Unit 3 THE LIBRARY CARD课文翻译大学英语六

Unit 3 THE LIBRARY CARD

One morning I arrived early at work and went into the bank lobby where the Negro porter was mopping. I stood at a counter and picked up the Memphis Commercial Appeal and began my free reading of the press. I came finally to the editorial page and saw an article dealing with one H. L. Mencken. I knew by hearsay that he was the editor of the American Mercury, but aside from that I knew nothing about him. The article was a furious denunciation of Mencken, concluding with one, hot, short sentence: Mencken is a fool.

I wondered what on earth this Mencken had done to call down upon him the scorn of the South. The only people I had ever heard enounced in the South were Negroes, and this man was not a Negro. Then what ideas did Mencken hold that made a newspaper like the Commercial Appeal castigate him publicly? Undoubtedly he must be advocating ideas that the South did not like.

Now, how could I find out about this Mencken? There was a huge library near the riverfront, but I knew that Negroes were not allowed to patronize its shelves any more than they were the parks and playgrounds of the city. I had gone into the library several times to get books for the white men on the job. Which of them would now help me to get books?

I weighed the personalities of the men on the job. There was Don, a Jew; but I distrusted him. His position was not much better than mine and I knew that he was uneasy and insecure; he had always treated me in an offhand, bantering way that barely concealed his contempt. I was afraid to ask him to help me to get books; his frantic desire to demonstrate a racial solidarity with the whites against Negroes might make him betray me.

Then how about the boss? No, he was a Baptist and I had the suspicion that he would not be quite able to comprehend why a black boy would want to read Mencken. There were other white men on the job whose attitudes showed clearly that they were Kluxers or sympathizers, and they were out of the question.

There remained only one man whose attitude did not fit into an anti-Negro category, for I had heard the white men refer to him as "Pope lover". He was an Irish Catholic and was hated by the white Southerners. I knew that he read books, because I had got him volumes from the library several times. Since he, too, was an object of hatred, I felt that he might refuse me but would hardly betray me. I hesitated, weighing and balancing the imponderable realities.

One morning I paused before the Catholic fellow's desk.

"I want to ask you a favor," I whispered to him.

"What is it?"

"I want to read. I can't get books from the library. I wonder if you'd let me use your card?"

He looked at me suspiciously.

"My card is full most of the time," he said.

"I see," I said and waited, posing my question silently.

"You're not trying to get me into trouble, are you, boy?" he asked, staring at me.

"Oh, no, sir."

"What book do you want?"

"A book by H. L. Mencken."

"Which one?"

"I don't know. Has he written more than one?"

"He has written several."

"I didn't know that."

"What makes you want to read Mencken?"

"Oh, I just saw his name in the newspaper," I said.

"It's good of you to want to read," he said. "But you ought to read the right things."

I said nothing. Would he want to supervise my reading?

"Let me think," he said. "I'll figure out something."

I turned from him and he called me back. He stared at me quizzically.

"Richard, don't mention his to the other white men," he said.

"I understand," I said. "I won't say a word."

A few days later he called me to him.

"I've got a card in my wife's name," he said. "Here's mine."

"Thank you, sir."

"Do you think you can manage it?"

"I'll manage fine," I said.

"If they suspect you, you'll get in trouble," he said.

"I'll write the same kind of notes to the library that you wrote when you sent me for books," I told him. "I'll sign your name."

He laughed.

"Go ahead. Let me see what you get," he said.

That afternoon I addressed myself to forging a note. Now, what were the name of books written by H. L. Mencken? I did not know any of them. I finally wrote what I

thought would be a foolproof note: Dear Madam: Will you please let this nigger boy -- I used the word "nigger" to make the librarian feel that I could not possibly be the author of the note -- have some books by H.L. Mecken? I forged the white man's name.

I entered the library as I had always done when on errands for whites, but I felt that I would somehow slip up and betray myself. I doffed my hat, stood a respectful distance from the desk, looked as unbookish as possible, and waited for the white patrons to be taken care of. When the desk was clear of people, I still waited.

The white librarian looked at me.

"What do you want, boy?"

As though I did not possess the power of speech, I stepped forward and simply handed her the forged note, not parting my lips.

"What books by Mencken does he want?" She asked.

"I don't know, ma'am," I said, avoiding her eyes.

"Who gave you this card?"

"Mr. Falk," I said.

"Where is he?"

"He's at work, at M -- Optical Company," I said. "I've been in here for him before."

