大学英语精读第三册reading-aloud-and-memorizing课文翻译
现代大学英语(第三版)精读3教学课件B3U5
现代大学英语（第三版）精读3教学课件B3U5 第一节：课程介绍1.1 简介本节课程将介绍《现代大学英语（第三版）精读3教学课件B3U5》的主要内容和学习目标。
1.2 学习目标在本节课程结束时，学生将能够： - 了解本教学课件的结构和组织方式。
- 掌握本单元的重点词汇和短语。
- 理解和运用本单元的重点语法结构。
- 能够运用所学知识解决相关阅读和写作任务。
第二节：词汇与短语2.1 重点词汇本单元的重点词汇包括： 1. adapt - 适应 2. assess - 评估 3. comprehend - 理解 4. distinguish - 区分 5. evaluate - 评估 6. framework - 框架 7. facilitate - 促进 8. immerse - 沉浸 9. enhance - 增强 10. acquire - 获得2.2 重点短语本单元的重点短语包括： 1. have a grasp of - 掌握 2. in terms of - 就……而言 3. at ease - 自在 4. take for granted - 认为理所当然 5. make the most of - 充分利用 6.be unaware of - 不知道 7. be exposed to - 接触到 8. fall behind - 落后 9. go beyond - 超越 10. be equipped with - 装备有第三节：语法结构3.1 主动语态和被动语态本单元将重点介绍主动语态和被动语态的用法。
主动语态表示主语是动作的执行者，而被动语态表示主语是动作的承受者。
3.1.1 主动语态主动语态的结构为：主语 + 动词 + 宾语。
3.1.2 被动语态被动语态的结构为：宾语 + be动词 + 过去分词 + by + 主语。
3.2 直接引语和间接引语本单元还将介绍直接引语和间接引语的用法。
大学英语精读3readingaloud翻译
Unit 1Reading aloud“Very hesitantly I selected a tube of blue paint , and with infinite precaution made a mark about as big as a bean on the snow-white field . At that moment I heard the sound of a motorcar in the drive and threw down my brush in a panic . I was even more alarmed when I saw who stepped from the car: the wife of Sir John Lavery , the celebrated painter who lived nearby.“’Painting!’she declared,’What fun. But what are you waiting for? Let me have the brush---the big one.’ She plunged into the paints and before I knew it , she had swept several fierce stokes and slashes of blue on the absolutely terrified canvas. Anyone could see it could not hit back. I hesitated no more. I seized the largest brush and fell upon my wretched victim with wild fury. I have never felt any fear of a canvas since.”“我犹豫不决地选了一管蓝色颜料，然后小心翼翼地画了一笔，就像雪白的田野上的一粒蚕豆那么大。
大学英语精读第三册课文和单词[董亚芬版]
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Unit 1TextA young man finds that strolling along the streets without an obvious purpose can lead to trouble with the law. One misunderstanding leads to another until eventually he must appear in court for trial……A Brush with the LawI have only once been in trouble with the law. The whole process of being arrested and taken to court was a rather unpleasant experience at the time, but it makes a good story now. What makes it rather disturbing was the arbitrary circumstances both of my arrest and my subsequent fate in court.In happened in February about twelve years ago. I had left school a couple of months before that and was not due to go to university until the following October. I was still living at home at the time.One morning I was in Richmond, a suburb of London near where I lived. I was looking for a temporary job so that I could save up some money to go travelling. As it was a fine day and I was in no hurry, I was taking my time, looking in shop windows, strolling in the park, and sometimes just stopping and looking around me. It must have been this obvious aimlessness that led to my downfall.It was about half past eleven when it happened. I was just walking out of the local library, having unsuccessfully sought employment there, when I saw a man walking across the road with the obvious intention of talking to me. I thought he was going to ask me the time. Instead, he said he was a police officer and he was arresting me. At first I thought it was some kind of joke. But then another policeman appeared, this time in uniform, and I was left in no doubt.'But what for?' I asked."Wandering with intent to commit an arrestable offence,' he said.'What offence?' I asked.'Theft,' he said.'Theft of what?' I asked.'Milk bottles,' he said, and with a perfectly straight face too!'Oh,' I said.It turned out there had been a lot of petty thefts in the area, particularly that of stealing milk bottles from doorsteps.Then I made my big mistake. At the time I was nineteen, had long untidy hair, and regarded myself as part of the sixties' 'youth countercultrue. As a result, I want to appear cool and unconcerned with the incident, so I said, 'How long have you been following me?' in the most casual and conversation tone I could manage. I thus appeared to them to be quite familiar with this sort of situation, and it confirmed them in their belief that I was a thoroughly disreputable character.A few minutes later a police car arrived.'Get in the back," they said. 'Put your hands on the back of the front seat and don't moveThey got in on either side of me. I wasn't funny any more.At the police station they questioned me for several hours. I continued to try to look worldly and au fait with the situation. When they asked me what I had been doing, I told them I'd been looking for a job. 'Aha,' I could see them thinking, 'unemployed'.Eventually, I was officially charged and told to report to Richmond Magistrates' Court the following Monday. Then they let me go.I wanted to conduct my own defence in court, but as soon as my father found out what had happened, he hired a very good solicitor. We went along that Monday armed with all kinds of witnesses, including my English teacher from school as a character witness. But he was never called on to give evidence. My 'trial' didn't get that far. The magistrate dismissed the case after fifteen minutes. I was free. The poor police had never stood a chance. The solicitor even succeeded in getting costs awarded against the police.And so I do not have a criminal record. But what was most shocking at the time was the things my release from the charge so clearly depended on. I had the 'right' accent, respectable middle-class parents in court, reliable witnesses, and I could obviously afford a very good solicitor. Given the obscure nature of the charge, I feel sure that if I had come from a different background, and had really been unemployed, there is every chance that I would have been found guilty. While asking for costs to be awarded, my solicitor's case quite obviously revolved around the fact that I had a 'brilliant academic record'.Meanwhile, just outside the courtroom, one of the policemen who had arrested me was gloomily complaining to my mother that another youngster had been turned against the police. 'You could have been a bit more helpful when we arrested you,' he said to me reproachfully.What did the mean? Presumably that I should have looked outraged and said something like, 'Look here, do you know who you're talking to? I am a highly successful student with a brilliant academic record. How dare you arrest me!' Then they, presumably, would have apologized, perhaps even taken off their caps, and let me on my way.NEW WORDSbrushn. brief fight or encounter 小冲突；小接触processn. course; method, esp. one used in manufacture 过程；制作法arbitrarya. based on one's own opinion only, not on reason 任意的；武断的circumstancen. (usu. pl.) conditions, facts, etc. connected with an event or person 情况，环境subsequenta. following, later 随后的，接下去的n. what will happen or happened to sb. or sth. 命运duea. expected; supposed (to) 预期的；约定的；到期的temporarya. lasting only for a limited time 暂时的strolla. walk at leisure 散步，闲逛obviousa. easily seen or understood; clear 明显的，显而易见的downfalln. ruin 垮台；衰落employmentn. one's regular work or occupation; job 职业；工作wandervi. move about without a purpose 闲逛；漫游commitvt. do (sth. wrong, bad, or unlawful)干（坏事），犯（错误、罪）arrestablea. deserving to be arrestedoffence (AmE offense)n. crime; the hurting of feelings; something unpleasant 罪行；冒犯；不愉快的事straight facea face or expression that shows no emotion, humor, or thought 板着的脸pettya. small; unimportant 小的；不足道的doorstepn. a step in front of a doorregardvt. consider in the stated way 把……看作；把认为(as)counterculturen. a culture, esp. of the young who oppose the traditional standards and customs of their society 反主流文化unconcerneda. not worried; untroubled; indifferent 无忧虑的；淡漠的casuala. careless; informal 漫不经心的，随便的conversationala. of or commonly used in talking 会话（用）的confirmvt. make certain; support 证实，肯定；确定beliefn. something believed; trust 相信；信念；信仰thoroughlyad. completely; in every way 完全地，彻底地thorough a.disreputablea. having or showing a bad character; having a bad name 声名狼籍的worldlya. experienced in the ways of society 老于世故的au faita. (F) familiar 熟悉的；精通的ahaint. a cry of surprise, satisfaction, etc. 啊哈！magistraten. civil officer acting as a judge in the lowest courts 地方法官conductvt. direct the course of; manage 处理；主持；引导；指挥defence (AmE defense)n. the act of defending in court the person who has been charged 辨护solicitorn. (esp. in Britain) lawyer who advises clients on legal matters and speaks on their behalf in lower courts （初级）律师witnessn. a person who gives evidence in a court of law; sth. serving as evidence or proof 证人；证据trialn. the act or fact of examining and deciding a civil or criminal case by a law court 审判dismissvt. (of a judge) stop (a court case) 驳回，对……不予受理costn. (pl.) the cost of having a matter settled in a law court. esp. that paid to the winning party by the losing party 诉讼费awardvt. give by a decision in court of law; give or grant by an official decision 判给；授予accentn. way of speaking typical of the natives or residents of a region, or of any other group 口音；腔调respectablea. deserving respect 值得尊敬的reliablea. that may be relied or depended upon 可靠的，可信赖的givenprep. taking into account; if allowed or provided with 考虑到；假定obscurea. not clearly seen or understood 模糊的；晦涩的guiltya. having broken a law; showing or feeling that one has done wrong 有罪的；内疚的revolvev. (cause to) go round in a circle （使）旋转brillianta. causing great admiration or satisfaction; splendid 辉煌的；卓越的courtroomn. a room where a law court is held 审判室meanwhilead. during the same period of time 同时gloomilyad. depressedly, dejectedly 忧郁地；沮丧地complainvi. speak in an unhappy, annoyed, dissatisfied way 抱怨complaint n.reproachfullyad. 责备地presumablyad. probablyoutragevt. arouse anger or resentment by injury or insult 引起……的气愤successfula. having done what one has tried to do; having gained a high position in life, one's job. etc. 成功的；有成就的apologizevi. say one is sorry 道歉，谢罪apology n.PHRASES & EXPRESSIONStake sb. to courtstart an action in law against sb. 对某人提出诉讼a couple of(informal) a small number of, a few, usually two 少数，几（个）；一对save upkeep for future use; put money away in the form of savings 储蓄take one's timedo sth. in a leisurely manner; not hurry 慢慢来，不着急at firstat the beginning 起先turn outprove to be 结果；证明是call onask (sb.) to do sth. esp. formally 要求stand a chancehave an opportunity; be likely to do or get sth. 有机会，有希望revolve aroundhave as a center or main subjectturn against(cause to) oppose, be hostile toPROPER NAMESRichmond里士满（英国地名）Richmond Magistrates' Court里士满地方法院Unit 2TextAunt Bettie is faced with a difficult decision. A wounded Union soldier is found hiding in a farmhouse near her home. She has to decide whether to help him or let him be captured. What will she choose to do?The Woman Who Would Not TellJanice Keyser Lester"I never di d hate the Yankees. All that hated was the war.