现代大学英语精读

第一篇：现代大学英语精读

对《大学英语精读》教材进行评价

《现代大学英语精读》是我们大家熟悉的一本教材。精读课，也就是我们上的基础英语课，是高校英语专业基础阶段的一门核心课程，是帮助学生掌握听、说、读、写、译等基本语言技能的基础课。精读教材主要是培养学生的语用能力，使学生能够从书中有所感悟，把所学到的语言知识与生活实际结合起来，使学习过程生活化。该教材还能培养学生的英语思维能力和创新能力，而不是使学生拘泥于书本知识，主要的教学任务不是积累知识，而是开发学生的思维，该教材秉着以学生为中心的教学思想，教材的选材非常广泛,符合学生兴趣，是一本符合当代大学生的优秀教材。

一本好的教材有以下几点特征；(1)、教学内容和语言能够反映快速变化的时代(2)、要处理好专业知识，语言训练和相关学科之间的关系(3)、教材不仅着眼于知识的传授而要有助于学生的鉴赏批评能力、思维能力和创新能力的培养(4)、教学内容要有较强的实用性和针对性。而《现代大学英语精读》教材充分表现出一本好的教材的特点，在英语教学中起着积极的作用，主要表现在以下几个方面。

1、教材具有权威性。教材的权威性主要在于它努力体现新大纲的要求，任何教材的编写都要相对应的教学大纲作指导，而衡量教材的好坏的一个重要标准就是看他是否符合大纲的具体要求。大学英语精读教材是根据国家或地方教育部门颁发的教学大纲或课程标准编写的，能够较好的体现教学大纲或课程标准规定的教学目的、教学目标、教学内容以及教学方法，所以大学英语精读教材完全符合大纲中有关教材的规定，有利于教学大纲和课程标准的有效实施。教材的权威性还取决于编写人员的能力和素质。现代《 现代大学英语精读》教材是北京外国语大学多名教授共同研究而成，这些教授具有丰富的教学经验和深厚的语言功底，而且教材有国内著名的外语出版社出版，还是普通高等教育“十五”国家级规划教材。所以，现代大学英语精读教材在一定程度上能够保证教学内容、教学过程和教学方法的科学性和合理性，从而保证教学质量和教学效果。

2、教材具有系统性。从整体上看，教材体系完整，内容丰富，有利于学生系统的学习语音、词汇、语法等语言知识；材内容从易到难，是一个逐步推进的过程。第一年的教材主要任务是巩固高中所学的内容，这主要是考虑到大学新生需要时间来克服高中阶段应试教学的影响，要尽快帮助他们熟悉大学学习方法，养成良好的学习习惯，纠正他们的语音语调，鼓励他们克服汉语方言对应于发音的负面影响，同时，要让学生意识到学习英语的目的关键是运用，而不是为了做题。第二年的教材，主要是知识积累，要运用各种方法扩大词汇量，提高对语法的掌握和运用能力，还要加强写作和翻译的训练，因为这两种技能需要从实践中得到提高，而不是拘泥于书本知识，第三年的教材主要是培养学生的阅读水平，学生能够独立完成一个章节的阅读，教材增加了阅读的难度，这样有助于提高学生的阅读水平，第四年的精读教材主要是使学生的听、说、读、写、译这五种能力得到全面的培养，是学生对这几种基本技能同时得到训练。

3、教材选文具有多样性。《现代大学英语精读》教材克服了传统教学理念的缺陷，教材编写体现了以应用为本，听、说、读、写、译等多位一体的教材设计理念，把提高学生综合运用能力放在首位。该系类教材的指导思想就是在课堂上创造一个真实的语言教学环境，使学生得各种语言技能得到充分的训练。教材中覆盖的词汇量超过大学英语四六级的水平，在教材的使用中学生强化了对单词的复现率，该教材词汇丰富，词汇重复出现有助于强化记忆。阅读理解的任务活动可以帮助学生检测和深化对课文的理解，掌握各种阅读技巧。在每一章节的联系中还涉及了汉译英和英译汉的翻译练习，这样有助于训练学生的翻译能力。而且，教材中选取的文章题材多样，风格各异，内容丰富，涉及了政治、经济、文化语言、科技、体育、风俗人情等各方面。所以，该教材有利于学生更好地了解世界文化，培养跨文化意识和跨文化交际的能力。

总体来说，《现代大学英语精读》教材合理的教学布局，能够使学生的综合能力得到全面的培养,听、说、读、写、译等各项语言技能在教材中得到了综合呈现,该教材注重语言技能的培养、注重学生独立学习能力的提高。但教材中也有一些不足之处，比如关于综合技能的整体训练,以及学习技能和学习策略的建议有些不足。但整体上该教材是目前最适合大学生学习的一本优秀教材。

第二篇：现代大学英语精读5Book

英语专业精读课教案（第五册）

Lesson One Where Do We Go from Here

Teaching aims:

To grasp the rhetorical device in the text

Teaching difficulties:

To identify the rhetorical deviceS in the sentence

Teaching procedure:

Step 1.Background information

Step 2.Organization of the text

Step 3.Detailed study of the article

I.Background information:

The 1960s were turbulent times for the United States.The anti-war movement, the Civil Right movement, the counter-culture movement, the feminist movement were all unfolding in this period of time.The civil Rights movement was a major movement which began with the Supreme Court decision of Brown v.Board of Education of Topeka in 1954 and the Montgomery bus boycott of 1955.Martin Luther King jr.(1929-1968), as a key leader of the movement, played a significant and irreplaceable role.His name is associated with the march on Washington in 1963 and his famous speech “ I have a dream”, delivered in front of the Lincoln Memorial.He was awarded Nobel Peace Prize in 1964.this speech, delivered in 1967, in more on the side of reasoning and persuasion and less on emotional appeal.Thus his analysis of riots and revolution in the united states in his speech is sound and convincing.On the night of April4.1968, King was shot dead, as he stood o the balcony of his hotel in Memphis, Tennessee.Structure of the text

Part i.Para.1—2 Martin Luther King link the theme of the speech with the question of “Where we are now”.That is, in order to know where we go from here we must first recognize where we are now.Without knowing our present situation, how can we design a policy for the future?

