英语专业精读
英语专业基础阶段精读课教学模式探索
英语专业基础阶段精读课教学模式探索在我国英语专业精读教学领域中，很大程度上受到传统教学模式的影响，以学习语言结构为目的，以教师讲授为主体，无法适应飞速发展的社会需要，难以培养复合型的专业英语人才。
本文主要探讨精读教学的制约因素并且提出相应革新方法。
标签：英语专业基础阶段精读课教学法大学英语教学旨在培养学生读，听，译，写与说的基本能力,使学习者能以英语为工具理解掌握专业知识,并为进一步提高英语水平打下基础。
在专业英语教学过程中,精读课即基础英语是集理论与实践于一体的课程。
基础阶段的精读课旨在为学生打下坚实的语言基础并且培养学生英语交际能力。
在传统教学方法及观念影响下，许多师生都认为英语专业精读课如同高中英语课程，主要讲解词汇语法、解释句子翻译课文。
这种教师单一灌输语言知识的教学模式使得学生长期处于被动接收并且缺少学生教师之间英语交流沟通。
在精读课的学习过程中，学生经常要死记硬背默写单词,他们错误地认为英语学习仅仅如此。
有些学生虽然发音准确、语调优美、语法精通,然而方到用时，才发现无从开口，词语匮乏。
然而长期以来,精读课的教学模式及其效果的确不尽如人意。
这种学与用的脱节不仅使得学习者更加依赖教授者，更是严重挫伤了学生的学习语言知识的积极性。
经过本人多年英语精读教学实践发现,制约精读课程教学发展的因素有以下几种首先，在传统教学模式的影响下，英语精读课程主要以单一教师灌输为主。
其次，学生们普遍词汇匮乏也是影响精读课授课效果的主要因素。
再者，语言文化背景知识缺乏同样制约精读课程的授课效果。
如何培养和提高学生的综合运用能力,成为摆在英语专业教学面前的一道重要且急需解决的课题之一。
鉴于精读课的地位作用以及目前的教学现状,精读课的教学改革势在必行。
本文旨在针对这个问题提出一些个人的浅薄之见。
因此，鉴于英语专业精读课程的重要地位以及精读课程的教学现状，教学改革势在必行。
如何培养提高英语专业学生的综合英语能力成为英语专业教学急待解决的问题。
中医院校英语专业《精读》教学方法探讨
中医院校英语专业《精读》教学方法探讨现代大学英语是我院英语专业学生的主干专业课程，本文从如何提高《现代大学英语》精读课程教学质量，增强教学效果，从而培养和提高学生听、说、读、写译实际操作能力方面进行了探讨。
我院英语专业旨在培养德、智、体全面发展的掌握扎实的英语语言技能及中西医基础知识，具备较高的文学文化素养，能够熟练运用英语在医药、教育、文化等领域从事翻译、教学、对外交流管理等工作的高级应用型人才。
注重培养具有扎实的英语语言基本功，牢固的英语专业知识，丰富的人文学科知识和基本的科技知识，同时具有一定中西医专业基础知识的人才。
使得学生毕业后能够从事与中医药相关的对外交流工作。
精读课是我院英语专业学生的主干专业课程，该课程的设置目的是使学生能将所学知识与实际相结合。
因此，它的开设对学生以后的工作有着极其重要的意义。
我院选用的教材是外语教学与研究出版社杨立民主编的《现代大学英语》，其涉及内容丰富，涵盖知识面宽，课后习题多，且偏向于文学方向，我院学生的基础较为薄弱，学生普遍覺得该门课程学习难度较大。
所以在教学过程中，掌握好教学方法尤为重要。
笔者针对《现代大学英语》精读课教学谈一些自己的看法和建议。
一、《现代大学英语》的教学特点英语专业的基础知识要过硬、其实践性和应用性也非常强，《现代大学英语》精读课程作为该专业的一门专业主干课，具有如下特点：1 知识结构性强《现代大学英语》的知识结构性强，从一册至四册，有浅入深，文章知识点和语法点相互映衬。
全面系统地阐述英语专业中的基本知识和应用。
英语写作是对课文学习的巩固与加强，它是围绕课文的主题思想而设计的，旨在引导学生学以致用。
每单元主课文A和副课文B主题相同或相近，易于学习者就同类话题开展口、笔语交际，为以后在更高层次上进行更高水平的交际打好基础。
2 内容的多样性《现代大学英语》的文章题材有着广泛性和多变性，《现代》选材广泛，涉及现代生活的各个方面。
如《现代》涉及的主题包括社会、文化、科技、人文修养、人际关系、性格塑造等等。
英语专业阅读材料的精读与泛读技巧
英语专业阅读材料的精读与泛读技巧学习英语的过程中，阅读是一个重要的技能。
在英语专业学习中，无论是精读还是泛读，都是必不可少的。
本文将介绍一些英语专业阅读材料的精读与泛读技巧，帮助读者更好地理解和掌握英语专业材料。
一、精读技巧1. 阅读目的明确：在开始精读之前，先确定阅读的目的是什么。
是为了获取信息、学习专业知识还是提高阅读能力？明确目的有助于读者在阅读过程中更加集中注意力。
2. 合理利用工具书：精读的过程中，遇到生词或其他难懂的词汇，可以查阅词典或使用在线翻译工具，确保理解每个词的含义。
同时，专业词汇的理解也可以通过查阅相关的专业词典或参考书籍。
3. 理解文章结构：在阅读过程中，要注意文章的结构和逻辑关系。
通常，文章会按照问题提出、论证和总结的方式进行组织。
了解文章的结构有助于更好地理解文章的意义和观点。
4. 注意关键信息：在精读过程中，要注意抓住文章中的关键信息。
这些信息往往是作者要表达的重点，包括中心思想、主题句和论据等。
通过关注这些关键信息，有助于更好地理解文章的主旨。
5. 反复阅读与总结：精读的目的是深入理解文章的意义。
为了确保完全理解，在阅读一遍之后，可以进行反复阅读，并总结文章的要点、观点和论证。
这有助于加深对文章的理解和记忆。
二、泛读技巧1.阅读速度控制：泛读的目的是获得整体理解，因此读者可以适当加快阅读速度，不必对每个细节过于深入。
掌握适当的阅读速度可以提高泛读的效率。
2.注意文章结构与段落标志：在泛读过程中，注意文章的整体结构，以及各段落之间的逻辑关系。
通常，每个段落都有自己的主题和主旨，注意段落开始的关键词可以帮助理解整体的组织结构。
3.有效运用排除法：泛读过程中，遇到难以理解的句子或词组可以尝试通过排除法进行推测。
通过理解上下文，排除一些明显错误的选项，有助于更好地理解整体内容。
4.关注文章中的关键词和关联词：在泛读过程中，要注意抓住文章中的关键词和关联词。
这些词汇可以帮助读者理解文章的主题、主旨和论证。
英语专业精读课后优选稿
英语专业精读课后文件管理序列号：[K8UY-K9IO69-O6M243-OL889-F88688]Unite 1Paraphrasing(1) This ability to take familiar bits of language and to combine them to make new words and sentences is what sets language apart from other ways that human beings use to communicate.=Because of the existence of morphological and syntactic rules, language enables to create new words and sentences making use of available materials. This is not possible with other ways that we use to communicate, such as the use of facial expressions or bodily gestures.(2) We have to beware the word ‘language’. It’s often used ina vivid way to mean any kind of connection between people.=We have to be cautious about the use of “language” because it is often used figuratively, refering to any means of communication (body language) or even the basis of mutual understanding (speaking the same language).(3) We learn many rules of grammar in order to express different meanings, such as changing the order of words in a sentence. But we don’t have rules which change the order of our facial expressions to express different meanings.=Facial expressions are different from real language in that there are no grammatical rules such as word order to help us express different meanings when we communicate with facial expressions.(4) If I have the ability, I can paint them, draw them, sculpt them, dance them, compose them into a symphony or a ballet or a piece of jazz, and express myself in all the ways that are called “arts and crafts”.= “Arts and crafts” are also means of communication. If I have the ability, I can express my thoughts and feelings in painting, drawing, sculpture, dance and music.(5) In our everyday lives we produce and comprehend language with such apparent ease that we take it for granted. Yet the ease with which we use language belies a level of complexity of immense proportions.=Our everyday use of our native language, whether to express ourselves or to understand others, is so easy that we have never realized the great complexity behind this simple fact.Translation（1）Once we’ve learned a few thousand words, and learned the ways our language allows us to put them together into sentences, we can say things that nobody has ever said before.一旦我们掌握了数千个单词和语言所允许的将这些单词组合成句的方法，我们就可以说出别人从未说过的话。
浅谈英语专业精读课堂互动手段
“ 动 ” 教 学 模 式 提 高 了 学 生 参 与 教 学 活 动 的 程 度 ，强 调 了 课 堂 教 学 中 掌 握 的外 语 知识 。 互
最关键 、最活跃 的因素—— 学生 的主体 地位 。师生双方相＿ 互交流 、相 ２２ 采取 多样 的方式 ，激发学生兴趣 ． 互启发 ，共同发展 ，体现了教学民主 、教学相长的理念。
活 动 体 的师 生 群 体 在 课 堂 教 学 中 出现 的 多 边 、多 层 的 交 互 作 用 ，忽 视 教学 ，开展想象性活动 是符合建构 主义学习理论要 求的 。情景教学 和
了学生是学 习的主体又是 自身发展 的主体 ，也忽 视了英语作 为一种交 想象性活动 与其它教学方式配合使用 ，针对不 同程度 的学生 灵活选用 ， 际工具的本质 。 要 遵循教师 主导作用与学 生主体作用 相结合 的原 则。 通 过 相 互 信 任 、 自 由联 想 、幽 默 诙 谐 、气 氛 宽 松 等 来 激 励 学 生 使 用 所
１１ 有效的互动手段要符合学生水平 ，迎合学生心理 ．
了解 学 生 是 设 计 教 学 活 动 的 基 本 要 求 。精 凄 课 主 要 是 针 对 英 语 系 过 程中 ，教师应鼓励学 生参与语言 活动 ，变 “ 一言堂”为 “ 言堂” 群 。
大学-英语专业-精读教材第一单元课文内容及翻译
大学英语专业精读教材第一单元课文内容及翻译《Half a Day》一、①I walked alongside my father ,clutching his right hand.〔走在父亲的身旁，我紧紧地抓住他的右手〕②All my clothes were new : the black shoes , the green school uniform ,and the red cap.〔那时，我穿着黑鞋子，绿校服，戴着红帽子，它们都是新的。
〕③They did not make me happy, however, as this was the day I was to be thrown into school for first time.〔然而，因为今天是我第一次被送去上学，所以这些衣服并没有给我带来一丝快乐。
〕二、①My mother stood at the window watching our progress, and I turned towards her from time to time, hoping she would help.〔母亲站在窗前望着我们缓缓前行，我也不时地回头看她，希望会从她那里得到帮助。
〕②We walked along a street lined with gardens, and fields planted with crops, pears, and date palms.〔我们沿着街道走着，街道两旁是花园和田野，田野里栽满了梨树和椰枣树。
〕三、①“Why school ?”I asked my father .“What haveI done ?”〔“我为什么要去上学？”我问父亲，“是我做错了什么吗？”〕四、①“I’m not punishing you,”he said ,laughing.“School’s not a punishment. It’s a place that makes useful men out ofboys. Don’t you want to be useful like your brothers?”〔“我不是在惩罚你，”父亲笑着说道，“上学不是一种惩罚。
英语专业精读教学改革初探
１精读 教学存 在 的 问题
长 期 以来 。 学 的教 学模 式 单 一 ， 大 以教 师 为 中心 的 “ 堂 满 灌 ” 填鸭式” 、“ 教学方法 占据 了大部分 的精读课 堂 。课堂 上 ， 教 师侃侃而谈 ， 从单词到语法结 构 ， 课文 背景知识 到应试 技巧无 从 不谈 。而学生则忙于记笔记 ，被动地接受 这些知识 ， 生之 间 师 缺乏交流 。这种传统的教学方式忽视了语 言的应用能力的培养 ， 忽视 了学生在教学过程中的主体地位 ， 过于强调学生对 书本 知识 的掌握 ． 以至于学生们无法真 正运用所 学知识 ， 去 了学 习的兴 失 趣和主观能动性 ， 无法进行创新思维能力 的培养 。
一
