现代大学英语精读第三册05b（在线收听）
Text Twelve Angry Men (Part One)
by Reginald Rose
Characters
Narrator
Foreman (Juror No. 1)
Jurors No. 2 — No. 12
Narrator: The scene is a jury room in a criminal court. Twelve men walk into the room. They are the jury for the trial of a boy charged with murdering his father.
Foreman: OK, gentlemen. Now you fellows can handle this any way you want. We can discuss it first and then vote on it. That's one way. And we can vote on it right now...
No. 4: I think it's customary to take a preliminary vote.
No. 7: Yes, let's vote. Maybe we can all get out of here.
Foreman: OK... Of course we know that we have a first-degree murder charge here. And if we vote the accused guilty, we've got to send him to the chair. Anyone doesn't want to vote? OK, those voting guilty, please raise your hands. ... Nine ... ten ... eleven. OK. Not guilty? (No. 8 raises his hand.) One. OK, eleven guilty, one not guilty. Now we know where we are.
No. 3: (To No. 8) You really think he's innocent?
No. 8: I don't know.
No. 3: Well, you sat in court with the rest of us. You heard what we did. The kid is a dangerous killer.
No. 8: He's 18 years old.
No. 3: That's old enough. He stabbed his own father. Four inches into the chest. They proved it in a dozen different ways in court. Would you like me to list them for you?
No. 8: No.
No. 10: Then what DO you want?
No. 8: I just want to talk.
No. 10: May I ask you something? Do you believe his story?
No. 8: I don't know. Maybe I don't.
No. 7: Then how come you vote not guilty?
No. 8: There were eleven votes for guilty. It's not easy to send the boy off to die without talking about it first.
No. 7: Who says it's easy? What? Just because I voted fast? I honestly think the guy's guilty. Couldn't change my mind if you talked for a hundred years.
No. 8: I don't want to change your mind. I just want to talk for a while. Look, this kid's been kicked around all his life. You know, born in a slum, his mother dead since he was 9, lived a year and a half in an orphanage when his father was serving a jail term for forgery. He is a wild angry kid. You know why? Because he's been hit on the head by somebody once a day every day. I just think we owe him a few words. That's all.
No. 10: We don't owe him a thing. He got a fair trial, didn't he? What do you think that trial cost? He's lucky he got it. Listen, we are all grown-ups here. You're not going to tell me that we're supposed to believe this kid, knowing what he is! Listen, I've lived among them all my life. You can't believe a word they say.
No. 9: What a terrible thing for a man to believe. Since when is dishonesty a group characteristic?
No. 10: Now look here...
Foreman: Listen, we have a job to do. Let's do it. Now perhaps the gentleman down there who's disagreeing with us could let us know what he's thinking, and we might be able to show him where he's mixed up.
No. 12: Well, it seems to me that it's up to the group of us to convince this gentleman that he is wrong and we are right. Maybe, if we each of us talk for a couple of minutes just to ... well, just a quick idea...
Foreman: No, no. That's a good one. Suppose we go once around the table. (Turns to No. 2) I guess you are the first.
No. 2: Well, eh ... It's hard to put into words. I just think he's guilty. I mean nobody proved otherwise.
No. 8: Nobody has to prove otherwise. Innocent until proven guilty. The burden of proof is on the prosecution. The defendant doesn't have to open his mouth.
No. 2: Oh, sure, I know that. What I meant was ... I just think he's guilty. I mean somebody saw him do it.
No. 3: OK, here's what I think. And I have no personal feelings about this. I just want to talk about facts. Number One: The old man who lives downstairs under the room where the killing took place. At ten minutes after twelve, he heard a loud noise. He said it sounded like a fight. Then he heard the kid yell out, "I'm going to kill you!"
A second later, he heard the body hit the floor. He ran to the door, opened it up, and saw the kid running down the stairs and out of the house. He called the police. They came and found the old man dead with a knife in his chest. The coroner fixed the time of death at around midnight. Now these are facts. You can't refute facts. The kid's guilty. I'm just as sentimental as the next fellow. I know he's only eighteen. But he's still got to pay for what he did.
No. 4: It's obvious to me, anyway, that the boy's story was flimsy. He claimed that he was at the movies during the time of the killing. But only one hour later, he couldn't remember the names of the films he saw or who played in them.
No. 10: And listen, what about the woman across the street? If her testimony don't prove he's guilty, then nothing does.
No. 11: That's right. She was the one who actually saw the killing take place.
No. 10: Wait a minute. Here's the woman, who's lying in bed. She can't sleep. She looks out of the window. And right across the street, she sees the kid stick his knife into his father's chest. Look, she's known the kid all his life. And she swore she saw him do it.
No. 8: Through the windows of a passing el train.
No. 3: They proved in court that at night if you look through the windows of an el train when the lights are out, you can see what's happening on the other side.
No. 8: I'd like to ask you something. You don't believe the boy's story. How come you believe the woman's? She's one of THEM, too, isn't she?
No. 10: (Walking towards No. 8 threateningly) You're a pretty smart fellow, aren't you?
(Voices of people trying to stop them from fighting.)
Foreman: Now, take it easy, gentlemen. We're not getting anywhere fighting. Whose turn is it?
No. 6: (To No. 5) It's your turn.
No. 5: Can I pass it?
Foreman: That's your privilege. How about the next gentleman?
No. 6: Oh, well, I don't know. I started to be convinced early on in the case ... You see, I was looking for a motive. If you don't have a motive, you don't have a case, right? Anyway, that testimony from those people across the hall was very powerful. They said something about a fight and an argument between the old man and the son at around 7 o'clock that night.
No. 9: I think it was 8 o'clock.
No 8: That's right. They heard an argument. Then they heard the father hit the boy twice. Then they saw the boy run out of the house. What did that prove?
No. 6: Well, it doesn't exactly prove anything. It's just part of the picture.
No. 8: You said you are looking for a motive. I don't think it was a very strong motive. This boy has been hit so many times that violence is practically a normal state of affairs with him. I just can't see two slaps in the face would have provoked him into committing murder.
No. 4: It may have been two too many. Everyone has a breaking point.
Foreman: (To No. 7) OK. How about you?
No. 7: I think we're wasting our time. Now look at the kid's record? At 10, he was in children's court. At 15, he was in reform school. He's been arrested for mugging, picked up for knife-fighting. This is a real fine boy.
No. 8: Ever since he was 5 years old, his father beat him up regularly with his fist.
No. 7: So would I. A kid like that!
No. 4: I think we're missing the point here. This boy — let's say he's the product of a broken home and a filthy neighborhood. We can't help that. We're here to decide if he's innocent or guilty, and not the reason why he grew up the way he did. He was born in the slums. And all slums are breeding-grounds for criminals. I know that. And so do you. It is no secret children from slum backgrounds are potential menaces to society.
No. 10: Now you can say that again. Kids brought up in these backgrounds are real trash. I don't want any part of them.
No. 5: Now listen. I've lived in a slum all my life. I played in a backyard that was filled with garbage. Maybe you can still smell it on me...
No. 10: Now listen, sonny...
No. 12: Come on, he didn't mean you. Let's stop being so sensitive.
Foreman: OK. Let's stop arguing. (He turns to No. 8.) It's your turn.
