新视野大学英语第三版book2unit7课后翻译

新视野大学英语第三版读写教程Book2课后翻译答案

Unit 1英译汉：原文：English is known as a world language, regularly used by many nations whose English is not their first language. Like other languages, English has changed greatly. The history of the English language can be divided into three main periods: Old English, Middle English and Modern English. The English language started with the invasion of Britain by three Germanic tribes during the 5th century AD, and they contributed greatly to the formation of the English language. During the medieval and early modern periods, the influence of English spread throughout the British Isles, and from the early 17th century its influence began to be felt throughout the world. The processes of European exploration and colonization for several centuries led to significant change in English. Today, American English is particularly influential, due to the popularity of American cinema, television, music, trade and technology, including the Internet.翻译：人们普遍认为英语是一种世界语言，经常被许多不以英语为第一语言的国家使用。

新视野大学英语第三版读写教程第三册课后翻译英汉互译

升级换代的力量。尤其是在当前，国家鼓励大众创业、万众创新，在政策上给予中小企业支持，这更加激发了年轻人的创业热情。 Keys：Nowadays, many young people no longer choose "stable" jobs. Instead, they prefer to start their own businesses and realize their self-value through their own wisdom and efforts. Young entrepreneurship is the source of national economic vitality in the future. The success of entrepreneurs not only creates fortune, increases job opportunities, improves people's life, but it is also good for the country in the long term. Entrepreneurs are a driving force in upgrading China's economy. Especially for the time being, our country is encouraging people to start their own businesses and make innovations and giving policy support for medium and small businesses. This further arouses young people's enthusiasm to start their own businesses.

(完整版)第三版新视野大学英语第二册课文翻译

Unit 1An impressive English lesson1 If I am the only parent who still corrects his child's English, then perhaps my son is right. To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to.2 I think I got serious about this only recently when I ran into one of my former students, fresh from an excursion to Europe. "How was it?" I asked, full of earnest anticipation.3 She nodded three or four times, searched the heavens for the right words, and then exclaimed, "It was, like, whoa!"4 And that was it. The civilization of Greece and the glory of Roman architecture were captured in a condensed non-statement. My student's "whoa!" was exceeded only by my head-shaking distress.5 There are many different stories about the downturn in the proper use of English. Surely students should be able to distinguish between their/there/they're or the distinctive difference between complimentary and complementary. They unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.6 Students are not dumb, but they are being misled everywhere they look and listen. For example, signs in grocery stores point them to the stationary, even though the actual stationery items — pads, albums and notebooks —are not nailed down. Friends and loved ones often proclaim they've just ate when, in fact, they've just eaten. Therefore, it doesn't make any sense to criticize our students.7 Blame for the scandal of this language deficit should be thrust upon our schools, which should be setting high standards of English language proficiency. Instead, they only teach a little grammar and even less advanced vocabulary. Moreover, the younger teachers themselves evidently have little knowledge of these vital structures of language because they also went without exposure to them. Schools fail to adequately teach the essential framework of language, accurate grammar and proper vocabulary, while they should take the responsibility of pushing the young onto the path of competent communication.8 Since grammar is boring to most of the young students, I think that it must be handled delicately, step by step. The chance came when one day I was driving with my son. As we set out on our trip, he noticed a bird in jerky flight and said, "It's flying so unsteady." I carefully asked, "My son, how is the bird flying?" "What's wrong? Did I say anything incorrectly?" He got lost. "Great! You said incorrectly instead of incorrect. We use adverbs to describe verbs. Therefore, it's flying so unsteadily but not so unsteady."9 Curious about my correction, he asked me what an adverb was. Slowly, I said, "It's a word that tells you something about a verb." It led to his asking me what a verb was. I explained, "Verbs are action words; for example, Dad drives the truck. Drive is the verb because it's the thing Dad is doing."10 He became attracted to the idea of action words, so we listed a few more: fly, swim, dive, run. Then, out of his own curiosity, he asked me if other words had names for their use and functions. This led to a discussion of nouns, adjectives, and articles. Within the span of a 10-minute drive, he had learned from scratch to the major parts of speech in asentence. It was painless learning and great fun!11 Perhaps, language should be looked upon as a road map and a valuable possession: often study the road map (check grammar) and tune up the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car.12 The road map provides the framework and guidance you need for your trip, but it won't tell you exactly what trees or flowers you will see, what kind of people you will encounter, or what types of feelings you will be experiencing on your journey. Here, the vocabulary makes the journey's true colors come alive! A good vocabulary enables you to enjoy whatever you see as you drive along. Equipped with grammar and a good vocabulary, you have flexibility and excellent control. While the road map guides your journey to your destination, an excellent vehicle helps you to fully enjoy all of the sights, sounds and experiences along the way.13 Effective, precise, and beneficial communication depends upon grammar and a good vocabulary, the two essential assets for students, but they are not being taught in schools.14 Just this morning, my son and I were eating breakfast when I attempted to add milk to my tea. "Dad," he said, "If I were you, I wouldn't do that. It's sour."15 "Oh my!" I said, swelling with pride toward my son, "That's a grammatically perfect sentence. You used were instead of was."16 "I know, I know," he said with a long agreeable sigh. "It's the subjunctive mood."17 I was, like, whoa!Translation一堂难忘的英语课1 如果我是唯一一个还在纠正小孩英语的家长，那么我儿子也许是对的。

