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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。
上教版必修三Unit3The way we areReading AIdeal beautyNigerian teenager Happiness Edem had just one aim in life:to put on weight.So she spent six months in a“fattening room”where her daily routine was to sleep,eat and grow fat.She went in weighing60kg,but came out weighing twice that.In some parts of Africa,being fat is desirable because it is a sign of attractiveness in women and power and wealth in men.However,in magazines and in the media we are bombarded with images of slim women with a fair complexion and handsome,broad-shouldered young men.It is fairly rare to see short-sighted,middle-aged models.Some people question these shallow beauty ideals.Is one idea of physical beauty really more attractive than another?Ideas about physical beauty change over time and different periods of history reveal different views of beauty,particularly of women.Egyptian paints often show slim dark-haired women as the normal practice,while one of the earliest representations of women in art is an overweight female. This is the Venus of Hohle Fels and it is more than35,000years old.In the early1600s,artists like Peter Paul Rubens also painted plump,pale-skinned women who were thought to be the most stunning examples of female beauty at that time.In Elizabethan England,pale skin was still fashionable because it was a sign of wealth:the make-up used to achieve this look was expensive, so only rich people could afford it.Within different cultures around the world,there is a huge difference in what is considered beautiful.Traditional customs,like tattooing,head-shaving,piercing or other kinds of bodily changes can express social position,identity or values.In Borneo,for instance,tattoos are like a diary because they are a written record of all the important events and places a man has experienced in his life.For New Zealand’s Maoris they reflect the person’s position in society.Western society used to have a very low opinion of tattoos.Today they are considered a popular form of body art among the new generation.For Europeans,the tradition of using metal rings to stretch a girl’s neck may be shocking,but the Myanmar people consider women with long and thin necks more elegant.In Indonesia,the custom of sharpening girls’teeth to points might seem very odd while it is perfectly acceptable in other places to straighten children’s teeth with braces.Wearing rings in the nose or plastic surgery might be seen as ugly and unattractive by some cultures,but it is commonplace in many others.It appears that through the ages and across different cultures,people have always changed their bodies and faces for a wide variety of reasons:sometimes to help them look more beautiful, and sometimes to enable them to show social position or display group identity.Whether it is wearing make-up or decorating the body with tattoos,rings and piercings,different cultures view these things with different eyes.Does this mean that we are all beautiful in our own way?理想的美尼日利亚少年Happiness Edem的人生目标只有一个，那就是增肥。
You cannot teach a man anything. You can only help him discover it within himself.你无法教会一个人任何事。
你只能帮助他自己去发现自我Each human being is born as something unique,something that never existed before. 每个人从生下来就是独一无二，前所未有的Each person is born with what he needs to win at life. 每个人的出生都是为了赢得生活 A normal person can see,hear,touch,taste,and think for himself. 一个普通的人能看，能听，能感觉，能品味，能思考人生Each has his own unique potentials----his capabilities and limitations.每个人都有自己独特的潜力----他的能力和局限Each can be an important,thinking,aware,and creatively productive person in his own right---a winner.每个人出生的一些独特的，前所未有之存在的东西。
每个人从生下来就是独一无二，前所未有的，每个人出生的，他需要在生活中赢得。
每个人的出生都是为了赢得生活一个正常的人可以看到，听到，触觉，味觉，并认为自己。
一个普通的人能看，能听，能感觉，能品味，能思考人生，每个人都有自己独特的潜能----他的能力和局限。
每个人都有自己独特的潜力----他的能力和局限每个可以成为一个重要的，有思想，知道，富有创造力的人，在他自己的权利---赢家。
The words"winner"and"lost"have many meanings. When we refer to a person as a winner, we do not mean one who defeats the other person by dominating and making him lose. Instead a winner is one who responds genuinely by being trustworthy, responsive,both as an individual and as a member of a society. A loser is one who fails to respond genuinely.的字眼是“赢家”和“迷失”有很多含义。
UNIT 3 Unemployment1. Losing a job can be the most distressing economic event in a person’s life. Most people rely on their labor earnings to maintain their standard of living, and many people get from their work not only income but also a sense of personal accomplishment.A job loss means a lower living standard in the present, anxiety about the future, and reducedself-esteem. It is not surprising, therefore, that politicians campaigning for office often speak about how their proposed policies will help create jobs.失去一份工作可能是最痛苦的经济事件在一个人的生活。
大多数人们依靠自己的劳动收入来维持他们的生活标准,许多人会从他们的工作得到的不仅是收入，还有自己的成就感。
一个失去工作意味着现在要定一个更低的生活标准,焦虑未来,并丧失自尊心。
这并不奇怪,因此,政治家竞选办公室经常谈论他们所提出的政策将帮助创造就业机会。
4.In judging how serious the problem of unemployment is, one question to consider is whether unemployment is typically a short-term or long-term condition. If unemployment is short-term, one might conclude that it is not a big problem. Workers may require a few weeks between jobs to find the openings that best suit their tastes and skills. Yet if unemployment is long-term, one might conclude that it is a serious problem. Workers unemployed for many months are more likely to suffer economic and psychological hardship.判断失业问题有多么严重时，其中一个问题就是要考虑是否失业通常是一个短期或长期的条件。
