第一篇：現(xiàn)代大學(xué)英語精讀6第二版教師用書 Unit 3

Unit 3

What Is News?

Neil Postman and Steve Powers

Structure of the Text Part I(Para.1)

In this beginning paragraph, the authors state the purpose of the essay.Part II(Para.2)

Some people might define the news as what television directors and journalists say it is.The authors, however, think that this definition is too simplistic.Part III(Paras.3–5)

In these paragraphs, the authors explain why the news cannot be simply defined as “what happened that day” or “what happened that day that was important and interesting”.Part IV(Paras.6–11)

In these paragraphs, the authors tell readers that the news is more often made rather than gathered, and it is made on the basis of what the journalist thinks important or what the journalist thinks the audience thinks is important.Therefore, every news story is a reflection of the reporter who tells the story.Part V(Paras.12–15)

In these paragraphs, the authors point out that to make sense of the news, the viewer has to know something about the journalist’s political beliefs as well as his prejudices, interests, and quirks which are, in turn, influenced by his financial status, the companies he has worked for, the schools he went to, the books he has read, etc.Part VI(Paras.16–17)

In these paragraphs, the authors point out that the journalist cannot always impose his/her views on the general public because the television channel or newspaper cannot survive unless the news they provide satisfies the needs of the general public.On the other hand, the viewer/reader must also take into account his or her relationship to a larger audience because television and newspapers are mass media and their news is not intended for an audience of one.Part VII(Paras.18–20)

In these paragraphs, the authors discuss some other possible definitions of news: news as something to give people pleasure;news as something instructive that reveals the mores, values, and ideals of a society;news as living history;news as a source of literature;news as a reflection of human pain, suffering, tragedies and confusion;news as something to inspire people and make them optimistic;news as something to frighten people and make them aware of the seamy side of the reality;last but not least, news as a filler between commercials.Part VIII(Para.21)

In this paragraph, the authors conclude the essay by reiterating their purpose in raising the issue “What is news?” It is to arouse our interest and help us understand the problems, limitations, traditions, motivations, and even the delusions of the television news industry.Detailed Study of the Text 1.We turn to this question because unless a television viewer has considered it, he or she is in danger of too easily accepting someone else’s definition—for example, a definition supplied by the news director of a television station;or even worse, a definition imposed by important advertisers.(Para.1)

news director:(電視臺)新聞節(jié)目負(fù)責(zé)人

advertisers: In many countries in the West, television stations largely depend on selling air time to advertisers for their revenue.Therefore, important advertisers can often impose their views and interests on the news supplied by television stations.viewer：Someone who is watching a movie, a television program, or an exhibition Compare: audience: a group of people who watch, read, or listen to something spectator: a person who watches an event, show, game, or activity

2.A simplistic definition of news can be drawn by paraphrasing Justice Oliver Wendell Holmes’ famous definition of the law.The law, Holmes said, is what the courts say it is… we might say that the news is what television directors and journalists say it is.(Para.2)

Americans generally accept Holmes’ famous definition of the law because they agree that laws must allow for the new interpretations necessary to meet the challenges of a changing nation and a changing world.But to propose a definition of the news by paraphrasing Holmes’ definition of the law probably commits the logical error of false analogy.For example, it would not make much sense if we were to say politics is what politicians say it is, or education is what teachers say it is.simplistic: disapproving too simple;not complete or sufficiently thorough Nothing more.Nothing less.: As simple as that;no more, no less.in similar fashion: in the similar way;likewise;by the similar token

3.But if we were to take that approach, on what basis would we say that we haven’t been told enough? Or that a story that should have been covered wasn’t? Or that too many stories of a certain type were included? Or that a reporter gave a flagrantly biased account?(Para.2)

The fact that people are often unsatisfied with news reporting implies that people have different ideas about what news should be.flagrantly biased: obviously and unquestionably biased

4.In modifying their answer, most will add that the news is ―important and interesting things that happened that day.‖ This helps a little but leaves open the question of what is ―important and interesting‖ and how that is decided.(Para.3)

It is all right to say that news consists of the important things that happened that day.But important to whom? In what sense? For what reason? but leaves open the question: but does not give an answer to the question

5.Of course, some people will say that the question of what is important and interesting is not in the least problematic.What the President says or does is important;wars are important, rebellions, employment figures, elections, appointments to the Supreme Court.(Para.4)

This is an interesting example of hasty generalization.It is true that what important people say or do is often important, but we can’t jump to the conclusion that everything they say or do is always important.On the other hand, sometimes even what happens to someone completely unknown can escalate to a serious crisis.People call that “the Butterfly Effect.” problematic: causing a problem;questionable;uncertain

6.Now, there is a great deal to be said for Saran Wrap.(Para.4)Now, it’s true that Saran Wrap is very useful.7.Saran Wrap is not news.The color of Liz Taylor’s wrap is.Or so some people believe.(Para.4)

Note that the authors are making a word play on the word “wrap,” which has different meanings.8.We shall never learn about these people either, however instructive or interesting their stories may have been.(Para.5)

We will never hear anything about these people either, no matter how instructive or interesting their stories may have been.instructive: providing knowledge or information;educational

9.Of course, there are some events—the assassination of a president, an earthquake, etc.—that have near universal interest and consequences.But most news does not inhere in the event.(Para.6)

to inhere in sth.: formal to be a natural part of sth.;to be inherent in sth.10.In fact, the news is more often made rather than gathered.(Para.6)

In fact, often the news is not something out there for you to pick up;you have to decide what information is newsworthy and make it into news.11． Is a story about a killing in Northern Ireland more important than one about a killing in Morocco?(Para.6)

For Americans of Irish background, the answer will most likely be yes.It is said that the relative importance of an event is often determined by the relative distance of its occurrence to the person involved.12．… every news story is a reflection of the reporter who tells the story.The reporter’s previous assumptions about what is ―out there‖ edit what he or she thinks is there.(Para.6)If news stories were just facts, and facts speak for themselves, then all news stories, though written by different people, would be the same.But news stories are actually all different because every news story is a reflection of the reporter who tells the story, and every reporter has previous assumptions(beliefs, points of view, and biases)which affect what he/she thinks is there.to edit: to decide what will be included or left out, as editors do in preparing, printing, broadcasting, etc.13．The answers to all of these questions, as well as to other questions about the event, depend entirely on the point of view of the journalist.You might think this is an exaggeration, that reporters, irrespective of their assumptions, can at least get the facts straight.(Para.7)irrespective of: regardless of;without thinking about or considering All government officials, irrespective of their rank, must disclose their property.We pursue the diplomatic policy of the five principles of peaceful coexistence in our relationship with all countries irrespective of their size or political system.to get the facts straight: to find out what the facts are without making mistakes now-defunct: now-dead;now no longer existing or functioning

to feature a story: to give a story a prominent place in a newspaper or television news show

14．… who thus earn their 35 rubles a month in lieu of ―relief‖…(Para.8)

Instead of receiving government relief, they are given jobs by the government so that they can earn their money.(這是以工代賑的政策)in lieu of: instead of

(government)relief：money that is given to poor people by the government(政府)救濟(jì)

15．… it was the policy of the Journal to highlight the contrast between the primitive Russian economy and the sophisticated American economy.(Para.11)

the Journal: This refers to the newspaper The Wall Street Journal, mentioned above.to highlight: to make people notice or be aware of something sophisticated:(the opposite of primitive)highly developed and complex 高級的，復(fù)雜的

16．Each of our senses is a remarkably astute censor.We see what we expect to see;often, we focus on what we are paid to see.And those who pay us to see usually expect us to accept their notions not only of what is important but of what are important details.(Para.11)We have five sense organs, and they are all extremely sharp censors.censor: a person who examines books, movies, newspapers, etc.and removes things considered by the authorities to be offensive, immoral, or harmful to society(Note the personification of the word).We do not see or hear everything.We only see or hear what we expect to see or hear because we have been trained that way.We have been paid by our bosses to see or hear what they expect us to see or hear.We have been made to accept our bosses’ notion of what is interesting and important.17． ―We’d have complete dossiers on the interests, policies, and idiosyncrasies of the owners.Then we’d have a dossier on every journalist in the world.The interests, prejudices, and quirks of the owner would equal Z.The prejudices, quirks, and private interests of the journalist Y.Z times Y would give you X, the probable amount of truth in the story.‖(Para.12)

Here the French writer Albert Camus, quoted by A.J.Liebling, is using a mathematic formula to express the relationship between the interests, prejudices and quirks of a newspaper owner, and those of the journalists, and the probable amount of truth in a news story.Z x Y = X

Here, Z = the interests, prejudices, and quirks of the owner

Y = the interests, prejudices, and quirks of the journalists

X = the truth probability of the news Dossiers(on): files(of);records(of)

18．The host might say something like this: ―To begin with, this station is owned by Gary Farnsworth, who is also the president of Bontel Limited, the principal stockholder of which is the Sultan of Bahrain.Bontel Limited owns three Japanese electronic companies, two oil companies, the entire country of Upper Volta, and the western part of Romania.…‖(Para.13)

The implied suggestion is that this television station is quite likely to be biased in its news reporting, reflecting the interests of those who control its finances.19．―The anchorman on the television show earns $800,000 a year;his portfolio includes holdings in a major computer firm.He has a bachelor’s degree in journalism from the University of Arkansas but was a C+ student, has never taken a course in political science, and speaks no language other than English.Last year, he read only two books—a biography of Cary Grant and a book of popular psychology called Why Am I So Wonderful? …(Para.13)

The implication here is that the opinions of the anchorman on a television show are strongly influenced by his financial status, his source of income, the education he has received, and the books he has read.anchorman(anchorwoman):(chiefly in the US)a man or woman who presents and coordinates a television news program(電視和廣播電臺)新聞節(jié)目主持人

Compare: broadcaster: 播音員 host：（游戲，訪談節(jié)目）主持人

portfolio：a range of investments held by a person or organization 全部投資；投資組合 holdings：financial assets;land, property, or shares in a company 擁有的財(cái)產(chǎn)

20.―The reporter who covered the story on Yugoslavia speaks Serbo-Croatian, has a degree in international relations, and has had a Neiman Fellowship at Harvard University.‖(Para.13)

A reporter who speaks the language, has a degree in a related field, and has done research on journalism at a distinguished university can naturally be expected to be more competent to cover the story on Yugoslavia than one without these qualifications.21.What we are saying is that to answer the question ―What is news?‖ a viewer must know something about the political beliefs and economic situation of those who provide the news.(Para.15)

The point we are trying to make is that a viewer must know something about the political beliefs and economic situation of those who supply the news if he/she wants to answer the question “What is news?”

