[实用参考]大学英语三-Unit-3-Why-I-Teach课文及翻译

大学英语三-Unit-3-Why-I-Teach课文及翻译

大学英语三-Unit-3-Why-I-Teach课文及翻译Unit 3 Why I TeachPeter G. BeidlerEvery teacher probably asks himself time and again: What are the reasons for choosing teaching as a career? Do the rewards teaching outweigh the trying comments? Answering these questions is not a simple task. Let's see what the author says.Why do you teach? My friend asked the question when I told him that I didn't want to be considered for an administrative position. He was puzzled that I did not want what was obviously a "step up" toward what all Americans are taught to want when they grow up: money and power.Certainly I don't teach because teaching is easy for me. Teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession. Red-eye, because I never feel ready to teach no matter how late I stay up preparing. Sweaty-palm, because I'm always nervous before I enter the classroom, sure that I will be found out for the fool that I am. Sinking-stomach, because I leave the classroom an hour later convinced that I was even more boring than usual.Nor do I teach because I think I know answers, or because I have knowledge I feel compelled to share. Sometimes I am amazed that my students actually take notes on what I say in class!Why, then, do I teach?I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research and writing.I teach because teaching is a profession built on change. When the material is the same, I change ——and, more important, my students change.I teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. As a teacher, I'm my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I can't? Such courses may be huge failures, but we can all learn from failures.I teach because I like to ask questions that students must struggle to answer. The world is full of right answers to bad questions. While teaching, I sometimes find good questions.I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world. I once taught a course called "Self-Reliance in a Technological Society." My 15 students read Emerson, Thoreau, and Huxley. They kept diaries. They wrote term papers.But we also set up a corporation, borrowed money, purchased a run-down house and practiced self-reliance by renovating it. At the end of the semester, we would the house, repaid our loan, paid or taxes, and distributed the profits among the group.So teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning.I have left out, however, the most important reasons why I teach.One is Vicky. My first doctoral student, Vicky was an energetic student who labored at her dissertation on a little-known 14th century poet. She wrote articles and sent them off to learned journals. She did it all herself, with an occasional nudge from me. But I was there when she finished her dissertation,learned that her articles were accepted, got a job and won a fellowship to Harvard working on a book developing ideas she'd first had as my student.Another reason is George, who started as an engineering student, then switched to English because he decided he liked people better than things.There is Jeanne, who left college, but was brought back by her classmates because they wanted her to see the end of the self-reliance house project. I was here when she came back. I was there when she told me that she later became interested in the urban poor and went on to become a civil rights lawyer.There is Jacqui, a cleaning woman who knows more by intuition than most of us learn by analysis. Jacqui has decided to finish high school and go to college.These are the real reasons I teach, these people who grow and change in front of me. Being a teacher is being present at the creation, when the clay begins to breathe.A "promotion" out of teaching would give me money and power. But I have money. I get paid to do what I enjoy: reading, talking with people, and asking question like, "What is the point of being rich?"And I have power. I have the power to nudge, to fan sparks, to suggest books, to point out a pathway. What other power matters?But teaching offers something besides money and power: it offers love.Not only the love of learning and of books and ideas, but also the love that a teacher feels for that rare student who walks into a teacher's life and begins to breathe. Perhaps love is the wrong word: magic might be better.I teach because, being around people who are beginning to breathe, I occasionally find myself catching my breath with them.我为何教书你为什么教书呢？当我告诉我的朋友我不想做任何行政职务时，他向我提出了这个问题。

unit-3-Why-I-Teach课件

（P1）
所有美国人受的教育是长大成人后应该追求金钱和权力，而我却偏偏不要明明是朝这个目标“迈进” 的工作，他为之大惑不解。
•unit-3-Why-I-Teach
Sinking-stomach:精神沮丧的 “Stomach” means “spirit, heart”.
A person’s stomach sinks when he is upset, disappointed.
说 • keep to the point 扣住主题
• on the point of… when… 刚要…….就 …… • to the point of….到了…..程度/地步 • at the point of….到了…….时候
•unit-3-Why-I-Teach
99. 06
• I was____ the point of telephoning him when his letter arrived.
• A. to B. on c. at D. in • EX. V
•unit-3-Why-I-Teach
Exercises
•unit-3-Why-I-Teach
Fill in each of the blanks in the following sentences with a word or phrase chosen from the box.
•unit-3-Wห้องสมุดไป่ตู้y-I-Teach
2. Compel vt./ compelling a.强制的，
引人注目的 • 1) to force sb. to do sth. 强迫 (由于环境/情
况/外力所迫不得不做某事） • We were compelled to acknowledge the

