现代大学英语课程学习指导(杨立民

精读课教学面临的新问题

杨立民

各位老师，你们好：

又能和诸位新老朋友见面，实在是我们一大乐事。唯一煞风景的是我又要来讲话。我常说，教书难，编书也不易，编完要到处自己推销更难，但最难的是要忽悠，同时又不让人感到是在忽悠。

我今天要说的还是精读这个老题目，观点也是老观点。William James 曾经说过，一个人从25岁起就不大可能有什么新思想了。他们的所谓新思想实际上都只是老想法的重新排列组合。我想旧话重提，是因为近年来，关于精读，出现了不少问题。需要向诸位汇报。

1．原有的一些认识

近几年来，我一直在鼓吹，应该对我们过去的外语教学有一个比较积极的评价。因为当年我们条件如此艰苦，却仍然取得良好的成绩，说明我们中国教师还有点本事。我们特有的优势是只有我们知道在中国条件下按照中国的培养目标教会中国学生英语的规律。在这方面，我们有很多经验，形成了自己的传统。我希望我们能继承和发扬这个传统，而不要轻易抛弃它。我们教学经验究竟是什么？我个人认为其中最重要的一条就是培养基本功的理念和方法，以及基础阶段以精读为中心的课程设置模式。

为什么要有精读？为什么要把一篇文章切割分解，在上面花那么多时间？我对这个问题的理解是：文章有不同的类型，我们读文章也有不同的目的，因此要求有不同的读法，从而需要有不同的训练。我们知道，人不是生来就会读书的。不少人一辈子都没有读书的习惯。加之世上写在纸上的东西，浩如烟海。任何人都休想读完其万一。其实即使能读的一小部分，也不必都

细读。很多东西不妨一目十行，随便翻翻，翻完不妨就扔进垃圾桶；有的则可以跳着看，只看感兴趣的个别段落和章节。但是有的文章是如此重要，如此深刻，如此简练，如此美妙，它们必须读得精一些，细一些；必须反复多读几遍；必须一段一段，一词一句加以琢磨，品味。这是原因之一。但是更重要的原因是因为精读课是训练基本功的主要平台，在基础阶段教学中担负着关键的作用。经验告诉我们，教师不能，不必，也不该试图将一切都教给学生。我们的任务是尽快给学生打好基础，然后让他们到语言学习的大海中去游泳。我们基本功的传统概念包括：

（1）掌握语音，语法，词汇各基本语言要素；

（2）掌握听，说，读，写，译的各种基本技能；

（3）具有良好的学习方法和学习习惯；

（4）较强的独立工作能力；

（5）知识文化方面的基本常识。

经验告诉我们，基本功一定要打扎实，不能贪多图快，急躁冒进。尤其在第一年。因为学生从中学到大学，学习上，生活上和心理上都有突变。急切需要适应。从英语教学角度说，他们必须完成三个转变：一是由被动依赖教师向自主学习转变；二是由学习为了应试向学习为了交流思想转变；三是由单纯学语言向结合语言学习文化，提高人文素质转变。完成这些任务需要有一个平台，而这个平台在基础阶段首先就是精读课。教师通过近百篇精选的文章，作为麻雀和学生逐字逐句，共同进行解剖。通过教师反复启发诱导，帮助学生彻底理解。为此，不仅要解决语言的难点，要帮助学生理解文字后面，字里行间的微妙的深意；还要帮助学生既见树又见林，能看到整个文章的主题，结构，观点和论据。为此，往往需要从文章本身再进一步了解一点

文章的作者，了解一些历史、地理、文化、政治、宗教等等的背景。对文章理解了还不够，还要帮助学生提高他们的欣赏力，要让他们学会细细体味，就像品味法国白兰地，而不像猪八戒吃人参果；要帮助他们发现文章的思想美、修辞美、结构美、逻辑美、音韵美。让学生逐步能够以后一读到妙文就拍案叫好，爱不释手，逐渐与所学专业结成百年良缘。为了做到这一点，还需要给学生介绍不同题材，不同作家，不同时代，不同观点，不同文体，不同风格。还不能忘记帮助学生进行分析批判，学会独立思考，学会批判性和创造性的思维；还要引导他们关切人世间各种问题，倾听过去各种优秀人物的真知卓见，让他们在知识宝库前面有必要的敬畏和虔诚。但是精读课还不能停留在理解和欣赏上。还要进一步帮助学生掌握语言，comprehension, appreciation, application，三个目的，三个环节，缺一不可。

2．关于精读课的质疑和批评

然而，对于上述有关精读课的观点，历史上一直有争论，目前在相当一部分师生中也存在各种怀疑和困惑，需要我们认真思考。我个人初步整理了一下，主要有以下几点：

1）关于精读课的定位问题

不少教师反映，目前精读课需要做的事情太多了。教师手忙脚乱，备课时间不计其数，但每堂课任务似乎都完不成。到头来不少学生还反映收获不大，感到失望。所以他们强烈要求明确一下精读课的任务究竟是什么？它和其他课程如何配合？如何分工？

