重庆邮电大学2011级大学英语读写译.4课程教学计划

一、 课程基本信息:

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2．

3． 课程性质： 必修 学时：32学时 学分：2学分

4． 适用对象： 2011级全体日校1级班学生（含软件学院）

二、 教学目的和要求

重庆邮电大学大学英语4的目的是帮助学生打下扎实的语言基础，在第一学期的基础上较全面地提高学生的外语综合素质，重点加强学生英语运用能力的培养，使他们能用英语有效地进行信息交流。同时，帮助学生掌握良好的自主学习语言的方法，提高综合文化素养，以适应将来个人发展、社会发展和经济建设的需要。同时通过课堂教学的各个环节，运用各种教学方法，培养学生一定的综合语言运用能力，使他们能用英语交流日常生活和校园生活方面信息。使学生在修完后大学英语4后，词汇量能达到4500词左右， 同时听说能力能得到大幅度提高。

三、 教学内容：

1．听、说、读、写、译等综合语言知识和技能，尤其是要以听、说为先， 读、写并重，

同时加强学生课后自主听力指导、词汇强化技能、朗读和背诵技巧；

2． 本学期教学内容要完成：

1）.《新世纪大学英语综合教程》第四册3，5，6，7，8单元；《最新大学英语四级

考试精讲精练教程》；

2）.《2011级课后自主学习资料》： 背诵10篇，背诵四级大纲词汇，写作基础知

识三部分。

3）《大学英语人文阅读》2 章；

4）.加强学时课内外良好学习习惯培养和学习策略指导。

四、 教材和参考资源：

1． 教材： 《新世纪大学英语》 第四册系列教材；

2． 参考资源：《新世纪大学英语》第四册教师用书；邮电大学外语学院大学英语教

学网站。

五、 教学进度及每单元学时分配：

《读写译》5学时一个单元。每单元学时分配如下： 读、写、译 （即精读）及练习

评讲和单元测验5学时。

六、 教学方法与教学活动：

1．多媒体教学、网络和教辅书学生自学和教师授课相结合。在教师指导下，以学生为

中心，采用互动式和任务式、鼓励式等教学方法；

2．教师课堂 “精讲”和学生的 “多练”有机结合，通过听、说、读、写、译全方位

的各种形式的课堂内外的实践，如围绕课本或某一个主题展开讨论，运用课文内的主题进行演讲、游戏、讲故事、演短剧等等， 培养学生具有较扎实的英语语言基础和综合运用能力。学生的操练，特别是说、写方面的实践活动，应以一定量的语言输入为前提；

3． 培养学生的自主学习能力。提倡学生自主学习，即学生成为学习的主体，教师成为 1

学生学习的管理者、引路人和激励者；

4．大量的教师指导下的学生课外阅读活动；

5．采用提问、口头报告、听写、背诵等方式检查学生对已学知识的熟练程度。

七、 课后作业和检查：

1． 词汇练习和翻译等读写译作业、四级模拟训练和课外阅读作业以学生课后学习

为主，教师课堂检查和答疑；

2． 每1-2单元必须通过背诵、听写或单元随堂测验对学生学习情况进行检查登记；

3. 引导和鼓励学生运用词、短语，搭配词，惯用语，句子框架和引语等语言版块

创造性地说出或写出句子；指导学生练习缩写、续写、扩写和仿写练习。课文是仿写的好范本，课本向学生展示了语言材料、相关知识、相应文化背景；课本也为文章构思、篇章结构的组织提供参照。教师若能启发学生经常有意识地从这些角度细细体会，加以摹仿，学生写作能力定会稳步上升；

4. 学生课后读21st Century等英语报刊杂志或英语简易读物，并写出1-2篇读书

报告。

八、 校内英语参考学习资源：

1．

2．

3．

4．

5． 英语角 外语学院多媒体听音室和蓝鸽在线学习系统：202.202.43.22/lgsoft 图书馆外文阅览室 外语学院举办的英语讲座 外语学院大学英语教学网站

6. VOA慢速英语在线听力： 普特听力； 大耳朵英语；/ VOA在线收听等

九、 测试：

1． 第11周左右半期考试。考试范围：根据所上单元进行调整。听力、阅读、词汇、

填空题等部分全部来自于学生课后自主学习任务和课堂教学内容；

2． 期末考试。考试范围：阅读、词汇、填空题、英汉互译等部分70%来自于学生

课后自主学习任务和课堂教学内容；

3． 加大主观题比例，半期考试主观题将占到30%以上。期末考试将占到40%以上。

十、 期末总成绩评定：《读写译》平时成绩30%+期末70%

1. 课堂表现10%。根据学生在课堂上主动回答问题和参与小组活动等表现。请老师们做

好登记；

2. 作业15%。自主阅读（大学英语四级考试精讲精练教程+课外阅读每周登记）+作业（含

作文、听写、单元测验、读书报告等）。

3. 出勤5%。

注：请各位任课教师对以上各项在平时成绩登记册上做好手写登记工作，教学部期末将通过抽查学生作业、检查平时成绩登记册等方式进行检查。

大学英语教学研究二部一级班教学小组

20xx年02月

2

第二篇：大学英语4读写译重点

In-class reading passage

Key words

anatomy attempt clarification familiarity humorous irritated mild misuse mutual principal sparkling string suggestive tease tempt universal vulgar fall in love beyond the reach of make fun of appeal to lie in under someone’s nose make an attempt to resume start over try sth out

Significant sentences

1. Why is it that several students in a class will fall out of their chairs laughing after I tell a joke while the rest of the

students look as if I’ve just read the weather report. Line10

2. Some people have a better sense of humor than others just as some people have more musical talents, mathematical

talent than others. line16

3. Blitzen pranced just beyond the reach of Grandma until Grandma was tempted to leave her chair to get the slipper

from Blitzen. line27

4. It helps if the story/joke teller uses gestures and language which are well known to the audience. Line36

5. It is true that today’s humor is rather shocking, but I don’t think humor is to be blamed for that. Line 100

1. 为什么我讲完一个笑话后，班上有些学生会笑得前仰后合，而其他学生看上去就像刚听我读了天气预报一样

呢？

2. 有些人比别人更有幽默感，就像有些人更替具有音乐，数学才能一样。

3. 布利茨恩在外祖母刚好够不到的地方蹦来跳去，一直逗得外祖母忍不住站起来去拿那只拖鞋。

4. 如果讲故事和说笑话的人使用观众都熟悉的手势和语言，则有助于增强效果。

5. 的确，现在有些幽默令人震惊，但我认为这不是幽默的过错。

After-class reading passages

Key words

arrest assemble complex construct convict detection drama fictional loose mystery penalty predictable profession unsettle vary end with take on loose ends

