新视野大学英语(第三版)读写教程第二册课文翻译(全册)

Unit 1An impressive English lesson1If I am the only parent who still corrects his child's English, then perhaps my son is right.To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to.2I think I got serious about this only recently when I ran into one of my former students, fresh from an excursion to Europe."How was it?" I asked, full of earnest anticipation.3She nodded three or four times, searched the heavens for the right words, and then exclaimed, "It was, like,whoa!"4And that was it.The civilization of Greece and the glory of Roman architecture were captured in a condensed non-statement.My student's "whoa!" was exceeded only by my head-shaking distress.5There are many different stories about the downturn in the proper use of English.Surely students should be able to distinguish between their/there/they're or the distinctive difference between complimentary and complementary.They unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.6Students are not dumb, but they are being misled everywhere they look and listen.For example, signs in grocery stores point them to the stationary, even though the actual stationery items —pads,albums and notebooks — are not nailed down.Friends and loved ones often proclaim they've just ate when, in fact, they've just eaten.Therefore, it doesn't make any sense to criticize our students.7Blame for the scandal of this language deficit should be thrust upon our schools, which should be setting high standards of English language proficiency.Instead, they only teach a little grammar and even less advanced vocabulary.Moreover, the younger teachers themselves evidently have little knowledge of these vital structures of language because they also went without exposure to them. Schools fail to adequately teach the essential framework of language, accurate grammar and proper vocabulary, while they should take the responsibility of pushing the young onto the path of competent communication.8Since grammar is boring to most of the young students, I think that it must be handled delicately, step by step.The chance came when one day I was driving with my son.As we set out on our trip, he noticed a bird in jerky flight and said, "It's flying so unsteady."I carefully asked, "My son, how is the bird flying?""What's wrong? Did I say anything incorrectly?"He got lost."Great! You said incorrectly instead of incorrect. We use adverbs to describe verbs. Therefore, it's flying so unsteadily but not so unsteady."9Curious about my correction, he asked me what an adverb was.Slowly, I said, "It's a word that tells you something about a verb."It led to his asking me what a verb was.I explained, "Verbs are action words; for example, Dad drives the truck.Drive is the verb because it's the thing Dad is doing."10 He became attracted to the idea of action words, so we listed a few more:fly, swim, dive, run.Then, out of his own curiosity, he asked me if other words had names for their use and functions.This led to a discussion of nouns, adjectives, and articles.Within the span of a 10-minute drive, he had learned from scratch to the major parts of speech in a sentence.It was painless learning and great fun!11Perhaps, language should be looked upon as a road map and a valuable possession: often study the road map (check grammar) and tune up the car engine (adjust vocabulary).Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car.12The road map provides the framework and guidance you need for your trip, but it won't tell you exactly what trees or flowers you will see, what kind of people you will encounter, or what types of feelings you will be experiencing on your journey.Here, the vocabulary makes the journey's true colors come alive!A good vocabularyenables you to enjoy whatever you see as you drive along.Equipped with grammar and a good vocabulary, you have flexibility and excellent control.While the road map guides your journey to your destination, an excellent vehicle helps you to fully enjoy all of the sights, sounds and experiences along the way.13Effective,precise, and beneficial communication depends upon grammar and a good vocabulary, the two essential assets for students, but they are not being taught in schools.14Just this morning, my son and I were eating breakfast when I attempted to add milk to my tea."Dad," he said, "If I were you, I wouldn't do that. It's sour."15"Oh my!"I said, swelling with pride toward my son, "That's a grammatically perfect sentence. You used were instead of was."16"I know, I know," he said with a long agreeable sigh. "It's the subjunctive mood."17I was, like, whoa!Translation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。

新视野大学英语第二册读写教程课文翻译Unit 1 Text A An impressive Engli lsesson标题: 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。

Unit 1 Text A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，批评学生不合乎情理。

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——准确的语法和恰当的词汇——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。

