研究生学术综合英语补充课文的原文翻译和习题答案 - 图文

Lesson One

Spell of the Rising Moon

I. READING COMPREHENSION

A. Answer the following questions or complete the following statements. 1. D (But it is the drama of the moonrise that I come to see. For that

restores in me a quiet and clarity that the city spends too freely.) 2. D ( There have been broad, confident harvest moons in autumn; shy,

misty moons in spring; lonely, white winter moons rising into the utter silence of an ink-black sky and smoke-smudged orange moons over the dry fields of summer. Each, like fine music, excited my heart and then calmed my soul.)

3. C (To prehistoric hunters the moon overhead was as unerring as

heartbeat. They knew that every 29 days it became full-bellied and brilliant, then sickened and died, and then was reborn. They knew the waxing moon appeared larger and higher overhead after each succeeding sunset. They knew the waning moon rose later each night until it vanished in the sunrise.)

4. B (Still, it tugs at our minds. If we unexpectedly encounter the

full moon, huge and yellow over the horizon, we are helpless but to stare back at its commanding presence.)

5. B (I learned about its gifts one July evening in the mountains.

My car had mysteriously stalled, and I was stranded and alone.) 6. B (To watch the moon move inexorably higher is to find an unusual

stillness within ourselves.)

7. D (On that July night, I watched the moon for an hour or two, and

then got back into the car, turned the key in the ignition and heard the engine start, just as mysteriously as it had stalled a few hours earlier.)

8. A (I return often to the rising moon. I am drawn especially when

events crowd ease and clarity of vision into a small corner of my life.)

9. A (Of Beethoven's \

Lorenzo declaims in The Merchant of Venice, //How sweet the moonlight sleeps upon this bank! / Here will we sit and let the sounds of music/Creep in our ears.\I wonder if their verse and music, like the music of crickets, are in some way voices of the moon.) 10. A (The whole passage.)

B．Global understanding and logical structures

Complete the following notes with the information, from the text:

1. The author often climbs the hill near his home at night to watch the drama of the moonrise because it can restore in him a quiet and clarity that the city spends too freely.

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2. To the author the different mood and color of the moon are: A. In autumn: broad, confident harvest B. In spring: shy, misty C. In winter: lonely, white

D. In summer: smoke-smudged orange

3. A. To prehistoric hunters the moon overhead was as unerring as heartbeat.

B. To contemporary people live indoors few can say what time the moon will rise tonight.

C. But if we unexpectedly encounter the full moon, we are helpless but to stare back at its commanding presence.

4. The moon has gifts to bestow upon those who watch it:

Example: One July evening in the mountains, the author's car mysteriously stalled, and he was stranded and alone.

He took the advantage to watch the moonrise for an hour or two. When he got back into the car, the engine started just as mysteriously as it had stalled a few hours earlier.

5. Later on the author often returns to the rising moon when events crowd ease an clarity of vision into a small corner of my life. He listens to the sound of owls and crickets

and thinks the beautiful music and poems about the moon.

6. At moonrise, people open the vents of feeling and exercise parts of our minds that reason locks away by day. II. VOCABULARY

A. Choose the best word from the four choices to complete each of the following sentences.

1. B 2. C 3. A 4. D 5. A 6. B 7. A 8. C 9. A 10. B

B. Choose the best word or expression from the list given for each blank. Use each word or expression only once and make proper changes where necessary.

1. swoop 2. cricket 3. smudged 4. Stalled 5. tugs at

6. stay clear of 7. slipped into 8. crowded into 9. loom up 10. stranded III. CLOZE

1. just as 2. permanent 3. depend on 4. phase 5. shadow 6. Resembling 7. lunar 8. closer 9. illuminated 10. waning IV. TRANSLATION

Put the following parts into Chinese. V. ORAL PRACTICE AND DISCUSSION

1. How does the author describe the moonrise? Is it the same as you see it? The sun had set, and I was watching what seemed to be the bright-orange glow of a forest fire beyond a ridge to the east. Suddenly, the ridge itself seemed to burst into flame. Then, the rising moon, huge and red

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and grotesquely misshapen by the dust and sweat of the summer atmosphere, loomed up out of the woods.

