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Unit 1大学毕业找工作的第一要义：别躺在沙发上做梦今年夏天，超过65 万的大学生毕业离校，其中有许多人根本不知道怎么找工作。
在当今金融危机的背景下，做父母的该如何激励他们？七月，你看着21 岁英俊的儿子穿上学士袍，戴上四方帽，骄傲地握着优等学士学位证书，拍毕业照。
这时，记忆中每年支付几千英镑，好让儿子吃好、能参加奇特聚会的印象开始消退。
总算熬到头了。
等到暑假快要结束，全国各地的学生正在为新学期做准备的时候，你发现大学毕业的儿子还歪躺在沙发上看电视。
他只是偶尔走开去发短信，浏览社交网站Facebook，去酒吧喝酒。
这位前“千禧一代”的后裔一夜之间变成了哼哼一代的成员。
他能找到工作吗？这就是成千上万家庭所面临的景象：今年夏天，超过65 万大学生毕业，在当今金融危机的背景下他们中的大多数人不知道自己下一步该做什么。
父母只会唠叨，而儿女们则毫无缘由地变成了叛逆者，他们知道自己该找份工作，但却不知道如何去找。
来自米德尔塞克斯郡的杰克·古德温今年夏天从诺丁汉大学政治学系毕业，获得二级一等荣誉学士学位。
他走进大学就业服务中心，又径直走了出来，因为他看见很多人在那里排长队。
跟他一起住的另外 5 个男孩也都跟他一样，进去又出来了。
找工作的压力不大，虽然他所认识的大多数女生都有更清晰的计划。
他说：“我申请政治学研究工作，但被拒了。
他们给的年薪是1 万8 千镑，交完房租后所剩无几，也就够买一罐煮豆子，可他们还要有研究经历或硕士学位的人。
然后我又申请了公务员速升计划，并通过了笔试。
但在面试时，他们说我‘太冷漠’了，谈吐‘太像专家治国国论者’。
我觉得自己不可能那样，但我显然就是那样的。
”打那以后他整个夏天都在“躲”。
他能够轻松复述《交通警察》中的若干片段，他白天看电视的时间太多，已经到了影响健康的地步。
跟朋友谈自己漫无目标的日子时，他才发现他们的处境和自己的并没有两样。
其中一位朋友在父母的逼迫下去超市摆货，其余的都是白天9 点到5 点“无所事事”，晚上去酒吧喝酒打发时间。
U n i t 6A French FourthCharles Trueheart1Along about this time every year, as Independence Day approaches, I pull an old American flag out of a bottom drawer where it is folded away －folded in a square, I admit, not theregulation triangle. I’ve ha d it a long time and have always flown it outside on July 4. Here in Paris it hangs from a fourth-floor balcony visible from the street. I’ve never seen anyone look up, but in my mind’s eye an American tourist may notice it and smile, and a French passerby may bereminded of the date and the occasion that prompt its appearance. I hope so.2For my expatriated family, too, the flag is meaningful, in part because we don’t do anything else to celebrate the Fourth. People don’t have barbecues in Paris apartm ents, and most otherAmericans I know who have settled here suppress such outward signs of their heritage －or they go back home for the summer to refuel.3Our children think the flag-hanging is a cool thing, and I like it because it gives us a few moments of family Q&A about our citizenship. My wife and I have been away from the UnitedStates for nine years, and our children are eleven and nine, so American history is mostlysomething they have learned －or haven’t learned －from their parents. July 4 is one of thetimes when the American in me feels a twinge of unease about the great lacunae in our children’s understanding of who they are and is prompted to try to fill the gaps. It’s also a time, one among many, when my thoughts turn more generally to the costs and benefits of raising children in aforeign culture.4Louise and Henry speak French fluently; they are taught in French at school, and most of their friends are French. They move from language to language, seldom mixing them up, without effort or even awareness. This is a wonderful thing, of course. And our physical separation from ournative land is not much of an issue. My wife and I are grateful every day for all that our children are not exposed to. American school shootings are a good object lesson for our children in thefollies of the society we hold at a distance.5Naturally, we also want to remind them of reasons to take pride in being American and to try to convey to them what that means. It is a difficult thing to do from afar, and the distance seems more than just a matter of miles. I sometimes think that the stories we tell them must seem like Aesop’s (or La Fontaine’s) fables, myths with no fixed place in space or time. Still, connections can be made, lessons learned.6Last summer we spent a week with my brother and his family, who live in Concord, Massachusetts, and we took the children to the North Bridge to give them a glimpse of theAmerican Revolution. We happened to run across a reenactment of the skirmish that launched the war, with everyone dressed up in three-cornered hats and cotton bonnets. This probably onlyconfirmed to our goggle-eyed kids the make-believe quality of American history.7Six months later, when we were recalling the experience at the family dinner table here, I asked Louise what the Revolution had been about. She thought that it had something to do with the man who rode his horse from town to town. “Ah”, I said, satisfaction swelling in my breast, “and what was that man’s name” “Gulliver” Loui se replied. Henry, for his part, knew that theRevolution was between the British and the Americans, and thought that it was probably about slavery.8As we pursued this conversation, though, we learned what the children knew instead. Louise told us that the French Revolution came at the end of the Enlightenment, when people learned a lot of ideas, and one was that they didn’t need kings to tell them what to think or do. On another occasion, when Henry asked what makes a person a “junior” or a “II” or a “III”, Louise helped me answer by bringing up kings like Louis Quatorze and Quinze and Seize; Henry riposted with Henry VIII.9I can’t say I worry much about our children’s European frame of reference. There will be plenty of time for them to learn Ame rica’s pitifully brief history and