北师大版高中英语选择性必修第二册unit5 lesson1课文英汉对照.docx

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1、高中英语北师大版选择性必修第二册课文英汉对照Unit5 Lesson 1 Enlightening a MindLesson 1 Enlightening a Mind启迪心灵Helen Keller was an exceptionally special girl. By the time she was seven years old, she still couldn t speak, read or write and needed to have everything done for her. This was because she couldn t see or hear.

2、With these severe restrictions to her communication, Helen, s behaviour was often unbearable. She was sometimes troublesome, stubborn and angry, and had a tendency to break things when no one understood her.海伦凯勒是一个非常特殊的女孩。她七岁时、仍不会说话，不能读书也不会写字，一切都需要别人照顾。这是因为她看不见也听不见。这些严重的障碍限制了海伦的正常交流，也让她的行为常常令人难以忍受。海

3、伦有时很烦人、很固执, 而且很易怒。如果没有人能理解她的意思，她就会摔东西。Helen, s parents got a superb teacher recommended to them, a woman named Anne Sullivan. Anne was a teacher and former student at a school for the blind in Boston. She, d had eyesight problems early in life as well so she could relate to Helen s difficulties.海伦的父

4、母经人推荐，聘请了一位名叫安妮莎莉文的优秀老师。安妮曾是波士顿一所盲人学校的老师，也曾在那儿上过学。她小时候也视力有障碍，所以更能理解海伦所面临的困境。Anne s technique to teach Helen language was simple and straightforward. Anne spelt words by writing on Helen, s hand so that Helen could get a mental picture of the words. She started with the word doll” . She wou 1 d let H

5、elen play with the doll, and then spell the letters D-CHL-L” on her hand. When they initially did this, Helen thought it was a game. She wrote about her excitement later in her book, The Story of My Life9. 安妮教海伦学习语言的方法简单明了。她先在海伦手上拼写单词，使海伦联想到单词的画面。安妮给海伦拼写的第一个词是“doll”。她先让海伦和洋娃娃玩耍, 然后在海伦的手上拼写“D-O-L-L”。

6、刚开始海伦以为这是在玩游戏。后来在我的人生故事一书中，海伦描述了自己的兴奋之情：aRunning downstairs to my mother, I held up my hand and made the letters for doll. I did not know that I was spelling a word or even that words exis ted; I was simply making my fingers go in monkey-like imi ta tion.”“我跑下楼去见我母亲,举起手来，也给她拼写字母组成doll。可我那时并不知道自己在拼写单

7、词,甚至压根不知道词汇的存在。我仅仅是亦步亦趋地用手指模仿老师。”When they were at the well one day, Anne put one of Helen s hands under the stream of water. As the water flowed over Helen s hand, Anne spelt out “W-A-T-E-R“ into Helen s other hand. As Anne wrote on Helen s hand, Helen suddenly realised that the movement of the fin

8、gers meant the cool liquid flowing over her hand. This precious knowledge gave her hope and joy. Finally, she got the world of words opened up to her.一天，她们在井边，安妮把海伦的一只手放在水流下。水缓缓流过海伦的手掌，安妮在她的另一只手上拼写W-A-T-E-R o安妮在海伦手上写的时候，海伦突然意识到，手指的动作代表的是流过自己手掌的清凉的液体。这宝贵的知识给她带来希望和快乐。终于，她打开了语言世界的大门。Now that Helen gras

9、ped the key to language, she was very eager to learn more and use it as much as she could. Children who can see and hear learn language easily, but for Helen, it was a gradual and sometimes painful process. However, because Helen was so enthusiastic about learning, the results were amazing.由于海伦理解了语言

10、的关键，她非常渴望学习更多语言，并且尽可能运用它。正常的孩子能听、能看，学起语言来很容易。但对海伦来说，学习语言是个渐进的过程，有时会很痛苦。然而，因为海伦对学习极高的热情，学习成果令人吃惊。As Helen s knowledge and vocabulary expanded, she asked more and more questions. This soon led her to discover more complex words and changed her thinking process. Trying to learn the word “love was an ex

