现代大学英语精读5 课文翻译 1-11课

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现代大学英语精读第5册unit1.2,3,4,6,10课后翻译

1. A white lie is better than a black lie,一个无关紧要的谎言总比一个善意的谎言要好。

2.To upset this cultural homicide, the Negro must rise up with an affirmation of his own Olympian manhood.为了挫败各种蓄意培植的低人一等的心态，黑人必须直起腰来宣布自己高贵的人格。

3.…with a spirit straining toward true self-esteem, the Negro must boldly throw off the manacles of self-abnegation…黑人必须以一种竭尽全力自尊自重的精神，大胆抛弃自我克制的枷锁。

4.What is needed is a realization that power without love is reckless and abusive, and love without power issentimental and anemic.必须懂得没有爱的权力是毫无节制、易被滥用的，而没有权力的爱则是多愁善感、脆弱无力的。

5.It is precisely this collision of immoral power with powerless morality which constitutes the major crisis of ourtimes.正是这种邪恶的权力和没有权势的道义的冲突构成了我们时代的主要危机。

6.Now, early in this century this proposal would have been greeted with ridicule and denunciation, as destructive ofinitiative and responsibility.在本世纪之初，这种建议会受到嘲笑和谴责，认为它对主动性和责任感起到负面作用。

大学英语精读第5册课文全文翻译

Defining the problem is easier than providing the solution. One can suggest that students should spend two or three years in an English-speaking country, which amounts to washing one's hands of them. Few students have the time or the money to do that. It is often said that wide reading is the time or the money to do that. It is often said that wide reading is the best alternative course of action but even here it is necessary to make some kind of selection. It is no use telling students to go to the library and pick up the first book they come across. My own advice to them would be: "read what you can understand without having to look up words in a dictionary (but not what you can understand at a glance); read what interests you; read what you have time for (magazines and newspapers rather than novels unless you can read the whole novel in a week or so); read the English written today, not 200 years ago; read as much as you can and try to remember the way it was written rather than individual words that puzzled you." And instead of "read", I could just as well say "listen to."

