新视野英语教程Unit3textA

新视野大学英语 unti3 SectionA

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ቤተ መጻሕፍቲ ባይዱ
independentstudents parents in face of Different of their may come to college, future life. different ambitions. Some may harboring Some may extend their talent for a specialty in ordertime on academic focus so much of their to have a big edge in competition with others for an ideal job. achievement that they could prepare And some may attachfuture weight to the themselves better for more challenges romance andSome may build campus than from career. pleasure on the up their on anything elseon theircolor and thrill to ability in living to add own, so as to be their college life.
2. What is the biggest challenge that a Hyde School faces in creating such a system?
Their biggest challenge they face is to get the parents to give enough commitment to make the system work.

新视野大学英语,读写教程,第二册第三版,Unit3TextA分析

新视野大学英语,读写教程,第二册第三版,Unit3TextA分析Unit 3 Discovery of a new life stagePre-reading activities1. Do the quiz on the odyssey years.The answers can be various. The purpose for the quiz is to stimulate students’ interest in the unit theme. The grading criteria (6-12 points--Generation X: 13-18--Generation Y: 19 or more points Generation Z) help them understand the characteristics of the younger generation and who they are.2. Work in pairs and discuss the following questions.1. Younger generations are good at technology.Younger generations are more technical than older generations.Young people today cant live without technology.2. Yes, because all these things are exactly what young people do every day.No, because not only young people but also old people love to do these things.课文导读(一)内容介绍课文首先描述了当前大众对于人生阶段划分这一问题上的一般性共识,即将人生粗放式的划分为童年时期、青春期、成年时期和老年时期这四个阶段.随后,针对成年期的理解,作者通过比较人们对于“成年时期”今昔的不同认知,向读者着重介绍了一个被明确界定的、重要的人生新阶段,即“奥德赛”岁月.在日益激烈的社会竞争中,会有相当部分的年轻人在介于青春期与成年时期之间的这个阶段中会表现出种种叛逆、迷惘.但作者坚信,历经艰辛的“奧德赛”征程岁月的跋涉后,年轻人终究会完成自我探索、自我认知,逐步成熟、成长,并步入真正的成年时期.课文主要通过比较和对照的手法,向我们勾勒出“奥德赛”岁月的典型特征,并鼓励年轻人做好各方面的准备,要积极、专注于自己的梦想,勇敢面对这段征程岁月(二)背景知识奥德赛岁月:《奥德赛》与《伊利亚特》相传为盲诗人荷马所做的两部关于特洛伊战争的长篇史诗,者合称为《荷马史诗》.作为现存最古老的西方文学作品之一,同时也是古希腊最重要的两部史诗之,《奥德赛》被公认为是西方文学的奠基之作.《奥德赛》叙述了特洛伊战争结束后希腊英雄奥德修斯在还乡途中历时10年惊心动魄的海上历险故事.通过描述主人公艰苦卓绝的历险经历,赞美了英雄奥德修斯的勇敢、坚强、足智多谋.由于故事的广泛流传,“奥德赛”已经成为“漫长而又刺激的行程”的代名词.本文中用“奥德赛岁月”形象地描述了年轻人步入成年时期之前的那段漫长的、有重大意义的人生新阶段.在这个漫长的阶段,年轻人叛逆迷惘,但更为重要的是获得成长,顺利步入成年时期(三)课文分析1.篇章结构Para.1 The author explains how the traditional way labeled life stages.作者解释了传统方式是如何划分人生的各个阶段.Paras.2-5 The author introduces a new life stage, the odyssey years, using comparison and contrast.作者通过比较和对照的手法,向读者介绍了“奥德赛岁月”这样一个全新的人生新阶段.Paras.6-10 The author exclusively deals with the characteristics of the odyssey years.作者着重叙述了“奥德赛岁月”的特征.Paras.11-12 The author encourages young people never to give up when facing strong competition.作者鼓励年轻人即便在激烈的竞争中也永不言放弃.2.写作特点本文是一篇典型的说明文,总体的写作特点是通过比较和对照的方式既引出作者所要阐释说明的奥德赛岁月”这一主题,同时又更好的凸显出该主题的标志性特征Text A Journey through the odyssey years奥德赛岁月之旅Title: odyssey[??d?si] n. [C] 1) a series of experiences that teach you sth. about yourself or about life 对人生有教益的一连串经历；艰难历程Eg: His odyssey of passion, friendship,love, and revenge was now finished.他的热情、友谊、爱情和复仇的漫长历程,到此结束了2) a long journey with a lot of adventures or difficulties 漫长的历险旅程Eg: The march to Travnik was the final stretch of a16- hour odyssey.去特拉夫尼克的这段路是长达16小时艰险旅行的最后一程※※※1 Most of us know about the phases of life which we label to parallel different age groups and life stages: childhood, adolescence, adulthood, and old age. 我们大多数人都知道，根据不同的年龄和生活阶段，人生可与此平行划分为童年、青春期、成年和老年这四个阶段。