to find out who ThomasJefferson and Franklin Roosevelt were. Already they know a great deal more than I would have wished about Bill Clinton.10If all of this resonates with me, it may be because my family moved to Paris in 1954, when I was three, and I was enrolled in French schools for most of my grade-school years. I don’tremember much instruction in American studies at school or at home. I do remember that mymother took me out of school one afternoon to see the movie Oklahoma! I can recall what afaraway place it seemed: all that sunshine and square dancing and surreys with fringe on top. The sinister Jud Fry personified evil for quite some time afterward. Cowboys and Indians were anAmerican cliché that had already reached Paris through the movies, and I asked a grandparent to send me a Davy Crockett hat so that I could live out that fairy tale against the backdrop of graypostwar Montparnasse.11Although my children are living in the same place at roughly the same time in their lives, their experience as expatriates is very different from mine. The particular narratives of Americanhistory aside, American culture is not theirs alone but that of their French classmates, too. The music they listen to is either “American” or “European,” but it is often hard to tell the difference.In my day little French kids looked like nothing other than little French kids; but Louise andHenry and their classmates dress much as their peers in the United States do, though with perhaps less Lands’ End fleeciness. When I returned to visit the United States in the 1950s, it was afive-day ocean crossing for a month’s home leave every two years; now we fly over for a week ortwo, although not very often. Virtually every imaginable prod uct available to my children’sAmerican cousins is now obtainable here.12If time and globalization have made France much more like the United States than it was in my youth, then I can conclude a couple of things. On the one hand, our children are confronting amuch less jarring cultural divide than I did, and they have more access to their native culture.Re-entry, when it comes, is likely to be smoother. On the other hand, they are less than fullyimmersed in a truly foreign world. That experience no longer seems possible in Western countries － a sad development, in my view.在法国庆祝美国独立日查尔斯·特鲁哈特1 每年差不多到了独立日日益临近的时候，我都会把一面折叠好的旧的美国国旗从底层抽屉里取出——我承认我折叠国旗不是官方规定的三角形，而是正方形。
（全新版）英语综合教程第四册课文英语原文及全文翻译They say that pride comes before a fall. In the case of both Napoleon and Hitler, the many victories they enjoyed led them to believe that anything was possible, that nothing could stand in their way. Russia's icy defender was to prove them wrong. 人道是骄兵必败。
就拿拿破仑和希特勒两人来说吧，他们所向披靡，便以为自己战无不胜，不可阻挡。
但俄罗斯的冰雪卫士证明他们错了。
The Icy DefenderNila B. Smith1 In 1812, Napoleon Bonaparte, Emperor of the French, led his Grand Army into Russia. He was prepared for the fierce resistance of the Russian people defending their homeland. He was prepared for the long march across Russian soil to Moscow, the capital city. But he was not prepared for the devastating enemy that met him in Moscow -- the raw, bitter, bleak Russian winter.冰雪卫士奈拉·B·史密斯1812年，法国皇帝拿破仑·波拿巴率大军入侵俄罗斯。
他准备好俄罗斯人民会为保卫祖国而奋勇抵抗。
综合教程4课后翻译原⽂+答案Unit 11. 多尔蒂先⽣和他的家⼈⽬前正在农场忙于秋收：Mr. Doherty and his family are curre ntly en gaged in getti ng the autu mn harvest i n on the farm.2. 我们不能低估敌⼈，他们装备了最先进的武器：We must not un derestimate the en emy. They are equipped with the most sophisticated weap ons.3. 菲尔已三个⽉没有找到⼯作了，正变得越来越绝望：Having bee n cut of a job/Not havi ng had a job for 3mon ths, Phil is gett ing in creas in gly desperate.4. 作为项⽬经理，⼭姆办事果断，⼯作效率⾼，且判断准确：Sam, as the project man ager , is decisive, efficie nt, and accurate in his judgme nt.5. 既然已证实这家化⼯⼚是污染源，村委会决定将其关闭，为此损失了⼀百个⼯作岗位：Since the chemical plant was identified as the source of solution, the village neighborhood committee decided to close it down at the cost of 100 jobs.Unit 21. 空⽓中有⼀种不寻常的寂静，只有远处响着⼤炮的声⾳：There was an unu sual quiet ness in the air , except for the sound of artillery in the dista nee.2. 在某些⾮洲国家城市的扩展已引起⽣活⽔平相当⼤的下降和社会问题的增多：The expa nsion of urba n areas in some Africa n coun tries has bee n caus ing a sig ni fica nt fall in livi ng sta ndards and an in crease in social problem.3. 研究表明⼤⽓中的⼆氧化碳的含量与全球温度密切相关：.The research shows that atmospheric carb on dioxide levels are closely correlated with global temperatures.4. 最近公共汽车的车辆⾏驶频率已有改善，从15分钟缩短到12分钟⼀班：The freque ncy of the bus service has bee n improved from 15 to 12 mi nu tes recen tly.5. 那位跳⽔运动员⽴在跳⽔板边沿，只等教练发出信号便会⽴刻跳下：The diver stood on the edge of the divi ng board, poised to jump at the sig nal from the coach.Un it 31. 尽管在此次紧急迫降中，飞机跑道不够长，但经验⽼到的飞⾏员还是让飞机滑⾏了很短⼀段时间后就停了下来：Despite the in adequate len gth of the airstrip in this emerge ncy landing, the vetera n pilot man aged to stop the pla ne after taxii ng for only a short while.2. 在记者反复追问下，该影星终于说漏了嘴，承认⾃⼰做过两次整容⼿术：Grilled by the reporters, the movie star eve ntually blurted (out) that she had un derg one two plastic surgeries.3. 我们有技术，我们的合伙⼈有资⾦。
