第一篇：新編英語(yǔ)教程6(_1---11單元譯文)

第二單元

推遲的藝術(shù)

"今天能做的事情決不要推到明天?！鼻兴固胤茽柕虏粼?794年勸告兒子時(shí)說(shuō)道，但是這位文雅的伯爵卻從沒有抽出時(shí)間來(lái)完成與孩子母親的婚禮，也沒有戒除讓約翰遜博士此類名人在接待室久候的壞習(xí)慣，這足以證明，即使是有心人，也絕非毫無(wú)拖延，羅馬的一位大將軍昆塔斯 費(fèi)邊 馬克西姆斯為了贏得盡可能多的喘息機(jī)會(huì)，推遲戰(zhàn)斗時(shí)間，被冠以“拖延者”。摩西為了使自己向法老傳遞耶和華法令過程中的猶豫合理化，頹唐語(yǔ)言有缺陷，當(dāng)然，哈姆雷特把延遲上升為一種藝術(shù)形式。

世界上的人基本上可以分成均勻的兩半：拖延者和馬上行動(dòng)者。有些人二月份就準(zhǔn)備好了個(gè)人所得稅，預(yù)先償還抵押借款，在常人難以忍受的6點(diǎn)半鐘準(zhǔn)時(shí)吃飯，而另外一些人則樂于在9點(diǎn)或10點(diǎn)鐘時(shí)吃些剩菜剩飯，錯(cuò)放帳單和文件以期延長(zhǎng)繳稅的期限。他們非要等到警告聲變成恐嚇聲才肯去支付信用卡的帳單。就象浮士德所遭遇的那樣，他們推遲去理發(fā)店，看牙醫(yī)或醫(yī)生。

盡管延誤會(huì)帶來(lái)諸多不便，但延遲經(jīng)?？梢约ぐl(fā)和喚醒具有創(chuàng)新意識(shí)的靈魂。寫下許多成功小說(shuō)和劇本的作家瓊克爾說(shuō)到，她要把廚房每個(gè)湯罐頭和醬瓶子上的標(biāo)簽看上一遍后，才能安心坐在打字機(jī)旁。許多作家都關(guān)注著他們?nèi)蝿?wù)之外的大小瑣事，譬如關(guān)注在緬因州法國(guó)人海灣和巴爾海港進(jìn)行的海岸和土地測(cè)量，其中的地名，如古今斯暗礁、不倫特池塘、海鷗小山、伯恩特豪豬、朗豪豬、希波豪豬以及鮑爾德豪豬島，都激起了他們的想象。

從“拖延者”年代到當(dāng)今世紀(jì)，推遲的藝術(shù)實(shí)際上被軍事（“趕快和等一下”）、外交和法律壟斷了。在過去的年代里，英國(guó)殖民地總督可以手中拿著杯酒，安逸的思考民族叛亂的形勢(shì)，他應(yīng)該慶幸沒有電傳和打印機(jī)在一旁喋喋不休地傳遞著命令，一會(huì)兒是增加機(jī)關(guān)槍啊一會(huì)兒又是增派軍隊(duì)啊。直到二戰(zhàn)時(shí)，美國(guó)將軍還可以和敵方將軍達(dá)成協(xié)議，休一天運(yùn)動(dòng)假，去掠奪村民的雞和酒，明日再戰(zhàn)。律師是世界上最上癮的延誤者。據(jù)一個(gè)來(lái)自貝弗利山的，號(hào)稱從不拖延的推銷員弗蘭克.內(nèi)森敘說(shuō)，“沒有留下遺囑就去世的律師數(shù)不勝數(shù)?！?/p>

無(wú)志者，事也成。當(dāng)然，慢性拖延和刻意拖延是有差別的，特別是在高層商業(yè)中。美國(guó)銀行集團(tuán)總裁理查德·曼德巴赫說(shuō)，企業(yè)動(dòng)態(tài)學(xué)鼓勵(lì)謹(jǐn)慎行事，由此滋生了延遲。他提到，快速行動(dòng)往往會(huì)進(jìn)入尷尬的局面和付出沉重的代價(jià)，數(shù)據(jù)爆炸刺激了一些懶惰的人以此為借口——另一個(gè)報(bào)告等著讀，另一個(gè)權(quán)威等著咨詢。曼德巴赫說(shuō)：“數(shù)據(jù)的充足和泛濫之間總有條微妙的分界線。”

他的觀點(diǎn)廣為接受。官僚化在政府負(fù)擔(dān)日益加重和社會(huì)形勢(shì)的日益復(fù)雜的溫室中滋長(zhǎng)。它旨在用條文主義、妥協(xié)和重新評(píng)估來(lái)包庇政策制定者——以此防止做出草率決定。水門事件時(shí)期的政府所表現(xiàn)出來(lái)的中央集權(quán)化已經(jīng)蔓延至經(jīng)濟(jì)機(jī)構(gòu)等等廣闊的領(lǐng)域，使得拖延成為世界范圍的一種生活方式。有關(guān)推遲的短語(yǔ)星羅棋布在各種語(yǔ)言中——從西班牙的manana（在將來(lái)某個(gè)不確定時(shí)間）到阿拉伯的bukrafilmishimash(字面意思是“明天的杏樹”，其含義是“等到花兒也開了”。)

學(xué)術(shù)界也很尊崇拖延。南加利福尼亞大學(xué)社會(huì)學(xué)家伯納德*斯克拉每天辛辛苦苦才寫出三至五頁(yè)的東西來(lái)。他坦稱：“我很多朋友對(duì)著白紙是都感到很痛苦。我們有很多合理的理由;教學(xué)壓力，家庭責(zé)任，查看新書，搜索注腳?！?/p>

心理學(xué)叫堅(jiān)決認(rèn)為女人是最堅(jiān)持不懈的遲延者，雖然很多心理學(xué)家（每小時(shí)加收50美金）本人就非常拖拉。拉爾夫*格林森博士是加利福尼亞大學(xué)洛杉磯分校的臨床精神病療法的教授（他曾是瑪麗蓮*夢(mèng)露的精神病醫(yī)師），看待延遲時(shí)比較溫和。他說(shuō)：“很多人都在回避，逃避，拖延揭露真相的那一刻，直到最遲的極限為此?！钡亲糁蝸喼菪睦韺W(xué)家喬恩*費(fèi)根認(rèn)為，遲延是潛意識(shí)用來(lái)區(qū)分事情重要性級(jí)別的一種方式?！爱?dāng)我拖延時(shí)，一般總是存在著某種緣由?！辟M(fèi)根說(shuō)，“我能感覺到它，但是我也說(shuō)不出個(gè)之所以然?！?/p>

事實(shí)上，遲延有著悠久而光榮的歷史，它意味著如果推遲些許時(shí)間，許多主意和決定就有可能得到改善，推遲做決定本身就是一個(gè)決定，這不無(wú)道理。議會(huì)過程的實(shí)質(zhì)就是一個(gè)遲延和慎重的體系。就此而論，名畫，樂章，書籍或者布蘭西姆府邸的建筑物也是如此。布蘭西姆府邸耗用了馬爾伯勒公爵的建筑師及工人們15年的時(shí)間才建成。在這個(gè)過程中，設(shè)計(jì)可能不斷成熟及完善。確實(shí)，倉(cāng)促會(huì)葬送了雅致?！稌r(shí)之劍》的作者T*H*懷特曾寫道，時(shí)間“并不是注定要一小時(shí)一小時(shí)，或者一天一天的耗費(fèi)掉，而是應(yīng)該細(xì)膩地、緩慢地、從容地品嘗一番。”換句話說(shuō)，我們應(yīng)該這樣說(shuō)：今天不必要做的事，無(wú)論如何要推到明天來(lái)完成。

第三單元

墻壁與障礙

我父親立即對(duì)位于紐約市第43大街和第5大道交匯處的銀行大樓作出了明確反應(yīng)?！澳悴粫?huì)看見我把錢存在那的！”他斷言，“不會(huì)存在那個(gè)玻璃箱子里的！”

我的父親當(dāng)然是一名守舊的紳士，對(duì)他們那代人來(lái)說(shuō)，大量現(xiàn)代的建筑都會(huì)讓人身心交疲。但是我懷疑—我不只是懷疑，我確信—他之所以會(huì)做出消極反應(yīng)，與其說(shuō)是因?yàn)榻ㄖ?，倒不如說(shuō)是人們侵犯了他對(duì)金錢本質(zhì)的看法。

他們那一代人把金錢看成是像金條、鈔票和硬幣這樣有形的物品，可以拿起，可以攜帶，也可以被人偷走。因此，為了吸引明智的人經(jīng)常存錢，銀行必須要建有厚重的墻壁、裝了柵欄的窗戶和青銅制成的大門，以便證明金錢存在銀行里面是安全的的這一情況，而不管這個(gè)情況是多么不真實(shí)。如果一座大樓的設(shè)計(jì)在表面上看起來(lái)固若金湯，那么這一機(jī)構(gòu)必然安全，厚重的墻壁作為一種建筑象征，其意義就在于它表示了人們對(duì)金錢的普遍態(tài)度，而不在于它在美學(xué)理論上展現(xiàn)出來(lái)的美感。

但是那樣一種看待金錢的態(tài)度當(dāng)然已經(jīng)改變了，除了零用錢之外，人們現(xiàn)在幾乎不用任何形式的現(xiàn)金。金錢作為一種有形物品在很大程度上被信用這種簿記銀行業(yè)務(wù)的東西代替了。巨大的擴(kuò)展伴隨著經(jīng)濟(jì)赤字，讓我們認(rèn)為金錢是創(chuàng)造性想象的產(chǎn)物。銀行家不再為我們提供一種服務(wù)，其中最為重要的東西就是干勁和發(fā)明巨大數(shù)目的創(chuàng)造力?？紤]到他們態(tài)度上的這一改變。我們正在見證擁有厚重墻壁的銀行小時(shí)也就根本不足為奇了。我父親非常不信任制造商信托銀行，因?yàn)樗且粋€(gè)巨大的立方體玻璃籠子。雖然其內(nèi)部燈火通明，甚至可與朗朗晴日相媲美，但是它根本就沒有把其通往金庫(kù)的門道隔離起來(lái)，也沒有派人把守，相反卻把它裝飾成了一個(gè)展示的櫥窗。

就像先前的銀行斷言自己牢不可破一樣，這家銀行也以其建筑具有想象力而感到自豪。從這一點(diǎn)來(lái)說(shuō)，人們很難說(shuō)清楚建筑在什么地方結(jié)束，人類的斷言在什么地方開始。事實(shí)上，兩者沒有這樣的分界線，它們合二為一，是相同的。

新的建筑批判主義把建筑理解成為表達(dá)人類態(tài)度、偏見、禁忌和想法的一種媒介。這正是它與古典美學(xué)的不同之處。后者依賴純粹的比例和布局等這些因素來(lái)作為其藝術(shù)判斷的基礎(chǔ)，在一個(gè)社會(huì)和心理學(xué)的時(shí)代，墻壁已不僅僅是墻壁，它們還是人類大腦當(dāng)中障礙的一種物質(zhì)象征。

例如，在原始社會(huì)，人們把世界想象成為一個(gè)巨大無(wú)邊、令人恐懼、懷有惡意、人類無(wú)法控制的東西。因此他們用巨大的石頭建起了厚重的墻壁。只有呆在墻壁的后面，他們才會(huì)感覺到自己置身于一個(gè)可以控制、安全可靠的限定空間之內(nèi)。這些厚重的墻壁表明，人們害怕外部的世界，不管保護(hù)措施是多么的虛無(wú)飄渺，人們也需要找到它，有人可能會(huì)爭(zhēng)辯說(shuō)，當(dāng)時(shí)的技術(shù)尚未發(fā)展起來(lái)，人們無(wú)法建筑更為精巧的墻壁。這當(dāng)然也很正確。但是，首先仍然是對(duì)世界的害怕這一態(tài)度而非技術(shù)使得人們想要建筑墻壁?？謶衷酱螅瑝Ρ诰驮胶?。我們甚至發(fā)現(xiàn)，古代的國(guó)王的陵墓實(shí)際上全部都是由墻壁構(gòu)成的，其最大的恐懼就是害怕腐爛。

接著就有了隱私這個(gè)問題，因?yàn)樗呀?jīng)變得很易受到質(zhì)疑。在地中海的某些文化當(dāng)中，值得人們那么害怕的不是自然世界而是人類世界。人類骯臟齷齪、好打聽是非、卑鄙下流、且充滿危險(xiǎn)、即使人們有錢四處走動(dòng)也會(huì)穿戴著各種亂七八糟的東西用來(lái)護(hù)體，婦女很少四處走動(dòng)，如果她們想要走動(dòng)一下的話，也會(huì)戴著厚厚的面紗，人們的房子四周圍著墻壁，房子不是向外面是向里面朝著天井這表明人們普遍堅(jiān)信，只有通過向里看，只有通過從事個(gè)人的私人生活而不是參加公眾生活才能發(fā)現(xiàn)生活當(dāng)中的優(yōu)點(diǎn)和價(jià)值，當(dāng)時(shí)的哲學(xué)強(qiáng)調(diào)沉思冥想，裝飾藝術(shù)也非常的復(fù)雜，這跟墻壁本身一樣也闡明了上述態(tài)度。

我們今天的感覺就不同了，首先，我們更為強(qiáng)烈地依賴對(duì)人類敵對(duì)行為的控制，更為依賴法律法規(guī)和社會(huì)習(xí)俗及隨叫隨到的機(jī)動(dòng)警察，而不是有形的障礙，我們不像我們的祖先那樣珍視隱私。我們的女人被他們看見，并被贊美，我們會(huì)感到驕傲，說(shuō)到我們的家庭，情況也是一樣。我們不會(huì)尋求孤獨(dú)。事實(shí)上，如果我們一旦發(fā)現(xiàn)自己孤獨(dú)一人的時(shí)候，我們就會(huì)輕輕地打開開關(guān)，通過電視屏幕把整個(gè)世界都請(qǐng)進(jìn)家門。因此，我們廢棄圍在四周的厚重墻壁，用薄薄金屬片和玻璃建造起膜狀隔擋物也就不是那么讓人驚奇了。

今天，墻壁的主要功能就是把外面可能令人不快的空氣與我們?cè)诶锩鎰?chuàng)造的受到控制的溫度和濕度條件隔離開來(lái)。雖然明顯還是有很多人會(huì)對(duì)高度透明的條件下吃飯、睡覺、穿衣心存不安，要求墻壁至少給予他們一種適當(dāng)屏蔽的感覺，但是玻璃仍可實(shí)現(xiàn)上述的功能。像他們這樣害羞的人的數(shù)目正在減少，雖然康涅狄格州菲利普·約翰遜房屋受到多人的贊美，在很多地方都被模仿，但是它四周卻用的是玻璃墻壁，盥洗室才是唯一能夠找到真正隱私的地方，其裝飾方面的忌諱至少在康涅狄格州仍未被打破。

在強(qiáng)調(diào)一遍，我們關(guān)于自己與世界的關(guān)系看法真正發(fā)生改變，正是這些正在改變的看法而不是先進(jìn)技術(shù)決定了我們會(huì)修建什么樣的墻壁。玻璃墻表明人們堅(jiān)信它能夠而且的的確確掌握了自然和社會(huì)?！伴_放的計(jì)劃”和一覽無(wú)遺的景色與其通過不斷豐碩的科學(xué)成就來(lái)最終解決各種問題的信念是一致的。這可能就是為什么我們當(dāng)中水平最高，最具遠(yuǎn)見的人們會(huì)在玻璃屋子里面生活、工作的原因了吧。甚至我們害怕人造石塊的原因也被分析出來(lái)了。

第六單元

乏味的工作

似乎人們普遍認(rèn)為杰出之人無(wú)法忍受循規(guī)蹈矩：為了做到最好，他們需要一種多姿多彩、興奮不已的生活。同時(shí)，人們認(rèn)為無(wú)趣之人特別適合做乏味的工作。我們知道，當(dāng)今年輕一代非常反對(duì)工廠工作的枯燥無(wú)味，原因是與過去的年輕人相比，他們不僅得到了更好的教育，也變得更加聰明。

事實(shí)上并沒有證據(jù)證明富有成就的人希望繁忙充實(shí)的生活，更不用說(shuō)他們正在過這樣的生活，而事實(shí)卻幾乎適得其反。人們可以想象牧羊人阿摩司，石匠蘇格拉底，帳篷制作者歐瑪爾?；蛟S耶穌在做單調(diào)的木工時(shí)就有了他的第一次發(fā)現(xiàn)；愛因斯坦在瑞士一家專利局當(dāng)職員時(shí)就得出了相對(duì)論；在一個(gè)小鄉(xiāng)鎮(zhèn)的枯燥生活中，馬基雅弗利所僅有的樂趣只是與客棧里的騾夫玩玩牌，而就在這樣的生活中他卻寫出了《王子》和《論述》兩本著作；伊曼紐爾·康德天天過著一成不變的生活------當(dāng)加里寧格勒的家庭主婦們看到他去大學(xué)校園路過時(shí)，他們就調(diào)整時(shí)鐘，因?yàn)椴徽撉缬?，他每天上午都?huì)取其道而行，他從加里寧格勒到學(xué)校的最遠(yuǎn)距離就是六十英里。

人類創(chuàng)造性的典型特征表現(xiàn)為可以把細(xì)微的刺激轉(zhuǎn)化為巨大的成果，人類的偉大在于能夠處理細(xì)小的苦楚于快樂，能夠處理好普通的生理壓力和欲望?！爱?dāng)有些煩惱時(shí)，”濟(jì)慈寫道：“在五分鐘內(nèi)就轉(zhuǎn)化成索?？死账沟念}材。”對(duì)于富有創(chuàng)造性的個(gè)體來(lái)說(shuō)，所有經(jīng)驗(yàn)都有可創(chuàng)性———所有事件都有源于新見解和新洞察力的等同屬性——人的超凡特性可以使平凡和普通的事物轉(zhuǎn)化成非凡的事物。

繁忙充實(shí)的生活往往在消耗而不是在刺激.1640年,彌爾頓曾是一位前途無(wú)量的詩(shī)人,他在清教革命變故的環(huán)境中度過了20年毫無(wú)建樹的歲月.革命失敗后,他在屈辱中實(shí)現(xiàn)了自己的偉大前程.切利尼在振奮人心的生活當(dāng)中失去了本該成為偉大藝術(shù)家的機(jī)會(huì).毫無(wú)疑問,如果馬基雅弗利被允許繼續(xù)從事弗洛倫薩的外交工作,繼續(xù)執(zhí)行令人生趣的使命,那么他就不可能寫出那些偉大的著作.通常情況下,往往是平庸的詩(shī)人,作家等等才會(huì)專注于激發(fā)事件以釋放他們的創(chuàng)造源泉.可以這樣認(rèn)為,生產(chǎn)線的工作拙其才能,乏其思想,唯一可取的良藥是更高的工資,更少的工作時(shí)間.然而,在作為一名普通工人的五十年時(shí)間里,我發(fā)現(xiàn)循規(guī)蹈矩的工作可以與活躍的思想并存.在碼頭做枯燥重復(fù)的工作期間,在與工友們談天的同時(shí),我可以在腦海深處構(gòu)思篇章語(yǔ)句.我過去從中得到快樂,至今仍回味無(wú)窮,過去的生活似乎很愉快。如果工作能讓我饒有興趣，就不可能在上班時(shí)間或甚至在下班后的自由時(shí)間有機(jī)會(huì)去做任何思考和創(chuàng)作。

如果發(fā)現(xiàn)難以忍受乏味的工作，這樣的人經(jīng)常是那些在閑暇時(shí)不知所措的人。兒童和成年人能從循規(guī)蹈矩的事情中獲得新生，而青少年則因失去了兒時(shí)的專注精神，并且缺乏成年人的內(nèi)在因素，所以需要用刺激和新奇來(lái)消除其厭倦心理。7美

美之于古希臘人是一種德性，一種美德。今天看來(lái)，他們就是我們?nèi)缃袼^的“全面的人”，雖然這個(gè)稱呼有點(diǎn)不理直氣壯，并且?guī)в屑刀手狻Ｌ热糇尮畔ＥD人區(qū)分一個(gè)人的“內(nèi)在”和“外在”，他們?nèi)云谕麅?nèi)在美是需要與其他種類之美相匹配的。那些聚集在蘇格拉底身邊的雅典青年人發(fā)現(xiàn)自己的偶像是如此得聰慧、勇敢、正直、充滿誘惑力，而同時(shí)又那么得丑，這是多么自相矛盾啊。而蘇格拉底主要的教學(xué)手段之一即為“丑”，告訴這些天真卻擁有毋庸置疑般美貌的門生，真正的人生是充滿悖論的。

他們或許能夠抗拒蘇格拉底的學(xué)說(shuō)。而我們做不到。幾千年以后，美的魅惑使我們更加疲憊。我們不僅僅用最容易的方式將“內(nèi)在”（性格，心智）和“外在”（外貌）割離開來(lái)，同時(shí)我們也對(duì)那些既有美貌亦有智慧天賦之人，感到詫異。

美在古典時(shí)期是理想的人類美德，而將其從這中心位置趕走的首要原因來(lái)自基督教的影響。通過美德（拉丁語(yǔ)為virtus）的概念限定到僅僅指?jìng)惱淼赖碌姆懂?，基督教放逐了“美”—?它成為一種異化的，武斷的，膚淺的誘惑。同時(shí)美不斷丟失了它原本的名聲。到二世紀(jì)末的時(shí)候，美成為一種既定概念，僅用于修飾兩性之的一個(gè)性別：這個(gè)性別雖然是悅目的，但卻處于第二位。將美與女性聯(lián)系起來(lái)，使得美的概念在道德層面上更加脆弱。

在英語(yǔ)里，我們說(shuō)一位女子是美麗的。但是我們卻說(shuō)一位男子是英俊的?！坝⒖　笔瞧潢?yáng)性的等同詞，同時(shí)拒絕一種帶有某些貶義暗示的贊揚(yáng)，而這種贊揚(yáng)是僅用于女性的。在法語(yǔ)和意大利語(yǔ)里，人們可以稱男子是“美麗的”，這暗示著這些天主教國(guó)家依舊保留了前基督教時(shí)期欣賞“美”的痕跡，而這些痕跡在新教國(guó)家中已經(jīng)蕩然無(wú)存。但即使存在，差別也只是程度不同而已。在任何一個(gè)基督教或者后基督教國(guó)家里，女性就是那個(gè)美麗的性別——既損害了美這個(gè)概念，也損害了女性這個(gè)概念。

被稱為“美”意味著要列舉出一些對(duì)女性來(lái)說(shuō)必要的特征和她們所關(guān)心的事物。（和男性不同，他們的核心是強(qiáng)壯、有效率，或者有能力。）那些擁有超前女性意識(shí)的人將很容易就能感受到，讓女性和“美”聯(lián)系起來(lái)，會(huì)助長(zhǎng)她們孤芳自賞的態(tài)度，也會(huì)讓她們更加有依賴性且不成熟。所有人（女性和男性）都認(rèn)識(shí)到這點(diǎn)。因?yàn)椤八腥恕保麄€(gè)社會(huì)，都很明確，作為女性就應(yīng)該關(guān)心長(zhǎng)相。（作為男性則不同：他們身份的確認(rèn)是關(guān)注于某人是誰(shuí)，做什么的，而長(zhǎng)相即使并非一無(wú)是處，至少也是其次的。）有了這些老套的看法，我們就不難明白，即使從最好的方面來(lái)看，為什么“美”也有著褒貶不一的名聲。

當(dāng)然，對(duì)美的崇拜并沒有什么錯(cuò)，錯(cuò)就錯(cuò)在認(rèn)為美是一種義務(wù)，并且試圖想要變美。作為她們性別的一種討好的理想化狀態(tài)，大多數(shù)女性都可以接受的方式是，讓她們覺得自己比實(shí)際情況來(lái)的差勁。因?yàn)槊赖睦硐刖辰缇褪鞘苤朴谝环N自我對(duì)立的狀態(tài)。人們教導(dǎo)女性要從各部分區(qū)看待她們的身體，并且要分別評(píng)價(jià)每一個(gè)部分。胸部、腿、臀部、腰、頸、眼睛、鼻子、膚色、頭發(fā)等等——每一部分都需要一番焦慮、苦惱，甚至絕望的審查。即使有些部分符合要求，但總有地方永遠(yuǎn)是希望更好一些的。只有完美無(wú)瑕了，才能無(wú)可挑剔。

