新视野研究生英语读说写2_课文翻译及课后答案.pdf

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1、新视野研究生英语读说写2英语原文加翻译1大学课堂：还有人在听吗？Toward the middle of the semester,Fowkes fell ill and missed aclass.When he returned,the professor nodded vaguely and,toFowkess astonishment,began to deliver not the next lecture in thesequence but the one after.Had he,in fact,lectured to an empty hallin the absence o

2、f his solitary student?Fowkes thought it perfectlypossible.在学期中间，Fowkes因病缺了一次课。他回到课堂的时候，教授毫无表情地向他点了点头。接着令Fowkes大吃一惊的是，教授并没有按照顺序讲下一课，而是讲了后面一课。难道他真的在他唯一的学生缺席的情况下对着空教室讲了一课？Fowkes认为这太有可能了。Today American colleges and universities(originally modeledon German ones)are under strong attack from many quarters

3、.Teachers,it is charged,are not doing a good job of teaching,andstudents are not doing a good job of learning.American businessesand industries suffer from unenterprising,uncreative executiveseducated not to think for themselves but to mouth outdated truismsthe rest of the world has long discarded.C

4、ollege graduates lack bothbasic skills and general culture.Studies are conducted and reportsare issued on the status of higher education,but any changes thatresult either are largely cosmetic or make a bad situation worse.今天美国的大学（原本是以德国的大学为模型的）受到了各方面的严厉指责。人们指责老师没有教好，学生没有学好。美国的商业和工业饱受无进取心的、缺乏创造力的管理人员

5、之苦，这些人受的教育是自己不用思考，而是说一些过时的、在世界上其他地方早已抛弃的陈词滥调。大学毕业生即没有基本技能也没有全面修养。有人对高等教育的状况做了研究并发表了报告，但由此引发的变化很大程度上不是表面的，就是使已经糟糕的情形变得更糟。One aspect of American education too seldom challenged is thelecture system.Professors continue to lecture and students to takenotes much as they did in the thirteenth century,when

6、 books were soscarce and expensive that few students could own them.The time islong overdue for us to abandon the lecture system and turn tomethods that really work.美国教育中很少被挑战的方面是讲课制度。教授不停地讲，学生不停地记笔记，就想十三世纪时的情形一样，那时因为课本缺乏又昂贵，很少有学生买得起。我们早就该舍弃讲课制度，开始使用真正有用的方法。Some days Mary sits in the front row,from

7、where she canwatch the professor read from a stack of yellowed notes that seemnearly as old as he is.She is bored by the lectures,and so are most ofthe other students,to judge by the way they are nodding off ordoodling in their notebooks.Gradually she realizes the professor isas bored as his audienc

8、e.At the end of each lecture he asks,“Arethere any questions?”in a tone of voice that makes it plain he wouldmuch rather there werent.He neednt worry-the students are asrelieved as he is that the class is over.有几天玛丽坐在前排，她可以看到教授在读一叠几乎和他年纪一样老的发黄的讲义。她听课听烦了，其他大部分同学也听烦了，这从他们的行为中可以做出判断：他们要么在打盹，要么在笔记本上涂鸦。渐

9、渐地她意识到教授和他的听众一样感到无聊。每次课结束时他都问道：“有问题吗？他的语气明显表明他更希望没有问题。他不必担心，学生和他一样感到下课是一种解脱。Mary knows very well she should read an assignment beforeevery lecture.However,as the professor gives no quizzes and asksno questions,she soon realizes she neednt prepare.At the end ofterm she catches up by skimming her note

10、s and memorizing a list offacts and dates.After the final exam,she promptly forgets much ofwhat she has memorized.Some of her follow students,disappointedat the impersonality of it all,drop out of college altogether.Others,like Mary,stick it out,grow resigned to the system and await betterdays when,

