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(完整版)Unit9HowIFoundMyVoice课文翻译综合教程四

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Unit 9How I Found My VoiceJames Earl Jones1 Today I am known for my voice as much as for my acting. It has been my goodfortune to receive jobs such as the speaking role of Darth Vader in George Lucas’s Star Wars trilogy and the voice-over announcer for CNN cable television. I also narrated Aaron Copland’s Lincoln Portrait on a compact disc I recorded with the Seattle Symphony. Perhaps my greatest honor came when I was asked to read the New Testament on tape.2 But it took a long time to believe such good things could happen to me. When Iwas a youngster I stuttered so badly I was completely unable to speak in public.3 Since I was eight I’d had trouble speaking. It was so bad that whenever I stoodup in class to read, the other kids snickered and laughed. I always sat down, my face burning with shame.4 I’m not sure what caused my stuttering. Perhaps it was an emotional problem. Iwas born in Arkabutla, Mississippi, and when I was about five, I moved to live with my grandparents on their farm near Dublin in northern Michigan. It was traumatic moving from the warm, easy ways of catfish country to the harsh climate of the north, where people seemed so different.5 Fortunately, my granddaddy was a gentleman, a farmer who taught me to lovethe land. He was short and he had a prodigious amount of energy. He even built a church to please grandmother, a fervent worshiper of the Lord. All sorts of people were invited to our little church; white, black and American Indian came together ina nondenominational fellowship. Granddad’s Irish heritage came out in his love forlanguage; during the week he used “everyday talk”, but on Sunday he spoke only the finest English.6 As much as I admired his fluency, I couldn’t come close to it. I finally quitSunday school and church, not wanting to be humiliated any more. All through my grade school years, the only way the teacher could assess my progress was for me to write down everything I had learned.7 Oh, I could talk, all right. Our farm animals knew that. I found it easy to call thepigs, tell the dogs to round up the cows, and vent my feelings to Fanny, the horse whose big brown eyes and lifted ears seemed to express interest in all I said. But when visitors came and I was asked to say hello, I could only stand, pound my feet,and grit my teeth. That awful feeling of my voice being trapped got worse as I grew older.8 Then when I was 14, Professor Donald Crouch came to our school. He was aretired college professor who had settled in nearby Brethren, a Mennonite community. When he heard that our agricultural high was teaching Chaucer, Shakespeare and other classics, he couldn’t stand not being a part of our school. So he left his retreat to teach us English, history and Latin.9 Donald Crouch was a tall, lean man with gray hair; English was his favoritesubject, poetry was his deepest love. He’s been an associate of Robert Frost. He helda book of poems as if it were a diamond necklace, turning pages as if uncoveringtreasures. He memorized a poem every day, explaining that if he ever lost his eyesight he would still be able to savor all that beauty.10 When he learned that I not only loved poetry but was writing it, we found akinship. There was, however, one difficulty between us. Professor Crouch (we always called him that) could not stand the fact I refused to read my poems to the class.11 “Jim, poetry is meant to be read aloud, just like sermons,” he pressed. “Youshould be able to speak those beautiful w ords.”12 I shook my head and turned away.13 Then he tricked me. I labored long and hard on a poem, and after handing it in Iwaited expectantly for his critique. It didn’t come. Instead, one day as the students assembled, he challenged me. “Jim, I don’t think you wrote this.”14 I stared at him in disbelief. “Why,” I started, anger flooding me, “of course Idid!”15 “Well, then,” he said, “you’ve got to prove it by getting up and reciting it frommemory.”16 By then the other students had settled at their desks. He looked at memeaningfully and nodded. With knees shaking, I walked up before my peers.17 “Jim will recite his latest poem,” announced Professor Crouch.18 For a moment I stood breathless. I could see smirks and wry smiles on somefaces. Then I began. And kept going. I recited my poem all the way through without hesitation or fault! I stood amazed and floated back to my desk in a daze, amid wild applause.19 Afterward, Professor Crouch congratulated me. “Aha,” he said. “Now we havesomething here. Not only will you have to write more poetry and read it aloud to know how good it feels, but I’m sure that you will want to read other writers’ poetrybefore the class.”20 I was dubious about that, but said I’d try.21 Soon I began to discover something other stutterers know. Most have noproblem singing because the lyrics’ rhythmic pattern flows by itself. I found the same cadences in poetry, and before long my fellow students actually looked forward to hearing me recite. I loved the rolling beat of The Song of Hiawatha, especially since I had Indian blood in my veins.22 I discovered I did have a voice, a strong one. Under Professor Crouch’s tutelage,I entered oratorical contests and debates. He never pushed anything at me again; hejust wanted all his students to wake up.23 As my stuttering disappeared, I began dreaming of becoming an actor, like myfather, who was then performing in New York City. No one in my family had ever gone to college. But encouraged by Professor Crouch, I took exams and won a scholarship to the University of Michigan.24 There I entered the drama department and after graduation fulfilled my ROTCresponsibility by serving with the Army’s Cold Weather Training Com mand on mountain maneuvers in Colorado.25 Later, on the GI Bill, I signed up with the American Theater Wing in New Yorkand supported myself between roles by sweeping floors of off-Broadway stages. In 1962 I earned an Obie for my role in an off-Broadway production of Othello, and have been an actor ever since.26 Meanwhile, I always kept in touch with my old professor, by letter andtelephone. Every time we talked it was always, “Hi, Jim. Read any good poetry lately?” He was losing his sight and I remembered his early explanation of why he had memorized poetry. In later years when I was doing Shakespeare’s Timon of Athens at the Yale Repertory Theater in New Haven, Connecticut, I phoned him.“Can I fly you in from Michigan to see it?”27 “Jim,” he sighed, “I’m blind now. I’d hate not to be able to see you acting. Itwould hurt too much.”28 “I understand, Professor,” I said, helped in part by the realization that thoughmy mentor could no longer see, he was still living in a world vibrant with all of the beautiful treasures he had stored.29 About two years later I learned Donald Crouch had passed on. When I wasasked to record the New Testament, I really did it for a tall, lean man with gray hair who had not only helped to guide me to the author of the Scriptures, but as thefather of my resurrected voice, had also helped me find abundant life.找回声音詹姆斯·厄尔·琼斯1 今天我在声音方面的名气一点都不逊色于我的表演。