No. 8: All right. I don't have anything brilliant. I only know as much as you do. According to the testimony, the boy looks guilty. Maybe he is. I sat in court for six
days, listening while the evidence spilled out. I began to get a peculiar feeling that the defense counselor wasn't conducting a thorough enough cross-examination. He let too many things go by, little things.
No. 10: What little things? Listen, when these fellows don't ask those questions,
it's because they know the answers already.
No. 8: Maybe. But it's also possible for a lawyer to be just plain stupid, isn't it? I kept putting myself in the kid's place. If I was on trial for my life, I'd want my lawyer to tear the prosecutor's evidence to shreds. Look, there was one alleged eyewitness to this killing. And someone else claimed that he heard the killer run out of the room afterwards. Supposing they were wrong?
No. 12: What do you mean? "Supposing they were wrong." You can suppose there were no witnesses at all.
No. 8: Could they be wrong? They are only people. People make mistakes.
No. 12: Come on. This is not an exact science.
No. 8: That's right. It isn't.
No. 3: OK, let's get to the point. What about the switch blade they found in the old guy's chest, the knife this fine boy admitted buying on the night of the killing. Let's talk about it.
No. 8: All right, let's talk about it. Let's get it in here. I'd like to see it again. Mr. Foreman?
(The foreman tells the guard to bring in the knife.)
No. 4: The knife is pretty strong evidence, don't you think?
No. 8: I do.
No. 4: Good! Now suppose we take these facts one at a time. One, the boy admitted going out of the house at 8 o'clock on the night of the murder, after being hit several times by his father. Two, he went directly to a neighborhood junk shop and bought one of those switch knives. Three, he met some friends of his in front of the tavern at around 8:45. Am I right so far?
No. 8: Yes, you are.
No. 4: He talked to his friends for about an hour, leaving at 9:45. During this time, they saw the switch knife. Four, they identified the death weapon in court as that very knife. Five, he arrived home at about 10 o'clock. Now this is where the stories offered by the state and the boy begin to diverge slightly. He claimed that he went to a movie at about 11:30, returning home at 3:10 to find his father dead and himself arrested. Now what happened to the switch knife? He claimed that it fell through a hole in his pocket on his way to the movie theater sometime between 11:30 and 3:30. Now these are the details, gentlemen. I think it's clear that the boy never went to the movies that night. No one in the house saw him leave after 11:30. No one at the theater identified him. He couldn't even remember the names of the movies he saw. What actually happened is this: the boy stayed home, had another fight with his father, stabbed him to death, and left the house at 10 minutes after 12. Now, are you going to tell me that this knife fell through a hole in the boy's pocket, someone picked it up off the street, went to the boy's home, and stabbed his father with it?
No. 8: I'm just saying that it's possible that the boy lost the knife, and somebody
else killed his father with a similar knife.
No. 4: Take a look at that knife. It's a very unusual knife. I've never seen one like it. Aren't you asking us to accept a pretty incredible coincidence?
(No. 8 calmly pulls out a switch knife out of his pocket, flicks it open, and jams it into the table right next to the first one. Everyone is amazed because the two knives look exactly the same.)
No. 4: Where did you get it?
No. 8: I bought that in a little pawnshop just two blocks from the boy's house.
No. 3: You pulled a real bright trick. Now suppose you tell me what it proves. Maybe there are 10 knives like that. So what? The discovery of the age or something?
Foreman: OK, fellows, let's take our seats. There's no point standing.
No. 3: There are still 11 of us here who think he's guilty.
No. 10: Right. What do you think you're going to accomplish? You're not going to change anybody's mind. So if you want to hang this jury, go ahead. The kid will be tried again and still be found guilty, sure as he was born.
No. 8: You are probably right.
No. 7: So what are you going to do? You know we could be here all night.
No. 9: It's only one night. A boy may die.
No. 3: (To No. 8) What about it? You are the only one.
No. 8: I've got a proposition to make to all of you. I want to call for a vote. I want you 11 people to vote by secret written ballot. I'll abstain. If there are still 11 votes for guilty, I won't stand alone. We'll take the guilty verdict to the judge right now. But if anyone votes not guilty, we'll stay here and talk it out.
(All the other jurors agree. The Foreman passes ballots to them. They write on them and pass them back to the Foreman.)
Foreman: (He begins to read.) Guilty. Guilty. Guilty. Guilty. Guilty. Guilty. Guilty. Guilty. (He pauses.) Not guilty. Guilty. Guilty.
No. 10: Boy, how do you like that? All right, who was it? I want to know.
No. 11: Excuse me, it was supposed to be a secret ballot.
No. 3: Secret! What do you mean? There are no secrets in a jury room. I know who it was. (To No. 5) Brother, you really are something. You sat here and voted guilty like the rest of us. And then some golden-voiced preacher started to tear your poor heart out about a poor kid, and so you changed your vote. This is the most sickening ... Why don't you drop a quarter in the collection-box?!
No. 5: Now listen! You can't talk to me like that. Who do you think you are?
No. 4: Now calm down. It doesn't matter. He's very excitable. Sit down.
No. 3: Excitable! You bet I'm excitable. We're trying to put a guilty man in the chair where he belongs!
No. 4: (To No. 5) What made you change your vote?
No. 9: He didn't change his vote. 1 did. This gentleman chose to stand alone against us. It takes a lot of courage to stand alone. He gambled for support. And I gave it to him. I respect his motives. Now the boy probably is guilty. But I want to hear more.
No. 3: OK. (To No. 8) You down there. The old man who lived downstairs said he
heard the kid yell out, "I'm going to kill you." A second later, he heard the body hit the floor. He ran to the door and saw the kid running down the stairs. What does that mean to you?
No. 8: I was wondering how clearly he could have heard the boy's voice through the ceiling.
No. 10: He didn't hear it through the ceiling. The window was open, remember?
No. 4: The woman across the street looked right through the open window into the apartment and saw the boy stab his father. Isn't that enough for you?
No. 8: No, it isn't.
No. 7: Oh boy. How do you like this guy? It's like talking to a dead phone.
No. 4: She said she saw the killing through the windows of the moving el train. After 6 cars of the train she saw the killing in the last two cars. She remembered the most insignificant details. I don't see how you can argue with that!
No. 8: Has anybody any idea how long it takes an elevated train going at normal speed to pass a given point?
No. 5: Maybe 10 or 12 seconds?
No. 4: All right, 10 seconds. What are you getting at?
No. 8: This. It takes a 6-car el train 10 seconds to pass a given point. Now let's say the given point is the open window of the room where the killing took place. Now, has anyone here ever lived near an el track? I have. When the window is open and the train goes by, the noise is almost unbearable. You couldn't hear yourself think.
No. 3: So you couldn't hear yourself think. Will you get to the point!
No. 8: An el takes ten seconds to pass a given point, or two seconds per car. That el had been going by the old man's window for at least six seconds before the body fell according to the woman. The old man would have had to hear the boy say, "I'm going to kill you," while the train was roaring by the old man's window. No, it was not possible that he could have heard it.
No. 3: Don't talk about matters of seconds! Nobody can be that accurate.
No. 8: And I think a testimony that can put a boy in the chair should be that accurate!
No. 5: (Whispers to No. 6): I don't think he could have heard it.
No. 3: Why should he lie? What has he got to gain?
