现代大学英语精读lesson6
现代大学英语精读课后答案Lesson 6
现代大学英语精读课后答案 Lesson Six The Man in the WaterLesson Six The Man in the WaterI. Discuss the following questions:We find heroes in all societies and cultures and at all times. How do you account for that? Many people think that.heroes are "made of special materials", but the author seems to suggest that every one of us has the capacity to be a hero. What do you think of these views?II. Vocabulary1. Practice using the rules of word formation.1) Examine how the words " Immovable" and " Incapable" ore formed. Find out the meaning of the prefixes "Im-" and "in-" with the help of a dictionary.immovable: +incapable: +2) Turn the following words into the opposite by adding either “im-” or “in-” or “un-”.Add more words to the list.(1) able (16) formal(2) adequate (17) fortunate(3) adequate (18) important(4) avoidable (19) just(5) balance (20) material(6) believable (21) measuable(7) comfortable (22) patient(8) competent (23) perfect(9) complete (24) personal(10) conditional (25) pleasant(11) countable (26) popular(12) credible (27) possible(13) curable (28) significant(14) direct (29) valuable(15) equal (30) visible3) Complete the sentences with the words in the brackets in their proper forms.(1) The well of_________ (create) never runs dry as long as you go to it.(2) I think________ (imagine) is more important than knowledge.(3) No matter what __________(achieve) you have made, somebody has helped you.(4) Man's mind once stretched by a new idea will never return to its ________ (origin) size.(5) What the caterpillar (毛毛虫) calls "the end", the butterfly calls "the ______(begin)".(6) Disappointment is the nurse of _________ _(wise).(7) It is true the __________ (present) is coloured by the past. It is also true you can choose the colours of the future.(8) A smile is a __________ (silence) laugh, and a laugh is the music of __________(happy). ,(9) A person who makes a mistake and _______(fail) to correct it will make another in future.(10) __________ (confident) makes us do things well but it is love that makes us do them to perfection.(11) Good temper is like a ____________ (sun) day, it sheds its __________(bright) everywhere.2. Give the opposite of the following.1) employee 10) universal2) to fasten 11) deep3) good (n.) 12) to dress4) identified 13) thoroughly5) indifferent 14) to admit6) movable 15) bride7) personal 16) precious8) responsible 17) silly9) selflessness3. Complete the sentences with the expressions listed below in their proper forms.on behalf of to account for to be known as to be responsible for to stick in the /sb.'s mind to refer to to come to the conclusion to care about1) The Palace Museum, also __________the Forbidden City, was built in the Ming Dynasty.2) She comes from a peasant family and was born and brought up in the countryside. This probably __________ her intense interest in the reform in China's countryside.3) I'm sure that opening ceremony will- ______ people's ___for a long time.4) The word "terrorist" should be well-defined. We can't ___________someone who fights for national independence or freedom as a terrorist.5) After he analyzed me complicated situation there, he __________ that it wouldn't be so easy to find" a peaceful settlement.6) __________laid-off workers, he strongly suggested that a greater effort be made to have them reemployed.7) They refused to take the money, which showed that there are still a lot of decent people in 'this world who ____more ______their good name.8) How do you __________the fact that so many young people are crazy about this novel?9) We are planning an open-book exam which allows learners to __________ their textbook and notes, as well as dictionaries.10) Yes, the owner of that coal mine ______the death of the 43 miners. But no one can yet __________the fact that the owner dared to hide the facts for so long.4. Fill in the blanks with appropriate prepositions or adverbs.1) Traditionally Chinese people liked to describe the nation a large family.2) They all say that they owe the improvement of their life in recent years ____ the new railway.3) These terrible sandstorms brought the whole nation ____attention,4) ____times of economic difficulties, it is the poor people who usually go _____ first.5) It's not true that all people do things ____self interest.6) I laughed____my friend. But a half-drunk young man thought I was laughing____ him. So he went ____me.7) This kind of cold-blooded mass murder can only set them ____ the whole civilized world.8) She is clinging the hope that her husband may still be alive.9) Although the enemy had better weapons, we had popular support. Therefore we were ableto hold them ____ a standoff.10) ____his nervousness, he kept shaking my hand and wouldn't let go ____it.im-5. Put the Chinese into English.１）空难１２）善恶之分２）人性１３）总统纪念碑３）机尾部分１４）典型的场合４）大冰块１５）普遍的特性５）救生圈１６）公认的英雄６）安全带１７）情感上的震撼７）文化冲突１８）交通高峰期８）９１１航班１９）久久无法忘怀的奇迹９）机械故障２０）佛罗里达航空公司１０）受伤人员２１）责任所在；应该做的１１）伤人的话２２）在有大批人伤亡的事件中6. Complete the sentences based on the Chinese in the brackets.1) It was a cold and foggy day and the plane ___________ (撞了桥), killing most of the passengers and the crew.2) Many times they_________(冒着生命危险) to look for survivor.3) You will be fined if you don’t （系好安全带）while driving.4) When he is extremely angry, Harris is likely to (说出愚蠢的话).5) He tried many times to (考验他们的忠诚) before he sent them on the suicidal mission.6) Peng Sha (作了漂亮的演说) on that occasion7) These brave people were ready to（向死亡挑战）.8) Every year we plant trees to stop the desert. But the desert keeps advancing. We seem to be___________(输了这场战斗). '9) To encourage home consumption, we have ___________（降息) seven times inthe past three years.10) You have to ___________ (明确区分) between short-term interests and long-term interests.11) We can walk right across the river from October to March when the winter cold ___________(将水冰冻).12) They sent ground troops into that country. But very soon they began to ___ (后悔这一举动). They knew they could not win the war.13) The scientists have __________ (试验这种药) on animals. But that's not enough.7. Complete the sentences using the idiomatic expressions of "hand" listed below.in one's hand off hand out of handon one's handson the one handto give sb. a free handout of one's handon the other handto get /gain /have the upper hand1) I’m sorry I don’t know her phone number _____ . I’ll go and check and tell you later.2) The house is too far away from where I work, but, __________, it's cheap.3) I think we ought to and let him carry on the experiment as he thinks best.4) Which side after months of fierce struggle?5) The situation there now is ______. The authorities admit matt they are facing a civil war.6) Don’t ask me. It's ___________. Fei Jia is now in charge.7) We have too many problems _____. We must deal with them one by one.8) At that time, Nanjing was still __________of the Japanese troops.9) __________they must punish the terrorists. But __________they cannot afford to offend all the Muslims. It is very delicate business.8. Give the meanings of the underlined parts in the sentences below. Note how themeanings are different in different contexts.1) You just press this button to start the engine.2) Will you please press the trousers and tie for me?3) Determined to win the competition, we pressed hard.4) We are not going to check in a hotel. We will just pitch a tent in the mountain.5) It was pitch-dark outside.6) She pitched the ball as fast as she could.7) We all pitched in and finished the task ahead of time.8) Sugar is sold by the pound.9) Mary pounded the door with her fists.10) Nellie was very nervous. She could almost hear her heart pounding.11) This dress cost me 100 pounds. /12) He seemed odd in some ways.13) He gets an odd job sometimes, but he can never make enough money to support his family.14) We have Intensive Reading on odd days.9. Give the verb pattern of the underlined part in the sentence below, list other possible verbs, and then put the Chinese Into English, using the pattern and the verbs in the brackets.... it takes the act of the man in the water to remind us of our true feelings in the matter, (para. 8) Verb pattern:Other possible verbs:1) 你们有没有把他的健康状况通知他的家人？(inform)2) 剧中主要人物的故事使我想起了我的童年。
