Work Still Has Value 课文学习重点讲解

现代大学英语Lesson10（A）精读重点讲解现代大学英语Lesson10(A)精读重点讲解引言：每个地方对于生活在那里的人们来说都有特殊的意义，在某种程度上来说，每个地方都代表世界的中心。

世上有无数个这样的中心，没有一个学生或旅行者能全部经历到。

世界的文化中到处是富有特殊价值和意义而预料不到的青香蕉。

多年来它们一直在那里，慢慢地成熟，或许在耐心地等待人们走过去发现它们。

事实上，假如我们愿意离开我们自己的世界的中心，去感受其他的地方，青香蕉在等待我们每一个人。

The Green Banana---Donald BatchelderAlthough it might have happened anywhere, my encounter with the green banana started on a steep mountain road in the central area of Brazil. My ancient jeep was straining up through beautiful countryside when the radiator began to leak, and I was ten miles from the nearest mechanic. The over-heated engine forced me to stop at the next village, which consisted of a small store and a few houses that were scattered here and there. People came over to look. They could see three fine streams of hot water spouting from holes in the jacket of the radiator. "That's easy to fix," a man said. He sent a boy running for some green bananas. He patted me on the shoulder, assuring me that everything would work out. "Green bananas," he smiled. Everyone agreed.We chattered casually while all the time I was wondering what they could possibly do to my radiator with their green bananas. I did not ask them, though, as that would show my ignorance, so I talked about the beauty of the land that lay before our eyes. Huge rock formations, like Sugar Loaf in Rio, rose up allaround us. "Do you see that tall one right over there?" asked the man, pointing to a particularly tall, slender pinnacle of dark rock. "That rock marks the center of the world."I looked to see if he was teasing me, but his face was serious. He, in turn, inspected me carefully, as if to make sure I grasped the significance of his statement. The occasion called for some show of recognition on my part. "The center of the world?" I repeated, trying to show interest if not complete acceptance. He nodded. "The absolute center. Everyone around here knows it."At that moment the boy returned with an armful of green bananas. The man cut one in half and pressed the cut end against the radiator jacket. The banana melted into a glue against the hot metal, stopping the leaks instantly. I was so astonished at this that I must have looked rather foolish and everyone laughed. They then refilled me radiator and gave me extra bananas to take along in case my radiator should give me trouble again. An hour later, after using the green banana once more, my radiator and I reached our destination. The local mechanic smiled. "Who taught you about the green banana?" I gave him the name of the village. "Did they show you the rock marking the center of the world?" he asked. I assured him they had. "My grandfather came from there," he said. "The exact center. Everyone around here has always known about it."As a product of American education, I had never paid the slightest attention to the green banana, except to regard it as a fruit whose time had not yet come. Suddenly, on that mountain road, its time had come to meet my need. But as I reflected on it further, I realized that the green banana had been there all along. Its time reached back to the very origins of the banana. The people in that village had known about it for years. It was myown time that had come, all in relation to it. I came to appreciate the special genius of those people, and the special potential of the green banana. I had been wondering for some time about what educators like to call "learning moments," and I now knew I had just experienced two of them at once.It took me a little longer to fully grasp the importance of the rock which the villagers believed marked the center of the world.I had at first doubted their claim, as I knew for a fact that the center was located somewhere else in New England. After all, my grandfather had come from there. But gradually I realized the village people had a very reasonable belief and I agreed with them. We all tend to regard as the center that special place where we are known, where we know others, where things mean much to us, and where we ourselves have both identity and meaning: family, school, town and local region could all be our center of the world.The lesson which gradually dawned on me was actually very simple. Every place has special meanings for the people in it, and in a certain sense every place represents the center of the world. The world has numerous such centers, and no one student or traveler can experience all of them. But once a conscious breakthrough to a second center is made, a life-long perspective and collection can begin.The cultures of the world are full of unexpected green bananas with special value and meaning. They have been there for ages, ripening slowly, perhaps waiting patiently for people to come along to encounter them. In fact, a green banana is waiting for all of us if we would leave our own centers of the world in order to experience other places.青香蕉这件事在任何地方都可能发生，而我遇到青香蕉是在巴西中部的一条陡峭山路上。

