第一篇：現代大學英語精讀5Book

英語專業精讀課教案（第五冊）

Lesson One Where Do We Go from Here

Teaching aims:

To grasp the rhetorical device in the text

Teaching difficulties:

To identify the rhetorical deviceS in the sentence

Teaching procedure:

Step 1.Background information

Step 2.Organization of the text

Step 3.Detailed study of the article

I.Background information:

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

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

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

第二篇：現代大學英語精讀

對《大學英語精讀》教材進行評價

《現代大學英語精讀》是我們大家熟悉的一本教材。精讀課，也就是我們上的基礎英語課，是高校英語專業基礎階段的一門核心課程，是幫助學生掌握聽、說、讀、寫、譯等基本語言技能的基礎課。精讀教材主要是培養學生的語用能力，使學生能夠從書中有所感悟，把所學到的語言知識與生活實際結合起來，使學習過程生活化。該教材還能培養學生的英語思維能力和創新能力，而不是使學生拘泥于書本知識，主要的教學任務不是積累知識，而是開發學生的思維，該教材秉著以學生為中心的教學思想，教材的選材非常廣泛,符合學生興趣，是一本符合當代大學生的優秀教材。

一本好的教材有以下幾點特征；(1)、教學內容和語言能夠反映快速變化的時代(2)、要處理好專業知識，語言訓練和相關學科之間的關系(3)、教材不僅著眼于知識的傳授而要有助于學生的鑒賞批評能力、思維能力和創新能力的培養(4)、教學內容要有較強的實用性和針對性。而《現代大學英語精讀》教材充分表現出一本好的教材的特點，在英語教學中起著積極的作用，主要表現在以下幾個方面。

1、教材具有權威性。教材的權威性主要在于它努力體現新大綱的要求，任何教材的編寫都要相對應的教學大綱作指導，而衡量教材的好壞的一個重要標準就是看他是否符合大綱的具體要求。大學英語精讀教材是根據國家或地方教育部門頒發的教學大綱或課程標準編寫的，能夠較好的體現教學大綱或課程標準規定的教學目的、教學目標、教學內容以及教學方法，所以大學英語精讀教材完全符合大綱中有關教材的規定，有利于教學大綱和課程標準的有效實施。教材的權威性還取決于編寫人員的能力和素質?，F代《 現代大學英語精讀》教材是北京外國語大學多名教授共同研究而成，這些教授具有豐富的教學經驗和深厚的語言功底，而且教材有國內著名的外語出版社出版，還是普通高等教育“十五”國家級規劃教材。所以，現代大學英語精讀教材在一定程度上能夠保證教學內容、教學過程和教學方法的科學性和合理性，從而保證教學質量和教學效果。

2、教材具有系統性。從整體上看，教材體系完整，內容豐富，有利于學生系統的學習語音、詞匯、語法等語言知識；材內容從易到難，是一個逐步推進的過程。第一年的教材主要任務是鞏固高中所學的內容，這主要是考慮到大學新生需要時間來克服高中階段應試教學的影響，要盡快幫助他們熟悉大學學習方法，養成良好的學習習慣，糾正他們的語音語調，鼓勵他們克服漢語方言對應于發音的負面影響，同時，要讓學生意識到學習英語的目的關鍵是運用，而不是為了做題。第二年的教材，主要是知識積累，要運用各種方法擴大詞匯量，提高對語法的掌握和運用能力，還要加強寫作和翻譯的訓練，因為這兩種技能需要從實踐中得到提高，而不是拘泥于書本知識，第三年的教材主要是培養學生的閱讀水平，學生能夠獨立完成一個章節的閱讀，教材增加了閱讀的難度，這樣有助于提高學生的閱讀水平，第四年的精讀教材主要是使學生的聽、說、讀、寫、譯這五種能力得到全面的培養，是學生對這幾種基本技能同時得到訓練。