与积极性 ． 使其 主动参与到教学活动中去 ， 真正成为学 习的主体 。 （ ）更新教材 ３ 教材是教学 的载体 ， 统 的精读 教材 内容 陈 旧 ， 传 文体 单一 ， 不利于扩大学生的知识 面。选 择适应 当代英语 教学实 践和社 会 实践的新 教材 ， 对提高精读教学质量有 能在 一定 的帮助。一本好 的英语 精读教材要兼顾语音基本功 的训练 、 语法 、 阅读 、 写作能力 的培养 ， 又要注重对 听、 等语 言交际 能力 的提高 ，增强 语言 的 说 实用性 ． 充分反 映中 国学 生学 习英 语 的特 殊规 律和 要求 ，与 此 同时 ． 一本好 的教材也要 引进 国外 的新思想 、 新方法 ， 结合 当今社 会 的各 种热 点 ， 从而开 阔学生 的视野 。 （ ） 助多媒 体和网络技术 ４借 多媒体 可以创建 教材难以呈现的场景 ， 图文并茂 ， 有声有色 ， 为课 堂提供 多种形式的教学活 动 ． 活跃课 堂 ， 发学生学 习 的兴 激 趣， 使学生参与到课堂教学活动之 中， 真正成 为教 学活动的主题 。 在 Ｅ益发达 的网络资源面前 ， ｔ 无论多渊博 的老师 ， 他所 能传授 的 知识都 是有 限的。因此 ， 用多媒体 和 网络教 学 ， 利 鼓励 学生独立 地解决学 习中碰 到的问题 同样 显得非 常重要 。具 体到精 读课教 学课堂 中 ， 教师上课 时 间和辅 导时 间可 以各 占一 部分 ， 师在 老 教学之余负 责拟 定一 些问题 ， 学生通 过 网络 自主查 资料 ，独 让 立思考 。 而培养学生独立获取知识的能力和勇于探索的能力 。 从 （ ） 极 开 展 课 外 学 习 ５积 课外学 习是整个英语 学习过程 的一 个不 可或缺的组成 部分 ， 也是课堂教学 向外延伸 的一个 重要渠道 。课外学 习可 以有 效 的 提高学生英语 的实际运用 能力 ， 激发学 生学 习的兴趣 ， 固课 堂 巩 学习的知识 ， 弥补课 堂教学的不足 。老师可以组织举 办英语演 讲 比赛 、 话剧表演 、 朗诵 、 影视欣 赏等多种课 外活动 ， 组织开展 多种 形式的讲座 ， 拓展课 堂学习内容 。 提高教学质量 ， 培养学生灵活运 用基础知识解决 问题 的能 力 ， 立英语 学习 的 良好 的氛围 ， 现 树 实 复合型人才 的培养 目标 。
大一英语专业精读1-5单元笔记
Unit 1Sentence Paraphrase and Language Study1.I walked alongside my father, clutching his right hand. (1)present participle as adverbial modifier Paraphrase: I walked next to my father, holding his right hand.clutch (1)vt. to hold sth. or sb. tightly, esp. because you are frightened, in pain, or do not want to lose somethingExamples: Tom fell to the ground, clutching his stomach.A woman clutching a baby stole an elderly woman’s purse.clutch at (2)to try hard to hold sth., esp. when you’re in a dange rous situation Example: A drowning man will clutch at a straw. (to try hard to find a sign of hope ora solution, even when they are not likely to exist in a difficult or dangerous situation)2. They did not make me happy, however, as this was the day I was to be thrown into school for the first time. (1)“As” introduces an adverbial clause of reason. Paraphrase: But my new clothes did not bring any happiness to me, because it was the day I was forced to go to school for the first time.Cf. to throw sb. out of (a place): to force sb. to leave a place, e.g.They will throw me out of school if I fail three times.Nick got thrown out of college in the second year for taking drugs.Anyone who opposes the regime is liable to be thrown into jail/prison.More examples:The moment I saw him, I recognized he was the criminal the police were looking for. The year I was born, my father was working towards a PhD degree.The day Hans Christian Andersen returned to his hometown, almost all the people turned out to greet him.3. My mother stood at the window watching our progress, and I turned towards her from time to time, hoping she would help. (2)present participle phrase, acting as adverbial of accompanying circumstancesParaphrase: My mother stood at the window watching our slow and difficult movement towards the school, and I looked back at her frequently, hoping she would stop my father taking me to school.More examples:We walked along a street lined with gardens, and fields planted with crops, pears, and date palms. (2) past participle phrase used here to modify “a street” and “fields” respectively. It can be regarded as a relative clause cut short. Paraphrase: We walked along a street, on both sides of which there are gardens and fields where crops, pears and date palms are planted.What is the language spoken in that area? = that is spokenThey are problems left over by history. = which have been left4. It’s a place that makes useful men out of boys. to make sb./sth. become …Examples:The army made a man of him.The four brothers all made a success of their lives.He said the Government were frightened of nothing. The real trouble was that we were making a mountain out of a molehill (小题大做).5. I was not convinced. convince vt. to make sb. feel certain that sth. is true Examples:I couldn’t convince him of his mistake. How can I convince you of my sincerity?I managed to convince them that the story was true.a convincing argument convincing evidence6. I did not believe there was really any good to be had in tearing me away from my home and throwing me into the huge, high-walled building. (5)gerund as the object of the prepositiontear sb. away from: to (make sb.) leave a place unwillingly because one has to Paraphrase: I didn’t think it was useful to take me away from home and put me into that building with high walls.More examples:1) We had difficulty in finding a parking lot. 2) I have no objection to hearing your story again.3) I’m not keen on gambling. I’m too afraid of losing. 4) There’s no point in waiting.There’s no good to be had in doing sth.=It’s no good/use doing sth. or There is no good/use doing sth.: It’s not useful to do sth.Examples:It’s no good crying spilt milk. (proverb)It’s no use talking to him.There is no good to be had in buying a boat when you don’t have enough spare time to use it.I don’t see there is any good to be had in downsizing the company.Related phrases:it is no (not much) goodit is no (not any, hardly any, little) useit is useless + doingit is not the slightest useit is worth (worthwhile)there is no (good, use)Example: There is no good denying that women are playing an important role in the world today.to tear oneself/sb. away from: to (make sb.) leave a place or a person unwillingly because one has to.Examples:Can’t you tear yourself away from the TV for dinner?The young artist couldn’t tear himself away from da Vinci’s Mona Lisa.7. Vast (1)a. extremely large; spreading a great distanceExamples:The vast plains of this country spread for hundreds of miles.He is very valuable to his employer because of his vast experience in the business. vast (2)Examples:The group of actors was brought from New York to London at vast expense.The refugees came across the border in vast numbers.The vast majority of young people don’t take drugs.8. I hesitated and clung to his hand, …to hold tightly; not release one’s grip on Examples:The little child clung to his mother for comfort.Some of the victims of the fire climbed out of the building, clung to the window ledges for a minute or two and then dropped to their death a hundred feet below. Collocations:cling to the belief; cling to the hope; cling to one’s own viewcling to the habit; cling to one’s possessions9. You will find me waiting for you when it’s time to leave. (7) find + obj + v-ing (object complement)Paraphrase: I’ll come to fetch you when school is over. I’ll be waiting for you here at the gate.More examples:1) When I entered the room, I found him reading something aloud.2) I found a tree lying across the road.3) If she catches you reading her diary, she’ll be furious.4) His remark left me wondering what he was driving at.5) The words immediately set us all laughing.Note: Thi s structure is very common in verbs like “see, hear, feel, watch, notice.”10. Some of the children burst into tears.burst into:to begin, suddenly and/or violently, to cry, laugh, sing, etc. Example: Aunt Annabel, who has been nervous and jumpy lately, suddenly burst into tears.Collocations:As the comic got into his