Distorted thus by the hot breath of earth, the moon seemed ill-tempered and imperfect…… But as the moon lifted off the ridge it gathered firmness and authority. Its complexion changed from red, to orange, to gold, to impassive yellow. It seemed to draw light out of the darkening earth, for as it rose, the hills and valleys below grew dimmer. By the time the moon stood clear of the horizon, full chested and round and the color of ivory, the valleys were deep shadows in the landscape……

The drama took an hour. Moonrise is slow and serried with subtleties。 2. Moonrise is a natural phenomenon. The main part of this essay is the description of it full of the author's emotions and thoughts associated with it. Pick out the author's most beautiful descriptions with similes, metaphors and personification.

From this hill I have watched many moons rise. Each one had its own mood. There have been broad, confident harvest moons in autumn, shy, misty moons in spring; lonely, white winter moons rising into the utter silence of an ink-black sky and smoke-smudged orange moons over the dry fields of summer. Each, like fine music, excited my heart and then calmed my soul.

(And others referring to the first question.)

3. One July evening in the mountains, the author's car mysteriously stalled, and he was stranded and alone, but after watching the moonrise for an hour or two the engine started mysteriously again. Do you think it was the spell of the rising moon？Open.

4. We Chinese often associated the full moon with family reunion, our hometown and our motherland if we are abroad. Can you tell what people do when we Chinese celebrate the festivals associated with the moon such as the Lantern Festival and the Mid-Autumn Festival? And why?Open. 5. Find out the famous Chinese poems about the moon, and try to translate the following poem into English. 李白诗一首

床前明月光， Before my bed

There is bright moonlight 疑是地上霜． So that it seems

Like frost on the ground. 举头望明月， Lifting my head

I watch the bright moon, 低头思故乡。 Lowering my head

I dream that I'm home. Another poem for reference:

李白词一首

秋风清，秋月明 The autumn wind is light

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The autumn moon is bright;

落叶聚还散 Fallen leaves gather but then disperse, 寒鸦栖复惊 A cold crow roosts but again he stirs;

相思相见知何日 I think of you, and wonder when I'll see you again? 此时此夜难为情 At such an hour,on such a night,cruel is love's pain.

Translation of the Text

月亮升起来

彼得·斯坦哈特

我家附近有座小山。晚上，我常爬上山去。

此时，城市的喧嚣成了遥远的低语。在这黑夜的静谧中，我可以尽情分享蟋蟀的欢乐，感受猫头鹰的自信。可我上山是来看月出的，因为这可以让我重新得到在城市中失去的宁静与清新。 在这座山上，我已欣赏过许多次月亮升起的景象。每一次月的姿容脾性都有所不同。秋天，满月如轮，充满自信；春天，月亮灰蒙蒙，羞羞答答；冬天，银白的月亮挂在漆黑的、悄无声息的夜空中，显得那般孤寂；夏天，橘黄的月似被烟尘笼罩，俯瞰干燥的田野。每一种月亮，都像美妙的音乐，震动我的心灵，令我的灵魂平静。

观月自古有之。在远古的猎人眼里，月亮如同心跳一样准确无误。他们知道每29天，月亮都要变得明亮饱满，然后萎缩、消失，然后又再复活；他们知道，月盈期间，每经一次日落，头顶的月亮就会显得更高更大；他们还知道月亏期间，月亮每晚都要迟迟升起，待到日出才落。他们竟能从经验中了解到月亮的行踪变化，真可谓心深意广。

但我们这些人却因深居室内，与月亮失去了联系。城市炫目的街灯、污浊的烟尘掩盖了夜晚的天空。虽然人类已在月亮上行走过，但月亮对于我们却更加陌生了。有几人能说得出今晚月亮会几时升起。 但无论怎样，月亮依旧牵动我们的心灵。倘若我们偶尔遇见一轮黄灿灿的满月高悬中天，谁都会禁不住停下来凝神仰望她尊贵的姿容。而月亮也向注视她的人赐予厚礼。

我了解到她的馈赠是在山间七月的一个夜晚。我的车突然熄火，将我孤身一人网在山中。太阳已经西沉，我看见东边山头涌出一团橘红色的明光，好像森林起火一般，俄而山头自己也似乎迸出火焰，一会儿，大大的月亮涨红着脸，从密林中鬼魅似地钻了出来，夏天空气中弥漫的尘雾与汗气把它变得丑陋不堪。 大地灼热的呼吸扭曲了它，它变得格外暴噪，不再完美。附近农舍的狗紧张地狂吠起来，以为这团奇怪的光亮叫醒了野草中的魔鬼。

