新视界4课文中英文对照U1

U 1

About men: one man’s kids

1 I TEACH FIRST GRADERS. I LIVE in a world of skinned knees, double-knotted shoelaces, riddles that I’ve heard a dozen times, stale birthday cakes, hurt feelings, wandering stories and one lost shoe (“and if you don’t find it my mother’ll kill me”). My work is dominated by six-year-olds. It’s 10.45, the middle of snack, and I’m helping Emily open her milk carton. She has already tried the other end without success, and now there’s so much paint and ink on the carton from her fingers that I'm not sure she should drink it at all. But I open it. Then I turn to help Scott clean up some milk he has just spilled onto Rebecca’s whale crossword puzzle.

2 While I wipe my milk- and paint-covered hands, Jenny wants to know if I’ve seen that funny book about penguins that I read in class. As I hunt for it in a messy pile of books, Jason wants to know if there is a new seating arrangement for lunch tables. I find the book, turn to answer Jason, then face Maya, who is fast approaching with a new knock-knock joke. After what seems like the tenth “Who’s there?’’ I laugh and Maya is pleased.

3Then Andrew wants to know how to spell “flukes” for his crossword. As I get to “u”, I give a hand signal for Sarah to take away the

U 1

关于男人；一个男人和他的孩子们

1我教一年级学生。我天天要面对的是：磕破了的膝盖、系成死扣的鞋带、已经听了十多遍的脑筋急转弯、发霉的生日蛋糕、受到伤害的情感、不知所以的故事、丢了的单只鞋子（“你要找不到它，妈妈会杀了我的。”）。总之，我的工作全部由这些六岁学童支配。现在是10点45分，正是课间餐时间，我正在帮埃米莉开她的牛奶盒。她自己试着从盒子另一端打开，但没成功。现在她的手指已经把盒子弄得满是涂料和墨水，我都不知道这盒奶她还能不能喝。但我还是帮她打开了。然后我转身帮斯科特清理他撒到丽贝卡的鲸鱼拼字盘上的牛奶。

2当我正在擦满手的牛奶和颜料时，珍妮问我有没有看见我在课上读的那本讲企鹅的有趣的书。当我在凌乱的书堆中找那本书时，贾森又来问我午饭时会不会重新安排餐桌座位。我找到了书，转身回答贾森的问题时，又看到了玛雅。她飞快地凑过来跟我玩“敲敲”笑话的游戏。在差不多说到第十遍“你是谁？”之后，我笑了起来，玛雅满意了。

3 一会儿安德鲁又问我他的纵横填字游戏中的flukes怎么拼。当我拼到字母u时，我用手势示意莎拉把课间餐端走。但莎拉刚要

snack. But just as Sarah is almost out the door, two children complain that “we haven’t even had ours yet”. I stop the snack mid-flight, complying with their request for graham crackers. I then return to Andrew, noticing that he has put “flu” for 9 Down, rather than 9 Across. It’s now 10.50.

4M y work is not traditional male work. It’s not a singular pursuit. There is not a large pile of paper to get through or one deal to transact. I don’t have one area of expertise or knowledge.

I don’t have the singular power over language of a lawyer, the physical force of a construction worker, the command over fellow workers of a surgeon, the wheeling and dealing transactions of a businessman. My energy is not spent in pursuing, climbing, achieving, conquering or cornering some goal or object.

5My energy is spent in encouraging, supporting, consoling and praising my children. In teaching, the inner rewards come from without. On any given day, quite apart from teaching reading and spelling, I bandage a cut, dry a tear, erase a frown, tape a torn doll and locate a long-lost boot. The day is really won through matters of the heart. As my students groan, laugh, shudder, cry, exult and wonder, I do too. I have to be soft around the edges.

