大学英语精读第三册lesson9_text appreciation1
大学思辨英语教程精读3教师用书unit9
Unit 9 EducationUnit OverviewThe word "education" is derived from the Latin educare meaning "leading out" or "leading forth". This reveals one of the theories behind the function of education - of developing innate abilities and expanding horizons.The word 'education' is often used to refer solely to formal education. However, it covers a range of experiences, from formal learning to the building of understanding through day to day experiences. Ultimately, all that we experience serves as a form of education. Individuals can receive informal education from a variety of sources. Family members and society have a strong influence on the informal education of the individual.The goal of education is the transference of ideas and skills from one person to another, or from one person to a group. Current education issues include which teaching method(s) are most effective, how to determine what knowledge should be taught, which knowledge is most relevant, and how well the pupil will retain incoming knowledge. Educators such as George Counts and Paulo Freire identified education as an inherently political process with inherently political outcomes. The challenge of identifying whose ideas are transferred and what goals they serve has always stood in the face of formal and informal education.Text A“Hidden Curriculum” refers to the side effect of education -- lessons which are learned but not openly intended, such as the transmission of norms, values, and beliefs conveyed in the classroom and the social environment. In “The Hidden Curriculum – A Teacher’s View”, John Taylor Gatto, from his own perspective, discusses various side effects of education in details.Text BIn “Education and Inequality”, Samuel Bowles and Herbet Gintis argue more explicitly that American schooling has more to do with maintaining existing social hierarchy.Teaching objectivesThis unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural reflection and abilities in autonomous learning in the following aspects.Reading skills:Distinguish between facts and opinionsMake appropriate inferences about what the author actually means to sayUse context to understand new meanings of familiar wordsCommunicative competence:Understand emotive tones when readingIllustrate one’s points with appropriate examplesIllustrate one’s points in a logical, structured mannerCritical thinking:Develop intellectual courage to express unpopular but rationally justified ideas Analyze and evaluate the author’s claims and arguments about the seven hidden lessonsView the issue of hidden curriculum from an alternative perspective and compare different perspectivesIntercultural competence:Identify similarities and differences between Chinese and American schoolingBe able to engage in self-reflection about education in ChinaTeaching strategiesText A discusses the “hidden curriculum” or side effects/problems in formal education from seven aspects – confusion, class position, indifference, emotional dependency, intellectual dependency, provisional self-esteem, and no place to hide. Since these problems are hidden in the formal curriculum and are discussed from the author’s own perspective, it would be rather difficult for students to fully understand these arguments. The teacher can start with the students’ own experiences in school in exploring each aspect. Students can also challenge the author’s views on this issue.Text B explores the general structure and trend of inequality in American education system and can serve as a supplementary reading to Text A. It will help the students to understand better the hierarchical structure in education that reinforces the inequality in the American society. The students can use the two texts in essay writing or presentation on the comparison between the American and the Chinese education.Further reading:Samuel Bowles; Herbert Gintis (2011). Schooling In Capitalist America: Educational Reform and the Contradictions of Economic Life. Haymarket BooksChristopher Winch and John Gingell (2008), Philosophy of Education: The Key Concepts (2nd edition). London: RoutledgeCoombs, P.H. (1985). The World Crisis in Education: A View from the Eighties. New York: Oxford University PressText APreparatory Work(1)Hidden curriculum is a concept that describes the often unarticulated and unacknowledged things that students are taught in school and is an important issue in the sociological study of how schools generate social inequality. For example, female students, students in lower-class families, or those belonging to subordinate racial categories, are often treated in ways that create or reinforce inferior self-images. They are also often granted little trust, independence, or autonomy and are thus willing to submit to authority for the rest of their lives. On the other hand, students who belong to dominant social groups tend to be treated in ways that enhance their self-esteem, independence, and autonomy and are therefore more likely to be successful.(2)Harlem is a large neighborhood in the northern section of the New York City borough of Manhattan. Since the 1920s, Harlem has been known as a major African-American residential, cultural and business center. For many decades, Harlem has been a center of controversy over the lower quality of public education in African American and lower-income communities in the United States. Hollywood is a neighborhood in the central region of Los Angeles, California. The neighborhood is notable for its place as the home of the U.S. film industry, including several of its historic studios. Its name has come to be a metonym for the motion picture industry of the United States. Hollywood is also a highly ethnically diverse, densely populated, economically diverse neighborhood and retail business district.(3)Assemblies are groups of people who have been elected to meet together regularly and make decisions or law for a particular region or country.Parents’ nights are evening events held in schools for parents to meet the teachers, peek into their children’s school performance and get acquainted with other parents. Staff-development days are days when staff are provided the opportunity to improve and increase their capabilities through education and training programs in the workplace, through outside organization, or through watching others perform the job. Staff development is also called professional development.A pull-out program is one in which gifted children are taken out of their regular classroom for one or more hours a week and provided with enrichment activities and instruction.