stride, the audience burst into hoots of laughter/a guffaw. The aircraft crashed into the hillside and burst into flames.The orchards seemed to have burst into blossom overnight.The entire hall burst into thunderous cheers/applause.Everyone on the bus burst into song as we got closer to home.Similar expressions:As they left the club the revellers broke into song/loud curses.I mentioned the incident later to a tailor friend and he burst out laughing/crying.11. … from each floor we were overlooked by a long balcony roofed in wood. (11) Paraphrase:… on one side of the courtyard was a building with a long wood-roofed balcony on each floor where we could be seen. Or: … from the balcony on each floor of the building people could see the pattern into which we formed.overlook: vt. a. to have a view of sth. from above; b. to fail to see or notice; pay no attention toExamples:Our room overlooks the ocean. My garden is overlooked by the neighbours. I’m afraid I overlooked your name; I’ll add it to the list immediately.I’ll overlook your mistake this time.12. I had never imagined school would have this rich variety of experience. Paraphrase: I had never thought life at school would be so colorful and interesting. variety (1) n. number or range of different thingsExamples:The T-shirts are available in a wide variety of colors.The students come from a variety of different backgrounds.variety (2) n. quality of not being the same, or not being the same at all times Examples:There was little she could do to add variety to her daily routine.She didn’t like the work, because it lacked variety; she was doing the same things all the time.Variety is the spice of life. (=Doing a lot of different things, meeting different people, etc. is what makes life interesting.)Examples:1) Customs vary from country to country.2) Human nature, in all its many and varied forms, is very complex and hard to understand.3) Of all the various ways of cooking an egg, I like boiling best.4) There are wide regional variations in house price.5) There are too many variables in the experiment to predict the result accurately.6) Consumers’ preferences are so variable that planning is almost impossible.13. We saw a globe of the Earth, which revolved and ….v. a. to spin around or make sth. spin around, on a central point; b. (fig.) to think aboutExamples:The metal disc revolves at high speed. The earth revolves round the sun.The story revolves around a young girl who runs away from home.He revolved the matter in his head/mind.18. It was not all a matter of playing and fooling around. (15)all: completely; fool around: to waste time instead of doing sth. that you should be doingParaphrase: What we did at school wasn’t just playing and wasting time doing nothing useful.a matter of: a subject/situation that involves sth.Examples:Learning is a matter of seeing much, suffering much and studying much.The King’s mental state was becoming a matter of c oncern.Personally I can’t stand rock music, but I suppose it’s all a matter of opinion.I can’t say which wine is best—it’s a matter of personal taste.fool around/about: to waste time behaving in a silly wayExamples:He spent the whole afternoon just fooling around.Stop fooling around otherwise you’ll never amount to anything.Cf. He noticed a strange-looking person hanging about the bus stop.I hung around the station for an hour but he never showed up.The children lingered on at the zoo until the closing time.14. Rivalries could bring about pain and hatred or give rise to fighting.bring about: to make sth. happenExamples:Computers have brought about many changes in workplace.I offered to act as mediator and try to bring about a reconciliation between the two parties.That unpopular measure finally brought about the downfall of the government.give rise to: to be the reason why sth. esp. sth. bad or unpleasant happens Examples:Two phenomena are giving rise to world-wide concern—mass unemployment and mass migration into cities.Most people argued that poverty had given rise to the crimes in the town.15. … she would resort to physical punishment.resort to: to make use of ; to turn to sth. (esp. sth. bad) as a solutionExamples:There is no righ t to resort to violence when you don’t get your way.Terrorists resorted to bombing city centers as a means of achieving their political aims.Differences and disputes should be resolved through dialogue and negotiation rather than by resorting to force or terrorist actions.16. In addition, the time for changing one’s mind was over and gone and there was no question of ever returning to the paradise of home. (16) no possibility of Paraphrase: Besides, it was impossible for us to quit school and return to the good old days when we stayed home playing and fooling around all day. Our childhood was gone, never to come back.There is no question (of sth. happening / sb. doing sth.): There is no possibility. Example: There is no question of their dismissing you at the moment.17. Nothing lay ahead of us but exertion, struggle, and perseverance. (16) Paraphrase: We would have to do our best and keep working very hard until we finished school. This is what I imagined our school days would be like. Or: The kind of life that was waiting for us at school would be full of exertion, struggle and perseverance.Nothing but: onlyRight now he thinks about nothing but his research. She ate nothing but an apple for lunch.18. Those who were (relative clause modifying “those”)able took advantage of the opportunities for success and happiness that presented themselves. (relative clause modifying “opportunities”) (16)Paraphrase: If there came opportunities, capable students would seize them to achieve success and happiness.take advantage of: to use a particular situation to do or get what you wantExamples: I took advantage of the weather to paint the shed.Don’t lend them the car—they’re taking advantage of you!More phrases:For certain types of work wood has/gains/wins advantages over plastic.New tax regulations had given them an advantage over their commercial rivals.You have the advantage of me. Candidates with computer skills will be at an advantage.Do take more exercise. It is to your advantage.present (1)v. (reflex) to appear; attendExamples:When the chance to study at Harvard presented itself, I jumped at it.He was ordered to present himself at the chairman’s office at nine o’clock next morning.present (2) v. a. to give; offer; put forward; submit; b. to show or reveal; c. to put on; produce (a play)Examples:David’s manager presented him with the award for best sales in the region.His sudden resignation presents us with a tricky situation.The National Theatre is presenting “King Lear” next month.19. I looked around bu t found no trace of my father.trace (1) n. a. a small sign that shows that sb.or sth. was present or existed; b. very small amountIt vanished/disappeared/without trace. Petra’s lost all trace of her German accent. Age has left its traces on his face. There are traces of poison in the man’s blood.A mere trace of smile passed over her face.trace (2)v. a. to follow the marks to find sb. or sth.; b. to find the origin of sth.c. to study or describe the history, development or progress of sth. Examples:She had given up all hope of tracing her missing daughter.The style of these paintings can be traced back to early medieval influences.His book traces the changing nature of the relationship between men and women. 