大學英語第八單元課文縮寫

『壹』 大學英語第二冊unit8原文

Unit8
It has often been remarked that the saddest thing about youth is that it is wasted on the young.
Reading a survey report on first-year college students, I recalled the regret, "If only I knew then what I know now."
The survey revealed what I had already suspected from informal polls of students both in Macon and at the Robins Resident Center: If it (whatever it may be) won't compute and you can't drink it, smoke it or spend it, then "it" holds little value.
According to the survey based on responses from over 188,000 students, today's college beginners are "more consumeristic and less idealistic" than at any time in the 17 years of the poll.
Not surprising in these hard times, the students' major objective "is to be financially well off".
Less important than ever is developing a meaningful philosophy of life.
Accordingly, today the most popular course is not literature or history but accounting.
Interest in teaching, social service and the humanities is at a low, along with ethnic and women's studies.
On the other hand, enrollment in business programs, engineering and computer science is way up.
That's no surprise either.
A friend of mine (a sales representative for a chemical company) was making twice the salary of college instructors ring her first year on the job— before she completed her two-year associate degree.
"I'll tell them what they can do with their music, history, literature, etc.," she was fond of saying. And that was four years ago; I tremble to think what she's earning now.
Frankly, I'm proud of the young lady (not her attitude but her success).
But why can't we have it both ways? Can't we ecate people for life as well as for a career? I believe we can.
If we cannot, then that is a conviction against our ecational system—kindergarten, elementary, secondary and higher.
In a time of increasing specialization, more than ever, we need to know what is truly important in life.
This is where age and maturity enter.
Most people, somewhere between the ages of 30 and 50, finally arrive at the inevitable conclusion that they were meant to do more than serve a corporation, a government agency, or whatever.
Most of us finally have the insight that quality of life is not entirely determined by a balance sheet.
Sure, everyone wants to be financially comfortable, but we also want to feel we have a perspective on the world beyond the confines of our occupation; we want to be able to render service to our fellow men and to our God.
If it is a fact that the meaning of life does not dawn until middle age, is it then not the ty of ecational institutions to prepare the way for that revelation? Most people, in their youth, resent the Social Security dections from their pay, yet a seemingly few short years later find themselves standing anxiously by the mailbox.
While it's true all of us need a career, preferably a prosperous one, it is equally true that our civilization has collected an incredible amount of knowledge in fields far removed from our own.
And we are better for our understanding of these other contributions—be they scientific or artistic.
It is equally true that, in studying the diverse wisdom of others, we learn how to think.
More importantly, perhaps, ecation teaches us to see the connections between things, as well as to see beyond our immediate needs.

Weekly we read of unions that went on strike for higher wages, only to drive their employer out of business.
No company, no job.
How short-sighted in the long run.
But the most important argument for a broad ecation is that in studying the accumulated wisdom of the ages, we improve our moral sense.
I saw a cartoon recently which depicts a group of businessmen looking puzzled as they sit around a conference table;
one of them is talking on the intercom: "Miss Baxter," he says, "could you please send in someone who can distinguish right from wrong?"
In the long run that's what ecation really ought to be about.
I think it can be.
My college roommate, now head of a large shipping company in New York, not surprisingly was a business major.
But he also hosted a classical music show on the college's FM station and listened to Wagner as he studied his accounting.
That's the way it should be.
Oscar Wilde had it right when he said we ought to give our ability to our work but our genius to our lives.
Let's hope our ecators answer students' cries for career ecation, but at the same time let's ensure that students are prepared for the day when they realize their short-sightedness.
There's a lot more to life than a job.

