高英第七Tourists新编英语高级教程
高英第七Tourists 新编英语高级教程
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Tourists旅游者/观光客/游客Nancy Mitford 南西·密特福德New wordsminute, smallVenetian, 威尼斯的`lagoon, A shallow body of water, especially one separated from a sea by sandbars or coral reefs.vineyard, Ground planted with cultivated grapevines.William the Conqueror, Duke of Normandy, who set up a claim to the throne of England and launched an attack against the island in 1066. intersected, criss-crossedcampanile, A bell tower, especially one near but not attached to a church or other public building.reproach, To express disapproval of, criticism of, or disappointment in (someone).cloches, cloches, divines reproaches, [French] Bells, bells, divine reproacheschorus, A simultaneous utterance by a number of people; The sounds so madechartered motor-boats, motor-boats hired for an exclusive useyachts, small sailing or motor-driven vessels, generally with smart, graceful lines, used for pleasure cruises or racing.amblev, To walk slowly or leisurely; stroll.tow-path, a path along which people draw a boat against the current mosaics, a form of surface decoration made by inlaying small pieces of colored glass or stone; a picture or design so made.austere, Severe or stern in disposition or appearance; somber and grave Madonna, a statue or picture of the Virgin Mary.Byzantine, an artistic style of architecture developed in the Byzantine Empire (The East Roman Empire) during the 4th century, characterized by the round arch springing from the columns or piers, and the dome resting on pendentives.the throne of Attila, Attila (406-453), king of the Huns, who overran much of the Byzantine and Western Roman Empires. In 451 he advanced as far as Orlean in Gaul and in 452 to the river Mincio in Italy. he later came to be called "Scourge of God."scent, To fill with a pleasant odor;standing, Permanent and unchanging; fixedmegaphone, A funnel-shaped device used to direct and amplify the voice. luncheon, A lunch, especially a formal one.undergo, To pass through; experiencelitter, Carelessly discarded refuse, such as wastepaperText1 The most intensive study I ever made of tourists as at Torcello, where it is impossible to avoid them. Torcello is a minute island in the Venetian lagoon: here, among vineyards and wild flowers, some thirty cottages surround a great cathedral which was being built when William the Conqueror came to England. A canal and a path lead from the lagoon to the village, the vineyards are intersected by canals; red and yellow sails glide slowly through the vines. Bells from the campanile ring out reproaches three times a day ("cloches, cloches, divines reproaches") joined by a chorus from the surrounding islands. There is an inn where I lived one summer, writing my book and observing the tourist. Torcello which used to be lonely as a cloud has recently become an outing from Venice. Many more visitors than it can comfortably hold pour into it, off the regular steamers, off chartered motor-boats, and off yachts; all day they ambled up the tow-path, looking for what? The cathedral is decorated with early mosaics -- scenes from hell, much restored, and a great sad, austere Madonna; Byzantine art is an acquired taste and probably not one in ten of the visitors has acquired it. They wander into the church and look round aimlessly. They come out on to the village green and photograph each other in a stone armchair, said to be the throne of Attila. They relentlessly tear at the wild roses which one has seen in bud and longed to see in bloom and which, for a day have scented the whole island. As soon as they are picked the roses fade and are thrown into the canal. The Americans visit the inn to eat or drink something. The English declare that they can't afford to do this. They take food which they have brought with them into the vineyard and I am sorry to say leave the devil of a mess behind them. An outline of the selection: A. Torcello which used to be lonely has recently become an outing from Venice.a) Tocello's locationb) A general view of Tocello.c) Too many visitors pour into it.d) Most of them are ignorant and rude.e) Concrete description of the visitors:1) Americans.2)Every Thursday Germans come up the tow-path, marching as to war, with a Leader. There is a standing order to fifty luncheons at the inn; while they eat the Leader lectures them through a megaphone. After luncheon they march into the cathedral and undergo another lecture. They, at least, know what they are seeing. Then they march back to their boat. They are tidy; they leave no litter. Englishmen 3) Germans译文1 我曾对游客最深入细致的研究,是在托塞罗做的。
(完整word版)高英第七册Unit One
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ContentsUnit OneText I English and American Concepts of spaceText II Private SpaceUnit TwoText I TouristsText II Chestnut Street from a Fire Escape Unit ThreeText I The SubwayText II Living in Two WorldUnit FourText I Style and PurposeText II Pub or Groggery?Unit SixText I How to get things doneText II Now That I’m organizedUnit SevenText I The Aims of EducationText II Another school Year --- Why? Unit EightText I Fifth Avenue, Uptown: A Letter from HarlemText II The Civil Right Movement: What Good Was It?Unit NineText I Roots of FreedomText II The Philosopher and the ConquerorUnit TenText I Fear of DearthUnit ElevenText I Beyond Invalidism, Part One Unit ThirteenText II The Trial that rocked the World Unit FourteenText I Reading the RiverUnit OneText I:English and American Concepts of SpacePre-reading Brainstorming:1) What do you know about the concepts of space?2) How do you usually judge a person’s social status: by his family background, the place where he lives, his education, or by his profession? Why do you do so?3) Do you feel the need for a private room entirely for yourself to take refuge in when you do not want your thoughts to be intruded on? If there is no such facility, what would you do? reference: 西方文化词典---Polemics & TerritorialityAbout the AuthorEdward Twitchell Hall (1914 ---), U.S. anthropologist, author, and teacher, received his Ph.D. degree in anthropology from Columbia University. He has taught at various institutions, such as Harvard Business School, the Illinois Institute of Technology, and Northwestern University. His works include: The Silent Language(1959), a study of nonverbal communication, and The Hidden Dimension (1966), a study of “social and personal space and man’s perceptio n of it.” The present text, a selection from The Hidden Dimension, gives a contrast between English and American concepts of personal space. 在人类学方面,Edward Hall研究空间,出版了两本重要著作,即《无声的语言》(The Silent Language, 1959)和《隐藏的空间》(The Hidden Dimension,1966),探讨人际空间距离对人类行为的作用,及其在不同文化里的差异,影响后来有关空间行为学的研究距离关系(proxemic patterns)空间的传统在不同的文化中亦有不同的意义。
高中英语真题-高二英语《Unit7TheSeaLesson1TheSpiritofExplorers
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高中英语真题:高二英语《Unit7TheSeaLesson1TheSpiritofExplorersPe riod1FastReading》导学案目标:1. To get the general id ea of the text.2. To practise reading for specific information.3. To tall about explorers.Warm up:Which of the following people do you think arrived in America first? (Ex.1 P8)Step One:Read the passage quicklyand find out who arrived in America first.Before your reading, let’s learn the names for some places first. (Ex.2 P8)Step Two:Read the passage quickly and then find out the answers to the f ollowing questions. (全解P5Ⅱ)1. Why did Eric the Red leave Iceland?A. Because he got into trouble for a murder he had committed.B. Because he wanted to search for new land.C. Because people in Iceland didn’t like him.D. Because he wanted to search for his father.2. Who was Biarni looking for when he was blown to an unknown land?A. LeifB. Eric the RedC. Eric’s partyD. His ancestor3. How do we know about the Vikings?A. Through stories which were written down centuries later in N orway and Iceland.B. By words of mouth.C. Through newspaper.D. According to official records.4. Which of the following statements is TRUE?A. Eric and his 25 ships arrived at Greenland successfully.B. With the help of his friend, Biarni’s journey to Greenland was rather easy.C. The Vikings were the first people to arrive at Europe.D. Leif sailed as far as Newfoundland.5. We can infer from the passage that ______.A. Eric’s second voyage to Greenland was much easier than the first one.B. Leif was strong-minded.C. the Vikings chose to live in Southern Europe because their a ncestors came from Scandinavia.D. no people liked to follow Eric to Greenland.Step Three (全解P5Ⅰ)Read the text carefully to get some specific information from the text.Decide the following sentences are True or False1. Eric the Red forced people to go to Greenland with him t ogether.2. Biarni set sail from Greenland in search of Eric’s party.3. Eric the Red set sail once again, and this time all ships got to Greenland.4. The Vikings were stronger and stronger in Northern Europe fr om the 8 th to 10 th century AD.5. According to official records the Vikings reached America long befor e Columbus ever set sail.Step Four:Read the passage to get the general idea of the text to answer the questions of Ex4 and fill in the blanks in Ex3Step Five:Do Ex 6 on P9 and then do some exercises.高二英语《Unit7TheSeaLesson1TheSpiritofExplorersPe riod1FastReading》导学案目标:1. To get the general id ea of the text.2. To practise reading for specific information.3. To tall about explorers.Warm up:Which of the following people do you think arrived in America first? (Ex.1 P8)Step One:Read the passage quickly and find out who arrived in America first.Before your reading, let’s learn the names for some places first. (Ex.2 P8)Step Two:Read the passage quickly and then find out the answers to the following questions. (全解P5Ⅱ)1. Why did Eric the Red leave Iceland?A. Because he got into trouble for a murder he had committed.B. Because he wanted to search for new land.C. Because people in Iceland didn’t like him.D. Because he wanted to search for his father.2. Who was Biarni looking for when he was blown to an unknown land?A. LeifB. Eric the RedC. Eric’s partyD. His ancestor3. How do we know about the Vikings?A. Through stories which were written down centuries later in Norway and Iceland.B. By words of mouth.C. Through newspaper.D. According to official records.4. Which of the following statements is TRUE?A. Eric and his 25 ships arrived at Greenland successfully.B. With the help of his friend, Biarni’s journey to Greenland was rather easy.C. The Vikings were the first people to arrive at Europe.D. Leif sailed as far as Newfoundland.5. We can infer from the passage that ______.A. Eric’s second voyage to Greenland was much easier than the first one.B. Leif was strong-minded.C. the Vikings chose to live in Southern Europe because their ancestors came from Scandinavi a.D. no people liked to follow Eric to Greenland.Step Three (全解P5Ⅰ)Read the text carefully to get some specific information from the text.Decide the following sentences are True or False1. Eric the Red forced people to go to Greenland with him together.2. Biarni set sail from Greenland in search of Eric’s party.3. Eric the Red set sail once again, and this time all ships got to Greenland.4. The Vikings were stronger and stronger in Northern Europe from the 8 th to 10 th century AD.5. Acco rding to official records the Vikings reached America long before Columbusever set sail.Step Four:Read the passage to get the general idea of the text to answer the questions of Ex4 and fill in th e blanks in Ex3Step Five:Do Ex 6 on P9 and then do some exercises.。
新编英语教程7unit 1 concepts of space
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领导
高级英语3 A New English Course 7
Unit 1 English and American Concepts of Space
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沐浴的时间
高级英语3 A New English Course 7
Unit 1 English and American Concepts of Space
Attitudes Unspoken rules
Values Unconscious rules
Like an iceberg, 9/10 of culture is below the surface.