然而当月亮缓缓升起，离开山头，它变得坚定、威严；它的面孔也由红变成了橘红，又变成金色，最后是平静的明黄色。它似乎从渐暗的大地中吸取了光明，因为随着它的升起，下面的丘陵山谷愈来愈黯淡朦胧。待到皓月当空，满月如盘，闪烁着象牙般乳白的清辉，山谷便成了风景中一片片幽深的阴影。那些狗明白了那团光原是它们熟悉的月亮，也安定下来，停止了吼叫。霎时间，我也觉得信心倍增，心情舒畅，近乎笑了起来。

这奇特的景观持续了一个小时。月出是缓慢的，充满神奇。观看月出，我们

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得回到过去那种对时间的耐心中去。观看月亮不可阻挡地升到空中就能让我们内心安宁，我们的神思能让我们看到宇宙的广漠和大地的宽阔，能让我们忘掉自己。我们觉得自身渺小，却又深感大自然的厚待。 月色下，我们看不到生活中坚硬的棱角。山坡在月光下如同笼上了柔和的轻纱，一片银白；海水在月光下碧蓝而静谧；我们在月光下也不再像白日那般精于算计，而是沉醉于自然的情感中。

这个时候，奇特的事发生了。在那个七月的夜晚，我看了一两个小时的月景后，回到车中，转动钥匙点火，发动机居然响了起来，就像几个小时前熄火那般突然而神秘。我驱车沿着山路回家，肩上披着明月，心灵一片宁静。 后来我常回到山上观月，尤其是在接踵而来的事使我身心疲惫、头晕眼花时。这种境况经常发生在秋天，这时我就登上那座小山，守候猎人的月亮出现，等着那金色的圆月俯照大地，为黑夜带来光明。

一只猫头鹰自山头俯冲下来，静悄悄地如一团火焰闪过，一只蟋蟀在草丛长鸣。我想起了诗人和音乐家，想起了贝多芬的“月光奏鸣曲”和莎士比亚笔下《威尼斯商人》中洛伦佐的话：“月光沉睡在这岸边多么轻柔!／我们要坐在这里让音乐之声／潜入我们的耳内。”我不知道他们的诗篇与音乐，连同蟋蟀的歌声，是否都可算作月的声音。想到这些，我那些城市化的昏乱心绪也融化在了夜的幽静之中。

恋人和诗人在夜里能找到生活更深刻的意义。其实我们都爱问一些深刻的问题——我们的祖先是什么？我们的命运在哪里？我们不喜欢那些统治着白天世界的刻板的几何教科书，都愿意沉溺于永远找不到答案的谜团中。在夜里，我们都成了哲人和神秘主义者。

月出之时，当我们放慢自己的思想，让它跟随天围的脚步，一种心醉神迷的感觉就会流遍全身。我们会打开情感的窗口，会让白天被理智锁住的那部分思绪尽情奔涌。我们有越过遥远的时空，听见远古猎人的低语，再次看到很久以前的恋人与诗人眼中的世界。

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Lesson Two

Ethics and Competitiveness

Preparing to Read Tips for the teacher

The text is about ethics in business; hence the purpose of this exercise is to let the students understand how important ethics is in doing business. The teacher can adopt several steps achieving the aim. First, let the students talk about the various businesses that involve ethics. Second, let the students understand the dangers of illegal business practices in American or Chinese corporations, so that the students' interest in the text will be aroused. Background Information

1. Introduction to the author and the text: John F. Akers, born on 28 Dec. 1934 chairman and CEO of IBM 1985-1993.

A graduate of Yale, Mr. Akers joined IBM in 1960 as a sales trainee in San Francisco following active duty as a Navy carrier pilot. After various marketing assignments, he was named president of the Data Processing Division, then IBM's largest domestic marketing unit, in 1974 at age 39. He became a vice president in 1976, a senior vice president in 1982 and president in 1983. This article \competitiveness - putting first things first\1989 in Sloan Management Review, winter, 69-71.

2. American Education System: Most Americans attend twelve years of primary and secondary school. With a secondary school \diploma or certificate, a student can enter college, university, vocational (job training) school, secretarial school, and other professional schools.