Part ii Para.3--5 This is a transitional paragraph to call for all the African-American must “rise up with an affirmation of his own Olympian manhood”.Part iii(Para.6--9)In this part the author puts forward the second task: how to organize the strength of the Negro in terms of economic and political power.Then the author goes on to define power and points out the consequence of the misinterpretation of power.Part iv(Paras.10--15)This part deals with economic security for the Negro Americans.The speaker advocates guaranteed annual income which he thinks is possible and achievable.He also deals on the advantages of this security.Part v(paras.16—20)In this part, Martin reaffirms his commitment to nonviolence.He explains why he thinks violence is no solution to racial discrimination.He refutes the idea of Black revolution.Part vi(para 21—25)In this part, Dr.King raises a fundamental question—the restructuring of the whole of American society.He points out that the problem of racism.The problem of economic exploitation and the problem of war are tied together.They are the triple evils of the society.Part vii.(para 26—28)This part serves as the concluding remark for the speech: we shall overcome.

第三篇：《现代大学英语精读5》教案

英语专业精读授课教案（第五册）

Lesson One Where Do We Go from Here

Teaching aims: 1.fully understand the article

2.grasp the rhetorical device in the text

Teaching difficulties: how to identify the rhetorical device in the sentence and understand the

implication for some sentences

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

I.Background information:

The 1960s were turbulent times for the United States.The anti-war movement, the Civil Right movement, the counter-culture movement, the feminist movement were all unfolding in this period of time.The civil Rights movement was a major movement which began with the Supreme Court decision of Brown v.Board of Education of Topeka in 1954 and the Montgomery bus boycott of 1955.Martin Luther King jr.(1929-1968), as a key leader of the movement, played a significant and irreplaceable role.His name is associated with the march on Washington in 1963 and his famous speech ― I have a dream‖, delivered in front of the Lincoln Memorial.He was awarded Nobel Peace Prize in 1964.this speech, delivered in 1967, in more on the side of reasoning and persuasion and less on emotional appeal.Thus his analysis of riots and revolution in the united states in his speech is sound and convincing.On the night of April4.1968, King was shot dead, as he stood o the balcony of his hotel in Memphis, Tennessee.Part II.Details studies of the text

Part III.Structure of the text:

Part i.Para.1—2 Martin Luther King link the theme of the speech with the question of “Where we are now”.That is, in order to know where we go from here we must first recognize where we are now.Without knowing our present situation, how can we design a policy for the future?

Part ii Para.3--5 This is a transitional paragraph to call for all the African-American must ―rise up with an affirmation of his own Olympian manhood‖.Part iii(Para.6--9)In this part the author puts forward the second task: how to organize the strength of the Negro in terms of economic and political power.Then the author goes on to define power and points out the consequence of the misinterpretation of power.Part iv(Paras.10--15)This part deals with economic security for the Negro Americans.The speaker advocates guaranteed annual income which he thinks is possible and achievable.He also deals on the advantages of this security.Part v(paras.16—20)In this part, Martin reaffirms his commitment to nonviolence.He explains why he thinks violence is no solution to racial discrimination.He refutes the idea of Black revolution.Part vi(para 21—25)In this part, Dr.King raises a fundamental question—the restructuring of the whole of American society.He points out that the problem of racism.The problem of economic exploitation and the problem of war are tied together.They are the triple evils of the society.Part vii.(para 26—28)This part serves as the concluding remark for the speech: we shall overcome.Lesson Two Two Kinds

Teaching aims: 1.fully understand the article

2.present their viewpoint on generation gap

Teaching difficulties: how to identify the development of a story

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Background information:

The Joy Luck Club, from which ―Two Kinds‖ is taken, explores conflicts between two generations and two different cultures.Set in China and in the United States, the novel is woven by stories of four Chinese mothers and their four daughters.Four Chinese women, who have just arrived in the United States and who are drawn together by the shadow of their past—meet in San Francisco to play mah-jongg, eat dim sum and tell stories.They call their gatherings the Joy Luck Club.While they place high hopes on their daughters, the youger generation think of themselves as Americans and resist their mothers’ attempts to change them into obedient Chinese daughters.Only after they have grown up and become more mature do they realize that the legacy left by their mothers is an important part of their lives, too.The noivel stayed on the best-selling book list of The New York Times for 9 months.A finalist for the national Book Award and the National Book Critics Circle Award, it has been translated into about 20 languages and made into a Hollywood movie.Part II.Detailed Study of the Text

Part III.The Structure of the text:

Part i(paras.1—3)the beginning part of the story provides the reader with some background information.It tells about the mother and her hopes for her daughter.This paves the way ofr the development of the conflict between the daughter and the mother.Part ii(paras.4—11)this part is about the mother’s unsuccessful attempt to change her daughter into a Chinese Shirley Temple.In the beginning the child was as excited as the mother about becoming a prodigy.At this point, the conflict between mother and daughter was not visible.Part iii(paras12—20)in this part we learn that the mother was trying very hard to train her daughter to be a genius.As the tests got more and more difficult, the daughter lost heart.She decided that she would not let her mother change her.This change of attitudes would lead to the gradual development of the conflict.Part iv(paras 21—28)while watching a Chinese girl playing the piano on an Ed Sullivan Show, a new idea flashed into the mother’s head.With the new plan introduced, the ocnflict would develop further.Part v(paras 29—46)it tells about how the girl was made to learn the piano under the instructions of Old Chong.The relationship between mother and daughter was getting more and more tense.Part vi(para.47—60)Jing-mei was to perform in a talent show held in the church.Jing-mei started all right and soon made a mess of her performance.Undoubtedly this was a heavy blow to her mother.The crisis of the story is about to come.Part vii(para 61—76)the girl assumed that her failure at the show meant she would never have to play the paino.Yet two days later her mother urged her to practice as usual.She refused and the mother insisted.They had the most fierce quarrel they had ever had.This is the crisis or climax of the story.Part viii(77—93)this concluding part is narrated from a different point of view.Now the daughter had grown up form a little girl to a mature woman.Part IV.Discussion about generation gap.Part V.Complete the exercises of the text.A report about generation gap

Lesson Three

Goods Move.People Move.Ideas Move.And Cultures Change.Teaching aims: 1.fully understand the article

2.How to develop an argument

Teaching difficulties: how to develop an argument

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Lead-in : Globalization has become one of those words with the highest frequency of appearance but at the same time it is also a most controversial issue in terms of content, implication and consequence.Since the early 1990s, globalization has developed rapidly and brought great changes to the world.However, groups of people for various reasons oppose globalization and point to the negative effects of globalization.So when we face an article of such an important and sensitive issue, we are apt to ask:

What is the author’s attitude towards globalization? What makes her adopt such an attitude? How does she present her argument?