6 A few years ago, when I was interviewing for an elementary-school teaching position, every principal told me with confidence that, as 走出门的时候，有两个孩子抱怨说“我们还没吃呢。”我同意了他们要吃全麦饼干的要求，让莎拉把课间餐又端了回来。当我转向安德鲁时，我发现他已经把flu放到了九纵而非九横。现在是10点50分。

4 我从事的不是传统的男性工作，也不是什么光鲜的职业。没有大堆的文件需要处理，也不需要进行什么交易。我不具备某一领域的专业知识或技能。我没有律师非凡的语言能力，没有建筑工人强大的体力，没有外科医生卓越的指挥能力，也没有商人的方法与手段。我的精力不是用于追求、攀登、实现、征服、逼近某个目标或得到某样东西。

5我的精力用于鼓励、支持、安慰和赞扬我的孩子们。在教育界，内在的回报来源于教学之外。每一天，除了教授阅读和拼写之外，我还会给孩子们包扎伤口、擦干泪水、舒展皱着的眉头、用绷带包扎撕裂的玩具娃娃或寻找丢失很久的一只靴子。这一天过得好不好取决于孩子们是否快乐。我会和我的学生们一起抱怨、欢笑、惊恐、哭泣、欣喜和好奇。我必须得性情柔和。

6 几年前，当我面试一个小学教师职位的时候，每位校长都充满信心地对我说，作为男性我比女性求职者更有优势，因为他们缺

a male, I had an advantage over female applicants because of the lack of male teachers. But in the next breath, they asked with a hint of suspicion why I chose to work with young children. I told them that I wanted to observe and contribute to the intellectual growth of a maturing mind. What I really felt like saying, but didn’t, was that I loved helping a child learn to write his name for the first time, finding someone a new friend, or sharing in the hilarity of reading about Winnie the Pooh getting so stuck in a hole that only his head and rear show.

7 I gave that answer to those principals, who were mostly male, because I thought they wanted a “male’’ response. This meant talking about intellectual matters. If I had taken a different course and talked about my interest in helping children in their emotional development, it would have been seen as closer to a “female’’ answer. I even altered my language, not once mentioning the word “love’’ to describe what I do indeed love about teaching. My answer worked; every principal nodded approvingly.

8 Some of the principals also asked what I saw myself doing later in my career. They wanted to know if I eventually wanted to go into educational administration. Becoming a dean of students or a principal has never been one of my goals, but they seemed to expect me, 少男教师。但紧接下来，他们就略带疑惑地问我为什么选择这样一份和小孩子打交道的工作。我回答说，我想观察一个人心智逐渐成熟的过程，并希望能在这一过程中贡献自己的力量。但实际上我想说、却没说出口的是，我喜欢帮助小孩子第一次学写自己的名字，帮助他找到一个新朋友，或是和他一起分享读小熊维尼被卡到一个洞里只能露出头和屁股时的欢喜。

7 面试我的校长大多为男性，所以我这样回答他们，因为我觉得他们想要一个“男性化”的答复，也就是说，他们想要我从思想方面来回答。如果我从另外一个角度来回答，说我对帮助孩子们的情感发展感兴趣的话，他们会觉得我有点儿“女性化”。我甚至调整了自己的措辞，一次也没有用“热爱”这个词来描述我确实热爱的教育事业。我的回答收到了不错的效果，每位校长都点头表示赞同。

8 有的校长还问我今后有什么样的职业规划。他们想知道我最终是不是想进入教育管理层。成为教务长或校长从来不是我的职业目标，但他们似乎希望我作为男性愿意在这个职业的阶梯上继续攀登。所以我回答说，以后我希望成为一名教务员，和教师们一同

as a male, to want to climb higher on the career stepladder. So I mentioned that, at some point, I would be interested in working with teachers as a curriculum coordinator. Again, they nodded approvingly.

9If those principals had been female instead of male, I wonder whether their questions, and my answers, would have been different. My guess is that they would have been.

10At other times, when I’m at a party or a dinner and tell someone that I teach young children, I’ve found that men and women respond differently. Most men ask about the subjects I teach and the courses I took in my training. Then, unless they bring up an issue such as merit pay, the conversation stops. Most women, on the other hand, begin the conversation on a more immediate and personal level. They say things like “those kids must lo ve having a male teacher’’ or “that age is just wonderful, you must love it’’. Then, more often than not, they’ll talk about their own kids or ask me specific questions about what I do. We’re then off and talking shop.

