unit3 Rats_and_Men_汉英翻译
研究生综合英语3 unit 1, 2,3,7,8 原文+译文+重点【辛辛苦苦总结的期末资料】
1.Unit OneA Question of Degree对学位的质疑Perhaps we should rethink an idea fast becoming an undisputed premise of American life that a college degree is necessary(and perhaps even a sufficient) precondition for success.I do not wish to quarrel with the assumptions made about the benefits of orthodox education.I want only to expose its false god:the four-year, all-purpose,degree-granting college,aimed at the so-called college-age population and by now almost universally accepted as the stepping-stone to“meaningful”and “better”jobs.What is wrong with the current college/work cycle can be seen in the following anomalies:we are selling college to the youth of American as a take-off pad for the material good life.College is literally advertised and packaged as a means for getting more money through“better”jobs at the same time that Harvard graduates are taking jobs as taxi drivers.This situation is perversion of the true spirit of a university，a perversion of a humane social ethic and，at bottom，a patent fraud.To take the last point first,the economy simply is not geared to guaranteeing these presumptive “better”jobs;the colleges are not geared to training for such jobs;and the ethical propriety of the entire enterprise is very questionable.We are by definition(rather than by analysis)establishing two kinds of work:work labeled“better”because it has a degree requirement tagged to it and nondegree work,which,through this logic, becomes automatically“low level”.This process is also destroying our universities.The“practical curriculum”must become paramount;the students must become servants of big business and big government.Under these conditions the university can no longer be an independent source of scientific and philosophic truth-seeking and moral criticism.Finally,and most important，we are destroying the spirit of youth by making college compulsory at adolescence,when it may be least congruent with emotional and physical needs;and we are denying college as an optional and continuing experience later in life,when it might be most congruent with intellectual and recreational needs.Let me propose an important step to reverse these trends and thus help restore freedom and dignity to both our colleges and our workplaces.We should outlaw employment discrimination based on college degrees.This would simply be another facet of our“equal-opportunity”policy and would add college degrees to sex,age, race,religion and ethnic group as inherently unfair bases for employment selection.People would，wherever possible，demonstrate their capacities on the job.Where that proved impractical，outside tests could still serve.The medical boards，bar exams，mechanical，mathematical and verbal aptitude tests might still be used by various enterprises.The burden of proof of their legitimacy，however，would remain with the using agencies.So too would the costs.Where the colleges were best equipped to impart a necessary skill they would do so，but only where it would be natural to the main thrust of a university endeavor.The need for this rethinking and for this type of legislation may best be illustrated by a case study.Joe V.is a typical liberal-arts graduate，fired by imagination art and literature.He took a job with a large New York City Bank，where he had the opportunity to enter the“assistant manager training program”.The trainees rotated among different bank departments to gain technical know-how and experience and also received classroom instruction，including some sessions on“how to write a business letter.”The program was virtually restricted to college graduates. At the end of the line，the trainees became assistant bank managers：a position consisting largely of giving simple advice to bank customers and a modest amount of supervision of employees.Joe searched for some connection between the job and the training program，on the one hand，and his college-whetted appetites and skills on the other.He found nothing.In giving Joe preference for the training program,the bank had bypassed a few enthusiastic aspirants already dedicated to a banking career and daily demonstrating their competence in closely related jobs.After questioning his superiors about the system,Joe could only conclude that the“top brass”had some very diffuse and not-too-well–researched or even well-thought-out conceptions about college men. The executives admitted that a college degree did not of itself ensure the motivation or