Part II.Detailed study of the text

Part III.Structure of the text

Part i(para 1—3)Globalization is a reality but it is not something complietly new.What is new is the speed and scope of changes.Part ii(para 4—6)this part deals with different views on globalization.Part iii(para 7—9)three points are made in this part:

a.Westernization is not a straight road to hell, or to paradise either.b.Cultures are as resourceful, resilient, and unpredictable as the people who compose them.c.Teenagers are one of the powerful engines of merging global cultures.Part iv(para 10—13)this part tells of the author’s experience with Amanda Freeman.Part v(para 14—19)in order to prove fusion is the trend, the author used Tom Soper and mah-jongg as an example.Part vi(para 20—24)this part describes the cultural trends in Shanghai.Part viii(para25—28)the author used the experience at Shanghai Theatre Academy to illustrate the point that the change is at the level of ideas.Part ix(para 29—34)the author in this part introduced Toffler’s view on conflict, change and world order.Part x(para35—36)the main idea is there will not be a uniform world culture in the future;the cultures will coexist and transform each other.Part xii(37—39)the author again used an example in Shanghai to illustrate the transformation of culture.Part IV.Complete the exercises in the textbook

Part V.collect their viewpoints about attitude towards globalizaion.Lesson Four

Professions for Women

Teaching aims: 1.fully understand the article

2.grasp the rhetorical device in the text

Teaching difficulties: how to understand the poetic and symbolic sentences in the article

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Background information: Virginia Woolf is generally regarded as one of the greatest writers of modernism as well as one of the pioneers of women’s liberation from patriarchy.She is known for her experimentation and innovation in novel writing.In her novel, emphasis is on the psychological realm of her characters and the moment-by-moment experience of living, which are depicted by the techniques of interior monologue and stream of consciousness.In this essay, Virginia Woolf gives a clear and convincing presentation of the obstacles facing professional women.Part II.Detailed study of the text

Part III.General analysis of the text

Para 1: In the profession of literature, the author finds that there are fewer experiences peculiar to women than in other profession because many women writers before her have made the road smooth.Para 2: the author responds to the host’s suggestion that she should tell the audience something about her own professional experiences.So she now tells her own story –how she became a book reviewer when she was a girl.Para 3.the speaker focuses on the first obstacle to becoming a professional women writer.She uses a figure of speech ―killing the Angel in the House‖ in describing her determination to get rid of the conventional role of women in her writing.Para 4.after the Angel was dead, the question which remains to be answered is ―what is a woman?‖ it is a transitional link between the quthor’s first and second experience.Paragraph 5.In this paragraph the author talks about her second experience in her profession of literature.As a novelist, she wished to remain “as unconscious as possible” so that nothing might disturb or disquiet the imagination.But she was faced with the conflict between her own approach to art and the conventional approach expected of her by male critics.She believed that sex-consciousness was a great hindrance to women's writing.To illustrate this point, she employs a second figure of speech, “the image of a fisherman lying sunk in dreams on the verge of a deep lake.”

Para 6.This paragraph sums up the author's two experiences, pointing out that the second obstacle is more difficult to overcome than the first.Women have many prejudices to overcome in the profession of literature and especially in new professions that women are entering.Para.7.In this last paragraph Woolf concludes her speech by raising some important questions concerning the new role of women and the new relationship between men and women.Part IV.Complete the exercise of the text

Part V.a report on the professional women in China

Lesson Five

Love Is a Fallacy

Teaching aims: 1.fully understand the article

2.grasp the rhetorical device in the text

Teaching difficulties: how to identify the rhetorical device in the sentence and understand the

implication for some sentences

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Lead-in:

This is a humorous essay in which the narrator tells his failure to win the heart of a young woman with the force of logic, which therefore proves to him that “love is a fallacy”--“it is inconsistent with logic.”

Part II.Detailed study of the text

Part III.Question on Appreciation:

1.How did the narrator describe himself? What does it show? How does the author bring out the pomposity of the narrator? What makes the satire humorous?

2.why was the narrator interested in Polly Espy? What kind of girl was she.3.How did the narrator's first date with Polly Espy go?

4.How does the language used by Polly strike you? Find some examples from the text and explain what effect her language creates.5.Why did the narrator teach Polly Espy logic? Did he succeed?

6.Did the narrator love Polly Espy? How did he try to “acquaint her with his feeling”?

7.How did Polly respond to the narrator's arguments for going steady with her? Why did she reject him? What does it show? As the story progresses, Polly turned out to be smarter than the narrator had previously thought.How does this contrast contribute to the humor of the piece?

Part IV complete the exercise in the text

Lesson Six

Life Beyond Earth

Teaching aims: 1.fully understand the article

2.learn to analyze the text

Teaching difficulties: how to learn to analyze the text and understand the implication for some sentences

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.General introduction:

The author deals with recent developments in the search for alien organisms.He discusses various arguments about alien civilization.He does not think that such belief and search is irrational or even crazy.He writes that most people with such belief ―operate from the same instinct, which is to know the truth about the universe‖.At the same time he maintains a scientific attitude, pointing out that although there are many persuasive arguments, there is still no hard evidence to prove the existence of alien life.Yet he does not stop there.He further points out that since the world we live in—the only inhabitable world in the universe so far—is still far from perfect, people in the world need to direct more energy to making it better.Life on Earth is his greater concern.Part II.Detailed study of the text:

Part III.Organization of the piece:

1.Analysis of the text:

(1)Paras.1--2

the emergence of life

(2)Para.3

(transition)What else is alive out

(3)Paras.4--10

search for life

(4)Paras.11--23

search for intelligence

(5)Paras.24--42

Mars.(6)Paras.43--45

Dyson's argument

(7)Paras.46--52

conclusion

2.Questions to discuss:

1)What do you think of the opening paragraph? Does the author begin the article in a forceful way?

2)What role does this paragraph play? What is meant by “the enveloping nebula of uncertainties”? What is the contrast involved as imroduced by “despite”?

3)What new idea is introduced in Paras.17--19?

