怎么讲大学英语课文

A. 大学英语课文该怎么讲给学生听,作为一名新大学老师求助！

英语要学好，注意，是学“好”，主要不是靠上课，有时甚至可以基本忽略上课的内作用。原因第一是个人容努力占最大比重，第二就是大部分老师上的是混日子的课，对学生帮助很少，味同嚼蜡。
你不错啊，因为你确实在考虑怎么去讲“有意思”的课。很好的开始。

要讲好一堂课，作为老师，也是学无止境。
作为良好开始的基础：大学英语的话，知识点肯定要讲一讲的。课文内容不需要翻译给学生。但是要讲解其中的精妙处。然后设置一些课堂讨论，然后在学了一阵以后可以请同学朗读某一个精彩段落之类。
至于其他的，等上面的内容做好了，再改进。

你可以参考一下新东方讲新概念的视频。有很多课很精彩的。如果你要成为一个优秀的老师，可以学习借鉴一下。还可以去参加新东方专门培训老师的课程。

B. 如何进行有效的大学英语阅读教学

提高阅读能力是我国 大学英语 教学的主要目的下面我跟大家介绍一下如何进行有效的 大学英语 阅读教学吧，有兴趣的朋友一起来看一下啊!

摘要: 提高阅读能力是我国大学英语教学的主要目的。学生只有具有较强的阅读能力,才能以英语为工具获得所需的专业信息。如何进行有效的阅读教学,使学生“具有较强的阅读能力”一直是广大师生普遍关注的问题。本文试图从任务教学法的理论着手,探讨如何搞好阅读前的准备阶段、阅读阶段和读后阶段这些教学环节。

关键词: 任务教学法; 大学英语; 阅读教学

一、传统的阅读教学模式及其不足

传统的阅读教学一般采用语法翻译教学法,而且往往遵循如下模式:1•要求学生通过查生词、听课文录音来预习新课。2•让学生阅读课文以检查语音语调,通过提问来检查学生对课文的理解。3•教师解释并举例详细讲解生词及规定的语法内容,在讲授语音、翻译、同义词辨异和语言现象时,还伴有操练和练习。4•做课后的练习,总结概括、复述课文内容等。

一般认为传统语法翻译教学法有着如下的不足,即:1•过于重视语言知识的传播,忽视语言技能的培养。2•夸大了语法和母语在外语学习中的作用;3•教学过程比较机械,脱离实际意义;4•只重视笔语,不重视口语。用这种方法进行阅读教学必然难以承担培养现代社会所要求的听说读写译全面发展的外语人才的重担。因此,研究人员提出了许多很有见地的教学方法,其中包括任务教学法。

二、任务教学法概要

(一)语言理论

任务教学法是在交际法的基础上发展起来的一套教学方法。它是根据苏联心理语言学家Vygostky的语言和学习理论而提出来的。Vygostky强调学习的社会性以及教师和学习者对促进个体学习的重要作用。他认为,文化知识的获得首先是人们相互作用的结果,然后转变为自己的知识。

(二)特点

任务教学法强调通过师生共同完成语言任务,使外语学习者自然地习得语言,促进外语学习的进步。它一方面注重教会学生如何在完成一系列任务中提高交际语言能力,指导学生达到交际目标。另一方面,它注重探索知识体系本身的功能,特别是探索学习及运用语言之道。

(三)任务的含义

关于任务的定义,各家的说法不一。Willis(1996)认为:任务就是活动。学习者以交际为目的,通过使用目标语来达到某个结果(Tasks are always activities where target language is used bythe learnerfor a communicative purpose in order to achieve an outcome.)[3],而Nunan(1989)更明确地指出:任务就是在课堂上使用目的语做的一件事。它涉及到对语言的理解、操作、运用和学生之间的互动。学生的注意力主要集中在意义的表达上,而不是在形式上(A task is a piece of classroom work which involves the learners in comprehending,manipulating,procing or interpreting in the target language while their attention is particularly focused on meaning rather than form)[4]。这些定义虽然表达各异,但都强调语言学习是在解决交际问题的过程中达到的,都强调交际的真实性和互动性,是真正的以学生为主的。任务完成的结果是评估任务是否成功的标志。