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Unit 9 How I Found My Voice课文翻译综合教程四

Unit 9 How I Found My Voice课文翻译综合教程四

Unit 9How I Found My VoiceJames Earl Jones1 Today I am known for my voice as much as for my acting. It has been my goodfortune to receive jobs such as the speaking role of Darth Vader in George Lucas’s Star Wars trilogy and the voice-over announcer for CNN cable television. I also narrated Aaron Copland’s Lincoln Portrait on a compact disc I recorded with the Seattle Symphony. Perhaps my greatest honor came when I was asked to read the New Testament on tape.2 But it took a long time to believe such good things could happen to me. When Iwas a youngster I stuttered so badly I was completely unable to speak in public.3 Since I was eight I’d had trouble speaking. It was so bad that whenever I stoodup in class to read, the other kids snickered and laughed. I always sat down, my face burning with shame.4 I’m not sure what caused my stuttering. Perhaps it was an emotional problem. Iwas born in Arkabutla, Mississippi, and when I was about five, I moved to live with my grandparents on their farm near Dublin in northern Michigan. It was traumatic moving from the warm, easy ways of catfish country to the harsh climate of the north, where people seemed so different.5 Fortunately, my granddaddy was a gentleman, a farmer who taught me to lovethe land. He was short and he had a prodigious amount of energy. He even built a church to please grandmother, a fervent worshiper of the Lord. All sorts of people were invited to our little church; white, black and American Indian came together ina nondenominational fellowship. Granddad’s Irish heritage came out in his love forlanguage; during the week he used “everyday talk”, but on Sunday he spoke only the finest English.6 As much as I admired his fluency, I couldn’t come close to it. I finally quitSunday school and church, not wanting to be humiliated any more. All through my grade school years, the only way the teacher could assess my progress was for me to write down everything I had learned.7 Oh, I could talk, all right. Our farm animals knew that. I found it easy to call thepigs, tell the dogs to round up the cows, and vent my feelings to Fanny, the horse whose big brown eyes and lifted ears seemed to express interest in all I said. But when visitors came and I was asked to say hello, I could only stand, pound my feet,and grit my teeth. That awful feeling of my voice being trapped got worse as I grew older.8 Then when I was 14, Professor Donald Crouch came to our school. He was aretired college professor who had settled in nearby Brethren, a Mennonite community. When he heard that our agricultural high was teaching Chaucer, Shakespeare and other classics, he couldn’t stand not being a part of our school. So he left his retreat to teach us English, history and Latin.9 Donald Crouch was a tall, lean man with gray hair; English was his favoritesubject, poetry was his deepest love. He’s been an associate of Robert Frost. He helda book of poems as if it were a diamond necklace, turning pages as if uncoveringtreasures. He memorized a poem every day, explaining that if he ever lost his eyesight he would still be able to savor all that beauty.10 When he learned that I not only loved poetry but was writing it, we found akinship. There was, however, one difficulty between us. Professor Crouch (we always called him that) could not stand the fact I refused to read my poems to the class.11 “Jim, poetry is meant to be read aloud, just like sermons,” he pressed. “Youshould be able to speak those beautiful w ords.”12 I shook my head and turned away.13 Then he tricked me. I labored long and hard on a poem, and after handing it in Iwaited expectantly for his critique. It didn’t come. Instead, one day as the students assembled, he challenged me. “Jim, I don’t think you wrote this.”14 I stared at him in disbelief. “Why,” I started, anger flooding me, “of course Idid!”15 “Well, then,” he said, “you’ve got to prove it by getting up and reciting it frommemory.”16 By then the other students had settled at their desks. He looked at memeaningfully and nodded. With knees shaking, I walked up before my peers.17 “Jim will recite his latest poem,” announced Professor Crouch.18 For a moment I stood breathless. I could see smirks and wry smiles on somefaces. Then I began. And kept going. I recited my poem all the way through without hesitation or fault! I stood amazed and floated back to my desk in a daze, amid wild applause.19 Afterward, Professor Crouch congratulated me. “Aha,” he said. “Now we havesomething here. Not only will you have to write more poetry and read it aloud to know how good it feels, but I’m sure that you will want to read other writers’ poetrybefore the class.”20 I was dubious about that, but said I’d try.21 Soon I began to discover something other stutterers know. Most have noproblem singing because the lyrics’ rhythmic pattern flows by itself. I found the same cadences in poetry, and before long my fellow students actually looked forward to hearing me recite. I loved the rolling beat of The Song of Hiawatha, especially since I had Indian blood in my veins.22 I discovered I did have a voice, a strong one. Under Professor Crouch’s tutelage,I entered oratorical contests and debates. He never pushed anything at me again; hejust wanted all his students to wake up.23 As my stuttering disappeared, I began dreaming of becoming an actor, like myfather, who was then performing in New York City. No one in my family had ever gone to college. But encouraged by Professor Crouch, I took exams and won a scholarship to the University of Michigan.24 There I entered the drama department and after graduation fulfilled my ROTCresponsibility by serving with the Army’s Cold Weather Training Com mand on mountain maneuvers in Colorado.25 Later, on the GI Bill, I signed up with the American Theater Wing in New Yorkand supported myself between roles by sweeping floors of off-Broadway stages. In 1962 I earned an Obie for my role in an off-Broadway production of Othello, and have been an actor ever since.26 Meanwhile, I always kept in touch with my old professor, by letter andtelephone. Every time we talked it was always, “Hi, Jim. Read any good poetry lately?” He was losing his sight and I remembered his early explanation of why he had memorized poetry. In later years when I was doing Shakespeare’s Timon of Athens at the Yale Repertory Theater in New Haven, Connecticut, I phoned him.“Can I fly you in from Michigan to see it?”27 “Jim,” he sighed, “I’m blind now. I’d hate not to be able to see you acting. Itwould hurt too much.”28 “I understand, Professor,” I said, helped in part by the realization that thoughmy mentor could no longer see, he was still living in a world vibrant with all of the beautiful treasures he had stored.29 About two years later I learned Donald Crouch had passed on. When I wasasked to record the New Testament, I really did it for a tall, lean man with gray hair who had not only helped to guide me to the author of the Scriptures, but as thefather of my resurrected voice, had also helped me find abundant life.找回声音詹姆斯·厄尔·琼斯1 今天我在声音方面的名气一点都不逊色于我的表演。

