大学英语精读五六册1.docx
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大学英语精读五六册1.docx
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大学英语精读五六册1
UNIT1
Theauthorisnotapreacher,andyethedoesdeliverakindofsermonhere.Whoishisaudience?
Interestingly,hisaudienceisyourteachersofAdvancedEnglishasaforeignlanguage.Theauthorseekstohelpthemintheirdifficulttaskofteachingadvancedstudents,theirtaskofleadingtheirstudentstoahigherleverofabilityandfluency.
Doesitencourageyoutoknowthatyouarenottheonlyonewhoisstrugglingatthisleveloflanguageacquisition?
AKindofSermon
byW.S.Fowler
ItisprobablyeasierforteachersthanforstudentstoappreciatethereasonswhylearningEnglishseemstobecomeincreasinglydifficultoncethebasicstructuresandpatternsofthelanguagehavebeenunderstood.Studentsarenaturallysurprisedanddisappointedtodiscoverthataprocesswhichoughttobecomesimplerdoesnotappeartodoso.
Itmaynotseemmuchconsolationtopointoutthattheteacher,too,becomesfrustratedwhenhiseffortsappeartoproducelessobviousresults.Hefindsthatstudentswhowereeasytoteach,becausetheysucceededinputtingeverythingtheyhadbeentaughtintopractice,hesitatewhenconfrontedwiththevastuntouchedareaofEnglishvocabularyandusagewhichfallsoutsidethescopeofbasictextbooks.Heseesthemstrugglingbecausethelanguagetheythoughttheyknewnowappearstoconsistofabewilderingvarietyofidioms,clichédandacceptedphraseswithdifferentmeaningsindifferentcontexts.ItishardtoconvincethemthattheyarestillmakingprogresstowardsfluencyandthattheirEnglishiscertaintoimprove,giventimeanddedication.
Insuchcircumstancesitishardlysurprisingthatsomegiveupindisgust,whileothersstillwaithopefullyfortheteachertogivethemthesameconfidentguidancehewasabletoofferthematfirst.Theteacher,forhispart,frequentlyreducedtotryingtoexplaintheinexplicable,maytakerefugeinquotingproverbstohiscolleaguessuchas:
"Youcanleadahorsetowaterbutyoucan'twhatyousay.It'sthewaythatyousayit."Hisstudentsmightfeelinclinedtocounterthesewith:
"ThemoreIlearn,thelessIknow."
Ofcoursethisisnottrue.Whatbothstudentsandteachersareexperiencingistherecognitionthatthemorecomplexstructuresoneencountersinalanguagearenotasvitaltomakingoneselfunderstoodandsohavealessimmediatefieldofapplication.Forthesamereason,fromtheteacher'spointofview,selectingwhatshouldbetaughtbecomesamoredifficulttask.Itismucheasiertogetfoodofanykindthantochoosethedishyouwouldmostliketoeatonagivendayfromavastmenu.
Definingtheproblemiseasierthanprovidingthesolution.OnecansuggestthatstudentsshouldspendtwoorthreeyearsinanEnglish-speakingcountry,whichamountstowashingone'shandsofthem.Fewstudentshavethetimeorthemoneytodothat.Itisoftensaidthatwidereadingisthetimeorthemoneytodothat.Itisoftensaidthatwidereadingisthebestalternativecourseofactionbutevenhereitisnecessarytomakesomekindofselection.Itisnousetellingstudentstogotothelibraryandpickupthefirstbooktheycomeacross.Myownadvicetothemwouldbe:
"readwhatyoucanunderstandwithouthavingtolookupwordsinadictionary(butnotwhatyoucanunderstandataglance);readwhatinterestsyou;readwhatyouhavetimefor(magazinesandnewspapersratherthannovelsunlessyoucanreadthewholenovelinaweekorso);readtheEnglishwrittentoday,not200yearsago;readasmuchasyoucanandtrytorememberthewayitwaswrittenratherthanindividualwordsthatpuzzledyou."Andinsteadof"read",Icouldjustaswellsay"listento."
Myadvicetoteacherswouldbesimilarinaway.Iwouldsay"It'snogoodthinkingthatanythingwilldo,orthatalllanguageisuseful.It'snogoodrelyingonstudentstoexpressthemselveswithouttherighttoolsforexpression.It'sstillyourdutytochoosethebestpathtofollownearthetopofthemountainjustasitwastoproposeapracticableshort-cutawayfromthebeatentrackinthefoothills.Andifthepathyouchooseistooovergrowntomakefurtherprogress,thewholepartywillhavetogobackandyouwillhavetochooseanotherroute.Youarestillthepaidguideandexpertandthereisawaytothetopsomewhere."
UNIT2
Beginningwiththeearliestpioneers,Americanshavealwayshighlyvaluedtheirfreedoms,andfoughthardtoprotectthem.Andyet,theauthorpointsoutthatthereisabasicfreedomwhichAmericansareindangeroflosing.
Whatisthisendangeredfreedom?
Forwhatreasonscouldfreedom-lovingAmericanspossiblyletthisfreedomslipaway?
Andwhat-stepscantheytaketoprotectit----theirfifthfreedom?