IV. Chinese Translation of Paragraphs1. 首先，我要强调的是，读书本应是一种享受。

当然，为了应付考试或者获取信息，许多书我们不得不读，而我们从中却不可能得到任何愉悦。

我们读这些书是出于教育的目的，至多希望自己对它的需要不至于使阅读的过程过于乏味。

我们读这些书并非好之乐之，而是出于无奈。

这当然不是我要谈的读书。

要谈的读书。

我接下去要谈论的书籍，既不能助您获得学位，也不能帮您谋生；既不能教您怎样驾驶帆船，也不能教您怎样启动熄火的车辆。

然而，它们却可以让您生活得更为充实。

不过，您必须喜欢读书才行，否则也无济于事。

2. 我这里所说的“您”，是指那些有闲的成年人，他们想读的不是非读不可的那些书。

我指的不是书虫，因为书虫们自有读书之道。

我这里只想谈些名著，那些很久以来广受推崇的杰作。

我们理应都读过这些名著，遗憾的是这类人却为数甚少。

有些名著不仅为优秀的批评家们所公认，文学史家也会有长篇大论，然而，今天的普通读者读之却味同嚼蜡。

这些作品对研究者来说是重要的，然而，时移事易，人们喜好变更，如今这些书早已失其原味，要读完全凭意志。

举例来说，我读过乔治·艾略特的《亚当·比德》，但我不能违心地说这个过程是愉悦的。

我读它是出于义务，读完了自然如释重负。

3. 关于这类书籍，我无意置喙。

每个人自有自己的评价和意见。

不论学者们对某本书作何评价，即便他们众口如一，极尽溢美之词，除非您感兴趣，否则它与您毫不相干。

不要忘记批评家也经常犯错，批评史上那些最著名的评论家的低级错误比比皆是。

一本书对您价值几何，只有作为读者的您才是最终评判人。

当然，这适用于我将要向您推荐的书籍。

我们每个人都不可能与他人完全一样，至多只是相仿而已。

因此，没有理由认为对我有益的书也正好对您有益。

不过，读这些书让我觉得内心更加富有；倘若我没有读过的话，恐怕我就不会完全是今天的我了。

所以我恳求您，倘若您在本文的诱惑之下去读我推荐的书，但却又读不下去，那就放下它们。

Unit1 Reading知识点精讲精练一、重点短语（reading部分）1. a sea of 大量的，大片的/alive with 充满，到处都是（活的或动的东西）【教材原句】Welcome to the jungle, a huge sea of green alive with the sounds of animal s. (P2)[译文]欢迎来到亚马孙雨林，这是一片绿色的海洋，到处都可以听到动物发出的声音。

[功能注释]这是一个简单句。

a huge sea of gree n alive with the sounds of animals是the jungle 的同位语。

【边学边练】选择sea的相关短语填空(1)He was when he began his new job.(2)The ship hit an iceberg and buried .(3)Last Sunday, the students in class two .a sea of 大量的，大片的[常见搭配]at sea 在茫茫大海上all at sea 茫然不知所措by sea 经海路by the sea 在海边go to the sea 去海滨(度假或野餐)go to sea 去当水手【经典例句】He looked down and saw a sea of smiling faces.他往下看，看到一片笑脸。

I'm all at sea. I can' t understand that proble.我简直是一片茫然,我无法理解这个问题。

【边学边练】从右栏中选择适当填空(1)He was the only man .(2)The are more important to us than the dead.(3)My mother bought a fish this morning.alive with 充满，到处都是（活的或动的东西）[易混辨析]alive/live/livingaive:活着的,活的,其反义词为dead,指生命从奄奄一息到精力旺盛的各种状态。