Significant sentences

1. She uses characters that are easily recognizable and her plots develop almost like clockwork. Line6

她创造的人物一眼就能辨认出，情节的发展非常规范、准确、流畅。

2. The formula appeals to the strongest of human instincts-curiosity-and its popularity shows no sign of going away.

Line12

这种模式吸引了人类最强烈的本能—好奇心—而人们对这种模式欢迎的程度没有任何减弱的迹象。

3. Criminals go unpunished, people are wrongly convicted and there are miscarriages of justice. Line 38

犯罪会逍遥法外，法律会伤及无辜，审判不公时有发生

4. Instead of comforting, most contemporary crime novels unsettle their readers. Line 48

当代的破案小说不仅不能给读者带来慰藉，反而使他们感到不安。

5. So long as human beings remain curious, there seems no doubt that the whodunit in all its various forms, will

continue to exert its fatal attraction. Line66

只要人类还有好奇心，那么毫无疑问，各种各样的侦探小说就会继续发挥它致命的诱惑力。

Key words

announcement bare hooked hasten back out catch on fill in get through

Significant sentences

1. But then a strange coincidence occurred, the kind of thing that makes you think it’s an answer to prayer, even when

you haven’t actually prayed. Line7

但是后来发生了一件奇妙的巧事，使人觉得自己的祈祷得到了回应---甚至在你还没有真正祈祷的时候就得到回应了。

2. Even though I dropped a lot of balls at first, I was amaze how easily I caught on.line14

虽然最初我经常接不住球，但我很快就会了，连我自己都感到惊讶。

3. As I got better, I began to add tricks, tossing the balls so that one went over the top of the others or under the others.

Line28

随着我技术的进步，我开始加上花样：抛球时让一个经过其他球的上方，或者经过其他球的下方

4. I hoped that trying them out on my family would help me feel more comfortable doing the same thing in public.

读写译 第1页 共14页

Line62

我希望先在自己家人面前试试这一套，这样会让我在观众面前做同样事情的时候更放松些。

5. I danced over the torches crazily, making jungle sounds, until I could pick them up and resume my juggling. Line 71

我疯狂般的跳舞，在火把上跨来跨去，发出丛林里的声音，知道我可以把它们捡起来继续杂耍表演

Unit 2

Key words

Intrigue/stuff/recipient/uplifting/responsive?unresponsive/reassurance/boost/upbeat/drawback/savor/treasure/owe/cordial/casual/acquaintance/compliment—complimentary/affected/characterize/credit/thrive/reinforcement/practitioner/strain/spontaneous/approval/acknowledge/fulfill/compose/overdue/precise/virtually

Occasional/mischief?mischievous?

mischievousness/permission/deliberately/proceed/instruction/concept/edgy/assignment/accomplish/fold/ragged/fascinated/definition/evoke/keenly/length?lengthy/conscious/switch/intimacy/converse?conversation/imagery/shrink/perception/adolescent/represent/enroll/assume?assumption/disapprove/cheat/rebellious keep up / make a habit of / walk of life / a body of / be flooded with / turn around / shy away from / attach importance to / characterize …as / be credited for / thrive on / It’s… that counts. after-class reading phrases

act on / get out of hand / if only / be aware of / be conscious of / give thought to / be ashamed of / take … seriously Significant sentences

1. In a world too often cold and unresponsive, such notes bring warmth and reassurance. (l.18-19) (2-I)

在这样一个习惯于冷漠，无动于衷的世界上，这种便笺给人们带来了温暖和安慰。

2. We all need a boost from time to time, and a few lines of praise have been known to turn around a day, even a life. (l.19-20) (2-I)

我们都时不时地需要鼓励，大家知道几行赞扬的话会改变一个人的一天，甚至一生。

3. Throughout his career he has followed up virtually every contact with a cordial response—a compliment, a line of praise or a nod of thanks. (l.30-31) (2-I)

在他整个职业生涯中，每次与人们接触之后，他几乎都随后写封信，内容亲切——一句赞美之辞，一行表扬的话，或一段感谢语。

4. His notes go not only to friends and associates, but to casual acquaintances and total strangers—like the surprised person who got a warm pat on the back for lending Bush an umbrella. (l.32-34) (2-I)

他不仅写给朋友和同事，还写给萍水相逢的人以及完全陌生的人——象那位借伞给他的人，后来收到他热情洋溢的赞扬信，感到很惊讶。

5. Acknowledging some success or good fortune that has happened during the year seems particularly appropriate considering the spirit of the Christmas season. (l.71-73) (2-I)

鉴于圣诞节的氛围，对一年来所取得的成功与得到的好运特意表示一下赞美和祝贺似乎是恰到好处的。

1. Very neat in appearance, he had that happy-to-be-alive attitude that made even his occasional mischievousness delightful. (l.3) (2-A1)

他外表非常整洁，他那乐天派的态度甚至使他那偶尔的淘气也显得那么的可爱。

读写译 第2页 共14页

2. I didn’t know what to make of it at first, but before long I became accustomed to hearing it many times a day. (l.8-9) (2-A1)

起初我不明白他的话到底什么意思，可是每天听他说好多遍，不久我就习以为常了。

3. I hadn’t asked any of the students to help me watch Mark, but since I had stated the punishment in front of the class, I had to act on it. (l.14-15) (2-A1)

我并没有让任何学生帮我监视马克，但是既然我已经当着全班的面说了惩罚办法，我就要说到做到。

4. We had worked hard on a new concept all week, and I sensed that the students were growing frustrated with themselves—and edgy with one another. (l. 28-30) (2-A1)

