外教社大学英语精读第三册unit3原文+翻译+课后翻译
大学英语精读3课文(第三版)_中英文对照
Text Book 3Unit 1TextA young man finds that strolling along the streets without an obvious purpose can lead to trouble with the law. One misunderstanding leads to another until eventually he must appear in court for trial……一个青年发现，在大街上毫无明显目的地游逛会招致警方的责罚。
误会一个接一个发生，最终他只得出庭受审……A Brush with the Law与警察的一场小冲突I have only once been in trouble with the law. 我平生只有一次跟警方发生纠葛。
The whole process of being arrested and taken to court was a rather unpleasant experience at the time, but it makes a good story now. 被捕和出庭的整个过程在当时是一件非常不愉快的事，但现在倒成了一篇很好的故事。
What makes it rather disturbing was the arbitrary circumstances both of my arrest and my subsequent fate in court. 这次经历令人可恼之处在于围绕着我的被捕以及随后庭上审讯而出现的种种武断专横的情况。
It happened in February about twelve years ago. 事情发生在大约12年前，其时正是2月。
I had left school a couple of months before that and was not due to go to university until the following October. 几个月前我中学毕业了，但上大学要等到10月。
大学英语精读3课后翻译
UNIT 11.讲话人〔 spokesman〕明确表示总统在任何状况下都不会撤消〔 The spokesman made it clear that the President would not cancel〕此次旅游。
cancel the trip under anycircumstances.2.杰克对书架上那些书一本也不认识，因此他的选择是很任意的。
Jack didn't know anything about any of the books on the bookshelf, so his choice wasquite arbitrary.3.随后发生的那些事件再次证了然我的猜忌〔suspicions〕是对的。
(Confirm)The subsequent events confirmed my suspicions once again.4.我以为我们应当鼓舞中学生在暑期找暂时工作。
I think we should encourage high school students to find temporary jobs / employmentduring their summer holidays.5.令我们惊讶的是，这位常被赞为十分正直的州长〔governor〕居然是个赃官〔corrupt official〕。
To our surprise, the governor who had often been praised for his honesty turned out to bea corrupt official.6.少量工人获取提高〔be promoted〕，与此同时却有数百名工人被辞退。
A few workers were promoted, but meanwhile hundreds of workers were dismissed.7.假如有机遇，约翰或许已成为一位优异的画家了。
大学英语第三册UNIT3全文翻译对照
The land of the lock1. Years ago in American, it was customary for families to leave their doors unlocked, day and night. In this essay, Greene regrets that people can no longer trust each other and have to resort to elaborate security system to protect themselves and their the author is writing his opinion, he uses many examples to reinforce his ideas and to prove his thesis. 几年前在美国，许多美国家庭的门通常都是日夜不上锁的。
在本文中，格林遗憾地指出人们已经不再彼此信任，不得不求助于各种复杂的安全设备来保护自身及其贵重物品。
作者在提出自己观点的同时，举出了大量的事例来证实和强调自己的观点；2. In the house where i grow up, it was our custom to leave the front door on the latch at night. I don't know if that was a local term or if is universal;"on the latch"meant the door was closed but not locked . None of us carried keys the last one in for the evening would close up,and that was it. 在我长大成人的家里，我们的习惯是晚上把前门闩上。
大学英语精读第三册123456单元课文翻译
Unit 1一个年轻人发现，在街上漫无目的的闲逛也会带来涉及法律上的麻烦。
一种误解导致另一种误解，直到最终他必须在法庭上接受审判…….法律小冲突我平生只有一次陷入与法律的冲突。
被捕与被带上法庭的整个经过在当时是一种令人极不愉快的经历，但现在这却成为一个好故事的素材。
尤其令人恼怒的是我被捕及随后在法庭上受审期间的种种武断情形。
事情发生在十二年前的二月，那是我中学毕业已经几个月了，但是要等到十月份才能上大学，所以当时我仍在家中。
一天上午，我来到离我住地不远的伦敦郊区的里士满，那是我正在找一份临时的工作，一边攒些钱去旅游。
由于天体晴朗，有没有什么急事，我便悠然自得的看看窗店橱窗，逛逛公园，有时干脆停下来四处观望。
一定是这种显然无所事事的样子使我倒了霉。
事情发生在十一点半左右，当我在当地图书馆谋之未成，刚从那里出来，就看见一个人从马路对面走过来，显然是想跟我说话。
我愿意为他是要问我时间。
想不到他说他是警察，要逮捕我。
开始我还以为这是个玩笑。
但紧接着又来了一个穿着警服的警察，这下我无可置疑了。
“为什么抓我？”我问。
“四处游荡，有作案嫌疑，”他说。
“做什么案？”我又问。
“偷东西，”他说。
“偷什么”我追问。
“牛奶瓶”他说，表情极端严肃。
“噢，”事情是这样的，这一带经常发生小偷小摸的案件，尤其是从门前台阶上偷走牛奶瓶。
接着，我犯了个大错误，那是我才十九岁，留着一头乱蓬蓬的长发，自以为是六十年代“青年反主流文化”的一员。