看来我们这些年来，为了强调精读课的重要性，有些话说得太浪漫，太夸张了。精读课是一门综合课程，但综合到什么程度？是不是无所不包？回答显然是否定的。我们之所以要同时设立其他课程，正是因为精读一门课无

法完成基本功的全面训练。任何事情，要有所为，就要有所不为。

那么，精读课究竟怎么定位呢？下面我想说说我的意见，和同行们商榷：

a)精读课首先是阅读课，而不是听力课，口语课，写作课或其他什么课。

学生会从这门课中得到多方面的收获，比如能提高听力（通过听课文录音，听教师课堂英语讲解，接触更多的语言现象），提高口语（通过问答，讨论，和各种练习），提高写作能力（通过笔头作业），但中心任务是解决阅读能力。

b)其次，这门课强调一个“精”字。它强调的是质，而不是量；是语言

的精确性，而不是流利程度。因此不能要求它提供大量的“泛听，泛说，泛写”的训练。不错，精读课的材料是很有限。但是材料太多了，就不能再叫精读。世上的事情，数量过大，速度过快，贪多图快，心浮气躁，质量就很难保证。材料太多，学生只能浮光掠影，教师也只能蜻蜓点水，精读课就形同虚设，就无法完成上面所列的那些任务。

所以精读课只能坚持质量第一，坚持少而精的原则。其次，精读课材料虽然不多，但却至关重要。人们常说“熟读唐诗三百首，不会做诗也会吟”，就是讲的这个道理。不过，精读材料也不是越少越好，材料长短难易要看学生现有水平。其次，精读材料的处理也不是越精越好。把一个美人分解到分子层面，是很煞风景的事情。总之，一切都要适可而止。

c)它比较强调要以课文为中心，对课文必须钻深钻透，一切教学活动不

能脱离这个平台。合理的引申和联想当然是需要的，但不能离题太远。

d)它比较强调教师指导的作用。它不可能教会一切，而只能教会基本东

西。它强调的是方法，是独立工作能力，是对语言的一种敏感（awareness

和sensitivity）, 是学习语言的良好习惯。以词汇为例。精读课教师要鼓励并帮助学生扩大词汇，尤其要求在基本词汇以外大大增加所谓“消极”词汇，以创造条件开展大量课外阅读。但在精读课内，主要还是教会学生学习词汇的方法。比如遇到一个动词，学生首先要问，这动词是否规则？其次要问它是否及物。如及物，就要进一步问通常跟什么做宾语？直接宾语？双宾语？复合宾语？动名词？不定式？从句？还有那些习惯的动宾短语？如果不及物，那后面一般跟什么介词或副词。另外，与这个动词相应的名词，形容词等等又是什么？动词有几十个用法模式，学生是否掌握？英语中有几百个常用的短语动词，学生是否熟悉？等等。动词是如此，别的词也一样。英语词汇还有构词法的问题，一词多义的问题，同义词，反义词的问题，还有书面体与口语体，英语和美语，正面和反面，古和今，正式和非正式等等差别。这些英语的特点都需要通过精读教师的启发指点让学生掌握。

e)这不是一门文化课，伦理道德课，而是一门语言技能课。我们要通语言学文化，进行人文素质教育，但重点不是文化知识，然后兼顾一点语言训练。主次不能颠倒。对学生精神世界的关怀要贯彻始终，不是精读一门课可以包办的，而它所承担的训练基本技能的任务却是别的课程无法代替的。我们在精读课上不能忘记结合课文对学生进行人文方面的熏陶，但时间上必须有所控制。对课文涉及的有关知识，只能点到为止。要启发诱导，而不要倾盆大雨。

f)从语音，语法和词汇的角度看，目前重点应当放在词汇上。其他方面还要继续关心，但要避免重复中学已处理过的东西。语音，语法针对学生情况，有些需要补课。但是不必开天辟地，从头开始；也不必系

统全面，重炒冷饭。对学生的错误，的确需要分析。语音的确不能要求每人都‘字正腔圆’；语法和用词也允许有失误。

g)由于我们为精读课设定了那么多的任务，因此要想找到符合所有标准，十全十美的文章几乎不可能。所以在使用时必须按照每个课文特点，随机应变，重点突出。不能面面俱到，平均使用力量，按固定模式走完全程。文字浅近的可少讲点文字；内容不难的不必大谈背景，段落大意，文章结构；作家名不见经传的可以一带而过；有些写作技巧中学语文课上早已讲过，也无需重复。课堂上讨论的问题和处理的重点，最好都来自学生，避免无的放失，浪费宝贵时间。

h)练习的设计和运用，应该和精读课的定位相呼应, 也要抓住重点。

2) 关于精读课材料的选择问题

由于我们为精读课设定了那么多的任务，因此寻找合适的课文就成为我们最艰难的工作。实际上，要想找到题材多样，文体不同，长短适中，内容丰富，文字优美，难易恰当，生词量不多不少，语言现象可圈可点，学生学起来爱不释手，教师教起来称心如意，思想前卫，又能通过政治审查；涉及的问题既是当前的热点，又具有普世长远的价值的篇子非常不容易。

