现代大学英语精读5(第二版)课文翻译(1-11课)

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《现代大学英语精读5》课程后句子翻译Lesson1-5

《现代大学英语精读5》课程后句子翻译Lesson1-5《现代大学英语精读5》课后句子翻译-英译中Translate the Following into ChineseLesson One: Where Do We Go from Here?1、A white lie is better than a black lie.一个无关紧要的谎言总比一个恶意的谎言要好。

2、To upset this homicide, ---Olympian manhood.为了挫败这种蓄意培植的低人一等的心态，黑人必须直起腰来宣布自己高贵的人格。

3、with a spirit straining ---- self-abnegation.黑人必须以一种竭尽全力自尊自重的精神，大胆抛弃自我克制的枷锁。

4、what is needed is a realization---- sentimental and anemic.必须懂得的是没有爱的权力是毫无节制，易被滥用的，而没有权力的爱则是多愁善感，苍白无力的。

5、It is precisely this collision --- of our times.正是这种邪恶的权力与毫无权力的道义的冲突构成了我们时代的主要危机。

6、Now early in this century---and responsibility.在本世纪初，这种建议会受到嘲笑和谴责，认为它对主动性和责任感起负面作用。

7、The fact is that the work which improves the condition of mankind, the work which extends knowledge and increases power and enriched literature and elevates thought, is not done to secure a living.事实上，人们从事改善人类出镜的工作，从事传播知识、增强实力、丰富文学财富以及升华思想的工作并不是为了谋生。

现代大学英语精读5-An-Iowa-Christmas-课文翻译-译文

Every Christmas should begin with the sound of bells, and when I was a child mine always did. But they were sleigh bells, not church bells, for we lived in a part of Cedar Rapids, Iowa, where there were no churches. My bells were on my father’s team of hor ses as he drove up to our horse-headed hitching post with the bobsled that would3 take us to celebrate Christmas on the family farm ten miles out in the country. My father would bring the team down Fifth Avenue at a smart trot, flicking his whip over the h orses’ rumps and making the bells double their light, thin jangling over the snow, whose radiance threw back a brilliance like the sound of bells.每一个圣诞节都是由铃铛声拉开序幕的，我童年记忆中的圣诞节总是如此。