新视野大学英语1课后翻译第三章

新视野大学英语1课后翻译第三章Unit3 TextA史蒂威?旺达奇才阴影中的阳光1950年5月13日史蒂威?莫里斯出生时医生们都摇摇头对母亲说她儿子先天失明而且有可能会终生如此她不由得泪流满面双目失明又是黑人家里又穷这个新生儿会过一种什么样的生活呢莫里斯太太再异想天开也决不会料到她的这个小宝宝日后会成为一位被誉为史蒂威?旺达的著名音乐家而当时她所能做的只有祈祷外加担忧史蒂威自己倒一点也不担忧生活太充实了他是在一群虔诚的教徒中长大的这些人的信仰帮助他们忍受贫穷他热爱音乐会用调羹或叉子在任何稍有点像鼓得物面上敲敲打打他甚至还和视力正常的孩子们一起奔跑戏耍他说我到4岁左右才意识到自己是个盲人这听起来也许有点奇怪其实对于一个刚刚开始了解周围世界的小孩子来说这一点也不奇怪史蒂威听得见嗅得到摸得着就他所知一个人能做的也就只是这些了这就是生活母亲的桌子老是被他用来当鼓敲打母亲受不了了便给他买了一套玩具他拼命敲打不到几个礼拜那套玩具就被敲坏了随后又买了几套别的玩具后来他的一位叔叔又给他买了个玩具口琴史蒂威很快学会了吹奏令大家惊叹不已史蒂威自学弹钢琴也像学口琴一样很快无师自通他开始和朋友们在一起演奏摇滚乐他们在史蒂威家公寓楼前面的门廊上表演吸引了成群的邻居来观看聆听他们还随音乐节拍鼓掌我喜欢那种拍子史蒂威说他不仅喜欢那种拍子还很善于创作那种拍子奇迹演唱小组的罗尼?怀特听说了史蒂威其人其事立即把他带到自己的唱片公司莫顿唱片公司让他试唱一次罗尼说他们照办了莫顿公司所有上层人物汇聚一堂听一个还不满10岁的小盲童试演起先他们只是表示一下友好可怜的孩子他们不想伤害他的感情随后他们听了史蒂威的演唱和演奏再也没有人说什么可怜的孩子了他们忙于祝贺自己发现了小灵童他说不定还是近十年中最出色的音乐天才呢他们看着小史蒂威从一种乐器前冲到另一种乐器前从从容容地演奏着他是个奇才有人说这个名字流传了下来史蒂威?莫里斯成了小史蒂威?旺达他12岁时推出了他的第一首走红歌曲曲名叫指尖是首轰动一时的劲歌在接下来的岁月里小史蒂威?旺达成了莫顿公司最出色的灌片歌手之一他的金曲不断推出然而到他成年之后小史蒂威?旺达这个名字便不再适用了并且史蒂威开始对莫顿公司对他的演艺事业一手包办的做法感到厌倦他想要谱写制作自己的歌曲但莫顿公司却认为去改变一种成功的套路是不明智的到他21岁时史蒂威终于获得了自由他不顾莫顿公司的意愿开始探索新路子他制作了唱片将福音音乐摇滚乐爵士乐及运用非洲与拉美音乐的曲子糅为一体令唱片公司惊奇的是史蒂威的新唱片集如我心中的音乐和内心幻像比他原先的唱片集还要受欢迎史蒂威?旺达已经成熟成了一名独立的音乐艺术家然而就在这次成功之后厄运降临了1973年8月史蒂威遇上了一场严重的车祸差不多有整整一星期他昏迷不醒既不能开口说话也无法行走我们不知道他何时才能脱险医生说人人都在等待在为他祈祷突然之间史蒂威是名音乐天才也好他战胜了失明与贫困也好这一切都不重要了他所剩的就只有信念与坚强的意志了而这就够了史蒂威从死亡的阴影中奋力挣脱出来了正如他以前从失明的阴影中挣扎出来一样他继续作更多的表演录制更多的金曲唱片车祸改变了史蒂威让他重新审视自己的生活目标他依然热爱音乐制作但他也开始对身外的世界给予更多的关注他力争设立了一个全国性节日来纪念黑人民权运动领袖小马丁?路德?金博士他录制歌曲呼吁种族间和睦相处并为救济全球饥民募集款项最近南非总统纳尔逊?曼德拉又为史蒂威授勋以表彰他为反对该国的种族隔离制度作出的努力史蒂威?旺达拥有信念与盛名享有财富与爱情他不仅征服了自身的黑暗还通过自己的音乐与社会活动为其他许多人的生活阴影带来了阳光Unit3 TextB我们就是我们意象中的自我心理学家告诉我们我们自认为是什么样的人就是什么样的人我们相信自己能干什么不能干什么都是由我们的自我意象所界定的多年来我们每个人都对自己形成了某些看法我们的自我意象是在不知不觉中由过去的亲身经历塑造而成的我们的成功与失败别人对我们所说的一言一语以及我们认为别人对我们所持的看法这一切都有助于形成我们对自身评价的印象正因为自我意象在我们的成长过程中如此重要因此很有必要检验一下我们对于自我的看法以便充分发挥我们的潜力一种危险是我们经常接受错误的自我意象信以为真比如有一个学生认为自己英语很差劲人们可能会听到他说唉我在英语课上从未有过好成绩很可能这名学生以前某次英语考试时没能及格他并没有对自己说我有一次考试没及格我能从中得到什么样的教训呢他却开始认为我是个失败者我是怎么也学不好英语的了或者也许他的父母或朋友对他的成绩作了否定的评价通过这些方式自我贬抑的不良意象便形成了这样一来这名学生就成了他自己认定的那种人了改变我们的自我意象是可能的一些心理学家建议我们可以想象自己在某项工作中表现出色以此着手改变自我意象既然我们是根据目前的自我意象对目前的食物作出反应的他们就建议我们用更好的自我意象来代替原有的形象在许多实验中人们被要求每天静坐几分钟想象自己在一项测试中有出色表现例如实验对象静坐下来想象自己在向靶心投掷飞镖几星期以后他们的飞镖技艺提高了这项实验在不少人身上做过这些人有的想要提高棋艺有的想要投球的准确性有的想要改进推销术增长音乐才能或是提高许多别的技艺在大多数情况下他们都取得了明显的进步那名英语很差劲的学生如果也试一下把自己看成成绩较好的学生说不定就会发现自己在这门功课中所取得的成绩比他原来所想的要好许多改变自我意象的关键在于不要树立一个不切实际的自我意象试图成为与真实自我不相符合之人的做法和身体力行那种可能是我们自设的与现实不符的自卑意象一样糟糕我们的目的是要发现真实的自我要使自己想象中的自我形象与自己的真实潜力相符然而心理学家们普遍认为我们绝大多数人对自己有失公允我们往往比我们设想的自我高明些试试下面这种方法每天留出二十至三十分钟独自静坐放松不妨闭上眼睛想象自己坐在一幅电影大屏幕前然后想象自己在做某件希望能有所提高的事情可以是参加考试或是网球中的反手击球或是求职面试什么都行试着想象自己做得正确而且卓有成效尽量使你脑中的图像逼真而又生动如果可能的话想象自己看到了听到了具体的细节如果你设想自己是在参加考试那就想象一下你所在的具体房间想象你自己悠闲自若地坐在书桌前想象自己所穿的衣服听到别人写字的沙沙声还有他们在座位里挪动身子的声音看一下考试卷上的题目想象自己在写答案细节是经历一项试验的最重要的部分这种练习有助于清除不好的自我意象为你提供新的成功的自我意象或图像改变自我看法的另一个重要部分就是不要再去想以前犯过的错误不要让失败对你有所损害我们犯错误或是为此感到丢脸这本是学习过程中必经的步骤犯点错误算不了什么不过当错误告诉了我们自己错在那里之后就该忘掉它们不要再去多想有时候我们会不断记起自己的失败或错误对此感到愧疚或难堪我们听任往事取得主导地位进而产生了一种惧怕心理这正是那名英语很差劲的学生任其发生的情况对自己的期望要符合现实这很重要我们的一些不满情绪可能是由于对自己期望太高而引起的如果我们对自己所做的每一件事都要求十全十美那就可能会感到失望我们那种自我贬抑的看法就会保持下去如果我们的目标是要达到十全十美的境地那我们从一开始就注定是要失败的。

新视野大学英语第三版读写教程第三册Unit3课文原文(A+B篇)