No. 9: Attention, maybe. I looked at him for a very long time. It seemed that his jacket was split. He was a very old man with a torn jacket. He walked very slowly to the stand. He was dragging his left leg, and tried to hide it, because he was ashamed. This is a quiet, frightened, insignificant, old man who's been nothing all his life, who's never had any recognition, whose name never has appeared in the newspapers. Nobody knows. Gentlemen, it's a very sad thing to be nothing. A man like that needs to be recognized, to be listened to, to be quoted just once. Very important to him...
No. 7: Are you trying to tell us that he lied just so he could be important once?
No. 9: No, he wouldn't really lie. But perhaps he made himself believe he heard those words and recognized the boy's voice.
No. 10: That's the most fantastic story I've ever heard. How can you make up a thing like that?
No. 9: (Low but firm) I speak from experience.
No. 7: What!
No. 9: I've done it myself.
Text Twelve Angry Men (Part Two)
by Reginald Rose
Foreman: Is there anything else?
No. 8: Yes. I think we proved that the old man couldn't have heard the boy yell. "I'm going to kill you." But supposing he really did hear this phrase, how many times have all of you used it? Probably thousands. We say it every day. This doesn't mean we're going to kill somebody.
No. 3: What are you trying to give us here? The kid yelled it out at the top of his lungs. Anybody says a thing like that, the way he did, he means it!
No. 8: Do you really think the boy would shout out a thing like this so the whole neighborhood could hear? He's much too bright for that.
No. 10: Bright! He's a common ignorant slob. He don't even speak good English.
No. 11: (Correcting him) He DOESN'T speak good English.
No. 5: Mr. Foreman, I'd like to change my vote to not guilty.
Foreman: The vote is now nine to three in favor of guilty.
No. 11: I would like to say something. It seems to me that this man has some very good points to make. And from what was presented at the trial, the boy looks guilty on the surface. But if we look deeper ... There is a question I would like to ask. Let us assume that the boy really did commit the murder. This happened at 10 after twelve. Now, how was he caught by the police? He came back home at 3 o'clock or so, and he was captured by two detectives in the hallway. Now my question is: If he really had killed his father, why did he come back home three hours later? Wouldn't he be afraid of being caught?
No. 12: To get his knife. It wasn't very nice to have it sticking out of some people's chests.
No. 7: Especially relatives'.
No. 4: I don't see anything funny about it. The boy knew that the knife could be identified as the one he had just bought. He wanted to get it before the police did.
No. 11: If he knew the knife could be identified, why did he leave it there in the first place?
No. 4: We can assume that the boy ran out in a state of panic after having just killed his father. After he calmed down, he found he had left his knife there.
No. 11: Ah, this then would depend on your definition of panic. He would have to be calm enough to see to it that there were no fingerprints left on the knife. Now, where did the panic start and where did it end?
No. 12: Well, if I were the boy and had stabbed my father, I would take a chance
and go back for the knife. I think he figured that nobody had seen him running out, and the body wouldn't be discovered till the next day.
No. 8: Maybe the boy did kill his father, did run out in a panic, did calm down three hours after the killing to come back to get the knife, risking being caught. Maybe all those things happened. But maybe they didn't. I think there's enough doubt that we can wonder if he was there at all during the time the killing took place.
No. 6: I'd like to change my vote to not guilty.
Foreman: The vote is eight to four.
No. 3: Come on, we are all going crazy!
No. 7: (To No. 8) Look, what about the old man? Are we supposed to believe that he didn't get up and run to the door and see the kid beat it downstairs 15 seconds after the killing? He's just saying so to be important, right?
No. 5: Did the old man say he RAN to the door?
No. 7: Ran, walked. What's the difference? Anyway he got there!
No. 6: Now wait a minute. He said "ran."
No. 5: I don't remember what he said, but I don't see how he could have run to the door.
No. 8: Mr. Foreman, I'd like to see the diagram of the apartment. I'd like to find out if an old man who drags one foot when he walks could get from his bedroom to the front door in 15 seconds.
No. 3: He said 20 seconds.
No. 8: He said 15.
No. 3: How does he know how long 15 seconds is!
No. 9: He said 15. He was very positive about that.
No. 3: He was an old man. Half the time, he was confused. How could he be positive about anything? (He tries to cover his blunder. But it is too late.) No. 4: I don't see what you are going to prove here. The man said that he saw the boy running out.
(The guard brings the diagram to the Foreman, who passes it to No. 8.) No. 8: Well, let's see if the details bear him out. All right, here's the apartment where the killing took place. Here's the el tracks, the bedroom, living room. Here's the hall. Here's the stairs. The old man was in the room right here. He said he crossed to the door, walked down the hall, opened the front door, just in time to see the boy running down the stairs. The hall is 43 feet. He would have to walk 12 feet, open the bedroom door, walk 43 feet down and open the front door all in 15 seconds. Do you think he could have done it?
No. 11: He can only walk very slowly. They had to help him into the witness chair.
(No. 8 begins to arrange the chair.)
No. 10: What are you doing?
No. 8: (To No. 6) Pass that chair, will you? Let's say the chair is the old man's bed. I'm going to pace off 12 feet.
No. 7: That's crazy. You can't recreate a scene like that.
No. 8: (To another juror) Would you stand there to mark the front door? It was
chain-locked according to the testimony, remember? Has anybody got a watch with a second hand?
No. 2: I have.
No. 8: When you want me to start, stamp your foot. That will be the body falling. You can time me from there. (He begins to walk.)... lock, door, stop! What's the time?
No. 2: Exactly 41 seconds.
No. 8: I think the old man was trying to get to the door. He heard someone running down the stairs and assumed it was the boy.
No. 3: Assumed! Brother, I've seen all kinds of dishonesty in my day, but this little display takes the cake. (He turns to all the rest.) What's the matter with you guys? You all know he's guilty. He's got to burn and you let him slip through our fingers!
No. 8: "Slip through our fingers." Are you the executioner?
No. 3: I'm one of them!
No. 8: Maybe you'd like to pull the switch.
No. 3: For this kid? You bet I would.
No. 8: I feel sorry for you. What it must feel like to want to pull the switch. You are a sadist!
No. 3: (Lunges at No. 8, but is stopped by the others.) Phew, I'll kill him! I'll kill him!
No. 8: (calmly) You don't really mean you'd kill me, do you?
(The commotion finally quiets down.)
No. 6: Maybe we should take another vote.
Foreman: That's OK with me. I'll call out the juror numbers. (He calls out the numbers one by one.) The vote is now six to six.
No. 10: Six to six! Some of you here must be out of your mind. A kid like that ...
No. 9: I don't think the kind of boy he is has anything to do with it. The facts of the case are supposed to determine the case.
No. 10: Don't give me that! I'm sick and tired of facts. You can think any way you like.
No. 9: That's exactly the point this gentleman here is making.
No. 3: I'm ready to declare a hung jury. There's no point in going on anymore.
No. 7: I go for that too. Let the kid take his chances with twelve other guys.
No. 11: You still don't think there's room for reasonable doubt?
No. 7: No, I don't.
No. 11: Maybe you don't understand the term "reasonable doubt?"
No. 7: What do you mean I don't understand? (To the others) How do you like this guy? He comes here running for his life. And now, before he can take a deep breath, he's telling us how to run the show. The arrogance of this guy.
Foreman: All right, let's stop arguing. Now who's got something constructive to say?
No. 8: I'd like to say something if you gentlemen don't mind. An important point with the prosecution was the fact that after the boy claimed he had been at the movies during the hours in which the killing took place, he couldn't remember the names of the movies and the stars. The gentleman here brought it up several times.
