英语泛读教程3第三册课文翻译unit14
大学英语三泛读课文翻译
大学英语三泛读课文翻译美国男性—The American Man我们不厌其烦地谈论“美国男人”，似乎他们身上存在着某种几十年或者十年恒常不变的品质。
当今的美国男人不再是1630年来到新英格兰的快乐的农民了。
他们不再是老脑筋，他们不再以内向的性格为荣，他们不会坐在没有取暖设备的教堂里连做三遍祷告。
在南方，富裕的受母亲制约的种植园主也发展壮大了，但这两种“美国男人”都不像之后东北部发达起来的贪婪的铁路承包商。
而不计后果、为所欲为的西部文明移民也不像他们。
即使在我们自己的年代，公认的模范也发生了戏剧性的变化。
举个例子说，在20世纪50年代，这样一种美国人越来越凸显出来，成为大多数人认可的模范。
这就是50年代的男人。
上班起早贪黑，干活尽职尽责，养家糊口，遵规守纪。
里根就是这类人的典型——固执而坚忍不拔。
这类人弄不懂女人的心，却颇为赏识女人的身体；他们的文化观和文化观的美国部分幼稚而乐观。
他们大都有坚忍不拔、信心十足的品质，但在他们魅力十足、虚张声势的外表下，还有另外的三个特征：孤立、清贫、被动。
他们需要通过自己的敌人来证明自己还活着。
50年代的男人喜欢橄榄球，好斗，他们维护美国，从不流泪，只是默默奉献。
但在这些男人的身上，善于接纳和对人友善的品质消失了。
他们的个性缺乏洋溢感。
他们还缺乏同情心，正是这点怂恿了他们对越战的狂热；就像后来的里根，他的头脑中缺乏那种我们称之为“和平之心”的东西，这使得他对萨尔瓦多那些手无寸铁的人，对这里的老人、失业者、上学的孩子，乃至对穷人都铁石心肠、残暴野蛮。
50年代的男人清楚地知道男人该是什么样，男人的职责是什么，但他们自身孤立和片面的观念弄得他们危机四伏。
到了60年代，又出现了另外一类男人。
越战的荒废和暴虐让他们质疑，自已是否真的知道一个成年男人是什么样子?如果成年等于越战，他们对成年还有一丝一毫的向往吗?同时，女权运动激励男人们开始真切地审视女人，迫使他们开始理解50年代男人苦苦逃避的担忧和苦楚。
英语泛读教程3 课文翻译
UNIT 2 英国人的谨慎和礼貌在许多人看来，英国人极为礼貌，同他们交朋友很难。
但愿下列文字能够帮助你更好地了解英国人的性格特点。
对于其他欧洲人来说，英国人最著名的特点是“谨慎”。
一个谨慎的人不太会和陌生人聊天，不会流露出太多的情感，并且很少会兴奋。
要了解一个谨慎的人并非易事；他从不告诉你有关他自己的任何事，也许你和他工作了几年，却连他住在哪儿，有几个孩子，兴趣是什么，都不知道。
英国人就有类似的倾向。
如果乘公共汽车去旅行，他们会尽量找一个没人坐的位子；如果是乘火车，他们会找一个没人的单间。
如果他们不得不与陌生人共用一个单间时，那么即使火车驶出了很多英里，他们也不会开口交谈。
一旦谈起来的话，他们不会轻易问及像“你几岁？”或者甚至“你叫什么名字？”等私人问题。
像“你的手表是在哪儿买的？”或者“你的收入是多少？”这样的问题几乎不可想象。
同样，在英国，人们交谈时一般声音都很轻、很有节制，大声谈话会被视为没有教养。
在某种程度上，不愿意与他人交流是一种不幸的品质，因为它可能会给人造成态度冷淡的印象。
而事实上，英国人（也许除了北方人）并不以慷慨和好客而著称。
而另一方面，虽然谨慎使他们不易与人沟通,但他们内心还是很有人情味的。
如果一个陌生人或外国人友善地将这种隔阂打破那么一会儿，他们可能会满心欢喜。
与英国人的谨慎紧密相连的品质是英国式的谦逊。
在内心深处，英国人可能比任何人都高傲，但是当他们与别人相处时，他们十分看重谦逊的品质，至少要表现出谦虚的样子。
自我标榜会被认为没有教养。
让我们假设，有一个人非常擅长打网球，但如果有人问他是否是个优秀选手时，他很少会说“是”，不然，人们会认为他很高傲。
他可能会作出类似这样的回答，“不算太差，”或者“嗯，我非常喜欢网球。
”这样的自我贬低是典型的英国式的。
而且当这一品质与他们的谨慎混合在一起时，常常形成一种漠然的气氛，这在外国人看来难于理解，甚至令人恼火。
著名的英国人的幽默感也是大同小异。
泛读教程(三)课后题答案(Unit 1-15)
《泛读教程》第三册课后题答案Unit1Section AVocabulary Building:I.1.practical,practice,practices,practical,practiced2.worthless,worthy,worthwhile,worth,worth3.vary,variety,variation,various,Various4.absorbing,absorbed,absorb,absorption,absorbentII.1.effective,efficient,effective2.technology,technique3.middle,medium,mediumClozeGoing/about/trying,expectations/predictions,questions,answers,predictions/expectations,tell, know/foretell,end,develop/present,worthSection BTFTT,CBCC,TFF,CAA,CCAUnit2Section AVocabulary Building:I.mess,preference,aimlessly,remarkable,decisive,shipment,fiery,physically,action,housing II.1.aptitude,attitude2.account,counted,counted3.talent,intelligenceClozeOther,just/only,has,some/many,than,refuse,see/know/understand,that,without,If, ready/willing/educated/taught,wrong/incorrect/erroneousSection BACC,CC,CCC,ACB,ABASection CCCDDACUnit3Section AVocabulary Building:I.Noun Verb Adjective Adverbadmission admit admissible Admissiblyreliance rely reliable Reliablydefinition define definite Definitely assumption assume assumed/assuming Assumedly/assumingly behavior Behave behavioral Behaviorallyvariety Vary Various/varied Variously/variedly Part/partiality Part partial Partiallymanager manage managerial Managerially correlation correlate correlative Correlatively Adaptation adapt adaptive adaptivelyII.1.inspired,aspired,inspired2.token,badges,token3.contemporaries,temporary,contemporaryClozeCommunicate,ways/means/ones,using/saying,in,of,message,meet/have/encounter/experience, causes,meaning,to,eyesSection BBAB,BAC,FFT,TTF,CCBSection CBBDDBCCAFFTFFTUnit4Section AReading Skill:Skimming2-10BBAC BCCAAVocabulary Building:I.moist,betrayal,exclusively,inhumane,amazed/amazing,endangered,marvels,deadlyII.1.dessert,deserted2.favorite,favorable,favorable3.awarded,reward,awardedClozeParents,idea,at/by,seen,landmarks,instance/example,migrate,guide/direct,pole,effect/ influence,It/This,if/whether,experimentsSection BCCB FTF BCA CCB ACCSection CFFTFF FTTFFUnit5Section AVocabulary Building:I.Noun Verb Adjective Adverbassumption assume assumed/assuming assumedly/assumingly acknowledgement acknowledge acknowledged acknowledgedly reflection reflect reflective reflectively domination dominate dominant dominantlycategory categorize categorical categorically implication imply implicative implicatively reassurance reassure reassuring reassuringly definition define definite definitelyII.1.Historical,historic2.rejected,resist3.test/analyze,analyzedClozeExisted/appeared,ever,head/brain,body,found,language,use/value/significance/importance, single,passed,ahead,survival/existence,handling/overcomingSection BCAB CBB TTT FTT CACSection CBBAA ACBCUnit6Section AWord Pretest:CACBA BACAB ABVocabulary Building:I.availability avail available Availablyconquest conquer Conquering/Conqueringlyconqueredluxury luxuriate luxurious Luxuriouslyorigin originate original Originally occurrence occur Occurrentsystem systematize Systematical/Systematicallysystematicphonology phonological Phonologicallydecision decide Decided/decisive Decidedly/decisively variety vary various Variously superiority superior SuperiorlyII.1.peculiar,particular,particular2.assess,access,access3.resources,source,sourcesClozeSex,Men,differs,compliment/words,complimenting,causes,makes,languages,have,outside, understood,have,use,circle/world/fieldSection BCBBBA CBCCC CBACC BASection CBBCAB BACCBUnit7Section AWord PretestABABC BACVocabulary Building:I.deduced,behavior,adhere,replacement,option,delicacy,enormous,pursuitII.1.inquired,required,inquire,requiredpatible,comparable,compatible,comparableClozeSatellite,some,space,asked/wondered,life,sort/kind,orbiting/going/circling,have,living, were,believe,own,solar,where,likely,living,throughSection BFTFFT TTTTF FFBBC ACCSection CBCBCC AEDEBAFDCUnit8Section AVocabulary Building:1.occupataion,occupy,occupational,occupationallysegregation,segregate,segregateddiscrimination,discriminate,discriminating/discriminatory,discriminatingly/discriminatorily enforcement,enforce,enforceable,enforceablyexclusion,exclude,exclusive,exclusivelyperseverance,persevere,persevering,perseveringlyconviction,convict,convictive,convictivelyamendment,amend,amendablesuperficiality,superficialize,superficial,superficiallyspectator,spectate,spectatorial2.1.a.job b.career c.jobs d.career2.a..principal b.principles c.principal d.principle3.a.feminien b.female c.feminineClozeAcceptable,domestic,property,wages,husband,divorce,claims,legal,suit,permitted,make, excluded,lacked,belonged,determinedSection BBACCB CACCC AABBA C TTFSection CCCAACBUnit9Section AVocabulary Building:1.1.typifies2.dominant3.familialpetitive5.vibrate6.descended7.departure8.boom9.countless10.symbolizes2.1.a.recreative b.recreates c.recreation2.a.rhythm b.rhyme c.rhymes d.rhythmClozeSea,within,of,divides,built/constructed/completed,celebrated,inside/in,attract,together,whenSection BFTFTT CCBBC BAACC ACSection CBAACA BCCCCUnit10Section AVocabulary Building:1.consequence,,consequent/consequential,consequently/consequentially