Note here that the news reporter’s economic situation refers to his/her financial status as well as the way his/her living is made, because a person’s vested interest(his/her personal stake in an undertaking, especially with an expectation of financial or other gain)often affects his/her point of view.22.There is, in fact, a point of view that argues against journalists imposing their own sense of significance on an audience.… What’s our point? A viewer must not only know what he or she thinks is significant but others believe is significant as well.(Para.16)

to keep their own opinions to themselves: To keep their own opinions secret;not to announce their own opinions to advise them of what is important: to instruct them in what is important;to teach them what is important Note that with the verb “advise”, the preposition “of” is used, and “to advise somebody of something” is not to be confused with “to advise somebody to do something”.Liz Taylor’s adventures in marriage: This refers to the actress’s unusually numerous marriages, which were a favorite subject of social gossip at the time.A viewer must not only know what he or she thinks is significant but others believe is significant as well: This may be clearer if we repeat the word “what” after “but”.23.Television is a mass medium, which means that a television news show is not intended for you alone.It is public communication, and the viewer needs to have some knowledge and opinions about ―the public.‖(Para.17)

In defining news it is important for us to remember that a mass medium is not for any single individual alone.It is for the general public, and in a pluralistic society, people’s interests and needs differ.Therefore, viewers must take this fact into consideration and respect the right of other people to be different.24.And this leads to another difficulty in answering the question ―What is news?‖ Some might agree with us that Liz Taylor’s adventures in marriage do not constitute significant events but that they ought to be included in a news show precisely for that reason.Her experiences, they may say, are amusing or diverting, certainly engrossing.In other words, the purpose of news should be to give people pleasure, at least to the extent that it takes their minds off their own troubles.…(Para.18)

This is looking at news from a different perspective.It says that many people read the news not for being educated or enlightened, but simply for entertainment.This may not be the most important purpose of the mass media, but we can’t say it is illegitimate.The question “What is news?” is now becoming increasingly complicated.they want relief, not aggravation: People want the news to give them some relief–meaning here the removal of something painful or unpleasant rather than its opposite, aggravation, which makes the painful or unpleasant situation even worse.to take their minds off their own troubles: to make them forget their own troubles

25.It is also said that whether entertaining or not, stories about the lives of celebrities should be included because they are instructive;they reveal a great deal about our society—its mores, values, ideals.(Para.18)

Even if stories about the lives of celebrities do not amuse or divert us, we still need to read them because these stories tell us a lot about the society we live in.26.Mark Twain once remarked that news is history in its first and best form.(Para.18)People now more or less agree that today’s news is tomorrow’s history, and today’s history was yesterday’s news.So news can be defined as history to this extent.27.The American poet Ezra Pound… defined literature as news that stays news.Among other things, Pound meant that the stuff of literature originates not in stories about the World Bank or an armistice agreement but in those simple, repeatable tales that reflect the pain, confusion, or exaltations that are constant in human experience, and touch us at the deepest levels.(Para.18)

Ezra Pound relates news to literature.Such things as the World Bank and an armistice agreement, regarded as important today, will sooner or later become history, things of the past.However, we remember and retell stories about people’s pain, confusion, or exaltations because they are part of human experience and touch our emotions.This kind of news is the source of literature.28.What are we to make of it? Why him? It is like some Old Testament parable;these questions were raised five thousand years ago and we still raise them today.It is the kind of story that stays news, and that is why it must be given prominence.(Para.18)to make of it: to understand it

to be given prominence: to be treated as important;to be stressed

29.What about… the fires, rapes, and murders that are daily featured on local television news? Who has decided that they are important, and why? One cynical answer is that they are there because viewers take comfort in the realization that they have escaped disaster.At least for that day.(Para.19)

… viewers take comfort in the realization that…: viewers feel relieved or less worried because they know that these terrible things have not happened to them.30.… It is the task of the news story to provide a daily accounting of the progress of society.… These reports, especially those of a concrete nature, are the daily facts from which the audience is expected to draw appropriate conclusions about the question ―What kind of society am I a member of?‖(Para.19)

Another task of the news story is to give a daily accounting of the progress of society so that viewers will understand their society better.31.… heavy television viewers… believe their communities are much more dangerous than do light television viewers.Television news, in other words, tends to frighten people.(Para.19)

This paragraph suggests that television news tends to frighten rather than to enlighten people.Heavy television viewers believe their communities are much more dangerous than light viewers do.This leads to the question that whether news stories should concentrate on the brighter side of social reality.heavy(light)television viewers: people who watch many(only a few)hours of television programs in a day.32.The question is, ―Ought they to be frightened?‖ which is to ask, ―Is the news an accurate portrayal of where we are as a society?‖ Which leads to another question, ―Is it possible for daily news to give such a picture?‖ Many journalists believe it is possible.Some are skeptical.The early twentieth-century journalist Lincoln Steffens proved that he could create a ―crime wave‖ any time he wanted by simply writing about all the crimes that normally occur in a large city during the course of a month.He could also end the crime wave by not writing about them.If crime waves can be ―manufactured‖ by journalists, then how accurate are news shows in depicting the condition of a society?(Para.19)

Is it true that journalists can create events and make them disappear? If it were true, wouldn’t that make it very easy to run a country? Moreover, if it were true, how could we ever trust news provided by the mass media? And wouldn’t that also mean that a country could get along just fine without reliable news? portrayal: depiction;description

33.Besides, murders, rapes, and fires(even unemployment figures)are not the only way to assess the progress(or regress)of a society.Why are there so few television stories about symphonies that have been composed, novels written, scientific problems solved, and a thousand other creative acts that occur during the course of a month? Were television news to be filled with these events, we would not be frightened.We would, in fact, be inspired, optimistic, cheerful.(Para.19)

This paragraph raises a very interesting question: Why are many events that actually have great impact on human life not given any prominence-new philosophical theories and academic achievements for example? Possible answers are given in the following paragraph.to assess the progress: to measure;to estimate;to evaluate;to appraise

regress: moving back to an earlier, less developed and usually worse state or condition.It is usually used as a verb.The noun form is “regression”.Compare: digress v.digression n.moving away from the main subject under discussion in speaking and writing

34.One answer is as follows.These events make poor television news because there is so little to show about them.In the judgment of most editors, people watch television.And what they are interested in watching are exciting, intriguing, even exotic pictures.Suppose a scientist has developed a new theory about how to measure with more exactitude the speed with which heavenly objects are moving away from the earth.It is difficult to televise a theory, especially if it involved complex mathematics.(Para.20)

This paragraph tries to answer the question raised above.According to the authors, one answer may be that television as a means of communication has its limitations.It is good at showing exciting, intriguing, and exotic pictures and events, but not at dealing with ideas, theories, and other abstract things.In other words, it is a visual medium;it is less effective at engaging viewers’ minds.The second, implied answer is that people watch television mainly to be entertained.They have no time or patience for profound subjects.Lastly, most editors and news directors are incapable of immediately realizing the significance of scientific and theoretical discoveries.The conclusion seems to be: The news media are extremely important, but they are incapable of answering all our needs where news is concerned.35.Television sells time, and time cannot be expanded.This means that whatever else is neglected, commercials cannot b, which leads to another possible answer to the question ―What is news?‖ News, … in its worst form,… can also be mainly a ―filler,‖ a ―come-on‖ to keep the viewer’s attention until the commercials come.Certain producers have learned that by pandering to the audience, by eschewing solid news and replacing it with leering sensationalism, they can subvert the news by presenting a ―television commercial show‖ that is interrupted by news.(Para.20)

In the United States, television stations are privately owned.These privately owned stations sell air time to business companies to promote their products.Therefore, presenting the news show is not the television station’s main purpose: “news” serves merely as “filler” to keep the viewer’s attention until the commercials appear, not vice versa.And there is nothing more effective for this purpose than leering sensationalism.This may be an extreme case, but there is certainly some truth in it.36.The purpose of this chapter is to arouse your interest in thinking about the question.Your answers are to be found by knowing what you feel is significant and how your sense of the significant conforms with or departs from that of others, including broadcasters, their bosses, and their audiences.Answers are to be found in your ideas about the purpose of public communication, and in your judgment of the kind of society you live in and wish to live in.We cannot provide answers to these questions.But you also need to know something about the problems, limitations, traditions, motivations, and, yes, even the delusions of the television news industry.(Para.21)

This paragraph concludes the purpose of the essay.The authors do not intend to give us the answer to the question: “What is news?”, because they can’t.The problem is complicated, and each of us has to find his/her own answer.The purpose of the essay is to arouse our interest in answering the question by ourselves, and also to inform us of the important factors we must take into consideration to understand the nature of news.Key to Exercises I

1.a set sequence in a theatrical or comic performance 保留節(jié)目（喜劇歌舞等）2.to correct, condense, or modify material when preparing it for publication or presentation 3.in Paragraph 8, financial or practical assistance given to those in need 救濟(jì)(in Paragraph 18, the removal of something painful or unpleasant 減輕痛苦)4.a man or woman who presents and coordinates a television program（電視新聞）男節(jié)目主持人

5.financial assets;land, property, or shares in a company 擁有的土地或股票 6.the extent to which something is probable 幾率 7.to consider 8.to watch a television show or listen to radio broadcast 9.time during which a television show or radio broadcast is being transmitted

播放時(shí)間 10.a news item, public-service announcement, or music, used to fill time on a radio or television program 11.something intended to allure or attract 12.to undermine the power and authority of a system or institution

V How one defines “the news” depends on what he/she considers interesting and important.2 Now it’s true that Saran Wrap is very useful in many ways, and we guess that in the end facts will show that it is more useful for the happiness of most of us…(But…)But most news is not an essential part of an event.It becomes news only because, in the midst of the noise and disorder of everything happening around us, a journalist has selected it for our attention.… it was the policy of the newspaper to focus on the sharp difference between the backward Russian economy and the advanced American economy.Each of our five senses acts as a censor, screening information.It makes us see what we want to see, hear what we want to hear, etc.;and we do so because that is what we have been educated or are paid to do.According to Camus, we would have complete records or files on the(newspaper)owners'

interests, biases, and peculiar traits.Then we would have similarly complete files on every journalist in the world.Camus then proposes: Z×Y= X, where:

Z stands for the prejudices, eccentric habits and private interests of the owner.Y stands for the prejudices, eccentric habits and private interests of the journalist.X is the probable amount of truth in the story.6 Certain producers of television programs have discovered that, by catering to the low tastes and desires of their audience, by avoiding real news and deliberately replacing it with sensational stories, they can transform television news from programs interrupted by short commercials into one long commercial interrupted by snippets of news.VI Phrases 1.一種過于簡單化的定義

2.一種公然帶有偏見的報(bào)道/陳述 3.就業(yè)數(shù)字統(tǒng)計(jì) 4.喜劇保留劇目 5.有教育意義的故事 6.精神狀態(tài) 7.真實(shí)度

