大学英语三unit3whyiteach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。

1. What does “bad questions〞 refer to?
It refers to careless questions or simple questions that every student can answer without difficulty. 2. Translate this sentence into Chinese.
Warm-Up Question
1. What do you want to do after graduation? 2. What do you think of taking teaching as a career? 3. Do you think that teachers are highly respected and
Background Information
Henry David Thoreau
American writer, philosopher, and naturalist (1817-1862)
Born in Concord, Thoreau was educated at Harvard University. In the late 1830s and early 1840s, he taught school and tutored in Concord and on Staten Island, New York. After graduation from Harvard University in 1837, Thoreau started a school that was perhaps the first in America to introduce field trips for nature study. In 1845 he built a small cabin at Walden Pond with his own hands and lived there until 1847, spending 27 cents a week for food to supplement the vegetables he raised. In 1854, he published his masterpiece Walden or, Life in the Woods. In Walden, Thoreau records his life in the woods and describes freshly and vividly the changing seasons and other natural events and scenes that he observed. Thoreau had kept a journal since 1837, and this journal formed the basis for several books published after his death.

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 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。

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

Unit3WhPITeachPeterG.Beidler EverPteacherprobablPaskshimselftimeandagain:Whatarethereasonsforchoo singteachingasacareer?DotherewardsteachingoutweighthetrPingcomments? Answeringthesequestionsisnotasimpletask.Let'sseewhattheauthorsaPs.WhPdoPouteach?MPfriendaskedthequestionwhenItoldhimthatIdidn'twa nttobeconsideredforanadministrativeposition.HewaspuzzledthatIdidnotwant whatwasobviouslPa"stepup"towardwhatallAmericansaretaughttowantwhenth ePgrowup:monePandpower.CertainlPIdon'tteachbecauseteachingiseasPforme.Teachingisthemostdiffi cultofthevariouswaPsIhaveattemptedtoearnmPliving:mechanic,carpenter,writ er.Forme,teachingisared-ePe,sweatP-palm,sinking-stomachprofession.Red-eP e,becauseIneverfeelreadPtoteachnomatterhowlateIstaPuppreparing.SweatP-p alm,becauseI'malwaPsnervousbeforeIentertheclassroom,surethatIwillbefound outforthefoolthatIam.Sinking-stomach,becauseIleavetheclassroomanhourlate rconvincedthatIwasevenmoreboringthanusual.NordoIteachbecauseIthinkIknowanswers,orbecauseIhaveknowledgeIfeelc ompelledtoshare.SometimesIamamazedthatmPstudentsactuallPtakenotesonw hatIsaPinclass!WhP,then,doIteach?IteachbecauseIlikethepaceoftheacademiccalendar.June,JulP,andAugustof feranopportunitPforreflection,researchandwriting.Iteachbecauseteachingisaprofessionbuiltonchange.Whenthematerialisthe same,Ichange——and,moreimportant,mPstudentschange.IteachbecauseIlikethefreedomtomakemPownmistakes,tolearnmPownless ons,tostimulatemPselfandmPstudents.Asateacher,I'mmPownboss.IfIwantmPf reshmentolearntowritebPcreatingtheirownteGtbook,whoistosaPIcan't?Suchco ursesmaPbehugefailures,butwecanalllearnfromfailures.IteachbecauseIliketoaskquestionsthatstudentsmuststruggletoanswer.The worldisfullofrightanswerstobadquestions.Whileteaching,Isometimesfindgood questions.IteachbecauseIenjoPfindingwaPsofgettingmPselfandmPstudentsoutofthei vorPtowerandintotherealworld.Ioncetaughtacoursecalled"Self-RelianceinaTec hnologicalSocietP."MP15studentsreadEmerson,Thoreau,andHuGleP.ThePkep tdiaries.ThePwrotetermpapers.Butwealsosetupacorporation,borrowedmoneP,purchasedarun-downhous eandpracticedself-reliancebPrenovatingit.Attheendofthesemester,wewouldthe house,repaidourloan,paidortaGes,anddistributedtheprofitsamongthegroup.Soteachinggivesmepace,andvarietP,andchallenge,andtheopportunitPtoke eponlearning.Ihaveleftout,however,themostimportantreasonswhPIteach.OneisVickP.MPfirstdoctoralstudent,VickPwasanenergeticstudentwholabo redatherdissertationonalittle-known14thcenturPpoet.Shewrotearticlesandsent themofftolearnedjournals.Shediditallherself,withanoccasionalnudgefromme.B utIwastherewhenshefinishedherdissertation,learnedthatherarticleswereaccept ed,gotajobandwonafellowshiptoHarvardworkingonabookdevelopingideasshe' dfirsthadasmPstudent.AnotherreasonisGeorge,whostartedasanengineeringstudent,thenswitched toEnglishbecausehedecidedhelikedpeoplebetterthanthings.ThereisJeanne,wholeftcollege,butwasbroughtbackbPherclassmatesbecaus ethePwantedhertoseetheendoftheself-reliancehouseproject.Iwasherewhenshec ameback.Iwastherewhenshetoldmethatshelaterbecameinterestedintheurbanp oorandwentontobecomeacivilrightslawPer.ThereisJacqui,acleaningwomanwhoknowsmorebPintuitionthanmostofusl earnbPanalPsis.Jacquihasdecidedtofinishhighschoolandgotocollege.ThesearetherealreasonsIteach,thesepeoplewhogrowandchangeinfrontofm e.Beingateacherisbeingpresentatthecreation,whentheclaPbeginstobreathe.A"promotion"outofteachingwouldgivememonePandpower.ButIhavemone P.IgetpaidtodowhatIenjoP:reading,talkingwithpeople,andaskingquestionlike," Whatisthepointofbeingrich?"AndIhavepower.Ihavethepowertonudge,tofansparks,tosuggestbooks,topoi ntoutapathwaP.Whatotherpowermatters?ButteachingofferssomethingbesidesmonePandpower:itofferslove.NotonlP theloveoflearningandofbooksandideas,butalsothelovethatateacherfeelsforthatr arestudentwhowalksintoateacher'slifeandbeginstobreathe.Perhapsloveisthewr ongword:magicmightbebetter.Iteachbecause,beingaroundpeoplewhoarebeginningtobreathe,Ioccasionall PfindmPselfcatchingmPbreathwiththem.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 1 A 我哥哥吉米出生时遇上难产，因为缺氧导致大脑受损。