sophisticatiion,sophisticate,sophisticated,sophisticatedlyreference,refer,referable,referablyconversation,converse,conversational,conversationallyspace,space,spatial/spacious,spatially/spaciouslydetachment,detach,detachable/detached,detachably/detachedlyintervention,intervene,interveningtype,typify,typical,typically2.1.assure,ensure,assured,ensure2.arises,raised,rise,raised,arisen3.clue,cues,clue,cueClozeWell,separating/isolating,is,own,close,need,look,order,respect,follow,prior,sign/cue,help, was/were,elseSection BBBC TTF BCA CAC TFFSection CTFFTF FFFUnit11Section AVocabulary Building:1.information,inform,informative,informativelyspecification,specify,specific,specificallyaddition,add,additional/additive,additionally/additivelyspecialty,specialize,special,speciallynarration,narrate,narrative,narrativelyextension,extend,exxtensive,extensivelyorigin,originate,original,originallyexplosion,explode,explosive,explosivelyambiguity,,ambiguous,ambiguouslyestablishment,establish,established1.extension2.mabiguity3.orignal4.specified5.additional6.unambiguously7.explosionrmation9.specialized10.narrative11.establishment2.1.transform,transferred,transferred,transformed2.lonely,alone,lonely,aloneClozeLibrary,amounted,own,burned/destroyed,countries’,send,suggestion/proposal,librarySection BACBCB ACCAC ABABB ABSection CBCACC CBCCCUnit12Section AVocabulary Building:1.reaction,mass,polluting,planetary,suspicious,alarming,emitted,emerged2.1.warned,threatened2.spread,spread,sprayed3.emergency,emergenceClozeSolve,communities,creative,prevention,disposal,resources,recycloing,waste,increase,place, measures,amountSection BFFTT BCAC FTFF ABC CBCSection CBCAAC CBCUnit13Section AVocabulary Building:1.symptom,symptomize,symptomatic,symptomaticallylonging,long,longing,longinglyaddition,add,additional additive,additionally/additivelymanifestation,manifest,manifest,manifestlydepression,depress,depressed/depressing,depressedly/depressinglyinvariability,,invariable,invariablyseparation,separate,separate,separatelycondemnation,condemn,condemnable,condemnablyimagination,imagine,imaginary,imaginarilyaffection,affect,affecting,afeectingly2.1.remedies,recipe,remedy,recipe2.alternate,altered,alternate,alter3.acknowledged,knowledge,acknowledgedClozeStep,acknowledge,prevent,essential,physician,due,physical,psychosomatic,disease, confidence,symptoms,thorough,emotional,upsettingSection BCBCAB CBBCB ABCACSection CTFFFT FTFFFUnit14Section AVocabulary Building:1.reluctant,evolution,atrributed,catastrophic,assoicate,indifferent,emerged,stir2.1.evolved,revolved,evolved2.dismay,dismal,dismal,dismay3.contribute,attributed,contributed,attributedClozeCharacteristic/trait/nature,changed/had,to,long,get/eat,possessed/developed/had,stretched /lengthened,longer,passed,After,have,theory,effect/influence,notion/idea,changeSection BDAB FTFTF DAD BAC FTFSection CTFTFT FTFUnit15Section AVocabulary Building:1.Prevention,prevent,preventive,preventivelyFederation,federate,federal,federallyInadequacy,,inadequate,inadequatelyDeception,deceive,deceptive,deceptivelyProsperity,prosper,prosperous,prosperouslyLife,live,live/living/aliveEffect,effect,effective,effectivelyEvaluation,evaluate,evaluable/evaluativeResident,reside,residential,residentiallyVision,vision,visional/visionary,visionally/visionarity1.evaluabtion,2.federal3.prosperity4.residential5.effect6.are living7.deceptively8. preventive/effective2.1.simile,metaphor2.ultimate,unanimous,ultimate,unanimousClozeTransportation,distance/away,ground,Steam,trains,electric,station/stop,name,train,three, trains,stairs/steps,passengers/peopleSection BDCDCC CCCAB CBSection CCCACC CCC。
英语泛读教程3_课文翻译
UNIT 2 英国人的谨慎和礼貌在许多人看来，英国人极为礼貌，同他们交朋友很难。
但愿下列文字能够帮助你更好地了解英国人的性格特点。
对于其他欧洲人来说，英国人最著名的特点是“谨慎”。
一个谨慎的人不太会和陌生人聊天，不会流露出太多的情感，并且很少会兴奋。
要了解一个谨慎的人并非易事；他从不告诉你有关他自己的任何事，也许你和他工作了几年，却连他住在哪儿，有几个孩子，兴趣是什么，都不知道。
英国人就有类似的倾向。
如果乘公共汽车去旅行，他们会尽量找一个没人坐的位子；如果是乘火车，他们会找一个没人的单间。
如果他们不得不与陌生人共用一个单间时，那么即使火车驶出了很多英里，他们也不会开口交谈。
一旦谈起来的话，他们不会轻易问及像“你几岁？”或者甚至“你叫什么名字？”等私人问题。
像“你的手表是在哪儿买的？”或者“你的收入是多少？”这样的问题几乎不可想象。
同样，在英国，人们交谈时一般声音都很轻、很有节制，大声谈话会被视为没有教养。
在某种程度上，不愿意与他人交流是一种不幸的品质，因为它可能会给人造成态度冷淡的印象。
而事实上，英国人（也许除了北方人）并不以慷慨和好客而著称。
而另一方面，虽然谨慎使他们不易与人沟通,但他们内心还是很有人情味的。
如果一个陌生人或外国人友善地将这种隔阂打破那么一会儿，他们可能会满心欢喜。
与英国人的谨慎紧密相连的品质是英国式的谦逊。
在内心深处，英国人可能比任何人都高傲，但是当他们与别人相处时，他们十分看重谦逊的品质，至少要表现出谦虚的样子。
自我标榜会被认为没有教养。
让我们假设，有一个人非常擅长打网球，但如果有人问他是否是个优秀选手时，他很少会说“是”，不然，人们会认为他很高傲。
他可能会作出类似这样的回答，“不算太差，”或者“嗯，我非常喜欢网球。
”这样的自我贬低是典型的英国式的。
而且当这一品质与他们的谨慎混合在一起时，常常形成一种漠然的气氛，这在外国人看来难于理解，甚至令人恼火。
著名的英国人的幽默感也是大同小异。
英语泛读教程3上课文+译文（Unit1-7）
Unit 11 TextInvented WordsNew words appear in English every day. Do you know how these words are born? Read the following passage to find various ways English words are invented.Scholars guess that English has about 600 000 words, but there are probably more. New words continue to come into the language at such a rate that no dictionary could possibly keep up with them. The old words which were born centuries ago in the Anglo-Saxon, Germanic and French languages make up four fifths of the English language. The other one fifth is made up partly of borrowed words and partly of three other kinds of words: words from the names of peoples and places; imitative words; and invented words.Ampere, volt and watt are all units of electricity, and they are named for the men who discovered them; Andre M. Ampere, a French physicist; Alessandro Volta, an Italian physicist; and James Watt, a Scottish engineer and inventor. Nowadays we all drink pasteurized milk, that is, milk which is clean and purified. Pasteurized gets its name from Louis Pasteur, a French doctor who invented the process for purifying milk. There are many words like this in the English language.There is no need to say anything else about these words, for they speak for themselves. You can probably think of many more.Then there are the invented words. English-speaking people have always made up words as it suited them, and they continue to do so every day. One kind of invented word is one which is made up of two other words. Dictionaries call this kind of word a compound. If you put "play" and "thing" together, you get the compound,whole words. Most prefixes and suffixes come from Latin or Greek, and each has a special meaning of its own. When we add a prefix before a word or a suffix at the end of it, we change its meaning. For example, the prefix re- means "again." If we add re- to "do" or "paint", we get two new words meaning "do again" and "paint again." Un- means "the opposite of" or "not." By adding un- to "happy" or "kind", we get "unhappy" or "unkind", meaning "not happy" and "not kind." The suffix -ness means "the condition of." "Happiness" and "kindness" are the conditions of being happy and kind. It is