11、as juniors and seniors,they will attend smaller classesand at last get the kind of personal attention real learning requires.玛丽清楚的知道她应该在每次上课前阅读布置的作业。但是，因为教授不做小测验也不提问，她很快就认识到她不必准备。学期末她只要看看笔记，再记记一些事件、年代就可以跟上进度。期末考试后她会立刻忘掉她背下来的大部分内容。她的有些同学对这种无人情味的学习很失望，干脆辍学。其他人像玛丽一样坚持下来,无奈地接受了这种制度，等待着到大三大四时的好日子,那时他们就会有

12、较小的班级，最终也会得到真正的学习所需要的那种针对个人的关注。I admit this picture is overdrawn-most universitiessupplement lecture courses with discussion groups,usually led bygraduate students;and some classes such as first-year English andalways relatively small.Nevertheless,far too many courses relyprincipally or entirely on

13、lectures,an arrangement much loved byfaculty and administrators but scarcely designed to benefit thestudents.我承认上面的描述言过其实。大多数大学有讨论课来补充听力课，通常讨论课是由研究生主持的。而且有些班级，如一年级的英语课，也总是相对较小的。但是，还有太多的课主要或者完全依赖于讲课，这种安排受到教师和管理人员的青睐，但绝不是为学生的利益而设计的。One problem with lectures is that listening intelligently is hardwork.

14、Reading the same material in a textbook is a more efficientway to learn because students can proceed as slowly as they need tountil the subject matter become clear to them.Even simply payingattention is very difficult;people can listen at a rate of four hundredto six hundred words a minute,while the

15、 most impassionedprofessor talks at scarcely a third of that speed.This time lagbetween speech and comprehension leads to daydreaming.Manystudents believe years of watching television have sabotaged theirattention span,out their real problem is that listening attentively ismuch harder than they thin

16、k.听课存在的一个问题是：会听是件很难的事。阅读课本中的相同内容是更有效的学习方法，因为学生可以根据其需要慢慢阅读直到他们理解这些内容，甚至仅仅做到专心听课都很难。人听的速度可以达到每分钟400600个词，而最富有激情的教授说话的速度也很难达到这个速度的l/3 o讲课和理解之间的时间差异导致开小差。很多学生认为多年来看电视已经削弱了他们保持注意力的能力。但是他们真正的问题是专心听课比他们认为的要难得多。Worse still,attending lectures is passive learning,at least forinexperienced listeners.Active lea

17、rning,in which students writeessays or perform experiments and them have their work evaluatedby an instructor,is far more beneficial for those who have not yetfully learned how to leam.While its true that techniques of activelistening,such as trying to anticipate the speakers next point ortaking not

18、es selectively,can enhance the value of a lecture,fewstudents possess such skills at the beginning of their college careers.More commonly,students try to write everything down and evenbring tape recorders to class in a clumsy effort to capture everyword.更糟的是，听课是被动学习，至少对没有经验的听众如此。主动学习时学生些文章或做实验，然后由教师

19、评价他们的作业，因此主动学习对那些还没有完全学会如何学习的学生来说益处要大得多。的确，积极听讲的技巧，如设法预测说话人的下一个要点或有选择的记笔记，能够提高听课的价值，但是很少有学生在大学学习的开始阶段就已经掌握了这些技巧。更为常见的是学生试图写下所有的内容，甚至还带着录音机去听课，以这种笨拙的方式来记录每个词。Students need to question their professors and to have theirideas taken seriously.Only then will they develop the analyticalskills required to

20、think intelligently and creatively.Most studentslearn best by engaging in frequent and even heated debate,not byscribbling down a professors often unsatisfactory summary ofcomplicated issues.They need small discussion classes that demandthe common labors of teacher and students rather than classes i

21、nwhich one person,however learned,propounds his or her own ideas.学生需要向教授提问，也需要别人重视他们的想法。只有这样他们才能开发出聪明的、创造性的思考所必需的分析能力。大多数学生通过参加频繁的、甚至激烈的辩论才会学的更好，而不是通过胡乱记下教授对复杂事件所作出的常常不能令人满意的总结，他们需要小型讨论课，这种课需要教师和学生的共同努力，他们不需要那种让一个人提出自己观点的课堂，无论这个人多么有学识。The lecture system ultimately harms professors as well.Itreduces

