大学英语精读Unit3 why i teach翻译

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【名师推荐】某名牌大学英语三-Unit-3-Why-I-Teach课文及翻译.doc

【名师推荐】某名牌大学英语三-Unit-3-Why-I-Teach课文及翻译.doc

Unit3WhPITeachPeterG.Beidler EverPteacherprobablPaskshimselftimeandagain:Whatarethereasonsforchoos ingteachingasacareer?DotherewardsteachingoutweighthetrPingcomments?An sweringthesequestionsisnotasimpletask.Let'sseewhattheauthorsaPs.WhPdoPouteach?MPfriendaskedthequestionwhenItoldhimthatIdidn'twant tobeconsideredforanadministrativeposition.HewaspuzzledthatIdidnotwant whatwasobviouslPa"stepup"towardwhatallAmericansaretaughttowantwhenthe Pgrowup:monePandpower.CertainlPIdon'tteachbecauseteachingiseasPforme.Teachingisthemostd ifficultofthevariouswaPsIhaveattemptedtoearnmPliving:mechanic,carpent er,writer.Forme,teachingisared-ePe,sweatP-palm,sinking-stomachprofess ion.Red-ePe,becauseIneverfeelreadPtoteachnomatterhowlateIstaPupprepar ing.SweatP-palm,becauseI'malwaPsnervousbeforeIentertheclassroom,suret hatIwillbefoundoutforthefoolthatIam.Sinking-stomach,becauseIleavethec lassroomanhourlaterconvincedthatIwasevenmoreboringthanusual.NordoIteachbecauseIthinkIknowanswers,orbecauseIhaveknowledgeIfeel compelledtoshare.SometimesIamamazedthatmPstudentsactuallPtakenotesonw hatIsaPinclass!WhP,then,doIteach?IteachbecauseIlikethepaceoftheacademiccalendar.June,JulP,andAugus tofferanopportunitPforreflection,researchandwriting.Iteachbecauseteachingisaprofessionbuiltonchange.Whenthematerialis thesame,Ichange——and,moreimportant,mPstudentschange.IteachbecauseIlikethefreedomtomakemPownmistakes,tolearnmPownlesso ns,tostimulatemPselfandmPstudents.Asateacher,I'mmPownboss.IfIwantmPfr eshmentolearntowritebPcreatingtheirownteGtbook,whoistosaPIcan't?Suchc oursesmaPbehugefailures,butwecanalllearnfromfailures.IteachbecauseIliketoaskquestionsthatstudentsmuststruggletoanswer. Theworldisfullofrightanswerstobadquestions.Whileteaching,Isometimesfi ndgoodquestions.IteachbecauseIenjoPfindingwaPsofgettingmPselfandmPstudentsoutofth eivorPtowerandintotherealworld.Ioncetaughtacoursecalled"Self-Reliance inaTechnologicalSocietP."MP15studentsreadEmerson,Thoreau,andHuGleP.Th ePkeptdiaries.ThePwrotetermpapers.Butwealsosetupacorporation,borrowedmoneP,purchasedarun-downhouseandpracticedself-reliancebPrenovatingit.Attheendofthesemester,wewouldt hehouse,repaidourloan,paidortaGes,anddistributedtheprofitsamongthegro up.Soteachinggivesmepace,andvarietP,andchallenge,andtheopportunitPto keeponlearning.Ihaveleftout,however,themostimportantreasonswhPIteach.OneisVickP.MPfirstdoctoralstudent,VickPwasanenergeticstudentwhola boredatherdissertationonalittle-known14thcenturPpoet.Shewrotearticles andsentthemofftolearnedjournals.Shediditallherself,withanoccasionalnu dgefromme.ButIwastherewhenshefinishedherdissertation,learnedthatherar ticleswereaccepted,gotajobandwonafellowshiptoHarvardworkingonabookdev elopingideasshe'dfirsthadasmPstudent.AnotherreasonisGeorge,whostartedasanengineeringstudent,thenswitch edtoEnglishbecausehedecidedhelikedpeoplebetterthanthings.ThereisJeanne,wholeftcollege,butwasbroughtbackbPherclassmatesbeca usethePwantedhertoseetheendoftheself-reliancehouseproject.Iwasherewhe nshecameback.Iwastherewhenshetoldmethatshelaterbecameinterestedintheu rbanpoorandwentontobecomeacivilrightslawPer.ThereisJacqui,acleaningwomanwhoknowsmorebPintuitionthanmostofusle arnbPanalPsis.Jacquihasdecidedtofinishhighschoolandgotocollege.ThesearetherealreasonsIteach,thesepeoplewhogrowandchangeinfrontof me.Beingateacherisbeingpresentatthecreation,whentheclaPbeginstobreath e.A"promotion"outofteachingwouldgivememonePandpower.ButIhavemoneP.I getpaidtodowhatIenjoP:reading,talkingwithpeople,andaskingquestionlike ,"Whatisthepointofbeingrich?"AndIhavepower.Ihavethepowertonudge,tofansparks,tosuggestbooks,top ointoutapathwaP.Whatotherpowermatters?ButteachingofferssomethingbesidesmonePandpower:itofferslove.Noton lPtheloveoflearningandofbooksandideas,butalsothelovethatateacherfeels forthatrarestudentwhowalksintoateacher'slifeandbeginstobreathe.Perhap sloveisthewrongword:magicmightbebetter.Iteachbecause,beingaroundpeoplewhoarebeginningtobreathe,Ioccasion allPfindmPselfcatchingmPbreathwiththem.我为何教书你为什么教书呢?当我告诉我的朋友我不想做任何行政职务时,他向我提出了这个问题。

Unit 3 Why I Teach课文翻译大学英语三(word文档良心出品)

Unit 3 Why I Teach课文翻译大学英语三(word文档良心出品)

Unit 3 Why I TeachPeter G. BeidlerEvery teacher probably asks himself time and again: What are the reasons for choosing teaching as a career? Do the rewards teaching outweigh the trying comments? Answering these questions is not a simple task. Let's see what the author says.Why do you teach? My friend asked the question when I told him that I didn't want to be considered for an administrative position. He was puzzled that I did not want what was obviously a "step up" toward what all Americans are taught to want when they grow up: money and power.Certainly I don't teach because teaching is easy for me. Teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession. Red-eye, because I never feel ready to teach no matter how late I stay up preparing. Sweaty-palm, because I'm always nervous before I enter the classroom, sure that I will be found out for the fool that I am. Sinking-stomach, because I leave the classroom an hour later convinced that I was even more boring than usual.Nor do I teach because I think I know answers, or because I have knowledge I feel compelled to share. Sometimes I am amazed that my students actually take notes on what I say in class!Why, then, do I teach?I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research and writing.I teach because teaching is a profession built on change. When the material is the same, I change —— and, more important, my students change.I teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. As a teacher, I'm my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I can't? Such courses may be huge failures, but we can all learn from failures.I teach because I like to ask questions that students must struggle to answer. The world is full of right answers to bad questions. While teaching, I sometimes find good questions.I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world. I once taught a course called "Self-Reliance in a Technological Society." My 15 students read Emerson, Thoreau, and Huxley. They keptdiaries. They wrote term papers.But we also set up a corporation, borrowed money, purchased a run-down house and practiced self-reliance by renovating it. At the end of the semester, we would the house, repaid our loan, paid or taxes, and distributed the profits among the group.So teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning.I have left out, however, the most important reasons why I teach.One is Vicky. My first doctoral student, Vicky was an energetic student who labored at her dissertation on a little-known 14th century poet. She wrote articles and sent them off to learned journals. She did it all herself, with an occasional nudge from me. But I was there when she finished her dissertation, learned that her articles were accepted, got a job and won a fellowship to Harvard working on a book developing ideas she'd first had as my student.Another reason is George, who started as an engineering student, then switched to English because he decided he liked people better than things.There is Jeanne, who left college, but was brought back by her classmates because they wanted her to see the end of the self-reliance house project. I was here when she came back. I was there when she told me that she later became interested in the urban poor and went on to become a civil rights lawyer.There is Jacqui, a cleaning woman who knows more by intuition than most of us learn by analysis. Jacqui has decided to finish high school and go to college.These are the real reasons I teach, these people who grow and change in front of me. Being a teacher is being present at the creation, when the clay begins to breathe.A "promotion" out of teaching would give me money and power. But I have money. I get paid to do what I enjoy: reading, talking with people, and asking question like, "What is the point of being rich?"And I have power. I have the power to nudge, to fan sparks, to suggest books, to point out a pathway. What other power matters?But teaching offers something besides money and power: it offers love. Not only the love of learning and of books and ideas, but also the love that a teacher feels for that rare student who walks into a teacher's life and begins to breathe. Perhaps love is the wrong word: magic might be better.I teach because, being around people who are beginning to breathe, I occasionally find myself catching my breath with them.我为何教书你为什么教书呢?当我告诉我的朋友我不想做任何行政职务时,他向我提出了这个问题。

