安徽工业大学工商学院
外语系
综合英语3课程教案
LessonOne Your College Years
Part One Warm-up
Questions :
1. As a sophomore, what isyour general impression of college?
Ø many opportunities for oneto explore the unknown
Ø experiencing a lot
Ø keeping a good balance andlaying a solid foundation
Ø the golden time in one’slife
2. Have you experiencedanything different from your middle school life?
Ø being far away from home
Ø living with others
Ø becoming independent
Ø changes are occurring
3. What’s your purpose ofreceiving a college education?
Ø to get and keep a good job
Ø to earn more money
Ø to get a good start inlife
Ø a sound investment that isworth every penny .
4. Have you had anypsychological problems ever since you entered college?
Ø loneliness
Ø confusion
Ø frustration
Ø psychological problemsabound on campus
PartTwo Background Information
1. Author
Bob Hartman was born in Pittsburgh, the
A selection of books by Bob Hartman
2. Erik H.Erikson
ErikH. Erikson (1902—1994), was a German-born Americanpsychoanalyst whose writings on social psychology, individual identity, and theinteractions of psychology with history, politics, and culture influencedprofessional approaches to psychosocial problems and attracted much popularinterest. He was most famous for his work on refining and expanding Freud’stheory of developmental stages. Main books by Erik H. Erickson:
3. Erickson’sDevelopmental Stages
Basic Theory:
Babies are born with somebasic capabilities and distinct temperaments. But they go through dramaticchanges on the way to adulthood and old age. According to psychologist Erik H. Erikson, each individualpasses through eight developmental stages.
Each developmental stage ischaracterized by a different psychological "crisis", which must beresolved by the individual before the individual can move on to the next stage.If the person copes with a particular crisis in a maladaptive manner, theoutcome will be more struggles with that issue later in life. To Erikson, the sequence of the stagesare set by nature. It is within the set limits that nurture works its ways.
Stage1: Infant Trust vs. Mistrust
Needsmaximum comfort with minimal uncertainty to trust himself/ herself, others, andthe environment.
Stage2: Toddler Autonomy vs. Shame and Doubt
Worksto master physical environment while maintaining self-esteem.
Stage3: Preschooler Initiative vs. Guilt
Beginsto initiate, not imitate, activities; develops conscience and sexual identity.
Stage 4:School-age Child Industry vs. Inferiority
Triesto develop a sense of self-worth by refining skills.
Stage 5: Adolescent Identity vs. Role Confusion
Tries integrating many roles (child, sibling, student, athlete, worker)into a self-image under role model and peer pressure.
Stage 6: Young AdultIntimacy vs. Isolation
Learnsto make personal commitment to another as spouse, parent or partner.
Stage 7: Middle-Age Adult Generativity vs. Stagnation
Seeks satisfaction through productivity in career, family, and civic interests.
Stage 8: Older Adult Integrity vs. Despair
Reviewslife accomplishments, deals with loss and prepares for death.
Part Three TextAnalysis
1. Theme
College is designed to be a time of changes for students. Threatening thechanges may be, they contribute to young adults’ growth and maturity. Collegestudents are experiencing a lot. Not only are they being introduced to newpeople and new knowledge, but they are also acquiring new ways of assemblingand processing information. They are also proudly growing in their understandingof themselves, others and the world.
2. Structure
Part 1 (para. 1):Many key changes happen to college students duringtheir college years.
Part2 (paras.2-9): The key changes involve the following: identity crisis,the independence/dependence struggle, establishment of sexual identity,affection giving and receiving, internalization of religious faith, values andmorals, development of new ways to organize and use knowledge, a newunderstanding of the world and himself/herself.
Part3 (para.10 ): Conclusion.
3. Language points:
1. it occurs to sb. that.. e.g.
It never occurred to me that wealth could ruin a person'slife.
It suddenly occurred to him that he had not touched anymeat for months.
Two otherwords often used in this pattern are "strike" and "dawn":sth. dawns on sb./it dawns on sb. that 开始明白（某个事实），醒悟 (“dawnon” not in passive)
e. g.
It suddenly dawned onus that high savings rate may not be a good thing.
It gradually began to dawn on the economists that theproblem was not over-
production, butunder-consumption.
The truth finally dawned on him.
It dawned on me that I’d left the oven on.
It struck her that although she was now rich by her ownstandard, she was not really happy.
2. from adolescence to youngadulthood The term "adolescence" began as a Westernconcept, which means the period between childhood and adulthood. This passageto adulthood is often marked by a number of small changes in status during ornear the end of adolescence. Graduation from high school, the right to vote, todrink liquor, and to drive a car are all events that, to some degree, signifyadult status. But the main changes are psychological as well as physical. It isusually fraught with anxiety and conflict.
3. During this time, studentsare going through an identity crisis ...
go through:experience; undergo; suffer 通过；经历；遭受 e.g.
He really believed that by saying those magic words hecould go through walls without any trouble.
I don't think this plan will go through the SecurityCouncil, (be accepted by)
We have gone through all these arguments, (go overcarefully from beginning to end)
It's too late to back out. We just have to go throughwith it. (do it because you have promised or planned to do it, even though youare no longer sure you want to do it. )
identitycrisis: It refers to the difficulties, confusions and anxietiesthat you go through during adolescence when you are not sure who you really areand what your purpose in life is. 性格认同危机
4. endeavor:
n. (fml) 努力，尽力，尝试；（为达到某一目的而进行的）活动，事业 e.g.
do one’s endeavor 尽力去做
please make everyendeavor to come early.
Despite our bestendeavors, we couldn’t get the machine started.
Workers in everyfield of endeavor
v.endeavor to do sth. e.g.
How much he endeavored, the goal stayed unattained.
We always endeavor to give our customers excellentservice.
5. to perceive: (not incontinuous tenses)
(1) tothink of as 把…看作,认为
He perceived himselfa loser who could not even support his family.
He is perceived as areligious man.
(2) tonotice (sth. that is difficult to notice); to discover; to observe 察觉，注意到，发觉 e.g.
Musicians canperceive very small differences in sounds.
That morning heperceived a change in Franc’s mood.
He was only able toperceive light and color; he could not see properly.
(1) tounderstand; to grasp 理解，领悟 e.g.
Do you perceive what I mean?
I gradually perceivedthat culture and language cannot really be separated.
6. ... identity is determined bygenetic endowment (what is inherited from parents), shaped by environment, andinfluenced by chance events.who we are isdetermined by three things: First, our genes, or what our parents have givenus, our legacy; second, environment, and third, luck or opportunities.
chanceevents; "Chance" here is an adjective, meaning"accidental. "
This chance meetingwith the famous writer changed his whole life.
This medicine is saidto be a chance discovery.
7. endow:
vt.
(1) 资助，捐赠；向…捐钱(或物) e.g.endow a college/ endow sb. with sth.
(2) give sb.sth. (正式)给予，赋予 e.g. be endowedwith courage
endow these wordswith new significance
(3) 认为具有特质
endowment(n.) 资助，捐赠；捐款，捐赠的财物；天赋，天资，才能 e.g.
The college has a large endowment
Men of greatendowments
8. comparison between inheritand inherent
inherit:vt. 继承，经遗传而得；接过，获得 e.g.
inherit the family estate
a son inherits his father.
She inherits her blue eyes from her father.
The new government inherits great many problems and amongthem a financial crisis.
inherent:adj. 内在的，固有的，与生俱来的 e.g.
parents should beawakened to the inherent nature of their children.
9. in turn:
(1) as aresult of sth. 因此，因而；转而，反过来 e.g.
Theory is based on practice and in turn serves practice.
Interest rates were cut, and in turn, share prices rose.
(2) oneafter the other, especially in a particular order 轮流地，依次地 e.g.
He asked each of us in turn to describe how alcohol hadaffected our lives.
We’ll cross the bridge in turn.
10. to be independent from/of
These banks are now completely independent of (from) eachother.
11. It may be heightened bytheir choice to pursue a college education.If theychoose to go to college to continue their education, they will face an evenmore serious struggle between the desire to be independent and the need todepend on the financial support of their parents.
12. freedom from an excessiveneed for approval, closeness, togetherness, and emotional support in relationto the mother and father. If somebody has an excessive need forapproval, it means that he is too dependent on sb's approval. Children needtheir parents to tell them what to do or not to do. They also need to be closeto their parents and receive encouragement, love, all kinds of emotionalsupport which give them strength. But when they grow up, this should change.They should no longer have the same needs like babies.
freedom (free)from sth: no longer having sth you do not want, 摆脱，免于 e. g.
The most important freedom ourpeople should have is the freedom from hunger.
An ideal society is one free from exploitation andoppression.
Within a month, the whole building is free from flies andmosquitoes.
13. Fourth is freedom from"excessive guilt, anxiety, mistrust, responsibility, inhibition,resentment, and anger in relation to the mother and father."Childrenoften feel very guilty in relation to their parents because they think theyhave done something wrong, and they are also anxious because they are eager toplease their parents; they sometimes feel unhappy because they think that theirparents have not been fair to them; they feel that they are responsible totheir parents for everything they do? they are always afraid of not saying theright thing or not behaving properly; all these may make them angry with theirparents or make them feel resentful. These feelings reflect their emotionaldependence on their parents. When they grow up, they usually strive for thefreedom from these.
14. with/in relation to:
(1) 有关，关于，涉及 e.g.
We are planning with relation to the future.
I have nothing to say in relation to the quality.
(2) 与…相比 e.g. Wages are very low in relation to the cost ofliving.
Relate to : to be ableto have a good relationship with people because you understand their feelingsand behavior 适应，相交融，相处得好 e.g.
Children need tolearn to relate to other children.
15. drag one’s feet/heels: (infml)walking slowly and listlessly, looking very unhappy and disappointed (it isoften used figuratively to mean "to delay deliberately"; to take toomuch time to do sth. because you don’t want to do it.) 做事拖拉，迟迟不做 e. g.
The local authorities are dragging their feet (over)closing these small coal mines.
I canunderstand why they are dragging their feet over this reform. The reason isthat it will affect their personal interest.
At 9o’clock she dragged her feet into the office.
16. dismay:
n. the worry,disappointment and happiness you feel when sth. unpleasant happens 忧虑，失望，沮丧，恐慌
with/in dismay e.g.
Amanda read her examresults with dismay.
They stared at eachother in dismay.
To sb.’s dismay e.g.
I found to my dismaythat I had left my notes behind.
Fill sb. withdismay e.g.
The thought of makingth journey filled him with dismay.
v. to makesb. feel worried, disappointed and upset 使（某人）担忧（失望、伤心）e.g.
be dismayed to do sth./ be dismayed at sth.
17. He ... was seeing his worldshrink and his options narrow.He ... was beginningto realize that his world was getting smaller and his choices fewer.
"Narrow"here is used as a verb. E.g.
We must try to narrow the difference in income betweenthe rich and the poor without delay.
This mighty river narrowed to a gorge of about 50 meterswhen it came to this place between the mountains.
18. internalize: apsychological term meaning "to make faith, values, morals, attitudes,behavior, language etc part of your nature by learning or assimilating themunconsciously"
19. modeling for them: servingas a model for them; setting an example for them .This expression is not verycommon.
20. however, these matters arequestioned and in some cases rebelled against: however, people often have doubts about thesematters and sometimes oppose them
to rebelagainst: to oppose or fight against sb. in a position ofauthority 造反，反叛 e. g.
Sooner or later, achild will rebel against the tyrannical rule of his father.
Young people tend torebel against traditional practices.
Those who hadrebelled against the government were put down.
21. prejudice
n.成见；偏见，歧视，反感 e.g.
He has a prejudice inour favor. 他对我们有偏爱。
He has a prejudiceagainst modern poetry.
v. 使有成见；偏见；对不利，损害 e.g.
His honestyprejudiced us in his favor. 他的诚实使我们对他有好感。
Circumstances haveprejudiced his mother against his early marriage.
Your illegiblehandwriting will prejudice your chances of passing the TEM4.
22. people from a variety ofethnic backgrounds：people from many different races.
Todaysociologists often prefer the word "ethnic" to "racial",and "ethnic group" to "race".
There aredifferences of course. The Hans and the Tibetans are both Chinese, belonging tothe same yellow race, but they belong to two ethnic groups.
23. be equal to: to bejust as good as, e. g.
Many of our productsare equal to the best in the world.
It is ridiculous to think one race is not equal toanother because it has a different skin color.
24. appoint sb. to sth./ appointsb. as: to choose sb. for a job or position of
responsibility 委任，任命 e.g.
They appointedhim as captain of the English team.
She has been recently appointed to the committee.
Appoint to do sth. 指定e.g.
He was appointed torepresent the class.
(passive)安排、确定时间、地点 e.g.
A date for the meeting is still to beappointed.
25. to see sth./sb. in acertain/new/different/bad light:从一定的/新的/不同的/坏的角度看 e. g.
What he did made us see him in a new light,
After I took that course, I began to see the world in adifferent light.
26. for certain:certainly; definitely; no doubt,肯定地，确切地 e. g.
He is probably an accountant. I don't know for certain.
I can't say for certain how much this car will cost. Itmust be in the neighborhood of two hundred thousand.
27. they are also acquiring new waysof assembling and processing information.They
are also finding orlearning new ways of arranging, organizing, analyzing or understandinginformation. It implies that mere information is not scientific truth.Scientific truth requires the processing of information. In college, studentswill learn new approaches, methods, and theories which will change many oftheir prejudices.
28. stand back (from sth.):
(1) to move back froma place 往后站，后退 e.g.
Thepolice ordered the crowd to stand back.
(1) to besituated away from sth. 位于靠后一些的地方不是紧挨着 e.g.
The housestands back from the road.
(3) tothink about a situation as if you are not involved in it 置身事外（来考虑）e.g.
It’s time to stand back andlook at your career so far.
Part Four Assignment
Questions to think about and discuss:
What does the author mean by developmental changes?
Have you had any identity crisis yourself?
What does the author mean by independence/dependence struggle?
How can college student establish their sexualidentity?
What does the author mean by “internalizing”religious faith, values, and morals?
LessonTwo How ReadingChanged My Life
Part One Warm-up
Questions :
Has your life ever been significantly changed by any particular book?
What does reading mean to you?
3. How has the Internet changed people’s way of reading?
4. How do you account for such changes?
Part Two BackgroundInformation
Today, few people willdeny that the written word seems being quickly supplanted by pictures, graphs,and sounds. Do people still read? Do those who still read get anything out ofit? Many people are now wondering.