8.石油大王/大亨 9.（社會）習(xí)俗 10.停戰(zhàn)協(xié)議

11.在他權(quán)力和聲名達(dá)到頂峰的時(shí)候；在他的權(quán)勢如日中天的時(shí)候 12.令人毛骨悚然的謀殺 13.犯罪率的激增/犯罪潮 14.太空飛行物 Sentences 1.霍爾姆斯說，什么是法律？法院說什么是法律就是法律。如此而已，豈有它哉。同樣地，我們也可以說，電視新聞負(fù)責(zé)人和新聞記者們說什么是新聞也就是新聞。換言之，當(dāng)你打開電視機(jī)觀看新聞臺或地方新聞節(jié)目的時(shí)候，不管它們講了些什么，根據(jù)定義而言，這就是新聞。

2.這當(dāng)然有些幫助，但是到底什么是重要或有趣的事情，對此如何判斷？這個(gè)問題仍然沒有解決。

3.……每一個(gè)新聞故事都反映出講述這個(gè)故事的記者本人。記者之前對前去采訪的地方會遇到什么情況的種種假設(shè)，會對他或她在那里的所見所聞進(jìn)行刪減。4.我們的每一種感官都是極其敏銳的審查官。我們見到的往往是我們想要看到的東西。我們常常只集中注意力去看付了錢叫我們?nèi)タ吹臇|西。5.實(shí)際上，有一種觀點(diǎn)是不認(rèn)同新聞記者把他們對事情重要性的觀點(diǎn)強(qiáng)加于觀眾的。這種觀點(diǎn)認(rèn)為，電視新聞只應(yīng)該呈現(xiàn)那些能使觀眾感興趣的事件。新聞記者必須把自己的意見放在自己肚子里。

6.他們會說，她的那些經(jīng)歷很有趣，很有娛樂性，非常引人入勝。換句話說，新聞的目的應(yīng)該是給觀眾帶來快樂，起碼要做到讓他們忘記自己的煩心事。7.我們可以說，新聞是最初始而且形式最好的歷史，是文學(xué)的原材料，是社會狀態(tài)的記載，是其他某些事物的表現(xiàn)；但是就其最壞的形式而言，新聞也可以是在廣告開始之前竭力吸引觀眾注意力的一種填充和引誘手段。

VII

1.objections;problematic, questionable, doubtful 2.classified as, regarded as;in any sense, by any definition;regardless of, irrespective of, whatever 3.advise 4.simple;rebellions, insurrections, social turmoil;simplistic 5.concept, notion, idea;assumption 6.a lot, a great deal;in the long run, in the final analysis;determine 7.immigrant;famous, renowned;emigrated 8.showed, indicated, revealed;constituted, represented, presented, posed;threat, challenge;plotting;assassination 9.fascinating, intriguing, engrossing;publicity 10.force, impose;similarly, by the same token;force

第二篇：現(xiàn)代大學(xué)英語精讀

對《大學(xué)英語精讀》教材進(jìn)行評價(jià)

《現(xiàn)代大學(xué)英語精讀》是我們大家熟悉的一本教材。精讀課，也就是我們上的基礎(chǔ)英語課，是高校英語專業(yè)基礎(chǔ)階段的一門核心課程，是幫助學(xué)生掌握聽、說、讀、寫、譯等基本語言技能的基礎(chǔ)課。精讀教材主要是培養(yǎng)學(xué)生的語用能力，使學(xué)生能夠從書中有所感悟，把所學(xué)到的語言知識與生活實(shí)際結(jié)合起來，使學(xué)習(xí)過程生活化。該教材還能培養(yǎng)學(xué)生的英語思維能力和創(chuàng)新能力，而不是使學(xué)生拘泥于書本知識，主要的教學(xué)任務(wù)不是積累知識，而是開發(fā)學(xué)生的思維，該教材秉著以學(xué)生為中心的教學(xué)思想，教材的選材非常廣泛,符合學(xué)生興趣，是一本符合當(dāng)代大學(xué)生的優(yōu)秀教材。

一本好的教材有以下幾點(diǎn)特征；(1)、教學(xué)內(nèi)容和語言能夠反映快速變化的時(shí)代(2)、要處理好專業(yè)知識，語言訓(xùn)練和相關(guān)學(xué)科之間的關(guān)系(3)、教材不僅著眼于知識的傳授而要有助于學(xué)生的鑒賞批評能力、思維能力和創(chuàng)新能力的培養(yǎng)(4)、教學(xué)內(nèi)容要有較強(qiáng)的實(shí)用性和針對性。而《現(xiàn)代大學(xué)英語精讀》教材充分表現(xiàn)出一本好的教材的特點(diǎn)，在英語教學(xué)中起著積極的作用，主要表現(xiàn)在以下幾個(gè)方面。

1、教材具有權(quán)威性。教材的權(quán)威性主要在于它努力體現(xiàn)新大綱的要求，任何教材的編寫都要相對應(yīng)的教學(xué)大綱作指導(dǎo)，而衡量教材的好壞的一個(gè)重要標(biāo)準(zhǔn)就是看他是否符合大綱的具體要求。大學(xué)英語精讀教材是根據(jù)國家或地方教育部門頒發(fā)的教學(xué)大綱或課程標(biāo)準(zhǔn)編寫的，能夠較好的體現(xiàn)教學(xué)大綱或課程標(biāo)準(zhǔn)規(guī)定的教學(xué)目的、教學(xué)目標(biāo)、教學(xué)內(nèi)容以及教學(xué)方法，所以大學(xué)英語精讀教材完全符合大綱中有關(guān)教材的規(guī)定，有利于教學(xué)大綱和課程標(biāo)準(zhǔn)的有效實(shí)施。教材的權(quán)威性還取決于編寫人員的能力和素質(zhì)?，F(xiàn)代《 現(xiàn)代大學(xué)英語精讀》教材是北京外國語大學(xué)多名教授共同研究而成，這些教授具有豐富的教學(xué)經(jīng)驗(yàn)和深厚的語言功底，而且教材有國內(nèi)著名的外語出版社出版，還是普通高等教育“十五”國家級規(guī)劃教材。所以，現(xiàn)代大學(xué)英語精讀教材在一定程度上能夠保證教學(xué)內(nèi)容、教學(xué)過程和教學(xué)方法的科學(xué)性和合理性，從而保證教學(xué)質(zhì)量和教學(xué)效果。

2、教材具有系統(tǒng)性。從整體上看，教材體系完整，內(nèi)容豐富，有利于學(xué)生系統(tǒng)的學(xué)習(xí)語音、詞匯、語法等語言知識；材內(nèi)容從易到難，是一個(gè)逐步推進(jìn)的過程。第一年的教材主要任務(wù)是鞏固高中所學(xué)的內(nèi)容，這主要是考慮到大學(xué)新生需要時(shí)間來克服高中階段應(yīng)試教學(xué)的影響，要盡快幫助他們熟悉大學(xué)學(xué)習(xí)方法，養(yǎng)成良好的學(xué)習(xí)習(xí)慣，糾正他們的語音語調(diào)，鼓勵(lì)他們克服漢語方言對應(yīng)于發(fā)音的負(fù)面影響，同時(shí)，要讓學(xué)生意識到學(xué)習(xí)英語的目的關(guān)鍵是運(yùn)用，而不是為了做題。第二年的教材，主要是知識積累，要運(yùn)用各種方法擴(kuò)大詞匯量，提高對語法的掌握和運(yùn)用能力，還要加強(qiáng)寫作和翻譯的訓(xùn)練，因?yàn)檫@兩種技能需要從實(shí)踐中得到提高，而不是拘泥于書本知識，第三年的教材主要是培養(yǎng)學(xué)生的閱讀水平，學(xué)生能夠獨(dú)立完成一個(gè)章節(jié)的閱讀，教材增加了閱讀的難度，這樣有助于提高學(xué)生的閱讀水平，第四年的精讀教材主要是使學(xué)生的聽、說、讀、寫、譯這五種能力得到全面的培養(yǎng)，是學(xué)生對這幾種基本技能同時(shí)得到訓(xùn)練。

3、教材選文具有多樣性。《現(xiàn)代大學(xué)英語精讀》教材克服了傳統(tǒng)教學(xué)理念的缺陷，教材編寫體現(xiàn)了以應(yīng)用為本，聽、說、讀、寫、譯等多位一體的教材設(shè)計(jì)理念，把提高學(xué)生綜合運(yùn)用能力放在首位。該系類教材的指導(dǎo)思想就是在課堂上創(chuàng)造一個(gè)真實(shí)的語言教學(xué)環(huán)境，使學(xué)生得各種語言技能得到充分的訓(xùn)練。教材中覆蓋的詞匯量超過大學(xué)英語四六級的水平，在教材的使用中學(xué)生強(qiáng)化了對單詞的復(fù)現(xiàn)率，該教材詞匯豐富，詞匯重復(fù)出現(xiàn)有助于強(qiáng)化記憶。閱讀理解的任務(wù)活動可以幫助學(xué)生檢測和深化對課文的理解，掌握各種閱讀技巧。在每一章節(jié)的聯(lián)系中還涉及了漢譯英和英譯漢的翻譯練習(xí)，這樣有助于訓(xùn)練學(xué)生的翻譯能力。而且，教材中選取的文章題材多樣，風(fēng)格各異，內(nèi)容豐富，涉及了政治、經(jīng)濟(jì)、文化語言、科技、體育、風(fēng)俗人情等各方面。所以，該教材有利于學(xué)生更好地了解世界文化，培養(yǎng)跨文化意識和跨文化交際的能力。

總體來說，《現(xiàn)代大學(xué)英語精讀》教材合理的教學(xué)布局，能夠使學(xué)生的綜合能力得到全面的培養(yǎng),聽、說、讀、寫、譯等各項(xiàng)語言技能在教材中得到了綜合呈現(xiàn),該教材注重語言技能的培養(yǎng)、注重學(xué)生獨(dú)立學(xué)習(xí)能力的提高。但教材中也有一些不足之處，比如關(guān)于綜合技能的整體訓(xùn)練,以及學(xué)習(xí)技能和學(xué)習(xí)策略的建議有些不足。但整體上該教材是目前最適合大學(xué)生學(xué)習(xí)的一本優(yōu)秀教材。

第三篇：現(xiàn)代大學(xué)英語精讀6 課后題答案

Lesson 1 1.An imbalance between the rich and poor is the oldest and most fatal ailment of republics.貧富不均乃共和政體最致命疾.2.Their poverty is a temporary misfortune, if they are poor and meek, they eventually will inherit the earth.他們的貧窮只是一種暫時(shí)性的不幸，如果他們貧窮但卻溫順，他們最終將成為世界的主人.3.Couples in love should repair to R H Macy’s not their bedrooms.熱戀的夫婦應(yīng)該在梅西百貨商店過夜,而不是他們的新房.4.The American beauty rose can be produced in the splendor and fragrance which bring cheer to its beholder only by sacrificing the early buds which grow up around it.And so is in economic life.It’s merely the working out of a law of the nature and a law of God.美國這朵玫瑰花以其華貴與芳香讓觀眾傾倒，贊不絕口，而她之所以能被培植就是因?yàn)樵谠缙谄渲車幕ɡ俦徊宓袅?，在?jīng)濟(jì)生活中情況亦是如此。這是自然規(guī)律和上帝的意志在起作用.5.(It has become)an economically not unrewarding enterprise.（它已成為）經(jīng)濟(jì)上收入不菲的行業(yè).6.There is...no form of oppression that is quiet so great, no constriction on thought and effort quiet so comprehensive, as that which come from having no money at all.沒有哪種壓迫比身無分文更厲害，也沒有哪種對思想和行為的束縛比一無所有來得更全面徹底