但那不是教堂里的铃铛，而是雪橇上的铃铛，因为我们家居住在爱荷华州的细达河洛佩兹的一个地区，那个地区没有教堂。

我的铃铛在我父亲拉雪橇的马队里。

我家有一个马头形的拴马桩，父亲会把马儿们赶到拴马桩那儿把大雪橇套在马身上，带着我们到10英里以外的乡下农场去庆祝圣诞节。

现代大学英语精读5+全部课文+背景和段落大意

英语专业精读授课教案（第五册）Lesson One Where Do We Go from HereTeaching aims: 1. fully understand the article2. grasp the rhetorical device in the textTeaching difficulties: how to identify the rhetorical device in the sentence and understand the implication for some sentencesTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:I. Background information:The 1960s were turbulent times for the United States. The anti-war movement, the Civil Right movement, the counter-culture movement, the feminist movement were all unfolding in this period of time. The civil Rights movement was a major movement which began with the Supreme Court decision of Brown v. Board of Education of Topeka in 1954 and the Montgomery bus boycott of 1955. Martin Luther King jr. (1929-1968), as a key leader of the movement, played a significant and irreplaceable role. His name is associated with the march on Washington in 1963 and his famous speech ― I have a dream‖, delivered in front of the Lin coln Memorial. He was awarded Nobel Peace Prize in 1964. this speech, delivered in 1967, in more on the side of reasoning and persuasion and less on emotional appeal. Thus his analysis of riots and revolution in the united states in his speech is sound and convincing. On the night of April4. 1968, King was shot dead, as he stood on the balcony of his hotel in Memphis, Tennessee.Part II. Details studies of the textPart III. Structure of the text:Part i. Para. 1—2 Martin Luther King link the theme of the speech with the question of "Where we are now". That is, in order to know where we go from here we must first recognize where we are now. Without knowing our present situation, how can we design a policy for the future?Part ii Para. 3--5 This is a transitional paragraph to call for all the African-American must ―rise up with an affirmation of his own Olympian manhood‖.Part iii (Para. 6--9) In this part the author puts forward the second task: how to organize the strength of the Negro in terms of economic and political power. Then the author goes on to define power and points out the consequence of the misinterpretation of power.Part iv (Paras.10--15) This part deals with economic security for the Negro Americans. The speaker advocates guaranteed annual income which he thinks is possible and achievable. He also deals on the advantages of this security.Part v (paras. 16—20) In this part, Martin reaffirms his commitment to nonviolence. He explains why he thinks violence is no solution to racial discrimination. He refutes the idea of Black revolution.Part vi (para 21—25) In this part, Dr. King raises a fundamental question—the restructuring of the whole of American society. He points out that the problem of racism. The problem of economic exploitation and the problem of war are tied together. They are the triple evils of the society.Part vii. (para 26—28) This part serves as the concluding remark for the speech: we shall overcome.Lesson Two Two KindsTeaching aims: 1. fully understand the article2. present their viewpoint on generation gapTeaching difficulties: how to identify the development of a storyTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Background information:The Joy Luck Club, from which ―Two Kinds‖ is taken, explores conflicts between two generations and two different cultures. Set in China and in the United States, the novel is woven by stories of four Chinese mothers and their four daughters. Four Chinese women, who have just arrived in the United States and who are drawn together by the shadow of their past—meet in San Francisco to play mah-jongg, eat dim sum and tell stories. They call their gatherings the Joy Luck Club. While they place high hopes on their daughters, the youger generation think of themselves as Americans and resist their mothers’ attempts to change them into obedient Chinese daughters. Only after they have grown up and become more mature do they realize that the legacy left by their mothers is an important part of their lives, too. The noivel stayed on the best-selling book list of The New York Times for 9 months. A finalist for the national Book Award and the National Book Critics Circle Award, it has been translated into about 20 languages and made into a Hollywood movie.Part II. Detailed Study of the TextPart III. The Structure of the text:Part i (paras.1—3) the beginning part of the story provides the reader with some background information. It tells about the mother and her hopes for her daughter. This paves the way ofr the development of the conflict between the daughter and the mother.Part ii(paras.4—11)this part is about the mother’s unsuccessful attempt to change her daughter into a Chinese Shirley Temple. In the beginning the child was as excited as the mother about becoming a prodigy. At this point, the conflict between mother and daughter was not visible.Part iii(paras12—20) in this part we learn that the mother was trying very hard to train her daughter to be a genius. As the tests got more and more difficult, the daughter lost heart. She decided that she would not let her mother change her. This change of attitudes would lead to the gradual development of the conflict.Part iv (paras 21—28) while watching a Chinese girl playing the piano on an Ed Sullivan Show, a new idea flashed into the mother’s head. With the new plan introduced, the ocnflict would develop further.Part v (paras 29—46) it tells about how the girl was made to learn the piano under the instructions of Old Chong. The relationship between mother and daughter was getting more and more tense.Part vi (para.47—60) Jing-mei was to perform in a talent show held in the church. Jing-mei started all right and soon made a mess of her performance. Undoubtedly this was a heavy blow to her mother. The crisis of the story is about to come.Part vii (para 61—76) the girl assumed that her failure at the show meant she would never have to play the paino. Yet two days later her mother urged her to practice as usual. She refused and the mother insisted. They had the most fierce quarrel they had ever had. This is the crisis or climax of the story.Part viii( 77—93) this concluding part is narrated from a different point of view. Now thedaughter had grown up form a little girl to a mature woman.Part IV. Discussion about generation gap.Part V. Complete the exercises of the text.A report about generation gapLesson ThreeGoods Move. People Move. Ideas Move. And Cultures Change.Teaching aims: 1. fully understand the article2. How to develop an argumentTeaching difficulties: how to develop an argumentTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Lead-in : Globalization has become one of those words with the highest frequency of appearance but at the same time it is also a most controversial issue in terms of content, implication and consequence. Since the early 1990s, globalization has developed rapidly and brought great changes to the world. However, groups of people for various reasons oppose globalization and point to the negative effects of globalization. So when we face an article of such an important and sensitive issue, we are apt to ask:What is the author’s attitude towards globalization? What makes her adopt such an attitude? How does she present her argument?Part II. Detailed study of the textPart III. Structure of the textPart i (para 1—3) Globalization is a reality but it is not something complietly new. What is new is the speed and scope of changes.Part ii (para 4—6) this part deals with different views on globalization.Part iii (para 7—9) three points are made in this part:a. Westernization is not a straight road to hell, or to paradise either.b. Cultures are as resourceful, resilient, and unpredictable as the people who compose them.c. Teenagers are one of the powerful engines of merging global cultures.Part iv (para 10—13) this part tells of the author’s experience with Amanda Freeman.Part v (para 14—19) in order to prove fusion is