It is of course anoverstatement that traditional reading is dead. But it has obviously beenlosing its ground. Many people today seem to be too busy to do any reading, andthose who are considered successful do not seem to have read much, if at all.The shocking fact is , percentagewise, our reading population is the lowestamong major powers.
The essay we have heredeals with this problem. It is written by someone who has such a passion for,and takes such a delight in, traditional reading that it must deserve ourattention.
Part Three TextAnalysis
1. Structure
Part I : 1-9 Readinghas been an important part of my life.
Part II: 10-15 Acrisis faced by reading.
Part III:16-18 There is still hope for reading.
2. Language points:
1)...a small but satisfying spread ofcenter-hall colonials, old roses, and quiet roads. ( para.1 )
Spread: n. A range or an area over which buildings spread
Colonials:houses built in the style of the 18th century during the colonialperiod of American history
2) We walked toschool, wandered wild in the summer. ( para.1 )
Wander wild:remind students that the adjective "wild" is used here as a subjectcomplement.
3) One poem committed to memory in grade school survives in my mind. (para.4 )
Paraphrase: I still remember one poem I learned in grade school.
Commit sth to memory: to study sth carefully so as to remember it exactly
Grade school: (AmE, old-fashioned) primary or elementary school
Survive in my mind: Thisis not a common expression. It is more natural to say "still remain in mymind" or "I still remember"
4) Perhaps restlessness is a necessary corollary of devotedliteracy.(para.5)
Perhaps if a person works really hard at reading and writing, he or sheis bound to be restless.
5) There was waking, and there was sleeping. And then there were books...
Between the time I woke up and the time I went to sleep, I read.
6) I did not read from a sense of superiority, or advancement, or evenlearning.(para.9)
Advancement:progress or improvement in one`s career
7) There is something in the American character...a certain hale andheartiness that is suspicious of reading as anything more than a tool foradvancement.(para.11)
Hale and hearty:healthy and strong
Be suspicious of sb./sth.:to feel that sb/sth cannot be trusted
8) There also arose...a kind of careerism in the
Careerism: the practice of seeking one`s professional advancement by all possiblemeans
Sanction:to approve of
Note: this word deserves special care as it canhave diametrically meanings in different contexts.
Point: purpose; goal; advantage;reason
9) For many journalists, reading... was most often couched as a series ofproblem to be addressed... (para.13)
For many journalists,reading... was usually discussed as a lot of problem to be resolved.
Be couched: (fml) to be expressed in a particular way
10) Gutenberg invented the printing press (para.14)
Printing press: (here) a printing machine 印刷机
Note: the word "press" is often used tomean, among other things, newspaper in general as in phrases like the Americanpress, a press conference, press coverage.
11) After that, it became more difficult for one small group to lay anexclusive claim to books, to seize and hold reading as their own. (para.14)
Lay claim to sth:to state officially that you have a right to own sth
Seize and hold sth:to grasp sth quickly and forcibly and then hold it firmly
12) ... we are what the world of books is really about. (para.15)
...we are reallythe most important people in the world of books.
Be really/all about: used for saying what the most basic or important aspect of aparticular job, activity, or relationship is, e.g.
Love and care - -that's what family is all about.
A university must teach students how to live -- that's what schools areall about.
13) It was still in the equivalent of the club chairs that we found oneanother... (para.16)
We still found eachother like we did when we were young.
Equivalent: sb or sth that has the same size, value, importance or meaning as sb orsth else对应物; 相等物
Part Four Assignment
1)What can we gain from reading?
2) Why don't people read or read as much as they should today? What doesit
matter if people don'tread? What can we do to change the situation?
Lesson Three The Dill Pickle
Part One Warm-up
I. A Boatman’s Song
Enjoy listening to theRussian folk music.
II. Dictation
Katherine Mansfield (1888—1923), British short-storywriter, was born in Wellington,
At the age of 18 she in London to study music and to herself as a writer. In1918 she married English literary ，John Middleton Murry.
Mansfield's middle class provided the setting formany of her stories and mortality—perhaps due to her illness—dominated herwriting. Her years were burdened with , illness, jealousy and —all reflected from her work in the bitter of marital and familyrelationships of her middle-class characters.
As a
Part Two BackgroundInformation
1 Author Katherine Mansfield
1888–1923,British author, born in
Heroriginal name was Kathleen Beauchamp. She is regarded as one ofthe masters of the short story.
Atalented cellist (大提琴演奏家), she did not turn to literature until 1908.
2 Her Works
In a German Pension (1911), her first published book.
Bliss (1920) whichcollected Mansfield'sfamily memoirs and secured her reputation as a writer.
The Garden Party (1922), herfinest work written during the final stages of her illness which establishedher as a major writer.
Later volumes of storiesinclude The Dove’s Nest (1923) and Something Childish (1924;
Other collections and poems:journal, letters, and scrapbook (edited by her husband) .
3 Her Adventurous Spirit
Famously, Mansfieldremarked "risk, risk everything".
It was largely through her adventurous spirit, her eagernessto grasp at experience and to succeed in her work, that she became ensnared indisaster. . . If she was never a saint, she was certainly a martyr, and aheroine in her recklessness, her dedication and her courage.
Her last words were: "I love the rain. I wantthe feeling of it on my face."
4 Her Style
Mansfield’s stories, which reveal the influence ofChekhov, are simple in form, luminous and evocative in substance. With delicateplainness they present elusive moments of decision, defeat, and small triumph.
5 Themes of Mansfield'snovels
Themes: different human relationshipsinteracting with each other; social classes and inequality in bourgeoissociety;
the frenzied exhortation to live, which iscentral to all her writings; the opposition of convention and nature; theelevation of the great artist as the model for living and, by extension; art asa means of being "real";
the notion that destiny is a function ofdesiring—to want something strongly enough is to legitimise the means ofgetting it.
In her most persuasive work, Mansfield found a way ofpressing the threads of such a credo into the weave of her fiction. The storyof the rises and falls in Mansfield'spopularity is fasci5nating, as it shifts with the major social, political andliterary trends.
Mansfield's portrayal of social classes and theinjustices of bourgeois society had obvious appeal to the Chinese. One of thetranslators, Tang Baoxin, writes:
“With remorseless irony she lays bare thehypocrisy and shallowness of the leisured class and their men ofletters.”
6 Dill Pickle
How does it taste? It tastesvery sour.
Cucumber reserved in salty and spicy water with suchingredients as pepper, garlic, dill and vinegar.
In
Part Three TextAnalysis
1. Structure
Part I: 1-12 Achance reunion
Part II: 13-51 His story and her story
Part III: 52-66 The second breakup
2.Language points:
1. I am stilljust as ignorant for all your telling me.
for all : in spite of
I am still ignorant in spiteof your telling me.
2. … serious and infuriated outof all proportion to the occasion.
out of all proportion to theoccasion :completelyuncalled-for, totally unnecessary under the circumstances
What had happened that afternoon made him a fool ofthem both.
3.His was the truer.
That memory about the ridiculous scene graduallydisappeared. After all, it was a wonderful afternoon. His memory was the truerone. They did have a good time on that whole afternoon.
4. … she felt the strange beast that hadslumbered so long within her bosom stir, stretch itself, yawn, prick up itsears, and suddenly bound to its feet, and fix its longing, hungry stare uponthose far away places.
the strange beast :the desire to go to those places
Her strong desire to go to those places held so long in her bosom nowawoke. The desire became stronger and stronger. She was burst with her desire.
5. But what has become of yourbeautiful piano?
But what has happened to your beautiful piano?
6. He let it go at that.
He didn't pursue the matter, showing once again howself-centered he was. Under normal circumstance, a man would be dying to knowwhat had happened to the woman to force herself to part with her beloved piano.
7. Only I did desire,eventually, to turn into a magic carpet and carry you away…
magic carpet metaphor: the protection
Magic carpetis an allusion to the story in The Arabian Nights which describes
how a magic carpet can carrypeople wherever they wish to go.
Character Analysis: Vera's change
Physical Changes：
Six years ago : beautiful happy
Six years later : poor, lessbetter off, in poor health
Spiritual Changes：
Six years ago: nothing toworry about, suppressing her dream and desire, longing, aspiration (togetherwith the man), belonging to the leisure class , well-educated (she usedto know a lot of flowers, Para. 13)
Six years later : fragile(ill not so well), fragile but strong-willed (for the fact that she resistedthe temptation), too romantic (she focused too much on spiritual life), stillwell-educated, middle- class, but now in a very difficult situation,sensitive and tolerant (because she was very considerate and sensitiveto other's feelings, not willing to hurt others), feminist: a spirit ofsacrifice (If she couldn't gain spiritual satisfaction, she would give up.)
Unchangedpersonality
One point she kept for 6years
She never told the man whyshe left him. She wanted the man to feel her desire rather than tell him. Thatjust created such trouble: She wanted this, but the man was insensitive.
Part Four Assignment
1. Whydid Vera want to leave when the man mentioned their breakup six years ago? Whydid she then change her mind and stayed?
2. Do youthink Vera and the man were lonely for the same reasons? Was she an egoist ashe was?
3. Whydid she leave again, and so abruptly?
Lesson Four Diogenes and Alexander
Part One Warm-up
Questions:
What does the author tell us about Diogenes? Who was he? What was his philosophy? What did he think was the problem with people? How did he intend to help them? What were the key values he promoted? How, in his opinion, could we find true happiness?
What does the author tell us about Alexander? What did this king have in common with Diogenes, the beggar? Why was Alexander considered a man of destiny?
How would you contrast the two characters? Why did Alexander decide to visit Diogenes? What did Diogenes really mean when he said that Alexander was blocking the sunlight?
Part Two BackgroundInformation
1 Author
Gilbert Highet (1906—1978) wasUS “educator, author, and critic”. “He is noted for popularizing intellectualtopics; wrote ‘Anatomy of Satire,’ 1962.”
2 Diogenes
Diogenes: (412 B.C. — 324B.C.), Greek philosopher who founded theCynic school of philosophy, stressing self-control and the pursuit of virtue.He was the son of Hicesias, who was exiled from his home town of Sinope, allegedly fordefacing its debased currency. Thereafter, he lived in streets of Corinth and Athenswhere he is said to have lived in a barrel. He became the prototype ofCynicism.
Diogenes has beendescribed as a Socrates gone mad. Like Socrates, he saw himself encouraging mento examine their own behaviour, and to live a virtuous life. By this, he meanta life of total self sufficiency free from social restraint, and distractingdesires.
Living lifeaccording to nature was interpreted by Diogenes to mean a back to the basicexistence. Virtue lay in requiring the bare minimum for existence. He lived thelife of a true ascetic.
Diogenes deemed man themost intelligent and the most foolish of the animals. For the proper conduct ofhuman life, he claimed, we need "right reason or a halter". Mostneeded the halter. He is said to have wandered through the market place bearinga lamp in broad daylight proclaiming: "I am looking for a man." Itwas a matter of self mastery.
Slavery was amatter of attitude. Diogenes himself had once been captured and sold as aslave. When asked by the slave master what he could do, he replied:"Govern men", and asked for a buyer who wanted a master. Thepurchaser made him tutor to his sons who did indeed obey and revere him.
Cynic Diogenes: Diogenes became adisciple of Antisthenes, who was at the head of the Cynics. Antisthenesat first refused to admit him and even struck Diogenes with a stick. Diogenescalmly said, "Strike me all you want but I will not leave your presence,while you speak anything worth hearing." Antisthenes was so impressed withthis reply that he admitted him into the Cynics. Diogenes fully adopted theprinciples and character of his master.
3 Cynicism
Origin ofcynicism
Cynicism derivesits name from the Greek word for Dog. Aristotle refers to Diogenes as "TheDog" and Diogenes had no problem with the nickname. Cynicism was not aschool of philosophy, but rather an erratic succession of individuals whichbegan with the philosopher Antisthenes.
Cynicismemphasized moral self-mastery, rejection of government, property, marriage andreligion. However, Diogenes was not above stealing, claiming all things are theproperty of the wise.
Cynicism: Aphilosophy, first expounded by Diogenes, that encourages indifference to socialconvention and material comforts in order to concentrate on self-knowledge. Theaim of the Cynic was to become self-determining, hence free, by living inaccordance with nature.
Cynics were a small butinfluential school of ancient philisophers. Their name is thought to be derivedeither from the building in Athens called Cynosarges, the earliest home of theschool, or from the Greek word for a dog (kuon), in contemptuous allusion tothe uncouth and aggressive manners adopted by the members of the school. TheCynics agreed in taking a dog as their common badge or symbol.
From a popularconception of the intellectual characteristics of the school comes the modernsense of “cynic”, implying a sneering disposition, a disbelief in the goodnessof human motives and a contemptuous feeling of superiority.
4 Alexander the Great
Alexander III was the King ofMacedonia (336—323BC) and conqueror of Asia Minor,
Alexander'sconquests and the administrative needs of his Greek-speaking successorspromoted the spread of the Greek language and Greek culture across the easternMediterranean and into Mesopotamia.
5 Plato & Aristotle
Plato (427?—347 BC?)was a Greek philosopher, a follower of Socrates. He founded the Academy (386),where he taught and wrote for much of the rest of his life. Plato presented hisideas in the form of dramatic dialogues, as in The Republic.
Quotations fromPlato
Either death is astate of nothingness and utter unconsciousness, or, as men say, there is achange or migration of the soul from this world to another… Now if death be ofsuch nature, I say that to die is to gain; for eternity is then only a singlenight.
He who is of acalm and happy nature will hardly feel the pressure of age, but to him who isof an opposite disposition youth and age are equally a burden.
The direction inwhich education starts a man will determine his future life.
Aristotle (385—323 B.C.) was the greatest of heathenphilosophers. A pupil of Plato, the tutor of Alexander the Great, and theauthor of works on logic, ethics, metaphysics, natural sciences, politics, andpoetics, he profoundly influenced Western thought. In his philosophical system,theory follows empirical observation, and logic, based on the syllogism, is theessential method of rational inquiry.
His father was court physician to the Kingof Macedonia. From the age of 17 to 37 he remained as pupil of Plato and wasdistinguished among those who gathered for instruction. The relations betweenthe renowned teacher and his illustrious pupil have formed the subject ofvarious legends. There were divergencies of opinion between the master, whotook his stand on sublime, idealistic principles, and the scholar, who, even atthat time, showed a preference for the investigation of the facts and laws ofthe physical world.
6 Hercules
Hercules was the son of Zeus and Alcmene, a hero of extraordinarystrength who won immortality by performing 12 labors demanded by Hera.
