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

新编大学英语3完整版课文翻译

Unit 1 Personality羞怯的痛苦对许多人来说，羞怯是很多不愉快的起因。

各种各样的人——矮的、高的、愚笨的、聪明的、年轻的、年老的、瘦的、胖的——都说自己是羞怯的。

羞怯的人会焦虑不安，感到不自然；也就是说，他们过分地关注自己的外表和举止。

脑海中不断盘旋着一些使自己不安的想法：我给人留下的是什么印象？他们喜欢我吗？我讲话是不是傻里傻气？我长得难看。

我穿的衣服毫不引人注目。

很显然这种不安的感觉会对人产生不利的影响。

一个人的自我看法反映在自己的行为方式之中，而一个人的行为方式又影响他人的反应。

通常，人们如何看待自己对他们生活的各个方面都会产生深刻的影响。

例如，具有积极的自我价值观或很强自尊心的人往往表现出自信。

而由于自信，他们不需要他人不断地称赞和鼓励，也能使自己感觉良好。

自信者热情、自发地投入生活。

他们不因别人认为他们“该”做什么而受到影响。

有很强自尊心的人不会被批评所伤害；他们不会把批评看作是人身攻击。

相反，他们认为批评是一种提醒他们改进的建议。

相比之下，羞怯的人自尊心较弱，往往消极被动并且容易受他人影响。

他们（是否）在做“该做的事情”需要得到别人的肯定。

害羞的人对批评非常敏感；他们觉得批评正好证实了他们比别人差。

他们也很难因别人的赞美而高兴，因为他们相信自己不值得称赞。

羞怯的人也许会用这样的话来回答别人的赞美之辞：“你这么说只是为了让我感觉好一些。

我知道这不是真的。

”显然，尽管自我意识是一种健康的品质，过分的自我意识却是不利和有害的。

能否彻底消除或者至少减轻羞怯感呢？幸运的是，人们能够通过坚持不懈的努力建立自信从而克服羞怯。

由于胆怯和缺少自尊是密切相关的，因此正视自己的弱点和正视自己的优点一样重要。

例如，大多数人希望每门功课都得A。

如果仅仅因为在某些领域有困难，就把自己列为差生，这不恰如其分。

人们对自己的期望必须现实。

老是想那些不可能的事情会令自己觉得无能，甚至产生嫉妒。

当我们嫉妒比自己成绩好的学生时，我们正在自我否定。

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。

Book-3-Unit-Three--why-i-teach

the author. In the arts, a literary allusion puts the alluded text in a
new context under which it assumes new meanings and denotations.
I don't teach because ... Nor do I teach because
3. 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.
I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world.
teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning.
36.write term papers. 37. set up a corporation 38.a run-down house 39. practice self-reliance 40.repay our loan
41.distribute the profits among the group 42.give me pace, and variety, and challenge, and the opportunity to keep on learning 43. leave out 44.an energetic student bor at her dissertation

[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。

Book 3 Unit Three why i teach

administrative position.
3.
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.
4.
Certainly for
I don't teach because teaching is easy
me.
5.
Teaching
is the most difficult of the various ways
I have attempted to earn my living: mechanic,
51.know
more by intuition
52.
grow and change in front of me
present at the creation
53.being 54.the
power to nudge, to fan sparks, to suggest
books, to point out a pathway the love of learning and of books and ideas catch my breath with them
...

emphasize
Allusion
Being
a teacher is being present at the creation, when the clay begins to breathe.

大学英语3课文及翻译

新视野大学英语第三版第三册课文翻译Unit 1 The Way to Success课文ANever, ever give up!永不言弃！As a young boy, Britain's great Prime Minister, Sir Winston Churchill, attended a public school called Harrow. He was not a good student, and had he not been from a famous family, he probably would have been removed from the school for deviating from the rules. Thankfully, he did finish at Harrow and his errors there did not preclude him from going on to the university. He eventually had a premier army career whereby he was later elected prime minister. He achieved fame for his wit, wisdom, civic duty, and abundant courage in his refusal to surrender during the miserable dark days of World War II. His amazing determination helped motivate his entire nation and was an inspiration worldwide.英国的伟大首相温斯顿·丘吉尔爵士，小时候在哈罗公学上学。