新视野大学英语第三版读写教程Book2课文翻译

Unit 1 Text A一堂难忘的英语课1如果我是唯一一个还在纠正小孩英语的家长，那么我儿子也许是对的。

对他而言，我是一个乏味的怪物：一个他不得不听其教诲的父亲，一个还沉湎于语法规则的人，对此我儿子似乎颇为反感。

2我觉得我是在最近偶遇我以前的一位学生时，才开始对这个问题认真起来的。

这个学生刚从欧洲旅游回来。

我满怀着诚挚期待问她：“欧洲之行如何？”3她点了三四下头，绞尽脑汁，苦苦寻找恰当的词语，然后惊呼：“真是，哇！”4没了。

所有希腊文明和罗马建筑的辉煌居然囊括于一个浓缩的、不完整的语句之中！我的学生以“哇！”来表示她的惊叹，我只能以摇头表达比之更强烈的忧虑。

5关于正确使用英语能力下降的问题，有许多不同的故事。

学生的确本应该能够区分诸如their/there/they're 之间的不同，或区别complimentary 跟complementary 之间显而易见的差异。

由于这些知识缺陷，他们承受着大部分不该承受的批评和指责，因为舆论认为他们应该学得更好。

6学生并不笨，他们只是被周围所看到和听到的语言误导了。

举例来说，杂货店的指示牌会把他们引向stationary （静止处），虽然便笺本、相册、和笔记本等真正的stationery （文具用品）并没有被钉在那儿。

朋友和亲人常宣称They've just ate。

实际上，他们应该说They've just eaten。

因此，批评学生不合乎情理。

7对这种缺乏语言功底而引起的负面指责应归咎于我们的学校。

学校应对英语熟练程度制定出更高的标准。

可相反，学校只教零星的语法，高级词汇更是少之又少。

还有就是，学校的年轻教师显然缺乏这些重要的语言结构方面的知识，因为他们过去也没接触过。

学校有责任教会年轻人进行有效的语言沟通，可他们并没把语言的基本框架——准确的语法和恰当的词汇——充分地传授给学生。

8因为语法对大多数年轻学生而言枯燥且乏味，所以我觉得讲授语法得一步一步、注重技巧地进行。

新视野大学英语第三版读写教程第二册Unit7课文翻译

Unit 7 Text A女性管理者1 当莫妮卡1971年申请一个行政助理的工作时，有人问她想与男律师共事还是与女律师共事。

“我马上说想与男律师共事，”她说。

“我认为男老板和女雇员的关系更自然，丝毫不需互相调整。

” 但20年后，有人问她同样的问题时，她说：“令我感到惊喜的是，对员工来说，女上司更容易接近，她们更能理解人，与员工更亲密。

”2 今天的女上司仍然发现，她们面临着不易察觉的阻力。

还是有一部分人——有男性，令人惊讶的是还有女性——说很难忍受为女性工作。

女上司的不断涌现，也引出了与工作方式有关的两个主要问题：男人和女人管理风格不同吗？如果有不同，是一件好事吗？3 莫妮卡对这两个问题都持肯定的意见。

莫妮卡现在40岁，有四个孩子，并且是一位拥有45,000名成员的公共部门工会的主席。

“我与员工的关系可能跟在我之前的前任男性主管不同，”她说。