the trend, the author used Tom Soper and mah-jongg as an example.Part vi(para 20—24) this part describes the cultural trends in Shanghai.Part viii( para25—28) the author used the experience at Shanghai Theatre Academy to illustrate the point that the change is at the level of ideas.Part ix (para 29—34)the author in this part introduced Toffler’s view on conflict, change and world order.Part x (para35—36)the main idea is there will not be a uniform world culture in the future; the cultures will coexist and transform each other.Part xii(37—39) the author again used an example in Shanghai to illustrate the transformation of culture.Part IV. Complete the exercises in the textbookPart V. collect their viewpoints about attitude towards globalization.Lesson FourProfessions for WomenTeaching aims: 1. fully understand the article2. grasp the rhetorical device in the textTeaching difficulties: how to understand the poetic and symbolic sentences in the articleTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Background information:Virginia Woolf is generally regarded as one of the greatest writers of modernism as well as one of the pioneers of women’s liberation from patriarchy. She is known for her experimentation and innovation in novel writing. In her novel, emphasis is on the psychological realm of her characters and the moment-by-moment experience of living, which are depicted by the techniques of interior monologue and stream of consciousness. In this essay, Virginia Woolf gives a clear and convincing presentation of the obstacles facing professional women.Part II. Detailed study of the textPart III. General analysis of the textPara 1: In the profession of literature, the author finds that there are fewer experiences peculiar to women than in other profession because many women writers before her have made the road smooth.Para 2: the author responds to the host’s suggestion that she should tell the audience something about her own professional experiences. So she now tells her own story –how she became a book reviewer when she was a girl.Para 3.the speaker focuses on the first obstacle to becoming a professional women writer. She uses a figure of speech ―killing the Angel in the House‖ in describing her determination to get ri d of the conventional role of women in her writing.Para 4. after the Angel was dead, the question which remains to be answered is ―what is a woman?‖ it is a transitional link between the quthor’s first and second experience.Paragraph 5. In this paragraph the author talks about her second experience in her profession of literature. As a novelist, she wished to remain "as unconscious as possible" so that nothing might disturb or disquiet the imagination. But she was faced with the conflict between her own approach to art and the conventional approach expected of her by male critics. She believed that sex-consciousness was a great hindrance to women's writing. To illustrate this point, she employs a second figure of speech, "the image of a fisherman lying sunk in dreams on the verge of a deep lake."Para 6. This paragraph sums up the author's two experiences, pointing out that the second obstacle is more difficult to overcome than the first. Women have many prejudices to overcome in the profession of literature and especially in new professions that women are entering.Para.7. In this last paragraph Woolf concludes her speech by raising some important questions concerning the new role of women and the new relationship between men and women.Part IV. Complete the exercise of the textPart V. a report on the professional women in ChinaLesson FiveLove Is a FallacyTeaching aims: 1. fully understand the article2. grasp the rhetorical device in the textTeaching difficulties: how to identify the rhetorical device in the sentence and understand the implication for some sentencesTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Lead-in:This is a humorous essay in which the narrator tells his failure to win the heart of a young woman with the force of logic, which therefore proves to him that "love is a fallacy"--"it is inconsistent with logic."Part II. Detailed study of the textPart III. Question on Appreciation:1.How did the narrator describe himself? What does it show? How does the author bring out the pomposity of the narrator? What makes the satire humorous?2.why was the narrator interested in Polly Espy? What kind of girl was she.3. How did the narrator's first date with Polly Espy go?4. How does the language used by Polly strike you? Find some examples from the text and explain what effect her language creates.5. Why did the narrator teach Polly Espy logic? Did he succeed?6. Did the narrator love Polly Espy? How did he try to "acquaint her with his feeling"?7. How did Polly respond to the narrator's arguments for going steady with her? Why did she reject him? What does it show? As the story progresses, Polly turned out to be smarter than the narrator had previously thought. How does this contrast contribute to the humor of the piece? Part IV complete the exercise in the textLesson SixLife Beyond EarthTeaching aims: 1. fully understand the article2. learn to analyze the textTeaching difficulties: how to learn to analyze the text and understand the implication for some sentencesTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. General introduction:The author deals with recent developments in the search for alien organisms. He discusses various arguments about alien civilization. He does not think that such belief and search is irrational or even crazy. He writes that most people with such belief ―operate from the same instinct, which is to know the truth about the universe‖. At the same time he maintains a scientific attitude, pointing out that although there are many persuasive arguments, there is still no hard evidence to prove the existence of alien life. Yet he does not stop there. He further points out that since the world we live in—the only inhabitable world in the universe so far—is still far from perfect, people in the world need to direct more energy to making it better. Life on Earth is his greater concern.Part II. Detailed study of the text:Part III. Organization of the piece:1. Analysis of the text:(1) Paras. 1--2 the emergence of life(2) Para. 3 (transition) What else is alive out(3) Paras. 4--10 search for life(4) Paras. 11--23 search for intelligence(5) Paras. 24--42 Mars.(6) Paras. 43--45 Dyson's argument(7) Paras. 46--52 conclusion2. Questions to discuss:1) What do you think of the opening paragraph? Does the author begin the article in a forceful way?2)What role does this paragraph play? What is meant by "the enveloping nebula of uncertainties"? What is the contrast involved as imroduced by "despite"?3) What new idea is introduced in Paras. 17--19?4) Comment on the first sentence in Paragraph 21.5) Comment on the role of Paragraph 35.6) What is the conclusion of the author? What would the author expect of people investigating extraterrestrial life?Lesson SevenInvisible ManTeaching aims: 1. fully understand the article2. grasp the implied meaning of some sentencesTeaching difficulties: how to identify the implied meaning in the sentenceTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Background Information:1. about the author2. about the articlePart II. Detailed study of the textPart III. Analysis of the text:Para 1. From this opening paragraph we readers can learn a number of important things:(l) By saying "It goes a long way back, some twenty years," the author tells us that the story took place in the past.(2) The "I' here is the narrator, not the author, of the story, and the author is using the first-person narration in telling the story. As we read On, we will find this narrator is also the main character, the protagonist, of the story.