新視野英語第二冊課文翻譯

　　如果您想要新視野英語第二冊課文翻譯，來這里就對了，下面已經(jīng)整理好了以下翻譯資料，希望對您有幫助~

　　Unit 1

　　An impressive English lesson

　　1 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 a sentence. 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

　　一堂難忘的英語課

　　1 如果我是唯一一個還在糾正小孩英語的家長，那么我兒子也許是對的。 對他而言，我是一個乏味的怪物：一個他不得不聽其教誨的父親，一個還沉湎于語法規(guī)則的人，對此我兒子似乎頗為反感。

　　2 我覺得我是在最近偶遇我以前的一位學(xué)生時，才開始對這個問題認(rèn)真起來的。這個學(xué)生剛從歐洲旅游回來。我滿懷著誠摯期待問她：“歐洲之行如何？”

　　3 她點了三四下頭，絞盡腦汁，苦苦尋找恰當(dāng)?shù)脑~語，然后驚呼：“真是，哇！”

　　4 沒了。 所有希臘文明和羅馬的建筑的輝煌居然囊括于一個濃縮的、不完整的語句之中！ 我的學(xué)生以“哇！”來表示她的驚嘆，我只能以搖頭表達比之更強烈的憂慮。

　　5 關(guān)于正確使用英語能力下降的問題，有許多不同的故事。 學(xué)生的確本應(yīng)該能夠區(qū)分諸如their/there/they're之間的不同，或區(qū)別complimentary 跟complementary之間顯而易見的差異。 由于這些知識缺陷，他們承受著大部分不該承受的批評和指責(zé)，因為輿論認(rèn)為他們應(yīng)該學(xué)得更好。

　　6 學(xué)生并不笨，他們只是被周圍所看到和聽到的語言誤導(dǎo)了。 舉例來說，雜貨店的指示牌會把他們引向stationary（靜止處），雖然便箋本、相冊、和筆記本等真正的stationery（文具用品）并沒有被釘在那兒。朋友和親人常宣稱 They've just ate。實際上，他們應(yīng)該說 They've just eaten。 因此，批評學(xué)生不合乎情理。

　　7 對這種缺乏語言功底而引起的負(fù)面指責(zé)應(yīng)歸咎于我們的學(xué)校。學(xué)校應(yīng)對英語熟練程度制定出更高的標(biāo)準(zhǔn)。 可相反，學(xué)校只教零星的語法，高級詞匯更是少之又少。還有就是，學(xué)校的年輕教師顯然缺乏這些重要的語言結(jié)構(gòu)方面的知識，因為他們過去也沒接觸過。 學(xué)校有責(zé)任教會年輕人進行有效的語言溝通，可他們并沒把語言的基本框架——準(zhǔn)確的語法和恰當(dāng)?shù)脑~匯——充分地傳授給學(xué)生。

　　8 因為語法對大多數(shù)年輕學(xué)生而言枯燥且乏味，所以我覺得講授語法得一步一步、注重技巧地進行。 有一天機會來了。我跟兒子開車外出。 我們出發(fā)時，他看到一只小鳥飛得很不穩(wěn)，就說：“它飛的不穩(wěn)?！保↖t's flying so unsteady.） 我小心翼翼地問：“兒子，鳥怎么飛?” “有問題嗎？我說得不對嗎？（Did I say anything incorrectly?）” 他一頭霧水。 “太好了， 你說的是incorrectly而不是incorrect。我們用副詞來描述動詞。所以，要用unsteadily來描述鳥飛 ，而不是unsteady。”

　　9 他對我的糾正很好奇，就問我什么是副詞。 我慢慢解釋道：“副詞是用來修飾動詞的詞?！?這又導(dǎo)致了他詢問我什么是動詞。 我解釋說：“動詞是表示行為的詞，例如：爸爸開卡車?！_’是動詞，因為它是爸爸在做的事?！?/p>

　　10 他開始對表示行為的詞產(chǎn)生興趣，所以我們又羅列了幾個動詞：“飛行”、“游泳”、“跳水”、“跑步”。 然后，他又好奇地問我，其他的詞有沒有說明它們的用法和功能的名稱。 這就引發(fā)了我們對名詞、形容詞和冠詞的討論。 在短短十分鐘的駕駛時間內(nèi)，他從對語法一無所知到學(xué)會了句子中主要詞語的詞性。 這是一次毫無痛苦而又非常有趣的學(xué)習(xí)經(jīng)歷。

