英语专业精读教程3课文讲解
现代大学英语(第三版)精读3教学课件B3U5
现代大学英语（第三版）精读3教学课件B3U5 第一节：课程介绍1.1 简介本节课程将介绍《现代大学英语（第三版）精读3教学课件B3U5》的主要内容和学习目标。
1.2 学习目标在本节课程结束时，学生将能够： - 了解本教学课件的结构和组织方式。
- 掌握本单元的重点词汇和短语。
- 理解和运用本单元的重点语法结构。
- 能够运用所学知识解决相关阅读和写作任务。
第二节：词汇与短语2.1 重点词汇本单元的重点词汇包括： 1. adapt - 适应 2. assess - 评估 3. comprehend - 理解 4. distinguish - 区分 5. evaluate - 评估 6. framework - 框架 7. facilitate - 促进 8. immerse - 沉浸 9. enhance - 增强 10. acquire - 获得2.2 重点短语本单元的重点短语包括： 1. have a grasp of - 掌握 2. in terms of - 就……而言 3. at ease - 自在 4. take for granted - 认为理所当然 5. make the most of - 充分利用 6.be unaware of - 不知道 7. be exposed to - 接触到 8. fall behind - 落后 9. go beyond - 超越 10. be equipped with - 装备有第三节：语法结构3.1 主动语态和被动语态本单元将重点介绍主动语态和被动语态的用法。
主动语态表示主语是动作的执行者，而被动语态表示主语是动作的承受者。
3.1.1 主动语态主动语态的结构为：主语 + 动词 + 宾语。
3.1.2 被动语态被动语态的结构为：宾语 + be动词 + 过去分词 + by + 主语。
3.2 直接引语和间接引语本单元还将介绍直接引语和间接引语的用法。
现代大学英语精读3Lesson4WisdomofBearWood讲解
现代大学英语精读3Lesson4WisdomofBearWood讲解Lesson Four Wisdom of Bear WoodBackground InformationI. AuthorMichael Welzenbach (1954—2001) was an art critic as well as a poet and novelist. He wrote some of the most stimulating criticisms of art and music for the Washington Post.II. Robin HoodRobin Hood is a legendary hero of a series of English ballads, some of which date from at least the 14th century. He was a rebel, and many of the most striking episodes in the tales about him show him and his companions robbing and killing representatives of authority and giving the gains to the poor. Their most frequent enemy was the Sheriff of Nottingham, a local agent of the central government. Others included wealthy ecclesiastical landownersRobin treated women, the poor, and people of humble status with courtesy. A good deal of the impetus against authority stems from the restriction of hunting rights. The early ballads, especially, reveal the cruelty that was an inescapable part of medieval life.The authentic Robin Hood ballads were the poetic expression of popular aspirations in the north of England during a turbulent era of baronial rebellions and agrarian discontent, which culminated in the peasan ts’ Revolt of 1381. Robin Hood was a people’s hero as King Arthur was a noble’s.III. BerkshireSituated in the heart of southern England, the County of Berkshire, also known as "Royal Berkshire" is home to severalwell-known towns and cities, such as Windsor, where the famous royal retreat Windsor Castle can be found. Another royal connection is the Town of Ascot, famous for its very popular annual horse racing festival—"Royal Ascot". Berkshire also boasts many picturesque villages with views across the River Thames absolutely stunning.IV. Rural Life in BritainCottages: Picturesque cottages are most people’s idea of the typical country building. Cottages dating from the late 16th century are generally the earliest to survive.All manner of materials were used to build England’s country cottages: stone, slate, wood, flint, clay, cob, thatch, boulders and pebbles, and turf. Whatever material was used, traditionally this would have reflected what was locally available.Whilst colorful flowers, always important to the cottage dweller, were haphazard in their planting, vegetables were grown in orde red rows. Edibles were grown, not only for the cottagers’ own table but also to be sold as a means of supplementing their income. The garden was not solely inhabited by plants, for the keeping of bees, and sometimes pigs, which was once a common sight in the cottage garden. The cottage garden provided the opportunity for the annual village show to develop, with every keen gardener hoping his produce would scoop the top prize.Part One: Introduction to the Text1. The story is about a friendship betw een two souls who are “seemingly different” in every way: one is an American boy of twelve; and the other is an old English woman.2. The story is not very subtle, nor is it particularly dramatic, but it is nevertheless beautiful. It is beautiful not just because it contains some beautiful descriptions of the Wood, but becauseit is about a beautiful friendship.Part Two Detailed Discussion of the Text1. The Structure of the TextIt can be divided into three big parts:The first part describes the loneliness of the boy and his roaming in the woods.The second part describes the boy’s encounter with the old lady.The last part describes the death of the old lady and the boy’s nostalgia for her.2. Detailed Discussion of the text1) The theme of the story is summed up at the very end. It is about “ a wisdom tutored by nature itself, about the seen and the unseen, about things that change and things that are changeless, and about the fact that no matter how seemingly different two souls may be, they possess the potential for that most precious, rare thing---an enduring and rewarding friendship.”2) The story is not very subtle, nor is it particularly dramatic, but it is nevertheless beautiful. It is beautiful not just because it contains some beautiful descriptions of the Wood, but because it is about a beautiful friendship.3) What is interesting is the fact that this is a friendship between two souls who are “seemingly different” in every way: one is an American boy of t welve,; and the other is an old English woman.4) Why can they become good friends?A: They are both lonely: the boy is lonely because he is in a foreign country with his father, the woman is lonely because she has just lost her dear husband.B: They have the common interest in nature and knowledge.C: The shortbread the woman keeps supplying for the boy is also one of the reasons.D: The real reason for their friendship is the old woman’s selfless interest in the boy. It is often said that true love is in the giving and not in the