(四)Willis的任务实施模式

Willis将任务的实施分为三个阶段,即:准备阶段(Pre-task),任务实施阶段(Task Cycle)和语言焦点(Language focus)。不同阶段的侧重点均有所不同。准备阶段主要是起着热身的作用,包括任务的导入,真实的材料提供。在任务实施阶段,学生之间,教师与学生之间采取不同的交互方式,各自扮演不同的角色。任务实施阶段又由三个部分组成:任务(Task),设计(Planning)和汇报(Report)。语言焦点阶段包括语言分析和语言练习,活动的重点将从语言意义转向语言形式上。

三、任务教学法在大学 英语阅读 教学的运用

Sperter和Wilson认为,语言交际是一种有目的、有意图的活动,其目的在于传达交际者的意图。语言交际活动涉及信息意图和交际意图。信息意图指交际者向交际对象表达或进一步表达一组信息的意图,相当于话语的字面意义。交际意图指的是交际对象和交际者互明交际者有传递信息意图的意图。它指的是话语背后的意思。在语言交际过程中,交际对象首先由理解交际者的信息意图,再透过信息意图去捕捉交际者的交际意图。另外,接受美学认为,一部作品的完成,离不开读者对此作品的接受、理解、评价和补充。因此,我们认为,语篇的理解不仅仅涉及到读者与作者之间的交际,而且也应包括读者与读者之间的以语篇作为平台的交际活动。从这个意义上看,任务教学法在大学英语阅读教学的运用完全是可能的。

下面以《大学英语》第二册第四单元Lady Hermits Who Are Down But Not Qut(以下简称Lady)为例具体说明任务教学法在大学英语阅读教学的运用。

(一)阅读前阶段

在阅读前阶段,教师的作用主要在于布置任务,激发学生的阅读兴趣,明白阅读的要求和目的及要达到的结果。对于Lady一文,阅读的目的是了解“购物袋女士”的生活及心理状态,分析这一社会现象产生的原因,了解大都市人情的冷漠和社会工作者的职责。

1•激活图式,为阅读打好基础

图式理论认为,读者的背景知识直接影响对文章内容理解的程度。因此,在明确阅读任务之后,教师应有目的地组织读前的准备活动,帮助学生激活他们头脑中已有的与阅读任务有关的图式,包括语言图式、内容图式,结构图式等。如教师课前介绍或者组织学生讨论有关美国社会问题、美国梦及其价值观念等话题,为即将开始的阅读打好基础。

2•学生以小组为单位,围绕着题目对课文内容进行预测

此项活动的目的在于通过比较自己思维成果和作家的思维成果,找出差异,帮助学生如何具体运用英语,培养他们的分析和创造技能。鉴于中国学生的英语表达能力有限,教师应随时在语言方面提供帮助,他们也应学会从别的组员那里得到帮助。

(二)阅读阶段

阅读的目的在于获得信息,而获得信息的基础是对语篇的理解,即弄懂原文。

对于一个语篇的理解至少同时涉及四种不同意义的理解:概念意义(conceptual meaning),命题意义(propositional meaning),语境意义(contextual meaning),语用意义(pragmatic meaning)。在阅读阶段,我们所关心的是语篇的意义,而不是语篇的形式。

在阅读阶段,教师的作用在这个阶段扮演的角色是协调员、指导员和监督员。学生成为阅读活动的主体。他们是作者—读者和读者—读者交际活动中不可缺少的一方,既是被评论者,又是评论者,既是被反馈者,又是反馈者。

C. 如何利用好大学英语课本提高英语水平

大学里如何提高英语水平，之前身边好多人都用这个方法，努力的话提升就快，不努力提升就慢，自己慢慢学吧。首先要找一本权威单词书，得单词者得天下，要每天都坚持背单词。盖大楼需要基础，学好英语的前提是有很大的单词量。
买本语法书，个人推荐张道真的实用英语语法。找同行学习，练习。你想学习就找和你有共同兴趣的人去练习英语口语要比浪费时间和有限的教育资源 有意义多了。如果有了基础，就看英文原著。如果基础较差可以看简单的《君主论》，《傲慢与偏见》《动物庄园》等等，基础好的可以看有内涵的《1984》，《老人与海》，《野性的呼唤》等等。当然要看个人的喜好选择读那种类型的，商业类的，政治类的，战争类的等等。

