实用大学英语读写教程
第四册
主 编 : 张冬贵 夏锡华
副主编 : 谭银山 杨惠芳
编 者 : 张冬贵 夏锡华 谭银山 杨惠芳
马旭光 陈 颖 吴兆风 周 昕
华中科技大学出版社
图书在版编目 ( CIP) 数据
实用大学英语读写教程 ( 第四册 )/ 张冬贵、夏锡华 主编
武汉 : 华中科技大学出版社 , 年 月
( 实用大学英语系列教材 总主编 夏锡华 崔东 )
IS B N 7-5609-3215-0
Ⅰ .
Ⅱ .
Ⅲ .
Ⅳ .H319.4
实用大学英语读写教程 ( 第四册 )
主编 张冬贵 夏锡华
策划编辑 : 孟筱康
责任编辑 : 李 琼 张 欣
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印刷 :
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版次 : 年 月第 版
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教材编委会
主 任 编 委 : 夏锡华 崔 东
副主任编委 : 雷万忠 郑道俊
编 委 : 邓 虹 张冬贵 董春枝 胡德勤
王 静 周 昕 王相国 李 旭
姚延文 褚晓欣 李 良
教材编写人员
总 主 编 : 夏锡华 崔 东
副总主编 : 雷万忠 郑道俊 邓 虹 张冬贵
主 编 : 董春枝 胡德勤 王 静 周 昕
王相国 李 旭
使 用 说 明
本书 为《实 用大学英 语读写教程》第 四册 , 供大 学非 英语 专 业第 四 学期
使用 , 也 可供同等 英语水平的 英语学习 者或英语爱 好者选用 。
本书 选材广泛 , 涉及 多种领域 。既记录人 生历程 , 又传授 科普知识 ; 既
分析社会 问题 , 又介绍异 域文化。
与前 三册书一 样 , 本 册包括八个 单元 , 每 单元 包括 三 篇文 章 , 基 本 围绕
同一主题 。每篇文 章后根据需 要提供 了词 汇、词组、注 释、练 习 及练 习 参考
答案 , 方便读 者自学。学 习者可以 根据自己的 实际情况 进行有选择 性的自
主阅读。
书中 所选文章 作者的观点 并不代表 编者的观点 , 学 习者在培养 语言素
养的同时 , 还需 学习文章 中积极向上 的精神 , 排除消 极观点的 影响。
书中 尚有诸多 不足之处 , 编者愿 聆听学习 者提出的宝 贵意见。
本册 主编 : 张冬 贵
2004 年 5 月
前 言
《实用大学 英语听 说 教 程》一—四 册 和《实 用 大 学 英 语 读 写 教 程》一—
四册是根 据教育部 1999 年公布的《大学 英语教学大 纲》修 订本及 2004 年 3
月网上公 布的《大学英语 课程要求 ( 试 行 )》意见 编写 的 , 针对 地 方普 通 高等
院校本科 学生在基 础阶段使用 的一套教 材。
本套 教材选择 的题材和体 裁具有多 样性 , 从一 般的 趣 味性 文 章 , 到 文、
史、哲、经 等方面的 文章 , 特 别 注 重 学 生 语 言 基 础 的训 练 , 从 读 音、词汇 、语
法、功能意念等 方面 对学 生 进 行 训练 。材 料 的 来 源 也 很 广 泛 , 既 有 从 国 外
原版教材 中选择的 文章 , 也有从国内 外英文杂 志、网 络上改编 的文章。
大学 英语教材 建设是大学 英语教学 改革 的重 要环 节 , 在 全 国高 等 院校
中 , 既有 211 工 程大学 , 也 有 国 家 重 点 大 学、省 级 重 点 大 学 , 一般 普 通 高 等
院校 , 同时 , 由于地 域差 异 , 学 生 入 学 时的 英 语 水 平 参 差 不 齐 , 针 对 不 同 的
教学对象 , 使用 不同的教 学材料、划分不 同的 教学 级别 、提出 不 同的 教 学要
求 , 因材施教 , 是大 学英语教学 理论的“与时 俱进”。不 同 层次 的 学校 , 有针
对性地编 写出适合 自己学校学 生学习 的教 材和 辅助 教材 , 以 及 正在 发 展的
网络教材 是大学英 语教学改革 、大学 英语教材 建设的发展 方向。
在这 样的背景 下 , 由 华 中 科 技 大 学出 版 社 组 织、策 划 了 针对 一 般 普 通
高等院校 而编写 的《实用 大 学 英语 听 说 教 程》和《实 用大 学 英 语 读写 教 程》
系列教材 , 由江 汉大学、中 国人 民 解 放 军 第 四军 医 大 学、四 川 大 学、秦 皇 岛
职业技术 学院、广西师范 学院、湖北经济 学院 、湖北 郧阳 医学 院 等院 校 数十
位中青年 教师参加 , 经过 认真准备 , 精 心修 改 , 集体 协 作编 写 而成。 编 写集
体成员中 , 大多 是年富 力 强 的 中青 年 教 师 , 其 中 大 多 数 教 师 具有 硕 士 学 位
或正在攻 读硕士学 位 , 他 们大 多 毕 业 于 20 世 纪 90 年 代 , 学 习了 新 的 语 言
学理论 , 并掌握 了较为 扎 实 的 语言 功 底 , 为 教 材 的 成 功 编 写 打下 了 良 好 的
基础。本 套教材由 江汉大学外 国语学院 夏锡华、崔东担任 总主编。
本套 教材的编 写方针是 : 从 实 际出 发 , 总 结经 验 , 借 鉴 方法 , 编 写适 合
・Ⅰ・
一般普通 高等院校 实用的基础 阶段大学 英语教材。
以学 生为教 学 中 心 , 以 教 师 为 教 学 的 主 导 是 本 套 教 材 推 荐 的 教 学 方
式。在信 息时代的 今天 , 无论 是 教 师 还是 学 生 , 都 受 到 了 这 一时 代 的 强 烈
冲击。快 餐文化、浮躁心 理、不 平衡感觉 、网络 游戏 沉溺 、贫富 差 距、付 出与
所得不对 等 , 使 我们动辄 回忆起过去 的美 好、传统 教学 环 境下 学 生的 自 觉、
自愿、目标明确 的教学环 境难以再现 。如 何有 效地 开展 好大 学 英语 教 学活
动 , 不断提高我 国的大 学 英 语 教学 水 平 , 为 国 家 培 养 外 语 合 格的 人 才 是 摆
在大学英 语教师面 前的一个重 大课题 , 是 一个 需要 方方 面面 配 合方 能 解决
的历史性 课题 , 所幸的是 , 新一 轮的大学 英语 教学 改革 已 经启 动 , 我 们 大学
英语教师 所期盼的 不仅仅是教 学方式的 改变 , 而是更深层 次的改变 。
本套 教材由江 汉大学 外 国 语 学 院 牵 头 , 通 过 参 加 单 位 的 通 力 合作 , 历
时一年多 合力编写 而成的 , 邓虹、张冬 贵、董春 枝、胡 德勤 、王静 、周昕、王相
国、李旭等分册 主编为此 付出了艰辛 的劳 动。 教材 建设 一向 是 学校 教 学改
革的重点 , 本套 教材从开 始就得到了 校领 导的 高度 重视 和 支持 , 同时 , 得到
了校教务 处及相关 部 门 的支 持 及 具 体建 议。 由 于 材 料 来 源 及学 识 水 平 有
限 , 本套书在体 例 , 内容 选 择 , 练 习 取 舍 , 注 解 完 善 等 方 面 都 存在 着 这 样 和
那样的缺 陷 , 但 第一步 必 须 走出 , 通 过 本 套 书的 编 写 , 锻 炼 了 一 支 队伍 , 培
养了一批 骨干 , 聚集了一 群科研人员 , 打 下了 一定 的研 究 基础 , 为今 后 的工
作提供了 条件。通 过教 材 的使 用 , 可 以为 大 学 英 语 教 学 提 供 教 学 方法 、手
段等方面 的研究 , 也可以 为研究学生 的学习兴 趣、注 意力等提 供素材。
华中 科技大学 出版 社副 编 审 孟筱 康 为 本 套 书 的 编 写 及 付梓 付 出 了 辛
勤的劳动 , 对以 上同志的 辛勤劳动表 示衷心的 感谢 !
教学 改革之路 漫漫其修远 兮 , 大 学英语教 师当不断上 下而求索 。
夏锡 华
2004 年 5 月 1 日
・Ⅱ・
Con t en t s
Unit One
Passage 1 My Mother and I …………… ………… …………… … ( 1)
Passage 2 Thank You, Ma’m …… ………… …………… ……… (11)
Passage 3 The Story of an Hour … ………… …………… ……… (20)
Unit Two
Passage 1 Salvation …………… ………… …………… ……… (29)
Passage 2 Karate Helps“Bad Boys”Go Straight ……… ……… (35)
Passage 3 Why I Teach Dance ?
………… …………… ……… (43)
Unit Three
Passage 1 Let s Tell the Story of All America s Culture ……… (52)
Passage 2 The Best American Holiday …… …………… ……… (59)
Passage 3 Why No One Walks ?
………… …………… ……… (66)
Unit Four
Passage 1 Daydreaming ………… ………… …………… ……… (74)
Passage 2 Sleepwalking— Fact or Fancy ? …………… ……… (83)
Passage 3 Go to Bed : Get a Good Night s Dream …… ……… (90)
Unit Five
Passage 1 Rule Number 1 : Follow All Rules …………… ……… (98)
Passage 2 Life in a Cold Climate ……… ………… …………… ( 106)
Passage 3 The Emotional Quadrant …… ………… …………… ( 113)
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Unit Six
Passage 1 Application and Perseverance Give Results ……… ( 122)
Passage 2 Bribes Needed to Enter Elite Academic Institutions ………
……… ………… …………… ………… …………… ( 132)
Passage 3 The Overwhelmed Children … ………… …………… ( 140)
Unit Seven
Passage 1 A Scientist :“I am the Enemy !”……… …………… ( 149)
Passage 2 The Faltering Family
Passage 3 Why Study Math ?
……… ………… …………… ( 158)
………… ………… …………… ( 166)
Unit Eight
Passage 1 In Our Own Image ………… ………… …………… ( 174)
Passage 2 What Does“Nigger”Mean ? ………… …………… ( 183)
Passage 3 The Vertical Negro Plan …… ………… …………… ( 192)
Keys to Exercises … ………… …………… ………… …………… ( 202)
Vocabulary …………… ………… …………… ………… …………… ( 222)
Bibliography ………………………………………………………………… ( 236)
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Un i t O ne
Passage 1
①
My Mother and I
②
B y A m y T an
My mot he r believed you coul d be any t hing you want ed t o be in A me rica . You
could open a restaur an t . You cou ld w or k for the government and get good
retirem en t . Y ou could buy a house wit h almost no money dow n . Y ou could become
rich . Y ou cou ld becom e instantly famous .
“ Of cour se you can be prodigy , too, ” my mot her t old me when I was nine .
“ You can be best at any thi ng . What does A un tie Lindo know ? H er daugh te r , she is
only best t ricky .”
A me rica was w her e all my mot he r s hopes lay . She had come here i n 1949 after
losing every th ing in China: her mo ther and fat her , her family hom e, her fir st
husband , and tw o daugh ters , twin baby gir ls . Bu t she neve r looked back wit h
regret . Ther e were so m any ways for t hings t o get better .
We didn t imm ediately pick t he righ t kind of prodigy . At first , my mo ther
③
t hought I could be a Chinese Sh irley T emple
. We d watch Shirley s old movies on
T V as t hough t hey wer e t rai ning films . My mo t her w ou ld poke my a rm and say ,“Ni
Kan”— You w atch . A nd I w ould see Shirley tappi ng he r feet , or singing a sailor
song , or pursing her lips in to a very round while sayi ng ,“ O h my goodness .”
“ Ni Kan , ”said my mo t her as Shirley s eyes flooded wit h tears .“ You alr eady
know how . Don t need talen t for cryi ng ! ”
Soon af ter my mo ther got t his idea abou t Shir ley T emp le , she took me t o a
④
beau ty t rai ning school
in the Mis sion dist rict and p ut m e in the hands of a studen t
w ho could ba rely hold the scissors wit hout shaking . Instead of get ting big fat curls ,
I e merged wit h an uneven m as s of crinkly b lack fuzz . My mot her dragged me off t o
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t he bat hroom and tried t o wet dow n my hair .
“ You look like N egro Chi nese, ”she la men ted , as if I had done this on purpose .
T he inst ruct or of t he beaut y t raini ng school had t o lop off these soggy clumps t o
⑤
make my hair even again .“ Peter T an
is very popular t hese days ,”t he inst ruct or
assur ed my mot he r . I no w had hair the lengt h of a boy s , with st raight－across bangs
t hat hung at a slan t t wo inches above my eyebrows . I liked t he hair cu t and it made
me act ually look for ward to my fu tur e fame .
In fact , in t he beginning , I was j ust as excited as my mot her , maybe even more
so , I pict ur ed t his prodigy par t of me as many different images , t rying each on for
size . I was a daint y ballerina girl standing by t he cur tains , waiting t o hea r t he righ t
⑥
music t hat would send me floating on my tip t oes . I was like t he Ch rist child
⑦
ou t of t he st raw manger , crying wit h holy indignit y . I was Cinderella
lifted
st epping from
her pumpki n ca rriage wit h sparkling ca rt oon music filling t he air .
In all of my imaginings , I was filled wit h a sense t hat I w ou ld soon become
perfect . My mo t her and fat her would adore me . I w ou ld be beyond r eproach . I
w ou ld never feel t he need to sul k for any th ing .
Bu t sometim es t he prodigy in me beca me impatien t “
. If you don t hurry up and
get me out of he re, I m disappearing for good ,”it warned “
. A nd t hen you ll always
be no thi ng .”
Eve ry night after din ner , my mo t her and I would sit at t he Fornica kitchen
table . She woul d present new tests , taking he r exa mples from st ories of a mazing
chil dr en she had read in R i p ley s Believe I t or N ot , or Good H ousekeep i ng ,
⑧
Rea der s D i gest , and a dozen ot her m agazines she kept in a pile in our bat hroom .
My mot he r got t hese magazines from people w hose hou ses s he cleaned . A nd since
she cleaned m any houses each w eek , we had a gr eat assor tm en t . She w ould look
t hrough t hem all , search ing for st ories about r ema rkable children .
T he fir st nigh t she brough t ou t a st ory abou t a t hr ee－yea r－ol d boy w ho knew the
capit als of all t he sta tes and even most of t he European count ries . A teacher was
quoted as saying the lit tle boy cou ld also pronounce t he nam es of the foreign cities
corr ectly .
All I knew was t he capital of California, because Sacr ane mt o was the name of
⑨
t he st reet we lived on in Chinat ow n
⑩
.“ Nairobi
!” I guessed , saying t he most
for eign w ord I could t hink of . She checked to see if t hat was possi bly one way t o
1
pronounce“ H elsinki ”before showing me t he answer .
12
T he tests go t harde r — multiplying numbers in my head , fi nding the queen of
・2・
hear ts in a deck of ca rds , t rying to stand on my head withou t using my hands ,
pr edicting t he daily te mper atur es i n Los A ngeles , New Y ork , and London .
O ne nigh t I had t o look at a page from the Bible for t hree minu tes and then
report eve ry t hing I could rem embe r .“ No w Jehoshaphat
13
had riches and honor in
ab undance and . . .t hat s all I re member , M a, ”I said . A nd after seeing my mo t her s
disappoin ted face once again , somet hing i nside of me began t o die . I hated t he tests ,
t he raised hopes and failed expectations . Before going to bed t hat nigh t , I looked in
t he mirror above t he bath room sink and w hen I saw only my face staring back — and
t hat it woul d always be t his ordinary face — I began t o cry . Such a sad , ugly girl ! I
made high－pitched noises li ke a cr azed anim al , t rying t o scratch ou t t he face in the
mirror .
A nd t hen I saw w hat seemed to be t he prodigy side of m e — because I had never
seen that face before . I looked at my reflection , blink ing so I could see mor e clea rly .
T he girl staring back at m e was angry , po werful . T his gir l and I wer e the same . I
had new t hough ts , willful t houghts , or r at he r t houghts filled wit h lo ts of won ts . I
w on t let he r change me, I promised myself . I won t be w hat I m not .
So no w on nigh ts w hen my mot her pr esen ted her t ests , I perform ed listles sly ,
my head propped on one a rm . I presen ted t o be bored . A nd I was . I go t so bored
t hat I star ted coun ting t he bellows of the foghorns ou t on the bay w hile my mo ther
drilled me in ot her areas . T he sound was comforting and re minded m e of t he co w
jumping over t he moon . A nd nex t day , I played a ga me wit h myself , seeing if my
mo t her would give up on m e befor e eigh t bello ws . Af ter a w hile I usually coun ted
only one , maybe tw o bellows at most . At last she was beginning to give up hope .
(1074 words)
N e w W o r ds
retirement [ ri tai m n t ] n . condition of being r etir ed from work 退休 ( 或 退役 ) 的
状况
e .g . H e lives in r etir ement in Washing ton .
prodigy [ pr did i ] n . person with unus ual or r ema rkable qualities or abilities ( 在
素质和能力上 ) 了不起的人 , 奇才 , 天才
e .g . His son is a prodigy child i n music .
tricky [ tri ki] a . ( －ie r , －iest ) ( of person or t heir actions) craf ty , decep tive ( 指人
及其行为 ) 诡计多端的 , 欺骗的
e .g . H e s a t ricky fellow to do business wit h . 他诡计多端 , 难以共事。
・3・
poke [ p uk] v . pu sh sb ./ sth . sharply ( with a stick , one s finge r , etc .) ( 用棍
棒、手指等 ) 捅 ( 拨或戳 ) 某人/ 某物 : ～ s b /. sth . ( with sth .)
e .g . Gr anny poked t he fire wit h t he poke r . 老奶奶用拨火棍拨火。
purse [ p s ] v . draw t ogether or pucker ( one s lips ) in w rink les esp . as a sign of
disapproval or displeasure 缩 拢 或 撅 起 ( 嘴 唇 ) ( 尤 指 表 示 反 对 或 不 悦 ) : ～ st h .
( up)
e .g . My younge r sister pur sed up her lip s wit h t ea rs in eyes .
mission [ mi ( ) n] n . building or set tlem en t w he re t he work of a religious teacher s
is done , esp . among poor peop le 布道的处所 ( 尤指贫民居住区的 )
e .g . I have a friend w orki ng at a mission st ation/ school/ hos pital .布道所/ 教会学
校/ 教会医院
barely [ b li] a d . only just , scarcely 仅仅 , 几乎没有
e .g . H e can bar ely read or w rite . 他勉强识字。
uneven [ n i v ( ) n ] a . not level or smoot h or regu lar 不 平坦 的 , 不 平 滑的 , 不规
则的
e .g . The pavement along t he st reet is uneven .
crinkly [ kri kli ] a . (－ier , －iest ) ( of hair ) having tigh t curls ( 指 毛 发 ) 卷 曲 得厉
害的
e .g . She is a much pr ett y gir l wit h crink ly bro wn hair .
fuzz [f z] n . soft fine hair t hat stick s up 竖起来的细短的头发
lament [ l men t ] v . feel or expres s gr ea t sorro w or regr et for ( sb /. st h .)
为 ( 某人/
某物 ) 感到悲哀 , 痛惜 , 哀悼
e .g . H e lam en ted ( over) his misfor t unes .
soggy [ s i ] a . (－ier , －iest ) ( u su . derog . ) moist and unpleasantly heavy ( 通常贬
义 ) 潮湿而沉重的
e .g . My clot hes a re soggy after t he heavy rain .
clump [ kl mp ] n . group or cluster ( esp . of t rees , shrubs or p lants ) ( 尤指花、草、
树木的 ) 丛
e .g . Ther e w as a lovely clump of wild roses .
bang [ b
] n . ( usu .p l .) ( U S ) fringe , front hair cut so t hat it hangs over the
forehead ( 通常复数 ) 垂在额前的短发 , 刘海
e .g . She has black long hair wit h soft bangs .
slant [ sl n t ] n . slope 斜线 , 斜面 , 斜坡
on a / the slan t 倾斜着 , 歪着
dainty [ dei nti] a . ( of people ) neat and delica te in build or movem en t ( 指人 ) ( 体形
・4・
或举止 ) 娇美的 , 秀丽的 , 优美的
ballerina [ b l ri n ] n . female ballet dancer , esp . one w ho takes leading par ts 芭
蕾舞女演员 ( 尤指扮演主角的 )
sparkly [ sp k li] a . full of life and ene rgy 充满生机和活力的
indignity [ in di niti ] n . [ U ] r ude or un wort hy t reat men t causing shame or loss of
侮辱 , 轻蔑
respect
e .g . O nce , he was subjected t o indignity and humiliation at his mo t her－in－law s .
adore [ d ] v . love deeply and r espect ( sb .) highly 热爱 , 爱慕 , 敬爱
e .g . H e ador es his wife and chil dr en . 他深爱妻儿。
reproach [ ri pr ut ] v . criticize s b ./ oneself, esp . for failing t o do st h . 责备 ( 尤指
因未做成某事 )
e .g . She reproached him for forget ting t heir anniver sa ry .
sulk [ s lk ] v . ( de rog .) be silent or unsociab le as a result of bad temper or
resen tm en t ( 因发脾气 ) 不答理人 ; 生闷气
e .g . She s been su lking for days about / over being lef t at hom e .
assortment [ s t m nt ] n . collection of differ en t t hings or of differen t types of the
sam e th ing ; mix tur e 各种各样 ; 混合物
e .g .
he small shop can provide t he customer s wit h a wide assort ment of gifts t o
choose from .
abundance [ b nd n s] n . [ U , sing] quan tity t hat is more t han enough ; p lent y 丰
富 , 充裕
e .g . Ther e w as good food in abundance at t he banquet .
sink [ si k] n . ( US ) wash－basin 洗脸盆
pitch [ pit ] n . [ U ] degr ee of highness or low ness of a musical note or a voice ( 音
符或嗓音的 ) 高度 , 音高
v . ( in music ) set in a ce rtain pitch ( 音乐 ) 定调
e .g . The song is pitched t oo lo w for me .
crazed [ k reizd ] ( also half－cr azed) a .
wildly excited ; i nsane 狂热的 , 疯狂的
e .g . She watched t he foot ball wit h a crazed look .
reflection [ ri flek ( ) n] n . a visib le image w hich is m ade by a mirror or wa ter ( 指
镜子或水面 ) 映出的影像
e .g . The r eflection of t he t rees in t he lake is ve ry clear .
blink [ bli k ] v . sh ut and open t he eyes quick ly 眨眼
e .g . H o w long can you stare withou t blinking (your eyes ) ?
willful [ wilfu l ] a . ( of a person ) det ermined to do as one wishes; headstrong ,
・5・
obsti nate ( 指人 ) 任性的 , 倔强的 , 固执的
e .g . H e is a willful child .
prop [ pr p] v . ( pp ) support ( st h .) or keep ( st h .) in position wit h a prop 支住 ( 某
物 ) , 用支撑物固定 ( 某物 )
e .g . The patien t lay i n t he bed propped on t he pillo ws .
bellows [ bel uz ] n . [ pl .] appa rat us for driving air in to or t hrough st h .,
e .g . t hrough t he pipes of a church organ 风箱
foghorn [ f h n] n . the fog alarm , w hich is a kind of horse and loud noise ( 向雾中
的船只发警告的 ) 雾角 ; 响而尖的声音
P hr as e s a n d Ex p r e s si o n s
the mission district 教区
lop off r emove ( br anches , twigs , etc .) from a t ree, etc . by cu tting 从 ( 树 上
等) 剪
除 , 砍掉 ( 树枝等 )
e .g . H e had his arm lopped off in t he ope ration .
for good ( and all) for ever 永远地 , 永久地
e .g . She said she would leave New Y ork for good .
a deck of cards ( esp . U S) a pack or a suit of playing－ca rds 一副纸牌
or rather to be more accur ate or corr ect 更确切地说
e .g . We stayed at my friend s hou se , or r at her at my friend s par en ts house .
give up on sb . ( infm l .) no longer believe that sb . is going to be successful; lose
hope in sb . ( 口 ) 不再相信某人会成功 , 对某人失望
No t es
① My Mother and I is ex tr acted from Chapte r 2 , T he Joy L uck Cl ub , w hich was
w rit ten by the fa mous Chinese A me rican w om an writer , A my Tan . The title of
t he t ex t is given by t he compile r .
② Amy Tan ( 1952— ) a Chinese A merican w riter , born in Oak land , California .
H er pa rents wer e bot h t he emigran ts from China . In 1987 , s he w ro te the novel
T he Joy L uck Cl ub , w hich established her fa me as a w riter and w on many honors
for her . 艾米・谭 , 美国华裔女作家。
③ Shirley Temple when she was young , she was a fa mou s A merican child actr es s .
秀兰・邓波儿 ( 美国著名童星 )
④ a beauty training school r efe rs to t he school w hich aims at t raini ng and
・6・
cu ltivating young girls and making them become beau ties
⑤ Peter Tan a na me for any naugh ty boy i n t he ch ildren s books 彼得・谭 ( 以其
名字命名的儿童故事书中的调皮男孩 )
⑥ the Christ child r efers t o Jesus Christ w hen he was born in t he mange r . In the
USA , at Ch ristm as Eve, people like acting out t he st ories in t he Bible, especially
t he one about t he bir t h of Jesus Christ , in orde r t o celebrate t he holiday .
⑦ Cinderella one t ha t unexpected ly achieves recognition or s ucces s af ter a period of
obscurity and neglect 灰姑娘
⑧ Reader s Digest the well－know n A merican m agazine for t he r eader s
⑨ Chinatown a neighborhood or section of a cit y t hat is inhabited ch iefly by
Ch inese peop le 唐人街
⑩ Nairobi t he capital and largest city of Kenya , in t he sout h－cen t ral par t of the
count ry 内罗毕 ( 肯尼亚首都 )
1 Helsinki t he capit al and largest city of Finland , in t he sou thern par t of the
count ry on t he G ulf of Fin land 赫尔辛基 ( 芬兰首都 )
12 The tests got harder－multiplying numbers in my head . . .　This sen tence m eans t ha t
t he tests dem anded me to do mor e difficult m at hem atic problems of multiplication
in my mind .
13 Jehoshaphat king of Judah w ho formed an alliance wit h t he kingdom of Is rael 约沙王 , 与以色列王国建立联盟的犹大国国王
Exercises
Ⅰ . ccording to your understanding of the passage, choose the best answers to the
following questions . Each question may have multi－ answers .
1 .
his a r ticle is m ainly about that
.
A . my mot her wan ted me t o be a prodigy and s he succeeded finally
B . I didn t wan t to be a prodigy at all
C . I r ealized t hat I was just a common gir l and r efu sed to be w hat I was no t
D . it is difficult t o accep t t he realit y of one s talent and ability
2 .
y mot he r believed t ha t
.
A . no t everyone coul d r ealize his or her dream in A merica
B . I could be a Chi nese S hirley T emple
C . if she t rai ned me prope rly , I cou ld be a prodigy of som e kind
D . I liked t he t raining ve ry much
3 .
he hairdresser of t he beaut y t raining school
.
・7・
A . was a st uden t B . was inexperienced
C . was good at hairdressing
4 .
5 .
y mot he r
D . made me just like Shir ley T e mp le
af ter my hair was cut by t he st uden t .
A . was glad and satisfactory
B . was indiffe ren t
C . was quite unhappy
D . hated t he hairdo very much
t t he beginni ng ,
.
A . I became a dain ty balleri na girl
B . I was even more excited t han my mot her
C . I had many dr ea ms abou t w hat kind of prodigy I would be
D . I didn t believe I w ould become famous at once
6 . n t he pas sage, my mot her had given me
t ests .
A . 4 B . 5 C .7 D . 6
7 .
y mot he r go t t he stories abou t re markab le childr en from
.
A . her close friends
B . t he magazines of the people she w orked for
C . T V and radio
D . newspapers
8 .
ne nigh t , w hen I looked in t he mirror ,
.
A . I saw an ordinary face
B . I saw a happy and lovely face
C . I began t o cry and felt disappoin ted in myself
D . I saw anot her girl w ho was angry and po werful
9 .
he girl
.
A . was my reflection in t he mirror
B . I felt she w ou ld change me
C . was my younge r sister
D . I w ouldn t let her change me
10 . o , at last , at my mot he r s tests and t raining , I
.
A . got bor ed
B . dreamed of t he cow jumping over t he moon
C . hated t hem
D . began t o coun t bellows loud ly
Ⅱ . Answer the following questions .
1 .
here did t he au t hor s mot her e migr ate from t o t he USA ?
2 . When she looked back , did she lose her hope for life ? Why ?
3 . What s her mot her s job ? Can you infe r from t he pas sage ?
・8・
4 . What was t he aut hor s feeli ng w hen she saw he r mo t her s disappoin ted face
again ?
5 . Have you looked at yourself in t he mirror ? A re you satisfied wit h your o wn
appea rance ? Have you accep ted your self ?
6 . As t o t he prodigy t raining of children , do you have some idea ?
Ⅲ . ill in each of the blanks with appropriate words and phrases from the box . Change
the form if necessary .
prodigy
r etir e
ab undance
1 .
low－pitched
e is going t o
2 . She
c rinkly lam en t
poke
blin k
adore
indignan t
r eproach sul k
for good
ea rly .
m e wit h he r hand .
3 . She wan ts he r daugh ter to be a / an
i n dancing .
4 . My younger sister is a willfu l girl and fond of
for mont hs abou t unhappy
t hings .
5 . Look ! T he star s
in t he sky . What a beau tiful nigh t !
6 . H er doll was a lovely little girl wit h
t hick hair .
7 . T en years ago , my wife had a bit ter quarr el wit h m e and lef t m e
8 . Do you know my homet ow n ? It s a place of fish and rice in
9“
. Oh , my poor son ! Who killed you ?”
.
.
t he old lady .
10 . I m not afraid of him because I know he
me ve ry much .
Ⅳ . Choose the answer that best completes the sentence .
1 .
2 .
3 .
ow that we
so fa r , we m ay as w ell go on our journey .
A . come
B . are coming
C . had come
D . have com e
henever t hey had t roub le , he
t o hel p t hem .
A . has come
B . would come
C . had come
D . cou ld com e
e told m e his nam e only afte r I
t wice .
A . ask
B . as ked
C . had asked
D . have asked
4 . ack is very disappoin ted
A . with
B . for
t he r es ults of t he exams . ( CE T－4 , 1999 .6)
C . t owa rd
D . on
・9・
5 .
her e is no use
over t he spilt milk .
A . of being crying
B . c rying
C . to cry
D . if you will cry
6 . f I corr ect someone , I will do it wit h as much good humor and self－restr ain t as if
I were t he one
. ( CE T－4 , 1996 .6)
A . t o corr ect
B . correcting
C . having corrected
D . being corrected
7 . f t he ocean we re fr ee of ice , st orm pa th s w ould move furt her nort h ,
t he plain of Nort h A merica of r ainfall . ( CE T－6 , 1996 .6 )
A . t o deprive
B . deprived
C . depriving
D . having deprived
8 .
t he ear th t o be flat , m any feared t hat Columbu s w ou ld fall off t he edge
of t he ear t h . ( CE T－6 , 1996 .6 )
A . H aving believed
B . Believing
C . Believed
D . Being believed
9 .
he people w ho objected t o the new approach we re t old t hat since work had
already sta rted , ther e was no poin t in
. ( CE T－6 , 1995 .1)
A . denying
B . protest
C . protesting
D . competing
10 .
ft er the A rab states w on i ndependence, great emphasis was laid on expending
education , with girls as well as boys
to go to school . ( CE T－4 , 1997 .1)
A . to be encour aged
B . been encour aged
C . being encouraged
D . be encouraged
Ⅴ . Paraphrase the following sentences .
1 .
e d watch Sh irley s old movies on T V as though t hey were t raining film s .
2 . Instead of getting big fat curls , I em erged with an uneven m as s of crink ly b lack
fuzz .
3 . I pict ured t his prodigy par t of m e as m any diffe ren t images , t ryi ng each on for
size .
4 . I hated the tests , the r aised hopes and failed expect ations .
5 . I had new t hough ts , willful t hough ts , or rat her though ts filled wit h lo ts of
w on ts . I w on t let he r change me, I promised myself . I won t be w hat I m not .
・ 10 ・
Passage 2
①
Thank You, Ma m
②
B y Ja mes L angston H u ghs
She was a large w om an wit h a large purse t hat had eve ry t hing i n it but ha mmer
and nails . I t had a long str ap and s he ca rried it slung across he r shoulder . I t was
abou t eleven o clock at nigh t , and she was w alk ing alone , w hen a boy r an up behind
her and t ried t o snatch he r purse . The st r ap broke with t he single t ug t he boy gave it
from behind . But t he boy s weigh t , and t he weight of the purse combined cau sed
him t o lose his balance so, instead of taking off fu ll blast as he had hoped , t he boy
fell on h is back on t he sidewalk , and his legs flew up . The large woman simply
t urned a round and kicked him righ t squa re in his bl ue jeaned sit ter . T hen she
reached dow n , picked t he boy up by his shir t fron t, and shook him un til his teet h
rattled .
A fter t hat t he wom an said ,“ Pick up my pocketbook , boy, and give it he re .”
She still held him . But she ben t dow n enough to permit him t o st oop and pick
up her pur se . T hen she said ,“ No w ain t
③
you asham ed of yourself ?”
Firmly gripped by his shir t fron t , the boy said,“ Yes m
④
.”
T he woman said ,“What did you want to do it for ?”
T he boy said ,“ I didn t aim to .”
She said ,“Y ou a lie !”
By t hat time tw o or thr ee peop le passed , st opped , t urned to look , and some
stood watching .
“ If I t urn you loose, will you run ?”asked t he woman .
“ Yes m , ”said t he boy .
“ Then I won t turn you loose, ”said t he woman . She did not r elease him .
“ I m very sorry , lady . I m sorry , ”wh ispe red the boy .
“ U m－hum ! A nd your face is dir t y . I go t a gr ea t mind t o wash your face for you .
Ain t you got nobody hom e t o t ell you to wash your face ?”
⑤
“ No m , ”said t he boy .
“ Then it will get was hed t his evening , ”said the large woman sta ring up the
・ 11 ・
str eet , dr agging t he frigh tened boy behind her .
H e looked as if he we re four teen or fif teen , fr ail and willo w－wild , i n tennis
shoes and b lue jean s .
T he woman said , “ You ough t to be my son . I w ou ld teach you right from
w rong . Least I can do righ t now is to was h your face . A re you hungry ?”
“ No m ,”said t he being－dr agged boy “
. I just want you t o t urn me loose .”
“Was I bot hering you when I t urned t hat corner ?”asked t he woman .
“ No m .”
“Bu t you pu t yourself in con tact wit h m e, ”said the woman “
. If you t hink t ha t
t hat contact is not going t o last aw hile , you go t ano t her t hought coming . W hen I get
t hrough with you , sir , you a re going to r emember M rs . Luella Bat es Washi ng ton
Jones .”
Sweat popped ou t on t he boy s face and he began to str uggle . Mr s . Jones
stopped , jer ked hi m around in front of her , pu t a half nelson abou t his neck , and
continued t o dr ag him up the st reet . When she got t o her door , s he dragged t he boy
inside , dow n a hall, and in to a large kitchenet te－furnis hed room at the r ea r of the
hou se . She switched on t he ligh t and left t he door open . T he boy cou ld hea r o ther
roomers laughing and talking in the large house . Some of t heir door s wer e open ,
t oo , so he k new he and t he woman wer e no t alone . T he wom an still had him by the
neck in the middle of t he room .
She said ,“What is your name ?”
“Roge r ,”an swe red t he boy .
“ Then , Roge r , you go t o that sink and was h your face , ”said t he woman ,
w he re upon she t urned him loose — at last . Roger looked at t he door — looked a t the
w om an — looked at t he door — and wen t t o t he sink .
“ Let the water run u ntil it gets warm , ”s he said “
. H ere s a clean t owel .”
⑥
“ You gonna
take m e to jail ?”asked t he boy , bending over t he sink .
⑦
“ N ot wit h t hat face, I woul d no t t ake you no where , ”said t he w om an “
. H ere I
am t rying to get home t o cook m e a bite to eat and you s natch my pocket book !
⑧
M aybe you ain t been to
⑨
your supper eit her , late as it be
. H ave you ?”
“ There s nobody home a t my house , ”said t he boy .
“ Then we ll ea t, ”said the w om an “
. I believe you re hungry — or been hungry —
t o t ry t o snatch my pocketbook .”
“ I wanted a pair of blue suede shoes ,”said t he boy .
“ Well, you didn t have to snatch my pocket book t o get som e suede shoes , ”said
・ 12 ・
⑩
M r s . Luella Bates Was hingt on Jones “
. Y ou coul d of asked me . ”
“ Ma m ?”
T he water dripping from his face , t he boy looked at he r . The re was a long
pau se . A ve ry long pause . Af ter he had dried h is face and not knowing w hat else t o
1
do , he dried it again , t he boy t urned a round , wonde ring what nex t . T he door was
open . H e could make a dash for it do wn t he hall . H e cou ld run , run , run , run !
T he woman was sit ti ng on the day－ bed . Afte r a w hile she said ,“ I wer e young
once and I wan ted t hings I cou ld not get .”
T her e was ano ther long pau se . The boy s mou t h opened . Then he fro wned , bu t
no t knowing he fro wned .
T he woman said ,“ U m － hum ! Y ou t hough t I was going t o say‘ bu t’, didn t
you ? You t hough t I was going to say ,‘ bu t I didn t sna tch people s pocket books .’
Well , I wasn t going t o say t hat .”Pau se . Silence “
. I have done t hings , too , w hich I
w ou ld no t tell you , son — neit her tell God , if he didn t already k no w . So you sit
dow n w hile I fix us som eth ing t o eat . Y ou might ru n that comb t hrough your hair so
you will look pr esen table .”
In anot he r corner of t he room beh ind a scr een was a gas p lat e and an icebox .
M r s . Jones got up and wen t behind t he sc reen . T he woman did not watch the boy t o
see if he was goi ng to run no w, nor did she w atch her purse which she left behind
her on t he day－bed . But t he boy t ook car e t o sit on t he far side of t he room w her e he
t hought she coul d easily see him ou t of t he corne r of her eye, if she wanted to . H e
did no t t rust the w om an not t o t rust him . A nd he did not wan t to be
mistru st ed now .
“Do you need som ebody t o go t o t he store ,”asked t he boy ,“ maybe to get some
milk or somet hing ?”
“Don t believe I do, ” said t he woman , “ un less you just wan t sw eet milk
yourself . I was going to make cocoa out th is canned milk I go t her e .”
“ That will be fine, ”said t he boy .
She heated som e bean s and ham s he had in the icebox , made t he cocoa , and set
t he table . T he woman did not ask t he boy anyt hing abou t where he lived , or his
folks , or any t hing else t hat w ould e mbarr ass h im . Instead , as t hey ate, s he t old him
abou t her job in a ho tel beau ty－s hop that st ayed open la te, w hat t he w ork was like ,
and ho w all k inds of w om en ca me in and ou t , blondes , r ed － heads , and Spanis h .
T hen she cu t him a half of her ten－cen t cake .
“ Eat some more , son , ”s he said .
・ 13 ・
When they had finished eating s he got up and said ,“ No w, her e, take t his ten
dolla rs and buy your self some bl ue suede shoes . A nd nex t tim e, do no t make the
mistake of latching on t o my pocket book nor nobody else s — because shoes com e by
devilis h li ke t hat will burn your feet . I got t o get my r est now . But I wis h you would
behave yourself, son , from he re on in .”
She led him dow n the hall t o t he front door and opened it “
. Good－nigh t ! Behave
yourself , boy !”s he said, looki ng ou t in t o t he str eet .
T he boy wanted t o say somet hing else o ther t han“ T hank you , m a m”t o M r s .
Luella Ba tes Wash ingt on Jones , bu t he couldn t do so as he turned at t he ba rren
stoop and looked back at t he la rge wom an in t he door . H e ba rely m anaged t o say
“ Thank you”befor e she s hut t he door . A nd he never saw her agai n .
(1 340 words)
N e w W o r ds
strap [ st r p ] n . st rip of lea ther , clot h or ot her flexible mate rial, of ten wit h a
buckle, u sed t o fasten t hings t ogether 带子 ( 用皮、布等做成 , 通常有扣 )
e .g . My watch－ str ap has broken .
sling [ sli ] v . ( pt , pp slung) lift or suppor t ( sth .) so t hat it can hang loosely 悬或
挂 ( 某物 )
e .g . She sl ung her bag ove r her shoulder .
tug [ t
] n . s udden ha rd p ull ( 突然的 ) 猛拉 , 猛拽
e .g . Billy gave his siste r s hair a hard t ug .
blast [ bl st ] n . [ C , U ] exp losion ; dest ructive wave of air from an explosion 爆炸 ;
( 由爆炸引起的具有破坏力的 ) 气浪 , 冲击波
e .g . Seve ral passenge rs were killed by t he blast .
sidewalk [ saidw k ] n . ( US ) pavement , pat h wit h a paved s urface at t he side of a
road for people to walk on 人行道
e .g . Don t drive your ca r on t he sidewalk .
square [ s kw
] a d . squarely ; directly 正对着地 , 径直地
e .g . H e hit t he t hief squar e on t he jaw .
sitter [ sit ] n . ( sl .) t hing t hat is easy to do , catch , etc . ( 俚语 ) 易做的或容易捕捉
的事物
e .g . The mobile phone in her handbag is a sitte r for any thief .
rattle [ r tl ] v . ( cause sth . t o) shake w hile mak ing shor t s harp sounds quickly , one
af ter t he o ther ( 使某物 ) 震颤出声
・ 14 ・
e .g . The wi ndows wer e ra ttling in t he wind .
pocketbook [ p kit buk ] n . ( US ) purse or s mall handbag 钱包 , 尤指女用小手提包
stoop [ stu p ] v . bend for ward and dow n 附身 , 弯腰
e .g . H e st ooped ( do wn ) to pick up his suitcase .
release [ ri li s] v . allo w ( a per son or anim al ) t o go ; set free or libe rate s b ./ st h . 放走 , 释放
e .g . My niece released t he bird from t he lit tle cage .
frail [ freil ] a . ( of a person) phy sically weak or delicate ( 指人 ) 体弱的 , 虚弱的
e .g . She began to become fr ail w hen she was 70 .
willow [ wil u] n . ( also willo w－t ree ) a t ree wit h t hin flexible br anches and long
narrow leaves , usu . growing near wate r 柳树
e .g . Ther e a re m any weeping willows on our ca mpus . 垂柳
awhile [ w ail ] ad . ( US) for a shor t time 一会儿 , 片刻 , 暂时
pop [ p p] v . (－pp－) t o bur st wit h a shor t sha rp exp losive sound 破裂并发出短暂
清脆的声音
e .g . The cha mpagne corks wer e popping ( away) during t he w hole par ty .
jerk [ d
k ] v . pull ( st h ./ sb .) suddenly and quickly in the specified dir ection 猛
拉 ( 某人/ 某物 )
e .g . H e jerked t he fish ing－rod ou t of t he wate r .
nelson [ nelsn ] n . a w restling hold i n which one applies leverage against an
opponent s a rm , neck , and head 一种摔跤中的擒拿法
kitchenette [ kit i net ] n . small room or par t of a room used as a kitchen , e .g . in a
flat 小厨房 ; 房间里辟作厨事用的一角
rear [ ri ] n . t he back par t 后部 , 后面 , 背后
e .g . We at tacked t he enemy s r ea r and won t he battle .
suede [ sweid ] n . type of soft leat her wit h one side rubbed so t hat it has a soft
roughened surface 绒面革 , 仿麂皮
e .g . My aun t has bough t a bro wn suede coat .
day－bed n .a couch t hat can be conver ted in to a bed 折叠沙发床
frown [ fraun ] v . bring t he eyebro ws toget her , so w rinkli ng t he skin on one s
forehead ( t o express ange r , t hough t , worry , etc .) 皱眉头
e .g . Peter fro wned at t he noise coming from t he dow nstairs .
presentable [ pri zen t b l] a . fit t o appea r or be show n in pub lic 拿得出去的 , 像样的 ,
体面的
e .g . I must go and make myself pr esen tab le before t he guests arrive .
・ 15 ・
blonde [ bl nd] a . & n . ( person) having golden or pale－colored hair 有金黄色或浅
色头发的 ( 人 )
red－head n . person , esp . female , wit h r eddish hair－brow n color 红 褐 色 头 发 的人
( 尤指女子 )
latch [ l t ] v . ( infml .) be fastened or fasten ( sth .) wit h a latch 用门闩闩牢 , 用弹
簧锁锁住
devilish [ devli ] a . wicked ; cruel 邪恶的 , 恶毒的 , 残忍的
barren [ b r ( ) n] a . ( in t he t ex t ) ba re, bald 光秃秃的
P hr as e s a n d Ex p r e s si o n s
latch onto ( i nfml .) to catch or get hol d 抓住
e .g . H e t ried hard t o la tch on t o t he handr ail .
behave oneself show good m anners , conduct oneself well 表现良好 , 行为良好
e .g . My lit tle son can behave himself in t he kinderga r ten , but not at home .
No t es
① Thank You, Ma m means“ T hank you , mam a [ m m ] ”. Ma ma means mo ther
in dated and informal British English .
② James Langston Hughs ( 1902—1967 ) was kno wn as Black A me rica s poet
laureate , who had made great con t ribu tion t o t he development of t he b lack
liter at ure and beca me a m ajor figure in modern A merican liter atur e .
③ ain t[ eint , en t ] non－standard English or in a jocular sense, and a cont racted form
of a m /
is /
are not . T his sent ence m eans“ Now a re you not ashamed o f
yoursel f ?”
④ Yes m a con t ract ed way of saying“ Yes , I a m .”
⑤ No m a con tr acted way of sayi ng“ N o, I am not .”
⑥ gonna informal Englis h , especially in t he USA , m eans goin g to .
⑦ I would not take you nowhere . not he re is a redundan t word , so t he sen tence
means“ I wou l d t ake you no w here .”
⑧ ain t been to haven t been t o
⑨ late as it be late as it was
⑩ You could of asked me . Y ou coul d have asked t he shoes of me . Pay attention t o
t he phrase ask sth . o f sb .
1 T his sen tence omitted a“ he”: after he had dried his face and no t knowing w ha t
else t o do , he dried it again . . .
・ 16 ・
Exercises
Ⅰ . ccording to your understanding of the passage, choose the best answers to the
following questions . Each question may have multi－answers .
1 . he woman didn t r elease the boy at first because
.
A . she w an ted to wash h is face
B . she want ed t o send him t o jail
C . she wan ted to educate him
D . she wan ted t o give him some lesson
2 .
hen the woman dragged t he boy home, t he boy was
A . fright ened
3 .
4 .
B . fearles s
C . indiffer en t
.
D . rel uctan t
hen the woman really asked t he boy to was h his face, he was
A . hesitan t
B . slow in action
C . afraid
D . r el uctan t
hen he washed his face , t he boy
.
.
A . must have doub ted w hy the woman was so kind to him
B . mu st have felt t he woman s love and ca re
C . must have w orried whet her she w ou ld send him t o t he police station
D . must have suspected t he mo tivation of t he w om an
5 . he fir st long pause appeared becau se
.
A . nobody had told him so befor e
B . t he w om an s reply was unbelievable t o him
C . he was deeply touched by the woman s rem arks
D . he was e mbarr as sed to hea r such kind words
6 .
he second long pause appea red because
.
A . t he woman was so sincer e and frank
B . t he boy had t hought s he w ou ld scold him and des pise him
C . the boy ca me to know t hat eve ryone w ou ld do somet hing w rong in life
D . he felt he was t rusted by t he woman
7 .
he woman tal ked about her job w hile having t he meal because
.
A . t would not e mba rr ass t he boy
B . she liked he r job very much
C . it would give t he boy some inspir ation that if he t ried , he coul d also get a
decen t life
D . she had no t hing else t o talk abou t
・ 17 ・
8 .
he boy cou ld only say“ T hank you”becau se
.
A . he was too nervous
B . he was unwilling t o say more
C . he was too gr atefu l
D . he was deeply moved
9 .
his passage is
.
A . int eresting
B . touching
C . unbelievable
D . in structive
10 .
his passage shows us
.
A . we s houl d love each o t her , under st and each ot he r and forgive each ot he r
B . to err is human , t o forgive, divine ( Alexander Pope )
C . we s hou ld be st rict wit h the young gener ation
D . it is love that makes the world go around
Ⅱ . Answer the following questions .
1 .
hat w ou ld you do if a boy t ries t o snatch your purse ? Would you be k ind or
cruel to him ? H o w about t he w om an in t he st ory ?
2 . What s t he w om an s na me ? Why is it so long ? Can you guess a possib le r eason ?
3 . Why did t he boy snatch t he woman s purse ? What was her r eply ? A nd did she
keep her promise at last ?
4 . A fter t he hea r t－to－hea rt t al k , w hat did t he woman do ? Where was t he purse ? Did
t he boy still wan t t o steal it ? Why ?
5 . What s t he imp lication of t he boy s aski ng t o buy somet hing for t he w oman ?
6 . Do you thi nk t he boy w ou ld snatch purses in t he st reet again ? W hat has m ade the
change ?
Ⅲ . ill in each of the blanks with appropriate words and phrases from the box . Change
the form if necessary .
sling rat tle
grip
furnish devilish
r elease fr ail aw hile je rk
behave oneself
frow n ba rren be ashamed of
teach sb . righ t from w rong
1 .
he hooligan
his colla r and slapped him on t he face , asking for money .
2 . I t was so cold that his teet h
3 . H e likes
w hen he is t hi nking .
4 . George was silen t for he
5 . He
・ 18 ・
.
his ow n fault .
his sweet t oo t h sharply and it cam e ou t .
6 .
, Robin . Or , you will be punished .
7 . I t was his mo ther w ho
and helped him to be a good man .
8 . T hey decided to
t he captive soldiers and send t hem home .
9 . H e always boasts abou t t he beau t y of his homet ow n , bu t we k no w act ually , it is
a piece of
land .
10 . We have r ested t he re
, quite satisfied wit h t he beau tiful scenery .
Ⅳ . Choose the answer that best completes the sentence .
1 .
hen M r . Delay go t home af ter a day s exhausting work , his wife and children
. ( T O EF L , 1992 )
2 .
A . wer e sleeping
B . was sleeping
C . slep t
D . have been sleeping
he speaker ,
for he r sp lendid speeches , was warmly received by the
audience . ( CE T－4 , 1991 .6 )
3 .
4 .
5 .
A . having know n
B . being know n
C . knowing
D . k no wn
on t get your schedule
; stay wit h us in t his class . ( CE T－4 , 1996 .1 )
A . t o change
B . changed
C . changing
D . change
ll th ings
, t he p lanned t rip will have t o be called off . ( CE T－4 , 1998 .6)
A . con sider ed
B . be conside red
C . considering
D . having consider ed
y sister s profes sor had her
he r pape r m any times before allowing her
t o presen t it to t he committee . ( CE T－4 , 1989 .1)
A . rew rit ten
B . to r ew rite
C . rew rite
D . r ewriting
6 . f you wan t
7 .
8 .
you have t o get t he fund somew her e . ( CE T－4 , 1989 .1 )
A . t hat t he job is done
B . t he job done
C . to have done the job
D . t he job t hat is done
he bas ket ball hit t he gir l
.
A . on t he nose
B . on he r nose
C . at t he nose
D . at her nose
fter
on t he highway for tw o hours , the drivers becam e furious .
A . having held up
B . having been held up
C . held up
D . being held up
・ 19 ・
9 .
he tw o business men s hook each ot he r by
A . t he hands
B . t he hand
C . a hand
D . hands
.
10 . ilver is t he best conductor of elect ricit y , copper
it closely . ( CE T－4 ,
1989 .1)
A . follo wed
B . following
C . t o follow
D . being follo wed
Ⅴ . Translate the following paragraph .
T he w oman said , “ U m－hum ! You though t I was going to say‘ bu t’, didn t
you ? You t hough t I was going to say ,‘ bu t I didn t sna tch people s pocket books .’
Well , I wasn t going t o say t hat .”Pau se . Silence “
. I have done t hings , too , w hich I
w ou ld no t tell you , son — neit her tell God , if he didn t already k no w . So you sit
dow n w hile I fix us som eth ing t o eat . Y ou might ru n that comb t hrough your hair so
you will look pr esen table .”
Passage 3
①
The Story of an Hour
②
B y K a te Cho p in
K nowing t hat M rs . Mallard was afflicted with a hea rt trouble, gr eat car e was
taken t o break t o her as gently as pos sible the news of her hus band s deat h .
I t was he r siste r Josephi ne w ho told her , in broken sen tences; veiled hints t ha t
revealed in half concealing . H er husband s friend Richards was t her e, too, nea r he r .
I t was he w ho had been in the newspape r office w hen intelligence of t he railroad
disaster was r eceived , with Brently Mallard s na me leading the list of“ killed”.
She did not hea r t he story as m any w om en have heard t he same , wit h a
par alyzed inability to accep t its significance . She wep t at once, with a s udden , wild
abandonmen t , in her siste r s arm . When the storm of grief had spen t itself she wen t
away to her room alone . She would have no one follo wed her .
T her e stood , facing t he open wi ndow , a comfor tab le , roomy a rmchair . In to t his
she sank , pres sed dow n by a p hy sical exhaustion t ha t haunt ed he r body and seemed
t o r each int o her sou l .
・ 20 ・
She could see in t he open squar e before her house t he t op s of tr ees t hat wer e all
aquiver wit h the new spri ng life . The delicious br eath of rain was in t he air . In the
str eet belo w a peddler was crying h is war es . The no tes of a distan t song w hich
someone was singing reached her fain tly , and coun tles s sparrows we re t wit tering in
t he eaves .
T her e were patches of blue s ky showing her e and t here t hrough t he clouds t ha t
had m et and piled one above t he ot he r in t he west facing her window .
She sat with her head t hrow n back upon t he cush ion of t he chair , quite
mo tionles s , excep t w hen a sob came up in to her t hroat and shook her , as a child w ho
has cried itself to sleep con tinues t o sob in its dream s .
She was young , wit h a fair , cal m face, whose lines bespoke r epression and even
a ce rtain st reng t h . But now t he re was a dull star e i n her eyes , whose gaze was fixed
away off t hose patches of b lue sky over t he re . It was not a glance of reflection , bu t
rat he r indicat ed a suspension of i ntelligen t t hough t .
T her e was somet hing comi ng to he r and she was waiting for it , fearfully . Wha t
was it ? She did no t know ; it was t oo subtle and el usive t o na me . Bu t she felt it ,
creeping out of t he s ky , r eaching t oward her through t he sounds , t he scen ts , the
color t ha t filled t he air .
N ow her bosom rose and fell violen tly . S he was beginning t o recognize t his
t hing t hat was approaching t o pos sess her , and she was st riving t o bea t it back wit h
her will — as powe rless as he r t wo w hite slender hands w ou ld have been .
When she abandoned her self a little w hispe red word escaped her sligh tly par ted
lips . She said it over unde r he r breat h :“free, free, free !”T he vacan t st are and the
look of terror that had followed it wen t from her eyes . T hey stayed keen and brigh t .
H er pulses beat fast , and t he coursing blood warmed and r elaxed every inch of her
body .
She did not st op t o as k if it wer e or wer e not a monst rou s joy t hat held her . A
clea r and exalted percep tion enab led her to dismiss t he suggestion as t rivial .
She k new that s he w ould weep again w hen she saw t he kind , tende r hands
③
folded in deat h ; t he face t ha t had never looked save wit h love upon he r , fixed and
gr ay and dead . Bu t she saw beyond t hat bit ter mom en t a long procession of years t o
come t hat would belong t o her absolu tely . A nd she opened and spr ead he r a rms ou t
t o t hem in welcome .
T her e would be no one t o live for he r during t hose coming years ; she would live
for herself . There w ou ld be no powe rful will bending her s in t hat blind persistence
・ 21 ・
with w hich men and w omen believe t hey have a right to impose a private will upon a
fellow－cr ea tur e . A kind in tention or a cruel in ten tion made t he act seem no les s a
crime as she looked upon it in t hat brief mom en t of illumina tion .
A nd yet she had loved him — sometimes . Of ten s he had no t . W hat did it matte r !
What could love, t he unsolved myste ry , coun t for in face of t his pos session of self－
asser tion w hich she s uddenly recognized as t he st rongest impulse of her being !
“ Fr ee ! Body and soul free !”she kep t w hispering .
Joseph ine was kneeling befor e t he closed door with he r lips to t he keyhole ,
begging for admis sion .“ Louise, open t he door ! I beg ; open t he door — you will
make your self ill . Wha t are you doing , Louise ? F or heaven s sake open t he door .”
“ Go away . I a m not m aking myself ill .”N o; she was drinking in a very elixir of
life through the open windo w .
H er fancy was run ning wild along t hose days ahead of he r . Spring day s and
summe r days , and all sor ts of days t hat would be he r ow n . She breat hed a quick
pr aye r that migh t be long . I t was only yesterday she had t hought wit h a shudder t ha t
life migh t be long .
She arose at leng t h and opened t he door t o her siste r s pe rsistent requests .
T her e was a feveris h t riumph in her eyes , and she carried herself un wit tingly like a
Goddess of Vict ory . She clasped her sister s waist , and t ogether t hey wen t
dow nstairs . Richa rds stood waiting for t he m at t he bot tom .
Som eone was opening t he front door wit h a latchkey . It was Br en tly Mallard
w ho ent ered , a little t ravel－stained , composedly ca rrying his grip－sack and umbr ella .
H e had been fa r from the scene of t he acciden t , and did no t even know t her e had
been one . H e st ood am azed at Josephine s pie rcing cry ; at Richards quick motion t o
scr een him from t he view of his wife .
Bu t Richards was too late .
When the doct or s ca me t hey said she had died of hear t disease — of joy t ha t
kills .
(977 words)
N e w W o r ds
afflict [ flik t ] v . ( u su . pas sive ) cause trouble, pain or dist ress to sb ./ st h . 使
( 某人/ 某物 ) 苦恼、疼痛或悲伤 : ～ sb ./ st h . ( wit h st h .)
e .g . She is afflicted wit h a rt hritis .
veil [ veil ] v . hide or disguise ( st h .) 遮掩 , 掩饰
・ 22 ・
e .g . H e could hardly veil his jealousy a t Mike s happy life .
intelligence [ in telid
ns ] n . information , esp . of milita ry value 情报 , 信 息 ( 尤指有
军事价值的 )
e .g . They launched an in telligence－gathering satellite .
paralyze [ p r laiz] v . ( us u . passive ) pr even t sb . from moving or acting normally 使某人不能正常活动 : ～ sb . ( wit h st h .)
e .g . She was pa ralyzed wit h fea r in the car acciden t . 吓得不知所措。
abandonment [ b nd nm n t ] n . [ U ] yielding comp letely t o ( an emotion or impu lse )
完全屈从于 ( 某种情感或冲动 )
exhaustion [ i z st ( ) n] n . [ U ] to tal loss of st rengt h ; ex tr eme tirednes s 筋 疲力
尽 , 极度疲劳
e .g . They w ere i n a st ate of exhau stion aft er climbing t he moun tain .
haunt [ h n t ] v . ( of ghosts) visit ( a place ) regular ly ( 指鬼魂 ) 经常出没于 ( 某处 )
e .g . I t is said t hat a spirit haun ts t he castle .
aquiver [ k wiv ( r) ] a . s haking , tr embling , quive ring 颤抖的 , 抖动的
e .g .
he lit tle boy was aquiver wit h horror that his fat her w ou ld pu nish him .
peddler [ pedl ] n . ( Brit pedlar ) ( esp . form erly ) per son who tr avels from place t o
place selling goods a t fairs , etc . ( 尤指旧时 ) 流动小贩
ware [ w
] n . [ p l .] ( dated ) ar ticles for sale (often not in a shop) ( 旧 ) 商品 ( 通常
不在店中的 )
e .g . H e likes peddli ng his wares along t he st reets .
twitter [ twit ] v . ( of birds ) make a series of ligh t shor t sou nd s; chirp ( 指鸟 ) 吱吱
叫 , 啁啾
eaves [ i vz] n . [ pl .] overhanging lowe r edges of a roof 屋檐
e .g . Sw allows li ke nesting under t he eaves .
bespeak [ bi spi k ] v . ( p t bespoke, pp bespoke, bespoken ) ( dated or fml .) be
evidence of sth .; i ndicate ( 旧或文 ) 证明 ( 某事物 ) ; 表示
e .g . His polit e manner s bespoke t he gen tlem an .
repression [ ri pr e ( ) n] n . [ U ] action of forcing desir es and urges 压抑
suspension [ s s pen ( ) n] n . ( fml .) hangi ng st h . up or being h ung up 悬挂 , 悬浮 ,
延缓
e .g .
he st udent has been given the punis hmen t of suspension from school .
elusive [ i lju siv ] a . difficu lt t o re member or understand 难以 记忆的 , 难 以理解 的 ,
难以捉摸的
e .g . I sm ell an elusive perfum e .
・ 23 ・
strive [ str aiv] v . ( p t st rove, pp st riven ) ( fml .) t ry ve ry hard to ob tain or achieve
st h . 努力 , 奋斗
e .g . She st rives to improve her performance .
monstrous [ m nst r s ] a . ug ly and frigh tening 丑恶而可怕的
exalted [ i z ltid] a . (fml .) be made h igher in r ank or in power 被提升的
e .g . His position has got exalt ed in t he firm .
impose [ im p uz ] v . p lace ( sth . un welcome or unp leasant ) on sb ./ st h .; inflict st h .
强加于
e .g . The gove rnmen t has imposed cer tain rest riction on t he overseas t rade .
illumination [ i lju mi nei ( ) n ] n . m aking ( sth .) clear ; helping to explain 阐 明 ,
启发
e .g . His lect ure offered m e valuable ill umination upon t he poem .
self－assertion [ self－ s( )
n] n . [ U ] action of expressing one s views , demands ,
etc . confidently 自信地表达自己的看法、要求等
shudder [
d ] v . shiver violen tly wit h cold , fear , etc .; tr emble 发抖 , 战栗
e .g . She shudde rs ( wit h horror ) at t he sigh t of blood .
unwitting [ n witi ] a . (fml .) not kno wing or awar e 未察觉的 , 没意识到的
latchkey [ l t ki ] n . key of an oute r door , esp . t he fron t door of a house 大门钥匙
grip－sack [ rips k ] n . large st rong bag with handles 手提包
piercing [ pi si ] a . ( of voice, sounds , etc .) s hrill , penet r ating ( 指声 音等 ) 尖锐
的 , 刺耳的
e .g . The lit tle gir l s crying is really pie rcing .
P hr as e s a n d Ex p r e s si o n s
count for sth . be of value or impor tant 有价值 , 认为重要
in face of confron ted by sth ., i n fron t of or before st h . 面对 , 面临
for heaven s sake 看在老天的分上 ; 天哪
elixir of life imaginary sub st ance wit h w hich m edieval scientists hoped to make
people live for ever 长生不老药
Goddess of Victory 胜利女神
at length after a long ti me, event ually 经过一段很长时间之后 , 终于
No t es
① T his pas sage is taken from Kat e Chopin s s hor t st ory collection A Voca tion and a
Voice(《一 种 职 业 和 一 个 声 音》) . In t hose shor t st ories , she discus sed hum an
・ 24 ・
e mo tions and mor al concepts and explored what was a full hum an life . T he stor y
o f an H our is the typical repr esen tative of t his t heme .
② Kate Chopin ( 1851— 1904 ) was a successful w om an w riter , alt hough s he began
he r w riting ca reer late at 39 . She was also a r ebelliou s writer w ho was quite
conce rned wit h t he women s prob le ms and bravely expressed women s purs uit for
love and fr eedom . T he refore , he r second novel T he A w aken in g (《觉 醒》) ,
t hough m arked he r full ma turit y in bot h ideology and style, suffered from
prohibition and Kate Chopin stopped w riting .
③ save with sth . to keep ( money ) for fu tur e use; not spend . H er e, M r . Mallard
saved with love upon his wife , and it implies he was ve ry stingy in loving her and
he did not love her very much .
Exercises
Ⅰ . ccording to your understanding of the passage, choose the best answers to the
following questions . Each question may have multi－answers .
1 .
2 .
3 .
4 .
he st ory happened to a woman
A . w ho had got a hear t trouble
B . w ho got ma rried
C . w ho enjoyed her marriage
D . w ho was dissatisfied wit h he r m arriage
r s . Mallard wen t t o her room wit h no one follo wing her because
B . s he didn t know what t o do
C . she wan ted to be quiet
D . she hated being seen miserable
hat did s he do w hen she was alone in her room ?
A . H aving a sleep in t he a rmchair .
B . Sit ti ng in t he arm chair .
C . Looking ou t int o t he sky .
D . Sobbing like a child in dream .
hat was the t hing t hat she was waiting for , fearfu lly ?
B . F reedom .
B . excited
D . Love .
.
C . shameful
he joy t o t he w orldly people was
D . glad
.
A . quite nat ural
B . monst rous
C . w rong
D . t rivial
7 . ouise though t her h usband was
8 .
C . H appines s .
hen she r ealized w hat she want ed , s he was
A . w orried
6 .
.
A . she w as r eally sad about it
A . H ope .
5 .
.
.
A . kind
B . bad－temper ed
C . willful
D . lovable
o Louise, w hich is more import an t , love or freedom ?
・ 25 ・
A . Love .
B . F reedom .
C . T hey are equally important .
D . Neit her one of t hem is importan t .
9 .
hen she opened t he door , she was
t han befor e .
A . more grievous
B . more excited
C . mor e expectan t
D . more exhausted
10 . ouise was killed by
.
A . a hea rt at tack
B . the joy of seeing he r husband again
C . t he sadness of losing he r freedom
D . t he fea r of livi ng wit h her hu sband
Ⅱ . Answer the following questions .
1 .
ow did Josephine tell her siste r Louise t he bad news ? A nd did Louise r espond as
t he common women did ? What does t his imply ?
2 . What is the symbolic sense w hen Louise saw t he t rees t hat we re all aquiver wit h
t he new spring life ?
3 . Why w as Louise so excit ed w hen she said t he word“ free”? What is t he problem
wit h her m arriage ?
4 . Did she come to her self－assertion aft er she felt she was set free because of her
husband s dea th ? Do you t hink it is significant to a w om an ?
5 . Do you t hink t he joy t hat Louise had is a monst rous one ? Why ?
6 . What is Louise s concep t of ma rriage ? Do you agr ee wit h her ?
Ⅲ . ill in each of the blanks with appropriate words and phrases from the box . Change
the form if necessary .
veil
par alyzed
st rive exalt
abandonment
i mpose
repres s sub tle
pier cing for heaven s sake
1 . T he car accident got t he tr affic
.
2 . T he beau ty of a poem is revealed in a
3 . All t he r eligions in t he w or ld
way .
man s sexual desire as sinfu l .
4 . T he t owels she has used bear a / an
5 . H e encouraged us t o
6“
.
・ 26 ・
for succes s .
,”begged he,“let me go .”
7 . Please don t
elusive vacan t
your will upon ot hers .
scen t .
8 . H e worked ve ry hard and go t
quickly .
9 . She always wan ted to
her t rue feelings .
10 . esterday , I applied for a
post and no w, I am looking for ward t o an
in terview .
Ⅳ . Choose the answer that best completes the sentence .
1 .
hen she h urried t o t he airpor t , s he found , t o her gr eat disappoint ment , her
ticket and pas spor t
2 .
a t home .
A . we re left
B . had left
C . to have been left
D . had been lef t
her e see med lit tle hope t hat Dennis , t he hun ter ,
in t he for est , would
find his way through it .
3 .
A . t o be dese rt ed
B . to have been deser ted
C . having given
D . having been dese rted
he day before yesterday , A my
a ticket for speedi ng .
A . gave
B . had been given
C . was given
D . was gave
4 . y t he tim e the applicant makes up he r mind , t he offe r
5 .