　　11 也許，語言應(yīng)該被看成是一張路線圖和一件珍品：我們要常常查看路線圖（核對語法）和調(diào)整汽車的引擎（調(diào)節(jié)詞匯）。 學(xué)好語法和掌握大量的詞匯就好比拿著路線圖在車況良好的車?yán)锺{駛。

　　12 路線圖為你的旅行提供所需的基本路線和路途指南，可是它不會告訴你一路上你究竟會看見什么樹或什么花，你會遇見什么樣的人，或會有什么樣的感受。 這里，詞匯會使你的旅途變得五彩繽紛、栩栩如生。 大量的詞匯讓你享受到開車途中所見的點點滴滴。 借助語法和豐富的詞匯，你就有了靈活性，掌控自如。 路線圖會把你帶到目的地，而一臺好車卻能讓你完全陶醉于旅途的所有景色、聲音及經(jīng)歷之中。

　　13 對學(xué)生來說，有效、準(zhǔn)確且富有成效的溝通技能取決于語法和詞匯這兩大有利條件，可是學(xué)校并沒有教他們這些。

　　14 就在今天早上，我跟兒子吃早飯時，我想把牛奶加入我的茶里。 “爸爸，” 他說，“如果我是你的話，我不會這樣做。牛奶會變酸。（If I were you, I wouldn't do that. It's sour.）”

　　15 “哦，上帝！” 我滿懷著無比的驕傲說道，“這是一句語法完全正確的句子。你用了were而不是was?！?/p>

　　16 “我知道，我知道，”他愉悅地舒了口氣，“這是虛擬語氣！”

　　17 這下輪到我“哇！”了。

　　Unit 2

　　The humanities: Out of date?

　　1 When the going gets tough, the tough take accounting. When the job market worsens, many students calculate they can't major in English or history. They have to study something that boosts their prospects of landing a job.

　　2 The data show that as students have increasingly shouldered the ever-rising cost of tuition, they have defected from the study of the humanities and toward applied science and "hard" skills that they bet will lead to employment. In other words, a college education is more and more seen as a means for economic betterment rather than a means for human betterment. This is a trend that is likely to persist and even accelerate.

　　3 Over the next few years, as labor markets struggle, the humanities will probably continue their long slide in succession. There already has been a nearly 50 percent decline in the portion of liberal arts majors over the past generation, and it is logical to think that the trend is bound to continue or even accelerate. Once the dominant pillars of university life, the humanities now play little roles when students take their college tours. These days, labs are more vivid and compelling than libraries.

　　4 Here, please allow me to stand up for and promote the true value that the humanities add to people's lives. Since ancient times, people have speculated about the mystery of those inner forces that drive some people to greatness and others to self-destruction. This inner drive has been called many things over the centuries. The famous psychologist, Sigmund Freud, called it the "unconscious mind" or, more familiarly, "instinct".

　　5 From the beginning of time, this inner aspect of our being, this drive that can be constructive or destructive, has captured our imagination. The stories of this amazing struggle have formed the basis of cultures the world over. Historians, architects, authors, philosophers and artists have captured the words, images and meanings of this inner struggle in the form of story, music, myth, painting, architecture, sculpture, landscape and traditions. These men and women developed artistic "languages" that help us understand these aspirations and also educate generations. This fertile body of work from ancient times, the very foundation of civilization, forms the basis of study of the humanities.

　　6 Studying the humanities improves our ability to read and write. No matter what we do in life, we will have a huge advantage if we can read complex ideas and understand their meaning. We will have a bright career if we are the person in the office who can write a clear and elegant analysis of those ideas!

　　7 Studying the humanities makes us familiar with the language of emotion and the creative process. In an information economy, many people have the ability to produce a useful product such as a new MP3 player. Yet, very few people have the ability to create a spectacular brand: the iPod. Most importantly, studying the humanities invests us with great insight and self-awareness, there by releasing our creative energy and talent in a positive and constructive manner.

　　8 Perhaps the best argument in favor of the humanities is the scope of possibilities that are widely open to us. Did you know that James Cameron, world-famous director of the movie, Titanic, graduated with a degree in the humanities? So did Sally Ride, the first woman in space. So did actors Bruce Lee, Gwyneth Paltrow, Renee Zellweger and Matt Damon. Dr. Harold Varmus, who won a Nobel Prize for Medicine, studied the humanities. Even Michael Eisner, Chairman of the Disney Company, majored in the humanities. Famous people who studied the humanities make a long list indeed. It's easy to see that the humanities can prepare us for many different careers and jobs we can undertake, whether medicine, business, science or entertainment. If we study only mathematics, it's likely we will be a candidate only for jobs as a mathematician. If we include studying the humanities, we can make breakthroughs on many barriers and are limited only by our effort and imagination.