“我知道当有人不得不打电话来说孩子得了腮腺炎而不能来上班是一种什么样的状况。

我的风格更灵活，这不是软弱，只是多了一点理解。

” 莫妮卡的男助理表示赞成：“她往往放权更多，并总是寻求共识。

大家都很开心，也有成就感，因为他们参与了决策，而不是单纯的旁观者。

他们的能量得到了利用。

当然从另一方面看，通过协商而达成一致意见需要的时间要长一些。

”4 那么，这种差异是象征性的还是实质性的呢？可靠的研究指出，男人通常有等级观念，以目标为导向，喜欢有权力的感觉。

相反，女人则是灵活变通的，愿意分享权力。

这一观点往往受到质疑和争论。

有人宣称，有类似的背景、经验和抱负的男女，基本上管理方式相同。

那些年轻女性，特别是很少遭受性别歧视的女性，也是这样认为的。

妮可尔无疑从中得到了教训。

当她的父亲因心脏病去世时，她是一家石油产品出口公司的雇员。

她辞了职，接管了她家在圣大卫县160英亩的果园。

她第一天出现在果园时，一名工人称她第14 / 16页为“亲爱的”。

“他是想试探我。

我气得发抖，”现年34岁的妮可尔说。

综合英语教程(第三版)BOOK2-课文译文 07.第七单元

第七单元TEXT英国乡间也许只是由于这个岛国的自然地势，绝大多数英国人感到生活在低地比生活在高地要舒适得多。

人们心中常有的英国乡村是在谷地里，从山上可以俯瞰它的全貌，房子簇拥在古老的教堂周围；同样，这个国家的人们对农场的普遍概念也是山谷地里宽敞的家园，绿树成荫。

广阔的田野延伸开去，就像张开的手掌接受普照的阳光，不远处还有潺潺的河流。

在英格兰，总有小河在不远处流淌；尽管说按照欧洲大陆的标准，我们的河流多半很小而且不重要，但也许正因为如此，人们对它们更感到亲切、热爱。

当然，它们不像莱茵河、多瑙河、伏尔加河那样，有许多民族的歌曲为之传唱，但至少它们能供男孩们洗澡，直至今天还能让农夫偶然在里面抓到鲑鱼，在这儿可以打捞水田芥，种柳枝编篮子。

虽说那些曾经靠他们而转动的磨坊水车轮如今已沉寂且塞满水草，人们仍旧在夏日的傍晚在拦河坝上探出身去观望燕子在桥下掠过清澈的河水。

这些河流不管是多么不重要，却在极不经意地而又令人心旷神怡地影响着周围居民的生活。

有一段时间我住在科茨沃尔兹西沿的一个农舍里。

我的花园前面的草场，春天就是一个长满黄花九轮草的花园，夏天则布满了对叶兰，而在青草被刈割之后兰花就也纷纷倒下。

草场一直向下延伸到塞文河谷。

站在家门口，越过低地的果园和牧场，我可以望一边延伸到莫尔文山，另一边到威尔士山脉的果园牧场。

远处那蓝色的山脊可能不时为云雾所遮盖，但很少有一天会看不清楚那小河流向宽阔、多泥的河口。

年复一年，塞文河已成为我驰目的景色的一部分，它甚至已成为我意识的一部分。

（吕睿中译, 胡一宁审校）READ MORE乡村生活人们会激动地说：“哦，你真有福气，住在巴斯，它是个美丽而又可爱的历史之地。

”然而你所能想起来的只有那糟糕的停车场，拥挤的旅游人，昂贵的商店，狭隘偏执的市议会，还有那糟糕的交通…幸运的是我并不住在巴斯，而是住在差不多10英里开外的埃文河谷里一个名叫林普利·斯托克的小村。