An impressive English lesson一堂难忘的英语课1.If I am the only parent who still corrects his child's English, then perhaps my sonis right.To him, I am atedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to.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.I think I got serious about this only recently when I ran into one of my formerstudents, fresh from anexcursion to Europe."How was it?" I asked, full ofearnest anticipation.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.She nodded three or four times, searched the heavens for the right words, andthen exclaimed, "It was, like, whoa!"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.And that was it. The civilization of Greece and the glory ofRoman architecture were captured in a condensed non-statement. My student's "whoa!" was exceeded only by my head-shaking distress.4 没了。

Unit 1An impressive English lesson1 If I am the only parent who still corrects his child's English, then perhaps my son is right. To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to.2 I think I got serious about this only recently when I ran into one of my former students, fresh from an excursion to Europe. "How was it?" I asked, full of earnest anticipation.3 She nodded three or four times, searched the heavens for the right words, and then exclaimed, "It was, like, whoa!"4 And that was it. The civilization of Greece and the glory of Roman architecture were captured in a condensed non-statement. My student's "whoa!" was exceeded only by my head-shaking distress.5 There are many different stories about the downturn in the proper use of English. Surely students should be able to distinguish between their/there/they're or the distinctive difference between complimentary and complementary. They unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.6 Students are not dumb, but they are being misled everywhere they look and listen. For example, signs in grocery stores point them to the stationary, even though the actual stationery items — pads, albums and notebooks —are not nailed down. Friends and loved ones often proclaim they've just ate when, in fact, they've just eaten. Therefore, it doesn't make any sense to criticize our students.7 Blame for the scandal of this language deficit should be thrust upon our schools, which should be setting high standards of English language proficiency. Instead, they only teach a little grammar and even less advanced vocabulary. Moreover, the younger teachers themselves evidently have little knowledge of these vital structures of language because they also went without exposure to them. Schools fail to adequately teach the essential framework of language, accurate grammar and proper vocabulary, while they should take the responsibility of pushing the young onto the path of competent communication.8 Since grammar is boring to most of the young students, I think that it must be handled delicately, step by step. The chance came when one day I was driving with my son. As we set out on our trip, he noticed a bird in jerky flight and said, "It's flying so unsteady." I carefully asked, "My son, how is the bird flying?" "What's wrong? Did I say anything incorrectly?" He got lost. "Great! You said incorrectly instead of incorrect. We use adverbs to describe verbs. Therefore, it's flying so unsteadily but not so unsteady."9 Curious about my correction, he asked me what an adverb was. Slowly, I said, "It's a word that tells you something about a verb." It led to his asking me what a verb was. I explained, "Verbs are action words; for example, Dad drives the truck. Drive is the verb because it's the thing Dad is doing."10 He became attracted to the idea of action words, so we listed a few more: fly, swim, dive, run. Then, out of his own curiosity, he asked me if other words had names for their use and functions. This led to a discussion of nouns, adjectives, and articles. Within the span of a 10-minute drive, he had learned from scratch to the major parts of speech in asentence. It was painless learning and great fun!11 Perhaps, language should be looked upon as a road map and a valuable possession: often study the road map (check grammar) and tune up the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car.12 The road map provides the framework and guidance you need for your trip, but it won't tell you exactly what trees or flowers you will see, what kind of people you will encounter, or what types of feelings you will be experiencing on your journey. Here, the vocabulary makes the journey's true colors come alive! A good vocabulary enables you to enjoy whatever you see as you drive along. Equipped with grammar and a good vocabulary, you have flexibility and excellent control. While the road map guides your journey to your destination, an excellent vehicle helps you to fully enjoy all of the sights, sounds and experiences along the way.13 Effective, precise, and beneficial communication depends upon grammar and a good vocabulary, the two essential assets for students, but they are not being taught in schools.14 Just this morning, my son and I were eating breakfast when I attempted to add milk to my tea. "Dad," he said, "If I were you, I wouldn't do that. It's sour."15 "Oh my!" I said, swelling with pride toward my son, "That's a grammatically perfect sentence. You used were instead of was."16 "I know, I know," he said with a long agreeable sigh. "It's the subjunctive mood."17 I was, like, whoa!Translation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。