……"That's how my great-aunt Bettie began her story. I heard it many times as a child, whenever my family visited Aunt Bettie in the old house in Berryville, Virginia. Aunt Bettie was almost 80 years old then. But I could picture her as she was in the story she told me —— barely 20, pretty, with bright blue eyes.Bettie Van Metre had good reason to hate the Civil War. One of her brother was killed at Gettysburg, another taken prisoner. Then her young husband, James, a Confederate officer, wascaptured and sent to an unknown prison camp somewhere.One hot day in late September Dick Runner, a former slave, came to Bettie with a strange report. He had been checking a farmhouse half a mile away from the Van Metre home, a farmhouse he thought was empty. But inside, he heard low groans. Following them to the attic, he found a wounded Union soldier, with a rifle at his side.When Aunt Bettie told me about her first sight of the bearded man in the stained blue uniform, she always used the same words. "It was like walking into a nightmare: those awful bandages, that dreadful smell. That's what war is really like, child: no bugles and banners. Just pain and filth, futility and death."To Bettie Van Metre this man was not an enemy but rather a suffering human being. She gave him water and tried to clean his terrible wounds. Then she went out into the cool air and leaned against the house, trying not to be sick as she thought of what she had seen ——that smashed right hand, that missing left leg.The man's papers Bettie found in the attic established his identity: Lt. Henry Bedell, Company D, 11th Vermont V olunteers, 30 year old. She knew that she should report the presence of this Union officer to the Confederate army. But she also knew that she would not do it. This is how she explained it to me: "I kept wondering if he had a wife somewhere, waiting, and hoping, and not knowing —— just as I was. It seemed to me that the only thing that mattered was to get her husband back to her."Slowly, patiently, skillfully, James Van Metre's wife fanned the spark of life that flickered in Henry Bedell. Of drugs or medicines she had almost none. And she was not willing to take any from the few supplies at the Confederate hospital. But she did the best she could with what she had.As his strength returned, Bedell told Bettie about his wife and children in Westfield, Vermont. And BedelL listened as she told him about her brothers and about James. "I knew his wife must be praying for him," Aunt Bettie would say to me, "just as I was praying for James. It was strange how close I felt to her."The October nights in the valley grew cold. The infection in Bedell's wounds flared up. With Dick and his wife, Jennie, helping, she moved the Union officer at night, to a bed in a hidden loft above the warm kitchen of her own home.But the next day, Bedell had a high fever. Knowing that she must get help or he would die, she went to her long-time friend and family doctor. Graham Osborne.Dr. Osborne examined Bedell, then shook his head. There was little hope, he said, unless proper medicine could be found."All right, then," Bettie said. "I'll get it from the Yankees at Harpers Ferry."The doctor told her she was mad. The Union headquarters were almost 20 miles away. Even if she reached them, the Yankees would never believe her story."I'll take proof," Bettie said. She went to the loft and came back with a blood-stained paper bearing the official War Department seal. "This is a record of his last promotion," she said. "When I show it, they'll have to believe me."She made the doctor writer out list of the medical items he needed. Early the next morning she set off.For five hours she drove, stopping only to rest her horse. The sun was almost down when she finally stood before the commanding officer at Harpers Ferry.Gen. John D. Stevenson listened, but did not believe her. "Madam," he said, "Bedell's death was reported to us.""He's alive," Bettie insisted. "But he won't be much longer unless he has the medicines on that list.""Well," the general said finally, "I'm not going to risk the lives of a patrol just to find out." He turned to a junior officer. "See that Mrs. Van Metre gets the supplies." He brushed aside Bettie's thanks. "You're a brave woman," he said, "whether you're telling the truth or not."With the medicines that Bettie carried to Berryville, Dr. Osborne brought Bedell through the crisis. Ten days later Bedell was hobbling on a pair of crutches that Dick had made for him. "I can't go on putting you in danger," Bedell told Bettie. "I'm strong enough to travel now. I'd lie to go back as soon as possible."So it was arranged that Mr. Sam, one of Bettie's neighbors and friends, should go and help Bettie deliver Bedeel to Union headquarters at Harpers Ferry in his wagon.They hitched Bettie's mare alongside Mr. Sam's mule. Bedell lay down in an old box filled with hay, his rifle and crutches beside him.It was a long, slow journey that almost ended in disaster. Only an hour from the Union lines, two horsemen suddenly appeared. One pointed a pistol, demanding money while the other pulled Mr. Sam from the wagon. Shocked, Bettie sat still. Then a rifle shot cracked out, and the man with the pistol fell to the ground dead. A second shot, and the man went sprawling. It was Bedell shooting! Bettie watched him lower the rifle and brush the hay out of his hair. "Come on, Mr. Sam," he said. "Let's keep moving."At Harpers Ferry, the soldiers stared in surprise at the old farmer and the girl. They were even more amazed when the Union officer with the missing leg rose from his hay-filled box.Bedell was sent to Washington. There he told his story to Secretary of War Edwin M. Stanton. Stanton wrote a letter of thanks to Bettie and-signed an order to free James Van Metre from prison. But first James had to be found. It was arranged for Bedell to go with Bettie as she searched for her husband.Records showed that a James Van Metre had been sent to a prison camp in Ohio. But when the ragged prisoners were paraded before Bettie, James was not there. A second prison was checked, with the same result. Bettie Van Metre fought back a chilling fear that her husband was dead.Then at Fort Delaware, near the end of the line of prisoners a tall man stepped out and stumbled into Bettie's arms. Bettie held him, tears streaming down her face. And Henry Bedell, standing by on his crutches, wept, too.NEW WORDStellv. act as an informer 告发Yankeen. (in the Civil War) a native of any of the northern states; a citizen of the U.S. 北方佬；美国佬great-auntn. an aunt of one's father or mother; sister of one's grandfather or grandmothercivila. 国内的；民间的Confederatea. of or belonging to the Confederacy 南部邦联的capturevt. make a prisoner of; seize 俘虏；夺得unknowna. whose name, nature, or origin is not knownformera. of an earlier period 以前的farmhousen. the main house on a farm, where a farmer livesgroann. a sound made in a deep voice that expresses suffering, grief or disapproval 呻吟（声）atticn. the space just under the roof of a house, esp. that made into a low small room 阁楼Union, then. those states that supported the Federal government of the U.S. during the Civil War; the U.S.A. （美国南北战争期间的）联邦政府；美国a. of or having to do with the Unionriflen. 步枪awfula. terrible; very badbandagen. a narrow long piece of material, esp. cloth, for binding a wound or injury 绷带dreadfula. very unpleasant or shocking; terriblebuglen. a musical wind instrument usually made of brass, used chiefly for military signals 军号，喇叭filthn. disgusting dirt 污秽futilityn. uselessnessfutile a.leanvi. support or rest oneself in a bent position 靠，倚establishvt. find out or make certain of (a fact, answer, etc.), prove 确立，证实identityn. who or what a particular person or thing is 身份identicala. 同一的；完全相同的确良Lt.abbr. lieutenant 陆军中尉companyn. 连volunteern. person who joins the army, navy, or air force of his own free will 志愿兵presencen. being present in a placeskillfullyad. in a skillful manner 灵巧地，娴熟地skillfula. having or showing skillfanvt. 扇，扇动；激起sparkn. 火花flickervi. burn unsteadily; shine with an unsteady lightdrugn. a medicine or substance used for medical purposessupplyn. (pl.) the food, equipment, etc. necessary for an army, expedition or the like 补给品prayvi. 祈祷valleyn. a stretch of land between hills or mountains; the land through which a stated river or great river system flows 山谷；流域infectionn. 感染；传染infect vt.flarevi. burn with a bright, unsteady flame （火焰）闪耀loftn. a room under the roof of a building, attic 阁楼ferryn. 渡口；渡船headquartersn. (used with a sing. or pl. v. ) the place from which the chief of a police force or the commanding officer of an army sends out orders 司令部proofn. evidence showing that sth. is true 证据bearvt. show; havesealn. 印，图章itemn. a single thing among a set, esp. included in a list 条；项commandinga. having command; in chargecommanding officer指挥官commandvt. 指挥Gen.abbr. general 将军madamn. respectful form of address to a woman (whether married or unmarried)夫人，太太，女士，小姐riskvt. endanger; take the chance ofpatroln. a small group of soldiers, vehicles, etc. sent out to search for the enemy, or to protect a place from the enemy 巡逻队juniora. younger or lower in rank than anotherhobblevi. walk awkwardly; limp 跛行；蹒跚crutchn. support used under the arm to help a lame person to walk 拐杖wagonn. four-wheeled vehicle for carrying goods, pulled by horses or oxen 四轮运货马（牛）车hitchvt. fasten with a hook, ring, rope, etc. 钩住，拴住，套住maren. female horse or donkeyalongsideprep. close to; along the side ofmulen. an animal that has a donkey and a horse as parents 骡disastern. a great or sudden misfortune; terrible accidentlinen. a row of defence works, esp. that nearest the enemy 战线，防线horsemann. a person who rides a horse, esp. one who is skilledpistoln. handgun 手枪crackv. (cause to) make a sudden explosive sound （使）发出爆裂声sprawlvi. lie or sit with hands and feet spread out, esp. ungracefullylowervt. move or let down in height 放下；放低secretaryvt. an official who takes charge of a governmental department; an employee in an office, who is in charge of correspondence, records, making appointments, etc. 部长，大臣；秘书raggeda. (of a person ) dressed in old torn clothes; (of clothes) old an torn 衣衫褴褛的；破旧的paradevt. cause to walk in an informal procession for the purpose of being looked at; cause to march in procession 使列队行进n. 游行；检阅chillv. (cause to) have a feeling of cold as from fear; (cause to ) become cold, esp. without freezing （使）感到冷；（使）冷fortn. 要塞，堡垒vi. walk or move in an unsteady way; strike the foot against sth. and almost fall streamvi. flow fast and strongly; pour outPHRASES & EXPRESSIONStake prisonercapture and hold as a prisoner, esp. as a prisoner of war 俘虏flare upbreak out or intensify suddenly or violently; burst into bright flame or rage 突发；加剧；突然发光；突然发怒write outwrite in full, write (sth. formal)brush asidedisregard, ignore 不理；漠视bring throughsave (sb.) from (an illness, etc.)PROPER NAMESBerryville贝里维尔（美国地名）Virginia弗吉尼亚（美国州名）Bettie Van Metre贝蒂.范.米特the Civil War（美国）南北战争Gettysburg葛底斯堡（美国城市）Dick Runner迪克.朗纳Henry Bedell亨利.贝德尔佛蒙特（美国州名）Westfield韦斯菲尔德（美国地名）Jennie詹妮（女子名）Graham Osborne 格雷厄姆.奥斯本Harpers Ferry哈珀斯渡口（美国地名）Stevenson史蒂文森（姓氏）Secretary of War(old use)（美国）陆军部长Edwin M. Stanton埃德温.M.