现代大学英语阅读，现代大学英语1电子书

大学英语
2026-01-15

现代大学英语阅读？自私的巨人，出自奥斯卡王尔德之手，讲述了一个曾封闭自己花园的自私巨人，最终因同情心而改变的故事。巨人最初独占花园，拒绝让孩子们进入，直至春天不再来临。最后，当孩子们再次进入花园，巨人的心被融化，花园恢复了生机。教长的白驴是一则寓言，通过描述一位教长骑着白驴出行的故事，展现了宗教领袖的谦逊和无私。那么，现代大学英语阅读？一起来了解一下吧。

现代大学英语精读2单词

是现代大学英语阅读4的课文？

一个曾经很出名的演员凯斯特，失业了6个月之后。为了谋生，又找到了一份工作，是在“Shooting the Rapids” （一部戏剧的名字）的最后一幕，演一个医生（配角）。工资非常少，每个月只有4英镑。所以他现在的生活很窘迫。并且因为营养不良的关系，头上长了一绺白头发。

偶然一次，他在街上碰到了一个老朋友，这人现在很有钱。矮胖但是穿的衣冠楚楚。这个人带凯斯特去餐厅大吃了一顿。从凯斯特脚上的那双破靴子（the broken boot ）看出来，凯斯特现在非常的穷。但是，凯斯特很要面子，没有承认自己的生活很窘迫。

凯斯特的朋友付完帐就走了，完了呢凯斯特自己坐在那里，在回想他找现在这份工作的时候，处处看别人眼色，求工作。他觉得现在的生活很不尽人意。（当然也是因为他以前非常的成功，可能是因为跟以前相比，现在的日子就像狗一般。）

这时候，餐厅的服务员来清理桌子，所以，凯斯特不得不起身离开。突然有两个女孩子在窃窃私语，认出了凯斯特正是扮演“Shooting the Rapids”里的那个医生。正是因为了凯斯特的那绺白头发。

我们上星期刚考完这篇阅读。都是我自己的理解。

现代大学英语阅读1第23课

自私的巨人，出自奥斯卡王尔德之手，讲述了一个曾封闭自己花园的自私巨人，最终因同情心而改变的故事。巨人最初独占花园，拒绝让孩子们进入，直至春天不再来临。最后，当孩子们再次进入花园，巨人的心被融化，花园恢复了生机。

教长的白驴是一则寓言，通过描述一位教长骑着白驴出行的故事，展现了宗教领袖的谦逊和无私。这头白驴不仅帮助教长完成了许多善行，还在关键时刻拯救了他。

我遇到一位布什曼讲述了一位探险者在非洲遇到一位布什曼人，通过交流了解到布什曼人对自然的尊重与和谐共处的生活方式。这个故事强调了人类应当学习布什曼人与自然界的和谐相处。

从来没有太老了，住你的梦，作者Dan克拉克通过这首诗表达了追求梦想永远不会太晚的主题。他鼓励人们即使在年老时，也不应放弃追求梦想的机会。

您的Legacey，作者Tony D'Angelo通过讲述一个女人临终前给女儿留下的一封信，探讨了生命的意义与传承。信中提及了这位女人一生的奋斗与成就，以及对女儿的期望。

独角兽在花园里，作者James Thurber讲述了一位中年男子在花园里遇见独角兽的经历。这个故事展示了梦想与现实之间的对比，以及实现梦想的奇妙过程。

新助理，这个故事讲述了一个公司如何通过新助理的加入，解决了工作中的问题。

现代大学英语精读6答案

现代大学英语精读2Unit1TextA原文及全文翻译如下：

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.

又一学年——为了什么？

约翰•查尔迪

让我给你们讲讲我在教学生涯中最早遇到的困难。