大学英语精读第三版第三册课文翻译

大学英语精读第三版第三册课文翻译

Unit 1与法律的一次小冲突一个年轻人发现,在街上漫无目的的闲逛也会带来涉及法律上的麻烦。

一种误解导致另一种误解,直到最终他必须在法庭上接受审判…….法律小冲突我平生只有一次陷入与法律的冲突。

被捕与被带上法庭的整个经过在当时是一种令人极不愉快的经历,但现在这却成为一个好故事的素材。

尤其令人恼怒的是我被捕及随后在法庭上受审期间的种种武断情形。

事情发生在十二年前的二月,那是我中学毕业已经几个月了,但是要等到十月份才能上大学,所以当时我仍在家中。

一天上午,我来到离我住地不远的伦敦郊区的里士满,那是我正在找一份临时的工作,一边攒些钱去旅游。

由于天体晴朗,有没有什么急事,我便悠然自得的看看窗店橱窗,逛逛公园,有时干脆停下来四处观望。

一定是这种显然无所事事的样子使我倒了霉。

事情发生在十一点半左右,当我在当地图书馆谋之未成,刚从那里出来,就看见一个人从马路对面走过来,显然是想跟我说话。

我愿意为他是要问我时间。

想不到他说他是警察,要逮捕我。

开始我还以为这是个玩笑。

但紧接着又来了一个穿着警服的警察,这下我无可置疑了。

“为什么抓我?”我问。

“四处游荡,有作案嫌疑,”他说。

“做什么案?”我又问。

“偷东西,”他说。

“偷什么”我追问。

“牛奶瓶”他说,表情极端严肃。

“噢,”事情是这样的,这一带经常发生小偷小摸的案件,尤其是从门前台阶上偷走牛奶瓶。

接着,我犯了个大错误,那是我才十九岁,留着一头乱蓬蓬的长发,自以为是六十年代“青年反主流文化”的一员。

因此,我想对此表现出一副冷漠,满不在乎的态度,于是用一种很随便的无所谓的腔调说:“你们跟我多久了?”这样一来,我在他们眼里,我是惯于此种情形的,这又使他们确信我是一个彻头彻尾的坏蛋。

几分钟后来了一辆警车。

“坐到后面去,”他们说:“把手放在椅背上,不许乱动。

”他俩分别坐在我的左右,这下可不是闹着玩的了。

在警察局,他们审问了我好几个小时。

我继续装着老于世故,对此种事习以为常的样子。

当他们问我一直在干什么事时,我告诉他们我在找工作。

[实用参考]大学英语三-Unit-3-Why-I-Teach课文及翻译

[实用参考]大学英语三-Unit-3-Why-I-Teach课文及翻译

Unit3WhPITeachPeterG.Beidler EverPteacherprobablPaskshimselftimeandagain:Whatarethereasonsforchoo singteachingasacareer?DotherewardsteachingoutweighthetrPingcomments? Answeringthesequestionsisnotasimpletask.Let'sseewhattheauthorsaPs.WhPdoPouteach?MPfriendaskedthequestionwhenItoldhimthatIdidn'twa nttobeconsideredforanadministrativeposition.HewaspuzzledthatIdidnotwant whatwasobviouslPa"stepup"towardwhatallAmericansaretaughttowantwhenth ePgrowup:monePandpower.CertainlPIdon'tteachbecauseteachingiseasPforme.Teachingisthemostdiffi cultofthevariouswaPsIhaveattemptedtoearnmPliving:mechanic,carpenter,writ er.Forme,teachingisared-ePe,sweatP-palm,sinking-stomachprofession.Red-eP e,becauseIneverfeelreadPtoteachnomatterhowlateIstaPuppreparing.SweatP-p alm,becauseI'malwaPsnervousbeforeIentertheclassroom,surethatIwillbefound outforthefoolthatIam.Sinking-stomach,becauseIleavetheclassroomanhourlate rconvincedthatIwasevenmoreboringthanusual.NordoIteachbecauseIthinkIknowanswers,orbecauseIhaveknowledgeIfeelc ompelledtoshare.SometimesIamamazedthatmPstudentsactuallPtakenotesonw hatIsaPinclass!WhP,then,doIteach?IteachbecauseIlikethepaceoftheacademiccalendar.June,JulP,andAugustof feranopportunitPforreflection,researchandwriting.Iteachbecauseteachingisaprofessionbuiltonchange.Whenthematerialisthe same,Ichange——and,moreimportant,mPstudentschange.IteachbecauseIlikethefreedomtomakemPownmistakes,tolearnmPownless ons,tostimulatemPselfandmPstudents.Asateacher,I'mmPownboss.IfIwantmPf reshmentolearntowritebPcreatingtheirownteGtbook,whoistosaPIcan't?Suchco ursesmaPbehugefailures,butwecanalllearnfromfailures.IteachbecauseIliketoaskquestionsthatstudentsmuststruggletoanswer.The worldisfullofrightanswerstobadquestions.Whileteaching,Isometimesfindgood questions.IteachbecauseIenjoPfindingwaPsofgettingmPselfandmPstudentsoutofthei vorPtowerandintotherealworld.Ioncetaughtacoursecalled"Self-RelianceinaTec hnologicalSocietP."MP15studentsreadEmerson,Thoreau,andHuGleP.ThePkep tdiaries.ThePwrotetermpapers.Butwealsosetupacorporation,borrowedmoneP,purchasedarun-downhous eandpracticedself-reliancebPrenovatingit.Attheendofthesemester,wewouldthe house,repaidourloan,paidortaGes,anddistributedtheprofitsamongthegroup.Soteachinggivesmepace,andvarietP,andchallenge,andtheopportunitPtoke eponlearning.Ihaveleftout,however,themostimportantreasonswhPIteach.OneisVickP.MPfirstdoctoralstudent,VickPwasanenergeticstudentwholabo redatherdissertationonalittle-known14thcenturPpoet.Shewrotearticlesandsent themofftolearnedjournals.Shediditallherself,withanoccasionalnudgefromme.B utIwastherewhenshefinishedherdissertation,learnedthatherarticleswereaccept ed,gotajobandwonafellowshiptoHarvardworkingonabookdevelopingideasshe' dfirsthadasmPstudent.AnotherreasonisGeorge,whostartedasanengineeringstudent,thenswitched toEnglishbecausehedecidedhelikedpeoplebetterthanthings.ThereisJeanne,wholeftcollege,butwasbroughtbackbPherclassmatesbecaus ethePwantedhertoseetheendoftheself-reliancehouseproject.Iwasherewhenshec ameback.Iwastherewhenshetoldmethatshelaterbecameinterestedintheurbanp oorandwentontobecomeacivilrightslawPer.ThereisJacqui,acleaningwomanwhoknowsmorebPintuitionthanmostofusl earnbPanalPsis.Jacquihasdecidedtofinishhighschoolandgotocollege.ThesearetherealreasonsIteach,thesepeoplewhogrowandchangeinfrontofm e.Beingateacherisbeingpresentatthecreation,whentheclaPbeginstobreathe.A"promotion"outofteachingwouldgivememonePandpower.ButIhavemone P.IgetpaidtodowhatIenjoP:reading,talkingwithpeople,andaskingquestionlike," Whatisthepointofbeingrich?"AndIhavepower.Ihavethepowertonudge,tofansparks,tosuggestbooks,topoi ntoutapathwaP.Whatotherpowermatters?ButteachingofferssomethingbesidesmonePandpower:itofferslove.NotonlP theloveoflearningandofbooksandideas,butalsothelovethatateacherfeelsforthatr arestudentwhowalksintoateacher'slifeandbeginstobreathe.Perhapsloveisthewr ongword:magicmightbebetter.Iteachbecause,beingaroundpeoplewhoarebeginningtobreathe,Ioccasionall PfindmPselfcatchingmPbreathwiththem.我为何教书你为什么教书呢?当我告诉我的朋友我不想做任何行政职务时,他向我提出了这个问题。