因此，我想对此表现出一副冷漠，满不在乎的态度，于是用一种很随便的无所谓的腔调说：“你们跟我多久了？”这样一来，我在他们眼里，我是惯于此种情形的，这又使他们确信我是一个彻头彻尾的坏蛋。
几分钟后来了一辆警车。
“坐到后面去，”他们说：“把手放在椅背上，不许乱动。
”他俩分别坐在我的左右，这下可不是闹着玩的了。
在警察局，他们审问了我好几个小时。
我继续装着老于世故，对此种事习以为常的样子。
当他们问我一直在干什么事时，我告诉他们我在找工作。
大学英语第三册UNIT3全文翻译对照
The land of the lock1. Years ago in American, it was customary for families to leave their doors unlocked, day and night. In this essay, Greene regrets that people can no longer trust each other and have to resort to elaborate security system to protect themselves and their valuables.Although the author is writing his opinion, he uses many examples to reinforce his ideas and to prove his thesis.几年前在美国，许多美国家庭的门通常都是日夜不上锁的。
在本文中，格林遗憾地指出人们已经不再彼此信任，不得不求助于各种复杂的安全设备来保护自身及其贵重物品。
作者在提出自己观点的同时，举出了大量的事例来证实和强调自己的观点；2. In the house where i grow up, it was our custom to leave the front door on the latch at night. I don't know if that was a local term or if is universal;"on the latch"meant the door was closed but not locked . None of us carried keys the last one in for the evening would close up,and that was it. 在我长大成人的家里，我们的习惯是晚上把前门闩上。
大学英语精读-Unit3-课后练习答案译文-keystoAR1
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7. If someone affirmed something, did they (a) show they respect and approve of it, or (b) not respect or approve of it?
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4. Is a radical idea (a) traditional and widely accepted , or (b) new and different?
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Dealing with unfamiliar words
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Dealing with unfamiliar words
Answer the questions about the words and expressions. 1. If you thwart something, do you (a) stop it, or (b) encourage it? 2. If there is a dearth of something, is there (a) a lot of it, or (b) not enough? 3. Does unmitigated encouragement suggest (a) complete positive,
大学英语精读：第三册UNIT3
Every 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 I TeachPeter G. Beidler 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. NEW WORDS administrative a. of the management of affairs ⾏政的，管理的 administration n. 管理（部门），⾏政（机关） puzzle vt. fill with doubt and confusion 使迷惑 step （-） up n. promotion; increase in size, speed, etc. mechanic n. skilled workman, esp. one who uses or repairs machines and tools 机械⼯；机修⼯ sweaty a. covered with sweat, sweating palm a. ⼿掌 profession n. occupation, esp. one requiring special training, such as law, medicine, or teaching convince vt. make （sb.） feel certain; cause （sb.） to realize compel vt. force （sb. or sth. to do sth.） pace n. rate or speed of development, or in walking, etc. 速度；步速 calendar n. ⽇程表，⽇历 opportunity n. favourable occasion or chance reflection n. careful thinking; consideration 深思；考虑 reflect vi. stimulate vt. encourage; excite 刺激；激励 freshman n. student in his first year at a college or university failure n. a person, attempt, or thing that fails; lack of success ivory n. 象⽛ ivory tower n. place or condition of retreat from the world of action into a world of ideas and dreams 象⽛塔 self-reliance n. ability to do things and make decisions by oneself 依靠⾃⼰；⾃⼒更⽣ reliance n. trust, confidence; dependence 信赖；信⼼；依靠 technological a. of or related to technology 技术的 corporation n. （AmE）有限公司 run-down a. old and broken or in bad condition renovate vt. restore （old buildings, oil paintings, etc.） to a former, better state 修复，修整 semester n. （AmE） either of the two periods into which a school year is divided; term 学期 repay。