Primary and Secondary School: Begins around age six for U.S. children. They attend five or six years of primary school. Next they go to secondary school, which consists of either two three-year programs or a three-year and a four-year program. These are called \school\or \high school\and \high school\(often just called “high school\primary and secondary school the first through twelfth \ Higher Education: After finishing high school (twelfth grade), U.S. students may go on to college or university. College or university study is known as “higher education.\ find out which level of education in your country corresponds to the twelfth grade in the U.S.A. You also should ask your educational advisor or guidance counselor whether you must spend an extra year or two preparing for U.S. admission. In some countries, employers and the government do not recognize a U.S. education if a student entered a U.S. college or university before he

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or she could enter university at home. 3. Henry Wadsworth Longfellow (1807-1882): American poet, one of the most popular and celebrated poets of his time. Born in Portland, Maine (then in Massachusetts), Longfellow was educated at Bowdoin College. After graduating in 1825 he traveled in Europe in preparation for a teaching career. He taught modern languages at Bowdoin from 1829 to 1835. In late 1835, during a second trip to Europe, Longfellow's wife, Mary Storer Potter, died in Rotterdam, the Netherlands. Longfellow returned to the United States in 1836 and began teaching at Harvard University. In 1843 he remarried, to Fanny Appleton. After retiring from Harvard in 1854, Longfellow devoted himself exclusively to writing. He was devastated when in 1861 his second wife was burned to death in a household accident. He commemorated her shortly before his own death with the sonnet \Cross of Snow\(1879). In 1884 a bust of Longfellow was placed in the Poets' Corner of Westminster Abbey in London; he was the first American to be thus honored.

《人生颂》 A Psalm of Life

——年青人的心对歌者说的话 Henry Wadsworth Longfellow

朗费罗

不要在哀伤的诗句里告诉我： Tell me not, in mournful numbers, “人生不过是一场幻梦！” \灵魂睡着了，就等于死了， For the soul is dead that slumbers, 事物的真相与外表不同。 And things are not what they seem. 人生是真切的！人生是实在的！ Life is real! Life is earnest! 它的归宿决不是荒坟； And the grave is not its goal; “你本是尘土，必归于尘土”， \thou art,to dust returnest,\这是指躯壳，不是指灵魂。 Was not spoken of the soul. 我们命定的目标和道路 Not enjoyment, and not sorrow, 不是享乐，也不是受苦； Is our destined end or way; 而是行动，在每个明天 But to act, that each to-morrow 都超越今天，跨出新步。 Find us farther than to-day. 智艺无穷，时光飞逝； Art is long, and Time is fleeting, 这颗心，纵然勇敢坚强， And our hearts, though stout and 也只如鼙鼓，闷声敲动着， brave, 一下又一下，向坟地送丧。 Still, like muffled drums, are 世界是一片辽阔的战场， beating 人生是到处扎寨安营； Funeral marches to the grave. 莫学那听人驱策的哑畜， In the world's broad field of 做一个威武善战的英雄！ battle,

别指望将来，不管它多可爱！ In the bivouac of life, 把已逝的过去永久掩埋！ Be not like dumb, driven cattle! 行动吧-趁着活生生的现在！ Be a hero in the strife! 心中有赤心，头上有真宰！ Trust no Future, howe'er pleasant!

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伟人的生平启示我们： 我们能够生活得高尚， 而当告别人世的时候， 留下脚印在时间的沙上； 也许我们有一个兄弟 航行在庄严的人生大海， 遇险沉了船，绝望的时刻， 会看到这脚印而振作起来。 那么，让我们起来干吧， 对任何命运要敢于担戴； 不断地进取，不断地追求， 要善于劳动，善于等待。

Let the dead Past bury its dead! Act, - act in the living Present! Heart within, and God o'evhead! Lives of great men all remind us We can make our lives sublime, And, departing, leave behind us. Footprints on the sand of time.; Footprints, that perhaps another, Sailing o'er life's solemn main, A forlorn and shipwrecked brother, Seeing, shall take heart again. Let us, then, be up and doing, With a heart for any fate;

Still achieving, still pursuing, Learn to labor and to wait.