11Possibly, men would have more to say to me, and I to them, if my job had more of the trappings and benefits of more traditional male jobs. But my job has no bonuses or promotions. No complimentary box seats at the ball park. No cab fare home. No drinking buddies after work. No briefcase. No suit. (Ties get stuck in 工作。他们再次认同地点点头。

9我在想，如果那些校长是女性而非男性的话，他们的问题和我的回答会不会有所不同。我猜会的。

10还有一些时候，我去参加聚会或宴会。当我告诉别人我教小孩子时，我发现男人和女人的反应不尽相同。大部分男士会问我所教的科目和我所学过的课程。然后，除非他们提起诸如奖金之类的话题，我们的谈话就此结束。然而，我和大多数女士的谈话会更直接，并且她们会谈到自身的经历。她们会说：“孩子们肯定喜欢有一位男老师”或“那个年纪的孩子太有意思了，你肯定喜欢你的工作。”然后，她们通常就会谈起自己的孩子，或者问一些有关我工作的具体问题。我们就此展开话题，谈论与教学相关的事情。

11如果我的工作在福利待遇方面更像传统的男性工作的话，或许我和男士们之间的话会更多一些。但我没有奖金与升职机会，没有棒球场正面看台上的免费座位，下班回家没有的士补助，下班后没有一起喝酒的哥们儿，没有公文包，没有西装（因为领带会卡到颜料瓶里），没有商务午餐（我和孩子们一

paint jars.) No power lunches. (I eat peanut butter and jelly, chips, milk and cookies with the kids.) No taking clients out for cocktails. The only place I take my kids is to the playground.

12Although I could have pursued a career in law or business, as several of my friends did, I chose teaching instead. My job has benefits all its own. I’m able to bake cookies without getting them stuck together as they cool, buy cheap sewing materials, take out splinters, and search just the right trash cans for useful odds and ends. I’m sometimes called “Daddy’’ and even “Mommy’’ by my students, and if there’s ever a lull in the conversation at a dinner party, I can always ask those assembled if they’ve heard the latest riddle about why the turkey crossed the road. (He thought he was a chicken.)起吃花生酱和果酱三明治、薯条、牛奶和饼干），也不会带客户参加鸡尾酒会。我唯一带孩子们去的地方就是操场。

12虽然我曾经可以像我的几个朋友那样在法律界或商界谋求发展，但是我选择了教学。我的工作本身就有很多“福利”。我能烤出放凉之后不会粘在一起的小甜饼，能买到便宜的缝纫材料，能挑出扎进皮肤的小刺，知道从哪个垃圾桶里能找到有用的小零碎儿。有时，学生们叫我“爸爸”甚至“妈妈”。参加宴会时，如果交谈中有片刻沉默的话，我总能用最新的脑筋急转弯题目问在场的客人——火鸡为什么过马路？（因为它以为自己是小鸡呢。）

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北师大版英语选修6

北师大版英语选修6

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Mark Twain --- Mirror of America By Noel Grove 1. Most Americans remember Mark Twain as the father of Huck Finn’s idyllic cruise through eternal boyhood and Tom Sawyer’s endless summer of freedom and adventure. Indeed, this nation’s best-loved author was every bit as adventurous, patriotic, romantic, and humorous as anyone has ever imagined. I found another Twain --- one who grew cynical, bitter, saddened by the profound personal tragedies life dealt him, a man who became obsessed with frailties of the human race, who saw clearly ahead a black wall of night. 2. Tramp printer, river pilot, Confederate guerrilla, prospector, starry-eyed optimist, acid-tongued cynic: the man who became Mark Twain was born Samuel Langhorne Clemens and he ranged across the nation for more than a third of his life, digesting the new American experience before sharing it with the world as writer and lecturer. He adopted his pen name from the cry heard in his steamboat days, signaling two fathoms (12 feet) of water --- a navigable depth. His popularity is attested by the fact that more than a score of his books remain in print, and translations are still read around the world. 3. The geographic core, in Twain’s early years, was the great valley of the Mississippi River, main artery of transportation in the young nation’s heart. Keelboats, flatboats, and large rafts carried the first major commerce. Lumber, corn, tobacco, wheat, and furs moved downstream to the delta country; sugar, molasses, cotton, and whiskey traveled north. In the 1850s’, before the climax of Westward Expansion, the vast basin drained three quarters of the settled United States. 4. Young Mark Twain entered the world in 1857 as a cub pilot on a steamboat. The cast of characters set before him in his new profession was rich and varied --- a cosmos. He participated abundantly in his life, listening to pilothouse talk of feuds, piracies, lynchings, medicine show, and savage waterside slums. All would resurface in his books, together with the colorful language that he soaked up with a memory that seemed phonographic. 5. Steamboat decks teemed not only with the main current of pioneering humanity, but its flotsam of hustlers, gamblers, and thugs as well. From them all Mark Twain gained a keen perception of the human race, of the different between what people claim to be and what they really are. His four and a half years in the steamboat trade marked the real beginning of his education, and the most lasting part of it. In later life Twain acknowledged

