Part　Three　（Paras.915）

Concluding　paragraphsPart　Four　（Paras.1617）

Ⅱ.　Vocabulary

Section　A

Directions：　Fill　in　the　blanks　with　words　learned　from　text　B.　The　first　letter　of　each　word　has　been　given.

1　Leaders　of　the　NATO　alliance　have　endorsed　the　f　cuts　of　30%　in　its　military　command　structure　that　will　see　about　4，000　officers　return　to　their　home　countries.

2　Colombian　Armed　Forces　guarantee　they　can　d　a　possible　foreign　military　attack.

3　New　recruits　have　finished　six　weeks　of　training，　which　e　physical　fitness，　military　drills　and　ceremonies，　soldier　training　and　teamwork　skills.

4　The　street　erupted　in　a　huge　explosion，　with　s　explosions　in　the　adjoining　buildings.

5　The　U.S.　military，　one　of　the　largest　militaries　in　terms　of　number　of　personnel，　draws　its　m　from　a　large　pool　of　paid　volunteers.

6　The　Armys　first　Inspector　General　in　1778　called　NCOs　“the　b　of　the　Army，”　because　it　was　NCOs　who　kept　the　lines　steady　and　enforced　discipline　during　combat.

7　Some　scholars　pointed　out　that　U.S.　must　r　“military　surge”　and　push　for　“diplomatic　surge”　in　postQaddafi　Libya.

8　Top　Pentagon　officials　stressed　that　even　the　shrinking　military　they　e　under　Presidents　new　strategy　will　be　strong　enough　to　take　on　all　comers.

9　For　enlistment　purposes，　U.S.　military　breaks　education　into　three　overall　c：　Tier　1，　Tier　2，　and　Tier　3.

10　More　military　drone　accidents　u　need　for　international　safety　standards.

Section　B

Directions：　Fill　in　the　blanks　with　the　expressions　given　below.　Change　the　form　where　necessary.

on　the　rise

with　regard　to

call　on

lead　to

according　to

under　auspices　of

other　than

gear　up

1　Military　leaders　Congress　to　support　the　military　as　it　leads　the　way　in　developing　the　next　generation　of　secure，　clean　energy　sources.

2　Nowadays　the　Army　less　combat　operations　and　more　on　developmental　activities　such　as　building　farm　to　market　roads，　schools　and　construction　of　water　supply.

3　the　optimal　size　of　the　Afghan　Army，　U.S.　and　Afghan　generals　agree　that　the　size　of　the　ANSF　should　be　determined　by　the　military　situation　on　the　ground.

4　Yearend　estimates　of　the　Republic　of　Koreas　2011　Defense　Exports　reflect　that　South　Koreas　military　exports　are　.

5　During　World　War　Ⅱ，　American　women　who　served　in　the　Womens　Army　Corps　were　the　first　women　nurses　to　serve　with　the　Army.

6　Deficitreduction　measures　in　the　wake　of　the　global　economic　crisis　are　beginning　to　reductions　in　military　spending　in　the　U.S.　and　Europe.

7　It　is　reported　that　the　military　trainings　the　NorthAtlantic　Treaty　Organization　will　be　launched　in　Georgia　as　of　May　6.

8　Field　Manual　721,　13,　courtesy　among　members　of　the　Armed　Forces　is　vital　to　maintain　military　discipline.

Part　Ⅲ

Additional　Themerelated　Activities

Section　AListening，　Watching　&　Speaking

Passage　Listening

Words　&　Expressions

a　surge　of激增，大量

atrium/eＩtrim/　n.　（现代建筑物开阔的）中庭，天井

cavernous/kvns/　adj.　大而深的

civilian/svＩlin/　n.　平民，　百姓

commitment/kmＩtmnt/　n.　承担义务，许诺

deputy/depjuti/　n.　副手，　代理人

flare/ｆｌｅ/　v.　突发，加剧

impasse/mps/　n.　僵局，绝境

implement/ＩｍｐｌＩｍｅｎｔ/　v.　实施，执行

incoming/ＩｎｋｍＩ/　adj.　新当选的，新任的

insurgent/Ｉnsdnt/　adj.　起义的，叛乱的，造反的n.　起义，暴动，造反

outgoing/ａｔＩ/　adj.　即将离任的

prosperous/ｐｒｓｐｒｓ/　adj.　繁荣的

roughly/ｒｆｌｉ/　adv.　粗略地，大约

sacrifice/ｓｋｒＩｆａＩｓ/　n.　&　v.　牺牲

sectarian/sekterin/　adj.（宗教）教派的，派性的

substantial/ｓｂｓｔｎｌ/　adj.　大量的

surge/sd/　n.　激增，急剧上升

Proper　Names

AlFaw　法奥港（伊拉克最大油港）

Joe　Biden　乔·拜登（美国第47任副总统）

Lloyd　Austin　劳埃德·奥斯丁（曾任驻伊拉克美军司令、美军中央司令部司令）

Ray　Odierno　雷·奥迪尔诺（曾任驻伊拉克美军司令、美联合部队司令部司令、美陆军参谋长）

Task　1True　or　False　Statements

Directions：　Listen　to　the　passage　and　decide　whether　the　following　statements　are　true　or　false.　Write　T　for　True　or　F　for　False　before　each　statement.

1　The　U.S.　troops　were　going　to　be　all　removed　from　Iraq　at　the　end　of　this　year.

2　Only　thousands　of　troops　would　be　left　for　advising　Iraqi　military.

3　There　were　still　some　largescale　insurgent　attacks　even　though　the　war　was　ended.

4　General　Lloyd　Austin　would　be　the　new　commander　of　the　U.S.　troops　in　Iraq.

5　For　the　troops　remaining　in　Iraq，　their　major　mission　was　to　fight　against　insurgents　and　ensure　Iraqs　security.

Task　2Spot　Dictation

Directions：　Listen　to　the　passage　again　and　fill　in　the　blanks　with　the　exact　words　or　expressions　youve　heard.

1　“Make　no　mistake，　our　military　forces　here　and　those　of　the　Iraqi　nation　remain　（1）　to　ensuring　that　our　friends　in　Iraq　succeed，　and　we　will　demonstrate　our　commitment　through　（2）　with　the　Iraqis，”　Austin　said.

2　Still　the　substantial　number　of　American　troops　here　can　help　in　an　（1）　，　and　analysts　say　they　will　also　serve　as　a　（2）　influence　to　help　prevent　ethnic　and　sectarian　（3）　from　again　flaring　into　violence.

Task　3Summarizing（Oral　Work）

Directions：　Listen　to　the　passage　for　the　third　time　and　then　summarize　the　main　idea　with　the　help　of　the　following　key　words　or　expressions.

U.S.　Vice　President

remove　troops

Lloyd　Austin

advise　and　assist

Video　Watching　Ⅰ

Words　&　Expressions

buildup　n.　组织，组成，增强

capsule/kpsjul/　n.　航天舱，　密封舱

confirm/ｋｎｆｍ/　v.　证实，确认

crew/kru/　n.　全体船员，　全体机务人员

docking/dkＩ/　n.　（航天器在轨道上的）对接

elation/ｉleＩn/　n.　兴高采烈，洋洋得意

feat/fit/　n.　功绩，　伟业，技艺

latch/lt/　n.　（门窗的）门闩v.　上闩

module/mdjul/　n.　（宇宙飞船上各个独立的）舱

orbit/ｂＩｔ/　vt.　&　vi.　在……轨道上运行

pull　off胜利完成，做成（困难的事情）

remainder/ｒＩｍｅＩｎｄ/　n.　剩余物

transition/ｔｒｎｚＩｎ/　n.　转变，过渡

Task　1Questions　and　Answers

Directions：　Watch　the　video　clip　and　answer　the　following　questions.

1　What　are　the　Chinese　astronauts　missions　during　their　stay　in　Tiangong1？

2　How　does　the　spacecraft　approach　the　orbiting　lab？

3　What　should　the　astronauts　do　before　they　open　the　hatch？

4　Why　did　the　female　astronaut　remain　in　the　module　when　the　other　two　male　astronauts　entered　the　space　lab？

Task　2Gap　Filling

Directions：　Watch　the　video　clip　again　and　fill　in　the　blanks　with　the　words　or　expressions　given　in　the　word　bank.　Make　changes　where　necessary.

pull　off

crew

automatically

manned

transition

tense

pave　the　way　for

1　China　has　successfully　carried　out　its　first　（1）　space　docking.　Shenzhou9　spacecraft　（2）　connected　with　the　space　lab　module，　the　Tiangong1.　The　（3）　are　now　in　the　lab　where　they　will　spend　the　remainder　of　their　mission.

2　This　is　a　feat　China　has　already　（1）　once　before，　but　it　is　the　first　time　for　their　craft　to　be　carrying　astronauts　inside.　It　makes　for　a　（2）　moment.

3　But　this　is　just　one　breakthrough　that　（1）　further　work.　The　two　space　men　and　one　women　must　now　（2）　to　life　inside　Tiangong1.　The　first　step　is　to　make　sure　it　all　clear　to　head　inside.

Task　3Summarizing　（Oral　Work）

Directions：　Watch　the　video　clip　for　the　third　time　and　then　summarize　the　main　idea　with　the　help　of　the　following　key　words　or　expressions.

space　docking

feat

automatically

entry

capsule

Video　Watching　Ⅱ

Words　&　Expressions

deployment/dＩplＩmnt/　n.　部署，调度

outpost/atpst/　n.　前哨，　哨兵，　哨站

tangible/tndbl/　adj.　明确的，　可触摸的，　有形的

Proper　Names

Kandahar坎大哈（阿富汗城市）

Kandalay堪达雷村（阿富汗一村庄）

Taliban塔利班（阿富汗反政府武装）

Task　1Questions　and　Answers

Directions：　Watch　the　video　clip　and　answer　the　following　questions.

1　What　is　the　American　servicemans　statement　of　his　mission　in　Afghanistan？

2　How　do　the　Taliban　influence　peoples　life　in　Afghanistan？

3　Why　did　the　Afghan　soldier　Rahim　join　the　army？

Task　2True　or　False　Statements

Directions：　Watch　the　video　clip　again　and　decide　whether　the　following　statements　are　true　or　false.　Write　T　for　True　or　F　for　False　before　each　statement.

1　This　is　a　brand　new　but　real　experience　for　the　American　serviceman　in　the　video.

2　The　American　serviceman　enlisted　to　the　army　for　personal　reasons.

3　The　true　root　of　terrorism　lies　in　peoples　ignorance　and　poverty.

4　The　Afghan　soldier　Rahim　has　gone　through　many　harsh　conditions.

5　The　American　serviceman　thinks　that　it　is　easy　to　measure　their　achievement　in　terms　of　the　quantity　of　the　enemies　they　have　killed.

Task　3Discussion　（Oral　Work）

Directions：　Work　in　groups　to　discuss　the　topic　of　the　causes　and　influences　of　the　War　in　Afghanistan.　After　that，　each　of　you　will　be　given　a　chance　to　make　a　presentation　on　your　opinions　about　“The　War　in　Afghanistan.”

Section　BThemerelated　Oral　Tasks

The　Mission　of　the　Armed　Forces

A　recent　MOD　mission　statement　for　the　armed　forces　reads　as　follows：

“Defense　policy　requires　the　provision　of　forces　with　a　high　degree　of　military　effectiveness，　at　sufficient　readiness　and　with　a　clear　sense　of　purpose，　for　conflict　prevention，　crisis　management　and　combat　operations.　Their　demonstrable　capability，　conventional　and　nuclear，　is　intended　to　act　as　an　effective　deterrent　to　a　potential　aggressor，　both　in　peacetime　and　during　a　crisis.　They　must　be　able　to　undertake　a　range　of　military　tasks　to　fulfill　the　missions　set　out　below，　matched　to　changing　strategic　circumstances.”

These　missions　are　not　listed　in　any　order　of　priority：

Peacetime　Security：　To　provide　forces　needed　in　peacetime　to　ensure　the　protection　and　security　of　the　United　Kingdom，　to　assist　as　required　with　the　evacuation　of　British　nationals　overseas，　to　afford　Military　Aid　to　the　Civil　Authorities　in　the　United　Kingdom，　including　Military　Aid　to　the　Civil　Power，　Military　Aid　to　Other　Government　Departments　and　Military　Aid　to　the　Civil　Community.

Security　of　the　Overseas　Territories：　To　provide　forces　to　meet　any　challenges　to　the　external　security　of　a　British　Overseas　Territory　（including　overseas　possession　and　the　Sovereign　Base　Areas）　or　to　assist　the　civil　authorities　in　meeting　a　challenge　to　internal　security.

Defense　Diplomacy：　To　provide　forces　to　meet　the　varied　activities　undertaken　by　the　Ministry　of　Defense　to　dispel　hostility，　build　and　maintain　trust，　and　assist　in　the　development　of　democratically　accountable　armed　forces　（thereby　making　a　significant　contribution　to　conflict　prevention　and　resolution）.

Support　to　Wider　British　Interests：　To　provide　forces　to　conduct　activities　to　promote　British　interests，　influence　and　standing　abroad.

Peace　Support　and　Humanitarian　Operations：　To　contribute　forces　to　operations　other　than　war　in　support　of　British　interests　and　international　order　and　humanitarian　principles，　the　latter　most　likely　under　U.N.　auspices.

Regional　Conflict　Outside　the　NATO　Area：　To　contribute　forces　for　a　regional　conflict　（but　on　an　attack　on　NATO　or　one　of　its　members）　which，　if　unchecked，　could　adversely　affect　European　security，　or　which　could　pose　a　serious　threat　to　British　interests　elsewhere，　or　to　international　security.　Operations　are　usually　under　U.N.　or　Organization　for　Security　Cooperation　in　Europe　auspices.

Regional　Conflict　Inside　the　NATO　Area：　To　provide　forces　needed　to　respond　to　a　regional　crisis　or　conflict　involving　a　NATO　ally　who　calls　for　assistance　under　Article　5　of　the　Washington　Treaty.

Strategic　Attack　on　NATO：　To　provide，　within　the　expected　warning　and　readiness　preparation　times，　the　forces　required　to　counter　a　strategic　attack　against　NATO.

The　mission　statement　is　further　subdivided　into　a　number　of　Military　Tasks　（MT）　which　accurately　define　the　way　in　which　the　missions　are　actually　accomplished.

Words　&　Expressions

adversely/ｄｖｓｌｉ/　adv.　不利地，有害地

aggressor/res/　n.　侵略者，挑衅者

ally/laＩ/　n.　同盟国，　同盟者

auspice/spＩs/　n.　赞助，支持

deterrent/dＩternt/　n.　制止物，威慑力量

diplomacy/ｄＩｐｌｍｓｉ/　n.　外交

dispel/dＩspel/　vt.　驱散，　赶跑

evacuation/ＩｖｋｊｕｅＩｎ/　ｎ.　撤离，疏散

external/Ｉｋｓｔｎｌ/　ａｄｊ.　外部的，国外的

hostility/hｓｔＩｌｔｉ/　ｎ.　敌对状态，公开战争

internal/Ｉｎｔｎｌ/　adj.　国内的，内部的

pose　a　threat　to对……构成威胁

resolution/ｒｅｚｌｕｎ/　n.　解决

Proper　Names

Article　5　of　the　Washington　Treaty　《华盛顿条约》第五条

MOD　abbr.　Ministry　of　Defense　[英]　国防部

NATO　abbr.　North　Atlantic　Treaty　Organization　北大西洋公约组织

Sovereign　Base　Areas　英属基地区

Task　1Discussion

Directions：　Work　in　groups　to　compare　the　similarities　and　differences　between　the　British　Armys　mission　and　the　PLAs.　As　a　cadet，　what　should　you　do　in　order　to　carry　out　your　principal　mission？　After　that，　each　group　will　be　given　a　chance　to　make　a　presentation.

Task　2Retelling

Directions：　Work　with　your　partner　by　retelling　the　passage　to　each　other.　Use　the　evaluation　chart　to　evaluate　your　partners　retelling.

Grammar

Pronunciation

Facts

Fluency

Grading：　5=Excellent；　4=Good；　3=Fairly　Good；　2=Should　Improve；　1=Must　Improve

0

0

Unit　TwoMilitary　History

初级军事英语教程

Part　Ⅰ

Prereading　Activities

Words　&　Expressions

anniversary/nＩvsri/　n.周年纪念日

brink/brＩk/　n.　（峭壁的）边缘

commemoration/kmemreＩn/　n.　纪念，庆典，纪念会

patriotic/peＩtritＩk/　adj.　爱国的

unveiling/nveＩlＩ/　n.　揭幕式

veteran/　vetrn/　n.　老兵，退伍军人

Proper　Names

Alexander/lＩznd/Garden　亚历山大公园

Commonwealth　of　Independent　States　独立国家联合体，独联体

Dmitry　Medvedev　德米特里·梅德韦杰夫（俄联邦政府总理，曾任俄罗斯总统）

Kremlin/kremlＩn/　克里姆林宫

Nazi/ntsi/Germany　纳粹德国

Russia/r/　俄罗斯

Soviet/svＩt/republics　苏维埃共和国

Task　1Questions　for　Discussion

Directions：　Watch　the　video　clip　and　answer　the　following　questions.

1　Why　has　Russia　launched　a　series　of　commemorations？

2　Where　is　the　Monument　to　Hero　Cities　located？

3　How　did　Dmitry　Medvedev　describe　the　World　War　Ⅱ？

4　Why　did　Dmitry　Medvedev　say　that　it　was　a　Great　Patriotic　War？

5　What　did　the　leaders　and　veterans　do　at　the　memorial？　Why？

Task　2Spot　Dictation

Directions：　Watch　the　video　clip　again　and　fill　in　the　blanks　with　the　exact　words　youve　heard.

Dmitry　Medvedev　said，　“It　was　the　（1），　the　bloodiest　and　the　most　difficult　war，　in　which　our　nations　were　brought　to　the　very　brink　of　（2）.　And　it　is　only　due　to　your　（3），　due　to　those　people　who　laid　down　their　lives　at　the　（4）　fronts　of　the　Great　Patriotic　War，　that　we　all　have　a　future，　the　（5）　to　enjoy　this　spring，　to　watch　how　our　countries　develop，　to　be　friends，　to　have　families　and　to　think　about　the　future.　A　（6）　thank　you　for　everything　you　have　done.”

The　leaders　and　（7）　laid　flowers　at　the　（8），　which　honours　13　cities　in　the　former　Soviet　Union　for　their　（9）　and　（10）　while　fighting　the　Nazis　during　World　War　Ⅱ.

Task　3Roleplaying　（Oral　Work）

Directions：　Watch　the　video　clip　for　the　third　time　and　then　try　to　imitate　the　speaker　with　the　help　of　the　following　key　words　or　expressions.

commemorations

anniversary

Nazi　Germany

unveiling

memorial

Soviet　republics

veterans

Patriotic

heroism　and　sacrifice

Part　Ⅱ

Readingcentered　Activities

Text　A

The　Significance　of　Military　History

1Eighty　years　ago　John　Richard　Green，　in　his　History　of　the　English　People，　that　historical　bestseller，　delivered　the　statement　“War　plays　a　small　part　in　the　real　story　of　European　nations，　and　in　that　of　England　its　part　is　smaller　than　in　any.”　It　was　an　astoundingly　unhistorical　statement.　In　the　light　of　today　it　has　a　devastating　irony.　That　view　may　account　for　some　of　our　subsequent　troubles.　For　in　recent　generations，　despite　the　immense　growth　of　research　in　all　other　branches　of　knowledge，　the　scientific　study　of　war　has　received　too　little　attention　in　the　universities　and　too　little　aid　either　from　them　or　from　government　quarters.

2The　universities　neglect　of　it　had　a　close　connection　with　the　vogue　for　evolutionary　history　and　economic　determinism.　Its　tendency　has　been　to　suggest　that　movements　are　independent　of　individuals　and　of　accident；　that　“the　captains　and　the　kings”　count　for　little；　and　that　the　tide　of　history　has　flowed　on　unperturbed　by　their　broils.　Its　absurdities　are　palpable.　Can　anyone　believe　that　the　history　of　the　world　would　have　been　the　same　if　the　Persians　had　conquered　Greece；　if　Hannibal［1］　had　captured　Rome；　if　Caesar　had　hesitated　to　cross　the　Rubicon［2］；　if　Napoleon　had　been　killed　at　Toulon［3］？　Can　anyone　believe　that　Englands　history　would　have　been　unaffected　if　William　of　Normandy［4］　had　been　repulsed　at　Hastings[5]？　Or—to　come　down　to　recent　times—if　Hitler　had　reached　Dover［6］　instead　of　stopping　at　Dunkirk？

3The　catalogue　of　cataclysmic　happenings，　of　historychanging　“accidents，”　is　endless.　But　among　all　the　factors　which　produce　sudden　changes　in　the　course　of　history，　the　issues　of　war　have　been　the　least　accidental.

4In　reality，　reason　has　had　a　greater　influence　than　fortune　on　the　issue　of　wars　that　have　most　influenced　history.Creative　thought　has　often　counted　for　more　than　courage；　for　more，　even，　than　gifted　leadership.　It　is　a　romantic　habit　to　ascribe　to　a　flash　of　inspiration　in　battle　what　more　truly　has　been　due　to　seeds　long　sown—to　the　previous　development　of　some　new　military　practice　by　the　victors，　or　to　avoidable　decay　in　the　military　practice　of　the　losers.

5Unlike　those　who　follow　other　professions，　the　“regular”　soldier　cannot　regularly　practice　his　profession.　Indeed，　it　might　even　be　argued　that　in　a　literal　sense　the　profession　of　arms　is　not　a　profession　at　all，　but　merely　“casual　employment”—and，　paradoxically，that　it　ceased　to　be　a　profession　when　mercenary　troops　who　were　employed　and　paid　for　the　purpose　of　a　war　were　replaced　by　standing　armies　which　continued　to　be　paid　when　there　was　no　war.

6If　the　argument—that　strictly　there　is　no　“profession　of　arms”—will　not　hold　good　in　most　armies　today　on　the　score　of　work，　it　is　inevitably　strengthened　on　the　score　of　practice　because　major　wars　have　become　fewer，　though　bigger，　compared　with　earlier　times.　For　even　the　best　of　peacetime　training　is　more　“theoretical”　than　“practical”　experience.

7But　Bismarcks［7］　often　quoted　aphorism　throws　a　different　and　more　encouraging　light　on　the　problem.　It　helps　us　to　realize　that　there　are　two　forms　of　practical　experience—direct　and　indirect—and　that，　of　the　two，　indirect　practical　experience　may　be　the　more　valuable　because　infinitely　wider.　Even　in　the　most　active　career，　especially　a　soldiers　career，　the　scope　and　possibilities　of　direct　experience　are　extremely　limited.　In　contrast　to　the　military，　the　medical　profession　has　incessant　practice.　Yet　the　great　advances　in　medicine　and　surgery　have　been　due　more　to　the　scientific　thinker　and　research　worker　than　to　the　practitioner.

8Direct　experience　is　inherently　too　limited　to　form　an　adequate　foundation　either　for　theory　or　for　application.　At　the　best　it　produces　an　atmosphere　that　is　of　value　in　drying　and　hardening　the　structure　of　thought.　The　greater　value　of　indirect　experience　lies　in　its　greater　variety　and　extent.　“History　is　universal　experience”—the　experience　not　of　another　but　of　many　others　under　manifold　conditions.

9Here　is　the　rational　justification　for　military　history　as　the　basis　of　military　education—its　preponderant　practical　value　in　the　training　and　mental　development　of　a　soldier.　But　the　benefit　depends，　as　with　all　experience，　on　its　breadth，　on　how　closely　it　approaches　the　definition　quoted　above，　and　on　the　method　of　studying　it.

10Soldiers　universally　concede　the　general　truth　of　Napoleons　much　quoted　dictum　that　in　war　“the　moral　is　to　the　physical　as　three　to　one.”　The　actual　arithmetical　proportion　may　be　worthless，　for　moral　is　apt　to　decline　if　weapons　are　inadequate，　and　the　strongest　will　is　of　little　use　if　it　is　inside　a　dead　body.　But　although　the　moral　and　physical　factors　are　inseparable　and　indivisible，　the　saying　gains　its　enduring　value　because　it　expresses　the　idea　of　the　predominance　of　moral　factors　in　all　military　decisions.

11On　them　constantly　turns　the　issue　of　war　and　battle.　In　the　history　of　war　they　form　the　more　constant　factors，　changing　only　in　degree，　whereas　the　physical　factors　are　different　in　almost　every　war　and　every　military　situation.

（841　words）

NOTES

［1］　Hannibal汉尼拔（公元前247公元前183年，迦太基统帅）　Hannibal，　son　of　Hamilcar　Barca，　was　a　Carthaginian　military　commander　and　tactician　who　was　popularly　credited　as　one　of　the　most　talented　commanders　in　history.

［2］　Rubicon（意大利中部）卢比肯河　A　stream　in　North　Italy；　in　ancient　times　the　boundary　between　Italy　and　Cisalpine　Gaul.　By　leading　his　army　across　it　and　marching　on　Rome　in　49　B.C.，　Julius　Caesar　broke　the　law　that　a　general　might　not　lead　an　army　out　of　the　province　to　which　he　was　posted　and　so　committed　himself　to　civil　war　with　the　senatorial　party.

［3］　Toulon土伦（法国港口城市）　A　fortified　port　and　naval　base　in　Southeast　France，　on　the　Mediterranean；　naval　arsenal　developed　by　Henry　Ⅳ　and　Richelieu，　later　fortified　by　Vauban.

［4］　William　of　Normandy法国诺曼底公爵　William　Ⅰ，　also　known　as　William　the　Conqueror，　was　the　King　of　England　from　Christmas，　1066　until　his　death.　He　was　also　William　Ⅱ，　Duke　of　Normandy，　from　July　3,　1035　until　his　death.　Before　his　conquest　of　England，　he　was　known　as　“William　the　Bastard”　（French：　Guillaume　le　Btard）　because　of　the　illegitimacy　of　his　birth.　William　was　already　known　as　“the　Conqueror”　before　1066　due　to　his　military　success　in　Brittany.

［5］　Hastings黑斯廷斯（英国港口城市）　A　port　in　Southeast　England，　in　East　Sussex　on　the　English　Channel；　near　the　site　of　the　Battle　of　Hastings　（1066），　in　which　William　the　Conqueror　defeated　King　Harold；　chief　of　the　Cinque　Ports.

［6］　Dover多佛（英国港口城市）　A　port　in　Southeast　England，　in　East　Kent　on　the　Strait　of　Dover；　the　only　one　of　the　Cinque　Ports　that　is　still　important；　a　stronghold　since　ancient　times　and　Caesars　first　point　of　attack　in　the　invasion　of　Britain.

［7］　Bismarck俾斯麦（德国政治家，德意志帝国第一任首相）　Otto　Eduard　Leopold　von　Bismarck　（April　1,　1815July　30,　1898）　was　a　Prussian/German　statesman　of　the　late　19th　century，　and　a　dominant　figure　in　world　affairs.　His　diplomacy　of　Realpolitik　and　powerful　rule　gained　him　the　nickname　“The　Iron　Chancellor.”

MILITARY　TERMS

captain　（美陆、空军和海军陆战队）上尉，（海军）上校，（泛指）伟大的军人，有经验的指挥官

capture/kpt/　vt.　夺得，占领

major　war　全球战争，大规模战争

mercenary/msnri/troop　雇佣军

repulse/rＩpls/　vt.　打退，击退

standing　army　常备军

NEW　WORDS

absurdity/bsdti/　n.　ridiculousness　极端无理性，荒谬

accidental/ksＩdentl/　adj.　occurring　by　chance，　unexpectedly，　or　unintentionally　意外的，偶然（发生）的

aphorism/frＩzm/　n.　a　short　pithy　saying　expressing　a　general　truth；　maxim　格言，警句

ascribe/skraＩb/　vt.　to　credit　or　assign，　as　to　a　particular　origin　or　period　把……归于，认为……是由于

astoundingly/standＩli/　adv.　surprisingly　令人震惊地

avoidable/vＩdbl/　adj.　that　can　be　prevented　可以避免的

broil/brＩl/　n.　a　loud　quarrel　or　disturbance；　brawl　争吵，混乱

cataclysmic/ktklＩzmＩk/　adj.　of　being　a　sudden　disaster　or　a　violent　change　that　causes　change　大变动的

cease/sis/　v.　to　bring　or　come　to　an　end；　desist　from；　stop　停止，终止，结束

concede/knsid/　vt.　to　admit　or　acknowledge　（something）　as　true　or　correct　承认，让步

constantly/knstntlｉ/　adv.　all　the　time；　repeatedly　始终，一直，重复不断地

decay/dＩkeＩ/　n.　the　process　or　result　of　being　destroyed　by　natural　causes　or　by　not　being　cared　for　腐烂，腐朽

determinism/dＩtmＩnＩzm/　n.　also　called　necessitarianism，　the　philosophical　doctrine　that　all　events　including　human　actions　and　choices　are　fully　determined　by　preceding　events　and　states　of　affairs，　and　so　that　freedom　of　choice　is　illusory　决定论

devastating/devsteＩtＩ/　adj.　extremely　effective　in　a　destructive　way　毁灭性的

dictum/dＩktm/　n.　a　formal　or　authoritative　statement　or　assertion；　pronouncement　宣言，声明

evolutionary/ivlｕnrｉ/　adj.　connected　with　gradual　development　and　change　进化的，演变的

harden/hdn/　vt.　to　make　or　become　hard　or　harder　（使）变硬，（使）坚固

immense/Ｉmens/　adj.　unusually　large；　huge；　vast　极大的，巨大的

incessant/Ｉnsesnt/　adj.　not　ceasing；　continual　不停的，持续不断的

inevitably/ＩnevＩtbli/　adv.　as　is　certain　to　happen　不可避免地，必然地

infinitely/ＩnfＩntlｉ/　adv.　extremely；　with　no　limit　极其，无限地

irony/aＩrni/　n.　the　humorous　or　mildly　sarcastic　use　of　words　to　imply　the　opposite　of　what　they　normally　mean　反语，反话，　冷嘲

literal/lＩtrl/　adj.　in　exact　accordance　with　or　limited　to　the　primary　or　explicit　meaning　of　a　word　or　text　照字面的，　原义的

moral/mrl/　adj.　concerning　standards　or　principles　of　good　behavioｕr　道德的

neglect/nＩlekt/　n.　the　fact　of　not　giving　enough　care　or　attention　to　sth./sb.　忽略

palpable/plpbl/　adj.　easily　perceived　by　the　senses　or　the　mind；　obvious　可触知的，　摸得出的，明显的

paradoxically/prdksＩkli/　adv.　in　a　paradoxical　manner　自相矛盾地

practitioner/prktＩn/　n.　a　person　who　practices　a　profession　or　art　实习者，从业者

predominance/prＩdmＩnns/　n.　the　state　of　having　more　power　or　influence　than　others　主导地位

preponderant/prＩpndrnt/　adj.　greater　in　weight，　force，　influence，　etc.　占有优势的

rational/rnl/　adj.　using　reason　or　logic　in　thinking　out　a　problem　理性的，理智的

subsequent/sbsＩkwnt/　adj.　occurring　after；　succeeding　随后的，继……之后的

theoretical/ＩretＩkl/　adj.　of　or　based　on　theory　理论上的

unperturbed/nptbd/　adj.　not　disturbed　or　troubled　镇定的

vogue/v/　n.　the　popular　style　at　a　specified　time　时兴，时尚

PHRASES　&　EXPRESSIONS

1　account　forto　give　reasons　for　（an　event，　act，　etc.）　说明（解释）……原因，证明

2　a　flash　ofthe　sudden　appearance　for　a　short　time　of　sth.　bright　or　colourful　闪现

3　at　the　bestused　for　saying　what　is　the　best　opinion　you　can　have　of　sb./sth.，　or　the　best　thing　that　can　happen，　when　the　situation　is　bad　充其量

4　be　apt　tolikely　or　having　a　natural　tendency　to　do　sth.　有……倾向

5　come　downto　reach　as　far　down　as　a　particular　point　向下延伸（到某一点）

6　count　forto　be　important有价值，　有重要性

7　hold　goodto　be　true　正确

8　in　contrast　toto　compare　two　or　more　things　in　order　to　show　the　differences　between　them　对比

9　in　the　course　ofgoing　through　a　particular　process在……期间，在……过程中

10　in　the　light　ofbecause　of,　according　to　由于

11　throw　light　on　sth.to　make　a　problem，　etc.　easier　to　understand　使（问题等）容易理解

PROPER　NAMES

Caesar/ｓｉｚ/　恺撒（古罗马的将军、政治家、历史学家）

Dunkirk/ｄｎｋｋ/　敦刻尔克（法国北部港口城市）

Greece/ｒｉｓ/　希腊

Napoleon/nｐｌｊｎ/　拿破仑（19世纪法国伟大的军事家、政治家，法兰西第一帝国皇帝）

persian/ｐｎ/　波斯人（语）

Rome/ｒｍ/　罗马（古意大利一城邦，后发展成为罗马帝国）

EXERCISES

Ⅰ.　Reading　Comprehension

Section　A

Directions：　Answer　the　following　questions　based　on　the　information　provided　in　the　text.

1　What　does　the　author　think　of　the　statement　“War　plays　a　small　part　in　the　real　story　of　European　nations，　and　in　that　of　England　its　part　is　smaller　than　in　any”？

2　Why　did　universities　pay　little　attention　to　the　scientific　study　of　war？

3　According　to　the　author，　what　has　exerted　a　greater　influence　than　fortune　on　the　issue　of　wars？

4　Why　does　the　author　say　profession　of　arms　ceased　to　be　a　profession？

5　Why　does　the　author　mention　the　dictum　Napoleon　often　quoted？

Section　B

Directions：　Decide　whether　each　of　the　following　statements　is　true　or　false　according　to　the　text.　Write　T　for　True　or　F　for　False　before　each　statement.

1　As　John　Richard　Green　stated　in　his　book　History　of　the　English　People，　wars　play　an　important　role　in　the　story　of　England.

2　Universities　and　government　quarters　didnt　pay　much　attention　to　the　scientific　study　of　war.

3　The　author　agrees　that　movements　are　independent　of　individuals　and　of　accident.

4　In　the　course　of　history，　war　is　the　most　accidental　factor　which　can　produce　sudden　changes.

5　Creative　thought　has　been　considered　as　being　more　important　than　courage　and　gifted　leadership.

6　In　modern　times，　major　wars　have　become　fewer，　though　bigger，　compared　with　earlier　times.

7　There　exists　more　value　in　the　direct　experience　because　of　its　greater　variety　and　extent.

8　Military　history　as　the　basis　of　military　education　has　its　preponderant　theoretical　value　in　the　training　and　mental　development　of　a　soldier.

Ⅱ.　Vocabulary

Section　A

Directions：　Find　these　words　in　the　passage，　decide　the　word　class，　and　write　it　in　the　space　provided.　Then　complete　the　table　by　forming　other　words　using　appropriate　suffixes　if　necessary.　Consult　your　dictionary.

Vocabulary　WordWord　Building

WordClassTranslationNounVerbAdjective

subsequent

devastating

neglect

（Continued）

Vocabulary　WordWord　Building

WordClassTranslationNounVerbAdjective

ascribe

constantly

rational

avoidable

predominance

irony

concede

Section　B

Directions：　Complete　the　following　sentences　with　phrases　or　expressions　from　the　text.

1　How　will　Mr.　Bush　be　judged　history？

2　The　eagle　has　us　as　a　symbol　of　military　prowess.

3　There　are　cases　where　this　rule　does　not　.

4　Military　historians　do　not　much　fresh　the　subject.

5　Still，　the　economy　alone　does　not　the　militarys　success　in　attracting　more　recruits.

6　military　history，　people　have　sent　messages　in　many　different　ways.

7　sharp　the　military　aspects　of　the　show，　some　exhibitors　appeared　to　revel　in　the　pure　joy　of　flight.

8　This　model　is　securitycritical　environment　such　as　government，　military　and　bank.

Ⅲ.　Reading　Practice

Directions：　The　passage　below　is　followed　by　5　multiplechoice　questions.　Read　the　passage　carefully　and　then　choose　the　best　answer.

FPRI　Senior　Fellow　Jeremy　Black　of　the　University　of　Exeter　addressed　the　frequent　criticism　that　teaching　military　history　somehow　encouraged　bellicosity.　In　fact，　just　war　properly　conceived　is　an　appropriate　recourse　in　international　law；　it　has　played　a　major　role　in　the　formation　of　individual　states　and　societies　and　needs　to　be　understood.

Resources　for　teaching　students　about　military　history　include　museums　such　as　the　First　Division　Museum，　with　their　collections　of　the　material　culture　of　war；　photographic　and　film　archives；　and　interviews，　both　filmed　and　taped.　Students　can　also　record　living　history　themselves　with　people　who　lived　through　wars.　Students　should　also　be　encouraged　to　try　to　understand　conflicts　from　the　other　sides　perspective.

Too　often　history　is　taught　as　if　it　is　a　linear，　inevitable　process.　But　people　at　the　time　had　no　sense　of　inevitability.　Allied　soldiers　and　generals　in　WWⅠ，　for　instance，　were　unsure　what　the　consequences　of　the　collapse　of　Russia　would　be　for　them.　Students　need　to　appreciate　that　what　happens　is　not　determined，　and　that　we　all　need　to　take　part　in　unfolding　processes.

Common　historical　memories　frame　national　identity.　Thus　even　if　people　use　events　from　the　past　in　flawed　ways—e.g.，　applying　the　Munich　1938　analogy　of　appeasement　in　different　contexts—this　reflects　the　need　to　explain　things　with　reference　to　a　common　memory.　This　is　acutely　important　in　the　case　of　war，　where　citizens　are　asked　to　endure　great　sacrifices.　Historical　memories　can　help　to　make　people　feel　that　however　difficult　this　is，　it　is　a　necessary　purpose.

Military　history　is　not　just　operational　history；　there　is　also　the　relationship　between　war　and　the　development　of　states.　The　U.S.　arose　as　a　result　of　a　war　of　independence；　through　war　it　expanded　from　the　Atlantic　to　the　Pacific，　and　it　was　the　Civil　War　that　created　the　country　we　know.　It　is　also　through　war　that　the　relationships　among　states　have　been　molded　and　influenced.

War　and　society　covers　a　wide　range　of　topics　such　as　women　in　war　and　war　and　environment.　One　can　also　consider　the　military　itself　as　a　society，　and　explore　war　and　culture.　One　can　show　the　triumph　list　（e.g.，　Beethovens　Wellingtons　Victory）　as　well　as　the　later　critical　accounts　of　war（e.g.，　Picassos　Guernica），　juxtaposing　the　latter　with　an　account　from　the　Times　of　the　bombing　and　a　German　propaganda　piece　claiming　that　Guernica　was　never　bombed.

It　is　also　tremendously　valuable　for　students　in　the　West　to　understand　that　much　of　the　war　in　the　world　is　not　a　matter　of　Western　powers　but　is　in　South　Asia　or　subSaharan　Africa.　Students　need　to　understand　what　tribalism　or　ethnic　conflict　mean，　if　they　are　to　understand　the　world　in　which　they　live，　and　that　these　pose　real　questions　for　the　U.S.　and　other　powers　as　to　how　to　respond.　Teaching　military　history　is　thus　a　key　element　of　civic　education.

1　The　following　resources　can　be　used　to　teach　students　about　military　history　EXCEPT　.

（A）　museums

（B）　interviews

（C）　photographic　and　film　archives

（D）　music

2　According　to　the　passage，　which　of　the　following　statement　is　true？

（A）　Students　should　not　understand　conflicts　from　the　other　perspectives.

（B）　Allied　soldiers　and　generals　in　WWⅠ　must　know　what　the　consequences　of　the　collapse　of　Russia　would　be　for　them.

（C）　Students　need　to　understand　that　what　happens　is　determined.

（D）　Students　should　know　that　we　all　need　to　take　part　in　developmental　processes.

3　According　to　the　author，　what　is　the　influence　of　the　war　on　the　U.S.？

（A）　The　U.S.　arose　due　to　the　Civil　War.

（B）　Through　war　the　relationships　among　states　have　been　developed　and　influenced.

（C）　It　was　a　war　of　independence　that　created　the　states.

（D）　Through　war　the　U.S.　expanded　from　the　Pacific　to　the　Atlantic.

4　For　the　students　education，　what　do　they　need　to　do？

（A）　Students　should　understand　that　much　of　the　war　in　the　world　is　just　a　matter　of　Western　powers.

（B）　Students　need　to　cover　a　wide　range　of　topics.

（C）　Students　need　to　know　what　tribalism　or　ethnic　conflict　mean.

（D）　Students　should　know　how　to　respond　to　the　questions　posed　by　the　U.S.

5　The　authors　attitude　towards　teaching　military　history　can　best　be　described　as　.

（A）　positive

（B）　negative

（C）　neutral

（D）　suspicious

Ⅳ.　Translating　Practice

Section　A

Directions：　Translate　the　following　sentences　from　English　into　Chinese.

1　Its　tendency　has　been　to　suggest　that　movements　are　independent　of　individuals　and　of　accident；　that　“the　captains　and　the　kings”　count　for　little；　and　that　the　tide　of　history　has　flowed　on　unperturbed　by　their　broils.

2　It　is　a　romantic　habit　to　ascribe　to　a　flash　of　inspiration　in　battle　what　more　truly　has　been　due　to　seeds　long　sown—to　the　previous　development　of　some　new　military　practice　by　the　victors，　or　to　avoidable　decay　in　the　military　practice　of　the　losers.

3　Indeed，　it　might　even　be　argued　that　in　a　literal　sense　the　profession　of　arms　is　not　a　profession　at　all，　but　merely　“casual　employment.”

4　If　the　argument—that　strictly　there　is　no　“profession　of　arms”—will　not　hold　good　in　most　armies　today　on　the　score　of　work，　it　is　inevitably　strengthened　on　the　score　of　practice　because　major　wars　have　become　fewer，　though　bigger，　compared　with　earlier　times.

5　But　the　benefit　depends，　as　with　all　experience，　on　its　breadth，　on　how　closely　it　approaches　the　definition　quoted　above，　and　on　the　method　of　studying　it.

Section　B

Directions：　Translate　the　following　sentences　from　Chinese　into　English.

1　在遭到第二次击退之后，敌人投降了。（repulse）

2　苏绰　（Su　Chuo）　对中国重新统一的历史进程起到了推动作用。（in　the　course　of）

3　当中国军队面临新的挑战和竞争的情形时，我们有优势。（predominance）

4　这份文件还透漏说华盛顿认为军事行动已“在所难免”。（inevitable）

5　双方阵营签订了停火的协定。（cease）

Ⅴ.　Writing　Practice

Directions：　Write　a　composition　about　120　words　to　illustrate　“The　Importance　of　Military　History”　following　the　outline　below.

1　军事历史的内涵；

2　军事历史的重要性；

3　如何学习好军事历史。

Text　B

Military　History：　Past，　Present，　and　Future

1In　the　20th　century，　there　have　been　three　separate　and　somewhat　distinct　strands　of　military　history，　although　in　the　early　part　of　this　period，　the　distinctiveness　of　each　was　not　nearly　as　pronounced　as　it　is　today.　These　three　strands　are　popular　military　history，　academic　military　history，　and　military　history　as　used　by　professionals　in　the　field　of　national　security/defense，　uniformed　officers，　academy　instructors，　etc.　I　will　outline　the　characteristics　of　each　and　their　current　trajectories　below.

2Popular　military　history　is　characterized　by　an　emphasis　on　battles　and　campaigns，　on　the　heroics　of　military　leaders，　and　“grand　narratives［1］.”　In　the　first　half　of　the　20th　century，　almost　all　military　history　was　written　in　this　fashion，　by　academic　and　popular　authors　alike.　Notable　examples　of　nonacademic　works　include　Douglas　Southall　Freemans　R.E.　Lee　and　Lees　Lieutenants，　Bruce　Cattons　trilogy　on　the　Army　of　the　Potomac［2］，　and　novelist　Shelby　Footes　massive　threevolume　narrative　of　the　Civil　War［3］.　There　were　also　numerous　studies　of　Napoleonic　and　World　War　Ⅱ　battles，　campaigns　and　leaders，　including　David　Chandlers　work　on　the　campaigns　of　Napoleon　Bonaparte　and　Hitlers　biographies　written　by　John　Toland，　Alan　Bullock，　et　al.