No. 4: That's correct. It was the only alibi the boy offered.
No. 8: According to the testimony, the boy was questioned by two detectives in the kitchen of his apartment when the body of his father was lying on the floor of his bedroom. Put yourself in the boy's place. Do you think he could have remembered the details under those circumstances?
No. 4: I do.
No. 8: Under great emotional stress?
No. 4: Under great emotional stress.
No. 8: I'd like to ask you a personal question. Where were you last night?
No. 4: I was home.
No. 8: How about the night before that?
No. 4: I left the office at 8:30, went straight home and went to bed.
No. 8: The night before that?
No. 4: Tuesday night? The night ... of our bridge club. I played bridge.
No. 8: Monday night?
No. 4: Monday night? ... Monday night ... my wife and I went to the movies.
No. 8: What did you see?
No. 4: The ... I'll tell you in a minute ... The Remarkable Mrs. Benwidge.
No. 2: I saw that. It was called The Amazing Mrs. Benwidge.
No. 4: Ah yes, The Amazing Mrs. Benwidge.
No. 8: Who was in The Amazing Mrs. Benwidge?
No. 4: Barbara — Long, I think ... dark, pretty girl ... It was a very inexpensive feature ...
No. 8: And you weren't under great emotional stress, were you?
No. 4: No. (He wipes off the sweat on his face.)
No. 9: I think the point is made.
No. 10: Big point!
Foreman: Who's got something to say?
No. 2: Something's been bothering me a little. This whole business about the stab wound and how it was made. The downward angle of it, you know.
No. 3: Don't tell me we're going to start with that again. They went over and over that in court.
No. 2: I know that. But I don't go along with it. Now the boy was 5 feet 7 inches tall. His father was six two. That's a difference of 7 inches. It's very hard to stab down into the chest of someone who's half a foot taller than you are.
No. 3: (Pointing to the knife.) Give me that. I'm going to give you a demonstration. Somebody get up.
(He sees No. 8 standing there. So he goes to him. He holds the knife up and then stabs downward towards No. 8's chest. He stops just before the blade reaches his chest. Many jurors find this gesture disgusting.)
No. 3: Nobody's hurt, right?
No. 8: Right, nobody's hurt.
No. 3: This is the way I stabbed a man who was taller than I was. Now tell me I'm wrong.
No. 5: Give me that knife. Has anybody here seen knife fights? No? I have. Switch blades came with the neighborhood where I lived. Funny I didn't think of it before. Yon never use it like this. (He demonstrates.) It takes too much time to switch your hand. Here's how. Underhand. Anyone who's used a switch knife wouldn't handle it any other way.
No. 8: You sure?
No. 5: Yes, I'm sure.
No. 7: I'm getting sick and tired of this yakking, yakking. So I guess I'll have to break the tie. I'm changing my vote to not guilty.
No. 3: You what?
No. 7: You heard me. I've had enough.
No. 3: What do you mean you had enough? That's no answer.
No. 11: He's right. That's no answer. What kind of a man are you? Who tells you that you have the right to play like this with a man's life?
No. 7: Wait a minute. You can't talk like that to me.
No. 11: I CAN talk like that to you! If you want to vote not guilty, then do it because you're convinced the man's not guilty, and not because you've had enough.
No. 7: Now listen.
No. 11: Guilty or not guilty?
No. 7: I told you, not guilty.
No. 11: Why?
No. 7: I ... I ... just don't think he's guilty.
No. 8: I want another vote.
Foreman: OK. Another vote's called for. The quickest way is by a show of hands. Anyone object? OK, all those voting not guilty raise your hands. (He counts. All raise their hands except Numbers 3, 4 and 10.) Now the vote is 9 to 3 in favor of acquittal.
No. 10: I don't understand you people. I mean, all these petty little things you keep bringing up. They don't mean nothing. You know how these people lie. It's born in them. I don't have to tell you. They don't know what the truth is. And let me tell you. They don't need any real big reason to kill someone, either. No sir! That's the way they are. By nature. Violent! (Most jurors find his views so disgusting that they begin to leave the table in protest.) Where are you going? What's going on here? You people are making a big mistake. The kid's a liar. I know it. I know all about them. Listen to me...
No. 4: We have. Now sit down and don't open your mouth again.
(No. 10 sits down, completely crushed.)
No. 8: (Facing all the jurors) It's always difficult to keep personal prejudice out of a thing like this. Whenever you run into it, it always obscures the truth. Now nine of us feel that the defendant is innocent. We are just gambling on probabilities. But we have a reasonable doubt. That's something very valuable in our system. No jury can declare a man guilty unless it's sure. We nine can't understand why you three are still so sure. (To No. 4) Maybe you can tell us.
No. 4: I'll try: You made some excellent points. But I still believe the boy's guilty of murder. And I have two reasons. One, the evidence given by the woman across the street who actually saw the murder committed. And two, the fact that she described the
stabbing by saying that she saw the boy raise his hand and stab down into his father's chest. She saw him do it, the wrong way.
No. 3: You are absolutely right.
No. 4: Let's talk about this woman for a moment. She said she went to bed at about 11 o'clock that night. She tossed and turned for over an hour, unable to sleep. Finally she turned towards the windows of the passing el train. She said the lights went out after the killing. But she got a good look at the boy in the act of stabbing his father. As far as I'm concerned that is unshakable testimony. (Rubbing his nose)
No. 9: Don't you feel well?
No. 4: I feel perfectly well, thank you. I was saying...
No. 9: The reason I asked about that was because you rubbed your nose like that. I'm sorry for interrupting. But you made a gesture that reminded me of something.
No. 4: I'm trying to settle something. Do you mind?
No. 9: But I think it is important. Thank you. Now then, I'm sure you'll pardon me for this, but I was wondering why you rubbed your nose like this?
No. 4: If it's any of your business, I was rubbing it because it bothered me a little.
No. 9: I'm sorry. Is it because of your eyeglasses?
No. 4: It is. Now, can we get on to something else?
No. 9: Your eyeglasses made two deep impressions beside your nose. I haven't noticed it before. It must be very annoying.
No. 4: Very annoying.
No. 9: I wouldn't know about that. I've never worn glasses. Twenty-twenty vision.
No. 7: Will you come to the point?
No. 9: The woman who testified that she saw the killing had those same marks on the sides of her nose.
No. 5: Yes, right!
No. 9: Please let me finish. She kept rubbing them in court. This woman was about 45 years old. But she was making a tremendous effort to look 35 for her public appearance. Heavy makeup. Dyed hair. Brand-new clothes that should be worn by a younger woman.
No. 5: That's right. She did do that a lot. She had those marks. I saw them.
Foreman: Hey listen. He's right. I saw them too.
No. 3: What point are you making here?
No. 9: Could these marks be made by anything other than eyeglasses?
No. 4: No, they couldn't.
No. 3: I didn't see any marks.
No. 4: I did. Strange I didn't think about it before.
No. 3: OK, she had marks on her nose, from glasses, right? She didn't want to wear them out of the house so people would think that she was gorgeous. But when she saw the kid kill his father, she was in the house, alone!
No. 8: (To No. 4) Do you wear eyeglasses to bed?
No. 4: No, I don't. No one wears eyeglasses to bed.
No. 8: So, it's logical to assume that she wasn't wearing them when she was in bed, tossing and turning, trying to fall asleep.