Unit4 [见教材P61]Writing Between the Lines阅读时要做读书笔记Mortimer J. Adler（U.S.）莫迪摩尔. J. 阿德勒（美国）①You know you have to read “between the lines” to get the most out of anything. ②I want to persuade you to do something equally important in the course of your reading. ③I want to persuade you to “write between the lines.” ④Unless you do, you are not likely to do the most efficient kind of reading.①你很清楚，为了能够最充分地理解，你必须要能听读懂言外之意。
②现在，我想建议你在阅读时也要做同等重要的事，那就是建议你在阅读时做读书笔记，否则你的阅读不大可能是最有效的。
①I contend, quite bluntly, that①坦白说，我认为，人们阅读时在书上做笔记不是毁书，而是爱书。
①There are two ways in which you can own a book. ②The first is the property right[you establish by paying for it], just as you pay for clothes and furniture. ③But this act of purchase is only the prelude to possession. ④Full ownership comes only when you have made it a part of yourself, and the best way to make yourself a part of it is by writing in it.⑤An illustration may make the point clear. ⑥You buy a beefsteak and transfer it from the butcher’s icebox to your own. ⑦But you do not ownthe beefsteak and get it into your bloodstream. ⑧I am arguing that books, too, must be absorbed in your bloodstream to do you any good.①人们可以通过两种方式来拥有一本书。
孙子兵法第三章英译Title: English Translation of Chapter 3 of Sun Tzu's Art of War (Expanding on the Title)Chapter 3: Planning an AttackIn the third chapter of Sun Tzu's Art of War, the focus shifts towards the strategic planning required for a successful military campaign. This chapter provides valuable insights into the importance of thorough analysis, understanding the enemy, and the significance of timing.The chapter begins by emphasizing the significance of gathering accurate intelligence before engaging in any military operation. Sun Tzu stresses the importance of knowing the enemy's strengths and weaknesses, as well as their disposition and intentions. He emphasizes that one must carefully assess their own capabilities and limitations as well. This knowledge forms the foundation for developing an effective strategy.Furthermore, Sun Tzu emphasizes the concept of deception as an essential element in warfare. He advises commanders to employ various tactics to confuse and mislead the enemy, creating an advantageous situation for their own forces. By appearing weak when strong, and strong when weak, commanderscan manipulate their opponent's perceptions and gain a strategic advantage.Timing is another critical factor highlighted in this chapter. Sun Tzu emphasizes that successful commanders understand the significance of seizing opportunities at the right moment. The ability to strike when the enemy is least prepared can lead to a swift and decisive victory. Conversely, engaging in battle prematurely or without adequate preparation can lead to defeat.To successfully carry out a military operation, Sun Tzu emphasizes the importance of proper planning and meticulous organization. He stresses that a well-structured and disciplined army is more likely to achieve victory. This involves establishing clear lines of communication, coordinating different units effectively, and maintaining a high level of morale among the troops.In this chapter, Sun Tzu also addresses the concept of victory without fighting. He argues that the ultimate goal of warfare is not necessarily to engage in direct combat, but rather to achieve one's objectives with minimal loss. By employing diplomatic strategies, negotiation, and alliances, commanders can accomplish their goals without resorting toviolence. This approach reflects Sun Tzu's belief in the importance of preserving resources and ensuring long-term stability.In conclusion, the third chapter of Sun Tzu's Art of War provides valuable insights into the planning and execution of military campaigns. It underscores the importance of gathering intelligence, understanding the enemy, employing deception, and seizing the right opportunities. By adhering to these principles, commanders can increase their chances of achieving victory while minimizing casualties and preserving resources. This chapter serves as a timeless guide for military strategists and leaders, transcending time and remaining relevant in today's complex world.。
Unit31.They all stretched their necks to see what was happening, as if pulledby an invisible string,2.We got out of the car to stretch a little .In front of us was a beautifulstretch of open land.3.They talked for hours at a stretch, but they still failed to settle theirdifferences.4.For all the warm weather, fresh air and delicious food, her health stilldid not recover.5.One glance at the car, and he knew that it was beyond repair. Helooked ahead and found the desert stretching as far as the eye could see without a soul in sight. He knew he was in a terrible fix.6.Wu Song swung his stick at the tiger with all his strength. But the sticksnapped and the tiger was unharmed. In his panic, he had hit the tree nearby.7.I am terribly fond of the pictures you snapped in Russia, especially theone showing the Russian coachman sitting by the Black Sea with his supper in a cloth on his knees.8.“You can’t just let it go at that,” I tried to plead with him.“It is none of your business,” he snapped.9.He snapped his briefcase to, stood up, and said “Then it’s all settled.”10.H e was standing in front of his house on a hill, only about a hundredmeters apart/away from the wharf when the tsunami came.。