"I remember," the woman said. "But he never wrote notes like this."

Oh, God, she's suspicious. Perhaps she would not let me have the books? If she had turned her back at that moment, I would have ducked out the door and never gone back. Then I thought of a bold idea.

"You can call him up, ma'am," I said, my heart pounding.

"You're not using these books, are you?" she asked pointedly.

"Oh, no, ma'am. I can't read."

"I don't know what he wants by Mencken," she said under her breath.

I knew now that I had non; she was thinking of other things and the race question had gone out of her mind. She went to the shelves. Once or twice she looked over her shoulder at me, as though she was still doubtful. Finally she came forward with two books in her hand.

"I'm sending him two books," she said. "But tell Mr. Falk to come in next time, or send me the names of the books he wants. I don't know what he wants to read."

I said nothing. She stamped the card and handed me the books. Not daring to glance at them. I went out of the library, fearing that the woman would call me back for further questioning. A block away from the library I opened one of the books and read a title: A Book of Prefaces. I was nearing my nineteenth birthday and I did not know how to

pronounce the word "preface". I thumbed the pages and saw strange words and strange names. I shook my head, disappointed. I looked at the other book; it was called Prejudices, I knew what that word meant; I had heard it all my life. And right off I was on guard against Mencken's books. Why would a man want to call a book Prejudices? The word was so stained with all my memories of racial hate that I cold not conceive of anybody using it for a title. Perhaps I had made a mistake about Mencken? A man who had prejudices must be wrong.

When I showed the books to Mr. Falk, he looked at me and frowned.

"That librarian might telephone you," I warned him.

"That's all right," he said. "But when you're through reading those books, I want you to tell me what you get out of them."

That night in my rented room, while letting the hot water run over my can of pork and beans in the sink, I opened A Book of Preface and began to read. I was jarred and shocked by the style, the clear, clean, sweeping sentences. Why did he write like that? And how did one write like that? I pictured the man as a raging demon, slashing with his pen, consumed with hate, denouncing everything American, extolling everything European or German, laughing at the weaknesses of people, mocking God, authority. What was this? I stood up, trying to realize what reality lay behind the meaning of the words … Yes, this man was fighting, fighting with words. He was using words as a weapon, using them as one would use a club. Could words be weapons? Well, yes, for there they were. Then, maybe, perhaps, I could use them as a weapon? No. It frightened me. I read on and what amazed me was not what he said, but how on earth anybody had the courage to say it.

I ran across many words whose meanings I did not know, and either looked them up in a dictionary or, before I had a chance to do that, encountered the word in a context that made its meaning clear. But what strange world was this? I concluded the book with the conviction that I had somehow overlooked something terribly important in life. I had once tried to write, had once reveled in feeling, had let my crude imagination roam, but the impulse to dream had been slowly beaten out of me by experience. Now it surged up again and I hungered for books, new ways of looking and seeing. It was not a matter of believing or disbelieving what I read, but of feeling something new, of being affected by something that made the look of the world different.

I forget more notes and my trips to the library became frequent. Reading grew into a passion. My first serious novel was Sinclair Lewis's Main Street. It made me see my boss, Mr. Gerald, and identify him as an American type. I would smile when I saw him lugging

his golf bags into the office. I had always felt a vast distance separating me from the boss, and now I felt closer to him, though still distant. I felt now that I knew him, that I could feel the very limits of his narrow life. And this had happened because I had read a novel about a mythical man called George F. Babbitt.

I read Dreiser's Jennie Gerhardt and Sister Carrie and they revived in me a vivid sense of my mother's suffering; I was overwhelmed. I grew silent, wondering about the life around me. It would have been impossible for me to have told anyone what I derived from these novels, for it was nothing less than a sense of life itself. All my life had shaped me for the realism, the naturalism of the modern novel, and I could not read enough of them.

Steeped in new moods and ideas, I bought a ream of paper and tried to write; but nothing would come, or what did come was flat beyond telling. I discovered that more than desire and felling were necessary to write and I dropped the idea. Yet I still wondered how it was possible to know people sufficiently to write about them? Could I ever learn about life and people? To me, with my vast ignorance, my Jim Crow station in life, it seemed a task impossible of achievement. I now knew what being a Negro meant. I could endure the hunger. I had learned to live with hate. But to feel that there were feelings denied me, that the very breath of life itself was beyond my reach, that more than anything else hurt, wounded me. I had a new hunger.