Unit 1An impressive English lesson1If I am the only parent who still corrects his child's English, then perhaps my son is right.To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to.2I think I got serious about this only recently when I ran into one of my former students, fresh from an excursion to Europe."How was it?" I asked, full of earnest anticipation.3She nodded three or four times, searched the heavens for the right words, and then exclaimed, "It was, like,whoa!"4And that was it.The civilization of Greece and the glory of Roman architecture were captured in a condensed non-statement.My student's "whoa!" was exceeded only by my head-shaking distress.5There are many different stories about the downturn in the proper use of English.Surely students should be able to distinguish between their/there/they're or the distinctive difference between complimentary and complementary.They unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.6Students are not dumb, but they are being misled everywhere they look and listen.For example, signs in grocery stores point them to the stationary, even though the actual stationery items —pads,albums and notebooks — are not nailed down.Friends and loved ones often proclaim they've just ate when, in fact, they've just eaten.Therefore, it doesn't make any sense to criticize our students.7Blame for the scandal of this language deficit should be thrust upon our schools, which should be setting high standards of English language proficiency.Instead, they only teach a little grammar and even less advanced vocabulary.Moreover, the younger teachers themselves evidently have little knowledge of these vital structures of language because they also went without exposure to them. Schools fail to adequately teach the essential framework of language, accurate grammar and proper vocabulary, while they should take the responsibility of pushing the young onto the path of competent communication.8Since grammar is boring to most of the young students, I think that it must be handled delicately, step by step.The chance came when one day I was driving with my son.As we set out on our trip, he noticed a bird in jerky flight and said, "It's flying so unsteady."I carefully asked, "My son, how is the bird flying?""What's wrong? Did I say anything incorrectly?"He got lost."Great! You said incorrectly instead of incorrect. We use adverbs to describe verbs. Therefore, it's flying so unsteadily but not so unsteady."9Curious about my correction, he asked me what an adverb was.Slowly, I said, "It's a word that tells you something about a verb."It led to his asking me what a verb was.I explained, "Verbs are action words; for example, Dad drives the truck.Drive is the verb because it's the thing Dad is doing."10 He became attracted to the idea of action words, so we listed a few more:fly, swim, dive, run.Then, out of his own curiosity, he asked me if other words had names for their use and functions.This led to a discussion of nouns, adjectives, and articles.Within the span of a 10-minute drive, he had learned from scratch to the major parts of speech in a sentence.It was painless learning and great fun!11Perhaps, language should be looked upon as a road map and a valuable possession: often study the road map (check grammar) and tune up the car engine (adjust vocabulary).Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car.12The road map provides the framework and guidance you need for your trip, but it won't tell you exactly what trees or flowers you will see, what kind of people you will encounter, or what types of feelings you will be experiencing on your journey.Here, the vocabulary makes the journey's true colors come alive!A good vocabularyenables you to enjoy whatever you see as you drive along.Equipped with grammar and a good vocabulary, you have flexibility and excellent control.While the road map guides your journey to your destination, an excellent vehicle helps you to fully enjoy all of the sights, sounds and experiences along the way.13Effective,precise, and beneficial communication depends upon grammar and a good vocabulary, the two essential assets for students, but they are not being taught in schools.14Just this morning, my son and I were eating breakfast when I attempted to add milk to my tea."Dad," he said, "If I were you, I wouldn't do that. It's sour."15"Oh my!"I said, swelling with pride toward my son, "That's a grammatically perfect sentence. You used were instead of was."16"I know, I know," he said with a long agreeable sigh. "It's the subjunctive mood."17I was, like, whoa!Translation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。