3Popular　military　history　and　its　emphasis　on　combat　and　leaders　today　remain，　well，　popular.　It　also　sells　very　well　in　the　bookstores，　and　as　Jeremy　Black　has　pointed　out　in　his　recent　book　Rethinking　Military　History　（Cambridge，　2004），　much　of　what　gets　written　about　military　history　is　dictated　by　what　publishing　houses　are　willing　to　bring　out　to　the　market.　Traditional　“trumpet　and　drums”　military　studies　sell，　not　an　unimportant　consideration　to　publishers　and　authors　alike.　This　is　the　type　of　military　history　the　general　public　wants　to　read—chronological　narratives　that　tell　stories　about　war　and　the　men　（rarely　women）　who　fought　them.

4Academic　historians　also　employed　the　narrative　technique　to　provide　a　solid　framework　for　their　stories　and　for　good　reading.　These　works　used　stirring　narratives，　focused　on　the　combat　and　the　drama　of　events，　and　usually　portrayed　somebody　as　the　readily　identifiable　hero.　They　were　largely　celebratory　or　laudatory　in　tone，　even　while　depicting　the　“losers”　of　wars　like　the　Confederacy［4］　and　its　heroic　generals.　Some　of　this　largely　uncritical　tone　may　have　been　influenced　by　the　consensus　school　of　history　that　dominated　academic　writing　from　the　WWⅡ　years　through　the　mid1960s，　and　before　that　the　proper　subject　of　military　history　was　seen　as　focusing　on　the　leaders　and　their　battles：　War，　this　generation　seemed　to　be　saying，　was　after　all　about　fighting.　Military　historians　also　tended　to　conceptualize　warfare　as　progressing　toward　greater　sophistication.　As　academic　historian　Dennis　Showalter　has　expressed　it，　military　history　remains　the　“last　stronghold　of　the　Whig　interpretation”　of　history.

5Another　trend　in　professional　or　academic　military　history　has　been　the　writing　of　and　use　of　this　brand　of　scholarship　for　the　professional　military　officer　or　national　security　professional.　These　people　are　usually　military　or　defense　professionals　either　in　uniform　or　civilians，　who　want　military　history　to　be　a　part　of　their　professional　development.　This　usually　means　that　they　place　great　value　on　“lessons　learned”　type　of　books，　that　is　to　say　scholarship　on　very　specific　events，　time　periods　or　aspects　of　war　（including　logistics，　planning，　civil　or　military　relations，　etc.）　to　help　them　do　their　jobs.　Members　of　this　group　do　not　want　cultural　history　overlay　to　their　military　history　books，　nor　do　they　want　to　see　race，　class　and　gender　as　the　focus　of　a　book.　Its　not　that　they　object　to　this　kind　of　scholarship；　rather，　they　do　not　see　that　they　have　a　use　for　it　in　their　jobs.　For　these　professionals，　studying　campaigns　and　battles　means　seeing　what　actual　people　did　in　real　situations　in　the　past　and　trying　to　extract　lessons　from　the　past　as　to　what　worked　and　what　did　not.　This　is　what　staff　rides　are　all　about；　that　is　to　say，　the　practice　of　taking　military　officers　on　guided　tours　of　actual　battlefields　and　figuring　out　what　happened　and　why，　what　decisions　commanders　made　and　what　the　effects　were，　etc.

6Over　the　past　two　decades，　historians　（particularly　in　the　academic　world）　have　moved　away　from　battles　and　leaders　to　more　nuanced　studies　of　warfare　in　general　or　previously　ignored　topics　within　the　field.　This　has　been　called　“the　New　Military　History，”　although　given　its　roots　in　the　late　1960s　one　might　argue　that　it　really　isnt　new　any　longer.　Nevertheless，　scholars　continue　to　delve　into　this　area.　For　instance，　a　greater　emphasis　on　the　experience　of　the　common　soldier　and　his　conditions，　motivations，　and　postwar　memories　has　been　healthy　for　the　field.　While　these　deal　with　war，　they　do　not　focus　on　the　generals，　and　many　give　a　gritty，　inglorious　counterweight　to　topdown，　grand　narratives　of　campaigns.　Additionally，　the　field　has　seen　from　academia　some　studies　on　war　itself，　with　an　emphasis　not　on　battles　but　on　ideas，　on　meanings，　and　revisions　of　previously　held　myths　and　fables.

7Much　work　needs　to　be　done，　especially　in　the　area　of　world　military　history，　in　an　important　effort　to　free　military　history　of　its　western　biases　and　its　emphasis　on　the　operational　and　“battlefocused”　nature.　Military　history　can　be　many　things，　and　while　studies　of　combat　and　battles　shouldnt　be　ignored，　the　field　is　much　larger　than　just　narratives　of　Napoleon　vs.　Wellington，　or　what　technical　lessons　soldiers　can　learn　from　past　conflicts.

（899　words）

NOTES

［1］　grand　narrative宏大叙事　In　critical　theory，　and　particularly　postmodernism，　a　metanarrative　（sometimes　master　or　grand　narrative）　is　an　abstract　idea　that　is　supposed　to　be　a　comprehensive　explanation　of　historical　experience　or　knowledge.　According　to　John　Stephens　it　“is　a　global　or　totalizing　cultural　narrative　schema　which　orders　and　explains　knowledge　and　experience.”

［2］　the　Army　of　the　Potomac波多马克军团　The　Army　of　the　Potomac　was　the　major　Union　Army　in　the　Eastern　Theater　of　the　American　Civil　War.

［3］　the　Civil　War美国内战　The　American　Civil　War　（18611865），　also　known　as　the　War　between　the　States　as　well　as　several　other　names，　was　a　civil　war　in　the　United　States　of　America.　Eleven　Southern　slave　states　declared　their　secession　from　the　United　States　and　formed　the　Confederate　States　of　America.　Led　by　Jefferson　Davis，　they　fought　against　the　United　States，　which　was　supported　by　all　the　free　states　and　the　five　border　slave　states.

［4］　the　Confederacy美国南部邦联　The　Confederate　States　of　America　（also　called　the　Confederacy，　the　Confederate　States，　and　the　CSA）　was　the　government　set　up　from　1861　to　1865　by　11　southern　slave　states　of　the　United　States　of　America　that　had　declared　their　secession　from　the　U.S.　The　CSAs　de　facto　control　over　its　claimed　territory　varied　during　the　course　of　the　American　Civil　War，　depending　on　the　success　of　its　military　in　battle.

MILITARY　TERMS

academy　instructor　军校教官

general/denrl/　n.　将军，（美、英陆军或海军陆战队，美空军）上将

lieutenant/leftennt/　n.　副职，（英陆、英海军陆战队）中尉，（英、美）海军上尉，常用于军衔，如lieutenant　colonel　（英陆，美陆、空）中校

staff　ride　参谋乘骑作业

uniformed　officer　现役军官

NEW　WORDS

bias/baＩs/　n.　mental　tendency　or　inclination，　esp.　an　irrational　preference　or　prejudice　偏见，偏心，偏袒

chronological/krnldＩkl/　adj.　（esp.　of　a　sequence　of　events）　arranged　in　order　of　occurrence　按时间顺序的

conceptualize/knseptulaＩz/　v.　to　form　（a　concept　or　concepts）　out　of　observations，　experience，　data，　etc.　使概念化，使产生想法

counterweight/kantweＩt/　n.　a　counterbalancing　weight，　influence，　or　force　平衡物，平衡力

gritty/rＩti/　adj.　hardy；　resolute　多沙的，刚强的

heroics/hrＩks/　n.　talk　or　behavioｕr　that　is　too　brave　or　dramatic　for　a　particular　situation　（常指哗众取宠的）英雄辞令

identifiable/aＩdentＩfaＩbl/　adj.　that　can　be　recognized　可识别的，可辨认的

inglorious/Ｉnlris/　adj.　without　courage　or　glory；　dishonourable，　shameful，　or　disgraceful不名誉的，不体面的，可耻的

laudatory/ldtrｉ/　adj.　expressing　or　containing　praise；　eulogistic　赞美的，颂扬的

logistics/ldＩstＩks/　n.　the　science　of　the　movement，　supplying，　and　maintenance　of　military　forces　in　the　field　后勤，物流

motivation/mtＩveＩn/　n.　the　act　or　an　instance　of　motivating　动力，诱因

nuanced/njunst/　adj.　being　slightly　different　in　meaning，　sound，　colour　or　sb.s　feelings　（色彩、音调、意味、感情等）有细微差别的

overlay/vleＩ/　vt.　to　lay　or　place　something　over　or　upon　（something　else）　在……上铺或盖

professional/prfenl/　n.　a　person　who　does　a　job　that　needs　special　training　and　a　high　level　of　education　专门人员，专业人士

sophistication/sfＩstＩkeＩn/　n.　the　quality　of　being　sophisticated　世故，复杂巧妙

stirring/strＩ/　adj.　exciting　the　emotions；　stimulating　激动人心的，刺激的

strand/strnd/　n.　one　of　the　different　parts　of　an　idea，　a　plan，　a　story，　etc.　（观点、计划、故事等的）部分，方面

stronghold/strhld/　n.　a　defensible　place；　fortress　要塞，据点

trajectory/trdektri/　n.　the　path　described　by　an　object　moving　in　air　or　space　under　the　influence　of　such　forces　as　thrust，　wind　resistance，　and　gravity，　esp.　the　curved　path　of　a　projectile（射体在空中的）轨道，弹道

PHRASES　&　EXPRESSIONS

1　bring　outto　produce　sth.；　to　publish　sth.　生产

2　delve　intoto　try　hard　to　find　out　more　information　about　sth.　探索，探究

3　figure　outto　think　about　sb./sth.　until　you　understand　them　弄懂，弄清楚

4　focus　onto　center　upon　集中于

5　move　away　fromto　change　in　ideas，　attitudes　or　behaviour　改变

6　object　tobe　against　反对

7　place　value　onto　put　emphasis　on　重视

8　point　outto　make　or　write　a　comment　on　指出

PROPER　NAMES

Hitler/ｈＩｔｌ/　希特勒（18891945纳粹德国独裁者)

Wellington　/ｗｅｌＩｔｎ/　威灵顿（19世纪英国将军和政治家，在滑铁卢战役中击败拿破仑）

EXERCISES

Ⅰ.　Reading　Comprehension

Directions：　Answer　the　following　questions　based　on　the　information　provided　in　the　text.

1　What　are　the　three　separate　and　distinct　strands　of　military　history　in　the　20th　century？

2　What　is　the　characteristic　of　popular　military　history？

3　Why　do　academic　historians　provide　their　stories　in　celebratory　or　laudatory　tone？

4　What　does　“lessons　learned　type　of　books”　mean　in　paragraph　5？

5　What　does　the　author　imply　by　stating　“military　history　can　be　many　things”　in　the　last　paragraph？

Ⅱ.　Vocabulary

Section　A

Directions：　Fill　in　the　blanks　with　words　learned　from　text　B.　The　first　letter　of　each　word　has　been　given.

1　Mr.　Thaksin，　who　was　ousted　in　a　military　coup　two　years　ago，　denies　wrongdoing　and　accuses　the　judiciary　of　b.

2　Churchills　wartime　h　didnt　save　him　from　election　defeat　in　1945.

3　All　of　these　elements　have　a　name　and　a　namespace　that　makes　them　i.

4　Americans　were　using　another　air　base　in　the　city　of　Jacobabad　for　l　and　military　operations.

5　What　m　do　you　think　is　operating　in　the　case　of　the　allvolunteer　army？

6　We　built　a　small　and　p　army　and　coast　guard，　and　moved　the　economy　from　negative　growth　to　average　around　6%.

7　Chinas　military　strength　and　s　has　been　growing　rapidly　in　recent　years.

8　Our　troops　are　driving　toward　the　enemy　s.

9　It　can　help　the　United　States　as　a　trading　partner　and　as　a　strategic　c　against　Germany.

10　Maps　and　timelines　can　assist　in　teaching　nonc　military　history.

Section　B

Directions：　Fill　in　the　blanks　with　the　expressions　given　below.　Change　the　form　where　necessary.

place　value　onmove　away　fromobject　tofigure　out

point　outbring　outdelve　into　focus　on

1　By　looking　for　the　best　in　others，　you　indirectly　the　best　in　yourself.

2　Chinese　Army　leaders　determining　the　principles　that　should　guide　policy.

3　People　would　too　much　military　spending　or　an　effort　to　catch　up　to　the　superpower　status.

4　I　came　gradually　to　the　position　that　I　had　always　held，　and　to　see　the　value　of　opposing　opinions.

5　On　the　next　page，　well　Chinese　military　history.

6　I　would　like　to　why　British　Army　joined　U.S.　army　invading　Iraq.

7　The　reviews　aim　to　just　what　the　Army　owns，　what　is　still　needed　and　whether　any　of　it　overlaps，　the　vice　chief　said.

8　U.S.　military　experts　that　tooth　and　gun　problems　can　be　debilitating.

Part　Ⅲ

Additional　Themerelated　Activities

Section　AListening，　Watching　&　Speaking

Passage　Listening　Ⅰ

Words　&　Expressions

relocate/rilkeＩt/　v.　重新部署

simulation/sＩmjuleＩn/　n.　仿真，模拟

stress/stres/　v.　强调

twofold/tufld/　adj.　双重的

Proper　Names

Gaza/eＩz/　加沙（西亚地中海岸港口城市）

Iran/Ｉrn/　伊朗（西亚国家）

Israel/ＩzreＩl/　以色列（西亚国家）

Jerusalem/druslm/　耶路撒冷（巴勒斯坦著名古城）

Okinawa/kＩnw/　冲绳（群岛）

Syria/siri/　叙利亚（西亚国家）

Task　1Listening　Comprehension

Directions：　Listen　to　the　passage　and　choose　the　best　answer　to　each　question　with　information　from　the　passage.

1　What　are　U.S.　and　Israeli　troops　doing？

（A）　They　are　holding　the　joint　military　exercise.

（B）　They　are　holding　talks　on　world　peace.

（C）　They　are　taking　part　in　antiterrorism　activities.

（D）　They　are　discussing　security　relationship.

2　How　many　U.S.　and　Israeli　troops　are　taking　part　in　the　simulation？

（A）　Three　thousand.

（B）　Two　thousand.

（C）　Twenty　thousand.

（D）　Four　thousand.

3　What　is　the　significance　of　the　military　exercise？

（A）　To　send　a　message　of　deterrence　to　wouldbe　attackers　of　Israel.

（B）　To　be　favour　of　world　peace.

（C）　To　reassure　Israel.

（D）　Both　A　and　C.

4　What　is　the　purpose　of　the　agreement　made　in　2006？

（A）　To　relocate　a　U.S.　air　base　on　island　of　Okinawa.

（B）　To　gain　a　more　equal　security　relationship.

（C）　To　review　the　agreement.

（D）　To　move　off　the　land.

Task　2Spot　Dictation

Directions：　Listen　to　the　passage　again　and　fill　in　the　blanks　with　the　exact　words　or　expressions　youve　heard.

1　In　a　（1）　，　the　Israeli　military　stressed　the　exercises　had　been　long　in　the　（2）　.

2　Most　（1）　inside　Israel　believe　the　exercise　carries　a　（2）　significance.　The　U.S.　takes　Israel　security　（3）　.

3　The　former　American　Defense　Secretary　Robert　Gates　has　asked　Japan　to　quickly　（1）　an　（2）　.

4　The　new　government　wants　to　（1）　it　and　has　suggested　moving　it　off　the　island　（2）　.

Task　3Roleplaying　（Oral　Work）

Directions：　Listen　to　the　passage　for　the　third　time　and　then　try　to　imitate　the　speaker　with　the　help　of　the　following　key　words　or　expressions.

simulationsignificancedeterrence

reassure

relocate

Passage　Listening　Ⅱ

Words　&　Expressions

confer/knf/　vi.　商谈，协商

ignite/ＩnaＩt/　vt.　点燃

infamy/Ｉnfmi/　n.　声名狼藉

invasion/ＩnveＩn/　n.　入侵，侵略

treachery/tretri/　n.　背叛，背叛行为

Proper　Names

DDay　（第二次世界大战中）盟国在西欧登陆日

Hiroshima/hirim/　广岛市（日本本州岛西南部港口城市）

Nagasaki/nski/　长崎（日本九州岛西岸港口城市）

Task　1Listening　Comprehension

Directions：　Listen　to　the　passage　and　fill　in　the　blanks　with　the　time　for　the　following　events.

1　Hitlers　invasion　into　Poland

2　Japanese　attack　on　Pearl　Harboｕr

3　United　States　entry　into　the　war

4　DDay

5　Japans　formal　surrender

Task　2Spot　Dictation

Directions：　Listen　to　the　passage　again　and　fill　in　the　blanks　with　the　exact　words　or　expressions　youve　heard.

1　One　by　one，　（1）　fell　before　Germanys　（2）　.　Only　（3）　held　firm.　If　the　British　Empire　and　its　（4）　last　for　a　thousand　years，　men　will　still　say，　“this　was　their　finest　hour.”

2　“Yesterday，　（1）　—a　date　which　will　live　in　infamy—the　United　States　of　America　was　suddenly　and　deliberately　attacked　by　（2）　of　the　Empire　of　Japan.”　“（3）　exist.　There　is　no　blinking　at　the　fact　that　our　people，　our　（4）　are　in　grave　danger.”

3　Fighting　continued　for　（1）　，　spreading　to　（2）　.　On　（3）　，　allied　troop　began　the　liberation　of　Europe.　Within　a　year，　Germany　surrendered.　To　subdue　Japan，　the　United　Stated　dropped　the　（4）　on　Hiroshima　and　Nagasaki.

Task　3Questions　for　Discussion

Directions：　Listen　to　the　passage　for　the　third　time　and　then　discuss　the　following　questions.

1　Which　event　ignited　World　War　Ⅱ？

2　When　did　the　United　States　enter　the　war？

3　How　did　the　United　States　subdue　Japan？

Video　Watching

Words　&　Expressions

approximately/prksＩmtlｉ/　adv.大约，近似地，近于

besiege/bＩsid/　v.　被包围，被困扰

drill/drＩl/　n.　训练

feature/fit/　v.　使……有特色，起重要作用

intervention/Ｉntvenn/　n.　介入，调停，妨碍

verify/verＩfaＩ/　vt.　核实，查证

Proper　Names

antiterrorism　反恐怖主义

joint　military　exercise　联合军事演习

Peace　Mission　和平使命（中俄军事演习代号）

Tajikistan/tdＩkＩstn/　塔吉克斯坦（中亚国家）

Task　1Questions　and　Answers

Directions：　Watch　the　video　clip　and　answer　the　following　questions.

1　How　many　times　of　the　joint　military　exercises　have　been　held　between　China　and　Russia？　What　are　they？　What　about　the　time？

2　What　is　the　feature　of　the　Peace　Mission　2005？

3　What　is　the　purpose　of　the　additional　two　SinoRussian　military　exercises？

Task　2Spot　Dictation

Directions：　Watch　the　video　clip　again　and　fill　in　the　blanks　with　the　exact　words　youve　heard.

Peace　Mission　2007　was　another　largescale　（1）　exercise　held　in　Russia　from　August　the　9th　to　the　17th.　It　（2）　more　than　3，　000　（3）　from　almost　all　members　of　the　Shanghai　（4）　Organization.　The　drill　aimed　to　test　the　ability　to　project　military　power　at　longdistances，　and　to　provide　support　for　rapidly　building　up　combat　forces　in　dealing　with　（5）　crises　in　neighbouring　regions.

Peace　Mission　2009，　a　fiveday　joint　military　exercise，　started　on　July　22　in　northeast　Chinas　Shenyang　Military　Area　（6）.　The　mission　was　intended　to　（7）　operation　plans　and　（8）　to　respond　to　unexpected　threats.　The　exercise　was　not　aimed　at　third　countries　and　was　mainly　intended　to　（9）　the　capability　of　the　two　countries　facing　new　challenges　and　（10）　in　antiterrorism　operations.

Task　3Summarizing　（Oral　Work）

Directions：　Watch　the　video　clip　for　the　third　time　and　then　summarize　the　main　idea　with　the　help　of　the　following　key　words　or　expressions.

joint　military　exercisesPeace　Missioncounterterrorism

longdistances

neighbouringunexpectedlaunchboost

Section　BThemerelated　Oral　Tasks

World　War　Ⅱ

World　War　Ⅱ，　or　the　Second　World　War　（often　abbreviated　WWⅡ　or　WW2），　was　a　global　military　conflict　between　1939　and　1945，　which　involved　most　of　the　worlds　nations，　including　all　great　powers，　organized　into　two　opposing　military　alliances：　the　Allies　and　the　Axis.　The　war　involved　the　mobilization　of　over　100　million　military　personnel，　making　it　the　most　widespread　war　in　history.　In　a　state　of　“total　war，”　the　major　participants　placed　their　entire　economic，　industrial，　and　scientific　capabilities　at　the　service　of　the　war　effort，　erasing　the　distinction　between　civilian　and　military　resources.　Over　70　million　people，　the　majority　civilians，　were　killed，　making　it　the　deadliest　conflict　in　human　history.

The　start　of　the　war　is　generally　held　to　be　September　1，　1939，　with　the　invasion　of　Poland　by　Nazi　Germany　and　subsequent　declarations　of　war　on　Germany　by　most　of　the　countries　in　the　British　Empire　and　Commonwealth，　and　by　France.　Many　countries　were　already　at　war　before　this　date，　such　as　Ethiopia　against　Italy　in　the　Second　ItaloAbyssinian　War　and　China　against　Japan　in　the　Second　SinoJapanese　War.　Many　who　were　not　initially　involved　joined　the　war　later，　as　a　result　of　events　such　as　the　German　invasion　of　the　Soviet　Union，　the　Japanese　attacks　on　Pearl　Harbour　and　British　colonies，　and　subsequent　declarations　of　war　on　Japan　by　the　United　States，　China,　the　Netherlands，　and　British　Commonwealth.

In　1945，　the　war　ended　in　a　victory　for　the　Allies.　The　Soviet　Union　and　the　United　States　subsequently　emerged　as　the　worlds　two　superpowers，　setting　the　stage　for　the　Cold　War　which　lasted　for　the　next　46　years.　The　United　Nations　was　formed　in　the　hope　of　preventing　another　world　conflict.　The　acceptance　of　the　principle　of　selfdetermination　eventually　accelerated　decolonization　movements　in　Asia　and　Africa，　while　Western　Europe　itself　began　moving　toward　integration.

Words　&　Expressions

accelerate/kselreＩt/　v.　加速，促进

decolonization/diklnaＩzeＩn/　n.　非殖民（地）化

erase/ＩreＩz/　vt.　抹去，擦掉

integration/ＩntＩreＩn/　n.　综合

mobilization/mbＩlaＩzeＩn/　n.　动员，运用

selfdetermination/selfdＩtmＩneＩn/　n.　自主，自我决定

subsequently/sbsＩkwntlｉ/　adv.　其后，随后

Proper　Names

Allies/laＩz/　（第二次世界大战时的）同盟国

Axis/ksＩs/　（第二次世界大战时的）轴心国

British　Commonwealth/kmnwel/　英联邦

Poland/plnd/　波兰　（欧洲中部国家）

Soviet/svＩt/　Union　苏联（苏维埃社会主义共和国联盟简称19221991）

Task　1Questions　for　Discussion

Directions：　Read　the　passage　and　then　discuss　the　following　questions　with　your　partner.

1　What　is　World　War　Ⅱ　according　to　the　passage？

2　What　is　the　start　of　the　war？

3　Why　was　the　United　Nations　formed？

Task　2Retelling

Directions：　Work　with　your　partner　by　retelling　the　passage　to　each　other.　Use　the　evaluation　chart　to　evaluate　your　partners　retelling.

Grammar

Pronunciation

Facts

Fluency

Grading：　5=Excellent；　4=Good；　3=Fairly　Good；　2=Should　Improve；　1=Must　Improve

0

0

Unit　ThreeMilitary　Training

初级军事英语教程

Part　Ⅰ

Prereading　Activities

Words　&　Expressions

battalion/btlin/　n.　营，营部

drill　sergeant　训练军士

initial/ＩnＩl/　adj.　最初的

rigorous/　rＩrs/　adj.　严格的

transition/trnzＩn/　v.　转变

vaccination/vksＩneＩn/　n.　预防注射，种痘

Proper　Names

Warrior　Ethos　勇士精神

Task　1Questions　for　Discussion

Directions：　Watch　the　video　clip　and　then　discuss　the　following　questions.

1　Who　will　transform　a　civilian　into　a　soldier　during　basic　training？

2　What　is　the　emphasis　of　todays　basic　training？

3　When　will　the　recruits　meet　the　person　who　will　guide　their　training　for　the　next　nine　weeks？

Task　2True　or　False　Statements

Directions：　Watch　the　video　clip　again　and　then　decide　whether　the　following　statements　are　true　or　false.　Write　T　for　True　or　F　for　False　before　each　statement.

1　The　U.S.　army　basic　training　is　challenging　civilians　both　physically　and　mentally.

2　If　the　recruit　is　a　male，　he　has　to　have　hair　cut.

3　Todays　basic　training　is　referred　to　as　initial　entry　training　only　including　basic　combat　training.

4　When　the　recruits　arrive　at　the　initial　entry　training　location，　theyll　spend　a　week　at　reception　battalion.

5　At　reception　battalion　the　recruits　will　take　an　exam.

Part　Ⅱ

Readingcentered　Activities

Text　A

Military　Training

1Training　has　long　been　recognized　as　an　important　factor　in　achieving　battlefield　and　military　success.　Some　2，000　years　ago，　the　Chinese　military　strategist　Sun　Tzu［1］said，　“Training　is　bloodless　war，　and　war　is　blood　training.”　George　S.　Patton［2］　remarked　that　armies　that　werent　fighting　should　be　training　to　fight.　Training　is　an　important　force　multiplier　and　has　often　been　cited　as　the　deciding　factor　in　battles　between　equally　manned　and　equipped　forces.

2Military　training　is　different　from　military　education.　Broadly　speaking，　military　training　teaches　specific　tasks，　while　military　education　improves　the　students　overall　abilities　and　understanding　of　the　science　and　art　of　war.

3The　first　step　in　summarizing　the　dimensions　of　training　is　to　define　the　difference　between　individual　and　collective　training.　Individual　training　focuses　on　the　jobs　and　tasks　associated　with　an　occupation.　It　develops　individual　service　members　qualifications　and　guides　their　progression　through　their　career.　Examples　of　individual　tasks　include　cleaning　and　using　a　rifle　or　tracking　an　aircraft　on　a　radar　screen.　Collective　training　is　directed　toward　accomplishing　organizational　missions，　and　focuses　on　the　duties　and　tasks　required　of　a　group　of　people　working　together.　This　type　of　training　covers　many　levels，　from　teams　of　two　to　multinational　taskforces　with　thousands　of　personnel.　Examples　of　collective　tasks　include　getting　a　ship　underway　and　setting　up　a　defensive　perimeter.

Individual　Training

Formal　Training

4The　purpose　of　formal　individual　training　is　to　provide　the　skills　and　knowledge　needed　to　perform　effectively　in　following　military　assignments.　It　is　generally　conducted　by　organizations　whose　primary　mission　is　training，　and　it　includes　all　military　and　technical　training　conducted　under　the　centralized　control　and　supervision　of　a　service　trainingoriented　organization.

5The　typical　service　member　follows　a　moreorless　common　path　through　military　career　training.　New　members　start　with　entrant　and　initial　skill　training.

New　Entrant　Training

6Everyone　who　enters　military　service　receives　new　entrant　training.　While　different　names　such　as　boot　camp　and　recruit　training　are　used，　the　purposes　and　content　of　new　entrant　training　have　remained　relatively　stable　over　time　and　from　country　to　country.

7Enlisted　recruit　training　provides　physical　conditioning　and　basic　military　training　to　all　new　enlisted　members.　The　main　reason　to　train　them　is　that　the　demands　of　military　life　are　fundamentally　different　from　those　of　civilian　life.　Military　service　requires　a　high　level　of　discipline　and　physical　fitness，　and　an　ability　to　live　and　work　as　part　of　a　highly　structured　organization.

8Recruit　training　emphasizes　discipline，　observance　of　military　rules，　social　conduct，　physical　conditioning，　and　the　building　of　selfconfidence　and　pride　in　being　a　member　of　the　military.

Specialized　Skill　Training

9Enlisted　initial　skill　training　includes　all　formal　training　normally　provided　immediately　following　recruit　training.　Successful　completion　of　this　training　proves　the　individual　to　be　qualified　to　perform　the　duties　of　a　military　occupational　specialty，　usually　at　the　lowest　level.

10Enlisted　skill　progression　training　is　provided　following　initial　skill　training　to　teach　the　student　to　perform　at　increased　skill　levels　associated　with　more　senior　and　responsible　jobs.Skill　progression　training　is　typically　given　after　a　person　has　gained　work　experience　in　a　military　occupational　specialty.

Distributed　Training

11　Distributed　training　（sometimes　called　distance　training）　is　provided　at　the　students　unit　or　duty　station.

12Distributed　training　for　years　has　been　a　main　approach　for　the　reserve　components　and　others　who　do　not　have　opportunity　to　approach　long　formal　training　courses.　Moreover，　recent　economic　and　environmental　factors　are　forcing　the　military　to　place　new　emphasis　on　this　type　of　training.　This，　coupled　with　morecomplex　systems　that　require　different　and　better　ways　to　train，　and　with　changes　in　training　technologies，　has　resulted　in　greater　reliance　on　distributed　training.

13Distributed　training　offers　some　obvious　advantages　over　traditional　formal　training.　There　are　potential　cost　reductions　due　to　lower　travel　expenses.　In　addition，　this　type　of　training　puts　more　opportunity　and　responsibility　in　the　hands　of　the　students　and　unit　commanders.　The　risks　are　also　obvious：　Is　the　training　provided　of　equal　quality　to　formal　training，　and　is　distance　training　at　the　scale　expected　really　less　expensive？

Collective　Training

14Collective　training　is　designed　to　prepare　cohesive　teams　and　units　to　accomplish　their　wartime　missions.　This　category　involves　all　training，　formal　and　distributed，　needed　for　military　teams，　units，　and　organizations　at　each　level　of　the　military　chain　of　command.　Collective　training　also　includes　preparing　joint　（more　than　one　service　from　a　single　country）　and　combined　（multinational）　forces　to　be　able　to　perform　their　missions.　The　clear　goal　of　collective　training　is　to　produce　forces　that　are　trained　to　mobilize，　deploy，　fight，　and　win　in　battle　when　called　to　do　so.　The　challenge　is　to　train　the　force　in　such　a　way　that　is　ready　today　and　yet　prepared　for　the　future.

15At　the　unit　level，　field　training　exercises　（FTX）　and　commandpost　exercises　（CPX）　are　best　known，　but　these　are　only　two　of　the　many　ways　used　to　provide　collective　training　today.　Unitlevel　training　capability　and　the　approach　available　to　provide　it　have　improved　significantly　in　the　last　few　years.　These　advancements　resulted　from　both　the　desire　to　improve　training　effectiveness　and　the　growing　attention　to　cost，　safety，　and　environmental　consideration.

（854　words）

NOTES

［1］　Sun　Tzu孙子，名武，字长卿，春秋末期军事家　Sun　Wu，　style　name　Changqing，　better　known　as　Sun　Tzu，　was　an　ancient　Chinese　military　general　and　strategist　who　is　traditionally　believed　to　have　authored　The　Art　of　War，　an　influential　ancient　Chinese　book　on　military　strategy　considered　to　be　a　prime　example　of　Taoist　thinking.　Sun　Tzu　has　had　a　significant　impact　on　Chinese　and　Asian　history　and　culture，　both　as　an　author　of　The　Art　of　War　and　through　legend.　During　the　19th　and　20th　centuries，　Sun　Tzus　The　Art　of　War　grew　in　popularity　and　saw　practical　use　in　Western　society，　and　his　work　has　continued　to　influence　both　Asian　and　Western　culture　and　politics.

［2］　George　S.　Patton乔治·史密斯·巴顿将军，美国陆军四星上将　George　Smith　Patton，　Jr.　（also　George　Smith　Patton　Ⅲ）　（November　11，　1885December　21，　1945）　was　a　United　States　Army　officer　most　famous　for　his　leadership　commanding　corps　and　armies　as　a　general　in　World　War　Ⅱ.　He　was　also　widely　known　for　his　controversial　outspokenness　and　strong　opinions.

MILITARY　TERMS

armies　军队，部队

boot　camp　新兵营，新兵训练中心

commandpost　exercise　（CPX）　指挥所演习

discipline/dＩsplＩn/　n.　军纪，规定

enlisted/ＩnlＩstＩd/　adj.　入伍的

field　training　exercise　（FTX）　野外训练演习

forces　军队，部队，军力，兵力

individual　service　members　单一军种人员

taskforce　n.　特遣队，任务部队

perimeter/prＩmＩt/　n.　环形防线

physical　conditioning　体能适应训练

physical　fitness　体能合格

recruit　training　新兵训练

reserve　components　[美]后备役部队

rifle/raＩfl/　n.　步枪

unit　commander　部队指挥官

unit　or　duty　station　部队岗位或服役岗位

NEW　WORDS

advancement/dvnsmnt/　n.　promotion　in　rank，　status，　etc.；　preferment　推进，进步，晋升

centralize/sentrlaＩz/　vt.　to　draw　or　move　（something）　to　or　towards　a　center　成为……中心

distribute/dＩstrＩbjut/　vt.　to　give　out　in　shares；　dispense　分配，分散

entrant/entrnt/　n.　a　person　who　enters　进入者

lower/l/　adj.　being　below　one　or　more　other　things　较低的，　低等的

man/mn/　vt.　to　supply　people　to　work　somewhere　配备（人员）

observance/bzvns/　n.　recognition　of　or　compliance　with　a　law，　custom，　practice，　etc.　（法律、习俗、规章等的）遵守

occupational/kjupeＩnl/　adj.　of，　relating　to，　or　caused　by　an　occupation　职业的，职业造成的，与职业有关的

personnel/psnel/　n.　the　people　employed　in　an　organization　or　for　a　service　or　undertaking　[总称]　人员，员工

progression/prren/　n.　the　act　of　progressing　发展

reduction/rＩdkn/　n.　the　act　or　process　or　an　instance　of　reducing　减少，　缩小

reliance/rＩlaＩns/　n.　dependence，　confidence，　or　trust　依靠，依赖，信任

remark/rＩmk/　v.　to　pass　a　casual　comment　（about）　述说，议论

scale/skeＩl/　n.　a　range　of　levels　or　numbers　used　for　measuring　sth.　等级，级别

specialty/spelti/　n.　an　area　of　work　or　study　that　sb.　gives　most　of　their　attention　to　and　knows　a　lot　about；　sth.　that　sb.　is　good　at　专业，专长

supervision/supvＩn/　n.　the　act　of　directing　or　overseeing　the　performance　of　sth.　监督，　管理

PHRASES　&　EXPRESSIONS

1　associate...with...connect...with...　与……有联系，和……交往

2　broadly　speakinggenerally　speaking　一般地说，泛泛地说

3　cite...asto　regard...as　将……认为

4　couple...with...to　link　one　thing，　situation，　etc.　to　another　与……连接在一起

5　due　tobecause　of　sb./sth.　由于，因为

6　place　emphasis　onto　give　special　importance　to　sth.　注重，强调

7　result　fromto　happen　because　of　sth.　else　that　happened　first　（因……）发生，（随……）产生

8　result　into　make　sth.　happen　造成，导致

9　set　upto　build　sth.　or　put　sth.　somewhere　建起，设立

PROPER　NAMES

Distributed　Training　分散训练（亦称远程训练）

Formal　Training正规训练

New　Entrant　Training　新兵训练

Specialized　Skill　Training　特殊技能训练

EXERCISES

Ⅰ.　Reading　Comprehension

Section　A

Directions：　Complete　the　table　below　with　the　information　you　get　from　the　text.

Military　Training

Individual　TrainingCollective　Training

TypesPurposesTraining　MethodsPurposes

Section　B

Directions：　Try　to　find　the　possible　errors　in　the　following　statements　according　to　the　text.　Underline　the　errors　and　correct　them.　Some　statements　may　be　true　and　write　T　after　the　statements.

1　Both　military　training　and　military　education　can　improve　the　students　overall　abilities　and　understanding　of　science　and　art　of　war.

2　Collective　training　covers　many　levels，　from　teams　of　two　to　multinational　taskforces　with　thousands　of　personnel.

3　Examples　of　individual　tasks　include　how　to　get　a　ship　underway.

4　The　purposes　and　content　of　new　entrant　training　are　different　from　country　to　country.

5　Enlisted　initial　skill　training　can　be　provided　when　enlisted　personnel　receive　recruit　training.

6　Recently　the　military　place　more　emphasis　on　distributed　training　because　of　economic　and　environmental　factors，　changes　in　training　technologies，　and　so　on.

7　Collective　training　only　includes　preparing　joint　and　individual　forces　for　their　missions.

8　Today　there　are　many　ways　to　provide　collective　training　except　FTX　and　CPX.

Ⅱ.　Vocabulary

Section　A

Directions：　Fill　in　the　blanks　with　the　words　given　below.　Make　changes　where　necessary.

progressionadvancementenlistdistributescale

supervisionobservancedeploymobilizeoccupational

1　Recent　reports　about　the　past　10　years　military　buildup　in　China　have　dashed　the　hopes　of　Pentagon　officials　that　Beijings　was　hampered　by　limited　technology.

2　The　troops　received　orders　to　.

3　There　the　soldiers　themselves　have　been　sent　to　recruits.

4　Chinese　military　aircrafts　have　right　to　exercise，　monitor，　and　control　over　the　airspace　of　the　exclusive　economic　zone　of　China.

5　We　therefore　ground　and　air　forces　in　Europe　and　Asia，　and　naval　forces　worldwide.

6　There　have　been　large　military　maneuvers　on　the　frontier.

7　As　I　said　before，　one　point　is　obedience　to　orders　in　all　actions，　and　another　the　willing　of　discipline.

8　But　the　military　rulers　continue　to　refuse　entry　to　foreign　experts　whose　skills　are　needed　to　the　aid　speedily　and　efficiently.

9　Medical　doctors，　judges，　college　officials，　military　officers，　and　clergy　are　usually　addressed　with　an　title，　however.

10　Military　women　in　the　U.S.　complain　of　the　restrictions　in　.

Section　B

Directions：　Match　the　corresponding　meanings　in　Column　B　with　the　phrases　or　expressions　from　the　text　in　Column　A.　Then　use　the　phrases　or　expressions　in　Column　A　to　complete　the　sentences　below.　Change　the　forms　where　necessary.

ColumnA　Column　B

（1）　associate　with（）（A）　regard　as

（2）　cite　as（）（B）　combine　with

（3）　set　up（）　（C）　besides

（4）　available　to（）（D）　pay　special　attention　to

（5）　in　addition（）（E）　put　up

（6）　a　part　of（）（F）　get　access　to

（7）　place　emphasis　on（）（G）　lead　to

（8）　result　in　（）（H）　a　portion　of

1　Some　will　this　proof　that　a　policy　of　sanctions　is　selfdefeating.

2　But　this　is　hardly　likely　to　reassure　people　who　Republicanism　military　adventurism　and　hypocritical　spending.

3　We　always　prime　serving　the　people.

4　A　monument　was　as　a　memorial　to　the　dead　soldiers.

5　A　whole　array　of　support　vehicles　will　be　all　factions.

6　Hesitation　is　the　most　harmful　in　military　action；　indetermination　may　the　ruin　of　an　army.

7　to　military　personnel，　about　2，000　civilians　worked　to　construct　the　Alcan　Highway.

8　Stability　is　the　first　factor　that　should　be　considered　as　military　products.

Ⅲ.　Reading　Practice

Directions：　The　passage　below　is　followed　by　5　multiplechoice　questions.　Read　the　passage　carefully　and　then　choose　the　best　answer.

Resocialization　is　a　sociological　concept　dealing　with　the　process　of　mentally　and　emotionally　“retraining”　a　person　so　that　he　or　she　can　operate　in　an　environment　other　than　that　which　he　or　she　is　accustomed　to.　Resocialization　into　a　total　institution　involves　a　complete　change　of　personality.　Key　examples　include　the　process　of　resocializing　new　recruits　into　the　military　so　that　they　can　operate　as　soldiers　（or，　in　other　words，　as　members　of　a　cohesive　unit）　and　the　reverse　process，　in　which　those　who　have　become　accustomed　to　such　roles　return　to　society　after　military　discharge.

Recruits　are　typically　instructed　in　“drill”：　to　stand，　march，　and　respond　to　orders　in　an　unquestioning　manner.　Historically，　drills　are　derived　from　18th　century　military　tactics　in　which　soldiers　in　a　fire　line　performed　precise　and　coordinated　movements　to　load　and　fire　muskets.　Although　these　particular　tactics　are　now　obsolete　for　the　most　part，　drilling　performs　a　psychological　function　by　inculcating　the　response　to　commands　and　training　the　recruit　to　act　unhesitatingly　in　the　face　of　real　combat　situations.　Learning　drill　commands　also　enables　the　modern　infantry　soldier　to　maintain　proper　position　relative　to　his　peers　and　thus　maintain　the　shape　of　his　or　her　formation　（arrowhead，　line　abreast，　etc.）　whilst　moving　over　uneven　terrain.　Drill　can　also　serve　a　role　in　leadership　training.　Combat　situations　include　not　only　commands　to　engage　and　put　ones　life　in　danger，　but　also　commands　to　disengage　when　military　necessity　so　demands.　This　conditioning，　which　ideally　results　in　instant　response　to　commands，　is　essential　for　military　function，　because　without　it，　a　military　unit　would　likely　disintegrate　under　the　stress　of　combat　and　degenerate　into　a　mere　armed　mob.　According　to　Finnish　Army　regulations，　the　closeorder　drill　serves　four　functions：

（1）　is　essential　for　the　esprit　de　corps　and　cohesion　for　battlefield　conditions；

（2）　gets　the　recruits　used　to　instinctive　obedience　and　following　the　orders；

（3）　enables　large　units　to　be　marched　and　moved　in　an　orderly　manner；

（4）　creates　the　basis　for　action　in　the　battlefield.

A　criticism　of　drill　is　that　it　is　a　fairly　inefficient　method　of　training，　based　on　behaviouristic　method，　which　does　not　enable　the　subjects　to　learn　anything　by　heuristics，　and　can　be　used　only　to　instill　very　simple　and　trivial　things，　like　series　of　movements，　therefore　consuming　resources　from　combat　and　weapons　training.

Recruits　are　usually　subjected　to　rigorous　physical　training，　both　to　prepare　for　the　demands　of　combat　and　to　weed　out　the　less　able　or　insufficiently　motivated.　This　also　builds　morale　and　provides　a　sense　of　accomplishment　for　the　remaining　recruits　who　have　met　the　physical　requirements.

Army　and　Marine　recruits　are　nearly　always　trained　in　basic　marksmanship　with　individuallyassigned　weapons，　field　maintenance　of　weapons，　handtohand　combat，　physical　fitness　training，　first　aid，　and　basic　survival　techniques.　Navy　and　Coast　Guard　training　usually　focuses　on　water　survival　training，　physical　fitness，　basic　seamanship，　and　skills　such　as　shipboard　firefighting，　basic　engineering，　and　signals.　Air　force　training　usually　includes　physical　fitness　training，　military　and　classroom　instructions，　as　well　as　field　training　in　basic　marksmanship，　first　aid，　and　protective　equipment　usage.

1　According　to　the　passage，　what　can　we　learn　about　resocialization？

（A）　Resocialization　is　a　psychological　concept　dealing　with　the　process　of　mentally　“retraining”　a　person.

（B）　Resocialization　into　a　total　institution　can　completely　change　ones　personality.

（C）　Resocialization　can　make　a　person　operate　in　an　environment　which　he　or　she　is　accustomed　to.

（D）　New　recruits　are　resocialized　into　the　military　so　that　they　can　operate　as　soldiers　after　military　discharge.

2　Nowadays，　recruits　are　typically　instructed　in　the　following　“drill”　EXCEPT　.

（A）　to　march

（B）　to　respond　to　orders

（C）　to　stand

（D）　to　load　and　fire　muskets

3　Which　of　the　following　may　NOT　be　the　function　of　the　closeorder　drill？

（A）　It　is　important　for　the　esprit　de　corps　and　cohesion　for　battlefield　conditions.

（B）　It　gets　the　recruits　used　to　obeying　and　following　the　orders.

（C）　It　enables　small　units　to　be　marched　and　moved　in　an　orderly　manner.

（D）　It　provides　the　basis　for　action　in　the　battlefield.

4　According　to　the　author，　why　is　drill　criticized　as　a　fairly　inefficient　method　of　training？

（A）　Because　it　doesnt　enable　the　subjects　to　learn　anything　by　heuristics.