A . will cancel
B . will have been cancelled
C . will be canceli ng
D . is cancelled
he lit tle boy
by t he peddle r t o ca rry goods for him .
A . was made u se
B . m ade use
C . was m ade use of
D . m ade use of
6 .
s he r ealized it was t oo late t o go hom e . ( CE T－4 , 2000 , 1 )
A . N o soone r it grew dark t han
B . H ardly did it gro w da rk when
C . Scar cely had it gro wn da rk than
D . It was no t until dark t hat
7 .
8 .
2 100 years ago
Emperor Qin united China .
A . I t was not un til．．． w hen
B . It is no t until ．．． when
C . It is un til．．． t hat
D . It was no t until . . .t hat
it h t he help of a metal detect or , t heir tea m discovered that wr eckage lay
scat ter ed over a 2000－squa re－feet ar ea , oft en
9 .
.
A . burying
B . buried
C . bury
D . was buried
beneat h seaweed .
aria was scolded by t he dir ect or becau se she lef t t he office wit h the
door
.
・ 27 ・
A . unlocki ng
B . not being locked
C . unlocked
D . no t locking
10 .
in ancient ti mes , the book still appeals to readers t oday .
A . Though it writt en
B . Though w ritten
C . It was w ritten
D . Writ ten it was
Ⅴ . Paraphrase the following paragraph .
She could see in t he open squar e before her house t he t op s of tr ees t hat wer e all
aquiver wit h the new spri ng life . The delicious br eath of rain was in t he air . In the
str eet belo w a peddler was crying h is war es . The no tes of a distan t song w hich
someone was singing reached her fain tly , and coun tles s sparrows we re t wit tering in
t he eaves .
Ⅵ . Writing .
Som e people say that it is love t hat makes t he world go a round . W it hout love ,
t he w orld that we live in will becom e a waste land . Bu t som e say that it is money
t hat m akes t he world go a round . Wit hout money , we coul d do not hi ng . W hat s your
idea ? Write an ar ticle of 120 words t o expr es s your o wn idea wit h t he title“ I t I s
T hat Makes the W orl d Go Aroun d”.
・ 28 ・
Un i t T w o
Passage 1
Salvation
B y L ang ston H ug hes
I was saved from sin w hen I was going on t hir teen . But not r eally saved . I t
happened like this . T her e was a big r evival at my A untie Reed s chur ch . Every nigh t
for weeks t here had been much preaching , singing , praying , and shou ti ng , and some
ve ry hardened sinner s had been brough t to Christ , and the m embe rship of t he church
had grow n by leaps and bounds . Then ju st befor e t he revival ended , they held a
special meeting for chil dr en ,“ to bri ng t he young lambs to the fold .”My aun t spoke
of it for days ahead . T hat nigh t I was escor ted to the front row and p laced on the
mourners bench wit h all t he ot he r young sinners , w ho had no t yet been brought t o
Jesus .
My aun t told me t ha t w hen you wer e saved you saw a ligh t, and somet hing
happened t o you inside ! A nd Jesus ca me in to your life ! A nd G od was wit h you from
t hen on ! She said you cou ld see and hea r and feel Jesus in your soul . I believed he r .
I had hea rd a gr ea t many old people say the sa me t hi ng and it seem ed to m e t hey
ough t t o know . So I sat there calm ly i n t he hot , crowded ch urch , waiti ng for Jesus
t o com e to me .
T he preacher preached a wonderful rhyt hmical sermon , all moans and shou ts
and lonely cries and dire pict ures of hell , and t hen he sang a song abou t t he ni nety
and nine safe in t he fold , bu t one little lamb was left out in t he cold . Then he said ,
“Won t you come ? Won t you come t o Jesus ? Y oung la mbs , w on t you com e ?”And
he held ou t his arms to all us young sinner s ther e on t he mourners bench . A nd the
little girls cried . And some of t he m jumped up and wen t to Jesu s righ t away . Bu t
most of us just sat t here .
・ 29 ・
A great many old people cam e and knelt around us and prayed , old women wit h
jet － black faces and br aided hair , old m en with work－gnar led hands . A nd t he church
sang a song about t he lower ligh ts a re burning , som e poor sinner s t o be saved . And
t he w hole building rocked with pr aye r and song .
Still I kep t w aiting to see Jesus .
Finally all the young people had gone t o the alt ar and wer e saved , but one boy
and m e . H e was a rounder s son nam ed Westley . Westley and I wer e surrounded by
sister s and deacons praying . It was ve ry hot in t he ch ur ch , and getting late now .
Finally Westley said to me in a w his per ,“G od damn ! I m tired of sit ting here . Let s
get up and be saved .”So he go t up and was saved .
T hen I was lef t all alone on the mourner s bench . My aun t ca me and k nelt at my
knees and c ried . The w hole congr egation pr ayed for me alone, in a migh ty wail of
moans and voices . A nd I kep t waiting calmly for Jesu s , waiting — bu t he didn t
come . I wanted to see him , bu t no thi ng happened to me . N ot hing ! I wan ted
somet hing t o happen to me , bu t no t hing happened .
I hea r t he songs and t he minister saying :“Why don t you come ? My dear child ,
w hy don t you come t o Jes us ? Jes us is waiting for you . H e wants you . Why don t
you come ? Siste r Reed , w hat is this child s nam e ?”
“ Langston , ”my aun t sobbed .
“ Langston , w hy don t you come ? Why don t you come and be saved ? O h , Lamb
of God ! W hy don t you come ?”
N ow it was really get ti ng la te . I began to be asha med of myself , hol ding
every t hing up so long . I began to wonder w ha t God though t abou t Westley , w ho
ce rtainly hadn t seen Jesus eit her , bu t who was now sit ting proudly on t he plat form ,
swinging his leg s and grinning dow n at me, surrou nded by deacons and old w omen
on t heir knees praying . God had no t st ruck Westley dead for taki ng his name in vain
or for lying in t he temple . So I decided t hat maybe t o save furt her t rouble, I d bet ter
lie , too , and say t hat Jesus had come , and get up and be saved .
So I go t up .
Sudden ly t he w hole room broke int o a sea of shou ting , as t hey saw me rise .
Waves of rejoici ng swep t t he p lace . Wom en leaped in t he air . My aunt t hrew her
arm s around me . T he minister took me by t he hand and led me t o t he p lat form .
When th ings quieted dow n , in a hus hed silence, punct uat ed by a few ecstatic
“ A men s”, all t he new young la mbs wer e bles sed in t he nam e of God . Then joyous
singing filled t he room .
・ 30 ・
T hat nigh t, for t he last time in my life but one — for I was a big boy twelve
yea rs old — I cried . I cried , i n bed alone, and couldn t st op . I buried my head under
t he quilts , bu t my aunt hea rd me . She w oke up and t old my uncle I was crying
because t he H oly Ghost had come in to my life, and because I had seen Jesu s . Bu t I
was really crying because I cou ldn’t bea r t o tell her t hat I had lied, t ha t I deceived
everybody in t he chur ch , that I hadn’t seen Jes us , and that now I didn’t believe
t here was a Jesus any mor e, since he didn’t com e to help m e .
(870 words)
N e w W o r ds
revival [ri vaiv ( ) l ] n . a meeting or series of meetings for the purpose of reawakening
religious faith 奋兴会 , 奋兴布道会是以恢复宗教信仰为目的的集会
preach [ pri t ] v . t o deliver a se rmon 讲道
sinner [ sin ] n . one that sin s or does wrong ; a t ransgressor 罪人 , 犯罪的或做错事
的人
fold [f u ld] n . a fenced enclosur e for domestic animals , esp . s heep 羊栏 , 尤指羊
圈等为家畜圈起的一块地
escort [ is k t ] v . t o accompany as an escort 护送
mourner [ m n ] n . 忏悔者 ; 悔罪者
rhythmical [ ri mik ( ) l ] a . 节奏的 , 合拍的
sermon [ s m n ] n . a r eligious discourse delivered as pa rt of a ch urch service 布
道 , 作为教学服务的一部分而发表的宗教讲道
dire [ dai ] a . having dreadfu l or terrib le con sequences 可怕的
jet－black a . 乌黑的 , 深黑的
braid [ breid] v . to st yle ( t he hair ) by s uch in ter weaving 编 辫 子 , 以 编 织 方 式给
( 头发 ) 造型
gnarl [ na l] v . t o m ake knot ted ; twist 使有节 ; 扭曲
altar [ lt ] n . an elevated place or st ructur e befor e wh ich r eligious cer emonies may
be enact ed or upon w hich sacrifices may be offer ed 圣坛
rounder [ raund ] n . a dissolu te person 浪荡子 , 放荡的人
deacon [ di k( ) n] n . a cleric ranking just below a priest 仅次于牧师级别的神职人员
congregation [ k n ri ei ( ) n ] n . a group of people gather ed for religious worsh ip 一群为宗教崇拜而集合起来的人
mighty [ m aiti ] a . having or s ho wi ng great power , skill, st reng t h , or force 强大
的 , 强有力的 , 具有 ( 或表现出 ) 强大的力量 ( 技能、体力或威力 ) 的
・ 31 ・
wail [ weil ] n . a loud , bitte r pro test 哀诉 , 高声痛苦的诉苦
e .g . A wail of misery w en t up w hen new parking rest rictions wer e announced .
当新的停车规定宣布后 , 引起全面的抗议。
grin [ rin] v . t o dr aw back t he lip s and bar e the teeth 咧嘴而笑 , 嘴唇后咧并露出
牙齿
rejoicing [ ri d isi ] n . 喜悦 , 高兴 , 欢乐
hush [ h
] v . t o m ake silen t or quiet 使安静或沉默
punctuate [ p
k tj ueit ] v . to in terrup t periodically 不时打断
e .g . H e punct ua ted his solemn rem ark s wit h a few well－chosen jokes . 他在严
肃的评词中穿插了一些恰到好处的笑话。
ecstatic [ ek s t tik ] a . 欣喜若狂的
deceive [ di si v] v . t o cause t o believe w hat is no t t rue 诈骗 , 欺骗
e .g . H e deceived her i nt o t hinking he could drive a ca r . 他骗她 , 使她相信他会
开车。
P hr as e s a n d Ex p r e s si o n s
by leaps and bounds 飞跃地
e .g . n t he latest yea rs , economy in China develop s by leap s and bounds .
hold out 伸出
e .g . H e held out his hand . 他伸出了手。
hold up
使停滞
e .g . Tr affic has been held up for seve ral hours because of a serious accident .
take one’s name in vain
滥用某人 ( 尤指上帝或有威望者 ) 的名义 , 亵渎某人的名字
e .g . God will punish those w ho take his na me in vain . 上帝会惩罚那些滥用其
名的人。
in vain 徒然 , 枉然
e .g . T he police t ried in vain t o break up t he protest crow ds . 警察企图驱散抗议
的人群 , 但没有成功。
in the name of
在……的名下 ; 用……的名义
e .g . H e opened a bank accoun t in t he nam e of Joh n S mit h . 他以约翰・史密斯
的名义在银行开户。
No t es
The Big Sea from which“ Salvation”is taken , is an aut obiography , published when
H ughes was th irt y－eigh t yea rs old , is a memoir( 文集 ) of his ea rly years , consisting
・ 32 ・
of a series of shor t na rratives r eflecting t he sha rp , humorous , often bitt ersweet
insigh ts con tained in H ughes s examina tion of human behavior .
Exercises
Ⅰ . nswer the following questions according to your understanding of the passage .
1 .
ho is narrating t he st ory and from w hat point in time ?
2 . H o w much tim e is r epresented by t he even ts in t he story ?
3 . What does t he na rrat or expect t o happen w hen he is to be saved ? W hat does
happen ?
4 . What is the effect of t he excla mation mark s used in pa ragr aph 2 ?
5 . What does he say abou t salvation in t he last par agraph ?
Ⅱ .
ecide whether the following statements are true or false according to your
understanding of the passage .
1 .
T he es say is na rrated in t he t hird pe rson and in an ironic tone .
2 .
Langst on used much dialogue in t he es say .
3 .
Langst on expected to see Jesus spirit ually .
4 .
Westley r eally saw Jesus and as a r esu lt he was saved .
5 .
Langst on felt asham ed w hen he found t hat he could not see Jesus .
6 .
Westley was no t saved because peop le saw t hat he was pretending t o see
Jesus .
7 .
A t first , Langston believed t hat one w ould be punished if he or she lied
t o H oly G host or Jesu s .
8 .
When Langst on saw Westley pr etend t o see Jes us and not be punished ,
he decides to pu t an end to t he waiting and be saved .
9 .
At nigh t , t he boy cried in disappoin t men t , for he felt he has cheated his
au nt and t he ot he r church members and t hat Jesu s had cheated h im .
10 .
Langston told his aunt t hat he had cheated everyone in t he church .
Ⅲ . Choose the answer that best completes the sentences .
1 .
ost childr en hate to listen to t he
A . preach
. pr eacher
on morals standa rds .
. preach
. preachy
2 . To bri ng t he young la mbs t o t he fold .” My aunt spoke of it for days ahead . In
t his sent ence,“fold”has t he meani ng as i n“
”
A . H e folded dow n t he corner of his page .
・ 33 ・
B . I was r eady to go home as soon as t he job folded .
C . T he shephe rd led t he cat tle int o t he fold .
D . H e folded t he sandwich in wax paper .
3 .
e was humming t unelessly and tapping an annoying
on his glass wit h
his fork .
A . rhyt hm
B . rhy t hmical
C . rhy th mics
D . rhy thmically
4 . n t he sen tence“ I began to be ashamed of myself , holding everyt hing up so
long”,“ hold up”has t he meani ng as i n“
”
A . hold up one s head .
B . The chair is too weak to hold t he m an up .
C . T he spor ts meeting was held up by heavy rai n for sever al hour s .
D . We hope that t he fine weat her will hold up .
5 .
6 .
he mot her took t he kid
, crossi ng t he road .
A . by t he hand
B . by hand
C . by his hand
D . wit h his hand
hen t hings quieted dow n , in a hu shed silence, p unct uated by a few ecstatic
“ A men s”, all t he new young la mbs wer e bless in t he na me of G od . The italicized
w ord in t he sentence means
.
A . nse rt punct ua tion ma rks in
B . i nte rrupt at in tervals
C . ob serving t he appoin ted time
D . t he system or arr ange men t of mark s used t o punct uate a writ ten passage
7 .
hey a re ca rrying out reforms
efficiency .
A . in t he na me
B . in na me of
C . in na me
D . in the name of
Ⅳ . Fill in the blanks with the proper form of the word in the brackets .
1 .
e is one of t he
2 . T he
3 . What a
figures of his time .
over t he birt h of the baby lasted well in to t he nigh t .
behavior it is !
4 . H e was judged as a
( sham e)
boy by t he teache rs .
5 . I could not bea r t o tell her t hat I had been a
・ 34 ・
( migh ty )
( deceive )
.
( lie )
( rejoice )
Passage 2
Karate Helps“Bad Boys”Go Straight
B y Ma ryann Guberm an
Jack Farr wal ked up to t he fron t door of Lookou t Mountain School for Boys
arm ed with t wo weapons: his k no wledge and his love for kar ate . In t he back of his
mind , Farr had a plan — a big p lan : t o t each kar ate t o boys some w ou ld label juvenile
deli nquen ts . The det ails we ren t alt ogether clear and some of t he w rinkles we ren t
ironed ou t . Bu t F arr had a germ of an idea and now he set ou t t o m ake it a r eality .
Lookou t Moun tain in Color ado is a school for boys w ho will not stay ,
volun tarily , at o ther places . They ve been in t rouble, in some cases deep t rouble ,
with society . Close t o half of t he boys ar e ther e for what s called “ assaultive
behavior”. A t Lookout Mou ntain , t hey have a chance t o alter t heir past behavior so
t hey can function bette r in t he world .
Bu t the school, like ot her confining in stit utions , can t always offer t otal
rehabilit ation progra ms . The boys develop a cer tain amount of social r etardation ,
being retained and confined . As one counselor pu ts it, “ T hey can t function in
societ y so t hey com e here . T hen we t ry t o teach t hem to function in society .”It s a
t ough job because, as he says ,“ The question r emains: H o w can we teach t he m t o
function in societ y w hen t hey can t go ou t t here ?”
Jack Fa rr t hough t he migh t have a t least a par tial sol ution to t he problem :
T each t he boys ma rtial ar ts . Obviously , t hough , w hen he showed up a t t he school,
t here wer e plen ty of doub ts abou t the plan .
I t took explaining , arguing and definition t o convince t he school t hat kar ate
lessons cou ld help .“ I told them the kids got all t his energy doubled up in side
t hem , ”F arr relat es “
. A nd t hey don t really know w hat t o do with it .”
“ T hen I compa red it t o foot ball, ”Fa rr continues wit h en th usiasm “
. ‘ You have
125 st udents ,’ I told t he st aff .‘ Y ou have a foo tball tea m and only one man can
ca rry t he ball, so w ha t abou t t he rest of t hem ? Wit h t his a rt , I don t ca re how s mall
you a re, or ho w t hin , or how big , you can w ork at your o wn r ate . You accomplish
t hings on your ow n .’”Fa rr continues ,“ That poin t got my foot in t he door .”
H e kep t talki ng . T he school officials kep t listening . It was a r adical idea ,
somet hing new for the school . They couldn t just jump in to it full stea m wit hou t
・ 35 ・
some as surance t hat t hey w ouldn t end up with a mor e violen t juvenile practicing a
deadly a rt on unsuspecting victims . The po ten tial violence factor had to be
consider ed .
So t hey m et again . Soon t he head－but ting beca me head－nodding . T he school had
an open mind , and Jack Farr had convincing a rgumen ts . And Lookou t Moun tain
School for Boys had its first try at kar ate .
“ I go t here once or t wice a week no w, ”t he affable inst ruct or says “
. It depends
on my job . Bu t I gua rantee at least one lesson a week ,”he concludes .
“ A lot of peop le say t hey wan t to do somet hing for t hese kids here ,” Farr
exp lai ns .“ T hen they never sho w up . Everybody beats t he drum and nobody
dances .”
Fa rr dances . He leads and t he kids follo w . But following doesn t m ean he t akes
t hem by t he hand and dog s their every move . He sets t he basic steps , fills t he m in
with t he moves t hat allow for individuality and t hen t urns on t he music . Bu t it s up
t o t he kids t o decide if t hey wan t t o join in . T hey may star t ou t following but it s
just one step away from leading themselves .
“ I st ar ted off wit h t wen ty－four st uden ts , ”Farr r elated .“ T hen I go t dow n t o
six teen and now I have t en .” H e knows t hat in time w ord will spr ead and the
number of st uden ts — good st udents — will increase .
Fa rr is a t ough inst ruct or “
. I wan t 100 per cent ou t of t he m because t hey get 100
percen t ou t of me . If t hey don t wan t t o do t hat , I t ell t hem t o get lost . I don t wan t
t hem . I don t , ”he emphasizes ,“ mess around .”
H e does give r easons when he t urns a studen t dow n . A nd he is quick t o poin t
ou t som et hing else .“ I leave the door open ,” he says .“ When t hey st raigh ten up
t heir at tit ude , they can come back and see m e .”
“ I have abou t twent y t hings t o grade a st udent on , ”Fa rr explains “
. P ost ure ,
compr ehension , etc . Mostly at tit ude . A nd if t ha t s bad t hen you can t be a
studen t .”
Fa rr has a mo tt o . I t s not hanging on a wall or ironed on a T－sh irt . It s just an
integral par t of his lifest yle . The mo tt o is: “ A man wit hou t a goal is a m an in a
hole .”Farr sets his goals for t he st udent bu t studen ts set their ow n goals , t oo .
T her e s no kidding a round . Once t hey get t he re, t hey have no choice bu t t o learn or
quit .
T his is Jack Fa rr s program and he wan ts to keep it his .“ I don t get paid for
t his , ”Fa rr exp lains “
. A nd I like it t ha t way becau se I wan t t o teach t he a rt my way .
・ 36 ・
I have ano ther job to suppor t me . If I didn t , m aybe I d feel differ en t . Bu t when t hey
pay and t hey don t like you , t hey can get rid of you . Just li ke any job .”
So t he re s no financial reward . But Fa rr doesn t w an t th is t o be a job and he s
no t inte rest ed in t he money . H e s not int erested in w hy the kids ar e her e . H e s no t
inte rest ed i n teaching someone w ho is ju st there for kick s or to gain su bve rsive
advantages . In fact, there a re a lo t of th ings F arr isn t in ter ested in .
Bu t t here are two t hings he car es a great deal about . T he deep appreciation he
has for kar ate, for t he help it gave him in getting over t he rough spots of life , com es
t hrough first . It s p ur e love and t hat com es across at Lookou t Moun tain , w hich is
good because t hat’s t he o t her t hing he car es a lot abou t : H el ping o t her s t he only
way he kno ws how — t hrough kar ate .
(990 words)
N e w W o r ds
karate [ k r ti ] n . a Japanese ar t of self－defense 空手道
juvenile [ d u vinail] a . not fully grow n or developed ; young 少年的 , 年轻的
delinquent [ di li k w n t ] n . a person who neglects or fails t o do w hat law or du ty
requir es 罪犯 , 有过失者
wrinkle [ ri kl ] n . a line or c rease in t he sk in , as from age 皮肤上的皱纹 ; a clever
trick , met hod , or device, esp . one t hat is new and diffe ren t ; an innovation 新
方法 , 革新 , 创新
germ [ d
m ] n . somet hing t hat may serve as t he basis of furt her gro wt h or
developmen t 萌芽 , 雏形
e .g . t he germ of a project
voluntary [ v l n t ri] a . arising from or acting on one s ow n free will 自愿的
e .g . volun tary community work 义务社区工作
assault [ s lt ] n . an un lawful t hreat or atte mpt to do bodily injury to anot he r 侵
犯人身 , 非法恐吓或试图对他人进行人身伤害
e .g . t o m ake an assau lt 发动攻击
confine [ k n fain ] v . t o rest rict in move men t 限制行动
e .g . The sick child was confined to bed .
rehabilitation [ ri ( h ) bili tei ( ) n] n . recover 复原 , 修复
e .g . rehabilit ation cen ter 康复中心
retard [ ri t d] v . t o cause t o move or proceed slo wly ; delay 使移动或行进缓慢 ; 延
迟 , 阻碍
・ 37 ・
e .g . Cold reta rds the growt h of plan ts . 寒冷的气候延缓了农作物的生长。
retain [ ri tein ] v . to keep or hold in a par ticular place, condition , or position 保持
( 或维持 ) 在一个特殊的场所 ( 条件或位置 )
e .g . t o r etain one s balance 保持平衡
counselor [ kaun s l ] n . a per son w ho supervises you ng peop le 管理员
definition [ defi ni ( ) n] n . t he act of m aking clear and disti nct 使……清楚明晰的
行为
e .g . a definition of one s in ten tions 意图的清楚表达
enthusiasm [ in ju zi z m ] n . great excite men t for or in ter est in a su bject or cause 对某事物或某事的极大热情或兴趣
accomplish [ k mpli ] v . to s ucceed i n doing 成功地完成
e .g . t o accomp lish a purpose
radical [ r dik ( ) l ] a . favoring or effecting fu ndament al or revolutiona ry changes in
curr en t practices , conditions , or in stit utions 激进的 ; 改革的
e .g . radical political views 激进的政治观点
suspect [ s s pek t ] v . t o have doub ts abou t 怀疑 , 不信任
e .g . I su spect t hey a re ve ry disappoint ed . 我猜想他们很失望。
victim [ vik tim ] n . one w ho is ha rmed or k illed by ano t her 受害者
e .g . a victim of a mugging 走私活动的受害者
potential [ p ten ( ) l ] a . capable of bei ng bu t not yet i n exist ence 潜在的 , 可能的
e .g . a pot en tial problem 潜在的问题
butt [ b t ] v . 用头撞
affable [ f bl] a . gen tle and gr acious 亲切友善的 , 温柔的
e .g . an affab le smile 慈祥的微笑
guarantee [
r ( ) n ti ] v . t o m ake a promise or an assur ance 担保 , 保证
e .g . The r ain gua rantees a good crop this year .
dog [ d
] v . follow 跟踪 , 尾随
individuality [ indi vidju liti ] n . cha racteristics t hat distinguis h one person or t hing
from o t her s; cha racter 个性 , 独特性
posture [ p st ] n . an attitude 态度
motto [ m t u] n . a maxim adop ted as a guide t o one s conduct 座右铭 , 能够作为指
导人的行为的格言
integral [ inti r l ] a . es sential or neces sa ry for completeness 构成整体所必需的 , 应
有的
e .g . The kitchen is an i ntegr al par t of a house . 厨房是房子不可缺的部分。
・ 38 ・
subvert [ s b v t ] v . to dest roy completely ; ruin 彻底地破坏 , 摧毁
e .g . a scheme t o s ubve rt t he liberties of a gr eat communit y 一个意欲摧毁大共
同体的自由的阴谋
subversive [ s b v siv] a . 颠覆性的 , 破坏性的
e .g . subversive activities 颠覆性的活动
P hr as e s a n d Ex p r e s si o n s
go straight
to be a legal per son 正直做人 , 改邪归正 , 悔过自新
e .g . U nder t he help of t he policem en , t he boy decides t o go st raigh t .
be armed with
have, possess 具有 ; 拥有
e .g . A rmed wit h va rious ce rtificates , he is sure t o find a desir able job .
iron out solve ( difficulties , etc .) 解决 ( 困难等 )
e .g . A t pr esen t , it is hard t o iron out t he problem of layoffs .
set out to do sth . begin t o do 开始做…… , 着手做……
e .g . Fa rr set out to make his plan a r eality .
close to
near ly 接近于
e .g . The cance r patien t is close t o deat h w hatever tr eat men t to r eceive .
show up
appea r 出席 , 出现 , 到场
e .g . The chairm an of t he conference didn’t show up until every o t her people
a rrived .
do with
对付 , 通常与 w hat 连用
e .g . The kids r eally don’t know w ha t to do wit h t he energy doubled up in side
t hem .
end up with．．．
以……告终
e .g . Y our laziness will end up wit h your failur e in t he exa m .
mess around waste ti me 浪费时间
e .g . I don’t like t o m es s a round .
turn sb . down
r efuse s b . 拒绝某人
e .g . When you wan t t o t urn a st uden t do wn , you should have proper r eason .
No t es
karate a Japanese a rt of self － defense i n which sha rp blo ws and kicks a re
administe red to pressur e－ sensitive poin ts on t he body of an opponen t . 空手道 , 一
种日本的自卫术 , 其猛烈地拳击或腿踢针对对手身体上对压力敏感的部位。
・ 39 ・
Exercises
Ⅰ . ecide whether the following statements are true or false according to your
understanding of the passage .
1 .
Jack Farr decided t o help the kid s labeled as juvenile delinquen ts because
he himself was good at ka rate and he wan ted to make money ou t of it .
2 .
What s impor tan t for t he“ bad boys”is to lear n to change their past
behavior and function bet ter in t he society .
3 .
T he school offers enough progr ams for t he“ bad boys”to make changes
and so t hey don t have any proble ms of social ret ardation .
4 .
A t first, t he school officials did not like t he idea of a kar ate clas s for its
boys .
5 .
In selecting his students , Farr con sider s at tit ude t o be t he most
impor tan t char acteristic .
6 .
Fa rr does not r eceive any payment for his work at t he school .
Ⅱ . ccording to your understanding of the passage, choose the best answer for each of
the following questions .
1 .
he cen t ral t hem e of t he passage is
.
A . ar ate will help delinquent boys protect t hemselves against hardened c riminals
B . kar ate is a good form of exe rcise for bot h sexes of all ages
C . ka rate classes are good for delinquen t boys who don t wan t t o lea rn the usual
school subjects
D . kar ate can help delinquen t boys develop a good a ttit ude abou t t hem selves and
t heir fut ures
2 . esides not being ab le t o give t he boys experience in living in the ou tside w orld ,
w ha t o t her r easons migh t m ake it impossib le for t he school to offer “ t otal
rehabilit ation”?
A .
her e a re enough ka rate teache rs for all t he studen ts .
B . The school au t horities wan t t o punish t he boys , no t r ehabilita te them .
C . In our society , adequa te funds for full program s are r arely available t o prisons
and ot her types of“ confining in stit utions”.
D . The boy s a re such hardened criminals t hat t hey do no t respond t o any offers of
rehabilitation .
3 .
hy does Farr consider“ attit ude”t he most important cha ract eristic ?
・ 40 ・
A . People need an aggr es sive pe rsonalit y to lea rn ka rate .
B . Self－ discipline and a positive attitude a re needed for success in kar ate .
C . To ensur e his o wn safet y , Farr wan ts well－behaved boys a round him .
D . Fa rr does not w an t t he boys to drop ou t of his ka rate clas s .
4 . a rr s mo tt o“ A man wit hou t a goal is a man in a hole”m eans t hat if a per son
does not have a goal , he or s he
.
A . never grows or has any fulfillm en t
B . soon dies and is buried
C . soon becomes an alcoholic and ends up in t he gu tte r
D . lives like a groundhog t hat canno t see its shadow
5 .
6 .
o add in ter est to he r concl usion , the au t hor
.
A . summa rizes Farr s motivations
B . asks t he reade r a key question
C . calls for Farr to resign
D . makes a for ecast for t he fu t ur e
o make her r epor t lively , t he au t hor u ses many
.
A . statistical facts
B . life stories abou t the boys
C . descrip tions of how karat e is done
D . dir ect quo tations
Ⅲ . Choose the answer that best completes the sentences .
1 .
2 .
her e is more land in A ust ralia t han t he governm en t k no ws
A . w ha t t o do wit h
B . how t o do
C . w hat t o do
D . how to do wit h
ach should accomplish his examination
.
.
A . on one s ow n
B . on h is ow n
C . by his ow n
D . wit h his ow n
3 . Everybody beats t he drum and nobody dances .”W hat does t he w ord“ dances”
imply ?
A . Fa rr wants volun teers to organize dances at t he school .
B . Dancing is Farr s m ethod of teaching ka rate .
C . F arr w an ts t he boy s t o lear n t o p lay drums for dance band .
D . Fa rr believes in action , not just promises .
4 . ecause ther e is no
A . mark
5 .
on t he can we don t k no w w hat it con tains .
B . sign
C . label
D . re mark
knowledge and various cer tificat es , he was confiden t of winning
・ 41 ・
the job .
A . Armi ng wit h
B . Arm ed with
C . A rming by
D . Arm ed by
6 . n“ Close to half of the boys are there for . . .”, t he italicized par t means
A . nearly
7 .
B . nea r
C . hardly
t Lookou t Moun tain , t hey have a chance t o
.
D . not far
t heir past behavior so t hey
can function bet ter in t he w or ld .
A . aler t
8 .
B . alta r
hey built a dam to
A . retai n
9 .
C . alter
D . alien
t he flood water tempora rily .
B . r emain
C . r etell
D . retail
he Chi nese governm en t has t ried many mean s to find a solu tion
population proble m .
A . for
B . wit h
C . to
D . in
10 . t s unfair and dangerous t o grade a st uden t just
his or her academic
achievem en ts .
A . at
B . on
C . in
D . wit h
Ⅳ . ill in each of the blanks with appropriate words and phrases from the box . Change
the form if necessary .
convince s b . of st h . i ndividual
suspect s b . of doing st h .
1 .
sho w up
confine
be up t o
e was very popular because of his
end up wit h
radical
affable
, warm personality .
2 . Life in Islam coun t ries is pa r ticularly
3 . T he company had to
t urn sb . dow n
for women .
some of the excellen t app lican ts because t he re we re
no t enough posts for every one .
4 . I t w ould be impractical t o at temp t t o ackno wledge
t hose many w ho have
given us aid and advice .
5 . I t t ook explai ning , arguing and definition to
t he school
help of kar ate lessons .
6 . As teache rs , we should avoid u sing
language bo t h in and off class .
7 . If you don t st raigh ten up your attitude t oward st udies , you will
failure .
8 . He
forswearing him self in t he law court .
9 . Whether to accep t or refuse
・ 42 ・
you .
the
10 .
he chairm an didn t
un til an hour afte r t he appoin ted tim e .
Ⅴ . Translate the following sentences .
1 .
he details wer en t altoget her clear and som e of t he wrin kles we ren t ironed ou t .
Bu t Fa rr had a ge rm of an idea and now he set out to make it a realit y .
2 . 等你端正了态度后再来找我。
3 .
he boys develop a cer tain amoun t of social ret ardation , being retained and
confined .
4 . 男孩们精力过剩 , 他们不知道如何处理这些过剩的精力。
5 .
hey couldn t just j ump in t o it fu ll steam wit hout some as surance t hat t hey
w ou ldn t end up wit h a mor e violent juvenile practicing a deadly a rt on
unsuspecting victims .
Passage 3
Why I Teach Dance?
①
B y Jacques D A mboise
I had dreamed of bei ng a doct or or an archaeologist or a priest . Bu t by t he time
②
I was 17 , I was a principal dancer performi ng major roles in t he ballets , and by the
③
time I was 21 , I was doing movies , Broadway
sho ws and choreography . I then
married a balle rina from New York Cit y Ballet , Carolyn George , and we we re
blessed wit h two boys and twin daughte rs .
I t was a joyful car ee r t ha t last ed four decades . T hat s a long ti me to be dancing
and , inevitab ly , a time came w hen I realized t hat t he re were no t m any yea rs left for
me as a perform er . I wasn t s ure w hat to do nex t , bu t t hen I t hough t abou t how I
had become a dancer , and t he teachers w ho had gr aced my life . Perhaps I could
engage young childr en , especially boys , in t he magic of t he ar ts — in dance in
par ticular . N ot necessarily to prepar e t hem t o be profes sional performer s , bu t t o
create awar eness by giving t hem a chance t o experience t he ar ts . So I star ted
N ational Dance Institu te ( NDI) .
T hat was 13 years ago . Since t hen , wit h t he help of fellow teacher s and staff a t
NDI , I have taugh t dance to t housands of inner－ city chil dr en . A nd in each clas s , I
rediscover w hy teaching dance t o childr en is so importan t .
・ 43 ・
Each tim e I can use dance t o help a chil d discover t hat he can cont rol t he way he
④
moves , I am filled wit h joy . At a clas s I recently taugh t at P .S .59 in Brook lyn ,
t here was one boy w ho cou ldn t get from his righ t foot t o h is lef t . H e was terrified .
Eve ryone was watching . A nd w hat he had t o do was so simple : take a step wit h his
lef t foot on a not e of mu sic . All his classm ates cou ld do it, bu t he coul dn t .
H e kep t t ryi ng , bu t he kep t doing it w rong until finally he was frozen , unable
t o move at all . I p ut my a rm around hi m and said ,“ Let s do it t oget her . We ll do it
in slo w motion .”We did it . I stepped back and said ,“ N ow do it alone, and fast .”
Wit h his face twisted in concen t ration , he sla mmed his left foot do wn correctly on
t he note . H e did it !
T he w hole clas s applauded . He was so excited . Bu t I t hink I was even happie r ,
because I k new what had taken place . H e had discover ed he could take cont rol of his
body , and from t ha t he can learn t o take cont rol of his life . If I can open t he door t o
show a child t hat t ha t is pos sible, it is wonde rful .
Dance is t he ar t t o expr es s time and space . T ha t is w hat our universe is abou t .
We can ha rdly make a sen tence withou t signifying some expr es sion of distance, place
or ti me:“See you later .”
“ Meet you at t he corne r in five minu tes .”
Dance is t he a rt t hat human beings have developed t o express t hat we live, righ t
no w , in a w orld of movement and varying te mpos .
Dance, as an ar t , has t o be taught . H owever , when teachi ng , it s impor tan t t o
set up an environment w here bot h t he st uden t and teacher can discover toget he r .
N ever teach som eth ing you don t love and believe in . But how to set up t ha t
environm en t ?
When I have a new group of young st uden ts and I m star ting a clas s , I use
M ada me Seda s t ech nique . I say ,“Can you do t his test ? I m going to give all 100 of
you exactly 10 seconds t o get off your seats and be st anding and spr ead out all over
t he stage floor . A nd do it silently . Go !”A nd I star t a coun t do wn . Nat urally , t hey
run , yelling and screa ming , and somehow arrive wit h several seconds to spa re . I
say ,“ F reeze . You all failed . Y ou made noise , and you got ther e too soon . I said
‘ exactly 10 seconds’— no t 6 or 8 or 11 . G o back to your seats , and we ll do it again .
A nd if you don t get it, we ll go back and do it again un til you do . A nd if , at t he end
of t he hour , you still haven t go tten it , I m no t going t o teach you .”
T hey us ually get it t he second time . Never have I had to do it mor e t han thr ee .
De mand pr ecision , be clea r and absolu tely t ru thful . When they respond — and
t hey will — congrat ulate t he m on t he ex t raordina ry con t rol t hey have just exhibited .
・ 44 ・
Why is t hat import an t ? Because it s t he beginning of knowing yourself , k no wing
t hat you can manage yourself if you wan t . A nd it s the beginning of dance . Once the
chil dr en see t hat we ar e having a class of pr ecision , order and r espect , t hey a re
relieved , and we have a great class .
I ve taugh t dance t o Rus sian childr en , A ust ralian childr en , Indian children ,
Ch inese children , fat children , skinny chil dr en , handicapped ch ildren , groups of
A ust ralian triat hletes , New Y ork Cit y police, senior citizen s and 3－yea r－old s . The
technique is the sam e everyw he re, alt hough t her e a re cult ural differences .
T her e a re cu lt ur al diffe rences and t here a re diffe rences among peop le . In any
group of dancers , t her e a re som e w ho a re ready and excel mor e t han ot her s . T he re
ar e many r easons — genetic, environmen t, t he teachers t hey had . People blos som a t
differ en t times .
Bu t w hatever the diffe rences , someone admiring you , encour aging you , works
so much bet ter t han t he reve rse “
. You can do it, you a re w onderful”w ork s so much
bett er t han“ You r e no good , t he ot he rs ar e bett er t han you , you ve got t o t ry
ha rder”. T ha t never works .
I don t t hink t he re a re any un talen ted chil dr en . But I t hink t here are t hose
w hose talen ts neve r get t he chance t o flower . Perhaps t hey we re neve r encouraged .
Perhap s no one t ook t he time t o fi nd ou t ho w to teach t hem . That is a tr agedy .
H o wever , the single most te rrible t hing we ar e doing to our childr en , I believe ,
is pollu ting t hem . I don t mean j ust wit h smog and cr ack , bu t by not teaching t hem
t he civilizing t hings we have taken millions of years to develop . But you canno t have
a dance clas s wit hout having good manner s , wit hou t having r espect . Dance can t each
t hose t hings .
I t hink of each person as a t runk that s up in t he at tic . What ar e you going t o
put in t he t runk ? A re you going to pu t in m achine gun s , loud noise , foul language ,
dir t y books and ignorance ? Because if you do , t hat s what is going t o be left after
you , t hat s w hat your childr en are going t o have, and that will det ermine t he world
of t he fu t ure . Or a re you going t o fill t hat t runk wit h music, dance , poet ry ,
liter atur e, good manne rs and loving friends ?
I say , fill your t runk wit h t he best t hat is available t o you from t he wealt h of
human cult ure . T hose t hings will nourish you and your chil dr en . You can clean up
your ow n environm en t and pas s it on to t he nex t gener ation . That’s w hy I t each
dance .
(1 140 words)
・ 45 ・
N e w W o r ds
archaeologist [
ki l d ist ] n . 考古学家
principal [ prins p ( ) l ] a . first , highest , or for emost in impor tance, r ank , or
degr ee ; chief 重要的 , 首要的
ballerina [ b l ri n ] n . a woman ballet dancer 芭蕾舞女演员
choreography [ k ( ) ri
r fi] n . t he a rt of cr eating and a rranging dances or ballets 编舞术 ( 设计并且编排舞蹈或芭蕾动作的艺术 )
inevitable [ in evit bl] a . unavoidab le 不可避免的 ; 必定的
e .g . uch a difficult oper ation m ay not succeed , it s an inevitable ga mble . 这样
难度很大的手术可能不成功 , 但这是一次非做不可的冒险。
grace [ reis] v . t o give beaut y , elegance, or char m to 使……优美 , 赋予美丽、优雅
或魅力
awareness [ w nis ] n . 意识 , 注意
terrify [ t erifai] v . m ake deeply afraid 使恐怖 ; 使惊吓 ; 吓坏
e .g . The animals we re terrified by t he st orm . 动物被风暴吓坏了。
note [ n ut ] n . a t one of definite pitch 音高 , 有一定音高的音
frozen [ fr uzn ] a . immobile 使不变的
twist [ twist ] v . to alter t he norm al aspect 改变正常的形状 ; 使扭曲
e .g . t wist one s mout h in t o a wry smile
slam [ sl m] v . to hit or st rike wit h great force 用力打击
applaud [ p l d] v . t o express approval, especially by such clapping 向 ( 某人或某
物 ) 表示赞赏 , 尤指鼓掌欢呼
e .g . applauded at the end of t he conce rt 在音乐会结束时喝彩
signify [ si nifai] v . mean 表示……的意思 , 表示
e .g . signify one s int en t 表明自己的意图
vary [ v ri ] v . to be differ en t , deviat e 不同 , 偏离
e .g . va ry one s diet 使某人的饮食多样化
tempo [ temp u] n . pace 节奏
e .g . t he tempo and the feeling of moder n life 现代生活的节奏和情感
countdown [ kaunt daun ] n . t he coun ting backwa rd aloud from an a rbit r ary st ar ting
number to indica te the time re maini ng befor e an event or operation , such as the
launching of a missile or space vehicle 倒 数报 时 , 从任 意 的 一个 数 字开 始 倒着
数 , 以表明距离某件事或操作 ( 例如发射导弹或宇宙飞船 ) 的时间
yell [ jel ] v . u tter or expres s wit h a loud cry ; shou t 叫喊
・ 46 ・
freeze [ fri z] v . t o st op t he mo tion 中断……的运动或过程
precision [ pri si ( ) n] n . t he state or quality of being pr ecise ; exact ness 精确的状
态或性质 ; 准确性
e .g . pr ecision bombing 精确的轰炸
exhibit [ i zibit ] v . to sho w ou twardly ; display 表现 ; 展现
e .g . exhi bited p leasure by smiling 用微笑表示高兴
handicap [ h ndik p] n . a physical or men tal disabilit y 体力或智力上的缺陷
oor eyesight is a handicap to a st udent . 视 力不 好 对 学 生 来 说 是 一 个
e .g .
障碍。
triathlete [ t rai
li t ] n . one w ho competes in a triat hlon 三项全能运动员
excel [ ik sel ] v . to do or be bette r t han ot hers 优于 , 超过
e .g . excels at figur e skating 擅长花样滑冰
reverse [ ri v s] n . t he opposite or cont ra ry 相反 , 颠倒
e .g .
ll along we t hough t Sue was ol der t han Bill, but just t he reverse was t rue .
一直以来我们认为苏比比尔大 , 而事实恰恰相反。
blossom [ b l s m] v . t o develop ; flourish 成长 , 繁荣
e .g . The child blos som ed in to a beau ty . 女孩出落为一个美人。
smog [ sm
] n . fog t hat has become mi xed and pollu ted wit h smoke 烟雾 , 夹杂着
烟尘并被烟尘污染的雾
crack [ kr k ] n . che mically purified , very poten t cocaine in pellet form t hat is
s moked t hrough a g lass pipe and is conside red highly and r apidly addictive 快
克 , 一种经过高度化学提纯的可卡因药丸 , 通过玻璃烟管吸取 , 很容易使人上瘾
trunk [ t r
k ] n . t he shaf t of a column 柱子
attic [ tik] n . 阁楼
foul [ fau l] a . of a vulga r or obscene nat ure 下流的 , 粗俗的
e .g . fou l language 粗话
ignorance [ i n r ns] n . t he condition of being uneducat ed , unaware , or uninform ed
无知 , 愚昧
e .g . Ignor ance of the law is no excuse . 不懂法律不能成为借口。
nourish [ n ri ] v . feed 养育 , 喂养
e .g . nouris h a hope 保持希望
P hr as e s a n d Ex p r e s si o n s
engage sb . in．．． 使……从事于 , 参加
e .g . Par en ts try all means t o engage t heir chil dr en in doi ng homew ork .
・ 47 ・
in particular
特别地
e .g . Spor ts is his favorite leisure activit y , foot ball in par ticular .
step back
后退 , 后退一步
e .g . All people stepped back to let t he e mperor pass by .
set up er ect 建立
e .g . The H ope Project helps set up a lot of schools in China .
pass sth . on to sb . 把……传给……
e .g . We can clean up our environmen t and pas s it on t o t he next gener ation .
No t es
① Jacques D Amboise
growing up in a tough gang－infested New York City neighbor－
hood , his F rench－Canadian mo ther wan ted to give he r childr en a glimpse in t o a
worl d of beaut y . She insisted that Jacques take t he ballet class . I t w as ther e t ha t
D A mboise discove red his love of dance . Wh ile still in h is t eens , D A mboise
joined t he New Y ork Cit y Ballet and beca me one of t he fore most dance rs of his
day . In 1976 , he founded t he National Dance Instit u te ( NDI ) , w hich offers dance
clas ses to public school st udents . Through NDI , hundreds of children have
expe rienced t he joy and discipli ne of dance .
② ballet
a classical dance form char acte rized by gr ace and precision of movemen t
and elaborate form al t ech nique , often but not always performed on poin t by the
w om en dance rs 芭蕾舞是一种古典舞蹈形式 , 其特 点为动作 典雅、精确和 富于精
心设计的外形技巧 , 通常 , 但并非总是 , 由女演员用脚尖进行舞蹈。
③ Broadway
t he principal t heate r and amu sem en t district of New Y ork Cit y , on the
west side of mid tow n Man hat tan cen tered on Broadway 百老汇是纽约市主要的
剧院和娱乐区 , 位于曼哈顿市中心区的西侧 , 以百老汇为中心。
④ Brooklyn a borough of New York City in sou t heast New York on western Long
Island . D utch colonists first settled t he a rea in 1636 and 1637 and in 1645
estab lished t he ham let of Breuckelen near t he pr esen t － day site of borough hall .
Renam ed Brooklyn by t he Englis h , t he expanded communit y beca me par t of
Greate r New Y ork Cit y in 1898 . Population , 2 300 664 . 布鲁克林区 是美国纽
约市的一自治村镇 , 位于长岛西部 纽约东 南部。 荷兰殖 民者 于 1636 和 1637 年间
最早在此定居 , 1645 年在今行政厅附近建立布 勒克伦 村。英国人 将其改 称为布鲁
克林 , 扩大后的社区在 1898 年成为大纽约市的一部分。人口 2 300 664。
・ 48 ・
Exercises
Ⅰ . Answer the following questions according to your understanding of the passage .
’Amboise believes t hat dance has t o be taugh t in a par ticu la r kind of
1 .
environmen t . What , according t o him , ar e the most i mpor tan t qualities of t ha t
environmen t ?
2 . What does D A moise mean w hen he says t hat we pollu te our children ? Wha t does
he conside r t he possible consequences of such pollu tion ?
3 . Reread t he anecdo te about t he boy w ho seem ed unable t o perform a dance step
( par agraph s 4 — 6 ) . Although t he boy was emba rrassed , even terrified , he
per seve red until he s ucceeded . What drove him t o continue ? Do you t hink the
motivation cam e from wit hin or outside himself ? Explain .
4 . D A mboise w rites ,“ I don t t hink t here ar e any un talen ted children . . . I t hink
ther e a re t hose w hose talen ts never get t he chance t o flo wer .”But he obviously
knows t hat no t every child has t he talen t to be a dancer , violi nist , or painte r .
What kind of talen t, t hen , do you t hink he is r efe rring t o ?
Ⅱ .
ecide whether the following statements are true or false according to your
understanding of the passage .
1 .
I t s t he aut hor s dr ea m of childhood to become a dance r .
2 .
T he au t hor has 4 childr en , tw o son s and t wo daugh ter s .
3 .
T he au t hor gave up dancing befor e he was 40 year s old .
4 .
When t he aut hor realized t hat ther e were not m any years for him to be a
dance perform er , he decided t o teach the children dance .
5 .
T he au thor wan ted t o make t he childr en become awa re of t he m agic
po wer of dance as an ar t .
6 .
T he boy in t he anecdote was t errified and quit ted .
7 .
T he aut hor t hough t t hat a person who coul d cont rol his body could learn
t o con t rol his life .
8 .
Dance s hou ld be taugh t in a par ticu la r kind of environment .
9 .
T he teacher asked t he st uden ts t o finis h a series of actions in less t han
ten seconds .
10 .
The aut hor believed t hat encour aging praise worked better t han
negative criticis m .
・ 49 ・
Ⅲ . ill in each of the blanks with appropriate words and phrases from the box . Change
the from if necessary .
principle in par ticular awa re applaud concen t rate on signify
precise reve rse gene ignore nourish pass . . . ( on) t o excel
t wist
coun t do wn
1 . n t he m eeting , t hey discus sed not hing
abou t education .
2 . T he m an by t he road gave the pas serby the
3 . Let m e explain to you
w hat I am goi ng to do .
4 . U pon his deat h , t he house
5 . What s your
dir ection .
his son .
for wanting to becom e a doct or ?
6 . H e fell from t he t ree and
7 . T hey beca me
his ankle seriously .
of a pecu lia r smell in t he room .
8 . H e has go t
diseases because of his grandpar en ts , not his par en ts .
9 . Recen tly , he is indulged in compu ter gam es . I t s ha rd for him t o
10 .
he
to t he war ca me .
11 . Teache rs can no t
any st udent in t he clas s .
12 . He w on standing
when he ended his speech .
13 . The clouds
14 . He
clas s .
t he coming storm .
all ot he r studen ts in his clas s .
15 . T he count ry has abundan t raw m aterials to
and develop he r indust ries .
Ⅳ . Choose the answer that best completes the sentences .
1 . y t he time I w as 17 , I was a dancer performing major roles in the
ballets .
A . headmaster
2 .
ngaged
A . in
B . chief
C . client
D . rule
conve rsation , t hey didn t notice my approaching .
B . wit h
C . to
D . for
3 . nevitably , a tim e cam e w hen I realized t ha t t her e were no t many yea rs
for m e as a performe r .
A . leave
4 .
B . left
his is a m atter of
A . peculiar
C . leaving
impor tance .
B . special
C . pa r ticular
5 . u t I t hi nk I was even happier , becau se I knew
A . w hich
・ 50 ・
D . leaves
B . t hat
C . w her e
D . pa rticipate
had taken p lace .
D . what
6 .
he seats for t he
in t he bus s hou ld be kep t available for t hem .
A . handicapped
B . handicap
C . handicapping
D . handicaps
7 . om eone
you works better t han the r everse .
A . encour ages
B . encour aging
C . encour aged
D . encourage
8 . e should try our best t o const ruct a prospe rou s China and pass it
the
nex t generation .
A . to
B . on
C . on t o
D . ont o
Ⅴ . n the last two paragraphs, D’Amboise uses an analogy ( a comparison between two
objects or people that seem to have little in common) . Identify the analogy and
translate the two paragraphs into Chinese .
Ⅵ . Writing .
In t his unit, you can discover some“exceptional teacher s”. Very likely , you too
at some point in your life experienced t he influence of a special adu lt — per hap s a
teache r , a coach , pa rent , neigh bor , etc . Write an essay s ho wi ng how your
inte raction wit h t his person taught you impor tant les sons t hat shaped your life ,
using examp les .
・ 51 ・
Uni t Three
Passage 1
Let s Tell the Story of All America s Culture
W ho are A merica s heroes ? H istory books tell us, in o f ten stir ring
detai l, about T hom as Jef ferson , Abraham L incoln , John F . K ennedy ,
Neil A rmstrong ; t he list goes on an d on . B ut wha t o f t he countr y s
women , A f rican－ A mericans , Mex icans, and Asians ? Di d t hey merel y sit
①
on the si deli nes as W hi te men bui lt the na tion ? Y uh J i－Yeon
describes
w ha t it f eels like to grow up K orean in an A merica t hat barel y
acknowled ges her e x istence .
I grew up hearing , seeing and almost believing t hat A me rica was white — albeit
with a lit tle black tinge her e and t here — and that w hite was best .
T he w hit e peop le we re every wher e in my 1970s Chicago childhood : F ounding
Fat hers , Lewis and Clark , Lincoln , Daniel Boone, Ca rnegie, presidents , exp lor ers
and indust rialists galore . T he only b lack people wer e slaves . The only Indians we re
scal pers .
I never hea rd one w ord abou t ho w Benja min F ranklin was so impressed by the
Iroquois fede ration of nations t hat he adap ted that model in to our system of state and
federal gover nmen t . Or that the Indian t ribes were sy ste matically betr ayed and
massacr ed by a greedy young nation t hat st ole t heir land and called it t he U nited
States .
I never heard one word about how Asian i mmigr an ts wer e among t he first t o
②
t urn California s desert in to fields of plen ty . O r about Chinese immigran t Ai Bing ,
w ho bred t he cherry no w on sale in groceries across t he nation . Or that plan tation
o wners i n H awaii impor ted labor from China , Japan , Korea and the P hilippines t o
・ 52 ・
w ork t he suga r cane fields . I never lea rned t hat Asian immigrants wer e t he only
immigr an ts denied t he U S citizensh ip , even t hough t hey se rved honor ably in World
Wa r Ⅰ . All t he immigrants in my tex t book we re w hite .
③
I never lear ned abou t Fr ederick Douglass , the runaway slave w ho became a
④
leading abolitionist and st atesm an , or abou t black scholar W . E .B . Du Bois
never lear ned that black peop le rose up in arms agai nst slave ry . Nat T urner
⑤
. I
w asn t
one of t he he roes in my childhood history class .
I never lea rned t hat t he A me rican Sou t h west and California we re already set tled
by Mexicans when t hey were annexed afte r t he Mexican－Am erican War . I never
lear ned t hat M exico once had a proble m keeping land－ hungry w hite men on t he US
side of t he border .
So w hen o ther children called me a slan t － eyed chink and told me to go back
w he re I cam e from , I was ready to believe that I was n t really an A me rican becau se I
wasn t white .
A me rica s bitter sweet legacy of st ruggling and failing and get ti ng anot her step
closer to de mocr atic ideals of liber t y and equality and j ustice for all wasn t for the
likes of me , an immigrant child from Kor ea . The hist ory books said so .
Well , t he h istory books were w rong .
Educat or s around t he coun try are finally r ealizing w ha t I realized as a teenager in
t he libra ry , looking up t he hist ory I wasn t getting in school . A me rica is a
multicult ural nation , composed of many people wit h va rying hist ories and va rying
t raditions who have lit tle in common except t heir hum anity , a belief in de mocr acy
and a desire for fr eedom .
A me rica changed t hem , bu t they changed A me rica t oo .
A committee of scholars and teacher s gat hered by t he New York State
Depar t men t of Education recognizes t his in t heir recent repor t,“ O ne nation , Many
Peoples: A Declara tion of Cu lt ur al In terdependence”.
T hey recommend t hat p ublic schools provide a “ multicult ural education ,
anchored to the s ha red princip les of a liber al democracy”.
What t ha t mean s , according to t he report , is r ecognizing t hat Am erica was
shaped and continues to be s haped by peop le of dive rse backgrounds . I t calls for
studen ts t o be t augh t that hist ory is an ongoi ng proces s of discove ry and
inte rpretation of t he past , and that t her e is mor e t han one way of viewing t he w orld .
T hus , t he westward migration of w hite A me ricans is not ju st a heroic settling of
an unta med wild , bu t also t he conquest of indigenous peop les . Immigr an ts we re no t
・ 53 ・
just w hite , bu t Asian as well . Blacks wer e not m erely passive slaves fr eed by
nor t hern w hites , bu t active figh ter s for t heir o w n libe ration .
In pa rticula r , according t o t he report , t he curricu lum should help children“ t o
assess critically t he r easons for t he inconsistencies between t he ideals of t he US and
social r ealities . I t should provide informa tion and int ellect ual t ools that can permit
t hem to cont ribu te t o bringing reality close t o t he ideals .”
In ot her w ord s , s how chil dr en t he good wit h t he bad , and give them t he skills
t o help improve t heir count ry . W hat could be mor e pat riotic ?
Seve ral dissen ting me mbers of the New York commit tee publicly w orry t ha t
A me rica will sp lin ter in to et hnic fr agments if t his mu lticult ural curriculum is
adopted . T hey argue t hat t he commit tee s report puts t he focus on eth nicity at the
expense of national unity .
Bu t dow nplaying et hnicit y will not bolste r national unity . T he hist ory of
A me rica is t he st ory of how and why people from all ove r t he world came t o the
U nit ed States , and how in struggling t o make a bet ter life for t hem selves , t hey
changed each o ther , t hey changed t he coun t ry , and t hey all cam e to call themselves
A me ricans .
E p l uribus unu m
⑥
. O u t of many , one .
T his is w hy I , wit h my K orean background , and my childhood tormen t or s ,
with t heir lost－in － t he－ mist－ of－ time European back grounds , ar e all A m ericans .
I t is the unique beau t y of t his count ry . I t is high tim e we let all our children
(880 words)
gaze upon it .
N e w W o r ds
tinge [ tind ] v . t o color sligh tly
galore [
微染
l ( r) ] a . in la rge a moun ts or number s 丰富的 , 大量的
e .g . Ther e a re bargains galore in t he sales t his yea r .
scalper [ sk lp ] n . 剥头皮的人
adapt [ d p t ] v . to m ake or become s uitable for new needs or diffe ren t conditions 使适应 ; 改编
e .g . When we moved to Fr ance, our childr en adap ted to the change very well .
betray [ bi t rei ] v . to be disloyal or unfait hful t o
背叛 , 出卖
e .g . Alice lef t Tom for good as he bet rayed he r w hen she was away .
massacre [ m s k ] v . cruel killing of large numbe rs of people
大屠杀
e .g . The Japanese set fir e to the village and massacr ed all t he villager s .
・ 54 ・
breed [ bri d ] v . t o keep ( animals or plan ts ) for t he purpose of producing and
developing young anim als or p lants
选种繁殖
大农场 , 大种植园
plantation [ pl n tei ( ) n] n . big farm
deny [ di nai] v . t o declar e un t rue; refuse t o accept as a fact 否认 , 拒绝
e .g . The accused man denies ever havi ng m et her .
abolitionist [ b li ( ) nist ] n . 废除主义者 , 废奴主义者
annex [ neks ] v . to take posses sion s of
吞并 , 霸占
e .g . T he cruel landlord annexed the poor fa rmer’s house and sen t him t o prison .
slant [ sl n t ] n . slope
chink
倾斜 , 斜面
[ t i k ] n . ( sl .) a Chinese pe rson
中国佬
bittersweet [ bit swi t ] a . p leasant , but mixed wit h sadnes s 苦乐参半的
e .g . The old pict ures remind m e of my bitte rsweet ch ildhood memories .
si ] n . somet hing handed do wn from ancest ors or predeces sor s 遗
legacy [ le
产 , 遗赠
multicultural [ m lti k lt ( ) r l] a . mor e than one cult ure 多元文化的
interdependence [ in t di pend ns ] n . of depending on each ot her
互相依赖
recommend [ rek mend] v . t o praise as being good for a purpose 推荐 ; 介绍
e .g . Th is kind of soap is highly recomm ended by housewives in China .
anchor [
定位
k ] v . to fix firm ly i n position
indigenous [ in did in s] a . native
土生土长的 , 天生的
e .g . Kangaroos a re indigenous t o A ust ralia .
passive [ p siv] a . no t being active
被动的
curriculum [ k rikju l m ] n . a course of study offer ed in a school, college 课程
assess [ ses] v . t o j udge t he quality , import ance, or wort h of 评定
e .g . I t is t oo ea rly t o asses s t he effects of t he new medici ne .
inconsistency [ ink n sist nsi ] n . the quality of being incon sisten t
不一致 , 矛盾
e .g . The incon sistency of he r w ords and behavior make me sick .
patriotic [ p t ri tik ] a . having , sho wing , t he qualities of a pat riot
dissenting [ di senti ] a . dis sen tient
splinter [ sp lin t ] v . br eak
爱国的
不赞成的 , 持不同意见的
分裂
ethnic [ e nik ] a . of a racial, national or t ribal group 人种的 , 种族的
fragment [ fr
m n t ] n . a small broken－off or incomplete piece or par t 碎片 , 断片
adopt [ d p t ] v . t o take and use 采用
e .g . We adopted t heir advanced production m et hods .
downplay [ daunplei] v . t o make somet hing seem less impor tan t t han it really is 不
・ 55 ・
予重视
e .g . Most of t he newspaper r epor ts dow nplayed the significance of t he acciden t .
bolster [ b ulst ] v . t o suppor t , st reng t hen or incr ease
支持 , 有利于
e .g . These price cuts ar e sur e to bolster demand for t heir products .
tormentor [ t ment ] n . som eone or somet hing t hat t orm en t
使人痛苦的人或物
P hr as e s a n d e x pr e s s i o n s
rise up
armed ou tbr eak , rebellion
have a problem doing something
起义 , 武装反抗
做什么有困难
e .g . I have a prob le m getting up early in t he morning .
be composed of
be made up
由……组成 , 构成
e .g . Wat er is composed of hydrogen and oxygen .
call for
a request or command for someone to do som eth ing
要 求 或命 令 某人
做某事
in other words
t hat is t o say 换句话说 , 也就是说
e .g . I a m sorry to tell you t hat you haven’t done well enough in your exam , in
ot her w ords , you failed .
It is high time someone did something . . . 是该做……的时候了。
e .g . I t is high tim e we paid att en tion to t he environment protection now .
No t es
① Yuh Ji－ Yeon
The writer , at the age of five, Yuh Ji － Yeon (1965 - ) immigrated
from Seoul, Korea, t o t he U nited States , settling i n Chicago wit h he r par en ts .
A fter graduating from Stanford U niversit y , she w or ked as a repor ter for the
Om aha Worl d－ H er al d and New York New sday . Curren tly , she is writing her
doctor al dis ser tation at t he u nive rsity of Pennsylvania . The disse rta tion examines
t he pa rallels bet ween t he experience of Korean women immigr ating t o t he U nited
States as wives of t he U S soldiers and t he larger context of t he U nited Stat es －
K or ea relations . Nea rly all of Yuh s reflects t he concern s of people st ruggling for
liberation in t he face of oppressions . T he follo wing selection fir st appeared in the
P hi ladel ph i a Inqu irer i n 1991 .
② Ai Bing A Manchurian ( 东北的 ) Chinese , Bing immigr ated to t he U nited Stat es
and wen t t o w ork in t he orchards ow ned by t he Lewelling fa mily in Milwaukie ,
O re ., a round 1855 . H e becam e a for eman , r epor ted to have been 6 ft . 2 in tall,
Bing supe rvised up to 30 o t her Chinese worke rs and was in charge of sever al rows
・ 56 ・
of tr ees in t he nurse ry . The nurse ry specialized in c reati ng new va rieties of fruit
by gr afting t wigs on to different va rieties of t rees . O ne of t he most famous of their
new varieties , t he Bing cherry , was named for Bing becau se he car ed for the
p lants t ha t fir st produced it .
③ Frederick Douglass The son of a slave woman and an unknow n wh ite man ,
“ F rede rick A ugust us Washing ton Bailey ” was born in Febr uary of 1818 on
Maryland s easte rn shor e . H e conferred with A br aham Lincoln during t he Civil
War and rec ruited nor t hern blacks for t he U nion Army . Af ter t he Wa r he fough t
for t he righ ts of women and African A merican s alike .
④ W . E . B . DuBois was born on Februa ry 23 , 1868 in G reat Barringt on ,
Massachuset ts . Willia m Ed ward Burghard t DuBois , t o his admir ers , was by
spirited devotion and schola rly dedication , an attacker of in justice and a defender
of freedom .
⑤ Nat Turner was bor n in Sout hamp ton , Virginia on 2 nd Oct ober , 1800 . Nat , the
son of slaves , was t he proper ty of Benjamin T urner , a prosperous plan tation
ow ne r . Nat s mo t her and gr andmot he r had been brough t to A merica from Africa .
In 1831 T urner was sold t o Joseph Tr avis . In February of t hat year an eclip se of
t he sun convi nced Turner that this was a supe rnat ural sign from God t o star t an
in surrection . H oweve r , it wasn t un til A ugu st 21 st t ha t T urner and abou t seven
ot her slaves killed Tr avis and his fa mily to launch his rebellion . In all, abou t 50
w hites were killed .
Turne r had hoped t hat his action would cause a massive slave uprisi ng bu t
only 75 joined his rebellion . O ver 3 000 m ember s of the state militia we re sen t t o
deal wit h Turne r s rebellion , and t hey wer e soon defeated . In r etaliation , more
t han a h undr ed innocen t slaves wer e killed . T urner went in t o hiding bu t was
cap t ured six week s later . N at Turner was execu ted on 11t h N ovember , 1831 .
⑥ E pluribus unum 拉丁文 ou t of many 众多之中的一个
Exercises
Ⅰ . Answer the following questions according to your understanding of the passage .
1 .
ho we re t he heroes in t he A merican hist ory books ?
2 . Why did t he aut hor t hink t hat she wasn t an Am erican ?
3 . A m erica is a multicu lt ur al na tion , composed of many people wit h va rying
histories and varying t raditions who have lit tle in common except what ?
4 . According to t he au t hor , w ho else has made great con tri butions t o t he U nited
・ 57 ・
States excep t t he white ?
5 . A ccording to a repor t w hich made by a group of schola rs and teacher s , w ha t
should the curricul um do to help the you ng to be mor e pat riotic ?
Ⅱ . Group work .
1 .
hat do you know or t hink of Am erica ? What is A merica like in your mind ?
2 . What ar e your opi nions on Chinese hist ory books ?
3 . If someone you know immigrated t o a foreign cou nt ry and received unfair
t reat ments j ust becau se he or she was not na tive , what w ould you do on t his
issue ?
Ⅲ . ill in each of the blanks with appropriate words from the box . Change the form if
necessary .
deny
bet ray
adap t
adopt
do wnplay
recomm end
i ndigenou s
compose in ot her w ords as sess
1 . h ina is
of 56 differ en t peoples .
2 . Don t you t hink t his ar ticle has
t he import ance of honest y ?
3 . T he boss was not satisfied wit h your design ,
, you d better do it again
and come up with a bette r one next tim e .
4 . If I wer e you , I wouldn t
a m an like Jim t o do that job .
5 . T her e is no way you can
t hat you didn t do that , t he police have go t
several eye－ witnes ses .
6 . When you go t o a new place, you must
yourself t o new m anners and
cust om s .
7 . H e is so lazy t ha t it s difficult to
h is abilit y .
8 . As t hey had no children of their ow n , t hey
9 . I nea rly fainted when I lea rn t that my best friend
an orphan .
m e i n order to get a
promotion i n t he company .
10 .
hen I was in Africa I lear nt how to deal wit h s nakes from t he
people .
Ⅳ . Translate the following sentences .
1 .
he hist ory of A merica is t he story of how and why people from all over the
w or ld ca me t o t he U nit ed States , and how in st ruggling to m ake a bette r life for
t hemselves , t hey changed each o ther , they changed the coun t ry , and t hey all
・ 58 ・
ca me t o call t he mselves A m ericans .
2 .
never hea rd one w ord abou t how Asian immigrants were among the first to t urn
California s deser t in to fields of plen ty .
3 .
m erica is a multicu lt ur al na tion , composed of many people wit h va rying
histories and va rying t raditions who have little in common except t heir humanit y ,
a belief i n democracy and a desire for fr eedom .
4 .
lack s wer e no t mer ely passive slaves freed by nor t he rn w hit es , bu t active
figh te rs for t heir ow n liberation .
5 .
his is w hy I , wit h my Korean background , and my childhood torment ors , wit h
t heir lost －in－ the－ mist －of－ time European backgrounds , a re all A merican s .
Passage 2
The Best American Holiday
①
If I am looking a little bloa ted and sluggish t oday , it is because Thank sgiving
has just finished , and I haven t quite recover ed yet .
I have a special fondness for Thanks giving because , apa rt from any t hing else ,
w hen I was gro wing up it was t he one time of yea r we ate in our hou se . All the o ther
days of t he year we just th ink of pu tting food in t o our mou th s . My mo ther was not a
gr ea t cook , you see .