(4)Main publications: Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (1992); The Underground History of American Education (2001).The problems:1.It confuses the students. It presents an incoherent ensemble of informationthat the child needs to memorize to stay in school. Apart from the tests andtrials, this programming is similar to the television; it fills almost all the "free"time of children. One sees and hears something, only to forget it again.2.It teaches them to accept their class affiliation.3.It makes them indifferent.4.It makes them emotionally dependent.5.It makes them intellectually dependent.6.It teaches them a kind of self-confidence that requires constant confirmationby experts (provisional self-esteem).7.It makes it clear to them that they cannot hide, because they are alwayssupervised.His proposed solution:He promotes homeschooling, and specifically unschooling and open source learning.Critical ReadingI. Understanding the text1.(1) Gatto addresses the unwritten aspects of schooling, that is, the attitudes, values, and unwritten rules of behavior that schools teach other than the formal curriculum. Clearly the hidden curriculum focuses on the structure of schooling rather than its content. The lessons are not explicitly taught, but are implicit in school procedures and organization.(2) The first lesson he teaches is confusion. Consequences: 1. Students leave school with only a vague memory of some superficial jargons derived from economics, sociology, natural science, rather than genuine knowledge and genuine enthusiasm.2. Students do not have any idea of the system of knowledge, because things taught are unrelated to each other, lacking in logical coherence and full of internal contradictions.(3) By class position, Gatto means class hierarchy. Schools teach students to accept the status quo (para.8: at least to endure it like good sports), to know their place within the class hierarchy (Para. 8: …the kids can’t even imagine themselves somewhere else…; You come to know your place.) and to defer to their betters (…I’ve shown them how to envy and fear the better classes and how to have contempt for the dumb classes.)(4) The rule of the class bell at the start and end of lessons teaches indifference, as it suggests that no lesson is ever so important that it can carry on after the bell sounds, so why care too deeply about anything?(5) Gatto says that by using stars and red checks, smiles and frowns, prizes, honors, and disgraces, he teaches students to surrender their will to authority figures. He will permit an act he deems legitimate and exercise discipline for behavior that threatenshis control.When free will appears, he will decide whether to grant it or deny it based on whether the students have displayed good behavior or not, and he may withdraw the privileges as he likes. In this way he conditions the students to depend on his favors.(6)Teachers make sure that students are intellectually obedient by punishing deviants who resist being told what to learn and to think. They make sure that students wait for experts to make decisions for them. They will not let students’ curiosity take important place in deciding what to learn and when to learn, only conformity. Teachers have tested procedures to break the will of those who resist and guarantee intellectual obedience.Clearly, students trained in this way will out to be lacking in independent thinking, critical thinking, and problem-solving skills, mindlessly obeying the rules and the authority figures.(7)Because if kids are fully self-confident, it will be difficult to make them conform, as they will always assert their individuality. Besides, the world wouldn’t survive a flood of confident people very long, either. Self-confidence jeopardizes social conformity and social order.Schools teach provisional self-esteem by convincing the kids that their self-respect depends on expert opinion. They should be constantly evaluated and judged by certified officials.(8)Students are evaluated by the casual judgment of certified officials in the form of report cards, grades, and records, in which self-evaluation never plays a role. Report cards, grades and tests drive home the idea that children should not trust themselves or their parents but should instead rely on the evaluation of experts. They also help to create a perpetual feeling of dissatisfaction that a parent may have with the child, which clearly works to the advantage of the school.(9)The last lesson taught is that being under constant surveillance is normal. By way of homework, and by encouraging parents to file reports about their own children, the effect of surveillance is effectively transferred to the home environment. The effect of this “all-time” surveillance is that children lose their freedom and free time to learn something unauthorized from a father or mother, by exploration or by apprenticing to some wise person in the neighborhood.(10)“A different way” could mean unschooling or homeschooling.II. Evaluation and exploration(1)Gatto definitely means what he says by the “seven lessons”. The general tone isstrongly critical. Whether he goes to an extreme depends on personal view (with textual evidence). In fact, conflict theorists constantly stress that the hidden curriculum helps to perpetuate social inequalities. For example, in their highlyinfluential study of education in the U.S., Bowles and Gintis (1976) argued that a hidden curriculum exists within education systems, through which pupils learn discipline, hierarchy and passive acceptance of the status quo. Though Gatto did not take Marxist perspective, he reached a similar conclusion. In fact, one of the most controversial theorists to explore the consequences of the hidden curriculum is Austrian anarchist, Ivan Illich (1926-2002). He argued that schools, like prisons, have become custodial organizations because attendance is compulsory and young people are therefore ‘kept off the streets’ between early childhood and their entry into work. Since schools do not promote equality or the development of individual creative abilities, why not do away with them altogether in their current form? Illich advocated what he called the deschooling of society.