20. How did these hills of rubbish find their way to cover its sides? (17)to arrive or get to a placeParaphrase: How did the street come to be covered with so much rubbish on both sides? Where did they come from?find one’s way to:to arrive or get to a placeExamples:After being lost for two days, the little dog finally found its way back to its owner’s house.Because of the dense fog, the traveller couldn’t find his way to his camp.Related phrases:make one’s way to/towards the door bow her way out of the roompush her way out of the hall shoulder her way through the crowdworm his way into the organization beg her way back homeinch one’s way up the mountain21. Here and there stood conjurers showing off their tricks or making snakes appear from baskets. (17) an inverted sentence due to long subjectParaphrase: Conjurers stood everywhere. They were showing off their tricks or making snakes appear from baskets.More examples: 1) There are some exceptions to this reaction.2) Were there no air on the earth, there would be no life on it. 3) There goes the bell.4) In no case should we waste our time. 5) Away hurried the customers.show off: a. to attract attention to; b. to try to impress people and make them admire your abilities, achievements or possessionExamples:It was said that Mrs. Perkins only went to church to show off her new clothes.She was always at any function or gathering where her accomplishments could be shown off.Pay no attention to Susan—she’s just showing off.22. Then there was a band announcing the opening of a circus, with clowns and weight lifters walking in front. (17) “With+n.+doing” construction is used adverbially modifying “announcing”.Paraphrase: Then there was a band that was announcing the opening of a circus. The clowns and weight lifters were walking in its front.More examples:1) He stood there with a stick in his hand. (with + n. + prep.)2) Paul soon fell asleep with the light still burning. (with + n. + participle)3) She can’t go out with all these dishes to wash. (with + n. + to do)4) He was lying on the bed with all his clothes on. (with + n. + adv.)23. I was in a daze. n. a confused state of mind; v. to make (sb.) feel stupid or unable to think clearlyExamples: I’ve been wandering around in a daze all day.If someone gave you a heavy blow on the head, you would probably feel dazed.Dazed survivors staggered from the wreckage.24…, but the stream of cars would not let up.let up: a. to stop or become less strong or serious; b. to slacken one’s efforts Examples: When will the rain let up?Keep plodding away at your task, no matter how difficult it is; don’t let up on it.Unit 2Sentence Paraphrase and Language Study1．They were dreaming of golden beaches and sea tides as the grey, cold spring of New York vanished behind them.dream of/about: to imagine and think about sth. that you would like to happenExamples:1) The girl dreamed of becoming a movie star.2) Some thought it was the breakthrough scientists had dreamed of.3) He's got the sort of money that you and I can only dream about.vanish: v. to disappear suddenly, esp. in a way that cannot easily be explained Examples:1) I turned around again, the boy had vanished.2) It is a bad idea to let Tom Cruise vanish for almost an hour in the middle of his picture.3) Many species in South America have vanished completely.Cf. varnish, tarnish, furnishvarnish: to cover with 给······涂清漆1) He varnished the wooden table. 2) After he fixed the shelf, he varnished the whole to a high shine.tarnish: (esp. of metal surfaces) to lose; cause the loss of brightness （尤指金属表面）使失去光泽1) The damp atmosphere has tarnished the gilt. 2) His reputation is tarnished. furnish: to supply or provide; put furniture in1)The records furnished the information required.2)The president’s office is tastefully furnished with modern furniture.2. As the bus passed through New Jersey, …pass through: to go through a town, etc., perhaps stopping there for a short time, but not stayingExamples:1) As they passed through the flooded areas, they felt bad.2) We passed through the gates into a courtyard behind.3) We were just passing through (= travelling through a place) and thought we'd drop in to see you.pass (a place): to go past a place without enteringExamples:1) On her way to work she passed a supermarket. 2) We passed a group of students outside the theatre. 3) I pass the sports centre on the way to work.3. His fingers were stained from cigarettes …stain:v. a. to accidentally make a mark on sth. esp. one that cannot be removed; b. to change the color of sth., especially sth. made of wood, by using a special liquid (Syn. dye)Examples:1) This tablecloth stains very easily. 2) Her fingers were stained yellow from years of smoking.3) Stain the table before you varnish it.Collocations:stain sb.’s name/reputation/honor; stain with; leave a stain; blood/ink/wine stain; a stain on sb.’s character/reputation; remove/get rid of a stain; stubborn stainsExamples:1) A sudden gust of rain dashed against the red bricks that were already stained inpatches by water.2) Her fingers were stained with dirt, her nail varnish chipped.3) How do you get wine stains out of a tablecloth? 4) There was a dark red stain on the carpet.5) Water is a miraculous substance remover; it will remove probably 85 percent of all stains.5. He sat in complete silence and seemed completely unaware of the existence of the others.in+n.: to show a state or conditionunaware of: not knowing or realizing that sth. is happening or that sth. exists Paraphrase: He sat without saying anything as if he did not know there were other people around.4. …, the bus pulled into a Howard Johnson’s restaurant ….pull into: (of a vehicle) to arrive at (a station); move in towardsExamples:1) They will pull into the station at 7 sharp. 2) Let’s pull into the parking lot and have a rest.3) The train pulled into the station on the stroke of 12.Opposite—pull out:if a train pulls out, it leaves a stationExamples:1) The three-thirty is pulling out of platform four. 2) We got there just as the train was pulling out.7. The young people began to wonder about him, ….wonder about/at: to feel curious about; be doubtful aboutExamples:1) John says he didn’t do it, but I am still wondering about that.2) Sometimes I wonder about his behaviour.3) He wondered at her ability never to reveal the slightest disquiet in front of her husband.5.