Unit 3Text A Audrey Hepburn — A true angel in this world1 Audrey Hepburn thrilled audiences with starring roles in noteworthy films like Breakfast at Tiffany's, Sabrina, Roman Holiday, My Fair Lady, War and Peace, and Always.2 Despite her success in the film domain, the roles she most preferred portraying were not in movies. She was an exemplary mother to her two sons and a UNICEF (the United Nations International Children's Emergency Fund) Ambassador of Goodwill serving victims in war-torn countries.3 As a young girl during the Nazi occupation of her native Holland, Audrey Hepburn was aware of the brutality, death, and destruction of war. She was hungry and malnourished, as her family was bankrupted as a result of the invasion. Audrey's father abandoned the family, and two of her uncles were taken captive and killed. Audrey was grabbed off the street by Nazis and placed in line to be sent to a work camp. When the guards glanced away she darted off, barely escaping, and huddled ina cold, foul basement full of rats.4 The little girl who would become the world's most magical actress began as an anonymous refugee confronting life's horrors and fragility firsthand. But she refused to allow her spirit to be afflicted by the desperate reality of her young life. Instead, she transcended those challenges but never forgot what it felt like to suffer, to be hungry, alone and helpless.5 After the war, Audrey and her mother left Holland, arriving in London as poor immigrants. Her dream of becoming a prime dancer drove her into a rigorous schedule at a famous ballet school. Later, she was spotted by a producer and eventually landed a role in the film Roman Holiday starring Gregory Peck, one of Hollywood's top leading men.6 Soon, Audrey was transformed from a malnourished immigrant to an internationally famous movie star. Director Billy Wilder complimented her, saying, "Audrey walked beautifully, she spoke beautifully." Although she won many Academy Awards and other honors for acting, Audrey felt that her most significant work was humanitarian work with those in need, and as the mother to her two sons. She suffered through two divorces and from her memories of the war. Yet, Audrey never let her sadness overcome her or jeopardize her hope for a brighter future. Audrey finally met her soul mate, Robert Wolders, and spent the last 12 years of her life with him.7 Becoming famous never changed Audrey's generous and compassionate character. She felt a deep sense of responsibility to alleviate suffering of those in need, especially children. Friends said Audrey had a complete lack of ego and accepted and appreciated others as they were.8 Though she became very wealthy, she owned only one home in Switzerland. For Audrey it wasa paradise where she could hide from the world with her beloved family, work in her garden and take long walks in nature.9 In 1988, Audrey was appointed a Goodwill Ambassador for UNICEF designed to provide emergency food and healthcare to children suffering the destruction of war or other catastrophes. In that role, her lifelong passion for helping those in need, found its greatest calling.10 She turned down three million dollars to pen her autobiography and instead accepted one dollar a year in the more conscientious role as diplomat for UNICEF. For seven months out of each of her last five years, she and Robby left the peace and beauty in their cozy home to embark on outreach trips into some of the most difficult places on earth. From Bangladesh, Sudan, India, Vietnam, Kenya, Ethiopia, Central and South America, to Somalia, Audrey Hepburn traveled representing UNICEF, making over 50 emotionally draining and physically dangerous missions into bleak destinations to raise world awareness of wars and droughts. Having been a victim of war, she understood the blessing of being the beneficiary of food, clothing, and, most of all, hope.11 Audrey felt it was wicked that billions of children were deprived of simple joys and drowned in overwhelming misery. She believed deeply in the ideology that all people share in the duty to care for those in need. Audrey Hepburn was always ready to lead by example. She said: "When you deny childhood, you deny life." She saw UNICEF's work as an integral, sacred force in people's lives and said of UNICEF's results, "Anyone who doesn't believe in miracles is not a realist."12 In 1992, Audrey was stricken by cancer. She, Robby and her two sons returned to their home in Switzerland for their last Christmas together.13 Audrey's long-time friend and world-famous French fashion designer, Hubert de Givenchy, spoke to his cherished friend for the last time, just before she died. He said she was "... serene at the end because she knew she had achieved everything with perfection".14 Audrey Hepburn's passion for service was enduring. Even as her life ended at 63 years of age, she remained a gracious woman who perpetually signified simplicity, charity, charm and kindness.15 The majesty of Audrey Hepburn's spirit of social responsibility and dedication lives on in her words: "Remember, if you ever need a helping hand, it's at the end of your arm. As you get older, remember you have another hand: The first is to help yourself, the second is to help others." And "For beautiful eyes, look for the good in others; for beautiful lips, speak only words of kindness; and for poise, walk with the knowledge that you are never alone."Unit 3Text B A life in filmSteven had to face rejections and obstacles in his film-creating efforts, but his persistence and dedication transformed the obstacles into an alternative route to success.1 At 12 years old, Steven Spielberg was already visiting film shootings at Universal Studios in his office suit, a packed lunch tucked into his briefcase. The young boy tried to immerse himself in film in any way possible. He had been given an administrative job at Universal Studios from a friend of his father's, and every day, even though he didn't have a legitimate security pass, he would try to manipulate his way past the guards and into his personal paradise. Such persistence is hardly surprising from a boy whose lifelong conviction was to "Make sure you are right and go on!" (adopted from a 1954 Disney film).2 When Steven was eight years old, his father gave him a Brownie 8 mm film camera as his birthday present. Steven immediately began collecting footage of family events, and he simulated action scenes with his miniature toy spacecraft, populating his films with his neighborhood friends as actors. People quickly began to recognize his terrific talent, and he won a prize for cinematography for his early westernThe Last Gunfight; years later, he won a national contest for his film Escape to Nowhere. His film Firelight was twice analyzed by a national newspaper and was presented in the city theater as if it were a Hollywood premiere. By the time he was 17 years old, Steven had established himself as a director with the artistic intuition of a man twice his age.3 His achievements are certainly related to the personal obstacles and setbacks he faced from an early age. Steven's family moved often, so that he was constantly trying to find his place in a turbulent environment with new people. Despite his natural intelligence, Steven had a carefree attitude and put little effort into school. He consistently earned only a C average, or lower. Socially, he wasn't athletic or popular, and since his conspicuous interest in film made him seem eccentric, classmates shunned and mocked him.4 His home life was not ideal either, as his father's rigid engineering temperament could not understand his or his mother's artistic personalities. Steven would miss his father when he was gone for long work trips, and then reverted to furiously arguing with him as soon as he returned. Finally, when he was in high school, his parents ended their unhappy marriage with a divorce. The theme of the lack of a father figure consistently infected Steven's films.5 Unfriendly surroundings at home and school made Steven strive even harder to achieve in the film world. He applied to two of the best film schools in the country: the University of Southern California and the University of California, Los Angeles. But even with a formidable 10 years of experiences in filmmaking and his friends atUniversal Studios endorsing him, his grades were too poor, and he was flatly turned down at both institutions.6 Unwilling to give up, Steven entered the California State University, where he hoped the program in TV and radio might open his way to Hollywood. Unfortunately, the university was not suited to his experience, and one academician recalled, "Steven knew more about cameras, mounts, and lenses than anyone else in the department. He could teach there." Despite his manifest talent, his low grades sabotaged transfer attempts, forcing real film schools to withhold acceptance.7 Steven contrived to rectify the situation on his own by diverting his attention away from academics. He cleaned his old suit and briefcase and returned to visiting Universal Studios where he had worked as a boy. He discreetly sneaked into any department he could, such as shooting rooms, editing and sound-mixing studios, and he quietly watched until he was discovered and ordered to leave. Introducing himself under the pretext of being either an actor, director, or producer, he would invite people to dinner to make connections and learn as much as he could. Even though he was caught and expelled at least once a day, he always returned to smuggle himself back in again.8 Steven repeatedly tried to prove himself to the Universal executives, while working in a cafeteria to save up money for equipment. He would discretely create scenes and then shoot and re-shoot his movies. He kept upgrading from 8 to 16 and finally 35 mm film before he was allowed a screening. Finally, his film Amblin was given a chance in front of the executives. It was a short, silent film and the plot differed greatly from the sci-fiand combat films that would later predominate Steven's career. Still, the short film was awesome enough to win Steven, only 21 years old, a seven-year contract with Universal Studios.9 After directing smaller TV dramas and low-budget projects, Steven earned the chance to direct his big Hollywood debut: a thriller film starring a shark! Jaws was a box office hit and it made Steven famous. He continued his relationship with Universal Studios to produce the notable moviesE.T., Jurassic Park, and Schindler's List.10 As his first producer said, "It is not by any coincidence that Steven is in his present position." Instead, it is Steven's committed spirit that has strengthened him in standing fast against all rejections, prejudice and skepticism and driven him to keep moving onward.。