(完整版)大学英语精读3课文(第三版)_中英文对照

课文翻译Unit 1TextA young man finds that strolling along the streets without an obvious purpose can lead to trouble with the law. One misunderstanding leads to another until eventually he must appear in court for trial……一个青年发现，在大街上毫无明显目的地游逛会招致警方的责罚。

误会一个接一个发生，最终他只得出庭受审……A Brush with the Law与警察的一场小冲突I have only once been in trouble with the law. 我平生只有一次跟警方发生纠葛。

The whole process of being arrested and taken to court was a rather unpleasant experience at the time, but it makes a good story now. 被捕和出庭的整个过程在当时是一件非常不愉快的事，但现在倒成了一篇很好的故事。

What makes it rather disturbing was the arbitrary circumstances both of my arrest and my subsequent fate in court. 这次经历令人可恼之处在于围绕着我的被捕以及随后庭上审讯而出现的种种武断专横的情况。

It happened in February about twelve years ago. 事情发生在大约12年前，其时正是2月。

I had left school a couple of months before that and was not due to go touniversity until the following October. 几个月前我中学毕业了，但上大学要等到10月。

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

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

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

Unit 3 Why I 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

大学英语精读3-U3 why i teach ppt课件

valued in your society?
ppt课件
5
Part Division of the Text
Parts 1
Paras 1~3
Main Ideas
Introduce my feelings during the process of teaching.
2
4~11 Tell some reasons why I choose
2. Translate the sentence into Chinese.
当然，我之所以教书不是因为我觉得教书轻松。
ppt课件
8
Line. 7
Paraphrase this sentence.
Teaching is a profession that makes my eyes red for lack of sleep, my palms sweaty because of nervousness and my stomach sinking because I often feel so disappointed with my lectures.
2. Translate this sentence into Chinese.
我有权启迪，有权激发才智，有权开出书目，有权指点迷津。
ppt课件
13
Line.72
1. Paraphrase this sentence.
I teach because, when I see that my students are beginning to grow and change in front of me, I from time to time find myself growing and changing with them too, as if new life were being breathed into my body. 2. Translate the sentence into Chinese.

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。

CE3-3whyIteach

Guided Writing
Find the Topic Sentence
A paragraph is made up of a group of sentences about the same topic. The main idea of the paragraph is usually given in the first sentence or last sentence of the paragraph. This sentence is called the topic sentence.
4. Picture talk
②
③
①④⑤5. 源自nspiring quotations
1. Education is a progressive discovery of our ignorance. 教育是一个逐步发现自己无知的过程。
2. And gladly would learn, and gladly teach. 勤于学习的人才能乐意施教。
Content questions (51-2)
2. Global analysis
◆ What type is the text?
A narration
记叙文 a movie
B description
描述文 a picture
C exposition
说明文 a lecture
D argumentation 议论文 a debate
Find + oneself + pp I find myself catching my breath with them.
Translation Practice
1. Many American students apply for governmental loans to pay for their education / tuition.

