第一篇：新编英语教程6(_1---11单元译文)

第二单元

推迟的艺术

"今天能做的事情决不要推到明天。”切斯特菲尔德伯爵在1794年劝告儿子时说道，但是这位文雅的伯爵却从没有抽出时间来完成与孩子母亲的婚礼，也没有戒除让约翰逊博士此类名人在接待室久候的坏习惯，这足以证明，即使是有心人，也绝非毫无拖延，罗马的一位大将军昆塔斯 费边 马克西姆斯为了赢得尽可能多的喘息机会，推迟战斗时间，被冠以“拖延者”。摩西为了使自己向法老传递耶和华法令过程中的犹豫合理化，颓唐语言有缺陷，当然，哈姆雷特把延迟上升为一种艺术形式。

世界上的人基本上可以分成均匀的两半：拖延者和马上行动者。有些人二月份就准备好了个人所得税，预先偿还抵押借款，在常人难以忍受的6点半钟准时吃饭，而另外一些人则乐于在9点或10点钟时吃些剩菜剩饭，错放帐单和文件以期延长缴税的期限。他们非要等到警告声变成恐吓声才肯去支付信用卡的帐单。就象浮士德所遭遇的那样，他们推迟去理发店，看牙医或医生。

尽管延误会带来诸多不便，但延迟经常可以激发和唤醒具有创新意识的灵魂。写下许多成功小说和剧本的作家琼克尔说到，她要把厨房每个汤罐头和酱瓶子上的标签看上一遍后，才能安心坐在打字机旁。许多作家都关注着他们任务之外的大小琐事，譬如关注在缅因州法国人海湾和巴尔海港进行的海岸和土地测量，其中的地名，如古今斯暗礁、不伦特池塘、海鸥小山、伯恩特豪猪、朗豪猪、希波豪猪以及鲍尔德豪猪岛，都激起了他们的想象。

从“拖延者”年代到当今世纪，推迟的艺术实际上被军事（“赶快和等一下”）、外交和法律垄断了。在过去的年代里，英国殖民地总督可以手中拿着杯酒，安逸的思考民族叛乱的形势，他应该庆幸没有电传和打印机在一旁喋喋不休地传递着命令，一会儿是增加机关枪啊一会儿又是增派军队啊。直到二战时，美国将军还可以和敌方将军达成协议，休一天运动假，去掠夺村民的鸡和酒，明日再战。律师是世界上最上瘾的延误者。据一个来自贝弗利山的，号称从不拖延的推销员弗兰克.内森叙说，“没有留下遗嘱就去世的律师数不胜数。”

无志者，事也成。当然，慢性拖延和刻意拖延是有差别的，特别是在高层商业中。美国银行集团总裁理查德·曼德巴赫说，企业动态学鼓励谨慎行事，由此滋生了延迟。他提到，快速行动往往会进入尴尬的局面和付出沉重的代价，数据爆炸刺激了一些懒惰的人以此为借口——另一个报告等着读，另一个权威等着咨询。曼德巴赫说：“数据的充足和泛滥之间总有条微妙的分界线。”

他的观点广为接受。官僚化在政府负担日益加重和社会形势的日益复杂的温室中滋长。它旨在用条文主义、妥协和重新评估来包庇政策制定者——以此防止做出草率决定。水门事件时期的政府所表现出来的中央集权化已经蔓延至经济机构等等广阔的领域，使得拖延成为世界范围的一种生活方式。有关推迟的短语星罗棋布在各种语言中——从西班牙的manana（在将来某个不确定时间）到阿拉伯的bukrafilmishimash(字面意思是“明天的杏树”，其含义是“等到花儿也开了”。)

学术界也很尊崇拖延。南加利福尼亚大学社会学家伯纳德*斯克拉每天辛辛苦苦才写出三至五页的东西来。他坦称：“我很多朋友对着白纸是都感到很痛苦。我们有很多合理的理由;教学压力，家庭责任，查看新书，搜索注脚。”

心理学叫坚决认为女人是最坚持不懈的迟延者，虽然很多心理学家（每小时加收50美金）本人就非常拖拉。拉尔夫*格林森博士是加利福尼亚大学洛杉矶分校的临床精神病疗法的教授（他曾是玛丽莲*梦露的精神病医师），看待延迟时比较温和。他说：“很多人都在回避，逃避，拖延揭露真相的那一刻，直到最迟的极限为此。”但是佐治亚州心理学家乔恩*费根认为，迟延是潜意识用来区分事情重要性级别的一种方式。“当我拖延时，一般总是存在着某种缘由。”费根说，“我能感觉到它，但是我也说不出个之所以然。”

事实上，迟延有着悠久而光荣的历史，它意味着如果推迟些许时间，许多主意和决定就有可能得到改善，推迟做决定本身就是一个决定，这不无道理。议会过程的实质就是一个迟延和慎重的体系。就此而论，名画，乐章，书籍或者布兰西姆府邸的建筑物也是如此。布兰西姆府邸耗用了马尔伯勒公爵的建筑师及工人们15年的时间才建成。在这个过程中，设计可能不断成熟及完善。确实，仓促会葬送了雅致。《时之剑》的作者T*H*怀特曾写道，时间“并不是注定要一小时一小时，或者一天一天的耗费掉，而是应该细腻地、缓慢地、从容地品尝一番。”换句话说，我们应该这样说：今天不必要做的事，无论如何要推到明天来完成。

第三单元

墙壁与障碍

我父亲立即对位于纽约市第43大街和第5大道交汇处的银行大楼作出了明确反应。“你不会看见我把钱存在那的！”他断言，“不会存在那个玻璃箱子里的！”

我的父亲当然是一名守旧的绅士，对他们那代人来说，大量现代的建筑都会让人身心交疲。但是我怀疑—我不只是怀疑，我确信—他之所以会做出消极反应，与其说是因为建筑物，倒不如说是人们侵犯了他对金钱本质的看法。

他们那一代人把金钱看成是像金条、钞票和硬币这样有形的物品，可以拿起，可以携带，也可以被人偷走。因此，为了吸引明智的人经常存钱，银行必须要建有厚重的墙壁、装了栅栏的窗户和青铜制成的大门，以便证明金钱存在银行里面是安全的的这一情况，而不管这个情况是多么不真实。如果一座大楼的设计在表面上看起来固若金汤，那么这一机构必然安全，厚重的墙壁作为一种建筑象征，其意义就在于它表示了人们对金钱的普遍态度，而不在于它在美学理论上展现出来的美感。

但是那样一种看待金钱的态度当然已经改变了，除了零用钱之外，人们现在几乎不用任何形式的现金。金钱作为一种有形物品在很大程度上被信用这种簿记银行业务的东西代替了。巨大的扩展伴随着经济赤字，让我们认为金钱是创造性想象的产物。银行家不再为我们提供一种服务，其中最为重要的东西就是干劲和发明巨大数目的创造力。考虑到他们态度上的这一改变。我们正在见证拥有厚重墙壁的银行小时也就根本不足为奇了。我父亲非常不信任制造商信托银行，因为它是一个巨大的立方体玻璃笼子。虽然其内部灯火通明，甚至可与朗朗晴日相媲美，但是它根本就没有把其通往金库的门道隔离起来，也没有派人把守，相反却把它装饰成了一个展示的橱窗。

就像先前的银行断言自己牢不可破一样，这家银行也以其建筑具有想象力而感到自豪。从这一点来说，人们很难说清楚建筑在什么地方结束，人类的断言在什么地方开始。事实上，两者没有这样的分界线，它们合二为一，是相同的。

新的建筑批判主义把建筑理解成为表达人类态度、偏见、禁忌和想法的一种媒介。这正是它与古典美学的不同之处。后者依赖纯粹的比例和布局等这些因素来作为其艺术判断的基础，在一个社会和心理学的时代，墙壁已不仅仅是墙壁，它们还是人类大脑当中障碍的一种物质象征。

例如，在原始社会，人们把世界想象成为一个巨大无边、令人恐惧、怀有恶意、人类无法控制的东西。因此他们用巨大的石头建起了厚重的墙壁。只有呆在墙壁的后面，他们才会感觉到自己置身于一个可以控制、安全可靠的限定空间之内。这些厚重的墙壁表明，人们害怕外部的世界，不管保护措施是多么的虚无飘渺，人们也需要找到它，有人可能会争辩说，当时的技术尚未发展起来，人们无法建筑更为精巧的墙壁。这当然也很正确。但是，首先仍然是对世界的害怕这一态度而非技术使得人们想要建筑墙壁。恐惧越大，墙壁就越厚。我们甚至发现，古代的国王的陵墓实际上全部都是由墙壁构成的，其最大的恐惧就是害怕腐烂。

接着就有了隐私这个问题，因为它已经变得很易受到质疑。在地中海的某些文化当中，值得人们那么害怕的不是自然世界而是人类世界。人类肮脏龌龊、好打听是非、卑鄙下流、且充满危险、即使人们有钱四处走动也会穿戴着各种乱七八糟的东西用来护体，妇女很少四处走动，如果她们想要走动一下的话，也会戴着厚厚的面纱，人们的房子四周围着墙壁，房子不是向外面是向里面朝着天井这表明人们普遍坚信，只有通过向里看，只有通过从事个人的私人生活而不是参加公众生活才能发现生活当中的优点和价值，当时的哲学强调沉思冥想，装饰艺术也非常的复杂，这跟墙壁本身一样也阐明了上述态度。

我们今天的感觉就不同了，首先，我们更为强烈地依赖对人类敌对行为的控制，更为依赖法律法规和社会习俗及随叫随到的机动警察，而不是有形的障碍，我们不像我们的祖先那样珍视隐私。我们的女人被他们看见，并被赞美，我们会感到骄傲，说到我们的家庭，情况也是一样。我们不会寻求孤独。事实上，如果我们一旦发现自己孤独一人的时候，我们就会轻轻地打开开关，通过电视屏幕把整个世界都请进家门。因此，我们废弃围在四周的厚重墙壁，用薄薄金属片和玻璃建造起膜状隔挡物也就不是那么让人惊奇了。

今天，墙壁的主要功能就是把外面可能令人不快的空气与我们在里面创造的受到控制的温度和湿度条件隔离开来。虽然明显还是有很多人会对高度透明的条件下吃饭、睡觉、穿衣心存不安，要求墙壁至少给予他们一种适当屏蔽的感觉，但是玻璃仍可实现上述的功能。像他们这样害羞的人的数目正在减少，虽然康涅狄格州菲利普·约翰逊房屋受到多人的赞美，在很多地方都被模仿，但是它四周却用的是玻璃墙壁，盥洗室才是唯一能够找到真正隐私的地方，其装饰方面的忌讳至少在康涅狄格州仍未被打破。

在强调一遍，我们关于自己与世界的关系看法真正发生改变，正是这些正在改变的看法而不是先进技术决定了我们会修建什么样的墙壁。玻璃墙表明人们坚信它能够而且的的确确掌握了自然和社会。“开放的计划”和一览无遗的景色与其通过不断丰硕的科学成就来最终解决各种问题的信念是一致的。这可能就是为什么我们当中水平最高，最具远见的人们会在玻璃屋子里面生活、工作的原因了吧。甚至我们害怕人造石块的原因也被分析出来了。

第六单元

乏味的工作

似乎人们普遍认为杰出之人无法忍受循规蹈矩：为了做到最好，他们需要一种多姿多彩、兴奋不已的生活。同时，人们认为无趣之人特别适合做乏味的工作。我们知道，当今年轻一代非常反对工厂工作的枯燥无味，原因是与过去的年轻人相比，他们不仅得到了更好的教育，也变得更加聪明。

事实上并没有证据证明富有成就的人希望繁忙充实的生活，更不用说他们正在过这样的生活，而事实却几乎适得其反。人们可以想象牧羊人阿摩司，石匠苏格拉底，帐篷制作者欧玛尔。或许耶稣在做单调的木工时就有了他的第一次发现；爱因斯坦在瑞士一家专利局当职员时就得出了相对论；在一个小乡镇的枯燥生活中，马基雅弗利所仅有的乐趣只是与客栈里的骡夫玩玩牌，而就在这样的生活中他却写出了《王子》和《论述》两本著作；伊曼纽尔·康德天天过着一成不变的生活------当加里宁格勒的家庭主妇们看到他去大学校园路过时，他们就调整时钟，因为不论晴雨，他每天上午都会取其道而行，他从加里宁格勒到学校的最远距离就是六十英里。

人类创造性的典型特征表现为可以把细微的刺激转化为巨大的成果，人类的伟大在于能够处理细小的苦楚于快乐，能够处理好普通的生理压力和欲望。“当有些烦恼时，”济慈写道：“在五分钟内就转化成索福克勒斯的题材。”对于富有创造性的个体来说，所有经验都有可创性———所有事件都有源于新见解和新洞察力的等同属性——人的超凡特性可以使平凡和普通的事物转化成非凡的事物。

繁忙充实的生活往往在消耗而不是在刺激.1640年,弥尔顿曾是一位前途无量的诗人,他在清教革命变故的环境中度过了20年毫无建树的岁月.革命失败后,他在屈辱中实现了自己的伟大前程.切利尼在振奋人心的生活当中失去了本该成为伟大艺术家的机会.毫无疑问,如果马基雅弗利被允许继续从事弗洛伦萨的外交工作,继续执行令人生趣的使命,那么他就不可能写出那些伟大的著作.通常情况下,往往是平庸的诗人,作家等等才会专注于激发事件以释放他们的创造源泉.可以这样认为,生产线的工作拙其才能,乏其思想,唯一可取的良药是更高的工资,更少的工作时间.然而,在作为一名普通工人的五十年时间里,我发现循规蹈矩的工作可以与活跃的思想并存.在码头做枯燥重复的工作期间,在与工友们谈天的同时,我可以在脑海深处构思篇章语句.我过去从中得到快乐,至今仍回味无穷,过去的生活似乎很愉快。如果工作能让我饶有兴趣，就不可能在上班时间或甚至在下班后的自由时间有机会去做任何思考和创作。