7.Freedom we rightly cherish.Cherishing it, we should not use it as a cover for denying freedom to those in need.我們珍惜自由式對的。正因?yàn)檎湎ё杂?，我們就不能以此為借口，不給最需要自由的人自由.8.Whether they be in Erhiopa, the south Bronx, or even in such an Elysium as Los Angeles, we resolve to keep them off our minds.不管他們生活在埃塞俄比亞，還是在紐約的南部布朗克斯區(qū)，甚至是洛杉磯這樣的天堂，人們都決心不去為這些人操心.9....he is enjoying, as indicated, unparalleled popularity in high Washington circles.如上述所說，他在華盛頓高層當(dāng)中有無比的威望.10.Compassio , along with the association public effort is the least comfortable, the least convenient course of behavior and action in our time.同情心，加上與之相關(guān)的社會努力是人們這個(gè)年代，最令人不快的行為何行動方針.Lesson 2 1.It was an idyllic life, and we lived close to our family and to the comforts and safety a small town could afford.這是一種田園式的生活,我們和親戚們住得很近,享受著小鎮(zhèn)生活所能給予我們的舒適和安全.2.But papa was a man of enterprise, he realized that the untouched Ten Thousand Islands off the southwest coast of the sate were rich in soil for crops and in game for food.但父親是一個(gè)很有進(jìn)取心人, 他知道佛羅里達(dá)州西南海岸的萬島群島還沒有被開發(fā),那兒土壤肥沃,適于耕種,而且獵物充足,不必?fù)?dān)心食物來源.3.This third day out, and the days to come, found us in the unsettled wilds of Florida.出發(fā)的第三天以及以后的日子里,我們都在佛羅里達(dá)無人居住的荒野中穿行.4.Its underwater grasses looked like green ribbons, constantly unrolling, and the trees held thick sprays of wild orchids.水下的水草就像綠色的絲帶,不斷地伸展開來,野蘭花一簇簇地掛滿了枝頭.5.The burly arms of oaks were huge with ferns and blooming bromeliads.Redbirds, tanagers and painted buntings flew back and forth across the trail, leaving a child with the impression that the woods were tossing with jewels...喬葉櫟粗壯的枝桿上覆蓋著蕨類植物,附生的鳳梨科植物也在盛開.紅雀,唐納雀和色彩斑斕的鳥沿著小路飛來飛去,讓一個(gè)小孩子覺得好像是寶石在樹林中跳動.6.The native whites feared him as you would a rattlesnake, but the Indians and black people were susceptible to his manipulations.本地的白人像懼怕響尾蛇一樣怕他, 而印第安人和黑人則不得不受他的控制和剝削.7.Our new home was more than safe;it was a joy!

我們的新家不僅安全牢固,它還給我們帶來了無盡的樂趣.8.Today I can see in my grandsons and great-grandsons some of those qualities of courage and caring that my father had in such abundance.今天,在我的子孫身上, 我仍然能看到我父親所擁有的無盡的勇氣和愛心.Lesson 3 1.We have been tampering with this powerful force, unaware, like the Sorcerer’s Apprentice, of the potentially disastrous consequences of our actions.我們一直在濫用職權(quán)這股強(qiáng)大的力量,就像傳說中魔術(shù)師的徒弟一樣,我們并沒有意識到我們的這種行為很可能會導(dǎo)致災(zāi)難性的后果.2.Even if the global warming catastrophe never materializes, and the ozone hole remains an esoteric, polar phenomenon, already human activity has profoundly altered global conditions in ways that may not register on the camera.即使全球變暖這種災(zāi)難永不發(fā)生, 即使臭氧空洞仍然只是一種深奧的極地現(xiàn)象,人類活動也已極大地改變了全球條件,這些也許是照相機(jī)拍不出來的.3.The technosphere, in contrast, is dominated by linear processes.與生態(tài)圈相反,技術(shù)圈是由線性流程所決定的.4.The energy sources that now power the technosphere are mostly fossil fuels, stores that, once depleted, will never be renewed.現(xiàn)在技術(shù)圈運(yùn)作的能源主要是礦物燃料,一旦用完,永不再生.5.Nylon...is not biodegradable—that is, there is no enzyme in any know living organism that can break it down.尼龍不能進(jìn)行生物分解—也就是說,在現(xiàn)存的有機(jī)物中還沒有發(fā)現(xiàn)有哪種沒酶可以分解尼龍.6....living things have created a limited but self-consistent array of substances and reactions that are essential to life.…有生命的東西創(chuàng)造了一系列對生命至關(guān)重要的有限但獨(dú)立的物質(zhì)和反應(yīng).7.A free lunch is really a debt, in the technosphere, a debt is an acknowledged but unmet cost...免費(fèi)午餐實(shí)際上是一種債務(wù).在技術(shù)圈, 債務(wù)是指已承認(rèn)但尚未歸還的欠款….8....when the debts represented by environmental pollution are created by the technosphere and transferred to the ecosphere, they are never canceled, damage is unavoidable.… 當(dāng)債務(wù)以技術(shù)圈制造的環(huán)境污染的形式出現(xiàn),然后又轉(zhuǎn)嫁到生態(tài)圈時(shí), 這種債務(wù)將永遠(yuǎn)無法消除.造成破壞是不可避免的.Lesson 4 1.Each of the trees on the place had an attitude and a presence--the elm looked serene and the oak threatening, the maples friendly, the hawthorn old and crabby.這里的每一顆樹都表現(xiàn)出某種神態(tài)。比如,榆樹看上去寧靜安詳，橡樹則咄咄逼人，楓樹親切友好，而山楂樹則老氣橫秋，脾氣暴躁。

2.There was a keen alarm when the cry came, a wire zinging through your whole body, a fanatic feeling of devotion.當(dāng)他喊我的名字時(shí)，我會緊張萬分，全身蹭地就像過了電似的，一種狂熱的忠誠感油然而生。3.One morning, of course, the job was all finished, the well capped, the pump reinstated, the fresh water marvelled at.一天早上，工作全部完成，這是意料中的事。井口上了蓋子，水泵重新安裝好了，大家對清澈的井水贊嘆不已。

4.In my kitchen or in hers, once a week or so, distracted by our children and sometimes reeling for lack of sleep, we stoked ourselves on strong coffee and cigarettes and launched out a rampage of talk--about our marriages, our fights, our personal deficiencies, our interesting and discreditable motives, our forgone ambitions.我們大約每周都要在我的廚房或她的廚房聚會一次。孩子們總是不斷打擾我們有時(shí)我們還會因?yàn)槿庇X而感到頭暈?zāi)垦?，于是我們就用大量的濃咖啡和香煙給自己提神，開始天南海北的聊大天，所談的話題無所不包：我們的婚姻，奮斗，個(gè)人的不足，既有趣又有些丟臉的動機(jī)，以及我們曾有過的理想抱負(fù)。

5.Sunny had given him fresh sheets rather than unmaking and making up again the bed he had left for me.蘇妮給了他干凈的床單，免得在他留給我的床上重新疊被，鋪床。

6.My sleep was shallow, my dreams monotonously lustful, with irritating and unpleasant subplots.我睡得很淺，沒完沒了地做著充滿情欲的夢，中間還穿插著令人不快的小情節(jié)。

7.The bushes right at the edge of the grass looked impenetrable, but close up there were little openings, the narrow paths that animals or people looking for golf balls had made.挨著草地邊上的灌木叢看上去似乎無法穿過，但走近了可以看到一些小缺口和窄窄的小徑，這是給動物或者找高爾夫球的人們踩出來的。

8.It looked as if a large portion of the sky had detached itself and was bearing down, bustling and resolute, taking a not quite recognizable but animate shape.看上去，天空的一大部分似乎脫離了主體，喧鬧著、果斷地壓向地面，那形狀雖然說不出具體像什么，但像是一種活物的樣子。

9.This was more of a ritual, a recognition of survival rather than of our bodies' inclinations.我們擁抱并不是出魚身體的渴望，而是慶祝劫后余生的一種表示。

Lesson 5 1.The American experience was unique in a number of ways.美國的經(jīng)驗(yàn)在許多方面都是獨(dú)特的。

2.The country was blessed by notable advantages—above all, by the the fact that population was scare in relation to available resources.這個(gè)國家有著得天獨(dú)厚的優(yōu)勢-主要是人口相對稀少而資源十分豐富。

3.It arose originally from a philosophical rather than an economic commitment...它源于對思想原則的信仰，而不是出于對經(jīng)濟(jì)利益的追求…

4.We have found no better way than democracy to fulfill man’s talents and release his energies.我們發(fā)現(xiàn)民主是使人的才智得到充分施展、人的能量得以充分發(fā)揮的最好方式。

5.We have found no better way than democracy to fulfill man's talents and release his energies...在意識形態(tài)體系與經(jīng)驗(yàn)主義斗爭的歷史上，意識形態(tài)體系曾吸引了人類歷史上一些聰明絕頂?shù)娜宋铩?6.In its finest hours, the US has, so to speak, risen above ideology.在她處于最佳時(shí)期時(shí).美國可以說超越了所有的意識形態(tài)體系。7....hat government was best which governed least...…政府管得越少越好….8.Indeed, the whole ideological enterprise contradicted Jefferson’s temper, which was basically flexible and experimental.說實(shí)在的，杰斐遜一生在意識形態(tài)體系上所做的努力與他的性格是矛盾的。他的性格特征基本上是靈活的、從經(jīng)驗(yàn)出發(fā)的。

9.Indeed, I would suggest that we might well banish some overloaded words from intellectual discourse...(These words)are sources of heat, not of light.我甚至建議在思想界和學(xué)術(shù)界討論中摒棄某些用濫了的詞語。… 這些詞語只能是頭腦發(fā)熱，而不會給人以智慧的光芒。

10.Free men know many truths, but they doubt whether any mortal man knows the Truth.自由人掌握許多具體的真理，但他們認(rèn)為沒有一個(gè)凡人能夠掌握絕對真理。

Lesson 6 1.He stood his ground, sucking slightly at the residue of oil;a few drops leaked out of his lips while his wicked eyes, shaded by their coy little lashes, turned on me in disgust and hatred.他站在那兒，輕輕地吸吮著剩下的油，有幾滴從嘴唇邊漏了出來。他看著我，害羞得短睫毛下那原本淘氣的眼睛里充滿了厭惡和憎恨。