Unit 9 How I Found My Voice习题答案综合教程四

Unit 9 How I Found My Voice习题答案综合教程四

Unit 9 How I Found My VoiceKey to the ExercisesText comprehensionI . Decide which of the following best states the author's purpose of writing.AII. Judge, according to the text, whether the following statements are true or false.1. T (Refer to Paragraph2.)2. T (Refer to Paragraph 4.)3. F (Refer to Paragraph 7. The narrator did not communicate with the farm animals in their language. As he could not speak before strangers due to his timidity, he could only talk to animals as a way of venting his feelings.)4. F (Refer to Paragraph 13. The professor challenged him over his authorship not because he did not believe he had written the poem but because he wanted to provoke the boy to speak the words in public and tried to help him overcome his stuttering in this way.)5. F (Refer to Paragraph 14. He stared at Professor Crouch in disbelief and even felt angry at what he said.)6. T (Refer to Paragraph 29.)III. Answer the following questions.1. Refer to Paragraph2. Because the great achievements were far beyond the expectations of such a poor stutterer as he used to be. When he was young he was completely unable to speak in public due to his serious stuttering. Thus he could never imagine that he would make such good achievements.2. Refer to Paragraph 4. Because he felt that the place he moved to was drastically different climatically and culturally from where he had been.3. Refer to Paragraph 6. Because he wanted to avoid the humiliation he suffered there for his stuttering.4. Refer to Paragraph 7. Because the animals never laughed at him and he was not nervous at all when he talked to them as a way of venting his feelings.5. Refer to Paragraph 9. Because he loved English classics, especially poetry, which was one of the subjects taught at the narrator's school. His deep love for poetry was vividly described in the metaphor: "He held a book of poems as if it were a diamond necklace, turning pages as if uncovering treasures."6. Refer to Paragraphs 138. It was Professor Crouch's trick. When the narrator handed in his poem, Crouch purposefully challenged him for his authorship. Consequently the narrator was provoked into reciting his poem in the presence of his classmates without stuttering.IV. Explain in your own words the following sentences.1. He wanted very much to be a teacher of our school.2. We found a strong connection between us.3. I supported myself by sweeping floors of off-Broadway stages before there was any new role for me to play.4. He was still living in a world that was exciting and lively because of all the beautiful poems he had memorized.Structural analysis of the textThis autobiographical narrative can be divided into the following three parts:Part 1, Paragraphs 1: the author presents a striking contrast between his successful career as an actor and television announcer and his severe stuttering problem in his early childhood.Part 2, Paragraphs 32: the author recollects how his high school teacher, Professor Crouch, helped him to overcome his stutter and find his voice.Part 3, Paragraphs 239: the author tells the reader what achievements he made after he overcame his stuttering problem and how grateful he is to his teacher, "the father of my resurrected voice."Rhetorical features of the textThe New Testament is repeated because the author takes it as his greatest honour to read such an important book on tape. It is distributed this way because the author wants to tell the readers from the beginning of his personal account what achievements he has made since he got over his stuttering problem and express his gratitude to the father of his resurrected voice. By mentioning New Testament again at the end of the narrative, the author