新编大学英语第三册第三版第一单元课文翻译及课后

新编大学英语第三册第三版第一单元课文翻译及课后练习答案 Unit 1 Personality In-Class Reading 羞怯的痛苦

1 对许多人来说，羞怯是很多不愉快的起因。各种各样的人——矮的、高的、愚笨的、聪明的、年轻的、年老的、瘦的、胖的——都说自己是羞怯的。羞怯的人会焦虑不安，感到不自然；也就是说，他们过分地关注自己的外表和举止。脑海中不断盘旋着一些使自己不安的想法：我给人留下的是什么印象？他们喜欢我吗？我讲话是不是傻里傻气？我长得难看。我穿的衣服毫不引人注目。

2 很显然这种不安的感觉会对人产生不利的影响。一个人的自我看法反映在自己的行为方式之中，而一个人的行为方式又影响他人的反应。通常，人们如何看待自己对他们生活的各个方面都会产生深刻的影响。例如，具有积极的自我价值观或很强自尊心的人往往表现出自信。而由于自信，他们不需要他人不断地称赞和鼓励，也能使自己感觉良好。自信者热情、自发地投入生活。他们不因别人认为他们“该”做什么而受到影响。有很强自尊心的人不会被批评所伤害；他们

不会把批评看作是人身攻击。相反，他们认为批评是一种提醒他们改进的建议。

3 相比之下，羞怯的人自尊心较弱，往往消极被动并且容易受他人影响。他们（是否）在做“该做的事情”需要得到别人的肯定。害羞的人对批评非常敏感；他们觉得批评正好证实了他们比别人差。他们也很难因别人的赞美而高兴，因为他们相信自己不值得称赞。羞怯的人也许会用这样的话来回答别人的赞美之辞：“你这么说只是为了让我感觉好一些。我知道这不是真的。”显然，尽管自我意识是一种健康的品质，过分的自我意识却是不利和有害的。

4能否彻底消除或者至少减轻羞怯感呢？幸运的是，人们能够通过

坚持不懈的努力建立自信从而克服羞怯。由于胆怯和缺少自尊是密切相关的，因此正视自己的弱点和正视自己的优点一样重要。例如，大多数人希望每门功课都得A。

5 如果仅仅因为在某些领域有困难，就把自己列为差生，这不恰如其分。人们对自己的期望必须现实。老是想那些不可能的事情会令自己觉得，甚至产生嫉妒。当我们嫉妒比自己成绩好的

学生时，我们正在自我否定。如果你害羞，这里有些具体有效的步骤帮助你树立信心并克服羞怯感：

6 1．认清自己的优缺点。每个人既有优点又有缺点。随着对自我的不断认同，羞怯感就会自然减弱。

7 2．确定合理的目标。例如，在聚会时和一群陌生人在一起，你也许会怯场。不要以为你必须和每个人交谈。集中精力，仅和一两个人交谈，你会感到更自在些。

8 3．内疚和羞耻感是消极的情感。不要把时间和精力浪费在这上头。假设你伤害了某人的感情，（光）感到羞愧是无济于事的。相反，应该承认你犯了个错误，并决心在将来更加善解人意。

9 4．所有问题都有许多种解决办法。很少有完全正确或完全错误的意见。要敢于公开表达自己的观点。

10 5．不要对自己做消极的评论。这是一种自我否定。千万别把自己描述为愚蠢的、丑陋的，或者一个失败者。注重自己积极的方面。

11 6．接受批评时要缜密思考。不要把批评理解为人身攻击。例如，如果一位朋友抱怨你的烹饪技术，要把这当成对你的烹饪技术而不是对你本人的评价而接受下来。放心，你们还是好朋友，但你的烹饪技术也许确实有待改进。

12 7．记住，每个人都会经历一些失败和挫折。要把它们作为增长见识的经历，从中受益。挫折往往会成为转机，随之而来的将是一段美妙绝伦的经历。例如，你可能被你所中意的大学拒之门外。然而，在你就读的大学里，你可能发现这里教育的某一特点比你料想的好得多。

13 8．有些人会使你感到自己，不要和这种人交往。去设法

改变他们对你的态度或者改变你对自己的态度，要不就脱离这种关系。伤害你的人并不关心你的最大利益。

14 9．留出时间休息，享受自己的业余爱好，并且定期地重新审定自己的目标。为此所花费的时间有助于更好地了解你自己。

15 10．多在社交场合中锻炼。不要把自己同他人隔离开来。设法一次结识一位朋友；最终你将能够娴熟而自信地在众人中周旋。我们每个人都

是独一无二、难能可贵的个体。我们自有吸引人的地方。我们对自己了解得越多，就越容易充分发挥自己的潜力。不要让羞怯成为阻碍我们拥有丰富和成功生活的绊脚石。

课内阅读练习答案 Part One Preparation

1.Saying Things Sincerely or Sarcastically STEP ONE 1 C (Sincerely) 2 A (Sarcastically) 3 D (Sincerely) 4 B (Sincerely) STEP TWO Sample Picture 1

It is matched with Line C, because it can be seen from the picture that the man is splashing some dirty rainwater onto t he lady’s dress.