2.We had been having an unseasonable spell of weather-hot, close days, with the fog shutting in every night, scaling for a few hours in midday, then creeping back again at dark, drifting in first over the trees on the point, then suddenly blowing across the fields, blotting out the world and taking possession of houses, men, and animals.我們正經(jīng)歷一段非常反常的天氣，悶熱且霧氣沉沉。濃霧每晚籠罩著村莊。中午的幾個(gè)小時(shí)霧會漸漸散去，但傍晚時(shí)又悄悄地潛回，先是覆蓋樹梢，接著一下子飄過田地，擋住了外面的世界，將整個(gè)村莊的房屋、人和動物都裹在其中。

3.With very small, timid pigs, weanlings, this ruse is often quite successful and will encourage them

to eat;but with a large, sick pig the ruse is senseless and the sound I made must have made him feel, if anything, more miserable.對于羞澀的、剛斷奶的小豬，這一招常常很有效，能誘使他們吃東西；但對于一頭生病的大豬，這個(gè)做法卻絲毫沒有意義，我發(fā)出的聲音肯定只會讓他覺得更難受。

4.From the lustiness of a healthy pig a man derives a feeling of personal lustiness;the stuff that goes into the trough and is received with such enthusiasm is an earnest of some later feast of his own, and when this suddenly comes to an end and the food lies stale and untouched, souring in the sun, the pig's imbalance becomes the man's, vicariously, and life seems insecure, displaced, transitory.看到一頭健康的豬精力充沛，人們常常感到自己也是精力充沛?？吹剿峭袒⒀实爻缘羰巢壑械氖澄?，人們就像是預(yù)訂了今后的大餐。而當(dāng)這一切突然結(jié)束，槽中的食物絲毫未動，任其在陽光下發(fā)餿時(shí)，豬的不適也就讓人覺得自己也不舒服，生活變得失去了安全感、失去了平衡、變得轉(zhuǎn)瞬即逝。

5.The pig's lot and mine were inextricably bound now, as though the rubber tube were the silver cord.From then until the time of his death I held the pig steadily in the bowl of my mind;the task of trying to deliver him from his misery became a strong obsession.His suffering soon became the embodiment of all earthly wretchedness.現(xiàn)在這頭豬的命運(yùn)和我的命運(yùn)緊緊地聯(lián)系在一起，似乎沖洗直腸的橡皮管就是連接我們情感的紐帶。從他生病到死去，我無時(shí)無刻不想著他。如何想辦法使他脫離苦海成了我心里想的唯一的事情。他的苦難很快就變成世間所有悲慘經(jīng)歷的寫照。，6.The awakening had been violent and I minded it all the more because I knew that what could be true of my pig could be true also of the rest of my tidy world.1 tried to put this distasteful idea from me, but it kept recurring.這種醒悟來得太過突然，使我深感不安，因?yàn)槲抑朗朗码y料，在豬身上發(fā)生的事情同樣也有可能在我身邊其他看似平靜之處發(fā)生。我想忘記這個(gè)令人不快的想法，但他總是不停地出現(xiàn)。

7.all of us working in darkness and in comfort, working with the instinctive teamwork induced by emergency conditions, the pig unprotesting, the house shadowy, protecting, intimate.我們大家憑著緊急情況下產(chǎn)生的本能的合作精神，在黑暗中默契地配合。豬并沒有反抗，屋子籠罩在黑暗中，給人一種安全感和親切感。

8.Everything about this last scene seemed overwritten-the dismal sky, the shabby woods, the imminence of rain, the worm(legendary bedfellow of the dead), the apple(conventional garnish of a pig).關(guān)于這最后一畝的描寫顯得有點(diǎn)冗長—陰沉的天空、雜亂的樹叢、即將來臨的降雨，以及傳說中與尸體作伴的蚯蚓和烤豬時(shí)常用作點(diǎn)綴的蘋果。

Lesson 7 1.We observe today not a victory of party but a celebration of freedom—symbolizing an end as well as beginning—signifying renewal as well as change.我們今天慶祝的不是黨派的勝利, 而是自由的選擇—象征著一個(gè)時(shí)代的結(jié)束和另一個(gè)時(shí)代的開始—意味著延續(xù)與變化。

2.United, there is little we can’t do in a host of cooperative ventures.Divided, there is little we can do—for we dare not meet a powerful challenge at odds and split asunder.如果我們團(tuán)結(jié)一致，我們在一系列共同從事的事業(yè)中就可以無往而不勝。如果我們四分五裂，我們就會一事無成—因?yàn)樵谝庖姺制?，四分五裂的情況下，我們不敢迎接強(qiáng)有力的挑戰(zhàn)。3.…one form of colonial control shall not have passed away merely to be replaced by a far more iron tyranny.….一種殖民控制形式的消失，不應(yīng)為另一種更為殘酷的暴政所取代。

4.… and to remember that, in the past, those who foolishly sought power by riding the back of the tiger and ended up inside.….要記住，在過去，那些愚蠢地想靠與虎謀皮而得勢的最終都為虎所食。

5.…we renew our pledge of support—to prevent it from becoming merely a forum for invective—to strength its shield of the new and the weak—and to enlarge the area in which its writ may run.…

我們重申我們的支持—不讓其變成一個(gè)相互指責(zé)的論壇—加強(qiáng)其對新生國家和弱小國家的保護(hù)—擴(kuò)大其主導(dǎo)作用的領(lǐng)域。

6.For only when our arms are sufficient beyond doubt can we be certain beyond doubt that they will never be employed.只有當(dāng)我們的軍力強(qiáng)大無比時(shí)，我們才有把握永不使用武力。7.Let us never negotiate out of fear.But let us never fear to negotiate.我們永遠(yuǎn)不會由于恐懼而去談判，但我們永不畏懼談判。

8.And if a beached of cooperation may push back the jungles of suspicion…

如果小小的一點(diǎn)合作能驅(qū)散深深的猜疑…

9.In your hands, my fellow citizens, more than mine, will rest the final success or failure of our course.同胞們，我們事業(yè)最終的失敗不是掌握在我手中，而是掌握在你們手中。

10.Ask not what your country can do for you—ask what you can do for your country.不要問你的國家能為你做什么，要自問你能為你的國家作何貢獻(xiàn)。

Lesson 8 1.When Miss Emily Grierson died, our whole town went to her funeral: the men through a sort of respectful affection for a fallen monument, the women mostly out of curiosity to see the inside of her house, which no one save an old manservant – a combined gardener and cook – had seen in at least ten years.艾米麗·格里爾森小姐過世了，我們?nèi)?zhèn)人都去參加她的葬禮。男人們?nèi)ナ浅鲇谝环N尊敬，因?yàn)橐蛔o(jì)念碑倒下了；女人們則大多是出于好奇，想看看她房子里面到底是什么樣的。因?yàn)槌艘晃患嫒位ń澈蛷N師的老男仆之外，至少有十年沒人進(jìn)去看過了。

2.And now Miss Emily had gone to join the representatives of those august names where they lay in the cedar-bemused cemetery among the ranked and anonymous graves of Union and confederate soldiers who fell at the battle of Jefferson.現(xiàn)在艾米麗小姐也加入到那些名門望族代表的行列之中了。他們在令人沉思的雪松的陪伴下長眠于公墓，他們的墓碑周圍埋葬著一排排南北戰(zhàn)爭中在杰斐遜戰(zhàn)場上陣亡的南軍和北軍的

無名戰(zhàn)士。

3.Alive, Miss Emily had been a tradition, a duty, and a care;a sort of hereditary obligation upon the town.艾米麗小姐在世時(shí)，一直是傳統(tǒng)的化身，履行職責(zé)和給予關(guān)照的對象，這是全鎮(zhèn)人沿襲下來的一種義務(wù)。

4.They were admitted by the old Negro into a dim hall from which a stairway mounted into still more shadow.老黑鬼把他們引進(jìn)光線黯淡的門廳，廳里的樓梯通向更加陰暗的樓上。

5.And when they sat down, a faint dust rose sluggishly about their thighs, spinning with slow motes in the single sunray.當(dāng)他們坐下時(shí)，一股細(xì)細(xì)的灰塵在他們大腿周圍慢慢揚(yáng)起，塵粒在孤獨(dú)的太陽光束中緩緩地旋轉(zhuǎn)著。

6.Her skeleton was small and spare;perhaps that was why what would have been merely plumpness in another was obesity in her.她的骨架小而瘦，也許這就是為什么別人穿起來只是顯得豐滿的服裝在她身上卻顯得肥胖。7.So the next night, after midnight, four men crossed Miss Emily’s lawn and slunk about the house like burglars, sniffing along the base of the brickwork and at the cellar openings while one of them performed a regular sowing motion with his hand out of a sack slung from his shoulder.于是，第二天午夜之后，四個(gè)男人穿過艾米麗家的草坪，如同竊賊般在她屋子里潛行，沿著房子磚基部分以及地窖的通風(fēng)處使勁地嗅著。其中一個(gè)人不時(shí)地將手從背在肩上的麻袋里掏出，做出一個(gè)播種的動作。

8.They had not even been represented at the funeral.他們甚至沒有派代表出席葬禮。

9.Miss Emily just stared at him, her head tilted back in order to look him eye for eye, until he looked away and went and got the arsenic and wrapped it up.艾米麗小姐只是盯著她，他的頭向后仰，以便能與他對視，直到他移開視線轉(zhuǎn)而去取砒霜并打包。

10.Now and then we would see her in one of the downstairs windows – she had evidently shut up the top floor of the house – like the carven torso of an idol in a niche, looking or not looking at us, we could never tell which.有時(shí)我們在樓下的一個(gè)窗口可以看到她，顯然她已封閉了頂樓，她的身影就像供奉在壁龕里的一尊雕刻成的神像軀體，我們永遠(yuǎn)分辨不出她是否在看著我們。

Lesson 9

1.They have put in the window the cardboard sign that has a pound measure printed on each of three edges – 10 lbs., 25 lbs., 50 lbs.– and No Ice on the fourth.他們在窗上掛了一塊硬紙板做的牌子，上面的三邊分別寫著10磅、25磅、50磅，第四邊寫著―不加冰‖。

2.They go to land-grant colleges, normal schools, and learn how to do the white man’s work with refinement: home economics to prepare his food;teacher education to instruct black children in obedience;music to soothe the weary master and entertain his blunted soul.她們就讀于政府撥款的大學(xué)以及師范學(xué)院。她們學(xué)習(xí)如何把服務(wù)白人丈夫的工作做得更細(xì)致：學(xué)家政是為了給他們燒菜做飯；當(dāng)老師是為了教育黑人孩子順從；學(xué)音樂是為了撫慰疲憊的主人以及娛樂他那麻木的靈魂。