D. 你们大学英语老师是怎样给你们上课的

我们大学英语老师，先是讲课文，教完课文之后会给我们放英语电影，一边放电影一边教我们学习英语。

E. 大学英语课如何教学

切实转变教师在大学英语课堂教学中的角色

要切实提高学生的素质,使学生具有较强的英语语言能力和实际应用水平,教师就要彻底放弃那种以我为主,一个人说了算的落后观念,从课程设置、教学方法、时间安排以及角色关系等方面进行彻底变革,将学生放在英语教学的中心位置,作为教学活动的主体。强调课堂教学以学生为中心,并不意味抹煞教师的作用,学生在课堂上想怎样学就怎样学,学生自己组织课堂活动,而是强调教师在更多地了解学生个体知识结构和需求后设计出最适合学生的课堂教学活动,通过课堂交流使更多的学生积极地参与其中。

Mehan认为,“教师应首先是很好的课堂教学组织者、监督者和评估者”。

[2]组织者而非单纯的讲授者,教师就应本着教授语言技能而非灌输语言知识的原则,最大限度地增加学生语言实践机会,参与课堂教学活动。教师的组织作用主要表现在教师课前收集课堂教学实践活动的资料,课中结合本班学生的语言水平和

需求安排合适的课堂教学活动。教师还是评估者,他们不仅仅能够指出学生的错误并帮助纠正错误,而且能够对学生的表现做出评价。

2.培养学生自主学习能力

“自主学习”(learner autonomy)是在对传统教学方法的反思与探索中发展而来的。自主学习在教学过程中突出学生的主体作用,使课程设置、教材编纂、课堂活动、教师决策等一系列因素朝着适应学生个体差异和个体需要的方向发展,自主学习能力的培养并非否定语言知识传授的重要性。但长期以来,教学普遍是“以教为中心”、“以课本为中心”,教师只是“授人以鱼”,而不“教人以渔”,结果扼杀了学生学习的积极性和创造性。要改变这种局面,教师在课堂教学设计和编排上应尽可能从智力上和情景上体现学生的水平,应为学生提供一个场所,创造一种氛围,提供一种方法,让学生充分发挥自己的想象力和创造力,自主地去学习。例如,在大学英语精读教学中应该尽可能加大学生自学的比例,让学生在自学过程中发现问题,教师采取解答问题的形式处理课文。这样既可以减少学生对教师的依赖性,又可以增强学生动脑分析和解决问题的能力。此外,教师还可根据需要,推荐和指导使用一些难度适中的课外自学材料。

1. 听力理解能力:能够基本听懂来自英语国家人士的谈话和讲座,能听懂题材熟悉、篇幅较长的国内英语广播或电视节目,语速为每分钟150词左右。能基本听懂外国专家用英语讲授的专业课程。能掌握其中心大意,抓住要点。

F. 大学英语老师请进——关于一篇课文的试讲

这就是新视野里来的一自篇课文，当过几年大学老师，虽然辞职了，但还是有发言权的。
就把评委全当成学生就OK了，唱独角戏。应该是全程要求说英语的。注意20分钟内你要把你最精彩的最拿手的都表现出来。注意设计和安排。如何导入，活动安排，问题设计。
20分钟如果就是讲一新课，只能是导入故事，吸引住学生，或者安排生词学习（这个是最老套的，不建议讲这个），根据你个人兴趣和爱好，设计。

G. 全新版大学英语综合教程第一册Unit1课文讲解

全新版大学英语综合教程第一册Unit1课文讲解

导语：约翰·列侬出生于英国利物浦，是英国摇滚乐队“披头士”成员，下面是一篇讲述他的成长经历的英语课文，欢迎大家阅读。

Part I Pre-reading Task

Listen to the recording two or three times and then think over the following questions:

1. Do you know who John Lennon was?

2. Have you ever heard the song before?

3. What does Lennon think of growing up? Is it easy or full of adventures?

4. Can you guess what the texts in this unit are going to be about?

The following words in the recording may be new to you:

monster

n. 怪物

prayer

n. 祈祷

Part II

Text

When we are writing we are often told to keep our readers in mind, to shape what we say to fit their tastes and interests. But there is one reader in particular who should not be forgotten. Can you guess who? Russell Baker surprised himself and everyone else when he discovered the answer.

WRITING FOR MYSELF

Russell Baker

The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold. Until then I'd been bored by everything associated with English courses. I found English grammar ll and difficult. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.