如果发现难以忍受乏味的工作，这样的人经常是那些在闲暇时不知所措的人。儿童和成年人能从循规蹈矩的事情中获得新生，而青少年则因失去了儿时的专注精神，并且缺乏成年人的内在因素，所以需要用刺激和新奇来消除其厌倦心理。7美

美之于古希腊人是一种德性，一种美德。今天看来，他们就是我们如今所谓的“全面的人”，虽然这个称呼有点不理直气壮，并且带有嫉妒之意。倘若让古希腊人区分一个人的“内在”和“外在”，他们仍期望内在美是需要与其他种类之美相匹配的。那些聚集在苏格拉底身边的雅典青年人发现自己的偶像是如此得聪慧、勇敢、正直、充满诱惑力，而同时又那么得丑，这是多么自相矛盾啊。而苏格拉底主要的教学手段之一即为“丑”，告诉这些天真却拥有毋庸置疑般美貌的门生，真正的人生是充满悖论的。

他们或许能够抗拒苏格拉底的学说。而我们做不到。几千年以后，美的魅惑使我们更加疲惫。我们不仅仅用最容易的方式将“内在”（性格，心智）和“外在”（外貌）割离开来，同时我们也对那些既有美貌亦有智慧天赋之人，感到诧异。

美在古典时期是理想的人类美德，而将其从这中心位置赶走的首要原因来自基督教的影响。通过美德（拉丁语为virtus）的概念限定到仅仅指伦理道德的范畴，基督教放逐了“美”—— 它成为一种异化的，武断的，肤浅的诱惑。同时美不断丢失了它原本的名声。到二世纪末的时候，美成为一种既定概念，仅用于修饰两性之的一个性别：这个性别虽然是悦目的，但却处于第二位。将美与女性联系起来，使得美的概念在道德层面上更加脆弱。

在英语里，我们说一位女子是美丽的。但是我们却说一位男子是英俊的。“英俊”是其阳性的等同词，同时拒绝一种带有某些贬义暗示的赞扬，而这种赞扬是仅用于女性的。在法语和意大利语里，人们可以称男子是“美丽的”，这暗示着这些天主教国家依旧保留了前基督教时期欣赏“美”的痕迹，而这些痕迹在新教国家中已经荡然无存。但即使存在，差别也只是程度不同而已。在任何一个基督教或者后基督教国家里，女性就是那个美丽的性别——既损害了美这个概念，也损害了女性这个概念。

被称为“美”意味着要列举出一些对女性来说必要的特征和她们所关心的事物。（和男性不同，他们的核心是强壮、有效率，或者有能力。）那些拥有超前女性意识的人将很容易就能感受到，让女性和“美”联系起来，会助长她们孤芳自赏的态度，也会让她们更加有依赖性且不成熟。所有人（女性和男性）都认识到这点。因为“所有人”，整个社会，都很明确，作为女性就应该关心长相。（作为男性则不同：他们身份的确认是关注于某人是谁，做什么的，而长相即使并非一无是处，至少也是其次的。）有了这些老套的看法，我们就不难明白，即使从最好的方面来看，为什么“美”也有着褒贬不一的名声。

当然，对美的崇拜并没有什么错，错就错在认为美是一种义务，并且试图想要变美。作为她们性别的一种讨好的理想化状态，大多数女性都可以接受的方式是，让她们觉得自己比实际情况来的差劲。因为美的理想境界就是受制于一种自我对立的状态。人们教导女性要从各部分区看待她们的身体，并且要分别评价每一个部分。胸部、腿、臀部、腰、颈、眼睛、鼻子、肤色、头发等等——每一部分都需要一番焦虑、苦恼，甚至绝望的审查。即使有些部分符合要求，但总有地方永远是希望更好一些的。只有完美无瑕了，才能无可挑剔。

在男人之中，好的外表是一个整体，是那种一眼扫过的东西。并不需要通过测量身体每个部分来做出最后的确认。没有人会鼓励男性去一部分一部分地细查自己的外貌。至于完美，那是被认为无关紧要的，并且几乎是不男性化的。的确，对于一些理想中的美男子，一点小瑕疵反而是让人喜欢的。有一位电影评论家（女性），她是Robert Redford的影迷，她觉得正是因为其脸颊一侧有一颗肉色的痣，才使得Redford不被仅仅认为有一张“漂亮的脸蛋”。想想这个评价里既暗示了对女性的贬低，也暗示了对“美”的贬低。

Cocteau曾说：“美的特权是无限的。”毫无疑问，美是一种力量形式，并且理因如此。但遗憾的是，如今人们只鼓励大多数的女性去追求这种力量。这种力量的制造总是和男性联系起来。这力量不是去做什么，而是去吸引什么的。这种力量否定了自身。因为这种力量并不是一个人所能自我选择的，至少不是女性可以自我选择的，或者说如果她们声称要放弃这种力量的话，是要受到社会谴责的。

对女性来说，梳妆打扮不仅仅是一份乐趣，更是一种责任，是她的工作。如果一位女士做着实际的工作，乃至她在政治、法律、医学、商界或别的什么领域爬到了领导层位置，她也总是背负着压力，时刻要确保她在工作的时候还保持着吸引人的魅力。但只要她仍然是“悦目的性别”中的一员，那她就一直要受到质疑——是否有能力保持客观、专业、权威和缜密。如果真成为了那样的人，那这样的女人真糟透了！如果她们不是这样，那也糟透了！

比起那种无止境的喜忧参半的故事，即女性的苦闷而言，我们几乎不太能从将人区分成“内在”和“外在”的做法中找到更多证据来说明其危险性。一开始就将女性定义成只对外表关注的人，然后就说她们是“肤浅”的，这是多么容易的事情啊！这个粗鄙的陷阱已经存在太久了。但是要从这个陷阱里逃脱出来，就要求女性与美的好处与特权保持严格的距离，并且要有足够的距离去了解“美”这个概念本身有多少被删节了，用以支撑起“女性”这个神话。我们应该有一种方式将“美”从女性那里解救出来，也将“美”为了女性本身而解救出来。第八单元

食欲

人生的一大主要快乐就是食欲，保存食欲也是我们主要责任之一。它意味着对生活的热爱。它是感官之一，这感官告诉你，你仍想活下去，仍然受到强烈渴望的激励，希望进入世界，品尝人间百味和酸甜苦辣。

我所说食欲当然不仅仅是指对事物的强烈愿望，而是指各种各样不能满足的愿望，强烈的愿望。这证明，你希望获取更多，生命尚有价值。王尔德说过，他为那些从来没有实现心愿的人们难过，但是更为那些实现了心愿的人们惋惜。我虽然只曾实现过一次心愿，但它几乎置我于死地，从那以后，我总是更衷情于渴望而非获得。

对我来说，食欲就是这种渴望的状态，这使得人们的期望之火永不熄灭。我记得自己很久以前还是孩提的时候就学到这一课。那时几乎没有什么款待和宴会，我发现，最幸福的事情并非在于真的吃太妃糖，而是事先盯着糖看。刚开始吃那几口味道确实很美妙，但是一旦太妃糖吃完了，什么都没有了，即没有了太妃糖，也没有了渴望。此外，吃完太妃糖这一不雅的举动中，太妃糖的所有吸引力在不知不觉中消失了。不，最美好的感觉就是想要得到它，就是坐在那看着它，只有这样，人们就能体会到无穷无尽的各种滋味。

所以，对我来说，食欲所带来的最强烈的乐趣之一仍然在于渴望，而不是满足。在于想要一个桃子，或者一杯威士忌酒，或者特殊的特征或是声音，或者想要跟一位特别的朋友呆在一起。因为我当然知道，在这种情形之下，渴望得到的东西总是最为完美无缺的，这就是我为什么会，我将保存食欲的程度带至有意的禁食，只不过是因为我认为食欲太美好了而不容丢失，太宝贵了而不能因饱食和过饱而被逼进无感觉的境况。

就此而言，我并非真的想要一天三顿的美食——我想要的是一顿巨大、美味、狂欢的丰富盛宴餐，比如说每四天来一次，之后就不能确定下一顿会在哪。禁食一天对我来说不仅仅是一种清教徒式的剥夺人们乐趣的方法，而更是一种期待少有的极度满足时刻的方式。

禁食是对食欲权威表示敬意的行为。所以我认为，我们应该定期计划放弃乐趣——食物、朋友、情人——为了保存它们基于的强烈感觉，以及重新得到乐趣的时刻。因为这一时刻使自己和所钟爱之物焕然一新，精神奋发，我想，不但水手和游客曾经享受过这样的时刻，而且猎人也是如此。对现代生活厌烦的部分原因是我们之间的距离太近，娱乐和饮食太有规律性。饥饿曾经把我们与食物和家人分隔开来，于是我们才学会珍惜它们。男人外出打猎，狗随着他们一起去；女人和孩子向他们挥手告别。洞穴里面连续数天没有男人。没人有吃的东西或者知道该做什么。女人蜷缩在火堆旁边，泪眼朦胧。小孩在嚎啕痛哭，每个人饥肠辘辘。然后在一天晚上，山上传来了呼喊声和狗吠声。男人们满载着猎物回来了。这是个大团圆的时刻，每个人都狼吞虎咽地吃着，食欲显示了其真正的价值，盼望已久的这一顿饭成为了值得记忆的盛宴，它几乎是一种人生的圣典。现在我们前往办公室上班，然后晚上回家吃便宜的鸡肉和冷藏的豌豆，那么香，但是太多了，太容易了，太常见了，不需要费劲就可以得到，也没有了渴望。我们吃着东西，很幸运，长得油光水滑，但我们再也无法知道饥饿时的愉快了。

任何东西太多了——太多音乐。太多娱乐。幸福快餐，或者花太多时间与朋友呆在一起——都会造成某种生活上的无能，人们再也不能听见，品尝不出味道，看不到，爱不了，记不了。生命短暂而弥足珍贵，食欲是人生旅途的护卫者之一，所以如果我们想要享受这一短暂的生命，我们就应该尊重食欲之神，保持渴望的状态，而不要让它过于迟钝。

我曾经体验过枯焦的嘴唇接触一杯冷水时所引发的狂喜已有很长一段时间了，泉水仍然等着人们去享用——而人们所需要的只是一种原始的渴望。

第九单元 对藐视法律者的警告

遵纪守法是美国历史上最为悠久的政治问题，也可能是人们最喜爱探讨的政治问题。数百万美国人从来不认为自己曾经违法，更不用说犯罪了，这一显而易见的事实令人厌烦心痛。虽然人们制定了法规来保护社会并促进其发展，但是上述美国人却享有了越来越多的自由。事实上，当今社会充斥着非法乱丢垃圾、骗税、非法制造噪音和机动车秩序混乱的现象，以致于藐视法律的行为有时候让人看起来代表了未来发展的潮流。哈佛大学的社会学家戴维·里斯曼察觉到，大部分美国人会草率地认为，触犯一些据称微小的错误是理所当然的事情。他早先说，美国社会的伦理道德正面临着逐渐沦落为“傻子才会遵守规则”这种危险的情况。

支持里斯曼这一说法的证据是再明显不过的了，藐视法律者以各种各样的方式存在，其数目令人吃惊。喜欢涂鸦的人把公共场所变成了视觉垃圾，骑自行车的人经常把车骑得好像两轮的交通工具不受所有的交通法规约束一样。喜欢乱丢垃圾的人把自己的社区变成了垃圾堆。一阵一阵的法规虽然到处都是 来势汹汹，但是却无法把高分贝的便携式无线电广播电台从公共场所清除出去，这就像早先的法律无法消灭因啤酒饮用过度而导致骚扰众多公园的流氓行为一样。令人绝望的是，吸食烟草上瘾的人仍对“禁止吸烟”的标记熟视无睹。穿着体面的吸食大麻的人再也不会为了分发烟卷而劳烦自己，巧妙的避开公众的视线，公然使用可卡因这一丑行正在中上阶层人生活当中逐渐恶化。此外还有〔一边说“各位好”一边行走〕乱穿马路的人。

藐视法律这种行为所带来的危险在不同情况下相差很大。在人行道上吐痰的人虽然令人讨厌，但是就对他人构成的危险来说明显要小于在未经批准的地方非法掩埋危险的化学废弃物的公司。在地铁里面袭击乘客的人所构成的生命危险要小于漠视防火安全法规的房东。在危险的藐视法律的行为中，最为直接且最容易计算的也碰巧是人们最容易看得见的。其罪魁祸首就是美国的司机，他们当今的违法行为累计起来构成了对公众安全的巨大损害。其危险从日常的双行停车堵塞城市街道到酒后驾车每年令25000人丧生、至少650000人受伤，不一而足。开阔公路上违反法律超速驾驶的情况又怎样呢？新近的调查显示，在一些州际公路上，83%的司机通常对联邦政府制定的每小时55英里的时速限制视而不见。

在所以上述现象中，最为公然的藐视法律的人当属擅闯红灯者。波士顿藐视停止信号的情况相当严重，当地居民流传的一则趣闻说有位出租车司机坚决认为红灯“只是作装饰用的。”红灯控制交通的力量似乎在各个地方都在削减。在洛杉矶，闯红灯可能已经成为这座城市最为普通的违反交通的现象。在纽约，通过十字路口就像玩俄罗斯轮盘赌一样。罗伯特.麦吉里警长承认：“关于人们是否会在红灯前面停下来，当今的几率是一边对一半。”然而，他所在的警察机构在很大程度上对违法现象不理不睬。