(3) Words like "I was looking for myself" and "I am nobody but myself" point out the central theme of the novel--searching for self-identity.Para. 2 This paragraph tells us a bit about the historical background against place. It also introduces a new character--the narrator's grandfather. On his deathbed, he said something that alarmed and puzzled the whole family.Para 3 This paragraph is about the tremendous effect of the grandfather's words upon the narrator, Those words became a constant puzzle for him. As the old man said these words ironically, the boy couldn't understand him. Although the grandfather did not appear in the battleroyal scene or any other events in the rest of the book, his words haunted the narrator at every important moment in his life.Para 4 It tells us about the setting of the battle royal. The narrator was to give his speech at a smoker in a leading hotel in the town. The time is round 1950, the place is a hotel in a Southern town, and the occasion is a gathering of the leading white men of the town. Bearing these in mind will help us readers understand why things happened that way and what was the meaning of all this.Para. 5 Besides giving more details about the place, this paragraph introduces the people involved in the incident the town's big shots, who were "wolfing down the buffet food, drinking beer and whisky and smoking black cigars," and the other black boys who were to take part, who were "tough guys".Para 6 to 9 The main body of the battle royal incident is from Paragraph 4 to paragraph 9. It can be further divided into 4 subsections: the naked white girl's dance; the fight itself; the grabbing for the prize money; the narrator's speech. Paragraphs 6 to 9 form the first subsection in which the author describes the white girl's dance.Paras. 10--28 They form the second subsection of the battle royal incident violent and brutal fight itself. Pay attention to the use of specific words narration realistic and vivid.Paras. 29--46 They describe how the white men further humiliated the black boys even after the battle royal was over. Instead of giving the money the boys were supposed to get for their performance, the white men made fun of them by making them scramble for the money on an electrified rug. This part adds to the general chaos of the whole scene.Para 47--90 They form the last subsection of the whole battle royal incident. In this part the narrator finally got his chance to deliver his well-prepared speech. However, in the middle of his speech, he made a mistake, but everything went well in the end and he was given an award--a scholarship for college.Para. 91—94 They bring the story to a final end. The narrator was overjoyed with his triumph, and that night he dreamed of his grandfather and awoke with the old man’s laughter rining in his ears.Part IV. Complete the exercise in the textPart V. Do some translation work.Lesson EightThe Merely Very GoodTeaching aims: 1. fully understand the article2. grasp the development of the textTeaching difficulties: how to analyze the development of the article and the implied meaning for some sentencesTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. Information on the author:Jeremy Bernstein(1929- ): professor of physics and writer. After getting his Ph. D. in physics at Harvard, he spent time at the institute for advanced study in Princeton and at the National Science Foundation. He taught physics for 5years at New York University and then at Stevens Institute of Technology, Hoboken, New Jersey.But Jeremy Bernstein has also spent more than 30 years on the staff of The New Yorker magazine, writing mostly about physics, computers, and other topics in physical science. He moves as comfortably among sentences and paragraphs as among equations.Part II. Detailed study of the text:Part III. Questions about the article1. Oppenteimer is called ― Father of the Atomic Bomb‖ and had been in charge of the Los Alamas nuclear laboratory for many years. Yet the author considers him as merely very good. Do you think the author is right and fair in relegating Oppenheimer to the merely very good?2. Do you think it is right to say to be highly focused or not is the cause separating the great ones from the merely very good? What is your view?3. How does the author manage to bring the people he wants to compare into the article?Oppenheimer’s anecdote: Oppenheimer and dirac meetingGottingen, talking about poetry and physicsHis decision to go to the conferenceSpender’s being at the conference—Spender’s obsession with Auden—great versus merely very good.4.How does the author develop the article?He uses the 1981 conference as the benchmark and goes back to earlier times and in the last two paragraphs returns the scene to the time of writing. This technique of montage is used largely in cinema.For example:The 1981 conference and the author’s indecision—(flashback to 1925—1927) earlier life of Oppenheimer and his relations with Dirac—(back to 1981) the author’s decision: Spender and Auden—(flashback)Spender and Oppenheimer(1956)—(1958)Oppenheimer, Dirac and the author—(back to 1981) meeting with Spender—(bringing the scene to 1996) concluding remarks. Lesson NineThe Way to Rainy MountainTeaching aims: 1. fully understand the article2. grasp the rhetorical device in the textTeaching difficulties: how to identify the rhetorical device in the sentence and understand the implication for some sentencesTime distribution: eight periodsTeaching method: students-centeredTeaching procedures:Part I. About the AuthorN. Scott Momaday was born in Lawton, Oklahoma in 1934. Momaday belongs to a generation of American Indians born when most tribal communities had long ceased to exist as vital social organizations. His Kiowa ancestors shared with other Plains Indians the horrors of disease, military defeat, and cultural and religious deprivation in the 19th century. Their only chance of survival was to adapt themselves to new circumstances. Momaday’s grandfather, for example, adjusted to changing conditions by taking up farming, a decision pressed upon him by the General Allotment Act of 1887.Part II. Detailed study of the textPart III. The analysis of the textPara 1. the opening paragraph of the essay is a lyrical description of the author’s ancestral land, which plays a key role in his exploration of his Kiowa identity.Para 2. the author explains his purpose of his visit to Rainy Mountain: to be at his grandmother’s grave.Para 3. it sums up the history of the Kiowas as a Plains Native culture—the golden time and the decline in their history.Para 4. it is about how the Kiowas migrated from western Montana and how the migration transformed the Kiowas.Para 5. the author returns to his grandmother again. Since she is the immediate reason for him to come to Rainy Mountain, she is the link between the author and his ancestors.Para 6. The Kiowas felt a sense of confinement in Yellowstone, Montana.Para 7. this paragraph is a depiction of the landscape which they came upon when they got out of the highlands in Montana.Para 8. in this para the aut hor describes Devil’s Tower and tells the Kiowas’s legend about it.Para 9. the author tells about the last days of the Sun Dance culture by using his grandmother as a witness.Para 10. for the first time, the author concentrates only on his grandmother’s story rather than mixing it with the history of the whole Kiowa tribe. Also for the first time, the author shifts the focus of depicting the lanscape to describing a person—his grandmother Aho as an old woman. Para 11—12 paragraph 11 is about the old house s at Rainy Mountain, which the author’s grandmother and other Kiowas used to live in, but which are now empty. This paragraph serves as a transition between the depiction of Grandma Aho and the reunion at her house.Para 11 and 12 describe the reunions tha t were once held at the grandmother’s house when the author was a child. We can see the author accepts change and loss as facts of life. He neither denies nor defies them. Imagination helps him strike a balance between them. So, after depicting his dead gr andmother’s old house, he brings to life the joy and activity that once filled it. As a child Momaday took part in those events. By re-creating those scenes, he reminds himself of who he is.Part IV. Complete the exercise of the text。