N ow please don t misunde rstand me . My mot her is a w onderfu l person —
kindly , sai ntly , eve r chee rful — and when she dies she will go str aigh t t o heaven .
Bu t believe me , no one is ever going to say ,“ Oh , t hank goodness you r e her e, M r s .
Bryson . Can you fix us a lit tle somet hing t o eat ?”
To be perfectly fair t o he r , my mot her had sever al st rikes against he r in the
kitchen depa rt ment . To begin wit h , she couldn t have been a gr ea t cook even if she
had wanted t o . S he had a ca reer , you see — s he worked for t he local newspape r ,
w hich m eant t hat she was always flying in t he door t wo minu tes before it was time t o
put dinne r on t he table .
O n t op of t his , she was a trifle ab sent minded . H er pa rticu la r specialty was t o
cook t hings w hile t hey were still in the packaging . I was almost fu ll－grow n befor e I
realized t ha t Sa ran Wr ap was n t a sort of chewy glaze . A combina tion of haste ,
forget fu lness , and a cha rming incompetence wher e household app liances we re
・ 59 ・
conce rned mean t that most of her cooking experiences wer e punct ua ted wit h billows
of s moke and occasional small explosions . Is our house , as a rule of t humb , you
knew it was time t o eat w hen t he fire men depa rted .
Str angely , all t his suited my fat her , w ho had w hat migh t charitab ly be called
rudim en tary t astes in food . His palate really on ly r esponded t o t hr ee flavors — salt ,
ketch up , and burnt . H is idea of a t ruly outstanding meal was a plat e that contained
somet hing brow n and uniden tifiab le , som ethi ng gr een and uniden tifiab le , and
somet hing charred . I am quite sure t hat if you slow－baked , say , an oven glove and
cove red it sufficien tly wit h ketchup , he would have decla red , after a ruminative
moment s chewi ng ,“ H ey , t his is ve ry tasty .”Good food , in shor t , was somet hing
t hat was w asted on him , and my mot he r labor ed diligen tly for years t o see t hat he
was never disappoin ted .
Bu t on T hanksgiving , by some ki nd of miracle, s he pulled out all t he st ops and
ou t did herself . S he w ou ld call u s t o t he tab le and t here we w ould find , awaiting our
unaccu st omed delectation , a sump tuous array of food — an enormou s golden t urkey ,
baskets of cornbread and Pa rke r H ou se rolls , g listening vegetab les t hat you could
act ually recognize , t ureens of toes in a bo wl so vast it t ook tw o hand s t o lift , tw o
kinds of st uffing , and much else .
We w ould eat as if we had not eaten for a year ( as , in effect , we had no t ) and
t hen she would presen t t he pièce de r sistance — a pl ump , flaky — crusted pumpkin
②
pie surmoun ted by a Matte rhorn
of w hipped cr ea m . It was perfect . It was heaven .
A nd it has left me wit h the profoundest joy and gratit ude for t his most
w onderful of holidays— for Thank sgiving is t he most splendid of occasion s , make no
mistake .
Most A mericans , I believe, t hink t hat T hanksgiving is t he most splendid of
occasions , make no mistake .
Most A m ericans , I believe , t hink t hat T hanksgiving has always been held on
t he fourt h Thurs day of N ovember and t hat it has been going on forever — or at least
as near foreve r as anyt hing gets in A merica .
In fact , although t he M ayflowe r Pilgrims did indeed hold a famous feast in 1621
t o t hank t he local Indians for their help in getting t he m t hrough t heir fir st difficu lt
yea r and s howing t hem how to make popcorn and so on ( for w hich I a m grateful even
yet ) , t he re is no r ecord of w hen t hat feast was held . Given t he climate of New
Eng land , it was unlikely t o have been late November . In any case , for t he nex t 242
yea rs t hank sgiving as an event was hardly no ted . The first official celebration w asn t
・ 60 ・
held until 1863 — and t hen in August , of all mon t hs . T he next year Pr esiden t
A br aham Lincoln moved it a rbit r arily to the four th Th ursday in N ove mber — no one
seem s t o recall now w hy a Th ursday , or w hy so late in t he yea r — and t her e it has
stayed ever si nce .
T hanksgiving is w onderful and for all kinds of reason s . To begin wit h , it has
t he commendable effect of stavi ng off Christ mas . Whereas in Britain t he Christ mas
shopping season seems nowadays t o kick off arou nd abou t t he A ugust ban k holiday ,
Christm as m ania does n t tr aditionally begin in A merica until t he last weekend in
N ovember .
Moreover ,
T hanksgivi ng
r emains
a pure
holiday ,
largely
unsullied
by
comm ercialization . I t involves no greeting ca rds , no t rees to tri m , no pe rplexed hun t
t hrough dr awers and cupboards for decor ations . I love t he fact that at T hanksgiving
all you do is sit at a table and try to get your st omach in to t he approxima te shape of
a beach ball and t hen go and watch a game of foot ball on T V . T his is my kind of
holiday .
Bu t perhap s the nicest , and cer tainly the noblest , aspect of T hanksgiving is t ha t
it gives you a form al , official occasion t o give t hanks for all t hose t hings for w hich
you should be grat eful . I t hink t his is a wonde rful idea , and I can t believe that it
hasn t been picked up by more coun tries . Speaking per sonally , I have a great deal t o
be t hankful for . I have a wife and ch ildren I a m crazy abou t . I have my healt h and
retai n full comm and of most of my faculties ( albeit not always simu lt aneou sly ) . I
live in a time of peace and prosperity . Ronald Reagan will neve r be pr esiden t again .
T hese ar e all t hi ng s for w hich I a m gr atefu l, and I a m p leased t o let t he record sho w
it .
T he only do w nside is t hat t he passage of T hanksgiving mark s t he inescapable
onset of Christ mas . A ny day now — any momen t — my dear wife will appear beside
me and announce t ha t t he time has come to shift my distended stomach and get ou t
t he festive decor ations . T his is a dread moment for me and wit h good reason since it
involves physical exer tion , wobbly ladde rs , live elect ricity , ha mmer s and nails , and
t he collabor ative direction of said dear spouse — all t hings wit h t he powe r t o do me a
se rious and permanen t injury . I have a te rrible feeling t hat t oday may be t hat day .
Still, it has n’t happened yet — and for t hat, of course, I give my sincerest
t hank s of all .
(1 120 words)
・ 61 ・
N e w W o r ds
bloated [ b l u tid] a . swollen ; fa t and large in an unhealt hy way 臃 肿 的 ; 过 于肥
胖的
e .g . The greedy landlord has an ugly and b loated face .
sluggish [ sl
i ] a . inactive ; slow －moving 不活泼的 ; 行动缓慢的
e .g . H e has been working ha rd t hese days t ha t is w hy he look s sl uggis h t oday .
trifle [ t raifl ] n . an a rticle or th ing of little value or sligh t impor tance; mat ter of
sligh t import ance 小事 , 琐事
e .g . Th is dress is a t rifle too short .
glaze [ leiz ] n . t hin glassy coa ting 釉面
rudimentary [ ru di men t ( ) ri] a . undeveloped 发育未完全的
char [ t
] v . ( of a surface ) make or become black by burning ( 指 表 面 ) 烧 焦 ,
烧黑
ruminative [ ru mi n tiv] a . inclined to mediate 爱沉思的
outdo [ au t du ] v . do more or better t han 胜过
e .g . N ot to be ou t done , he tried again .
delectation [ di lek tei ( ) n] n . en joymen t ; en ter tainm en t 享受 ; 娱乐
sumptuous [ s mp tfu s ] a . m agnificen t ; costly－ looking 华丽的 ; 奢侈的
e .g . H e was wearing s ump t uou s clo t hes on h is weddi ng day .
pièce de résistance [ pjes d
reizis t ns] n . mai n cour se 〈法〉 主菜 , 主要项目
commendable [ k mend bl] a . w ort hy of pr aise 可称赞的
arbitrarily [
bit r rili] a d . based on opinion or impulse only 武断地
mania [ m einj ] n . ( for) ex tr eme en t husias m 热衷 , 狂热
e .g . H e has a m ania for collecting ancient Chinese coins .
unsullied [ n s ljd] a . pure
未被玷污的
perplex [ p pleks ] v . puzzle ; bewilder 使困惑 ; 使迷惑
e .g . The t hieves tried to perp lex t he young police man with lies .
albeit [ l bi it ] con j . ( formal) t hough ( 正式用语 ) 虽然
onset [ n set ] n . star t 开始
e .g . The falling leaves m ark s t he onset of aut umn .
wobbly [ w bli ] a . not firm or steady 不稳定的
e .g . H e is still a bit w obb ly on his legs af ter his long illnes s .
・ 62 ・
P hr as e s a n d Ex p r e s si o n s
met hod or procedure based on experience and practice 单 凭经验的
rule of thumb
方法
on top of
另外
besides
pull out all the stops ( fig .) appeal to all t he e motions ; make a great effect ( 喻 )
竭尽所能 ; 全力以赴
e .g . H e pulled ou t all t he st ops to impress his new boss .
make no mistake
not t o get t he w rong idea 别搞错
e .g . Always rem ember t ha t I a m t he boss here , make no mistake .
stave off
keep off 避开
No t es
① Thanksgiving
T he Pilgrims set ground at Plymou th Rock on December 11 , 1620 .
Their fir st wint er was devastating . At t he beginning of t he following fall, t hey
had lost 46 of t he original 102 w ho sailed on t he M ay f lower . But t he harvest of
1621 was a boun tiful one . And t he r emaining colonists decided to celebrate wit h a
feast — i ncluding 91 Indians w ho had hel ped t he Pilgrims s urvive t heir first yea r .
I t is believed t hat t he Pilgrims would no t have made it t hrough the yea r wit hou t
t he help of t he natives . T he feast was more of a t raditional Eng lish harvest
festival than a t rue“t hank sgiving”observance . It lasted t hree days .
② Matterhorn
The M atte rhorn is a classic peak , a sharp , isolated rock pyra mid
wit h steep na rro w ridges . It s abou t 4 478 mete rs high .
Exercises
Ⅰ .
ecide whether the following statements are true or false according to your
understanding of the passage .
1 .
T he w rit er doesn t t hink his mo ther was a good cook .
2 .
Alt hough his mot he r w as a full－ ti me housewife, s he couldn t cook well .
3 .
The w rite r s fat her w as a very picky ea ter so he always complain s abou t
t he food .
4 .
H is mot he r was ve ry car eles s w hich pa r tly preven ted her from being a
good cook .
5 .
T he w riter t hi nks the Thank sgiving is t he best holiday apar t from
Christm as .
・ 63 ・
6 .
A me ricans hold t hanksgiving on t he four t h T hursday because the
M ayflow er Pilgrims did so in 1621 .
7 .
Pr esiden t A braha m Lincoln moved t he Thank sgiving t o N ove mber
because A me rican people wan ted him to .
8 .
O n T hanksgiving Day peop le w rite greeti ng cards t o each o t her .
9 .
T he w rit er is grat eful t o P residen t Ronald Reagan for the time of peace
and prospe rit y .
10 .
The write r li kes Thanks giving best as soon afte r t hat it com es
Christm as .
11 .
The writer t hinks t he only dow nside of Christ mas is t hat involves too
much physical work .
12 .
Soon aft er Thank sgiving the w riter w ould ask his wife t o get out the
Christm as festive decorations .
13 .
The w riter does n t want to do t he decor ation work as he is afraid of
bei ng h urt .
14 .
Everyday t he w rite r is very grateful as it is no t Christ mas yet .
Ⅱ . ill in each of the blanks with appropriate words from the box .Change the form if
necessary .
recover cheerful to begin wit h concerned on t op of this in shor t
m ake no mistake ou t do pick up get t hrough
1 .
s far as compu ter s a re
arbit rarily
permanen t
, he is t he best person I would r ecommend .
2 . I a m really t hankfu l for my doct or , wit hout his advice, I couldn t have
so quickly .
3 . Tom is t oo ca reless t o do t he job ,
, he is no t honest enough .
4 . We have so m any t hings t o discu ss t oday ,
, the labor － managemen t
issue .
5 . I like t his girl so much as she is ever so
no m atte r ho w difficu lt the
sit uation migh t be .
6 . Your repor t on how to improve the w orki ng condition s is gr eat ,
, you ve
done a good job .
7 . Wit h t he help of t he government , t he new immigran ts finally
problems .
8 . Remember to be t here at 8 a .m .,
・ 64 ・
, 8 o clock in the morning .
all their
9 . He
10 .
t he smoking habit w hen he worked as a newspaper journalist .
e changed t he office furnit ure
wit hou t as king any of his colleagues
for opinions .
11 . As I haven t settled dow n yet I couldn t give you a
addr es s b ut a
temporary one .
12 . Jim w orks very hard befor e any exa ms as he wants t o
anyone else in his
class .
Ⅲ . Choose the answer that best completes the sentence .
1 . our composition is ve ry good
some spelling mistakes .
A . because of B . due t o C . apar t from D . besides
2 .
ou can t join t he army
A . w het her
you are 18 yea rs old as you are color－b lind .
B . even if
C . weat he r
D . as if
e has no int erests in music so his expensive hi － fi is som ethi ng t ha t is wasted
3 .
him .
A . to
4 .
B . for
C . on
n t heir wedding anniver sa ry John
A . t ook
B . brought
D . about
ou t all t he stops to please his wife .
C . put
D . pulled
5 . a m walked past his ex－ girlfriend wit hou t saying any th ing
t hey we re
str ange rs to each ot he r .
A . even if
6 .
hat s t he
B . alt hough
C . as if
D . t hus
like in your coun t ry ? Usually it s cool and dry in summer
and au t umn , cold and wet in wi nte r and spring .
A . weat he r
7 .
B . whet her
C . climate
D . tempe rat ure
e stayed at the libra ry for a w hile after school in order t o
t he m eal
rush－ hour .
A . keep aw ay
B . wait for
C . prevent from
D . stave off
8 .
any peop le don t like eati ng snakes , bu t
s peaking , I t hink t hey a re
ve ry tasty .
A . generally
9 .
B . pe rsonally
C . really
D . act ually
her e ar e tw o kinds of people i n t his world , one is m en tal labore rs , the o ther
laborers . The later us ually leads a bet ter life t han t he former .
A . w ork
10 .
e wants t o
B . spirit ual
C . physical
D . hand
on a book wit h Prof . Zhang .
・ 65 ・
A . coopera te
B . collabor ate
C . collect
D . combine
Ⅳ . Translate the following sentences .
1 .
o be pe rfectly fair t o he r , my mot her had sever al st rikes agai nst her in the
kitchen depa rt ment .
2 . In our house, as a rule of t humb , you knew it was ti me t o eat w hen t he fire men
depa rt ed .
3 . Moreover ,
Thanksgiving
re mai ns
a pur e
holiday ,
largely
un sullied
by
comm ercialization .
4 . T he only dow nside is that t he passage of Than ksgiving m arks t he inescapable
onset of Christ mas .
Passage 3
Why No One Walks?
A resear che r at t he U nive rsity of California at Berkeley r ecen tly made a st udy of
t he nation s walking habits and found t hat the average pe rson in t he U nited Stat es
walk s less t han 75 miles a year — abou t 1 .4 miles a week , barely 350 ya rds a day .
I m no st ranger to slo t h myself , bu t t hat s appallingly little . I r ack up more mileage
t han t hat just look ing for t he channel changer .
Eigh t y－ five pe rcent of us , according to t he Berkeley st udy , a re“ essen tially”
seden tary and 35 percen t are“ t otally”sedent ary . We have becom e a nation of sitt ers
and ride rs .
O ne of the t hings my wife and I wan ted w hen we decided to move back t o
A me rica was to live in a manageably sized t ow n wit hin walk ing distance of a cent ral
①
business dist rict . Hanove r , w her e we settled , is a sm all, t ypical New England
t ow n , pleasant , sedate , and compact . I t has a broad cen tr al green surrounded by the
vener ab le buildings of Da r tmout h College , a trim Main St reet , and leafy residential
str eets . It is , in shor t, an agr eeab le , easy place t o go about one s busines s on foot ,
and yet as far as I can tell almost no one does .
I wal k t o t ow n near ly eve ry day w hen I am at home . I go t o t he post office or
libra ry or bookst or e, and sometimes , if I am feeling pa rticula rly debonair , I stop a t
・ 66 ・
②
Rosey Jekes Cafe for a cappuccino
. Occasionally in the evenings my wife and I
stroll up t o t he N ugget Theate r for a movie or t o Murphy s for a bee r . All t his is a
big par t of my life and I wouldn t dream of doing it o ther t han on foot . People have
go tten u sed t o th is curiou s and eccent ric behavior now , bu t several times i n the early
days pas sing acquain tances would sho w by the curb and as k if I wan ted a ride .
“But I m going your way , ”t hey would insist w hen I polit ely declined “
. Really ,
it s no bo ther .”
“ H onestly , I enjoy wal king .”
“Well, if you r e absolu tely sur e, ”t hey w ould say and depar t reluctantly , even
guiltily , as if leaving t he scene of an accident wit hout giving t heir nam e .
People have become so habit ua ted t o using t he ca r for everyt hi ng that it would
never occur to t hem t o unfur l t heir legs and see w hat t hose lower limbs can do . It is
w or t h noting t hat 93 percen t of all trips ou tside the proper t y in t he U nited Stat es
no w i nvolve t he u se of a car .
As wit h
most old
New E ng land t ow ns designed for
anot her
age of
t ransporta tion , H anove r isn t a par ticu la rly obligi ng p lace for ca rs . Nea rly any visit
t o t ow n by au tomobile will be cha racterized by a long and exas per ating hunt for a
parki ng space . T o alleviate th is , t he local au t horities ar e for ever widening roads t o
speed tr affic flo w and building new pa rking lo ts — Dar t mou th recently t or e dow n an
unexcep tionab le ol d hospit al building in order t o inser t in to t he hear t of t he ca mpus a
coup le of mor e acres of numbingly soulless pa rking lot — failing t o under st and t hat it
is t he absence of these fea tur es t ha t m akes t he t ow n desirab le in t he first place .
Bu t it is n t r eally t he au t horities w ho a re to b la me . It is t he people w ho wis h t o
take t wo t ons of metal wit h them wher ever they go . We have reached an age w he re
college studen ts expect t o drive between clas ses , w her e pa rents will get in a ca r and
drive th ree b locks t o pick up t heir childr en from a friend s house , w he re t he m ailm an
takes his van up and dow n every driveway on a st reet . We will go through the most
ex t raordina ry con tor tions t o save our selves twent y feet of walking .
Som eti mes it s almost ludicrous . The ot he r day I was in t he lit tle nea rby to wn
of E t na waiting to bri ng hom e one of my children from a piano lesson w hen a car
stopped outside t he local post office and a m an about my age popped ou t and das hed
inside ( and left t he engine run ni ng — somet hing else t ha t exercises me inordinately ) .
H e was inside for abou t t hree or four mi nutes , t hen ca me out , go t in the car , and
drove exactly six teen feet (I had not hing better to do so I paced it off) t o t he general
store nex t door , and popped in again , engine still run ni ng .
・ 67 ・
A nd t he t hing is , th is man looked really fit . I m sur e he jogs ext ravagan t
dist ances and plays squas h and does all kinds of exuberan tly healt hful thi ng s , bu t I
am just as sur e t hat he drives t o each of these u nder takings . It s cr azy . A n
acquain tance of ours was comp laining t he ot he r day abou t t he difficulty of finding a
place to par k ou tside t he local gymnasium . She goes t here several times a week t o
walk on a t readmill . T he gymnasium is , at most , a six－minu te walk from he r fron t
door . I as ked her w hy she didn t walk t o the gym and do six minu tes less on the
t readmill .
She looked at m e as if I wer e t r agically simple－minded and said ,“Bu t I have a
progra m for t he t readmill . It records my distance and speed and calorie－ burn rate ,
and I can adjust it for degree of difficulty .” I t had not occurr ed to m e ho w
t houghtlessly deficien t nat ure is in t his regard .
According to a conce rned and fain tly horrified recen t editorial in the Boston
③
Globe , t he U nited St ates spends les s t han 1 percen t of its S| 25 billion－a－year
highway budget on facilities for pedest rian s . Actually , I m s urprised it s t hat much .
Go to almost any s uburb developed in the last t hir ty year s and you will not fi nd a
sidewalk anyw he re . Often you w on t find a single pedest rian cros sing .
I had t his brough t home t o m e last summe r w hen we were driving across Mai ne
and st opped for coffee on Rou te 1 in one of those endless zones of s hopping malls ,
mo tels , gas stations , and fast food places t hat sprout eve ry w her e these days . I
no ticed t he re was a bookst or e acros s t he st reet , so I decided to skip coffee and pop
over . I needed a par ticu la r book for som e work I was doing and anyway I figur ed t his
w ou ld give my wife a chance t o spend som e importan t qualit y time with four restive ,
overhea ted children .
Alt hough t he books hop was no more t han sevent y or eigh t y feet away , I
discovered t ha t t her e was no way to get t he re on foot . The re was a t r affic ou tlet for
ca rs , but no provision for pedest rians , and no way t o cross on foot wit hou t dodging
over six lanes of swiftly moving tr affic . In t he end , I had t o get in our car and drive
across . The re was simply no ot her way . A t the time it see med ridiculous and
exaspera ting , but af ter ward I r ealized t hat I was pos sibly t he only person ever even
t o have en ter tained t he no tion of negotiating t hat in tersection on foot .
T he fact is , we not only don t wal k anyw he re anymore in t his coun t ry , we
w on t walk anyw he re, and woe to anyone who tries to make u s , as a t ow n he re in
N ew H amps hire called L aconia discover ed to its cost . A few years ago , Laconia
spent S| 5 million pedest rianizing its do wn to w n , to make it a pleasan t shopping
・ 68 ・
environm en t . Est hetically it was a t riumph — urban planners ca me from all over t o
coo and take phot os — bu t commercially it was a disaster . Forced t o walk one w hole
block from a parki ng lot , s hoppe rs abandoned dow n to wn Laconia for suburban
malls .
In 1994 , Laconia dug up its prett y brick paving , took away t he benches , t ubs of
geraniums , and decorative t rees , and pu t t he st reet back t o t he way it had been in
t he fir st p lace . N ow people can pa rk righ t in fron t of t he st ores again , and
dow n to wn L aconia t hrives anew .
A nd if t hat isn t sad , I don t k no w w hat is .
(1 280 words)
N e w W o r ds
barely [ b li] a d . only just 仅够 , 几乎没有
e .g . We bar ely had tim e to catch t he t rain .
sloth [ sl u ] n . laziness ; idleness 懒散 ; 怠惰
e .g . H e failed to pass h is Englis h examination resulting from his slot h .
appallingly [ p li li ] ad . s urprisingly 骇人听闻地
e .g . I don’t wan t t o be h is passenge r , he is a appallingly bad driver .
mileage [ mailid ] n . t he distance t hat is t ravelled , m easur ed in mile 里程
sedentary [ sednt ( ) ri] a . ( of persons ) spending much of t heir tim e seated
( 指人 )
久坐的
e .g . H e is t oo energetic t o lead a sedenta ry life .
sedate [ si deit ] a . peaceful 安静的 , 宁静的
e .g . I wan t t o live in a sedate seaside t ow n afte r my r etir ement .
venerable [ ven( ) r bl ] a . dese rving great respect or honor 值 得尊 敬的 ; 庄严 的 ;
古老的
debonair [ deb n
] a . happy 高兴的 , 快活的
stroll [ str ul ] v . to wal k a short distance slowly or lazily 闲逛 ; 漫步
e .g .
he m anager es s was furious w hen t he new t rainee st rolled in to work tw o
hour s late .
eccentric [ ik sen t rik] a . odd ; st range 古怪的
e .g . His eccen tric behavior att r acted t he policem an’s attention .
curb [ k b ] n . road side 路边
reluctantly [ ri l k t n tli] a d . u nwillingly 不情愿地
e .g .
he man reluctan tly got on the bu s and said good － bye t o his wife and
・ 69 ・
childr en .
guiltily [ iltili ] ad . havi ng or shoeing a feeling of guilt or sham e 内疚地
e .g .
eing unable to hand in his hom ework on tim e, t he little boy left the
classroom guiltily .
unfurl [ n f l] v . t o unroll and open 展开 ; 显露
exasperate [ i z sp( ) reit ] v . t o annoy or make ex tr emely angry 激怒
e .g . I was exasperated by all the delays .
alleviate [ li vieit ] v . to reduce or relieve 使易于忍受或减轻
unexceptionable [ nik sep ( ) n b l] a . perfect ; fau ltles s 无懈可击的
e .g .
he unexceptional defending li ne helped t he Br azil national foot ball team
win t he world champion in the 2002 World Cup .
contortion [ k n t
( ) n ] n . a twisted position 扭弯
ludicrous [ lu dikr s ] a . ridicu lou s; st upid
好笑的 ; 愚蠢的 ; 荒谬的
e .g . We we re amazed by his ludicrous behavior .
extravagant [ ik s tr vi n t ] a . wast eful ; too much 奢侈的 ; 浪费的
e .g . Re member he is only a child , ext r avagan t pr aise would ruin his fu t ure .
exuberant [ i zju b( ) r ( ) n t ] a . vigorou s 精力充沛的
deficient [ di fi ( ) n t ] a . not having enough of 不够的 ; 缺乏的
e .g . H e is deficien t in courage to do t he challenging job .
pedestrian [ pi destri n] n . per son walking in a st reet 行人 ; 走路的人
e .g . Y ou can’t see any vehicles in t he pedest rian st reet .
restive [ restiv ] a . r eluctan t t o be con t rolled or disciplined 不 愿 受 管 束 的 ; 不 安
宁的
dodge [ d d ] v . to escape or avoid 躲闪 , 闪避
e .g . H e dodged cleverly when I t hr ew my shoe at him .
negotiate [ ni
u ieit ] v . t o discuss , confer , in order to come to an agr ee men t
协
商 ; 谈判
e .g . We’ve decided t o negotiate with t he e mp loye rs abou t our wage clai ms .
woe [ w u] n . sorro w; grief 悲哀 ; 痛苦
e .g . A fter drinking a cup of tea , t he poor old farme r t old us a tale of woe .
esthetically [ i s etik( ) li] ad . = aest hetically 审美地
coo [ k u ] v . to date
约会 ; 讲情话
disaster [ di z st ] n . catast rophe; gr eat or sudden misfor t une 大灾难
e .g .
any ou tstanding Par t y m ember s died i n t he 1998 big flood disaster w hile
t rying t o save people tr apped in t he wat er .
・ 70 ・
triumph [ tr ai mf] n . success 成功
abandon [ b nd n] v . to give up 放弃
e .g . The bad w eat her for ced t he m t o abandon t heir research .
geranium [ d i r einj m] n . 天竺葵
thrive [ raiv ] v . to prosper or succeed 兴盛 ; 成功
e .g . A business canno t t hrive wit hout good manage men t .
anew [ nju ] ad . again 再一次 ; 重新
P hr as e s a n d Ex p r e s si o n s
rack up
to accumulate 累积
other than
excep t , apa rt from
除了
e .g . Ther e w as no thi ng I could do ot her than wait .
become habituated to doing be used t o doing 习惯于做
in the first place a t t he beginning
首先
e .g . I shouldn’t have t rusted t he dis honest guy in t he first place .
No t es
① New England a region of t he nor t heast U nited Stat es comprising t he modern －
day st ates of M aine , New Ha mpshir e, Vermon t , Mas sachu set ts , Connecticu t ,
and Rhode Island . 新英格兰 , 美 国东 北的 一个 地 区 , 由现 在的 缅 因州、新 罕布
什尔州、佛蒙特州、马萨诸塞州和康涅狄格州和罗德岛组成
② cappuccino coffee mixed or wit h stea med milk or cr ea m 卡普契诺咖啡 , 加上煮
过的牛奶或奶油的浓咖啡
③ the Boston Globe ( 美国 )《波士顿环球报》
Exercises
Ⅰ .
ecide whether the following statements are true or false according to your
understanding of the passage .
1 .
A r esearch found out t hat t he aver age pe rson in t he U nited States wal ks
mor e than 75 miles a yea r .
2 .
According to the ar ticle, t he w riter wal ks to to wn everyday w hen he is
at home .
3 .
T he t ow n H anover is a par ticularly obliging place for cars .
4 .
In Da rt mout h , big pa rking lots make t he tow n more desir ab le t o people .
5 .
In t he w rit er s opinion , t he government is not t o bla me for that people
・ 71 ・
in the U nited Sta tes don t walk enough .
6 .
According to an edit orial in t he Boston Globe t hat t he U nited Sta tes only
spend S| 25 billion a year on facilities for pedest rian .
7 .
T he tow n Laconia spent S| 5 million pedest rianizing its dow nt ow n a rea t o
make it a pleasan t shopping environmen t and it t urned ou t a t riumph est hetically .
8 .
People don t like shopping at dow n to wn Laconia as t hey have to w alk a
long way t o get t her e .
Ⅱ . Translate the following sentences .
1 . m no st ranger to slot h myself, but t hat s appallingly lit tle .
2 . Occasionally in t he evenings my wife and I st roll up t o t he Nugget Theater for a
movie or t o Murphy s for a beer . All t his is a big par t of my life and I wouldn t
dr ea m of doing it ot he r t han on foo t .
3 . H anover , w her e we settled , is a s mall, t ypical New England t ow n , pleasan t ,
sedate, and compact .
4 . People have becom e so habit uated t o using t he car for everyt hing t ha t it would
never occur t o t hem to unfurl t heir legs and see w hat t hose lower limbs can do .
Ⅲ . ill in each of the blanks with appropriate words and phrases from the box . Change
the form if necessary .
ba rely
seda te
pedest rian
1 .
reluctantly
abandon
exasper ate
nego tiate
unexceptionable deficien t
disaste r ex t ravagant
he m anager s un timely i nvestm en t brough t a serious
o t her t han
t o t he company .
2 . In order to save all the hostages the police t ried eve ry means t o
wit h the
desperat e hijacker s .
3 . T he lect ur er s voice is so low that people at the back coul d
hear w hat he
says .
4 . The boxe r made faces at h is opponen t trying t o
him and t he lat ter
immediat ely lost his temper .
5 . The w orld is unfair as some people never work bu t lead a very
life w hile
some people work very ha rd but lead a very poor life .
6 . Duri ng t he summe r holidays som e ch ildren did not hing else
played
compu ter games all t he tim e .
7 . O bviously t he lawye r was well－prepar ed before he came t o the cour t as it seemed
・ 72 ・
t hat all his statem en ts were
.
8 . A fter working tw o weeks wit h no break , I r eally want to go to a
s mall
t ow n to relax for a day or t wo .
9 . T he cruel man
10 .
his wife and childr en wen t abroad .
her e is a sign at t he ent r ance of t hat str eet w hich r eads
on ly , no
vehicles .
11 . The little girl kissed he r mom good－bye and got on t he school bu s
12 . Aft er the gulf war , t her e was a se rious
.
supply of food and medicine in
Ir aq .
Ⅳ . Writing . (100～ 150 w ords )
Ch ina is a coun t ry wit h more t han 5 000 yea rs history w hich provides various
t raditional festivals and holidays . Choose one of your favorite festival and write
somet hing abou t it .
・ 73 ・
Uni t Fo ur
Passage 1
Daydreaming
B y Eu gene Rau dsep p
Daydr ea ming once was consider ed a waste of time . Psychologists r ega rded it as
evidence of maladjustm en t , an a ttemp t t o escape from r ealit y . They wa rned t ha t
habit ual daydr ea ming could reduce a pe rson s effectiveness in real life and hinder his
ability to cope wit h problems . Even t he more indulgent p sychologists considered
daydreaming a childish habit w hich cau sed st uden ts to get bad grades and adu lts t o
fail a t t heir jobs .
As wit h anyt hi ng ca rried to exces s , daydr ea ming can be harmful . Some
substitu te a fant asy life for t he rewa rds of activity in the r eal w or ld . A nd w hen a
person can no longer cope wit h r ealit y, his men tal healt h is dam aged . Bu t these
sit uation s ar e ra re . Most people s uffe r from a lack of daydr ea ming .
O ur attit udes t owa rd daydreaming have been much like our attitudes t oward
dr ea ming in our sleep , t o rob us of neces sa ry rest . Bu t expe rimen ts have indicated
t hat dr ea ms are a normal par t of sleep , and t hat dr ea ming each nigh t is neces sa ry for
men tal healt h .
Dr . Willia m Dement , w ho is experim en ting on the significance of dreaming a t
M t . Sinai H ospital i n New York , repor ts t hat t hose s ubjects w hose dr eams a re
inte rrupted
regu la rly
show
emotional
dist urbances:
hyper ten sion ,
anxiet y ,
irritabilit y , and difficulty in concent rating .“ One of t he subjects , ” Dr . Demen t
reported ,“ quit t he st udy in appar en t panic, and two insisted on stopping , possibly
because t he st ress was too gr ea t .”As soon as t he s ubjects were allo wed to dream
again , all psychological disturbances disappeared .
P rolonged daydr ea m deprivation also r es ults in moun ting anxiety and tension .
・ 74 ・
A nd many daydr ea m－deprived people find t ha t even tually t he need can no longer be
pr even ted .
During tim es of st ress , daydreaming sets up a te mpora ry shield against realit y ,
in much t he sa me way t hat building a house protects our bodies from t he elem en ts .
Bot h may be seen as forms of escapism , bu t no one wants t o spend life in an
unrelieved battle for survival . We are en titled to occasional str ategic with dr awals t o
regroup our forces .
Recen t r esea rch on daydrea ming indicates t hat it is an es sential par t of daily life .
Daydr ea ming , it has been discover ed , is an effective m eans of relaxation . Bu t the
beneficial effects of daydreami ng go beyond t hat . Expe rimen ts conduct ed by Dr .
Joan T . F reybe rg , a New York City psychot herapist , sho wed t hat daydreaming
significan tly helps in tellect ual grow t h , powers of concent ra tion , attention s pan , and
t he abilit y to communicate wit h ot he rs . Dr . F reyberg also discove red that her
patients w ho easily engaged in fant asy － making us ually r esponded more quick ly t o
t reat ment .
A n elect ronics execu tive makes it a habit to daydream a few minu tes every day .
H e says t ha t it has added conside rably t o his ment al energy . H e r epor ts that afte r a
brief i nte rval of daydreaming he feels mor e vigorous , and t hat he is bette r able t o
handle sudden pr ess ures and crises .
Ot hers w ho daydr ea m regula rly have repor ted t hat t hey e merge from the
“ vacation”of daydreaming no t on ly relaxed , bu t more op timistic, en t husiastic , and
purposeful . Some even claim a feeling of“ ligh t ness”in t heir bodies . Sen ses , t oo ,
ar e heigh tened .
Daydr ea ming improves a per son s ability to solve eve ryday proble ms . Con t ra ry
t o popular belief , consciou s effor t a t solving a prob le m can be an inefficien t
approach . Initial effort is necessary w hen we face a problem , bu t it has been
discovered t hat an effective solu tion frequently occurs w hen consciou s efforts have
been kep t . Inabilit y t o“let go”and daydream of ten preven ts a solu tion .
M any fa mou s scien tists and inven tors , such as Sir Isaac New ton and Thomas
Edison , have performed best in relaxed moments of daydreaming .
M any a rtists , w rit ers , and compose rs have indulged in daydreaming . Debussy
①
used t o gaze at r eflections of t he setting sun on t he river Seine
. Sch iller kep t rot ten
app les i n his desk drawe r . T heir sm ell helped him t o evoke a mood of r everie .
Dostoevsky found t hat he cou ld dream up his plots and characters best w hile dr awing
ab sent － mindedly . Brahms found t hat ideas cam e to him effortles sly only w hen he
・ 75 ・
approached a state of deep daydreaming . Cesa r Fr anck is said to have walked a round
with a dream－like gaze in h is eyes w hile he was composing , seemingly unaware of his
surroundings .
Daydr ea ming need not be t he pursuit of t he impossible . For many peop le it is a
way of making r eality more meaningful . Daydreaming help s t he m to fi nd ou t w ho
t hey ar e, w hy t hey a re doing what t hey a re doi ng , and w hat t hey really want to do .
T hey use daydrea mi ng for conside ring alt ernatives and discove ring fres h directions .
To get t he best r esu lts , you should pictur e yourself as you w an t to be . The
impor tan t t hing is t hat you pict ure your desired objectives as if you had alr eady
at tained t hem . Go over several time t he det ails of these p leasant fan tasy pict ures .
T his will impr es s t hem upon your m emory . A nd t hese memory t races will soon sta r t
influenci ng your everyday behavior .
While exer cising your imagination t his way ,
you should be alone and
undisturbed . I t is also a good idea t o close your eyes in orde r to help your
imagination soar . Many people fi nd t hey ob tain bet ter r es ults if t hey imagi ne
t hemselves sitting before a large, blank screen , and project ont o it t he desired image
of t he mselves .
Eve ryone should put aside a few minu tes each day for daydr ea ms . Who k no ws ?
Today s fan tasy m ay becom e tomorrow s realit y .
(860 words)
N e w W o r ds
day ream [ deidri m] v . & n . pleasan t fan tasy or r everie ( 做 ) 白日梦
e .g . H e is daydreaming .
psy hologist [ sai k l d ist ] n . a per son tr ained and educated t o pe rform psychological
resea rch , testing , and t herapy 心理学家 ( 经过训练和教育 , 进行心理学研究、测
试和诊断的人 )
e .g . P rofes sor Thomas is a famous psychologist .
mal djustment [ m l d
stm n t ] n . fault y or inadequat e adjust men t 失调 , 调节不
良 ( 或不足 )
e .g . T her e exists the maladj ustm en t bet ween urban standa rds and rur al pove rt y .
habitual [ h bitju l] a . of t he nat ure of a habit 习惯性的
e .g . H e s a habitual smoker－ he always has a cigar ette w hile havi ng dinner .
ind lgent [ in d ld ( ) n t ] a . showing , char acte rized by , or given t o indulgence 宽
容的 , 放纵的 , 表现出 ( 或具有 ) 放纵特点的
・ 76 ・
e .g . She has got an indulgent grandparents .
exc ss [ ik ses , ekses ] n . t he st ate of exceeding w hat is norm al or s ufficien t . 超过
e .g . Excess at t he t able is seldom healt hfu l .
sub titute [ s b stitju t ] v .t o pu t or use ( a person or thi ng ) in p lace of ano ther 用人
或事来取代 ; 用……替代 ( 一个人或一物 )
e .g . H e s ubstit u ted as the secreta ry in t he office .
fan asy [ f nt si, f n t zi ] n . an imagi ned event or sequence of ment al im ages , s uch
as a daydr ea m , usually fulfilling a wish or psychological need 幻想 , 空想 , 心里
想像的虚幻的事 ( 如白日梦 , 通常满足心愿或心理的需要 )
e .g . H e is always having fan tasies abou t becoming rich and famous .
ind cate [ indikeit ] v .to sho w t he way t o or t he direction of ; poin t ou t 指示 , 指出
e .g . The arrow on t he sign indica tes t he right way t o go .
nor al [ n m( ) l] a .ave rage ; typical; st anda rd 正常的 ; 典型的 ; 标准的
e .g . H e’s t he most normal person I’ve eve r met .
dis urbance [ dis t b( ) n s] n .t he act or an instance of dist urbing 打扰 , 干扰
e .g . Y our behavior is t he disturbance of our business rou ti ne .
hyp rtension [ haip ten ( ) n] n . abnorm ally elevated blood pressure ; a state of gr ea t
e motional tension 高血压 ; 过度紧张
e .g . She has got hyper ten sion .
anx ety [
zai ti ] n . t he sta te of being anxious; concern abou t a coming dange r ,
difficulty , etc . 忧虑 , 焦虑
e .g . H e was waiting for his brot her s ret urn wit h anxiet y .
irr tability [ irit bil ti ] n . the qualit y or state of being easily ange red ; ve ry sensitive
to con tact 易怒 ; 过敏
e .g . She shows her irritability when she was unhappy .
panic [ p nik ] n . a sudden , ove rpo wering terror 惊恐 , 恐慌
e .g . When the t heater caugh t fire , t he re was a panic .
pro ong [ pr l
] v .t o leng t hen in dur ation ; pro t ract 延长 ; 持久
e .g . The delegation decided t o prolong t heir visit by one week .
dep ivation [ depri vei ( ) n] n .t he act or an instance of depriving ; los s 剥夺的行为
或事例 ; 损失
e .g . That is a great deprivation .
eve tually [ i ven tju li] a d .at an un specified fut ure tim e 最后 , 最终
e .g . H e even t ually rose t o t he position of vice pr esiden t .
esc pism [ is keipiz ( ) m] n . t o escape from daily realit y ; fan tasy 逃避现实
・ 77 ・
e .g . His behavior is an examp le of escapis m .
str tegic [ st r ti d ik] a . of or relating to st rategy 战略的 , 与战略有关的
e .g . The committee discussed t he problem of str ategic wit hdrawal .
withdrawal [ wi
dr
( ) l ] n . t he act or proces s of wit hdrawing ; a ret reat or
retirem en t 移开的动作或过程 ; 撤回 , 撤退
e .g . O ur chief represen tative s wit hdrawal was con st rued as a pro test . beneficial [ beni fi ( ) l] a . advan tageous 有利的
e .g . Sunsh ine is beneficial to plan ts .
spa [ sp n] n . t he exten t or meas ur e of space bet ween t wo poin ts or ex t remities;
pe riod of time 跨度 , 两点或两端间的空间或距离 ; 一段时期
e .g .
e has got a good m astery of English language in a short span of t hree
yea rs .
vig rous [ vi ( ) r s] a . st rong , energetic, and active in mind or body 精力充沛的 ,
精力旺盛的
e .g . Tom is not only a universit y st udent bu t a vigorous playe r .
opt mistic [ p ti mistik ] a . brigh t and cheerful 乐观的
ent usiastic [ in ju zi sti k] a . having or de monst rating en t husiasm 充满热情的 ; 热
心的
ini ial [ i ni l ] a . & n . of , r elating to , or occurring at t he beginning 开始的 , 首先
的 ; 首字母的一个单词
e .g . The initial talks wer e the base of t he later agreemen t .
evo e [ i v uk] v . t o s ummon or call for t h 召唤或唤起
pur uit [ p sju t ] n . the act or an instance of chasing or pursuing 追逐 ( 或追寻 ) 的动
作 ( 或事 )
alt rnative [ l t n tiv ] n . & a . t he choice between t wo mut ually excl usive
possibilities 两者择一
e .g . The way was b locked , so we went by an alterna tive road .
soa [ s , s ] v . t o rise , fly, or glide high 高飞 , 升高
e .g . Most of t he studen ts have already felt t he pressur e of soaring inflation .
P hr as e s a n d Ex p r e s si o n s
cop with to deal wit h 对付
e .g . N ow , m any children are poor at coping wit h t heir o w n affair s .
be ntitled to have t he righ t 有资格 , 有权
e .g . The st udents i n our college a re en titled to free m edical car e .
・ 78 ・
eme ge from come in t o view 自……出现
e .g . Th is new universit y em erged from four forme r universities or colleges .
con rary to opposed , as in cha ract er or purpose 反对的 , 违反 的 , 相反的 ( 如在性
质或目的上 )
e .g . Con tr ary t o your expectation , I agree wit h you .
put side t o set aside ; to save money for fu tur e use 节 省 ( 钱、时 间 ) ; 储 蓄 ; 储
存……备用
e .g .
he young lovers have been t rying t o pu t some money aside for their
m arriage cer emony .
let go release, set at libe rt y 放开 , 释放 , 发射
e .g . H e let go wit hou t wa rming me so I fell backwa rds .
No t es
①Seine a rive r of nor t he rn Fr ance flowing about 772km ( 480mile ) , generally
nort h west to t he Bay of the Seine , an i nlet of t he Englis h Channel, near Le
Havr e . It has been an impor tant commer cial water way since Roman tim es . 塞纳
河是法国北部的一 条河 , 流 程约 772 公 里 ( 480 英里 ) , 大致 向 西北 注 入塞 纳 湾 ,
哈佛附近的英吉利海峡的入口。它从罗马时代起就是重要的商业水道。
Exercises
Ⅰ . ccording to your understanding of the passage, choose the best answer for each of
the following questions .
1 .
he cen t ral t hem e of“Daydreaming”is
.
A . daydreaming , once considered harmfu l, is now con sider ed beneficial
B . p sychologists con sider daydr ea ming a childis h habit and a waste of tim e
C . ur attit udes t owards daydr ea ming we re once linked wit h our attitude to wards
sleep dream
D . most people suffer from a lack of t he abilit y t o daydream
2 .
he m ain idea of pa ragr aph 4 is
A .
.
r . W illiam De men t has experimented wit h dreaming at Mt . Sinai H ospital in
New York City
B . one of D r . Dem en t s s ubjects quit t he st udy in appa ren t panic
C . Dr . Dement r epor ts t hat t hose s ubjects whose drea ms wer e in terrup ted
regu la rly exh ibit ed emotional dist urbances
D . w hen Dr . Dem en t s subjects were allo wed to dream again , all psychological
・ 79 ・
dist urbances vanished
3 .
ead pa ragr aph 1 again . In t he past ,
w hy did psychologists t hink t ha t
daydreaming caused st uden ts to get bad gr ades ?
A . Studen ts w ho daydreamed wer e maladjusted .
B.
ecause teachers disapproved of daydreaming , t hey punis hed st udents w ho
daydream ed .
C . t uden ts w ho daydrea med wer e t hough t to concent rat e more on daydr ea ms
than on school work .
D . tuden ts we re too tir ed t o st udy becau se t hey daydreamed in st ead of going t o
sleep .
4 .
ead par agrap h 12 again . Why does the au t hor include facts in his discus sion
abou t t he ways that fa mous creative people used to daydream ?
A . H e wan ted t o s how t hat he k no ws abou t t heir per sonal lives .
B . Their lives have had a st rong influence on his decision t o daydream .
C . H e wants t o prove how helpfu l daydreaming was for t hese peop le .
D.
e wan ts to prove t ha t all creative peop le must daydrea m in order t o achieve
success .
5 .
ead the last par agraph again . W hy does closing your eyes“ help your imagination
soa r”?
A . Because you migh t fall asleep and dream .
B . Because no one will dist urb you if your eyes ar e closed .
C . Becau se it is good exercise .
D . Because you won t be distr acted .
6 . a ragraph 3 pr esen ts a
.
A . comparison B . list of examp les
C . statistical fact
7 .
8 .
he t opic sentence of par agrap h 10 is
D . definition
.
A . at the end of t he par agraph
B . not stated in t he par agraph
C . at t he beginning of t he par agraph
D . in t he middle of t he pa ragr aph
he t opic sentence of par agrap h 12 is
.
A . no t stated in t he par agraph
B . at t he end of t he pa ragraph
C . in t he middle of t he paragraph
D . at t he begi nning of t he pa ragr aph
Ⅱ . ead paragraphs 7 to 10 again . List at least ten benefits of daydreaming .
1 .
・ 80 ・
2 .
3 .
4 .
5 .
6 .
7 .
8 .
9 .
10 .
Ⅲ . ill in each of the blanks with appropriate words and phrases from the box . Change
the form if necessary .
deprive
indulge
be en titled to
r espond
cope wit h
regular
be indulged in
1 . oone r or later , eve ryone has to
2 .
alter
s pan
psychology
som e disappoin t men ts in life .
pa ren ts m ay be doing t heir children serious ha rm by giving i n to t hem
all t he time .
3 .
any large corpor ations e mploy
t o help personnel deal wit h personal
problems .
4 .
meals and sleep can cause se rious effect on people s healt h .
5 .
any people
of chance of educa tion in the old society in China .
6 . n our coun try , teacher s in various schools
paid summe r holidays and
win ter holidays .
7 . t s said t hat human life
can reach 5 times as long as t heir gro wing
period of time, t hat s around 150 years .
8 .
he teache r was angry because one st udent
a rom an tic novel in st ead of
his lesson .
9 .
wrot e to t he manager for t he post . Bu t I ve had no
10 .
he way was blocked . Wha t s more, we have no
to my letter .
bu t t o wait .
Ⅳ . Choose the answer that best completes the sentences .
1 .
y mot he r is constantly s ufferi ng
t oo t hache . But s he seldom goes to a
den tist .
A . by B . wit h C . from D . t o
・ 81 ・
2 .
r . Willia m De men t is experimenting
hospital
t he significance of dreaming at a
various people .
A . with ．．． on
B . on ．．． wit h
C . at ．．． with
D . on ．．． at
3 .
uch li ke our at tit udes
dreaming i n our sleep , our at tit udes
daydreaming have changed a lot .
A . at ．．． at
B . on ．．． on
C . to ．．． to
D . wit h ．．． wit h
4 . n my opinion , any
pe rson should have t his common sense .
A . nat ural
B . ave rage
C . ordinary
D . norm al
5 .
he resear ch shows t ha t lack of daydreaming m ay result
anxiet y ,
tension and t he ot he r emo tional proble ms .
A . to
6 .
B . in
C . wit h
D . at
uring times of press ur e, daydreaming can provide us wit h a s hield
realit y .
A . again st
B . from
C . for
7 . t s believed t hat music can add color
A . for
8 .
B . to
wo s ubjects
D . to
our life .
C . wit h
D . int o
t he expe rimen t because of panic .
A . insist to stop
B . insist on stop
C . insist on stopping
D . insist to st opping
9 . e ar e warm ed
A . abou t
10 .
t he danger before diving int o t he river .
B . for
ou can adjust t he sea t
A . to
B . wit h
C . of
D . on
your height .
C . by
D . for
Ⅴ . Translate the following sentences .
1 . As wit h any th ing ca rried to excess , daydreaming can be harmfu l .
2 .
uring times of str es s , daydreaming sets up a temporary shield against r eality , in
much t he sa me way t hat building a house pro tects our bodies from the elements .
3 . Daydr ea ming need not be t he pursuit of t he impossible .
4 . Inabilit y t o“let go”and daydream of ten prevents a solution .
5 .
any people find t hey ob tain bette r results if t hey im agine t hemselves sit ting
befor e a large, blank scr een , and project on to it t he desir ed im age of t he mselves .
・ 82 ・
Passage 2
Sleepwalking —Fact or Fancy?
B y N orma Lee Brow ni ng
T he bizarre behavior s of sleepwalkers have puzzled police , scientist , and
fascinated write rs for cen turies . The re is an endless supply of st ories abou t
sleepwalkers . Pe rsons have been said t o climb on steep roofs , solve m at hem atical
problems , compose music , walk t hrough p late g lass windo ws , and commit murder
in t heir sleep .
H o w m any of t hese stories have a basis in fact , and how many a re pure fakery ?
N o one knows .
①
In Rever e, Massachusetts , a hundred policemen combed for a lost boy w ho
lef t his home in his sleep and woke up five hour s la ter on a st range sofa in a st range
living room , wit h no idea how he had got there .
T her e is an ear ly medical r ecord of a somna mbulist w ho wro te a novel in his
②
sleep . A nd t he great F rench w rite r Voltaire
knew a sleepwalker w ho once got ou t
of bed , dr essed himself , m ade a polite bow , danced a minuet , and t hen undr es sed
and wen t back to bed .
③
A t the U niver sity of Io wa , a st uden t was r epor ted t o have the habit of get ting
up in the middle of t he night and walking t hree－qua rt ers of a mile to t he Iowa Rive r .
H e would take a swim and t hen go back t o h is room to bed .
T he worl d s champion sleep wal ker was supposed t o have been an Indian , Pandit
Ramrakha , w ho walked six teen miles along a dangerous road wit hout realizing t ha t
he had left his bed . Second in line for t he title is probably eit he r a Vienna housewife
or a British farme r . T he w om an did all her s hopping on busy str eets in he r sleep .
T he farm er , i n his sleep , visited a veterinarian mile away t o ask hi m t o come and
look at a sick co w .
T he leading exper t on sleep in A merica claims t hat he has neve r seen a
sleepwalker . H e is Dr . Na thaniel Kleitm an , a physiologist at t he U niversit y of
Ch icago . H e is said to know mor e abou t sleep t han any ot her livi ng man , and during
t he last th irt y－five yea rs he lost a lot of sleep watching people sleep . Says he,“ Of
course , I know t hat t he re ar e sleep walke rs because I have read about t hem in the
・ 83 ・
newspapers . But none of my sleepers ever wal ked , and if I were t o adver tise for
sleepwalkers for an experim en t, I doubt that I d get m any t akers .”
Sleepwalking , neve rt heles s , is a scien tific realit y . Like hypnosis , it is one of
t hose st range phenomena t hat som etim es borde r on t he fan tastic . It lends itself t o
cont rove rsy and mis understanding . What is cer tai n abou t sleep walking is t hat it is a
sympt om of e mo tional dist urbance , and t hat the on ly way t o cure it is t o re move the
w orries and anxieties t hat cause it . Doctors say t hat somnambulism is much more
common t han is gener ally supposed . Some have estimated t hat t here are four million
somnambu lists in t he U nited States . Ot he rs set t he figur e even highe r . Many
sleepwalkers do not seek help and so are never put on record , which means that an
accur ate coun t can neve r be m ade .
T he simplest explanation of sleepwalk ing is t hat it is t he acting out of a vivid
dr ea m . The dream usually comes from guilt , worry , ne rvousness , or some o ther
emotional conflict .
T he age－old question is: Is t he sleepwalker act ually awake or asleep ? Scientists
have decided t hat he is abou t half－and－half . Like M acbet h , he has heavy problems on
his mind . Dr . Zelda T eplitz, w ho made a ten－year st udy of t he subject , says ,“Some
people stay awake all nigh t w orrying abou t their prob lem s . T he sleep wal ker solved
t hem ou t in his sleep . H e is awake in t he muscu la r a rea, pa rtially asleep in the
sensory ar ea .”In o ther w ords , a pe rson can wal k in his sleep , move around , and do
o t her t hings , bu t he does no t t hink about what he is doing .
T her e a re m any myt hs abou t sleep walke rs , one of t he most common is t he idea
t hat it s dange rous or even fa tal to waken a sleep wal ker sudden ly . Exper ts say t ha t
t he shock suffer ed by a sleep wal ker suddenly awakened is no greate r t han t ha t
suffered in waking up to t he noise of an alarm clock . Ano ther mistaken belief is t ha t
sleepwalkers a re i mmu ne to inj ury . Act ually most sleep wal ker s trip over rugs or
bump t heir head s on doors at some time or o t her .
What ar e the chances of a sleep walker commit ting a murder or doing somet hing
else ext raordinary in his sleep ? Some cases of t his have been repor ted , bu t they ve ry
rar ely happen . O f cour se the few cases that a re repor ted receive a gr eat deal of
publicit y . D r . T eplitz says ,“ Most people have such great inhi bitions against murder
or violence t hat t hey w ould awaken — if som eone didn t waken them .”In gener al,
au t horities on sleep wal king agr ee with her . They t hink t hat peop le will not do
any t hing in t heir sleep t hat is again st t heir ow n mor al code . As for t he publicized
cases , Dr . T eplitz poin ts ou t , “ Sleepwalk ing itself is dr am atic . Sleep walke rs can
・ 84 ・
always find an audience . I t hink t hat som e of t heir tales get exaggerat ed in the
telling .”In he r o wn life of case hist ories , there is not one sleepw alker who eve r go t
beyond his ow n fron t door .
Pa ren ts oft en explai n t heir children s — or t heir ow n night oddities as
sleepwalking . Sleepwalking is used as an excuse for all kinds of irrational behavior .
T her e is a case on r ecord of a w om an w ho dr ea med t hat her house was on fire and her
baby t hrow n ou t of t he windo w . Dr . T eplitz believes t hat th is in stance of irr ational
behavior was no t due to somna mbulis m . She believes t he w oman was seriously mad
or insane, no t a sleep walker .
F or t heir o wn protection , chronic sleepwalkers have been know n t o tie
t hemselves in bed , lock t heir doors , h ide t he keys and close t he window , and make
va riou s thi ng s t o wake t hemselves if they should get out of bed .
Curiously enough , t hey have a st range way of avoiding their ow n tr aps when
t hey sleepwalk , so none of t heir t ricks seem t o w or k very well . Som e sleepwalkers
talk i n t heir sleep loudly enough t o wake someone else in the family w ho can then
shake them back t o t heir senses .
Ch ildren w ho wake i n their sleep us ually out grow t he habit . In many adults ,
t oo , the condition is more or less tempor ary . If it happens often , ho wever , the
sleepwalker should seek help . Alt hough sleep walking itself is no th ing t o become
ala rmed abou t , t he problems t hat cause t he sleep wal king may be very serious .
(1 050 words)
N e w W o r ds
biz rre [ bi z ] a . st rikingly unconventional and far － fetched in style or appea rance ;
odd 古怪的 , 风格 ( 或外表 ) 上不落俗套的
e .g . H e wore bizarr e clot hing th is morni ng .
sle pwalker [ sli p w k ] n . somna mbulist 梦游者
e .g . She is a heavy sleepwalker .
fas inate [ f sineit ] v . t o hold an i ntense int erest or at tr action for 迷住 , 吸引
e .g . H e s fascinated wit h Buddhist cer emonies .
ste p [ sti p] a . having a sharp inclination 大幅度倾斜的 ; 陡峭的
e .g . The steep rock seems t o be growing at an angle .
fak ry [ feik( ) ri] n . one t hat is not aut hen tic or genuine 冒牌 , 假货
e .g . The an tique is a fakery .
com [ k um ] v . sea rch everyw here 到处搜寻
・ 85 ・
wat rfront [ w t fr n t ] n . land abu tting a body of water 靠水边的地
som ambulism [ s m n mbju lizm , s m－ ] n . sleepwalki ng 梦游症
vet rinarian [ vet ( ) ri n
ri n ] n . a pe rson w ho practices veterina ry m edicine 兽医 ,
从事兽医医学实践的人
tak r [ teik ] n . one t ha t takes or takes up somet hing 接受者 , 获 取 ( 或接 收 ) 某物
的人
hyp osis [ hip n u sis ] n . a sleeplike sta te 催眠状态 ; 似睡状况
phe omena [ fi n min ] n . plur al of phenom enon 现象 ( phenom enon 的复数 )
con roversy [ k n tr v si ] n . a dispu te, especially a public one, bet ween sides hol ding
opposing views 争论 , 在持 相 反观 点 两方 之 间进 行 的 ( 尤指 公 开 的 ) 争 论 ( 或辩
论)
symptom [ simp t ( ) m ] n . a cha ract eristic sign or indication of t he exist ence of
somet hing else 症状
weighty [ weiti] a . heavy 重的
mus ular [ m skjul ] a . of , rela ting to , or consisting of muscle 肌肉的 , 和肌肉有
关的 , 由肌肉组成的
sen ory [ sen s ri ] a . of or r elating to t he senses or sensation 感觉的 , 感官的 , 属于
( 或关于 ) 感觉 ( 或感觉能力 ) 的
fat l [ feitl ] a . causi ng ruin or dest ruction ; disast rous; fat eful 毁灭性的 , 引起毁灭
( 或破坏 ) 的 ; 灾难的
imm ne [ i mju n] a . having immunit y t o infection by a specific pat hogen 具有对某
种特定病原体的免疫力的
inh bition [ inhi bi ( ) n] n . the act of inhi biting or t he st ate of being inhibited 禁止
的动作 , 被禁止的状态
odd ty [ diti ] n . one t ha t is odd ; t he state or qualit y of being odd ; st r angenes s 古
怪的人 ; 古怪的性质或状态 ; 古怪
fli g [ fli ] v . t o t hrow wit h violence 猛扔
irr tional [ i r
( ) nl ] a . not provided wit h r eason 非理智的
ins ne [ in sein] a . of , exhi biting , or afflict ed with i nsanity 精神错乱的 , 显示出精
神病的 , 受精神病折磨的
chr nic [ kr nik ] a . lasting for a long period of time or ma rked by frequen t
recurr ence 慢性的 , 延续很长时间 ( 或经常发生 ) 的
outgrow [ au t r u ] v . t o lose or disca rd in t he cour se of mat ura tion 失去 , 在成熟过
程中 ( 逐渐 ) 失去 ( 或舍弃 )
・ 86 ・
P hr as e s a n d Ex p r e s si o n s
plate glass t hick g lass 厚玻璃板
be upposed to be expected or r equir ed 应该 ; 被期望
e .g . We ar e not s upposed t o smoke her e .我们在这儿不能抽烟。
bor er on 类似 ; 非常像
e .g . Their r espect for hi m border ed on wors hip .
put be on record 记录在案
e .g . The police had kept his na me on record .
trip over make somebody collapse 绊倒
e .g . T he st one on the road t ripped ove r a lot of peop le .
tall tale boast 吹牛 , 说大话
be ue to because of 因为
e .g . T he cancellation of t he concer t was due t o t he r ain . 因为下雨 , 音乐会取消。
No t es
① Massachusetts a state of t he nor theast U nited States . It was admitted as one of
t he original Thir teen Colonies in 1788 . T he first settlement was m ade by the
Pilgrims of t he M ay f lower i n 1620 . Bost on is t he capital and t he la rgest city . 马
萨诸塞州 美国东北部的州。1788 年被承认为最早的 13 个殖民地之一。
“ 五月花
号”上的清教徒于 1620 年最早定居此地。波士顿为其州府和最大的城市。
② Voltaire F rench philosophe r and w riter 伏尔泰 法国哲学家和作家 , 其作品是
启蒙时期的代表 , 常常攻击不公正和不宽容的现象。
③ Iowa a stat e of the nor t h － cen tr al U nited States . I t w as admitted as t he 29t h
state in 1846 . 依阿华 美国中北部一州。 1846 年它被接纳为第 29 个州。
Exercises
Ⅰ . here is an endless supply of stories about sleepwalkers . Please list the stories about
sleepwalking mentioned in the passage .
1 .
e rsons have been said t o
,
,
,
, and
in t heir sleep .
2 .
lost boy
and
on a st range sofa in a st range livi ng room ,
.
3 . A somna mbulist
4 .
.
he great F rench w rite r V oltaire k new
,
,
,
・ 87 ・
, and t hen
5 .
.
st uden t at the U niversit y of Io wa was reported
w ou ld
and t hen
6 . A n Indian
. He
.
wit hou t realizing t hat
7 . A Vienna housewife
and
.
.
8 . A British farm er in his sleep
.
Ⅱ . ccording to your understanding of the passage, choose the best answer for each of
the following questions .
1 . leepwalking is caused by
.
A . insanity B . e mo tional dist urbance
C . dream
2 .
D . desire
he idea that wakening a sleepwalker suddenly is dangerou s or even fatal is
.
3 .
A . i ncorr ect
B . correct C . incorrect sometimes
D . correct sometim es
hich of t he following is NO T t he myt h about sleep walke rs ?
A . I t s dangerous t o waken a sleep wal ker suddenly .
B.
he shock suffered by a sleep wal ker suddenly awakened is as great as t ha t
suffered in wak ing up t o t he noise of an ala rm clock .
C.
he s hock suffe red by a sleepwalker in waki ng up t o t he noise of an alarm
clock is greater t han that of being suddenly awakened .
D . Sleepwalkers are immune t o in jury .
4 .
hen it occurs in children , sleep walking is u sually
A . perm anent
B . te mpora ry
.
C . chronic
5 . eople who commit violen t acts w hile sleep walking a re probably
D . surpas sing
.
A . unawa re of w hat t hey ar e doing
B . awar e of w hat t hey are doing
C . going again st t heir moral standards
D . deeply disturbed , even insane
6 .
he most impor tan t r eason for people s worry about sleep wal king is t he fact t ha t
sleepwalkers
.
A . can be dange rous t o o t her s
B . m ay injure t hemselves
C . often have seriou s problem s
・ 88 ・
D . may reveal their secrets to public
7 .
ases of sleep walking receive gr eat pub licit y becau se
.
A . sleepwalkers do dr am atic thi ng s
B . sleepwalking is ve ry unu sual
C . sleep walkers st ories ar e often exagger ated
D . sleepwalkers of ten do som ethi ng against t heir mor al code
8 .
he number of sleepwalkers is not exactly k no wn becau se
.
A . doct ors have differ en t opinions about what sleepwalking r eally is
B.
ost sleepwalkers do not seek medical help and so ar e not pu t on record
C . mass m edia exagger ate t he number of sleep wal ker s
D . leep wal ker s a re as ha med of t heir action s so t hey don t wan t people k no w
their habit
Ⅲ . Choose the answer that best completes the sentences .
1 .
his is t he coldest winte r
A . to
. by
2 . he used t o
ear ly .
A . wake
B . awaken
3 .
e seldom turn s up in the
A . publication B . punishment
4 . ew people a re immune
A . to
5 .
r ecord .
B . wit h
he kid is
. on
. in
C . awake
D . waken
of t he city .
C . public
D . publicit y
t he infl uence around us .
C . of
D . on
wit h popu la r music .
A . fascinate
B . fascinated
C . fasci nating
D . t o fascinate
6 . n t he last pa ragr aph , “ out gro w”in t he sen tence“ Children w ho walk in their
sleep usually ou tgrow the habit .”means
7 .
.
A . grow too la rge for
B . lost wit h mat urity or age
C . surpas s in gro wing
D . live longe r t han
alls for impor t con t rols we re a
of t he coun try s presen t economic
disease .
A . sympat hy
B . symphony
C . symp tom
D . symbol
8 .
language should be learned orally .
A . live
B . living
C . alive
D . lived
・ 89 ・
Ⅳ . Fill in the blanks with the proper form of the word in the brackets .
1 .
he concer t was a good one, bu t because of bad
, very few people came .
( public)
2 .
that at tr acted pub lic attention . (odd)
3 . I t was his
4 .
iolen t physical exer cise like foot ball may cause
injury . ( muscle )
fooled som e people a t fir st . ( fake)
5 . H is
6 .
at presen t . ( dist urb)
e is experiencing a pai nful emotional
e told me t hat he coul d ea t 50 eggs at a time . I t ook it as an
.　( exaggerate )
7 .
e didn t speak at t he m eeting . H e seemed t o have som ethi ng
in his
mind . ( weigh )
8 .
he r esu lt of t he final examination
ou t of my self－ satisfied dr ea ms . ( wake)
Ⅴ . Translate the following sentences .
1 . econd i n line for t he title is probably eit her a Vienna housewife or a British
fa rmer .
2 . f I were t o adve rtise for sleep walke rs for an expe rimen t , I dou bt t hat I d get
many takers .
3 .
xper ts say t ha t the shock suffer ed by a sleep walke r s uddenly awakened is no
gr ea ter than t hat s uffe red in waking up to t he noise of an ala rm clock .
4 . h ildren w ho walk in t heir sleep u sually ou t grow t he habit . In many adults , t oo ,
t he condition is mor e or less te mpora ry .
5 .
hat is cer tain abou t sleep walking is t hat it is a symp tom of e mo tional
distur bance , and t hat t he only way t o cure it is t o remove t he w orries and
anxieties that cause it .
6 .
ost people have such great i nhibitions again st murder or violence that t hey
wou ld awaken—if som eone didn t waken t hem .
Passage 3
Go to Bed: Get a Good Night s Dream
Eve rybody talks about“ t he dr ea m I had last nigh t”. In fact , dream s and dream
・ 90 ・
inte rpretations have been acknowledged from t he beginning of recorded history .
Biblical Joseph
①
②
int erpreted a dr ea m of Egyp t s P ha raoh
③
from fa mi ne . F reud
t hat saved t he coun t ry
u sed dream s in an at temp t t o solve people s psychological
t roubles . A rtists/ w riters Federico Fellini, Joh n Keats , A ugust St rinde rg, Nat haniel
H awt horne , Ingma r Bergman , and A nais Nin have all used dr ea ms in t heir w ork s .
“Dr eams a re a vehicle for knowledge no t open to t he waking mi nd, ” decla red
Rober t A bra ms , U niversit y of Was hingt on as sistant profes sor of English , w ho
taugh t a clas s on dreams and litera tur es last year .“ In some ways , our waking
conscious mind is cult urally con ta mi nated , const ricted — by t hings like media and
current morality .”