Unit 3-课文讲解文档

Unit 3 Why I TeachSteps for teaching:1.Ask students to answer the warm-up questions.2.Say a few words as an introduction to the text.3.Allow students several minutes to examine the title and the text. Then ask them tofind out the author’s 10 reasons for choosing teaching as his career.4.Get students actively involved in analyzing and explaining the text. Textunderstanding will be solved by several questions in each part. Simultaneously, difficult sentences would be paraphrased and translated.5.Set aside 15 minutes for reading aloud following the map3, through which to leadstudents to improve their speaking skills and reading comprehension as well.6.Assign a short composition as homework.Step 1: Warm-up questions●What qualities does a good teacher need?●Would you like to be a teacher? Why or why not?Step 2: Introductory RemarksTeaching has been considered a welcomeless profession in many parts of the world. Education may be respected and highly valued, but teachers are not. Their pay and prestige are low in most countries. They work long hours both during the day and in the evening and their hard work often goes unnoticed and unappreciated, yet there have always been people who love the teaching profession and choose teaching as their life-long career. In the text, Mr. Beidler gives his reasons why he teaches.Note:●Mr. Beidler, Professor of English at Lehigh University (理海大学) inPennsylvania, U. S. A., who was named 1983’s Professor of the Year by the Council for Advancement and Support of Education.Step 3:1.Go over the text and find out the author’s reasons for choosing teaching as hiscareer. From Para. 5 to Para. 21, you may find 10 reasons.1. the pace of the academic calendar2. variety3. the freedom to be his own boss4. the opportunity to keep on learning5. the opportunity to teach his students to play their roles in the real world6. the opportunity to share with his students the happiness of their success7. the joy of seeing his students grow and change in front of his eyes8. the power to help his students grow and change9. the love teaching offers, the love of learning, of books and ideas and the love ateacher feels for rare students10. the feeling of remaining young while teachingStep 4:StructurePart 1(1): While all Americans are taught to want money and power, I want to teach and this greatly puzzles my friends.Part 2(2-3): I teach neither because teaching is easy for me, nor because I have so much knowledge that I must share with my students.Part 3(4-11): I love the teaching profession because teaching offers me a great number of rewards, such as pace, variety, intellectual challenge and the chance to keep on learning.Part 4(12-19): Being a teacher, I can help and see my students grow and change in front of me.Part 5(20-21): Teaching offers something besides money and power: love. In addition, seeing students growing, I find myself growing and changing with them too.Part 1Questions1. From the beginning of the text, what did the author prefer?2. What is the goal most Americans are taught to aim for in their life?3. Do you think an administrative position has anything to do with money andpower?4. Give Examples for administrative positions in a university.Difficult language point:1. What does the expression “step up”mean?“Step up” means “promotion”, which can bring him money and power. Translation：所有美国人受的教育是长大成人后应该追求金钱和权力，而我却偏偏不要明明是朝这个目标“迈进”的工作，他为之大惑不解。

Unit3_Why_I_teach

6. There was no person _____ enough to understand it. KEY A) known B) learned C) taught D) studied
7. They got a ____ result, and they were wild joy. KEY A) magic B) magician C) magnetic D) magical 8. The new machine ______ seeds evenly and quickly over the whole field. KEY A) switched B) controlled C) risked D) distributed
• convincing: adj.
• 令人信服的，有说服力的
• convinced: adj.
• 确信的，坚信的
• • • •
be convinced of be convinced that I am convinced of his guilt. I am convinced that he is guilty.
• reflection n.
• freshman n.
• 一年级新生
• sophomore n.
• 大二学生
• junior n.
• 大三学生
• senior n.
• 大四学生
• fellowship n. 研究员职位；研究员薪金
• fellow：学术团体的成员
• • • •
-ship: 表示情况、状态、身份、资格或职务 ownership所有权，所有制 scholarship 奖学金 professorship教授身份