3、教材選文具有多樣性。《現代大學英語精讀》教材克服了傳統教學理念的缺陷，教材編寫體現了以應用為本，聽、說、讀、寫、譯等多位一體的教材設計理念，把提高學生綜合運用能力放在首位。該系類教材的指導思想就是在課堂上創造一個真實的語言教學環境，使學生得各種語言技能得到充分的訓練。教材中覆蓋的詞匯量超過大學英語四六級的水平，在教材的使用中學生強化了對單詞的復現率，該教材詞匯豐富，詞匯重復出現有助于強化記憶。閱讀理解的任務活動可以幫助學生檢測和深化對課文的理解，掌握各種閱讀技巧。在每一章節的聯系中還涉及了漢譯英和英譯漢的翻譯練習，這樣有助于訓練學生的翻譯能力。而且，教材中選取的文章題材多樣，風格各異，內容豐富，涉及了政治、經濟、文化語言、科技、體育、風俗人情等各方面。所以，該教材有利于學生更好地了解世界文化，培養跨文化意識和跨文化交際的能力。

總體來說，《現代大學英語精讀》教材合理的教學布局，能夠使學生的綜合能力得到全面的培養,聽、說、讀、寫、譯等各項語言技能在教材中得到了綜合呈現,該教材注重語言技能的培養、注重學生獨立學習能力的提高。但教材中也有一些不足之處，比如關于綜合技能的整體訓練,以及學習技能和學習策略的建議有些不足。但整體上該教材是目前最適合大學生學習的一本優秀教材。

第三篇：《現代大學英語精讀5》教案

英語專業精讀授課教案（第五冊）

Lesson One Where Do We Go from Here

Teaching aims: 1.fully understand the article

2.grasp the rhetorical device in the text

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

implication for some sentences

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

I.Background information:

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

Part III.Structure of the text:

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

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

Teaching aims: 1.fully understand the article

2.present their viewpoint on generation gap

Teaching difficulties: how to identify the development of a story

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Background information:

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

Part III.The Structure of the text:

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

Lesson Three

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

2.How to develop an argument

Teaching difficulties: how to develop an argument

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

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

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

Part II.Detailed study of the text

Part III.Structure of the text

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

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

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

Professions for Women

Teaching aims: 1.fully understand the article

2.grasp the rhetorical device in the text

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

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

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

Part III.General analysis of the text

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

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

Part V.a report on the professional women in China

Lesson Five

Love Is a Fallacy

Teaching aims: 1.fully understand the article

2.grasp the rhetorical device in the text

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

implication for some sentences

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Lead-in:

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

Part II.Detailed study of the text

Part III.Question on Appreciation:

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

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

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

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

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

Part IV complete the exercise in the text

Lesson Six

Life Beyond Earth

Teaching aims: 1.fully understand the article

2.learn to analyze the text

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

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.General introduction:

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

Part III.Organization of the piece:

1.Analysis of the text:

(1)Paras.1--2

the emergence of life

(2)Para.3

(transition)What else is alive out

(3)Paras.4--10

search for life

(4)Paras.11--23

search for intelligence

(5)Paras.24--42

Mars.(6)Paras.43--45

Dyson's argument

(7)Paras.46--52

conclusion

2.Questions to discuss:

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

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

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

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

Lesson Seven

Invisible Man

Teaching aims: 1.fully understand the article

2.grasp the implied meaning of some sentences

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

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Background Information: 1.about the author

2.about the article

Part II.Detailed study of the text

Part III.Analysis of the text:

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

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

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

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

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

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

Part V.Do some translation work.Lesson Eight

The Merely Very Good

Teaching aims: 1.fully understand the article

2.grasp the development of the text

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

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Information on the author:

