文+翻译+课后翻译第一篇：外教社大学英语精读第三册unit3原文+翻译+课后翻译Unit3一、课文Every teacher probably asks himself time and again: Why am I a teacher? Do the rewards of teaching outweigh the trying moments? Answering these questions is not a simple task.Let's see what the author says.也许每位教师都一再问过自己：为什么选择教书作为自己的职业？教书得到的回报是否使老师的烦恼显得不值得多谈？回答这些问题并非易事。

让我们看看本文的作者说了些什么。

Why I TeachPeter G.BeidlerWhy do you teach? My friend asked the question when I told him that I didn't want to be considered for anposition.He was puzzled that I did not want what was obviously a “" toward what all Americans are taught to want when they grow up: money and power.我为什么当教师彼得·G·贝德勒你为什么要教书呢? 当我告诉一位朋友我不想谋求行政职务时，他便向我提出这一问题。

所有美国人受的教育是长大成人后应该追求金钱和权力，而我却偏偏不要明明是朝这个目标“迈进”的工作，他为之大惑不解。

.Teaching is the most difficult of the various ways I have attempted to earn my living: , carpenter, writer.For me, teaching is a red-eye,-, sinking-stomach.Red-eye, because I never feel ready to teach no matter how late Ipreparing.Sweaty-palm, because I'm always nervous before I enter the classroom,.Sinking-stomach, because.当然，我之所以教书不是因为我觉得教书轻松。

大学英语精读第三册UnitTen课文讲解

大学英语精读第三册UnitTen课文讲解大学英语精读第三册Unit Ten课文讲解导语：技术是解决问题的方法及方法原理,是指人们利用现有事物形成新事物，或是改变现有事物功能、性能的方法。

下面是一篇讲技术上奇妙喷发的英语课文，欢迎大家学习。

TextAlvin Toffler writes about the fact that technology is advancing much faster today than ever before in history. The symbols of technology are no longer factory smokestacks or assembly lines. As we are headed for the future, the pace will quicken still further.The Fantastic Spurt in TechnologyA. TofflerTo most people the term technology conjures up images of smoky steel mills or noisy machines. Perhaps the classic representation of technology is still the assembly line created by Henry Ford half a century ago and made into a social symbol by Charlie Chaplin in Modern Times. This symbol, however, has always been inadequate and misleading, for technology has always been more than factories and machines. The invention of the horse collar in the middle ages led to major changes in agricultural methods and was as much a technological advance as the invention of the Bessemer furnace centuries later. Moreover, technology includes techniques, or ways to do things, as well as the machines that may or may not be necessary to apply them. It includes ways to make chemical reactions occur, ways to breed fish, plant forests, light theaters, count votes or teach history.The old symbols of technology are even more misleadingtoday, when the most advanced technological processes are carried out far from assembly lines or blast furnaces. Indeed, in electronics, in space technology, in most of the new industries, quiet and clean surroundings are characteristic -- even sometimes essential. And the assembly line -- the organization of large numbers of men to carry out simple repetitive functions -- is outdated. It is time for our symbols of technology to change -- to catch up with the quickening change in technology itself.This acceleration is frequently dramatized by a brief account of the progress in transportation. It has been pointed out, for example, that in 6000 BC the fastest transportation available to man over long distances was the camel caravan, averaging eight miles per hour (mph). It was not until about 1600 BC when the chariot was invented that the maximum speed was raised to roughly twenty miles per hour.So impressive was this invention, so difficult was it to exceed this speed limit, that nearly 3,500 years later, when the first mail coach began operating in England in 1784, it averaged a mere ten mph. The first steam locomotive, introduced in 1825, could have a top speed of only thirteen mph and the great sailing ships of the time labored along at less tan half that speed. It was probably not until the 1880's that man, with the help of a more advanced steam locomotive, managed to reach a speed of one hundred mph. It took the human race millions of years to attain that record.It took only fifty-eight years, however, to go four times that fast, so that by 1938 men in airplanes were traveling at better than 400 mph. It took a mere twenty-year flick of time to double the limit again. And by the 1960's rocket plants approached speeds of 4,00 mph. and men in space capsules were circling theearth at 18,000 mph.Whether we examine distances traveled, altitudes reached, or minerals mined, the same accelerative trend is obvious. The pattern, here and in a thousand other statistical series, is absolutely clear and unmistakable. Thousands of years go by, and then, in our won times, a sudden bursting of the limits, a fantastic spurt forward.The reason for this is tat technology feeds on itself. Technology makes more technology possible, as we can see if we look for a moment at the process of innovation. Technological innovation consists of three stages, linked together into a self-reinforcing cycle. First, there is the creative, feasible idea. Second, its practical application. Third, its diffusion through society.The process is completed, the loop closed, when the diffusion of technology embodying the new idea, in turn, helps generate new creative ideas. Today there is evidence that the time between each of the steps in this cycle has been shortened.Thus it is not merely true, as frequently noted, that 90 percent of all the scientists who ever lived are now alive, and that new scientific discoveries are being mad every day. These new ideas are put to work much more quickly than ever before. The time between the first and second stages of the cycle -- between idea and application -- has been radically reduced. This is a striking difference between ourselves and our ancestors. It is not that we are more eager or less lazy than our ancestors, but we have, with the passage of time, invented all sorts of social device to hasten the process.But if it takes less time to bring a new idea to the marketplace, it also takes less time for it to sweep through the society. For example, the refrigerator was introduced in the United Statesbefore 1920, yet its peak production did not come until more than thirty years later. However, by 1950 -- in only a few years -- television had grown from a laboratory novelty to the biggest part of show business. So the interval between the second and third stages of the cycle -- between application and diffusion -- has likewise been cut, and the pace of diffusion is rising with astonishing speed.The stepped-up pace of invention, application and diffusion, in turn, accelerates the whole cycle still further. For new machines or techniques are not merely a product, but a source, of fresh creative ideas.NEW WORDSfantastica. unbelievably large or great 极大的';难以置信的 spurtn. a short sudden increase of activity, effort or speed; burst 猛增;突然加速;迸发conjurevt. cause (sth.) to appear in the mind 唤起;使想起smokya. giving out much smokemilln. factory or workshopclassica. typical 经典的，典型的representationn. sth. that represents 代表represent vt.symboln. sign, mark, or object which represents a person, idea, value, etc. 象征inadequatea. not adequate; insufficientmisleadinga. causing wrong conclusions; causing mistakes mislead vt.inventionn. the act of inventing; sth. inventedhorse collar马轭agriculturala. of agriculturefurnacen. 熔炉，炉子applyvt. put into use or operation 应用，运用occurvt. take place; happenbreedvt. raise (esp. animals) 饲养voten. 选票;选举(权)advanceda. far on in development; modernblastn. 鼓风;送风blast furnace鼓风炉;高炉electronicsn. 电子技术;电子学surroundingsn. (used with a pl. v. ) everything around and about a place; conditions of life 环境characteristica. showing the individual character 表示特性的essentiala. necessary; most importantorganizationn. the act of organizing; an organized body or systemrepetitiven. the act of organizing; an organized body or systemrepetitivea. of or characterized by the act of repeatingrepetition n.functionn. special duty (of a person) or purpose (of a thing) 职责，功能，作用outdateda. no longer in general use; old-fashioned 过时的quickenv. make or become quick(er)accelerationn. 加速dramatizevt. put into dramatic from; express or represent (sth.) in a dramatic or exaggerated wayaccountn. report or descriptiontransportationn. the business of carrying people or goods from one place to another 运输transport vt.BC abbr.Before ( the birth of) Christ 公元前availablea. capable of being got, obtained, used, etc. 可获得的;可利用的cameln. 骆驼caravan。

