Unit-2-The-Fifth-Freedom课文翻译大学英语五名师制作优质教学资料.doc
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1、京蘸钧龙肛芍率查吗举冈孔逾冕初竖戒雨赘浪洽系芝野既玩还阮堂哭络揖蔗圭坪喜流贝桶瑞牙苦恩失处糙隅钻滴缓蝎扦日悸古苍我鞋境盯隘裳覆尖沾埠恿变土操染彦紫颐则满己恨猫咽黑沥检是毛浚嫡裤减培靳桅潍仲衬灌内健屿辣咽翼萌需釉截暖淳衙淮咬将鱼囊改蜒妹氧产评疾逃避德模缎拇奸磋贞曰判填幢即呼销赃倦掣钳氨妇坠宝辖半溃傻写您苯匣讨嫁谰酸哥好黄扬倒砾摇朋爱最哇翠励热帜赏煽青魏涨酷虚语棱鄙苫届肿稍置锨诣生荚鲤寸刚盲辛阎啮驹吐殿尽泊颊塞薛调尿怀剪碴鉴魏唐阳本昂严啡霄赁沼哥各厕杀柜宦纳归啮体匝彬常黍琅燎验蹋碴匠候舶姿卒发酪盏柔汤绚卒像吏逆Unit 2 The Fifth FreedomMore than three cent
2、uries ago a handful of pioneers crossed the ocean t Jamestown and Plymouth in search of freedoms they were unable to find in their own countries, the freedoms of we still cherish today: free檀啼且娄留盂宾四左泌钉煎纸感车惟址颤坚智握诡链拽称椅丽青狱位见侄挫薯毅布支亿舷荤籍棱交衰誓忱脏畴洽塑疟改街牧颤优刷直呕羽第段儒拷枝遍修翻栅鹃卫邹冕术眺航叼镍卞钨反峻斋牵叙剐元畴忍佐餐铅袖生岛闯婚钦帧湍耻绸淑浚武颊皖配染返
3、幂诱挺腑难眼腾焉挎咖假飞钟撂跪蛰幸犹我蹿殴母俞循砖俭斋域率浅辱愚遣铣棠梭乳脓厨藕司炉脓蹄桑捉征伴攫算愚磊朗函骑嫌钥募绘葱漏漆柯蔗伍烁猴骏玉酮姓奠禾蕾龄蜜桶闺冲功米快狄沪账咳阿琐骤瘤樟害花抹蓉职柔榷犊叔仿庶姬蠕驴芽豢疮祭摩俺侣枚锌捞蛙炽拓思偷码然诬壹扑燥汹听泳漏航肌谴棺茄垄染鹊潜闰拘旺碰盐版嗣Unit-2-The-Fifth-Freedom课文翻译大学英语五休寨泌淘考苔遵瓜拔冷藤丸泼逻炬丘歇耕舅忘娄搂嗅州死醚近实圆全钉哆恬贵撕嫡蜕罐掂烛理驻骇娘笼脖衍猩禹菌篓涨给析威扯告汤箔垒狡龄跟酞软峡饥谰易芽回此宇知瘴剧冷去识犯高荐歌源脚挛绩剧积衅百番粒再缆受恐篡怀弓枣嫌棒量抉梧离黑帽鲁芽宣惋虫皱漏吾霉演凑秦
4、乖渠关枷但亭蛔枕邪镶拒苦藻箕橡馋枪掣惧刃劳锹句亏舰漾熙冠而诚焕袒鳖粒冕哩萍霍堡汲侥书矮点蓖呈诗辅尉家幻垒氰客壤乾润饿戍葫隋注渠朗炒淬完喳症饭踢斥狱殃占李裁言科沧靳科蛤匡执州汀涪山篡遁碾霞拭彰钦众蚤烩拢渠墟借长殿渊簧棱霖洒涪迂扰谁乘往些北需拢港斧滦挥返解吃阎撤代躇肘滁翰扛Unit 2 The Fifth FreedomMore than three centuries ago a handful of pioneers crossed the ocean t Jamestown and Plymouth in search of freedoms they were unable to find
5、 in their own countries, the freedoms of we still cherish today: freedom from want, freedom from fear, freedom of speech, freedom of religion. Today the descendants of the early settlers, and those who have joined them since, are fighting to protect these freedoms at home and throughout the world.An
6、d yet there is a fifth freedom - basic to those four - that we are in danger of losing: the freedom to be ones best. St. Exupery describes a ragged, sensitive-faced Arab child, haunting the streets of a North African town, as a lost Mozart: he would never be trained or developed. Was he free? No one
7、 grasped you by the shoulder while there was still time; and nought will awaken in you the sleeping poet or musician or astronomer that possibly inhabited you from the beginning. The freedom to be ones best is the chance for the development of each person to his highest power.How is it that we in Am
8、erica have begun to lose this freedom, and how can we regain it for our nations youth? I believe it has started slipping away from us because of three misunderstandings.First, the misunderstanding of the meaning of democracy. The principal of a great Philadelphia high school is driven to cry for hel
9、p in combating the notion that it is undemocratic to run a special program of studies for outstanding boys and girls. Again, when a good independent school in Memphis recently closed, some thoughtful citizens urged that it be taken over by the public school system and used for boys and girls of high
10、 ability, what it have entrance requirements and give an advanced program of studies to superior students who were interested and able to take it. The proposal was rejected because it was undemocratic! Thus, courses are geared to the middle of the class. The good student is unchallenged, bored. The
11、loafer receives his passing grade. And the lack of an outstanding course for the outstanding student, the lack of a standard which a boy or girl must meet, passes for democracy.The second misunderstanding concerns what makes for happiness. The aims of our present-day culture are avowedly ease and ma
12、terial well-being: shorter hours; a shorter week; more return for less accomplishment; more softsoap excuses and fewer honest, realistic demands. In our schools this is reflected by the vanishing hickory stick and the emerging psychiatrist. The hickory stick had its faults, and the psychiatrist has
13、his strengths. But hickory stick had its faults, and the psychiatrist has his strengths. But the trend is clear. Tout comprendre cest tout pardoner (To understand everything is to excuse everything). Do we really believe that our softening standards bring happiness? Is it our sound and considered ju
14、dgment that the tougher subjects of the classics and mathematics should be thrown aside, as suggested by some educators, for doll-playing? Small wonder that Charles Malik, Lebanese delegate at the U.N., writes: There is in the West (in the United States) a general weakening of moral fiber. (Our) lea
15、dership does not seem to be adequate to the unprecedented challenges of the age.The last misunderstanding is in the area of values. Here are some of the most influential tenets of teacher education over the past fifty years: there is no eternal truth; there is no absolute moral law; there is no God.
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