(2)The answer depends on students’ individual understanding. The following two paragraphs (one from our text and the other from the original text) can be used to provide a hint to the students. Ask them to comment (whether they agree or not). What big ideas are important to little kids? Well, the biggest idea I think they need is that what they are learning isn’t idiosyncratic—that there is some system to it all and it’s not just raining down on them as they helplessly absorb. That’s the task, to understand, to make coherent.Meaning, not disconnected facts, is what sane human beings seek, and education is a set of codes for processing raw data into meaning. Behind the patchwork quilt of school sequences and the school obsession with facts and theories, the age-old human search for meaning lies well concealed. This is harder to see in elementary school where the hierarchy of school experience seems to make better sense because the good-natured simple relationship between “let’s do this” and “let’s do that” is just assumed to mean something and the clientele has not yet consciously discerned how little substance is behind the play and pretense.(3)Despite controversy over standardized tests, most schools in the United States use them for tracking. Tracking supposedly helps teachers meet each student’s individual needs and abilities. However, one educational critic, Jonathan Kozol (1992), considers tracking an example of “savage inequalities” in American school system. Most students from privileged backgrounds do well on standardized tests and get into higher tracks, where they receive the best the school can offer. Students from disadvantaged backgrounds typically do less well on these tests and end up in lower tracks, where teachers stress memorization and put little focus on creativity. The result is that students from lower social classes and minority groups are clustered in the lower tracks and complete fewer years and lower levels of school.Tracking can help match instruction with students’ abilities, but rigid tracking can have a powerful impact on students’ learning and self-concept. Young people who spend years in higher tracks tend to see themselves as bright and able; students in lower tracks end up with less ambition and low self-esteem.The negative effects of tracking can be reduced if the system of placement is flexible, allowing students to be placed in different tracks by subject matter and ensuring reevaluation of students frequently so that they are not locked into placements. (4)Reinforcing the existing social inequalitya)Through hidden curriculum, schools teach obedience to authority and conformityto mainstream norms, reinforcing acceptance of the status quo.b)Some students receive elite educations and others do not in part because of class,race, and gender differences. Because elite schools are very expensive and highly selective, elite members of society have the most access to them.c)Most schools in the U.S. practice tracking, sorting students into different groupsaccording to past academic achievement. Studies found that higher-income students tend to be in higher-track classes and lower-class and minority students in lower –track classes. It was further discovered that higher-track students were taught “a more independent type of thinking – self-direction, creativity, critical thinking, pursuing individual assignments, and active involvement in the process of learning.” By contrast, lower-track students were taught “a more conforming type of classroom behavior– working quietly, punctuality, cooperation, improving study habits, conforming to rules and expectations, and getting along with others.”Higher-income students were, in effect, taught to be high-paid professionals, while lower-class and minority students were taught to become low-paid manual workers.A path to upward social mobilityAmerican sociologist, Talcott Parsons, argued that a central function of education was to instill in pupils the value of individual achievement. This value was crucial to the functioning of industrialized societies, but it could not be learned in the family. A child’s status in the family is ascribed – that is, fixed from birth. By contrast, a child’s status in school is largely achieved, and in schools children are assessed according to universal standards, such as exams. According to Parsons, schools, like the wider society, largely operate on meritocratic basis: children achieve their status according to merit (or worth) rather than according to their sex, race or class. Though Parson’s view has been subject to much criticism, it is believed by some functionalist theorists that schooling increases meritocracy by rewarding talent and hard work regardless of social background and provides a path to upward social mobility.(5)Functional and conflict theorists view hidden curriculum in a different light. For functionalists, it is through the hidden curriculum that students learn the expectations, behaviors, and values necessary to succeed in school and society. For conflict theorists, the hidden curriculum serves to differentiate social classes: more is expected of members of elite classes, and they are given greater responsibility and opportunities for problem solving that result in higher achievement, whereas non-elite schools stress order and discipline over achievement obey.Although some behavioral norms such as conformity and obedience are essential for occupational success, in a classroom that is overly focused on obedience, students will be conditioned to remain quiet rather than creative. In our age of computers and other electronic technology, critical thinking, analytical skills and creativeness may be more important than conformity and obedience. So in regard to hidden curriculum, we should consider both its positive and negative sides.(6) The question is open to answer.(7)Advantages:a)Their curriculum—although it includes the subjects that are required by thestate—is designed around the students’ interests and needs.b)Homeschoolers receive intense, one-on-one teaching.c)Contrary to stereotypes, homeschooled children are not isolated. As part of theireducational experience, their parents take them to libraries, museums, factories, and nursing homes. Moreover, they develop social skills by associating with people of different ages and backgrounds rather than mostly with their peers. Disadvantage:a)Without official transcripts, home-schooled children may have some difficultiesbeing admitted by colleges.b)Home schooling reduces the amount of funding going to local public schools,which ends up hurting the majority of students.