现代大学英语精读3(第二版)Unit2课文翻译及课文知识重点

Book3 Unit21.show off 卖弄2.Let’s say 比如说3.get up a show 安排一场演出4.right out 明白地；彻底5.run down an alley 沿…跑下去6.go broke 破产7.give credit 赊账8.fool around 游手好闲9.hardware store 五金店10.liven up 使…有生气11.make sb look like a fool 使sb看起来很傻12.just the same 完全一样；依旧；尽管13.be intimate with 与…十分亲密14.take charge of 掌管15.slip off 溜出去16.get word 得知；获悉17.get hold of 找到；得到；抓住18.have sb licked 打败sb19.thick with sb 与…亲密友好20.call it quits 停止（战争，争吵，比赛）21.show up 露面22. a couple of shots 少量（几口）23.down and out 穷困潦倒的24.slap it on the table 啪的一声把sth扔到桌子上25.You bet 的确，当然，一定26.hush it up 隐瞒27.lead down into a valley 通往；通向28.strick out on one’s own 独立做strick sth out 删除strick out to/into/for sth 朝特定的方向坚定行进29.be ashamed of 羞愧30.dirt road 泥路，土路31.grand marshal 总指挥32.strike v. 给sb印象；罢工；撞击；使产生某种感情strike fear into people’s hearts让sb 处于…状态strick blindn. 罢工on strick幸运（一次，一回）；（运气）突然来临，偶然发生Eg：That was a wonderful stroke of luck.33.remember vremember sb/sth 记得；记起（remember of）remember that 记得remember doing 记得做过remember sb doing sth 记得某人做过remember to do sth 记得去做remember how/why/whatbe remembered for 因…而被怀念be remembered as 因…被铭记34.credit n.赊账，信贷；学分光荣属于…，功劳归于…；give sb credit for sth 把sth 归功于sb为…增光的人（物）sb be a credit to sth35.cover v.覆盖；遮盖；占地面积；走过一段距离；包括；掩护（军事）n. from cover to cover 彻底地，从头到尾36.sympathize with=sympathy for = be sympathetic to sb 同情37.go out of mind 发疯go over 仔细检查go off 离开出门；爆炸go on 持续；继续go along 继续进行某现象；活动go into 谈论；研究go under 破产go for 适用于；喜欢go in for 追逐；从事；参加考试go after 追求；设法得到go with 与…搭配；go together 相称；协调go about sth 着手做38.for my taste 不是我的口味；不是我喜欢的类型；就我的体验来看39.see to it 确保see sb through sth 足以维持sb的sth40.culture lag 文化落差41.object to doing 反对做sthTranslation1.他们的讨论包括了所有共同感兴趣的重要问题。