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3册课文翻译

大学英语第3册课文翻译大学英语第3册课文翻译英语短语的用法是很重要的，所以要弄明白它所表达的中文意思。

店铺为大家精心准备了大学英语第3册课文翻译，欢迎大家前来阅读。

大学英语第3册课文翻译篇1The Expensive Fantasy of Lord WilliamsTomintoul, Scotland —On Saturday night at The Grouse's Nest, they're still willing to raise a glass or two to “Lord Williams” though now his title prompts laughter. And now they just call him “Tony”.There are those in this beautiful village in the mountains of Scotland (population, 320) who say they were never quite sureabout Anthony Williams, the soft-spoken, wealthy noble who arrived in 1986 with his well-dressed wife.And there are others who say their suspicions were aroused over time, as the 55-year-old Mr. Williams, who appeared onweekends turned out in fine suits, bought up property after property, providing such a large injection of cash into the villagethat he single-handedly brought the community back to life.But no one could have possibly guessed the truth — that the man with endless money and a friendly manner was not a lordat all but a government employee living out a fantasy that he was a Scottish noble and paying for it by stealing funds fromScotland Yard.About two weeks ago, a regretful Mr. Williams, who had worked for the London police since 1959 and had risen to a ￡65,000 a year position as deputy director of finance, was brought into court and sentenced to seven and a half yearsinprison.Estimates are that he poured nearly ￡5 million of the stolen money into the village and gave jobs to 43 people. And nowthat he has fallen upon dark days at least some villagers are sticking by him.“I found him a very charming man, very friendly, considerate —not at all proud,” said Georgie McAllister, 70, themanager of the local museum whose family has been farming the surrounding hills for generations. “It's hard to understandhow a clever person like him could mislead people like that. It's sad. Of course, it did benefit the village. A lot of the propertieswere beautifully restored.”A few doors down the square, barber Donald Corr sat inside his shop and described how suspicions began to grow. “Everyonewondered where the money was coming from. Why was he spending it in a little place in the mountains? Christ, he wouldn'thave gotten it back in 100 ye ars.”According to the court, Mr. Williams stole more than ￡8 million over eight years. Most of it came from a secret fund thathad been placed under his sole authority and that was supposed to be used to pay spies and conduct secret activities againstthe Irish Republican Army.Instead, it went to create one more British lord.Mr. Williams bought an estate with a fine brick house in England. He bought a beautiful home with white walls and a poolin Spain. He bought noble titles at auctions, spending ￡95,000 to become the Lord of Chirnside, and then adding on 10 moreScottish titles.But most of all, he sunk his dishonest gains into this village that captured his heart with its fine stone cottages, its centralareaof green grass, green rows of hedges, and its fantastic view of rolling fields and pine forests disappearing into the distancelike the men of an ancient army marching over the horizon.He bought multiple cottages and fixed them up. He purchased the pub and made it into a fine place to have a glass ofGlenlivet Scotch whiskey, produced only 10 miles (16 kilometers) to the north. And most of all, he bought the run-downGordon Arms Hotel and totally restored it, transforming it from a mess into a glorious first-class hotel with 30 handsomelyfurnished rooms, wood-paneled stairs, false bookshelves with fake leather books and an outstanding restaurant.“I would offer him three choices of glasses for the restaurant: an average one, a poor one, and fine crystal. Always, he chosethe crystal. Nothing but the bes t,” said David Abdy, who was chosen by Mr. Williams to manage the construction work andrun the businesses.Mr. Williams deceived everyone, including Mr. Abdy and including even his own wife, telling them that he inherited themoney from a rich uncle. He was caught because his bank deposits were so large that they were noticed by the bank'smanagement. The bank notified the police, who discovered, to their terrible embarrassment, that the criminal was one oftheir own.The London police commissioner publicly apologized for poorly supervising his department. Under a hastily madearrangement, the police will sell the properties, but at a substantial financial loss. Mr. Abdy, a 27-year-old businessman,acquired the bulk of the properties for about half a million pounds, obtaining bank loans and striking deals withvarious peopleto pay only a part of what they are owed by Mr. Williams.In the only interview he has given since his arrest a year ago, Mr. Williams discussed his motives for the crime with aLondon newspaper: “I discovered this bloody huge amount of money. I went from the need to pay off a few debts to what canonly be described as greed. There is no way to justify it.”翻译我哥哥吉米出生时遇上难产，因为缺氧导致大脑受损。

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。

【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。

大学英语第3册Unit 3 Why I Teach

red-eye 熬红眼睛 sweaty-palm 手掌出汗 sinking-stomach 精神沮丧 Compel:to make sth necessary ege:I feel compelled to write and tell you how much I enjoyed you work compelling 引人入胜的，扣人心弦的，不可抗拒的，令人信服的

send off =send away(to sb)(for sth) 邮购 send-off :an occasion when people come together to say goodbye to sb who is leaving send sb down：入狱，开除，勒令退学 send for sb 请某人来 send sb off 罚某人下场 send sb in 派某人去（应付困难的局面） send sb up 判某人入狱

ege:a compelling need/desire compelling evidence build on sth 在…基础上发展 build sth on sth 把…作为基础 build up 加大，增强，增大 build yourself up to sth 为…做准备

Unit 3 Why I Teach
Every teacher probably asks himself time and again: Why am I a teacher? Do the rewards of teaching outweigh the trying moments? Answering these questions is not a simple task. Let’s see what the author says.

unit3 why I teach

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

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

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

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

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

大学英语精读3-U3whyiteach

--
Line.28
1. What does “bad questions” refer to? It refers to careless questions or simple questions that every student can answer without difficulty.
or woman.
--
Line.66
1. Paraphrase this sentence. I have the power to give my students a gentle push in the right direction, to arouse their interest and curiosity, to recommend good books, to point out the way to greater achievements.
2. Translate this sentence into Chinese.
我们这个世界有无穷无尽的正确答案来对付拙劣的问题。
--
Line.61
1.How to understand “being present at the creation when the clay begins to breathe”?
teaching as my career.
3 12~17 Tell the most important reasons why I teach.
4 18~21 Sum up the benefits that I can derive from teaching.
--
Line.2
1. What does the expression “step up” mean? “Step up” means “promotion”, which can bring him money and power. For example, a university administrator earns more money and has more power than an average professor and most Americans would be only too pleased to get a “step up” towards these goals.