easy to see the meanings of unhappiness and unkindness. The word to which we attach the prefixes and suffixes is called the root word. In a word like unkindness the root word is kind.Some words, like astronaut, are made up entirely of Greek or Latin prefixes and suffixes. Astro- is a Greek prefix meaning "having to do with the stars"; naut- means "having to do with sailing." So, an astronaut is a "star-sailor." Other words can be root words, prefixes or suffixes, depending on where they come in the word. Remember, the prefix comes first, the root word second, and the suffix last. As an example, let's take the word "graph" and build several different invented words with it by adding prefixes and suffixes to it or using it as a prefix or suffix. Graph by itself means anything which is shown to us in pictures or writing. For instance, your teacher might want to keep track of your reading progress by drawing a graph of your reading test scores, or a businessman might draw graphs which show the ups and downs of his company's sales records. Now, by adding the prefixes and suffixes listed below to graph, we can make several new words. Notice that graph is part of aYou may have noticed that you can make even other words using some of these prefixes and suffixes without graph. "Biology" is the study of life. What do you think is the meaning of "biologic"? If the prefix anti- means "against," what does "antibiotic" really mean? There are hundreds of Latin and Greek prefixes in the English language, and the possibilities for inventing new words are endless. Every day, as we make new discoveries in science and technology, we invent new words to describe them. Many of these new words are combinations of root words and prefixes and suffixes which have already existed in English for centuries.Another kind of invented word is the nonsense word. Some nonsense words are used for a while by only a few people and then disappear completely from the language, never to be used again. Others, when they become popular enough and are used over a period of time, become a permanent part of the language. If enough people decide and agree on the meaning of an invented word, it is here to stay. Some examples of everyday modern words which probably began as nonsense words centuries ago are: bad, big, lad, lass, chat, job and fun. Linguists guess that these are nonsense words because they have not been able to trace them back to any of the ancestor languages. Just who invented them, and when or where remains a puzzle. Puzzle itself is one of these mystery words. No one knows where it came from.Lewis Carroll, author of Alice in Wonderland and Through the Looking Glass, was a great inventor of nonsense words. As a matter of fact, he created a whole language of nonsense. Most of Carroll's nonsense words are not used in English, except for "chortle." Chortle, Carroll tells us, is a cross between a chuckle and a snort. The word is formed by packing two different meanings together in it. The dictionary calls such words blends. A fairly recent blend, which, unfortunately, we hear almost every day, is "smog," a combination of smoke and fog.People invent nonsense words by combining certain sounds that just seem to fit the things or actions they describe. Often we make up words for anything which is basically rather silly. Spoof was invented by an English comedian some fifty years ago. It means "to poke fun at." Hornswoggle was used a great deal in the United States during the nineteenth century, and it means "to cheat." If a dishonest politician wants to hornswoggle the taxpayers, he invents a "boondoggle," which is a useless, expensive project which does nobody any good. Fairly recently someone invented the word "gobbledygook." When people talk or write using long, fancy words that really mean nothing, we call it gobbledygook. Unfortunately, many people use gobbledygook because they want to seem more important than they are, or because they don't really want people to understand what they mean or what they are doing. So, when the dishonest politician wants to hornswoggle the public with a boondoggle, he usually explains things in gobbledygook.When Lewis Carroll was writing his books the word gobbledygook had not been invented yet, but Carroll would have known exactly what it meant. Carroll loved to spoof or poke fun at people who used fancy, important-sounding words when simple language would have done better. In one part of Through the Looking Glass, Alice has a conversation with Humpty Dumpty in which Humpty Dumpty insists words can mean whatever he wants them to mean. Alice insists that this is impossible. If everyone did that no one would understand anyone else. The conversation goes like this:"But 'glory' doesn't mean 'a nice knockdown argument'," Alice objected."When I use a word," Humpty Dumpty said, in rather a scornful tone, "it means just what I choose it to mean －neither more nor less.""The question is," said Alice, "whether you can make words mean so many different things.""The question is," said Humpty Dumpty, "which is to be the master －that's all."The question is, just as Humpty Dumpty said, which is to be master. But Humpty Dumpty used words in an odd way, and that made him a master of gobbledygook, not a master of language. A master of language knows what words really mean, and where they come from; knows when to use big, important ones and when to use the shorter, equally important simple ones. Winston Churchill was a great British prime minister. He was also a great writer, truly a master of language. He said once, "Short words are best, and old words when they are short, are best of all."(1545 words) 译文：新造词英语中每天都有新词出现。
英语泛读教程3第三版 课文翻译(Text1--1-7单元)
UNIT 1 创造性思维的艺术约翰·阿代尔创造性对人类发展至美重要。
下面的文章里，约翰·阿代尔为求实的创造性思维者提供了一些颇有见地的见解和技巧。
创造性思维在今天的重要性不需要强调。
在你的职业中或工作领域,如果你能够发展提出新思想的能力,你就有竞争优势。
在你的个人生活中，创造性思维也能将你带上创新活动之路。
它可以丰富你的人生,尽管并非总是以你期待的方式。
人类创造力人类不可能凭空创造东西。
有一次，一位来宾极为仔细地参观了亨利·福特的汽车公司，然后见到了福特。
来宾心中充满了惊奇和崇敬，他对这位实业家说:“福特先生，25年前起家时几乎一无所有的人，不可能实现这一切。
”福特回答说，“这个说法可不太对。
每个人都是靠所有拥有的东西来起家。
这里什么都有——所需要的一切,它们的基本点和实质性的东西都已存在。
”潜在的材料，也就是可以做成或建构成某种东西的元素之成分或者实质的材料，都已存在于我们的宇宙。
你可能已经注意到,我们倾向于将创造性这个词用在与使用的原材料很不一样的产品上。
鲁宾斯的一幅名作，就是蓝色、红色、黄色和绿色的蠕虫般颜料在艺术家画板上的集合。
物质材料，对艺术家来说是颜料和画布;对作家来说是纸和笔——完全是次要的。
这里的创造，更多的是在大脑之中。
感知、思想和感觉都在一种观念或想象中结合起来。
当然，艺术家、作家或作曲家还需要使用技巧和技术，在画布或纸上把头脑中构想出来的东西塑造成型。
和普通意义上的创造性一样，创造性思维遵循同样的原则。
我们的创造性想象必须有可以加工的对象。
我们不能凭空产生新的思想。
如上面福特所说的那样，原材料都在那里。
有创造力的大脑在原材料中看到可能性和相关性,而创造力不强的大脑却看不到。
这一结论让我们大大地松了一口气。
你不用凭空构想新的想法。
作为创造性思维者,你的任务是将已经存在的想法或元素组合在一起。
如果最终把人们从未想过可以联系起来的想法或事物，用看似不可能却很有价值的方式组合起来，那人们就会认为你是创造性思维者。
新概念英语第三册课文翻译及学习笔记：Lesson14