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PPT Intercultural communication
Video Intercultural communication
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旅游
高级英语3 A New English Course 7
Unit 1 English and American Concepts of Space
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人际关系
高级英语3 A New English Course 7
Unit 1 English and American Concepts of Space
How is the thesis statement developed?
contrasts
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高级英语3 A New English Course 7
Unit 1 English and American Concepts of Space
Words or phrases used to indicate contrasts
高级英语3 A New English Course 7 Unit 1 English and American Concepts of Space 40
新编英语教程7 (Unit 5-14 Text I 译文)
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新编英语教程7 (Unit 5-12 Text I 译文)Unit Five The Santa Ana Joan Didion圣安娜飓风洛杉矶今天下午的空气中存有某种不安,某种不自然的平静,某种紧张的气息。
言下之意,今晚将刮起圣安娜飓风。
这股热风将从东北呼啸而下,穿过克侯恩关口和圣哥根尼奥关口,沿着66号高速公路吹起一场沙尘暴,将沿途的山林干化到燃点。
不消几天我们将能看到峡谷里的浓烟,听到夜里的警报。
虽然我没有听说或者读到圣安娜飓风要来了,可是我知道它会来,而且我今天见到的所有人几乎都知道。
我们之所以知道是因为人人都有切身感受。
婴儿会烦躁。
女佣会愠郁。
而我则重燃了一场和电话公司之间本要熄灭的口舌之战,然后收拾败局躺了下来,彻底臣服于空气之中的某种莫名其妙的气氛。
和圣安娜飓风一起生活就得接受它,不管是有意还是无意地看,这都是种顽固的人类行为机械论。
我想起当我初次搬到洛杉矶,住在一个孤单的海滩旁时,有人告诉我,说过去本地的印第安土著会在这种恶风刮起的时候投身大海。
我可以想见原因。
在圣安娜飓风期,太平洋会泛起不祥的光泽,而且在夜晚人们不但会因为橄榄树上孔雀的尖叫声,而且会因为那没有风浪的怪诞海面感到烦躁不能入眠。
热度出乎人们的常识。
天空泛着一层黄光,这种光有时叫做―地震天气‖。
我那唯一的邻居好多天都不肯出门,夜晚也没有灯,她丈夫带着把弯刀在附近走动。
一天他跟我说他听到非法入境者的声音,第二天说是条响尾蛇。
在那样的夜晚,雷蒙德·查恩德乐曾经写过圣安娜飓风的情况,―每一个聚众酗酒的集会最后都演变成了一场斗殴,原本温和的小妻子会摸着餐刀的刀刃研究研究丈夫的脖子。
什么事都可能发生。
那就是这种风带来的影响。
我当时还不明白飓风对我们大家带来的影响有什么依据,可是最终它证明来自民间的智慧中存在着科学道理。
圣安娜飓风是以它经过的一个峡谷的名字命名的,它是一种焚风,就象奥地利和瑞士的焚风一样,或者象以色列的哈姆辛风(译者注:春季从沙哈拉大沙漠吹向埃及的干热风)。
新编英语教程Unit 7 TextI The Throw-Away Society
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❖ 9. value judgments:
❖ judgments about the quality of something, based on opinion rather than facts;
❖ 价值判断
❖ 10. lingering
❖ literal meaning: slow to disappear
❖ 12. ruthlessly eliminated
❖ done away with/thrown out completely
❖ ruthless: cruelly, mercilessly; in this context: firmly and completely
❖ A decision was made ruthlessly to carry through the reform.
behaving ❖ Information technology had made a great
impact on modern life.
❖8. foreshorten:
❖to make seem smaller, shorter, closer together than is really the case
❖ 按透视法(或按观察角度)缩短线条等
❖the foreshortening of our relationship with things accelerates the pace of life:
❖the attempt to make our relationships with things transient causes our life to move on faster
❖ adv. perfectly, elegantly
第七章 unit 7 《新编旅游英语教程》 PPT课件
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• Text A
Notes 3.Civil Aviation Authority (CAA) 民航局 4.…, but with a well-reported operator failure just days into the New Year, how will the CAA and other regulators respond and what will be the impact for your business?……但是,如果刚刚进入新年就传来运营商失败 的消息,那么CAA和其他监管机构该怎么回应呢?您的业务 又会有什么影响呢?
特许经营人(或公司)
outlet
n.
专营店,经销店,出口,出路
disposable adj.
可任意使用的,一次性的
• Text B • The Food Service Industry
Words and Expressions
offset
n.
抵销, 弥补, 分支, 平版印刷
personnel n.
Words and Expressions
advertising n.
广告业, 广告
start-up
adj. (新企业或工程)开办阶段的,启动时期的
franchisor
n. 授予(他人)特许权的公司(或组织)
regional
adj. 整个地区的, 地方的, 地域性的
• Text B • The Food Service Industry
Notes the food service industry 食品行业 specialty restaurants 特色餐厅,风味餐厅
• Text B
• The Food Service Industry
新编英语教程7unit seven The Aims of Education
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Culture is activity of thought, and receptiveness to beauty and humane feeling. Scraps of information have nothing to do with it. A merely well-informed man is the most useless bore on God’s earth. What we should aim at producing is men who possess both culture and expert knowledge in some special direction. Their expert knowledge will give them the ground to start from, and their culture will lead them as deep as philosophy and as high as art. We have to remember that the valuable intellectual development is self-development, and that it mostly takes place between the ages of sixteen and thirty. As to training, the most important part is given by mothers before the age of twelve. A saying due to Archbishop Temple illustrates my meaning. Surprise was expressed at the success in after-life of a man, who as a boy at Rugby had been somewhat undistin-guished. He answered, “It is not what they are at eighteen, it is what they become afterwards that matters.”In training a child to activity of thought, above all things we must beware of what I will call “inert ideas”—that is to say, ideas that are merely received into the mind without being utilised, or tested, or thrown into fresh combinations.In the history of education, the most striking phenomenon is that schools of learning, which at one epoch are alive with a ferment of genius, in a succeeding generation exhibit merely pedantry and routine. The reason is, that they are overladen with inert ideas. Education with inert ideas is not only useless: it is, above all things, harmful—Corruptio optimi, pessima. Except at rare intervals of intellectual ferment, education in the past has been radically infected with inert ideas. That is the reason why uneducated clever women, who have seen much of the world, are in middle life so much the most cultured part of the community. They have been saved from this horrible burden of inert ideas. Every intellectual revolution which has ever stirred humanity into greatness has been a passionate protest against inert ideas. Then, alas, with pathetic ignorance of human psychology, it has proceeded by some educational scheme to bind humanity afresh with inert ideas of its own fashioning.Let us now ask how in our system of education we are to guard against this mental dry rot. We enuncia te two educational commandments, “Do not teach too many subjects,” and again, “What you teach, teach thoroughly.”The result of teaching small parts of a large number of subjects is the passive reception of disconnected ideas, not illumined with any spark of vitality. Let the main ideas which are introduced into a child’s education be few and important, and let them be thrown into every combination possible. The child should make them his own, and should understand their application here and now in the circumstances of his actual life. From thevery beginning of his education, the child should experience the joy of discovery. The discovery which he has to make, is that general ideas give an understanding of that stream of events which pours through his life, which is his life. By understanding I mean more than a mere logical analysis, though that is included. I mean “understanding’ in the sense in which it is used in the French proverb, “To understand all, is to forgive all.” Pedants sneer at an education which is useful. But if education is not useful, what is it? Is it a talent, to be hidden away in a napkin? Of course, education should be useful, whatever your aim in life. It was useful to Saint Augustine and it was useful to Napoleon. It is useful, because understanding is useful.I pass lightly over that understanding which should be given by the literary side of education. Nor do I wish to be supposed to pronounce on the relative merits of a classical or a modern curriculum. I would only remark that the understanding which we want is an understanding of an insistent present. The only use of a knowledge of the past is to equip us for the present. No more deadly harm can be done to young minds than by depreciation of the present. The present contains all that there is. It is holy ground; for it is the past, and it is the future. At the same time it must be observed that an age is no less past if it existed two hundred years ago than if it existed two thousand years ago. Do not be deceived by the pedantry of dates. The ages of Shakespeare and of Molière are no less past than are the ages of Sophocles and of Virgil. The communion of saints is a great and inspiring assemblage, but it has only one possible hall of meeting, and that is, the present, and the mere lapse of time through which any particular group of saints must travel to reach that meeting-place, makes very little difference.Passing now to the scientific and logical side of education, we remember that here also ideas which are not utilised are positively harmful. By utilising an idea, I mean relating it to that stream, compounded of sense perceptions, feelings, hopes, desires, and of mental activities adjusting thought to thought, which forms our life. I can imagine a set of beings which might fortify their souls by passively reviewing disconnected ideas. Humanity is not built that way except perhaps some editors of newspapers.In scientific training, the first thing to do with an idea is to prove it. But allow me for one moment to extend the meaning of “prove”; I mean—to prove its worth. Now an idea is not worth much unless the propositions in which it is embodied are true. Accordingly an essential part of the proof of an idea is the proof, either by experiment or by logic, of the truth of the propositions. But it is not essential that this proof of the truth should constitute the first introduction to the idea. After all, its assertion by the authority of respectable teachers is sufficient evidence to begin with. Inour first contact with a set of propositions, we commence by appreciating their importance. That is what we all do in after-life. We do not attempt, in the strict sense, to prove or to disprove anything, unless its importance makes it worthy of that honour. These two processes of proof, in the narrow sense, and of appreciation, do not require a rigid separation in time. Both can be proceeded with nearly concurrently. But in so far as either process must have the priority, it should be that of appreciation by use.Furthermore, we should not endeavour to use propositions in isolation. Emphatically I do not mean, a neat little set of experiments to illustrate Proposition I and then the proof of Proposition I, a neat little set of experiments to illustrate Proposition II and then the proof of Proposition II, and so on to the end of the book. Nothing could be more boring. Interrelated truths are utilised en bloc, and the various propositions are employed in any order, and with any reiteration. Choose some important applications of your theoretical subject; and study them concurrently with the systematic theoretical exposition. Keep the theoretical exposition short and simple, but let it be strict and rigid so far as it goes. It should not be too long for it to be easily known with thoroughness and accuracy. The consequences of a plethora of half-digested theoretical knowledge are deplorable. Also the theory should not be muddled up with the practice. The child should have no doubt when it is proving and when it is utilising. My point is that what is proved should be utilised, and that what is utilised should—so far, as is practicable—be proved. I am far from asserting that proof and utilisation are the same thing.。
(完整word版)高英第七册Unit Seven