在男人之中，好的外表是一個(gè)整體，是那種一眼掃過的東西。并不需要通過測(cè)量身體每個(gè)部分來(lái)做出最后的確認(rèn)。沒有人會(huì)鼓勵(lì)男性去一部分一部分地細(xì)查自己的外貌。至于完美，那是被認(rèn)為無(wú)關(guān)緊要的，并且?guī)缀跏遣荒行曰?。的確，對(duì)于一些理想中的美男子，一點(diǎn)小瑕疵反而是讓人喜歡的。有一位電影評(píng)論家（女性），她是Robert Redford的影迷，她覺得正是因?yàn)槠淠橆a一側(cè)有一顆肉色的痣，才使得Redford不被僅僅認(rèn)為有一張“漂亮的臉蛋”。想想這個(gè)評(píng)價(jià)里既暗示了對(duì)女性的貶低，也暗示了對(duì)“美”的貶低。

Cocteau曾說(shuō)：“美的特權(quán)是無(wú)限的?！焙翢o(wú)疑問，美是一種力量形式，并且理因如此。但遺憾的是，如今人們只鼓勵(lì)大多數(shù)的女性去追求這種力量。這種力量的制造總是和男性聯(lián)系起來(lái)。這力量不是去做什么，而是去吸引什么的。這種力量否定了自身。因?yàn)檫@種力量并不是一個(gè)人所能自我選擇的，至少不是女性可以自我選擇的，或者說(shuō)如果她們聲稱要放棄這種力量的話，是要受到社會(huì)譴責(zé)的。

對(duì)女性來(lái)說(shuō)，梳妝打扮不僅僅是一份樂趣，更是一種責(zé)任，是她的工作。如果一位女士做著實(shí)際的工作，乃至她在政治、法律、醫(yī)學(xué)、商界或別的什么領(lǐng)域爬到了領(lǐng)導(dǎo)層位置，她也總是背負(fù)著壓力，時(shí)刻要確保她在工作的時(shí)候還保持著吸引人的魅力。但只要她仍然是“悅目的性別”中的一員，那她就一直要受到質(zhì)疑——是否有能力保持客觀、專業(yè)、權(quán)威和縝密。如果真成為了那樣的人，那這樣的女人真糟透了！如果她們不是這樣，那也糟透了！

比起那種無(wú)止境的喜憂參半的故事，即女性的苦悶而言，我們幾乎不太能從將人區(qū)分成“內(nèi)在”和“外在”的做法中找到更多證據(jù)來(lái)說(shuō)明其危險(xiǎn)性。一開始就將女性定義成只對(duì)外表關(guān)注的人，然后就說(shuō)她們是“膚淺”的，這是多么容易的事情??！這個(gè)粗鄙的陷阱已經(jīng)存在太久了。但是要從這個(gè)陷阱里逃脫出來(lái)，就要求女性與美的好處與特權(quán)保持嚴(yán)格的距離，并且要有足夠的距離去了解“美”這個(gè)概念本身有多少被刪節(jié)了，用以支撐起“女性”這個(gè)神話。我們應(yīng)該有一種方式將“美”從女性那里解救出來(lái)，也將“美”為了女性本身而解救出來(lái)。第八單元

食欲

人生的一大主要快樂就是食欲，保存食欲也是我們主要責(zé)任之一。它意味著對(duì)生活的熱愛。它是感官之一，這感官告訴你，你仍想活下去，仍然受到強(qiáng)烈渴望的激勵(lì)，希望進(jìn)入世界，品嘗人間百味和酸甜苦辣。

我所說(shuō)食欲當(dāng)然不僅僅是指對(duì)事物的強(qiáng)烈愿望，而是指各種各樣不能滿足的愿望，強(qiáng)烈的愿望。這證明，你希望獲取更多，生命尚有價(jià)值。王爾德說(shuō)過，他為那些從來(lái)沒有實(shí)現(xiàn)心愿的人們難過，但是更為那些實(shí)現(xiàn)了心愿的人們惋惜。我雖然只曾實(shí)現(xiàn)過一次心愿，但它幾乎置我于死地，從那以后，我總是更衷情于渴望而非獲得。

對(duì)我來(lái)說(shuō)，食欲就是這種渴望的狀態(tài)，這使得人們的期望之火永不熄滅。我記得自己很久以前還是孩提的時(shí)候就學(xué)到這一課。那時(shí)幾乎沒有什么款待和宴會(huì)，我發(fā)現(xiàn)，最幸福的事情并非在于真的吃太妃糖，而是事先盯著糖看。剛開始吃那幾口味道確實(shí)很美妙，但是一旦太妃糖吃完了，什么都沒有了，即沒有了太妃糖，也沒有了渴望。此外，吃完太妃糖這一不雅的舉動(dòng)中，太妃糖的所有吸引力在不知不覺中消失了。不，最美好的感覺就是想要得到它，就是坐在那看著它，只有這樣，人們就能體會(huì)到無(wú)窮無(wú)盡的各種滋味。

所以，對(duì)我來(lái)說(shuō)，食欲所帶來(lái)的最強(qiáng)烈的樂趣之一仍然在于渴望，而不是滿足。在于想要一個(gè)桃子，或者一杯威士忌酒，或者特殊的特征或是聲音，或者想要跟一位特別的朋友呆在一起。因?yàn)槲耶?dāng)然知道，在這種情形之下，渴望得到的東西總是最為完美無(wú)缺的，這就是我為什么會(huì)，我將保存食欲的程度帶至有意的禁食，只不過是因?yàn)槲艺J(rèn)為食欲太美好了而不容丟失，太寶貴了而不能因飽食和過飽而被逼進(jìn)無(wú)感覺的境況。

就此而言，我并非真的想要一天三頓的美食——我想要的是一頓巨大、美味、狂歡的豐富盛宴餐，比如說(shuō)每四天來(lái)一次，之后就不能確定下一頓會(huì)在哪。禁食一天對(duì)我來(lái)說(shuō)不僅僅是一種清教徒式的剝奪人們樂趣的方法，而更是一種期待少有的極度滿足時(shí)刻的方式。

禁食是對(duì)食欲權(quán)威表示敬意的行為。所以我認(rèn)為，我們應(yīng)該定期計(jì)劃放棄樂趣——食物、朋友、情人——為了保存它們基于的強(qiáng)烈感覺，以及重新得到樂趣的時(shí)刻。因?yàn)檫@一時(shí)刻使自己和所鐘愛之物煥然一新，精神奮發(fā)，我想，不但水手和游客曾經(jīng)享受過這樣的時(shí)刻，而且獵人也是如此。對(duì)現(xiàn)代生活厭煩的部分原因是我們之間的距離太近，娛樂和飲食太有規(guī)律性。饑餓曾經(jīng)把我們與食物和家人分隔開來(lái)，于是我們才學(xué)會(huì)珍惜它們。男人外出打獵，狗隨著他們一起去；女人和孩子向他們揮手告別。洞穴里面連續(xù)數(shù)天沒有男人。沒人有吃的東西或者知道該做什么。女人蜷縮在火堆旁邊，淚眼朦朧。小孩在嚎啕痛哭，每個(gè)人饑腸轆轆。然后在一天晚上，山上傳來(lái)了呼喊聲和狗吠聲。男人們滿載著獵物回來(lái)了。這是個(gè)大團(tuán)圓的時(shí)刻，每個(gè)人都狼吞虎咽地吃著，食欲顯示了其真正的價(jià)值，盼望已久的這一頓飯成為了值得記憶的盛宴，它幾乎是一種人生的圣典?，F(xiàn)在我們前往辦公室上班，然后晚上回家吃便宜的雞肉和冷藏的豌豆，那么香，但是太多了，太容易了，太常見了，不需要費(fèi)勁就可以得到，也沒有了渴望。我們吃著東西，很幸運(yùn)，長(zhǎng)得油光水滑，但我們?cè)僖矡o(wú)法知道饑餓時(shí)的愉快了。

任何東西太多了——太多音樂。太多娛樂。幸福快餐，或者花太多時(shí)間與朋友呆在一起——都會(huì)造成某種生活上的無(wú)能，人們?cè)僖膊荒苈犚姡穱L不出味道，看不到，愛不了，記不了。生命短暫而彌足珍貴，食欲是人生旅途的護(hù)衛(wèi)者之一，所以如果我們想要享受這一短暫的生命，我們就應(yīng)該尊重食欲之神，保持渴望的狀態(tài)，而不要讓它過于遲鈍。

我曾經(jīng)體驗(yàn)過枯焦的嘴唇接觸一杯冷水時(shí)所引發(fā)的狂喜已有很長(zhǎng)一段時(shí)間了，泉水仍然等著人們?nèi)ハ碛谩藗兯枰闹皇且环N原始的渴望。

第九單元 對(duì)藐視法律者的警告

遵紀(jì)守法是美國(guó)歷史上最為悠久的政治問題，也可能是人們最喜愛探討的政治問題。數(shù)百萬(wàn)美國(guó)人從來(lái)不認(rèn)為自己曾經(jīng)違法，更不用說(shuō)犯罪了，這一顯而易見的事實(shí)令人厭煩心痛。雖然人們制定了法規(guī)來(lái)保護(hù)社會(huì)并促進(jìn)其發(fā)展，但是上述美國(guó)人卻享有了越來(lái)越多的自由。事實(shí)上，當(dāng)今社會(huì)充斥著非法亂丟垃圾、騙稅、非法制造噪音和機(jī)動(dòng)車秩序混亂的現(xiàn)象，以致于藐視法律的行為有時(shí)候讓人看起來(lái)代表了未來(lái)發(fā)展的潮流。哈佛大學(xué)的社會(huì)學(xué)家戴維·里斯曼察覺到，大部分美國(guó)人會(huì)草率地認(rèn)為，觸犯一些據(jù)稱微小的錯(cuò)誤是理所當(dāng)然的事情。他早先說(shuō)，美國(guó)社會(huì)的倫理道德正面臨著逐漸淪落為“傻子才會(huì)遵守規(guī)則”這種危險(xiǎn)的情況。

支持里斯曼這一說(shuō)法的證據(jù)是再明顯不過的了，藐視法律者以各種各樣的方式存在，其數(shù)目令人吃驚。喜歡涂鴉的人把公共場(chǎng)所變成了視覺垃圾，騎自行車的人經(jīng)常把車騎得好像兩輪的交通工具不受所有的交通法規(guī)約束一樣。喜歡亂丟垃圾的人把自己的社區(qū)變成了垃圾堆。一陣一陣的法規(guī)雖然到處都是 來(lái)勢(shì)洶洶，但是卻無(wú)法把高分貝的便攜式無(wú)線電廣播電臺(tái)從公共場(chǎng)所清除出去，這就像早先的法律無(wú)法消滅因啤酒飲用過度而導(dǎo)致騷擾眾多公園的流氓行為一樣。令人絕望的是，吸食煙草上癮的人仍對(duì)“禁止吸煙”的標(biāo)記熟視無(wú)睹。穿著體面的吸食大麻的人再也不會(huì)為了分發(fā)煙卷而勞煩自己，巧妙的避開公眾的視線，公然使用可卡因這一丑行正在中上階層人生活當(dāng)中逐漸惡化。此外還有〔一邊說(shuō)“各位好”一邊行走〕亂穿馬路的人。

藐視法律這種行為所帶來(lái)的危險(xiǎn)在不同情況下相差很大。在人行道上吐痰的人雖然令人討厭，但是就對(duì)他人構(gòu)成的危險(xiǎn)來(lái)說(shuō)明顯要小于在未經(jīng)批準(zhǔn)的地方非法掩埋危險(xiǎn)的化學(xué)廢棄物的公司。在地鐵里面襲擊乘客的人所構(gòu)成的生命危險(xiǎn)要小于漠視防火安全法規(guī)的房東。在危險(xiǎn)的藐視法律的行為中，最為直接且最容易計(jì)算的也碰巧是人們最容易看得見的。其罪魁禍?zhǔn)拙褪敲绹?guó)的司機(jī)，他們當(dāng)今的違法行為累計(jì)起來(lái)構(gòu)成了對(duì)公眾安全的巨大損害。其危險(xiǎn)從日常的雙行停車堵塞城市街道到酒后駕車每年令25000人喪生、至少650000人受傷，不一而足。開闊公路上違反法律超速駕駛的情況又怎樣呢？新近的調(diào)查顯示，在一些州際公路上，83%的司機(jī)通常對(duì)聯(lián)邦政府制定的每小時(shí)55英里的時(shí)速限制視而不見。

在所以上述現(xiàn)象中，最為公然的藐視法律的人當(dāng)屬擅闖紅燈者。波士頓藐視停止信號(hào)的情況相當(dāng)嚴(yán)重，當(dāng)?shù)鼐用窳鱾鞯囊粍t趣聞?wù)f有位出租車司機(jī)堅(jiān)決認(rèn)為紅燈“只是作裝飾用的。”紅燈控制交通的力量似乎在各個(gè)地方都在削減。在洛杉磯，闖紅燈可能已經(jīng)成為這座城市最為普通的違反交通的現(xiàn)象。在紐約，通過十字路口就像玩俄羅斯輪盤賭一樣。羅伯特.麥吉里警長(zhǎng)承認(rèn)：“關(guān)于人們是否會(huì)在紅燈前面停下來(lái)，當(dāng)今的幾率是一邊對(duì)一半。”然而，他所在的警察機(jī)構(gòu)在很大程度上對(duì)違法現(xiàn)象不理不睬。

闖紅燈一直被人們列為小錯(cuò)，因此它可能屬于個(gè)別現(xiàn)象。當(dāng)這一違反法規(guī)的行為習(xí)慣性地、廣泛地、連續(xù)不斷地出現(xiàn)的時(shí)候，那它就遠(yuǎn)不止一個(gè)交通管理問題了。這蔑視基本道路規(guī)則的行為嚴(yán)重地傷害社會(huì)各界的情感，無(wú)辜的司機(jī)和行人反復(fù)的為此付出代價(jià)，他們承受著各種挫折、不便和傷害，更不用說(shuō)通過合理方式感受到的致命的危險(xiǎn)。如果說(shuō)偽善是送給惡行的禮物，那么鬼鬼祟祟的行為就是違法者尊敬法治力量的真正表示。然而，闖紅燈的人根本不尊重社會(huì)規(guī)則，社會(huì)不可避免地會(huì)受到反復(fù)厚顏無(wú)恥地藐視基本秩序的行為的傷害。

藐視法律的態(tài)度到處存在。有些學(xué)校發(fā)展，小孩常常在入學(xué)的時(shí)候并不懂得一些與他人共處的基本規(guī)則。他們發(fā)現(xiàn)上述情況真的不足為奇。盡管當(dāng)今各種藐視法律的現(xiàn)象有著這樣那樣的不同，但他們作為基本的社會(huì)道德敗壞現(xiàn)象，其癥狀卻是互相一致的，即個(gè)人失去了為照顧他人利益而控制自己行為的能力。

公共的禮儀規(guī)范有可能會(huì)倒塌崩潰，這已經(jīng)不僅僅是一個(gè)禮節(jié)上的問題了，社會(huì)首先擔(dān)憂的事情雖然仍將是重大的犯罪，但是在休斯頓發(fā)生的一切顯示了野蠻行為的嚴(yán)重跡象。休斯頓高速公路上的司機(jī)越來(lái)越傾向于用突發(fā)的暴力行為替代道路規(guī)則來(lái)解決問題。以下是休斯頓警察部門最近關(guān)于高速公路交通暴力的統(tǒng)計(jì)分類事件：1）司機(jī)朝插到自己前面的小汽車閃爍著遠(yuǎn)光燈，而小汽車?yán)锩娴娜藚s向他的擋風(fēng)玻璃用力投擲一個(gè)啤酒罐，踢掉了他的尾燈，把他打得縫了八針。2）自動(dòng)卸貨司機(jī)出于耽擱而氣憤，砸壞前面停的車倆的后行李箱和用鋼鎖簧連連猛打那個(gè)司機(jī)。3）急速行駛的十八輪卡車的司機(jī)故意從后面撞上一輛小汽車，而這輛小汽車的司機(jī)正試圖保持在每小時(shí)55英里這以限制速度之內(nèi)。幸運(yùn)的是，休斯頓綜合癥尚未蔓延的到處都是。問題是它會(huì)蔓延得到處都是嗎？

美國(guó)人習(xí)慣于認(rèn)為法治主要受到已成陳規(guī)的暴力犯罪的威脅。然而，美國(guó)法律的基礎(chǔ)遭到撼動(dòng)，卻實(shí)際上總是因?yàn)槠胀ǖ氖胤ü耖_始回避法律。一個(gè)主要的例子就是禁酒令。唐納德巴爾奇德塞在戒酒與否這個(gè)節(jié)目中回憶說(shuō)：“事實(shí)證明，違法并不痛苦，甚至不能算作不舒服，相反它會(huì)給人帶來(lái)輕微的哦爽快感覺?！比藗冏罱K廢除了禁酒令，不僅因?yàn)榫票旧磉@個(gè)問題，而是因?yàn)槊暌暦傻男袨檎趪?yán)重削弱政府的權(quán)威與合法性。具有諷刺意味的是，當(dāng)今藐視法律者所具有的精神，無(wú)論其源頭怎樣受到削弱，但是政府卻無(wú)意間在很多層面上對(duì)此給予鼓勵(lì)。警察無(wú)力執(zhí)行某些法律，這只是問題的表面現(xiàn)象，畢竟他們是從自己服務(wù)的官員和選民那里接受命令。更糟的是，大部分的州立法機(jī)構(gòu)幫助公眾違反聯(lián)邦政府制定的每小時(shí)55英里限速的法律，其中一些立法機(jī)構(gòu)對(duì)違法現(xiàn)象等閑處之，只進(jìn)行很少數(shù)目的罰款。從更高層面來(lái)說(shuō)，華盛頓政府機(jī)關(guān)簡(jiǎn)直就是在反對(duì)而不是支持某些根據(jù)法院指令作出的廢止種族歧視的判決，這突顯了其廢棄公民權(quán)利法律的愿望。用荒野雜志的話說(shuō)，保護(hù)環(huán)境的團(tuán)體理由充足地指責(zé)政府機(jī)關(guān)“無(wú)力執(zhí)行環(huán)境法，他們正在破壞環(huán)境法?！边@一變異就是最高層的藐視法律現(xiàn)象。

關(guān)于藐視法律的這種態(tài)度，最為令人憂慮的東西就是它具有極端的傳染性。只有愚蠢到了極點(diǎn)的社會(huì)才會(huì)對(duì)此坐視不理，任它無(wú)限期的蔓延下去。

第十一單元

磁盤代替原稿，檔案被人遺忘

手稿是作者創(chuàng)作過程的極其重要的記錄，它們現(xiàn)正瀕于滅絕。文字處理程序得以出現(xiàn)，其成本相對(duì)較低，且日漸變的簡(jiǎn)單容易起來(lái)。所有這一切意味著，甚至那些窮困潦倒、未發(fā)表過東西﹑以作家自詡（以及那些名列最暢銷書排行榜前幾位的人士），也回向王氏﹑IBM和蘋果等各種品牌的電腦求助，安裝Wordstar﹑Scriptsit和Apple Writer程序，開始忙于寫作﹑編輯﹑審校其創(chuàng)作成果。結(jié)果是什么呢？只是一張軟盤而已！

我們應(yīng)該對(duì)手稿的消失感到痛惜。任何人，不管他是學(xué)生還時(shí)學(xué)者，又如何能從軟盤了解創(chuàng)作過程呢？這種搖搖晃晃的塑膠又如何能夠展現(xiàn)出（如威廉?巴特勒?葉芝寫的）絕望當(dāng)中產(chǎn)出的美麗，夜燈煎熬出智慧嗎？手稿是這些創(chuàng)作痛苦的記錄，它們經(jīng)常被汗水玷污，被咖啡潑濺或者被香煙燒焦。手稿告訴我們作家的心靈活動(dòng)，在創(chuàng)作痛苦的過程中的感受。埃德娜.圣文森特.米萊日以繼夜，懷疑能否見到成果。但是，她的初稿成成為了后世各代的珍寶。

試想一下，如果葉芝用文字處理程序來(lái)寫作那些抒情詩(shī)，歌頌他對(duì)莫德.岡娜的得不到回報(bào)的愛情！軟盤是不可能揭示他那深深的傷痛。幾乎在一個(gè)世紀(jì)之后，他在都柏林國(guó)家圖書館的手稿仍然洋溢著激情的力量。它告訴年輕人，他們的情感、希望、絕望、愛情和失敗實(shí)際上已成為永恒。假設(shè)雷.布雷德伯里用王氏電腦來(lái)寫作《華氏451》。如果他的各種草稿像他痛惜的書籍那樣付之一炬，小時(shí)在儲(chǔ)存器里，會(huì)是那么適宜，甚至具有諷刺意味呀。

幸運(yùn)的是，任何從事寫作的學(xué)生都能夠在加利福尼亞洲立大學(xué)福勒敦分院特別收集圖書館里查閱上訴草稿。初學(xué)者和專業(yè)人員都可以研究簡(jiǎn)短故事，《消防隊(duì)員》是如何發(fā)展成為未出版發(fā)行的中短篇小說(shuō)《著火啦，著火啦！》，隨后又發(fā)展成為更長(zhǎng)篇的小說(shuō)《爐床與火蛇》，也沒出版。最后副本（因?yàn)槭亲髡咦约捍蛴?，偶爾有打印錯(cuò)誤）待審。在這些手稿中，布雷德伯里自己用生動(dòng)鮮明的動(dòng)詞代替了軟弱無(wú)力的動(dòng)詞，改變一兩個(gè)句子，加強(qiáng)或是有時(shí)取消一個(gè)形容詞，替換上一個(gè)更好的名詞。手稿極好地展現(xiàn)了寫作中的作家，我們絕不可能從軟盤上看到這種發(fā)展或是最終的潤(rùn)色。

此外，把大量手稿放在一起，那么你就有了一個(gè)檔案。備忘錄，日記，期刊，便條，第一稿，第二稿和第三稿的草稿——這些檔案文件對(duì)我們所有人來(lái)說(shuō)都相當(dāng)重要。城市的檔案文件通常收集了潦潦草草寫成的紙片、關(guān)于邊界線的有針對(duì)性的涂鴉或者是關(guān)于結(jié)婚、離婚、契約、出生、死亡各種事件的大量手寫記錄，所有這些東西都散發(fā)著霉味，我國(guó)的各類檔案文件是無(wú)價(jià)之寶的遺產(chǎn)。國(guó)家檔案館堆滿了破舊的文件。保存著供歷史學(xué)家詳細(xì)研究的資料。

手稿告訴我們托馬斯·杰斐遜在起草《獨(dú)立宣言》的時(shí)候，他是如何思考的。一封寫給耶魯大學(xué)校長(zhǎng)的著名信件告訴我們本杰明·富蘭克林對(duì)宗教的真實(shí)感情。我們從日記，文件，信件和講道詞當(dāng)中了解到關(guān)于制定《憲法》的人們的大量情況。如果她們?cè)谲洷P上完成所有工作，我們能夠了解這么多情況嗎？這是絕對(duì)不可能的！

同樣，如果名人男女的信件是從點(diǎn)陣打印機(jī)里涌出，它們會(huì)像親筆信原件那樣具有同樣的魅力嗎？如果某個(gè)白宮底層生產(chǎn)的，機(jī)器簽署，大量生產(chǎn)的信件會(huì)有公民羅德納·里根于1965年郵寄的親筆信，信封上寫的地址，貼著已取消的五分值郵票,同樣的感情影響或是會(huì)有同等的價(jià)值嗎？幾乎是不可能的。

詹姆斯·喬伊斯曾經(jīng)寫道，藝術(shù)家的錯(cuò)誤是創(chuàng)造的泉源。不幸的是，如果干凈整潔，完美無(wú)瑕和毫無(wú)錯(cuò)誤的軟盤代替了破爛，鋼筆亂涂，剪貼，夾帶裝訂，紙張發(fā)黃，重寫，重打印的手稿的話，那么我們永遠(yuǎn)不會(huì)知道那些錯(cuò)誤。圖書館保它們，學(xué)生們學(xué)習(xí)它們。拍賣人以驚人的價(jià)格拍賣它們，擁有者珍愛它們，然而文字處理器則完全排除它們，我們的損失真是不可估量。