Part Three TextAnalysis
1. Structure
Part 1 (paras. 1-9) about:Portrait : Diogenes the beggar
Part 2 (paras.10-11) about:Diogenes’response (as compared to the other people’s ) to the coming visit of Alexander
Part 3 (para.12) about:Portrait:Alexander the Conqueror
Part 4 (paras13-17) about:Alexander’s call on Diogenes
2.Language points:
1. He had opened his eyes…, donehis business like a dog at the roadside, …eaten them squatting on theground, and washed them down with a few handfuls of water scoopedfrom the spring.
handfuls of : “-ful” is usedas a noun suffix.
scooped from the: lifted out as if with a ladle
done his businesslike a dog :had answered nature’s call like a dog
2. Everybody knew himor knew of him.
knew :was familiarwith
knew of :was told orread or heard about the person
“know” and “know of” are used together toshow the contrast.
3. Sometimes they threw bits offood, and got scant thanks; sometimes a mischievous pebble, and got a showerof stones and abuse.
got a shower ofstones and abuse :A pebble playfully thrown bya naughty person
A pebble (a smallround stone, indicating the teasing manner of the pitcher) is sharplycontrasted with a shower of stones.
4.It was not a house,not even a squatter’s hut.
house :A general termfor a dwelling place for a man or his family
hut :A crude ormakeshift dwelling or shelter
He did not liveeven in a deserted hut.
5. He spent much of his life inthe rich, lazy, corrupt Greek city of Corinth,mocking and satirizing its people, and occasionally converting one of them.
He chose to liveamong the wealthy, lazy and dishonest citizens of Corinth, spent much of his time ridiculingthem and occasionally persuaded one of them into adopting his belief.
6. He was not the first toinhabit such a thing.
He was not thefirst man who had lived in such a storage jar.
7. Live without conventions,which are artificial and false; escape complexities and extravagances: onlyso can you live a free life.
only so can youlive a free life :Inverted order
Only when you live without artificial andfalse conventions and avoid complex lives can you live a free life.
8. In order to procure aquantity of false, perishable goods he has sold the only true, lasting good,his own independence.
People get onlysome false and easily spoiled material goods at the cost of their owneverlasting independence.
9. His life’s aim was clear tohim: it was “to restamp the currency”: to take the clean metal of human life,to erase the old false conventional markings, and to imprint it with its truevalues.
Life is like ametal marked with false and conventional values. His life task is to removethose false markings and imprint a true value on it.
PartIV. Assignment
If you think of yourself as a person with a mission, a mission to serve the people, would you rather be Diogenes with his philosophy or Alexander with his power?
Does Cynicism have any relevance to today’s realities?
Lesson Five SilentSpring
Part One Warm-up
DiscussIssues on Environment
Ø What do you know about environmentalpollution?
Pollution refers primarily to the fouling of air, water, and land bywastes.
Thus litter, and auto junkyards are said to constitute visual pollution;excessive noise to cause psychological or physical damage is considered noisepollution; and waste heat that alters local climate or affects fish populationsin rivers is designated thermal pollution.
The 20th century has seen pollution crisis throughout the world.
Ø Copenhagen Climate Summit2009
碳减排 carbon emission reduction
生态旅游 ecotourism
无车日 car-free day
再生水 recycled water
一次性筷子 disposable chopstick
绿色信贷 Green Credit
可再生能源 renewable energy
污水治理 sewage treatment
Part Two BackgroundInformation
1 Author
Rachel Carson,1907-1964: Environmentalist and Author Rachel Carson was born on Maytwenty-seventh, nineteen-oh-seven in Springdale, Pennsylvania. Rachel's father, Robert Carson, was asalesman who invested in local land. He purchased twenty-six hectares of landto make a home for his family. The area was surrounded by fields, trees.
The Carson family enjoyedliving in the beautiful, country environment. Rachel's mother, Maria Carson,had been a schoolteacher. She loved books. She also loved nature. Rachel wasthe youngest of three children. Her sister and brother were already in schoolwhen she was born. So Missus Carson was able to spend a lot of time withRachel. She showed Rachel the beauty of nature. She also taught Rachel a deeplove for books. Missus Carsonbecame the most important influence on Rachel's life.
2 Issues On Environment
Many consumers are concerned about theeffects of pesticide residues in foods, especially for infants, whose systemsmay not be able to convert toxic chemicals into harmless substances as readilyas adult systems can.
In addition, concerns have been raised forfarm workers in developing countries that lack the protective safeguardsrequired in the
Part Three TextAnalysis
1. Structure
Part I: paras.1-6 atown before & after the disaster
Part II: paras. 7-9 cause of the disaster: chemicals
Part III: paras. 10-14 character & impact of man’s tamperingwith nature
Part IV: paras. 15-18 reasons why pesticides fail to solve the pestproblem
Part V: paras. 19-24 cause of modern pest problem and possiblesolutions
Part VI: para. 25 conclusion
2. Language points
1. There was once a town in the heart of
hrmony with its surroundings ( Para. 1)
heart: the central or most important part
Note the various meanings of the word “life” in the text.
In this sentence it means “living things”.
in harmony with: in a state of peaceful co-existence and agreement
Paraphrase:
Once upon a time there was a town in the central part of
living things seemed to co-exist peacefully with their environment.
2. In autumn, oak and maple and birch set up a blaze of color that flamedand
flickered across a background of pines.(1)
set up: to cause, produce, raise: ~ a wall
a blaze of color: an impressive and noticeable show of colors
Paraphrase:
In autumn, the oak, maple and birch trees turned yellow, red or brown,thus
making a beautiful show of colors against the dark green of pine trees.
Pay attention to Carson’suse of color in describing the town before its
environment was contaminated: white clouds floating above green fields in
spring, the blaze of color in autumn, etc.
3. Then some evil spell settled on the community: mysterious diseases sweptthe
flocks of chickens; the cattle and sheep sickened and died.(3)
Spell: words that make magical things happen
Note the use of unit words in English:
a flock of chicken/sheep/tourists;
a herd of cattle/elephants
--Then, as if by some evil power, disaster fell on the community: Strange
diseases quickly struck down large numbers of chicken; the cattle andsheep
became ill and died.
4. The feeding stations in the backyards were deserted.(4)
feeding station:
a dish-like container fixed on top of a post where people regularly leave
sunflower seeds or the like for passing birds to feed on. Feedingstations are
generally put up in the backyards.
Deserted:
forsaken; visited by nobody (here birds)
A ~ street /island
--No birds came to feed on what was there at the feeding stations.
5. Considering the whole span of earthly time, the opposite effect, in whichlife
actually modifies its surroundings, has been relatively slight.(10)
--When we think of the long history of life on earth, the degree (orextent) that
living things affect their environment has been insignificant as comparedwith
the effect of the environment on plant and animal life.
but it has changed in character (11)
…but the nature of this power to alter the environment has changed.
In the past, to survive humans made use of what nature offered, forexample,
by cutting down trees, damming rivers; now they create things that didnot
exist, such as chemicals and unnatural radiation.
6. Chemicals sprayed on croplands or forests or gardens lie long in soil,entering
into living organisms, passing from one to another in a chain ofpoisoning and
death.(11)
lie long in soil: they stay in soil for a long time because they don’t break
down chemically there
entering into living organisms, passing from one to another in a chain of
poisoning and death:
the chemicals that insecticides contain are likely to enter birds andanimals in
food, and then pass out in waste matter from their bodies, get into thesoil and
are absorbed by the plants that grow on it. When birds and animals andpeople
eat the plants, these substances again are taken into their bodies. Thisprocess
goes on and on endlessly, poisoning plant and animal life alike. Inshort, the
chemicals tend to be endlessly recycled in the food chains.
7. These chemicals are now applied almost universally to farms, gardens,forests,
and homes, killing every insect, the “good”and the “bad”, to still the song
of birds and the leaping of fish, to coat the leaves with a deadly film,and to
linger on in soil— (Paralleledstructures used as adverbial of results) all
this though the intended target may be only a few weeds or insects. (16)
The purpose of the wide use of the chemicals in farms, gardens, forestsand
homes is to kill some weeds or insects. But the fact is that they claimthe lives
of birds, fish and leaves and have a delayed effect in soil.
8. Can anyone believe it is possible to lay down (store for futureuse ) such
a large number of poisons on the surface of the earth without making itunfit for
all life? (16)----Rhetorical question
Such a number of poisons stored on the surface of the earth will surelymake
it unfit for all living things.
PartIV. Assignment
1. What is the right attitude to nature?
2. How do you look at human being’s role in nature?
3. Is our intelligence a blessing or a curse?
4. How should we look at science and technology?
5. Where did Carson’ssense of mission come from?
Lesson Six How Do We Deal with the Drug Problem?
Part One Warm-up
Discuss the followingquestions:
What did you know about the drug problem before reading the essays? Why do you think people still take drugs in spite of the worldwide anti-drug campaigns?
What do you know about the situation in
Part Two BackgroundInformation
1. Authors
1. Gore Vidal
Prolific American novelist, and essayist politicalactivist: Democratic-Liberal
• “Probably no American writer since Franklinhas derided, ridiculed, and mocked Americans more skillfully and more oftenthan Vidal.” (Gordon S. Wood, The New York Times, December 14, 2003)
• Gore Vidal was often pointedly controversial: he published comments ondemocracy, homosexuality, religion, and drug legalization.
2. Clarence Page
• Columnist and member ofthe editorial board of the Chicago Tribune
• 1972 Pulitzer Prize for aChicago Tribune Task Force series on voter fraud
• 1989 Pulitzer Prize forCommentary
3. Charles Krauthammer
• a syndicatedcolumnist: The Washington Post Writers Group
• political commentator
• physician
• conservative(neoconservative in foreign policy)
Part Three TextAnalysis
1. Structure of Essay 1
What is the solution to the drug problem offered by Vidal?
legalization rather than criminalization
What then are his main arguments?
• The right to be informed correctly (paras. 1-2)
• The right to choose (paras. 3-4)
• Sane people won’t be addicted to drugs. (para. 5)
• A lesson from Prohibition (paras. 6-7)
• The government and the mafia have a vested interest in the
criminalization of drugs. (paras.8-10)
2. Language points :
Argument 1
1. at cost(at cost price)
Tom’s uncle is a car dealer and let himbuy the car at cost.
Cost+_______ = selling price
Ø Translation
• 倾销是指用低于成本的价格进行销售，以将竞争对手赶出市场的行为。
Dumping is the selling below cost to drivecompetitors out of
market.
• 实话和您说吧，这差不多是成本价了。
To tell you the truth, it’s almost at costprice.
2. kick/breakthe habit (infml)
to stop doing sth that has been a habitfor a long time, esp. a bad or dangerous habit
• The center provides help for addicts who have kicked their habit and want to stay away from drugs.
• Alex has kicked cigarettes,heroin, and booze.
3. (just) forthe record
• Just for the record, I didn’t vote for him.
• For the record I’d just like to say that I totally disagree with this decision.
Argument 2:
• end up
I wondered where the pictures would end upafter the auction.
• end up doing sth
Most slimmers on crash diets end upputting weight back on.
• end up with
Anyone who swims in the river could end upwith a nasty stomach upset.
• end up as
He could end up as President.
• end up like
I don’t want to end up like my parents.
Argument 3:
1. it is toobad that…
it is a pity that…
It is too bad that the country had to goto war over the matter.
2. it is nottoo bad if…
It is not too bad if a man has some wilddreams.
Argument 4:
1. sth isforbidden to sb
那时任何外国人都被禁止进入该地。
Entry to the place was then forbidden toall foreigners.
2. stamp out
地方政府发动了一场运动来清除腐败。
The local government has made a drive tostamp out corruption.
3. have/feelcontempt for
我对这种不诚实的行为只有蔑视。
I have/feel nothing butcontempt for such dishonest behaviors.
Argument 5:
1. get (sb)hooked on
• 根据最近的一份报告，八岁的小孩子就会吸海洛因成瘾。
Children as young as eight years old canget hooked on
heroin, according to a recent report.
• 小伙子是很容易喜欢上这种音乐的。
Young men can easily get hooked on thiskind of music.
2. have avested interest in (doing) sth
• 美国南北战争以前，要废除奴隶制很难，因为奴隶主有既得利益。
It was difficult to end the system ofslavery before the Civil War because slave owners had a vested interest inkeeping it.
• 莫娜离开公司对他有利。
He has a vested interest in Mona’s leavingthe firm.
wither away
todie out or disappear gradually
• 因为吸毒，她成为艺术家的希望逐渐幻灭。
As a result of her drug addiction, herpromise of becoming an artist withered away.
• 上了年纪的人抱怨说，在这个自由社会里，老的价值观念正在逐渐消失。
Older people are complaining that the oldvalues are withering away in this free society.
Structure of Essay 2
What is the solution to the drug problem offered by Page?
Neither legalization norcriminalization will work. It is in fact
a social problem.
What then are his main arguments?
• Legalization is oversimplified: proponents’ arguments. (paras. 11-15)
• Legalization’s failure: opponents’ arguments. (paras. 16-18)
• Criminalization is neither the right answer to this problem. (paras.19-20)
Argument 1: Transition
Para.11: Unfortunately, legalization sounds too good to be true.
Para.12: It sounds good because it is simple…
Para.13: Deep thinkers…
Para.15: He was not alone in his sentiments.
Para.16: The simplicity…Unfortunately, the simple beauty…has an ugly gaping hole.
Argument 1: Writing Techniques
1. Satire/Irony:
• If you can’t win the game, change the rules.
• …deliciously convenient…
• Deep thinkers…
2. Understatement:
• …sounds too good to be true and probably is.
3. Quotationfrom authority:
• para.15
Language points:
Argument 1:
1. pump…into…
to put a large amount of sth into, usu.at a high rate
• 特区政府未来五年在旅游业投入18亿美元以振兴不景气的经济。
The SAR Government will pump $1.8 billioninto the tourist
industry over the next five years to helprevive the sagging
economy.
• 在考试前她极力向他灌输一些知识.
She tried to pump some facts into his headbefore the examination.
2. bail out
to remove water; to help sb out oftrouble, esp. financial problems
• 我们不能指望政府帮助所有的亏损公司摆脱困境。
We can’t expect the government to bail outall the failing
companies.
be alone in (doing) sth
• 不是只有我一个人这么认为。
I am not alone in thinking so.
Argument 2: Discussion
Legalization’s failure: opponents’ arguments
1. What do the following people say?
Prof. James Q. Wilson
William Bennett
2. Interesting comparison: paras. 16 & 18
Ø Do you find anything worth noting?