精读5第二版课文翻译

Book5 cataloguesLesson 1Who Are you and what are you doing here (1)Lesson 2 Two kinds (10)Lesson 3Goods move. People move. Ideas move. And cultures change (21)Lesson 4Professions foe women (29)Lesson 5Love is a fallacy (34)Lesson 6The way torainy mountain (47)Lesson 7Rewriting American history (53)Lesson 8 The Merely very good (73)Lesson 9 Al gore’s Nobel peace prize acceptance speech (82)Lesson10The Bluest Eye (89)Lesson 11HowNews becomes opinion off-limits (101)Lesson 12The Indispensable opposition (105)Lesson 1 Who Are you and what are you doing hereWelcome and congratulations: Getting to the first day of college is a major achievement. You’re to be commended, and not just you, but the parents, grandparents, uncles, and aunts who helped get you here.It’s been said that raising a child effectively takes a village: Well, as you may have noticed, our American village is not in very good shape. We’ve go t guns, drugs, two wars, fanatical religions, a slime-based popular culture, and some politicians who—a little restraint here—aren’t what they might be. To merely survive in this American village and to win a place in the entering class has taken a lot of grit on your part. So, yes, congratulations to all.You now may think that you’ve about got it made. Amidst the impressive college buildings, in company with a high-powered faculty, surrounded by the best of your generation, all you need is to keep doing what you’ve done before: W/b436ae4d256db091cd1ac78ea.htmlork hard, get good grades, listen to your teachers, get along with the people around you, and you’ll emerge in four years as an educated young man or woman. Ready for life.Do not believe it. It is not true. If you want to get a real education in America you’re going to have to fight—and I don’t mean just fight against the drugs and the violence and against the slime-based culture that is still going to surround you. I mean som ething a little more disturbing. To get an education, you’re probably going to have to fight against the institution that you find yourself in—no matter how prestigious it may be. (In fact, the more prestigious the school, the more you’ll probably have to push.) You can get a terrific education in America now—there are astonishing opportunities at almost every college—but the education will not be presented to you wrapped and bowed. To get it, you’ll need to struggle and strive, to be strong, and occa/b436ae4d256db091cd1ac78ea.htmlsionally even to piss off some admirable people.I came to college with few resources, but one of them was an understanding, however crude, of how I might use my opportunities there. This I began to develop because of my father, who had never been tocollege—in fact, he’d barely gotten out of high school. One night after dinner, he and I were sitting in our kitchen at 58 Clewley Road in Medford, Massachusetts, hatching plans about the rest of my life. Iwas about to go off to college, a feat no one in my family had accomplished in living memory. “I think I might want to be pre-law,” I told my father. I had no idea what being pre-law was. My father compressed his brow and blew twin streams of smoke, dragon-lik e, from his magnificent nose. “Do you want to be a lawyer?” he asked. My father had some experience with lawyers, and with policemen, too; he was not well-disposed toward either. “I’m not really sure,” I toldh/b436ae4d256db091cd1ac78ea.htmlim, “but lawyers make pretty good money, right?”My father detonated. (That was not uncommon. My father detonated a lot.) He told me that I was going to go to college only once, and that while I was there I had better study what I wanted. He said that when rich kids went to school, they majored in the subjects that interested them, and that my younger brother Philip and I were as good as any rich kids. (We were rich kids minus the money.) Wasn’t I interested in literature? I confessed that I was. Then I had better study literature, unless I had inside information to the effect that reincarnation wasn’t just hype, and I’d be able to attend college thirty or forty times. If I had such info, pre-law would be fine, and maybe even a tour through invertebrate biology could also be tossed in. But until I had the reincarnation stuff from a solid source, I better get to work and pick out some English classes from the course catalog./b436ae4d256db091cd1ac78ea.html “How about the science requirements?”“Take ’em later,” he said, “you never know.”My father, Wright AukenheadEdmundson, Malden High School Class of 1948 (by a hair), knew the score. What he told me that evening at the Clewley Road kitchen table was true in itself, and it also contains the germ of an idea about what a university education should be. But apparently almost everyone else—students, teachers, and trustees and parents—sees the matter much differently. They have it wrong.Education has one salient enemy in present-day America, and that enemy is education—university education in particular. To almost everyone, university education is a means to an end. For students, that end is a good job. Students want the credentials that will help them get ahead. They want the certificate that will give them access to Wall Street, or entrance into law or medical or business school. And how can we blame them? /b436ae4d256db091cd1ac78ea.htmlAmerica values power and money, big players with big bucks. When we raise our children, we tell them in multiple ways that what we want most forthem is success—material success. To be poor in America is to be a failure—it’s to be without decent health care, without basic necessities, often without dignity. Then there are those back-breaking student loans—people leave school as servants, indentured to pay massive bills, so that first job better be a good one. Students come to college with the goal of a diploma in mind—what happens in between, especially in classrooms, is often of no deep and determining interest to them.In college, life is elsewhere. Life is at parties, at clubs, in music, with friends, in sports. Life is what celebrities have. The idea that the courses you take should be the primary objective of going to college is tacitly considered absurd. In terms of their work, students live in the futureand/b436ae4d256db091cd1ac78ea.html not the present; they live with their prospects for success. If universities stopped issuing credentials, half of the clients would be gone by tomorrow morning, with the remainder following fast behind.The faculty, too, is often absent: Their real lives are also elsewhere. Like most of their students, they aim to get on. The work they are compelled to do to advance—get tenure, promotion, raises, outside offers—is, broadly speaking, scholarly work. No matter what anyone says this work has precious little to do with the fundamentals of teaching. The proof is that virtually no undergraduate students can read and understand their professors’ scholarly publications. The public senses this disparity and so thinks of the professors’ work as being silly or beside the point. Some of it is. But the public also senses that bec ause professors don’t pay full-bore attention to teaching they don’t have to work very hard—they’ve created /b436ae4d256db091cd1ac78ea.htmla massive feather bed for themselves and called it a university.This is radically false. Ambitious professors, the ones who, like their students, want to get ahead in America, work furiously. Scholarship, even if pretentious and almost unreadable, is nonethelesslabor-intense. One can slave for a year or two on a single article for publication in this or that refereed journal. These essays are honest: Their footnotes reflect real reading, real assimilation, and real dedication. Shoddy work—in which the author cheats, cuts corners, copies from others—is quickly detected. The people who do this work have highly developed intellectual powers, and they push themselves hard to reach a certain standard: That the results have almost nopractical relevance to the students, the public, or even, frequently, to other scholars is a central element in the tragicomedy that is often academia.The students and the profes/b436ae4d256db091cd1ac78ea.htmlsors have made a deal: Neither of them has to throw himself heart and soul into what happens in the classroom. The students write their abstract, over-intellectualized essays; the professors grade the students for their capacity to be abstract and over-intellectual—and often genuinely smart. For their essays can be brilliant, in a chilly way; they can also be clipped off the Internet, and often are. Whatever the case, no one wants to invest too much in them—for life is elsewhere. The professor saves his energies for the profession, while the student saves his for friends, social life, volunteer work, making connections, and getting in position to clasp hands on the true grail, the first job.No one in this picture is evil; no one is criminally irresponsible. It’s just that smart people are prone to look into matters to see how they might go about buttering their toast. Then they butter their toast.As for the admin/b436ae4d256db091cd1ac78ea.htmlistrators, their relation to the students often seems based not on love but fear. Administrators fear bad publicity, scandal, and dissatisfaction on the part of their customers. More than anything else, though, they fear lawsuits. Throwing a student out of college, for this or that piece of bad behavior, is very difficult, almost impossible.The student will sue your eyes out. One kid I knew (and rather liked) threatened on his blog to mince his dear and esteemed professor (me) with a samurai sword for the crime of having taught a boring class. (The class was a little boring—I had a damned cold—but the punishment seemed a bit severe.) The dean of students laughed lightly when I suggested that this behavior might be grounds for sending the student on a brief vacation. I was, you might say, discomfited, and showed up to class for a while with my cellphone jiggered to dial 911 with one touch.Still, this was small potatoes. Co/b436ae4d256db091cd1ac78ea.htmllleges are even leery of disciplining guys who have committed sexual assault, or assault plain and simple. Instead of being punished, these guys frequently stay around, strolling the quad and swilling the libations, an affront (and sometimes a terror) to their victims.You’ll find that cheating is common as well. As far as I can discern, the student ethos goes like this: If the professor is so lazy that he gives the same test every year,it’s okay to go ahead a nd take advantage—you’ve both got better things to do. The Internet is amok with services selling term papers and those services exist, capitalism being what it is, because people purchase the papers—lots of them. Fraternity files bulge with old tests from a variety of courses.Periodically the public gets exercised about this situation, and there are articles in the national news. But then interest dwindles and matters go back to normal.On/b436ae4d256db091cd1ac78ea.htmle of the reasons professors sometimes look the other way when they sense cheating is that it sends them into a world of sorrow. A friend of mine had the temerity to detect cheating on the part of a kid who was the nephew of a well-placed official in an Arab government complexly aligned with the U.S. Black limousines pulled up in front of his office and disgorged decorously suited negotiators. Did my pal fold? Nope, he’s not the type. But he did not enjoy the process.What colleges generally want are well-rounded students, civic leaders, people who know what the system demands, how to keep matters light, not push too hard for an education or anything else; people who get their credentials and leave the professors alone to do their brilliant work, so they may rise and enhance the rankings of the university. Such students leave and become donors and so, in their own turn, contribute immeasurably to the university’s standing.T/b436ae4d256db091cd1ac78ea.htmlhey’ve done a fine job skating on surfaces in high school—the best way to get an across-the-board outstanding record—and now they’re on campus to cut a few more figure eights.In a culture where the major and determining values are monetary, what else could you do? How else would you live if not by getting all you can, succeeding all you can, making all you can?The idea that a university education really should have no substantial content, should not be about what John Keats was disposed to call Soul-making, is one that you might think professors and university presidents would be discreet about. Not so. This view informed an address that Richard Brodhead gaveto the senior class at Yale before he departed to become president of Duke. Brodhead, an impressive, articulate man, seems to take as his e ducational touchstone the Duke of Wellington’s precept that the Battle of Waterloo was won on the playing fields ofEto/b436ae4d256db091cd1ac78ea.htmln. Brodhead suggests that the content of the courses isn’t really what matters. In five years (or five months,or minutes), the student is likely to have forgotten how to do the problem sets and will only hazily recollect what happens in the ninth book of Paradise Lost. The legacy of their college years will be a legacy of difficulties overcome. When they face equally arduous tasks later in life, students will tap their old resources of determination, and they’ll win.All right, there’s nothing wrong with this as far as it goes—after all, the student who writes a brilliant forty-page thesis in a hard week has learned more than a little about her inner resources. Maybe it will give her needed confidence in the future. But doesn’t the content of the courses matter at all?On the evidence of this talk, no. Trying to figure out whether the stuff you’re reading is true or false and being open to having your lif/b436ae4d256db091cd1ac78ea.htmle changed is a fraught, controversial activity. Doing so requires energy from the professor—which is better spent on other matters. This kind of perspective-altering teaching and learning can cause the things which administrators fear above all else: trouble, arguments, bad press, etc. After the kid-samurai episode, the chair of my department not unsympathetically suggested that this was the sort of incident that could happen when you brought a certain intensity to teaching. At the time I found his remark a tad detached, but maybe he was right.So, if you want an education, the odds aren’t with you: The professors are off doing what t hey call their own work; the other students, who’ve doped out the way the place runs, are busy leaving the professors alone and getting themselves in position for bright and shining futures; the student-services people are trying to keep everyone content, offering plenty of entertainment andbu/b436ae4d256db091cd1ac78ea.htmlilding another state-of-the-art workout facility every few months. The development office is already scanning you for future donations. The primary function of Yal e University, it’s recently been said, is to create prosperous alumni so as to enrich Yale University.So why make trouble? Why not just go along? Let the profs roam free in the realms of pure thought, let yourselves party in the realms of impure pleasure, and let the student-services gang assert fewer prohibitions and newer delights for you. You’ll get a good job, you’ll have plenty of friends, you’ll have a driveway of your own.You’ll also, if my father and I are right, be truly and righteously screw ed. The reason for this is simple. The quest at the center of a liberal-arts education is not a luxury quest; it’s a necessity quest. If you do not undertake it, you risk leading a life of desperation—maybe quiet, maybe, in time, very loud—and I/b436ae4d256db091cd1ac78ea.htmlam not exaggerating. For you risk trying to be someone other than who you are, which, in the long run, is killing.By the time you come to college, you will have been told who you are numberless times. Your parents and friends, your teachers, your counselors, your priests and rabbis and ministers and imams have all had their say. They’ve let you know how they size you up, and they’ve let you know what they think you should value. They’ve given you a sharp and pro tracted taste of what they feel is good and bad, right and wrong. Much is on their side. They have confronted you with scriptures—holy books that, whatever their actual provenance, have given people what they feel to be wisdom for thousands of years. They’ve given you family traditions—you’ve learned the ways of your tribe and your community. And, too, you’ve been tested, probed, looked at up and down and through. The coach knows what your athletic prospects are, th/b436ae4d256db091cd1ac78ea.htmle guidance office has a sheaf of test scores that relegate you to this or that ability quadrant, and your teachers have got you pegged. You are, as Foucault might say, the intersection of many evaluative and potentially determining discourses: you boy, you girl, have been made.And—contra Foucault—that’s not so bad. Embedded in all of the major religions are profound truths. Schopenhauer, who despised belief in transcendent things, nonetheless thought Christianity to be of inexpressible worth. He couldn’t believe in the divinity of Jesus, or in the afterlife, but to Schopenhauer, a deep pessimist, a religion that had as its central emblem the figure of a man being tortured on a cross couldn’t be entirely misleading. To the Christian, Schopenhaue r said, pain was at the center of the understanding of life, and that was just as it should be.One does not need to be as harsh as Schopenhauer to understand the use ofrel/b436ae4d256db091cd1ac78ea.htmligion, even if one does not believe in an otherworldly god. And all of those teachers and counselors and friends—and the prognosticating uncles, the dithering aunts, the fathers and mothers with their hopes for your fulfillment—or theirfulfillment in you—should not necessarily be cast aside or ignored. Families have their wisdom. The question “Who do they think you are at home?” is never an idle one.The major conservative thinkers have always been very serious about what goes by the name of common sense. Edmund Burke saw common sense as a loosely made, but often profound, collective work, in which humanity has deposited its hard-earned wisdom—the precipitate of joy and tears—over time. You have been raised in proximity to common sense, if you’ve been raised at all, and common sense is something to respect, though not quite—peace unto the formidable Burke—to revere.You may be all that the good people who/b436ae4d256db091cd1ac78ea.html raised you say you are; you may want all they have shown you is worth wanting; you may be someone who is truly your father’s son or your mother’s daughter. But then again, you may not be.For the power that is in you, as Emerson suggested, may be new in nature. You may not be the person that your parents take you to be. And—this thought is both more exciting and more dangerous—you may not be the person that you take yourself to be, either. You may not have read yourself aright, and collegeis the place where you can find out whether you have or not. The reason to read Blake and Dickinson and Freud and Dickens is not to become more cultivated, or more articulate, or to be someone who, at a cocktail party, is never embarrassed (or who can embarrass others). The best reason to read them is to see if they may know you better than you know yourself. You may find your own suppressed and rejected thoughts flowing back to you with/b436ae4d256db091cd1ac78ea.html an “alienated majesty.” Reading the great writers, you may have the experience that Longinus associated with the sublime: You feel that you have actually created the text yourself. For somehow your predecessors are more yourself than you are.This was my own experience reading the two writers who have influenced me the most, Sigmund Freud and Ralph Waldo Emerson. They gave words to thoughts and feelings that I had never been able to render myself. They shone a light onto the world and what they saw, suddenly I saw, too. From Emerson I learned to trust my own thoughts, to trust them even when every voice seems to be on the other side. I need the wherewithal, as Emerson did, to say what’s on my mind and to take theinevitable hits. Much more I learned from the sage—about character, about loss, about joy, about writing and its secret sources, but Emerson most centrally preaches the gospel of self-reliance and that is/b436ae4d256db091cd1ac78ea.html what I have tried most to take from him. I continue to hold in mind one of Emerson’s most memorable passages: “Society is a joint-stock company, in which the members agree, for the better securing of his bread to each shareholder, to surrender the liberty and culture of the eater. The virtue in most request is conformity. Self-reliance is its aversion. It loves not realities and creators, but names and customs.”Emerson’s greatness lies not only in showing you how powerful names and customs can be, but also in demonstrating how exhilarating it is to buck them. When he came to Harvard to talk about religion, he shocked the professors and students by challenging the divinity of Jesus and the truth of his miracles. He wasn’t invited back for decades.From Freud I found a great deal to ponder as well. I don’t mean Freud the aspiring scientist, but the Freud who was a speculative essayist and interpreter of the humanc/b436ae4d256db091cd1ac78ea.htmlondition like Emerson. Freud challenges nearly every significant human ideal. He goes after religion. He says that it comes down to the longing for the father. He goes after love. He calls it “the overestimation of the erotic object.” He attacks our desire for charismatic popular leaders. We’re drawn to them because we hunger for absolute authority. He declares that dreams don’t predict the future and that there’s nothing benevolent about them. They’re disguised fulfillments of repressed wishes.Freud has something challenging and provoking to say about virtually every human aspiration. I learned that if I wanted to affirm any consequential ideal, I had to talk my way past Freud. He was—and is—a perpetual challenge and goad.Never has there been a more shrewd and imaginative cartographer of the psyche. His separation of the self into three parts, and his sense of the fraught, anxious, but often negotiablerelations/b436ae4d256db091cd1ac78ea.html among them (negotiable when youcome to the game with a Freudian knowledge), does a great deal to help one navigate experience. (Though sometimes—and this I owe to Emerson—it seems right to let the psyche fall into civil war, accepting barrages of anxiety and grief for this or that good reason.)The battle is to make such writers one’s ow n, to winnow them out and to find their essential truths. We need to see where they fall short and where they exceed the mark, and then to develop them a little, as the ideas themselves, one comes to see, actually developed others. (Both Emerson and Freud live out of Shakespeare—but only a giant can be truly influenced by Shakespeare.) In reading, I continue to look for one thing—to be influenced, to learn something new, to be thrown off my course and onto another, better way.My father knew that he was dissatisfied with life. He knew that none of the descriptions people had for h/b436ae4d256db091cd1ac78ea.htmlim quite fit. He understood that he was always out-of-joint with life as it was. He had talent: My brother and I each got about half the raw ability he possessed and that’s taken us through life well enough. But what to do with that talent—there was the rub for my father. He used to stroll through the house intoning his favorite line from Groucho Marx’s ditty “Whatever it is, I’m against it.” (I recently asked my son, now twenty-one, if he thought I was mistaken in teaching him this particular song when he was six years old. “No!” he said, filling the air with an invisible forest of exclamation points.) But what my father never managed to get was a sense of who he might become. He never had a world of possibilities spread before him, never made sustained contact with the best that had been thought and said. He didn’t get to revise his understanding of himself, figure out what he’d do best that might give the world some profit.:///b436ae4d256db091cd1ac78ea.htmlarMy father was a gruff man, but also a generous one, so that night at the kitchen table at 58 Clewley Road he made an effort to let me have the chance that had been denied to him by both fate and character. He gave me the chance to see what I was all about, and if it proved to be different from him, proved even to be something he didn’t like or entirely comprehend, then he’d deal with it.Right now, if you’re going to get a real education, you may have to be aggressive and assertive.Your professors will give you some fine books to read, and they’ll probably help you understand them. What they won’t do, for reasons that perplex me, is to ask you if the books c ontain truths you could live your lives by. When you read Plato, you’ll probably learn about his metaphysics and his politics and his way of conceiving thesoul. But no one will ask you if his ideas are good enough to believe in. No one will askyo/b436ae4d256db091cd1ac78ea.htmlu, in the words of Emerson’s disciple William James, what their “cash value” might be. No one will suggest that you might use Plato as your bible for a week or a year or longer. No one, in short, will ask you to use Plato to help you change your life.That will be up to you. You must put the question of Plato to yourself. You must ask whether reason should always rule the passions, philosophers should always rule the state, and poets should inevitably be banished from a just commonwealth. You have to ask yourself if wildly expressive music (rock and rapand the rest) deranges the soul in ways that are destructive to its health. You must inquire of yourself if balanced calm is the most desirable human state.Occasionally—for you will need some help in fleshing-out the answers—you may have to prod your professors to see if they take the text at hand—in this case the divine and disturbing Plato—to be true. And you wil/b436ae4d256db091cd1ac78ea.htmll have to be tough if the professor mocks you for uttering a sincere question instead of keeping matters easy for all concerned by staying detached and analytical. (Detached analysis has a place—but, in the end, you’ve got to speak from the heart and pose the question of truth.) You’ll be the one who pesters his teachers. You’ll ask your history teacher about whether there is a design to our history, whether we’re progressing or declining, or whether, in the words of a fine recent play, The History Boys, history’s “just one fuckin’ thing after another.” You’ll be the one who challenges your biology teacher about the intellectual conflict between evolution and creationist thinking. You’ll not only question the statistics teacher about what numbers ca n explain but what they can’t.Because every subject you study is a language and since you may adopt one of these languages as your own, you’ll want to know how to speak itexper/b436ae4d256db091cd1ac78ea.htmltly and also how it fails to deal with those concerns for which it has no adequate words. You’ll be looking into the reach of every metaphor that every discipline offers, and you’ll be trying to see around their corners.The whole business is scary, of course. What if you arrive at college devoted to pre-med, sure that nothing will make you and your family happier than a life as a physician, only to discover that elementary-school teaching is where your heart is?You might learn that you’re not meant to be a doctor at all. Of c ourse, given your intellect and discipline, you can still probably be one. You can pound your round peg through the very square hole of medical school, then go off into the profession. And society will help you. Society has a cornucopia of resources to enc ourage you in doing what society needs done but that you don’t much like doing and are not cut out to do. To ease your grief, society offer/b436ae4d256db091cd1ac78ea.htmls alcohol, television, drugs, divorce, and buying, buying, buyi ng what you don’t need. But all those too have their costs.Education is about finding out what form of work for you is close to being play—work you do so easily that it restores you as you go. Randall Jarrell once said that if he were a rich man, he would pay money to teach poetry to students. (I would, too, for what it’s worth.) In saying that, he (like my father) hinted in the direction of a profound and true theory of learning.。

