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1. BR_MAIN Before Reading Global Reading Detailed Reading After Reading 1. Watch and Speak 2. Listen and Write 3. Watch and Role-play 4. Listen and Speak 5. Warm-up Questions

2. Before Reading_1 Before Reading Global Reading Detailed Reading After Reading Watch and Speak Directions: Watch the video clip, choose one of the American presidents and talk about what he has done that made him related to “freedom”. ■

3. Before Reading_2_1.1 Before Reading Global Reading Detailed Reading After Reading Listen and Write Directions: Listen to the speech of Franklin D. Roosevelt and fill in the blanks according to what you hear. In the future days, which we seek to make secure, we look forward to a world founded upon four essential human freedoms. The is — everywhere in the world. first freedom of speech and expression ____________________________ 第一是在全世界任何地方发表言论和表达意见的自由。 The is in his own way —everywhere in the world. second _________________________________ freedom of every person to worship God 第二是在全世界任何地方，人人有以自己的方式来崇拜上帝的自由。

4. Before Reading_2_1.2 Before Reading Global Reading Detailed Reading After Reading Listen and Write The is , which, translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants — everywhere in the world. third ________________ freedom from want 第三是不虞匮乏的自由——这种自由，就世界范围来讲，就是一种经济上的融洽关系，它将保证全世界每一个国家的居民都过健全的、和平时期的生活。 The is , which, translated into world terms, means a world-wide reduction of armaments to such a point and in such a thorough fashion that no nation will be in a position to commit an act of physical aggression against any neighbor — anywhere in the world. fourth _______________ freedom from fear 第四是免除恐惧的自由——这种自由，就世界范围来讲，就是世界性的裁减军备，要以一种彻底的方法把它裁减到这样的程度：务使世界上没有一个国家有能力向全世界任何地区的任何邻国进行武力侵略。

5. Before Reading_3_1 Before Reading Global Reading Detailed Reading After Reading Watch and Role-play Directions: Imagine you were a passenger of Mayflower — Remember Allerton. After watching the video clip, try to make a dialogue between Remember Allerton and her parents about why and how they went to Plymouth. Besides using the materials in the video clip, you can also add something imagined. ■

6. Before Reading_4_1 Before Reading Global Reading Detailed Reading After Reading Listen and Speak Directions: Listen to the introduction of the author Seymour St. John and answer the following questions. The Rev. Seymour St. John, who, as headmaster of the Choate School, steered it through turbulent changes in the 1960’s and early 70’s, including its merger with Rosemary Hall in 1971, died on Monday at his home on Jupiter Island, Florida. He was 94. His wife, Marie, said he died in his sleep. Born on the Choate campus in Wallingford, Conn., he seemed to have the school in his genes; his father, George St. John, was headmaster from 1908 to 1947. In 1947, after a two-year search, he was chosen to succeed his father, and he served as headmaster for 26 years. Though some outsiders derided “the St. John dynasty,” there was widespread agreement in the Choate community that Seymour St. John was the best-qualified candidate. “The St. John family occupied 68 of the 110 years of the school’s history, and I know of no other school with that length of service by a single family,” Edward Shanahan, the current headmaster, said. “Seymour was an intellectual, an athlete and well respected by the faculty.”

7. Before Reading_4_2 Before Reading Global Reading Detailed Reading After Reading Listen and Speak 1. Who is Seymour St. John? He was the headmaster of the Choate School. 2. How old was he when he died? 94. 3. Did he die from a disease? No, he died in his sleep. 4. Who was his father? His father, George St. John, was headmaster from 1908 to 1947. 5. How long did he serve as headmaster? 26 years. 6. How long is the history of the Choate School? 110 years.

8. Before Reading_5 Before Reading Global Reading Detailed Reading After Reading Warm-up Questions • What is your definition of freedom? • What kind of freedom do you cherish most? • How do you think we should treat students of different abilities? • Do you think students should be granted the right to failure?

