3 英汉比较

UNIT1 Free Trade Has Enriched the World with More than Diverse Goods自由贸易给世界带来的不仅是丰富多彩的商品By Daniel GriswoldTune in to cable TV, talk radio, or the blogosphere and you will soon be hit over the head with the message that free trade is destroying America. According to the economic populists on the left and right, the wages, jobs, and futures of Main Street Americans are being sacrificed daily to the gods of globalization.只要打开有线电视、收音机或博客网，你很快就会惊讶地获悉：自由贸易正在摧毁美国。

据左右两派经济民粹主义者所说，美国普通老百姓的工资、工作和未来天天都在被当作供品献祭给全球化的神明们。

On trade, as on so much else, the populists have it wrong again. Free trade and globalization are great blessings to American families. Trade is delivering lower prices and more variety to consumers, especially the poor, while creating better paying jobs for the middle class. Beyond the US shores, the spread of economic openness is building a more peaceful, democratic and humane world for our children.就像在其他许多事情上一样，这些民粹主义者们在贸易问题上又搞错了。

UNIT 3 CONVERSIONConversion, one of the commonly adopted translation techniques, means the change of parts of speech in translation.Owing to the syntactical differences between English and Chinese, it is usually impossible for a translator to keep to the original part of speech in the process of translation.For example:This watch neve r varies more than a second in a month.这块表一个月的误差从不超过一秒钟。

The English verb “vary” can hardly be rendered into Chinese by the same part of speech without spoiling the original meaning.In fact, a word belonging to a certain part of speech in one language sometimes has to be converted into a different part of speech, so as to bring forth a readable and coherent sentence.I. Conversion in English-Chinese Translation1. Converting into VerbsOne of the most remarkable differences between English and Chinese syntax is the use of the verb. It is taken for granted that an English sentence contains no more than one predicate verb, while in Chinese it is not unusual to have clusters of verbs in a simple sentence.Families upstairs have to carry pails to the hydrant downstairs for water.住在楼上的人家得提着水桶去楼下的水龙头打水。

小学三年级英语单词记忆方法小学三年级英语单词记忆方法一、整体记忆把几个字母看作一个整体来记如: “ow”再加上不同的字母，可组成how, cow, low, now, town, down, know ”等; “ight”，再在前面加上不同的字母，可组成eight, light, right, fight, night, sight等。

二、形象记忆如：“tree”把tr看成树干和树枝，把ee看成树叶。

“eye”把两个e看成两个眼，中间的y是鼻子。

“banana ”把a看成一个个的香蕉。

“bird”把b和d看成两个翅膀等等。

三、加法记忆如：sun+glasses =sunglasses ,rain+coat=raincoat, fire+man=fireman四、比较记忆1)英汉比较如：coke-cola, t-shirt, hamburger, beer, bar, fee 2)单复数的比较如：good-goods, glass-glasses, wood-woods 3)同音词的比较如：, eye-i, see-sea, son-sun, right-write五、拼音式记忆法如：数字“十”ten，可以让学生联想成ten的拼音发音。

男人们“men”汉语拼音便是men……六、谐音记忆法可能家长们都已经发现，刚接触英语的小学生会在你教的单词下面写上相应的汉语“谐音”(和汉语相仿的读音)大部分老师会阻止孩子们这样的行为，但我不认为这是错误的，我会根据他们的思路继续引导，在谐音的基础上画图、联想，三者结合，这样对单词的记忆就非常深刻如：apple单词的汉语谐音是“阿婆”画图“一个阿婆手里拿着一个苹果”联想，看到图画联想到apple的读音，汉意。

如讲述颜色单词红色red时，我会让学生记住一句话，阿姨地里的苹果红了……这一句话，不仅让学生加深了三个字母r，e，d的粗读，还记住了这个单词的顺序，同时又记住了这个单词的汉意“红色”，这样一句话，可谓一石三鸟，在实际的教学中收到了良好的效果……七、形近串连记忆法如tea茶叶，eat吃，teacher教师，meat肉，这些单词形近，于是我会让学生说，老师吃茶吃肉，这样一句话，让学生一下子便记住了四个单词。

英汉语⾔⽐较之三：物称与⼈称英汉语⾔⽐较系列之三综合语(synthetic)的特征是运⽤形态变化来表达语法关系，拉丁语、德语及古英语等都属于综合语。

分析语(analytic)的特征是不⽤形态变化⽽⽤词序及虚词来表达语法关系，汉语是典型的分析语。

现代英语是从古代英语发展出来的，仍然保留着综合语的某些特征，但是也具有分析语的特点：有形态变化，但不象典型的综合语那么复杂；词序笔汉语灵活，但相对固定；虚词很多，⽤得也相当频繁。

因此，现代英语属于综合－分析语(synthetic- analytic language)。

从语源（Etymology）观来说，英语属印欧语系（Indo-European Language），汉语则属汉藏语系（Sino-Tibetan language）。

三：物称与⼈称：英语重物称（impersonal），汉语重⼈称（personal）英语的物称最显见于其对主语的择定，常选择不能施⾏动作或⽆⽣命事物的词语做主语。

相对⽽然，汉语⼀般则更习惯于⼈称化的表达，尤其是主语，能施⾏动作或有⽣命的物体为主语之⾸选。

究其因，乃是汉语较注重主体思维，这种思维模式以“万物皆备于我”作主导，往往从⾃我出发来叙述客观事物，或倾向于描述⼈及⾏为或状态，因⽽常⽤⼈称。

15）A strange peace came over her when she was alone.她独处时便感到⼀种特殊的安宁。

16）My good fortune has sent you to me, and we will never part.（H. Andersen: The little Mermaid ）我很幸运，能够得到你，让我们永不分离吧。

17）⼀看到那棵⼤树，我便想起了童年的情景。

The sight of the big tree always reminds me of my childhood.18）恕我孤陋寡闻，对此关系⼀⽆所知。

英译汉（Unit1、2、3、5课文翻译）Unit 1 A Kind of Sermon 一番说教1、第一段：①It is probably easier for teachers than for students to appreciate the reasons why learning English seems to become increasingly difficult once the basic structures and patterns of the language have been understood.也许老师比学生更容易理解，为什么学生在掌握了英语基本结构和句型后英语学习反而变得越来越困难了。

②Students are naturally surprised and disappointed to discover that a process which ought to become simpler does not appear to do so.学生们自然感到惊奇并失望地发现本来应该变得越来越容易的学习过程却完全不是那么回事。

2、第二段：①It may not seem much consolation to point out that the teacher, too, becomes frustrated when his efforts appear to produce less obvious results.在知道老师在其努力所产生的效果似乎不及一开始明显也会灰心丧气时，学生们并不感到多少安慰。

②He finds that students who were easy to teach, because they succeeded inputting everything they had been taught into practice, hesitate when confronted with the vast untouched area of English vocabulary and usage which falls outside the scope of basic textbooks.他发现那些学生很容易去教，因为他们能把所学的知识很快地用于实践。