5. Their behavior there put all succeeding generations of Americans in their debt.
All succeeding generations of Americans owe ________________
III. Translate the following into English
1． 格兰特和李这两个截然不同的人物代表了美国社会中两股针锋相对的潮流。格兰特是新兴的现代人，在他身后即将登上舞台的是以钢铁和机器、热闹的都市和永不停息的勃勃生机为特征的伟大时代。李好象是从古老的骑士时代策马而来，手持长矛，头顶锦旗飘扬。他们都是自己事业的坚强卫士，深深地扎根于自己的民众之中。
2． 格兰特这位西部疆民会以同样的毅力为实现更为广阔的社会的概念而奋斗，因为他赖以生存的一切都与国家的成长，发展和日益扩大的疆土息息相关。他赖以生存的一切将与国家的命运共存亡。面对摧毁联邦的企图，他绝不能无动于衷。他将不惜一切代价与其抗争，因为他只会把这种企图看作是分裂国土的卑鄙行径。
3． 这些生活在西部边疆的人们是东部沿海地区贵族势力的死对头。对于过去的陈规陋习的深恶痛绝驱使他们卷入了跨越阿里干尼斯山脉，安身于开阔的西部原野的西迁浪潮。他们主张民主，但并非出于对于人类社会正常秩序的理智考虑，因为他们自己就成长于民主的气氛中，知道民主的真正含义。他们的社会也会有些特权，但那都是每个人依靠自己的努力奋斗的结果。现存的社会形式和结构对于他们毫无意义。人生在世并无特权可言，有的只是获得成功的平等机会。人生就是竞争。 4． 美国是一个一切从头越的国家，它致力于实现一种复杂而又相当模糊的信念：人 人都享有平等的权利，并应该享受平等的生存机会。在这样一个国度里，李代表着这样一种观点，即在社会结构中存在明显的不均对人类社会总是有益的。社会上必须有一个以土地所有权为依托的有闲阶级；反过来，社会本身应该依靠土地作为其富强的主要手段。根据这种理想，这样就能造就一批怀有强烈的社会责任感的有识之士。这些人的生活目的不是为了谋取私利，而是为了履行他们享有与众不同的特殊权利这样一个活生生现实赋予它们的神圣职责。有了他们，国家的领导就有了希望；在他们身上，国家能够寻找思想、操行和个人行为的更高价值，从而赋予国家力量与美德。
IV. Cloze
The Westerner, on the other (1)h , would fight (2)w an equal tenacity for the broader concept of society. He fought so (3)b everything he lived by was (4)t to growth, expansion, and a constantly widening horizon. (5)W he lived by would survive or (6)f with the nation itself. He could not possibly stand by unmoved in the (7)f of an attempt to destroy the Union. He would (8)c it with everything he had, (9)b he could only see it as an effort to cut the ground out from under his (10)f .
So Grant and Lee were in complete contrast, (11)r two diametrically (12)o____ elements in American life. Grant was the modern (13)m emerging; beyond him, ready to come (14)o the stage, was the great age of steel and machinery, of crowded (15)c_____ and a restless burgeoning vitality. Lee might have ridden (16)d from the old age of chivalry, lance in (17)h , silken banner fluttering (18)o his head. Each man was the perfect champion of his cause, drawing (19)b his strengths and his weaknesses from the (20)p he led.