taking. So is friendship. The woman not only gives the boy good food to eat, she also gives him a new vision of the beautiful nature, the key to the treasury of human knowledge, and above all, her care, concern, love and affection. Does she get anything in return? Yes. Through giving, she cannot help receiving. Although totally unaware, the boy has given the woman great consolation too. He is the real good companion of the woman. He brings great happiness and consolation to the woman. That is what she really needs in her deep heart.5) In this world, there are many things you can see and there are many things you can’t see, and friendship is what you can’t see, unlike your worldly belongings, because it exists deep in your heart. In this world there are also things that change and things that do not change, and true friendship does not change. It is rare and precious. It is enduring and rewarding.Part Three Vocabulary —the usage of suspect, regard, earn, incline and identify1.suspect(1) to think that sth is probably true or likely, esp. sth bad(2) to think that someone is probably guilty(3) to doubt the truth of sth2.regard(1) to look at attentively; to observe closely(2) to consider or look upon in a particular way(3) to have great affection or admiration forgive one’s regards to somebodyin this regardwith regard toas regardsregardless of3.earn(1) to receive a certain amount of money for the work you do(2) to get sth you deserve4.incline(1) to think that a particular belief or opinion is most likely to be rightto be inclined to do5.identify(1) to recognize and correctly name someone or sth, or to discoverthe nature and origin of the thingidentity (n.)identification (n.)identical (adj.)Part Four Grammar Focus1. Ways of expressing adverbial2. Ways of expressing apposition3. PrepositionsPart Five More work on the Text.1. Oral Work;2. Vocabulary Exercises;3. Grammar Exercises;4. Written Work (Topic): Friendship1. Why did Bear Wood become the boy’s favorite? What was so special about it?2. Why did the boy remember so fondly his days in the Bear Wood? What did he mean when he talked about wisdom as a legacy?3. What are the “seen and unseen”; “things that chang e and things that are changeless”?4. What do you learn from their friendship?Text AppreciationI. Text AnalysisPlot of the storySetting of the storyProtagonists of the storyWriting techniques of thestoryTheme of the storyHave you got the key elements in the story?Plot: the cultivation of friendshipbetween a boy and an old ladySetting: Bear woodProtagonists: "I" and Mrs. Robertson-GlasgowWriting techniques: go to Writing DevicesTheme of the story: go to the next pageTheme of the StoryTrue friendship is both rare and precious. It exists deep in heart and does not change. It is enduring and rewarding.The theme is summed up at the very end.Structure of the TextPart 1 (paras. 1─ 4 ) about:The lonely boy found his pleasure in Bear Wood.Part 2 (paras. 5-23 ) about:The boy met Mrs. Robertson-Glasgow in the Bear Wood and they became best friends.Part 3 (paras.24-27 ) about:Mrs. Robertson-Glasgow became sick and dead while their friendship flourished more than ever before.Part 4 (paras. 28-37) about:The revelation of true love.1. Friendship Between Two SoulsDifferencesoldEnglishwomanlost her husband12Americanboyseparated from friendsSimilarities1. lonely2. common interest—nature and knowledge3. true love—giving not taking4. others…(Scan the text and list out the related information.)2. Beauties vs. Beauties1). Beauties that lie in the Wood :a vaulted cathedral…2). Beauties that lie in the friendshipgiving but no taking…3. When I was 12 years old, my family moved to England, the fourth major move in my short life. (In Para. 1)Question: What does the author intend to emphasize, using this sentence as the opening?The author intends to impress the readers that the boy disliked moving very much. The comparison formed between "12" and "4" is impressive.4. Question: What can you learn from the first 3 sentences of Paragraph 2?From the "Background information" we’ve already got a good idea that in Berkshire there are lots of historic interests, including some famous ancient castles. For little boys, ancient castles usually mean brave explorations and endless pursuit of mysterious treasures. The boy, however, had no taste for these kinds of things. Instead, he just loved nature. Maybe besides this reason, he was also trying to avoid any involvement with other boys.5. Question: In the beginning of the story, what did Bear Wood mean to the little boy? ?heaven—but a lonely heaven (Was he really happy about the situation?)a secret fortress (What to defend? Did it form attachments or loneliness?)almost a holy place (Why holy?)a private paradise (Who was going to intrude into it?)6. Question: What is the implication of Paragraph 7?Following the 6 short sentences connected by 5 "ands" and 1 "so", the readers can feel, in a vivid way, the boy is not at ease and is eager to leave.7. Question: The owls are "introduced", "not native". What is indicated here?In fact, neither the old lady nor the little boy is native in Berkshire. The only common thing is that they can share naturepeacefully and happily with the introduced animals.8. Question: Compare the two sentences."… she was growing frailer and less inclined to laugh.""I began to grow quickly. I played soccer and made a good friend."With time passing, the old lady was dying; at the meantime, with the inspiration of the friendship, the boy was developing into a confident and open-minded boy and no longer afraid of having new friends.9. I suspected, of course, that she was lonely; I did not know she was ill.