Nineteent h－cen t ury w rit ers — t he Roman tics — w ere fascinated by dreams and
encour aged people t o look in ward and be more receptive t o irra tionality , according t o
A br ams .
Ignoring t he Roman tics , 20 t h－cen t ury psychologists , and doctors have come up
with som e sta rtli ng facts abou t drea ms:
Eve rybody dream s eve ry nigh t ( wit h few excep tions ) . Some don t re membe r .
Eve rybody dream in color ; if awakened in t he middle of a drea m , you will repor t
it in brillian t technicolor , bu t if awakened over 15 minu tes after a dr ea m , you may
rem ember t he dream , bu t in black and w hit e . T he more tim e t hat elapses aft er a
dr ea m , t he more t he color fades .
Most people dr ea m abou t 20 minu tes out of every hour and one half . Dr ea ms
have been s how n t o take abou t as much time as even ts would take in wak ing life .
A drea m may last up t o minu tes , or you could have several during t he 20 －
minute dreaming phase .
Y ou dr ea m more t owa rd morning as you en ter in to ligh ter phases of sleep .
Depres san ts like alcohol or ba rbit ur ates can suppress drea m p hases .
Dream－ deprived peop le become irritable, anxious , les s tolerant in str es sful and
emotional sit uations .
During nigh tly dream phases , our eyes move alt hough t he lids a re closed and our
o t her mu scles a re relaxed . ( T his muscle relaxa tion tends to accoun t for one of the
common dr ea ms everybody has — t he dr ea m in w hich somebody or somet hing chases
or bea rs dow n on you and you feel unable t o move, according to Dr . Neal Ely ,
U niversit y of Washingt on clinical professor in Psychiat ry and Behavior al Sciences .)
Wa tch for his rapid eye movemen t ( RE M ) in peop le sleeping . If you wake t hem up
duri ng t he RE M phase, t hey ll have a dream t o tell you . If you wake t hem up during
・ 91 ・
a non－eye－ move men t phase, t hey will probab ly rem embe r only somet hing vague or
no t hing at all .
Eve ryone has som e idea of t he nat ure of h is dr ea ms , bu t w hat ar e t he dr ea ms of
o t her s like ? T wo medical st udies done in t he U nited Sta tes by Drs . Calvin H all and
F red Snyder proved t hat most people s dream s ar e no t very exciting ; t he m ajority of
t he dreams r epor ted wer e of a familiar nat ure t o t he dr ea mer and quite reasonable .
Dream s a re not lonesome p laces , t he st udies s how . In 95 pe rcent of t he dr ea ms
analyzed by H all, anot her per son besides t he dream er was pr esen t . A lso , the
majority of dr eams included unpleasant e mo tions .
T he question of w hat causes u s to drea m still has scien tists scratching their
heads . Dr . Ely felt t ha t we m ay have dr eams becau se we have needs that a re unm et
in our daily lives . British psychologist A nn F araday , in he r book Dream Power , sets
for t h a differ en t reason .“ RE M sleep is impor tan t for brain growt h and r enewal, ”
she says , citing studies t hat show t ha t unborn babies in t he mon th or t wo before
birt h may spend up t o 80 percen t of t heir t otal sleep in RE M sleep . ( It is just before
birt h t hat t he brain grows most rapidly .) Old peop le and men tally defective people
have little REM sleep , ot he r st udies show .
O ne hypot hesis con sidered in Dr . Ernest H ar t mann s book , T he Functions o f
S leep , is t hat dr ea ming may be t he major function of sleep and the role of sleep may
be m erely t o allow a state such t hat dr ea ms may eme rge .
In S leep t he Gentle T y rant , aut hor p sychologist Wilse Webb notes t hr ee m ain
beliefs about dreams : dream s as anot her reality , dr ea ms as omens , and dr ea ms as
reflections of waking life . T he first occurs in people like t he Eskimo of H udson Bay
or t he Pan tani Malay who claims t hat one leaves one s body during sleep and ent ers
ano ther world . T he second belief is t hat dr ea ms have a prophetic na tur e: P haraoh s
dr ea m in T he Ol d T esta ment cau sed him t o st ock up on food afte r Joseph int erpreted
his dr ea m t o mean seven fat yea rs followed by seven lean years . A nd finally , dr ea ms
can be an“ echo”of a poin t in the individual s waking w orl d w hich is hea rd in the
dr ea m w or ld .
(770 words)
N e w W o r ds
ack owledge [ k n lid ] v . to admit t he existence , realit y , or tru t h of 承认
e .g . H e ack no wledged t ha t t he p ur chase had been a mistake .
con aminate [ k n t mineit ] v . t o make impur e or unclean by i mpur e ma tter 污染
・ 92 ・
e .g . The river was cont amina ted with waste .
con trict [ k n st rikt ] v . t o make smaller or narrowe r by bi nding or squeezing 通过
捆绑 ( 或挤压 ) 使……变得更小 ( 或更窄 )
e .g . They lived t heir lives constrict ed by pover ty .
mor lity [ m r liti ] n . standard s of good behavior 道德
e .g . O ne som etim es wonde rs if t her e s any morality in political affairs .
rec ptive [ ri sep tiv] a . capable of receiving 可以 ( 或能够 ) 接受的
e .g . Th is young man has got a mind r ecep tive of new ideas .
tec nicolor [ teknik l ] n . a tr ade mark used for a met hod of making color motion
pict ures 彩色印片法 ; 彩色电影
elapse [ i l ps ] v . to slip by 悄悄过去
e .g . Week s elapsed before we cou ld star t renovating .
phase [ feiz ] n . a distinct stage of developmen t 阶段
e .g . The A merican occupation of Japan fell in to thr ee successive phases .
dep essant [ di pres( ) nt ] a . t ending t o lower t he rate of vital physiological activities
抑制性的
bar iturate [ b bitjurit ] n . 巴比妥类药物 ( 作 为中 枢神 经系统 抑制 剂 , 用来 镇静或
催眠 )
cha e [ t eis] v . t o follow rapidly in order to catch or over take 追捕 , 追赶
e .g . The you ng policem an is chasing to the speeding ca r .
cli ical [ klinik ( ) l ] a . of , r elating t o , or con nected wit h a clinic 门诊的
vag e [ vei ] a . no t clea rly expres sed 含糊的 , 不明确的
e .g . Th rough t he fog we saw t he vague outline of a ship .
lon some [ l un s m ] a . solitary ; lone 寂寞的 , 孤单的
e .g . H e ate t he m eal all by his lonesome .
scr tch [ skr t ] v . t o rub ( t he skin ) 搔痒
e .g . H e scratched t he i nsect bite on his leg ( wit h his nails ) .
unm t [ n met ] a . no t satisfied or fulfilled 未被满足 ( 或实现 ) 的
e .g . The pr esident gave no r esponse to the st udents’unmet dem ands .
ren wal [ ri nju ( ) l ] n . t he act of renewing 更新
cit [ sait ] v . to quo te as an au t hority or example 引用
e .g . I t s no use citing t he Bib le t o a non－Christian .
hyp thesis [ hai p isis ] n . som eth ing taken t o be t rue for t he purpose of argument or
investigation 假设
e .g .
his is on ly a sor t of scien tific hypo t hesis w hich has not been proved by
・ 93 ・
expe rimen ts .
ome [ umen ] n . 预知 ; 预兆
e .g . They said that t hey had seen t he bird s of ill omen .
prophetic [ pr fetik] a . for etelling events 预言的 , 先兆的
e .g .
he prophetic book w rit ten by t he A merican writer w on t he N obel Prize
t his year .
ech [ ek u] n . repetition of a sound by r eflection of sound waves from a surface 回
声 ( 因表面反射声波而引起的声音重复 )
P hr as e s a n d Ex p r e s si o n s
come up with offer , supply 提供
e couldn t come up with an appropriate answer just at t he time . 那时他
e .g .
想不出一个合适的答案。
set forth begin a journey ; make k no wn 动身 ; 宣布
e .g . We set fort h for our destination early .
stock up provide wit h or get st ocks or supp lies 备货 , 囤积
e .g . I t s illegal to stock up gr ain in lean year s .
lean years 荒年
No t es
① Joseph one of he roes of t he Bible, t he older son of Jacob and Rachel and the
for ebear of one of t he t ribes of Isr ael . 约瑟夫 , 圣 经中的主 要人物 之一 , 《圣经
・旧约》中雅各和拉结的较年长的儿子 , 是以色列人的一支部落的先祖。
② Pharaoh a ki ng of ancien t Egypt 法老 , 古埃及的国王
③ Sigmund Freud ( 1856 —1939 ) A ustrian Psychiat rist , founde r of psychoanalysis .
西格蒙德・弗洛伊德 , 奥地利医生 , 心 理分 析的创 始人。 他的心 理分 析理 论开始
遭受歧视 , 但后来深刻影响了 20 世纪人们的思想。
Exercises
Ⅰ .
ecide whether the following statements are true or false according to your
understanding of the passage .
1 .
Dr ea ms and dream in terpret ations have a long hist ory .
2 .
The Romantic w rite rs were not affect ed by drea ms .
3 .
Everybody dr ea ms lively .
・ 94 ・
4 .
Peop le dream more to ward morning because t hey have ligh ter sleep a t
t hat period of tim e .
5 .
People s emo tional r esponse re main t he sam e even if t hey ar e deprived of
dream .
6 .
Rapid eye move men t is a sign of havi ng drea ms .
7 .
In most dreams , on ly t he dr eame r is present .
8 .
St udies show t hat most dream s ar e st range and exciti ng sit uations .
9 .
Before bir t h , unborn babies have no eye movem en t .
10 .
O ne of t he beliefs abou t dr ea m is t hat it s r eflection of waking life .
Ⅱ . ccording to your understanding of the passage, choose the best answer for each of
the following questions .
1 .
he m ain idea of t his a r ticle is t hat
.
A . dr ea ms are emotional mat ters
B . drea ms a re import an t for our healt h
C . dreams ar e in teresti ng m atte rs
D . all people drea m dr ea ms
2 . a ragraph 1 is generally abou t
.
A . examples of t he use of dream s t hroughou t hist ory
B . everybody tal ks about dreams
C . a rtists and w riters in terpret ation of dr ea ms
D . t he dream of Egypt s Phar aoh saved the coun try from fa mine
3 .
he Rom an tics wer e probab ly most inte rest ed in
.
A . scien tific presen tation
B . w riting abou t dr eams
C . analyzing people s dr ea ms
D . emotional respon se
4 . rom paragraph 4 , we can infe r t hat
.
A . exper ts now know little abou t dreams
B . expe rts ar e now not as in terested in dreams as t hose in last cen t ury
C . exper ts a re no w not in ter ested in st udying dr ea ms
D . experts no w k no w a great deal abou t dr ea ms
5 .
good title for t his ar ticle would be
.
A . Som e Facts about D reams
B . Why Do People Sleep ?
C . T he Dream I had L ast Nigh t
D . Dream s and Emotion
Ⅲ . Choose the answer that best completes the sentences .
1 .
Dreams a re a vehicle for k no wledge not open to t he wak ing mind ” m eans
.
・ 95 ・
A . drea ms a re a reflection of people s mind w hen they a re awake
B . dream s have not hing to do wit h what people t hink w hen t hey ar e awake
C . people can get knowledge t hrough dream s
D . dream s a re a way for peop le t o get kno wledge
2 . ve rybody dream s in color . T he italicized phr ase means
.
A . vividly and lively
B . va riou s color s come up in peop le s drea ms
C . color is a thi ng peop le like t o have in dreams
D . people like to have colorful dr ea ms in sleep
3 . The role of sleep may be m erely t o allow a state such t ha t drea ms may em erge”
means
4 .
5 .
.
A . sleep causes dr ea ms to occur
B . we sleep becau se we are tir ed
C . we sleep in order t o dr eam
D . dr ea ms occur w hen people ar e asleep
e have needs t ha t are unmet in our daily lives “
. U nm et”mean s
A . no t joined
B . no t fulfilled
C . not confron ted
D . no t seen
.
he question still has scien tists scra tching t heir heads “
. Scr atching t heir heads”
means
.
A . suffering from headaches
B . t hinking over
C . itching t heir heads
D . maki ng a sound by rubbing t heir head s
6 .
octors have com e up wit h some sta rtling facts .“ Come up wit h ” m eans
.
7 .
A . brough t
B . r eme mber ed
C . discover ed
C . appea red
he greatest minds should have t he ability t o be in doub t “
. Be in doub t”m eans
.
A . undecide
8 .
B . no t believe
C . forget
D . disagr ee
ur conscious mind is cult urally con ta mi nated “
. Cult urally con ta minated”m eans
.
9 .
A . pollu ted by cult ure
B . dest royed by cu lt ur e
C . enhanced by cult ur e
D . affected by cult ur e
u sually walk in to t he bedroom quietly late at nigh t because my hu sband is a
sleeper .
・ 96 ・
A . sound
B . light
C . sligh t
D . heavy
10 . n t he ol d societ y in Chi na, women were deprived
righ t to r eceive
education .
A . from
B . by
C . of
D . off
Ⅳ . Translate the following sentences .
1 . ve rybody dream s in color ; if a wakened in t he middle of a dr ea m , you will repor t
it in brilliant technicolor , but if awakened 15 － pl us mi nutes after a dream , you
may re member the dream , bu t in black and white .
2 . Dream s have been show n t o take about as much time as even ts would take in
waking life .
3 . 英国心理学家安・法拉第 ( A nn Far aday) 在她 的《梦 的力 量》一书 中提 出了 一种不
同的原因。
4 . 梦被打断的人变得易怒、焦虑、担忧 , 对压力和情感缺乏耐力。
5 . Pharaoh s dr ea m in T he Ol d Test amen t caused him to stock up on food after
Joseph int erpreted his drea m t o mean seven fat yea rs followed by seven lean
yea rs .
Ⅴ . Writing .
In th is unit ,
we ve know n somet hing abou t dream ,
daydreaming ,
and
sleepwalking . Many people like t o dream abou t what t hey w ould like t o be or do if
t hey cou ld . Scientists have proven that everyone has dr ea ms w hile asleep . Descri be
some of your favorite dreams or daydream s and explain w hy t hey appeal to you .
・ 97 ・
Uni t Fiv e
Passage 1
①
Rule Number 1: Follow All Rules
B y B ill Br yson
I did a foolish t hing t he o t her aft ernoon . I went i nt o one of our local cafés and
seated myself wit hou t permission . Y ou don t do th is in A merica , bu t I had ju st had
w ha t seemed like a salien t and impor tant t hough t ( namely ,“ Ther e is always a little
more t oo t hpaste in t he t ube — always . T hink abou t it .”) and I want ed t o jot it
dow n before it left my head . A ny way , t he place was practically emp ty , so I just t ook
a table near t he door .
A fter a couple of minu tes , t he hostess ca me up to m e and said in a level tone ,“ I
see you ve seated yourself .”
“ Yup , ”I rep lied proudly “
. Dressed myself too .”
“Didn t you see t he sign ?”She tilted her head at a big sign t hat said ,“ Please
Wait t o Be Seated .”
I have been in t his café abou t 150 times . I have seen t he sign from every angle
but s upi ne .
“ Oh !”I said innocently , and t hen ,“ Gosh , I didn t notice it .”
She sighed “
. Well , t he serve r in t his section is ve ry busy , so you may have t o
wait a while for her to get t o you .”
T her e was no ot he r customer wit hin fif ty feet , but that wasn t t he poin t . The
poin t was t hat I had disr ega rded a post ed no tice and woul d have to se rve a s mall
sent ence in purgat ory in consequence .
I t wou ld be entir ely wrong to say t hat A mericans love rules any more than it
w ou ld be correct t o say t hat t he British love queuing . T hese thi ng s a re done not wit h
en t husias m or affection bu t ou t of a more or less insti nctive recognition t hat t hese a re
・ 98 ・
useful ways of helping to achieve and maint ain a civilized and order ly societ y .
Generally t his is a very good t hing . T her e are tim es , I have to say , w hen a little
T eu tonic order wou ldn t go amiss in England — for instance , when people take tw o
spaces in a parki ng lo t because t hey can t be bot hered t o pa rk correctly ( t he one
offense for
which ,
if I
may speak
fr eely
her e,
I
would s uppor t capital
②
punishm en t ) .
Som eti mes , howeve r , t he A m erican devo tion to order goes t oo far . Our local
public swimming pool, for example, has twenty － seven written rules — twenty－seven !
— of w hich my favorite is“ O ne Bounce Pe r Dive on Diving Boa rd ”. A nd t hey re
enforced .
What is fr ustr ati ng is t hat it seldom m atte rs w het he r these r ules m ake any sense
or no t . A year or so ago , as a way of deali ng wit h t he increased t hr eat of terrorism ,
A me rica s airlines began requiring passenger s t o pr esen t pho tograph ic iden tification
w hen check ing in for a fligh t . The first I heard of t his was w hen I showed up t o
catch a plane at airpor t 120 miles from my home .
“ I need t o see som e pict ure ID, ”said t he clerk .
“Really ? I don t t hin k I have any , ”I said and began patting my pockets , as if
t hat wou ld m ake a difference, and then pulli ng cards from my wallet . I had all kinds
of identification — library card , cr edit cards , social security card , healt h insur ance
ca rd , airli ne ticket — all wit h my na me on them , but no thi ng wit h a pict ure .
Finally , at t he back of t he wallet I found an old Io wa driver s licen se t hat I had
forgot ten I even had .
“ This is expired , ”he sniffed .
“ Then I won t ask t o drive t he p lane, ”I rep lied .
“ A ny way , it s fifteen years old . I need somet hing more up to dat e .”
I sighed and t humbed t hrough my belongings . Finally it occurr ed t o me t hat I
was carrying one of my books wit h my pict ur e on t he jacket . I handed it to him
proudly and with som e relief .
H e looked at t he book and then ha rd at me and t hen at a prin ted list .“ That s
no t on our list of Permissible Visual Cognitive Imagings ,”he said .
“ I m sure it isn t , but it s still m e . It coul dn t be mor e me .”I lower ed my voice
and leaned closer t o him “
. Ar e you se riously suggesting t hat I had th is book specially
pri nted so I could sneak on t o a fligh t t o Buffalo ?”
H e sta red ha rd at me for ano ther minut e, t hen called in for cons ultation ano ther
clerk . T hey conferred and summoned a t hird par ty . Even t ually we ended up wit h a
・ 99 ・
crow d scene involving t hree check－in clerk s , t heir s upervisor , t he supervisor s
supe rvisor , t wo baggage handlers , seve ral inquisitive bystande rs st r aining to get a
bett er view . . .My fligh t was due to take off in minu tes and frot h was star ting t o
form a t t he corners of my mout h .“ What is t he poin t of all t his anyway ?”I said t o
t he head supervisor “
. Why do you need a pict ur e ID ?”
③
“ FA A
rule, ” he said , st aring unhappily at my book , my invalid driver s
license, and t he list of permis sible phot o op tions .
“Bu t w hy is it t he ru le ? Do you honestly believe t hat you ar e going t o st op a
te rrorist by requiring him to s how you a phot ogr aph of him self ? Do you t hink a
person who could plan and execu te a sophistica ted hijacki ng or ot he r illegal airborne
event would be unable t o make som e form of convincing a rtificial iden tifica tion ? Has
it occurr ed t o you that it might be more productive if you employed someone w ho
was actually awake, and perhaps wit h an IQ above t hat of a small mollu sk , t o
monitor the T V scr eens on your X － ray m ach ines ?”I may no t have said all t his in
exactly t hose words , but t hat was t he drift of my sen timen t .
Bu t t he require men t , you see, is no t simp ly t o identify yourself bu t to iden tify
yourself i n a way that precisely matches a w rit ten in struction .
Event ually , wit h reluctance , t he supervisor nodded a t t he cle rk and t ol d hi m t o
check m e in , but he war ned me not t o t ry anyt hing like this again and t hen depar ted
with his colleagues .
T he check－in clerk is sued me a boa rding pass and I star ted to ward t he gate, then
t urned back , and in a low , confiden tial t one shared wit h him a helpful after t hough t .
“ There is always a little more toot hpaste in the t ube , ”I said “
. Think abou t it .”
(1 000 words)
N e w W o r ds
sal ent [ seilj n t ] a .most no ticeable , obvious 易见的 , 突出的
e .g . a salient feat ur e in one s char acte r
j t [ d t ] v .w rit e briefly or hastily 草草记下 , 略记
e .g . The policem an jot ted dow n t he licen se number .
t lt [ tilt ] v . 使倾斜
e .g . Tilt your head back so t hat I can look dow n your t hroat .
supi e [ sju pain ] a .lying face up wards 仰卧的
e .g . H e lay supine on t he coach .
innoce t [ in sn t ] a .doing no harm , b la meless 天真的 , 无辜的
・ 10 0 ・
e .g . The lit tle gir l smiles innocently .
Gosh [
] i nt .expres sing surprise 唉 , 糟了
di regard [ disri
d ] v .pay no at ten tion to ; ignore 漠视 , 忽视
e .g . H e disr ega rded my advice .
purgat ry [ p
t ( ) ri ] n . a place or st ate of t empor ary suffering 炼狱
e t usiasm [ in ju zi z m ] n .strong inte rest or admir ation 热情 , 热心
e .g . The book arouses his great en t husias m .
in tinctive [ in sti k tiv ] a .r elating t o in stinct 本能的
e .g . Generally people have an in stinctive sen se of danger .
civili ed [ sivilaizd] a . 文明的 , 有礼貌的
e .g . a h igh ly civilized societ y
dev tion [ di v u ( ) n ] n . great love , loyalty 热爱
e .g . T wo devotions have filled her life .
e force [ in f s ] v . compel ob servance of sth . 强制执行
e .g . Par en ts tend to enforce t heir will on children .
f ustrate [ fr s tr eit ] v . discon tented because unable t o achieve one s desire 使灰心
e .g . H e was frust rated by his pover ty .
terrorism [ te r riz ( ) m] n . 恐怖主义
e pire [ ik s pai ] v . come t o an end ; cease to be valid 过期 , 期满
e .g . His term of office expires t his year .
sn ak [ sni k ] v . steal unob served 溜进
e .g . The t hief sneaked out of the front door at nigh t .
consult tion [ k ns( ) l tei ( ) n] n . t he act or an instance of consu lting 咨询 , 磋商
e .g . be in full and direct con sultation wit h sb . over st h .
c nfer [ k n f
] v .conve rse , cons ult 协商 , 交换意见
e .g . confer wit h s b . ove r st h .
supervisor [ sju p vaiz ] n . a person overseeing the actions or work of anot her 管理
人 , 指导者
inq isitive [ in k wizitiv] a .curious 好奇的
e .g . Children ar e always inquisitive .
froth [fr
] n . 泡沫
in alid [ in v lid] a .valid , especially having no legal force 无效的
e .g . A check is invalid unles s it is signed .
op ion [ p ( ) n] n .t he act or an instance of choosing ; a choice 选项
e .g . I t s at your op tion to take it or leave it .
・ 1 01 ・
exe ute [ eksik ju t ] v .carry out a sen tence of deat h s b .; carry in to or pe rform a p lan ,
du ty , etc . 执行 , 实施
e .g . execu te a plan , policy , order , etc .
sophi ticated [ s fistikeitid ] a .highly developed and complex 复杂的 , 尖端的
e .g . soph isticated equipmen t , techniques , medical attention , etc .
c nvincing [ k n vi nsi ] a .able t o convince, leaving no doub t 令人相信的
e .g . a convincing speech/ test
mollusk [ m l s k] n . 软体动物
monitor [ m nit ] v . 监控
sentim nt [ sen tim n t ] n .t he sum of w hat one feels on som e subject ; an opinion or
point of view 情绪 , 观点
e .g . have hostile sen timents t owards sb .
iss e [ isju ] v .give out , supply 发给
e .g . I was issued my pas spor t in t he end .
c nfidential [ k nfi den ( ) l] a .en t rusted wit h secr ets 秘密的 , 机密的
e .g . confiden tial repor t/ infor mation
afte tho ght [ f t
t ] n .an ite m or t hing that is t hough t of or added later 追 悔 ,
反思
e .g . As an after t hough t , he order ed a pancake and coffee and then t oast .
P hr as e s a n d Ex p r e s si o n s
i consequence as a res ult 因此
e .g . Y ou st udied hard , and in con sequence you passed the test .
mo e or less in a greater or sm aller degree 或多或少
e .g . H e more or less t hought it was his du t y t o tell m e .
go miss 出错 e .g . When people a re tired , they a re likely t o go a miss .
c eck in 登记
e .g . We checked in t he Asian H otel late at night .
up o date 新式的 , 现代的
e .g . Y our hairdo is up to date .
thumb through 翻查
It occurs o sb . that . . .　某人突然想到……
e .g . I t occurred to me t hat I met him a couple of yea rs ago .
・ 10 2 ・
No t es
① This passage is on of the es says from“ I m a St ranger H e re Myself”by Bill Bry son
w ho move back t o t he U nited Sta tes wit h his Englis h wife and four ch ildren after
living in Britain for tw o decades .
② capital punishment 死刑
③ FAA Federal Aviation Administ r ation 联邦航空局
Exercises
Ⅰ . ccording to your understanding of the passage, choose the best answer for each of
the following questions .
1 . hat r ule did t he au t hor violate in one of t he local cafés ?
A . O ne can seat oneself withou t asking for permis sion .
B . One s houl d wait un til seats ar e availab le .
C . O ne can t ake any seat he or she like .
D . Ask permis sion before taking a seat .
2 .
hy did t he hostes s of t he café come to t he au t hor ?
A . Because she wan ted to serve t he au t hor .
B . Becau se t he aut hor was her acquaintance and she came t o gr eet t he au t hor .
C . Because the au t hor was well－ know n in t he ar ea .
D . Because she noticed t hat t he aut hor didn t wait t o be seated .
3 .
hy did t he aut hor take a seat wit hou t asking for waiting to be seat ?
A . Because he has been i n t his café abou t 150 tim es .
B . Becau se he wan ts to violate t he rule .
C . Because he wan ts t o jot some importan t t hough t do wn quick ly .
D . Because he doesn t know t he rule .
4 .
hich of t he following statem en t is t rue according t o t he first sen tence in
paragraph 9 ?
A . A mericans don t love ru les .
B . A merican s do love rules .
C . Britis h people love queuing .
D . British peop le love rules .
5 .
hat s t he au t hor s view t owa rds rules ?
A . People should honor ru les ent hu siastically and affectionately .
B . Ru les are usefu l ways of helping t o achieve and main tain a civilized and orderly
・ 1 03 ・
societ y .
C . Ru les a re bad thi ng s most of t he tim e .
D . The A merican s devotion to rules should go fur t he r .
6 .
hat s t he au t hor s purpose t o give t he examp le of his o w n experience ?
A . To support that all r ules be honored .
B . To ill ustr ate t hat t he A merican devo tion to rules goes too far .
C . To expres s his sa tisfaction to the rule enforce men t .
D . To call on peop le t o honor all ru les .
7 .
hat can we infer from t he ar ticle ?
A . The au thor talked little in the whole process of boarding .
B . The aut hor though t t he rule of t he airlines reasonab le .
C . T he au t hor talked a lot in orde r t o board on time .
D . The au thor didn t have comp laint about the ru le .
8 . hat s t he au t hor s t one in t his a r ticle ?
A . satirical
. applauding
C . apologizing
Ⅱ .
D . suggesting
ecide whether the following statements are true or false according to your
understanding of the passage .
1 .
Am ericans often seat t hemselves wit hou t permission in cafés .
2 .
The aut hor was quit e awa re of the sign i n t he café .
3 .
he aut hor was not served because t he server was ve ry busy at the
tim e .
4 .
he aut hor was punis hed because of his disregard of t he posted sign in
t he café .
5 .
eople force t hem selves t o obey rules t o achieve and m ain tain social
order .
6 .
he au t hor t hinks t hat occupying tw o pa rking spaces in a parking lot is
serious offense .
7 .
8 .
The re ar e too m any rules in t he local public swimming pool .
ccording t o t he au t hor , w hat frust ra te people is t hat some ru les make
no sense .
9 .
10 .
・ 10 4 ・
The aut hor missed his fligh t i n t he end .
The au t hor explained a lot before getting aboard .
Ⅲ . Choose the answer that best completes the sentences .
1 .
e need to
dow n our idea w hen it occurs to us at w riting .
A . jog
2 .
. join t
. jot
he teacher gr eets his st uden ts
A . on
3 .
B . in
a friendly tone .
C . at
he boy s disr ega rd
A . of
C . from
4 . ew people sho w en th usiasm
5 .
B . to
y
D . wit h
his studies led to his failur e .
B . to
A . at
. joke
coffee in China .
C . for
D . wit h
r eaction was t o take a coup le of rapid steps backwa rd .
A . i nstinct
B . in stinctive
C . instinctively
D . in stinctly
6 .
D . on
stronau ts circling the ear t h ar e ab le to keep in touch wit h
by means of
r adio .
A . civilized
7 .
B . civil
he newspaper
A . devo te
8 . t
C . civilize
tw o pages to t he cause of t he accident .
B . devo tion
C . devo ted
B . occurring
C . occured
D . occur
hat ar e your
on t his ma tter ?
A . sentiment
B . sen se
C . sentim en tal
D . sensibilit y
10 .
D . devo ting
to me t ha t I was carrying one of my book s .
A . occurred
9 .
D . civiliza tion
he
over political corruption is ve ry common among t he young people .
A . frust rate
B . fru str ated
C . fru st ra ting
D . fr ustr ation
Ⅳ . Translate the following sentences .
1 . 我走进总经理办公室 , 未经允许就坐下了。 ( withou t permis sion )
2 . T he point was t hat I had disr ega rded a posted notice and would have t o serve a
small sent ence in purgat ory in consequence .
3 . 人们这样做并非出于热心 , 而是或多 或少 地出于 对规 定的 本能的 认识。 ( more or
less )
4 . Event ually we ended up wit h a crowd scene involving t hree check－in clerk s , their
supe rvisor , the supe rvisor s s upervisor , tw o baggage handle rs , several inquisitive
・ 1 05 ・
by stander s st raini ng t o get a bet ter view .
5 . 你曾想到过换工作吗 ? ( it occur to)
Passage 2
Life in a Cold Climate
Som et hing rat he r da ring t hat I like to do a t t his tim e of year is t o go out wit hou t
put ti ng on my coat or gloves or any ot he r pro tection against t he elem en ts , and walk
t he thir t y or so ya rds t o t he bo tt om of our driveway t o bring in t he morning paper
from a lit tle box on a post .
N ow you migh t say t hat t hat doesn t sound ve ry daring at all, and i n a sense you
w ou ld be righ t because it on ly takes about twent y seconds t her e and back , bu t he re
is t he t hing t hat makes it special : Som etim es I hang a round ou t ther e j ust t o see ho w
long I can stand t he cold .
I don t wish to sound smug or boastful, b ut I have devoted much of my life t o
testi ng t he t olerance t o ext r emes of the human body , often wit h very little rega rd t o
t he pot en tial pe ril t o myself— for instance, allo wing a leg to go fast asleep in a movie
t heate r and t hen seeing what happens if I t ry sudden ly to rise and go for popcorn , or
w rappi ng a rubber band a round my i ndex finge r t o see if I can make it explode . It is
t hrough t his w or k t hat I have made some impor tan t break t hroughs .
I expect your instinct is to r egard such behavior as fool hardy , bu t let me remind
you of all t hose occasions when you yourself have stuck a finger in to a small fla me
just t o see w hat would happen , or st ood first on one leg and t hen on t he o ther in a
scal di ng bat h waiting for an inflo w of cold wate r to moder ate t he temperat ure , or sa t
at a kitchen t able quietly absorbed wit h letting melt ed candle wax drip on t o your
fingers , or a gr eat deal else I cou ld men tion .
A t least w hen I engage in these mat ters , it is i n a spirit of serious scien tific
inquiry . Which is why , as I say , I like to go for t he morning paper in t he least
encumberi ng appa rel t hat decency and M rs . Bryson will allow .
T his morning w hen I set off it was - 19°F
①
out t he re . U nless you come from a
really cold place yourself , or a re r eadi ng th is in a chest freezer , you may find s uch
ex t rem e ch illi nes s difficult t o im agine . So let me tell you j ust ho w col d it is: very .
When you step ou tside in such weat her , for t he first instan t it is star tlingly
・ 10 6 ・
invigor ating . Bu t that phase pas ses quickly . Before you have moved forwa rd a few
yards , your face feels as it w ou ld after a sharp slap , your limbs ar e aching , and
every breat h you t ake hur ts . By the tim e you ret urn to t he hou se your fingers and
t oes ar e t hrobbing wit h a gen tle bu t in sisten t pain and you notice wit h in ter est t ha t
your cheeks yield no sensation at all . The little residual heat you brough t from the
hou se is long gone , and your clo t hes have ceased to have any insu lating value . I t is
decidedly uncomfor table .
Nineteen degrees below zero is unu sually col d even for nor t he rn New England ,
so I was in ter ested to see how long I coul d bea r such an expos ure, and the answer
was t hirt y－ nine seconds . I don t mean t hat that s how long it t ook for me to get
bor ed with t he idea , or to t hink ,“ Gr aciou s , it is rat he r chilly ; I guess I ll go in
no w .”I mean t hat s how long it t ook m e to be so cold t ha t I would have climbed
over my mot he r t o get in side fir st .
②
N ew H a mp shire is famous for its hars h wint ers , bu t in fact t he re a re plen ty of
places much w orse . The coldest tempe rat ure ever recorded here was - 46°F , back in
1925 , bu t twent y o t her states have had lower lo ws t han that . The bleakest
t hermom eter reading yet seen in t he U nit ed Stat es was at P rospect G reek , Alaska ,
in 1971 w hen the tempe rat ure fell t o - 79． 8°F .
Of course, almost any place can have a cold s nap . The real test of a wi nte r is in
③
its duration . In In te rnational Falls , Minnesota , t he win ter s a re so long and
ferocious t hat the mean annual te mpera tur e is just 36． 5 °F , which is ve ry mean
indeed . Nearby t here is a to wn called F rigid , w here I su spect t he sit uation is even
w or se b ut they a re j ust t oo depressed to repor t .
H o wever , t he record for most wr etched inhabited place ever must surely go t o
④
Langdon , Nor t h Dakota ,
which in t he win ter of 1935— 1936 r ecorded 176
continuous days of belo w freezing te mper atur es , i ncluding 67 con ti nuous day s in
w hich t he tempe rat ure fell below 0 °F for at least par t of t he day and 41 continuous
days w hen t he te mper at ur e did not rise above 0°F .
Just t o put that in per spective, 176 days is t he span of time that lies between
Christm as and mid summer . Pe rsonally , I would find it very ha rd t o spend 176
continuous day s in N ort h Dakota at any time, bu t I gues s that is anot her mat ter .
In any case, I have all I can handle righ t here in New H amps hire . I was
dr eading t he long , cruel wi nte rs in New England , bu t to my s urprise t hey deligh t
me . Pa rtly it is because t hey a re so shocking . T he re really is som eth ing exhilar ating
abou t the sha rpness of the cold , t he cleanness of t he air . A nd win ters he re a re
・ 1 07 ・
stu nningly pr ett y .
People here act ually get excited about wint er . T her e is s kiing and ice skating
and sledding on t he local golf cour se . One of our neighbors floods his backyard and
t urns it int o a s kating pond for t he k ids on our st reet . Da rt mout h has a win ter
ca rnival . It is all very chee ry .
Best of all, you know t hat wi nte r is j ust one in an endles s cycle of season s .
When t he cold star ts to get to you , t here is t he reassur ance of knowing t hat a good ,
hot summe r is ju st arou nd t he cor ner .
(970 words)
N e w W o r ds
dar ng [ d
ri ] a . adven t urou s , bold 大胆的 , 勇敢的
e .g . a daring act
smug [ sm
] a . boastful 自鸣得意的
peril [ peril ] n .danger 危险
breakthrough [ br eik ru ] n . 突破
instinct [ insti k t ] n . 本能
foolhardy [ fu l h di ] a . 有勇无谋的
scalding [ sk ldi ] a . 滚烫的
inflow [ infl u] n . 流入 , 流入物
moderate [ m d r eit ] v . 缓和
en umber [ in k mb ] v .to hinder or impede t he action of 阻碍 ( 或妨碍 ) ……的行动
e .g . rest riction s t hat encumber police work 妨害警察工作的限制
apparel [ p r ( ) l ] n . 衣服
decency [ di snsi ] n . 庄重
chest freezer 卧式冷冻柜
chilly [ t ili] a .cold enough to cause s hivering 寒冷的 , 令人打寒战的
st rtle [ st tl] v .t o become ala rmed , frightened , or s urprised 令人吃惊
invigorating [ in vi reiti ] a . 精神充沛的 , 爽快的
limb [ lim] n .arms and legs 肢体 , 四肢
throb [ r b ] v .to beat rapidly or violen tly 悸动 , 抽动
yield [ ji ld ] v . make 产生
residual [ ri zidju ( ) l ] a . re maining as a r esidue 剩余的 , 残留的
ins late [ i nsjuleit ] v . t o preven t t he passage of heat , electricit y , or sound 绝缘
insulating value 保温值
・ 10 8 ・
exp sure [ iks p u
] n .appea rance in pub lic or i n the mass media 曝光 , 在 公共场
所 ( 或新闻媒介 ) 露面
e .g . n actor wit h much recent exposure in television 近来在电视上露面的一位
男演员
bleak [ bli k] a .cold , chilly 寒冷的
durat on [ dju( ) r ei ( ) n ] n . the con tinuou s period of time 持续时间 , 为期
ferocious [ f r u s ] a . 凶猛的
wretched [ ret id] a . 恶劣的
dread [ dr ed] v .worry abou t 担心
exhilarating [ i zil r eiti ] a . 令人愉快的
stunningly [ st ni li ] a d .very 极其
carnival [ k niv( ) l ] n . 狂欢节
reassurance [ ri
u r( ) ns ] n . 放心 , 安心
sunburn [ s nb n] n . 晒黑
ivy [ aivi] n . 常春藤
P hr as e s a n d Ex p r e s si o n s
i a sense if t he statem en t is under st ood in a par ticu la r way 在某种意义上
e .g . What you said is true in a sense .
hang round linger nea r a person or p lace 逗留 , 闲逛
e .g . I hate seeing young people hanging around .
devote o eself life to doing sth . apply or give t o a par ticular activity or purpose or
pe rson 投身于某事 , 献身于做某事
e .g . H e devotes a w hole morning r eadi ng st udents papers . w th regard to consider , th ink abou t 考虑
e .g . with no regard to soil and w ater
remind b . of sth . cause a per son to t hink of 提醒某人某事
e .g . His w alk s re minds me of t he way his fat her used t o walk .
con eive of imagi ne 想像
e .g . When did scien tists first conceive of space t ravel ?
cold snap 寒流
in perspective corr ectly 正确地
e .g . Judge somebody s role in pe rspective .
around he corner not far away 不远 , 就在眼前
e .g . a r estaurant just a round t he corner from t he house
・ 1 09 ・
apart from 除……以外
e .g .
e had a pleasan t tim e, apa rt from t he weat her .
A pa rt from he r blond pr ettiness , she was sma rt and helpful .
No t es
①℉ of or relating t o a te mpera tur e scale t hat r egister s t he fr eezing poi nt of water
as 32 ℉ and the boiling poi nt as 212 ℉ at one at mospher e of press ur e .华氏 温标 :
一种温标 , 或与其有 关 的。其 规 定 水 在 1 大 气 压下 的 凝 固 点 为 32 ℉ , 而 沸 点为
212 ℉
② New Hampshire a state of t he nor t heast U nited States . It was admit ted as one of
t he original T hir teen Colonies i n 1788 . First explored in 1603 , it was settled by
colonists from M as sachu set ts during t he 1620 s and 1630 s and becam e a separ ate
colony in 1741 . New Ha mpshir e was t he first colony to decla re its independence
from G reat Brit ain and t he first t o establis h its ow n governm en t ( Janua ry 1776 ) .
Concord is t he capit al and Manchester t he largest cit y . Population , 1 113 915 .
新罕布什尔州 : 美国东北部一个州 , 被认为是 1788 年最初十三个殖民地之一。于
1603 年首先被发现 , 17 世纪 20 年代至 30 年代 来自马 萨诸 塞的殖 民者 在此定 居 ,
1741 年成为一个独立的 殖民 地。新 罕布 什 尔州 是最 先宣 布 脱 离英 国 而独 立 并建
立自己的政府 ( 1776 年 1 月 ) 的一 个 殖民 地。 康科 德 是其 首 府 , 曼 彻 斯特 是 最大
城市。
③ International Falls ( 美国 ) 国际瀑布城
④ North Dakota ( 美国 ) 北达科他州
Exercises
Ⅰ . ccording to your understanding of the passage, choose the best answer for each of
the following questions .
1 .
hy the au t hor likes to go out wit hou t protection against the col dnes s ?
A . Because he is doing some physical exercises .
B . Becau se he likes to sho w h imself .
C . Because he wan ts t o test his tolerance to ext re mes of h uman body .
D . Because he needs to bring in the morning paper from a lit tle box .
2 .
o test his t oler ance, the au thor does t he following thi ng s EXCEP T
A . going ou t withou t pu tting on his coat or gloves or any ot her protection
B . allowing a leg to go fast asleep in a movie t heate r and t hen rise sudden ly
C . w rappi ng a rubber band around his finger to see if he can make it explode
・ 11 0 ・
.
D . con sidering the potential dange r t o himself
3 .
hen you come outside i n a very cold day , you m ay have t he following feelings
EXCEP T
.
A . a long tim e of bei ng invigor ating
B . your face feels as if it wer e slapped hardly
C . your hands and your feet ar e ach ing
D . it hur ts w hen you take br eat h
4 .
ow does the au t hor inform us t hat t he most w retched inhabited p lace is
Langdon ?
A . Explanation .
B . Defi nition .
C . Statistic figure .
D . Cont rast .
5 .
he long , cruel win ter s in New England deligh ted the au t hor because
.
A . he re is somet hing pleasant about the sha rpness of t he cold , the cleanness of
t he air
B . wi nte rs here ar e st unningly pret ty
C . t he aut hor liked the col dnes s of t he a rea
D . bo th A and B
Ⅱ .
ecide whether the following statements are true or false according to your
understanding of the passage .
1 .
hen the au t hor does somet hing to test his t oler ance, he considers
much about the danger he is faced wit h .
2 .
3 .
Some people t hink t ha t t he au t hor s br avery is foolish .
ener ally , t he au t hor s wife does n t like him to go out wit h t he least
clot hes on .
4 .
hen you step ou tside in a cold day , say - 19°F , your face feels as if it
were slapped .
5 .
f ter you ret urn to your house from ex tr emely cold ou tside , your
fingers and toes a re t re mbling wit h pain , bu t your cheek s still produce
sen sation .
6 .
hen you come ou tside from t he house, you brough t wit h you some
heat ; but w hen you ret urned to your hou se , t he heat doesn t exist
anymore .
7 .
8 .
19 degr ees below ze ro is t he lowest r ecord of te mperat ur e .
o t he au t hor , 39 seconds is t he ex t rem e t hat he can stand ou tside in
・ 1 11 ・
t he temperat ur e of 19 degrees belo w zero .
9 .
The real test of wi nte r is how long it lasts .
10 .
angdon recorded 176 w hole day s of below ze ro te mpera tur es in the
win ter of 1935 — 1936 .
11 .
he coldest record in t he U nited Sta tes was at Prospect G reek , Alas－
ka , in 1971 .
12 .
e kno w t hat af ter t he cold win ter , a hot summe r is sure to come
soon .
Ⅲ . Choose the answer that best completes the sentences .
1 . om et hing r at her t ha t I like t o do at t his time of yea r is to go ou t
withou t pu t ting on my coat or gloves．．．
A . exciting
B . bold
C . loving
D . encouraging
2 . om eti mes I hang a round ou t ther e just t o see how long I can t he cold .
A . endure
B . up to one s feet
C . repr esen t
D . take one s p lace
3 . n
sen se you woul d be right because it only t akes about t wen ty seconds
t here and back .
A . t he
4 .
B . one
C .a
have devoted much of my life
D ./
t he tolerance to ex tr emes of t he hum an
body .
A . t o testing
5 .
B . t o test
t least w hen I engage
C . test
D . testing
t hese ma tter s , it is in a spirit of se rious scien tific
inquiry .
A . in to
6 .
9 .
D . wit h
B . i magine
C . ca rry a baby
D . express
ou no tice wit h in ter est that your cheeks no sensation at all .
A . produce
8 .
C . in
ou m ay find such ext re me chilliness difficult t o .
A . con sider
7 .
B . to
B . give i n
C . feel
was i nte rested t o see how long I cou ld bear such an
A . expose
B . exposure
C . exposed
D . expositive
D . make
.
he m ean annual tempe rat ure is just 36． 5°F , w hich is very indeed .
A . aver age
・ 11 2 ・
B . purposeful
C . uncomfor tab le
D . mid way bet ween t he first and t he last
10 .
her e is t he r eass urance of k no wing t hat a good , hot summe r is ju st
t he corner .
A . to
B . abou t
C . around
D . near
Ⅳ . Translate the following sentences .
1 . 除非你来自于一个相当寒冷的地方 , 或者是 在冰 柜里 体验这 种寒 冷 , 否则 你是无
法想像这种极度的寒冷的。
2 . T he b leakest thermometer reading yet seen in t he U nites States was at P rospect
Gr eek , Alas ka , in 1971 w hen t he te mper at ur e fell to - 79． 8°F .
3 . 当然 , 每个地方都可能有寒潮。但冬天寒冷与否在于寒冷持续时间的长短。
4 . Just t o pu t that in per spective , 176 days is the span of ti me t hat lies between
Christ m as and midsumme r .
5 . O ne of our neighbors floods his backyard and t urns it in to a skating pond for the
kids on our st reet .
6 . 我不喜欢看到年轻人整天在街上闲逛。 ( hang a round)
7 . 他把整个身心都献给了共产主义事业。 ( devote . . .to . . .)
8 . 你的作文写得不错 , 只是有一些拼写错误。 ( apar t from)
Passage 3
The Emotional Quadrant
①
B y E li zabeth K ubler－ Ross
V ery young children have no fea r of deat h , alt hough they have t he tw o innate
fears of sudden loud noises and of falling from high p laces . Late r on chil dr en a re
nat urally afr aid of sepa ration , since t he fear of abandonment and the absence of a
loving car etaker is very basic and meaningfu l . Children ar e awar e of their
dependency , and t hose w ho have been exposed to ear ly i njuries in life are scarr ed .
T hey will need to relive t he in jury and learn t o let go of t he panic , pain , anxiety and
rage of t he abandonmen t .
T hese violen t feelings a rise often , not only w hen a membe r of t he family dies .
・ 1 13 ・
A bandonm en ts of all sor ts happen t housands of times ove r in our society , and if the
loss is no t associated with the deat h of a loved one , few people will recognize t his .
T he em ergency suppor t systems or shoul ders t o lean on will no t be called in t o
action , and t he re will be no sympat hy visits by neighbors . So t he child w ho feels
abandoned in som e manner is lef t vulnerable; h is fu t ure mind－set could include a
gene ral mist rust , a fear of ever allo wing a close relationship , an aliena tion from the
person who is bla med for t he sepa ration , and a deep grief over t he absence of love .
Rene was such a child , and he needed t hir ty year s to heal . H e was on ly five
yea rs old when his fat he r t old him t o get in to the ca r , because they were going
somewher e toget he r . Rene was ve ry excited . His fat her had been drinking for many
yea rs; his mom had been in and out of m en tal hospitals , and t her e had been ve ry
little laugh ter and happines s i n his life . And now his dad was going to take him
somewher e . He did not dar e to ask him wher e they we re goi ng . H e coul d no t
understand w hy his dad had com e hom e i n t he middle of t he week , bu t he knew t ha t
his mom was very sick again .
In t he car , Rene and his fat her approached a huge b uilding and pa rked . H is
fat her silen tly opened t he car door and let Rene ou t . The fat her was very quiet; he
did not even smile once . Rene was never noisy w hen his mom and dad had their
fights , and he st ayed in t he den and ou t of t he way . H e had no t hea rd t hem figh ting
t oday , and ther efor e Rene had hoped it would be a good day .
H is dad took him by t he hand and led him i nt o a st range room wit h a funny
smell . A Cat holic sister
②
ca me and talked t o his fat he r , bu t no one talked to him .
T hen h is fa ther left t he room , and a short time late r t he sister left also . Rene sa t
ve ry quietly and waited , but no one ca me . Maybe his dad had t o go to the bat hroom .
Finally he go t up , and out t he windo w he saw h is dad walking ou t of t he house
t owa rd t he ca r . H e r an as fast as he cou ld :“Dad , Dad , don t leave me !”But t he car
door shu t , and he saw the old fa miliar car t urn t he corne r — ou t of sigh t .
Rene never saw his mot her again . H e didn t see his fa ther again for many year s .
I t was much later t hat a str ange woman ca me t o visit him one day ; s he told him t ha t
his dad had married her and t hat t hey had p lanned t o t ake him ou t of the home of the
sister s to see if it could“w or k ou t”.
Rene t ried t o please his dad in every way he could . But his dad r emained as
silen t as he had always been . T his silence always brough t back to Rene t he memory
of that nigh tm aris h day w hen he had been taken away from home wit hou t so much as
an explanation , much less a good－ bye or last hug from his mom .
・ 11 4 ・
H is fa ther never said“ t hank you”or“ I am pleased with you”, just as he never
brough t up the r easons for Rene s placem en t in the home and t he lack of wa rning . So
Rene grew up t rying t o please , not knowing t hat t he fea r of r ejection and
abandonmen t was still wit h him in adulthood . Bu t Rene was afraid of alcoholism ,
afraid of mental ill ness , afraid of get ting close t o anyone . His w hole life consisted of
w ork and more work t o please his fat her . H e never allowed him self t o get angry , t o
speak up , to expres s displeas ur e . T he only tim e his face lit up was at t he sigh t of a
par en t p laying wit h a child in the park or swinging on a swing in a schoolya rd . H e
spent h is fr ee time in t hose places , vica riou sly enjoying t he laugh ter of these
chil dr en , unawa re of w hy he could not experience love and laugh ter in his ow n life .
As a mat ure adult he t ook an oppor t unit y t o look at his pain , anguish , despair ,
and incompr ehension of t his t otally unexpect ed abandonm en t in early childhood , and
he emerged a free man . It t ook him only one week , touched by ot he rs w ho sha red
t heir agonies in a safe place w here it was regarded as a blessing to get rid of old tea rs
and ange r . During t hat week , Rene felt loved unconditionally . T his man has ju st
resolved his conflicts and has begu n t o understand h is inabilit y t o t rust and r elate .
If som eone — preferably his pa rents — had talked wit h this little boy and made
an effor t t o unde rstand his play , his dr awi ngs , his sullen wit hdrawal and isolation ,
much pain and unresolved conflict , carried wit hin for decades , could have easily been
avoided . You t hink t hose t hings happened in t he last cen t ury ? N o , t hey still happen
every day in our society .
M any adults suffer from neve r having resolved t he hur ts of their childhood . So
chil dr en need t o be allowed t o grieve wit hout bei ng labeled crybaby or sis sy . If
chil dr en of bot h sexes a re no t allowed t o expr es s their nat ural e mo tions in ch ildhood ,
t hey will have proble ms late r on in the form of self － pity and many psychosomatic
sympt om s . Grief and fea r , w hen allo wed to be expressed and s ha red in childr en , can
pr even t much fut ure hear tache .
(1 010 words)
N e w W o r ds
quad ant [ kw dr( ) nt ] n . 信号区 ; 因素
e .g . t he upper righ t quadrant of a page 书页的右上方
in ate [ i neit ] a . posses sed at birt h ; inborn 生来的 , 天生的
e .g . an i nnate kno wledge of righ t and w rong 一种内在的对正确和错误的判断
aband n [ b nd n] v .to give up by leaving 遗弃
・ 1 15 ・
e .g . abandon a friend in t rouble 抛弃处于危难中的朋友
car taker [ k
t eik ] n .one t hat is e mployed t o look afte r or t ake charge of goods ,
proper ty , or a per son 看守者
car etaker gove rnmen t 临时 执 政政 府 ; a caret aker administ ra tion 临时
e .g .
管理
depe dency [ di pend nsi ] n . 依靠 , 依赖
e .g . drug dependency 耐药性 , 药瘾
sc r [ sk ] v .a mark left on t he sk in afte r a surface injury 创伤
reli e [ ri liv] v .t o undergo or experience again 重新体验
e .g . relive one s life 重新生活
vi lent [ vai l n t ] a . 猛烈的 , 激烈的
e .g . a violent at tack 猛烈的进攻
e ergency [ i m d n si] n .a serious sit uation or occurrence t hat happen s unexpectedly
and dem ands immediate action 紧急情况 , 突发事件
e .g . a st ate of em ergency 紧急状态 ; a voice full of em ergency 急切的声音
vuln rable [ v l n( ) r bl] a . 脆弱的
e .g . We ar e vulne rable bo t h by wate r and land , wit hou t eit her fleet or a rmy . 由于没有舰队和军队 , 我们在水路和陆路上都易受攻击。
aliena e [ eilj neit ] v .cau se a pe rson t o becom e unfriendly or hostile 疏远
e .g . alienate a child from his parents
den [ den ] n . 私室
nightmarish [ nait m ri ] a . 噩梦般的
placem nt [ pleism n t ] n .t he act of p lacing or arr anging 放置
e .g . chil d p lace men t 儿童安置 ( 指接纳、分班、分级等安排 )
rejecti n [ ri d ek ( ) n ] n .t he act of rejecting 拒绝
e .g . rejection and waste 返工和浪费
vicario sly [ vai k
ri sli ] ad . 通过他人感受地
e .g . We can receive pleasure vicariously from reading tr avel st ories .
ang ish [
wi ] n . 痛苦 , 苦恼
e .g . t o feel or suffer anguish 感受极度痛苦 , 遭受极度痛苦
incomprehension [ in k mpri hen ( ) n ] n . 不了解
em rge [ i m d ] v .t o come fort h 显现出来
e .g . ea m ammals must eme rge pe riodically t o breat he . 海生哺 乳动 物必 须不断
地浮现出海面呼吸。
ago y [
・ 11 6 ・
ni ] n . the s uffe ring of in ten se physical or men tal pain 极大的痛苦
e .g . an agony of doub t 一时突发的怀疑
confli t [ k nflik t ] n .a state of disharmony bet ween i ncompati ble or an tithetical
pe rsons , ideas , or in ter ests; a clas h 斗争 , 冲突
sull n [ s l n] a .gloomy or somber in tone , color , or por tent ( 声 音或 颜色 ) 沉闷
的 ; 不鲜明的
e .g . sullen , gray skies 阴沉、灰色的天空
si sy [ sisi ] n .a pe rson r ega rded as ti mid or cowa rdly 胆小鬼 , 女人气的男人
psychoso atic [ saik us u m tik] a . 受心理影响的
e .g . p sychosom atic medicine 身心医学
symp om [ simp t ( ) m ] n . 症状
e .g .
he affair is a sympt om of a global ma rit al dist urbance; it is not the
dist urbance itself . 这一事件是全球婚姻混乱的征兆 ; 它并不是混乱本身。
P hr as e s a n d Ex p r e s si o n s
later n 稍后
e .g . Y ou go first and I will follow later on .
be ware (unaware) of 清楚 , 知道
e .g . I a m quite awar e of your real intention .
b exposed to 遭受 , 暴露于
e .g . ewer and fewer childr en a re exposed to s moke because many adults have
given up smok ing .
l t go 放开 , 释放
e .g . If somet hing unhappy happens , ju st let it go .
be ass ciated with 与……相联系
e .g .
per son s cha racter is closely associated wit h w hat he or she experienced in
ch ildhood .
mu h less 更不用说
e .g . I know lit tle English , much less Fr ench .
c nsist of 由……组成
e .g . O ur class consists of 20 girls and 30 boys .
light p 点燃 , 照亮
e .g . The t heory of Thr ee Representatives ligh ts up the road of our grow th .
No t es
① Elizabeth Kubler－Ross (1926— ) w as born in Zurich , Switzerland , bu t beca me a
・ 1 17 ・
nat uralized A merican citizen in 1961 . She is one of t he world s greatest
au t horities on t he s ubject of deat h and dying . T his es say ( abridged ) is an
examination of t he often hidden bu t enduring hur t t he deat h of a parent may give
a child .
② Catholic sister 天主教女会员
Exercises
Ⅰ . ccording to your understanding of the passage, choose the best answers for each of
the following questions .
1 .
hat s t he main idea of t he passage according to pa ragr aph 1 ?
A . Ve ry you ng children have no fear of death .
B .
ery young children have t he t wo innate fea rs of sudden loud noises and of
falling from high places .
C . Ch ildren ar e nat ur ally afr aid of separ ation .
D . Childr en exposed to ea rly injuries in life are scarr ed .
2 .
o w did Rene let go of t he panic, pain , anxiety and rage of t he abandonment ?
A . H e tried eve ry t hing t o please his fat her .
B .
e took an opport unity to look at his pain, anguish , despair and incomprehension of
his abandonment .
C .
e spen t h is free time watching children playing wit h par en ts in t he pa rk or a
schoolya rd .
D . H e enjoyed t he laugh ter of t he children .
3 .
e lea rn from paragr aph 2 that
.
A . violent feelings arise only w hen a member of t he fa mily dies
B .
any ki nd s of abandonments happen over in our societ y, but people don t
recognize t hem all
C . t he child w ho feels abandoned is left weak
D . t he chil d w ho feels abandoned still has a healt hy mi nd
4 .
hat s t rue abou t Rene according to t he passage ?
A . H e was sent to the Cat holic siste rs by his parents w hen he was five .
B .
ene s fat he r never t old him w hy he was sen t t o t he Ca tholic sisters and taken
back hom e later .
C . Rene s fat he r often t hanked him for w hat he had done at home .
D . Rene s pain and conflicts lasted all t hrough his life .
5 .
hat s t he au t hor s purpose t o w rite t his essay ?
・ 11 8 ・
A . To t ell us somet hing about fea r .
B .
o pr esen t t he e mo tional obstacle caused by abandonmen t in ch ildhood .
C . To tell us som ethi ng about Rene .
D . To int roduce som e violen t feelings of childr en . Ⅱ .
ecide whether the following statements are true or false according to your
understanding of the passage .
1 .
ery young children have fear of deat h , s udden noises and falling from
high places .
2 .
Rene spen t t hree decades solving his psychological problems .
3 .
Rene s fat her took him t o a Cat holic sister and t old him the reasons .
4 .
Rene s fat her was happy that Rene did everyt hing to please him .
5 .
hen Rene gr ew up , he was awar e of t he fea r of r ejection and
abandonmen t was still wit h him .
6 .
Sometime , Rene lost his temper like t he o t her peop le .
7 .
ene liked enjoying t he laugh ter of t he childr en because he longed for
it .
8 .
W hen Rene s pa rents had figh ts , he used t o join t hem .
9 .
Rene s fat her took him ou t of t he hom e of t he sist ers .
10 .
The exa mple of Rene is t ypical t o suppor t t he mai n idea .
11 .
Children t oday no longe r experience pain or unresolved conflicts .
12 .
t is impor tan t to allow children t o expr es s their grief and pain t o
preven t much fu t ur e hea rt ache .
Ⅲ . Choose the answer that best completes the sentences .
1 .
is st ubborn nes s is no t
A . born
2 .
B . i nnate
he children w ho have
bu t acquired .
C . innated
D . bore
to ear ly injuries are sensitive to abandonment or
rejection .
A . exposed
B . been exposed C . exposur e
3 . f t he loss is no t as sociated
D . exposing
the deat h of a loved one , few people will
recognize t his .
A . wit h
4 .
B . to
C . abou t
ost primary school childr en a re afr aid of
A . alienate
B . alien
C . alienation
D . on
from clas smates .
D . alienab le
・ 1 19 ・
5 . n t he ca r , Rene and his fat her
a huge building and parked t heir car .
A . approach
B . approach t o
C . approached t o
D . approached
6 .
ene had been taken away from hom e wit hout any exp lanation ,
a good－
bye or hug from his mot he r .
A . much less
B . less
C . bu t
D . nonet heles s
7 .
is whole life
w or k and more work to please his fat her .
A . con sisted
B . consisted of
B . composed of
D . be composed
e s pend his free tim e in t hose p laces , enjoying t he laugh ter of these
8 .
chil dr en .
A . evilly
B . viciously
C . experiencing in the im agination t hrough ano t her
D . happily
9 . f someone had t ried t o unde rstand t he lit tle boy s or isolation , much
pain and conflict cou ld have easily been avoid .
A . r etiri ng from work
B . taking money from the bank
C . getting t he a rmy back
D . avoiding social activities
10 .
is son was crybaby .
A . ma rked
B . called
C . na med
D . signed
Ⅳ . Translate the following sentences .
1 .
he emergency suppor t system s or shoulders t o lean on will no t be called in t o
action , and ther e will be no sympathy visits by neighbors .
2 .
his silence always brough t back to Rene t he me mory of t hat night ma rish day
w hen he had been taken away from home withou t so much as an explanation ,
much less a good－ bye or last hug from his mom .
3 .
s a ma tur e adult he t ook an opport unit y t o look at his pain , anguish , despair
and incomprehension of t his t otally unexpected abandonmen t in early ch ildhood ,
and he e merged a fr ee man .
4 . f someone— prefer ably his pa ren ts— had talked with t his little boy and m ade an
effor t t o understand h is play , his dr awi ngs , his sullen wit hdrawal and isolation ,
much pain and unr esolved conflict, ca rried wit hin for decades , cou ld have easily
・ 12 0 ・
been avoided .
5 . So childr en need to be allo wed t o grieve wit hout being labeled crybaby or sis sy .
Ⅴ . Writing .
I t s said t hat people w ho r emember t heir childhood s as happy do not have good
memories . W rite a composition analyzing how your childhood has shaped t he adu lt
you have become .
・ 1 21 ・
Uni t Six
Passage 1
Application and Perseverance Give Results
①
B y Sa m uel S mi les
T he greatest results in life ar e u sually at tained by simple means , and the
exercise of ordina ry qualities . T he common life of every day , wit h its ca res ,
necessities , and du ties , affords ample opport unity for acquiri ng experiences of the
best kind ; and its most beaten pat hs provide the t rue w orker wit h abundan t scope for
effor t and room for self－improve men t . The road of human welfar e lies along the old
highway of steadfast well－doing ; and t hey , who are the most persisten t , and work in
t he truest spirit , will u sually be t he most succes sful .
F or t une has often been b la med for her b lindness; but for tune is not so b lind as
men are . Those w ho look i nt o pr actical life will find t hat for t une is usually on the
side of t he indust rious , as t he winds and waves a re on the side of the best
navigat or s . In t he pursuit of even t he h ighest branches of human inquiry , the
commone r qualities a re found t he most useful — such as common sen se , attention ,
app lica tion , and pe rseverance .
Geniu s may not be neces sary , t hough even genius of t he highest sor t does no t
disdain t he use of t hese ordinary qualities . The very greatest m en have been among
t he least believe rs in t he power of genius , and as w or ldly wise
②
and per severi ng as
successfu l men of t he commoner sort . Some have even defined geniu s t o be only
common sense i ntensified . A distinguished t eacher and presiden t of a college spoke of
it as t he power of maki ng effor ts . Joh n F oster held it t o be t he power of ligh ting
③
one s o wn fire . Buffon
said of genius“it is patience”.
N ew ton s was unquestionably a mind of t he very highest order , and yet , when
asked by what mean s he had worked ou t his ex t raordinary discoveries , he modestly
・ 12 2 ・
an swe red ,“By always t hinki ng un to t he m .”At ano t her tim e he th us expr essed his
met hod of study :“ I keep the subject continually befor e m e, and wait till t he fir st
daw ni ng open slowly by lit tle and little int o a fu ll and clear ligh t .” It was in
N ew ton s case, as in eve ry ot her , only by diligent application and persever ance t ha t
his great repu tation was achieved . Even his r ecr eation consisted in change of study ,
layi ng do wn one su bject t o take up ano ther . To Dr . Bentley he said :“ If I have done
t he public any service, it is due t o not hing but indust ry and pa tien t t hought .”
T he ex tr aordi nary r es ults effected by dint of sheer indust ry and pe rseverance ,
④
have led m any disti nguished men t o doub t w het her the gift of genius be
so
excep tional an endow men t as it is usually s upposed t o be . Thus V oltaire held t hat it
is only a very slight line of separa tion t hat divides t he man of genius from t he m an of
ordina ry mould . Beccaria was even of opi nion t hat all m en migh t be poets and
⑤
ora tors , and Reynolds
t hough t that t hey migh t be pain ter s and sculp t or s . If these
wer e really so , t hat st olid English－man migh t not have been so very far w rong after
all, who , on Canova s deat h , inquired of his brot her w het he r it was“ his in ten tion t o
ca rry on the bu siness !”
⑥
⑦
Locke , H elveti us , and Diderot
⑧
believed t hat all men have an equal ap tit ude
for geni us , and t ha t what som e ar e able t o effect , under t he laws w hich r egulate the
ope ration s of t he int ellect , must also be wit hin t he r each of ot hers w ho , under like
circum st ances , apply t hemselves to like pursuits . Bu t while admit ting t o the fullest
ex ten t the wonderful achievem en ts of labor and recognizi ng t he fact t hat men of the
most distinguished genius have invariably been fou nd t he most indefatigable
w orkers , it must never t heless be sufficiently obvious t ha t, wit hou t t he original
endow ment of hear t and br ain , no a moun t of labor , however well applied , could
have produced a Shakespea re, a New ton , a Beethoven , or a Michelangelo .
⑨
Dalton , t he chemist , repudiated t he notion of his being“a geni us”, att ribu ting
every t hing which he had accomp lished to simple indust ry and accumulation . John
H unte r
⑩
said of himself ,“ My mind is like a beehive; bu t full as it is of buzz and
apparent confu sion , it is yet full of order and regula rit y , and food collected wit h
incessan t indust ry from t he choicest st or es of nat ure .” We have, indeed , but t o
glance at the biographies of great men to find t hat the most disti nguished inven t or s ,
ar tists , t hinkers , and w orker s of all kinds , owe t heir success , in a great measure , t o
t heir i ndefatigable industry and application . They were m en w ho t urned all thi ngs t o
gold — even tim e itself .
Disr aeli t he elde r hel d t hat t he secret of success consisted in being mast er of
・ 1 23 ・
your subject , such mastery being attainable only t hrough con ti nuous application and
study . H ence it happens t hat t he men who have most moved t he w orld , have no t
been so much men of genius , st rictly so called , as m en of in ten se m ediocr e abilities ,
and un tiring per seve rance ; not so of ten t he gifted , of nat urally brigh t and shining
qualities , as those w ho have app lied t he mselves diligently to t heir w ork , in
w ha tsoever li ne t hat migh t lie “
. Alas !”said a wido w, speaking of her brilliant bu t
ca reless son ,“ he has not t he gift of con tinuance .”Waiting in persever ance, s uch
vola tile nat ures
1
a re ou tst ripped i n t he race of life by t he diligen t and even t he dull .
Who goes slowly , goes long, and goes fa r , says t he I talian proverb .
H ence, a gr ea t point to be aim ed at is to get t he w orking quality well tr ained .
When that is done, the race will be found compa ratively easy . We must r epeat and
again r epeat ; facility will com e wit h labor . N ot even the simplest a rt can be
accomplished withou t it; and what difficulties it is found capable of achieving ! I t was
by ea rly discipline and repetition t hat Sir Robe rt Peel cultivated those r ema rkable ,
t hough still m ediocre powe rs , w hich rendered him so ill ustrious an ornam en t of the
British Senat e .
When he was a boy at D ray ton Manor , his fat he r was accust om ed t o set h im up
at table t o practise speaking exte mpore ; and he ea rly accustomed him to r epeat as
much of t he Sunday s sermon as he cou ld re member . Lit tle progr es s was m ade a t
first , bu t by steady persever ance t he habit of at ten tion becam e po werful , and the
se rmon was a t lengt h repeat ed almost verbatim . When after wards replying in
succession to t he argum en ts of his parlia men tary opponents — an a rt in w hich he was
perhaps unrivalled — it was lit tle surmised t hat t he ext raordina ry po wer of accur ate
rem embrance w hich he displayed on such occasions had been originally t rai ned under
t he discip line of his fat her in t he paris h chur ch of Drayt on .