大学英语精读(第三版)第2、3册 U7-U3单词短语翻译

大学英语精读(第三版)第2、3册 U7-U3单词短语翻译

Unit7(Book 2) Not on My BlockⅠ.Wordsvacant ['veikənt]stream [stri:m] tough [tʌf]challenge ['tʃælindʒ]a.未占用的,空的n.川流不息, a.粗野的,坚韧的n.挑战,邀请比赛艰巨的(人、车等的)流,(小)河困难的任务vt.pray [prei] property ['prɔpəti]throat [θrəut]tragedy ['trædʒidi]v.祈祷,祈求n房地产,财产n.咽喉,颈前部n.惨事,不幸,悲剧cautious ['kɔ:ʃəs]organization [,ɔ:ɡənai'zeiʃən, -ni'z-] leadership ['li:dəʃip]a.十分小心的,谨慎的n.团体,组织,结构n.领导才能,领导地位establish [i'stæbliʃ]vt.建立,创办abandon [ə'bændən]explode [ik'spləud]impact ['impækt, im'pækt]vt.离弃,丢弃,放弃v.突然爆发,(使)爆发n.影响,作用,冲击力,撞击力Ⅱ.Phrases and Expressionsmove in hang out turn over take to搬入新家经常出没,闲荡,厮混翻转逐渐习惯于做(某事),开始喜欢take a stand set…on fire/set fire to run into表明立场放火烧,使燃烧偶然遇见get through to sb. through [θru:] prep. 穿过;通过;凭借adv. 从头至尾;彻底adj. 直达的;过境的;完结的使某人懂得,使某人明白----------------------------------------------------------------------------------------------------------------------Unit8 (Book 2) Honesty:Is It Going Out of Style?Ⅰ.Wordshonesty ['ɔnisti]style [stail] admission [əd'miʃən]temptation [temp'teiʃən]n.诚实n.时尚n. 承认;入场费;进入n.引诱,诱惑许可;坦白;录用behavio(u)r [bi'heivjə]competency ['kɔmpitənsi]misdemeanor(u)r [,misdi'mi:nə]n行为n能力,胜任n.轻罪requirement [ri'kwaiəmənt]n要求,必要条件psychological [,psaikə'lɔdʒikəl]applaud [ə'plɔ:d]frequently ['fri:kwəntli]a.心理学的,心理的,精神上的vt.拍手称赞ad. 时常,屡次;频繁地,经常地character ['kærəktə]n. 字符;特性;角色;性格,品质vt. 使具有特征;印,刻supermarket ['sju:pə,mɑ:kit]numerous ['nju:mərəs]evidence ['evidəns]n超级市场 a. 许多的,很多的n.证据Ⅱ.Phrases and Expressionsout of style according to according [ə'kɔ:diŋ] adj. 相符的adv. 依照过时的,不再流行的根据,按照;取决于;据…所说(be) faced with a case in point面对恰当的例子think of...as on the other hand go down把…看作另一方面,反过来说下降,减少----------------------------------------------------------------------------------------------------------------------Unit9 (Book 2) What Is Intelligence,AnywayⅠ.Wordsaptitude ['æptitju:d] register ['redʒistə]complacent [kəm'pleisənt]n能力,才能vt.取得,登记a自满的,自鸣得意的academic [,ækə'demik]a学术的,学究的,学院的estimate ['estimeit] explore [ik'splɔ:]pronouncement [prəu'naunsmənt]vi. 估计,估价vt.探索,探究n声明,见解n. 估计,估价;判断,看法vt. 估计,估量;判断,评价absolute ['æbsəlju:t,,æbsə'lju:t]a. 绝对的;完全的;专制的n. 绝对事物;绝对determine [di'tə:min]numerical [nju:'merikəl]evaluation [i,vælju'eiʃən]vt. 决定;使…下定决心;判决 a.数字的,用数字表示的n估价,评价vi. 决定;确定;判决,终止subsection ['sʌb,sekʃən,sʌb's-]n.小组,分部automobile ['ɔ:təməubi:l,,ɔ:təmə'bi:l]hammer ['hæmə]n汽车n锤子,榔头vⅡ.Phrases and Expressionsmake a fuss of/over fuss [fʌs] vi. 小题大作;忙乱;焦燥;焦急;无事自扰n. 大惊小怪,大惊小怪的人;小题大作;忙乱vt. 使烦恼,使烦忧为…大惊小怪make up by one’s estimate编制,配制根据某人估计take sth. for granted grant [ɡrɑ:nt,ɡrænt] vt. 授予;承认;允许vi. 同意n. 授予物;拨款认为某事理所当然pick out for sure挑选确切地,肯定----------------------------------------------------------------------------------------------------------------------Unit10 (Book 2) Profits of PraiseⅠ.Wordsprofit ['prɔfit]exhaust [iɡ'zɔ:st]weary ['wiəri]application [,æpli'keiʃən]n益处,利润vt使筋疲力尽 a.厌倦的,厌烦的n. 应用;申请;敷用;应用程序reluctant [ri'lʌktənt]compliment ['kɔmplimənt]embarrass [im'bærəs]a不情愿的,勉强的n. 恭维;问候;致意;称赞;道贺vt. 使局促不安;使困窘;阻碍vt. 恭维;称赞surprisingly surprising [sə'praiziŋ]ad. 惊人地;出人意外地comment ['kɔment]rewarding [ri'wɔ:diŋ]glorious ['ɡlɔ:riəs]appreciate [ə'pri:ʃieit]n.评论a值得(做)的,报答的a辉煌的vt欣赏,鉴赏,感谢,感激peacefully peaceful ['pi:sful]ad. 平静地constructive [kən'strʌktiv]dramatically [drə'mætikəli]a.建设性的ad.显著地Ⅱ.Phrases and Expressionsmake out only too shrug off shrug [ʃrʌɡ] vt. 耸肩,耸肩表示n. 耸肩vi. 耸肩开出,填写极,非常耸肩表示对…不屑理睬pat on the back pat [pæt] a. 恰好的;熟练的;合适的ad. 恰好;熟记地n. 小块;轻拍;轻拍声vt. 轻拍vi. 轻拍赞扬,鼓励pass on live on传递靠…生活----------------------------------------------------------------------------------------------------------------------Unit1 (Book 3) A Brush with the LawⅠ.Wordscircumstance ['sə:kəmstəns]subsequent ['sʌbsikwənt]temporary ['tempərəri]n情况,环境a随后的,接下去的 a.暂时的employment [im'plɔimənt]n职业,工作arrestable arrest [ə'rest] vt. 吸引;逮捕;阻止n. 逮捕;监禁a. 可逮捕的regard (as) regard [ri'ɡɑ:d, ri:-]n. 注意;尊重;凝视;问候vt. 把…看作;注重,考虑;看待;尊敬;与…有关vi. 注意,注重;注视vt. 把…认作conversational [,kɔnvə'seiʃənəl]confirm [kən'fə:m]a会话(用)的vt证实,肯定,确认magistrate ['mædʒistreit]defence [di'fens] dismiss [dis'mis]n地方法官n. 防御;防卫;防卫设备;答辩vt.驳回,对…不予受理,免…的职,解雇respectable [ri'spektəbl]a.值得尊敬的brilliant ['briljənt]complain [kəm'plein]successful [sək'sesful]a辉煌的,卓越的vi. 发牢骚;投诉;诉说vt. 抱怨;控诉 a. 成功的;一帆风顺的Ⅱ.Phrases and Expressionsa coupe of coupe [ku:p] n. 小轿车;双座四轮轿式马车take one’s time少数,几(个),一对慢慢来,不着急at first起先,首先;最初call on stand a chance turn against要求有机会,有希望反对;背叛;(使)变成和…敌对----------------------------------------------------------------------------------------------------------------------Unit2 (Book 3) Fruitful QuestionsⅠ.Wordsfruitful ['fru:tful] limitation [,limi'teiʃən]parameter [pə'ræmitə]a.硕果累累的,多产的,有利的n.限制,限定n. (限定的)因素,特性,界限version ['və:ʃən]n.(某种)版本形式,(个人的)说法,译本strawberry ['strɔ:bəri]definitely ['definitli] contract ['kɔntrækt,kən'trækt]n.草莓ad.清楚地,明确地vt. 感染(疾病)mild [maild]a.(疾病、惩罚等)不重的,轻微的notable ['nəutəbl]evolution [,i:və'lu:ʃən, ,ev-]a.值得注意的,显著地,著名的n.演变,进化,发展access ['ækses, 'æksəs, æk'ses] super ['sju:pə]n.通路,入口,进入(或享用、接近)的机会 a.极好的,了不起的highway ['haiwei] shatter ['ʃætə]view [vju:]n.公路,交通要道v.使粉碎vt.察看,考虑,看待Ⅱ.Phrases and Expressionstake out 拿出,抽出think up 想出in short 总之,简言之bring up 使注意,提出Unit2 (Book 3) Why I TeachⅠ.Wordsadministration [əd,mini'streiʃən]mechanic [mi'kænik] profession [prəu'feʃən]n.管理(部门),行政(机关) n.机械工,机修工n. 职业,专业;声明,宣布,表白opportunity [,ɔpə'tju:niti]n. 时机,机会stimulate ['stimjuleit] self-reliance ['selfri'laiəns]technological [,teknə'lɔdʒikəl]vt.刺激,激励n.依靠自己,自力更生 a.技术的corporation [,kɔ:pə'reiʃən]n.(AmE)有限公司distribution [,distri'bju:ʃən]energetic [,enə'dʒetik]journal ['dʒə:nəl]n. 分配;分布 a.精力充沛的n.杂志,日报occasional [ə'keiʒənəl,əu-]a. 偶然的;临时的;特殊场合的intuition [,intju:'iʃən]analysis [ə'næləsis]creation [kri:'eiʃən]n.直觉n.分析n. 创造,创作;创作物,产物Ⅱ.Phrases and Expressionsstay up take notes keep a diary diary ['daiəri] n. 日记簿;日志,日记不睡觉,熬夜记笔记记日记leave out send off遗漏,省去;不考虑寄出;派遣;给…送行catch one’s breath breath [breθ] n. 呼吸,气息;一口气,(呼吸的)一次;微风;瞬间,瞬息;迹象;[语]无声音,气音喘气;歇口气;屏息给大家推荐一个英语微信群Empty Your Cup英语微信群是目前学习英语最有效的方法,群里都是说英语,没有半个中文,而且规则非常严格,是一个超级不错的英语学习环境,群里有好多英语超好的超牛逼的人,还有鬼佬和外国美眉。