新视野大学英语3读写教程(第三版)u3

• She took advantage of her fame and dedicated the remainder of her life to doing humanitarian work for UNICEF. She drew attention to the issue of the world’s poorest children and awakened the world into action.
Section A A u d r e y H e p b u r n – A t r u e a n g e l i n t h i s w o r l d
Contents
Warming-up activities Text study Language application Summary
Section A A u d r e y H e p b u r n – A t r u e a n g e l i n t h i s w o r l d
Go confidently in the direction of your dreams. Live the life you’ve imagined.
— Henry David Thoreau
Don’t judge each day by the harvest you reap, but by the seeds you plant.
Cultural background
UNICEF
Questions Previewing
1. How did UNICEF come into being?
Tips
2. What is UNICEF’s major task?
Tips

新视野大学英语第三版第四册课文翻译

unit 1 TextALove and logic: The story of a fallacy爱情与逻辑: 谬误的故事1 I had my first date with Polly afterI made the trade with my roommate Rob.That year every guy on campus had a leather jacket, and Rob couldn't stand the idea of being the only football player who didn't, so he made a pact that he'd give me his girl in exchange for my jacket.He wasn't the brightest guy.Polly wasn't too shrewd, either.在我和室友罗伯的交易成功之后, 我和波莉有了第一次约会。

那一年校园里每个人都有件皮夹克, 而罗伯是校足球队员中唯一一个没有皮夹克的, 他一想到这个就受不了, 于是他和我达成了一项协议, 用他的女友换取我的夹克。

他可不则聪明, 而他的女友波莉也不太精明。

2 But she was pretty, well-off, didn't dye her hair strange colors or wear too much makeup.She had the right background to be the girlfriend of a dogged, brilliant lawyer.If I could show the elite law firms I applied to that I had a radiant, well-spoken counterpart by my side, I just might edge past the competition.但她漂亮而且富有, 也没有把头发染成奇怪的颜色或是化很浓的妆。

新视野读写(第三版)(3)课本练习及答案Unit-3

Banked cloze
VI. Fill in the blanks by selecting suitable words from the word bank. You may not use any of the words more than once.
A. diplomatic F. popularity K. devote
11. When you teach our kids not to integrate, not to _g_e_n_er_a_l_iz_e__ , not to see connections, you are destroying their capacity to think.
12. Nazi ___d_ic_t_a_t_orAdolf Hitler’s evil ambition brought the world closer to the brink of disaster than at any other time in the whole millennium(一千年)
6. Praise must be used wisely to c_o_m_p_l_im__en_t____ students who perform up to expectations and to encourage students to perform to maximum levels.
3. He has been a_f_fl_ic_t_e_d__ by a horrible disease, from which one of his best friends died two weeks ago.
4. The results of the survey are n_o_t_ew__or_t_h_y____ and useful despite being from a small sample.

新视野大学英语读写教程【第三版】第三册课文原文与翻译

Unit 1Text A Never, ever give up!永不言弃！1 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。

谢天谢地，他总算从哈罗毕业了，在那里犯下的错误并没影响到他上大学。

新视野英语教程Unit3 textA

Chinese
Para. 2&3
Text A
Thanks to the confidence I picked up from Helen, I dreamed of having my own restaurant one day. Unfortunately, when I called my parents to ask them to lend me the money, they said, “We just don’t have it.” The next day, Fred saw me and asked, “ What’s wrong, Sunshine? You’re not smiling today.” I shared my dream with him and said, “Fred, I know I could do so much more if somebody would just have faith in me.”
• print • mount • bill • Phrases and Expressions • tons of • look up to sb. • take pride in • help out • as soon as • pick up
•dream of sth./
doing sth. • share sth. with sb. • have faith in sb. • come true • in the meantime • apply for • end up • invest in
Chinese
Para. 1
Text A
I also learned how important it is to take pride in life’s

新视野英语教程第三版unit3

Plus Activities
Leading in
Plus Activities
Around the Topic Section A
Section B
Section C
Do you like stories? What kind of stories do you like most? Have you ever tried to tell your classmates your favorite stories? Here we have given you some questions that are related to stories.
Around the Topic Section A
Section B
Section C
Exploring the Topic
Reading and sharing stories with your friends is a fun way of learning. In this unit, you will find some texts to help you and your classmates to start thinking about the stories in your own lives. Read them carefully and answer the questions that come after them.
Exercises
Text A
Exercises
Around the Topic
Section A
Brainstorming
Section B
Section C
1. What can we learn from this film clip?

Unit 3-Section A新视野大学英语第三册

Chinese
Text A
Para 3-5
Michael replied, "Each morning I wake up and say to myself, 'Mike, you have two choices today. You can choose to be in a good mood or you can choose to be in a bad mood.' I choose to be in a good mood. Each time something bad happens, I can choose to be a victim or choose to see it as a type of learning. I choose to learn from it, to see it almost as a victory." "Yeah, right. It isn't that easy," I said.
tell others that they are in a very happy mood. By saying "I'd be twins", the speaker means he has a maximum level of happiness himself and could only be MORE happy if there should be someone exactly like him.
Chinese
Text A
Para 8-10
“The first thing that went through my mind was the well-being of my young daughter,” Michael replied. “Then, as I lay on the ground, within an inch of my life, I remembered that I had two choices: I could choose to die or I could choose to live. I chose the latter.” “Weren’t you scared?” I asked. “When the paramedics transferred me to the hospital and I saw the expressions on the faces of the doctors and nurses, I got really scared. In their eyes, I read ‘He’s a dead man.’ I knew I needed to take action.”

新视野大学英语3读写教程（第二版）unit3sectiona课文和翻译

新视野大学英语3读写教程(第二版)Unit3SectionA课文和翻译篇一：新视野大学英语读写教程第二版第三册课文翻译Unit1sectionA我哥哥吉米出生时遇上难产，因为缺氧导致大脑受损。