Ø What does your finding suggest for our own essay writing?
Language points:
Argument 2:
1. the beautyof sth
The beauty of e-mail is its speed and easeof use.
2. rebuttal
• make a rebuttal of
They made a clause-by-clause rebuttal ofthe letter.
Argument 3: Discussion
Criminalization is neither the right answer to thisproblem.
Ø Then what is the answer according to the author?
• The quick fix is illusorybecause…
• The slow fix is illusorybecause…
Language points:
Argument 3:
magic bullet
There’s no magic bullet for schoolreform.
quick fix
There’s no quick fix for stoppingpollution.
Congress is trying to avoid quick-fixsolutions.
Essay 3
Structure of Essay 3
What is the solution to the drug problem offered by Krauthammer?
Deglamorization. Drug problem can onlybe solved culturally.
What then are his main arguments?
• Is legalization a good solution? (paras. 21-26)
• What should we do? (paras. 27-31)
• Conclusion: four solutions. (para. 32)
•
Argument 1: Words and Expressions
1. to boot
in addition; too;furthermore
It was a long film and an uninterestingone to boot.
2. dwarf
to be so big that other things are made toseem very small
Shakespeare dwarfs other dramatists.
3. be here tostay
To legalize other drugs is to declare that the rest of the pharmacy ishere to stay too.
Argument 2: Discussion
1. Why does the author mention smoking?
changed image of smokers?
measures taken?
2. We should do the same to drugs…
attitude towards the “JustSay No to Drugs” campaign?
What does he mean by“cracking down hard on users”?
Argument 2: Words andExpressions (1)
1. project
to try to make people see sth in aparticular way
他的第一项任务就是塑造格拉斯哥友好城市的形象。
His first job is to project Glasgow as a friendlycity.
2. crack down(hard) on
to be strict in making a group of peopleobey rules or laws
他们正在严厉查处酒后驾车。
They are cracking down hard on drunkdriving.
3. enough togo around
enough to be shared among a group or to doall the things needed
Eventually, we will not have enough waterto go around.
Are there enough books to go around thewhole class?
4. imposesanctions against
Some people propose to punish drug takersby imposing stiff sanctions against their property—heavy fines andconfiscation.
5. throw in
to add sth to what you are selling withoutincreasing the price
They offered me a weekend break in Paris, with free beer
thrown in.
Part Four Assignment
1. Do these different solutions represent different vested interests?
2. What would you say about the content, structure and language of the threeessays?
3. How are the following methods used to support the arguments?
• logic/close reasoning
• facts
• statistics
• source of authority
• commonsense
• experience
• basic principles
Lesson Eight In My Day
Part One Warm-up
1. Questions:
(1)When do people attain oldage?
(2)What changes would occurto the elderly?
(3)Why do the aged like totalk about their past lives?
(4)What are your thoughts onage and aging?
2.Generation gap refers to the difference in ideas, feelings and interests between olderand younger people, which often causes misunderstanding. In the U.S.A, "Nevertrust anyone over thirty" had even been a very common belief amongyoung people.
How to bridge it ? mutual understanding and love ….
3. The Image of the Mother
4 Years of Age— My Mommy cando anything!
8 Years of Age— My Mom knowsa lot! A whole lot
12 Years of Age— My Motherdoesn’t really know quite everything.
14 Years of Age— Naturally,Mother doesn’t know that, either.
16 Years of Age— Mother?She’s hopelessly old-fashioned.
18 Years of Age— That oldwoman? She’s way out of date!
25 Years of Age— Well, shemight know a little bit about it.
35 Years of Age— Before wedecide, let’s get Mom’s opinion.
45 Years of Age— Wonder whatMom would have thought about it?
65 Years of Age— Wish Icould talk it over with Mom!
4. Tell us a story about your parents thattouches your heart and is rooted deeply in your memory.
Part Two BackgroundInformation
1. Author: Russell Baker
●Born inVirginia in 1925
●In charge of "The Observer"column for the New York Times from 1962 to 1998.
●Won his first Pulitzer Prize in 1979 fordistinguished commentary as a columnist. Received his second Pulitzer Prize in1983 for his autobiography Growing up
●Regardedas one of America's leading wordsmiths and humorists
2.Russell Baker’s main works
Growing up
Russell Baker’s book of American Humor
Fear and Loathing in George W. Bush’s Washington
Poor Russell Almanac
(The text is extracted from the first chapter ofGrowing Up.)
3.Russell Baker’s memoir Growing up
This book traces his youthin the mountains of rural Virginia.When Baker was only five, his father died. His mother, strong-willed andmatriarchal, never looked back. These were depression years, and Mrs. Bakermoved her family to Baltimore.Baker's mother was determined her children would succeed, and her unfailingfaith in the talents of her young son was not misplaced. He did
Everything, from delivering papers to hustlingsubscriptions for the Saturday EveningPost. As is often the case, early hardships make the man.
4.The Great Depression
（The GreatDepression is what we refer to the global economic recession between 1929 to 1933 ,which ,especially inthe US, is usually identified with thestock market crash of 1929.during that time ,some towns in the U. S. ,
One of the most criticaleconomic periods in the
Causes of the Great Depression:
Speculation in the 1920s caused many people to buystocks with loaned money. The stock market boom was very unsteady, because itwas based on borrowed money and false optimism.
Politicians believed thatbusiness was the key business of
Stock Market crash on October 24, 1929 (blackThursday)
Misery and personal sufferings were widespread.
Living conditions changed when multiple families crowdedinto small houses or apartments.
Unemployment rate was very high.
Thousands went hungry.
Children suffered long term effects from a poor dietand inadequate medical care.
Women continued to doingwomen’s work such as nursing, and even if they were able to get an industry jobwhich seldom hired women, they usually were paid less than men.
Part Three TextAnalysis
1.Structure of the text
Part 1 (1-45) about: Understanding of a mother from ason’s point of view
Part 2 (.46-53 ) about: Understanding of children froma father’s point of view
Part 3 (54--55 ) about: Meeting of the two views
2.Language points:
1. bend v.
a. to lean forwards and downwards
b. to become curved
c. to apply the mind closely
Examples:
l She bent forwards and whispered in my ear.
l The stream bends to the west.
l He was bent on making them happy.
Expressions:
l bend sb.’s ear
l bend your mind/thoughts to sth.
l bend before
l be bent on
2. bore n. a.sb. who talks too much about things that are not very interesting
b. a boring or annoying activity or situation
v. a. to make sb. feel impatient
b. to make a deep hole in sth. hard
Examples:
l I was angry with him for that, … for havingbecome one of those ancient bores…
l I find cleaning a real bore.
l I won’t bore you with all the details.
l The insects bore through the furniture.
3. burden
v. to create a problem or serious responsibility forsb.
Examples:
l I don’t want to burden you with mytroubles.
l He was increasingly burdened by ill health.
4. dismiss v.
a. to force sb. to leave their job
b. to refuse to accept that sth. might be true orimportant
c. toofficially tell people they can leave a place
d. to put out of court without further hearing
5. fierce a.
a. involving very strong feelings such asdetermination, anger or hate
b. (of weather) strong and severe
c. very difficult or unpleasant
Examples:
l I thought of a doll with huge, fierceeyes.
l The fierce thunders roar me their music.
l It is a fierce examination process.
6. flag
v.a. to become tired or weak, or begin to lack enthusiasm
b. to mark sth.so that you will be able to find it again
flagging: a. becoming weaker, more tired, or lessenthusiastic
Examples:
l After a long day, his energy flagged.
l I flagged any words I didn't know.
l … all she needed was a good pep talk torecharge a flagging spirit.
7. formidable
a. very impressive in size,power, or skill and therefore deserving respect and often difficult to dealwith
Examples:
n Meeting the energy demands of a big cityis a formidable task.
n The company has built up a formidablereputation for quality.
n He is a formidable opponent.
8. hover
v. a. to remain floating, suspended, or fluttering inthe air
b. to remainor linger in or near a place
c. to be in astate that may change at any time
Examples:
l Gulls are hovering over the waves.
l The waiter was hovering by their table.
l His girlfriend is hovering between life anddeath.
9. preside
v. to be in charge of an official meeting or otherevent
Examples:
n These committees are usually presided overby a senior judge.
n The priest is often invited to preside atthe reception.
10. radiant a.
a. sb. who is radiant looks extremely happy
b. very bright
Examples:
l One day when I arrived at her bedside shewas radiant.
l The sea was a radiant blue.
11. stir v.
a. to move food around in a dish using a spoon orother objects
b. to make sb. feel upset, or enthusiastic
c. to move or be moved slightly by wind
Examples:
l Please stir the soup before tasting it.
l The murder has stirred (up) a lot of illfeeling in the community.… when age finally stirs their curiosity…
l The white curtain stirred gently in thesummer breeze.
12. transparent a.
a. clear or thin enough for you to see things through
b. easily seen through or detected; obvious
c. not trying to keep anything secret
Examples:
l Glass is a transparent material.
l It is a transparent lie.
l Citizens are asking for a more transparentdemocratic government.
13. vein n.
a. one of thetubes in your body that carry blood to your heart
b. a layer ofa metal or other substance inside the earth
c. aparticular mood, style or substance
d. a supplyor amount of a particular thing
14. wear
n. a. damageor changes that affect sth. when it has been used a lot
b.fatigue, exhaustion
c.clothes that are suitable for a particular activity or group of people
Examples:
l There was heavy wear on all four wheels.
l … that age and wear could be overcome by aneffort of will, …
l I didn't bring any evening wear.
15. blood and bone your own flesh and blood
Examples:
l I couldn't see my blood and bone (flesh andblood) insulted in this way.
bad blood 怨恨
be after sb.’s blood 恨透了某人
Blood is thicker than water. 血浓于水
have sb’s blood on your hands导致某人死亡
make your blood boil怒火中烧
make your blood run cold令人毛骨悚然
new/fresh blood新增成员
bone
a bag of bones骨瘦如柴的人
chilled/frozen to the bone 寒冷刺骨
close to the bone 露骨的
feel/know sth. in your bones极为确信某事
have a bone to pick with sb. 对某人生气，抱怨
16. mend one’s ways : to improve one’sbehavior after you have been behaving badly for a long time
Examples:
… I suppose,that she was mending her ways.
mend fences : to try to become friends again with sb.you have argued with
The object of themeeting was primarily to mend fences.
17. on one’s mind : to keep thinking aboutand worrying about sth.
Examples:
l You seem quiet today. Do you have anythingon your mind?
l Work is very much on her mind at themoment.
18. on the run
a. while youare busy or hurrying
b. trying to hide or escape from sb., especially thepolice
c. in a weak position in an argument or competition
Examples:
l I had to eat lunch on the run today.
l A dangerous criminal is on the run in thebay area of the city.
l Labor has the Conservatives on the run.
19. pep talk : a talk during which sb. encourages youto do sth. better or to work harder
Examples:
l We got a pep talk from our coach.
pep up: to make sb. or sth. more active andlively
A short breakwould pep you up.
We need to lookat ways of pepping up the economy.
20. silver lining : a hopeful or comfortingprospect in the midst of difficulty
Examples:
l Every cloud has a silver lining.
l Three years earlier I had… and… had writtenher with some banal advice to look for the silver lining…
21. way out
a. far from other places or building
n. a way of dealing with a problem
Examples:
l Our farm is way out beyond the town.
l There must be a way out of this mess.
3. Text Analysis
（1）What was thecharacter of the mother when she was young?
（Scan the text andlist out the related information.）
| straight- forward | I tell people exactly what’s on my mind, … |
| strong-willed | She was a formidable woman, determined to speak her mind, determined to have her way, … |
| energetic | She had hurled herself at life with an energy that made her seem always on the run. |
| never defeated by life | life was combat, and victory was not to the lazy, the timed, the drugstore cowboy, … |
（2）Question: Whatvalues do you think were reflected inthe mother’s way of life when she was young?
Themother was always on the run and working hard because she believed that hardworking is the necessary part of one’s life. Life was a struggle, a fight, abattle for survival, for salvation, and for the glory of God. Only by hardworking can one be successful in the end. Those who were lazy, timid, loiteringand afraid to tell others the true feelings were losers of the life.
（3）How did theauthor react to his mother’s senility from a son’s point of view?
| at the beginning | I could not accept the inevitable. My impulse was to argue her back to reality. |
| later | I soon stopped trying to argue her back to what I considered the real world. I tried to travel along with her on those fantastic journeys into the past. |
（4）Question: What madethe author change his reaction to his mother’s senility?
At the beginning, he triedto argue his mother back to reality from his point
of view because he believedthat his mother being a normal person would be better for her and her family.But later when he began to look at it from his mother’s point of view, heunderstood his mother was much happier when she could travel back to herchildhood when she was loved and needed. So he would like to travel along withher into her past and understood his mother more.
（5）How did theauthor understand the relationship with his children from a father’s point ofview?
| in the past | I had developed the habit of lecturing them on the harshness of life in my day. I tried to break the habit, but must have failed. |
| now | Between us there was a dispute about time. |
(6) Question:What does the author mean by “a dispute about time”?
Itis one of the reasons why there is generation gap between parents and children.The parents always like to talk about their past to the children because thatwas once their “future” they dreamed of and struggled for. But for thechildren, they are indifferent to the parents’ “future” because it is past forthem. They are now dreaming for their future. This is the dispute of time.
4.Writing Devices
1. Parallelism and Repetition
She ran after chickens, … She ran when she made thebeds, ran when she set the table. … she ran.
Repetition: ran…ran…ran…ran
Parallelism : She ran when she…ran when she…
Repetition is a major rhetorical strategy forproducing emphasis, clarity, amplification, or emotional effect.
Parallelism: more examples
Words and phrases
Not Parallel: The teacher said that he was a poorstudent because he waited until the last minute to study for the exam,completed his lab problems in a careless manner, and his motivation was low.
Parallel: The teacher saidthat he was a poor student because he waited until the last minute to study forthe exam, completed his lab problems in a careless manner, and lackedmotivation.
2. clauses
Not Parallel: The salesman expected that he wouldpresent his product at the meeting, that there would be time for him to showhis slide presentation, and that questions would be asked by prospective buyers(passive).
Parallel: The salesman expected that he would presenthis product at the meeting, that there would be time for him to show his slidepresentation, and that prospective buyers would ask him questions.
Part Four Assignment
1)Prepare for the dictation of Unit 8
2)All the exercises after Text A, unit8
3) Preview Unit12
4) Prepare for thepresentation at the beginning of the next class
Lesson Nine Globalization’s Dual Power
Part One Warm-up
Questions:
Whatsigns of globalization do you find around you?