大学英语精读第三版第三册课文翻译介绍
Unit 1与法律的一次小矛盾一个年青人发现，在街上漫无目的的闲逛也会带来波及法律上的麻烦。
一种误解致使另一种误会，直到最后他一定在法庭上接受审讯.法律小矛盾我一生只有一次堕入与法律的矛盾。
被捕与被带上法庭的整个经过在当时是一种令人极不快乐的经历，但此刻这却成为一个好故事的素材。
特别令人愤慨的是我被捕及随后在法庭上受审时期的各种果断情况。
事情发生在十二年前的二月，那是我中学毕业已经几个月了，但是要等到十月份才能上大学，所以当时我仍在家中。
一天上午，我到达离我住地不远的伦敦郊区的里士满，那是我正在找一份暂时的工作，一边攒些钱去旅行。
因为天体明朗，有没有什么急事，我便安闲自得的看看窗店橱窗，走走公园，有时干脆停下来四周观看。
必定是这类明显无所作为的样子使我倒了霉。
事情发生在十一点半左右，当我在当地图书室谋之未成，刚从那边出来，就看见一个人从马路对面走过来，明显是想跟我说话。
我愿意为他是要问我时间。
想不到他说他是警察，要拘捕我。
开始我还认为这是个玩笑。
但紧接着又来了一个衣着警服的警察，这下我不容置疑了。
“为何抓我？”我问。
“四周游荡，有作案嫌疑，”他说。
“做什么案？”我又问。
“偷东西，”他说。
“偷什么”我追问。
“牛奶瓶”他说，表情极端严肃。
“噢，”事情是这样的，这一带常常发生小偷小摸的案件，特别是从门前台阶上偷走牛奶瓶。
接着，我犯了个大错误，那是我才十九岁，留着一头乱蓬蓬的长发，自认为是六十年月“青年反主流文化”的一员。
所以，我想对此表现出一副冷淡，毫不在意的态度，于是用一种很随意的无所谓的声调说：“你们跟我多久了？”这样一来，我在他们眼里，我是惯于此种情况的，这又使他们确信我是一个彻头彻底的坏蛋。
几分钟以后了一辆警车。
“坐到后边去，”他们说：“把手放在椅背上，不准乱动。
”他俩分别坐在我的左右，这下可不是闹着玩的了。
在警察局，他们审讯了我好几个小时。
我连续装着老于世故，对此种事习以为常的样子。
当他们问我向来在干什么事时，我告诉他们我在找工作。
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Unit 3一、课文Every teacher probably asks himself time and again: Why am I a teacher? Do the rewards of teaching outweigh the trying moments? Answering these questions is not a simple task. Let's see what the author says.也许每位教师都一再问过自己：为什么选择教书作为自己的职业？教书得到的回报是否使老师的烦恼显得不值得多谈？回答这些问题并非易事。
让我们看看本文的作者说了些什么。
Why I TeachPeter G. BeidlerWhy 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.我为什么当教师彼得·G·贝德勒你为什么要教书呢? 当我告诉一位朋友我不想谋求行政职务时，他便向我提出这一问题。
所有美国人受的教育是长大成人后应该追求金钱和权力，而我却偏偏不要明明是朝这个目标“迈进”的工作，他为之大惑不解。
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.当然，我之所以教书不是因为我觉得教书轻松。
我做过各种各样的工作，籍以谋生：机修工、木工、作家，教书是其中最难的一行。
对我来说，教书是个会令人熬红眼睛、手掌出汗、精神沮丧的职业。
说熬红眼睛，这是因为我晚上无论备课备到多晚，总觉得备得还不充分。
说手掌出汗，这是因为我跨进教室之前总是非常紧张，自认为学生一定会发觉原来我是个傻瓜蛋。
说精神沮丧，这是因为我1小时后走出教室时，确信这堂课上得比平常还要平淡无味。
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!我之所以教书，也不是因为我认为自己能够解答问题，或者因为我有满腹学问，觉得非与别人分享不可。
有时我感到很惊异，学生竟真的把我课上讲的东西做了笔记!Why, then, do I teach?这样说来，我为什么还要教书呢?I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research, and writing.我教书，是因为我喜爱校历的步调。
6月、7月和8月提供了一个供思考、研究和创作的机会。
I teach because teaching is a profession built on change. When the material is the same, I change — and, more important, my students change.我教书，是因为教学是建立在“变”这一基础上的职业。
教材还是原来的教材，但我自身却变了--更重要的是，我的学生变了。
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.我教书，是因为我喜欢有让自己犯错误的自由，有让自己吸取教训的自由，有激励自己和激励学生的自由。
作为教师，我可以自行做主。
如果我想要求一年级学生通过自行编写课本的办法来学习写作，谁能说我不可以那样做呢? 这样的课程也许会彻底失败，但我们都可以从失败的尝试中获得教益。
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.我教书，是因为我喜欢向学生提出必须绞尽脑汁才能回答的问题。
我们这个世界有无穷无尽的正确答案来对付拙劣的问题。
何况我在教学过程中有时也会想到一些出色的问题。
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.我教书，是因为我喜欢想方设法使自己和我的学生从象牙塔里走出来，步入现实世界。
我曾经开过一门叫做“在工业技术社会里如何自力更生”的课程。
我教的15位学生读了爱默生、梭洛和赫胥黎的作品，记了日记，还写了学期论文。
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 sold the house, repaid our loan, paid our taxes, and distributed the profits among the group.但除此而外，我们还办起一个公司，借钱买下一所破旧的房屋，通过对这一建筑物的整修翻新，我们就自力更生这一课题进行了一次实践活动。
在期末我们把房子卖掉，还清贷款，缴了税，余下的收益分给了参加实践的学生。
So teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning.所以说，教学使我的工作进程有了规律，使我的生活变得丰富多彩，教学向我提出了挑战，也给了我不断学习的机会。
I have left out, however, the most important reasons why I teach.不过，我要教书的最重要的几个原因还没有讲到呢。
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.其中一个原因与维基有关。
维基是我的第一个博士生。
她精力充沛，孜孜不倦地撰写她那篇论述14世纪一位不知名诗人的学位论文。
她写过一些文章，寄给了学术刊物。