4)Comment on the first sentence in Paragraph 21.5)Comment on the role of Paragraph 35.6)What is the conclusion of the author? What would the author expect of people investigating extraterrestrial life?

Lesson Seven

Invisible Man

Teaching aims: 1.fully understand the article

2.grasp the implied meaning of some sentences

Teaching difficulties: how to identify the implied meaning in the sentence

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Background Information: 1.about the author

2.about the article

Part II.Detailed study of the text

Part III.Analysis of the text:

Para 1.From this opening paragraph we readers can learn a number of important things:

(l)By saying “It goes a long way back, some twenty years,” the author tells us that the story took place in the past.(2)The “I' here is the narrator, not the author, of the story, and the author is using the first-person narration in telling the story.As we read On, we will find this narrator is also the main character, the protagonist, of the story.(3)Words like ”I was looking for myself“ and ”I am nobody but myself“ point out the central theme of the novel--searching for self-identity.Para.2

This paragraph tells us a bit about the historical background against place.It also introduces a new character--the narrator's grandfather.On his deathbed, he said something that alarmed and puzzled the whole family.Para 3

This paragraph is about the tremendous effect of the grandfather's words upon the narrator, Those words became a constant puzzle for him.As the old man said these words ironically, the boy couldn't understand him.Although the grandfather did not appear in the battle royal scene or any other events in the rest of the book, his words haunted the narrator at every important moment in his life.Para 4

It tells us about the setting of the battle royal.The narrator was to give his speech at a smoker in a leading hotel in the town.The time is round 1950, the place is a hotel in a Southern town, and the occasion is a gathering of the leading white men of the town.Bearing these in mind will help us readers understand why things happened that way and what was the meaning of all this.Para.5 Besides giving more details about the place, this paragraph introduces the people involved in the incident the town's big shots, who were ”wolfing down the buffet food, drinking beer and whisky and smoking black cigars,“ and the other black boys who were to take part, who were ”tough guys".Para 6 to 9

The main body of the battle royal incident is from Paragraph 4 to paragraph 9.It can be further divided into 4 subsections: the naked white girl's dance;the fight itself;the grabbing for the prize money;the narrator's speech.Paragraphs 6 to 9 form the first subsection in which the author describes the white girl's dance.Paras.10--28 They form the second subsection of the battle royal incident violent and brutal fight itself.Pay attention to the use of specific words narration realistic and vivid.Paras.29--46 They describe how the white men further humiliated the black boys even after the battle royal was over.Instead of giving the money the boys were supposed to get for their performance, the white men made fun of them by making them scramble for the money on an electrified rug.This part adds to the general chaos of the whole scene.Para 47--90 They form the last subsection of the whole battle royal incident.In this part the narrator finally got his chance to deliver his well-prepared speech.However, in the middle of his speech, he made a mistake, but everything went well in the end and he was given an award--a scholarship for college.Para.91—94 They bring the story to a final end.The narrator was overjoyed with his triumph, and that night he dreamed of his grandfather and awoke with the old man’s laughter rining in his ears.Part IV.Complete the exercise in the text

Part V.Do some translation work.Lesson Eight

The Merely Very Good

Teaching aims: 1.fully understand the article

2.grasp the development of the text

Teaching difficulties: how to analyze the development of the article and the implied meaning for some sentences

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.Information on the author:

Jeremy Bernstein(1929-): professor of physics and writer.After getting his Ph.D.in physics at Harvard, he spent time at the institute for advanced study in Princeton and at the National Science Foundation.He taught physics for 5years at New York University and then at Stevens Institute of Technology, Hoboken, New Jersey.But Jeremy Bernstein has also spent more than 30 years on the staff of The New Yorker magazine, writing mostly about physics, computers, and other topics in physical science.He moves as comfortably among sentences and paragraphs as among equations.Part II.Detailed study of the text:

Part III.Questions about the article

1.Oppenteimer is called ― Father of the Atomic Bomb‖ and had been in charge of the Los Alamas nuclear laboratory for many years.Yet the author considers him as merely very good.Do you think the author is right and fair in relegating Oppenheimer to the merely very good?

2.Do you think it is right to say to be highly focused or not is the cause separating the great ones from the merely very good? What is your view?

3.How does the author manage to bring the people he wants to compare into the article?

Oppenheimer’s anecdote: Oppenheimer and dirac meeting

Gottingen, talking about poetry and physics

His decision to go to the conference

Spender’s being at the conference—Spender’s obsession with Auden—great versus merely very good.4.How does the author develop the article?

He uses the 1981 conference as the benchmark and goes back to earlier times and in the last two paragraphs returns the scene to the time of writing.This technique of montage is used largely in cinema.For example:

The 1981 conference and the author’s indecision—(flashback to 1925—1927)earlier life of Oppenheimer and his relations with Dirac—(back to 1981)the author’s decision: Spender and Auden—(flashback)Spender and Oppenheimer(1956)—(1958)Oppenheimer, Dirac and the author—(back to 1981)meeting with Spender—(bringing the scene to 1996)concluding remarks.Lesson Nine

The Way to Rainy Mountain

Teaching aims: 1.fully understand the article

2.grasp the rhetorical device in the text

Teaching difficulties: how to identify the rhetorical device in the sentence and understand the

implication for some sentences

Time distribution: eight periods

Teaching method: students-centered

Teaching procedures:

Part I.About the Author

N.Scott Momaday was born in Lawton, Oklahoma in 1934.Momaday belongs to a generation of American Indians born when most tribal communities had long ceased to exist as vital social organizations.His Kiowa ancestors shared with other Plains Indians the horrors of disease, military defeat, and cultural and religious deprivation in the 19th century.Their only chance of survival was to adapt themselves to new circumstances.Momaday’s grandfather, for example, adjusted to changing conditions by taking up farming, a decision pressed upon him by the General Allotment Act of 1887.Part II.Detailed study of the text