（B）　Because　it　can　be　used　only　to　instill　very　difficult　and　complicated　things.

（C）　Because　recruits　are　usually　subjected　to　tough　mental　training.

（D）　Because　it　may　weed　out　the　more　able　or　sufficiently　motivated.

5　Air　force　training　usually　includes　.

（A）　physical　fitness　training

（B）　military　and　classroom　instructions

（C）　protective　equipment　usage

（D）　field　maintenance　of　weapons

Ⅳ.　Translating　Practice

Section　A

Directions：　Translate　the　following　sentences　from　English　into　Chinese.

1　Collective　training　is　directed　toward　accomplishing　organizational　missions，　and　focuses　on　the　duties　and　tasks　required　of　a　group　of　people　working　together.

2　It　is　generally　conducted　by　organizations　whose　primary　mission　is　training，　and　it　includes　all　military　and　technical　training　conducted　under　the　centralized　control　and　supervision　of　a　service　trainingoriented　organization.

3　Enlisted　skill　progression　training　is　provided　following　initial　skill　training　to　teach　the　student　to　perform　at　increased　skill　levels　associated　with　more　senior　and　responsible　jobs.

4　This，　coupled　with　morecomplex　systems　that　require　different　and　better　ways　to　train，　and　with　changes　in　training　technologies，　has　resulted　in　greater　reliance　on　distributed　training.

5　These　advancements　resulted　from　both　the　desire　to　improve　training　effectiveness　and　the　growing　attention　to　cost，　safety，　and　environmental　consideration.

Section　B

Directions：　Translate　the　following　sentences　from　Chinese　into　English.

1　国会将陆军和海军置于他们的掌控之下。（supervision）

2　中国军队与外军在军事教育训练方面的合作有了新的发展。（progression）

3　杰克少校是少年入伍，后来逐步升上去的。（entrant）

4　我们应该允许平民撤离城区战场。（battlefield）

5　士兵的职责是由他们在军中所处的岗位决定的。（enlisted）

Ⅴ.　Writing　Practice

Directions：　Write　a　summary　about　120　words　on　the　topic　of　“Military　Training.”　Before　writing，　consider　the　following　questions.

1What　is　the　significance　of　military　training？

2　How　many　types　can　military　training　be　classified　into？

3　What　is　the　purpose　of　military　training？

You　may　begin　your　writing　with　a　sentence　like　this：　“Military　training　is　a　very　important　factor　in　achieving　military　success.”　Or　you　can　also　write　your　own　beginning　sentence.

Text　B

United　States　Army　Basic　Training

1The　United　States　Army　Initial　Military　Training　is　responsible　for　the　United　States　Army　Basic　Combat　Training　（BCT）　（also　known　as　Initial　Entry　Training，　IET）　which　is　a　rigorous　program　of　physical　and　mental　training　required　in　order　for　an　individual　to　become　a　soldier　in　the　United　States　Army［1］，　United　States　Army　Reserve［2］，　or　Army　National　Guard［3］.　It　is　carried　out　at　several　different　Army　posts　around　the　United　States.　Basic　Combat　Training　（BCT）　is　nine　weeks　long，　while　Advanced　Individual　Training　（AIT）　can　last　anywhere　from　15　weeks　to　over　one　year，　depending　on　the　career　path　an　individual　chooses　upon　enlistment.

2Basic　Training　is　designed　to　be　highly　intense　and　challenging.　The　challenge　comes　as　much　from　the　difficulty　of　physical　training　（PT）　as　it　does　from　the　required　quick　psychological　adjustment　to　an　unfamiliar　way　of　life.　Basic　Training　is　divided　into　two　parts：　Basic　Combat　Training　and　Advanced　Individual　Training.

3Basic　Combat　Training，　or　BCT，　consists　of　the　first　nine　weeks　of　the　total　Basic　Training　period.　It　is　identical　for　all　Army，　Army　Reserve，　and　Army　National　Guard　recruits.　This　is　where　individuals　learn　about　the　fundamentals　of　being　a　soldier，　from　combat　techniques　to　the　proper　way　to　address　a　superior.　BCT　is　also　where　individuals　undergo　rigorous　physical　training，　to　prepare　their　bodies　for　the　eventual　physical　strain　of　combat.　One　of　the　hardest　and　most　essential　lessons　learned　in　BCT，　however，　is　selfdiscipline：　BCT　introduces　prospective　soldiers　to　a　strict　daily　schedule，　entailing　many　duties　and　extremely　high　expectations　for　which　most　civilians　are　not　immediately　ready.

4Basic　Combat　Training　is　divided　into　three　phases.　During　Phase　Ⅰ　（also　known　as　“Red　Phase”），　recruits　are　subject　to　“Total　Control，”　meaning　their　every　action　is　monitored　and　constantly　corrected　by　drill　sergeants.　The　first　week　of　training　is　commonly　referred　to　as　“Hell　Week，”　due　to　the　intense　period　of　adjustment　required　on　the　part　of　the　new　recruits.　Marches　are　common　throughout　basic　training.　Recruits　are　sent　to　the　“gas　chamber”　during　Phase　Ⅰ，　as　part　of　training　for　defensive　chemical　warfare.　They　are　also　introduced　to　their　standardissue　weapon，　the　M16A2　assault　rifle.

5Phase　Ⅱ　（also　known　as　“White　Phase”）　is　where　soldiers　begin　actually　firing　weapons，　starting　with　the　assault　rifle　（M16A2）.　Other　weapons　the　recruit　becomes　familiarized　with　include　various　grenades　（such　as　the　M67　fragmentation　grenade）　and　grenade　launchers　（such　as　the　M203）.　Recruits　are　then　familiarized　with　the　bayonet，　antitank/armour　weaponry　and　other　heavy　weapons.　There　is　also　an　obstacle　course　which　the　soldiers　are　expected　to　negotiate　in　a　certain　amount　of　time.　Additionally，　there　is　continual，　intense　PT，　as　well　as　drill　and　ceremony　training.　At　the　conclusion　of　Phase　Ⅱ，　soldiers　are　expected　to　demonstrate　proficiency　with　the　various　weaponry　with　which　they　are　trained.

6Phase　Ⅲ　“Blue　Phase”　is　the　culmination　and　the　most　challenging　of　all　the　training　phases.　During　the　first　week，　there　is　a　final　PT　Test.　Recruits　that　fail　are　frequently　retested，　often　up　until　the　morning　of　their　cycles　graduation.　If　they　do　not　pass　they　are　recycled　to　another　platoon　until　they　meet　the　fitness　standards.　The　final　PT　Test　is　the　Army　Physical　Fitness　Test［4］　（APFT）.　Usually，　a　soldier　needs　to　score　at　least　60　points　in　each　APFT　category　（pushups，　situps，　and　twomile　run）　to　pass，　but　in　Army　Basic　Training，　only　50　points　is　required，　though　at　AIT　the　soldier　will　take　another　APFT　with　a　60　point　requirement.　During　Blue　Phase，　the　recruits　move　on　to　longer　and　more　intensive　“Bivouac”　（camping）　and　FTX　（Field　Training　Exercises），　such　as　nighttime　combat　operations.　Drill　sergeants　will　make　much　of　this　an　adversarial　process，　working　against　the　recruits　in　many　of　the　night　operations，　trying　to　foil　plans，　etc.

7Advanced　Individual　Training　（AIT），　consists　of　the　remainder　of　the　total　Basic　Training　period.　It　is　where　recruits　train　to　eventually　become　experts　in　their　chosen　field，　and　it　is　therefore　different　for　each　available　army　career　path.　For　example，　if　an　individual　has　an　MOS　（Military　Occupational　Specialty）　of　Human　Intelligence　Collector，　they　would　be　sent，　following　completion　of　BCT，　to　the　Intelligence　School　at　Fort　Huachuca，　Ariz.　If　an　individual　instead　had　the　MOS　of　Army　medic，　they　would　be　sent，　after　BCT，　to　the　Army　Medical　Department　School　at　Fort　Sam　Houston，　Texas.　Although　many　AIT　schools　dont　center　around　combat　the　way　BCT　does，　individuals　are　still　subject　to　the　same　duties，　strict　daily　schedule，　and　disciplinary　rules　as　in　BCT.　AIT　trainees　are　also　continually　tested　for　physical　fitness　and　weapons　proficiency.

8Phases　Ⅳ　（Black　Phase）　and　Ⅴ　（Gold　Phase）　of　the　soldierization　process　occur　in　AIT，　and　are　characterized　by　lessening　of　control　and　increased　emphasis　on　the　technical　aspects　of　an　IET　soldiers　designated　MOS.　IET　soldiers　also　receive　reinforcement　training　on　values　and　an　introduction　to　the　history，　heritage　and　traditions　of　their　specialty　branch.　This　lessening　of　control，　expansion　of　privileges，　and　focus　on　MOS　skills　are　all　part　of　the　evolutionary　process　marking　the　transformation　from　a　civilian　to　someone　who　thinks，　looks，　and　acts　like　a　soldier.

9Graduation　from　AIT　signifies　successful　completion　of　the　first　five　phases　of　the　soldierization　process.　All　IET　graduates，　by　definition，　have　demonstrated　the　technical　and　tactical　skills　necessary　to　join　the　ranks　in　the　field　and　be　a　contributing　member　to　the　units　mission　accomplishment.　It　does　not　signify　the　end　or　completion　of　the　soldierization　process.　Soldiers　continue　to　develop　professionally　throughout　their　military　careers，　both　in　and　out　of　the　institutional　training　base.　Reinforcement　at　the　unit　level　and　in　the　noncommissioned　officer　education　system　（NCOES）　is　essential　aspects　of　the　Armys　soldierization　program.

（958　words）

NOTES

［1］　the　United　States　Army美国陆军　The　United　States　Army　is　the　branch　of　the　United　States　armed　forces　responsible　for　landbased　military　operations.　It　is　the　largest　and　oldest　established　branch　of　the　U.S.　military，　and　is　one　of　seven　uniformed　services.

［2］　the　United　States　Army　Reserve美国陆军预备役　The　United　States　Army　Reserve　is　the　federal　reserve　force　of　the　United　States　Army.　Together，　the　Army　Reserve　and　the　Army　National　Guard　constitute　the　reserve　components　of　the　United　States　Army.

［3］　Army　National　Guard［美］陆军国民警卫队　Established　under　Title　10　and　Title

32　of　the　U.S.　Code，　the　Army　National　Guard　is　part　of　the　National　Guard　and　is

divided　up　into　subordinate　units　stationed　in　each　of　the　50　states　and　territories　operating　under　their　respective　governors.　The　Army　National　Guard　may　be　called　up　for　active　duty　by　the　state　governors　or　territorial　commanding　generals　to　help　respond　to　domestic　emergencies　and　disasters，　such　as　those　caused　by　hurricanes，　floods，　and　earthquakes.

［4］　Army　Physical　Fitness　Test［美］陆军体能测试　The　Army　Physical　Fitness　Test　（APFT）　is　designed　to　test　the　muscular　strength/endurance　and　cardiovascular　respiratory　fitness　of　soldiers　in　the　United　States　Army.　Soldiers　are　given　a　score　based　on　their　performance　in　three　events　consisting　of　the　pushup　（PU），　situp　（SU），　and　a　twomile　run.　Possible　scores　range　from　0　to　100　points　in　each　event.

MILITARY　TERMS

advanced　individual　training　（AIT）　高级单兵训练

armour/m/　n.　装甲

Army　Physical　Fitness　Test　（APFT）　军队体能测试

assault　rifle　冲击步枪，冲锋枪

basic　combat　training　（BCT）　基本作战训练

chemical　warfare　化学战

fragmentation/frmenteＩn/grenade　破片杀伤手榴弹

grenade/rneＩd/　n.　手榴弹，枪榴弹

grenade　launcher　榴弹发射器，枪榴弹发射筒

initial　entry　training　（IET）　入伍训练，新兵训练

intelligence/ＩntelＩdns/　n.　情报

march　行军

MOS　（military　occupational　specialty）　军队职业专长/军事职业特长

noncommissioned　officer　军士/士官

platoon/pltun/　n.　排

rank　军衔；[复]队伍，军队

superior/supＩri/　n.　上级，上司，长官

NEW　WORDS

accomplishment/kmplＩmnt/　n.　the　act　of　carrying　out　or　achieving　完成，　实现

additionally/dＩnli/　adv.　in　addition　此外

adjustment/dstmnt/　n.　the　act　of　adjusting　or　state　of　being　adjusted　调整

adversarial/dvseril/　adj.　pertaining　to　or　characterized　by　antagonism　and　conflict　敌手的，对抗（性）的

culmination/klmＩneＩn/　n.　the　final，　highest，　or　decisive　point　顶点

disciplinary/dＩsplＩnri/　adj.　of　promoting，　or　used　for　discipline　有关纪律的

enlistment/ＩnlＩstmnt/　n.　joining　the　armed　forces　征募

expansion/Ｉkspnn/　n.　the　act　of　expanding　or　the　state　of　being　expanded　扩大，　扩张，　扩展

familiarize/fmＩliraＩz/　vt.　to　make　（oneself　or　someone　else）　familiar，　as　with　a　particular　subject　使（某人）熟悉，　使通晓

foil/fＩl/　vt.　to　baffle　or　frustrate　（a　person，　attempt，　etc.）　挫败，　阻止

fundamental/fndmentl/　n.　a　basic　rule　or　principle　基本原则，　基本法则

intense/Ｉntens/　adj.　of　extreme　force，　strength，　degree，　or　amount　强烈的，剧烈的，紧张的

professionally/prfenli/　adv.　in　a　way　that　shows　skill　and　experience　娴熟地

proficiency/prfＩnsi/　n.　being　able　to　do　something　well　because　of　training　and　practice　熟练

remainder/rＩmeＩnd/　n.　a　part　or　portion　that　is　left，　as　after　use，　subtraction，　expenditure，　the　passage　of　time，　etc.　剩余物

signify/sＩnＩfaＩ/　vt.　to　indicate，　show，　or　suggest　表示……的意思，　意味

trainee/treＩni/　n.　a　person　undergoing　training　接受训练的人，受训者

transformation/trnsfmeＩn/　n.　change　or　alteration，　esp.　a　radical　one　转变

undergo/ndu/　vt.　to　experience，　endure，　or　sustain　经历

PHRASES　&　EXPRESSIONS

1　be　responsible　forhaving　the　job　or　duty　of　doing　sth.　or　taking　care　of　sb./sth.　对……负责任

2　be　subject　tobe　likely　to　be　affected　by　sth.，especially　sth.　bad　受到，遭受

3　carry　outto　perform　or　cause　to　be　implemented　执行，贯彻

4　center　aroundto　be　or　make　sb./sth.　become　the　person　or　thing　around　which　most　activities，　etc.　take　place　把……当作中心

5　consist　ofbe　made　up　of由……组成，由……构成

6　move　on　toto　continue　继续

7　on　the　part　ofas　far　as...　is　concerned　就……而言

8　refer　to...　asto　regard...　as把……称作，把……当

PROPER　NAMES

M16A2　assault　rifle　M16A2突击步枪

M67　fragmentation　grenade　M67碎片式手榴弹

EXERCISES

Ⅰ.　Reading　Comprehension

Section　A

Directions：　Complete　the　table　below　with　the　information　you　get　from　the　text.

United　States　Army

Basic　TrainingLengthPhasesWhat　do　they　do？

Basic　Combat

Training

（BCT）

Phase　Ⅰ：

Be　subject　to　，　，　be　sent　to，　be　introduced　to

Phase　Ⅱ：

Begin　；　have　PT，　，　and

Phase　Ⅲ：

test；　and

Advanced

Individual

Training　（AIT）

Phases　Ⅳ：

Phases　Ⅴ：

and　more　on　the　；　on　values　and　history，　and　so　on.

Ⅱ.　Vocabulary

Section　A

Directions：　Fill　in　the　blanks　with　words　learned　from　text　B.　The　first　letter　of　each　word　has　been　given.

1　He　again　offered　himself　for　e　and　was　again　rejected.

2　It　is　also　an　a　of　which　we　are　most　proud　in　Army　Acquisition，　Logistics　and　Technology.

3　Other　chances　to　f　the　attack　were　missed.

4　There　is　an　i　conflict　going　on　in　parts　of　Somalia.

5　Health　care　workers　should　raise　their　professional　p　in　order　to　meet　the　requirements　of　different　clients　in　the　military.

6　The　educational　t　of　military　academies　has　been　experiencing　sharp　changes，which　have　brought　lots　of　new　challenges　to　the　development　of　the　academies.

7　It　takes　times　and　procedures　to　train　the　interd　talents.

8　After　a　r　training　lasting　26　weeks，　Henry　was　deemed　ready　for　the　military　action.

9　As　a　t，　have　you　had　any　unique　experience　to　the　military　training　life？

10　The　goal　is　not　to　teach　English　but　to　f　cadets　with　how　the　language　works.

Section　B

Directions：　Fill　in　the　blanks　with　the　expressions　given　below.　Change　the　form　where　necessary.

on　the　part　ofconsist　ofcarry　outbe　responsible　for

refer　to...ascenter　aroundbe　subject　to　move　on　to

1　This　stretching　of　capacity　is　what　most　people　stress.

2　The　armed　forces　usually　the　army，　the　navy　and　the　air　force.

3　When　the　head　of　the　armed　forces　refused　to　an　order　to　distribute　the　ballot　papers，　the　president　sacked　him.

4　The　political　departments　of　the　army　forces　shall　the　administration　of　reserve　officers　in　their　respective　forces.

5　Historically，　they　say，　women　have　preferred　careers　that　living　things，　rather　than　inanimate　ideas　or　objects.

6　Discouragement　the　high　commander　inevitably　spreads　throughout　the　whole　army.

7　We　have　a　good　plan，　but　the　plan　must　our　teachers　approval.

8　They　a　new　place　every　two　or　three　years.

Part　Ⅲ

Additional　Themerelated　Activities

Section　AListening，　Watching　&　Speaking

Passage　Listening

Words　&　Expressions

ammunition/mjunＩn/　n.　军火，弹药

crawl　/krl/　vi.　匍匐前进

crucible/krusＩbl/　n.　严酷的考验

grueling/rulＩ/　adj.　使人极度疲劳的

marksmanship/mksmnＩp/　n.　射击术

navigate　/nvＩeＩt/　v.　乘船航行

pit/pＩt/　n.　坑，　深渊

recruit/rＩkrut/　n.　新兵

worship/wＩp/　n.　礼拜（仪式）

Proper　Names

Iraq/Ｉrk/　伊拉克（西亚国家）

Marine　Corps海军陆战队

Parris　Island帕里斯岛（位于美国南卡罗莱纳州，为美国海军陆战队的新兵站）

Task　1Listening　Comprehension

Directions：　Listen　to　the　passage　and　choose　the　best　answer　to　each　question.

1　is　regarded　as　the　hardest　American　military　basic　training.

（A）　Marine　Corps　Boot　Camp

（B）　Army　Basic　Combat　Training

（C）　Air　Force　Recruit　Training

（D）　Navy　Boot　Camp

2　Which　of　the　following　statements　is　true　about　the　recruits？

（A）　The　recruits　spend　three　months　finishing　military　basic　training.

（B）　The　recruits　train　constantly　and　they　only　have　two　of　free　time　each　day.

（C）　The　recruits　are　prevented　from　attending　worship　services.

（D）　The　recruits　can　make　any　phone　call　during　their　training.

3　Sometimes　the　recruits　have　to　hit　the　ground　and　do　pushups　because　.

（A）　they　are　punished　for　doing　something　wrong　during　training

（B）　they　are　just　required　to　do　so

（C）　Both　A　and　B.

（D）　The　reasons　are　unknown.

4　During　“The　Crucible，”　the　recruits　.

（A）　must　finish　a　challenging　54hour　combat　exercise

（B）　must　navigate　obstacle　courses　and　swim　a　long　distance

（C）　cant　sleep　well　but　have　adequate　food　to　eat

（D）　must　crawl　150　meters　with　ammunition　cans　without　the　wounded

5　What　can　be　inferred　from　the　passage？

（A）　The　training　gets　the　recruits　mentally　and　physically　prepared　for　future　operations.

（B）　The　recruits　could　be　called　Marines　before　graduation　ceremonies.

（C）　Most　of　the　recruits　could　not　finish　the　training　because　of　injuries.

（D）　Few　of　the　new　Marines　will　be　sent　to　Iraq　or　Afghanistan.

Task　2Spot　Dictation

Directions：　Listen　to　the　passage　again　and　fill　in　the　blanks　with　the　exact　words　or　expressions　youve　heard.

1　The　recruits　spend　three　months　doing　intense　physical　exercise，　（1）　，　hand　to　hand　combat，　marksmanship　and　（2）　.

2　Parris　Island　tears　down　the　recruits　as　（1）　—rebuilds　them　as　（2）　.

3　The　recruits　have　their　meals　（1）　and　（2）　.

4　About　（1）　percent　of　the　men　do　not　complete　the　training　mostly　because　of　（2）　.

5　Marine　Joseph　Rileys　mother　did　not　want　him　to　become　（1）　and　is　afraid　he　will　（2）　.

Task　3Roleplaying　（Oral　Work）

Directions：　Listen　to　the　passage　for　the　third　time,　then　try　to　introduce　U.S.　Marine　Corps　Boot　Camp　with　the　help　of　the　following　key　words　or　expressions.

toughestsurvivaltear　downnavigategraduation

Video　Watching　Ⅰ

Words　&　Expressions

airman/emn/　n.　飞行员，空军士兵

demanding/dＩmndＩ/　adj.　要求高的

fireman/faＩmn/　n.　消防队员

prior/praＩ/　adj.　在……之前

right　off　the　bat　立刻，迅速

staff/stf/　n.　参谋

yell/jel/　v.　大叫，呼喊

Proper　Names

1st　Class　一等兵

Tech.　Sgt.　技术军士

Task　1Matching

Directions：　Watch　the　video　clip　and　then　match　the　following　people　with　the　corresponding　opinions　listed　below.

Airman　1st　Class　Dana　Wright

Staff　Sgt.　William　Alston

Fireman　Whitney　Bell

Sgt.　James　Weygandt

Sgt.　April　Cashdollar

Tech.　Sgt.　Kenny　Rogers

1　The　most　difficult　part　about　boot　camp　is　the　mental　challenges.

2　It　teaches　you　how　to　be　a　team　player　in　teamwork.

3　It　is　a　brandnew　experience　that　you　never　have　before　going　into　Basic　Training.

4　You　learn　how　to　do　things　properly　and　live　a　military　lifestyle　in　boot　camp.

5　You　can　survive　boot　camp　with　the　support　of　everyone　else　despite　those　hard　times.

6　It　maybe　one　of　the　easiest　things　that　Ive　accomplished　since　Ive　been　in　the　Army.

Task　2Spot　Dictation

Directions：　Watch　the　video　clip　again　and　fill　in　the　blanks　with　the　exact　words　or　expressions　youve　heard.

Boot　camp　isnt，　wasnt　exactly　what　I　expected.　I　expected　always　（1）　.　However；　they　do　a　lot　of　（2）　.

When　I　was　at　boot　camp，　we　basically　were　（1）　just　to　get　built　back　up　again.　There　were　（2）　at　boot　camp，　but　its　nothing　that　anyone　cant　pull　through　with　（3）　.

It　teaches　you　right　off　the　bat　to　be　（1）　that　you　have　to　work　together.　You　get　out　of　line；　everybody　has　to　work　together　to　get　back　in　line.　It　gives　you　little　jobs　here　and　there，　teaches　you　（2）　.　It　was　a　very　good　experience.

Task　3Discussion　（Oral　Work）

Directions：　Watch　the　video　clip　for　the　third　time　and　then　discuss　the　following　question.

Basic　Training—often　called　boot　camp—prepares　recruits　for　all　elements　of　service：　physical，　mental　and　emotional.　No　matter　which　branch　of　the　Service　a　recruit　chooses，　Basic　Training　is　an　intense　experience.　Its　a　tough　process，　but　a　rewarding　one　that　many　service　members　value　for　life.　Share　your　opinion　on　boot　camp　with　your　partner.

Video　Watching　Ⅱ

Words　&　Expressions

antitank/ntitk/　n.　反坦克

badge/bd/　n.　徽章，证章

bayonet/beＩnt/　n.　（枪上的）刺刀

convoy/knvＩ/　n.　护送，护卫，护航

landmine/lndmaＩn　/　n.　地雷

launcher/lnt/　n.　发射者，发射器，运载火箭

rappel/rpel/　v.　用绳索下降

tactics/tktＩks/　n.　策略，战术，兵法

Proper　Names

M16　Series　RifleM16　系列步枪

M249　machine　gunM249　机关枪

Task　1Gap　Filling

Directions：　Watch　the　video　clip　and　complete　the　table　below　with　the　information　you　get　from　the　text.

Basic

Training

Phase　Ⅰ

（Red　Phase）Week

1Youll　be　instructed　on　the　firstaid，　，　map　reading　and　military　law.　Youll　also　go　through　your　first，　where　you　will　rappel　from　44　foot　tower.　Youll　be　taught　how　to　protect　yourself　from　a　or　chemical　attack.

Phase　Ⅱ

（　Phase）Week

6Youll　go　on　a　two　days　field　training　exercise.　The　army　has　training　aids　and　other　hightech　training　devices　to　help　you　shoot.　After　sufficient　practice，　youll　throw　live　hand　grenades，　and　make　for　another　badge　on　the　grenade　range.

Phase　Ⅲ

（　Phase）Week

79Youll　prone　to　go　through　a　challenging—　obstacle　course.　Youll　go　through　a　night　training　course　where　machine　guns　are　firing　over　your　head　and　will　go　off　nearby.

Task　2Questions　and　Answers

Directions：　Watch　the　video　clip　again　and　answer　the　following　questions.

1　What　is　the　primary　consideration　on　this　range　and　all　training　areas？

2　What　are　the　seven　army　values？

3　What　test　will　you　be　required　to　pass　before　graduation？

4　Who　will　be　invited　to　attend　your　graduation　ceremony？

Task　3Summarizing　（Oral　Work）

Directions：　Watch　the　video　clip　for　the　third　time　and　then　summarize　the　main　idea　with　the　help　of　the　following　key　words　or　expressions.

phasesbe　instructed　ongo　throughrappel

field　trainingshootqualified　forconfidence　obstacle　course

safetyarmy　valuesaccomplishphysical　fitness　test

Section　BThemerelated　Oral　Tasks

About　Army　Boot　Camp

For　new　members　of　the　U.S.　Army，　special　training　and　preparation　for　military　service　is　the　first　step.　Training　for　new　recruits　is　referred　to　as　Basic　Combat　Training　（BCT）.　This　training　is　designed　to　totally　immerse　the　new　Army　inductee　into　their　new　unit　and　its　new　way　of　life.　This　is　intended　for　the　good　of　the　unit　and　creates　a　bond　between　the　members　of　the　unit　as　a　whole.　This　is　necessary　to　ensure　the　unit　is　able　to　perform　under　high　levels　of　stress　and　situations　that　are　not　usually　present　in　civilian　life.

To　ensure　consistent　appearance　for　Army　troops，　and　to　meet　rigorous　grooming　standards　that　the　Army　expects　its　recruits　to　follow，　uniforms　are　issued　while　all　civilian　apparel　is　confiscated.　All　males　have　their　heads　shaven.　In　most　cases，　females　are　not　allowed　to　shave　their　heads　but　are　required　to　keep　their　hair　off　their　shoulders　and　collars.　Inductees　are　issued　a　service　number，　a　rifle，　and　other　standard　issue　equipment.　After　recruits　are　settled　in，　basic　training　begins.

Much　of　the　U.S.　Armys　basic　training　is　indeed　psychological，　but　it　is　based　on　completing　a　variety　of　physical　tasks.　It　is　thought　that　if　an　individual　is　unable　to　follow　orders　for　simple　tasks　or　complete　simple　assignments　as　part　of　an　Army　team，　then　they　are　just　as　unlikely　to　have　the　ability　to　follow　orders　during　combat　or　other　stressful　situations，　thereby　placing　the　entire　unit　at　risk　and/or　undermining　the　mission.

Where　you　are　sent　for　Army　BCT　depends　on　the　MOS　（Military　Occupational　specialty）　that　is　selected　when　you　enlist.　Female　inductees　generally　go　to　either　Fort　Leonard　Wood　in　Missouri，　or　Fort　Jackson　in　South　Carolina.　Basic　Combat　Training　follows　a　strict　timeline　that　lasts　nine　weeks.　Afterwards，

the　newly　promoted　Privates　are　transferred　to　an　Advanced　Individual　Training　（AIT）　program　where　they　further　train　in　MOSspecific　skills.

U.S.　Army　basic　training　includes　physical　fitness，　military　courtesy　and　regulations，　tradition　and　history，　grooming　and　uniform　care，　drilling，　basic　rifle　marksmanship，　introduction　to　U.S.　and　foreign　weapons，　maintenance　of　weapons，　hand　to　hand　combat，　first　aid　and　more.　Due　to　its　difficulty，　a　great　deal　of　satisfaction　is　derived　by　individuals　who　are　able　to　complete　basic　training.　It　is　considered　a　valuable　experience　by　those　who　are　able　to　see　it　through，　and　provides　unequaled　preparation　for　service　in　the　United　States　Army.

Words　&　Expressions

apparel/prl/　n.　衣服，服装

confiscate/knfＩskeＩt　/　v.　没收，把……充公

courtesy/ktsi/　n.　礼貌

grooming/rumＩ/　n.　打扮，装束

inductee/Ｉndkti/　n.　新入伍者

maintenance/meＩntnns/　n.　维护，保养

unit/junＩt/　n.　组，分队，部队

Proper　Names

Fort　Jackson　杰克逊堡基地

Fort　Leonard　Wood　伦纳德伍德堡基地

Missouri　密苏里州（美国中西部一州）

South　Carolina　南卡罗来纳州（美国东南部一州）

Task　1Questions　for　Discussion

Directions：　Read　the　passage　and　then　discuss　the　following　questions　with　your　partner.

1　Explain　the　meaning　of　BCT，　MOS　and　AIT.

2　What　is　BCT　aiming　at？

3　How　to　ensure　consistent　appearance　for　Army　troops　and　to　meet　rigorous　standards？

4　What　determines　the　recruits　where　they　are　sent　for　Army　BCT？

5　Why　do　those　who　are　able　to　complete　basic　training　consider　it　a　valuable　experience？

Task　2Retelling

Directions：　Work　with　your　partner　by　retelling　the　passage　to　each　other.　Use　the　evaluation　chart　to　evaluate　your　partners　retelling.

Grammar

Pronunciation

Facts

Fluency

Grading：　5=Excellent；　4=Good；　3=Fairly　Good；　2=Should　Improve；　1=Must　Improve

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Unit　FourMilitary　Academies

初级军事英语教程

Part　Ⅰ

Prereading　Activities

Words　&　Expressions

base/beＩs/　n.　基地

bilateral/baＩltrl/　adj.　双边的，涉及双方的

consensus/knsenss/　n.　共识，一致意见，共同意见

military　exchange军事交流

strategy/strtdi/　n.　战略，战略学

superintendent/suprＩntendnt/　n.　军校校长，主管，负责人

Proper　Names

Flying　Tigers　飞虎队（二战期间由陈纳德将军创立的美国援华空军大队）

Lt.　Gen.　David　Hunton　亨通中将（西点军校第58任校长）

United　States　Military　Academy（USMA）　美国陆军军官学校（西点军校）

Task　1Questions　for　Discussion

Directions：　Watch　the　video　clip　and　then　discuss　the　following　questions.

1　What　is　the　aim　of　Defense　Minister　Liangs　visit　to　USMA？

2　Who　is　the　counterpart　of　Defense　Minister　Liang　in　the　U.S.　army？

3　How　many　days　will　Defense　Minister　Liang　stay　in　West　Point？

Task　2True　or　False　Statements

Directions：　Watch　the　video　clip　again　and　then　decide　whether　the　following　statements　are　true　or　false.　Write　T　for　True　or　F　for　False　before　each　statement.

1　Defense　Minister，　Liang　Guanglie，　has　visited　the　United　States　Military　Academy　（USMA）　at　West　Virginia.

2　Liang　has　presented　more　than　200　copies　of　Chinese　history　and　strategy　books　to　its　library　in　an　effort　to　promote　military　ties.

3　United　States　Military　Academy　and　the　Peoples　Liberation　Army　have　seldom　had　very　important　military　exchanges　for　many　years.

4　Liang　has　met　with　his　U.S.　counterpart　Barack　Obama，　representatives　of　the　Flying　Tigers　and　their　families.

5　This　is　the　first　visit　to　the　U.S.　by　a　Chinese　Defense　Minister　in　19　years.

Part　Ⅱ

Readingcentered　Activities

Text　A

The　United　States　Military　Academy　at　West　Point

1The　United　States　Military　Academy　at　West　Point　（also　known　as　USMA，　West　Point）　is　a　fouryear　coeducational　federal　service　academy　located　at　West　Point，　New　York.　Established　in　1802，　USMA　is　the　oldest　of　the　United　States　five　service　academies.　The　military　garrison　at　West　Point　was　occupied　in　1778　and　played　a　key　role　in　the　Revolutionary　War［1］.　The　academy　sits　on　scenic　high　ground　overlooking　the　Hudson　River，　50　miles　north　of　New　York　City.　The　entire　central　campus　is　a　national　landmark　and　home　to　scores　of　historic　sites，　buildings，　and　monuments.

Administration

2The　commanding　officer　at　the　USMA　is　the　Superintendent.　This　position　is　roughly　equivalent　to　the　president　of　a　civilian　university，　but　due　to　his　status　as　the　commanding　general　of　the　academy，　the　Superintendent　holds　more　influence　over　the　daily　lives　of　the　cadets　than　would　a　civilian　university　president.　Since　1812，　all　Superintendents　have　been　West　Point　graduates，　though　this　has　never　been　an　official　prerequisite　to　hold　that　position.　In　recent　years，　the　position　of　Superintendent　has　been　held　by　a　Lieutenant　General.　The　academy　is　a　direct　reporting　unit，　and　as　such，　the　Superintendent　reports　directly　to　the　Army　Chief　of　Staff　（CSA）.

Curriculum　and　Academics

3West　Point　is　a　mediumsized，　highly　residential　baccalaureate　college，　with　a　fulltime，　fouryear　undergraduate　program　that　emphasizes　instruction　in　the　arts，　sciences，　and　professions　with　no　graduate　program.　There　are　45　academic　majors　and　the　most　popular　majors　are　in　foreign　languages，　management　information　systems，　history，　economics，　and　mechanical　engineering.

4The　academys　teaching　emphasizes　small　classes　with　daily　homework，　and　strives　to　make　students　actively　responsible　for　their　own　learning　by　completing　homework　assignments　prior　to　class　and　bringing　the　work　to　class　to　discuss　collaboratively.

5The　academic　program　consists　of　a　structured　core　of　31　courses　balanced　between　the　arts　and　sciences.　Although　cadets　choose　their　majors　in　the　fall　of　their　sophomore　year，　they　take　the　same　course　of　instruction　until　the　beginning　of　their　junior　year.　This　core　course　of　instruction　consists　of　mathematics，　computer　science，　chemistry，　physics，　engineering，　history，　physical　geography，　philosophy，　leadership　and　general　psychology，　English　composition　and　literature，　foreign　language，　political　science，　international　relations，　economics，　and　constitutional　law.　Some　advanced　cadets　may　“validate”　out　of　the　baselevel　classes　and　take　advanced　or　accelerated　courses　earlier　as　freshmen　or　sophomores.　Regardless　of　major，　all　cadets　graduate　with　a　Bachelor　of　Science　degree.

Military

6All　cadets　receive　commissioning　as　Second　Lieutenants　upon　graduation，　so　military　and　leadership　education　is　nested　with　academic　instruction.　Military　training　and　discipline　fall　under　purview　of　the　Office　of　the　Commandant.　Entering　freshmen，　or　fourth　class　cadets，　are　referred　to　as　New　Cadets，　and　enter　the　academy　on　Reception　Day　or　Rday，　which　marks　the　start　of　cadet　basic　training　（CBT），　known　colloquially　as　Beast　Barracks，　or　simply　Beast.　Most　cadets　consider　Beast　to　be　their　most　difficult　time　at　the　academy　because　of　the　strenuous　transition　from　civilian　to　military　life.　In　their　second　summer，　cadets　undergo　cadet　field　training　（CFT）　at　nearby　Camp　Buckner，　where　they　train　more　advanced　field　craft　and　military　skills.　During　the　cadets　third　summer，　they　may　serve　as　instructors　for　CBT　or　CFT.　Senior　cadets　now　also　spend　one　month　training　at　Camp　Buckner，　where　they　train　for　modern　tactical　situations　that　they　will　soon　face　as　new　platoon　leaders.　Cadets　also　have　the　opportunity　during　their　second，　third　and　fourth　summers　to　serve　in　active　army　units　and　military　schools　around　the　world.

Physical

7The　Department　of　Physical　Education　（DPE）　administers　the　physical　program，　which　includes　both　physical　education　classes，　physical　fitness　testing，　and　competitive　athletics.　All　cadets　take　a　prescribed　series　of　physical　fitness　courses.　All　cadets　take　military　movement　（applied　gymnastics），　boxing　（men）　or　self　defense　（women），　swimming，　and　beginning　in　2009，　advanced　combatives.　Cadets　can　also　take　elective　physical　activity　classes　such　as　scuba，　rock　climbing，　and　aerobic　fitness.

8As　with　all　soldiers　in　the　Army，　cadets　also　must　pass　the　Army　Physical　Fitness　Test　twice　per　year.　Additionally，　during　their　junior　year，　cadets　must　pass　the　Indoor　Obstacle　Course　Test　（IOCT），　which　DPE　has　administered　in　Hayes　Gymnasium　since　1944.　Since　Douglas　MacArthurs　tenure　as　superintendent，　every　cadet　has　been　required　to　participate　in　either　an　intercollegiate　sport，　a　club　sport，　or　an　intramural　（referred　to　as　“company　athletics”）　sport　each　semester.

Moral　and　Ethical　Training

9Moralethical　development　occurs　throughout　the　entirety　of　the　cadet　experience　by　living　under　the　honour　code　and　through　formal　leadership　programs　available　at　the　academy.　These　include　instruction　in　the　values　of　the　military　profession　through　Professional　Military　Ethics　Education　（PME2），　voluntary　religious　programs，　interaction　with　staff　and　faculty　role　models，　and　an　extensive　guestspeaker　program.　The　foundation　of　the　ethical　code　at　West　Point　is　found　in　the　academys　motto，　“Duty，　Honour，　Country.”

10West　Points　Cadet　Honour　Code　reads　simply　that：　“A　cadet　will　not　lie，　cheat，　or　steal，　or　tolerate　those　who　do.”　Cadets　accused　of　violating　the　Honour　Code　face　an　investigative　and　hearing　process.　If　they　are　found　guilty　by　a　jury　of　their　peers，　they　face　severe　consequences　ranging　from　being　“turned　back”　（repeating　an　academic　year）　to　separation　from　the　academy.

Rank　and　Organization

11The　Corps　of　Cadets　is　officially　organized　into　a　brigade.　The　senior　ranking　cadet，　the　Brigade　Commander，　is　known　traditionally　as　the　First　Captain.　The　brigade　is　organized　into　four　regiments.　Within　each　regiment　there　are　two　battalions，　which　consists　of　four　companies.　Companies　are　lettered　A　through　H，　with　a　number　signifying　which　regiment　it　belongs　to.　For　example，　there　are　four　“A”　companies：　A1，　A2，　A3，　and　A4.　First　class　cadets　hold　the　leadership　positions　within　the　brigade　from　the　First　Captain　down　to　platoon　leaders　within　the　companies.　Leadership　responsibility　decreases　with　the　lower　classes，　with　second　class　cadets　holding　the　rank　of　cadet　sergeant，　third　class　cadets　holding　the　rank　of　cadet　corporal，　and　fourth　class　cadets　as　cadet　privates.

12Because　of　West　Points　age　and　unique　mission，　its　traditions　influenced　other　institutions.　It　was　the　first　American　college　to　have　class　rings，　and　its　technical　curriculum　was　a　model　for　later　engineering　schools.　Its　football　team　was　a　national　power　in　the　early　and　mid20th　century，　winning　three　national　championships.　Its　alumni　and　students　are　collectively　referred　to　as　“The　Long　Gray　Line”　and　its　ranks　include　two　Presidents　of　the　United　States，　numerous　famous　generals，　and　74　Medal　of　Honour　recipients.

（1,099　words）

NOTES

［1］　the　American　Revolutionary　War　（17751783）美国独立战争　It　is　also　called　as　American　War　of　Independence，　Revolutionary　War，　or　simply　American　Revolution，　which　began　as　a　war　between　the　Kingdom　of　Great　Britain　and　13　British　colonies　in　North　America，　and　ended　in　a　global　war　between　several

European　great　powers.　The　war　was　the　result　of　escalating　political　tensions　between　the　Parliament　of　Great　Britain　and　colonists　opposed　to　the　Stamp　Act

of　1765，　which　the　Americans　protested　as　unconstitutional.　The　Parliament　insisted　on　its　right　to　tax　colonists；　the　Americans　claimed　their　rights　as　Englishmen　to　No　Taxation　Without　Representation.　The　Americans　formed　a　unifying　Continental　Congress　and　a　shadow　government　in　each　colony.　The　American　boycott　of　British　tea　led　to　the　Boston　Tea　Party　in　1773.　London　responded　by　ending　self　government　in　Massachusetts　and　putting　it　under　the　control　of　the　army　with　General　Thomas　Gage　as　governor.　In　April　of　1775，　Gage　sent　a　contingent　of　troops　out　of　Boston　to　seize　rebel　arms.　Local　militia，　known　as　“minutemen，”　confronted　the　British　troops　and　nearly　destroyed　the　British　column.　The　Battles　of　Lexington　and　Concord　ignited　the　war.　Any　chance　of　a　compromise　ended　when　the　colonies　declared　independence　and　formed　a　new　nation，　the　United　States　of　America　in　July　1776.