闯红灯一直被人们列为小错，因此它可能属于个别现象。当这一违反法规的行为习惯性地、广泛地、连续不断地出现的时候，那它就远不止一个交通管理问题了。这蔑视基本道路规则的行为严重地伤害社会各界的情感，无辜的司机和行人反复的为此付出代价，他们承受着各种挫折、不便和伤害，更不用说通过合理方式感受到的致命的危险。如果说伪善是送给恶行的礼物，那么鬼鬼祟祟的行为就是违法者尊敬法治力量的真正表示。然而，闯红灯的人根本不尊重社会规则，社会不可避免地会受到反复厚颜无耻地藐视基本秩序的行为的伤害。

藐视法律的态度到处存在。有些学校发展，小孩常常在入学的时候并不懂得一些与他人共处的基本规则。他们发现上述情况真的不足为奇。尽管当今各种藐视法律的现象有着这样那样的不同，但他们作为基本的社会道德败坏现象，其症状却是互相一致的，即个人失去了为照顾他人利益而控制自己行为的能力。

公共的礼仪规范有可能会倒塌崩溃，这已经不仅仅是一个礼节上的问题了，社会首先担忧的事情虽然仍将是重大的犯罪，但是在休斯顿发生的一切显示了野蛮行为的严重迹象。休斯顿高速公路上的司机越来越倾向于用突发的暴力行为替代道路规则来解决问题。以下是休斯顿警察部门最近关于高速公路交通暴力的统计分类事件：1）司机朝插到自己前面的小汽车闪烁着远光灯，而小汽车里面的人却向他的挡风玻璃用力投掷一个啤酒罐，踢掉了他的尾灯，把他打得缝了八针。2）自动卸货司机出于耽搁而气愤，砸坏前面停的车俩的后行李箱和用钢锁簧连连猛打那个司机。3）急速行驶的十八轮卡车的司机故意从后面撞上一辆小汽车，而这辆小汽车的司机正试图保持在每小时55英里这以限制速度之内。幸运的是，休斯顿综合症尚未蔓延的到处都是。问题是它会蔓延得到处都是吗？

美国人习惯于认为法治主要受到已成陈规的暴力犯罪的威胁。然而，美国法律的基础遭到撼动，却实际上总是因为普通的守法公民开始回避法律。一个主要的例子就是禁酒令。唐纳德巴尔奇德塞在戒酒与否这个节目中回忆说：“事实证明，违法并不痛苦，甚至不能算作不舒服，相反它会给人带来轻微的哦爽快感觉。”人们最终废除了禁酒令，不仅因为酒本身这个问题，而是因为藐视法律的行为正在严重削弱政府的权威与合法性。具有讽刺意味的是，当今藐视法律者所具有的精神，无论其源头怎样受到削弱，但是政府却无意间在很多层面上对此给予鼓励。警察无力执行某些法律，这只是问题的表面现象，毕竟他们是从自己服务的官员和选民那里接受命令。更糟的是，大部分的州立法机构帮助公众违反联邦政府制定的每小时55英里限速的法律，其中一些立法机构对违法现象等闲处之，只进行很少数目的罚款。从更高层面来说，华盛顿政府机关简直就是在反对而不是支持某些根据法院指令作出的废止种族歧视的判决，这突显了其废弃公民权利法律的愿望。用荒野杂志的话说，保护环境的团体理由充足地指责政府机关“无力执行环境法，他们正在破坏环境法。”这一变异就是最高层的藐视法律现象。

关于藐视法律的这种态度，最为令人忧虑的东西就是它具有极端的传染性。只有愚蠢到了极点的社会才会对此坐视不理，任它无限期的蔓延下去。

第十一单元

磁盘代替原稿，档案被人遗忘

手稿是作者创作过程的极其重要的记录，它们现正濒于灭绝。文字处理程序得以出现，其成本相对较低，且日渐变的简单容易起来。所有这一切意味着，甚至那些穷困潦倒、未发表过东西﹑以作家自诩（以及那些名列最畅销书排行榜前几位的人士），也回向王氏﹑IBM和苹果等各种品牌的电脑求助，安装Wordstar﹑Scriptsit和Apple Writer程序，开始忙于写作﹑编辑﹑审校其创作成果。结果是什么呢？只是一张软盘而已！

我们应该对手稿的消失感到痛惜。任何人，不管他是学生还时学者，又如何能从软盘了解创作过程呢？这种摇摇晃晃的塑胶又如何能够展现出（如威廉?巴特勒?叶芝写的）绝望当中产出的美丽，夜灯煎熬出智慧吗？手稿是这些创作痛苦的记录，它们经常被汗水玷污，被咖啡泼溅或者被香烟烧焦。手稿告诉我们作家的心灵活动，在创作痛苦的过程中的感受。埃德娜.圣文森特.米莱日以继夜，怀疑能否见到成果。但是，她的初稿成成为了后世各代的珍宝。

试想一下，如果叶芝用文字处理程序来写作那些抒情诗，歌颂他对莫德.冈娜的得不到回报的爱情！软盘是不可能揭示他那深深的伤痛。几乎在一个世纪之后，他在都柏林国家图书馆的手稿仍然洋溢着激情的力量。它告诉年轻人，他们的情感、希望、绝望、爱情和失败实际上已成为永恒。假设雷.布雷德伯里用王氏电脑来写作《华氏451》。如果他的各种草稿像他痛惜的书籍那样付之一炬，小时在储存器里，会是那么适宜，甚至具有讽刺意味呀。

幸运的是，任何从事写作的学生都能够在加利福尼亚洲立大学福勒敦分院特别收集图书馆里查阅上诉草稿。初学者和专业人员都可以研究简短故事，《消防队员》是如何发展成为未出版发行的中短篇小说《着火啦，着火啦！》，随后又发展成为更长篇的小说《炉床与火蛇》，也没出版。最后副本（因为是作者自己打印，偶尔有打印错误）待审。在这些手稿中，布雷德伯里自己用生动鲜明的动词代替了软弱无力的动词，改变一两个句子，加强或是有时取消一个形容词，替换上一个更好的名词。手稿极好地展现了写作中的作家，我们绝不可能从软盘上看到这种发展或是最终的润色。

此外，把大量手稿放在一起，那么你就有了一个档案。备忘录，日记，期刊，便条，第一稿，第二稿和第三稿的草稿——这些档案文件对我们所有人来说都相当重要。城市的档案文件通常收集了潦潦草草写成的纸片、关于边界线的有针对性的涂鸦或者是关于结婚、离婚、契约、出生、死亡各种事件的大量手写记录，所有这些东西都散发着霉味，我国的各类档案文件是无价之宝的遗产。国家档案馆堆满了破旧的文件。保存着供历史学家详细研究的资料。

手稿告诉我们托马斯·杰斐逊在起草《独立宣言》的时候，他是如何思考的。一封写给耶鲁大学校长的著名信件告诉我们本杰明·富兰克林对宗教的真实感情。我们从日记，文件，信件和讲道词当中了解到关于制定《宪法》的人们的大量情况。如果她们在软盘上完成所有工作，我们能够了解这么多情况吗？这是绝对不可能的！

同样，如果名人男女的信件是从点阵打印机里涌出，它们会像亲笔信原件那样具有同样的魅力吗？如果某个白宫底层生产的，机器签署，大量生产的信件会有公民罗德纳·里根于1965年邮寄的亲笔信，信封上写的地址，贴着已取消的五分值邮票,同样的感情影响或是会有同等的价值吗？几乎是不可能的。

詹姆斯·乔伊斯曾经写道，艺术家的错误是创造的泉源。不幸的是，如果干净整洁，完美无瑕和毫无错误的软盘代替了破烂，钢笔乱涂，剪贴，夹带装订，纸张发黄，重写，重打印的手稿的话，那么我们永远不会知道那些错误。图书馆保它们，学生们学习它们。拍卖人以惊人的价格拍卖它们，拥有者珍爱它们，然而文字处理器则完全排除它们，我们的损失真是不可估量。

手稿是我们赋予社会的巨大财富。我们没有权利仅仅因为我们发现文字处理程序更加方便就剥夺了后世各代了解我们作品过程中的思想和情感。只有通过耐心修改过的手稿而非软盘，能够告诉初学写作的人员或者将来的历史学家，写作是一项艰辛的工作，它需要思考和再思考——它应该在纸张上，而不是电子屏幕上完成。

第二篇：新编英语教程7课文翻译_(Unit_1-14_Text_I_译文)

新编英语教程7(Unit 1-14 Text I 译文)Unit 1 英国人和美国人的空间概念

人们说英国人和美国人是被同一种语言分离开的两个伟大的民族。英美民族之间的差异使得英语本身受到很多指责，然而，这些差异也许不应该过分归咎于语言，而应该更多的归因于其他层面上的交流 ：从使很多美国人感到做作的英式语音语调到以自我为中心的处理时间、空间和物品的不同方法。如果说这世上有两种文化间的空间关系学的具体内容迥然不同，那就是在有教养（私立学校）的英国人和中产阶级的美国人之间了。造成这种巨大差异的一个基本原因是在美国人们借助空间大小来对人或事加以分类，而在英国决定你身分的却是社会等级制度。在美国，你的住址可以很好的暗示你的身分（这不仅适用于你的家庭住址，也适用于你的商业地址）。住在纽波特和棕榈滩的人要比布鲁克林和迈阿密的人高贵时髦得多。格林尼治和科德角与纽华克和迈阿密简直毫无类似之处。座落在麦迪逊大道和花园大道的公司要比那些座落在第七大道和第八大道的公司更有情调。街角办公室要比电梯旁或者长廊尽头的办公室更受尊敬。而英国人是在社会等级制度下出生和成长的。无论你在哪里看到他，他仍然是贵族，即便是在鱼贩摊位的柜台后面。除了阶级差异，英国人和我们美国人在如何分配空间上也存在差异。

在美国长大的中产阶级美国人觉得自己有权拥有自己的房间，或者至少房间的一部分。当我让我的美国研究对象画出自己理想的房间或办公室时，他们毫无例外的只画了自己的空间，而没有画其他人的地方。当我要求他们画出他们现有的房间或办公室时，他们只画出他们共享房间里自己的那部分，然后在中间画一条分隔线。无论是男性还是女性研究对象，都把厨房和主卧划归母亲或妻子的名下，而父亲的领地则是书房或休息室，如果有的话；要不然就是工场，地下室，或者有时仅仅是一张工作台或者是车库。美国女性如果想独处，可以走进卧室、关上门。关闭的门是“不要打扰”或“我很生气”的标志。如果一个美国人家里或办公室的房门是开着的，则说明他现在有空。在这样的暗示下，人们不会认为他想把自己关闭起来，而会认为他正处于一种随时响应他人的准备就绪的状态中。关闭的门是用于会议、私人会谈、生意往来、需要集中精力的工作、学习、休息、睡觉、穿衣服和性的。

相比之下，中产阶级和上流阶级的英国人从小是在和兄弟姐妹共享的儿童室里长大的。最大的孩子一般独占一个房间，直到他9岁10岁左右去上寄宿学校时再空出来。拥有自己的房间和很早就习惯于共享房间之间的差异似乎并无重大意义，但这却对英国人对待自己空间的态度有着重大的影响。一个英国人可能从来都不曾有过永久的属于自己的房间，他也很少会去企盼或者认为自己应该有权拥有这样的房间。即使是下议院的议员也没有自己的办公室，他们通常在俯瞰泰晤士河的阳台上处理事务。所以英国人会对美国人需要一个安稳的地方去工作（即办公室）这样的需求感到困惑不解。在英国工作的美国人如果没有得到他们认为适当的封闭的工作空间，也许会非常生气。就出于保护自我的目的而将墙壁作为屏蔽物的需求而言，美国人应该位列德国人和英国人之间。

英国人和美国人的行为特点之间的显著差别有着极其重要的意义，尤其是在我们假设人和其他动物一样，有时也有一种内在的封闭自己的需求的情况下。我的研讨班的一个学生生动的刻画了当这种看不见的行为特点之间产生冲突时可能发生的情状。很显然他在和美国人交往中承受了很大的压力。仿佛没有什么是正常的，而且从他的评论里可以清楚地了解到他认为我们美国人不知道如何举止得体。通过分析他的抱怨，我们发现他烦闷的一个根源是似乎没有哪个美国人能够辨别出这样的细微的暗示：即有时他不想让别人扰乱他的思绪。正如他自己所说的：“我在公寓里漫步，好像每次当我想独处的时候我的室友就会和我搭话。很快他就在问‘你怎么了？’而且想知道我是否生气了。这时我真的生气了，然后就会冲他说些什么。”

尽管需要花费一些时间，但最终我们还是能够分辨出在这个事例的冲突中，美国人和英国人各自所遇到的不同的麻烦，以及这些特征之间的明显差别。当美国人想独处时，他会进到自己的房间里并且关上门——他借助于建筑物来屏蔽他人。对美国人来说，拒绝同在场的人谈话，对其采取“冷处理”，是最极端的拒绝形式，同时也是非常不高兴的明显的表示。而另一方面，英国人由于从小就没有自己的房间，从来没有利用空间作为躲避他人的避难所的习惯。他们实际上在潜意识里设立了一系列的屏障，他们认为这些屏障其他人应该能够理解或辨别。因此，当英国人和美国人在一起时，他越不想和这个美国人说话，这个美国人就越可能找他说话，因为他想确保一切正常。这种冲突会一直持续下去，直到这两个人开始互相了解彼此。重要的是双方对空间和建筑的需求并不一样。