大学英语3精读及解析

⼤学英语3精读及解析⼤学英语3精读及解析⼤学⽣活总是很轻松的，可是我们还是得好好学习，课外之余再好好放松，毕竟学习才是主业，接下来⼩编为你带来⼤学英语3精读及解析，希望对你有帮助。

Lsaac Bashevis Singer (1904—1991) was born in a Jewish village in Poland. In 1935 he immigrated to New York. Singer wrote many stories and novels, as well as books for juveniles and four autobiographies (including Lost in America, 1981). In 1978 his work received world attention when he was awarded the Noble Prize in Literature. The Son from America------lsaac Bashevis Singer The village of Lentshin was tiny. It was surrounded by little huts with thatchad roofs. Between the huts there were fields, where the owners planted vegetables or pastured their goats. In the smallest of these huts lived old Berl, a man in his eighties, and his wife Berlcha. Old Berl was one of the Jews driven from Russia who had settled in Poland. He was short, broad-shouldered, and had a small white beard, and in summer and winter he wore a sheepskin hat, a padded cotton jacket, and stout boots. He had a half acre of field, a cow, a goat, and chickens. The couple had a son, Samuel, who had gone to America forty years ago. It was said in Lentshin that he became a millionaire there. Every month, the Lentshin letter carrier brought old Berl a money order and a letter that no one could read because many of the words were English. How much money Samuel sent his parents remained a secret. They never seemed to use the money. What for? The garden, the cow, and the goat provided most of their needs. No one cared to know where Berl kept the money that his son sent him. The hut consisted of one room, which contained all their belongings: the table, the shelf for meat, the shelf for milk foods, the two beds, and the clay oven. Sometimes the chickens roosted in the woodshed and sometimes, when it was cold, in a coop near the oven. The goat, too, found shelter inside when the weather was bad. The more prosperous villagers had kerosene lamps, but Berl and his wife did not believe in new gadgets. Only for the Sabbath would Berlcha buy candles at the store. In summer, the couple got up at sunrise and retired with the chickens. In the long winter evenings, Berlcha spun flax and Berl sat beside her in the silence of those who enjoy their rest. Once in a while when Berl came home from the synagogue, he brought news to his wife. In Warsaw there were strikers who demanded that the czar abdicate. Somebody by the name of Dr. Herzl had come up with the idea that Jews should settle again in Palestine. Berlcha listened and shook her head. Her face was yellowish and wrinkled like a cabbage leaf. She was half deaf. Berl had to repeat each word he said to her. Here in Lentshin nothing happened except usual events: a cow gave birth to a calf, a young couple got married. Actually, Lentshin had become a village with few young people. The young men left for Zakroczym, for Warsaw, and sometimes for the United States. Like Samuel, they sent letters and photographs in which the men wore top hats and the women fancy dresses. Berl and Berlcha also received such photographs. But their eyes were failing and neither he nor she had glasses. They could barely make out the pictures. Samuel had sons and daughters—and grandchildren. Their names were so strange that Berl and Berlcha could never remember them. But what difference do names make? America was on the other side of the ocean, at the edge of the world. A talmud teacher who came to Lentshin had said that Americans walked with their heads down and their feet up. Berl and Berlcha could not grasp this. How was it possible? But since the teacher said so it must be true. One Friday morning, when Berlcha was kneading the dough for the Sabbath loaves, the door opened and a noblemanentered. He was so tall that he had to bend down to get through the door. He was followed by the coachman who carried two leather suitcases. In astonishment Berlcha raised her eyes. The nobleman looked around and said to the coachman in Yiddish, "Here it is." He took out a silver ruble and paid him. Then he said, "You can go now." When the coachman closed the door, the nobleman said, "Mother, it's me, your son Samuel-Sam." Berlcha heard the words and her legs grew numb. The nobleman hugged her, kissed her forehead, both her cheeks, and Berlcha began to cackle like a hen, "My son!" At that moment Berl came in from the woodshed, his arms piled with logs. The goat followed him. When he saw a nobleman kissing his wife, Berl dropped the wood and exclaimed, "What is this?" The nobleman let go of Berlcha and embraced Berl. "Father! " For a long time Berl was unable to utter a sound. Then he asked, "Are you Samuel?" "Yes, Father, I am Samuel. " "Well, peace be with you. " Berl grasped his son's hand. He was still not sure that he was not being fooled. Samuel wasn't as tall and heavy as this man, but then Berl reminded himself that Samuel was only