MILITARY　TERMS

brigade/ｂｒＩｅＩｄ/　n.　旅

cadet/ｋｄｅｔ/　n.　军校学员

commission/ｋｍＩｎ/　n.　/vt.　任职，任职令

corporal/ｋｐｒｌ/　n.　（美陆、海军陆战队）下士

corps/ｋ/　n.　军团，军，兵种

garrison/rＩsn/　n.　驻地，部队驻地，尤指一种永久性的军事设施

Lieutenant　General　（英陆、英海军陆战队；美陆、空，美海军陆战队）中将

Medal　of　Honour　荣誉勋章，国会荣誉奖章

physical　fitness　testing（西点）体能测试

private/ｐｒａＩｖｔ/　n.　（美陆、海军陆战队）二等兵

regiment/ｒｅｄＩｍｎｔ/　n.　团

Revolutionary　War美国独立战争

sergeant/ｓｄｎｔ/　n.　（美陆、海军陆战队）中士

service　academy　军种初级院校

superintendent/ｓｕｐｒＩｎｔｅｎｄｎｔ/　n.　军校校长

the　Army　Chief　of　Staff　(CSA)　陆军参谋长

the　Corps　of　Cadets　(西点)学员旅

the　office　of　the　commandant　(西点)训练长办公室

NEW　WORDS

accuse/kjuz/　v.　bring　an　accusation　against　谴责，控告

aerobic/erbＩk/　adj.　involving　or　improving　oxygen　consumption　by　the　body　有氧健身法的

alumni/lmnaＩ/　n.　a　person　who　has　received　a　degree　from　a　school　（high　school　or　college　or　university）　（男）校友，（男）毕业生

baccalaureate/bklrit/　adj.　an　academic　degree　conferred　on　someone　who　has　successfully　completed　undergraduate　studies　学士学位的，与学士学位有关的

coeducational/kedｕkeＩnl/　adj.　attended　by　members　of　both　sexes　男女合校的

collaboratively/klbrtＩvlｉ/　adv.　accomplished　by　collaboration　合作地，协力完成地

colloquially/klkwilｉ/　adv.　with　the　use　of　colloquial　expressions　口语化地

combative/kmbtＩv/　adj.　having　or　showing　a　ready　disposition　to　fight　好战的，好斗的

curriculum/krＩkjlm/　n.　all　the　courses　of　study　offered　by　an　educational　institution　课程

entirety/ＩntaＩrti/　n.　the　state　of　being　entire　or　complete，　wholeness　全部，整个

extensive/ＩkstensＩv/　adj.　large　in　extent，　range，　or　amount　广泛的，广阔的

freshman/fremn/　n.　a　student　in　the　firstyear　class　of　a　high　school，　college，　or　university　新生，高中、学院或大学的一年级学生

gymnastic/dＩmnstＩk/　adj.　of　or　relating　to　gymnastics　体操的，和体操有关的

institution/ＩnstＩtjun/　n.　a　custom，　practice，　relationship，　or　behavioｕral　pattern　of　importance　in　the　life　of　a　community　or　society　制度，习俗

instruction/Ｉnstrkn/n.　an　imparted　or　acquired　item　of　knowledge；　a　lesson；　the　act，　practice，　or　profession　of　instructing

传授的或获得的知识，课程，授课，指令

investigative/ＩnvestＩtＩv/　adj.　of　or　relating　to　investigation　调查的

junior/dunｉ/　n.　a　student　in　the　third　year　of　a　U.S.　high　school　or　college　美国中学或大学的三年级学生　adj.　lower　in　rank　or　shorter　in　length　of　tenure　地位较低的，年资较短的

jury/dri/　n.　a　panel　of　judges

评判委员会，　陪审团

overlook/vlk/　vt.　to　look　over　or　at　from　a　higher　place；　to　ignore　deliberately　or　indulgently　眺望，俯瞰，忽略，忽视

prerequisite/prirekwzＩt/　n.　something　that　is　required　or　necessary　先决条件

prescribe/prＩskraＩb/　v.　to　set　down　as　a　rule　or　guide；　to　order　a　medicine　or　other　treatment　指定，规定，开处方，给医嘱

recipient/rＩsＩpint/　n.　one　that　receives　or　is　receptive　接受者

severe/sＩvＩ/　adj.　marked　by　or　requiring　strict　adherence　to　rigorous　standards　or　high　principles；　very　serious，　grave　or　grievous　严格的，严重的

sophomore/sfm/　n.　a　secondyear　student　in　a　U.S.　college　二年级学生，美国大学第二年的学生

tenure/tenj/　n.　the　act，　fact，　or　condition　of　holding　something　in　ones　possession，　as　real　estate　or　an　office；　occupation　（官职等的）任期，（土地的）使用期限

violate/vaileit/　vt.　to　break　or　disregard　（a　law　or　promise，　for　example）　违犯

PHRASES　&　EXPRESSIONS

1　accuse　sb.　ofbring　an　accusation　against　谴责，控告

2　Bachelor　of　Sciencea　bachelors　degree　in　science　理学士

3　regardless　ofdespite　of　不管，不顾

4　role　modelsomeone　worthy　of　imitation　行为榜样

PROPER　NAMES

Camp　Buckner　（西点军校）巴克纳尔训练营

Douglas　MacArthur　道格拉斯·麦克阿瑟（美国五星上将，西点军校第31任校长）

Hayes　Gymnasium　（西点军校）海斯体育馆

Hudson　River　哈德逊河（美国纽约州境内一河流）

EXERCISES

Ⅰ.　Reading　Comprehension

Section　A

Directions：　Answer　the　following　questions　based　on　the　information　provided　in　the　text.

1　What　do　you　know　about　the　commanding　officer　at　the　USMA？

2　What　majors　are　the　most　popular　in　West　Point？　Please　name　some　of　them.

3　How　does　West　Point　make　students　take　their　own　responsibilities　for　learning？

4　What　is　“Beast　Barracks”？

5　How　does　West　Point　carry　out　its　moral　and　ethical　training　for　cadets？

Section　B

Directions：　Decide　whether　each　of　the　following　statements　is　true　or　false　according　to　the　text.　Write　T　for　True　or　F　for　False　before　each　statement.

1　The　United　States　Military　Academy　is　a　fouryear　federal　service　academy，　which　trains　male　officers.

2　Since　1812，　all　Superintendents　have　been　West　Point　graduates，　and　this　has　been　an　official　prerequisite　to　hold　that　position.

3　The　academy　is　a　direct　reporting　unit，　thus，　the　Superintendent　reports　directly　to　the　Army　Chief　of　Staff.

4　West　Point　is　a　postgraduate　school　that　emphasizes　instruction　in　the　arts，　sciences，　and　professions.

5　Foreign　languages　are　among　the　most　popular　majors　in　West　Point.

6　The　academys　teaching　strives　to　make　students　actively　responsible　for　their　own　learning.

7　Cadets　of　West　Point　have　the　opportunity　during　their　second，　third　and　fourth　summers　to　serve　in　active　army　units　and　military　schools　around　the　world.

8　Being　different　from　soldiers　in　the　Army，　cadets　need　to　pass　the　Army　Physical　Fitness　Test　once　a　year.

Ⅱ.　Vocabulary

Section　A

Directions：　Fill　in　the　blanks　with　the　words　given　below.　Make　changes　where　necessary.

prerequisitevalidateinstructionentiretyaccelerate

violatesignifyprescribesevererecipient

1　Respect　for　human　rights　is　another　for　peace　and　security，　and　it　cannot　be　sustained　without　economic　development.

2　I　anticipate　deriving　much　from　the　lecture.

3　Our　country　should　the　economic　growth.

4　The　of　prizes　had　their　names　printed　in　the　paper.

5　This　is　a　test　of　our　loyalty.

6　The　soldiers　the　church　by　using　it　as　a　stable.

7　She　her　agreement　by　nodding.

8　He　devoted　the　of　his　life　to　the　service　of　his　country.

9　Another　person　was　arrested　on　suspicion　of　being　over　the　drinkdrive　limit.

10　The　police　later　accused　some　of　the　demonstrators　of　shooting　towards　their　column，　but　I　certainly　cant　that.

Section　B

Directions：　Complete　the　following　sentences　with　phrases　or　expressions　from　the　text　with　the　help　of　the　Chinese　given　in　the　brackets.

1　They　had　received　（命令）　to　watch　him.

2　Climbing　up　the　mountain，　we　could　（俯瞰）　the　sea.

3　It　is　a　（先决条件）　of　entry　to　the　profession　that　you　pass　the　exams.

4　The　inflation　rates　began　to　（加速增长）last　month.

5　The　commander　is　quite　（严厉）　upon　his　soldiers　with　military　regulations.

6　He　made　a　wish　that　was　（相当于）　to　a　command.

7　General　Alexander　（掌管）　of　the　army　on　May　15，　1919.

8　Douglas　MacArthur　has　become　the　（榜样）　of　the　U.S.　Military　Academy　ever　since.

9　This　task　has　to　be　fulfilled　（合作）.

10　Enemy　troops　（占领）　the　country.

Ⅲ.　Reading　Practice

Directions:　The　passage　below　is　followed　by　3　questions.　Read　the　passage　carefully　and　then　answer　the　questions.

There　are　a　number　of　military　academies　in　Russia.　Unlike　Western　military　academies　such　as　West　Point,　Soviet,　now　Russian,　military　and　police　institutions　referred　to　as　“academy”　are　postgraduate　professional　schools　for　experienced　commissioned　officers　who　already　have　a　Bachelors　degree.　Upon　graduation,　these　officers　receive　an　equivalent　of　Masters　degree　and,　if　trained　in　military　leadership,　get　appointed　as　battalion　commanders　or　higher　(from　Lt.　Colonel　and　up).　Graduates　having　noncommanding　profile　are　appointed　to　various　staff　positions　that　are　normally　equivalent　in　rank　to　Major　or　Lt.　Colonel.

Also,　military　academies　prepare　commissioned　officers　on　the　Kandidat　Nauk　level,　which　is　an　equivalent　of　Ph.D.　degree.　This　advanced　researchoriented　degree　is　required　for　filling　faculty　positions　in　military　schools　and　defense　research　institutes.　Carefully　selected　experienced　researchers　in　military　academies　hold　limitedterm　positions　as　senior　scholars　leading　to　the　prestigious　postdoctoral　Doktor　Nauk　degree　which　has　no　direct　equivalent　in　the　Western　countries.　This　degree　is　normally　a　prerequisite　for　filling　full　professor　positions　in　the　institutions　of　higher　learning.

General　Staff　Academy

The　General　Staff　Academy　of　the　Armed　Forces　of　the　Russian　Federation　was　founded　in　1936　in　Moscow　by　Leonid　Govorov.　It　was　the　senior　Soviet　and　now　Russian　professional　school　for　officers.

The　Academy　of　the　General　Staff　is　located　in　Moscow,　on　14　Kholzunova　Lane,　not　far　from　the　Frunze　Military　Academy.　The　“best　and　the　brightest”　officers　of　all　the　Soviet　Armed　Forces　were　selected　to　attend　this　senior　and　most　prestigious　of　all　the　Soviet　academies.　Students　were,　and　probably　still　are,　admitted　to　the　Academy　in　the　ranks　of　lieutenant　colonel,　colonel,　and　GeneralMajor　(one　star).　Most　were　colonels　or　newly　promoted　generals.　Officers　enter　in　their　late　30s,　as　a　general　rule.

Officers　selected　for　this　academy　would　have　first　attended　the　appropriate　service　or　branch　academy.　Graduates　who　were　not　already　generals　or　admirals　usually　were　promoted　to　this　rank　a　short　time　after　completing　the　course.　Length　of　the　academy　was　only　two　years,　in　contrast　to　the　three　years　for　the　branch　and　service　academies.

Faculty　and　students　of　the　General　Staff　Academy　were　involved　in　debates　over　Soviet　military　restructuring　in　the　last　years　of　the　USSR.　They　became　associated　with　the　military　reform　efforts　of　Major　Vladimir　Lopatin　and　made　specific　suggestions　for　deep　force　reductions.

Frunze　Military　Academy

Frunze　Military　Academy　was　founded　in　1918　as　the　academy　of　the　General　Staff.　In　1921,　it　was　transformed　into　the　RKKA　Military　Academy.　It　is　named　after　Mikhail　Frunze　who　was　the　USSR　Minister　of　Defense　in　mid1920s　and　is　located　in　Moscow.　It　is　roughly　the　equivalent　of　the　Command　and　General　Staff　College　at　Fort　Leavenworth,　KS　or　the　British　Armys　Staff　College,　Camberley.　Officers　usually　enter　when　they　are　between　late　twenties　and　thirtytwo　years　old　with　the　rank　of　Captain　or　Major,　depending　on　whether　they　pass　the　competitive　entry　examinations.

In　the　1930s,　Higher　Academic　Courses　were　added　to　the　Frunze　curriculum,　as　an　advanced　training　program　for　earlier　graduates.　Later　on,　this　program　became　the　basis　for　the　Voroshilov　Academy.　Following　the　creation　of　the　Voroshilov　General　Staff　Academy,　the　Frunze　Academy　refocused　upon　combined　arms　ground　warfare　training　at　the　tactical　level.

The　Frunze　Academy　and　the　Malinovsky　Academy　were　amalgamated　in　September　1998　into　the　Combined　Arms　Academy　of　the　Armed　Forces　of　the　Russian　Federation,　on　the　site　of　the　former　Frunze　Academy.

Since　the　turn　of　the　century　the　Combined　Arms　Academy　has　been　the　site　of　a　number　of　RussianWestern　joint　military　activities,　including　an　IISS　conference　in　February　2001,　and　U.S./Russian　exercises.

After　graduation　from　this　academy,　every　graduate　officer　used　to　receive　a　diploma　and　a　silver　diamondshaped　badge　on　his　uniform　or　civil　suit　which　had　to　be　worn　on　the　right　side　of　the　chest　above　all　other　military　or　civil　decorations　or　ribbon　bars.

Questions：

1.　What　is　the　difference　between　the　Russian　military　academies　and　the　Western　military　academies　in　terms　of　the　degree　that　their　graduates　get?

2.　Please　give　a　short　account　of　the　entry　requirements　and　training　program　of　the　General　Staff　Academy.

3.　How　much　do　you　know　about　the　history　of　Frunze　Military　Academy?

Ⅳ.　Translating　Practice

Section　A

Directions：　Translate　the　following　sentences　from　English　into　Chinese.

1　Superintendent　is　roughly　equivalent　to　the　president　of　a　civilian　university，　but　due　to　his　status　as　the　commanding　general　of　the　academy，　the　Superintendent　holds　more　influence　over　the　daily　lives　of　the　cadets　than　would　a　civilian　university　president.

2　West　Point　is　a　mediumsized，　highly　residential　baccalaureate　college，　with　a　fulltime，　fouryear　undergraduate　program　that　emphasizes　instruction　in　the　arts，　sciences，　and　professions　with　no　graduate　program.

3　Entering　freshmen，　or　fourth　class　cadets，　are　referred　to　as　New　Cadets，　and　enter　the　academy　on　Reception　Day　or　Rday，　which　marks　the　start　of　cadet　basic　training　（CBT），　known　colloquially　as　Beast　Barracks，　or　simply　Beast.

4　West　Point　trains　more　United　States　Army　officers　than　any　other　single　institution　and　a　high　proportion　of　excellent　American　generals　are　West　Point　graduates.

5　Among　the　graduates　from　the　West　Point　are　two　Presidents　of　the　United　States，　numerous　famous　generals，　and　74　Medal　of　Honour　recipients.

Section　B

Directions：　Translate　the　following　sentences　from　Chinese　into　English.

1　西点军校是《独立宣言》后建立的第一所美国军事院校，　是美国历史最悠久的军事学院。（academy）

2　西点军校不仅是一所拥有各种学术、社会和体育活动的大学，同时还是一个军事设施、一个国家的历史界标、一个吸引游客的胜地。（in　addition　to）

3　西点军校的学员毕业时被授予理学学士学位和美国陆军少尉军衔，要至少服五年现役。（commission）

4　自从两个世纪前建校起，西点军校就通过四个重要的方面对学员进行训练，这四个方面分别是：　智力、体魄、军事和道德。（critical）

5　严格的体能训练项目保证了学员具有将来作为军官在军队中服役所必需的身心素质。（contribute）

Ⅴ.　Writing　Practice

Directions:　Write　an　introduction　of　your　academy,　following　the　outline　below.　You　should　finish　the　essay　with　no　less　than　120　words.

1.　学校的建立与历史；

2.　学校的课程；

3.　校内的师生及重要的人物。

Text　B

The　Royal　Military　Academy　Sandhurst

1The　Royal　Military　Academy　Sandhurst　in　Surrey　is　where　all　officers　in　the　British　Army　are　trained　to　take　on　the　responsibilities　of　leading　soldiers.

2More　than　80%　of　officer　cadets　are　university　graduates，　but　some　arrive　with　ALevels　or　equivalent.　Others　are　serving　soldiers　who　have　been　selected　for　officer　training　and　some　come　from　overseas，　having　been　chosen　by　their　own　armies　to　train　at　the　world　famous　academy.　It　is　not　possible　for　anyone　to　undertake　training　at　their　own　private　expense.

3The　Commissioning　Course　for　Regular　Army　Officers　is　48　weeks　long，　including　recess　periods.　It　runs　three　times　a　year，　starting　in　January，　May　and　September.　The　Territorial　Army　course　is　shorter，　as　is　the　training　course　Sandhurst　offers　for　military　personnel　with　professional　qualifications　in　areas　such　as　law　and　medicine.

4Training　at　Sandhurst　covers　military，　practical　and　academic　subjects　and　while　it　is　mentally　and　physically　demanding，　theres　also　plenty　of　time　set　aside　for　sport　and　adventurous　training.　Its　a　proud　day　for　officer　cadets　going　into　the　Regular　Army　when　they　finally　march　up　the　steps　of　Old　College　to　be　commissioned　as　officers　at　the　end　of　the　prestigious　Sovereigns　Parade.

Commissioning　Course

5The　Army　Officer　Selection　Board　identifies　leadership　potential，　and　the　purpose　of　the　44week　Commissioning　Course　is　to　develop　this　by　expanding　an　officer　cadets　character，　intellect　and　professional　skills.　At　the　end　of　the　course　a　newlycommissioned　officer　will　be　qualified　to　lead　and　manage　soldiers　while　at　the　same　time　upholding　the　British　Armys　core　values　of　selfless　commitment，　respect　for　others，　loyalty，　integrity，　discipline　and　courage.

6The　days　of　Sandhurst　being　full　of　cadets　educated　at　private　schools　have　passed　and　now　more　than　50%　of　the　cadets　come　from　statefunded　education，　with　around　90%　holding　university　degrees.　There　is　normally　one　female　platoon　per　intake.　Military　training　is　infantrybased　so　that　everyone，　no　matter　what　their　eventual　regiment　or　corps,　will　have　mastered　the　core　essentials　before　they　go　on　to　more　specialized　training　after　Sandhurst.

7Overall，　the　core　objectives　of　the　commissioning　course　are：

8To　develop　commanders　of　courage　and　willpower，　with　the　temperament　for　decisive　action　in　difficult　and　dangerous　circumstances.

9To　foster　attitudes　to　integrity，　selflessness　and　loyalty　which　set　the　soldier　apart　from　others.

10To　teach　officer　cadets　how　to　think　and　communicate　as　commanders　and　to　foster　a　deep　interest　and　care　for　the　individual.

11To　achieve　a　grounding　in　British　Military　Doctrine　and　its　significance　in　all　forms　of　conflict.

12To　encourage　the　analysis　of　strategic　and　war　studies　as　a　foundation　to　military　thought　and　wisdom.

13To　train　officer　cadets　in　the　basic　skills　and　battlefield　disciplines　of　soldiering.

14The　Commissioning　Course　is　accredited　by　various　academic　and　professional　institutions.

Professionally　Qualified　Officers

15The　Professionally　Qualified　Officer　（PQO）　course　at　Sandhurst　is　for　new　British　Army　Officers　who　hold　professional　qualifications，　such　as　doctors，　vets，　lawyers，　dentists，　nurses，　physiotherapists　and　chaplains.　The　course　is　designed　to　familiarize　the　PQOs　with　military　life　and　to　prepare　them　for　operational　deployment.

16The　course　takes　ten　weeks　to　complete　and　is　based　directly　on　the　Regular　Commissioning　Course.　The　focus　is　on　officership，　command　and　leadership，　and　the　syllabus　includes　field　training，　physical　training，　weapons　training　and，　of　course，　drill.　When　not　out　in　the　field　the　PQOs　will　find　themselves　in　the　classroom，　learning，　for　example，　about　global　security，　aspects　of　leadership　psychology　and　the　history　of　warfare.

17　Some　of　the　most　exciting　parts　of　the　course　are　the　tactical　exercises,　a　week　on　the　ranges　firing　the　Armys　latest　weapons　systems，　learning　how　to　use　the　latest　digital　communication　equipment　and　the　physical　challenge　of　core　survival　skills.　The　final　exercise　centers　around　operating　in　a　contemporary　environment　and　contains　elements　of　peace　support　operations，　war　fighting，　negotiation　and　media　operations.

18The　final　hurdle　is　the　preparation　for　the　Passing　Out　Parade[1].　The　night　before，　a　formal　dinner　is　held　in　the　magnificent　surroundings　of　the　Indian　Army　Memorial　Room　in　Old　College，　where　everyone　wears　mess　kit　for　the　first　time.　The　next　day　the　PQOs　march　out　to　pay　their　last　visit　to　the　parade　square　with　the　support　of　a　military　band　and　the　parade　commander　on　horseback.　Afterwards，　family　and　friends　are　invited　into　Old　College　to　join　in　the　celebrations　at　the　parade　lunch.

Territorial　Army

19Every　Territorial　Army　（TA）　Officer　in　the　British　Army　commissions　from　the　Royal　Military　Academy　Sandhurst.　However，　there　are　two　different　routes　to　the　Academy.　One　is　through　the　University　Officer　Training　Corps　（UOTC）　for　university　students；　the　other　is　through　a　local　TA　unit.　Both　involve　the　completion　of　three　qualifying　modules　before　applying　for　the　TA　Commissioning　Course　（TACC）　at　Sandhurst.　There　are　two　TACCs　per　year：　one　in　July，　the　other　in　September.

20In　order　to　be　accepted　onto　the　TACC，　applicants　first　have　to　pass　an　Army　Officer　Selection　Board　（AOSB）　at　Westbury，　which　is　identical　in　all　respects　to　the　Regular　AOSB.　The　Sandhurst　course　is　three　weeks　long　and　consists　of　an　intensive　revision　period　in　week　one，　followed　by　a　twoweek　test　period　that　includes　a　sevenday　tactical　exercise　in　the　field.　The　course　ends　with　an　impressive，　formal　commissioning　parade　in　front　of　Old　College　to　which　family　and　friends　are　invited.

21Someone　who　holds　a　TA　commission　will　have　learned　a　wide　range　of　valuable　leadership　and　managerial　skills　that　can　also　be　used　in　the　civilian　workplace.　For　that　reason，　many　employers　actively　support　employees　who　wish　to　become　Territorial　Army　Officers.

Late　Entry　Officers　Course

22A　Late　Entry　（LE）　Officer　is　someone　who　has　been　awarded　the　Queens　Commission［2］　after　a　number　of　years　prior　service　in　the　Army　as　a　soldier.

23The　Late　Entry　Officers　Course　（LEOC）　is　designed　to　develop　the　new　LE　Officers　understanding　of　the　“big　picture.”　Lasting　four　weeks　for　Regular　Officers　and　two　weeks　for　Territorial　Army　Officers，　it　covers：

Modern　military　history;

Defense　and　International　Affairs　（DIA）;

Jointery　（triservice　coordination）;

Battle　planning.

24Leadership　is　a　key　theme　of　LEOC　and　students　are　encouraged　to　develop　new　knowledge　and　skills　while　building　on　their　previous　experience　in　the　Army.　A　highlight　of　both　the　Regular　and　TA　courses　is　a　daylong　private　visit　to　the　Houses　of　Parliament　and　the　Ministry　of　Defense　in　order　to　carry　out　research　as　part　of　a　DIA　project.

25Sandhurst　is　prestigious　and　has　had　many　famous　alumni.　There　are　so　many　famous　generals　and　VC［3］　winners　that　a　fair　and　representative　list　would　be　immense.

（1，073　words）

NOTES

［1］　Passing　Out　Parade结业阅兵　A　term　used　to　describe　the　completion　of　a　course　by　military　and　other　service　personnel.　One　such　use　of　this　expression　is　a　soldiers　passing　out　parade　upon　completion　of　a　basic　training　course.　Related　is　the　expression　to　pass　out.

［2］　Queens　Commission女王的任命　A　commission　held　by　an　officer　who　has　undergone

normal　officer　selection　and　training.　When　the　British　monarch　is　a　king，　the　commission　becomes　the　Kings　Commission.

［3］　VC　（the　Victoria　Cross）维多利亚十字勋章　It　is　the　highest　military　decoration　which　is，　or　has　been，　awarded　for　valour　“in　the　face　of　the　enemy”　to　members　of　the　armed　forces　of　various　Commonwealth　countries，　and　previous　British　Empire　territories.

MILITARY　TERMS

commissioning　course　任职课程

infantry/Ｉｎｆｎｔｒｉ/　ｎ.　兵步

mess　kit　餐具（士兵野战膳食用具）

military　band　军乐队

Ministry　of　Defense　[英国]国防部

range/ｒｅＩｎｄ/　ｎ.　靶场

tactical　exercise　战术演练

Territorial　Army　（TA）　[英国]本土防卫部队

NEW　WORDS

accredit/kredＩt/　vt.　to　recognize　（an　institution　of　learning）　as　maintaining　those　standards　requisite　for　its　graduates　to　gain　admission　to　other　reputable　institutions　of　higher　learning　or　to　achieve　credentials　for　professional　practice；　to　supply　with　credentials　or　authority；　authorize　认为达到规定的标准，授权，委托

adventurous/dventrs/　adj.　hazardous；　risky　充满危险的

commitment/kmＩtmnt/　n.　the　state　of　being　bound　emotionally　or　intellectually　to　a　course　of　action　or　to　another　person　or　persons；　a　pledge　to　do　奉献，献身，承诺

contemporary/kntemprri/　adj.　characteristic　of　the　present　当代的

digital/dＩdＩtl/　adj.　expressed　in　digits，　especially　for　use　by　a　computer　数字的

expand/Ｉkspnd/　v.　to　increase　the　size，　volume，　quantity，　or　scope　of　发展，扩大

hurdle/hdl/　n.　an　obstacle　or　difficulty　to　be　overcome　障碍，困难

identical/aＩdentＩkl/　adj.　being　the　same　同一的

intensive/ＩntensＩv/　adj.　possessing　or　requiring　to　a　high　degree，　often　used　in　combination　密集的，加强的

magnificent/mnＩfＩsnt/　adj.　splendid　in　appearance；　grand　华丽的，宏伟的

module/mdjul/　n.　a　unit　of　education　or　instruction　with　a　relatively　high　teachertostudent　ratio　单元，模块

physiotherapist/fＩzierpＩｓｔ/　n.　therapist　who　treats　injury　or　dysfunction　with　exercises　and　other　physical　treatments　of　the　disorder　物理疗法（热疗、按摩等）

qualification/kwlＩfＩkeＩn/　n.　a　condition　or　circumstance　that　must　be　met　or　complied　with　资格

recess/rＩses/　n.　the　period　of　such　cessation　休息时间

syllabus/sＩlbs/　n.　an　outline　or　a　summary　of　the　course　of　study　课程提纲

vet/vet/　n.　veterinarian　兽医

willpower/wＩlpa/　n.　the　strength　of　will　to　carry　out　ones　decisions，　wishes，　or　plans　毅力，意志力

PHRASES　&　EXPRESSIONS

1　digital　communicationelectronic　transmission　of　information　that　has　been　encoded　digitally　（as　for　storage　and　processing　by　computers）　数字通信系统

2　familiarize...with...make　familiar　or　acquainted　使熟悉……

3　set　asidereserved　in　advance留出

PROPER　NAMES

Houses　of　Parliament　英国的国会大厦

Surrey　萨里（英格兰东南部一郡）

EXERCISES

Ⅰ.　Reading　Comprehension

Directions：　Answer　the　following　questions　based　on　the　information　provided　in　the　text.

1　Please　make　a　brief　introduction　of　the　cadets　in　the　Royal　Military　Academy　Sandhurst.

2　What　do　you　know　about　the　commissioning　course　in　Sandhurst？

3　What　does　“PQO”　refer　to　in　Sandhurst？　Please　make　a　further　introduction　about　the　PQO　course.

4　What　do　“TA”　and　“TACC”　refer　to　in　Sandhurst？　Please　give　a　brief　account　of　TACC.

5　What　do　“LE”　and　“LEOC”　refer　to　in　Sandhurst？　What　does　LEOC　mainly　cover?

Ⅱ.　Vocabulary

Section　A

Directions：　Fill　in　the　blanks　with　words　learned　from　text　B.　The　first　letter　of　each　word　has　been　given.

1　I　need　time　to　f　myself　with　the　details　before　making　a　decision.

2　His　c　to　the　cause　was　solid　by　1949，　when　he　followed　the　victorious　communist　army　into　Shanghai.

3　Do　not　expect　miracles　from　d　television.

4　He　drew　i　strength　and　wisdom　from　the　masses.

5　The　Berliner　Dom　is　m　baroque　cathedral　built　between　1894　and　1905.　It　is　located　on　an　island　in　the　river　Spree.

6　The　goal　was　to　see　whether　we　could　speed　them　up　at　all　just　by　i　training.

7　When　transmitting　back　to　the　user，　the　array　emits　i　signals　from　both　antennas.

8　We　do　not　worry　so　much　about　her　q　for　the　job　as　about　her　health.

9　The　standards　of　pilots　selection　is　nearly　d.

10　To　me，　piracy　is　something　a.　It　makes　you　think　about　Johnny　Depp.

Section　B

Directions：　Fill　in　the　blanks　with　the　expressions　given　below.　Change　the　form　where　necessary.

based　onconsist　ofapply　forprepare　forbe　identical　in

take　onaccuse　ofset　asidecarry　outregardless　of

1　Afgan　rebels　have　frequently　targeted　local　administration　officials，　whom　they　betrayal.

2　As　we　know，　the　Northern　Alliance　several　factions，　each　with　different　leaders　and　perspectives.

3　The　issue　here　is　our　decision　our　analysis　of　the　data　we　have.

4　Governors　and　mayors　have　been　lobbying　Washington　for　more　aid　to　help　them　terrorist　attacks.

5　A　university　degree　still　carries　more　weight　than　an　online　diploma　when　a　job.

6　The　first　and　second　stages　（sections）　of　the　SoyuzFG　space　rocket　used　for　manned　launches　differ　from　those　of　the　SoyuzU　which　carries　the　Progress　freighter，　but　the　third　stage　is　both　rockets.

7　We　are　considering　whether　NATO　should　the　broader　responsibility　in　accordance　with　the　U.N.

8　Israel　may　not　have　the　military　strength　to　an　extended　campaign　by　itself.

9　Funds　needed　to　support　the　scheme　would　be　in　an　emergency　budget.

10　These　are　the　basic　values　that　we　all　share，　race，　party，　religion.

Part　Ⅲ

Additional　Themerelated　Activities

Section　AListening，　Watching　&　Speaking

Passage　Listening　Ⅰ

Words　&　Expressions

expel/Ｉkspel/　v.　驱逐，开除

honoｕr/n/　n.　荣誉

honoｕr　system　荣誉制度

Proper　Names

Charleston/tlstn/　查尔斯顿（美国弗吉尼亚州首府）

Kenya/kenj/　肯尼亚（东非国家）

Lithuania/lＩjueＩni/　立陶宛（波罗的海国家）

Virginia　Military　Institute　弗吉尼亚军事学院

Task　1True　or　False　Statements

Directions：　Listen　to　the　passage　and　decide　whether　the　following　statements　are　true　or　false.　Write　T　for　True　or　F　for　False　before　each　statement.

1　Virginia　Military　Institute，　known　as　V.M.I.,　is　a　public，　fouryear　military　college　in　California.

2　The　V.M.I.　accepts　both　men　and　women　for　its　fouryear　program.

3　Cadets　must　not　lie，　cheat　or　steal　but　they　could　accept　lying，　cheating　or　stealing　by　any　other　cadet.

4　Their　home　countries　include　Canada，　Kenya，　Lithuania，　Thailand　and　North　Korea.

5　Oversea　cadets　in　V.M.I.　are　mostly　studying　business　and　international　relations.

Task　2Gap　Filling

Directions：　Listen　to　the　passage　again　and　fill　in　the　blanks　with　the　words　or　expressions　given　in　the　word　bank.　Make　changes　where　necessary.

cadetliehonourexpel

stealpublicviolateselfcontrol

V.M.I.　is　a　（1），　fouryear　military　college.　It　has　1,300　（2），　including　women　and　men.　New　cadets　learn　some　things　from　older　ones.　One　thing　the　older　cadets　teach　is　the　（3）　system.　Cadets　must　not　（4），　cheat　or　（5）.　Cadets　who　（6）　the　honour　system　are　（7）.　The　school　considers　the　learning　of　（8）　to　be　an　important　part　of　a　college　education.

Task　3Summarizing　（Oral　Work）

Directions：　Listen　to　the　passage　for　the　third　time　and　then　summarize　the　passage　with　the　help　of　the　following　key　words　or　expressions.

military　collegepublicselfcontrol

home　countries

honour　system

Passage　Listening　Ⅱ

Words　&　Expressions

cadet/kdet/　n.　军校学员

civil/sＩvl/　adj.民事的，民用的

civil　engineering　土木工程

embassy/embsＩ/　n.　大使馆

harboｕr　/hb/　n.　港口，码头

humanity/hjumnti/　n.　人文学科

legislation/ledＩsleＩn/　n.　法律，立法

nominate/nmＩneＩt/　v.　提名

payoff/peＩf/　n.　回报，报酬

Proper　Names

Panama/pnm/　巴拿马（中美洲国家）

Task　1True　or　False　Statements

Directions：　Listen　to　the　passage　and　decide　whether　the　following　statements　are　true　or　false.　Write　T　for　True　or　F　for　False　before　each　statement.

1　West　Point　is　located　about　80　kilometers　north　of　New　York　City.

2　Nowadays　cadets　in　West　Point　can　choose　from　almost　15　areas　of　study.

3　If　cadets　major　in　the　engineering，　they　must　have　humanities　minor.

4　After　graduation，　international　students　return　home　to　serve　in　their　nations　armed　forces.

5　The　education　centered　on　electric　engineering.

Task　2Spot　Dictation

Directions：　Listen　to　the　passage　again　and　fill　in　the　blanks　with　the　exact　words　or　expressions　youve　heard.

1　Today，　（1）　and　（2）　are　still　a　large　part　of　the　education.　But　cadets　can　choose　from　almost　50　areas　of　study.　If　cadets　major　in　the　（3）　，　they　must　have　an　engineering　minor.　Not　all　the　young　men　and　women　at　West　Point　are　American.　This　year，　58　are　from　other　countries.　Up　to　60　cadets　can　be　（4）　students.

2　International　students　are　（1）　by　their　governments.　They　must　satisfy　（2）　and　requirements　and　do　well　on　the　Test　of　（3）　as　a　Foreign　Language.　After　graduation，　they　return　home　to　serve　in　their　nations　armed　forces.　Others　besides　the　Army　also　accept　foreign　students　at　their　academies.

Task　3Roleplaying　（Oral　Work）

Directions：　Listen　to　the　passage　for　the　third　time　and　then　work　in　groups　to　discuss　the　topic　of　“What　is　the　biggest　payoff　in　the　West　Point　for　JOE　SOWERS　as　an　individual　cadet？”　After　that，　each　of　you　will　be　given　a　chance　to　make　a　presentation　on　your　opinions　about　“what　is　your　biggest　one？”

Video　Watching

Words　&　Expressions

leadership/lidＩp/　n.　领导力

Proper　Names

West　Point　西点军校

Task　1Questions　and　Answers

Directions：　Watch　the　video　clip　and　answer　the　following　questions.

1　What　is　the　purpose　of　West　Point　education？

2　What　is　the　difference　between　West　Point　and　other　universities？

3　What　can　we　learn　from　West　Point　classes？

Task　2Spot　Dictation

Directions：　Watch　the　video　clip　again　and　fill　in　the　blanks　with　the　exact　words　youve　heard.

1　If　you　know　who　you　are，　if　you　know　who　you　want　to　become，　West　Point　will　（1）　you，　（2）　you，　（3）　you　to　become　a　leader　for　a　（4）　.

2　These　walls　along　the　banks　of　Hudson　（1）　and　（2）　our　moral　values　of　duty，　（3）　and　country.　Values　not　only　（4）　the　course　of　the　great　nations　and　history，　but　also　the　（5）　of　life　as　a　West　Point　cadet.

3　If　you　seek　an　（1）　in　West　Point，　becoming　an　officer　in　the　worlds　finest　army　must　be　your　personal　goal，　not　your　（2）　of　your　parents，　not　the　（3）　of　your　teachers，　not　the　（4）　of　your　（5）　.　You　have　to　look　deep　in　yourself，　and　hear　the　call　to　lead　loud　and　clear.

Task　3Summarizing　（Oral　Work）

Directions：　Watch　the　video　clip　for　the　third　time　and　then　summarize　the　main　idea　with　the　help　of　the　following　key　words　or　expressions.

challengethe　core　of　lifepersonal　goalvalue　of　the　education

leadershipexpertisegraduatescritical　decisionmaking

Section　BThemerelated　Oral　Tasks

Special　Military　School　of　St　Cyr

The　cole　Spéciale　Militaire　de　SaintCyr　（ESM，　literally　the　“Special　Military　School　of　St　Cyr”）　is　the　foremost　French　military　academy.　It　is　often　referred　to　as　SaintCyr.　Its　motto　is　“Ils　sinstruisent　pour　vaincre”：　literally　“They　study　to　vanquish”　or　“Training　for　victory.”　French　cadet　officers　are　named　“saintcyriens，”　or　“cyrards.”　The　cole　spéciale　militaire　de　SaintCyr　is　located　in　Coёtquidan　in　Guer，　Morbihan　department，　Brittany，　France.

French　students　who　enter　the　cole　Spéciale　Militaire　de　SaintCyr　as　cadets　are　about　21　years　old.　The　threeyear　term　of　study　at　SaintCyr　has　been　modified　in　recent　years　to　reflect　the　system　of　credit　used　in　“civilian”　academic　programs，　by　integrating　the　“European　Credit　Transfer　System”　（ECTS）.　All　ESM　cadets　graduate　with　a　master　of　arts　or　a　master　of　science　are　commissioned　officers.

The　Academy　was　founded　in　Fontainebleau　in　1803　by　Napoleon　Bonaparte　near　Paris　in　the　buildings　of　the　Maison　Royale　de　StLouis，　a　school　founded　in　1685　by　Louis　　for　“impoverished”　daughters　of　noblemen　who　had　died　for　France.　The　cadets　moved　several　times　more，　eventually　settling　in　SaintCyr，　located　west　of　Paris，　in　1808.　Napoleons　original　motto：　“Ils　sinstruisent　pour　vaincre”　（“They　study　to　overcome/conquer/win”）　was　changed　by　the　restoration　king，　Louis　ⅩⅤⅢ，　to：　“Ils　sinstruisent　pour　la　Défense　de　la　Patrie”　（“They　study　for　the　defense　of　the　homeland”）.　The　Napoleonic　version　was　used　again　from　1848　to　1870.　That　motto　was　next　changed　to　“Honneur　et　Patrie”　（“Honour　and　Country”）　until　1918，　when　it　reverted　again　to　the　original　Napoleonic　wording.　Major　General　Nicholas　de　Lardemelle　is　Commandant　of　SaintCyr.

Application

Students　who　already　completed　an　undergraduate　degree　and/or　have　graduated　from　a　Grande　cole　（a　national　polytechnic　college）　may　apply.　French　students　take　exams　on　general　knowledge，　aptitude　and　intelligence；　sit　for　an　interview　and　pass　a　test　of　physical　ability.　In　addition，　a　number　of　foreign　students　are　admitted　annually.

Training

The　saintcyriens　are　recruited　through　a　national　annual　competitive　exam　at　the　academic　level　of　Bac+2，　like　most　other　French　academies.　The　course　is　three　years　long　and　covers　academic　training，　military　training，　physical　training　and　leadership　training.

The　first　year　involves　military　training　and　academics.　The　last　two　years　focus　on　academics　with　1~3　week　breaks　for　military　training.　Officer　cadets　at　StCyr　are　commissioned　officers.　The　cadets　attend　school　from　September　to　July.

Each　promotions　of　the　ESM　is　organized　as　a　battalion.　The　1styear　students　（rank　of　élèveofficier）　are　Frances　Third　Battalion，　2ndyear　（rank　of　aspirant）　are　Frances　Second　Battalion　and　3rdyear　（rank　of　souslieutenant）　are　Frances　First　Battalion.　The　Reserve　Officers，　Special　Duty　Officers　and　Aspirants　trained　at　the　ESM　in　short　sessions　are　Frances　Fourth　Battalion.

Upon　graduation，　cadets　are　awarded　the　diploma　of　SaintCyr　and　an　academic　diploma　equivalent　to　a　masters　degree，　depending　on　their　major.　Majors　are　in　engineering　or　science　subjects　or　specialization　in　classics，　modern　or　ancient　history，　modern　languages，　applied　modern　languages，　geography，　science　and　economics，　law，　computer　science，　physical　education，　political　science　or　Asian　studies.

They　leave　the　school　with　the　rank　of　lieutenant　and　join　the　specialist　school　of　the　branch　they　select　for　one　additional　year，　before　being　assigned　to　a　regiment　to　serve　as　a　platoon　leader.

Words　&　Expressions

annual/njul/　adj.　一年一次的，每年的

impoverished/ＩmpvrＩt/　adj.　贫困的

reflect/rＩflekt/　v.　表明，显示，反射

restoration/restreＩn/　n.　王朝复辟

vanquish/vkwＩ/　vt.　征服，战胜

version/vn/　n.　版本

Proper　Names

Fontainebleau/fntＩnbl/　枫丹白露（法国北部城镇，在巴黎东南，　有著名的宫殿）

Napoleon　Bonaparte　拿破仑一世（17691821年），法国皇帝，18041815年在位

Task　1Questions　for　Discussion

Directions：　Read　the　passage　and　then　discuss　the　following　questions　with　your　partner.

1　Who　can　apply　for　the　cole　Spéciale　Militaire　de　SaintCyr？

2　When　was　SaintCyr　founded，　and　who　was　the　founder？

3　How　long　does　the　course　in　SaintCyr　last？

4　What　is　the　present　motto　for　SaintCyr？

5　What　will　the　graduates　of　SaintCyr　do　before　they　are　assigned　to　a　regiment　to　serve　as　a　platoon　leader？

Task　2Retelling

Directions：　Work　with　your　partner　by　retelling　the　passage　to　each　other.　Use　the　evaluation　chart　to　evaluate　your　partners　retelling.

Grammar

Pronunciation

Facts

Fluency

Grading：　5=Excellent；　4=Good；　3=Fairly　Good；　2=Should　Improve；　1=Must　Improve

Unit　FiveMilitary　Warfare

初级军事英语教程

Part　Ⅰ

Prereading　Activities

Words　&　Expressions

barter/bt/　vi.　进行易货贸易，［贸易］作物物交换，讨价还价

confrontation/knfrnteＩn/　n.　对抗，面对，对质

decent/disnt/　adj.　正派的，得体的，相当好的

engulf/Ｉnɡlf/　vt.　吞没，吞食，狼吞虎咽

escalate/eskleＩt/　v.　逐步增强，逐步升高

ethnic/enＩk/　adj.　种族的，人种的

fractured/frktd/　adj.　断裂的，挫伤的，折裂的

friction/frＩkn/　n.　摩擦，摩擦力

ideological/aＩdildikl/　adj.　思想的，意识形态的

indigenous/ＩndＩdns/　adj.　本土的，土著的，国产的，固有的

Molotov　cocktail　（巴勒斯坦示威者投掷的）燃烧瓶

intifada/ＩntＩfd/　n.　起义，暴动，叛乱

morgue/m/　n.　陈尸所，资料室，资料档案

mortally/mtli/　adv.　致命地，极度地

mosque/msk/　n.　清真寺

oligarchy/lＩki/　n.　寡头政治

perpetuate/ppetueＩt/　vt.　使不朽，保持

refugee/refjudi/　n.　难民，避难者，流亡者，逃亡者

scorched/sktt/　adj.　烧焦的

straddle/strdl/　v.　跨坐，两腿叉开坐

vengeance/vendns/　n.　复仇，报复，报仇

wage/weＩd/　vi.　进行，发动，从事

Proper　Names

Bosnia　波斯尼亚（现波黑共和国一部分，前南斯拉夫联邦人民共和国一加盟国）

Central　America　中美洲（位于墨西哥与南美洲之间）

Cold　War　冷战（19471991年之间美国为首的资本主义阵营与前苏联为首的社会主义阵营之间的对抗）

Croatia　克罗地亚（欧洲东南部国家，前南斯拉夫联邦人民共和国一加盟国）

El　Salvador　萨尔瓦多（中美洲国家）

Guatemala　危地马拉（中美洲国家），危地马拉人

IRA　abbr.　爱尔兰共和军（Irish　Republican　Army）

Jenin　杰宁（约旦河西岸城镇）

Latin　America　拉丁美洲

Managua　马那瓜（尼加拉瓜首都）

Molotov　莫洛托夫（俄罗斯乌拉尔城市彼尔姆）

Mostar　莫斯塔（波西尼亚境内南部重镇）

Nicaragua　尼加拉瓜（中美洲国家）

Northern　Ireland　北爱尔兰自治区（在爱尔兰东北部）

PalestinianIsraeli　conflict　巴以冲突

Sandinista　桑地诺的支持者

Serbia　塞尔维亚（前南斯拉夫联邦人民共和国一加盟国）

Somoza　索摩查

Yugoslavia　南斯拉夫（19292003年南欧巴尔干半岛国家）

Task　1Questions　for　Discussion

Directions:　Watch　the　video　clip　and　then　discuss　the　following　questions.

1.　What　is　the　speakers　understanding　of　the　front　lines　of　contemporary　wars?

2.　What　kind　of　conflict　has　been　covered　by　the　speaker　since　1981?

3.　During　the　civil　war　between　Bosnia,　Croatia　and　Serbia,　why　were　the　bodies　of　dead　Serbian　soldiers　collected?

Task　2Spot　Dictation

Directions:　Watch　the　video　clip　again　and　fill　in　the　blanks　with　the　exact　words　youve　heard.

1.　An　antiSandinista　guerrilla　was　(1)　as　Commander　Zero　attacked　a　town　in　Southern　Nicaragua.　A　destroyed　tank　belonging　to　Somozas　(2)　was　left　as　a　monument　in　a　park　in　Managua,　and　was　(3)　a　child.　At　the　same　time,　a　civil　war　was　taking　place　in　El　Salvador,　and　again,　(4)　in　the　conflict.