9. Globe Reading_main Before Reading Global Reading Detailed Reading After Reading 1. Part Division of the Text 2. Further Understanding For Part 1 Speech For Part 2 Speech Celebrity Anecdotes

10. Globe Reading_1 Before Reading Global Reading Detailed Reading After Reading Part Division of the Text Parts Paragraphs Main Ideas Americans are in danger of losing the fifth freedom. 1 1-2 Americans have begun to lose the fifth freedom due to three misunderstandings. 2 3-9

11. Global Reading_2 Before Reading Global Reading Detailed Reading After Reading Speech Directions: Divide the class into groups. Each group prepares a speech which includes: why people came to America; what are the freedoms Americans still cherish today; what the fifth freedom is.

12. Globe Reading_3 Before Reading Global Reading Detailed Reading After Reading Speech Directions: Divide the class into groups. Each group prepares a speech which can explain one of the three misunderstandings.

13. Globe Reading_4 Before Reading Global Reading Detailed Reading After Reading Celebrity Anecdotes Directions: Divide the class into groups. Each group prepares an anecdote of the celebrities mentioned in paragraph 7.

14. Article Before Reading Global Reading Detailed Reading After Reading Beginning with the earliest pioneers, Americans have always highly valued their freedoms, and fought hard to protect them. And yet, the author points out that there is a basic freedom which Americans are in danger of losing. What is this endangered freedom? For what reasons could freedom-loving Americans possibly let this freedom slip away? And what steps can they take to protect it — their fifth freedom?

15. Article1 Before Reading Global Reading Detailed Reading After Reading The Fifth Freedom Seymour St. John More than three centuries ago a handful of pioneers crossed the ocean to Jamestown and Plymouth in search of freedoms they were unable to find in their own countries, the freedoms 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.

16. Article2 Before Reading Global Reading Detailed Reading After Reading And yet there is a fifth freedom — basic to those four — that we are in danger of losing: the freedom to be one’s best. St. Exupéry 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 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 one’s best is the chance for the development of each person to his highest power. How is it that we in America have begun to lose this freedom, and how can we regain it for our nation’s youth? I believe it has started slipping away from us because of three misunderstandings.

17. Article3 Before Reading Global Reading Detailed Reading After Reading First, the misunderstanding of the meaning of democracy. The principal of a great Philadelphia high school is driven to cry for help 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 ability, that 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 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.

18. Article4 Before Reading Global Reading Detailed Reading After Reading The second misunderstanding concerns what makes for happiness. The aims of our present-day culture are avowedly ease and material 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 his strengths. But the trend is clear. Tout comprendre c’est tout pardonner (To understand everything is to excuse everything). Do we really believe that our softening standards bring happiness? Is it our sound and considered judgment 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) leadership does not seem to be adequate to the unprecedented challenges of the age.”

19. Article5 Before Reading Global Reading Detailed Reading After Reading 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. Yet all of history has taught us that thedenial of these ultimates, the placement of man or state at the core of the universe, results in a paralyzing mass selfishness; and the first signs of it are already frighteningly evident. Arnold Toynbee has said that all progress, all development come from challenge and a consequent response. Without challenge there is no response, no development, no freedom. So first we owe to our children the most demanding, challenging curriculum that is within their capabilities. Michelangelo did not learn to paint by spending his time doodling. Mozart was not an accomplished pianist at the age of eight as the result of spending his days in front of a television set. Like Eve Curie, like Helen Keller, they responded to the challenge of their lives by a disciplined training: and they gained a new freedom.