When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects. Mr. Fleagle had a reputation among students for llness and inability to inspire. He was said to be very formal, rigid and hopelessly out of date. To me he looked to be sixty or seventy and excessively prim. He wore primly severe eyeglasses, his wavy hair was primly cut and primly combed. He wore prim suits with neckties set primly against the collar buttons of his white shirts. He had a primly pointed jaw, a primly straight nose, and a prim manner of speaking that was so correct, so gentlemanly, that he seemed a comic antique.

I prepared for an unfruitful year with Mr. Fleagle and for a long time was not disappointed. Late in the year we tackled the informal essay. Mr. Fleagle distributed a homework sheet offering us a choice of topics. None was quite so simple-minded as "What I Did on My Summer Vacation," but most seemed to be almost as ll. I took the list home and did nothing until the night before the essay was e. Lying on the sofa, I finally faced up to the unwelcome task, took the list out of my notebook, and scanned it. The topic on which my eye stopped was "The Art of Eating Spaghetti."

This title proced an extraordinary sequence of mental images. Vivid memories came flooding back of a night in Belleville when all of us were seated around the supper table — Uncle Allen, my mother, Uncle Charlie, Doris, Uncle Hal — and Aunt Pat served spaghetti for supper. Spaghetti was still a little known foreign dish in those days. Neither Doris nor I had ever eaten spaghetti, and none of the alts had enough experience to be good at it. All the good humor of Uncle Allen's house reawoke in my mind as I recalled the laughing arguments we had that night about the socially respectable method for moving spaghetti from plate to mouth.

Suddenly I wanted to write about that, about the warmth and good feeling of it, but I wanted to put it down simply for my own joy, not for Mr. Fleagle. It was a moment I wanted to recapture and hold for myself. I wanted to relive the pleasure of that evening. To write it as I wanted, however, would violate all the rules of formal composition I'd learned in school, and Mr. Fleagle would surely give it a failing grade. Never mind. I would write something else for Mr. Fleagle after I had written this thing for myself.

When I finished it the night was half gone and there was no time left to compose a proper, respectable essay for Mr. Fleagle. There was no choice next morning but to turn in my tale of the Belleville supper. Two days passed before Mr. Fleagle returned the graded papers, and he returned everyone's but mine. I was preparing myself for a command to report to Mr. Fleagle immediately after school for discipline when I saw him lift my paper from his desk and knock for the class's attention.

"Now, boys," he said. "I want to read you an essay. This is titled, 'The Art of Eating Spaghetti.'"

And he started to read. My words! He was reading my words out loud to the entire class. What's more, the entire class was listening. Listening attentively. Then somebody laughed, then the entire class was laughing, and not in contempt and ridicule, but with open-hearted enjoyment. Even Mr. Fleagle stopped two or three times to hold back a small prim smile.

I did my best to avoid showing pleasure, but what I was feeling was pure delight at this demonstration that my words had the power to make people laugh. In the eleventh grade, at the eleventh hour as it were, I had discovered a calling. It was the happiest moment of my entire school career. When Mr. Fleagle finished he put the final seal on my happiness by saying, "Now that, boys, is an essay, don't you see. It's — don't you see — it's of the very essence of the essay, don't you see. Congratulations, Mr. Baker."

New Words and Expressions

off and on

from time to time; sometimes 断断续续地;有时

possibility

n. 可能(性)

take hold

become established 生根，确立

bore

vt. make (sb.) become tired and lose interest 使(人)厌烦

associate

vt. join or connect together; bring in the mind 使联系起来;使联想

assignment

n. a piece of work that is given to a particular person(分配的)工作，任务，作业

turn out

proce 编写;生产，制造

agony▲

n. very great pain or suffering of mind or body (身心的)极度痛苦

assign

vt. give as a share or ty 分配，分派

anticipate

vt. expect 预期，期望

tedious

a. boring and lasting for a long time 乏味的;冗长的

reputation

n. 名声;名誉

inability

n. lack of power, skill or ability 无能，无力

inspire

vt. fill (sb.) with confidence, eagerness, etc. 激励，鼓舞

formal

a. (too) serious and careful in manner and behavior; based on correct or accepted rules 刻板的，拘谨的;正式的，正规的

rigid

a. (often disapproving) fixed in behavior, views or methods; strict 一成不变的;严格的

hopelessly

ad. very much; without hope 十分，极度;绝望地

excessively

ad. 过分地

out of date

old-fashioned 过时的

prim

a. (usu. disapproving) (of a person) too formal or correct in behavior and showing a dislike of anything rude; neat 古板的，拘谨的;循规蹈矩的;整洁的

primly ad.

