英专综合教程6册课文翻译及课后答案Answer-to-unit1

Chinese Translation of Paragraphs

1. 二战时，曼彻斯特饱受空袭之苦。成长在那里，意味着岁月艰难、钱财短缺、心情焦虑，也意味着许多家庭都是当铺的常客，包括我家。

2. 不过，我的父母最是乐观向上。他们用勤劳、自尊和满屋子的欢笑撑起了这个家。我父亲身体结实，心灵手巧，他那双手几乎无所不能，从不缺木匠和手工活儿。他甚至偶尔还会参加偏僻街道的拳击比赛，补贴家用。我母亲勤俭节约，把家收拾得干净利落。尽管条件艰苦，但她总能让自己的五个孩子吃得饱饱、穿得整整齐齐、干干净净地上学去。

3. 问题是：虽说我的衣服熨得有棱有角，皮鞋擦得铮亮铮亮的，可总有些地方不符合标准校服的要求。尽管母亲缩衣节食为我筹到了大部分装束，但我仍然没能凑齐学校指定的蓝色运动上衣和帽圈。

4. 由于战争影响，开始实施配给制度，大部分学校也放宽了对正规校服的要求，因为学校明白能有衣服穿已属不易。然而，我就读的女子学校却严格规定，每位学生必须穿正规的校服。于是那位负责每天集合的副校长就将训斥我视为她的任务来做。

5. 尽管我试图去解释我为何没能按规定着装，尽管我也正逐渐向全套校服靠近，我每天依然会被揪出队列，在台上罚站，作为对违反校服规定者的警戒。

6. 我每天站在同学面前，只能强忍泪水，不仅羞愧难耐，而且常常只有我一人挨罚。对我的惩罚还扩大到不能上体操课或者我钟爱的每周一次的交谊舞课。我多么希望在这所可怕的学校里，哪怕只有一位老师能睁开双眼看看我能够做什么，而不是不停地告诉我不能做什么啊！

7. 不过，12岁的我在心里也毫无选择，只有眼睁睁地挨受惩罚。我明白不能让仁厚的母亲知道我所遭受的这种习惯性羞辱，这点非常重要。我也不敢冒险让她到学校替我求情，因为我知道那些心胸狭隘、不讲情面的教员们也同样会令她难堪，这意味着到时我们母女俩都要伤心、愤怒。老天！要是母亲再告诉父亲的话，他立马会大发雷霆，冲到学校来保护我。

8. 一天，我们全家在一家报纸举办的不收取费用的肖像模特摄影比赛中获了奖。我为此兴奋不已：那些好莱坞女星魅力四射的照片更令我想入非非。我迫不及待地想把这个激动人心的消息告诉朋友们。

9. 在那之前，母亲告诉我必须穿那件绿色蕾丝镶边裙——我最好的服装——去上学，因为摄影比赛正好安排在放学之后。她丝毫没有意识到我所要面临的痛苦。

10. 那天，我没有往常穿上这件心爱衣服时的喜悦。我心情郁闷地拖着沉重的步伐来到学校，发现自己成为了蓝色海洋中的一颗绿宝石。集合的时候，我没等人下命令就慢步走上台，去承受其他女生的窃笑和副校长那尖刻的眼神。

11. 当我第无数次想到，这位老师怎么会如此麻木不仁，竟然从未透过我的着装，看看这颗顺从听话、渴望参和的女孩的心灵的时候，沮丧的泪水几欲夺眶而出。

12. 集合之后的第一节课是我钟爱的英国文学，上课的教师也是我所钟爱的。我安慰自己说，至少我可以在后排座位上暂时沉浸在查尔斯·狄更斯的《双城记》之中，以便能回过神儿镇定下来。可是上课铃一响，麦克维小姐就叫我坐在前排正对她的座位上。可想而知，我当时是多么惊慌失措。我缓慢地站了起来，忍着泪水，走到前排。心想，麦克维小姐不会也加入到敌人的阵营里了吧？