Unit 1An impressive English lesson1If I am the only parent who still corrects his child's English, then perhaps my son is right.To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to.2I think I got serious about this only recently when I ran into one of my former students, fresh from an excursion to Europe."How was it?" I asked, full of earnest anticipation.3She nodded three or four times, searched the heavens for the right words, and then exclaimed, "It was, like,whoa!"4And that was it.The civilization of Greece and the glory of Roman architecture were captured in a condensed non-statement.My student's "whoa!" was exceeded only by my head-shaking distress.5There are many different stories about the downturn in the proper use of English.Surely students should be able to distinguish between their/there/they're or the distinctive difference between complimentary and complementary.They unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.6Students are not dumb, but they are being misled everywhere they look and listen.For example, signs in grocery stores point them to the stationary, even though the actual stationery items —pads,albums and notebooks — are not nailed down.Friends and loved ones often proclaim they've just ate when, in fact, they've just eaten.Therefore, it doesn't make any sense to criticize our students.7Blame for the scandal of this language deficit should be thrust upon our schools, which should be setting high standards of English language proficiency.Instead, they only teach a little grammar and even less advanced vocabulary.Moreover, the younger teachers themselves evidently have little knowledge of these vital structures of language because they also went without exposure to them. Schools fail to adequately teach the essential framework of language, accurate grammar and proper vocabulary, while they should take the responsibility of pushing the young onto the path of competent communication.8Since grammar is boring to most of the young students, I think that it must be handled delicately, step by step.The chance came when one day I was driving with my son.As we set out on our trip, he noticed a bird in jerky flight and said, "It's flying so unsteady."I carefully asked, "My son, how is the bird flying?""What's wrong? Did I say anything incorrectly?"He got lost."Great! You said incorrectly instead of incorrect. We use adverbs to describe verbs. Therefore, it's flying so unsteadily but not so unsteady."9Curious about my correction, he asked me what an adverb was.Slowly, I said, "It's a word that tells you something about a verb."It led to his asking me what a verb was.I explained, "Verbs are action words; for example, Dad drives the truck.Drive is the verb because it's the thing Dad is doing."10 He became attracted to the idea of action words, so we listed a few more:fly, swim, dive, run.Then, out of his own curiosity, he asked me if other words had names for their use and functions.This led to a discussion of nouns, adjectives, and articles.Within the span of a 10-minute drive, he had learned from scratch to the major parts of speech in a sentence.It was painless learning and great fun!11Perhaps, language should be looked upon as a road map and a valuable possession: often study the road map (check grammar) and tune up the car engine (adjust vocabulary).Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car.12The road map provides the framework and guidance you need for your trip, but it won't tell you exactly what trees or flowers you will see, what kind of people you will encounter, or what types of feelings you will be experiencing on your journey.Here, the vocabulary makes the journey's true colors come alive!A good vocabularyenables you to enjoy whatever you see as you drive along.Equipped with grammar and a good vocabulary, you have flexibility and excellent control.While the road map guides your journey to your destination, an excellent vehicle helps you to fully enjoy all of the sights, sounds and experiences along the way.13Effective,precise, and beneficial communication depends upon grammar and a good vocabulary, the two essential assets for students, but they are not being taught in schools.14Just this morning, my son and I were eating breakfast when I attempted to add milk to my tea."Dad," he said, "If I were you, I wouldn't do that. It's sour."15"Oh my!"I said, swelling with pride toward my son, "That's a grammatically perfect sentence. You used were instead of was."16"I know, I know," he said with a long agreeable sigh. "It's the subjunctive mood."17I was, like, whoa!Translation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。