大学英语精读第三册教案三单元Unit-3-Why-I-Teach

大学英语精读第三册教案三单元Unit-3-Why-I-Teach
大学英语精读第三册教案三单元Unit-3-WhyI-Teach
Unit 3 Why I Teach
1. Warm-up questions
1) Would you like to be a teacher? Why orБайду номын сангаасwhy not?
2) 2) What are the advantages of being a teacher, what are the disadvantages?
notes
MonywghiraltfrIiesanydinccolmassp!elled
me
to
me
Whhye, trhmeno, tdhoeIr.teach?
reflection: n.
Chinese
12..映 反I映像t,e倒 3a.c深影h思b;ec考a虑us;e I like the pace of the
I hope this will convince you to change your mind.
The lawyer tried to convince the jury陪审团 of his client’s当事人 innocence.
Chinese
compel vt. 强迫, 使不得不
Nor do I teach because I think I know
Chinese
leave out 遗漏, 省略, 删去; 未顾及, 忽略
I’vSaenodmteacahcdahelilneagnglgiesi,vteaosnfdmneathmpeaecoesp, p—aonrdtIuhvnaoitrpyieettyo,
I hkaevepeno’tnleleftaranninygone out.

大学英语精读第三册教案三单元Unit-3-Why-I-Teach

大学英语精读第三册教案三单元Unit-3-Why-I-Teach

Chinese stimulate: vt. 刺激; 激励; 鼓励
TImheatekgaeocmhveybrnoewmcaneunsmetipsItlaaklnieksse,tottohcelueatfrrtanexemdeosymionwtno orldesesrotnos,stitmo ulsatitme uthlaeteecmonyosemlfy. and my
need? 5) Which teacher do you like best, why?
Words and expressions
ቤተ መጻሕፍቲ ባይዱ
palm tree 棕榈树
Do the rewards of teaching outweigh the trying moments?
outweigh: v.
be more important or valuable than sth. else • 比…重(在重量上);比…重要;比…有价值
InaGcaredeemk imc cyathleonldoagry.,JNuanrec, iJsusluys, afnedll in lovAeuwguitsht ohfifseroawnnorpepfolerctutinointyinfoar pool of wTharbeteuefIiflrlae.ttcecotatincothhncha,barteencssagoeueal.dsreWicehtrhesaaencnahdrtiehnwegorminitsiantahtgepe.rrisoatflreiesssetithosne is saamreef,leIccthioanngoef —ho—w atenrdr,ifmieodrethime portant, gomveyrsntmudeennttsisc.hange. On reflection, I decided I had been wrong.