Notes

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Key to Exercises

I. Reading Comprehension

1. The issue Akers discusses is the relationship between ethics and competitiveness.

2. When they think of competitiveness, they should think not just of seeking their own selfish advantage, but of striving to improve living standards for all. When they think of ethics, they should think not just as managers focusing on business ethics, but as citizens of a larger society.

3. Ethics and competitiveness are inseparable because we compete as a society.

4. The greater the measure of mutual trust and confidence in the ethics of a society, the greater its economic strength.

5. First, we should fortify the practical ethical buttresses; second, ethical instruction must include a demanding study of history and literature; and above all we should keep our priorities straight. 6. They are role models the honor system, and codes of conduct.

7. We should start with a clear-cut study of the past, because our ethical standards come out of the past.

8. What bothers Akers is that they have missed the humane lessons in individual ethical conduct, which can be found in the annals of world

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history, the biographies of great men and women and works of literature. 9. He thinks that the good of an entire society counts more than that of any single corporation.

10. We remember him because he did not see winning or self-advancement or even life itself as the only thing. He saw his newly born nation greater than himself.

II. Structure of the text 1. Introduction (Paras.1-5)

A central subject in international business competition is ethics. We are urged to look at ethics and competitiveness with a wide angle of vision.

Ethics and competitiveness are inseparable, they are important not only in running a company. but also in running and managing a country. 2. Body (Paras.6-23) 1) Ethical buttresses

A. We should fortify the practical ethical buttresses that help all of us know and understand and do exactly what is required of us. The simplest and most powerful buttress is the role model.

B. There are other ethical buttresses such as the institutional buttresses honor system.

C. There are professional standards and business codes of conduct. 2) Ethics teaching

A. Ethical instruction is important in a business school or anywhere else in the universities, but to take ethical examination of workplace safety, consumer protection environmental safeguards, and the rights of the individual employee within the organization is equally important. B. We should start from kindergarten to twelfth grade with a clear-cut study of the past because our ethical standards come out of the past-out of our inheritances as a people: religious, philosophical, historical.

C. The more we know of the history of US, the more sure-footedly we can inculcate ethical conduct in the future.

3) Putting first things first: keep our sense of order straight 3. Conclusion (Paras.24)

By taking advice of the three suggestions, we shall go far toward discharging our responsibilities as managers and as human beings. V. Vocabulary

A. l. ludicrous 2. endowed 3. consequences 4. conflicting 5. safety

6. count 7. falsified 8. fortified 9. inculcate 10. vexing

B. 1. D 2. C 3. B 4. D 5. A 6. C 7. D 8. A 9. B 10. B VI. Cloze

1. devoted 2. Concern 3. Threatens 4. Perhaps 5. respectable

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6. address 7. Defined 8. Occupation 9. Which 10. Behind 11. perfectly 12. Refer 13. Benefit 14. Personal 15. assess 16. commit 17. Being 18. Lower 19. Prosecute 20. Summon

道德和竞争力

John. F. Akers

1 我想谈谈国际经济竞争中的一个核心问题：道德。在一开始我想奉劝我们所有的管理层人员应该以宽阔的视野来看待这两个词，即道德和竞争力。在我们想到竞争力的时候，我们不应该只想到像美国人，欧洲人或日本人那样追求我们自己的利益，贪得无厌；而是应该像管理者们那样在日益相互依存的世界里心中怀有提高全人类的生活水平的大志，努力工作，争取成功。而在我们想到道德的时候，我们不该像那些只是把重点放在自己的狭窄领地即商业道德上的管理者，而是应该像一个宽广社会里的公民。

2 道德和竞争力是不可分的。我们处在一个竞争的社会中。没有哪一个社会的竞争会因为下列情形而长久和成功的：人们彼此背后相互使坏；互相偷窃；由于缺乏诚信而事事公证；一点争吵就会诉诸法律；或政府为了保证诚实的商业运行而制定很多各种各样束缚手脚的法规。

3 这不仅仅会成为公司经营中令人头痛的事情，也会让国家成为一个浪费、低效和缺乏竞争力的国家。一个不可逃避的事实是：在一个道德社会中人们之间相互信任和忠诚度越高，它的经济力量就越强。