V. Proofreading:
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These frontier men were the precise opposites of the tidewater aristocrats. Back of them, in the great surge that 1.had taken people over the Alleghenies into the opening 1. 2.Western country, there was deep, implicit dissatisfaction 2. 3.with a past that had been settled into grooves. They stood 3. 4.for democracy, not from reasoned conclusion about the 4. 5.proper orders of human society, but simply because they 5. 6.had grown up in the middle of democracy and knew how 6. 7.they worked. Their society might have privileges, but they 7. 8.would be some privileges each man had won for himself. 8. 9.Forms and patterns meant nothing. No man was born to 9. 10.anything, except perhaps to a chance to show how much he 10. could rise. Life was competition. America was a land that was beginning all over again, rather hazy belief that all men had equal rights and should have an equal chance in the world. In such a land Lee stood 1.for the feeling that it was somehow advantage to 1. 2.human society to have a clear pronounced inequality in 2. 3.the social structure. There should be a leisurely class, 3. 4.backed by ownership of a land; in turn, society itself 4. 5.should be keyed to the land as the chief source of wealth 5. 6.and influence. It would bring forth a class of men with 6. 7.strong sense of obligation to the community; men who 7. 8.lived not to gain advantage for themselves, but also to 8. 9.meet the solemn obligations which had been laid in them 9. 10.by the very fact that they were privileged. From them the 10. country would get its leadership; to them it could look for the higher values --- of thought, of conduct, of personal deportment --- to give it strength and virtue. Text II
Rewrite the following
For each of the sentences below, write a new sentence as close in meaning as possible to the original sentence by using the given words as the beginning.
1. If there had been any way by which the eighteenth century could possibly have been
carried forward into the future, this class would have provided the perfect vehicle.
It would have been possible for this class to provide the perfect vehicle if_________ 2. Of all the things that went to make up the war, none had more poignance than the
desperate fight to preserve these disappearing values.
The desperate fight to preserve these disappearing values was the ______________ 31
3.
Everything that had been dreamed and tried and fought for was personified in the gray man who sat at the little table in the parlor at Appomattox.
Sitting at the little table in the parlor at Appomattox, the gray man ___________ 4. The new society had few standards beyond a basic unformulated belief in the
irrepressibility and ultimate value of the human spirit.
In the new society, there_____________________________ 5. Perhaps the oddest thing about this meeting at Appomattox was that it was Grant, the
nobody from nowhere, who played the part of gracious host.
By playing the part of gracious host, Grant,________________________ TEXT I
Unit Thirteen
EUPHEMISM
II. Rewrite the following
For each of the sentences below, write a new sentence as close in meaning as possible to the original sentence by using the given words as the beginning.
1. This sort of process—giving pretty names to essentially ugly realities—is what has given euphemizing such a bad name.
For this sort of process—giving pretty names to essentially ugly realities—, euphemizing has been ___________________ 2. Teacher who prefers us to use the term “culturally different children” instead of “slum children” is euphemizing, all right, but is doing it to encourage us to see aspects of a situation that might otherwise not be attended to.
To encourage us to see aspects of a situation that might otherwise not be attended to is what the teacher really means by ________
3. The point I am making is that there is nothing in the process of euphemizing itself that is contemptible.
By “contemptible”, I don?t mean __________________ 4. There must be some authentic tendency or drift in the culture to lend support to the change, or the name will remain incongruous and may even appear ridiculous.
The name will remain incongruous and may even appear ridiculous without_________ 5. To ask where the “shithouse” is, is no more to the point than to ask where the “restroom” is.
It is not clearer to ask where ______________________
III. Translate the following into English