severe

a. completely plain; causing very great pain, difficulty, worry, etc. 朴素的;严重的.，剧烈的

necktie

n. tie 领带

jaw

n. 颌，颚

comic▲

a. 滑稽的;喜剧的

n. 连环漫画(册)

antique

n. 古物，古玩

tackle

vt. try to deal with 处理，应付

essay

n. 散文，小品文;论说文

distribute

vt. divide and give out among people, places, etc. 分发，分配，分送

finally

ad. at last 最终，终于

face up to

be brave enough to accept or deal with 勇敢地接受或对付

scan

v. look through quickly 浏览，粗略地看

spaghetti

n. 意大利式细面条

title

n. a name given to a book, film, etc. 标题，题目

vt. give a name to 给…加标题，加题目于

extraordinary

a. very unusual or strange 不同寻常的;奇特的

sequence

n. 一连串相关的事物;次序，顺序

image

n. a picture formed in the mind 形象;印象;(图)像

alt

n. a fully grown person or animal 成年人;成年动物

humor

n. 心情;幽默，诙谐

recall

vt. bring back to the mind; remember 回想起，回忆起

argument

n. 论据，论点;争论

respectable

a. (of behavior, appearance, etc.) socially acceptable 可敬的;体面的;文雅的

put down

write down 写下

recapture

vt. (lit) bring back into the mind; experience again 再现;再次经历

relive

vt. experience again, esp. in one's imagination 再体验，重温

violate

vt. act against 违背，违反

compose

vt. write or create (music, poetry, etc.) 创作

turn in

hand in (work that one has done) 交(作业)

command

n.,v.命令，指令

discipline

n. punishment; order kept (among school-children, soldiers, etc.) 惩罚，处分;纪律

what's more

in addition, more importantly 而且，此外;更有甚者

contempt▲

n. 轻视，轻蔑

ridicule

n. making or being made fun of 嘲笑，嘲弄;被戏弄

open-hearted

a. sincere, frank 诚挚的

hold back

prevent the expression of (feelings, tears, etc.) 控制(感情、眼泪等)

avoid

vt. keep or get away from 避免

demonstration

n. act of showing or proving sth. 表明;证明

career

n. 生涯，事业;职业

seal

n. 印，图章

essence▲

n. the most important quality of a thing 本质;精髓

congratulation

n. (usu. pl) expression of joy for sb.'s success, luck, etc. 祝贺，恭喜

Proper Names

Russell Baker

拉赛尔·贝克

Belleville

贝尔维尔(美国地名)

Fleagle

弗利格尔(姓氏)

Allen

艾伦(男子名)

Charlie

查理(男子名)

Doris

多丽丝(女子名)

Hal

哈尔(男子名，Henry, Harold的昵称)

Pat

帕特(女子名，Patricia的昵称)

;

H. 大学英语的试讲怎么办

讲课最重要的是完整性.无论时间长短,在试讲的时候,一定要讲一个完整的内容.虽然说试讲时下面没有学生,但你可以把他们当作学生来看待.千万不要害怕,只有你收放自如,下面的领导和老师们才会觉得你确实像一个老师.因为作为一名老师,首先最重要的是要有自信心,如果连自己都说服不了自己又怎么去说服别人呢.其次上课的时候,一定要注意沟通,互动.因为讲课不仅是一个讲的过程,也是学生学习的过程,要让他们觉得是自己主动在学,而不是你在拼命的灌输.那样的话,即使你准备了很多知识点,也会让他们觉得很被动.所以,在互动方面,我觉得你可以事先准备一些与所讲知识相关的,但又让学生觉得感趣的话题.如果是你自己选内容的话,希望选一些比较有趣的课文.我今天讲的FIGURATIVE LANGUAGE.就是比喻啦,我就事先引导学生想一些汉语中的比喻.其次,因为汉语中的成语很多都是比喻性的,所以我选了一些英语中的IDIOM(其实就是汉语成语译成的英语),然后让他们猜一下这些英语的PHARASES 在汉语中用成语怎么说.然后让他们解释一下这些成语的本意是什么.
第三,讲课文的时候要注重文章的整体性,不能专注于词汇或是语法.要有重点,难点的讲,切不可眉毛胡子一把抓.最后,要对课文的理念进行升华.(其实最后一点,我也有一点困惑,怎么升华呢?那就得看你自己的悟性啦.其实课文的升华,对于学生来说是无所谓的事情.但是,如果是老师们坐在下面听的话,你有课文的升华,他们就会觉得很好,上了一个境界.其实我觉得就是讲一些大道理.比如说讲HELEN KELLER,我们有的老师就讲到了生命如何如何,要如何如何生活,如此类推.但是别的老师都觉得好有深度.所以你试讲的时候升华一些是应该的)