全新版⼤学英语综合教程4课⽂原⽂及翻译Unit1They say that pride comes before a fall. In the case of both Napoleon and Hitler, the many victories they enjoyed led them to believe that anything was possible, that nothing could stand in their way. Russia's icy defender was to prove them wrong.⼈道是骄兵必败。
就拿拿破仑和希特勒两⼈来说吧，他们所向披靡，便以为⾃⼰战⽆不胜，不可阻挡。
但俄罗斯的冰雪卫⼠证明他们错了。
The Icy DefenderNila B. Smith1 In 1812, Napoleon Bonaparte, Emperor of the French, led his Grand Army into Russia. He was prepared for the fierce resistance of the Russian people defending their homeland. He was prepared for the long march across Russian soil to Moscow, the capital city. But he was not prepared for the devastating enemy that met him in Moscow -- the raw, bitter, bleak Russian winter.冰雪卫⼠奈拉·B·史密斯1812年，法国皇帝拿破仑·波拿巴率⼤军⼊侵俄罗斯。
他准备好俄罗斯⼈民会为保卫祖国⽽奋勇抵抗。
Globalization is sweeping aside national borders and changing relations between nations.What impact does this have on national identities and loyalties? Are they strengthened or weakened? The author investigates.全球化正在扫除国界、改变国与国之间的关系。
这对国家的认同和对国家的忠诚会带来什么影响呢?它们会得到加强还是削弱?作者对这些问题进行了探讨。
In Search of Davos ManPeter Gumbel1. William Browder was born in Princeton, New Jersey, grew up in Chicago, and studied at Stanford University in California. But don'tcall him an American. For the past 16 of his 40 years he has lived outside the U.S., first in London and then, from 1996, in Moscow, where he runs his own investment firm. Browder now manages $1.6 billion in assets. In 1998 he gave up his American passport to become a British citizen, since his life is now centered in Europe. "National identity makes no difference for me," he says. "I feel completely international. If you have four good friends and you like what you are doing, itdoesn't matter where you are. That's globalization."寻找达沃斯人彼得·甘贝尔威廉·布劳德出生于新泽西州的普林斯顿,在芝加哥长大,就读于加利福尼亚州的斯坦福大学。
U n i t 6AFrenchFourthCharlesTrueheart1Alongaboutthistimeeveryyear,asIndependenceDayapproaches,IpullanoldAmericanfla goutofabottomdrawerwhereitisfoldedaway－foldedinasquare,Iadmit,’&,andourchildrenareelevenandnine,soAmericanhistoryismo stlysomethingtheyhavelearned－orhaven’tlearned－’’salsoatime,oneamongmany,whenmythoughtsturnmoregenerallytothecostsandbe nefitsofraisingchildreninaforeignculture. LouiseandHenryspeakFrenchfluently;theyaretaughtinFrenchatschool,,seldommixingthemup,,在法国庆祝美国独立日查尔斯·特鲁哈特1每年差不多到了独立日日益临近的时候，我都会把一面折叠好的旧的美国国旗从底层抽屉里取出——我承认我折叠国旗不是官方规定的三角形，而是正方形。
我拥有这面国旗很长时间了，每年到了7月4日我总是把它挂出来。
身处巴黎的我把它挂在四楼的阳台上，在马路上都看得到。
虽然我没见过有人抬头看它一眼，但在我脑海中，我想象着美国游客或许会注意到它并莞尔一笑，而法国路人会从中想起促使这面国旗出现的相关日期和原因。
诚愿如此。
2对我们这个旅居国外的家庭来说，这面国旗之所以意义深远，部分是因为我们没有其他任何活动来庆祝独立日。
巴黎人不在公寓里烧烤，我认识的大多数在此定居的美国人并不张扬他们的这种传统，他们宁可回国消夏来为自己加油打气。
第一单元大学毕业找工作的第一要义：别躺在沙发上做梦今年夏天，超过65 万的大学生毕业离校，其中有许多人根本不知道怎么找工作。
在当今金融危机的背景下，做父母的该如何激励他们？七月，你看着21 岁英俊的儿子穿上学士袍，戴上四方帽，骄傲地握着优等学士学位证书，拍毕业照。
这时，记忆中每年支付几千英镑，好让儿子吃好、能参加奇特聚会的印象开始消退。
总算熬到头了。
等到暑假快要结束，全国各地的学生正在为新学期做准备的时候，你发现大学毕业的儿子还歪躺在沙发上看电视。
他只是偶尔走开去发短信，浏览社交网站Facebook，去酒吧喝酒。
这位前“千禧一代”的后裔一夜之间变成了哼哼一代的成员。
他能找到工作吗？这就是成千上万家庭所面临的景象：今年夏天，超过65 万大学生毕业，在当今金融危机的背景下他们中的大多数人不知道自己下一步该做什么。
父母只会唠叨，而儿女们则毫无缘由地变成了叛逆者，他们知道自己该找份工作，但却不知道如何去找。
来自米德尔塞克斯郡的杰克·古德温今年夏天从诺丁汉大学政治学系毕业，获得二级一等荣誉学士学位。
他走进大学就业服务中心，又径直走了出来，因为他看见很多人在那里排长队。
跟他一起住的另外5 个男孩也都跟他一样，进去又出来了。
找工作的压力不大，虽然他所认识的大多数女生都有更清晰的计划。
他说：“我申请政治学研究工作，但被拒了。
他们给的年薪是1 万8 千镑，交完房租后所剩无几，也就够买一罐煮豆子，可他们还要有研究经历或硕士学位的人。
然后我又申请了公务员速升计划，并通过了笔试。
但在面试时，他们说我‘太冷漠’了，谈吐‘太像专家治国国论者’。
我觉得自己不可能那样，但我显然就是那样的。
”打那以后他整个夏天都在“躲”。
他能够轻松复述《交通警察》中的若干片段，他白天看电视的时间太多，已经到了影响健康的地步。
跟朋友谈自己漫无目标的日子时，他才发现他们的处境和自己的并没有两样。
其中一位朋友在父母的逼迫下去超市摆货，其余的都是白天9 点到5 点“无所事事”，晚上去酒吧喝酒打发时间。
Globali zation is sweepin g aside nationa l borders and changin g relatio ns between nations. What impactdoes this have on nationa l identit ies and loyalti es? Are they strengt henedor weakene d? The authorinvesti gates.全球化正在扫除国界、改变国与国之间的关系。
这对国家的认同和对国家的忠诚会带来什么影响呢？它们会得到加强还是削弱？作者对这些问题进行了探讨。
In Searchof Davos ManPete r Gumbel1. William Browder was born in Princet on, New Jersey,grew up in Chicago, and studied at Stanfor d Univers ity in Califor nia. But don't call him an America n. For the past 16 of his 40 years he has lived outside the U.S., first in Londonand then, from 1996, in Moscow, where he runs his own investm ent firm. Browder now manages$1.6 billion in assets.In 1998 he gave up his America n passpor t to becomea British citizen, since his life is now centere d in Europe. "Nationa l identit y makes no differe nce for me," he says. "I feel complet ely interna tional. If you have four good friends and you like what you are doing, it doesn't matterwhere you are. That's globali zation."寻找达沃斯人彼得·甘贝尔威廉·布劳德出生于新泽西州的普林斯顿，在芝加哥长大，就读于加利福尼亚州的斯坦福大学。
全新版大学英语（第二版）综合教程4第四单元课文A翻译(Globalization is sweeping aside national borders and changing relations between nations. What impact does this have on national identities and loyalties? Are they strengthened or weakened? The author investigates.全球化正在扫除国界、改变国与国之间的关系。
这对国家的认同和对国家的忠诚会带来什么影响呢？它们会得到加强还是削弱？作者对这些问题进行了探讨。