借书证

一天早上，我上班到得早，便走进银行的门廊，里面有一个黑人清洁工在拖地。我站在柜台边，拿了一份孟菲斯《商业呼声报》，读起了免费报纸。我最后翻到社论版，上面登了一篇写关于一名叫H.L.门肯的人的文章。我听说门肯是《美国信使》报的编辑。不过除此之外，对他毫无别的了解。该文言辞激烈地遣责门肯，文章结尾时用了一句辛辣的短句：门肯是个傻子。

我在想这位门肯先生到底做了什么事以至于引得南方对他嘲弄。我所听说过在南方唯一受到谴责的人就是黑人。而此人不是黑人。那么门肯持有什么样的观点使得象《商业呼声》这样的报纸公开攻击他？不用说，他一定是在宣扬南方所不喜欢的思想。

那么我怎样能够弄清楚门肯其人？江边有一大型图书馆，但我知道，正如不许黑人进入城里的公园和运动场一样，他们也同样不被允许进入图书馆。我曾经几次去过那儿，帮正在干活的白人借书。

他们中有哪个人能帮我借书呢？

我反复琢磨着这些白人的人品。有一个犹太人叫唐，但我信不过他。他的情况并不比我好多少，而且我知道他这个人总是不安分没有安全感。他待我总是满不在乎、傲气十足，对

我的轻视几乎也不加掩饰。我不敢要他去帮我借书。他特别渴望表示自己在与白人团结一致反对黑人，这使他有可能会出卖我。

那么老板如何样呢？不成。他是个浸礼会教徒，我有这样的怀疑，就是他可能不大会明白为什么一个黑人孩子想去读门肯的书。上班的还有一些别的白人，但他们的态度明确地表明他们要么是三K党徒，要么是其支持者，要他们帮忙是不可能的。

仅剩一人了，他的态度不属于反黑人的范畴，因为我曾经听白人们叫他为“拍教皇马屁的人”。他是爱尔兰的天主教徒，南方白人不喜欢他。我知道他常读书。因为我曾经有几次帮他去图书馆借过书。因为他也是白人仇视的对象，我感到他也许会拒绝我但不大可能出卖我。我拿不准，只在心里反复琢磨，反复权衡着这无法估计的事情。

一天早上，我来到这位天主教徒的桌子边停下。

“我想请你帮个忙。”我低声对他说。

“什么忙？”

“我想借书。我从图书馆中借不到书。

我不知道你可否让我用一用你的借书证？”

他满心怀疑地看着我。

“我的证大部分时间都借满了，”他说。

“我知道。”我边说边等待着，用沉默来提出我的问题。

“你不是想给我惹麻烦，对吗，小伙子？”他两眼瞪着我。

“噢，不，先生。”

“你想借什么书？”

“H.L.门肯写的。“

“哪一本？”

“我不知道。他写过不止一本书吗？”

“他写了好几本。”

“我以前不知道。”

“你为什么想读门肯的书？”

“噢，我刚刚在报纸上看到他的名字。”我说。

“你想读书是不错的，”他说，

“不过，你应该读一些好的书。”

我什么也没说。他会不会要监督我的阅读呢？

“让我想一下，我会想出办法的。”他说。

我转过身走开，他把我叫了回来。

有些不解地盯着我说：

“理查德，不要对其他的白人讲此事。”

“我知道，我是一个字也不会说的。”

几天后，他把我叫了过去。

“我用我妻子的名义搞了张借书证，”他说。“我的这张就给你了。”

“谢谢你，先生。”

“你认为自己能成功吗？”

“我会搞妥的。”我说。

“如果他们怀疑上你，你就麻烦了。”他说。

“我会象你以前让我去借书时一样写张条子给图书馆。”我告诉他说，

“我会签上你的名子的。”

他听后笑了起来。

“去吧。看看你能借到什么书。”

那天下午，我竭尽全力造了一张假便条。但是，H.L.门肯写的书的书名都是什么呢？我一点也不知道。最后，我写了一张自认为万无一失的条子：亲爱的夫人，请让这个小黑鬼——我使用了“黑鬼”这个词是为了让图书管理员不认为我写这张便条——借几本H.L.门肯的书好吗？在便条上我假冒了这个白人的签名。