我们整整一周都在学习一个新概念，我感觉到学生们开始泄气了，而且相互间变得急躁易怒。

5. Opening the billfold, he carefully removed two worn pieces of notebook paper that had obviously been taped, folded and refolded many times. (l.65-68) (2-A1)

他把皮夹打开，小心翼翼地拿出两张破旧的笔记本纸。很明显，那纸已经用胶带粘贴、反反复复折叠过很多次了。

1. I spend a great deal of my time thinking about the power of language—the way it can evoke an emotion, a visual image, a complex idea, or a simple truth. (l.2-5) (2-A2)

我用大量的时间来思考语言的力量—它是如何唤起情感、描绘视觉图像、阐述复杂的观点或者展示简单的事实的。

2. It has become our language of intimacy, a different sort of English that relates to family talk, the language I grew up with. (l.28-29) (2-A2)

这已经成了我们的私人语言，一种只和家人交谈时使用的特殊英语，一种伴随我成长的语言。

3. Her language, as I hear it, is vivid, direct, full of observation and imagery. That was the language that helped shape the way I saw things, expressed things, made sense of the world. (l. 37-39) (2-A2)

在我听来，她的语言生动、直接、富有洞察力和意象。就是这样的语言帮助我形成了我看问题、表达思想、认识世界的方式。

4. It always bothered me that I can think of no way to describe it other than “broken”, as if it were damaged and needed to be fixed, as if it lacked certain wholeness and soundness. (l.42-44) (2-A2)

让我一直不安的是，除了用“蹩脚”这个词，我想不出别的方式来描述它，就好像它是破损的，需要修补，就好像它缺乏某种整体感和完整性。

5. Fortunately, I happen to be rebellious in nature and enjoy the challenge of disproving assumptions made about me. (l.79-80)) (2-A2)

幸好，我生性叛逆，乐于证明人们对我的看法是错误的，我喜欢这种挑战。

Unit 3

In-class reading Key words and Phrases

1. approve 2. assign 3. constitute 4. indirectly 5. participation 6. bias

7. unintentional 8. vital 9. heredity 10. appropriately 11. unconsciously 12. tremendous 13. impact 14. participant 15. diminish 16. dimension

17. assumption 18. obedience19. as a matter of fact20. fall behind 21. put away

读写译 第3页 共14页

22.in accordance with 23.be deprived of 24.be incorporated into

In-class Reading Sentences

1. Over the past few decades, it has been proven innumerable time that the various types of behavior, emotions, and

interests that constitute being masculine and feminine are patterned by both heredity and culture. ( line 1-3)

在过去的几十年里，已经无数次地证实了这样一个事实：构成男子阳刚之气和女子阴柔之气的各种不同类型的行为、情感、和兴趣都既是遗传又是文化熏陶的结果。

2. In the process of growing up, each child learns hundreds of culturally patterned details of behavior that become

incorporated into its gender identity. ( Line 4-5)

在成长的过程中，每个孩子学会了各种行为举止，数量之多数以百计，这一切都带有文化的烙印，成为他们性别特征的一部分。

3. This has a tremendous impact on the learning process for, in general, those students who become active classroom

participants develop more positive attitudes and go on to higher achievement. (line 23-25)

这对学习过程有着巨大的影响，因为总的来说，那些积极的课堂活动参与者对学习更加乐观有信心，并能在今后取得更大的成就。

4. Research done by the Sadkers showed that sometimes teachers unknowingly prevented girls from participating as

actively as boys in class by assigning them different tasks in accordance with stereotyped gender roles. (line 33-35) 赛德克夫妇所作的研究显示，教师有时候会按照固有的性别模式给男孩子和女孩子布置不同的任务，这样便不知就不见地使女孩子不能像男孩子一样积极地参与。

5. Since hands-on-work with classroom materials is a very important aspect of early education, the girls were thus

being deprived of a vital learning experience that would affect their entire lives. (Line 38-41)

既然使用课堂材料动手操作是早期教育的一个重要方面，这些女孩子就这样被剥夺了重要的学习经历，这会影响到她们今后的整个人生。

After-class reading (1) Key words and Phrases

1. allocate 2. contempt 3. discrimination 4. disregard 5. disrupt 6.dramatically 7. hopeful 8. essay 9. minority 10. at a disadvantage 11. be accustomed to doing something

12. be in a minority 13. be typical of 14. for ages 15. go too far 16. make a thing of

After-class reading (1) Sentences

1. They are allowed to tease the girls and they receive praise for sloppy work that would not be tolerated from girls.

(line 2-3)

他们被允许取消女生，他们作业做得马虎却受到表扬，要是女生做这样的作业就得不到宽容。

2. Boys are accustomed to being teachers’ pet, an, if girls get anything like equal treatment, boys will protest and even

disrupt lessons. (line 3-4)

男生们习惯于做老师的宠儿，若女生得到任何一点与男生平等的待遇，男生就会抗议，甚至扰乱课堂教学。

3. In other words, when teachers give girls mote than a third of their time, they feel that they are depriving the boys of

their rightful share. (18-19)

也就是说，当老师花在女生身上的时间超过三分之一时，他们就觉得自己剥夺了男生应得的时间。

4. But girls can be ignored; their hands can be held up for ages, and their often polite requests for assistance are

disregarded as the teacher is obliged to remain with the boys.” (Line 37-39)

然而女生的要求会被忽视，她们长时间地举着手，通常很礼貌地请求帮助但老师不予理睬，因为老师必须关注那些男生。

5. Separating boys and girls within schools for certain subjects—rather than a return to single-sex schools---is the most

hopeful solution she suggests. (line 57-59)

她建议说，最有希望的解决办法是在学校内对某些课程实行男女生分班上课---而不是像过去那样男女分校上学 After class reading (2) Key words and Phrases

1. craft 2. differ 3.extract 4,. Origin 5. profession 6. self-centered 7. socialization

8. systemize 9. underlying 10. empathize 11. preference 11. a bunch of 12. go beyond 13. light up 14. pull together 15. put together

After-class reading (1I) Sentences

1. Emphasizing is the drive to identify another person’s emotions and thoughts and to respond to these with n

appropriate emotion. Systemizing is the drive to analyze and explore a system, to extract underlying rules that

