現代大學英語閱讀，現代大學英語1電子書

大學英語
2026-01-15

現代大學英語閱讀？自私的巨人，出自奧斯卡王爾德之手，講述了一個曾封閉自己花園的自私巨人，最終因同情心而改變的故事。巨人最初獨占花園，拒絕讓孩子們進入，直至春天不再來臨。最后，當孩子們再次進入花園，巨人的心被融化，花園恢復了生機。教長的白驢是一則寓言，通過描述一位教長騎著白驢出行的故事，展現了宗教領袖的謙遜和無私。那么，現代大學英語閱讀？一起來了解一下吧。

現代大學英語精讀2單詞

是現代大學英語閱讀4的課文？

一個曾經很出名的演員凱斯特，失業了6個月之后。為了謀生，又找到了一份工作，是在“Shooting the Rapids” （一部戲劇的名字）的最后一幕，演一個醫生（配角）。工資非常少，每個月只有4英鎊。所以他現在的生活很窘迫。并且因為營養不良的關系，頭上長了一綹白頭發。

偶然一次，他在街上碰到了一個老朋友，這人現在很有錢。矮胖但是穿的衣冠楚楚。這個人帶凱斯特去餐廳大吃了一頓。從凱斯特腳上的那雙破靴子（the broken boot ）看出來，凱斯特現在非常的窮。但是，凱斯特很要面子，沒有承認自己的生活很窘迫。

凱斯特的朋友付完帳就走了，完了呢凱斯特自己坐在那里，在回想他找現在這份工作的時候，處處看別人眼色，求工作。他覺得現在的生活很不盡人意。（當然也是因為他以前非常的成功，可能是因為跟以前相比，現在的日子就像狗一般。）

這時候，餐廳的服務員來清理桌子，所以，凱斯特不得不起身離開。突然有兩個女孩子在竊竊私語，認出了凱斯特正是扮演“Shooting the Rapids”里的那個醫生。正是因為了凱斯特的那綹白頭發。

我們上星期剛考完這篇閱讀。都是我自己的理解。

現代大學英語閱讀1第23課

自私的巨人，出自奧斯卡王爾德之手，講述了一個曾封閉自己花園的自私巨人，最終因同情心而改變的故事。巨人最初獨占花園，拒絕讓孩子們進入，直至春天不再來臨。最后，當孩子們再次進入花園，巨人的心被融化，花園恢復了生機。

教長的白驢是一則寓言，通過描述一位教長騎著白驢出行的故事，展現了宗教領袖的謙遜和無私。這頭白驢不僅幫助教長完成了許多善行，還在關鍵時刻拯救了他。

我遇到一位布什曼講述了一位探險者在非洲遇到一位布什曼人，通過交流了解到布什曼人對自然的尊重與和諧共處的生活方式。這個故事強調了人類應當學習布什曼人與自然界的和諧相處。

從來沒有太老了，住你的夢，作者Dan克拉克通過這首詩表達了追求夢想永遠不會太晚的主題。他鼓勵人們即使在年老時，也不應放棄追求夢想的機會。

您的Legacey，作者Tony D'Angelo通過講述一個女人臨終前給女兒留下的一封信，探討了生命的意義與傳承。信中提及了這位女人一生的奮斗與成就，以及對女兒的期望。

獨角獸在花園里，作者James Thurber講述了一位中年男子在花園里遇見獨角獸的經歷。這個故事展示了夢想與現實之間的對比，以及實現夢想的奇妙過程。

新助理，這個故事講述了一個公司如何通過新助理的加入，解決了工作中的問題。

現代大學英語精讀6答案

現代大學英語精讀2Unit1TextA原文及全文翻譯如下：

Another School Year—What For?

John Ciardi

Let me tell you one of the earliest disasters in my career as a teacher.

It was January of1940and I was fresh out of graduate school starting my first semester at the University of Kansas City. Part of the student body was a beanpole with hair on top who came into my class, sat down, folded his arms,and looked at me as if to say"All right, teach me something.

"Two weeks later we started Hamlet. Three weeks later he came into my office with his hands on his hips."Look,"he said,"I came here to be a pharmacist.Why do I have to read this stuff?"And not having a book of his own to point to, he pointed to mine which was lying on the desk.

New as I was to the faculty, I could have told this specimen a number of things. I could have pointed out that he had enrolled,not in a drugstore-mechanics school, but in a college and that at the end of his course he meant to reach for a scroll that would read Bachelor of Science.