/ 16

新编英语教程7(Unit 1-14 Text I 译文)Unit 2 游客/旅游者/观光客

我曾对游客最深入细致的研究，是在托塞罗做的。在这里，你想要躲开游客是不可能的。托塞罗是威尼斯环礁湖中的一个小岛：在这里，三十多所农舍，环绕着一个威廉王（诺曼帝国）征服英国（1066年）时建的大教堂，隐现在葡萄架和野花丛中，一条运河和一条小路从环礁通向小村。葡萄园被一条条运河切割成豆腐块。红的黄的船帆在葡萄架间缓缓行驶。钟楼的钟每天要响三次（钟呀，钟呀，神明的谴责），与周围小岛的钟声大合唱交织在一起。那儿有个客栈。有一年夏天我在那住过。在那写书，观察游客。在过去，托塞罗象一朵天空的孤云。现在却成了威尼斯的一个出游胜地。游客多得很。他们从班船，从租的机动船，从豪华的游艇，一下子涌进小岛。小岛都要容纳不了了。一天到晚，都有游客在纤路上漫步。他们在找什么？哥特式教堂贴着古老的马赛克，装饰成一幅地狱的景色。大部分已经重修了。还有一幅表情忧伤而庄重的圣母玛利亚象。拜占庭艺术是高品位的，要有专门知识的人才能欣赏的。游客中大概十有八九没有这个欣赏能力。他们信步走进教堂，随便看看。他们走出教堂，到村子的绿茵上。在石椅上互相照相。这石椅据说是阿提拉的宝座。游客们无情地撕扯着野玫瑰。人们看着带花古朵的野玖瑰，盼着看它开放。这玫瑰花使小岛一天到晚沉浸在芳香中。可是它们一被摘取下来，这花就蔫了，所以就被扔进了运河。美国游客到饭店去吃喝。英国人说他们付不起账。所以他们自带食物，钻进葡萄园去吃。实在遗憾，等他们走时，就留下一片狼藉。每个星期四，德国人在一个领导的率领下，排队走在纤路上，好象是上战场的部队。在饭店，他们订下五十人的中餐，边吃边听领导用手提喇叭给他们上课。吃完饭，他们排队进教堂，在那儿又听一番讲解。至少，他们知道他们看了点什么。他们排队回去上船。他们利利落落，不随地丢果皮杂物。

然而，和游客比起来，岛民的行为更有意思。不管他们意识到没有，他们被迫整个夏天要生活在游客的眼皮底下。他们自然就要从这情形中得到一点经济利益。意大利人是天生的演员。在11点的头班威尼斯客轮开来到下午6点的末班船离开之间，全岛变成一个舞台。岛民都是演员，扮演一个角色色。隔壁布拉诺岛上的年轻人，穿上船夫装，摇起平底船，把从汽艇上下来的游客摆度到村子里。有一个还带了一个顽皮地令人生畏的小弟弟。他叫埃里克，总是死缠着每一个人，要他们买他的染成金色的死海马。“祝你好运!”他唱道。我特别喜欢他。满脸堆笑、笑容可掬的老太太们，坐在家门旁，卖明信片和小饰物，还当众做着威尼斯式样的枕套花边。实际上，花边是她们从布拉诺拿的货，是那里的姑娘们做的。老妇人卖不出去，还可以退货。老太太的一双手，饱经风霜，净是老茧，是做不了这种细活的。她们之所以这样做，据说是因为要是游客看见它们是怎么织出来的，他们就更愿意买。但可惜没有几个人光顾，欣赏那做工。小小孩蹒跚地递上四叶苜蓿，想讨地点小费。又是一片“祝你好运!”的叫声。教士们也按轮船的班点，安排他们的宗教活动。戏就是这样上演着。游客们是不可想象地小气。除了空烟盒和飞舞的每日邮报，他们不留任何东西。花边太贵了。他们不买情有可原。但他们本可以买几张明信片，买几根贝壳项链，给上小孩几个便士。但他们看起来都是铁公鸡，一毛不拨。

等到最后一班船一走，大舞台的帷幕就落下了。平底船夫脱掉亚麻夹克，摘下笨重的草帽，带上埃里克，回布拉诺。小埃里诺非常不满意他所挣到的钱。他说要是这样下去，他就要饿死了。慈祥的老太太也收起了她们的笑脸，把花边枕头放在一边，开始干起每天要干的溺死小猫之类的工作。卖苜蓿小孩的父亲，趴在地上，去找第二天要卖的四叶苜蓿。最后一次教堂钟声响过，月亮也出来了。飞舞的每日邮报刮进了湖中，托塞罗又恢复了原样。Unite 3 地铁

在某种程度上，地铁无疑是纽约所有缺乏身分的因素的生动象征。几乎每一站都有疯狂和令人迷失方向的气息。地铁站的天花板很低，远景很长，没有什么标志性建筑，荧光灯管、电灯泡和霓虹广告的光线融合成光怪陆离的混合体。整个站台对人的感观是极大的伤害。列车停止和转弯时发出的噪音之尖锐刺耳实在让人无法描述。人们在感到拥挤时毫无顾忌地乱推乱搡。你的触觉会感受到前所未有的煎熬。当天气暖和时，气味会让人无法忍受。在站台之间，唱片行会播放45转/分的重金属唱片，供应午餐的柜台会提供热狗，如果你咬下去一口，你会先感受到有如橡皮般有弹性的外壳，然后会吃到柔软多油的棉籽饭般的中心部分。顾客们坐在那里，嘴边糊满了热狗皮和面包屑之类的东西，他们会不时打个饱嗝，而他们的腮

/ 16

新编英语教程7(Unit 1-14 Text I 译文)帮子也会随之不时鼓起。

地下的空间似乎能够吸引每一种怪异的激情。一个身材矮小、穿着古旧的人总会拿本圣经、带着一面美国国旗和一个扩音器出入于曼哈顿的地铁。他会翻开圣经，用沧桑而又单调的声音引述上面的经文。因为周围的噪音太大以至于他的正常嗓音不能被人很好的听见，他在每一站都使用扩音器，并且总是号召人们进行救赎。

还有乞丐。在这令人无比厌恶的地铁上，在乞丐之间，纽约的身份竞争得到了光大和发扬。这种竞争在第七大道的城际快车上达到了癫狂的程度。在一些夜晚，一些乞丐互相撕斗，相互咒骂并且互相警告对方滚回到自己的车厢去。一个拿着拐杖和杯子的普通盲人只能算是平庸的乞讨者。人们需要的是娱乐表演。有两个男孩，其中一个拿着一只小手鼓，上了车。大点的男孩在列车起步时开始击打手鼓，小点的男孩就开始跳通常认为是土著舞的舞蹈。然后，如果车厢内有空间的话，他会开始进行空翻表演。他从车厢的一头跑到另一头，先顺着车行驶的方向在空中来一个完整的空翻，双脚着地。然后他会逆着车行驶的方向奔跑，再来一个空翻。他会来回做上好几次这样的空翻，其间穿插一些土著舞表演。这样的表演一般需要较长的时间才能很好的完成，例如列车从第42街行驶到第72街期间。表演完毕后，两个男孩会拿着装饮料用的纸杯沿着车厢索要小费。

装饮料用的纸杯是传统的容器。在第七大道的线路上有一个年轻的黑人，他通常在第42街上车，然后开始唱“我希望我已经结婚了”这首歌。他很年轻，看起来身体非常健康。但他会上来唱这首“我希望我已经结婚了”，并且在唱到最高音的时候从他经久不变的防风外衣里掏出一个装饮料用的纸杯，然后沿着车厢来回走动，希望能得到一些小费。我从未见到他得到一分钱。然而最近由于他开始了解身份竞争，他的生活开始有了改观。现在他上车后只会在他解开防风大衣时唱“我希望我已经结婚了”这首歌，他不但会拿出他的纸杯，还会露出一块纸板，上面写着“我母亲患了硬化症，我的一只眼是瞎的”。他最出彩的地方是“硬化症”这个词，他故意拼错这个词，在中间加上很多多余的辅音字母，很好的营造出一种骇人的德国生理学课本般稳固的感觉。所以现在他干得好多了。他似乎可以以此谋生。他不再是懒惰者、消磨时间者或者是游荡者。他可以带着超然的态度看待他人的没落。

在东部的城际快车线路上，比如说第86街，列车停下后人们互相拥挤，成群地挤出车厢，而在灰绿色阴影中的一条长凳上，在那些大梁和1905年铺设的瓷砖下面，有一位懒散地斜靠着椅背的老人似乎在酣睡，他穿着一件棉风衣，衣服的袖子已经被扯掉了。他就穿了这么多东西。他的肤色死灰，间杂着苍白的斑点。他双腿以一种绅士般的方式交叉，他酒鬼特有的脸耷拉在长凳的后面。显然那些同时又身为臭名昭著的小偷的其他酒鬼曾经扒光了他的所有衣服，只剩下这件风衣，他们也曾试图把这件风衣扒走，（但最终没有成功），只能够将袖子拽掉，然后任由这位老人裸坐在长凳上人事不省，但他们还是给他保留了一个绅士般的姿态。经过的路人都会短暂地凝视一番，看看他灰白斑驳的躯体，但没有人停下脚步；没人知道到底要经过多久才会有警察过来屏住呼吸将他从阴暗中转移出来，并将他安置在法律的温暖怀抱中去。那样的话，他至少会穿上一件普通的绿色工作服，重新拥有在夜晚的地铁长凳上值得尊敬的一席位置。Unit 4 文体与目的

使用语言的协调过程错综复杂，正如我们在前一章节看到的，部分原因是口头语和书面语中的种种限制。但是，正如我们所熟知的，这些限制并不能很好的被划分到“说”和“写”这两类范畴中去。英语的文体范围非常宽泛，其分层也可以无穷无尽。当我们在谴词造句时，我们必须确保它们和我们对其在这种层次上的特定部分的期待一致，而且它们应该符合搭配和语法的传统习俗――我们考虑的应分层上的同一点。

如此强调在使用英语时符合传统习俗似乎很荒谬，因为我们很可能会觉得那些使用英语时有创造性和非传统的人往往获得那些大奖。我们决不能确切地说那些大奖都是这样颁发的，但是无论我们的观点如何，大家似乎对以下事实没有什么异议：在我们还没有正确地掌握传统搭配之前，诸如“看，妈妈：没有手！”这样的表达方式对我们不会有丝毫的印象深刻的感觉。在我们试图像格特鲁德·斯坦（Gertrude Stein）那样写作之前，我们必须学会按照最严格的传统习俗学习和使用英语――而且就这一点我们可以从上一章引用的罗伯特·格雷夫斯（Robert Graves）先生的话语里得到支持。

/ 16

新编英语教程7(Unit 1-14 Text I 译文)如果没有规范，要辨别和实践创造性将变得极为困难。也许你曾经品尝过多种含有姜糖的冰淇淋，也许你曾经碰巧见到它们被冠以非常吸引人的名头：“冰冻热冰淇淋”。这是一个因偏离传统搭配而非常有效的例子。诺埃尔·科沃德（Noel Coward）的戏剧的名称“苦涩的甜蜜”是一个更著名的例子，而我们大部分人有时也曾被类似“The hand that rocked the cradle has kicked the bucket”（注：直译为“晃动摇篮的人蹬腿了”，即“母亲死了”）这样古老的俏皮话逗乐。在以上这些例子中，我们都偏离了传统的搭配方式――但是我们并没有忽视它们。正是由于我们了解“苦涩”和“甜蜜”相互排斥而且通常不在一起使用，这样的组合才会有效。“冰冻热冰淇淋”的有效性取决于这种组合和对“冰冻的”和“热的”的常规搭配（比如说“冰冷的”和“滚烫的”）之间的对立。

因此，我们的策略应该是首先学习常规搭配以及这些搭配所属的文体范畴：这里有必要再次强调和实际用法保持一致的重要性。我们会发现如果我们尊敬的人以“亲爱的琼斯先生”开始一封信的话，他们会用“您的真诚的”来结尾，而如果他们用“亲爱的先生”开始的话，他们在结尾会使用“您的忠诚的”这样的语句。有经验和有教养的人不会混淆这些公式――而且他们会看低那些确实混淆这些惯用套路的人。当然，不光是开头和结尾不能混淆：语法结构的类型以及词句的选择――整个文体――在这两类信件中都趋向于（而且始终如一的）截然不同。的确有一些有远见的公司已经摒弃了那种曾经使得商业信函越来越糟糕的更傻气的、更僵化的俗套（类似“Further to yours of the 23rd ult.”这样的表达方式）：但是一种明显的形式感还是保留了下来。现在寄往或来自公司或政府部门的信函会使用（在“亲爱的先生”后）类似于“鉴于您6月23日的来信„„”之类的语句。它不会以诸如“谢谢您最近的来信”这样非正式的不准确的语句开头，这样的开头更适用于以“亲爱的琼斯”开头的书信。更不用说其他适合别的类型的书信的表达方式了，从极端僵硬正式型（尤其是和一些机构往来的书信，这里书信人的个性特征并不重要）到非常熟悉亲密型（这里书信人的个性特征无比重要）：“亲爱的弗兰克，收到你那天的便函真是太棒了。”在每个例子里，有经验的书信人都采用了适合自己信件所要求严肃程度的文体并且自始至终保持这种文体。他不会在一封以“亲爱的先生”开头的信里说“替我问候你的妻子”，也不会在一封以“亲爱的琼斯先生”开头的信里以“先写这么多/就此搁笔”作为结尾。

这里我们有必要回顾一下前面章节里提到过的关于期待搭配的问题。在使用于需要相对精确和相对不太罗嗦的场合时，通常情况下经常反复使用的期待搭配（如“冰冷”）最有可能给与我们陈词滥调的印象。正如在使用语言时经常发生的情况一样，一个没有语境的具体表达方式到底算不算陈词滥调通常不是问题所在。例如我们在剧院的幕间休息时散步，我们的同伴说“我仰慕品特（Pinter）在这出戏里表现出的非凡的洞察力”，我们不会有任何构成我们通常对陈词滥调的自然反应的那种厌恶感。实际上，我们可以想象出很多非正式的场合，在那里“非凡的洞察力”不但不是陈词滥调，还很可能听起来很高调和专业:凡事都取决于我们在文体范畴的特定部分到底期待什么。但如果“非凡的洞察力”适用于非正式场合的口头评论，这并不意味着这些词句同样适用于正式的评论文。