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

Part III.Questions about the article

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

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

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

Oppenheimer’s anecdote: Oppenheimer and dirac meeting

Gottingen, talking about poetry and physics

His decision to go to the conference

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

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

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

The Way to Rainy Mountain

Teaching aims: 1.fully understand the article

2.grasp the rhetorical device in the text

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

implication for some sentences

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.About the Author

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

Part III.The analysis of the text

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

第四篇：現代大學英語精讀4 第一課翻譯

Thinking as a Hobby 思考作為一種嗜好

還是個孩子的時候我就得出了思考分三種等級的結論。后來思考成了嗜好，我進而得出了一個更加離奇的結論，那就是：我自己根本不會思考。

那個時候我一定是個很讓大人頭疼的小孩。當然我已經忘記自己當初在他們眼里是什么樣子了,但卻記得他們一開始在我眼中就是如何不可理喻的。第一個把思考這個問題帶到我面前的是我文法學校的校長，當然這樣的方式，這樣的結果是他始料不及的。他的辦公室里有一些小雕像，就在他書桌后面一個高高的櫥柜上面。其中一位女士除了一條浴巾外一絲不掛。她好象被永遠地凍結在對浴巾再往下滑的恐懼中了。而不幸的是她沒有手臂，所以無法把浴巾拉上來。在她的身邊蜷伏著一頭美洲豹，好象隨時都會往下跳到檔案櫥柜最上層的抽屜上去，我懵懵懂懂地把那個抽屜上標著的“A-AH”理解成為獵物臨死前絕望的哀鳴/慘叫。在豹子的另一邊端坐著一個健碩的裸體男子，他手肘支在膝頭，手握拳托著腮幫子，全然一副痛苦不堪的樣子。

過了一些時候，我對這些雕像有了一些了解,才知道把它們放在正對著犯錯的孩子的位置是因為對校長來說這些雕像象征著整個生命。那位裸體的女士是米洛斯的維納絲。她象征著愛。她不是在為浴巾擔心，而是忙著顯示美麗。美洲豹象征著自然，它在那里顯得很自然而已。那位健碩的裸體男子并不痛苦，他是洛丁的思索者，一個純粹思索的象征。要買到表達生活在你心中的意義的小石膏像是很容易的事情。

我想我得解釋一下，我是校長辦公室的?？?，為我最近做過或者沒做的事情。用現在的話來說我是不堪教化的。其實應該說，我是頑劣不羈，頭腦迷糊的。大人們從來不講道理。每次在校長桌前接受處罰，那些雕像在他上方白晃晃地耀眼時，我就會垂下頭，在身后緊扣雙手，兩只鞋不停地蹭來蹭去。

校長透過亮晶晶的眼鏡片眼神暗淡地看著我，：“我們該拿你怎么辦呢？”

哦，他們要拿我怎么辦呢？我盯著舊地毯更狠命地蹂躪我的鞋。

“抬起頭來，孩子！你就不能抬起頭來嗎？”

然后我就會抬起頭來看櫥柜，看著裸體女士被凍結在恐懼中，健碩的男子無限憂郁地凝視著獵豹的后腿。我跟校長沒什么好說的。他的鏡片反光，所以我看不到鏡片后面有什么人性的東西，所以沒有交流的可能。

“你從來都不動腦筋思考的嗎？”

不，我不思考，剛才沒思考，也不會思考——我只是在痛苦地等待接見結束。

“那你最好學一學 —— 你學了嗎？” 有一次，校長跳起身來伸手取下洛丁的杰作重重地放在我面前的桌上。

“一個人真正在思考的時候是這個樣子的。”

我毫無興趣地看了看桌上的男子，什么也沒弄懂。

“回你班上去。”

顯然我是缺了點什么。大自然賦予其余的所有的人第六感覺卻獨獨漏掉了我。一定是這樣的，在回班上去的路上我想著。因為無論我是打爛了玻璃窗，不記得波義耳法則，還是上學遲到了，我的老師們都會千篇一律地得出一個答案：“你為什么不會思考呢？”

要我說，我打碎了玻璃窗是因為我想用板球打杰克.阿尼沒打著；我記不住波義耳法則是因為我根本沒想去記；遲到了是因為我更喜歡在橋上看河水。事實上，我是邪惡的。難道我的老師們是那么的善良，以致于無法理解我的墮落深度？他們是那種心地清澈，不受折磨，憑那神秘的思考指導每一個行動的人？整件事情都是讓人無法理解的。更小一點的時候，我甚至覺得思索者塑像也是令人迷惑的。我才不相信我的哪位老師思考的時候是不穿衣服的。我象那些生來耳聾卻決意苦苦尋求聲音的人一樣觀察著我的老師們，想要了解思想。