20. Article6 Before Reading Global Reading Detailed Reading After Reading The second opportunity we can give our boys and girls is the right to failure. “Freedom is not only a privilege, it is a test,” writes De Nouy. What kind of a test is it, what kind of freedom where no one can fail? The day is past when the United States can afford to give high school diplomas to all who sit through four years of instruction, regardless of whether any visible results can be discerned. We live in a narrowed world where we must be alert, awake to realism; and realism demands a standard which either must be met or result in failure. These are hard words, but they are brutally true. If we deprive our children of the right to fail we deprive them of their knowledge of the world as it is. Finally, we can expose our children to the best values we have found. By relating our lives to the evidences of the ages, by judging our philosophy in the light of values that history has proven truest, perhaps we shall be able to produce that “ringing message, full of content and truth, satisfying the mind, appealing to the heart, firing the will, a message on which one can stake his whole life.” This is the message that could mean joy and strength and leadership — freedom as opposed to serfdom.

21. Article2_S_No… Before Reading Global Reading Detailed Reading After Reading “No one 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.” Paraphrase the sentence. “When you were still young, nobody gave you the help you needed to develop your artistic or intellectual talents and now you will never have the chance to become a poet or musician or astronomer, though you might have been born with a great talent for such pursuits.”

22. Article3_S_The… Before Reading Global Reading Detailed Reading After Reading The principal of a great Philadelphia high school is driven to cry for help in combating the notion that it is undemocratic to run a special program of studies for outstanding boys and girls. Translate the sentence. 费城的一所名牌中学为一些出类拔萃的学生实施一份特殊的教学大纲竟被视为不民主，结果校长被迫大声疾呼，要求人们一起来与这种观念作斗争。

23. Article3_S_and… Before Reading Global Reading Detailed Reading After Reading 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. 1. What does “pass for” mean in this sentence? It means “be mistakenly accepted or considered as”. 2. Translate the sentence. 没有为优秀学生开设的高水平课程，没有一个所有学生都必须达到的标准，反而被认为是民主。

24. Article4_S_more… Before Reading Global Reading Detailed Reading After Reading … more softsoap excuses and fewer honest, realistic demands. Paraphrase the sentence. Rather than make honest, realistic demands on their children, students, employees, etc., parents, teachers, employers, etc. would excuse their poor performance leniently.

25. Article4_S_… the vanishing Before Reading Global Reading Detailed Reading After Reading … the vanishing hickory stick and the emerging psychiatrist. 1. What does “the hickory stick” and “the psychiatrist” respectively refer to? “The hickory stick” is suggestive of a severe teacher; “the psychiatrist” is symbolic of the educator who excuses children by saying they have psychological problems. 2. What does the author mean here? What the author means here is that American schools are now becoming more and more permissive and tolerant and do not set strict demands on students.

26. Article4_S_Tout… Before Reading Global Reading Detailed Reading After Reading Tout comprendre c’est tout pardonner (To understand everything is to excuse everything). Why does the author cite this French saying here? This French saying is cited here as representative of the current trend that if you know all the circumstances that have led to somebody doing something wrong, you will no longer wish to punish him.

27. Article4_S_There… Before Reading Global Reading Detailed Reading After Reading “There is in the West” (in the United States) “a general weakening of moral fiber.” Translate the sentence. “在西方”（在美国）“道德品质正在普遍削弱。”

28. Article4_S_(Our) … Before Reading Global Reading Detailed Reading After Reading (Our) leadership does not seem to be adequate to the unprecedented challenges of the age. Paraphrase the sentence. It seems that (our) leaders are not strong enough or competent enough to deal with the new challenges of the present age.

29. Article5_S_... the denial Before Reading Global Reading Detailed Reading After Reading ... the denial of these ultimates, the placement of man or state at the core of the universe, results in a paralyzing mass selfishness; Paraphrase the sentence. ... the refusal to believe in these fundamental principles or facts, the placement of one’s own interests or the interests of a state at the very center of the universe, will inevitably cause people to become selfish and this selfishness will make it impossible to run the world efficiently.

30. Article6_S_The day… Before Reading Global Reading Detailed Reading After Reading The day is past when the United States can afford to give high school diplomas to all who sit through four years of instruction, regardless of whether any visible results can be discerned. Paraphrase the sentence. The United States no longer gives high school diplomas to all the students who finish four years of instruction, no matter whether he or she meets the standard or not.