现代大学英语精读第二版 Unit5 Quick fix society 原文

quick fix societyMy husband and I just got back from a week’s vacation in West Virginia. Of course, we couldn’t wait to get there, so we took the Pennsylvania Turnpike and a couple of interstates. “Look at those gorgeous farms!” my husband exclaimed as pastoral scenery slid by us at 55 mph. “Did you see those cows?” But at 55mph, it’s difficult to see anything; the gorgeous farms look like moving green checkerboards, and the herd of cows is reduced to a few dots in the rear-view mirror. For four hours, our only real amusement consisted of counting exit signs and wondering what it would feel like to hold still again. Getting there certainly didn’t seem like half the fun; in fact, getting there wasn’t any fun at all.So, when it was time to return our home outside of Philadelphia, I insisted that we take a different route. “Let’s explore that countryside,” I suggested. The two days it took us to make the return trip were filled with new experiences. We toured a Civil War battlefield and stood on the little hill that fifteen thousand Confederate soldiers had tried to take on another hot July afternoon, one hundred and twenty-five years ago, not knowing that half of them would get killed in the vain attempt. We drove slowly through main streets of sleepy Pennsylvania Dutch towns, slowing to twenty miles an hour so as not to crowd the horses and horse carriages on their way to market. We admired toy trains and antique cars in country museums and saved 70 percent in factory outlets. We stuffed ourselves with spicy salads and homemade bread in an “all-you-can-eat” farmhouse restaurant, then wandered outside to enjoy the sunshine and the herds of cows----no little dots this time----lying in it. And we returned home refreshed, revitalized. This time, getting there had been the fun.Why is it that the featureless turnpikes and interstates are the routes of choice for so many of us? Why doesn’t everybody try slowing down and exploring the countryside? But more and more, the fast lane seems to be the only way for us to go. In fact, most Americans are constantly in a hurry---and not just to get Point A to Point B. our country has become a nation in search of the quick fix—in more ways than one.Now instead of later: Americans understood the principle of deferred gratification. We put a little of each payback away “for a rainy day.” If we wanted a new sofa or a week at alakeside cabin, we saved up for it, and the banks helped us out by providing special Christmas Club and vacation Club accounts. If we lived in the right part of the country, we planted corn and beans and waited patiently for the harvest. If we wanted to be thinner, we simply ate less of our favorite foods and waited for the scale to drop, a pound at a time. But today we aren’t so patient. We take out loans instead of making deposits, or we use our credit card to get that furniture or vacation trip—relax now, pay later. We buy our food, like our clothing, ready—made and off the rack. And if we ‘re in a hurry to lose weight, we try the latest miracle diet, guaranteed to take away ten pounds in ten days… unless we’re rich enough to afford liposuction.Faster instead of slower: Not only do we want it now; we don’t even want to be kept waiting for it. This general impatience, the “I-hate-to-wait” attitude, has infected every level of our lives. Instead of standing in line at the bank, we withdraw twenty dollars in convenience store(why wait in line at the supermarket?), where we buy a frozen dinner all wrapped up and ready to be put into the microwave… unless we don’t care to wait even that long and pick up some fast food instead. And if our fast meal doesn’t agree with us, we hurry to the medicine cabinet for—you guessed it—some fast relief. We like fast pictures, so we buy Polaroid cameras. We like fast entertainment, so we record our favorite TV show on the VCR. We like our information fast, too: messages flashed on a computer screen, documents faxed from your telephone to mine, current events in 90-second bursts on Eyewitness News, history reduced to Bicentennial Minutes. Symbolically, the American eagle now flies for Express Mail. How dare anyone keep America waiting longer than overnight?Superficially instead of thoroughly: What’s more, we don’t even want all of it. Once, we lingered over every word of a classic novel or the latest best seller. Today, since faster is better, we read the condensed version or put a tape of the book into our car’s tape player to listen to on the way to work. Or we buy the Cliff’s Notes, especially if we are students, so we don’t have to deal with the book at all. Once, we listened to every note of Beethoven’s Fifth Symphony. Today, we don’t have the time; instead, we can enjoy 26 second of that famous “da-da-da-DUM theme”—and 99 other musical excerpts almost as famous—on our Greatest Moments of the Classics CD. After all, why waste 45 minutes listening to the whole thing when someone else has saved us the trouble of picking out the best parts? Our magazine articles come to us pre-digested in Reader’s Digest. Our news briefings, thanks to USA Today, are more brief than ever. Even ourpersonal relationships have become compressed. Instead of devoting large parts of our days to our loved ones, we replace them with something called “quality time,” which, more often than not, is no time at all. As we rush from book to music to news item to relationship, we do not realize that we are living our lives by the iceberg principle—paying attention only to the top and ignoring the 8/9 that lies just below the surface.When did it all begin, this urge to do it now, to get it over with, to skim the surface of life? Why are we in such a hurry to save time? And what are we going to do with all the time we save besides, of course, rushing out to save more time? The sad truth is that we don’t know how to use the time we save, because all we’re good at is saving time…not spending time.Don’t get me wrong. I’m not saying we should go back to growing our own vegetables or making our own clothes. I’m not even advocating a mass movement to cut all our credit cards into little pieces. But I am saying that all of us need to think more seriously about putting the brakes on our “we-want-it-all-and-we-want-it-now” lifestyle before we speed completely out of control. Let’s take the time to read every word of that story, hear every note of that music, and enjoy every subtle change of that countryside. Let’s rediscover life in the slow lane.。

