高考翻译讲座及其答案

III.段落翻译

Translate the following paragraphs into Chinese.

A.

When we think of Egypt we think of pyramids. We picture them as they would have appeared when first built between 4,000 and 5,000 years ago, alone and enormous, out in the desert, a heroic attemp t to establish a man’s presence in seemingly limitless flat space.

当我们想到埃及时，就想到金字塔。在我们的想象中，它们正如四、五千年前刚建时那样，无依无傍，气势磅礴地屹立于沙漠之中，体现了人类立志要在那片广阔无垠的空间表现自身存在的英雄壮举。

B.

Many people become depressed because they feel a tremendous gap between the way their life is and the way they think it ought to be. Shorter and overcast days make many people, especially women, feel depressed. If you think someone’s depressed, don’t underestimate the value of friendship.

许多人心情沮丧是因为他们感到他们现在的生活和他们认为应该拥有的生活差距很大.昼短夜长和阴天会使许多人,特别是妇女,心情不好。如果你认为某人心情不好,不要低估友情的力量。

C.

If your friend or relative is sad or weepy, don’t gloss over her troubles. Instead, encourage her to talk. Ask open-ended questions like “ You haven’t seemed yourself lately. Is something going on?” Then listen. Be empathetic. Assure her of your friendship, your ongoing support and caring, but don’t offer false reassurance: She may think you don’t understand her despondency, and she’ll feel even more alone.

如果你的朋友或亲友感到悲伤或者是泪眼汪汪,不要忽视她的苦恼,应该鼓励她说出来.可以泛泛地问些问题,如: “最近好像有点不对劲。出了什么事了吗？”然后倾听她诉说, 设身处地地为她想想。要让她意识到你的友情，你在给她支持和关切，但不要空洞地劝她安下心来：因为她会认为你不理解她的沮丧心情，她会更感孤独。

IV.语篇翻译

Translate the underlined sentences into Chinese.

A.

Young people should have the right to control and direct their own learning, that is, to decide what they want to learn, and when, where, how, how much, how fast, and with what help they want to learn. (1) To be still more specific, I want to have the right to decide if, when, how much, and by who they want to be taught and the right to decide whether they want to learn in a school and if so which one and for how much of the time. （1．更具体地说，我想要有权来决定是否上学、什么时候上学、学多少、谁来教，以及有权来决定是否要在学校学，如果学的话，在哪一所学校学及学多长时间。）

No human right, except the right to life itself, is more fundamental than this. A person’s freedom of learning is part of his freedom of thought, even more basic than his freedom of speech. If we take from someone his right to decide what he will be curious about, we destroy his freedom of thought. (2) We say, in effect, you must think not about what interests and concerns you, but about what interests and concerns us. 实际上在说，你一定不要考虑你感兴趣和所关注的事情，而是要考虑我们感兴趣和所关注的事情。

This right of each us to control our learning is now in danger. When we put into our laws the highly authoritarian notion that someone should and could decide what all young people were to learn and beyond that, could do whatever might seem necessary ( which now includes dosing them with drugs) to compel them to learn it, we took a long step down a very steep and dangerous path. The requirement that a child go to school, for about six hours a day, 180 days a year, for about ten years, whether or not he learns anything there, whether or not he already knows it or could learn it faster or better somewhere else, is such a gross violation of civil liberties that few adults would stand for it. But the child who resists is treated as a criminal. (3) With this requirement we created an industry, an army of people whose whole work was to tell young people what they had to learn and to try to make them learn it. 由于有了这项要求，我们创立了一个产业，一个劳动大军，其全部的工作就是告诉年轻人他们该学什么并让他们来学。Some of these people, wanting to exercise even more power over others, or to be even more “helpful”, are now beginning to say, (4) “If compulsory education is good for children, why wouldn’t it be good for everyone?”“要是强迫式教育对孩子们有益，那怎么就不会让所有的人都受益呢？”

(5) They are beginning to talk, as one man did on a nationwide TV show, about “womb-to-tomb” schooling. 正如在全国联网的电视节目中一个人所说的那样，人们开始谈论“从出生到坟墓”式的教育了。If hours of homework every night are good for the young, why wouldn’t they good for us all ----they would keep us away from the TV set and other frivolous pursuits. Some group of experts, somewhere, would be glad to decide what we all ought to know and then very so often check up on us to make sure we knew it ----with, of course, appropriate penalties if we did not.

B.

(6) The greatest results in life are usually attained simple means, and the exercise of ordinary qualities. 人生的最大成就通常是通过简单的方法、运用一般能力而获得的。The common life of every day, with its cares, necessities for acquiring experience of the best kind; and its most beaten paths provide the true worker with abundant scope for effort and room for self-improvement. (7) The road of human welfare lies along the old highway of steadfast well-doing; and they who are the most persistent, and work in the truest spirit, will usually be the most successful. 人生的幸福之路与一成不变积德行善的老路并行。最执着的并以最真诚的精神工作的人，通常是最成功的人。

(8) Fortune has often been blamed for blindness; but fortune is not so blind as men are. 人们常常指责运气具有盲目性，但是运气并不象人那么盲目。Those who look into practical life will find that that fortune is usually on the side of the industrious, as the winds and waves are on the side of the best navigators. In the pursuit of even the highest branches of human inquiry, the commoner qualities are found the most useful ----such as common sense, attention, application, and perseverance.

(9) Genius may not be necessary, though genius of the highest sort does not disdain the use of these ordinary qualities. 虽然最伟大的天才并不鄙视一般能力的运用，但是并不一定非得具备天才。The very greatest men have been among the least believers in the power of genius, and as worldly wise and persevering as successful men of the commoner sort. Some have even defined genius to be only common sense intensified. A distinguished teacher and president of a college spoke of it as the power of making efforts. John Foster held it to be the power of lighting one’s own fire. Buffon said of genius, “it is patience”.

Newton’s was unquestionably a mind of the very highest order, and yet, when asked by what means he had worked out his extraordinary discoveries, he modestly answered, “By always