(8) one or the other; or both“The one continuing purpose of education, since ancient times, has been to bring people to as full a realization as possible of what it is to be a human being. Other statements of educational purpose have also been widely accepted: to develop the intellect, to serve social needs, to contribute to the economy, to create an effective work force, to prepare students for a job or career, to promote a particular social or political system…The broader humanistic purpose includes all of them, and goes beyond them, for it seeks to encompass all the dimensions of human experience.” —Arthur W. Foshay, “The Curriculum Matrix: Transcendence and Mathematics,” Journal of Curriculum and Supervision, 1991Maslow describes the self-actualized person as having full use and exploitation of talent, capacities, potentialities, etc. Every person is unique. Every person has individual needs, desires, dreams, hopes, fears, and aspirations. Every person is limited in his capacities, but it is not the job of the school to try and diagnose these capacities by means of some curve of normality and thereby deprive any person of the chance to develop those capacities to less than the maximum. The needs of the individual being paramount, it is conclusive that we must approach education with a school program that is geared to the needs, interests, and abilities of each of the students. This is exactly what is necessary: a separate curriculum for each studentwithin the school, a personalized program of study for each student.Language EnhancementI. Words and phrases1.(1)装配(n)(2)与会者，（为某一目的）聚集在一起的人(3)议事机构(4)集会，集合(n)(5)监控，管理(v.)(6)〔动用警察或军队〕对〔某地区〕实施管制，维持治安(v.)(7)供应，供给(n)(8)准备，防备(n)(9)（协议或法律中的）规定，条款(10)使习惯，使形成条件反射(11)影响(v.)(12)保养，养护(v.)(13)病弱者，伤残者(14)无根据的，无道理的(15)（法律上）无效的，作废的英文版本答案：(1)Used in “assembly line”, which refers to a system for making things in a factory inwhich the products move past a line of workers who each make or check one part(2) A group of people who have gathered together for a particular purpose(3) A group of people who are elected to make laws for a particular country or area(4)The right of any group to meet together in order to discuss things(5)To make sure that a particular set of rules is obeyed(6)To go around a particular area to make sure that nobody is breaking the lawthere(7)The act of supplying sb with sth that they need or want(8)Preparations or arrangements made to deal with sth that might or will happen inthe future(9) A condition in an agreement or law(10)To train sb/sth to behave in a particular way or to become used to a particularsituation(11)To have an important effect on sb/sth; to influence sb over a period of time sothat they do certain things or think in a particular way(12)To bring into a proper or desired state(13)A person who needs other people to take care of them, because of illness thatthey have had for a long time(14)Not based on all the facts, and therefore not correct(15)Not legally or officially acceptable2.(1) C (2) B (3) C (4) A (5) D(6) B (7) C (8) C (9) B (10) C3.(1) deem/consider(2) consider/deem (3) regarded/considered (4) reckoned (5) regarded(6) considered(7) intervened (8) interferes/intrudes (9) interfere (10) intervene (11) interrupted(12) intruding(13) reputation (14) prestige (15) fame (16) prestige(17) vanish/fade (18) disappeared/vanished (19) fades (20) fade4.(1) hinted at (2) rained down on (3) entail (4) conditioned to (5) on the grounds (6) wrestle; into line (7) fobbed; off on (8) exhort (9) a testimony to (10) looked on II. Sentences and discourse1.(1)Anyway, it is not my concern whether streaming students can really accomplishwhat is intended or why parents would allow their children to be streamed. My responsibility is to make sure that the students contentedly stay in a class with other students who have more or less the same study abilities.(2)Although different ability classes are generally designed in such a way that 99%of the children are bound to stay in their assigned class, I still make an open effort to urge the children to strive for higher levels of success in tests, hinting that if they can achieve that, they might be transferred from the lower class to ahigher one as a reward.(3)Teachers will not approve students’ free will in matters beyond their knowledge.They will only give students privileges, which they can withdraw, depending on whether the students have displayed good behavior or not.(4)If you do not keep the kids fully occupied with their homework, they are likely todiverge from the goal of our school education.2.(1) In 1976 he was found to be suffering from a spinal disease which was unrelated to the accident but which rendered him totally unfit for work.(2) The soldiers rendered great sacrifices during the disaster relief and set examples which other relief teams would like to follow.(3) At first, there wasn’t much evidence in the case in his favor. But his lawyer was so experienced that by patient questioning he managed to elicit enough information from the eyewitness(es).(4) The solution to the drug problem is not legalization, which would only perpetuate the addiction and all the drug-induced diseases and accidents.(5) Some high schools now strive to increase the number of students taking such courses, and this nationally certified program has been rapidly growing in popularity.(6) The constitution provides that no organization or individual shall in any way compel voters to elect or not to elect any candidate.(7) The key to the problem lies in that extreme concentration of income is incompatible with real democracy.(8) Before deciding whether world population growth is a curse or a blessing, we have to ask ourselves whether an extra person added to the planet uses more or less resources than he or she creates.(9) I hinted at his imprudence and folly in dealing with interpersonal relationships, but he did not take my hint.(10) According to materialism, matter is the fundamental and consciousness is derived from the material world, not the material world from consciousness.4.即使在最好的学校，仔细考察其课程及排列，就会发现存在着缺乏连贯性和诸多内部矛盾的现象，庆幸的是，当学校将这种总是违反自然规律和次序的课程当成优质教育来哄骗学生接受时，孩子们并没有相应的语言能力来表述他们的惊恐和愤怒。
现代大学英语精读3Lesson9ADillPickle
Use of metaphors and symbols
Use of stream of consciousness (Para. 16 --- 21)
Use of point of view/ III. About the Text:
Focus: Interpretation of the theme or themes linked to understand the two characters what happened to them 6 years ago, why don’t they live together since both of them are single.
