6

I Have a
Dream
Thinking Ahead
1. Watch the video and write T (true) or F (false) before each of the
following statements.
　　　 (1) Martin Luther King, Jr. was inspired to fight for civil rights by
Scan and Watch
his mother.
　　　 (2) Dr. King’s wife never took part in the civil rights movement.
　　　 (3) Rosa Parks was a black woman arrested for refusing to give up her seat
on a bus to a white man.
146
 Mini-Challenge
Task 1 : Discovering the Power of Rhetorical Devices
Task 2: Promoting Racial Equality

　　　 (4) The organization Dr. King founded in 1957 did not approve of violent protest
methods to fight for civil rights.
　　　 (5) Dr. King’s speech contributed to the passage of the Civil Rights Act.

2. Look at the picture. Who are these people, and what

are they doing? Why are some of the people chained
up, and what will happen to them?
In the picture, I see.... The...are chained up because....
They will....
147
 Reading Selection 課文動畫
課文朗讀

Reading Strategy

Identifying Rhetorical Devices*

　　Rhetorical devices are special techniques of using language to evoke* a particular

reaction from the audience. By identifying the rhetorical devices in a text, the reader can
understand the author’s feelings, intentions, or deeper messages hidden “between the
lines.”
　　In Martin Luther King, Jr. ’s famous “I Have a Dream” speech, the following rhetorical
devices are frequently used:
(1) simile*: directly comparing two things with “like” or “as”
e.g. ...justice rolls down like waters, and righteousness like a mighty stream.
(2) metaphor*: comparing two things by implying their similar characteristics
e.g. ...the life of the Negro is still sadly crippled by the manacles of segregation and the
chains of discrimination.
(3) repetition: repeating a word, phrase, or sentence
e.g. I have a dream that...the table of brotherhood. I have a dream that...an oasis of
freedom and justice.

☺Word Bank rhetorical device 修辭技巧　　evoke 引起　　simile 明喻　　metaphor 暗喻

Note the Details

1. When and where did
Dr. King deliver the
1

O n August 28, 1963, Martin Luther King, Jr. *

marched 1 to the Lincoln Memorial 2* in

Washington, DC * and delivered a historic speech before a

speech “I Have a
Dream”? crowd of over 250,000 people. In that speech, King

5 outlined 3 his hopes for the future—a time when racism 4

would end and African Americans would be treated by

whites as equals. That speech turned out to be a decisive 5

148
 Lesson 6 I Have a Dream

moment in the civil 6 rights movement. Had Dr. King not

made the speech, the United States might not have

10 introduced a series of laws to grant 7 new rights to African

Americans within just a few years.

　　I am happy to join with you today in what will go down

in history as the greatest demonstration for freedom in the

history of our nation.

15 　　Five score years ago, a great American, in whose

6
symbolic shadow we stand today, signed the Emancipation

Proclamation*. This momentous* decree* came as a great

beacon* light of hope to millions of Negro* slaves who had

been seared* in the flames8 of withering9 injustice. It came

20 as a joyous daybreak to end the long night of their

captivity10.

On August 28, 1963,

Martin Luther King, Jr.
marched to the Lincoln
Memorial in Washington,
DC and delivered a historic
speech before a crowd of
over 250,000 people.

149
 2. What “shameful 　　But one hundred years later, the Negro still is not free.
condition” does Dr.
One hundred years later, the life of the Negro is still sadly
King want to
dramatize? crippled11 by the manacles* of segregation12 and the

25 chains of discrimination. One hundred years later, the

Negro lives on a lonely island of poverty in the midst13 of a

vast ocean of material prosperity. One hundred years later,

the Negro is still languishing* in the corners of American

society and finds himself an exile14 in his own land. And so

30 we’ve come here today to dramatize a shameful15

condition.

　　...“When will you be satisfied?” We can never be

satisfied as long as the Negro is the victim of the

unspeakable horrors of police brutality. We can never be

35 satisfied as long as our bodies, heavy with the fatigue16

of travel, cannot gain lodging* in the motels of the

highways and the hotels of the cities. We cannot be

satisfied as long as the Negro’s basic mobility17 is from a

smaller ghetto to a larger one. We can never be satisfied as

40 long as our children are stripped of their self-hood and

robbed18 of their dignity19 by a sign stating: “For Whites

Only.” We cannot be satisfied as long as a Negro in

Mississippi* cannot vote and a Negro in New York believes

150
 Lesson 6 I Have a Dream

he has nothing for which to vote. No, no, we are not satisfied,

45 and we will not be satisfied until justice rolls down like

waters, and righteousness like a mighty stream.

　　...Let us not wallow* in the valley of despair, I say to

you today, my friends.