斯坦顿Ohio俄亥俄（美国州名）Fort Delaware特拉华堡（美国地名）Unit 3TextEvery teacher probably asks himself time and again: What are the reasons for choosing teaching as a career? Do the rewards teaching outweigh the trying comments? Answering these questions is not a simple task. Let's see what the author says.Why I TeachPeter G. BeidlerWhy do you teach? My friend asked the question when I told him that I didn't want to be considered for an administrative position. He was puzzled that I did not want what was obviously a "step up" toward what all Americans are taught to want when they grow up: money and power.Certainly I don't teach because teaching is easy for me. Teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession. Red-eye, because I never feel ready to teach no matter how late I stay up preparing. Sweaty-palm, because I'm always nervous before I enter theclassroom, sure that I will be found out for the fool that I am. Sinking-stomach, because I leave the classroom an hour later convinced that I was even more boring than usual.Nor do I teach because I think I know answers, or because I have knowledge I feel compelled to share. Sometimes I am amazed that my students actually take notes on what I say in class!Why, then, do I teach?I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research and writing.I teach because teaching is a profession built on change. When the material is the same, I change —— and, more important, my students change.I teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. As a teacher, I'm my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I can't? Such courses may be huge failures, but we can all learn from failures.I teach because I like to ask questions that students must struggle to answer. The world is full of right answers to bad questions. While teaching, I sometimes find good questions.I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world. I once taught a course called "Self-Reliance in a Technological Society." My 15 students read Emerson, Thoreau, and Huxley. They kept diaries. They wrote term papers.But we also set up a corporation, borrowed money, purchased a run-down house and practiced self-reliance by renovating it. At the end of the semester, we would the house, repaid our loan, paid or taxes, and distributed the profits among the group.So teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning.I have left out, however, the most important reasons why I teach.One is Vicky. My first doctoral student, Vicky was an energetic student who labored at her dissertation on a little-known 14th century poet. She wrote articles and sent them off to learned journals. She did it all herself, with an occasional nudge from me. But I was there when she finished her dissertation, learned that her articles were accepted, got a job and won a fellowship to Harvard working on a book developing ideas she'd first had as my student.Another reason is George, who started as an engineering student, then switched to English because he decided he liked people better than things.There is Jeanne, who left college, but was brought back by her classmates because they wanted her to see the end of the self-reliance house project. I was here when she came back. I was there when she told me that she later became interested in the urban poor and went on to become a civil rights lawyer.There is Jacqui, a cleaning woman who knows more by intuition than most of us learn by analysis. Jacqui has decided to finish high school and go to college.These are the real reasons I teach, these people who grow and change in front of me. Being a teacher is being present at the creation, when the clay begins to breathe.A "promotion" out of teaching would give me money and power. But I have money. I get paid to do what I enjoy: reading, talking with people, and asking question like, "What is the point of being rich?"And I have power. I have the power to nudge, to fan sparks, to suggest books, to point out a pathway. What other power matters?But teaching offers something besides money and power: it offers love. Not only the love of learning and of books and ideas, but also the love that a teacher feels for that rare student who walks into a teacher's life and begins to breathe. Perhaps love is the wrong word: magic might be better.I teach because, being around people who are beginning to breathe, I occasionally find myself catching my breath with them.NEW WORDSadministrativea. of the management of affairs 行政的，管理的administrationn. 管理（部门），行政（机关）puzzlevt. fill with doubt and confusion 使迷惑step (-) upn. promotion; increase in size, speed, etc.mechanicn. skilled workman, esp. one who uses or repairs machines and tools 机械工；机修工sweatya. covered with sweat, sweatingpalma. 手掌professionn. occupation, esp. one requiring special training, such as law, medicine, or teachingconvincevt. make (sb.) feel certain; cause (sb.) to realizecompelvt. force (sb. or sth. to do sth.)pacen. rate or speed of development, or in walking, etc. 速度；步速calendarn. 日程表，日历opportunity。
大学英语精读第三版第三册课后习题答案（精心汇编）
大学英语精读第三版第三册课后习题答案Unit11) accent2) turn against3) a couple of4) takes his time5) fate6) confirmed7) witness8) subsequent9) stands a chance10) trial 1) belief2) brilliant3) employment4) has saved up5) stood a chance6) were awarded7) Presumably8) conducted9) casual10) around (which student life) revolves1) Joe wrote to say that he had to put off his visit because of his illness.2) Despite the noise, they went on working as if nothing were happening.3) Traffic was held up for several hours by the accident.4) Called (up) on to speak at the meeting, I couldn't very well refuse.5) Mrs. Stevenson looked in the cupboard and found there was not a single lump of sugar left.6) It was the rumor that turned Joe against his twin brother.7) We wondered how Sara was getting on in her new job.8) Although Anne agreed with me on most points, there was one on which she was unwilling to give in.9) Visitors could photograph almost anything here without having to ask for permission.10) Whether we make an excursion or stay home will depend on tomorrow's weather.1) uncertain，unafraid，unacceptable，unfamiliar，unequal；2) unanswered，unattached，unknown，undecided，unexpected；3) unhappily，unskillfully，unconsciously，unnecessarily，uncomfortably；4) unsay，undress，untie，unlock，unload。
大学英语精读第二册Reading-Aloud-and-Memorizing答案
大学英语精读第二册R e a d i n g-A l o u d-a n d-M e m o r i z i n g答案-CAL-FENGHAI.-(YICAI)-Company One1Unit1The American does not join in the argument but watches the other guests. As he looks, he sees a strange expression come over the face of the hostess. She is s taring straight ahead, her muscles contracting slightly. She motions to the nat ive boy standing behind her chair and whispers something to him. The boy's eyes widen: he quickly leaves the room.Of the guests, none except the American notices this or sees the boy place a bo wl of milk on the veranda just outside the open doors.The American comes to with a start. In India, milk in a bowl means only one thi ng -- bait for a snake. He realizes there must be a cobra in the room.Unit2Jefferson's courage and idealism were based on knowledge. He probably knew more than any other man of his age. He was an expert in agriculture, archeology, an d medicine. He practiced crop rotation and soil conservation a century before t hese became standard practice, and he invented a plow superior to any other in existence. He influenced architecture throughout America, and he was constantly producing devices for making the tasks of ordinary life easier to perform.Of all Jefferson's many talents, one is central. He was above all a good and ti reless writer. His complete works, now being published for the first time, will fill more than fifty volumes. His talent as an author was soon discovered, and when the time came to write the Declaration of Independence at Philadelphia in 1776, the task of writing it was his. Millions have thrilled to his words: "We hold these truths to be self-evident, that all men are created equal…"Unit3While I was waiting to enter university, I saw advertised in a local newspaper a teaching post at a school in a suburb of London about ten miles from where I lived. Being very short money and wanting to do something useful, I applied, fe aring as I did so, that without a degree and with no experience in teaching my chances of getting the job were slim.However, three days later a letter arrived, asking me to go to Croydon for an i nterview. It proved an awkward journey: a train to Croydon station; a ten-minut e bus ride and then a walk of at least a quarter to feel nervous.Unit 4As a boy and then as an adult,I never lost my wonder at the personality that was Einstein .He was the only person i knew who had come to terms with himself and the world around him .He knew what he wanted and he wanted only this :to understand within his limits as a human being the nature of the universe and the logic and simplicity in its functioning .He knew there were answers beyond his intellectual reach .but this did not frustrate him .He was content to go as far as he could.Unit 5The sea level is rising very slowly from year to year. In all likelihood, it will continue to rise and do so at a greater rate in the course of the next hundred years. Where there are low-lying coastal areas (where a large fraction of the world’s population lives) the water will advance steadily, forcing people to retreat inland.Eventually the sea will reach two hundred feet above its present level, and will be splashing against the windows along the twentieth floors of Manhattan’s skyscrapers. Florida will disappear beneath the waves, as will much of the British Isles, the crowded Nile valley, and the low-lying areas of China, India, and Russia.Not only will many cities be drowned, but much of the most productive farming areas of the world will be lost. As the food supply drops, starvation will be widespread and the structure of society may collapse under the pressureUnit 6Now, in the last month of my residency, sleeping was no longer a problem. There were still situations in which I couldn't be certain my decision had been the ri ght one, but I had learned to accept this as a constant problem for a surgeon, o ne that could never be completely resolved - and I could live with it. So, once I had made a considered decision, I no longer dwelt on it. Reviewing it wasn't g oing to help and I knew that with my knowledge and experience, any decision I'd made was bound to be a sound one. It was a nice feeling.Unit 7And she didn’t just talk .She has been a driving force in the community organizationBUILD(Baltimore United in Leadership Development).Together they drove drug dealers off a vacant lot and built a playground .They established an extended-day program at school to keep kids off the streets .They prompted the city and local churches to step up efforts to redevelop abandoned houses.Not long ago , Armstead ran into one of the men who used to hang out on hersteps .”Hey,Mom!” he exploded ,giving her a hug .He got a job ,he told her ,adding ,”I want to thank you for all your fussin’.”Armstead is modest about the impact she’s had .She says simply,”It makes me feel good to know my message got through to at least one young man. ”Unit 8School children used to know the story of how Abraham Lincoln walked five miles to return a penny he’d overcharged a customer .It’s the kind of story we think of as myth .But in the case of Lincoln ,the story is true ... Unlike the story of George Washington and the cherrytree .Washington’s first biographer invented the tale of little George saying to his father ,”I cannot tell a lie .I did it with my ax.” What is important in both stories ,however ,is that honesty was seen as an important part of the American character.Unit 9Well, then, suppose my auto-repair man devised questions for an intelligence te st. Or suppose a carpenter did, or a farmer, or, indeed, almost anyone but an a cademician. By every one of those tests, I'd prove myself a moron. And I'd be a moron, too. In a world where I could not use my academic training and my verba l talents but had to do something intricate or hard, working with my hands, I w ould do poorly. My intelligence, then, is not absolute. Its worth is determined by the society I live in. Its numerical evaluation is determined by a small su bsection of that society which has managed to foist itself on the rest of us as an arbiter of such matters.Unit 10Praise is like sunlight to the human spirit; we cannot flower and grow without it. And yet, while most of us are only too ready to apply to others the cold wind of criticism, we are so mehow reluctant to give our fellows the warm sunshine of praise.Why - when one word can bring such pleasure A friend of mine who travels widely always trie s to learn a little of the language of any place she visits. She's not much of a linguist, b ut she does know how to say one word - "beautiful" - in several languages. She can use it to a mother holding her baby, or to lonely salesman fishing out pictures of his family. The ab ility has earned her friends all over the world.。
【英语】人教版(2019)必修第三册Unit 5 Reading and Thinking课件
Congratulations on completing Task1.