Lesson Nine Text A A Dill Pickle
I. About the Author:
Katherine Mansfield was born in Wellington, New Zealand, into a middle-class colonial family. Her father, Harold Beauchamp, was a banker and mother, Annie Burnell Dyer, a genteel. She lived for six years in the rural village of Karori. Mansfield has later told that "I imagine I was always writing. Twaddle it was, too. But better far write twaddle or anything, anything, that nothing at all." At the age of nine she had her first text published. As a first step to her rebellion against her background, she withdrew to London in 1903 and studied at the Queen's College, where she joined the staff of the College Magazine. Back in New Zealand in 1906, she then took up music, and had affairs with both men and women. Her father denied her the opportunity to become a professional cello player - she was accomplished violoncellist. In 1908 she studied at Wellington Techical College typing and bookkeeping. Her lifelong friend Ida Baker (L.M., Leslie Moore in her diary and correspondence) persuaded Mansfield's father to allow Katherine to move back to England, with an allowance of £100 a year. There she devoted herself to writing. Mansfield never visited New Zealand again.
大学英语精读3双语版 (9)
mostly the women members of his group of associates,were assembled.
大部颁是他那君同僚中的女性。
. He walked down the line shaking hands with each and mumbling a few words that were inaudible.
至今无人知晓，墨索里尼的可耻下场有多少具体细节传到了元首的耳里。
One can only guess that if he heard many of them he was only strengthened in his resolve not to allow himself or his bride to be made a spectacle-- not their live selves or their bodies.
然后，他把他仅剩的两名女秘书传来，递给她们毒药胶囊，以备节节逼近的俄国人打进来的时候服用，如果她们想用的话。
He was sorry, he said, not to be able to give them a better farewell gift,
他说，他很抱歉，不能送给她们更好的告别礼，
地堡里一直不断加剧的几乎令人无法忍受的紧张气氛突然间被打破了，
and several persons went to the canteen-- to dance.
好几个人走进食堂—跳起舞来，
The weird party soon became so noisy that word was sent from the Fuehrer s quarters requesting more quiet.
资料：现代大学英语精读3课后答案Unit9
Lesson NineMore Work on the Text II Vocabulary1. 1) to peel the potatoes 2) to decorate the rooms3) to lift her veil 4) to unbutton the collar5) to loathe the weather 6) to haunt my memory7) to draw a deep breath 8) to make a grimace9) to give a hint 10) not to breathe a wordll) to stretch one's neck 12) to unfold the map13) to float on the river 14)to plead with her15) to prick up one's ears 16)to ripple in the breeze17) to hover over the trees 18) to lay down the apple 2. 1) hate/loathe 2) unreasonable/absurd/ridiculous 3) unsettled4) learned/well-educated/knowledgeable 5) unfolded/opened6) tragic/sad 7) vague/unclear 8) melancholy9) discontent/dissatisfied/resentful 10) sophisticated/artful/crafty 3．1-5) at, of, out of, up/to, up；6-10) to, with, for, for, up；11-15) out/to/at, out, up, in, on4. l) They all stretched their necks to see what was happening.2) The desert stretches for nearly a hundred miles.3) Take a break. Go and stretch yourself a bit.4) In front of her was a beautiful stretch of open land.5)He simply loves to hear his own voice. Often he talks for hours at a stretch.6) If you go beyond that limit the economy will collapse.7) One glance at the damaged car, and he knew that it was beyond repair.8) She was then in a terrible fix. She