大学英语三unit3whyiteach课文及翻译说课材料

大学英语三unit3whyiteach课文及翻译说课材料

Unit 3 Why I TeachPeter G. BeidlerEvery teacher probably asks himself time and again: What are the reasons for choosing teaching as a career? Do the rewards teaching outweigh the trying comments? Answering these questions is not a simple task. Let's see what the author says.Why do you teach? My friend asked the question when I told him that I didn't want to be considered for an administrative position. He was puzzled that I did not want what was obviously a "step up" toward what all Americans are taught to want when they grow up: money and power.Certainly I don't teach because teaching is easy for me. Teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession. Red-eye, because I never feel ready to teach no matter how late I stay up preparing. Sweaty-palm, because I'm always nervous before I enter the classroom, sure that I will be found out for the fool that I am. Sinking-stomach, because I leave the classroom an hour later convinced that I was even more boring than usual.Nor do I teach because I think I know answers, or because I have knowledge I feel compelled to share. Sometimes I am amazed that my students actually take notes on what I say in class!Why, then, do I teach?I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research and writing.I teach because teaching is a profession built on change. When the material is the same, I change —— and, more important, my students change.I teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. As a teacher, I'm my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I can't? Such courses may be huge failures, but we can all learn from failures.I teach because I like to ask questions that students must struggle to answer. The world is full of right answers to bad questions. While teaching, I sometimes find good questions.I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world. I once taught a course called "Self-Reliance in a Technological Society." My 15 students read Emerson, Thoreau, and Huxley. They kept diaries. They wrote term papers.But we also set up a corporation, borrowed money, purchased a run-down house and practiced self-reliance by renovating it. At the end of the semester, we would the house, repaid our loan, paid or taxes, and distributed the profits among the group.So teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning.I have left out, however, the most important reasons why I teach.One is Vicky. My first doctoral student, Vicky was an energetic student who labored at her dissertation on a little-known 14th century poet. She wrote articles and sent them off to learned journals. She did it all herself, with an occasional nudge from me. But I was there when she finished her dissertation, learned that her articles were accepted, got a job and won a fellowship to Harvard working on a book developing ideas she'd first had as my student.Another reason is George, who started as an engineering student, then switched to English because he decided he liked people better than things.There is Jeanne, who left college, but was brought back by her classmates because they wanted her to see the end of the self-reliance house project. I was here when she came back. I was there when she told me that she later became interested in the urban poor and went on to become a civil rights lawyer.There is Jacqui, a cleaning woman who knows more by intuition than most of us learn by analysis. Jacqui has decided to finish high school and go to college.These are the real reasons I teach, these people who grow and change in front of me. Being a teacher is being present at the creation, when the clay begins to breathe.A "promotion" out of teaching would give me money and power. But I have money. I get paid to do what I enjoy: reading, talking with people, and asking question like, "What is the point of being rich?"And I have power. I have the power to nudge, to fan sparks, to suggest books, to point out a pathway. What other power matters?But teaching offers something besides money and power: it offers love.Not only the love of learning and of books and ideas, but also the love that a teacher feels for that rare student who walks into a teacher's life and begins to breathe. Perhaps love is the wrong word: magic might be better.I teach because, being around people who are beginning to breathe, I occasionally find myself catching my breath with them.我为何教书你为什么教书呢?当我告诉我的朋友我不想做任何行政职务时,他向我提出了这个问题。

Unit 3 Why I Teach课文翻译大学英语三

Unit 3 Why I Teach课文翻译大学英语三

Unit 3 Why I TeachPeter G. BeidlerEvery teacher probably asks himself time and again: What are the reasons for choosing teaching as a career? Do the rewards teaching outweigh the trying comments? Answering these questions is not a simple task. Let's see what the author says.Why do you teach? My friend asked the question when I told him that I didn't want to be considered for an administrative position. He was puzzled that I did not want what was obviously a "step up" toward what all Americans are taught to want when they grow up: money and power.Certainly I don't teach because teaching is easy for me. Teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession. Red-eye, because I never feel ready to teach no matter how late I stay up preparing. Sweaty-palm, because I'm always nervous before I enter the classroom, sure that I will be found out for the fool that I am. Sinking-stomach, because I leave the classroom an hour later convinced that I was even more boring than usual.Nor do I teach because I think I know answers, or because I have knowledge I feel compelled to share. Sometimes I am amazed that my students actually take notes on what I say in class!Why, then, do I teach?I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research and writing.I teach because teaching is a profession built on change. When the material is the same, I change —— and, more important, my students change.I teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. As a teacher, I'm my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I can't? Such courses may be huge failures, but we can all learn from failures.I teach because I like to ask questions that students must struggle to answer. The world is full of right answers to bad questions. While teaching, I sometimes find good questions.I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world. I once taught a course called "Self-Reliance in a Technological Society." My 15 students read Emerson, Thoreau, and Huxley. They keptdiaries. They wrote term papers.But we also set up a corporation, borrowed money, purchased a run-down house and practiced self-reliance by renovating it. At the end of the semester, we would the house, repaid our loan, paid or taxes, and distributed the profits among the group.So teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning.I have left out, however, the most important reasons why I teach.One is Vicky. My first doctoral student, Vicky was an energetic student who labored at her dissertation on a little-known 14th century poet. She wrote articles and sent them off to learned journals. She did it all herself, with an occasional nudge from me. But I was there when she finished her dissertation, learned that her articles were accepted, got a job and won a fellowship to Harvard working on a book developing ideas she'd first had as my student.Another reason is George, who started as an engineering student, then switched to English because he decided he liked people better than things.There is Jeanne, who left college, but was brought back by her classmates because they wanted her to see the end of the self-reliance house project. I was here when she came back. I was there when she told me that she later became interested in the urban poor and went on to become a civil rights lawyer.There is Jacqui, a cleaning woman who knows more by intuition than most of us learn by analysis. Jacqui has decided to finish high school and go to college.These are the real reasons I teach, these people who grow and change in front of me. Being a teacher is being present at the creation, when the clay begins to breathe.A "promotion" out of teaching would give me money and power. But I have money. I get paid to do what I enjoy: reading, talking with people, and asking question like, "What is the point of being rich?"And I have power. I have the power to nudge, to fan sparks, to suggest books, to point out a pathway. What other power matters?But teaching offers something besides money and power: it offers love. Not only the love of learning and of books and ideas, but also the love that a teacher feels for that rare student who walks into a teacher's life and begins to breathe. Perhaps love is the wrong word: magic might be better.I teach because, being around people who are beginning to breathe, I occasionally find myself catching my breath with them.我为何教书你为什么教书呢?当我告诉我的朋友我不想做任何行政职务时,他向我提出了这个问题。

大学英语精读第3册第3课课文翻译及课后答案

大学英语精读第3册第3课课文翻译及课后答案

大学英语精读‎第3册第3课课文翻译及课‎后答案Unit 3我为什么当老‎师你为什么要教‎书呢?当我告诉一位‎朋友我不想谋‎求行政职务时‎,他便向我提出‎这一问题。

所有美国人受‎的教育是长大‎成人后应该追‎求金钱和权力‎,而我却偏偏不‎选择明明是朝‎这个目标“迈进”的工作,他们对此感到‎迷惑不解。

当然,我之所以教书‎并不是因为我‎觉得教书轻松‎。

我做过各种各‎样的工作借以‎谋生:机修工、木工、作家,教书可是其中‎最难的一行。

对我来说,教书是个会令‎人熬红眼睛、掌心出汗、精神沮丧的职‎业。

说熬红眼睛,这是因为我晚‎上不管备课到‎多晚,总觉得准备得‎还不充分。

说掌心出汗,是因为我跨进‎教室之前总是‎非常紧张,自信学生一定‎会发觉我其实‎是个傻瓜笨蛋‎。

说精神沮丧,这是因为我1‎小时后走出教‎室时,确信这堂课上‎得比平常还要‎平淡无味。

我之所以教书‎,也不是因为我‎认为自己能够‎解答问题,或者因为我有‎满腹学问,非与别人分享‎不可。

有时我感到很‎吃惊,学生竟真的把‎我课上讲的东‎西做了笔记!这样说来,我为什么还要‎教书呢?我教书,是因为我喜爱‎校历的步调。

6月、7月和8月提‎供了一个供思‎考、研究和创作的‎机会。

我教书,是因为教学是‎建立在“变化”这一基础上的‎职业。

教材还是原来‎的教材,但我自身却变‎了——更重要的是,我的学生变了‎。

我教书,是因为我喜欢‎有让自己犯错‎误的自由,有自己吸取教‎训的自由,有激励自己和‎激励学生的自‎由。

作为教师,我可以自行做‎主。

如果我想要求‎一年级的学生‎通过自行编写‎课本的办法来‎学习写作,谁能说我不可‎以那样做呢?这样的课程也‎许会彻底失败‎,但我们都可以‎从失败的尝试‎中获得教益。

我教书,是因为我喜欢‎学生提出必须‎绞尽脑汁才能‎回答的问题。

我们这个世界‎有无穷无尽的‎正确答案来对‎付拙劣的问题‎。

何况我在教学‎过程有时也会‎想到一些出色‎的问题。

我教书,是因为我喜欢‎想方设法使自‎己和我的学生‎从象牙塔里走‎出来,进入现实世界‎。

大学英语精读3翻译

大学英语精读3翻译

大学英语精读(第三版)Unit 1Text A Brush with the LawTurn the following sentences into English, using as many of the words and phrases you have learned from the text as possible.1. 发言人(spokesman)明确表示总统在任何情况下都不会取消(cancel)这次旅行。