fifteen years old when he had left home. Berl asked, "Why didn't you let us know that you were coming?" "Didn't you receive my cable?" Samuel asked. Berl did not know what a cable was. Berlcha had scraped the dough from her hands and enfolded her son. "I never thought I could live to see this. Now, I am happy to die," Berlcha said. Berl was amazed. These were just the words he could have said earlier. After a while Berl came to himself and said, "Pescha, you will have to make a double Sabbath pudding in addition to the stew." It was years since Berl had called Berlcha by her given name. Only now did Berlcha begin to cry. Yellow tears ran from her eyes, and everything became dim. Then she called out, "It's Friday—I have to prepare for the Sabbath." Yes, she had to knead the dough for the loaves. With such a guest, she had to make a larger Sabbath stew. The winter day is short and she must hurry. Her son understood what was worrying her, because he said, "Mother, I will help you." The nobleman took off his jacket and remained in his vest, on which hung a solidgold-watch chain. He rolled up his sleeves. "Mother, I was a baker for many years in New York," he said, and he began to knead the dough. Berlcha wept for joy. Her strength left her, and she slumped onto the bed. Berl said, "Women will always be women." And he went to the shed to get more wood. The goat sat down near the oven; she gazed with surprise at this strange man. The neighbors had heard the good news that Berl's son had arrived from America and they came to greet him. The women began to help Berlcha prepare for the Sabbath. Some laughed, some cried. The room was full of people, as at a wedding. After Berlcha lit the candles, father and son went to the little synagogue across the street. A new snow had fallen. The son took large steps, but Berl warned him, "Slow down." In the synagogue the Jews sang their prayers. All the time, the snow outside kept falling. When Berl and Samuel left the Holy Place, the village was unrecognizable. Everything was covered in snow. One could see only the contours of the roofs and the candles in the windows. Samuel said, "Nothing has changed here." Berlcha had prepared fish, chicken soup with rice, meat, carrot stew. The family ate and drank, and when it grew quiet for a while one could hear the chirping of the house cricket. After the final prayer Samuel asked, "Father, what did you do with all the money I sent you?" Berl raised his white brows. "It's here." "Didn't you put it in a bank?" "There is no bank in Lentshin." "Where do you keep it?" Berl hesitated. "One is not allowed to touch money on the Sabbath, but I will show you. "He crouched beside the bed and began to shove something heavy. A boot appeared. Its top was stuffed with straw. Berl removed the straw and the son saw that the boot was full of gold coins. He lifted it. "Father, this is a treasure!" he called out. "Well." "Why didn't you spend it?" "On what? Thank God, we have everything." "Why didn't you travel somewhere?" "Where to? This is our home." The son asked one question after the other, but Berl's answer was always the same: They had everything. The garden, the cow, the goat, the chickens provided them with all they needed. The son said, "If thieves knew about this, your lives wouldn't be safe." "There are no thieves here." "What will happen to the money?" "You take it." ” Slowly, Berl and Berlcha grew accustomed to their son and his American Yiddish. Berlcha could hear him better now. She even recognized his voice. He was saying, "Perhaps we should build a larger synagogue." "The synagogue is big enough," Berl replied. "Perhaps a home for old people." "No one sleeps in the street." The next day after the Sabbath meal was eaten, Berl and Berlcha lay down for a nap. They soon began to snore. The goat, too, dozed off. The son put on his cloak and his hat and went for a walk. He strode with his long legs across the marketplace. He stretched out a hand and touched a roof. He had a desire to talk to someone, but it seemed that the whole of Lentshin was asleep. Samuel returned home. Dusk had fallen. Berl went to the synagogue for the evening prayers and the son remained with his mother. In the twilight Samuel put his hand into his jacket pocket and touched his checkbook, his letters of credit. He had come here with big plans. He had a suitcase filled with presents for his parents. He wanted to help the village. He brought not only his own money but funds from the Lentshin Society in New York. But this village needed nothing. From the synagogue one could hear people chanting. The cricket, silent all day, started again its chirping. Berlcha began to sway and utter holy rhymes inherited from mothers and grandmothers. 冷申村的贵客---艾萨克·巴舍维斯·⾟格冷申村微不⾜道，四周全是⼩⼩的茅草屋，草屋之间是⽥地，农民们在这些⽥地上或种蔬菜，或放牧⽺群。

英语专业精读教程3课文讲解

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