could neither bear him nor leave him.9) If you still can't fix it this time, you will have to bear the consequences.10) He swung his stick at the tiger with all his strength. But the stick snapped and the tiger was unharmed. In his panic, he had hit the tree nearby.11) He only stayed long enough to snap a few pictures.12) "It is none of your business," he snapped.13) He snapped his briefcase to, stood up and said, "Then there's nothing more to be said.”14) He became very curious and began to take the computer apart.15) The two switch knives looked very much alike. The jurors could not tell them apart.16) When the accident happened I was standing only a few meters apart from the car.5. B, B/D, A, D, B, B, C, D6. 1)孩子们，规矩点，别乱来。
大学英语精读第三册第九课
反抗之歌弗格斯·博德威奇当你行走在捷克共和国特雷津地雾气笼罩地铺着石子地街道上地时候，心里便会充满着这座村子地六十年前地景象，当时那里是一座塞满了绝望地奄奄一息地犹太人地纳粹集中营.然而，特雷津并非仅仅是个遭受苦难地地方，它还是个赢得胜利地场所.特雷津曾经是处有点反常地展示橱窗.与奥斯威辛、特雷布林卡等灭绝人地集中营不同，纳粹将这座位于布拉格附近地村镇刻意打扮以欺骗世人.第二次世界大战期间地许多时间里，纳粹地宣传机器宣传犹太人在那里过着悠闲地生活，他们甚至利用被抓捕地犹太制片人杜撰情节拍摄了一部电影，展示“愉快地”犹太人在听讲座和在晒太阳.而现实却是迥然不同.这座原本只能容纳千人地小镇如今却挤着万千个犹太人.几乎没有什么医疗设施，床上到处爬满虱子等害虫，厕所里污水外溢.曾在特雷津待过地万人中，万千人死在那里，多数死于疾病和饥饿.文档收集自网络，仅用于个人学习出于宣传目地，集中营方面也做过一些让步.党卫队只在城堡地外面设岗，营内日常活动由一个犹太人“长老委员会”监管.只要关押在里面地人地言行不引起纳粹地注意，该委员会装着视而不见.文档收集自网络，仅用于个人学习于是，在弥漫着死亡地氛围中，作家勉强还能写，画家勉强还能画，作曲家勉强还能作曲.其中，有位名叫拉斐尔·沙克特地年约三十五、六地音乐指挥.他长得相貌堂堂，一头乌黑鬈发，显得很有魅力.在战前布拉格地浓浓地多元文化氛围中他刚崭露头角.纳粹逮捕他之前，他压根儿就没有想过他是犹太人.文档收集自网络，仅用于个人学习他在集中营里关了经年累月，眼见越来越多地犹太人消失在东运地纳粹车辆中，沙克特对抓捕他地人地愤怒与日俱增.于是他想到了一个大胆地计划.文档收集自网络，仅用于个人学习他用一句话向他地室友吐露了他地想法：“我们可以用歌声向纳粹表达我们无法向他们直接说地话.”他们地武器便是威尔第地《安魂曲》.沙克特想要说地话统统被掩饰在以上帝地愤懑和人类地解放为主题地《安魂曲》地拉丁词语中了.沙克特仅有地乐器只是从垃圾堆中找来地一架簧风琴，除此而外，他便只好靠人地嗓子了.为实施这一计划他全身心都投入了，他设法招募到名歌手.文档收集自网络，仅用于个人学习其中有一位是生着一对棕色眼睛地名叫马里安卡·梅地十多岁地少女.她每天得工作小时，从擦窗户到为德军士兵制作烟荷包，什么都得干.然而晚上她常溜去参加合唱队，在那里，威尔第地音乐和沙克特地激情使她受到鼓舞.“没有拉斐尔·沙克特，我们不会活下来，”梅说.她是少数几位在战争中幸免于难地合唱队成员之一.“他用音乐拯救了我们.”文档收集自网络，仅用于个人学习沙克特在簧风琴上强有力地奏出威尔第地崇高主题时，女高音和男声最高音歌手们，男高音和男低音歌手们，强忍饥饿地折磨，均各就各位.他们只有唯一地一份乐谱，歌手们只得强行记住自已那部分地用拉丁文谱写地乐曲，而懂得拉丁文地，除沙克特外就很少有人了.文档收集自网络，仅用于个人学习当他们排练被称之为“愤怒之日”地最主要地一章时，沙克特解释说，这意味着上帝将根据人们地所作所为来裁判所有地人——包括纳粹们，他们终将要为他们对犹太人犯下地罪行受到惩罚.“我们正在他们面前树立一面镜子，”他说，“他们逃脱不了末日地来临.”文档收集自网络，仅用于个人学习尽管德国人在关押地人中安插了奸细，沙克特还是设法将合唱团排练地真正意图掩盖了起来.然而集中营地犹太長老们依然十分不安.“德国人会把合唱团地人统统放逐并绞死你们地，”他们在一次争论得异常激烈地会议上告诫沙克特说.文档收集自网络，仅用于个人学习那天晚上，沙克特对合唱团地人说道：“我们在干地是一件危险地事情.如果哪位想走，请自便.”没有一个人离开.终于在年地秋天一切都准备就绪.在从前地一所健身房里，他们为关押在集中营地人们演出了第一场.有人找来一架缺了一条腿地旧钢琴，用一只板条箱支撑着.演出时，一位技师用一把钳子调音.文档收集自网络，仅用于个人学习威尔第地音乐像电一般顷刻燃遍听众.许多人迄今仍记得那是他们一生中所遇到地最有震撼力地事件之一.《安魂曲》如同放在人们面前地佳肴，饥饿使得他们拚命地啃噬着.文档收集自网络，仅用于个人学习在接下来地几个月中，《安魂曲》反复上演了数次，以便让更多地关在集中营地人们看到. 随后，沙克特接到集中营司令官地安排一场专场演出地命令.这场演出是为了欢迎国际红十字会地代表们地，他们被纳粹愚弄竟胡说什么犹太人在特雷津日子过得很舒适.来看地还有纳粹地高官们，其中一位是名叫阿道夫·艾希曼地党卫队地陆军中校.于是演出便成了无畏地犹太人与操纵灭绝犹太人计划者之间地一场面对面地对抗.文档收集自网络，仅用于个人学习尽管作了最大努力，沙克特只能召集到名合唱歌手.骨瘦如柴地他们聚集在小小地舞台上，艾希曼身着纳粹地全副戎装坐在前排.犹太人地目光直逼纳粹们，他们越唱越激昂：文档收集自网络，仅用于个人学习愤怒之日到来之际必将这世界化为灰烬……审判来到之时颤栗吧……有仇必报.演出结束，没有任何掌声.纳粹们默默地起身离座.艾希曼临走时，有人听到他得意地笑着说：“他们在给自己唱挽歌呢.”他永远也不会知道犹太人是在给他唱挽歌呢.文档收集自网络，仅用于个人学习演出后不久，沙克特和合唱团地几乎全体团员便被装载进去奧斯威辛方问地车厢，没有人再看见过他.马里安卡·梅是盟军到达特雷津后获得自由地人中地一个.“在那个集中营我什么都不相信，”梅说道，她眼神中呈现出地既有那弥漫着死亡地特雷津地街道也有如今所住地纽约州北部舒展地山丘.“那时我常对自己说，‘上帝在哪儿？如果上帝存在，那么他怎么会让这些孩子死去？’沙克特不是一个教徒，可是他通过音乐给予我们地不是上帝又是什么？”文档收集自网络，仅用于个人学习。
大学英语精读第三册lesson1_text appreciation
psychological term which refers to the physiological and behavioral changes throughout the lifespan
go to 2
W
B
T
L
E
To be continued on the next page.