『貳』 全新版大學英語(第二版)綜合教程2 第八單元 A Fable for Tomorrow 課文翻譯

明天的寓言
從前在美國中心有一個小鎮，那裡的萬物看上去都與其四周的環境融洽相處。 小鎮的四周是像棋盤交錯的興旺的農庄，還有一塊塊的田地和一座座遍布山坡的果園。春天來了，白色的鮮花雲彩般地漂浮在綠色的田野上； 秋天到了，橡樹、楓樹和樺樹色彩斑斕，在一片松樹林間火焰般地燃燒與跳躍。 小山上狐狸吠叫，田野間小鹿靜靜地躍過，所有的一切都在秋天清晨的薄霧中半隱半現。
在路的兩旁，一年中許多時候，月桂樹、莢蓮、榿木、蕨類植物和各樣的野花都能讓過往的行人賞心悅目。 即使是冬天，路邊的景色依舊是美不勝收，那裡無數的小鳥來覓取漿果莓和露在雪地上的枯枝上的種子。 事實上，這鄉村正是由於鳥類的數量和種類之繁多而出名的。在候鳥群潮湧而來的春秋季節，人們從大老遠的地方慕名前來欣賞。 還有的人來這里的小溪垂釣。清冽的溪水從山中流出，溪水中有許多鱒魚藏身的背陰的水潭。 所以，從許多年前開始，第一批居住者就在這里蓋房挖井，搭起了自己的谷倉。
後來，一種奇怪的摧毀力悄然襲擊了這個地區，所有的一切都開始變了。 某種邪惡的符咒籠罩了這個社區：神秘的疾病攻擊了雞群，牛、羊也紛紛病死， 到處都有一層死亡的陰影。 農夫們談論著家中的許多疾病； 鎮上的醫生也越來越因病人中出現的新的病症而感到迷惑。 在成人和孩子中發生了好幾起突發的不明其由的死亡，那些孩子在玩耍中突然病倒，幾小時後就死去了。
這里是一派奇怪的寂靜。 就說鳥兒們吧---它們都去哪兒了？ 許多人說起鳥兒的時候都充滿了迷惑與不安。 他們後院的飼養站已經沒有鳥兒光顧了。 隨處能見到的幾只鳥都奄奄一息。他們猛烈地顫抖，卻飛不起來。 這是一個無聲的春天。 曾經是震動著畫眉鳥、貓鳥、鴿子、樫鳥、歐鷦和許多鳥兒的黎明合唱聲的清晨如今卻寂然無聲。田野間、樹林中和沼澤地里也是一片寂靜。
在農庄，母雞下蛋卻孵不出小雞。 農夫們抱怨無法養豬，因為剛生下的豬崽太小了，小豬也只能活幾天的功夫。 蘋果樹開花了，可是沒有蜜蜂在花叢中嗡嗡地采蜜，沒有蜜蜂的授粉，也就沒有任何果子。
曾經是如此迷人的路旁如今卻鋪著黑黑的枯乾的草木，彷彿是被一場大火燒過一般。 那裡也是一片寂靜，因為所有的生物都遺棄了它。 即使是溪流中也沒有了生命。 因為所有的魚都已經死了，垂釣者也就不再來了。
在屋檐下的天溝里，屋頂的木瓦之間仍舊可見幾片白色的粒狀的粉末。幾個星期之前，它像白雪一樣灑在了屋頂

『叄』 全新版大學英語教程unit1 writing for myself文章縮寫怎麼寫

unit1 writing for myself文章縮寫為：

when we are writing we are often told to keep our readers in mind , to shape what we say to fit their tastes and interests, but there is one reader in particular who should not be forgotten. can you guess who? Russell Baker surprised himself and everyone else when he discovered the answer.The idea of becoming a writerhad come to meoff and on since my childhood in Belleville ,butitwasn't until my third year in high schoolthat the possibility took hold.until then i'd been bored by everything associated with english courses . i found english grammar ll and difficult .i hated the assignments to turn out long ,lifeless paragraphs thatwere agonyfor teachers to read andfor me to write.