But as an actor, you are necessry to express roles’ feelings correctly.
Read for feelings Task 2: Read the sentences to experience the hidden feelings.
The Million Pound Bank Note
《百万英镑》
A drama or play intends to portray(描 述) life or people or to
tell a story usually involving conflicts and
emotions through action and dialogue.
Read for feelings
1. Who? Me, sir?
surprised
Read for feelings
2. Well, I can't say that I have any plans. As a matter of fact, I landed in Britain ws: you have no penny in your pocket.
Good news: Two brothers offered you a million pound bank note.
Read for plots Task 1: Listen to the text to find out the answers.
Enable the students know about the attitude towards money.
现代大学英语(第三版)精读3教学课件B3U5
现代大学英语（第三版）精读3教学课件B3U5 一、教学目标本节课的教学目标主要包括以下几个方面：1.学习和掌握课文中的关键词汇和短语；2.理解和运用课文中的语法结构；3.提高学生的阅读理解能力；4.培养学生的听说能力。
二、教学重点1.学习课文中的重要词汇和短语；2.理解课文内容及其主旨；3.运用所学的语法结构进行口头表达。
三、教学准备1.课文教材：《现代大学英语（第三版）精读3》第5单元；2.PowerPoint课件；3.录音设备。
四、教学流程1. 导入（5分钟）•老师简要介绍本课的主题和教学目标；•引发学生的兴趣，同学们可以分享一下自己在英语学习中的困惑或需求。
2. 课文预习（10分钟）•老师通过展示PPT课件，帮助学生快速了解课文的主题和大意；•学生们可以在课前预习的基础上，分享自己对课文的理解。
3. 课文讲解（20分钟）•老师通过PPT课件，逐段讲解课文的重点内容，并解释关键词汇和短语的含义；•学生在听讲的同时，可以进行积极的互动和提问。
4. 听力练习（15分钟）•老师播放与课文内容相关的录音；•学生们在听录音的过程中，积极倾听并做好相应的笔记；•老师播放完毕后，学生可以互相讨论和核对自己的听写结果。
5. 语法学习（15分钟）•老师针对课文中出现的重要语法结构进行讲解和例句演示；•学生们可以通过练习题进行巩固和运用。
6. 阅读理解（20分钟）•学生们根据课文内容，完成相关的阅读理解练习；•老师可以组织学生进行小组合作，互相讨论答案。
7. 口语表达（15分钟）•学生们通过小组讨论的方式，使用课文中的语法结构和词汇进行口头表达练习；•老师可以在小组之间展开比赛，鼓励同学们积极参与。
8. 总结与作业布置（5分钟）•老师对本节课的内容进行小结，并强调学生在课后的学习重点；•布置相关的作业，例如完成课后习题或写一篇与课文相关的作文。
五、教学反思本节课采用了多种教学方法和手段，旨在激发学生的学习兴趣，培养他们的综合语言能力。
大学英语精读第三册电子教案unit5
课程目标：1. 帮助学生理解文章的主旨大意和段落结构。
2. 培养学生的阅读技巧，包括快速阅读、略读和精读。
3. 提高学生的词汇量和语法水平。
4. 增强学生的口语表达能力，通过讨论和角色扮演等活动。
教学对象：大学英语专业二年级学生教学内容：- Unit 5 文章内容- 相关词汇和短语- 语法点：被动语态教学时间：2课时教学过程：第一课时一、导入（10分钟）1. 热身活动：通过英语歌曲或游戏活跃课堂气氛，引导学生进入英语学习状态。
2. 介绍作者：简要介绍文章作者的背景和作品，激发学生的阅读兴趣。
二、阅读理解（40分钟）1. 快速阅读：让学生快速浏览文章，了解文章大意和结构。
2. 精读：- 引导学生分析文章的主题和段落结构。
- 解释文章中的难句和短语，如：“be liable to”、“in the wake of”等。
- 分析文章中的例证和论据，帮助学生理解作者的观点。
三、词汇学习（20分钟）1. 词汇讲解：讲解文章中出现的新单词和短语，如：“vulnerability”、“index”等。
2. 词汇练习：通过填空、选择题等形式，帮助学生巩固所学词汇。
四、语法点讲解（10分钟）1. 被动语态：讲解被动语态的构成和用法，通过例句帮助学生理解和掌握。
2. 练习：进行被动语态的练习，巩固所学知识。
第二课时一、复习与巩固（20分钟）1. 复习上节课的内容：通过提问或小组讨论的方式，帮助学生巩固所学知识。
2. 词汇复习：进行词汇测试，检查学生对词汇的掌握程度。
二、口语表达（30分钟）1. 讨论：围绕文章主题进行讨论，如：“如何应对生活中的压力”、“如何保持心理健康”等。
2. 角色扮演：分组进行角色扮演，模拟文章中的场景，提高学生的口语表达能力。
三、总结与作业（10分钟）1. 总结：对本节课的内容进行总结，强调重点和难点。
2. 作业：布置课后作业，如：- 阅读课文，翻译文章。
- 收集与文章主题相关的英语文章，进行阅读和分析。
现代大学英语 精读3(第三版)教学课件B3U1.pptx
现代大学英语精读3（第三版）教学课件B3U1.pptx1. 简介本文档是《现代大学英语精读3（第三版）教学课件B3U1.pptx》的教学指导文档，旨在协助教师进行教学，并提供学生参考。
该课件是现代大学英语精读3（第三版）教材的第一单元课件，涵盖了课文中的重要内容和练习。
本文档将为教师提供详细的课件内容介绍和教学建议。
2. 课件内容2.1 词汇与短语2.1.1 单词本单元的词汇包括：attain, superior, devotion, lofty, assimilate, grace, vocation, premise, vanity等。
这些词汇都是本单元课文中频繁出现的关键词汇，学生需要掌握其词义和用法。
2.1.2 短语本单元的短语包括：be indicative of, bring out, take…seriously, measure up to, in good part等。
教师可以通过例句和实例来帮助学生理解这些短语的含义和用法。
2.2 阅读理解本单元的阅读理解部分涵盖了三篇文章，分别是《选择正确的途径》、《智慧的力量》和《忠诚的战士》。
教师可以通过课件中的题目和文字说明帮助学生理解文章内容，并进行讨论和解答相关问题。
2.3 语法与写作本单元的语法重点是介词和非谓语动词的用法。
教师可以利用课件中的例句和练习来讲解和巩固学生对这些语法知识的掌握。
此外，课件还包括写作部分，教师可以引导学生根据所学的语法知识写作相关的练习作文。
3. 教学建议3.1 教学方法教师可以采用多种教学方法来教授本单元内容，如讲解法、示范法和讨论法等。
在讲解词汇和短语时，可以先通过示范法来引导学生正确使用，然后进行讨论和实践。
在阅读理解部分，可以采用讨论法来引导学生分析文章内容，并提出自己的见解和观点。
在语法与写作部分，可以通过讲解法和实践法相结合，引导学生掌握语法知识，并培养写作能力。
3.2 学生活动教师应鼓励学生积极参与课堂活动，并提供一些学生活动的建议，如词汇卡片制作和交流、小组讨论、写作练习等。
现代大学英语精读3(第二版)更多知识点讲解
Unit 1Text A课文内容全解1. Has it ever dawned on you that certain developmental changes will occur in your life as you move from adolescence to young adulthood? (L.3, Para.1)adulthood/ˈædʌlthʊd/n. the state of being an adult成年：Many people are able to maintainfriendships into adulthood.很多人能够把友谊维持到成年。
2. During this time, students are going through an identity crisis and are endeavoring to find out who they are and what their strengths and weaknesses are. (L.1, Para.2) 【英释】During this period, students are experiencing an identity crisis and are trying to find out who they are and what their strong and weak points are.3. First, there is functional independence, which involves the capability of individuals to take care of practical and personal affairs, such as handling finances, choosing their own wardrobes, and determining their daily agenda. (L.3, Para.4) 【英释】First, there is functional independence, which includes how an individual can handle his or her practical and personal affairs, such as learning how to spend money wisely, choosing his or her own clothes, and deciding what he or she is going to do every day.4.Fourth is freedom from “excessive guilt, anxiety, mistr ust, responsibility, inhibition, resentment, and anger in relation to the mother and father.” (L.12, Para.4) 【英释】Children often feel very guilty in relation to their parents because they think they have done something wrong; they are also anxious because they are eager to please their parents; they sometimes feel unhappy because they think that their parents have not been fair to them; they feel that they are responsible to their parents for everything they do; they are always afraid of not saying the right thing or not behaving properly; all these may make them angry with their parents or make them feel resentful. These feelings reflect their emotional dependence on their parents. When they grow up, they usually strive for freedom from this.5. At the same time, these young adults are learning how to give and receive affection in the adult world. (L.1, Para.6)affection/əˈfekʃn/n.①a gentle feeling of caring and loving喜爱；钟爱：She has great affectionfor her little brother.她很疼爱她的弟弟。
大学英语精读第3册_课文及课后答案
UNIT 1课文翻译一位青年男子发现,漫无目的的逛街也会惹官司。
误会一场接一场，直到最终他必须出庭受审……法律小冲突我平生就一次陷入法律困境。
当时被捕并被传上法院的全过程是件相当不愉快的经历，但现在可用此编个好故事。
让人非常烦恼的是我被抓和接着在法庭的命运中那些主观武断的情景。
此事大约发生在十二年前的二月份。
那里我已中学毕业了几个月，并要等到该年十月份才能上大学。
那段时间，我仍住在家中。
一天早晨，我去了里士满，那是离我的地址不远的伦敦郊区。
我正在找一份临时工作以便攒点钱去旅行。
由于天气晴朗，且无急事，我便悠闲自得地看看商店橱窗，逛逛公园，甚至有时只是呆站着到处观望。
很可能是这种明显的无所事事的样子导致了我的不幸。
事情发生的时间是大约十一点半。
我正从地方图书馆走出来，本想在那里找一份工作而一无所获。
此时看到一位男士从街对面走来，显然打算和我讲话。
我猜想他是向我问时间。
然而，他说他是警官并要逮捕我。
起初，我想这是在开玩笑，但接着又来了一位警察，并穿着警服。
我便深信不疑了。
“但为什么呢？”我问。
“到处遛达，有作案嫌疑。
”他说。
“作什么案？”我问。
“偷窃，”他说。
“偷什么？”我问。
“牛奶瓶，”他说，还做出非常严肃的样子！“噢，”我说。
事情的缘由是那一带有许多小窃贼，特别是有从门前台阶上盗奶瓶的小偷。
接着，我犯了一个大错误。
那时我正十九岁，头发长而蓬乱，并把自己当作六十年代“逆文化年轻人”的一员。
因此，我装着一副冷漠的毫不在乎的样子。
所以我说“你们跟踪我多久啦？”说话的腔调尽量装出无所谓有样子，就象随便谈话一样。
于是在他们看来我是十分熟悉此类事情，这使他们更加坚信我彻头彻尾是个名声不好的人。
几分钟后，一辆警车来了。
“坐到后排去，”他们说：“把手放在前排椅背上，不要挪动。
”他俩坐在我的两边。
这倒不是开玩笑的。
在警察局他们审问了我几个小时。
我继续尽力做出深谙世故并对此事习以为常的样子。
当他们问我一直在干什么时，我告诉他们我一直在找工作。
大学英语精读：第三册UNIT3