读写译 第4页 共14页

govern the behavior of a system; and the drive to construct systems. (line 3-7)

同情心是一种本能，使人们愿意去发现他人的感情和想法并用适当的情感做出反应；而使事物系统化是另外一种本能，使人们愿意分析和探索系统结构并推导出支配系统功能的基本规则；它同时也是构建系统的本能。

2. But the E-S theory toes beyond such anecdotal evidence to pull together the scientific evidence, and investigate the

origins of these differences. ( Line 26-27)

但是E-S理论不只是停留在日常见闻所提供的证据上，而是收集整理了科学证据，并研究这些差异的根源。

3. Studies show that when children play together with a little movie player that has only one eye-piece, boys tend to get

more of their fair share of looking down the eye-piece. They just shoulder the girls out of the way. (line 29-31)

比如说研究表明，当孩子们在一起玩一种只有一个目镜的小型电影播放器的时候，男孩子们总是获得更多的占用目镜观看的机会。

4. All this adds up to a large amount of evidence for a female advantage in empathizing, with at least some biological

determinants. ( Line 48-49)

所有这些构成了大量的证据，表明女性在同情心方面有优势，其中至少涉及一些生物方面的决定因素。

5. The theory is saying that, on average, males and females differ in what they are drawn to and what they find easy,

but that both sexes have their strengths and their weaknesses. ( Line 71-73)

这个理论在说，总体而论，男人与女人受到不同事物的吸引，他们擅长做的事情也不一样，但是两个性别却都各自有自己的优点和缺点。

Unit 4 Creativity

Key words and Phrases

in-class reading

Creativity practically strategy function promote approach resource original sacrifice apply multiplication dismiss motivation perfect workable

beyond one’s reach be up to involve…in

After-class reading (1)

appoint manual intervene agenda rear casual relevant

For the sake of on occasion not in the least / not the least / not the least bit

find its way into somewhere

After class reading (2)

Illuminate ultimate gain desirable proceed critical cultivation

In retrospect date back to feed back to the point

Sentences

In class Reading

1. If Dick Drew had listened to his boss in 1925, we might not have a product that we now think of as practically

essential: masking tape. Line 3

2. It is a strategy that more and more companies are employing and one that experts around the country say we ought to

be following with our children, both at home and at school. Line 11

3. The feeling is that if we teach them to think creatively, hey will be better able to function in tomorrow’s society.

Line 13

4. Creativity is not something one is just born with, nor is it necessarily a characteristic of high intelligence. Line 17

5. Creativity is the matter of using the resources one has to produce original ideas that are good for something. Line 19

6. …, teachers might ask students to think about what would have happened if his trip had taken him to New York first

instead of to the Caribbean area. Line 35

7. The best strategy is to encourage children by asking them questions, meanwhile praising their ideas and new

thoughts. Line 43

读写译 第5页 共14页

8. Experts say that it is important to create an atmosphere in which there is no risk in being creative－a place where

wild ideas are honored and valued, never scorned or dismissed. Line 44

Translation:

1. 如果19xx年迪克·德鲁听从了他老板的意见，也许我们就不会有遮护胶带这种用品了。现在我们几乎离不开它。

2. 这种策略已被越来越多的公司所采用，而且全国各地的专家认为，对孩子也应仿效这种做法，无论是在家里还是在学校。

3. 他们认为，如果我们教育孩子进行创造性思维，他们就能在明天的社会中更好地发挥作用。

4. 创造性并非与生俱来，也不一定就是高智慧的特征。

5. 创造性是指能利用已有的资源想出新点子，而这些点子有助于解决某方面的问题。

6. ······教师可能让学生思考如果哥伦布首先到达的不是加勒比海地区而是纽约，情况会如何。

7. 最好的办法是通过提问并同时对他们的想法和新点子表示赞赏来鼓励孩子。

8. 专家认为必须创造一个可以自由发挥创造力的氛围，一个尊重和赞赏而不是鄙视或不理会荒诞想法的环境。

After-class reading (1)

6. The key to our room was attached to a large plastic block with the room number printed on it. Line 4

7. Because of his young age, lack of manual dexterity, and incomplete understanding of the need to orient the key “just

so”, he would usually fail. Line 12

8. He loved to bang the key on the slot and probably got as much pleasure out of the sounds it made, and the physical

feelings it gave him, as he did those few times when the key actually found its way into the slot. Line 14

9. She would then smile somewhat expectantly at Elle or me, as if awaiting a thank you—and on occasion, would

frown slightly, as if to criticize us as parents. Line 26

10. But it also became clear to us that we were dealing with totally different attitudes about the preferred behavior for

children and the proper role of adults in their socialization. Line 36

Translation:

1. 我们房间的钥匙系在一块大塑料牌上，牌上印有房间号。

2. 可是因为他太小，手不灵活，又不完全理解钥匙要放在“正好”的位置才能插进钥匙孔里，所以，他往往放不进去。

3. 他喜欢用钥匙砰砰敲打窄孔，也许他从钥匙的撞击声及敲敲打打给他带来的肢体感受中得到的乐趣，不亚于偶尔有几次把钥匙真地插入窄孔时所给予他的乐趣。

4. 然后她会有所期待地对埃伦或者我微笑，好像在等着我们感谢她——或者有时也会微微地皱起眉头，好像是在批评我们做父母的没有尽到责任。

5. 然而，同样明显的是，在希望孩子怎样行事，在孩子融入社会生活时大人应起的作用方面，我们遇到了两种截然不同的态度。

After class reading (2)

1. He will be happy (those around will be happier), he will learn how to accomplish the task sooner, and then he can

proceed to more complex activities, like opening the door or asking for the key. Line 12

2. He was having a good time and exploring, two activities that did matter to us. Line 21

3. So long as the child is shown exactly how to do something—whether it be placing a key in a key slot, drawing a

rooster, or apologizing for a misdeed—he is less likely to figure out himself how to accomplish such a task. Line 24

4. And, more generally, he is less likely to view life—as many Americans do—as a series of situations in which one

has to learn to think by oneself, to solve problems on one’s own, and even to discover new problem for which creative solutions are wanted. Line 27