( In Para. 26)Question: What is the implication here?The old lady was so kind to the boy. She was so involved in furthering the communication with the boy that he even failed to notice how ill she was. Of course, because she was quite open to him, he could understand her loneliness10. Question: Why does the image of "the biscuit tin" reoccur so many times in the last part of the story?Such an image entails a lot:the finest shortbread in the world made by the old lady;the everlasting friendship between them;th e kindness best shown by the boy’s favorite snacks even before her death;the odds and ends kept to remind how much the boy had learned from the old lady—not only knowledge about nature, but also about lively life and rewarding friendship.Further Discussion About the StoryHow did the boy come to live in England?How did he like the frequent moves?What did he usually do to amuse himself?Why did Bear Wood become his favorite?How did the boy come to meet Mrs. Robertson-Glasgow?How did they become friends?Why did they enjoy each other’s company so much?What did the boy discover about the elderly woman?Can you imagine what kind of life she had had?How did the boy suddenly lose his dear friend?Why did the boy remember so fondly his days in the Bear Wood?Retell the story in your own words.III. Sentence ParaphraseSentence Paraphrase 1When I was 12 years old, my family moved to England, the fourth major move in my short life. (1)When I was 12 years old, my family moved to England, which was the fourth major move in my short life.the fourth major move in my short life:noun phraseas a condensed non-restrictive relative clause1).Lottie grinned, a real wide open grin.2).His father was laughing, a queer sobbing sort of a laugh.Sentence Paraphrase 2My father’s government job demanded that he go oversea s every few years, so I was used to wrenching myself away from friends. (1)demanded that he go overseas:subjunctive mood ,not "went" or "goes"wrenching myself away from friends:twisting and pulling myself violently away from friends1. In the past men generally preferred that their wives _______in the home.A. workedB. would workC. workD. were working2. Jean Wagner’s most enduring contribution to the study of Afro-American poetry is his insistence that it ______ in a religious as well as worldly frame of reference.A. is to be analyzedB. had been analyzedC. be analyzedD. should have been analyzedC CSentence Paraphrase 3Loving nature, however, I was most delighted by the endless patchwork of farms and woodland that surrounded our house. (2) Loving nature: present participle phrase, showing the reason Patchwork of farms: farms that look like small pieces of cloth of different colors when seen from far aboveHowever, as (because) I loved nature, I was really very happy to enjoy the endless pieces of farms and woods around our house.More examples1).Being a few minutes late, he was dismissed.2).Having been criticized, he made up his mind to improve his work thoroughly.Sentence Paraphrase 4In 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. (2)verged against :was close to; was at the edge or on the border ofa network of paths: a system of roads that cross each other and are connected to each otherpheasants rocketed off: pheasants went off like rocketsSentence Paraphrase 5Keeping to myself was my way of not forming attachments that I would only have to abandon the next time we moved. (3) Keeping to myself: not mixing with or talking to other people Keeping to myself, forming attachments: gerund phrasesI did not try to make many friends because in that way I did not have to give up my friendship the next time I had to move.More examplesYou can have it for the asking.I feel like going shopping today. How about you?Our family make a point of going to church every Sunday.The old lady had great difficulty getting on the bus.The children are having fun playing on the playground.Sentence Paraphrase 6My own breathing rang in my ears, and the slightest stirring of any woodland creature echoed through this private paradise.(4)Breathing: gerund phraseStirring: movementI could even hear my own breathing, and even the lightest movement of any bird or animal in the wood could be heard throughout this paradise.Sentence Paraphrase 7I proceeded quietly, careful not to alarm a bird that might loudly warn other creatures to hide. (5)Proceeded: movedcareful not to alarm a bird: an adjective phrase:functioning as subject complement, which denotes the state the subject is inI moved quietly and carefully so that I would not alarm any bird which might loudly warn other animals in the woods to hide.More examples"They’re not?" I asked, fascinated.At a quarter to three, he got up and crept downstairs, careful of the creaky boards, and let himself out.The cows looked at him, sleepy and surprised.Sentence Paraphrase 8Soon I saw a small brick cottage that glowed pinkly in the westering sun. (18)Soon I saw a small brick cottage shining with a pink color in the sun that was moving toward the west.Sentence Paraphrase 9…and my well of knowledge about natural history began to brim over. (24)Well: spring or fountain, metaphor: knowledge linked to a wellBrim over: overflow, exaggeration: having knowledge overflowingI began to know much about natural history, too much for a boy of my age.Sentence Paraphrase 10Familiarity sometimes makes people physically invisible, for you find yourself talking to theheart—to the essence, as it were, rather than to the face. (26) Essence: the most important quality of sth.; the thing thatmakes sth. what it isas it were: used to describe sth. in a way that is not quite accurateWhen people get to know each other really well, sometimes they don’t notice physical changes. The boy did not see that his friend, the old lady, was getting weaker and weaker because all the time he was talking to her heart, rather than to her face.Sentence Paraphrase 11My mother was regarding me with a strange gentleness. (29) My mother was looking at me with a strange gentleness because she wanted to break the news gently so that I would not take it too hard.Sentence Paraphrase 12It is a wisdom tutored by nature itself, about the seen and the unseen, about things that change and things that are changeless, and about the fact that no matter how seemingly different two souls may be, they possess the potential for that most precious, rare thing—an enduring and rewarding friendship.