Howdo you evaluate the impact of globalization on your life?
Part Two BackgroundInformation
1. Author
RobertJ. Samuelson (1945-) A 1967 graduate of Harvard Universitywith a B. A. in government.
Abiweekly columns writer for The WashingtonPost, The Los Angeles Times, The Boston Globe…
One of themost recognized writers for his biweekly columns analyzing and reportingsocioeconomic issues.
2. Genre
ArgumentativeWriting
Clear-cut structure
topic sentence, transitionsignals…
Convincing arguments
statistics, quotations,examples, definitions…
Long and balanced sentences
parallelism, sentencepatterns…
Economic terms and jargons
bond, merger, balance ofpayments…
Part Three TextAnalysis
1. Structure
Introduction (paras. 1-2): Globalization is adouble-edged sword, a daunting question of the 21st century.
Argumentation (paras. 3-33): advantages (paras.3-17)
disadvantages (paras.18-33)
Conclusion (para. 34): promise vs. peril
2.Language points:
on the edge
• close to the point atwhich sth different, esp. sth bad, will happen
Their economy is on the edgeof collapse.
She is on the edge ofdespair.
But from where we stand, theyappear to be teetering on the
edge of financial—andsocietal—disaster.
champion v.
• to publicly fight for anddefend an aim or principle, movement or person, such as the rights of a groupof people
She championed a just cause.
champion n.
He’s the reigning champion.
They are both gunning forplaces in the championship.
He is a champion at playingbasketball.
be prone to
• to be likelyto do sth or suffer from sth, esp. sth bad or harmful
Workers who are forced towork long hours are prone to accidents.
Some plants are very prone todisease.
Kids are all prone to eatjunk food.
onboth/several/all counts
I’m afraid I do not agreewith you on all counts.
I find this unconvincing onseveral counts.
balance ofpayment
• the difference between acountry’s imports and exports balance of payments surplus 国际收支顺差/赢余
balance of payments deficit 国际收支逆差/亏损
current-account
• (in the text) anaccount of credits, debits, receipts, and expenditures between two countries
surge
The taxi surged forward.
She could feel anger surginginside her.
How can we expect a surge inhis financial status in a short span of 5 years?
a surge of
There is a surge ofexcitement in his press conference.
Whenever there is disputebetween the two countries over the
border area, a surge ofrefugees can be predicted.
Part Four Assignment
1. Isglobalization already a reality or a choice? why?
2. Doesglobalization have anything to do with culture? Do you think globalization isanother word for Americanization (culturally, economically, etc.)? Why or whynot?
3. Takinginto consideration both the pros and cons of globalization, what kind ofattitude should we adopt towards globalization?
Lesson Ten The End of the Civil War
Part One Warm-up
1. Howdid civil wars usually end? Any examples? What about the Liberation War in
2. Inwhat ways was the ending of the American Civil War unique?
3. Accordingto the author, what made this special ending possible?
4. Inwhat ways was such an ending significant to the
Part Two Background Information
Author: Jay Winik,
Senior scholar of history and public policyin the School of Public Affairs, University of Maryland
Leading historian of the American Civil War
Part Three TextAnalysis
1 Structure
I. Purpose and approach (paras. 1-2)
II. The Appomattox Surrender (paras. 3-15)
A. Lee’s decision to surrender (paras. 3-5)
B. Lincoln’s vision (paras. 6-8)
C. The Appomattox Surrender (paras. 9-15)
III. The final surrender (paras. 16-22)
A. Volatile situation after the surrender(paras. 16-19)
B. The Bennett House Surrender (paras.20-22)
2. Language points:
be caked with
The surfaces of this living area are alwayscaked with oil stains.
He didn’t look alarmed or frightened, buthis forehead was
caked with dirt and blood
in effect/fact/reality
City Point was, in effect, an armed commandpost for the Northern Army….
confer with
• to meet and discuss with (sb) to make adecision
He always confers with his colleagues beforereaching a decision.
at hand
• close in distance or time
defy logic; defy the odds
• to go against sth; not to happen according to theprinciples
The company’s explanation for the accident defies logic.
behind sth
• responsible for sth; the cause of sth
What’s behind his overnight success?
He’s one of the people behind the rapid development in computer science.
a day’s / two days’, etc. worth of sth
• an amount of sth that lasts for a specifiedlength of time
He has 50 years’ worth of experience in teaching.
pave the way for sb/sth
• to make it easier for sb to do sth or forsth to happen
His research paved the way for developingnew IT products.
Part Four Assignment
1. Reconsider the ending of the AmericanCivil War
What lessons shall we learn from the uniqueending of the American Civil War?
How do you understand “War does not decidewho is right but who is left.”?
2. Reconsider our historic outlook
Where do you stand in the old debate “Is itthe times that produce their heroes, or the heroes who usher in the times?”
How do you understand “the richness ofhistory”?
Lesson Eleven Why Historians Disagree
Part One Warm-up
Questions/Activities
What kind of writing is this? How does thelanguage strike you?
Academic writing ?
Formal words or informal words?
Impersonal structures ?
Long or short sentences ?
Clear presentation ?
Why do historians disagree? Tick thereasons.
A. They get wrong facts.
B. They select and use different historicalfacts.
C. They differ on the importance of thesame facts.
D. They consider different levels of causeand effect.
E. They view the event from differentperspectives and
analyze it in different theoretical frames.
F. They are often revising their ideas.
Part Two BackgroundInformation
Views on History
“The End of History?” (Francis Fukuyama)
A. New Historicists: history and literature
B. French Annal School and total history
C. Big tradition and small tradition
D. Grand narrative and rejection ofsuch a narrative
In all, the TEXTUALITY of history.
A. New Historicism
It’s a reaction to deconstructionist view of history which amounts tohistorical nihilism. Yet it’s radically different from traditional historicism.
ü History is not a series of events that havea linear, causal relationship.
ü The self-claimed objective analysis isimpossible.
ü Traditional historians ask, “Whathappened?” and “What does the event tell us about history?” New historicistsask, “How has the event been interpreted?” and “What do the interpretationstell us about the interpreters?”
B. The French Annal School
A radical shift of perspective in the study of history from theSIGNIFICANT events—political, economic, personal—to the DAILY and ROUTINEhappenings in the life of the common people. A shift of focus from the courtand battlefield to the folk and tea table of the common.
C. Big tradition and small tradition
An idea particularly important in the studyof cultural anthropology.
By comparing the state-sponsored reports onand records of the exploits of Chinese Three Gorges Project and the movie Still Life by Jia Zhangke, we cansee the incompatibility of big and small traditions.
D. His-story and her-story
Women have either been excluded from the history or been denigrated inthe historical account. When they were included, they were marginalized orsubordinated by the male (not necessarily male) historians, or used asscapegoats to explain the misfortunes in the history.
Part Three TextAnalysis
1.structure
Part I : The introduction (paras. 1-5 )
Misconceptions about the study of history (paras. 1-3)
Definition of history (paras. 4-5)
Part II: The body (paras. 6-11)
Selection of different facts about the same event(para. 6)
Use of the same facts from different premises (paras. 7-10)
Analysis of different levels of cause and effect (para. 11)
Part III: The conclusion: inevitability ofdisagreement (paras. 12-13)
2. Language points:
• beintroduced to…by way of
• immerse
• reactto
• thestate of affairs
• presumably
• contendinghistorians
• amatter of memorizing facts
• amatter of personal preference
Part I (B): What is history?
Is it a record of the human past?
Is it in some way similar to literature?
Is it a collection of interesting and instructive stories?
Is it a tool of propaganda?
Is it only about facts?
What does the job of historians involve?
Is it a science? Is it purely objective science?
• Afurther question:
If history is easily used as a tool for propaganda, if history is basedpartly on guesswork, does this mean that the study of history and historicalworks are not reliable? How can historians achieve any credibility?
• base…on
• restrictedvs. limited
• remains n.
• conclude
• Differentways of giving a definition
– In itsbroadest sense, A denotes B.
– Morerestricted is the notion that A is…
– A may bedefined as …
But this does not say enough. (para. 6)
Ø But this is still an inadequate answer tothe question why history is not simply a record of the past. Why?
Ø Do historians just give us all the factsabout the recorded past?
Part II (B): Discussion
What is this part about?
Historians come to different conclusions because they view the past from a different perspective. (para. 2)
Ø What does “perspective” mean?
Ø How will differences in perspective lead todisagreements?
Why do the authors talk about Wilson’s new hat and the sinking of American merchant ships?
Why do the authors mention a whole series of facts that could be relevant to American entry into WWI?
Why do the authors mention a whole series of facts that could be relevant to American entry into WWI?
German unrestricted submarine warfare
British propaganda
American loans
The Zimmermann Note (The Mexican War)
A deep concern over the balance of power in Europe
Full text of The Zimmermann Telegram:
On the first of February we intendto begin submarine warfare unrestricted. In spite of this, it is our intentionto endeavor to keep neutral the
If this attempt is not successful, we propose an alliance on thefollowing basis with
Part II (A+B): Argumentation
Historians select and create evidence by using of some theories of human motivation and behavior. (paras. 6-7)
Guided by different theories, historians select different facts and interpret facts differently, coming to different conclusions. (paras. 8-10)
Part II (B): Words & Expressions
• relevantvs. related
• thechoice as to
• admittedly
• resolve
• theevent/question under study
• cause
• thebalance of power
• tosb’s disadvantage
Part II (C): Discussion
What is the main idea of para. 11?
Is it true that in analyzing causes of historical events the further back one traces, the better?
Explain:
Historianssometimes disagree because they are not really discussing the same matter.
Thepoint at which causes are both necessary and sufficient is not self-evident.
To illustrate the point, the authors use ananalogy.
• Why are you late?
–Overslept
–I stayed up cramming for
the exam.
–I missed too many classes.
–I didn’t like the class.
• The cause of the Civil War
– Openfire at Fort Sumter?
– Slavery
– theCompromise of 1850
– themilitant abolitionist movement of the 1830s
– the Missouri Compromise
– the conflict over slavery in theconstitutional convention
– Introductionof blacks to
Paraphrase
If the state of our knowledge were suchthat it provided us with a model of unquestioned validity that completelyexplained human behavior, we can. (para. 13)
If our knowledge of human beings and theworld is thorough and advanced enough to give us a model that can explain humanbehavior completely and can work under any circumstances, disagreements inhistory can be eliminated. Unfortunately such a model has never existed.
Part Four Assignment
1. Thetitle of the text is “Why Historians Disagree.” Do you think that the analysesonly apply to historians? Why do people disagree in general?
2. Why dohistorians disagree? What controversies have excited Chinese or foreignhistorians concerning either ancient or recent history? Describe one andexplain the causes of the controversy.
3. How dothe authors achieve smooth transition between paragraphs?
Lesson Twelve The Most Dangerous Game
Part One Warm-up
Questions
1. What games did you play in childhood?And which one impresses you most?
2. Have you played any dangerous games?What are they? Would you introduce one to your classmates?
3. Do you love hunting? Why or why not? Do you think animals have any feelings?
4. What are always being hunted? Do youbelieve that men could become the hunted?
5. Work together with your classmates andmake up a story entitled “The Most Dangerous ____”.
Part Two BackgroundInformation
I.Author
Richard Connell (1893—1929 )
Born on October 17,1893, in a New York state community near the Hudson River, not far from Theodore Roosevelt's homestead. RichardConnell started his writing career early, working as a reporter for thePoughkeepsie News-Press while still in high school. He spent a year at Georgetown College(now University) in Washington, D.C. while working as a secretaryfor his father, who was a member of Congress. When his father died in 1912,Connell moved back East to attend Harvard University. There heexercised his interest in writing by serving as an editor for both the Daily Crimson and theLampoon, a precursor to the popular National Lampoon satire magazine. Aroundthis time he also worked as a reporter for the New York American newspaper andserved in World War I. Later, he became a free-lance writer of short storiesand screen plays. He was a very prolific writer. Connell was claimed to havewritten over 300 short stories.
Part Three TextAnalysis
1. Theme of theText
Rainsford,a noted hunter, falls off a ship and swims to an island. He finds there theevil General Zaroff who, with the help of his assistant, hunts humans forsport. After three days of fighting for his life in the jungle while Zaroffhunts him, Rainsford surprises Zaroff and kills him.
2. Structure ofthe Text
Part 1 (Paras. 1— 14): Zaroff invited Rainsford to play the game and Rainsford was forced toaccept the proposal.
Part2 (Paras.15— 45): The game began andRainsford tried his best to survive.
Part 2 ( Para.46): The game ended in thewinning of Rainsford. And Rainsford proved to be the most dangerous game.
3. Languagepoints:
1.As you wish, my friend. The choice rests entirely with you. But may Iventure to suggest that you’ll find my idea of sport moreinteresting than Ivan’s.
(Para. 6)
The choice restsentirely with you: It’s all up to you to decide whether to play the game ornot.
may I venture to: It’s a polite way to putforward a proposal, but Zaroff’s proposal is cruel and bloody in nature.
my idea of sport: my idea ofamusement or fun
2. The general raised his glass, but Rainsford sat staring at him. (Para. 10)
→The general isready to propose a toast for the game they are going to play, but Rainsfordfinds all things unbelievable.
3.“Your brain against mine. You woodcraft against mine. Your strength and staminaagainst mine. Outdoor chess! And the stake is not without value, eh?” (Para.11)
→Zaroff found theidea of competing with Rainsford interesting because Rainsford was a famoushunter. The game would become a game of strength, ability, skill, experience,and intelligence. The game would be as interesting as a game of outdoor chess.And both sides had the lives as the stakes.
4.One foolish fellow tried it. The deplorable part of it was that Lazarusfollowed him. He was the finest hound in my pack. (Para. 13)
→One foolish fellowtried to escape through the Death Swamp, and he was killed by the quicksand.But the sad thing was that one of my finest hounds followed him there and wasdevoured by the quicksand. (Pay attention to the different attitudes Zaroff hadfor the loss of a man and a dog. For the man, he considered it a foolishbehaviour, whereas for the hound, a lamentable thing.)
5. General Zaroff, with a deep courtly bow, strolled from theroom. (Para. 14)
courtly: graceful and politebecause he was once a Russian general
strolled from the room: walked out of theroom in a slow and relaxed way because he was quite confident that he would winand he would have a wonderful time playing with Rainsford
6.Rainsford had fought his way through the bush for two hours. “I must keep mynerve. I must keep my nerve,” he said through tight teeth. (Para. 15)
keep my nerve: to keep calm
→Rainsford had runfor his life through the bush for two hours. “I must keep calm and act wiselyor I would be caught,” he said with his teeth clenched because of nervousness.