… she decided to engage him in a conversation.engage sb. in: to make sb. take part in sth.Examples:1) She tried to engage her roommate in a philosophical discussion.2) They spoke little about life outside the organization despite my efforts to engage them in conversation about it.3) They engaged him in a new project.6.The girl insisted that he join them. (Para. 5) subjunctive mood, "should" isdropped outinsist: demand that sth. should happenAfter the verbs expressing a command, decision, suggestion, such as decide, decree, demand, insist, move, order, prefer, propose, recommend, request, require, suggest, vote, advise, determine, desire, resolve, urge, etc, in that-clause we usu. use subjunctive mood “(should) do sth.”.More examples in ppt.7. He thanked her and retreated again into his silence.retreat into/to: to yield; move back toExamples:1) The soldiers were ordered to retreat to safer positions.2) At last we forced the enemy to retreat into the mountains from the town.3) More and more she retreated into books.Collocations:retreat into oneself 不与人交往，离群索居retreat into one’s shell 变得缄默，不愿与人接触retreat into fantasy 退避到梦幻世界8．…, and that if she can’t stand it, …stand: v. a. to bear, tolerate; b.to be or stay in a particular state or condition; c.to be proved to be true, correct, useful, etc. when testedcan't stand the heat (room)stand idle stand wear and tear (door)stand open stand up under close scrutiny stand up well to cross-checking Patterns：can't stand (sb./sth.) doing sth.can't stand to do sth.can't stand the sight/thought, etc. ofExamples: I can't stand people smoking around me when I'm eating.She can't stand to hear her parents arguing about her personal affairs.I know he can't stand the sight of me. She couldn't stand the thought of losing her children.a music stand乐谱架 a fruit stand水果摊 a stand for taxi出租汽车停车处make one’s stand clear表明立场come to a stand陷于停顿international stand国际地位standing committee/army常务委员会／常备军standing joke／jest老笑话take/make/mount a stand against sth. 反抗，抵抗9. She’s a wo nderful woman, really something—and forget about me.something: n. a thing or a person of some value or importanceExamples: He considers himself to be something, but actually he is nothing.She thinks she’s something since she won the beauty contest. Collocations: make something of yourself (= to become successful )be (really/quite) something(= spoken used to say that something is very good and impressive)there's something in/to something(= used to admit that someone's words are true or their ideas are successful, etc.)Examples: He looked like a man who might be able to make something of himself if a good woman took him in hand.Running your own company at 21 is really something.They had to concede that there was something in his teaching methods.forget about: a. to lose remembrance of; fail to keep in memory; fail to recall; b. to stop thinking or worrying about someone or something; c. not to care about or give attention to someone or something any longerExamples: She forgot all about their anniversary.Once they have money, some people forget about all their old friends.I'd completely forgotten about our bet until Bill reminded me.10. …, when I was sure the parole was coming through I wrote her again.come through: to arrive as expectedExamples: Has the train come through?We're still waiting for our exam results to come through.There is news just coming through of an explosion in a chemical factory.11. ... Soon all of them were caught up in the approach of Brunswick, looking at the pictures Vingo showed them of his wife and three children.be/get caught up in: to be completely absorbed in or get involved inExamples:I was caught up in conversation with a friend when someone knocked at the door.I am painfully aware of how we get caught up in our times and become contaminated by our own hypocrisy.I didn't want to get caught up in endless petty arguments.approach: v. to move towards or nearer to someone or somethingExamples: I heard footsteps approaching.Everyone prepared celebrations as the year 2000 approached.As I approached the forest, a hare ran out of the trees.Translation: He is hard to approach. 他很难接近。
大学英语专业精读U3
Lesson ThreeText A Message of the LandPart One 课文翻译第三课土地的信息1.是的，这就是我们的稻田。
它们曾属于我的父母和祖先们。
这片土地已有三百多年的历史。
我是家中惟一的女儿，因此由我留在家中陪伴父母，直至他们去世。
我的三个兄弟结婚以后就搬到了各自妻子的房子里。
我的丈夫住在我家里。
伊沙恩的风俗如此。
结婚时我18岁，丈夫19岁。
我们生有6个小孩，其中两个在婴儿时就病死了。
其他的两个男孩和两个女孩，在我们有钱为他们买牛仔裤时，就离开了这个家。
我们的长子在曼谷的一个富人家中做园丁，而后一个职业介绍所把他送往国外工作。
我的另一个儿子离我们也非常远。
2．我们的两个女儿，一个在曼谷的一家纺织厂做工，一个在一家商店里找到了一份工作。
有时她们会回家来看看我们，住一些日子，然后又各自离开。
她们经常会寄给我们一些钱，告诉我们她们的工作很好。
但我知道这不完全是真的。
她们有时会被欺侮，这令我心痛不已。
而我的丈夫对此却比我安心多了。
他总是不闻不问的，保持容忍、沉默的态度，只关心自己的生活。
3．虽然孩子们常年不在家，但他们永远是我的儿女。
或许天意要把他们送到远离我们的地方。
我们的田地面积很小，日渐贫瘠，像我们一样年迈衰老，筋疲力竭。
但是我和丈夫仍然耕作在这片土地上。
当雨水充足时，土壤耕起来并不困难，但在干旱的年度里，不仅是犁就连我们的心都要破碎了。
4．不，我和丈夫并没有变多少，而我们的小村庄却发生了巨大的变化。
体现在哪些方面呢?仅仅十年前，我们还可以进行物物交易，但现在你得全部用钞票买东西。
多年以前，你可以叫你的邻居帮你砌房、割稻或挖井。
现在，除非你付钱给他们，他们才会那样做。
塑料制品取代了村里的手工制品。
人们过去用上好的竹片做东西，但现在却不是这样了。
塑料袋扔得小村到处都是。
商店突然四处林立，卖的尽是些彩色塑料制品和对我们毫无用处的货物。
年轻人涌向乡镇和城市，留下我们这群老家伙在家种田。
《英语精读》课程特色
《英语精读》课程特色英语精读是英语专业本专科阶段大一年级和大二年级的重要专业必修课程，是为英语专业学生奠定英语基础知识的重要课程，其课程对象是已学过基本语法，有一定词汇量的大一，大二年级本专科学生。
该课程在英语专业学生的必修课程中占有突出的地位，其实践特点尤为突出，集知识性与技能性于一身，是培养学生听说读写译能力、提高英语综合能力的关键性课程。
英语旅游系开始本门课程的时间始于2010年，依托学院的不断发展壮大，我系英语精读课程也得到了不断地发展和完善，教学师资结构日益合理，教学资源更加丰富，教学水平得到显著提高。
在发展初期，受教学条件和经验的限制，本门课程主要采用传统的教学模式，侧重讲解教材中的单词以及课文内容，练习材料主要来自教材课后练习，课堂活动以教师讲授，学生参与讨论为主，课外活动较少。
随着学院的稳定发展以及现代科技的不断创新，英语精读课程得到了快速的发展，在课题组成员的不断努力下，精读课的授课内容日益丰富，音频、视频，影像资料增多，这样既丰富了授课内容，又增强了实践意义，使学生学习英语的动力更大，目标更明确。
围绕本门课程课程建设，我系主要展开了以下相关工作：1）重视课程教学大纲建设，课程开设之初，以国家英语专业教学大纲为依据，根据学校各教学领导的指导，并借鉴其他外语学院多年的教学经验，制定了英语精读课程大纲；自课程开设至今，一直根据大纲教学，并在教学过程中改进教学方法，在总大纲不变的情况下根据学生情况改进教学内容。
教学大纲的实施为我系英语精读的教学工作走上制度化，规范化起到了非常重要的作用，使得这门课程的教学工作变得更具科学性，同时其教学效果也更加突出，学生的学习主动性和积极性也更高。
2）重视教材建设工作，精读课的主要教材是《现代大学英语》（精读）第一、二、三、四册，该套教材是根据国家或地方教育部门颁发的教学大纲或课程标准编写的，能够较好的体现教学大纲或课程标准规定的教学目的、教学目标、教学内容以及教学方法。
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Lesson one1.Metonymy （转喻）.①t will lecture on disinterested purity while its neck is being remorselessly twisted toward a skirt. (Para. 23)skirt. ----girls its------ Mr. HoughtonIn metonymy, an idea is evoked or named by means of term designating some associated notion. “It” stands for “thought” in grammar, but actually refers to Mr. Houghton, and it is vulgar to refer to a girl as a skirt.