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大学英语六级话题词汇 小灶课讲义
Read the following two passages below, then translate the highlighted words in the
sentences.
阅读下面段落，把黑体突出的单词翻译成中文。（尽可能记住这些单词。）
Passage1
At a top academic institution, an adolescent named Li Ming, known for his aptitude and
ardent spirit, was never considered elite, but his diligent work impressed even the most
eminentprofessors.
One day, during a seminar on rhetoric and metaphor, Li Ming made an analogy between
thestagnantcurriculum and diluted learning. The chancellor,surprised byhis acute insight,
asked him to writea proposalto amend thesystem.
A group of scholars was convened to examine his ideas. Some members of the bureaucracy
tried to criticize and denounce him, calling his views too bold for a student. But with strong
instruction from mentors, and by using careful observation, Li Ming testified that change
was necessary.
Though a former alumnus attempted to mediate, debate became intense. The concurrent
voices in the room—some calling him notorious, others praising his innovative thinking—
blurredthe outcome. Eventually, the board voted to conferapproval.
His ideas, though slightly diluted, became part of a new curriculum, improving educational
acquisition for future students. Li Ming left a lasting legacy, and his case is now taught as
part of acourse onstudent-led reform.
He remains a symbol of how one voice, even without prestige, can move an institution—a
real-world analogy for leadership born of courage and thought, not status.Passage2
Li Ming used to be a naive college student who thought life would always be smooth. But
reality soon hit hard. After failing to enter graduate school, he fell into depression and
anguish,feeling overwhelmed byturmoil insideand out.
At first, he was too complacent to face the failure. He even began to resent his classmates’
success and felt the bias of society against those who stumble. He started to contemplate
giving up.
But one day, he heard a professor articulate this: “True strength is to be resilient when
facing setbacks and to aspire toward growth even in pain.” That speech ignited something in
him.He began todifferentiate between imagined barriers andreal challenges.
He tried to conceive a new path. He no longer saw emotions as weakness but as cognitive
signals that he must listen to. He read books, developed skills, and even volunteered to
bolsterhis confidence and experience.
Though the world still seemed contentious, and success still looked plausible but distant, he
chose not to indulge in self-pity or hide behind arrogance. Instead, he learned to be wary of
his ownbiases,and to reinforcehis values throughaction.
Li Ming once yearned for a perfect life, but now he understands that dreams are contingent
uponeffort. Hedidn't underestimate theobstacles anymore. Hewelcomed them.
With time, he weathered the storm. Through agony, reflection, and change, he discovered a
tranquillity he had never known. Now he shares his story not out of arrogance, but out of
compassion—to tell others that even in thedarkest moments,you can conceive light.参考答案：
Passage1：
在一所顶尖的 academic institution(学术机构)中，有位名叫李明的 adolescent(青少
年)，因其aptitude(天赋)与ardent(热情)而出众，尽管他并非 elite(精英)出身，却凭
借diligent(勤奋)赢得了eminent(杰出)教授的赞赏。
某日，在一次关于 rhetoric(修辞)与 metaphor(隐喻)的讲座中，李明用一个
analogy(类比)指出学校 stagnant(停滞)不前的课程就像被 diluted(稀释)的学习。
chancellor(校长)被他的 acute(敏锐)洞察力打动，请他写一份 proposal(提案)以
amend（修改)教学体系。
学校随即 convened(召集）学者 examine(审查)其意见。一些 bureaucracy(官僚)试图
criticize(批评)和 denounce(谴责)他，认为他的观点过于激进。但在导师的
instruction(指导)下，李明用缜密的 observation(观察力)testified(作证)：改革势在必
行。
尽管一位 alumnus(校友 )试图 mediate(调解)，讨论仍十分激烈。会场上
concurrent(同时发生)的争论让结果一度 blur(模糊)不清，有人称他 notorious(臭名
昭著)，也有人赞他innovative(创新)非凡。最终，董事会决定confer(授予)通过。
他的想法虽然被部分 diluted（稀释)，但仍被纳入新 curriculum（课程）体系，提升
了学生的知识 acquisition（获取）质量。李明留下了深远的 legacy（遗产），他的事
迹如今被列入一门关于学生改革的课程中。
他证明：即使没有 prestige（声望），一个普通学生也能推动一所 institution(机构)改
变——这是关于领导力最真实的analogy(比喻)：源自勇气与思想，而非地位。Passage2：
李明曾是个 naive（天真的）大学生，认为生活总会一帆风顺。但现实很快给了他当头
一棒。考研失败后，他陷入了 depression（抑郁）和 anguish（极度痛苦）之中，内外
都充满了turmoil（混乱）。
起初，他过于 complacent（自满的），不愿正视失败。他甚至开始 resent（怨恨）同
学们的成功，觉得社会对失败者充满 bias（偏见）。他开始 contemplate（沉思） 是
否该就此放弃。
直到有一天，他听到一位教授清晰地 articulate（表达）道：“真正的坚强，是在挫折
面前仍能 resilient（有韧性的），在痛苦中仍能 aspire（渴望）成长。”这番话点燃了
他心中的火焰。他开始differentiate（区分）哪些是想象中的障碍，哪些是真实的挑战。
他开始 conceive（构思）新的道路。他不再将情绪视为软弱，而是视为必须倾听的
cognitive（认知的）信号。他阅读书籍，提升技能，甚至参加志愿服务来 bolster（增
强）信心和经验。
尽管这个世界依旧 contentious（充满争议的），成功仍然只是 plausible（貌似合理的）
却遥远的梦想，他不再indulge（沉溺）于自怜，也不再躲在arrogance（傲慢）背后。
相反，他学会对自己的 biases（偏见）保持 wary（警惕），并通过实际行动不断
reinforce（强化）自己的价值观。
李明曾 yearn（渴望）完美的人生，但现在他明白了，梦想的实 contingent（取决于）
于自己的努力。他不再underestimate（低估）困难，而是坦然面对。
最终，他挺过了风暴。通过 agony（痛苦）、反思与改变，他找到了前所未有的
tranquillity（宁静）。如今，他分享自己的故事，不是出于 arrogance（傲慢），而是
出于 compassion（同情）——为了告诉别人，即使在最黑暗的时刻，也可以 conceive
（构思） 出希望的光芒。