I. 新视野大学英语三第五单元课文分为几部分,分别讲什么

分三部分讲，第一部分：people's attitude towards their work determines every thing.第二部分：people differ in personal satisfaction they derive from their work 第三部分：in modern times，workers and laborers spend their time in different ways

J. 大学英语精读第三册第二课内容讲解

大学英语精读第三册第二课内容讲解

导语：大学英语精读是不少大学选用的英语教材，下面是一篇大学英语精读当中的'英语课文，欢迎学习。

Text

Aunt Bettie is faced with a difficult decision. A wounded Union soldier is found hiding in a farmhouse near her home. She has to decide whether to help him or let him be captured. What will she choose to do?

The Woman Who Would Not Tell

Janice Keyser Lester

"I never did hate the Yankees. All that hated was the war.……"

That's how my great-aunt Bettie began her story. I heard it many times as a child, whenever my family visited Aunt Bettie in the old house in Berryville, Virginia. Aunt Bettie was almost 80 years old then. But I could picture her as she was in the story she told me —— barely 20, pretty, with bright blue eyes.

Bettie Van Metre had good reason to hate the Civil War. One of her brother was killed at Gettysburg, another taken prisoner. Then her young husband, James, a Confederate officer, was captured and sent to an unknown prison camp somewhere.

One hot day in late September Dick Runner, a former slave, came to Bettie with a strange report. He had been checking a farmhouse half a mile away from the Van Metre home, a farmhouse he thought was empty. But inside, he heard low groans. Following them to the attic, he found a wounded Union soldier, with a rifle at his side.

When Aunt Bettie told me about her first sight of the bearded man in the stained blue uniform, she always used the same words. "It was like walking into a nightmare: those awful bandages, that dreadful smell. That's what war is really like, child: no bugles and banners. Just pain and filth, futility and death."

To Bettie Van Metre this man was not an enemy but rather a suffering human being. She gave him water and tried to clean his terrible wounds. Then she went out into the cool air and leaned against the house, trying not to be sick as she thought of what she had seen —— that smashed right hand, that missing left leg.

The man's papers Bettie found in the attic established his identity: Lt. Henry Bedell, Company D, 11th Vermont Volunteers, 30 year old. She knew that she should report the presence of this Union officer to the Confederate army. But she also knew that she would not do it. This is how she explained it to me: "I kept wondering if he had a wife somewhere, waiting, and hoping, and not knowing —— just as I was. It seemed to me that the only thing that mattered was to get her husband back to her."

Slowly, patiently, skillfully, James Van Metre's wife fanned the spark of life that flickered in Henry Bedell. Of drugs or medicines she had almost none. And she was not willing to take any from the few supplies at the Confederate hospital. But she did the best she could with what she had.

As his strength returned, Bedell told Bettie about his wife and children in Westfield, Vermont. And BedelL listened as she told him about her brothers and about James. "I knew his wife must be praying for him," Aunt Bettie would say to me, "just as I was praying for James. It was strange how close I felt to her."

The October nights in the valley grew cold. The infection in Bedell's wounds flared up. With Dick and his wife, Jennie, helping, she moved the Union officer at night, to a bed in a hidden loft above the warm kitchen of her own home.

But the next day, Bedell had a high fever. Knowing that she must get help or he would die, she went to her long-time friend and family doctor. Graham Osborne.

Dr. Osborne examined Bedell, then shook his head. There was little hope, he said, unless proper medicine could be found.

"All right, then," Bettie said. "I'll get it from the Yankees at Harpers Ferry."

The doctor told her she was mad. The Union headquarters were almost 20 miles away. Even if she reached them, the Yankees would never believe her story.

"I'll take proof," Bettie said. She went to the loft and came back with a blood-stained paper bearing the official War Department seal. "This is a record of his last promotion," she said. "When I show it, they'll have to believe me."