I t is indeed marvelous what continuous application will effect in the commonest
of t hings . It m ay see m a simple affair t o play upon a violi n ; yet w hat a long and
laborious pr actice it r equir es ! Giardini said t o a you t h w ho asked him ho w long it
w ou ld t ake t o lea rn it ,“ T welve hour s a day for twent y years toget he r .”Indu stry , it
is said , makes t he bea r dance . T he poor ballet dancer must devote years of inces san t
t oil to her profitles s t ask before she can s hine in it . When the ballet dancer T aglioni
was preparing he rself for her eveni ng exhibition , s he would , after a seve re tw o
hour s les son from her fat her , fall dow n exhausted , and had t o be undressed ,
sponged , and resuscitated from being tot ally unconscious . T he agilit y and bounds of
t he evening we re in sured only at a price like t his .
・ 12 4 ・
P rogress , however , of t he best kind , is compar atively showed . Gr ea t results
cannot be achieved at once; and we must be satisfied to advance in life as we wal k ,
step by step . De Maist re
12
says that t o know H OW T O WA IT is t he gr eat secret of
success . We must so w befor e we can reap , and often have t o wait long , conten t
mean wh ile t o look patien tly for ward i n hope; t he fruit best w or t h waiting for often
ripening t he slowest . Bu t“ time and patience, ”says t he East ern prover b ,“ change
t he mulberry leaf t o sil k .”
To wait patiently , ho wever , m en must work cheerfully . Cheerfu lness is an
excellen t working qualit y , impar ting great elasticity to t he character . Cheerfu lness
and diligence a re nine－ten th s of practical wisdom . They ar e t he life and sou l of
success , as well as of happi nes s; perhaps t he very highest p leas ure in life consisting
in clear , clea r , brisk , con scious w orking ; energy , confidence , and every ot her good
qualit y main ly depending upon it .
(1360 words)
N e w W o r ds
ample [
mpl] a . fully sufficien t 足够的
abundant [ b nd n t ] a . plen tiful 大量的
scope [ sk up] n . opport unity 机会
well－doing 善事 , 善举
per istent [ p sist ( ) n t ] a . refusing t o give up or let go 持久的 , 稳固的
in ustrious [ in d st ri s] a . diligen t 勤勉的 , 刻苦的
genius [
i nj s] n . 天才 , 天赋
disdain [ dis dein] v . 轻视 , 蔑视
intensify [ in tensifai] v . t o make in ten se or mor e in tense 加强
dawning [ d ni ] n . 拂晓 , 黎明
perseverance [ p si vi r( ) n s] n . steadfast nes s 坚定不移
recreation [ r ekri ei ( ) n ] n . refreshment of one s mind or body 娱乐 ; 消遣
sheer [ i ] a . comp letely 全然的 , 完全的
endowment [ i n daum n t ] n . a na tur al gift , ability , or qualit y 天资 , 能力 , 天赋
mould(mold) [ m uld] n . 性格 ; 气质 ; 脾气
orator [ r t ] n . speake r 演说者 , 演讲者
sculptor [ s k lp t ] n . 雕刻家
stol d [ st lid] a . having or revealing lit tle emotion or sensibility 不易激动的 , 不动
声色的
・ 1 25 ・
aptitude [ p titju d] n . an inhe ren t ability 天资 , 天生的能力
indefatigable [ i ndi f ti b l] a . tireles s 不知疲倦的
repudiate [ ri pju dieit ] v . to reject 拒绝接受
buzz [ b z] n . 嗡嗡声
incessant [ in sesnt ] a . con tinui ng wit hout in terrup tion 不断的 , 不停的
biography [ bai
r fi ] n . 传记
mediocre [ mi di uk ] a . mode rate t o inferior in qualit y ; ordi nary 普通的
whatsoever [ ( h) w ts u ev ] pron . 无论什么
volatile [ v l tail] a . 易变的 , ( 性格 ) 反复无常的
outstrip [ au t st rip] v . t o exceed or s urpass 超过
facility [ f siliti ] n . 熟练 ; ( p l .) 设施 , 设备
discipline [ disiplin ] n . tr aining 训练 ; 纪律
cultivate [ k ltiveit ] v . 培养
render [ r end ] v . to cau se t o become 致使
illustrious [ i l st ri s] a . well－k no wn and very distinguished ; e mi nen t 杰出的
orna ent [ n m nt ] n . a pe rson con sidered as a source of pride, honor , or cr edit 增光添彩的人
ex empore [ ek s temp ri] a . & a d . with little or no pr epa ration or foret hough t 即席
的 ( 地 ) ; 无准备的 ( 地 )
sermon [ s m n ] n . 训诫 , 说教 , 布道
ver atim [ v beitim] ad . in exactly t he sa me w ord s; w ord for word 一字不差地 ; 逐
字地
su cession [ s ( ) k se ( ) n ] n . t he act or process of following in order or sequence 连
续
parliamentary [ p l ment ri ] a . 议会的
unrivalled [ n raiv( ) ld] a . 无与伦比的 ; 卓越的
surmise [ s m aiz ] v . ( 常与 t hat 连用 ) to make a gues s or conject ure 推测 , 猜想
parish [ p ri ] n . 教区
marvellous [ m vil s ] a . cau sing w onder or ast onishmen t 绝妙的 ; 了不起的
resus itate [ ri s siteit ] v . t o r est or e consciousness , vigor , or life t o ( 使 ) 复苏 , ( 使 )
复兴
agility [
iliti] n . t he state or quality of being agile; nimb leness 敏捷 , 活泼
impart [ im p t ] v . 给予 ( 尤指抽象事物 ) , 传授 , 告知 , 透露
elasticity [ el s tisiti] n . 开朗的性情
・ 12 6 ・
P hr as e s a n d Ex p r e s si o n s
look into 观察 , 调查
e .g . We’ll look int o t he mat ter toget her .
on the side of 站在……一边 , 袒护……
e .g . Bu t t he majority were on t he side of Ben .
in pursuit of 追踪 , 追求
e .g . They w ere i n p ur suit of the fox .
little by little 渐渐
e .g . Little by lit tle t he flood water receded .
consist in 主要在于 , 主要是
e .g . The beau ty of Venice consists i n t he style of its ancient buildings .
by dint of: by means of 由于 ; 凭借
e .g . By din t of much trying w e finally achieved our ob ject .
be of opinion that 认为 , 相信
e .g . A t first I was of opinion t hat you were decidedly right .
inquire of sb .　询问某人某事
e .g . I inquired of him w hat he wanted .
no amount of 怎么 ( 再多 ) 也……不
as it is 实际上 , 其实
e .g . They agr eed t o buy t he house as it is .
come with 伴随……发生
at the price 以很高的代价
life and soul 精髓 ; 精华
No t es
① Samuel Smiles (1812—1904) 苏格兰社会改革者、新闻记者及传记作家。
② worldly wise 善于处世。
③ Buffon 法国博物学家和作家。
④ ．．． whether the gift of genius be ．．． 在 whet her 从句中 , 可用虚拟语气 ( be 动词
原形 ) , 也可用 is。
⑤ Reynolds 雷诺兹 , 英国著名的肖像画家。
⑥ Locke 英国唯物主义哲学家。他反对“天赋观念”论。
⑦ Helvetius 法国启蒙思想家 , 唯物主义哲学家。
・ 1 27 ・
⑧ Diderot 法国启蒙思想家 , 唯物主义哲学家和文学家。
⑨ Dalton 英国化学家 , 物理学家。
⑩ John Hunter 英国外科医师 , 英国病理解剖学的奠基者 , 靠自学实践成才。
1 volatile natures per son s of a s pecified cha ract er 具有特性的人
12 De Maistre 法国作家
Exercises
Ⅰ . hoose the most appropriate answer for each of the following items according to the
information in the passage .
1 .
ho will be most successful people ?
A . T hose w ho are t he most pe rsistent .
B . Those who work in the t ruest spirit .
C . T hose w ho have acquir ed experience .
D . Bot h A and B .
2 .
said t hat geniu s was t he po wer of maki ng efforts .
A . A teacher and presiden t of a college
B . John F oste r
C . Buffon
D . New ton
3 . ．．． it is due to not hing but industry and patien t t hough t . What does“indust ry”
in t he sen tence m ean ?
A . Busines s . B . Diligence .
C . Indust rial m anagem en t .
4 . acilit y comes with
D . Ongoing work .
according t o t he aut hor .
A . diligence B . labor C . st udy D . genius
5 .
he title of th is passage means
.
A . if you a re talen ted you will be successful
B . if you a re patien t you will be successfu l
C . if you are for t unate you will be successful
D . if you a re diligen t and pe rsistent you will be s ucces sful
Ⅱ . Decide whether the following statements are true or false according to the passage .
1 .
The greatest achieve men ts in life a re usually at tained by ha rd mean s ,
and t he exercise of ordinary qualities .
2 .
・ 12 8 ・
Geni us m ay be necessary , though even genius of t he highest sort does
no t dist ain t he u se of t hese ordina ry qualities .
3 .
If t he re was no original talen t of hear t and br ain , no amount of labor ,
however well applied ,
could have produced a Shakespea re,
a New ton ,
a
Beet hoven , or a Michelangelo .
4 .
I t is indeed mir aculous w hat con tinuou s application will effect in the
commonest of t hings .
5 .
Cheerful ness and genius a re t he life and sou l of succes s , as well as of
happi nes s .
Ⅲ . ill in each of the blanks with the appropriate words from the box . Change the
form if necessary .
surmise ou tst rip accumulation facility disdain
inces san t r ender impar t scope succes sion
1 . A great man should
flat ter ers .
2 . H e needs mor e
3 . We
for displaying his gifts .
that t he delay was caused by som e acciden t .
4 . A good teacher
5 . H er
wisdom to his pupils .
comp laining is tir esome t o everyone .
6 . T he har e
by t he t or toise .
7 . T he m achine
useles s by unskillfu l handling .
8 . H e s howed great
in pe rforming task .
9 . By buying ten book s eve ry mon th , he soon
10 . Reports of victory ca me i n quick
a good library .
.
Ⅳ . Choose the answer that best completes the following sentences .
1 .
hey were unab le t o
their objectives .
A . at tach B . attain C . attend D . att ract
2 .
our st ay abroad will give you
A . amoun t
3 .
oppor t unities to learn a new language .
B . amiable
our complain t is being
C . amplify
D . ample
; w hen we have anyt hing to r epor t we will write
to again .
A . looked on
4 .
B . looked ou t
he police car r aced t hrough
A . in
B . at
C . looked up
D . looked in t o
pursuit of anot he r ca r .
C . of
D . on
・ 1 29 ・
5 .
is righ t t o t he proper t y is
A . unreliable
6 .
.
B . untiring
C . unquestionable
he happines s of a coun try
A . consists of
7 .
t he freedom of its citizens .
B . con sists up
C . consists in
coun t ry s greatest wealt h is t he
A . industry
8 .
9 .
D . consists on
of its people .
B . agricultur e
C . science
t hough t t hings wou ld get bette r , bu t
A . as it is
D . un skilled
B . as for
D . milit ary
they a re get ting w orse .
C . as t o
D . as usual
courage and ha rd w ork t he buried miners wer e rescued .
A . By way of
10 .
ou should
A . grow
11 .
B . By chance of
C . By din t of
D . By all mean s
t he habit of listening to what you a re tol d .
B . cultivate
C . prepar e
D . search
is m emory was so good t hat he cou ld repeat many plays of Shakespea re
.
A . verbatim
12 .
14 .
B . sustain
his medicine will
A . ins ure
hope you will
A . reap
15 . f you sho w
A . nervousnes s
C . br avely
D . ver satile
as sistance . e call on you to
A . obtain
13 .
B . baldly
C . r ender
D . tender
you a good nigh t s sleep .
B . ens ure
C . assure
D . guar an tee
a r eward for your w ork .
B . leap
C . brisk
D . ex tempor e
in your st udies , you will succeed .
B . pr es sure
C . st rain
D . application
Ⅴ . or each group of sentences below, pick out the sentence in which the italicized
word has the same meaning as the underlined word in the sample sentence .
1 . ．．． and its most beaten pat h s provide t he t rue w orker wit h abu ndan t cope or
effor t and room for self－improve men t .
A . M any w ords a re outside t he scope of t his dictiona ry .
B . Give som eone scope to sho w his ability .
C . Very ha rd words are not with in t he scope of a child s under st anding .
2 . n t he purs uit of even t he highest br anches of hum an i nquiry , t he commoner
qualities are found the most useful — such as common sense, attention ,
and persever ance .
A . H e had no choice bu t t o approve the a p p lication for me mbers hip .
・ 13 0 ・
pplication
B . T he ap p lica tion of w hat you kno w will hel p you solve new proble ms .
C.
e worked wit h great ap p lication to lea rn t hr ee musical instr umen ts in one
year .
3 . om e have even defined genius o be on ly common sense in tensified .
A .
he gen ius of our language is its u se of short words w hich do no t change their
endings .
B . Ein st ein was a great scien tific geni us .
C . I believe hi m t o be a man of geni us .
4 . ndust ry it is said , m akes t he bear dance .
A . H is success was due t o his in dustr y and t hrif t .
B . The coun try is suppor ted by in dustry .
C . New i ndustries a re springing up i n A frica .
5 .
e must r epeat and again repeat ; acility
ill come with labor .
A . A r e t here washing f acilities i n t he school ?
B . H e sho wed great f acil ity in performing task .
C . A fr ee bus t o t he airport is a f acili ty offe red only by t his ho tel .
6 . ．．． af ter a evere wo hours lesson from her fat he r , fall do wn exhausted ．．．
A . H e was put ti ng her to a severe test .
B . F ollowing severe rains , t he fields wer e flooded .
C . H is living quar ter s a re s mall and severe .
7 .
hee rfulnes s is an excellen t working quality
impar ting great elasticity t o the
cha racter .
A . We aim at quali ty r at her t han quan tit y .
B . He has all t he qua lities of a successful busi nes sman .
C . O ne qualit y of pinew ood is that it can be saw n easily .
8 .
e mu st sow befor e we can reap , and of ten have t o wait long , on ten t
eanw hile
to look patiently forwa rd i n hope ; . . .
A . The contents of t he box fell ont o t he floor .
B“
. It is advisable to look at the con ten ts page of a book , before buying it .”
C . We should neve r content ourselves wit h a little book knowledge only .
9 . ．．． t he ex t raordina ry power of accurat e rem embrance w hich he displayed on s uch
occasion s had been originally t rained under the
iscipline
f h is fat her in the
paris h church of Dray t on .
A .
he soldiers s howed pe rfect d isci p li ne under the fir e of t he enemy .
B . In learning a for eign language,
question and answer drills ar e good
・ 1 31 ・
d isci p li nes .
C . She under
no
circumstances
d isci p li nes her
children
and
t hey
a re
uncon t rollable .
10 .
he ve ry gr eatest m en have been a mong t he least believe rs i n t he power of
genius , and as
or ldly wise and persevering as successful men of t he commoner
sor t .
A . H e does no t ca re about worl d l y pleasur es .
B . H e s t oo worl d l y to be shocked by t he scandal .
C . A ll my worl d l y goods disappea red in one nigh t .
Passage 2
Bribes Needed to Enter Elite Academic Institutions
A place at O xford U niversit y is a highly val ued commodit y . Ju st how valuable
was illu st r ated by the r evelation t hat one of its colleges offered t o “ sell ” an
undergraduate place for 300 000 pounds . But O xford is not t he only elite global
academic i nstit ution w here money can talk .
As t he diffe ren tial between sala ries for t he educat ed and uneducated has widened
in t he past t hr ee decades , a ttending a pr estigious undergr aduate college has become a
financial, as well as academic, boon . A t t he same time , many instit u tions have
grow n more dependen t on private donations and t uition fees .
Bu t s uch instit u tions rely for t heir r eput ation on keeping a merit ocratic approach
t o en try . The t rade－off between money and m eritocr acy has spaw ned a range of
approaches , from open acceptance of financial inducements by some US colleges t o
comp lete rejection of t he idea in F rance .
T he scale of bribes needed to en ter an elite institu tion in Rus sia , such as
Mosco w St ate U niver sit y , r anges from
3 000 t o
10 000 per place .
O xford was in ret reat af ter officials at Pe mbroke College allegedly t old an
①
undercover S unday Times
reporter a place migh t be found in exchange for donation . The
officials resigned, t hough Pembroke insist ed that t hey had no t had t he po wer t o
imple men t such an offer .
So is t here a market in places at O xford and Ca mbridge ? To judge by the
achievements of its undergr aduates , t he practice is ra re . Nearly all of t hem have
・ 13 2 ・
gained t hr ee A－grade r esu lts an A－level . Indeed , ot her colleges approached by the
S und ay T i mes t ur ned dow n t he financial bait .
O xford is also under press ur e . It relies on a degree of state funding , despite
being a privat e instit u tion , and t he governm en t wan ts wider acces s . Minist ers
at tacked Oxford over t he case of Laur a Spence , a promising state school pupil w ho
went to H a rva rd afte r O xford t urned her dow n .
②
Bu t O xford at one tim e had a t radition of“ founde rs kin” — giving places t o
t he children of donors . As a r es ult , people still t hi nk it is w or t h asking w hether
donations influence admis sions “
. Pe rhaps tw o or t hr ee tim es a yea r someone tries it
on , ”says one college don “
. Very embarrassing .”
Som e US colleges adopt a diffe ren t approach “
. We woul d all like to say we do
no t ca re ho w much par en ts give , in t he form of donations or t uition , bu t we do
because we ca re abou t w hat is good for t he institu tion , ”says Richard F uller , head of
admis sions at H amilt on College in New York State . Th is is a break from t he post－
wa r t radition of t rying to ignore money . A dmis sion s t o A merican universities we re
democratized by t he grow t h of scholar ships and loans t o cover t he roughly
35 000
③
needed t o attend an elite unive rsity such as H a rvard or t he Ivy League of east coast
④
colleges . This led t o so－called“ need－blind ”policies .
Bu t as t he cost of at tr acting facult y and building facilities has risen , colleges
incl uding H amilt on , Joh ns H opkins , Smit h and Oberlin have changed tack . T hey
have star ted t o st ate open ly t ha t parents abilit y t o pay is a fact or in admissions
policy , pa rticula rly for marginal candidates .
T he r etr eat of need－blind policies caused uproa r and Bro wn U nive rsity , Rhode
Island , r einstat ed t he approach . Ru t h Simmon s , the universit y s new presiden t ,
received a full schola rship w hen she attended Dillard U niver sity in New Orleans . She
rega rds a need－bli nd admissions policy as a“ mor al imper ative”.
Bu t even at need－blind colleges , wealth can help “
. Y ou would probab ly have t o
get ( admissions officers ) dead drunk before t hey w ould admit it — bu t of cour se if
⑤
Jack Welch’s or Bill Gates’kids show up , they are going to get different treatment,”says
Tom Mor tenson , editor of Post－secon dar y E duca tion O p port unit y newslet ter .
In R u ssian u niver sities , bribes t o gain en t ry a re common , of ten in t he form of
fees paid t o acade mics for real or imagined private t u ition in the run－u p t o en t rance
exa mination s . T he most desir ab le destination s include M osco w Sta te and St .
Pe ters burg St ate U nive rsities .
T he t u tor w ho m ay pocket
5 0 00 for a course of less on s can not necessarily
・ 1 33 ・
gua ran tee a p lace . Bu t he m ay provide an advance copy of the exam ina tion
questions , an d in t erven tion in t he m ark ing proces s . If admis sion has t o be bough t
u t righ t
⑥
in t he end , he will also k now h ow to do it properly .
( 700 words)
Ne w W ords
bribe [ braib] n . & v . buy off 贿 赂 , 向 … … 行 贿
elite [ ei li t ] n . 精 英 ; 精 华 ; 中 坚
undergraduate [
nd
r d juit ] n . 大 学 生
undergraduate place 本 科 生 名 额
differential [ dif ren ( ) l] n . 工 资 差 额
pres igious [ pr es ti d
s] a . havin g prestige 享 有 声 望 的 , 威 信 很 高 的
boon [ bu n ] n . 恩 惠 , 实 惠 , 福 利
dona ion [ d u nei ( ) n ] n . t he act of giving to a fu nd or cau se 捐 赠 品 , 捐 款 ,
贡献
institution [ insti tju ( ) n ] n . 学 院 , 研 究 所
meri ocracy [ me ri t k r si] n . 知 识 界 精 华 ; 精 英 管 理 ( m eritoc ratic 为 其 形 容 词 )
trade－off n . 交 易
spawn [ sp n] v . brin g for t h ; produce 产 生
inducement [ in dju s m n t ] n . 引 诱 物 , 物 质 刺 激
allegedly [ led idli ] a d . 涉 嫌 地 ; 有 嫌 疑 地
und rcover [
nd k v ( r) ( US ) ] a . perform ed or occurrin g in secre t 秘 密 的 , 暗
中进 行的
resign [ ri zain ] v . to give up one s job or position ; quit 辞 去 , 辞 职
implement [ imp lim n t ] v . t o pu t in to practical effect ; ca rry ou t 使 生 效 ; 执 行
access [
k ses ] n . 进 入
prom sing [ pr m isi ] a . likely t o develop in a desirab le m anner 有 希 望 的 , 有 前
途的
donor [ d un ] n . 捐 赠 人
admission [ d mi ( ) n] n . 允 许 进 入
don [ d n] n . a head , tu tor, or fellow at a college of Oxford or Cambridge 英国牛津 ( 或
剑桥 )大学的教师, 牛津大学 ( 或剑桥大学 ) 的大学学监、指导教师或研究员
admission policy 招生政策
marginal [ m d i n( ) l ] a . 边缘的
marginal candidate 边缘考生
・ 13 4 ・
uproar [ p r ] n . 喧嚣 , 骚动
reins ate [ ri in st eit ] v . to r est or e to a previous condition or position 使恢复原状 ( 或
原位 )
imperative [ im pe r tiv] n . 命令 ; 规则 ; 需要
intervention [ in t ( ) ven ( ) n] n . 干涉 , 干预
P hr as e s a n d Ex p r e s si o n s
be dependent on 依靠
e .g . Too m any young people a re dependen t on their parents .
rely on 依靠 , 指望
e .g . Y ou can’t r ely on his as sistance .
judge by 以……来判断 , 从……来看
e .g . Don’t judge a man by his look s .
turn own t o reject or r efuse, as a pe rson , advice , or a suggestion 拒绝 , 拒绝某
人的建议或忠告
e .g . We politely t urned do wn t he invitation .
try it on 做某种试探性动作
in the form of 以……的形式 , 呈……状态
get sb . dead drunk 把某人灌得酩酊大醉
show up 来到 , 出席 ; 露面
e .g . H e was invited , but didn’t show up .
run－up 前奏 , 预备阶段
No t es
① Sunday Times 《星期日泰晤士报》。它是 1822 年创刊的英 国周报 , 以报 道本国政
治新闻和重视艺术而闻名。其办事处设在伦敦和曼彻斯特。
② founders’kin ( 可获得特殊照顾的 ) 创办人亲属。
③ Ivy League 常春藤联合会为美 国东 北部八 所在 学术 上和社 会上 享 有盛 名的 高等
学校的通称 , 因为它们的许多建筑物都因覆满常春藤而得名。
④ need－blind 字面上可译作“需盲”, 意指只考虑 入学学生 的学业 水平而 无视 学校的
资金需求。
⑤ Jack Welch’
s 美国著名的金融家。
⑥ buy outright 银货两讫地购进。
・ 1 35 ・
Exercises
Ⅰ . hoose the most appropriate answer for each of the following items according to the
information in the passage .
1 . t is r evealed t hat one of the colleges of Oxford U niversit y can get
by
selling an undergraduate place .
2 .
3 .
A . 3 000 pounds
B . 300 000 pounds
C . 10 000 pounds
D . 500 000 pounds
any Academic Instit u tions have becom e mor e dependent on
.
A . priva te donations and t uition fees
B . donation from t he state
C . donation from t he busines smen
D . teachers donation
he au t hor t hinks t hat a place at O xford U niver sity is
A . a m atte r of honor
B . a ve ry h igh position
C . a very valued commodit y
D . a very beau tiful gift
4 .
.
, bribes to gain en try a re common , often in t he form of fees paid t o
academics for real or imagined private tuition in the run－up to entrance examination .
A . In Oxford U niversit y
B . In H a rva rd U niversit y
C . In Moscow State U niversit y
D . In R ussian unive rsities
5 .
hich universit y refu sed a promising state school pupil ?
A . O xford .
B . H arva rd .
C . Cambridge .
D . Brow n U niver sit y .
Ⅱ . Decide whether the following statements are true or false according to the passage .
1 .
T he t u tor w ho may pocket
5 000 for a cour se of les sons can gua rantee
a place .
2 .
In R ussia, t he most desirable u nive rsities include Moscow State and St .
Petersburg Stat e universities .
3 .
Wealt h can hel p even at need－blind colleges .
4 .
Need－blind policies are being carried ou t in O xford U nive rsity .
5 .
O xford U nive rsity is a st ate institu tion .
6 .
T he officials a t Pe mbroke College r efused t o r esign , t hough Pembroke
insisted t hat t hey had no t had t he powe r t o imp le men t an offer .
・ 13 6 ・
Ⅲ . ill in each of the blanks with appropriate words from the box . Change the form if
necessary .
inducement donation r esign bribe admission
in terven tion facult y tack promising scale
1 .
he j udge refused a
from t he defendan t s fa mily .
2 . T he bu siness had to be reduced in
3 . What
.
can I offer to make you keep quiet ?
4 . H e joined t he
5 . M any
of Columbia U nive rsity .
of money and clot hing poured in for t he flood victims .
6 . I t was a
sta rt in a new field .
7 . M r . Williams
his office as chief minister .
8 . T he st rike was set tled by the
of t he P residen t .
9 . T he Par ty has approved your application for
to t he Par t y .
10 . Since t hey had failed to pers uade t he unions , t he gover nmen t t ried t he new
of for cing t hem t o agr ee .
Ⅳ . Choose the answer that best completes the following sentences .
1 .
hey pay
ren ts according to their income .
A . differ ence
B . differ en tial
2 . ur ther investiga tion
A . revelation
3 .
4 .
B . r eveled
C . r evenged
B . an acade mic
C . an acade mics
e was offered 500 pou nd s for t he pictur e bu t he
D . an acade mies
.
A . t urned it dow n
B . t urned it back
C . turned it off
D . turned it against
A . show n off
B . show n a round
6 . ve ryone was asked t o
A . dominat e
er mot her had
A . adap ted
8 .
D . r evealed
question .
5 . he must have gone ou t early , for she had no t
7 .
D . differentiate
t he t rue facts .
o w to talk to a Mar tian is rat her
A . an academy
C . differently
C . s how n up
D . show n over
a day s pay t o t he combi ned cit y cha rities .
B . donation
C . donor
D . donate
a silen tly disapproving at tit ude .
B . adop ted
ll t he cha racters in t he story ar e
A . imaginary
for br eakfast .
B . i magina tive
C . adjusted
D . adorned
.
C . im aginable
D . im agination
・ 1 37 ・
9 .
e was so angry t hat he cou ld ha rdly
A . rest ricted
10 .
B . r est raint
C . r est rai n
wish you w ou ld be more
A . respectab le
12 .
e t ried t o
A . reject
D . r est or e
to your fa ther .
B . r espective
11 . t would be a mistake to
A . ignor an t
himself .
C . r espected
D . r espectful
t heir advice .
B . ignore
C . ignorance
D . r esign
the policeman not to a rrest him .
B . bri be
C . s uggest
13 . ar t of t he school spor ts
D . order
will be used t o improve t he condition of the
foot ball field .
A . fund
14 .
B . foundation
he entire count ry
A . was affect ed
15 .
C . function
D . fu nding
by drough t .
B . was effected
C . was effective
D . was efficien t
e had no t learned enough Ge rman t o u nderstand involved
A . schola rship
B . school
C . scholarly
lect ur es .
D . scholar
Ⅴ . or each group of sentences below, pick out the sentence in which the italicized
word has the same meaning as the underlined word in the sample sentence .
1 . u t such i nstit utions r ely for their repu tation on keeping a merit ocratic pproach
t o en t ry .
A . T he ap p roach of winte r brings cold wea ther .
B . I t is not allowed t o ap p roach the forbidden a rea .
C.
hen learni ng a foreign , t he best ap p roach is t he study of t he spoken
language .
2 .
t t he same time , many nstit u tions
ave grow n more dependen t on private
donations and t uition fees .
A . T he Vict oria I nsti tu tion is the name of a school .
B . We hope for t he instit ution of a hot lunch a t school t his win ter .
C . The instit ution of slave ry was once widespr ead .
3 . ．．． despite being a private nstit u tion , and gove rnmen t wan ts wider access .
A . I wish to tal k with you in p ri vate .
B . This is p rivate land , you can t walk acros s it .
C.
on t say any th ing abou t w hat we r e discussing to anyone; it s pri va te .
4 . om e US colleges dopt
diffe ren t approach .
A . I t occurred to her that she migh t adop t a homeles s ch ild .
・ 13 8 ・
B . A nd t he resolu tion was adop ted by an over w helming majority .
C . Circumstances will force us fi nally to adop t t his policy .
5 .
his is a r eak rom t he post－war tr adition of t rying t o ignore money .
A . I t t ook unus ual courage to make t he break wit h h is family .
B . H e has been w riti ng since 2 o clock wit hout a break .
C.
6 .
he break in t he pipe caused t housand s of gallon s of oil t o be lost .
dmis sions to A merican univer sities wer e democ ratized by t he growt h of
schola rship and loans to cover t he ough ly
35 000 needed to at tend an elite
niversit y . . .
A . H e spoke to roug hl y .
B . T he policem an roug hl y pus hed his prisoner in t o t he room .
C . There ar e rough l y half a million people in the cit y .
7 .
dmis sions to A merican univer sities wer e democ ratized by t he growt h of
schola rship and loans to
over he rough ly
35 000 needed to at tend an elite
niversit y . . .
A . T he best repor ters wer e sen t t o cover t he war .
B . I wonder ho w I ll cover all these expenses .
C . The t en t covered t he campe rs from t he rain .
8 . u t as t he cost of att racti ng aculty nd building facilities has risen . . .
A . N ell has a great f acul ty for a rit hm etic .
B . The f acu lt y is paid well .
C . H e is 90 years old bu t still has most of his f acu lties .
9 .
hey have sta rt ed t o
tate
penly that pa ren ts ability t o pay is a factor in
admis sions policy . . .
A . T he t rai ns run a t stated inte rvals from t his station .
B . Every t hing was in a st ate of disorder .
C . I hea rd t he official sta te that no children a re to be admitt ed .
10 . ut he may provide an advance copy of t he examination questions , and intervention in
the marking process
A . A dolescence is t he p rocess of going from childhood to m aturit y .
B . One has to p rocess a phot ographic film to print pict ures from it .
C . We will p rocess your order at once .
Ⅵ . Translate the following sentences .
1 .
s t he differential between sala ries for t he educa ted and uneducated has widened
・ 1 39 ・
in t he past t hree decades , attending a prestigious undergraduate college has
becom e a financial , as well as acade mic, boon .
2 . A place at O xford U niver sity is a high ly valued commodit y .
3 . So is t here a market in places at Oxford and Cambridge ? To judge by t he achievements
of its undergraduates , the practice is rare .
4 . T he scale of bribes needed to en ter an elite instit ution in Ru ssia, s uch as Mosco w
State U nive rsity , ranges from
3 000 to
10 000 per place .
5 . O xford is also under pr es sure . I t relies on a degr ee of state funding , despite being
a privat e instit u tion , and t he government wan ts wider acces s .
6 . 在俄罗斯的大学中 , 为得到 入学 名额而 行贿 是普 遍的。通 常的方 式 是在 入学 考试
之前给大学教师送钱以得到真正的或是名义上的私人辅导。
7 . 那名辅导一套课程收入 5 000 美元的指导教师不一定能够保证提供一个入学名额。
8 . 但是 , 即使在实行需盲政策的大学中 , 财富还是起作用的。
9 . 他们开始公开宣称 : 家长的支付能力是招生政策中的一个因 素 , 特 别是对 那些边缘
考生而言。
10 . 她认为 , 不考虑资金需要的需盲政策是“道德上必须履行的责任”。
Passage 3
The Overwhelmed Children
Nigh ttime is when Sar ah loses it . She s smar t , high ly mo tivated , and well
organized , bu t still gets frazzled by t he size of her w or kload .“ I t s cr azy ho w I
w orry , ”admits Sar ah , w ho lives in Pelha m , New York “
. I keep t hinking , H ow am
I ever going to get through all t his stuff ?”O n a coup le of nigh ts , she s even cried
her self to sleep .
Sa rah , you should know , is all of ten years ol d .
“ This is the fir st year she s had a teacher who gave ou t so many as signmen ts , ”
exp lai ns her fat her , Steven “
. A lot of them a re rote drills , wh ich a re very easy , bu t
t hey take a long time t o finish because ther e a re liter ally dozens each week . Then
①
t here ar e t he long－term projects
②
w hen
. I t s a nigh t ma re to keep t rack of w hat s due
. She always gets good grades , but it just seem s like an inordi nate a moun t of
str es s for fift h grader .”
③
In t he not－so－distan t past , pa ren ts frett ed over t heir kid s lolling around ,
・ 14 0 ・
watching too much television . N ow t hey w orry t ha t their children a re getting caugh t
in a tigh tening vise of pr es sures . Over－t he－t op homework loads sho w no sign of
let ting up . The r ecen t prolife ration of standardized tests — and many school
dist ricts in sistence on r aising scor es — ratchets up tensions even higher . Then t he re
ar e sports and o t her afte r－school activities . St uden ts feel t he pr es sure t o become
④
Little League
sta rts or violin prodigies , but such goals demand tons of time . And
t hat s pr ecisely w her e kids ar e coming up short .
School st rain is not just affecting overachievers in upscale dist ricts . Children s
str es s levels ar e skyrocketing all ove r t he count ry , researcher s say . In a st udy by
H arold Stevenson , P h . D ., professor of psychology at t he U niversit y of Michigan in
A nn A rbor , one t hird of the 8 000 high school st uden ts surveyed repor ted feeling
tense eve ry day “
. A nd in t he st udies I ve done on younger kids , t he ones w ho say
t hey re str es sed na me school as t heir n umber one sour ce ,”Stevenson says “
. The re s
a h uge emphasis on acade mic standa rds , bu t lit tle a tten tion is paid t o children s
emotional satisfaction .”
Hitting the Books: Too Much Too Early?
T he homew ork exp losion has hit kids t he hardest in the under－12 age group .
A nother University of Michigan study released in September 2000 compared children s
weekly schedules in 1981 and 1997 , and found that time spent on homework has more than
doubled for six－ to eight－year－olds .
Ele men tary school teache rs make no bones abou t it : T hey a re piling it on . In a
N ovember 2000 survey p ublished in Ed ucation Week , eigh t of ten teacher s said their
curricu lum is more demandi ng t han just t hree yea rs ago . And st uden ts ar e w orking
much harde r t o keep up “
. With all t he focus on higher standards , som e teache rs a re
sayi ng ,‘ I ll sho w pa rents ho w t ough I am . I ll give fort y minut es of homework a
night , ’”says P riscilla L . Vail, a school learning specialist based in Bedford , New
Y ork .
Moms and dads ar e get ti ng caugh t i n the hom ew ork cros s fir e t oo . Of course
t hey want t heir childr en s teachers t o pus h for achievem en t . Bu t playing homework
cop isn t fun . More than one t hird of t he parents polled in a survey said homew ork is
an on－going source of str es s in t heir home , fueling argumen ts and even screaming
matches . A nd it s no t always the child who is burning the midnigh t oil . N ea rly one
four t h of parents confes s t hey ve occasionally finis hed t heir children s assignm en ts ,
eit he r because t he project w as t oo ha rd or their kid was t oo tired .
A nd is all t his hom ework paying off ? No t in t he younger grades , accordi ng t o
・ 1 41 ・
one exper t . H arris Coope r , Ph . D ., chair of t he depa rt ment of psychological
sciences at t he U niver sit y of Mis souri in Col umbia , says his review of st udies shows
no link bet ween t he a moun t of time element ary school st udents spend st udying and
t heir grades or t est scores . In fact , excessive homework migh t be t urning some kids
off from lea rning “
. It s ironic — one of t he main purposes of all th is hom ew ork is t o
raise r eading scores , bu t kids need enough free tim e to explore book s on t heir ow n .
T hat s how t hey learn t o be avid reader s , ”says Mary L eonhard t , an Englis h teacher
in Concord , Massachusetts , and aut hor of 99 W ay s to Get Your Ki d s to Do T heir
H omework ( and N ot H ate I t ) “
. A mom of a t hird gr ade tol d me t ha t her son has t o
read a chapt er of Charlotte s Web every nigh t and answer a lot of questions abou t
w ha t he s read . She does it with him — and no w t hey bot h hate Charlotte s Web .”
The Disappearance of Free Time
M any kids don t get much of a chance t o chill ou t aft er school , becau se of spor ts
and ot he r ext r acurricular activities . No t only does t his exhaust k ids , it m akes it even
t ougher t o finis h t hose homew or k as signmen ts “
. St udying is taking a backseat to all
t he o ther activities kids have now , ” says T er esa Ra mir ez－Mille r , a fourt h－grade
teache r at Gr and Oaks E lem en tary School in Cit rus H eigh ts , California “
. I get not es
from pa rents saying t heir child didn t have tim e t o do his homew ork because soccer
pr actice r an late .”
T he U nive rsity of Michigan s Stevenson believes pa ren ts j ust expect t oo much .
“ A mericans wan t t heir children to get good gr ades . They also wan t t hem to be
at hletic, popular , and s ucces sful at a variet y of ex t racurricula r activities . Children
say t hey re being pulled in a lot of dir ections at once and don t know w hat s
impor tan t . They t hink t hey have t o be good at everyt hing .”T w o decades ago , one
in 500 children suffered from emotional proble ms , according to a study done by the
U niversit y of Pitts burgh . No w, sadly , t hat number has risen t o about one in 28 .
Testing, Testing ．．． 1, 2, 3 ．．．
K ristina Mer cie r noticed her ten－yea r－old son , Brad , was becoming a nervous
w reck t he closer it go t t o test day . A high school English teacher in Wilmingt on ,
N ort h Ca rolina , Me rcie r says Brad was terrified he d flunk a st ate－mandated test .
“ He didn t wan t t o go t o school and star ted crying abou t every little t hing , ”she
says “
. F or a w hile, he was even having nigh t ma res . I t hough t I d have to take him
t o a psychiat rist . Then I found out the school principal was getting on t he in ter com
every mor ning and saying , I wan t you t o work r eally hard t oday so you ll pass the
test . Brad has always been a bit of worrier . H e really took it to hear t .”
・ 14 2 ・
T he rise of standa rdized t ests has had som e unfor t unate r es ults . No w mandated
by 48 sta tes , s uch tests are in tended to r aise standards , providing parents — and
legislators — wit h a measuring stick of how well t eachers ar e doing . School district
budgets , teacher pay and bonuses , and st uden t grade advancement ar e tied to test
⑤
performance in a gro wi ng numbe r of communities . As educat ors feel t he heat , so
do the kids — and som e can t handle it .“ Kids see t heir t eachers anxiet y over the
tests and t hat makes them feel t here s somet hing to really worry about , ”says Leo
Mickey Fenzel, P h . D ., associate professor of p sychology at Loyola College in
M aryland , and au t hor of several studies on childr en s st ress .“ Even the best
studen ts get nervou s because t hey r e afraid t hey ll mes s up and disappoi nt teacher s ,
par en ts , and themselves .”
Devin O Leary of Bloomingt on , Indiana , had a full－fledged melt dow n , than ks t o
his statewide t hird－grade test “
. F or weeks , teachers let the chil dr en know that t his
was a ve ry serious test — t he school had placed below t he state average in t he past ,
so everyone was uprigh t , ”says Debby O Leary , his mot her . Then , on test day ,
Devin was scolded for leaving his chair to help anot her child who was w hining
because he cou ldn t do the mat h problems “
. Devin got hysterical ; he was c rying and
shaking so much he had to be sent t o t he principal s office, ”she says . A lt hough her
son scored in t he ninet y－seven th percen tile , Debby is relieved to know t ha t he w on t
have ano t her such test un til he s in t he six th gr ade .
Ramirez－Miller has seen kids cry , get sick t o t heir st omachs , even wet their
pan ts over such pressur e . But s he s found ways to ease t he str ain on t he kids i n her
⑥
clas s “
. We used to give t he tests cold t urkey , bu t now we teach basic test skills ,
⑦
like how to fill ou t an answer bubb le , give practice exams , so kids become
comfor tab le wit h t he questions ,”she says “
. I t ry t o m ake the tw o weeks befor e the
test very r elaxed , because if I m s howing st ress , it will be tr ans mit ted t o the
chil dr en .”The result ? Relaxed ch ildren and higher scor es . Which proves t hat , wit h
some insight and creativity , school st ress need not be a required part of t he curriculum .
(1400 words)
N e w W o r ds
mot vated [ m utiveitid] a . 积极进取的 ; 有动机的
frazzled [ fr zl d] a . 疲惫的
rote [ r u t ] n . 死记硬背 , 机械的方法 , 生搬硬套
ino dinate [ i n dinit ] a . exceeding r easonable limits; immoder ate 过度的 ; 过分的
・ 1 43 ・
fret [fret ] v . w orry ( 使 ) 烦恼 , ( 使 ) 焦急
loll [ l l ] v . st roll 闲荡
vise [ vais] n . 钳制 ; 老虎钳
proliferation [ pr u lif r ei ( ) n] n . 推广 , 扩散
standardized [ st nd daizd] a . 标准的
insistence [ i n sist ( ) ns] n . 坚持
pro igy [ pr did i ] n . a pe rson wit h excep tional talents or power s 天才 ( 特指神童 )
strain [ st rein] n . 压力 v . t o pu ll, draw , or str etch tigh t 拉紧 , 拽紧 , 扯紧
overachiever [ uv r t i v ] n . 成绩超过预料的学生
upsc le [ ps keil] a . of, in tended for , or relating t o high－income cons umers 〈美〉高
消费阶层的
skyrocket v . cause t o rise rapid ly and suddenly 猛涨 , 突升
cross fire 交叉火力
fuel [fju l] v . 刺激 , 推动
screaming [ skri mi ] a . 非常可笑的 , 极滑稽的
confess [ k n fes ] v . admit 承认 , 供认 , 坦白
excessive [ i k sesiv] a . exceeding 过多的 , 过分的 , 额外的
avid [ vid] a . having an a rden t desir e 渴望的 ; 热心的
extra urricular [ ek str k rikju l ] a . being ou tside t he regu la r curricu lum of a school
or college 课外的 , 业余的
flunk [ fl
k ] n . & v . t o fail, esp . in a course or an exa mination 不及格
mandate [ m ndeit ] n . & v . 批准 ; 颁布 ; 要求
state－mandated test 州级统一考试
psychiatrist [ sai kai t rist ; ( US) si－] n . 精神病医师 , 精神病学家
intercom [ in t k m ] n . 内部通信联络系统
legislator [ led isleit ] n . one t hat cr eat es or enacts laws 立法者
budget [ b d it ] n . 预算
bonus [ b un s] n . 奖金 , 红利
full－fledged [ ful fled d] a . 彻底的 ; 正式的 ; 完全合格的
meltdown [ m elt daun ] n . 彻底垮台
uptight [ p tait ] a . tense; nervou s 紧张的
whine [ ( h ) wain] n . & v . 唉声叹气
hysterical [ his terik( ) l] a . 歇斯底里的
percentile [ p sen tail ] n . 百分点
・ 14 4 ・
P hr as e s a n d Ex p r e s si o n s
get through 做完 , 通过
e .g . I will be wit h you as soon as I get t hrough t his work .
all of 实足 ; 不少于
e .g . His grandfat her is all of ninety years old .
give out 分发 , 散发
e .g . I saw a m an giving out handbills in t he str eet .
keep track of 了解……的情况 , 记住……的情况 ; 关注 ; 留心
e .g . I find it difficult to keep t rack of my old friends .
let up 停止 , 中止 , 放松
e .g . L et up for a minu te . You can’t work hard all day .
make no bones bout (doing) sth .　毫不犹豫地 ( 满不在乎地 ) 做某事 , 直言不讳
e .g . They dismis sed hi m and made no bones abou t it .
push for 敦促 ( 做某事 ) , 催促着要
e .g . People living near t he airport are pushing for new rules about nigh t fligh t .
burn the midnight oil 开夜车 ; 工作到深更半夜
e .g . xam time was near , and more and mor e pupils were burning t he midnigh t
oil .
pay off 成功
e .g . Did your plan pay off ?
turn off 使对……失去兴趣 , 使反感 , 使讨厌
e .g .
always enjoyed Fr ench a t school; bu t t he advanced cour ses in liter at ure
t urned m e right off .
chill out: calm do wn ; relax 彻底放松
e . g . L et s st op working and chill ou t .
take a back seat 处于次要地位
e .g . During the war all m anufact uring had t o take a back seat to milita ry needs .
take to heart 把……放在心上 , 认真对待
e .g . H e took his friend’s advice to hea rt .
thanks to 由于
e .g . Than ks to your kind help , w e finis hed ea rly .
No t es
① project ( 辅助课堂教学的 ) 课外自修项目
・ 1 45 ・
② what’s due when 可译为“什么时候该交作业”
③ In the not－so－distant past 不久以前
④ Little League ( 由 8 至 12 岁男女少年参加的 ) 少年棒球联合会
⑤ heat her e it means st r ess or pressur e 压力
⑥ cold turkey ( 美俚 ) 突袭式的 ; 没有准备的
⑦ fill out an answer bubble 怎样做选择填空
Exercises
Ⅰ . ecide whether the following statements are true or false according to the passage .
1 .
If t he teache r is s howi ng st r ess , it will be t ransmitted t o t he childr en .
2 .
The result shows that the children are relaxed and they will get low scores .
3 .
T he rise of standardized t ests has had some for t unate results .
4 .
In fact , exces sive homework migh t be turning t he ch ildren off from
lear ning .
5 .
O ne exper t , H arris Coope r said t hat hom ew ork didn t pay off in the
younger grades .
6 .
O nly t he childr en a re burni ng t he midnigh t oil .
7 .
Most of t he parents admit that they have occasionally fi nished their
chil dr en s assignm en ts .
8 .
The homework explosion has hit kid s t he hardest i n t he above－13 age
group .
9 .
Even t he best st udents are nervous becau se t hey re afraid t hey ll mess
up and disappoint teachers , pa ren ts and themselves .
10 .
O ne t hird of the st udents say t hat t hey re st res sed because t he school is
t he n umber one sour ce .
Ⅱ . ill in each of the blanks with appropriate words from the box . Change the form if
necessary .
bonus confess lite rally avid st rain ironic scr ea ming ro te
t ough t ransmit budget ma tch st uff fl unk inordinate
1 .
he girl is
for praise .
2 . T he workers are expecting a la rge Christ mas
3 . Bill is not
・ 14 6 ・
for his brot he r at ches s .
.
4 . He
t hat he had done it .
5 . H is tone w hen he pr aised t hat aw fu l play was
6 . T he
demands of t he T ax Collect or made t hem angry .
7 . H e t ran slated the st ory
, wit hout e mbellis hmen ts or changes .
8 . What shall I do wit h all t his
9 . T he
10 .
.
from t he cupboard ?
of sleep less nigh ts m ade her ill .
he play was so
t hat all of us laughed our heads off .
11 . M r . West is know n as a
teacher .
12 . He recit ed t he poem by
13 . The Chancellor s
14 . S he
.
mu st be approved by Par lia men t .
he r E ng lish exa mination .
15 . Parents
some of t heir cha racteristics t o t heir children .
Ⅲ . Choose the answer that best completes the following sentences .
1 .
t first M r . H arrison lost money on his invest ments , bu t finally one
A . paid for
2 .
was
B . paid back
7 .
B . gets ou t
B . given off
B . take t rack of
hat ar e you
A . fret ting in
8 .
B . taking
C . to have taken
D . being taken
a lo t of work in one morning .
C . gets on
C . given in
e s had so many different jobs t hat it s difficult t o
A . keep tr ack of
D . t urned in
par t in a plot to free t he prisoners .
ver a t housand copies of t he pamph let have been
A . given back
6 .
C . t urned back
y new secr etary is very quick ; she
A . gets round
5 .
B . t urned dow n
e confes sed
A . t o take
4 .
D . paid do wn
by t he callous tr eat m en t of he r fa mily .
A . t urned off
3 .
C . paid off
.
D . gets t hrough
.
D . given ou t
them all .
C . get tr ack of
D . m ake tr ack of
C . fr etting abou t
D . fr etting wit h
?
B . fretting of
hile m astery is an ideal t o w hich we all aspire, t he too ea rly i nsistence _____ it
may discourage st udents unnecessarily .
A . in
B . on
C . at
9 . ecomi ng Little League stars or violin prodigies demand
A . t on of time
B . t on s tim e
10 . arents ar e
A . get ti ng caugh t in
C . tons of time
D . of
.
D . tons of times
t he hom ework cross fire , too .
B . getting in to
・ 1 47 ・
C . falling in
11 .
D . stepping in
e agr eed t o do it
A . in
12 .
gr eat st ress .
B . at
e must n t
C . on
D . under
no w t hat we have nea rly achieved our object .
A . let in
B . let up
13 . f he can just
C . let ou t
D . let go
a lit tle longer , we can get help t o him .
A . hold in
B . hol d back
C . hold against
D . hold on
14 . chool dist rict budget , teacher pay and bonuses , and studen t gr ade advancemen t
ar e
test perfor mance in a growing number of communities .
A . tied t o
15 .
B . r elate t o
e t ried t o br eak
A . dow n
C . link to
D . tied wit h
C . away
D . up
from me .
B . in
Ⅳ . Translate the following sentences .
1 .
e used t o give the tests cold t urkey , bu t no w we teach basic test s kills , like how
to fill out an answer bubble, give practice exams, so kids become comfortable with t he
questions .
2 . M any kids don t get much of a chance to chill out after school , because of sports
and ot her ext racurricular activities . N ot on ly does t his exhaust kids , it makes it
even t ougher to finis h those homework as signmen ts .
3 . T he rise of standardized tests has had some unfor t unate results .
4 . It proves t hat, wit h som e in sight and creativit y , school st r ess need not be a
required par t of the curricul um .
5 . Alt hough he r son scored in t he ninety－seven t h percen tile , Debby is relieved t o
know t hat he won’t have anot her such test un til he’s i n t he six t h grade .
6 . 父母也陷入家庭作业的交叉 火力 中。当然 , 他 们想让 孩子 们的老 师 促使 孩子 有所
建树。
7 . 家庭作业过多对十二岁以下年龄组的儿童打击最大。
8 . 近来推广的标准化考试 , 以及许多校区坚持高分数 , 就更加大了压力。
9 . 人们十分强调学习标准 , 却很少关注满足孩子们在情感上的需求。
10 . 学校的压力并非仅仅影响在高消费区的那些成绩超标的学生。
Ⅴ . Writing .
Cheating on campus is a common phenomenon in both China and Western Countries .
Write something on t his topic, relating it to your own situation .
・ 14 8 ・
Uni t Seven
Passage 1
A Scientist:“I am the Enemy !”
I a m t he enemy ! O ne of t hose vilified , inhum ane physician－scien tists involved in
ani mal research . H ow st range, for I have never t hought of myself as an evil person .
I beca me a pediat rician because of my love for children and my desire to keep t hem
healt hy . During medical school and residency , howeve r , I saw many children die of
①
leukemia , premat urity and traumatic injury — circumstances against which medicine has
made tremendous progress , bu t still has far t o go . More impor tan t , I also saw
chil dr en , alive and healt hy , t hank s to advances in medical science s uch as infan t
②
res pirat ors , po ten t an ti bio tics , new surgical techniques and t he en tir e field of
organ tr ansp lant ation . My desire to tip t he scales in favor of t he healthy , happy
chil dr en drew me t o m edical r esea rch .
My accuse rs claim t hat I inflict tor tur e on animals for t he sole purpose of career
advance men t . My experi men ts supposedly have no r elevance to m edicine and a re
easily replaced by computer simulation . Meanwhile, an apathetic public barely watches,
convinced that t he issue has no significance, and publicity－conscious politicians increasingly
give way to the demands of t he activists .
We , in medical r esea rch , have also been uncon sciously apathetic . We have
allowed t he most ex tr eme animal－righ ts prot ester s to seize t he initiative and fra me
t he issue as one of“ ani mal fr aud”. We have been complacen t in our belief t hat a
knowledgeable public woul d sense t he import ance of animal r esea rch to t he pub lic
healt h . Pe rhaps we have been mistaken in not responding to the emotional tone of
t he a rgumen t created by those sad poste rs of anim als by waving equally sad post ers
of children dying of leuke mia .
Much is m ade of t he pain inflicted on these animals in t he name of m edical
・ 1 49 ・
science . T he animal－righ ts activists con tend t hat his is evidence of our malevolen t
and sadistic nat ure . A more r easonable a rgum en t , ho wever , can be advanced in our
defense . Life is often cruel, bot h to animals and human beings . Teenagers get thrown
from t he back of a pickup truck and suffer seve re head injuries . Toddlers , bar ely
ab le to walk , find t hem selves at t he bo tt om of a swimming pool while a paren t
check s the mail . Physicians hoping to reduce t he pain and suffering t hese t r agedies
cause have bu t thr ee choices: create an anim al model of t he injury or disease and use
t hat model t o understand t he process and test new t her apies; experim en t on hum an
beings — som e experim en ts will succeed , most will fail — or finally , leave m edical
knowledge static , hopi ng t hat acciden tal discoveries will lead us t o t he advances .
Some animal－rights activists would suggest a fourth choice, claiming t hat compu ter
models can simulate animal experiments , thus making the actual experiments unnecessary .
Comput ers can simulat e, r easonably well, t he effects of well－unde rstood principles
on complex sy st ems , as in t he applica tion of the laws of physics t o airp lane and
au t omobile design . H oweve r , w hen t he principles t he mselves are in question , as is
t he case wit h t he complex biological syste ms under st udy , compu ter modeling alone
is of little value .
O ne of the te rrifying effects of t he effort t o r est rict t he use of animals in m edical
research is t hat the impact will not be felt for years and decades: drugs t hat migh t
have been discover ed will not be ; surgical techniques t hat migh t have been developed
will not be; and funda men tal biological processes t hat migh t have been unde rstood
will re main my ste ries . T her e is the dange r that politically expedien t solu tion s will be
found to placate a vocal mi nority , w hile the consequences of t hose decisions will no t
be apparent until long after t he decisions are made and the decision makers forgotten .
F or t unat ely most of us enjoy good healt h , and t he t r auma of watching one s
chil d die has becom e a ra re experience . Yet our good fort une shou ld not make us
unappr eciative of t he healt h we enjoy or the advances t hat make it possible .
③
V accines , an tibiotics , insu lin and drugs t o tr eat hear t disease, hyper tension and
stroke a re all based on animal r esea rch . Most complex s urgical procedures a re
initially developed i n anim als . P resen tly undergoing animal st udies a re techniques t o
inse rt genes in hum ans in orde r to replace t he defective ones found to be the cause of
so much disease . These st udies will finally end if animal r esea rch is sever ely
rest ricted .
In A merica today , dea th has become an event isolated from our daily existence —
ou t of t he sigh t and t hough ts of most of us . As a doct or who has watched many
・ 15 0 ・
chil dr en die, and t heir parents grieve , I a m pa r ticularly angered by peop le capable of
so much compassion for a dog or a cat , but wit h seemingly so little for a dying
human being . These peop le see m so isolated from the realit y of hum an life and deat h
and w hat it m eans .
M ake no mist ake, ho wever : I a m not advocating t he needles sly cr uel tr eat men t
of animals . To t he extent t hat the animal－righ ts move men t has made u s mor e awa re
of t he needs of t hese anim als and made u s search harde r for s uitable alternatives ,
t hey have made a significan t cont ribu tion . Bu t if t he mor e radical me mbers of t his
movem en t are successful in limiti ng fur t her r esea rch , t heir effor ts will bring abou t a
t ragedy t hat will cost many lives . The r eal question is whet he r an apat hetic majority
can be aroused t o pro tect its fu tur e agai nst a vocal, bu t misdirected , minority .
(880 words)
N e w W o r ds
vilify [ vilifai] v . t o make vicious stat ements about 污蔑 , 诋毁
inhumane [ inhju mei n] a . lacking pity or compas sion 不人道的
involve [ in v lv] v . t o engage as a pa rticipan t 使牵涉 , 使某人卷进来
e .g .
is disp ute wit h the police involved t he bystande rs in . 他与警察的争执把
旁观者牵扯进去了。
pedi trician [ pi di t ri ( ) n] n . a physician w ho specializes in pedia trics 儿科医生
residency [ rezid nsi ] n . t he pe riod during w hich a physician receives specialized
clinical t raining ( 医学专业毕业后的 ) 高级训练阶段 , 实习阶段
leukemia [ lju k i mi ] n . 白血病
prematurity [ pr em tju r ti] n . 早熟 , 过早死去
traumatic [ tr m tik] a . 外伤的 , 创伤的
in ant [ inf nt ] n . a child in the earliest period of life , esp . before he or she can walk
婴儿 , 幼儿
respirator [ resp r eit ] n . 呼吸器
pote t [ p u t ( ) n t ] a . capab le of exer ti ng strong physiological or chemical effects ( 药等 ) 有效力的 ; 烈性的
e .g . po ten t liquor ; a pot en t t oxin 有效力的酒 ; 有效力的毒素
antibiotic [
ntibai tik ] n . 抗生素
scale [ skeil ] n . 天平 , 磅秤
accuser [ kju z ] n . 上诉人 , 原告
e .g .
ccording t o t he law , t he accuser , t he accused , and t he judge wer e each
・ 1 51 ・
allo wed to t al k for t he sa me leng t h of time . 按 照法律 , 每 一原 告、被告及
法官都准许有等长的时间发言。
inflict [ in flik t ] v . cause 造成
e .g . nflicted heavy los ses on t he enemy 给敌人以重创
a st orm t hat i nflicted widespr ead dam age 一场带来广泛损害的风暴
relevance [ r eliv ns] n . 关联性 , 相关性
simulation [ simju lei ( ) n ] n . an imitation 仿制品
apa hetic [ p
eti k] a . feeling or showing a lack of in ter est or concern ; indiffe ren t
缺乏兴趣的 , 漠然的
publicity [ p b lisiti ] n . t he act, proces s , or occupation of spreading information t o
gain public int erest 传播信息以引起公众兴趣的行动、过程或职业
unco scious [ n k n s ] a . lacking awa renes s and the capacity for sensory per cep tion
无意识的 , 失去知觉的 , 不省人事的
initiative [ i ni i tiv] n . 主动
fraud [fr d] n . trick 诡计 , 圈套
complacent [ k m p leisn t ] a . con ten ted to a fault ; self－satisfied and unconcerned 自
满的
e had become complacen t afte r years of succes s . 成 功 多年 后 , 他变 得自
e .g .
我满足起来。
po ter [ p ust ] n . a large, usu . pri nted placard , bill, or announcement , often
illust rated to adver tise or pu blicize st h . 海报 ( 通常印刷而成的大布告、招贴或公
告 , 常附有插图 , 以用来宣传或公布某事 )
malevolent [ m lev l nt ] a . having ill will; wish ing harm t o ot hers 恶意的
toddl r [ t dl ] n . one w ho t oddles , esp . a young child learning to walk 蹒 跚行走
的人 , 尤指刚学习走路的幼儿
therapy [ er pi] n . t reat ment of ill ness or disability 对疾病 ( 或残疾的 ) 治疗
static [ st tik ] a . having no motion ; being at rest 静止的 ; 静态的
acci ental [
ksi den tl ] a . occurring unexpectedly , or by chance 意 外 的 , 偶 然 发
生的
expedient [ iks pi dj n t ] a . appropriate t o a purpose 有利的
placate [ pl keit ] v . 安抚
vocal [ v uk( ) l] a . tending t o express oneself of ten or freely 畅所欲言的 , 坦白的
e .g . a vocal critic 一个直率的批评者
appreciative [ pri j tiv] a . 感谢的 , 感激的
e .g .
・ 15 2 ・
e ar e ex tr emely appr eciative of your friendly advice .我们 非常感 谢你们友
好的建议。
vaccine [ v ksi n] n . 疫苗
insulin [ insju lin] n . 胰岛素
hyp rtension [ haip ten ( ) n ] n . abnormally eleva ted blood pressur e 高血压
stroke [ st r uk ] n . a sudden loss of brain function 中风
procedure [ pr si d
] n . a series of steps taken to accomplish an end 步骤
inse t [ in s t ] v . t o put or int roduce in t o t he body of st h . 把 ……放入 ( 或引入 ) 某
物体中 , 插入
defective [ di fek tiv] a . having a defect ; faulty 有缺点的 , 有毛病的
e .g . a defective app liance 有毛病的器具
co passion [ k m p
( ) n ] n . deep awa renes s of t he suffering of anot her coup led
wit h the wish to relieve it 同情 , 怜悯
advocate [ dv keit ] v . to speak , p lead , or a rgue in favor of 提倡 , 拥护
alternative [ l t n tiv] n . choice 可供选择的事物
radical [ r dik ( ) l ] a . ex tr eme 极端的
P hr as e s a n d Ex p r e s si o n s
thanks to owing t o 由于 ; 多亏
e .g . t was thank s to John t hat we w on t he ga me . 多亏 约翰 , 我们 才赢 了这场
比赛。
tip the scales to offset t he balance of a sit uation 相抵 ; 平衡 ; 天平倾斜
e .g .
judge can t tip t he scales in favor of h is family . 法官不能因家人而徇私。
t he policy of tipping t he scales in favor of economic developmen t 经济发展
的倾斜政策
give way to t o yield t he righ t of way 让路 , 让步
e .g .
he pub licity－conscious politicians a re likely to give way t o t he dem ands of
t he st riker s . 清楚公众兴趣的政治家很可能对罢工者提出的要求让步。
make no mistake not misunde rstand 别搞错 , 别误会
No t es
①leukemia A ny of va riou s acu te or chronic neoplastic diseases of t he bone ma rro w
( 骨髓 ) in w hich unrestr ained proliferation of wh ite blood cells occurs , u sually
accompanied by ane mia , impair ed b lood clot ting , and enlarge men t of the lymph
nodes , liver , and spleen . 白血病是一种急性或慢性骨髓赘 生疾病 , 其中 白血球不
受控制地增生 , 通常伴随有贫血 , 受损血液出现凝块及淋巴结、肝和脾肿大。
・ 1 53 ・
② respirator a device t hat s upplies oxygen or a mixt ur e of oxygen and ca rbon
dioxide for br ea th ing , used especially in a rtificial respiration 呼吸 器 是供 给 氧气
或适于呼吸氧气与二氧化碳混合物的呼吸供给设备 , 尤指用于人工呼吸。
③antibiotics a substance , s uch as penicillin or st rep t omycin , produced by or
de rived from cer tain fungi, bacte ria , and o t her organism s , t hat can dest roy or
inhibit the grow th of ot he r microorganism s . A n tibiotics a re widely used in the
preven tion and t reat men t of infectious diseases . 抗 生素 是由 真菌、细菌 和其 他微
生物产生或从中得到的一种物质 , 如青霉素或链霉素 , 可以破坏或抑制其他微生物
的生长。它广泛用于传染病的预防和治疗。
Exercises
Ⅰ . hoose the best answer for each of the following items according to the information
in the passage .
1 .
he au t hor became a pediat rician becau se
.
A . he had love for ch ildren
B . m edicine has m ade gr eat progr es s , bu t still has fa r to go
C . advances in m edical science keep childr en alive and healt hy
D . all of the above
2 .
he accusers claim that
.
A . t he medical resear che rs a re comp lacent in t heir expe rimen ts on animals
B . t he experiments on animals can easily rep laced by compu ter simu lation
C . the public would sense t he i mpor tance of animal resear ch
D . t he politician s give way t o t he demands of t he resear che rs
3 . omput ers can simulate t he effects of
.
A . t he principles in question
B . t he comp lex biological systems u nder st udy
C . the well－under stood princip les
D . all t he anim al experiments
4 .
accines , an tibiotics , ins ulin and drugs t o tr eat hear t disease, hypert ension and
stroke a re all based on
5 .
.
A . creating an ani mal model
B . animal resear ch
C . compute r models
D . surgical t ech niques
he au t hor advocates
.
A . he apat hetic majorit y can be aroused to pro tect its fu t ur e against a vocal , bu t
misdirected , minorit y
・ 15 4 ・
B . accidental discoveries i n medical science
C . experiments on hum an beings
D . leaving medical knowledge static
Ⅱ . ecide whether the following statements are true or false according to the passage .
1 .
T he au t hor s desire to tip t he scales in favor of his car ee r advancemen t
dr ew hi m t o m edical r esea rch .
2 .
T he experim en ts on animals have no relevance t o medicine and ar e easily
replaced by comput er simulation .
3 .
Per hap s t he m edical resear che rs should have r esponded t o t he e mo tional
t one of t he argum en t c reated by t hose sad posters of ani mals by waving equally
sad poster s of childr en dyi ng of leukemia .
4 .
Compu ter models can simulate anim al experiments , th us making the
act ual experiments unneces sa ry .
5 .
One of t he terrifying effects of the effor t t o restrict t he use of anim als in
medical research is t hat the impact will not be felt for years .
6 .
P resen tly undergoing animal st udies a re techniques to inser t genes in
humans in order t o rep lace the defective ones found to be t he cau se of so much
disease .
7 .
T hese st udies on animals have ended because anim al resear ch is sever ely
rest ricted .
8 .
T he au t hor’s par ticularly anger ed by t hose people capable of so much
compas sion for a dog or a cat , bu t wit h seemingly so little for a dying hum an
being .
Ⅲ .
word has different meanings in different contexts . Choose the sentence in which
the underlined word has the same meaning as the one from the reading passage .
1 .
ore i mpor tan t , I also saw children , alive and healthy , t hanks t o
dvances n
medical science such as infan t r espir ators , poten t antibiotics , new surgical
techniques and t he entire field of organ t ransplan tation .
A . She refused his a dvances .
B . You must pay for the book in advance .
C . Can I have an ad vance on my salary ?
D . The a dvance in genetic engineering was slo w at t he time .
2 .
y desir e t o ip he scales in favor of t he healt hy , happy children drew m e t o
・ 1 55 ・
medical research .
A . I ti p ped t he t able and the glas ses fell off it .
B . We like to ti p st raw be rries with chocolat e .
C . T i p us your fin .
D . I gave a ti p t o t he man w ho carried my cases .
3 .
y desir e t o tip t he scales in favor of t he healt hy , happy children
rew
e to
medical research .
A . T he st reet acciden t d rew a big cro wd .
B . The s hip d ra ws 28 feet of wate r .
C . T he game was d raw n .
D . H er face seemed to dr aw wit h t he cold .
4 .
e have allo wed t he most ex tr eme animal－righ ts protesters to seize t he initiative
and r ame he is sue as one of“ animal fr aud”.
A . T he Gr eat Wall was f ra med for defense .
B.
he young man was f ra med by the r eal criminals and beca me the victim of the
evil and injustice .
C . T he question was f ra med t o dra w only one answer .
D . We f ra med an alte rnate proposal .
5 .
e have been comp lacent in our belief t hat a k no wledgeable pu blic would ense
t he impor tance of animal r esea rch t o t he p ublic healt h .
A . H ave you t aken lost your senses ?
B . A driver has a good sense of locality .
C . H e sensed t ha t his proposals we re un welcome .
D . Ther e s no sense in waiting t hr ee hour s .
6 .
eenagers get hro wn rom t he back of a pickup t ruck and suffer sever e head
injuries .
A . She threw me a look of encour age men t .
B . The horse threw its rider .
C . Chance t hrew us t oget her .
D . Chi na has throw n a satellite i nt o space recen tly .
