21世纪大学英语读写教程第三册 unit1-unit6 Reading-Aloud及翻译

2021年1月22日发(作者：元稹)

Unit1
A
common
misconception
among
youngsters
attending
school
is
that
their
teachers
were
child
prodigies.
Who
else
but
a
bookworm,
with
none
of
the
normal
kid's
tendency
to
play
rather
than study, would grow up to be a teacher anyway?
I've tried desperately to explain to my students that the
image they have of me as an enthusiastic devotee of books and
homework during my adolescence was a bit out of focus. On the
contrary,
I
hated
compulsory
education
with
a
passion.
I
could
never quite accept the notion of having to go to school while
the fish were bit ing.
上学的孩子们中间有一种普遍的错误想法，
即认为他们的老师当年都是些神童。
不管怎么说，
除了不像一般孩子
那样生性贪玩、不愿学习的书呆子之外，还有谁愿意长大后当 老师
呢？我极力向我的学生们解释，
我在他们心目中的形象—一个在青春
期热衷于书本 和作业的人—有一点被扭曲了。
相反，
我极为痛恨义务
教育。我永远都无法接受在鱼儿 上钩时不得不去上学的想法。




Unit 2
Children are entitled to special consideration for two
reasons:
helplessness
and
innocence.
They
have
not
yet
acquired
either
the
faculty
of
reason
or
the
wisdom
of
experience.
Consequently, they are defenseless (incapable of fending for
themselves) and blameless (incapable of real sin). That's why
we grant them special protection. In an emergency, it is our
duty
to
save
them
first
because
they,
helpless,
have
put
their
lives in our hands. And in wartime, they are supposed to be
protected
by
special
immunity
because
they
can
have
threatened
or offended no one.
孩子们之所以有 权享受特殊照顾有两个理由：
无助和无辜。
他们
还没有具备推理的能力或来自经验的智 慧。因此，他们不能自卫（不
能照料自己）
，无可指责（不可能真正犯罪）
。这就是我 们给予他们特
殊保护的原因。在紧急情况下，我们有责任先救他们，因为孤弱无助

的 他们已将生命交付于我们手中。
在战时，
他们应该受到特殊豁免权
的保护，因为他们不 可能会威胁或冒犯到任何人。



Unit 3
I
sincerely
believe
that
for
children,
and
for
parents
seeking
to guide them, it is not half so important to know as it is to
feel. If facts are the seeds that later produce knowledge and
wisdom,
then
the
emotions
and
the
impressions
of
the
senses
are
the
fertile
soil
in
which
the
seeds
must
grow.
The
years
of
early
childhood are the time to prepare the soil. Once the emotions
have been aroused
—
a sense of the beautiful, the excitement
of
the
new
and
the
unknown,
a
feeling
of
sympathy,
pity,
admiration or love
—
then we wish for knowledge about the
object of our emotional response. Once found, such knowledge
has
far
more
lasting
meaning
than
mere
information.
It
is
more
important to pave the way for children's desire to know than
to
put
them
on
a
diet
of
facts
they
are
not
ready
to
assimilate.
我真诚地相 信，
对于孩子们来说，
对于想要指导他们的父母们来
说，
感受比知道要重要得 多。
如果事实是以后能长出知识与智慧的种
子，
那么情感和感官印象则是种子必须赖以 生长的沃土。
幼儿时期就
是培育土壤的时候。
一旦情感被激起—一种对美的感受，对新的和未
知事物的激动，一种同情、
怜悯、羡慕或爱恋的感觉—我们就会渴望
了 解引起我们情感反应的事物。
一旦找到，
这种知识就比纯粹的信息
具有持久得多的意义 。
为孩子们的求知欲铺平道路比向他们灌输一堆
他们尚难吸收的事实更为重要。



Unit 4
What
I
wish
for
all
students
is
some
release
from
the
grim
grip
of the future. I wish them a chance to enjoy each segment of
their
education
as
an
experience
in
itself
and
not
as
a
tiresome
requirement in preparation for the next step. I wish them the
right
to
experiment,
to
trip and fall,
to
learn
that
defeat
is