新概念英语第三册课文翻译及学习笔记：Lesson14【课文】There was a time when the owners of shops and businesses in Chicago had to pay large sums of money to gangsters in return for 'protection.' If the money was not paid promptly, the gangsters would quickly put a man out of business by destroying his shop. Obtaining 'protection money' is not a modern crime. As long ago as the fourteenth century, an Englishman, Sir John Hawkwood, made the remarkablediscovery that people would rather pay large sums of money than have their life work destroyed by gangsters.Six hundred years ago, Sir Johan Hawkwood arrived in Italy with a band of soldiers and settled near Florence. He soon made a name for himself and came to be known to the Italians as Giovanni Acuto. Whenever the Italian city-states were at war with each other, Hawkwood used to hire his soldiers to princes who were willing to pay the high price he demanded. In times of peace, when business was bad, Hawkwood and his men would march into a city-state and, after burning down a few farms, would offer to go away if protection money was paid to them. Hawkwood made large sums of money in this way. In spite of this, the Italians regarded him as a sort of hero. When he died at the age of eighty, the Florentines gave him a state funeral and had a pictured painted which was dedicated to the memory of 'the most valiant soldier and most notable leader, Signor Giovanni Haukodue.'【课文翻译】以前有一个时期,芝加哥的店主和商行的老板们不得不拿出大笔的钱给歹徒以换取"保护"。
大学英语泛读第三册课后翻译~~（6单元之后的）
泛读课本中的翻译Unit6P143 英译中1.Y et the truth is that we are raising a generation that is to an alarming degree historically illiterate.The problem has been coming on for a long time,like a disease,eating away at the national memory.然而，实际情况是，我们正在培养的一代人对历史的无知已到了令人担忧的地步。
这一问题由来已久，就像疾病一样，吞噬着国人的记忆力。
2.In fact,one can go forth into the world today as the proud product of all but a handful of our 50 top institutions of higher learning without ever having taken a single course in history of any kind.事实上，在我们顶尖的50所高校中，一个学生即使从未修过任何一门历史课，也照样可以作为各校引以为荣的产品输出到当今的世界，只有为数不多的几所高校例外。
3.History is——or should be——the bedrock of patriotism,not chest-pounding kind of patriotism but the real thing ,love of country.历史是——或者说应该是——爱国主义的基石，倒不是那种催胸顿足的爱国主义，而是那种实实在在的对国家的爱。
4.In the aftermath of September 11,2001,history can be a source of strength and of renewed commitment to the ideals upon which the nation was founded.2001年的9.11事件后，历史可以成为一种力量的源泉，一种让我们振作起来为理想献身的动力。
unit14 英语泛读教程第三册
Unit 14 Three Days to SeeⅠ Objectives1. Understanding the text2. Mastery of some language points3. Learning the writing style: autobiography4. Knowing the life of Helen Keller5.Learning from Helen Keller6. Knowing how to read the administrative language2.Mastery of some language points3.Distinguish autobiography from biography2.Mastery of the reading skill3. Though being told to cherish our ability to see and hear some studentsmight still not value time so muchAbout two periods of class will be used for the analysis and discussion of the passage itself.Total class hours: three periods1. Title:▪---What Helen Keller wished to see if she had the power of sight for just three days2. Preview QuestionsWhat would you do if you only have three days to see?3. Related information(1) About the authorHelen Keller (1880-1968) is one of the most remarkable persons born in the 19th century. She lost her eyesight and hearing at 19 months old. But she managed to overcome the double handicap of blindness & deafness and to take an active part in the life of the world. She graduated with honors from Radcliff College in 1904.Since then she carried on a career that had really begun at the age of 11, when she arranged a tea party at which she collected money to help the education of a smaller deaf-blind child. Even in her eighties, she still spent her busy life in theservice of the other handicapped people. She traveled widely & had friends all over the world. Of course, she could never have accomplished this alone. Just as remarkable as Miss Killer was her teacher, Anne Sullivan, who undertook to lead her out of the darkness & enable her to have a normal life. Helen wrote a number of books, including her autobiography & a biography of Miss Sullivan.During her life, Helen Keller was one of the world's great heroes. Her remarkable story was well known throughout the world. Born in 1880, she contracted an illness when she was less than 2 years old that left her unable to hear or see. At a time when the lives of most people, and certainly, most disabled people, were constrained by their society's medical, philosophical, social, and economic limitations, Miss Keller went on to develop formidable powers of intellectual and emotional achievement. She traveled to the farthest reaches of the world; became a leading figure who publicly campaigned on behalf of civil rights, human dignity, women's suffrage, and world peace; and met the most celebrated personalities of her time. It is therefore not surprising that Helen Keller today remains a woman whose astounding personality and accomplishments attract widespread admiration and awe.(2) About Anne SullivanAnne Sullivan had lost most of her sight at the age of five. By the age of ten, her mother died and her father deserted her. She and her brother Jimmie were sent to the poorhouse in February 1876.Anne's brother died in the poorhouse. It was October 1880 when Anne finally left and went to commence her education at the Perkins Institution. One summer during her time at the institute, Anne had two operations on her eyes, which led to her regaining enough sight to be able to read normal print for short periods of time.Anne graduated from Perkins in 1886 and began to search for work. Finding work was terribly difficult for Anne, due to her poor eyesight, and when she received the offer from Michael Anagnos to work as the teacher of Helen Keller, a deaf-blind mute, although she had no experience in this area, she accepted it willingly. She worked very hard and was instrumental in the education of Keller.(3)About the text"Three Days to See" is the most beautiful piece of writing ever written by a blind person. Its language is lucid ,subtle and prosaic. It tells us the exact perception ofa blind and perhaps only a blind can write such a wonderful piece. Helen Keller,from the point of view of a blind, tells us how to value our sight.4.Text AnalysisPart I (para. 1-2): Introduction: What should we do if we are given only a few days to live?Part II (para. 3-7): Two kinds of attitudes toward life: treasure each day, living with a ge ntleness, a vigor & a keenness of appreciation vs. “Eat, drink and be merry”Part III (Para. 8-19): The author‟s point of view: the seeing see little, not treasuring their sight much & paying little attention to the world around him by providing her own experience& observation.Part IV. (last para.): The author wishes that she could have the power of sight for just three days, emphasizing the preciousness of sight.5. Language points1. infancy - the earliest period of childhood, especially before the ability to walk has beenacquired. 