7 .
oddlers , ba rely able t o wal k , find t he mselves at the bot tom of a swimmi ng pool
w hile a parent hecks he mail .
A . H ave you checked your baggage ?
B . Passenge rs must check in at the airpor t an hour before t he plane leaves .
C . S unligh t dried and checked t he pain t .
・ 15 6 ・
D.
8 .
fficials from G reen wich Observat ory have t he clock checked twice a day .
om e animal－righ ts activists wou ld suggest a four th choice, claiming t ha t
compu ter
odels
an simulate anim al experim en ts , t hu s m aking t he act ual
expe rimen ts unneces sa ry .
A . This st uden t is a model of diligence .
B . Kate m odels dr es ses for a shop in Paris .
C . I t s a test model of a solar－power ed vehicle .
D . H e models his man ners on his fat her s .
9 . omputers can simulate, reasonably well, the effects of well－understood principles on
complex systems , as in t he application of the aws f physics to airplane and automobile
design .
A . T he l aw forbids steali ng and robbery .
B . The l aw was / we re t her e in large numbe rs .
C . All citizens are equal before t he l a w .
D.
10 .
ew ton s la w was supposedly i nspired by t he sight of a falling apple .
ake no mistake , however : I am not advoca ting t he needlessly cruel r eat men t
of animals .
A . The doct or s treat men t cur ed him .
B . She s still under treat men t in hospital .
C . Is t he trea tment of political prisoner s fair in your coun try ?
D . T hey re t ryi ng a new treat men t for SARS .
Ⅳ . Translate the following sentences .
1 .
e have allo wed t he most ex tr eme animal－righ ts protesters to seize t he initiative
and fr ame t he is sue as one of“ animal fr aud”.
2 . Perhap s we have been mistaken in no t responding t o the emo tional t one of the
argum en t c reated by t hose sad post ers of anim als by waving equally sad posters of
chil dr en dying of leukemia .
3 . T eenagers get thro wn from t he back of a pickup t ruck and suffer sever e head
injuries . T oddlers , barely able t o walk , find t hemselves at t he bo ttom of a
swimming pool w hile a par en t check s the mail .
4 . In A merica t oday , dea th has become an even t isolated from our daily existence —
ou t of t he sigh t and though ts of most of u s .
5 . To t he ex ten t that the animal－righ ts movement has made us more awar e of the
needs of t hese anim als and made us search harder for s uitable alternatives , t hey
・ 1 57 ・
have made a significan t con tribu tion .
6 . Bu t if t he more radical m embe rs of t his movement a re succes sful in limiting
furt her resear ch , t heir efforts will bring about a t ragedy that will cost many
lives .
Passage 2
The Faltering Family
①
In a recent Sunday school class in a U nited Methodist
Church in the Northeast, a
group of eight－to－ten－year－olds were in a deep discussion wit h t heir tw o teache rs . When
asked t o choose w hich of ten stated possibilities t hey most fear ed happeni ng, their
res ponse was unanimous . All t he childr en most dr eaded a divorce between their
par en ts .
Later , as t he teachers , a m an and a woman in their t hir ties , r eflect ed on the
lesson , t hey bo t h agr eed t hey d been shocked at t he respon se . When t hey we re the
sa me age as t heir st uden ts , t hey said , the pos sibilit y of t heir parents being divor ced
never en tered t heir head s . Yet i n just one generation , chil dr en seem ed to feel much
less security in t heir family ties .
N or is t he experience of t hese tw o S unday school t eachers an isola ted one .
Psychiat rists r evealed in one r ecen t newspape r investigation t hat t he fea rs of children
definitely do change in differ en t periods; and in recen t tim es , divorce has becom e one
of t he most frequently mentioned anxieties . In one case , for example, a four－year－
old insisted t ha t his fat her r ather than his mo ther walk him to nurse ry school each
day . T he reason ? H e said many of his friends had“ no daddy living at home , and I m
scar ed t hat will happen to me”( N ew York T i mes, May 2 , 1983) .
In line with such reports , our opinion leade rs expr es sed gr eat concern abou t the
pr esen t and fu tur e stat us of the Am erican fa mily . In t he poll 33 percen t of the
res ponses listed decline in family st ruct ure , divor ce, and ot her family－orien ted
conce rns as one of t he five m ajor proble ms facing t he nation t oday . A nd 26 pe rcen t
of t he responses incl uded such fa mily difficu lties as one of t he five major problems
for t he U nited States in t he year 2000 .
H istorical and sociological tr ends add st rong suppor t to t hese expressions of
conce rn . For exa mp le , today abou t one ma rriage in every t wo end s in divorce .
・ 15 8 ・
Moreover , t he sit uation seems to be get ting worse, r ather than better . In 1962 , the
number of divorce was 2． 2 per 1 000 peop le , according t o t he Na tional Cen ter for
H ealt h Statistics . By 1982 , t he figur e had j umped to 5． 1 divor ces pe r 1 000 people —
a r ate t hat had mor e than doubled in t wo decades .
O ne common concern expr essed about t he rise i n divorces and decline in stability
of t he family is t hat t he fa mily unit has t raditionally been a key fact or in tr ans mit ting
stab le cult ural and mor al values from gener ation to gene ration . V arious st udies have
show n that educa tional and religious institu tion s oft en can have only a limited impact
on children withou t strong fa mily suppor t .
Even gr andpa rents are cont ribu ting t o t he divorce statistics . O ne recen t st udy
revealed that abou t 100 000 people over t he age of fifty－five get divorced in t he U nited
States each yea r . These divor ces a re us ually initiated by m en who face retire men t ,
and t he relationships being ended a re t hose t hat have endur ed for t hir ty year s or
more ( New York T imes M ag az ine, December 19 , 1982) .
What ar e t he pr ess ures that have e merged in the past twen ty year s that cause
long－st anding fa mily bonds t o be broken ?
M any no w agr ee that t he sexual revolu tion of t he 1960 s worked a profound
change on our society s family values and pe rsonal rela tionship s . Cer tainly , the seeds
of up heaval we re pr esen t before t ha t critical decade . But a major change t ha t
occurred in t he mid－si xties was an explicit wides pr ead rejection of t he common values
abou t sexual and family relationships t hat most A me ricans in t he past had held up as
an ideal .
We r e just beginning to sor t ou t all t he changes in social standa rds t hat have
occurred . H ere ar e some of t he major pr es sures t hat have con t ribu ted to t hose
changes . 1 ) alternative lifest yles; 2 ) sexual morality ; 3 ) t he economy ; 4 ) grassroots
feminist philosophy .
As t hings stand now , our family lives ar e in a state of flux and will probably
continue t o be ou t of balance un til t he year 2000 . The pr ess ures we ve mentioned
will continue to have an impact on our family lives in t he fu t ure year s . Bu t at the
sa me tim e, coun ter forces , w hich tend to drive fa milies back t oget her again , are also
at w ork .
O ne of t hese fact or s is a t raditionalist st r ain in the large majority of Am erican
w om en . The vast majorit y of women in t his count ry — 74 per cent — continue t o
view ma rriage wit h children as t he most in teresting and sa tisfying life for t hem
personally , according t o a Gallup P oll for t he W hite H ouse Conference on Fa milies
・ 1 59 ・
released in June, 1980 .
A not her force supporting family life is the attit ude of A me rican teenagers
t owa rd divor ce . According t o a recent Gallup Yout h P oll, 55 pe rcent feel t ha t
divor ces a re t oo easy t o get today . Also , t hey re conce rned abou t t he high r ate of
divor ce , and t hey want t o have enduring m arriage t he mselves . But at the same time —
in a r esponse that reflects the confusion of many adult A me ricans on t his subject —
67 percen t of the teen s in t his sam e poll say it s right t o get a divorce if a couple
doesn t get along t oget her . In o t her words , t hey place lit tle impor tance on t rying t o
improve a rela tionship t hat has run int o se riou s t rouble .
T her e s a similar a mbivalence in the exper ts we polled . As we ve seen , 33
percen t of t hem consider fa mily problems as a top concer n t oday , and 26 pe rcen t
t hink t hese problems will be a big difficulty in t he year 2000 . But ironically , less
t han 3 per cent s uggest t hat st reng t heni ng family relationships is an importan t
consider ation in planning for the fu t ure ! I t s obviou s , t hen , t hat we re confused and
ambivalen t in our feelings abou t m arriage and the fa mily . Most people k no w
insti nctively , wit hou t having t o read a poll or a book , t hat happiness and satisfaction
in life a re rooted largely i n t he qualit y of our pe rsonal relationships . Fur t he rmore ,
t he most impor tan t of those relationships u sually begi n at home . So one of the
gr ea test challenges we face befor e t he year 2000 , bot h as a nation and as individuals ,
is how t o make our all－impor tant fa mily ties st rong and healt hy . I t’s on ly upon s uch
a firm personal foundation t hat we can hope to vent ur e fort h and gr apple effectively
with more public problems .
(1040 words)
N e w W o r ds
faltering [ f lt ri ] a . unstab le 不稳定的
Methodist [ me dist ] n . 循道宗信徒
unan mous [ ju( ) n nim s ] a . s hari ng t he sa me opinion s or views ( 全体 ) 一致的
reflect [ ri flek t ] v . t o t hink seriously 深思熟虑
security [ si kju riti ] n . freedom from ris k or danger ; safety 安全
psyc iatrist [ sai kai t rist ] n . a physician w ho specializes in p sychia try 精神病专家
inve tigate [ in vesti eit ] v . to observe or inquire into in detail; examine systematically 调查
definitely [ definitli] a d . doubtlessly 无疑地
e .g . H e is definitely coming . 他一定来。
・ 16 0 ・
status [ steit s] n . position r elative to that of o thers 地位 , 身份
e .g . H er stat us is that of a guest . 她是客人身份。
oriented [ rientid] a . 以……为方向 ( 目的 ) 的
sociological [ s u j l d ik ( ) l ] a . 社会学的 , 社会学上的
stability [ st biliti ] n . t he sta te of being stable 稳定性
fact r [ f kt ] n . one t hat actively con t ribut es to an accomplishment , a result , or a
process 因素
tra smit [ t r nz mit ] v . to send from one person , t hing , or place to anot he r 传送
institution [ insti tju ( ) n ] n . an establis hed organization or foundation , esp . one
dedicated t o education , p ublic service, or cu ltur e 机构
statistic [ st tistik ] n . ( 对总体具有代表性的 ) 典型统计量
initiate [ i ni ieit ] v . to set going by taking t he first step ; begin 开始
e .g .
he developed coun t ries initia ted t rade wit h developing nation s .发达国家开
始与发展中国家进行贸易。
emerge [ i m d ] v . t o come in to existence 发生 , 出现
profound [ pr fau nd ] a . t horoughgoing ; far－r eaching 意义深远的
e .g . profound social changes 意义深远的社会变革
upheaval [ p hi v( ) l] n . 剧变
explicit [ ik s plisit ] a . clear 清楚的
ideal [ ai di l] n . a concep tion of st h . in its absol ute perfection 理想
flux [ fl ks ] n . a flow or flowing 流动
counter [ kaun t ] a . con tr ary ; opposing 相反的 , 对立的
e .g . moves and coun ter moves on t he checke rboa rd 在西洋棋棋盘上前后移动
stra n [ st rein ] n . a pr evailing quality , as of attit ude or behavior 态度或行为等普遍
的特征
release [ ri li s] v . t o m ake know n or available 使……公开
ambi alence [ m biv l ns ] n . t he coexistence of opposing attit udes or feelings , such
as love and hate , t oward a person , an object , or an idea ( 对同一人、物、事的 ) 矛
盾心理
ironically ad . 说反话地 , 讽刺地
venture [ ven t ] v . to ris k going somew her e or doing st h . ( dangerou s) 冒险
grapple [ r pl ] v . to seize and hold 抓住
・ 1 61 ・
P hr as e s a n d Ex p r e s si o n s
end in 以……结尾 , 以……告终
e .g . If you don’t change your behavior , you’ll end in trouble .
hold up as take as 树……为 ( 榜样 )
e .g . His son was hel d up as a model of hard work .
sort out 整理
e .g . It takes me some time t o sor t ou t my t hough ts befor e I can star t writing . 下
笔前 , 我得花些时间理清思路。
run into get in t o 陷入
e .g . Their r elations hip has run in to serious t rouble .
reflect on to form or express car efully consider ed though ts abou t 思考 , 反省
e .g . She usually reflects on her coun try s place in history .
No t e
① Methodist a member of an evangelical Protestant church founded on t he principles of
John and Charles Wesley in England in the early 18 th cen tury and characterized by
active concern with social welfare and public morals 循道宗信徒是基 督教新教路德
教会的成员 , 此教会建立在英格兰的约翰和查尔斯・卫斯理在 18 世纪初期提出的
原则之上 , 以积极关心社会福利和公众道德为特点。
Exercises
Ⅰ . Complete the following sentences with the most appropriate answer .
1 .
hen asked t o choose w hich of t en stat ed possibilities t hey most fea red
happening , a group of eigh t－t o－ten－yea r－olds
2 .
.
A . disagreed wit h each ot he r
B . all agreed wit h each ot her
C . all agreed with t heir teachers
D . disagreed wit h t heir pa ren ts
hen they w ere t he same age as t heir st uden ts , t he two Sunday school t eachers
said
.
A . t hey seem ed t o feel much les s securit y in t heir fa mily ties
B . t he pos sibilit y of t heir par en ts being divor ced always en ter ed their heads
C . they we re shocked at t he possibilit y of t heir par en ts being divorced
D . t he pos sibilit y of t heir par en ts being divorced never en tered t heir heads
3 .
hy did a four－yea r－old insist that his fat he r rat he r t han his mot he r walk him t o
nurse ry school each day ?
・ 16 2 ・
A . Because he seem ed t o feel much more securit y wit h his fat her .
B . Because he dr eaded a divor ce between his pa ren ts .
C . Because he could have a good communication with his fat her .
D . Because he was shocked a t t he fa mily struct ur e .
4 .
hich of t he following has tr aditionally been a key fact or i n t ransmitting stable
cult ural and mor al values from genera tion to generation ?
5 .
A . T he family unit .
B . Educational institu tion s .
C . Religious in stit utions .
D . T eacher s .
ccording to one r ecen t st udy ,
.
A . bou t 2 .2 pe r 1 000 people over t he age of fift y－five get divorced in t he US
each yea r
B . abou t 5 .1 per 1000 people over t he age of fift y－five get divorced in t he US each
yea r
C . abou t 100 000 people over t he age of fift y－five get divor ced in t he US each year
D . abou t 1 000 people over the age of fift y－five get divor ced in t he US each year
6 .
hat a re NO T t he pr es sures t hat have eme rged in t he past twen ty years t ha t
cause long－standing family bonds t o be broken ?
A . Alte rnative lifest yles .
B . Sex ual mor alit y .
C . St reng t hening family r elations hips .
D . The economy .
7 .
here r e coun ter for ces tending t o drive families back toget he r agai n . F or
exa mple,
.
A . he vast majorit y of women in t his count ry con tinue t o view ma rriage wit h
childr en as t he most int eresting and satisfying life for t he m personally
B . t he teenager s a re concerned abou t t he high r ate of divorce , and t hey wan t t o
have enduring ma rriage themselves
C . most peop le know instinctively t hat happi nes s and satisfaction in life a re
rooted largely in t he quality of our personal r elations hips
D . all of t he above
8 .
ost people know insti nctively t hat happines s and satisfaction in life a re rooted
la rgely i n t he qualit y of our per sonal r elation ships , and t he most impor tan t of
t hose relationship
.
A . usually begin a t home
B . usually begin at school
C . usually begin at church
D . none of the above
・ 1 63 ・
Ⅱ . our meanings are given for each of the underlined word . Use the context to help
you decide which of the meanings is the most appropriate in each case .
1 .
nd in recent times , divor ce has become one of t he most fr equen tly mentioned
n xieties
A . eage r , often agitated desir e
B . a sta te of uneasiness and appr ehension , as abou t fut ure uncer tain ties
C . n abnor mal and over whelmi ng sen se of apprehen sion and fea r often ma rked
by p hy siological signs ( as sweating , t ension , and incr eased pulse ) , by doub t
concerning t he reality and nat ure of t he t hreat , and by self－doub t about one s
capacity to cope with it
D . a cause of anxiety
2 . n one case , for example, a four－year－old insisted t hat his fat her rat her t han his
mo t her
alk im to nursery school each day .
A . t o go on foot for p leasure or exer cise ; st roll
B . to move over a surface by taking st eps wit h t he feet at a pace slower t han a run
C . to accompany in walking ; escor t on foot
D . t o t raverse on foot in order to survey or measur e; pace off
3 . n line wit h such r epor ts , our opinion leaders expressed gr eat conce rn abou t the
pr esen t and fut ure tat us f t he A merican family .
A . position r elative to that of o thers ; standi ng
B . a sta te of affair s; sit uation
C . the legal cha ract er or condition of a person or t hing
D . high standing ; pr estige
4 .
ne common conce rn expr es sed about t he rise in divorces and decline in stability
of t he fa mily is t hat the family unit has t raditionally been a key factor in
ransmitting table cult ural and mor al values from gener ation to generation .
A . t o convey by or as if by inheritance or heredit y ; hand dow n
B . t o cause ( as ligh t or for ce ) to pass or be conveyed t hrough s pace or a medium
C . to send ou t ( a signal ) eit her by radio waves or over a wir e
D . t o convey ( infection) abroad or to ano t her
5 .
er tain ly, the seeds of upheaval were pr esen t before t hat ritical ecade .
A . inclined to judge seve rely and find fault
B . cha racterized by car efu l, exact evalua tion and judgm en t
C . of or rela ting to a medical crisis
D . forming or having t he na tur e of a t urning poin t ; c rucial or decisive
・ 16 4 ・
6 .
he vast majority of w omen in t his coun try — 74 percen t — continue t o view
marriage wit h children as t he most in teresti ng and satisfying life for t hem
personally , accordi ng t o a Gallup Poll for t he White H ouse Confe rence on
Fa milies eleased n June , 1980 .
A . t o make available t o t he public
B . t o set free from restr ain t , confinement , or servit ude
C . to relieve from somet hing t hat confines , burden s , or oppresses
D . t o give up in favor of anot he r
7 . n ot her words , t hey place little impor tance on t rying to improve a relationship
t hat has un in to erious trouble .
A . t o meet or find by chance
B . t o collide wit h
C . to encoun te r ( somet hing)
D . to a moun t t o
Ⅲ . ill in each of the blanks with appropriate words or phrases from the box . Change
the form if necessary .
sort out ironically emerge initiate r eflect
profound stability hold up as investiga te securit y
1 . T he ship
from behind t he fog .
2 . T he police are
t he robbe ry .
3 . H elen was
a model of st rong will .
4 . I t should be clea r t o a r eader of any degree of
5 .
.
t hese pape rs and fasten t hem t oget her wit h a clip , please .
6 . M arkets a re flourishing and prices a re
7 .
.
, even as t he governm en t was fulminating against A me rican policy ,
A merican jeans and videocas set tes were t he hot test it ems in the stalls of the
ma rket .
8 . I am
grat eful t o you all .
9 . A good fire is a
10 . He
against wild beasts .
befor e answering my question .
Ⅳ . Translate the following sentences .
1 .
ater , as t he teacher s , a man and a woman in t heir thir ties , r eflected on the
lesson , t hey bo t h agr eed t hey d been shocked at t he r esponse .
2 . When t hey we re the same age as t heir st uden ts , they said , t he possibility of their
・ 1 65 ・
par en ts being divorced never en tered t heir head s .
3 . V arious st udies have s how n t ha t educational and r eligious in stit utions oft en can
have on ly a limited impact on chil dr en wit hout st rong family s uppor t .
4 . H er e a re some of t he major pressur es t ha t have con t ribu ted to t hose changes . 1 )
alternative lifest yles; 2) sexual morality ; 3) t he economy ; 4 ) gr assroo ts feminist
philosophy .
5 . Most people k no w instinctively , wit hou t having t o read a poll or a book , t ha t
happi nes s and satisfaction in life ar e rooted largely in the qualit y of our personal
relationships .
Passage 3
Why Study Math?
B y Sa m uel R ap port and H elen W ri gh t
T he world is prett y complicated today compa red with what it w as for t y yea rs
ago . A nd it s get ti ng mor e so all t he time . We have t o have mor e and mor e specially
t rained people . We need them t o solve t he t ough prob lem s of science . We need t hem
t o find new ways to conquer disease, t o design the machi nes of indust ry and the
labor saving gadgets of t he hom e . And we need t hem mor e and mor e for t he ordina ry
t hings of everyday life .
I t takes special t raining t o be a good ca rpen ter , or pl umber , or car m echanic .
Job s in elect ronics requir e even greater skills . We used to t hink a compu ter user had
t o have a pr ett y thorough kind of t raining . Bu t it s even toughe r to be a progra mmer
designer .
Som e of you ar e probably t hi nking ,“ That s all right for technical people . Bu t
suppose I wan t t o be an a rtist , a druggist, or a nurse . Suppose I want to go in
business for myself . What good will mat h does m e ?”All righ t , let s see .
M any a rtists today ar e in w hat is called applied ar t
①
. They u se t heir abilit y in
②
adver tising , inte rior decoration , or some similar job . But people in bu siness w ho
hire t he a rtists for t hat kind of work say t ha t simp le ar tistic ability is no t enough .
T her e are lots of young people w ho have t hat . Bu t not enough of t hem k no w
any t hing abou t physics , or m echanical t hings , or mat h .
To be a druggist you have t o st udy chemist ry . You can t learn chemist ry
・ 16 6 ・
withou t knowi ng som ethi ng about algebra .
H o w abou t a n ur se ? One of the r equired s ubjects in a course of nursing is kno wn
as mate ria m edica
③
. In mate ria medica you ll need al gebr a and geom etry and even
t rigonomet ry .
Even if you want t o go in t o busines s of your self , you ll need mat h . Bu siness
t oday , whet her it s running a lit tle gas station or a big fact ory , takes good
manage men t . Good management takes mat he matics .
A nd t hose w ho a re going t o keep up t he wonde rful progress being m ade in
science and enginee ring need mat h more t han anyone else does .
Y ou ve read about t hose wonderfully compu ters t hat ar e u sed t oday . T hese a re
machines that work by elect ronics to do all sor ts of complicated problems in
mat he matics at t errific speeds . Maybe you th ink we should let those m achines do our
mat h prob le ms . If you do , you don t understand t he way compu ters w ork .
A compu ter is no bet ter t han t he h uman mind t ha t cont rols it . A mat he matician
has to run it . H e has t o analyze t he problem and set it up . Then he mu st feed the
data in to t he machine befor e t he machine can solve t he problem . Comput ers ar e a big
help . They can make calcu lations faster than a man can . Bu t t hey can t do our mat h
for u s .
T her e s somet hing else you shouldn t forget . T her e ar e lots of times w hen more
mat h woul d help you in your everyday affairs . A famous Britis h mat he matician
poin ts ou t t ha t we live surrounded by figures . Think of cooking recipes , r ailway
timetables , unemploym en t insur ance, taxes , schedules of w orki ng hour s , speed
limits , bowling aver ages , calories , au tomobile and t ruck weigh ts , temper at ures ,
rainfall, miles per gallon , electricit y and gas mete r r eadings , bank in ter est , pa rcel
post and freigh t rates , and so on .
N ot long ago a man in Milwaukee was a rr ested for speeding . The policem an had
been stationed a t a st reet corner . H e didn t check t he speed on his motorcycle , bu t
just gues sed at it . T he m an and t he policeman went before a judge in police cour t .
T he man said t hat he had stopped his ca r at t he tr affic ligh t on t he corner w her e the
police man was stationed . T he policeman admit ted t his . T he driver t hen proved
mat he matically t hat no ca r could have picked up s peed fast enough t o be exceeding
t he limit at the s po t w he re he was arr ested . T he judge let h im off .
Bu t t he re s one more r eason w hy you s hou ld st udy m at h now . Y ou may be the
kind of person w ho needs to know somet hing abou t advanced m at h to get t he most
ou t of life . Some peop le go on from day t o day , having a good time and no t caring
・ 1 67 ・
much abou t any th ing else . Bu t many people a ren t con ten t t o live t hat way . T hey re
inte rest ed in life, and ot her peop le, and w hat makes th ings happen t he way t hey do .
T hey wan t to know w ha t makes it s no w , w hat t he sta rs a re , and ho w compu ter
w ork s . These people are curious about th ings .
If you re t hat kind of pe rson , you almost have to lea rn som et hing about the
more advanced br anches of mat h . T her e will be no o ther way t o understand the
t hings you becom e curious about .
Eve r since the U nited Sta tes was young , schoolchil dr en have had to lear n their
t hr ee R s . Reading and w riting ar e cer tain ly very impor tan t . But no w, as never
before , we must be sure t hat we’re getting enough a rit hm etic .
(811 words)
N e w W o r ds
tough [ t f] a . demanding or troubli ng ; difficu lt 困难的 , 费力的 , 麻烦的
e .g . H e’s t he very pe rson for t he t ough job .
laborsaving a . designed t o conserve h uman energy in performing work or to decrease
t he amount of human labor needed 节省劳力的 , 省力气的
gadget [
d it ] n . a small specialized mechanical or elect ronic device ; a cont rivance
小配件 ; 小机械
e .g . I t’s a usefu l gadget for loosening bot tle lids .
thorough [
r ] a . exhaustively complete; painstakingly accurate or careful 彻 底
的 ; 严格的
e .g . L et’s give t he house a t horough cleaning .
programmer [ pr u r m ] n . one w ho writes comput er progra ms 程序设计员
druggist [ dr
ist ] n . a pha rmacist 药剂师
interior [ in ti ri ] a . of , relating to , or located on t he inside; i nner 内部的
algeb a [ ld ibr ] n . a br anch of mat hematics in w hich sign s and letter s ar e used t o
represen t numbe rs and values 代数学
geometry [ d i
mit ri ] n . t he m athem atics of t he prope rties , meas ur ement , and
relationsh ips of poin ts , lines , angles , s urfaces , and solids 几 何学 ( 研 究点、线、
角度、面和立体实物的性质、度量和关系的数学 )
trigonometry [ t ri
n mit ri ] n . t he branch of mat hematics t hat deals wit h the
relationsh ips bet ween t he sides and the ang les of t riangles and t he calcula tions
based on t he m , par ticu la rly t he t rigonomet ric functions 三角学 ( 研究三角形边、
角关系以及在此基础上的计算 , 尤其是三角函数 )
・ 16 8 ・
take vt . t o use ( st h .) as w hen in ope ration 使用 , 在运作中使用 ( 某物 )
e .g . Th is cam era takes 35 mm film .
engineering [ end i ni ri ] n . t he application of scien tific and mat he matical principles
to practical ends s uch as t he design , manufact ure, and oper ation of efficient and
economical st ruct ur es , machines , processes , and systems 工程学
feed [ fi d] vt . to provide for cons ump tion , utilization , or operation 供应供消费、使
用或运转
figu e [ fi
] n . a w ritten or prin ted symbol repr esen ting st h . o ther t han a lette r ,
esp . a n umber 数字符号
recipe [ resipi] n . a set of directions wit h a list of ingredien ts for m aking or preparing
st h ., esp . food 烹饪法 ; 食谱 ; 配方
insurance [ in u r ( ) n s ] n . cover age by a cont ract binding a par t y t o indemnify
anot he r against specified los s in ret urn for pr emiums paid 保险
schedule [ edju l] n . a p lan for performing work or achieving an objective , s pecifying
t he order and allo tted time for each pa rt 进度表
e .g . The nex t t hing on our schedu le is to telephone our friends .
average [ v( ) rid ] n . the ratio of a team s or player s successful performances such as
wins , hits , or goals , divided by total oppor tunities for successful performance, such as
games , times at bat, or shots 平均率 , 代表平均成绩
calorie [ k l ri] n . measure used t o show t he amount of heat or energy 卡路里 ( 热
量单位 )
e .g . O ne can eat only 1 500 calories a day on t his diet .
rainfall [ r einf l] n . t he quan tit y of water , expr essed in inches , precipitated as rain ,
s no w, hail, or sleet in a specified ar ea and time int erval 降雨量
e .g . H eavy rainfalls flooded the lo wlands .
gallon [
l n] n . a unit of volume used in liquid m easure 加仑 ( 液量单位 )
gas station n . ( 汽车 ) 加油站
gas meter n . 气体流量计 , 气表
reading [ ri di ] n . the inform ation indicated by a gauge or gr aduated in st rumen t 读
数 , 指示数 , 由测量仪器或标有刻度的仪器所表明的信息
int rest [ in trist ] n . a charge for a loan , us u . a pe rcentage of the amount loaned
利息
freight [ fr eit ] n . t he cha rge for t r ansporting goods 运费
station [ stei ( ) n] vt . to as sign t o a position ; post 驻扎 ; 设置
e .g . The sen tinel was st ationed on a hill .
・ 1 69 ・
exceed [ ik si d] vt . to go beyond t he limits of 超越
e .g .
his mont h s amount of deposits in t he bank exceed s last mon t h s by fifteen
pe rcent .
content [ k n tent ] a . esiring no mor e t han w hat one has; satisfied 满足的
e .g . The old couple see m content to sit in front of t he television all nigh t .
No t es
①applied art 实用美术
②interior decoration 室内装饰
③ materia medica n . he scien tific st udy of m edicinal drugs and t heir sour ces ,
prepar ation , and u se 药物学 , 对药物及其来源、用途、药剂等进行的科学研究
Exercises
Ⅰ . ecide whether the following statements are true or false according to the passage .
1 .
We need mor e and mor e specially t rained people for t he ordina ry t hings
of everyday life because t he w orl d is getting pret ty complicated t oday .
2 .
It takes special t rai ni ng t o be a good carpen ter , or plumbe r , or car
mechanic . Bu t jobs i n elect ronics r equire few skills .
3 .
We u sed t o t hink a compu ter use r had t o have a pret ty t horough kind of
t raining . But it’s even tougher to be a progr amme r designer .
4 .
T he technical people instead of nurses shou ld st udy mat h .
5 .
People in busines s w ho h ire t he ar tists for in terior decoration say t ha t
simple ar tistic ability is enough and t he re ar e lots of young peop le who have that .
6 .
To be a druggist you have to st udy bo th chemist ry and algebra .
If you wan t to go int o bu siness of yourself, you ’ll need good
7 .
manage men t rat her t han m ath .
8 .
A compu ter is bet ter t han the h uman mind t hat cont rols it and it can
make calcu lations faster t han a man can .
9 .
N ot long ago a police man w ho had been stationed at a st reet corner
arr ested a man for speeding . Bu t he didn’t check t he speed on t he man’s
mo torcycle becau se t he police man was good at mat h .
10 .
Schoolchildr en have had t o learn t heir t hree R’s , t hat is , reading ,
writing and arit hmetic .
Ⅱ .
word has different meanings in different contexts . Choose the sentence in which
・ 17 0 ・
the underlined word has the same meaning as the one from the reading passage .
1 .
e need them to solve t he ough problems of science .
A . I t helps if one was raised t o toug h it ou t .
B . Skip the tou ghest questions w hen you read .
C . H e s s uch a tou gh guy .
D . Th is meat is too toug h t o ea t .
2 .
hey use t heir abilit y in adve rtising , n terior
ecoration , or som e simila r job .
A . H e s a giant in in terior design .
B . he t hink s she has no soul , no in terior life, bu t t he t rut h is t hat she has no
access t o it .
C . H e has been t he Secreta ry of t he I nterior for six year s .
D . Do you all understand t he i nterior meaning of t he poem ?
3 . usines s today , whet her it s unning
little gas st ation or a big fact ory , t akes
good managem en t .
A . T hat s a runni ng joke a mong us .
B . H e is always r unn in g t o his law yer .
C . I am always runni ng about , looking for my glasses and my watch .
D . H e ran t he ca mpaign all by himself .
4 .
hen he mu st eed he data in t o t he machine before t he machine can solve the
problem .
A . We t ried t o f eed bullets in to a machine gun .
B . Well f ed , well bred .
C . T he t urkey is large enough t o f eed a dozen .
D . Th is road f eeds int o t he freeway .
5 .
hink of cooking r ecipes , r ailway timetables , unemploymen t ins ur ance , taxes ,
schedules of working hours , s peed limits , bowling ver ages calories , aut omobile
and t ruck weigh ts , tempe rat ures , rai nfall, miles per gallon , electricit y and gas
meter r eadings , bank nte rest
par cel post and reigh t ates , and so on .
A . What is t he aver age r ainfall for A ugust in Wuhan ?
B . Those are studen ts of aver age in telligence .
C . T hey fi nished t he season with a 500 average .
D . O ur expenses averaged ou t t o 100 yuan per day .
E . His tw o gr ea t i nterests in life ar e music and pain ti ng .
F .
he i nterests of t he individual mu st be subordinated t o t he in ter ests of the
collective .
・ 1 71 ・
G . H e len t m e the money a t 5 % in terest .
H . Can I in terest you in a cup of coffee ?
I . T he f rei gh t is incl uded in t he accoun t .
J . Every word t he profes sor said was f rei g hted with m eaning .
K . T he boat is f rei g hted wit h coal .
L .
6 .
his airc raft company deals wit h f rei gh t on ly ; it has no pas senger service .
he policem an had been ta tioned t a st r eet corner .
A . T he r ailway station was big , black and dark .
B . L et s st ation tw o gua rds a t t he gate .
C . Could you tell me t he way to police st ation please ?
D . H e likes to flatte r a m an of high st ation .
7 .
he driver t hen proved mat he matically t hat no car coul d have picked up peed fast
enough t o be exceeding t he limit at t he spot w here he was a rrest ed .
A . Can your radio p ick u p BBC ?
B . I p icked u p English by wa tching English films .
C . When and w her e shoul d I p ick you u p ?
D .
he police man p icked u p speed and caugh t up wit h t he suspect quickly .
8 . u t m any people a ren t on ten t o live t hat way .
A . I t is advisab le t o look at t he conten ts page of a book , befor e buying it .
B . She was con tent t o step dow n afte r four year s as chief execu tive .
C . I am well content t o r emain he re .
D . Eggs have a high pro tein con tent .
Ⅲ . Translate the following sentences .
1 .
e need them to solve t he t ough problems of science . We need them to find new
way s t o conque r disease , t o design t he machi nes of industry and the laborsaving
gadgets of the home .
2 . These are machines that work by electronics to do all sorts of complicated problems in
mathematics at terrific speeds .
3 . The driver t hen proved mat he matically t hat no car coul d have picked up speed fast
enough to be exceeding t he limit at the s po t w he re he was arr ested .
4 . Bu t m any people a ren t cont en t to live t hat way . T hey re in ter ested in life, and
o t her peop le , and w ha t m akes t hings happen t he way t hey do .
5 . Eve r si nce t he U nited Stat es was young , schoolch ildren have had t o lea rn their
t hr ee R s . Reading and writing a re cer tain ly very importan t . But now , as never
・ 17 2 ・
before , we must be sure t hat we re getting enough a rit hm etic .
Ⅳ . Writing .
Basically , we ga ther details and examples eit her from our ow n expe riences and
observations or from resear ch . O ur sources va ry dependi ng upon w hat we a re w riting
abou t . For example, as childr en , we imagine ourselves doing or being any t hing t ha t
we want . As we grow older, however , we discover that our choices become increasingly
more limited . We cannot be or do everything that we once though t we could .
Choose a time in your life when you r ealize that a par ticu la r expectation or
dr ea m w ould neve r come t rue .
・ 1 73 ・
Un i t Ei g h t
Passage 1
In Our Own Image
B y De Lois Jacobs
Recen tly one of my gr eat est concer ns and fea rs was r ealized w hen my younger
sister t old me about a story she had read in a popu la r Black publication : A teenager
commit ted suicide because his mot her w ou ld no t allow him t o have cosmetic
①
surgery
on his nose in imitation of h is idol, Michael Jack son . This story is more
t han just sad ; it is an out rage . Wha t is it abou t t his societ y t hat gets us so
comp letely involved in t he m aterial and physical w orld ? W hy is it t hat our Black
public figur es , par ticular ly in ente rtainment , tend t o be t urning mor e and mor e t o
t his way of presenting t hemselves ? W hat ar e t hese false images t hey w or ship and
aspire t o look like ?
When I look in a mirror , I can clea rly see w he re I come from — t he influences of
my fat her s genes and my mo t her and my gr andmot he r in m e . I t gives me a feeli ng of
wa rmt h , pride and r eass urance t o be ab le t o see my roots every sing le day of my life .
T her e is no th ing t he re t hat need s“ fixi ng”.
Yet I ve had at least one lover ( now“ ex”) tell me t ha t my nose“ spoils” my
looks . This was a m an w ho was constantly talk ing about Black u nit y , solida rit y ,
beau ty and pride . Well, I asked hi m whet he r it woul d please him t o see me wit h a
str aigh t or aquiline nose, or maybe one like a popular w hite model s . T his response
no t on ly surprised h im , b ut it also shu t him up on t he subject forever w hen he
realized t he abs urdit y of his rem ark .
H er e in Am erica we a re increasingly buying and selling goods and services based
in“ face value”. We are inundated wit h images that beckon us t hrough adver tising ,
shape attit udes through film and television , and influence t hinking t hrough the
・ 17 4 ・
pri nted , recorded and spoken w ord . Befor e we lay dow n our ha rd－ea rned cash and
our principles , let s take a close look at w ho is selling us t his bill of goods and w hy .
②
As t he ads have changed from ex tolling t he wonder s of Afro－hairst yle
products t o
t hose of“cur l”activators , so has our idea of ourselves and what we look like .
N ow , I have hea rd many defensive argumen ts in j ustification of the t hings we do
t o our hair and skin color . Why a re some of us so embarras sed by our nat ural
physical t raits ? I like t o look i nt o ot her Black faces and see t he t ribes from w hich we
have descended . Lineage is somet hing t o be a ware of , and pride in it is somet hing t o
pass on t o our young , from generation to gene ration . I will not r enounce t hat , eve r .
A nd here is my question : When we t ry t o change our look s so drastically , w ha t
mes sage are we conveying to our young ? Thi nk about it — t hink long and strong .
T hink abou t t hat young teenage r , and t hen let your conscience be your guide .
T his innate insecurit y t hat drives us t o change our im ages mu st come t o an end .
Surely we must realize t hat s uch changes will no t make our most popula r and revered
singer s sing any bette r , our musicians perform any more brilliantly , or w hen you
take a really close look , appea r any more att r active . F or i nstance, alt hough I like
Michael Jack son s music, as I always have, I must admit I now feel a remoteness
w hen I look at him , si nce ther e is not much t he re t hat I can r elate t o and admire
anymore . I do not wis h to chastise any par ticu la r en ter tainer s , but I a m curious
abou t t he reason behind their decisions r ega rding t heir looks . Do they even know ?
I t is sad that our children s heroes seem t o wan t t o look like images from w hich
we Black people a re t he far t hest re moved . St raighten your nose , t hen your lips a re
t oo full; fix t hat , t hen your hips ar e t oo wide; t uck those, t hen your hair is too
curly ; relax t hat , then your hair is t oo s hor t ; wonder weave that , t hen your skin is
t oo da rk ; and on and on it goes .
Alt hough t he 20－inch A fro is a t hing of the past , t he feeling of Black pride t ha t
accompanied it was fortifying . Let us not lose t ha t feeling . The once often－heard
phrases from t he six ties —“ I m Black and I m proud” and“Black is beautifu l”— a re
sor ely mis sed . I t hough t we didn t need t o proclaim t hem so loud ly i n t he eighties
because , finally , we tr uly believe t hem . Do we ? Look at t he conflicting signals our
young people get every day about t heir self－im ages . We who are pa rents and grand－
par en ts , aun ts and uncles , godfat her s and older sib lings have a res ponsi bility to our
young . Let us take t he time to examine and explain to t he m t hose th ings t hat have
real value and t hose that do no t, so that they can m ake sounde r judgmen ts and bet ter
choices in conducting t heir ow n lives . Let us hel p t hem develop strong self－esteem by
・ 1 75 ・
set ti ng exa mples t hey can follow t hat ar e in our o wn im ages .
(828 words)
N e w W o r ds
im ge [ imid ] n . t he gener al opinion abou t a per son , organization , etc . t hat has
been formed or in ten tionally created in peop le s minds ( 人、社团 等 在人 们 心目
中的 ) 形象 , 印象
co cern [ k n s n] n . w orry ; anxiety
担心 ; 忧虑
p blication [ p b li kei ( ) n] n . st h . published , such as a book or magazine 出版物 ,
书刊
s icide [ sjuisaid] n . the act of k illi ng oneself 自杀
e .g . a suicide squad 敢死队
cos etic [ k z m eti k] a . in tended to m ake t he skin or hair mor e beau tiful 美容 的 ,
化妆用的
i itation [ imi tei ( ) n] n . t he act of imitating 模仿 , 仿效
e .g . H is imit ation of that singer is pe rfect . 他 模 仿 那 位 歌 唱 家 模 仿 得 惟 妙
惟肖。
i ol [ aidl] n . sb . or st h . admired or loved t oo much 极受崇拜的人 ( 物 ) , 偶像
e .g . he foo t ball p layer is t he idol of many young people . 这位足球运动员是许
多年轻人崇拜的偶像。
outrag [ aut r eid ] n . a very w rong or cruel act
f gure [ fi ] n . a person of a par ticular t ype
蛮横的行为 , 暴行 , 伤害 , 蹂躏
人物
aspi e [ s pai ] vi . t o direct one s hopes and effor ts t o some import an t aim
追求 ,
渴望 , 有志于
e .g . aspiring t o gr eat knowledge 追求渊博的知识
gene [ d i n] n .
reas urance [ ri
worry
基因 ; 遗传因子
u r( ) n s] n .
t he act of comfor ting and mak ing fr ee from fear or
安慰
uni y [ ju niti ] n . t he state of bei ng united , joi ned , or in agreement toget he r
团
结 , 联合 ; 统一 , 一致
e .g . unit y of color in a pict ure
画中色彩的统一
s lidarity [ s li d riti] n . loyal agreem en t of in terests , aims , or principles a mong a
group
团结 , 一致
e .g . in solida rit y with 声援
aq iline [ k wilain ] a . of or li ke an eagle
・ 17 6 ・
鹰的 , 似鹰的
absurdi y [ b s diti ] n . against reason or common sense
荒谬, 不合理, 愚蠢,
可笑
inu date [ in ndeit ] v . to flood over in large a moun ts , esp . so as to cover
淹没 ,
( 洪水般地 ) 涌来 , 充满
bec on [ bek ( ) n ] v . t o call, order , or signal with a move men t of t he head , hand ,
etc . ( 用头或手的动作 ) 示意 , 召唤
e .g . The dean beckoned to me t o com e near er . 系主任示意要我走近些。
ex ol [ iks t l] v . (form al ) to praise very highly ( 正式 ) 赞美 , 称赞 , 颂扬
a tivator [
k tiveit ] n .
justific tion [ d
( 化 ) 活化剂 , 催化剂
stifi kei ( ) n] n . a good or proper r eason for doi ng st h . 正当的理
由 , 辩解的理由
特性, 品质;
tr it [ tr eit ] n . a pa r ticular qualit y , esp . of a per son ; characteristic
性格
de cend [ di send] v . go dow n
下来 , 下降 , 传下
e .g . t o descend t he steps 下阶梯
lin age [ liniid ] n . ( form al ) t he way in which m embe rs of a family ar e descended
from o t her m embe rs ( 正式 ) 血统 , 世系 ; 门第
r nounce [ ri naun s] v . t o say formally t hat one has no mor e connection wit h
宣布
与……断绝关系
e .g . H e renounced his claim t o t he prope rt y . 他宣布放弃财产所有权。
drastic lly [ dr stikli] ad . st rongly , seve rely or violen tly
猛烈地 ; 激烈地 ; 严厉地
传达 ; 表达
co vey [ k n vei ] v . t o make ( feelings , ideas , t hough ts , etc .) k no wn
e .g . Wires convey electricit y .
con cience [ k n ( ) ns ] n .
良心 , 道德心 ; 是非观念
e .g . L et your con science be your guide . 让你的良心指引你。
re ere [ ri vi ] v . ( formal ) to give great respect and admiration to ( 正式 ) 尊敬 , 崇
敬 ; 敬畏
remoten ss [ ri m u t nis] n .
distan t in space or time
遥远
s taiz] v . (form al ) t o punish or blame sever ely , esp . by beating ( 正
ch stise [ t
式 ) 惩罚 , 责骂 , 严厉责备 ; ( 尤指 ) 体罚
regarding [ ri
e .g .
di ] prep . concerning
有关 , 关于
w ro te a let ter regarding my daugh ter s school exa mi nation s . 我写了一封
关于我女儿学校考试的信。
t ck [ t k ] v . to place st h . in a priva te and / or almost hidden p lace
f rtify [ f tifai] v . t o m ake st ronger , more effective, etc .
使……隐蔽
增强 , 加强
・ 1 77 ・
so ely [ s li] a d . (formal) very much , greatly ( 正式 )
pro laim [ pr kleim ] v . decla re officially
非常 , 很 , 极
宣告 , 宣布
公布一项法令
e .g . t o proclai m a law
co flict [ k n flik t ] v . t o be in opposition ; disagree ( 同…… ) 冲突 , ( 同…… ) 抵触
sibl ng [ sibli ] n . ( formal) a brot her or sister
兄弟或姐妹
自尊 ( 心 )
self－ steem [ self is ti m] n . one s good opi nion of one s ow n w or t h
No t es
① cosmetic surgery medical opera tions perform ed to improve a person s appear ance
rat he r t han to cur e a disease 整容外科手术
② Afro a hairstyle for men and w om en in w hich the hair is shaped int o large round
bushy mass
非洲式 ( 蓬松 ) 发型 ( 将头发做成大而圆的浓密发型 , 男女皆适用 )
Exercises
Ⅰ . hoose the best answer for each of the following items according to the information
in the passage .
1 .
he au t hor is
.
A . an A merican w hite woman
B . an A merican w hite model
C . an A me rican black w oman
D . an A merican black teenager
2 .
he teenager committed suicide because
.
A . his mot he r didn t car e about him
B . his mot he r w ou ld no t allow him to have cos metic surgery on his nose
C . his mot her would not give him any money
D . h is mot he r t reated h im badly
3 . n pa ragr aph one ,“ t his way of presenting t hemselves”refers t o“
A . changing t heir cost umes
B . changi ng t heir way s of singing
C . having cosm etic surge ry and changing their ow n images
D . changing t heir living style
4 .
hat is the au t hor s at tit ude t owards her o wn im age ?
A . She feels proud and reas sured .
B . S he feels embarr as sed .
C . She feels asham ed .
・ 17 8 ・
”.
D . She hates her ow n image .
5 .
ccording to the au thor , t he Black people should pass on
t o t heir young ,
from gener ation to gener ation .
A . t he good cha racter
B . t he beau tiful appear ance
C . t heir wealt h
D . t he pride in t heir lineage
6 .
he answer to t he au t hor s question“ w hen we t ry t o change our looks so dr astic－
ally , w hat message a re we conveying t o our young”is t hat
.
A . we wan t to be more handsom e and beau tiful
B . we are so embarrassed by our natur al physical t raits
C . we ar e proud of our ow n im age
D . no one can avoid being influenced by ads
7 . hat drives t he black people to change their im ages ?
A . A ds .
B . Black idols .
C . Beau tiful looks of w hite pop sta rs .
D . Innate insecurit y .
8 .
e can infer from t he passage t ha t
.
A . t is A merican w hites w ho wan t t o sell Black people t he goods and services
and change the idea of Black peop le
B . he teenager s mo t her s hou ld allow her son to have t he s urgery t o avoid the
t ragedy
C . t hose people who change t heir looks drastically have no conscience i nside
D . he au thor hates Michael Jackson very much becau se he changed his skin color
and looks
9 .
s houl d set the exa mple for t he Black teenage rs to follo w .
A . Par en ts and gr andpa ren ts
B . A un ts and uncles
C . Godpa ren ts and older si blings
D . All of t he above
10 .
hich of the following st atements is NO T t rue ?
A . t is sad t hat our children s idols seem to wan t t o get rid of t he nat ural
physical t raits in t heir images .
B .
he si ngers will sing bette r and appear more att ractive afte r t hey change
・ 1 79 ・
t heir images .
C .
uit e a few people still t hink they ar e justified i n t he t hings t hey do to their
hair and skin color .
D .
owadays m any people ar e completely i nvolved in t he ma terial and physical
world .
Ⅱ . ill in each of the blanks with appropriate words or phrases from the box . Change
the form if necessary .
r eass ur ance
convey
conflict
rega rding
imitation
beckon
spoil
conduct
1 . H is work has changed
drastically
justification
since his illnes s .
2 . O ur governm en t s anger was
t o t heir ambas sador .
3 . She w on t believe it in spite of all our
.
4 . I know he s upset , but t hat is no
5 .
for his rude behavior .
he big or ange sign on t he fron t has
the character of the
buildi ng .
6 .
hey r e good friends alt hough they have
opinions abou t t his
issue .
7 . I could see he r
8 . H e did a brillian t
9 .
m e from t he o t her side of the room .
of Cha rlie Chap lin .
do hope t ha t you can take furt her steps
the proble m of
pollu tion .
10 .
he company
a survey t o find ou t local r eaction t o t he leis ure
cen ter .
Ⅲ . ead the following sentences and find the one in which the underlined word is used
in the same way as in the sentences quoted from the passage .
1 .
ecen tly one of my gr eat est oncerns
nd fea rs was realized w hen my younger
sister t old me about a story she had read in a popu la r Black publication .
A . H e has never been very concerned abou t w hat ot her people t hink of him .
B . The repor t expressed seriou s concern about the doctor s competence .
C . P olice a re anxious to hea r any information concern in g his w her eabou ts .
D . This a rticle concerns a man w ho was wrongly imprisoned .
2 .
hy is it t hat our Black pub lic igures par ticu lar ly in en ter tainm en t, tend t o be
・ 18 0 ・
t urning mor e and more t o t his way of presenting themselves ?
A . The vice－presiden t f i gured prominen tly in the peace negotiations .
B . I could see a f i g ure in t he fa r distance , bu t I couldn t make ou t w ho it w as .
C . She s past fort y now , bu t she s kept her f i gure .
D . H e was one of t he leading political f i gu res of t his cent ury .
3 . t gives me a feeling of wa rmt h , pride and r eas surance t o be able t o see my oots
every si ng le day of my life: T her e is no th ing t he re t hat need s“ fixi ng”.
A . H ow did t hese st range ideas t ake root ?
B . H er roots a re i n Scotland w her e she was born .
C . Let s get to t he root of t his proble m .
D . The economic policy is rooted i n M arxist theory .
4 .
et I ve had at least one lover ( now“ ex”) tell me that my nose“ poils
my
looks .
A . There a re so many lovely t hings I could wea r tonigh t, I m spoilt for choice .
B . H er husband behaves just like a spoilt ch ild .
C . We ve had a wonderfu l day out ; let s not spoil it now by having a qua rrel .
D . The food will s poi l if you don t keep it cool .
5 .
ell, I asked hi m w hether it woul d please him t o see me wit h a
t raigh t
r
aquiline nose, or maybe one like a popular white model s .
A . A stra i gh t line is t he shor test distance bet ween t wo poin ts .
B . I m t rying to get the house stra i gh t befor e the visitors arrive .
C . I coul dn t get a stra i gh t answer to a st raigh t question .
D . We couldn t keep our faces stra i gh t when he fell over t he dog .
6 .
his respon se no t only surprised him , but it also shu t him up on t he
ubject
for ever when he realized t he absurdity of his r ema rk .
A . Hist ory is my favorite subject at school .
B . S he w ro te a book on the sub ject of saili ng .
C .
e was clearly e mbarr as sed t o talk about his privat e life, and tried t o change
t he sub ject .
D . N o one w ou ld willingly subj ect himself t o such i ndignities .
7 .
hy a re som e of us so embarr as sed by our nat ural physical r aits ?
A .
hat is it abou t t his societ y t hat gets us so completely involved in the
m aterial and ph ysical w orl d ?
B . We shou ld not look dow n upon peop le wit h m en tal or p hysical disabilities .
C . T her e must be a p hysica l explanation for t hese st range t hings .
・ 1 81 ・
D . The company in sisted t hat he had a complete phy sica l .
8 .
his innate insecurit y t hat rives
s to change our im ages must com e to an end .
A . Shall we stop for lunch or shall we d ri ve on ?
B . The bad weat he r has dri ven t ourists away .
C . Can you d rive m e to t he airpor t ?
D . Pover ty and hunge r d rove him to steal .
9 .
lt hough t he 20－inch A fro is a t hing of t he past , t he feeling of Black pride t ha t
ccompanied t was for tifying .
A . A series of color p ho tographs accom p anies t he t ex t .
B . Let me accom pany you to your hotel .
C . I ll get Bill t o accom pany m e a t t he piano w hen I sing a song at t he conce rt .
D . I must ask you to accom p any me t o police station .
10 . et us take t he time t o examine and explai n t o t hem t hose t hings t hat have r eal
value and those t hat do not , so that t hey can m ake
ounder judgm en ts and
better choices in conducting t heir o wn lives .
A . St range sounds cam e from t he next room .
B . To our relief , the children have come back safe and sound .
C . This is a soun d investm en t t hat is sur e to bring good profits .
D . It soun ds as if t he governm en t doesn t know w hat t o do .
Ⅲ . Translate the following sentences .
1 .
hat is it abou t t his society t hat gets us so completely i nvolved in the ma terial
and physical world ? Why is it t hat our Black pub lic figures , par ticu la rly in
en ter tainmen t , tend to be t urning more and more to t his way of pr esen ting
t hemselves ? Wha t are t hese false i mages t hey worship and aspire t o look like ?
2 .
ell , I as ked him whet her it w ou ld please him t o see me wit h a st r aigh t or
aquili ne nose, or maybe one li ke a popular w hite model s . T his respon se not only
surprised him , but it also shu t him up on the subject foreve r when he realized the
ab surdit y of h is re mark .
3 .
hy a re som e of us so embarrassed by our nat ural physical t raits ? I like to look
int o o t her Black faces and see t he t ribes from w hich we have descended . Lineage
is somet hing t o be awa re of , and pride in it is somet hing to pas s on t o our young ,
from gener ation to gener ation .
4 . urely we must realize t hat such changes will no t m ake our most popula r and
rever ed singe rs sing any better , our musicians perform any more brilliantly , or
・ 18 2 ・
w hen you take a really close look , appear any mor e a tt ractive .
5 .
et u s take t he time to examine and explain t o t he m t hose t hings t hat have r eal
value and t hose that do not , so t hat t hey can m ake sounder judgmen ts and bet ter
choices in conducting t heir ow n lives .
Passage 2
What Does“Nigger”Mean?
I re member the fir st time I heard t he word nigge r . In my t hird grade class , our
mat h tests wer e being pas sed dow n t he rows , and as I handed the papers to a little
①
boy in back of me , I rem embe red t hat once agai n he had received a much lower
mark t han I did . H e s natched his test from me and spit out t hat word . H ad he called
me a nymphomaniac or nec rophiliac, I couldn t have been mor e puzzled . I didn t
know w ha t a nigger was , b ut I knew that w ha tever it m eant , it was som eth ing he
shouldn t have called me . T his was verified when I raised my hand , and in a loud
voice repea ted w hat he had said and watched t he t eacher scold him for usi ng a“ bad”
w ord . I was later to go home and as k t he inevitable question t hat every black paren t
must face —“ Mommy , w hat does‘ nigger’m ean ?”
A nd what exactly did it m ean ? Thinking back , I realize t hat t his cou ld no t have
been t he fir st tim e t he word was used in my presence . I was par t of a large ex tended
②
fa mily
t hat had migrat ed from the rural Sou t h af ter Wor ld War Ⅱ and formed a
close－knit netw ork t hat gr avitat ed around my m aternal gr andpa rents . Their ground－
floor apa rt ment in one of the buildings they ow ned in H ar lem was a weekend mecca
③
for my immediate fa mily , along wit h countless aun ts , uncles and cousins w ho
brough t along assor ted friends . It was a bustling and open house wit h as sor ted
neighbors and tenan ts popping in and ou t t o exchange bits of gossip , pick up an old
quarrel or refer ee t he ongoi ng checke rs ga me in w hich my grandmo t her cheated
shamelessly . They wer e all t here t o let dow n t heir hair and p ut up t heir feet after a
week of labor in the fact ories , laundries and shipya rds of New York .
A mid t he cla mor , w hich cou ld r each deafening proportions — two or t hree
conve rsa tions going on simultaneously, p unctuated by t he sound of a baby s crying
somewher e in t he back rooms or out on the st reet — ther e was still a rigid set of
rules about what was said and how . Older children we re sen t ou t of t he living room
・ 1 83 ・
w hen it was time to get in to t he j uicy details about“ you－k no w－w ho” up on the third
floor who had gone and go tten her self“ p－r－e－g－n－a－t”! Bu t my paren ts , k no wing
t hat I could spell well beyond my years , always dem anded t ha t I follow the ot hers
ou t t o play . Beyond sexual misconduct and deat h , every th ing else was considered
ha rmless for our young ear s . A nd so a mong t he anecdo tes of t he t riumph s and
disappoin tm en ts in the va rious w orki ng s of t heir lives , t he word nigge r was used in
my presence, b ut it was set wit hin con tex ts and inflection s t hat caused it t o r egister
in my mind as somet hing else .
In t he singular , the word was always applied t o a man w ho had distinguis hed
④
himself
in some situation t hat brough t him approval for his st r engt h , in telligence or
drive :“ Did Johnny r eally do t hat ?”
⑤
“ I m telli ng you , t hat nigger pu lled in
⑥
enough for a dow n paym en t
$6 000 of ove rtime last year . Said he go t
on a hou se .”
In the pl ural, it beca me a descrip tion of some group with in t he community t ha t
had ove rstepped t he bound s of decency as my fa mily defi ned it : Par en ts w ho
neglected t heir children , a drun ken couple w ho fough t in pub lic, people who simply
refu sed to look for work , t hose wit h exces sively dir ty mou t hs or untidy households
wer e all “ t rifling nigge rs ”. T his par ticular cir cle could forgive ha rd times ,
unemp loyment , t he occasional bout of depression — t hey had gone t hrough all of
t hat t he mselves — bu t t he unforgivab le sin was lack of self－res pect .
A woman could never be a“ nigger ” in t he singula r , wit h its connotation of
confirming w or t h . The noun girl was its closest equivalen t i n t hat sen se , bu t only
w hen used in direct address and r ega rdless of t he gende r doing t he addressing “
. Gir l”
was a token of r espect for a woman . T he one－syllable w ord was draw n ou t t o sound
like th ree in recognition of t he ex tr a ounce of wit, nerve or daring that t he w om an
had show n in the sit ua tion under discus sion .
“ G－i－r－l , st op . Y ou mean you said t hat to his face ?”
Bu t if t he word was u sed in a t hird－per son r eference or shor t－ended so that it
almost snapped out of t he mou t h , it always involved som e element of communal
disapproval . A nd age becam e an import an t fact or in t hese exchanges . It was only
between individuals of t he sa me generation , or from an olde r pe rson to a younge r ,
t hat“ girl” would be conside red a complimen t .
I don t agr ee with t he argument t hat use of word nigger at t his social clas s of the
black communit y was an in ternalization of r acism . T he dynamics we re the exact
opposite: t he people in my gr andmot he r s living room t ook a w ord t hat whites u sed
・ 18 4 ・
t o signify wor th less nes s or degradation and r ender ed it impo ten t . Gat hering t he re
t ogether , t hey t r ansformed“ nigge r” t o signify t he varied and comp lex human beings
t hey knew t he mselves to be . If t he word was t o disappear t otally from t he mou t hs of
even t he most racist of w hite societ y , no one in that room was naive enough t o
believe it w ou ld disappear from w hite minds . Meeting t he word head－on , t hey
proved it had absolu tely not hing t o do with the way they wer e determined to live
t heir lives .
So t he re must have been dozens of tim es t hat t he word“ nigger” was spoken in
fron t of m e befor e I r eached t he th ird grade . Bu t I didn t“ hear” it until it was said
by a s mall pair of lip s t hat had al ready learned it could be a way t o humiliate me .
T hat was t he word I went home and asked my mot he r abou t . A nd since she knew
t hat I had t o grow up in A merica , she took me i n her lap and explained .
(979 words)
N e w W o r ds
nigger [ ni ] n . ( taboo/ slang) a black per son ( con sider ed ext r emely offen sive ) ( 忌讳/ 俚语 ) 黑人 ( 此称呼被看做是对黑人的极大侮辱 )
sn tch [ sn t ] v . t o take hold of st h . wit h a sudden quick of ten violen t move men t ;
grab
抢 , 攫取 , 强夺
sp t [ spit ] v . to say or express s ha rp ly or angrily , as if spitting 唾骂 ; 尖刻地说 ,
愤怒地表示
ny phomaniac a .
necrophiliac a .
( slang/ derog .) ( 俚语/ 贬义 ) 慕男狂的
( 术语 ) 有恋尸癖的
v rify [ verifai] v . confirm
证实 , 确认
ine itable [ in evit bl ] a . w hich can not be avoided or pr even ted from happening ;
cer tain t o happen
不可避免的 ; 必然发生的
m grate [ m ai reit ] v . t o t ravel so as to change one s place of living
迁移 ; 移居
ru al [ ru r ( ) l] a . of or like t he count ryside ; concerni ng count ry or village life 农村的 ; 乡村的 , 田园的
clos －knit a . tigh tly connected or united by social , political, religious , etc . beliefs
and activities 紧密的 ; 组织严密的
gravit te [ r viteit ] v . t o be at tr acted by and move gradually t owards
被吸引而逐
渐移向……
ma ernal [ m t nl ] a . related to a person t hrough t he mo ther s side of t he family
母系的 , 母方的
・ 1 85 ・
众人渴望去的地方
mecc [ mek ] n . a place that many people wish to reach
as orted [ s tid] a . of various t ypes mi xed toget he r
各种各样混杂在一起的
bu tle [ b sl] v . t o be busily active , often with much noise
忙乱 , 熙熙攘攘
te ant [ ten n t ] n . a person who pays rent for t he u se of a room , building , land ,
etc . 房客 , 租户
( 非正
pop [ p p] v . ( infm l .) t o go or com e suddenly , quick ly , or u nexpectedly
式 ) 意外 ( 迅速 ) 地走开 , 突然地来到
go sip [
sip] n . conve rsation or r epor t about t he details of ot her people s behavior
and private lives , often including inform ation t hat is no t act ually t rue
流 言蜚
语 ; 闲话
re eree [ ref ri ] v . to act as refer ee for ( a game )
c eckers [ t ek z] n .
ong ing [ n
当裁判
( 美 ) 西洋跳棋
ui ] a . con ti nuing , or con tinuing t o develop
继续进行的
e .g . ongoing job tr aining 不断的工作培训
cl mor [ kl m ] n . a loud continuous , us u . confused noise or shouting
吵闹声 , 喧
嚷声
proportion [ pr p
( ) n ] n . 比例
si ultaneously [ sim ( ) l teinj sli ] a d . happeni ng or done at exactly t he sam e time
同时发生 ( 或做出 ) 地
pun tuate [ p
k tj ueit ] v . to br eak the flow of, repeatedly
不时打断
r gid [ rid id] a . ( de rog .)firm or fixed in behavior , views , or m ethods; difficult
to change or un willing t o change
( 常 贬 ) ( 行为、观点 等 ) 坚 定的 , 严 格的 , 不易
( 不愿 ) 改变的
ju cy [ d u si ] a . ( infml .) i nte resting , esp . becau se providi ng inform ation about bad
( 非正式 ) 有趣的 , 绘声绘色的 ( 尤指有关不良行为的丑闻 )
behavior
m sconduct [ mis k nd k t ] n . in ten tional bad behavior , es p . unaccep table sexual
不端行为
behavior
a ecdote [
even t
nikd u t ] n . a short in ter esting or a musing st ory about a per son or
掌故 , 趣闻 , 轶事
worki gs n . t he way in wh ich st h . w ork s or ope rates
活动方式 , 运转 , 运行
inflect on [ in flek ( ) n] n . a movem en t up or do wn of the voice
变音 , 转调 , 语音
的抑扬变化
b unds [ baund] n . the fur t hest limits or edges of st h .
dece cy [ di snsi ] n . t he quality of being decent
界限 ; 极限 ; 限度
正派 ; 庄重 ; 体面
def ne [ di fain ] v . t o give t he meani ng of ( a w ord or idea ) ; describe exactly 给……
・ 18 6 ・
下定义
e cessively [ ik sesivli] ad . t oo much ; too gr eat
过多地 , 过分地 ; 过度地
bou [ bau t ] n . ( of) a s hor t period of great activity
( 大量活动中的 ) 一次 , 一 回 , 一
场 , 一阵
dep ession [ di pr e ( ) n ] n . a feeling of sadness and hopeless
忧伤 ; 消沉 ; 沮丧
罪 , 罪恶 ; 罪孽
s n [ sin] n . an offence against God or a r eligious law
con otation [ k n u t ei ( ) n] n . ( any of ) t he feelings or ideas that a re suggested by a
word , ra ther t han t he act ual meaning of t he word
equiv lent [ i k wiv l n t ] n . sth . equivalent
内涵意义 , 隐含意义
等同物 ; 对应的词语
regardless of wit hou t w orrying abou t or taking accoun t of
不管 ; 不顾
t he division in to male or female 性别
g nder [ d end ] n .
to speak or w rite t o , using a par ticular title of rank 称呼
address [ dr es ] v .
tok n [ t uk n ] n .
an out ward sign , st h . t hat represen ts a fact , even t, feeling ,
etc . 记号 , 标志 , 象征
syllable [ sil b l] n .
音节
ounce [ auns ] n . eit her of t wo units of weigh t 盎司 a small amoun t 少许 ; 少量
snap [ sn p] v .
to speak or say quickly , usu . in an annoyed way 急促地说 , 厉声说
com unal [ k mj unl] a .
shar ed or used by all t he m embe rs of a group
用 的 r elated to or based on r acial, religious or language group
公共的 , 公
种族间的 , 教派
间的
compliment [ k mplim nt ] n .
an expr ession of praise, admiration , or respect 恭
维 ; 赞扬
internalization [ in t n( ) lai zei ( ) n] n . 内在化
racism [ reisiz( ) m ] n . 种族主义 ; 种族歧视
racist [ reisist ] n .& a . 种族主义者 ( 的 ) ; 种族歧视 ( 的 )
signify [ si nifai ] v . to be a sign of; repr esen t ; mean 表示 ; 意味着 ; 象征
degradation [ de r dei ( ) n ] n . 贬低 ; 屈辱 ; 低贱
render [ rend ] v . to cause to be 使成为 ; 致使
impot nt [ imp t ( ) nt ] a . unable to take effective action , esp . because lacking power
没有力量的 , 不能采取有力行动的 , 无能为力的
tra sform [ t r ns f m ] v .
to change comp letely in form , appea rance , or nat ure 改
变 ; 使转化 ; 使改观
na ve [ n i v] a . withou t experience of social r ules or behavior , esp . because one is
young
幼稚的 ; 无经验的
he d－on a .& a d .
wit h t he head or fron t par ts meeting , u su . violen tly
正面的
・ 1 87 ・
( 地 ) , 迎面的 ( 地 )
humil ate [ hju( ) milieit ] v . t o cause to feel asha med or t o lose the r espect of ot hers
使蒙羞 , 使丢脸 ( 受辱 )
No t es
① in back of me ( A me rican Englis h) behind me
② extended family a fa mily unit t hat consists not only of par en ts and childr en bu t
also of ot her close r elation s such as grandparents and cousin s ( 包 括近亲 在内 的 )
大家庭
③ immediate family 直系亲属
④ distinguish oneself t o behave or perform noticeably well
⑤ pull in ( inform al ) to ea rn ( a lo t of money)
表现突出
赚 ( 大量的钱 )
⑥ down payment a pa rt of t he full price paid at t he time of buying st h . wit h the
rest to be paid late r
定金 , 分期付款的首付额
Exercises
Ⅰ . hoose the best answer for each of the following items according to the information
in the passage .
1 .
he aut hor was most puzzled w hen t he little boy in h is clas s called him
.