In Search of Davos ManPeter Gumbel1. William Browder was born in Princeton, New Jersey, grew up in Chicago, and studied at Stanford University in California. But don't call him an American. For the past 16 of his 40 years he has lived outside the U.S., first in London and then, from 1996, in Moscow, where he runs his own investment firm. Browder now manages $1.6 billion in assets. In 1998 he gave up his American passport to become a British citizen, since his life is now centered in Europe. "National identity makes no difference for me," he says. "I feel completely international. If you have four good friends and you like what you are doing, it doesn't matter where you are. That's globalization."寻找达沃斯人彼得·甘贝尔威廉·布劳德出生于新泽西州的普林斯顿，在芝加哥长大，就读于加利福尼亚州的斯坦福大学。
Unit 1Active reading (1)大学毕业找工作的第一要义：别躺在沙发上做梦今年夏天，超过65万的大学生毕业离校，其中有许多人根本不知道怎么找工作。
在当今金融危机的背景下，做父母的该如何激励他们？七月，你看着英俊的21岁的儿子穿上学士袍，戴上四方帽，骄傲地握着优等学士学位证书，拍毕业照。
这时，记忆中每年支付几千英镑，好让儿子吃好、并能偶尔参加聚会的记忆开始消退。
但现在，你又不得不再考虑钱的问题。
等到暑假快要结束，全国各地的学生正在为新学期做准备的时候，你却发现大学毕业的儿子还歪躺在沙发上看电视。
除此之外，他只是偶尔发发短信，浏览社交网站Facebook，或者去酒吧喝酒。
这位属于“千禧一代”的年青人一夜之间变成了“抱怨一代”的成员。
他能找到工作吗？这就是成千上万家庭所面临的状况：今年夏天，65万多大学生毕业，在当今金融危机的背景下，他们中的大多数人不知道自己下一步该做什么。
父母只会唠叨，而儿女们则毫无缘由地变成了叛逆者。
他们知道自己该找份工作，但却不知道如何去找。
来自米德尔塞克斯郡的杰克•古德温今年夏天从诺丁汉大学政治学系毕业，获得二级一等荣誉学士学位。
他走进大学就业服务中心，但又径直走了出来，因为他看见很多人在那里排长队。
跟他一起住的另外5个男孩子也都跟他一样，进去又出来了。
找工作的压力不大，虽然他所认识的大多数女生都有更明确的计划。
他说：“我申请政治学研究工作，但被拒绝了。
他们给的年薪是1万8千镑，交完房租后所剩无几，也就够买一罐豆子，可他们还要有研究经历或硕士学位的人。
然后我又申请参加快速晋升人才培养计划，并通过了笔试。
但在面试时，他们说我‘太冷漠’了，谈吐‘太像专家政治论者’。
我觉得自己不可能那样，但我显然就是那样的。
”打那以后，他整个夏天都在“隐身”。
他能够轻松地复述出电视剧《交通警察》中的若干片段。
他白天看电视的时间太长，已经到了影响健康的地步。
跟朋友谈起自己漫无目标的日子时，他才发现他们的处境和自己一样。
课文A参考译文Unit 1冰雪卫士——奈拉？ B?史密斯人们常说骄兵必败。
就拿拿破仑和希特勒来说吧，他们取得的一个又一个的胜利让他们相信自己战无不胜，没有什么可以阻挡他们，但俄罗斯的冰雪卫士会证明他们是错的。
11812年，法国皇帝拿破仑？波拿巴率领大军进入俄罗斯。
他为面对俄罗斯人民保卫家园而要进行的坚决抵抗做好了准备。
他想到了要经过长途跋涉才能到达俄罗斯的首都莫斯科，为此也做好了准备。
但他没有为在莫斯科会遭遇到的劲敌一一俄罗斯阴冷刺骨的寒冬一一做好准备。
21941年，纳粹德国元首阿道夫？希特勒对当时被称作苏联的俄罗斯发起了进攻。
希特勒的军事力量无可匹敌。
他的战争机器扫除了欧洲大部分地区的抵抗。
希特勒希望在最短的时间内结束战斗，但是，就像他的前人拿破仑一样，他得到了惨痛的教训。
俄罗斯的冬天又一次帮助了苏维埃士兵。
拿破仑发起的战役31812年春，拿破仑在俄国边境集结60万大军。
这些士兵都训练有素，有很强的作战能力，而且都有精良的装备。
这支军队被称为“大军”。
拿破仑对迅速胜利充满信心，预言要用5个星期攻下俄国。
4不久，拿破仑的大军经过涅曼河进入俄国。
拿破仑所期盼的迅速、决定性的胜利并没有出现。
令他吃惊的是，俄国人并没有反抗。
相反，他们一路向东撤退，沿途焚毁庄稼和房屋。
“大军”紧追不舍，但它的前进很快由于后勤补给缓慢而停顿下来。
5到了8月，法军和俄军在斯摩棱斯克开火，在这次战役中，双方各有上万人死在战场上。
可是，俄国军队又能继续向自己领土的纵深撤退。
拿破仑并没有取得决定性的胜利。
此刻他面临着一个生死攸关的抉择：是继续追击俄军，还是为了度过即将来临的冬天而把军队驻扎在斯摩棱斯克呢？6拿破仑决定冒险向远在448公里之外的莫斯科进发。
1812年9月7日，法俄两军在鲍罗季诺展开激烈的战斗，此地在莫斯科以西112公里外。
夜幕降临时，法军和俄军分别有3万和4.4万名士兵的死伤。
7俄国军队再次撤退到安全的地方。
拿破仑没有遭到任何抵抗顺利的进入了莫斯科。
Unit 6A French FourthCharles Trueheart1Along about this time every year, as Independence Day approaches, I pull an old American flag out of a bottom drawer where it is folded away －folded in a square, I admit, not the regulation tr iangle. I’ve had it a long time and have always flown it outside on July 4. Here in Paris it hangs from a fourth-floor balcony visible from the street. I’ve never seen anyone look up, but in my mind’s eye an American tourist may notice it and smile, and a French passerby may be reminded of the date and the occasion that prompt its appearance. I hope so.2For my expatriated family, too, the flag is meaningful, in part because we don’t do anything else to celebrate the Fourth. People don’t have barbecues in Paris apartments, and most other Americans I know who have settled here suppress such outward signs of their heritage －or they go back home for the summer to refuel. 3Our children think the flag-hanging is a cool thing, and I like it because it gives us a few moments of family Q&A about our citizenship. My wife and I have been away from the United States for nine years, and our children are eleven and nine, so American history is mostly something they have learned －or haven’t learned －from their parents. July 4 is one of the times when the American in me feels a twinge of unease about the great lacunae in our children’s understanding of who they are and is prompted to try to fill the gaps. It’s also a time, one among many, when my thoughts turn more generally to the costs and benefits of raising children in a foreign culture.4Louise and Henry speak French fluently; they are taught in French at school, and most of their friends are French. They move from language to language, seldom mixing them up, without effort or even awareness. This is a wonderful thing, of course. And our physical separation from our native land is not much of an issue.My wife and I are grateful every day for all that our children are not exposed to.American school shootings are a good object lesson for our children in the follies of the society we hold at a distance.5Naturally, we also want to remind them of reasons to take pride in being American and to try to convey to them what that means. It is a difficult thing to do from afar, and the distance seems more than just a matter of miles. I sometimes think that the stories we tell them must seem like Aesop’s (or La Fontaine’s) fables,myths with no fixed place in space or time. Still, connections can be made, lessons learned.6Last summer we spent a week with my brother and his family, who live in Concord, Massachusetts, and we took the children to the North Bridge to give thema glimpse of the American Revolution. We happened to run across a reenactment ofthe skirmish that launched the war, with everyone dressed up in three-cornered hats and cotton bonnets. This probably only confirmed to our goggle-eyed kids the make-believe quality of American history.7Six months later, when we were recalling the experience at the family dinner table here, I asked Louise what the Revolution had been about. She thought that it had something to do with the man who rode his horse from town to town. “Ah”, I said, satisfaction swelling in my breast, “and what was that man’s name?”