那時有位豪頓先生，他總是要我思考。他帶著謙遜的滿足告訴我他自己就動過一點腦筋思索過。那么他為什么花那么多時間酗酒？莫非酗酒其實比外表看起來更有意義？而如果不是這樣，酗酒事實上損害健康 —— 豪格先生無疑被酒毀了的 —— 那他為什么還成天談論純凈的生活以及新鮮空氣的好處？他一邊說一邊還會象一位常年在山巒間行走的人那樣伸開雙臂，說：

“新鮮空氣對我有好處，孩子們 —— 我知道的！”

有時候講到興頭上，他會從講臺上跳下來，把我們一窩蜂地趕到外頭去。

“現在，孩子們！深呼吸！感覺上帝創造的美好氣流直接進入你們的體內！”

他會站在我們面前，為他的健康而欣喜，好象他一個常進行戶外活動的人。他會叉著腰，深深地吸一口氣。你能聽到風被他的胸腔堵住，遇到障礙物艱難前進發出的聲音。他的身體因為不習慣這樣的感覺而搖搖晃晃，臉色變得慘白。他會步履蹣跚地走回講臺，然后癱軟在那里，一個上午都緩不過勁來。

豪頓先生喜歡發表關于美好的、清心寡欲、盡職盡責生活的獨白。但是在發表這些獨白的間隙，如果有個女孩經過窗前，靈巧的小腳發出輕輕的腳步聲。他就會停下他的演講，脖子不由自主地扭轉過去，一直目送她走出視線之外。在這種情況下，我認為他不是受思想，而是受他后頸里某個看不到卻無法抗拒的發條的控制。

我對于他的脖子十分感興趣。通常它在領口上方稍稍凸出。但是豪頓先生在第一次世界大戰中曾經和美國人和法國人并肩作戰，而且——由于誰也弄不懂的邏輯 —— 對兩個國家都深惡痛絕。無論這兩個國家中哪一個在時事中表現突出，他都對它沒有好感，任何論證都無法說服他。他會捶著桌子，脖子脹紅：“你愛怎么說怎么說，”他會叫道：“但是我已經想過這個問題了，而且我知道我想什么！”

豪頓先生用他的脖子思考。

還有帕森小姐。她要我們相信她最大的愿望是希望我們幸福，但是即使是那個時候憑著我小孩子神秘的的直覺我都知道，她最希望得到的是她從未得到過的丈夫。還有漢茲先生 —— 等等。

我要對我的老師們進行詳細的分析是為了介紹一下通常被稱為思想的本質。通過他們我發現思考通常是充滿了無意識的偏見、無知和虛偽的。在訓誡無私的純真的時候它的脖子卻為了短裙而執意扭曲。從技術上而言，它嫻熟如同商人玩高爾夫，誠實如同政客的意圖，或者 ——更接近我自己的領域—— 有條理如同大多數寫出來的書。這就是后來被我稱作第三等級的思考，雖然事實上稱它為感覺更為恰當。

誠然，偏見里是有無辜的成分，但是在那時我對第三等級的思考的態度是毫不寬容的蔑視和不假思索的嘲笑。我以駁斥一位憎恨德國人卻主張愛我們的敵人的虔誠女士為樂。她讓我懂得了和第三等級思考者打交道的一個重大的真理。因為她，我不再輕易地拒絕百分之九十的人可能經歷過的精神過程。他們高度地團結一致。我們最好尊重他們，因為我們處于他們的包圍之中，勢單力薄。一大堆第三等級的思考者，眾口一詞，籍著自己的偏見溫暖雙手，他們是不會感激你指出他們信仰中的矛盾的。人是一種愛群居的動物，就象牛喜歡沿著山坡的同一條道路吃草一樣喜愛共識。