31. Article6_S_By relating… Before Reading Global Reading Detailed Reading After Reading By relating our lives to the evidences of the ages, by judging our philosophy in the light of values that history has proven truest, perhaps we shall be able to produce that “ringing message, full of content and truth, satisfying the mind, appealing to the heart, firing the will, a message on which one can stake his whole life.” 1. What does “in the light of” mean here? It means “according to”. 2. Translate the sentence. 把我们的生活跟各个时代的事实联系起来，以历史所证实的最正确的价值观来评价我们的人生观，也许这样我们就能使他们得到那种“时时在耳边回响的启示，这启示内容丰富，闪烁着真理的光辉；令人心悦诚服，感人至深而又激发斗志，让人终生受用不尽。”

32. Article1_W_descendant Before Reading Global Reading Detailed Reading After Reading descendant: n. someone who is related to a person who lived a long time ago, or to a family, a group of people, etc. that existed in the past He was a direct descendant of Napoleon Bonaparte. The coastal areas were occupied by the descendants of Greek colonists. 他是维多利亚女王的后裔。 He is a descendant of Queen Victoria.

33. Article2_W_ragged Before Reading Global Reading Detailed Reading After Reading ragged: adj. (of clothes) old and torn; (of people) wearing old or torn clothes Although he wore ragged clothes, he was not particularly dirty. It tells the story of an old man who has an old, ragged hat with holes in it. The brim of his ragged hat hung down and nearly blocked his entire face.

34. Article2_W_inhabit Before Reading Global Reading Detailed Reading After Reading inhabit: vt. if animals or people inhabit an area or place, they live there The woods are inhabited by many wild animals. Woodpeckers inhabit hollow trees. Who knows what dark fears inhabit the mind of a madman. 谁知道一个狂人的内心里有着什么神秘的恐惧感。

35. Article3_W_drive Before Reading Global Reading Detailed Reading After Reading drive: vt. force someone into a usually unpleasant condition or undesirable course of action Poverty and hunger drove them to steal. The pain nearly drove her mad. 连续的失败使他陷于绝望。 Continual failure drove him to despair.

36. Article3_W_combat1 Before Reading Global Reading Detailed Reading After Reading combat: vt. fight or struggle against To combat inflation, the government raised interest rates. The police are now using computers to help combat crime. combat, fight & struggle 这些动词均有“战斗、对抗”之意。 CF: combat 除了泛指“与……战斗”之外，还可以在新闻报道中表示防止坏事情变得更糟糕。 最普通用词，含义广，指用暴力对抗。 指进行激烈或时间持续长的战斗或奋力斗争去获得某件东西。 fight struggle

37. Article3_W_combat2 Before Reading Global Reading Detailed Reading After Reading Directions: Fill in the blanks with the words above. Change the form where necessary. 1. Britain against the US in the War of Independence; the Americans were to gain their freedom. 2. The government hasn’t worked out the effectual measures to unemployment. 3. She’s to bring up a family alone. 4. Drastic measures were taken to inflation. ______ fought _______ fighting _______ combat struggling ________ ______ combat

38. Article3_W_notion Before Reading Global Reading Detailed Reading After Reading notion: n. an idea, belief, or opinion She had only a vague notion of what she wanted to do. The traditional notion of marriage goes back thousands of years. 我不知道这意味着什么。 I have no notion of what it means. Collocation: have a good notion of have no notion of have a notion that … 很懂得 不明白；完全不懂 认为

39. Article3_W_superior Before Reading Global Reading Detailed Reading After Reading superior: adj. 1) of high quality This handbag is made of superior leather. 2) better, more powerful, more effective, etc. than a similar person or thing, especially one that you are competing against 这家西餐馆比我们上星期去的那一家好。 This western restaurant is superior to the one we went to last week. Pattern: superior to Your computer is far superior to mine. Antonym: inferior NB:

40. Article3_W_be geared to sb./sth Before Reading Global Reading Detailed Reading After Reading be geared to sb. / sth.: be organized in a way that is suitable for a particular purpose or situation The typical career pattern was geared to men whose wives didn’t work. Education should be geared to the children’s needs and abilities.