大学英语教材第3单元课文翻译课文翻译（Translation of Unit 3 Reading Text in College English Textbook）The Power of Positive ThinkingUnit 3 of the college English textbook introduces a fascinating topic, "The Power of Positive Thinking." This unit explores the concept of positive thinking and its impact on our daily lives. In this translation, we will delve into the main ideas presented in the reading text, highlighting the significance of positive thinking and providing examples to support its efficacy.Positive thinking is a mindset that focuses on the bright side of life and emphasizes optimism in one's thoughts and actions. It is a powerful tool that can bring about significant changes in both personal and professional aspects of life. By maintaining a positive outlook, individuals can overcome obstacles, achieve success, and lead a happier and more fulfilling life.The reading text begins by discussing the importance of positive thinking in overcoming challenges and setbacks. It emphasizes that when faced with adversity, having a positive mindset enables individuals to find solutions and make progress. The power of positive thinking lies in its ability to transform obstacles into opportunities for growth and development.Furthermore, the text highlights the correlation between positive thinking and mental well-being. It suggests that maintaining positive thoughts can enhance mental resilience and reduce stress levels. Theoptimism cultivated through positive thinking promotes better emotional health and offers a sense of control over one's life.The reading text also emphasizes the impact of positive thinking on success. It argues that by embracing a positive attitude, individuals can enhance their performance and increase their chances of achieving their goals. Positive thinking enhances motivation and perseverance, allowing individuals to overcome obstacles and reach their desired outcomes.Real-life examples support the claims made in the reading text. The story of Thomas Edison serves as an illustration of the power of positive thinking. Despite facing numerous failures in his quest to invent the electric light bulb, Edison maintained his optimism and believed in his abilities. His unwavering positive mindset eventually led to his success, demonstrating the transformative power of positive thinking.In conclusion, the reading text in the third unit of the college English textbook emphasizes the significance of positive thinking in our lives. It suggests that by cultivating a positive mindset, individuals can overcome challenges, enhance their mental well-being, and increase their chances of success. The power of positive thinking lies in its ability to shape our thoughts and actions, enabling us to lead more fulfilling lives. Let us embrace the power of positive thinking and make a difference in our own lives and the lives of those around us.(Note: The above translation is an example and may not be an actual translation of the Unit 3 reading text in a college English textbook. The provided content is solely for illustrative purposes.)。
Unit 3A HangingA HANGINGGeorge Orwell1. It was in Burma, a sodden morning of the rains. We were waiting outside the condemned cells, a row of sheds fronted with double bars, like small animal cages. Each cell measured about ten feet by ten and was quite bare within except for a plank bed and a pot for drinking water. In some of them brown silent men were squatting at the inner bars, with their blankets draped round them. These were the condemned men, due to be hanged within the next week or two.Detailed Reading2. One prisoner had been brought out of his cell. He was a Hindu, a puny wisp of a man, with a shaven head and vague liquid eyes. Six tall Indian warders were guarding him and getting him ready for the gallows. Two of them stood by with rifles and fixed bayonets, while the others handcuffed him, passed a chain through his handcuffs and fixed it to their belts, and lashed his arms tightly to his sides. They crowded very close about him, with their hands always on him in a careful, caressing grip, as though all the while feeling him to make sure he was there. But he stood quite unresisting, yielding his arms limply to the ropes, as though he hardly noticed what was happening.3. Eight o'clock struck and a bugle call floated from the distant barracks. The superintendent of the jail, who was standing apart from the rest of us, moodily prodding the gravel with his stick, raised his head at the sound. "For God's sake hurry up, Francis," he said irritably. "The man ought to have been dead by this time. Aren't you ready yet?"4. Francis, the head jailer, a fat Dravidian in a white drill suit and gold spectacles, waved his black hand. "Yes sir, yes sir," he bubbled. "All is satisfactorily prepared. The hangman is waiting. We shall proceed."5. "Well, quick march, then. The prisoners can't get their breakfast till this job's over."6. We set out for the gallows. Two warders marched on either side of the prisoner, with their rifles at the slope; two others marched close against him, gripping him by arm and shoulder, as though at once pushing and supporting him. The rest of us, magistrates and the like, followed behind.7. It was about forty yards to the gallows. I watched the bare brown back of the prisoner marching in front of me. He walked clumsily with his bound arms, but quite steadily. At each step his muscles slid neatly into place, the lock of hair on his scalp danced up and