Part III.The analysis of the text

Para 1.the opening paragraph of the essay is a lyrical description of the author’s ancestral land, which plays a key role in his exploration of his Kiowa identity.Para 2.the author explains his purpose of his visit to Rainy Mountain: to be at his grandmother’s grave.Para 3.it sums up the history of the Kiowas as a Plains Native culture—the golden time and the decline in their history.Para 4.it is about how the Kiowas migrated from western Montana and how the migration transformed the Kiowas.Para 5.the author returns to his grandmother again.Since she is the immediate reason for him to come to Rainy Mountain, she is the link between the author and his ancestors.Para 6.The Kiowas felt a sense of confinement in Yellowstone, Montana.Para 7.this paragraph is a depiction of the landscape which they came upon when they got out of the highlands in Montana.Para 8.in this para the author describes Devil’s Tower and tells the Kiowas’s legend about it.Para 9.the author tells about the last days of the Sun Dance culture by using his grandmother as a witness.Para 10.for the first time, the author concentrates only on his grandmother’s story rather than mixing it with the history of the whole Kiowa tribe.Also for the first time, the author shifts the focus of depicting the lanscape to describing a person—his grandmother Aho as an old woman.Para 11—12 paragraph 11 is about the old houses at Rainy Mountain, which the author’s grandmother and other Kiowas used to live in, but which are now empty.This paragraph serves as a transition between the depiction of Grandma Aho and the reunion at her house.Para 11 and 12 describe the reunions that were once held at the grandmother’s house when the author was a child.We can see the author accepts change and loss as facts of life.He neither denies nor defies them.Imagination helps him strike a balance between them.So, after depicting his dead grandmother’s old house, he brings to life the joy and activity that once filled it.As a child Momaday took part in those events.By re-creating those scenes, he reminds himself of who he is.Part IV.Complete the exercise of the text

第四篇：现代大学英语精读4 第一课翻译

Thinking as a Hobby 思考作为一种嗜好

还是个孩子的时候我就得出了思考分三种等级的结论。后来思考成了嗜好，我进而得出了一个更加离奇的结论，那就是：我自己根本不会思考。

那个时候我一定是个很让大人头疼的小孩。当然我已经忘记自己当初在他们眼里是什么样子了,但却记得他们一开始在我眼中就是如何不可理喻的。第一个把思考这个问题带到我面前的是我文法学校的校长，当然这样的方式，这样的结果是他始料不及的。他的办公室里有一些小雕像，就在他书桌后面一个高高的橱柜上面。其中一位女士除了一条浴巾外一丝不挂。她好象被永远地冻结在对浴巾再往下滑的恐惧中了。而不幸的是她没有手臂，所以无法把浴巾拉上来。在她的身边蜷伏着一头美洲豹，好象随时都会往下跳到档案橱柜最上层的抽屉上去，我懵懵懂懂地把那个抽屉上标着的“A-AH”理解成为猎物临死前绝望的哀鸣/惨叫。在豹子的另一边端坐着一个健硕的裸体男子，他手肘支在膝头，手握拳托着腮帮子，全然一副痛苦不堪的样子。

过了一些时候，我对这些雕像有了一些了解,才知道把它们放在正对着犯错的孩子的位置是因为对校长来说这些雕像象征着整个生命。那位裸体的女士是米洛斯的维纳丝。她象征着爱。她不是在为浴巾担心，而是忙着显示美丽。美洲豹象征着自然，它在那里显得很自然而已。那位健硕的裸体男子并不痛苦，他是洛丁的思索者，一个纯粹思索的象征。要买到表达生活在你心中的意义的小石膏像是很容易的事情。

我想我得解释一下，我是校长办公室的常客，为我最近做过或者没做的事情。用现在的话来说我是不堪教化的。其实应该说，我是顽劣不羁，头脑迷糊的。大人们从来不讲道理。每次在校长桌前接受处罚，那些雕像在他上方白晃晃地耀眼时，我就会垂下头，在身后紧扣双手，两只鞋不停地蹭来蹭去。

校长透过亮晶晶的眼镜片眼神暗淡地看着我，：“我们该拿你怎么办呢？”

哦，他们要拿我怎么办呢？我盯着旧地毯更狠命地蹂躏我的鞋。

“抬起头来，孩子！你就不能抬起头来吗？”

然后我就会抬起头来看橱柜，看着裸体女士被冻结在恐惧中，健硕的男子无限忧郁地凝视着猎豹的后腿。我跟校长没什么好说的。他的镜片反光，所以我看不到镜片后面有什么人性的东西，所以没有交流的可能。

“你从来都不动脑筋思考的吗？”

不，我不思考，刚才没思考，也不会思考——我只是在痛苦地等待接见结束。

“那你最好学一学 —— 你学了吗？” 有一次，校长跳起身来伸手取下洛丁的杰作重重地放在我面前的桌上。

“一个人真正在思考的时候是这个样子的。”

我毫无兴趣地看了看桌上的男子，什么也没弄懂。

“回你班上去。”

显然我是缺了点什么。大自然赋予其余的所有的人第六感觉却独独漏掉了我。一定是这样的，在回班上去的路上我想着。因为无论我是打烂了玻璃窗，不记得波义耳法则，还是上学迟到了，我的老师们都会千篇一律地得出一个答案：“你为什么不会思考呢？”

要我说，我打碎了玻璃窗是因为我想用板球打杰克.阿尼没打着；我记不住波义耳法则是因为我根本没想去记；迟到了是因为我更喜欢在桥上看河水。事实上，我是邪恶的。难道我的老师们是那么的善良，以致于无法理解我的堕落深度？他们是那种心地清澈，不受折磨，凭那神秘的思考指导每一个行动的人？整件事情都是让人无法理解的。更小一点的时候，我甚至觉得思索者塑像也是令人迷惑的。我才不相信我的哪位老师思考的时候是不穿衣服的。我象那些生来耳聋却决意苦苦寻求声音的人一样观察着我的老师们，想要了解思想。

那时有位豪顿先生，他总是要我思考。他带着谦逊的满足告诉我他自己就动过一点脑筋思索过。那么他为什么花那么多时间酗酒？莫非酗酒其实比外表看起来更有意义？而如果不是这样，酗酒事实上损害健康 —— 豪格先生无疑被酒毁了的 —— 那他为什么还成天谈论纯净的生活以及新鲜空气的好处？他一边说一边还会象一位常年在山峦间行走的人那样伸开双臂，说：

“新鲜空气对我有好处，孩子们 —— 我知道的！”

有时候讲到兴头上，他会从讲台上跳下来，把我们一窝蜂地赶到外头去。

“现在，孩子们！深呼吸！感觉上帝创造的美好气流直接进入你们的体内！”