41. Article3_W_pass for sb Before Reading Global Reading Detailed Reading After Reading pass for sb. / sth.: be (mistakenly) accepted or considered as With my hair cut short, I could have passed for a boy. I can’t imagine how this place passes for a five-star hotel! The service is dreadful. His English is so good that he could pass for a native. 你可以冒充十几岁的人。 You could pass for a teenager.

42. Article4_W_concern Before Reading Global Reading Detailed Reading After Reading concern: vt. be about This study concerns couples’ expectations of marriage. The report concerns the drug traffic on the Mexican-US border. This article concerns a man who was wrongly imprisoned. 这篇文章写的是一个被误抓入狱的人。

43. Article4_W_well-being Before Reading Global Reading Detailed Reading After Reading well-being: n. a feeling of being comfortable, healthy, and happy A good meal promotes a feeling of well-being. We are responsible for the care and well-being of all our patients. The warm sunny weather always gives me a sense of well-being.

44. Article4_W_realistic Before Reading Global Reading Detailed Reading After Reading realistic: adj. judging and dealing with situations in a practical way according to what is actually possible rather than what you would like to happen It’s just not realistic to expect a promotion so soon. You need to be realistic about the amount you can do in a day. They were much more realistic about its long-term commercial prospects. Antonym: unrealistic NB:

45. Article4_W_delegate1 Before Reading Global Reading Detailed Reading After Reading delegate: n. someone who has been elected or chosen to speak, vote, or take decisions for a group Around 350 delegates attended the conference. She was our delegate at the party conference. delegate, deputy & representative 这些名词均有“代表、代理人”之意。 CF: 一般指被派参加某一会议的代表。 指上级授权代理行事的代表，特指被选择为执行全部或部分公务的人。 一般指被选举或委派代表某人或一些人或某个较大团体的人，其职务有时是较长期的。 delegate deputy representative

46. Article4_W_delegate2 Before Reading Global Reading Detailed Reading After Reading Directions: Fill in the blanks with the words above. Change the form where necessary. 1. You can talk with my during my absence. 2. Mary is a workers’ on the board. 3. He was elected as a to the annual conference. ______ deputy representative ___________ delegate ________

47. Article5_W_influential Before Reading Global Reading Detailed Reading After Reading influential: adj. having a lot of influence and therefore having the power to change / impact / influence the way people think and behave It is a highly influential art magazine. Dewey was influential in shaping economic policy. Bob Dylan was listed as one of TIME Magazine’s 100 most influential people of the 20th century.

48. Article5_W_eternal Before Reading Global Reading Detailed Reading After Reading eternal: adj. lasting forever; without beginning or end Do you believe in eternal life? Rome has been called the Eternal City. 我不能忍受他们争吵不休。 I couldn’t stand their eternal quarrelling. Collocation: eternal truth 永恒的真理 eternal triangle 三角恋爱

49. Article5_W_denial Before Reading Global Reading Detailed Reading After Reading denial: n. refusal to admit the truth of a statement or to grant sth. asked for Your denial of his request hurt him. The government has issued a firm denial of this rumor. The prisoner repeated denials of the charges against him. Collocation: give a denial to 否认，拒绝 a flat denial断然否认

50. Article5_W_ultimate1 Before Reading Global Reading Detailed Reading After Reading ultimate: n. fundamental principle; final point or result This car is the ultimate in luxury. adj.fundamental; final; greatest Hard work is the ultimate source of success. Our ultimate objective is the removal of all nuclear weapons. He gave his life and thereby paid the ultimate price. 太阳是能量的最基本来源。 The sun is the ultimate source of energy.