手稿是我們賦予社會(huì)的巨大財(cái)富。我們沒有權(quán)利僅僅因?yàn)槲覀儼l(fā)現(xiàn)文字處理程序更加方便就剝奪了后世各代了解我們作品過程中的思想和情感。只有通過耐心修改過的手稿而非軟盤，能夠告訴初學(xué)寫作的人員或者將來(lái)的歷史學(xué)家，寫作是一項(xiàng)艱辛的工作，它需要思考和再思考——它應(yīng)該在紙張上，而不是電子屏幕上完成。

第二篇：新編英語(yǔ)教程7課文翻譯_(Unit_1-14_Text_I_譯文)

新編英語(yǔ)教程7(Unit 1-14 Text I 譯文)Unit 1 英國(guó)人和美國(guó)人的空間概念

人們說(shuō)英國(guó)人和美國(guó)人是被同一種語(yǔ)言分離開的兩個(gè)偉大的民族。英美民族之間的差異使得英語(yǔ)本身受到很多指責(zé)，然而，這些差異也許不應(yīng)該過分歸咎于語(yǔ)言，而應(yīng)該更多的歸因于其他層面上的交流 ：從使很多美國(guó)人感到做作的英式語(yǔ)音語(yǔ)調(diào)到以自我為中心的處理時(shí)間、空間和物品的不同方法。如果說(shuō)這世上有兩種文化間的空間關(guān)系學(xué)的具體內(nèi)容迥然不同，那就是在有教養(yǎng)（私立學(xué)校）的英國(guó)人和中產(chǎn)階級(jí)的美國(guó)人之間了。造成這種巨大差異的一個(gè)基本原因是在美國(guó)人們借助空間大小來(lái)對(duì)人或事加以分類，而在英國(guó)決定你身分的卻是社會(huì)等級(jí)制度。在美國(guó)，你的住址可以很好的暗示你的身分（這不僅適用于你的家庭住址，也適用于你的商業(yè)地址）。住在紐波特和棕櫚灘的人要比布魯克林和邁阿密的人高貴時(shí)髦得多。格林尼治和科德角與紐華克和邁阿密簡(jiǎn)直毫無(wú)類似之處。座落在麥迪遜大道和花園大道的公司要比那些座落在第七大道和第八大道的公司更有情調(diào)。街角辦公室要比電梯旁或者長(zhǎng)廊盡頭的辦公室更受尊敬。而英國(guó)人是在社會(huì)等級(jí)制度下出生和成長(zhǎng)的。無(wú)論你在哪里看到他，他仍然是貴族，即便是在魚販攤位的柜臺(tái)后面。除了階級(jí)差異，英國(guó)人和我們美國(guó)人在如何分配空間上也存在差異。

在美國(guó)長(zhǎng)大的中產(chǎn)階級(jí)美國(guó)人覺得自己有權(quán)擁有自己的房間，或者至少房間的一部分。當(dāng)我讓我的美國(guó)研究對(duì)象畫出自己理想的房間或辦公室時(shí)，他們毫無(wú)例外的只畫了自己的空間，而沒有畫其他人的地方。當(dāng)我要求他們畫出他們現(xiàn)有的房間或辦公室時(shí)，他們只畫出他們共享房間里自己的那部分，然后在中間畫一條分隔線。無(wú)論是男性還是女性研究對(duì)象，都把廚房和主臥劃歸母親或妻子的名下，而父親的領(lǐng)地則是書房或休息室，如果有的話；要不然就是工場(chǎng)，地下室，或者有時(shí)僅僅是一張工作臺(tái)或者是車庫(kù)。美國(guó)女性如果想獨(dú)處，可以走進(jìn)臥室、關(guān)上門。關(guān)閉的門是“不要打擾”或“我很生氣”的標(biāo)志。如果一個(gè)美國(guó)人家里或辦公室的房門是開著的，則說(shuō)明他現(xiàn)在有空。在這樣的暗示下，人們不會(huì)認(rèn)為他想把自己關(guān)閉起來(lái)，而會(huì)認(rèn)為他正處于一種隨時(shí)響應(yīng)他人的準(zhǔn)備就緒的狀態(tài)中。關(guān)閉的門是用于會(huì)議、私人會(huì)談、生意往來(lái)、需要集中精力的工作、學(xué)習(xí)、休息、睡覺、穿衣服和性的。

相比之下，中產(chǎn)階級(jí)和上流階級(jí)的英國(guó)人從小是在和兄弟姐妹共享的兒童室里長(zhǎng)大的。最大的孩子一般獨(dú)占一個(gè)房間，直到他9歲10歲左右去上寄宿學(xué)校時(shí)再空出來(lái)。擁有自己的房間和很早就習(xí)慣于共享房間之間的差異似乎并無(wú)重大意義，但這卻對(duì)英國(guó)人對(duì)待自己空間的態(tài)度有著重大的影響。一個(gè)英國(guó)人可能從來(lái)都不曾有過永久的屬于自己的房間，他也很少會(huì)去企盼或者認(rèn)為自己應(yīng)該有權(quán)擁有這樣的房間。即使是下議院的議員也沒有自己的辦公室，他們通常在俯瞰泰晤士河的陽(yáng)臺(tái)上處理事務(wù)。所以英國(guó)人會(huì)對(duì)美國(guó)人需要一個(gè)安穩(wěn)的地方去工作（即辦公室）這樣的需求感到困惑不解。在英國(guó)工作的美國(guó)人如果沒有得到他們認(rèn)為適當(dāng)?shù)姆忾]的工作空間，也許會(huì)非常生氣。就出于保護(hù)自我的目的而將墻壁作為屏蔽物的需求而言，美國(guó)人應(yīng)該位列德國(guó)人和英國(guó)人之間。

英國(guó)人和美國(guó)人的行為特點(diǎn)之間的顯著差別有著極其重要的意義，尤其是在我們假設(shè)人和其他動(dòng)物一樣，有時(shí)也有一種內(nèi)在的封閉自己的需求的情況下。我的研討班的一個(gè)學(xué)生生動(dòng)的刻畫了當(dāng)這種看不見的行為特點(diǎn)之間產(chǎn)生沖突時(shí)可能發(fā)生的情狀。很顯然他在和美國(guó)人交往中承受了很大的壓力。仿佛沒有什么是正常的，而且從他的評(píng)論里可以清楚地了解到他認(rèn)為我們美國(guó)人不知道如何舉止得體。通過分析他的抱怨，我們發(fā)現(xiàn)他煩悶的一個(gè)根源是似乎沒有哪個(gè)美國(guó)人能夠辨別出這樣的細(xì)微的暗示：即有時(shí)他不想讓別人擾亂他的思緒。正如他自己所說(shuō)的：“我在公寓里漫步，好像每次當(dāng)我想獨(dú)處的時(shí)候我的室友就會(huì)和我搭話。很快他就在問‘你怎么了？’而且想知道我是否生氣了。這時(shí)我真的生氣了，然后就會(huì)沖他說(shuō)些什么?！?/p>

盡管需要花費(fèi)一些時(shí)間，但最終我們還是能夠分辨出在這個(gè)事例的沖突中，美國(guó)人和英國(guó)人各自所遇到的不同的麻煩，以及這些特征之間的明顯差別。當(dāng)美國(guó)人想獨(dú)處時(shí)，他會(huì)進(jìn)到自己的房間里并且關(guān)上門——他借助于建筑物來(lái)屏蔽他人。對(duì)美國(guó)人來(lái)說(shuō)，拒絕同在場(chǎng)的人談話，對(duì)其采取“冷處理”，是最極端的拒絕形式，同時(shí)也是非常不高興的明顯的表示。而另一方面，英國(guó)人由于從小就沒有自己的房間，從來(lái)沒有利用空間作為躲避他人的避難所的習(xí)慣。他們實(shí)際上在潛意識(shí)里設(shè)立了一系列的屏障，他們認(rèn)為這些屏障其他人應(yīng)該能夠理解或辨別。因此，當(dāng)英國(guó)人和美國(guó)人在一起時(shí)，他越不想和這個(gè)美國(guó)人說(shuō)話，這個(gè)美國(guó)人就越可能找他說(shuō)話，因?yàn)樗氪_保一切正常。這種沖突會(huì)一直持續(xù)下去，直到這兩個(gè)人開始互相了解彼此。重要的是雙方對(duì)空間和建筑的需求并不一樣。

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新編英語(yǔ)教程7(Unit 1-14 Text I 譯文)Unit 2 游客/旅游者/觀光客

我曾對(duì)游客最深入細(xì)致的研究，是在托塞羅做的。在這里，你想要躲開游客是不可能的。托塞羅是威尼斯環(huán)礁湖中的一個(gè)小島：在這里，三十多所農(nóng)舍，環(huán)繞著一個(gè)威廉王（諾曼帝國(guó)）征服英國(guó)（1066年）時(shí)建的大教堂，隱現(xiàn)在葡萄架和野花叢中，一條運(yùn)河和一條小路從環(huán)礁通向小村。葡萄園被一條條運(yùn)河切割成豆腐塊。紅的黃的船帆在葡萄架間緩緩行駛。鐘樓的鐘每天要響三次（鐘呀，鐘呀，神明的譴責(zé)），與周圍小島的鐘聲大合唱交織在一起。那兒有個(gè)客棧。有一年夏天我在那住過。在那寫書，觀察游客。在過去，托塞羅象一朵天空的孤云?，F(xiàn)在卻成了威尼斯的一個(gè)出游勝地。游客多得很。他們從班船，從租的機(jī)動(dòng)船，從豪華的游艇，一下子涌進(jìn)小島。小島都要容納不了了。一天到晚，都有游客在纖路上漫步。他們?cè)谡沂裁?？哥特式教堂貼著古老的馬賽克，裝飾成一幅地獄的景色。大部分已經(jīng)重修了。還有一幅表情憂傷而莊重的圣母瑪利亞象。拜占庭藝術(shù)是高品位的，要有專門知識(shí)的人才能欣賞的。游客中大概十有八九沒有這個(gè)欣賞能力。他們信步走進(jìn)教堂，隨便看看。他們走出教堂，到村子的綠茵上。在石椅上互相照相。這石椅據(jù)說(shuō)是阿提拉的寶座。游客們無(wú)情地撕扯著野玫瑰。人們看著帶花古朵的野玖瑰，盼著看它開放。這玫瑰花使小島一天到晚沉浸在芳香中。可是它們一被摘取下來(lái)，這花就蔫了，所以就被扔進(jìn)了運(yùn)河。美國(guó)游客到飯店去吃喝。英國(guó)人說(shuō)他們付不起賬。所以他們自帶食物，鉆進(jìn)葡萄園去吃。實(shí)在遺憾，等他們走時(shí)，就留下一片狼藉。每個(gè)星期四，德國(guó)人在一個(gè)領(lǐng)導(dǎo)的率領(lǐng)下，排隊(duì)走在纖路上，好象是上戰(zhàn)場(chǎng)的部隊(duì)。在飯店，他們訂下五十人的中餐，邊吃邊聽領(lǐng)導(dǎo)用手提喇叭給他們上課。吃完飯，他們排隊(duì)進(jìn)教堂，在那兒又聽一番講解。至少，他們知道他們看了點(diǎn)什么。他們排隊(duì)回去上船。他們利利落落，不隨地丟果皮雜物。

然而，和游客比起來(lái)，島民的行為更有意思。不管他們意識(shí)到?jīng)]有，他們被迫整個(gè)夏天要生活在游客的眼皮底下。他們自然就要從這情形中得到一點(diǎn)經(jīng)濟(jì)利益。意大利人是天生的演員。在11點(diǎn)的頭班威尼斯客輪開來(lái)到下午6點(diǎn)的末班船離開之間，全島變成一個(gè)舞臺(tái)。島民都是演員，扮演一個(gè)角色色。隔壁布拉諾島上的年輕人，穿上船夫裝，搖起平底船，把從汽艇上下來(lái)的游客擺度到村子里。有一個(gè)還帶了一個(gè)頑皮地令人生畏的小弟弟。他叫埃里克，總是死纏著每一個(gè)人，要他們買他的染成金色的死海馬?！白Ｄ愫眠\(yùn)!”他唱道。我特別喜歡他。滿臉堆笑、笑容可掬的老太太們，坐在家門旁，賣明信片和小飾物，還當(dāng)眾做著威尼斯式樣的枕套花邊。實(shí)際上，花邊是她們從布拉諾拿的貨，是那里的姑娘們做的。老婦人賣不出去，還可以退貨。老太太的一雙手，飽經(jīng)風(fēng)霜，凈是老繭，是做不了這種細(xì)活的。她們之所以這樣做，據(jù)說(shuō)是因?yàn)橐怯慰涂匆娝鼈兪窃趺纯棾鰜?lái)的，他們就更愿意買。但可惜沒有幾個(gè)人光顧，欣賞那做工。小小孩蹣跚地遞上四葉苜蓿，想討地點(diǎn)小費(fèi)。又是一片“祝你好運(yùn)!”的叫聲。教士們也按輪船的班點(diǎn)，安排他們的宗教活動(dòng)。戲就是這樣上演著。游客們是不可想象地小氣。除了空煙盒和飛舞的每日郵報(bào)，他們不留任何東西?；ㄟ吿F了。他們不買情有可原。但他們本可以買幾張明信片，買幾根貝殼項(xiàng)鏈，給上小孩幾個(gè)便士。但他們看起來(lái)都是鐵公雞，一毛不撥。

等到最后一班船一走，大舞臺(tái)的帷幕就落下了。平底船夫脫掉亞麻夾克，摘下笨重的草帽，帶上埃里克，回布拉諾。小埃里諾非常不滿意他所掙到的錢。他說(shuō)要是這樣下去，他就要餓死了。慈祥的老太太也收起了她們的笑臉，把花邊枕頭放在一邊，開始干起每天要干的溺死小貓之類的工作。賣苜蓿小孩的父親，趴在地上，去找第二天要賣的四葉苜蓿。最后一次教堂鐘聲響過，月亮也出來(lái)了。飛舞的每日郵報(bào)刮進(jìn)了湖中，托塞羅又恢復(fù)了原樣。Unite 3 地鐵

在某種程度上，地鐵無(wú)疑是紐約所有缺乏身分的因素的生動(dòng)象征。幾乎每一站都有瘋狂和令人迷失方向的氣息。地鐵站的天花板很低，遠(yuǎn)景很長(zhǎng)，沒有什么標(biāo)志性建筑，熒光燈管、電燈泡和霓虹廣告的光線融合成光怪陸離的混合體。整個(gè)站臺(tái)對(duì)人的感觀是極大的傷害。列車停止和轉(zhuǎn)彎時(shí)發(fā)出的噪音之尖銳刺耳實(shí)在讓人無(wú)法描述。人們?cè)诟械綋頂D時(shí)毫無(wú)顧忌地亂推亂搡。你的觸覺會(huì)感受到前所未有的煎熬。當(dāng)天氣暖和時(shí)，氣味會(huì)讓人無(wú)法忍受。在站臺(tái)之間，唱片行會(huì)播放45轉(zhuǎn)/分的重金屬唱片，供應(yīng)午餐的柜臺(tái)會(huì)提供熱狗，如果你咬下去一口，你會(huì)先感受到有如橡皮般有彈性的外殼，然后會(huì)吃到柔軟多油的棉籽飯般的中心部分。顧客們坐在那里，嘴邊糊滿了熱狗皮和面包屑之類的東西，他們會(huì)不時(shí)打個(gè)飽嗝，而他們的腮

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新編英語(yǔ)教程7(Unit 1-14 Text I 譯文)幫子也會(huì)隨之不時(shí)鼓起。

地下的空間似乎能夠吸引每一種怪異的激情。一個(gè)身材矮小、穿著古舊的人總會(huì)拿本圣經(jīng)、帶著一面美國(guó)國(guó)旗和一個(gè)擴(kuò)音器出入于曼哈頓的地鐵。他會(huì)翻開圣經(jīng)，用滄桑而又單調(diào)的聲音引述上面的經(jīng)文。因?yàn)橹車脑胍籼笠灾劣谒恼Ｉひ舨荒鼙蝗撕芎玫穆犚?，他在每一站都使用擴(kuò)音器，并且總是號(hào)召人們進(jìn)行救贖。

還有乞丐。在這令人無(wú)比厭惡的地鐵上，在乞丐之間，紐約的身份競(jìng)爭(zhēng)得到了光大和發(fā)揚(yáng)。這種競(jìng)爭(zhēng)在第七大道的城際快車上達(dá)到了癲狂的程度。在一些夜晚，一些乞丐互相撕斗，相互咒罵并且互相警告對(duì)方滾回到自己的車廂去。一個(gè)拿著拐杖和杯子的普通盲人只能算是平庸的乞討者。人們需要的是娛樂表演。有兩個(gè)男孩，其中一個(gè)拿著一只小手鼓，上了車。大點(diǎn)的男孩在列車起步時(shí)開始擊打手鼓，小點(diǎn)的男孩就開始跳通常認(rèn)為是土著舞的舞蹈。然后，如果車廂內(nèi)有空間的話，他會(huì)開始進(jìn)行空翻表演。他從車廂的一頭跑到另一頭，先順著車行駛的方向在空中來(lái)一個(gè)完整的空翻，雙腳著地。然后他會(huì)逆著車行駛的方向奔跑，再來(lái)一個(gè)空翻。他會(huì)來(lái)回做上好幾次這樣的空翻，其間穿插一些土著舞表演。這樣的表演一般需要較長(zhǎng)的時(shí)間才能很好的完成，例如列車從第42街行駛到第72街期間。表演完畢后，兩個(gè)男孩會(huì)拿著裝飲料用的紙杯沿著車廂索要小費(fèi)。

裝飲料用的紙杯是傳統(tǒng)的容器。在第七大道的線路上有一個(gè)年輕的黑人，他通常在第42街上車，然后開始唱“我希望我已經(jīng)結(jié)婚了”這首歌。他很年輕，看起來(lái)身體非常健康。但他會(huì)上來(lái)唱這首“我希望我已經(jīng)結(jié)婚了”，并且在唱到最高音的時(shí)候從他經(jīng)久不變的防風(fēng)外衣里掏出一個(gè)裝飲料用的紙杯，然后沿著車廂來(lái)回走動(dòng)，希望能得到一些小費(fèi)。我從未見到他得到一分錢。然而最近由于他開始了解身份競(jìng)爭(zhēng)，他的生活開始有了改觀?，F(xiàn)在他上車后只會(huì)在他解開防風(fēng)大衣時(shí)唱“我希望我已經(jīng)結(jié)婚了”這首歌，他不但會(huì)拿出他的紙杯，還會(huì)露出一塊紙板，上面寫著“我母親患了硬化癥，我的一只眼是瞎的”。他最出彩的地方是“硬化癥”這個(gè)詞，他故意拼錯(cuò)這個(gè)詞，在中間加上很多多余的輔音字母，很好的營(yíng)造出一種駭人的德國(guó)生理學(xué)課本般穩(wěn)固的感覺。所以現(xiàn)在他干得好多了。他似乎可以以此謀生。他不再是懶惰者、消磨時(shí)間者或者是游蕩者。他可以帶著超然的態(tài)度看待他人的沒落。

在東部的城際快車線路上，比如說(shuō)第86街，列車停下后人們互相擁擠，成群地?cái)D出車廂，而在灰綠色陰影中的一條長(zhǎng)凳上，在那些大梁和1905年鋪設(shè)的瓷磚下面，有一位懶散地斜靠著椅背的老人似乎在酣睡，他穿著一件棉風(fēng)衣，衣服的袖子已經(jīng)被扯掉了。他就穿了這么多東西。他的膚色死灰，間雜著蒼白的斑點(diǎn)。他雙腿以一種紳士般的方式交叉，他酒鬼特有的臉耷拉在長(zhǎng)凳的后面。顯然那些同時(shí)又身為臭名昭著的小偷的其他酒鬼曾經(jīng)扒光了他的所有衣服，只剩下這件風(fēng)衣，他們也曾試圖把這件風(fēng)衣扒走，（但最終沒有成功），只能夠?qū)⑿渥幼У簦缓笕斡蛇@位老人裸坐在長(zhǎng)凳上人事不省，但他們還是給他保留了一個(gè)紳士般的姿態(tài)。經(jīng)過的路人都會(huì)短暫地凝視一番，看看他灰白斑駁的軀體，但沒有人停下腳步；沒人知道到底要經(jīng)過多久才會(huì)有警察過來(lái)屏住呼吸將他從陰暗中轉(zhuǎn)移出來(lái)，并將他安置在法律的溫暖懷抱中去。那樣的話，他至少會(huì)穿上一件普通的綠色工作服，重新?lián)碛性谝雇淼牡罔F長(zhǎng)凳上值得尊敬的一席位置。Unit 4 文體與目的

使用語(yǔ)言的協(xié)調(diào)過程錯(cuò)綜復(fù)雜，正如我們?cè)谇耙徽鹿?jié)看到的，部分原因是口頭語(yǔ)和書面語(yǔ)中的種種限制。但是，正如我們所熟知的，這些限制并不能很好的被劃分到“說(shuō)”和“寫”這兩類范疇中去。英語(yǔ)的文體范圍非常寬泛，其分層也可以無(wú)窮無(wú)盡。當(dāng)我們?cè)谧l詞造句時(shí)，我們必須確保它們和我們對(duì)其在這種層次上的特定部分的期待一致，而且它們應(yīng)該符合搭配和語(yǔ)法的傳統(tǒng)習(xí)俗――我們考慮的應(yīng)分層上的同一點(diǎn)。

如此強(qiáng)調(diào)在使用英語(yǔ)時(shí)符合傳統(tǒng)習(xí)俗似乎很荒謬，因?yàn)槲覀兒芸赡軙?huì)覺得那些使用英語(yǔ)時(shí)有創(chuàng)造性和非傳統(tǒng)的人往往獲得那些大獎(jiǎng)。我們決不能確切地說(shuō)那些大獎(jiǎng)都是這樣頒發(fā)的，但是無(wú)論我們的觀點(diǎn)如何，大家似乎對(duì)以下事實(shí)沒有什么異議：在我們還沒有正確地掌握傳統(tǒng)搭配之前，諸如“看，媽媽：沒有手！”這樣的表達(dá)方式對(duì)我們不會(huì)有絲毫的印象深刻的感覺。在我們?cè)噲D像格特魯?shù)隆に固梗℅ertrude Stein）那樣寫作之前，我們必須學(xué)會(huì)按照最嚴(yán)格的傳統(tǒng)習(xí)俗學(xué)習(xí)和使用英語(yǔ)――而且就這一點(diǎn)我們可以從上一章引用的羅伯特·格雷夫斯（Robert Graves）先生的話語(yǔ)里得到支持。

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新編英語(yǔ)教程7(Unit 1-14 Text I 譯文)如果沒有規(guī)范，要辨別和實(shí)踐創(chuàng)造性將變得極為困難。也許你曾經(jīng)品嘗過多種含有姜糖的冰淇淋，也許你曾經(jīng)碰巧見到它們被冠以非常吸引人的名頭：“冰凍熱冰淇淋”。這是一個(gè)因偏離傳統(tǒng)搭配而非常有效的例子。諾埃爾·科沃德（Noel Coward）的戲劇的名稱“苦澀的甜蜜”是一個(gè)更著名的例子，而我們大部分人有時(shí)也曾被類似“The hand that rocked the cradle has kicked the bucket”（注：直譯為“晃動(dòng)搖籃的人蹬腿了”，即“母親死了”）這樣古老的俏皮話逗樂。在以上這些例子中，我們都偏離了傳統(tǒng)的搭配方式――但是我們并沒有忽視它們。正是由于我們了解“苦澀”和“甜蜜”相互排斥而且通常不在一起使用，這樣的組合才會(huì)有效。“冰凍熱冰淇淋”的有效性取決于這種組合和對(duì)“冰凍的”和“熱的”的常規(guī)搭配（比如說(shuō)“冰冷的”和“滾燙的”）之間的對(duì)立。