两年后，我出生了。

从此以后，我的生活便围绕我哥哥转。

伴随我成长的，是“到外面去玩，把你哥哥也带上。

” 不带上他，我是哪里也去不了的。

因此，我怂恿邻居的孩子到我家来，尽情地玩孩子们玩的游戏。

我母亲教吉米学习日常自理，比如刷牙或系皮带什么的。

我父亲宅心仁厚，他的耐心和理解使一家人心贴着心。

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

父亲和吉米形影不离。

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

晚饭后，他们一道交谈，玩游戏，直到深夜。

他们甚至用口哨吹相同的曲调。

所以，父亲 1991 年因心脏病去世时，吉米几乎崩溃了，尽管他尽量不表现出来。

他就是不能相信父亲去世这一事实。

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

我雇了一个人和他住在一起，开车送他去上班。

然而，不管我怎么努力地维持原状，吉米还是认为他熟悉的世界已经消失了。

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

” 接着，我俩都流下了眼泪。

六个月后，母亲因肺癌去世，剩下我一人来照顾吉米。

吉米不能马上适应去上班时没有父亲陪着，因此搬来纽约和我一起住了一段时间。

我走到哪里他就跟到哪里，他好像适应得很好。

但吉米依然想住在我父母的房子里，继续干他原来的工作。

我答应把他送回去。

此事最后做成了。

如今，他在那里生活了 11 年，在许多人的照料下，同时依靠自己生活得有声有色。

他已成了邻里间不可或缺的人物。

如果你有邮件要收，或有狗要遛，他就是你所要的人。

当然，母亲的话没错：可以有一个家，既能容纳他的缺陷又能装下我的雄心。

事实上，关照像吉米这样一个深爱又感激我的人，更加丰富了我的生活，其他任何东西都不能与之相比。

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。

新视野大学英语3课文翻译UNIT3海德中学的办学宗旨是：如果你向学生传授诸如求真、勇敢、正直、领导能力、好奇心和关心他人等美德的话，学生的学习成绩自然就会提高。

该校的创始人约瑟夫·高尔德声称学校的教学很成功。

海德中学位于缅因州巴思市，每年的学费高达1.8万美元，因其教导问题少年有方而闻名遐迩。

“我们并不把自己看作一所专为某一类孩子而开设的学校，”马尔科姆·高尔德说。

他是约瑟夫的儿子，毕业于海德中学，现任海德中学校长。

“我们把帮助孩子培养一种生活方式看作自己的职责，办法是倡导一整套能影响所有孩子的价值观念。

”现在，乔·高尔德(约瑟夫·高尔德)正试图将他尚有争议的“品德第一”的理念向旧城区的公立学校推广。

这些学校愿意将用于传统教学计划的税金用于实施这一新的教学方法。

海德公立学校第一个教学计划始于1992年9月。

但几个月后，该计划即告暂停。

教师们对教学计划的高要求以及高强度工作所带来的压力表示抗议。

今年秋天，海德基金会计划在巴尔的摩启动初步的公立学校教学计划。

教师要接受培训，以便今后能在整个巴尔的摩体系内胜任工作。

美国其他学校的领导们也在关注这个教学计划。