5. Opposed to this tradition is a “transformative” approach, in which the teacher is more of a coach, attempting to

elicit certain qualities in her students. Line 47

读写译 第6页 共14页

Translation:

1. 他会很高兴（他身边的人会更高兴），他会更快地学会如何完成这项任务，然后他可以去完成更复杂的动作，例如开门或要钥匙。

2. 他玩得很痛快并且在探索，这是两件在我们看来重要的事。

3. 不管是把钥匙放进钥匙孔，还是画一只公鸡，或者是为做错事而道歉，只要是有人手把手地教孩子如何做某件事，他就不太可能去自己弄清楚该如何完成这一任务。

4. 更广义地说，他就不太会像许多美国人那样，把生活看作是一系列的境遇，在这些境遇中，一个人必须学会独立思考，独立解决问题，甚至于去发现新问题，并且用新的方法去解决这些问题。

5. 与此传统相反的是“转化”方式。在这种方式中，老师更像是个教练，努力发掘学生身上的某些品质。

Unit 5 Athletes

Key Words and Phrases

In-class reading

1. necessarily 2. commercial 3. deny 4. glory 5. endorsement

6. pose 7. perfection 8. display 9. reinforce 10. eventually 11. impossibly

12. constantly 13. scary 14. publicity 15. confining 16. outweigh 17. criticize 18. championship 19. set an example 20. follow one’s lead

21. take the place of someone 22. take something too far 23. be bound to

24. Center of attention 25. you name it 26. measure up to expectations

After-class reading (1)

1. indomitable 2. increasingly 3. regularly 4. paradox 5. precisely 6. transform

7. extremely 8. totally 9. privilege 10. conceited 11.artificially 12. threaten

13. intervene 14. invariably 15. flatter 16. demanding 17. acquire 18. discard

19. disadvantaged 20. on the surface 21. on top of 22. and the like 23. measure…against…

24. perceive…as… 25. shield…from… 26. needless to say

After class reading (2)

1. indifference 2. accomplishment 3. insulting 4. category 5. indication

6. apply 7.quest 8. aggressive 9. severe 10. occasionally 11. unconsciously 12. existence

13. imply 14. concentrate 15. strike someone as 16. sign up for 17. get in shape

18. at the edge of 19. It dawns on me that…

Sentences

In-class reading

1. We don’t necessarily like the same things: Charles loves golf so much he would play at halftime if he could, but I

think a golf course is a waste of good pasture-land. (line3-5)

我们的爱好不一定完全相同： 查尔斯酷爱高尔夫球，要是可能的话他中场休息时都会打，我却认为把优良的牧地造成高尔夫球场是浪费。

2. One of the reasons we get along so well, though, is that we both say what’s on our minds without worrying about

what other people are going to think—which means we disagree from time to time. (Line 5--10)

尽管如此，我们能相处得很好的原因之一是，我们俩都是心里想什么，就说什么，不在乎他人会怎么想，这就意味着我们时常会意见不一致。

3. I don’t think we can accept all the glory and the money that comes with being a famous athlete and not accept the

responsibility of being a role model, of knowing that kids and even some adults are watching us and looking for us

读写译 第7页 共14页

4.

5.

6.

7. to set an example. ( Line18--20) 我认为我们不能只接受作为著名运动员而带来的荣誉和金钱，而拒绝承担作行为榜样（而应负的）责任， 我们有责任知道孩子们，甚至一些大人们正看着我们，期望我们树立起一个榜样。 There are days when I don’t want to pose for a picture with every fan I run into, when I don’t feel like picking up babies and giving them hugs and kisses (no matter how cute they are), those are the days I just try to avoid the public. (Line25---28) 有些日子，我并不想同遇见的每个球迷都摆姿势合影，不想抱起婴儿拥抱、亲吻（无论他们有多可爱）。处在这种时候，我就尽量避开公众。 If I were deciding whether a basketball player was a positive role model, I would want to know: Does he influence people’s lives in a positive way away from the court? How much has he given of himself, in time or in money, to help people who look up to him? Does he display the values---like honesty and determination---that are part of being a good person?（line30—34） 如果由我来判定一个篮球运动员是否是个好榜样，我想知道的是：他在球场之外是否给人们的生活带来了积极地影响？他自己付出了多少时间或金钱去帮助那些敬仰他的人？他显示出一个优秀者应具有的诸如诚实、毅力这些品格吗？ Parents just have to make sure they don’t take it too far. Sometimes they put us on a pedestal that feels more like a tightrope---so narrow that we’re bound to fall off eventually.（line46—48） 父母亲一定不能做得太过火。他们有时把我们奉若神明，使我们感到是在走钢索----在这么细的钢索上我们最终必定会摔下来。 It’s a great feeling to think you’re small part of the reason that a kid decided to give school another try instead of

dropping out or that a kid had the strength to walk away when someone offered him drugs. (line 68---70)

想到某个孩子决定在事业上再做一番尝试而不是辍学，或者碰到有人向他兜售毒品时，能从毒贩子身边走开，而这其中也有你的一小部分功劳时，那种感觉好极了。

After-class reading （1）

1. In an increasingly complicated and disorderly world, sports are still an arena in which we can regularly witness

a certain kind of greatness. (line 8—10)

在一个日益复杂无序的世界中，体育仍是一个可以让我们时常目睹某种伟大表现的竞技场。

2. Yet there’s something of a paradox here, for the very qualities a society tends to seek in its heroes---selflessness,

social consciousness, and the like---are precisely the opposite of those needed to transform a talented but otherwise unremarkable neighborhood kid into a Michael Jordan. (line 11—14)

然而这显然是自相矛盾的，社会想从英雄身上寻求的品质，如大公无私、社会意识等等，恰好与运动员所需的品质大相径庭，用这些品质是无法把一个有体育天赋而在其他方面表现平平的街坊小孩变成迈克尔.乔丹的。

3. On top of this, our society reinforces these traits by the system it has created to produce athletes--- a system

characterized by limited responsibility and enormous privilege.(line17—19)