因此，我們的策略應(yīng)該是首先學(xué)習(xí)常規(guī)搭配以及這些搭配所屬的文體范疇：這里有必要再次強(qiáng)調(diào)和實(shí)際用法保持一致的重要性。我們會(huì)發(fā)現(xiàn)如果我們尊敬的人以“親愛的瓊斯先生”開始一封信的話，他們會(huì)用“您的真誠(chéng)的”來(lái)結(jié)尾，而如果他們用“親愛的先生”開始的話，他們?cè)诮Y(jié)尾會(huì)使用“您的忠誠(chéng)的”這樣的語(yǔ)句。有經(jīng)驗(yàn)和有教養(yǎng)的人不會(huì)混淆這些公式――而且他們會(huì)看低那些確實(shí)混淆這些慣用套路的人。當(dāng)然，不光是開頭和結(jié)尾不能混淆：語(yǔ)法結(jié)構(gòu)的類型以及詞句的選擇――整個(gè)文體――在這兩類信件中都趨向于（而且始終如一的）截然不同。的確有一些有遠(yuǎn)見的公司已經(jīng)摒棄了那種曾經(jīng)使得商業(yè)信函越來(lái)越糟糕的更傻氣的、更僵化的俗套（類似“Further to yours of the 23rd ult.”這樣的表達(dá)方式）：但是一種明顯的形式感還是保留了下來(lái)?，F(xiàn)在寄往或來(lái)自公司或政府部門的信函會(huì)使用（在“親愛的先生”后）類似于“鑒于您6月23日的來(lái)信??”之類的語(yǔ)句。它不會(huì)以諸如“謝謝您最近的來(lái)信”這樣非正式的不準(zhǔn)確的語(yǔ)句開頭，這樣的開頭更適用于以“親愛的瓊斯”開頭的書信。更不用說(shuō)其他適合別的類型的書信的表達(dá)方式了，從極端僵硬正式型（尤其是和一些機(jī)構(gòu)往來(lái)的書信，這里書信人的個(gè)性特征并不重要）到非常熟悉親密型（這里書信人的個(gè)性特征無(wú)比重要）：“親愛的弗蘭克，收到你那天的便函真是太棒了?！痹诿總€(gè)例子里，有經(jīng)驗(yàn)的書信人都采用了適合自己信件所要求嚴(yán)肅程度的文體并且自始至終保持這種文體。他不會(huì)在一封以“親愛的先生”開頭的信里說(shuō)“替我問候你的妻子”，也不會(huì)在一封以“親愛的瓊斯先生”開頭的信里以“先寫這么多/就此擱筆”作為結(jié)尾。

這里我們有必要回顧一下前面章節(jié)里提到過的關(guān)于期待搭配的問題。在使用于需要相對(duì)精確和相對(duì)不太羅嗦的場(chǎng)合時(shí)，通常情況下經(jīng)常反復(fù)使用的期待搭配（如“冰冷”）最有可能給與我們陳詞濫調(diào)的印象。正如在使用語(yǔ)言時(shí)經(jīng)常發(fā)生的情況一樣，一個(gè)沒有語(yǔ)境的具體表達(dá)方式到底算不算陳詞濫調(diào)通常不是問題所在。例如我們?cè)趧≡旱哪婚g休息時(shí)散步，我們的同伴說(shuō)“我仰慕品特（Pinter）在這出戲里表現(xiàn)出的非凡的洞察力”，我們不會(huì)有任何構(gòu)成我們通常對(duì)陳詞濫調(diào)的自然反應(yīng)的那種厭惡感。實(shí)際上，我們可以想象出很多非正式的場(chǎng)合，在那里“非凡的洞察力”不但不是陳詞濫調(diào)，還很可能聽起來(lái)很高調(diào)和專業(yè):凡事都取決于我們?cè)谖捏w范疇的特定部分到底期待什么。但如果“非凡的洞察力”適用于非正式場(chǎng)合的口頭評(píng)論，這并不意味著這些詞句同樣適用于正式的評(píng)論文。

大多數(shù)時(shí)候我們常常隨意選取那些最經(jīng)常聽到的評(píng)論搭配，然后不加選擇的加以使用，而沒有意識(shí)到在一個(gè)需要精確的場(chǎng)合這樣的詞句有多么空洞。在最近我的本科班學(xué)生的作文里，以下這些是在嚴(yán)肅的文學(xué)評(píng)論里必須被稱為陳詞濫調(diào)的一些最常見的搭配：

崇高的想象力；無(wú)法效仿的敘事技巧；有機(jī)整體；精湛的技藝；完美的藝術(shù)；威嚴(yán)的高度；悲劇的高度；內(nèi)在氛圍；本質(zhì)氛圍；內(nèi)在吸引力；本質(zhì)吸引力；本質(zhì)特征。

這里還忽略了那些從陳腐的到諸如“基本基礎(chǔ)”的累贅的搭配。我們必須發(fā)展我們的批判意識(shí)來(lái)辨別出這樣的表達(dá)方式,它們也許會(huì)唬住沒有經(jīng)驗(yàn)的人，但實(shí)際上卻非常機(jī)械，在我們寫作時(shí)既不反映任何精確的判斷，也沒有向讀者傳遞任何準(zhǔn)確的信息。事實(shí)上讀者可能會(huì)得出這樣的結(jié)論：作者沒有能力給出判斷，想通過一些贅述糊弄過去：這樣的結(jié)論在很多情況下是完全正確的。在寫作時(shí)運(yùn)用陳詞濫調(diào)通常伴隨有含糊不清的表述，這會(huì)加深讀者的這種印象，即作者沒有進(jìn)行認(rèn)真的思考：“他的詩(shī)充滿了特別的意思”；“他的詩(shī)擁有自己獨(dú)特的風(fēng)格”，“他畫出了英國(guó)工業(yè)生活的身體和靈魂”，“他的修飾性的想象力總是追隨一條結(jié)構(gòu)化的主線”。這些到底反映了懶惰還是有意糊弄？

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新編英語(yǔ)教程7(Unit 1-14 Text I 譯文)Unit Five The Santa Ana Joan Didion圣安娜颶風(fēng)

洛杉磯今天下午的空氣中存有某種不安，某種不自然的平靜，某種緊張的氣息。言下之意,今晚將刮起圣安娜颶風(fēng)。這股熱風(fēng)將從東北呼嘯而下，穿過克侯恩關(guān)口和圣哥根尼奧關(guān)口，沿著66號(hào)高速公路吹起一場(chǎng)沙塵暴，將沿途的山林干化到燃點(diǎn)。不消幾天我們將能看到峽谷里的濃煙，聽到夜里的警報(bào)。雖然我沒有聽說(shuō)或者讀到圣安娜颶風(fēng)要來(lái)了，可是我知道它會(huì)來(lái)，而且我今天見到的所有人幾乎都知道。我們之所以知道是因?yàn)槿巳硕加星猩砀惺?。嬰兒?huì)煩躁。女傭會(huì)慍郁。而我則重燃了一場(chǎng)和電話公司之間本要熄滅的口舌之戰(zhàn)，然后收拾敗局躺了下來(lái)，徹底臣服于空氣之中的某種莫名其妙的氣氛。和圣安娜颶風(fēng)一起生活就得接受它，不管是有意還是無(wú)意地看，這都是種頑固的人類行為機(jī)械論。

我想起當(dāng)我初次搬到洛杉磯，住在一個(gè)孤單的海灘旁時(shí)，有人告訴我，說(shuō)過去本地的印第安土著會(huì)在這種惡風(fēng)刮起的時(shí)候投身大海。我可以想見原因。在圣安娜颶風(fēng)期，太平洋會(huì)泛起不祥的光澤，而且在夜晚人們不但會(huì)因?yàn)殚蠙鞓渖峡兹傅募饨新?，而且?huì)因?yàn)槟菦]有風(fēng)浪的怪誕海面感到煩躁不能入眠。熱度出乎人們的常識(shí)。天空泛著一層黃光，這種光有時(shí)叫做―地震天氣‖。我那唯一的鄰居好多天都不肯出門，夜晚也沒有燈，她丈夫帶著把彎刀在附近走動(dòng)。一天他跟我說(shuō)他聽到非法入境者的聲音，第二天說(shuō)是條響尾蛇。

在那樣的夜晚，雷蒙德·查恩德樂曾經(jīng)寫過圣安娜颶風(fēng)的情況，―每一個(gè)聚眾酗酒的集會(huì)最后都演變成了一場(chǎng)斗毆，原本溫和的小妻子會(huì)摸著餐刀的刀刃研究研究丈夫的脖子。什么事都可能發(fā)生。那就是這種風(fēng)帶來(lái)的影響。我當(dāng)時(shí)還不明白颶風(fēng)對(duì)我們大家?guī)?lái)的影響有什么依據(jù)，可是最終它證明來(lái)自民間的智慧中存在著科學(xué)道理。圣安娜颶風(fēng)是以它經(jīng)過的一個(gè)峽谷的名字命名的，它是一種焚風(fēng)，就象奧地利和瑞士的焚風(fēng)一樣，或者象以色列的哈姆辛風(fēng)（譯者注：春季從沙哈拉大沙漠吹向埃及的干熱風(fēng)）。世上有多種強(qiáng)有力的惡劣大風(fēng)，可能最著名的是法國(guó)的米斯特拉爾寒風(fēng)以及地中海的西洛可熱風(fēng)。但是焚風(fēng)有其顯著特點(diǎn)：它出現(xiàn)于山脈的下風(fēng)坡，雖然一開始空氣團(tuán)是寒冷的，但是它在下坡的途中升溫，從而最終形成熱干風(fēng)。不管焚風(fēng)起于何時(shí)何處，醫(yī)生們都會(huì)接診到頭痛、惡心、過敏等癥的病例，如―神經(jīng)過敏癥、―抑郁癥等。在洛杉磯一些教師不會(huì)試圖在圣安娜颶風(fēng)期間進(jìn)行正式的課程，因?yàn)榇藭r(shí)孩子們變得無(wú)法管教。在瑞士自殺率會(huì)在焚風(fēng)期間上升，瑞士某些州的法庭認(rèn)為此風(fēng)是給罪犯減刑的一個(gè)考慮因素。據(jù)說(shuō)外科醫(yī)生十分注意焚風(fēng)，因?yàn)榉亠L(fēng)期間血液不會(huì)正常凝固。數(shù)年前一名以色列物理學(xué)家發(fā)現(xiàn)不僅僅是在焚風(fēng)期間，而且在此前的十或十二小時(shí)內(nèi)，空氣中所帶的正負(fù)離子的比率之高遠(yuǎn)勝平時(shí)。似乎沒人知道為什么會(huì)這樣，有人說(shuō)是因?yàn)槟Σ了?，有人認(rèn)為是太陽(yáng)干擾。不論是哪種情況，都有正離子在那里，而過量的正離子所產(chǎn)生的結(jié)果，用最最簡(jiǎn)單的話講，就是令人不愉快。再怎么認(rèn)為這是機(jī)械論的觀點(diǎn)都不過分。

東部人普遍抱怨說(shuō)，在加州南部根本沒有―天氣‖，說(shuō)日子和季節(jié)無(wú)情地溜走，溫和得使人麻木。這是一大誤解。事實(shí)上加州的氣候的特征是具有少見的惡劣天氣：兩個(gè)亞熱帶強(qiáng)降雨期延續(xù)數(shù)周之久，洪水沖垮許多小山，將各個(gè)支流送入大海；在出現(xiàn)圣安娜颶風(fēng)的年份，大約有不連續(xù)的二十天由于颶風(fēng)引起的干燥天氣而無(wú)法幸免火災(zāi)。在對(duì)圣安娜颶風(fēng)的第一次預(yù)報(bào)時(shí)，林業(yè)局便會(huì)從加州北部空運(yùn)人力和物力到南部的森林中，而且洛杉磯消防部也取消常規(guī)的非消防任務(wù)。圣安娜颶風(fēng)曾在1956年造成馬利布失火，1961年造成貝爾空失火，1964年造成圣巴巴拉失火。1966-1967年冬，十一名消防隊(duì)員在和圣安娜大火的戰(zhàn)斗中喪身，此火燒遍了圣加百利山。

只用看看洛杉磯在圣安娜颶風(fēng)期間的頭版新聞就能了解到這個(gè)地方的概況。近年來(lái)最長(zhǎng)的一次圣安娜颶風(fēng)期發(fā)生在1957年，通常它只持續(xù)三四天，而那年卻持續(xù)了十四天，從十一月二十一日持續(xù)到十二月四日。第一天圣加百利山上的25，000英畝地著火，風(fēng)速達(dá)每小時(shí)一百英里。圣安娜颶風(fēng)席卷城鎮(zhèn)時(shí)，風(fēng)力達(dá)十二級(jí)，也就是蒲福風(fēng)力等級(jí)中的臺(tái)風(fēng)級(jí)。油田井架被刮倒，市民們接到命令不準(zhǔn)上街以免被飛行的物體打傷。十一月二十二日，圣加百利山上的火勢(shì)一發(fā)不可收拾。二十四日有六人在車禍中喪生。到了那個(gè)周末，洛杉磯時(shí)報(bào)報(bào)道的車禍死亡人數(shù)達(dá)到了二十人。十一月二十六日，加州帕薩迪納市的一位著名律師由于經(jīng)濟(jì)因素而意志消沉，槍殺了他的妻子和兩個(gè)兒子并飲彈自盡。十一月二十七日，加州南門市的一名離異者，二十二歲，被謀殺后從一輛行駛的小汽車內(nèi)拋尸。十一月三十日，圣加百利的火勢(shì)仍然失控，市內(nèi)的風(fēng)速達(dá)每小時(shí)八十英里。十二月的第一天，四個(gè)人死于非命。到第三天大風(fēng)才漸弱。

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新編英語(yǔ)教程7(Unit 1-14 Text I 譯文)對(duì)于沒有在洛杉磯生活過的人們來(lái)說(shuō)，他們是很難想象圣安娜颶風(fēng)在當(dāng)?shù)厝诵哪恐械男蜗蟮摹Ｈ紵械某鞘芯褪锹迳即壸陨碜钌羁痰男蜗?。那桑尼爾·韋斯特認(rèn)為，在電影《蝗蟲之日》中，以及在1965年華特暴動(dòng)期間，洛杉磯最難以磨滅的形象就是大火。在哈博高速公路上行駛幾天的路程都能看到這座城市陷入一片火海，這種結(jié)局正是我們能預(yù)料到的。洛杉磯的天氣具有大災(zāi)難、大天災(zāi)的特性，而且，就如同新英格蘭地區(qū)的漫長(zhǎng)的嚴(yán)冬天氣決定了當(dāng)?shù)厝说纳罘绞侥菢樱グ材蕊Z風(fēng)的狂暴劇烈和不可捉摸同樣也影響著洛杉磯生活的整體品質(zhì)，突顯了它的無(wú)常、它的反復(fù)。大風(fēng)向我們揭示：我們離危險(xiǎn)的邊緣并不太遠(yuǎn)。? Unit Six How to Get Things Done Robert Benchley如何把事情辦好

許許多多人都來(lái)問過我，問我是怎么做到完成這么多事情還能一直保持著看起來(lái)很沉迷于酒色似的。（譯者注：直譯，我猜他大概是說(shuō)看起來(lái)一直在浪費(fèi)時(shí)間）整個(gè)國(guó)家成百上千的人都奇怪我怎么會(huì)有時(shí)間去完成我的繪畫、工程、寫作和慈善工作，當(dāng)我——根據(jù)影印業(yè)部分（譯者注：大概代指新聞媒體）和社會(huì)記錄——把時(shí)間統(tǒng)統(tǒng)花在騎馬打獵，打扮成路易十四參加衣著華麗的舞會(huì)，或是和三千名洛杉磯學(xué)生一起、一個(gè)字一個(gè)字讀出《向加利福尼亞問好》上面。―又工作又玩?！麄冋f(shuō)。

我在完成工作這方面難以置信的精力和高效的秘密很簡(jiǎn)單。我把它小心地置于一個(gè)著名的心理學(xué)原理之上并且精煉它以至于它現(xiàn)在幾乎過于精練了。我很快將不得不開始重新讓它變得粗俗易懂。

那個(gè)心理學(xué)原理是這個(gè)：任何人可以完成任何量的工作，只要那工作不是他當(dāng)時(shí)被希望去做的。讓我們看看這在實(shí)際中是怎么體現(xiàn)的。比如說(shuō)我有五件事要在這周結(jié)束前完成：（1）一筐子等待回復(fù)的信件，其中有些是1928年10月的（譯者注：作者時(shí)間1949年）（2）幾個(gè)等待被安裝好并被排好書的書架（3）要剪個(gè)頭（4）一堆科學(xué)雜志要看完并剪裁截取（我在收集整理我能找到的所有關(guān)于熱帶魚的參考文獻(xiàn)，想著哪天給我自己買一條）以及（5）給這報(bào)紙寫一篇稿子。

現(xiàn)在。有這么五項(xiàng)工作在周一早晨直盯著我，那么我會(huì)吃完早飯直接就上床，為了接下來(lái)的幾乎是超人的精力付出儲(chǔ)存健康和力氣就不怎么奇怪了。―健全的精神寄寓于健全的肉體‖是我的座右銘，并且，不是說(shuō)笑，我要假裝我不知道這拉丁語(yǔ)意思。我覺得當(dāng)我的身體不得不為我這種貪得無(wú)厭的頭腦服務(wù)的時(shí)候我至少要正確的對(duì)待它。

當(dāng)我在周一的早上躺在我的床上儲(chǔ)存力量的時(shí)候，我排出了一個(gè)日程表。―我首先要做什么？‖我問我自己。好吧，那些信真的需要回復(fù)了并且那堆科學(xué)雜志也得剪?，F(xiàn)在我的秘密程序進(jìn)來(lái)了。我把它們放在需要完成的事物清單里的最后而不是最前面。我自己騙自己說(shuō)：―首先你必須要為那個(gè)報(bào)紙碼字?！疑踔涟堰@個(gè)大聲的說(shuō)了出來(lái)（小心沒有人聽見我，要不然他們會(huì)讓我一直躺在床上）并且糊弄我自己，使我真的相信我那天必須要寫完那篇文章而其他事可以等著。我有時(shí)候自我欺騙的太厲害以至于用鉛筆列了個(gè)單子在上邊寫―第一，新聞稿件‖，下邊畫了紅色的下劃線。（畫紅色下劃線太難了，因?yàn)樵诖策叺淖雷由嫌肋h(yuǎn)也沒有一只紅色鉛筆，除非我周日晚上上床時(shí)帶了一支。）

當(dāng)計(jì)劃表列好之后，我跳下床，開始享用我的午餐。我發(fā)現(xiàn)一頓可口豐盛的午餐——最好再來(lái)點(diǎn)糯米類的點(diǎn)心——將會(huì)是一日工作的最好開始。因?yàn)槲绮秃吞瘘c(diǎn)可以使人有效避免緊張或興奮過度。我們學(xué)者最需要保持冷靜，否則我們就會(huì)把時(shí)間浪費(fèi)在焦慮和不安中。

酒足飯飽之后，我坐到書桌前，對(duì)著我的英文打字機(jī)，開始削鉛筆（這些削尖的鉛筆是用來(lái)在吸墨紙上戳孔的，而且我發(fā)現(xiàn)一支鉛筆最多也只能戳破六個(gè)洞）。然后我對(duì)自己說(shuō)道（有可能的話大聲說(shuō)出來(lái)）：“開始動(dòng)筆吧，伙計(jì)！”

很快，我的計(jì)劃表就開始奏效了。我的余光先是瞥見了那一疊報(bào)刊，這是我事前特地放在那里的。我用打字機(jī)在紙張的抬頭上敲出我的名字和地址，便向后一仰，靠在椅背上。那疊雜志觸手可及（這也是計(jì)劃中的一部分）。我抬頭掃了一眼以確定沒有人在注意我，然后便悄悄從那疊雜志中摸了一本。天吶！看看這是什么！第一篇文章就讓我霍地站了起來(lái)，這是威廉·畢比博士寫的一篇文章，還配上了令人毛骨悚然的插圖！很快，我就徹底忙碌于剪報(bào)工作了。

關(guān)于argyopelius——一種被稱為“銀斧頭”的深海魚——可有件有趣的事情，那就是它們的眼睛竟然長(zhǎng)在腰上！光知道魚還有腰就足夠我震驚的了，更別說(shuō)還發(fā)現(xiàn)腰上長(zhǎng)著眼睛！我簡(jiǎn)直都無(wú)法下手剪那張圖片。你看看，僅僅是隨便翻翻插圖版的周末畫報(bào)都能讓一個(gè)人獲益匪淺！不過說(shuō)起來(lái)這終究是一件苦差事，6 / 16

新編英語(yǔ)教程7(Unit 1-14 Text I 譯文)任何一個(gè)意志薄弱的人都有可能半途而廢，只是當(dāng)你手頭上還有更重要的事要完成的時(shí)候，它就絕不會(huì)是件難事（看到了吧，我始終在進(jìn)行自我催眠，讓我自己相信寫報(bào)社約稿才是正事）。

所以，我花了半個(gè)下午就把所有的科學(xué)雜志都通讀了一遍，還做好了一份干凈整齊的剪報(bào)（包括一種“毒蛇魚”，我真希望你能看見，你肯定會(huì)笑翻的），然后我又開始痛苦地琢磨起那篇報(bào)社約稿來(lái)了。

這一次，我進(jìn)展到了寫標(biāo)題的階段。當(dāng)我心滿意足地寫好標(biāo)題之后，才發(fā)現(xiàn)我竟然拼錯(cuò)了個(gè)單詞。于是我只好把整張紙取出來(lái)，再換一張新的進(jìn)去。就在此時(shí)，我瞥見了信簍里的那堆信。

如果說(shuō)有什么事情是我最憎惡的話（你可以很確定，當(dāng)然有），那就是回信。不過，當(dāng)我還有一篇約稿要完成的時(shí)候，我突然有種很想寫信的情緒，于是我偷偷用手指從信簍里拈了一封未回的信來(lái)。我想如果我先寫幾封信練練手的話，也許我寫約稿時(shí)會(huì)更有靈感。這一封信，無(wú)論如何是該回了。這封信是一個(gè)在安特衛(wèi)普的朋友寫給我的，那是1929年的夏天，當(dāng)時(shí)我還在歐洲，他寫信希望我能順道過去看望他。他當(dāng)然不會(huì)就這么巴望著郵輪等待我的回音，但出于禮節(jié)，我仍然得給他回封信。所以，我沒有往打字機(jī)里送入新紙，而是從我的個(gè)人文具中抽出幾張?bào)w面的信箋，飛快地給我的朋友寫了一封回郵。趁著興致，我把信簍里的信件一一回復(fù)了。對(duì)于那尚未動(dòng)工的約稿，我心里著實(shí)感到有些愧疚，但一看到一整摞貼好郵票的信封，還有那一疊整理好的剪報(bào)，我的心里多少得到了些慰藉。明天我就認(rèn)認(rèn)真真地寫約稿，真的！

第二天早晨，我起得晚了些，不過在中午之前，打字機(jī)里已經(jīng)放入新的紙張，上面干凈利落地打上了我的姓名和地址。我簡(jiǎn)直精力充沛得像臺(tái)發(fā)電機(jī)！我已決意寫一篇關(guān)于“吹笛戲蛇”的文章，并且我對(duì)自己擬定的題目——戲蛇者說(shuō)——感到十分滿意。不過，想要寫好“吹笛戲蛇”，我必須讀它的歷史有所了解。又有什么能比書本更能提供歷史資料呢？也許在墻角那一摞書里，就有一本是關(guān)于“吹笛戲蛇”的！我是為了手頭的研究工作才去看那些書的，這一點(diǎn)誰(shuí)也無(wú)法指責(zé)我，何況也沒有那個(gè)學(xué)者能把所有有用的知識(shí)都牢記于心。

于是，我光明正大地離開我的書桌，開始瀏覽那一摞書的書名。那一摞書已經(jīng)在墻角里堆了好幾個(gè)星期了，想從里面找出一本書，特別是關(guān)于“吹笛戲蛇”的書，簡(jiǎn)直是不可能。現(xiàn)在最迫切的事情就是把它們安置到書架上，那么一切就會(huì)一目了然了。書架正好就在邊上，就在這一摞書的旁邊！我仿佛聽到一道圣旨在耳邊說(shuō)：“要是想寫好那篇文章，就得先架好書架、整理好圖書！”這簡(jiǎn)直是再清楚不過的了。