《现代大学英语精读5》课后句子翻译Lesson1-5

《现代大学英语精读5》课后句子翻译Lesson1-5《现代大学英语精读5》课后句子翻译-英译中Translate the Following into ChineseLesson One: Where Do We Go from Here?1、A white lie is better than a black lie.一个无关紧要的谎言总比一个恶意的谎言要好。

2、To upset this homicide, ---Olympian manhood.为了挫败这种蓄意培植的低人一等的心态，黑人必须直起腰来宣布自己高贵的人格。

3、with a spirit straining ---- self-abnegation.黑人必须以一种竭尽全力自尊自重的精神，大胆抛弃自我克制的枷锁。

4、what is needed is a realization---- sentimental and anemic.必须懂得的是没有爱的权力是毫无节制，易被滥用的，而没有权力的爱则是多愁善感，苍白无力的。

5、It is precisely this collision --- of our times.正是这种邪恶的权力与毫无权力的道义的冲突构成了我们时代的主要危机。

6、Now early in this century---and responsibility.在本世纪初，这种建议会受到嘲笑和谴责，认为它对主动性和责任感起负面作用。

全新版大学英语5(第二版)课文翻译

Going for BrokeMatea Gold and David Ferrell 1 Rex Coile's life is a narrow box, so dark and confining he wonders how he got trapped inside, whether he'll ever get out.孤注一掷马泰娅·戈尔德戴维·费雷尔雷克斯·科勒好像生活在一个狭窄的箱子里，伸手不见五指，空间又狭小，他不知道自己是怎么陷进去的，也不知道自己还能不能走出来。

2 He never goes to the movies, never sees concerts, never lies on a sunny beach, never travels on vacation, never spends Christmas with his family. Instead, Rex shares floor space in cheap motels with other compulsive gamblers, comforting himself with delusional dreams of jackpots that will magically wipe away three decades of wreckage. He has lost his marriage, his home, his Cadillac, his clothes, his diamond ring. Not least of all, in the card clubs of Southern California, he has lost his pride.他从不看电影，从不听音乐会，从不躺在沙滩上晒太阳，从不在假日去旅游，从不和家人一起过圣诞节。

现代大学英语精读第二版课文翻译

Pompeii1.Not very far from Naples, a strange city sleeps under the hot Italian sun. It is the city of Pompeii, and there is no other city quite like it in all the world. Nothing lives in Pompeii except crickets and beetles and lizards, yet every year thousands of people travel from distant countries to visit it.1. 在离那不勒斯不远的地方，一座奇特的小城寂静的沉睡在意大利炙热的骄阳之下。

那就是庞培城。

全世界再没有任何一个城市和庞培城相像。

在庞培城中，除了蟋蟀、甲虫和蜥蜴之外，别无其他生物，然而每年都有成千上万的人从不同国度不远万里前来参观。

2.Pompeii is a dead city. No one has lived there for nearly two thousand years----not since the summer of the year A.D. 79, to be exact.2.庞培是一座死城。

确切的说自从公元79年的那个夏天开始，两千年来没有人在这里生活过。

3.Until that year Pompeii was a prosperous city of 25,000 people. Nearby was the Bay of Naples, an arm of the blue Mediterranean. Rich men came down from wealthy Rome to build seaside villas. Farmlands surrounded Pompeii. Rising behind the city was the 4000-foot Mount Vesuvius, a grass-covered slope where the shepherds of Pompeii took their goats to graze. Pompeii was a busy city and a happy one.3.直到那年夏天庞培成还是一座拥有25000人的繁荣城市，离那不远就是蓝色地中海之臂的那不勒斯湾。

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现代大学英语译文及练习答案一、Where_do_we_go_from_here我们向何处去？马丁.路德.金1．为了回答“我们向何处去”这一问题，我们现在必须明确我们的现状。

当初拟定宪法时，一个不可思议的公式规定黑人在纳税和选举权方面只是一个完整人的60%。

如今又一个匪夷所思的公式似乎规定黑人只盂交纳一个人应交税的50%，只享受一个人应享受的选举权利的50%。

对于生活中的好事，黑人大约只享有白人所享受的一半；而生活中的不愉快，黑人却要承受白人所面对的两倍。

因此，所有黑人中有一半人住着低标准的住房。

并且黑人的收入只是白人的一半。

每当审视生活中的负面经历时，黑人总是占双倍的份额。

黑人无业者是白人的两倍。

黑人婴儿的死亡率是白人的两倍，从黑人所占的总人口比率上看，在越南死亡的黑人是白人的两倍。

2．其他领域也有同样惊人的数字。

在小学，黑人比白人落后一至三年，并且他们的被白人隔离的学校的学生人均所得到的补贴比白人的学校少得多。

20个上大学的学生中，只有一个是黑人。

在职的黑人中75%的人从事低收入、单凋乏味的非技术性工作。

3．这就是我们的现状。

我们的出路在哪里?首先，我们必须维护自己的尊严和价值。

我们必须与仍压迫我们的制度抗争，从而树立崇高的不可诋毁的价值观。

我们再不能因为是自已黑人而感到羞耻。

几百年来灌输黑人是卑微的、无足轻重的，因此要唤起他们做人的尊严绝非易事。

4．甚至语义学似乎也合谋把黑色的说成足丑陋的、卑劣的。

罗杰特分类词典中与黑色相关的词有120个，其中至少60个微词匿影藏形，例如。

污渍、煤烟、狰狞的、魔鬼和恶臭的。

而与白色相关的词约有134个，它们却毫无例外都褒嘉洋溢，诸如纯洁、洁净、贞洁和纯真此类词等。

白色的(善意的)谎言总比黑色的(恶意的)谎言要好。

家中最为人所不齿的人是“黑羊”，即败家子。

奥西．戴维斯曾建议或许应重造英语语言，从而教师将不再迫不得已因教黑人孩子60种方式蔑视自己而使他们继续怀有不应有的自卑感，因教白人孩子134种方式宠爱自己而使他们继续怀有不应有的优越感。