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Unit SevenText IThe Aims of EducationPre-reading Brainstorming:1)What are the aims of education?2)What is teaching and what should teachers teach?3) Do you agree that “education is a procession of packing articles in a trunk” or “educ ation is the assimilation of food by a living organism”? (P127) Why or why not?4)What is the author’s understanding of the aims of education?Or:a) Have you ever thought about the aims of education? What are they? Tolearn general knowledge? To learn a skill? To pass examinations? To get prepared for a good job? And what else? List as many objectives of education as you can think of.b) In the Preface to his collection of essays on education, Whiteheadstated explicitly, “the whole book is a protest against deadknowledge.” What do you think is the view of Whiteheadconcerning the aims of education in this essay?★to develop the student intellectually so that he can make discoveries of his own --- Whitehead(now that's really useful, isn't it?) Educate is further defined as "to develop the knowledge, skill, or character of..." Thus, from these definitions, we might assume that the purpose of education is to develop the knowledge, skill, or character of students.Unfortunately, this definition offers little unless we furtherdefine words such as develop, knowledge, and character.★In ancient Greece, Socrates argued that education was about drawing out what was already within the student. (As many of you know, the word education comes from the Latin e-ducere meaning "to lead out.")★Teaching is the establishment of an environment for effective learning.The definition widens the role of a teacher beyond that of “presenter”to that of a diagnostician, planner, consultant, assessor & evaluator.Articles from internet for reference:THE MEANING OF EDUCATIONRecently, a university professor wrote a letter to the editor of the local newspaper. He commented that people shouldn't put too much weight on the recently released trends in SRA scores of the state's high school students. The professor went on to describe some of the unanswered questions about the nature and value of assessment. He mentioned that one of the problems with assessment was the ongoing disagreement on the very purpose of education.A few days later, a scathing response was printed from a community member who questioned whether the University really wanted someone on their staff who didn't even know the purpose of education. Clearly, this person assumed that his definition of education was shared by all. What is the meaning of education?that's really useful, isn't it?) Educate is further defined as "to develop the knowledge, skill, or character of..." Thus, from these definitions, we might assume that the purpose of education is to develop the knowledge, skill, or character of students. Unfortunately, this definition offers little unless we further define words such as develop, knowledge, and character.What is meant by knowledge? Is it a body of information that exists "out there"—apart from the human thought processes that developed it? If we look at the standards and benchmarks that have been developed by many states—or at E. D. Hirsch's list of information needed for Cultural Literacy (1), we might assume this to be the definition of knowledge. However, there is considerable research leading others to believe that knowledge arises in the mind of an individual when that person interacts with an idea or experience.This is hardly a new argument. In ancient Greece, Socrates argued that education was about drawing out what was already within the student.(As many of you know, the word education comes from the Latin e-ducere meaning "to lead out.") At the same time, the Sophists, a group of itinerant teachers, promised to give students the necessary knowledge and skills to gain positions with the city-state.There is a dangerous tendency to assume that when people use the same words, they perceive a situation in the same way. This is rarely the case. Once one gets beyond a dictionary definition—a meaning that is often of little practical value—the meaning we assign to a word is a belief, not an absolute fact. Here are a couple of examples.“The central task of education is to implant a will and facility for learning; it should produce not learned but learning people. The truly human society is a learning society, where grandparents, parents, and children are students together.”~Eric Hoffer“No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure.” ~Emma Goldman“The only purpose of education is to teach a student how to live his life-by developing his mind and equipping him to deal with reality. The training he needs is theoretical, i.e., conceptual. He has to be taught to think, to understand, to integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past-and he has to be equipped to acquire further knowledge by his own effort.”~Ayn Rand“The aim of education should be to teach us rather how to think, than what to think—rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men.” ~Bill Beattie“The one real object of education is to leave a man in the conditionof continually asking questions.” ~Bishop Creighton“The central job of schools is to maximize the capacity of each student.” ~Carol Ann TomlinsonThese quotations demonstrate the diversity of beliefs about the purpose of education. How would you complete the statement, "The purpose of education is..."? If you ask five of your fellow teachers to complete that sentence, it is likely that you'll have five different statements. Some will place the focus on knowledge, some on the teacher, and others on the student. Yet people's beliefs in the purpose of education lie at the heart of their teaching behaviors.Despite what the letter writer might have wished, there is no definition of education that is agreed upon by all, or even most, educators. The meanings they attach to the word are complex beliefs arising from their own values and experiences. To the extent that those beliefs differ, the experience of students in today's classrooms can never be the same. Worse, many educators have never been asked to state their beliefs—or even to reflect on what they believe.At the very least, teachers owe it to their students to bring their definitions into consciousness and examine them for validity.Purposes and FunctionsTo make matters more complicated, theorists have made a distinction between the purpose of education and the functions of education.(2) A purpose is the fundamental goal of the process—an end to be achieved. Functions are other outcomes that may occur as a natural result of the process— byproducts or consequences of schooling. For example, some teachers believe that the transmission of knowledge is the primary purpose of education, while the transfer of knowledge from school to the real world is something that happens naturally as a consequence of possessing that knowledge—a function of education.Because a purpose is an expressed goal, more effort is put into attaining it. Functions are assumed to occur without directed effort. For this reason it's valuable to figure out which outcomes you consider a fundamental purpose of education. Which of the following do you actually include in your planning?As Tom Peters reminds us, "What gets measured, gets done." Regardless of the high sounding rhetoric about the development of the total child, it is the content of assessments that largely drives education. How is the capacity/ability to think creatively assessed in today's schools? To what extent is the typical student recognized and given respect? How often are students given the opportunity to recognize and evaluate different points of view when multiple choice tests require a single 'correct' answer?Teachers who hold a more humanistic view of the purpose of education often experience stress because the meaning they assign to education differs greatly from the meaning assigned by society or their institution. It is clear in listening to the language of education that its primary focus is on knowledge and teaching rather than on the learner. Students are expected to conform to schools rather than schools serving the needs of students.Stopping to identify and agree upon a fundamental purpose or purposes of education is rare. One sees nebulous statements in school mission statements, but they are often of the “Mom, baseball, and apple pie” variety that offer little substance on which to build a school culture. Creating meaningful and lasting change in education is unlikely without revisiting this basic definition. At the very least, educators must be challenged to identify and reexamine their beliefs in the light of present knowledge.It is time for the focus of education to shift from what's "out there—the curriculum, assessments, classroom arrangement, books, computers—to the fundamental assumptions about and definitions of education held by educators and policymakers. NASA did not send men to the moon by building on the chassis of a model T. In the same way, education cannot hope to move beyond its present state on the chassis of 18th century education.References1 Hirsch, E. D. Jr. (1987). Cultural Literacy. Houghton Mifflin (Return to article)2 Callaway, R. (1979) Teachers' Beliefs Concerning Values and the Functions and Purposes of Schooling, Eric Document Reproduction Service No. ED 177 110 (Return to article)©2001-2002Teacher's Mind Resources---------------------------------------------------------------------------------------------Main Idea:In This passage the author sets forth his views on education and stresses the need to recognize the interdependence among various disciplines andto avoid the narrowness of perspective that he felt characterizes much of a university education.Purpose of writing and ToneTo advocate the aims of education; in a serious manner;Or: To provide the student with a good knowledge of both classical and modern literature so that he can utilize ideas.Organization and Development:Part One: (P1- 3) clarifying some key notions concerning educationP1--- distinction between culture and training;P2-3 --- Inert ideas are not only useless but even harmful to education Part Two: (P4 - 9) presenting his commandments/instructions/adviceP4 --- Two educational commandmentsP5 --- Ideas should be combined and put into applicationP6 --- The understanding provided by the literary side of education: the joining of ideasP7- 8 --- The understanding provided by the scientific side of education: The proof of ideas; proposition should be used in combinationP9 --- The relation between theory and utilizationComprehension Questions:1) Whitehead makes an important distinction in the first para. What is it?How do you interpret it?---The distinction between culture and training.Training refers to the acquisition of skills and information, which is part of education, but not the most essential part; culture refers to the cultivation of the ability to think, to make discovery, which is ultimate aim of education.2) What does “it” in line 26 refer to?---an intellectual revolution3) What is the topic sentence of paragraph 3?How is it supported in the paragraph?