A . nymphomaniac
B . necrophiliac
C . nigger
D . moron
2 .
o w did the au thor realize t he word had t he meaning of humiliation ?
A . His mot her explained the word t o him .
B .
he t eacher scolded t he little boy af ter the au thor told he r abou t w hat he had
said .
C . T he au t hor had hea rd abou t t he w ord befor e .
D . The lit tle boy t old him the m eaning of t he w ord later .
3 .
hat exactly did“ nigger”mean ?
A . lack peop le u sed it in its singular to refer to a man w ho had distinguis hed
himself in som e sit uation .
B . lack people used it in its plural t o describe som e group wit hin t he community
t hat had overstepped t he bounds of decency .
C .
h ites used it to signify wor th less or degr adation w hile Black s t ransformed it
・ 18 8 ・
to signify the varied and comp lex human beings t hey k new t hemselves to be .
D . All of t he above .
4 .
hy did t he au t hor call t he ground－floor apa rt m en t his grandparents ow ned in
H ar lem a“ mecca”?
A . Because differ en t kinds of people wan ted t o go ther e aft er a week of labor .
B . Becau se it was a sacred place .
C . Because it was always bustli ng and noisy .
D . Because people could see each o t her t he re .
5 .
hat did“ you－know－w ho”in t he t hird pa ragr aph refe r t o ?
A . The au thor s relatives .
B . Gossip news abou t somebody .
C . A famous singer star .
D . Their neighbor s .
6 .
he Black peop le conside red it imprope r to talk abou t
in front of their
young ?
A . m arriage and family
B . job and salary
C . t he word“ nigger”
D . sex ual misconduct and deat h
7 . rom t he passage, we can infer that
.
A . acial discrimination is still deeply rooted in A me rican societ y , even in the
childr en s minds
B . he u se of t he word“ nigger”in t he black community was an i nte rnaliza tion of
r acism
C . he word“ girl”w ould be consider ed a complimen t if it was used in a third－
person refe rence or shor t－ended
D . he word“ nigge r”would disappear from white minds if it were t o disappear
t otally from t he mou t hs of the most r acist of wh ite societ y
8 .
hy did t he aut hor t hink he didn t“ hear”t he w ord“ nigger”un til it was said by
a little boy in his t hird grade class ?
A . ecause it was t he first tim e the word“ nigger”was spoken in fron t of him .
B . Becau se t he meaning of t he word was rat her complicated .
C . Because it was t he fir st tim e he realized the humiliating connot ation of the
word .
D . Because he was sen t ou t of t he livi ng room so that he neve r hea rd t he word in
・ 1 89 ・
t he adu lts conversation .
Ⅱ . ill in each of the blanks with appropriate words or phrases from the box . Change
the form if necessary .
presence
punct uate
t ransform
neglect
verify
humiliate
along wit h
equivalent
r egard less of
inevitable
1 . All t he proposal we re r ejected ,
2 . He
3 .
their m erits .
his solemn r ema rks wit h a few well－chosen jokes .
hey r eached t he
conclu sion t hat t he money must have been
stolen .
4 . efor e the bank was willing t o lend him money , it had t o
t ha t
he was the t rue ow ne r of t he hou se .
5 . T he concer t will be performed in t he
of t he Queen .
6 . n only 20 yea rs the coun t ry has been
int o an advanced
indust rial power .
7 . T her e was a bill
8 .
t he pa rcel .
company car is t he
of an ext ra
2 000 a year on your
alary .
9 . t was so
t o be corr ected by t he headmaster in fron t of the
w hole school .
10 .No ma tter ho w bu sy you ar e, you should never
your du ty .
Ⅲ . hoose the right word from the following groups of words to fill in each blank .
Change the form if necessary .
1 . sha me
asha med
shame f u l
A . I t is
sha melessl y
t hat you kno w not hing about curr en t affair s .
B . W hat a
t hat it rained on t he day of your garden pa rt y !
C . H e always cheated
D . I feel
2 . mean( v .)
in the exa ms .
to tell her the results of my exams .
mean( a .)
meani ng
A . He s very
B . You shoul dn t con tinue your
C . I m sorry ; I didn t
D . H e says his life has lost its
・ 19 0 ・
meani ng f ul
mean ing less
wit h h is money and never willing to help o t her s .
life like t hat .
t o imply t hat you we re dis honest .
since his wife died .
E .
t such an advanced age they can no longe r play a
role in
the company s affairs .
3 . ex ceed
ex cess
e xcessive
e xcessi vel y
A . H e takes an
in terest i n clo thes .
B . This yea r s profits a re in
of a million pounds .
C . T he doctor w arned h im t o stop dri nking and s moking
D . H e was fi ned for
4 . res pect
.
t he speed limit .
respect able
respect f u l
respective
A . The tw o friends said goodbye and w en t to t heir
B . It s not
t o be drunk in t he st r eet .
C . H e is a m an much
by all his colleagues .
D . We waited in a
5 . regar d
homes .
reg ar d ing
silence for the great man t o speak .
regar d less
A .
your recen t inquiry , I m afraid we can t give you a
satisfactory rep ly yet .
B . They accomplished the task
of t he nast y weat he r .
C . She is gener ally
6 . va ry
varied
as one of t he best writer s in t he coun try .
variable
variety
vari ation
A . The wind today will be light and
.
B . There ar e wide regional
i n house prices .
C . T he weat her
from very cold to quite mild .
D . The T－shir ts are available in a wide
E .
of colors .
opinions w ere expressed abou t t he new play .
7 . mi g rate m i gr an t
im mi g rant
em i gr an t
A . They lef t Germany as
B .
in t he early 1980s .
w orkers move from count ry t o count ry in sea rch of w ork .
C . Som e tri bes
D .
wit h their cat tle in sear ch of fresh grass .
hen a lo t of
pour ed in to A m erica, cau sing a lot of
t roub le .
8 . ap p rove
ap p roval
d isa p p roval
A . She shook her head in
.
B . You can join t he clas s if your mot he r
C . We can t star t building wit hout the council s
9 . recogn ize
A .
recogni zable
.
.
recog nition
he new governm en t has no t yet received
from o ther
・ 1 91 ・
coun t ries .
B . Be s ure to m ake t he ma rk
.
C . Y ou mu st
10 . d isap poi nt
t he difficult position t he company is in .
d isa p pointi ng
d isa p poin ted
A . Your exa m ma rks ar e ra ther
d isap poi ntmen t
; I expected you to do bette r .
B . To my gr ea t
, s he wasn t on t he t rain .
C . I m sorry t o
you , but I can t com e af ter all .
D . Since he lost the election he s a
m an .
Ⅳ . Translate the following sentences .
1 .
he ground－floor apar t ment in one of the buildings t hey ow ned in Ha rlem was a
weekend mecca for my imm ediate fa mily , along with cou ntles s aunts , uncles and
cousins w ho brough t along assor ted friends .
2 .
mid the clamor , w hich could reach deafening propor tion s — t wo or t hree
conver sations going on simultaneously , punct uated by t he sound of a baby s
crying somew her e in t he back rooms or out on the st reet — t he re was still a rigid
set of ru les abou t w hat was said and ho w .
3 .
nd so a mong t he anecdotes of t he t riumphs and disappoint ments in t he various
w ork ings of t heir lives , t he w ord nigger was used in my pr esence, but it was set
withi n contexts and inflections that caused it t o register in my mind as somet hing
else .
4 .
his pa rticular circle coul d forgive ha rd tim es , unemploym en t , t he occasional
bou t of depres sion — t hey had gone through all of that t he mselves — bu t the
unforgivab le sin was lack of self－r espect .
5 . o t he re mu st have been dozens of tim es t hat t he w ord“ nigge r”was spoken in
fron t of m e befor e I reached t he t hird grade . Bu t I didn t“ hear”it un til it was
said by a s mall pair of lip s t hat had already learned it could be a way to humiliate
me .
Passage 3
The Vertical Negro Plan
Suppose a Negro child applies for t his“ Education Expense Gr an t”and say s he
・ 19 2 ・
wants to go to a privat e school
①
too ? There are fourt een Supr eme Cour t
②
decisions
involving t he use of pub lic funds ; ther e a re only t wo“ decisions” involving the
elimination of r acial discrimination in t he pub lic schools .
T he Governor has said t hat critics of t hese proposals have not offer ed any
constructive advice or alte rnatives . Permit m e, t her efore , t o offe r an idea for the
consider ation of t he members of t he r egular sessions . A ca refu l st udy of my plan , I
believe , will s how t hat it will save millions of dollars i n tax funds and eliminate
for ever t he danger t o our public education system . Before I ou tline my plan , I would
like to give you a little background .
O ne of t he fact ors involved in our t rem endous industrial gro wt h and economic
prosperity is t he fact t ha t the Sout h , volun tarily , has all but eliminated V ERT ICAL
SEGRE GA TI ON . The tr emendous buyi ng po wer of t he twelve million Negroes in
t he Sou th has been based w holly on t he absence of racial segr egation . The w hite and
N egro stand at t he sa me grocery and superm arket coun ters; deposit money a t the
sa me ban k teller s window ; pay their ligh t bills t o t he sa me clerk ; walk t hrough the
sa me dim e and depa rt ment st or es , and stand a t t he sa me drugst or e coun ters .
③
I t is on ly w hen t he Negro“sits”t hat t he fur begin s to fly
.
N ow , since we ar e no t even t hink ing abou t rest oring V ER TICA L SE GREGA
TIO N , I t hink my plan w ould not on ly comply wit h t he Suprem e Cour t decision s ,
but w ould maintain “ sit ti ng－dow n ” segregation . N ow here is t he GO LDEN
V ER TICA L NE GRO PL AN . In stead of all t hose complicated proposals , all t he nex t
session needs t o do is pas s one sm all a mendm en t w hich w ou ld provide only desk s in
all t he public schools of our state — no seats .
T he desk s shoul d be t hose standi ng－up jobs , li ke the old－fashioned bookkeeping
des k . Since no one in t he Sou t h pays the slightest attention to a V ERT ICAL
N EGRO , t his will comp letely solve our prob lem . A nd it is no t such a terrible
inconvenience for t he young people to stand up during t heir class room st udies . In
④
fact , t his may be a bles sing in disguise
. They ar e no t learning t o r ead sitting dow n ,
any way ; m aybe st anding up will help . Th is will save more millions of dolla rs in the
cost of our re medial English course when t he kids ente r college . In w hatever
dir ection you look with t he G OLDE N V ER TICA L NE GRO P LA N , you save
millions of dollars , to say not hing of
⑤
eliminating forever any danger t o our pub lic
education system upon w hich rests the destiny , hopes , and happiness of t his societ y .
My W H IT E BABY PL AN offers anot her pos sible solu tion t o t he segregation
⑥
problem — t his time in a field ot her than
education .
・ 1 93 ・
Here is an act ual case history
⑦
of the“White Baby Plan to End Racial Segregation”:
Som e mont hs ago t he re was a r evival of the Laurence Olivier movie, H a mlet,
and sever al N egro schoolteache rs were eager t o see it . O ne Sat urday aft ernoon t hey
asked som e white friends to lend t hem t wo of t heir little children , a t hree－yea r－old
gir l and a six－year－old boy , and , holding these w hite chil dr en by t he hands , t hey
ob tained tickets from the movie－house cashier withou t a moment s hesita tion . T hey
wer e in like Flynn .
T his would also solve the baby－sit ti ng prob lem for t hou sand s and t housands of
w hite working mot hers . T her e can be a mut ual exchange of r eferences , t hen the
people can sor t of
⑧
pool t heir children at a cen tr al poin t in each neighborhood , and
every ti me a Negro wants to go t o t he movie all she needs to do is pick up a w hite
chil d — and go .
Event ually t he N egro community can set up a fact ory and manufact ur e w hite
babies made of plastic, and w hen t hey want to go t o t he opera or to a conce rt , all
t hey need t o do is t o ca rry t hat plastic doll in t heir a rms . The dolls , of course ,
should all have blond curls and bl ue eyes , w hich would go even fur t her ; it would
give t he N egro w om an and her husband priority over t he whites for t he ve ry best
seats in t he hou se .
While I still have fait h in t he WH IT E BABY P LA N , my fi nal proposal may
prove to be t he most pr actical of all .
O nly after a successful test was I r eady t o announce form ally the GO LDEN
“ OU T－OF－ORD ER”P LA N .
I tried my p lan in a city of N ort h Ca rolina , wher e t he Negroes r epresent 39 per
cent of t he popu lation .
I prevailed upon t he manager
⑨
of a depar t men t st ore to shu t t he water off in his
“ white”water foun tain and put on a sign ,“O u t－of－Orde r”. F or t he first day or tw o
t he w hites we re hesitan t , bu t lit tle by lit tle t hey began t o drink ou t of t he water
foun tain belonging to the“coloreds”— and by t he end of t he third week eve rybody
was drinking the“segregat ed”water ; wit h no t a single solitary complain t t o date .
I believe t he test is of such sociological significance t hat t he Governor should
appoin t a special committee of t wo me mbers of the H ouse and tw o Senators t o
investigate t he GO LDEN“O U T－O F－ORDER”PL AN . We kep t daily reports on the
use of t he un segr egated wat er foun tai n wh ich should be of great value t o t his
commit tee . T his may be the an swe r t o the neces sa ry up lif ti ng of t he w hite morale . I t
is possible t hat t he w hites m ay accep t desegr egation if t hey ar e as sured t hat the
・ 19 4 ・
facilities a re still“ separ ate”, al beit“ Ou t－of－Order .”
As I see it now , the key to my Plan is t o keep t he
“ Ou t－of－Order”sign up for a t
least tw o yea rs . We must do t his t hing gradually .
(930 words)
N e w W o r ds
verti al [ v tik ( ) l ] a . 各种不同层次人们的 , 全面的
gra t [ r n t ] n .
补助金 ; 助学金
supr me [ sju pri m] a . having t he highest position , in te rms of powe r , impor tance ,
or influence ( 在权力、重要性或影响方面 )
至高的 ; 至上的
elimi ation [ i limi nei ( ) n ] n . t he act of r emoving or getting rid of completely
消
除 ; 淘汰
discrimi ation [ dis krimi nei ( ) n] n .
t he act or system of tr eating differ en t groups
差别对待 ; 歧视 ; 排斥
or people in differ en t way s , esp . unfairly
go ernor [
or place
v( ) n ] n . a person w ho con trols any of cer tain t ypes of organization
统治者 ; 管辖者 ; 地方长官
critic [ kritik] n .
评论家 , 批评家
altern tive [ l t n tiv ] n . a chance to choose or decide between tw o or more
possib le t hings , courses of action , etc .
选择余地 ; 可供选择的机会
session [ se ( ) n] n . ( 一届 ) 会议
tre endous [ t ri m end s] a . ve ry gr eat in size, a moun t , or degree
极大的 ; 巨大的
vo untarily [ v l n t ( ) rili ] ad . acting or done willingly , wit hout bei ng forced
自愿
地
segreg tion [ se ri ei ( ) n ] n . t he act or system of segregating , esp . t he separ ation
of a social or racial group from ot he rs , by laws t hat forbid t he m from using the
sam e schools , r estaur an ts , buses , etc .
分开 ; 隔离 ; ( 尤指 ) 种族隔离
rac al [ rei ( ) l] a . of or connected wit h a pe rson s r ace
deposit [ di p zit ] v . to place i n a bank or safe
种族的
储存 ; 存放
co ply [ k m plai ] v . ( fml .) to act in accordance wit h a demand , ru le , etc .
服从 ;
依从
m intain [ m en tein ] v . t o continue t o have, do , etc . as befor e; keep up
维持;
保持
ame dment [ m endm n t ] n . ( t he act of making ) a change t o improve a rule, law ,
stat emen t , etc .
( 对规则、法律、声明等所作的 ) 修正
b okkeeping [ b uk ki pi ] n .
记账 ; 簿记 ; 管账
・ 1 95 ・
rem dial [ ri mi dj l ] a . curing or helping ; providing a r emedy
治疗 的 ; 修补的 ; 补
救的
e .g . rem edial class
补习班
dest ny [ destini] n . fate
命运 ; 天命
reviv l [ ri vaiv( ) l] n . a pe rformance of an old play after m any yea rs
( 老戏在多年
后的 ) 重新上演
p ol [ pu l] v . t o combine; s ha re; bring t ogether for t he advan tage of everyone in a
group
合伙 ( 集中 ) 使用 ; 共用
ma ufacture [ m n ju f k t
] v . t o make or produce esp . by machine ry or o ther
indust rial processes and us u . in large quan tities
( 尤指用机器大量 ) 制造
priority [ prai riti] n . the state or righ t of coming before ot he rs in position or time
优先 ( 权 )
fo ntain [ faun ti n] n . ( = drinking fountain ) an appa rat us u su . i n a p ublic p lace ,
t hat provides wat er for drinki ng
s litary [ s lit ri ] a . single
( 通常设于公共场所的 ) 喷泉式饮水机
单个的 ; 惟一的
uplift [ p lift ] v . to encour age cheerfu l or spiritual feelings in
振奋 …… 的精 神 ;
鼓舞
mo ale [ m r l ] n . the condition of courage, determination , and pride in t he mind of
a per son , tea m , army , etc . 士气 ; 斗志
de egregation [ di se ri ei ( ) n] n . t o end r acial segregation in ( e .g . a school)
废除
……种族隔离
a sured [
u d ] a . havi ng or sho wing cer tain t y
a beit [ l bi it ] con j . ( fml .) even t hough
确定的 ; 有把握的
尽管 , 虽然
No t es
① private school a school no t suppor ted by governm en t money , w her e education
must be paid for
私立学校
② Supreme Court t he most impor tant cour t of law i n t he USA
美国的最高法院
③ the fur begins to fly a very fie rce argum en t sta r ts 发生激烈的争吵
④ a blessing in disguise sth . that see ms unpleasan t bu t is really a good t hing after
all
因祸得福 ; 坏事变好事
⑤ to say nothing of wit hou t even consideri ng ; no t to m en tion
更 不用说, 更谈
不上
⑥ other than excep t ; apa rt from
除了
⑦ case history a record of t he past hist ory of someone suffering from an illnes s ,
・ 19 6 ・
social difficulties , etc . ( 社会工作者等工作对象的 ) 个案史
⑧ sort of ( infm l .) in some way or degree; rat he r ( 非正式 ) 有几 分 ; 在一 定程度
上 ; 有点
⑨ prevail upon somebody ( fml .) to pe rsuade
说服 , 劝说
Exercises
Ⅰ . hoose the best answer for each of the following items according to the information
in the passage .
1 . he t one of t he passage is
.
A . critical
C . matt er－of－fact
2 .
. pes simistic
D . sa rcastic
o w m any proposals wer e pu t for ward by t he aut hor in the pas sage ?
A . O ne . B . T wo . C . Thr ee . D . Four .
3 .
ccording to t he aut hor , t he t rem endou s indust rial growt h and economic
prosperity in the Sou t h is pa r tly due to
.
A . t he elimination of Ver tical Segr egation
B . t he Ve rtical N egro Plan
C . t he economic policy of governm en t
D . t he economic developm en t
4 .
he Golden V er tical Negro Plan suggests
.
A . providing only seats wit hout desks in all t he public schools of our state
B . providing on ly desk s wit hou t seats in all t he pub lic schools of our sta te
C . providing old－fashioned bookkeeping des ks in all t he public schools of our
stat e
D . cut ting dow n millions of dollar s spen t on the public schools of our state
5 .
hich of t he following is NO T t he advan tage of t he Golden Ve rtical Negro Plan ?
A . I t s convenien t for young people t o stand up duri ng t heir clas sroom st udies .
B . It will save millions of dollars .
C . T her e is no need for re medial English course w hen t he k id s en ter college .
D . I t hel ps elimina te forever any danger to our pub lic education system .
6 .
he au t hor offe red Golden Ve rtical Negro Plan in orde r t o
.
A . solve the proble m t hat Negro ch ildren can t get“ Educa tion Expen se Gr an t”
B . c riticize S uprem e Cour t decision s
C . praise t he elimination of Ver tical Segr egation in t he Sout h
D . ndicate t hat r acial discrimination still exists in t he pub lic education system of
・ 1 97 ・
t he count ry
7 .
hy did t he N egro schoolteache rs borro w tw o chil dr en from t heir w hite friends ?
A . Because t hey want ed t o take ca re of t hem .
B . Becau se t hey wanted t o ob tain tickets from t he movie－house cas hier .
C . Because they wan ted t o manufactur e white babies made of p lastic .
D . Because t hey wanted t o en ter t he superm arket .
8 . y t he end of t he t hird week everybody was drinking t he“ segr egated ” water
wit hou t any complain ts because
.
A . t hey wer e used to drinking ou t of t he“segregated”wate r foun tain
B . t hey had no o t her choice
C . hey we re as sured t hat t he water fount ain is still“separat e”, albeit“ Ou t－of－
O rder”
D . t hey wer e very t hir st y
9 .
hich of t he following state men ts is N O T true ?
A . All the plan s offer ed by t he au t hor ar e ext re mely pr actical .
B .
lt hough t he w hites wer e drinking the“segregated”w ater , t he idea of racial
segregation was still rooted in t heir mi nd s .
C . Elimination of r acial segregation is still a long way t o go .
D .
he au t hor employed black humor in this passage t o r eveal t he ab surdit y of
r acial segrega tion .
Ⅱ . ill in each of the blanks with appropriate words or phrases from the box . Change
the form if necessary .
ot her than
assured
comp ly
deposit
to say not hing of
1 . I m afr aid I have no
2 . I t was
sor t of
priorit y
pool
alternative
all bu t
but to repor t you t o t he police .
odd t hat he didn t com e .
3 . Y ou can rest
t hat your son will be happy there .
4 . T hree people were bad ly h urt ,
the da mage to the building .
5 . T her e was no th ing we cou ld do
wait .
6 . T he young farm er
7 . t was
￥ 5 000 in t he bank afte r t he harvest .
impos sible t hat t he 6－year－old girl w rote the book all by
her self .
8 .
he badly wounded have
・ 19 8 ・
for medical attention over t hose only
sligh tly hur t .
9 .
he factory was closed for failing to
wit h government safety
regulation s .
10 .None of us can afford it sepa rately , so let s
our r esources .
Ⅲ . hoose the best explanation for the underlined word in each sentence .
1 . uppose
Negro child applies for t his“ Education Expen se Gr an t”and says he
w an ts t o go to a private school t oo ?
A . ( v .) to conside r t o be probable ; as sume
B . ( v .) t o believe ; have an opinion
C . ( v .) to have as a condition
D . ( con j .) w hat will happen if
2 .
he tr emendous buying po wer of t he twelve million Negroes in t he Sou t h has
been based w holly on t he bsence f racial segregation .
A . t he state or a period of being away
B . non－existence; lack
C . existence
D . appear ance
3 .
he white and Negro stand at the sa me grocery and superma rket coun ter s;
eposit
oney at the sam e bank telle r s windo w; . . .
A . to pu t or set dow n , u su . in a stat ed place
B . t o let fall ( fine substances) and leave lying
C . to place in a bank or safe
D . to pay ( money) that will be ret urned late r if ce rt ain conditions are kep t
4 . ince we ar e not even th inking about restoring V ER TICA L SEGRE GA TIO N , I
t hink my plan would no t on ly comp ly wit h t he Supre me Cour t decision s , bu t
w ou ld
ain tain sit ting－dow n”segr egation .
A . t o con tinue t o have , do , etc ., as before ; keep up
B . o keep ( st h .) in good condition by making repair s t o it and t aking car e of it
C . t o suppor t with money
D . t o argue in favor of or decla re t o be true
5 .
his will save more millions of dollars in t he cost of our e medial
nglish course
w hen t he kids en ter college .
A . elem en tary
B . in term ediate
・ 1 99 ・
C . advanced
D . hel ping ( esp . slowe r lear ners )
6 .
he dolls , of course, should all have blond curls and blue eyes , w hich w ou ld go
even furt her ; it w ould give the Negro w oman and her husband priority
ver the
w hites for t he ve ry best seats i n t he house .
A . t he right of coming before o thers in position or tim e
B . st h . t hat needs a tten tion , conside ration , service , etc ., before o t her s
C . t he righ t of a vehicle t o go for ward w hile ot he rs must wait
D . t he righ t that can not be shar ed by ot hers
7 .
prevailed upon the m anager of a depa rt m en t st ore to s hut t he water off i n his
“ wh ite”water foun tain and pu t on a ign “ Ou t－of－Orde r”.
A . symbol
B . a movement of t he body in tended to expr es s a pa rticula r meaning or command
C . a no tice giving inform ation , wa rning , directions , etc .
D . t o write ( one s name ) on ( a written paper) , esp . for official purposes
8 .
believe t he test is of such sociological significance that t he Governor should
ppoin t
special commit tee of two members of t he H ouse and tw o Senat ors t o
investigate t he GO LDE N“ OU T－OF－ORDE R”P LA N .
A . t o arr ange or decide ( esp . a time or place when somet hing will happen)
B . t o choose for a position or job
C . to orde r
D . t o call up
Ⅳ . Translate the following sentences .
1 .
her e are four teen Suprem e Court decision s involving t he use of public funds;
t here a re only tw o“ decisions”involving t he eli mi nation of racial discrimination in
t he public schools .
2 .
ne of the factors involved in our tr emendous indust rial growt h and economic
prosperity is the fact t hat t he Sou th , voluntarily, has all but eliminated VERTICAL
SEGRE GA TI ON .
3 . nstead of all t hose comp licated proposals , all t he nex t session needs t o do is pass
one small am endmen t w hich w ould provide only desks in all t he pub lic schools of
our state — no seats .
4 . n whateve r dir ection you look wit h t he GOLDE N V ER TICA L N EGRO P LA N ,
you save millions of dolla rs , to say not hing of elimina ting for ever any danger t o
・ 20 0 ・
our public education system upon w hich rests t he destiny , hopes , and happiness
of t his society .
5 . or t he first day or tw o t he w hit es wer e hesitan t, bu t lit tle by little t hey began t o
drin k ou t of t he wate r foun tain belonging to t he“ color eds”— and by the end of
t he third week eve rybody was drink ing t he“segregated”water ; with no t a single
solitary complain t t o dat e .
Ⅴ . Writing .
We live in a world of per suasive mes sages . Eve ry tim e we t ry t o pe rsuade
someone t o do or to believe somet hing , we have t o argue .
Suppose t hat you ar e conce rned abou t your fat her s healt h . H e s mokes
ciga rettes , avoids exercise , is over weigh t , and w or ks long hours in a str es sful job .
Even t hough you a re w orried , he is completely unconce rned and has alway s resisted
your fa mily s effor ts to change his ways . Y our task is to pers uade him t o change his
life－sty le , and doing so involves making t he dangers of smoking clear , offering
convincing r easons for change .
・ 2 01 ・
Key s t o Ex ercises
Unit One
Pa ss a g e 1
Ⅰ .1 . CD
2 . BC
3 . AB
4 . CD
5 . BC 6 . D
7.A
8 . AC
9 . ABD 10 . AC
Ⅱ .1 . S he emigrated from China t o t he USA .
2 .
o, she didn t . Because she believed t her e wer e many o t her ways for t hings
to get bet ter .
3 .
er mother s job is to clean ot her people s houses . We can make the inference
from par agraph 12 .
4 . I also lost my hope to be a prodigy , for“somet hing i nside m e began to die”.
5 .
es , I have . Sometimes , I m no t satisfied wit h my ow n appear ance . I wish I
would become more beau tiful if I could . I t hink , I haven t completely
accep ted myself .
6 . t depends . If a child has bot h som e talent and in terest in one aspect , the
pa rents cou ld give him or her some special t raini ng . But if t he child has some
talent bu t no in ter est in somet hing , t he par en ts shou ld no t force h im or her
to do t he drilling . I t will get t he child frust rated and lose hear t in himself or
herself .
Ⅲ .1 . retir e 2 . poked 3 . prodigy 4 . sulk ing 5 . ar e blin king
6 . cri nkly 7 . for good 8 . abundance 9 . la mented 10 . adores
Ⅳ .1 . D 2 . B 3 . C 4 . A 5 . B 6 . D 7 . C 8 . B 9 . C 10 . C
Ⅴ .1 .
very night , we for med a habit of wa tching t he old movies w hich we re
performed by Shirley T emp le as if her movies could t rain a ch ild t o be a star
act ress .
2.
he hairdr es ser didn t make la rge and round curls for me . In stead , he cu t my
black hair ve ry shor t and no t smoot h , w hich st uck up wit h very tigh t cur ls .
・ 20 2 ・
3.
im agined m any kinds of prodigies t hat I could become and t ried every image
in my mind .
4.
hated my mother s tests, which raised our hopes to be somebody remarkable ,
bu t also m ade our expectations t o fail .
5 . had new ideas , w hich wer e full of my determinations . To be mor e accurate ,
t he ideas were filled with a lo t of w on ts , w hich mean t I w ou ld not do a lo t of
t hings . I promised myself I would no t allo w her — t he ot her self to change me
and I w ould not be t he per son I was not .
Pa ss a g e 2
Ⅰ .1 . AC 2 . A
3.A
4 . ABC
5 . ABC 6 . ABCD 7 . AC 8 . CD
9 . BD 10 . ABD
Ⅱ .1 .
aybe , I would be cruel t o him , beating or scoldi ng him . A t first , the
w oman in t he story kicked the boy , bu t late r , s he t reated him very well .
2.
er name was L uell a Ba tes W ashi ng ton Jones . Maybe s he added her
r elatives names t o he r ow n i n order to rem embe r them ; maybe, some people
had helped he r , and she wan ted to re membe r t hem .
3 . ecause he wanted t o b uy a pair of suede shoes . T he woman replied that he
cou ld have asked t he shoes of her . A nd at last , s he kep t her promise and
gave him ten dollar s .
4 . he lef t t he boy in t he kitchenette－furnished room and wen t away t o cook the
supper . H er pur se was on the day－bed . N ow , he didn t wan t to steal it
because he felt he was deep ly t rusted by the woman .
5 . t implies t hat he regarded h imself no longer as a th ief , bu t a friend of the
woman and he wanted t o do somet hing for her .
6.
o , I don t th ink he w ou ld . It is t he w om an s love and understanding t ha t
changed him in t o a good boy .
Ⅲ . 1 . gripped 2 . were rat tling 3 . frow ning 4 . was ashamed of 5 . jerked
6 . Behave your self 7 . taugh t him righ t from w rong 8 . r elease 9 . ba rren
10 . aw hile
Ⅳ .1 . A 2 . D 3 . B 4 . A 5 . A 6 . B 7 . A 8 . B 9 . D 10 . B
Ⅴ . 琼斯夫人说 “
, 嗯 , 啊 ! 你一定认 为我 会说‘但 是’, 对吗 ? 你 认为 我 一定 会说 ‘
, 但
是我没有抢别人的钱包。’可是 , 我不 想那 样说。”停 顿。沉 默。“ 我 也曾 经做 过一
些事情 , 孩子 , 一些不能告诉你的事情 ——— 甚至也不能告诉上帝 , 如果他还不知道
的话。所以过会儿我做晚饭的时候 , 你好好地坐在这儿。你可以 用那把 梳子梳梳
・ 2 03 ・
头 , 这样你看起来更体面。
”
Pa ss a g e 3
Ⅰ .1 . ABD
9 . BC
2 . AC
3 . BC
4 .B
5 . BD
6 . BC
7 . AC
8.B
10 . ACD
Ⅱ .1 . he tol d her t he bad news cau tiously in broke sen tences wit h not dir ected
r evealed hin ts . N o , she still kept he rself calm and accep ted t he bad news . I t
imp lies t hat in nat ure , s he was a strong w oman .
2 . t symbolizes that deep in her hear t , alt hough her husband had died , she still
had hope for fu t ure life .
3 . ecau se since she go t ma rried , for most time , she felt her will was ben t by
her husband and she didn t feel free . The prob le m with her marriage was t ha t
her hus band had a strong sense of pos session and t hat he didn t give enough
fr eedom t o he r .
4 .
es , she ca me to her self－asser tion afte r her hus band died . Self－asser tion is
fairly important to a woman , because wife should not be possessed by husband,
instead , she should have ow n est ee m , wor th and ideas as a human being . She
must ow n enough freedom in marriage .
5 .
o , it is not . Because t he joy t hat freedom brough t shoul d not be condemned
as monst rou s . Instead , t he marriage t hat repres sed a wife s prope r freedom
should be negat ed .
6 . he t hough t bot h men and women had no righ t t o impose a privat e will upon
anot he r and t hat even this imposition was of kind int en tion , act ually , it was a
cri me . I quite agree wit h her ideas abou t ma rriage . Marriage does n t mean
one posses ses t he ot her , but respects and understands the ot her .
Ⅲ .1 . pa ralyzed 2 . s ubtle 3 . r epress 4 . elu sive 5 . st rive
6 . For heaven s sake 7 . impose 8 . exalted 9 . veil 10 . vacant
Ⅳ .1 . D 2 . D 3 . C 4 . B 5 . C 6 . D 7 . D 8 . B 9 . C 10 . B
Ⅴ . S he could see the t op s of the t rees quivering wit h new spring life in t he open
squa re before her house . I t was raining and w hen she breat hed , she felt t he air
bea ring t he rain and it was r efreshing and tasted good . In t he st reet below her
house a peddler was crying and as king ot hers t o buy his good s . Fa r away from
her , she hea rd someone singing a song , and near her , a lot of sparrows we re
chirping i n t he eaves .
Ⅵ . Sample W riting
・ 20 4 ・
It s Love t hat Makes the World Goes Around
Som e people t hink that it is money t hat makes t he world go around . W it hou t
money , we have to endur e hunger , col dnes s at a lo w degr ee . A nd at a high degr ee ,
we can t afford our education , or afford t o buy a house or car . So money can satisfy
our ma terial needs and t hus bring us happiness . That s w hy so many people even
take t he risk of their lives t o get money . T hey believe t hat money can make m ar es
go .
Bu t some t hink t hat it is love that m akes t he worl d go . Wit hout love , t he world
will becom e a waste land .
In my opinion , I t hink money and love s working t ogether makes the w or ld go
around . Love makes t he world go around . If we know how to care peop le , how t o
give instead of taking , we will feel very happy . When w e ar e faced wit h difficulties ,
love will help us overcome t he m . A selfish people can t be happy . So t he r eal
happi nes s lies in bringing o thers happines s . In our society , we m ay have many
examples abou t some people w ho a re very rich , but t heir wealt h does no t bring t hem
happi nes s . The famous film stars and spor ts sta rs or some rich busines smen have
much more money t han most peop le , bu t they ar e not happy spirit ually . The cruel
rich ar e terrib le people . Look at t he ordina ry people . Their i ncom e is not high ,
maybe just enough t o support t hemselves and t heir family . Bu t it s these people w ho
ar e easy t o be satisfied . Eve ry t hing t hey get , no mat ter it s a delicious dinne r or it s
a pair of shoes , will make t hem happy . Wha t s mor e, t hese people us ually try their
best to meet t he needs of t heir families .
F rom t he above discussion , we can see t hat money or love alone can t make the
w or ld go a round . To make t he w or ld go a round , t hey need t o w ork t ogether .
Unit Two
Pa ss a g e 1
Ⅰ .1 . The aut hor is narrating from t he past poin t of tim e .
2 . One nigh t .
3 . He expects t hat Jesu s will come t o h im .
4 .
he exclama tion m arks in pa ragr aph 2 s how t hat the au thor believes t hat it
would be very w onderfu l to be saved . Af ter t hat , you can see a ligh t ;
somet hing will happen t o you in side; Jes us will com e t o your life . All these
a re w onderful t hings for the teenage boy .
・ 2 05 ・
5 .
e t hink s t hat he has lied , and deceived , and hasn t seen Jesu s . So he is no t
saved . T he salvation is not a t rue one for him .
Ⅱ .1 . F 2 . T 3 . F 4 . F 5 . T 6 . F 7 . T
8 . T 9 . F 10 . F
Ⅲ .1 . B 2 . C 3 . A 4 . C 5 . A 6 . B 7 . D
Ⅳ .1 . migh ty 2 . rejoicing 3 . shameful 4 . deceitfu l 5 . liar
Pa ss a g e 2
Ⅰ .1 . F 2 . T 3 . F 4 . T 5 . T 6 . T
Ⅱ .1 . D 2 . C 3 . B 4 . A 5 . A 6 . D
Ⅲ .1 . A 2 . B 3 . D 4 . C 5 . B 6 . A 7 . C
8 . A 9 . C 10 . B
Ⅳ .1 . affable 2 . confining 3 . t urn do wn 4 . individuals
5 . convince . . .of 6 . r adical
9 . is up t o
7 . end up with
8 . suspected of
10 . show up
Ⅴ .1 . 详细计划还不清楚 , 但 Farr 的想法有了雏形 , 他开始付诸实践了。
2 . Don t see me un til you str aigh ten your attit ude .
3 . 由于受到限制 , 那些男孩在一定的程度上出现了社交迟钝。
4 .
he boys have go t too much ene rgy inside t hem and t hey don t know what t o
do wit h it .
5 . 在不能保证那 些少 年 犯学 员 不 会变 得 对 无 辜的 人 有 更 多 的暴 力 行 为 的 情况
下 , 他们不会完全接受 Farr 的提议。
Pa ss a g e 3
Ⅰ .1 .
ccording to t he aut hor , t he most impor tan t qualities of t ha t environm en t a re
precision , good manne rs , order and respect .
2.
hen he says t hat we pollu te our children , t he aut hor m eans that we a re no t
teaching t he civilizing t hings we have taken millions of years to develop . The
pos sible consequences of such pollu tion will be t ha t t he fu tur e of the world
will be filled wit h machine guns , loud noise , foul language , dir ty books and
ignorance .
3.
he motivation and encouragement drove him t o con tinue . T he motivation
came from bo t h withi n and outside . The boy loved ar t , and t he teacher
sparked t he fire of love inside him .
4.
e is referring to the talent of people t o con t rol one ow n body , to become
・ 20 6 ・
civilized , to be taugh t , etc .
Ⅱ .1 . F 2 . T 3 . F 4 . T 5 . T 6 . F
7 . T 8 . T 9 . F 10 . T
Ⅲ .1 . in pa r ticular 2 . reverse 3 . precisely 4 . was pas sed on to
5 . princip le 6 . twisted 7 . awa re 8 . genic
9 . concen t rate on
10 . cou nt do w n
11 . ignore
12 . applau se
13 . signify 14 . excels 15 . nourish
Ⅳ .1 . B 2 . A 3 . B 4 . C 5 . D 6 . A 7 . A 8 . C
Ⅴ .　在我看来 , 每个人都像阁楼上的 行李 箱。你会 在箱 子里装 上什 么呢 ? 你会在
里面装上机枪、刺耳的噪音、污秽的 语言、肮 脏的书 籍和 愚昧无 知吗 ? 因为 如果这
样的话 , 你留下的将是这些东西 , 你的孩子拥有的将会是这些东西。这一切将会决
定世界的未来。或者 , 你会在行李箱中 装上音 乐、舞蹈、诗 歌、文学、良 好的 行为方
式和可爱的朋友 ?
我建议将你的行李箱中装上人类文明财富里可获得的最好的东西。那些东西
将会滋养你和你的后代。你可以净 化自己 的环 境 , 然后 传给下 一代。 那就 是我教
舞蹈的原因。
Ⅵ . Sample W riting
The Unforgettable People
When I was young , I was influenced by a lo t of people , my teacher s of various
period of school , my par en ts , many o ther adu lt people , my classm ates , and so on .
Bu t the unforget tab le people had influence on shaping my life a re few , and my father
is a mong t hem .
My father is a typical honest ha rdworking peasant . H e has five chil dr en , four
daugh ter s and a son . In order to s uppor t his family , he has t o w ork very ha rd . In my
memory , my fat her seldom has any time t o relax himself . Even so , he is always
op timistic, never complains . H e has som e sisters who are r elatively rich and wan t t o
help hi m . Bu t he doesn t want to live on ot he rs , even siste rs and brot he rs . N ow , my
fat her is old , and he still labors for his o wn food . H is ha rdworking character
influences our siste rs and brot her . We all inherit his char acter and ar e doing our best
t o make our living i ndependen tly .
Unit Three
Pa ss a g e 1
Ⅰ .1 .
hite people such as Founding F athers , Lewis and Clark , Lincoln , Daniel
・ 2 07 ・
Boone , Ca rnegie, etc .
2 . Becau se she wasn t white .
3 . Their humanity , a belief in de moc racy and a desire for freedom .
4 . All t he immigr an ts and also the b lack people .
5 .
hey r ecommend t hat public schools provide a“ mu lticult ur al education ,
anchored to t he sha red princip les of a libe ral democracy”.
Ⅱ . Open for discus sion .
Ⅲ .1 . composed
5 . deny
2 . dow np layed
6 . adap t
3 . in o t her words
7 . assess 8 . adopt
4 . recomm end
9 . bet rayed
10 . indigenous
Ⅳ .1 . 美国历史是一个关于 一些 来自 世界 各地 的 人们 是如 何和 为什 么 要去 美国 , 怎
样在为自己取得一个 更好 的生 活而 进行 的 斗争 中改 变了 自己 , 改变 了这 个国
家 , 以及最后他们都管自己叫美国人的故事。
2 . 我从未听到过任何关于亚洲移民作为部 分先驱者 是如何 把加利副 尼亚 的沙漠
开垦成了富饶的土地的只言片语。
3 . 美国是一个多元文化 的国 家 , 由许 多有 着 不同 历史 和不 同风 俗 传统 的人 们组
合而 成 , 他们 除了 在人性 , 对 民主 的信仰 以及 对自 由的渴 望有 着共同 点之 外 ,
其他方面鲜有相似之处。
4 . 黑人不仅仅只是被动 的被 北方 的白 人解 放 的奴 隶 , 而是 为了 自 己的 解放 而主
动进行斗争的战士。
5 . 这就是为什么 , 我 , 一个有着韩国背景和 诸多童年 苦恼的人 和那些 有着 迷失在
时间迷雾里的欧洲背景的人都是美国人。
Pa ss a g e 2
Ⅰ .1 .T 2 . F 3 . F 4 .T
11 . F
12 . T
5.F
6.F
7.F
8.F
9.F
10 . F
13 . T
Ⅱ .1 . concerned
2 . r ecovered
3 . on t op of t his
4 . to begin with
5 . cheerfu l
6 . in shor t
7 . got t hrough
8 . m ake no mistake
9 . pick up
10 . arbit ra rily
11 . perm anen t
12 . ou t do
Ⅲ .1 . C
2.B
3.C
4 .D
5.C
6.C
7 .D
8.B
9.C
10 . B
Ⅳ .1 . 给我母亲说句公道话 , 她是很有几个不利于她在厨房发展的因素。
2 . 在我们家 , 依据经验你就 会知 道当 消防 员 离开 的时 候也 就是 我 们家 开饭 的时
候到了。
3 . 进一步说, 感恩节仍然保持为一个纯洁的节日, 很大程度上没有被商业化所玷污。
4 . 感恩节惟一不好的地方在于它的到来不可避免地标志着圣诞节也为期不远了。
・ 20 8 ・
Pa ss a g e 3
Ⅰ .1 . F 2 . F 3 . F 4 . F 5 . T 6 . F 7 . T 8 . F
Ⅱ .1 . 我自己也很懒惰 , 但是像那样还是有点使人毛骨悚然。
2 . 有时候我和我 妻子 会 溜 到诺 吉 特 电 影 院去 看 电 影 , 或 是 莫 菲 酒 店喝 杯 啤 酒。
这一切都是我生命中很重要的一个部分 , 并且 如果不 是步行过 去的 话 , 我连想
都不会想的。
3 . 我们安家的汉欧华镇是一个典型的新英格兰小镇 , 它宁静 , 舒适 , 而且紧凑。
4 . 人们变得无论什么事 情都 习惯 开车 去做 , 以致 几乎 从来 都没 有 想到 过要 伸展
一下他们的脚 , 看看他们的下肢到底能做什么。
Ⅲ .1 . disaste r
2 . negotiate
3 . bar ely
4 . exas per ate
5 . ex tr avagan t
6 . ot her t han
7 . u nexcep tionable 8 . sedat e
9 . abandoned
10 . pedest rian
11 . reluctantly
12 . deficien t
Ⅳ . Sample W riting
My Favorite Chinese Festival
Ch ina is a coun t ry wit h more t han 5 000 yea rs history w hich provides various
t raditional festivals and holidays . There ar e Lan tern Festival, D ragon－boat Festival,
Mid－au t umn Day, etc . Among all of them , I love t he Spring Festival best .
Spring Festival falls on t he first day of t he new yea r of t he Chinese lunar
calenda r and it lasts for 15 days , t he lante rn Festival wh ich falls on t he 15 th ma rks
its end . During t he long holiday people eit he r visit friends and r elatives or just stay
with t heir fa mily t o en joy t he valuable occasion .
When I was a small child , t his holiday was like a heaven t o me , only at t his
time , I go t t o see my favorite friends and cousi ns who normally woul d be busy a t
eit he r school or helping t heir pa rents with fa rm－w ork , we ran and played in t he s no w
— if it happened to snow in t hat wint er — we set off fire－crackers , we t ried our best
t o enjoy our selves . We children also got lucky money from t he adults , th is migh t be
t he very reason that w hy I love t his holiday most . A par t from that , we go t new
clo thes and deliciou s food too . One mor e t hing , during th is pe riod we kids go t no
w ork t o do at all , we ju st a te and played , p layed and ate, w ha t fun !
Many other things might change, but my love for the Spring Festival would not .
・ 2 09 ・
Unit Four
Pa ss a g e 1
Ⅰ .1 . A 2 . C 3 . C 4 . C 5 . D 6 . A 7 . C 8 . D
Ⅱ .1 . an effect m eans of relaxation
2 . significantly hel ps in tellect ual gro wt h
3 . help s po wers of concen tr ation
4 . help s at ten tion span
5 . help s t he abilit y t o communicate
6 . help s patients r espond t o t reat ment mor e quickly
7 . add m en tal energy
8 . help s handle sudden pr es sures and crises
9 . become optimistic , ent hu siastic, and purposefu l
10 . ligh ten t he body
11 . heigh ten senses
12 . improve a per son s abilit y t o solve everyday problem s
Ⅲ .1 . cope with
2 . Indulgen t
3 . psychologists
4 . Irregular
5 . were deprived
6 . ar e entitled to
7 . s pan
8 . was indulged in
9 . response
10 . alter
Ⅳ .1 . C 2 . B 3 . C 4 . D 5 . B 6 . A 7 . B 8 . C
9 . C 10 . B
Ⅴ .1 . 与其他事情一样 , 白日梦做得过度可能对人体有害。
2 . 与建房子保护人的身体一样 , 在人们面临压 力时 , 白日梦可 以提供 暂时 的逃避
现实的可能。
3 . 白日梦不一定是对不可能的事情的追求。
4 . 不会放松和不会做白日梦有碍日常问题的解决。
5 . 许多人发现 , 如果他们想像自己坐在巨大的 黑色屏幕 前 , 将 自己想 要的 图像投
射到屏幕上 , 他们会获得更好的效果。
Pa ss a g e 2
Ⅰ . 1 . limb on steep roofs , solve m athem atical prob lem s , compose mu sic, walk
t hrough plate g lass windo ws , commit murde r
2 . ef t h is home in his sleep , woke up five hours la ter , wit h no idea ho w he had
go t t he re
・ 21 0 ・
3 . w ro te a novel in his sleep
4.
sleep－walke r who once got ou t of bed , dress himself , m ade a polite bow ,
danced a minut e, undr essed and went back t o bed
5 . o have t he habit of getting up in t he middle of t he nigh t , wal king t hree－
qua rt ers of a mile t o t he Io wa River , take a swim , go back to h is room t o bed
6.
alked six teen miles along a dange rou s road , he had left his bed
7 . did all her shoppi ng on a busy st reets in he r sleep
8 . isited a veterinarian mile away t o ask him to come and look at a sick cow
Ⅱ .1 . B 2 . A 3 . C 4 . B 5 . A 6 . C 7 . C 8 . B
Ⅲ .1 . C 2 . A 3 . C 4 . A 5 . B 6 . B 7 . C 8 . A
Ⅳ .1 . publicity 2 . dist urbance 3 . oddit y 4 . muscula r
5 . fakery 6 . exaggeration 7 . weigh t 8 . awakened
Ⅴ .1 . 第二名梦游者可能要数一位维也纳的家庭主妇或英国的一位农民。
2 . 如果我要招募梦游者做实验 , 我对能否有许多应征者感到怀疑。
3 . 专家指出 , 梦游者被突然唤醒所产生的打击并不比用闹钟吵醒所带来的打击大。
4 . 有梦游症的孩子通常会随着年龄的增 长而改变 这种习 惯。这种情 况对 许多成
年人来说或多或少也是暂时的。
5 . 关于梦游症可以明确的是 , 它是一种情感不 安症状 , 惟一的 治愈方 法就 是驱除
担心和焦虑。
6 . 大多数人对凶杀和暴力有着很强的抵 制力 , 因此如果 没人叫 醒他们 , 他 们会自
己醒来。
Pa ss a g e 3
Ⅰ .1 . T 2 . F 3 . T 4 . T 5 . F 6 . T 7 . F
8 . F 9 . F 10 . T
Ⅱ .1 . B 2 . A 3 . B 4 . D 5 . D
Ⅲ .1 . A 2 . A 3 . D 4 . B 5 . B 6 . C 7 . B
8 . D 9 . B 10 . C
Ⅳ .1 . 每个人都做非常精彩的梦 ; 如果在做梦的中 途被唤 醒 , 你 可以非常 详尽 地讲述
你所 做的梦 , 但 若是 在梦结 束 15 分钟后 被唤 醒 , 你就只 能模 糊地 记得你 所做
的梦。
2 . 研究表明 , 梦中经历的事 情所 占用 的时 间 和醒 着时 完成 该事 情 所用 的时 间几
乎一样。
3 . ritish p sychologist A nn Fa raday , in her book“Dr ea m Po wer”, sets for t h a
different reason .
・ 2 11 ・
4 .
ream－deprived peop le become irritab le, anxious , less t oler an t i n st r essful
and emotional situations .
5 . 旧约》中 , 约瑟夫解释埃及国王法老的梦为 7 年丰 年后会有 7 年荒 年 , 法老便
因此而囤积粮食。
Ⅴ . Sample W riting
My Favorite Daydr ea m
In t he past , I was tol d t hat daydr ea m was a waste of time and only lazy people
had daydr ea ms . So I seldom spent ti me daydrea ming on anyt hing .
Bu t recently , I read some scien tific r esea rches on daydream . I k no w t ha t
daydream a little is quite useful for us bo th p hy sically and e mo tionally . I have
lear ned to daydream a lit tle .
My favorite daydream is to sit on a comfor tab le armchair and daydr ea m w hat I
am doing . For exa mple , if I am occupied wit h prepari ng t he ent rance exa mination for
college , t hen I will daydream t hat I was accep ted by a key university . In t his way , I
will t ry my best to make myself qualified for the college I d like to en ter . In t his
way , my efficiency of st udy will becom e highe r t han us ual .
Daydr ea ming a little may be hel pful, bu t it can t r eplace hard work . The r eal
success comes from ha rdw orking pl us a little bit daydreaming .
Unit Five
Pa ss a g e 1
Ⅰ .1 . D 2 . D 3 . C 4 . D 5 . B 6 . B 7 . C 8 . A
Ⅱ .1 . T 2 . T 3 . F 4 . T 5 . T 6 . T 7 . T
8 . T 9 . F 10 . T
Ⅲ .1 . C 2 . B 3 . A 4 . C 5 . A 6 . D 7 . C
8 . A 9 . B 10 . D
Ⅳ . 1 . En tering t he office of t he general manager , I took a seat wit hou t permission .
2 . 问题是我无视张贴着的告示 , 后果就是要在炼狱中受一点惩罚。
3 . eople don t do t his ou t of en t husias m , bu t more or less ou t of in stinctive
r ecognition of ru les .
4 . 最后 , 出现了这样拥挤的景象 : 三个负 责登记的 职员 , 他们的 上司 , 他们 上司的
上司 , 两个处理行李的人和几个好奇的、试图看个究竟的观众。
5 . H as it occurred t o you t o change a job ?
・ 21 2 ・
Pa ss a g e 2
Ⅰ .1 . C 2 . D 3 . A 4 . C 5 . D
Ⅱ .1 . F 2 . T 3 . T 4 . T 5 . F 6 . T 7 . F
8 . T 9 . T 10 . T 11 . T 12 . T
Ⅲ .1 . B 2 . A 3 . C 4 . A 5 . C 6 . B 7 . A
8 . B 9 . C 10 . C
Ⅳ .1 .
n less you com e from a really cold place yourself, or a re r eading this in a
chest fr eezer , you may find such ex t rem e chillines s difficu lt t o im agine .
2 . 截止目前为止 , 美国最低气温是 1971 年在 阿拉斯加 州的普 罗斯佩 克特 ・格里
克 ( P ros pect G reek ) 记载的华氏零下 79． 8 度。
3 .
lmost any place has a col d snap . The r eal test of a win ter is in its duration .
4 . 试想像一下 , 176 天相当于从圣诞节到夏至这么长一段时间。
5 . 我的一个邻居将自家后院装满水 , 变成街坊孩子们的溜冰场。
6 . I hate seeing young people hanging a round in t he str eet all day long .
7 . He devo ted himself t o t he cause of communism .
8 . Your composition is good apar t from some spelling mistakes .
Pa ss a g e 3
Ⅰ .1 . D 2 . B 3 . C 4 . B 5 . D
Ⅱ .1 . F 2 . T 3 . F 4 . F 5 . T 6 . F 7 . T
8 . F 9 . F 10 . T 11 . F 12 . T
Ⅲ .1 . B 2 . B 3 . A 4 . C 5 . C 6 . A 7 . B
8 . C 9 . D 10 . A
Ⅳ .1 . 当人们还不需要使用 紧急 援助 装置 或可 以 依赖 的臂 膀时 , 就 不 会引 起邻 里同
情的来访。
2 . 这一种寂寞经常让 勒内 想起 那梦 魇 般的 一天。 父亲 将他 从家 里 带走 , 没 有解
释 , 也没有来自母亲的最后的道别和拥抱。
3 . 成年后 , 他有机会正视自 己 童年 突如 其来 的被 遗 弃而 带来 的痛 苦、愤 怒、失望
和困惑 , 他因此而得以突破自我。
4 . 如果有人———最好 是 父 母———和 这 个 小 孩 谈 心 , 尽 力 去 了 解 孩 子 的 游 戏、绘
画、孤独和郁闷 , 孩子的许多痛苦和几十年 都无法解 决的心 理上的 冲突 都能很
容易地避免。
5 . 因此 , 大人应该让孩子表达自己的痛苦 , 而不应称其为软弱的人或胆小鬼。
Ⅴ . Sample W riting
・ 2 13 ・
Jane Aye s Ch ildhood and A dult hood
Jane A ye s is t he heroine in t he novel wit h t he sa me na me . He r parents died
w hen she was s mall . H er aun t sen t he r t o an orphanage, w her e she spen t her
chil dhood , enduring h unger , coldness , being deprived of dignit y , r eceiving no
res pect , seeing her friend dying from t he tor t ur e . This mise rable childhood
influenced he r gr eatly . It shaped her adult hood .
When Jane grew up , she longed for independence . She hated t he man w ho
t reated her evilly in the orphanage . She was afraid of losing her independence if she
married Rocheste r t hough she loved him deeply . From t he adult Jane, we can easily
see t he t race of her childhood .
Jane is only one of endles s exa mp les whose adult hood is shaped by childhood . In
our daily life, w e m ay find a lo t of such kind of people . So , it s impor tant for
chil dr en to receive proper care and love from adults to gro w healt hily .
Unit Six
Pa ss a g e 1
Ⅰ .1 . D 2 . A 3 . B 4 . B 5 . D
Ⅱ .1 . F 2 . F 3 . T 4 . T 5 . F
Ⅲ .1 . disdain 2 . scope 3 . surmised 4 . impa rts
5 . inces san t
6 . was ou tst ripped
9 . accumulated
10 . succession
7 . was r ender ed
8 . facility
Ⅳ .1 . B 2 . D 3 . D 4 . A 5 . C 6 . C 7 . A 8 . A 9 . C
10 . B
11 . A
12 . C
13 . B
14 . A
15 . D
Ⅴ .1 . B 2 . C 3 . C 4 . A 5 . B 6 . A 7 . B 8 . C 9 . B
10 . B
Pa ss a g e 2
Ⅰ .1 . B 2 . A 3 . C 4 . D 5 . A
Ⅱ .1 . F 2 . T 3 . T 4 . F 5 . F 6 . F
Ⅲ . 1 . bribe 2 . scale 3 . induce men t 4 . faculty 5 . dona tions
6 . promising 7　. has resigned 8 . in terven tion 9 . admis sion 10 . tack
Ⅳ .1 . B 2 . D 3 . B 4 . A 5 . C 6 . D 7 . B 8 . A 9 . C
10 . D
11 . B
12 . B
13 . A
14 . A
15 . C
Ⅴ .1 . C 2 . A 3 . B 4 . C 5 . A 6 . C 7 . B 8 . B 9 . C
・ 21 4 ・
10 . A
Ⅵ .1 . 在过去的 30 年里 , 随着受过教育与未受过教育的人的薪水差距的拉大 , 进入一
个享有盛名的大学读本 科就 成了 既 能取 得学 术成 就 , 又 能 获得 丰 厚物 质 利益
的最佳途径。
2 . 牛津大学入学名额是一件价值颇高的商品。
3 . 因此在牛津和 剑桥 是 否 存 在 一个 入 学 名 额 的市 场 呢 ? 从 其本 科 生 的 成 绩判
断 , 这种交易行为还是极其罕见的。
4 . 在俄罗斯 , 要进 入像 莫 斯 科 大 学这 样 的 精 英 大学 , 贿 赂 的 数额 为 每 个 名 额从
3 000 美元到 10 000 美元不等。
5 . 牛津也是处于财政 窘迫 的境 地。虽 然它 是一 所私 立大 学 , 但 还是 在一 定 程度
上依赖于政府拨款 , 政府则要求它扩大招生。
6 . n Rus sian univer sities , bribes t o gain en t ry a re common , often in t he form of
fees paid t o acade mics for r eal or im agined private t uition i n t he r un－up t o
en t rance examinations .
7.
he t ut or w ho m ay pocket
5 000 for a course of lessons canno t necessarily
guaran tee a p lace .
8 . But even a t need－blind colleges , wealt h can help .
9.
hey have star ted t o state openly t ha t par en ts ability t o pay is a factor in
admis sion s policy , pa r ticularly for marginal candidates .
10 . She regards a need－blind admissions policy as a“ moral impe rative”.
Pa ss a g e 3
Ⅰ .1 . T 2 . F 3 . F 4 . T 5 . T 6 . F 7 . F 8 . F 9 . T
10 . F
Ⅱ .1 . avid 2 . bonus
3 . match
4 . confessed
5 . ironic
6 . inordi nate
7 . lite rally
8 . st uff
9 . str ain
10 . scr eaming
11 . t ough
12 . ro te
13 . budget
14 . fl unked
15 . t r ansmit
Ⅲ .1 . C 2 . A 3 . B 4 . D 5 . D 6 . A 7 . C 8 . B 9 . C
10 . A
11 . D
12 . B
13 . D
14 . A
15 . C
Ⅳ .1 . 我们过去常常进行突袭式的考试 , 但现在我 们传授 基本的测 试技巧 , 例 如怎样
做选择填空 , 并给出模拟考试 , 所以孩子们对问题感到轻松了。
2 . 许多孩子放学后 , 因为体 育活 动和 其他 课 外活 动而 没有 多少 机 会彻 底放 松一
下。这不仅把孩子们搞得精疲力竭 , 还使他们更难以完成那些家庭作业。
3 . 标准化考试日益增多 , 已产生了一些令人遗憾的结果。
4 . 这证明 , 通过某些洞察和创新 , 学校的压力不一定来自必修课程。
・ 2 15 ・
5 . 尽管他儿子考试成绩位于百分位的第 97 位 , 但戴 比在知道 他在上 六年 级以前
不会再有这类考试后 , 还是如释重负。
6 . arents ar e getting caugh t in t he homew ork cros s fir e t oo . Of course, t hey
wan t t heir children s teacher s t o push for achievement .
7 .
he homework explosion has hit kids t he ha rdest in the unde r－12 age group .
8 .
he recent prolifer ation of standa rdized tests — and many school dist ricts
insistence on raising scores — ra tchets up ten sion s even highe r .
9 .
her e s a huge emphasis on acade mic standards , bu t lit tle attention is paid t o
children s emotional satisfaction .
10 . School st rain is not just affecting overachiever s in upscale dist ricts .
Ⅴ . Sample W riting
H ow to Eliminate Cheating on Campus
N owadays , instead of listening att en tively in clas s and w orking ha rd af ter clas s ,
a number of studen ts adop t all kinds of dis honest m et hods t o get high scores in
examinations . It has become such a se riou s proble m t hat it has a rou sed t he concern
from t he w hole societ y .
To put such a serious prob lem to an end , in my mind , calls for t he effor ts from
all sides . Fir st of all , t he unive rsity aut horit y should m ake it clea r t ha t any cheating
behavior s in t he examinations , from whispering and copying , receiving an swe rs via
mobile phones t o as king ringers for hel p , will be sever ely punis hed wit h no
excep tion . Moreover , teachers of all subjects should go all the way to rest ore
honest y by set ting an example for t he you t h t hrough speaki ng sincer ely and behaving
t ru t hfully . L ast bu t not least , young studen ts , t he fu tur e of our nation , shou ld view
integrit y as t he pr erequisite to an uprigh t and r esponsib le citizen so as t o lea rn t o
despise and figh t dishonest behaviors t hroughou t t he life .
H o w can anybody expect to lead a m eaningful life un til he is far from any kind
of cheating behavior s ? On ly w hen all of us join in t he efforts of eliminating cheating
at all levels can w e expect to have a cleaner societ y and a more beau tiful fu t ure .
Unit Seven
Pa ss a g e 1
Ⅰ .1 . D 2 . B 3 . C 4 . B 5 . A
Ⅱ .1 . F 2 . F 3 . T 4 . F 5 . T 6 . T 7 . F 8 . T
Ⅲ .1 . D 2 . A 3 . A 4 . B 5 . C 6 . B 7 . D 8 . C 9 . D
・ 21 6 ・
10 . C
Ⅳ . 1 . 我们一直都让那些最极端的动物权益 维护者采 取主动 , 把这 事定性为 一种“对
动物犯罪”。
2 . 或许 , 我们没有回应那些悲伤的、替动物 大肆宣传 的人们以 及他们 展开 饱含情
感的辩论是一种错 , 我们原该同样悲伤地向他 们示意 , 有些 孩子们 正在 死于白
血病。
3 . 几岁的孩子从敞篷小货车后面摔下去 , 脑部 严重受伤 ; 开始 学走路 但还 几乎不
会走的孩子掉到游泳池底 , 而其父或母却在检查信件。
4 . 在当今美国 , 死亡已 经从 我们 的日 常 生活 中被 隔离 开去———我 们 大多 数 人既
看不见也不去想。
5 . 保护动物权益运动已 使我 们更 加意 识到 动 物的 需要 , 并 使我 们 更加 努力 地去
寻求可以替代的方法。从这种意义上讲 , 他们已经作出了重要的贡献。
6 . 但是 , 如果这个运动中有更多的激进分子成 功地限制 我们进 一步的 研究的 话 ,
他们的努力将只会带来悲剧 , 使更多的人丧命。
Pa ss a g e 2
Ⅰ .1 . B 2 . D 3 . B 4 . A 5 . C 6 . C 7 . D 8 . A
Ⅱ .1 . D 2 . C 3 . B 4 . A 5 . D 6 . A 7 . C
Ⅲ .1 . e merged 2 . investigating
5 . Sor t ou t
6 . stab le
9 . securit y
10 .reflected
3 . hel d up as
4 . initiative
7 . Ironically
8 . profoundly
Ⅳ .1 . 后来 , 当一名男教师和一 名 女教 师仔 细思 考这 节 课程 时 , 他们 都 一致 认为 , 孩
子们的反应使他们很震惊。他们也不过三十几岁。
2 . 他们说 , 当年和他们的学生们一样大小时 , 还从来没想过父母可能会离婚。
3 . 各种各样的研究表明 , 如果没有家庭强有力 的支持 , 教育机 构和宗 教机 构对孩
子们的影响常常是有限的。
4 . 下面的一些主要的 压力 促成 了 这些 变化 : 1) 可供 选 择的 生 活方 式 ; 2 ) 性道
德 ; 3) 经济状况 ; 4 ) 基本的女权观。
5 . 无须靠民意测验或是书本 , 大多数人凭直觉 就知道 , 生活的 幸福和 满足 在很大
程度上取决于我们个人关系的质量。
Pa ss a g e 3
Ⅰ .1 . T 2 . F 3 . T 4 . F 5 . F 6 . T 7 . F 8 . F
9 . F 10 . T
Ⅱ . 1 . B 2 . A 3 . D 4 . A 5 . CGI 6 . B 7 . D 8 . C
・ 2 17 ・
Ⅲ .1 . 我们需要他们去解决科学上棘手的问 题 , 需 要他们 去找到攻 克疾病 的新方 法 ,
也需要他们去设计工业上的新机器以及家用省力的小器具。
2 . 这些由电子装置和组件工作的机器能够 以惊人的 速度去 处理各种 各样 数学方
面的复杂问题。
3 . 于是这个司机通过数学去证明 , 在他被逮住 的地点 , 任何车 辆都不 可能 把车速
加快到超过时速限制的地步。
4 . 但是很多人不满足就这么生活。他们对 生活感兴 趣 , 对其他的 人也 感兴趣 , 还
对是什么使得事情如他们做的那样发生感兴趣。
5 . 自从美国建国初期 以来 , 孩 子 们就 开始 学习 三项 技 能。读的 技 能和 写的 技能
当然 非常重 要 , 但是 现在 , 可 以说是 前所 未有地 , 我们应 该确 保去掌 握足 够的
算术技能。
Ⅳ . Sample W riting
Enjoy Life W hile We Can
I was used t o being frugal of money and fou nd it difficu lt to spend t he money as
casually or generously as most young people do today .
O ne day , I go t a glimp se of a beautifu l dr ess in a shopping cente r . I was ve ry
much att racted to its color and design and s ure t hat it must be made for me ! Bu t it s
kind of expensive . I t w ou ld cost m e nearly all t he money from t he par t－time job t ha t
week . I cou ldn t m ake up my mi nd for a long time and left wit hou t it r eluct an tly .
Days later , w hen I becam e awar e that t he dr ess is w or t h t he money to buy it , I
visited t he shopping cen ter again and only learned t hat it s sol d ou t . I t s r eally
frust rating .
T his experience inspired me : We s hou ld enjoy and val ue eve ry t hing w hile we
have t he desire and w hile we can . Aft er all, if som eday in the fu t ure w hen we can
afford the t hings we desired for so long , but t hings have gone or lost t heir m agic
te mptation , it would cau se a profound sense of r egret . Th is does not mean only
material t hings , it also means t hings spirit ual, such as love . Never hesita te t o love
w hile we can !
Unit Eight
Pa ss a g e 1
Ⅰ .1 . C 2 . B 3 . C 4 . A 5 . D 6 . B 7 . D 8 . A
9 . D 10 . B
Ⅱ .1 . drastically
・ 21 8 ・
2 . conveyed
3 . reassur ance
4 . ju stification
5 . spoiled
6 . conflicting
7 . beckoning
8 . imitation
9 . regarding
10 . conduct ed
Ⅲ .1 . B 2 . D 3 . B 4 . C 5 . A 6 . C 7 . B 8 . D
9 . A 10 . C
Ⅳ .1 . 是什么使我们完全陷入这个物质的 世界中不 能自拔 ? 为 什么我们 黑人 中的公
众人物 , 尤其是娱乐界的名人 , 越来越倾 向于用这 种方式 来表现 自我 ? 他们所
崇拜和渴望模仿的到底是怎样一些虚伪的偶像呢 ?