第二個等級的思考是對于矛盾的覺察。難倒那位可憐而虔誠的老太太的時候我達到了這個層次。第二等級的思考者雖然常?；貢噶硪粋€錯，落在后面，但他們不會輕易地被嚇倒。第二等級思考是一種警醒狀態下的退縮。這種思考成為我的嗜好，給我帶來滿足干的同時也帶來孤獨感。因為第二等級思考具有破壞卻沒有創造的能力。它讓我在冷眼看著人群為國王陛下歡呼的時候覺得這樣的喧囂不知所謂，卻沒有提供什么可以替代這樣強烈愛國精神。但是這樣的思考還是有好處的。聽人們以狐貍喜歡這樣的待遇為理由為他們捕獵狐貍，把它們撕成碎片的習慣辯護，我們的女首相談論通過逮捕尼赫魯和甘地這樣的人跟印度協商的好處，美國政客們可以剛談完和平轉身就拒絕加入國際聯盟的時候，是的，還是有令人高興的時刻的。

但是，當我漸漸長大，進入青春期以后，我不得不承認豪頓先生不是唯一一個無法抗拒脖子里的發條的人。我也一樣感覺到了強大的自然之手的力量，開始發現指出矛盾有可能代價昂貴，也可能是有趣的。比如說，曾經有個嚴肅而迷人的姑娘，她的名字叫露絲。那個時候我是一個無神論者。第二等級的思考對于宗教來說是一種威脅，象九柱游戲里的小柱一樣把宗教流派各個擊破。我象個第三等級的思考者一樣假惺惺地任由她改變我的信仰。她是一個衛理會會派教徒 —— 至少，她父母是，因此而露絲也得是。但是，呵呵，露絲沒有用圣靈的精神來轉化我，而是愚蠢地用她可愛的小嘴試圖說服我。她聲稱圣經（詹姆士國王版）逐字逐句都是得到啟示而來的。我反駁說天主教徒信仰圣杰羅姆的拉丁文圣經，而這兩本書是不同的。爭論頓時卡殼了。最后她說有那么多衛理會會派教徒，他們不可能是錯的，幾百萬的人都錯了，可能嗎？這太簡單了，我倔強地說（你越接近露絲，她就越好接近），羅馬天主教徒也為數眾多，他們也不可能是錯的，他們有幾億人，可能都錯了嗎？她眼中撲閃著疑慮。我伸手攬過她的腰屏住呼吸低聲說，如果算人數，我該捐錢給佛教徒。露絲的確是為我好，因為我人這么好。但是我的手臂加上那些數不勝數的佛教徒實在讓她無法忍受了。

那天晚上，她父親來拜訪我父親，走的時候一副面紅耳赤，義憤填膺的樣子。我為發生過的事情受到了盤問。幸好我們當時都才十四歲。我失去了露絲，卻冤枉地擔上了準浪子的名聲。

所以第二等級思考可能會是危險的。我記得我是在十五歲的時候了解到了這一點后從第二等級的高度對第三等級的局限性作出了一番評論。一天晚上，我一個人來到學校的禮堂為一個聚會做準備。校長室的門是開著的。我走了進去。校長已經不再把洛丁的思考者重重地板在桌上作為年輕人的榜樣了。也許是因為他沒有找到更多的侯選者，那些雕像還在老地方，在那櫥柜頂上白晃晃的落滿塵埃。我站在一把椅子上把他們進行了重新的排列。我把披著浴巾的維納斯放在檔案櫥柜上，這樣頂層抽屜就接住了她在性感的騷動中發出的喘息：“A-ah!”那個怪異的思考者，我把它放到了櫥柜邊緣，這樣他好象在朝下盯著那條浴巾，等待著它掉下來。

第二等級思考雖然讓生活充滿了樂趣和興奮，卻無法令人滿足。尋找比我們年長的人的缺陷助長了年輕的自我，卻無法讓人覺得安全。我發現第二等級不僅是指出矛盾的力量。它帶著游泳者離開岸游了一段距離，然后把他留在那里，束手無策。我判定本丟.彼拉多就是典型的第二等級思考者。“什么是真理？”他問道，一種十分常見卻總出現在爭論的末尾而不是開頭的第二等級思考m 67。還有更高一級的思索問過“什么是真理？”后就開始去尋找它。

但這些第一等級思考者是十分罕見的。他們沒有親自來我的文法學校但卻藏在書籍里。我向往他們是因為我雄心勃勃，因為我現在發現自己的嗜好如果不能更進一步就不能令人滿意。如果你出發去爬山，不論你爬了多高，只要沒到頂就不算成功。