婴(幼)儿期，尤指还不会走路的那一段时期2. condemn - to pronounce judgment against; sentence 对…作出判决；宣判3. sphere – (1) the extent of a person's knowledge, interests, or social position 范围，一个人的知识范围、兴趣范围或社会地位(2) an area of power, control, or influence; domain.权力、控制力或影响力的范围；领域4. mortal - of or relating to humankind; human 人类的、与人类有联系的5. vigor – (1) physical or mental strength, energy, or force 体力，精力，活力(2) strong feeling; enthusiasm or intensity.魄力，气势坚定的信念；热情或者强力6. appreciation – (1) an expression of gratitude感谢,感激的表示(2) awareness or delicate perception, especially of aesthetic qualities or values 欣赏,尤指审美品质或价值7. panorama - an unbroken view of an entire surrounding area, vista 全景,包括周围所有区域的全部画景8. Epicurean - Of or relating to Epicurus or Epicureanism 伊壁鸠鲁(学说)的Epicurean - n. a devotee to sensuous and luxurious living; an epicure 享乐主义者9. motto - a maxim adopted as a guide to one…s conduct 座右铭, 格言, 题词10. chasten – discipline by inflicting suffer 惩戒, 责罚; 折磨11. impend - to be about to take place即将发生的：Her retirement is impending.她马上要退休了12. stroke - a sudden occurrence or result一次突然发生或一个突然的结果a stroke of luck; a stroke of misfortune 一次走运；一次不幸13. mellow - suggesting softness or sweetness柔和的，甜蜜的14. take……for granted - 认为理所当然15. buoyant – (1) having or marked by buoyancy 有浮力的，显示浮力的a buoyant balloon; buoyant spirits一个漂浮起来的气球；高涨的情绪(2) lighthearted; gay 轻松的，活泼的in a buoyant mood 轻松的心情16. go about - to set about to do; undertake着手做；承担Go about your chores in a responsible way.请以负责的态度去做你的工作17. pretty – small, unimportant18. lethargy - a state of sluggishness, inactivity, and apathy无精打采，呆滞懒散，无生气，冷漠的状态19. faculties – (1) an inherent power or ability 天赋,先天的智能或能力(2) any of the powers or capacities possessed by the human mind, ability能力，技能20. manifold - many and varied; of many kinds; multiple 繁多的；多种的；多个的：our manifold failings 我们在各方面的损失21. apply to - to be pertinent or relevant 适用a rule that applies to everyone 适用于每个人的规则22. impairment – loss23. take in - to look at thoroughly; view 详尽地看；注视took in the sights 饱览各个景色24. hazily – vaguely25. strike – to afflict suddenly, as with a disease or an impairment 侵袭,如由疾病或伤害使突然痛苦26. now and then (again)- occasionally27. incredulous - Skeptical; disbelieving 怀疑的；不相信的incredulous of stories about flying saucers对有关飞碟的故事表示怀疑28. mere - being nothing more than what is specified 仅仅的,不超过所明确指出的a mere child; a mere 50 cents an hour 不过是个孩子；每小时仅50美分29. symmetry - beauty as a result of balance or harmonious arrangement 对称美,平衡或和谐的布置产生的美30. shaggy - having a rough nap or surface, as a textile 表面粗糙的31. velvety - suggestive of the texture of velvet; soft and smooth 丝绒般的；柔软光滑的velvety skin 光滑柔软的皮肤32. texture - a structure of interwoven fibers or other elements (交织纤维或其它成份的)结构33. convolution - a form or part that is folded or coiled 盘旋结构,卷曲或盘绕的形式或部分34. quiver - the act or motion of quivering 颤动35. lush - having or characterized by luxuriant vegetation葱翠的, 有或以茂盛植被为特征的36. spongy - resembling a sponge in elasticity, absorbency, or porousness.松软多孔的,与海绵一样有弹性、吸收性、多孔性的37. pageant - colorful, showy display; pageantry or pomp 炫耀的展示38. compulsory - obligatory; required 必修的,义务的；要求的：a compulsory examination 必要的考试39. dormant - latent but capable of being activated 潜在的但能够被激活的dormant faculties 潜在的智力40. sluggish - slow; inactive 慢的；不活跃的：a sluggish stream; sluggish growth 缓缓的小溪；缓慢的生长41. interven –(of time) come between (指时间)介于其间42. loom - to come into view as a massive, distorted, or indistinct image隐约地出现,以庞大的、扭曲的或不清晰的形象出现在视野中43. accomplish - to succeed in doing; 成功地完成44. compassion - deep awareness of the suffering of another coupled with the wish to relieveit 怜悯,同情,对别人的痛苦深入了解，伴随着解脱此痛苦的希望45. deny – refuse to give (sth. asked for or needed) 联不给(所请求或需要之物)46. fleeting - passing quickly; transient 飞逝的；短暂的47. countenance - appearance, especially the expression of the face 表情，外表，尤指面部表情48. casual - not close or intimate 不熟悉的,不亲近的49. subtlety – (1) the quality or state of being subtle 细微，微妙的性质或状态(2) something subtle, especially a nicety of thought or a fine distinction.细微之处难以捉摸的事物，尤指想法的微妙或差别的细微50. occur - to come to mind 闪现进入大脑The idea never occurred to me. 这个想法闪现在我脑海51. standing - continuance in time; duration 持续(存在)时间a friendship of long standing 永恒的友谊52. chronic – (1) of long duration; continuing 长期的；持续的chronic money problems 长期的金钱困扰(2) subject to a habit or pattern of behavior for a long time 惯常的的行为习惯或方式：a chronic liar 一贯说谎的人53. the startling – that which gives a shock of surprise54. the spectacular – that which attracts public attention55. eyewitness - a person who has seen someone or something and can bear witness to the fact见证人，目击者Were there any eyewitnesses to the murder crime?这桩谋杀案有没有见证人?Sentences analysis1). Sometimes it was as long as a year; sometimes as short as twenty-four hours.(有限的时光或长达一年或短至24小时。
大英三泛读课文翻译
LESSON 4: The Middle-Class Black’s BurdenLeanita McClain黑人中产阶级因其成功而备受煎熬，我就是其中一员。
一方面，白人认为我不过是幸运昙了；另一方面，黑人则妒忌我，僧恨我。
一旦获得了机会，能够从事属于白领阶层的工作，和所有人一样，黑人就会对生活抱有极大的希望，这些包括了人们常说的梦中的豪宅，两辆汽车，接受良好的教育，还有孩子们在迪斯尼乐园度过的假期。
这一事实仍会让很多人感到震惊。
实际上，相较于其他美国人，我们黑人更渴望获得这一切，因为我们已有太久无权拥有和享受这些东西了。
同时，在通常被人们称为贫民区的地方，仍生活有相当多的黑人同胞，他们和那些观念陈旧的黑人好战分子一起，总是无休止地责写黑人中产阶级，说我们“忘了本”!’指责我们抛弃了革命，背叛了本民族，变成了白心黑人—皮肤是黑色的，内心却已被白人同化。
而事实是我们不曾忘本，我们也不敢忘本。
我们只不过是奋斗在不同的阵线，也不比他们少厌倦战争。
或许，我们还更伤心，因为我们清楚地知道黑人世界和白人世界本可以融会在一起，而这个融合在一起的世界将会更美好。
要那些花言巧语的骗子仍无所顾忌地利用儿时的友情来作编我，我就不可能忘本。
当我怀着恐惧回到以前住过的地方，钱包被人抢走时，我不会忘本；当我享用商务午餐却发现服务员是老同学时，我也不会忘本。
我回忆起儿时一起玩洋娃娃的女孩，她现在靠福利救济抚养五个子女;而那个住在教堂里的男孩，现在因谋杀罪而被关在监狱里；儿时的密友则因服食过量毒品被发现死在我们曾一起玩捉迷藏的小巷里。
这一切怎能令我忘本!我的生活中充满了不和谐。
精神饱满地从巴黎度假归来，一星期后，我却坐上小公共汽车行驶在熟悉的路上，去南方腹地的穷乡僻壤参加我那年老而又糊涂的叔父的葬礼。
叔父是个文盲，他生活的圈子方圆不过50英里。
有时，拿着公文包在车站等车去上班时，我会碰到我阿姨和其他一些清洁女工从车上下来去给我的邻居清扫地板。
大学英语泛读第三版第三册答案董亚芬主编
大学英语泛读第三册答案Unit OneLesson 13.1) 废话连篇的人毕竟是个例，不是惯例，我们姑且不谈他们。
可是还有些人，他们说话或说明某些事情的时候，简直不知道什麽时候适可而止。
2）他们急于证明自己的观点，不知什麽时候该打住。
他们似乎以为听众如此低能，以至于听不懂最简单的事，每件事都要多次重复才能灌输到头脑里去。
3）那些有口才的人总是讨人喜欢，随时随地受欢迎他们是聚会和社交场合的中心人物。
4）我想自己掏钱补上差额再简单不过了，肯定事后他还会给我的。
所以，我没有回去向他要钱。
但是，我很快发现我是大错特错了5）辩白使我酿成大错，而沉默使我不可救药。
6）我被施予局部麻醉，好像麻醉没有完全发挥作用，于是我对给我做麻醉的护士诉说，但她不容分说，她说她知道该怎麽做，叫我不要过分挑剔。
7）医生提醒我说会有点疼，因为再打一针麻药是不可能的。