3A sidelong look will be enough to tell him to smoke on the back porch.一個(gè)斜視便足以告訴他抽煙應(yīng)該到房后的走廊那邊。

4.At her gentlest touch he will preen, stretch, and open his mouth.在她最溫柔的撫摸下，他舔著毛、伸著懶腰、張開嘴巴。

5.Junior considered the playground his own, and the schoolchildren coveted his freedom to sleep late, go home for lunch, and dominate the playground after school.朱尼爾把操場當(dāng)做是自己的，小學(xué)生們都羨慕他有這么多的自由，可以睡懶覺，可以回家吃午飯，放學(xué)后還可以統(tǒng)治整個(gè)操場。

6.More than anything in the world he wanted to play King of the Mountain and have them push him down the mound of dirt and roll over him.比起這個(gè)世界上的任何東西，他最想玩―山丘之王‖的游戲，被他們推下土山坡，讓他們在他身上滾過去。

7.She was deep in admiration of the flowers when Junior said, ―Here!‖ 當(dāng)朱尼爾說―給你‖的時(shí)候，她正深深地欣賞著那些花兒。

8.Pecola’s banging on the door increased his gasping, high-pitched laughter.佩克拉拼命拍門讓他笑得更厲害了。他尖聲笑著，幾乎喘不過氣。

9.But she could not hold it low enough to avoid seeing the snowflakes falling and dying on the pavement.但是就算她把頭垂得再低，也不足以避免看到雪花紛紛飄落到人行道上并立刻消融。

Lesson 10

1.But it is on the middle classes that the eye of the critic rests – just as it rests on the poor in Russia and on the aristocracy in Japan.但是，最吸引評論者關(guān)注的是中產(chǎn)階級，正如在俄國人們關(guān)注的是窮人，在日本人們關(guān)注貴族一樣。

2.How perfectly it expresses their character – far better, for instance, than does the university, into which social and spiritual complexities have already entered.它比例如帶有社會與精神的復(fù)雜性的大學(xué)更充分的表現(xiàn)了他們的特性。參考資料翻譯：英國公學(xué)制度比大學(xué)更充分地表現(xiàn)了英國中產(chǎn)階級的特性。社會與精神的復(fù)雜性已經(jīng)進(jìn)入大學(xué)。3.In all these careers his education, or the absence of it, influences him.在上述事業(yè)中，他所受的教育，或者說沒有受到的教育，深深地影響著他。

4.They remember with regret that golden time when life, though hard, was not yet complex;when they all worked together and played together and thought together, so far as they thought at all: when they were taught that school is the world in miniature and believed that no one can love his country who does not love his school.他們心懷遺憾地懷念那段金色時(shí)光。那時(shí)生活雖然艱苦，但還不算復(fù)雜。他們同學(xué)習(xí)、同游戲、同思考，如果說他們思考的話。他們受到的教育告訴他們，學(xué)校是個(gè)微型世界，他們相信，一個(gè)人如果不愛自己的學(xué)校，那他就不可能愛自己的國家。

5.They go forth into it with well-developed bodies, fairly developed minds, and undeveloped hearts.他們進(jìn)入社會時(shí)，體魄健全，大腦發(fā)育還算可以，但是心的發(fā)育則不健全。

6.He could not express his sorrow too much.But in me the Englishman came out strong.他過度地表達(dá)出自己的悲傷，但是在我身上則變現(xiàn)出強(qiáng)烈的英國人特性。

7.Shelley, at all events, believes that the wealth of the spirit is endless;that we may express it copiously, passionately, and always;and that we can never feel sorrow or joy to acutely.無論怎樣，雪萊相信精神的財(cái)富是無窮無盡的。他相信我們可以大量地、充滿激情地、經(jīng)常地表達(dá)我們的情感；我們永遠(yuǎn)都不能覺得悲傷或者歡樂過于劇烈。8.The Frenchmen responded at once;the Englishmen responded in time.法國人立即做出反應(yīng)，而英國人則需過一段時(shí)間才做出反應(yīng)。

9.It acts promptly and feels slowly.Such a combination is fruitful, and anyone who possesses it has gone a long way toward being brave.它行動迅速，感覺卻遲緩。這二者的結(jié)合富有成效，具備這一結(jié)合的人多半都很勇敢。10.But she has a merciless eye for questions of conduct, and the classical example of two English people muddling themselves before they embark upon a wrong course of action is to be found in the opening chapters of Sense and Sensibility.但是在觀察行為問題時(shí)，她的目光冷酷無情。她的小說《理智與情感》開頭前幾章提供了一個(gè)經(jīng)典的例子——兩個(gè)英國人在開始一項(xiàng)錯(cuò)誤的做法之前是如何先犯糊涂的。

11.From villainies such as these the average Englishman is free.His character, which prevents his rising to certain heights, also prevents him from sinking to these depths.普通的英國人沒有這樣的惡行。他的性格會阻礙他上升到一定的高度，同時(shí)也防止他墮落到這樣的深度。

12.The nations must understand one another, and quickly;and without the interposition of their governments, for the shrinkage of the globe is throwing them into one another’s arms.各民族必須互相了解，而且要快，不要政府的插手和干預(yù)，因?yàn)槭澜缭诳s小，正把他們拋向?qū)Ψ降膽阎小⒖假Y料翻譯：……，因?yàn)槭澜缭诳s小，這使得他們不可避免地要進(jìn)行接觸。

Lesson 11

1.If we trace the universe back to its origins in the Big Bang, we find the multiplicity of things fusing into greater and greater simplicity, until at the moment of creation itself there is only pure undifferentiated energy.如果我們追溯宇宙的起源到原始大爆炸，我們就會發(fā)現(xiàn)眾多的事物逐漸合并成越來越簡單的事物，直到創(chuàng)世的那一刻時(shí)，就只剩下純粹而無區(qū)別的能量了。

2.I also believe this primal energy continues to feed us, directly through the goods of creation, and indirectly through the experience of beauty.我還認(rèn)為這種原始能源繼續(xù)在給我們提供能量，直接地是通過世間萬物，間接地是通過美的感受。

3.I study images of quasars giving birth to galaxies, galaxies whirling in the shapes of pinwheels, supernovas ringed by strands of luminous debris, and all the while I am delving back toward that utter beginning when you and I and my daughter and her new husband and the bright heavenly host were joined in the original burst of light.我研究類星體產(chǎn)生星系的圖像，這些星系如同玩具風(fēng)車一樣旋轉(zhuǎn)，超新星被一縷縷發(fā)光的星體殘骸所包圍。我不斷地探索宇宙的開端，追溯到你、我、我的女兒、她的新婚丈夫以及天空中閃閃發(fā)光的星星匯合成原始大耀光。

4.The stimulus might be the sheen of moonlight on the needles of a white pine, or the iridescent glimmer on a dragonfly’s tail.It might be bird song or Bach sonata or the purl of water over stone.It might be a line of poetry, the savor of bread, the sway of a bough or a bow.The provocation might be as grand as a mountain sunrise or as humble as an icicle’s jeweled tip, yet in each case a familiar surge of gratitude and wonder wells up in me.這一刺激也許來自傾瀉在白松松針上的月光，或是蜻蜓尾部彩虹色的微光。它可能來自小鳥的歌唱、巴赫的奏鳴曲或流水淌過石頭的潺潺聲。它可能來自一行詩、面包的香味、樹枝或琴弓的搖擺。它可能如同高山日出般雄偉壯觀，或如冰柱晶瑩的柱尖般謙卑，但不管是何種起因，每次我內(nèi)心都會涌起同樣的感激和驚嘆。

5.Do my sensory thrills tell me anything about the world? Does beauty reveal a kinship between my small self and the great cosmos, or does my desire for meaning only fool me into thinking so? 感官的激情是否讓我對世界有所了解呢？是美揭示了小自我與大世界之間的緊密關(guān)系還是我對事物內(nèi)涵的追求讓我愚蠢地這樣認(rèn)為呢？

6.Mustn’t beauty be shallow if it can be painted on? Mustn’t beauty be a delusion if it can blink off and on like a flickering bulb? 如果美可以被描繪，就一定不會是膚淺的嗎？如果它能夠像閃爍的燈泡般斷斷續(xù)續(xù)地閃光，就一定不會是一種錯(cuò)覺嗎？

7.If we take a ride through the suburbs and study the rolling acres of lawn dotted with clumps of trees and occasional ponds, what do we see but a faithful simulation of the African savanna where humans first lived.如果我們坐車穿越郊區(qū)，觀察一下占地好幾英畝的起伏的草坪，點(diǎn)綴其間的樹叢及偶爾出現(xiàn)的池塘，我們所看到的不就是人類最早居住的非洲熱帶大草原的忠實(shí)翻版嗎？

8.Just so, I believe, the experience of beauty is an echo of the order and power that permeate the universe.因此，我相信對美的感受是彌漫于宇宙中的秩序與能量的共鳴。

Lesson 12

1.As Greek food goes, I was lucky.就希臘菜肴而言，我是幸運(yùn)的。

2.If you do not drink ouzo as an aperitif in a Greek provincial town, you go without.如果在希臘一個(gè)地方城市你不把茴香烈酒當(dāng)做開胃酒喝的話，你就沒到過那里。參考資料翻譯：……，那你就只好不喝。

3.Where there was once a narrow pass, there is no room for road and rail, and fields that lap round the corner.起初這里只是一條狹窄的通道，現(xiàn)在已經(jīng)寬到可以通公路和鐵路了，農(nóng)田一直延伸到山的拐角處。

4.When that assembly of nations heaved itself off the earth and marched, the ground shuddered like the head of a drum.當(dāng)來自各國的軍隊(duì)起步行進(jìn)時(shí)，大地顫抖，聲如擂鼓。

5.It is said that Xerxes leaped from his throne three times in terror for his whole army.據(jù)說薛西斯由于擔(dān)心軍心不穩(wěn)，三次從皇帝寶座上跳了起來。

6.At any moment, rumor could have sent those savage levies scrambling away into the mountains.謠言隨時(shí)都可能讓這些強(qiáng)征來的野蠻人組成的軍隊(duì)爭先跑進(jìn)山里面。參考資料翻譯：……作鳥獸散，匆忙逃進(jìn)周圍的高山。

7.Obscurely, and in part, I understood what it had meant to Leonidas when he looked up at these cliffs in the dawn light and saw that their fledging of pines was not thick enough to hide the glitter of arms.朦朧地，我在某種程度上懂得了當(dāng)利奧尼達(dá)斯在拂曉的晨光中抬頭看著那些懸崖峭壁，看到松針不夠茂密得足以將兵器的鋒芒掩蓋之時(shí)，對他來說意味著什么。

8.If the rest of Greece beyond the wall did not unite and make its stand, the game was up.如果在墻的那一邊的希臘余部不能聯(lián)合起來抵抗，那么一切都完了。

9.It is famous for its reticence and simplicity – has been translated a hundred times but can only be paraphrased.它以其含蓄與簡潔著稱——雖已被譯過上百次，但也只能是意譯而已。

第四篇：現(xiàn)代大學(xué)英語精讀5Book

英語專業(yè)精讀課教案（第五冊）

Lesson One Where Do We Go from Here

Teaching aims:

To grasp the rhetorical device in the text

Teaching difficulties:

To identify the rhetorical deviceS in the sentence

Teaching procedure:

Step 1.Background information

Step 2.Organization of the text

Step 3.Detailed study of the article

I.Background information:

The 1960s were turbulent times for the United States.The anti-war movement, the Civil Right movement, the counter-culture movement, the feminist movement were all unfolding in this period of time.The civil Rights movement was a major movement which began with the Supreme Court decision of Brown v.Board of Education of Topeka in 1954 and the Montgomery bus boycott of 1955.Martin Luther King jr.(1929-1968), as a key leader of the movement, played a significant and irreplaceable role.His name is associated with the march on Washington in 1963 and his famous speech “ I have a dream”, delivered in front of the Lincoln Memorial.He was awarded Nobel Peace Prize in 1964.this speech, delivered in 1967, in more on the side of reasoning and persuasion and less on emotional appeal.Thus his analysis of riots and revolution in the united states in his speech is sound and convincing.On the night of April4.1968, King was shot dead, as he stood o the balcony of his hotel in Memphis, Tennessee.Structure of the text

Part i.Para.1—2 Martin Luther King link the theme of the speech with the question of “Where we are now”.That is, in order to know where we go from here we must first recognize where we are now.Without knowing our present situation, how can we design a policy for the future?