此外，我们的社会用它创建的培养运动员的制度进一步强化了这些特征。该制度的特征是：责任有限，待遇丰厚。

4. And for those successful enough to rise to the level of big-time college sports, the “reward” is often an

artificially controlled social environment, one that shields them form many of the responsibilities other students face.( Line 28---30)

对于那些能在最高水平的大学体育竞技中崭露头角的运动员来说，“回报”往往是一种人为设置的社会环境，这种环境使他们免于承担其他学生要面对的许多责任。

读写译 第8页 共14页

5. Overprotected by universities, flattered by local communities, give star status by the public, rewarded with

seven or eight-figure salaries, successful athletes inevitably develop the feeling that they are privileged beings---as indeed they are. (line 44---46)

大学的过分呵护、当地社区的吹捧、公众给予的明星地位，以及七八位数字的年薪，这些使得成功的运动员必然形成这样的感觉：他们是有特权的人---他们也确实是有特权的人。

After-class reading (2)

1. The first indication that athletic indifference had ended came when she joined the high-school cross-country

team. (Line 14—15)

最初显示她对体育感兴趣的迹象是她加入了高中越野队。

2. Her hair was wet and the mascara she had applied so carefully that morning ran in dark circles under her eyes.

(line18—20)

她的头发都湿透了，早晨小心翼翼涂上的睫毛膏在眼睛下成了一个个黑圈。

3. My husband, for example, talked to Ann differently when he realized that she was a serious competitor and not

just someone who wanted to get in shape so she’d look good in a prom dress.

那我丈夫来说吧，他以全然不同的方式与安交谈，因为此时他意识到安参加比赛时认真的，不像有些人只想健身以便在班级舞会上穿上礼服时看上去漂亮些。

4. She came in for some of the most severe criticism from her dad when, during basketball season, her intensity

decreased. (line37---38)

正当篮球赛季，安地热情却有所减退，她受到了父亲最严厉的批评。

5. What has struck me, amazed me, and made me hold my breath in wonder and in hope is both the ideal of sport

and the reality of a young girl not afraid to do her best. (line85—87)

追求运动的理想以及一个女孩勇敢地去充分发挥自己的特长这一现实，使我感动，令我惊奇，让我惊叹得说不出话来，同时也让我充满希望。

Unit 6

Sentences

In-class Reading

1. Anxiety about the risks of life is a bit like hypochondria; in both, the fear or anxiety feeds on partial

information.(L.11-12)

对生活中风险的担忧与疑病症有相似之处，二者的恐惧或忧虑皆起因于信息不全面。

2. It is much more difficult when anxiety about other forms of risk is concerned, because with many risks, the situation

is not as simple.(L.15-16)

当涉及到其他形式的风险时，事情要困难得多，因为对许多风险来说，情况并不那么简单。

3. But what if the bag accidentally inflates while you are driving down the highway, thus causing an accident that

would never have occurred otherwise?(L.26-28)

但是万一正当你在高速公路上开车时，保险气袋突然意外充气膨胀，从而导致了本来绝不会发生的事故，那又该如何是好？

4. By reducing all risks to ratios or fractions of this sort, we can begin to compare different sorts of risks---like mining

versus riding in a car.(L.55-56)

通过把所有风险都简化为这种比率或分数，我们便可以开始比较不同种类的风险，如比较采矿与乘坐汽车。

5. Once we understand that risk can never be totally eliminated from any situation and that, therefore, nothing is

completely safe, we will then see that the issue is not one of avoiding risks altogether but rather one of managing risks in a sensible way.（L.68-70）

我们一旦明白了风险是永远无法从任何情况中完全去除的，因而就没有绝对安全的事，我们也就会明白问题

读写译 第9页 共14页

的关键不是要彻底避免风险，而是要理智地管理风险。

After-reading Passage I

6. What makes today’s preoccupation with health slightly surprising is that Americans are far healthier now than they

have ever been.（L.3-4）

美国人现在对健康如此关注，是有点令人吃惊，因为他们目前比以往任何时候都要健康得多。

7. In making choices about health risks, therefore, it is important to bear in mind the likely time lag between taking a

risk and suffering its consequences.(L.22-24)

因此，在对健康的各种危险做出选择时，务必要考虑进行冒险与承受其后果之间的时间间隔。

8. Those with a mind to “live for today” are apt to be indifferent to health risks that have a very long incubation period.

(L.25-26)

那些一心要“今朝有酒今朝醉”的人们，往往对潜伏期较长的危害不放在心上。

9. After all, when virtually any of us is confronted with the choice of doing something likely to kill us today versus

doing something likely to kill us in two decades, the choice is going to be the lesser of the two evils. (L.27-30)

毕竟，如果我们真的面临选择，是去做今天就可能使我们丧命的事，还是去做20年后才可能使我们丧命的事，我们往往会两害相比取其轻。

10. That criticism fails to consider the fact that AIDS, by virtue of striking people principally in their 20s and 30s,

generates far more YPLLs than the bare figure of 20,000 deaths per year, bad as that is, might suggest. (L.52-55) 该批评没有考虑到这样一个事实：由于艾滋病的主要受害者为二三十岁的年轻人，尽管每年只造成20，000人死亡---该数字本身也不小了---但是造成的YPLL要大得多，远比简单的死亡人数更值得我们重视。

After-reading Passage II

11. Today, holiday makers in most Western countries have a huge variety of holiday destinations and experiences to

choose from.（L.1-3）

如今在西方每逢节假日，游客都有很多旅游胜地和娱乐项目可以选择。

12. The chief attraction of these sports comes from the risk they carry of injury or death. （L.19-21）

这些运动主要的魅力在于它们有伤亡的风险。

13. But risky though such activities may be, they allow people to expand their horizon.（L.52-53）

这些运动虽然危险性高，却能帮助人们拓展视野。

14. We live in the most lawsuit-riddled society in the history of mankind, when they’re taking jungle-gyms and swings

out of children’s playgrounds for fear of people being sued.(L.62-64）

我们生活在人类历史上法律诉讼最多的时代，为了防止有人受到起诉，金属攀登架和秋千被搬出了孩子们的操场。

15. Fundamentally, there is basic human need for novelty--- to every once in a while take risks --- because that’s all part

of feeling more competent about how we deal with our environment. （L.73-75）

从根本上说，追求新鲜事物是人的基本需求，人们时不时地会想要冒一点险，以便在应对周围的环境时感到更得心应手。

Words and Expressions

In-class Reading

1. accordingly 2. assess 3. exposure 4. multiply 5. physician

6. roughly 7. symptom 8. disaster 9.fraction 10. indefinitely

11. on the strength of 12. all manners of 13. end up 14. inform sb. About/of sth.