在牛津讀大學一年級的時候我就真的碰到過一個第一等級的思考者。當時我在麥格德林鹿公園的一座小橋上往下看。一個小個子蓄著胡子戴著帽子的人走過來站到我身邊。他是從納粹德國逃到牛津來暫時避難的，他的名字是愛因斯坦。

但那個時候愛因斯坦教授還不懂英文，而我只知道德文的幾個單詞。我向他微笑，想以這樣無聲的方式向他傳達所有英國人對他的友愛和尊敬。有可能——我得承認 ——我覺得此刻是兩個第一等級思考者肩并肩站著。然而我懷疑我的表情所傳達的不僅僅是一種無形的敬畏。我愿意用我懂得的希臘語、拉丁文、法語和大部分的英語來換取足夠的德語來跟他交流?？墒俏覀儏s咫尺天涯，他象我的校長一樣不可理解。我們一塊在橋上站了大約五分鐘，不可否認是作為一個第一等級思考者和心情激動的景仰者。真不愧是偉人，愛因斯坦教授意識到任何聯系都比沒有好。指著河里游動著的一條鮭魚。他說：“魚?！?/p>

我的頭腦一陣暈眩。我在這里，和偉人并肩，卻和真正的第三等級思考者一樣無助。我拼命想作出點表示，告訴他我也一樣尊重純粹的推理。我不住地點頭。然后忽然靈光乍現，我用掉了我一半的德語詞匯說道“魚，是的，是的?！?/p>

我們肩并肩站了大約五分鐘。然后愛因斯坦教授飄然而去, 身形間仍然洋溢著善意和親切。

我也可以成為第一等級思考者的。即使在人生最得意的時候我也是心無掛礙的。政治和宗教系統、社會風俗、忠誠和傳統，都象腐爛的蘋果紛紛從樹上掉落下來。這是一個很好的嗜好，板球的明智替代品，因為你一年四季都可以進行思考。最后我想出了為第一等級思考辯護永遠的理由：它的標志、印記和章程。我設計了一個連貫的生活體系。這是一個道德體系，完全合乎邏輯的道德體系。當然，我很樂意承認，要世界按我的思考方式轉化將是困難的，因為我的體系廢除了諸如大公司、中央政府、軍隊、婚姻等等之類的瑣事。

又是露絲的問題。我曾有一些很要好的朋友站在我這邊，他們現在仍然站在我這邊。但是我的熟人都不見了，帶著他們的女孩子消失了。姑娘們好象對世界的現狀出奇的滿意。她們用一只戒指來衡量那個毫無意義的儀式。小伙子一方面愿意對婚姻帶來的一連串可悲的后果讓步，同時也舍不得放棄有希望給他們提供一份事業的組織機構。有一個在皇家海軍當下等兵的年輕人，對于不要大公司和婚姻樂意之至，但是一聽我提議要一個沒有戰艦的世界時他的脖子跟豪頓先生一樣脹得通紅。

游戲太過火了？它還是游戲嗎？在戰前的那段日子，為了這個嗜好我固執地失去了很多東西。

現在你一定指望我描述我如何認識到了我自己路線的荒謬回到溫暖的小巢了吧，回到那偏見常常被稱為忠誠，無謂的行為因為重復被神圣化為風俗的小巢里，滿足于把感覺說成思考。

但是，你錯了。我把我的嗜好變成了職業。

如果我還回到校長室里而那些雕像還在那里，我會重新安排它們的位置。我會撣掉維納斯身上的灰塵,因為我已經了解她美好的本質，開始喜愛她了。但是我會把陷入沉思的思考者放到背光的位置，而在他身后，放上那頭蜷伏著準備撲上來的美洲豹。