物理學(xué)原理告訴我如果想要架起書架，我需要釘子、錘子還有類似托架一樣?xùn)|西來(lái)使它固定在墻上。你總不能伸出舌頭舔一舔就把它粘在墻上吧。但是家里沒有釘子和錘子（也許有，但這會(huì)兒也不知放在什么地方），所以接下來(lái)我得戴上帽子出門去買。盡管我把約稿一再拖延，但我感到戴上帽子去買釘子是此刻最合理的事情。不過，當(dāng)我戴上帽子的時(shí)候，我很不爽地發(fā)現(xiàn)我實(shí)在該去理發(fā)了。我倒是正好可以一箭雙雕，或者起碼是二箭雙雕，在回來(lái)的路上順便去理個(gè)發(fā)。我想去外面呼吸點(diǎn)新鮮空氣會(huì)有助于我的文思的，所有醫(yī)生都會(huì)這么建議。

幾個(gè)小時(shí)之后，我一身清爽地回來(lái)了，帶著釘子、托架、晚報(bào)、黃油餅干還有淡淡的丁香花香。我吃了點(diǎn)餅干，又掃了兩眼今天的晚報(bào)（這也許會(huì)使我改變寫“吹笛戲蛇”的初衷），然后開始干活，不一會(huì)兒，書架就架好了——雖然有些晃——書本也按首字母排好了序，以便于隨時(shí)查閱。這里面沒有一本是關(guān)于“吹笛戲蛇”的，不過有一本關(guān)于賀加斯畫作的倒有些意思，還有一本書深入闡釋了電影發(fā)展史，也很不錯(cuò)。電影事業(yè)實(shí)在令人嘆為觀止了，也許什么時(shí)候我會(huì)寫一篇關(guān)于這方面的文章。不過，當(dāng)然不會(huì)是現(xiàn)在，因?yàn)楝F(xiàn)在都過了六點(diǎn)鐘了，而我手頭還有一篇關(guān)于“吹笛戲蛇”的約稿要完成。明天一早立刻就寫！千真萬(wàn)確！

所以，你看，在短短的兩天內(nèi)，我就完成了四項(xiàng)任務(wù)，而這一切只不過是讓自己相信第五件事才是我必須完成的正事。到了明天，我會(huì)另外選一件正事來(lái)做，例如把書架拆下來(lái)再裝到別的地方去什么的，那么我的第五項(xiàng)任務(wù)就能順利完成了。

唯一麻煩的是，按照這個(gè)速度，我很快就會(huì)完成所有的任務(wù)，又得愁眉苦臉地面對(duì)那篇報(bào)紙約稿，那件星期一早晨就定下來(lái)的第一件正事。

? Unit Seven The Aims of Education Alfred North Whitehead教育的目的

人文修養(yǎng)是種思維活動(dòng)，是對(duì)美與人文情懷的學(xué)習(xí)。而割裂的知識(shí)對(duì)此毫無(wú)幫助。僅有滿腹經(jīng)綸的人

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新編英語(yǔ)教程7(Unit 1-14 Text I 譯文)是普天下最無(wú)趣的廢物。我們所要培養(yǎng)的人應(yīng)是在某領(lǐng)域人文修養(yǎng)與專業(yè)知識(shí)兼?zhèn)涞娜恕I(yè)知識(shí)賦予他們發(fā)展的起點(diǎn)，人文修養(yǎng)賦予他們哲學(xué)的深度與藝術(shù)的高度。我們必須牢記自我發(fā)展才是有價(jià)值的知識(shí)發(fā)展，而自我主要發(fā)展于16至30歲之間。而在孩子12歲之前，母親對(duì)于孩子的培養(yǎng)至關(guān)重要。有的人年少時(shí)在學(xué)校平平無(wú)奇，后來(lái)卻功成名就，人們往往對(duì)此感到驚奇。對(duì)此，坎特伯雷大主教的一句話闡釋了我的觀點(diǎn)，他說(shuō)：―18歲前難窺端倪，18歲后大氣方成。

要培養(yǎng)孩子去思考，我們最應(yīng)該警惕的是避免灌輸一種我稱之為―惰化‖的思想，即，不經(jīng)應(yīng)用，證實(shí)或相互結(jié)合，合陳出新，一味灌輸給孩子的思想。

教育史上最駭人聽聞的現(xiàn)象莫過于某一時(shí)代曾經(jīng)一度天才輩出的學(xué)府，數(shù)代人后充斥著的卻只有迂腐，循規(guī)蹈矩之士。其原因就在于他們被灌輸了太多的 ―惰化思想‖。以惰化思想教育學(xué)生不僅無(wú)益，而且有害------corruptio optimi，pessima（最壞的事情便是使最好的事情變壞）。除僅有的幾次知識(shí)變革之外，過去的教育從根本上受到了惰化思想的侵蝕。有些見過世面的聰慧女子雖未接受過教育，卻在中年之際成為社會(huì)中最為有人文修養(yǎng)的人。其原因便在于她們免于惰化思想的駭人重荷。每一次為人文帶來(lái)巨大飛躍的知識(shí)變革都是對(duì)惰化思想的強(qiáng)烈抵制。但而后，教育機(jī)構(gòu)竟可悲地忽視了人類的心理作用，再一次使人文學(xué)科為新惰化的思想所束縛。

面對(duì)這靈魂的枯竭，我們的教育體系應(yīng)如何是好？我們要闡明兩條教育戒律：―不可教太多學(xué)科‖和―教學(xué)要深入‖。

教太多門學(xué)科，但每門卻只教一小部分會(huì)使學(xué)生消極的接受互不相關(guān)的思想，這些對(duì)學(xué)生們來(lái)說(shuō)沒有絲毫啟迪作用。教育中所灌輸給孩子的思想應(yīng)當(dāng)少而精，并盡可能多的使之相互組成新思想。孩子們應(yīng)能消化所學(xué)，并能理解在這些思想在現(xiàn)實(shí)生活中的應(yīng)用。教育伊始，孩子就應(yīng)能體驗(yàn)到發(fā)現(xiàn)的樂趣。有新發(fā)現(xiàn)時(shí)，所學(xué)思想將會(huì)使他理解生活中的種種事件。盡管這里的理解需要邏輯分析，并不僅僅指的是邏輯分析。這里的理解指的是法國(guó)諺語(yǔ)―理解了緣由，也就寬恕了一切‖ 中的理解。迂腐之士譏笑學(xué)以致用的教育。但教育不學(xué)以致用，那又是什么呢？是天分，要小心翼翼的藏在手帕里嗎？當(dāng)然，不管一個(gè)志向?yàn)楹危逃蛻?yīng)當(dāng)是學(xué)以致用的，教育對(duì)圣奧古斯汀有用，教育對(duì)拿破侖也有用。學(xué)可致用因?yàn)槔斫饪芍掠谩?/p>

對(duì)于文學(xué)教育對(duì)理解力的貢獻(xiàn)，我并想多談。我也不想評(píng)判古典或現(xiàn)代文學(xué)的教育價(jià)值。我只想說(shuō)我們所需要的理解是對(duì)于―今―的理解。過去的知識(shí)為當(dāng)下的我們服務(wù)，這是它唯一的用處。而厚古薄今是對(duì)于年輕人的傷害是最致命的。―今‖包含了過往的一切。―今‖是一片圣土，因?yàn)楱D今‖既是過去的終點(diǎn)，又是未來(lái)的起點(diǎn)。同時(shí)人們應(yīng)當(dāng)明白兩千年前的時(shí)代并不比兩百年前的時(shí)代―古‖。不要被迂腐的時(shí)代考究所欺騙。薩?？死锼购途S吉爾的時(shí)代并不比莎士比亞與莫里哀的時(shí)代 ―古‖。各個(gè)時(shí)代圣人之間的交流自是一次振奮人心的偉大盛會(huì)，但如果說(shuō)有一間會(huì)議廳能化想象為現(xiàn)實(shí)，那就只有―今‖；而各個(gè)時(shí)代的圣人為來(lái)此參會(huì)而跨越的那些時(shí)間，或長(zhǎng)或短沒什么區(qū)別。

現(xiàn)在談一下科學(xué)與邏輯教育。像我之前所說(shuō)，科學(xué)與邏輯教育中也存在著惰化思想，這些不經(jīng)應(yīng)用的思想有害無(wú)益。應(yīng)用某一思想，我的意思是使之融入學(xué)生的生活中，與其中的感性認(rèn)識(shí)，感覺，愿望，欲望和隨時(shí)間不斷變化的思維活動(dòng)聯(lián)系起來(lái)。我知道有些人憑借消極的吸收互不相干的思想來(lái)鞏固自己的內(nèi)心。但人文修養(yǎng)并不是那樣提升的（可能除了某些報(bào)社編輯之外）。

在科學(xué)教育中，對(duì)于某一思想，應(yīng)先證明它。但容我先拓展一下在這里―證明‖的意思-----我是指證明某一思想的價(jià)值性。除非某一思想具有正確的論點(diǎn)，否則它就沒有什么價(jià)值可言。因此，不管是通過邏輯論證亦或是實(shí)驗(yàn)證明，證明某一思想的本質(zhì)之處在于證明其論點(diǎn)是正確的。雖教師們對(duì)于某思想論點(diǎn)正確與否的證明不甚重要，但德高望重的教師們的論斷的確具有權(quán)威性，這些論斷能為我們創(chuàng)造一個(gè)論據(jù)充足的起點(diǎn)。當(dāng)我們第一次接觸某一組論點(diǎn)時(shí)，我們應(yīng)先評(píng)斷它們的價(jià)值，這也是我們所有人在后半生都要做的。從嚴(yán)格意義上說(shuō)，除非某件事比較重要，否則它并不值得我們?nèi)L試證明它正確與否。狹義上講，我們并不需要在時(shí)間上嚴(yán)格將這兩個(gè)證明和評(píng)價(jià)步驟分開，這兩步幾乎可以同時(shí)進(jìn)行。但以能否致用而言，應(yīng)優(yōu)先評(píng)判其價(jià)值。

而且我們并不應(yīng)孤立地應(yīng)用某一論點(diǎn)。特別是不能只為某一論點(diǎn)而進(jìn)行一系列實(shí)驗(yàn)1，再為論點(diǎn)2進(jìn)行一系列實(shí)驗(yàn)，如此直到學(xué)完一本書。沒什么比這更無(wú)聊了。相互聯(lián)系的正確思想應(yīng)當(dāng)結(jié)合起來(lái)使用，各種

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新編英語(yǔ)教程7(Unit 1-14 Text I 譯文)各樣的論點(diǎn)也應(yīng)可以任意順序不限次數(shù)地應(yīng)用。從理論主題中選出一些重要的實(shí)際應(yīng)用，而后以系統(tǒng)的理論闡述研究它們。理論闡述要保持簡(jiǎn)短，但要保證闡述的嚴(yán)格與規(guī)范。闡述也不應(yīng)太長(zhǎng)，太長(zhǎng)則不利于他人深刻準(zhǔn)確地理解。吞下太多理論知識(shí)卻不消化完只會(huì)是徒勞無(wú)獲。而且理論也不應(yīng)該與實(shí)踐相混淆。孩子應(yīng)當(dāng)明白什么時(shí)候是在證明思想，什么時(shí)候是在應(yīng)用思想。我的觀點(diǎn)是所證明的應(yīng)被應(yīng)用，而只要條件允許，所應(yīng)用的也應(yīng)被證明。總而言之，證明和應(yīng)用是一個(gè)事物的兩面。Unit 8 Fifth Avenue, Uptown: A Letter From Harlem James Baldwin 第五大道住宅區(qū)：一封來(lái)自黑人的來(lái)信。The projects in Harlem are hated.They are hated almost as much as policemen, and this is saying a great deal.And they are hated for the same reason: both reveal, unbearably, the real attitude of the white world, no matter how many liberal speeches are made, no matter how many lofty editorials are written, no matter how many civil rights commissions are set up.哈萊姆的居民憎恨住房的建設(shè)計(jì)劃和警察的巡邏,其原因在于兩者都令人難以忍受地揭示了白人世界對(duì)黑人的真正態(tài)度 The projects are hideous, of course, there being a law, apparently respected throughout the world, that popular housing shall be as cheerless as a prison.誠(chéng)然，這些工程（建筑）丑陋不堪，從表面上看也符合一個(gè)世界公認(rèn)的法則：普及型住房應(yīng)該和監(jiān)獄一樣令人郁悶。(民眾的住房應(yīng)當(dāng)像監(jiān)獄那樣單調(diào)陰郁)They are lumped all over Harlem, colorless, bleak, high, and revolting.The wide windows look out on Harlem’s invincible and indescribable squalor: the Park Avenue railroad tracks, around which, about forty years ago, the present dark community began;the unrehabilitated houses, bowed down, it would seem, under the great weight of frustration and bitterness they contain;the dark, the ominous schoolhouses, from which the child may emerge maimed, blinded, hooked, or enraged for life;and the churches, churches, block upon block of churches, niched in the walls like cannon in the walls of a fortress.寬大的窗戶俯瞰著哈萊姆的破敗，它一成不變，難以描述：那里有帕克大街的車軌，在此周圍，大約40年前，現(xiàn)今黑暗的社區(qū)就開始形成了；那里有無(wú)法修復(fù)的房子，耷拉著，似乎在承載著其中失敗與痛苦的巨大壓力；那里有黑暗的、帶來(lái)壞運(yùn)氣的學(xué)校教室，因?yàn)閺倪@些校舍里出來(lái)的孩子可能是傷殘的、瞎眼的、吸毒的或一生憤怒的人；那里還有很多教堂，街區(qū)連著街區(qū)，教堂的墻壁都裝飾著神像，就像加農(nóng)炮加在堡壘的堞垛上。Even if the administration of the projects were not so insanely humiliating(for example: one must report raises in salary to the management, which will then eat up the profit by raising one’s rent;the management has the right to know who is staying in your apartment;the management can ask you to leave, at their discretion), the projects would still be hated because they are an insult to the meanest intelligence.對(duì)于智力最低的人都是一種侮辱。Harlem got its first private project, Riverton--which is now, naturally, a slum--about twelve years ago because at that time Negroes were not allowed to live in Stuyvesant Town.Harlem watched Riverton go up, therefore, in the most violent bitterness of spirit, and hated it long before the builders arrived.They began hating it at about the time people began moving out of their condemned houses to make room for this additional proof of how thoroughly the white world despised them.And they had scarcely moved in, naturally, before they began smashing windows, defacing walls, urinating in the elevators, and fornicating in the playgrounds.Liberals, both white and black, were appalled at the spectacle.I was appalled by the liberal innocence--or cynicism, which comes out in practice as much the same thing.1 Other people were delighted to be able to point to proof positive that nothing could be done to better the lot of the colored people.They were, and are, right in one respect: that nothing can be done as long as they are treated like colored people.The people in Harlem know they are living there because white people

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新編英語(yǔ)教程7(Unit 1-14 Text I 譯文)do not think they are good enough to live anywhere else.No amount of “improvement” can sweeten this fact.Whatever money is now being earmarked to improve this, or any other ghetto, might as well be burnt.2A ghetto can be improved in one way only: out of existence.4 Similarly, the only way to police a ghetto is to be oppressive.None of commissioner Kennedy’s policemen, even with the best will in the world, have any way of understanding the lives led by the people they swagger about in two’s and three’s controlling.Their very presence is an insult, and it would be, even if they spent their entire day feeding gumdrops to children.3They represent the force of the white world, and that world’s real intentions are, simply, for that world’s criminal profit and ease, to keep the black man corralled up here, in his place.The badge, the gun in the holster, and the swinging club make vivid what will happen should his rebellion become overt.Rare, indeed, is the Harlem citizen, from the most circumspect church member to the most shiftless adolescent, who does not have a long tale to tell of police incompetence, injustice, or brutality.的確，哈萊姆區(qū)的居民，從最謹(jǐn)慎的神職人員到最懶散的青年，無(wú)一不對(duì)警察的無(wú)能、不公和粗暴抱怨連連。I myself have witnessed and endured it more than once.The businessman and racketeers also have a story.And so do the prostitutes.(And this is not, perhaps, the place to discuss Harlem’s very complex attitude towards black policemen, nor the reasons, according to Harlem, that they are nearly all downtown.)5 It is hard, on the other hand, to blame the policeman, blank, good-natured, thoughtless, and insuperably innocent, for being such a perfect representative of the people he serves.He, too, believes in good intentions and is astounded and offended when they are not taken for the deed.He has never, himself, done anything for which to be hated--which of us has?--and yet he is facing, daily and nightly, people who would gladly see him dead, and he knows it.而他知道這一點(diǎn)。There is no way for him not to know it: there are few other things under heaven more unnerving than the silent, accumulating contempt and hatred of a people.天底下沒有幾樣?xùn)|西比一個(gè)民族的沉默和日漸增長(zhǎng)的輕蔑和仇恨更加令人膽寒的了。4He moves through Harlem, therefore, like an occupying soldier in a bitterly hostile country;which is precisely what, and where, he is, and is the reason he walks in twos and threes.And he is not the only one who knows why he is always in company: the people who are watching him know why, too.Any street meeting, sacred or secular, which he and his colleagues uneasily cover has as its explicit or implicit burden the cruelty and injustice of the white domination.And these days, of course, in terms increasingly vivid and jubilant, it speaks of the end of that domination.The white policeman, standing on a Harlem street corner, finds himself at the very center of the revolution now occurring in the world.He is not prepared for it--naturally, nobody is--and, what is possibly much more to the point, he is exposed, as few white people are, to the anguish of the black people around him.5Even if he is gifted with the merest mustard grain of imagination, something must seep in.He cannot avoid observing that some of the children, in spite of their color, remind him of children he has known and loved, perhaps even of his own children.He knows that he certainly does not want his children living this way.He can retreat from his uneasiness in only one direction: into a callousness which very shortly becomes second nature.他只能夠朝一個(gè)方向逃避他內(nèi)心的不安，那就是變得冷漠無(wú)情，而這很快就成為他的第二本能。He becomes more callous, the population becomes more hostile, the situation grows more tense, and the police force is increased.One day, to everyone’s astonishment, someone drops a match in the powder keg and everything blows up.Before the dust has settled or the blood congealed, editorials, speeches, and civil-rights commissions are loud in the land, demanding to know what happened.What happened is that Negroes want to be treated

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新編英語(yǔ)教程7(Unit 1-14 Text I 譯文)like men.? Unit Nine Roots of Freedom Edith Hamilton自由的根基

在原子時(shí)代，向自由發(fā)起挑戰(zhàn)是發(fā)人深省的。今日，擺在我們面前的是一個(gè)奇異的新世界，我們都在思考到底該如何生存在這樣一個(gè)世界里。我們?cè)撊绾螌?duì)待我們最寶貴的財(cái)富——自由？我們所知道的世界，即西方世界，在不斷開拓新的空間的過程中逐漸形成。

大約2500年前，希臘人始獲自由。在那之前，這世上還沒有自由。絢爛的文明和偉大的帝國(guó)散布在地球上，自由這東西卻不見蹤影。埃及、巴比倫、尼尼微這些國(guó)家推行專政，一人獨(dú)掌大權(quán)統(tǒng)治無(wú)力的大眾。希臘雅典這個(gè)小國(guó)家里的小城市，卻沒有無(wú)力的大眾。那里的人們由一位無(wú)意獨(dú)攬大權(quán)的人領(lǐng)導(dǎo)。帝國(guó)的統(tǒng)治者們堅(jiān)決主張大眾應(yīng)對(duì)其絕對(duì)地服從。雅典人卻不這么認(rèn)為，他們認(rèn)為只有在戰(zhàn)爭(zhēng)中才應(yīng)如此，而且，倘若統(tǒng)治者的決策是維護(hù)大眾利益的，他們自會(huì)心甘情愿的服從。古希臘偉大的政治家伯利克里曾說(shuō)過：―我們的政府是自由的政府，但我們?nèi)宰袷胤?，尤其是那些維護(hù)被壓迫者權(quán)益的法律，以及那些一旦違背便使人蒙羞的未成文的?法律‘。‖

雅典人自愿遵守的，不僅是他們通過的那些成文的法律，還包括不成文的、自由的人們生活在一起所必須遵守的法律。他們善待彼此，互生憐憫，若無(wú)這些品質(zhì)，生活將變得只有荒漠里的隱士才能忍受。雅典人從不認(rèn)為，一個(gè)人能隨心所欲，他就算是自由的。他若能自我約束，他便自由。服從于自己所認(rèn)同的行為規(guī)范即是自由。雅典人幸而未把生活看成是自己的私事。各人為雅典人的共同利益都各有其責(zé)任，這種責(zé)任不是外界向其強(qiáng)加的，而是緣于這座城市是他的驕傲，是他的安身之處。世界上第一個(gè)政府的信條就是，那些能自我約束和為國(guó)家承擔(dān)責(zé)任的人將享有自由。正是這個(gè)理念，為日后希臘人的豐碩建樹奠定了基礎(chǔ)。

但自由的獲得并不如原子彈的發(fā)明一樣。一朝獲得自由并不代表永遠(yuǎn)享有自由。人們?nèi)舨徽湟曌杂刹橹畩^斗，自由就會(huì)消亡。自由的維持，須以長(zhǎng)久的警惕為代價(jià)。雅典帶來(lái)了這種思想上的轉(zhuǎn)變。這種轉(zhuǎn)變雖悄然發(fā)生，但至關(guān)重要，貫穿全國(guó)。雅典人樂于、自豪于為他們的城市做貢獻(xiàn)，從來(lái)沒想過要從中獲得什么物質(zhì)利益。后來(lái)，雅典人的思想態(tài)度發(fā)生巨大的轉(zhuǎn)變，他們把城市看成是為他們的工作支付薪酬的雇主。他們看重的，不再是人民給予國(guó)家什么，而是國(guó)家給予人民什么。人們需要的是一個(gè)能給他們提供舒適生活的國(guó)家，當(dāng)這成為最重要的目標(biāo)時(shí)，自由、自立和責(zé)任的觀念就會(huì)模糊甚至消失。雅典越來(lái)越像是一個(gè)擁有巨大財(cái)富的合營(yíng)公司，所有雅典人共同擁有這份財(cái)富。

雅典人開始認(rèn)為他們需要的自由就是免于責(zé)任的自由。到了這時(shí)候，結(jié)局只有一種。人們?nèi)绻麍?jiān)持?jǐn)[脫自立和為大眾利益負(fù)責(zé)的擔(dān)子，就不再自由。承擔(dān)責(zé)任是每個(gè)人為自由所必須付出的代價(jià)。這沒有什么條件可言。古希臘的雅典人拒絕承擔(dān)責(zé)任的時(shí)候，他們便不再享有自由。

亞里士多德曾說(shuō)過：―好的東西千古流傳。‖ 雅典人失去了自由，但這個(gè)世界并沒有失去自由。美國(guó)著名政治家詹姆斯?麥迪遜（James Madison）在1776年左右提到過―人類自我統(tǒng)治的能力‖?？梢钥隙ǎ恢雷约赫f(shuō)的就是希臘。也許他想不起雅典這個(gè)例子，但人類一旦產(chǎn)生某個(gè)念頭，便揮之不去。在原子時(shí)代也是如此。這個(gè)念頭存在于這個(gè)或者那個(gè)人的思想里，盡管未被付諸行動(dòng)。我們無(wú)法確定它是否即將成為行動(dòng)，唯一能確定的，就是總有一天會(huì)這樣。

Unit Ten Fear of Death Carll Tucker資源匱乏的恐慌

我討厭跑步。每天一清早，當(dāng)繞著紐約中央公園的人工湖沉重的慢跑時(shí)，我總能清醒的意識(shí)到自己有多么厭惡它。這太無(wú)聊了。有人覺得慢跑有益于思考，還有人覺得途中景色讓人樂在其中。對(duì)于我而言，這根本無(wú)助于思考也并無(wú)美景可享。跑步時(shí)，我滿腦子不是又有跑步就是一片空白?？上覜]法子穿過這人工湖徑直到家，只能繞著跑，說(shuō)來(lái)它還幫了大忙。