现代大学英语精读6 paraphrase 原文+译文版
Leｓｓon one1.Vｉrtuｅｉs, indeed mｕsｔbｅ, ｓｅlｆ－centered.(paｒa4)正确的行动就是,确实也必须就是以自我为中心的。
By rigｈｔactioｎ,we ｍｅan it mｕsｔheｌp promotｅpeｒsonａl iｎtｅrest、2.Ｔｈｅeｓsenｔｉａｌs are ｆamｉliar: tｈe poｖeｒty of thｅｐoor was ｔhe faｕlt of the poｏr、Aｎdｉｔwas bｅcauｓe iｔｗas proｄuｃｔoｆｔheir excｅsｓi ｖｅｆｅcunｄitｙ…、、(paｒa５)她的基本观点为人熟知:穷人的贫穷就是她们咎由自取,贫穷就是热门过度生育的结果The poverｔy of ｔhe pooｒwａs caｕseｄbｙtheiｒhaving toｏmanｙcｈｉldren.3.Ｐoｖertｙbｅing cａusｅd iｎthe ｂed mｅａnｔthat the rich were nｏt ｒeｓｐonsible foｒeiｔher its ｃreation or itsａｍelｉoｒaｔｉon. (ｐara６)贫穷源于过度生育意味着富人不应该为产生贫穷与解决贫穷承担责任Tｈe riｃhｗerｅnot to blamｅfoｒthe eｘisteｎcｅoｆｐoｖeｒｔy so theｙsｈould not be ａsked to unｄｅrｔａke the ｔasｋof ｓolviｎg ｔhe ｐroblem.4.It is meｒelｙｔhe woｒｋing out ofａlaw ofｎature aｎd a laｗof Gｏd(para8) 这就是自然规律与上帝的意志在起作用。
Itｉs onlｙthe rｅsulｔｏr efｆeｃt ｏｆthｅｌaw of theｓurviｖａl of the ｆittesｔａpplied tｏnatｕre or to human sｏcｉeｔy、5.Ｉｔdeclｉｎeｄin populariｔy, ａnd rｅfeｒenｃe tｏit acquiｒed a ｃondemnａｔory tone、(para9)然而在２0世纪,人们认为社会学中的达尔文进化论有点过于残酷,遭到了普遍的质疑,人们提及它都带有谴责的口吻。
现代大学英语精读第二版第六课课文分析（可编辑）
现代大学英语精读第二版第六课课文分析B T L E W Lesson 10 –The Green Banana Part Three ENTER B T L E W Text Appreciation Lesson 10 –The Green Banana Text analysis 1 General analysis 2 Theme 3 Structure 4 Further discussion II Sentence paraphrase Lesson 10 – The Green Banana Plotof the story Setting of the story Protagonists of the story Theme of the story Text Analysis Have you got the key elements in the story To be continued on the next page Lesson 10 – The Green Banana Plot My experience in a small Brazilian village and what I concluded Settinga small village in the central area of Brazil Protagonists an American traveler I several Brazilian people Theme of the storygo to the next page Text Analysis For reference The end of General Analysis Lesson 10 – The Green Banana Text Analysis We should respect all civilizations in the world Wisdoms are to be discovered with an open mindto other cultures Theme of the story The end of Theme Part 1 paras 1 about Part 2 paras about Lesson 10 –The Green Banana Text Analysis Structure of the text 4 The story of the green bananas What the author learned We should respect all civilizations in the world The endof Structure 5 8 Lesson 10 – The Green Banana What is learning moments Have you ever experienced learning moments Have you ever heard of orencountered the experience of cultural differences List the examples The occasion called for some show of recognition on my part para3 What does this sentence mean trying to show interest if not complete acceptance para3 Does the author agree with the villagers Text Analysis Further discussion about the story To be continued on the next page W Lesson 10 –The Green Banana its time had come to meet my need It was my own time that had come all in relation to it para5 It was my own time to do what Why is it in the authors opinion that many useful things remain unknown to us Who is to blame But once a conscious breakthrough to a second center is made a life-long perspective and collection can begin para7 What does he mean by the second center Which is the first center How can we make a conscious breakthrough to a second center What does he mean by perspective and collection Text Analysis Further discussion about the story To be continued on the next page Lesson 10 –The Green Banana Whats the use of green bananas in the text Text Analysis Further discussion about the story To be continued on the next page Green bananas are first used as something to stop the leak of the jeep temporarily and then as a symbol of the unknown treasures of each civilization W For Reference Lesson 10 – The Green Banana When the author says we should leave our own centers of the world does he mean we should travel to other countries more often Text Analysis Further discussion about the story To be continued on the next page The author believes that everynation has good things to offer to the rest of the world It is therefore wrong to regard any nation as inferior We should reject ethnocentrism andadopt cultural relativism For Reference in the central area of Brazilsteep mountain road jeep stopped stopped for help went on reached destination special potential of green bananas importance of the rock Cultural relativism Text Analysis To be continued on the nextpage Lesson 10 – The Green Banana Beginning Ending Cli Development learning experience paras5-8 Telling the first part of the StoryStory Narration The end of Text Analysis Text Analysis Lesson 10 –The Green Banana Lesson 10 – The Green Banana II Sentence Paraphrase 1 My ancient jeep was straining up through beautiful countryside when the radiator began to leak para 1 When the radiator started to drip my oldjeep was trying hard to climb up the mountain in the scenery rural areathe infinitive as object go to 2 to strain to try very hard radiator thepart of a car which prevents the engine from getting too hot 散热器Lesson 10 – The Green Banana II Sentence Paraphrase 2 Theover-heated engine forced me to stop at the next village which consistedof a small store and a few houses that were scattered here and there para1 Due to the high temperature of the engine I had to stop at thenext village which contained a small shop and several houses that were loosely distributed infinitive as object complement go to 3 over-heatedtoo hot consist of contain be made of Lesson 10 – The Green BananaII Sentence Paraphrase 3 He patted me on the shoulder assuring me that everything would work out para 1 He patted my shoulder confirming methat all the things would be resolved telling me that something is sureto happen or is definitely true go to 4 patted my shoulder More ExamplesTo be continued on the next page Lesson 10 –The Green Banana II Sentence Paraphrase Similarly 1 to wound sb in the leg to wound ones leg 2 tohit sb at the back to hit ones back back to 3 Lesson 10 – The Green Banana II Sentence Paraphrase 4 I did not ask them though as that would show my ignorance para 2 However I did not inquire about the reason since it would reveal my lack of knowledge go to 5 an adverbial clause of reason Lesson 10 – The Green Banana II Sentence Paraphrase 5He in turn inspected me carefully as if to make sure I grasped the significance of his statement para 3 in a proper order Then he examined me with great caution in the way of ensuring whether I understoodthe importance of his words The infinitive is used in a set