（完整word版）现代大学英语精读5课后翻译

（完整word版）现代大学英语精读5课后翻译现代大学英语精读5课后翻译Lesson 1 Where Do We Go from Here1. A white lie is better than a black lie,一个无关紧要的谎言总比一个善意的谎言要好。

5.It is precisely this collision of immoral power with powerless morality which constitutes the major crisis of our times.正是这种邪恶的权力和没有权势的道义的冲突构成了我们时代的主要危机。

6.Now, early in this century this proposal would have been greeted with ridicule and denunciation, as destructive of initiative and responsibility.在本世纪之初，这种建议会受到嘲笑和谴责，认为它对主动性和责任感起到负面作用。

现代大学英语精读5课文翻译。。

．一座孤零零的小山在俄克拉荷马的草原上拔地而起，它的西面和北面是维奇塔山脉。

对于我们克尔瓦人来说，它是个古老的界标，我们给它取名叫雨山。

这里有世界上最恶劣的天气。

冬季有大暴风雪，春季就刮起了飓风，到了夏季，草原热得就像铁砧一样。

草变得又脆又黄。

沿着河流和小溪，是长长的绿带，有一排排的山核桃树、柳树和金缕梅。

从远望去，七八月里的树叶热得冒烟，犹如在火中挣扎。

高高的草地上到处都是大个儿的黄绿色的蚱蜢．像玉米花一样爆裂开，刺得人痛。

乌龟在红土地上爬行，不知要去何处。

寂寞荒凉是这里的一大特点。

草原上的一切都是疏离开来的，所见之物不会混杂在一起让人看不清楚。

要么只是一山，要么只是一树、一人。

清晨，太阳在你的背后冉冉升起，此时观看大地，你会失去平时的比例感。

你会张开想像的翅膀，并认定这就是上帝造设宇宙的起始点。

2．我七月回到了雨山。

我祖母于春季去世，我是想去她的墓地。

她活得很老，最后因虚弱而死。

她死的时候，是她现在惟一活着的女儿陪伴着她。

听说她死时的脸像张孩子的脸。

3．我喜欢把她看作孩子。

她出生时，俄克拉荷马人正生活在其所史上鼎盛时期的最后阶段。

一个多世纪以来，他们掌控着从斯莫克山河到红河那片空旷的山脉，掌控着从加拿大河流的源头到阿肯色河和西马隆河交汇处的地域。

他们与科曼斯人一道，统治着整个南部平原。

发动战争是他们神圣的职责．他们是世人所知的最优秀的骑手。

然而，对于克尔瓦人来说，作战更多是因为这是他们的习惯，而非为了生存。

他们从来都不理解美国骑兵残酷的进攻。

当最后四分五裂、弹尽粮绝时，他们便冒着冰凉的秋雨来到斯代克特平原，陷入了恐慌。

在帕罗多罗坎，他们的弹粮被抢劫一空，只剩下了性命。

为了拯救自己，他们在福特西尔投降，被监禁在一个石头堆砌的牛马棚。

现在，这里已经是个军事博物馆了。

我的祖母得以豁免那高高的灰墙里的羞辱，因为她是在此事件8年或10年后出生的。

但自出生起，她就已经懂得失败给人带来的苦难．这使那些老战士们百思不得其解。

现代大学英语精读5 Before_and_After_September_11课文翻译译文

“9. 11”事件前后泰?摩西As the ruins of the World Trade Towers smoldered at the southern end of Manhattan and the breeze stirred the ashes of thousands of human beings, a new age of anxiety was born. If someone had slept through September 11 and awakened, Rip Van Winkle-like today, he would open his eyes on an astonishing new landscape.1．世贸大厦双塔的废墟还在曼哈顿区南端闷燃，微风将几千人的身躯化成的灰烬吹起，一个新的焦虑时代由此开始。

如果有人在9月11日那天像瑞普?凡?温克尔那样恰好睡去，一觉醒来，眼前的这一派景象定让他瞠日结舌。

Guardsmen toting M-16s are stationed at our airports. The president of the United States attends a World Series game and the airspace over Yankee Stadium is closed, a line of snipers positioned on the stadium rooftop. The vice-president's safekeepers whisk him from place to place, just as his arch-nemesis Osama bin Laden is presumably moved from cave to cave halfway across the world. Anthrax panic sends Congress running from its chambers.2．机场里驻进了背着V-16自动步枪的国民警卫队员。

大学英语精读第5册课文全文翻译

大学英语精读第5册课文全文翻译大学英语精读第5册和第6册全文课文翻译一番说教 A Kind of SermonIt is probably easier for teachers than for 也许老师比学生更容易理解，为什么学students to appreciate the reasons why learning 生在掌握了英语基本结构和句型后英语学English seems to become increasinglydifficult once习反而变得越来越困难了。

学生们自然感到the basic structures and patterns of the language惊奇并失望地发现本来应该变得越来越容have been understood. Students are naturallysurprised and disappointed to discover that a 易的学习过程却完全不是那么回事。

process which ought to become simpler does not 学生们并不感到多少安慰，在知道老师appear to do so. 在其努力所产生的效果似乎不及一开始明 It may not seem much consolation to point out显也会灰心丧气。

他发现那些学生很容易去that the teacher, too, becomes frustrated when his教，为他们能把所学的知识很快的用于实efforts appear to produce less obvious results. Hefinds that students who were easy to teach, because 践。

可现在，他们却面对前阶段中从未学过they succeeded in putting everything they had been 的大量生词，惯用法显得踌躇不前。

现代大学英语精读5第一课中英文对照

现代大学英语精读5第一课中英文对照Martin Luther King Speech - Where do we go from hereNow, in order to answer the question, "Where do we go from here?" which is our theme, we must first honestly recognize where we are now. When the Constitution was written, a strange formula to determine taxes and representation declared that the Negro was 60 percent of a person. Today another curious formula seems to declare he is 50 percent of a person. Of the good things in life, the Negro has approximately one half those of whites. Of the bad things of life, he has twice those of whites. Thus half of all Negroes live in substandard housing. And Negroes have half the income of whites. When we view the negative experiences of life, the Negro has a double share. There are twice as many unemployed.The rate of infant mortality among Negroes is double that of whites and there are twice as many Negroes dying in Vietnam as whites in proportion to their size in the population.现在,为了回答这个问题,“我们该何去何从呢?”是我们的主题,我们首先必须坦白承认我们现在是在什么地方。