從許多慢跑者倦怠的神色中不難斷定，討厭跑步的人原來(lái)不只我一個(gè)，他們同樣感到痛苦無(wú)奈，這沒比付賬單開心多少吧。即便如此，我們?nèi)砸蝗缂韧呐?，甚至死心塌地的選擇跑。普天之下有這么多選擇，我們卻寧愿去做一件不喜歡并且巴不得趕快結(jié)束的事，這究竟是為什么？

不管什么潮流，有多少人追逐，就有多少種理由。他指望靠此降低一再飆升的血壓；他希望借此逃避旁人的電話干擾，火冒三丈的配偶或是烏七八糟的家鎖；他以此回避生活的艱難抉擇或是人生的碌碌無(wú)為。

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新編英語(yǔ)教程7(Unit 1-14 Text I 譯文)人人都有其煩惱和動(dòng)力。我的苦衷便是體能的每況愈下，使我在網(wǎng)球比賽中輸給兩年前的手下敗將。而我的動(dòng)力就是挽回顏面打敗他。

然而除了這些大大小小的理由外，還有一個(gè)更深層的原因。人們突然間如此癡迷于改善自身健康絕非偶然。不錯(cuò)，現(xiàn)代人都渴望健康，但僅靠此舉很難使其區(qū)別于前人。

由于目光短淺，經(jīng)濟(jì)學(xué)家總是一廂情愿的認(rèn)為所有問題皆由經(jīng)濟(jì)因素而起。慶幸的是慢跑和經(jīng)濟(jì)根本扯不上任何關(guān)系，也毫無(wú)理由可尋。的確，慢跑是很便宜，但不跑更省錢。慢跑帶動(dòng)的寥寥無(wú)幾的裝備需求恐怕是商人最看不上眼的買賣。

一些哲學(xué)家爭(zhēng)論道：慢跑以及其他體能鍛煉是人們給自己制定的一項(xiàng)任務(wù)。生活中的個(gè)人義務(wù)越來(lái)越少。工作時(shí)間減少，做禮拜也可有可無(wú)?？萍紴槲覀凃v出更多的時(shí)間。但如何填補(bǔ)這些時(shí)間則需要去想象去努力。自由時(shí)間是一條又寬又險(xiǎn)的河，足以使那些不會(huì)游泳的人沉沒。一個(gè)人承擔(dān)的義務(wù)越多，耗費(fèi)時(shí)間就越多，相對(duì)危險(xiǎn)的自由時(shí)間就越少。于是慢跑就成了一項(xiàng)的任務(wù)。跑步的過程中，他將不屬于自己，而完全服從于他所能接受的自己。

一些神學(xué)家也許對(duì)此有更進(jìn)一步的爭(zhēng)議。他們認(rèn)為正是由于現(xiàn)代社會(huì)人們的無(wú)神論和缺乏自信使得我們焦慮不安的想盡可能活得長(zhǎng)久。據(jù)他們所說(shuō)，我們跑步，是為了生存，相信這才是我們所要享受的人生。

所有的這些說(shuō)法或多或少都有些道理。迷信的滋生以及對(duì)戰(zhàn)爭(zhēng)的熱情復(fù)蘇無(wú)不暗示著，我們渴望得到承諾。況且看到如此多的中老年人在健身的名以下深受折磨，誰(shuí)還會(huì)懷疑我們對(duì)死亡的恐懼，遠(yuǎn)遠(yuǎn)超出了以往任何一代呢？

但依我之見，這種現(xiàn)象背后還有鮮為人知的原因。它背后的驅(qū)使力更甚于對(duì)死亡的恐懼，那就是資源的匱乏。我們看到土地的流失，河流失去了孕育生命的能力，空氣，即使在平流層也存有致命的垃圾。我們看到無(wú)法挽回的浪費(fèi)，感受到意識(shí)中那深深的恐懼 ―― 我們正在毀壞賴以生存的地球。同時(shí)我們也或多或少的感到無(wú)助，并想方設(shè)法保護(hù)環(huán)境。我們重復(fù)利用汽水瓶，修復(fù)老房子和保護(hù)離自己最近的自然資源 －－我們的身體健康，希望這種小的舉動(dòng)可以拯救正被破壞的地球。跑步變成了一種為我們貪婪和浪費(fèi)的一種贖罪。

這就是我為什么要跑步 ―― 為了贏一場(chǎng)網(wǎng)球賽。

Unit Eleven Beyond Invalidism, Part One Norman Cousins 1 The sense of being locked into a body that is inadequate for its needs, the sense of living under a lowering ceiling, the sense of having to separate oneself from vital prospects, the sense of coming to terms with bleakness — all these are the stuff of invalidism.The person who is put on notice by the physician that he or she has a ―bad heart‖ tends to live a life of reduced expectations, to take slower and fewer steps, and to move tentatively in the outside world.2.How does one avoid the feeling of being an invalid when underlying corditions create and indeed seem to dictate it? When a physician tells you that your heart is weak and must be spared the strains that other people routinely and joyously bear, how do you go through life without flinching when you approach stairs or hilly streets or children reaching out to be lifted? 3 Perhaps the best way to answer these questions is to begin by reflecting on the way the human body works.A weak body becomes weaker in a mood of total surrender.思想上先繳了械，身體便會(huì)更加孱弱。The mechanisms of repair and rehabilitation that are built into the human system have a natural drive to assert themselves under conditions of illness, but that natural tendency is deferred or deflected by an erosion of the will to live, or by the absence of confidence in one‘s physician or in one‘s own ability to play a vital part in the attack on disease.Obviously, it is absurd to suppose that there is no illness or somber circumstance that can‘t be reversed.But it is also true that under conditions of extreme illness we need all the help we can get.For the same reason it is necessary to put all our own powers to work in our own behalf.We want to get the most out of whatever is possible.An integral part of this process is respect

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新編英語(yǔ)教程7(Unit 1-14 Text I 譯文)for the human body — an organism of astounding tenacity, resiliency, and recuperative capability.And, since the human body tends to move in the direction of its expectations — plus or minus — it is important to know that attitudes of confidence and determination are no less a part of the treatment program than medical science and technology.5 The day after I came home from the hospital, I arranged with a building contractor to construct a new study and storage facility for all the Saturday Review files and other books and records that had been moved out from the East.The only place available for the new construction was above a steep hill in back of the house.This meant I would have to climb the equivalent of four flights of stairs every time I wanted to go to the study.6 The building was completed in about three months.I have never felt the slightest hesitation in making the ascent, which I have done at least twice daily.The sense of pleasurable anticipations is enough to allow me to endure any strain.I do know this, however: if I had any distasteful expectations or reactions my body would supply all the signs of chest pressure to accommodate that distaste.More and more, I am inclined to accept the notion that the body produces its own poisons under circumstances of apprehension or emotional strain and that this factor is intimately involved in serious illness, whether it takes the form of cardiac disease, joint disabilities, or even cancer.The title of Kenneth Pelletier‘s book Mind as Healer, Mind as Slayer may say it all.Nothing is more amazing or heartening to me than to see the way in which many persons with severe afflictions or handicaps nonetheless manage to affirm life.Just in the act of mobilizing their emotional resources they help to potentiate themselves physically.I am not saying here that no one ever need feel disadvantaged;all I am doing is making a distinction between being an invalid and thinking and acting like one.9 I know that I am still at risk.I know that, without warning, my heart could suddenly fail.If that should happen, I will have no complaints.As I told Dr.Shine, I have nothing but gratitude for a heart that has seen me through an eventful life and several medical ordeals, beginning in childhood.10 Death is not the enemy;living in constant fear of it is.I have no intention of swathing myself in cotton to soften a possibly fatal episode.I will continue to live and think as actively and creatively as it is physically possible for me to do, knowing that longevity by self can be sterile but that vital feelings and thoughts give meaning and depth to life and provide a true sense of possibilities of human existence.11 I have already lived more than an average lifetime, but I want to continue to live long enough to see the establishment of a world under law and a planet made safe and fit for human habitation.I hope, too, to live long enough to see the conquest of human squalor.What stands in the way is not insufficiency o natural resources but the way people choose to think about their problems and opportunities.In any event, I am grateful that I am able to continue working for those causes that seek to free our age from gross indignities and the fear of nuclear devastation.12 What seems especially important to me in retrospect is that I am the beneficiary of the best that modern medical science has to offer.For many years, deaths from heart attacks have outnumbered fatalities from all other diseases.That number is now on the decline and will, I believe, decline further still with the full recognition, not just by the profession but by the general public, that a comprehensive program of treatment involves both the full utilization of medical science

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新編英語(yǔ)教程7(Unit 1-14 Text I 譯文)and full development of the human healing system.The fact that the belief 13 I look up at the calendar as I put down these final notes and see that it is two years and five months since the heart attack of December 22, 1980 Dr.Shine has gone out of his way to congratulate me, using the word ―magnificent‖ to describe my process, even though he feels I may still be at substantial risk.The portion of the heart muscle has been strengthened and has adapted itself to my needs.Dr.Cannon says it is difficult to believe that bypass surgery could have achieved a better functional result than has been achieved without it.The original treadmill results that produced the finding of severe coronary insufficiency have been reversed.最初檢測(cè)出了嚴(yán)重冠狀動(dòng)脈功能不全的踏車試驗(yàn)結(jié)果已經(jīng)被逆轉(zhuǎn)了。I manage to set aside time each week for the sports I enjoy — doubles or singles in tennis, and golf with old friends.Golf does not really qualify as exercise, but it is a game that offers tangible and tantalizing possibilities for measurable improvement of one‘s skill.Besides, it provides an arena for banter and the rewards of companionship in an outdoor setting.I maintain a full working schedule, and I pay visits to the hospital at the request of physicians to see ill persons in need of a morale boost.The different between what I did before the heart attack and what I am doing now is that I now maintain some semblance of control I try to run my schedule instead of letting the schedule run me.我努力駕馭時(shí)間表，而不是被時(shí)間表所束縛。Unit Twelve Charles Darwin Thomas Henry Huxley 1 Very few, even among those who have taken the keenest interest in the progress of the revolution in natural knowledge set afoot by the publication of “The Origin of Species,” and who have watched, not without astonishment, the rapid and complete change which has been effected both inside and outside the boundaries of the scientific world in the attitude of men's minds towards the doctrines which are expounded in that great work, can have been prepared for the extraordinary manifestation of affectionate regard for the man, and of profound reverence for the philosopher, which followed the announcement, on Thursday last, of the death of Mr.Darwin.很少有人，即使是那些對(duì)由于《物種起源》一書的發(fā)表而推動(dòng)的自然知識(shí)的變革進(jìn)程極度感興趣的人，以及那些滿懷訝異關(guān)注著導(dǎo)致科學(xué)界內(nèi)外人士對(duì)待這一巨著中闡明的觀點(diǎn)的態(tài)度發(fā)生迅速而徹底變化的人，能夠預(yù)料到上周四宣布達(dá)爾文死亡之后人們對(duì)于達(dá)爾文這一思想家的異乎尋常的摯愛和崇敬之情。Not only in these islands, where so many have felt the fascination of personal contact with an intellect which had no superior, and with a character which was even nobler than the intellect;but, in all parts of the civilised world, it would seem that those whose business it is to feel the pulse of nations and to know what interests the masses of mankind, were well aware that thousands of their readers would think the world the poorer for Darwin's death, and would dwell with eager interest upon every incident of his history.In France, in Germany, in Austro-Hungary, in Italy, in the United States, writers of all shades of opinion, for once unanimous, have paid a willing tribute to the worth of our great countryman, ignored in life by the official representatives of the kingdom, but laid in death among his peers in Westminster Abbey by the will of the intelligence of the nation.不止是在英倫三島，那里有如此多的人深切感受到一個(gè)無(wú)與倫比的靈魂的魅力，感受到一個(gè)比這一靈魂更加高貴的品質(zhì)；在文明世界所有疆域里，似乎那些密切關(guān)注世界進(jìn)程以及關(guān)心人民利益的人都能意識(shí)到他們數(shù)以千計(jì)的讀者將會(huì)認(rèn)為達(dá)爾文的死是我們這個(gè)世界的一大損失，并將急迫地研讀他一生中的每一事件來(lái)緬懷他。在法國(guó)，在德國(guó)，在奧匈帝國(guó)，在意大利，在美國(guó)，所有持不同觀點(diǎn)的作家在這一刻一致同意為我們這一偉大同胞的價(jià)值表示致敬，盡管他一生都不被英國(guó)當(dāng)局認(rèn)同和尊敬，他死后還是遵由這一國(guó)家中智者的意愿被安葬在西敏寺的其他偉人之間。

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新編英語(yǔ)教程7(Unit 1-14 Text I 譯文)3 It is not for us to allude to the sacred sorrows of the bereaved home at Down;but it is no secret that, outside that domestic group, there are many to whom Mr.Darwin's death is a wholly irreparable loss.And this not merely because of his wonderfully genial, simple, and generous nature;his cheerful and animated conversation, and the infinite variety and accuracy of his information;but because the more one knew of him, the more he seemed the incorporated ideal of a man of science.Acute as were his reasoning powers, vast as was his knowledge, marvellous as was his tenacious industry, under physical difficulties which would have converted nine men out of ten into aimless invalids;it was not these qualities, great as they were, which impressed those who were admitted to his intimacy with involuntary veneration, but a certain intense and almost passionate honesty by which all his thoughts and actions were irradiated, as by a central fire.我們不應(yīng)提及在唐寧鎮(zhèn)那失去親人的家庭的沉重的悲傷；但有一點(diǎn)已不是秘密，那就是除了達(dá)爾文的親友，還有很多人認(rèn)為他的死是無(wú)法挽回的損失。這不僅是由于他親切、率真和慷慨的本性；也不僅是由于他愉快生動(dòng)的談吐，以及他龐雜而準(zhǔn)確的信息量；而且由于人們對(duì)他了解的愈多，就愈感到他是科學(xué)工作者的典范。他的推理能力極為敏銳，他的知識(shí)面極為寬廣，他的堅(jiān)毅勤奮令人嘆為觀止，他身體的困難十有八九會(huì)讓普通人淪落成沒有生活目標(biāo)的病弱之人；使那些不知不覺中感受到達(dá)爾文的親切并因此而尊敬他的人們印象深刻不是他這些偉大的品質(zhì)，而是如火焰一樣照亮他思想和行為的那種獨(dú)特的強(qiáng)烈而近乎熱烈的誠(chéng)實(shí)。It was this rarest and greatest of endowments which kept his vivid imagination and great speculative powers within due bounds;which compelled him to undertake the prodigious labours of original investigation and of reading, upon which his published works are based;which made him accept criticisms and suggestions from anybody and everybody, not only without impatience, but with expressions of gratitude sometimes almost comically in excess of their value;which led him to allow neither himself nor others to be deceived by phrases, and to spare neither time nor pains in order to obtain clear and distinct ideas upon every topic with which he occupied himself.正是這種極其稀有的偉大的天賦使得他的生動(dòng)的想象和偉大的推測(cè)能力處于合理的范疇內(nèi)。這種態(tài)度使得他能夠不被只言片語(yǔ)迷惑，并且能夠不辭辛苦地盡力對(duì)他所從事的每一個(gè)議題取得清楚明確的看法。不同的是，面對(duì)大自然這一幾乎沒有任何破解希望的難題，我們的現(xiàn)代哲學(xué)家沒有退縮不前，以赫拉克利特和德謨克利特的理論為基礎(chǔ)，他把全部的生命奉獻(xiàn)到了攻克這一難題的事業(yè)里，得到的結(jié)果和他們?cè)缦忍岢龅睦碚撓嗨粕踔镣耆恢?。One could not converse with Darwin without being reminded of Socrates.There was the same desire to find some one wiser than himself;the same belief in the sovereignty of reason;the same ready humour;the same sympathetic interest in all the ways and works of men.But instead of turning away from the problems of Nature as hopelessly insoluble, our modern philosopher devoted his whole life to attacking them in the spirit of Heraclitus and of Democritus, with results which are the substance of which their speculations were anticipatory shadows.對(duì)達(dá)爾文所取得成績(jī)的正確評(píng)價(jià)，甚至正確的定位在當(dāng)前來(lái)說(shuō)是不現(xiàn)實(shí)甚至不應(yīng)該期望的。凡事都需要時(shí)間――為我們對(duì)自然不斷擴(kuò)展的征服感到欣喜需要時(shí)間，哀悼帶領(lǐng)我們?nèi)〉脛倮挠⑿弁瑯有枰獣r(shí)間。6 The due appreciation, or even enumeration, of these results is neither practicable nor desirable at this moment.There is a time for all things–a time for glorying in our ever-extending conquests over the realm of Nature, and a time for mourning over the heroes who have led us to victory.7 None have fought better, and none have been more fortunate, than Charles Darwin.He found a great truth trodden underfoot, reviled by bigots, and ridiculed by all the world;he lived long

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新編英語(yǔ)教程7(Unit 1-14 Text I 譯文)enough to see it, chiefly by his own efforts, irrefragably established in science, inseparably incorporated with the common thoughts of men, and only hated and feared by those who would revile, but dare not.What shall a man desire more than this? Once more the image of Socrates rises unbidden, and the noble peroration of the “Apology” rings in our ears as if it were Charles Darwin's farewell: 8 “The hour of departure has arrived, and we go our ways–I to die and you to live.Which is the better, God only knows.” 他發(fā)現(xiàn)了深藏在我們腳下的、被偏邪之人攻擊、被全世界嘲笑的真理；他活著的時(shí)候看到了這一真理，主要通過他自己的努力，無(wú)可爭(zhēng)議地在科學(xué)中占有了一席之地，并成為普通人思想中不可分割的一部分，只被那些想攻擊卻又不敢攻擊的人憎惡和恐懼。

Unit Thirteen The Scopes Trial Frederick Lewis Allen（暫缺）品讀密西西比

河的臉，遲早幻化成一本神奇的書——這書于未經(jīng)訓(xùn)練的旅人是死的語(yǔ)言，卻毫無(wú)保留地告訴我它的思想，如同有聲述說(shuō)般將其最珍藏的秘密公布。這不是一本讀過一遍就棄置一旁的書，因?yàn)槊恳惶焖加行鹿适乱?。綿延一千二百英里，每一頁(yè)均不無(wú)趣味。。讀不懂它的旅人總為水面上一種獨(dú)特隱約的酒窩所著迷（那也是在少數(shù)幾個(gè)偶然間，他沒有完全忽視酒窩的時(shí)候，才有的事）對(duì)于水手而言，那卻是一段印成斜體的文字；事實(shí)上那不僅僅是酒窩，而是最大號(hào)字體的圖例，且還要在末尾附加一連串呼號(hào)的感嘆符，因?yàn)樗馕吨抢锫癫刂凰页链蛞粔K暗礁，隨時(shí)都有可能將漂流而過的最堅(jiān)固的船舶摧毀。這是河水所能作出的最模糊，最簡(jiǎn)單的表達(dá)，在被水手視作最可怕的信號(hào)。事實(shí)上，不能讀懂此書的旅人，只能從中看到形形色色的美麗圖畫，陽(yáng)光為畫筆，云朵繪陰影，而對(duì)于受過訓(xùn)練的眼睛，這些絲毫不是圖畫，而是最無(wú)情，最嚴(yán)肅的讀物。

而今我已掌握此河的語(yǔ)言，開始了解構(gòu)成大河的每一個(gè)瑣碎特征，我認(rèn)識(shí)它們，如同認(rèn)識(shí)字母表的每一個(gè)字母，我獲得了一份寶貴的財(cái)富。但我同時(shí)遺失了某件東西，我遺失了某件在我有生之年都無(wú)法再恢復(fù)的東西。所有的優(yōu)雅，美麗，詩(shī)情，均不復(fù)存在于此壯麗的大河！猶記得我初當(dāng)汽船水手時(shí)所目睹的一次奇妙的日落。河中很寬一部分區(qū)域被夕陽(yáng)染成血紅。遠(yuǎn)處和中央的紅光耀成金黃，一根獨(dú)木穿越金光漂浮而來(lái)，烏黑且顯眼，有一處水面上閃現(xiàn)一道斜長(zhǎng)的記號(hào)；另一處水面則為沸騰翻滾的漪所擊碎，那多彩的漣漪仿佛一塊蛋白石；在微紅的赤暈最淡的地方，有一處光滑的地方覆有優(yōu)雅的圈紋并放射狀的線條，精美勾勒，無(wú)與倫比；左岸是茂密的灌木叢，這林里投下的昏暗的蔭在一處被一條長(zhǎng)且參差的痕跡阻斷，那道痕跡像銀子般閃耀著；在林墻上方的高處，一棵禿桿兒的死樹搖曳著唯一一根帶葉的枝條，在夕陽(yáng)無(wú)阻傾瀉的流動(dòng)光輝中如火焰般閃耀著。優(yōu)雅的曲線，倒映的影像，蔥籠的高地，和緩的遠(yuǎn)處；在整個(gè)背景之上，遠(yuǎn)近處處，持續(xù)地浮動(dòng)著光芒，那光漸漸消融在夜色中，每一刻都為河流綴以新的色彩奇跡。

我如同著了魔般久久佇立，在一種無(wú)言的狂喜中沉醉其間。世界于我是嶄新的，在家我從未見過此等景象。但正如我所說(shuō)的，從某天開始，我不再留意月亮太陽(yáng)和暮光在河的臉上的杰作，不再留意那種燦爛和魔力；又有一天，我停止注意這所有。從那天起，即使日落的奇景再重復(fù)，我也將不帶任何狂喜之情地看過，還會(huì)暗自這樣評(píng)價(jià)：―這個(gè)太陽(yáng)預(yù)示明天要起風(fēng)；那段浮木顯示河水在上漲，情況不妙；水面上傾斜的記號(hào)恰是一個(gè)陡峭的沙洲，若是這沙洲像那樣繼續(xù)延伸，這幾天夜里必會(huì)有汽船要遭殃；那片翻滾的?沸水‘顯示那里有一片消融的沙洲或是一段變道的河床；遠(yuǎn)處平滑水域里的線條和圈紋警示著那片棘手的區(qū)域正十分危險(xiǎn)地慢慢變淺；樹林的陰影里銀色的條紋，是一條新增殘樁的突出物，這截樹樁占據(jù)了所能找到的最有利于他給汽船造成麻煩的地形；那棵僅有一條帶葉樹枝的死樹，已經(jīng)支撐不了多久了，不知道沒有這位指路的老朋友，一個(gè)人還如何在夜間穿越他的盲區(qū)？‖

不，所有的浪漫和美麗都離這河遠(yuǎn)去了。它的任何特征于我的價(jià)值不外乎那些對(duì)于安全掌舵汽船有益的可用之處。自那些天起，我從心底里同情醫(yī)生。美人雙頰的可愛紅暈對(duì)一位醫(yī)生而言除了伏于某致命疾患之上的征兆外還能意味著什么呢？她那耀目的魅力于他而言不正充滿一種隱匿萎?dāng)〉臉?biāo)志與象征嗎？究竟他有否瞧見她的美，還是他看她僅是以一種職業(yè)的眼光，且兀自只對(duì)他不健康的狀態(tài)予以評(píng)價(jià)？他可曾猶疑自己在掌握了技能之后是得到更多還是遺失得更多呢？

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第三篇：《新編導(dǎo)游英語(yǔ)》閱讀材料參考譯文

Appendix 6

Chinese Reference Material for Supplementary Readings 閱讀材料的參考譯文

Unit 1 九寨溝

九寨溝,一個(gè)美麗而迷人的風(fēng)景名勝地。九寨溝, 一個(gè)集原始自然而又華美奇秀、充滿生機(jī)的世界。她是大自然鑲嵌在四川西北部崇山峻嶺中的一顆色彩斑斕的 “寶石”。位于四川阿壩藏族羌族自治州境內(nèi), 海拔 2 000～4 300米、面積為 720平方公里的九寨溝風(fēng)景名勝區(qū), 主要由樹正、日則、則查洼三個(gè)溝組成。這是一處以高山湖泊(海子)群和瀑布群為主要特征, 集湖泊、瀑布、灘流、雪峰、森林和藏族風(fēng)情為一體的著名風(fēng)景名勝區(qū)。景區(qū)內(nèi)峰巒起伏, 茂密的原始森林,郁郁蔥蔥、層層片片, 如同綠色的海洋。數(shù)十座終年積雪的雪峰傲立山顛。溝谷中分布著大大小小 114 個(gè)高山湖泊和 17 個(gè)瀑布群。湖水晶瑩透明,清澈見底。由于水中沉積物和水藻等對(duì)陽(yáng)光的反射, 使得湖水或呈碧綠或呈孔雀藍(lán)色,加之一年四季、一日四時(shí),滿山植被色彩的變化, 陽(yáng)光照射角度的不同,更使得這一串串海子艷麗多彩, 如同一串五彩斑斕的寶石。水是九寨溝的精華,無(wú)論是一個(gè)個(gè)色彩迷人的海子, 還是那些大面積的灘流和眾多的瀑布群,無(wú)不是由于有了水才使它們顯示出一種靈氣,平添了更加迷人的姿色。