2 . 于是我便问他是不是会很高兴看到我 长着一只 挺拔的鼻 子 , 或者是 鹰钩鼻 , 亦
或是像某个受人欢 迎的 白人 模 特的 鼻子。 这个 回答 不仅 让他 感 到惊 讶 , 而且
使他从此不再谈论这个话题了 , 因为他意识到自己的话有多么荒谬可笑。
3 . 为什么我们有些人会对自己与生俱来 的身体特 征感到 尴尬呢 ? 我 却喜 欢观察
其他黑人的脸庞 , 并从 中看 出 我们 是哪 个部 族的 后 裔。我们 应该 清 楚我 们的
血统并为之感到骄傲。这种自豪感应该传给我们的年轻一代 , 并且代代相传。
4 . 我们一定会发现 , 这类改 变并 不会 使我 们 那些 最受 欢迎 和尊 敬 的歌 星们 唱得
更好 , 使 音乐 家们的 演奏 技巧更 加精 湛 , 而且 如果你 真正 走近 看一看 的话 , 这
类改变也不能让他们变得更有魅力。
5 . 让我们慢慢地审度并 向他 们耐 心地 解释 什 么是 真正 有价 值的 东 西 , 而什 么东
西毫无意义 , 以便他们在 驾驭 自己 的生 活 航船 的时 候能 够做 出 更加 正确 的判
断和明智的选择。
Pa ss a g e 2
Ⅰ .1 . C 2 . B 3 . D 4 . A 5 . B 6 . D 7 . A 8 . C
Ⅱ .1 . regardles s of
2 . punct uated
3 . inevitable
4 . verify
5 . presence
6 . t ransformed
7 . along with
8 . equivalen t
9 . humiliating
10 . neglect
Ⅲ .1 . s ha mefu l
2 . mean( a .)
shame
shamelessly
3 . exces sive
meaningless
excess
respect able
5 . Rega rding
r ega rdless
7 . e migr an ts
va riation
Migrant
mean( v .)
exces sively
4 . respective
6 . variab le
asha med
meaning
meani ngful
exceedi ng
respected
respectful
r ega rded
va ried
va riety
migrate
Va ried( a .)
immigr an ts
・ 2 19 ・
8 . disapproval
approves
9 . recognition
r ecognizable
10 . disappoin ti ng
approval
recognize
disappoint ment
disappoint
disappoin ted
Ⅳ .1 . 对于我的那些直系亲属 , 还有数不清的阿姨 , 叔叔 和堂兄 妹以及他 们一 同带来
的那些鱼龙混杂的朋 友们 而言 , 我 祖父 母 在哈 莱姆 拥有 的一 栋 房子 的一 楼公
寓绝对是他们周末聚会最理想的去处。
2 . 在几乎震耳欲聋的喧嚣声中 , 通常是两三群 人的谈话 同时进 行 , 间 或被 后面屋
子或外面街道上传来 的某 个婴 儿的 哭声 所 打断 , 对 于该 说些 什 么话 以及 这些
话的表达方式 , 人们还是遵循着严格得近乎死板的戒律。
3 . 所以在他们那些形形 色色 的生 活里 那些 关 于胜 败得 失的 轶闻 趣 事中 , 我 经常
会听到“ 黑鬼”这个词。但是它出现的语 境以及人 们语调的 抑扬变 化使 这个词
在我的记忆中有着不同的含义。
4 . 这个特殊的群体可以宽恕世道的艰难 , 失业 的痛苦 , 甚至于 偶然碰 上的 经济萧
条———这一切他们都亲 身经 历过———但 是 对他 们 来说 , 没 有自 尊 才是 最 不可
饶恕的罪行。
5 . 因此在我上三年级之前 “
, 黑 鬼”这 个词 在 我面 前被 提到 的次 数 一定 有几 十次
之多。然而直到它从两片薄薄的小嘴 唇中说出 的时候我 才真正“听 见”它。这
张嘴已然知道这个词能够使我受到侮辱。
Pa ss a g e 3
Ⅰ .1 . D 2 . C 3 . A 4 . B 5 . A 6 . D 7 . B 8 . C 9 . A
Ⅱ .1 . alternative
2 . sor t of
3 . as sured
4 . t o say no th ing of
5 . ot her than
6 . deposited
7 . all bu t
8 . priority
9 . comply
10 . pool
Ⅲ .1 . D 2 . B 3 . C 4 . A 5 . D 6 . A 7 . C 8 . B
Ⅳ .1 . 高等法院的决议中有 十四 项是 关于 如何 使 用公 共事 业资 金问 题 的 , 而关 于如
何消除公立学校中的种族歧视现象的决议却只有两项。
2 . 与我们巨大的工业发展以及经济繁荣有 关的因素 之一就 是南方几 乎已 经自动
地消除了“ 全面的种族隔离”。
3 . 不需要所有那些复杂 的建 议 , 下一 届会 议 所要 做的 就是 通过 一 个小 小的 修正
案 , 即在我们各州所有的公立学校中只设置桌子———没有椅子。
4 . 你无论从哪个方面审视“ 全面的黄金黑人 计划”, 你 都能节省 几百万 美元 , 更不
必说它能永久消除对我们公共教育体 系的威胁。这 个体系 肩负着 我们 这个社
・ 22 0 ・
会的命运、希望和幸福。
5 . 开始一两天 , 白人们还有点犹豫不决 , 但 渐渐地他 们也开 始从属于“有 色人 种”
的饮水器中喝水了 , 在第 三个 星期 结束 的时 候 , 所 有的 人都 在 喝着 所谓“ 种族
隔离”的水 , 而且迄今为止也没有哪怕一句怨言。
Ⅴ . Sample W riting
Give U p Smoking , Fat her
Giving up smoking nowadays is no t a br and－new t opic any more . Ther e ar e all
kinds of campaigns and effor ts again st s moking everyw he re in t he w orld . Smoking
has become t he 3rd killer besides AIDS and cance r .
I can understand somew hat w hy smok ing is par t of your daily rou tine . Suppose
I have to deal wit h such a st ressful job and so many unpleasan t sit uations , I may
resor t t o smoking , too . Smoking sometimes does provide a pleasant and enjoyable
break for the s mokers and may m ake them feel mor e confident in social sit uation s .
Bu t t he re are still more reasons for giving up smoking . According to t he recen t
study , 22 % of all male deat h s and 11 % of all fe male deat hs ar e due to s moking . In
addition , secondhand s moke, w hich is called passive smoki ng, is a major source of
indoor air poll ution . It can also lead to hea rt disease and lung cancer , and make
ill nes s li ke ast hm a worse . Mor eover , if you smoke on ly one pack of cigaret tes per
day , you will spend at least ￥3 000 each yea r . So it is a gr eat financial los s to our
fa mily .
T her e are much mor e t hings t o be said for it — and I haven t even said t hem all .
If you can r eally make up your mind t o give up smok ing , I may offer sever al tips for
you . When you feel t he urge t o smoke, you may do one of t he following t hings :
1 . Pick up a book you ve wan ted to read for ages or t reat yourself to t he latest
issue of your favorite magazi ne .
2 . Do som e ga rdening or exercise because you ar e ove rweigh t .
3 . T ake a chewi ng gum to dist ract your attention .
4 . Carry on surfing the in ternet — decide what you ar e going to spend all the
money t ha t you ar e saving on .
O n t he whole, you may find m any t hings more meaningful t han smoking w hich
does no good to you . We love you very much and ar e concerned about your healt h ,
fat her . For t he sake of t he healt h of yourself and t he people a round you , please give
up smok ing and change your lifestyle .
・ 2 21 ・
V o c a b u l ar y
agility [ d iliti ] n . 敏捷 , 活泼 6－1
A
ni ] n . 极大的痛苦 5－3
agony [
ab ndon [ b nd n] v . 放弃 3－3 ; 遗弃 5－3
aba donment [ b nd nm nt ] n .
完 全屈 从 于
( 某种情感或冲动) 1－3
b li ( ) nist ] n . 废除主义者 , 废
ab litionist [
奴主义者 3－1
al eit [ l bi it ] con j .
( fml .) ( 正式用语 ) , 虽
然 , 尽管 3－2 , 8－3
alienate [ eilj neit ] v . 疏远 5－3
all gedly [ led idli] ad . 涉嫌地 ; 有嫌疑 6－2
all viate [ li vieit ] v . 使易于忍受或减轻 3－3
abs rdity [ b s diti ] n . 荒谬 , 不 合理 , 愚蠢 ,
可笑 8－1
altar [ lt ] n . 圣坛 2－1
al ernative [ l t n tiv] n .& a . 两者择一 4－1
abu dance [ b nd ns ] n . 丰富 , 充裕 1－1
alt rnative [ l t n tiv] n . 可供选择的事物 7－1
abundant [ b nd nt ] a . 大量的 6－1
al ernative [ l t n tiv] n . 选择余地 ; 可供选择
access [ kses ] n . 进入 6－2
ksi den tl ] a . 意外的 , 偶然发生 的
acci ental [
的机会 8－3
ambival nce [ m bi v l ns ] n . ( 对同 一人、物、
事的 ) 矛盾心理 7－2
7－1
acc mpany [ k mp ni ] v . 带有 , 配有 , 伴随 8－1
acc mplish [ k mpli ] v . 成功地完成 2－2
am ndment [ mendm n t ] n . ( 对规 则、法 律、声
明等所作的 )修正 8－3
accuser [ kj u z ] n . 上诉人 , 原告 7－1
ample [ mpl ] a . 足够的 6－1
acknowledge [ k n lid ] v . 承认 4－3
anchor [
k ] v . 定位 3－1
ane dote [
nikd ut ] n . 掌故 , 趣闻 , 轶事 8－2
k tiveit ] n . ( 化) 活化剂 , 催化 剂
acti ator [
anew [ nju ] a d . 再一次 ; 重新 3－3
8－1
adapt [ d p t ] v . 使适应 ; 改编 3－1
anguish [
address [ dres] v . 称呼 8－2
annex [ neks] v . 并吞 , 霸占 3－1
admission [ d mi ( )n] n . 允许进入 6－2
antibiotic [
admission policy 招生政策 6－2
an iety [
adopt [ d p t ] v . 采用 3－1
ap thetic [
adore [ d ] v . 热爱 , 爱慕 , 敬爱 1－1
advocate [ dv keit ] v . 提倡 , 拥护 7－1
aff ble [
f bl] a . 亲切友善的 , 温柔的 2－2
aff ict [ flik t ] v . 使 ( 某人/ 某 物 ) 苦 恼、疼痛 或
悲伤 1－3
aft rthought [
・ 22 2 ・
wi ] n . 痛苦 , 苦恼 5－3
ntibai tik] n . 抗生素 7－1
( ) zai ti ] n . 忧虑 , 焦虑 4－1
p
etik ] a . 缺 乏兴 趣 的 , 漠 然的
7－1
appallingly [ p li li ] ad . 骇人听闻地 3－3
apparel [ p r( ) l ] n . 衣服 5－2
appl ud [ pl d ] v . 向 ( 某 人 或 某物 ) 表 示赞
赏 , 尤指鼓掌欢呼 2－3
ft
t ] n . 追悔 , 反思 5－1
appr ciative [ pri j tiv] a . 感谢的 , 感激的 7－1
aptit de [
ptitju d] n . 天资 , 天生的能力 6－1
biography [ bai
aq iline [
kwilain] a . 鹰的 , 似鹰的 8－1
bittersweet [ bit swi t ] a . 苦乐参半的 3－1
aquiver [ kwiv ( r) ] a . 颤抖的 1－3
arb trarily [
bi arre [ bi z ] a . 古怪的 , 风格( 或外表) 上不落
bit r rili ] ad . 武断地 3－2
ar haeologist [
ki l d ist ] n . 考古学家 2－3
俗套的 4－2
bla t [ bl st ] n . 爆炸 ; ( 由爆 炸引 起的 具有破
aspire [ s pai ] vi . 追求 , 渴望 , 有志于 8－1
ass ult [ s lt ] n . 侵犯 人身 , 非法恐 吓或试 图
对他人进行人身伤害 2－2
r fi] n . 传记 6－1
坏力的 )气浪 , 冲击波 1－2
bleak [ bli k] a . 寒冷的 5－2
blink [ b li k] v . 眨眼 1－1
assess [ ses ] v . 评定 3－1
blo ted [ bl u tid] a . 臃肿的 ; 过于肥胖的 3－2
ass rted [ s tid] a . 各种各样混杂在一起的 8－2
bl nde [b l nd] a . & n . 有 金黄 色或 浅色 头发的
ass rtment [ s tm nt ] n . 各 种 各 样 ; 混 合 物
( 人) 1－2
blossom [ bl s m ] v . 成长 , 繁荣 2－3
1－1
u d] a . 确定的 ; 有把握的 8－3
as ured [
tik] n . 阁楼 2－3
attic [
bonus [ b un s] n . 奖金 , 红利 6－3
v( ) rid ] n . 平 均率 , 代 表平 均成 绩
ave age [
bolster [ b ulst ] v . 支持 , 有利于 3－1
bo kkeeping [ buk ki pi ] n . 记 账 ; 簿 记 ; 管账
7－3
avid [
8－3
vid ] a . 渴望的 ; 热心的 6－3
boon [ bu n] n . 恩惠 , 实惠 , 福利 6－2
aw reness [ w nis ] n . 意识 , 注意 2－3
bounds [ baund] n . 界限 ; 极限 ; 限度 8－2
aw ile [ wail ] ( U S ) ad . 一 会 儿 , 片 刻 , 暂 时
bo t [ bau t ] n . ( 大量 活动 中的 ) 一次 , 一回 , 一
场 , 一阵 8－2
1－2
br id [ breid] v . 编辫子 , 以编织方 式给 ( 头发 )
B
造型 2－1
ball rina [ b l ri n ] n . 芭蕾舞女演员( 尤指扮
演主角的 ) 1－1 , 2－3
ba g [ b
] n.
breakthrough [ br eik ru ] n . 突破 5－2
breed [ bri d] v . 选种繁殖 3－1
( usu .pl . 通 常复 数 ) 垂 在 额
前的短发 , 刘海 1－1
bribe [ braib] n .& v . 贿赂 , 向……行贿 6－2
budget [ b d it ] n . 预算 6－3
bar iturate [ b bitjurit ] n .
巴比 妥类 药物 ( 作
bustle [ b sl ] v . 忙乱 , 熙熙攘攘 8－2
为中枢神经 系 统抑 制 剂 , 用 来 镇静 或 催 眠 )
butt [ b t ] v . 用头撞 2－2
4－3
buzz [ b z ] n . 嗡嗡声 6－1
barely [ b li] ad . 仅够 , 几乎没有 1－1 , 3－3
barren [ b r( ) n] a . 光秃秃的 1－2
be kon [ bek ( ) n] v .
( 用头 或 手 的 动 作 ) 示
意 , 召唤 8－1
C
calorie [ k l ri] n . 卡路里 ( 热量单位 )7－3
caretaker [ k
teik ] n . 看守者 5－3
b llows [ bel uz] ( pl .) n . 风箱 1－1
carnival [ k niv( ) l ] n . 狂欢节 5－2
beneficial [ beni fi ( ) l ] a . 有利的 4－1
char [ t
b speak [bi spi k] v . (旧 或文 ) 证明 ( 某事物 ) ;
chase [ t eis ] v . 追捕 , 追赶 4－3
表示 1－3
betray [ bi t rei] v . 背叛 , 出卖 3－1
cha tise [ t
] v.
( 指表面) 烧焦 , 烧黑 3－2
s taiz ] v . ( 正式 ) 惩罚 , 责骂 , 严
厉责备 ; (尤指 )体罚 8－1
・ 2 23 ・
checkers [ t ek z] n . ( 美) 西洋跳棋 8－2
chest freezer 卧式冷冻柜 5－2
观念 8－1
co strict [ k n st rik t ] v . 通 过 捆绑 ( 或挤 压 ) 使
c illy [ t ili] a . 寒冷的 , 令人打寒战的 5－2
chink [ t i k] n . ( sl .) 中国佬 3－1
c oreography [ k ( ) r i
……变得更小 (或更窄 ) 4－3
co sultation [ k ns ( ) l tei ( ) n] n . 咨询 , 磋商
r fi ] n . 编 舞 术 ( 设 计
并且编排舞蹈或芭蕾动作的艺术) 2－3
ch onic [ kr nik ] a . 慢 性的 , 延续 很长 时间 ( 或
经常) 发生的 4－2
5－1
contaminate [ k n t mineit ] v . 污染 4－3
content [ k n tent ] a . 满足的 7－3
contortion [ k n t
cite [ sait ] v . 引用 4－3
( ) n] n . 扭弯 3－3
contr versy [ k nt r v si] n . 争 论 , 在 持相 反观
civilized [ sivilaizd] a . 文明的 , 有礼貌的 5－1
点两方之间进 行的 ( 尤 指 公开 的 ) 争论 ( 或辩
clamor [ k l m ] n . 吵闹声 , 喧嚷声 8－2
论 ) 4－2
clinical [ k linik( ) l] a . 门诊的 4－3
cl se－knit
a . 紧密的 ; 组织严密的 8－2
convey [ k n vei ] v . 传达 ; 表达 8－1
conv ncing [k n vinsi ] a . 令人相信的 5－1
clu p [ kl m p] n . ( 尤指花、草、树木的 )丛 1－1
coo [ ku ] v . 约会 ; 讲情话 3－3
comb [ k um ] v . 到处搜寻 4－2
cosmetic [ k z metik] a . 美容的 , 化妆用的 8－1
commendable [ k mend bl ] a . 可称赞的 3－2
counselor [ ka uns l ] n . 管理员 2－2
co munal [ k mjunl ] a . 公共 的 , 公用 的 ; 种 族
count own [ k aunt daun] n . 倒 数 报时 , 从 任意
间的 , 教派间的 8－2
compassion [ k m p
的一个数字 开始 倒着 数 , 以 表明 距 离某 件事
( ) n] n . 同情 , 怜悯 7－1
或操作 ( 例 如 发 射 导 弹或 宇 宙 飞 船 ) 的 时 间
co placent [ k m pleisn t ] a . 自满的 7－1
2－3
compliment [ k mplim n t ] n . 恭维 ; 赞扬 8－2
c unter [ k aun t ] a . 相反的 , 对立的 7－2
comply [ k m plai] v . 服从 ; 依从 8－3
cra k [ kr k ] n . 快克 , 一种经过高度化学提纯
concern [ k n s n ] n . 担心 ; 忧虑 8－1
的可卡因药丸 , 通过玻璃烟管 吸取 , 很 容易使
co duct [ k nd k t ] v . 进 行 , 管 理 , 处 理 , 经 营
人上瘾 2－3
cr zed [ kreizd] ( also half－cr azed) a . 狂热 的 ,
8－1
c nfer [ k n f ] v . 协商 , 交换意见 5－1
confess [k n fes] v . 承认 , 供认 , 坦白 6－3
疯狂的 1－1
c inkly [ kri kli ] a . ( 指 毛 发 ) 卷 曲 得 厉 害 的
co fidential [ k nfi den ( ) l] a . 秘密 的 , 机密 的
1－1
critic [ kritik] n . 评论家 , 批评家 8－3
5－1
confine [ k n fain] v . 限制行动 2－2
cross fire 交叉火力 6－3
conflict [ k nflik t ] n . 斗争 , 冲突 5－3
cultivate [ k ltiveit ] v . 培养 6－1
c nflict [ k n flik t ] v .( 同…… ) 冲 突 , ( 同 …… )
curb [ k b] n . 路边 3－3
抵触 8－1
cong egation [ k
curriculum [ k rikjul m] n . 课程 3－1
ri ei ( ) n ] n . 一 群为 宗 教
崇拜而集合起来的人 2－1
co notation [ k n u tei ( ) n] n . 内涵 意义 , 隐 含
意义 8－2
co science [ k n ( ) ns ] n . 良 心 ; 道德 心 ; 是 非
・ 22 4 ・
D
dai ty [ deinti ] a . ( 指 人 ) ( 体 形或 举 止 ) 娇美
的 , 秀丽的 , 优美的 1－1
dar ng [ d r i ] a . 大胆的 , 勇敢的 5－2
dawn ng [ d ni ] n .
拂晓 , 黎明 6－1
discrim nation [ dis krimi nei ( ) n] n . 差别对待 ;
day－bed n . 折叠沙发床 1－2
歧视 ; 排斥 8－3
d ydream [ deidr i m ] v .& n . (做 ) 白日梦 4－1
di dain [dis dein] v . 轻视 , 蔑视 6－1
de con [ di k( ) n ] n . 仅 次于 牧师 级别 的神 职
dis egard [ disri
人员 2－1
d] v . 漠视 , 忽视 5－1
diss nting [ di senti ] a . 不 赞成的 , 持不 同意见
d bonair [ deb n ] a . 高兴的 , 快活的 3－3
的 3－1
dece ve [di si v] v . 诈骗 ; 欺骗 2－1
disturbance [ dis t b( ) ns] n . 打扰 , 干扰 4－1
dec ncy [ di snsi] n . 庄重 5－2 ; 正派 ; 体面 8－2
dodge [ d d ] v . 躲闪 , 闪避 3－3
defective [difek tiv] a . 有缺点的 , 有毛病的 7－1
dog [ d
de icient [ difi ( ) n t ] a . 不够的 ; 缺乏的 3－3
d n [ d n] n . 英国牛津( 或剑桥 ) 大学 的教师 ,
] v . 跟踪 , 尾随 2－2
define [ di fain] v . 给……下定义 8－2
牛津大学 ( 或剑 桥大 学 ) 的大 学学 监、指 导教
definitely [ definitli] ad . 无疑地 7－2
师或研究员 6－2
de inition [ defi ni ( ) n] n . 使……清楚明晰的
d nation [ d u nei ( ) n ] n . 捐赠品 , 捐款 , 贡
行为 2－2
d gradation [ d e r dei ( ) n] n . 贬低 ; 屈 辱 ; 低
贱 8－2
del ctation [ di le k tei ( ) n] n . 享受 ; 娱乐 3－2
献 6－2
donor [ d un ] n . 捐赠人 6－2
downplay [ daunp lei] v . 不予重视 3－1
dr stically [ dr stikli ] ad . 猛 烈地 ; 激烈 地 ; 严
d linquent [ di li kw nt ] n . 罪 犯 , 有 过 失 者
2－2
厉地 8－1
dread [dr ed] v . 担心 5－2
den [ den] n . 私室 5－3
druggist [ dr
deny [ di nai] v . 否认 , 拒绝 3－1
du ation [ dju( ) rei ( ) n ] n . 持 续 时 间 , 为期
dep ndency [ di pe nd nsi] n . 依靠 , 依赖 5－3
deposit [ di p zit ] v . 储存 ; 存放 8－3
depressant [ di pres( ) n t ] a . 抑制性的 4－3
ist ] n . 药剂师 7－3
5－2
E
depre sion [di pre ( ) n] n . 忧伤 ; 消沉 ; 沮丧 8－2
eaves [ i vz ] n . 屋檐 1－3
deprivation [ depri vei ( )n ] n . 剥夺的行为或事
e centric [ ik sent rik] a . 古怪的 3－3
例 ; 损失 4－1
de cend [ di send] v . 下来 , 下降 , 传下 8－1
des gregation [ di se r i ei ( ) n] n . 废 除…… 种
族隔离 8－3
ec o [ ek u ] n . 回声 (因表面反射声波而引起的
声音重复 ) 4－3
ec tatic [ eks t tik] a . 欣喜若狂的 2－1
el pse [ i l ps ] v . 悄悄过去 4－3
dest ny [ d estini] n . 命运 ; 天命 8－3
elasti ity [ el s tisiti] n . 开朗的心情 6－1
dev lish [ devli ] a . 邪 恶 的 , 恶 毒 的 , 残 忍 的
e imination [ i limi nei ( ) n] n . 消除 ; 淘汰 8－3
1－2
dev tion [ di v u ( ) n] n . 热爱 5－1
d fferential [ dif r en ( ) l] n . 工资差额 6－2
dire [ dai ] a . 可怕的 2－1
disaster [ di z st ] n . 大灾难 3－3
discipline [ disiplin] n . 训练 ; 纪律 6－1
el te [ ei li t ] n . 精英 ; 精华 ; 中坚 6－2
elus ve [ i lju siv] a . 难以记 忆的 , 难 以理 解的 ,
难以捉摸的 1－3
e erge [ i m d ] v . 显 现出 来 5－3 ; 发 生 , 出现
7－2
em rgency [ i m d nsi ] n . 紧急 情 况 , 突 发 事件
・ 2 25 ・
( 地) ; 无准备的 (地 ) 6－1
5－3
enc mber [ in k m b ] v . 阻 碍 ( 或 妨碍 ) …… 的
行动 5－2
ex ol [ iks t l ] v . ( 正式) 赞美 , 称赞 , 颂扬 8－1
extr curricular [ ekstr k r ikjul ] a . 课外的 , 业
en owment [ in dau m nt ] n . 天资 , 能力 , 天赋6－1
en orce [ in f s ] v . 强制执行 5－1
余的 6－3
ex ravagant [ iks t r vi n t ] a . 奢侈的 ; 浪费的
engineering [ end i ni ri ] n . 工程学 7－3
en husiasm [ in ju zi z m ] n . 对某事物或某 事
3－3
ex berant [ i zju b ( ) r ( ) n t ] a . 活 力 充 沛的
的极大热情或兴趣 2－2 ; 热情 , 热心 5－1
en husiastic [ in ju zi stik ] a . 充 满热 情 的 ; 热
心的 4－1
eq ivalent [ i kwiv l nt ] n . 等同物 ; 对 应的词 语
8－2
3－3
F
f cility [ f siliti ] n . 熟 练 ; ( pl .) 设 施 , 设备
6－1
es apism [ is keipiz( ) m ] n . 逃避现实 4－1
factor [ f kt ] n . 因素 7－2
es ort [ is k t ] v . 护送 2－1
fakery [ feik( ) ri ] n . 冒牌 , 假货 4－2
es hetically [ i s etik( ) li] ad . 审美地 3－3
faltering [ f lt ri ] a . 不稳定的 7－2
et nic [ e nik ] a . 人种的 , 种族的 3－1
fan asy [ f n t si , f nt zi ] n . 幻 想 , 空想 , 心里
ev ntually [ i ven tj u li] ad . 最后 , 最终 4－1
想像的虚幻 的事 , ( 如 白 日梦 , 通 常 满足 心愿
ev ke [ iv uk] v . 召唤或唤起 4－1
或心理的需要 )4－1
exalted [ i z ltid] a . ( fml .) 被提升的 1－3
ex sperate [ i z sp( ) reit ] v . 激怒 3－3
f scinate [ f sineit ] v . 迷住 , 引 起强 烈的 兴趣 ,
吸引 4－2
f tal [ feitl] a . 毁 灭 性 的 , 引 起 毁 灭 ( 或 破 坏 )
exceed [ ik si d] vt . 超越 7－3
ex el [ ik sel ] v . 优于 , 超过 2－3
的 ; 灾难的 4－2
excess [ ik ses , ekses ] n . 超过 4－1
feed [fi d] vt . 供应供消费、使用或运转 7－3
ex essive [ ik sesiv] a . 过多的 , 过分的 , 额外的
ferocious [f r u s ] a . 凶猛的 5－2
figure [ fi ] n . 数字符号 7－3
6－3
ex essively [ ik sesivli] ad . 过多地 ; 过分地 ; 过度
地 8－2
figure [ fi ] n . 人物 8－1
fling [ fli ] v . 猛扔 4－2
k] n . & v . 不及格 6－3
ex cute [ eksikju t ] v . 执行 , 实施 5－1
flunk [ fl
ex austion [ i z st ( ) n ] n . 筋 疲力尽 , 极度 疲
flux [ fl ks ] n . 流动 7－2
劳 1－3
fog orn [ f h n] n . (向雾中的 船只发警告 的 )
exhibit [ i zibit ] v . 表现 ; 展现 2－3
响而尖的声音 1－1
exhilarating [ i zil reiti ] a . 令人愉快的 5－2
expedient [ iks pi dj nt ] a . 有利的 7－1
f ld [ f uld] n . 羊 栏 , 尤 指羊 圈等 为 家畜 圈起
的一块地 2－1
expire [ iks pai ] v . 过期 , 期满 5－1
fo lhardy [ fu lh di] a . 有勇无谋的 5－2
explicit [ iks plisit ] a . 清楚的 7－2
fortify [ f tifai] v . 增强 , 加强 8－1
exposure [ iks p u
] n . 曝 光 , 在公 共场 所 ( 或
新闻媒介 ) 露面 5－2
ex empore [ eks tem p ri ] a . & ad .
・ 22 6 ・
foul [fa ul] a . 下流的 , 粗俗的 2－3
f untain [ faun tin ] n . (通常 设于公 共场所 的 )
即席 的
喷泉式饮水机 8－3
f agment [ fr
m nt ] n . 碎片 , 断片 3－1
gr vitate [
f ail [ fr eil] a .(指人 ) 体弱的 , 虚弱的 1－2
fraud [ fr d] n . 诡计 , 圈套 7－1
r viteit ] v .
被 吸 引而 逐 渐移
向…… 8－2
g in [ r in] v . 咧嘴而笑 , 嘴唇后咧 并露出牙齿
frazzled [ fr zld] a . 疲惫的 6－3
2－1
fr eze [fri z] v . 中断……的运动或过程 2－3
grip－sack [ rips k] n . 手提包 1－3
freight [ fr eit ] n . 运费 7－3
guarantee [
fret [ fr et ] v . ( 使 )烦恼 , (使 )焦急 6－3
guiltily [ iltili] ad . 内疚地 3－3
] n . 泡沫 5－1
froth [ fr
frown [ fr aun ] v . 皱眉头 1－2
r( ) n ti ] v . 担保 , 保证 2－2
H
frozen [ fr uzn ] a . 使不变的 2－3
habitual [ h bitju l] a . 习惯性的 4－1
frustrate [ fr s t reit ] v . 使灰心 5－1
ha dicap [ h ndik p] n . 体力或智力上的缺陷
fuel [ fju l] v . 刺激 , 推动 6－3
fu l－fledged [ ful fled d] a . 彻底的 ; 正式的 ; 完全
2－3
ha nt [ h nt ] v . ( 指鬼 魂 ) 经 常出 没 于 ( 某 处 )
合格的 6－3
1－3
f zz [f z] n . 竖起来的细短的头发 1－1
h ad－on
a . & ad .
正 面 的 ( 地 ) , 迎 面的 ( 地 )
8－2
G
hu iliate [ hju ( ) milieit ] v . 使 蒙羞 , 使丢脸 (受
ga get [
d it ] n . 小配件 ; 小机械 7－3
gallon [
l n] n . 加仑 ( 液量单位) 7－3
hush [ h
galore [
l ( r) ] a . 丰富的 , 大量的 3－1
hypertension [ haip ten ( ) n ] n . 高 血压 ; 过度
辱 ) 8－2
gas meter 气体流量计 , 气表 7－3
gas station ( 汽车) 加油站 7－3
] v . 使安静或沉默 2－1
紧张 4－1 , 7－1
hypnosis [ hip n usis ] n . 催 眠 状 态 ; 似 睡 状 况
gender [ d e nd ] n . 性别 8－2
4－2
gene [ d i n ] n . 基因 ; 遗传因子 8－1
hypothesis [ hai p isis] n . 假设 4－3
genius [ d i nj s] n . 天才 , 天赋 6－1
hysterical [ his ter ik( ) l ] a . 歇斯底里的 6－3
geometry [ d i mitr i] n . 几何学 7－3
ge anium [ d i reinj m ] n . 天竺葵 3－3
m] n . 萌芽 , 雏形 2－2
germ [ d
I
ideal [ ai di l ] n . 理想 7－2
glaze [ leiz] n . 釉面 3－2
idol [ aidl ] n . 极受崇拜的人 ( 物) , 偶像 8－1
gnarl [ n l] v . 使有节 ; 扭曲 2－1
ignorance [ i n r ns ] n . 无知 , 愚昧 2－3
gosh [
] int . 唉 , 糟了 5－1
gossip [
sip] n . 流言蜚语 ; 闲话 8－2
gove nor [
v( ) n ] n . 统治者 ; 管辖 者 ; 地 方
长官 8－3
g ace [ r eis ] v . 使……优美 , 赋予美丽 , 优雅 或
魅力 2－3
gr nt [ r nt ] n . 补助金 ; 助学金 8－3
grapple [ r pl ] v . 抓住 7－2
il umination [ i lju mi nei ( ) n ] n . 阐 明 , 启发
1－3
illustrious [ i l str i s ] a . 杰出的 6－1
im ge [ imid ] n . ( 人、社 团 等 在 人 们 心 目 中
的 ) 形象 , 印象 8－1
imitation [ imi tei ( ) n] n . 模仿 , 仿效 8－1
im une [ i mju n] a . 具有对 某种特 定病 原体的
免疫力的 4－2
・ 2 27 ・
impart [ im p t ] v . 给予 ( 尤 指 抽 象事 物 ) , 传
授 , 告知 , 透露 6－1
i itiate [ i ni ieit ] v . 开始 7－2
i itiative [ i ni i tiv] n . 主动 7－1
imperative [ im per tiv ] n . 命 令 ; 规 则 ; 需 要
innate [ i neit ] a . 生来的 , 天生的 5－3
innocent [ in snt ] a . 天真的 , 无辜的 5－1
6－2
implement [ implim n t ] v . 使生效 ; 执行 6－2
inordinate [ i n dinit ] a . 过度的 ; 过分的 6－3
impose [ im p uz] v . 强加于 1－3
inquisitive [ in k wizitiv] a . 好奇的 5－1
impot nt [ imp t ( ) nt ] a . 没有 力量 的 , 不能 采
in ane [ in sein ] a . 精神 错 乱的 , 显 示 出精 神病
取有力行动的 , 无能为力的 8－2
incessant [ in sesnt ] a . 不断的 , 不停的 6－1
in omprehension [ in k mpri hen ( ) n] n . 不 了
解 5－3
的 , 受精神病折磨的 4－2
in ert [ in s t ] v . 把 …… 放 入 或 引 入 某 物 体
中 , 插入 7－1
insistence [ in sist ( ) ns] n . 坚持 6－3
inc nsistency [ ink n sist nsi ] n . 不 一 致 , 矛 盾
instinct [ insti kt ] n . 本能 5－2
instinctive [ in sti k tiv] a . 本能的 5－1
3－1
indefatigable [ indi f ti bl] a . 不知疲倦的 6－1
indicate [ indik eit ] v . 指示 , 指出 4－1
in igenous [ in did in s ] a . 土生土长的 , 天生的
in titution [ insti tju ( ) n ] n . 学 院 , 研 究 所
6－2 , 7－2
insulate [ insj uleit ] v . 绝缘 5－2
insulating value 保温值
3－1
indignity [ in di niti ] n . 侮辱 , 轻蔑 1－1
insulin [ insjulin] n . 胰岛素 7－1
in ividuality [ indi vidju liti ] n . 个 性 , 独特 性
insurance [ in u r( ) ns] n . 保险 7－3
in egral [ in ti r l ] a . 构成整体所必须 的 , 应有
2－2
in ucement [ in dju sm n t ] n . 引诱 物 , 物 质刺 激
in elligence [ in telid ns ] n . 情 报 , 信 息 ( 尤指
6－2
ind lgent [ in d ld ( ) n t ] a . 宽容的 , 放纵的 , 表
现出( 或具有) 放纵特点的 4－1
ind strious [ in d st ri s ] a .
的 2－2
勤勉 的 , 刻 苦 的
6－1
in vitable [ in evit bl ] a . 不 可 避 免的 ; 必 定 的
2－3 ; 必然发生的 8－2
有军事价值的 ) 1－3
intensify [ in tensifai ] v . 加强 6－1
intercom [ int k m ] n . 内部通信联络系统 6－3
int rdependence [ in t di p end ns ] n . 互 相 依 赖
3－1
interest [ int rist ] n . 利息 7－3
infant [ inf nt ] n . 婴儿 , 幼儿 7－1
interior [ in ti ri ] a . 内部的 7－3
inf ection [ in fle k ( ) n ] n . 变 音 , 转调 , 语 音 的
internali ation [ in t n ( ) lai zei ( ) n ] n . 内在
抑扬变化 8－2
inflict [ in flikt ] v . 造成 7－1
inflow [ infl u ] n . 流入 , 流入物 5－2
inhi ition [ inhi bi ( ) n] n . 禁止的动作 , 被禁止
的状态 4－2
化 8－2
in ervention [ in t ( ) ven ( ) n ] n . 干 涉 , 干 预
6－2
in ndate [ in ndeit ] v . 淹没 , ( 洪水般地 ) 涌来 ,
充满 8－1
inhumane [ inhju mein] a . 不人道的 7－1
invalid [ in v lid] a . 无效的 5－1
in tial [ i ni l ] a .& n . 开始的 , 首先 的 ; 首字 母
investigate [ in vesti eit ] v . 调查 7－2
的一个单词 4－1
・ 22 8 ・
in igorating [ in vi reiti ] a . 精神内充沛的 , 爽
快的 5－2
ludic ous [ lu dikr s ] a . 好笑的 ; 愚蠢的 ; 荒谬
involve [ in v lv] v . 使牵涉 , 使某人卷进来 7－1
ad . 说反话地 , 讽刺地 7－2
ironically
( ) nl ] a . 非理智的 4－2
irrational [ i r
的 3－3
M
irritability [ irit biliti ] n . 易怒 ; 过敏 4－1
maintain [ men tein] v . 维持 ; 保持 8－3
issue [ isj u ] v . 发给 5－1
ma adjustment [ m l d
ivy [ aivi] n . 常春藤 5－2
不良 ( 或不足 ) 4－1
stm n t ] n . 失调 , 调节
ma evolent [ m lev l n t ] a . 恶意的 7－1
J
m ndate [ m ndeit ] n . & v . 批 准 ; 颁 布 ; 要 求
jerk [ d
k] v . 猛拉 ( 某人/ 某物) 1－2
6－3
jet－black a . 乌黑的 , 深黑的 2－1
ma ia [ meinj ] n . 热衷 , 狂热 3－2
jot [ d t ] v . 草草记下 , 略记 5－1
ma ufacture [ m nju f k t ] v . (尤 指用机器大
ju cy [ d u si] a . ( 非正 式 ) 有趣的 , 绘 声绘色 的
( 尤指有关不良行为的丑闻 ) 8－2
ju tification [ d
stifi kei ( ) n] n . 正当的理由 ,
辩解的理由 8－1
juvenile [ d u vinail ] a . 少年的 , 年轻的 2－2
量 ) 制造 8－3
ma ginal [ m d in( ) l ] a . 边缘的 6－2
marginal candidate 边缘考生 6－2
m rvellous [ m vil s] a . 绝妙的 ; 了不起的 6－1
m ssacre [ m s k ] v . 大屠杀 3－1
maternal [ m t nl ] a . 母系的 , 母方的 8－2
K
m cca
[ mek ] n . 众人渴望去的地方 8－2
karate [ k r ti] n . 空手道 2－2
mediocre [ mi di uk ] a . 普通的 6－1
ki chenette [ kit i net ] n . 小 厨房 ; 房间 里 辟 作
me tdown [ meltda un] n . 彻底垮台 6－3
厨事用的一角 1－2
m ritocracy [ mer i t kr si] n . 知 识界精华 ; 精英
管理 6－2
L
Methodist [ me dist ] n . 循道宗信徒 7－2
laborsaving
a . 节省劳力的 , 省力气的 7－3
la ent [ l men t ] v . 为 (某 人/ 某物 ) 感 到悲哀 ,
痛惜 , 哀悼 1－1
lat h [ l t ] v . 用 门 闩 闩 牢 , 用 弹 簧 锁 锁 住
表现出 ) 强 大 的 力 量 ( 技 能、体 力 或 威 力 ) 的
2－1
migrate [ mai reit ] v . 迁移 ; 移居 8－2
m leage [ mailid ] n . 里程 3－3
1－2
latchkey [ l t k i ] n . 大门钥匙 1－3
legacy [ le
m ghty [ maiti ] a . 强 大的 , 强有 力的 , 具有 ( 或
si ] n . 遗产 , 遗赠 3－1
legislator [ led isleit ] n . 立法者 6－3
m sconduct [ mis k nd k t ] n . 不端行为 8－2
m ssion [ mi ( ) n] n . 布道的处所 ( 尤指贫民居
住区的 ) 1－1
leukemia [ lju ki mi ] n . 白血病 7－1
m derate [ m d reit ] v . 缓和 5－2
limb [ lim ] n . 肢体 , 四肢 5－2
mollusk [ m l sk] n . 软体动物 5－1
li eage [ liniid ] n . ( 正式 ) 血 统 , 世系 ; 门 第
monitor [ m nit ] v . 监控 5－1
8－1
monstrous [ m nst r s ] a . 丑恶而可怕的 1－3
loll [ l l] v . 闲荡 6－3
morale [ m r l ] n . 士气 ; 斗志 8－3
lonesome [ l uns m] a . 寂寞的 ; 孤单的 4－3
morality [ m r liti ] n . 道德 4－3
・ 2 29 ・
mo ivated [ m u tiveitid] a . 积极进取 的 ; 有根 据
的 , 有动机的 , 由……推动的 6－3
m tto [ m t u] n .
outdo [ aut du ] v . 胜过 3－2
ou grow [ a ut r u ] v . 失去 , 在成 熟 过 程中 ( 逐
座右 铭 , 能 够作 为指 导 人
的行为的格言 2－2
渐 ) 失去( 或舍弃) 4－2
o trage [ aut reid ] n . 蛮 横的 行 为 , 暴 行 , 伤
mould(mold) [ m uld] n . 性格 ; 气质 ; 脾气 6－1
害 , 蹂躏 8－1
mourner [ m n ] n . 忏悔者 ; 悔罪者 2－1
outstrip [ a ut st rip] v . 超过 6－1
m lticultural [ m lti k lt ( ) r l] a . 多元文化 的
over chiever [ uv r t i v ] n .
成绩 超 过 预料
的学生 6－3
3－1
m scular [ m skju l ] a . 肌 肉 的 , 和 肌 肉 有 关
的 , 由肌肉组成的 4－2
P
panic [ p nik] n . 惊恐 , 恐慌 4－1
N
p ralyze [ p r laiz ] v . 使 某 人 不 能 正 常 活 动
naive [ n i v] a . 幼稚的 ; 无经验的 8－2
necrophiliac
a . ( 术语) 有恋尸癖的 8－2
u ieit ] v . 协商 ; 谈判 3－3
n gotiate [ ni
1－3
parish [ p ri ] n . 教区 6－1
p rliamentary [ p l men t ri ] a . 议会的 6－1
n lson [ nelsn] n . 一种摔跤中的擒拿法 1－2
passive [ p siv] a . 被动的 3－1
nigger [ ni ] n . 黑人 ( 此 称呼 被看 做是 对黑 人
patriotic [ p t ri tik] a . 爱国的 3－1
peddler [ ped l ] n .( 尤指旧时) 流动小贩 1－3
的极大侮辱 ) 8－2
n ghtmarish [ naitm
ri ] a . 恶梦般的 5－3
n rmal [ n m ( ) l ] a . 正常 的 ; 典 型的 ; 标 准 的
p destrian [ pi destri n] n . 行人 ; 走路的人 3－3
p diatrician [ pi di tr i ( ) n] n . 儿科医生 7－1
percentile [ p sen tail ] n . 百分点 6－3
4－1
note [ n u t ] n . 音高 , 有一定音高的音 2－3
peril [ per il ] n . 危险 5－2
nourish [ n r i ] v . 养育 , 喂养 2－3
p rplex [ p pleks ] v . 使困惑 ; 使迷惑 3－2
nymphomaniac a . (俚语/ 贬义 ) 慕男狂的 8－2
perseverance [ p sivi r( ) ns ] n . 坚定不移 6－1
persistent [ p sist ( ) nt ] a . 持久的 , 稳固的 6－1
O
phase [ feiz] n . 阶段 4－3
od ity [ diti ] n . 古 怪 的 人 ; 古 怪 的 性 质 或 状
态 ; 古怪 4－2
数 ) 现象 4－2
omen [ umen] n . 预知 ; 预兆 4－3
ongoing [ n
ui ] a . 继续进行的 8－2
onset [ nset ] n . 开始 3－2
optimistic [ pti mistik] a . 乐观的 4－1
option [ p ( ) n ] n . 选项 5－1
orator [
r t ] n . 演说者 , 演讲者 6－1
o iented [ rientid] a . 以……为 方向 ( 目 的 ) 的
7－2
ornament [ n m nt ] n . 增光添彩的人 6－1
ounce [ a uns ] n . 盎司 ; 少许 , 少量 8－2
・ 23 0 ・
ph nomena [ fi n min ] n . ( phenomenon 的 复
piè e de résistance [ pjes d reizis t ns ] n .〈法〉
主菜 , 主要项目 3－2
p ercing [ pi si ] a .( 指声音等 ) 尖锐的 , 刺耳的
1－3
pi ch [ pit ] n . ( 音符 或嗓 音的 ) 高度 , 音 高 v .
( 音乐) 定调 1－1
placate [ pl keit ] v . 安抚 7－1
placement [ pleism n t ] n . 放置 5－3
pl ntation [ pl n tei ( ) n ] n . 大农 场 , 大 种植园
3－1
po ketbook [ p kit buk] n . 钱包 ; 尤指女用小手
提包 1－2
prophetic [ pr fetik] a . 预言的 , 先兆的 4－3
( ) n] n . 比例 8－2
proportion [ pr p
p ke [ p uk ] v .
(用棒、手指 等 ) 捅、拨或戳 某
人/ 某物 1－1
psychologist [ sai k l d ist ] n . 心理学家 4－1
p ychosomatic [ saik us u m tik ] a . 受心 理影
pool [ pu l ] v . 合伙( 集中) 使用 ; 共用 8－3
p p [ p p] v . 破裂并发出短暂清脆的声音 1－2 ;
响的 5－3
publi ation [ p bli kei ( ) n] n . 出 版 物 , 书 刊
( 非正式 )意外 (迅速 ) 地走开 , 突然地来到 8－2
po ter [ p ust ] n . 海报 ( 通常印 刷而成的大 布
8－1
pu licity [ p b lisiti ] n . 传播信息以引起公众兴
告、招 贴或 公告 , 常 附有 插图 , 以用 来宣 传 或
公布某事 ) 7－1
趣的行动、过程或职业 7－1
punctuate [ p
k tjueit ] v . 不时打断 2－1 , 8－2
p sture [ p st ] n . 态度 2－2
purgatory [ p
p tent [ p ut ( ) n t ] a . (药等 ) 有效力 的 ; 烈 性
p rse [ p s] v . 缩拢 或撅起 ( 嘴 唇 ) ( 尤 指表示
的 7－1
反对或不悦 )1－1
potential [ p ten ( ) l ] a . 潜在的 , 可能的 2－2
p rsuit [ p sju t ] n . 追 逐 ( 或 追 寻 ) 的 动 作 ( 或
preach [ pri t ] v . 讲道 2－1
p ecision [ pr i si ( ) n ] n . 精确的 状态或 性质 ;
准确性 2－3
pre aturity [ prem tju r ti ] n . 早熟 , 过早 死
去 7－1
pr sentable [ pr i zen t bl ] a . 拿得 出去 的 , 像 样
prestigious [ pres ti d s ] a . 享 有声 望 的 , 威 信
很高的 6－2
Q
quadrant [ kw dr( ) n t ] n . 信号区 ; 因素 5－3
R
rac sm [ reisiz ( ) m ] n . 种 族 主 义 ; 种 族 歧 视
8－2
pri cipal [ prins p( ) l ] a . 重要的 , 首要的 2－3
priority [ prai riti] n . 优先 ( 权) 8－3
procedure [ pr si d
] n . 步骤 7－1
proclaim [ pr k leim ] v . 宣告 , 宣布 8－1
pr digy [ pr did i ] n .( 在素 质 和 能力 上 ) 了 不
起的人 , 奇才 , 天才 1－1
pr found [ pr faund] a . 意义深远的 7－2
programmer [ pr u r m ] n . 程序设计员 7－3
p oliferation [ pr u lif rei ( ) n ] n . 推 广 , 扩 散
ra ist [ reisist ] n . & a . 种 族主 义者 ( 的 ) ; 种族
歧视 ( 的) 8－2
ra ical [ r dik ( ) l ] a . 激 进 的 ; 改 革 的 2－2 ,
7－1
rainfall [ reinf l] n . 降雨量 7－3
rattle [ r tl ] v .(使某物 )震颤出声 1－2
read ng [ r i di ] n . 读 数 , 指 示数 , 由 测 量 仪器
或标有刻度的仪器所表明的信息 7－3
rear [ ri ] n . 后部 , 后面 , 背后 1－2
r assurance [ ri
6－3
] v . 延长 ; 持久 4－1
p omising [ pr misi ] a . 有 希 望 的 , 有 前 途 的
6－2
p op [ pr p] v .
( 某物 )1－1
事 ) 4－1
racial [ rei ( ) l ] a . 种族的 8－3
的 , 体面的 1－2
pro ong [ pr l
t ( ) ri] n . 炼狱 5－1
u r( ) ns ] n . 放 心 , 安心 5－2 ;
安慰 8－1
re eptive [ ri sep tiv ] a . 可 以 ( 或 能 够 ) 接 受 的
4－3
支住 ( 某 物 ) , 用 支撑 物 固 定
recipe [ resipi] n . 烹饪法 ; 食谱 ; 配方 7－3
re ommend [ rek mend] v . 推荐 ; 介绍 3－1
・ 2 31 ・
r creation [ rekr i ei ( ) n] n . 娱乐 ; 消遣 6－1
r d－head n . 红褐色头发的人 (尤指女子 ) 1－2
场所 ( 条件或位置 ) 2－2
r tard [ ri t d] v . 使移动或行进缓慢 ; 延迟 , 阻
碍 2－2
referee [ r ef ri ] v . 当裁判 8－2
reflect [ ri flek t ] v . 深思熟虑 7－2
re irement [ ri tai m nt ] n . 退休 ( 或退 役 ) 的状
况 1－1
re lection [ r iflek ( ) n] n . ( 指镜 子或水 面 ) 映
出的影像 1－1
regarding [ ri
di ] p rep . 有关 , 关于 8－1
regardless of 不管 ;不顾 8－2
rev re [ ri vi ] v . ( 正式 ) 尊敬 , 崇敬 ; 敬畏 8－1
reverse [ ri v s] n . 相反 , 颠倒 2－3
rev val [ ri vaiv( ) l ] n . 奋 兴会 , 奋 兴布 道会是
以恢复宗教信 仰为 目的 集 会 2－1 ; ( 老戏 在多
re abilitation [ r i ( h) bili tei ( ) n] n . 复原 , 修
复 2－2
rei state [ ri in steit ] v . 使 恢 复 原 状 ( 或 原 位 )
6－2
rejection [ r i d ek ( ) n] n . 拒绝 5－3
rejoic ng [ r i d isi ] n . 喜悦 , 高兴 , 欢乐 2－1
r lease [ ri li s] v . 放走 , 释放 1－2 ; 使……公 开
7－2
relevance [ reliv ns] n . 关联性 , 相关性 7－1
年后的 )重新上演 8－3
rhy hmical [ ri mik ( ) l ] a . 节 奏 的 , 合 拍 的
2－1
rigid [ rid id ] a .
( 常贬 ) ( 行为、观 点等 ) 坚定
的 , 严格的 , 不易( 不愿 )改变的 8－2
r te [ r u t ] n . 死记硬背 , 机械的方法 , 生搬硬
套 6－3
rounder [ raund ] n . 浪荡子 , 放荡的人 2－1
r dimentary [ ru di men t ( ) ri ] a . 发 育未 完全
relive [ ri liv] v . 重新体验 5－3
的 3－2
re uctantly [ ri l k t n tli ] ad . 不情愿地 3－3
ru inative [ ru min tiv] a . 爱沉思的 3－2
re edial [ ri mi dj l ] a . 治疗的 ; 修补的 ; 补救的
rural [ ru r( ) l ] a . 农村的 ; 乡村的 , 田园的 8－2
8－3
remoteness [ ri m u tnis ] n . 遥远 8－1
S
render [ rend ] v . 使成为 ; 致使 6－1 , 8－2
s lient [ seilj n t ] a . 易见的 , 突出的 5－1
renewal [ ri nju( ) l ] n . 更新 4－3
scalding [ sk ldi ] a . 滚烫的 5－2
ren unce [ ri na uns ] v . 宣布与……断绝关系 8－1
scale [ s keil] n . 天平 , 磅秤 7－1
repression [ ri pre ( ) n] n . 压抑 1－3
scalper [ sk lp ] n . 剥头皮的人 3－1
rep oach [ ri pr u t ] v . 责备 ( 尤指 因未 做成 某
scar [ sk ] v . 创伤 5－3
事) 1－1
schedule [ edj u l ] n . 进度表 7－3
repudiate [ ri pju dieit ] v . 拒绝接受 6－1
scope [ sk up ] n . 机会 6－1
res dency [ rezid nsi ] n . ( 医学专 业毕 业后 的 )
scratch [ skr t ] v . 搔痒 4－3
高级训练阶段 , 实习阶段 7－1
res dual [ ri zidj u( ) l ] a . 剩余的 , 残留的 5－2
sc eaming [ skri mi ] a . 非常 可笑的 , 极 滑稽的
6－3
resign [ ri zain] v . 辞去 , 辞职 6－2
sculptor [ s k l pt ] n . 雕刻家 6－1
respirator [ resp reit ] n . 呼吸器 7－1
secu ity [ si kju riti ] n . 安全 7－2
re tive [ r estiv] a . 不 愿 受 管束 的 ; 不 安 宁 的
sedate [ si deit ] a . 安静的 , 宁静的 3－3
3－3
res scitate [ ri s siteit ] v . ( 使 ) 复苏 , ( 使 ) 复 兴
6－1
re ain [ ri tein] v . 保持 ( 或维持 ) 在一个特殊 的
・ 23 2 ・
sedentary [ sedn t ( ) ri] a . ( 指人 )久坐的 3－3
segregation [ segri gei ( ) n] n . 分开 ; 隔 离 ; ( 尤
指 ) 种族隔离 8－3
self－ ssertion [ self
s
( ) n ] n . 自 信地 表达
自己的看法、要求等 1－3
soggy [ s i] a . 潮湿而沉重的 1－1
self－ steem [ self is ti m ] n . 自尊 (心 ) 8－1
solidarity [ s li d riti ] n . 团结 , 一致 8－1
se sory [ sens r i] a . 感 觉的 , 感官 的 , 属 于 ( 或
solitary [ s lit ri ] a . 单个的 ; 惟一的 8－3
关于) 感觉 (或感觉能力) 的 4－2
s ntiment [ sen tim n t ] n . 情绪 , 观点 5－1
se mon [ s m n ] n . 布道 , 作 为 教学 服务 的 一
部分而发表的宗教讲道 2－1
som ambulism [ s m n mbjulizm , s m－] n . 梦游
症 4－2
sophisticated [ s fistik eitid] a . 复杂 的 , 尖端的
5－1
session [ se ( ) n] n .( 一届 )会议 8－3
sorely [ s li] ad . 非常 , 很 , 极 8－1
sheer [ i ] a . 全然的 , 完全的 6－1
sp n [ sp n] n . 跨 度 , 两 点或 两 端间 的 空 间或
shudder [
d ] v . 发抖 , 战栗 1－3
距离 ; 一段时期 4－1
sibling [ sibli ] n . 兄弟或姐妹 8－1
sp rkly
side alk [ saidw k] n . 人行道 1－2
spawn [ sp n] v . 产生 6－2
s gnify [ si nifai ] v . 表 示 …… 的 意 思 , 表 示
sp t [ spit ] v . 唾骂 ; 尖刻地说 , 愤怒地表示 8－2
2－3 ; 意味着 , 象征 8－2
[ sp kli ] a . 充满生机和活力的 1－1
sp inter [ s plin t ] v . 分裂 3－1
s mulation [ simju lei ( )n ] n . 仿制品 7－1
sq are [ skw ] ad . 正对着地 , 径直地 1－2
s multaneously [ sim ( ) l teinj sli ] ad . 同时发 生
s ability [ st biliti] n . 稳定性 7－2
或做出地 8－2
s andardized [ st nd daizd] a . 标准的 6－3
sin [ sin] n . 罪 , 罪恶 ; 罪孽 8－2
startle [ st tl] v . 令人吃惊 5－2
sink [ si k ] n .洗脸盆 1－1
state－mandated test
si ner [ sin ] n .罪 人 , 犯 罪 的 或 做 错 事 的 人
s atic [ st tik] a . 静止的 ; 静态的 7－1
州级统一考试 6－3
s ation [ stei ( ) n] v t . 驻扎 ; 设置 7－3
2－1
s ssy [ sisi] n .胆小鬼 , 女人气的男人 5－3
s tter [ sit ] n . ( sl .) ( 俚语 ) 易做 的或 容易 捕
捉的事物 1－2
s atistic [ st tistik] n . ( 对总 体具有 代表性 的 )
典型统计量 7－2
s atus [ steit s ] n . 地位 , 身份 7－2
skyro ket v . 猛涨 , 突升 6－3
st ep [ sti p] a . 大幅度倾斜的 ; 陡峭的 4－2
s am [ sl m ] v . 用力打击 2－3
stolid [ st lid] a . 不易激动的 , 不动声色的 6－1
sl nt [ sl nt ] n . 斜线 , 斜面 , 斜坡 1－1 , 3－1
stoop [ st u p] v . 附身 , 弯腰 1－2
sl epwalker [ sli p w k ] n . 梦游者 4－2
st ain [ st rein ] n . 态 度 或 举 止 等 普 遍 的 特 征
sling [ sli ] v . 悬或挂 (某物 )1－2
7－2
sloth [ sl u ] n . 懒散 ; 怠惰 3－3
s rain [ strein] n . 压力 v . 拉紧 , 拽紧 , 扯紧 6－3
suggish [ sl i ] a . 不活泼的 ; 行动缓慢的 3－2
s rap [ str p] n . 带子 (用皮、布等做成 , 通常有
s og [ sm
] n . 烟雾 , 夹杂着 烟尘并 被烟尘 污
染的雾 2－3
smug [ sm
] a . 自鸣得意的 5－2
扣 ) 1－2
str tegic [ st r ti d ik] a . 战略的 , 与 战略有关的
4－1
snap [ sn p] v . 急促地说 , 厉声说 8－2
strive [ st raiv] v . 努力 , 奋斗 1－3
sn tch [ sn t ] v . 抢 , 攫取 , 强夺 8－2
stroke [ str uk ] n . 中风 7－1
s eak [ sni k] v . 溜进 5－1
stroll [ st r ul ] v . 闲逛 ; 漫步 3－3
soar [ s , s
] v . 高飞 , 升高 4－1
soc ological [ s u j l d ik ( ) l ] a . 社 会 学 的 ,
社会学上的 7－2
stunningly [ st ni li] ad . 极其 5－2
s bstitute [ s bstitju t ] v . 用 人或 事来 取代 ; 用
……替代 (一个人或一物 ) 4－1
・ 2 33 ・
s bversive [ s b v siv] a . 颠覆性的 , 破坏性的
tinge [ tind ] v . 微染 3－1
t ddler [ t dl ] n . 蹒跚行 走的 人 , 尤指 刚学习
2－2
subvert [ s b v t ] v . 彻底地破坏 , 摧毁 2－2
走路的幼儿 7－1
succession [ s( ) k se ( ) n] n . 连续 6－1
token [ t uk n] n . 记号 , 标志 , 象征 8－2
s ede [ sweid] n . 绒面革 , 仿麂皮 1－2
t rmentor [ t ment ] n . 使人痛苦的人或物 3－1
suicide [ sjuisaid] n . 自杀 8－1
t ugh [ t f] a . 困难的 , 费力的 , 麻烦的 7－3
su k [ s l k ] v .( 因 发 脾 气 ) 不 答 理 人 ; 生 闷 气
trade－off n . 交易 6－2
trait [ tr eit ] n . 特性 , 品质 ; 性格 8－1
1－1
s llen [ s l n ] a . ( 声 音 或颜 色 ) 沉 闷 的 ; 不 鲜
t ansform [ t r ns f m ] v . 改变 ; 使转化 ; 使改观
明的 5－3
8－2
s mptuous [ s mp tju s ] a . 华 丽 的 ; 奢 侈 的
t ansmit [ tr nz mit ] v . 传送 7－2
tr umatic [ tr m tik] a . 外伤的 , 创伤的 7－1
3－2
sunburn [ s nb n] n . 晒黑 5－2
t emendous [ t ri mend s] a . 极大的 ; 巨大的 8－3
s pervisor [ sju p vaiz ] n . 管理人 , 指导者 5－1
t iathlete [ t rai
supine [ sju pain] a . 仰卧的 5－1
tr cky [ tr iki ] a . ( 指 人 及 其 行 为 ) 诡 计 多 端
s preme [ sju pri m ] a . (在权力、重要性或影 响
方面) 至高的 ; 至上的 8－3
su mise [ s maiz ] v .( 常与 tha t 连用 ) 推测 , 猜
li t ] n . 三项全能运动员 2－3
的 , 欺骗的 1－1
t ifle [ t raifl ] n . 小事 , 琐事 3－2
tr gonometry [ t ri
想 6－1
n mit ri] n . 三角学 , 尤其是
三角函数 7－3
s spect [ s s pek t ] v . 怀疑 , 不信任 2－2
t iumph [ t rai mf] n . 成功 3－3
s spension [ s s pen ( ) n ] n . 悬 挂 , 悬浮 ; 延 缓
tr nk [ tr
1－3
k] n . 柱子 2－3
tuck [ t k] v . 使……隐蔽 8－1
syllable [ sil b l] n . 音节 8－2
t g [t
symptom [ simp t ( ) m] n . 症状 4－2 , 5－3
t ist [ twist ] v . 改变正常的形状 ; 使扭曲 2－3
] n . (突然的 )猛拉 , 猛拽 1－2
twitter [ twit ] v .(指鸟 ) 吱吱叫 , 啁啾 1－3
T
take
v . 使用 , 在运作中使用 (某物 ) 7－3
ta er [ teik ] n . 接受者 , 获 取 ( 或 接收 ) 某物 的
人 4－2
U
u animous [ ju ( ) n nim s ] a . ( 全 体 ) 一 致的
7－2
te hnicolor [ tekni k l ] n . 彩色印片法 ; 彩色电
影 4－3
un onscious [ n k n s ] a . 无 意 识 的 , 失 去知
觉的 , 不省人事的 7－1
tempo [ temp u] n . 节奏 2－3
tenant [ te n nt ] n . 房客 , 租户 8－2
u dercover [ nd k v ( r) ( US ) ] a . 秘密 的 , 暗
中进行的 6－2
terrify [ terifai ] v . 使恐怖 ; 使惊吓 ; 吓坏 2－3
u dergraduate [ nd
terrorism [ te r riz( ) m] n . 恐怖主义 5－1
undergraduate place 本科生名额 6－1
th rapy [ e r pi ] n . 对疾病或残疾的治疗 7－1
u even [ n i v( ) n] a .不平 坦的 , 不平滑 的 , 不
thorough [
r ] a . 彻底的 ; 严格的 7－3
t rive [ raiv] v . 兴盛 ; 成功 3－3
throb [ r b] v . 悸动 , 抽动 5－2
tilt [ tilt ] v . 使倾斜 5－1
・ 23 4 ・
r djuit ] n . 大学生 6－2
规则的 1－1
u exceptionable [ nik sep ( ) n bl ] a . 无 懈可
击的 3－3
u furl [ n f l] v . 展开 ; 显露 3－3
u ity [ ju niti ] n . 团结 , 联合 ; 统一 , 一致 8－1
vilify [ vilifai] v . 污蔑 , 诋毁 7－1
u met [ n met ] a . 未被满足或实现的 4－3
v olent [ vai l nt ] a . 猛烈的 , 激烈的 5－3
u rivalled [ n raiv ( ) ld ] a . 无与 伦 比 的 ; 卓 越
vise [vais ] n . 钳制 ; 老虎钳 6－3
的 6－1
vocal [ v uk ( ) l] a . 畅所欲言的 , 坦白的 7－1
u sullied [ n s lid] a . 未被玷污的 3－2
vol tile [ v l tail ] a . 易 变的 , ( 性 格 ) 反 复 无常
u witting [ n witi ] a . 未察觉的 , 没意识到 的
的 6－1
voluntarily [ v l nt ( ) rili ] ad . 自愿地 8－3
1－3
upheaval [ p hi v( ) l] n . 剧变 7－2
voluntary [ v l nt r i] a . 自愿的 2－2
uplift [ p lif t ] v . 振奋……的精神 ; 鼓舞 8－3
vulnerable [ v ln( ) r b l] a . 脆弱的 5－3
uproar [ p r ] n . 喧嚣 , 骚动 6－2
upscale [ pskeil ] a .〈美〉高消费阶层的 6－3
uptight [ p tait ] a . 紧张的 6－3
W
wail [ weil ] n . 哀诉 , 高声痛苦的诉苦 2－1
ware [ w ] n . 商品 (通常不在店中的) 1－3
V
waterfront [ w t fr nt ] n . 靠水边的地 4－2
vaccine [ v ksi n] n . 疫苗 7－1
weighty [ weiti ] a . 重的 4－2
vague [ vei ] a . 含糊的 , 不明确的 4－3
well－doing
vary [ v
ri] v . 不同 , 偏离 2－3
善事 ,善举 6－1
whatsoever [ ( h) w ts u ev ] p ron . 无论什么 6－1
veil [ veil] v . 遮掩 , 掩饰 1－3
whine [ ( h ) wain] n .& v .
ve erable [ ven( ) r bl ] a . 值得尊 敬的 ; 庄 严
wi lful [ wilful ] a . ( 指 人 ) 任 性的 , 倔强 的 , 固
的 ; 古老的 3－3
唉声叹气 6－3
执的 1－1
venture [ ven t ] v . 冒险 7－2
willow [ wil u ] n . 柳树 1－2
verba im [v b eitim ] ad . 一 字 不 差地 ; 逐 字 地
w thdrawal [ wi dr ( ) l ] n . 移 开的动 作或过
程 ; 撤回 , 撤退 4－1
6－1
verify [ verifai] v . 证实 , 确认 8－2
wobbly [ w bli] a . 不稳定的 3－2
ve tical [ v tik ( ) l ] a . 全 面的 , 各种 不 同 层
woe [ w u] n . 悲哀 ; 痛苦 3－3
次人们的 8－3
workings n . 活动方式 , 运转 , 运行 8－2
v terinarian [ vet ( ) r i n ri n] n . 兽医 , 从事 兽
医医学实践的人 4－2
vi ariously [ vai k
w inkle [ ri kl ] n . 皮 肤上 的皱 纹 ; 新方 法 , 革
ri sli ] ad . 通 过他 人感 受 地
5－3
victim [ vik tim ] n . 受害者 2－2
v gorous [ vi ( ) r s ] a . 精 力充 沛的 , 精 力旺 盛
的 4－1
wretched [ ret id] a . 恶劣的 5－2
新 , 创新 2－2
Y
yell [ jel ] v . 叫喊 2－3
yield [ ji ld] v . 产生 5－2
・ 2 35 ・
Bibliography
1 . Douglas H un t . T he Dol p hi n Reader . Bost on : H ough t on Mifflin Company , 1990
2 .
ynn Q uitm an Troyka . S tr uct ure R ead in g . New Jersey : Pren tice－ H all, Inc .,
1984
3 . udith Nadell & John Langan . T he M acm ill an R eader . Prin ted in the U nited
States of A me rica , 1999
4 . ilbe rt H . Mulle r . T he McGr aw－ H i ll Reader . Prin ted in t he U nited Sta tes of
A me rica, 1998
5 . ill Bryson . I m S tranger H ere M ysel f . New York : Broad way Book s , 2000
6 . effrey Somm ers . Model Voices: F i nd in g a W ri ting Voice . N ew York : McGr aw－
H ill Book Company , 1989
7 . 戴炜华 . ES T－Reading Skills . 上海 : 上海外语教育出版社 , 1986
8 . 王玉琨 . English Reading L aborat ory ( Book 1 —6) . 长春 : 华 北师范大 学出版 社 ,
1989
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