Part ii Para.3--5 This is a transitional paragraph to call for all the African-American must “rise up with an affirmation of his own Olympian manhood”.Part iii(Para.6--9)In this part the author puts forward the second task: how to organize the strength of the Negro in terms of economic and political power.Then the author goes on to define power and points out the consequence of the misinterpretation of power.Part iv(Paras.10--15)This part deals with economic security for the Negro Americans.The speaker advocates guaranteed annual income which he thinks is possible and achievable.He also deals on the advantages of this security.Part v(paras.16—20)In this part, Martin reaffirms his commitment to nonviolence.He explains why he thinks violence is no solution to racial discrimination.He refutes the idea of Black revolution.Part vi(para 21—25)In this part, Dr.King raises a fundamental question—the restructuring of the whole of American society.He points out that the problem of racism.The problem of economic exploitation and the problem of war are tied together.They are the triple evils of the society.Part vii.(para 26—28)This part serves as the concluding remark for the speech: we shall overcome.

第五篇：《現(xiàn)代大學(xué)英語精讀5》教案

英語專業(yè)精讀授課教案（第五冊）

Lesson One Where Do We Go from Here

Teaching aims: 1.fully understand the article

2.grasp the rhetorical device in the text

Teaching difficulties: how to identify the rhetorical device in the sentence and understand the

implication for some sentences

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

I.Background information:

The 1960s were turbulent times for the United States.The anti-war movement, the Civil Right movement, the counter-culture movement, the feminist movement were all unfolding in this period of time.The civil Rights movement was a major movement which began with the Supreme Court decision of Brown v.Board of Education of Topeka in 1954 and the Montgomery bus boycott of 1955.Martin Luther King jr.(1929-1968), as a key leader of the movement, played a significant and irreplaceable role.His name is associated with the march on Washington in 1963 and his famous speech ― I have a dream‖, delivered in front of the Lincoln Memorial.He was awarded Nobel Peace Prize in 1964.this speech, delivered in 1967, in more on the side of reasoning and persuasion and less on emotional appeal.Thus his analysis of riots and revolution in the united states in his speech is sound and convincing.On the night of April4.1968, King was shot dead, as he stood o the balcony of his hotel in Memphis, Tennessee.Part II.Details studies of the text

Part III.Structure of the text:

Part i.Para.1—2 Martin Luther King link the theme of the speech with the question of “Where we are now”.That is, in order to know where we go from here we must first recognize where we are now.Without knowing our present situation, how can we design a policy for the future?

Part ii Para.3--5 This is a transitional paragraph to call for all the African-American must ―rise up with an affirmation of his own Olympian manhood‖.Part iii(Para.6--9)In this part the author puts forward the second task: how to organize the strength of the Negro in terms of economic and political power.Then the author goes on to define power and points out the consequence of the misinterpretation of power.Part iv(Paras.10--15)This part deals with economic security for the Negro Americans.The speaker advocates guaranteed annual income which he thinks is possible and achievable.He also deals on the advantages of this security.Part v(paras.16—20)In this part, Martin reaffirms his commitment to nonviolence.He explains why he thinks violence is no solution to racial discrimination.He refutes the idea of Black revolution.Part vi(para 21—25)In this part, Dr.King raises a fundamental question—the restructuring of the whole of American society.He points out that the problem of racism.The problem of economic exploitation and the problem of war are tied together.They are the triple evils of the society.Part vii.(para 26—28)This part serves as the concluding remark for the speech: we shall overcome.Lesson Two Two Kinds

Teaching aims: 1.fully understand the article

2.present their viewpoint on generation gap

Teaching difficulties: how to identify the development of a story

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Background information:

The Joy Luck Club, from which ―Two Kinds‖ is taken, explores conflicts between two generations and two different cultures.Set in China and in the United States, the novel is woven by stories of four Chinese mothers and their four daughters.Four Chinese women, who have just arrived in the United States and who are drawn together by the shadow of their past—meet in San Francisco to play mah-jongg, eat dim sum and tell stories.They call their gatherings the Joy Luck Club.While they place high hopes on their daughters, the youger generation think of themselves as Americans and resist their mothers’ attempts to change them into obedient Chinese daughters.Only after they have grown up and become more mature do they realize that the legacy left by their mothers is an important part of their lives, too.The noivel stayed on the best-selling book list of The New York Times for 9 months.A finalist for the national Book Award and the National Book Critics Circle Award, it has been translated into about 20 languages and made into a Hollywood movie.Part II.Detailed Study of the Text

Part III.The Structure of the text:

Part i(paras.1—3)the beginning part of the story provides the reader with some background information.It tells about the mother and her hopes for her daughter.This paves the way ofr the development of the conflict between the daughter and the mother.Part ii(paras.4—11)this part is about the mother’s unsuccessful attempt to change her daughter into a Chinese Shirley Temple.In the beginning the child was as excited as the mother about becoming a prodigy.At this point, the conflict between mother and daughter was not visible.Part iii(paras12—20)in this part we learn that the mother was trying very hard to train her daughter to be a genius.As the tests got more and more difficult, the daughter lost heart.She decided that she would not let her mother change her.This change of attitudes would lead to the gradual development of the conflict.Part iv(paras 21—28)while watching a Chinese girl playing the piano on an Ed Sullivan Show, a new idea flashed into the mother’s head.With the new plan introduced, the ocnflict would develop further.Part v(paras 29—46)it tells about how the girl was made to learn the piano under the instructions of Old Chong.The relationship between mother and daughter was getting more and more tense.Part vi(para.47—60)Jing-mei was to perform in a talent show held in the church.Jing-mei started all right and soon made a mess of her performance.Undoubtedly this was a heavy blow to her mother.The crisis of the story is about to come.Part vii(para 61—76)the girl assumed that her failure at the show meant she would never have to play the paino.Yet two days later her mother urged her to practice as usual.She refused and the mother insisted.They had the most fierce quarrel they had ever had.This is the crisis or climax of the story.Part viii(77—93)this concluding part is narrated from a different point of view.Now the daughter had grown up form a little girl to a mature woman.Part IV.Discussion about generation gap.Part V.Complete the exercises of the text.A report about generation gap

Lesson Three

Goods Move.People Move.Ideas Move.And Cultures Change.Teaching aims: 1.fully understand the article

2.How to develop an argument

Teaching difficulties: how to develop an argument

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Lead-in : Globalization has become one of those words with the highest frequency of appearance but at the same time it is also a most controversial issue in terms of content, implication and consequence.Since the early 1990s, globalization has developed rapidly and brought great changes to the world.However, groups of people for various reasons oppose globalization and point to the negative effects of globalization.So when we face an article of such an important and sensitive issue, we are apt to ask:

What is the author’s attitude towards globalization? What makes her adopt such an attitude? How does she present her argument?

Part II.Detailed study of the text

Part III.Structure of the text

Part i(para 1—3)Globalization is a reality but it is not something complietly new.What is new is the speed and scope of changes.Part ii(para 4—6)this part deals with different views on globalization.Part iii(para 7—9)three points are made in this part:

a.Westernization is not a straight road to hell, or to paradise either.b.Cultures are as resourceful, resilient, and unpredictable as the people who compose them.c.Teenagers are one of the powerful engines of merging global cultures.Part iv(para 10—13)this part tells of the author’s experience with Amanda Freeman.Part v(para 14—19)in order to prove fusion is the trend, the author used Tom Soper and mah-jongg as an example.Part vi(para 20—24)this part describes the cultural trends in Shanghai.Part viii(para25—28)the author used the experience at Shanghai Theatre Academy to illustrate the point that the change is at the level of ideas.Part ix(para 29—34)the author in this part introduced Toffler’s view on conflict, change and world order.Part x(para35—36)the main idea is there will not be a uniform world culture in the future;the cultures will coexist and transform each other.Part xii(37—39)the author again used an example in Shanghai to illustrate the transformation of culture.Part IV.Complete the exercises in the textbook

Part V.collect their viewpoints about attitude towards globalizaion.Lesson Four

Professions for Women

Teaching aims: 1.fully understand the article

2.grasp the rhetorical device in the text

Teaching difficulties: how to understand the poetic and symbolic sentences in the article

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Background information: Virginia Woolf is generally regarded as one of the greatest writers of modernism as well as one of the pioneers of women’s liberation from patriarchy.She is known for her experimentation and innovation in novel writing.In her novel, emphasis is on the psychological realm of her characters and the moment-by-moment experience of living, which are depicted by the techniques of interior monologue and stream of consciousness.In this essay, Virginia Woolf gives a clear and convincing presentation of the obstacles facing professional women.Part II.Detailed study of the text

Part III.General analysis of the text

Para 1: In the profession of literature, the author finds that there are fewer experiences peculiar to women than in other profession because many women writers before her have made the road smooth.Para 2: the author responds to the host’s suggestion that she should tell the audience something about her own professional experiences.So she now tells her own story –how she became a book reviewer when she was a girl.Para 3.the speaker focuses on the first obstacle to becoming a professional women writer.She uses a figure of speech ―killing the Angel in the House‖ in describing her determination to get rid of the conventional role of women in her writing.Para 4.after the Angel was dead, the question which remains to be answered is ―what is a woman?‖ it is a transitional link between the quthor’s first and second experience.Paragraph 5.In this paragraph the author talks about her second experience in her profession of literature.As a novelist, she wished to remain “as unconscious as possible” so that nothing might disturb or disquiet the imagination.But she was faced with the conflict between her own approach to art and the conventional approach expected of her by male critics.She believed that sex-consciousness was a great hindrance to women's writing.To illustrate this point, she employs a second figure of speech, “the image of a fisherman lying sunk in dreams on the verge of a deep lake.”

