大学英语精读3inmyday资料
大学英语精读第三册英语课文翻译
Uint 5A mother and her son learn more from a moment of defeat than they ever could from a victory. Her example of never giving up gives him courage for the rest of his life.从失败的一刻中，母亲和儿子收获了他们从成功中不曾收获到的。
母亲永不放弃的精神给他此后的人生以很大的勇气Coming home from school that dark winter's day so long ago, I was filled with anticipation.I had a new issue of my favorite sports magazine tucked under my arm, and the house to myself. Dad was at work, my sister was away, and Mother wouldn't be home from her new job for an hour. I bounded up the steps, burst into the living room and flipped on a light. 在很久以前一个昏暗的冬天，我放学回家，心中充满了期待。
我腋下夹着一期新的我最爱看的体育杂志，再者，家里没有别人打扰我。
爸爸在上班，妹妹不在家。
妈妈刚找到新工作，还得过一个小时才下班。
我跳上台阶，冲进起居室，啪嗒一声打开电灯。
I was shocked into stillness by what I saw. Mother, pulled into a tight ball with her facein her hands, sat at the far end of the couch.She was crying. I had never seen her cry.我被眼前的景象惊呆了。
资料：现代大学英语精读3课后答案Unit9
Lesson NineMore Work on the Text II Vocabulary1. 1) to peel the potatoes 2) to decorate the rooms3) to lift her veil 4) to unbutton the collar5) to loathe the weather 6) to haunt my memory7) to draw a deep breath 8) to make a grimace9) to give a hint 10) not to breathe a wordll) to stretch one's neck 12) to unfold the map13) to float on the river 14)to plead with her15) to prick up one's ears 16)to ripple in the breeze17) to hover over the trees 18) to lay down the apple 2. 1) hate/loathe 2) unreasonable/absurd/ridiculous 3) unsettled4) learned/well-educated/knowledgeable 5) unfolded/opened6) tragic/sad 7) vague/unclear 8) melancholy9) discontent/dissatisfied/resentful 10) sophisticated/artful/crafty 3．1-5) at, of, out of, up/to, up；6-10) to, with, for, for, up；11-15) out/to/at, out, up, in, on4. l) They all stretched their necks to see what was happening.2) The desert stretches for nearly a hundred miles.3) Take a break. Go and stretch yourself a bit.4) In front of her was a beautiful stretch of open land.5)He simply loves to hear his own voice. Often he talks for hours at a stretch.6) If you go beyond that limit the economy will collapse.7) One glance at the damaged car, and he knew that it was beyond repair.8) She was then in a terrible fix. She could neither bear him nor leave him.9) If you still can't fix it this time, you will have to bear the consequences.10) He swung his stick at the tiger with all his strength. But the stick snapped and the tiger was unharmed. In his panic, he had hit the tree nearby.11) He only stayed long enough to snap a few pictures.12) "It is none of your business," he snapped.13) He snapped his briefcase to, stood up and said, "Then there's nothing more to be said.”14) He became very curious and began to take the computer apart.15) The two switch knives looked very much alike. The jurors could not tell them apart.16) When the accident happened I was standing only a few meters apart from the car.5. B, B/D, A, D, B, B, C, D6. 1)孩子们，规矩点，别乱来。
大学英语精读第三册全部翻译
大学英语精读第三册全部翻译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。
大学英语精读第三册翻译
1. Large-scale studies are needed to confirm the encouraging results we have obtained so far.需要大规模的研究来证实我们迄今取得的令人鼓舞的结果。
2. Dr.Smith is starting the first training program himself, and his methods of teaching will be used in all subsequent training programs.Dr.Smith开始第一个训练计划他自己，他的教学方法等，将在所有后续培训课程中使用。
3. Whoever disobeys the company’s safety regulations shall be dismissed on the spot.凡违反公司的安全规章应当当场解雇。
4. This is a very formal occasion.It is not appropriate to wear casual pants or skirts.这是一个非常正式的场合,不适合穿休闲裤或裙子.5. All the questions the police asked revolved around what she had been doing on the night of the robbery.警察问的所有问题都围绕着她晚上抢劫的事情。
6. The noise turned out to be just the dogs figting for a bone in the courtyard.噪音竟然是刚刚在院子里跟骨头打架的狗那里传来的。
7. Our system has been designed to give the user quick and easy access to the required information,我们的系统已经被设计为让用户快速方便地访问到所需的信息。
大学英语精读u3课后完整答案资料
Verbs excite 使兴奋
disappoint 使失望
IV. Enriching your word power
Nouns
Adj. &Pp.
Adv.
excitement 欣喜，兴奋
disappointment 失望
e) The news of victory _e_x_c_it_e_d____ everybody. f) What are you so _e_x_c_i_te_d____ about?
with cold.
3.Fill in the blanks
13. After much thought, we ___r_e_l_u_c__t_a_n__t_ly_ agreed to let him
go.