7.He had not been entirely clear-headed when the chateau gates snapped shutbehind him. His whole idea at first was to put distance between himself andGeneral Zaroff. He had plunged along, spurred on by a sharp feeling of panic.(Para. 16)
→He couldn’t thinkclearly and wisely when the gates were shut with a loud sound. At first theonly thing he wanted to do was to get as far away as possible from Zaroff. Hehad moved quickly, driven by a feeling of extreme fear.
8.But now he had got a grip on himself, had stopped, and was taking stock ofhimself and the situation. (Para. 16)
→Now he calmeddown, had stopped the blind running for life, and was making an appraisal ofhimself and the situation.
9.He saw the straight flight was futile; inevitably it would bringhim face to face with the sea. He was in a picture with a frame of water, andhis operations, clearly must take place within that frame. (Para. 17)
flight: noun form of flee,the act of escaping from danger
futile: useless; in vain
→He realized thestraight escape was useless; of course it would make him face the sea. He wassurrounded by the sea, and as a result all his actions must be carried outwithin the frame of water.
10. He executed a series of intricate loops; he doubledon his trail again and again. (Para. 18)
executed: to perform adifficult act or movement
loops: a shape produced by acurve crossing itself
→He moved round andround many times and after that he covered the same trail repeatedly so as toconfuse Zaroff.
11.“I have played the fox,” he thought, “now I must play the cat.” … after afashion, rested. (Para. 18)
after a fashion: in a way
→Rainsford said to himself that he has done enough running and nowshould hide up in a tree.
12.Rainsford’s impulse was to hurl himself down like a panther, but he saw thatthe general’s right hand held something metallic—a small automatic pistol.(Para. 20)
→Rainsford’s firstreaction was to jump upon General Zaroff and take his chances, but then he waschecked by the sight of the pistol in the general’s right hand.
13. The pent-up air burst hotly from Rainsford’s lungs. (Para.18)
The pent-up air: the air he had held in hislungs while the general was right under the tree
14.Rainsford’s second thought was even more terrible. It sent a shudder of coldhorror through his whole being. (Para. 18)
through his whole being:through his whole body
→After a secondthought, Rainsford realized the situation was not what he had thought. And itmade him tremble all over.
15. Following the trail with the sureness of a bloodhound camethe general.
(Para.27)
bloodhound: a large hunting dogwith a very sharp sense of smell
16. His foot touched the protruding bough that was thetrigger. (Para. 27)
protruding: sticking out
bough: a main branch on a tree
17. He sensed the danger and leaped back with the agility of an ape.(Para. 27)
→Although there wasno proof he felt that there was danger and he jumped back with the quickness ofa monkey.
18. ... but for his alertness, he must have been smashed beneathit. (Para. 27)
but for: without
→If he had not been so alert, he would certainly have been crushed todeath.
19.“I am going now to have my wound dressed. But I shall be back. I shallbe back.” (Para. 28)
have my wound dressed: have mywound cleaned and bandaged
→(Pay attention tothe fact that the general says “I shall be back” two times to show his will anddetermination to get Rainsford. )
20.He crouched behind lightning-charred tree and waited. Soon he heard the paddingsound of feet on the soft earth. (Para. 31)
lightning-charred tree: a treewhich had been struck and burnt by lightning
padding: walking with a softand steady sound
21.Then he felt an impulse to cry out with joy, for he heard the sharp scream ofpain as the cover of the pit gave way and the pointed stakes foundtheir mark. (Para. 31)
gave way: to collapse becauseof too much pressure
found their mark: hit theirtarget
22.At daybreak Rainsford was awakened by a sound that made him know that he hadnew things to learn about fear. (Para. 33)
→At sunriseRainsford was waken up by the baying of the hounds that made him feel morefrightened than before.
23.Rainsford had hardly tumbled to the ground when the pack took up the cryagain. (Para. 38)
tumbled to: to fall quickly andsuddenly downward
→No sooner had Rainsford fallen to the ground than the pack barkedagain.
24. Two slight annoyances kept him from perfect enjoyment. (Para. 39)
→However it could have been a perfect hunting game but for two slightannoyances.
4. Word Study
1.agility
n. the state of being able to move in a quick and easy fashion
·He has got the agility of a mountain goat.
·This job requires considerable mental agility. (the ability to thinkquickly and clearly)
2. alertness
n. the state of being quick to see, understand and act in a particularsituation
a. alert / n. alert
·Stay/Keep alert or you will miss the planes when they fly by.
3. concealment
n. hiding; hiding place
·They watched what was happening from a place of concealment.
·The police may searchsomeone if they suspect the concealment of a knife or other prohibitedarticles.
4. courtly
a. polite and graceful in behavior
·These difficult negotiations require a courtly approach.
5. cower
v. to bend down and forward in fear, often while moving backwards
·Do stop cowering! I am not going to hit you.
·The dog seemed to realize she’d done something wrong as she cowereddown in the corner.
6. deplorable
a. very bad; most lamentable
·I think smoking is a very deplorable habit.
·No one should have to live in such deplorable conditions.
·It’s deplorable that force should have been used against innocentchildren.
7. furnish
v. to supply or provide
·We can furnish everything you need for a successful party.
·Furnished withmaps, a compass and sandwiches, they set off for a day’s hiking.
·The travel company has furnished us with all the details of ourjourney.
8. hum
v. to make a continuous low sound
·I think there is something wrong with the television—it’s humming.
·Debbie often hums to herself while she’s listening to music.
·The pub was really humming with life.
9. lore
n. [U] traditional knowledge and stories about a subject
·Common lore often describes poison ivy as growing mainly in the woods.
·It’s been part ofthe lore of medicine over the years that lying on your right side will makeheartburn worse.
10. mock
v. to laugh at, esp. by copying in an amusing but unkind way
·It was cruel the way he mocked her hopes of marriage and happiness.
·Don’t mock (at) him just because he keeps falling off his bike.
·A cruel windmocked the boat’s attempts to reach the shore by pushing it further and furtherout to the sea.
11. muck
n. animal excrement, esp. used as fertilizers to make plants grow well or dirt or wastematter
·When the farmers spread muck on their fields you can smell it formiles.
·You’re treading muck into the carpet with your dirty shoes.
·The immigrants were treated like muck.
12. mutter
v.to speak quietly and in a low voice that is noteasy to hear, often when you are anxious or complaining about something
·He was pacing back and forth muttering (away) to himself.
·He mutteredsomething under his breath to the person next to him, but I only heard the word“unexpected”.
13. ooze
n. a thick brown liquid that is found at the bottom of a river or lake and a mixture ofearth and water
·Millions of yearsago, our ancestors climbed out of the primeval ooze onto dry land.
14. placid
a. having calm appearance or characteristics
·On a warm sunnyday the river seems placid and benign, and it’s hard to believe it can bedangerous.
·They mentioned theplacid pace of life as their main reason for moving to the village.
15. quarry
n. a. a person or animal being hunted or looked for
b. a large artificial hole in the groundwhere stone, sand, etc., is dug out ofthe ground for use as building material
·They pursued their quarry into an empty warehouse.
·a granite/limestone/marble/slate quarry
·It’s in the mountains above Verona that the red limestone is quarried.(v.)
16. recoil
v. to move back because of fear or disgust
·She turned roundto greet him but then recoiled in horror when she saw the state he was in.
·He recoils in disgust at the mere mention of her name.
·She recoiled at the idea of paying $70 for a theatre ticket.
17. savagely
ad. violently or brutally
·She was savagely murdered at the age of 22.
·“What do you want?” he demanded savagely.
18. stalk
v. to follow as closely as possible without being seen or heard
·He spent the weekend stalking deer in the Scottish highlands.
·The detectivefollowed the suspect wherever he went, like a wild animal stalking its prey.
·Famine and diseasebegan to stalk the region after the flood. (appear there in a threatening way)
19. stamina
n. [U] the physical or mental strength to do something that might bedifficult and that will take a long time
·The triathlon is a great test of stamina.
·It takes stamina more than anything else to read all the books.
20. utmost
a. greatest or the most possible
·I need to speak to you on a matter of utmost importance.
·Their campaign ofviolence and subversion was put down with the utmost ferocity.
·He searched to the utmost ends of the earth.
21. zealous
a. enthusiastic and eager
·She has become a zealous convert to the environmentalist cause.
·They have beenextremely zealous in their attempts to get smoking banned in their office.
5. Phrases andExpressions
1. at bay
ina situation in which those attacking or pursuing must be faced because it isimpossible to escape from them
·He was a beast at bay.
2. carry on
a. 进行
b. 进行下去，继续下去
·Bill and his father carried on a hardware business.
·A guerilla warfare was carried on successfully by Juarez.
·The colonel told the soldiers to carry on while he was gone.
3. get/keep/take a grip ononeself
to gain control of oneself and improve one’sbehavior, e.g. after being afraid, lazy, or out of control
·Stop panicking and get a grip on yourself.
·Pull yourself together, my boy! You must take a firmer grip onyourself.
·He kept a firm grip on his children.
4. in abusinesslike air
ina businesslike manner; in a practical way
·He talked in a businesslike air.
·She had a triumphant air.
·He had an air of having told her a deep, personal secret.
·He came into the room hurriedly, with an air of acute anxiety.
5. intent on
a.determined to do sth.
b.concentrating hard on sth.
·He was intent on winning the race.
·I could see thatmy wife was intent on having that hat, whether I approved of it or not.
·He was intent on his stamp collection and did not hear what I said.
·He was intent on his studies.
6. keep one’snerve
toremain calm
·You’d better keep your nerve if you want to survive.
loseone’s nerve 失去勇气
·I wanted to write an angry letter but I lost my nerve when I sat downto do it.
geton one’s nerves 使人烦躁
·That noise gets on my nerves.
7. make one’sway
a.到（某地），（向某地）走
b. 成功，有出息
·She hesitated, but made her way forward.
·They made their way towards the center of the town.
·If you want tomake your way in the world you must learn to work hard while you are stillyoung.
·He has made his own way in the world—his father has not helped him atall.
8. press on/ahead (withsth.)
to continue doing sth. in a determined way; tohurry forward
·The company is pressing ahead with its plans for a new warehouse.
·We pressed on towards the town.
·If we want to arrive before it is dark, we must press on.
9. rest with sb. (to dosth.)
to be sb.’s responsibility to do sth.
·It rests with the management to justify their action.
·Whether the talks are successful or not rests with a small number ofmen.
·It rests with you to settle your differences as best as you can.
10. spur on
to stimulate
·He was spurred on by fierce competition.
·He was constantly spurred on by a fear of failure.
·John was spurred on by his desire to do better than the other boys.
11. strain one’s eyes/ears
to make the greatest efforts to see/hear
·She spoke very quietly and I had to strain my ears to hear her.
·People were straining their eyes to see what was going on.
12. strike off
a. 开始走（上另一条道路）
b. 打掉，砍掉
c. 把（名字）划掉，除名
·The boys struck off through the woods.
·He left the path and struck off across the fields.
·He struck off the top of the stick with a knife.
·They struck him off from the list of players.
·His name was struck off the register of doctors.
13. take stock of
a. 盘货
b. 估量（形势等）
·The grocery store took stock every week on Monday mornings.
·Take stock of all the goods in the warehouse.
·During the battle the commander paused to take stock of the situation.
·The general took stock of the enemy and decided to attack at once.
14. venture to do sth.
敢于（做某事），大胆（做某事）
·Very few people ventured to go out on that stormy night.
·I venture to suggest that you are wrong.
·May I venture to suggest a change of plan?
Part Four Assignment
1. Why isthe story titled “The Most Dangerous Game”?
2. Whatdo you think of hunting, or, war in general, after learning the story?
3. Haveyou read any other stories of the same vein? Share them with your group membersand discuss where their charm lies.
Lesson Thirteen The Needs That Drive Us All
Part One Warm-up
Questions/Activities
Do you believe human actions are driven by human needs?
What do you think are these basic human needs?
Are these needs exclusively human?
Part Two BackgroundInformation
Author: William Glasser
Born in Cleveland, Ohio.
Chemical engineerat age 19, a clinical psychologist at 23 and a physician at 28.
Psychiatrictraining at the Veteran’s Administration Centre in UCLA.
Founded TheInstitute for Reality Therapy in 1967.
He has devotedhis life to educating people about his beliefs and working directly with schoolcounsellors, administrators and teachers.
Part Three TextAnalysis
1. Theme
Human beings are driven by five basic needs, some of which are shared by other animals, and the need for power is uniquely human.
As to young students, they should increase their self-awareness of their humanness so as to better deal with their problems.
2. Structure
Introduction: two types of humanneeds—survival and psychological needs (paras. 1-3)
Body: analysis of psychologicalneeds—power, freedom, love and fun (paras. 4-14)
A. The need of power (paras. 4-9)
B. The other psychological needs (paras. 10-14)
3. Language points:
• bebuilt into (para. 1)
tomake…inherent
The rate of pay was built into the labor contract.
• clear-cut(para. 3)
On matters of principle we should be clear-cut in attitude,
and by no means be equivocal.
• humanityvs. humility
• be/ pay a tribute to (para.6)
I want to take this opportunity to pay a public tribute to him.
• getthe message across (para. 6)
The campaign is trying to get the message across to young
people that drugs are dangerous.
Word Formation
• self-serving(para. 6)
self-taught self-centered self-directed
self-censoring self-defeating
• all-pervasive(para. 7)
all-important all-inclusive all-wise
all-present all-round
• branchout (para. 10)
The company has branched out into car leasing.
It is usually best to start with simple examples and then branch outslowly as you learn more.
• indirect/inverse proportion to (para.13)
The value of life will be only in direct proportion to his achievementsand the contributions he makes to society.
4. Grammar
As 作为关系代词
as 引导的限定性定语从句，主要出现在一些固定的结构中，如
such…as, the same…as, as…as…
• Transistors have such advantages as aredescribed in the book.
(as 在从句中作主语)
• She is not such a carless student as youthink she is. (as在从
句中作表语)
• Such symbols as we often use in mathematicsare Greek
letters.(as在从句中作宾语)
• The instrument is not such as I saw on theexhibition. (as 在
从句中作宾语，such 作代词，充当as 的先行词)
• It is said that the moon is made of the samekind of matter as
exists on the earth .(和 same 连用)
As 作为关系代词
as 引导的非限定性定语从句，as 代替整个主句或主句的一部分。
• As is announced in today’s newspapers, therewill be an
earthquake in the next few days.