大多数时候我们常常随意选取那些最经常听到的评论搭配，然后不加选择的加以使用，而没有意识到在一个需要精确的场合这样的词句有多么空洞。在最近我的本科班学生的作文里，以下这些是在严肃的文学评论里必须被称为陈词滥调的一些最常见的搭配：

崇高的想象力；无法效仿的叙事技巧；有机整体；精湛的技艺；完美的艺术；威严的高度；悲剧的高度；内在氛围；本质氛围；内在吸引力；本质吸引力；本质特征。

这里还忽略了那些从陈腐的到诸如“基本基础”的累赘的搭配。我们必须发展我们的批判意识来辨别出这样的表达方式,它们也许会唬住没有经验的人，但实际上却非常机械，在我们写作时既不反映任何精确的判断，也没有向读者传递任何准确的信息。事实上读者可能会得出这样的结论：作者没有能力给出判断，想通过一些赘述糊弄过去：这样的结论在很多情况下是完全正确的。在写作时运用陈词滥调通常伴随有含糊不清的表述，这会加深读者的这种印象，即作者没有进行认真的思考：“他的诗充满了特别的意思”；“他的诗拥有自己独特的风格”，“他画出了英国工业生活的身体和灵魂”，“他的修饰性的想象力总是追随一条结构化的主线”。这些到底反映了懒惰还是有意糊弄？

/ 16

新编英语教程7(Unit 1-14 Text I 译文)Unit Five The Santa Ana Joan Didion圣安娜飓风

洛杉矶今天下午的空气中存有某种不安，某种不自然的平静，某种紧张的气息。言下之意,今晚将刮起圣安娜飓风。这股热风将从东北呼啸而下，穿过克侯恩关口和圣哥根尼奥关口，沿着66号高速公路吹起一场沙尘暴，将沿途的山林干化到燃点。不消几天我们将能看到峡谷里的浓烟，听到夜里的警报。虽然我没有听说或者读到圣安娜飓风要来了，可是我知道它会来，而且我今天见到的所有人几乎都知道。我们之所以知道是因为人人都有切身感受。婴儿会烦躁。女佣会愠郁。而我则重燃了一场和电话公司之间本要熄灭的口舌之战，然后收拾败局躺了下来，彻底臣服于空气之中的某种莫名其妙的气氛。和圣安娜飓风一起生活就得接受它，不管是有意还是无意地看，这都是种顽固的人类行为机械论。

我想起当我初次搬到洛杉矶，住在一个孤单的海滩旁时，有人告诉我，说过去本地的印第安土著会在这种恶风刮起的时候投身大海。我可以想见原因。在圣安娜飓风期，太平洋会泛起不祥的光泽，而且在夜晚人们不但会因为橄榄树上孔雀的尖叫声，而且会因为那没有风浪的怪诞海面感到烦躁不能入眠。热度出乎人们的常识。天空泛着一层黄光，这种光有时叫做―地震天气‖。我那唯一的邻居好多天都不肯出门，夜晚也没有灯，她丈夫带着把弯刀在附近走动。一天他跟我说他听到非法入境者的声音，第二天说是条响尾蛇。

在那样的夜晚，雷蒙德·查恩德乐曾经写过圣安娜飓风的情况，―每一个聚众酗酒的集会最后都演变成了一场斗殴，原本温和的小妻子会摸着餐刀的刀刃研究研究丈夫的脖子。什么事都可能发生。那就是这种风带来的影响。我当时还不明白飓风对我们大家带来的影响有什么依据，可是最终它证明来自民间的智慧中存在着科学道理。圣安娜飓风是以它经过的一个峡谷的名字命名的，它是一种焚风，就象奥地利和瑞士的焚风一样，或者象以色列的哈姆辛风（译者注：春季从沙哈拉大沙漠吹向埃及的干热风）。世上有多种强有力的恶劣大风，可能最著名的是法国的米斯特拉尔寒风以及地中海的西洛可热风。但是焚风有其显著特点：它出现于山脉的下风坡，虽然一开始空气团是寒冷的，但是它在下坡的途中升温，从而最终形成热干风。不管焚风起于何时何处，医生们都会接诊到头痛、恶心、过敏等症的病例，如―神经过敏症、―抑郁症等。在洛杉矶一些教师不会试图在圣安娜飓风期间进行正式的课程，因为此时孩子们变得无法管教。在瑞士自杀率会在焚风期间上升，瑞士某些州的法庭认为此风是给罪犯减刑的一个考虑因素。据说外科医生十分注意焚风，因为焚风期间血液不会正常凝固。数年前一名以色列物理学家发现不仅仅是在焚风期间，而且在此前的十或十二小时内，空气中所带的正负离子的比率之高远胜平时。似乎没人知道为什么会这样，有人说是因为摩擦所致，有人认为是太阳干扰。不论是哪种情况，都有正离子在那里，而过量的正离子所产生的结果，用最最简单的话讲，就是令人不愉快。再怎么认为这是机械论的观点都不过分。

东部人普遍抱怨说，在加州南部根本没有―天气‖，说日子和季节无情地溜走，温和得使人麻木。这是一大误解。事实上加州的气候的特征是具有少见的恶劣天气：两个亚热带强降雨期延续数周之久，洪水冲垮许多小山，将各个支流送入大海；在出现圣安娜飓风的年份，大约有不连续的二十天由于飓风引起的干燥天气而无法幸免火灾。在对圣安娜飓风的第一次预报时，林业局便会从加州北部空运人力和物力到南部的森林中，而且洛杉矶消防部也取消常规的非消防任务。圣安娜飓风曾在1956年造成马利布失火，1961年造成贝尔空失火，1964年造成圣巴巴拉失火。1966-1967年冬，十一名消防队员在和圣安娜大火的战斗中丧身，此火烧遍了圣加百利山。

只用看看洛杉矶在圣安娜飓风期间的头版新闻就能了解到这个地方的概况。近年来最长的一次圣安娜飓风期发生在1957年，通常它只持续三四天，而那年却持续了十四天，从十一月二十一日持续到十二月四日。第一天圣加百利山上的25，000英亩地着火，风速达每小时一百英里。圣安娜飓风席卷城镇时，风力达十二级，也就是蒲福风力等级中的台风级。油田井架被刮倒，市民们接到命令不准上街以免被飞行的物体打伤。十一月二十二日，圣加百利山上的火势一发不可收拾。二十四日有六人在车祸中丧生。到了那个周末，洛杉矶时报报道的车祸死亡人数达到了二十人。十一月二十六日，加州帕萨迪纳市的一位著名律师由于经济因素而意志消沉，枪杀了他的妻子和两个儿子并饮弹自尽。十一月二十七日，加州南门市的一名离异者，二十二岁，被谋杀后从一辆行驶的小汽车内抛尸。十一月三十日，圣加百利的火势仍然失控，市内的风速达每小时八十英里。十二月的第一天，四个人死于非命。到第三天大风才渐弱。

/ 16

新编英语教程7(Unit 1-14 Text I 译文)对于没有在洛杉矶生活过的人们来说，他们是很难想象圣安娜飓风在当地人心目中的形象的。燃烧中的城市就是洛杉矶自身最深刻的形象。那桑尼尔·韦斯特认为，在电影《蝗虫之日》中，以及在1965年华特暴动期间，洛杉矶最难以磨灭的形象就是大火。在哈博高速公路上行驶几天的路程都能看到这座城市陷入一片火海，这种结局正是我们能预料到的。洛杉矶的天气具有大灾难、大天灾的特性，而且，就如同新英格兰地区的漫长的严冬天气决定了当地人的生活方式那样，圣安娜飓风的狂暴剧烈和不可捉摸同样也影响着洛杉矶生活的整体品质，突显了它的无常、它的反复。大风向我们揭示：我们离危险的边缘并不太远。 Unit Six How to Get Things Done Robert Benchley如何把事情办好

许许多多人都来问过我，问我是怎么做到完成这么多事情还能一直保持着看起来很沉迷于酒色似的。（译者注：直译，我猜他大概是说看起来一直在浪费时间）整个国家成百上千的人都奇怪我怎么会有时间去完成我的绘画、工程、写作和慈善工作，当我——根据影印业部分（译者注：大概代指新闻媒体）和社会记录——把时间统统花在骑马打猎，打扮成路易十四参加衣着华丽的舞会，或是和三千名洛杉矶学生一起、一个字一个字读出《向加利福尼亚问好》上面。―又工作又玩。‖他们说。

我在完成工作这方面难以置信的精力和高效的秘密很简单。我把它小心地置于一个著名的心理学原理之上并且精炼它以至于它现在几乎过于精练了。我很快将不得不开始重新让它变得粗俗易懂。

那个心理学原理是这个：任何人可以完成任何量的工作，只要那工作不是他当时被希望去做的。让我们看看这在实际中是怎么体现的。比如说我有五件事要在这周结束前完成：（1）一筐子等待回复的信件，其中有些是1928年10月的（译者注：作者时间1949年）（2）几个等待被安装好并被排好书的书架（3）要剪个头（4）一堆科学杂志要看完并剪裁截取（我在收集整理我能找到的所有关于热带鱼的参考文献，想着哪天给我自己买一条）以及（5）给这报纸写一篇稿子。

现在。有这么五项工作在周一早晨直盯着我，那么我会吃完早饭直接就上床，为了接下来的几乎是超人的精力付出储存健康和力气就不怎么奇怪了。―健全的精神寄寓于健全的肉体‖是我的座右铭，并且，不是说笑，我要假装我不知道这拉丁语意思。我觉得当我的身体不得不为我这种贪得无厌的头脑服务的时候我至少要正确的对待它。

当我在周一的早上躺在我的床上储存力量的时候，我排出了一个日程表。―我首先要做什么？‖我问我自己。好吧，那些信真的需要回复了并且那堆科学杂志也得剪。现在我的秘密程序进来了。我把它们放在需要完成的事物清单里的最后而不是最前面。我自己骗自己说：―首先你必须要为那个报纸码字。‖我甚至把这个大声的说了出来（小心没有人听见我，要不然他们会让我一直躺在床上）并且糊弄我自己，使我真的相信我那天必须要写完那篇文章而其他事可以等着。我有时候自我欺骗的太厉害以至于用铅笔列了个单子在上边写―第一，新闻稿件‖，下边画了红色的下划线。（画红色下划线太难了，因为在床边的桌子上永远也没有一只红色铅笔，除非我周日晚上上床时带了一支。）

当计划表列好之后，我跳下床，开始享用我的午餐。我发现一顿可口丰盛的午餐——最好再来点糯米类的点心——将会是一日工作的最好开始。因为午餐和甜点可以使人有效避免紧张或兴奋过度。我们学者最需要保持冷静，否则我们就会把时间浪费在焦虑和不安中。

酒足饭饱之后，我坐到书桌前，对着我的英文打字机，开始削铅笔（这些削尖的铅笔是用来在吸墨纸上戳孔的，而且我发现一支铅笔最多也只能戳破六个洞）。然后我对自己说道（有可能的话大声说出来）：“开始动笔吧，伙计！”

很快，我的计划表就开始奏效了。我的余光先是瞥见了那一叠报刊，这是我事前特地放在那里的。我用打字机在纸张的抬头上敲出我的名字和地址，便向后一仰，靠在椅背上。那叠杂志触手可及（这也是计划中的一部分）。我抬头扫了一眼以确定没有人在注意我，然后便悄悄从那叠杂志中摸了一本。天呐！看看这是什么！第一篇文章就让我霍地站了起来，这是威廉·毕比博士写的一篇文章，还配上了令人毛骨悚然的插图！很快，我就彻底忙碌于剪报工作了。

关于argyopelius——一种被称为“银斧头”的深海鱼——可有件有趣的事情，那就是它们的眼睛竟然长在腰上！光知道鱼还有腰就足够我震惊的了，更别说还发现腰上长着眼睛！我简直都无法下手剪那张图片。你看看，仅仅是随便翻翻插图版的周末画报都能让一个人获益匪浅！不过说起来这终究是一件苦差事，6 / 16

新编英语教程7(Unit 1-14 Text I 译文)任何一个意志薄弱的人都有可能半途而废，只是当你手头上还有更重要的事要完成的时候，它就绝不会是件难事（看到了吧，我始终在进行自我催眠，让我自己相信写报社约稿才是正事）。

所以，我花了半个下午就把所有的科学杂志都通读了一遍，还做好了一份干净整齐的剪报（包括一种“毒蛇鱼”，我真希望你能看见，你肯定会笑翻的），然后我又开始痛苦地琢磨起那篇报社约稿来了。

这一次，我进展到了写标题的阶段。当我心满意足地写好标题之后，才发现我竟然拼错了个单词。于是我只好把整张纸取出来，再换一张新的进去。就在此时，我瞥见了信篓里的那堆信。

如果说有什么事情是我最憎恶的话（你可以很确定，当然有），那就是回信。不过，当我还有一篇约稿要完成的时候，我突然有种很想写信的情绪，于是我偷偷用手指从信篓里拈了一封未回的信来。我想如果我先写几封信练练手的话，也许我写约稿时会更有灵感。这一封信，无论如何是该回了。这封信是一个在安特卫普的朋友写给我的，那是1929年的夏天，当时我还在欧洲，他写信希望我能顺道过去看望他。他当然不会就这么巴望着邮轮等待我的回音，但出于礼节，我仍然得给他回封信。所以，我没有往打字机里送入新纸，而是从我的个人文具中抽出几张体面的信笺，飞快地给我的朋友写了一封回邮。趁着兴致，我把信篓里的信件一一回复了。对于那尚未动工的约稿，我心里着实感到有些愧疚，但一看到一整摞贴好邮票的信封，还有那一叠整理好的剪报，我的心里多少得到了些慰藉。明天我就认认真真地写约稿，真的！