No. 3: How do you know?
No. 8: I don't know. I'm guessing. I'm also guessing that maybe she honestly thought she saw the boy kill his father. I say she only saw a blur.
No. 3: How do you know what she saw? (To others) How do you know what kind of glasses she wore? Maybe they were sunglasses. Maybe she was far-sighted. What do you know about it?
No. 8: I only know the woman's eyesight is in question now.
No. 11: She had to be able to identify a person 60 feet away at night without eyeglasses.
No. 2: You can't send someone off to die on evidence like that!
No. 8: (To No. 3) Don't you think the woman might have made a mistake?
No. 3: No, I don't.
No. 8: (To No. 4) Do you still think he's guilty?
No. 4: No, I'm convinced. Not guilty.
No. 8: (To No. 10) Do you?
(No. 10 slowly shakes his head.)
No. 2: Eleven to one.
No. 8: (To No. 3) You are alone.
No. 3: I don't care whether I'm alone or not. It's my right.
No. 8: It's your right.
No. 3: What do you want? I say he's guilty.
No. 8: We want to hear your arguments.
No. 3: I gave you my arguments.
No. 8: We're not convinced. We want to hear them again.
No. 3: Everything. Every single thing that took place in the courtroom says he's guilty. What do you think? I'm an idiot or something? Why don't you talk about the old man? The old man heard everything. What about the switch knife? And what about the business of the el train? And the movies. I'm telling you. Everything has been twisted and turned. This business about her glasses. How do you know she didn't have them on? I say, that's the whole case ... (No one speaks. They just keep staring at him.) Well, say something! You lousy bunch of bleeding hearts. You're not going to intimidate me. I'm entitled to my opinion ... (He breaks down.) No, not guilty ... not guilty (The jurors leave the jury-room one by one. No. 8 goes to No. 3 and helps him get into his coat.)
Lesson Eight The Kindness of Strangers Mike Mclntyre 1. One summer I was driving from my home town of Tahoe City, Calif, to New Orleans. In the middle of the desert, I came upon a young man standing by the roadside. He had his thumb out and held a gas can in his other hand. I drove right by him. There was a time in the country when you' d be considered a jerk if you passed by somebody in need. Now you are a fool for helping. With gangs, drug addicts, murderers, rapists, thieves lurking everywhere, "I don't want to get involved" has become a national motto. 2. Several states later I was still thinking about the hitchhiker. Leaving him stranded in the desert did not bother me so much. What bothered me was how easily I had reached the decision. I never even lifted my foot off the accelerator. 3. Does anyone stop any more? I wondered. I recalled Blanche DuBois's famous line: "I have always depended on the kindness of strangers." Could anyone rely on the kindness of strangers these days? One way to test this would be for a person to journey from coast to coast without any money, relying solely on the good will of his fellow Americans. What kind of Americans would he find? Who would feed him, shelter him, carry him down the road? 4. The idea intrigued me. 5. The week I turned 37, I realized that I had never taken a gamble in my life. So I decided to travel from the Pacific to the Atlantic without a penny. It would be a cashless journey through the land of the almighty dollar. I would only accept offers of rides, food and a place to rest my head. My final destination would be Cape Fear in North Carolina, a symbol of all the fears I'd have to conquer during the trip. 6. I rose early on September 6, 1994, and headed for the Golden Gate Bridge with a 50-pound pack on my back and a sign displaying my destination to passing vehicles: "America." 7. For six weeks I hitched 82 rides and covered 4223 miles across 14 states. As I traveled, folks were always warning me about someplace else. In Montana they told me to watch out for the cowboys in Wyoming, In Nebraska they said people would not be as nice in Iowa. Yet I was treated with kindness everywhere I went. I was amazed by people's readiness to help a stranger, even when it seemed to run contrary to their own best interests. 8. One day in Nebraska a car pulled to the road shoulder. When I reached the window, I saw two little old ladies dressed in their Sunday finest." I know you're not supposed to pick up hitchhikers, but it's so far between towns out here, you feel bad passing a person," said the driver, who introduced herself as Vi. I didn't know whether to kiss them or scold them for stopping. This woman was telling me she'd rather risk her life than feel bad about passing a stranger on the side of the road. 9. Once when I was hitchhiking unsuccessfully in the rain, a trucker pulled over, locking his brakes so hard he skidded on the grass shoulder. The driver told me he was once robbed at knifepoint by a hitchhiker. "But I hate to see a man stand out in the rain," he added. "People don't have no heart anymore." 10. I found, however, that people were generally compassionate. Hearing I had no money and would take none, people bought me food or shared whatever they happened to have with them. Those who had the least to give often gave the most. In Oregon a house painter named Mike noted the chilly weather and asked if I had a coat. When he learned that I had "a light one," he drove me to his house, and handed me a big green army-style jacket. A lumber-mill worker named Tim invited me to a simple dinner with his family in their shabby house. Then he offered me his tent. I refused, knowing it was probably one of the family's most valuable possessions. But Tim was determined that I have it, and finally I agreed to take it. 11. I was grateful to all the people I met for their rides, their food, their shelter, and their gifts. But what I found most touching was the fact that they all did it as a matter of course.