successfully harks back to the opening paragraph and thus unifies the text into an organic whole.Vocabulary exercisesI. Explain the underlined part in each sentence in your own words.1. severe2. smoothness in speaking3. colleague4. close relationship based on common interest5. forced me to do anything6. animatedII. Fill in the blank in each sentence with a word or phrase from the box in its appropriate form.1. retreat2. pressed3. gritted4. critique5. classics6. kinship7. is dubious about 8. round upIII. Fill in the blanks with the appropriate forms of the given words.1. narrative2. critical3. fortunate4. abundance5. worship6. dramatically7. fluent 8. resurrectionIV. Choose the word that can replace the underlined part in each sentence without changing its original meaning.1. A2. B3. C4. D5. A6. C7. B8. DV. Give a synonym or an antonym of the word underlined in each sentence in the sense it is used.1. Antonym: mild (agreeable, gentle)2. Synonym: passionate (enthusiastic, ardent)3. Synonym: comment (assessment, evaluation)4. Synonym: doubt (uncertainty)5. Antonym: certain (definite, positive)6. Synonym: scornful (mocking)7. Synonym: instruction (teaching, tuition)8. Synonym: enjoy (appreciate)VI. Explain the meaning of the underlined part in each sentence.1. place2. preserve3. whereas4. Despite5. very well6. extensionGrammar exercisesI. Note the use of the italicized parts in the following sentences.Can and could can express ability, permission and possibility. In Sentence 1, could expresses possibility. In sentence 9, can expresses permission. In Sentence 8, could see shows the action is in progress. In Sentences 3, 4 and 5, could expresses the general past ability, while in Sentences 2, 6, 7 and 10, could is used in the negative sentences to refer to the past ability, general or specific.II. Correct the errors, where found, in the following sentences.1. I can feel something crawling up my leg.2. He ran very fast and was able to catch the bus.3. By the time she finishes her course, she will be able to speak English well.4. P5. In yesterday's competition, Jane was able to spell the new words without making a single mistake.6. P7. I talked for a long time, and in the end I was able to make her believe me.8. PIII. Rewrite the sentences where could can be used.1. Could we meet again tomorrow2. She could sing like an angel when she was a kid.3. John was so drunk that he couldn't open the door.4. /5. /6. You could talk with your teacher.7. No one knows where he is. He could be in Paris. He could be in London.8. Could I use your phoneIV. Rewrite the following short dialogue. Try to make the tone sound more tentative.A: Excuse me, would you open this doorB: I'm afraid it's locked. Shall I get the keyA: Please, if you wouldn't mind, as quickly as you can.V. Insert the adjectives or adverbs given in brackets in the correct positions.1. Three pretty little French girls came to tea yesterday.2. I spent a long happy time living in Germany years ago.3. I have hardly ever worked so hard as I did yesterday.4. We rarely get more than three consecutive days of hot weather in summer.5. There were two hard wooden chairs in the waiting room.6. Mary has often spoken of your kindness to her when she was staying in Austria some years ago.7. Everybody concerned must be ready to leave at 8:30 tomorrow.8. We have not yet obtained all the information you requested yesterday.VI. Make sentences of your own after the sentences given below, keeping the underlined structures in your sentences.(Reference version)1. In its present state, the economy couldn't stand another rise in interest rates.2. He stood as if rooted to the ground.Translation exercisesI. Translate the following sentences into Chinese.1. 从那生活温暖而舒适的鲶鱼之乡搬到气候严酷而且人似乎也大不相同的北方，是一件令人不安的事。