两年后，我出生了。

从此以后，我的生活便围绕我哥哥转。

伴随我成长的，是“到外面去玩，把你哥哥也带上。

”不带上他，我是哪里也去不了的。

因此，我怂恿邻居的孩子到我家来，尽情地玩孩子们玩的游戏。

我母亲教吉米学习日常自理，比如刷牙或系皮带什么的。

我父亲宅心仁厚，他的耐心和理解使一家人心贴着心。

我则负责外面的事，找到那些欺负我哥哥的孩子们的父母，告他们的状，为我哥哥讨回公道。

父亲和吉米形影不离。

他们一道吃早饭，平时每天早上一道开车去海军航运中心，他们都在那里工作，吉米在那搬卸标有彩色代号的箱子。

晚饭后，他们一道交谈，玩游戏，直到深夜。

他们甚至用口哨吹相同的曲调。

所以，父亲1991年因心脏病去世时，吉米几乎崩溃了，尽管他尽量不表现出来。

他就是不能相信父亲去世这一事实。

通常，他是一个令人愉快的人，现在却一言不发，无论说多少话都不能透过他木然的脸部表情了解他的心事。

我雇了一个人和他住在一起，开车送他去上班。

然而，不管我怎么努力地维持原状，吉米还是认为他熟悉的世界已经消失了。

有一天，我问他：“你是不是想念爸爸？”他的嘴唇颤抖了几下，然后问我：“你怎么看，玛格丽特？他是我最好的朋友。

”接着，我俩都流下了眼泪。

六个月后，母亲因肺癌去世，剩下我一人来照顾吉米。

吉米不能马上适应去上班时没有父亲陪着，因此搬来纽约和我一起住了一段时间。

我走到哪里他就跟到哪里，他好像适应得很好。

但吉米依然想住在我父母的房子里，继续干他原来的工作。

我答应把他送回去。

此事最后做成了。

如今，他在那里生活了11年，在许多人的照料下，同时依靠自己生活得有声有色。

他已成了邻里间不可或缺的人物。

如果你有邮件要收，或有狗要遛，他就是你所要的人。

当然，母亲的话没错：可以有一个家，既能容纳他的缺陷又能装下我的雄心。

新视野大学英语3读写教程(第二版)Unit3--SectionA课文和翻译

新视野大学英语3读写教程(第二版)Unit3--SectionA课文和翻译Unit3 SectionAThe Hyde School operates on the principle that if you teach students the merit of such values as truth, courage, integrity, leadership, curio sity and concern, then academic achievement naturally follows. Hyde School founder Joseph Gauld claims success with the program at the $18,000-a-year high school in Bath, Maine, which has received consi derable publicity for its work with troubled youngsters."We don't see ourselves as a school for a type of kid," says Malcolm Gauld, Joseph's son, who graduated from Hyde and is now headmast er. "We see ourselves as preparing kids for a way of life — by cultivat ing a comprehensive set of principles that can affect all kids." Now, Joe Gauld is trying to spread his controversial Character First i dea to public, inner-city schools willing to use the tax dollars spent on the traditional program for the new approach. The first Hyde public school program opened in September 1992. Within months the progr am was suspended. Teachers protested the program's demands and t he strain associated with more intense work.This fall, the Hyde Foundation is scheduled to begin a preliminary pu blic school program in Baltimore. Teachers will be trained to later wo rk throughout the entire Baltimore system. Other US school manager s are eyeing the program, too. Last fall, the Hyde Foundation opened a magnet program within a public high school in the suburbs of NewHaven, Connecticut, over parents' protests. The community feared th e school would attract inner-city minority and troubled students. As in Maine the quest for truth is also widespread at the school in Co nnecticut. In one English class, the 11 students spend the last five min utes in an energetic exchange evaluating their class performance for t he day on a 1-10 scale."I get a 10.""I challenge that. You didn't do either your grammar or your spelling homework.""OK, a seven.""You ought to get a six.""Wait, I put my best effort forth here.""Yeah, but you didn't ask questions today."Explaining his approach to education, Joe Gauld says the convention al education system cannot be reformed. He notes "no amount of cha nge" with the horse and carriage "will produce an automobile". The Hyde School assumes "every human being has a unique potential" th at is based on character, not intelligence or wealth. Conscience and h ard work are valued. Success is measured by growth, not academic ac hievement. Students are required to take responsibility for each other . To avoid the controversy of other character programs used in US sc hools, Gauld says the concept of doing your best has nothing to do with forcing the students to accept a particular set of morals or religious values.The Hyde curriculum is similar to conventional schools that provide preparation for college, complete with English, history, math and scie nce. But all students are required to take performing arts and sports, and provide a community service. For each course, students get a gr ade for academic achievement and for "best effort". At Bath, 97% of the graduates attend four-year colleges.Commitment among parents is a key ingredient in the Hyde mixture. For the student to gain admission, parents also must agree to accept a nd demonstrate the school's philosophies and outlook.The parents ag ree in writing to meet monthly in one of 20 regional groups, go to a ye arly three-day regional retreat, and spend at least three times a year i n workshops, discussion groups and seminars at Bath. Parents of Mai ne students have an attendance rate of 95% in the many sessions. Joe and Malcolm Gauld both say children tend to do their utmost when t hey see their parents making similar efforts. The biggest obstacle for many parents, they say, is to realize their own weaknesses.The process for public school parents is still being worked out, with a lot more difficulty because it is difficult to convince parents that it is worthwhile for them to participate. Of the 100 students enrolled in N ew Haven, about 30% of the parents attend special meetings. The lowattendance is in spite of commitments they made at the outset of the program when Hyde officials interviewed 300 families.Once the problems are worked out, Hyde should work well in public schools, says a teacher at Bath who taught for 14 years in public scho ols. He is optimistic that once parents make a commitment to the pro gram, they will be daily role models for their children, unlike parents whose children are in boarding schools.One former inner-city high school teacher who now works in the New Haven program, says teachers also benefit. "Here we really begin to focus on having a fruitful relationship with each student. Our focus is really about teacher to student and then we together deal with the…academics. In the traditional high school setting, it's teacher to the m aterial and then to the student." The teacher-student relationship is t aken even further at Hyde. Faculty evaluations are conducted by the students.Jimmy DiBattista, 19, is amazed he will graduate this May from the Bath campus and plans to attend a university. Years ago, he had seen his future as "jail, not college". DiBattista remembers his first days a t Hyde."When I came here, I insulted and cursed everybody. Every other sch ool was, 'Get out, we don't want to deal with you. 'I came here and th ey said, 'We kind of like that spirit. We don't like it with the negativeattitudes. We want to turn that spirit positive.'"海德中学的办学宗旨是：如果你向学生传授诸如求真、勇敢、正直、领导能力、好奇心和关心他人等美德的话，学生的学习成绩自然就会提高。

新视野大学英语第三版读写教程第一册unit3 TextA

新视野大学英语第三版读写教程第一册unit3 TextA简介本文档是对《新视野大学英语第三版读写教程第一册》中第三单元TextA的阅读和写作内容进行的总结和分析。

本单元主要讲述了一位大学生的大学生活和学习经历，通过文中的描述和对话来了解大学生活的方方面面。

文本概要TextA以一篇短文的形式呈现，通过一位大学生Peter的真实故事，描述了他在大学的学习和生活经历。

文章主要分为三个部分：大学生活的起点、学习的经验和大学生活的改变。

大学生活的起点文章第一部分主要介绍Peter作为一名大学生的起点和个人背景。

他来自一个小农村，在农村里待了整个童年和青少年时代。

他努力学习，在高中时期通过了高考，考入了理想的大学。

他对大学生活充满了期待，对于未来的学习和人生充满了憧憬和希望。

学习的经验文章第二部分主要讲述了Peter在大学的学习经验和策略。

他刚开始上大学的时候，感到非常困惑和迷茫，不知道应该如何适应大学的学习模式和节奏。

然而，通过努力学习和借鉴他人的经验，他逐渐适应并取得了不错的成绩。

他通过参加各种学术活动和志愿者工作，不仅提高了自己的知识水平，还锻炼了各种实用技能。

大学生活的改变文章第三部分主要描述了Peter在大学生活中的改变和成长。

他在大学里结识了很多好朋友，扩大了他的社交圈子。

他也参加了一些社团活动和学生组织，以丰富自己的大学生活。

此外，Peter还通过参加实习项目，培养了自己的职业素养，并为将来的就业做好准备。

内容分析通过阅读TextA，我们可以深入了解大学生活的起点、学习经验以及大学生活的改变。

文章通过真实的故事和细节，生动地描绘了一个大学生的成长过程。

同时，文章也表达了大学生活的重要性和对个人发展的影响。

文章中的细节描写和对话使得整个故事更加生动和有趣。

例如，在学习的经验部分，作者描述了Peter的学习方法和策略，这些策略可以帮助读者更好地应对大学学习中的困惑。

此外，文章还以Peter的亲身经历为例，向读者展示了进入大学后需要做出的选择和决策。

新编第二版新视野大学英语第三册unit3第三单元sectionA

To be continued
Related Information
The core philosophy of Hyde Leadership is that each individual is gifted with unique potential that defines a destiny. The unique potential is developed through a characterbased curriculum that stresses a studentparent-teacher partnership and creates a family-school bond.
Give a man a fish, and you feed him for the day. 授人以鱼，当日满足。 Teach him how to fish, and you feed him for a lifetime. 授人以渔，受益一生。
In-Class
Are you satisfied with the educational situation in China? What kind of improvements should be done?
Related Information
Five Words
Our Five Words are what we believe define character: Leadership - I am a leader through asking the best of myself and the best of others. Integrity - I am gifted with a unique potential and conscience as my guide to discovering it. Curiosity - I am responsible for my own learning. Courage - I learn the most by facing challenges and taking risks. Concern - I need a challenging and supportive community in which to develop my character.