高英(现代大学英语)精读5paraphrase原文+译文

1.The job of arousing manhood within a people that have been taught for so many centuries that they are nobody is not easy. It is no easy job to educate a people who have been told over centuries that they were inferior and of no importance to see that they are humans, the same as any other people.2.Psychological freedom, a firm sense of self-esteem, is the most powerful weapon against the long night of physical slavery. If you break the mental shackles imposed on you by white supremacists, if you really respect yourself, thinking that you are a Man, equal to anyone else, you will be able to take part in the struggle against racial discrimination.3.The Negro will only be free when he reaches down to the inner depths of his own being and signs with the pen and ink of assertive manhood his own emancipation proclamation.The liberation of mind can only be achieved by the Negro himself/herself. Only when he/she is fully convinced that he/she is a Man/Woman and is not inferior to anyone else, can be he/she throw off the manacles of self-abnegation and become free.4.Power at its best is love implementing the demands of justice, and justice at its best is power correcting everything that stands against that stands against love.Power in the best form of function is the carrying out of the demands of justice with love and justice in the best form of function is the overcoming of everything standing in the way of love with power.5.At that time, economic status was considered the measure of the individual’s ability and talents.At that time, the way to evaluate how capable and resourceful a person was to see how much money he had made(or how wealthy he was).6.The absence of worldly goods indicated a want of industrious habits and moral fiber.A person was poor because he was lazy and not hard-working and lacked a sense of right and wrong.7.It is not the work of slaves driven to their tasks either by the task, by the taskmaster or by animal necessity.This kind of work cannot be done by slaves who work because the work has to be done, because they are forced to work by slave-drivers or because they need to work in order to be fed and clothed.8.When the unjust measurement of human worth on the scale of dollars is eliminated.When the unfair practice of judging human value by the amount of money a person has got is done away with.9.He who hates does not know God, but he who has love has the key that unlocks the door to the meaning of ultimate reality. Those who harbor hate in their hearts cannot grasp the teachings of God. Only those who have love can enjoy the ultimate happiness in Heaven.10.Let us be dissatisfied until America will no longer have a high blood pressure of creeds and an anemia of deeds.Let us be dissatisfied until America no longer only talk about racial equality but is unwilling or reluctant to take action to end such evil practices racial as racial discrimination.1.I pictured this prodigy part of me as many different images, trying each one on for size.I imagined myself being different types of prodigy, trying to find out which type would best suit me.2.I had new thoughts, willful thoughts, or rather thoughts filled with lots of won’ts.Some new thoughts came to my mind, thoughts that I deliberately wanted to be disobedient, or to be more exact, thoughts that I would say lots of “ I won’t …” to my mother.3.The girl had a sauciness of a Shirley Temple.The girl was somewhat like Shirley Temple, a bit rude, but in an amusing way.4.It felt like worms and toads and slimy things crawling out of my chest, but it also felt good, as if this awful side of me had surfaced, at last. While saying these, I was scared as if some very unpleasant, horrible things had got out of my chest; but at the same time, I felt a bit delighted forI was finally able to make this awful part of me known to my mother.5.And I could sense her anger rising to its breaking point, I wanted to see it spill over.And I could feel that her anger was coming to the point where her endurance and self-control would collapse, but I wanted to see what exactly she would do when that happened.6.The lid to the piano was closed, shutting out the dust, my misery, and her dreams.When the lid to the piano was closed, it not only shut out the dust but also put an end to my misery and my mother’s dreams as well.1.Yet globalization… Is a reality, not a choice.However, as one report said, globalization “is now an ordinary fact of life, not something one can choose to have or not.”2.Popular factions sprout to exploit nationalist anxieties.Political groups favored by the general public have appeared in large numbers to take advantage of existing worries and uneasiness among the people about foreign “cultural assault.”3.Where xenophobia and economic ambition have often struggled for the upper hand.Where the two trends- the dislike and fear of things foreign and the desire to build China into one of a powerful, industrialized economy- have often contended with each other for dominance.4.Those people out there should continue to live in a museum while we will have showers that work. Those people in countries like China should continue to live a backward life while we ourselves will enjoya comfortable life with all modern facilities.5.Westernization is a phenomenon shot through with inconsistencies and populated by very strange bedfellows.Westernization is a concept full of self-contradictions and held by people of very different backgrounds and views.6.You don’t have to be cool to do it; you just have to have the eye.You don’t have to look fashionable or attractive in order to find out what will be the future trend; you only need to be observant and be able to make judgments about it.7.He was up in the cybersphere far above the level of time zones.He was playing the game on the Internet with people living in different parts of the world, an activity that goes far beyond the limit of time zones.8.In the first two weeks of business the Gucci Store took in a surprising $100,000.In the first two weeks after starting business in Shanghai, the Gucci Store made as much as $100,000, a surprisingly large amount of money.9.Early on I realized that I was going to need some type of compass to guide me through the wilds of global culture.Early before that/ From the very beginning I realized I was going to need some guidance that would lead me through the rich and wide variety of global cultures.10.The penitence may have been Jewish, but the aspiration was universal.The way of expressing repentance may have been characteristic of the Jews, but the desire for forgiveness from God was common to people of all cultures.1.Pianos and models, Paris, Vienna and Berlin, masters and mistresses, are not needed by writer. Unlike a pianist or a painter who must have a piano or hire models, or visit famous cities like Paris, Vienna and Berlin, or to be taught by masters and mistresses, a writer does not need all this.2.she would have plucked the heart out of my writing.Those conventional attitudes and beliefs( represented by the Angel) would have taken away the essence/ soul of my writing.3.Thus, whenever I felt the shadow of her wing or the radiance of her halo upon my page, I took up the inkpot and flung it at her. Thus whenever I felt the influence of traditional Victorian values and attitudes( about gender roles) on my writing, I fought back with all my power.4.For though men sensibly allow themselves great freedom in these respects, I doubt that they realize or can control the extreme severity with which they condemn such freedom in women.This is because, even though men readily allow themselves full freedom in speaking or writing about such as the body and passions, I don’t think they realize how severely they condemn or can control their extremely severe condemnation of, such freedom in women.5.Indeed it will be a long time still, I think, before a woman can sit down to write a book without findinga phantom to be slain, a rock to be dashed against.No doubt, it will still take a long time, as I believe, before women are finally able to enjoy the freedom of writing without having to fight those conventional values, beliefs and prejudices that are unfavorable to them.6. Even when the path is nominally open-when there is nothing to prevent a woman from being a doctor, a lawyer, a civil servant -there are many phantoms and obstacles, as I believe, looming in her way.Even though the path is now open to women in name only, when they have the freedom to choose to be a doctor, a lawyer, a civil servant, I believe that there still exist many false ideas and obstacles to impede a woman’s progress.7.You have won rooms of your own in the house hitherto exclusively owned by men.By fighting against the Angel in the House and through your painstaking efforts, you have gained a position and some freedom in a society which has so far been dominated by men.1.It took me a long time and much painful boomeranging of my expectations to achieve a realization everyone else appears to have been born with: that I am nobody but myself.It took me a long time to get rid of illusions and realize the simple and apparent truth that I am nobody but myself. It was a painful process. I started with high expectations only to be deeply disappointed and thoroughly disillusioned.2.And yet I am no freak of nature, nor of history. I was in the cards, other things having been equal (or unequal) 85 years ago. I am perfectly normal physically and I am a natural product of history; my growth reflects history. When things seemed likely to happen to me, other things has been equal (or unequal) 85 years ago.3.Abouteighty-five years ago they were told that they were free, united with others of our country in everything pertaining to the common good, and in everything social, separate like the fingers of the hand.About85 years ago, they were told that they were freed from slavery and became united with the white people in all the essential things having to do with the common interests of our country, but in social life the blacks and whites still remain separated.4.In those pre-invisible days I visualized myself as a potential Booker T. Washington.Inthose days before I realized I was an invisible man, I imagined that I would become a successful man like Booker T. Washington.5.Iwanted at one and the same time to run from the room, to sink through the floor, orgo to her and cover her from my eyes of the others with my body; to feel the soft thighs, to caress her and destroy her, to love her and murder her.Onthe one hand, I felt so embarrassed that I wanted to run away from the ballroom. On t he other hand I took pity on the girl and so wanted to protect the naked girl from the eyes of the other men.I wanted to love her tenderly because she was an attractive girl, but at the same time I wanted to destroy her because after all she was the immediate cause of our embarrassment.6.Should I try to win against the voice out there Would not this go against my speech , and was not this a moment for humility, for nonresistanceIfI should try my best and win the fight, then I would be winning against the bet of t hat white man, who shouted “I got my money on the big boy. " In that case I would not behave with humility, andyet my speech talked about humility as the essence of success. So maybe I should let that big boy win without putting up resistance, for this was time for me to show humility.7. “ Cast down your bucket where you are” - cast it down in making friends in every manly way of the people of all races by whom we are surrounded.Makefull use of what you have and do the best you can. Take this attitude in making frien ds in every honorable way, making friends with people of different races among whom we live.8.“Youweren't being smart, were you, boy" "We mean to do right by you, but you've got to know your place at all times.”Youwere not trying to seem clever in a disrespectful way, were you, boy We intend to do the right thing by setting you up as role model, but you must never forget who you are.1. And I was conscious of his superiority in a way which was embarrassing and led to trouble.I knew that Oppenheimer was a man of great talent his way of showing his talent at seminars caused uneasiness and resentment among people, especially among his fellow students.2.This did not seem to be the sort of anecdote that would go over especially well at a conferenc e devotes to poetry.Sincethose attending the conference were people devoted to poetry, such an anecdote, though interesting, might not be appreciated by the audience.3.Pittedagainst these excellent reasons for my not going to the conference were two others thatfinally carried the day.Thesewere two reasons for my going to the conference ser against the reasons for my not goi ng and they became decisive in my final decision.4.Heis, for me, one of those people whose writing about their writing is more interesting than their writing itself.Accordingto my view, Spender belongs to the group whose writings about their lives, experiences that is whose autobiographies, are more interesting than their literary works.5.Auden’sDirac-like lucidity, the sheer wonder of the language, and the sense of fun about serious things …Were to me irresistible. Like Dirac, Auden was outstanding in clarity. He was also outstanding in the powerful use of the language and the sense of fun about serious issues. All these greatly fascinated me.6.Spender’sjournal entry on his visit is fascinating both for what it says and for what it does not say.Spender’srecord of this visit is interesting not only because of the things he mentions but also because of the things he doesn’t say.7.Oppenheimer appears in Spender’s journal as a disembodied figure with no contextual relevance to Spender’s own life.In his book Spender fails to give a connected, complete picture of Oppenheimer and does nit mention that Oppenheimer’s background and situation has quite a lot to do with Spender.8.The real thing was much better.The real person looked much better than the pictures.9.One probably should not read too much into appearance.Maybe one should not attach too much importance to appearance.10. He had outlived them all, but was still under their shadow, especially that of Auden…He had lived longer than any of his more famous friends but traces or influences of these frie nds, especially those of Auden, could still be found on him.1. Your imagination comes to life, and this, you think,is where Creation was begun.Thelandscape makes your imagination vivid and lifelike, and you believe that the creation of the whole universe was begun right here.2.Butwarfare for the Kiowas was preeminently a matter of disposition rather than of survival, and they never understood the grim ,unrelenting advance of the . Cavalry.TheKiowas often fought just because they were good warriors, because they fought out of hab it, character, nature, not because they needed extra lands or material gains for the sake of surviving andthriving. And they could not understand why the . Cavalry never gave up pushing forward even when they had won a battle.3.Mygrandmother was spared the humiliation of those high gray walls by eight or ten years. Luckilymy grandmother did not suffer the humiliation of being put into a closure for holding a nimals, for she was born eight or ten years after the event.4. It was a long journey toward dawn, and it led to a golden age.They moved toward the east, where the sun rises, and also toward the beginning of a new culture, which led to the treatest moment of their history.5.Theyacquired horses, and their ancient nomadic spirit was suddenly free of the ground.Nowthey got horses. Riding on horseback, instead of walking on football, gave them this new freedom of movement, thus completely liberating their ancient nomadic spirit.6.Fromone point of view, their migration was the fruits of an old prophecy, for indeed they emerged from a sunless world.In a sense, their migration confirmed the ancient myth that they entered the world from a hollow log, for they did emerge from the sunless world of the mountains.7.TheKiowas reckoned their stature by the distance they could see, and they were bent andblind in the wilderness.Theirstature was measured by the distance they could see. Yet, because of the dense forests, they could not see very far, and they could hardly stand straight.8.Clustersof trees and animals grazing far in the distance cause the vision to reach away andwonder to build upon the mind. The earth unfolds and the limit of the land is far in the distance, where there are clusters of trees and animals eating grass. This landscape makes one see far and broadens one's horizon.9. Not yet would they veer southward to the caldron of the land that lay below;they must wean their blood from the northern winter and hold the mountains a while longer in their view.Theywould not yet change the direction southward to the land lying below which was like a large kettle. First they must give their bodies some time to get used to the plains. Secondly, they did not want to lose sight of the mountains so soon.10.Iwas never sure that I had the right to hear, so exclusive were they of all merely cu stom and company.Iwas not sure that I had any right to overhear her praying, which did not follow any c ustomary way of praying, add which I guess she did not want anyone else to hear.11. Transported so in the dancing light among the shadows of her room she seemed beyond the reach of time. But that was illusion; I think I knew then that I should not see her again.Inthis way she was entranced in the dancing light among the shadows of her room, and she seemed to be timeless(what sh represented would last forever)12.The women might indulge themselves; gossip was at once the mark and compensation of their servitude.On these special occasions, women might make loud and elaborate jokes and talk among themselves. Their gossip revaeled their position as servants of men and a reward for their servitude.。