Unit 1 Your college years 1你可曾考虑过作为一个大学生你生活中正在发生和即将发生的变化？你可曾想到过大学时代教授们以及其他教职工为了你的成长和发展制定了目标？你可曾注意过你在从青少年渐渐成人的过程中会发生某些变化？尽管大学生很少想这些，但是在大学生时代很可能会发生一些主要的变化。 2在这段时期，学生们正经受自我认同危机，他们努力要了解自己的身份，掌握自身的优缺点。当然，优缺点他们兼而有之，且两者都为数不少。重要的是人们如何看待自己，其他人又如何看待他们。皮尔斯和兰多曾在一篇文章中探讨了爱立信在《国际社会百科全书》中有关理论，根据他们的观点，性格特征是由先天基因（即父母的遗传物质）所决定，由外部环境而形成，并受偶然事件的影响的。人们受环境的影响，反过来也影响他们的环境。人们如何看待自己扮演的这两个角色无疑正是他们性格特征的部分表现。 3学生们经历自我认同危机的时候，他们也开始渐渐独立，但是可能仍然非常依赖父母。这种介于独立与依赖之间的冲突常常发生在青少年末期。事实上，这种冲突很可能因为他们选择继续接受大学教育而愈发激烈。高中一毕业，一些学生便会立即走入社会开始工作。这种选择的结果就是他们可能他们在经济上获得独立。但是大学生已经选择了用几年的时间继续掌握新知并且发展自我，因此他们在一定程度上还要依赖父母。 41984年4月杰利弗·A·霍夫曼在《心理咨询杂志》上发表了《即将成人的青年与父母的心理距离》，文章中他提及了人与父母产生心理距离的四个不同方面。第一，独立处理日常生活的能力，它包括个人独立处理实际事物和自身事务的能力，如理财的能力、选购服装的能力和决定每天工作日程的能力。第二，态度独立，即个人学会正确看待和接受自己与父母的态度、价值和信仰上的差异。第三个心理分离过程是情感独立，霍夫曼将这一过程定义为“摆脱父母的认可、亲近、陪伴和情感支持的过分依赖”。例如，大学生们会随自己所愿自由选择专业，而且并不认为必须征得父母的认同。第四是摆脱“对父母的过度内疚、焦虑、疑惑、责任、反感和愤怒的心理”。大学生们需要退一步看清自己在介于独立与依赖之间的冲突中所处的位置。 5可能大学生们面临的最紧张的问题之一就是构建自己的性别特征，这包括与异性之间的关系和对未来自身男性或女性角色的设计。每个人必须将其性格特征定义为男性或女性角色。这一过程中兴奋与受挫并存。也许没有什么比恋爱更能让学生们情绪低落或高涨的。例如，我曾经和一位年轻的大学生共事，一次他欢呼雀跃的进了我的办公室，面带笑容，声音激动。年轻人宣布：“我刚度过了人生中最灿烂的一天。”他继续解释他是如何与一位超凡脱俗的女子相遇的，而且这份浪漫的爱情与他梦中所期待的完全一致。而不倒一个星期，同一个年轻人却拖着脚步神情沮丧的进了我的办公室。他在同一张椅子上坐下来，深深地叹了口气，宣布说：“我经历了人生中最糟糕的一天。”他和那个年轻女子刚刚吵过架，两人的关系不再看好。因而，大学生们与异性交往的方式对他们的情感必定有所影响。 6于此同时，这些刚刚成年的大学生也在学习如何在成年人的世界里奉献和收获情感。在这一角度上，成长不仅要处理与异性之间的关系，还要处理与两性及所有年龄段的朋友之间的关系。随着他们渐渐成人，他们与异性交往的方式也在发生变化。这时作为成年人他们应该思索如何与同龄人和睦相处并有礼有节，如何与他们生活中的青少年儿童和睦相处，如何与他们的父母和睦相处并表达自己的感情。举个我在西南浸礼教会学院读研究生时的例子，当我刚刚修完一门咨询课程后，我去探望父母。在学习这门课的过程中我渐渐意识到，当我的世界不断扩展，新的机遇不断出现时，我的父亲，一个年过花甲之人，正在亲眼目睹自己的世界在变小，选择在变少。在家的那些日子里，我和父亲几次谈心，共同探讨了我课程的内容以及它如何应用到我的生活中。我发觉自己正以一种不同的方式看待父亲，并且把他看作一个我可以鼓励的朋友。我有意识的去鼓励这个从前鼓励过我的人。我在以一种不同的方式与父亲交流。 7大学生的另一个变化就是内化他们的宗教信仰、价值尺度和道德观念。从出生开始，就有一位或更多的父母成为他们的榜样，教给他们特定的信仰、价值和道德。然而，当他们到了青春期，这些问题却遭到了质疑，在一些情况下甚至遭到了反叛。现在他们刚刚成年，他们有机会为自己决定人生中将会如何选择何种信仰、价值和道德。60年代末，一位生活在极度歧视其他种族的环境中的年轻女子深信自己种族的
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2014101018 第五单元 Translation of Text A 夜莺与玫瑰 1 “她说如果我给她带去红玫瑰，她愿意和我一起跳舞。”年轻的学生哭喊道，“但满院子都没有一朵红玫瑰。” 2 这番话给在老橡树上自己巢中的夜莺听见了，她通过橡树叶张望，心中诧异。 3 “在我的花园没有红玫瑰！”他哭着说，他美丽的大眼满含泪水：“啊，圣贤之书我已读完，哲学奥妙尽藏心中，然而缺少一朵红玫瑰却使我的生活瞬时暗淡！” 4 “终于有一位重感情的人了，”夜莺说，“我曾日日夜夜为他歌唱，现在我终于见到他了。” 5 “王子明晚将举行一个舞会，”年轻的学生喃喃道：“我的爱人也将前往我若为他采得红玫瑰，她将和我一直跳舞到天亮。我会揽她入怀，而她也会偎依在我的肩头。但在我的花园没有红玫瑰，因此我只能独自坐那儿黯然神伤，心痛无比。” 6 “他确实是一个重感情的人，”夜莺说。真爱是美好的，它价胜千金。 7 “乐师们将奏乐助兴，”年轻的学生道，“我的爱人将和着竖琴和小提琴声翩翩起舞。她的身姿是如此的轻盈宛似蜻蜓点水般。但他是不会和我一起跳的，因为我没有红玫瑰献给她。”于是他扑倒在草地上，双手捂着脸放声痛哭起来。 8 “他为什么哭泣呢？”一只绿色的蜥蜴翘着尾巴经过他身边时问道。 9 “是啊，到底为什么呢？”一只在阳光下挥动着翅膀的蝴蝶问道。 10 “到底为什么呢？”一朵雏菊用低沉的声音对他的邻居说道. 11 “他为一只红玫瑰哭泣。”夜莺说。 12 “为了一朵红玫瑰？”他们叫道，“太荒谬了！”那本来就有点愤世嫉俗的小蜥蜴肆无忌惮的笑道。但是夜莺了解男孩的悲痛，默默无声地坐在橡树上。 13 突然她张开自己棕色的双翼，向空中飞去。她犹如影子般穿越树林，又如影子般越过花园。 14 在草地的中心一棵美丽的红玫瑰树傲然屹立。她看到后立即向它飞去：“给
综合英语 1 Comprehensive English1 【学分】4 【学时】64 【编写】袁邦照【审核】程莹 （一）授课对象 四年制本科英语专业学生 （二）课程的性质和地位 本课程是是本科英语专业低年级的一门学科基础课程，是英语专业基础阶段全面培养和提高学生语言能力和交际能力的一门课程，在整个基础英语教学中具有重要奠基作用。本课程的教学，是在学生已初步掌握一定的英语词汇、语音、语法基本知识和听、说、读、写基本技能的基础上进行的，因此，主要教学目的在于进一步提高学生综合运用英语的能力，特别是要加强口笔头语言表达能力，同时加深对词汇、语法、写作、修辞等方面的知识，同时指导学生学习方法，培养逻辑思维能力，为进一步接受英语专业高年级教育打下全面的牢固的基础。本课程以课文教学为中心，采用精讲多练、讲练结合的方式，主要通过语言基础训练与篇章讲解分析，启发学生学习语言的积极性和自觉性，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，具备基本的口头与笔头表达能力，并逐步形成用英语思维的能力。 （三）课程教学的目标 1.改变观念：帮助学生尽快熟悉大学学习环境和自主学习方法；使学生养成良好的学习习惯；培养学生的独立工作能力。引导学生改变应试学习的观点，逐步树立“To know English is to speak English.”的观念。 2.语音：通过一对一纠音练习，语音模仿秀等，整顿学生的语音面貌，提高学生的朗读技巧。 3.词汇和语法：盘活中学所学语法和词汇，使之成为语言交际的实际技能。认知词汇3000-4000个(其中含中学已学2 000个)，熟用其中1600-1800个及其最基本的搭配。听力：能在15分钟听写根据已学知识编写的材料(词数120左右，念四遍，第一、四遍语速为每分钟100个词，第二、三遍根据意群停顿)，错误率不超过8%。要求学生每天收听CRI及VOA的Special English。熟悉新闻广播的特点和语速。 4.口语：能使用课文中的重点词汇和短语复述课文；能用英语正确表达所学的功能意念，以达到实际交流运用的目的。 5.阅读和写作：能读懂词汇量为2000-2500的浅易材料及简易读物，阅读速度每分钟60-80个词，理解基本正确，能抓住中心大意。对重点句子能够释义。学会初步使用“英英”
Page 39 6. Translate the following sentences into English. 1.It seemed impossible to me, but all the others looked very confident. Sth. seems (to be) + adj.(表) + to sb. 2.We looked around. There wasn't a building standing in sight. The earthquake seemed to have destroyed everything. Sth. /sb. +（seem + to do）复合谓语3.He seems to be in low spirits these days. Sth./Sb. + seem to be + 表语 wonder why. I think it's because he doesn't seem to be making much progress in his studies. He is afraid of being looked down upon by his classmates. Sb. + seem to do sth There seems to be 4.What are you looking for, Dick? I seem to have lost my key. How annoying! 5.If you find that a word doesn't seem to