13.我垂着双眼低着头。在一次又一次地被叫出队列之后，虽然我始终竭力不让自己的痛苦外露，但泪水还是又差点出卖了我内心的沮丧。

14.当我在前排坐下，麦克维小姐将头扭到一边，上下仔细地打量着我。接着，她说出

了我在那所讨厌的学校里听到的最中听的一句话。

15.“亲爱的，我敢说你是这所死气沉沉的学校里一道最亮丽、最可爱的风景。可惜啊，

我只能有幸看你一节课，而不是一整天。”我幼小心灵中的那块坚冰瞬间消融了，我

也不禁挺直了肩膀。

16.我相信我当时回敬她的笑容是她所见过的最灿烂的笑容了。她仔细斟酌的话语温暖

了我，让我兴高采烈地度过了整整一天。

17. 虽然麦克维小姐的专长是英语文学，但那天她却给我——给全班——上了一堂持怜悯之心的课，我永志不忘。她让我明白，一句及时的友善之言可以让人受益终生。着实，她贴心的话让我内心变得坚强起来，再也不为什么人、什么事所伤害。

III. Language Work

1). Explain the underlined part(s) in each sentence in your own words.

1). Because of the war, rationing was in place and most schools had relaxed their attitude towards proper uniforms, knowing how hard it was to obtain clothes.

→ the amount of food, water, petrol or other necessary substances was limited; had become less severe or strict with

2). Every day I would battle back tears as I stood in front of my peers, embarrassed and, most often, alone.

→ hold back; schoolmates

3). However, in my 12-year-old mind I had no choice but to see the punishment through. I knew it was very important not to let my well-meaning mother know about this ritual humiliation.

→ endure the punishment; the embarrassment I had to go through every day

4). ... if she ever told my father he would have instantly been on the warpath in my defence.

→ so angry and likely to argue with my teachers in order to protect me

5). There was none of my usual pleasure in putting on the cherished dress that day.

→ the dress that I liked very much

6). At assembly I didn’t bother to wait for t he command but trudged up to the stage of my own accord to endure the sniggers of the other girls and the beady eyes of the deputy head.

→ walked slowly and reluctantly to the stage without being asked to do so

7). I consoled myself that I could at least l ose myself in Charles Dickens’ A Tale of Two Cities for a while at the back of the class to recover and regain my composure.

→ I cheered myself up with the idea; get absorbed in the story of A Tale of Two Cities by Charles Dickens and not think about anything else; calm down and get back my self-control

8). And then she came out with the most welcome sentence I had ever heard at that mean-spirited place.

→ said unexpectedly; agreeable; vicious

9). I floated through the rest of the day buoyed by the warmth generated by her thoughtfully chosen words.

→ was in high spirits; feeling happier and more confident due to

10). Although English Literature was her forte, that day Miss McVee taught me, and perhaps the whole class, a lesson in compassion that I have never forgotten.

→strong point; instilled in me, and perhaps the whole class, a feeling of pity, sympathy and understanding for someone who was suffering

2. Fill in the blanks with the appropriate forms of the given words.

1). Johnny is so ingenious (ingenuity) — he can make the most remarkable sculptures from the most ordinary materials.

2). So what is his prescription (prescribe) for success?

3). I cannot allow any relaxation (relax) of the rules.

4). All pupils are expected to attend the school assembly (assemble).

5). She has the most adorable (adore) two-year-old daughter.

6). To the mortification (mortify) of the show’s organizers, the top performers withdrew at the last minute.

7). She was wearing a black suit trimmed (trim) with white.

8). I didn’t know what to say — I just offered a few words of consolation (console).

9). I didn’t want to lose my composure (compose) in front of her.

10). She looked a bit dejected (dejection) when she was told that she hadn’t got the job.

3. Fill in the blank(s) in each sentence with a phrase taken from the box in its appropriate form.

drag into | speak up for | rife with | of one’s own accord

ration out | single out | trudge through | beside oneself

in place | on the warpath | see through | comply with

1). The office was rife with rumors.

2). Ann rationed out the cake between the children.

3). The arrangements are all in place for the concert next Thursday.

4). There are serious penalties for failure to comply with the regulations.

5). The course would take me three years to complete, but I was determined to see it through.

6). She has often spoken up for the rights of working mothers.

7). If there was one thing she couldn’t face in the morning it was her mother on the warpath.

8). He was beside himself with grief when she died.

9). Don’t drag me into your argument! It has nothing to do with me.

10). I spent the whole weekend trudging through this report, and I still haven’t finished reading it.

11). She came of her own accord. No one asked her to come.

12). It’s not fair the way my sister is always singled out for special treatment.

4. Explain the meaning of the underlined part in each sentence.

1). The product will have to meet internationally prescribed standards.

→ demanded

2). He relaxed his grip on my arm.