down, his feet printed themselves on the wet gravel. And once, in spite of the men whogripped him by each shoulder, he stepped slightly aside to avoid a puddle on the path.8. It is curious, but till that moment I had never realized what it means to destroy a healthy, conscious man. When I saw the prisoner step aside to avoid the puddle I saw the mystery, the unspeakable wrongness, of cutting a life short when it is in full tide. This man was not dying, he was alive just as we are alive. All the organs of his body were working -- bowels digesting food, skin renewing itself, nails growing, tissues forming -- all toiling away in solemn foolery. His nails would still be growing when he stood on the drop, when he was falling through the air with a tenth of a second to live. His eyes saw the yellow gravel and the gray walls, and his brain still remembered, foresaw, reasoned -- reasoned even about puddles. He and we were a party of men walking together, seeing, hearing, feeling, understanding the same world; and in two minutes, with a sudden snap, one of us would be gone -- one mind less, one world less.9. The gallows stood in a small yard. The hangman, a gray-haired convict in the white uniform of the prison, was waiting beside his machine. He greeted us with a servile crouch as we entered. At a word from Francis the two warders, gripping the prisoner more closely than ever, half led half pushed him to the gallows and helped him clumsily up the ladder. Then the hangman climbed up and fixed the rope around the prisoner's neck.10. We stood waiting, five yards away. The warders had formed a rough circle round the gallows. And then, when the noose was fixed, the prisoner began crying out to his god. It was a high, reiterated cry of "Ram! Ram! Ram! Ram!" not urgent and fearful like a prayer or a cry for help, but steady, rhythmical, almost like the tolling of a bell.11. The hangman climbed down and stood ready, holding the lever. Minutes seemed to pass. The steady crying from the prisoner went on and on, "Ram! Ram! Ram!" never faltering for an instant. The superintendent, his head on his chest, was slowly poking the ground with his stick; perhaps he was counting the cries, allowing the prisoner a fixed number -- fifty, perhaps, or a hundred. Everyone had changed color. The Indians had gone gray like bad coffee, and one or two of the bayonets were wavering.12. Suddenly the superintendent made up his mind. Throwing up his head he made a swift motion with his stick. "Chalo!" he shouted almost fiercely.13. There was a clanking noise, and then dead silence. The prisoner had vanished, and the rope was twisting on itself. We went round the gallows to inspect the prisoner's body. He was dangling with his toes pointing straight downward. Very slowly revolving, as dead as a stone.14. The superintendent reached out with his stick and poked the bare brown body; it oscillated slightly. "He's all right," said the superintendent. He backed out from under the gallows, and blew out a deep breath. The moody look had gone out of his face quite suddenly. He glanced at his wrist watch. "Eight minutes past eight. Well, that's all for this morning, thank God."15. The warders unfixed bayonets and marched away. We walked out of the gallows yard, past the condemned cells with their waiting prisoners, into the big central yard of the prison. The convicts were already receiving their breakfast. They squatted in long rows, each man holding a tin pannikin, while two warders with buckets march round ladling out rice; it seemed quite a homely, jolly scene, after the hanging. An enormous relief had come upon us now that the job was done. One felt an impulse to sing, to break into a run, to snigger. All at once everyone began chattering gaily.16. The Eurasian boy walking beside me nodded toward the way we had come, with a knowing smile, "Do you know sir, our friend (he meant the dead man) when he heard his appeal had been dismissed, he pissed on the floor of his cell. From fright. Kindly take one of my cigarettes, sir. Do you not admire my new silver case, sir? Classy European style."17. Several people laughed -- at what, nobody seemed certain.18. Francis was walking by the superintendent, talking garrulously, "Well, sir, all has passed off with the utmost satisfactoriness. It was all finished -- flick! Like that. It is not always so -- oah no! I have known cases where the doctor was obliged to go beneath the gallows and pull the prisoner's legs to ensure decease. Most disagreeable."19. "Wriggling about, eh? That's bad," said the superintendent.20. "Ach, sir, it is worse when they become refractory! One man, I recall, clung to the bars of his cage when we went to take him out. You will scarcely credit, sir, that it took six warders to dislodge him, three pulling at each leg."21. I found that I was laughing quite loudly. Everyone was laughing. Even the superintendent grinned in a tolerant way. "You'd better all come and have a drink," he said quite genially. "I've got a bottle of whiskey in the car. We could do with it."22. We went through the big double gates of the prison into the road. "Pulling at his legs!" exclaimed a Burmese magistrate suddenly, and burst into a loud chuckling. We all began laughing again. At that moment Francis' anecdote seemed extraordinarily funny. We all had a drink together, native and European alike, quite amicably. The dead man was a hundred yards away.1. 那是发生在缅甸的事情。