constructiongo to 6 with the appearance of apparently More Examples Lesson 10 –The Green Banana II Sentence Paraphrase 1He looked as if he had seen a ghost followed by a clause 2 She cleared her throat as if to speak followedby an infinitive 3 He was standing by the window as if waiting for somebody followed by a present participle back to 5 Lesson 10 – The Green Banana II Sentence Paraphrase 6 I looked to see if he was teasingme but his face was serious para3 I looked in order to find outwhether he was joking but he seemed deeply earnest infinitive as adverbial go to 7 Lesson 10 – The Green Banana II Sentence Paraphrase 7 They then refilled my radiator and gave me extra bananas to take along in case my radiator should give me trouble again para 4 Then my radiator was filled again by them and I was provided with more bananas as a precaution my radiator should leak again infinitive as attribute go to 8 Lesson 10 – The Green Banana II Sentence Paraphrase 8 As a product of American education I had never paid the slightest attention to the green banana except to regard it as a fruit whose time had not yet come para 5 As someone educated in the United States I naturally had never paid any attention to the green banana except to take it as a fruit which was not yet ripe or which was not yet ready to be picked and eaten go to 9 The tone is humorous and self-mocking Lesson 10 –The Green Banana II Sentence Paraphrase 9 It was my own time that had come all in relation to it para 5 It was me who had come to know the green bananas and everything connected with it According to the author every civilization has special geniuses symbolized by the green banana which have existed for many years But they will not come to your notice and benefit you until and unless you are ready to go out and meet them go to 10 Lesson 10 – The Green Banana II Sentence Paraphrase 10 I had been wondering for some time about what educators like to call learning moments and I now knew I had just experienced two of them at once para5 refers to the two learning moments The two things that suddenly dawned on him are the fact that every civilization has wonderful treasure to share with others and the idea that every village town region or country has a right to regard itself as the center of the world infinitive as objectgo to 11 B T L E W。
现代大学英语精读6文章概述
现代大学英语精读6文章概述如何使我们不为穷人的存在而内疚A brief summary of the essayIn the essay, the author brings up 5 historical solutions in presenting both historical solutions and current designs at first. He then concentrates on 5 current designs for getting the poor off our conscience. In presenting both historical solutions and current designs he expresses his critical attitudes implicitly. At the end of the essay, he warns the policy makers and people who are wealthy that "civil discontent and its consequences do not come from contented people.”and that poverty is the permanent ailment of society.Five solutions:1. The next life theory 2. Utilitarianism 3. Poor people’s fault 4. Survival of the fit test 5. Vague denial Five designs:1. Incompetent government 2. Harmful to the poor 3. Adverse effect on incentive 4. Adverse effect on freedom 5. Simple psychological denialThe main idea of the essay:Based on the analysis of historical solutions and current designs, the author ironically criticizes the attitude of getting the poor off our conscience, on which the scholars and politicians have been elaborating for centuries.1、Why the author chooses such a title as this essay?Look at the following photos. Millions and millions of people are struggling for their survival, thousands and thousands of people die of hunger, cold and illness. While ‘Millennium Development Goals are to meet the needs of the world’s poorest”, do you think the author really tries t o call people to get the poor off their conscience?“Plutarch was led to say”implies that it was the actual existence of the rich and poor or the logic of his analysis that made him come to such a conclusion: …If the Rome republic suffered from the same problems 2,000 years ago, it proves the author’s point that poverty is a perpetual (permanent) problem.2.five historical solutionspara. 3 The first solution (next-life theory)Does the author really think that this is an admirable solution?No, he doesn’t.He is being ironical here. He calls it “an admirable solution”because now the rich “get the poor off their conscience”.Para. 4:The second solution (utilitarianism)utilitarianism is a general philosophical idea like idealism. which means the greatest happiness of the greatest number. Utilitarianism is the moral doctrine that we should always act to produce the greatest possible balance of good over had for everyone affected by our action.Consequently, the greatest happiness of all constitutes the standard that determines whether an action is right or wrong. If they promote the greatest human welfare actions are right, if they do not actions are wrong.Para. 5: the third solution (poor people’s fault)Para. 7: the forth solution (Social Darwinism -- survival of the fittest)…the rich were not responsible for either its creation or its amelioration:The rich were not to blame for the existence of poverty so they should not be asked to undertake the task of solving the problem.Para. 9: the fifth solution (more vague denial of poverty)It declined in popularity, and references to it acquired a condemnatory tone:People began to reject Social Darwinism because it seemed to glorify brutal force and oppose treasured values of sympathy, love and friendship. Therefore, when it was mentioned, it was usually the target of criticism.3.Para. (10-11):a transition（1）Why does the author call it a revolution?Because it broke away from the traditional conception that the federal government was not responsible for social welfare. The Social Security Act of 1935 laid foundation for the current social welfare system of the United States. Readers can easily sense that the author is for the revolution.（2）What did people feel when a number of social welfare measures were put into practice? Were they right in thinking so? (para.10)People felt that the policy of ignoring the poor and refusing assistance had been abandoned. Since the government was making efforts to relieve the misery of the poor, they did not need to pay attention to any more.They were not completely right. The government did take many measures, but the desire to get the poor off our conscience still lingered on, waiting for chances to come back.4.five current designsPara.12: the first designdesign: planWhat is the argument of the first design?The argument is: Most of the assistance to the poor has to be undertaken by the government, but the government is in essence incompetent and ineffective and will make a mess of thejob. Therefore, the government should not be asked to aid the poor.What is the essence of the first design?The essence of the first design is to take away the responsibility to aid the poor from the government and to put an end to the social welfare policies since the New Deal.Para.13: analysis of the first designIn paragraph 12 and 13 , the author, on three occasions, mentions the pentagon or national defense. Why does he make these references?The author wants to point out the ironical fact that those