　　And so even though we face the difficulties of today

50 and tomorrow, I still have a dream. It is a dream deeply

rooted in the American dream.

　　I have a dream that one day this nation will rise up and

6
live out the true meaning of its creed*: “We hold these

truths to be self-evident, that all men are created equal.”

55 　　I have a dream that one day on the red hills of

Georgia*, the sons of former slaves and the sons of former

slave owners will be able to sit down together at the table

of brotherhood.

I have a dream that one day

this nation will rise up and
live out the true meaning of its
creed: ‘We hold these truths
to be self-evident, that all men
are created equal.’

151
 　　I have a dream that one day even the state of

60 Mississippi, a state sweltering* with the heat of injustice,

sweltering with the heat of oppression20, will be

transformed into an oasis* of freedom and justice.

3. What kind of nation 　　I have a dream that my four little children will one day
did Dr. King wish his
live in a nation where they will not be judged by the color
four children to live
in? 65 of their skin but by the content of their character.

　　I have a dream today!

　　I have a dream that one day, down in Alabama, with its

vicious21 racists, with its governor* having his lips dripping

with the words of “interposition*” and “nullification*”

70 — one day right there in Alabama little black boys and black

152
 Lesson 6 I Have a Dream

girls will be able to join hands

with little white boys and white

girls as sisters and brothers. With this faith, we will be able to

　　I have a dream today!
75 　　I have a dream that one day
every valley shall be exalted*,
and every hill and mountain
work together, to pray together,
to struggle together, to go to jail
together, to stand up for freedom
together, knowing that we will
be free one day.

shall be made low, the rough

places will be made plain, and the crooked* places will be

6
80 made straight; and the glory of the Lord* shall be revealed

and all flesh shall see it together.

　　This is our hope, and this is the faith that I go back to

the South with.

　　With this faith, we will be able to hew* out of the

85 mountain of despair a stone of hope. With this faith, we will

be able to transform the jangling* discords* of our nation

into a beautiful symphony22 of brotherhood. With this

faith, we will be able to work together, to pray together, to

struggle together, to go to jail together, to stand up for

90 freedom together, knowing that we will be free one day.

　　And when this happens, when we allow freedom [to]

ring, when we let it ring from every village and every

153
 hamlet*, from every state and every city, we will be able to

speed up that day when all of God’s children, black men

95 and white men, Jews and Gentiles*, Protestants* and

Catholics*, will be able to join hands and sing in the words

of the old Negro spiritual:

　　Free at last! Free at last!

　　Thank God Almighty*, we are free at last!

100 　　Although Dr. King’s dream has yet to be fully realized,

his speech did lead to significant change. His eloquence 23

appealed to human emotions, and his rhetorical 24 skills

awoke the consciences 25 of many Americans who had

ignored or condoned* racial oppression. “I Have a

105 Dream” was to civil rights supporters what a battle cry is

to a warrior 26. The speech continues to inspire people to

this day and will likely do so as long as inequality exists.

—Excerpted from “I Have a Dream” by Martin Luther King, Jr.

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 Lesson 6 I Have a Dream

Reading Strategy

Review: Making Inferences

Making inferences allows readers to understand things that are implied but not actually
written in the text. When making inferences, readers use not only the text itself but also
personal knowledge and experience to uncover more details about an event or a character,
understand the reasons behind certain occurrences, or make predictions about the story.
Making inferences improves comprehension and develops critical thinking skills.

The following are some descriptions of American society at the time when the speech was
given. Check the ones you can infer from the speech.
□ Many African Americans were treated violently and unfairly by the police.
□ The civil rights movement echoed the American creed that “all men are created equal.”
□ Georgia was one of the few states where black people and white people got along well.
□ The Southern states were the only regions of the US where racial discrimination occurred.

6
Think and Reflect
1. Do you agree with the author’s opinion
Think about...
that “Dr. King’s dream has yet to be fully
the rights of African Americans today
realized”? Why or why not?
Yes, I agree with the author’s opinion the education of African Americans today
because.... the social status of African Americans today
No, I don’t agree with the author’s the living conditions of African Americans today
opinion because....

2. Do you think there is racial

Think about...
discrimination in Taiwan? Share your
the migrant workers
opinion.
Yes, I think there is racial discrimination the immigrant brides

in Taiwan.... the indigenous peoples

No, I don’t think there is racial the kids of immigrant parents
discrimination in Taiwan....

155
 Graphic Organizer
Being able to distinguish between past, present, and future helps to give us a clear
picture of a subject in different periods of time. Use the graphic organizer to analyze
what Martin Luther King, Jr. described about African Americans’ situation in his famous
speech. Complete the organizer with the information from the passage.