当时他可不是个好学生，要不是出身名门，他可能早就因为违反纪律被开除了。

大学英语精读第三册教案三单元Unit_3_Why_I_Teach (2)

Chinese stimulate: vt. 刺激; 激励; 鼓励
TImheatekgaeocmhveybrnoewmcaneunsmetipsItlaaklnieksse,tottohcelueatfrrtanexemdeosymionwtno orldesesrotnos,stitmo ulsatitme uthlaeteecmonyosemlfy. and my
The benefits of this treatment far outweigh any risks.
profession: n. 职业；同行业的全体人员
I don’t know what profession would suit me. He left the teaching profession to set up his own
to let him have his own way.
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
2) What are the advantages of being a teacher, what are the disadvantages?
3) Do you think teaching is easy? Why? 4) What qualities does a good teacher
build on: base on; use as a base for further
development
All research builds on work by previous reseachers.

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。

大学英语第三册第三课分析解析

Every elementary and secondary public school teacher in the U.S. must have a teacher’s certificate (a license indication that the holder is qualified to teach) granted by the government of the state in which he wishes to teach. Most of the states require four years of college education for elementary teaching certificates; all the states require at least four years of college education for secondary teaching certificates. College and university College and university teachers are not required to take education courses or to obtain teaching certificates. However, a doctor’s degree in a field of specialization is almost a necessity for a teaching career in most institutions of higher education. 2. Ivory Tower “Living in an ivory tower” usually depicts the intellectuals who live only for their work and don’t care much about social and political affairs, They concentrate their entire efforts on the quest for what they perceive to be scientific or artistic truth.

大学英语精读第三版第三册课文翻译介绍

Unit 1与法律的一次小矛盾一个年青人发现，在街上漫无目的的闲逛也会带来波及法律上的麻烦。

一种误解致使另一种误会，直到最后他一定在法庭上接受审讯.法律小矛盾我一生只有一次堕入与法律的矛盾。

被捕与被带上法庭的整个经过在当时是一种令人极不快乐的经历，但此刻这却成为一个好故事的素材。

特别令人愤慨的是我被捕及随后在法庭上受审时期的各种果断情况。

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，我到达离我住地不远的伦敦郊区的里士满，那是我正在找一份暂时的工作，一边攒些钱去旅行。

因为天体明朗，有没有什么急事，我便安闲自得的看看窗店橱窗，走走公园，有时干脆停下来四周观看。

必定是这类明显无所作为的样子使我倒了霉。

事情发生在十一点半左右，当我在当地图书室谋之未成，刚从那边出来，就看见一个人从马路对面走过来，明显是想跟我说话。

我愿意为他是要问我时间。

想不到他说他是警察，要拘捕我。

开始我还认为这是个玩笑。

但紧接着又来了一个衣着警服的警察，这下我不容置疑了。

“为何抓我？”我问。

“四周游荡，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，这一带常常发生小偷小摸的案件，特别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，自认为是六十年月“青年反主流文化”的一员。

所以，我想对此表现出一副冷淡，毫不在意的态度，于是用一种很随意的无所谓的声调说：“你们跟我多久了？”这样一来，我在他们眼里，我是惯于此种情况的，这又使他们确信我是一个彻头彻底的坏蛋。

几分钟以后了一辆警车。

“坐到后边去，”他们说：“把手放在椅背上，不准乱动。

”他俩分别坐在我的左右，这下可不是闹着玩的了。

在警察局，他们审讯了我好几个小时。

我连续装着老于世故，对此种事习以为常的样子。

当他们问我向来在干什么事时，我告诉他们我在找工作。

大学英语精读第三版第三册unit1-unit3课文翻译5篇

大学英语精读第三版第三册unit1-unit3课文翻译5篇第一篇：大学英语精读第三版第三册unit1-unit3课文翻译unit 1 一个年轻人发现，漫无目的地在街上闲逛也会带来涉及法律问题的麻烦。

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。

法律小冲突我生平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。

尤其令我恼怒的是我被捕及随后在法庭上受审时的种种武断情形。

事情大约发生在十二年前的二月，那是我中学毕业已经几个月了，但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、位于伦敦郊区的里士满。