the verbal or social skills needed.Nor were they about what skills were most desirable for their increasing diverse branches.Yet they clung to the college prerequisite.Business allows the colleges to act as recruiting,screening and training agencies for them because it saves money and time.Why colleges allow themselves to act as servicing agents may not be as apparent.One reason may be that colleges are increasingly becoming conventional bureaucracies.It is inevitable,therefore,that they should respond to the first and unchallenged law of bureaucracy:expand!The more that college’s can persuade outside institutions to restrict employment in favor of theirclientele,the stronger is the college’s hold and attraction.This rational becomes even clearer when we understand that the budgets of public universities hang on the number of students“serviced”.Seen from this perspective,then,it is perhaps easier to understand why such matters as“university independence”or“the propriety”of using the public bankroll to support enterprises that are expected to make private profits, can be dismissed.Conflict of interest is difficult to discern when the interests involved are your own.What is equally questionable is whether a college degree,as such,is proper evidence that new skills that are truly needed will be delivered.A friend who works for Manpower Training Program feels that there is a clear divide between actual job needs and college-degree requirements.One of her chief frustration is the knowledge that many persons with ability to do paraprofessional mental-health work are lost to jobs they could hold with pleasure and profit because the training program also require a two-year associate art degree.Obviously,society can and does manipulate job status.I hope that we can manipulate it in favor of the greatest number of people.More energy should be spent in trying to upgrade the dignity of all socially useful work and to eliminate the use of human beings for any work that proves to be truly destructive of the human spirit. Outlawing the use of degrees as prerequisites for virtually every job that our media portray as“better”should carry us a long step toward a healthier society.Among other things,there is far more evidence that work can make college meaningful than that college can make work meaningful.My concern about this degree/work cycle might be far less acute;however,if everyone caught up in the system were having a good time.But we seem to be generating a college population that oscillates between apathy and hostility.One of the major reasons for this joylessness in our university life is that the students see themselves as prisoners of economic necessity.They have bought the media message about better jobs,and so they do their time.But the promised land of“better”job is, on the one hand,not materializing,and on the other hand the students is by now socialized to find such“better”jobs distasteful even if they were to materialize.One of the major improvements that could result from the proposed legislation against degree requirements for employments would be a new stocktaking on the part of all our educational pulsory schools,for example,would understand that the basic skills for work and family life in our society would have to be compressed into those years of schooling.Colleges and universities,on the other hand,might be encouraged to be unrestricted,as continuous and as open as possible.They would be released from the pressures of ensuring economic survival through a practical curriculum.They might best be modeled after museums.Hours would be extensive，fees minimal，and services available to anyone ready to comply with course-by-course demands.College under these circumstances would have a clearly understood focus，which might well be the traditional one of serving as gathering place for those persons who want to search for philosophic and scientific“truths”.This proposal should help our universities rid themselves of some strange and gratuitous practices.For example，the university would no longer have to organize itself into hierarchical levels：B.A.,M.A.,PH.D.There would simply be courses of greater and lesser complexity in each of the disciplines.In this way graduate education might be more rationally understood and accepted for what it is——more education.The new freedom might also relieve colleges of the growing practice of instituting extensive“work programs,”“internships”and“independence study”programs.The very names of these