→ loosened his hold

3). At the staff meeting, the manager told the assembled company that no one would lose his job.

→ all the people gathered there

4). I tried to push past her but she barred my way.

→ stood in front of me and prevented me from getting past

5). When Helen criticized me, Chris rushed to my defence.

→ to protect me or to defend me

6). Reports in today’s newspapers have added fuel to the controversy.

→ made the controversy more fierce

7). It tormented me all day — did I remember to lock the door when I left the house?

→ kept worrying me

8). She’s always got her beady eyes on what I’m doing.

→ watching closely

9). I came in from the cold half an hour ago, but I’m only just beginning to thaw out.

→ get warm

10). After reading the letter he was in a buoyant mood.

cheerful

5. Correct the errors in the following passage. The passage contains ten errors, one in each indicated line. In each case, only one word is involved.

Corrections should be done as follows:

Wrong word: underline the wrong word and write the correct word in the blank.

Extra word: delete the extra word with an “×.”

Missing word: mark the position of the missing word with a “∧” and write the missing word What makes a good teacher? I have been teaching for the last ten years. During that time, I have worked in public schools, universities, extracurricular programs for K-12, adult basic literate, and adult enrichment classes. My youngest student was a 6-year-old girl; my oldest, a grandmother beginning at the age of 63 t o learn how to read. I’ve taught honor students in a college humanities program, and severely handicapped youth in a public high school. As a result of my ever-changing content , I’ve spent a lot of time thinking about the craft and practice of teaching, as separate by course content, age of students, size of class, or institutional setting. Everywhere I go, I meet exemplary teachers, and I’ve been

interested in figuring out what makes them so good. What I’ve

discovered is the inherent sameness of good teachers, regardless

∧ the substantial differences between them in terms of style,

personality, goals, and pattern of interaction with students.

Educator and philosopher Parker Palmer once said: “Good teacher

isn’t about technique. I’ve asked students around the country to

describe their good teachers to me. Some of them describe

people who lecture all the time, some of them describe people

who do little rather than facilitate group process, and others

describe everything in between. But all of them describe people

who have some sort of connected capacity, who connect

themselves to their students, their students to each other, and

everyone to the subject being studied.”

When we talk about the quality of someone’s teaching, we

address issues of technique, content, and presentation. But we all

know people who have tremendous knowledge and fail to

communicate it: people who have, on paper, a great lesson, but

whose students are bored or frustrated. When we’re being

honest, we admit that good teaching often has more to do with

our knowledge and skills than with our attitude towards our

students, our subject, and our work.

(1) literacy

(2) honors

(3) context

(4) from

(5) of

(6) teaching

(7) other

(8) connecting

(9) but

(10) less

Extracurricular 课外的；业余的

literate 受过教育的, n. 学者

literacy读写能力；精通文学

honors student优等生

separate from

分离；把…和…分开

separate administration from management 政企分开

exemplary

典范的；惩戒性的；可仿效的

rather than

?而不是；宁可…也不愿

other than

除了；不同于

6. Fill in each blank in the passage below with ONE appropriate word.

Students vs. Teachers

Nicole’s most recent a rticle really interests me a lot by touching on how a student should properly judge his or her teacher in their ability to (1) teach. Because I myself, as an inexperienced young college teacher, have so frequently been (2) confronted with the same problem —students are so likely to ask the teacher so many knotty (3) questions that they reckon he or she will make neither head nor (4) tail of.

I remember one of the questions that my students once asked me with a cunning frown, “If the (5)

plural form of mouse (which is the mammal) is mice, how about the mouse linked on our (6) computers? What is its plural form? Mice or mouses?” I was dumbfounded indeed. For I seldom

(7) thought about it and never used two such things at the same (8) time. But I soon responded

that I didn’t know for (9) sure at the moment and had to go back and (10) check it out and if you really pressed me for an (11) answer then it must be “mice,” for I could not think of any other (12) possible answer to it through tight logic and sound grammar rules. Later on I found out my timid

(13) guess was right. I was so happy. My students’ attempt to bring me (14) down with their

smart-devised question was thwarted. I claimed the (15) victory in such a clever manner that my students (16) rewarded me with their nodding and after-class admiring chat among themselves. I won another (17) battle of wit. But surely I knew this was not going to be the (18) end; there were going to be more ones harder to crack, coming pouring onto my face like waterfalls as soon as I saw my students again. It was a nightmare.