『肆』 求英語課文的縮寫

School life in the UKGoing to a British high school for one year was a very enjoyable and exciting experience for me. I was very happy with the school hours in Britain because school starts around 9 a.m. and ends about 3.30 p.m. This means I could get up an hour later than usual as schools in China begin before 8 a.m.On the first day, all students went to attend assembly. I sat next to a girl whose name is Diane. We soon became best friends. During assembly, the headmaster told us about the rules of the school. He also told us that the best way to earn respect from the school was to work hard and achieve high grades. This sounded like my school in China.I had many teachers in the past year and they each taught only one subject. Mr Heywood was my class teacher. My favourite teacher was Miss Burke. She was the teacher who taught us English literature. In our class there were 29 students. This is about the average size for British schools. We had to move to different classrooms for different classes. We also had different students in some classes, so it was difficult to remember all the faces and names.I found the homework was not as heavy as what I used to get in my old school, but it was a bit difficult for me at first because all the homework was in English. I felt lucky as all my teachers were very helpful and I enjoyed all my subjects: English, History, English Literature, Computer Science, Maths, Science, PE, Art, Cooking and French.My English improved a lot as I used English every day and spent an hour each day reading English books in the library. I joined the Computer Club at lunchtime, so I could e-mail my family and friends back home for free. I also had an extra French class on Tuesday evenings. Cooking was really fun as I learned how to buy, prepare and cook food. At the end of term we held a class party and we all had to cook something. I was glad that all my classmates enjoyed the cake that I made.Students at that school have to study Maths, English and Science, but can drop some subjects if they don』 like them, for example, History, French and Art. They can choose other subjects like Woodwork, Computer Science or Languages, such as Spanish, German, etc. In woodwork class I made a small table. Though it didn』t look like a table when it was finished, I still liked it very much.. I missed Chinese food a lot at lunchtime. British food is very different. British people eat lots of desserts after their main meal. They don』t seem to like fruit as much as Chinese students. After lunch, we usually played on the school field. Sometimes I played football with the boys. Sometimes I just relaxed under a tree or sat on the grass.I was very lucky to experience this different way of life, and I hope that someday I can go back and study in Manchester again.Former student return from ChinaDavid Holmes studied at our school from 1990 to 1998. He has recently returned from his studies in China. David was one of the most helpful students that we ever had. He was the only student who won the Gold Service Award in 1997. he then went to Oxford University where he pursued International and Intercultural Studies.After graation from university, he went to China to study Chinese. He studied Chinese at Beijing Language and Culture University. After two years of studying Chinese, he became a fluent speaker of the language. Upon finishing his studies, he started traveling in China. Some of the cities in China which he likes most are Shanghai, Harbin and Beijing. In China he developed an interest in teaching English. He enjoyed teaching English to non-native speakers. Most of the students that he taught have become his friends.When he returned to Britain two months ago, he brought back from China many interesting books, dictionaries, paintings and photographs. He donated most of them to our school library. Some of the books were gifts that he got from his Chinese friends and students. The paintings that David donated to the school are being displayed in the assembly hall. Teachers and students at our school wish to thank David for his kindness.Next month it will be our annual school open day. We have invited David to be one of our guest speakers. He will make a speech about his experiences in China. The speech is going to be at 3 p.m. on 9 November. At the end of his speech, there will be 30 minutes for questions and answers. So, if you are interested in knowing more about China, you mustn』t miss the chance to meet David at the open day.

『伍』 大學英語第八單元課文翻譯，題目是human cloning:Ascientist's story 小弟十分感謝

克隆人 Ascientist's story 應該是A scientist's story吧 ，就是一個科學家的故事
克隆人：一個科學家的故事

『陸』 新視野大學英語2第一篇課文縮寫成100多單詞的短文

To introce myself（介紹我自己抄）
Hello,every one!（襲大家好）
My name is **** .（我叫****）
I'm a 15 years old boy.（我是一個15歲的男孩）（具體情況自己改）
I live in the beautiful city of Rizhao.（我住在美麗的Rizhao城）（你可以把Rizhao改成自己家鄉的城市的名稱的拼音）
I'm an active ,lovely and clever boy.(我是一個活躍的可愛的聰明的男孩）
In the school ,my favourite subject is maths .（在學校,我最喜歡數學）
Perhaps someone thinks it's difficult to study well .（也許有些人認為這很難學）
But I like it.（但我喜歡他）
I belive that if you try your best,everything can be done well.（我相信每件事付出努力就會有害結果）