②The burglar was in Sally’s mind all day long. (burglar=some idea of the burglar)Eg:Democracy favors the vote rather than the bullet. (Vote=election, bullet=military solutions) “Political power grows out of the barrel of a gun.” (Mao Z edong refers it to the militaryrevolution) Bill Gates is the king of operating systems worldwide. (Bill Gates = Microsoft)The pen is mightier than the sword. (pen = writer; sword = fighter)2Synecdoche （提喻）Synecdoche can be included in metonymy, and it refers to the substitution of the part for the whole or of the whole for the part.If we were counting heads, the Buddhists were the boys for my money. (Para. 27) (head = person)There are two mouths t o feed in my family. (mouth = person)God bless the hands t hat prepared this food. (hand = person)3.rony （反语）Irony is the expression of one’s meaning by using language that normally signifies the opposite, typically for humorous or emphatic effect.Technically, it is about as proficient as most businessmen’s golf, as honest as mostpoliticians’ intentions, or as coherent as most books that get written. (Para. 23)Mr. Houghton was given to high-minded monologues about the good life,sexless andfull of duty. (Para. 20)Hyperbole （夸张）It is the deliberate use of overstatement or exaggeration to achieve emphasis. For instance.You could hear the wind, trapped in his chest and struggling with all the unnatural impediments. His body would reel with shock and his face go white at the unaccustomed visitation. He would stagger back to his desk and collapse there, useless for the rest of the morning. (Para. 19)Smile （明喻）It makes a comparison between two unlike elements having at least one quality or characteristic in common. To make th e comparison, words like “as”, “as... as”, “as if” and “like” are used to transfer the quality we associate with one to the other.They all came tumbling down like so many rotten apples off a tree. (Para. 31)Man enjoys agreement as cows will graze all the same way on the side of a hill. (Para. 24)7.Metaphor （暗喻）It is like a simile, also makes a comparison between two unlike elements, but unlike a simile, this comparison is implied rather than stated.He seems to me ruled not by thought but by an invisible and irresistible spring in his neck. (Para. 20)It took the swimmer some distance from the shore and left him there, out of his depth. (Para. 29)Sentence Paraphrase1. I was not integrated, I was, if anything, disintegrated. (Para. 4)Integrated ---Forming a part of a harmonious groupif anything ---on the contrarydisintegrated ---The direct opposite of “integrated”, and therefore means some kind of trouble maker. This is not the way the word is normally used.if anything:a. 如果有什么（区别）的话b. 恰恰相反I never had to clean up after him. If anything, he did most of the cleaning.I’m not ashamed of her. If anything, I’m proud.2. The muscular gentleman contemplated the hindquarters of the leopard in endless gloom. (Para. 9)contemplated the hindquarters ; in endless gloom:A. To think for a long time in order to understand better in a gloomy mannerB. The author expressed the boy’s viewing of the image of Thinker in a humorous way to show that the thinking doesn’t make any sens e to him.3.His spectacles caught the light so that you could see nothing human behind them. There was no possibility of communication. (Para. 9)caught the light -----To have the light shine on it brightly and suddenlynothing human ; no possibility of communication.The teacher’s glasses caught the light and therefore the boy could not see the teacher’s eyes. He could not have any eye contact. He could have any communication with him. The implied meaning of this sentence is that they could not communicat e, not because of this but because of the teacher’s lack of understanding of the boy.4.On one occasion he headmaster leaped to his feet, reached up and put Rodin’s masterpiece on the desk before me. (Para. 13)leaped to his feet-----to jump upreached up ----To move a hand or arm upward in order to touch, hold, or pick up sth. Also: to reach sth. down; to reach out (for); to reach intoleaped ;reached ;put ---Three parallel verb phrases are used to describe the sequence of his actions.5.Nature had endowed the rest of the human race with a sixth sense and left me out. (Para. 15) To provide sb. with a natural quality or talentendowed……with -----To provide sb. with a natural quality or talenta sixth sense -----A keen intuitive (直觉的) power. Here the author means the ability to think.-------Everybody, except me, are born with the ability to think.6.You could hear the wind, trapped in his chest and struggling with all the unnatural impediments. His body would reel with shock and his face go white at the unaccustomed visitation. He would stagger back to his desk and collapse there, useless for the rest of the morning. (Para. 19)trapped in his chest and struggling -------V-ed and V-ing as object complementstruggling with all the unnatural impediments-----The fresh air had to struggle with difficulty to find its way to his chest because he was unaccustomed to thisreel with shock-----He would stagger or be thrown off balanceuseless for the rest of the morning-----Unable to do anything for the rest of the morning------Note the humorous effect achieved through the use of the exaggeration and formal style7.Mr. Houghton was given to high-minded monologues about the good life, sexless and full of duty. (Para. 20)was given to-----To be habitually inclined to do (sth.): e.g.He is much given to blowing his own trumpet.She was given to hasty decisionhigh-minded monologues----- a highly moral speech-------Obviously in Mr. Houghton’s clean life, there is no place for alcoholic dri nk, sex, and other worldly pleasures. This is, of course, ironical.8.Yet in the middle of these monologues, if a girl passed the window, his neck would turn of itself and he would watch her out of sight. In this instance, he seemed to me ruled not by thought but by an invisible and irresistible spring in his neck. (Para. 20)turn of itself -----To turn by itself; to turn on its ownnot by thought but by an invisible and irresistible spring in his neck-----Parallel structure of two prepositional phrases to show the contrastinvisible and irresistible spring in his neck-----Metaphor: his sexual impulse--------The author is ridiculing the contradiction between his high moral tone and the working of his genes which compels him to turn his head toward young girls.9.Technically, it is about as proficient as most businessmen’s golf, as honest as most politicians’ intentions, or as coherent as most books that get written. (Para. 23)coherent -----orderly, logical, and consistent relation of parts----------This ironical sentence shows that the author not only considers those people incompetent, dishonest and incoherent, but also despises most businessmen, distrust most politicians and dislikes most publications.10.I no longer dismiss lightly a mental process. (Para. 24)------I no longer consider the way grade-three thinkers think unimportant because they account for nine-tenths of the people and therefore have great power. Now I know that ignorance, prejudice and hypocrisy are very powerful enemies.11.A crowd of grade-thinkers, all shouting the same thing, all warming their hand at the fire of their own prejudices… Man enjoys agreement as cows will graze all the same way on the side of a hill. (Para. 24)warming their hand at the fire of their own prejudices -------All feeling very content and