people who attack the government or the bureaucracy will not include the military establishment. They want the government to do less or nothing in social welfare but more on “national defense”. The author is highly critical of such a view. He opposes huge military expenditures.What is the basic view of the author?On the whole, the author is positive about public service and government employees. He thinks that the American government has recruited many talented and dedicated people. His criticism is directed at the military establishment. Para. 14-15: the second designThe second design is: Any form of public help to the poor will hurt the poor themselves. Such help will destroy poor people’s motivation, make them lazy and break up their marriages. This is another typical argument put forward today by the conservatives in the U.S. in the discussion of social welfare reform.Does the author agree to the argument?No, the author thinks the accusations are groundless. Hefurther points out that those who support the design have no way to prove that the damage of the aid to the poor is greater than the damage to them caused by a loss of public assistance.Para.16: the third designThe third design: When you give public assistance to the poor, you take money away (through taxes) from the rich and give it ( in the form of public assistance) to the poor. The result is the rich become less willing to work hard and create wealth and the poor are encouraged to remain idle.The author’s view:The author uses two rhetorical questions to counter the argument. He implies that it is not the case that most poor people would prefer welfare to paying job. As for corporate executives, they are working very hard, showing no sign of lack of incentive. To say they are being lazy because they are not paid enough is an insult to the business executives. (the author is using a clever retort here.)Para.17-18: the forth design:The forth design argues that transferring money from the rich to the poor through the government has bad effect on freedom. By freedom, the designers mean spending as much money as one sees fit and giving the government as little as possible.This is possibly the most transparent of all the designs: No mention is ordinarily made of the relation of income to the freedom of the poor:The author is being ironical when he uses the word “transparent”. He means it is the most obvious that when these people talk about freedom they only have in mind the freedom of the rich.Para. 19: the fifth design: psychological denialThis is a psychic tendency that in various manifestations is common to us all.We all have the tendency to close our eyes to unpleasant things or refuse to think about them. This tendency may take different forms.5.conclusionIn the last part, the author subtly points out that public assistance to the poor is in the interest of conservatives. The ending seems not that dramatic but it is in line with the mild irony of the whole piece.肯尼迪总统就职演说The speech claims that all Americans should take on the responsibility of defending freedom and they should oppose Autocratic, poverty, disease and war that are enemies of mankind and in order to accomplish this task, to ensure common prosperity of human life, we compose of large global alliance.General analysis of a political speech1. He must try every possible means to arouse the feelings of audience. What he says represents the interests of the whole people. successful appeal to the emotion of the audience2. specific policyThe speech must have high-sounding words and empty promises3. The speech must be concise and short4. clever-choice of words to convey different meanings/tones.5. the use of biblical style to make it formal/ rigid.6. the use of a lot of rhetorical devices to make his address as powerful/ impressive as possible.1。
现代大学英语精读6课文翻译
现代大学英语精读6课文翻译1如何使我们不为穷人的存在而内疚约翰·肯尼斯·高伯瑞(加尔布雷斯)1.我很愿意严肃地考虑一种人类最古老的活动，这项活动持续了多年，实际上已经超过了几个世纪，那就是尝试怎样使我们不为穷人的存在而内疚。
2.贫穷和富有从一开始就共生在一起，彼此很不愉快有时还充满危险。
普鲁塔克曾说，“贫富失衡乃共和政体最致命的宿疾。
”富有和贫穷持续共存产生的问题，特别是如何证明在其他人还贫穷时我们富有是有道理的这一问题，成为有思想有学问的人几百年来孜孜不倦地思考探索的问题。
直至当代状况依然如此。
3.《圣经》提出了最初的解决之道，在现世遭受贫穷的人来世会得到更好的回报。
他们的贫穷是暂时的灾难，如果贫穷但却能顺从，他们将来就会成为世界的主人。
在某种程度上这就是最理想的解决办法。
由此，富人就可以一边嫉妒穷人的美好前途一边享受他们的财富。
4.很长时间之后，即在1776年《国富论》发表的二三十年之后——在英国工业革命开始之后，贫富不均的问题及其解决办法开始具有了现代的形式。
杰罗米·边沁，这位与亚当·斯密几乎是同时代的人，提出了这样一种准则，在某种程度上，美国人认为这一准则在英国几乎50年来一直影响显著。
这就是实用主义学说。
“通过实用的原则，”边沁在1789年指出，“也就是通过这一原则来赞成或否定任何一种应运而生的看来似乎必定会增加或减少政党幸福的行为或做法，尽管政党的利益总是在讨论之中。
”实用，实际上一定是以自我为中心的。
然而，社会中只有少数人拥有大量财富，却有更多人没有财富。
只要遵循边沁的话——“最大的利益给最多的人”，就能够解决社会问题。
社会尽力满足更多的人，人们接受对于很多利益没被满足的人来说，结果极其不幸。
5.在19世纪30年代，一种新的准则成为使我们不为穷人的存在感到内疚的有效办法，迄今为止它的影响也丝毫没有减弱。
这是与股票家大卫·李嘉图和T·R·马尔萨斯神父联系在一起的。
杨立民《现代大学英语精读(6)》(第2版)学习指南【词汇短语+课文精解+全文翻译+练习答案】-Uni
Unit 1一、词汇短语estranged[ɪˈstreɪndʒd] adj. 分居的；疏远的，不和的；（与某事物）脱离的，决裂的v. 使疏远，使离间；使隔离（estrange的过去式和过去分词）【例句】She felt estranged from her former existence. 她感到自己已脱离了过去的生活方式。
inflected [ɪnˈflektɪd]adj. 屈折的；字尾有变化的v.弯曲；曲折（inflect的过去式）【例句】L atin is a more inflected language than English. 拉丁语比英语词尾变化多。
circuitry [ˈsɜːkɪtri] n. 电路；电路系统；电路学；一环路【例句】The computer’s entire circuitry was on a single board. 电脑的全部电路都在一块板上。
neural [ˈnjʊərəl] adj. 神经的，神经系统的【词组】n eural pathways in the brain大脑里的神经通路icon[‘aɪkɑn]n.图标；肖像；偶像；象征；圣像【搭配】cultural, national icon 文化偶像、国家象征patronize [ˈpætrənaɪz]vt.惠顾；赞助【例句】I’ll never patronize that store again.我再也不去光顾那家商店了。
【派生】patronizing adj. 要人领情的；屈尊俯就的exploit [ɪkˈsplɔɪt] vt.剥削；利用；开发；开采n. 业绩；功绩；功勋【例句】Television advertisers can exploit a captive audience. 电视广告商能利用被动观众。
【派生】exploitative adj.剥削的；利用的；开发资源的exploitation n.开发，开采；利用；广告推销filial [ˈfɪliəl] adj. 子女（应做）的，孝顺的【例句】My husband is a filial son.我丈夫是一个孝顺的儿子。
现代大学英语精读lesson6知识分享
New words and phrases
[+with]: The school bus was involved in a collision with a truck.
head-on collision: (=between two vehicles moving directly towards each other.)
Pre-reading questions
no need to be heroes, self-protection is more realistic
doubt with a single person’s power, if more people join, me too
fight for the weak
2) a strong disagreement between two people or groups
[+between]: Discrepancies between ideas and collisions between beliefs had to be reconciled and mediated.
New words and phrases
casualty anonymity stunning on behalf of likewise
New words and phrases
1. element/elements
1) an element of surprise/danger/doubt etc.: a small amount of a quality or feeling.
that it causes. e.g. Thirty-six people died in the blast. C. a sudden very loud noise. e.g. a blast of rock music The guard gave a blast on his whistle and we were
现代大学英语精读第二版Unit6省名师优质课获奖课件市赛课一等奖课件
3.让我们同意对方能够有不一样意见吧。我 们起码在一点上意见是一致，我们同意不采 取暴力，我们同意我们分歧必须和平处理。
Let’s agree to disagree. We at least agree on one thing: We agree not
to use force. We agree that we must settle our disputes peacefully.
A Short Story
Plot: “My” experience in a small Brazilian village and what “I” concluded.
Setting: a small village in the central area of Brazil Protagonists: an American traveler (“I”), several Brazilian people Theme of the story: What do you think?
• What’s the use of the green banana in the text? What does it symbolize?
WB
TR 第13页
The Green Banana
Unit 6
Culture Tips
Author
Backgrou nd
Genre
WB
TR 第14页
Background
• What did the author learn about the center of the world (the rock)? How did he feel toward it?
• What are the two learning moments of the author? What did he learn?