『柒』 大學英語精讀1 unit8課文翻譯

第八單元
愛莫能助
送電報的在羅莎•桑多瓦爾太太的房子前面下了自行車。他走到門前，輕輕敲了敲門。他幾乎立即就覺察到房子裡面有人。他聽不到什麼動靜，但他肯定敲門聲正在把一個人召喚到門口來，他很急切地想看看來者是什麼人——這個就要聽到人世間的殘殺並將在內心感受到其痛苦的名叫羅莎•桑多瓦爾的婦人。不一會兒，門開了，但門在鉸鏈上轉動時慢慢悠悠，不慌不忙，門的轉運似乎表明，不管來開門的是什麼人，她在世界上沒有什麼可以怕的事情。接著門全部打開了，而她就站在那兒。
在霍默看來，這位墨西哥婦人是很美的。他看得出，她一生都很有耐心，經過多年的忍耐以後，現在她的嘴邊總掛著一絲溫柔、聖潔的微笑。但是正像所有從未收到過電報的人一樣，送電報的人出現在前門，她便預感到凶多吉少。霍默知道，羅莎•桑多瓦爾太太看到他大吃了一驚。她說的第一個字就是人們在極度驚恐時首先出口的那個字。她「哦」了一聲，彷彿她原以為開門迎接的不該是一個送電報的，而應該是她相識已久並願與之促膝交談的某個人。在她再次開口之前，她仔細觀察了霍默的眼神。霍默知道，她已經明白，這份電報是份不受歡迎的電報。
「有電報？」她問。
這不是霍默的過錯。他的工作就是送電報。即使這樣，他還是覺得自己似乎也是整個錯誤的一部分。他感到很尷尬，彷彿唯獨他要對發生的一切負責。同時，他想直截了當地說：「我只是個送電報的，桑多瓦爾太太。我很抱歉一定要把這樣一份電報給你送來，但這只是因為我的工作就是送電報。」
「誰的電報？」墨西哥婦人問。
「G街1129號羅莎•桑多瓦爾太太的。」霍默說。他把電報遞給墨西哥婦人，可她不肯接。
「您是桑多瓦爾太太嗎？」霍默問。
「請進，」婦人說。「請進來。我不懂英文。我是墨西哥人。我只看從墨西哥城來的《新聞報》。她停了一會兒，看了看那個男孩，只見他盡量靠近門口站，但仍讓自己立在房內，樣子很尷尬。
「請問，」她說，「電報上說些什麼？」
「桑多瓦爾太太，」送電報的說。「電報上說——」
但這時婦人打斷了他的話。「但是你得拆開電報，念給我聽，」她說。「你還沒有拆開呢。」
「是的，太太，」霍默說。好像他是在對一位剛剛糾正了他的錯誤的老師講話一樣。
他用顫抖的手指拆開電報。墨西哥婦人彎腰搶起撕破的信封，想把它弄平整。她一邊弄一邊說，「是誰發來的電報——是我兒子胡安•多明戈嗎？」
「不是，太太，」霍默說。「電報是陸軍部發來的。」
「陸軍部？」墨西哥婦人說。
「桑多瓦爾太太，」霍默很快地說，「您的兒子死了。這也許是弄錯了。誰都會出差錯的，桑多瓦爾太太。也許不是您的兒子。也許是另一個人，電報上說是胡安•多明戈，不過也許是電報弄上錯了。
墨西哥婦人假裝沒聽見。
「哦，不要怕，」她說。「到里邊來。到里邊來。我去給你拿糖。」她拉著男孩的胳膊，把他帶到屋子中間的桌子旁邊，讓他坐下。
「男孩子都喜歡糖，」她說。「我去給你拿糖。」她走進另外一間屋子，很快就拿著一個舊的巧克力糖盒子回來了。她在桌子上打開糖盒子，霍默看見裡面有一種奇怪的糖。
「喏，」她說，「吃吃這種糖。男孩子都喜歡吃糖。」
霍默從盒子里拿了一塊，放進嘴裡，使勁咀嚼起來。
「你不會給我送來不吉利的電報的，」她說。「你是個好孩子——就像我的小胡安尼特小時候那樣。再吃一塊。」她讓送電報的又拿了一塊糖。
霍默坐在那兒一邊嚼著干糖，一邊聽著墨西哥婦人講話。「這是我們自己做的糖，」她說。「用仙人球做的。我做這些糖果等我的胡安尼特回家來吃的，不過你吃吧，你也是我的孩子。」
這時她突然抽噎起來，同時又盡量克制著自己，彷彿哭泣是件丟臉的事。霍默想起來跑掉，但他知道他會留下的。他甚至想到自己也許會一輩子留下不走了。他簡直不知道還有什麼別的辦法可以減輕這位婦人的痛苦。如果她當時要求他代替他的兒子，他也許沒法拒絕，因為他不知道該怎樣拒絕。他站了起來，好像以此來表明他准備去挽回那無法挽回的事似的。接著他意識到自己的打算愚蠢可笑，變得更加尷尬了。他在心裡一遍又一遍地說著：「我有什麼辦法？我能有什麼辦法呢？我只不過是個送電報的呀。