• He is absent, as is often the case.
• As you will find out, I will never let youdown.
Part Four Assignment
1. Whatare the features shared by all these five basic needs?
2. Whatdo you think should be the appropriate relationship between these five basicneeds?
3. Whydoes the author argue that power and fun are both basic human needs?
Lesson Fifteen A Drink in the Passage
Part One Warm-up
1. Questions
1.What do you knowabout
2. What do you know aboutthe situation in
3. Have you everheard of the “apartheid”? What do you know about it?
4. What dramatic changeshave taken place in this country since the time this story was written?
5. Has racism been a seriousproblem in human history? Is the problem resolved
6. Is it easy to detect theexistence of racism? Why or why not?
7. Does racismonly involve governments and politicians?
8. “I have onegreat fear in my heart, that one day when they (the whites of South Africa)have turned to loving, they will find we (the blacks) are turned to hating.” —Alan Paton (Please make your comments onthis quote.)
2. Video Show
III Alan Paton Quotes
1. Cry,the beloved country, for the unborn child that is the inheritor of our fear.Let him not love the earth too deeply... For fear will rob him of all if hegives too much.
2. I envisionsomeday a great, peaceful
3. The Afrikanerhas nowhere to go, and that’s why he would rather destroy himself thancapitulate.
Part Two BackgroundInformation
1. Author Alan Paton(1903-1988)
“I do not like to mention it. Butthere is a voice I cannot silence.”—Paton
Paton, craggy old liberal, hater of and hated by apartheid,loved and unloved by the ANC, famous for Cry, the Beloved Country.
Alan Paton was born in Pietermaritzburg,
2. His Works Cry, the Beloved Country
Perhaps the most famous novel to come out of South Africa, Paton’s 1948 workbrought to the notice of the world the dilemmas of ordinary South Africansliving under an oppressive system, one which threatened to destroy their veryhumanity. Informed by Paton’s Christian and liberal beliefs, the novel tells ofa rural Zulu parson’s heart-breaking search for his son, who has been drawninto the criminal underworld of the city. Cry, the Beloved Country hassold millions of copies around the world.
“Cry, the Beloved Country,—universal, liberal, reforming.Reads like an aloe in the cool morning, reads like the taste of soap in yourmouth. His poetry, to my mind, is a truer voice. No breathtaking, romanticlandscape: nature, particularly plants and sunlight, forms a spiritual cipher.There is a sense of individual tragedy as history catches up with itself. Thereis passion and tenderness. There is political comment, but also a flickeringuncertainty absent from the mountainous liberalism of the novels.” —An anonymous comment
“Cry, the Beloved Country,however, is also a monument to the future. One of
—Nelson Mandela, former Presidentof South Africa
1953. Too Late the Phalarope 1961. Debbie, Go Home
1968. Instrumentof Thy Peace
1973. Apartheidand the Archbishop: the life and times of Geoffrey Clayton, Archbishop of Cape Town
1975. Knockingat the door 1980. Towards the Mountain
1981. Ah,but your land is beautiful
1986. Diepkloof:reflections of Diepkloof Reformatory
1988. JourneyContinued 1995. Songs of Africa:collected poems
3. Apartheid
Strategists in the National Party inventedapartheid as a means to cement their control over the economic and socialsystem. Initially, aim of the apartheid was to maintain white domination whileextending racial separation. Starting in the 1960s, a plan of “Grand Apartheid”was executed, emphasizing territorial separation and police repression.
With the enactment of apartheid laws in 1948, racialdiscrimination was institutionalized. Race laws touched every aspect of sociallife, including a prohibition of marriage between non-whites and whites, andthe sanctioning of “white-only” jobs. In 1950, the Population Registration Actrequired that all South Africans be racially classified into one of threecategories: white, black (African), or colored (of mixed decent). The colouredcategory included major subgroups of Indians and Asians. Classification intothese categories was based on appearance, social acceptance, and descent.Non-compliance with the race laws were dealt with harshly. All blacks wererequired to carry “pass books” containing fingerprints, photo and informationon access to non-black areas. In 1953, the Public Safety Act and the CriminalLaw Amendment Act were passed, which empowered the government to declarestringent states of emergency and increased penalties for protesting against orsupporting the repeal of a law. The penalties included fines, imprisonment andwhippings. In 1960, a large group of blacks in Sharpeville refused to carrytheir passes; the government declared a state of emergency. The emergencylasted for 156 days, leaving 69 people dead and 187 people wounded. Wieldingthe Public Safety Act and the Criminal Law Amendment Act, the white regime hadno intention of changing the unjust laws of apartheid.
The penalties imposed on political protest,even non-violent protest, were severe. During the states of emergency whichcontinued intermittently until 1989, anyone could be detained without a hearingby a low-level police official for up to six months. Thousands of individualsdied in custody, frequently after gruesome acts of torture. Those who weretried were sentenced to death, banished, or imprisoned for life, like NelsonMandela. The apartheid policy was highly effective of achieving its goal ofpreferential treatment for whites, as is demonstrated by the statistics inFigure 1.
Part Three TextAnalysis
1. Sentence Paraphrase
1. In the year 1960the Union Africa celebrated its GoldenJubilee(50th anniversary), and therewas a nationwide (throughout the nation)
sensation(extreme excitement orinterest)when the one-thousand-pound prize for the finestpiece of sculpture was won by a black man, Edward Simelane. (Para. 1)
àIn the year 1960,the Union of South Africa celebrated its fiftieth anniversary, and there was agreat excitement throughout the country when people heard that the prize forthe finest piece of sculpture was won by a black man.
2.His work, African Mother and Child, not only excited the admiration, buttouched the conscience or heart or whatever it was that responded, of whiteSouth Africa. (Para. 1)
àHis sculpture, AfricanMother and Child, not only won the admiration of the white people for itsartistic merit, but also deeply touched or moved their hearts and consciencebecause the work made them see the injustice of racial discrimination and theblack people’s yearning for a better life for their children.
3.It was by an oversight (a mistake that you make by not noticing sth. orby forgetting to do sth.) that his work was accepted… (Para. 2)
àIt was by acareless mistake that his work was accepted, because as a black person, he wasnot supposed to participate in the competition
4.but in certain powerful quarters (a usually unspecified group ofpeople), there was an outcry(a strong protest or objection) against anydeparture from (a divergence from a rule or traditional practice)the “traditionalpolicies” (referring to the racial policies which had been in effect formany years)of the country… (Para. 3)
à but in certainpolitically influential circles, there was a strong protest against thisdecision as it was not in conformity with the traditional, apartheid policiesof the country…
5.In Orlando youdevelop a throat of iron (metaphor: a strong throat ) and you just putback your head and put it down, in case the police should arrive. (Para. 5) -----In Orlando you (the blacks) gradually develop athroat as strong as iron, and you just throw back your head and drink thebrandy up in one gulp in order to avoid police detection.
6.They gave a window to it, with a white velvet backdrop, if there is anythingcalled white velvet, (It’s hard to associate “white velvet” with “softness”“smoothness” in an apartheid country)and some complimentary words.(words expressing praise/admiration)(Para. 7)
àThey gave a wholewindow to the sculpture with a white curtain at the back and some words inpraise of the work. The curtain (backdrop) was made of white velvet, if thereis such a thing as white velvet
7. …so I thought I’d go and see the window, and indulge certain pleasurable humanfeelings. I must have got a little lost in(be engrossed/absorbedin)the contemplation (quiet, serious thinking about sth)of my owngenius… (Para. 9)
àSo I thought I’dgo and see the window, and enjoy secretly some pleasant feelings—feelings ofpride for example for one’s genius. I must have become too absorbed in mythinking about my own genius…
8. Iwasn’t only feeling what you may be thinking, I was thinking that one of theimpersonal doors might open at any moment, and someone might see me in “white”building, and see me and van Rensburg breaking the liquor laws of the country.(Para. 39)
àYou might bethinking that it was an insult to have me drink in the passage instead ofinviting me into their apartment, to sit down and drink properly. Yes, I wasfeeling that way. But there was sth. else. I was also afraid that one of thecold, unfriendly doors might open at any moment and someone might see me inthis “whites only” building, drinking with a white man and breaking the laws ondrinking.
9.Anger could have saved me from the whole embarrassing situation, but you know Ican’t easily be angry. Even if I could have been, I might have found it hard tobe angry with this particular man. (Para. 39)
àI could havesimply left then and there angrily and thus freed myself from the awkwardsituation. But you know, I’m not the kind of person who can easily get angry.Even if I could, I might have found it hard to be angry with this particularman. He seemed so nice to me.
10.… and van Rensburg, in a strained voice that suddenly came out of nowhere(happening or appearing suddenly and without warning), said, “Our land (ourcountry)is beautiful. But it breaks my heart (make one extremely sad).”(Para. 44)
àVan Rensburgsuddenly appeared and, in a worried voice, said, “Our land is beautiful. But itbreaks my heart.”
11.All of us were full of goodwill, but I was waiting for the opening of one ofthose impersonal doors. Perhaps they were too, I don’t know. Perhaps when youwant so badly to touch someone, you don’t care. (Para. 63)
àAll of us werefull of warm and friendly feelings toward each other, but I was hoping that oneof those doors would open and someone would come out and see me. Perhaps vanRensburg and the others were hoping the same thing, I am not quite sure.Perhaps when you want to reach out so eagerly, you don’t care what mighthappen.
12.We drove up Eloff Street, and he said, “Did you know what I meant?” I wanted toanswer him, but I couldn’t, because I didn’t know what that something was. Hecouldn’t be talking about being frightened of Orlando at night, because what more could onemean than just that? (Para. 67)
àWe drove up Eloff Street, and heasked, “Did you know what I meant?” He wanted to make sure that I understoodhim. Being a black, I knew very well that he couldn’t be talking about it beingdangerous in Orlandoat night. He was saying that it was dangerous to break the Apartheid laws byshowing up in Orlandoat night. What else could he mean other than that?
13.Yes, I knew what he meant, and I knew that for God’s sake he wanted to touch metoo and he couldn’t; for his eyes had been blinded by years in the dark. And Ithought it was a pity he was blind, for if men never touch each other, they’llhurt each other one day. (Para. 70)
àYes, I knew whathe meant, and I knew, too, that he really wanted to touch me. But he couldn’t,for he had been influenced by racism for so long that he was now unable to seethe truth and behave accordingly. And I thought it was a sad thing, because ifyou don’t understand each other and don’t care for each other, some day youwill hurt each other. Racial prejudices are bound to lead to terriblesufferings for both sides.
14.And it was a pity he was blind, and couldn’t touch me, for black men don’ttouch white men any more; only by accident, when they make something like Motherand Child. (Para. 70)
àAnd it was a pityhe could not see the truth and couldn’t open up completely to me and embrace meas his brother, for black people could only touch them by accident as in thiscase. They would not have had the chance to be moved by the sculpture Motherand Child if it had not been for the oversight.
15.… and my inarticulateness (being unable to express oneself clearly; being at aloss for words)distressed me,… (Para. 72)
à and my inabilityto express myself upset me; Or The fact that I could not clearly express what Iwas thinking made me upset.
16.… but I was thinking he was like a man trying to run a race in iron shoes, andnot understanding why he cannot move. (Para. 75)
àBut I was thinkingthat he was much like a man trying to run but couldn’t because he was still notcompletely free from racist prejudices which were dragging his feet like ironshoes. And the sad thing was that he still did not know what was preventingtheir land, which otherwise was so beautiful, from becoming a country thatwould not break his heart. The wall was in his own heart.
2. Word Study
1.avert
vt. to preventsomething unpleasant from happening
Examples:
Talks will beheld today in a final attempt to avert strike action.
Luckily the pilotsaw the other plane just in time, and a disaster was narrowly averted.
I was relievedthat we had averted yet another financial crisis.
Synonyms: prevent/stop/avoid/head off/guard against
avert one’s gaze/eyes: look away;lookup;look around;turn your face away
to look away from somethingso that you do not see it
Examples:
I wish I hadpower, just power enough to avert my eyes from her.
2.backdrop
n. a. the scenerybehind something that you are looking at
b. the conditions or situation in whichsomething happens
Examples:
The sea made a splendidbackdrop to the garden.
All this romance is setagainst a backdrop of rural Irish life.
3.confidential :
covert;undercover;be veiled/shrouded/cloaked in secrecy hush-hush
a. spoken or writtenin secret and intended to be kept secret
Examples:
The informationwe received is of a highly confidential nature and relates to nationalsecurity.
We holdconfidential records on each employee.
conscience 1)
n. a. the part ofyour mind that tells you whether what you are doing is morally right or wrong
Examples:
Well, at least Ican face them all with a clear conscience (=when you know that you have donenothing wrong).
conscience (2) guilt; remorse;shame
n. b. a guiltyfeeling that you have about something bad you have done
Examples:
Ian felt a pangof conscience at having misjudged her.
They have noconscience at all about cheating. (=not feel guilty about cheating)
5.constrain
v. a. to stopsomeone from doing what they want to do
b. to limit something
Examples:
Financial factorsshould not constrain doctors from prescribing the best treatment for patients.
He felt constrainedto accept the invitation
.
6 contemplation
n. quiet, seriousthinking about something
Examples:
The monks spendan hour in contemplation each morning.
He, too, madesimplifications, but slowly, after studied reflection and contemplation.
. expel (1)
v. a. to force air,water, or gas etc out of your body or out of a container
Examples:
Hold the liquid in your bladder for as long as you canbefore expelling it.
This spawning procedure will continue until the female hasexpelled all her eggs
expel (2):throw/kick out; exclude
b. to officially forcesomeone to leave a school or organization
Examples:
Two girls wereexpelled from school for taking drugs.
The mainopposition leader was expelled from her party.
They threatenedto expel him if he didn't follow the party line.
expel (3): exile/send sb.into exile; deport; banish; repatriate
c. to force a foreigner to leave a country, esp. becausehe has broken the law or for political reasons
Examples:
He was expelledfor making racist remarks.
The government istrying to expel all foreign journalists.
8. inarticulate : be at a loss; belost for words
a. a. not able toexpress your feelings clearly or easily
b. speech that isinarticulate is not clearly expressed or pronounced
Examples:
My meetings with him left me inarticulate with rage.
He is a shy and inarticulate man.