Unit 1An impressive English lesson1 If I am the only parent who still corrects his child's English, then perhaps my son is right. To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to.2 I think I got serious about this only recently when I ran into one of my former students, fresh from an excursion to Europe. "How was it?" I asked, full of earnest anticipation.3 She nodded three or four times, searched the heavens for the right words, and then exclaimed, "It was, like, whoa!"4 And that was it. The civilization of Greece and the glory of Roman architecture were captured in a condensed non-statement. My student's "whoa!" was exceeded only by my head-shaking distress.5 There are many different stories about the downturn in the proper use of English. Surely students should be able to distinguish between their/there/they're or the distinctive difference between complimentary and complementary. They unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.6 Students are not dumb, but they are being misled everywhere they look and listen. For example, signs in grocery stores point them to the stationary, even though the actual stationery items — pads, albums and notebooks —are not nailed down. Friends and loved ones often proclaim they've just ate when, in fact, they've just eaten. Therefore, it doesn't make any sense to criticize our students.7 Blame for the scandal of this language deficit should be thrust upon our schools, which should be setting high standards of English language proficiency. Instead, they only teach a little grammar and even less advanced vocabulary. Moreover, the younger teachers themselves evidently have little knowledge of these vital structures of language because they also went without exposure to them. Schools fail to adequately teach the essential framework of language, accurate grammar and proper vocabulary, while they should take the responsibility of pushing the young onto the path of competent communication.8 Since grammar is boring to most of the young students, I think that it must be handled delicately, step by step. The chance came when one day I was driving with my son. As we set out on our trip, he noticed a bird in jerky flight and said, "It's flying so unsteady." I carefully asked, "My son, how is the bird flying?" "What's wrong? Did I say anything incorrectly?" He got lost. "Great! You said incorrectly instead of incorrect. We use adverbs to describe verbs. Therefore, it's flying so unsteadily but not so unsteady."9 Curious about my correction, he asked me what an adverb was. Slowly, I said, "It's a word that tells you something about a verb." It led to his asking me what a verb was. I explained, "Verbs are action words; for example, Dad drives the truck. Drive is the verb because it's the thing Dad is doing."10 He became attracted to the idea of action words, so we listed a few more: fly, swim, dive, run. Then, out of his own curiosity, he asked me if other words had names for their use and functions. This led to a discussion of nouns, adjectives, and articles. Within the span of a 10-minute drive, he had learned from scratch to the major parts of speech in asentence. It was painless learning and great fun!11 Perhaps, language should be looked upon as a road map and a valuable possession: often study the road map (check grammar) and tune up the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car.12 The road map provides the framework and guidance you need for your trip, but it won't tell you exactly what trees or flowers you will see, what kind of people you will encounter, or what types of feelings you will be experiencing on your journey. Here, the vocabulary makes the journey's true colors come alive! A good vocabulary enables you to enjoy whatever you see as you drive along. Equipped with grammar and a good vocabulary, you have flexibility and excellent control. While the road map guides your journey to your destination, an excellent vehicle helps you to fully enjoy all of the sights, sounds and experiences along the way.13 Effective, precise, and beneficial communication depends upon grammar and a good vocabulary, the two essential assets for students, but they are not being taught in schools.14 Just this morning, my son and I were eating breakfast when I attempted to add milk to my tea. "Dad," he said, "If I were you, I wouldn't do that. It's sour."15 "Oh my!" I said, swelling with pride toward my son, "That's a grammatically perfect sentence. You used were instead of was."16 "I know, I know," he said with a long agreeable sigh. "It's the subjunctive mood."17 I was, like, whoa!Translation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。

The First McDonald's RestaurantEven though the first McDonald's restaurant sold only hamburgers and French fries, it still became a cultural symbol. Now, in the Southern California city of Downey, people are trying to save the first McDonald's restaurant in history.McDonald's, though, says the building should be torn down.Built in 1953, the restaurant in Downey, California, is the oldest of all the Golden Arches in America, and has the earliest McDonald's building design.Many people have good memories of that old McDonald's.These people are angry that the building is now in danger of being destroyed, along with their memories.McDonald's explains that the building was damaged in an earthquake, and therefore needs to be torn down. Many people in the town of Downey don't agree with this line of thinking, though.One woman says, "I think it's terrible. They are using the earthquake as an excuse. It's a big lie."Another Downey resident remarks, "I am so upset. They don't respect the public at all. They haven't even tried. They could do some small repairs and make it a good restaurant again."McDonald's managers say the restaurant is losing money at that location. There is no room for a drive-thru window, or for seatinginside.After the earthquake, they say it was impossible to fix.The managers want to build a copy of this building at another location instead.Building inspectors, on the other hand, say that the structure can be repaired, but that it will be expensive. Many people say that McDonald's can certainly afford to pay that amount.Some think that McDonald's real reason for wanting to close down the restaurant has nothing to do with money.Modern McDonald's restaurants often have a sign claiming that a man named Ray Kroc opened the first McDonald's restaurant in Illinois in 1955. The truth, however, is that Mr. Kroc actually learned the fast food business from Dick and Mac McDonald in ter, Mr. Kroc bought their restaurants.Thus, many people in Downey think McDonald's is trying to change history, though the company denies this.To local historians, this explanation makes total sense. One historian said, "We should not rewrite the past. Ray Kroc did not invent McDonald's. The McDonald brothers did."These days, a group of historians want the building to be added to the National Register of Historic Places so that the city of Downey will be able to stop McDonald's from tearing the building down. The McDonald's managers are very angry, and have abandoned the structure.Everyone hopes that the McDonald's managers and the people of Downey will soon find peace. The building is still there, but boardscover the windows.Even so, people drive by to remember their McDonald's, taking pictures of a moment in history before it gets taken away.第一家麦当劳餐馆虽说第一家麦当劳餐馆只售汉堡包和薯条，它还是成为了一种文化象征。