有不少同行提出精读课教材应该厚古薄今。我们完全赞成。问题是究竟什么是古，什么是今？是不是除了今天的报纸都过时了？是不是不要历史了？是不是可以不要文化遗产了？当然，不会有人持有这种极端观点。时间性强调过分了，就不能保证教材相对的稳定。古，今是一个相对的概念，有的老东西，有永久的魅力和价值，而有的当前热门的东西却很快就会成为过眼烟云，没有生命力。语言也一样。总之，精读

课材料要有利于打基础，语言太口语化，太现代化，太学究气，太古老太深奥，都不合适。

还有不少朋友提出我们精读课材料一般文学味较重，还有不少内容比较抽象，不够实用，学生也提不起兴趣。他们希望教材要更加有实用价值一些。应该多一些生活题材，多一些经贸英语，法律英语，新闻英语，科技英语，旅游英语。

这就涉及学英语的目的了。如果我们要培养比较高级的人才，培养国家队，就不能眼光太短浅，不能按速成班的要求，不能只学点皮毛，现炒现卖。那就需要有一个深厚的基础，就要有一个长远打算，就要受系统的教育，就必须要接触更加广泛的题材，就不能完全由着学生的兴趣来。

“学以致用”要考虑我们是精读的教材。因此必须考虑对语言的基本功训练是否有利。在这点上，文学题材有其特有的长处。因为它们语言现象丰富；基本词汇，短语，句型多；对学生的理解和欣赏能力的提高比较适合；这些都不是其他材料可比的。

我们还不能忘记，我们外语教学还不能只考虑语言，而不顾教材包含的文化内涵。而这点，一般所谓的“实用英语”材料很难体现。

我个人还有一个不成熟的看法：我不大相信真有什么科技英语，经贸英语这种东西；我也不大相信它们真能有效地打好学生的基本功。我承认有科技，经贸的知识和相应的术语。但我相信，英语基础打好了，它们都不难学会。现在，普遍有一种说法，认为英语是工具，不学点其他知识就没用。我认为这种看法有片面性，不利于基础阶段的严格训练。我国传统的中小学汉语语文课，多少年来也是“床前明月光，疑是地上

霜”“故乡，祥林嫂”“风雪草料场”之类，但中学语文课学得好的学生，进大学无论学什么都没有大困难。我系历年来的毕业生，到国外深造，攻读经济，政治，历史，法律，新闻，文学，各种社会科学，也都顺利，这都证明我的看法不是完全没有根据的。

还有一种相反的意见，认为我们教材应该多用名家名篇。这一点原则上也没有不同。问题在于有很多名篇不是精读教材合适的名篇。“古文观止”为什么不直接用来当中学的语文课本，大概也是同样的原因。

近来还有一种强烈的意见认为，目前形势发展很快，国家地位急速提高，全球化不断推进。国际间竞争日益激烈，这就要求我们学生的水平能进一步提高，以满足新形势的需要。从学生情况看，他们强调现在学生学习外语的条件和过去完全不同了。他们很多人在中学里已经掌握了大量词汇，有相当的阅读能力，听说能力也不差。现有的精读教材太容易，对他们太缺少挑战性。他们主张增加教材难度。同时压缩精读课，多出来的时间让学生多扩大知识面，多增加人文和社会学科的内容，从而好好培养一些高级人才。关于这点，也有不少教师并不赞同。他们举大量实例说明学生基本功很差，语言不精确，阅读量很小，写作能力很低。总之，基本功需要加强，而不是削弱。他们担心现在学生心浮气躁，不肯用功，精读不当精读学，基本功有被忽视的倾向。他们反对过分强调增加教材的难度和文化知识含量，因为不利基本功的训练。用一句教师的行话说，那样的材料可能有“讲头”，而没有“练头”。他们坚信，基本功打扎实了，其他问题都好办。反之，有可能两头落空。对此，反对者认为，语言上的毛病总是会有的，不能因为有些错误就大惊小怪。语言质量的问题需要在学习过程中逐步解决。今天的大学生具有很大潜

力。目前的教学模式不能解决学生知识面窄，思想贫乏，分析批判能力差等问题，不利于他们潜力的发挥。

关于这些观点，恐怕不能笼统说谁对谁错。关键是要对学生的情况有一个实事求是的分析。现在重点学校少部分学生在中学就已经接受了系统扎实的训练，精读课任务实际已经完成，基本功已经达到要求，进大学以后的确不必再炒冷饭。对这些学生应该提供更具挑战性的课程和训练。但对大多数学生来说，贸然压缩或取消精读和类似其他的技能课，那是相当危险的。不小心这些学生就会一辈子夹生。

增设人文或文化知识的课程当然也可以继续进行基本的技能训练。同样，类似精读这类技能课也在努力关注学生的知识积累和人文修养。但两者毕竟各有侧重，也有先后之分。不然不是把精读课上成文化课，就是把文化课上成语言技能课。学生和教师都会不知所措。