Line C is sincere because the man in the picture is making an apology to the lady.

W: Oh, My goodness! What have you done to my new dress? M: Ah, I’m awfully sorry. I didn’t mean to make

such a beautiful lady angry. I should have been more careful! W: Angry? No, I’m not angry. I can just put it in the washing machine when I get home.

Picture 2

It is matched with Line A, because the moon is in the sky and the man pointing at his watch tells us it is very late at night.

Line A is sarcastic, for the man in the picture is obviously angry with the lady.

W: I’m back, honey. M: Er, finally!

W: You seem so worried. Why?

M: Why should I be worried about you? It’s already past midnight.

W: Don’t worry. I won’t get lost so easily. I’m not an unsophisticated young girl.

Picture 3

It is matched with Line D, for the boy pushing the bike is just back from a ride.

Line D is sincere, because from their dialog we can see they are good friends and the boy must

have had the owner’s permission to use the bike. Bo y A: Here’s your bike. It’s so kind of you to loan me your new bike.

Boy B: You’re welcome. You can use it whenever you want. Did you find it easy to ride?

Boy A: Not really. Maybe I need some more practice. Picture 4

It is matched with Line B, because it can be seen from the picture that the lady is addressing an office boy who has hurt his wrist.

Line B is sincerely said, for the boy still comes to work even with an injured hand.

W: You’re late to work. You had a doctor’s appointment, didn’t you?

M: I’m s orry for being late. But how did you know that? Communication Problems

W: I guess it’s the doctor who bandaged up your hand. Are you all right?

M: Today’s my unlucky day! I had my hand hurt and my cell phone broken in a traffic accident. Teaching tips

In order to be sarcastic, Americans adjust their vocal tone by speaking flat, lengthening their vowel sounds and perhaps creating a facial expression.

Tone of voice: When communicating, the way the words are spoken may be more important than what is actually being said. The tone of voice can indicate whether a speaker is sincere or sarcastic, casual or impassioned, serious or humorous, and confident or uncertain. For instance, sarcasm occurs when the speaker pitches a stressed syllable lower than the other words in the sentence. For example, the pitch of the word “great” in sentence “Great weather, huh?” changes depending on whether you’re being sincere or sarcastic.

Volume and speed of voice: A loud voice or speaking quickly may be a sign of excitability or urgency. Slow or soft speech may indicate a

relaxed attitude or uncertainty. To put emphasis on what is being said, speakers may also effectively slow their speech or pause, and they may raise or lower their voices.

Facial expressions: Smiles, frowns and other facial expressions can be used to express our feelings. For example, both eyebrows lifted can mean surprise or excitement, whereas a single lifted eyebrow may indicate sarcasm or disbelief.

2. English-Chinese Telephone Chains

Here are a few messages for your reference. You can have your own messages as well.

1. John is 17 years old, a freshman majoring in business management.

2. Forty boys and 14 girls have entered the English Speaking Contest.

3. Professor Wang used to teach physical education at a university in Austria.

4. I can’t stand him any longer because he tends to lose his temper easily.

5. I talked to an Italian girl in my class about her math homework on Thursday.

Teaching tips

Activity: English-Chinese Telephone Chains Duration: About 15 minutes

Aim: Practice listening, pronunciation, and translation Introduction: This activity not only entails listening, pronunciation and translation skills, but also enables students to be aware of misunderstandings in daily communication, such as message delivering.

Preparation: In this activity, the 8-10 students of each group should be seated in a line or circle for the message to pass from one to another without being heard by others in the group. And the message can be chosen either by the teacher (or made up by the first student in each group). Remember that the rest of the group should have no idea about the message in advance. Procedure: Make sure that students have a clear understanding of the goal and rules. The first student of each group will get an English message from the teacher, translate it into

Chinese and whisper the Chinese version to the second

student. The second student is supposed to translate it back into English and whisper it to the third student. This continues down the line until the message gets to the last student. Each student can only say “Can you please repeat that?” one time. When the message reaches the end of the chain, the student must speak out loud. In a big group you can send the message two ways and find out which team comes closest to the original message. Oftentimes the message will be completely different when it reaches the end. Try to find out where the chain broke!

The point of this activity is not winning; rather, it is to see if the last student can say the message correctly. The interesting thing about this activity is that usually the last student never says the message correctly. It is also fun to hear the message all scrambled up, which naturally leads the students into cases of misunderstanding in the After-Class Reading passage.