大学英语精读5课后翻译（精选五篇）

大学英语精读5课后翻译（精选五篇）第一篇：大学英语精读5课后翻译Unit 1Mastering a large number of words is essential to achieving fluency in a foreign language.An unofficial, but often quoted, figure for the Cambridge First Certificate examiniation suggests that students with a vocabulary of less than 3,500 words are unlikely to be successful in the exam.Current research also suggests that native English speakers who have been educated up to 18 years old or beyond know at least 16,000 English words.And unless you already speak a language like Spanish or German, there are no short-cuts to a large vocabulary in English: you just have to rely on diligence and dedication.Of course you can figure out from the context the meanings of some new words you come across in your reading, but more often than not you have to look them up in a dictionary in order to be clear about their accurate meanings.A practicable way to pick up new words is, perhaps, to read a lot, preferably stories that you find interesting or exciting.It often pays to read the same book over and over again: each time you read it you will learn different new words, and the familiar context helps to fix them in your mind.Unit 21.I don’t think it is realis tic to turn to him for help.As a matter of fact, he himself is in need of help.2.More and more people are being awakened to the urgent need of combating air pollution.3.There are visible signs that some of the time-honored old traditions and values are no longer cherished by the young people.4.Many of us find the notion of a boundless universe hard to grasp.5.There being so many loopholes in the laws andregulations, it is little wonder that a handful of speculators got rich overnight.6.An unprecedented boom in tourism brought sudden prosperity to the small border town, which was formerly inhabited by only three hundred people.7.In the light of this information, that country already has the capabilities to make nuclear weapons.8.Regardless of repeated warnings from his friends, he staked all his money on high-risk ventures.Unit 3 If you started on some venture and failed, do not despair / lose heart.There is a world of difference between ‘I have failed three times’ and ‘I am a failure.’So long as you do not h old a negative concept of self or identify with failures but try to learn from them, you stand a good chance to succeed in the future.Did it ever occur to you that those who fail repeatedly are often victims of a poor self image?Often their failures are due to internal causes rather than external causes.Numerous cases have borne it out that if they can be induced to change their viewpoint and construct a positive self image, miraculous changes may take place in their performance.Success can come anytime—at thirty, forty or even after a lifetime of apparent failure.Early triumphs may be sweet, but success in later life often tastes even better.Unit 41.Somebody says that the best response to unfair criticisms is to forgive and forget.2.For God’s sake, why didn’t you call me?3.I kicked the door open with desperation, and found him lying in the bedunconsciously.4.The mechanician flung the tools with anger, never to continue.5.Mark was so childish that he left the meeting just because some representativescontested his ideas.6.She was thankful that she kept her job when most of her co-workers werelaid off.7.Courage, selflessness and strength of will stand out all over the Gadfly.8.If you build an extension to your house without the consent of the local planningauthorities, you will be ordered to demolish/pull down what you have built.Unit 5Scientists are a small group of people who are striving to gain insightinto nature and seek for laws in the superficial disorder.They have aspecial ability to think and analyze, and unlimited patience in observingand collecting date.However , not all scientific discoveries can beascribed to abilities and patience;they usually connect closely withcreative imagination.Of course, the leap of imagination is often thefirst step leading to discoveries.Moreover , scientists are famous fortheir honesty.They put a high premium on honesty, mainly because thathonesty is cardinal to their career.Every theory they put forward hasto be further tested.Every error and lie are sure to be found.So, iffinding some evidence contradiction with their ideas, scientists modifyeven abandon their ideas, instead of concealing them.In this way, theyaccumulate an immense amount of knowledge, which canhelp us understandourselves and surroundings better.Unit 61.The highlight of the circus performance was the panda’s representation.Its clumsyand funny acting amused all the spectators.2.It’s just as well you didn’t take the flight of Swiss Airline yesterday-it crashed onehour after taking off and all the 229 people on plane were killed.3.He never considered that when somebody wanted to help the handicapped girl, shewould feel ill at ease.4.As a person taking delight in controlling everything and getting interest fromordering, Charles adapted quickly the new role of the company’s general manger.5.In the past twelve years, Amy has learned to live depending on herself.She takesdelight in self-reliance and doing everything by herself.6.Amy refused to go out with Charles as a matter of course, because she disliked tobe treated as a handicapped person dependent on others.Unit 7One day, we received an invitation to my father’s birthday party.Jenny thought my father was reaching out to me for a reconciliation and we should accept the invitation.I was in the midst of abstracting an important case and in the virtual shadow of exams, so I just told her in the simplest possible terms that there would never be a reconciliation.My refusal obviously made Jenny very upset, but being a rational woman she didn’t quarrel with me.She just tried hard to persuade me.But this only filled me with fury, thinking that Jenny was just upsetting me deliberately.I must have gone out of my mind for I did something for which Iwould never forgive myself—I yelled at Jenny and hurled the phone at her.But the instant I did it I regretted.And when I turned to look at her, she was already gone.I went out and searched everywhere but Jenny was nowhere to be found.I was scared to death, not knowing what to do next.Just as I was about to give up, I caught sight of her sitting in front of our house.I went up to her and said, ‘Jenny, I’m sorry…’ but she cut off my apology and said, ‘Love means not ever having to say you’re sorry.’Unit 81.When I was a kid, I was so fascinated with the idea of travelling round the world that I would spend hours in my grandfather’s study spinning the globe and dreaming of the places I would like to visit.2.A time bomb exploded this afternoon in one of London’s biggest supermarkets, evoking a great panic among the population.3.Accompanied by his father, Bill went to the police station and confessed to the police officer that he had robbed an old man of his gold wathc two weeks before.4.After getting engaged to Jane, Stephen started working hard for the first time in his life.And before long he distinguished himself as a young theorectical physicist.5.Prof.Stone is distinguished for his sternness.But, to everyone’s surprise, the speech he made at his daughter’s wedding last Saturday was full of wit and humor.6.It’s amazing that so many people are willing to do voluntary work for the beefit of the community.Unit 101.The increasing prosperity of the country was in a large measure attributable to the government’s pursuit of a policy of economic reform.2.The black leader look it as his sacred obligation to fight hard all his life to achieve racial equality.3.The year 1976 saw the deaths of Premier Zhou En-lai, Marshal Zhu De and Chairman Mao Ze-dong, the three leading architects of thePeople’s Republic.4.On more t han one occasion I reminded the principal of his promise to stand up for the legitimate interests of retired teachers.5.The theme of the story is that a person’s destiny is closely tied up with that of the whold nation.6.The large fortune the young man fell heir to enabled him to live out his dream.第二篇：大学英语精读2课后翻译第三版Unit1 翻译1.她砰地关上门，一声不吭地走了，他们之间那场争执就此结束。

现代大学英语精读5课文翻译unit

女人的职业1 听说你们协会是有关妇女就业的。

协会秘书要我就职业问题谈谈自己的阅历。

不错，我是女人，我也正在就业。

可是我有些什么阅历呢？这个问题似乎很难回答。

我的职业是文学，文学给予女人特有的阅历比其他职业要少，舞台表演除外。

这是因为许多年前范妮•伯尼、阿普拉•贝恩、哈丽雅特•马蒂诺、简•奥斯丁、乔治•爱略特就在这条路上披荆斩棘了。

无数知名的、不知名的女人在我之前扫除了障碍，调整了我的步伐。

我开始写作时，这个职业已经不拒绝女性了。

写作是个高尚而无害的职业，家庭的安宁不会被钢笔的嚓嚓声打破，也不需要很多的经济投资。

花十六便士买的纸足够写下莎士比亚所有巨著--------假如你也有个莎士比亚的脑袋的话。

作家不需要有钢琴、模特儿，不要周游巴黎、维也纳和柏林，也不需聘请家庭教师。

纸张便宜也许是女人在写作领域比其他领域成功的原因。

2 言归正传吧。

我当作家的故事其实很简单，你们大可想象一个手执钢笔的姑娘坐在卧室，从左到右不停地写着，写着，从十点写到一点。

然后，她把这些稿件装进信封，贴上一便士邮票投进信筒。

我就是这样成为报纸撰稿人的。

第二个月的第一天---- 那对我是辉煌的一天--- 我竟收到编辑给我的信，还附了张一镑十六便士的支票。

可我多不懂生活的艰辛呀！我没用这钱买面包和黄油，买鞋子或袜子，或者付杂货店老板的欠单，而是用它买了一只漂亮的波斯猫，一只不久便令我陷入邻里唇枪舌战的小猫。

3 还有什么比写文章，比用稿费买小猫更容易呢？可是，等等！文章得表明见地。

记得那篇文章是评论某个著名作家小说的。

写那篇文章时我就发现，评论作品时我需要与一种幻影搏斗。

这个幻影就是女人。

多次交锋以后，感觉开始明晰，我借一首著名诗歌里女主人公之名，称她为“屋子里的天使”。

她横亘在我和稿纸之间，困绕我，折磨我，消耗我，令我最终忍无可忍，杀了她。

你们年轻一代比较幸运，可能没听说过她--------因而不知道何为“屋子里的天使”。

我简要地解释一下。

现代大学英语精读5课后句子解释和翻译

Lesson 11. A white lie is better than a black lie.一个无关紧要的谎言总比一个恶意的谎言要好。

1.To upset this homicide, ---Olympian manhood为了挫败这种蓄意培植的低人一等的心态，黑人必须直起腰来宣布自己高贵的人格。

2.with a spirit straining ---- self-abnegation黑人必须以一种竭尽全力自尊自重的精神，大胆抛弃自我克制的枷锁。

3.Striped of the right---- of this white power structure 被剥夺了决定自己生活和命运的权力，他只能听任这个白人权力结构所作出的决定的摆布。

这些决定是专断的，有时甚至是反复无常的。

4.what is needed is a realization---- sentimental and anemic: 必须懂得的是没有爱的权力是毫无节制，易被滥用的，而没有权力的爱则是多愁善感，苍白无力的。

5.It is precisely this collision --- of our times正是这种邪恶的权力与毫无权力的道义的冲突构成了我们时代的主要危机。

6.Now early in this century---and responsibility.在本世纪初，这种建议会受到嘲笑和谴责，认为它对主动性和责任感起负面作用。

7.Now we realize ---- against their will : 我们现在懂得，我们经济地的市场运作混乱，歧视盛行，迫使人们无事可作并违背他们的意愿，使他们长期失业或不断失业。

8.New forms of work--- are not available: 有必要创造对社会有好处的新的工作形式，提供给那些找不到传统工作的人。

9.It is not the work---necessity. animal necessity: Something necessary 必需品,The necessities of life include food, clothing, and shelter.生活必需品，包括食物，衣服，住处10.It is the work of men--- where want is abolished: 这是这样一类人的工作，他们通过某种方式找到了一种工作模式，这种模式出于自身需要，带来安全保障，并创造了一种废除了匮乏的社会形态。