有趣的是，持有不同观点的人基本上可以以年龄来划线。年轻的觉得应该大胆创新，克服保守；而年老的担心这是“升虚火”，是当年大跃进，放卫星的旧病复发。目前在我校表面上没有人对基本功的重要性有不同意见，但实际上在课程设置，人力配备，教材内容的改动等方面（比如口语课改成演讲和议会辩论）的确存在分歧。这场争论的结果如何，要看下回分解。

3) 关于精读课学生的兴趣问题

一般说来，一二年级学生仍然把精读课当作主课，对它的期望也很高，但不少学生又老反映收获不大？缺乏浓厚的兴趣。上课总有迟到，打瞌睡，甚至故意逃课的现象。当教师的也为此苦恼，感到缺少成就感。造成这种情况的原因很多。如何才能提高学生对精读的兴趣，是一篇很

大的文章。

首先，让我们承认，精读本身就不大容易讨好学生，因为它本身就意味着一丝不苟，勤学苦练。据说画家李可染开始学画，就画了一年的鸡蛋。总之，练功就要吃苦，不吃苦，就像程咬金，只会三斧头。可是年轻人缺的就是耐心。尤其是当今社会的风气不好，浮夸，急躁, 投机，取巧。这都是对我们十分不利的。所以，我们要努力让学生学习有动力，要让他们准备吃苦，要他们相信: No Pains, No Gains. 要他们愿意以苦为乐。做到这点当然不容易，但我们必须努力。

也许更加重要的一点是要保证学生学了有收获。大概最影响学生士气的事情莫过于感到长期劳而无功了。为什么会感到没收获呢？也许是我们没有抓到点上，挠不到学生的痒处？也许我们讲得太难，太深，学生不知所云？也许正好相反，我们低估了学生，讲解的都是人人皆知的东西，都是书上东西的重复，或者材料太容易，吊不起胃口？也许我们讲得太多，扯得太远，只顾自己讲，没有学生参与的机会？也许正好相反，只有学生的Presentation，而没有教师必要的分析，指导，点拨，评论，示范？

学生觉得收获不大，有时也可能是一种错觉。一般初学阶段学生从无到有，成绩容易量化，也容易觉察。但进入中高阶段以后，学生在语言的质量，技能的熟巧和理解欣赏能力的提高方面的进步就很难量化，很难觉察。至于在知识和人文素养方面的长进更是如此。针对这种情况，教师应该不断和学生说明道理，要让他们看到自己的进步，要多表扬，多鼓舞他们的士气。对学生过分挑剔，让他们感到动辙获咎，一无是处，必然会挫伤他们学习的积极性。

学生希望得到的收获，估计有三个方面。

首先是语言上的收获。不仅指新的词汇，短语，句型，和重要语言现象的不断归纳总结；更重要的是人们常说的十大阅读技巧的培养（如何抓大意；如何抓作者的立场观点；如何分清作者的观点和客观事实；如何分析文章句子和段落的逻辑联系；如何根据上下文判断词语的意思；如何分析作者的论据；如何进行推断；如何分析作者的偏见；如何分析作者行文的手法和口气等等）。要对学习方法多加指导。还要尽量让学生能欣赏英语语言本身的美。历来学生学习有三个动力：一是英语作为谋生手段的吸引力；二是作为为国效劳的工具的吸引力；三就是英语本身的吸引力。这最后一点也就是学外语的人的职业兴趣，它的重要性也不能低估。

其次，在知识方面。中国学生上大学学英语，毕竟不同于牙牙学语的外国小孩。他们有成人的思维，有大学生求知的强烈愿望。所以我们一方面要实事求是，打好外语基础，另外一方面又必须满足学生对知识的追求。当然，这里的人文知识要尽量结合课文。同时旨在启发，点到为止。处理得好，激发出来对知识的兴趣会反过来促进他们学习语言的积极性。

第三，学生还希望在人生哲学，道德伦理，智慧，真理方面得到启发和帮助。如能做到，英语教学就真正成为教育的一部分。历史上有很多光彩夺目的佳句，体现了人类智慧的结晶。教师应努力平时积累。

为了提高学生学习兴趣，教学方法当然也要力求创新。目前普遍采用的PPT就是一种。实际上，每个教师都有很多办法，运用得当，都能使学生惊喜，兴奋。如能总结推广，当是功德无量的好事。

最后，我还想谈谈教师的幽默对提高学生兴趣的重要性。教精读和说相声当然不同。但是在有一点上，应该是一样的，那就是都依靠语言的艺术。真正的幽默大师一定也是语言大师，而且往往具有深刻的洞察力。它对提高学生的理解力，提高他们学习的兴趣，具有很好的效果。关于如何在教学中使用幽默的问题，有学者曾经有专门文章分析过。一般说来，教师对它的重要性都没有不同意见，但有不少同志认为，幽默是天生的本事，不是想幽默就能做到的。这话不错，不是所有人能成为马克吐温。但一定程度上的幽默是可以学到的，只要我们平时关心，注意积累，收集，并努力研究如何恰当使用，假以时日，一定能逐渐得心应手。实际上，在生活中，极大多数教师都有很好的幽默感，都是讲笑话的能手，妄自菲薄是完全不必要的。