　　9 Of course, nowadays, if we study the humanities alone, we are liable to miss many opportunities. Each one of us needs to become as technically and professionally skilled as possible to help meet the needs of modern life. In fact, increasingly a pairing of technical knowledge and inner insight is seen as the ideal in the establishment of a career. If I were the Dean of Admissions at a medical school and two people applied to our school, both having the required basic scientific courses, one a philosophy major and the other solely a pre-med student, the philosophy applicant would be chosen.

　　10 In summary, the humanities help to create well-rounded human beings with insight and understanding of the passions, hopes and dreams common to all humanity. The humanities, the ancient timeless reservoir of knowledge, teach us to see things differently and broaden our horizons. They are as useful and relevant in our modern age as they have always been. Doesn't it make sense to spend some time in the company of the humanities, our outstanding and remarkable treasure of knowledge? Who knows how famous YOU might become!

　　Translation

　　人文學(xué)科：過時了嗎？

　　1 當(dāng)形勢變得困難時，強者會去選學(xué)會計。 當(dāng)就業(yè)市場惡化時，許多學(xué)生估算著他們不能再主修英語或歷史。他們得學(xué)一些能改善他們就業(yè)前景的東西。

　　2 數(shù)據(jù)顯示，隨著學(xué)生肩負(fù)的學(xué)費不斷增加，他們已從學(xué)習(xí)人文學(xué)科轉(zhuǎn)向他們相信有益于將來就業(yè)的應(yīng)用科學(xué)和“硬”技能。 換言之，大學(xué)教育越來越被看成是改善經(jīng)濟而不是提升人類自身的手段。 這種趨勢可能會持續(xù)，甚至有加快之勢。

　　3 在未來幾年內(nèi)，由于勞動力市場的不景氣，人文學(xué)科可能會繼續(xù)其長期低迷的態(tài)勢。 在上一代大學(xué)生中，主修文科的學(xué)生數(shù)跌幅已近50%。這種趨勢會持續(xù)、甚至加速的想法是合情合理的。 人文學(xué)科曾是大學(xué)生活的重要支柱，而今在學(xué)生們的大學(xué)游中卻只是一個小點綴?，F(xiàn)在，實驗室要比圖書館更栩栩如生、受人青睞。

　　4 在這兒，請允許我為人文學(xué)科給人們的生活所增添的真實價值進行支持和宣傳。 自古以來，人們一直在思索人類自身具有什么神奇的內(nèi)力使一些人變得崇高偉大，而使另一些人走向自我毀滅。 幾個世紀(jì)以來，這股內(nèi)力被稱作很多東西。 著名的心理學(xué)家西格蒙德·弗洛伊德稱之為“潛意識”，或更為人熟知的“本能”。

　　5 從一開始，人類這股可以是建設(shè)性也可以是毀滅性的內(nèi)在驅(qū)動力，就令我們心馳神往。 這些驚人的、充滿內(nèi)心掙扎的故事形成了世界文化的基礎(chǔ)。 歷史學(xué)家、建筑師、作家、哲學(xué)家和藝術(shù)家們以故事、音樂、神話、繪畫、建筑、雕刻、風(fēng)景畫和傳統(tǒng)的形式，捕捉到了這些撞擊心靈的文字、形象及內(nèi)涵。 這些男男女女創(chuàng)造出了具有藝術(shù)性的“語言”，幫助我們了解人類的這些強烈愿望，并用以教育一代又一代人。 從古時起開始的這些充滿想象的大量作品，正是文明的底蘊，它奠定了人文研究的基礎(chǔ)。

　　6 學(xué)習(xí)人文學(xué)科會提高我們的閱讀和寫作能力。 無論我們這一生中從事什么職業(yè)，如果我們能讀懂復(fù)雜的思想并理解它們的內(nèi)涵，我們都會受益匪淺。 如果我們是在辦公室里能對這些思想寫出既明確又簡潔的分析的人，我們會有光明的職業(yè)前景。

　　7 學(xué)習(xí)人文學(xué)科會讓我們熟悉表達情感的語言及進行創(chuàng)造的過程。 在信息經(jīng)濟中，很多人都有能力創(chuàng)造出一個如新的MP3播放器那樣的有用產(chǎn)品。 然而，僅有很少的人具有能力創(chuàng)造出一個如iPod那樣的精彩品牌。 最重要的是，學(xué)習(xí)人文學(xué)科使我們具有偉大的洞察力和自我意識，從而以積極和建設(shè)性的方式來發(fā)揮我們的創(chuàng)造力和才藝。