Martin Luther King, Jr. ’s Speech “I Have a Dream”

Past ◆ Five score years ago, a great American signed the

A momentous
1
 .
decree was signed.

Present ◆ The Negro is crippled by 2

One hundred years  .

later, the Negro still ◆ The Negro is the victim of 3
is not free.  .
◆ Their children are robbed of their dignity by 4
 .
◆ A Negro in Mississippi cannot 5　　　　　 and a Negro in
New York believes 6
 .

Future ◆ One day this nation will rise up and live out the true meaning

I still have a dream. of its creed: 7

It is a dream deeply 
rooted in the 
American dream.
◆ One day on the red hills of Georgia, the sons of former slaves
and the sons of former slave owners will 8
 .
◆ One day the state of Mississippi will 9
 .
◆ One day in Alabama little black boys and black girls will
10

 .
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 Lesson 6 I Have a Dream

Comprehension Practice
Practice A

General 1. What was the “dream” that Martin Luther King, Jr. had?
Understanding
(A) The next generation would be better educated.
(B) Half the country’s politicians would be African American.
(C) African Americans could enjoy true equality and freedom.
(D) African Americans would found an independent country
of their own.

Key Details 2. Which of the following statements about the Emancipation

Proclamation is true?
(A) It was signed in the seventeenth century.
(B) It aimed to bring justice to African Americans.
(C) It resulted in the rise of the civil rights movement.
(D) It dramatized the shameful conditions African Americans
6
faced.

Inference 3. What is implied about the state of Mississippi in the 1960s?

(A) It was an oasis of freedom and justice.
(B) It granted black people the right to vote.
(C) It had the most black slaves in the United States.
(D) It was notorious for serious racial discrimination.

Practice B

The African Americans living in 　　　　　　　　 were among the few who had the
right to vote.

157
 Vocabulary & Phrases 字彙朗讀

Words for Production

1. march ▲ vi. 遊行示威；遊行抗議　to walk through the streets to express ideas
[mɑrtʃ] or protest about something
• The crowd marched through the city to protest against the corrupt
government.
vi. 齊步走；行進
▲

• The soldiers marched along the road in an orderly fashion during

the parade.
march n. [C] 示威遊行；抗議遊行
▲

[mɑrtʃ] • A large group of laborers went on a march to demand increased

pay and improved working conditions.

2. memorial n. [C] 紀念物；紀念碑　a structure or item that is built in memory of

▲

[mə`morɪəl] someone or something

• The city built a large statue as a memorial to heroes in the war.
memorial adj. 紀念的；悼念的
▲

[mə`morɪəl] • Hundreds of people came to the memorial ceremony for the late
president to pay their last respects.

3. outline vt. 概述；略述　to describe the main ideas of something

▲

[`aʊtˏlaɪn] • In the interview, Daniel outlined his college plans to the admission
committee.
outline n. [C, U] 大綱；概要
▲

[`aʊtˏlaɪn] • When Grace drew up an outline of her speech, she tried to list all
her main points first before moving on to the details.
• The manager had no time to go over all the conditions and could
only explain the deal to his staff in outline.

158
 Lesson 6 I Have a Dream

4. racism n. [U] 種族主義；種族歧視　the belief that some races of people are

▲
[`resɪzəm] better than others and the resulting unfair treatment of members of other
races
• Both security guards were accused of racism after they
automatically assumed the black man had stolen the jewelry.
racist n. [C] 種族主義者
▲
[`resɪst] • If the judge himself is clearly a racist, how can any non-white
citizens expect a fair trial?
racial adj. 種族的
▲

[`reʃəl] • Asians became the victims of racial prejudice in Europe and North
America during the coronavirus pandemic because the virus
originated in Asia.

5. decisive adj. 關鍵的；決定性的　critical and powerful in influencing the

▲

[dɪ`saɪsɪv] outcome of a situation

• A decisive factor in our victory was the goal Steve made in the last
second of the game.
6
6. civil adj. 人民的；國民的　having to do with the citizens of a country
▲

[`sɪvḷ] • The civil war broke out mainly due to the conflicts between
different races in the country.

7. grant vt. 授予；准予　to allow someone to get what he or she has requested,
▲

[grænt] usually in a formal way

• The musician granted the director permission to use his music in
the film.
grant n. [C] 補助金；撥款
▲

[grænt] • After receiving a research grant, Andy had the funds to continue
his experimental studies.

159
 8. flame n. [C] 火焰　the hot, bright burning gas from something on fire

▲
[flem] • The two cars were in flames after they crashed into each other and
exploded.