15. in question 16. may well 17. by contrast 18. pose questions to sb

19. run a risk 20. turn out 21. be opposed to 22. feed on 23. reduce… to

After-class Reading Passage I

1.costly 2. enormously 3. funding 4.insignificant 5. short-sighted

6. indifferent 7. permanent 8. principally 9. payable 10. specifically

11. strike terror/fear into someone’s heart 12. bring sth. under control 13. bear in mind

读写译 第10页 共14页

14. make sense 15. in this light 16. by virtue of 17. show up 18. pay the piper

After-class Reading Passage II

1. adventurous 2. ambition 3. client 4. elastic 5. maximum

6. mountaineer 7. qualified 8. quote 9. statistics 10. urban

11. capitalize on 12. range from sth. to sth. 13. line up 14. short cut

15. strike a chord with sb. 16. look for alternatives to

Unit 7 College Life

Key words and Phrases

in-class reading

Adequate: inadequate / scarce

Crucial: critical / decisive / vital

Deadline

Faculty

Forgiving

Formulate

Informed: v. inform be informed of

Painless: painful / painstaking

Preparatory

Presentation: present / represent / representative

Pretense: pretend

Supposedly

Tolerant: be tolerant of

triple

Unchallenging

Unimaginative

Unlearn

Act out

Be / get rid of

By no means

Get down to

Look back on

After-class reading (1)

contented / trace / possess / steady / discard /glow / desperation / leisurely / realization / weep / moan / administrator / combination / frustration / remind sb of sth / head for / lock up / glaze over / against all odds / sure enough

After class reading (2)

contribute /transfer /attain /avoidable /beneficial /definite /merciless /motivated /shelter /sufficient/

unaccustomed/be accustomed to/ claim responsibility for/prey on/chase away

Sentences

In class Reading

1. Despite your fantasies, it was not even that we wanted to be liked by you. It was that we did not want to be bothered,

读写译 第11页 共14页

and the easy way out was pretense: smiles and easy Bs. L30

2. It has failed you by being easy, free, forgiving, attentive, comfortable, interesting, unchallenging fun. L39

3. I mean, when you give you what you want but have not earned, don’t abuse them, insult them, act out with them your

parlous relationship with your parents. L45

4. At college, we must learn to budget our time (and money!) and to be tolerant (otherwise we wouldn’t survive in a

crowded triple room!) L20 P257

5. When the going gets tough, the tough have to get down to work because, unlike what Neusner believes, college does

not give “painless” solutions to mistakes. L31 P257

Translation:

1. 对这一切尽管你们可以想入非非，但我们决不是因为想要讨你们的欢心，而是因为我们不想让你们来罗嗦。

一个简单的办法就是作假：微笑，让你们轻轻松松都得B。

2. 由于大学成了一个轻松、自由、包容、体贴、舒适，充满乐趣、好玩的地方，它没有对你们尽到责任。

3. 我的意思是，当他们把你们想要但不是你们应得的东西给了你们时，要善待他们，不要侮辱他们， 不要再

他们身上重演你们与父母之间的那种糟糕的关系。

4. 在大学里，我们必须学会计划时间（还包括计划用钱），学会容忍（否则，住在一个拥挤的三人间里，我们

会无法过下去的）。

5. 当学习紧张时，本来刻苦学习的人也得更加努力学习，因为大学并不像诺伊斯纳所认为的那样，会给失误提

供“省事的”解决办法。

After-class reading (1)

1. It is a horror that stays with a person for the rest of his life: the desperation, the frustration, the realization that one has

to cough up mounds of knowledge that one doesn’t even possess. (L8)

2. And that one’s future career may depend on how well one does the coughing. (L12)

3. Under normal circumstances they probably would have been curious about my presence, but on this night their eyes

were so glazed over that they couldn’t even think straight. (L40)

4. It is a secret that all of us who have been to college learned only after we got out; a secret that, if college students

knew it, would ease their minds and make them calm. (L44)

5. The only place you’ll ever encounter something as bizarre and frightening as a final exam is at college. (L54)

Translation:

1． 这种恐惧刻骨铭心，一生都忘不了----是一种绝望、沮丧，是意识到自己不得不勉强应答一大堆并未掌握的

知识。

2． 一个人的前途如何，就取决于这种勉强的应答。

3． 在平时，他们可能会对我的出现感到好奇，但是，那天晚上，他们的目光呆滞无神，思维也不清晰了。

4． 这是我们所有上过大学的人走出校园后才领悟到的秘密，如果让大学生领悟了这个秘密，他们就会轻松、平

静。

5． 只有在大学里，你才会遇上像期末考试那样稀奇古怪、令人恐惧的事情。

After class reading (2)

1. But while his transgression was eating the fruit from the tree of knowledge, my sin was ignoring the tree. (L1)

2. Daydreams of sleeping on a patch of cool grass on a breezy summer day intruded upon my concentration, chasing

away calculus and physics theories. (L26)

3. At the time, my independence was exhilarating; freedom, denied me for eighteen years, was mine to experience and

abuse. (L55)

4. When Christmas day arrived, I found a “withdraw from university” notice in my stocking. (L61)

5. Unearned independence was the fruit from the tree of knowledge that tempted me and caused my downfall. (L65)

Translation:

1． 但是，亚当的越轨是偷尝智慧树上的禁果，而我的罪孽是对这棵树不屑一顾。

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2． 心里想着微风拂面的夏日，躺在一片阴凉的绿草地上，这些幻想分散了我的注意力，赶跑了微积分和物理学