enterprises are tacit admissions that the campus itself is not necessary for many genuinely educational experiences.But,along with “external degree”programs,they seem to pronounce that whatever one has learned in life by whatever diverse and interesting routes cannot be recognized as increasing one’s dignity,worth,usefulness or self-enjoyment until it is converted into degree credits.The legislation I propose would offer a more rational order of priorities.It would help recapture the genuine and variegated dignity of workplace along with the genuine and more specialized dignity of the university.It would help restore to people of all ages and inclinations a sense of their own basic worth and offer them as many roads as possible to reach Rome.Vocabulary1.What look like generous hire-purchase terms are fundamentally just encouragement to the customer to spend his very last penny.【at bottom】2.A lot of viewers complain that there is too much crime and needless sex and violence on TV.【gratuitous无端的】3.I read a brief extract of Erving Goffman's new detective novel on the train and it has rather aroused my appetite for mysteries.【whetted引起】4.The article simply records the political changes of the last year,but it doesn't offer an honest appraisal of the government's achievements.【stocktaking评价估量】st week the city government warned that it would consider legislation to forbid smoking in public places.【outlaw不合法】6.Is it not something of an oddity to have a President of one political persuasion and a Prime Minister of another.【anomaly异常】7.These bigger companies have the money,but they don't always have the expertise to get the job done right.【know-how技能】8.As a member of the club,you must abide by its rules and regulations,otherwise you'll be punished severely.【comply with遵照，遵守】9.Asked whether she would like to work with Jack in my office，Mary replied"No" with obvious distaste.【patent显然的】10.There are many priorities,but reducing the budget deficit as soon as possible is more important than anything else.【paramount最高的】1.What monstrous perversion扭曲of the human spirit leads a sniper to open fire on a bus carrying children2.His writing is so diffuse冗长，obscure and overwrought that it is difficult to make out what it is he is trying to say3.We were in a hurry so we decided to bypass忽略Canterbury because we knew there'd be a lot of traffic there.4.The office director insisted that there was no question as to the propriety合适ofhow the benevolent funds were raised.5.Hector has been trying to get his job upgraded升级for years,but management won't because they'd have to pay him more.6.As a moody young adolescent,Mandy oscillates波动between joyous enthusiasm and melodramatic despair,most especially when it comes to boys.7·How successful they were would hang on坚持下去the speed with which the product could be distributed to the shops.8.Judging by the books sold，this young writer seems to have a strong hold over the reading public.9.If I were you,I would never allow my daughter to attend a such apathy冷漠exists among both the students and teachers.10.She rose,came up to me and said:“Could you provide me with a clear rationale 解释for taking this course of action"2.Unit Two The Middle Class中产阶级The middle class is distinguishable more by its earnestness and psychic insecurity than by its middle income.I have known some very rich people who remain stubbornly middle-class,which is to say they remain terrified at what others think of them,and to avoid criticism are obsessed with doing everything right.The middle class is the place where table manners assume an awful importance...The middle class,always anxious about offending,is the main market for"mouthwashes," and if it disappeared the whole"deodorant"business would fall to the ground.中产阶级有另别于其他阶级的特征是他们一本正经的生活态度和缺乏安全感的精神状态，而不是他们的中等收入。
05闽教版五年级下册课文原文及翻译衡水体字帖Unit3
闽教版五年级下册课文原文及翻译衡水体描红+临摹英语字帖（三年级起点）Unit3说明：黑白打印，效果正常。
如网页显示单词对不齐线格，请放心下载，原文件是正常的。
Unit3Zhong Nanshan第三单元钟南山Part A1.Listen and follow.Listen and follow.听录音并跟读。
Hello,boys and girls。
Hello,boys and girls。
你们好，同学们。
Do you know this man?Do you know this man?你们认识这个人吗？He's Zhong Nanshan.He's Zhong Nanshan.他是钟南山。
He's a doctor.He's a doctor.他是一名医生。
Right.Right.正确。
Now search information about him from the internet.Now search information about him from the internet.现在从网上搜索有关他的信息。
学习有智慧淘店制作Here is a photo of Zhong Nanshan.学习有智慧淘店制作Here is a photo of Zhong Nanshan.这是一张钟南山的照片。
He was on a train.He was on a train.他在火车上。
He looked very tired.He looked very tired.他看起来很累。