4 我并不是说我们美国这里天要塌下来。我不认为在我们过去美好的时光中道德水准已经很高了而我们现在是道德滑坡。当然，我们确实存在道德和竞争力的问题，这一点无可质疑。我们一直都看到关于不道德行为的报导：教会领导层聚会时发生偷窃；华尔街上靠内部机密消息发财的掮客；各种政客和权利贩子；剽窃的法学专业的学生；篡改研究数据的医学教授；贩卖机密情报的国防部雇员。但我们大多数人都同意托马斯·杰弗逊关于所有人都生来具有道德意识的观点——个整日耕作的普通农民可以和一个大学教授一样具有道德意识。如杰弗逊一样，我们可以相信大街上的入，不论这大街是在阿蒙克，在旧金山，或者牛津，伦敦，巴黎或东京。

5 这种道德意识不是凭空而来的，也不会自动永远存在下去。每一代人都要让它保存并发扬光大。为此，我们每个人都要想出些策略。下面是三个建议。 道德基础

6 首先，我们要加强日常生活中的道德基础的培养，让我们从孩提时代起就明白并理解，继而按照要求行事。最简单也是最有用的道德基石就是榜样：父母或其他人言传身教为我们树立榜样，使我们明白是非好坏。在我一生所有的榜样中，我认为起作用时间最长的就是我的祖父了，一个坚强的新英格兰地区中学校长。我的房间里挂着他的肖像。直到今天，每当我走过他的肖像前我都会挺直腰板，还要检查一下我的领带是否打好了。

7 还有许多其它方面的道德基础。有些尽管有一点傲慢和世俗但却是简单的信条：“童子军是可信的，忠诚的，助人的，友好的，礼貌的，善良的，听话的，

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快乐的，节俭的，勇敢的，整洁的和虔诚的”；或者“军校生不会说谎，欺骗或偷盗或容忍其他人欺骗和说谎及偷盗。”有些道德行为已经形成制度化，如诚信制度。大学里的学生依照诚信制度来约束自己，保证不剽窃和考试作弊。我觉得好笑的是，甚至在神学院，法学院和哲学系里，更不用说大学的其它科系了，在考试的时候学院要雇来监考者在走廊里踱来踱去以防止有人考试时候偷看笔记或抄袭邻座。令人遗撼的是，在杰弗逊提倡先在弗吉尼亚大学实行诚信制度的150年后，并非所有的美国大学和学院都采纳了这一制度。

8 最后，还有从业标准和商业行为规范，它们都对下列事情有严格的规定：如股票内部交易，馈赠和娱乐，回扣及利益冲突。如果认为这些道德准则会解决我们所有的问题就太天真了。但是，若想没有这些明确的要求和了解违反这些要求引起的后果，人们也一样会按道德准则行为，那这种想法也同样是天真的。 我们的学校能教授道德吗？

9 到了该认真考虑学校的道德课的时候了。这里我不仅仅指商学院的研究生院。众人皆知约翰·山德将捐赠给哈佛商学院近3 000万美元用于其道德课的教学和研究。我们也知道麻省理工的斯罗恩学院院长兰斯特·苏罗和其他教育家已经对这个举措表示了公开的置疑。

10 先弄清楚我们在说什么吧。很多商界人士在面对大学生听众时都对他们的一些脱口而出的断言感到吃惊：如在南非做生意、为军队制造武器、反对兴建日托所、建核工厂、甚至谋取利润都显然是不道德的。若想让年轻人清楚地了解这些问题的复杂性——而这些问题是不能用伪善的答案去搪塞的——还要做大量的工作。相反，这些问题需要一个明确的定义和敏锐的分析，需要对公司的责任有清醒的认识，而公司对员工，股东及国家所持的责任有时是相互冲突的，需要经历艰难的、甚至痛苦的抉择。

11 我完全赞同在商学院和大学的其它系所进行这种道德教育，它可以加强学生们的这种分析能力。我也赞同对工作场所安全性、消费者保护、环境监督及团体内部员工个人的权利等方面进行的道德审查。

12 但想一想塞缪尔·约翰逊曾经说的话吧：如果一个人不能区分好恶，“他一出我们的家门，我们就数羹匙是否少了。”如果一个工商管理硕士生不能区分诚实与犯罪，说谎和讲真话，那么商学院就完全有可能培养不出来一个个非常虔诚敬业的学生。