理论。

3． 当时，这种独立使我心旷神怡，已经被剥夺了18年的自由，现在任由我来体验、任由我来滥用。

4． 圣诞节那天，在我的长筒袜里，我发现了一张“退学”通知。

5． 不应该得到的独立就如智慧树上的禁果，诱惑我，是我堕落。

Unit 8 Time

Key words and Phrases

in-class reading

antique biochemical external humidity industrialize internal outgoing reshape stove thereby wristwatch symptom stroke addict alter apparently

accelerate illustrate

adjust to insist on summon up interact with contribute to keep schedules in unison be frowned upon in harmony with

After-class reading (1)

Briefly conception consistently inaccurate informal oversimplify stereotype superb terribly undergraduate vagueness mature frantically suffocate infinite

Attribute to break for in all honesty keep pace with stumble over in panic glance at drift out cultural shock

After class reading (2)

Absurd consciously context counterpart distortion explicit interval embassy relay reluctantly stir urgency utmost convey plainly insult perceive

Be subject to call on cool one’s heels in effect in question come through be apt to

Sentences

In class Reading

1. Dossey has discovered that these and other stress-induced ills can often be successfully treated by using simple

techniques to change how a person thinks about time. L12

2. They were all time addicts, taught since childhood to schedule their lives by society’s clock, and all felt lost without

the security of timepiece. L17

3. The experiments may have discovered one of the mysterious forces that reshape individuals into members of a team,

cult or mob. L32

4. Those who have been in a serious accident often report that, as it occurred, everything happened in slow motion;

apparently this is a survival tool built into the brain, an ability to accelerate to several times normal perceptual speed,

thereby “slowing down” the world and giving the victim “time” to think how to avoid disaster. L37

5. The cultural pattern we call time is learnt, and if we wish to live in harmony with nature we must learn to recognize

that its time still shapes our world and should not be ignored. L70

Translation:

1． 多希发现，采用一些简单的方法去改变人们对时间的看法，上述疾病和其他一些因紧张而诱发的疾病常常可

以得到成功的治疗。

2． 这些人都是“时间瘾君子”。他们从孩提时代起就受到这样的教育：要按社会的时钟安排自己的生活。因此

一旦没有了计时器所给予的安全感，就会惘然若失。

3． 这些实验也许揭示了一种神秘力量，一种把个人改变为群体（团队、异教、或乌合之众）成员的神秘力量。

4． 那些经历过严重事故的人常叙说，在事故发生的过程中，一切都以慢动作的形式进行；这显然是人脑中内置

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的逃生工具，也就是一种能力，它能把人对外部世界的感知速度提高到正常状态下的数倍，从而“减速”了世界运行的速度，使当事人有“时间”来思考避免灾难的对策。

5． 被我们称作时间的文化模式是后天学来的。如果我们希望与大自然和谐相处，我们必须努力认识到，大自然

的时间依然影响着我们的世界。

After-class reading (1)

11. No dictionary clearly defines the meaning of “early” or “late” for them or for strangers who stumble over the

annoying differences between the time sense they bring with them and the one they face in a new land. L6

12. The shuffling of books is accompanied by strained expressions that say, “I’m starving…I’ve got to go the

bathroom…I’m going to suffocate if you keep us one more second.” L41

13. When several remaining students kicked off their shoes at 12:30, I went to my own “starving/bathroom/suffocating”

routine. L47

14. I could not, in all honesty, attribute their lingering to my superb teaching style. L50

15. As I observed this casual approach in infinite variations during the year, I learned that the “m?nha” stereotype

oversimplified the real Anglo/Brazilian differences in conceptions of time. L53

Translation:

1. 没有一部词典能向孩子们或者初来咋到的人清楚地解释“早”或“晚”的定义，这使初来者不知所措，因为

原来的时间观念与所到之地存在着令人恼火的差异。

2. 翻书声伴随着焦虑不安的表情，好像在说：“我饿了。。。我得去洗手间。。。如果你在耽搁1秒钟，我就要窒

息了。”

3. 还有几个留下来的学生到了12:30才开始真正舒舒服服地在教室里坐下来，我自己却进入了“饥饿/卫生间/

窒息”的程序。

4. 坦诚地说，我不能把他们在教室里的逗留归因于我出色的教学风格。

5. 在这一年里，我观察到这种对时间的随意态度有千变万化，于是我懂得了：“m?nha” 这个老框框把英格鲁人

与巴西人之间在时间概念上的真正差异过分简单化了。

After class reading (2)

1. Because it is manipulated less consciously, it is subject to less distortion than the spoken language. L2

2. How troublesome differing ways of handling of time can be is well illustrated by the case of an American

agriculturist assigned to duty as an attaché of our embassy in a Latin country. L12

3. He jumped up and told the secretary that he had bee “cooling his heels” in an outer office for forty-five minutes and

he was “sick and tired” of this type of treatment. L29

4. The principal source of misunderstanding lay in the fact that in the country in question the five-minute-delay interval

was not significant. L34

5. What bothers people in situations of this sort is that they don’t realize they are being subjected to another form of

communication, one that works part of the time with language and part of the time independently of it. L50

Translation:

1. 由于时间不是那么可以任人摆布，因此相对而言，时间就不像话语那么容易被歪曲。

2. 处理时间的方式不同会带来很多麻烦，这可以通过一个美国农学家的例子得到很好的说明。该农学家被委派

到一个拉丁美洲国家做我们使馆的专员。

3. 他跳起来告诉秘书他已经在办公室外间“空等”了45分钟，他“受够了”这种对待。

4. 误解主要在于，在这个国家这5分钟的拖延时间算不了什么。

5. 在这种情形下，给人们带来烦恼的是他们并没意识到自己在经历另一种类型的沟通，这种沟通有时需要用语

言，有时又跟语言毫不相干。

Test one 1-5: B B A C D 6-10 D D C A A 11-15 A C B D A 16-20 D B D A C

Test two 1-5: C B B D D 6-10 C D B A D 11-15 C A D B A 16-20 D B C C A

Test three1-5: D A B C C 6-10 D B C D B 11-15 C A D B A 16-20 B D C A A

Test four1-5: D A A D C 6-10 D C B A C 11-15 D B B A C 16-20 B C D D D

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