(37)I learn a lot of knowledge, taught by nature itself, about the things I can see—the birds, insects, trees, and flowers, and the things I cannot see—ideas, scientific laws and principles. I also learn a lot about the things that change, including life itself, as well as the things that are changeless like friendship, love, and many basic values.。
大学英语精读第三册UnitFour课文讲解（2）
大学英语精读第三册UnitFour课文讲解（2）大学英语精读第三册Unit Four课文讲解ad. with regard to right behavior 道德上categoryn. class 种类claimvt. declare to be true; ask for as a right; take as a rightful owner 声称;要求;认领constraintn. sth. that limits one's freedom of action 拘束rentn. money paid regularly for the use of a room, building, or piece of land 租金vt. pay at regular times for the use of (property)租用paymentn. the amount of money (to be) paidreliefn. help given to people in trouble 救济quasia. half; seeming 半，准anchorn. 锚;依靠layern. 层stuffvt. fill tightly with 把……塞满protectionn. the act of protecting or the state of being protectedprotective a.copevi. deal successfully with a difficult situation 对付，应付volunteervt. tell or say without being asked; make a willing offer 主动讲;自愿提供voluntary a.soupn. 汤communicativea. ready and willing to talk or give information 愿意交谈的communicationn. 交流;通讯conversationn. (an) informal talk 谈话intrusionn. coming unasked and unwanted (often suggesting rudeness and invasion of privacy)侵犯;打扰rottena. having gone bad 腐烂的;腐朽的consideratea. thoughtful of the rights or feelings of others 体谅的dentala. of or for the teethwhereverconj. in, at, or to whatever placefantasyn. any strange mental image or illusion; wild imagination 怪念头;幻想psychiatristn. doctor who treats mental and emotional disorders 精神病医生lossn. the act or example of losing sth.escalatorn. 自动楼梯priestn. 牧师;教士;神父lodgingn. a (temporary) place to live (临时)住所(使)暂住，(使)寄宿entitlevt. give the right to 给……以权利disabilityn. the condition of being unable to perform a task or function because of a physical or mental impairment 伤残pensionn. regular payment made (by a government or a company) to sb. old, retired, or disabled 养老金;退休金;抚恤金craten. a plastic or wooden tray divided into sections for carrying bottles of milk, beer, etc. 篮，篓，箱nunn. 修女;尼姑shepherdvt. take care of guide or direct (people) like sheep 看护;带领bettervt. improvePHRASES & EXPRESSIONSkeen oninterested in, fond ofon endcontinuously 连续地pass bygo past; pay no attention to 从……旁走过;忽视turn awayrefuse to allow (sb.) to enter 将……拒之门外keep upmaintain; continueonce in a wholesometimes; but not often 间或，偶尔in generalin most cases; usually 通常cope withdeal effectively with 善于处理not matter how/what, etc.however, whatever, etc.at a lossuncertain what to do or say; confused 不知所措;因惑be entitled to。
现代大学英语精读3第三版教学课件B3U5
现代大学英语精读3第三版教学课件B3U51. 课程介绍本篇教学课件是现代大学英语精读3第三版教材中的第五课单元（Unit 5）的教学课件。
本课旨在帮助学生进一步掌握有关文化差异和交际技巧的知识，并提高他们的英语阅读和理解能力。
本课的主题是文化差异与语言交际，通过讲解和讨论相关话题，培养学生的跨文化交际意识和能力。
1.1 教学目标•了解不同文化背景下的交际差异•掌握谈论文化差异的词汇和表达方式•提高阅读技巧和理解能力•培养跨文化交际意识和能力1.2 教学内容•课文导入•词汇讲解•阅读理解•文化差异与交际技巧讨论•练习与巩固2. 课堂内容2.1 课文导入首先，我们将通过一个小故事来引入本节课的主题。
请看下面这个故事：Mr. Smith, an American businessman, went to China on a business trip. On the first day of his visit, he had a meeting withhis Chinese partners. During the meeting, Mr. Smith crossed his legs, showing the sole of his shoe to the Chinese partners. This action caused great offense to the Chinese partners, as showing the sole of one’s shoe is considered impolite in Chinese culture.通过这个故事，我们可以看到不同文化背景下的交际差异。
在中国文化中，露出鞋底是不礼貌的，而在美国文化中可能没有这样的问题。
这个例子揭示了文化差异对交际的影响。
2.2 词汇讲解在本节课中，我们将学习一些与文化差异和交际技巧相关的词汇和表达方式。
请看下面的表格：单词词性解释cultural adj.文化的difference n.差异、区别communication n.交流、沟通etiquette n.礼仪offend v.冒犯、得罪gesture n.手势misinterpret v.误解appropriate adj.适当的foreign adj.外国的respect n./v.尊重behavior n.行为custom n.习俗tradition n.传统adapt v.适应、调整misunderstand v.误解social adj.社交的interaction n.互动diplomatic adj.外交的sensitive adj.敏感的cultural adj.文化的language n.语言、表达方式custom n.风俗、习惯2.3 阅读理解现在，让我们阅读一篇与文化差异和交际技巧相关的短文，并回答以下问题：Cultural Differences in CommunicationWhen people from different cultures meet and communicate, there are often challenges and misunderstandings due to cultural differences. For example, in some cultures, it is common to maintain direct eye contact during a conversation as a sign of respect and attention, while in other cultures, avoiding eye contact is seen as a sign of respect. Thus, what is considered polite in one culture may be considered impolite in another.Another important aspect of cross-cultural communication is body language and gestures. Different cultures have different meanings behind certain gestures. For example, the。
最新第二版 现代大学英语精读 3 Unit1 Your- College- Years讲课稿
Each developmental stage is characterized by a different psychological "crisis", which must be resolved by the individual before the individual can move on to the next stage. If the person copes with a particular crisis in a maladaptive不适应的, 不利于适应的 manner, the outcome will be more struggles with that issue later in life. To Erikson, the sequence of the stages are set by nature. It is within the set limits that nurture works its ways.