She made the doctor writer out list of the medical items he needed. Early the next morning she set off.

For five hours she drove, stopping only to rest her horse. The sun was almost down when she finally stood before the commanding officer at Harpers Ferry.

Gen. John D. Stevenson listened, but did not believe her. "Madam," he said, "Bedell's death was reported to us."

"He's alive," Bettie insisted. "But he won't be much longer unless he has the medicines on that list."

"Well," the general said finally, "I'm not going to risk the lives of a patrol just to find out." He turned to a junior officer. "See that Mrs. Van Metre gets the supplies." He brushed aside Bettie's thanks. "You're a brave woman," he said, "whether you're telling the truth or not."

With the medicines that Bettie carried to Berryville, Dr. Osborne brought Bedell through the crisis. Ten days later Bedell was hobbling on a pair of crutches that Dick had made for him. "I can't go on putting you in danger," Bedell told Bettie. "I'm strong enough to travel now. I'd lie to go back as soon as possible."

So it was arranged that Mr. Sam, one of Bettie's neighbors and friends, should go and help Bettie deliver Bedeel to Union headquarters at Harpers Ferry in his wagon.

They hitched Bettie's mare alongside Mr. Sam's mule. Bedell lay down in an old box filled with hay, his rifle and crutches beside him.

It was a long, slow journey that almost ended in disaster. Only an hour from the Union lines, two horsemen suddenly appeared. One pointed a pistol, demanding money while the other pulled Mr. Sam from the wagon. Shocked, Bettie sat still. Then a rifle shot cracked out, and the man with the pistol fell to the ground dead. A second shot, and the man went sprawling. It was Bedell shooting! Bettie watched him lower the rifle and brush the hay out of his hair. "Come on, Mr. Sam," he said. "Let's keep moving."

At Harpers Ferry, the soldiers stared in surprise at the old farmer and the girl. They were even more amazed when the Union officer with the missing leg rose from his hay-filled box.

Bedell was sent to Washington. There he told his story to Secretary of War Edwin M. Stanton. Stanton wrote a letter of thanks to Bettie and-signed an order to free James Van Metre from prison. But first James had to be found. It was arranged for Bedell to go with Bettie as she searched for her husband.

Records showed that a James Van Metre had been sent to a prison camp in Ohio. But when the ragged prisoners were paraded before Bettie, James was not there. A second prison was checked, with the same result. Bettie Van Metre fought back a chilling fear that her husband was dead.

Then at Fort Delaware, near the end of the line of prisoners a tall man stepped out and stumbled into Bettie's arms. Bettie held him, tears streaming down her face. And Henry Bedell, standing by on his crutches, wept, too.

NEW WORDS

tell

v. act as an informer 告发

Yankee

n. (in the Civil War) a native of any of the northern states; a citizen of the U.S. 北方佬;美国佬

great-aunt

n. an aunt of one's father or mother; sister of one's grandfather or grandmother

civil

a. 国内的; 民间的

Confederate

a. of or belonging to the Confederacy 南部邦联的

capture

vt. make a prisoner of; seize 俘虏;夺得

unknown

a. whose name, nature, or origin is not known

former

a. of an earlier period 以前的

farmhouse

n. the main house on a farm, where a farmer lives

groan

n. a sound made in a deep voice that expresses suffering, grief or disapproval 呻吟(声)

attic

n. the space just under the roof of a house, esp. that made into a low small room 阁楼

Union, the

n. those states that supported the Federal government of the U.S. ring the Civil War; the U.S.A. (美国南北战争期间的)联邦政府;美国

a. of or having to do with the Union

rifle

n. 步枪

awful

a. terrible; very bad

bandage

n. a narrow long piece of material, esp. cloth, for binding a wound or injury 绷带

dreadful

a. very unpleasant or shocking; terrible

bugle

n. a musical wind instrument usually made of brass, used chiefly for military signals 军号，喇叭

filth

n. disgusting dirt 污秽

futility

n. uselessness

futile a.

lean

vi. support or rest oneself in a bent position 靠，倚

establish

vt. find out or make certain of (a fact, answer, etc.), prove 确立，证实

identity

n. who or what a particular person or thing is 身份

identical

a. 同一的;完全相同的确良

Lt.