综合英语4 How_I_Found_My_Voice1

综合英语4 How_I_Found_My_Voice1


文档仅供参考，不能作为科学依据，请勿模仿；如有不当之处，请联系网站或本 人删除。
Paraphrase
When I was a youngster I stuttered so badly I was completely unable to speak in public.
• Para: when I was young, I stuttered so severely that I wasn’t able to speak in public absolutely .
(Para 4) (an emotional problem: traumatic moving) 3. Why does the narrator describe his moving at the age of five as traumatic? (Para 4) (Because he felt that the place he moved to was climatically and culturally different from where he had been. )
文档仅供参考，不能作为科学依据，请勿模仿；如有不当之处，请联系网站或本 人删除。
Structure
This autobiographical narration comprises three parts.
• Part 1(Para.1-2) presents his successful career as an actor and television announcer and his severe stutter in his early childhood.
文档仅供参考，不能作为科学依据，请勿模仿；如有不当之处，请联系网站或本
新标准大学英语综合教程4课后翻译及课文翻译

新标准大学英语综合教程4课后翻译及课文翻译

Unit 11. If you ask me, real life is not all it’s cracked up to be. Twelve years at school and three years at university, teachers banging on about opportunities in the big wide world beyond our sheltered life as students, and what do I find?Try as I might to stay cheerful, all I ever get is hassle, sometimes with people (especially boys, god, when will they grow up?), but mostly with money. It’s just so expensive out here! Everyone wants a slice off you. The Inland Revenue wants to deduct income tax, the bank manager wants repayments on my student loan,the landlord wants the rent, gas, water, electricity and my mobile bills keep coming in, and all that’s before I’ve had anything to eat. And then some bright spark calls me out of the blue, asking if I’m interested in buying a pension. And this rate, I won’t even last till the end of the year, let alone till I’m 60.依我看，现实生活并没有人们想象的那么美好。