happy because they share the same prejudicesMan enjoys agreement as cows will graze all the same way on the side of a hill------ Simile: enjoy the peaceful, safe and harmonious environment-------The author thinks that it is probably human nature to enjoy agreement because it seems to bring peace, security, comfort and harmony.12.Grade-two thinkers do not stampede easily, though often they fall into the other fault and lag behind. Grade-two thinking is a withdrawal, with eyes and ears open. It destroys without having the power to create. (Para. 25)stampede -----To get easily frightened and run with the crowdfall into the other fault -----To go to the other extreme, that is to act too slowly and lag behind withdrawal----Detachment: (冷漠) as from social or emotional involvement; refusing to be part of the crowd.13.It set me watching the crowds cheering His Majesty the King and asking myself what all the fuss was about, without giving me anything positive to put in the place of that heady patriotism. But there were compensations. (Para.25)watching cheering asking -------object complementfuss -----Too much attention or excitement to unimportant thingsput in the place of -----to replacecompensations----pay, reward-------It made me watch people shouting in joy and support of the King and wonder what this senseless excitement was all about although I did not have anything good to replace this exciting or intoxicating patriotism. But I did get something out of it.14.She claimed that the Bible was literally inspired. I countered by saying that the Catholics believed in the literal inspiration of Saint Jerome’s Vulgate and the two books were different. Argument flagged. (Para. 26)literally inspired ----A true historical recordSaint Jerome’s Vulgate ------The Latin translation of the Bible, used in a revised form as theRoman Catholic authorized versionflagged.-----to become dull---------“Both Methodists and Catholics believed that their Books are a true record of th e God’s divine plan.” The author used this example to defy Ruth’s illogical opinion, therefore the argument became dull because Ruth didn’t know how to respond to it.15. That was too easy, said I restively since there were more Roman Catholics than Methodists anyway; … (Para. 27)restively ------restlessly, difficult to control one’s emotion---------Here, the author pointed out Ruth’s logical error. The number of people who hold a view is no proof of its validity16.I slid my arm around her waist and murmured t hat if we were counting heads, the Buddhists were the boys for my money. She fled. The combination of me arm and those countless Buddhists was too much for her. (Para. 27)t hat if we were counting heads -------If we were talking about the number of people who believe in thisthe Buddhists were the boys for my money-------I would bet on the Buddhists; I am sure, they are greater in numbertoo much for her -----More than she could accept or bear-------Note the author’s description of the contrast ing combination of his intimate action and strong defiant expressions, which eventually made Ruth withdraw and give up as a grade-two thinker.17.I was given the third degree to find out what had happened. I lost Ruth and gained an undeserved reputation as a potential libertine. (Para. 28)was given the third degree -----To be severely questioned or interrogated-------The author lost his girlfriend and won a bad name even as a grade-two thinker, satisfying himself by finding out deficiencies but not seeking for the truth.Note the effect of the author’s self-mockery18.To find out the deficiencies of our elders satisfies the young ego but does not make for personal security. It took the swimmer some distance from the shore and left him there, out of his depth. (Para. 29)satisfies the young ego -----To make one fell proud of one’s ability and cleverness.out of his depth-----To be in the water that is too deep for you to stand in and breathe.--------The author uses this metaphor to express the idea that grade-two thinking has its limitations. It does not have anything positive to offer.19.I came up in the end with what must always remain the justification for grade-one thinking. I devised a coherent system for living. It was a moral system, which was wholly logical. (Para. 31) -------According to the author, grade-one thinking must be based on a coherent and logical system for living, in other words, a moral system, without which you cannot prove yourself to be a grade-one thinker. Judging by the conte xt, this system probably refers to one’s world outlook and basic political beliefs and moral principles.20.It was Ruth all over again. I had some very good friends who stood by me, and still do. Butmy acquaintances vanished, taking the girls with them. (Para. 32)all over again-----repeated-------What had happened to Ruth and me now happened again. My grade-two thinking frightenedaway many of my acquaintances.21.Had the game gone too far? In those prewar days, I stood to lose a great deal, for the sake of a hobby. (Para. 33)the game ----His grade-two thinking which he takes as a hobbygone too far -----To go beyond what is reasonable and acceptablestood to lose -----To be likely to lose-------In those prewar days when many people were fully worked up to a political frenzy, it was very dangerous to voice different opinions. You might lose friends or your job.22.Now you are expecting me to describe how I saw the folly of my ways and came back to the warm nest… (Para. 34)------Now you think I will tell you how I gradually saw my stupidity in being a grade-two thinker and therefore decided to give it up and return to the majority of grade-three thinkers.23.But you would be wrong. I dropped my hobby and turned professional. (Para. 35)-------But you guessed wrong. I did not drop my hobby of thinking ( here, we can say he might give up the hobby of grade-two thinking). Instead I went further and became a professional thinker.Lesson threeSentence Paraphrase1. Most students are usually introduced to the study of history by way of a fat textbook and become quickly immersed in a vast sea of names, dates, events and statistics. (Para. 1)by way of a fat ----throughfat ---thicka vast sea of ----(metaphor) a great number of--------Most students usually come to have their first experience of the study of history through the reading of a thick history textbook and soon are overwhelmed by a large number of names, dates, events and statistics.2.Their common-sense reaction to this state of affairs is to conclude that one historian is right while the other is wrong. (Para. 2)Their common-sense reaction -----their response based on common sensethis state of affairs -----a situationwhile ------“whereas or and”, implying a contrast--------When a person is faced with this kind of situation, the normal, practical response will be that one historian is right whereas the other is