11、perience that she remembered well. This is how she described it in her book: 随着海伦知识和词汇量的不断扩大，她提出的问题也越来越多。这使她学会了更复杂的单词，从而改变了思维的过程。她很清楚地记得，学习love这个单词的难忘经历。在书中她这样描述道：remember the morning that I first asked the meaning of the word love . This was before I knew many words. I had found a few early violets

12、 in the garden and brought them to my teacher , Miss Sullivan put her arm gen tly round me and wrote on my hand, I love Helen. What is love? I asked. She drew me closer to her and said, It is here, pointing to my heart . Her words puzzled me very much because I did not then understand anything unles

13、s I touched it.”“我记得有一天早上,我第一次问love这个词的含义。那时我的词汇量还很有限。我在花园里发现了早开的紫罗兰,摘下一些带给老师莎莉文老师温柔地搂着我,在我的手上写着:我爱海伦什么是爱?我问道。她把我拉到身边,指着我的心脏说,爱在这里。她的话令我非常困惑,因为以往我只有触碰到实际物体，才能理解它的意思。”Although the meaning of love was still not apparent to Helen, she kept on trying to understand it. smelt the violets in her hand and a

14、sked, half in words, half in signs, a question which meant, Is love the sweetness of flowers? No, said my teacher.尽管对海伦来说，爱的意义还不明确，但她一直试着理解。“我闻了闻她手里的紫罗兰，半拼写半比划地问了个问题，意思大概是爱是花朵的香味吗?不， 我的老师回答道。”When Helen and Anne were outside one day, Helen felt the warmth of the sun s rays. She pointed up and asked

15、if that was love. When her teacher said that it wasn, t, she was confused and disappointed. / thought it strange that my teacher could not show me love.” 一天和老师在室外，海伦感受到了阳光的温暖。她指了指太阳，问老师那是不是爱，老师说不是，海伦感到更困惑了，而且有些失望。“我觉得很奇怪,因为我的老师不能给我表示什么是爱。The word “think” was also a difficult one for Helen because it

16、 is such an abstract concept. However, one day as she was working on a simple task, she had a breakthrough. She was making necklaces with the help of Anne when she noticed that she had made some mistakes. Because she was uncertain how to fix them, she stopped to think carefully. As she did this, Ann

17、e touched Helen, s forehead and wrote the word “think” on her hand. In a flash I knew that the word was the name of the process that was going on in my head. ”“think”这个词对海伦来说也很难理解，因为它很抽象。然而有一天，在做一项简单的任务时，她取得了突破。她正在安妮的帮助下做项链，这时她发现自己犯了一些错。海伦不确定该如何解决，便停下来认真思考。在她思考的时候，安妮点了点海伦的额头，在她的手上写“think”这个词。“瞬间我就明白

18、了,我头脑中进行的活动就是这个词的意思。”It was the first time Helen had understood such a complex word一a word for something she couldn, t touch. At that moment, her mind returned to the word “love” . As she thought about its meaning again, the sun came out. She pointed to the sun and asked her teacher again if that wa

19、s love. Anne answered Helen by explaining that love was like the sun and clouds in a way.那是海伦第一次明白复杂词语的意思，她触摸不到的抽象词语。这时，海伦又想起了love o她再次思考“love”是什么意思，恰巧这时太阳出来了。海伦指着太阳又问老师那是不是爱。安妮解释道，爱在某种程度上就像太阳和云彩。“You cannot touch the clouds, you know; but you feel the rain. You cannot touch love either; but you feel the sweetness that it pours into everything. Without love you would not be happy or want to play.”“你知道吗,你摸不到云彩,但是你能感觉到雨你也触摸不到爱,但是你能感觉到爱给万物带来的甜蜜。没有爱,你就不会快乐,也不会想玩耍。”In that vivid moment, Helen finally understood the beautiful truth of the word “love” .就在那个动人的时刻，海伦终于明白了“love”这个词语蕴含的美丽的真谛。