Every teacher probably asks himself time and again: What are the reasons for choosing teaching as a career? Do the rewards teaching outweigh the trying comments? Answering these questions is not a simple task. Let's see what the author says.Why I TeachPeter G. Beidler Why do you teach? My friend asked the question when I told him that I didn't want to be considered for an administrative position. He was puzzled that I did not want what was obviously a "step up" toward what all Americans are taught to want when they grow up: money and power. Certainly I don't teach because teaching is easy for me. Teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession. Red-eye, because I never feel ready to teach no matter how late I stay up preparing. Sweaty-palm, because I'm always nervous before I enter the classroom, sure that I will be found out for the fool that I am. Sinking-stomach, because I leave the classroom an hour later convinced that I was even more boring than usual. Nor do I teach because I think I know answers, or because I have knowledge I feel compelled to share. Sometimes I am amazed that my students actually take notes on what I say in class! Why, then, do I teach? I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research and writing. I teach because teaching is a profession built on change. When the material is the same, I change —— and, more important, my students change. I teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. As a teacher, I'm my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I can't? Such courses may be huge failures, but we can all learn from failures. I teach because I like to ask questions that students must struggle to answer. The world is full of right answers to bad questions. While teaching, I sometimes find good questions. I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world. I once taught a course called "Self-Reliance in a Technological Society." My 15 students read Emerson, Thoreau, and Huxley. They kept diaries. They wrote term papers. But we also set up a corporation, borrowed money, purchased a run-down house and practiced self-reliance by renovating it. At the end of the semester, we would the house, repaid our loan, paid or taxes, and distributed the profits among the group. So teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning. I have left out, however, the most important reasons why I teach. One is Vicky. My first doctoral student, Vicky was an energetic student who labored at her dissertation on a little-known 14th century poet. She wrote articles and sent them off to learned journals. She did it all herself, with an occasional nudge from me. But I was there when she finished her dissertation, learned that her articles were accepted, got a job and won a fellowship to Harvard working on a book developing ideas she'd first had as my student. Another reason is George, who started as an engineering student, then switched to English because he decided he liked people better than things. There is Jeanne, who left college, but was brought back by her classmates because they wanted her to see the end of the self-reliance house project. I was here when she came back. I was there when she told me that she later became interested in the urban poor and went on to become a civil rights lawyer. There is Jacqui, a cleaning woman who knows more by intuition than most of us learn by analysis. Jacqui has decided to finish high school and go to college. These are the real reasons I teach, these people who grow and change in front of me. Being a teacher is being present at the creation, when the clay begins to breathe. A "promotion" out of teaching would give me money and power. But I have money. I get paid to do what I enjoy: reading, talking with people, and asking question like, "What is the point of being rich?" And I have power. I have the power to nudge, to fan sparks, to suggest books, to point out a pathway. What other power matters? But teaching offers something besides money and power: it offers love. Not only the love of learning and of books and ideas, but also the love that a teacher feels for that rare student who walks into a teacher's life and begins to breathe. Perhaps love is the wrong word: magic might be better. I teach because, being around people who are beginning to breathe, I occasionally find myself catching my breath with them. NEW WORDS administrative a. of the management of affairs ⾏政的，管理的 administration n. 管理（部门），⾏政（机关） puzzle vt. fill with doubt and confusion 使迷惑 step （-） up n. promotion; increase in size, speed, etc. mechanic n. skilled workman, esp. one who uses or repairs machines and tools 机械⼯；机修⼯ sweaty a. covered with sweat, sweating palm a. ⼿掌 profession n. occupation, esp. one requiring special training, such as law, medicine, or teaching convince vt. make （sb.） feel certain; cause （sb.） to realize compel vt. force （sb. or sth. to do sth.） pace n. rate or speed of development, or in walking, etc. 速度；步速 calendar n. ⽇程表，⽇历 opportunity n. favourable occasion or chance reflection n. careful thinking; consideration 深思；考虑 reflect vi. stimulate vt. encourage; excite 刺激；激励 freshman n. student in his first year at a college or university failure n. a person, attempt, or thing that fails; lack of success ivory n. 象⽛ ivory tower n. place or condition of retreat from the world of action into a world of ideas and dreams 象⽛塔 self-reliance n. ability to do things and make decisions by oneself 依靠⾃⼰；⾃⼒更⽣ reliance n. trust, confidence; dependence 信赖；信⼼；依靠 technological a. of or related to technology 技术的 corporation n. （AmE）有限公司 run-down a. old and broken or in bad condition renovate vt. restore （old buildings, oil paintings, etc.） to a former, better state 修复，修整 semester n. （AmE） either of the two periods into which a school year is divided; term 学期 repay。
现代大学英语(第三版)精读3教学课件B3U3 (2)
现代大学英语（第三版）精读3教学课件B3U3一、课程简介本教学课件是现代大学英语（第三版）精读3的第三单元教学内容，为同学们提供了学习该单元所需的教学资源和指导。
这一单元的教学目标是帮助学生通过学习课文，了解如何运用正确的论证方法撰写议论文，在实际生活和学习中提高自己的表达能力和思考能力。
二、课件内容1. 课文简介本单元的主要课文是一篇题为《创新与复制》的文章。
文章主要探讨了创新与复制的关系，以及创新对个体和社会的重要性。
通过该课文的学习，学生将能够了解到创新对个人和社会的积极影响，以及如何在自己的学习和工作中注重创新。
2. 词汇与短语本节课的词汇与短语部分将介绍与创新与复制相关的词汇和短语，包括创新、复制、革新、传统等。
通过学习这些词汇和短语，学生将能够更好地理解课文内容，并丰富自己的词汇量。
3. 语法与句型本节课的语法与句型部分将介绍与表达观点和论证相关的语法和句型，包括使用连词引导的从句、使用形容词和副词表达观点等。
学生将通过学习这些语法和句型，掌握如何更准确地表达自己的观点，并展开有效的论证。
4. 阅读理解本节课的阅读理解部分将包括与课文相关的阅读理解题目，帮助学生巩固对课文的理解能力和阅读技巧。
5. 口语练习本节课的口语练习部分将提供与课文和主题相关的口语练习题目，帮助学生进一步提高口语表达能力，在团队讨论和个人演讲等活动中积极参与。
6. 写作任务本节课的写作任务部分将提供一个与课文相关的写作任务，帮助学生锻炼自己的写作能力，以及运用所学的观点论证方法撰写议论文。
三、教学目标1.理解并掌握课文内容，包括词汇、句型以及主题的核心观点。
2.提高听说读写能力，能够正确运用所学的词汇、句型和表达方式。
3.培养学生的批判思维能力和创新意识，在实际生活和学习中注重创新和积极思考。
4.培养学生的团队合作能力和沟通能力，能够积极参与口语练习和写作任务。
四、教学方法1.组织小组讨论，引导学生阅读和分析课文内容，共同探讨课文中的核心观点和人物形象。
大学英语精读第3册第3课课文翻译及课后答案
大学英语精读第3册第3课课文翻译及课后答案Unit 3我为什么当老师你为什么要教书呢？当我告诉一位朋友我不想谋求行政职务时，他便向我提出这一问题。
所有美国人受的教育是长大成人后应该追求金钱和权力，而我却偏偏不选择明明是朝这个目标“迈进”的工作，他们对此感到迷惑不解。
当然，我之所以教书并不是因为我觉得教书轻松。
我做过各种各样的工作借以谋生：机修工、木工、作家，教书可是其中最难的一行。
对我来说，教书是个会令人熬红眼睛、掌心出汗、精神沮丧的职业。
说熬红眼睛,这是因为我晚上不管备课到多晚,总觉得准备得还不充分。
说掌心出汗，是因为我跨进教室之前总是非常紧张，自信学生一定会发觉我其实是个傻瓜笨蛋。
说精神沮丧，这是因为我1小时后走出教室时，确信这堂课上得比平常还要平淡无味。
我之所以教书，也不是因为我认为自己能够解答问题，或者因为我有满腹学问，非与别人分享不可。
有时我感到很吃惊，学生竟真的把我课上讲的东西做了笔记！这样说来，我为什么还要教书呢？我教书，是因为我喜爱校历的步调。
6月、7月和8月提供了一个供思考、研究和创作的机会。
我教书，是因为教学是建立在“变化”这一基础上的职业。
教材还是原来的教材，但我自身却变了——更重要的是，我的学生变了。
我教书，是因为我喜欢有让自己犯错误的自由，有自己吸取教训的自由，有激励自己和激励学生的自由。
作为教师，我可以自行做主。
如果我想要求一年级的学生通过自行编写课本的办法来学习写作，谁能说我不可以那样做呢？这样的课程也许会彻底失败，但我们都可以从失败的尝试中获得教益。
我教书，是因为我喜欢学生提出必须绞尽脑汁才能回答的问题。
我们这个世界有无穷无尽的正确答案来对付拙劣的问题。
何况我在教学过程有时也会想到一些出色的问题。
我教书，是因为我喜欢想方设法使自己和我的学生从象牙塔里走出来，进入现实世界。
大学英语精读(第3版)第3册电子教案121页PPT
1、不要轻言放弃，否则对不起自己。
2、要冒一次险!整个生命就是一场冒险。走得最远的人，常是愿意 去做，并愿意去冒险的人。“稳妥”之船，从未能从岸边走远。-戴尔．卡耐基。
梦 境
3、人生就像一杯没有加糖的咖啡，喝起来是苦涩的，回味起来却有 久久不会退去的余香。
大学英语精读(第3版)第3册电子教案 4、守业的最好办法就是不断的发展。 5、当爱不能完美，我宁愿选择无悔，不管来生多么美丽，我不愿失 去今生对你的记忆，我不求天长地久的美景，我只要生生世世的轮 回里有你。
大学英语精读电子教案第3册 UNIT2
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Before Reading
Global Reading
Detailed Reading
After Reading
Nicholas Copernicus (1473-1543) Copernicus was a Polish astronomer and mathematician who held the view that the Earth and the other planets all travel in circles around the Sun.