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1． 表面上看起来，人类几乎很自然地习惯于把名称和事物等同起来，其实这是我们比较容易迷惑人的一种错觉。然而这种错觉的作用却是不可忽视的。因为如果您改变了事物的名称，你就改变了人们对它的看法，这无异于改变了事物本身的性质。
2． 现在，形形色色的唯利是图者们，深知人们的这种心理，他们极力使我们为其推销一文不值的东西封以美名，好让我们几乎全盘接受。但是，委婉表达法同时又是一种有助于生成认识事物的新而有用的方式的最聪明的办法。喜欢我们称之为“卫生工程师”而非“清扫垃圾的工人”的人是希望我们会比较现在更尊敬他。他希望我们明白他在我们社会中的重要作用。只有当我们认为他不值得重视和尊敬的时候，我们才会觉得他的委婉荒唐可笑。希望我们用“有文化差异的孩子”取代“贫民区的孩子”的老师使用的就是委婉表达法。但他真正的意图在于鼓励我们正视一个可能会被忽视的情况的方方面面。
3． 我想强调一点，委婉表达法使用本身并不可鄙，如果某个名称使我们看到的只是事物的假象，或者说转移我们对于事物真相的注意，那么这种委婉表达法就是可鄙的。氢弹除了杀人并无其他用途，当你用它做试验的时候，你的目的是尽力去发现它的杀伤范围和效果。所以，把这项试验称作“阳光行动”的实质就是为氢弹冠以根本不存在的用途。但是把“贫民窟的孩子”称为“有文化差异的孩子”则是另一回事。比如，它使人们能够理解为什么这些孩子会感到与学校的生活格格不入的原因。
4． 我们必须记住：事物是没有真正的名称的。尽管许多人否认这一点。一个清扫垃圾的工人并不是一个真正的“清扫垃圾的工人”，也不是一位真正的“卫生工程师”。一头猪并非是因为脏，才被叫做“猪”，而一只虾也并非是因为小，才被叫做“虾”。首先是事物的客观存在，然后才有事物的名称。所以在语义学里，那种把名称和事物视为一体，等同起来的观点、被认为是根本错误的。当然，不可否认，名称通常和其所表示的事物是紧密联系在一起的，所以要想把两者分开，极为困难。
IV. Cloze
We must keep in mind that things do not have “real” names, (1)a_____ many people believe that they (2)d______. A garbage man is not “really” a “garbage man,” more than he is a “(3)s_______ engineer.” And a pig is not called a “pig” (4)b_____ it is so dirty, (5)n_______ a shrimp a “shrimp” because it is so small. There are things, and then there are the (6)n_____ of things, and it is considered a fundamental (7)e_____ in all branches of semantics to (8)a_____ that a name and a thing are one and the same. It is true, of course, that a name is usually so firmly (9)a______ with the thing it denotes that it is extremely difficult to (10)s______ one from the other.
It would appear that human beings almost naturally come to identify (11)n with things, (12)w is one of our more (13)f illusions. But there is some substance to this (14)i . For if you (15)c the names of things, you change (16)h people will regard (17)t , and (18)t is as good as (19)c the nature of the thing (20)i .
V. Proofreading: The point I am making is that there is nothing in the process of euphemizing itself that is contemptible. 1.Euphemizing is contemptuous when a name makes us see 1. 2.something that is not true or diverts our attention of 2. 3.something that is. The hydrogen bomb kills. There is 3. 33
4.nothing that it does. And when you experiment with it, 4. 5.you are trying to find it out how widely and well it kills. 5. 6.Therefore, to call such experiment “Operation Sunshine” 6. 7.is to suggest a purpose to the bomb that simply does not 7. 8.exist. But to call “slum children” “culturally different” is 8. 9.something else. It calls for attention, for example, to 9. 10.legitimate reasons why such children might feel alienated 10. from what goes on in school. Now, all sorts of scoundrels know this perfectly well and can make us love almost anything by getting us the charm of a name to whatever worthless thing they are 1.promoting. However at the same time and in the same vein, 1. 2.euphemism is a perfectly intelligent method of generating 2. 3.new and useful ways of perceiving things. The man who 3. 4.wants us call him a “sanitation engineer” instead of a 4. 5.“garbage man” is hoping we will treat him with still more 5. 6.respect than we presently do today. He wants us to see that 6. 7.he is of some importance to our society. His euphemism 7. 8.is laughable if we think that he is not deserving of such 8. 9.notice or respect. The teacher who prefers for us to use the 9. 10.term “culturally different children” instead of “slum 10. children” is euphemizing, all right, but is doing it to encourage us to see aspects of a situation that might otherwise not be attended to. Text II Rewrite the following
For each of the sentences below, write a new sentence as close in meaning as possible to the original sentence by using the given words as the beginning.
1. Most people?s first drafts can be cut by 50 percent—they?re swollen with words and phrases that do no new work whatever.
The words and phrases swollen in their first drafts do no new work whatever, _____ 2. Being told that something is interesting is the surest way of tempting the reader to find it dull.
It is surely a temptation of the reader ____________ 3. Just as insidious are the little growths of perfectly ordinary words with which we explain how we propose to go about our explaining.
The little growths of perfectly ordinary words_____________ 4. Clutter slows the reader and robs the writer of his personality, making him seem pretentious.
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