13 对于为什么说偷偷摸摸，行骗欺诈，盗窃财物这样的事情是不好的，这种最基础和根本的教育，在工商管理学院里进行就太晚了，内容也太简单了。这里不是开始这些课的地方。开始的地方应该是幼儿园。

14 可以肯定的是，对于是否在上课时进行祈祷存在着很多和宪法相关的麻烦问题及其它问题。但我们不需要等到所有的问题有了答案——若真有这一天——再开始学校里的道德教育。我们可以现在就开始，从幼儿园到中学，但不是硬塞给学生们一些模糊的抽象“价值观”。我是指我们应该对过去的历史有个清楚明了的了解。我们的道德准则始于过去，始于我们的民族传统：宗教，哲学和历史。我们对于过去了解得越多，我们就越能在未来踏踏实实地教授道德准则。 15 参议员丹尼尔说，如果你想了解塔米·贝克你就得读辛克莱·路易斯的作

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品；如果你想了解股票内部交易，读读易达·塔贝尔的著作；如果想了解在弱肉强食的地方掠夺者获利而社会遭殃的情况下如何行事，读读霍布斯和洛克的书。若想了解社会的要求和个体良知的冲突，读读梭罗的论公民的不服从和索福克洛斯的安提格涅；若想了解礼仪，读读孔子的书，若想了解勇气，节制，真诚和公平，读读亚里斯多德的书或圣经。

16 在我听说美国的高中生不太知道或完全不知道乔叟或惠特曼或美国内战或1日约中的预言书时，我担心的不是他们的无知，而是他们丢失了我们在世界历史、名人传记及富于高度想象力的文学作品中能够发现的蕴藏在一个个道德行为中的高尚的人文素养。

17 一个古典文学作家曾定义历史为“实例中的哲学”。亨利·朗费罗，美国的牛津城布拉特大街上一个很有名的居民，是这样优雅地总结的：伟人的生平启示我们：我们能够生活得高尚，而当告别人世的时候，留下脚印在时间的沙上。 首要的事情先做

18 我的第三个建议是，牢记顺序，最重要的事情先做。

19 我们都听到过目光短浅的生意人把下面这句话当作是朗巴迪说的：“成功不是最重要的，但是唯一要做的事情。”对于鼓舞团队±气，这句话确实很好，但作为商业理念，它就是一派胡言。这里还有一段稍好一点的话：朗巴迪曾经希望他的队员有三种忠诚：对上帝，对家庭，还有对（绿湾包装工）橄榄球球队，“并按此顺序”。 20 他知道哪些事情更重要。商界人士可以毫不掩饰地为他们自己的公司而感到骄傲。但整个社会的利益超越了任何一个公司的利益。整个世界的道德秩序超越了任何一个单一的国家。一个人如果不了解商业在更大范围内的地位，他就不可能成为优秀的商界领袖，或好医生，或好的律师、工程师。

21 一个很恰当的例子说的就是曾经有一个团队明白了这个道理：那就是200年前费城那些起草了美国宪法的代表们。他们以坚定的态度看生活，全面地看生活，并看到了生活的不同层次。我们为什么记住了他们中最年长的那个叫本杰明·富兰克林的人？不是因为他提出很多有用的建议，如怎样早起，怎样做生意，怎样获利，怎样在营销中获得成功等，尽管他本人对这些事情确实充满热情和干劲。我们之所以记住他和其他在费城起草了独立宣言的人，是因为他们没有把成功，或自我进步甚至生活本身看作是唯一要做的事情。为了比他们自己更重要的事情——一个“孕育于自由，并执着于一种理念，即所有人都是生来平等的”新国家，为了这个信念，他们奉献了所有的附属物——他们的生命，财富及至高无上的荣誉。

22 我们永远都不会忘记这个例子。 23 所以，三条建议是：

·加强我们的道德基础教育——包括榜样，行为规范及信用制度； ·恢复学生们对历史的学习； ·先做最重要的事。

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24 要做到以上几点，我们就应该履行经营者的责任或人的责任：为我们国家的强盛做贡献；提高我们国家在竞争日益激烈和繁荣的世界中的领导能力，使我们的国家在本世纪结束，21世纪到来时始终走在正确的轨道上。

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Lesson Three

A Beautiful Mind

I. READING COMPREHENSION A:

1. D ( The whole text.)

2. C ( His visitor sat upright, oppressed by the silence, acutely conscious that the doors to the room were locked. Mackey finally could contain himself no longer. His voice was slightly querulous, but he strained to be gentle.)