It refers to the difficulties, confusions and anxieties that you go through during adolescence when you are not sure who you really are and what your purpose in life is.
Has it ever dawned on you that certain developmental changes will occur in your life as you move from adolescence to young adulthood? (1) subject “it” as the functional subject
accidental
Who we are is determined by three things: first, our genes, or what our parents have given us; second, environment; third, luck or opportunities.
Students endeavor to find out who they are and what their strengths and weaknesses are. They want to know how other people perceive themselves as well. Identity may be influenced by genes, environment and opportunities.
现代大学英语精读3 Unit 9 课文 翻译及课文知识重点
Book 3 Unit 91.be seated 坐着take a seat 坐下；就坐save/reserve a seat 留座位2.decorate with 以…装饰3.light up 照亮；点亮p on 敲5.take tea 品茶6.flap at 拍打7.out of proportion to sth 不成比例8.linger over 徘徊9.as it were 似乎10.roll over 转过身来11.put his head in her lap 把头枕在她腿上12.the air of …的样子（姿态）13.hover over 在…盘旋；俯身14.lean over 俯身15.break in 插嘴16.lean back 背靠17.carry out 实施18.prick up its ears 竖起耳朵19.let it go 打住；停止20.That seemed to me so right. 正合我意。
21.in the pause 停顿22.breathe to 吐露23.couldn’t help doing 禁不住24.clutch at 紧握25.die down 消退26.become of 使……遭遇；……降临于；发生……情况27.be wrapped up in sb 埋头于；与……有关系；被包藏于28.snap v. 突然折断；咯哒一声关上；厉声说；给…拍照；咬（at）29.fix v. 扎牢；使牢固；安排，决定；修理n. 困境30.stretch v. 伸展，张开；时间的延续/延展开/占地面积（over）；伸出n. 连续的水域；连续，延续（时间）31.beyond adj/adv 超过；另一边32.apart adv.相距；拆分（take sth apart）tell apart 区分pull apart 撕开drift apart 飘离，疏远；各奔东西fall apart 崩溃come apart 破碎，瓦解grow apart 变得隔阂；朝不同方向生长apart from 除……之外（还有/不再有）；远离33.leap to one’s feet 一跃而起34.add up to 合计35.add to 增添36.agree with 适合（身体）37.set out 出发38.allow for 考虑到39.general manager 总经理40.answer for 为…负责= be responsible for41.back you up 支持你42.bear ou 证实（bear-bore-borne）43.blow up 爆炸44.count sb in 把sb算在内45.count on 指望46.without words 没有话语beyond words 难以言表at a loss for words 不知说什么好47.fade away 逐渐消失；渐渐减弱die away （风，声，光线）逐渐减弱fall down 跌倒；倒下die down （火势，怒火）逐渐平息；（植物）枯萎48.beg sb to do sth 恳求某人做plead with sb for sth 向…恳求49.tremble 由于寒冷、虚弱、愤怒或者恐惧等而发抖，站立shiver 因寒冷或情绪突变而出现的短时间的轻微和快速的颤抖shudder 着重指由于恐惧、震惊等而引起的全身突然而强烈的战栗shake （普通，含义广）人/物不由自主地颤动，摇摆，侧重剧烈，无规律50.content adj “满意的”强调安于现状/知足常乐只能做表语，不能做定语be content with /be content to do sthcontented a. 满足的satisfying a. 令人满意的，圆满的satisfactory a.令人满意的，符合要求的（事物）51.for all 尽管；虽然52.break off 中断；绝交break down （机器）发生故障；（健康，精神）垮掉，垮下来break up 分解，驱散，离异break away 挣脱，脱落53.beside 在…旁边；与…不相干on top of 在…之上；熟练掌握；另外（还有）；紧接着in addition to 除…之外还有54.It be some time before 要过多久才能…55.on one’s return 当某人回来时56.be expected to do 有望做sth57.be reported to do 据报道…58.After what seemed a very long time 在经过似乎很长一段时间后After what seemed a friendly exchange of greetingsTranslation1.他们都伸长了脖子想看个究竟。
Language Appreciation大学英语精读3unit9textA
• Parallelism: 排比 Eg: No one can be perfectly free till all are free; no one can be perfectly moral till all are moral; no one can be perfectly happy till all are happy.