2. 杰克对书架上那些书一本也不了解,所以他的选择是很随意的。

3. 随后发生的那些事件再次证明了我的猜疑(suspicions)是对的。

4. 我认为我们应该鼓励中学生在暑假找临时工作。

5. 令我们吃惊的是,这位常被赞为十分正直的州长(governor)竟然是个贪官(corrupt official)。

6. 少数工人得到提升(be promoted),与此同时却有数百名工人被解雇。

7. 如果有机会,约翰也许已成为一位杰出的画家了。

(given) 8. 数小时后,有人看见那个男孩在林子里瞎转。

KEYS1.The spokesman made it clear that the President would not cancel the trip under any circumstances.2.Jack didn't know anything about any of the books on the bookshelf, so his choice was quite arbitrary.3.The subsequent events confirmed my suspicions once again.4.I think we should encourage high school students to find temporary jobs / employment during their summer holidays.5.To our surprise, the governor who had often been praised for his honesty turned out to be a corrupt official.6.A few workers were promoted, but meanwhile hundreds of workers were dismissed.7.Given the chance, John might have become an outstanding painter.8.Several hours later, the boy was found wandering around in the woods.Unit 2TextFruitful QuestionsTurn the following passage into English, using as many of the words and phrases you have learned from the text as possible.迅速方便地获得信息是很重要,但学会以新的方式看信息甚至更为重要。

【7A文】大学英语三-Unit-3-Why-I-Teach课文及翻译

【7A文】大学英语三-Unit-3-Why-I-Teach课文及翻译

Unit3WhyITeachPeterG.Beidler Everyteacherprobablyaskshimselftimeandagain:Whatarethereasonsforchoo singteachingasacareer?Dotherewardsteachingoutweighthetryingcomments? Answeringthesequestionsisnotasimpletask.Let'sseewhattheauthorsays.Whydoyouteach?MyfriendaskedthequestionwhenItoldhimthatIdidn'twan ttobeconsideredforanadministrativeposition.HewaspuzzledthatIdidnotwantw hatwasobviouslya"stepup"towardwhatallAmericansaretaughttowantwhenthey growup:moneyandpower.CertainlyIdon'tteachbecauseteachingiseasyforme.Teachingisthemostdiffic ultofthevariouswaysIhaveattemptedtoearnmyliving:mechanic,carpenter,write r.Forme,teachingisared-eye,sweaty-palm,sinking-stomachprofession.Red-eye, becauseIneverfeelreadytoteachnomatterhowlateIstayuppreparing.Sweaty-pal m,becauseI'malwaysnervousbeforeIentertheclassroom,surethatIwillbefoundo utforthefoolthatIam.Sinking-stomach,becauseIleavetheclassroomanhourlaterc onvincedthatIwasevenmoreboringthanusual.NordoIteachbecauseIthinkIknowanswers,orbecauseIhaveknowledgeIfeelc ompelledtoshare.SometimesIamamazedthatmystudentsactuallytakenotesonw hatIsayinclass!Why,then,doIteach?IteachbecauseIlikethepaceoftheacademiccalendar.June,July,andAugustof feranopportunityforreflection,researchandwriting.Iteachbecauseteachingisaprofessionbuiltonchange.Whenthematerialisthe same,Ichange——and,moreimportant,mystudentschange.IteachbecauseIlikethefreedomtomakemyownmistakes,tolearnmyownless ons,tostimulatemyselfandmystudents.Asateacher,I'mmyownboss.IfIwantmyfr eshmentolearntowritebycreatingtheirownteGtbook,whoistosayIcan't?Suchcou rsesmaybehugefailures,butwecanalllearnfromfailures.IteachbecauseIliketoaskquestionsthatstudentsmuststruggletoanswer.The worldisfullofrightanswerstobadquestions.Whileteaching,Isometimesfindgood questions.IteachbecauseIenjoyfindingwaysofgettingmyselfandmystudentsoutoftheiv orytowerandintotherealworld.Ioncetaughtacoursecalled"Self-RelianceinaTech nologicalSociety."My15studentsreadEmerson,Thoreau,andHuGley.Theykeptdi aries.Theywrotetermpapers.Butwealsosetupacorporation,borrowedmoney,purchasedarun-downhouse andpracticedself-reliancebyrenovatingit.Attheendofthesemester,wewouldtheh ouse,repaidourloan,paidortaGes,anddistributedtheprofitsamongthegroup.Soteachinggivesmepace,andvariety,andchallenge,andtheopportunitytokee ponlearning.Ihaveleftout,however,themostimportantreasonswhyIteach.OneisVicky.Myfirstdoctoralstudent,Vickywasanenergeticstudentwholabor edatherdissertationonalittle-known14thcenturypoet.Shewrotearticlesandsentt hemofftolearnedjournals.Shediditallherself,withanoccasionalnudgefromme.B utIwastherewhenshefinishedherdissertation,learnedthatherarticleswereaccept ed,gotajobandwonafellowshiptoHarvardworkingonabookdevelopingideasshe' dfirsthadasmystudent.AnotherreasonisGeorge,whostartedasanengineeringstudent,thenswitched toEnglishbecausehedecidedhelikedpeoplebetterthanthings.ThereisJeanne,wholeftcollege,butwasbroughtbackbyherclassmatesbecaus etheywantedhertoseetheendoftheself-reliancehouseproject.Iwasherewhenshec ameback.Iwastherewhenshetoldmethatshelaterbecameinterestedintheurbanp oorandwentontobecomeacivilrightslawyer.ThereisJacqui,acleaningwomanwhoknowsmorebyintuitionthanmostofusl earnbyanalysis.Jacquihasdecidedtofinishhighschoolandgotocollege.ThesearetherealreasonsIteach,thesepeoplewhogrowandchangeinfrontofm e.Beingateacherisbeingpresentatthecreation,whentheclaybeginstobreathe.A"promotion"outofteachingwouldgivememoneyandpower.ButIhavemone y.IgetpaidtodowhatIenjoy:reading,talkingwithpeople,andaskingquestionlike," Whatisthepointofbeingrich?"AndIhavepower.Ihavethepowertonudge,tofansparks,tosuggestbooks,topoi ntoutapathway.Whatotherpowermatters?Butteachingofferssomethingbesidesmoneyandpower:itofferslove.Notonlyt heloveoflearningandofbooksandideas,butalsothelovethatateacherfeelsforthatr arestudentwhowalksintoateacher'slifeandbeginstobreathe.Perhapsloveisthewr ongword:magicmightbebetter.Iteachbecause,beingaroundpeoplewhoarebeginningtobreathe,Ioccasionall yfindmyselfcatchingmybreathwiththem.我为何教书你为什么教书呢?当我告诉我的朋友我不想做任何行政职务时,他向我提出了这个问题。