第五篇：現代大學英語精讀4 課后詞組

Unit1 1)into Chinese.(1)浴巾 a bath towel(2)(美)小學 a grammar school(3)永恒的真理 the eternal truth(4)文件柜 a falling cabinet(5)純屬無稽之談 utter nonsense(6)違規行為 delinquent behavior(7)常客 a frequent visitor(8)新鮮空氣 fresh air(9)格調很高的獨自(一個人唱高調)high-minded monologue(10)一種固定的觀點 a settled view(11)時事(當前國內外大事)current affairs(12)身體障礙 a physical impediment(13)可怕嚇人的風 a hideous wind(14)令人厭惡的景象 a hideous sight(15)言語障礙

a speech impediment(16)使人興奮沖動的愛國激情

heady patriotism(17)無情的人侵者 the remorseless invaders(18)首相 the Prime Minister(19)國際聯盟(國聯)the League of Nations(20)思維過程(思想方式)a mental process(21)條理清楚的文章 a coherent article(22)一個完整的體系 a coherent system(23)一位口譯好手 a proficient interpreter(24)一種不可阻擋的趨向 an irresistible trend(25)爛蘋果 rotten apples(26)根據事實(啟示)寫成的 literally inspired(27)一位點頭之交

a nodding acquaintance

2)into English.(1)to sink one's head 低頭(2)to sink the ship 使船沉沒

(3)to contemplate the meaning of life 思考人生的意義(4)to catch the light 讓陽光一下照著(5)to ruin one's health 毀了一個人的身體(6)to ruin the country 毀了國家(7)to bang the desk 猛擊桌子

(8)to play a prominent role 扮演一個重要角色(9)to hold a prominent position 占有重要位子(10)a pious Buddhist 一個虔誠的佛教徒(11)to gain a reputation 獲得一種名聲

(12)to satisfy one's ego 滿足一個人的虛榮心(13)to give sb the third degree 嚴刑逼供(14)to devise a teaching method 發明一種教學方法

(15)to slide a gun into sb's hand 在某人手中悄悄塞一支槍

Unit2 1.Translate Into Chinese 1.夜生活 evening life 2.吃和住 board and lodging 3.供吃住的寄宿舍 boarding-housing 4.一秒鐘都不到 a split second 5.玻璃彈子glass marbles 6.抽打死馬（做徒勞無益的事）whipping the dead horse 7.阿司匹林片 aspirin tablets 8.在此情況下 in the circumstance 9.提前，事先 in advance 10.走過場 a matter of form 11.樓梯間平臺的窗戶 landing window 12.緊張氣氛 the tense atmosphere 13.毛線針 knitting needles 14.夢游 to walk in one’s sleep 15.飛機翼展 the wingspan of a plane

Into English 1.to whip up a little interest 引起一些興趣

2.to keep the ball rolling 讓談話/活動繼續下去 3.to set the ball rolling讓談話/活動開始起來

4.an eccentric millionaire 一個作風古怪的百萬富翁 5.to allot capital 分配資金

6.to tighten one’s belt 勒緊褲帶 7.to make a remark 講一句話

8.to stretch out one’s hand 伸出一只手 9.to moisten one’s lips 潤潤嘴唇

10.to complain of the weather 抱怨天氣

11.to plunge the stick into the sand 將棍子用力插入沙中 12.to turn on me 突然沖我來了（批評或責備我）13.to get on one’s nerve 使某人心煩