我象以往为白人跑腿借书时一样走进了图书馆，但不知怎么搞的，我总觉得自己不知会在什么地方出点岔子，最终暴露自己。我摘下帽子，毕恭毕敬地站在离借书桌有一段距离的地方，显出一副不会读书的样子，等着白人读者先借。桌边已经空无一人了，我仍在等着。白人管理员看着我问道：

“你想干什么，伙计？”

像不会说话一样

我迈向前，一声也没作的把那张伪造的条子递了过去。

“他想借门肯的书？”她问。

“我不知道，夫人。”我躲开了她的双眼。

“这张卡是谁给你的？”

“福尔克先生。”

“他在哪儿？”

“他在工作。在M——光学仪器公司，”我说，

“我以前在这儿给他借过书。”

“我记得，”她说。“但他从未写过象这样的条子。”

噢，天啊！她有点怀疑了。也许她不会让我借这些书了。如果当时她转过身去的话，我一定会低头冲出门外，再也不回去了。这时，我想出了一个大胆的主意。

“你可以打电话问问他，夫人，”我说道，心里却紧张得砰砰狂跳。

“不是你自己用这些书吧？”她直率地问。

“噢，不会，夫人。我不会认字。”

“我不知道他要门肯的什么书？”她低声说道。此时，我知道成功了。她已经忘了种族问

题，在考虑其它的问题了。她走到书架前，又转过头来看过我一、两次，似乎仍对我有些怀疑。最后她拿了两本书走了过来。“我借给他两本书。”她说。

“但你要告诉福尔克先生，下次让他来，要不就告诉他要借的书的名字。我不清楚他借什么书。”

我什么也没有说。她在借书证上盖了章，然后把书交给了我。我连看都没敢看一眼借到的书就走出了图书馆，生怕她会把我叫回去进一步地盘问。走出一个街区后我打开其中一本书，看了一下书名：《序言集》。我马上就十九岁了，可我不知道怎样发“序言”这个词的音。我用手指快速地翻着，看到了一些奇怪的词和句子。我失望地摇了摇头。又去看另一本书。书名叫《偏见》。我知道这个词的含义。我从小到大都一直在听到这个词。我由此一下子对门肯的书有了警觉。为什么一个人要把书名定为《偏见》呢？这个词沾满了我对种族仇恨的所有记忆，我以致于无法想象会有人以它作为书名。也许我错看了门肯？一个带有偏见的人肯定是错的。

当我把书扔给福尔克先生看时，他望了望我皱起了眉头。

“图书管理员可能会给你打电话的。”我先给他提个醒。

“这好办。”他说，“但是当你读完这些书后，希望你能告诉我从中学到了些什么。”

那天晚上，有租来的房间里，我让热水冲着洗碗池里的猪肉烧豆罐头，一边打开那本《序言集》读了起来。我被书中的风格和它那干净、整齐，有力的句子给震惊了。他为什么要这样写呢？又是怎样象这样写成的呢？我把他想象成一个凶狠的魔鬼一样，用手中的笔奋力进攻，内心充满仇恨。对美国的一切进行抨击，而又竭力称颂欧洲或德国的一切东西。他嘲笑人性的弱点，嘲弄上帝和权威。这是怎么回事？我站起来，试图弄明白隐藏在字眼后面的实际情况。是的，这个人一生在战斗，用他手中的笔作武器进行战斗。他就象别人使用棍棒一样使用文字。文字可以作为武器吗？是的，因为在这儿就是如此。不，这种想法把我吓坏了。而是居然会有人有勇气说这些话。

我遇到了很多自己不知其意的词。有些我查了字典，有些词还没等我去查，就又遇见了，通过上下文词义清楚了。世界多么奇特啊！看完书后我得出一个结论，那就是不知由于什么原因，自己忽视了生活中一些重要的东西。我曾经试过写作，也曾十分乐意去感受事物，让我那淳朴的想象云游四方。但人生的经历慢慢地磨灭了这些的冲动的梦想。现在它又冒了出来。我渴望看书，期待着新的观察和理解世界的方法。这不是相信或不相信自己所读到的东西的问题，而是一种对新的东西的感受，受到影响并使世界的面貌有的不同。

我又造了一些假便条，到图书馆去的次数也更多了。读书成了我的一种爱好。我读的第一本严肃小说是辛克莱·刘易斯的《大街》。它让我明白了自己的老板杰的尔德先生。我发现到他是一个典型的美国人。当我看到他拖着高尔夫球袋走进办公室时我总要笑。以前我一直觉得自己和老板间距离很远，现在我感到离他近多了，尽管还有一定的距离。我感到自己真正认识了他，我能够感到他的生活圈子小，具有局限性。因为我读了一本写一个虚构的人物乔治·F·巴比特的小说才有这番变化的。