wrong.3.This position is hardly satisfying. (Para. 3)Position-----situation or state; status-------This is not a happy solution or happy situation. Students expect to be given clear-cut answers, either yes or no. But now they have to shop around for the proper answer. The answer becomes a personal choice. This makes them feel very uncomfortable.4. Therefore the historian can only approximate history at best. No one can ever claim to have concluded the quest. (Para. 5)approximate -----to come close toat best -----search; pursuitquest ----taking the most hopeful view--------Therefore the best the historian can do is to get as near as possible to the historical truth. But no one can ever boast that he/she has completed this search. It goes on for ever5. Sometimes this appears to be easy, requiring very little sophistication and subtlety. (Para. 7) requiring very little sophistication and subtlety----present participle phrases functioning as causesophistication ------complexitiessubtlety -----fine distinctions--------Sometimes this appears to be easy, demanding no special training or profound knowledge or the ability to understand very complex issues and fine distinctions.6.The choice as to which fact to use is based on a theory—admittedly, in this case a rather crude theory, but a theory nonetheless. (Para. 7)as to -----with regard to; concerningadmittedly ---we all admitcrude ----unrefinednonetheless. -----(fml)nevertheless; howeverThe choice concerning which fact to use is based on a theory. I am willing to concede that the theory used here is unrefined, yet it is still a theory.7.It would go something like this: National leaders contemplating war are more likely to be influenced by belligerent acts against countries than by their unhappiness with their haberdashers. (Para. 7)contemplating war ----pondering over the problem of war; considering going to war with anther countrybelligerent acts -----war acts, acts of warunhappiness with their haberdashers.-----unhappiness with their hat makers or hat shops; unhappiness about personal trivial things8. Similarly a third group of historians might maintain that the various items on the list should not be given equal weight. (Para. 10)Similarly -----for the same reasonmaintain -----to continue to have the viewgiven equal weight----to consider sth. importantSimilarly a third group of historians might argue that the various points put on the list should not considered equally important.9.In the examples given, historians disagree because they begin from different premises. (Para. 11) premises ---a proposition upon which an argument is based or from which a conclusion is drawn------In the examples we have given above, we can see that historians disagree because they begin from different assumptions.10.The theory here would be that economic matters are the key to human motivation, and thata small number of wealthy bankers have a disproportionate ability to influence government. (Para. 10)Two “that”—noun clauses serve as the complement----The theory here would be that the answer to human purpose in doing sth. lies in economic factor and that the influence of the bankers on the government is much greater than their number.11.Neither statement can be faulted on the grounds that it is inaccurate. (Para. 11)be faulted----- to be criticized;to be considered wronggrounds ----reasons or justificationsthat it is inaccurate.-----noun clause serving as an appositive of “grounds”-------You cannot find fault with either statement and say it is not accurate. (Neither statement can be criticized on the grounds that it is inaccurate.)12..If the state of our knowledge were such that it provided us with a model of unquestioned validity that completely explained human behavior, we can. (Para. 13)such that ----a variation of the pattern “so… that”a model of unquestioned validity -----a model that is always effective; a foolproof model-------We can if our knowledge could give us a perfect model that completely explained human behavior. Unfortunately no such model has ever existed.13.But since we do not have such a complete and foolproof explanation, disagreements are destined to remain. (Para. 13)foolproof ----always effective; completely dependable; infallibleare destined to------- to be bound to do sth.; to be predetermined or preordained to do sth.--------But since we do not have such a complete and infallible explanation, disagreement are bound to exist.14.When students realize that…“truth” is but an elusive yet intriguing goal in a never-ending quest... (Para. 13)but ----onlyan elusive yet intriguing goal ----a goal that is extremely attractive yet forever out of reach never-ending quest----an everlasting or interminable search-----When students realize that… “truth” is only a goal that is beyond reach yet extremely attractive and should be sought in a permanent search.Lesson seven1.rake out sth: remove ashes from ( a fire, kiln, etc)live coalslive: still burning or glowing; not extincteg: a live spark; a live volcanohearth: the area around a fire place or the area of floor in front of itas it were: seemingly; in a way; so to speak ( used to comment on the speaker’s ownchoice of words, which may give only an approximate meaning)eg: She seemed very relaxed--- in her natural setting as it wereon fire: (fig.) burning with emotion, passion or sensation; greatly excited; full of ardor; very enthusiastic, excited, or passionateeg: He was on fire with excitement at this marvelous sight.man and wife: husband and wifeopen up: (cause sth to) be available for development, production, etceg: open up undeveloped land, new territory, etcthe imminence of an event: the fact that sth (usu unpleasant) is now about to take place.“Event” here refers to the spring plantingdejected: irritated; in low spirits; depressed; disheartened; sa be better off (doing sth): be wiser ( to do sth specified ); in a more favorable position or financial circumstancesThis phrase is the comparative form of “ well off”.eg: He’d be better off going to the police about it.They would be better off flying than driven there.be cross ( with sb) (about sth): be rather angry or irritated; annoyed; ill-tempered eg: I was cross with him for being late.at this rate: at this speedsoul: here it means a persona cluster of: number of people, animals or things grouped closely together♦in the name of God: used to add force to determination.♦1) on behalf of sb/sth♦eg: I greet you in the name of the President.♦2) by the authority of sth♦eg: I arrest you in the name of the law.♦3) calling sb/sth to witness♦eg: In God’s name, what are you doing?♦4) for the sake of sth♦eg: They did it all in the name of friendship.to raise the first sod: to lift the first piece of soilto take for: to regard as♦eg: Do you take me for a tool?♦Don’t take our silence for approval.empty-headed: stupid; silly and ignorant; lacking sense or discretion。