2.　In　2001,　the　uprising　(1)　,　and　one　of　the　major　incidents　was　the　destruction　of　the　Palestinian　(2)　in　the　West　Bank　town　of　Jenin.　Without　the　political　will　to　find　common　ground,　the　continual　(3)　only　creates　(4)　,　and　perpetuates　the　cycle　of　violence.

3.　In　the　1990s,　after　the　breakup　of　the　Soviet　Union,　Yugoslavia　fractured　(1)　,　and　civil　war　broke　out　between　Bosnia,　Croatia　and　Serbia.　This　is　a　scene　of　housetohouse　fighting　in　Mostar,　neighbour　against　neighbour.　A　bedroom,　the　place　(2)　,　became　a　battlefield.

Part　Ⅱ

Readingcentered　Activities

Text　A

A　General　Study　on　War

1War　is　armed　conflict　between　states　or　nations　or　between　factions　within　a　state,　prosecuted　by　force　and　having　the　purpose　of　compelling　the　defeated　side　to　do　the　will　of　the　victor.　Among　the　causes　of　war　are　ideological,　political,　racial,　economic,　and　religious　conflicts.　Imperialism,　nationalism,　and　militarism　have　been　called　the　dynamics　of　modern　war.

2In　the　book　On　War,　by　Prussian　military　general　and　theoretician　Carl　von　Clausewitz［1］,　the　author　refers　to　war　as　the　“continuation　of　political　intercourse,　carried　on　with　other　means.”　“War　therefore　is　an　act　of　violence　to　compel　our　opponent　to　fulfill　our　will.”

3The　war　must　entail　some　degree　of　confrontation　using　weapons　and　other　military　technology　and　equipment　by　armed　forces　employing　military　tactics　and　operational　art　within　the　broad　military　strategy.　Since　the　rise　of　the　state　some　5,000　years　ago,　military　activity　has　occurred　over　much　of　the　globe.　The　advent　of　gunpowder　and　the　acceleration　of　technological　advances　led　to　modern　warfare.　In　the　organized　military　sense,　a　group　of　combatants　and　their　support　is　called　an　army　on　land,　a　navy　at　sea,　and　an　air　force　in　the　air.　Wars　may　be　conducted　simultaneously　in　one　or　more　different　theaters.　Within　each　theater,　there　may　be　one　or　more　military　campaigns.　A　military　campaign　includes　not　only　fighting　but　also　intelligence,　troop　movements,　supplies,　propaganda,　and　other　components.　A　period　of　continuous　intense　conflict　is　traditionally　called　a　battle.　Also　many　other　actions　may　be　undertaken　by　military　forces　during　a　war,　this　could　include　weapon　research,　prison　internment,　assassination,　occupation,　and　in　some　cases　genocide　may　occur.

4In　connection　with　the　plan　of　a　campaign,　three　general　objects　must　be　examined　closely.　They　are　the　military　power,　the　country,　and　the　will　of　the　enemy.　The　enemys　military　power　must　be　destroyed,　that　is,　reduced　to　such　a　state　as　not　to　be　able　to　prosecute　the　war.　The　country　must　be　conquered,　for　out　of　the　country　a　new　military　force　may　be　formed.　But　even　if　both　things　are　done,　still　the　war,　that　is,　the　hostile　feeling　and　action　of　hostile　agencies　cannot　be　considered　as　at　an　end　as　long　as　the　will　of　the　enemy　is　not　subdued.

5As　the　strategic　and　tactical　aspects　of　warfare　are　always　changing,　theories　and　doctrines　relating　to　warfare　are　often　reformulated　before,　during,　and　after　every　major　war.　Carl　von　Clausewitz　said,　“Every　age　had　its　own　kind　of　war,　its　own　limiting　conditions,　and　its　own　peculiar　preconceptions.”

6The　political　and　economic　circumstances　in　the　peace　that　follow　war　usually　depend　on　the　“facts　on　the　ground.”　Where　evenly　matched　adversaries　decide　that　the　conflict　has　resulted　in　a　stalemate,　they　may　cease　hostilities　and　negotiate　to　avoid　further　casualties.　A　warring　party　that　surrenders　may　have　little　negotiating　power,　with　the　victorious　side　either　imposing　a　settlement　or　dictating　most　of　the　terms　of　any　treaty.　An　unconditional　surrender　is　made　in　the　face　of　overwhelming　military　force　as　an　attempt　to　prevent　further　harm　to　life　and　property.　Some　wars　or　aggressive　actions　end　when　the　military　objective　of　the　victorious　side　has　been　achieved.　Others　do　not,　especially　in　cases　where　the　state　structures　do　not　exist,　or　have　collapsed　prior　to　the　victory　of　the　conqueror.　In　such　cases,　disorganized　guerilla　warfare　may　continue　for　a　considerable　period.　In　cases　of　complete　surrender　conquered　territories　may　be　brought　under　the　permanent　control　of　the　victorious　side.

7Throughout　history　war　has　been　the　source　of　serious　moral　questions.　Although　many　ancient　nations　and　some　modern　ones　have　viewed　war　as　noble,　over　the　sweep　of　history,　concerns　about　the　morality　of　war　have　gradually　increased.　Today,　war　is　seen　by　some　as　undesirable　and　morally　problematic.　Pacifists　believe　that　war　is　inherently　immoral　and　that　no　war　should　ever　be　fought.　At　the　same　time,　many　view　war,　or　at　least　the　preparation　and　readiness　and　willingness　to　engage　in　war,　as　necessary　for　the　defense　of　their　country　and　therefore　a　just　war.

8Heinrich　von　Treitschke,　a　19th　century　German　historian　and　political　writer,　saw　war　as　humanitys　highest　activity　where　courage,　honour,　ability　and　other　virtues　were　more　necessary　than　in　any　other　activities.　Another　supporter　of　war,　Georg　Wilhelm　Friedrich　Hegel［2］,　favoured　it　as　part　of　the　necessary　process　required　for　history　to　unfold　and　allow　society　to　progress.　Support　for　war　continues　to　this　day,　especially　regarding　the　notion　of　a　Just　War　(necessary　wars　required　to　halt　an　aggressor　or　otherwise　dangerous　nation　or　group).

9International　law　recognizes　only　two　cases　for　a　legitimate　war.

（1）　Wars　of　defense:　When　one　nation　is　attacked　by　an　aggressor,　it　is　considered　legitimate　for　a　nation　along　with　its　allies　to　defend　itself　against　the　aggressor.

（2）　Wars　sanctioned　by　the　U.N.　Security　Council［3］:　When　the　United　Nations　as　a　whole　acts　as　a　body　against　a　certain　nation.　Examples　include　various　peacekeeping　operations［4］　around　the　world,　as　well　as　the　first　Gulf　War.

10According　to　this　logic,　the　recent　2003　U.S.　sponsored　invasion　of　Iraq　as　advanced　by　the　Bush　administration　was　clearly　illegal　under　international　law　due　to　the　facts　that　the　U.S.　was　never　actually　attacked　by　Iraq,　and　also　that　the　U.N.　security　council　did　not　authorize　this　war.

11The　law　of　war［5］　also　recognizes　regulations　for　the　conduct　of　war,　governing　the　legitimacy　of　certain　kinds　of　weapons,　and　the　treatment　of　victims　of　war.　Cases　where　these　are　broken　are　considered　war　crimes.

（932　words）

NOTES

［1］　Carl　von　Clausewitz卡尔·冯·克劳塞维茨，著有《战争论》一书　A　Prussian　soldier　and　intellectual　(17801831).　He　served　as　a　practical　field　soldier　with　extensive　combat　experience,　as　a　staff　officer　with　political/military　responsibilities,　and　as　a　prominent　military　educator.　Clausewitz　wrote　a　book　which　has　become　the　most　influential　work　of　military　philosophy　in　the　Western　world.　That　book,　On　War　has　been　translated　into　virtually　every　major　language　and　remains　a　living　influence　on　modern　strategists　in　many　fields.

［2］　Georg　Wilhelm　Friedrich　Hegel黑格尔　A　German　philosopher,　one　of　the　creators　of　German　Idealism.

［3］　U.N.　Security　Council　联合国安理会　One　of　the　principal　organs　of　the　United　Nations　and　is　charged　with　the　maintenance　of　international　peace　and　security.　There　are　15　members　of　the　Security　Council,　consisting　of　five　vetowielding　permanent　members　(China,　France,　Russia,　United　Kingdom,　and　United　States)　and　ten　elected　nonpermanent　members　with　twoyear　terms.

［4］　peacekeeping　operations维和行动　Conducted　by　a　group　of　volunteer　military　personnel　dispatched　according　to　the　resolutions　of　the　U.N.　Security　Council　or　its　General　Assembly　to　global　hotspots　to　restore　and　maintain　peace.

［5］　law　of　war战争法　A　body　of　law　concerning　acceptable　justifications　to　engage　in　war　and　the　limits　to　acceptable　wartime　conduct.　Among　other　issues,　modern　laws　of　war　address　declarations　of　war,　acceptance　of　surrender　and　the　treatment　of　prisoners　of　war,　military　necessity　along　with　distinction　and　proportionality,　and　the　prohibition　of　certain　weapons　that　may　cause　unnecessary　suffering.

MILITARY　TERMS

combatant/kmbtnt/　n.　战士，军人

conquer/kk/　vt.　征服

genocide/densaＩd/　n.　种族灭绝

guerilla/rＩl/warfare　游击战

internment/Ｉntnmnt/　n.　拘留,集中

just　war　正义战争

legitimate/lＩdＩtＩmt/war　合法战争

militarism/mＩlＩtrＩzm/　n.　军国主义

negotiate/nＩieＩt/　v.　谈判

occupation/kjupeＩn/　n.　占领

stalemate/steＩlmeＩt/　n.　僵持,对峙

surrender/srend/vi.　投降

theater/Ｉt/　n.　战区

NEW　WORDS

acceleration/kselreＩn/　n.　increase　in　rate　of　change　加快

advent/dvnt/　n.　arrival　出现

assassination/ssＩneＩn/　n.　to　murder　(a　prominent　person)　by　surprise　attack,　as　for　political　reasons　暗杀，行刺

attack/tk/　n.　a　violent　attempt　to　defeatv.　make　an　attack　攻击

compel/kmpel/　vt.　to　cause　(someone)　by　force　(to　be　or　do　something)　强迫

conflict/knflＩkt/　n.　a　struggle　between　opposing　forces;　battle　战斗，斗争，冲突

dictate/dＩkteＩt/　v.　to　prescribe　(commands)　authoritatively　强行规定

doctrine/dktrＩn/　n.　a　principle　or　body　of　principles　that　is　taught　or　advocated　教义,学说,信条

faction/fkn/　n.　a　small　group　within　a　larger　one,　esp.　in　politics　派别,派系

fulfill/flfＩl/　vt.　do;　obey　fully　履行,服从

hostility/hstＩlti/　n.　fighting;　the　state　of　being　hostile战争行动，敌意

imperialism/ＩmpＩrilＩzm/　n.　the　policy　or　practice　of　extending　a　states　rule　over　other　territories　帝国主义

nationalism/nnlＩzm/　n.　patriotic　feelings　or　efforts　民族主义

pacifist/psＩfＩst/　n.　a　person　who　believes　that　disputes　between　nations　should　and　can　be　settled　peacefully　和平主义者

preconception/priknsepn/　n.　an　idea　formed　beforehand　预想

propaganda/prpnd/　n.　the　organized　dissemination　of　information,　etc.,　to　assist　or　damage　the　cause　of　a　government,　movement,　etc.　宣传,鼓吹

prosecute/prsＩkjut/　v.　to　engage　in　or　to　be　occupied　with　从事，进行

sanction/skn/　n.　authoritative　permission　or　approval　批准v.　approve　批准

subdue/sbdju/　vt.　to　conquer　by　force　征服

treaty/triti/　n.　a　formal　agreement　or　contract　between　two　or　more　states　条约，协议

victorious/vＩktris/　adj.　having　defeated　an　adversary　胜利的,凯旋的

violence/vaＩlns/　n.　the　exercise　of　force　intended　to　cause　injuries,　destruction,　etc.　暴力

warring/wrＩ/　adj.　engaged　in　war　敌对的,交战的

PHRASES　&　EXPRESSIONS

1.　as　long　ason　the　condition　that　只要

2.　bring　...　under　controlto　control　or　rule　控制,统治

3.　carry　oncontinue　继续

4.　depend　on　sth.be　decided　by　sth.　视某事物而定,取决于某事物

5.　prior　tobefore　在……之前

6.　relate　toassociate　with　涉及，关系到

7.　to　this　dayup　to　now　直至今日

PROPER　NAMES

Heinrich　von　Treitschke　海因里希·冯·特来切克（19世纪德国历史学家）

EXERCISES

Ⅰ．　Reading　Comprehension

Section　A

Directions:　Work　in　groups　to　complete　the　outline　with　what　you　get　from　the　text.

Part　ⅠDefinition　of　war　(paras.12)

War　is　armed　conflict　to　.

Part　ⅡActions　undertaken　by　military　forces　during　a　war:　military　campaigns　and　other　actions　like　weapon　research　and　occupation　(paras.35)

Elements　involved　in　military　campaigns　are:

1.　Weapons　and　other.

2.　Armed　forces　that　can　be　divided　into.

3.　Objectives　of　campaigns—to,　to　and　to.

4.　Everchanging　,　,　and.

Part　ⅢFactors　ending　a　war　(para.6)

1.　and　both　sides　decide　to　cease　fire　to　avoid　further　casualties.

2.　.

3.　Conquered　territories　were　brought　under　the　control　of　the　victorious　side.

Part　ⅣIssues　about　the　morality　of　war　(paras.710)

1.　Arguments　on　whether　there　should　be　wars　have　never　ceased.　Those　who　are　opposed　to　war　regard　it　while　there　are　still　some　supporters　of　war.

2.　International　law　has　defined　and　also　made.

Section　B

Directions:　Decide　whether　each　of　the　following　statements　is　true　or　false　according　to　the　text.　Write　T　for　True　or　F　for　False　before　each　statement.

1.　A　plan　was　carefully　made　by　policymakers.

2.　Scientists　are　required　to　conduct　weapon　research.

3.　Food　supplies　were　delivered　to　the　battle　front.

4.　Troops　and　fires　were　positioned　around　the　enemys　base.

5.　Uneducated　population　had　been　subjected　to　intensive　Nazi　propaganda　calculated　to　fan　these　prejudices.

6.　What　is　happening　is　of　Israeli　military　occupation　in　Palestine.

7.　Ten　internment　camps　were　established.

8.　A　military　campaign　includes　intelligence　of　the　enemys　plans.

Ⅱ.　Vocabulary

Section　A

Directions:　Fill　in　the　blanks　with　the　words　given　below.　Make　changes　where　necessary.

hostile

warring

conquer

theater

conflict

attack

treaty

violence

subdue

advent

1.　The　Arabs　have　always　been　holding　feelings　against　Israel,　which　makes　final　settlement　of　ArabIsrael　dispute　impossible.

2.　Intelligence　has　reported　that　the　enemy　is　planning　a　new　at　midnight.

3.　Terrorism　is　supposedly　to　be　the　weapon　of　the　weak　because　their　sense　of　injustice　and　frustration　could　usually　find　vent　through　.

4.　They　fought　in　the　Pacific　during　World　War　Ⅱ.

5.　The　grave　danger　was　that　the　Nazis　would　produce　atomic　bombs　and　the　world.

6.　The　discussion　centers　on　a　reasonable　agreement　about　“ceasefire”　between　the　two　parties.

7.　Seeing　no　potential　victories　ahead,　the　two　states　negotiated　a　peace　.

8.　Armed　may　break　out　at　any　moment.

9.　The　ravages　of　conquest　and　the　of　a　barbaric　age　placed　all　earning　in　real　jeopardy.

10.　The　supreme　art　of　war　is　to　the　enemy　without　fighting.

Section　B

Directions:　Complete　the　following　sentences　with　phrases　or　expressions　from　the　text　with　the　help　of　the　Chinese　given　in　the　brackets.

1　The　security　of　Middle　East　might　mainly　how　well　the　ArabIsrael　disputes　would　be　settled.（视某事物而定,取决于某事物）

2.　The　famous　professor　cited　the　reasons　behind　President　Roosevelts　abstention　from　war　the　Japanese　attack　on　Pearl　Harbour.（在……之前）

3.　The　U.S.　Congress　and　people　gave　the　President　necessary　support　in　all　matters　the　war　and　postwar　policies.（涉及，关系到）

4.　Since　no　other　states　were　willing　to　put　up　forces　to　fulfill　the　U.N.　resolution　at　that　time,　the　Palestine　Arabs　and　the　Jews　were　left　to　establish　“facts　.”（当场地）

5.　,　nuclear　proliferation　still　poses　a　major　threat　to　the　international　security.　（直至今日）

6.　The　riot　was　without　loss　of　life.（控制,统治）

7.　Iran　does　not　give　up　its　nuclear　programs,　it　will　remain　on　the　U.S.　list　of　“Axis　of　Evil”　(邪恶轴心国).（只要）

8.　The　Allied　leaders　surrendered　for　the　moment　this　threat.（面临着,　不顾）

Ⅲ.　Reading　Practice

Directions:　The　passage　below　is　followed　by　5　multiplechoice　questions.　Read　the　passage　carefully　and　then　choose　the　best　answer.

The　U.S.　President　says　we　must　achieve　victory　in　Iraq.　What　is　“victory”?　The　dictionary　defines　it　as　defeating　an　enemy　or　an　opponent.　Under　this　definition,　the　problem　becomes　simply　knowing　what　it　means　to　defeat　the　enemy.

Consider　history.　We　were　certainly　victorious　in　World　War　Ⅱ;　both　Germany　and　Japan　surrendered　to　our　troops.　World　War　Ⅰ,　on　the　other　hand,　ended　in　a　truce　(停战)　to　discuss　peace.　The　Allied　Powers　largely　dictated　the　Versailles　Treaty　that　followed.　Most　people　would　consider　that　a　victory.

Many　wars　do　not　result　in　unambiguous　victory　for　one　side　or　the　other.　Fatigue　or　a　recognition　that　the　cost　of　total　victory　is　too　high　leads　the　players　to　cease　fire.　Just　last　month,　Israel　realized　that　the　cost　of　its　invasion　of　Lebanon　was　more　than　it　had　expected　and　agreed　to　cease　hostilities.　Initially,　the　Jewish　state　had　announced　its　objective　as　freeing　the　two　soldiers　captured　by　Hezbollah,　disarming　that　organization,　and　removing　it　from　a　position　in　which　it　could　threaten　Israel.　It　achieved　none　of　those　aims　but　still　declared　victory.　Following　that　lead,　President　George　W.　Bush　could　declare　victory　in　Iraq.　Whether　one　wishes　to　view　Israel　or　the　United　States　as　a　victor　depends　on　whether　the　glass　is　half　full　or　half　empty.

The　president　has　often　contended　that　we　must　continue　the　fight　until　we　have　achieved　victory　in　the　war　on　terror.　However,　since　we　are　fighting　insurgents,　terrorists,　and　other　guerrillas,　how　will　we　know　when　we　have　achieved　victory?　Even　if　Osama　bin　Laden　were　to　surrender　to　us,　an　impossibility,　it　would　not　mean　victory　in　the　war　on　terrorism.　Others　could　and　would　take　up　the　role　of　attacking　the　West.　Unlike　all　the　other　wars　and　conflicts　described　above,　there　is　no　way　to　win　the　war　on　terrorism　except　by　converting　those　who　hate　the　West　to　tolerance,　a　task　not　easily　achieved　by　shooting　at　or　bombing　them.

Last　week　in　Salt　Lake　City,　the　president　said,　“The　security　of　the　civilized　world　depends　on　victory　in　the　war　on　terror,　and　that　depends　on　victory　in　Iraq,　so　America　will　not　leave　until　victory　is　achieved.”

We　cannot　expect　that　the　Iraqi　government　in　that　short　time　will　get　its　act　together　sufficiently　to　put　down　the　violence　and　prevent　a　civil　war.

The　last　century　has　witnessed　a　large　number　of　insurgencies.　Almost　without　exception,　they　have　been　bloody,　taken　a　long　time　to　resolve.

It　seems　likely,　therefore,　that　victory　in　Iraq,　that　is,　a　stable　Iraqi　government　ruled　by　Shias,　would　take　ten　or　more　years　to　accomplish.　The　cost　over　the　next　ten　years　would　be　about　7,000　more　American　deaths　and　around　75,000　additional　casualties.　Who　believes　that　victory　is　worth　the　grief　of　the　parents,　siblings,　husbands,　wives,　and　children　of　those　who　will　die　and　those　who　will　be　maimed?

1.　What　is　“victory”　in　the　dictionary?

（A）　To　defeat　an　enemy　or　an　opponent.

（B）　To　end　in　a　truce　to　discuss　peace.

（C）　To　surrender　to　enemy　troops.

（D）　To　cease　fire.

2.　In　which　war　can　victory　be　regarded　as　unambiguous　according　to　the　author?

（A）　War　between　Israel　and　Lebanon.

（B）　Iraq　War.

（C）　World　War　Ⅱ.

（D）　World　War　Ⅰ.

3.　Why　would　it　NOT　mean　victory　in　the　war　on　terrorism　even　if　Osama　bin　Laden　were　to　surrender　to　us?

（A）　Because　there　is　no　way　to　convert　those　who　hate　the　West　to　tolerance.

（B）　Because　others　could　and　would　take　up　the　role　of　attacking　the　West.

（C）　Because　the　task　is　not　easily　achieved　by　shooting　or　bombing.

（D）　Because　we　will　not　know　when　we　have　achieved　victory.

4.　Insurgencies　seem　to　.

（A）　have　no　victory

（B）　take　a　short　time　to　resolve

（C）　cost　a　large　sum　of　money

（D）　cause　heavy　casualties

5.　The　word　“maimed”　in　the　last　paragraph　means　.

（A）　attacked

（B）　lost

（C）　crippled

（D）　injured

Ⅳ.　Translating　Practice

Section　A:

Directions:　Translate　the　following　sentences　from　English　into　Chinese.

1.　War　is　armed　conflict　between　states　or　nations　or　between　factions　within　a　state,　prosecuted　by　force　and　having　the　purpose　of　compelling　the　defeated　side　to　do　the　will　of　the　victor.

2.　The　war　must　entail　some　degree　of　confrontation　using　weapons　and　other　military　technology　and　equipment　by　armed　forces　employing　military　tactics　and　operational　art　within　the　broad　military　strategy.

3.　A　warring　party　that　surrenders　may　have　little　negotiating　power,　with　the　victorious　side　either　imposing　a　settlement　or　dictating　most　of　the　terms　of　any　treaty.

4.　Heinrich　von　Treitschke　saw　war　as　humanitys　highest　activity　where　courage,　honour,　ability　and　other　virtues　were　more　necessary　than　in　any　other　activities.

5.　According　to　this　logic,　the　recent　2003　U.S.　sponsored　invasion　of　Iraq　as　advanced　by　the　Bush　administration　was　clearly　illegal　under　international　law　due　to　the　facts　that　the　U.S.　was　never　actually　attacked　by　Iraq,　and　also　that　the　U.N.　security　council　did　not　authorize　this　war.

Section　B

Directions:　Translate　the　following　sentences　from　Chinese　into　English.

1.　我们在战争中能否获胜主要取决于人民是否积极配合。(depend　on)

2.　直至今日，东方的《孙子兵法》（The　Art　of　War　by　Sun　Tzu）和西方克劳塞维茨（Clausewitz）的《战争论》仍被认为是军事史上最有影响的著作。（to　this　day）

3.　参加维和部队的人员不准使用武力，除非用于自卫。（authorize）

4.　只要战争仍然存在，我们军人就必须时刻准备为自己的国家而战。（as　long　as）

5.　城市战（urban　warfare）就是在城镇和城市这样的地方展开的战斗，在战术上和野战（combat　in　the　open　field）　有很大的区别。（tactical）

Ⅴ.　Writing　Practice

Directions:　Write　a　composition　with　no　less　than　120　words　to　illustrate　“how　one　of　the　stratagems　is　employed　in　a　campaign.”

1.　Give　an　introduction　of　one　of　the　stratagems;

2.　Describe　a　campaign　in　which　the　stratagem　was　employed;

3.　Explain　how　the　stratagem　worked　in　the　campaign.

Text　B

Planning　to　Win

If　I　always　appear　prepared,　it　is　because　before　entering　on　an　undertaking,　I　have　meditated　long　and　have　foreseen　what　may　occur.　It　is　not　genius　which　reveals　to　me　suddenly　and　secretly　what　I　should　do　in　circumstances　unexpected　by　others;　it　is　thought　and　preparation.

—Napoleon［1］

1Our　nation　is　so　powerful　that　we　seem　able　to　win　wars　with　the　effortlessness　of　gods.　Several　years　ago　in　Kosovo,　we　did　many　of　the　things　we　said　after　the　Vietnam　War［2］　that　we　would　never　do　again.　And　yet　we　won.　We　seem　to　have　compelled　the　foe　to　bend　to　our　will.

2We　have　not　always　been　so　fortunate.　What　we　needed　going　in,　as　we　began　planning　for　the　conflict,　was　a　process　for　creating　a　strategy.　Fortunately,　such　a　process　does　exist.　The　process　emerged　from　the　intense　“lessons　learned”　efforts　that　followed　the　Gulf　War［3］.　It　consists　of　five　stages.

Operational　Environment　Research　（OER）

3This　stage　is　first　because　it　includes　information　gathered　before　planning　begins.　Nonetheless,　OER　never　ceases—it　continues　throughout　all　the　other　stages.

4The　goal　of　this　stage　is　to　gain　as　thorough　an　understanding　of　the　conflict　environment　as　is　possible　in　the　time　available.

5A　great　deal　of　intelligence　preparation　focuses　on　the　direct　comparisons　of　types　and　numbers　of　equipment,　troops,　and　so　on.　History　shows　that　such　factors　are　often　among　the　least　relevant　to　the　outcome　of　a　campaign　or　war.　Planners　eventually　need　detailed　information　on　such　things,　but　placing　too　much　emphasis　on　this　sort　of　information　can　be　dangerous.　In　fact,　outcomes　are　always　much　more　dependent　upon　mind　and　will,　and　on　other　intangibles　that　cannot　be　quantified.　One　must　seek　information　that　gives　insight　into　the　worldview　of　the　enemy　and　helps　to　understand　the　conflict　from　his　perspective.　Only　then　will　we　be　following　Sun　Tzus　prescription　for　success　in　“a　hundred　battles.”

Objective　Determination

6The　determination　of　objectives　is　the　most　important　part　of　the　planning　process.　Joint　Pub　30［4］　states　that,　“the　purpose　of　the　objective　is　to　direct　every　military　operation　toward　a　clearly　defined,　decisive,　and　attainable　objective.”　The　first　is　that　an　objective　must　be　clearly　defined.　Every　operation　at　the　tactical　level　should　be　connected　to　the　conflicts　strategic　objectives　by　a　clear　chain　of　logic.　Objective　must　be　decisive.　By　implication,　we　must　be　in　a　more　favourable　situation　versus　the　enemy　after　its　attainment.

7Objectives　must　also　be　attainable.　How　would　one　know　the　objective　had　been　obtained?　Attainment　must　be　measurable　in　some　meaningful　way.　Some　of　these　measures　may　be　simple　to　define:　“Secure　the　unconditional　and　complete　withdrawal　of　Iraqi　forces　in　Kuwait”　either　happens　or　it　doesnt.　Something　like,　“assure　the　security　and　stability　of　the　Persian　Gulf　region”　may　not　be　so　easy　to　put　ones　mind　around.

Center　of　Gravity　Identification　(Analysis)

8Planners　and　commanders　needed　a　way　to　focus　use　of　resources　and　increase　the　effectiveness　of　their　efforts.　They　sought　a　point　or　points　where　their　efforts　would　have　the　best　chance　of　being　decisive　against　an　enemy.

9Clausewitz　described　the　CoG　as　“a　hub　of　all　power　and　movement,　upon　which　everything　depends.”　He　saw　it　as　a　belligerents　ultimate　source　of　his　power　and　thus　the　thing　he　would　try　hardest　to　protect.　This　idea　accords　with　the　current　joint　definition.　Since　Clausewitz　wrote,　a　CoG　concept　at　odds　with　his　has　arisen,　which　conceives　of　CoGs　as　critical　weaknesses　or　vulnerabilities.　For　instance,　John　Warden［5］　wrote　in　The　Air　Campaign:

10The　term　“center　of　gravity”　is　quite　useful　in　planning　war

operations,　for　it　describes　that　point　where　the　enemy　is　most　vulnerable　and　the　point　where　an　attack　will　have　the　best　chance　of　being　decisive.

11A　final　caution:　Any　truly　useful　analysis　must　include　a　detailed　examination　of　ones　own　as　well　as　the　enemys.

“Strategy”　(Course　of　Action)　Development

12In　the　simplest　sense,　this　stage　here　refers　to　action　taken　to　achieve　ones　objectives.　Many　times,　good　planners　must　at　least　consider　alternatives　and　their　implications.　A　common　human　tendency　is　to　see　only　the　desired　outcome　of　intended　action.　Unfortunately,　military　planners　and　commanders,　making　decisions　that　will　expend　precious　lives　and　resources,　do　not　have　the　luxury　of　assuming　the　outcome　of　their　plans　as　blithely　as　we　often　do　in　our　daily　lives.

13Nonetheless,　many—often　most—consequences　of　complex　actions　cannot　be　anticipated.　Complexity　theory　also　informs　us　that　very　small　events　can　cause　large,　unpredictable　system　changes.

Plan　Development

14This　final　portion　of　the　process　is　less　a　distinct　stage　than　a　catchall　for　the　many　issues　planners　must　deal　with.

15It　should　identify　force　requirements,　and　should　resolve　the　movement　and　logistical　issues　that　arise　from　getting　them　to　the　fight.　It　should　identify　the　targets,　desired　effects,　and　measures　of　effectiveness.　It　should　prioritize　among　the　target　sets.　It　should　identify　(and　resolve,　if　possible)　intelligence　requirements　and　shortfalls.　It　should　develop　all　necessary　subordinate　component　and　ancillary　plans,　such　as　plans　for　information　warfare　and　psychological　operations.　Finally,　the　overall　plan　should　identify　and　lay　out　the　campaigns　phases.　Each　should　be　treated　as　a　minicampaign,　with　its　own　timeline　and　set　of　objectives.

Conclusion

16We　must　be　very　careful　that　we　win　the　war　were　in.　The　process　that　guides　campaign　planning　may　be　useful　in　helping　us　in　the　military　better　prepare　ourselves　and　our　national　leadership　for　future　conflicts.　In　Kosovo,　we　got　lucky.　Fortune　may　not　favour　us　as　strongly　in　the　conflict　at　hand.

(886　words)

NOTES

［1］　Napoleon拿破仑　A　military　and　political　leader　(17691821)　of　France　and　Emperor　of　the　France　as　Napoleon　Ⅰ,　whose　actions　shaped　European　politics　in　the　early　19th　century.　For　most　of　the　years　from　1799　to　1815,　he　led　the

armies　of　France　to　victory　over　successive　hostile　coalitions.　Despite　his　ultimate　defeat　and　his　mobile　and　offensive　way　of　war,　his　personal　leadership　and　strategic　approach　were　widely　admired　in　his　day　and　are　still　studied.

［2］　the　Vietnam　War越南战争　Known　as　the　Second　Indochina　War,　a　Cold　War　military　conflict　that　occurred　in　Vietnam,　Laos,　and　Cambodia　from　September　26,　1959　to　April　30,　1975.　The　United　States　entered　the　war　to　prevent　a

communist　takeover　of　South　Vietnam　as　part　of　their　wider　strategy　of　containment.　The　war　extracted　a　huge　human　cost　in　terms　of　fatalities,　including　3　million　to　4　million　Vietnamese　from　both　sides,　1.5　million　to　2　million　Laotians　and　Cambodians,　and　58,159　U.S.　soldiers.

［3］　the　Gulf　War海湾战争　Known　as　the　First　Gulf　War(19901991),　initiated　with　United　Nations　authorization,　by　a　coalition　force　from　34　nations　against　Iraq,　with　the　expressed　purpose　of　expelling　Iraqi　forces　from　Kuwait　after　its　invasion　and　annexation　on　August　2,　1990.

［4］　Joint　Pub　30《美军联合出版物30》　Joint　Publication　30,　Doctrine　for　Joint　Operations,　the　keystone　document　of　the　joint　operations　series.　This　publication　has　been　prepared　under　the　direction　of　the　Chairman　of　the　Joint　Chiefs　of　Staff.　It　provides　fundamental　principles　and　doctrine　that　guide　the　Armed　Forces　of　the　United　States　in　the　conduct　of　joint　and　multinational　operations.

［5］　John　Warden约翰·沃顿　John　Ashley　Warden　Ⅲ　(born　in　1943),　called　“the　leading　air　power　theorist　in　the　U.S.　Air　Force　in　the　second　half　of　the　twentieth　century.”　Warden　is　a　graduate　of　the　United　States　Air　Force　Academy.　His　Air　Force　career　spanned　30　years,　from　1965　to　1995.　Some　distinguished　military　historians,　officers,　and　other　experts　have　concluded　that　Warden　defined　the　very　terms　of　reference　for　the　1991　Desert　Storm　military　strategy　and　thereby　introduced　a　new　approach　to　the　conduct　of　war.

MILITARY　TERMS

belligerent/blＩdrnt/　n.　交战国

center　of　gravity/grvti/　重心

foe/f/　n.　敌人

information　warfare　信息战

psychological　operations　心理战

strategic　objective　战略目标

tactical　level　战术层面

withdrawal/wＩdrl/　n.　撤退

NEW　WORDS

alternative/ltntＩv/　n.　one　of　a　number　of　things　from　which　only　one　can　be　chosen　供替代的选择

ancillary/nsＩlri/　adj.　subsidiary　辅助的，补充的

anticipate/ntＩsＩpeＩt/　vt.　regard　something　as　probable　or　likely　预期，期望

assume/sjum/　v.　take　to　be　the　case　or　to　be　true　假定

attainable/teＩnbl/　adj.　capable　of　being　accomplished　可达到的，可得到的

blithely/blaＩli/　adv.　in　a　joyous　manner　开心地,无忧无虑地

catchall/ktl/　n.　something　that　encompasses　a　wide　variety　of　items　or　situations　杂物箱,统称

caution/kn/　n.　warning　警告

circumstance/skmstns/　n.　a　condition　that　accompanies　or　influences　some　event　or　activity　环境，情况

consequence/knsＩkwns/　n.　the　outcome　of　an　event　结果

distinct/dＩstＩkt/　adj.　easy　to　perceive;　different　清楚的,明显的,不同的

emerge/imd/　vi.　come　out　into　view　浮现,出现

eventually/Ｉventli/　adv.　within　an　indefinite　time　最后，终于

favourable/feＩvrbl/　adj.　encouraging　or　approving　or　pleasing　有利的,赞成的，赞许的

foresee/fsi/　vt.　realize　beforehand　预知,预见

identify/aＩdentＩfaＩ/　vt.　establish　the　identity　of　someone　or　something　识别,确定

intangible/Ｉntndbl/　adj.　not　having　physical　substance　无形的

meditate/medＩteＩt/　v.　to　reflect　on;　contemplate　沉思,冥想

outcome/atkm/　n.　results　结果，结局

perspective/pspektＩv/　n.　a　way　of　regarding　situations　etc.　观点

phase/feＩz/　n.　stage　阶段

resolve/rＩzlv/　v.　to　decide　or　determine　firmly;　to　settle　决心要做，解决

subordinate/sbdＩnt/　adj.　of　lesser　order　or　importance　次要的，附属的

thorough/r/　adj.　careful　and　accurate　彻底的,十分的,周密的

unpredictable/nprＩdＩktbl/　adj.　not　capable　of　being　foretold　不可预知的

vulnerable/vlnrbl/　adj.　that　can　be　hurt,　exposed　to　danger　or　attack　易受攻击的

PHRASES　&　EXPRESSIONS

1.　accord　withagree　with　与……一致

2.　as　well　asin　addition　to　不但……而且

3.　at　handnear;　close;　about　to　happen　在附近，即将发生

4.　at　odds　withbeing　against;　being　different　from　与……不一致，不和

5.　bend　tosubmit　to　屈服，屈从

6.　give　insight　intoenable　one　to　have　a　clear　or　deep　perception　of　a　complex　situation　or　problem　使……洞察，　使……有深入了解

PROPER　NAMES

Persian　Gulf　波斯湾（介于伊朗和阿拉伯半岛之间的一个海湾）

EXERCISES

Ⅰ.　Reading　Comprehension

Directions:　Fill　in　the　blanks　with　no　more　than　one　word　to　complete　the　summary　of　the　passage.

In　order　to　(1)　the　war　at　hand,　we　have　to　get　well　prepared.　A　(2)　for　creating　a　strategy　before　we　begin　planning　for　the　conflict　is　necessary.　It　consists　of　five　stages.　The　first　stage　is　to　conduct　operational　environment　research,　which　aims　at　gathering　(3)　and　gaining　a　thorough　(4)　of　the　conflict　environment.　The　second　stage　is　to　(5)　objectives　at　all　levels.　The　objectives　should　be　(6)　defined,　decisive　and　(7)　.　The　third　stage　is　to　(8)　the　center　of　gravity,　the　point　where　an　attack　will　have　the　best　chance　of　being　(9)　.　At　this　stage,　planners　should　examine　ones　own　(10)　as　well　as　the　enemys.　The　fourth　stage　refers　to　(11)　taken　to　achieve　objectives.　At　this　stage,　planners　have　to　consider　several　(12)　because　most　(13)　of　complex　actions　cannot　be　predicted.　The　final　stage　is　more　of　an　(14)　plan　which　involves　many　issues.　At　this　stage,　the　campaigns　(15)　should　be　identified,　with　each　having　its　own　timeline　and　objectives.

Ⅱ.　Vocabulary

Section　A

Directions:　Fill　in　the　blanks　with　words　learned　from　text　B.　The　first　letter　of　each　word　has　been　given.

1.　The　small　force　will　excel　in　deep　maneuvers　into　v　enemy　territory,　with　the　hope　that　the　enemy　will　give　chase　and　surround　it.

2.　He　noted　again　he　would　completely　r　the　conflict　between　the　two　countries.

3.　This　denies　them　the　opportunity　to　i　people　who　are　in　step　with　their　strategic　approach.

4　It　may　be　that　America　would　have　exercised　the　same　c　in　Libya　even　if　it　had　not　been　for　Iraq.

5　NATO　members　are　meeting　to　discuss　who　will　a　responsibility　for　the　“nofly”　zone,　which　was　set　up　to　protect　civilians　under　authorization　from　the　United　Nations.

6.　In　such　a　world,　it　is　rare　for　a　struggle　to　e　that　speaks　to　something　universal　about　humanity.　The　second　world　war　did　that.

7.　In　the　army,　lieutenants　are　s　to　captains.

8.　Rather,　it　is　a　d　phenomenon　in　which　globalized　crime　networks　work　with　terrorists　and　both　are　able　to　carry　out　their　activities　successfully,　aided　by　endemic　corruption.

9.　He　says　governments　have　not　come　up　with　real　structural　change　that　can　give　a　p　over　the　course　of　years　and　decades.

10.　China　hopes　to　strengthen　the　peace　and　prosperity　of　the　region　through　cooperation　and　meanwhile　create　a　f　external　environment　for　selfdevelopment.

Section　B

Directions:　Fill　in　the　blanks　with　the　expressions　given　below.　Change　the　form　where　necessary.

bend　to

at　odds　with

give　insight　into

at　hand

consist　of

accord　with

relevant　to

lay　out

1.　In　Britain,　the　government　appeared　increasingly　its　defense　chiefs　over　whether　the　head　of　that　country　was　a　legitimate　military　target.

2.　The　Indian　government　set　aside　sites　for　American,　French　and　Russianbuilt　nuclear　reactors　across　the　country　after　New　Delhi　signed　a　landmark　2005　nuclear　the　Bush　administration.

3.　Setting　a　timetable　for　withdrawal　gives　the　Taliban　reason　to　think　that　they　can　wait　out　the　latest　foreign　power　to　try　to　Afghanistan　its　will.

4.　These　include　aircraft　carriers,　Typhoon　and　Joint　Strike　Fighters,　nuclear　submarines　that　may　or　may　not　be　todays　recalibrated　needs.

5.　In　this　photo,　a　poster　purporting　to　the　true　size　of　the　Russian　collection　of　missiles,　is　displayed　during　testimony　before　the　U.S.　Senate　Foreign　Relations　Committee.

Part　Ⅲ

Additional　Themerelated　Activities

Section　AListening,　Watching　&　Speaking

Passage　Listening　Ⅰ

Words　&　Expressions

barometric/brmetrＩk/　adj.　气压的

blast/blst/　n.　爆炸，冲击波，一阵

carbon/kbn/　n.　［化学］　碳，碳棒

Celsius/selsis/　n.　摄氏度

fling/flＩ/　vt.　掷，抛，嘲笑

gama　ray　伽马射线

infrared/Ｉnfrred/　n.　红外线

jet/det/　adj.　墨黑的

magnesium/mɡnizim/　n.　［化学］　镁

penetrate/penＩtreＩt/　vt.　渗透，穿透，洞察

radiation/reＩdＩeＩn/　n.　辐射，发光，放射物

railing/reＩlＩ/　n.　栏杆，扶手

scoop　up　用铲子取，兜接，舀上来

startling/sttlＩ/　adj.　令人吃惊的

swell/swel/　v.　膨胀，肿胀，隆起

trigger/trＩ/　n.　扳机，［电子］　触发器，制滑机

uranium/jureＩnim/　n.　［化学］　铀

vaporize/veＩpraＩz/　v.　蒸发

Task　1Spot　Dictation

Directions:　Listen　to　the　passage　and　fill　in　the　blanks　with　the　exact　words　youve　heard.

1.　After　falling　(1)　,　the　time　barometric　triggers　started　(2)　.　A　uranium　bullet　fired　down　into　a　uranium　tunnel,　together　they　started　(3)　.　Solid　matter　began　to　(4)　releasing　(5)　.

2.　Anyone　in　the　open　air　was　either　(1)　in　an　instant.　At　the　same　time,　the　flash　sent　out　infrared　radiation　and　gama　rays.　These　could　(2)　and　attack　cells　in　human　bodies.

Task　2Listening　Comprehension

Directions:　Listen　to　the　passage　again　and　choose　the　best　one　from　the　four　choices　given　below.

1.　The　flash　came　from　a　giant　fireballs　meters　wide.

（A）　300（B）　400（C）　200（D）　500

2.　Temperatures　directly　below　the　fireball　was　degree　Celsius.

（A）　200（B）　300（C)　3,000（D）　4,000

3.　At　the　last　part　the　old　man　described　the　disturbance　of　the　explosion,　he　said　came　toward　him.

（A）　a　jet　back　cloud

（B）　a　jet　black　cloud

（C）　a　jet　belt　cloud

（D）　a　jet　black　belt　of　cloud

Task　3Questions　for　Discussion

Directions:　Listen　to　the　passage　for　the　third　time　and　then　discuss　the　following　questions.

1.　What　kind　of　scenes　are　the　interviewees　talking　about?

2.　What　is　the　working　mechanism　of　the　nuclear　bomb?

3.　What　did　the　survivors　of　the　nuclear　attack　go　through　both　mentally　and　physically?　Try　to　describe　with　your　own　words.

Passage　Listening　Ⅱ

Words　&　Expressions

convey/knveＩ/　vt.　传达,运输,让与

guilty/ɡＩlti/　adj.　有罪的,内疚的

missile/mＩsaＩl/　n.　导弹,投射物

show　up　露面,露出,揭露

stereotypical/steritＩpＩkl/　adj.　老一套的,陈规的

tattered/ttd/　adj.　破烂的，衣衫褴褛的

Task　1True　or　False　Statements

Directions:　Listen　to　the　passage　and　decide　whether　the　following　statements　are　true　or　false.　Write　T　for　True　or　F　for　False　before　each　statement.

1.　At　the　beginning　the　speaker　was　describing　a　scene　she　had　experienced.

2.　The　explosion　made　the　speaker　hide　for　security.

3.　When　the　explosion　happened,　the　speaker　was　sevenyearold.

4.　Peoples　general　stereotypical　image　of　refugees　are　with　tattered　clothes,　dirty　face　and　scared　eyes.

5.　The　speaker　was　going　to　talk　about　the　other　side　of　war　in　which　she　lived　and　where　she　ended　up　working.

Task　2Spot　Dictation

Directions:　Listen　to　the　passage　again　and　fill　in　the　blanks　with　the　exact　words　or　expressions　youve　heard.