大学英语精读3课文翻译全

大学英语精读3课文翻译全

Unit 1 A Brush with the Law一个青年发现,在大街上毫无明显目的地游逛会招致警方的责罚。

误会一个接一个发生,最终他只得出庭受审……与警察的一场小冲突我平生只有一次跟警方发生纠葛。

被捕和出庭的整个过程在当时是一件非常不愉快的事,但现在倒成了一篇很好的故事。

这次经历令人可恼之处在于围绕着我的被捕以及随后庭上审讯而出现的种种武断专横的情况。

事情发生在大约12年前,其时正是2月。

几个月前我中学毕业了,但上大学要等到10月。

当时我还在家中居住。

一天早晨,我来到里士满。

这里是伦敦的一个郊区,离我住的地方不远。

我在寻找一份临时工作,以便积些钱去旅游。

由于天气晴朗,当时又无急事,我便慢悠悠看看橱窗,逛逛公园。

有时干脆停下脚步,四处张望。

现在看来,一定是这种明显的毫无目的的游逛,使我倒了霉。

事情发生在11点半钟光景。

我在当地图书馆谋职未成,刚刚走出来,便看到一个人穿越马路,显然是要来跟我说话。

我以为他要问我时间,不料他说他是警官,要逮捕我。

起先我还以为这是在开玩笑,但又一个警察出现在我的面前,这次是位身着警服的,这一下使我确信无疑了。

“为什么要抓我?”我问道。

“到处游荡,企图作案,”他说。

“作什么案?”我又问。

“偷窃,”他说。

“偷什么?”我追问。

“牛奶瓶,”他板着面孔说道。

“噢,”我说。

事情原来是这样的,在这一地区多次发生小的扒窃案,特别是从门前台阶上偷走牛奶瓶。

接着,我犯了一个大错误。

其时我年方19,留一头蓬乱的长发,自认为是60年代“青年反主流文化”的一员。

所以我想装出一副冷漠的、对这一事件满不在乎的样子。

于是我尽量用一种漫不经心的极其随便的腔调说,“你们跟踪我多久啦?”这样一来,在他们眼里,我就像是非常熟悉这一套的了,也使他们更加确信我是一个地地道道的坏蛋。

几分钟后,开来了一辆警车。

“坐到后面去,”他们说。

“把手放到前排座位的靠背上,不准挪动。

”他们分别坐在我的两边。

这可再也不是闹着玩的了。

大学英语精读课程第三册(unit1-5需要背诵部分课文及翻译)

大学英语精读课程第三册(unit1-5需要背诵部分课文及翻译)

UNIT 1:A Brush with the LawAnd so I do not have a criminal record. But what was most shocking at the time was the things my release from the charge so clearly depended on. I had the 'right' accent, respectable middle-class parents in court, reliable witnesses, and I could obviously afford a very good solicitor. Given the obscure nature of the charge, I feel sure that it I had come from a different background, and had really been unemployed, there is every chance that I would have been found guilty. While asking for costs to be awarded, my solicitor's case quite obviously revolved around the fact that I had a 'brilliant academic record'.所以我就没有了犯罪记录。

但当时,非常令人震惊的是宣布我无罪所明显依赖的事实。

即我操着标准的口音,我受人敬重的中产阶级的父母到了法庭,我有可靠的证人,并且看得出我能请得起一位很好的律师。

想到这次起诉时那种莫明其妙的做法,我敢肯定如果我出生于另一种背景的家庭,并真正是失了业,那很有可能我被判为有罪。

【7A文】大学英语三-Unit-3-Why-I-Teach课文及翻译

【7A文】大学英语三-Unit-3-Why-I-Teach课文及翻译

Unit3WhyITeachPeterG.Beidler Everyteacherprobablyaskshimselftimeandagain:Whatarethereasonsforchoo singteachingasacareer?Dotherewardsteachingoutweighthetryingcomments? Answeringthesequestionsisnotasimpletask.Let'sseewhattheauthorsays.Whydoyouteach?MyfriendaskedthequestionwhenItoldhimthatIdidn'twan ttobeconsideredforanadministrativeposition.HewaspuzzledthatIdidnotwantw hatwasobviouslya"stepup"towardwhatallAmericansaretaughttowantwhenthey growup:moneyandpower.CertainlyIdon'tteachbecauseteachingiseasyforme.Teachingisthemostdiffic ultofthevariouswaysIhaveattemptedtoearnmyliving:mechanic,carpenter,write r.Forme,teachingisared-eye,sweaty-palm,sinking-stomachprofession.Red-eye, becauseIneverfeelreadytoteachnomatterhowlateIstayuppreparing.Sweaty-pal m,becauseI'malwaysnervousbeforeIentertheclassroom,surethatIwillbefoundo utforthefoolthatIam.Sinking-stomach,becauseIleavetheclassroomanhourlaterc onvincedthatIwasevenmoreboringthanusual.NordoIteachbecauseIthinkIknowanswers,orbecauseIhaveknowledgeIfeelc ompelledtoshare.SometimesIamamazedthatmystudentsactuallytakenotesonw hatIsayinclass!Why,then,doIteach?IteachbecauseIlikethepaceoftheacademiccalendar.June,July,andAugustof feranopportunityforreflection,researchandwriting.Iteachbecauseteachingisaprofessionbuiltonchange.Whenthematerialisthe same,Ichange——and,moreimportant,mystudentschange.IteachbecauseIlikethefreedomtomakemyownmistakes,tolearnmyownless ons,tostimulatemyselfandmystudents.Asateacher,I'mmyownboss.IfIwantmyfr eshmentolearntowritebycreatingtheirownteGtbook,whoistosayIcan't?Suchcou rsesmaybehugefailures,butwecanalllearnfromfailures.IteachbecauseIliketoaskquestionsthatstudentsmuststruggletoanswer.The worldisfullofrightanswerstobadquestions.Whileteaching,Isometimesfindgood questions.IteachbecauseIenjoyfindingwaysofgettingmyselfandmystudentsoutoftheiv orytowerandintotherealworld.Ioncetaughtacoursecalled"Self-RelianceinaTech nologicalSociety."My15studentsreadEmerson,Thoreau,andHuGley.Theykeptdi aries.Theywrotetermpapers.Butwealsosetupacorporation,borrowedmoney,purchasedarun-downhouse andpracticedself-reliancebyrenovatingit.Attheendofthesemester,wewouldtheh ouse,repaidourloan,paidortaGes,anddistributedtheprofitsamongthegroup.Soteachinggivesmepace,andvariety,andchallenge,andtheopportunitytokee ponlearning.Ihaveleftout,however,themostimportantreasonswhyIteach.OneisVicky.Myfirstdoctoralstudent,Vickywasanenergeticstudentwholabor edatherdissertationonalittle-known14thcenturypoet.Shewrotearticlesandsentt hemofftolearnedjournals.Shediditallherself,withanoccasionalnudgefromme.B utIwastherewhenshefinishedherdissertation,learnedthatherarticleswereaccept ed,gotajobandwonafellowshiptoHarvardworkingonabookdevelopingideasshe' dfirsthadasmystudent.AnotherreasonisGeorge,whostartedasanengineeringstudent,thenswitched toEnglishbecausehedecidedhelikedpeoplebetterthanthings.ThereisJeanne,wholeftcollege,butwasbroughtbackbyherclassmatesbecaus etheywantedhertoseetheendoftheself-reliancehouseproject.Iwasherewhenshec ameback.Iwastherewhenshetoldmethatshelaterbecameinterestedintheurbanp oorandwentontobecomeacivilrightslawyer.ThereisJacqui,acleaningwomanwhoknowsmorebyintuitionthanmostofusl earnbyanalysis.Jacquihasdecidedtofinishhighschoolandgotocollege.ThesearetherealreasonsIteach,thesepeoplewhogrowandchangeinfrontofm e.Beingateacherisbeingpresentatthecreation,whentheclaybeginstobreathe.A"promotion"outofteachingwouldgivememoneyandpower.ButIhavemone y.IgetpaidtodowhatIenjoy:reading,talkingwithpeople,andaskingquestionlike," Whatisthepointofbeingrich?"AndIhavepower.Ihavethepowertonudge,tofansparks,tosuggestbooks,topoi ntoutapathway.Whatotherpowermatters?Butteachingofferssomethingbesidesmoneyandpower:itofferslove.Notonlyt heloveoflearningandofbooksandideas,butalsothelovethatateacherfeelsforthatr arestudentwhowalksintoateacher'slifeandbeginstobreathe.Perhapsloveisthewr ongword:magicmightbebetter.Iteachbecause,beingaroundpeoplewhoarebeginningtobreathe,Ioccasionall yfindmyselfcatchingmybreathwiththem.我为何教书你为什么教书呢?当我告诉我的朋友我不想做任何行政职务时,他向我提出了这个问题。

unit3 why I teach

unit3 why I teach

unit3 why I teachREAD WORDSintuitition 直觉 analysis分析clay粘土spark 火花pathway path magic 魔术;魔力catch one’s breathREAD TEXTT here is Jacqui, a cleaning woman who knows more by intuition than most of us learn by analysis. Jacqui has decidedto finish high school and go to college.”there is…analysis.”There is Jacqui,这已经是一句完整的句子了,则逗号之后的句子是appositive clause来修饰Jacqui。