He was on the train to Wuhan.He was on the train to Wuhan.他在去武汉的火车上。
Why did he go to Wuhan?Why did he go to Wuhan?他为什么去武汉？To fight Covid-19.To fight Covid-19.抗击新冠肺炎。
大学英语第三册UNIT3全文翻译对照
The land of the lock1. Years ago in American, it was customary for families to leave their doors unlocked, day and night. In this essay, Greene regrets that people can no longer trust each other and have to resort to elaborate security system to protect themselves and their valuables.Although the author is writing his opinion, he uses many examples to reinforce his ideas and to prove his thesis.几年前在美国，许多美国家庭的门通常都是日夜不上锁的。
在本文中，格林遗憾地指出人们已经不再彼此信任，不得不求助于各种复杂的安全设备来保护自身及其贵重物品。
作者在提出自己观点的同时，举出了大量的事例来证实和强调自己的观点；2. In the house where i grow up, it was our custom to leave the front door on the latch at night. I don't know if that was a local term or if is universal;"on the latch"meant the door was closed but not locked . None of us carried keys the last one in for the evening would close up,and that was it. 在我长大成人的家里，我们的习惯是晚上把前门闩上。
Unit-6-Men-and-Animals新编大学英语第二版第三册课文翻译
Unit 6 Men and AnimalsAggression in Humans and AnimalsMan must be the most aggressive and cruel of all living creatures. We may say a violent man is behaving "like a beast", but, in fact, no beast behaves as violently as man. When a territorial animal or bird intrudes on the territory of another creature of the same species, the latter will only perform some hostile gestures to warn off the intruder. Nevertheless, should a fight follow, neither creature will be badly hurt, for the loser will save himself by making a gesture of submission. Normally one animal will only kill another for food, and rarely does an animal kill a member of its own species.If, however, an animal finds itself in abnormal conditions, it may show abnormal aggressiveness. A tiger that once came out of the jungle into a village and attacked a man was later found to have an injured paw that had evidently prevented it from hunting its usual prey. If it had not had this disability it would have undoubtedly stayed in the jungle and hunted for food in the customary way. Animals in zoos are kept in cages and often become more aggressive than they would be in the wild. If the caged lion, for example, were free to wander on the grassy plains of Africa, it would be continually active, ranging over long distances, hunting in family groups. In the zoo it is probably better fed and cared for, but it is evidently bored and frustrated for lack of company.Some zoologists and psychologists compare modern man to a caged lion. Living conditions in crowded cities, they say, are similar to those of animals in a zoo and make the inhabitants unusually aggressive. If the human population had not increased so rapidly, people would have had more space and freedom. In prehistoric times a group of about 60 people had many kilometres of empty land to wander and search for food in. If conditions had remained thus, man might have been no more aggressive than his fellow creatures. As it is, it is possible for as many as 30,000 people to be working in a single office-building. It is not surprising if in these conditions people behave aggressively towards each other. In fact, it is almost impossible for them to behave otherwise. Man must have become more aggressive over the years as the world population has increased.However, aggression in itself is not necessarily a bad thing. Some psychologists believe that aggression is a basic human instinct that must be satisfied. If constructive means are not available to satisfy this instinct, man will turn to destructive means. The impulse to assert himself has enabled him to survive in a dangerous world, but, ironically, he is now likely to destroy his own species unless alternative, non-violent ways of expressing aggression can be found. In fact, it is growing more and more difficult forpeople to assert themselves as individuals, as towns, nations and organizations become steadily bigger, with authority increasingly centralized and remote. A man who may once have been a self-employed craftsman, master of his own trade, might now have a boring job in a factory. A small firm that once worked as a team to produce high-quality goods is likely to be absorbed into a vast organization where their work is mechanical and there is no possibility for personal expression. Unable in these conditions to channel their aggression into creative work, people will probably express it through resentment and anger. At the