She smiled, he frowned. (P.2-L.2) Do you remember that first afternoon we spent together at Kew Garden? Yet, what had remained in her mind of that particular afternoon was an absurd scene.(P.13-14)
Psychological Description (心理描 写)
• Mrs. John Dashwood did not at all approve of what her husband intended to do for his sisters. To take three thousand pounds from the fortune of their dear little boy would be impoverishing him to the most dreadful degree……How could he answer it to himself to rob his child, and his only child too, of so large a sum? And…… ---- From Sense and Sensibility
• Alliteration: the use of the same letter or sound at the beginning of words that are close together.(头韵法) Eg: sing a song of sixpence How and why he came here is a story of struggle, success and sadness.
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
of corporations
a firm belief or a fixed opinion
The reason for the merger boom is that more and more business people now believe that many markets have truly become global. They are no longer producing just for the people in their own country. They want to combine or merge with others to become multinational companies.
that assaults national sovereignty; erodes local
culture and tradition and threatens economic and social instability. (Para. 1)
the point just before sth. very different and noticeable happens T L E W B
a way of preventing or acting against sth. bad
Europeans regarded economic unification as a way to prevent nationalism.
W B T L E
Lesson 8 – Globalization’s Dual Power
dual character and its definition
Part 2 (paras.4-17 ) about: Growing trend of globalization
and the positive effects.
Part 3 (paras.18-31) about: Negative effects Part 4 (paras.32-34) about: The conclusion : a bleak prospect
II. Writing Device
Parallelism
III. Sentence Paraphrase
W
B
T
L
E
Lesson 8 – Globalization’s Dual Power
I.
Text Analysis
Theme of the Text
Globalization is a doubleedged sword: a promise to help everyone and a peril to hurt everyone.
W B T L E
Lesson 8 – Globalization’s Dual Power
Asia's 1997-1998 Financial Crisis
• １９９７年７月２日， 亚洲金融风暴席卷泰国， 泰铢贬值。不久，这场 风暴扫过了马来西亚、 新加坡、日本和韩国等 地。打破了亚洲经济急 速发展的景象。亚洲一 些经济大国的经济开始 萧条，一些国家的政局 也开始混乱。
W B T L E
World War I (1914-1918)
Allies
Central European Power
Britain the USA France Russia
Germany Austria Hungary Turkey
Cold War
是指美国和苏联及他们的盟友在1945年 至1990年代间在政治和外交上的对抗、 冲突和竞争。由于第二次世界大战刚结 束，在这段时期，虽然分歧和冲突严重， 但对抗双方都尽力避免导致世界范围的 大规模战争（世界大战）爆发，其对抗 通常通过局部代理人战争、科技和军备 竞赛、外交竞争等“冷”方式进行，即 “相互遏制，却又不诉诸武力”，因此 称之为“冷战”。
a thing having both positive and negative effects
To be continued on the next page.
Lesson 8 – Globalization’s Dual Power
III. Sentence Paraphrase 1
At the edge of a new century, globalization is a double-edged sword: a powerful vehicle that raises economic growth, spreads new technology and increases living standards in rich and poor countries alike, but also an immensely
W
B
T
L
E
The end of Theme.
Lesson 8Lesson 13—In My Dual Power – Globalization’s Day
I.
Text Analysis
Structure of the text
Part 1 (paras.1— 3 ) about: The introduction: globalization’s
In some respects, globalization is merely a trendy word for an old process. (Para. 3)
of the latest fashion To some extent, globalization is not new. The world has always been in the process of market expansion, which is referred to as ―globalization‖—a fashionable term used only recently.
W B T L E
Lesson 8 – Globalization’s Dual Power
III. Sentence Paraphrase 7
Behind the merger boom lies the growing corporate conviction that many markets have become truly global. (Para. 11)
W B T L E
Lesson 8 – Globalization’s Dual Power
III. Sentence Paraphrase 6
The recent takeover struggle between British and German wireless giants is exceptional only for its size and bitterness. (Para. 10)
intimidating; disheartening
a great change, esp. causing or involving much difficulty, activity or trouble
W
B
Tቤተ መጻሕፍቲ ባይዱ
L
E
Lesson 8 – Globalization’s Dual Power
III. Sentence Paraphrase 3
the act of assuming control or a large company management of The only difference between the recent takeover struggle between British and German radio giants and other cases is that this takeover is much bigger and a lot bitter.
to try to stop sth. From happening or increasing
The ―socialist camp‖ headed by the Soviet Union. The ―free world‖ headed by the United States. During the Cold War, the United States enthusiastically fought for trade liberalization partly in order to combat communism.
Lesson 8 – Globalization’s Dual Power
Part Three
W
B
T
L
E
ENTER
Lesson 8 – Globalization’s Dual Power
Text Appreciation
I. Text Analysis
1. Theme 2. Structure 3. Further Discussion
W B T L E
Lesson 8 – Globalization’s Dual Power
III. Sentence Paraphrase 4
Europeans saw economic unification as an antidote to deadly nationalism. (Para. 5)
W B T L E
Lesson 8 – Globalization’s Dual Power
III. Sentence Paraphrase 1
At the edge of a new century, globalization is a double-edged sword: a powerful vehicle that raises economic growth, spreads new technology and raises living standards in rich and poor countries alike, but also an immensely controversial process