第二版 现代大学英语精读 3 Unit1 Your- College-
Years
contents
Part One: Warm-up Part Two: Background Information Part Three: Text Appreciation Part Four: Language Study Part Five: Exercises
5. Is there generation gap between your parents and you?
College Years vs. Seasons
Whaቤተ መጻሕፍቲ ባይዱ do you think the four seasons represent and explain why?
英语专业精读教程3课文讲解
Questions/Activities Check-on Preview Objectives
Warming up
Warming up
Questions/Activities
1. What is the article mainly about? 2. How much do you know about developmental changes? What does the author say that strikes you most? 3. What is an identity crisis? Can you define “identity”? 4. Are there any other key concepts mentioned in the text that you know about or want to know?
Warming up
Check-on Preview
1. Give three translations of “意识到”.
2. Offer at least three examples of quotation that you can find in the text.
3. Define the following words: heightened (para. 3); observe (para. 4).
personnel, occur, adolescence, adulthood
3. Syntax: long, involved sentences, e.g. paras. 4, 6 (During the course…)
Text Analysis
4. Techniques: • quotation, e.g.
现代大学英语 精读3(第三版)教学课件B3U1.pptx
现代大学英语精读3（第三版）教学课件B3U1.pptx1. 简介本文档是《现代大学英语精读3（第三版）教学课件B3U1.pptx》的教学指导文档，旨在协助教师进行教学，并提供学生参考。
该课件是现代大学英语精读3（第三版）教材的第一单元课件，涵盖了课文中的重要内容和练习。
本文档将为教师提供详细的课件内容介绍和教学建议。
2. 课件内容2.1 词汇与短语2.1.1 单词本单元的词汇包括：attain, superior, devotion, lofty, assimilate, grace, vocation, premise, vanity等。
这些词汇都是本单元课文中频繁出现的关键词汇，学生需要掌握其词义和用法。
2.1.2 短语本单元的短语包括：be indicative of, bring out, take…seriously, measure up to, in good part等。
教师可以通过例句和实例来帮助学生理解这些短语的含义和用法。
2.2 阅读理解本单元的阅读理解部分涵盖了三篇文章，分别是《选择正确的途径》、《智慧的力量》和《忠诚的战士》。
教师可以通过课件中的题目和文字说明帮助学生理解文章内容，并进行讨论和解答相关问题。
2.3 语法与写作本单元的语法重点是介词和非谓语动词的用法。
教师可以利用课件中的例句和练习来讲解和巩固学生对这些语法知识的掌握。
此外，课件还包括写作部分，教师可以引导学生根据所学的语法知识写作相关的练习作文。
3. 教学建议3.1 教学方法教师可以采用多种教学方法来教授本单元内容，如讲解法、示范法和讨论法等。
在讲解词汇和短语时，可以先通过示范法来引导学生正确使用，然后进行讨论和实践。
在阅读理解部分，可以采用讨论法来引导学生分析文章内容，并提出自己的见解和观点。
在语法与写作部分，可以通过讲解法和实践法相结合，引导学生掌握语法知识，并培养写作能力。
3.2 学生活动教师应鼓励学生积极参与课堂活动，并提供一些学生活动的建议，如词汇卡片制作和交流、小组讨论、写作练习等。
大学英语精读第三册第二课内容讲解
大学英语精读第三册第二课内容讲解导语：精读是不少大学选用的英语教材，下面是一篇大学英语精读当中的英语课文，欢迎学习。
Aunt Bettie is faced with a difficult decision. A wounded Union soldier is found hiding in a farmhouse near her home. She has to decide whether to help him or let him be captured. What will she choose to do?The Woman Who Would Not TellJanice Keyser Lester"I never did hate the Yankees. All that hated was the war.……"That's how my great-aunt Bettie began her story. I heard it many times as a child, whenever my family visited Aunt Bettie in the old house in Berryville, Virginia. Aunt Bettie was almost 80 years old then. But I could picture her as she was in the story she told me —— barely 20, pretty, with bright blue eyes.Bettie Van Metre had good reason to hate the Civil War. One of her brother was killed at Gettysburg, another taken prisoner. Then her young husband, James, a Confederate officer, was captured and sent to an unknown prison camp somewhere.One hot day in late September Dick Runner, a former slave, came to Bettie with a strange report. He had been checking a farmhouse half a mile away from the Van Metrehome, a farmhouse he thought was empty. But inside, he heard low groans. Following them to the attic, he found a wounded Union soldier, with a rifle at his side.When Aunt Bettie told me about her first sight of the bearded man in the stained blue uniform, she always used the same words. "It was like walking into a nightmare: those awful bandages, that dreadful smell. That's what war is really like, child: no bugles and banners. Just pain and filth, futility and death."To Bettie Van Metre this man was not an enemy but rather a suffering human being. She gave him water andtried to clean his terrible wounds. Then she went out into the cool air and leaned against the house, trying not to be sick as she thought of what she had seen —— that smashed right hand, that missing left leg.The man's papers Bettie found in the attic established his identity: Lt. Henry Bedell, Company D, 11th Vermont Volunteers, 30 year old. She knew that she should report the presence of this Union officer to the Confederate army. But she also knew that she would not do it. This is how she explained it to me: "I kept wondering if he had a wife somewhere, waiting, and hoping, and not knowing —— just as I was. It seemed to me that the only thing that mattered was to get her husband back to her."Slowly, patiently, skillfully, James Van Metre's wife fanned the spark of life that flickered in Henry Bedell. Of drugs or medicines she had almost none. And she was not willing to take any