“Gulliver?” Louise replied. Henry, for his part, knew that the Revolution was between the British and the Americans, and thought that it was probably about slavery.8As we pursued this conversation, though, we learned what the children knew instead. Louise told us that the French Revolution came at the end of the Enlightenment, when people learned a lot of ideas, and one was that they didn’t need kings to tell them what to think or do. On another occasion, when Henry asked what makes a person a “junior” or a “II” or a “III”, Louise helped me answer by bringing up kings like Louis Quatorze and Quinze and Seize; Henry riposted with Henry VIII.9I can’t say I worry much about our children’s European frame of reference.There will be plenty of time for them to learn America’s pitifully brief history and to find out who Thomas Jefferson and Franklin Roosevelt were. Already they know a great deal more than I would have wished about Bill Clinton.10If all of this resonates with me, it may be because my family moved to Paris in 1954, when I was three, and I was enrolled in French schools for most of my grade-school years. I don’t remember much instruction in American studies at school or at home. I do remember that my mother took me out of school one afternoon to see the movie Oklahoma! I can recall what a faraway place it seemed: all that sunshine and square dancing and surreys with fringe on top. The sinister Jud Fry personified evil for quite some time afterward. Cowboys and Indians were an American cliché that had already reached Paris through the movies, and I askeda grandparent to send me a Davy Crockett hat so that I could live out that fairy taleagainst the backdrop of gray postwar Montparnasse.11Although my children are living in the same place at roughly the same time in their lives, their experience as expatriates is very different from mine. The particular narratives of American history aside, American culture is not theirs alone but that of their French classmates, too. The music they listen to is either “American” or “European,” but it is often hard to tell the difference. In my day little French kids looked like nothing other than little French kids; but Louise and Henry and their classmates dress much as their peers in the United States do, though with perhaps less Lands’ End fleeciness. When I returned to visit the United States in the 1950s, it was a five-day ocean crossing for a month’s home leave every two years;now we fly over for a week or two, although not very often. Virtually every imaginable product available to my children’s American cousins is now obtainable here.12If time and globalization have made France much more like the United States than it was in my youth, then I can conclude a couple of things. On the one hand, our children are confronting a much less jarring cultural divide than I did, and they have more access to their native culture. Re-entry, when it comes, is likely to be smoother. On the other hand, they are less than fully immersed in a truly foreign world. That experience no longer seems possible in Western countries －a sad development, in my view.在法国庆祝美国独立日查尔斯·特鲁哈特1 每年差不多到了独立日日益临近的时候，我都会把一面折叠好的旧的美国国旗从底层抽屉里取出——我承认我折叠国旗不是官方规定的三角形，而是正方形。
T h e y s a y t h a t p r i d e c o m e s b e f o r e a f a l l.I n t h e c a s e o f b o t h N a p o l e o n a n d H i t l e r,t h e m a n y v i c t o r i e s t h e y e n j o y e d l e d t h e m t o b e l i e v e t h a t a n y t h i n g w a s p o s s i b l e,t h a t n o t h i n g c o u l d s t a n d i n t h e i r w a y.R u s s i a's i c y d e f e n d e r w a s t o p r o v e t h e m w r o n g.人道是骄兵必败。
就拿拿破仑和希特勒两人来说吧�他们所向披靡�便以为自己战无不胜�不可阻挡。
但俄罗斯的冰雪卫士证明他们错了。
T h e I c y D e f e n d e rN i l a B.S m i t h1I n1812,N a p o l e o n B o n a p a r t e,E m p e r o r o f t h e F r e n c h,l e d h i s G r a n d A r m y i n t o R u s s i a.H e w a s p r e p a r e d f o r t h e f i e r c e r e s i s t a n c e o f t h e R u s s i a n p e o p l e d e f e n d i n g t h e i r h o m e l a n d.H e w a s p r e p a r e d f o r t h e l o n g m a r c h a c r o s s R u s s i a n s o i l t o M o s c o w,t h e c a p i t a l c i t y.B u t h e w a s n o t p r e p a r e d f o r t h e d e v a s t a t i n g e n e m y t h a t m e t h i m i n M o s c o w--t h e r a w,b i t t e r,b l e a k R u s s i a n w i n t e r.冰雪卫士奈拉·B·史密斯1812年�法国皇帝拿破仑·波拿巴率大军入侵俄罗斯。