5．忽视黑人对美国生活的贡献从而剥夺其做人的权利的行径，早如美国诞生之时最早的史书所记，近如每日晨报所载，已有近200年之久。

为了挫败这种文化封杀，黑人必须奋起申明自己高贵的人格。

任何忽略这一要点的为黑人争取自由的运动都将行色匆匆，行将就木。

只要心灵被奴役．肉体就永远不会得到解放。

心理上的自由，即强烈的自尊感，是战胜肉体受奴役的漫漫长夜最强有力的武器。

林肯的《斛放宣言》和约翰逊的《人权法案》都不能完全带来这种自由。

黑人惟有发自内心并用坚定的人格的笔墨签下解放自己的宣言才会得到解放。

黑人必须竭尽全力以自尊自重的精神大胆抛弃自我否定的枷锁，对自己、对世界说，“我非等闲之辈。

我是人。

我是一个有尊严、有声誉的人。

我有丰富而非凡的历史。

耶是一段多么痛苦的受剥削的经历。

是的，我从祖先那里继承了我的奴隶身份，但我并不为此感到耻辱。

”是的，我们必须站起身来说。

“我是黑人，我因黑而美。

”黑人需要这种自我肯定，而白人对黑人所犯下的罪行使得这种自我肯定更显必要。

6.另一个主要的挑战是在经济和政治上如何增强我们的实力。

毋庸置疑，黑人极其需要这种合法的权力。

其实黑人所面临的一个严峻的问题就是权力匮乏。

从南方的老种植园到北方较新的居留地，黑人一直被迫过着一种无声无息且无权无势的生活。

由于被剥夺了决定自己生活和命运的权利，他们只能对这个白人权力机构做出的专断的、有时是匪夷所思的决定听之任之。

那些种植园和居留地是由掌权的人开辟的，既可限制那些无权的人又可使他们的无权状况延续下去。

因此，改变居留地的问题就是权力的问题 ---要求改变的权力和致力于维持社会现状的权力这两种力量之间的冲突。

对权力的恰当的定义即权力指实现目的的能力。

它意指能引发社会、政治、经济变化所需的力量。

沃尔特．罗依德曾为权力下过定义。

他说，“权力就是像汽车工人联合会这样的工会能使像通用汽车公司这样的世界上最强大的公司想说‘不’时说‘是’的能力。

这就是权力。

”7．现在我们中有许多人是传道者，且我们所有的人都有自己的道德信念和所关心的事，因此经常与权力有冲突。

如果使用得当，权力并没有什么问题。

然而，问题是有些哲学家曲解了它。

历史上的一大问题就是常把爱和权力的概念对立起来 ---把它们看作两极化的对立面---结果爱意味着放弃权力，而权力则意味着对爱的摒弃。

8．正是这种曲解使研究权力欲望的哲学家尼采拒绝基督教的爱的概念，又是这种曲解诱使基督教的神学家们以基督教的爱的思想的名义拒绝尼采的有关权力欲望的哲学。

现在我们必须得把这一曲解改正过来。

这需要认识到没有爱的权力是毫无节制、易被滥用的，而没有权力的爱则是多愁善感、苍白，无力的。

最理想的权力是实现公正所需的爱，最理想的公正是改正任何阻挠爱的权力。

这就是我们走向未来时必须要理解的。

事实表明在我们国家我们曾对此有过误解及模糊认识．并因此导致了美国黑人试图用没有爱和良知的权力实现他们的目标。

9．这使得今天为数不多的极端分子倡导黑人应从白人手中谋求夺取他们曾深恶痛绝的毁灭性的、无良知的权力。

正是这种不道德的权力和毫无权力的道德的冲突导致了我们这个时代的主要危机。

lO．我们必须制定计划推动我们国家实现有保障的年收入。

倘若是在本世纪初提出，这种建议或许会因为有损主动性和责任感而受到嘲笑和谴责。

当时经济地位被看作是衡量一个人的能力和才能的标准。

因此以那时的衡量标准，财物匮乏表明缺少勤劳的习惯和是非观念。

在对人的动机和我们的经济体制无序运作的理解上，我们已取得了很大的进步。

现在我们懂得是我们的经济市场运行混乱、歧视盛行才使得人们无所事事，从而使他们违背自己的意愿长期失业或不断失业。

今天，我希望出于良知，穷人将不再像从前那样因被标榜为卑微或无能而常常被解雇。

我们还必须懂得无论经济如何快速发展都无法消除一切贫困。

11．这一问题表明我们的工作重点必须是双重的。

我们既要提供全面就业又要创收。

无论如何，要想尽一切办法使人们成为消费者。

一但他们处于这样的位置，我们就必须关注个人的潜力不被浪费。

我们应为那些找不到传统工作的人开拓新的对社会有益的工作。

1879年亨利·乔治在他所著的《进步与贫穷》一书中就预见了这样的事态。

12．事实上，人们从事改善人类处境的工作，从事传播知识、增强实力、丰富文学财富以及升华思想的工作并不是为了谋生。

这与奴隶被迫做工有所不同。