他会站在我们面前，为他的健康而欣喜，好象他一个常进行户外活动的人。他会叉着腰，深深地吸一口气。你能听到风被他的胸腔堵住，遇到障碍物艰难前进发出的声音。他的身体因为不习惯这样的感觉而摇摇晃晃，脸色变得惨白。他会步履蹒跚地走回讲台，然后瘫软在那里，一个上午都缓不过劲来。

豪顿先生喜欢发表关于美好的、清心寡欲、尽职尽责生活的独白。但是在发表这些独白的间隙，如果有个女孩经过窗前，灵巧的小脚发出轻轻的脚步声。他就会停下他的演讲，脖子不由自主地扭转过去，一直目送她走出视线之外。在这种情况下，我认为他不是受思想，而是受他后颈里某个看不到却无法抗拒的发条的控制。

我对于他的脖子十分感兴趣。通常它在领口上方稍稍凸出。但是豪顿先生在第一次世界大战中曾经和美国人和法国人并肩作战，而且——由于谁也弄不懂的逻辑 —— 对两个国家都深恶痛绝。无论这两个国家中哪一个在时事中表现突出，他都对它没有好感，任何论证都无法说服他。他会捶着桌子，脖子胀红：“你爱怎么说怎么说，”他会叫道：“但是我已经想过这个问题了，而且我知道我想什么！”

豪顿先生用他的脖子思考。

还有帕森小姐。她要我们相信她最大的愿望是希望我们幸福，但是即使是那个时候凭着我小孩子神秘的的直觉我都知道，她最希望得到的是她从未得到过的丈夫。还有汉兹先生 —— 等等。

我要对我的老师们进行详细的分析是为了介绍一下通常被称为思想的本质。通过他们我发现思考通常是充满了无意识的偏见、无知和虚伪的。在训诫无私的纯真的时候它的脖子却为了短裙而执意扭曲。从技术上而言，它娴熟如同商人玩高尔夫，诚实如同政客的意图，或者 ——更接近我自己的领域—— 有条理如同大多数写出来的书。这就是后来被我称作第三等级的思考，虽然事实上称它为感觉更为恰当。

诚然，偏见里是有无辜的成分，但是在那时我对第三等级的思考的态度是毫不宽容的蔑视和不假思索的嘲笑。我以驳斥一位憎恨德国人却主张爱我们的敌人的虔诚女士为乐。她让我懂得了和第三等级思考者打交道的一个重大的真理。因为她，我不再轻易地拒绝百分之九十的人可能经历过的精神过程。他们高度地团结一致。我们最好尊重他们，因为我们处于他们的包围之中，势单力薄。一大堆第三等级的思考者，众口一词，籍着自己的偏见温暖双手，他们是不会感激你指出他们信仰中的矛盾的。人是一种爱群居的动物，就象牛喜欢沿着山坡的同一条道路吃草一样喜爱共识。

第二个等级的思考是对于矛盾的觉察。难倒那位可怜而虔诚的老太太的时候我达到了这个层次。第二等级的思考者虽然常常回会犯另一个错，落在后面，但他们不会轻易地被吓倒。第二等级思考是一种警醒状态下的退缩。这种思考成为我的嗜好，给我带来满足干的同时也带来孤独感。因为第二等级思考具有破坏却没有创造的能力。它让我在冷眼看着人群为国王陛下欢呼的时候觉得这样的喧嚣不知所谓，却没有提供什么可以替代这样强烈爱国精神。但是这样的思考还是有好处的。听人们以狐狸喜欢这样的待遇为理由为他们捕猎狐狸，把它们撕成碎片的习惯辩护，我们的女首相谈论通过逮捕尼赫鲁和甘地这样的人跟印度协商的好处，美国政客们可以刚谈完和平转身就拒绝加入国际联盟的时候，是的，还是有令人高兴的时刻的。

但是，当我渐渐长大，进入青春期以后，我不得不承认豪顿先生不是唯一一个无法抗拒脖子里的发条的人。我也一样感觉到了强大的自然之手的力量，开始发现指出矛盾有可能代价昂贵，也可能是有趣的。比如说，曾经有个严肃而迷人的姑娘，她的名字叫露丝。那个时候我是一个无神论者。第二等级的思考对于宗教来说是一种威胁，象九柱游戏里的小柱一样把宗教流派各个击破。我象个第三等级的思考者一样假惺惺地任由她改变我的信仰。她是一个卫理会会派教徒 —— 至少，她父母是，因此而露丝也得是。但是，呵呵，露丝没有用圣灵的精神来转化我，而是愚蠢地用她可爱的小嘴试图说服我。她声称圣经（詹姆士国王版）逐字逐句都是得到启示而来的。我反驳说天主教徒信仰圣杰罗姆的拉丁文圣经，而这两本书是不同的。争论顿时卡壳了。最后她说有那么多卫理会会派教徒，他们不可能是错的，几百万的人都错了，可能吗？这太简单了，我倔强地说（你越接近露丝，她就越好接近），罗马天主教徒也为数众多，他们也不可能是错的，他们有几亿人，可能都错了吗？她眼中扑闪着疑虑。我伸手揽过她的腰屏住呼吸低声说，如果算人数，我该捐钱给佛教徒。露丝的确是为我好，因为我人这么好。但是我的手臂加上那些数不胜数的佛教徒实在让她无法忍受了。

那天晚上，她父亲来拜访我父亲，走的时候一副面红耳赤，义愤填膺的样子。我为发生过的事情受到了盘问。幸好我们当时都才十四岁。我失去了露丝，却冤枉地担上了准浪子的名声。

所以第二等级思考可能会是危险的。我记得我是在十五岁的时候了解到了这一点后从第二等级的高度对第三等级的局限性作出了一番评论。一天晚上，我一个人来到学校的礼堂为一个聚会做准备。校长室的门是开着的。我走了进去。校长已经不再把洛丁的思考者重重地板在桌上作为年轻人的榜样了。也许是因为他没有找到更多的侯选者，那些雕像还在老地方，在那橱柜顶上白晃晃的落满尘埃。我站在一把椅子上把他们进行了重新的排列。我把披着浴巾的维纳斯放在档案橱柜上，这样顶层抽屉就接住了她在性感的骚动中发出的喘息：“A-ah!”那个怪异的思考者，我把它放到了橱柜边缘，这样他好象在朝下盯着那条浴巾，等待着它掉下来。