22、feedback to a minimum,so that the lecturer can neitherjudge how well students understand the material nor benefit fromtheir questions or comments.Questions that require the speaker toclarify obscure points and comments that challenge sloppilyconstructed arguments are indispensable to scholarship.Wit

23、houtthem,the liveliest mind can atrophy.Undergraduates may not beable to make telling contributions very often,but lecturing insulatesa professor even from the beginners naive question that could havetriggered a fruitful line of thought.讲课制度最终也会危害到教授们。反馈减少到了最低点，因此讲课者既不能判断学生对材料的了解程度，也不能受益于学生的提问或评论。学生

24、要求说话者澄清模糊论点所提出的问题，以及挑战结构松散的论据的评论，这对于学术是必不可少的。没有这些，最活跃的头脑也会萎缩。大学生也许还不能够常常做出显著的贡献，但是讲课把教授同新生天真的问题阻隔开了，而这些问题很可能会引起一系列思考。If lectures make so little sense,why have they been allowed tocontinue?Administrators love them,of course.They can cram farmore students into a lecture hall than into a discussion cla

25、ss,and formany administrators that is almost the end of the story.But the truthis that faculty members,and even students,conspire with them tokeep the lecture system alive and well.Lectures are easier oneveryone than debates.Professors can pretend to teach by lecturingjust as students can pretend to

26、 learn by attending lectures,with noone the wiser,including the participants.Moreover,if lectures affordsome students an opportunity to sit back and let the professor run theshow,they offer some professors an irresistible forum for showingoff.In a classroom where everyone contributes,students are le

27、ssable to hide and professors less tempted to engage in intellectualexhibitionism.如果说讲课如此不同情理，为什么还一直允许继续下去呢？当然是因为教学管理者喜欢了。他们可以把更多的学生塞进演讲厅，而无法把这么多学生塞进讨论班。对许多管理者而言，这基本上就是他们所关心的了。但是，事实上，教师，甚至学生和管理者联合起来使得这一制度继续存在，且运行的很好。对任何人来说，讲课都比辩论容易。教授可以通过讲课假装在教，就像学生可以通过听课假装在学，这一点没有人意识到，包括参与者（指老师和学生）。此外，如果听课给某些学生袖手旁观

28、，而让老师唱主角的机会，这也给一些教授提供了炫耀其才学的不可抗拒的舞台。如果课堂上人人参与，学生就无法躲藏，教授也不太会被吸引去进行学识上的自我表现。Smaller classes in which students are required to involvethemselves in discussion put an end to students,passivity.Studentsbecome actively involved when forced to question their own ideas aswell as their instructors,their lis

29、tening skills improve dramaticallyin the excitement of intellectual give-and-take with their instructorsand yellow students.Such interchanges help professors do their jobbetter because they allow them to discover who knows what-beforefinal exams,not after.When exams are given in this type of course,

30、they can require analysis and synthesis from the students,not emptymemorization.Classes like this require energy,imagination,andcommitment from professors,all of which can be exhausting.Butthey compel students to share responsibility for their ownintellectual growth.如果班级较小又要求学生参加讨论，这就会消除学生的被动性。学生被迫对

31、他们自己和老师的思想表示怀疑时，他们就变得主动参与了。他们听的技巧在与老师和同学的学术交流所带来的刺激中大大得到提高。这种交替互动能够帮助教师做得更好，因为他们会发现谁知道什么一在期末考试前，而不是之后。这种形式的课程考试要求学生分析和综合，而不是空洞的记忆。这样的课程需要教授们的活力、想象力和投入，所有这些都会令人精疲力竭的。但是，这也使得学生为他们自己的学术成长分担责任。Lectures will never entirely disappear from the university sceneboth because they seem to be economically neces