international level an accumulation of hostile emotions finally finds expression in large-scale impersonal warfare. A man who would hesitate to hit another person in front of his eyes may kill thousands of people by dropping a bomb from a plane; to him they are too remote to be human beings, but are merely figures on a chart of his routine job.Nevertheless, it might be possible at least to improve the situation. The encouragement of competition in all possible fields should tend to diminish the likelihood of war rather than increase it. In his book Human Aggression, Anthony Storr suggested that the United Nations should organize international competitions in sports and also for the best designed house or hospital, or the safest car. Even the enormous amount of money and energy devoted to the space race is, he says, to be welcomed, for this kind of competition can be regarded as similar to the ritual conflicts of animals. Only if hostility and aggression can be expressed in constructive activity and non-violent competition, will the human race be able to survive.人和动物的好斗性人肯定是所有动物中最好斗和最残忍的。
人教新目标八年级上册英语Unit3课文翻译
人教新目标八年级上册英语Unit3课文翻译人教新目标八年级上册英语Unit 3 课文翻译Unit 3 Section A 1a 部分翻译Language Goal: Talk about personal trait; Compare people 语言目标：谈论个人特征；比较不同特征的人Tara塔拉Tom汤姆Sam萨姆Tina蒂娜Paul保罗Peter彼得Is that Sam?那是萨姆吗？No,that's Tom Sam has longer hair than Tom.不，那是汤姆。
萨姆的头发比汤姆的长。
Both Sam and Tom can play the drums, but Sam plays them better than Tom.萨姆和汤姆都会打鼓，但萨姆打得比汤姆更好一些。
1a Match each word with its opposite.1a 把下面的反义词连线。
tall高的loudly大声地thin瘦的short hair短头发long hair长头发heavy重的quietly安静地short矮的Unit 3 Section A 1c部分课文翻译Practice the conversation in the picture above. Then make conversations about the other twins.练习上图的对话。
然后编关于其他双胞胎的对话。
A:That's Tara, isn't it?A:那是塔拉，对吧？B: No, it isn't. It's Tina. Tina is taller than Tara. And she also sings more loudly than Tara.B：不，那不是。
那是蒂娜。
蒂娜比塔拉高。
而且她唱歌的声音也比塔拉大。
Unit 3 Section A 2c部分课文翻译Student A, look at the chart on the right. Student B,look at the chart on page 81. Ask and answer questions about Sam and Torn.学生A，看右边的图表。
Lesson Three译文
Clearing in the sky“走这条路，杰斯。
”父亲用手杖指着我们脚下的深谷说，“我想让你看一样东西!”“天这么热，你走这么长的路，身体吃得消吗?”咸咸的汗水弄疼了我的眼睛，我伸手擦去滑到脸上的汗水我真不想跟着他再走下去了。
我刚刚从自己家中背了一篮子食物爬了半英里的山路，到父亲家送给妈妈。
我可是知道这天儿有多热，我也知道在过去的几个月中父亲找了8位医生，他们都告诫他不要走长路。
但是我可阻止不了他，当他下定决心做某件事时，他就一定要做到。
他可不在乎是炙热逼人的酷暑还是寒风凛冽的严冬。
我们下了山，走在位于牧场和草场之间的小径上。
突然，他停下脚步，掏出一把小折刀，割了一把苜蓿草，把它举在阳光中。
“看看这儿，杰斯!”他自夸地说，“你可曾见过长得这么好的苜蓿吗?”“它的确是我见过的最好的牧草。
”我说。
“当初我买这块地的时候，人们都说我疯了，”他又骄傲地说，“我花了30年的工夫，才使这地长出这么好的草!”站在这位于两山之间的牧场上，看着茂盛的苜蓿，我回想起父亲是怎样从大树上摘下叶子，把它们撒在地里，又用犁把叶子翻到土壤下面，让它们腐烂。
当父亲买这块地的时候，地里只长着松树和荆棘，那些松树只长到齐腰高。
由于土地贫瘠无法使它们长得更高，因此父亲砍倒松树，翻耕了地。
他播了一遍覆盖作物，翻到土下以增进土壤肥力，然后他又播种了好多遍，几年以后，我们获得了玉米、土豆和小麦的丰收。
“但这并不是我想让你看的，杰斯。
”父亲说，“跟我来，往前走。
”我跟着他穿过草场的门，走下山坡，沿着一条羊肠小道走进深深的山谷。
“我们要往哪儿去?”看见父亲要走上横跨小溪的独木桥时，我赶紧问他。
他笑了，用手指着一个树木葱郁的山尖，“那儿，那就是我们要去的地方。
”独木桥是父亲用砍倒的一棵白橡树，架在深深的溪水之上搭成的。
我跟着他跨过小溪。
接着，我们走上一条蜿蜒曲折的小路，穿行在高高的山胡桃树下。
我小时候，常和父亲来这里捕捉松鼠，不过那已是将近30年前的事了，在那时，我经常走过这坎坷的山坡。
新概念英语第三册(中英文对照)
Lesson11 Not guiltyGoing through the Customs is a tiresome business. The strangest thing about it is that really honest people are often made to feel guilty. The hardened professional smuggler, on the other hand, is never troubled by such feelings, even if he has five hundred gold watches hidden in his suitcase. When I returned from abroad recently, a particularly officious young Customs Officer clearly regarded me as a smuggler.'Have you anything to declare?' he asked, looking me in the eye.'No,' I answered confidently.'Would you mind unlocking this suitcase please ?''Not at all,' I answered.The Officer went through the case with great care. All the things I had packed so carefully were soon in a dreadful mess. I felt sure I would never be able to close the case again. Suddenly, I saw the Officer's face light up. He had spotted a tiny bottle at the bottom of my case and he pounced on it with delight.'Perfume, eh?' he asked sarcastically. 'You should have declared that.' Perfume is not exempt from import duty.''But it isn't perfume,' I said.' It's hair-oil.' Then I added with a smile,' It's a strange mixture I make myself.' As I expected, he did not believe me.'Try it!' I said encouragingly.The Officer unscrewed the cap and put the bottle to his nostrils. He was greeted by an unpleasant smell which convinced him that I was telling the truth. A few minutes later, I was able to hurry away with precious chalk-marks on my baggage.现在的海关官员往往相当宽容。
高中英语走遍美国第三课中英文对照素材
走遍美国第三课Marilyn, you want coffee or tea?Marilyn ，你要咖啡还是茶？Coffee, please.请来点咖啡。