如今，在城里工作的专业人员宁愿选择住在乡村，人们认为这种现象很平常了。

新视野大学英语2Unit7课文翻译（2）

新视野⼤学英语2Unit7课⽂翻译（2）新视野⼤学英语2Unit 7课⽂翻译新视野⼤学英语2Unit 7课⽂翻译【篇2】努⼒⼯作和⼯作狂之间有很⼤的区别。

努⼒⼯作是指⼯作有条有理、精⼒集中，完成许多⼯作，知道何时歇⼿，知道除了⼯作还有⽣活。

⽽⼯作狂常常是缺乏条理，总在寻找理由想做得更多些，没有⼯作可做时就感到不知所措，想通过⼯作来躲避问题。

他们不知道怎样或何时放松⼀下，经常把办公室⾥的活⼉带回家⾥去做，不善于和同事及家⼈交流沟通，⽣活作息不平衡，单调乏味。

⼯作狂，就像那些⽼是醉醺醺的⼈⼀样，有⼀种⽆法摆脱的.习惯，这种习惯通常被定义为不顾消极后果的强迫性⾏为。

他们有时是被⾃⼰的⼯作信念、⼯作狂的⾏为模范以及⼀种⾃动认可⼯作狂的⼯作⽅式所逼⽽养成了这种习惯的。

⼤多数雇主尽管⼝头上说得很漂亮(“⽣活作息保持平衡的雇员是效率⾼的雇员”)，可他们需要的是忠⼼耿耿的、愿意加班的雇员，并⽤⾼薪和更多的福利来奖励他们。

在许多公司⾥，不愿意开夜车的职⼯处境岌岌可危。

他们只在正常时间内⼯作就肯定是在拿⾃⼰的饭碗冒险。

美国⼈往往会陷⼊⼀种由商⼈们所推动的⼯作然后花钱消费的模式之中，这种模式引诱他们抬⾼⾃⼰的期望值。

根据某些⼼理顾问的观点，迷恋⼯作对我们来说既是好事，⼜是坏事。

它可以激发⼀种⾃我价值和成就感，⽽且我们还能因此得到报酬和表扬，这会给我们带来我们不⼀定能从⽣活的其他⽅⾯获得的良好感觉。

⼯作狂⾃⽯器时代起就成了⼀个很明显的问题了──每当有⼈试图通过⼯作来逃避他们⽣活中的某些⽅⾯时，这个问题就出现了。

我们的⽗母和祖辈们⼯作都很努⼒，但是他们的劳动基本上是体⼒劳动。

⽽我们的⼯作则压⼒更⼤，尤其是在当今竞争⽇趋激烈、公司规模⽇趋缩⼩的时代。

由于经济形势暗淡，公司不断裁员，雇员担⼼失去⼯作，因此他们⼯作时间更长。

与过去相⽐，我们更经常地⾏驶在快车道上。

⼼理咨询顾问已经注意到了三种类型的⼯作狂： ●精⼒充沛、需要释放的⼈。

(完整版)第三版新视野大学英语第二册课文翻译

Unit 1An impressive English lesson1 If I am the only parent who still corrects his child's English, then perhaps my son is right. To him, I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to.2 I think I got serious about this only recently when I ran into one of my former students, fresh from an excursion to Europe. "How was it?" I asked, full of earnest anticipation.3 She nodded three or four times, searched the heavens for the right words, and then exclaimed, "It was, like, whoa!"4 And that was it. The civilization of Greece and the glory of Roman architecture were captured in a condensed non-statement. My student's "whoa!" was exceeded only by my head-shaking distress.5 There are many different stories about the downturn in the proper use of English. Surely students should be able to distinguish between their/there/they're or the distinctive difference between complimentary and complementary. They unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.6 Students are not dumb, but they are being misled everywhere they look and listen. For example, signs in grocery stores point them to the stationary, even though the actual stationery items — pads, albums and notebooks —are not nailed down. Friends and loved ones often proclaim they've just ate when, in fact, they've just eaten. Therefore, it doesn't make any sense to criticize our students.7 Blame for the scandal of this language deficit should be thrust upon our schools, which should be setting high standards of English language proficiency. Instead, they only teach a little grammar and even less advanced vocabulary. Moreover, the younger teachers themselves evidently have little knowledge of these vital structures of language because they also went without exposure to them. Schools fail to adequately teach the essential framework of language, accurate grammar and proper vocabulary, while they should take the responsibility of pushing the young onto the path of competent communication.8 Since grammar is boring to most of the young students, I think that it must be handled delicately, step by step. The chance came when one day I was driving with my son. As we set out on our trip, he noticed a bird in jerky flight and said, "It's flying so unsteady." I carefully asked, "My son, how is the bird flying?" "What's wrong? Did I say anything incorrectly?" He got lost. "Great! You said incorrectly instead of incorrect. We use adverbs to describe verbs. Therefore, it's flying so unsteadily but not so unsteady."9 Curious about my correction, he asked me what an adverb was. Slowly, I said, "It's a word that tells you something about a verb." It led to his asking me what a verb was. I explained, "Verbs are action words; for example, Dad drives the truck. Drive is the verb because it's the thing Dad is doing."10 He became attracted to the idea of action words, so we listed a few more: fly, swim, dive, run. Then, out of his own curiosity, he asked me if other words had names for their use and functions. This led to a discussion of nouns, adjectives, and articles. Within the span of a 10-minute drive, he had learned from scratch to the major parts of speech in asentence. It was painless learning and great fun!11 Perhaps, language should be looked upon as a road map and a valuable possession: often study the road map (check grammar) and tune up the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car.12 The road map provides the framework and guidance you need for your trip, but it won't tell you exactly what trees or flowers you will see, what kind of people you will encounter, or what types of feelings you will be experiencing on your journey. Here, the vocabulary makes the journey's true colors come alive! A good vocabulary enables you to enjoy whatever you see as you drive along. Equipped with grammar and a good vocabulary, you have flexibility and excellent control. While the road map guides your journey to your destination, an excellent vehicle helps you to fully enjoy all of the sights, sounds and experiences along the way.13 Effective, precise, and beneficial communication depends upon grammar and a good vocabulary, the two essential assets for students, but they are not being taught in schools.14 Just this morning, my son and I were eating breakfast when I attempted to add milk to my tea. "Dad," he said, "If I were you, I wouldn't do that. It's sour."15 "Oh my!" I said, swelling with pride toward my son, "That's a grammatically perfect sentence. You used were instead of was."16 "I know, I know," he said with a long agreeable sigh. "It's the subjunctive mood."17 I was, like, whoa!Translation一堂难忘的英语课1 如果我是唯一一个还在纠正小孩英语的家长，那么我儿子也许是对的。