---Inert ideas are not only useless but even harmful.Schools of learning, overladen with inert ideas, exhibit pedantry炫学, 假装学者, 卖弄学问and routine.Women, who are uneducated and thus not infected with inert ideas, are the more cultured part of their community.Intellectual revolutions fail to have the desired effect whey they, in their turn, bind humanity with inert ideas of their own fashion.4) How is a turn of direction indicated?---beginning from para. 4. Whitehead proceeds from criticisms of education to what should be done to guard against such mental dryrot.5) Whitehead has referred to a number of common notions in the text such as culture, understanding,and proving. How are they defined differently by the author as compared with the way they are normallyinterpreted?---“culture”, normally defined as education or a set of beliefs that shared by members of a community, is defined by whitehead as activity of thought, etc. In contrast with informedness, culture means the ability to think, to judge, and to create.“understanding”, not just logical analysis, but in the sense it is used in the French proverb “To understand all is to forgive all.”“prove”, not just to show the truth of some idea, but the worth of it. 6) which does Whitehead think is more apt to convey disconnected ideas to students, the literary side of education or the scientific side? Why? ---the literary side of educationWith regard to literature, the present is the meeting hall of the saints; temporal distance matters little, brilliant ideas raised in the past are as valuable at the present time as they were at the time when they were brought up.In scientific training, the first thing to do with an idea is to prove it, but this proof of truth does not necessarily constitute the first introduction to the idea.7) How does Whitehead emphasize the importance of the present in paragraph 6? Why does he think the present is so important?--- The present is where ideas are connected; it is the hall of meeting for all the past saints and the point of departure of the future.8) What are the two processes involved in the proof of an idea?---proof of truth and proof of appreciation, an appreciation of the importance or the worth of the idea.9) In paragraph 5, Whitehead advocates the combination of ideas which are introduced into a child’s education. How is this point echoed later in the text?---In para. 9. Proposition should not be used in isolation. Interrelated truths are utilized en bloc, and various propositions are employed in any order and with any reiteration重复, 反复.10) What does Whitehead propose concerning the teaching of theory?---Theory should be taught with application. Theoretical exposition should be short and simple, but thorough and accurate.Difficult Sentences for paraphrasinga) A merely well-informed man is the most useless bore on God’s earth.---A person equipped only with book knowledge is the least useful person to humanity.b) Their expert knowledge will give them the ground to start from, and their culture will lead them as deep as philosophy and as high as art.---Their specialized expertise helps prepare them for their prospective intellectual development, and their ability to think will contribute to the perfection of their reasoning and judgment.c) Surprise was expressed at the success in after-life of a man, who as aboy at Rugby had been somewhat undistinguished---However mediocre one might have been as a school boy at Rugby, it was still possible for him to stand out surprisingly from all others when he grew up.d) The child should make them his own, and should understand their application here and now in the circumstances of his actual life.---The young person should try to acquire these important ideas until he has fully mastered them, and also should learn to use these ideas in diverse contexts in life, when they are needed.e) No more deadly harm can be done to young minds than by depreciation of the present.---Undervaluing this day and age is most detrimental to the intellectual development of the young.Difficult Sentences for Translation (E-C):1)In the history of education, the most striking phenomenon is thatschools of learning, which at one epoch are alive with a ferment ofgenius, in a succeeding generation exhibit merely pedantry and routine.L.16-192)Then, alas, with pathetic ignorance of human psychology, it hasproceeded by some educational scheme to bind humanity afresh with inert ideas of its own fashioning. L.25-273)The discovery which he has made, is that general ideas give anunderstanding of that stream of events which pours through his life, which is his life. L.37-4)At the same time it must be observed that an age is no less past if itexisted two hundred years ago than if it existed two thousand years ago. Do not be deceived by the pedantry of dates. L.52-Key words and expressions1) bore L.3 --- a dull, uninteresting person whom other people quicklybecome tired of, esp. one who talks continually or repeatedly inan uninteresting way.2) inert L.14 --- inactive; static4) pedantry L.18 --- unnecessarily great attention to small details andunimportant rules炫学, 假装学者, 卖弄学问;Cf: Pedantic attention to detail or rules.拘泥形式,墨守陈规:过于拘泥于细节或规则An instance of pedantic behavior. 一种学究式的行为The habit of mind or manner characteristic of a pedant.迂腐的言行:心理或行为带有学究气的习性5) dryrot L.29 --- disease of wood caused by fungi真菌类(包括霉菌,食用伞菌,酵母菌等),似真菌的,由真菌引起的that turns wood into powder; (figuratively)decay from within caused esp. by resistance to new forces7) insistent L.49 --- deeding to be dealt with; urgent8) communion L.56 --- the sharing or exchanging of deep thoughts, ideas,and feelings9) proposition L.69 --- an unproved statement in which an opinion orjudgment is expressed.10) reiteration L.85 --- repetition11) concurrently L.86 --- simultaneously; at the same time12) plethora L.90 --- an amount much greater than is needed or than onecan deal with3) ferment: a process of active often disorderly development6) enunciate: express (a theory, etc) clearly or distinctlyc) be overladen with: be filled with too manyd) be infected with: be affected bye) pronounce on: give a judgment or opinion on; express one’s opinion on something, esp. formallyf) muddle up … with: fail to distinguish two people or thingsKey language pointsa) culture—This might be understood as “general knowledge” ascontracted with the “expert knowledge in some specialdirection” in line 4.b) “To understand all is to forgive all.”—When all the facts are knownand understood, it is possible to forgive a person for anything. Translation exercise for practice of language points (Chinese-English)a) 整个国家处于动荡不安之中. (ferment)b) 我们大家都可以自己发表自己的政治观点. (enunciate)c) 这辆公共汽车超载了. (be overladen with)d) 他受封建思想的流毒太深了. (be infected with)e) 部长已就此事发表了正式意见. (pronounce on)f ) 你们不要把我看成我的孪生兄弟. (muddle up … with)Post reading activitiesComposition writing: Some people believe that education should be primarily directed at helping people acquire essential skills and knowledge. Others believe it should be directed at developing the whole person and should also cover matters of social and personal responsibility, physical development, and artistic appreciation. In an essay of your own, take a stand on this issue.Unit 7Text IIAnother School Year—Why?Pre-reading brainstorming1) What do you think of education in our college?Are you satisfied with it? Why or why not?2) What do you want to gain in school, training or a broad scope ofknowledge? Why?Main idea of the passageThrough his own experience with the university students, the writer presents his belief that in universities students enroll for both training and education.Or: The aims of schooling are not only training but also education. Structure of the passage:Part one: ( Paras. 1—8)the author’s own experience as theintroduction to the thesis statement: the aims of schooling areboth training and education.Part two: (Paras. 9—13) further illustration on the importanceof educationPart three: (para 14) conclusion: restating of the thesis statement. Comprehension Questions:1) Where does the author first state the thesis of the writing?Where is it later reiterated?--- Last sentence of parp. 2: in universities students enroll for both training and education.Reiterated in para. 9: The business of the college is not only to train you, but to put you in touch with what the best human minds have thought.2)According to Ciardi, what is the difference between training andeducation?---For training, one would get a certain minimum qualification, certifying that one is good for a particular job. For education, one would be awarded an academic degree. In the latter case, one has not only received technical training, but also been exposed to some of the ideas mankind has generated within its history.3) The essay is rich in metaphorical language. Point out some of themetaphors Ciardi has used, esp. those he has used to refer to those who take professional training to be the sole purpose of college education.--- beanpole with hair on top (P1) / specimen (P2) / pest (P7) / mechanized savage, Push button Neanderthal, life-forms (P9) / blow him toward the employment agency (P3) / a piece of Home’s mind (P12) / storehouse (P14)4) Why does Ciardi think so much of books?--- Books are a storehouse of human experience, which our limited life span makes it impossible for us to encounter firsthand. Thus, by reading books, we will be able to enrich our life experience.Difficult Sentences for Translation (E-C):❖I could have told him all this, but it was fairly obvious he wasn’t going to be around long enough for it to matter: at the rate he was going, the first marking period might reasonably be expected to blow him toward the employment agency.❖If you are too much in a hurry, or too arrogantly proud of your own limitations to accept as a gift to your humanity some pieces of the minds of Sophocles, of Aristotle, of Chaucer --- and right down the scale to Yeats, Einstein, E.B. White, and Ogden Nash --- then you may be protected by the laws governing manslaughter, and you may be voting entity, but you are neither a developed human being nor a useful citizen of a democracy.❖I speak, I am sure, for the faculty of the liberal arts college and for the faculties of the specialized schools as well, when I say that auniversity has no real existence and no real purpose except as it succeeds in putting you in touch, both as specialists and as humans, with those human minds your human mind needs to include.Language Points in Text II (S.B.)a) beanpole—a tall and thin fellowb) an unburdened soul—a person free from burdenc) to blow him toward the employment agency—to send him to the employment agencyd) pest—an annoying persone) mechanized savage—an uncivilized person who knows how to use a machinePost reading Activities:Discuss in groups and make some comment on the writer’s attitude towards the kind of students he does not like.。
新编英语教程7Unit 2
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I. About the Author
Style: She had a particular "Mitford" brand
of humor which became very well known through her novels and newspaper articles and attracted a cult(狂热的崇拜 ) following. Her novels, letters, articles and essays are notable for their humor, irony, "teases" and cultural and social breadth.