abbr. lieutenant 陆军中尉

company

n. 连

volunteer

n. person who joins the army, navy, or air force of his own free will 志愿兵

presence

n. being present in a place

skillfully

ad. in a skillful manner 灵巧地，娴熟地

skillful

a. having or showing skill

fan

vt. 扇，扇动;激起

spark

n. 火花

flicker

vi. burn unsteadily; shine with an unsteady light

drug

n. a medicine or substance used for medical purposes

supply

n. (pl.) the food, equipment, etc. necessary for an army, expedition or the like 补给品

pray

vi. 祈祷

valley

n. a stretch of land between hills or mountains; the land through which a stated river or great river system flows 山谷;流域

infection

n. 感染;传染

infect vt.

flare

vi. burn with a bright, unsteady flame (火焰)闪耀

loft

n. a room under the roof of a building, attic 阁楼

ferry

n. 渡口;渡船

headquarters

n. (used with a sing. or pl. v. ) the place from which the chief of a police force or the commanding officer of an army sends out orders 司令部

proof

n. evidence showing that sth. is true 证据

bear

vt. show; have

seal

n. 印，图章

item

n. a single thing among a set, esp. included in a list 条;项

commanding

a. having command; in charge

commanding officer

指挥官

command

vt. 指挥

Gen.

abbr. general 将军

madam

n. respectful form of address to a woman (whether married or unmarried)夫人，太太，女士，小姐

risk

vt. endanger; take the chance of

patrol

n. a small group of soldiers, vehicles, etc. sent out to search for the enemy, or to protect a place from the enemy 巡逻队

junior

a. younger or lower in rank than another

hobble

vi. walk awkwardly; limp 跛行;蹒跚

crutch

n. support used under the arm to help a lame person to walk 拐杖

wagon

n. four-wheeled vehicle for carrying goods, pulled by horses or oxen 四轮运货马(牛)车

hitch

vt. fasten with a hook, ring, rope, etc. 钩住，拴住，套住

mare

n. female horse or donkey

alongside

prep. close to; along the side of

mule

n. an animal that has a donkey and a horse as parents 骡

disaster

n. a great or sudden misfortune; terrible accident

line

n. a row of defence works, esp. that nearest the enemy 战线，防线

horseman

n. a person who rides a horse, esp. one who is skilled

pistol

crack

v. (cause to) make a sudden explosive sound (使)发出爆裂声

sprawl

vi. lie or sit with hands and feet spread out, esp. ungracefully

lower

vt. move or let down in height 放下;放低

secretary

vt. an official who takes charge of a governmental department; an employee in an office, who is in charge of correspondence, records, making appointments, etc. 部长，大臣;秘书

ragged

a. (of a person ) dressed in old torn clothes; (of clothes) old an torn 衣衫褴褛的;破旧的

parade

vt. cause to walk in an informal procession for the purpose of being looked at; cause to march in procession 使列队行进

n. 游行;检阅

chill

v. (cause to) have a feeling of cold as from fear; (cause to ) become cold, esp. without freezing (使)感到冷;(使)冷

fort

n. 要塞，堡垒

stumble

vi. walk or move in an unsteady way; strike the foot against sth. and almost fall

stream

vi. flow fast and strongly; pour out

PHRASES & EXPRESSIONS

take prisoner

capture and hold as a prisoner, esp. as a prisoner of war 俘虏

flare up

break out or intensify suddenly or violently; burst into bright flame or rage 突发;加剧;突然发光;突然发怒

write out

write in full, write (sth. formal)

brush aside

disregard, ignore 不理;漠视

bring through

save (sb.) from (an illness, etc.)

PROPER NAMES

Berryville

贝里维尔(美国地名)

Virginia

弗吉尼亚(美国州名)

Bettie Van Metre

贝蒂.范.米特

the Civil War

(美国)南北战争

Gettysburg

葛底斯堡(美国城市)

Dick Runner

迪克.朗纳

Henry Bedell

亨利.贝德尔

Vermont

佛蒙特(美国州名)

Westfield

韦斯菲尔德(美国地名)

Jennie

詹妮(女子名)

Graham Osborne 格雷厄姆.奥斯本

Harpers Ferry

哈珀斯渡口(美国地名)

Stevenson

史蒂文森(姓氏)

Secretary of War(old use)

(美国)陆军部长

Edwin M. Stanton

埃德温.M.斯坦顿

Ohio

俄亥俄(美国州名)

Fort Delaware

特拉华堡(美国地名)

;