UNIT 4 Never too old to learnIntellectual growth should commence at birth and cease only at death. —Albert Einstein智力发展应始于出生，终于死亡。

——阿尔伯特·爱因斯坦Reading(p 44-45)Learning for life终身学习The more I learn, the better I know how much there is still left to learn. As I journey through my life, I have become aware that acquiring knowledge is not only a means by which you can better understand the world, but also a way of appreciating how much. as an individual, you do not know. The ability to admit this should not be perceived as a weakness, but as a strength. I once had an art teacher, pointing out that it is not only what you can see that is important, but also what you cannot see. When I drew a still life, it was impressed upon me that the blank spaces between the objects were just as vital to the success of the composition as the actual objects themselves. Also, as the great educator Confucius stated, “When you know a thing, to recognize that you know it; and when you do not know a thing, to recognize that you do not know it—that is wisdom.”我学的越多,就越清楚自己还有多少东西要学。

Work Still Has Value1 During the 19th-century development of industry in America, the idea of work's inherent virtue may have seemed ridiculous to those who labored in the mines and mills and factories for a few nickels a day. The century's huge machinery of production punished and stunned those who ran it.2. And yet for generations of immigrants, work was ultimately fruitful: the sweat of an uneducated immigrant grandfather got the father a start in life and a high school education, and the son wound up in college or even law school. So for millions of Americans, as they labored through the generations, work worked, and the immigrant work ethic came at last to merge with the Protestant work ethic.3. The motive of work is all. To work for mere survival is desperate. To work for a better life for one's children and grandchildren confers on the labor a fierce dignity. That dignity, a hopeful energy and aspiration — driving, persisting like a life force — is the American quality that many find missing now.4. The work ethic is not dead, but it is diluted now. The way people view work is much changed in America. The painful memory of the Great Depression used to enforce a disciplined and occasionally passive approach to work — in much the same way that older citizens in the former Soviet Union do not complain about scarce food and crowded apartments, because they remember how much more horrible everything was during the Second World War. But the generation of the Great Depression is retiring and dying off, and today's younger workers, though sometimes laid off and kicked around by recessions, still do not carry terrible memories of the poverty and suffering of the Depression.5. Today, elaborate financial cushions — unemployment insurance, welfare payments and so on —have made it less disastrous to be out of a job for a while. Work still receives a profound respect in America and most Americans suffer a sense of loss, even a loss of self- esteem, if they are thrown out on the street. But the blow seldom carries the life-and-death implications it once had, the sense of personal ruin. Besides, the wild and notorious behavior of the economy takes a certainamount of personal shame out of losing a job; if a big company closes down a plant and throws 3,700 workers into the unemployment lines, the guilt falls less on individuals than on a weak economy.6. Because today's workers are better educated than those in the past, their expectations are higher and their priorities different. While their fathers and grandfathers and great-grandfathers concentrated hard upon the work at hand, some younger workers now ask questions about the point of working hard. For the first time in the history of the world, masses of people in industrially advanced countries no longer have to focus their minds upon work as the central concern of their existence.7. According to the scheme of the well-known psychologist, Maslow, work functions in a hierarchy of needs: first and foremost, work provides food and shelter, basic human maintenance. After that, it can address the need for security, and then the need for friendship and connection with others. Next, the demands of the ego arise, the need for respect. Finally, men and women assert a larger desire to "fulfill themselves". That seems a harmless and even worthy enterprise, but sometimes degenerates into a selfish discontent.8．Of course, in America, different classes and ethnic groups are positioned at different stages in the work hierarchy. Ambitious immigrants —legal and illegal — who still flock densely to America are fighting for the security that the selfish tribes of those trying to "fulfill themselves" achieved three generations ago. Working women, to the extent that they are new at having a career, now form a powerful source of ambition and energy. The women's rights movement —and financial need — have made them, in effect, an immigrant wave upon the economy.9. Having to work to stay alive, to build a future, gives one's efforts a tough moral simplicity. The point of work in that case is so obvious that it need not be discussed. But apart from the sheer necessity of sustaining life, is there something of inherent worth that can be distilled from work?10. It is arrogant for the well-off to praise work that is truly dreadful and destructive to workers. But misery is always comparative. Irrespective of the romantic ideas sometimes associated with their lives, the medieval peasant or the man wholubricated the engines of a 19th-century steam train did work far more brutal than that on the modern assembly line. The poor soul who recycles refuse in the streets of any city in India would react with disbelief at the discontent of a $l7-an-hour worker on an American automobile assembly line. In South America, the average 19-year-old peasant has worked longer and harder than most Americans of middle age. Americans prone to depression over the spiritual shortcomings of work should consult unemployed young men and women in their own communities: they know with painful clarity the importance of the personal dignity that a job brings.11. Work is still the complicated and crucial core of most lives, the occupation merged with the identity; Freud said that the successful mind is one capable of love and of work. Work is the most thorough and profound organizing principle in American life. If movement to new places has weakened old ties of blood, our co-workers often form our new family, our tribe, our social world. One expert in sociology believes that people like jobs mainly because they need other people; they need to gossip with them, hang out with them, and to build relationships. In his words, “the workplace performs the function of a community.”12. Unless it is dishonest or destructive---the labor of a thief, say--- all work has intrinsic value that is rarely understood as it once was. Work is the way that we tend the world, the way that people connect. It is the most vigorous, vivid sign of life--- in individuals and in civilizations.。