新视野大学英语读写教程第二册3单元textA单词unit3textAwords

Character n. 性格，品质；特征；[计] 字符；人物，角色vt. 刻，印；使具有特征Perhaps there is a negative side to his character that you haven't seen yet...或许，他性格中不好的一面你还没有看见。

Individuality is a valued and inherent part of the British character.个性鲜明是英国人固有的、也是他们看重的特点。

Compromise compromiser妥协者The government's policy of compromise is not universally popular. 政府的妥协政策并没受欢迎'Nine,' said I. 'Nine thirty,' tried he. We compromised on ...Involved If she were involved in business, she would make a strong chief executive...如果她投身商业的话,她会是一个很有能力的总裁关系暧昧的;有情爱关系的If one person is involved with another, especially someone they are not married to, they are having a sexual or romantic relationship.He became romantically involved with a married woman.他与一位已婚妇女产生了恋情SubtleThere are subtle differences in meaning between these two words.He is a subtle character, you know. 你知道他为人狡猾。

新视野英语教程第三版unit3

Text A
Exercises
Around the Topic
Section A
Section B
Section C
Brainstorming
1. What can we learn from this film clip?
This clip, taken from the Disney cartoon movie, The Lion King, shows a perfect harmonious world before us. Why is the night so peaceful, magical and romantic? It is just because of the existence of love. As the song sings, “Can you feel the love tonight? You needn’t look too far. Stealing through the night’s uncertainties. Love is where they are.” Yes, if we have intelligent eyes, we can find love everywhere. And we can find the beauty of the world and the wonder of life. Love is magic. Love can change everything. Show your love to the people around you and you will enjoy life more.
Plus Activities
Around the Topic Leading in

新视野大学英语第三版读写教程第三册Unit3课文原文(A+B篇)

Unit 3Text A Audrey Hepburn — A true angel in this world1 Audrey Hepburn thrilled audiences with starring roles in noteworthy films like Breakfast at Tiffany's, Sabrina, Roman Holiday, My Fair Lady, War and Peace, and Always.2 Despite her success in the film domain, the roles she most preferred portraying were not in movies. She was an exemplary mother to her two sons and a UNICEF (the United Nations International Children's Emergency Fund) Ambassador of Goodwill serving victims in war-torn countries.3 As a young girl during the Nazi occupation of her native Holland, Audrey Hepburn was aware of the brutality, death, and destruction of war. She was hungry and malnourished, as her family was bankrupted as a result of the invasion. Audrey's father abandoned the family, and two of her uncles were taken captive and killed. Audrey was grabbed off the street by Nazis and placed in line to be sent to a work camp. When the guards glanced away she darted off, barely escaping, and huddled ina cold, foul basement full of rats.4 The little girl who would become the world's most magical actress began as an anonymous refugee confronting life's horrors and fragility firsthand. But she refused to allow her spirit to be afflicted by the desperate reality of her young life. Instead, she transcended those challenges but never forgot what it felt like to suffer, to be hungry, alone and helpless.5 After the war, Audrey and her mother left Holland, arriving in London as poor immigrants. Her dream of becoming a prime dancer drove her into a rigorous schedule at a famous ballet school. Later, she was spotted by a producer and eventually landed a role in the film Roman Holiday starring Gregory Peck, one of Hollywood's top leading men.6 Soon, Audrey was transformed from a malnourished immigrant to an internationally famous movie star. Director Billy Wilder complimented her, saying, "Audrey walked beautifully, she spoke beautifully." Although she won many Academy Awards and other honors for acting, Audrey felt that her most significant work was humanitarian work with those in need, and as the mother to her two sons. She suffered through two divorces and from her memories of the war. Yet, Audrey never let her sadness overcome her or jeopardize her hope for a brighter future. Audrey finally met her soul mate, Robert Wolders, and spent the last 12 years of her life with him.7 Becoming famous never changed Audrey's generous and compassionate character. She felt a deep sense of responsibility to alleviate suffering of those in need, especially children. Friends said Audrey had a complete lack of ego and accepted and appreciated others as they were.8 Though she became very wealthy, she owned only one home in Switzerland. For Audrey it wasa paradise where she could hide from the world with her beloved family, work in her garden and take long walks in nature.9 In 1988, Audrey was appointed a Goodwill Ambassador for UNICEF designed to provide emergency food and healthcare to children suffering the destruction of war or other catastrophes. In that role, her lifelong passion for helping those in need, found its greatest calling.10 She turned down three million dollars to pen her autobiography and instead accepted one dollar a year in the more conscientious role as diplomat for UNICEF. For seven months out of each of her last five years, she and Robby left the peace and beauty in their cozy home to embark on outreach trips into some of the most difficult places on earth. From Bangladesh, Sudan, India, Vietnam, Kenya, Ethiopia, Central and South America, to Somalia, Audrey Hepburn traveled representing UNICEF, making over 50 emotionally draining and physically dangerous missions into bleak destinations to raise world awareness of wars and droughts. Having been a victim of war, she understood the blessing of being the beneficiary of food, clothing, and, most of all, hope.11 Audrey felt it was wicked that billions of children were deprived of simple joys and drowned in overwhelming misery. She believed deeply in the ideology that all people share in the duty to care for those in need. Audrey Hepburn was always ready to lead by example. She said: "When you deny childhood, you deny life." She saw UNICEF's work as an integral, sacred force in people's lives and said of UNICEF's results, "Anyone who doesn't believe in miracles is not a realist."12 In 1992, Audrey was stricken by cancer. She, Robby and her two sons returned to their home in Switzerland for their last Christmas together.13 Audrey's long-time friend and world-famous French fashion designer, Hubert de Givenchy, spoke to his cherished friend for the last time, just before she died. He said she was "... serene at the end because she knew she had achieved everything with perfection".14 Audrey Hepburn's passion for service was enduring. Even as her life ended at 63 years of age, she remained a gracious woman who perpetually signified simplicity, charity, charm and kindness.15 The majesty of Audrey Hepburn's spirit of social responsibility and dedication lives on in her words: "Remember, if you ever need a helping hand, it's at the end of your arm. As you get older, remember you have another hand: The first is to help yourself, the second is to help others." And "For beautiful eyes, look for the good in others; for beautiful lips, speak only words of kindness; and for poise, walk with the knowledge that you are never alone."Unit 3Text B A life in filmSteven had to face rejections and obstacles in his film-creating efforts, but his persistence and dedication transformed the obstacles into an alternative route to success.1 At 12 years old, Steven Spielberg was already visiting film shootings at Universal Studios in his office suit, a packed lunch tucked into his briefcase. The young boy tried to immerse himself in film in any way possible. He had been given an administrative job at Universal Studios from a friend of his father's, and every day, even though he didn't have a legitimate security pass, he would try to manipulate his way past the guards and into his personal paradise. Such persistence is hardly surprising from a boy whose lifelong conviction was to "Make sure you are right and go on!" (adopted from a 1954 Disney film).2 When Steven was eight years old, his father gave him a Brownie 8 mm film camera as his birthday present. Steven immediately began collecting footage of family events, and he simulated action scenes with his miniature toy spacecraft, populating his films with his neighborhood friends as actors. People quickly began to recognize his terrific talent, and he won a prize for cinematography for his early westernThe Last Gunfight; years later, he won a national contest for his film Escape to Nowhere. His film Firelight was twice analyzed by a national newspaper and was presented in the city theater as if it were a Hollywood premiere. By the time he was 17 years old, Steven had established himself as a director with the artistic intuition of a man twice his age.3 His achievements are certainly related to the personal obstacles and setbacks he faced from an early age. Steven's family moved often, so that he was constantly trying to find his place in a turbulent environment with new people. Despite his natural intelligence, Steven had a carefree attitude and put little effort into school. He consistently earned only a C average, or lower. Socially, he wasn't athletic or popular, and since his conspicuous interest in film made him seem eccentric, classmates shunned and mocked him.4 His home life was not ideal either, as his father's rigid engineering temperament could not understand his or his mother's artistic personalities. Steven would miss his father when he was gone for long work trips, and then reverted to furiously arguing with him as soon as he returned. Finally, when he was in high school, his parents ended their unhappy marriage with a divorce. The theme of the lack of a father figure consistently infected Steven's films.5 Unfriendly surroundings at home and school made Steven strive even harder to achieve in the film world. He applied to two of the best film schools in the country: the University of Southern California and the University of California, Los Angeles. But even with a formidable 10 years of experiences in filmmaking and his friends atUniversal Studios endorsing him, his grades were too poor, and he was flatly turned down at both institutions.6 Unwilling to give up, Steven entered the California State University, where he hoped the program in TV and radio might open his way to Hollywood. Unfortunately, the university was not suited to his experience, and one academician recalled, "Steven knew more about cameras, mounts, and lenses than anyone else in the department. He could teach there." Despite his manifest talent, his low grades sabotaged transfer attempts, forcing real film schools to withhold acceptance.7 Steven contrived to rectify the situation on his own by diverting his attention away from academics. He cleaned his old suit and briefcase and returned to visiting Universal Studios where he had worked as a boy. He discreetly sneaked into any department he could, such as shooting rooms, editing and sound-mixing studios, and he quietly watched until he was discovered and ordered to leave. Introducing himself under the pretext of being either an actor, director, or producer, he would invite people to dinner to make connections and learn as much as he could. Even though he was caught and expelled at least once a day, he always returned to smuggle himself back in again.8 Steven repeatedly tried to prove himself to the Universal executives, while working in a cafeteria to save up money for equipment. He would discretely create scenes and then shoot and re-shoot his movies. He kept upgrading from 8 to 16 and finally 35 mm film before he was allowed a screening. Finally, his film Amblin was given a chance in front of the executives. It was a short, silent film and the plot differed greatly from the sci-fiand combat films that would later predominate Steven's career. Still, the short film was awesome enough to win Steven, only 21 years old, a seven-year contract with Universal Studios.9 After directing smaller TV dramas and low-budget projects, Steven earned the chance to direct his big Hollywood debut: a thriller film starring a shark! Jaws was a box office hit and it made Steven famous. He continued his relationship with Universal Studios to produce the notable moviesE.T., Jurassic Park, and Schindler's List.10 As his first producer said, "It is not by any coincidence that Steven is in his present position." Instead, it is Steven's committed spirit that has strengthened him in standing fast against all rejections, prejudice and skepticism and driven him to keep moving onward.。