杨立民《现代大学英语精读(6)》(第2版)学习指南【词汇短语+课文精解+全文翻译+练习答案】-Uni
Unit 4一、词汇短语mink [mɪŋk] n. 水貂，貂皮【例句】I’ll trade you my genuine leather jacket for your mink coat. 我用我的真皮夹克换你的貂皮大衣。
ranger [ˈreɪndʒə(r)]n. 皇家园林、地产等的管理员；担任巡逻和警戒任务的护林员；武装骑警，突击队员【例句】We were pretty much lost when we met the forest ranger. 在遇到护林员的时候我们几乎快要迷路了。
skunk[skʌŋk]n.臭鼬【例句】This is the second skunk we’ve got. 这已经是我们捉到的第二只臭鼬了。
scummy[ˈskʌmi] adj. 下流的；满是浮渣的；浮渣一般的【例句】Although you wear some cologne, I can still vaguely smell a scummy whiff out of you. 虽然你身上喷了古龙水，但我还能隐约闻到一股人渣的味儿。
plow [plau] n. 犁；犁形工具v.犁；耕【例句】The ground was plowed and planted with corn.地翻耕后种上了玉米。
【搭配】put one’s hand to the plow开始工作under the plow <土地>耕种中，在耕作下zing [zɪŋ] n. 活力；生命力；精力；子弹声vt. 对……挑剔vi.发尖啸声【例句】He just lacked that extra zing. 他就是缺少那么一点儿活力。
landslide[ˈlændslaɪd] n. [地质]山崩；大胜利vi.发生山崩；以压倒优势获胜【例句】Their house was buried by a landslide. 他们的房子被一次山体滑坡掩埋了。
现代大学英语精读6 notes on english character
First note. I had better let the cat out of the bag at once and record my opinion that the character of the English is essentially middle class. There is a sound historical reason for this， for，since the end of the eighteenth century， the middle classes have been the dominant force in our community. They gained wealth by the Industrial Revolution， political power by the Reform Bill of 1832； they are connected with the rise and organization of the British Empire； they are responsible for the literature of the nineteenth century. Solidity， caution， integrity， efficiency. Lack of imagination， hypocrisy. These qualities characterize the middle classes in every country， but in England they are national characteristics also， because only in England have the middle classes been in power for one hundred and fifty years. Napoleon， in his rude way， called us "a nation of shopkeepers." We prefer to call ourselves "a great commercial nation" -- it sounds more dignified -- but the two phrases amount to the same. Of course there are other classes： there is an aristocracy， there are the poor. But it is on the middle classes that the eye of the critic rests -- just as it rests on the poor in Russia and on the aristocracy in Japan. Russia is symbolized by the peasant or by the factory worker； Japan by the samurai； the national figure of England is Mr. Bull with his top hat， his comfortable clothes， his substantial stomach， and his substantial balance at the bank. Saint George may caper on banners and in the speeches of politicians， but it is John Bull who delivers the goods. And even Saint George-- if Gibbon is correct-- wore a top hat once； he was an army contractor and supplied indifferent bacon. It all amounts to the same in the end.Second Note. Just as the heart of England is the middle classes， so the heart of the middle classes is the public school system. This extraordinary institution is local. It does not even exist all over the British Isles. It is unknown in Ireland， almost unknown in Scotland （countries excluded from my survey）， and though it may inspire other great institutions--Aligarh， for example， and some of the schools in the United States--it remains unique， because it was created by the Anglo-Saxon middle classes， and can flourish only where they flourish. How perfectly it expresses their character -- far better for instance， than does the university， into which social and spiritual complexities have already entered. With its boarding-houses， its compulsory games， its system of prefects and fagging， its insistence on good form and on esprit de corps， it produces a type whose weight is out of all proportion to its numbers. On leaving his school， the boy either sets to work at once -- goes into the army or into business， or emigrates -- or else proceeds to the university， and after three or four years there enters some other profession -- becomes a barrister， doctor， civil servant， schoolmaster， or journalist. （If through some mishap he does not become a manual worker or an artist.） In all these careers his education， or the absence of it，influences him. Its memories influence him also. Many men look back on their school days as the happiest of their lives. They remember with regret that golden time when life， though hard， was not yet complex， when they all worked together and played together and thought together， so far as they thought at all； when they were taught that school is the world in miniature and believed that no one can love his country who does not love his school. And they prolong that time as bestthey can by joining their Old Boys' society： indeed， some of them remain Old Boys and nothing else for the rest of their lives. They attribute all good to the school. They worship it. They quote the remark that "The battle of Waterloo was won on the playing fields of Eton." It is nothing to them that the remark is inapplicable historically and was never made by the Duke of Wellington， and that the Duke of Wellington was an Irishman. They go on quoting it because it expresses their sentiments； they feel that if the Duke of Wellington didn't make it he ought to have， and if he wasn't an Englishman he ought to have been. And they go forth into a world that is not entirely composed of public-school men or even of Anglo-Saxons， but of men who are as various as the sands of the sea； into a world of whose richness and subtlety they have no conception. They go forth into it with well-developed bodies， fairly developed minds， and undeveloped hearts. And it is this undeveloped heart that is largely responsible for the difficulties of Englishmen abroad. An undeveloped heart--not a cold one. The difference is important， and on it my next note will be based.For it is not that the Englishman can't feel -- it is that he is afraid to feel. He has been taught at his public school that feeling is bad form. He must not express great joy or sorrow， or even open his mouth too wide when he talks--his pipe might fall out if he did. He must bottle up his emotions，or let them out only on a very special occasion.Once upon a time （this is an anecdote） I went for a week's holiday on the Continent with an Indian friend. We both enjoyed ourselves and were sorry when the week was over， but on parting our behaviour was absolutely different. He was plunged in despair.He felt that because the holiday was over all happiness was over until the world ended. He could not express his sorrow too much. But in me the Englishman came out strong. I reflected that we should meet again in a month or two， and could write in the interval if we had anything to say； and under these circumstances I could not see what there was to make a fuss about. It wasn't as if we were parting forever or dying. "Buck up，" I said， "do buck up." He refused to buck up， and I left him plunged in gloom.The conclusion of the anecdote is even more instructive. For when we met the next month our conversation threw a good deal of light on the English character. I began by scolding my friend. I told him that he had been wrong to feel and display so much emotion upon so slight an occasion； that it was inappropriate. The word "inappropriate" roused him to fury. "What？" he cried. "Do you measure out your emotions as if they were potatoes？" I did not like the simile of the potatoes， but after a moment's reflection I said： "Yes， I do； and what's more， I think I ought to. A small occasion demands a little emotion just as a large occasion demands a great one. I would like my emotions to be appropriate. This may be measuring them like potatoes， but it is better than slopping them about like water from a pail， which is what you did." He did not like the simile of the pail. "If those are your opinions， they part us forever，" he cried， and left the room. Returning immediately， he added： "No--but your whole attitude toward emotion is wrong.Emotion has nothing to do with appropriateness. It matters only that it shall be sincere. I happened to feel deeply. I showed it. It doesn't matter whether I ought to have felt deeply or not."This remark impressed