新概念英语第三册Lesson 4 The double life of Alfred Bloggs知识讲解重点：1、本课书重点词汇、句型2、词汇辨析:get married与be married；invent、discover、find与create3、关于“倍数"的表达；too.。

to。

./so .。

that的表达等难点：worth的用法教学目标：1、能理解课文大意、掌握课文中重点词汇、句型2、能辨析相关近义词汇3、理解worth的用法、记住worth的用法误区教学过程：一、【生词、短语学习】double adj.两倍的，双重的manual adj。

体力的（= physical adj。

身体的, 物质的）manual work 体力工作=physical workmental work 脑力工作例句：体力工作和脑力工作都需要能量。

有时脑力工作比体力劳动更消耗能量。

collar n。

衣领white—collar adj.白领阶层的, 脑力劳动者（those who do mental work）blue—collar adj蓝领阶级的，工人阶级的（those who do manual work）get hot under the collar 怒气冲天例句:He got hot under the collar when he knew that they laughed at him。

当他知道他们嘲笑他的时候,他怒气冲天。

sacrifice vt。

牺牲,献出（to give up for good purpose）—- sacrifice one’s life for the country为国家献身—- sacrifice time牺牲时间、贡献时间sacrifice n.牺牲(——make many sacrifices)即学即用：伟大的人往往不在意为别人贡献一切。