我读了德莱塞的《珍尼·格哈特》和《嘉莉妹妹》。它们使我又一次真切地感受到了母亲所遭受的苦难。我完全沉浸在书中了。我变得沉默起来，思考着周围的生活。我不可能告诉任何人自己从小说中有什么收获，因为那正是对生活自身的感受。生活的经历使得我喜欢现代小说中的现实主义，自然主义，这些小说中我百读不厌。

我沉浸在新的思想和情绪之中。买了一令纸，我试着写作。可有时我什么也写不出来，有时写出的东西又极为乏味。我发现写作所需要的不仅仅是愿望和感情，于是便放弃了这种想法。但我仍想弄明白怎样才能充分地了解以便能够把他们写出来。我能否真正理解人和生活呢？对我为说，由于自己完全无知和作为黑人在社会中的地位。这似乎是一个可望而不可及的目标。我现在明白了作为一个黑人到底意味着什么。我能够忍受饥饿，也能面对被仇恨的现实。但感觉到自己连某些感情的东西都得不到，就连生活中最基本的东西对我来讲也以难以获取，这一点比其他任何东西都令我伤心。我有了一种新的渴望。

大学英语精读第一册课文翻译

第一单元 课程开始之际，就如何使学习英语的任务更容易提出一些建议似乎正当其实。 学习英语的几种策略 学习英语决非易事。它需要刻苦和长期努力。 虽然不经过持续的刻苦努力便不能期望精通英语，然而还是有各种有用的学习策略可以用来使这一任务变得容易一些。以下便是其中的几种： 1．不要以完全相同的方式对待所有的生词。你可曾因为简直无法记住所学的所有生词而抱怨自己的记忆力太差？其实，责任并不在你的记忆力。如果你一下子把太多的生词塞进头脑，必定有一些生词会被挤出来。你需要做的是根据生词日常使用的频率以不同的方式对待它们。积极词汇需要经常练习，有用的词汇必须牢记，而在日常情况下不常出现的词只需见到时认识即可。你会发现把注意力集中于积极有用的词上是扩大词汇量最有效的途径。 2．密切注意地道的表达方式。你可曾纳闷过，为什么我们说“我对英语感兴趣”是“I’m interested in English”，而说“我精于法语”则是“I’m good at French”?你可曾问过自己，为什么以英语为母语的人说“获悉消息或密秘”是“learnthenewsorsecret”,而“获悉某人的成功或到来”却是“learn of someone’s success or arrival”?这些都是惯用法的例子。在学习英语时，你不仅必须注意词义，还必须注意以英语为母语的人在日常生活中如何使用它。 3．每天听英语。经常听英语不仅会提高你的听力，而且有助你培养说的技能。除了专为课程准备的语言磁带外，你还可以听英语广播，看英语电视和英语电影。第一次听录好音的英语对话或语段，你也许不能听懂很多。先试着听懂大意，然后在反复地听。 你会发现每次重复都会听懂更多的xx。 4．抓住机会说。的确，在学校里必须用英语进行交流的场合并不多，但你还是可以找到练习讲英语的机会。例如，跟你的同班同学进行交谈可能就是得到一些练习的一种轻松愉快的方式。还可以找校园里以英语为母语的人跟他们