I am so excited!我感到好兴奋！At this time tomorrow morning,明早这时候，Grandpa will be sitting in the kitchen with us.爷爷就和我们一起坐在厨房里啦。
When does he arrive?他什么时候到？At six o'clock this evening.今晚六点。
By plane?坐飞机来？No, by train.不，坐火车。
Are we picking him up at the station?我们要去车站接他吗？Not Grandpa.爷爷不是这种人，He doesn't want anybody picking him up.他不愿意让别人接他，He likes to be independent.他独立性很强。
Huh.哦。
Oh, let's go upstairs and prepare Grandpa'sroom.对，我们上去准备一下爷爷的房间。
Great! Let's do it!好，我们去！Good morning, Mom.早安，妈妈。
Morning.早安。
Well, hi, fellas.你们大家好。
Hello.哈罗。
Hi, honey.嗨，亲爱的。
Morning, Marilyn.早安，Marilyn 。
We are going upstairs to set up Grandpa's room.我们要上楼收拾一下爷爷的房间。
There's coffee ready.咖啡准备好了。
I'm really excited about seeing Grandpa.一想到要见到爷爷，我就觉得兴奋。
【课文翻译】三年级上册英语课文中英文对照翻译-Unit3Lookatme!人教PEP
Unit 3 Look at me!Unit3教材第22页课文翻译Let's play!我们玩吧！How are you?你好吗？I'm fine，thank you.我很好，谢谢你。
Unit3教材第23页课文翻译OK．好的。
Look at my nose!看我的鼻子！How are you?你好吗？Very well，thanks.很好，谢谢。
Unit3教材A部分课文翻译1Let's talk部分翻译Bird：Good morning.鸟：早上好。
Chen Jie：Good morning.陈杰：早上好。
Mike：How are you?迈克：你好吗？Chen Jie：I'm fine,thank you. Let's go to school!陈杰：我很好，谢谢你。
我们一起上学吧！Mike：OK!迈克：好的！2Let's play部分翻译Hello! Hello!你好！你好！How are you?你好吗？Hello! Hello! Hello! Hello! How are you? How are you?你好！你好！你好！你好！你好吗？你好吗？I'm fine.Thank you. I'm fine.Thank you.我很好，谢谢你。
我很好，谢谢你。
How are you? How are you?你好吗？你好吗？3Let's learn部分翻译Look at me! This is my face.看我!这是我的脸。
ear耳朵 eye眼睛 nose鼻子mouth嘴face脸4Let's do部分翻译Close your eyes.闭上你的眼睛。
Open your mouth.张开你的嘴。
Touch your nose.摸摸你的鼻子。
Touch your ear.摸摸你的耳朵。
Touch your face.摸摸你的脸。
新概念第3册单词汉语打
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生效的_a.舒适的_n.储藏室_n.电_n.电表_n.一步_v.逃走_v.砰地关上$第14课_n.歹徒，强盗_n.芝加哥(美国城市)_n.保护_ad.准时地；迅速的_v.毁掉；消灭_a.不寻常的_n.帮，团伙_n.佛罗伦萨(意大利城市)n.(古代)城邦_v.租出，雇佣_n.(小附属国的)君主，诸侯；王子n.佛罗伦萨人_n.葬礼________v.奉献，题献给_n.纪念_a.英勇的$第15课_v.欣赏，感激_零用钱v.格格作响_a.节俭的_n.侄子，外甥_v.弹起，跳起_n.人行道_v.卡住，夹住，不能再动_______n.旅，(消防)队_n.润滑油$第16课______a.珍贵的，宝贵的_v.拴，系_n.偷盗行为，偷盗案_v.指控_v.否认______a.感到羞耻，惭愧_v.道歉_v.染$第17课_n.悬，吊_a.宜人的_n.地点，地方_v.位于_a.永生的，流芳百世的_n.布鲁克林n.斯塔顿(岛)_n.跨度_n.缆索_n.混凝土_v.悬挂________n.根，段; 长度_v.估计________n.承受量，容量_n.巨大a.优美别致的_ad.微细地$第18课_n.电流,水流,气流_n.雕塑_a.错误的_n.美术馆________n.展品，陈列品_ad.古怪的_v.连，系_n.球体_v.使磁化_v.排斥_v.闪烁_v.放射_v.闪光；闪过_a.史前的，老掉牙的_a.电子的_a.奇异的_v.令人震惊，刺激人_ad.感情上$第19课_a.亲爱的；珍贵的；昂贵的_n.绑架者，拐骗者_a.相当大的________a.富的，有钱的_a.有规律的_n.失踪_a.匿名的_n.赎金_n.硬纸板_______v.(从银行)取钱_ad.准时地_v.使吃惊$第20课_n.先驱_n.对(英国)贵族的尊称；勋爵_n.加来(法国港口城市)_a.陆上的$第21课_n.拳击_n.拳击手_a.赤裸的；空荡的_n.职业拳击手(尤指古时赤手拳击手)_a.粗野的_n.侯爵_ad.严格根据法律意义地_n.科学_n.名望_v.崇拜，爱戴；非常喜欢_ad.一样地_n.名声_a.著名的，杰出的_ad.厉害地_v.打赌_n.专业学校_a.浪费的，奢侈的_n.贫困$第22课_v.(戏剧，电影等)连演，连映_n.(剧本中的)台词_n.剧中的角色，台词________v.支吾，结巴说_v.选派……扮演角色_n.角色_n.贵族_v.关押_n.巴士底狱________n.监狱长，看守_n.同事_n.(舞台上的)幕布________v.使显露;泄漏_n.单人监房，监号_a.空白的_v.眯着(眼)看，瞄_a.昏暗的_n.(古用法)陛下_v.继续进行$第23课_n.毒药_a.不合逻辑的，无章法的_n.章鱼_n.美味，佳肴_a.令人反感的，令人生厌的_n.胃_v.感到恶心，反胃_v.油炸______n.(动物、植物)油_n.辱骂，责骂_n.蜗牛________n.奢侈品，珍品_v.联想到_v.鄙视_v.引起兴致_n.淋浴_n.溜达，散步_n.冲动n.12个，一打_v.喜爱，喜欢$第24课_n.骷髅_ad.表面上地______a.体面的，雅观的_v.隐藏，隐瞒_a.生动的_a.令人激动的，扣人心弦的_v.毁坏_n.女主人公_n.小说 _a.不同的_n.医学_____n.(家庭中的)客房_vt.(从箱中)取出_v.(整齐地)堆放，排放；n.堆_n.内衣_n.抽屉_v.使惊呆_v.悬挂_v.摇摆_a.不表同情的，无动于衷的_a.医学的$第25课_a.给人深刻印象的_n.蒸汽轮船________n.轮船，大木船_n.时期，时代_n.爪哇(印度尼西亚一岛)_n.舵_v.颠簸，摇摆_v.掌握方向_a.临时的_n.大块木板_v.安装_n.赤道_v./n.耽误$第26课_v.影响_v.骄傲________n.鉴赏力;品尝_v.施加_a.微妙的，难以捉摸的n.做广告的人_v.分类_a.有奇妙作用的_n.样品_v.设计，想出_v.吸引，赢得_n.生产厂家，制造商n.独轮手推车_n.(汽车尾部的)行李箱_n.配料_n.起重机_v.预期，预料$第27课_n.哲学家_n.智慧_n.牧师_a.精神上的_v.不愿给，舍不得给_n.外科大夫_n.过路人(复数passers-by)_n.尊严_ad.故意地_n.后果，结果_v.使苦恼，折磨_n.容易_n.大自然_n.蔑视_a.嫉妒的$第28课_n.货物，商品_n.甲板_n.银器_v.吸引；引诱_v.讨价还价; n.便宜货_v.下船上岸_v.纠缠_n.小玻璃球_v.刻写，雕_n.好处，优惠_v.(讲话时)打手势_a.出人预料的；令人不悦的_v.硬塞给；强行挤进$第29课______ ad.在很大程度上_a.喜剧的，可笑的_a.普遍的_n.滑稽演员，喜剧演员 _a.讨厌的_v.一再要求，纠缠_v.惧怕_n.康复_n.熟石膏_v.安慰，慰问_v.瘸着腿走_v.补偿v.喃喃而语$第30课_n.劳动者(也做laborer)_ad.一夜期间_n.干草_n.谷物_n.月光_a.认真的_v.怀疑_v.(军队中)开小差_n.(军队)团_n.战斗_n.隐士$第31课_a.可爱的_n.(行为)古怪的人_v.不顾，无视_n.习俗，风俗 _a.感觉到的，意识到的_______ad.总是，经常地_n.常规；惯例; a.常规的_a.精明的_n.怪癖_a.传奇般的_n.势利小人，谄上欺下的人_ad.强烈地_a.拖泥带水的；又脏又湿的_v.把……砰的一声抛下_a.道歉的_v.训斥_v.暗中策划_a.精心构思的；精致的$第32课_v./n.救助，营救，打捞;n.巴伦支(海)_a.沉没的_n.货物_n.金条；银条_v.彻底搜索_n.大箱子_n.(复数)所装的东西_______n.(复数)所有物_n.物件_n.巡洋舰n.找到的物品_航海日志_v.拼成整体_v./n.护航v.用鱼雷攻击_n.潜水艇_a.海军的n.(政府的)部$第33课_n.序幕，前奏a.意料之外的_n.系列_n.大祸，灾难_n.陶器，瓦器_n.郊区_v.猛撞_n.初学者_n.惊慌，恐慌_n.(汽车的)挡风玻璃_p rep.在……的旁边，与……并排_v.滑；回避_a.迷失的，离群的；v.迷路，偏离_n.混乱_ad.贪婪地_v.狼吞虎咽地吃$第34课_n.古董，古玩________n.魅力，迷惑力_a.望而生畏的，望而却步的_v.鼓起_a.自命不凡的，矫饰的_n.迷宫_a.陈腐的，发霉的_n.稀世珍品a.各式各样的________n.破烂货，废品_v.镌刻_n.短剑，匕首_v.杂乱地布满；n.垃圾_a.专心致志的；全身心投入的_n.到处找便宜货买的人_v.商人_v.期望，渴望；珍爱_ad.足够地_n.杰作_a.仅仅的_a.珍贵的，宝贵的_a.小巧的，小型的_n.构图$第35课_n.正义，公正；司法_n.法院_n.法律_n.