me very much. Yet I could not agree with it， and said that I valued emotion as much as he did， but used it differently； if I poured it out on small occasions I was afraid of having none left for the great ones， and of being bankrupt at the crises of life. Note the word "bankrupt." I spoke as a member of a prudent middle-class nation， always anxious to meet my liabilities， but my friend spoke as an Oriental， and the Oriental has behind him a tradition， not of middle-class prudence but of kingly munificence and splendour. He feels his resources are endless，just as John Bull feels his are finite. As regards material resources， the Oriental is clearly unwise. Money isn't endless. If we spend or give away all the money we have， we haven't any more， and must take the consequences， which are frequently unpleasant. But， as regards the resources of the spirit， he may be right. The emotions may be endless. The more we express them， the more we may have to express. True love in this differs from gold and clay， That to divide is not to take away.Says Shelley. Shelley， at all events， believes that the wealth of the spirit is endless； that we may express it copiously， passionately， and always； that we can never feel sorrow or joy too acutely.In the above anecdote， I have figured as a typical Englishman. I will now descend from that dizzy and somewhat unfamiliar height， and return to my business of notetaking. A note on the slowness of the English character. The Englishman appears to be cold and unemotional because he is really slow. When an event happens， he may understand it quickly enough with his mind， but he takes quite a while to feel it. Once upon a time a coach， containing some Englishmen and some Frenchmen， was driving over the Alps. The horses ran away， and as they were dashing across a bridge the coach caught on the stonework， tottered， and nearly fell into the ravine below. The Frenchmen were frantic with terror： they screamed and gesticulated and flung themselves about，as Frenchmen would. The Englishmen sat quite calm. An hour later， the coach drew up at an inn to change horses， and by that time the situations were exactly reversed. The Frenchmen had forgotten all about the danger， and were chattering gaily； the Englishmen had just begun to feel it， and one had a nervous breakdown and was obliged to go to bed. We have here a clear physical difference between the two races--a difference that goes deep into character. The Frenchmen responded at once； the Englishmen responded in time. They were slow and they were also practical. Their instinct forbade them to throw themselves about in the coach， because it was more likely to tip over if they did. They had this extraordinary appreciation of fact that we shall notice again and again. When a disaster comes， the English instinct is to do what can be done first， and to postpone the feeling as long as possible. Hence they are splendid at emergencies. No doubt they are brave--no one will deny that--bravery is partly an affair of the nerves， and the English nervous system is well equipped for meeting physical emergency.It acts promptly and feels slowly. Such a combination is fruitful， and anyone who possesses it has gone a long way toward being brave. And when the action is over， then the Englishman can feel.There is one more consideration -- a most important one. If the English nature is cold， how is it that it has produced a great literature and a literature that is particularly great in poetry？ Judged by its prose， English literature would not stand in the first rank. It is its poetry that raises it to the level of Greek， Persian， or French. And yet the English are supposed to be so unpoetical. How is this？ The nation that produced the Elizabethan drama and the Lake Poets cannot be a could，unpoetical nation. We can't get fire out of ice. Since literature always rests upon national character，there must be in the English nature hidden springs of fire to produce the fire we see. The warm sympathy， the romance， the imagination， that we look for in Englishmen whom we meet， and too often vainly look for， must exist in the nation as a whole， or we could not have this outburst of national song. An undeveloped heart--not a cold one.The trouble is that the English nature is not at all easy to understand. It has a great air of simplicity， it advertises itself as simple， but the more we consider it， the greater the problems we shall encounter. People talk of the mysterious East， but the West also is mysterious. It has depths that do not reveal themselves at the first gaze. We know what the sea looks like from a distance： it is of one color， and level， and obviously cannot contain such creatures as fish. But if we look into the sea over the edge of a boat， we see a dozen colors， and depth below depth， and fish swimming in them. That sea is the English character--apparently imperturbable and even. These depths and the colors are the English romanticism and the English sensitiveness--we do not expect to find such things， but they exist. And -- to continue my metaphor--the fish are the English emotions， which are always trying to get up to the surface， but don't quite know how. For the most part we see them moving far below， distorted and obscure. Now and then they succeed and we exclaim， "Why， the Englishman has emotions！ He actually can feel！" And occasionally we see that beautiful creature the flying fish， which rises out of the water altogether into the air and the sunlight. English literature is a flying fish. It is a sample of the life that goes on day after day beneath the surface； it is a proof that beauty and emotion exist in the salt， inhospitable sea.And now let's get back to terra firma. The Englishman's attitude toward criticism will give us another starting point. He is not annoyed by criticism. He listens or not as the case may be smiles and passes on， saying， "Oh， the fellow's jealous"； "Oh， I'm used to Bernard Shaw； monkey tricks don't hurt me." It never occurs to him that the fellow may be accurate as well as jealous， and that he might do well to take the criticism to heart and profit by it. It never strikes him--except as a form of words -- that he is capable of improvement； his self-complacency is abysmal. Other nations， both Oriental and European， have an uneasy feeling that they are not quite perfect. In consequence they resent criticism. It hurts them； and their snappy answers often mask a determination to improve themselves. Not so the Englishman. He has no uneasy feeling.Let the critics bark. And the "tolerant humorous attitude" with which he confronts them is not really humorous， because it is bounded by the titter and the guffaw.Turn over the pages of Punch. There is neither wit， laughter， nor satire in our national jester--only the snigger of a suburban householder who can understand nothing that does not resemble himself. Week after week， under Mr Punch's supervision， a man falls off his horse， or a colonel misses a golfball， or a little girl makes a mistake in her prayers. Week after week ladies show not too much of their legs， foreigners are deprecated， originality condemned. Week after week a bricklayer does not do as much work as he ought and a futurist does more than he need. It is all supposed to be so good-tempered and clean； it is also supposed to be funny. It is actually an outstanding example of our attitude toward criticism： the middle-class Englishman， with a smile on his clean-shaven lips， is engaged in admiring himself and ignoring the rest of mankind. If， in those colorless pages， he came across anything that really was funny -- a drawing by Max Beerbohm， for instance -- his smile would disappear， and he would say to himself， "The fellow's a bit of a crank，" and pass on.This particular attitude reveals such insensitiveness as to suggest a more serious charge： is the Englishman altogether indifferent to the things of the spirit？ Let us glance for a moment at his religion -- not， indeed， at his theology， which would not merit inspection， but at the action on his daily life of his belief in the unseen. Here again his attitude is practical. But an innate decency comes out： he is thinking of others rather than of himself. Right conduct is his aim. He asks of his religion that it shall make him a better man in daily life： that he shall be more kind， more just，more merciful， more desirous to fight what is evil and to protect what is good. No one could call this a low conception. It is， as far as it goes， a spiritual one. Yet -- and this seems to be typical of the race -- it is only half the religious idea. Religion is more than an ethical code with a divine sanction. It is also a means through which man may get into direct connection with the divine， and， judging by history， few Englishmen have succeeded in doing this. We have produced no series of prophets，as has Judaism or Islam. We have not even produced a Joan of Arc， or a Savonarola. We have produced few saints. In Germany the Reformation was due to the passionate conviction of Luther. In England it was due to palace intrigue. We can show a steady level of piety， a fixed determination to live decently according to our lights -- little more.Well， it is something. It clears us of the charge of being an unspiritual nation. That facile contrast between the spiritual East and the materialistic West can be pushed too far. The West also is spiritual. Only it expresses its belief， not in fasting and visions， not in prophetic rapture， but in the daily round， the common task. An incomplete expression， if you like. I agree. But the argument underlying these scattered notes is that the Englishman is an incomplete person. Not a cold or an unspiritual one. But undeveloped， incomplete.I have suggested earlier that the English are sometimes hypocrites， and it is not my duty to develop this rather painful subject. Hypocrisy is the prime charge that is always brought against us.The Germans are called brutal， the Spanish cruel， the Americans superficial， and so on； but we are perfide Albion， the island of hypocrites， the people who have built up an Empire with a Bible in one hand， a pistol in the other and financial concessions in both pockets. Is the charge true？ I think it is； but what we mean by hypocrisy？ Do we mean conscious deceit？ Well， the English are comparatively guiltless of this； they have little of the Renaissance villain about them. Do we mean unconscious deceit？ Muddle-headedness？ Of this I believe them to be guilty. When an Englishman has been led into a course of wrong action， he has nearly always begun by muddling himself. A public-school education does not make for mental clearness， and he possesses to a very high degree the power of confusing his own mind. How does it work in the domain of conduct？Jane Austen may seem an odd authority to cite， but Jane Austen has， within her limits， a marvelous insight into the English mind. Her range is limited， her characters never attempt any of the more scarlet sins. But she has a merciless eye for questions of conduct， and the classical example of two English people muddling themselves before they embark upon a wrong course of action is to be found in the opening chapters of Sense and Sensibility. Old Mr. Dashwood has just died. He has been twice married. By his first marriage he has a son， John； by his second marriage three daughters. The son is well off； the young ladies and their mother -- for Mr. Dashwood's second wife survives him -- are badly off. He has called his son to his death-bed and has solemnly adjured him to provide for the second family. Much moved， the young man promises， and mentally decides to give each of his sisters a thousand pounds： and then the comedy begins. For he announces his generous intention to his wife， and Mrs. John Dashwood by no means approves of depriving their own little boy of so large a sum. The thousand pounds are accordingly reduced to five hundred. But even this seems rather much. Might not an annuity to the stepmother be less of a wrench？ Yes -- but though less of a wrench it might be more of a drain， for "she is very stout and healthy， and scarcely forty." An occasional present of fifty pounds will be better， "and will， I think， be amply discharging my promise to my father." Or， better still， an occasional present of fish. And in the end nothing is done， nothing； the four impecunious ladies are not even helped in the moving of their furniture.Well， are the John Dashwoods hypocrites？ It depends upon our definition of hypocrisy. The young man could not see his evil impulses as they gathered force and gained on him. And even his wife， though a worse character， is also self-deceived. She reflects that old Mr. Dashwood may have been out of his mind at his death. She thinks of her own little boy -- and surely a mother ought to think of her own child. She has muddled herself so completely that in one sentence she can refuse the ladies the income that would enable them to keep a carriage and in the next can say that they will not be keeping a carriage and so will have no expenses. No doubt men and women in other lands can muddle themselves， too， yet the state of mind of Mr. and Mrs.John Dashwood seems to me typical of England. They are slow -- they take time even to do wrong； whereas people in other lands do wrong quickly.There are national faults as there are national diseases， and perhaps one can draw a parallel between them. It has always impressed me that the national diseases of England should be cancer and consumption -- slow， insidious， pretending to be something else； while the diseases proper to the South should be cholera and plague， which strike at a man when he is perfectly well and may leave him a corpse by evening. Mr. and Mrs. John Dashwood are moral consumptives. They collapse gradually without realizing what the disease is. There is nothing dramatic or violent about their sin. You cannot call them villains.Here is the place to glance at some of the other charges that have been brought against the English as a nation. They have， for instance， been accused of treachery， cruelty， and fanaticism， In these charges I have never been able to see the least point， because treachery and cruelty are conscious sins. The man knows he is doing wrong， and does it deliberately， like Tartuffe or Iago. He betrays his friend because he wishes to. He tortures his prisoners because he enjoys seeing the blood flow. He worships the Devil because he prefers evil to good. From villainies such as these the average Englishman is free. His character， which prevents his rising to certain heights，also prevents him from sinking to these depths. Because he doesn't produce mystics he doesn't produce villains either； he gives the world no prophets， but no anarchists， no fanatics--religious or political.Of course there are cruel and treacherous people in England -- one has only to look at the police courts -- and examples of public infamy can be found， such as the Amritsar massacre. But one does not look at the police courts or the military mind to find the soul of any nation； and the more English people one meets the more convinced one becomes that the charges as a whole are untrue. Yet foreign critics often make them. Why？ Partly because they are annoyed with certain genuine defects in the English character， and in their irritation throw in cruelty in order to make the problem simpler. Moral indignation is always agreeable， but nearly always misplaced. It is indulged in both by the English and by the critics of the English. They all find it great fun. The drawback is that while they are amusing themselves the world becomes neither wiser nor better.The main point of these notes is that the English character is incomplete. No national character is complete. We have to look for some qualities in one part of the world and others in another. But the English character is incomplete in a way that is particularly annoying to the foreign observer. It has a bad surface -- self complacent， unsympathetic， and reserved. There is plenty of emotion further down， but it never gets used. There is plenty of brain power， but it is more often used to confirm prejudices than to dispel them. With such an equipment the Englishman cannot be popular. Only I would repeat： there is little vice in him and no real coldness. It is the machinery that is wrong.I hope and believe myself that in the next twenty years we shall see a great change， and that the national character will alter into something that is less unique but more lovable. The supremacy of the middle classes is probably ending. What new element the working classes will introduce one cannot say， but at all events they will not have been educated at public schools. And whether these notes praise or blame the English character -- that is only incidental. They are the notes of a student who is trying to get at the truth and would value the assistance of others. I believe myself that the truth is great and that it shall prevail. I have no faith in official caution and reticence. The cats are all out of their bags， and diplomacy cannot recall them. The nations must understand one another and quickly； and without the interposition of their governments， for the shrinkage of the globe is throwing them into one another's arms. To that understanding these notes are a feeble contribution -- notes on the English character as it has struck a novelist.。
精读6第六课翻译
现代大学英语课文译文VI-6小猪之死E．B．怀特1．在一个九月的中旬，为了照看一头生病的猪，我花费了好几个日日夜夜，被某种力量驱使着要把这个时段描述出来，尤其是因为这头猪死了而我还活着。
事情很容易颠倒过来，不过那样的话就没有人留下来讲述这件事了。
甚至现在，距这件事情发生时间如此之近，我却回想不起事情发生的确切时间，也说不清那头猪死于第三个还是第四个晚上。
对时间的不确定让我感觉到我的确体质上大不如前；倘若我身体健壮，岂能搞不清我与这只病猪究竟熬过了多少个不眠之夜呢!2．春暖花开时节买一头猪崽，然后经过从夏至秋几个月的精心饲养，寒冷的冬季来临的时候宰杀，这对我来说是再熟悉不过的计划，延续着古老的模式。
这就好像绝大多数的农场里上演的精确地忠实于原剧脚本的一幕幕悲剧。
这杀戮蓄谋已久，毋庸置疑，然而手段敏捷利落，提供给喜庆盛宴的熏肉和火腿便是它们的结局，至于这样的结局是否值得则无人质疑。
3．偶尔事情也会出错---某个演员提前念了台词，那么整个演出就会出现混乱，以致停滞。
我的猪该吃食的时候没有出场，我的担心的情绪马上散布开来。
这部经典悲剧的轮廓和步骤消失殆尽。
我俨然发现自己开始扮演起猪的朋友和私人医生--- 一个拿着助推器灌肠剂袋子当道具的滑稽角色。
就在当天下午我有一种预感，这部剧将永远不会再获平衡，而我的同情心完全趋向了我的病猪一边。
这是一部闹剧---一场戏剧性的表演吸引了我的老达克斯猎犬弗瑞德。
他又是守夜，又是拖灌肠剂袋，当一切结束的时候又充当葬礼主持。
死猪尸体下葬的时候，我们两个都伤心欲绝，我们失去的不是餐桌上的火腿，而是失去了一头猪，一个家庭成员。
事实证明这头猪对于我来说非常珍贵，不是在我饥饿时提供大餐，而是他在这个苦难世界里经历了一次磨难。
我把故事讲过头了，现在回来从头讲起。
4．我的猪栏设在一个旧果园的末端，一所房子的底层。
我饲养过的猪生活在一个过去曾是冰库的褪色的建筑中，有一个可以走动的惬意的院子，一棵苹果树伏在低矮的篱笆上遮着阴凉。
现代大学英语精读2Lesson6TheManintheWater
Lesson Six: The Man in the Water1. Warm-up questionsWhat does the author try to say through the story?A. The disaster?B. The three heroes?C. The man in the water?D. Human nature?2. Word buildingacknowledge—acknowledgementadmire—admirable—admirationaesthetic—aestheticism—aesthete—aestheticsanonymous—anonymityroot: synonym, antonym, homonym, pseudonymbehave—behaviorcollide—collisionfloat—floatation (flotation)tragic—tragedycomedy—comicsurvive—survival—survivorunique—uniquenessemploy—employment—employee—employerc.f. train, trainee, trainer, traininge.g. Y ou can employ your spare time more effectively. (make use of)injure—injuryc.f. injure 事故受伤事故中伤者wound 战斗受伤战斗中伤员damage 事物受到损坏hurt 可指心灵伤害president—presidential—presidency (preside)vice ~, former~, be elected/ appointed~during/ under the presidency of George W. Bush 总统职位、任期~ campaign / election/ candidate3. V ocabularyacknowledge1) meaningsHe acknowledged his secret marriage. (agree to the truth of, admit) 承认(They acknowledged that they have been defeated.)He was acknowledged as/ to be their leader. (recognize, accept, admit…as) 认可He acknowledged our help with a present. (show appreciation/ that he is grateful for…) 感谢We must acknowledge his letter. (state that one has received sth) 我们应告诉他来信已收到。
《现代大学英语精读1》第六课the green banana
C. Batchelder’s view on cross-cultural education:
第九页，共41页。
WB TR
Background
Author
the goals of education:
countries more often?
WB
第六页，共41页。
TR
Warming up
Objectives
• Understand the structure and the general idea of the story
• Think about how to interpret the story • Know something about the author
What did the author learn about the center of the world (the rock)? How did he feel toward it?
What are the two learning moments of the author? What did he learn?
第十页，共41页。
WB TR
Background
Genre
A Short Story
Plot: “My” experience in a small Brazilian village and what “I” concluded.
Setting: a small village in the central area of Brazil
a. the possibility that sth. will have a positive effect
现代大学英语精读6-paraphrase-原文+译文版
Lesson one1.Virtue is, indeed must be, self-centered.(para4)正确的行动是，确实也必须是以自我为中心的。
By right action, we mean it must help promote personal interest.2.The essentials are familiar: the poverty of the poor was the fault of the poor. And it was because it was product of their excessive fecundity…..(para5)他的基本观点为人熟知：穷人的贫穷是他们咎由自取，贫穷是热门过度生育的结果The poverty of the poor was caused by their having too many children.3.Poverty being caused in the bed meant that the rich were not responsible for either its creation or its amelioration. (para6)贫穷源于过度生育意味着富人不应该为产生贫穷和解决贫穷承担责任The rich were not to blame for the existence of poverty so they should not be asked to undertake the task of solving the problem.4.It is merely the working out of a law of nature and a law of God(para8)这是自然规律和上帝的意志在起作用。
It is only the result or effect of the law of the survival of the fittest applied to nature or to human society.5.It declined in popularity, and reference to it acquired a condemnatory tone.(para9)然而在20世纪，人们认为社会学中的达尔文进化论有点过于残酷，遭到了普遍的质疑，人们提及它都带有谴责的口吻。
现代大学英语精读lesson6-PPT文档资料
e.g. There’s always an element of risk in this kind of investment. 2) a group of people who form part of a larger group, especially when the rest of the group does not approve of them. e.g. There is a strong right-wing element in the organization.
[+between]: Discrepancies between ideas and collisions between beliefs had to be reconciled and mediated.
New words and phrases
Clash
Troops clashed near the border. ( if two armies, or groups of people clash, they suddenly start fighting each other.) Democrats clashed with Republicans in a heated debate. (if two people or groups of people clash, they argue because their opinions and beliefs are very different.)
Pre-reading questions
no need to be heroes, self-protection is more realistic doubt with a single person’s power, if more people join, me too fight for the weak
现代大学英语精读lesson6
New words and phrases
crash n.
a violent es: plane/car etc. crash
e.g. 41 people were killed in a plane crash in the Himalayas last week.
New words and phrases
in the line of duty: if you do something in the line of duty, you do it as part of your job e.g. Don’t thank me, madam --- it’s all in the line of duty. be in sb’s line: to be the type of thing that someone is interested in or good at e.g. I’m afraid cookery isn’t really in my line.
collision/clash/crash
collision
1) an accident in which two or more people or vehicles hit each other while moving in different directions
New words and phrases
优秀精品课件文档资料
Unit 6
The Man in the Water
Pre-reading questions:
1. Do you think ordinary persons like you and me can become heroes in certain circumstances? When something dangerous happens, what will first come to your mind?
杨立民《现代大学英语精读(6)》(第2版)学习指南【词汇短语+课文精解+全文翻译+练习答案】-Uni
Unit 7一、词汇短语perilously [ˈperələsli] adv. 危机四伏地；充满危险地【例句】We came perilously close to disaster. 我们险些出了大乱子。
ailment [] n. 轻微的病痛【例句】I don’t have even the slightest ailment. 我什么毛病也没有。
【词组】economic ailment经济失调trifling ailments轻症，微症augment [] vi. 增大；增加【例句】He augmented his income by teaching in the evenings. 他晚上教书来增加收入。
【派生】augmentation n. 增加，增大；增加物divine []adj.神的，上帝的，神圣的；非凡的，极好的【例句】①That play we saw last night was just simply divine! 我们昨晚看的那出戏实在是太好了！②At last I divined the truth. 最后我发现了事情的真相。
【词组】divine comedy神曲（意大利诗人但丁作的叙事诗）【助记】div（联想dive）＋（v）ine（葡萄藤）→能在葡萄藤中潜水是非凡的、超人的stockbroker [ˈstɑːkbroʊkər] n. [金融]股票经纪人【例句】My stockbroker manages my portfolio for me. 我的证券经纪人替我管理投资组合。
fecundity [] n. 多产；富饶；丰富【例句】The boy’s fecundity of imagination amazed his teacher. 男孩丰富的想象力让教师感到惊异。
amelioration [əˌmiːliəˈreɪʃn] n. 改进，改善【例句】Progress brings with it the amelioration of the human condition.进步改善了人类生存状况。