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Before Reading
Global Reading
Detailed Reading
After Reading
I eat the colors of the rainbow... Veggies and fruit that help me grow Red...red...some of my favorite foods are: Apples, cherries, strawberries and tomatoes Orange...orange...some of my favorite foods are: Carrots, oranges, peach and sweet potato Yellow...yellow corn and lemon Pineapple and banana... Green...green spinach (菠菜) and broccoli (甘蓝) Lettuce, peas, and kiwi... Blue...blue...The only food I eat that’s blue is Blueberries! I eat the colors of the rainbow... “Hey! What about us?” Purple, egg plant, plums and grapes... So every day— I eat the colors of the rainbow...
大学英语(上海外语教育出版社)第三版精读第三册-Reading-aloud-and-memorizing(原文及翻译)
大学英语（上海外语教育出版社）第三版精读第三册Reading aloud and memorizing（科文及翻译）1And so I do not have a criminal record. But what was most shocking at the time was the things my release from the charge so clearly depended on. I had the 'right' accent, respectable middle-class parents in court, reliable witnesses, and I could obviously afford a very good solicitor. Given the obscure nature of the charge, I feel sure that if I had come from a different background, and had really been unemployed, there is every chance that I would have been found guilty. While asking for costs to be awarded, my solicitor's case quite obviously revolved around the fact that I had a 'brilliant academic record'.于是，我没有留下犯罪记录。
但当时，最令人震惊的是我被无罪释放所明显依赖的证据。
我有标准的口音，有受人敬重的中产阶级的父母来到法庭，有可靠的证人，还有，很明显我请得起很好得律师。
想到这次指控的含糊不清的特点，我敢肯定，如果我出生在一个不同背景的家庭，并真失业，则完全可能被判有罪。
大学英语精读3课后问题答案解析
大学英语精读3课后问题答案解析Unit 11.How did the author feel about the incident at the time it occurredWhat does he think of itnowthe author felt that it was a rather unpleasant experience at the time it happened,but now he thinks he can make a good story from the incident2.Why did he go to Richmondhe went there to look for a temporary job to make enough money to go travelling3.What did the author think got him into trouble with the lawthe author thought it must be his obvious aimlessness of wandering in the streets that got him into trouble with the law4.What did he see when walking out of the local libraryHe saw a man walking across the road with the obvious intention of talking to him5.Wh at did the man say to him Did he take the man’s works seriously at firstThe man said that he was a policeman and was going to arrest him. But the author didn’t take the man’s words seriously but thought it was some kind of joke at first6.When and how did the author come to see the man was being seriousAt the time when another policeman appeared in uniform, the author came to see the man was serious7.What grounds did the policemen have for suspecting that the young man was wanderingwith intent to steal milk bottlesFirst ,the policemen saw the young man wandering aimlessly in the streets sometimes just stopping and looking around him. Then, it turned out there had been a lot of petty thieves in the area who stole milk bottles from doorsteps. On these grounds ,the policemen suspected that the young man was wandering with intent to steal milk bottles8.What does the author mean by his “big mistake”By his “big mistake ”, the author means he shouldn’t have had long hair and appeared so cool and unconcerned about the incident ,and shouldn’t take himself as part of the sixties’“youth counterculture”,because all these confirmed the policemen’s suspicion that he was adisrespectable fellow9.How did he behave when he was questioned at the police stationW hat did the police decideto do with himWhen he was questioned ,he continued to try to look worldly and au fait with the situation.As a result , the police charged him officially and told him to report to Richmond Magistrates’Court the follow Monday10.What did his father do when he learned about the incidentAs soon as his father learned about the incident ,he hired a good solicitor11.What were the things his release from the charge depended onThe things his release from the charge depended on were his “right” accent, respectable middle-class parents, reliable witnesses, such as, his English teacher as his character witness, and a very good solicitor in particular.12.What did the policeman probably mean by saying” You could have been a bit more helpfulwhen w e arrested you”By saying these words, the policeman probably meant that he should have looked very angry and said something like,”Look here,do you know who you’re talking to Iam a highly successful student with a brilliant academic record. How dare you arrest me!”then, they world perhaps have apologized to him and let him go.Unit 21.what did the author’s children teach him he other night作者的孩子们在某个晚上教给了他什么The author’s children taught him about paradigm shifts, and limitations of linear thinking and how to refocus parameters one night2.what were the author and his children doing that night当天晚上作者和他的孩子们在做什么They were playing their own oral version of the Sesame Street game, “What Doesn’t Belong”3.what was the question the father put to his children父亲给孩子提的问题是什么The question is “What doesn’t belong, an orange ,a tomato or a strawberry”4.what was the oldest child’s answer to the question最大的孩子的答案是什么The oldest child answered that it was tomato became the other two were fruits.5.What did the author think of his answer作者认为他的答案如何The author thought the answer was right6.What answers did his 4-year-old and 6-year-old give四岁和六岁的孩子又给出了什么样的答案The author’s 4-year-old child said that the right answer was strawberry because theother two were round and a strawberry was not. And his 6-year-old child said thatanswer should be orange because the other two were red7.What did the 9-year-old and the middle one add to the answers作者九岁和六岁的孩子又补充了什么样的答案The 9-year-old added that it could also be the orange because the other two grew on vines and the middle child said that it could be strawberry because it was the only one they put on ice cream8.Why does the author think Copernicus, Reuben Mattus and Edward Jenner belong in thesame group作者为什么认为哥白尼、鲁宾马修斯和爱德华詹纳都属于同一种人The author thinks that these three famous people belong in the same group because they were doing what every scientist who’s ever made an important discoverythroughout history has done, according to Thomas Kuhn, in his book, The Structure of Scientific Revolution :They were shifting old paradigms9.What did the author’s children do to deserve membership in the same group asCopemicus and Edward Jenner作者的孩子们做了什么使得他们能够成为和哥白尼和爱德华詹纳同一种的人The children were refocusing the parameters. They were redefining the problems. They were reframing the questions. And these are exactly the same that Copemicus andEdward Jenner have done10.What if the Sesame Street game had been a workbook exercise in school假如《芝麻街》的游戏是学校练习本上的习题，情况又会如何If Sesame Street game had been a workbook exercise in school, every kid who framedthe question differently than “Which is not a fruit” would have been wrong, that is to say every kid who didn’t circle tomato would have been marked wrong.11.Why does the author wish to remind us that there are real limits to the value ofinformation作者为什么希望提醒我们信息的价值是有限的Because unless we shift our paradigms and refocus our parameters, the superinformation highway will lead us nowhere. From the examples of those great scientistsand inventors, the author tells us that we are not now, nor have we recently beensuffering from a lack of information so that what we need as we begin to downshift onto the information highway is not more information but new ways of looking at it.12.What , according to the author, should we bear in mind when begin to downshift ontothe information highway作者认为当我们驶入信息高速公路时，我们应该牢记的是什么According to the author, we should bear in mind that whatwe need as we begin todownshift onto the information highway is not more information but new ways oflooking at itUint 31）according to the author, what is the goal most Americans are taught to achieve in life 译文：在作者看来，大多数美国人受到要获取什么生活目标的教育答案：most Americans are taught to manage to achieve money and power when they grow up according to the author.2) Is teaching the easiest way for the author to earn a living How does he feel about teaching译文：教书是作者最容易的谋生手段吗他对教书感觉如何答案：No. he feels that teaching is the most difficult of the various ways he has attempted to earn his living. for him, teaching is a red-eye, sweaty-palm, and sinking-sto mach profession. 3）does the author think he is very knowledgeable How does he feel he sees his students take notes on what he says in class作者认为自己很有学问吗当他看到学生在他课堂上把他教的内容作笔记时他怎么想答案：No .he does not think that he is very knowledgeable. He is amazed to see that his students take notes on what he says in class.4) what does the author think of the pace of the school calendar What does he do in thesummer vacation译文：作者认为学校的生活节奏安排怎么样他在暑假里做什么答案：he likes the pace of the academic calendar. He thinks that the summer vacation offers an opportunity for reflection,research, and writing.5) what does the author mean when he says ‘teaching is a profession built on change ’译文：作者说“教师是一个建立在变化基础上的职业”是什么意思答案：he means that when the teaching material is the same he can change his teaching methods, and what’s more, he can teach different students each year.6) what does the au thor mean when he says “as a teacher,I am my own boss ”译文：作者说“作为一个老师，我是我自己的老板”是什么意思答案：he means he has the freedom to make his own mistakes, to learn his own lesson.Especially, he wants his freedom to choose the method. No one is to say he can’t.7) can you say something about Jacqui in your own words译文：你是否能用你自己的话说说杰基是怎样的人答案：Yes . Jacqui is a woman who works as a cleaner in school, but she has the ability to make more correct judgement by intuition than most of us can do by analysis. Maybe she is influenced by the author, so she has decided to finish high school and go to college.8) was the corporation the author and his students set up a success How do you know译文：作者和他的学生建立起的公司成功了吗你是怎么知道的答案：yes. The corporation was great success. We know from the fact that at the end of the semester they sold the house, paid off their debts and distributed the profits among the class members.9) what are the most important reasons the author gives forchoosing teaching as hisprofession译文：作者选择教师作为职业的最重要的原因是什么答案：the most important reasons for the author to teach are that some of his favorite students, a teacher is being present at the creation, when the clay begins to breathe.10 )what does the author mean by saying that as a teacher he has money and power译文：作者说作为教师他又金钱和权利是什么意思答案：the author means he gets paid to do what he enjoys: reading, talking with people and asking questions, and he has the power to nudge, to fan sparks, to suggest books and to point out a pathway.Unit 41.In what ways was Sarah’s e-mail similar to other letters the author received In what ways wasit differernt莎拉的电子邮件和作者收到的其它信件在什么方面相似在什么方面不同Similar to other letters, the e-mail Sarah Morris sent took the author to task for hiscomments on the Los Angles Dodgers and argued that the author had got everything wrong.However it was different from the others in at least two ways. It contained more details than the usual “You’re an idiot”, such as vital statistics on the team’s performance2.What was Sarah’s dream莎拉的梦想是什么Sarah’s dream is to become a baseball editorialist3.What in Sarah’s second e-mail caught the author’sattention Why did he say it was worth onemore response莎拉第二封电子邮件中什么内容引起了作者的关注为什么他说值得再回封信The misspelling in the last line of her second e-mail. When spelling the word “dream”, she missed the letter “r”. The author thought Sarah might be truly searching for something, and he needed Sarah to explain.4.What did the author think of Sarah’s website作者如何看待莎拉的网站The author found that Sarah’s website was not a fancy one although she covered the Dogers as extensively as any reporter in the country. He wondered whether there was any reader. 