IV. Translation

1. Translating Sentences

1).这家公司是由几名有事业心的年轻人创立的。(enterprising)

→ The company was started by a couple of enterprising young men.

enterprising adj. willing to try or think of new ideas or methods

e.g. It's very enterprising of them to start up a business like that.

It was enterprising of him to go by himself.

2). 那是他唯一一次自己在午夜前睡觉的，因为他实在太累了。(of one’s own accord)

→It was the only time when he went to bed of his own accord before midnight, because he was really too tired.

do something of your own accord: to do something without being asked, forced, or helped by someone else

e.g. Do you think David resigned of his own accord?

Notes of Translating Sentences

3). 经过长时间的仔细酝酿，书才得以完成。(meticulous)

→ Many hours of meticulous preparation have gone into writing the book.

meticulous adj. very thorough and with careful attention to detail

e.g. Everyone agreed that it was a piece of meticulous research.

4). 她从头到脚穿着一身黑。(be attired)

→ She was attired from head to foot in black.

attired adj. dressed

e.g. elegantly attired in a red gown

5). 为攒我们去度假的钱，我节衣缩食整整一年。(scrimp and save)

→I’ve been scrimping and saving all year to pay for our holiday.

scrimp and save: to be very thrifty; to live on very little money, often in order to save up for something.

e.g. We had to scrimp and save in order to send the children to college.

The Smiths pinched and scraped all year in order to go on a Caribbean cruise.

6). 我知道他是好意，但我希望他别来管我们。(well-meaning)

→I know he’s well-meaning, bu t I wish he’d leave us alone.

well-meaning adj. trying to help but often making things worse

e.g. Her well-meaning remarks just make us uncomfortable.

a well-meaning friend/person/group

7). 当有人指出他犯了错误时，他非常生气。(indignant)

→ He became very indignant when it was suggested he had made a mistake.

indignant adj. angry because of an unfair situation or someone's unfair behaviour

e.g. I was indignant because I felt that I had been punished unfairly.

He was very indignant with his wife over her improper conduct.

8). 说了多少次了，安东尼，刀子和叉子要放入中间的抽屉！(umpteen)

→I’ve told you for umpteen times, Anthony, knives and forks go in the middle drawer!

umpteenth adj. a lot of

e.g. For the umpteenth time, I tell you I don't know!

This was Ferguson's umpteenth trophy for United.

9). 缝纫恐怕不是我的专长。(forte)

→I’m afraid sewing isn’t one of my fortes.

forte n. something that someone is very good at or knows a lot about

e.g. I should warn you that public speaking isn't really my forte.

The small talk was not the forte of either leader.

10). 观众热烈的欢迎使她十分高兴。(buoy)

→ She was buoyed by the warm reception her audience gave her.

buoy vt. to encourage someone and make them feel more confident

e.g. He has been buoyed up by the news.

2. Translate the following passage into English.

纽约大学的外国学生来自130多个国家，50%来自亚洲，主要是韩国、日本和中国。大学所有14个学院都有外国学生就读。这些学院包括文理学院、法学院、商学院和教育学院。75%的外国留学生在研究生院学习。约25%的学生接受四年制的本科教育，学习期满，他们可获得学士学位。

在纽约大学上学的费用因就读学院的不同而不同。举例来说，在瓦格纳(Wagner)公用事业研究生院学习一年的学费约为19 000美元。纽约大学其他一些学院的学费有的比这高一些，有的则低一些。住宿费约为9 000美元一年。

在纽约大学攻读学士学位的学生可以向金融机构贷款，用以支付学习费用。纽约大学研究生院的外国留学生可以在校内得到教学或研究工作的职位，他们也可以从金融机构获得贷款。

参考译文

The foreign students at New York University come from more than 130 countries. Fifty percent are from Asia, especially South Korea, Japan and China. Foreign students are studying in all fourteen schools within the university. These include arts and sciences, law, business and education. Seventy-five percent of the foreign students are in graduate school. About twenty-five percent are in four-year programs that lead to a bachelor’s degree.

The cost of attending New York University is different in each of its schools. For example, one year of study at the Wagner Graduate School of Public Service costs about $19,000. Some other schools within NYU cost more. Some cost less. The housing cost is about $9,000 a year.

Bachelor’s degree students at NYU can borrow money from financial institutions to help pay for their studies. Foreign students in graduate school at NYU can get teaching or research jobs at the university. They can also get loans from financial institutions.