9. wither vt. vi. （使）枯萎；（使）乾枯　(to cause) to dry up and die

[`wɪðɚ] ▲ • The severe drought withered all the plants in the fields.
• The flower withered in the summer heat, and all its color faded.
vi. 消逝；萎縮
▲

• The couple fight all the time, and it appears that their love is
withering.

10. captivity n. [U] 監禁　the condition of being kept in a place and not allowed to
▲

[kæp`tɪvətɪ] leave
• The animals in the circus are bred in captivity and suffer terrible
physical abuse.
captive n. [C] 俘虜
▲

[`kæptɪv] • After his army was defeated, the commander became a captive
and was put in chains.
captive adj. 被囚禁的
▲

[`kæptɪv] • The kidnapped boy was tied up with ropes and held captive in the
basement until the police saved him.

11. cripple vt. 使不良於行；使殘廢　to injure one’s body so that he or she cannot
▲

[`krɪpḷ] walk or move normally

• The car accident a few years ago left Jason crippled, and thus he
has been in a wheelchair ever since.

12. segregation n. [U] 隔離；分開　the practice or policy of keeping people apart

▲

[ˏsɛgrɪ`geʃən] • The segregation of infected patients should prevent the disease

from spreading to other parts of the hospital.

160
 Lesson 6 I Have a Dream

segregate vt. 隔離；分開

▲
[`sɛgrɪˏget] • The trainers segregated the big dogs from the small dogs to prevent
attacks and injuries.

13. midst n. [U] 中間　the middle part of something

▲
[mɪdst] • In the midst of Claire’s run, a wildcat jumped out of the bush and
stopped her in her tracks.

14. exile n. [C] 流亡者　someone who has been banned from his or her
▲

[`ɛksaɪl] homeland
• Unable to return home, the two political exiles have not seen their
families for years.
n. [U] 流亡
▲

• After criticizing the government in her novels, the writer was

forced to flee and live in exile abroad.
exile vt. 流放；放逐
6
▲

[`ɛksaɪl] • The president was exiled from the country because of the military
coup.

15. shameful adj. 可恥的　so wrong, bad, or ridiculous that one should feel ashamed
▲

[`ʃemfəl] • In Western societies, many people consider it shameful for a

healthy adult to live off his or her parents.
shame n. [U] 羞恥；羞愧
▲

[ʃem] • Peter blushed with shame when he was caught cheating on the
exam.
n. sing. 令人惋惜或遺憾的事
▲

• It’s a shame that Joanne didn’t get into the college she dreamed
of attending. She had worked so hard in high school.

161
 16. fatigue n. [U] 疲勞　the condition of being extremely tired

▲
[fə`tig] • Larry’s face was pale with fatigue because he had been working
nonstop for three days.

17. mobility n. [U] 流動性　the state of being able to move freely from one location to
[mo`bɪlətɪ] ▲ another, or one job to another
• When people are better-educated, they have greater upward career
mobility.
n. [U] 活動力
▲

• My brother’s broken leg has limited his mobility. He can’t run

around everywhere like before.
mobile adj. 可移動的
▲

[`mobḷ] • Mobile devices, such as tablets and smartphones, make it easy for
people to go online anytime and anywhere.

18. rob vt. 剝奪　 (robbed—robbed—robbing) to take away something that

▲

[rɑb] someone has, wants, or deserves

• When Dan’s parents went bankrupt, it robbed him of the chance
to go to college.
vt. 搶劫
▲

• The old lady was robbed of all her money when a young man
grabbed her bag and ran off.
robber n. [C] 搶犯；強盜
▲

[`rɑbɚ] • The bank robbers pointed their guns at the clerk and demanded
that she fill the bags with cash.
robbery n. [U, C] 搶劫
▲

[`rɑbərɪ] • During the armed robbery, the shop’s employees trembled at the
sight of the guns and handed all the money over without a word.
• After several robberies in the neighborhood, people began adding
extra locks to their doors for more security.

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 Lesson 6 I Have a Dream

19. dignity n. [U] 自尊　a sense of one’s own worth or value as a person

▲
[`dɪgnətɪ] • It’s not easy to preserve your dignity when you are forced to live
on the street and beg for your next meal.
n. [U] 尊嚴；莊重　

▲
• Everyone should be treated with dignity regardless of his or her
social status.

20. oppression n. [U] 壓迫　unfair and cruel treatment of people, especially by

▲

[ə`prɛʃən] preventing them from having the same rights as others

• After several decades of rule by a cruel leader, the people were
finally freed from oppression when he died.
oppress vt. 壓迫
▲

[ə`prɛs] • Many societies in the past oppressed women by not allowing

them to vote.