第二等级思考虽然让生活充满了乐趣和兴奋，却无法令人满足。寻找比我们年长的人的缺陷助长了年轻的自我，却无法让人觉得安全。我发现第二等级不仅是指出矛盾的力量。它带着游泳者离开岸游了一段距离，然后把他留在那里，束手无策。我判定本丢.彼拉多就是典型的第二等级思考者。“什么是真理？”他问道，一种十分常见却总出现在争论的末尾而不是开头的第二等级思考m 67。还有更高一级的思索问过“什么是真理？”后就开始去寻找它。

但这些第一等级思考者是十分罕见的。他们没有亲自来我的文法学校但却藏在书籍里。我向往他们是因为我雄心勃勃，因为我现在发现自己的嗜好如果不能更进一步就不能令人满意。如果你出发去爬山，不论你爬了多高，只要没到顶就不算成功。

在牛津读大学一年级的时候我就真的碰到过一个第一等级的思考者。当时我在麦格德林鹿公园的一座小桥上往下看。一个小个子蓄着胡子戴着帽子的人走过来站到我身边。他是从纳粹德国逃到牛津来暂时避难的，他的名字是爱因斯坦。

但那个时候爱因斯坦教授还不懂英文，而我只知道德文的几个单词。我向他微笑，想以这样无声的方式向他传达所有英国人对他的友爱和尊敬。有可能——我得承认 ——我觉得此刻是两个第一等级思考者肩并肩站着。然而我怀疑我的表情所传达的不仅仅是一种无形的敬畏。我愿意用我懂得的希腊语、拉丁文、法语和大部分的英语来换取足够的德语来跟他交流。可是我们却咫尺天涯，他象我的校长一样不可理解。我们一块在桥上站了大约五分钟，不可否认是作为一个第一等级思考者和心情激动的景仰者。真不愧是伟人，爱因斯坦教授意识到任何联系都比没有好。指着河里游动着的一条鲑鱼。他说：“鱼。”

我的头脑一阵晕眩。我在这里，和伟人并肩，却和真正的第三等级思考者一样无助。我拼命想作出点表示，告诉他我也一样尊重纯粹的推理。我不住地点头。然后忽然灵光乍现，我用掉了我一半的德语词汇说道“鱼，是的，是的。”

我们肩并肩站了大约五分钟。然后爱因斯坦教授飘然而去, 身形间仍然洋溢着善意和亲切。

我也可以成为第一等级思考者的。即使在人生最得意的时候我也是心无挂碍的。政治和宗教系统、社会风俗、忠诚和传统，都象腐烂的苹果纷纷从树上掉落下来。这是一个很好的嗜好，板球的明智替代品，因为你一年四季都可以进行思考。最后我想出了为第一等级思考辩护永远的理由：它的标志、印记和章程。我设计了一个连贯的生活体系。这是一个道德体系，完全合乎逻辑的道德体系。当然，我很乐意承认，要世界按我的思考方式转化将是困难的，因为我的体系废除了诸如大公司、中央政府、军队、婚姻等等之类的琐事。

又是露丝的问题。我曾有一些很要好的朋友站在我这边，他们现在仍然站在我这边。但是我的熟人都不见了，带着他们的女孩子消失了。姑娘们好象对世界的现状出奇的满意。她们用一只戒指来衡量那个毫无意义的仪式。小伙子一方面愿意对婚姻带来的一连串可悲的后果让步，同时也舍不得放弃有希望给他们提供一份事业的组织机构。有一个在皇家海军当下等兵的年轻人，对于不要大公司和婚姻乐意之至，但是一听我提议要一个没有战舰的世界时他的脖子跟豪顿先生一样胀得通红。

游戏太过火了？它还是游戏吗？在战前的那段日子，为了这个嗜好我固执地失去了很多东西。

现在你一定指望我描述我如何认识到了我自己路线的荒谬回到温暖的小巢了吧，回到那偏见常常被称为忠诚，无谓的行为因为重复被神圣化为风俗的小巢里，满足于把感觉说成思考。

但是，你错了。我把我的嗜好变成了职业。

如果我还回到校长室里而那些雕像还在那里，我会重新安排它们的位置。我会掸掉维纳斯身上的灰尘,因为我已经了解她美好的本质，开始喜爱她了。但是我会把陷入沉思的思考者放到背光的位置，而在他身后，放上那头蜷伏着准备扑上来的美洲豹。

第五篇：现代大学英语精读4 课后词组

Unit1 1)into Chinese.(1)浴巾 a bath towel(2)(美)小学 a grammar school(3)永恒的真理 the eternal truth(4)文件柜 a falling cabinet(5)纯属无稽之谈 utter nonsense(6)违规行为 delinquent behavior(7)常客 a frequent visitor(8)新鲜空气 fresh air(9)格调很高的独自(一个人唱高调)high-minded monologue(10)一种固定的观点 a settled view(11)时事(当前国内外大事)current affairs(12)身体障碍 a physical impediment(13)可怕吓人的风 a hideous wind(14)令人厌恶的景象 a hideous sight(15)言语障碍

a speech impediment(16)使人兴奋冲动的爱国激情

heady patriotism(17)无情的人侵者 the remorseless invaders(18)首相 the Prime Minister(19)国际联盟(国联)the League of Nations(20)思维过程(思想方式)a mental process(21)条理清楚的文章 a coherent article(22)一个完整的体系 a coherent system(23)一位口译好手 a proficient interpreter(24)一种不可阻挡的趋向 an irresistible trend(25)烂苹果 rotten apples(26)根据事实(启示)写成的 literally inspired(27)一位点头之交

a nodding acquaintance

2)into English.(1)to sink one's head 低头(2)to sink the ship 使船沉没

(3)to contemplate the meaning of life 思考人生的意义(4)to catch the light 让阳光一下照着(5)to ruin one's health 毁了一个人的身体(6)to ruin the country 毁了国家(7)to bang the desk 猛击桌子

(8)to play a prominent role 扮演一个重要角色(9)to hold a prominent position 占有重要位子(10)a pious Buddhist 一个虔诚的佛教徒(11)to gain a reputation 获得一种名声

(12)to satisfy one's ego 满足一个人的虚荣心(13)to give sb the third degree 严刑逼供(14)to devise a teaching method 发明一种教学方法