我的讲话就完了。近年来，还有很多重要问题成为我院关注的焦点，比如通识教育，批判性思维等等。都值得深入研究。在座很多都是有经验的教学骨干，很多都是专门研究语言学的专家。我班门弄斧，目的只是为了抛砖引玉。

现代大学英语3课件

Lesson Ten Diogenes and Alexander I．Teaching Objectives: After learning this unit, students are supposed to: 1. get familiar with the rules of word formation ; 2. get familiar with some grammatical points; 3. retell the text as a whole; 4. have a thorough understanding of the whole text: Diogenes and Alexander 5. get a list of the new words and expressions and be able to use them freely in writing and daily conversation; II.Listening and speaking activities 1.Listen to the recording of the text and fill in the blanks about the main ideas of the article. 2. Talk about this passage with your friends ,and talk about what you think of Diogenes. III. Reading Comprehension and Language Activities 1. Pre-reading discussions: 1) What do you think of the person who lying on the street , shoeless, bearded, half-naked ? ? 2) Are you a cynic person?. 2. Background knowledge : 1) Cynic and Cynicism (愤世疾俗者与犬儒主义) ： The Oxford English Dictionary describes a cynic as a person “ disposed to find fault “ and as one who “shows a disposition to disbelieve in the sincerity or goodness of human motives and actions, and is wont to express this by sneers and sarcasm.”In short ,the cynic is “a sneering fault-finder” The ancient school of Cynicism was founded in the fourth century BC by Antisthenes. The Cynics urged both men and women to follow a way of life in harmony with nature and to reject all unnecessary civilized luxuries. They also rejected all social conventions ,customs and laws. 2)Diogenes （第欧根尼） Diogenes was a famous Cynic philosopher living during the time of Plato ( the 4th century BC ). Having to flee from Sinope because of charges against him and his father for debasing the public coin , Diogenes went to Athens where he studied under comforts of civilized life , and lived an extremely ascetic lifestyle. Later on the captured by pirates and sold into slavery in Crete to Xeniades, who was so impressed by the philosopher that he made him the teacher of his children . He is said to have died of old age in the same year as Alexander the Great in 323 BC. 3. Text analysis: Part One (para.1-10) Description of Diogenes as a beggar, a philosopher and a missionary, his lifestyle and doctrine: Cynicism. Part Two (para.11-12) Description of Alexander the Conqueror, who was the greatest man of the time . Part Three(para.13-17) The dramatic encounter of the two , revealing that only these two men

现代大学英语第二版第二册课后翻译

我们像在暖房里种花那样养孩子是错误的。我们必须让他们接触各种社会问题，因为不久他们就将作为公民来应对这些问题。 It was wrong to raise our children the way we grow flowers in the greenhouse. We must expose them to all social problems because very soon they will be dealing with them as responsible citizens. 随着时间的推移，我们不可避免地会越来越多地卷入国际事务。而冲突必然会发生，因为国家之间总有不同的观点和利益。 As time goes on we are inevitably going to get more and more involved in international affairs. And conflicts are sure to occur because there always exists different views and interests among nations 我们为我们的成就而骄傲，我们有理由感到骄傲。但是我们永远不能变得狂妄，不然我们就会失去我们的朋友。 We are proud of our accomplishments, and we have reason to be. But we must never become arrogant. Otherwise we will lose our friends. 信息现在唾手可得。一个普通的电脑就能储存一个普通图书馆的信息。 Information is now easily available. An average computer can store the information of a small library. 那家建筑公司没有资格操作这个项目。他们没有任何法律文件能证明他们具备必要的专门技术。我们必须找一个专门建造歌剧院的公司。 That construction company is not qualified to handle the project. They do not have any legal document to certify that they have the necessary expertise. We must find a company that specializes in building theatres. 这些智囊团不作决策。他们力图提出一些对决策者十分有用的新主意和深刻的分析。These think tanks do not make decisions. They are out to generate new ideas and penetrating analyses that will be extremely useful for decision makers. 国内生产总值不是一切。如果人民的生活质量没有真正改善的话，我们国家就不能说已经现代化了。 The growth of GDP is not everything. Our country cannot be said to have been modernized unless the quality of our people?s lives is really improved. 虽然那时候我们在很多方面都很困难，但作为孩子我们仍然幸福，因为有干净的空气、水；江河湖泊里有很多鱼、螃蟹，黄鳝；田野里有花，有树，有鸟。 Poor as we were in many ways at that time, we were still quite happy as children, for there was clean air, clean water, a lot of fish, crabs and eels in the rivers, lakes and ponds; and a lot of flowers, trees and birds in the fields.