21. vicious adj. 邪惡的；兇殘的　purposefully cruel or hurtful

6
▲

[`vɪʃəs] • Over one hundred people were injured or killed during the vicious
terrorist attack.

22. symphony n. [C] 交響樂　a long musical composition that involves different
▲

[`sɪmfənɪ] instruments
• During the second movement of the symphony, the drums joined
in to add a stronger beat to the music.

23. eloquence n. [U] 雄辯；口才　the gift or skill of being able to speak or express
▲

[`ɛləkwəns] ideas very well

• The eloquence of the lawyer moved the jury and won freedom for
the client.
eloquent adj. 雄辯的；有說服力的
▲

[`ɛləkwənt] • The candidate delivered such an eloquent speech that nearly

everyone who heard it was convinced to vote for him.

163
 24. rhetorical adj. 修辭的　dealing with the art of communication meant to persuade

▲
[rɪ`tɔrɪkḷ] people
• The use of rhetorical devices can make your speech both
impressive and persuasive.
rhetoric n. [U] 修辭（學）
[`rɛtərɪk] ▲ • After taking a course in rhetoric, Miranda was much better at
getting people to agree with her through her manner of speaking.

25. conscience n. [C, U] 良心；良知　the part of your mind that tells you whether your
▲

[`kɑnʃəns] behavior is morally right or wrong

• Sam had a guilty conscience after he lied to his parents, so he
eventually told them the truth.
• We should listen to our voice of conscience when having to make
a moral judgment.

26. warrior n. [C] 戰士　someone who fights in a war or battle

▲

[`wɔrɪɚ] • Amazon warriors bravely defended their homes when enemies

attacked.

Idioms and Phrases

1. go down in history　載入史冊；留名青史　to be important enough to be remembered or
recorded in history
• The discovery of the Earth-like planet will go down in history as a breakthrough in space
research.
2. as long as　只要　on condition that something is done, satisfied, or agreed to first
• As long as you buy a ticket for the exhibition by Friday, you will get 20% off.
3. be heavy with　充滿　to be filled with or contain a large amount of something
• After watching the sad movie, Karen’s heart was heavy with emotion.

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 Lesson 6 I Have a Dream

4. live out　實現　to actually do what one has dreamed of doing

• Jenny wanted to live out her dream of becoming an author, so she started by writing short
stories every day.
5. join hands (with)
(1) （與某人）手牽手　to hold each other’s hands
• The mother joined hands with her daughter whenever they crossed the street.
(2) （與某人）攜手合作　to work together to do something
• The two countries put aside their differences and joined hands to develop a vaccine for the
new infectious disease.
6. have yet to　還沒有；尚未　still have not
• Jamie ordered a pair of glasses two months ago, but they have yet to arrive.

Words for Recognition

1. Martin Luther King, Jr. [`mɑrtṇ `luθɚ `kɪŋ `dʒunjɚ]　n. 馬丁．路德•金恩（1929-68，非裔美
6
國人民權運動領袖）
[`lɪŋkən mə`morɪəl]　n. 林肯紀念堂（為紀念美國第十六任總統亞伯拉
2. Lincoln Memorial 
罕．林肯所設立）
3. Washington, DC [`wɑʃɪŋtən `di`si]　n. 華盛頓特區（美國首都）
4. Emancipation Proclamation [ɪˏmænsə`peʃən ˏprɑklə`meʃən]　n. 解放奴隸宣言
5. momentous [mo`mɛntəs]　adj. 重大的；重要的
6. decree [dɪ`kri]　n. [C] 法令
7. beacon [`bikən]　n. [C] 燈塔；燈標
8. Negro [`nigro]　n. [C] 黑鬼（對黑人極度冒犯的稱呼）
9. sear [sɪr]　vt. 燒灼；燒焦
10. manacle [`mænəkḷ]　n. [C] 腳鐐；手銬
11. languish [`læŋgwɪʃ]　vi. 受苦；煎熬
12. lodging [`lɑdʒɪŋ]　n. [U] 住宿
13. Mississippi [ˏmɪsə`sɪpɪ]　n. 密西西比（美國五十州之一）
14. wallow [`wɑlo]　vi. 沉湎於；陷於
15. creed [krid]　n. [C] 信念