u n i f r e n c h f o u r t h课文翻译综合教程四集团标准化工作小组 [Q8QX9QT-X8QQB8Q8-NQ8QJ8-M8QMN]U n i t6AFrenchFourthCharlesTrueheart1Alongaboutthistimeeveryyear,asIndependenceDayapproaches,IpullanoldAmerican flagoutofabottomdrawerwhereitisfoldedaway－foldedinasquare,Iadmit,’&,andourchildrenareelevenandnine,soAmericanhistor yismostlysomethingtheyhavelearned－orhaven’tlearned－’’salsoatime,one amongmany,whenmythoughtsturnmoregenerallytothecostsand benefitsofraisingchildreninaforeignculture. LouiseandHenryspeakFrenchfluently;theyaretaughtinFrenchatschool,,seldommixingthemup,,在法国庆祝美国独立日查尔斯·特鲁哈特1每年差不多到了独立日日益临近的时候，我都会把一面折叠好的旧的美国国旗从底层抽屉里取出——我承认我折叠国旗不是官方规定的三角形，而是正方形。
我拥有这面国旗很长时间了，每年到了7月4日我总是把它挂出来。
身处巴黎的我把它挂在四楼的阳台上，在马路上都看得到。
虽然我没见过有人抬头看它一眼，但在我脑海中，我想象着美国游客或许会注意到它并莞尔一笑，而法国路人会从中想起促使这面国旗出现的相关日期和原因。
诚愿如此。
2对我们这个旅居国外的家庭来说，这面国旗之所以意义深远，部分是因为我们没有其他任何活动来庆祝独立日。
Unit 6A French FourthCharles Trueheart1Along about this time every year, as Independence Day approaches, I pull an old American flag out of a bottom drawer where it is folded away －folded in a square, I admit, not the regulation triangle. I’ve had it a long time and have always flown it outside on July 4. Here in Paris it hangs from a fourth-floor balcony visible from the street. I’ve never seen anyone look up, but in my mind’s eye an American tourist may notice it and smile, and a French passerby may be reminded of the date and the occasion that prompt its appearance. I hope so.2For my expatriated family, too, the flag is meaningful, in part because we don’t do anything else to celebrate the Fourth. People don’t have barbecues in Paris apartments, and most other Americans I know who have settled here suppress such outward signs of their heritage －or they go back home for the summer to refuel. 3Our children think the flag-hanging is a cool thing, and I like it because it gives us a few moments of family Q&A about our citizenship. My wife and I have been away from the United States for nine years, and our children are eleven and nine, so American history is mostly something they have learned －or haven’t learned －from their parents. July 4 is one of the times when the American in me feels a twinge of unease about the great lacunae in our children’s understanding of who they are and is prompted to try to fill the gaps. It’s also a time, one among many, when my thoughts turn more generally to the costs and benefits of raising children in a foreign culture.4Louise and Henry speak French fluently; they are taught in French at school, and most of their friends are French. They move from language to language, seldom mixing them up, without effort or even awareness. This is a wonderful thing, of course. And our physical separation from our native land is not much of an issue.My wife and I are grateful every day for all that our children are not exposed to.American school shootings are a good object lesson for our children in the follies of the society we hold at a distance.5Naturally, we also want to remind them of reasons to take pride in being American and to try to convey to them what that means. It is a difficult thing to do from afar, and the distance seems more than just a matter of miles. I sometimes think that the stories we tell them must seem like Aesop’s (or La Fontaine’s) fables,myths with no fixed place in space or time. Still, connections can be made, lessons learned.6Last summer we spent a week with my brother and his family, who live in Concord, Massachusetts, and we took the children to the North Bridge to give thema glimpse of the American Revolution. We happened to run across a reenactment ofthe skirmish that launched the war, with everyone dressed up in three-cornered hats and cotton bonnets. This probably only confirmed to our goggle-eyed kids the make-believe quality of American history.7Six months later, when we were recalling the experience at the family dinner table here, I asked Louise what the Revolution had been about. She thought that it had something to do with the man who rode his horse from town to town. “Ah”, I said, satisfaction swelling in my breast, “and what was that man’s name?”“Gulliver?” Lou ise replied. Henry, for his part, knew that the Revolution was between the British and the Americans, and thought that it was probably about slavery.8As we pursued this conversation, though, we learned what the children knew instead. Louise told us that the French Revolution came at the end of the Enlightenment, when people learned a lot of ideas, and one was that they didn’t need kings to tell them what to think or do. On another occasion, when Henry asked what makes a person a “junior” or a “II” or a“III”, Louise helped me answer by bringing up kings like Louis Quatorze and Quinze and Seize; Henry riposted with Henry VIII.9I can’t say I worry much about our children’s European frame of reference.There will be plenty of time for them to learn Am erica’s pitifully brief history and to find out who Thomas