第二天早晨，我起得晚了些，不过在中午之前，打字机里已经放入新的纸张，上面干净利落地打上了我的姓名和地址。我简直精力充沛得像台发电机！我已决意写一篇关于“吹笛戏蛇”的文章，并且我对自己拟定的题目——戏蛇者说——感到十分满意。不过，想要写好“吹笛戏蛇”，我必须读它的历史有所了解。又有什么能比书本更能提供历史资料呢？也许在墙角那一摞书里，就有一本是关于“吹笛戏蛇”的！我是为了手头的研究工作才去看那些书的，这一点谁也无法指责我，何况也没有那个学者能把所有有用的知识都牢记于心。

于是，我光明正大地离开我的书桌，开始浏览那一摞书的书名。那一摞书已经在墙角里堆了好几个星期了，想从里面找出一本书，特别是关于“吹笛戏蛇”的书，简直是不可能。现在最迫切的事情就是把它们安置到书架上，那么一切就会一目了然了。书架正好就在边上，就在这一摞书的旁边！我仿佛听到一道圣旨在耳边说：“要是想写好那篇文章，就得先架好书架、整理好图书！”这简直是再清楚不过的了。

物理学原理告诉我如果想要架起书架，我需要钉子、锤子还有类似托架一样东西来使它固定在墙上。你总不能伸出舌头舔一舔就把它粘在墙上吧。但是家里没有钉子和锤子（也许有，但这会儿也不知放在什么地方），所以接下来我得戴上帽子出门去买。尽管我把约稿一再拖延，但我感到戴上帽子去买钉子是此刻最合理的事情。不过，当我戴上帽子的时候，我很不爽地发现我实在该去理发了。我倒是正好可以一箭双雕，或者起码是二箭双雕，在回来的路上顺便去理个发。我想去外面呼吸点新鲜空气会有助于我的文思的，所有医生都会这么建议。

几个小时之后，我一身清爽地回来了，带着钉子、托架、晚报、黄油饼干还有淡淡的丁香花香。我吃了点饼干，又扫了两眼今天的晚报（这也许会使我改变写“吹笛戏蛇”的初衷），然后开始干活，不一会儿，书架就架好了——虽然有些晃——书本也按首字母排好了序，以便于随时查阅。这里面没有一本是关于“吹笛戏蛇”的，不过有一本关于贺加斯画作的倒有些意思，还有一本书深入阐释了电影发展史，也很不错。电影事业实在令人叹为观止了，也许什么时候我会写一篇关于这方面的文章。不过，当然不会是现在，因为现在都过了六点钟了，而我手头还有一篇关于“吹笛戏蛇”的约稿要完成。明天一早立刻就写！千真万确！

所以，你看，在短短的两天内，我就完成了四项任务，而这一切只不过是让自己相信第五件事才是我必须完成的正事。到了明天，我会另外选一件正事来做，例如把书架拆下来再装到别的地方去什么的，那么我的第五项任务就能顺利完成了。

唯一麻烦的是，按照这个速度，我很快就会完成所有的任务，又得愁眉苦脸地面对那篇报纸约稿，那件星期一早晨就定下来的第一件正事。

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

人文修养是种思维活动，是对美与人文情怀的学习。而割裂的知识对此毫无帮助。仅有满腹经纶的人

/ 16

新编英语教程7(Unit 1-14 Text I 译文)是普天下最无趣的废物。我们所要培养的人应是在某领域人文修养与专业知识兼备的人。专业知识赋予他们发展的起点，人文修养赋予他们哲学的深度与艺术的高度。我们必须牢记自我发展才是有价值的知识发展，而自我主要发展于16至30岁之间。而在孩子12岁之前，母亲对于孩子的培养至关重要。有的人年少时在学校平平无奇，后来却功成名就，人们往往对此感到惊奇。对此，坎特伯雷大主教的一句话阐释了我的观点，他说：―18岁前难窥端倪，18岁后大气方成。

要培养孩子去思考，我们最应该警惕的是避免灌输一种我称之为―惰化‖的思想，即，不经应用，证实或相互结合，合陈出新，一味灌输给孩子的思想。

教育史上最骇人听闻的现象莫过于某一时代曾经一度天才辈出的学府，数代人后充斥着的却只有迂腐，循规蹈矩之士。其原因就在于他们被灌输了太多的 ―惰化思想‖。以惰化思想教育学生不仅无益，而且有害------corruptio optimi，pessima（最坏的事情便是使最好的事情变坏）。除仅有的几次知识变革之外，过去的教育从根本上受到了惰化思想的侵蚀。有些见过世面的聪慧女子虽未接受过教育，却在中年之际成为社会中最为有人文修养的人。其原因便在于她们免于惰化思想的骇人重荷。每一次为人文带来巨大飞跃的知识变革都是对惰化思想的强烈抵制。但而后，教育机构竟可悲地忽视了人类的心理作用，再一次使人文学科为新惰化的思想所束缚。

面对这灵魂的枯竭，我们的教育体系应如何是好？我们要阐明两条教育戒律：―不可教太多学科‖和―教学要深入‖。

教太多门学科，但每门却只教一小部分会使学生消极的接受互不相关的思想，这些对学生们来说没有丝毫启迪作用。教育中所灌输给孩子的思想应当少而精，并尽可能多的使之相互组成新思想。孩子们应能消化所学，并能理解在这些思想在现实生活中的应用。教育伊始，孩子就应能体验到发现的乐趣。有新发现时，所学思想将会使他理解生活中的种种事件。尽管这里的理解需要逻辑分析，并不仅仅指的是逻辑分析。这里的理解指的是法国谚语―理解了缘由，也就宽恕了一切‖ 中的理解。迂腐之士讥笑学以致用的教育。但教育不学以致用，那又是什么呢？是天分，要小心翼翼的藏在手帕里吗？当然，不管一个志向为何，教育就应当是学以致用的，教育对圣奥古斯汀有用，教育对拿破仑也有用。学可致用因为理解可致用。

对于文学教育对理解力的贡献，我并想多谈。我也不想评判古典或现代文学的教育价值。我只想说我们所需要的理解是对于―今―的理解。过去的知识为当下的我们服务，这是它唯一的用处。而厚古薄今是对于年轻人的伤害是最致命的。―今‖包含了过往的一切。―今‖是一片圣土，因为―今‖既是过去的终点，又是未来的起点。同时人们应当明白两千年前的时代并不比两百年前的时代―古‖。不要被迂腐的时代考究所欺骗。萨福克里斯和维吉尔的时代并不比莎士比亚与莫里哀的时代 ―古‖。各个时代圣人之间的交流自是一次振奋人心的伟大盛会，但如果说有一间会议厅能化想象为现实，那就只有―今‖；而各个时代的圣人为来此参会而跨越的那些时间，或长或短没什么区别。

现在谈一下科学与逻辑教育。像我之前所说，科学与逻辑教育中也存在着惰化思想，这些不经应用的思想有害无益。应用某一思想，我的意思是使之融入学生的生活中，与其中的感性认识，感觉，愿望，欲望和随时间不断变化的思维活动联系起来。我知道有些人凭借消极的吸收互不相干的思想来巩固自己的内心。但人文修养并不是那样提升的（可能除了某些报社编辑之外）。

在科学教育中，对于某一思想，应先证明它。但容我先拓展一下在这里―证明‖的意思-----我是指证明某一思想的价值性。除非某一思想具有正确的论点，否则它就没有什么价值可言。因此，不管是通过逻辑论证亦或是实验证明，证明某一思想的本质之处在于证明其论点是正确的。虽教师们对于某思想论点正确与否的证明不甚重要，但德高望重的教师们的论断的确具有权威性，这些论断能为我们创造一个论据充足的起点。当我们第一次接触某一组论点时，我们应先评断它们的价值，这也是我们所有人在后半生都要做的。从严格意义上说，除非某件事比较重要，否则它并不值得我们去尝试证明它正确与否。狭义上讲，我们并不需要在时间上严格将这两个证明和评价步骤分开，这两步几乎可以同时进行。但以能否致用而言，应优先评判其价值。

而且我们并不应孤立地应用某一论点。特别是不能只为某一论点而进行一系列实验1，再为论点2进行一系列实验，如此直到学完一本书。没什么比这更无聊了。相互联系的正确思想应当结合起来使用，各种

/ 16

新编英语教程7(Unit 1-14 Text I 译文)各样的论点也应可以任意顺序不限次数地应用。从理论主题中选出一些重要的实际应用，而后以系统的理论阐述研究它们。理论阐述要保持简短，但要保证阐述的严格与规范。阐述也不应太长，太长则不利于他人深刻准确地理解。吞下太多理论知识却不消化完只会是徒劳无获。而且理论也不应该与实践相混淆。孩子应当明白什么时候是在证明思想，什么时候是在应用思想。我的观点是所证明的应被应用，而只要条件允许，所应用的也应被证明。总而言之，证明和应用是一个事物的两面。Unit 8 Fifth Avenue, Uptown: A Letter From Harlem James Baldwin 第五大道住宅区：一封来自黑人的来信。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.哈莱姆的居民憎恨住房的建设计划和警察的巡逻,其原因在于两者都令人难以忍受地揭示了白人世界对黑人的真正态度 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.诚然，这些工程（建筑）丑陋不堪，从表面上看也符合一个世界公认的法则：普及型住房应该和监狱一样令人郁闷。(民众的住房应当像监狱那样单调阴郁)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.宽大的窗户俯瞰着哈莱姆的破败，它一成不变，难以描述：那里有帕克大街的车轨，在此周围，大约40年前，现今黑暗的社区就开始形成了；那里有无法修复的房子，耷拉着，似乎在承载着其中失败与痛苦的巨大压力；那里有黑暗的、带来坏运气的学校教室，因为从这些校舍里出来的孩子可能是伤残的、瞎眼的、吸毒的或一生愤怒的人；那里还有很多教堂，街区连着街区，教堂的墙壁都装饰着神像，就像加农炮加在堡垒的堞垛上。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.对于智力最低的人都是一种侮辱。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

/ 16

新编英语教程7(Unit 1-14 Text I 译文)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.的确，哈莱姆区的居民，从最谨慎的神职人员到最懒散的青年，无一不对警察的无能、不公和粗暴抱怨连连。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.而他知道这一点。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.天底下没有几样东西比一个民族的沉默和日渐增长的轻蔑和仇恨更加令人胆寒的了。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.他只能够朝一个方向逃避他内心的不安，那就是变得冷漠无情，而这很快就成为他的第二本能。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

/ 16

新编英语教程7(Unit 1-14 Text I 译文)like men. Unit Nine Roots of Freedom Edith Hamilton自由的根基

在原子时代，向自由发起挑战是发人深省的。今日，摆在我们面前的是一个奇异的新世界，我们都在思考到底该如何生存在这样一个世界里。我们该如何对待我们最宝贵的财富——自由？我们所知道的世界，即西方世界，在不断开拓新的空间的过程中逐渐形成。

大约2500年前，希腊人始获自由。在那之前，这世上还没有自由。绚烂的文明和伟大的帝国散布在地球上，自由这东西却不见踪影。埃及、巴比伦、尼尼微这些国家推行专政，一人独掌大权统治无力的大众。希腊雅典这个小国家里的小城市，却没有无力的大众。那里的人们由一位无意独揽大权的人领导。帝国的统治者们坚决主张大众应对其绝对地服从。雅典人却不这么认为，他们认为只有在战争中才应如此，而且，倘若统治者的决策是维护大众利益的，他们自会心甘情愿的服从。古希腊伟大的政治家伯利克里曾说过：―我们的政府是自由的政府，但我们仍遵守法律，尤其是那些维护被压迫者权益的法律，以及那些一旦违背便使人蒙羞的未成文的‗法律‘。‖

雅典人自愿遵守的，不仅是他们通过的那些成文的法律，还包括不成文的、自由的人们生活在一起所必须遵守的法律。他们善待彼此，互生怜悯，若无这些品质，生活将变得只有荒漠里的隐士才能忍受。雅典人从不认为，一个人能随心所欲，他就算是自由的。他若能自我约束，他便自由。服从于自己所认同的行为规范即是自由。雅典人幸而未把生活看成是自己的私事。各人为雅典人的共同利益都各有其责任，这种责任不是外界向其强加的，而是缘于这座城市是他的骄傲，是他的安身之处。世界上第一个政府的信条就是，那些能自我约束和为国家承担责任的人将享有自由。正是这个理念，为日后希腊人的丰硕建树奠定了基础。

但自由的获得并不如原子弹的发明一样。一朝获得自由并不代表永远享有自由。人们若不珍视自由并为之奋斗，自由就会消亡。自由的维持，须以长久的警惕为代价。雅典带来了这种思想上的转变。这种转变虽悄然发生，但至关重要，贯穿全国。雅典人乐于、自豪于为他们的城市做贡献，从来没想过要从中获得什么物质利益。后来，雅典人的思想态度发生巨大的转变，他们把城市看成是为他们的工作支付薪酬的雇主。他们看重的，不再是人民给予国家什么，而是国家给予人民什么。人们需要的是一个能给他们提供舒适生活的国家，当这成为最重要的目标时，自由、自立和责任的观念就会模糊甚至消失。雅典越来越像是一个拥有巨大财富的合营公司，所有雅典人共同拥有这份财富。

雅典人开始认为他们需要的自由就是免于责任的自由。到了这时候，结局只有一种。人们如果坚持摆脱自立和为大众利益负责的担子，就不再自由。承担责任是每个人为自由所必须付出的代价。这没有什么条件可言。古希腊的雅典人拒绝承担责任的时候，他们便不再享有自由。