32、sary and becausethey spring from a long tradition in a setting that values tradition forits own sake.But the lectures too frequently come at the wrong endof the students,educational careers-duiing the first two years,when they most need close,even individual,instruction.If lectureclasses were restri

33、ctod to juniors and seniors,who are less in need ofscholarly nurturing and more able to prepare work on their own,theywould be far less destructive of students9 interests and enthusiasmsthan the present system.After all,students much learn to listenbefore they can listen to learn.讲课这一方式不会完全从大学消失。一是因

34、为讲课似乎从经济角度考虑是必需的，二是讲课起源于悠久的传统，而且人们又把传统本身看得很重。但是，讲课通常出现在学生接受教育生涯的错误的那一端-一在大学的第一和第二年。那时他们最需要密切是甚至是针对个体的辅导。如果讲课这一形式局限于三、四年级的学生，则对学生的兴趣和热情的破坏力会比目前的制度小得多，因为三、四年级的学生不太需要学科上的指导与帮助，而且更有能力自己制定学习计划。毕竟，学生在能够从听讲课中学到知识之前必须先学会去听。2家与旅行Margaret Mead1、For many people,moving is one kind of thing and travel issomethin

35、g very different.Travel means going away from home andstaying away from home;it is an antidote to the humdrum activitiesof everyday life,a prelude to a holiday one is entitled to enjoy aftermonths of dullness.Moving means breaking up a home,sadly orjoyfully breaking with the past;a happy venture or

36、a hardship,something to be endured with good or ill grace.对许多人来说，搬家和施行是截然不同的两回事，施行意味着离开家外出一段时日。它是摆脱日常单调生活的一种手段，是经过数月乏味的生活之后一个人应该开始享有的度假生活。面对于搬家，有人喜爱有人厌恶，因为它意味着破坏一个家园，或悲伤或兴高采烈地摆脱过去而踏上也许幸福也许艰难的历险征途。4、Every winter we went to live in or near Philadelphia so thatFather would not have to travel too far or

37、 stay in the city on thenights that he lectured at the University.From the time I was sevenyears old,we went somewhere for the summer,too.So we movedfour times a year,because for the fall and spring we returned to thehouse in Hammonton.每年冬天我们都会去费城或附近居住。这样父亲到大学讲学就不必走很远的路。也不必在城里过夜。从我7岁起，每年夏天我们也会去其他地方居

38、住。这样，我们一年要搬4次家，因为秋天和春天我们会搬回到哈蒙顿的家。7、In Hammonton we had five whole acres,a good part ofwhich was second-growth bush,studded with blueberries,which thelittle Italian children who were our neighbors picked and sold backto us.In Lansdowne and Swarthmore there were bits of woodlot.Butin Philadelphia the

39、re was nothing,only stone walls of differentheights on which to walk.Nothing,except for the winter when welived at the edge of the park near the zoo.在哈蒙顿，我们拥有整整5英亩土地，其中很大一部分是再生灌木丛，里面点缀着蓝莓。邻居的意大利小孩会采摘蓝莓的果实再卖给我们。在Lansdowne和Swartthmore我们有些植林地。但在费城却什么也没有，只有高高矮矮的石头墙，上面可以走路，其它什么都没有了。不过冬天当我们住在动物园附近公园边上的时候是

40、要除外的。12 There were treasures on Mothers dressing table,too 一 aWedgwood pin dish,a little porcelain Mary and her lamb,the palegreen,flowered top of a rose bowl that had broken,and Motherssilver-backed comb and brush and mirror.All these things heldmeaning for me.Each was-and still is-capable of evoki