165
 16. Georgia [`dʒɔrdʒə]　n. 喬治亞（美國五十州之一）
17. swelter [`swɛltɚ]　vi. 熱得難受
18. oasis [o`esɪs]　n. [C] 綠洲　(pl. oases)
19. governor [`gʌvɚnɚ]　n. [C] 州長
20. interposition [ˏɪntɚpə`zɪʃən]　n. [U] 干預權（美國憲法學說之一，主張各州有權採取行動來
阻止聯邦政府實施他們認為違憲的聯邦法律）
21. nullification [ˏnʌləfə`keʃən]　n. [U] 廢止權（美國憲法學說之一，主張各州有權廢止他們認
為違憲的聯邦法律）
22. exalt [ɪg`zɔlt]　vt. 提升
23. crooked [`krʊkɪd]　adj. 彎曲的
24. Lord [lɔrd]　n. 上帝
25. hew [hju]　vt. 劈開
26. jangle [`dʒæŋgḷ]　vi. 發出刺耳的聲音
27. discord [`dɪskɔrd]　n. [C] 不和諧音
28. hamlet [`hæmlɪt]　n. [C] 小村莊
29. Gentile [`dʒɛntaɪl]　n. [C] 非猶太人
30. Protestant [`prɑtɪstənt]　n. [C] 新教徒
31. Catholic [`kæθəlɪk]　n. [C] 天主教徒
32. almighty [ɔl`maɪtɪ]　adj. （指上帝）全能的
33. condone [kən`don]　vt. 縱容

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 Lesson 6 I Have a Dream

Sentence Pattern
, dress
Dear Emily d a m aged the
that I
a m d e e ply sorry t hat it wa
s a
I n’t k n o w own
me. I did Had I kn
you lent your f a t h e r .
e
ir t h d a y gift from u , I w o u ldn’t hav
b to yo
m u c h it meant p t this gift
as
how leas e a c c e
eckless. P
been so r ology.
t o k e n of my ap Sincerely,
a
Gina

在此語境中，Gina 表示若知道洋裝有多珍貴，就會更小心。實際上 Gina 原先不知情，因此使用與

過去事實相反的假設語氣。
6
Were + S +..., S + would/could/might + VR....
Had + S + p.p...., S + would/could/might + have + p.p.....
1. 此句型為假設語氣的倒裝句，通常出現在書面、演講或文學作品中。
2. 與現在事實相反的假設語氣改寫步驟為：
(1) 省略if，將be動詞were移至句首。
• If I were rich, I would buy a fancy car.

→ Were I rich, I would buy a fancy car.

(2) 若動詞為一般動詞則無法形成倒裝句。
3. 與過去事實相反的假設語氣改寫步驟為：省略if，將助動詞had移至句首。
• If I had finished the homework, I wouldn’t have been scolded by the teacher.

→ Had I finished the homework, I wouldn’t have been scolded by the teacher.

167
 Example
Had Dr. King not made the speech, the United States might not have introduced a series
of laws to grant new rights to African Americans within just a few years. (line 8)

Practice A
Rewrite the following sentences using the above pattern. The first one has been
done for you.
1. If the authorities concerned had been aware of the massive problem, they would have
taken proper action to deal with it.
→ Had the authorities concerned been aware of the massive problem, they would have taken
proper action to deal with it.
2. If I were in your situation, I would start looking for a new job.
→

3. If Tina were twenty years younger, she would be swept off her feet by* the pop idol
just like her daughter.
→

4. If we had left home earlier, we might not have been stuck in traffic.
→

5. If the weather had been nice, the baseball game wouldn’t have been cancelled.
→

6. If I had known that would be our last conversation, I wouldn’t have said those harsh
words to Aidan.
→

☺Word Bank be swept off one’s feet (by...) （對……）為之傾倒

168
 Lesson 6 I Have a Dream

Practice B
Many universities invite celebrities to give a commencement speech* at their
graduation ceremonies. These speakers often describe their own personal
experiences to share some important life lessons with the graduates. Read the
speeches below and make a sentence for each using the above pattern and the
highlighted words to express the life lessons. The first one has been done for you.
1.
I dropped out of Reed College after the first six months.
Because I didn’t have to take the normal classes that didn’t
interest me, I decided to drop in on those that looked
interesting. I took a calligraphy* class and learned a lot about
typography*. Ten years later, my colleagues and I designed
the first Macintosh computer. When I look back, I’m glad I
dropped out of college; otherwise, personal computers today

Steve Jobs
might not have the wonderful typography that they do.
6
Life Lesson: Had Steve Jobs not dropped out of college, he would not have taken a
calligraphy class, and personal computers today might not have the wonderful
typography that they do.
2.
When I was twenty-two, I was hired as a co-anchor* in a
news show. Over the next few months, however, the
producers tried to change my name, my image, and the way I
spoke. Every day, I found myself struggling with my new
identity. Despite all the setbacks, I never obeyed other
people and changed myself. It wasn’t until I was transferred
to host a talk show that I started to feel at home. I found
what I loved to do and became a successful talk show host.
Oprah Winfrey
Life Lesson:

☺Word Bank commencement speech 畢業演說　calligraphy 書法　typography 版面設計　co-anchor 共同主播

169
 3. As a young boy, I spent my summers with my grandparents.
I hated the smell when my grandmother smoked. One day, I
decided to do minor arithmetic* for my grandmother. I
estimated how much harm smoking had done to her and
proudly announced that at the rate she smoked, she had
reduced her lifespan by nine years. I expected to be praised
for my cleverness, but instead, my grandmother burst into
tears. My grandfather looked at me and said, “Jeff, one day
Jeff Bezos you’ll understand that it’s harder to be kind than clever.”
I wish I hadn’t hurt my grandmother’s feelings.

Life Lesson:

4.
I once met a local student in Tibet*. Her name was Yomei,
and she had dropped out of school to work and raise her
siblings. She later used her savings to buy coal so that other
students could continue learning during the freezing winter.
Yomei, who had almost nothing, brightened the lives of
those around her. Thanks to Yomei, I have realized that it
is not the tools in hand but the will in mind that betters
the world. Here at Cal*, we’ve been given the power to
Tsai-chu Yeh shape the future, and we strive to make those around us
shine brightly. Let’s take the light Berkeley has sparked in
us and use it to make the world a better place!

Life Lesson:

☺Word Bank arithmetic 算術　　Tibet 西藏　　Cal 柏克萊大學的暱稱

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 Lesson 6 I Have a Dream

Language Highlight
Parallelism (平行結構)
在篇章中，前後文重複出現句構相似的平行結構，可強化篇章的連貫性，並達到強調或加深印象
的效果。平行結構常應用於廣告標語、名言佳句、歌詞及演講等。
• Melts in your mouth, not in your hands. —M&M’s
• “One small step for man, one giant leap for mankind.” —Neil Armstrong

Examples
以課文中摘錄的〈I Have a Dream〉演講為例，馬丁．路德．金恩善用不同形式的平行結構
（包含句子、子句、名詞、動詞、不定詞等），來強調黑人受到的不平等待遇，以及他對於黑人
與白人終有一天能平等共存的期盼與信念。
1. One hundred years later, S + still is/is still....
• One hundred years later, the Negro still is not free. (line 22)
• One hundred years later, the life of the Negro is still sadly crippled by the manacles
6
of segregation and the chains of discrimination.... (line 23)
2. We can never be satisfied as long as + S + V....
• We can never be satisfied as long as the Negro is the victim of the unspeakable
horrors of police brutality. (line 32)
• We can never be satisfied as long as our bodies, heavy with the fatigue of travel,
cannot gain lodging in the motels of the highways and the hotels of the cities....
(line 34)
3. I have a dream that one day....（演講中重複多次）
• I have a dream that one day every valley shall be exalted, and every hill and
mountain shall be made low, the rough places will be made plain, and the
crooked places will be made straight; “and the glory of the Lord shall be
revealed and all flesh shall see it together.” (line 75)

171
 4. With this faith, we will be able to + VR....
• With this faith, we will be able to hew out of the mountain of despair a stone of
hope. (line 84)
• With this faith, we will be able to transform the jangling discords of our nation
into a beautiful symphony of brotherhood. (line 85)
• With this faith, we will be able to work together, to pray together, to struggle
together, to go to jail together, to stand up for freedom together, knowing that
we will be free one day. (line 87)

Practice
Read the following inspirational quotes or excerpts from speeches and look for
parallelism. Underline the parallel parts and write down their structure. The first
one has been done for you.
1. Live as if you were to die tomorrow. Learn as if you were to live forever.
—Mahatma Gandhi
Parallelism: V as if you were to V (time)
2. There are two kinds of failures: those who thought and never did, and those who did
and never thought. —Laurence J. Peter
Parallelism: 　　　　　　　　　　　　　　　　　　　　　　
3. The optimist* sees opportunity in every danger; the pessimist* sees danger in every
opportunity. —Winston Churchill
Parallelism: 　　　　　　　　　　　　　　　　　　　　　　
4. So let me ask you as I close, to lift your eyes beyond the dangers of today, to the hopes
of tomorrow, beyond the freedom merely of this city of Berlin*, or your country of
Germany, to the advance of freedom everywhere, beyond the wall to the day of peace
with justice, beyond yourselves and ourselves to all mankind.
—John F. Kennedy’s “Ich bin ein Berliner” (I am a Berliner) Speech
Parallelism: 　　　　　　　　　　　　　　　　　　　　　　