新视野第三册第三单元

新视野第三册第三单元《新视野》第三册第三单元Unit 3Section A Where Principles Come First1. Pre-reading1.1 Background informationThe Hyde SchoolIn 1966, Joseph W. Gauld founded the first Hyde School in Bath, Maine in response to a system of education which he believed was failing its children because of conflicting priorities. His search for a new approach in education led to a program that valued attitude over aptitude, effort over ability, and character over talent. This emphasis creates a learning environment where students experience success with integrity, the kind of success that lasts a lifetime.Bath (巴斯) (贴图)Baltimore (最好有贴图)Baltimore is a city of northern Maryland on an arm of Chesapeake Bay northeast of Washington, DC. It has been a busy port since the 18th century. A city on the move with new attractions, Baltimore is an exciting city with charming neighborhoods, ethnic and cultural diversity, and a wealth of history.New Haven (纽黑文, 耶鲁大学所在地)(贴图)1.2 Topic-related listening1. 3 Topic-related discussion2. While-reading2.1 Global reading2.1.1 Understand the major details of the text1) What is the Hyde School famous for? (Its work with troubled students.)2) How is the Hyde curriculum different from conventional schools that provide preparation for college? (In the Hyde School, all students are required to take performing arts and sports, and provide a community service. For each course, students get a grade for academic achievement and for “best effort”.)3) How are faculty evaluations done in the Hyde School? (They are conducted by the students.)4) What is the biggest obstacle for many parents? (To realize their own weaknesses.)2.1.2 Understand organization of the text1) Main idea of the textThe text is about the Hyde School’s successful search for a new approach in education, which is centered upon teaching students the merit of such values as truth, integrity, leadership, curiosity and concern.2) Text structure analysisPart One (Para. 1-2) To feed the reader’s ________ about “Where Principles Come First”,the author starts his article with an introduction to the principles on which the Hyde School operates. (curiosity) Part Two (Paras. 3-11) Since the Hyde principles are somewhat different from those of other schools, they are _______ by some schools, as described in Para. 3, and ________ by others, as described in Paras. 4 – 11. (rejected) (appreciated)Part Three (Paras. 12 - 16) This part deals with detailed principles and _______in the Hyde School program: valuing each student’s character-based unique potential, and requiring both students’ _______ for each other and parents’_________ to theprogram. (approaches) (responsibility) (commitment) Part Four (Paras.17-20) This part is about how _________ or good the program is to both the teachers and the students. (beneficial)2.2 Detailed reading2.2.1 Words and phrases1) publicity (L5)由于事先没对音乐会进行多大宣传, 因此许多票还没卖出去.(The concert wasn't given much advance publicity, so many tickets remained unsold.) (advertising)他们特意选择电台和电视为他们的政治观点做宣传.(They purposely chose radio and TV to gain publicity for their political point.)词语辨析：In some countries, it is common for people to show loving feelings ________ (在公共场所) (in public places).面对来自公众的巨大压力, 地方政府只好消了这个不切实际的项目.(Under great pressure from the public, the local government had to cancel the unrealistic project.)2) prepare (sb) for (sth ) (L7-8)父母应让孩子为自己独立生活做好准备.(Parents should prepare their children for an independent life.) (make sb ready for sth) (To prepare for the exam, you must have a study plan of your own.)为了迎接新的挑战, 他只好根据事实做决定. (In order to g et prepared for a new challenge, he has to make decisions based on facts.)3)cultivate (L8)团体体育活动能培养人们的团队精神和集体荣誉感. (Team sports can cultivate people's team spirit and sense of collective honor.)(develop and improve)有些人选择旅游来扩大视野和陶冶情操. (Some people choose traveling to widen their field of vision and cultivate their personality.)她自己也种了一小园子菜. (She also cultivated a small garden of her own.) (prepare and use land, soil, etc. for growing crops)4) controversial (L10)尽管情商尚有争议, 但该公司还是相当重视对全体员工的情商培养. (Controversial as EQ is, the company has attached much importance to the development of emotional intelligence of its staff.) (causing disagreement or discussion)人口增长在经济界早就是个有争议的问题. (Population growth has long been a controversial issue in economic circles.) 