from the few supplies at the Confederate hospital. But she did the best she could with what she had.As his strength returned, Bedell told Bettie about his wife and children in Westfield, Vermont. And BedelLlistened as she told him about her brothers and about James. "I knew his wife must be praying for him," Aunt Bettiewould say to me, "just as I was praying for James. It was strange how close I felt to her."The October nights in the valley grew cold. Theinfection in Bedell's wounds flared up. With Dick and his wife, Jennie, helping, she moved the Union officer at night, to a bed in a hidden loft above the warm kitchen of her own home.But the next day, Bedell had a high fever. Knowing that she must get help or he would die, she went to her long-time friend and family doctor. Graham Osborne.Dr. Osborne examined Bedell, then shook his head. There was little hope, he said, unless proper medicine could be found."All right, then," Bettie said. "I'll get it from the Yankees at Harpers Ferry."The doctor told her she was mad. The Union headquarters were almost 20 miles away. Even if she reached them, the Yankees would never believe her story."I'll take proof," Bettie said. She went to the loft and came back with a blood-stained paper bearing theofficial War Department seal. "This is a record of his last promotion," she said. "When I show it, they'll have to believe me."She made the doctor writer out list of the medical items he needed. Early the next morning she set off.For five hours she drove, stopping only to rest her horse. The sun was almost down when she finally stood before the manding officer at Harpers Ferry.Gen. John D. Stevenson listened, but did not believe her. "Madam," he said, "Bedell's death was reported to us.""He's alive," Bettie insisted. "But he won't be much longer unless he has the medicines on that list.""Well," the general said finally, "I'm not going torisk the lives of a patrol just to find out." He turned to a junior officer. "See that Mrs. Van Metre gets the supplies." He brushed aside Bettie's thanks. "You're a brave woman," he said, "whether you're telling the truth or not."With the medicines that Bettie carried to Berryville, Dr. Osborne brought Bedell through the crisis. Ten dayslater Bedell was hobbling on a pair of crutches that Dick had made for him. "I can't go on putting you in danger," Bedell told Bettie. "I'm strong enough to travel now. I'd lie to go back as soon as possible."So it was arranged that Mr. Sam, one of Bettie's neighbors and friends, should go and help Bettie deliver Bedeel to Union headquarters at Harpers Ferry in his wagon.They hitched Bettie's mare alongside Mr. Sam's mule. Bedell lay down in an old box filled with hay, his rifle and crutches beside him.It was a long, slow journey that almost ended in disaster. Only an hour from the Union lines, two horsemen suddenly appeared. One pointed a pistol, demanding money while the other pulled Mr. Sam from the wagon. Shocked, Bettie sat still. Then a rifle shot cracked out, and the man with the pistol fell to the ground dead. A second shot, and the man went sprawling. It was Bedell shooting! Bettie watched him lower the rifle and brush the hay out of his hair. "Come on, Mr. Sam," he said. "Let's keep moving."At Harpers Ferry, the soldiers stared in surprise at the old farmer and the girl. They were even more amazed when the Union officer with the missing leg rose from his hay-filled box.Bedell was sent to Washington. There he told his story to Secretary of War Edwin M. Stanton. Stanton wrote aletter of thanks to Bettie and-signed an order to free James Van Metre from prison. But first James had to be found. It was arranged for Bedell to go with Bettie as she searched for her husband.Records showed that a James Van Metre had been sent to a prison camp in Ohio. But when the ragged prisoners were paraded before Bettie, James was not there. A second prison was checked, with the same result. Bettie Van Metre fought back a chilling fear that her husband was dead.Then at Fort Delaware, near the end of the line of prisoners a tall man stepped out and stumbled into Bettie's arms. Bettie held him, tears streaming down her face. And Henry Bedell, standing by on his crutches, wept, too.tellv. act as an informer 揭露Yankeen. (in the Civil War) a native of any of the northern states; a citizen of the U.S. 北方佬;美国佬great-auntn. an aunt of one's father or mother; sister of one's grandfather or grandmothercivila. 