14.to put something out of someone’s mind 使某人將某事忘得精光 15.to come off the hook 脫鉤

16.to do a crossword puzzle 做填字游戲 17.to blow one’s nose 擤（xing）鼻涕

18.to powder one’s nose 在鼻子上搽粉（女人上廁所的委婉說法）19.to give an alibi 提出案發時不在場證明

unit3 1)into Chinese(1)專業的歷史工作者 professional historians(2)基于常識的反應 a common-sense reaction(3)事物的這種狀況 the state of affairs(4)意見不一的歷史學家 contending historians(5)已經準備好了的現成的東西 a cut-and-dried matter(6)一個個人喜好不同的問題 a matter of personal preference(7)截然不同的觀點 diametrically opposed points of view(8)民間故事 folk tales(9)書面文件 written documents(10)過去的遺留物 the remains of the past(11)人的動機和行為 human motivations and behavior(12)復雜和精細 sophisticated and subtlety(13)商船 merchant ships(14)一旦發生潛艇戰 in the event of a submarine warfare(15)一個粗糙的理論 a crude theory(16)好戰的行為；戰爭行為 belligerent acts(17)宣傳機器 a propaganda machine(18)德國外交部長 the German foreign secretary(19)實力平衡 the balance of the power(20)（事物的）因果 the cause and effect(21)海岸炮兵 the shore batteries(22)終極關懷 the ultimate concern(23)（事物的）近因 a proximate cause(24)人們常說的一句話 a well-used phrase(25)不會出錯的解釋 a foolproof explanation(26)絕對有效的模式 a model of unquestioned(27)永不停止的探索 a never-ending quest(28)一個難以達到但又十分誘人的目標 an elusive yet intriguing goal

2）into English

(1)to gain new insights 獲得新的深刻認識

(2)to revise one’s ideas 修改一個人的觀點

(3)to trace the cause 追查起因

(4)to begin from this premise 從這前提出發

(5)to open fire on/at 朝目標開火

(6)to give equal weight to sth 給以同等重視

(7)to support a certain view 支持某一觀點

(8)to influence the government 對政府施加影響

(9)to destroy the balance of power 破壞實力平衡

(10)to form an alliance 組成同盟

(11)to repay the loans 還貸

(12)to contemplate war 考慮戰爭問題

(13)to fill in the gaps 填補空缺

(14)to conclude the quest 結束探索

(15)to view sth from a certain perspective 從某一角度看問題

(16)to benefit from the comparison 從比較中獲益

(17)to eliminate from the comparison 消滅差別

(18)to dig into the problem 深入探究問題

(19)to be immersed in a vast sea 淹沒在大海中

(20)to stem from a different point of view 從不同觀點出發

(21)to be destined to do sth 命中注定要做某事

(22)to ignore the fact 無視這個事實

(23)to make an assumption 作出假設

(24)to defeat the enemy 打敗敵人

(25)to win back one’s lost territory 奪回失土

(26)to sink a boat 沉船

(27)to intercept the secret message 截獲機密

(28)to piece together evidence 將證據湊在一起

(29)to approximate the truth 接近真理

(30)to master new techniques 掌握新技術

Unit4 1.難以解決的問題 an insoluble dilemma 2.一本難以看懂的書 an incomprehensible book 3.一個愛交際的女人 a sociable woman 4.黑市 the black market 5.黑色幽默black humor 6.害群之馬black sheep 7.黑人權利 black power 8.缺少表達能力的人 inarticulate people 9.全國性運動 a nationwide campaign 10.贊揚或恭維的話 complimentary remarks 11.調皮的男孩 a mischievous boy 12.某些大人物們 certain powerful quarters 13.種族隔離的學校 segregated school

14.他的無可爭議的權威 his indisputable authority 15.一個地位很高的人士 a high personage 16.公海 high seas 17.上流社會 high society 18.機密消息 confidential information 19.冷淡而缺少人情味的門 impersonal doors 20.冷淡的公文式的信 a impersonal letter 21.真誠的羨慕 an unselfish envy 22.不自然的，緊張的說話的聲音 a strained voice 2）Into English 1.to celebrate the Golden Jubilee 慶祝它的50年華誕 2.to excite admiration 引起贊慕 3.to touch the conscience 觸動良心 4.to win the prize 得獎

5.to receive the reprimand 受到訓斥 6.to omit the words 省去這些字

7.to renounce the prizes 宣布放棄獎金 8.to avert a crisis 避免一場危機

9.to attend the ceremony 參加（發獎）儀式 10.to exhibit a works of art 展示一件藝術品 11.to indulge the pleasures 盡情享受樂趣 12.to guard a child 保護一孩子

13.to feel up to it 感到有能力做某事

14.to bring sth.to a close 使某事正式結束 15.to weave sb.In 揮手讓某人進去

16.to save sb.from a situation 使某人不必處于某種場合 17.to talk out one’s heart to sb.向某人說心里話 18.to knock sb.Down 將某人打翻在地 19.to pour sb.a drink 給某人斟酒 20.to raise(lift)one’s glass 舉杯慶祝