去年秋天，在家长的一片抗议声中，海德基金会在康涅狄格州纽黑文市郊区的一所中学内启动了一个引人注目的教学计划。

当地居民担心该校可能招进来旧城区的少数民族学生和问题学生。

就像在缅因州那样，求真也在康涅狄格州的这所中学得到广泛推崇。

在一堂英语课上，11名学生用最后的5分钟展开激烈的讨论，依照1－10的评分标准相互评价他们当天的课堂表现。

“我得10分。

”“我有意见。

你既没做语法作业，也没做拼写练习。

”“那好，就7分吧。

”“你只能得6分。

”“等等，我可是全力以赴的。

”“是的，可你今天没提问。

”在解释自己的教育方法时，乔·高尔德指出，对传统的教育体制不能只是改革。

他说“无论怎样改革”，用马和马车“是改革不出汽车的”。

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。

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。

大学英语精读‎第3册第3课课文翻译及课‎后答案Unit 3我为什么当老‎师你为什么要教‎书呢？当我告诉一位‎朋友我不想谋‎求行政职务时‎，他便向我提出‎这一问题。

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‎选择明明是朝‎这个目标“迈进”的工作，他们对此感到‎迷惑不解。

当然，我之所以教书‎并不是因为我‎觉得教书轻松‎。

我做过各种各‎样的工作借以‎谋生：机修工、木工、作家，教书可是其中‎最难的一行。

对我来说，教书是个会令‎人熬红眼睛、掌心出汗、精神沮丧的职‎业。

说熬红眼睛,这是因为我晚‎上不管备课到‎多晚,总觉得准备得‎还不充分。

说掌心出汗，是因为我跨进‎教室之前总是‎非常紧张，自信学生一定‎会发觉我其实‎是个傻瓜笨蛋‎。

说精神沮丧，这是因为我1‎小时后走出教‎室时，确信这堂课上‎得比平常还要‎平淡无味。

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，非与别人分享‎不可。

有时我感到很‎吃惊，学生竟真的把‎我课上讲的东‎西做了笔记！这样说来，我为什么还要‎教书呢？我教书，是因为我喜爱‎校历的步调。

6月、7月和8月提‎供了一个供思‎考、研究和创作的‎机会。

我教书，是因为教学是‎建立在“变化”这一基础上的‎职业。

教材还是原来‎的教材，但我自身却变‎了——更重要的是，我的学生变了‎。

我教书，是因为我喜欢‎有让自己犯错‎误的自由，有自己吸取教‎训的自由，有激励自己和‎激励学生的自‎由。

作为教师，我可以自行做‎主。

如果我想要求‎一年级的学生‎通过自行编写‎课本的办法来‎学习写作，谁能说我不可‎以那样做呢？这样的课程也‎许会彻底失败‎，但我们都可以‎从失败的尝试‎中获得教益。

我教书，是因为我喜欢‎学生提出必须‎绞尽脑汁才能‎回答的问题。

我们这个世界‎有无穷无尽的‎正确答案来对‎付拙劣的问题‎。

何况我在教学‎过程有时也会‎想到一些出色‎的问题。

我教书，是因为我喜欢‎想方设法使自‎己和我的学生‎从象牙塔里走‎出来，进入现实世界‎。

大学英语精读第三版第三册unit1-unit3课文翻译5篇第一篇：大学英语精读第三版第三册unit1-unit3课文翻译unit 1 一个年轻人发现，漫无目的地在街上闲逛也会带来涉及法律问题的麻烦。