现代大学英语精读book4-unit6课文

Book 4-Unit 5 Text A The Telephone Anwar F. Accawi 1.When I was growing up in Magdaluna, a small Lebanese village in the terraced, rocky mountains east of Sidon, time didn't mean much to anybody, except maybe to those who were dying. In those days, there was no real need for a calendar or a watch to keep track of the hours, days, months, and years. We knew what to do and when to do it, just as the Iraqi geese knew when to fly north, driven by the hot wind that blew in from the desert. The only timepiece we had need of then was the sun. It rose and set, and the seasons rolled by and we sowed seed and harvested and ate and played and married our cousins and had babies who got whooping cough and chickenpox—and those children who survived grew up and married their cousins and had babies who got whooping cough and chickenpox. We lived and loved and toiled and died without ever needing to know what year it was, or even the time of day. 2.It wasn't that we had no system for keeping track of time and of the important events in our lives. But ours was a natural or, rather, a divine—calendar, because it was framed by acts of God: earthquakes and droughts and floods and locusts and pestilences. Simple as our calendar was, it worked just fine for us. 3.Take, for example, the birth date of Teta Im Khalil, the oldest woman in Magdaluna and all the surrounding villages. When I asked Grandma, "How old is Teta Im Khalil" 4.Grandma had to think for a moment; then she said, "I've been told that Teta was born shortly after the big snow that caused the roof on the mayor's house to cave in."

现代大学英语第三册第一单元(精)

MoreWork on the Text Ⅱ Vocabulary 1. Translate. (P14 1 From English into Chinese. (1学校教职员工 (10青春期 (2政治上的成熟 (11种族偏见 (3成长过程中的变化 (12每天工作日程 (4认同危机 (13伦理道德观念 (5恋爱关系 (14处理日常生活的能力 (6遗传工程 (15历史背景 (7学术生活 (16异性 (8偶然事件 (17感情上的支持 (9民族认同 (18生活方式 2 From Chinese into English. (1 to pursue an education (10 to drag one's feet (2 to acquire knowledge (11 to evaluate the result (3 to handle the case (12 to process knowledge (4 to define the word (13 to perform one's duty (5 to select one's major (14 to narrow the gap

(6 to resent the treatment (15 to expand business (7 to establish their identity (16 to expect better results (8 to frustrate the students (17 to assemble cars (9 to declare war (18 to present facts 2. Give synonyms and antonyms of the following. (P15 1 Give synonyms. (1 objective, purpose, end (7 choice (2 to happen (8 to choose/to pick or pick out (3 to increase/to enlarge/to grow/to develop (9 main/chief/principal/leading (4 to try/to attempt/to make an effort (10 belief (5 clear (11 strong feeling (6 magazine (12 to get/to gain/to obtain 2 Give antonyms. (1 masculine (9 to exclude (2 immature (10 disapproval (3 independence (11 mistrust/distrust

现代大学英语精读1 单词

Perusal1：1 across alongside balcony band beneficial border circus cling clown conjurer convince creator crossroads curiosity daze exertion glance globe halt hatred hesitate introduction irritated joyfully lift misgiving nap observant opportunity overlook palm paradise perseverance physical rank revolve rivalry scold single sort spin startled stream stretch sunset surface sweetheart trace trick unclouded uniform universe vain in vain variety various vast whisper ---------- 2 approach awake banner billow chatter chew clench dusty engage exaltation ex-con existence fit fort fortify guy jail mask misty oak parole retreat ribbon scream stain stun swig tide tighten triumph unaware vanish wow yeah ---------- 3 agency bamboo Bangkok barter breeze buffalo bully condemn crab raft dusk Esarn evil exhausted fashionable fate fertile forefathers frog gardener greed hairdresser hardship heal infancy insult jeans litter lust old-fashioned monk nail pierce reap replace ripen ripple scarcity scent sheaves shimmer sickness sigh strip temple tend textile ungrateful wound ---------- 4 a series of account alternative anyway apparently authority balance belt branch office bully candy conclude damn deposit dismay exchange fortyish grocery helpless idiot interfere khakis loafers mustache neighborhood passion prep school protest rear represent ridiculous savings scared shrug slightly so-called upset wallet withdraw withdrawal ---------- 5 aid angel barometer calculate colleague competence course creative credit dash off deserve dilemma educational formula grade impartial inner instructor launch lean panic pendulum principle proportion recall referee resist select solve sophisticated Sputnik stopwatch string superintendent swing system temptation unit warn ---------- 6 atmosphere awful bulb chant cherry comic concern conscious crash criminal deal desperate dial electrical exchange fender flash gossip honey horizon hush impression intently jaw jerk kneel laughter lawn lighten likely maple menace meteor mob monster mower murmur nope obviously oddball operator optimistic outer overhead persistently plug polish porch portable precisely quietness react reaction reluctantly residential roar rooftop rub screw sense sidewalk space speechless spot stool stove stuff thunder tone tremendous typical upwards weird wet whirl ------ 7 alternative arrange aspect cell chili construct contact cultivate decline document dump eliminate enduring eventually fertilizer flourish fulfill hallway intellectual issue manual metaphor miner mixture nourish onion patch peanut permission pursue section seedling survive tend tender tennis warder wither ---------- 8 audience auditorium backstage bother career cast chin coach cocky comedian comedy commercial concentrate congratulate curtain dramatics eagerness embarrass exaggerated flea flushed giant groan hey humor invent jockey knee newcomer nonsense peck pleading plot promote promotion puppet sensible sharply shrimp smart stiff terrific tiptoe touchy undersized vice-president volunteer ---------- 9 able-bodied adapt to adequate affect ALS bandage bump Cambridge circumstance clumsiness comfort depression disability downplay drag enable exceptional frequency frequently function humiliation incurable liquid leuk (a) emia motor nasty nerves obstruction PhD predict rare recur scene slur span spinal strength supervisor tablecloth theoretical vacation worsen worthwhile ----------