1.　I　(1)　in　the　middle　of　the　night　with　the　sound　of　(2)　.　It　was　deep　at　night.　I　do　not　remember　what　time　it　was.　I　just　remember　the　sound　was　(3)　.

2.　I　(1)　,　and　I　prayed,　and　I　secretly　thanked　God　that　(2)　did　not　(3)　my　familys　home,　that　it　did　not　kill　my　family　that　night.

3.　This　is　not　a　story　of　a　(1)　who　lived　in　some　war,　who　we　do　not　(2)　.　This　is　my　story.　I　was　that　girl.　I　am　another　image　and　vision　of　another　survivor　of　war.

Task　3Summarizing　(Oral　Work)

Directions:　Listen　to　the　passage　for　the　third　time　and　then　summarize　the　passage　with　the　help　of　the　following　key　words　or　expressions.

shocking

explosion

prayer

show　up

share

Video　Watching

Words　&　Expressions

detonate/detneＩt/　v.　使爆炸

disturbing/dＩstbＩ/　adj.　令人不安的,烦扰的

doityourself/duＩtjself/　adj.　自己动手的

drone/drn/　n.　无人机

equivalent/ＩkwＩvlnt/　adj.　等价的，相等的,同意义的

fascinating/fsＩneＩtＩ/　adj.　迷人的,吸引人的,使人神魂颠倒的

hardware/hdwe/　n.　计算机硬件,五金器具

in　the　realm　of　在……领域里

kit/kＩt/　n.　工具箱,成套工具

manufacture/mnjufk/　n.　制造,产品,制造业

nonstate　非国家的

off　the　shelf　现成的，不用定制的

permanent/pmnnt/　adj.　永久的，永恒的,不变的

raven/reＩvn/　n.　乌鸦

reinforce/riＩnfs/　v.　加强，加固,强化,补充

terrorism/terrＩzm/　n.　恐怖主义,恐怖行动,恐怖统治

toss/ts/　vt.　投掷

virgin/vdＩn/　n.　&　adj.　处女；处女的,纯洁的,未经利用的，处于原始状态的

wrinkle/rＩkl/　n.　皱纹

Proper　Names

al　Qaeda　基地组织［著名恐怖主义组织,领袖为本·拉登（已被击毙）］

Hezbollah/hezbl/　（黎巴嫩）真主党（等于Hizbollah）

IED　(Improvised　Explosive　Device)　简易爆炸装置

Jihad　圣战（宗教组织以驱逐异教徒和建立纯粹单一的宗教国家为目的军事活动）

Una　bomber　(University　and　Airline　Bomber)　邮弹杀手

Wang　Computer　王安电脑

Task　1Questions　and　Answers

Directions:　Watch　the　video　clip　and　answer　the　following　questions.

1.　Why　did　the　speaker　ask　the　audience　to　raise　their　hands?

2.　Why　is　the　speaker　concerned　about　the　competition　in　developing　military　robotics?

3.　What　are　the　trends　with　the　easy　access　to　all　kinds　of　information　and　technology?

Task　2Spot　Dictation

Directions:　Watch　the　video　clip　again　and　fill　in　the　blanks　with　the　exact　words　youve　heard.

1.　The　U.S.　is　currently　ahead　(1)　right　now,　but　we　know　that　in　technology　theres　no　such　thing　as　a　(2)　.

2.　How　do　we　(1)　in　this　revolution　given　(2)　and　the　state　of　our　science　and　(3)　in　our　schools?

3.　Unlike　an　(1)　or　an　(2)　,　you　dont　need　a　massive　manufacturing　system　to　build　robotics.　A　lot　of　it　is　(3)　.　A　lot　of　its　even　(4)　.

4.　Theres　already　a　(1)　that　you　can　go　on　and　(2)　an　IED　in　Iraq　while　(3)　.　And　so　I　think　what　were　going　to　see　is　two　trends　taking　place　with　this.

Task　3Discussion(Oral　Work)

Directions:　Watch　the　video　clip　for　the　third　time　and　then　discuss　the　implication　of　the　last　sentence　of　the　video　clip.

And　another　way　of　thinking　about　this　is　the　fact　that,　remember,　you　dont　have　to　convince　a　robot　that　theyre　gonna　receive　72　virgins　after　they　die　to　convince　them　to　blow　themselves　up.

Section　BThemerelated　Oral　Tasks

Cyber　Warfare

The　last　couple　of　decades　have　seen　a　colossal　change　in　terms　of　the　influence　that　computers　have　on　the　battle　field,　to　an　extent　that　defense　pundits　claim　it　to　be　a　dawn　of　a　new　era　in　warfare.　The　use　of　computers　and　information　in　defense　has　manifested　into　various　force　multipliers　such　as　Information　Operations,　C4I2SR　Systems,　Network　Centric　Warfare,　to　the　extent　that　commentators　are　terming　this　information　age　as　a　Revolution　in　Military　Affairs　(RMA).　These　advances　have　not　only　revolutionized　the　way　in　which　wars　are　fought,　but　have　also　initiated　a　new　battle　for　the　control　of　a　new　dimension　in　the　current　contemporary　world:　the　Cyber　Space.　Over　time　cyber　warfare　has　assumed　the　shape　of　an　elephant　assessed　by　a　group　of　blind　people,　with　every　one　drawing　different　meanings　based　upon　their　perceptions.　Under　these　circumstances　there　was　a　gradual　paradigm　shift　in　military　thinking　and　strategies,　from　the　strategic　aspect　to　the　tactical　aspect　of　cyber　warfare　laying　more　emphasis　on　cyber　attacks　and　counter　measures.　This　resulted　in　the　formation　of　a　notion　that　cyber　warfare　or　information　warfare　is　a　potent　force　multiplier,　which　in　a　sense　downgraded　the　strategic　aspects　of　cyber　war　to　a　low　grade　tactical　warfare　used　primarily　for　a　force　enhancement　effect.　The　author　believes　this　is　wrong,　cyber　war　is　a　new　form　of　warfare　and,　rather　than　cyber　war　merely　being　an　enhancement　of　traditional　operations,　traditional　operations　will　be　force　multipliers　of　cyber　war.　This　paper　tries　to　shatter　myths　woven　around　cyber　warfare　so　as　to　illuminate　the　strategic　aspects　of　this　relatively　misinterpreted　notion.　This　paper　will　elucidate　the　scenarios（战场想定）　and　mechanisms　illuminating　the　process　of　using　the　strategies　of　cyber　war,　so　as　to　achieve　conventional　objectives.　The　paper　will　also　analyze　the　doctrine　and　strategies　including　first　and　second　strike　capabilities　with　regard　to　cyber　war.　This　paper　identifies　a　paradigm　shift　from　the　conventional　belief　of　cyber　warfare　acting　as　a　force　multiplier　for　conventional　warfare　to　the　recognition,　that　conventional　warfare　will　be　acting　as　a　force　multiplier　around　cyber　war　and　hence　making　cyber　war　as　the　primary　means　of　achieving　grand　strategic　objectives　in　the　contemporary　world　order.

Words　&　Expressions

colossal/klsl/　adj.　巨大的,异常的，非常的

commentator/kmnteＩt/　n.　评论员，解说员，实况播音员，时事评论者

dimension/daＩmenn/　n.　［数］　维,尺寸,次元,容积

downgrade/danreＩd/　v.　退步,下坡

elucidate/ilusＩdeＩt/　vt.　阐明,说明

illuminate/ＩlumＩneＩt/　vt.　阐明，说明,照亮,使灿烂,用灯装饰

initiate/ＩnＩieＩt/　vt.　开始，创始,发起,使初步了解

manifest/mnＩfest/　v.　证明，表明,显示

multiplier/mltＩplaＩ/　n.　［数］　乘数,［电子］　倍增器,增加者,繁殖者

paradigm/prdaＩm/　n.　范例

perception/psepn/　n.　知觉,［生理］　感觉,看法,洞察力,获取

potent/ptnt/　adj.　有效的,强有力的，有权势的,有说服力的

pundit/pndＩt/　n.　博学者,梵文学者

Task　1Questions　for　Discussion

Directions:　Read　the　passage　and　then　discuss　the　following　questions　with　your　partner.

1.　What　makes　the　dawn　of　a　new　era　in　warfare　based　on　the　passage?

2.　What　does　the　sentence　“over　time　cyber　warfare　has　assumed　the　shape　of　an　elephant　assessed　by　a　group　of　blind　people,　with　everyone　drawing　different　meanings　based　upon　their　perceptions”　possibly　mean?

3.　What　is　the　authors　opinion　considering　cyber　warfare?

Task　2Retelling

Directions:　Work　with　your　partner　to　discuss　the　future　form　of　cyber　warfare　and　the　vision　of　its　application.　Use　the　evaluation　chart　to　evaluate　your　partners　retelling.

Grammar

Pronunciation

Facts

Fluency

Grading:　5=Excellent;　4=Good;　3=Fairly　Good;　2=Should　Improve;　1=Must　Improve

Unit　SixMilitary　Weapons

初级军事英语教程

Part　Ⅰ

Prereading　Activities

Words　&　Expressions

arsenal/snl/　n.　兵工厂，军械库

caliber/klＩb/　n.　口径

chamber/teＩmb/　n.　舱，室

imminent/ＩmＩnnt/　adj.　即将来临的，迫近的

maneuver/mnuv/　n.　&　vi.　&　vt.　机动，演习

prestige/presti/　n.　威望，声誉

prey/preＩ/　n.　猎物vi.　捕食

stealth/stel/　n.　隐秘飞行，隐形

Proper　Names

Apache/pt/Helicopter阿帕奇武装直升机（美国陆军主力武装直升机）

Task　1Questions　for　Discussion

Directions:　Watch　the　video　clip　and　then　discuss　the　following　questions.

1.　When　was　Apache　developed　and　put　into　use?

2.　What　is　the　main　feature　of　Apache?

3.　How　many　rounds　of　bullets　can　the　chain　gun　on　Apache　fire?

4.　What　powerful　weapons　are　Apache　equipped　with?

Task　2True　or　False　Statements

Directions:　Watch　the　video　clip　again　and　then　decide　whether　the　following　statements　are　true　or　false.　Write　T　for　True　or　F　for　False　before　each　statement.

1　Battle　field　helicopter　was　first　developed　during　the　Second　World　War　and　so　extensively　used　during　the　Vietnam　War.

2　Apache　helicopter　is　designed　to　be　so　capable　that　it　could　turn　back　and　at　the　same　time　destroy　hundreds　of　tanks　and　all　the　attacks.

3　In　half　a　minute,　a　single　radar　scan　can　track　256　separate　targets.

Task　3Discussion

Directions:　Do　you　know　the　top　ten　military　weapons　in　todays　world?　Work　in　small　groups　and　discuss　with　your　partners.

Part　Ⅱ

Readingcentered　Activities

Text　A

Weapons　of　New　Concepts　and　New　Concepts　of　Weapons

1　Compared　to　newconcept　weapons,　nearly　all　the　weapons　that　we　have　known　so　far　may　be　termed　oldconcept　weapons.　The　reason　they　are　called　old　is　that　the　basic　functions　of　these　weapons　were　their　mobility　and　lethal　power.　From　the　perspective　of　practical　applications,　no　change　in　appearance　can　alter　their　nature　as　traditional　weapons,　that　is,　their　control　throughout　by　professional　soldiers　and　their　use　on　certain　battlefields.　All　these　weapons　and　weapons　platforms　that　have　been　produced　in　line　with　traditional　thinking　have　without　exception　come　to　a　dead　end　in　their　efforts　to　adapt　to　modern　warfare　and　future　warfare.　Those　desires　of　using　the　magic　of　hightechnology　to　work　some　alchemy　on　traditional　weapons　so　that　they　are　completely　remade　have　ultimately　fallen　into　the　hightech　trap　involving　the　endless　waste　of　limited　funds　and　an　arms　race.　To　ensure　that　the　weapons　are　in　the　lead,　one　must　continue　to　increase　costs;　the　result　of　this　continued　raising　of　the　stakes　is　that　no　one　has　enough　money　to　maintain　the　lead.　Its　ultimate　result　is　that　the　weapons　to　defend　the　country　actually　become　a　cause　of　national　bankruptcy.

2Perhaps　the　most　recent　examples　are　the　most　convincing.　Marshal　Orgakov,　the　former　chief　of　the　Soviet　general　staff,　was　acutely　aware　of　the　trend　of　weapons　development　in　the　“nuclear　age,”　and　when,　at　an　opportune　time,　he　proposed　the　brandnew　concept　of　the　“revolution　in　military　technology,”　his　thinking　was　clearly　ahead　of　those　of　his　generation.　But　being　ahead　of　time　in　his　thinking　hardly　brought　his　country　happiness,　and　actually　brought　about　disastrous　results［1］,　no　one　could　predict　that　it　would　actually　result　in　the　breakup　of　the　Soviet　Union　and　its　complete　elimination　from　the　superpower　contest.　A　powerful　empire　collapsed　without　a　single　shot　being　fired.　Not　only　was　this　true　for　the　former　Soviet　Union,　today　the　Americans　seem　to　be　following　in　the　footsteps　of　their　old　adversary.　As　the　outlines　of　the　age　of　technology　integration　become　increasingly　clear,　they　are　investing　more　and　more　in　the　development　of　new　weapons,　and　the　cost　of　the　weapons　is　getting　higher　and　higher.　The　development　of　the　F14　and　F15　in　the　1960s1970s　cost　one　billion　dollars,　while　the　development　of　the　B2　in　the　1980s　cost　over　$10　billion,　and　the　development　of　the　F22　in　the　1990s　has　exceeded　$13　billion.　Based　on　weight,　the　B2［2］,　which　runs　$13　billion$15　billion　each,　is　some　three　times　more　expensive　than　an　equivalent　weight　of　gold.　The　massive　amount　of　weapons　with　unreasonable　costeffectiveness　has　covered　the　U.S.　military　with　increasingly　heavy　armour,　pushing　them　step　by　step　toward　the　hightech　weapons　trap　where　the　cost　stakes　continue　to　be　raised.　If　this　is　still　true　for　the　rich　and　brash　United　States,　then　how　far　can　the　other　countries,　who　are　short　of　money,　continue　down　this　path?

3Therefore,　newconcept　weapons　have　emerged　to　fill　the　bill.　However,　what　seems　unfair　to　people　is　that　it　is　again　the　Americans　who　are　in　the　lead　in　this　trend.

4However,　the　Americans　are　not　necessarily　in　the　sole　lead　in　everything.　The　new　concepts　of　weapons,　which　come　after　the　weapons　of　new　concepts　and　which　cover　a　wider　area,　are　a　natural　extension　of　this.　However,　the　Americans　have　not　been　able　to　get　their　act　together　in　this　area.　This　is　because　proposing　a　new　concept　of　weapons　demands　lucid　and　incisive　thinking.　But,　this　is　not　a　strong　point　of　the　Americans,　who　are　slaves　to　technology　in　their　thinking.　It　cannot　be　denied　that　manmade　earthquakes,　weather　disasters,　or　subsonic　wave　and　new　biological　and　chemical　weapons　all　constitute　newconcept　weapons［3］,　and　that　they　have　tremendous　differences　with　what　we　normally　speak　of　as　weapons,　but　they　are　still　all　weapons　whose　immediate　goal　is　to　kill　and　destroy,　and　which　are　still　related　to　military　affairs,　soldiers,　and　munitions.　Speaking　in　this　sense,　they　are　nothing　more　than　nontraditional　weapons　whose　mechanisms　have　been　altered　and　whose　lethal　power　and　destructive　capabilities　have　been　magnified　several　times　over.

5However,　a　new　concept　of　weapons　is　different.　This　and　what　people　call　newconcept　weapons　are　two　entirely　different　things.　While　it　may　be　said　that　newconcept　weapons　are　weapons　which　transcend　the　domain　of　traditional　weapons,　which　can　be　controlled　and　manipulated　at　a　technical　level,　and　which　are　capable　of　inflicting　material　or　psychological　casualties　on　an　enemy,　in　the　face　of　the　new　concept　of　weapons,　such　weapons　are　still　weapons　in　a　narrow　sense.　This　is　because　the　new　concept　of　weapons　is　a　view　of　weapons　in　the　broad　sense,　which　views　weapons　as　all　means　which　transcend　the　military　realm　but　which　can　still　be　used　in　combat　operations.　In　its　eyes,　everything　that　can　benefit　mankind　can　also　harm　him.　This　is　to　say　that　there　is　nothing　in　the　world　today　that　cannot　become　a　weapon.　As　we　see　it,　a　single　manmade　stockmarket　crash,　a　single　computer　virus　invasion,　or　a　single　rumour　or　scandal　that　results　in　a　fluctuation　in　the　enemy　countrys　exchange　rates　or　exposes　the　leaders　of　an　enemy　country　on　the　Internet,　all　can　be　included　in　the　ranks　of　newconcept　weapons.　A　new　concept　of　weapons　provides　direction　for　newconcept　weapons,　while　the　newconcept　weapons　give　fixed　forms　to　the　new　concept　of　weapons.　With　regard　to　the　flood　of　newconcept　weapons,　technology　is　no　longer　the　main　factor,　and　the　true　underlying　factor　is　a　new　concept　regarding　weapons.

6What　must　be　made　clear　is　that　the　new　concept　of　weapons　is　in　the　process　of　creating　weapons　that　are　closely　linked　to　the　lives　of　the　common　people.　We　believe　that　some　morning　people　will　awake　to　discover　with　surprise　that　quite　a　few　gentle　and　kind　things　have　begun　to　have　offensive　and　lethal　characteristics.

（1,015　words）

NOTES

［1］　disastrous　results灾难性后果　U.S.　defense　specialists　believe　that　Orgakov　already　saw　that　electronic　technology　would　result　in　a　revolution　in　conventional　weapons,　and　that　they　would　replace　nuclear　weapons　with　respect　to　their　effects.　However,　Orgakovs　foresight　and　wisdom　with　regard　to　the　issue　of　a　revolution　in　military　affairs　ran　aground　because　of　structural　problems.　“If,　in　keeping　up　with　the　extremely　high　costs　of　the　revolution　in　military　affairs,a　country　exceeds　the　limits　that　can　be　borne　by　its　system　and　material　conditions,　but　it　keeps　engaging　in　military　power　contests　with　its

opponents,　the　only　outcome　can　be　that　they　will　fall　further　behind　with　regard　to　the　military　forces　that　they　can　use.　This　was　the　fate　of　Russia　during　the　czarist　and　Soviet　eras:　The　Soviet　Union　undertook　military　burdens　that　were　difficult　to　bear,　while　in　turn　the　military　was　unwilling　to　accept　the　need　for　strategic　retrenchment.”

［2］　B2隐形战略轰炸机　In　1981,　the　U.S.　Air　Force　estimated　that　it　could　produce　132　B2s　with　an　investment　of　$22　billion.　However,　eight　years　later,　this　money　had　only　produced　one　B2.　Based　on　its　value　per　unit　weight,　one　B2　is　worth　three　times　its　weight　in　gold.

［3］　newconcept　weapons新概念武器　Newconcept　weapons　primarily　include　kineticenergy　weapons,　directedenergy　weapons,　subsonic　weapons,　geophysical　weapons,　meteorological　weapons,　solar　energy　weapons,　and　gene　weapons,　etc.

MILITARY　TERMS

arms　race　军备竞赛

biological　and　chemical　weapon　生化武器

chief　of　the　Soviet　general　staff　苏联总参谋长

destructive　capability　破坏能力

heavy　armour　厚装甲

lethal　power　杀伤力

mobility/mbＩlti/　n.　the　ability　to　move　physically　机动性，流动性，移动性

munitions　/mjunＩnz/　［pl.］n.　military　equipment　and　stores　弹药,军火,军需品

offensive　and　lethal　characteristics　攻击性和致命性

superpower　超级大国

NEW　WORDS

acutely/kjutli/　adv.　in　an　acute　manner　剧烈地，尖锐地

alchemy/lkmi/　n.　a　power　like　that　of　alchemy　炼金术，炼丹术，(改变事物、物质的)魔力(或方法)

bankruptcy/bkrAptsi/　n.　the　state,　condition,　or　quality　of　being　or　becoming　bankrupt　破产，倒闭，彻底失败，(名誉等的)完全丧失

brandnew　adj.　absolutely　new　全新的,　崭新的

brash　/br/　adj.　offensively　loud,　showy,　or　bold,　hasty,　rash,　impudent　傲慢的，无礼的，轻率的

collapse　/klps/　v.　to　fall　down　or　cave　in　suddenly,　to　fail　completely倒塌，　塌下，崩溃，突然失败

computer　virus　/vaＩrs/　计算机病毒

crash　/kr/　v.　to　collapse　or　fail　suddenly　破产，失败，崩溃

effectiveness　/ＩfektＩvnＩs/　n.　power　to　be　effective　有效，有力

elimination　/ＩlＩmＩneＩn/　n.　the　act　of　eliminating　or　the　state　of　being　eliminated　排除，除去，根除，淘汰

fluctuation　/flktjueＩn/　n.　constant　change;　vacillation;　instability;　undulation　波动，涨落，起伏

incisive　/ＩnsaＩsＩv/　adj.　keen,　penetrating,　or　acute　直接的，尖锐的，深刻的

inflict　/ＩnflＩkt/　v.　to　impose　(something　unwelcome,　such　as　pain,　oneself,　etc.),　to　cause　to　suffer;　afflict　(with)　把……强加给，使遭受，使吃苦头

lucid　/lusＩd/　adj.　capable　of　thinking　and　expressing　yourself　in　a　clear　and　consistent　manner　理智的，有头脑的

magnify　/mnＩfaＩ/　v.　to　increase,　cause　to　increase,　or　be　increased　in　apparent　size　放大，扩大，增强

manipulate　/mnＩpjuleＩt/　v.　to　handle　or　use　熟练控制(操作)

mechanism　/meknＩzm/　n.　any　form　of　mechanical　device　or　any　part　of　such　a　device　机械装置

platform　/pltfm/　n.　a　raised　floor　or　other　horizontal　surface,　such　as　a　stage　for　speakers　台,平台,讲台,舞台,站台

realm　/relm/　n.　a　domain　in　which　something　is　dominant　领域，范围，国度

rumour　/rum/　n.　gossip　(usually　a　mixture　of　truth　and　untruth)　passed　around　by　word　of　mouth　谣言，传说

scandal　/skndl/　n.　a　disgraceful　action　or　event　丑闻，流言蜚语，闲话，诽谤

sole　/sl/　adj.　being　the　only　one,　only单独的，唯一的，仅有的

stake　/steＩk/　n.　an　interest,　often　financial,　held　in　something　股份，赌注，风险

subsonic　/sbsnＩk/　adj.　being,　having,　or　traveling　at　a　velocity　below　that　of　sound　比音速稍慢的，次音速的

transcend　/trnsend/　v.　to　go　above　or　beyond,　to　be　superior　to　超出或超越，优于或胜过

trap　/trp/　n.　any　device　or　plan　for　tricking　a　person　or　thing　into　being　caught　unawares困境

ultimately　/ltＩmtli/　adv.　in　the　end,　at　last,　finally　最后，最终

underlying　/ndlaＩＩ/　adj.　concealed　but　detectable;　fundamental;　basic根本的，基础的，含蓄的，潜在的，隐含的

warfare/wfe/　n.　conflict,　struggle,　or　strife　战争，战争状态

PHRASES　&　EXPRESSIONS

1.　adapt　tobecome　adjusted　to　new　conditions,　etc.　使适合，使适宜

2.　ahead　offurther　forward　in　space　or　time　在……之前，领先于

3.　awake　tobecome　aware　of　sth.;　realize　sth.　意识到，认识到

4.　be　aware　ofhaving　knowledge　or　realization　of　sb./sth.　意识到，察觉到

5.　be　slave　toperson　whose　way　of　life　is　dominated　by　(a　habit,　an　interest,　etc.)　成为……的奴隶（受制于……）

6.　come　to　a　dead　endpoint　at　which　one　can　make　no　further　progress　in　work,　an　enquiry,　etc.　到达铁道支线的终点，无法前进，走入死胡同

7.　fall　intobe　trapped　by　sth.　落入，陷入

8.　fill　the　billbe　adequate　or　suitable　(for　a　special　purpose)　符合要求，出类拔萃

9.　in　a　narrow　sensein　the　strict,　exact　sense　狭义上

10.　in　the　face　offace,　confront　面对

11.　in　the　leadoccupy　an　important　position　领先，主要的，占主导地位的

12.　in　the　processwhile　doing　sth.　previously　mentioned　在进程中，在过程中

13.　link　tomake　a　connection　between　things　链接到，把……和……连接

14.　nothing　more　thanonly　不过是，无非是

PROPER　NAMES

Orgakov　奥尔加科夫（前苏联总参谋长）

EXERCISES

Ⅰ.　Reading　Comprehension

Section　A

Directions:　Answer　the　following　questions　based　on　the　information　provided　in　the　text.

1.　What　are　the　features　of　oldconcept　weapons?

2.　What　results　in　the　breakup　of　the　Soviet　Union?

3.　Why　do　the　newconcept　weapons　emerge　as　the　times　require?

4.　What　is　the　relationship　between　weapons　of　new　concepts　and　newconcept　weapons?

5.　Could　you　list　some　kinds　of　newconcept　weapons?

Section　B

Directions:　Decide　whether　each　of　the　following　statements　is　true　or　false　according　to　the　text.　Write　T　for　True　or　F　for　False　before　each　statement.

1.　All　the　weapons　that　we　have　known　so　far　are　termed　oldconcept　weapons.

2.　The　result　of　continued　raising　of　the　stakes　becomes　a　cause　of　national　bankruptcy.

3.　Defeated　by　America　results　in　the　breakup　of　the　Soviet　Union　and　its　complete　elimination　from　the　superpower　contest.

4.　The　massive　amount　of　weapons　with　unreasonable　costeffectiveness　has　covered　the　Japan　military　with　increasingly　heavy　armour,　pushing　them　step　by　step　toward　the　hightech　weapons　trap　where　the　cost　stakes　continue　to　be　raised.

5.　With　the　development　of　science　and　technology,　newconcept　weapons　have　emerged　without　doubt.

6.　Proposing　a　new　concept　of　weapons　demands　lucid　and　incisive　thinking,　but　Americans　are　too　stupid　to　develop　it.

7.　With　regard　to　the　flood　of　newconcept　weapons,　technology　is　no　longer　the　main　factor,　and　the　true　fundamental　factor　is　a　new　concept　regarding　weapons.

8.　New　concept　of　weapons　is　in　the　process　of　creating　weapons　that　are　closely　linked　to　the　lives　of　the　common　people.

Ⅱ.　Vocabulary

Section　A

Directions:　Fill　in　the　blanks　with　the　words　given　below.　Make　changes　where　necessary.

lethal

acutely

collapse

sole

lucid

incisive

realm

inflict

crash

scandal

1.　The　U.S.　officer　says　North　Korea　could　severe　damage　on　South　Korea　in　a　surprise　attack,　but　he　is　confident　that　U.S.　and　South　Korean　forces　would　win　any　war　the　North　might　start.

2.　The　cast　a　shadow　on　his　career.

3.　From　the　of　Soviet　commandstyle　economies,　we　know　that　open　information　keeps　an　economy　stable　and　growing.

4.　This　noisy,　smoky　and　weapon　is　so　intimidating　that　it　can　cause　its　targets　to　run　in　fear.

5.　After　four　decades　of　Cold　War　competition,　the　Soviet　Union　disintegrated,　and　the　United　States　was　the　great　power　in　the　world.

6.　All　the　while　I　was　aware　of　her　nearness.

7.　No　one　has　claimed　responsibility　for　the.

8.　He　is　logical,　and　critical　in　his　problemsolving　activities.

9.　The　king　abandoned　his　and　fled　with　his　relatives.

10.　The　old　man　is　confused　most　of　the　time　but　he　does　have　moments.

Section　B

Directions:　Complete　the　following　sentences　with　phrases　or　expressions　from　the　text　with　the　help　of　the　Chinese　given　in　the　brackets.

1.　Im　looking　for　someone　to　be　in　charge　of　the　class;　I　thought　that　Chen　might　.　(符合要求)

2.　These　weapons　have　to　be　taken　back　home　or　destroyed,　lest　they　the　hands　of　one　faction　or　another.　(落入)

3.　He　adds　that　his　work　is　another　form　of　community　service.　(不过是，无非是)

4.　I　promised　that　I　would　share　with　you　how　I　attempted　to　solve　the　problems　and　what　I　learned　.　(在进程中，在过程中)

5.　danger,　the　soldiers　showed　great　courage.　(面对)

6.　He　said　that　the　“U.S.　empire　soon　,　and　can　no　longer　intervene　in　other　countries.”　(走到尽头，走入死胡同)

7.　Leaders　in　most　countries　are　fully　the　threat　of　nuclear　weapons.　(意识到，认识到)

8.　With　just　over　two　weeks　left　until　Election　Day,　nationwide　polls　put　the　Republican　candidate　.(领先)

9.　We　our　habits　and　many　of　these　habits　are　extremely　hard　to　change　because　they　are　triggered　outside　our　conscious　awareness.　(受制于)

10.　Under　the　new　position,　how　to　make　it　the　new　military　transformation,　the　future　infobattle　and　the　need　of　military　war　is　presented　in　front　of　us　and　it　must　be　paid　more　attention.　(适应)

Ⅲ.　Reading　Practice

Directions:　The　passage　below　is　followed　by　5　multiplechoice　questions.　Read　the　passage　carefully　and　then　choose　the　best　answer.

Is　it　possible　to　persuade　mankind　to　live　without　war?　War　is　an　ancient　institution，which　has　existed　for　at　least　six　thousand　years.　It　was　always　bad　and　usually　foolish,　but　in　the　past　human　race　managed　to　live　with　it.　Modern　ingenuity　has　changed　this.　Either　man　will　abolish　war,　or　war　will　abolish　man.　For　the　present,　it　is　nuclear　weapons　that　cause　the　most　serious　danger,　but　bacteriological　or　chemical　weapons　may,　before　long,　offer　an　even　greater　threat.　If　we　succeed　in　abolishing　nuclear　weapons,　our　work　will　not　be　done.　It　will　never　be　done　until　we　have　succeeded　in　abolishing　war.　To　do　this,　we　need　to　persuade　mankind　to　look　upon　international　questions　in　a　new　way,　not　as　contests　of　force,　in　which　the　victory　goes　to　the　side　which　is　most　skillful　in　killing　people,　but　by　arbitration　in　accordance　with　agreed　principles　of　law.　It　is　not　easy　to　change　very　old　mental　habits,　but　this　is　what　must　be　attempted.

There　are　those　who　say　that　the　adoption　of　this　or　that　ideology　would　prevent　war.　I　believe　this　to　be　a　big　error.　All　ideologies　are　based　upon　dogmatic　statements　that　are,　at　best,　doubtful,　and　at　worst,　totally　false.　Their　adherents　believe　in　them　so　fanatically　that　they　are　willing　to　go　to　war　in　support　of　them.

The　movement　of　world　opinion　during　the　past　few　years　has　been　very　largely　such　as　we　can　welcome.　It　has　become　a　commonplace　that　nuclear　war　must　be　avoided.　Of　course　very　difficult　problems　remain　in　the　world,　but　the　spirit　in　which　they　are　being　approached　is　a　better　one　than　it　was　some　years　ago.　It　has　begun　to　be　thought,　even　by　the　powerful　men　who　decide　whether　we　shall　live　or　die,　that　negotiations　should　reach　agreements　even　if　both　sides　do　not　find　these　agreements　wholly　satisfactory.　It　has　begun　to　be　understood　that　the　important　conflict　nowadays　is　not　between　different　countries,　but　between　man　and　the　atom　bomb.

1.　This　passage　implies　that　war　is　now　.

（A）　worse　than　in　the　past

（B）　as　bad　as　in　the　past

（C）　not　as　dangerous　as　in　the　past

（D）　as　necessary　as　in　the　past

2.　In　the　sentence　“To　do　this,　we　need　to　persuade　mankind”（Para.　1），　“this”　refers　to　.

（A）　abolishing　war

（B）　improving　weapons

（C）　solving　international　problems

（D）　living　a　peaceful　life

3.　From　Para.2　we　learn　that　the　author　of　the　passage　.

（A）　is　an　adherent　of　some　modern　ideologies

（B）　does　not　think　that　adoption　of　any　ideology　could　prevent　war

（C）　believes　that　the　adoption　of　some　ideology　could　prevent　war

（D）　does　not　doubt　the　truth　of　any　ideologies

4.　According　to　the　author,　.

（A）　war　is　the　only　way　to　solve　international　disputes

（B）　war　will　be　less　dangerous　because　of　the　improvement　of　weapons

（C）　it　is　impossible　for　the　people　to　live　without　war

（D）　war　must　be　abolished　if　man　wants　to　survive

5.　The　last　paragraph　suggests　that　.

（A）　international　agreements　can　be　reached　more　easily　now

（B）　man　begins　to　realize　the　danger　of　nuclear　war

（C）　nuclear　war　will　definitely　not　take　place

（D）　world　opinion　welcomes　nuclear　war

Ⅳ.　Translating　Practice

Section　A

Directions:　Translate　the　following　sentences　from　English　into　Chinese.

1.　From　the　perspective　of　practical　applications,　no　change　in　appearance　can　alter　their　nature　as　traditional　weapons,　that　is,　their　control　throughout　by　professional　soldiers　and　their　use　on　certain　battlefields.

2.　All　these　weapons　and　weapons　platforms　that　have　been　produced　in　line　with　traditional　thinking　have　without　exception　come　to　a　dead　end　in　their　efforts　to　adapt　to　modern　warfare　and　future　warfare.

3.　Those　desires　of　using　the　magic　of　hightechnology　to　work　some　alchemy　on　traditional　weapons　so　that　they　are　completely　remade　have　ultimately　fallen　into　the　hightech　trap　involving　the　endless　waste　of　limited　funds　and　an　arms　race.

4.　The　massive　amount　of　weapons　with　unreasonable　costeffectiveness　has　covered　the　U.S.　military　with　increasingly　heavy　armour,　pushing　them　step　by　step　toward　the　hightech　weapons　trap　where　the　cost　stakes　continue　to　be　raised.

5.　It　cannot　be　denied　that　manmade　earthquakes,　weather　disasters,　or　subsonic　wave　and　new　biological　and　chemical　weapons　all　constitute　new　concept　weapons,　and　that　they　have　tremendous　differences　with　what　we　normally　speak　of　as　weapons,　but　they　are　still　all　weapons　whose　immediate　goal　is　to　kill　and　destroy,　and　which　are　still　related　to　military　affairs,　soldiers,　and　munitions.

Section　B

Directions:　Translate　the　following　sentences　from　Chinese　into　English.

1.　步兵和装甲部队已经部署在加沙边界地区。(armour)

2.　他是靠贩卖军火发迹的。(munitions)

3.　中国从不参加核军备竞赛，也从不在国外部署核武器。(arms　race)

4.　这就是当选第45任美国总统的特朗普在大选中获胜的致命武器：美国优先。(sole)

5.　自古以来许多英雄豪杰，都因为把握不了自己的方寸而堕入情网，甚至落入温柔陷阱，从而使美人计成为36计中的一计。(trap)

Ⅴ.　Writing　Practice

Directions:　Write　a　composition　with　no　less　than　120　words　to　illustrate　the　differences　between　New　Concepts　of　Weapons　and　Weapons　of　New　Concepts.　Your　composition　should　include　the　following　aspects.

1.　什么是武器新概念；

2.　什么是新概念武器；

3.　两者的关系。

Text　B

History　of　Weapons

1A　weapon　is　an　object　that　is　used　to　increase　the　destructive　range　and/or　power　of　the　wielder.　Weapons　are　used　in　the　hunting　of　animals,　as　well　as　in　conflicts　between　humans.　From　the　earliest　traces　of　mankind　up　to　modern　civilization,　weapons　have　been　a　facet　of　human　development.　In　modern　times,　weapons　development　has　accelerated　along　with　technological　development　in　general.　In　ancient　times,　from　the　dawn　of　humanity,　through　the　classical　civilizations　of　Greece　and　Rome,　and　until　the　widespread　introduction　of　gunpowder　weaponry　in　the　Renaissance［1］,　weapons　were　primarily　extensions　of　an　individuals　strength,　essentially　making　up　for　the　human　bodys　lack　of　natural　weapons　such　as　claws.　These　weapons　allowed　the　bearer　to　be　substantially　more　deadly　and　lethal　than　a　similar　human　without　such　a　weapon.　Although　many　weapons　made　in　ancient　times　were　steel,　wooden　ones　were　also　very　common.

2The　earliest　weapons　used　by　man　for　hunting　purposes　are　the　Schninger　Speere,　eight　wooden　spears　discovered　between　1995　and　1998　in　a　surface　mine　in　Schningen,　Germany.　According　to　various　sources,　they　are　about　400,000　years　old,　making　them　part　of　human　life　in　the　Lower　Paleolithic　era［2］.

3The　Medieval　period［3］,　including　the　Western　Middle　Ages,　was　characterized　by　two　iconic　weapons:　knights,　heavilyarmoured　horsemen,　and　castles,　fortified　dwellings　which　proliferated　throughout　Europe.　While　knights　harked　back　to　earlier　historical　cavalry　such　as　the　Roman　and　Persian　cataphracts,　castles　triggered　quite　revolutionary　advances,　including　increasingly　sophisticated　siege　craft.

4The　Renaissance　marked　the　beginning　of　the　implementation　of　combustion　powered　devices　in　warfare.　The　most　longlasting　effect　of　this　was　the　introduction　of　guns　and　rockets　to　the　battlefield,　which　are　still　at　the　core　of　modern　weaponry.　However,　many　other　machines　of　war　were　experimented　with.

5From　the　American　Revolution　through　the　beginning　of　the　20th　century,　humanpowered　weapons　were　finally　excluded　from　the　battlefield　for　the　most　part.　Sometimes　referred　to　as　the　“Age　of　Rifles,”　this　period　was　characterized　by　the　development　of　firearms　for　infantry　and　cannons　for　support,　as　well　as　the　beginnings　of　mechanized　weapons　such　as　the　machine　gun.

6World　War　Ⅰ　marked　the　entry　of　fully　industrialized　warfare,　and　weapons　were　developed　quickly　to　meet　wartime　needs.　Many　new　technologies　were　developed,　particularly　in　the　development　of　military　aircraft　and　vehicles.　World　War　Ⅱ,　however,　perhaps　marked　the　most　frantic　period　of　weapons　development　in　the　history　of　humanity.　Massive　numbers　of　new　designs　and　concepts　were　fielded,　and　all　existing　technologies　were　improved　between　1939　and　1945.　Ultimately,　the　most　powerful　of　all　invented　weapons　was　the　hydrogen　bomb.

7After　World　War　Ⅱ,　with　the　onset　of　the　Cold　War,　the　constant　technological　development　of　new　weapons　was　institutionalized,　as　participants　engaged　in　a　constant　race　to　develop　weapons　and　counterweapons.　This　constant　state　of　weapons　development　continues　into　the　modern　era,　and　remains　a　constant　draw　on　the　resources　of　most　nations.

8Firearms　are　qualitatively　different　from　earlier　weapons　because　they　store　energy　in　a　combustible　propellant　such　as　gunpowder,　rather　than　in　a　weight　or　spring.　This　energy　is　released　quite　rapidly,　and　can　be　restored　without　much　effort　by　the　user,　so　that　even　early　firearms　such　as　the　harquebus　were　much　more　powerful　than　humanpowered　weapons.　They　became　increasingly　important　and　effective　during　the　16th　century　to　19th　century,　with　progressive　improvements　in　ignition　mechanisms　followed　by　revolutionary　changes　in　ammunition　handling　and　propellant.　The　age　of　edged　weapons　ended　abruptly　just　before　World　War　Ⅰ　with　rifled　artillery,　such　as　howitzers　which　are　able　to　destroy　any　masonry　fortress.　This　single　invention　caused　a　revolution　in　military　affairs　and　doctrines　that　continues　to　this　day.　An　important　feature　of　industrial　age　warfare　was　technological　escalation—an　innovation　could,　and　would,　be　rapidly　matched　by　copying　it,　and　often　with　yet　another　innovation　to　counter　it.　The　technological　escalation　during　World　War　Ⅰ　was　profound,　producing　armed　aircraft　and　tanks.　This　continued　in　the　period　between　the　end　of　that　war　and　the　next,　with　continuous　improvements　of　all　weapons　by　all　major　powers.　Many　modern　military　weapons,　particularly　groundbased　ones,　are　relatively　minor　improvements　on　those　of　World　War　Ⅱ.

9The　most　notable　development　in　weaponry　since　World　War　Ⅱ　has　been　the　combination　and　further　development　of　two　weapons　first　used　in　it—nuclear　weapons　and　the　ballistic　missile,　leading　to　its　ultimate　configuration:　the　ICBM［4］.　The　mutual　possession　of　these　by　the　United　States　and　the　former　Soviet　Union　ensured　that　either　nation　could　inflict　terrible　damage　on　the　other;　so　terrible,　in　fact,　that　neither　nation　was　willing　to　instigate　direct,　allout　war　with　the　other　(a　phenomenon　known　as　Mutually　Assured　Destruction).　The　indiscriminate　nature　of　the　destruction　has　made　nucleartipped　missiles　essentially　useless　for　the　smaller　wars　fought　since.　However　computerguided　weaponry　of　all　kinds,　from　precisionguided　munitions　(or　“smart　bombs”)　to　computeraimed　tank　rounds,　has　greatly　increased　weaponrys　accuracy.

10In　modern　warfare,　since　all　redoubts　are　traps,　maneuver　and　coordination　of　forces　is　decisive,　overshadowing　particular　weapons.　The　goal　of　every　modern　commander　is　therefore　to　“operate　within　the　observationdecisionaction　cycle　of　the　enemy.”　In　this　way,　the　modern　commander　can　bring　overwhelming　force　to　bear　on　isolated　groups　of　the　enemy,　and　“tactically”　overwhelm　an　enemy.　Computers　are　changing　traditional　military　maneuvers.　Attacks　are　thoroughly　navigated　with　great　precision.　Thus　in　modern　warfare,　satellite　navigation　systems,　digital　radios　and　computers　give　decisive　advantages　to　ordinary　military　personnel　armed　with　weapons　that　are　otherwise　unremarkable.

(923　words)

NOTES

［1］　Renaissance文艺复兴　The　Renaissance　(French　for　“rebirth”;　Italian:　Rinascimento,　from　ri　“again”　and　nascere　“be　born”)　was　a　cultural　movement　that　spanned　roughly　the　14th　to　the　17th　century,　beginning　in　Florence　in　the　late　Middle　Ages　and　later　spreading　to　the　rest　of　Europe.　The　term　is　also　used　more　loosely　to　refer　to　the　historic　era,　but　since　the　changes　of　the　Renaissance　were　not　uniform　across　Europe,　this　is　a　general　use　of　the　term.　Traditionally,　this　intellectual　transformation　has　resulted　in　the　Renaissance　being　viewed　as　a　bridge　between　the　Middle　Ages　and　the　Modern　era.

［2］　the　Lower　Paleolithic　era旧石器时代早期　The　Lower　Paleolithic　(or　Lower　Palaeolithic）　era　is　the　earliest　subdivision　of　the　Paleolithic　or　Old　Stone　Age.　It　spans　the　time　from　around　2.5　million　years　ago　when　the　first　evidence　of　craft　and　use　of　stone　tools　by　hominids　appears　in　the　current　archaeological　record,　until　around　100,000　years　ago　when　significant　evolutionary　and　technological　changes　(behavioural　modernity)　ushered　in　the　Middle　Paleolithic.

［3］　the　Medieval　period中世纪　The　Medieval　period　is　a　period　of　European　history　covering　roughly　a　millennium　from　the　5th　century　through　to　the　16th　century.　It　is　commonly　dated　from　the　fall　of　the　Western　Roman　Empire,　and　contrasted　with　a　later　Early　Modern　Period;　the　time　during　which　the　rise　of　humanism　in　the　Italian　Renaissance　and　the　Reformation　unfolded,　are　generally　associated　with　the　transition　out　of　the　Middle　Ages,　with　European　overseas　expansion　as　a　succeeding　process,　but　such　dates　are　approximate　and　based　upon　nuanced　arguments.

［4］　ICBM洲际弹道导弹　An　ICBM　(Intercontinental　Ballistic　Missile　)　is　a　longrange　(greater　than　5,500　km　or　3,500　miles)　ballistic　missile　typically　designed　for　nuclear　weapons　delivery,　that　is,　delivering　one　or　more　nuclear　warheads.