现代大学英语精读5+全部课文+背景和段落大意

英语专业精读授课教案（第五册）Lesson One Where Do We Go from HereTeaching aims: 1. fully understand the article2. grasp the rhetorical device in the textTeaching difficulties: how to identify the rhetorical device in the sentence and understand theimplication for some sentencesTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:I. Background information:The 1960s were turbulent times for the United States. The anti-war movement, the Civil Right movement, the counter-culture movement, the feminist movement were all unfolding in this period of time. The civil Rights movement was a major movement which began with the Supreme Court decision of Brown v. Board of Education of Topeka in 1954 and the Montgomery bus boycott of 1955. Martin Luther King jr. (1929-1968), as a key leader of the movement, played a significant and irreplaceable role. His name is associated with the march on Washington in 1963 and his famous speech ― I have a dream‖, delivered in front of the Lincoln Memorial. He was awarded Nobel Peace Prize in 1964. this speech, delivered in 1967, in more on the side of reasoning and persuasion and less on emotional appeal. Thus his analysis of riots and revolution in the united states in his speech is sound and convincing. On the night of April4. 1968, King was shot dead, as he stood o the balcony of his hotel in Memphis, Tennessee.Part II. Details studies of the textPart III. Structure of the text:Part i. Para. 1—2 Martin Luther King link the theme of the speech with the question of "Where we are now". That is, in order to know where we go from here we must first recognize where we are now. Without knowing our present situation, how can we design a policy for the future?Part ii Para. 3--5 This is a transitional paragraph to call for all the African-American must ―rise up with an affirmation of his own Olympian manhood‖.Part iii (Para. 6--9) In this part the author puts forward the second task: how to organize thestrength of the Negro in terms of economic and political power. Then the author goes on to define power and points out the consequence of the misinterpretation of power.Part iv (Paras.10--15) This part deals with economic security for the Negro Americans. The speaker advocates guaranteed annual income which he thinks is possible and achievable. He also deals on the advantages of this security.Part v (paras. 16—20) In this part, Martin reaffirms his commitment to nonviolence. He explains why he thinks violence is no solution to racial discrimination. He refutes the idea of Black revolution.Part vi (para 21—25) In this part, Dr. King raises a fundamental question—the restructuring of the whole of American society. He points out that the problem of racism. The problem of economic exploitation and the problem of war are tied together. They are the triple evils of the society.Part vii. (para 26—28) This part serves as the concluding remark for the speech: we shall overcome.Lesson Two Two KindsTeaching aims: 1. fully understand the article2. present their viewpoint on generation gapTeaching difficulties: how to identify the development of a storyTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Background information:The Joy Luck Club, from which ―Two Kinds‖ is taken, explores conflicts between two generations and two different cultures. Set in China and in the United States, the novel is woven by stories of four Chinese mothers and their four daughters. Four Chinese women, who have just arrived in the United States and who are drawn together by the shadow of their past—meet in San Francisco to play mah-jongg, eat dim sum and tell stories. They call their gatherings the Joy Luck Club. While they place high hopes on their daughters, the youger generation think of themselves as Americans and resist their mothers’ attempts to change them into obedient Chinese daughters. Only after they have grown up and become more mature do they realize that the legacy left by their mothers is animportant part of their lives, too. The noivel stayed on the best-selling book list of The New York Times for 9 months. A finalist for the national Book Award and the National Book Critics Circle Award, it has been translated into about 20 languages and made into a Hollywood movie.Part II. Detailed Study of the TextPart III. The Structure of the text:Part i (paras.1—3) the beginning part of the story provides the reader with some background information. It tells about the mother and her hopes for her daughter. This paves the way ofr the development of the conflict between the daughter and the mother.Part ii(paras.4—11)this part is about the mother’s unsuccessful attempt to change her daughter into a Chinese Shirley Temple. In the beginning the child was as excited as the mother about becoming a prodigy. At this point, the conflict between mother and daughter was not visible.Part iii(paras12—20) in this part we learn that the mother was trying very hard to train her daughter to be a genius. As the tests got more and more difficult, the daughter lost heart. She decided that she would not let her mother change her. This change of attitudes would lead to the gradual development of the conflict.Part iv (paras 21—28) while watching a Chinese girl playing the piano on an Ed Sullivan Show, a new idea flashed into the mother’s head. With the new plan introduced, the ocnflict would develop further.Part v (paras 29—46) it tells about how the girl was made to learn the piano under the instructions of Old Chong. The relationship between mother and daughter was getting more and more tense.Part vi (para.47—60) Jing-mei was to perform in a talent show held in the church. Jing-mei started all right and soon made a mess of her performance. Undoubtedly this was a heavy blow to her mother. The crisis of the story is about to come.Part vii (para 61—76) the girl assumed that her failure at the show meant she would never have to play the paino. Yet two days later her mother urged her to practice as usual. She refused and the mother insisted. They had the most fierce quarrel they had ever had. This is the crisis or climax of the story.Part viii( 77—93) this concluding part is narrated from a different point of view. Now the daughter had grown up form a little girl to a mature woman.Part IV. Discussion about generation gap.Part V. Complete the exercises of the text.A report about generation gapLesson ThreeGoods Move. People Move. Ideas Move. And Cultures Change.Teaching aims: 1. fully understand the article2. How to develop an argumentTeaching difficulties: how to develop an argumentTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Lead-in : Globalization has become one of those words with the highest frequency of appearance but at the same time it is also a most controversial issue in terms of content, implication and consequence. Since the early 1990s, globalization has developed rapidly and brought great changes to the world. However, groups of people for various reasons oppose globalization and point to the negative effects of globalization. So when we face an article of such an important and sensitive issue, we are apt to ask:What is the author’s attitude towards globalization? What makes her adopt such an attitude? How does she present her argument?Part II. Detailed study of the textPart III. Structure of the textPart i (para 1—3) Globalization is a reality but it is not something complietly new. What is new is the speed and scope of changes.Part ii (para 4—6) this part deals with different views on globalization.Part iii (para 7—9) three points are made in this part:a. Westernization is not a straight road to hell, or to paradise either.b. Cultures are as resourceful, resilient, and unpredictable as the people who compose them.c. Teenagers are one of the powerful engines of merging global cultures.Part iv (para 10—13) this part tells of the author’s experience with Amanda Freeman.Part v (para 14—19) in order to prove fusion is the trend, the author used Tom Soper and mah-jongg as an example.Part vi(para 20—24) this part describes the cultural trends in Shanghai.Part viii( para25—28) the author used the experience at Shanghai Theatre Academy to illustrate the point that the change is at the level of ideas.Part ix (para 29—34)the author in this part introduced Toffler’s view on conflict, change and world order.Part x (para35—36)the main idea is there will not be a uniform world culture in the future; the cultures will coexist and transform each other.Part xii(37—39) the author again used an example in Shanghai to illustrate the transformation of culture.Part IV. Complete the exercises in the textbookPart V. collect their viewpoints about attitude towards globalizaion.Lesson FourProfessions for WomenTeaching aims: 1. fully understand the article2. grasp the rhetorical device in the textTeaching difficulties: how to understand the poetic and symbolic sentences in the articleTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Background information:Virginia Woolf is generally regarded as one of the greatest writers of modernism as well as one ofthe pioneers of women’s liberat ion from patriarchy. She is known for her experimentation and innovation in novel writing. In her novel, emphasis is on the psychological realm of her characters and the moment-by-moment experience of living, which are depicted by the techniques of interior monologue and stream of consciousness. In this essay, Virginia Woolf gives a clear and convincing presentation of the obstacles facing professional women.Part II. Detailed study of the textPart III. General analysis of the textPara 1: In the profession of literature, the author finds that there are fewer experiences peculiar to women than in other profession because many women writers before her have made the road smooth.Para 2: the author responds to the host’s suggestion that she should tell th e audience something about her own professional experiences. So she now tells her own story –how she became a book reviewer when she was a girl.Para 3.the speaker focuses on the first obstacle to becoming a professional women writer. She uses a figure of speech ―killing the Angel in the House‖ in describing her determination to get rid of the conventional role of women in her writing.Para 4. after the Angel was dead, the question which remains to be answered is ―what is a woman?‖ it is a transitional link between the quthor’s first and second experience.Paragraph 5. In this paragraph the author talks about her second experience in her profession of literature. As a novelist, she wished to remain "as unconscious as possible" so that nothing might disturb or disquiet the imagination. But she was faced with the conflict between her own approach to art and the conventional approach expected of her by male critics. She believed that sex-consciousness was a great hindrance to women's writing. To illustrate this point, she employs a second figure of speech, "the image of a fisherman lying sunk in dreams on the verge of a deep lake."Para 6. This paragraph sums up the author's two experiences, pointing out that the second obstacle is more difficult to overcome than the first. Women have many prejudices to overcome in the profession of literature and especially in new professions that women are entering.Para.7. In this last paragraph Woolf concludes her speech by raising some important questions concerning the new role of women and the new relationship between men and women.Part IV. Complete the exercise of the textPart V. a report on the professional women in ChinaLesson FiveLove Is a FallacyTeaching aims: 1. fully understand the article2. grasp the rhetorical device in the textTeaching difficulties: how to identify the rhetorical device in the sentence and understand theimplication for some sentencesTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Lead-in:This is a humorous essay in which the narrator tells his failure to win the heart of a young woman with the force of logic, which therefore proves to him that "love is a fallacy"--"it is inconsistent with logic."Part II. Detailed study of the textPart III. Question on Appreciation:1.How did the narrator describe himself? What does it show? How does the author bring out the pomposity of the narrator? What makes the satire humorous?2.why was the narrator interested in Polly Espy? What kind of girl was she.3. How did the narrator's first date with Polly Espy go?4. How does the language used by Polly strike you? Find some examples from the text and explain what effect her language creates.5. Why did the narrator teach Polly Espy logic? Did he succeed?6. Did the narrator love Polly Espy? How did he try to "acquaint her with his feeling"?7. How did Polly respond to the narrator's arguments for going steady with her? Why did she reject him? What does it show? As the story progresses, Polly turned out to be smarter than thenarrator had previously thought. How does this contrast contribute to the humor of the piece?Part IV complete the exercise in the textLesson SixLife Beyond EarthTeaching aims: 1. fully understand the article2. learn to analyze the textTeaching difficulties: how to learn to analyze the text and understand the implication for some sentencesTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. General introduction:The author deals with recent developments in the search for alien organisms. He discusses various arguments about alien civilization. He does not think that such belief and search is irrational or even crazy. He writes that most people with such belief ―operate from the same instinct, which is to know the truth about the universe‖. At the same time he maintains a scientific attitude, pointing out that although there are many persuasive arguments, there is still no hard evidence to prove the existence of alien life. Yet he does not stop there. He further points out that since the world we live in—the only inhabitable world in the universe so far—is still far from perfect, people in the world need to direct more energy to making it better. Life on Earth is his greater concern.Part II. Detailed study of the text:Part III. Organization of the piece:1. Analysis of the text:(1) Paras. 1--2 the emergence of life(2) Para. 3 (transition) What else is alive out(3) Paras. 4--10 search for life(4) Paras. 11--23 search for intelligence(5) Paras. 24--42 Mars.(6) Paras. 43--45 Dyson's argument(7) Paras. 46--52 conclusion2. Questions to discuss:1) What do you think of the opening paragraph? Does the author begin the article in a forceful way?2)What role does this paragraph play? What is meant by "the enveloping nebula of uncertainties"? What is the contrast involved as imroduced by "despite"?3) What new idea is introduced in Paras. 17--19?4) Comment on the first sentence in Paragraph 21.5) Comment on the role of Paragraph 35.6) What is the conclusion of the author? What would the author expect of people investigating extraterrestrial life?Lesson SevenInvisible ManTeaching aims: 1. fully understand the article2. grasp the implied meaning of some sentencesTeaching difficulties: how to identify the implied meaning in the sentenceTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Background Information:1. about the author2. about the articlePart II. Detailed study of the textPart III. Analysis of the text:Para 1. From this opening paragraph we readers can learn a number of important things:(l) By saying "It goes a long way back, some twenty years," the author tells us that the story took place in the past.(2) The "I' here is the narrator, not the author, of the story, and the author is using the first-person narration in telling the story. As we read On, we will find this narrator is also the main character, the protagonist, of the story.(3) Words like "I was looking for myself" and "I am nobody but myself" point out the central theme of the novel--searching for self-identity.Para. 2 This paragraph tells us a bit about the historical background against place. It also introduces a new character--the narrator's grandfather. On his deathbed, he said something that alarmed and puzzled the whole family.Para 3 This paragraph is about the tremendous effect of the grandfather's words upon the narrator, Those words became a constant puzzle for him. As the old man said these words ironically, the boy couldn't understand him. Although the grandfather did not appear in the battle royal scene or any other events in the rest of the book, his words haunted the narrator at every important moment in his life.Para 4 It tells us about the setting of the battle royal. The narrator was to give his speech at a smoker in a leading hotel in the town. The time is round 1950, the place is a hotel in a Southern town, and the occasion is a gathering of the leading white men of the town. Bearing these in mind will help us readers understand why things happened that way and what was the meaning of all this.Para. 5 Besides giving more details about the place, this paragraph introduces the people involved in the incident the town's big shots, who were "wolfing down the buffet food, drinking beer and whisky and smoking black cigars," and the other black boys who were to take part, who were "tough guys".Para 6 to 9 The main body of the battle royal incident is from Paragraph 4 to paragraph 9. It can be further divided into 4 subsections: the naked white girl's dance; the fight itself; the grabbing for the prize money; the narrator's speech. Paragraphs 6 to 9 form the first subsection in which the author describes the white girl's dance.Paras. 10--28 They form the second subsection of the battle royal incident violent and brutalfight itself. Pay attention to the use of specific words narration realistic and vivid.Paras. 29--46 They describe how the white men further humiliated the black boys even after the battle royal was over. Instead of giving the money the boys were supposed to get for their performance, the white men made fun of them by making them scramble for the money on an electrified rug. This part adds to the general chaos of the whole scene.Para 47--90 They form the last subsection of the whole battle royal incident. In this part the narrator finally got his chance to deliver his well-prepared speech. However, in the middle of his speech, he made a mistake, but everything went well in the end and he was given an award--a scholarship for college.Para. 91—94 They bring the story to a final end. The narrator was overjoyed with his triumph, and that night he dreamed of his grandfather and awoke with the old man’s laughter rining in his ears.Part IV. Complete the exercise in the textPart V. Do some translation work.Lesson EightThe Merely Very GoodTeaching aims: 1. fully understand the article2. grasp the development of the textTeaching difficulties: how to analyze the development of the article and the implied meaning for some sentencesTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Information on the author:Jeremy Bernstein(1929- ): professor of physics and writer. After getting his Ph. D. in physics at Harvard, he spent time at the institute for advanced study in Princeton and at the National Science Foundation. He taught physics for 5years at New York University and then at Stevens Institute of Technology, Hoboken, New Jersey.But Jeremy Bernstein has also spent more than 30 years on the staff of The New Yorker magazine, writing mostly about physics, computers, and other topics in physical science. He moves as comfortably among sentences and paragraphs as among equations.Part II. Detailed study of the text:Part III. Questions about the article1. Oppenteimer is called ― Father of the Atomic Bomb‖ and had been in charge of the Los Alamas nuclear laboratory for many years. Yet the author considers him as merely very good. Do you think the author is right and fair in relegating Oppenheimer to the merely very good?2. Do you think it is right to say to be highly focused or not is the cause separating the great ones from the merely very good? What is your view?3. How does the author manage to bring the people he wants to compare into the article?O ppenheimer’s anecdote: Oppenheimer and dirac meetingGottingen, talking about poetry and physicsHis decision to go to the conferenceSpender’s being at the conference—Spende r’s obsession with Auden—great versus merely very good.4.How does the author develop the article?He uses the 1981 conference as the benchmark and goes back to earlier times and in the last two paragraphs returns the scene to the time of writing. This technique of montage is used largely in cinema.For example:The 1981 conference and the author’s indecision—(flashback to 1925—1927) earlier life of Oppenheimer and his relations with Dirac—(back to 1981) the author’s decision: Spender and Auden—(flashback)Spender and Oppenheimer(1956)—(1958)Oppenheimer, Dirac and the author—(back to 1981) meeting with Spender—(bringing the scene to 1996) concluding remarks.Lesson NineThe Way to Rainy MountainTeaching aims: 1. fully understand the article2. grasp the rhetorical device in the textTeaching difficulties: how to identify the rhetorical device in the sentence and understand theimplication for some sentencesTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. About the AuthorN. Scott Momaday was born in Lawton, Oklahoma in 1934. Momaday belongs to a generation of American Indians born when most tribal communities had long ceased to exist as vital social organizations. His Kiowa ancestors shared with other Plains Indians the horrors of disease, military defeat, and cultural and religious deprivation in the 19th century. Their only chance of survival was to adapt themselves to new circumstances. Momaday’s grandfather, for example, adjusted to changing conditions by taking up farming, a decision pressed upon him by the General Allotment Act of 1887.Part II. Detailed study of the textPart III. The analysis of the textPara 1. the opening paragraph of the essay is a lyrical description of the author’s ancestral land, which plays a key role in his exploration of his Kiowa identity.Para 2. the author explains his purpose of his visit to Rainy Mountain: to be at his grandmother’s grave.Para 3. it sums up the history of the Kiowas as a Plains Native culture—the golden time and the decline in their history.Para 4. it is about how the Kiowas migrated from western Montana and how the migration transformed the Kiowas.Para 5. the author returns to his grandmother again. Since she is the immediate reason for him to come to Rainy Mountain, she is the link between the author and his ancestors.Para 6. The Kiowas felt a sense of confinement in Yellowstone, Montana.Para 7. this paragraph is a depiction of the landscape which they came upon when they got out of the highlands in Montana.Para 8. in this para the author describes Devil’s Tower and tells the Kiowas’s legend about it.Para 9. the author tells about the last days of the Sun Dance culture by using his grandmother as a witness.Para 10. for the first time, the author concentrates only on his grandmother’s story rather than mixing it with the history of the whole Kiowa tribe. Also for the first time, the author shifts the focus of depicting the lanscape to describing a person—his grandmother Aho as an old woman.Para 11—12 paragraph 11 is about the old houses at Rainy Mountain, which the author’s grandmother and other Kiowas used to live in, but which are now empty. This paragraph serves as a transition between the depiction of Grandma Aho and the reunion at her house.Para 11 and 12 describe the reunions that were once held at the grandmother’s house when the author was a child. We can see the author accepts change and loss as facts of life. He neither denies nor defies them. Imagination helps him strike a balance between them. So, after depicting his dead grandmother’s old house, he brings to life the joy and activity that once filled it. As a child Momaday took part in those events. By re-creating those scenes, he reminds himself of who he is.Part IV. Complete the exercise of the text。