41、ng arush of memories.母亲的梳妆台上摆放着一些珍藏的物品一一个韦奇伍德的放别针的小碟，一个小小的“玛丽和她的小绵羊”的瓷器制品。一个里面镶花但己破碎的浅绿色的玫瑰碗，以及母亲那把镀银的梳子，刷子和镜子。所有这些对我都深有含义，每件东西都曾经并且仍然能够勾起我串串回忆。13 Taken altogether,the things that mattered a great deal to mewhen I was a child are very few when I compare them to theoverloaded tables and overcrowded s

42、helves through which childrentoday have to thread their way.Only if they are very fortunate willthey be able to weave together into memories the ill-assorted mass ofgadgets,toys,and easily forgotten objects,objects without a past ora future,and piles of snapshots that will be replaced by new,brightl

43、ycolored snapshots next year.现在的孩子书桌和书架上都堆满了东西。和他们比起来，童年时对我有意义的东西加在一起也没有几件。但是只有当他们非常幸运的时候，他们记忆中才有可能出现那些杂乱无章的小玩意、玩具、容易被人遗忘的没有过去和未来的东西和一叠叠第二年就会被更新更好看的照片所取代的照片。14 The difficulty,it seems to me,is not-as so many olderpeople claim-that in the past life was simple and there were fewerthings,and so people

44、were somehow better,as well as more frugal.Itis,rather,that today5s children have to find new ways of anchoringthe changing moments of their lives,and they have to try to do thiswith very little help from their elders,who grew up in anextraordinarily different world.How many of the young people whoa

45、re rebelling against the tyranny of things,who want to strip theirlives down to contents of a rucksack,can remember and name thethings that lay on their mothers dress table or can describe every toyand book they had as a child?我认为问题的症结并不是许多年纪大的人所认为的那样：认为过去生活很简单，物质也不够丰富，所以人们反而生活得比现在更好更简朴。关键是现在的孩子不得不找

46、到新的方式来适应他们生活中变化的时刻，而且他们还不得不尝试着在没有得到家长多少帮助的情况下做到这点，因为家长们的成长环境和他们现在的环境大相径庭。这些年轻人正在反抗着控制他们的专治。他们想把生活的内容简单到只需一个帆布背包就能容纳。他们中有多少人能记得并说出他们母亲梳妆台上的东西，又有多少人能描绘孩提时所拥有的每一个玩具和每一本书呢？15、It has been found that when desperate,unhappy youngstersare preparing to break away from a disordered,drug-riddencommune in which

47、 they have been living for months,they firstgather together in one spot their few possessions and introduce asemblance of order among them.The need to define who you are bythe place in which you live remains intact,even when that place isdefined by a single object,like the small blue vase that used

48、to meanhome to one of my friends,the daughter of a widowed trained nursewho continually moved from one place to another.The Bushmen ofthe Kalahari Desert often build no walls when they camp in thedesert.They simply hollow out a small space in the sand.But thenthey bend a slender sapling into an arch

49、 to make a doorway,anentrance to a dwelling as sacrosanct from invasion as the walledestates of the wealthy are or as Makati,in Manila,is,wherewatchmen guard the rich against the poor.人们已经发现，当绝望的不幸少年打算摆脱他们曾经生活过数月的毫无秩序、充斥着毒品的社区时，他们通常会先把他们有限的财产聚集到某个地方并按顺序摆放起来。人们需要靠自己生活的地方来定义自己的身份的做法没有改变，即使那个地方只是用一件物品定

50、义的。就比如我的一个朋友一一她的母亲是一位经过专门训练的护，寡居但是需要经常搬家-个小小的蓝色花瓶对她的含义就是家。卡拉哈里沙漠里的居民在沙漠中露营时通常是不建围墙的。他们仅仅是在沙漠中挖出一块小空间，然后把一棵小树弯曲起来做成拱形当作入口。这个入口是神圣不可侵犯的，就好比有钱人用墙围起来的地产或者是在马尼拉的马卡提，有保安人员为富人提防穷人一样。17、Home,I learned,can be anywhere you make it.Home isalso the place to which you come back again and again.The reallypoignant