9. insoluble: unsolved; insolvable;intractable; dissolve; melt
a. a. difficult orimpossible to solve or explain; insolvable
b. that cannot be dissolved
Examples:
The cleaning-upoperation after the oil spill will be difficult but not insoluble.
The governmenthas to deal with what seems like an insoluble political problem—racial harmonywithin the community.
jubilee
n. a date that iscelebrated because it is exactly 25 years, 50 years etc after an importantevent
Do you know how many yearsthey are marking
silver jubilee : 25years
goldenjubilee: 50years
diamond jubilee:60 years
11. outcry :complaint; protest;grievance; gripe
n. an angry protestby a lot of ordinary people
Examples:
The closure ofthe local hospital has caused a huge public outcry.
The public outcryagainst the executions made little difference.
There was awidespread outcry over the increase in fuel tax.
polish
(1)v.& n. a. to makesomething smooth, bright, and shiny by rubbing it
Examples:
After she hadpolished the furniture, she cleaned the windows.
A good polish nowand then will keep the table looking new.
furniture/shoe/floor,etc.polish(=a liquid, powder, or other substance that you rub into a surface tomake it smooth and shiny)
polish
(2)v.& n. b. to improve a piece ofwriting, a speech etc by making slight changes to it before it is completelyfinished
Examples:
Your essay is good,you just need to polish it a bit.
Carla’s writinghas potential, but it lacks polish
1)polish sb./sth. off
a) to finish food, work etc quickly or easily
b) American English to kill or defeat aperson or animal when they are weak or wounded
Examples:
Sam polished offthe rest of the pizza.
2)polish sth. up
a) to improve a skill or an ability bypractising it (=polish up on sth. )
b) to make something seem better or moreattractive to other people
Examples:
You should polishup your Spanish before you go to
13.renounce (1) :give up; abandon;relinquish; disclaim
v. a. to give up (atitle, for example), especially by formal announcement
Examples:
Edward renouncedhis claim to the French throne.
Rudolphvoluntarily renounced his
renounce (2): reject; deny;spurn
v. b. to publiclysay or show that you no longer believe in something, or will no longer behavein a particular way
Examples:
We absolutelyrenounce all forms of terrorism.
These groups mustrenounce violence if there is to be progress towards peace.
14.reprimand :scold; rebuke;tell sb. off; pull sb. up have a bone to pick with
v.& n. to tell someoneofficially that something they have done is very wrong
Examples:
Batley andSheffield Eagles received a severe reprimand yesterday for the fighting whichtook place during their first-round Yorkshire Cup tie.
The militarycourt reprimanded him for failing to do his duty.
16.sensation
(1)n. extreme excitement orinterest, or someone or something that causes this
Examples:
The news caused asensation because it proved that Dorlin still had gold deposits.
This is a showthat would cause a sensation in London or New York.
(2)n. a feeling thatyou get from one of your five senses, especially the sense of touch
Examples:
But the thick,hardened layers of dead skin sometimes press on the nerve, causing a burningsensation when you walk.
One sign of aheart attack is a tingling sensation in the left arm.
(3)n. a feeling thatis difficult to describe, caused by a particular event, experience, or memory
Examples:
Caroline had thesensation that she was being watched.
It was a strangesensation—I felt I’d been there before.
strained
(1)a. a. showing the effects ofworry or too much work
Examples:
Nina’s voicesounded strained.
She haddifficulty attending to Mrs. Browning’s questions and replied in a strainedvoice.
(2): tense; uneasy;unsettling; nerve-wracking charged;
a. b. a strainedsituation or behavior is not relaxed, natural, or friendly
Examples:
After theargument there was a strained silence.
I couldn’t standthe strained atmosphere at dinner any more.
19. sociable
a. someone who is sociable is friendly and enjoysbeing with other people
Examples:
She’s a friendly,sociable woman.
Some research hasshown that people without brothers and sisters tend to be less sociable.
3. Phrases andExpressions
be at one’s ease
feeling relaxed, esp. in asituation in which people might feel a little nervous
Examples:
She is neverparticularly at her ease in his office.
And they lookedhappy and at (their) ease as they moved inside to the enormous champagnereception Mel had arranged.
. be lost in thecontemplation of
thinking so hard aboutsomething, or being so interested in something, that you do not notice what ishappening around you
Examples:
Like a dreamer,the Apolline artist is lost in contemplation of something outside himself anddoes not identify with it.
William islooking out of the window, lost in contemplation.
feel up to sth.
to have the strength, energy etc to do something; tobe well enough to
Examples:
I just didn’t feel up to going.
Youdon’t need to go back to school if you don’t feel up to it.
get beyond sb.to become too difficult forsomeone to understand
Examples:
The whole problem got beyond him.
Why Joan ever married such an idiot in thefirst place got beyond me.
not for all themoney in the world
it is impossible to obtainor to do sth.
Examples:
I can’t get ahold of that book for all the money in the world.
And you stillcan’t get a good daily woman now to clean, not for all the money in the world.
out of/fromnowhere
happening or appearingsuddenly and without warning
Examples:
In the last fewseconds, Gunnell came from nowhere to win another gold medal.
From out ofnowhere he asks me to marry him!
out of the cornerof one’s eye
to notice somethingaccidentally, without turning your head towards it or looking for it
Examples:
Out of the cornerof her eye she saw the dog running towards her.
I caught a mantailing me out of the corner of my eye.
put down a drink:gulpdown; swallowto drink sth. up in one gulp
Examples:
He put down hiscoffee and asked for the bill.
She put down hermilk and ran for the bus.
squint at
to look at something withyour eyes partly closed in order to see better
Examples:
Mrs. Fanningsquinted at the writing on the door.
Stop squinting atthe screen—put your glasses on.
He had/took asquint at the headline of the news.
talk out one’sheart to sb.
to tell everything in one’smind thoroughly and freely to sb.; to pour out one’s feelings to sb.
Examples:
Sometimes we needto talk out our heart to our friends.
Come and talk outyour heart to us. We’re ready to offer you help.
4. Grammar
Subject-verb Concord
Study & identify thegrammar rules in the sentences.
1. The committeeof the sculpture section received a private reprimand for having been socareless as to omit the words “for whites only” from the conditions, but wastold, by a very high personage, it is said, that if Simelane’s work “wasindisputably the best”, it should receive the award. (Para. 2)
2. The committeeare divided in opinion about this problem.
Subject-verb Concord—guiding principle(1)
There are collective nounsthat can be used either as plural or as singular. The choice of the verb formfollowing such nouns depends on the exact meaning of the noun in a specificcontext. When the noun is used in the sense of a collective as a whole, theverb takes the singular form. If, on the other hand, the noun is used in thesense of the individuals that make the collective, the verb takes the pluralform.
That group of soldiers is ato-notch fighting unit.
That group ofsoldiers have the best ratings of individual performance.
The football team is beingreorganized.
The football teamare having baths and are then coming back here for tea.
Study & identify thegrammar rules in the sentences.
1. …but incertain powerful quarters, there was an outcry against any departure form the“traditional policies” of the country, and a threat that many whiteprize-winners would renounce their prizes. (Para. 3)
2. On the oneside was a wall, and plenty of fresh air, and far down below von Brandis Street.(Para. 37)
Subject-verb Concord—guiding principle(2)
Here the problem of concordis generally dealt with according to the principle of proximity. This principlecan also find its use in other structures, such as coordination with“or”/”either… or”, “nor”/”neither… nor”, “not only… but also”, “together with”,“along with”, “as well as”, and “in addition to”.
1. My sister or my brotheris likely to be at home.
2. Either myfather or my brothers are coming.
3. Not only theswitches but also the old wiring has been changed.
4. There is along springboard, and three rafts at varying distances from the shore.
5. John, as wellas his sister, is coming to the party tonight.
Study & identify thegrammar rules in the sentences.
5. … that one ofthe reasons listed, say, banker’s loans, was most important. (Lesson 3, Para.10)
4. Joan is one ofthose people who go out of their way to be helpful.
Subject-verb Concord—guiding principle(3)
In the construction of “oneof +plural nouns +relative clause”, the principle of grammatical concord isgenerally observed. Sometimes, esp. in British English, in order to layemphasis on “one”, the verb can also take the singular form. When “one” ispreceded by “the” or “the only”, the verb can only be singular.
1. I am one of those peoplewho by the general opinion of the world are counted both infamous and unhappy.
2. Jasper Whiteis one of those rare people who believes in ancient myths.
3. Selfishness isthe one of her many faults which defeats itself.
4. He is the onlyone of those boys who is willing to take on another assignment.
Part Four Assignment
Group Discussion:
Work in groups. One student actsas the black man, the other the white man. Had the black man told his true nameto the white man, what would have happened? Please continue the story.
Suppose you werethe author, after hearing Simelane’s story, what would you like to say to him?
Can we divide theworld neatly into the victims and the vitimizers of racism? Is it possible forthem to change places?
What is the rootof racism? Is it merely a problem of color difference?
Do you thinkracism also exists in
Lesson Sixteen Twelve Angry Men
Part One Warm-up
Questions / Activities
What major concepts in American judicialsystem do you find in Unit 16? Explain these concepts briefly.
What is “reasonable doubt”? What do youthink is the logic to rule a person guilty beyond reasonable doubt?
On which part does the burden of proof restin the American judicial system?
Please make a list of the evidence againstthe boy. How is each piece of evidence invalidated later? Or what reasonabledoubts are raised by the jurors? Do you have any other reasonable doubts?
How would you describe each of the 12jurors? Give a profile of each juror. Why so? Please support your opinion withtextual evidence.
Part Two BackgroundInformation
American Judicial System
Key Concept 1: Jury Trial
Why exactly “Twelve Angry Men”?
• In1898 the Supreme Court ruled: a jury of at least twelve persons for criminalcases.
Terms
• grandjury vs. petit jury (trial jury)
• hungjury (para. 79)
Selection of jurors
• randomlyamong qualified population
•
What Roles Do Jury and Judge Play?
• Jury
• hearevidence: finder of fact
• crossexamination
• carefuldeliberation
• verdict:guilty vs.
• Judge
• sentence
• acquittal
•
Key Concept 2: Reasonable Doubt (para. 178)
What is reasonable doubt? What is the logic to rule a person guiltybeyond reason doubt?
• beyondreasonable doubt: It is the standard of proof required in most criminalcases.
• It isthe doubt that could arise in the mind of an ordinary, impartial,honest, reasonable and cautious person with reference tothe guilt of an accused.
• Innocentuntil proven guilty.
•
Key Concept 3: Burden of proof on theprosecution (para. 27)
On which part does the burden of proof rest in the American judicialsystem?
• Theprosecution bears the burden of proof.
• Theprosecution’s proposition must be proven to the extent that there is no“reasonable doubt.”
Character Analysis
How would you describe each of the 12 jurors? Give a profile of each juror. Why so? Please support your opinion with textual evidence.
2. Suppose you are the casting director of thefilm, Twelve Angry Men, who would you like to play each juror? Pleasepresent a picture of each actor that you choose!
Part Three TextAnalysis
1. Structure
Part I: Introduction to thecase (paras. 1-25)
Part II: Deliberation 1:Essential evidence against the boy (paras. 1-25)
Part III: Deliberation 2:The reasonable doubts in the case (paras. 58-267)
Part IV: Verdict: Not Guilty(paras. 268-281)
2.Language points:
vote v.
• votefor sth; vote in favor of sth; vote against sth
• voteto do sth
• votesb in/out; vote sb into/out of (power/office/government)
The workers voted their representative in.
• votesth through; vote sth down
The new marriage law was finally voted through.
• votesb guilty
vote n.
• call/askfor a vote
• putsth to the vote; have a vote on sth
If there is no objection, shall we put it to the vote?
• give/castone’s vote to sb
• winthe vote
owe
• owe sbsth; owe sth to sb
I owe you 20 bucks for this book.
Wedon’t owe each other anything. We’re square now.
Thankyou for what you’ve done. I owe you one.
Iowe you an apology for borrowing your dictionary without your permission.
Iowe my success to my supervisor.
owing to
Owing to his rich experience, his salarywas very high.
Translation
• 委员会一致投票决定音乐会上禁止使用手机。(vote)
Thecommittee voted unanimously to ban mobile phones from the concert.
• 这个问题还未来得及充分讨论，就进行了表决。(vote)
Beforeit was fully discussed, the question was put to the vote.
• 他认为自己的成功更多是由于幸运而不是能力。(owe)
Heowed his success to luck more than to capacity.
• 我曾怀疑过你的能力，真是万分抱歉。(owe)
Iowe you a thousand apologies for having doubted your ability.
otherwise
• in another way
Shewas persuaded otherwise.
Somepeople may think that social stability is more important than social progress,although some people may think otherwise.
• under other circumstances
• in other respects
Thisotherwise excellent student is too conceited.
fix v.
• tofasten firmly: fix sth tosth
Wefixed the shelves to the wall so that they would not topple.
• to decide on (a time/place/date)
Haveyou fixed a date for y our wedding yet?
• to arrange
Ifyou’d like to see the performance, I can fix it.
• toprepare food and drink for sb:fix sb sth
I’llfix you a martini if you feel like one.
fix n.
• in afix (be in an awkward and difficult situation)
Withparents sick, a daughter in college and a salary of ￥800 per month, he is in a terrible financial fix.
Review: drug addicts looking for a fix; aquick fix
claim
• tosay sth is true without proof:claim to do/that
Heclaimed to know half a dozen foreign languages.
Thisreport claims that 78% of male high school students have used illegal drugs.
• todemand as rightfully belonging to one: claim sth
BothIndia and Pakistan claimed Kashmir.
Anywaywe can claim for all this from the insurance company.
• tocause the death of:claim…lives
Theearthquake claimed more than 2,500 lives.
Translation
• 若无特殊说明，所有照片均由作者拍摄。(otherwise)
Allphotographs were taken by the author unless stated otherwise.
• 为运动会所做的装扮给原本毫无生气的城市增添了亮点。(otherwise)
Thedecorations for the games have lent a splash of color to this otherwise boringcity.
Part Four Assignment
Discussion
The Advantages andDisadvantages of the Jury System as Shown in This Case
| Advantages | Disadvantages |
| 12 heads are better than one | Really?
|
| Reflect the real concerns, feelings and justice of the community | Jurors really qualified? |
| Integrity |
Burdens on the jurors |
| Important civic experience |
About a Play
– What makes a play difficult yet interesting to read?
– What is said before?
• Colloquialism & slang
– Incomplete sentence
– Indirectness/tone (irony, sarcasm, pun)
– Stage directions (body language )
– Loose use of pronouns