亚里士多德曾说过：―好的东西千古流传。‖ 雅典人失去了自由，但这个世界并没有失去自由。美国著名政治家詹姆斯•麦迪逊（James Madison）在1776年左右提到过―人类自我统治的能力‖。可以肯定，他不知道自己说的就是希腊。也许他想不起雅典这个例子，但人类一旦产生某个念头，便挥之不去。在原子时代也是如此。这个念头存在于这个或者那个人的思想里，尽管未被付诸行动。我们无法确定它是否即将成为行动，唯一能确定的，就是总有一天会这样。

Unit Ten Fear of Death Carll Tucker资源匮乏的恐慌

我讨厌跑步。每天一清早，当绕着纽约中央公园的人工湖沉重的慢跑时，我总能清醒的意识到自己有多么厌恶它。这太无聊了。有人觉得慢跑有益于思考，还有人觉得途中景色让人乐在其中。对于我而言，这根本无助于思考也并无美景可享。跑步时，我满脑子不是又有跑步就是一片空白。可惜我没法子穿过这人工湖径直到家，只能绕着跑，说来它还帮了大忙。

从许多慢跑者倦怠的神色中不难断定，讨厌跑步的人原来不只我一个，他们同样感到痛苦无奈，这没比付账单开心多少吧。即便如此，我们仍一如既往的跑，甚至死心塌地的选择跑。普天之下有这么多选择，我们却宁愿去做一件不喜欢并且巴不得赶快结束的事，这究竟是为什么？

不管什么潮流，有多少人追逐，就有多少种理由。他指望靠此降低一再飙升的血压；他希望借此逃避旁人的电话干扰，火冒三丈的配偶或是乌七八糟的家锁；他以此回避生活的艰难抉择或是人生的碌碌无为。

/ 16

新编英语教程7(Unit 1-14 Text I 译文)人人都有其烦恼和动力。我的苦衷便是体能的每况愈下，使我在网球比赛中输给两年前的手下败将。而我的动力就是挽回颜面打败他。

然而除了这些大大小小的理由外，还有一个更深层的原因。人们突然间如此痴迷于改善自身健康绝非偶然。不错，现代人都渴望健康，但仅靠此举很难使其区别于前人。

由于目光短浅，经济学家总是一厢情愿的认为所有问题皆由经济因素而起。庆幸的是慢跑和经济根本扯不上任何关系，也毫无理由可寻。的确，慢跑是很便宜，但不跑更省钱。慢跑带动的寥寥无几的装备需求恐怕是商人最看不上眼的买卖。

一些哲学家争论道：慢跑以及其他体能锻炼是人们给自己制定的一项任务。生活中的个人义务越来越少。工作时间减少，做礼拜也可有可无。科技为我们腾出更多的时间。但如何填补这些时间则需要去想象去努力。自由时间是一条又宽又险的河，足以使那些不会游泳的人沉没。一个人承担的义务越多，耗费时间就越多，相对危险的自由时间就越少。于是慢跑就成了一项的任务。跑步的过程中，他将不属于自己，而完全服从于他所能接受的自己。

一些神学家也许对此有更进一步的争议。他们认为正是由于现代社会人们的无神论和缺乏自信使得我们焦虑不安的想尽可能活得长久。据他们所说，我们跑步，是为了生存，相信这才是我们所要享受的人生。

所有的这些说法或多或少都有些道理。迷信的滋生以及对战争的热情复苏无不暗示着，我们渴望得到承诺。况且看到如此多的中老年人在健身的名以下深受折磨，谁还会怀疑我们对死亡的恐惧，远远超出了以往任何一代呢？

但依我之见，这种现象背后还有鲜为人知的原因。它背后的驱使力更甚于对死亡的恐惧，那就是资源的匮乏。我们看到土地的流失，河流失去了孕育生命的能力，空气，即使在平流层也存有致命的垃圾。我们看到无法挽回的浪费，感受到意识中那深深的恐惧 ―― 我们正在毁坏赖以生存的地球。同时我们也或多或少的感到无助，并想方设法保护环境。我们重复利用汽水瓶，修复老房子和保护离自己最近的自然资源 －－我们的身体健康，希望这种小的举动可以拯救正被破坏的地球。跑步变成了一种为我们贪婪和浪费的一种赎罪。

这就是我为什么要跑步 ―― 为了赢一场网球赛。

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.思想上先缴了械，身体便会更加孱弱。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

/ 16

新编英语教程7(Unit 1-14 Text I 译文)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

/ 16

新编英语教程7(Unit 1-14 Text I 译文)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.最初检测出了严重冠状动脉功能不全的踏车试验结果已经被逆转了。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.我努力驾驭时间表，而不是被时间表所束缚。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，即使是那些对由于《物种起源》一书的发表而推动的自然知识的变革进程极度感兴趣的人，以及那些满怀讶异关注着导致科学界内外人士对待这一巨著中阐明的观点的态度发生迅速而彻底变化的人，能够预料到上周四宣布达尔文死亡之后人们对于达尔文这一思想家的异乎寻常的挚爱和崇敬之情。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.不止是在英伦三岛，那里有如此多的人深切感受到一个无与伦比的灵魂的魅力，感受到一个比这一灵魂更加高贵的品质；在文明世界所有疆域里，似乎那些密切关注世界进程以及关心人民利益的人都能意识到他们数以千计的读者将会认为达尔文的死是我们这个世界的一大损失，并将急迫地研读他一生中的每一事件来缅怀他。在法国，在德国，在奥匈帝国，在意大利，在美国，所有持不同观点的作家在这一刻一致同意为我们这一伟大同胞的价值表示致敬，尽管他一生都不被英国当局认同和尊敬，他死后还是遵由这一国家中智者的意愿被安葬在西敏寺的其他伟人之间。

/ 16

新编英语教程7(Unit 1-14 Text I 译文)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.我们不应提及在唐宁镇那失去亲人的家庭的沉重的悲伤；但有一点已不是秘密，那就是除了达尔文的亲友，还有很多人认为他的死是无法挽回的损失。这不仅是由于他亲切、率真和慷慨的本性；也不仅是由于他愉快生动的谈吐，以及他庞杂而准确的信息量；而且由于人们对他了解的愈多，就愈感到他是科学工作者的典范。他的推理能力极为敏锐，他的知识面极为宽广，他的坚毅勤奋令人叹为观止，他身体的困难十有八九会让普通人沦落成没有生活目标的病弱之人；使那些不知不觉中感受到达尔文的亲切并因此而尊敬他的人们印象深刻不是他这些伟大的品质，而是如火焰一样照亮他思想和行为的那种独特的强烈而近乎热烈的诚实。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.正是这种极其稀有的伟大的天赋使得他的生动的想象和伟大的推测能力处于合理的范畴内。这种态度使得他能够不被只言片语迷惑，并且能够不辞辛苦地尽力对他所从事的每一个议题取得清楚明确的看法。不同的是，面对大自然这一几乎没有任何破解希望的难题，我们的现代哲学家没有退缩不前，以赫拉克利特和德谟克利特的理论为基础，他把全部的生命奉献到了攻克这一难题的事业里，得到的结果和他们早先提出的理论相似甚至完全一致。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.对达尔文所取得成绩的正确评价，甚至正确的定位在当前来说是不现实甚至不应该期望的。凡事都需要时间――为我们对自然不断扩展的征服感到欣喜需要时间，哀悼带领我们取得胜利的英雄同样需要时间。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

/ 16

新编英语教程7(Unit 1-14 Text I 译文)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.” 他发现了深藏在我们脚下的、被偏邪之人攻击、被全世界嘲笑的真理；他活着的时候看到了这一真理，主要通过他自己的努力，无可争议地在科学中占有了一席之地，并成为普通人思想中不可分割的一部分，只被那些想攻击却又不敢攻击的人憎恶和恐惧。

Unit Thirteen The Scopes Trial Frederick Lewis Allen（暂缺）品读密西西比

河的脸，迟早幻化成一本神奇的书——这书于未经训练的旅人是死的语言，却毫无保留地告诉我它的思想，如同有声述说般将其最珍藏的秘密公布。这不是一本读过一遍就弃置一旁的书，因为每一天它都有新故事要颂。绵延一千二百英里，每一页均不无趣味。。读不懂它的旅人总为水面上一种独特隐约的酒窝所着迷（那也是在少数几个偶然间，他没有完全忽视酒窝的时候，才有的事）对于水手而言，那却是一段印成斜体的文字；事实上那不仅仅是酒窝，而是最大号字体的图例，且还要在末尾附加一连串呼号的感叹符，因为它意味着那里埋藏着一艘沉船或一块暗礁，随时都有可能将漂流而过的最坚固的船舶摧毁。这是河水所能作出的最模糊，最简单的表达，在被水手视作最可怕的信号。事实上，不能读懂此书的旅人，只能从中看到形形色色的美丽图画，阳光为画笔，云朵绘阴影，而对于受过训练的眼睛，这些丝毫不是图画，而是最无情，最严肃的读物。

而今我已掌握此河的语言，开始了解构成大河的每一个琐碎特征，我认识它们，如同认识字母表的每一个字母，我获得了一份宝贵的财富。但我同时遗失了某件东西，我遗失了某件在我有生之年都无法再恢复的东西。所有的优雅，美丽，诗情，均不复存在于此壮丽的大河！犹记得我初当汽船水手时所目睹的一次奇妙的日落。河中很宽一部分区域被夕阳染成血红。远处和中央的红光耀成金黄，一根独木穿越金光漂浮而来，乌黑且显眼，有一处水面上闪现一道斜长的记号；另一处水面则为沸腾翻滚的漪所击碎，那多彩的涟漪仿佛一块蛋白石；在微红的赤晕最淡的地方，有一处光滑的地方覆有优雅的圈纹并放射状的线条，精美勾勒，无与伦比；左岸是茂密的灌木丛，这林里投下的昏暗的荫在一处被一条长且参差的痕迹阻断，那道痕迹像银子般闪耀着；在林墙上方的高处，一棵秃杆儿的死树摇曳着唯一一根带叶的枝条，在夕阳无阻倾泻的流动光辉中如火焰般闪耀着。优雅的曲线，倒映的影像，葱笼的高地，和缓的远处；在整个背景之上，远近处处，持续地浮动着光芒，那光渐渐消融在夜色中，每一刻都为河流缀以新的色彩奇迹。

我如同着了魔般久久伫立，在一种无言的狂喜中沉醉其间。世界于我是崭新的，在家我从未见过此等景象。但正如我所说的，从某天开始，我不再留意月亮太阳和暮光在河的脸上的杰作，不再留意那种灿烂和魔力；又有一天，我停止注意这所有。从那天起，即使日落的奇景再重复，我也将不带任何狂喜之情地看过，还会暗自这样评价：―这个太阳预示明天要起风；那段浮木显示河水在上涨，情况不妙；水面上倾斜的记号恰是一个陡峭的沙洲，若是这沙洲像那样继续延伸，这几天夜里必会有汽船要遭殃；那片翻滚的‗沸水‘显示那里有一片消融的沙洲或是一段变道的河床；远处平滑水域里的线条和圈纹警示着那片棘手的区域正十分危险地慢慢变浅；树林的阴影里银色的条纹，是一条新增残桩的突出物，这截树桩占据了所能找到的最有利于他给汽船造成麻烦的地形；那棵仅有一条带叶树枝的死树，已经支撑不了多久了，不知道没有这位指路的老朋友，一个人还如何在夜间穿越他的盲区？‖

不，所有的浪漫和美丽都离这河远去了。它的任何特征于我的价值不外乎那些对于安全掌舵汽船有益的可用之处。自那些天起，我从心底里同情医生。美人双颊的可爱红晕对一位医生而言除了伏于某致命疾患之上的征兆外还能意味着什么呢？她那耀目的魅力于他而言不正充满一种隐匿萎败的标志与象征吗？究竟他有否瞧见她的美，还是他看她仅是以一种职业的眼光，且兀自只对他不健康的状态予以评价？他可曾犹疑自己在掌握了技能之后是得到更多还是遗失得更多呢？

/ 16

第三篇：《新编导游英语》阅读材料参考译文

Appendix 6

Chinese Reference Material for Supplementary Readings 阅读材料的参考译文

Unit 1 九寨沟

九寨沟,一个美丽而迷人的风景名胜地。九寨沟, 一个集原始自然而又华美奇秀、充满生机的世界。她是大自然镶嵌在四川西北部崇山峻岭中的一颗色彩斑斓的 “宝石”。位于四川阿坝藏族羌族自治州境内, 海拔 2 000～4 300米、面积为 720平方公里的九寨沟风景名胜区, 主要由树正、日则、则查洼三个沟组成。这是一处以高山湖泊(海子)群和瀑布群为主要特征, 集湖泊、瀑布、滩流、雪峰、森林和藏族风情为一体的著名风景名胜区。景区内峰峦起伏, 茂密的原始森林,郁郁葱葱、层层片片, 如同绿色的海洋。数十座终年积雪的雪峰傲立山颠。沟谷中分布着大大小小 114 个高山湖泊和 17 个瀑布群。湖水晶莹透明,清澈见底。由于水中沉积物和水藻等对阳光的反射, 使得湖水或呈碧绿或呈孔雀蓝色,加之一年四季、一日四时,满山植被色彩的变化, 阳光照射角度的不同,更使得这一串串海子艳丽多彩, 如同一串五彩斑斓的宝石。水是九寨沟的精华,无论是一个个色彩迷人的海子, 还是那些大面积的滩流和众多的瀑布群,无不是由于有了水才使它们显示出一种灵气,平添了更加迷人的姿色。