大学英语Unit 1 课文翻译

学外语 学习外语是我一生中最艰苦也是最有意义的经历之一。虽然时常遭遇挫折，但却非常有价值。 我学外语的经历始于初中的第一堂英语课。老师很慈祥耐心，时常表扬学生。由于这种积极的教学方法，我踊跃回答各种问题，从不怕答错。两年中，我的成绩一直名列前茅。 到了高中后，我渴望继续学习英语。然而，高中时的经历与以前大不相同。以前，老师对所有的学生都很耐心，而新老师则总是惩罚答错的学生。每当有谁回答错了，她就会用长教鞭指着我们，上下挥舞大喊：“错！错！错！”没有多久，我便不再渴望回答问题了。我不仅失去了回答问题的乐趣，而且根本就不想再用英语说半个字。 好在这种情况没持续多久。到了大学，我了解到所有学生必须上英语课。与高中老师不同，大学英语老师非常耐心和蔼，而且从来不带教鞭！不过情况却远不尽如人意。由于班大，每堂课能轮到我回答的问题寥寥无几。上了几周课后，我还发现许多同学的英语说得比我要好得多。我开始产生一种畏惧感。虽然原因与高中时不同，但我却又一次不敢开口了。看来我的英语水平要永远停步不前了。 直到几年后我有机会参加远程英语课程，情况才有所改善。这种课程的媒介是一台电脑、一条电话线和一个调制解调器。我很快配齐了必要的设备并跟一个朋友学会了电脑操作技术，于是我每周用5到7天在网上的虚拟课堂里学习英语。 网上学习并不比普通的课堂学习容易。它需要花许多的时间，需要学习者专心自律，以跟上课程进度。我尽力达到课程的最低要求，并按时完成作业。 我随时随地都在学习。不管去哪里，我都随身携带一本袖珍字典和笔记本，笔记本上记着我遇到的生词。我学习中出过许多错，有时是令人尴尬的错误。有时我会因挫折而哭泣，有时甚至想放弃。但我从未因别的同学英语说得比我快而感到畏惧，因为在电脑屏幕上作出回答之前，我可以根据自己的需要花时间去琢磨自己的想法。突然有一天我发现自己什么都懂了，更重要的是，我说起英语来灵活自如。尽管我还是常常出错，还有很多东西要学，但我已尝到了刻苦学习的甜头。 学习外语对我来说是非常艰辛的经历，但它又无比珍贵。它不仅使我懂得了艰苦努力的意义，而且让我了解了不同的文化，让我以一种全新的思维去看待事物。学习一门外语最令人兴奋的收获是我能与更多的人交流。与人交谈是我最喜欢的一项活动，新的语言使我能与陌生人交往，参与他们的谈话，并建立新的难以忘怀的友谊。由于我已能说英语，别人讲英语时我不再茫然不解了。我能够参与其中，并结交朋友。我能与人交流，并能够弥合我所说的语言和所处的文化与他们的语言和文化之间的鸿沟。

现代大学英语精读book4-unit6课文

Book 4-Unit 5 Text A The Telephone Anwar F. Accawi 1.When I was growing up in Magdaluna, a small Lebanese village in the terraced, rocky mountains east of Sidon, time didn't mean much to anybody, except maybe to those who were dying. In those days, there was no real need for a calendar or a watch to keep track of the hours, days, months, and years. We knew what to do and when to do it, just as the Iraqi geese knew when to fly north, driven by the hot wind that blew in from the desert. The only timepiece we had need of then was the sun. It rose and set, and the seasons rolled by and we sowed seed and harvested and ate and played and married our cousins and had babies who got whooping cough and chickenpox—and those children who survived grew up and married their cousins and had babies who got whooping cough and chickenpox. We lived and loved and toiled and died without ever needing to know what year it was, or even the time of day. 2.It wasn't that we had no system for keeping track of time and of the important events in our lives. But ours was a natural or, rather, a divine—calendar, because it was framed by acts of God: earthquakes and droughts and floods and locusts and pestilences. Simple as our calendar was, it worked just fine for us. 3.Take, for example, the birth date of Teta Im Khalil, the oldest woman in Magdaluna and all the surrounding villages. When I asked Grandma, "How old is Teta Im Khalil" 4.Grandma had to think for a moment; then she said, "I've been told that Teta was born shortly after the big snow that caused the roof on the mayor's house to cave in."