Learning to use phrases and expressions from the text1. 1) obvious 6) dose2) fares 3) administer4) to summon9) elaborate5) revived10) repetition 7) trivial 8) is associated with2. 1) A) to add to an amount required 补足B）to invent (a story) 编造C) to end a quarrel and become friends again 和好D) to form or constitute 构成2）A）the outside limit of an area （床）边B)nervous 紧张不安C) a slight advantage 微弱的优势D) to move slowly and carefully in a particular direction3)A) (obtained) from靠从事……..从……..中挤（过）B) from a particular numberC) without 失去D）because of 出于3. 1）Teenage readers felt he was on their side against their parents and teachers. Older readers felt he was on their side against their bosses at work.2) Many people are uneasy in the company of strangers.3) If you follow these instructions to the letter you will succeed in this task.4) He tends to get a bit carried away when he’s dancing and he startsspinning and leaping all over the place.5) That’s out of the question: Mary is much too busy to look after herchildren.6) I had a lot of quarrels with my parents when I was a teenager.Lesson 22. 1) 他意识到，仅仅阅读那些信件就得用去他一天的大部分时间，何况每天早晨同样又有一堆信件会出现在他的面前。
新概念三册课文对照译文Lesson 14 A noble gangster 贵族歹徒
新概念三册课文对照译文Lesson 14 A noblegangster 贵族歹徒###新概念频道为大家整理的新概念三册课文对照译文Lesson 14A noble gangster 贵族歹徒，供大家参考。
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课文原文A noble gangster贵族歹徒There was a tine when the owners of shops and businessesin Chicago that to pay large sums of money to gangsters in return for 'protection.' If the money was not paid promptly, the gangsters would quickly put a man out of business by destroying his shop. Obtaining 'protection money' is not a modern crime. As long ago as the fourteenth century, an Englishman, Sir John Hawkwood, made the remarkable discovery that people would rather pay large sums of money than havetheir life work destroyed by gangsters.Six hundred years ago, Sir Johan Hawkwood arrived inItaly with a band of soldiers and settled near Florence. He soon made a name for himself and came to be known to the Italians as Giovanni Acuto. Whenever the Italian city-states were at war with each other, Hawkwood used to hire hissoldiers to princes who were willing to pay the high price he demanded. In times of peace, when business was bad, Hawkwood and his men would march into a city-state and, after burning down a few farms, would offer to go away protection money was paid to them. Hawkwood made large sums of money in this way.In spite of this, the Italians regarded him as a sort of hero.When he died at the age of eighty, the Florentines gave him a state funeral and had a pictured with as dedicated to the memory of 'the most valiant soldier and most notable leader, Signor Giovanni Haukodue.'以前有一个时期,芝加哥的店主和商行的老板们不得不拿出大笔的钱给歹徒以换取"保护"。
英语泛读教程3第三册课文翻译unit14
UNIT14你怎么知道艺术品的好坏?玛丽亚·曼尼丝你喜欢艺术吗？你能说出哪些艺术品好哪些不好？是不是存在评价艺术的标准？读一读下面这篇文章，看看玛丽亚·曼尼丝如何回答这样的问题。
假想没有评论家告知咱们，对一幅画，一个剧本或一段新乐曲如何反映。
假想咱们无心间步入一个未签名油画的画展。
咱们依据什么标准，依据什么价值来评判它们是优是劣，是天才的仍是没有天才的，是成功仍是失败?咱们又怎能知道自己的想法是正确的?近十五或二十年来，艺术的批评与欣赏流行否定任何合理标准的存在，使“好”与“坏”成了无关紧要，无足轻重、无可适用的字眼。
咱们被告知，根本不存在先通过知识与经验取得，然后加在讨论的对象上的一套标准这回事。
这一直是受到欢迎的方式，因为它解除评论家评判的责任，公众也不必知识。
它迎合那些不肯受规则约束的人，称头脑空虚者为开明来讨好他们，并使惊惶失措的人取得安慰。
在民主平等之旗的掩护下--固然不是咱们先人所说的那种平等--它实际是在说：“你是谁，要来告知咱们什么是好，什么是坏?”这与公共传媒制作者的一贯手法如出一辙。
他们坚持以为，由公众而不是由他们决定的它想要听和看的什么，而评论家说这个节目好而这个节目不好，这纯粹是个人趣味的反映。
没有谁表达这一哲学，比近来弗兰克·斯丹坦博士，哥伦比亚广播电视公司极为睿智的总裁更为简明。
在联邦通信委员会的一次听证会上，他在接受询问时漏出此言：“一人眼里的平庸之作，却是另一人的佳作。
”最妙不过的说法是：“没有一个标准是绝对的”。
造成这种放任观念的另一重要因素是：畏惧感----所有艺术形式的观察者们都有唯恐猜错的担忧。
这种担忧极易碰到，谁没有听说当初饱受世人指摘的艺术家后来被称为大师？每一个时期都有一些评判者，他们不和时期一路前进，无法区分进化和革命，盛行一时的时尚、业余的实验与深刻的必然的转变之间的区别。
谁愿意作出这样严重的判断错误而贻笑大方?安全得多，固然也容易患多的做法是：看着一幅画，一个剧本或一首诗，说道：“它很难懂，但或许很好”；或干脆把它看成新形式加以欢迎。
泛读教程 第三册 cloze 答案 原文
Unit1。
The ability to predict what the writer is going/ about/ trying to say next is both an aid to understanding and a sign of it.A prediction begins from the moment you read the title and from expectations of what he book is likely to contain。
Even if the expectations/predictions are contradicted, they are useful because they have started you thinking about the topic and made you actively involved。
If you formulate your predictions as questions which you think the text may answer, you are preparing yourself to read for a purpose: to see which of your questions are in fact dealt with and what answers are offered。
If your reading is more purposeful you are likely to understand better.Naturally your predictions/expectations will not always be correct。
This does not matter at all as long as you recognize when they are wrong, and why. In fact mistaken predictions can tell you the source of misunderstanding and help you to avoid certain false assumptions。
新概念英语第三册第14课课文原文
新概念英语第三册第14课课文原文The text of Lesson 14 in New Concept English Book 3 provides a fascinating exploration of the concept of time and its perception across different cultures and societies. At the heart of this lesson is the recognition that the way we conceptualize and experience time is not universal but rather deeply shaped by our cultural and historical contexts.One of the key insights presented in the lesson is the distinction between monochronic and polychronic time perspectives. The monochronic view, characteristic of many Western societies, sees time as a linear, sequential phenomenon where tasks are completed one at a time in an orderly fashion. In contrast, the polychronic perspective, more common in certain non-Western cultures, embraces a more flexible and holistic approach to time where multiple activities can be undertaken simultaneously.The lesson delves into how these divergent time orientations manifest in various aspects of daily life. For instance, in monochronic cultures, punctuality and adherence to schedules are highly valued,with individuals often strictly managing their time and prioritizing one task at a time. Polychronic societies, on the other hand, tend to be more relaxed about time, with people often engaging in multiple tasks concurrently and placing greater emphasis on interpersonal relationships and the contextual flow of events.Furthermore, the text explores how these time perspectives can shape communication styles and patterns of interaction. In monochronic cultures, conversations and negotiations often follow a linear, task-oriented trajectory, with participants seeking to achieve specific goals within a predetermined timeframe. Polychronic societies, in contrast, may place greater importance on building rapport, sharing stories, and allowing discussions to unfold organically, even if this means deviating from a strict agenda.The lesson also delves into the implications of these time orientations for various aspects of life, such as business practices, decision-making processes, and even the design of physical spaces. For instance, the layout and organization of workspaces in monochronic cultures may prioritize individual focus and efficiency, while polychronic environments may foster more communal and collaborative arrangements.One of the most thought-provoking aspects of the lesson is the recognition that neither the monochronic nor the polychronicperspective is inherently superior or more "correct." Instead, the text emphasizes the importance of understanding and respecting the diversity of time perceptions across cultures, and the need to adapt our approaches and expectations accordingly.This lesson on time perspectives also serves as a powerful reminder of the profound influence that culture can have on our fundamental ways of thinking and experiencing the world. By exploring these differences, we are challenged to question our own assumptions and biases, and to develop a more nuanced and empathetic understanding of the diverse ways in which human beings navigate and make sense of the passage of time.In conclusion, the text of Lesson 14 in New Concept English Book 3 offers a compelling and insightful exploration of the cultural relativity of time. By delving into the contrasting monochronic and polychronic time perspectives, the lesson encourages readers to broaden their horizons, embrace cultural diversity, and cultivate a more flexible and adaptive approach to the way we organize and experience time in our daily lives.。