A woman who 则又是一个attributive clause.意思是一个通过直觉来认知地比我们更多的女士。

I have the power to nudge,to fan sparks,to suggest books,to oint out a pathway.动词不定式作宾语补足语修饰 power. Word Intuition n.1.直觉;直观2.直觉感知的事;直觉真理;直觉知识3.直觉力;敏锐的洞察力by intuition 凭直觉have a intuition 有种感觉1.I had an intuition that we would find then there.我突然有种直觉我们能在那里找到他们。

2.Intuition told me you are here.我凭直觉知道你在这儿。

I have the power to nudge,to fan sparks,to suggest books,to oint out a pathway.动词不定式作宾语补足语修饰 power. Analysis复数形式:analysesv.analyse/analyze与其相似变化的词:basis-bases-baseparalysis 麻痹-paralyses-paralyse/paralyze 使麻痹 1.分析 2.分解 3.分析结果表,分析报告4.要略;梗概;纲领短语:in the final(或last, ultimate)analysis 总之,归根到底,说到底,结果,毕竟These are the real reasons I teach, these people who grow and change in front me. Being a teacher is begins present at the creation, when the clay beginsto breathe.”These are…in front me”这些是我缘何执教的真正原因,为的是这些在我面前成长和变化的人这两句话分别都是用了attributive clause来修饰reason和people.A "promotion" out of teaching would give me money and power. But I have m oney. I get paid to do what I enjoy: reading talking with people, and askin g questions like, "What is the point of being rich?"get paid to do what I enjoy 我通过做我喜欢的事情来得到报酬。

大学英语精读3-U3whyiteach

大学英语精读3-U3whyiteach
--
Line.28
1. What does “bad questions” refer to? It refers to careless questions or simple questions that every student can answer without difficulty.
or woman.
--
Line.66
1. Paraphrase this sentence. I have the power to give my students a gentle push in the right direction, to arouse their interest and curiosity, to recommend good books, to point out the way to greater achievements.
2. Translate this sentence into Chinese.
我们这个世界有无穷无尽的正确答案来对付拙劣的问题。
--
Line.61
1.How to understand “being present at the creation when the clay begins to breathe”?
teaching as my career.
3 12~17 Tell the most important reasons why I teach.
4 18~21 Sum up the benefits that I can derive from teaching.
--
Line.2
1. What does the expression “step up” mean? “Step up” means “promotion”, which can bring him money and power. For example, a university administrator earns more money and has more power than an average professor and most Americans would be only too pleased to get a “step up” towards these goals.
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Unit3 Three:Why I Teach我为什么当老师Why I TeachPeter G. BeidlerWhy do you teach? My friend asked the question when I told him that I didn't want to be considered for an administrative position. He was puzzled that I did not want what was obviously a "step up" toward what all Americans are taught to want when they grow up: money and power. 你为什么要教书呢?当我告诉一位朋友我不想谋求行政职务时,他便向我提出这一问题。

所有美国人受的教育是长大成人后应该追求金钱和权力,而我却偏偏不选择明明是朝这个目标“迈进”的工作,他们对此感到迷惑不解。

Certainly I don't teach because teaching is easy for me. Teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession. Red-eye, because I never feel ready to teach no matter how late I stay up preparing. Sweaty-palm, because I'm always nervous before I enter the classroom, sure that I will be found out for the fool that I am. Sinking-stomach, because I leave the classroom an hour later convinced that I was even more boring than usual. 当然,我之所以教书并不是因为我觉得教书轻松。

我做过各种各样的工作借以谋生:机修工、木工、作家,教书可是其中最难的一行。

对我来说,教书是个会令人熬红眼睛、掌心出汗、精神沮丧的职业。

说熬红眼睛,这是因为我晚上不管备课到多晚,总觉得准备得还不充分。

说掌心出汗,是因为我跨进教室之前总是非常紧张,自信学生一定会发觉我其实是个傻瓜笨蛋。

说精神沮丧,这是因为我1小时后走出教室时,确信这堂课上得比平常还要平淡无味。

Nor do I teach because I think I know answers, or because I have knowledge I feel compelled to share. Sometimes I am amazed that my students actually take notes on what I say in class! 我之所以教书,也不是因为我认为自己能够解答问题,或者因为我有满腹学问,非与别人分享不可。

有时我感到很吃惊,学生竟真的把我课上讲的东西做了笔记!Why, then, do I teach? 这样说来,我为什么还要教书呢?I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research and writing. 我教书,是因为我喜爱校历的步调。

6月、7月和8月提供了一个供思考、研究和创作的机会。

I teach because teaching is a profession built on change. When the material is the same, I change ——and, more important, my students change. 我教书,是因为教学是建立在“变化”这一基础上的职业。

教材还是原来的教材,但我自身却变了——更重要的是,我的学生变了。

I teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. As a teacher, I'm my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I can't? Such courses may be huge failures, but we canall learn from failures. 我教书,是因为我喜欢有让自己犯错误的自由,有自己吸取教训的自由,有激励自己和激励学生的自由。

作为教师,我可以自行做主。

如果我想要求一年级的学生通过自行编写课本的办法来学习写作,谁能说我不可以那样做呢?这样的课程也许会彻底失败,但我们都可以从失败的尝试中获得教益。

I teach because I like to ask questions that students must struggle to answer. The world is full of right answers to bad questions. While teaching, I sometimes find good questions. 我教书,是因为我喜欢学生提出必须绞尽脑汁才能回答的问题。

我们这个世界有无穷无尽的正确答案来对付拙劣的问题。

何况我在教学过程有时也会想到一些出色的问题。

I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world. I once taught a course called "Self-Reliance in a Technological Society." My 15 students read Emerson, Thoreau, and Huxley. They kept diaries. They wrote term papers. 我教书,是因为我喜欢想方设法使自己和我的学生从象牙塔里走出来,进入现实世界。

我曾经开过一门叫做“在工业技术社会里如何自力更生”的课程。

我教的15位学生读了爱默生、梭罗和赫胥黎的作品,记了日记,还写了学期论文。

But we also set up a corporation, borrowed money, purchased a run-down house and practiced self-reliance by renovating it. At the end of the semester, we would the house, repaid our loan, paid or taxes, and distributed the profits among the group. 但除此之外,我们还办起一个公司,借钱买下一所破旧的房屋,通过整修翻新这一建筑物,我们就自力更生对这一课题进行了一次实践活动。

学期结束时我们把房子卖掉,还清贷款,缴了税,余下的收益分给了参加实践的学生。

So teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning.I have left out, however, the most important reasons why I teach. 所以说,教学使我的工作进程有了规律,使我的生活变得丰富多彩,教学向我提出了挑战,也给了我不断学习的机会。

不过,我漏下了我要教书的最重要的几个原因。

One is Vicky. My first doctoral student, Vicky was an energetic student who labored at her dissertation on a little-known 14th century poet. She wrote articles and sent them off to learned journals. She did it all herself, with an occasional nudge from me. But I was there when she finished her dissertation, learned that her articles were accepted, got a job and won a fellowship to Harvard working on a book developing ideas she'd first had as my student. 其中一个原因与维基有关。

维基是我的第一个博士生。

她精力旺盛,孜孜不倦地撰写她那篇论述14世纪一位不知名诗人的学术论文。

她写了一些文章寄给学术刊物。

这一切都由她独立完成,我偶尔从旁略加指点。

我亲眼看到了她完成论文,看到她得知自己的文章被采用,亲眼目睹她找到了工作并获得了在哈佛大学当研究员的职位,并著书论述她在做我学生时萌发的思想。

Another reason is George, who started as an engineering student, then switched to English because he decided he liked people better than things. 再一个原因与乔治有关。

他开始学的是工程学,后来他深信自己爱人胜过爱物,所以改学英语。

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