现代大学英语精读5翻译

第三课T1. Today we are in the throes of a worldwide reformation of cultures, a tectonic shift of habits and dreams called, in the curious vocabulary of social scientists, “globalization〞. (Para.1)今天我们正经历着一种世界围文化剧变的阵痛,一种习俗与追求的构造性变化,用社会科学家奇特的词汇来称呼这种变化,就叫“全球化〞.T2. Whatever their backgrounds or agendas, these critics are convinced that Western—often equated with American—influences will flatten every cultural crease, producing, as one observer terms it, one big “McWorld〞. (Para.4)不管他们的背景和纲领如何,这些对全球化持反对态度的人深信西方的影响—往往等同于美国的影响—会把所有文化上的差异一一压平,就像一位观察家所说的,最终产生一个麦当劳世界,一个充满美国货和表达美国价值观的世界.T3. But I also discovered that cultures are as resourceful, resilient, and unpredictable as the people who pose them. (Para.8)不过我也发现文化就如同构成文化的民族一样,善于随机应变,富有弹性而且不可预测.Tr.-4 It’s r eally hard to be original these days, so the easiest way to e up with new stuff is to mix things that already exist. (Para.13) 现今创新极为困难。

现代大学英语5册课后翻译

lesson71. Live with your head in the lion’s mouth…or bust wide open.你要在虎口里求生，我要你对他们唯唯诺诺、笑脸相迎，只有让他们丧失警惕，才能战胜他们。

你要对他们百依百顺，叫他们彻底完蛋。

让他们吞掉你们吧，直到撑得他们呕吐，肚子破裂。

2. My teeth chattered, my skin turned to goose flesh, my knees knocked: 我的牙齿直打战，浑身起鸡皮疙瘩，膝盖也在发抖。

3. I w ant you to run across at the bell…I’m going to get you.铃声一响，你就给我跑过去，照准他的肚子狠狠地揍。

你不打他，我就打你。

4. I strained to pick up the school superintendent’s voice…familiar sound.我竖起耳朵，竭力想听出督学的声音，似乎从他那稍微熟悉的声音中可以得到一点安全感。

5. I moved carefully, avoiding blows, although not too many to attract attention.我小心翼翼地移动着身体，躲避攻击，但我又不能做得过分，否则会引起注意。

6. ….there were no rounds, no bells at three minute intervals to relieve our exhaustion.烟呛得人无法忍受，我们混乱的厮打根本不分回合，更没有隔三分钟摇铃一次的间歇让我们喘气。

7. Hardly had the bell stopped ringing in my years tha n…toward me.耳朵里的铃声还没断，第二遍铃声就当的一声响起来了，只见那大个子迅速超我扑过来。

8. A blow to my head as I danced about sent my right eye popping…my dilemma.我正在左右跳动，忽然一拳打在我的头上，我的右眼像玩具跳偶一样暴了出来，这把我从进退两难中解脱了出来。

现代大学英语精读5(第二版)课文翻译(1-11课)

现代大学英语译文及练习答案一、Where_do_we_go_from_here我们向何处去？马丁.路德.金1．为了回答“我们向何处去”这一问题，我们现在必须明确我们的现状。

当初拟定宪法时，一个不可思议的公式规定黑人在纳税和选举权方面只是一个完整人的60%。

如今又一个匪夷所思的公式似乎规定黑人只盂交纳一个人应交税的50%，只享受一个人应享受的选举权利的50%。

对于生活中的好事，黑人大约只享有白人所享受的一半；而生活中的不愉快，黑人却要承受白人所面对的两倍。

因此，所有黑人中有一半人住着低标准的住房。

并且黑人的收入只是白人的一半。

每当审视生活中的负面经历时，黑人总是占双倍的份额。

黑人无业者是白人的两倍。

黑人婴儿的死亡率是白人的两倍，从黑人所占的总人口比率上看，在越南死亡的黑人是白人的两倍。

2．其他领域也有同样惊人的数字。

在小学，黑人比白人落后一至三年，并且他们的被白人隔离的学校的学生人均所得到的补贴比白人的学校少得多。

20个上大学的学生中，只有一个是黑人。

在职的黑人中75%的人从事低收入、单凋乏味的非技术性工作。

3．这就是我们的现状。

我们的出路在哪里?首先，我们必须维护自己的尊严和价值。

我们必须与仍压迫我们的制度抗争，从而树立崇高的不可诋毁的价值观。

我们再不能因为是自已黑人而感到羞耻。

几百年来灌输黑人是卑微的、无足轻重的，因此要唤起他们做人的尊严绝非易事。

4．甚至语义学似乎也合谋把黑色的说成足丑陋的、卑劣的。

罗杰特分类词典中与黑色相关的词有120个，其中至少60个微词匿影藏形，例如。

污渍、煤烟、狰狞的、魔鬼和恶臭的。

而与白色相关的词约有134个，它们却毫无例外都褒嘉洋溢，诸如纯洁、洁净、贞洁和纯真此类词等。

白色的(善意的)谎言总比黑色的(恶意的)谎言要好。

家中最为人所不齿的人是“黑羊”，即败家子。

奥西．戴维斯曾建议或许应重造英语语言，从而教师将不再迫不得已因教黑人孩子60种方式蔑视自己而使他们继续怀有不应有的自卑感，因教白人孩子134种方式宠爱自己而使他们继续怀有不应有的优越感。

大学英语精读5课文翻译

⼤学英语精读5课⽂翻译⼤学精读5课⽂翻译店铺已经整理好了，各位们，我们⼤家⼀起看看吧，欢迎各位阅读！⼤学英语精读5课⽂翻译 Never, ever give up! 永不⾔弃！ As a young boy, Britain's great Prime Minister, Sir Winston Churchill, attended a public school called Harrow. He was not a good student, and had he not been from a famous family, he probably would have been removed from the school for deviating from the rules. Thankfully, he did finish at Harrow and his errors there did not preclude him from going on to the university. He eventually had a premier army career whereby he was later elected prime minister. He achieved fame for his wit, wisdom, civic duty, and abundant courage in his refusal to surrender during the miserable dark days of World War II. His amazing determination helped motivate his entire nation and was an inspiration worldwide. 英国的伟⼤⾸相温斯顿·丘吉尔爵⼠，⼩时候在哈罗公学上学。

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当初拟定宪法时，一个不可思议的公式规定黑人在纳税和选举权方面只是一个完整人的60%。