现代大学英语第二版精读2unit1exercisesanotherschoolyear---what

Vocabulary 1 –ent 2–ent 3-ant 4–ent 5 -ant 6 -ant 7–ent 8 -ant 9 -ant 10–ent 11–ent 1 2 –ent 1 3 -ant 1 4 –ent 1 5 –ent 1 6 –ent 1 7 –ent 1 8 –ent 1 9 –ant Accountant; assistant; defendant; dependant; attendant (n.) 2 classification identification intensification justification simplification certification glorification specification globalization specialization Americanization industrialization urbanization idealization centralization marketization nationalization privatization permission discussion admission profession commission confession remission impression emission oppression submission compression transmission expression omission depression 3 1 sensitive, sensible, senseless, sensibility, oversensitive, insensitive 2 technical, technically, technician 3 specially, specialty, specialize

现代大学英语精读2课文

Unit1 Another School Year — What For Let me tell you one of the earliest disasters in my career as a teacher. It was January of 1940 and I was fresh out of graduate school starting my first semester at the University of Kansas City. Part of the student body was a beanpole with hair on top who came into my class, sat down, folded his arms, and looked at me as if to say "All right, teach me something." Two weeks later we started Hamlet. Three weeks later he came into my office with his hands on his hips. "Look," he said, "I came here to be a pharmacist. Why do I have to read this stuff" And not having a book of his own to point to, he pointed to mine which was lying on the desk. New as I was to the faculty, I could have told this specimen a number of things. I could have pointed out that he had enrolled, not in a drugstore-mechanics school, but in a college and that at the end of his course meant to reach for a scroll that read Bachelor of Science. It would not read: Qualified Pill-Grinding Technician. It would certify that he had specialized in pharmacy, but it would further certify that he had been exposed to some of the ideas mankind has generated within its history. That is to say, he had not entered a technical training school but a university and in universities students enroll for both training and education.

现代大学英语精读3课文电子版

Michael Welzenbach 1. When I was 12 years old, my family moved to England, the fourth major move in my short life. My father’s government job demanded that he go overseas every few years, so I was used to wrenching myself away from friends. 2. We rented an 18th-century farmhouse in Berkshire. Nearby were ancient castles and churches. Loving nature, however, I was most delighted by the endless patchwork of farms and woodland that surrounded our house. In the deep woods that verged against our back fence, a network of paths led almost everywhere, and pheasants rocketed off into the dense laurels ahead as you walked. 3. I spent most of my time roaming the woods and fields alone, playing Robin Hood, daydreaming, collecting bugs and bird-watching. It was heaven for a boy —but a lonely heaven. Keeping to myself was my way of not forming attachments that I would only have to abandon

现代大学英语精读1教案设计

Unit 1 Half a day 教学目的 1. 了解作者及其背景知识； 2．熟悉本文使用的写作手法； 3．掌握修辞疑问句、倒装句等修辞手法； 4．熟练掌握三类构词法； 5．通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同时掌握文中的核心语言点。 教学内容 1. 热身 2．作者 教育与背景 主要著作 创作观 3．作品赏析 结构分析 如何赏析文学作品 扩展式讨论 4．写作技巧 省略疑问句和修辞疑问句 倒装句 “with”独立结构 5．语言理解 长难句解析 核心词汇学习 band, convince, daze, exert, intricate, observe, overlook, rank, revolve, startle, uviverse, vary 介词练习 构词法：-tion; -volve; -ly 6．课堂讨论 7．练与讲 教学重点 1. 文学作品的赏析； 2．文学中的修辞手法――省略疑问句和修辞疑问句；倒装句；“with”独立结构3．构词法：前缀 教学方法结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。 教学手段用投影仪播放PowerPoint课件及板书；群发电子邮件布置课堂资料和课后作业（或其来源）。

ⅠAbout the author ★Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter of Cairo, the youngest son of a merchant. （mummies and pyramids / sphinx 狮身人面）★He worked in university administration（行政部门）and then in 1939 he worked for the Ministry of Islamic Affairs.（Buddhism Christianity Islam） ★He was later Head of the State Cinema Organization at the Ministry of Culture(文化部）. He also worked as a journalist（记者）. ★He is married, has two daughters and lives in Cairo. ★He was the first Arab to win the Nobel prize for literature He is now the author of no fewer than 30 novels, more than 100 short stories, and more than 200 articles. Half of his novels have been made into films which have circulated （流通；传播）throughout the Arabic-speaking world. The Cairo Trilogy（三部曲）is a tale of the lives of a Muslim family and spans （跨过）the first half of the 20th century. Palace Walk 《宫间街》Palace of Desire 《思官街》Sugar Street 《甘露街》How does he picture the world? 1 The world is very gloomy（阴沉的令人沮丧的）though not completely disappointing. 2 The author’s social utopia (乌托邦）is far from being realized. 3 Time is the bringer of change and change is a very painful process. 4 Life is a tragedy. ⅡText Appreciation 1 structure 2 Further discussion Can you recall your first day’s experience at primary school? Did you feel you were a stranger the first day you arrived at this university? Was it hard for you to leave home for the first time in your life? What do you think is the business of university? What do you expect to learn here? 3 Theme of the story The following are a few possible understandings of the message the story conveys. Which one do you agree with? Argue with your group partners. Time and tide wait for no man. Life is a tragedy. There is nothing permanent in life but change. Education can never keep up with changes in society. Life is short and time is precious. Life is a dream. Do not take anything seriously. 4 Structure of the text Part 1 (para. 1- 7 ) about:The boy’s misgivings about school Part 2 (para. 8-16 ) about: How the boy felt about school. Part 3 (para. 17-20 ) about: Walking out of the school, he found time had changed everything.