I. About the Author
Major Works:
Highland Fling (1931) 苏格兰高地舞 Christmas Pudding (1932) 圣诞布丁 Wigs on the Green (1935) 激烈争论 Pigeon Pie (1940) 鸽子馅饼 The Pursuit of Love (1945) 向往爱情 Love in a Cold Climate (1949)恋恋冬季 The Blessing (1951) 祝福 Madame de Pompadour (1954) 蓬帕杜
Navigation Guide
I. About the Author II. Pre-reading questions III. Lexical work IV. Library work V. Organization of the Text VI. Key points of the Text VII. Exercises
I. About the Author
新编英语教程第三版第七单元课件
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新编英语教程第三版第七单元课件New Edition English Course (3rd Edition) Unit 7 PresentationIn this unit of the New Edition English Course (3rd Edition), we will explore various topics that will enhance our English language skills. This unit focuses on essential vocabulary, grammar, and speaking exercises to improve our overall language proficiency. Through interactive activities and engaging lessons, we will gain a better understanding of the English language.Vocabulary Building:To improve our vocabulary, we will learn various word categories including synonyms, antonyms, and idiomatic expressions. These exercises will expand our word bank and enable us to express ourselves more effectively in English. Practicing the usage of these words in different contexts will enhance our communication skills.Grammar Mastery:In this unit, we will consolidate our understanding of grammatical concepts such as tenses, conditionals, and sentence structures. By learning how to use these grammar rules correctly, we will be able to construct sentences that are grammatically accurate and convey our intended meaning. Through interactive exercises, we will reinforce our knowledge and apply it in real-life scenarios.Listening Comprehension:Developing our listening skills is crucial to understanding spoken English. In this unit, we will listen to various audio recordings and practice comprehending different accents and speech patterns. By focusing on listening exercises, we can improve our ability to understand native English speakers and enhance our overall language fluency.Speaking Practice:Speaking fluently and confidently is an important aspect of mastering any language. In this unit, we will engage in pair or group discussions, role-plays, and presentations to enhance our speaking skills. These activities will provide ample opportunities for us to express our thoughts and ideas in English, fostering our ability to communicate effectively.Reading Comprehension:The ability to comprehend written text is vital in language learning. In this unit, we will read a variety of texts, including articles, stories, and dialogues. We will practice reading strategies such as skimming and scanning to improve our reading speed and comprehension. By engaging with different types of texts, we can broaden our knowledge and understanding of the English language.Writing Enhancement:In this unit, we will focus on improving our writing skills by crafting various types of written pieces. From formal letters to informal emails, we will practice different writing styles and structures. Peer review and feedback sessions will also be conducted to enhance our writing proficiency.Through regular practice, we can develop our ability to express ourselves clearly and concisely in written English.Conclusion:The New Edition English Course (3rd Edition) Unit 7 provides a comprehensive and interactive learning experience. By actively participating in vocabulary building, mastering grammar, developing listening and speaking skills, improving reading comprehension, and enhancing writing proficiency, we will progress in our English language journey. Let's embrace the challenges and opportunities this unit offers as we strive to become confident English speakers and writers.Note: This article is a written representation of a presentation, following the format of a presentation without explicitly mentioning headings or subheadings.。
高英7课文讲解【unit 2,3 ,4,8】
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A New English Course (Level 7)Unit Two TEXT ITouristsI. About the author--- Nancy Mitford (1904---1973), English writer of novels, biographies, and essays, is noted for her witty novels of upper-class life. Her workers include: Pursuit of Love (1945), Vlotaire in Love (1957), and The Sun King (1966), about Louis XIV. One of her most widely read books was Noblesse Oblige: An Inquiry into the Identifiable Characteristics of the English Aristocracy (1956). The text is from an essay called “The Tourist,” part of a collection published under the title of The Water Beetle (1962).II. Organization and DevelopmentAlthough part of a collection, the selection is quite complete in itself as far as structure is concerned. The author seems to have followed a well-worked-out outline. Now try to restore that outline, indicating the main parts and the major subdivisions under each of them.Outline for reference:1.The island and the touristsThe island: location, natural features, the cathedral and its bellsThe tourists: number, transport, lack of taste, ill-mannered behavior,American-Englishmen-Germans2.Behavior of the islandersThe author’s general attitudeComparison of the island to a stageYoung men from Burano (Little Eric)Old women selling lacesThe priestThe tourists’ response3.Torcello back to its life routineYoung menOld womenFather of the clover babiesThe brief description of the small island creates the impression that it might be a nice, quiet retreat for writers like the author herself, but it might not be a good tourist resort. This helps to strengthen the point the author wants to make, i.e. the tourists who swamp the place are aimless in their touring.III. Notes1. Based on the author’s description, try to think of just a few words and phrases that bring out the most important features of the island Torcello.Small, ancient, abundant in wild flowers, crisscrossed by waterways2. Rephrase the sentence:The most intensive study I ever made of tourists was at Torcello, where it is impossible to avoid them.Since tourists can be seen almost everywhere at Torcello, I decided to observe them closely.3. minute: very small4. lagoon: an area of calm sea water partly or completely separated from the sea by banks of sand, rock, coral, etc.5. a great cathedral --- referring to SantaMaria Assunta Cathedral, which was founded in about 639, and rebuilt in the ninth and the eleventh century. It is a Byzantine cathedral, decorated with fine Veneto-Byzantine mosaics.6. What does the word “chorus” in line 8 refer to?bells ringing out7. Explain the sentence:Bells from the campanile ring out reproaches three times a day …joined by a chorus from the surrounding islands. --- From the campanile, or the high bell tower, can be heard the reproaches, or sets of verses representing reproaches of Jesus Christ to his people, three times a day. Such reproaches ring out from the nearby islands too.“cloches, cloches, divins reproches” = (French) “bells, bells, divine reproaches”8. lonely as a cloud --- This is an echo of William Wordsworth’s poem “I Wandered Lonely as a Cloud” (1804). The first verse of the poem is as follows:I wandered lonely as a cloudThat floats on high o’er vales and hills,When all at once I saw a crowd,A host of golden daffodils;Beside the lake, beneath the trees,Fluttering and dancing in the breeze.9. Rephrase the sentence:Torcello which used to be lonely as a cloud has recently become an outing from Venice.Torcello was at one time an island scarcely visited by people, but today it has grown to be a magnet for tourists from Venice.10. chartered --- hired for use by a particular group or person11. yacht --- a large boat, often motor-driven, used for pleasure; a light sailing boat12. towpath --- a path (as along the bank of a canal or river) traveled by men or animals towing / pulling boats13. Possibly there is a double meaning in the phrase much restored in line 13.The early mosaics are made to look new again; the scenes from hell are brought back to life.14. a great, sad, austere Madonna --- the image of Mary, mother of Jesus Christ, inmosaics, who appears sorrowful and stern15. Byzantine art --- the symbolical system of art which was developed by the early Greek or Byzantine artists out of the Christian symbolism. Its chief features are the circle, dome, and round arch; and its chief symbols the lily, cross, vesica, and nimbus.16. Explain the sentence in line 14 “Byzantine art is an acquired taste.”One needs to cultivate a certain taste to be able to appreciate Byzantine art.17. Rephrase the sentence:Byzantine art is an acquired taste and probably not one in ten of the visitors has acquired it.Byzantine art is a highly refined heritage, but few of the tourists here have arrived at that sophistry as to be able to appreciate it. / To appreciate Byzantine art, one needs to cultivate a particular sense of beauty, but few of the tourists to Torcello have been so equipped.18. the village green --- a small stretch of grass in the village19. Attila --- king of the Huns, a nomadic people from central Asia, from 434 A.D. to 453 A.D., and one of the greatest of the barbarian rulers who attacked the Roman Empire. In 452 he invaded northern Italy and sacked several cities there.20. leave the devil of a mess behind them --- leave behind them all kinds of litter / a terrible mess. Devil is often used to give force to various expressions, especially of displeasure, e.g. We had a devil of a job trying to persuade her.Why the devil did he come?What the devil is she doing now?21. marching as to war --- This is an echo of a Christian hymn written by Sabine Baring-Gould (1834-1924). The first stanza goes thus:Onward, Christian soldiers,Marching as to war,With the Cross of JesusGoing on before! (1864)22. a Leader --- apparently referring to the tourist guide23. a standing order --- a permanent request (for something by a customer)24. From what Mitford has said of the tourists in the first paragraph, can you imagine what, in her opinion, a good tourist should be like?He should have a clear purpose when going sightseeing, be appreciative of what there is supposed to be seen; he should not litter, or do anything harmful to the environment.25. What different images has Mitford created of the Americans, the Englishmen, and the Germans with her brief description of them?Americans --- well-to-do but having no taste at allEnglishmen --- mean, not attentive to public hygieneGermans --- well-organized and well-disciplined but not appreciative26. extract --- obtain by much effort27. Rephrase the sentence:As they are obliged, whether they like it or not, to live in public during the whole summer, they very naturally try to extract some financial benefit from this state of affairs.They have no choice but to come into contact with the tourists throughout the summer, and it is not hard to imagine why they should not try to earn some money out of this opportunity.28. What does the word Italian in line 31 refer to?The Italian nation as a whole29. gondolier --- the boatman who propels a gondola, a long narrow flat-bottomed boat with a high prow and stern used on the canals of Venice30. sandolos --- small boats used on the Venetian canals31. Buona fortuna --- (Italian) Good luck32. trinket --- a small ornament (as a jewel or ring) of little value33. point de Venise lace --- lace that is made with a needle or needle point. Burano is known for its Venetian point lace industry.34. four-leafed clovers --- or four-leafed clovers, four-leaf clovers. A four-leafed clover is a clover plant that has a set of four leaves instead of the usual three, and is believed to bring good luck to a person who finds it.Clover –is a small usu. three-leafed plant with pink, purple, or white flowers, often grown as food for cattle.35. holy processions --- religious parades36. Rephrase the sentence:The priest organizes holy processions to coincide with the arrival of the steamer.The priest arranges for the religious pageant to begin the moment the ship arrives.37. flapping --- swaying loosely, and making a noise, especially when moved by wind38. Daily Mail --- name of a newspaper39. Where in paragraph 2 does Mitford reveal her attitude towards the way the islanders behave?She is somewhat sympathetic to them. Refer to lines 29-31, “As they are obliged, whether they like it or not … from this state of affairs.”40. A metaphor runs through paragraphs 2 and 3. What is it? Which sentence sets up the comparison? Pick out words that continue the metaphor.The island is compared to a stage, and