争议之处不在于我们是否该做, 而在于我们是否能做. (The point in controversy is not whether we should do it, but whether we can do it.) (a fierce argument or disagreement about sth) 这项政策自从问世以来, 就引起了极大的争议. (There's been a bitter controversy over the policy ever since it was introduced.)5) suspend (L13)由于天气不好, 航运被暂停了. (The shipping service has been suspended because of bad weather.) (stop or cause to be not active)事件发生后不久, 她就被停职了. (She was suspended from her job shortly after the incident.) 6) schedule (L15)按计划火车8.45 到(站), 但由于大雾晚点了二十分钟. (The train was scheduled to arrive at 8.45, but it was twenty minutes late due to the dense fog .) (put a flight, train into a timetable ) 已经安排明天下午开会.(The meeting has been scheduled for tomorrow afternoon.) (plan for a certain future time) 确保一切按日程表进行. (Make sure that everything is going onaccording to their time schedule.)(a planned list or order of things to be done, dealt with, etc.)下学期我的日程想排得松一些. (I'd like to have a light schedule for next semester.)7)complete(L43)他们同意提供免费的午餐, 烟酒俱全. (They agreed to offer a free lunch, complete with cigars and wine.) (fully or additionally supplied)我们打电话不久, 就来了十名消防队员, 营救设备、急救箱等样样俱全.(Shortly after our call, ten firemen came, complete with rescue equipment, first aid kit, etc.)我们有望提前将大楼盖好.(Hopefully, we will complete the building ahead of time.) (finish)8)admission (L48)进英国大学取决于考试结果. (Admission to British universities depends on examination results.) (allowing or being allowed to enter or join a school, club, building, etc.)未系领带者一律被拒之于俱乐部门外. (All those who were not wearing a tie were refused admission to the club.)他只好承认做错了. (He had to make an admission that he had done wrong.) (confession)我觉得他会把我的放弃当成认错. (I felt he would see my giving up as an admission that I was wrong.)9) outlook (L49)如果你的看法不积极, 那怎么能行? (How can you manage to do it if you don't have a positive outlook?) (way of understanding or thinking about sth)他的人生观十分狭隘. (He has a fairly narrow outlook on life.)10) do one’s utmost (L52-53)我需要和你谈一件极其重要的事情. (I need to speak to you on amatter of utmost importance.)(the greatest, furthest or most extreme degree or point)他的房间总是丢满了一切, 极为混乱. (His room is always littered with everything, in the utmost confusion.)我们得尽力使这个过程尽可能简单. (We have to do our utmost to make the process as simple as possible.)他会用传统的医学知识来尽力帮助他们. (He will try his utmost to help them by means of his conventional medical knowledge.)11) outset (L58)起初, 这项新的教学计划在学校的效果不好. (The new teaching program didn't work well in the school at the outset.) (beginning) 工人们一开始就知道今年会完工. (The workers knew from the outset that their jobs would finish this year.)12) faculty (L69)在我们学校, 学生对老师进行评估. (In our university, faculty evaluations are conducted by the students.) (the people who teach in a school or a college)的确, 全体教职工已经应邀出席会议. (Indeed, the faculty has/have been invited to the meeting.)2.2.2 Sentence patterns1）原句：The Hyde School operates on the principle that if you teach students the merit of such values as truth, courage, integrity, leadership, curiosity and concern, then academic achievement naturally follows. (L. 1) 海德中学的办学宗旨是：如果你向学生传授诸如诚实、勇敢、正直、领导能力、好奇心和关心他人等美德的话，学生的学习成绩自然就会提高。

新视野扩展教程课文翻译Unit1,2,3,5

Unit1 Text A课文翻译一堂难忘的英语课1. 如果我是唯一一个还在纠正小孩英语的家长，那么我儿子也许是对的。

对他而言，我是一个乏味的怪物：一个他不得不听其教诲的父亲，一个还沉湎于语法规则的人，对此我儿子似乎颇为反感。

2. 我觉得我是在最近偶遇我以前的一位学生时，才开始对这个问题认真起来的。

这个学生刚从欧洲旅游回来。

我满怀着诚挚期待问她：“欧洲之行如何？”3. 她点了三四下头，绞尽脑汁，苦苦寻找恰当的词语，然后惊呼：“真是，哇！”4. 没了。

所有希腊文明和罗马建筑的辉煌居然囊括于一个浓缩的、不完整的语句之中！我的学生以“哇！”来表示她的惊叹，我只能以摇头表达比之更强烈的忧虑。

5. 关于正确使用英语能力下降的问题，有许多不同的故事。

学生的确本应该能够区分诸如their/there/they're 之间的不同，或区别 complimentary 跟complementary 之间显而易见的差异。

由于这些知识缺陷，他们承受着大部分不该承受的批评和指责，因为舆论认为他们应该学得更好。

6. 学生并不笨，他们只是被周围所看到和听到的语言误导了。

举例来说，杂货店的指示牌会把他们引向 stationary（静止处），虽然便笺本、相册、和笔记本等真正的 stationery（文具用品）并没有被钉在那儿。

朋友和亲人常宣称 They've just ate。

实际上，他们应该说 They've just eaten。

因此，批评学生不合乎清理。

7. 对这种缺乏语言功底而引起的负面指责应归咎于我们的学校。

学校应对英语熟练程度制定出更高的标准。

可相反，学校只教零星的语法，高级词汇更是少之又少。

还有就是，学校的年轻教师显然缺乏这些重要的语言结构方面的知识，因为他们过去也没接触过。

学校有责任教会年轻人进行有效的语言沟通，可他们并没把语言的基本框架一一准确的语法和恰当的词汇一一充分地传授给学生。

8. 因为语法对大多数年轻学生而言枯燥且乏味，所以我觉得讲授语法得一步一步、注重技巧地进行。

新视野英语教程Unit3textA

新视野 大学英语 unti3 SectionA

新视野大学英语,读写教程,第二册第三版,Unit3TextA分析

新视野大学英语1课后翻译第三章

新视野大学英语第三版读写教程第三册Unit3课文原文(A+B篇)

新视野大学英语3读写教程(第三版)u3

新视野大学英语第三版第四册课文翻译

新视野读写(第三版)(3)课本练习及答案Unit-3

新视野大学英语读写教程【第三版】第三册课文原文与翻译

新视野英语教程Unit3 textA

新视野英语教程第三版unit3

Unit 3-Section A新视野大学英语第三册

新视野大学英语3读写教程（第二版）unit3sectiona课文和翻译

新视野大学英语3读写教程(第二版)Unit3--SectionA课文和翻译

新视野大学英语第三版读写教程第一册unit3 TextA

新编第二版新视野大学英语第三册unit3第三单元sectionA

新视野大学英语读写教程第二册3单元textA单词unit3textAwords

新视野英语教程第三版unit3

新视野大学英语第三版读写教程第三册Unit3课文原文(A+B篇)

新视野第三册第三单元

新视野扩展教程课文翻译Unit1,2,3,5

新视野大学英语 unti3 SectionA