(15)to slide a gun into sb's hand 在某人手中悄悄塞一支枪

Unit2 1.Translate Into Chinese 1.夜生活 evening life 2.吃和住 board and lodging 3.供吃住的寄宿舍 boarding-housing 4.一秒钟都不到 a split second 5.玻璃弹子glass marbles 6.抽打死马（做徒劳无益的事）whipping the dead horse 7.阿司匹林片 aspirin tablets 8.在此情况下 in the circumstance 9.提前，事先 in advance 10.走过场 a matter of form 11.楼梯间平台的窗户 landing window 12.紧张气氛 the tense atmosphere 13.毛线针 knitting needles 14.梦游 to walk in one’s sleep 15.飞机翼展 the wingspan of a plane

Into English 1.to whip up a little interest 引起一些兴趣

2.to keep the ball rolling 让谈话/活动继续下去 3.to set the ball rolling让谈话/活动开始起来

4.an eccentric millionaire 一个作风古怪的百万富翁 5.to allot capital 分配资金

6.to tighten one’s belt 勒紧裤带 7.to make a remark 讲一句话

8.to stretch out one’s hand 伸出一只手 9.to moisten one’s lips 润润嘴唇

10.to complain of the weather 抱怨天气

11.to plunge the stick into the sand 将棍子用力插入沙中 12.to turn on me 突然冲我来了（批评或责备我）13.to get on one’s nerve 使某人心烦

14.to put something out of someone’s mind 使某人将某事忘得精光 15.to come off the hook 脱钩

16.to do a crossword puzzle 做填字游戏 17.to blow one’s nose 擤（xing）鼻涕

18.to powder one’s nose 在鼻子上搽粉（女人上厕所的委婉说法）19.to give an alibi 提出案发时不在场证明

unit3 1)into Chinese(1)专业的历史工作者 professional historians(2)基于常识的反应 a common-sense reaction(3)事物的这种状况 the state of affairs(4)意见不一的历史学家 contending historians(5)已经准备好了的现成的东西 a cut-and-dried matter(6)一个个人喜好不同的问题 a matter of personal preference(7)截然不同的观点 diametrically opposed points of view(8)民间故事 folk tales(9)书面文件 written documents(10)过去的遗留物 the remains of the past(11)人的动机和行为 human motivations and behavior(12)复杂和精细 sophisticated and subtlety(13)商船 merchant ships(14)一旦发生潜艇战 in the event of a submarine warfare(15)一个粗糙的理论 a crude theory(16)好战的行为；战争行为 belligerent acts(17)宣传机器 a propaganda machine(18)德国外交部长 the German foreign secretary(19)实力平衡 the balance of the power(20)（事物的）因果 the cause and effect(21)海岸炮兵 the shore batteries(22)终极关怀 the ultimate concern(23)（事物的）近因 a proximate cause(24)人们常说的一句话 a well-used phrase(25)不会出错的解释 a foolproof explanation(26)绝对有效的模式 a model of unquestioned(27)永不停止的探索 a never-ending quest(28)一个难以达到但又十分诱人的目标 an elusive yet intriguing goal

2）into English

(1)to gain new insights 获得新的深刻认识

(2)to revise one’s ideas 修改一个人的观点

(3)to trace the cause 追查起因

(4)to begin from this premise 从这前提出发

(5)to open fire on/at 朝目标开火

(6)to give equal weight to sth 给以同等重视

(7)to support a certain view 支持某一观点

(8)to influence the government 对政府施加影响

(9)to destroy the balance of power 破坏实力平衡

(10)to form an alliance 组成同盟

(11)to repay the loans 还贷

(12)to contemplate war 考虑战争问题

(13)to fill in the gaps 填补空缺

(14)to conclude the quest 结束探索

(15)to view sth from a certain perspective 从某一角度看问题

(16)to benefit from the comparison 从比较中获益

(17)to eliminate from the comparison 消灭差别

(18)to dig into the problem 深入探究问题

(19)to be immersed in a vast sea 淹没在大海中

(20)to stem from a different point of view 从不同观点出发

(21)to be destined to do sth 命中注定要做某事

(22)to ignore the fact 无视这个事实

(23)to make an assumption 作出假设

(24)to defeat the enemy 打败敌人

(25)to win back one’s lost territory 夺回失土

(26)to sink a boat 沉船

(27)to intercept the secret message 截获机密

(28)to piece together evidence 将证据凑在一起

(29)to approximate the truth 接近真理

(30)to master new techniques 掌握新技术

Unit4 1.难以解决的问题 an insoluble dilemma 2.一本难以看懂的书 an incomprehensible book 3.一个爱交际的女人 a sociable woman 4.黑市 the black market 5.黑色幽默black humor 6.害群之马black sheep 7.黑人权利 black power 8.缺少表达能力的人 inarticulate people 9.全国性运动 a nationwide campaign 10.赞扬或恭维的话 complimentary remarks 11.调皮的男孩 a mischievous boy 12.某些大人物们 certain powerful quarters 13.种族隔离的学校 segregated school

14.他的无可争议的权威 his indisputable authority 15.一个地位很高的人士 a high personage 16.公海 high seas 17.上流社会 high society 18.机密消息 confidential information 19.冷淡而缺少人情味的门 impersonal doors 20.冷淡的公文式的信 a impersonal letter 21.真诚的羡慕 an unselfish envy 22.不自然的，紧张的说话的声音 a strained voice 2）Into English 1.to celebrate the Golden Jubilee 庆祝它的50年华诞 2.to excite admiration 引起赞慕 3.to touch the conscience 触动良心 4.to win the prize 得奖

5.to receive the reprimand 受到训斥 6.to omit the words 省去这些字

7.to renounce the prizes 宣布放弃奖金 8.to avert a crisis 避免一场危机

9.to attend the ceremony 参加（发奖）仪式 10.to exhibit a works of art 展示一件艺术品 11.to indulge the pleasures 尽情享受乐趣 12.to guard a child 保护一孩子

13.to feel up to it 感到有能力做某事

14.to bring sth.to a close 使某事正式结束 15.to weave sb.In 挥手让某人进去

16.to save sb.from a situation 使某人不必处于某种场合 17.to talk out one’s heart to sb.向某人说心里话 18.to knock sb.Down 将某人打翻在地 19.to pour sb.a drink 给某人斟酒 20.to raise(lift)one’s glass 举杯庆祝