无辜________v.承担，着手做_a.艰苦的，艰难的_a.抽象的_n.概念，观念_给予，处置_n.干涉_v./n.一致_n.房屋_v.转变，改变_a.不再用的，废弃的_n.壁炉_v.捂住，压抑_v.砍，削，凿；碎裂_v.使变黑_v.(从某处)出现$第36课_a.轻信的a.不大可能的_a.不起眼的；v.遮掩，模糊_n.女仆，女佣_v.假定_ad.心眼坏地，居心叵测地 _v.密谋_n.倒台，垮台_a.天真的a.不能接受的_v.(事件)巧合促成a.难以置信的_n.相似_n.嘲弄，挖苦_v.使了解_v.使团聚_v.假定，认为$第37课_n.快车 a.高速的_a.准时的_v.使习惯于_a.不可动摇的_n.信任_v.取消_ad.例外地_v.打乱(计划等)_v.责怪_v.请教，查阅_ad.径直地_a.奇怪的，异常的_v.细想_n.优势_a.强大的，有力的_v.慢吞吞地动或做_v.咔嚓咔嚓地响_v.提出；n.小屋，(旅游区的)小旅馆_n.抱怨_n.胜利; v.战胜_n.星号(_v.引向，引导$第38课_n.历法，日历_n.历史学家_a.无与伦比的；独特的_ad.不断地_ad.唯一地_n.录像_n.(只读)光盘驱动器_______v.令人眼花缭乱_v.推断，推理_a.不足的，贫乏的_n.(古生物)长毛象_n.獠牙，长牙，象牙_n.游牧民v.使相互联系_n.线索_a.不重要的_v.使流出，泻_n.出现，到来，来临_n.农业_n.假定，设想_n.小圆点_n.符号_v.雕刻_n.象牙制品_n.月相，天相_a.原始的_v.描画，描绘$第39课a.崎岖不平的_n.大石块_v.使得坑坑洼洼_v.使不安_v.低估_v.急转弯_v.挖出_v.(用锤)击打，锤打_ad.有预兆的，不祥的________v.划破，撕，扯_n."之"字形_a.浅的_v.磨擦，磨_n.汽油_n.一大片(平地或水) _n.障碍_n.丛，簇_n.(石，地的)深缝_v.重复；更新_n.恳求n.(汽车)排档_prep.骑，跨_n.缝隙_n.停_n.(汽车上的)仪表盘$第40课_n.骗局，戏弄_n.欺骗，骗局______a.自重的，自尊的________v.使沉迷；享受_a.气动的_n.钻_a.无意义的，无聊的 _a.预先的，事先获得的 _n.拱形门楼_v.规劝，告诫_ad.讽刺地_n.许可_v.同意，准予$第41课_n.幻想，错觉_a.田园的_v.培育_n.欣喜_v.赞美，颂扬_a.优越的_n.鸡叫 _v.(鸟)吱吱叫，嘁嘁喳喳叫_v.闪烁_n.牧场_a.田园诗的_______ad.几乎，差不多_a.可疑的，怀疑的_n.好处，特权_n.苦难_n.熟人_n.难得的乐事，享受_n.居住者_v.摇晃，蹒跚_a.异乎寻常的，外来的_n.白炽光_v.下落，降临_v.缩进，隐藏_ad.固执地，顽固地$第42课_n.(远古)洞穴人_n.洞穴探险，洞穴探险运动_n.孤独，寂寞_v.引诱，诱惑n.洞穴探险者_n.漫步者，散步者_n.任务，工作_n.预见；深谋远虑_v.预言n.格里诺布尔_n.断层，裂口，陷坑_n.小裂缝；缺点，瑕疵______a.杰出的，著名的n.珠穆朗玛峰_v.涉水_n.瀑布_n.(汽车)排档_a.可充气的_n.碎瓦，瓦块a.连续的，不断的_v.轰响n.强大的水柱_n.裂隙，开口_n.大洞穴_n.石笋_n.钟乳石_n.石灰石_v.闪烁_a.引起恐惧的，可怕的_n.穹窿，圆顶$第43课_v.投保_n.游园会_ad.公认的_v.买________a.一年一度的_n.(13岁至19岁的)青少年_v.(船)翻_v.打颤，发抖_______v.(头向下)跳水_v.拖曳_n.粗缆绳_n.(圆形物品的)外沿，边_n.绞车(带有绞盘的车)_n.保险费_v.使……得到补偿，弥补_a.精神紧张的，提心吊胆的v.处于(高处)_ad.危险地，不稳固地_v.失去平衡_n.夹钳，夹板_ad.垂直地_n.激流，洪流_v.弹回$第44课_ad.绝对地，完全地_n.(轮船的)密封舱_a.窄小的_a.憋气的，闷气的_a.枯燥的，乏味的，单调的_n.有节奏的运动v.发出咔哒声_v.催人欲睡_n.短时，片段_n.(火车等的)卧铺_v.乱摸，摸索_n.检查_ad.必然地，不可避免地 _n.目的地v.使精疲力尽_n.快车道_n.渡船_n.巡游船_v.使文明_a.宽敞的_a.晕船的_v.恐吓，恫吓_n.短处，缺点_a.使人高兴的，令人兴奋的_n.逍遥者，逃避现实者 _v.呷，啜_n.香槟酒_n.精心的安排_a.激动人心的；不寻常的 _.高飞，翱翔_ad.不费力地_n.景色a.精神饱满的a.没有垮下来$第45课_a.民主的_v.限制_n.辱骂，责骂_n.论点n.五胞胎之一_n.默默无闻_ad.彻底地，完全地_a.独占的，独家的_a.数不尽地，无限的_南达科他州(美国)_a.永久的_n.育婴室，保育室_n.商品化_n.商品$第46课_v.找(借口)，辩解_n.无知，不懂_n.出版物，出版_n.新婚夫妇_ad.愉快地，高兴地_n.空闲_a.热心的，渴望的_a.咨询的_n.新手________n.消费者，顾客_v.装配，组装_n.出路，出口_a.创造性的_n.手巧的人，能工巧匠a.足智多谋的_v.由于烧断保险丝而短路_a.要散架的，晃动的_v.堵塞_n.错觉_割草机_n.调整_n.螺丝钉_v.拆卸_n.(厚)块_v.绷断_a.不能克服的，难以对付的_n.线锯_v.唠叨不休_v.生锈$第47课_n.污染_a.人口多的_a.过度工业化的_a.纯粹的，不掺杂的_ad.在全世界_v.制服，使不知所措_v.污染_n.杀虫剂_n.肥料_n.沙门氏菌n.利斯特杆菌_n.吃素的人_a.有机培植的(不施化肥和其他化学药品培植)a.暗中为害的_a.城市的_n.窃贼_v.入室偷窃_v.尖叫_a.极度的_n.烦躁_ad.连续不断地_v.发呜呜声_n.直升飞机_a.最大的_n.技术_n.贡献_a.可移动的_v.打鼾_n.冒犯者a.令人惊愕的_v.吹号_n.伙伴$第48课_a.难接近的，达不到的 _a.好客的_a.不友好的，有敌意的n.周围,附近_a.建筑的_n.壁画_ad.突然地，意外地_v.徒步行进_v.(用绳、链、锚)系(船) _n.渡船_v.蔓延，散乱分布_a.陈旧破烂的，倒塌的 _n.沙丁鱼，沙丁鱼罐头 _n.破烂衣服_a.不动的_n.行列，成队的人群_n.披巾，围巾_v.凝视，盯着_v.加快$第49课a.杂乱无章的_ad.感情上，多情地_ad.慷慨地，大方地 _a.清洁的，无污点的_n.镶木地板_v.发亮，闪光_v.指挥_a.看不见的，无形的_v.擦拭，刷洗_a.开明的，教化的_n.变化无常_a.不屈不挠的，不松懈的v.使幻想破灭_n.勤奋_n.资格，能力_n.欢笑，高兴_v.(整齐地)堆放，排放；n.堆_n.地窖$第50课_n.决心_ad.内心里_v.编辑，编制a.令人畏惧的_v.再发生，又出现_n.规律性_n.成就_n.达到；成就，造诣a.根深蒂固的_n.自我完善_n.简单的计划，方案a.雄心勃勃的_n.意外的困难，易犯的错误_a.要求不过分的,谦虚的_ad.刻苦地_n.自我约束_n.躯体_v.暴露，显露_v.成群结队地走动_v.使不安_n./v.嘲笑，奚落人的话_n.嘲弄，挖苦_ad.和气地，心情好地_v.逐渐变小，变弱_v.减少，缩小_v.使欲睡，使朦胧_n.祸根，毁灭的原因n.电视机屏幕$第51课_a.专职的_n.技师_n.软件_国际商用机器公司_磁盘操作系统(DiskOperating System)_n.(美国)微软公司_a.容易操作的，好用的a.多媒体的_a.选择的_v.诊断_v.减轻_n.会计_a.重复的_______a.办公室工作的n.国际交互网_n.网络$第52课_a.永久的_v.给染色_a.淡色的_n.色度_a.观察力敏锐的_a.浅灰色的_v.驱散，消除a.稀奇古怪的_n.获得_n.化妆品_a.出人预料的；令人不悦的a.想象出来的a.不可溶解的_v.敦促，激励_a.独占的，独家的_n.音节_n.迷惑，糊涂_n.雀斑_ad.显然地，明显地_a.奇异的，古怪的_n.调制品_v.陶醉，得意忘形_a.空白的_ad.谨慎地_v.抓住_v.装饰，打扮$第53课_v.逐渐形成_a.高压的，专横的_a.不够格的，不称职的________ad.过分热情地_v.保护_a.国会的_a.合格的_n.不平，冤屈_n.(瑞典的)司法特派员 _n.(瑞典和英国的)司法特派员_a.保密的_n.来往信件_v.改变_n.谴责，指控_v.查出，查明 _a.有偏见的，不公平的_v.敦促，激励$第54课_n.昆虫v.进行(斗争)_v.弄脏_n.惹怒_n.蜘蛛_n.黄蜂_n.飞蛾_n.蚂蚁_n.厌恶_n.群_a.神秘的，不可思议的_v.擦，抹去_螳螂_a.出神的_n.甲虫_a.伤不着的，无危险的_a.甘美的_n.一簇，一群_n.蚜虫_n.底面，下侧_n.一群_a.粘的_v.小步跑_v.聚集_n.机灵$第55课_n.天文学_a.相对的_ad.无限地，无穷地_a.太阳系的_n.金星_n.火星_n.运行轨道_a.天文学的_v.产生_n.微粒，粒子_n.木星_v.遮暗_v.分析_n.细菌_n.氧气_n.领域_n.努力$第56课_n.界线；边界_v.用泵抽_v.(坏天气、麻烦等)突然降临n.回水河汊_n.前任_n.草地，草场v.给…戴花环_______n.一种冬青植物_n.花环_n.偶发事件_n.部分_v.使位于_v.招致，带来_n.牲口棚_n.顶楼_a.范围广大的_a.危急的n.时刻，关头_n.木筏_ad.过度地_n.地基_ad.牢固地，粗壮的_v.浸没_v.抓住$第57课_a.异国的，外国的v.移居(国外)v.全神贯注于_a.扎牢的_ad.致命地_a.广泛的；丰富的_n.里程碑_n.领地；地区_n.计程表_______n.(教堂的)塔尖_v.返回，重走_v.趔趄地走_n.地平线_n.水库$第58课_v.潜藏_v.妨碍_n.指纹________n.混乱，无秩序a.不可思议的_a.真正的，地地道道的 _n.喜欢收藏物品的人 _v.扔_v.丢弃_n.警察_v.洗劫_n.阳台_a.大惊小怪的，小题大做的$第59课_v.积聚，收集a.不加选择的_n./v.一堆杂物;乱糟糟地堆满n.细线, 细绳_n.必需品_n.癖好,狂热_n.草图，图样 _a.(机会，可能性)极少的，小的a.意志坚强的_n.休息，娱乐_v.查证，核实_n.关系，联系_a.志趣相投_n.标本_ad.有益的，积极的a.心满意足的_n.烦恼，无聊$第60课_n.准时_ad.农村的_v.不顾，无视_n.知识分子_a.深奥的_v.协调_v.责备v.刺破(轮胎)________n.改道，绕道________n.讨厌的事、人n.很小一点儿_______n.挥舞(打手势)_a.微小的_a.坚定的，不动摇的12。