☺Word Bank optimist 樂觀主義者　　pessimist 悲觀主義者　　Berlin 柏林

172
 Lesson 6 I Have a Dream

5. Build me a son, O Lord, who will be strong enough to know when he is weak, and
brave enough to face himself when he is afraid; one who will be proud and unbending
in honest defeat, and humble and gentle in victory.
—General Douglas MacArthur’s Prayer for His Son
Parallelism: (1)　　　　　　　　　　　　　　　　　　　　　　　
(2)　　　　　　　　　　　　　　　　　　　　　　
6. This award is not just for me. It is for those forgotten children who want education. It
is for those frightened children who want peace. It is for those voiceless children who
want change.
I am here to stand up for their rights, to raise their voice...it is not time to pity them. It
is time to take action so it becomes the last time that we see a child deprived of
education. —Malala Yousafzai’s Nobel Lecture
Parallelism: (1)　　　　　　　　　　　　　　　　　　　　　　　
(2)　　　　　　　　　　　　　　　　　　　　　　
6
Ellipsis (省略)
1. 在篇章中，前文已出現的名詞（片語）或動詞（片語），在語意清楚的情況下，可在後文中
省略，以使語句更精簡，這樣的手法稱為「省略」。
2. 常見的省略用法如下：
(1) 省略名詞（片語）：
• There are twenty folders. I will sort [the folders], and you can help to stack [the
folders].
(2) 省略動詞（片語）：
• “Wise men speak because they have something to say; fools [speak] because
they have to say something.” —Plato
• A: Have you cleaned your room?
B: No, but I will [clean my room].

173
 Example
We will not be satisfied until justice rolls down like waters, and righteousness [rolls
down] like a mighty stream. (line 45)

Practice

Read the following famous proverbs and quotes. For questions 1 to 4, make the
sentences more concise by crossing out the words that are repeated. For questions
5 to 8, fill in the words that have been left out. The first and fifth ones have been
done for you.
3.
2.
1. Keep your eyes on the
hand Actions speak louder
A b ir d in t h e stars, and keep your
b ir d s than words speak.
is w or t h t w o feet on the ground.
in t h e b u s h . —Theodore Roosevelt

5.
4. 6.
,
A stitch* in time Fall seven times
k you can
If you thin saves nine stitches. stand up eight
n do it.
do it, you ca
rroughs 　　　　　.
—John Bu

8.
7.
was in
Black boys became criminalized. I
Some cause happiness
because
constant dread* for their lives,
wherever they go; others
e. They
they were targets everywher
.
still are
whenever they go.
—Toni Morrison
—Oscar Wilde

174 ☺Word Bank stitch（縫紉或編織的）一針　　dread 恐懼

 Lesson 6 I Have a Dream

Listening Strategy
Strategy Review
Note-Taking
The Cornell method consists of three steps. While listening to a lecture or a
conversation, take notes of the main points and details in the right section of the
page, and write down key words as cues in the left column. Then, summarize the
main ideas in the bottom section of the page. This method is great for arranging and
reviewing information.

Listening for Opinions

During a discussion or debate, a variety of opinions will be expressed. It is important
that you understand how to distinguish the opinions and how they are supported.

6
Listening Comprehension
Read through the text, chart, and questions. Then, listen to the recording. Fill in the
blanks in the chart and choose the most appropriate answer for each question.

175
 Cues Notes
Jane •India: more than 1　　　　　 of females under the age of 18 are
forced into marriage.
•Child marriage is controversial* because 2　　　　　　　　　　　
　　　　　　　　　　　　　　.

Cindy •3　　　　　　　　　　　　　　　　　　　　　　　　　　　
because it often means that many girls are denied the chance to get
a good education.
• 　　　　　　: Due to the COVID-19* crisis, many parents are
4

choosing to marry their daughters off to older men.

James •the UK: children aged 5　　　　　　　 can marry if their parents
agree to it.
Summary
Child marriage results in the oppression of young women and affects their education.
The world should do more to address this problem.

1. (A) The freedom of young females in India.

(B) Marriage issues in developing countries.
(C) Views on child marriage around the world.
(D) The global problems caused by COVID-19.
2. (A) Child marriage is part of the local culture.
(B) Children aged 16-17 can marry if their parents agree to it.
(C) Because of the COVID-19 crisis, many girls are forced into marriage.
(D) Girls are forced to stay at home and do household chores by their husbands.

☺Word Bank controversial 有爭議的　　COVID-19 新冠肺炎

176
 Lesson 6 I Have a Dream

3. (A) 9% (B) 16% (C) 20% (D) 27%

4. (A) It is just a cultural phenomenon.
(B) It should be completely prohibited.
(C) It is not limited to the developing world.
(D) It may bring about some heated arguments.

177