现代大学英语第二版精读2unit 10 课文翻译

1.Not very far from Naples, a strange city sleeps under the hot Italian sun. It is the city of Pompei i, and there is no other city quite like it in all the world. Nothing lives in Pompeii except crickets a nd beetles and lizards, yet every year thousands of people travel from distant countries to visit it. 1. 在离那不勒斯不远的地方，一座奇特的小城寂静的沉睡在意大利炙热的骄阳之下。那就是庞培城。全世界再没有任何一个城市和庞培城相像。在庞培城中，除了蟋蟀、甲虫和蜥蜴之外，别无其他生物，然而每年都有成千上万的人从不同国度不远万里前来参观。 2.Pompeii is a dead city. No one has lived there for nearly two thousand years----not since the su mmer of the year A.D. 79, to be exact. 2.庞培是一座死城。确切的说自从公元79年的那个夏天开始，两千年来没有人在这里生活过。 3.Until that year Pompeii was a prosperous city of 25,000 people. Nearby was the Bay of Naples, an arm of the blue Mediterranean. Rich men came down from wealthy Rome to build seaside vill as. Farmlands surrounded Pompeii. Rising behind the city was the 4000-foot Mount Vesuvius, a gr ass-covered slope where the shepherds of Pompeii took their goats to graze. Pompeii was a busy city and a happy one. 3.直到那年夏天庞培成还是一座拥有25000人的繁荣城市，离那不远就是蓝色地中海之臂的那不勒斯湾。一些有钱人从富有的罗马城来到这里建造海边别墅。庞培城的周围有农田环绕。在这座城市的背后矗立着4000英尺高的维苏威火山。绿草覆盖的山坡上，牧羊人赶着他们的羊群在吃草。庞培城是一座繁忙而又充满幸福感的城市。 4.It died suddenly, in a terrible rain of fire and ash. The tragedy struck on the 24th of August, A.D. 79. Mount Vesuvius, which had slept quietly for centuries, erupted with savage violence. Tons of hot ash fell on Pompeii, hiding it from sight. For three days the sun did not break through the clou ds of volcanic ash that filled the sky. And when the eruption ended, Pompeii was buried deep. A c ity had perished. 4.可是，在一阵可怕的火与灰的袭击中，这座城市灭亡了。这个悲剧发生在公元79年的8月24日。维苏威火山。这座沉睡了几世纪的山脉，突然剧烈的爆发了。数以吨计滚烫的火山灰落到了庞培城遮住了人们的视线。3天以来阳光都无法穿过被火山灰充斥的云层。当喷发结束的时候，庞培城被深深的掩埋了。这座城市也就消失了。 5. Centuries passed, Pompeii was forgotten. Then, seventeen hundred years later, it was discover ed again. Beneath the protecting shroud of ash, the city lay intact. Everything was as it had been t he day Vesuvius erupted. There were still loaves of bread in the ovens of the bakeries. In the wine shops, the wine jars were in place, and on one counter could be seen a stain where a customer h ad thrown down his glass and fled. 5.几个世纪过去了，庞培城几乎被遗忘了。不过，1700年后，人们又重新发现了它。在火山灰的保护下，这座城市完好无损的躺在那里。一切都是维苏威火山喷发那天的样子。面包店烤箱里依然有尚未出炉的面包，在卖红酒的店里，酒坛子依然放在原处，在柜台前，人们扔下酒杯逃命的痕迹清晰可见。 6. To go to Pompeii today is to take a trip backward in time. The old city comes to life all around y ou. You can almost hear the clatter of horses’ hoofs on the narrow streets, the cries of children a nd the laughter of the shopkeepers. The sky is cloudlessly blue, with the summer sun high in the s ky. The grassy slopes of great Vesuvius rise to the heavens behind the city, and sunlight shimmers on the waters of the bay a thousand yards from the city walls. Ships from every nation are in port and strange languages can be heard in the streets. 6.今天，去庞培可以称得上是一次体验时光倒流的旅行，古老的城市在你的周围仿佛又重新充满了活力。你几乎能听到狭窄街道上的马蹄声，孩子们的哭闹声和店主们的笑声。蔚蓝的