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Rats and Men人与鼠“Insoluble Problems” ---S.I. Hayakawa早川“难以解释的问题”—早川[1]Professor N.R.F. Maier 迈耶of the University of Michigan performed a series of experiments several years ago in which “neurosis”神经官能症is induced 诱导in rats. The rats are first trained to jump off the edge of a platform at one of two doors. If the rat jumps to the right, the door holds fast （firmly）, and it bumps its nose and falls into a net; if it jumps to the left, the door opens, and the rat finds a dish of food. When the rats are well trained to this reaction, the situation is changed. The food is put behind the other door, so that in order to get their reward犒赏they now have to jump to the right instead of to the left.(Other changes, such as marking the two doors in different ways, may also be introduced by the experimenter.) If the rat fails to figure out （come to understand by thinking）the new system, so that each time it jumps it never knows whether it is going to get food or bump its nose, it finally gives up and refuses to jump at all. At this stage, Dr. Maier says, “many rats prefer to starve rather than make a choice.”几年前，密歇根大学的迈耶教授在老鼠身上开展了一系列有关神经官能症的实验。
首先，研究人员放一块平板，并训练老鼠从上面跳下来。
如果老鼠跳向右边的门，门会打到老鼠的鼻子并且老鼠也掉到了网里；如果老鼠跳向左边的门，门会打开，老鼠会找到一些食物。
当老鼠已经熟练了这种训练模式，，研究人员做了一些改变。
研究人员把食物放到了右边，老鼠如果从右边跳才能得到犒赏。
（研究人员也做了一些别的变动，如用不同的方式标记门。
）在这种情况下，老鼠如果没能适应新的训练系统，那么每次它跳的时候它就无法判断是会得到食物还是会被打到鼻子，最后，它就放弃了并且再也不会跳了。
在这种情况下，一些老鼠宁愿饿着吃不到东西也不愿意从平板的任何一边跳下来。
[2]Next, the rats are forced to make a choice, being driven to it by blasts of air强大的气流or an electric shock. “Animals which are induced 被迫to respond in the insoluble problem situation,”says Dr. Maier, “settle down to a specific reaction (such as jumping solely at the left-hand door) which they continue to execute regardless of consequences… The reasons chosen under these conditions becomes fixated…Once the fixation appears, the animal is incapable of learning an adaptive response in this situation”. When a reaction to the left-hand door is thus fixated, the right-hand door may be left open so that the food is plainly visible. Yet the rat, when pushed, continues to jump to the left, becoming more panicky each time. When the experimenter persists in forcing the rat to make choices, it may go into convulsions抽搐, racing around wildly, injuring its claws, bumping into chairs and tables, then going into a state of violent trembling, until it falls into a coma. In this passive state, it refuses to eat, refuses to take any interest in anything; it can be rolled up into a ball or suspended in the air by its legs ----the rat has ceased to care what happens to it. It has had a “nervous breakdown.”接下来，老鼠会被强大的气流和电击逼着往下跳。
迈耶教授说到：“当动物们被逼着对难以解决的问题做出反应时，它们会不顾后果的反复的做出一种特殊的反应（比如，老鼠这时总是从左边的门跳下去。
）…在这些情况下做出的选择都是固定的。
一旦这种固定的情况出现，动物就无法做出适应性反应。
”一旦从左边门跳下去的后果确定下来，研究人员就会一直打开右边的门，让食物一目了然。
然后被推着反复跳向左边门的老鼠每次都会恐慌不安。
当研究人员坚持让老鼠在这种情况下做出选择，老鼠可能会抽搐，失控的的奔跑，弄伤自己的爪子，在桌椅上下跳个不停，然后会剧烈的发抖直到它成功的昏了过去。
在这种消极的心理状态下，老鼠不再进食，不再对任何事物表现出兴趣；老鼠会蜷缩成一团或者用爪子把自己挂在空中----这老鼠已经不关注发生在它身上的事了。
这老鼠已经：“精神崩溃”了。
[3]It is the “insolubility” of the rat’s problem that leads to its nervous breakdown, and, and Dr. Maier shows in his studies of disturbed 遭困扰的，心理失常的children and adults, rats and human beings seem to go through pretty much the same stages. First, they are trained to make habitually a given choice when confronted by a given (certain)problem; secondly, they get a terrible shock when they find that the conditions have changed and that the choice doesn’t produce the expected results; third, whether through shock, anxiety, or frustration, they may fixate on执着于the original choice and continue to make that choice regardless of consequences; fourth, they sullenly 很不高兴refuse to act at all; fifth, when by external compulsion they are forced to make a choice, they again make the one they were originally trained to make ----and again get a bump on the nose; finally , even with the goal visible in front of them, to be attained simply by making a different choice, they go crazy out of frustration. They tear around 撕抓wildly; they sulk愠怒，生闷气in corners and refused to eat: bitter辛酸怀恨, cynical不信任一切, disillusioned 心灰意冷, they cease to care what happens to them.正是问题的“难以解释性”了造成老鼠的精神奔溃，并且迈耶教授在他的有关心理失常的儿童和成年人的研究中表明，在整个实验过程中，人类和老鼠所经历的阶段几乎是一样的。
首先，训练受试者对一个确定的问题作出习惯性的选择；其次，他们发现在实验环境发生了变化，他们得到了惩罚，并且他们原先的选择并不能得到预期的结果（如得到食物）；然后，经过了惊吓，焦虑，或者沮丧这些心理变化时，受试者有可能不顾后果的坚持做出他们最初的选择；再次，受试者不愿意做出任何选择；最后，当外界的压迫让他们做出反应时，他们依旧会做出训练时的那个习惯性的选择---当然再一次的打到鼻子。