5.Did Sarah think her disability would prevent her from finding a job How do you know莎拉认为她的残疾会妨碍她找工作吗你是如何知晓的Yes , she knew her situation, and the purpose of starting her own website is to find a job6.What led the author to think Sarah was deliberately deceiving him什么使作者认为莎拉故意欺骗他When the author asked Sarah to give him a call, Sarah refused to do so and the reason she provided was that she had a speech disability.7.How did Sarah become a Dodger fan莎拉如何成为道奇队的球迷的While growing up in Pasadena, Sarah had become a Dodger fan. In her sophomore year at Blair High, she undertook a post as the statistician of a junior varsity baseball team.8.Why did author drive a long way to visit Sarah What did hefind when he arrived at her house为什么作者长途驱车拜访莎拉当他到达她家时他有何发现The author felt curious about what Sarah had said, and he also wanted to find out the truth.When he arrived at her house ,he found that Sarah’s living condition was poor, the condition for her own website was not her supposed condition, and Sarah really got serious physical ha ndicap. But all those couldn’t stop her pursuing her dream of becoming a baseballeditorialist.9.Why did the author call Sarah Morris the great Sarah Morris为什么作者称莎拉莫里斯是伟大的莎拉莫里斯Sarah did not lose her hope because of her physical handicap, believing in dedication to the best equipment and help, she still started her own website and covered a baseball team as extensively as any reporter in the country.10.How did Sarah Morris change the author莎拉莫里斯是如何改变作者的Sarah Morris made the author believe people were sincere and honest, not motivated by selfishnessUint 51)what did the author plan to do when he came home from school one winter day译文：在一个冬季的一天，作者放学回家准备做什么答案：he planned to read a new issue of his favorite sports magazine.2)who did he see in the living room What was she doing译文：他在起居室看到了谁她在做什么答案：his mother. She was crying.3)why was his mother in tears译文：他妈妈为什么哭答案：because she was afraid of losing her new job, for she couldn’t type fast told her that she would catch on.解析：in tears 是哭的意思4）how did he try to relieve her from anxiety译文：他是如何安慰她的答案：he was repeating a line she had spoken to him a hundred times when he was having trouble learning or doing something important to him.4)what did the author think of his mother’s ability when he was sixteen years old译文：当作者十六岁时他对于妈妈的能力有什么看法答案：he still assumed that his mother could do anything.6) why was his mother trying every possible means to save money译文：他的妈妈为什么想尽办法攒钱答案：to send the author and his sister to college.7）why did his mother but herself a used typewriter译文：他妈妈为什么给自己买了台旧打字机答案：because she wanted to learn typing which would enable her to get a new job with better pay8) how did the author feel when his mother got the job at the radio station译文：当作者的妈妈在电台找到一份工作时他有什么想法答案：he was not the least bit surprised or impressed.9) did his mother enjoy her first day at the radio station译文：他的妈妈在电台工作的第一天高兴吗答案：No ,she didn’t.10) how do you know答案：the text said,“…after her first day at work, I could seethat the excitement was gone.Mother looked tired and drawn.”Unit 61.What time of day was it at the beginning of the story故事开头是一天的什么时间It was in the morning ,because when the boy came into the room, the father was still in bed 2.What illness did the boy catch What were its symptoms这个男孩得的是什么病有哪些症状3.What did the doctor say and what did he do about the boy’s illness对这个男孩的病医生说了些什么，做了些什么He said there were nothing to worry about if the fever did not go above one hundred and four degrees. This was a light epidemic of flu,and there was no danger if pneumonia was avoided .The doctor left three different medicine in different colored capsules4.What was the boy’s temperature How did he understand it这个男孩的体温是多少他对这个体温是怎么理解的One hundred and two. The boy thought it was one hundred and two centigrade5.How did the boy respond when his father was reading to him当这个男孩的父亲给他读书时，他的反应是什么He didn’t follow what was read6.Why did he prefer to stay awake How do you think he felt when his father left the room他为什么宁愿醒着当他的父亲离开房间时你认为他心里是怎么想的He was thinking he was going to die, so he preferred to stay awake. He might be thinking that his father didn’t care about his death.7.Did the father realize what the boy was thinking aboutHow do you know这位父亲意识到这个男孩在想什么吗你怎么知道的NO，he didn’t. He thought that the boy might be a little light-headed8.What conclusions can you draw from the hunting scene about the father’s character and hisinfluence upon his son从打猎的场面中你对于这个父亲的性格以及他对于他的儿子的影响能得出什么结论The father enjoyed hunting , which needed patience and courage. This patience and courage had influenced his son9.Why did the boy refuse to let anyone come into the room为什么这个男孩拒绝任何人进入房间Because he thought he was going to die, he didn’t want the other to get what he wassuffering from10 . What condition was he in when his father came back from hunting当他的父亲打猎回来时这个男孩处于什么状态He was in exactly the position his father had left him11 . What was it that led the boy to think that he was going to die How did the father make thewhole matter clear to him是什么导致这个男孩以为自己要死父亲是如何向他说清楚这件事的He confused centigrade with Fahrenheit. His father told himit was like miles andkilometers .On the centigrade thermometer, thirty-seven is normal, and on Fahrenheitthermometer, it is ninety-eight11.How did the boy react when he realized that he was not going to die Does his behavior thenext morning seem natural to you当这个男孩知道自己不会死时他反应如何在你看来他第二天早上的行为自然码His gaze at the foot of the bed relaxed slowly, and he hold over himself relaxed too. Yes, It doesUint 7*1)what is going on at ’s one summer evening译文：一个夏日的傍晚在斯道克顿家发生着什么事答案：a b irthday celebration is going on at ’s one summer evening.2)why does the party break uo in confusion译文：为什么晚会在混乱里中止了答案：the party breaks up in confusion because, in the midst of it, over the radio, the president of the United States declares a state of emergency for suspected enemy missiles approaching.3)why do the neighbors come back to the Stocktons house soon after they leave in a hurry译文：邻居们为什么在急忙离去之后又返回斯道克顿家答案：they come back because they want to surive -----want to share with the Stocktons the bomb shelter which is the only one on their street.4）what is Stockton’s reason for refusing his neighbors shelter Do you feel that he is justified in refusing them 译文：斯道克顿为什么拒绝让邻居们进防空洞你认为他这样对吗答案：he said that he didn’t have any room or supplies, and the shelter is designed only for three people, though he is a little selfish, his reason seems understandable and convincing. 5) what does Henderson attempt to do in the face of the crisis 译文：亨德森在危机面前试图做什么答案：he attempts to go down into Stockton’s basement and break down the door.6) why does Harlowe try to dissuade him from his attempt译文：为什么哈洛劝他放弃自己的打算答案：harlowe tries to dissuade him from his attempt because not all of them could fit in since the shelter, they would just be killing eneryone.7) what leads to the fight between Henderson and weiss译文：是什么导致亨德森和韦斯打架答案：the fight between them is caused by the quarrels about whose family should bechosen to share the shelter with the Stocktons and deserves to live more than the next one.8) what do the neighbors intend to do when they gather before the Stochton house with agiant log译文：邻居们带着一根巨大的原木聚集到斯道克顿家准备干什么答案：they intend to break down the shelter door with a giant log.9）how do the Stochtons put up a resistance against their neighbors’ intrusion 译文：斯道克顿家是如何抵御邻居们的进攻的答案：they put up a resistance against their neighbors’ intrusion by means of furniture, the generator, books and movable object they can get their hands on.10) what announcement does the Conelrad station makesoon after the shelter door is forcedopen译文：防空洞的门一被撞倒康纳雷电台就宣布了什么消息答案：soon after the shelter door is forced open, the Conelred station makes an announcement that the previously unidentified objects have been definitely identified as being satellites, there are no enemy missiles approaching, and the state of emergeney has officially been called off.11) what do the neighbors think of their own behavior once the crisis is over译文：危机结束时，邻居们对自己的行为有什么想法答案：they think that they went crazy because they were extremely scared and confused.They think that Stockton can understand, but they do not realize what they were really like in the commotion.12）why are they so eager to resume life just as it was Do you think it will be possible for them to accomplish this 译文：他们为什么急于恢复原来的生活你认为他们能做到吗答案：they are so eager resume life just as it was because they are anxious for peace. They want to get rid of the crisis, their fear and their awkward position as soon as possible, and they try to look as normal as before. No, I don’t think so because they seem to be morally destroyed in this crisis and the shadow of this experience will not easily be removed from minds.13) what conclusions does Stockton draw from the events of the evening译文：斯道克顿从这天晚上的事件中得到什么结论答案：he draws the conclusions that they are all naked animal who attach such great importance to staying alive that they claw their neighbors to death just for the privilege and theymay be destroyed even without a bomb.。
大学英语精读(第3版)第3册电子教案
It is recommended to add more reading materials to the teaching plan to meet the needs of different levels of students' reading practice.