Jefferson and Franklin Roosevelt were. Already they know a great deal more than I would have wished about Bill Clinton.10If all of this resonates with me, it may be because my family moved to Paris in 1954, when I was three, and I was enrolled in French schools for most of my grade-school years. I don’t remember much instruction in American studies at school or at home. I do remember that my mother took me out of school one afternoon to see the movie Oklahoma! I can recall what a faraway place it seemed: all that sunshine and square dancing and surreys with fringe on top. The sinister Jud Fry personified evil for quite some time afterward. Cowboys and Indians were an American cliché that had already reached Paris through the movies, and I askeda grandparent to send me a Davy Crockett hat so that I could live out that fairy taleagainst the backdrop of gray postwar Montparnasse.11Although my children are living in the same place at roughly the same time in their lives, their experience as expatriates is very different from mine. The particular narratives of American history aside, American culture is not theirs alone but that of their French classmates, too. The music they listen to is either “American” or “European,” but it is often hard to tell the difference. In my day little French kids looked like nothing other than little French kids; but Louise and Henry and their classmates dress much as their peers in the United States do, though with pe rhaps less Lands’ End fleeciness. When I returned to visit the United States in the 1950s, it was a five-day ocean crossing for a month’s home leave every two years;now we fly over for a week or two, although not very often. Virtually every imaginable pro duct available to my children’s American cousins is now obtainable here.12If time and globalization have made France much more like the United States than it was in my youth, then I can conclude a couple of things. On the one hand, our children are confronting a much less jarring cultural divide than I did, and they have more access to their native culture. Re-entry, when it comes, is likely to be smoother. On the other hand, they are less than fully immersed in a truly foreign world. That experience no longer seems possible in Western countries －a sad development, in my view.在法国庆祝美国独立日查尔斯·特鲁哈特1 每年差不多到了独立日日益临近的时候，我都会把一面折叠好的旧的美国国旗从底层抽屉里取出——我承认我折叠国旗不是官方规定的三角形，而是正方形。
全新版大学英语（第二版）综合教程4第四单元课文A翻译(Globalization is sweeping aside national borders and changing relations between nations. What impact does this have on national identities and loyalties? Are they strengthened or weakened? The author investigates.全球化正在扫除国界、改变国与国之间的关系。
这对国家的认同和对国家的忠诚会带来什么影响呢？它们会得到加强还是削弱？作者对这些问题进行了探讨。
In Search of Davos Man Peter Gumbel1. William Browder was born in Princeton, New Jersey, grew up in Chicago, and studied at Stanford University in California. But don't call him an American. For the past 16 of his 40 years he has lived outside the U.S., first in London and then, from 1996, in Moscow, where he runs his own investment firm. Browder now manages $1.6 billion in assets. In 1998 he gave up his American passport to become a British citizen, since his life is now centered in Europe. "National identity makes no difference for me," he says. "I feel completely international. If you have four good friends and you like what you are doing, it doesn't matter where you are. That's globalization."寻找达沃斯人彼得·甘贝尔威廉·布劳德出生于新泽西州的普林斯顿，在芝加哥长大，就读于加利福尼亚州的斯坦福大学。
Unit 6A French FourthCharles Trueheart1Along about this time every year, as Independence Day approaches, I pull an old American flag out of a bottom drawer where it is folded away －folded in a square, I admit, not the regulation triangle. I’ve had it a long time and have always flown it outside on July 4. Here in Paris it hangs froma fourth-floor balcony visible from the street. I’ve never seen anyone look up, but in my mind’s eye anAmerican tourist may notice it and smile, and a French passerby may be reminded of the date and the occasion that prompt its appearance. I hope so.2For my expatriated family, too, the flag is meaningful, in part because we don’t do anything else to celebrate the Fourth. People don’t have barbecues in Paris apartments, and most other Americans I know who have settled here suppress such outward signs of their heritage －or they go back home for the summer to refuel.3Our children think the flag-hanging is a cool thing, and I like it because it gives us a few moments of family Q&A about our citizenship. My wife and I have been away from the United States for nine years, and our children are eleven and nine, so American history is mostly something they have learned －or haven’t learned －from their parents. July 4 is one of the times when the American in me feels a twinge of unease about the great lacunae in our children’s understanding of who they are and is prompted to try to fill the gaps. It’s als o a time, one among many, when my thoughts turn more generally to the