MILITARY　TERMS

allout　war　全面战争

ammunition/mjunＩn/　n.　bullets　and　rockets　that　are　made　to　be　fired　from　guns　弹药

ballistic　missile/mＩsaＩl/　弹道导弹

cannon/knn/　n.　a　large,　mounted　weapon　that　fires　heavy　projectiles,　including　guns,　howitzers,　and　mortars　火炮，加农炮

firearm/faＩrm/　n.　a　weapon,　especially　a　pistol　or　rifle,　capable　of　firing　a　projectile　and　using　an　explosive　charge　as　a　propellant　火器（轻武器）

fortified/ftＩfaＩd/　adj.　筑垒的，设防的

fortress/ftrs/　n.　堡垒，要塞

howitzer/haＩts/　n.　a　relatively　short　cannon　that　delivers　shells　at　a　medium　muzzle　velocity,　usually　by　a　high　trajectory　榴弹炮

hydrogen/haＩdrdn/bomb　氢弹

ignition/ＩgnＩn/　n.　in　a　car　engine,　the　ignition　is　the　part　where　the　fuel　is　ignited　(汽油引擎的）点火装置

industrialized/ＩndstrilaＩzd/warfare　工业化战争

machine　gun　机枪

maneuver/mnuv/　n.　a　military　training　exercise　演习，调遣

mechanized/meknaizd/weapon　机械化武器

Mutually　Assured　Destruction　(MAD)　相互确保摧毁（核战争战略概念）

nucleartipped　missile　核弹头导弹

precisionguided　munitions　(PGM)　［pl.］　精确制导武器

rifled/raＩfld/artillery　线膛炮

siege/sid/　n.　the　offensive　operations　carried　out　to　capture　a　fortified　place　by　surrounding　it　包围

smart　bomb　灵巧炸弹，激光制导炸弹

tank　round　坦克弹

NEW　WORDS

cataphract/ktfrkt/　n.　armour　that　protects　the　wearers　whole　body　古代军人或战马的甲胄

combustible/kmbstbl/　adj.　that　can　catch　fire　and　burn　easily　易燃的

escalation/eskleＩn/　n.　increase,　intensify　加剧

frantic/frntＩk/　adj.　distracted　with　fear,　pain,　joy,　etc.　紧张忙乱的

harquebus/hkwＩbs/　n.　a　portable　longbarreled　gun　dating　from　the　15th　century，　fired　by　a　wheellock　or　matchlock　火绳钩枪

instigate/ＩnstＩeＩt/　v.　cause　(sth.)　to　begin　or　happen,　initiate　使发生

medieval/mediivl/　adj.　of,　relating　to,　or　in　the　style　of　the　Middle　Ages　中世纪的

proliferate/prlＩfreＩt/　v.　to　grow　or　increase　or　cause　to　grow　or　increase　rapidly　猛增

propellant/prpelnt/　n.　something　that　provides　or　causes　propulsion,　such　as　the　explosive　charge　in　a　gun　or　the　fuel　in　a　rocket　推进剂

qualitatively/　kwlＩttＩvli　/adv.　in　a　qualitative　manner　性质上地

redoubt/rＩdat/　n.　a　temporary　defense　work　built　inside　a　fortification　as　a　last　defensive　position　堡垒

substantially/sbstnli/　adv.　considerably,　greatly　大大地

wielder/wild/　n.　the　person　who　holds　a　weapon,　tool,　etc.　in　his/her　hand　使用者

PHRASES　&　EXPRESSIONS

1.　at　the　core　ofin　the　center　of　在……中心

2.　exclude　fromprevent　sb.　from　entering　somewhere,　keep　sb.　out　防止某人进入某处，把某人排除在外

3.　hark　back　(to　sth.)mention　again　or　remember　an　earlier　subject,　event,　etc.　重新提到或想起原先的问题、旧事等

4.　make　up　forchange　or　remove　the　bad　results　补偿，赔偿，弥补以抵消某事物

PROPER　NAMES

Germany/dmnＩ/　德国

Persian/pn/　波斯人

Schninger　斯科尼克矛

EXERCISES

Ⅰ．　Reading　Comprehension

Section　A

Directions:　Answer　the　following　questions　based　on　the　information　provided　in　the　text.

1.　What　is　the　definition　of　weapon?

2.　Can　you　explain　what　Mutually　Assured　Destruction　is?

3.　Please　make　a　simple　chronological　order　of　weapon　development　and　the　typical　weapons　in　each　period.

4.　Why　are　firearms　qualitatively　different　from　earlier　weapons?

5.　Why　are　the　nucleartipped　missiles　essentially　useless?

Section　B

Directions:　Decide　whether　each　of　the　following　statements　is　true　or　false　according　to　the　text.　Write　T　for　True　or　F　for　False　before　each　statement.

1.　Weapons　allowed　the　wielder　to　be　much　more　deadly　and　lethal　than　a　similar　human　without　such　a　weapon.

2.　The　earliest　weapons　used　by　man　for　hunting　purposes　are　the　steel　Schninger　Speere.

3.　The　Renaissance　marked　the　beginning　of　the　implementation　of　combustion　powered　devices　in　warfare.

4.　Firearms　are　qualitatively　different　from　earlier　weapons　in　that　they　are　heavier.

5.　The　age　of　edged　weapons　ended　abruptly　just　before　World　War　Ⅱ　with　firearms.

6.　The　technological　escalation　during　World　War　Ⅰ　was　significant,　producing　armed　aircraft　and　tanks.

7.　Nuclear　weapons　and　the　ballistic　missile　were　first　used　in　World　War　Ⅱ.

8.　In　modern　warfare,　computers　make　attacks　navigated　with　great　precision.

Ⅱ.　Vocabulary

Section　A

Directions:　Fill　in　the　blanks　with　words　learned　from　text　B.　The　first　letter　of　each　word　has　been　given.

1.　We　had　weapons　and　a　and　for　nearly　a　week　beforehand,　we　were　on　standby.

2.　The　house　of　every　one　is　to　him　as　his　castle　and　f.

3.　This　strong　oxidizer　in　the　match　head　is　highly　c.

4.　Yet　the　recent　e　of　tensions　on　the　Arab　peninsula　is　causing　real　damage,　and　not　just　to　Yemen.

5.　Defense　spending　is　q　different:　Decisions　taken　today　affect　national　security　for　decades　to　come.

6.　After　the　fall　of　Sirte,　the　colonels　last　r,　at　least　50　people,　presumed　to　be　his　loyal　followers,　were　found　dead　with　their　hands　tied　behind　their　backs,　suggesting　summary　execution.

7.　Because　the　police　do　not　consent,　in　China　the　weaponw　can　be　arrested　and　even　charged　with　a　felony（重罪）.

8.　We　will　pursue　a　new　agreement　with　Russia　to　s　reduce　our　strategic　warheads　and　launchers.

Section　B

Directions:　The　following　five　sentences　are　chosen　from　the　text.　Try　to　translate　them　into　Chinese.

1.　From　the　earliest　traces　of　mankind　up　to　modern　civilization,　weapons　have　been　a　facet　of　human　development.

2.　The　Medieval　period,　including　the　Western　Middle　Ages,　was　characterized　by　two　iconic　weapons:　knights,　heavilyarmoured　horsemen,　and　castles,　fortified　dwellings　which　proliferated　throughout　Europe.

3.　From　the　American　Revolution　through　the　beginning　of　the　20th　century,　humanpowered　weapons　were　finally　excluded　from　the　battlefield　for　the　most　part.

4.　This　energy　is　released　quite　rapidly,　and　can　be　restored　without　much　effort　by　the　user,　so　that　even　early　firearms　such　as　the　harquebus　were　much　more　powerful　than　humanpowered　weapons.

5.　The　most　notable　development　in　weaponry　since　World　War　Ⅱ　has　been　the　combination　and　further　development　of　two　weapons　first　used　in　it—nuclear　weapons　and　the　ballistic　missile,　leading　to　its　ultimate　configuration:　the　ICBM.

Part　Ⅲ

Additional　Themerelated　Activities

Section　AListening,　Watching　&　Speaking

Video　Watching　Ⅰ

Words　&　Expressions

assemble/sembl/　vt.　装配

catapult/ktplt/　n.　弹弩，发射机

configuration/knfＩreＩn/　n.　结构，布局

indispensable/ＩndＩspensbl/　adj.　不可缺少的

launch/lnt/　v.　发射

predator/predt/　n.　食肉动物，掠夺者

surveillance/sveＩlns/　n.　监视，监督

Proper　Names

Skylark/skaＩlk/　云雀（美国研发的一种军用无人手抛机名称）

Task　1True　or　False　Statements

Directions:　Watch　the　video　clip　and　then　decide　whether　the　following　statements　are　true　or　false.　Write　T　for　True　or　F　for　False　before　each　statement.

1　The　Skylark　is　designed　to　survey　enemy　territory　and　relay　real　time　images—the　best　kind　of　intelligence.

2　The　Skylark　needs　a　run　way　to　launch.

3　The　Skylark　is　not　suitable　for　close　combat　missions.

4　Just　a　platoon　can　carry　on　giving　them　an　immediate　access　to　spying　the　sky.

Task　2Spot　Dictation

Directions:　Watch　the　video　clip　again　and　fill　in　the　blanks　with　the　exact　words　youve　heard.

It　(1)　from　bigger　UAVs,　whose　images　were　(2)　to　a　(3)　center.　Being　bigger　and　heavier,　they　need　either　a　(4)　or　a　run　way　to　launch.　The　Skylark　design　team　wanted　to　go　much　smaller.　Weighing　just　12　pounds　and　with　the　(5)　of　less　than　7　feet,　the　Skylark　may　look　like　a　toy.　But　believe　me.　Its　no　play　thing.　With　a　top　speed　of　45　miles　an　hour,　and　a　rang　of　5　miles,　its　ideal　for　(6)　.　In　fact,　its　so　small;　all　of　the　parts　can　be　carried　in　a　(7)　.

Task　3Discussion　(Oral　Work)

Directions:　Watch　the　video　clip　for　the　third　time　and　then　work　in　small　groups　to　discuss　“What　can　we　do　if　our　enemies　use　the　Skylark　in　war?”

Video　Watching　Ⅱ

Words　&　Expressions

butt　stock　枪托，尾托

cartridge/ktrＩd/　n.　弹药筒

compact/kmpkt/　adj.　紧凑的，紧密的

ferocity/frsti/　n.　凶猛性，残忍性

pistol/pＩstl/　n.　手枪

recoil/rＩkＩl/　n.　后坐力，反作用

submachine　gun　冲锋枪，轻型自动枪

Task　1Listening　Comprehension

Directions:　Watch　the　video　clip　and　choose　the　best　answer　to　each　question.

1.　The　limitation　with　these　weapons　is　that　they　only　fire　milimeter　pistol　round.

（A）　7（B）　8（C）　9（D）　90

2.　The　main　difference　between　MP5　and　MP7　is　.

（A）　MP5　can　be　used　in　tight　corner　combat

（B）　MP7　has　a　high　penetration

（C）　MP7　has　the　fire　power　of　an　assault　rifle

（D）　MP7　is　as　compact　as　the　submachine　gun

3.　All　of　the　following　is　true　EXCEPT　.

（A）　Its　light　and　compact,　weighing　just　over　4　pounds　loaded　with　30　rounds.

（B）　The　MP7　is　a　gasoperated　multi　role　weapon.

（C）　It　has　a　tractable　butt　stocks　so　you　can　change　the　length　from　assault　rifle　to　submachine　gun.

（D）　Its　designed　to　fire　the　4.6　mm　round.

4.　Which　of　the　following　sets　MP7　apart　from　other　small　arms?

（A）　It　can　be　shoulderfired　like　a　rifle.

（B）　It　can　be　held　up　in　front　like　a　pistol.

（C）　It　is　a　pistol　cartridge.

（D）　It　can　penetrate　like　an　assault　rifle.

Task　2Spot　Dictation

Directions:　Watch　the　video　clip　again　and　fill　in　the　blanks　with　the　exact　words　youve　heard.

The　MP7　A1　is　the　latest　personal　(1)　weapons　or　PDWs,　developed　by　Hecker　&Koch　(H&K).　Its　designed　to　have　the　fire　power　of　an　(2)　but　its　as　compact　as　the　(3)　gun.

The　MP7　is　a　gasoperated　multirole　weapon.　Its　light　and　compact,　weighing　just　over　4　pounds　(4)　with　20　rounds.　It　has　a　tractable　(5)　so　you　can　change　the　length　from　assault　rifle　to　submachine　gun.　It　can　be　shoulderfired　like　a　rifle,　or　held　up　in　front　like　a　(6)　.　Its　designed　to　fire　the　4.6　mm　round.　This　is　special　high　ferocity　(7)　which　carries　the　(8)　power　of　a　rifle　round.　Its　actually　more　of　a　small　rifle　(9)　cartridge　than　it　is　a　pistol　cartridge.

Task　3Summarizing　(Oral　Work)

Directions:　Watch　the　video　clip　for　the　third　time　and　retell　the　characteristics　of　MP7A1　with　the　help　of　the　words　and　expressions　from　the　above　Exercises.　You　may　develop　your　words　like　this.

The　limitation　with　MP5　weapons　is　that...

So　whats　needed　is...

The　MP7A1　is　designed　to...

It　has　the　advantage　of...

Video　Watching　Ⅲ

Words　&　Expressions

catch　on　变得流行起来

chain　gun　机关炮

combatant/kmbtnt/　n.　战士

eyepiece/aＩpis/　n.　目镜

grind　on　缓慢而坚定地向前推进

holdout　顽固抵抗者

point　man　先头侦察兵

prototype/prttaＩp/　n.　原型

radicalize/rdＩklＩz/　vt.　使……发生根本变化

stamina/stmＩn/　n.　毅力

swoop　down　on　猛扑向，向……突然袭击

terrain/treＩn/　n.　地形，地势

trail/treＩl/　n.　踪迹，痕迹

Proper　Names

PACBOT　美国研制的军用机器人

Task　1Questions　and　Answers

Directions:　Watch　the　video　clip　and　answer　the　following　questions.

1　What　is　the　main　mission　of　the　PACBOT?

2.　What　weapons　will　be　fitted　in　the　PACBOT?

Task　2True　or　False　Statements

Directions:　Watch　the　video　clip　again　and　then　decide　whether　the　following　statements　are　true　or　false.　Write　T　for　True　or　F　for　False　before　each　statement.

1　The　battlefield　robot　PACBOT　is　powered　by　battery　or　electricity.

2　PACBOT　is　the　first　battlefield　robot　of　the　U.S.　Army.

3　The　components　of　PACBOT　are　mainly　from　the　industry.

4.　The　battery　of　the　PACBOT　can　last　for　a　long　time.

5.　This　new　hightech　point　man　will　soon　replace　combat　troops.

Task　3Summarizing　(Oral　Work)

Directions:　Watch　the　video　clip　for　the　third　time　and　then　discuss　in　group　on　the　topic　“Compared　with　the　combat　troops,　what　are　the　advantages　and　disadvantages　of　the　robotic　point　man?”

Section　BThemerelated　Oral　Tasks

South　Korea,　U.S.　Show　Unified　Front　on　Norths　Nuclear　Weapons

South　Korea　and　the　United　States　are　wrapping　up　senior　diplomatic　talks　on　North　Koreas　nuclear　weapons　with　a　show　of　unity.　They　say　a　sixnation　process　that　has　been　underway　for　six　years　must　be　preserved.　Senior　U.S.　Envoy　on　North　Korea,　Stephen　Bosworth,　emerged　from　meetings　with　South　Korean　counterparts　in　Seoul　holding　firm　to　Washingtons　insistence　that　Pyongyangs　nuclear　capabilities　must　be　ended.　“We　have　had　very　useful　conversations　here　with　our　South　Korean　partners,”　he　said,　“we　are　agreed　entirely　that　denuclearization,　complete　and　verifiable,　remains　our　core　interest.”

Bosworth　has　been　in　the　South　Korean　capital　since　Friday,　holding　meetings　with　officials　including　chief　South　Korean　nuclear　negotiator　Wi　Wunglac　and　Unification　Minister　Hyun　Intaek.

Both　sides　are　expressing　concern　over　North　Korean　statements　on　Friday　that　Pyongyang　is　continuing　to　extract　plutonium　from　spent　nuclear　fuel　for　material　useable　in　weapons.　The　North　also　said　it　had　reached　the　final　stage　of　a　uranium　enrichment　program,　possibly　creating　a　second　process　by　which　it　can　build　nuclear　arms.　Until　this　year,　Pyongyang　has　denied　U.S.　accusations　it　possessed　a　covert　HEU,　or　highly　enriched　uranium　program,　in　violation　of　previous　agreements.

Bosworth　said　the　problem　will　take　time　to　solve.　“This　is　not　the　first　we　have　heard　of　HEU,”　he　said.　“And　it　may　not　be　the　last.”

Bosworth　repeated　the　Obama　administrations　policy　that　Washington　is　willing　to　talk　oneonone　with　North　Korea,　but　only　within　the　framework　of　sixnation　talks　begun　in　2003　aimed　at　ending　all　of　the　Norths　nuclear　capabilities.

North　Korea　has　declared　those　talks　“dead”　several　times　this　year,　and　says　it　is　willing　to　deal　only　with　the　United　States　as　a　fellow　nuclear　weapons　nation.

The　United　States　and　South　Korea　say　they　will　be　diligent　about　implementing　U.N.　Security　Council　sanctions　imposed　after　North　Korea　conducted　the　second　nuclear　weapons　test　in　its　history　in　May.

Words　&　Expressions

covert/kvt/　adj.　隐蔽的，偷偷摸摸的

denuclearization/dＩnjuklirａＩzeＩn/　vt.　使非核武器化

insistence/ＩnsＩstns/　n.　坚持，强调，坚决主张

plutonium　/plutnim/　n.　钚(放射性元素)

preserve/prＩzv/　v.　保存，保留，维护

verifiable/verＩfaＩbl/　adj.　能作证的，能证实的

wrap/rp/　up　完成，结束(业务协定，会议等)

Proper　Names

HEU,　or　highly　enriched　uranium　program　高浓缩铀计划

Hyun　Intaek　铉尹泽（前韩国统一部部长，是韩国有关朝鲜政策的重要官员）

Pyongyang/pjj/　平壤(朝鲜民主主义人民共和国首都)

Stephen　Bosworth　史蒂芬·博斯沃思（美国朝鲜问题特使）

Wi　Wunglac　魏圣洛（韩国的首席核谈判代表）

Task　1Discussion

Directions:　Work　in　small　groups　and　discuss　“Do　you　think　the　North　Korea　will　come　back　to　the　peace　talk?　Will　North　Korea　give　up　its　nuclear　plans?”　State　your　reasons.

Task　2Retelling

Directions:　Work　with　your　partner　by　retelling　the　passage　to　each　other.　Use　the　evaluation　chart　to　evaluate　your　partners　retelling.

Grammar

Pronunciation

Facts

Fluency

Grading:　5=Excellent;　4=Good;　3=Fairly　Good;　2=Should　Improve;　1=Must　Improve

Unit　SevenMilitary　Figures

初级军事英语教程

Part　Ⅰ

Prereading　Activities

Words　&　Expressions

Cavalry/kvlri/　n.　骑兵，装甲兵

from　scratch　从零开始，从头做起

saunter/st/　vi.　&　n.　闲逛，漫步

traumatic/trmtＩk/　adj.　创伤的

Proper　Names

Christopher　Gist　布莱尔的母亲伊丽莎白·吉斯特　（Elizabeth　Gist）是克里斯托弗·吉斯特（Christopher　Gist）的孙女，克里斯托弗是乔治·华盛顿（George　Washington）的亲信，曾在俄亥俄（Ohio）的战争中两次救过华盛顿的性命

French　and　Indian　War法国印第安人战争(指　17541760年间，在北美大陆进行的法英战争，以法国失败而告终，英国获得法属北美殖民地)

Princeton　普林斯顿（1777年美国独立战争关键战役在该地进行，现著名普林斯顿大学所在地）

Revolutionary　War　美国独立战争

the　Virginia　Regime　弗吉尼亚政权

Trenton/trentn/　特伦顿（美国新泽西州首府）

Yorktown/jktan/　约克敦(美国弗吉尼亚州东南部城镇)

Task　1Questions　for　Discussion

Directions:　Watch　the　video　clip　and　then　discuss　the　following　questions.

1.　What　are　the　stories　about　Washington　in　the　period　of　the　French　and　Indian　War?

2.　What　are　the　battles　mentioned　during　the　Revolutionary　War?

3.　What　do　you　know　about　the　Virginia　Regime?

4.　What　are　the　events　mentioned　that　can　remind　people　of　Washingtons　heroic　image?

5.　What　are　the　events　that　caused　disasters　because　of　Washingtons　shortcomings?

Task　2True　or　False　Statements

Directions:　Watch　the　video　clip　again　and　then　decide　whether　the　following　statements　are　true　or　false.　Write　T　for　True　or　F　for　False　before　each　statement.

1.　During　the　French　and　Indian　War,　Washington　was　nearly　assassinated　by　an　Indian　and　nearly　drowned　in　the　icy　Alleghany　River.

2.　The　Virginia　Regime　was　originally　formed　by　a　troop　of　ragged,　surly　volunteers　in　hand　and　later　hammered　for　years　to　become　Americas　first　regular,　efficient　military　force.

3.　The　speaker　in　the　video　holds　a　completely　positive　attitude　toward　Washington.

4.　In　the　authors　opinion,　Washingtons　biggest　success　comes　from　his　life　as　a　battlefield　general.

Part　Ⅱ

Readingcentered　Activities

Text　A

General　of　the　Army　Douglas　MacArthur

1General　of　the　Army　Douglas　MacArthur　(January　26,　1880April　5,　1964)　was　an　American　general　and　field　marshal　of　the　Philippine　Army.　He　was　a　Chief　of　Staff　of　the　United　States　Army　during　the　1930s　and　played　a　prominent　role　in　the　Pacific　theater　during　World　War　Ⅱ.　He　received　the　Medal　of　Honour　for　his　service　in　the　Philippines　Campaign［1］.　Arthur　MacArthur,　Jr.,　and　Douglas　MacArthur　were　the　first　father　and　son　to　each　be　awarded　the　medal.　He　was　one　of　only　five　men　ever　to　rise　to　the　rank　of　General　of　the　Army　in　the　U.S.　Army,　and　the　only　man　ever　to　become　a　field　marshal　in　the　Philippine　Army.

Early　Life　and　Education

2Douglas　MacArthur　was　born　January　26,　1880,　at　the　Arsenal　Barracks　in　Little　Rock,　Arkansas　to　Arthur　MacArthur,　Jr.,　a　U.S.　Army　captain,　and　his　wife　Mary　Pinkney　Hardy　MacArthur　(nicknamed　“Pinky”).　Arthur　and　Pinky　had　three　sons,　of　whom　Douglas　was　the　youngest,　following　Arthur　Ⅲ,　born　on　August　1,　1876,　and　Malcolm,　born　on　October　17,　1878.　The　family　lived　on　a　succession　of　Army　posts　in　the　American　Old　West［2］.　Conditions　were　primitive,　and　Malcolm　died　of　measles　in　1883.　In　his　memoir,　Reminiscences,　MacArthur　wrote　“I　learned　to　ride　and　shoot　even　before　I　could　read　or　write—indeed,　almost　before　I　could　walk　and　talk.”

3In　July　1889　the　family　moved　to　Washington,　D.C.,　where　Douglas　attended　the　Force　Public　School.　His　father　was　posted　to　San　Antonio,　Texas,　in　September　1893.　While　there　MacArthur　attended　the　West　Texas　Military　Academy,　where　he　was　awarded　the　gold　medal　for　“scholarship　and　deportment.”　He　also　participated　on　the　school　tennis　team,　and　played　quarterback　on　the　school　football　team　and　shortstop　on　its　baseball　team.　He　was　named　valedictorian,　with　a　final　year　average　of　9733　out　of　100.　MacArthurs　father　and　grandfather　unsuccessfully　sought　to　secure　Douglas　a　presidential　appointment　to　the　United　States　Military　Academy　at　West　Point,　first　from　President　Grover　Cleveland　and　then　from　President　William　McKinley.　After　these　two　rejections,　he　passed　an　examination　for　an　appointment　from　Congressman　Theobald　Otjen,　scoring　933　on　the　test.　He　later　wrote:　“It　was　a　lesson　I　never　forgot.　Preparedness　is　the　key　to　success　and　victory.”

4MacArthur　entered　West　Point　on　June　13,　1899,　and　his　mother　also　moved　there　to　a　suite　at　Craneys　Hotel,　overlooking　the　grounds　of　the　Academy.　MacArthur　was　a　corporal　in　Company　B　in　his　second　year,　a　first　sergeant　in　Company　A　in　his　third　year　and　First　Captain　in　his　final　year.　He　played　left　field　for　the　baseball　team,　and　academically　earned　2,424.12　merits　out　of　a　possible　2,470.00　or　98.14,　the　third　highest　score　ever　recorded,　graduating　first　in　his　93man　class　on　June　11,　1903.　At　the　time　it　was　customary　for　the　topranking　cadets　to　be　commissioned　into　the　United　States　Army　Corps　of　Engineers,　so　MacArthur　was　commissioned　as　a　second　lieutenant　in　that　corps.

Military　Life

5Douglas　MacArthur　was　raised　in　a　military　family.　He　attended　the　West　Texas　Military　Academy,　where　he　was　valedictorian,　and　the　United　States　Military　Academy　at　West　Point,　where　he　was　First　Captain　and　graduated　top　of　the　class　of　1903.　During　the　1914　United　States　occupation　of　Veracruz,　he　conducted　a　reconnaissance　mission,　for　which　he　was　nominated　for　the　Medal　of　Honour.　In　1917,　he　was　promoted　from　major　to　colonel　and　became　chief　of　staff　of　the　42nd　(Rainbow)　Division.　In　the　fighting　on　the　Western　Front　during　World　War　Ⅰ,　he　rose　to　the　rank　of　brigadier　general,　was　again　nominated　for　a　Medal　of　Honour,　and　was　awarded　the　Distinguished　Service　Cross　twice　and　the　Silver　Star　seven　times.

6From　1919　to　1922,　MacArthur　served　as　Superintendent　of　the　U.S.　Military　Academy　at　West　Point,　where　he　attempted　a　series　of　reforms.　His　next　assignment　was　in　the　Philippines,　where　in　1924　he　was　instrumental　in　quelling　the　Philippine　Scout　Mutiny.　In　1925,　he　became　the　Armys　youngest　major　general.　He　served　on　the　court　martial　of　Brigadier　General　Billy　Mitchell　and　was　president　of　the　American　Olympic　Committee　during　the　1928　Summer　Olympics　in　Amsterdam.　In　1930,　he　became　Chief　of　Staff　of　the　United　States　Army.　As　such,　he　was　involved　in　the　expulsion　of　the　Bonus　Army　protesters　from　Washington,　D.C.　in　1932,　and　the　establishment　and　organization　of　the　Civilian　Conservation　Corps.　He　retired　from　the　U.S.　Army　in　1937　to　become　Military　Advisor　to　the　Commonwealth　Government　of　the　Philippines.

7MacArthur　was　recalled　to　active　duty　in　1941　as　commander　of　U.S.　Army　Forces　Far　East.　A　series　of　disasters　followed,　starting　with　the　destruction　of　his　air　force　on　December　8,　1941,　and　the　invasion　of　the　Philippines　by　the　Japanese.　MacArthurs　forces　were　soon　compelled　to　withdraw　to　Bataan,　where　they　held　out　until　May　1942.　In　March　1942,　MacArthur,　his　family　and　his　staff　left　nearby　Corregidor　Island　and　escaped　to　Australia,　where　MacArthur　became　Supreme　Commander,　Southwest　Pacific　Area.　For　his　defense　of　the　Philippines,　MacArthur　was　awarded　the　Medal　of　Honour.　After　more　than　two　years　of　fighting　in　the　Pacific,　he　fulfilled　a　promise　to　return　to　the　Philippines.　He　officially　accepted　Japans　surrender　on　September　2,　1945,　and　oversaw　the　occupation　of　Japan　from　1945　to　1951.　As　the　effective　ruler　of　Japan,　he　oversaw　sweeping　economic,　political　and　social　changes.　He　led　the　United　Nations　Command　in　the　Korean　War［3］　from　1950　to　1951.　On　April　11,　1951,　MacArthur　was　removed　from　command　by　President　Harry　S.　Truman.　He　later　became　Chairman　of　the　Board　of　Remington　Rand［4］.

Honours　and　Awards

8During　his　lifetime,　MacArthur　earned　over　100　military　decorations　from　the　U.S.　and　other　countries　including　the　Medal　of　Honour,　the　French　Légion　dhonneur　and　Croix　de　guerre,　the　Order　of　the　Crown　of　Italy,　the　Order　of　OrangeNassau　from　the　Netherlands,　Honorary　Knight　Grand　Cross　of　the　Order　of　the　Bath　from　Australia,　and　the　Order　of　the　Rising　Sun　with　Paulownia　Flowers,　Grand　Cordon　from　Japan.

9MacArthur　was　enormously　popular　with　the　American　public.　Streets,　public　works,　and　children　were　named　after　him.　Even　a　dance　step　was　named　after　him.　The　MacArthur　Leadership　Award　at　the　Royal　Military　College　of　Canada　in　Kingston,　Ontario　is　awarded　to　the　graduating　officer　cadet　who　demonstrates　outstanding　leadership　performance　based　on　the　credo　of　DutyHonourCountry　and　potential　for　future　military　service.

Later　Life

10MacArthur　flew　to　Washington,　D.C.,　with　his　family.　It　was　his　and　Jeans　first　visit　to　the　continental　United　States　since　1937,　when　they　had　been　married;　Arthur　Ⅳ,　now　aged　13,　had　never　been　to　the　U.S.　MacArthur　made　his　last　official　appearance　in　a　farewell　address　to　the　U.S.　Congress.　This　was　interrupted　by　50　ovations.　MacArthur　ended　the　address　saying:

11I　am　closing　my　52　years　of　military　service.　When　I　joined　the　Army,

even　before　the　turn　of　the　century,　it　was　the　fulfillment　of　all　of　my　boyish　hopes　and　dreams.　The　world　has　turned　over　many　times　since　I　took　the　oath　on　the　plain　at　West　Point,　and　the　hopes　and　dreams　have　long　since　vanished,　but　I　still　remember　the　refrain　of　one　of　the　most　popular　barrack　ballads　of　that　day　which　proclaimed　most　proudly　that　“old　soldiers　never　die;　they　just　fade　away.”

12And　like　the　old　soldier　of　that　ballad,　I　now　close　my　military

career

and　just　fade　away,　an　old　soldier　who　tried　to　do　his　duty　as　God　gave　him　the　light　to　see　that　duty.

(1，294　words)

NOTES

［1］　Philippines　Campaign菲律宾战役　The　Battle　of　the　Philippines　(19441945),　or　the　Liberation　of　the　Philippines,　was　the　American　and　Filipino　campaign　to　defeat　and　expel　the　Imperial　Japanese　forces　occupying　the　Philippines,　during　World　War　Ⅱ.

［2］　the　American　Old　West美国旧西部　A　period　of　the　second　half　of　the　19th　century,　sometimes　called　the　Old　West,　or　the　Wild　West,　which　comprises　the　geography,　history,　folklore,　and　cultural　expression　of　life　in　the　forward　wave　of　American　westward　expansion　since　the　colonial　era.

［3］　the　Korean　War朝鲜战争（西方称为“韩战”）　The　Korean　War　June　25,　1950July　27，　1953　was　a　war　between　the　Republic　of　Korea　(supported　primarily　by　the　United　States　of　America,　with

contributions　from　allied　nations　under　the　aegis　of　the　United　Nations)　and　the　Democratic　Peoples　Republic　of　Korea　(supported　by　the　Peoples　Republic　of　China,　with　military　and　material　aid　from　the　Union　of　Soviet　Socialist　Republics).　The　Korean　War　was　primarily　the　result　of　the　political　division　of　Korea.

［4］　Remington　Rand雷明顿兰德公司　An　American　computer　manufacturer　in　the　early　age.

MILITARY　TERMS

Arsenal　Barracks　阿森纳兵营

brigadier/brＩdＩ/　general　［美］陆军准将

Civilian　Conservation　Corps　美国民间资源保护队

court　martial　军事法庭

Croix　de　guerre　法国之军功十字章

Distinguished　Service　Cross　［美］铜十字英勇勋章

Grand　Cordon　日本大勋章

Légion　dhonneur　大法国荣誉军团勋章

OrangeNassau　拿骚王室

Paulownia　Flowers　［日］桐花章

Scout　Mutiny　童子军兵变

Silver　Star　［美］银星勋章

the　Bonus　Army　酬恤金进军

the　Order　of　the　Bath　［英］巴斯勋章

NEW　WORDS

ballad/bld/　n.　a　narrative　song　with　a　recurrent　refrain　歌谣，民谣

commonwealth/kmnwel/　n.　a　politically　organized　body　of　people　under　a　single　government　联邦，共和国

continental/kntＩnentl/　adj.　of　or　relating　to　or　concerning　the　American　colonies　continental　during　and　immediately　after　the　American　Revolutionary　War　大陆的，大陆性的

credo/krid/　n.　any　system　of　principles　or　beliefs　信条，教义

customary/kstmri/　adj.　in　accordance　with　convention　or　custom　通常的，习惯的

decoration/dekreＩn/　n.　an　award　for　winning　a　championship　or　commemorating　some　other　event　奖章

deportment/dＩptmnt/　n.　(behavioural　attributes)　the　way　a　person　behaves　toward　other　people　举止，态度

expulsion/Ｉkspln/　n.　the　act　of　forcing　out　someone　or　something　驱逐，开除

instrumental/Ｉnstrmentl/　adj.　serving　or　acting　as　a　means　or　aid　有帮助的

measles/mizlz/　n.　an　acute　and　highly　contagious　viral　disease　marked　by　distinct　red　spots　followed　by　a　rash;　occurs　primarily　in　children　麻疹

merit/merＩt/　n.　any　admirable　quality　or　attribute　优点，功绩

ovation/veＩn/　n.　enthusiastic　recognition　(especially　one　accompanied　by　loud　applause)　热烈欢迎，大喝彩

primitive/prＩmtＩv/　adj.　belonging　to　an　early　stage　of　technical　development;　characterized　by　simplicity　and　(often)　crudeness　简单的，粗糙的

proclaim/prkleＩm/　n.　&　vt.　declare　formally;　declare　someone　to　be　something　宣告，声明

prominent/prmＩnnt/　adj.　having　a　quality　that　thrusts　itself　into　attention　突出的，卓越的

protester/prtest/　n.　a　person　who　dissents　from　some　established　policy　抗议者，反对者

quarterback/kwtbk/　n.　the　position　of　the　football　player　in　the　backfield　who　directs　the　offensive　play　of　his　team　橄榄球的四分卫

quell/kwel/　v.　suppress　or　crush　completely　平息，镇压

reconnaissance/rＩknＩsns/　n.　the　act　of　reconnoitering　(especially　to　gain　information　about　an　enemy　or　potential　enemy)　侦察，勘测

refrain/rＩfreＩn/　n.　the　part　of　a　song　where　a　soloist　is　joined　by　a　group　of　singers　副歌，叠句

rejection/rＩdekn/　n.　the　act　of　rejecting　something　拒绝

reminiscences/remＩnＩsns/　n.　a　mental　impression　retained　and　recalled　from　the　past　回忆录

shortstop/tstp/　n.　the　fielding　position　of　the　player　on　a　baseball　team　who　is　stationed　between　second　and　third　base　游击手

succession/sksen/　n.　a　following　of　one　thing　after　another　in　time　连续，接连发生

suite/swit/　n.　apartment　consisting　of　a　series　of　connected　rooms　used　as　a　living　unit　(as　in　a　hotel)　套房

surrender/srend/　n.　&　vt.　&　vi.　the　act　of　surrendering　(under　agreed　conditions)　投降，屈服

valedictorian/vlＩdＩktrin/　n.　the　student　with　the　best　grades　who　usually　delivers　the　valedictory　address　at　commencement　致告别辞的学生代表

vanish/vnＩ/　vi.　&　vt.　get　lost,　as　without　warning　or　explanation　消失，突然不见

PHRASES　&　EXPRESSIONS

1.　fade　awayto　become　weaker,　to　die　down　逐渐消失

2.　hold　outto　endure　or　last,　or　wait　uncompromisingly　for　something　desirable　坚持，不退让，不屈服

3.　serve　onto　hold　the　post　of　担任……的职,成为……中的一员

PROPER　NAMES

Corregidor　Island　科雷希多岛（菲律宾）

Grover　Cleveland　格罗弗·克利夫兰（美国第22和24任总统）

Little　Rock　小石城（美国阿肯色州首府）

San　Antonio　圣安东尼奥市（美国得克萨斯州南部城市）

Veracruz　韦拉克鲁斯（墨西哥城市）

William　McKinley　威廉·麦金利（美国第25任总统）

EXERCISES

Ⅰ.　Reading　Comprehension

Section　A

Directions:Work　in　groups　to　complete　the　outline　with　what　you　got　from　the　text.

Part　ⅠGeneral　introduction　to　Douglas　MacArthur　(para.1)

1.　Douglas　MacArthur　played　a　prominent　role　during　World　War　Ⅱ　and　received　for　his　service　in　the　Philippines　Campaign.

2.　Douglas　MacArthur　was　ever　to　rise　to　the　rank　of　General　of　the　Army　in　the　U.S.　Army,　and　the　only　man　ever　to　become　in　the　Philippine　Army.

Part　ⅡEarly　life　and　education　(paras.24)

1.　Douglas　MacArthur,　born　January　26,　1880,　was　of　three　sons　in　a　military　family　and　he　once　wrote　he　learned　even　before　he　could　walk　and　talk.

2.　Douglas　MacArthur　loved　sports　and　participated　on　the　school　,　and　teams　when　in　the　academy.

3.　Douglas　MacArthur　learned　a　lesson　that　when　applying　for　the　United　States　Military　Academy　at　West　Point.

4.　Douglas　MacArthur　attended　the　West　Point　,　and　was　commissioned　into　after　graduating　first　in　his　93man　class　on　June　11,　1903.

Part　ⅢMilitary　life　(paras.57)

1.　Douglas　MacArthur　was　nominated　for　the　Medal　of　Honour　twice　respectively　for　in　1914　and　during　World　War　Ⅰ.

2.　Douglas　MacArthur　attempted　when　serving　as　Superintendent　of　the　U.S.　Military　Academy　at　West　Point.

3.　From　1923　to　1937,　Douglas　MacArthur　assumed　a　series　of　military　posts　and　in　1925　he　became　of　U.S.　Army.

4.　Douglas　MacArthur　was　awarded　the　Medal　of　Honour　after　he　was　recalled　to　active　duty　in　1941.

Part　ⅣHonours　and　awards　(para.8)

Douglas　MacArthur　earned　over　100　military　decorations　and　was　enormously　popular　with　.

Part　ⅤLater　life　(para.911)

Douglas　MacArthur　made　his　last　official　appearance　in　,　which　was　interrupted　by　50　ovations,　and　proudly　believed　that　“.”

Section　B

Directions:　Decide　whether　each　of　the　following　statements　is　true　or　false　according　to　the　text.　Write　T　for　True　or　F　for　False　before　each　statement.

1.　Arthur　MacArthur,　Jr.,　and　Douglas　MacArthur　were　the　first　father　and　son　to　each　be　awarded　the　Medal　of　Honour.

2.　Douglas,　the　youngest,　Arthur　Ⅲ,　and　Malcolm　were　the　three　sons　of　the　family　but　Malcolm　died　of　pneumonia　in　1883　due　to　primitive　conditions.

3.　MacArthurs　father　and　grandfather　successfully　sought　to　secure　Douglas　a　presidential　appointment　to　the　United　States　Military　Academy　at　West　Point.

4.　Douglas　MacArthur,　accompanied　by　his　mother,　entered　the　West　Point　on　June　13,　1899.

5.　During　World　War　Ⅰ,　Douglas　MacArthur　was　awarded　the　Distinguished　Service　Cross　seven　times　and　the　Silver　Star　twice.

6.　Douglas　MacArthur,　recalled　to　active　duty　in　1941　as　commander　of　U.S.　Army　Forces　Far　East,　encountered　a　series　of　disasters　such　as　the　destruction　of　his　air　force　on　December　8,　1941,　and　the　invasion　of　the　Philippines　by　the　Japanese.

7.　The　Royal　Military　College　of　Canada　set　up　a　leadership　award,　which　was　named　after　Douglas　MacArthur,　to　the　graduating　officer　cadet　who　demonstrates　outstanding　leadership　performance　based　on　the　credo　of　DutyHonourCountry　and　potential　for　future　military　service.

8.　Douglas　MacArthur　retired　and　made　his　last　official　appearance　in　a　farewell　address　to　the　U.S.　Congress　in　1937.

Ⅱ.　Vocabulary

Section　A

Directions:　Write　out　the　words　from　the　text　according　to　the　definitions　provided　on　the　left　column.　Notice　that　the　first　letter　of　each　word　has　been　given.

(1)　being　outstanding,　extraordinaryp

(2)　a　following　of　one　thing　after　another　in　times

(3)　the　position　of　the　football　player　in　the　backfieldq

(4)　the　act　of　refusing　or　opposingr

(5)　any　admirable　quality　or　achievementm

(6)　the　act　of　giving　in　under　agreed　conditionss

(7)　an　award　for　commemorating　some　other　eventd

(8)　get　lost,　as　without　warning　or　explanationv

Section　B

Directions:　Complete　the　following　sentences　with　phrases　or　expressions　from　the　text　with　the　help　of　the　Chinese　given　in　the　brackets.

1.　In　the　American　war　against　terrorism,　then　President　Bush　had　realized　that　the　White　House　needed　to　in　the　global　communication.　(发挥作用)

2.　Reserve　officers　who　have　made　outstanding　contributions　during　their　performance　of　military　duties　shall　honourable　citations　(嘉奖)　or　honourable　titles　in　accordance　with　the　relevant　regulations　of　the　Central　Military　Commission.　(给予)

3.　Other　members　of　the　Central　Military　Commission　are　generals　from　the　Peoples　Liberation　Army　(PLA),　who　may　also　the　Politburo　(中央政治局)　of　the　Communist　Party.　(担任……的职)

4.　Army　ROTC　students　typically　serve　three　or　four　years　of　.(现役)

5.　Without　any　provisions　and　backup,　our　army　still　carried　on　and　fearlessly　in　the　battlefield.　(坚持)

6.　American　naval　officer　and　explorer　of　Antarctica　and　the　Pacific　coast　of　North　America,　Wilkes　Land　was　him.(命名)

7.　The　newlyappointed　Secretary　of　Defense　will　at　the　White　House　and　then　head　to　the　Pentagon　for　a　public　ceremony.(宣誓)

8.　You　may　and　the　sergeant　will　take　over.　(离开)

Ⅲ.　Reading　Practice

Directions:　The　passage　below　is　followed　by　4　multiplechoice　questions.　Read　the　passage　carefully　and　then　choose　the　best　answer.

Napoleon　Bonaparte　was　a　military　and　political　leader　of　France　and　Emperor　of　the　French　as　Napoleon　Ⅰ,　whose　actions　shaped　European　politics　in　the　early　19th　century.

Born　in　Corsica　and　trained　as　an　artillery　officer　in　mainland　France,　Bonaparte　rose　to　prominence　under　the　First　French　Republic　and　led　successful　campaigns　against　the　First　and　Second　Coalitions　arrayed　against　France.　In　1799,　he　staged　a　coup　détat　and　installed　himself　as　First　Consul;　five　years　later　the　French　Senate　proclaimed　him　Emperor.　In　the　first　decade　of　the　19th　century,　the　French　Empire　under　Napoleon　engaged　in　a　series　of　conflicts—the　Napoleonic　Wars—involving　every　major　European　power.　After　a　streak　of　victories,　France　secured　a　dominant　position　in　continental　Europe　and　Napoleon　maintained　the　French　sphere　of　influence　through　the　formation　of　extensive　alliances　and　the　appointment　of　friends　and　family　members　to　rule　other　European　countries　as　French　client　states.

The　French　invasion　of　Russia　in　1812　marked　a　turning　point　in　Napoleons　fortunes.　His　Grande　Armée　(French　for　“the　Great　Army”　or　“the　Grand　Army”)　was　badly　damaged　in　the　campaign　and　never　fully　recovered.　In　1813,　the　Sixth　Coalition　defeated　his　forces　at　Leipzig;　the　following　year　the　Coalition　invaded　France,　forced　Napoleon　to　abdicate　and　exiled　him　to　the　island　of　Elba.　Less　than　a　year　later,　he　escaped　Elba　and　returned　to　power,　but　was　defeated　at　the　Battle　of　Waterloo　in　June　1815.　Napoleon　spent　the　last　six　years　of　his　life　under　British　supervision　on　the　island　of　Saint　Helena.　An　autopsy　concluded　he　died　of　stomach　cancer,　though　Sten　Forshufvud　and　other　scientists　have　since　conjectured　that　he　was　poisoned　with　arsenic.