国内的; 民间的Confederatea. of or belonging to the Confederacy 南部邦联的capturevt. make a prisoner of; seize 俘虏;夺得unknowna. whose name, nature, or origin is not knownformera. of an earlier period 以前的farmhousen. the main house on a farm, where a farmer livesgroann. a sound made in a deep voice that expresses suffering, grief or disapproval 呻吟(声)atticn. the space just under the roof of a house, esp. that made into a low small room 阁楼Union, then. those states that supported the Federal government of the U.S. during the Civil War; the U.S.A. (美国南北战争期间的)联邦政府;美国a. of or having to do with the Unionriflen. 步枪awfula. terrible; very badbandagen. a narrow long piece of material, esp. cloth, for binding a wound or injury 绷带dreadfula. very unpleasant or shocking; terriblebuglen. a musical wind instrument usually made of brass, used chiefly for military signals 军号，喇叭filthn. disgusting dirt 污秽futilityn. uselessnessfutile a.leanvi. support or rest oneself in a bent position 靠，倚establishvt. find out or make certain of (a fact, answer, etc.), prove 确立，证实identityn. who or what a particular person or thing is 身份identicala. 同一的;完全相同确实良Lt.abbr. lieutenant 陆军中尉panyn. 连volunteern. person who joins the army, navy, or air force of his own free will 志愿兵presencen. being present in a placeskillfullyad. in a skillful manner 灵巧地，娴熟地skillfula. having or showing skillfanvt. 扇，扇动;激起sparkn. 火花flickervi. burn unsteadily; shine with an unsteady lightdrugn. a medicine or substance used for medical purposes。
现代大学英语精读3 Unit 1 课文 翻译及课文知识重点
精心整理 Book3Unit1使某人突然意识到1.ItoccurstosbthatItstrikestosbthatItoccursonsbthatItoccurstosbtodosth破晓；（逐渐被人）明白2.dawnon认同危机3.identitycrisis经历4.gothrough5.chanceevent偶然事件轮流；反过来6.inturn独立于7.beindependentfrom依赖于8.bedependenton分开9.separationfrom患得患失10.fearloss把……定义为definesthas11.免于……不受……约束befreedomfrom12.往后站；处在离……较远的地方；不介入standback13.情绪低落14.feellowerorhigher……than……否定+比较级=最高级15.nothingbounceinto 突然闯进；蹦进；胁迫sb做16.爱上sb17.havearomanticrelationshipwith18.无精打采的走’sfeetdragonerelateto有良好关系19.cometorealize逐渐意识到20.为sb做榜样modelfor=makeanexampleforsb21.反抗rebelagainst22.对……有偏见beprejudicedagainst23.beequalto相同；等同24.inadditionto除了25.任命；委派appointtoposition26.inadifferentlight=inadifferentway以另一种不同的观点来看27.forcertain确定地，肯定地28.促成contributeto29.观察30.observev.观察力observationn.善于观察的observantn.触摸；控制；处理handlev.31.applyv.申请；应用；适用于；敷，涂32.需要，包括，影响，involvev.33.牵涉；包含involvesborsthinvolvedoingsth包含把sb卷入sthinvolvesbinsth被卷入beinvolvedinsthinvolveda.复杂的牵扯；财政困难 involvementn.边境问题borderissuen.34.解决争端settledispute35.传输气体transportgasfromsth 36.处理；照顾seetoit37.危险期criticalcondition 38.搁置；不考虑leaveitaside39.未能/忘记带… leavesb/sthbehind停止leaveoff不再穿某物leavesth.off忽略；不提及leaveitout推迟某事leavesthover40.调查lookat=lookinto仰视；改善lookup查阅（字典，参考书中） looksthup看望或接触sblooksbup计划未来lookahead瞧不起lookdownupon…as把……视为lookupon开始精力充沛的做sth41.setto开始做sth setaboutdoingsetouttodo开始做sth陈述sthsetoutsthsentout派遣42.becontentwith知足的43.摆脱befreefrom44.interactwith与……相互作用45.Translation1.她打算申请那个学术工作。
(完整版)现代大学英语精读3(第二版)更多知识点讲解,推荐文档
Unit 1Text A课文内容全解1. Has it ever dawned on you that certain developmental changes will occur in your life as you move from adolescence to young adulthood? (L.3, Para.1)adulthood/ˈædʌlthʊd/n. the state of being an adult成年：Many people are able to maintainfriendships into adulthood.很多人能够把友谊维持到成年。
2. During this time, students are going through an identity crisis and are endeavoring to find out who they are and what their strengths and weaknesses are. (L.1, Para.2)【英释】During this period, students are experiencing an identity crisis and are trying to find out who they are and what their strong and weak points are.3. First, there is functional independence, which involves the capability of individuals to take care of practical and personal affairs, such as handling finances, choosing their own wardrobes, and determining their daily agenda. (L.3, Para.4)【英释】First, there is functional independence, which includes how an individual can handle his or her practical and personal affairs, such as learning how to spend money wisely, choosing his or her own clothes, and deciding what he or she is going to do every day.4. Fourth is freedom from “excessive guilt, anxiety, mistrust, responsibility, inhibition, resentment, and anger in relation to the mother and father.” (L.12, Para.4)【英释】Children often feel very guilty in relation to their parents because they think they have done something wrong; they are also anxious because they are eager to please their parents; they sometimes feel unhappy because they think that their parents have not been fair to them; they feel that they are responsible to their parents for everything they do; they are always afraid of not saying the right thing or not behaving properly; all these may make them angry with their parents or make them feel resentful. These feelings reflect their emotional dependence on their parents. When they grow up, they usually strive for freedom from this.5. At the same time, these young adults are learning how to give and receive affection in the adult world. (L.1, Para.6)affection/əˈfekʃn/n.①a gentle feeling of caring and loving喜爱；钟爱：She has greataffection for her little brother.她很疼爱她的弟弟。