　　8 也許，支持人文學(xué)科的最好論點是，人文學(xué)科為我們提供了廣闊的機會。 你知道世界聞名的電影《泰坦尼克號》的導(dǎo)演詹姆斯·卡梅隆拿的是人文學(xué)科的學(xué)位嗎？第一個登上太空的女宇航員薩利·賴德拿的也是人文學(xué)科的學(xué)位。 還有電影演員李小龍、格溫妮絲·帕特洛、蕾妮·齊薇格及馬特·達蒙，也都如此。 獲諾貝爾醫(yī)學(xué)獎的哈羅德·瓦慕斯博士也學(xué)過人文學(xué)科。 甚至迪士尼公司的總裁邁克爾·艾斯納也主修人文學(xué)科。 學(xué)習(xí)人文學(xué)科的有名人士確實可以列出一長串。 顯而易見，人文學(xué)能為我們從事許多不同的職業(yè)做準(zhǔn)備，不管是醫(yī)學(xué)、商務(wù)、科學(xué)或娛樂。 如果我們僅學(xué)習(xí)數(shù)學(xué)，我們很可能只能申請數(shù)學(xué)家之類的工作。 如果我們還學(xué)了人文學(xué)科，那我們就能突破許多障礙，只要我們愿意付出努力，敢于想象。

　　9 當(dāng)然，在當(dāng)下，如果我們單學(xué)人文學(xué)科，可能會失去很多機會。 我們每個人都需要盡可能變得技能化、職業(yè)化，以滿足現(xiàn)代生活的需要。 事實上，技術(shù)知識和內(nèi)在洞察力的結(jié)合越來越被看成是建立職業(yè)生涯的理想搭配。 如果我是某個醫(yī)學(xué)院的招生部主任，有兩個人同時申請我們學(xué)校，這兩個人都學(xué)過基礎(chǔ)的科學(xué)課程，一個主修哲學(xué)，另一個僅是醫(yī)學(xué)院的預(yù)科生，我會選擇那位哲學(xué)專業(yè)的申請者。

　　10 總之，人文學(xué)科幫助造就全面發(fā)展的人，這些人具有洞察力，并理解全人類共有的激情、希望和理想。 人文學(xué)科，這個古老、永恒的知識儲蓄庫，教我們?nèi)绾我圆煌姆绞娇创挛?，同時也拓寬我們的視野。 在現(xiàn)代社會中，人文學(xué)科一如既往地同生活息息相關(guān)，也發(fā)揮著重要作用。 我們在學(xué)習(xí)中花一些時間與人文學(xué)科——我們杰出、非凡的知識寶藏——相伴，這難道不是明智的嗎？ 誰知道你將來會變得多有名氣呢！

　　Unit 5

　　Spend or save — The student's dilemma

　　1 Do you feel as confused and manipulated as I do with this question, "Should I spend or should I save?" I think that the messages we get from our environment seem to defy common sense and contradict each other. The government tells us to spend or we'll never get out of the recession. At the same time, they tell us that unless we save more, our country is in grave danger. Banks offer higher interest rates so we increase savings. Then the same banks send us credit card offers so we can spend more.

　　2 Here's another familiar example: If we don't pay our credit card bill on time, we get demanding, nasty emails from the credit card company saying something like: "Your failure to pay is unacceptable. Pay immediately or you'll be in trouble!" Then, as soon as we pay, we get a follow-up email in a charming tone telling us how valuable a customer we are and encouraging us to resume spending. Which depiction is correct: a failing consumer in trouble or a valued customer? The gap between these two messages is enormous.

　　3 The paradox is that every day we get two sets of messages at odds with each other. One is the "permissive" perspective, "Buy, spend, get it now. You need this!" The other we could call an "upright" message, which urges us, "Work hard and save. Suspend your desires. Avoid luxuries. Control your appetite for more than you truly need." This message comes to us from many sources: from school, from parents, even from political figures referring to "traditional values". Hard work, family loyalty, and the capacity to postpone desires are core American values that have made our country great.

　　4 But the opposite message, advertising's permissive message, is inescapable. Though sometimes disguised, the messages are everywhere we look: on TV, in movies on printed media and road signs, in stores, and on busses, trains and subways. Advertisements invade our daily lives. We are constantly surrounded by the message to spend, spend, spend. Someone recently said, "The only time you can escape advertising is when you're in your bed asleep!"