Napoleons　campaigns　are　studied　at　military　academies　the　world　over.　While　considered　a　tyrant　by　his　opponents,　he　is　also　remembered　for　the　establishment　of　the　Napoleonic　Code,　which　laid　the　administrative　and　judicial　foundation　for　much　of　Western　Europe.

1.　Which　of　the　following　statements　is　NOT　mentioned　about　Napoleon?

（A）　Napoleon　Bonaparte　was　Emperor　of　the　French　but　is　considered　a　tyrant.

（B）　Napoleon　Bonapartes　army　was　badly　damaged　and　never　fully　recovered　in　the　invasion　of　Russia　in　1812.

（C）　Napoleon　was　finally　defeated　by　Wellington　in　Waterloo　on　July　18,　1815.

（D）　Napoleon　Bonaparte　was　said　to　die　of　stomach　cancer　in　an　autopsy.

2.　When　did　Napoleon　become　Emperor　of　the　French?

（A）　1799.（B）　1805.（C）　1812.（D）　1815.

3.　Which　of　the　following　statements　is　FALSE　about　the　Napoleonic　Wars?

（A）　The　Napoleonic　Wars　took　place　in　the　first　decade　of　the　19th　century.

（B）　Napoleon　Bonaparte　engaged　in　the　Napoleonic　Wars.

（C）　The　Napoleonic　Wars　involved　every　major　European　power.

（D）　Napoleon　Bonaparte　won　all　the　Napoleonic　Wars　and　maintained　the　French　sphere　of　influence.

4.　In　which　aspects　did　the　Napoleonic　Code　influence　the　Western　Europe?

（A）　Administrative　and　judicial　aspects.

（B）　Administrative　and　educational　aspects.

（C）　Judicial　and　educational　aspects.

（D）　Judicial　and　financial　aspects.

Ⅳ.　Translating　Practice

Section　A

Directions:　Translate　the　following　passage　from　English　into　Chinese.

The　young　officers　and　men　are　encouraged　to　make　incessant　endeavour　to　uplift　their　ideological　and　political　quality,　improve　military　professional　quality,　sharpen　scientific　and　cultural　competence,　strengthen　physical　and　mental　quality　as　well　as　innovative　quality,　so　as　to　play　a　vanguard　role　in　combat　readiness　training,　drills　and　exercises,　duty　implementation,　stability　maintenance,　emergency　rescue　and　disaster　relief　as　modern　highcaliber　military　talents.

Section　B

Directions:　Translate　the　following　sentences　from　Chinese　into　English.

1.　1990年8月伊拉克军队突然侵吞了弱小无援的科威特。

2.　美军配备了2828辆坦克，3510架飞机，2160辆装甲车，178艘战舰。

3.　多国部队在维和战斗中充分发挥了作用。

4.　指挥官决定夜袭敌军。

5.　那次军事体育比赛中,　他在“军事五项”的比赛中取得了良好成绩。（Military　Pentathlon）

6.　第一次海湾战争中，美国向海湾地区派遣了50.5万人。

7.　他们在半军事化管理模式下，过着有规律的日常生活。

8.　我们分成了12个队，进行了严格的军事训练。

Ⅴ.　Writing　Practice

Directions:　Write　a　composition　with　no　less　than　120　words　based　on　the　topic　of　“How　to　Be　a　Successful　Military　Leader.”　Your　composition　should　include　the　following　aspects.

1.　要成为一名成功的军事将领需要具备哪些品质；

2.　以你心目中成功的军事将领为例展开说明；

3.　作为一名军校学员应当如何培养这些品质。

Text　B

Military　Career　of　Colin　Luther　Powell

1Colin　Luther　Powell　was　born　on　April　5,　1937　in　Harlem,　a　neighbourhood　in　the　New　York　City　borough　of　Manhattan,　to　Jamaican　immigrant　parents　Maud　Arial　and　Luther　Theophilus　Powell.　He　also　has　Scottish　ancestry.　Powell　was　raised　in　the　South　Bronx　and　attended　Morris　High　School,　a　former　public　school　in　the　Bronx,　from　which　he　graduated　in　1954.　He　received　his　Bachelor　of　Science　degree　in　geology　from　the　City　College　of　New　York　in　1958　and　was　a　selfadmitted　C　average　student.　He　was　later　able　to　earn　a　Master　of　Business　Administration　degree　from　the　George　Washington　University　in　1971,　after　his　second　tour　in　Vietnam.

2He　is　an　American　statesman　and　a　retired　fourstar　general　in　the　United　States　Army.　He　was　the　65th　United　States　Secretary　of　State,　serving　under　President　George　W.　Bush　from　2001　to　2005.　He　was　the　first　African　American　to　serve　in　that　position.　During　his　military　career,　Powell　also　served　as　National　Security　Advisor　(19871989),　as　Commander　of　the　U.S.　Army　Forces　Command　(1989)　and　as　Chairman　of　the　Joint　Chiefs　of　Staff　(19891993),　holding　the　latter　position　during　the　Gulf　War［1］.　He　was　the　first,　and　so　far　the　only,　African　American　to　serve　on　the　Joint　Chiefs　of　Staff.

3Powell　described　joining　the　Reserve　Officers　Training　Corps　(ROTC)　during　college　as　one　of　the　happiest　experiences　of　his　life;　discovering　something　he　loved　and　could　do　well,　he　felt　he　had　“found　himself.”　According　to　Powell:

4

It　was　only　once　I　was　in　college,　about　six　months　into　college　when　I　found　something　that　I　liked,　and　that　was　ROTC,　Reserve　Officer　Training　Corps　in　the　military.　And　I　not　only　liked　it,　but　I　was　pretty　good　at　it.　Thats　what　you　really　have　to　look　for　in　life,　something　that　you　like,　and　something　that　you　think　youre　pretty　good　at.　And　if　you　can　put　those　two　things　together,　then　youre　on　the　right　track,　and　just　drive　on.

5Cadet　Powell　joined　the　Pershing　Rifles［2］,　the　ROTC　fraternal　organization　and　drill　team　begun　by　General　John　Pershing.　Even　after　he　had　become　a　general,　Powell　kept　on　his　desk　a　pen　set　he　had　won　for　a　drill　team　competition.

6Upon　graduation,　he　received　a　commission　as　an　Army　second　lieutenant.　He　was　a　professional　soldier　for　35　years,　holding　a　variety　of　command　and　staff　positions　and　rising　to　the　rank　of　General.　Powell　was　a　captain　during　the　Vietnam　War［3］,　serving　as　a　South　Vietnamese　Army　adviser　from　1962　to　1963.　While　on　patrol　in　a　Viet　Congheld　area,　he　was　wounded　by　stepping　on　a　punji　stake.　He　returned　to　Vietnam　as　a　major　in　1968,　serving　in　the　Americal　Division　(23rd　Infantry　Division),　then　as　assistant　chief　of　staff　of　operations　for　the　Americal　Division.　Powell　served　a　White　House　fellowship［4］,　a　highly　selective　and　prestigious　position,　under　President　Richard　Nixon　from　1972　to　1973.

7In　his　autobiography,　My　American　Journey,　Powell　named　several　officers　he　served　under　who　inspired　and　mentored　him.　As　a　lieutenant　colonel　serving　in　South　Korea,　Powell　was　very　close　to　General　Henry　“Gunfighter”　Emerson［5］.　Powell　said　he　regarded　Emerson　as　one　of　the　most　caring　officers　he　ever　met.　Emerson　insisted　his　troops　train　at　night　to　fight　a　possible　North　Korean　attack,　and　made　them　repeatedly　watch　the　television　film　Brians　Song　to　promote　racial　harmony.　Powell　always　professed　that　what　set　Emerson　apart,　was　his　great　love　of　his　soldiers　and　concern　for　their　welfare.

8In　the　early　1980s,　Powell　served　at　Fort　Carson,　Colorado.　After　he　left　Fort　Carson,　Powell　became　senior　military　assistant　to　Secretary　of　Defense　Caspar　Weinberger,　whom　he　assisted　during　the　1983　invasion　of　Grenada　and　the　1986　airstrike　on　Libya.

9In　1986,　he　took　over　the　command　of　V　Corps　in　Frankfurt,　Germany,　from　Robert　Lewis　“Sam”　Wetzel.　Following　the　Iran　Contra　scandal,　Powell　became　Ronald　Reagans　National　Security　Advisor,　serving　from　1987　to　1989.　In　April　1989,　Powell　was　promoted　to　General　and　briefly　served　as　the　Commander　in　Chief,　Forces　Command,　headquartered　at　Fort　McPherson,　Georgia.　Later　that　year,　President　George　H.W.　Bush　selected　him　as　Chairman　of　the　Joint　Chiefs　of　Staff.

10His　last　military　assignment,　from　October　1,　1989　to　September　30,　1993,　was　as　the　12th　Chairman　of　the　Joint　Chiefs　of　Staff,　the　highest　military　position　in　the　Department　of　Defense.　At　age　52,　he　became　the　youngest　officer,　and　first　AfroCaribbean　American,　to　serve　in　this　position.　In　1989,　he　joined　Dwight　D.　Eisenhower　and　Alexander　Haig［６］　as　the　third　general　since　World　War　Ⅱ　to　reach　fourstar　rank　without　ever　being　a　divisional　commander.

11During　his　chairmanship　of　the　JCS,　there　was　discussion　of　awarding　Powell　a　fifth　star,　granting　him　the　rank　of　General　of　the　Army.　But　even　in　the　wake　of　public　and　Congressional　pressure　to　do　so,　ClintonGore　presidential　transition　team　staffers　decided　against　it.

12During　this　time,　he　oversaw　28　crises,　including　the　invasion　of　Panama　in　1989　to　remove　General　Manuel　Noriega［７］　from　power　and　Operation　Desert　Storm　in　the　1991　Persian　Gulf　War.　During　these　events,　Powell　earned　his　nickname,　“the　reluctant　warrior.”　He　rarely　advocated　military　intervention　as　the　first　solution　to　an　international　crisis,　and　instead　usually　prescribed　diplomacy　and　containment.

13In　his　autobiography,　Powell　said　he　was　haunted　by　the　nightmare　of　the　Vietnam　War　and　felt　that　the　leadership　was　very　ineffective.　Powell　served　a　tour　in　Vietnam　as　a　military　adviser,　and　was　mildly　injured　when　he　stepped　on　a　bamboo　“punji　stick.”　The　large　infection　made　it　difficult　for　him　to　walk,　and　caused　his　foot　to　swell　for　a　short　time,　shortening　his　first　tour.　It　was　also　during　his　Vietnam　service,　his　second　tour,　that　Powell　was　decorated　for　bravery.　He　singlehandedly　rescued　several　men　from　a　burning　helicopter,　one　of　them　being　Maj.　Gen.　Charles　Gettys,　the　commander　of　the　Americal　Division.

14Additionally,　Powell　has　been　critical　of　other　instances　of　U.S.　foreign　policy　in　the　past,　such　as　its　support　for　the　1973　Chilean　coup　détat［８］.　From　two　separate　interviews　in　2003,　Powell　stated　in　one　about　the　1973　event　“I　cant　justify　or　explain　the　actions　and　decisions　that　were　made　at　that　time.　It　was　a　different　time.　There　was　a　great　deal　of　concern　about　communism　in　this　part　of　the　world.　Communism　was　a　threat　to　the　democracies　in　this　part　of　the　world.　It　was　a　threat　to　the　United　States.”　In　another　interview,　however,　he　also　simply　stated　“With　respect　to　your　earlier　comment　about　Chile　in　the　1970s　and　what　happened　with　Mr.　Allende,　it　is　not　a　part　of　American　history　that　were　proud　of.”

15As　a　military　strategist,　Powell　has　advocated　an　approach　to　military　conflicts　that　maximizes　the　potential　for　success　and　minimizes　casualties.　A　component　of　this　approach　is　the　use　of　overwhelming　force,　which　he　applied　to　Operation　Desert　Storm　in　1991.　His　approach　has　been　dubbed　the　“Powell　Doctrine.”　Powell　continued　as　chairman　of　the　JCS　into　the　Clinton　presidency　but　as　a　dedicated　“realist”　he　considered　himself　a　bad　fit　for　an　administration　largely　made　up　of　liberal　internationalists.　He　clashed　with　thenU.S.　ambassador　to　the　United　Nations　Madeleine　Albright　over　the　Bosnian　crisis,　as　he　opposed　any　military　interventions　that　didnt　involve　U.S.　interests.

(1,249　words)

NOTES

［1］　Gulf　War海湾战争　The　Persian　Gulf　War　(August　2,　1990February　28,　1991),　codenamed　Operation　Desert　Storm　(January　17,　1991February　28,　1991),　commonly　referred　to　as　simply　the　Gulf　War,　was　a　war　waged　by　a　U.N.authorized　coalition　force　from　34　nations　led　by　the　United　States,　against　Iraq　in　response　to　Iraqs　invasion　and　annexation　of　Kuwait.

［2］　Pershing　Rifles潘兴步枪协会　It　is　a　military　fraternal　organization　for　collegelevel　students,　founded　by　then　2nd　Lieutenant　(later　General　of　the　Armies　of　the　United　States)　John　J.　Pershing　in　1894　as　a　drill　unit　at　the　University　of　NebraskaLincoln.　Over　time,　the　Pershing　Rifles　organization　was　expanded　to　include　several　other　universities,　with　companies　consisting　of　drill　teams　as　well　as　tactical　units.　Together,　these　units　form　what　is　known　today　as　the　National　Society　of　Pershing　Rifles.

［3］　Vietnam　War越南战争　It　was　a　Cold　Warera　military　conflict　that　occurred　in　Vietnam,　Laos,　and　Cambodia　from　November　1,　1955　to　the　fall　of　Saigon　on　April　30,　1975.　This　war　followed　the　First　Indochina　War　and　was　fought　between　North　Vietnam,　supported　by　its　communist　allies,　and　the　government　of　South　Vietnam,　supported　by　the　United　States　and　other　anticommunist　countries.

［4］　White　House　fellowship白宫学者　The　White　House　Fellows　program　was　established　by　President　of　the　United　States　Lyndon　B.　Johnson　in　October　1964.　President　Johnson　articulated　that　the　mission　of　the　program　was　“to　give　the　Fellows　first　hand,　highlevel　experience　with　the　workings　of　the　federal　government　and　to　increase　their　sense　of　participation　in　national　affairs.”

［5］　Gunfighter　Emerson枪战高手爱默生　Lieutenant　General　Henry　Everett　“Hank”　Emerson,　United　States　Army,　known　as　“The　Gunfighter,”was　an

American　military　leader.　He　is　primarily　remembered　as　the　commanding　officer　of　the　2nd　Infantry　Division　in　South　Korea　in　the　mid1970s,　in　which　Colin　Powell　served　as　a　battalion　commander.　He　was　a　graduate　of　the　United　States　Military　Academy,　class　of　1947.

［6］　Alexander　Haig亚历山大·黑格　Alexander　Meigs　Haig,　Jr.　(December　2,　1924February　20,　2010)　was　a　United　States　Army　general　who　served　as　the　United　States　Secretary　of　State　under　President　Ronald　Reagan　and　White　House　Chief　of　Staff　under　Presidents　Richard　Nixon　and　Gerald　Ford.

［7］　Manuel　Noriega曼纽尔·诺列加　Born　on　February　11,　1934,　he　was　a　former　Panamanian　politician　and　soldier.　He　was　the　military　governor　of　Panama　from　1983　to　1989.　In　the　1989　Invasion　of　Panama　by　the　United　States　he　was　removed　from　power,　captured,　detained　as　a　prisoner　of　war,　and　flown　to　the　United　States.

［8］　Chilean　coup　détat智利政变　The　1973　Chilean　coup　détat　was　a　watershed　event　of　the　Cold　War　and　the　history　of　Chile.

MILITARY　TERMS

National　Security　Advisor　［美］国家安全事务顾问

Operation　Desert　Storm　沙漠风暴行动

the　Americal　Division　美陆军第23步兵师

the　Joint　Chiefs　of　Staff　［美］参谋长联席会议

the　Reserve　Officers　Training　Corps　后备军官训练团

V　Corps　第五军

NEW　WORDS

ambassador/mbsd/　n.　a　diplomat　of　the　highest　rank;　accredited　as　representative　from　one　country　to　another　大使，代表

ancestry/nsestri/　n.　the　descendants　of　one　individual　祖先

autobiography/tbaＩrfi/　n.　a　biography　of　yourself　自传，自传文学

borough/br/　n.　one　of　the　administrative　divisions　of　a　large　city　区，自治的市镇

communism/kmjunＩzm/　n.　a　form　of　socialism　that　abolishes　private　ownership　共产主义

containment/knteＩnmnt/　n.　a　policy　of　creating　strategic　alliances　in　order　to　check　the　expansion　of　a　hostile　power　or　ideology　or　to　force　it　to　negotiate　peacefully　遏制，牵制

democracy/dＩmkrsi/　n.　a　political　system　in　which　the　supreme　power　lies　in　a　body　of　citizens　who　can　elect　people　to　represent　them　民主主义，民主政治

fraternal/frtnl/　adj.　of　or　relating　to　a　fraternity　or　society　of　usually　men　兄弟般的，友好的

geology/dildi/　n.　a　science　that　deals　with　the　history　of　the　earth　as　recorded　in　rocks　地质学

haunt/hnt/　vt.　follow　stealthily　or　recur　constantly　and　spontaneously　to　萦绕于

Jamaican/dmeＩkn/　adj.　of　or　relating　to　Jamaica　(the　island　or　the　country)　or　to　its　inhabitants　牙买加的，牙买加人的

liberal/lＩbrl/　adj.　having　political　or　social　views　favouring　reform　and　progress　自由主义的

mentor/ment/　v.　serve　as　a　teacher　or　trusted　counselor　指导

prestigious/prestＩds/　adj.　having　an　illustrious　reputation;　respected　有名望的

punji/pndi/　n.　a　weapon　used　in　Vietnam　War　尖竹钉，尖竹片(上涂毒液，可杀敌或野兽，在越南战争中埋在地下作为杀伤敌人的武器)

stake/steＩk/　n.　a　pole　or　stake　set　up　to　mark　something　桩

PHRASES　&　EXPRESSIONS

1.　be　critical　ofbe　unsatisfied　with　对……不满

2.　in　the　wake　ofhappening　afterwards　随着……而来

3.　take　overtake　on　titles,　offices,　duties,　responsibilities　接管，接收

4.　with　respect　toconcerning　about　关于，至于

PROPER　NAMES

Allende　阿连德，成立于1933年的智利的左翼政党社会党的创始人之一

Bronx　布朗克斯（纽约市最北端的一区）

Fort　Carson　美国陆军卡森堡基地

Fort　McPherson　美国陆军麦克弗森堡基地

Frankfurt　法兰克福市（德国城市）

Lybia　利比亚（北非国家）

Viet　Cong　越南南方民族解放阵线，越南共产党

Madeleine　Albright　马德琳·奥尔布赖特（美国第64任国务卿，也是美国历史上第一位女性国务卿）

EXERCISES

Ⅰ.Reading　Comprehension

Directions:　Choose　the　best　answer　to　each　question　with　the　information　you　get　from　the　text.

1.　Which　of　the　following　statements　is　NOT　mentioned　about　Powell?

（A）　Powell　was　born　to　Jamaican　immigrant　parents　but　he　also　has　Scottish　ancestry.

（B）　Powell　received　his　Bachelor　degree　in　geology　and　earned　a　Master　degree　after　his　second　tour　in　Vietnam.

（C）　Powell　once　admitted　he　was　a　C　average　undergraduate　student.

（D）　Powell　was　the　first　African　American　retired　fourstar　general　in　the　United　States　Army.

2.　Why　did　Powell　describe　joining　the　Reserve　Officers　Training　Corps　(ROTC）　during　college　as　one　of　the　happiest　experiences　of　his　life?

（A）　Because　ROTC　ensured　him　a　better　military　career.

（B）　Because　he　made　many　lifetime　friends.

（C）　Because　he　found　something　he　loved　and　could　do　well.

（D）　Because　he　learned　something　totally　new　beyond　his　past　life.

3.　Who　did　Powell　regard　as　one　of　the　most　caring　officers　he　ever　met?

（A）　General　John　Pershing.

（B）　General　Henry　“Gunfighter”　Emerson.

（C）　Caspar　Weinberger.

（D）　General　Manuel　Noriega.

4.　When　did　Powell　join　Dwight　D.　Eisenhower　and　Alexander　Haig　as　the　third　general　to　reach　fourstar　rank?

（A）　1986.（B）　1987.

（C）　1988.（D）　1989.

5.　Which　of　the　following　statements　is　FALSE　about　Powells　attitude　towards　wars?

（A）　Powell　rarely　advocated　military　intervention　as　the　first　solution　and　usually　turned　to　diplomacy　and　containment.

（B）　Powell　was　critical　of　the　support　for　the　1973　Chilean　coup　détat　and　said　it　was　not　a　part　of　American　history　that　theyre　proud　of.

（C）　Powell　advocated　an　approach　to　military　conflicts　that　maximized　the　potential　for　success　and　minimized　casualties.

（D）　Powell　opposed　any　military　interventions　that　involved　U.S.　interests.

Ⅱ.　Vocabulary

Section　A

Directions:　Fill　in　the　blanks　with　words　learned　from　text　B.　The　first　letter　of　each　word　has　been　given.

1.　The　commander　started　a　cavalry　lieutenant　and　a　private　on　his　t　at　once.

2.　The　d　sergeant　took　the　men　on　a　tenmile　march　and　they　were　all　ready　to　drop　by　the　time　they　got　back　to　barracks.

3.　The　decisions　I　am　called　upon　to　make　easily　affect　the　w　of　the　country　and　even　the　peace　of　the　world.

4.　Informally　“Johnny”　was　applied　as　a　n　for　Confederate　soldiers　by　the　Federal　soldiers　in　the　American　Civil　War.

5.　Soldiers　surviving　in　Iraq　War　were　h　by　the　nightmare　of　fire　and　dead　bodies.

6.　They　have　demonstrated　enormous　b　and　professionalism　in　the　face　of　great　danger.

7.　The　U.S.　military　has　confirmed　that　BritishU.S.　air　forces　bombed　communication　facilities　in　southern　Iraq　and　said　that　there　were　no　c　reports　from　Britain　and　the　United　States.

8.　Under　the　d　of　flexible　response　we　would　still　resort　to　allout　war　if　necessary.

Section　B

Directions:Fill　in　the　blanks　with　the　expressions　given　below.　Change　the　form　where　necessary.

on　the　right　track

drive　on

on　patrol

take　over

in　the　wake　of

be　critical　of

with　respect　to

be　proud　of

1.　The　cadets　havent　found　the　way　out　of　the　plight　yet,　but　they　are　sure　theyre　.

2.　Chinas　fifth　Gulf　of　Aden　mission　the　escort　of　merchant　vessels　through　the　troubled　waters　from　the　fourth　mission.

3.　military　supply,　attitudes　within　our　government　were　sharply　divided.

4.　Terrorists　attacked　two　soldiers　.

5.　The　media　the　military　exercise　for　not　meeting　the　demands　of　cyber　war　and　future　wars.

6.　Simulative　effects　of　the　arms　have　the　domestic　economy.

7.　All　army　men　sacrificing　for　their　country　and　people.

8.　last　weeks　deadly　train　bombings　in　Spain,　South　Koreas　president　has　ordered　to　step　up　security　measures　as　his　country　prepares　to　send　more　troops　to　Iraq.

Part　Ⅲ

Additional　Themerelated　Activities

Section　AListening,　Watching　&　Speaking

Passage　Listening

Words　&　Expressions

unimpeachable/nＩmpitbl/　adj.　无可指摘的，无可置疑的

vigilant/vＩdＩlnt/　adj.　警醒的，警戒的，警惕的

Proper　Names

Gospel/ɡspl/　(圣经中的)福音书

Task　1Questions　and　Answers

Directions:　Listen　to　the　passage　and　answer　the　following　questions.

1.　What　did　Truman　do　before　he　became　president　of　the　United　States?

2.　When　did　Truman　take　the　office　as　president?　How　many　terms　did　he　serve?

3.　According　to　Truman,　what　makes　a　good　public　man?

4.　What　are　the　meanings　of　“the　protection　of　people　against　the　government”　and　“the　protection　of　people　by　the　government”?

5.　What　should　the　government　do　to　implement　“the　protection　of　people　by　the　government,”　according　to　Truman?

Task　2Spot　Dictation

Directions:　Listen　to　the　passage　again　and　fill　in　the　blanks　with　the　exact　words　youve　heard.

1.　I　believe　the　(1)　basis　for　a　happy　life　with　family　or　friends　is　to　treat　others　as　you　would　like　to　be　treated.　(2)　,　act　(3)　and　(4)　to　the　letter.

2.　If　public　man　should　not　worry　constantly　about　the　(1)　or　what　(2)　will　say　about　him,　he　must　(3)　,　make　his　decisions　for　the　right　on　the　facts　he　sees　and　history　will　take　care　of　itself.

3.　The　(1)　of　a　public　man　must　(2)　,　he　must　learn　to　(3)　unwise　and　requests　from　friends　and　associates　without　losing　their　(4)　or　(5)　.

4.　I　believe　that　to　(1)　the　people　of　the　world　whose　freedom　is　in　(2)　and　(3)　hope　to　those　who　have　already　lost　their　(4)　.

Video　Watching　Ⅰ

Words　&　Expressions

bastard/bstd/　n.　混蛋

bitch/bＩt/　n.　母狗，［贬］泼妇

bushel/bl/　n.　蒲式耳(容量等于八加仑)　v.　修整（衣服等）

champion　marble　shooter　弹珠高手

crap/krp/　n.　废话

dung/d/　n.　粪

grease/ris/　vt.　用油脂涂，上油,贿赂

gut　/t/　n.　胆量，勇气

hoot　/hut/　n.　叫嚣

individuality　/ＩndＩvＩdulti/　n.　个性

lousy/lazi/　adj.　多虱的，可鄙的，差劲的

shovel　/vl/　vt.　铲，挖

sting/stＩ/　n.　刺痛

tolerate　/tlreＩt/　v.　忍耐，忍受

tough/tf/　adj.　强硬的，严厉的

tread/tred/　vt.　&　vi.　&　n.　踏，行走，践踏

Task　1True　or　False　Statements

Directions:　Watch　the　video　clip　and　decide　whether　the　following　statements　are　true　or　false.　Write　T　for　True　or　F　for　False　before　each　statement.

1.　All　real　Americans　love　the　sting　of　battle.

2.　Americans　love　a　winner　but　they　can　also　tolerate　a　loser.

3.　An　army　is　a　team.　It　lives,　eats,　sleeps,　fights　as　a　team.

4.　George　S.　Patton　wants　his　soldiers　to　believe　that　they　are　holding　their　position.

5.　In　George　S.　Pattons　speech,　the　enemy　refers　to　the　Nazis.

Task　2Questions　and　Answers

Directions:　Watch　the　video　clip　again　and　answer　the　following　questions.

1.　Why　did　Patton　believe　Americans　have　never　lost　and　will　never　lose　a　war?

2.　Why　does　Patton　pity　their　enemies?

3.　“Now,　some　of　you　boys,　I　know,　are　wondering　whether　or　not　youll　chickenout　under　fire.”What　does　chickenout　mean　here?

Task　3Discussion（Oral　Work）

Directions:　Watch　the　video　clip　for　the　third　time　and　then　discuss　the　following　questions　in　groups,　some　of　which　need　to　find　more　information　after　class.

From　Pattons　speech,　his　appearance,　his　gestures,　his　tone　and　his　facial　expressions,　can　you　infer　what　kind　of　a　person　Patton　is?　What　are　his　opinions　about　American　people?　Do　you　agree　with　him?

Video　Watching　Ⅱ

Words　&　Expressions

bum/bm/　n.　游荡者，流浪汉

carnage/knＩd/　n.　大屠杀，残杀

crack/krk/　v.　崩溃，失去控制

cuddle/kdl/n.　搂抱，拥抱

domineering/dmＩnＩrＩ/　adj.　集权的，作威作福的

frail　/freＩl/　adj.　脆弱的，虚弱的

humiliating/hjumＩlieItI/　adj.　丢脸的，伤自尊的

intoxicate/ＩntksＩkeＩt/　vt.　下毒，使……陶醉

loafer/lf/　n.　游手好闲的人，懒人

monastery/mnstri/　n.　修道士

obscurity/bskjrti/　n.　朦胧,阴暗,晦涩,身份低微

radical/rdＩkl/n.　激进分子

rejoicing/rＩdＩsＩ/　n.　欣喜，高兴，欢欣之事

revel　in　深爱，酷爱，着迷

scheme/skim/　v.　图谋

shuffle/fl/　v.　拖曳，慢吞吞地走

snarl/snl/　v.　吼叫，怒骂

spoil　/spＩl/　v.　宠坏，溺爱

terrorize/terraＩz/　v.　令人恐怖，实施恐怖统治

tyrant　/taＩrnt/　n.　暴君，专制的君主，残暴的人

vagrant/veＩrnt/　n.　流浪汉，漂泊者，无赖

Proper　Names

Austria/stri/　奥地利（中欧国家）

Braunau/brana/　布劳瑙(奥地利的一个小镇)

Vienna　维也纳（奥地利首都）

Task　1Listening　Comprehension

Directions:　Watch　the　video　clip　and　choose　the　best　answer　to　each　question.

1.　Hitlers　character　was　all　of　the　following　EXCEPT.

（A）　quiet（B）　troublesome

（C）　artloving（D）　passionate

2.　What　was　Hitlers　deliverance?

（A）　Quitting　school.

（B）　Declaration　of　World　War　Ⅰ.

（C）　Wandering　on　the　street.

（D）　Going　to　Vienna.

3.　Which　of　the　following　is　NOT　true　about　Hitler　in　the　War?

（A）　He　went　to　the　war　field　with　rejoice　and　laughter.

（B）　He　enjoyed　himself　in　killing　people.

（C）　His　fellow　soldiers　worshipped　him.

（D）　He　was　wounded　in　the　war,　and　won　a　medal　for　his　bravery.

4.　All　the　powers　below　clashed　in　postwar　German　EXCEPT　.

（A）　Nazi　Party

（B）　reactionary　groups

（C）　communist　powers

（D）　socialist　powers

5.　In　his　speech,　Hitler　is　obsessed　with　the　following　EXCEPT　.

（A）　mastery（B）　defeat（C）　war（D）　blood

Task　2Questions　and　Answers

Directions:　Watch　the　video　clip　again　and　answer　the　following　questions.

1.　When　and　where　was　Hitler　born?

2.　What　was　his　fathers　character?

3.　What　does　the　war　mean　to　him?

4.　What　was　his　life　like　in　Vienna?

5.　What　was　the　purpose　of　the　Nazi　Party?

Task　3Retelling　(Oral　Work)

Directions:　Work　with　your　partner　and　retell　Hitlers　experience　in　this　video　clip.　You　may　use　the　five　questions　in　task　2　to　help　you　with　the　retelling.　And　the　retelling　should　be　organized　chronically.　Use　the　evaluation　chart　to　evaluate　your　partners　retelling.　Practice　this　in　turn.

Grammar

Pronunciation

Facts

Fluency

Grading:　5=Excellent;　4=Good;　3=Fairly　Good;　2=Should　Improve;　1=Must　Improve

Section　BThemerelated　Oral　Tasks

Arthur　Wellesley

Duke　of　Wellington,　General　and

British　Prime　Minister,　17691852

Perhaps　the　most　famous　soldier,　other　than　Napoleon　Bonaparte,　to　come　out　of　the　era　was　Arthur　Wellesley.

Wellesley　learnt　his　military　trade　in　India　applying　his　study　of　the　art　of　war,　brought　on　by　the　ineptitude　of　his　fellow　officers,　to　practical　matters　in　India.

In　1799　he　led　a　division　at　Seringapatum,　made　mistakes,　but　went　on　to　win　the　battles　of　Argaum　(1803)　and　Assaye　(1803)　when　in　command.

A　careful　leader,　he　tried　to　limit　casualties　and　became　a　master　of　the　reverseslope　tactic—keeping　his　forces　screened　from　artillery　fire　behind　the　brow　of　a　hill.

After　his　Indian　service　he　became　the　Member　of　Parliament　for　Rye,　then　Mitchell,　then　Newport.

Between　1807　and　1809　he　was　Chief　Secretary　for　Ireland,　where　his　AngloIrish　family　had　estates,　but　again　led　a　division　in　the　campaign　for　Copenhagen.

Made　a　LieutenantGeneral　in　1808,　he　went　to　Portugal　to　support　that　countrys　fight　against　Bonaparte.

His　first　contact　with　the　French　was　at　Obidos,　then　the　battle　of　Rolica　ended　with　his　enemy　retreating　to　Vimiero　where,　despite　being　reinforced　by　the　main　French　army　of　General　Junot,　it　was　defeated.

Wellesleys　newly　appointed　commanders—Sir　Harry　Burrard　and　Sir　Hew　Dalrymple—shamed　the　British　army　by　negotiating　the　Convention　of　Cintra,　which　allowed　repatriation　of　Junots　army,　with　equipment—and　on　British　ships—to　the　safety　of　France.

Wellesley　emerged　unscathed　from　the　inquiry　that　followed　and　celebrated　his　return　to　the　Peninsula　with　the　audacious　capture　of　Oporto,　via　a　hazardous　river　crossing,　from　Marshal　Soult.

Invading　Frenchoccupied　Spain,　Wellesley　sought　to　assist　Spanish　forces　against　the　French　but,　despite　their　lack　of　backbone,　managed　to　win　the　Battle　of　Talavera　for　which　he　was　given　a　viscountcy.　He　became　an　earl　in　February　1812,　a　marquess　in　October　of　the　same　year　and　the　Duke　of　Wellington　in　May　1814.

Winning　the　battle　of　Bussaco,　Wellington　withdrew　behind　a　formidable　defensive　barrier　known　as　the　Lines　of　Torres　Vedras.

Rested　and　eager　for　battle,　the　British　then　moved　on　to　the　offensive，　winning　the　battle　of　Fuentes　de　Onoro.

Words　&　Expressions

audacious/deＩs/　adj.　无畏的，放肆的

division/dＩvＩn/　n.　师（军队）

duke/djuk/　n.　公爵

earl　/l/　n.　伯爵

formidable　/fmＩdbl/　adj.　强大的，可怕的

hazardous/hzds/　adj.　危险的，冒险的

ineptitude/ＩneptＩtjud/　n.　愚笨，愚昧的言行

marquess　/mkwＩs/　n.　侯爵

Peninsula/pnＩnsjl/　n.　半岛

repatriation/riptrieＩn/　n.　遣送回国

reverseslope　tactic　反坡战术

screen/skrin/　v.　掩蔽，遮蔽

unscathed/nskeＩd/　adj.　没有受伤的，未受损害

viscountcy/vaＩkantsi/　n.　子爵

Proper　Names

Arthur　Wellesley　阿瑟·韦尔斯利（威灵顿公爵）

Battle　of　Talavera　塔拉维拉战役，就是1809年英国民族英雄阿瑟·韦尔斯利·威灵顿勋爵大败法军的地方。塔拉维拉之战发生在滑铁卢之战的6年之前

Bonaparte　/bnpt/　波拿巴(科西嘉一个家族，包括拿破仑一世之兄弟)

Bussaco　布萨科

Convention　of　Cintra　辛特拉协定

Copenhagen/kpnheＩn/　哥本哈根（丹麦首都）

Fuentes　de　Onoro　丰特斯德奥尼奥罗战役

Lines　of　Torres　Vedras　托里什韦德拉什防线

Mitchell/mＩtl/　米切尔（男子名，等于Michael）

Newport　纽波特，威尔士第三大城市，历来被称作威尔士的门户，位于卡迪夫和布里斯托中间，曾是工业革命时期主要的港口之一

Oporto　/ptu/　波尔图(葡萄牙港口城市)

Portugal　/ptjul/　葡萄牙（西欧国家）

Rye　/raＩ/　吉卜赛男人

Sir　Harry　Burrard　海瑞·伯拉德爵士

Sir　Hew　Dalrymple　佛生·达尔林普爵士

Task　1Discussion

Directions:　Work　in　small　groups　and　discuss　why　at　the　beginning　of　the　passage,　the　author　says　that　“Perhaps　the　most　famous　soldier,　other　than　Napoleon　Bonaparte,　to　come　out　of　the　era　was　Arthur　Wellesley.”　Could　you　give　some　examples　to　support　this　argument?

Task　2Story　Telling

Directions:　Do　some　research　on　some　of　the　wars　mentioned　above,　and　choose　one　from　among　all　the　wars　Willington　has　gone　through,　which　impresses　you　most.　Tell　your　reasons　to　your　partners.　You　may　consider　the　wars　in　the　following　5　perspectives.　An　example　has　been　given　to　you.

Time

June　18,　1815

Place

Waterloo

His　Enemy

Napoleon

Strategy

Wellingtons　comparable　strategic　gamble　was　to　leave　17,000　troops　and　artillery　at　Hal,　northwest　of　the　Mont　Saint　Jean.　The　potential　benefits　of　this　decision　were　not　only　to　provide　Wellington　with　a　reserve　with　which　to　fight　again　the　following　day,　should　the　action　on　June　18　prove　inconclusive,　but　to　protect　his　line　of　retreat　to　the　sea.

Tactics

Napoleon　made　a　last　attempt　to　smash　Wellingtons　center　before　his　two　enemies　could　achieve　any　kind　of　linkage.　At　about　six　in　the　evening,　the　farmhouse　of　La　Haye　Sainte,　linchpin　of　the　Allied　front,　was　finally　taken.　Wellington　redrew　the　remnants　of　his　front　and　prepared　for　the　final　assault;　he　did　not　know　that　the　dark　uniforms　visible　in　the　distance　were　the　forces　of　Blücher　rather　than　those　of　Grouchy.　Napoleon　sent　forward　the　Old　Guard,　held　in　reserve　to　provide　the　decisive　blow,　and　it　branched　out　in　a　twopronged　attack　to　finish　off　what　Napoleon　believed　to　be　an　Allied　army　on　the　verge　of　annihilation.　But　Wellington　had　prepared　a　largescale　ambush　for　the　Guard;　they　ran　into　local　counterattacks　and　enfilade　fire　from　British　infantry,　hidden　behind　slopes.　Unprepared,　completely　outnumbered,　the　Guard　faltered,　was　checked,　and　triggered　a　French　panic.

Wellington　ordered　an　advance　of　the　Allied　line,　just　as　the　Prussians　were　overrunning　the　French　positions　to　the　east,　and　what　remained　of　the　French　army　abandoned　the　field　in　disorder.

Unit　EightMilitary　Structure

初级军事英语教程

Part　Ⅰ

Prereading　Activities

Words　&　Expressions

announce／nans／vt.　宣布

demobilize／dmblaz／vt.　遣散，使复员，使退伍

field　armies　野战部队

informationize／nfmenaz／vt.　信息化

military　transformation　军事转型

transform／trnsfm／vt.　转型

Proper　Names

the　Second　Artillery　／tlri／Corp　第二炮兵（现解放军火箭军）

Task　1Questions　for　Discussion

Directions：　Watch　the　video　clip　and　then　discuss　the　following　questions.

1　What　is　the　organization　of　the　Chinese　armed　forces？

2　What　impressed　you　most　in　this　video　clip？　Explain　your　reasons.

3　What　are　the　main　tasks　of　upgrading　Chinese　armed　forces？

Task　2Listening　Comprehension

Directions：　Watch　the　video　clip　again　and　choose　the　best　answer　to　each　question.

1　At　the　foundation　of　the　PLA　military　force，　the　total　number　of　the　armed　force　was.

（A）　500，000

（B）　550，000

（C）　5，000，000

（D）　50，000

2　Which　of　the　following　is　true　about　the　PLA　military　force　transformation？

（A）　The　focus　was　on　the　increase　of　size　of　the　military　stuff.

（B）　The　Chinese　government　declared　that　the　size　of　the　military　were　to　be　reduced　by　one　million　in　1985.

（C）　Another　700，000　military　stuff　were　demobilized　in　1990s.

（D）　In　1990s　the　PLA　reorganized　its　field　armies　into　smaller　units.

3　Which　of　the　following　is　NOT　mentioned　in　the　upgrading　of　the　forces　in　1980s？

（A）　The　PLA　Navy.

（B）　The　PLA　Reserved　Force.

（C）　The　Second　Artillery　Corp.

（D）　The　PLA　Air　Force.

4　Which　one　is　NOT　the　reason　why　the　increase　of　Chinas　military　expenditure　is　not　a　threat　to　the　world？

（A）　USA　has　much　more　military　budget　every　year　than　China.

（B）　China　attempts　to　attend　the　peacekeeping　missions　of　U.N.

（C）　China　has　proved　itself　a　peaceful　and　responsible　power.

（D）　Chinese　military　forces　participated　widely　in　the　disasterrelief　operations　in　the　world.

Task　3Spot　Dictation

Directions：　Watch　the　video　clip　for　the　third　time　and　fill　in　the　blanks　with　the　exact　words　you　have　heard.

1　Chinas　new　leaders　recognized　the　（1）　need　to　（2）　the　PLA　into　a　modern　military　force.

2　Informationization　is　the　（1）　for　the　PLAs　later　steps　to　（2）　.

3　China　has　certainly　improved　the　seven　main　military　categories　of　（1）　，　（2）　，　（3）　，　（4）　，　（5）　，　（6）　，　and　（7）　.

4　With　the　PLAs　increasing　attempts　to　（1）　（2）　U.N.　peacekeeping　and　operation，　China　has　shown　the　world　its　goal　of　becoming　a　peaceful　and　responsible　power.

Part　Ⅱ

Readingcentered　Activities

Text　A

Modern　Military　Organization

1Military　organization　is　the　hierarchical　structuring　of　the　armed　forces　of　a　state　so　as　to　offer　military　capability　required　by　the　national　defense　policy.　The　use　of　formalized　ranks　in　a　hierarchical　structure　came　into　widespread　use　with　the　Roman　Army.

2In　modern　times，　executive　control，　management　and　administration　of　military　organizations　is　typically　undertaken　by　the　government　through　a　government　department　within　the　structure　of　public　administration，　often　known　as　a　Department　of　Defense［1］，　Department　of　War，　or　Ministry　of　Defense.

3The　usually　civilian　or　partly　civilian　executive　control　over　the　national　military　organization　is　exercised　in　democracies　by　an　elected　political　leader　as　a　member　of　governments　Cabinet，　usually　known　as　a　Minister　of　Defense.　In　presidential　systems，　such　as　the　United　States，　the　president　is　the　commanderinchief，　and　the　cabinetlevel　defense　minister　is　second　in　command.　Subordinated　to　that　position　are　often　Secretaries　for　specific　major　operational　divisions　of　the　armed　forces　as　a　whole，　such　as　those　that　provide　general　support　services　to　the　Armed　Services，　including　their　dependants.

4Then　there　are　the　heads　of　specific　departmental　agencies　responsible　for　provision　and　management　of　specific　skill　and　knowledgebased　service　such　as　Strategy　advice，　Capability　Development　assessment，　or　Defense　Science　provision　of　research，　and　design　and　development　of　technologies.

Armed　Services

5In　most　countries　the　armed　forces　are　divided　into　three　or　four　Armed　Services　（also　called　branches）：　an　army，　a　navy，　and　an　air　force.　Gendarmeries　（Including　Services.　Some　nations　also　organize　their　marines，　special　forces　or　strategic　missile　forces　as　independent　armed　services.　A　nations　coast　guard　may　also　be　an　independent　equivalents　such　as　Internal　Troops，　Paramilitary　Forces，　etc.）　are　an　internal　security　service　common　in　most　of　the　world　but　are　uncommon　in　AngloSaxon　countries.　This　is　particularly　in　contrast　to　the　United　States　whose　armed　forces　are　prohibited　from　enforcing　the　law.

6Many　countries　have　a　variation　on　the　standard　model　of　three　or　four　basic　armed　services　of　its　military，　although　in　many　nations　the　coast　guard　is　a　law　enforcement　or　civil　agency.　A　number　of　countries　have　no　navy，　for　geographical　reasons，　and　some　other　variations　include：

Nation

Army

Navy

Air　Force

Brazil