如今又一个匪夷所思的公式似乎规定黑人只盂交纳一个人应交税的50%，只享受一个人应享受的选举权利的50%。

对于生活中的好事，黑人大约只享有白人所享受的一半；而生活中的不愉快，黑人却要承受白人所面对的两倍。

因此，所有黑人中有一半人住着低标准的住房。

并且黑人的收入只是白人的一半。

每当审视生活中的负面经历时，黑人总是占双倍的份额。

黑人无业者是白人的两倍。

黑人婴儿的死亡率是白人的两倍，从黑人所占的总人口比率上看，在越南死亡的黑人是白人的两倍。

2．其他领域也有同样惊人的数字。

在小学，黑人比白人落后一至三年，并且他们的被白人隔离的学校的学生人均所得到的补贴比白人的学校少得多。

20个上大学的学生中，只有一个是黑人。

在职的黑人中75%的人从事低收入、单凋乏味的非技术性工作。

3．这就是我们的现状。

我们的出路在哪里?首先，我们必须维护自己的尊严和价值。

我们必须与仍压迫我们的制度抗争，从而树立崇高的不可诋毁的价值观。

我们再不能因为是自已黑人而感到羞耻。

几百年来灌输黑人是卑微的、无足轻重的，因此要唤起他们做人的尊严绝非易事。

4．甚至语义学似乎也合谋把黑色的说成足丑陋的、卑劣的。

罗杰特分类词典中与黑色相关的词有120个，其中至少60个微词匿影藏形，例如。

污渍、煤烟、狰狞的、魔鬼和恶臭的。

而与白色相关的词约有134个，它们却毫无例外都褒嘉洋溢，诸如纯洁、洁净、贞洁和纯真此类词等。

白色的(善意的)谎言总比黑色的(恶意的)谎言要好。

家中最为人所不齿的人是“黑羊”，即败家子。

5．忽视黑人对美国生活的贡献从而剥夺其做人的权利的行径，早如美国诞生之时最早的史书所记，近如每日晨报所载，已有近200年之久。

为了挫败这种文化封杀，黑人必须奋起申明自己高贵的人格。

任何忽略这一要点的为黑人争取自由的运动都将行色匆匆，行将就木。

只要心灵被奴役．肉体就永远不会得到解放。

心理上的自由，即强烈的自尊感，是战胜肉体受奴役的漫漫长夜最强有力的武器。

林肯的《斛放宣言》和约翰逊的《人权法案》都不能完全带来这种自由。

黑人惟有发自内心并用坚定的人格的笔墨签下解放自己的宣言才会得到解放。

黑人必须竭尽全力以自尊自重的精神大胆抛弃自我否定的枷锁，对自己、对世界说，“我非等闲之辈。

我是人。

我是一个有尊严、有声誉的人。

我有丰富而非凡的历史。

耶是一段多么痛苦的受剥削的经历。

是的，我从祖先那里继承了我的奴隶身份，但我并不为此感到耻辱。

”是的，我们必须站起身来说。

“我是黑人，我因黑而美。

”黑人需要这种自我肯定，而白人对黑人所犯下的罪行使得这种自我肯定更显必要。

6.另一个主要的挑战是在经济和政治上如何增强我们的实力。

毋庸置疑，黑人极其需要这种合法的权力。

其实黑人所面临的一个严峻的问题就是权力匮乏。

从南方的老种植园到北方较新的居留地，黑人一直被迫过着一种无声无息且无权无势的生活。

由于被剥夺了决定自己生活和命运的权利，他们只能对这个白人权力机构做出的专断的、有时是匪夷所思的决定听之任之。

那些种植园和居留地是由掌权的人开辟的，既可限制那些无权的人又可使他们的无权状况延续下去。

因此，改变居留地的问题就是权力的问题 ---要求改变的权力和致力于维持社会现状的权力这两种力量之间的冲突。

对权力的恰当的定义即权力指实现目的的能力。

它意指能引发社会、政治、经济变化所需的力量。

沃尔特．罗依德曾为权力下过定义。

他说，“权力就是像汽车工人联合会这样的工会能使像通用汽车公司这样的世界上最强大的公司想说‘不’时说‘是’的能力。

这就是权力。

”7．现在我们中有许多人是传道者，且我们所有的人都有自己的道德信念和所关心的事，因此经常与权力有冲突。

如果使用得当，权力并没有什么问题。

然而，问题是有些哲学家曲解了它。

历史上的一大问题就是常把爱和权力的概念对立起来 ---把它们看作两极化的对立面---结果爱意味着放弃权力，而权力则意味着对爱的摒弃。

8．正是这种曲解使研究权力欲望的哲学家尼采拒绝基督教的爱的概念，又是这种曲解诱使基督教的神学家们以基督教的爱的思想的名义拒绝尼采的有关权力欲望的哲学。

现在我们必须得把这一曲解改正过来。

这需要认识到没有爱的权力是毫无节制、易被滥用的，而没有权力的爱则是多愁善感、苍白，无力的。

最理想的权力是实现公正所需的爱，最理想的公正是改正任何阻挠爱的权力。

这就是我们走向未来时必须要理解的。

事实表明在我们国家我们曾对此有过误解及模糊认识．并因此导致了美国黑人试图用没有爱和良知的权力实现他们的目标。

9．这使得今天为数不多的极端分子倡导黑人应从白人手中谋求夺取他们曾深恶痛绝的毁灭性的、无良知的权力。

正是这种不道德的权力和毫无权力的道德的冲突导致了我们这个时代的主要危机。

lO．我们必须制定计划推动我们国家实现有保障的年收入。

倘若是在本世纪初提出，这种建议或许会因为有损主动性和责任感而受到嘲笑和谴责。

当时经济地位被看作是衡量一个人的能力和才能的标准。

因此以那时的衡量标准，财物匮乏表明缺少勤劳的习惯和是非观念。

在对人的动机和我们的经济体制无序运作的理解上，我们已取得了很大的进步。

现在我们懂得是我们的经济市场运行混乱、歧视盛行才使得人们无所事事，从而使他们违背自己的意愿长期失业或不断失业。

今天，我希望出于良知，穷人将不再像从前那样因被标榜为卑微或无能而常常被解雇。

我们还必须懂得无论经济如何快速发展都无法消除一切贫困。

11．这一问题表明我们的工作重点必须是双重的。

我们既要提供全面就业又要创收。

无论如何，要想尽一切办法使人们成为消费者。

一但他们处于这样的位置，我们就必须关注个人的潜力不被浪费。

我们应为那些找不到传统工作的人开拓新的对社会有益的工作。

1879年亨利·乔治在他所著的《进步与贫穷》一书中就预见了这样的事态。

12．事实上，人们从事改善人类处境的工作，从事传播知识、增强实力、丰富文学财富以及升华思想的工作并不是为了谋生。

这与奴隶被迫做工有所不同。

奴隶做工不是被任务本身或工头所迫就是出于动物本能，而这种工作是它本身能为生活带来保障，并创造一种消除了匮乏的社会形态。

13．倘使能大规模地增加这种工作，我们可能会发现如果把住房和教育放在消除贫困之后，那么住房和教育问题会随着贫穷的消除而有所改善。

被改造成消费者的穷人会依靠自已的力量大举改善其恶劣的住房状况。

当有了额外的金钱这一武器，饱尝贫穷和种族歧视双重痛苦的黑人在他们反歧视的斗争中将会收到更大的成效。

14．此外，广泛的经济保障必然会带来许多积极的心理上的改变。

当命运掌握在自己的手中，并有财力寻求自我提高时，人的尊严就会达到巅峰。

当不再用金钱的天平不公正地衡量一个人的价值时，夫妻子女间的冲突就会减少。

15．现在我们的国家有此财力。

约翰·肯尼斯·加尔布来斯说每年只需200亿美元就可以实现有保障的年收入。

今天我想在此告诉你们，如果我们国家一年能花掉350亿美元在越南发动一场不公正的邪恶的战争，200亿美元把人送上月球，那么它就能花费几十亿美元帮助上帝的孩子自立于这个世界。

16．现在，简单地说，我们必须重申我们的非暴力承诺。

我想强凋这一点。

近期所有的黑人骚乱表明暴力在争取种族平等的斗争中是徒劳无益的。

昨天我试图分析这骚乱及其缘由。

今天我想揭示其另一面。

诚然，骚乱总是有些令人悲伤痛苦。

人们经常可以看见尖声大叫着的青年人和愤怒的成年人绝望而盲目地与不可能战胜的困难作战。

然而，在他们内心深处可以看见自我毁灭的欲望，一种自绝于世的渴望。

17．时有黑人争辨说1965年的瓦特骚乱和其他城市的骚乱代表着有效的人权行动，但当问到这些骚乱最终取得了什么具体的收益时，那些持此观点者则支支吾吾、无以应答。

那些骚乱顶多从被吓坏了的政府官员那里得到少量额外的扶贫金和几处给居留地的孩子们降温的喷水设施。

这就像给仍关在铁窗后的人改善监狱的伙食一样。

没有任何骚乱能像有组织的抗议示威那样赢得实实在在的改进。

当试图请提倡暴力者说明什么做法会是有效的时，回答总是明显地不合逻辑。

有时他们谈论颠覆种族政府和地方政府，继而谈论民兵战争。

他们不懂除非政府已失去武装部队的支持和对其有效的控制，没有任何内部革命能够通过暴力成功地推翻政府。

任何有理性的人都明白这在美国是绝不会发生的。

当面临种族暴力的局势时，权力机构可以支配地方警察、州警察、国民警卫队直至军队---所有这些武装大部分是由白人组成的。

此外，除非主张暴力的少数人得到大多数人的同情与支持，不和他们对抗，否则暴力革命很少或者说几乎没有成功的。

尽管卡斯特罗可能实际上只有为数不多的古巴人在山上与他并肩作战，但是倘若他没有得到绝大多数的古巴人民的同情他就绝不可能成功地推翻巴蒂斯塔政权。

18．显而易见．美国黑人的暴力革命不会得到白人甚至大多数黑人的同情和支持。

现在不是进行浪漫的幻想和对自由进行空洞的哲学论辩的时候；现在是行动的时候。

我们需要的是寻求改变的策略，一个能使黑人尽快地融入到美国的主流生活的高明方案。

迄今为止，只有非暴力运动为此提供了可能。

如果不能领悟到这一点，我们就不能真正解释、回答、解决问题。

19.因此今天我想告诉你们我仍坚持非暴力这一原则，因为我仍坚信它是黑人在这个国家争取公正的斗争的最有效的武器。

另外因为我企盼一个更美好的世界。

我企盼公正。

我企盼兄弟情谊。

我企盼真理。

当一个人有此企盼时，他绝不会倡导暴力。

因为暴力可能除掉一个凶手，但却不能消除谋杀。

暴力可能除掉一个骗子，但却不能缔造真理。

暴力可能除掉一个仇人，但却不能消除仇恨。

黑暗不能驱除黑暗，只有光明才能驱除黑暗。

20．我还想告诉你们我已决意继续以爱为本。

因为我知道爱是最终解决人类问题的惟一答案。

因此，无论走到哪里我都会谈及此话题。

我知道今天在某些圈子里这是一个不受欢迎的话题。

我所谈及的爱不是情感纠葛，而是较高层次的强烈的爱。

因为我看到了太多的恨。

在南部县治安官的脸上看到了太多的恨。

在南部太多的三K党人和太多的白人政务会委员的脸上看到了对我的恨。

因为每当我看到这种恨，我知道这对他们的脸和人格都有影响，我会对自己说，恨是一个令人难以承受的负担。

因此我已决意以爱为本。

倘若你在寻求最高层次的德行，我想你可以在爱中找到。

美妙的是当我们这样做时，我们正远离是非，正如约翰所示，上帝就是爱。

心存怨恨的人不识上帝，倒是心中有爱的人最终能够开启通向现实的大门。

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