新视野第三版⼤学英语第⼆册课⽂翻译新视野⼤学英语第⼆册读写教程课⽂翻译Unit 1 Text A An impressive Engli lsesson标题: 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。

The First McDonald's RestaurantEven though the first McDonald's restaurant sold only hamburgers and French fries, it still became a cultural symbol. Now, in the Southern California city of Downey, people are trying to save the first McDonald's restaurant in history.McDonald's, though, says the building should be torn down.Built in 1953, the restaurant in Downey, California, is the oldest of all the Golden Arches in America, and has the earliest McDonald's building design.Many people have good memories of that old McDonald's.These people are angry that the building is now in danger of being destroyed, along with their memories.McDonald's explains that the building was damaged in an earthquake, and therefore needs to be torn down. Many people in the town of Downey don't agree with this line of thinking, though.One woman says, "I think it's terrible. They are using the earthquake as an excuse. It's a big lie."Another Downey resident remarks, "I am so upset. They don't respect the public at all. They haven't even tried. They could do some small repairs and make it a good restaurant again."McDonald's managers say the restaurant is losing money at that location. There is no room for a drive-thru window, or for seatinginside.After the earthquake, they say it was impossible to fix.The managers want to build a copy of this building at another location instead.Building inspectors, on the other hand, say that the structure can be repaired, but that it will be expensive. Many people say that McDonald's can certainly afford to pay that amount.Some think that McDonald's real reason for wanting to close down the restaurant has nothing to do with money.Modern McDonald's restaurants often have a sign claiming that a man named Ray Kroc opened the first McDonald's restaurant in Illinois in 1955. The truth, however, is that Mr. Kroc actually learned the fast food business from Dick and Mac McDonald in ter, Mr. Kroc bought their restaurants.Thus, many people in Downey think McDonald's is trying to change history, though the company denies this.To local historians, this explanation makes total sense. One historian said, "We should not rewrite the past. Ray Kroc did not invent McDonald's. The McDonald brothers did."These days, a group of historians want the building to be added to the National Register of Historic Places so that the city of Downey will be able to stop McDonald's from tearing the building down. The McDonald's managers are very angry, and have abandoned the structure.Everyone hopes that the McDonald's managers and the people of Downey will soon find peace. The building is still there, but boardscover the windows.Even so, people drive by to remember their McDonald's, taking pictures of a moment in history before it gets taken away.第一家麦当劳餐馆虽说第一家麦当劳餐馆只售汉堡包和薯条，它还是成为了一种文化象征。

U1 AToward a brighter future for all奔向更加光明的未来Good afternoon! As president of the university, I am proud to welcome you to this university. Your achievement is the triumph of years of hard work, both of your own and of your parents and teachers. Here at the university, we pledge to make your educational experience as rewarding as possible.下午好！作为校长，我非常自豪地欢迎你们来到这所大学。