make any sense in the sentence, you should look it up in the dictionary. That's the only way to learn to use a word. 6.They went on arguing for hours. Neither of them seem (to be) willing to listen to each other. I suddenly remembered someone saying "Discussion is an exchange of knowledge while argument is an exchange of ignorance." 7.The situation there seems to be very complicated. The government has promised to look into it. 8.My grandpa seems to be getting better and better, but he still needs somebody to look after him. 9.Economists have already come to the conclusion that the crisis seems to be coming to an end. W orld economy is looking up. 10.When I got well I looked at my bank account. To my sadness, I found my balance was almost zero. All my savings in
2014101018 第六单元 Translation of Text A 青香蕉 1尽管这种事情在任何地方都可能发生，但我与青香蕉的邂逅却源自于巴西腹地一条险峻的山路上。我那老式吉普车正吃力地穿过景色优美的乡村，这时，水箱突然漏水了，而离我最近的汽车修理站也还要十英里。发动机过热迫使我在临近的村庄停了下来。村里有一个小商店和分布在四处的几座房子。有村民围过来看，三股细细的热水柱从水箱外壳上的小孔喷出来。“这容易解决，”一个人说到。他让一个小男孩跑去拿些青香蕉来。这个人还拍了拍我的肩膀，安慰我问题会解决的。“青香蕉。”他笑了，其余的人都这么说着。 2我和他们闲聊起来，心里却一直在想他们用这青香蕉怎么能修补好水箱。毫无疑问，提问会暴露我的无知，因此我开始赞叹眼前美丽的乡村景色。耸立在我们周围巨大的岩石群，很像里约热内卢著名的糖面包山。“看见那边那块高高的岩石了吗？”那人指着一块特别高而且细长的黑色石柱问我，“那块岩石标志着世界的中心。” 3我看着他，想知道他是否在和我开玩笑，但他却表情严肃，反过来认真地审视着我，似乎想确定我是否领会了他那句话的深刻含义。这种情况要求我必须表现出认同。他点头说：“绝对是中心。这儿的人都知道。” 4这时，小男孩抱着青香蕉回来了。那个男子把其中一根掰成两半，将其断口处按在水箱的外壳上。香蕉遇到炙热的金属融成了胶，立刻就堵住了漏洞。面对如此情景，我惊呆了，我当时的表情一定是傻傻的，所有的人都笑了起来。他们把我的水箱装满水，又让我带上一些香蕉，以防沿途中水箱再出问题。路上，我又用了一次青香蕉，一个小时后，我开着车到达了目的地。当地的一修理工笑着问我：“谁教你用青香蕉的？”我告诉了他那个村子的名字。“他们有没有指给你看标志世界中心的那块岩石?”他问道。我告诉他，他们指给我看了。“我祖父就是那儿的人，”他说，“那的确是中心。一直以来这儿的人都知道。” 5作为美国教育的产物，除了把青香蕉当作还没长熟的水果，我从来就没注意过它。但突然在那条山路上，当我需要它时，它正巧出现了。可是仔细想一想，其实青香蕉一直在那儿存在着。时间可以追溯到香蕉的最初的起源。那个村子里的人都知道它已经很多年了，我现在也因此认识它了。我开始珍视村民们的聪明才智和青香蕉的特殊潜能。曾有一段时间，我一直困惑于教育家们提出的“领悟的瞬间”，而现在我知道自己刚刚同时经历了两个这样的瞬间。 6我又用了一些时间来领会村民们认为那块标志着世界中心的岩石的重要性。开始时我怀疑他们的说法，因为我知道实际上世界的中心是位于新英格兰的某个
Lesson One Half a Day Naguib Mahfous 1. I walked alongside my father, clutching his right hand. All my clothes were new: the black shoes, the green school uniform, and the red cap. They did not make me happy, however, as this was the day I was to be thrown into school for the first time. 2. My mother stood at the window watching our progress, and I turned towards her from time to time, hoping she would help. We walked along a street lined with gardens, and fields planted with crops: pears, and date palms. 3. "Why school ?" I asked my father. "What have I done ?" 4. "I'm not punishing you, " he said, laughing. "School's not a punishment. It's a place that makes useful men out of boys. Don' t you want to be useful like your brothers?" 5. I was not convinced. I did not believe there was really any good to be had in tearing me away from my home and throwing me into the huge, high-walled building. 6. When we arrived at the gate we could see the courtyard, vast and full of boys and girls. "Go in by yourself, " said my father, "and join them. Put a smile on your face and be a good example to others. " 7. I hesitated and clung to his hand, but he gently pushed me from him. "Be a man, " he said. "Today you truly begin life. You will find me waiting for you when it's time to leave. " 8. I took a few steps. Then the faces of the boys and girls came into view. I did not know a single one of them, and none of them knew me. I felt I was a stranger who had lost his way. But then some boys began to glance at me in curiosity, and one of them came over and asked, "Who brought you?" 9. "My father, " I whispered. 10. "My father's dead, " he said simply. 11. I did not know what to say. The gate was now closed. Some of the children burst into tears. The bell rang. A lady came along, followed by a group of men. The men began sorting us into ranks. We were formed into an intricate pattern in the great courtyard surrounded by high buildings; from each floor we were overlooked by a long balcony roofed in wood. 12. "This is your new home, "said the woman. "There are mothers and fathers here, too. Everything that is enjoyable and beneficial is here. So dry your tears and face life joyfully. " 13. Well, it seemed that my misgivings had had no basis. From the first moments I made many friends and fell in love with many girls. I had never imagined school would have this rich variety of experiences. 14. We played all sorts of games. In the music room we sang our first songs. We also had our first introduction to language. We saw a globe of the Earth, which revolved and showed the various continents and countries. We started learning numbers, and we were told the story of the Creator of the universe. We ate delicious food, took a little nap, and woke up to go on with friendship and love, playing and learning. 15. Our path, however, was not totally sweet and unclouded. We had to be observant and patient. It was not all a matter of playing and fooling around. Rivalries could bring about pain and hatred or give rise to