大学英语精读1课文翻译

大学英语精读1课文翻译 Unit1 Some Strategies or Learning English 学习英语绝非易事。它需要刻苦和长期努力。 虽然不经过持续的刻苦努力便不能期望精通英语，然而还是有各种有用的学习策略可以用来使这一任务变得容易一些。以下便是其中的几种。 1. 不要以完全同样的方式对待所有的生词。你可曾因为简直无法记住所学的所有生词而抱怨自己的记忆力太差？其实，责任并不在你的记忆力。如果你一下子把太多的生词塞进头脑，必定有一些生词会被挤出来。你需要做的是根据生词日常使用的频率以不同的方式对待它们。积极词汇需要经常练习，有用的词汇必须牢记，而在日常情况下不常出现的词只需见到时认识即可。你会发现把注意力集中于积极有用的词上是扩大词汇量最有效的途径。 2．密切注意地道的表达方式。你可曾纳闷过，为什么我们说 "我对英语感兴趣"是"I'm interested in English"，而说"我精于法语"则是"I'm good at French"？你可曾问过自己，为什么以英语为母语的人说"获悉消息或秘密"是"learn the news or secret"，而"获悉某人的成功或到来"却是"learn of someone's success or arrival"？这些都是惯用法的例子。在学习英语时，你不仅必须注意词义，还必须注意以英语为母语的人在日常生活中如何使用它。 3．每天听英语。经常听英语不仅会提高你的听力，而且有助你培养说的技能。除了专为课程准备的语言磁带外，你还可以听英语广播，看英语电视和英语电影。第一次听录好音的英语对话或语段，你也许不能听懂很多。先试着听懂大意，然后再反复地听。你会发现每次重复都会听懂更多的东西。 4．抓住机会说。的确，在学校里必须用英语进行交流的场合并不多，但你还是可以找到练习讲英语的机会。例如，跟你的同班同学进行交谈可能就是得到一些练习的一种轻松愉快的方式。还可以找校园里以英语为母语的人跟他们随意交谈。或许练习讲英语最容易的方式是高声朗读，因为这在任何时间，任何地方，不需要搭档就可以做到。例如，你可以看着图片或身边的物件，试着对它们详加描述。你还可以复述日常情景。在商店里购物或在餐馆里吃完饭付过账后，假装这一切都发生在一个讲英语的国家，试着用英语把它表演出来。

大学英语精读第一册课文翻译全

Unit1 课程开始之际，就如何使学习英语的任务更容易提出一些建议似乎正当其时。 Some Strategies or Learning English 学习英语绝非易事。它需要刻苦和长期努力。 虽然不经过持续的刻苦努力便不能期望精通英语，然而还是有各种有用的学习策略可以用来使这一任务变得容易一些。以下便是其中的几种。 1. 不要以完全同样的方式对待所有的生词。你可曾因为简直无法记住所学的所有生词而抱怨自己的记忆力太差？其实，责任并不在你的记忆力。如果你一下子把太多的生词塞进头脑，必定有一些生词会被挤出来。你需要做的是根据生词日常使用的频率以不同的方式对待它们。积极词汇需要经常练习，有用的词汇必须牢记，而在日常情况下不常出现的词只需见到时认识即可。你会发现把注意力集中于积极有用的词上是扩大词汇量最有效的途径。 2．密切注意地道的表达方式。你可曾纳闷过，为什么我们说我对英语感兴趣是I'm 湩整敲瑳摥椠?湅汧獩屨，而说我精于法语则是???潧摯愠?牆湥档？你可曾问过自己，为什么以英语为母语的人说获悉消息或秘密是汜慥湲琠敨渠睥?牯猠捥敲屴，而获悉某人的成功或到来却是汜慥湲漠?潳敭湯?环猠捵散獳漠?牡楲慶屬？这些都是惯用法的例子。在学习英语时，你不仅必须注意词义，还必须注意以英语为母语的人在日常生活中如何使用它。 3．每天听英语。经常听英语不仅会提高你的听力，而且有助你培养说的技能。除了专为课程准备的语言磁带外，你还可以听英语广播，看英语电视和英语电影。第一次听录好音的英语对话或语段，你也许不能听懂很多。先试着听懂大意，然后再反复地听。你会发现每次重复都会听懂更多的东西。 4．抓住机会说。的确，在学校里必须用英语进行交流的场合并不多，但你还是可以找到练习讲英语的机会。例如，跟你的同班同学进行交谈可能就是得到一些练习的一种轻松愉快的方式。还可以找校园里以英语为母语的人跟他们随意交谈。或许练习讲英语最容易的方式是高声朗读，因为这在任何时间，任何地方，不需要搭档就可以做到。例如，你可以看着图片18 / 1 或身边的物件，试着对它们详加描述。你还可以复述日常情景。在商店里购物或在餐馆里吃完饭付过账后，假装这一切都发生在一个讲英语的国家，试着用英语把它表演出来。 5．广泛阅读。广泛阅读很重要，因为在我们的学习环境中，阅读是最重要、最可靠的语言输入来源。在选择阅读材料时，要找你认为有趣的、不需要过多依赖词典就能看懂的东西。开始时每天读一页是个好办法。接下去，你就会发现你每天可以读更多页，而且能对付难度更高的材料。6．经常写。写作是练习你已经学会的东西的好方法。除了老师布置的作文，你还可以找到自己要写的理由。有个笔友可以提供很好的动力；与某个跟你趣味相投但来自不同文化的人进行交流，你会学到很多东西。经常写作的其他方式还有记日记，写小故事或概述每天的新闻。 语言学习是一个积累的过程。从读和听中吸收尽量多的东西，然后再试着把学到的东西通过说和写加以运用，定会大有收益。 Unit2 弗朗西斯·奇切斯特在六十五岁时开始了只身环球航行。本文记述的就是这一冒险故事。 Sailing Round the Word 弗朗西斯·奇切斯特在独自驾船作环球航行之前，已有好几次让他的朋友们感到吃惊了。他曾试图作环球飞行，但没有成功。那是1931年。 好多年过去了。他放弃了飞行，开始航海。他领略到航海的巨大乐趣。奇切斯特在首届横渡大西洋单人航海比赛中夺魁时，已经五十八岁。他周游世界的宿愿重又被唤起，不过这一次他是要驾船环游。由于他患有肺癌，朋友们和医生们都认为他不该去，但奇切斯特决意实施自己的计划。