一种误解导致另一种误解，直到最终他必须在法庭上接受审判。

法律小冲突我生平只有一次陷入与法律的冲突。

被捕与被带上法庭的整个经过在当时是一种令人极不愉快的经历，但现在这却成为一个好故事的素材。

尤其令我恼怒的是我被捕及随后在法庭上受审时的种种武断情形。

事情大约发生在十二年前的二月，那是我中学毕业已经几个月了，但要等到十月份才能上大学，所以当时我仍在家中。

一天上午，我来到离我住地不远的、位于伦敦郊区的里士满。

那是我正在找一份临时的工作，以便赚点钱去旅游。

由于天气晴朗，又没什么急事，我便悠然自得得看着商店橱窗，逛逛公园，有时干脆停下来四处观望，一定是这种无所事事的样子使我倒了霉。

事情发生在十一点半左右，我在当地图书馆谋职未成，刚从那出发，就看到一个人从马路对面走过来，显然是想跟我说话。

我原以为他要问我时间，想不到，他说他是警官，要逮捕我，开始我还以为这是个玩笑，但接着又来了身穿警服的警察，这下我无可置疑了。

“为什么要抓我？”我问。

“四处游荡，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，表情十分严肃。

“哦。

”我说。

事情后来是这样的，这一带经常发生小偷小摸案件，尤其是从门前台阶上偷走牛奶瓶。

接着，我犯了个大错。

那时我才十九岁，留着一头凌乱的长发，自认为是六十年代“青年反主流文化”的一员。

因此，我想对此表现出一种冷漠，满不在乎的态度，于是用一种很随便无所谓的腔调说：“你们跟踪我多久了？”这样一来，在他们眼里，我是惯于此种情形的，这又使他们确信我是一个彻头彻尾的坏蛋。

几分钟后，来了一辆警车。

“坐到后面去，”他们说，“把手放在前排的座椅上，不许乱动。

” 他俩分坐在我的左右，这下了不是闹着玩的了。

Why I teach参考译文：“你为什么教书呢，皮特1？” 我告诉我的朋友我不想被考虑担任一项大学行政职务时，他提出这个问题。

他感到困惑不解，因为我不想朝着长大成人后追求金钱和权力的方向迈出一步，这明明是所有美国男孩所接受的熏陶。

我告诉他，作为教师我有不错的薪水和值得拥有的那种唯一的权力—改变生活的权力。

“另外，”我说，“我喜欢我的工作，部分因为没有一个行政人员曾告诉过我该怎么教或教什么或如何对待学生。

我为什么要当个与大学里唯一有意义的那种权力隔绝的行政管理人员呢？”可是他不再听了，所以我也没再往下说。

无论如何我对自己的回答不满意。

然而，他的问题促使我思考。

这本小书是对“你为什么教书呢，皮特？”这一问题的进一步回答。

不言而喻，我之所以执教，并非因为我生来就是块教书的料。

在整个中学和大学时期，我大概是班上最安静的孩子。

我的老师就是没法让我开口。

我最不想作为终身事业的事是站在一伙人面前叽叽喳喳说个没完。

当然，我之所以执教，并非教书对我而言轻而易举。

我尝试过的籍以谋生的各种各样工作中 ?推土机机械师、木工、临时性大学行政管理人员、作家 ?教书是最困难的一行。

对我而言，教书是个令人熬红眼睛、手心冒汗、胃部虚脱的行当。

熬红眼睛是因为无论上课前我熬夜备课到多晚，我从没感到准备充分。

手心冒汗是因为我走进教室前总是非常紧张，自信这回会被学生发现（我不称职）。

胃部虚脱是因为一个小时后我走出教室时，确信这堂课上得比平常甚至更结结巴巴和错误百出。

我教书也并非我认为自己是个百事通，或我有满腹觉得非得与他人分享不可的学问。

有时我感到惊异，学生们竟真地把我堂上说的做了笔记。

那我为什么教书呢？我教书是因为我喜欢校历的节奏。

我喜欢一年有两次，不管我的教学任务完成与否，学期结束了。

我把学生的分数交上去，收拾干净桌子后居然在新学期重新开始时不受上个学期所犯的错误和出现的问题的束缚。

我教书是因为6月、7月、8月为我自己的3R —反思(reflection)、研究 (research) 和写作 (writing) —提供了一个机会。

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。

• 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。

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.