如何优化高中英语阅读教学共3页

如何优化高中英语阅读教学 阅读教学一直以来就是高中英语教学中十分重要内容。学生通过阅读不但可以扩大词汇量，巩固语言知识，提高语言运用能力，还可以使理解能力、思维能力与概括总结能力得到有效训练。注重学生阅读能力培养，既是高中英语教学最主要教学目，又是加快学生掌握英语基础知识、获取英语运用技能重要途径。强化阅读教学最关键是优化教学过程。优化阅读教学过程，就是尊重教学规律，通过活动组织与调控，选择合理教学方案，以期获得较佳教学效果。笔者通过多年高中英语阅读教学实践，结合高中生认知特点，经过系统整理，简单介绍了优化高中英语阅读教学具体方法与策略，希望对广大同行有所助益。 一、优化阅读教学，从课文导入开始 良好开端是成功一半，怎样在上课伊始，就让学生对课文内容产生兴趣，从而激发他们“求读”兴趣？笔者认为，课文导入方法与形式十分重要。恰当、巧妙课文导入，会让学生兴趣瞬间被激发出来，一旦学生产生了阅读愿望与浓厚兴趣，就会思维活跃，进入正式阅读后才会一气呵成，提高阅读效率。如在教学高一必修第三模块unit3，back to the past中阅读课“lost civilizations”时，学生在“welcome to the unit”中已经对历史文明内容有了初步了解，但对于楼兰王国、庞贝古城尚没有一个直观而具体印象，因此，本课可以采取图片与视频方法导入新知识，让学生通过理解历史，懂得历史遗迹应受到重点保护意义，并意识到每个人都有捍卫历史与铭记历史责任。由于在这部分中地点与时间等生僻词比较多，因而新知导入时，可以通过任务设置加以提示： Step1 presentation Teacher uses the pictures connected with civilizations to lead in. Show some pictures of some famous places. 导入与失落文明相关图片，既可以让学生获得直观体验，又可以让学生对已往知识有一个简短复习，从而加强新旧知识之间联系。 Step2 enjoy a short part of video Teacher plays a short part of video called“the last day of pompeii”，and ask students to catch the key information such as：date and place. 采用这种课文导入方法，不但能让学生在图像与声音中对课文内容产生兴趣，还可以将课文中难点与重点进行初步呈现，为学生接下来阅读做好铺垫。 二、优化阅读教学，教会学生正确阅读方法 优化阅读教学，就是让学生在课堂45分钟时间内，最大限度地进行有效阅读，而保证学生有效阅读关键在于让学生掌握正确阅读技巧与方法。在阅读过程中，教师要根据不同课文结构，采取不同方法帮助学生更好地理解内容，并在理解基础上学会欣赏。一般来说，较为常用且有效阅读方法包括：略读、寻读、比较阅读法、辨别正误阅读法等，下面以“《牛津高中英语》模块一 Unit 1 （Pages 2—3）”为例，对具体阅读方法与策略应用进行详细介绍。首先，通过录像导入课文，让学生对本课阅读内容有初步了解，然后进入阅读过程： Step 1 Reading （1）Skimming T：Now please skim the passage quickly and try to find the answers to the following questions.Hand up when you get them.（Show the questions on the screen.） 1.What is the main idea of this passage （Suggested answers：1.It mainly tells us some specific information about what school life in the UK is really like and some differences between high schools in the UK and in China.）