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neighborhood competence and school
Background
Erik Erickson
Eight Developmental Stages
Stage (age)
Psychosocial crisis
Significant relations
Psychosocial Maladaptations virtues & Malignancies
peer groups, role models
partners, friends household, workmates mankind or “my kind”
fidelity, loyalty
love care wisdom
fanaticism → repudiation
promiscuity → exclusivity overextension → rejectivity presumption → despair
The Standard Edition of the Complete Psychological Works of Sigmund Freud (Ed. J. Strachey with Anna Freud, 24 vols. London: 1953-1964).
Background
Erik Erickson
ޜErik Erickson: (1902-1994)
Freudian ego-psychologist, “father of psychosocial development” and “the architect of identity.” According to Erickson, the identity crisis is the most important conflict human beings encounter when they go through eight developmental stages in life.
Warming up
Warming up
Questions/Activities
1. What is the article mainly about? 2. How much do you know about developmental changes? What does the author say that strikes you most? 3. What is an identity crisis? Can you define “identity”? 4. Are there any other key concepts mentioned in the text that you know about or want to know?
Warming up
Check-on Preview
1. Give three translations of “意识到”.
2. Offer at least three examples of quotation that you can find in the text.
3. Define the following words: heightened (para. 3); observe (para. 4).
trust vs. mistrust
autonomy vs. shame and doubt initiative vs. guilt
mother
parents family
hope, faith
will, determination purpose, courage
IV (7-12 or so) industry vs. school-age child inferiority
Psychosocial virtues
Maladaptations & Malignancies sensory distortion → withdrawal impulsivity → compulsion ruthlessness → inhibition narrow virtuosity → nertia
Warming up
Questions/Activities
1. developmental changes: a psychological term which refers to the physiological and behavioral changes throughout the lifespan
Warming up
Objectives
1. Understand the key psychological concepts.
2. Understand the structure of the essay.
3. Appreciate the formality of the writing style. 4. Learn about some useful writing techniques—quotation, parallelism.
personnel, occur, adolescence, adulthood
3. Syntax: long, involved sentences, e.g. paras. 4, 6 (During the course…)
Text Analysis
4. Techniques: • quotation, e.g.
Text Analysis
1. Genre:
Style
expository essay, e.g. formal, serious, academic, educational 2. Diction: big, complicated, formal words, technical jargon, e.g.
•
•
Warming up
Questions/Activities
3. identity crisis: the difficulties, confusions and anxieties that one goes through when he/she is not sure who he/she is and what his/her purpose in life is
2. identity: the qualities that make sb or sth what they are
• who you are; what strengths and weaknesses you have; how you perceive yourself as well as how other people perceive you ( self image and the image you present to others) Erickson: The identity is “a subjective sense as well as an observable quality of personal sameness and continuity, paired with some belief in the sameness and continuity of some shared world image.” Identity is highly relational.
V (12-18 or so) adolescence
VI (the 20’s) young adult VII (late 20’s to 50’s) middle adult
ego-identity vs. role-confusion
intimacy vs. isolation generativity vs. self-absorption
Background
Erik Erickson
Eight Developmental Stages
Stage (age) I (0-1) infant II (2-3) toddler III (3-6) preschooler
Psychosocial crisis
Significant relations
VIII (50’s and beyond) integrity vs. despair old adult
Your College Years
Theme
Unit 1
Style
Structure
Detailed Analysis
Text ysis
Text Analysis
Theme
1. What does the author mean by developmental changes? Why is it important for college students to be aware of them? 2. Do you agree with the author that young adults are bound to go through an identity crisis? Is it necessarily a “dangerous” or “negative” incident in our life? 3. Why does the author emphasize the change in the way of dealing with knowledge as an important aspect of our growth?
Your College Years
Bob Hartman
Your College Years
Unit 1
W arming up
B ackground