英语泛读教程3Unit 14
Fast Reading
Passage One Structure: Ordinary qualities…the commoner qualities…Genius may not be necessary…Newton’s was unquestionably a mind of the very highest order, and yet, …he modestly answered… Language points 1. exercise: fml the use of power or right行使权力或权利 Expelling him from the club was a legitimate exercise of the committee’s authority. 把他从俱乐部开除出去是 委员会职权的合法行使。
5. Consist in: mean; be equivalent to; be found in sth; have sth as its main part意 味着，等同于，在于，主要在于 Cooperation consists in helping one another and in sharing losses and gains. 合作就是互相帮助，得失与共。 The difference between success and failure consists in perseverance. 成败的 关键在于能够坚持到底。
Passage 3 1. Exact: to demand and obtain by force, threats, etc强要，强求 I finally managed to exact a promise from them. 我最后强迫他们做出了保证。 2. Work away at: work continuously (at) He’s been working away without rest ever since breakfast. 早饭后他一直在工作，没有休息过。 He is still working away at his homework. 他还在 做课外作业。 3. UNESCO：United Nations Educational, Scientific, and Cultural Organization联合国教科 文组织
新概念英语美音版第三册译文：Lesson 14 A noble gangster
新概念英语美音版第三册译文：Lesson 14 A noblegangsterLesson 14 A noble gangster贵族歹徒Listen to the tape then answer the question below.听录音，然后回答以下问题。
How did Hawkwood make money in times of peace?There was a time when the owners of shops and businesses in Chicago had to pay large sums of money to gangsters in return for 'protection'.以前有一个时期,芝加哥的店主和商行的老板们不得不拿出大笔的钱给歹徒以换取'保护'。
If the money was not paid promptly, the gangsters would quickly put a man out of business by destroying his shop.如果交款不即时,歹徒们就会很快捣毁他的商店,让他破产。
Obtaining 'protection money' is not a modern crime.榨取'保护金'并不是一种现代的罪恶行径。
As long ago as the fourteenth century, an Englishman, Sir John Hawkwood, made the remarkable discovery早在14世纪,英国人约翰.霍克伍德就有过非凡的发现：that people would rather pay large sums of money than have their life work destroyed by gangsters.'人们情愿拿出大笔的钱,也不愿毕生的心血毁于歹徒之手。
泛读第三册课文翻译
泛读第三册课文翻译第一单元第一篇脐带血:未来的干细胞研究吗?明尼苏达大学的研究人员最近宣布,他们能够在很大程度上扭转中风影响在实验室老鼠发现利用干细胞培育人类脐带血中。
在实验中,进行低神经科沃特和他的同事们,移植的干细胞特性的脑细胞了,似乎刺激大鼠的大脑“负责”自己。
研究人员几乎完全愈合后48小时的大鼠动物持续大脑损伤。
通常医生需要三个小时内行动治疗中风病人人类成功。
脐带血细胞移植是一种治疗已成为一般为血液病。
现在科学家们喜欢低发现干细胞从脐带blood-once的思想只能变成血可能是能够生长成其他类型的细胞。
(见《华夏地理》杂志的特征科学的干细胞和周围的争议。
) 先进铸造脐带血,此前视为医学废料在分娩后,一个新的视角。
虽然专家们对未来感到乐观的脐带血来源为新的干细胞疗法,他们也不同意关于这可能保命的资源应该如何处理。
一个吸引人的干细胞的来源目前尚不清楚是否治疗的研究团队使用低的老鼠身上会是安全的,也在人体上的效果。
但许多人与其他危及生命安全的疾病已经痊愈收集这容易的干细胞来源。
今天医生使用脐带血细胞治疗大约70的疾病,大部分贫血或血液系统肿瘤,如白血病或淋巴瘤)。
方法将免疫diseases-like患者重症联合免疫缺陷,俗称男孩也回应了泡沫Disease-have脐带血治疗。
“[脐带血干细胞]可以用来代替失败的血细胞,\他解释Kristine Gebbie教授、护理位于纽约的哥伦比亚大学。
全球六千例治疗脐带血干细胞移植到目前为止,尽管美国食品与药品管理局仍然认为实验的程序。
为治疗,医生通常会获得脐带血的志愿捐赠从胎盘生后。
血是库存的那几个公共登记处。
如果供者的和耐心不是足够的基因相似,病人的身体会拒绝输血。
结果可能是致命的。
“一个战争继续[差、供受体细胞],而你想要捐赠(细胞)来取得胜利,”玛丽说劳克林专家脐带血移植的凯斯西储大学的教授在俄亥俄州。
但脐带血移植是更包容比其他的过程,如骨髓移植,如果供者的不是一个最好的遗传的比赛。
最新Unit14Homeless课文翻译综合教程三
最新Unit14Homeless课文翻译综合教程三Unit 14HomelessAnna Quindlen1 Her name was Ann, and we met in the Port Authority Bus Terminal several Januarys ago. I was doing a story on homeless people. She said I was wasting my time talking to her; she was just passing through, although she’d b een passing through for more than two weeks. To prove to me that this was true, she rummaged through a tote bag and a manila envelope and finally unfolded a sheet of typing paper and brought out her photographs.2 They were not pictures of family, or friends, or even a dog or cat, its eyes brown-red in the flashbulb’s light. They were pictures of a house. It was like a thousand houses in a hundred towns, not suburb, not city, but somewhere in between, with aluminum siding and a chain-link fence, a narrow driveway running up to a one-car garage and a patch of backyard. The house was yellow. I looked on the back for a date or a name, but neither was there. There was no need for discussion. I knew what she was trying to tell me, for it was something I had often felt. She was not adrift, alone, anonymous, although her bags and her raincoat with the grime shadowing its creases had made me believe she was. She had a house, or at least once upon a time had had one. Inside were curtains, a couch, a stove, potholders. You are where you live. She was somebody.3 I’ve never been very good at looking at the big picture, taking the global view, and I’ve always been a person with an overactive sense of place, the legacy of an Irish grandfather. So itis natural that the thing that seems most wrong with the world to me right now is that there are so many people with no homes. I’m not simply talking about shelter from the elements, or three square meals a day or a mailing address to which the welfare people can send the check —although I know that all these are important for survival. I’m talking about a home, about precisely those kinds of feelings that have wound up in cross-stitch and French knots on samplers over the years.4 Home is where the heart is. There’s no place like it. I love my home with a ferocity totally out of proportion to its appearance or location. I love dumb things about: the hot-water heater, the plastic rack you drain dishes in, the roof over my head, which occasionally leaks. And yet it is precisely those dumb things that make it what it is —a place of certainty, stability, predictability, privacy, for me and for my family. It is where I live. What more can you say about a place than that? That is everything.5 Yet it is something that we have been edging away from gradually during mylifetime and the lifetimes of my parents and grandparents. There was a time when where you lived often was where you worked and where you grew the food you ate and even where you were buried. When that era passed, where you lived at least was where your parents had lived and where you would live with your children when you became enfeebled. Then, suddenly where you lived was where you lived for three