你们所取得的成就是你们自己多年努力的结果，也是你们的父母和老师们多年努力的结果。

在这所大学里，我们承诺将使你们学有所成。

In welcoming you to the university, I am reminded of my own high school graduation and the photograph my mom took of my dad and me. "Pose naturally." Mom instructed us. "Wait!" said Dad, "Let's take a picture of me handing him an alarm clock." The clock woke me up every morning in college. It is still on my office desk.在欢迎你们到来的这一刻，我想起自己高中毕业时的情景，还有妈妈为我和爸爸拍的合影。

U2 AA child's clutter awaits an adult's return儿时百宝箱老大归家梦I watch her back her new truck out of the driveway. The vehicle is too large, too expensive. She'd refused to consider a practical car with good gas efficiency and easy to park. It's because of me, I think. She bought it to show me that she could. 我看着她在车道上倒着她的新卡车。

车太大，而且太贵。

她就是不愿意考虑买辆开起来省油、停起来省心的实用型汽车。

我想，原因在我。

她买这辆车就是为了让我看看她的能耐。

"I'm 18," she'd told me so often that my teeth ached. "I am an adult!"“我18 岁了，”她经常这样对我说，以至于听得我牙都疼了。

“我是成年人了！”I thought, is that true? Just yesterday you watched some cartoons. What changed between yesterday and today?我心想，真的吗？昨天你还在看动画片呢。

今天和昨天又能有多大的变化？Today she's gone, off to be an adult far away from me. I'm glad she's gone. It means she made it, and that I'm finally free of 18 years of responsibilities. And yet I wonder if she could take good care of herself.今天她走了，远离我去寻求成年人的独立。

Text A课文 AThe humanities: Out of date?人文学科：过时了吗？When the going gets tough, the tough takeaccounting. When the job market worsens, manystudents calculate they can't major in English orhistory. They have to study something that booststheir prospects of landing a job.当形势变得困难时，强者会去选学会计。

当就业市场恶化时，许多学生估算着他们不能再主修英语或历史。

他们得学一些能改善他们就业前景的东西。

The data show that as students have increasingly shouldered the ever-rising c ost of tuition,they have defected from the study of the humanities and toward applied science and "hard"skills that they bet will lead to employment. In oth er words, a college education is more andmore seen as a means for economic betterment rather than a means for human betterment.This is a trend that i s likely to persist and even accelerate.数据显示，随着学生肩负的学费不断增加，他们已从学习人文学科转向他们相信有益于将来就业的应用科学和“硬”技能。

Unit 1 Text A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，批评学生不合乎情理。

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——准确的语法和恰当的词汇——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。

新视野第三版读写教程2课后翻译UNIT 1 .............................................................. - 1 -UNIT 2 .............................................................. - 3 -UNIT 3 .............................................................. - 4 -UNIT 4 .............................................................. - 5 -UNIT 5 .............................................................. - 6 -UNIT 6 .............................................................. - 7 -UNIT 7 .............................................................. - 9 -UNIT 8 ............................................................ - 11 -Unit1英译汉English is known as a world language, regularly used by many nations whose English is not their first language. Like other languages, English has changed greatly. The history of the English language can be divided into three main periods : Old English, Middle English and Modern English. The English language started with the invasion of Britain by three Germanic tribes during the 5th century AD, and they contributed greatly to the formation of the English language. During the medieval and early modern periods, the influence of English spread throughout the British Isles, and from the early 17th century its influence began to be felt throughout the world. The processes of European exploration and colonization for several centuries led to significant change in English. Today, American English is particularly influential, due to the popularity of American cinema, television, music, trade and technology, including the Internet.人们普遍认为英语是一种世界语言，经常被许多不以英语为第一语言的国家使用。

新视野大学英语第三版2读写教程课文翻译新视野大学英语第三版2读写教程课文翻译Unit 1 Text A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，批评学生不合乎情理。

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——准确的语法和恰当的词汇——充分地传授给学生。

新视野大学英语第二册读写教程课文翻译Unit 1 Text A An impressive Engli lsesson标题: 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。