新標(biāo)準(zhǔn)大學(xué)英語(yǔ)綜合教程3課文summary

新標(biāo)準(zhǔn)大學(xué)英語(yǔ)綜合教程3課文summary新標(biāo)準(zhǔn)大學(xué)英語(yǔ)綜合教程3課文summary新標(biāo)準(zhǔn)大學(xué)英語(yǔ)綜合教程3課文summary資料僅供參考文件編號(hào)：2022年4月新標(biāo)準(zhǔn)大學(xué)英語(yǔ)綜合教程3課文summary版本號(hào)：A修改號(hào)：1頁(yè)次：1.0審核：批準(zhǔn):發(fā)布日期：

↓↓↓大英3課文SummaryUNIT11.1catchingcrabsInthefallofourfinalyear,ourmoodchanged.Therelaxedatmospherehaddisappeared,andpeergrouppressuretoworkhardwasstrong.Meanwhile,atthebackofeveryone’smindwaswhatwewoulddonextaftergraduation.Asforme,Iwantedtotravel,andIwantedtobeawriter.Ibracedmyselfforsomeresistancetotheideafrommyfather,whowantedmetogotolawschool,andfollowhispaththroughlife.However,hesupportedwhatIwantedbuthemademethinkaboutitbywatchingthecrabs.Thecagewasfullofcrabs.Oneofthemwastryingtoescape,buteachtimeitreachedthetoptheothercrabspulleditback.Intheenditgaveuplengthystruggletoescapeandstartedtopreventothercrabsfromescaping.Bywatchingcrabs,myfathertoldmenottobepulledbackbyothers,andtogettoknowhimselfbetter.1.2WearealldyingLifeisshort.Weneverquiteknowwhenwebecomecoffindwellersortrampledashintherosegardenofsomelocalceremony.Sothere’snopointinputtingourdreamsonthebackburneruntiltherighttimearrives.Nowisthetimetodowhatwewanttodo.Makethebestofourshortstayandfillourlifewiththerichesonoffersothatwhenthereaperarrives,we’veachievedmuchinsteadofregrets.UNIT22.1supermanTheextractfromJohnnyPanicandtheBibleofDreamsbySylviaPlathisacombinationofherreallifeandimaginarylifeinherchildhood.Inthereallife,PlathwasawinneroftheprizefordrawingthebestCivilDefensesigns,livedbyanairportandhadanUnclewhoboreresemblancetoSuperman.Inherimagination,theairportwasherMeccaandJerusalembecauseofherflyingdreams.Supermanfulfilledherdreamatthemoment.DavidStirling,abookishboy,alsoworshipSuperman.Duringtherecessatschool,heandtheauthorplayedSupermangames.Comparedwiththeirschool-mateswhoplayedtheroutinegames,theyfelttheywereoutlawsbuthadasenseofwindysuperiority.Theyalsofoundastand-in,SheldonFein,wholaterinventedtortures.2.2cultualchildhoodsHistorically,childhoodhasundergoneenormoustransformationsintermsofchildren’sresponsibilitiesandparentalexpectations.Culturally,childhoodissociallyconstructed.Theinterplayofhistoryandculturalleadstodifferentunderstandingofchildhood,consequentlyitisadvisablenottoimposeideasfromoneculturetounderstandchildhoodinanotherculture.UNIT33.1howwelistenForthesakeofclarify,wesplituptheprocessoflisteningtomusicintothreehypotheticalplanes.Firstly,thesensuousplane.Itisakindofbrainlessbutattractivestateofmindengenderedbythemeresoundappealofthemusic.Secondly,theexpressiveplane.Itiswhenwebelieveeachpieceofmusichasatheme,whichmirrorsadifferentworldoffeeling,suchasgaiety,sadness.Thirdly,themusicalplane.Itistheabilitytoexperiencedifferentmusicalelements,suchasmelodies,therhythms,theharmonies,thetonecolorsetc.Weusuallylistentomusiconallthreeplanes.3.2themysteryofGirlwithaPearlEarringThepaintingGirlwithaPearlEarringisoneofDutchpainterJohannesVermeer’smasterworks.Itshowsastrikingyoungwomanwearinganexoticcostumeandaturban,peeringoverhershoulderstraightoutattheviewer.Asthenameimplies,itusesapearlearringforafocalpoint.IthasbeenreferredtoastheMonaLisaofthenorth,because,likeLeonardodaVinci’spainting,itappearstobeasimplelikenessofawomanwithanenigmaticsmile,yetwhichcontainslevelsofmeaningsandquestions.Somuchmysteryinthepaintingcontributestoitsworldwidepopularityandgeneratesathoroughlyrewardingnovelandawell-composedfilm.UNIT44.1workincorporateAmericaIntoday’sAmericanjobsarenotwhattheyusedtobe.Notlongago,whenafatherwasaskedabouthisjobhecouldanswerintermsthatachildcouldcometogripswith.Nowadays,whentheparenttakehisoffspringtohisplaceofbusinessinglassbuildingsthatarereallyincomprehensivetochildren.What’smore,it’ssafebetthatevengrownmenhavetroublevisualizingwhatothermendoesintheirjobswithhisday.Therefore,it’snotdifficulttoimagineapoorchildmayanswer”mullingover”afteritbeatsmethemysteriesofwork,whenhisfriendsaskshimofhisfather’sjob.4.2oursupposedlyexcitingtimesarereallyratherdullLivinginaworldofunprecedented/dazzlingchange,thereareneverbeenanythingquitelikeit.However,wearejustignorantof/aboutdeeperhistoricalpatterns,takeglobalizationforexample,fromhistoricalcontextpointofview,theworldisalmostmeaningless.WesimplydonotliveinaageofgreattechnologicalinnovationforallourenthusiasmaboutinternetandiPod.Withstaggering90percentofallwebtrafficislocal,wearealwaysbetoldtheInternethas“openedup”theworld.AstheChinesecurseruns“Mayyouliveininterestingtimes”,itcanbringchaosandanxietyintheinthewake.UNIT55.1dinneratJoanne’sWhenayoungblackmanarrivesinacrowdedandexpensiverestaurant,theheadwaitermakeshimsitintheleastcomfortableplace,eventhoughatablehasbeenbookedforhimanda“MsRogers”.WhenMsRogersarrives,thewaiterrealizesthatsheisawell-knownSenator;andMsRogerrealizesthatherfriendhasbeentreatedbadlybecauseofthecolorofhisskin.Thewaiterrealizeshismistaketoo,andtriestomakeupforit,butit’stoolate.5.2wetheyThewriterusesstoriesaboutdoingbusinessbetweenSwedesandSaudistoillustratethedifferencesbetweenanindividualistandacollectivistapproachtobusiness.Theyhavedifferentconceptsoftheroleofpersonalrelationshipsinbusiness.TheSwedesbelievethebusinessisdonewithacompanywhiletheSaudisthinkitshouldbedonewithapersontheyknowandtrust.Thenthewritercomparesthecharacteristicsofthecollectivistandthoseoftheindividualist.Inthemostcollectivistsocieties,thefamiliesareusuallyextendedfamilieswhileintheindividualistsocieties,nuclearfamiliesareprevalent.Peopleconsiderthemselvesaspartofa“we”grouporin-groupinthecollectivistsocieties.Incontrast,theindividualistthinkofthemselvesas“I”,theirpersonalidentitywhichisdistinctfromotherpeople’s.Apracticalandpsychologicaldependencerelationshipdevelopsbetweenthepersonandthein-groupinthecollectivistsocieties.However,rarelydopeopledependonagroupintheindividualistsocieties.UNIT66.1LastmandownThetextfromLastMaDownoffersaneyewitnessaccountofdefininghistoricaleventof9/11attackfromtheperspectiveofRichardPicciotto,afirefighter;hisstoryisthatofaman,ahero,andatragiceventthatinspiredthenation.Hisrecountisn’toneofdeathanddestruction,butacele