the activities to a play.Line 31, “The Italian is a born actor …”dress up, sweet-faced old women, apparently, organizes holy procession to coincide, the curtain, shed their jackets, let the smiles fade41. How do you understand the last sentence “Tocello is itself again”?The play is over; ordinary life on the island is restored, and the islanders are their normal selves again.Unit FourText IStyle and PurposeI. About the AuthorRandolph Quirk (1920-), British university professor and official, has taught in University College, London; Yale University and the University of Michigan, U.S>A.; University of Durham, etc. He is Vice-Chancellor of the University of London (1981-) and Chairman of the Committee of Enquiry into Speech Therapy Services, British Council English Committee (1976-). Among his publications are: The Use of English (1962), A Grammar of Contemporary English (1972, with Greenbaum, Leech, Svartvik), and Style and Communication in the English Language (1982). The text is an excerpt from Chapter 14 in The Use of English.II. Organization and DevelopmentPara 2 Example: riding a bikePoint to illustrate: learn to be conventional before trying to be originalPara 3 Examples: “freezing hot-ice-cream”, “Bitter Sweet”Point to illustrate: Unconventionality can sometimes produce special effect Paras 4-5 Example: letter-beginnings and endingsPoint to illustrate: Style varies on a scale; mixing different styles may haveharmful effect.Paras 6-7 Example: phrases like “incredible insight, lofty flights of imagination, …”Point to illustrate: Common collocations when used indiscriminately becomeclichés, the use of which should be avoided, especially in writingIII. Notes1.the intricacy of co-ordination in using language--- the complexities involved in thearrangement, combination, and organization of words2.constraints --- restrictions, limitations3.as we saw in the previous chapter, in the different constraints operating in speechand writing --- The previous chapter refers to Chapter 13, entitled “Problems of Usage,”in the author’s The Use of English (1968). In this chapter, the author discusses the selection of “linguistic expressions which will not merely suit the topic but which will suit our audience.” In other words, “language must be used not merely to “get out”” what we have in our minds but also to “get it across” as completely and effectively as possible to someone else. Moreover, the author points out that apart from grammar and vocabulary, there are constraints such as 1) effective communication of the simplest utterances depending on the extent to which it fits in with the listener’s expectations, and these expectations are largely derived from his previous experience in the language, 2) the ease with which a mode of expression may be understood, 3) the use of redundancy, 4) habitual collocations, 5) punctuation, and 6) avoidance of ambiguity, clumsiness, or obscurity, etc.4.Rephrase the sentence:Part of the intricacy …What makes the use of a language complicated can partly be explained by the fact that there are many restrictions upon the spoken and written forms (of the language)5. Rephrase the sentenceThe stylistic range of English is wide…The ways of expressing thoughts through the use of the English language vary so much that it is practically impossible to classify them neatly.6. congruous with --- compatibale with7.scale --- a graded series / scheme / system of rank of order, something gradedespecially when used as a measure or rule8. on this scale --- on the scale of styles, for example, the five-point scale of style from frozen, formal, consultative, casual, to intimate as devised by Martin Joos in his The Five Clocks: A Linguistic Excursion in the Five Styles of English Usage(1961).9. What does “this scale” in line 8 refer to?The stylistic range of English.10. conventions of collocation --- generally accepted practice of placing wordstogether in a way that sounds natural11. What are the major factors that constrain a user of language when he is puttingwords together to form discourse?The conventions of collocation: what words can go togetherGrammar: rules governing the formation of sentencesStylistic constraints: selection of the appropriate style and consistency in style 12. Rephrase the sentenceIt may seem paradoxical to lay such …It probably sounds contradictory that while some are trying to encourage people to be creative in their application of the English language, we seem to be so particular about the accepted rules that govern the formal use of the language.13.“Look, Mother: no hands!” --- This is what a child might say to his mother whenhe has his hands off the handlebars of the bicycle when cycling, which is rather unconventional.14. the art of cycling in the conventional manner --- the skill of writing in the customary way. Here,, an analogy is made between the skill of writing and the art of cycling. A person who can write at will is compared to a cyclist who can ride his bicycle at ease.15. How does Quirk compare progress in the art of writing with riding a bike?Before you have mastered the art of cycling in the conventional manner, e.g. holding the bar with both hands, you should not try to be unconventional by removing your hands from it. The same rule applies to the use of language.16. the words of Mr. Robert Graves --- the quoted words are: “every English poet should… master the rules of grammar before he attempts to bend or break them”(The Times, 21 October 1961), from Chapter 13 of the author’s The Use of English (1968), p.231.Robert Graves (1895-1985), English poet, has sought personal integrity in his poetry, avoiding fashion.17. norm --- a standard, e.g. of behavior or ability, that is regarded as average orgenerally accepted18. Rephrase the sentenceWithout a norm …It is no sense easy for us even to tell what creativeness really is or how creativeness is to be achieved, unless we have some criterion to base our judgment on.19. fetching gimmick --- tempting name or device to attract attention20. hoary witticism --- a very old amusing remark21. The hand that rocked the cradle has kicked the bucket. --- Mother died.This is a combination of two phrases. “The hand that rocked the cradle” is the first half of the saying “The hand that rocked the cradle rules the world,” meaning “theexample and influence of a mother are powerful and far-reaching in their effect.” “Kick the bucket” is a slang phrase meaning “die.”22. tension --- imbalance; opposition23. formalities --- a way of writing letters in accordance with accepted rules for official occasions24. “Further to yours of the 23rd ult.” --- “With reference to your letter of the 23rd of the last month”further to --- with reference to. This is a phrase used in old-fashioned business letters.ult. --- ultimo, meaning “of last month.” This is used after a date in a business letter, but its use is becoming rare.25. What point or points does Quirk want to make with the various example he citesin paragraph 4 and 5 which are related to letter-writing?Adopt the style suitable to the situation of use, and do not mix different styles. 26. …what was said in the previous chapter about expected collocations. --- In Chapter 13, entitled “Problems of Usage,”in The Use of English, the author mentions “an amusing instance”of misunderstanding caused by “expected collocations.” In a television programme in the autumn of 1959, the British Prime Minister, Mr. Harold Macmillan, was discussing political problems with President Dwight Eisenhower of the U. S. A., and one remark by Mr. Macmillan, “We never jobbed backwards” (meaning: “We haven’t spent our time resentfully thinking of what might have been.”) was reported by The Times as “We’ve never jogged backwards.” The mistaken reportage made in both cases was due to the fact that the expression used by Mr. Macmillan was not commonly understood. Thus, the reporters, influenced by normally expected collocations of the word backwards, produced their own versions.27. Harold Pinter (1930- ), English dramatist, studied acting at the Royal Academy of Dramatic Art and began his theatrical career as an actor. Pinter is the most significant English playwright of the 1960s and one of the most original dramatists of the twentieth century. The superficial structure of his plays conforms to the conventions of the realistic theater, but the relationships of his characters and the sequence of dialogues and events are unconventional, unpredictable, and ambiguous. His plays are often about how people maneuver verbally for power over each other. The use of understatement, small talk, reticence, and even silence, conveys the substance of a character’s thought, which often lies several layers beneath and contradicts his speech. It is difficult to explain the meaning of Pinter’s plays in a conventional sense.28. Rephrase the sentencewe may not feel any…We may not think it at all disagreeable or offensive, which is typical of our feeling about a cliché.29. Is there a hard-and-fast rule that forbids the use of clichés?No. Everything depends on what is expected at particular points in the stylistic range. For example, “incredible insight”may well be accepted when used incriticism that is spoken on an informal occasion.30. indiscriminately --- without making judgments or a proper choice31. consummate --- perfect32. hackneyed --- meaningless because used and repeated too often; trite33. tautologous --- unnecessarily repetitive, obvious34. veribage --- too many unnecessary words in speech or writing35. woolliness --- confusion, obscurityUnit EightTEXT IFifth Avenue, Uptown: A Letter from HarlemJames BaldwinI. Introductory Remarks to the TextSince we have learnt American Literature last term, we all know Ralph Waldo Ellison and his Invisible Man (1952).Ralph Ellison was a midwesterner, born in Oklahoma, who studied at Tuskegee Institute in the southern United States. He had one of the strangest career in American letters --- consisting of one highly acclaimed book, and nothing more. The novel is Invisible Man (1952), the story of a black man who lives a subterranean existence in a hole brightly illuminated by electricity stolen from a utility company. The book recounts his grotesque, disenchanting experiences. When he wins a scholarship to a black college, he is humiliated by whites; when he gets to the college, he witnesses the black president spurning black American concerns. Life is corrupt outside college, too. For example, even religion is no consolation: A preacher turns out to be a criminal. The novel indicts society for failing to provides its citizens --- black and white --- with viable ideals and institutions for realizing them. It embodies a powerful racial theme because the “invisible man” is invisible not in himself but because others, blinded by prejudice, cannot see him for who he is.II. Background Knowledge about the AuthorJames Baldwin (1924-1987) and Ralph Ellison mirror the African-American experience of the 1950s. Their characters suffer from a lack of identity, rather than from over-ambition. Baldwin, the oldest of nine children born to a Harlem, New York, family, was the foster of a minister. As a youth, Baldwin occasionally preached in the church. This experience helped shape the compelling, oral quality of Baldwin’s prose, most clearly seen in his excellent essays, such as “Letter from a Region Of My Mind,” from the collection The Fire Next Time (1963). In this, he argued movingly for an end to separation between the races.Baldwin’s first novel, the autobiographical Go Tell It On the Mountain (1953), is probably his best known. It is the story of a 14-year-old youth who seeks self-knowledge and religious faith as he wrestles with issues of Christian conversation in storefront church. Other important Baldwin works include Another Country (1962), a novel about racial issues and homosexuality, and Nobody Knows My Name (1961), a collection of passionate personal essays about racism, the role of the artist, and literature.III. Organization and DevelopmentThe present text is an excerpt taken from a longer article; nevertheless, it still enjoys integrity in terms of organization. Clearly, it contains two major parts. What are they? How do they jointly contribute to the primary purpose of the author?Furthermore, we should consider how the paragraphs in each of the two parts are interrelated. Identify the topic sentence of each paragraph and see how the paragraphsare developed and supported, taking note especially of the way argumentation alternates with other forms of discourse.First part --- paras. 