漫步在九寨沟中,不论是春夏秋冬, 不论是晨曦黄昏,也不论是雪中雨中,你都会沉浸在这多姿多彩的长幅立体山水画卷之中,凭你尽情感受, 任你尽情遐想,你将完全陶醉在这美妙的梦幻世界之中。九寨沟还是一个神话世界, 当地藏族民间传说,那一百多个翠海(高山湖泊)是一对男女山神之间的爱情信物— — —宝镜被跌碎在山谷间而形成的。如画的风光再加上如诗的情感, 人们宛如漫游在童话世界中。

九寨沟是大自然的杰作,它是亿万年来历经造山运动、流水深切、岩壁崩 塌滑落,以及冰川运动、泥石流堆积和泉水形成的泉华沉淀等多种地质作用, 使沟谷堰塞,形成湖盆, 而冰雪的消融、丰富的泉水和经森林净化的雨水不断 地注入,逐渐形成了这些水色清碧的河床型串珠状堰塞湖。

九寨沟地处南北植被过渡地带,针叶林、阔叶树种类繁多,林木茂盛, 是天 然的动植物园,森林中生活着大熊猫、金丝猴、白唇鹿等珍稀动物。

九寨沟内分布着九个藏族村寨, 景区也因此而得名。浓郁而独特的民族 风情使初来的人们备感新奇。目前到九寨沟的交通十分方便。这里夏日凉 爽、冬无烈风、空气清新、阳光充沛, 是游览观光度假的胜地。

1978 年, 九寨沟被列为国家自然保护区;1982 年成为首批国家重点风景 名胜区;1992 年被联合国教科文组织列入《世界自然遗产名录》, 成为全人类 共同拥有的宝贵财富。

树正沟是九寨沟景区的一条主沟, 是通往其他两条沟的必经之路。它自沟口到诺日朗,全长 14.5 公里。树正沟内景色多样, 风光秀丽。从沟口向南行依次有盆景海、芦苇海、火花海、卧龙海、树正群海、树正瀑布、达戈神山、老虎海和犀牛海等 20 多处景点。从诺日朗宾馆向西绕过诺日朗群海再向南行,就进入了日则沟景区。日则沟游览线约有 18 公里, 再南行就走出游览区, 进入原始森林了。日则沟内有诺日朗瀑布、诺日朗群海、镜海、沃诺色莫山、珍珠滩、珍珠滩瀑布、金铃海、孔雀河、五花海、熊猫海、箭竹海、天鹅海、芳草海、剑岩和原始森林等 20 余处景点。则查洼沟长约 18 公里, 是九寨沟内海拔最高的游览线路。从诺日朗向东南行, 经过则查洼寨, 沿公路逶迤而上, 沿途经过下季节海、上季节海、五彩池,便到了沟的尽头— — —长海岸边。长海海拔3 100米,长约 7.5 公里, 宽约 0.5 公里, 水色碧蓝、深邃;湖畔危崖峭壁, 松林青翠,景色壮丽。

到九寨沟旅游, 沿途及景区内有高、中、低档的食宿服务设施。九寨沟主 要有九寨沟宾馆、九寨沟管理局招待所、诺日朗宾馆、九寨山庄等提供食宿服务。民族风味食品有烤全羊、手扒牛排、杂面、青稞酒等。川贝母、麝香、花椒、木耳、羌族刺绣和藏族工艺品, 是这里的土特产品。从成都到九寨沟有四条道路可供选择,沿不同的旅游线路旅行时, 可以欣赏到九寨沟周边地区各具特色的自然风光和民族风情。

Unit 2 黄山

黄山,位于中国安徽省东南部, 面积为 154平方公里。千百年来, 黄山以她独特的雄伟、完美、秀丽吸引着古今中外的游客,并以她巍峨奇特的山石、苍 劲多姿的青松、变幻莫测的烟云, 形成黄山的 “三绝”。明代就有 “五岳归来不看山,黄山归来不看岳” , “任他五岳归来客,一见天都也叫奇” 的盛赞。泰山之雄伟,华山之峻峭, 衡山之烟云,庐山之飞瀑, 雁荡之巧石,峨眉之清凉, 黄山莫不兼而有之。黄山大小七十二峰, 劈地摩天, 云凝霄汉。峰峰石骨无肤, 登临始信方有鬼斧神工之奇。因此,1982 年国务院将黄山指定为国家重点风景名胜区,1990 年被联合国教科文组织作为文化和自然遗产, 列入《 世界遗产名录 》。

黄山是一 个气势磅 礴的峰之 海。中国 现代著名 文学家郭 沫若先生 在 1964 年为黄山 “三绝” 叫奇时, 首推峰之海。他满怀激情地写道: “奇峰虽云大小七十二,实则七十二万尚有奇。八百里内形成一片峰之海, 更有云海缭绕 之。森罗万象难比拟,纵有比拟徒费辞。瞬息万变万万变, 忽隐忽显, 或浓或 淡,胜似梦境之迷离。”

整个黄山山脉,北起青阳的九华山, 东连绩溪的大峰山, 西接黟太的羊栈岑,东南延伸至浙江的天目山;在绵亘数百里范围内,千峰叠峙, 万堑纵横。在这万峰之中,十六大峰, 威武雄壮, 冠盖群仑;三十六小峰, 秀气横溢, 多彩多姿。

在徽城郊外的公路上,向西北眺望, 首先映入眼帘的是 “飞鸟不敢渡, 浮云 往还中” 的云门峰。但当你抵达被称为 “天上人间” 的玉屏楼时, 顿觉云门峰一点也不奇险了。登上玉屏峰,一览众山小。那一座接一座的山峰, 一条连一条 的巨壑,像洪峰一样汹涌, 像巨浪一样排空。

黄山的大小七十二峰,峰峰都有美妙动人的名字。如轩辕、浮丘、容城、上 升、炼丹等峰, 全是从黄帝炼丹得道升天的故事中派生出来的。由形象而来的 峰名,最为常见。海拔 1 860 米,雄踞黄山第一的莲花峰,就形象逼真;峻峭秀 拔,含苞欲放的莲蕊峰, 在峰海中亭亭玉立;还有生得玲珑别致的薄刀峰, 烟云 像被褥叠在其上的石床峰。每个峰名都有一段美好的传说。北海的始信峰,峰虽不高,但巧石争妍, 奇松林立, 三面临空, 悬崖千丈。加上有石笋、上升两 峰与之鼎足而立,左右陪衬。游客到此, 定要叹服黄山之美。

“云以山为体, 山以云为依” , 这是描写黄山峰海的名句, 既道出了云与山 的关系,也点出了山光水色变幻的原因。倘遇宿雨初晴, 碧空如洗的日子, 你 在西海就能看到云雾像无数缥缈的轻纱, 飞来荡去, 时而涌满千峰万空, 幻成 海天一色,时而堆成万座峰岗, 更显苍浑深远。这时的九龙峰像一条苍龙在云 海中嬉戏,在阳光直射下, 时时出现苍龙吐水的美景。

大约距今两三亿年前的 “古生代” ,黄山地区一片汪洋, 白浪滔天。到了一 亿四千三百万年前的中生代侏罗纪, 黄山地区覆盖一层厚厚的由沉积岩和变质岩组成的地壳。由于多次地壳运动,地层发生褶皱和断裂, 岩浆从褶皱和断裂的空隙侵入上升,形成花岗岩体, 在地壳内形成了黄山的胚胎。那时, 地球上还没有人类,只有恐龙、始祖鸟等在森林草原上活动。后来又发生了多次剧烈的地壳运动,黄山所在的地面被地下岩浆强烈拱起, 喷出大量花岗岩岩浆,冷却后成了黄山前山的基础。大约又过了一亿年,花岗岩再次拱出地面, 奠定了黄山后山的基础。又经若干万年的风吹、雨淋、冰冻、日晒和流水冲刷, 易侵蚀的岩土被剥蚀,露出了较为坚硬的花岗岩体, 成为幼年的黄山。又经过了漫长的岁月,地球进入了 “第三纪” 时代, 中国大陆发生了喜马拉雅造山运动, 使西藏南部的大海海底逐渐上升, 形成了世界屋脊— — —喜马拉雅山。而东部地区的黄山也逐渐上升,覆盖在花岗岩上的顶盖也渐渐剥蚀殆尽。各种伟大的自然力一齐对雄伟直立的柱状花岗岩体进行 “雕刻” 和 “装饰” , 最终演变成今天看到的七十二莲峰和无数的深谷山沟。

黄山松是黄山的奇景之一。百年以上的黄山松数以万计,千年古松, 如迎客松、凤凰松、蒲团松等等,令黄山拥有 “无峰非石,无石不松” 之称。黄山松多生长在海拔 800～1 750米的高山地带, 有不少就生长在峭壁岩石之间, 其松针短粗稠密, 顶平如削, 干曲枝虬, 苍翠奇特。它的形象或立, 或卧, 或俯, 或仰,百态千姿, 美得奇,奇得绝。巨松高数丈, 小松不盈尺。举世闻名的千年迎客松,挺立于玉屏楼, 枝干苍劲,高大优美, 恰似一位殷勤的主人,伸出手臂, 迎接八方来客。它是黄山松的代表, 是中华民族热情好客的象征。以人格化命名的黄山松,还有陪客松、送客松、望客松、接引松、探海松等等。以松的形象命名的黄山松,还有早就名扬中外的北海麒麟松、龙爪松, 始信峰不远处的黑虎松,天海海心亭不远处的凤凰松, 玉屏楼去莲花峰途中的蒲团松,还有 “喜鹊登梅松”、“仙女打琴松” 等等。

黄山松确实太美了,它是那样的仪态万方, 是那样的挺拔苍劲, 是那样的雍容大度,给人以挺拔、潇洒、富有朝气、富有神韵的强烈印象。黄山松是经过千百万年的演进而饱经寒暑锤炼的树种, 所以它不怕风吹雨打,冰欺雪压。它的根或穿石而下, 或绕石而过,或长在石缝中, 或附在岩石上,具有极强的生命力, 表现了崇高的品格。

在黄山的峰海里,巧石争崛叠布, 犹如神工天成,形象生动, 构成一幅幅绝妙的天然画图。步移景异,妙趣横生, 给宁静的山以活力。争相崛起的巧石,好像无数明珠撒落峰海之中,其中闻名的 120 余处, 把黄山点缀得分外美丽动人。这些巧石千姿百态, 似人, 似物, 似禽, 似兽, 惟妙惟肖。且每一个巧石都与其特定环境巧妙糅合,构成了一处处完美的自然景观, 使人心驰神往。

地质学家告诉我们,那些妙趣横生的巧石, 是 “第四纪” 冰川的伟大功绩。在距今两三百万年前,黄山迎来了 “第四纪” 冰川, 满山呈现出一片悬崖百丈冰 的景色,与今日的珠穆朗玛峰很相像。由于山洼地势倾斜, 冰体在重力和压力作用下,沿着山坡缓慢下滑, 形成运动的冰流, 这就是冰川。经过千万年的冰川冲刷和寒冻风化,有的岩石胀裂, 有的岩石倒下,于是就有了 “丹岩夹石柱”、“片石挂乾坤”、“十八罗汉朝南海”、“童子拜观音”、“五老上天都” 等各种奇异的造型。

“黄山自古云成海”。黄山云海的脾气是喜怒无常的: 时而是风平浪静的 一片汪洋,时而成为推波涌浪的大海, 时而像奔泻千里的急流, 时而似倾注山谷的瀑布,时而怒气冲霄, 闪电雷鸣。千变万化的黄山烟云,时时不一, 把黄山点缀得恰似 “灵霄蟾宫”。黄山烟云汇 “五海” :平时看云海, 你可在玉屏楼上观前海,在清凉台上观后海, 在白鹅岭上观东海,在排云亭上观西海, 在光明顶上观天海。当宿雨初晴,云海尤为壮美: 当你穿过低云时, 便感觉到自己身处云雾缭绕的 “仙境” 之中。当你置身云海之上, 俯瞰下界, 眼前又是一番景象: 云铺深壑,絮掩危岩, 汪洋无际,真是 “妙在非海而确似海” 了。那远近的峰峦, 隐现在云端之上,如大海的岛屿。而这虚无缥缈的云海, 忽而平静,忽而荡漾, 忽而上下翻腾。你若能赶上旭日东升的时候去观云海,那更是妙不可言。黄山千岭万壑, 雨量充沛, 形成了形态各异的瀑布流泉。黄山落差大, 河溪、瀑布、深潭往往串连在一起。瀑布或迂回曲折, 水流湍急, 或浪花飞溅, 悬流直下,构成黄山最积极、最具生命力的景观。说起飞瀑流泉, 人们立即会想起唐代大诗人李白咏庐山瀑布的名句。殊不知,黄山的瀑布飞泉也相当绝妙,“山中一夜雨, 到处是飞泉” , 场面可谓壮观。人们根据瀑布的声和形, 赋予它诗一般的名字,诸如九龙瀑、人字瀑、百丈瀑、鸣弦泉、三叠泉、铁线泉、钵盂泉等。

夏天是飞瀑流泉的旺季。每当大雨之后,飞瀑流泉数不清, 看不尽。那些 不知名的飞流,或倒挂于悬崖峭壁, 或缭绕于林间沟壑。有时在阳光照耀下, 分外奇丽。在朝辉暮霭中,只觉得瀑布与云雾齐飞, 清溪共翠谷一色, 令人产 生虚幻缥缈、如入仙境之感。

第四篇：新编英语教程5练习册答案(1-15单元)

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：新编英语教程3教案

新编英语教程 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(几乎,差一点)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(公认), 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.(换喻,转喻)(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(事实上，就目前这种情况)eg: I thought I might be transferred, but as it is I shall have to look for a new job.As it were:（虚拟）可以这么说

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，减少）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(谨慎合理的使用现有的东西，含一旦用完，很难再补充)

eg: conserve one’s health, resources, water

preserve: keep or maintain in a perfect condition(强调保存珍贵的东西原样不变，有时甚至根本不用)

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