那是我正在找一份临时的工作，以便赚点钱去旅游。

由于天气晴朗，又没什么急事，我便悠然自得得看着商店橱窗，逛逛公园，有时干脆停下来四处观望，一定是这种无所事事的样子使我倒了霉。

事情发生在十一点半左右，我在当地图书馆谋职未成，刚从那出发，就看到一个人从马路对面走过来，显然是想跟我说话。

我原以为他要问我时间，想不到，他说他是警官，要逮捕我，开始我还以为这是个玩笑，但接着又来了身穿警服的警察，这下我无可置疑了。

“为什么要抓我？”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，表情十分严肃。

“哦。

”我说。

事情后来是这样的，这一带经常发生小偷小摸案件，尤其是从门前台阶上偷走牛奶瓶。

接着，我犯了个大错。

那时我才十九岁，留着一头凌乱的长发，自认为是六十年代“青年反主流文化”的一员。

因此，我想对此表现出一种冷漠，满不在乎的态度，于是用一种很随便无所谓的腔调说：“你们跟踪我多久了？”这样一来，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，“把手放在前排的座椅上，不许乱动。

” 他俩分坐在我的左右，这下了不是闹着玩的了。

【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。

大学英语精读第三册Unit3WhyITeach

• Here, “stomach〞 means “spirit, heart 〞. A person’s stomach sinks when he is upset, disappointed.
• 精神沮丧的
• profession:n. 职业
• A profession is a type of job that requires advanced education or training.
• stay up: 熬夜
• I used to stay up to watch TV. • 我熬夜写作业。
• I stay up to do my homework.
• T: • 说熬红眼睛，这是因为我晚上无论备课
备到多晚，总觉得备得还不充分。 • no matter+疑问词：引导让步状语从句
• Sinking-stomach, because I leave the classroom an hour later convinced that I was even more boring than usual.
• 1〕I don't teach because teaching is easy for me.
•
(Teaching is easy for me, so I don't
teach.)
• 2) I don't teach because teaching is easy for me.
• ( I teach, but it isn't because teaching is easy for me.)
• T:
• 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，觉得非与别人分享不可。

大学英语精读第三册教案三单元Unit_3_Why_I_Teach

convince: v. make someone feel certain
that sth. is true; persuade sb. to do sth. The best way to convince a fool that he is wrong is to let him have his own way. 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
leave out 遗漏, 省略, 删去; 未顾及, 忽略
So teaching gives me pace, and variety, I’ve made a list andnames — I hopeto of the opportunity and challenge, I haven’t left anyone out. keep on learning . I have left out, however, the most important reasons why I teach. She left out an important detail in
2. the variety (Teaching is a profession built on change.) __________________________________________________________
3. __________________________________________________________ the freedom to be his own boss (the freedom to do things in his own way) 4. __________________________________________________________ the opportunity to keep on learning

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。

大学英语3课文及翻译

unit 1 Mr. DohertyBuildsHis Dream LifeIn Americamany peoplehave a romantic idea of life in the countr yside. Many livingin townsdream of starting up their own farm, of livingoff the land. Few get round to puttingtheir dreamsinto practice. This is perhapsjust as well, as the life of a farmeris far from easy, as Jim Dohertydiscovered when he set out to combinebeing a writer with runninga farm. Nevertheless,as heexplains, he has no regret sand remainsenthusiasticabout his decision to changehis way of life. 在美国，不少人对乡村生活怀有浪漫的情感。

许多居住在城镇的人梦想着自己办个农场，梦想着靠土地为生。

很少有人真去把梦想变为现实。

或许这也没有什么不好，因为，正如吉姆?多尔蒂当初开始其写作和农场经营双重生涯时所体验到的那样，农耕生活远非轻松自在。

但他写道，自己并不后悔，对自己作出的改变生活方式的决定仍热情不减。

Mr. DohertyBuildsHis Dream LifeJim Doherty1There are two thingsIhave alwayswantedto do -- write and live on a farm. Today I'm doingboth. I am not in E. B. White's class as a writeror in my neighbors' leagueas a farmer,but I'mby. And after years of frustration with city and suburban living,my wife Sandy and I havegettingfinallyfound contentment here in the country.多尔蒂先生创建自己的理想生活吉姆?多尔蒂有两件事是我一直想做的――写作与务农。