Para 6.This paragraph sums up the author's two experiences, pointing out that the second obstacle is more difficult to overcome than the first.Women have many prejudices to overcome in the profession of literature and especially in new professions that women are entering.Para.7.In this last paragraph Woolf concludes her speech by raising some important questions concerning the new role of women and the new relationship between men and women.Part IV.Complete the exercise of the text

Part V.a report on the professional women in China

Lesson Five

Love Is a Fallacy

Teaching aims: 1.fully understand the article

2.grasp the rhetorical device in the text

Teaching difficulties: how to identify the rhetorical device in the sentence and understand the

implication for some sentences

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Lead-in:

This is a humorous essay in which the narrator tells his failure to win the heart of a young woman with the force of logic, which therefore proves to him that “l(fā)ove is a fallacy”--“it is inconsistent with logic.”

Part II.Detailed study of the text

Part III.Question on Appreciation:

1.How did the narrator describe himself? What does it show? How does the author bring out the pomposity of the narrator? What makes the satire humorous?

2.why was the narrator interested in Polly Espy? What kind of girl was she.3.How did the narrator's first date with Polly Espy go?

4.How does the language used by Polly strike you? Find some examples from the text and explain what effect her language creates.5.Why did the narrator teach Polly Espy logic? Did he succeed?

6.Did the narrator love Polly Espy? How did he try to “acquaint her with his feeling”?

7.How did Polly respond to the narrator's arguments for going steady with her? Why did she reject him? What does it show? As the story progresses, Polly turned out to be smarter than the narrator had previously thought.How does this contrast contribute to the humor of the piece?

Part IV complete the exercise in the text

Lesson Six

Life Beyond Earth

Teaching aims: 1.fully understand the article

2.learn to analyze the text

Teaching difficulties: how to learn to analyze the text and understand the implication for some sentences

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.General introduction:

The author deals with recent developments in the search for alien organisms.He discusses various arguments about alien civilization.He does not think that such belief and search is irrational or even crazy.He writes that most people with such belief ―operate from the same instinct, which is to know the truth about the universe‖.At the same time he maintains a scientific attitude, pointing out that although there are many persuasive arguments, there is still no hard evidence to prove the existence of alien life.Yet he does not stop there.He further points out that since the world we live in—the only inhabitable world in the universe so far—is still far from perfect, people in the world need to direct more energy to making it better.Life on Earth is his greater concern.Part II.Detailed study of the text:

Part III.Organization of the piece:

1.Analysis of the text:

(1)Paras.1--2

the emergence of life

(2)Para.3

(transition)What else is alive out

(3)Paras.4--10

search for life

(4)Paras.11--23

search for intelligence

(5)Paras.24--42

Mars.(6)Paras.43--45

Dyson's argument

(7)Paras.46--52

conclusion

2.Questions to discuss:

1)What do you think of the opening paragraph? Does the author begin the article in a forceful way?

2)What role does this paragraph play? What is meant by “the enveloping nebula of uncertainties”? What is the contrast involved as imroduced by “despite”?

3)What new idea is introduced in Paras.17--19?

4)Comment on the first sentence in Paragraph 21.5)Comment on the role of Paragraph 35.6)What is the conclusion of the author? What would the author expect of people investigating extraterrestrial life?

Lesson Seven

Invisible Man

Teaching aims: 1.fully understand the article

2.grasp the implied meaning of some sentences

Teaching difficulties: how to identify the implied meaning in the sentence

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Background Information: 1.about the author

2.about the article

Part II.Detailed study of the text

Part III.Analysis of the text:

Para 1.From this opening paragraph we readers can learn a number of important things:

(l)By saying “It goes a long way back, some twenty years,” the author tells us that the story took place in the past.(2)The “I' here is the narrator, not the author, of the story, and the author is using the first-person narration in telling the story.As we read On, we will find this narrator is also the main character, the protagonist, of the story.(3)Words like ”I was looking for myself“ and ”I am nobody but myself“ point out the central theme of the novel--searching for self-identity.Para.2

This paragraph tells us a bit about the historical background against place.It also introduces a new character--the narrator's grandfather.On his deathbed, he said something that alarmed and puzzled the whole family.Para 3

This paragraph is about the tremendous effect of the grandfather's words upon the narrator, Those words became a constant puzzle for him.As the old man said these words ironically, the boy couldn't understand him.Although the grandfather did not appear in the battle royal scene or any other events in the rest of the book, his words haunted the narrator at every important moment in his life.Para 4

It tells us about the setting of the battle royal.The narrator was to give his speech at a smoker in a leading hotel in the town.The time is round 1950, the place is a hotel in a Southern town, and the occasion is a gathering of the leading white men of the town.Bearing these in mind will help us readers understand why things happened that way and what was the meaning of all this.Para.5 Besides giving more details about the place, this paragraph introduces the people involved in the incident the town's big shots, who were ”wolfing down the buffet food, drinking beer and whisky and smoking black cigars,“ and the other black boys who were to take part, who were ”tough guys".Para 6 to 9

The main body of the battle royal incident is from Paragraph 4 to paragraph 9.It can be further divided into 4 subsections: the naked white girl's dance;the fight itself;the grabbing for the prize money;the narrator's speech.Paragraphs 6 to 9 form the first subsection in which the author describes the white girl's dance.Paras.10--28 They form the second subsection of the battle royal incident violent and brutal fight itself.Pay attention to the use of specific words narration realistic and vivid.Paras.29--46 They describe how the white men further humiliated the black boys even after the battle royal was over.Instead of giving the money the boys were supposed to get for their performance, the white men made fun of them by making them scramble for the money on an electrified rug.This part adds to the general chaos of the whole scene.Para 47--90 They form the last subsection of the whole battle royal incident.In this part the narrator finally got his chance to deliver his well-prepared speech.However, in the middle of his speech, he made a mistake, but everything went well in the end and he was given an award--a scholarship for college.Para.91—94 They bring the story to a final end.The narrator was overjoyed with his triumph, and that night he dreamed of his grandfather and awoke with the old man’s laughter rining in his ears.Part IV.Complete the exercise in the text

Part V.Do some translation work.Lesson Eight

The Merely Very Good

Teaching aims: 1.fully understand the article

2.grasp the development of the text

Teaching difficulties: how to analyze the development of the article and the implied meaning for some sentences

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Information on the author:

Jeremy Bernstein(1929-): professor of physics and writer.After getting his Ph.D.in physics at Harvard, he spent time at the institute for advanced study in Princeton and at the National Science Foundation.He taught physics for 5years at New York University and then at Stevens Institute of Technology, Hoboken, New Jersey.But Jeremy Bernstein has also spent more than 30 years on the staff of The New Yorker magazine, writing mostly about physics, computers, and other topics in physical science.He moves as comfortably among sentences and paragraphs as among equations.Part II.Detailed study of the text:

Part III.Questions about the article

1.Oppenteimer is called ― Father of the Atomic Bomb‖ and had been in charge of the Los Alamas nuclear laboratory for many years.Yet the author considers him as merely very good.Do you think the author is right and fair in relegating Oppenheimer to the merely very good?

2.Do you think it is right to say to be highly focused or not is the cause separating the great ones from the merely very good? What is your view?

3.How does the author manage to bring the people he wants to compare into the article?

Oppenheimer’s anecdote: Oppenheimer and dirac meeting

Gottingen, talking about poetry and physics

His decision to go to the conference

Spender’s being at the conference—Spender’s obsession with Auden—great versus merely very good.4.How does the author develop the article?

He uses the 1981 conference as the benchmark and goes back to earlier times and in the last two paragraphs returns the scene to the time of writing.This technique of montage is used largely in cinema.For example:

The 1981 conference and the author’s indecision—(flashback to 1925—1927)earlier life of Oppenheimer and his relations with Dirac—(back to 1981)the author’s decision: Spender and Auden—(flashback)Spender and Oppenheimer(1956)—(1958)Oppenheimer, Dirac and the author—(back to 1981)meeting with Spender—(bringing the scene to 1996)concluding remarks.Lesson Nine

The Way to Rainy Mountain

Teaching aims: 1.fully understand the article

2.grasp the rhetorical device in the text

Teaching difficulties: how to identify the rhetorical device in the sentence and understand the

implication for some sentences

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.About the Author

N.Scott Momaday was born in Lawton, Oklahoma in 1934.Momaday belongs to a generation of American Indians born when most tribal communities had long ceased to exist as vital social organizations.His Kiowa ancestors shared with other Plains Indians the horrors of disease, military defeat, and cultural and religious deprivation in the 19th century.Their only chance of survival was to adapt themselves to new circumstances.Momaday’s grandfather, for example, adjusted to changing conditions by taking up farming, a decision pressed upon him by the General Allotment Act of 1887.Part II.Detailed study of the text

Part III.The analysis of the text

Para 1.the opening paragraph of the essay is a lyrical description of the author’s ancestral land, which plays a key role in his exploration of his Kiowa identity.Para 2.the author explains his purpose of his visit to Rainy Mountain: to be at his grandmother’s grave.Para 3.it sums up the history of the Kiowas as a Plains Native culture—the golden time and the decline in their history.Para 4.it is about how the Kiowas migrated from western Montana and how the migration transformed the Kiowas.Para 5.the author returns to his grandmother again.Since she is the immediate reason for him to come to Rainy Mountain, she is the link between the author and his ancestors.Para 6.The Kiowas felt a sense of confinement in Yellowstone, Montana.Para 7.this paragraph is a depiction of the landscape which they came upon when they got out of the highlands in Montana.Para 8.in this para the author describes Devil’s Tower and tells the Kiowas’s legend about it.Para 9.the author tells about the last days of the Sun Dance culture by using his grandmother as a witness.Para 10.for the first time, the author concentrates only on his grandmother’s story rather than mixing it with the history of the whole Kiowa tribe.Also for the first time, the author shifts the focus of depicting the lanscape to describing a person—his grandmother Aho as an old woman.Para 11—12 paragraph 11 is about the old houses at Rainy Mountain, which the author’s grandmother and other Kiowas used to live in, but which are now empty.This paragraph serves as a transition between the depiction of Grandma Aho and the reunion at her house.Para 11 and 12 describe the reunions that were once held at the grandmother’s house when the author was a child.We can see the author accepts change and loss as facts of life.He neither denies nor defies them.Imagination helps him strike a balance between them.So, after depicting his dead grandmother’s old house, he brings to life the joy and activity that once filled it.As a child Momaday took part in those events.By re-creating those scenes, he reminds himself of who he is.Part IV.Complete the exercise of the text