大学英语第一册课文翻译

新编大学英语（第二版）第一册阅读文参考译文 Unit One 以生命相赠 1 炸弹落在了这个小村庄里。在可怕的越南战争期间，谁也不知道这些炸弹要轰炸什么目标，而他们却落在了一所有传教士们办的小孤儿院内。 2 传教士和一两个孩子已经丧生，还有几个孩子受了伤，其中有一个小女孩，8岁左右，她的双腿被炸伤。 3 几小时后，医疗救援小组到了。救援小组由一名年轻的美国海军医生和一名同样年轻的海军护士组成。他们很快发现有个小女孩伤势严重。如果不立即采取行动，显然她就会因失血过多和休克而死亡。 4 他们明白必须给小女孩输血，但是他们的医药用品很有限，没有血浆，因此需要相配血型的血。快速的血型测定显示两名美国人的血型都不合适，而几个没有受伤的孤儿却有相配的血型。 5 这位医生会讲一点越南语，忽视会讲一点法语，但只有中学的法语水平。孩子们不会说英语，只会说一点法语。医生和护士用少得可怜的一点共同语言，结合大量的手势，努力向这些受惊吓的孩子们解释说，除非他们能输一些血给自己的小伙伴，否则她将必死无疑。接着问他们是否有人愿意献血来救小女孩。 6 对医生和护士的请求，孩子们（只是）瞪大眼睛，一声不吭。此时小病人生命垂危。然而，只有这些受惊吓的孩子中有人自愿献血，他们才能够得到血。过了好一会儿，一只小手慢慢地举了起来，然后垂了下去，一会儿又举了起来。 7 “噢，谢谢，”护士用法语说。“你叫什么名字？” 8 “兴，”小男孩回答道。 9 兴很快被抱到一张床上，手臂用酒精消毒后，针就扎了进去。在整个过程中，兴僵直地躺着，没有出声。 10 过了一会儿，他发出了一声长长的抽泣，但立即用那只可以活动的手捂住了自己的脸。 11 “兴，疼吗？”医生问。 12 兴默默地摇了摇头，但一会儿忍不住又抽泣起来，并又一次试图掩饰自己的哭声。医生又问是不是插在手臂上的针弄疼了他，兴又摇了摇头。

现代大学英语精读2课文

Unit1 Another School Year — What For Let me tell you one of the earliest disasters in my career as a teacher. It was January of 1940 and I was fresh out of graduate school starting my first semester at the University of Kansas City. Part of the student body was a beanpole with hair on top who came into my class, sat down, folded his arms, and looked at me as if to say "All right, teach me something." Two weeks later we started Hamlet. Three weeks later he came into my office with his hands on his hips. "Look," he said, "I came here to be a pharmacist. Why do I have to read this stuff" And not having a book of his own to point to, he pointed to mine which was lying on the desk. New as I was to the faculty, I could have told this specimen a number of things. I could have pointed out that he had enrolled, not in a drugstore-mechanics school, but in a college and that at the end of his course meant to reach for a scroll that read Bachelor of Science. It would not read: Qualified Pill-Grinding Technician. It would certify that he had specialized in pharmacy, but it would further certify that he had been exposed to some of the ideas mankind has generated within its history. That is to say, he had not entered a technical training school but a university and in universities students enroll for both training and education.

[实用参考]大学英语精读第三版第四册课文及课文翻译.doc

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