漫步在九寨溝中,不論是春夏秋冬, 不論是晨曦黃昏,也不論是雪中雨中,你都會(huì)沉浸在這多姿多彩的長(zhǎng)幅立體山水畫卷之中,憑你盡情感受, 任你盡情遐想,你將完全陶醉在這美妙的夢(mèng)幻世界之中。九寨溝還是一個(gè)神話世界, 當(dāng)?shù)夭刈迕耖g傳說(shuō),那一百多個(gè)翠海(高山湖泊)是一對(duì)男女山神之間的愛情信物— — —寶鏡被跌碎在山谷間而形成的。如畫的風(fēng)光再加上如詩(shī)的情感, 人們宛如漫游在童話世界中。

九寨溝是大自然的杰作,它是億萬(wàn)年來(lái)歷經(jīng)造山運(yùn)動(dòng)、流水深切、巖壁崩 塌滑落,以及冰川運(yùn)動(dòng)、泥石流堆積和泉水形成的泉華沉淀等多種地質(zhì)作用, 使溝谷堰塞,形成湖盆, 而冰雪的消融、豐富的泉水和經(jīng)森林凈化的雨水不斷 地注入,逐漸形成了這些水色清碧的河床型串珠狀堰塞湖。

九寨溝地處南北植被過渡地帶,針葉林、闊葉樹種類繁多,林木茂盛, 是天 然的動(dòng)植物園,森林中生活著大熊貓、金絲猴、白唇鹿等珍稀動(dòng)物。

九寨溝內(nèi)分布著九個(gè)藏族村寨, 景區(qū)也因此而得名。濃郁而獨(dú)特的民族 風(fēng)情使初來(lái)的人們備感新奇。目前到九寨溝的交通十分方便。這里夏日涼 爽、冬無(wú)烈風(fēng)、空氣清新、陽(yáng)光充沛, 是游覽觀光度假的勝地。

1978 年, 九寨溝被列為國(guó)家自然保護(hù)區(qū);1982 年成為首批國(guó)家重點(diǎn)風(fēng)景 名勝區(qū);1992 年被聯(lián)合國(guó)教科文組織列入《世界自然遺產(chǎn)名錄》, 成為全人類 共同擁有的寶貴財(cái)富。

樹正溝是九寨溝景區(qū)的一條主溝, 是通往其他兩條溝的必經(jīng)之路。它自溝口到諾日朗,全長(zhǎng) 14.5 公里。樹正溝內(nèi)景色多樣, 風(fēng)光秀麗。從溝口向南行依次有盆景海、蘆葦海、火花海、臥龍海、樹正群海、樹正瀑布、達(dá)戈神山、老虎海和犀牛海等 20 多處景點(diǎn)。從諾日朗賓館向西繞過諾日朗群海再向南行,就進(jìn)入了日則溝景區(qū)。日則溝游覽線約有 18 公里, 再南行就走出游覽區(qū), 進(jìn)入原始森林了。日則溝內(nèi)有諾日朗瀑布、諾日朗群海、鏡海、沃諾色莫山、珍珠灘、珍珠灘瀑布、金鈴海、孔雀河、五花海、熊貓海、箭竹海、天鵝海、芳草海、劍巖和原始森林等 20 余處景點(diǎn)。則查洼溝長(zhǎng)約 18 公里, 是九寨溝內(nèi)海拔最高的游覽線路。從諾日朗向東南行, 經(jīng)過則查洼寨, 沿公路逶迤而上, 沿途經(jīng)過下季節(jié)海、上季節(jié)海、五彩池,便到了溝的盡頭— — —長(zhǎng)海岸邊。長(zhǎng)海海拔3 100米,長(zhǎng)約 7.5 公里, 寬約 0.5 公里, 水色碧藍(lán)、深邃;湖畔危崖峭壁, 松林青翠,景色壯麗。

到九寨溝旅游, 沿途及景區(qū)內(nèi)有高、中、低檔的食宿服務(wù)設(shè)施。九寨溝主 要有九寨溝賓館、九寨溝管理局招待所、諾日朗賓館、九寨山莊等提供食宿服務(wù)。民族風(fēng)味食品有烤全羊、手扒牛排、雜面、青稞酒等。川貝母、麝香、花椒、木耳、羌族刺繡和藏族工藝品, 是這里的土特產(chǎn)品。從成都到九寨溝有四條道路可供選擇,沿不同的旅游線路旅行時(shí), 可以欣賞到九寨溝周邊地區(qū)各具特色的自然風(fēng)光和民族風(fēng)情。

Unit 2 黃山

黃山,位于中國(guó)安徽省東南部, 面積為 154平方公里。千百年來(lái), 黃山以她獨(dú)特的雄偉、完美、秀麗吸引著古今中外的游客,并以她巍峨奇特的山石、蒼 勁多姿的青松、變幻莫測(cè)的煙云, 形成黃山的 “三絕”。明代就有 “五岳歸來(lái)不看山,黃山歸來(lái)不看岳” , “任他五岳歸來(lái)客,一見天都也叫奇” 的盛贊。泰山之雄偉,華山之峻峭, 衡山之煙云,廬山之飛瀑, 雁蕩之巧石,峨眉之清涼, 黃山莫不兼而有之。黃山大小七十二峰, 劈地摩天, 云凝霄漢。峰峰石骨無(wú)膚, 登臨始信方有鬼斧神工之奇。因此,1982 年國(guó)務(wù)院將黃山指定為國(guó)家重點(diǎn)風(fēng)景名勝區(qū),1990 年被聯(lián)合國(guó)教科文組織作為文化和自然遺產(chǎn), 列入《 世界遺產(chǎn)名錄 》。

黃山是一 個(gè)氣勢(shì)磅 礴的峰之 海。中國(guó) 現(xiàn)代著名 文學(xué)家郭 沫若先生 在 1964 年為黃山 “三絕” 叫奇時(shí), 首推峰之海。他滿懷激情地寫道: “奇峰雖云大小七十二,實(shí)則七十二萬(wàn)尚有奇。八百里內(nèi)形成一片峰之海, 更有云?？澙@ 之。森羅萬(wàn)象難比擬,縱有比擬徒費(fèi)辭。瞬息萬(wàn)變?nèi)f萬(wàn)變, 忽隱忽顯, 或濃或 淡,勝似夢(mèng)境之迷離?！?/p>

整個(gè)黃山山脈,北起青陽(yáng)的九華山, 東連績(jī)溪的大峰山, 西接黟太的羊棧岑,東南延伸至浙江的天目山;在綿亙數(shù)百里范圍內(nèi),千峰疊峙, 萬(wàn)塹縱橫。在這萬(wàn)峰之中,十六大峰, 威武雄壯, 冠蓋群侖;三十六小峰, 秀氣橫溢, 多彩多姿。

在徽城郊外的公路上,向西北眺望, 首先映入眼簾的是 “飛鳥不敢渡, 浮云 往還中” 的云門峰。但當(dāng)你抵達(dá)被稱為 “天上人間” 的玉屏樓時(shí), 頓覺云門峰一點(diǎn)也不奇險(xiǎn)了。登上玉屏峰,一覽眾山小。那一座接一座的山峰, 一條連一條 的巨壑,像洪峰一樣洶涌, 像巨浪一樣排空。

黃山的大小七十二峰,峰峰都有美妙動(dòng)人的名字。如軒轅、浮丘、容城、上 升、煉丹等峰, 全是從黃帝煉丹得道升天的故事中派生出來(lái)的。由形象而來(lái)的 峰名,最為常見。海拔 1 860 米,雄踞黃山第一的蓮花峰,就形象逼真;峻峭秀 拔,含苞欲放的蓮蕊峰, 在峰海中亭亭玉立;還有生得玲瓏別致的薄刀峰, 煙云 像被褥疊在其上的石床峰。每個(gè)峰名都有一段美好的傳說(shuō)。北海的始信峰,峰雖不高,但巧石爭(zhēng)妍, 奇松林立, 三面臨空, 懸崖千丈。加上有石筍、上升兩 峰與之鼎足而立,左右陪襯。游客到此, 定要嘆服黃山之美。

“云以山為體, 山以云為依” , 這是描寫黃山峰海的名句, 既道出了云與山 的關(guān)系,也點(diǎn)出了山光水色變幻的原因。倘遇宿雨初晴, 碧空如洗的日子, 你 在西海就能看到云霧像無(wú)數(shù)縹緲的輕紗, 飛來(lái)蕩去, 時(shí)而涌滿千峰萬(wàn)空, 幻成 海天一色,時(shí)而堆成萬(wàn)座峰崗, 更顯蒼渾深遠(yuǎn)。這時(shí)的九龍峰像一條蒼龍?jiān)谠?海中嬉戲,在陽(yáng)光直射下, 時(shí)時(shí)出現(xiàn)蒼龍吐水的美景。

大約距今兩三億年前的 “古生代” ,黃山地區(qū)一片汪洋, 白浪滔天。到了一 億四千三百萬(wàn)年前的中生代侏羅紀(jì), 黃山地區(qū)覆蓋一層厚厚的由沉積巖和變質(zhì)巖組成的地殼。由于多次地殼運(yùn)動(dòng),地層發(fā)生褶皺和斷裂, 巖漿從褶皺和斷裂的空隙侵入上升,形成花崗巖體, 在地殼內(nèi)形成了黃山的胚胎。那時(shí), 地球上還沒有人類,只有恐龍、始祖鳥等在森林草原上活動(dòng)。后來(lái)又發(fā)生了多次劇烈的地殼運(yùn)動(dòng),黃山所在的地面被地下巖漿強(qiáng)烈拱起, 噴出大量花崗巖巖漿,冷卻后成了黃山前山的基礎(chǔ)。大約又過了一億年,花崗巖再次拱出地面, 奠定了黃山后山的基礎(chǔ)。又經(jīng)若干萬(wàn)年的風(fēng)吹、雨淋、冰凍、日曬和流水沖刷, 易侵蝕的巖土被剝蝕,露出了較為堅(jiān)硬的花崗巖體, 成為幼年的黃山。又經(jīng)過了漫長(zhǎng)的歲月,地球進(jìn)入了 “第三紀(jì)” 時(shí)代, 中國(guó)大陸發(fā)生了喜馬拉雅造山運(yùn)動(dòng), 使西藏南部的大海海底逐漸上升, 形成了世界屋脊— — —喜馬拉雅山。而東部地區(qū)的黃山也逐漸上升,覆蓋在花崗巖上的頂蓋也漸漸剝蝕殆盡。各種偉大的自然力一齊對(duì)雄偉直立的柱狀花崗巖體進(jìn)行 “雕刻” 和 “裝飾” , 最終演變成今天看到的七十二蓮峰和無(wú)數(shù)的深谷山溝。

黃山松是黃山的奇景之一。百年以上的黃山松數(shù)以萬(wàn)計(jì),千年古松, 如迎客松、鳳凰松、蒲團(tuán)松等等,令黃山擁有 “無(wú)峰非石,無(wú)石不松” 之稱。黃山松多生長(zhǎng)在海拔 800～1 750米的高山地帶, 有不少就生長(zhǎng)在峭壁巖石之間, 其松針短粗稠密, 頂平如削, 干曲枝虬, 蒼翠奇特。它的形象或立, 或臥, 或俯, 或仰,百態(tài)千姿, 美得奇,奇得絕。巨松高數(shù)丈, 小松不盈尺。舉世聞名的千年迎客松,挺立于玉屏樓, 枝干蒼勁,高大優(yōu)美, 恰似一位殷勤的主人,伸出手臂, 迎接八方來(lái)客。它是黃山松的代表, 是中華民族熱情好客的象征。以人格化命名的黃山松,還有陪客松、送客松、望客松、接引松、探海松等等。以松的形象命名的黃山松,還有早就名揚(yáng)中外的北海麒麟松、龍爪松, 始信峰不遠(yuǎn)處的黑虎松,天海海心亭不遠(yuǎn)處的鳳凰松, 玉屏樓去蓮花峰途中的蒲團(tuán)松,還有 “喜鵲登梅松”、“仙女打琴松” 等等。

黃山松確實(shí)太美了,它是那樣的儀態(tài)萬(wàn)方, 是那樣的挺拔蒼勁, 是那樣的雍容大度,給人以挺拔、瀟灑、富有朝氣、富有神韻的強(qiáng)烈印象。黃山松是經(jīng)過千百萬(wàn)年的演進(jìn)而飽經(jīng)寒暑錘煉的樹種, 所以它不怕風(fēng)吹雨打,冰欺雪壓。它的根或穿石而下, 或繞石而過,或長(zhǎng)在石縫中, 或附在巖石上,具有極強(qiáng)的生命力, 表現(xiàn)了崇高的品格。

在黃山的峰海里,巧石爭(zhēng)崛疊布, 猶如神工天成,形象生動(dòng), 構(gòu)成一幅幅絕妙的天然畫圖。步移景異,妙趣橫生, 給寧?kù)o的山以活力。爭(zhēng)相崛起的巧石,好像無(wú)數(shù)明珠撒落峰海之中,其中聞名的 120 余處, 把黃山點(diǎn)綴得分外美麗動(dòng)人。這些巧石千姿百態(tài), 似人, 似物, 似禽, 似獸, 惟妙惟肖。且每一個(gè)巧石都與其特定環(huán)境巧妙糅合,構(gòu)成了一處處完美的自然景觀, 使人心馳神往。

地質(zhì)學(xué)家告訴我們,那些妙趣橫生的巧石, 是 “第四紀(jì)” 冰川的偉大功績(jī)。在距今兩三百萬(wàn)年前,黃山迎來(lái)了 “第四紀(jì)” 冰川, 滿山呈現(xiàn)出一片懸崖百丈冰 的景色,與今日的珠穆朗瑪峰很相像。由于山洼地勢(shì)傾斜, 冰體在重力和壓力作用下,沿著山坡緩慢下滑, 形成運(yùn)動(dòng)的冰流, 這就是冰川。經(jīng)過千萬(wàn)年的冰川沖刷和寒凍風(fēng)化,有的巖石脹裂, 有的巖石倒下,于是就有了 “丹巖夾石柱”、“片石掛乾坤”、“十八羅漢朝南?！?、“童子拜觀音”、“五老上天都” 等各種奇異的造型。

“黃山自古云成?！?。黃山云海的脾氣是喜怒無(wú)常的: 時(shí)而是風(fēng)平浪靜的 一片汪洋,時(shí)而成為推波涌浪的大海, 時(shí)而像奔瀉千里的急流, 時(shí)而似傾注山谷的瀑布,時(shí)而怒氣沖霄, 閃電雷鳴。千變?nèi)f化的黃山煙云,時(shí)時(shí)不一, 把黃山點(diǎn)綴得恰似 “靈霄蟾宮”。黃山煙云匯 “五?！?:平時(shí)看云海, 你可在玉屏樓上觀前海,在清涼臺(tái)上觀后海, 在白鵝嶺上觀東海,在排云亭上觀西海, 在光明頂上觀天海。當(dāng)宿雨初晴,云海尤為壯美: 當(dāng)你穿過低云時(shí), 便感覺到自己身處云霧繚繞的 “仙境” 之中。當(dāng)你置身云海之上, 俯瞰下界, 眼前又是一番景象: 云鋪深壑,絮掩危巖, 汪洋無(wú)際,真是 “妙在非海而確似?！?了。那遠(yuǎn)近的峰巒, 隱現(xiàn)在云端之上,如大海的島嶼。而這虛無(wú)縹緲的云海, 忽而平靜,忽而蕩漾, 忽而上下翻騰。你若能趕上旭日東升的時(shí)候去觀云海,那更是妙不可言。黃山千嶺萬(wàn)壑, 雨量充沛, 形成了形態(tài)各異的瀑布流泉。黃山落差大, 河溪、瀑布、深潭往往串連在一起。瀑布或迂回曲折, 水流湍急, 或浪花飛濺, 懸流直下,構(gòu)成黃山最積極、最具生命力的景觀。說(shuō)起飛瀑流泉, 人們立即會(huì)想起唐代大詩(shī)人李白詠廬山瀑布的名句。殊不知,黃山的瀑布飛泉也相當(dāng)絕妙,“山中一夜雨, 到處是飛泉” , 場(chǎng)面可謂壯觀。人們根據(jù)瀑布的聲和形, 賦予它詩(shī)一般的名字,諸如九龍瀑、人字瀑、百丈瀑、鳴弦泉、三疊泉、鐵線泉、缽盂泉等。

夏天是飛瀑流泉的旺季。每當(dāng)大雨之后,飛瀑流泉數(shù)不清, 看不盡。那些 不知名的飛流,或倒掛于懸崖峭壁, 或繚繞于林間溝壑。有時(shí)在陽(yáng)光照耀下, 分外奇麗。在朝輝暮靄中,只覺得瀑布與云霧齊飛, 清溪共翠谷一色, 令人產(chǎn) 生虛幻縹緲、如入仙境之感。

第四篇：新編英語(yǔ)教程5練習(xí)冊(cè)答案(1-15單元)

U2.1 The result is, the Mediterranean, the cradle of many ancient civilizations, is seriously polluted.It is the first of the seas that has been made to suffer from a situation resulting from development mixed with an irresponsible mentality.Further, while the places such as Cannes and Tel Aviv dispose of their wastes through a pipe stretching out half a mile from the shore, most cities do not bother to do that but simply dump their sewage directly into the sea along the coastline.There is an even bigger hazard hidden in the seafood dishes that are forever so appealing to those holiday-makers.Factories are set up around the coastline, few of which, including the most sophisticated, have been equipped with a satisfactory system for dealing with their effluents.U81.People send much of their lifetime trying hard to keep things in good shape.They think a product, after leaving its factory, should last at least for a reasonably long period before ceasing to work.2 Quality-control instruments and testing devices are also governed by Murphy’s Law, so they are not reliable.3Look at the artifacts of the pre-industrial era exhibited in museum and you will see that technology is not the factor that decides the quality of these items.4If a handsome basket or boat is made by an inexperienced or irresponsible worker, it may break down as easily as machine-made baskets or boats.5My opinion is that it is the social relationship between producer and consumer rather than the technological relationship between producer and product that makes “hand-made” items so highly regarded.U101The reason why Barbie appeals so much to little girls is that she looks just like a real person in real life who can be dressed up in the way they wish.2.Moreover, Mattel made public that, for the first time, all girls desirous of buying a Barbie from its company were to be given the right of turning in their old dolls in exchange foe new models at reduced price.But more and more, man-made products form a very important part in the lives of people.4Technologically produced things come to be accepted by people and are beginning to shape their mentality.5There has been a tremendous increase in machine-produced things in terms of their actual amount as well as their physical size in proportion to our natural environment.U12 1A person’s life is , above all else , shaped by conformity to the customs passed down in his society.We cannot understand the complexities of human life unless we know the role of custom in all its

manifestations.3If we conduct any systematic inquiry, it is essential for us to be unbiased / we need to be unbiased towards every component part of the subject under examination.4While people were convinced that differences between themselves on the one hand and aboriginal and backward people on the other hand were irreconcilable.the scientific study of the human race as such was not possible.U151.One hundred years after the issuance of the Emancipation Proclamation, black people in the U.S.still remain on the edges of society and are treated as outcasts in their homeland.1.When the founders of the U.S.drew up the Constitution and the Declaration of Independence, they were

making a promise to the American people that each and every one of them would be ensured freedom anf justice / equality and liberty.2.3.We have come to this sacred place to call our government’s attention to the compelling necessity of immediate action.You have long experienced untold miseries and anguish.Go on fighting for your rights with the conviction that the miseries and anguish brought upon you unjustly will give birth to a better life.

第五篇：新編英語(yǔ)教程3教案

新編英語(yǔ)教程 3(A NEW ENGLISH COURSE 3)

INTRODUCTION The main task of Level 3 Of A New English Course is, together with Level 1, 2 and 4, to have students lay a solid foundation in English.But it is quite different from the preceding two levels in format and in language requirements.In brief, it’s text-based and emphasis is supposed to be laid on reading and writing skills;however, adequate attention is still given to listening and speaking skills.Especially in reading, reading strategies such as predicting and anticipating the content of the text, skimming for the main ideas, guessing the meanings of words and phrases from the context of the text are to be practiced.In addition, students should gradually learn how to appreciate different types of writing and do lots of practice accordingly.Unit 1 Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two narrations in this unit and learn some writing skills in narration and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis: 1.The comprehension and appreciation of Text I;2.New words and expressions:

Awkward;dreary;rotund;grunt;proceed;dismay;appall;diffidently;singularly;reckon;querulous;somber;scribble;attach importance to;have sth.in common;a crocodile of

Procedure:(4 hours)1.Greeting;2.The whole plan for this semester;3.Begin the new lesson: 1).Answer the pre-reading questions orally;2).Allow students 3 minutes to go over text I rapidly for the

main idea;

3).Do the guesswork of vocabulary;

4).Study Text I intensively;5).Answer the questions of Text I both in SB(student’s book)and

WB(workbook)orally;6).Listen to the tape and study Text II extensively to enlarge their

vocabulary and widen the scope of their knowledge;7).Do oral work;8).Study the main points of guided writing, including the

information about précis writing, paragraph writing of narration

and description, and the heading and salutation of a letter;9).Homework, finish all the exercise both in SB and WB.Language points for Text I 1….With no experience of teaching my chances of landing the job were slim: there is little possibility for me to get the job chances of doing sth.land: succeed in getting sth.eg: His chance/chances of landing the1st prize is/are slim/scant/slender/small.2.summon sb.to do sth.3.…smell unpleasantly of stale cabbage smell of: give out the smell of scent of eg: smell of brandy/paint/garlic

His accounts seemed to me smell of truth.4.proceed to(do)sth.: go ahead, continue to do

precede: come, go or happen just before sth.precede sth(with sth)eg: proceed to announce his plan;proceed to the next item on the agenda;He preceded his speech with a warning against inattention.5.attach importance to sth.;consider… important

eg: attach much importance/weight/significance to the theory 6.have sth.in common 7.not so much…but the fact that…

eg: It was not so much there being no councils of workers, peasants and soldiers worthy of the mane, but the fact that they were very few.8.the last straw: an addition to a set of troubles which makes one unbearable eg: The hotel was expensive, the food poor, and bad weather was the last straw.Language points for Text II

1.prompt sb.to do sth or prompt sth: urge or cause eg: His action was prompted by fear.Hunger prompted him to steal.2.Feeling anything but well.: feeling far from being well anything but(恰恰不,才不)nothing/nobody but(正是,只是)all but(幾乎,差一點(diǎn))eg: She looks anything but well.(She looks ill.)