It would not read: Qualified Pill-Grinding Technician.It would certify that he had specialized in pharmacy, but it would further certify that he had been exposed to some of the ideas mankind has generated within its history.That is to say, he had not entered a technical training school but a university and in universities students enroll for both training and education.

I could have told him all this, but it was fairly obvious he wasn't going to be around long enough for it to matter.

Nevertheless, I was young and I had a high sense of duty and I tried to put it this way: "For the rest of your life," I said, "your days are going to average out to about twenty-four hours.

They will be a little shorter when you are in love, and a little longer when you are out of love, but the average will tend to hold. For eight of these hours, more or less, you will be asleep."

"Then for about eight hours of each working day you will, I hope, be usefully employed.Assume you have gone through pharmacy school—or engineering, or law school, or whatever—during those eight hours you will be using your professional skills.You will see to it that the cyanide stays out of the aspirin.

That the bull doesn't jump the fence, or that your client doesn't go to the electric chair as a result of your incompetence.These are all useful pursuits. They involve skills every man must respect, and they can all bring you basic satisfactions.

Along with everything else, they will probably be what puts food on your table, supports your wife, and rears your children. They will be your income, and may it always suffice.

"But having finished the day's work, what do you do with those other eight hours? Let's say you go home to your family.What sort of family are you raising? Will the children ever be exposed to a reasonably penetrating idea at home?

Will you be presiding over a family that maintains some contact with the great democratic intellect?Will there be a book in the house? Will there be a painting a reasonably sensitive man can look at without shuddering? Will the kids ever get to hear Bach"?

That is about what I said, but this particular pest was not interested."Look," he said, "you professors raise your kids your way; I'll take care of my own. Me, I'm out to make money."

"I hope you make a lot of it," I told him, "because you're going to be badly stuck for something to do when you're not signing checks."

Fourteen years later I am still teaching, and I am here to tell you that the business of the college is not only to train you, but to put you in touch with what the best human minds have thought.If you have no time for Shakespeare, for a basic look at philosophy, for the continuity of the fine arts.

For that lesson of man's development we call history—then you have no business being in college.You are on your way to being that new species of mechanized savage, the push-button Neanderthal.Our colleges inevitably graduate a number of such life forms.

But it cannot be said that they went to college; rather the college went through them—without making contact.

No one gets to be a human being unaided. There is not time enough in a single lifetime to invent for oneself everything one needs to know in order to be a civilized human.

Assume, for example, that you want to be a physicist. You pass the great stone halls of, say, M.I.T., and there cut into the stone are the names of the scientists. The chances are that few if any of you will leave your names to be cut into those stones.

Yet any of you who managed to stay awake through part of a high school course in physics, knows more about physics than did many of those great scholars of the past. You know more because they left you what they knew, because you can start from what the past learned for you.

And as this is true of the techniques of mankind, so it is true of mankind's spiritual resources. Most of these resources, both technical and spiritual, are stored in books. Books are man's peculiar accomplishment. When you have read a book, you have added to your human experience.

Read Homer and your mind includes a piece of Homer's mind. Through books you can acquire at least fragments of the mind and experience of Virgil, Dante, Shakespeare—the list is endless. For a great book is necessarily a gift; it offers you a life you have not the time to live yourself.

And it takes you into a world you have not the time to travel in literal time. A civilized mind is, in essence, one that contains many such lives and many such worlds.If you are too much in a hurry, or too arrogantly proud of your own limitations, to accept as a gift to your humanity some pieces of the minds of Aristotle, or Chaucer or Einstein, you are neither a developed human nor a useful citizen of a democracy.

I think it was La Rochefoucauld who said that most people would never fall in love if they hadn't read about it. He might have said that no one would ever manage to become human if they hadn't read about it.

I speak, I'm sure, for the faculty of the liberal arts college and for the faculties of the specialized schools as well, when I say that a university has no real existence and no real purpose except as it succeeds in putting you in touch, both as specialists and as humans, with those human minds your human mind needs to include.

The faculty, by its very existence, says implicitly: "We have been aided by many people, and by many books, in our attempt to make ourselves some sort of storehouse of human experience.

We are here to make available to you, as best we can, that expertise.

又一學年——為了什么？

約翰?查爾迪

讓我給你們講講我在教學生涯中最早遇到的困難。