奴隶做工不是被任务本身或工头所迫就是出于动物本能，而这种工作是它本身能为生活带来保障，并创造一种消除了匮乏的社会形态。

13．倘使能大规模地增加这种工作，我们可能会发现如果把住房和教育放在消除贫困之后，那么住房和教育问题会随着贫穷的消除而有所改善。

被改造成消费者的穷人会依靠自已的力量大举改善其恶劣的住房状况。

当有了额外的金钱这一武器，饱尝贫穷和种族歧视双重痛苦的黑人在他们反歧视的斗争中将会收到更大的成效。

14．此外，广泛的经济保障必然会带来许多积极的心理上的改变。

当命运掌握在自己的手中，并有财力寻求自我提高时，人的尊严就会达到巅峰。

当不再用金钱的天平不公正地衡量一个人的价值时，夫妻子女间的冲突就会减少。

15．现在我们的国家有此财力。

约翰·肯尼斯·加尔布来斯说每年只需200亿美元就可以实现有保障的年收入。

今天我想在此告诉你们，如果我们国家一年能花掉350亿美元在越南发动一场不公正的邪恶的战争，200亿美元把人送上月球，那么它就能花费几十亿美元帮助上帝的孩子自立于这个世界。

16．现在，简单地说，我们必须重申我们的非暴力承诺。

我想强凋这一点。

近期所有的黑人骚乱表明暴力在争取种族平等的斗争中是徒劳无益的。

昨天我试图分析这骚乱及其缘由。

今天我想揭示其另一面。

诚然，骚乱总是有些令人悲伤痛苦。

人们经常可以看见尖声大叫着的青年人和愤怒的成年人绝望而盲目地与不可能战胜的困难作战。

然而，在他们内心深处可以看见自我毁灭的欲望，一种自绝于世的渴望。

17．时有黑人争辨说1965年的瓦特骚乱和其他城市的骚乱代表着有效的人权行动，但当问到这些骚乱最终取得了什么具体的收益时，那些持此观点者则支支吾吾、无以应答。

那些骚乱顶多从被吓坏了的政府官员那里得到少量额外的扶贫金和几处给居留地的孩子们降温的喷水设施。

这就像给仍关在铁窗后的人改善监狱的伙食一样。

没有任何骚乱能像有组织的抗议示威那样赢得实实在在的改进。

当试图请提倡暴力者说明什么做法会是有效的时，回答总是明显地不合逻辑。

有时他们谈论颠覆种族政府和地方政府，继而谈论民兵战争。

他们不懂除非政府已失去武装部队的支持和对其有效的控制，没有任何内部革命能够通过暴力成功地推翻政府。

任何有理性的人都明白这在美国是绝不会发生的。

当面临种族暴力的局势时，权力机构可以支配地方警察、州警察、国民警卫队直至军队---所有这些武装大部分是由白人组成的。

此外，除非主张暴力的少数人得到大多数人的同情与支持，不和他们对抗，否则暴力革命很少或者说几乎没有成功的。

尽管卡斯特罗可能实际上只有为数不多的古巴人在山上与他并肩作战，但是倘若他没有得到绝大多数的古巴人民的同情他就绝不可能成功地推翻巴蒂斯塔政权。

18．显而易见．美国黑人的暴力革命不会得到白人甚至大多数黑人的同情和支持。

现在不是进行浪漫的幻想和对自由进行空洞的哲学论辩的时候；现在是行动的时候。

我们需要的是寻求改变的策略，一个能使黑人尽快地融入到美国的主流生活的高明方案。

迄今为止，只有非暴力运动为此提供了可能。

如果不能领悟到这一点，我们就不能真正解释、回答、解决问题。

19.因此今天我想告诉你们我仍坚持非暴力这一原则，因为我仍坚信它是黑人在这个国家争取公正的斗争的最有效的武器。

另外因为我企盼一个更美好的世界。

我企盼公正。

我企盼兄弟情谊。

我企盼真理。

当一个人有此企盼时，他绝不会倡导暴力。

因为暴力可能除掉一个凶手，但却不能消除谋杀。

暴力可能除掉一个骗子，但却不能缔造真理。

暴力可能除掉一个仇人，但却不能消除仇恨。

黑暗不能驱除黑暗，只有光明才能驱除黑暗。

20．我还想告诉你们我已决意继续以爱为本。

因为我知道爱是最终解决人类问题的惟一答案。

因此，无论走到哪里我都会谈及此话题。

我知道今天在某些圈子里这是一个不受欢迎的话题。

我所谈及的爱不是情感纠葛，而是较高层次的强烈的爱。

因为我看到了太多的恨。

在南部县治安官的脸上看到了太多的恨。

在南部太多的三K党人和太多的白人政务会委员的脸上看到了对我的恨。

因为每当我看到这种恨，我知道这对他们的脸和人格都有影响，我会对自己说，恨是一个令人难以承受的负担。

因此我已决意以爱为本。

倘若你在寻求最高层次的德行，我想你可以在爱中找到。

美妙的是当我们这样做时，我们正远离是非，正如约翰所示，上帝就是爱。

心存怨恨的人不识上帝，倒是心中有爱的人最终能够开启通向现实的大门。