Depending on students’ proficiency in English, the difficulty of this activity can be adjusted. If the teacher aims to favor the demands of students with a relatively low level of English, it is advisable to make slight alterations as follows. The class will be divided into groups of 8-10 students.

The first student of each group will be given a message by the teacher. The message should be whispered from one person to the next. The last person should repeat the message aloud. The group that gets the message through with the fewest changes wins.

3. Enjoying a Joke Sample

In the joke, the problem is that the boy always took what the man said literally. In fact, when the man asked “Where does this road go?”, he expected that the boy would tell him that the road

went or led to a certain place. But instead, the boy didn’t know what the man meant or he meant to tease the man and his answer seemed

irrelevant. The same thing happened with the question “How far is it to the next town?”. Therefore, the reader may think the boy is stupid. But surprisingly, the boy’s last remark was very clever: “I know I don’t know much, and I may be a fool, but at least I’m not lost.” This made the man seem stupid.

Part Two Reading-Centered Activities In-Class Reading Post-Reading

Reading Comprehension

1. Understanding the Organization of the Text 1) Introduction: (para.1)

Shyness is the cause of much unhappiness for a great many people.

2) Reasons why shyness can have a negative effect: (para.2—3)

P eople’s self-concept has a profound effect on all areas of their lives.

People with high self-esteem usually act with confidence.

People with low self-esteem are likely to be passive and easily influenced by others.

3) Ways of overcoming shyness: (para.4—15)

i) Recognize your personal strengths and weaknesses. ii) Set reasonable goals.

iii) Don’t waste time and energy on destructive feelings such as guilt and shame.

iv) Don’t be afraid to speak up and give your point of view.

v) Do not make negative comments about yourself. vi) Accept criticism thoughtfully.

vii) Profit from failures and disappointments by viewing them as

learning experiences.

viii) Do not associate with people who make you feel inadequate.

ix) Set aside time to relax, enjoy hobbies, and reevaluate your goals regularly.

x) Practice being in social situations. 4) Conclusion: (para.16)

The better we understand ourselves, the easier it becomes to live up to our full potential.

2. Understanding Specific Information 1) F 2) T 3) T 4) T 5) F 6) T 7) F 8) F 3. Group Discussion

1) I think the most effective ways of overcoming shyness are the first and seventh ways. Recognizing our personal strengths and weaknesses is useful because if we know ourselves better, we can feel more self-confident. We can be more objective, instead of being blind. The seventh way is to profit from failures and disappointments as learning experiences. If we allow ourselves to get discouraged and sad when we fail, then we will feel more unsure of ourselves. But if we think of a failure as a learning experience, we

are adopting a positive attitude. By analyzing objectively why we failed and planning how to set about doing things differently we will be more likely to succeed next time.

2) Modesty is used to describe a reserved appraisal of one’s merits, abilities or success. The opposite of modesty is arrogance

or boastfulness. Modest people don’t want to talk about their abilities or achievements. Modest people know their strengths and their worth, but choose to downplay their greatness and be humble. So modesty is the result of confidence. Shyness is used to describe the uncomfortable feeling one has in the company of others. It often implies a lack of self-confidence and a timid, reserved manner. Modesty is a good personality trait while shyness in many cases is undesirable.

3) B eing shy isn’t necessarily a bad thing.It is appropriate and normal to be shy in some circumstances, for example, in the presence of teachers, your boss, your parents’ friends or

your prospective in-laws; when you are dating someone, especially the first time; when you are with strangers; when you are in a new environment; when you’re facing a large audience. In fact, it can even be helpful to be a little shy. When you’re shy and keep silent, you may spend a little time observing the surroundings and people around before jumping right into the new situation.

Vocabulary

1. “Self-”is a prefix which means “of, to or by oneself or itself” .

Words with the prefix “self-” that appear in the text: self-conscious,

self-concept,

self-assurance,

self-worth,

self-confidence, self-esteem, self-destructive, self-awareness, self-acceptance, self-rejection, self-confident.

1) self-conscious (worried and embarrassed about what you look like or what other people think of you)

2) self-confidence (belief in one’s own ability, power, judgment, etc.; confidence in oneself)

3) self-esteem (the feeling that you are someone who

deserves to be liked, respected, or admired) 4) self-destructive (with thoughts or actions that are counter to one’s own best interests)

5) self-worth (the value you give to your life and achievements)

6) self-concept (one’s conception or general idea of one’s own basic chara cter and nature)

7) self-awareness (realistic knowledge and judgment about oneself)

8) self-assurance/self-confidence (the belief that you are able to deal with people and problems easily)

2. Part A

1) G 2) I 3) A 4) F 5) C 6) D 7) J 8) B 9) E 10) H Part B

1) profound 2) jealousy 3) overcome 4) eventually 5) compliments

6) diminish 7) reassurance 8)