Unit 1 1.adolescence .青春期 2.adolescent .青少年时期 3.adulthood.成年 4.affection .喜爱 5.affirm. 断言 6.agenda.日程表 7.Approval .同意，批准 8.attitudinal .态度的 9.counsel .建议 10.crisis . 危机 11.encyclopedia .百科全书 12.endeavor.尝试 13.endowment.天赋 14.ethical.道德的 15.evaluate.估算，评估 16.excessive.过分的，极度的 17.feminine .女性的 18.functional .职务的 19.genetic 基因的 20.heighten . 提高 21.inherit遗传，继承 22.inhibition压抑的情绪 23.interaction合作 24.internalize内化 25.masculine 男性的 26.newscast 新闻广播 27.option 选择 28.peer 同龄人 29.perceive理解 30.prejudiced 偏见 31.rebel抗议 32.resentment 怨恨 33.seminary学院的 34.theological神学的 35.wardrobe衣橱 Unit 2 36..abate 减弱 37..akimbo两手叉腰 38..barrel桶 39..bookworm极爱读书的人 40..careerism追求个人事业成功 41..clan家族 42..coax 哄骗https://www.doczj.com/doc/dd1474782.html,prise 组成 https://www.doczj.com/doc/dd1474782.html,pulsion 冲动 45..convent女修道院 46..corollary 推论 47..couched 表达 48..courser骏马 49..crayfish小龙虾 50..curled卷曲的 51..discontented不满足的 52..dishearten 让人失去希望 53..dogged顽强的 54..domino---多米诺骨牌 55..equivalent等效 56..ethos精神 57..exclusivity---排他性，排外性 58..flatten使平整 59..frigate- 护航舰 60..gable---三角墙 61..guillotine- 断头台 62..hale--健壮的 63..installment- 一期 64..interior--内部的 65..inveterate- 积习难改的，成瘾的 66..invincible 太壮而无法击败 https://www.doczj.com/doc/dd1474782.html,tter-下半年 68..literacy-有文化的 69..literati-识字的 70..lure 诱惑力 71..mockingbird--知更鸟 72..ottoman- 奥斯曼帝国 73..parallel平行的，同时的 74..perplexed- 迷惑的 75..plummet--暴跌 76..portray-- 描绘，勾画 77..prance-欢腾 78..prize-对---很重要 79..pundit-某一学科的权威，专家 80..safari-野外狩猎 81..Saint--圣徒，圣人 82..sanction-批准 83..seduce 诱使 84..sling-挂在 85..snobbery- 势力 86..solace安慰
UNIT1 又一学年——为了什么？ 约翰·切阿迪 1.给你们讲讲我刚当老师时候的一次失败经历吧。那是1940年的1月，我从研究生院 毕业不久，在堪萨斯城大学开始第一学期的教学工作。一个瘦高，长得就像顶上有毛的豆角架一样的男学生走进我的课堂，坐下，双臂交叉放在胸前，看着我，好像在说：“好吧，教我一些东西。”两周后我们开始学习《哈姆雷特》。三周后他双手叉腰走进我的办公室，“看，”他说，“我来这是学习当药剂师的。我为什么必须读这个？”由于没有随身带着自己的书，他就指着桌子上放着的我的那本。 2.虽然我是位新老师，我本来可以告诉这个家伙许多事情的。我本来可以指出，他考 入的不是制药技工培训学校而是大学，而且他在毕业时，应该得到一张写有理学学士而不是“合格的磨药工”的学位证书。这证书会证明他专修过药剂学，但它还能进一步证明他曾经接触过一些人类发展史上产生的思想。换句话说，他上的不是技能培训学校而是大学，在大学里学生既要得到培训又要接受教育。 3.我本来可以把这些话都告诉他，但是很明显，他不会待很长时间，说了也没用。 4.但是，由于我当时很年轻而且责任感也很强，我尽量把我的意思这样表达出来：“在 你的余生中，”我说，“平均每天24小时左右。谈恋爱时，你会觉得它有点短；失恋时，你会觉得它有点长。但平均每天24小时会保持不变。在其余的大约8个小时的时间里，你会处于睡眠状态。 5.“然后在每个工作日8个小时左右的时间里，我希望你会忙于一些有用的事情。假 设你毕业于一所药科大学——或工程大学，法学院，或者其他什么大学——在那8个小时时间里，你将用到你的专业技能。作为一个药剂师，你要确保氯化物没有和阿斯匹林混在一起；作为一个工程师，你要确保一切都在你的掌控之中；作为一个律师，你要保证你的当事人没有因为你的无能而被处以电刑。这些都是有用的工作，它们涉及到的技能每个人都必须尊重，而且它们都能给你带来基本的满足。无论你还干些什么，这些技能都很可能是你养家糊口的本领。它们会给你带来收入；但愿你的收入总能够用。” 6.“但完成一天的工作后，剩下的8小时你做什么呢？比如说你可以回家，和你的家 人待在一起。你所供养的是一个什么样的家庭呢？孩子们在家里能接触到一点还算是精辟的思想吗？你主持的家庭中有民主气息吗？家里有书吗？有那种一般敏感的人看了不会发怵的画吗？孩子们会听到巴赫的音乐吗？” 7.这差不多就是我所说的，但这个讨厌鬼不感兴趣。“看，”他说，“你们教授用你 们的方法培养孩子；我会以我自己的方式抚养我自己的孩子。我呀，我会尽一切努力挣钱的。” 8.“我希望你能赚很多，”我告诉他，“因为你在开支票的余暇会愁没事干的。” 9.14年后的今天，我仍然在教书，在此我要告诉你们，大学的职责并不只是在于培训 你，它还要使你接触人类思想的精髓。如果你没时间看莎士比亚的作品，没时间看哲学入门，没时间欣赏艺术的存续，也没时间学习我们称之为历史的人类发展的课
Michael Welzenbach 1. When I was 12 years old, my family moved to England, the fourth major move in my short life. My father’s government job demanded that he go overseas every few years, so I was used to wrenching myself away from friends. 2. We rented an 18th-century farmhouse in Berkshire. Nearby were ancient castles and churches. Loving nature, however, I was most delighted by the endless patchwork of farms and woodland that surrounded our house. In the deep woods that verged against our back fence, a network of paths led almost everywhere, and pheasants rocketed off into the dense laurels ahead as you walked. 3. I spent most of my time roaming the woods and fields alone, playing Robin Hood, daydreaming, collecting bugs and bird-watching. It was heaven for a boy —but a lonely heaven. Keeping to myself was my way of not forming attachments that I would only have to abandon
现代大学英语精读教案 Revised final draft November 26, 2020
U n i t1H a l f a d a y 教学目的 1. 了解作者及其背景知识； 2．熟悉本文使用的写作手法； 3．掌握修辞疑问句、倒装句等修辞手法； 4．熟练掌握三类构词法； 5．通过深刻理解文章内涵，培养学生社会洞察力和相关的讨论能力，同时掌握文中的核心语言点。 教学内容 1. 热身 2．作者 教育与背景 主要着作 创作观 3．作品赏析 结构分析 如何赏析文学作品 扩展式讨论 4．写作技巧 省略疑问句和修辞疑问句 倒装句 “with”独立结构 5．语言理解 长难句解析 核心词汇学习 band, convince, daze, exert, intricate, observe, overlook, rank, revolve, startle, uviverse, vary 介词练习 构词法：-tion; -volve; -ly 6．课堂讨论 7．练与讲 教学重点 1. 文学作品的赏析； 2．文学中的修辞手法――省略疑问句和修辞疑问句；倒装句；“with”独立结构 3．构词法：前缀 教学方法结合实际吸收各种教学法（讲授、问答、讨论、模仿、练习、多媒体使用）的优点。 教学手段用投影仪播放PowerPoint课件及板书；群发电子邮件布置课堂资料和课后作业（或其来源）。 ⅠAbout the author ★ Naguib Mahfouz was born on the 11th Dec. 1911 in an old quarter of Cairo, the youngest son of a merchant. （mummies and pyramids / sphinx 狮身人面）