years, until you could move on to something else and something else again.6 And so we have come to something else again, to children who do not understand what it means to go to their rooms because they have never had a room, to men and women whosefantasy is a wall they can paint a color of their own choosing, to old people reduced to sitting on molded plastic chairs, their skin blue-white in the lights of a bus station, who pull pictures of houses out of their bags. Homes have stopped being homes. Now they are real estate.7 People find it curious that those without homes would rather sleep sitting up on benches or huddled in doorways than go to shelters. Certainly some prefer to do so because they are emotionally ill, because they have been locked in before and they are damned if they will be locked in again. Others are afraid of the violence and trouble they may find there. But some seem to want something that is not available in shelters, and they will not compromise, not for a cot, or oatmeal, or a shower with special soap that kills the bugs. “One room,” a woman with a baby who was sleeping on her sister’s floor, once told me, “painted blue.” That was the crux of it; not size or location, but pride of ownership. Painted blue.8 This is a difficult problem, and some wise and compassionate people are working hard at it. But in the main I think we work around it, just as we walk around it when it is lying on the sidewalk or sitting in the bus terminal —the problem, that is. It has been customary to take people’s pain and lessen our own participation in it b y turning it into an issue, not a collection of human beings. We turn an adjective into a noun: the poor, not poor people; the homeless, not Ann or the man who lives in the box or the woman who sleeps on the subway grate.9 Sometimes I think we would be better off if we forgot about the broad strokes and concentrated on the details. Here is a woman without a bureau. There is a man with no mirror, no wall to hang it on. They are not the homeless. They are people whohave no homes. No drawer that holds the spoons. No window to look out upon the world. My God. That is everything.无家可归安娜·昆德伦1. 她的名字叫安，几年前的一月份，我们在港务局汽车站邂逅。
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UNIT14你怎么知道艺术品的优劣?玛丽亚·曼尼丝你喜欢艺术吗？你能说出哪些艺术品好哪些不好？是否存在评价艺术的标准？读一读下面这篇文章，看看玛丽亚·曼尼丝如何回答这样的问题。
设想没有评论家告诉我们，对一幅画，一个剧本或一段新乐曲怎样反应。
设想我们无意间步入一个未署名油画的画展。
我们依据什么标准，依据什么价值来评判它们是优是劣，是天才的还是没有天才的，是成功还是失败?我们又怎能知道自己的想法是正确的?近十五或二十年来，艺术的批评与欣赏流行否认任何合理标准的存在，使“好”与“坏”成了无关紧要，无足轻重、无可适用的字眼。
我们被告知，根本不存在先通过知识与经验获得，然后加在讨论的对象上的一套标准这回事。
这一直是受到欢迎的方法，因为它解除了评论家评判的责任，公众也无须知识。
它迎合那些不愿受规则约束的人，称头脑空虚者为开明来讨好他们，并使不知所措的人得到安慰。
在民主平等之旗的掩护下--当然不是我们祖先所说的那种平等--它实际是在说：“你是谁，要来告诉我们什么是好，什么是坏?”这与大众传媒制作者的一贯伎俩如出一辙。
他们坚持认为，由公众而不是由他们决定的它想要听和看的什么，而评论家说这个节目好而这个节目不好，这纯粹是个人趣味的反应。
没有谁表达这一哲学，比近来弗兰克·斯丹坦博士，哥伦比亚广播电视公司极其睿智的总裁更为简明。
在联邦通讯委员会的一次听证会上，他在接受询问时漏出此言：“一人眼里的平庸之作，却是另一人的佳作。
”最妙不过的说法是：“没有一个标准是绝对的”。
造成这种放任观念的另一重要因素是：畏惧感----所有艺术形式的观察者们都有唯恐猜错的担心。
这种担心极易遇到，谁没有听说当初饱受世人指摘的艺术家后来被称为大师？每个时期都有一些评判者，他们不和时代一起前进，无法区分进化和革命，风行一时的时尚、业余的实验与深刻的必然的变化之间的区别。
谁愿意作出这样严重的判断错误而贻笑大方?安全得多，当然也容易得多的做法是：看着一幅画，一个剧本或一首诗，说道：“它很难懂，但也许很好”；或者干脆把它当作新形式加以欢迎。
“新的”这个词--尤其在我们这个国度--具有魔力般的涵义。
凡是新的都是好的；而旧的则极可能是不好的。
如果评论家能用无人理解的语言描述新事物，那么他就更为安全。
倘若他掌握了说话的艺术，用精巧复杂的言辞，却什么也没说，日后就无人能够说他曾经说过什么。
但是我认为，所有这一切实质上都是对评判责任的背弃。
艺术家在创作中表现自己，而你则在欣赏中有自己的承诺。
毕竟还是观众成就了艺术。
欣赏的气氛对于艺术的繁荣不可或缺。
公众的期望愈高，艺术家的表现就愈好。
相反，只有被评论家误导的社会，才会在这几年把既不是艺术也不是文学的东西当做艺术和文学接受。
如果一件东西没有了，一切也就没有了，而在废物堆最底层的是被抛弃的标准。
但这些标准究竟是什么?你怎样得到它们?你如何知道它们是正确的?你又如何能在这许多不可捉摸的东西，包括最不可捉摸的自我本身，理清出一个清晰的模式?首先，很明显，你愈是多读、多看、多听，你将愈好地被装备起来实践建立在所有的理解与判断之上的联想艺术。
愈是见多识广，愈能深刻意识到一个连贯一致的规律--犹如星辰、潮汐、呼吸、白昼黑夜一般具有普遍性--存在于万事万物中。
我把这一规律与这一节奏称为一种秩序。
并非秩序，而是一种秩序。
其中存在着变化万千的各种形式。
其外则是混乱--疯狂的毁灭因素----病态。
最终应由你来区分健康的多样性与病态的混乱，而不运用联想的过程是无法做到的。
没有联想的过程，你就不能将莫扎特乐曲的一节和维米尔油画的一角，斯特拉文斯基的乐谱与毕加索的抽象画，或者一个挑衅性的行为与弗兰茨·克兰的油画，一阵咳嗽声与约翰·凯奇的作品联系起来。
某些艺术表现形式是永恒的，而另一些却转瞬即逝，这并非偶然现象。
尽管你不一定总要解释原因，但你可以提出问题。
艺术家说了些什么永恒的东西?他怎样说这些?有多少是时尚，多少纯是反映?为什么如今沃尔特·司各特的作品如此难读，而简·奥斯丁却不是这样?为什么巴洛克艺术风格适合某一时期，而另一时期却显得过于炫目辉煌?是否存在一个技巧标准，能够适用于所有时代的艺术，还是每个时代对标准都有各自不同的定义?你也许已不经意地意识到，这些年“技巧”已变成不入流的字眼，因为它含有“标准”的意思--即作品完成得好不好。
这种方便的逃避的结果，导致了大量不能发出声音的演员，不会解释歌曲涵义的歌手，不能交流感情的诗人，词汇贫乏的作家--更不用说不会作画的画家。
现在的教条是，技巧阻碍表达。
不必说你不知道自己在做什么，如果你不知道怎样去做，那么你就能做得更好。
我认为，到了你帮助扭转这一潮流的时候了，方法是努力重新发现技巧：掌握选择的工具，无论是画笔、字词还是声音。
当你开始觉察自由与草率，严肃的实验与自我疗法，技艺与即兴，力量与暴力之间的区别时，你就逐渐能够将山羊与绵羊区分开来，而这种区分形式我们竟阔别已久。
所有你需要重新拥有的，不过是几条标准和能够看穿骗局的盖氏测量仪，而我们可以在急切需要这两者的领域－－当代绘画开始艺术之旅。
我不知道什么更糟糕：不得不面对大面积的拙劣艺术，为的是发现些许可取之处，还是阅读评论家对此说的一切。
其他任何一个表现领域都不会象画界一样如此盛行煞有其事的言谈，流行如此多的废话：艺术与艺术生存的评论氛围之间紧密地相互依赖的进一步证据。
我将很乐意和你共享我们时代典型的故弄玄虚的东西。
第一则：一个抽象派画家画册目录的前言。
“受时间约束的沉思体验一种生活；具有挚情与可塑的虔诚，拜倒在女神玄秘之门下；执着追求一种描述内部冲动的纯粹的思想概念，形式化的图案虚构出神经中枢的平衡。
”引录完毕。
知道该画家画的象什么了吗？第二则：《艺术新闻》上的一段评论。
“……怪诞的迥然不同的物质混合，但是怪异发展成他最近加剧的癌变，到处以某种形式出现……”接着，后面，“为辉煌的便秘所终止的事物与过程的暴饮暴食。
”第三则：摘自同一杂志，评论一位将汽车碎片焊接成抽象的形状的艺术家。
“每一碎片……被制成人类愤怒的一个极端，精疲力竭，一路争斗，具有似乎是偶然获得的正确形式。
任何需要秩序与管束的技巧都只是人类的自我。
不,这些必须是无自我的，无法控制的，未经设计的，迥然相异的，以给你一次重击－－围绕电线杆时速50英里……”“任何需要秩序与管束的技巧都只是人类的自我。
”“只是”一词是什么意思？他们究竟在谈论什么？这是新闻写作吗？是评论吗？或者，是不是许多艺术家，评论家另一种方便的脱离表演与评判标准？与那些描述病态与堕落的作家相似，这些艺术家和评评家“反映他们四周的混乱。
”再者，谁的混乱？谁的堕落？我过去一直认为，艺术的首要功能是于混乱中创造秩序--当然此处秩序的含义不是一丝不乱，一成不变，传统守旧或人工巧饰，而是指清楚明了，意志与构想能够藉此从表面的混乱中发现根本的真理。
现在我仍这样认为。
用汽车的零件来表现机器的非人道是不够的。
这和把干花压在玻璃下展现自然一样生搬硬套，一样简单。
谈到这些，即以真实的材料（粗麻布，旧手套、瓶盖）代替颜料，去年一位评论家评价现代艺术博物馆的一次组合展览会时，这样说道：“置于这次展览会上无可争议的艺术品，占展品总数的1/4甚至1/2。
但其余的全是非艺术的，反艺术的及艺术的替代品－－社会缺陷的美学对应物。
正是那些缺陷使人们因流浪而陷入牢狱之灾。
这些美学意义上的破产者头上没有合法的意识形态遮风蔽雨，口袋中无钱支付一顿像样的智慧之餐，更不要说精神三文治了。
”我引用约翰·凯纳迪载于《纽约时报》上的这段评论，作为将对有思想的公众的责任置于在知识分子小圈子里受欢迎之上的那种批评的一个例子。
凯纳迪有勇气直抒已见，有能力阐述清楚：两项他的行业明显缺少的素质。
仅次于绘画，我认为音乐领域的欣赏与评价是最困难的。
仅仅听过一次，是不大可能对新乐曲作出评判的。
有的乐曲初听时象混乱的片断，再听两遍也许会有清晰的整体感。
也许不会。
听众唯一的救助，还是来自经验与联想的直觉，这直觉使他能够分别意图与偶然，设计与实验，伪称与确信。
当代音乐与它的姐妹艺术绘画一样，大多都仅仅是创作者自身片断的反映－－专注于自我与象征，忽略与他人的交流。
总之，艺术家会对公众说：如果你不理解我的作品，是因为你愚钝。
我以为你不愚钝。
你可以对艺术家作出稍微甚至相当程度的让步，但假如你必须完全妥协，那就是他的错，不是你的错。
务必坚持这一点。
品读新诗时，也要记住，诗歌是音乐的被陌生化了的姐妹。
在这次极其仓促的艺术之旅中，当抵达戏剧这站时，你能够在两个层次上考察。
你可以应用期待和纯真，沉湎于舞台上演绎的生活，如果演的好就激动，如果演的不好就厌倦；应用观众机制的一部分－－用沉默或大笑表示好感，以咳嗽或骚动发泄不满。
或者，你可以应用某些评判方法，这些方法能提高，而不是减少你的欣赏乐趣。
你可以问自己，演员是真正进入了角色，还是仅仅在自我展示？布景有助还是妨碍情绪的表达？剧作家对他自身、对他笔下的人物，对你是否真诚？沿着这一思路，你将逐渐学会区分真正创造性的演出与虚饰的武断的姿态，区分新鲜的观察与陈词滥调；区分矫揉造作的前卫戏剧和以全新方式诠释固有真理的前卫戏剧。
意图与技巧－－目的与方式－－这些是你在一切艺术领域进行评判的关键。
画家在一块白画布上加了宽宽的一道黑条，黑条的边上滴着颜料，试图表达什么意思？是说明暴力？还是自画像？如是是其中之一，他是否使你信服？或者，是不是自我的一种姿态或一种治疗形式？如果它使你震惊，震惊你的什么？那么这幅画着花瓶中鲜花的紧凑的小油画是什么意思？画家是否赋予鲜花新意？它与其他数以万计的鲜花画是不是有所不同？它是不是具有超越画面之外的生命力或意义？它的形式与纹理中是否有些令人愉快的东西？问题并不在于作品是抽象的还是表现的，是“现代的”还是传统的。
无情的一点是，问题在于它是否优秀。
这是必须根据直觉、经验及联想由你自己作出的决定。
它需要勇气与独立。
而且，还包含评判错误的风险，和随着时间推移认识到做出了错误评判需要的虚怀若谷。
随着年岁渐长变化，学识益多，我们的态度也可能改变，先前认为费解或晦涩的，日后也许会显出连贯性与启示性。
固有的偏见、执拗的观点与没有观点一样贫瘠可怜。
然而存在着与宇宙本身一样永恒的标准。
当你遵循标准时，你已获得了通往那难寻却不变的真理之国的护照。
身处迷惑之林时要保管好它。
并且永远不要害怕直陈已见。
我们如何听音乐艾伦·科普兰我们都按自己种种不同的能力听音乐。
但是，为了分析的方便，如果我们将整个听的过程分成几个组成部分，这一过程就会更加清楚。
在一定意义上说，我们都在三个不同的层次上听音乐。
由于缺少更好的术语，我们可以这样的称呼它们：（1）感官层次，（2）表达层次，（3）纯音乐层次。