1-3Second part --- paras. 4-5The first part deals with the ghetto itself and Blacks’reaction to it, and the second with the police and Blacks’ hatred of white domination.Both parts are related to the central theme of the writing: Blacks have been despised by the white world; they find the insult unbearable; and they want to be treated equally.The topic sentence of paragraph 1: The projects in Harlem are hated. This is developed to a great extent in the second paragraph, the topic sentence of which is “The projects are hideous”, and is reiterated in an even stronger version at the end of the paragraph: “the projects would still be hated because they are an insult to the meanest intelligence.”In this paragraph, we also find a solid description of the projects (hideous in two senses) to support the author’s argument.The topic sentence of paragraph 3: A ghetto can be improved in one way only: out of existence. Here, we find the strongest statement of the author’s view with regard to the projects.The topic sentence of paragraph 4: the only way to police a ghetto is to be oppressive. Note the key word in this statement is “oppressive.”The transition between paragraphs 4 and 5 is indicated by “on the other hand.”The topic sentence of paragraph 5 is the last sentence: Negroes want to be treated like men. This implies that at present they are not being treated like men because of segregation and oppression, no matter how good-natured and innocent the white policemen are.In the first paragraph, the author says they are hated almost as much as policemen, and this is saying a great deal. Obviously, the text can be divided into two parts.The theory of clause relations put forward by Michael Hoey has three discourse patterns (Problem-Solution Pattern, Matching Pattern, General-Particular Pattern), based on this theory, this text belongs to Problem-Solution pattern. The common mode for this pattern is: situation---problem---reaction---evaluation.Part I1. Situation:a) Lexical signals: The projects are hated. (Hated is the lexical signal to show the situation.)b) Narrative question (through repetition): They are hated almost as much as policemen, and this is saying a great deal. (to express the degree to which the hatred is)c) Interpretative question (through conjuncts): And they are hated for the same reason: both reveal, unbearably, the real attitude of the white world. (to express the reason)d) Subordinate relationship (subordinators): no matter how many liberal speeches are made, no matter how many lofty editorials are written, no matter how many civilrights commissions are set up. (by means of three parallel subordinators, the deep-rooted hatred is clearly demonstrated here.)2. Problem:a) Lexical signals: The projects are hideous.( popular housing shall be as cheerless as a prison)b) narrative question: They are lumped all over Harlem, colorless, bleak, high and revolting.c) interpretative question (through several parallel parts, three semicolons are used here to illustrate the problems on all aspects): The wide windows look out on Harlem’s invincible and indescribable squalor: the present dark community began about forty years ago (old); the unrehabilitated houses, bowed down, it would seem, under the great weight of frustration and bitterness they contain; the dark, ominous schoolhouses from which the child may emerge maimed, blinded, hooked, or enraged for life; and the churches, churches, block upon churches, niched in the walls like cannon in the walls of a fortress.d) Subordinate relationship (by means of subordinators to illustrate the seriousness of the problem): Even if the administration of the projects were not so insanely humiliating, the projects would still be hated because they are an insult to the meanest intelligence.3. Reaction:a)lexical signals: Slum or ghetto (Harlem got its first private project, Riverton--- which is now, naturally, a slum)b)narrative question: (what are the reactions?) they hated it long before thebuilders arrived. They began hating it at about the time people began moving out of their condemned houses to make room for this additional proof of how thoroughly the white world despised them. And they had scarcely moved in, naturally, before they began smashing windows, defacing walls, urinating in the elevators, and fornicating in the playgrounds.c)interpretative question: (the result of the reaction) Liberals, both white andblack, were appalled at the spectacle. I was appalled by the liberal innocence --- or cynicism, which comes out in practice as much the same thing. Other people were delighted to be able to point to proof positive that nothing could be done to better the lot of the colored people.d)subordinate relationship: They were, and are, right in one respect: thatnothing can be done as long as they are treated like colored people.4. evaluation:a)lexical signals: The evaluation is negative “no”.b)narrative question: A ghetto can improved in one way only: out of existence.c)interpretative question: The people in Harlem know they are living therebecause white people do not think t hey are good enough to live anywhere else.No amount of“improvement” can sweeten this fact.d)subordinate relationship: whatever money is now being earmarked to improvethis, or any other ghetto, might as well be burnt.Part II1. Situation:a)lexical signals: to police a ghetto is to be oppressive.b)narrative question: The very presence of the policemen is an insult.c)interpretative question: they represent the force of the white world, and thatworld’s real intentions are, simply, for that world’s criminal profit and ease,to keep the black man corralled up here, in his place. The badge, the gun inthe holster, and the swinging club make vivid what will happen should hisrebellion become overt.d)coordinate / subordinate relationship: Rare, indeed, is the Harlem citizen,from the most circumspect church member to the most shiftless adolescent,who does not have a long tale to tell of police incompetence, injustice, orbrutality.2. Problem:a)lexical signals: The first sentence in paragraph 5 implies that at present theyare not being treated like men because of segregation and oppression, no matter how good-natured and innocent the white policemen are.b)narrative question: He, too, believes in good intentions and is astounded andoffended when they are taken for the deed.c)interpretative question: He has never, himself, done anything for which to behated --- which of us has?d)subordinate relationship: --- and yet he is facing, daily and nightly, peoplewould gladly see him dead, and he knows it.3. Reaction:a)lexical signals: there are few things under heaven more unnerving than thesilent, accumulating contempt and hatred of a people.b)narrative question: He moves through Harlem, like an occupying soldier in abitterly hostile country, which is precisely what, and where , he is, and isthe reason he walks in twos and threes.c)interpretative question: and he is not the only one who knows why he isalways in company: the people who are watching him know why, too.d)Coordinate / subordinate relationship: and these days, of course, in termsincreasingly vivid and jubilant, it speaks of the end of that domination.4. Evaluation:a)lexical signals: Negroes want to be treated like men.b)narrative question: The white policeman standing on a Harlem street cornerfinds himself at the very center of the revolution now occurring in the world.He is not prepared for it --- naturally, nobody is --- and, what is possiblymuch more to the point, he is exposed, as few white people are, to theanguish of the black people around him. Even if he is gifted with the merestmustard grain of imagination, something must seep in.c)interpretative question: He becomes more callous, the population becomesmore hostile, the situation grows tense, and the police force is increased.d)coordinate / subordinate relationship: One day, to everyone’s astonishment,someone drops a match in the powder keg and everything and civil-rights。
新编英语教程7(Unit 1-14 Text I 译文)
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Unit One English and American Concepts of Space Edward T. Hall英国人和美国人的空间概念人们说英国人和美国人是被同一种语言分离开的两个伟大的民族。
英美民族之间的差异使得英语本身受到很多指责,然而,这些差异也许不应该过分归咎于语言,而应该更多的归因于其他层面上的交流:从使很多美国人感到做作的英式语音语调到以自我为中心的处理时间、空间和物品的不同方法。
如果说这世上有两种文化间的空间关系学的具体内容迥然不同,那就是在有教养(私立学校)的英国人和中产阶级的美国人之间了。
造成这种巨大差异的一个基本原因是在美国人们借助空间大小来对人或事加以分类,而在英国决定你身分的却是社会等级制度。
在美国,你的住址可以很好的暗示你的身分(这不仅适用于你的家庭住址,也适用于你的商业地址)。
住在纽波特和棕榈滩的人要比布鲁克林和迈阿密的人高贵时髦得多。
格林尼治和科德角与纽华克和迈阿密简直毫无类似之处。
座落在麦迪逊大道和花园大道的公司要比那些座落在第七大道和第八大道的公司更有情调。
街角办公室要比电梯旁或者长廊尽头的办公室更受尊敬。
而英国人是在社会等级制度下出生和成长的。
无论你在哪里看到他,他仍然是贵族,即便是在鱼贩摊位的柜台后面。
除了阶级差异,英国人和我们美国人在如何分配空间上也存在差异。
在美国长大的中产阶级美国人觉得自己有权拥有自己的房间,或者至少房间的一部分。
当我让我的美国研究对象画出自己理想的房间或办公室时,他们毫无例外的只画了自己的空间,而没有画其他人的地方。
当我要求他们画出他们现有的房间或办公室时,他们只画出他们共享房间里自己的那部分,然后在中间画一条分隔线。
无论是男性还是女性研究对象,都把厨房和主卧划归母亲或妻子的名下,而父亲的领地则是书房或休息室,如果有的话;要不然就是工场,地下室,或者有时仅仅是一张工作台或者是车库。
美国女性如果想独处,可以走进卧室、关上门。
新编英语教程 7 Unit 14
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About the river
The Mississippi River is the largest river system in North AmericaFlowing entirely in the United States, this river rises in western Minnesota and meanders slowly southwards for 2,320 miles (3,730 km)to the Mississippi River Delta at the Gulf of Mexico. With its many tributaries, the Mississippi's watershed drains all or parts of 31 U.S. states between the Rocky and Appalachian Mountains and even reaches into southern Canada. The Mississippi ranks fourth longest and tenth largest among the world's rivers.
ruddy flush —reddish flow of water radiate—send out light in all directions ruffled trail —uneven path bewitched—charmed, enchanted, fascinated rapture—great joy and delight wrought—formed, made slick—smooth and slippery streak—a long stripe on a surface which contrasts with the surface because it is a different color
新编英语教程7unit six How to Get Things Done
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A great many people have come up to me and asked me how I manage to get somuch work done and still keep looking so dissipated. Hundreds of thousands of people throughout the country are wondering how I have time to do all mypainting, engineering, writing and philanthropic work when, according to therotogravure sections and society notes, I spend all my time riding to hounds, going to fancy-dress balls disguised as Louis XIV, or spelling outGREETINGS TO CALIFORNIA in formation with three thousand Los Angeles schoolchildren. "All work and all play," they say.The secret of my incredible energy and efficiency in getting work done is asimple one. I have based it very deliberately on a well-known psychologicalprinciple and have refined it so that it is now almost too refined. I shall have to begin coarsening it up again pretty soon.The psychological principle is this: anyone can do any amount of work, provided it isn't the work he is supposed to be doing at that moment.Let us see how this works out in practice. Let us say that I have five things which have to be done before the end of the week: (1) a basketful ofletters to be answered, some of them dating from October, 1928 (2) some bookshelves to be put up and arranged with books (3) a hair-cut to get (4) apile of scientific magazines to go through and clip (I am collecting all references to tropical fish that I can find, with the idea of someday buyingmyself one) and (5) an article to write for this paper.Now. With these five tasks staring me in the face on Monday morning, it islittle wonder that I go right back to bed as soon as I have had breakfast, in order to store up health and strength for the almost superhuman expenditure of energy that is to come. Mens sana in corpore sano is my motto.As I lie in bed on Monday morning storing up strength, I make out a schedule. "What do I have to do first?" I ask myself. Well, those lettersreally should be answered and the pile of scientific magazines should be clipped. And here is where my secret process comes in. Instead of putting them first on the list, I put them last. I say: "First you must write that article for the newspaper." I sometimes go so far in this self-deception asto make out a list in pencil, with "No. 1. Newspaper article" underlined inred. (The underlining in red is rather difficult, as there is never a red pencil on the table beside the bed, unless I have taken one to bed with meon Sunday night.)I then seat myself at my desk with my typewriter before me and sharpen fivepencils. (The sharp pencils are for poking