3. C ( ... the ideas I had about supernatural beings came to me the same way that my mathematical ideas did. So I took them seriously.) 4. B (It wasn't merely that his mind worked faster, that his memory was more retentive, or that his power of concentration was greater. The flashes of intuition were nonrational.)

5. D ( But even after he'd try to explain some astonishing result, the actual route he had taken remained a mystery to others who tried to follow his reasoning. Donald Newman, a mathematician who knew Nash at MIT in the 1950s, used to say about him that \peak by looking for a path somewhere on the mountain. Nash would climb another mountain altogether and from that distant peak would shine a searchlight back onto the first peak.\

6. B ( As a young man he was surrounded by the high priests of twentieth-century science-Albert Einstein, John von Neumann, and Norbert Wiener-but he joined no school, became no one's disciple, got along: largely without guides or followers.)

7. A (... disdainful of authority... In almost everything he did-from game theory to geometry-he thumbed his nose at the received wisdom, current fashions, established methods.)

8. C ( Compulsively rational, he wished to turn life's decisions-whether to take the first elevator or wait for the next one, where to bank his money, what job to accept, whether to marry-into calculations of advantage and disadvantage, algorithms or mathematical rules divorced from emotion, convention, and tradition.)

9. A (I was not aware of the extent of his talent. I had no idea he would contribute as much as he really did. But he did contribute, in a big way. The marvelous paradox was that the ideas themselves were not obscure.)

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10. D (The whole text) B:

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Ⅱ．VOCABULARY A．

1.B 2.A 3.D 4.D 5.C 6.B 7.C 8.A 9.D 10.C B．

1.disregard 2.on the lookout for 3.obsessed with 4.get along

5.superior to 6.thumbing nose at 7.burst onto 8.obscure 9.More often than not 10. singling out Ⅲ．CLOZE

11. stricken 12. distinguishes 13. resulted in 14. Cases

15. Necessarily 16. Unlike 17. fortunate 18. as to 19. collection 20. chronic

美丽心灵 希尔维亚 纳萨尔

小约翰·福布斯·纳什，数学天才、理性行为理论创立者、预见会思考的机器出现的预言者，已经和他的同样是数学家的来访者一起坐了差不多半个小时。那是1959年春季一个工作日的傍晚时分，虽然才是5月，天气却很热，令人不太舒服。纳什颓然坐在医院会客室一角的椅子上，身上随意穿着的那件尼龙衬衫，松松垮垮地盖在他的没有系皮带的长裤上。他的魁梧身躯现在就像一个布娃娃一样缺乏活力，他的线条优美细致的五官没有任何表情。他一直目光呆滞地盯着哈佛教授乔治·麦克恩左脚前方不远的地方，除了一次次重复着将垂在前额的略长的黑发拨开的动作，他几乎一动不动。麦克恩正襟危坐，被沉默压得透不过气来，并且非常清楚地意识到会客室的所有门都锁上了。麦克恩再也控制不住自己。他尽量使语气温和，但听上去仍有些愠怒，“你，一个数学家，”他开始说道，“一个致力研究理性和逻辑证明的人，怎么能相信外星人正在给你发送消息呢，怎么能相信你被来自太空的外星人选中，要来拯救世界呢，怎么能……”

纳什终于抬起头，用类似某种鸟类或者蛇一样冰冷而不动声色的目光，紧紧盯着麦克恩。“因为，”他慢慢地回答，带着温和适度的南方人特有的慢条斯理的语气，好像自言自语一般，“我的有关超自然生物的想法出现在我的脑海里的方式，是和我的数学思想一样的，所以我会认真对待。”

这个来自西弗吉尼亚州布卢菲尔德的年轻天才，英俊，傲慢，而且非常古怪。他在1948年闯入数学界，在未来十年，在那既以对人类理性抱有无尚信念而著称，又以对人类生存怀有无尽忧虑而闻名的十年，纳什，用知名几何学家米克哈尔·格罗莫夫的话说，证明了自己是“二十世纪后半叶最杰出的数学家”。策略博弈、经济竞争、计算机建筑学、宇宙的形状、虚构空间的几何学、素数的神秘，

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