costs and benefits of raising children in a foreign culture.4Louise and Henry speak French fluently; they are taught in French at school, and most of their friends are French. They move from language to language, seldom mixing them up, without effort or even awareness. This is a wonderful thing, of course. And our physical separation from our native land is not much of an issue. My wife and I are grateful every day for all that our children are not exposed to. American school shootings are a good object lesson for our children in the follies of the society we hold at a distance.5Naturally, we also want to remind them of reasons to take pride in being American and to try to convey to them what that means. It is a difficult thing to do from afar, and the distance seems more than just a matter of miles. I sometimes think that the stories we tell them must seem like Aesop’s (or La Fontaine’s) fables, myths with no fixed place in space or time. Still, connections can be made, lessons learned.6Last summer we spent a week with my brother and his family, who live in Concord, Massachusetts, and we took the children to the North Bridge to give them a glimpse of the American Revolution. We happened to run across a reenactment of the skirmish that launched the war, with everyone dressed up in three-cornered hats and cotton bonnets. This probably only confirmed to ourgoggle-eyed kids the make-believe quality of American history.7Six months later, when we were recalling the experience at the family dinner table here, I asked Louise what the Revolution had been about. She thought that it had something to do with the man who rode his horse from town to town. “Ah”, I said, satisfaction swelling in my breast, “and what was that man’s name?” “Gulliver?” Louise replied. Henry, for his part, knew that the Revolution was between the British and the Americans, and thought that it was probably about slavery.8As we pursued this conversation, though, we learned what the children knew instead. Louise told us that the French Revolution came at the end of the Enlightenment, when people learned a lot of ideas, and one was that they didn’t need kings to tell them what to think or do. On another occas ion, when Henry asked what makes a person a “junior” or a “II” or a “III”, Louise helped me answer by bringing up kings like Louis Quatorze and Quinze and Seize; Henry riposted with Henry VIII.9I can’t say I worry much about our children’s European fr ame of reference. There will be plenty of time for them to learn America’s pitifully brief history and to find out who Thomas Jefferson and Franklin Roosevelt were. Already they know a great deal more than I would have wished about Bill Clinton.10If all of this resonates with me, it may be because my family moved to Paris in 1954, when I was three, and I was enrolled in French schools for most of my grade-school years. I don’t remember much instruction in American studies at school or at home. I do remember that my mother took me out of school one afternoon to see the movie Oklahoma! I can recall what a faraway place it seemed: all that sunshine and square dancing and surreys with fringe on top. The sinister Jud Fry personified evil for quite some time afterward. Cowboys and Indians were an American cliché that had already reached Paris through the movies, and I asked a grandparent to send me a Davy Crockett hat so that I could live out that fairy tale against the backdrop of gray postwar Montparnasse.11Although my children are living in the same place at roughly the same time in their lives, their experience as expatriates is very different from mine. The particular narratives of American history aside, American culture is not theirs alone but that of their French classmates, too. The music they listen to is either “American” or “European,” but it is often hard to tell the difference. In my day little French kids looked like nothing other than little French kids; but Louise and Henry and their classmat es dress much as their peers in the United States do, though with perhaps less Lands’ End fleeciness. When I returned to visit the United States in the 1950s, it was a five-day ocean crossing fora month’s home leave every two years; now we fly over for a week or two, although not very often.Virtually every imaginable product available to my children’s American cousins is now obtainable here.12If time and globalization have made France much more like the United States than it was in my youth, then I can conclude a couple of things. On the one hand, our children are confronting a much less jarring cultural divide than I did, and they have more access to their native culture. Re-entry, when it comes, is likely to be smoother. On the other hand, they are less than fully immersed in a trulyforeign world. That experience no longer seems possible in Western countries －a sad development, in my view.在法国庆祝美国独立日查尔斯·特鲁哈特1 每年差不多到了独立日日益临近的时候，我都会把一面折叠好的旧的美国国旗从底层抽屉里取出——我承认我折叠国旗不是官方规定的三角形，而是正方形。