You have nobody but yourself to blame.The thief has all but succeeded in escaping.3.be set on/upon(doing)sth: be determined to do, make up one’s mind 4.get round to doing sth.: find time to do sth.at last eg: After a long delay, he got around to writing the letter.5.instill sth.in/into sb instill: to put(ideas feelings, etc.)gradually but firmly into someone’s mind by a continuous effort eg: instill the idea of discipline and obedience into new soldiers 6.It was more a cross-examination than an interview.7.In due course, you will hear from us.due: right and proper eg: He has his due reward.Unit 2

Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the description of Text I and practice it along with letter writing;5.Get to know some information about April Fool’s Day;6.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: weep, rage, accordingly, croaking, cling, dismissive, brutal, quarantine, coop, witty, exempt, hoax, growl, prey

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit: 1)Answer the pre-reading questions orally;2)Allow students 4 minutes to go over text I rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including how to write a paragraph of description, and the introduction of a letter;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.He looked his goodbye at the garden.: He said his goodbye by looking at the garden.2.cling to eg: She still clings to the belief that her husband is alive.Little babies usually cling to their mothers.3.prepare sb/oneself for sth : make someone/oneself ready to accept or to be adjusted to a new condition, idea, or an event 4.at such short notice: with little time for preparation eg: The students usually give the landlady one month’s notice before they move.One can always get a taxi here at a short notice/at a moment’s notice.5.If only: is often used to introduce an exclamation expressing an unfulfilled condition at present, in the past or in the future.The verb is generally in the past or past perfect.eg: If only I had a chance to live my childhood once again.If only he had had a lot in common with me.6.would rather do sth than do sth eg: I’d rather walk all these stairs up than wait for the lift to go up.7.be cooped up

eg: he felt good in the fresh air after being cooped up in the house for so long.Language points for Text II

1.hoax: deceive, play tricks on sb hoax sb with sth, hoax sb into doing sth coax: get sb to do sth by kindness or patience coax sb to do sth, coax sb into/out of doing sth 2.needless to say 3.prey: an animal that is hunted and eaten by another animal or by a person;someone who can easily be deceived or influenced eg: Some salesman consider young housewives easy prey.4.exempt: free from a duty or service exempt…from eg: A doctor’s note will exempt you from physical education.Some information about April Fool’s Day

stApril Fool’s Day is on April 1.It is traditionally a day to play practical jokes on others, send people on fool's errands, and fool the unsuspecting.No one knows how this holiday began but it was thought to have originated in France.The closest point in time that can be identified as the beginning of this tradition was in 1582, in France.New Year's was celebrated on March 25 and celebrations lasted until April 1st.When New Year's Day was changed from March 25 to January 1st in the mid-1560's by King Charles IX, there were some people who still celebrated it on April 1st and those people were called April Fools.Pranks performed on April Fool's Day range from the simple,(such as saying, “Your shoe's untied!), to the elaborate.Setting a roommate's alarm clock back an hour is a common gag.The news media even gets involved.For instance, a British short film once shown on April Fool's Day was a fairly detailed documentary about ”spaghetti farmers“ and how they harvest their crop from the spaghetti trees.Whatever the prank, the trickster usually ends it by yelling to his victim, ”April Fool!“

April Fool's Day is a ”for-fun-only“ observance.Nobody is expected to buy gifts or to take their ”significant other“ out to eat in a fancy restaurant.Nobody gets off work or school.It's simply a fun little holiday, but a holiday on which one must remain forever vigilant, for he may be the next April Fool!

Each country celebrates April Fool's differently.In France, the April Fool's is called ”April Fish“(Poisson d'Avril).The French fool their friends by taping a paper fish to their friends' backs and when some discovers a this trick, they yell ”Poisson d'Avril!“.In England, tricks can be played only in the morning.If a trick is played on you, you are a ”noodle“.In Scotland, April Fools Day is 48 hours long and you are called an ”April Gowk“, which is another name for a cuckoo bird.The second day in Scotland's April Fool's is called Taily Day and is dedicated to pranks involving the buttocks.Taily Day's gift to posterior posterity is the still-hilarious ”Kick Me" sign.Unit 3

Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the narration of Text I and practice it along with letter writing;5.Get to know some information about Bermuda Triangle;6.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: consent, bid goodbye to, coincidence, feebly, naval, terminal, clarification, incredible, inheritance, wreckage, literally, snatch, overdue

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit:

1)Do the pre-reading questions;2)Allow students 5 minutes to read the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including narration in chronological order, and purpose of a letter;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.consent: agreement or permission(v.n.)consent to sth.eg: The young couple won/obtain/had their parents’ consent to their marriage.Shakespeare is, by common consent(公認(rèn)), the greatest English dramatist.Her father reluctantly consented to the marriage.2.bid goodbye to sb.3.make some/a/no difference eg: A little perseverance makes a big difference between failure and success.It doesn’t make any difference to me which side will win or lose.4.find one’s voice 5.purple with anger green with envy ash-white with terror 6.My watch gains/loses a minute every day.Language points for Text II 1.refer to sth as sth 2.literally: really, without exaggeration;word for word, strictly eg: The children were literally starving.translate literally;carry out orders too literally 3.vanish into thin air: disappear completely 4.contribute to: help to cause sth eg: Plenty of fresh air contributes to good health.Unit 4 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Learn some writing skills in narration and letter writing;5.Get to know more information about William Shakespeare;6.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: legacy, estate, genius, baptize, in a flash, influential, sufficiently, conviction, apprentice, set foot on the road to, presume, tempest, brilliant

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit:

1)Answer the pre-reading questions orally;2)Allow students 4 minutes for rapid reading and 10 minutes for writing down the main idea for each paragraph;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the narration in chronological order and conclusion and ending of a letter;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.be comfortably/well /better/best/badly/worse/worst off 2.amount to: add up to, reach;be equal in meaning, be the same as

eg: Our monthly expenditure on food usually amounts to 150 yuan.Her reply amounts refusal.You won’t amount to anything if you idle your time away like this.3.literary: typical of literature eg: literary works;literary style literal: being or following the exact or original meaning of a word eg: literal meaning ←→ figurative meaning

literal translation ←→ free translation literate: able to read and write 4.conviction: the feeling of being sure about sth eg: It’s my conviction that our team will win the game.convict: declare sb is guilty convict sb.of sth 5.realize in a flash

Language points for Text II 1.be apprenticed to

2.set foot on the road to sth

More Information on William Shakespeare

One of the greatest giants of the Renaissance, Shakespeare holds, by general acclamation, the foremost place in the world’s literature.His close friend, the playwright Ben Jonson, said of him that he was “not of an age, but for all time.” His works are a great landmark in the history of world literature for he was one of the first founders of realism, a masterhand at realistic portrayal of human characters and relations.Shakespeare’s complete works include 37 plays, 2 narrative poems and 154 sonnets.Some of his best known plays are: The Taming of the Shrew, Romeo and Juliet, A Midsummer Night’s Dream, The Merchant of Venice, Much Ado about Nothing, Twelfth Night, All’s Well that Ends Well, Hamlet, Othello, King Lear, Macbeth, Timon of Athens, Measure for Measure, The Tempest.Unit 5 Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Get to know the organization of a feature report and learn some writing skills in narration and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: lobby, complexion, foreboding, shudder, scheme, psyche, moat, breach, in progress, screech, quirk, chic, grunge, reverie, scramble, lopsided, executive, distressing, badger, have the nerve to do sth

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit:

1)Read the information of the text on p.54, 55 to get a better understanding of Chunnel;2)Answer the pre-reading questions orally;3)Allow students 5 minutes to read the text rapidly for the main idea;

4)Do the guesswork of vocabulary;5)Study Text I intensively;6)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;7)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;8)Do oral work;

9)Study the main points of guided writing, mainly paragraph writing of narration in informal tone, and letter writing to ask for information;10)Homework, finish all the exercise both in SB and WB.Language points for Text I

1.…stiff upper lips trembled: here stiff upper lips stands for Englishman.It’s metonymy.(換喻,轉(zhuǎn)喻)(keep)a stiff upper lip:(show)an ability to appear calm and unworried when in pain or trouble eg: The general praised the boys for keeping a stiff upper lip in time of trouble.2.A tiny explosion of air from pursed lips.purse up one’s lips: draw one’s lips together esp.as a sign of disapproval 3.by the grace of God: due to, thanks to eg: By the grace of God the children were rescued by the fireman.4.Compound adjectives made up in various ways: the soon-to-be-opened Chunnel the gull-wing eyebrows cross-Channel-link schemes tungsten-tipped teeth

Language points for Text II 1.alternative: adj.Other eg: Have you got an alternative suggestion? n.choice of two eg: Caught in the act, he had no alternative but to confess.alternate: adj.A.(of two things)happening or following one after the other eg: alternate triumph and despair

B.every second eg: on alternate days v.cause to occur one after the other eg: Most farmers alternate their crops.2.It’s a matter of choice, not nerves.nerve: courage have the/no nerve to do sth or lose one’s nerve

Unit 6 Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: refuel, outlay, harness, bonnet, conquer, radiation, penetrate, synthetic, extinction, rivet, in a panic, opposition, scrap, evacuation, arsenal, scorn

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit: 1)Answer the pre-reading questions orally;2)Allow students 3 minutes to read the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing of argument, and the letter writing to ask a favor;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.dream of sth or doing sth 2.Harness atomic power in a car, and you’ll have no more worries about petrol.╱ or you’ll do…= If …not…you’ll… Imperative sentence, ╲ and you’ll do…= If … you’ll…

eg: Practice speaking English more, and you’ll improve your oral English quickly.Be careful in your pronunciation, or you’ll have great trouble in listening and speaking.3.outlay: a spending of money outlay on sth.eg: the weekly outlay on groceries;

a considerable outlay on basic research

Our country has outlaid(v.)a large sum of money in capital construction.4.economy: A.economic situation B.thrift and frugality

eg: The economy of the country is changing from bad to worse.We are better off now, but we still have to practice economy.economic: having to do with economics eg: Economic crises are sure to occur in the capitalist world from time to time.economical: thrifty, not wasting money or time

eg: The writer is famous for his economical style.5.be well on the way to

eg: We were well on the way to the age of knowledge-based economy.Language points for Text II 1.pour scorn on sb/sth hold /think it scorn to do sth 2.lay out: display eg: lay out merchandise 3.in a panic

Unit 7 Teaching Aims:

In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: pose, suspense, irritate, asphyxiated, ventilate, fidget, indiscreet, chatterbox, elope, obstinacy, willfulness, escapism, justify, tycoon, aptitude, stumble, for a start, turn a deaf ear to, ex-directory

Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit:

1)Answer the pre-reading questions orally;2)Allow students 3.5 minutes to go over the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing of argument, and the letter writing to make an offer;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.take sth.for granted or take it for granted that: believe sth.without

thinking about it very much 1.He is proposing to attempt the impossible…: When he intends to do impossible…

propose: have formed a plan;intend

usage: propose to do sth propose: suggest

usage: propose doing sth./ that clause 2.pose as unusual: pretend to be

eg: He posed as a learned man.She is always posing.pose for a photograph with sb.pose an obstacle to the development, allow me to pose a question 3.suspense: anxiety or apprehension resulting from an uncertain, undecided or mysterious situation usage: in suspense, keep(sb)in suspense, hold in suspense eg: He waited in great suspense for the doctor’s opinion.suspension:

eg: the suspension of arms, suspension from school/office suspicion: eg: above suspicion, under suspicion 4.justify: give a good reason for justify sth or doing sth eg: The editors are perfectly justified in refusing your work.5.have/ show an aptitude for sth.6.be bent on questioning you: be determined to question you.eg: She is bent on becoming a good pianist.He is bent on making journalism his career.Language points for Text II 1.for a start: to begin with, to start with 2.…get away scot-free: escape without punishment

eg: No student can get away with a breach of the rules of the university.got away from the restaurant scot-free 3.turn a deaf ear to: ignore, pay no attention to eg: I shall turn a deaf ear in future to all your empty promises.4.the people most plagued by…

plague: pester or annoy persistently or incessantly eg: Runaway inflation further plagued the wage or salary earner.Unit 8 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: shelter, end up with, engross, browsing, retire, indulgent, beckon, tell off, tuck, discreet, poverty-stricken, a nose for, persevere, flick Procedure:(4 hours)1.Review the main points in last class;2.Study the new unit:

1)Answer the pre-reading questions orally;2)Allow students 2 minutes for rapid reading and 5 minutes for writing the main idea of each paragraph;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing of persuasive writing, and the letter writing as to make a suggestion;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.shelter: cover and protection find/take shelter from;give shelter to;be a shelter from;under the shelter of 2.be engrossed in: be absorbed in, be taken up eg: The audience was completely engrossed by the actor’s performance.3.to one’s heart’s content: as much as one like eg: She never dares to eat to her heart’s content for fear that she would put on weight.4.…the assistant should retire discreetly… retire: move back or away eg: retire to one’s room;retire to bed;

retire from the service;retire from the world;5.Apart from running up a huge account.run up: make or become greater or larger eg: run up a huge account/bill/debts 6.indulge: yield to, gratify be indulged in eg: She is indulged in idle daydreams.7.beckon to sb or beckon sb to do sth eg: He beckoned me to come nearer.8.tell sb off: scold or rebuke severely eg: The teacher told him off for not doing his homework.9.tuff away sth: put sth in a safe place

eg: The troop was tucked away in a quiet valley.Language points for Text II 1.be mean with sth 2.poverty-stricken;panic-stricken;conscience-stricken;grief-stricken;fever-stricken 3.It’s real a bargain.A bargain is a bargain.make a bargain with sb;bargain sth for sth 4.has a nose for gossip/information nose into other’s affairs

Keep your big nose out of my affairs.Unit 9 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Study the argument of Text I and learn some writing skills and practice it along with letter writing;5.Appreciate Jack London’s A Piece of Steak;6.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The reading and writing of argument;2.New words and expression:

fledgling;bland;colossus;adroit;knockout;certify;intricate;encase;recuperate;squirt;distort;sprout;falter;ruminate;batter;overwhelm;wind up;die down;a flurry of;come alive;count out

Procedure:(4 hours)1.Greeting;2.Revision of the important points of last class;3.Begin the new unit: 1)Answer the pre-reading questions orally;2)Allow students 4 minutes for rapid reading and 5 minutes for writing the main idea of each part in Text I;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the comprehension questions of Text I WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing of argument;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.promote

A.help to establish or organize eg: promote a boxing match/concert

B.raise sb to a higher position promote sb(to sth)

C.help the process of(sth)Eg: The organization works to promote the friendship between

nations.2.wind up: bring to an end eg: wind up a speech with a remark of thanks He is sure to wind up in bankrupt.You’ll wind up in hospital if you drive so fast.wind up a watch;wind up/down the car window 3.a flurry of sth

eg: a flurry of interest in the new product;

a flurry of activities when the plane landed 4.appoint sb(as/to)some position appoint sb to do sth 5.certify sth/sb as certify that clause

Language points for Text II 1.bear sb a grudge/grudges bear a grudge/grudges against sb eg: I hope you won’t bear grudges against me after what has happpened.2.Disguise: give sb/sth a false appearance disguise sb/sth(with sth);~ sb/sth(as sb/sth)hide or cover up eg: I couldn’t disguise my anger.There’s no disguising the fact that he’s a liar.I didn’t recognize him: he was in disguise.22

Unit 10 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing，etc.2.Grasp some new words and expressions to enrich student’s

vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two texts in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and

translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expression:

duck;wince;placatory;indefensible;negligently;studious;shrug;wry;dissolve;guffaw;nail down;trail away;be shocked to the core;every nook and cranny

Procedure:(4 hours)1.Review the main points of last class;2.Begin the new unit: 1)Answer the pre-reading questions orally;2)Allow students 3 minutes for rapid reading to get the main idea of Text I;

3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing of narration, and the letter writing as to show one’s thanks;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.keep sb under one’s thumb: make sb subordinate to

be under one’s thumb 2.succeed(v.)

(1)not fail ~ in doing sth.success(n.)successful(adj.)(2)come next ~ sb/sth;~ to sth.succession(n.)successive(adj.)in succession;in succession of sth eg: His words come out in quick succession.Our team got a succession of victories.3.go/get somewhere: make progress

go/get nowhere: make no progree

eg: The class got nowhere in their studies.Where would we be without your help? 4.nail down: fix sth firmly;(fig)establish clearly and unmistakably eg: Let nail down the lid of the box.5.to the core: completely 6.shrug off sth: ignore sth.Language points for Text II

1.filter: 1)pass a liquid through a filter Eg: All drinking water must be filtered.2)~ in/out/through: become known gradually eg: New ideas are slowly filtering into people’s mind.(深入人心)2.dissolve:1)make a solid become liquid eg: Water ~s salt.2)come to an end eg: ~ a marriage

~ into /in tears/laughter: can’t help doing sth

3.go through the motions of doing sth: pretend to do sth eg: He went through the motions of welcoming her friends, but then quickly left the room.Unit 11 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Study the two texts and get some information about Shaka;

5.Study how to write different parts of a composition and practice it;6.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expression:

suicidal, formidable, inhabit, overgrow, scour, impervious, escort, brooding, mourn, reign, staple, inhuman, regiment, invariably, grumble, feast

Procedure(4 hours)1.Review the main points of last class;2.Begin the new unit: 1)Answer the pre-reading questions orally;2)Allow students 3 minutes for rapid reading and 6 minutes for writing the main idea of each paragraph;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing of persuasive writing, and the letter writing as to make a suggestion;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.may/might well: very likely eg: His appearance has changed so much that you may well not recognize him.Cf: may/might(just)as well: give sb some suggestion, better do sth.Eg: You may as well try.(不妨…)2.as it is/was: in fact(事實(shí)上，就目前這種情況)eg: I thought I might be transferred, but as it is I shall have to look for a new job.As it were:（虛擬）可以這么說(shuō)

Eg: He is, as it were, a walking dictionary.3.be little less than: be almost

eg: You are little less than a villain if you encourage a ten-year-old boy to smoke.Helping oneself to a dictionary without the owner’s permission is little less than thft.4.overgrown 1)grow too fast eg: The boy behaves like an overgrown child.2)covered with

be overgrown with Eg: The river banks were overgrown with reed.Cf: outgrow 1)grow faster than

eg: He’s already outgrown his elder brother.2)leave sth behind as one grows older

eg: outgrow one’s bad habits/childish interests

5.one’s life seemed to be measured in seconds: one would die instantly, one’s life hung by a thread

Language points for Text II 1.capacity for sth: ability to, capability of

capacity of sth: indicates the volume or amount

eg: The factory has a productive capacity of 200 cars a month.2.grumble: complain a person full of grumbles(n.)~ at/to sb about/at/over sth eg: Why grumble at me about your own stupid mistakes.3.impervious: can not be hurt or affected

be ~ to criticism/fear

Unit 12 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two texts, one in narration and another in description, and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions: grimy, overhauling, squirt, thaw, relentlessly, set in, lie in a grip of iron, impression, devoted, bellow, lullaby, rattle, mutter, intimate, puff, puckered, tweak

Procedure(4 hours)1.Review the main points of last class;2.Begin a new unit;1)Answer the pre-reading questions orally;2)Allow students 3 minutes for rapid reading and 5 minutes for writing;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing;9)Homework, finish all the exercise both in SB and WB.27 Language points for Text I 1.in the depths of: the deepest or the worst part of sth in the depths of winter(隆冬)，in the depth of despair 2.relent: 1)be less strict or harsh

eg: We shouldn't relent in out fight against crime.2)become less intensive eg: The rain relented.Relentless: 1)harsh, strict eg: be relentless in punishing offenders

2)constant, not ceasing eg: driven by a relentless ambition for power 3.set in : begin to happen or apparent

eg: a serious infection set in , a heavy storm set in 4.on and off: from time to time, now and again

on and on: without stopping 5.devoted: be fond of, loving, loyal eg: He is a devoted son.（孝子）be devoted to sb/sth cf: devote: give completely to

devote oneself/ sth to sb/sth eg: devote oneself to a noble course

Language points for Text II 1.breathe a promise of spring and violet: indication of hope of sth

eg: There is a promise of better harvest this year.28

Unit 13 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two narration about Christmas;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions:

distribute, confess, arrogant, stun, ebb, renunciation, shrivel, plunge, rejoice, exalt, choke, hustle, confer, seasonable, gush, steep, declension, rampant, prematurely, credulity, ubiquitous, ignite, heresy, beam, reecho, clear away, finish up

Procedure(4 hours)1.Review the main points of last class;2.Begin the new unit;1)Answer the pre-reading questions orally;2)Allow students 6 minutes for rapid reading and 10 minutes for writing the main idea of each part;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing;9)Homework, finish all the exercise both in SB and WB.Language points for Text I 1.…were worn clear through: completely

eg: read the book clear to the end

keep/stay/steer clear of sb/sth: try to avoid

eg: keep clear of trouble 2.have sb/sth to oneself: be able to use or enjoy sb/sth without others

eg: With my parents away, I’ve got the house to my own.3.confess to sth/doing sth: admit(sth wrong)confess sth to sb: tell one’s sins to a priest 4.ebb: become less

eg: He is on sixty, so his strength is slowly ebbing away.On the ebb（退潮，減少）5.bear resemblance to sb/sth eg: Your story bears little or no resemblance to the facts.Language points for Text II 1.plunge…into

eg: The new policies were dangerous and would plunge the country into chaos.2.confer: 1)~ with sb on/about sth: discuss

eg: The engineers and technicians are still conferring on the unexpected accident of the fire damp explosion.(瓦斯爆炸)2)confer a medal/title on/ upon sb: give or grant a degree or title to sb 3.steep 1)soak sth thoroughly in liquid 2)pervade or fill sth thoroughly with sth eg: steeped in prejudice, a city steeped in history 4.be/ take a load/weight off sb’s mind: cause one a great relief

eg: Passing the exam is an enormous weight off my mind.30

Unit 14 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two texts in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions:

habitual, twirl, correspond, proposition, egotism, submerge, astir, staunch, revolve, cynical, stalwart, groove, moderately, glare, confrontation, be subject to

Procedure(4 hours)1.Review the main points of last class;2.Begin the new unit;1)Answer the pre-reading questions orally;2)Allow students 6 minutes for rapid reading and 10 minutes for writing the main idea of each part;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing;9)Homework, finish all the exercise both in SB and WB.31 Language points for Text I 1.vicinity: neighborhood in the vicinity of sth 2.correspond: 1)write to

2)in harmony/agreement with eg: His sports clothes do not correspond with his shy behavior.We must bring our ideas into correspondence with the laws of the objective external world.3.submerge: bury, hide eg: His talent was submerged by his shyness.Language points for Text II 1.revolve: as sth as its center, go round

revolve about/round eg: The earth revolves around the sun.The dispute at the moment revolves around whether the other delegates should attend.2.confront: face

~ sth, ~sb.with sth

eg: When confronted with the evidence of her guilt, she confessed.A soldier often has to confront danger.3.twilight: faint light before sunrise or after sunset,(fig.)period of decreasing importance

eg: a twilight area in the interpretation of the Constitution

in the twilight of his life/career 4.be subject to: 1)under the authority of sb/sth, be obliged to obey

eg: Peasants used to be subject to landowners.2)be liable to

eg: Trains are subject to delays after the heavy snowfalls.3)depending sth as a condition

eg: Our plan is subject to the director’s approval.32

Unit 15 Teaching Aims: In this unit students are required to: 1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students’ oral communicative abilities;4.Appreciate the two texts in this unit and learn some writing skills and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improve students’ comprehensive skills.Teaching Emphasis:

1.The comprehension and appreciation of Text I;2.New words and expressions:

flicker, abundance, migrate, blight, malady, moribund, throb, brood, pollination, spectre, stark, counterpart, reserve, inhabitant, stabilize, hypothesis, in …terms, level off

Procedure(4 hours)1.Review the main points of last class;2.Begin the new unit;1)Answer the pre-reading questions orally;2)Allow students 3 minutes for rapid reading and 8 minutes for writing the main idea of each part;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book)and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing;9)Homework, finish all the exercise both in SB and WB.33 Language points for Text I 1.migrate, immigrate, emigrate & migrant, immigrant, emigrant

Migrate can be used to refer to both things and people, immigrate and emigrate are used to refer to people, but immigrate means move into a place while emigrate means move out of a place.Eg: City residents also blame migrant workers for the sharp rise in the urban crime rate.(民工)

America has many immigrants from Europe.After the Nazis came to power in Germany, many scientists emigrated.2.hatch: 1)(of a young bird or fish, etc)emerge from an egg

eg: Don’t count the chickens before they are hatched.2)think out or produce ~ sth out/ up eg: What mischief are those children hatching up?

Language points for Text II 1.reserve: put sth aside for a later or special use

eg: All rights reserved.a nature reserve, a forest reserve conserve: prevent sth from being changed , lost or damaged(謹(jǐn)慎合理的使用現(xiàn)有的東西，含一旦用完，很難再補(bǔ)充)

eg: conserve one’s health, resources, water

preserve: keep or maintain in a perfect condition(強(qiáng)調(diào)保存珍貴的東西原樣不變，有時(shí)甚至根本不用)

eg: preserve food, old building 2.make one’s hair stand on end: fill sb with fright or horror