holes in the desk-blotter, and apencil has to be pretty sharp to do that. I find that I can't get more thansix holes out of one pencil.) Following this I say to myself "Now, old man!Get at this article!"Gradually the scheme begins to work. My eye catches the pile of magazines, which I have artfully placed on a near-by table beforehand. I write my nameand address at the top of the sheet of paper in the typewriter and then sinkback. The magazines being within reach, I look to see if anyone is watching me and get one off the top of the pile. Hello, what's this! In the very first one is an article by Dr. William Beebe, illustrated by horrifying photographs! Pushing my chair away from my desk, I am soon hard at work clipping.One of the interesting things about the Argyopelius, or "Silver Hatchet" fish, I find, is that it has eyes in its wrists. I would have been sufficiently surprised just to find out that a fish had wrists, but to learnthat it has eyes in them is a discovery so astounding that I am hardly ableto cut out the picture.Thus, before the afternoon is half over, I have gone through the scientific magazines and have a neat pile of clippings (including one of a Viper Fishwhich I wish you could see. You would die laughing). Then it is back to thegrind of the newspaper article.This time I get as far as the title, which I write down with considerable satisfaction until I find that I have misspelled one word terribly, so thatthe whole sheet of paper has to come out and a fresh one be inserted. As Iam doing this, my eye catches the basket of letters.Now, if there is one thing that I hate to do (and there is, you may be sure)it is to write letters. But somehow, with the magazine article before me waiting to be done, I am seized with an epistolary fervor, and I slyly sneakthe first of the unanswered letters out of the basket. I figure out in mymind that I will get more into the swing of writing the article if I practice on a few letters.This first one, anyway, I really must answer. True, it is from a friend inAntwerp asking me to look him up when I am in Europe in the summer of 1929, so he can't actually be watching the incoming boats for an answer, but I owesomething to politeness after all. So instead of putting a fresh sheet ofcopy-paper into the typewriter, I slip in one of my handsome bits of personal stationery and dash off a note to my friend in Antwerp. Then, beingwell in the letter-writing mood, I clean up the entire batch.I feel a little guilty about the article, but the pile of freshly stamped envelopes and the bundle of clippings on tropical fish do much to salve myconscience. Tomorrow I will do the article, and no fooling this time.When tomorrow comes I am up with one of the older and more sluggish larks. Afresh sheet of copy-paper in the machine, and my name and address neatly printed at the top, and all before eleven A.M.! "A human dynamo" is the nameI think up for myself. I have decided to write something aboutsnake-charming and am already more than satisfied with the title "These Snake-Charming People." But, in order to write about snake-charming, one hasto know a little about its history, and where should one go to find history but to a book? Maybe in that pile of books in the corner is one on snake-charming!So, with a perfectly clear conscience, I leave my desk for a few minutes andbegin glancing over the titles. Of course, it is difficult to find any book, much less one on snake-charming, in a pile which has been standing inthe corner for weeks. What really is needed is for them to be on a shelf where their titles will be visible at a glance. And there is the shelf, standing beside the pile of books! It seems almost like a divine command: "If you want to finish that article, first put up the shelf and arrange thebooks on it!" Nothing could be clearer or more logical.In order to put up the shelf, the laws of physics have decreed that there must be nails, a hammer and some sort of brackets. You can't just wet a shelf with your tongue and stick it up. And, as there are no nails or brackets in the house, the next thing to do is to put on my hat and go outto buy them. Much as it disturbs me to put off the actual start of the article, I feel that I am doing only what is in the line of duty. As I puton my hat, I realize to my chagrin that I need a hair-cut badly. I can killtwo birds with one stone, and stop in at the barber's on the way back. Iwill feel all the more like writing after a turn in the fresh air. Any doctor would tell me that.So in a few hours I return, spick and span and smelling of lilac, bearing nails, brackets, the evening papers and some crackers and peanut butter. Then it's ho! for a quick snack and a glance through the papers (there might be something in them which would alter what I was going to write about snake-charming) and in no time at all the shelf is up, slightly crooked but up, and the books are arranged in a neat row. There does not happen to be one on snake-charming, but there is a very interesting one containing some Hogarth prints which will bear closer inspection.And so, you see, in two days I have done four of the things I had to do,simply by making believe that it was the fifth that I must do. And the nextday, I fix up something else, like taking down the bookshelf and putting itsomewhere else, that I have to do, and then I get the fifth one done.The only trouble is that, at this rate, I will soon run out of things to do,and will be forced to get at my newspaper articles the first thing Monday morning.。
(完整版)高级英语第七课课件第三版EverydayUseforYourGrandmama
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(完整版)高级英语第七课课件第三版EverydayUseforYourGrandmamaEveryday Use for Your GrandmamaIn order to understand this passage better, we can watch a movie---”The Color of Purple”故事发生于1909年美国南部。
未受过教育的黑人女孩西莉被继父强奸后,又被迫嫁给了粗鲁,凶狠的黑人男子,西莉称其为“先生”。
在惊恐和胆怯中她开始了奴仆一般的痛苦生活。
幸而有亲姐妹南蒂与之相伴,泪水中才多了一些欢乐。
不久,这短暂的幸福也从西莉身边消失了。
因为“先生”强奸南蒂不成,恼羞成怒地将南蒂赶了出去,姐妹二人被残酷的分开。
年复一年,西莉在门口的邮筒中找寻南蒂的音讯,她始终期盼有一天能与南蒂再次重逢……(从中大家可以看到当时的整个社会的缩影,以及黑人生活的社会环境和社会地位,黑人女性的崛起和黑人女性的反抗精神也从有深刻得展现)Everyday Use for Your GrandmamaCharacters:Maggie: a shy,young woman made even more self-concious by scars she got in a house fire years ago. She hasn` t has much formal education but has learned traditional skills, such as quilting, from her familiy.Mama(Mrs johnson):the narrator of the story. She is a middle-aged or even older African American woman living with her younger daugter, Maggie. Athough poor, she is strong and independent, and takes great pride in her way of life.Dee(Wangero):Dee is Mama` s older daugher. She is attractive, well-educated and sophisticated. Moreover, she is selfish and she may even has caused the fire that disfigured (损毁···的外貌)her sister. Mama(Mrs johnson) called her Dee or Wangero.Asalamalakim: a young muslim man who accompanies Dee on her visit. Mama, unable to pronounce his name , called him “Hakim-a- Baber”. The muslim greeting he gives to her means “peace and happiness to you. ” This maybe ironic because their visit disturbs the peaceful lives of Maggie and Mama. The relationship between him and Dee is unknown. He may be a friend, a boyfriend, husband or spiritual adviser.Main content:The story begins when the mother and Maggie wait for Dee to come back home.Dee goes back home with her lover. She asks for some traditional household appliances, especially two old quilts made by their grandma. The mother refuses. Instead, she sends the two quilts to Maggie. Dee leaves angrily.In her eyes, two old quilts(百纳被) are the cultural heritage of blacks. Maggie inherits the black tradition and she should own them.The text:I. para1-2 The prelude: the three family members.II. Para3-16 The mother’s recollections / flashback:the three persons’relationships——mother; Maggie; DeeIII. Para17- 82 The process of Dee going back home.Detailed study of the text:Paragraph 1---16:Paragraph1:1,...Maggie and I made so clean and wavy...(wavy:波动起伏的。
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Tourists旅游者/观光客/游客Nancy Mitford 南西·密特福德New wordsminute, smallVenetian, 威尼斯的`lagoon, A shallow body of water, especially one separated from a sea by sandbars or coral reefs.vineyard, Ground planted with cultivated grapevines.William the Conqueror, Duke of Normandy, who set up a claim to the throne of England and launched an attack against the island in 1066. intersected, criss-crossedcampanile, A bell tower, especially one near but not attached to a church or other public building.reproach, To express disapproval of, criticism of, or disappointment in (someone).cloches, cloches, divines reproaches, [French] Bells, bells, divine reproacheschorus, A simultaneous utterance by a number of people; The sounds so madechartered motor-boats, motor-boats hired for an exclusive useyachts, small sailing or motor-driven vessels, generally with smart, graceful lines, used for pleasure cruises or racing.amblev, To walk slowly or leisurely; stroll.tow-path, a path along which people draw a boat against the current mosaics, a form of surface decoration made by inlaying small pieces of colored glass or stone; a picture or design so made.austere, Severe or stern in disposition or appearance; somber and grave Madonna, a statue or picture of the Virgin Mary.Byzantine, an artistic style of architecture developed in the Byzantine Empire (The East Roman Empire) during the 4th century, characterized by the round arch springing from the columns or piers, and the dome resting on pendentives.the throne of Attila, Attila (406-453), king of the Huns, who overran much of the Byzantine and Western Roman Empires. In 451 he advanced as far as Orlean in Gaul and in 452 to the river Mincio in Italy. he later came to be called "Scourge of God."scent, To fill with a pleasant odor;standing, Permanent and unchanging; fixedmegaphone, A funnel-shaped device used to direct and amplify the voice. luncheon, A lunch, especially a formal one.undergo, To pass through; experiencelitter, Carelessly discarded refuse, such as wastepaperText1 The most intensive study I ever made of tourists as at Torcello, where it is impossible to avoid them. Torcello is a minute island in the Venetian lagoon: here, among vineyards and wild flowers, some thirty cottages surround a great cathedral which was being built when William the Conqueror came to England. A canal and a path lead from the lagoon to the village, the vineyards are intersected by canals; red and yellow sails glide slowly through the vines. Bells from the campanile ring out reproaches three times a day ("cloches, cloches, divines reproaches") joined by a chorus from the surrounding islands. There is an inn where I lived one summer, writing my book and observing the tourist. Torcello which used to be lonely as a cloud has recently become an outing from Venice. Many more visitors than it can comfortably hold pour into it, off the regular steamers, off chartered motor-boats, and off yachts; all day they ambled up the tow-path, looking for what? The cathedral is decorated with early mosaics -- scenes from hell, much restored, and a great sad, austere Madonna; Byzantine art is an acquired taste and probably not one in ten of the visitors has acquired it. They wander into the church and look round aimlessly. They come out on to the village green and photograph each other in a stone armchair, said to be the throne of Attila. They relentlessly tear at the wild roses which one has seen in bud and longed to see in bloom and which, for a day have scented the whole island. As soon as they are picked the roses fade and are thrown into the canal. The Americans visit the inn to eat or drink something. The English declare that they can't afford to do this. They take food which they have brought with them into the vineyard and I am sorry to say leave the devil of a mess behind them. An outline of the selection: A. Torcello which used to be lonely has recently become an outing from Venice.a) Tocello's locationb) A general view of Tocello.c) Too many visitors pour into it.d) Most of them are ignorant and rude.e) Concrete description of the visitors:1) Americans.2)Every Thursday Germans come up the tow-path, marching as to war, with a Leader. There is a standing order to fifty luncheons at the inn; while they eat the Leader lectures them through a megaphone. After luncheon they march into the cathedral and undergo another lecture. They, at least, know what they are seeing. Then they march back to their boat. They are tidy; they leave no litter. Englishmen 3) Germans译文1 我曾对游客最深入细致的研究,是在托塞罗做的。