TheFifthFreedom
bySeymourSt.John
MorethanthreecenturiesagoahandfulofpioneerscrossedtheoceantoJamestownandPlymouthinsearchoffreedomstheywereunabletofindintheirowncountries,thefreedomswestillcherishtoday:
freedomfromwant,freedomfromfear,freedomofspeech,freedomofreligion.Todaythedescendantsoftheearlysettlers,andthosewhohavejoinedthemsince,arefightingtoprotectthesefreedomsathomeandthroughouttheworld.
Andyetthereisafifthfreedom-basictothosefour-thatweareindangeroflosing:
thefreedomtobeone'sbest.St.Exuperydescribesaragged,sensitive-facedArabchild,hauntingthestreetsofaNorthAfricantown,asalostMozart:
hewouldneverbetrainedordeveloped.Washefree?
"Noonegraspedyoubytheshoulderwhiletherewasstilltime;andnoughtwillawakeninyouthesleepingpoetormusicianorastronomerthatpossiblyinhabitedyoufromthebeginning."Thefreedomtobeone'sbestisthechanceforthedevelopmentofeachpersontohishighestpower.
HowisitthatweinAmericahavebeguntolosethisfreedom,andhowcanweregainitforournation'syouth?
Ibelieveithasstartedslippingawayfromusbecauseofthreemisunderstandings.
First,themisunderstandingofthemeaningofdemocracy.TheprincipalofagreatPhiladelphiahighschoolisdriventocryforhelpincombatingthenotionthatitisundemocratictorunaspecialprogramofstudiesforoutstandingboysandgirls.Again,whenagoodindependentschoolinMemphisrecentlyclosed,somethoughtfulcitizensurgedthatitbetakenoverbythepublicschoolsystemandusedforboysandgirlsofhighability,thatithaveentrancerequirementsandgiveanadvancedprogramofstudiestosuperiorstudentswhowereinterestedandabletotakeit.Theproposalwasrejectedbecauseitwasundemocratic!
Thus,coursesaregearedtothemiddleoftheclass.Thegoodstudentisunchallenged,bored.Theloaferreceiveshispassinggrade.Andthelackofanoutstandingcoursefortheoutstandingstudent,thelackofastandardwhichaboyorgirlmustmeet,passesfordemocracy.
Thesecondmisunderstandingconcernswhatmakesforhappiness.Theaimsofourpresent-daycultureareavowedlyeaseandmaterialwell-being:
shorterhours;ashorterweek;morereturnforlessaccomplishment;moresoftsoapexcusesandfewerhonest,realisticdemands.Inourschoolsthisisreflectedbythevanishinghickorystickandtheemergingpsychiatrist.Thehickorystickhaditsfaults,andthepsychiatristhashisstrengths.Butthetrendisclear.Toutcomprendrec'esttoutpardoner(Tounderstandeverythingistoexcuseeverything).Dowereallybelievethatoursofteningstandardsbringhappiness?
Isitoursoundandconsideredjudgmentthatthetoughersubjectsoftheclassicsandmathematicsshouldbethrownaside,assuggestedbysomeeducators,fordoll-playing?
SmallwonderthatCharlesMalik,LebanesedelegateattheU.N.,writes:
"ThereisintheWest"(intheUnitedStates)"ageneralweakeningofmoralfiber.(Our)leadershipdoesnotseemtobeadequatetotheunprecedentedchallengesoftheage."
Thelastmisunderstandingisintheareaofvalues.Herearesomeofthemostinfluentialtenetsofteachereducationoverthepastfiftyyears:
thereisnoeternaltruth;thereisnoabsolutemorallaw;thereisnoGod.Yetallofhistoryhastaughtusthatthedenialoftheseultimates,theplacementofmanorstateatthecoreoftheuniverse,resultsinaparalyzingmassselfishness;andthefirstsignsofitarealreadyfrighteninglyevident.
ArnoldToynbeehassaidthatallprogress,alldevelopmentcomefromchallengeandaconsequentresponse.Withoutchallengethereisnoresponse,nodevelopment,nofreedom.Sofirstweowetoourchildrenthemostdemanding,challengingcurriculumthatiswithintheircapabilities.Michelangelodidnotlearntopaintbyspendinghistimedoodling.Mozartwasnotanaccomplishedpianistattheageofeightastheresultofspendinghisdaysinfrontofatelevisionset.LikeEveCurie,likeHelenKeller,theyrespondedtothechallengeoftheirlivesbyadisciplinedtraining:
andtheygainedanewfreedom.
Thesecondopportunitywecangiveourboysandgirlsistherighttofailure."Freedomisnotonlyaprivilege,itisatest,"writesDeNouy.Whatkindofatestisit,whatkindoffreedomwherenoonecanfail?
ThedayispastwhentheUnitedStatescanaffordtogivehighschooldiplomastoallwhositthroughfouryearsofinstruction,regardlessofwhetheranyvisibleresultscanbediscerned.Weliveinanarrowedworldwherewemustbealert,awaketorealism;andrealismdemandsastandardwhicheithermustbemetorresultinfailure.Thesearehardwords,buttheyarebrutallytrue.Ifwedepriveourchildrenoftherighttofailwedeprivethemoftheirknowledgeoftheworldasitis.
Finally,wecanexposeourchildrentothebestvalueswehavefound.Byrelatingourlivestotheevidencesoftheages,byjudgingourphilosophyin
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