14. To the old lady’s great _d__i_s_a_p__p_o__in__t_m__e, nt
IV. Enriching your word power
2.后缀-en加在一些形容词后面可以构成动词，表示 使…..变成，变得 1) The river __b_r_o_a_d_e_n_s_____ at its mouth where it meets
the sea. (broad) 2) His interests _w__id_e_n_e_d_______ as he grew up. (wide) 3) We must _q__u_ic_k_e_n_______ our steps if we don’t want
e of the First World War. 11. The old lady likes to be alone, and only goes out on very _
最新英语专升本 大学英语精读3答案名师资料合集
大学英语精读3P14 句型句型Model: ( It turned out that)It so happened that there had been a lot of petty thefts in the area.It turned out that there had been a lot of petty thefts in the area.petty thefts 小的不足道的盗窃It turned out that 结果表明结果证实1.It so happened that his methods didn’t work at all.It turned out that his methods didn’t work at all.methods方法，方式；研究方法（method的复数）4.The experiment turned out to be much more difficult than they had supposedIt turned out that the experiment was much more difficult than they had supposed. experiment实验，试验；尝试英[ɪk'sperɪm(ə)nt; ek-]supposed 假定的；想象上的turned out 结果是Don’t ....becauseModel1 I teach not because teaching is esay for me.I don’t teach because teaching is easy for me.1.I left college not because I was tired of learning.I didn’t leave college because I was tired of learning.2 We set up the corporation not merely because we wanted to make profits.We didn’t set up the corporation merely because we wanted to make profits.3.John married Alice not because she was rich ,nor because she was pretty.John didn’t married Alice because she was rich or because she was pretty. convinced that I was even more boring than usual不知道哪里的。
大学英语精读第3册_课文及课后答案
UNIT 1课文翻译一位青年男子发现,漫无目的的逛街也会惹官司。
误会一场接一场，直到最终他必须出庭受审……法律小冲突我平生就一次陷入法律困境。
当时被捕并被传上法院的全过程是件相当不愉快的经历，但现在可用此编个好故事。
让人非常烦恼的是我被抓和接着在法庭的命运中那些主观武断的情景。
此事大约发生在十二年前的二月份。
那里我已中学毕业了几个月，并要等到该年十月份才能上大学。
那段时间，我仍住在家中。
一天早晨，我去了里士满，那是离我的地址不远的伦敦郊区。
我正在找一份临时工作以便攒点钱去旅行。
由于天气晴朗，且无急事，我便悠闲自得地看看商店橱窗，逛逛公园，甚至有时只是呆站着到处观望。
很可能是这种明显的无所事事的样子导致了我的不幸。
事情发生的时间是大约十一点半。
我正从地方图书馆走出来，本想在那里找一份工作而一无所获。
此时看到一位男士从街对面走来，显然打算和我讲话。
我猜想他是向我问时间。
然而，他说他是警官并要逮捕我。
起初，我想这是在开玩笑，但接着又来了一位警察，并穿着警服。
我便深信不疑了。
“但为什么呢？”我问。
“到处遛达，有作案嫌疑。
”他说。
“作什么案？”我问。
“偷窃，”他说。
“偷什么？”我问。
“牛奶瓶，”他说，还做出非常严肃的样子！“噢，”我说。
事情的缘由是那一带有许多小窃贼，特别是有从门前台阶上盗奶瓶的小偷。
接着，我犯了一个大错误。
那时我正十九岁，头发长而蓬乱，并把自己当作六十年代“逆文化年轻人”的一员。
因此，我装着一副冷漠的毫不在乎的样子。
所以我说“你们跟踪我多久啦？”说话的腔调尽量装出无所谓有样子，就象随便谈话一样。
于是在他们看来我是十分熟悉此类事情，这使他们更加坚信我彻头彻尾是个名声不好的人。
几分钟后，一辆警车来了。
“坐到后排去，”他们说：“把手放在前排椅背上，不要挪动。
”他俩坐在我的两边。
这倒不是开玩笑的。
在警察局他们审问了我几个小时。
我继续尽力做出深谙世故并对此事习以为常的样子。
当他们问我一直在干什么时，我告诉他们我一直在找工作。
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3册 第3课 课文翻译及课后答案
大学英语精读第3册第3课课文翻译及课后答案Unit 3我为什么当老师你为什么要教书呢？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，而我却偏偏不选择明明是朝这个目标“迈进”的工作，他们对此感到迷惑不解。
当然，我之所以教书并不是因为我觉得教书轻松。
我做过各种各样的工作借以谋生：机修工、木工、作家，教书可是其中最难的一行。
对我来说，教书是个会令人熬红眼睛、掌心出汗、精神沮丧的职业。
说熬红眼睛,这是因为我晚上不管备课到多晚,总觉得准备得还不充分。
说掌心出汗，是因为我跨进教室之前总是非常紧张，自信学生一定会发觉我其实是个傻瓜笨蛋。
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。
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，非与别人分享不可。
有时我感到很吃惊，学生竟真的把我课上讲的东西做了笔记！这样说来，我为什么还要教书呢？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。
我教书，是因为教学是建立在“变化”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。
我教书，是因为我喜欢有让自己犯错误的自由，有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的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。
我教书，是因为我喜欢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。
何况我在教学过程有时也会想到一些出色的问题。
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，进入现实世界。
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、梭罗和赫胥黎的作品，记了日记，还写了学期论文。
unit 3大学英语精读3
2) convince: v. cause sb. to believe; persuade 使相 信，说服
pattern
convince sb. of sth. convince sb. that convince sb. to do
S
你的话使我相信他是清白的。
I’m convinced of his innocence by your argument. I’m convinced that he is innocent.
5. __________________________________________________________ the opportunity to teach his students to play their roles in the real world
6. __________________________________________________________ the opportunity to share with his students the happiness of their success
5. I teach because teaching is a profession built on
change. build on / upon: base on; use as a base for further development
S
They drew the conclusion by building on their own research work 根 ___________________________________.(
III. Language
points