过去的牺牲使他赢得了别人的尊重。

Unit 3 Why I TeachSteps for teaching:1.Ask students to answer the warm-up questions.2.Say a few words as an introduction to the text.3.Allow students several minutes to examine the title and the text. Then ask them tofind out the author’s 10 reasons for choosing teaching as his career.4.Get students actively involved in analyzing and explaining the text. Textunderstanding will be solved by several questions in each part. Simultaneously, difficult sentences would be paraphrased and translated.5.Set aside 15 minutes for reading aloud following the map3, through which to leadstudents to improve their speaking skills and reading comprehension as well.6.Assign a short composition as homework.Step 1: Warm-up questions●What qualities does a good teacher need?●Would you like to be a teacher? Why or why not?Step 2: Introductory RemarksTeaching has been considered a welcomeless profession in many parts of the world. Education may be respected and highly valued, but teachers are not. Their pay and prestige are low in most countries. They work long hours both during the day and in the evening and their hard work often goes unnoticed and unappreciated, yet there have always been people who love the teaching profession and choose teaching as their life-long career. In the text, Mr. Beidler gives his reasons why he teaches.Note:●Mr. Beidler, Professor of English at Lehigh University (理海大学) inPennsylvania, U. S. A., who was named 1983’s Professor of the Year by the Council for Advancement and Support of Education.Step 3:1.Go over the text and find out the author’s reasons for choosing teaching as hiscareer. From Para. 5 to Para. 21, you may find 10 reasons.1. the pace of the academic calendar2. variety3. the freedom to be his own boss4. the opportunity to keep on learning5. the opportunity to teach his students to play their roles in the real world6. the opportunity to share with his students the happiness of their success7. the joy of seeing his students grow and change in front of his eyes8. the power to help his students grow and change9. the love teaching offers, the love of learning, of books and ideas and the love ateacher feels for rare students10. the feeling of remaining young while teachingStep 4:StructurePart 1(1): While all Americans are taught to want money and power, I want to teach and this greatly puzzles my friends.Part 2(2-3): I teach neither because teaching is easy for me, nor because I have so much knowledge that I must share with my students.Part 3(4-11): I love the teaching profession because teaching offers me a great number of rewards, such as pace, variety, intellectual challenge and the chance to keep on learning.Part 4(12-19): Being a teacher, I can help and see my students grow and change in front of me.Part 5(20-21): Teaching offers something besides money and power: love. In addition, seeing students growing, I find myself growing and changing with them too.Part 1Questions1. From the beginning of the text, what did the author prefer?2. What is the goal most Americans are taught to aim for in their life?3. Do you think an administrative position has anything to do with money andpower?4. Give Examples for administrative positions in a university.Difficult language point:1. What does the expression “step up”mean?“Step up” means “promotion”, which can bring him money and power. Translation：所有美国人受的教育是长大成人后应该追求金钱和权力，而我却偏偏不要明明是朝这个目标“迈进”的工作，他为之大惑不解。

普通人的胜出之道在大学里，Jim似乎是一个非常优秀的快速成功者。

他用很少的努力取得很好的等第，他的同学评选他是“最可能成功的人”。

毕业后，他有几个工作可选。

Jim进入一家大型保险公司的销售部门并且在工作之初表现很好。

但他很快陷入一种停滞不前的状态，随后跳到一家更小的公司，情况同样如此。

厌倦了销售工作，他开始尝试销售管理。

然而之前的模式又发生了：他深受喜爱，被认为是一个能快速成功的人，但他很快就只能像哑炮一样只能发出微弱的嘶嘶声了。

现在他为另外一家公司卖保险，并且疑惑他为什么不能做得更好。

Joseph D'Arrigo是另外一个例子。

“我总把我自己看作是一个普通人，”D'Arrigo告诉我。

“我进入寿险这一行，做得还算不错。

我有幸与几个最棒的寿险推销员一起被指任为一委员会委员。

一时间我吓得要命。

”当他开始了解这些成功者时，D'Arrigo意识到了什么：“他们并没有比我有更高的天赋。

他们也是普通人，只是他们把眼光放高一些，然后找到了实现他们目标的途径。

”他还意识到了更多的东西：“如果其他普通人可以梦想远大的梦想，我也可以。

”现在他自己拥有一个市值数百万美元的专营员工福利的公司。

为什么像D'Arrigo这样的普通人似乎经常能比像Jim一样的人取得更多的成功呢？为了找出其中的原因，在我作为公司咨询者的工作中，我与超过190个人进行了面谈。

非正式调查的结果为我证实了Theodore Roosevelt曾经说过的话：“成功的普通人不是天才，他仅仅拥有平凡品质，但他将他的那些平凡品质发展到超出常人的水平。

”我坚信那些胜出的普通人有以下特点：懂得自律。

“你不需要成功的天赋，”科罗拉多州丹佛市Porter纪念医院的首席执行官，因扭转经营不善的医院而获得名望的Irwin C. Hansen 强调“你的全部所需是一大罐胶水。

你在你的椅子上涂上一些，在裤子的臀部涂上一些，然后坐在上面，坚持做每一件事直到你做到了你自己的最好。