It is recommended to design more practical and targeted teaching activities to better suit the characteristics of different students.
Course outline
Development of students' ability to analyze and evaluate the quality of written materials.
01
Introduction to the concept of reading for pleasure and its benefits.
03
The textbook gradually increases the complexity of the language used, helping students to develop their reading comprehension and vocabulary skills.
Table of Contents
A comprehensive table of contents is provided at the beginning of the textbook, outlining the structure and organization of the content.
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第一单元与法律的小摩擦这样，我的履历上没有留下犯罪的记录。
但当时最令人震惊的，是那些显然导致宣布我无罪的证据。
我讲话的口音“表明我受过良好教养” ，到庭的有体面的中产阶级的双亲，有可靠的证人，还有，我显然请得起一名很好的律师。
从对我指控的这种捕风捉影的做法来看，我肯定，如果我出身在另一种背景的家庭里，并且真的是失了业的话，我完全可能被判有罪。
当我的律师要求赔偿诉讼费时，他公然把辩护的证据建立在我“学业优异”这一事实上。
第二单元
获益匪浅的问题毫无疑问，这里正发生着什么事儿。
这事儿比争抢食物还乱，比西红柿是水果还是蔬菜还要重要。
哥白尼把太阳视为宇宙中心，重新调整了地心说这一长达数世纪的范式，我的孩子们正做着哥白尼当年所做的事。
鲁宾•马修斯把他的布朗克斯冰激凌改名为哈根达斯，在不变换产品的情况下提高了价格，我的孩子们正在做着鲁宾•马修斯所做过的事。
爱德华•詹纳放弃了寻找治疗天花的特效药，从而发现了能预防这一疾病的疫苗，我的孩子们正做着爱德华•詹纳所做过的事。
他不去研究得了天花的患者，而是去研究接触天花却从未染上此病的人。
他发现他们都患了一种类似天花但比较轻微的疾病：牛痘；这使得他们对致命的天花得以免疫。
第三单元
我为什么当教师还要提一提清洁女工杰基。
她凭直觉了解的事情比我们多数人通过分析弄清的东西还要多。
杰基已经决定读完中学，然后还要上太学。
这些在我眼前成长、变化的人，便是我要当教师的真正原因。
当一名教师意味着是创造的见证人，他目睹人体开始呼吸，开始了生命
“提升了”，不再教书了，也许会给我带来金钱和权力。
可是我现在也有钱c 我拿了薪金去做自己乐意做的事：读书、交谈、提问，比如问：“做个富翁有什么意思呢？”
我现在还有权呢。
我有权启迪，有权激发才智9 有权开出书目，有权指矽支迷津。
还有其他什么权力更值得考虑呢？
但教书还会带来金钱和权力以外的东西：那便是爱。
不仅是爱学习、爱书本、爱思想，而且还有老师对出类拔萃的学生的爱。
这样的学生走进了老师的生活，自己也开始成长了。
爱这个字也许用得不恰当：说是魔力可能更为贴切。
我教书，是因为与开始戚长的学生朝夕相处，我有时感到自己也和他们一起开始成长了。
第四单元
一位球迷的评论比尔•普拉施基
我从太阳光下走进去，打开一扇破烂的屏门，走进了阴暗的棚子，棚子里蜷缩在轮椅上的是一个87 磅重的躯体。
她的四肢扭了一扭。
她的头转了一转。
我们无法拥抱，甚至也无法握手。
她只能张大眼睛看我，向我微笑。
可她那微笑里充满了光芒！它穿透了由破烂的木地板、旧躺椅和结满蜘蛛网的窗户围起来的黑暗空间。
我不忍心看别的任何东西，所以我的眼睛只盯住她那微笑，它是那么清晰，
那么自信，它甚至令我的多数怀疑一扫而光。
但我还是要问，这就是莎拉•莫
里斯吗？
第五单元妈哭的那天“我想我们都不免有失败的时候，”妈平静地说。
我可以感觉到她的痛苦，也感觉到她在极方抑制着由于我闯进来而被打断的强烈情感的发泄。
突然，我心里一酸，伸开双臂，把妈搂在怀里。
妈再也控制不住了。
她把脸贴着我的肩膀，抽泣着。
我紧紧抱着她，没有说话。
我明白我是在做我应该做的和我所能做的，这就够了。
妈非常激动，我感到她的背在颤抖。
就在那一时刻，我第一次明白妈也有弱J 点。
她还是我的妈，但又不仅如此：她和我一样也是一个普通的人，会害怕，会受到伤害，会遭到失败。
我感觉到她的痛苦，就像我千百次在她怀里寻求安慰时，她感到我的痛苦一样。
一周过后9 妈找到一个卖纺织品的工作，工资只有原先电台的一半。
“这是一个我能胜任的工作，”她简单地说道。
但在晚上，她继续在那台绿色的1 日打字机上练习。
如今，每当我在夜晚走过她的房门前，听着她那一刻不停的嗒、嗒的打字声时，我的感情与过去迥然不同了。
我深知，在那个房间里进行着的绝不仅仅是一个妇女在学习打字。
第六单元
一天的等待
“你为什么不睡一会儿呢？到吃药时，我会叫醒你的。
” “我宁愿醒着。
”
过了一会儿，他对我说：“你不必呆在这里陪我，爸爸，要是这事令你烦恼的话。
”
“没有什么可烦恼的。
” “不，我是说，要是这事终将给你带来烦恼的话，你就不必呆在这里。
”。
“你的体温没啥问题，”我说，“用不着担心。
” “我不担心，”他说，“但是我不能不想。
” “不要想，”我说。
“放心好了。
”
“我没有什么不放心的，”他说着，眼睛直盯着前方。
显然，他有什么心事，但在尽力控制着自己
“将这个用水吞下。
”
“你看这有用吗？”
“当然有用。
”
第七单元防空洞哈洛: （佯装笑容，竭力想缓和空气）举行街坊聚会是个不错的注意。
（看了一下四周的人）能恢复正常，什么都成。
到克斯顿：（看着一张张脸，不慌不忙地摇摇头）正常？（稍停）我不懂，我不懂什么叫“正常” 原先我以为我懂，可我现在搞不清楚了。
哈洛：我不是对你说过咱们会赔偿损失的…… 道克斯顿：（眼睛紧盯着他）损失？（点点头）我不知道咱们是否清楚，那都是些什么损失？（又看看那一张张脸）也许最大的损失时了解到我们正常时是什么样子。
咱们原来是这种人。
透过表面就能看清。
我是说咱们全都如此。
都是些赤裸裸的畜生，把性命看的那么重，为了能够活下去。
可以把自己的邻居活活卡死。
（他靠在楼梯边的墙上，突然感觉疲惫不堪；他一面转身离开他们，
一面轻声说）今天晚上咱们没有挨炸弹……可是我怀疑即使没有炸弹，咱们是
否就一定不会完蛋。
他继续拾级而上。
第八单元做点白日梦如今研究人员正发现白日做梦对人的精神可能也有重要的影响。
他们说，白日做梦是一种很好的休息方式。
其好处还不止于此。
一些心理学家已经进行过试验，并得出一些令人吃惊的结论。
当然，白日做梦绝不能代替艰苦的努力。
如果你要在运动上有所成就，你还得进行大量的练习。
你得努力提高技术。
如果你要学业优异，你绝不能忽视学习。
单是白日做梦不能使你功成名就，如愿以偿。
但与较为通常的自我提高的方法结合起来，它就有可能起关键性的作用。
是仅仅干得好一些，还是成为冠军，其差别往往在此一举。
第九单元
反抗的歌
尽管作了最大努力，沙克特只能召集到60 名合唱歌手。
骨瘦如柴的他们聚集在小小的舞台上，艾希曼身着纳粹的全副戎装坐在前排。
犹太人的目光直逼纳粹们，他们越唱越激昂：
愤怒之日到来之际必将这世界化为灰烬……审判来到之时颤栗吧……有仇必报。
演出结束，没有任何掌声。
纳粹们默默地起身离座。
艾希曼临走时，有人听到他得意地笑着说：“他们在给自己唱挽歌呢。
”他永远也不会知道犹太人是在给他唱挽歌呢。
第十单元
科学技术飞速发展
然而，此后只用58 年，就把这一速度提高到原先的4倍。
到1938 年，人们乘坐飞机旅行，时速超过400 英里。
后来，只用了20 年瞬息功夫，这个速度就又翻了一番。
到了20世纪60年代，火箭飞机的时速接近4千英里，而人们乘坐宇宙飞船则以1 万8 千英里的时速绕地球运行。
我们无论是考察旅行的距离，达到的高度，还是考察矿产的开采，这样一种加速的趋向都是显而易见的。
这里，以及其它上千种的系统的统计资料里，都明白无误地呈现出这种模式。
数千年过去了，然后，到了我们的时代，一切极限突然统统被打破，出现了不可思议的突飞猛进。