(完整版)英专综合教程6册课文翻译及课后答案Answertounit3

IV. Chinese Translation of Paragraphs

1. 首先，我要强调的是，读书本应是一种享受。当然，为了应付考试或者获取信息，许多 书我们不得不读， 而我们从中却不可能得到任何愉悦。 我们读这些书是出于教育的目的， 至 多希望自己对它的需要不至于使阅读的过程过于乏味。 我们读这些书并非好之乐之， 而是出 于无奈。这当然不是我要谈的读书。 要谈的读书。 我接下去要谈论的书籍， 既不能助您获得 学位，也不能帮您谋生；既不能教您怎样驾驶帆船，也不能教您怎样启动熄火的车辆 。然 而，它们却可以让您生活得更为充实。不过，您必须喜欢读书才行，否则也无济于事。

2. 我这里所说的 “您 ”，是指那些有闲的成年人，他们想读的不是非读不可的那些书。我指 的不是书虫， 因为书虫们自有读书之道。 我这里只想谈些名著， 那些很久以来广受推崇的杰 作。我们理应都读过这些名著， 遗憾的是这类人却为数甚少。 有些名著不仅为优秀的批评家 们所公认， 文学史家也会有长篇大论，然而， 今天的普通读者读之却味同嚼蜡。这些作品对 研究者来说是重要的，然而，时移事易，人们喜好变更，如今这些书早已失其原味，要读完 全凭意志。举例来说，我读过乔治 艾略特的《亚当 比德》，但我不能违心地说这个过程是愉 悦的。我读它是出于义务，读完了自然如释重负。

3. 关于这类书籍， 我无意置喙。 每个人自有自己的评价和意见。 不论学者们对某本书作何 评价，即便他们众口如一，极尽溢美之词，除非您感兴趣，否则它与您毫不相干。不要忘记 批评家也经常犯错， 批评史上那些最著名的评论家的低级错误比比皆是。 一本书对您价值几 何，只有作为读者的您才是最终评判人。 当然，这适用于我将要向您推荐的书籍。 我们每个 人都不可能与他人完全一样， 至多只是相仿而已。 因此， 没有理由认为对我有益的书也正好 对您有益。 不过，读这些书让我觉得内心更加富有；倘若我没有读过的话， 恐怕我就不会完

全是今天的我了。所以我恳求您，倘若 您在本文的诱惑之下去读我推荐的书，但却又读不 下去，那就放下它们。得不到愉悦的东西，对您毫无用处。谁也没有义务去读什么诗歌、小 说或者被称为 “美文学 ”的杂文 （真希望我知道这个词英语怎么说，但我认为英语里没有对应 的词 ）。读书 须有乐趣，但谁能断言某君中意之物，他人也必定趋之若鹜？

4. 不要认为愉悦就是不道德。愉悦本身是件大好事，所有的愉悦都是好事，只是它后果各 异，理智人士会回避某些愉悦的方式。 愉悦也不一定是粗俗淫荡的。 但凡发现心智上的愉悦 是最为完美、最为持久的人，都是其时代的智者。因此，养成读书的习惯大有裨益。养成读 书习惯，就是给自己营造逃避生活中几乎一切愁苦的庇护所。我说 “几乎 ”，是因为我不想夸

大其词， 宣称读书可以 缓解饥饿的折磨、 消除单相思的痛苦 ；但是几本好看的侦探小说外 加一个热水瓶足以使任何感冒患者津津有味地读下去。 反之，如果硬要他去读味同嚼蜡的书， 又有谁能养成那种为读书而读书的习惯呢？

5. 为了方便起见， 我将按年代顺序来罗列我要谈的书籍。 不过倘若您决定要读这些书， 则 不一定非按这个顺序不可。

我建议您最好还是随兴去读， 您甚至不一定要读完一本再读另一 本。就我而言， 我更喜欢同时读四五本书。毕竟您每天的心情都会有变化， 您也不可能一天

二十四小时都热切地想读某一本书。 我们必须适时调整。 于是我很自然地采取了最适合自己 的读书计划。 早晨工作之前， 我会读点科学或者哲学著作， 因为这需要头脑清醒、 思想集中。 这开启了我一天的工作。 完成工作之后， 我觉得轻松，但又不想从事紧张的脑力活动， 我便 读历史、散文、评论或者传记；晚上我则读小说。小说。此外，我手头总有本诗集，以便兴 致来了翻上几页； 放在我床头的， 则是那种可以随意翻阅、 随时放下的书。 这种书读之欣然， 搁之泰然，可惜太难觅了。

6. 回顾上文，我发现我不止一次向您建议，不时地跳读实为明智之举。我觉得前面提到的 书籍都非常重要，值得通读。但即便这类书籍，您如能行使跳读的权利，也将获得更大的愉 悦。因为即便是伟大的作品，随着人们品味的变化，部分篇章也会变得枯燥乏味。今天，我 们已不再理会 18 世纪推崇的说教式文章， 也不再青睐 19 世纪钟爱的大段景物描写。

当小说 盛行现实主义时， 作家们钟情于细节； 而在走了很长的路之后， 他们发现只有与主题相关的 细节才有意思。 学

会如何跳读， 也就学会了如何从阅读中获得益处和愉悦。 但是对于如何学 习跳读之法，我则无可奉告，因为我从来没有学会此项诀窍， 我是个跳读能力很差的人。我 唯恐跳读会漏掉有价值的信息， 只好去啃那些令我厌烦的章节。 而我一旦开始跳读， 便打不 住了，每次读完之后便开始自责， 因为我意识到我没有充分享用这本书。 而且我觉得与其 这 样，还不如干脆不读它。

Section Four Consolidation Activities

I. Text Comprehension

1. Decide which of the following best states the author's purpose.

A. To recommend some masterpieces for pleasurable reading.

B. To let the readers share his experience of reading.

C. To urge the exercise of personal taste in the selection of what to read from the books he is going to recommend.

Key: [ C ]

2. Judge, according to the text, whether the following statements are true or false.

1) . If books can fulfill your utilitarian purposes, you will find reading them enjoyable. [F]

2) . All masterpieces, due to their importance and value acknowledged by critics, should be given

priority on readers ' bo[Fo]klists.

3) . The first criterion in book-selection is that the reader should get pleasure from his/her reading.

[T]

4) . Reading habits vary from person

to person, depending on individuals [T] ' preferences.

5) . The author does not believe in skipping, because he often worries that he may have missed something important and

valuable in reading as a result of skipping. [F]

II. Writing Strategies

1) Read the following sentences that are structured in an inverted sequence.

a. Such books we read with resignation rather than with alacrity. (Paragraph 1)

b. That, however, they cannot do unless you enjoy reading them. (Paragraph 1)

c. Now of such books as this I mean to say nothing. (Paragraph 3)

d. ... but how you are to learn it I cannot tell you ...(Paragraph 6)

Try to give the normal order of these sentences and comment on their stylistic functions.

a. Normal sequenee: We read such books with resignation rather than with alacrity.

Function: To create a closer relation be tween “ books ” in this sentence and “ them ” in the

precedi ng one.

b. Normal seque nee: However, they cannot do that uni ess you enjoy readi ng them.

Function: To achieve emphasis by putting “ that ” at the beginning of the sentence.

c. Normal seque nee: Now I mean to say nothing of such books as this.

Function: Both to achieve emphasis and to create a closer relation between “ this ” in th

sentence and what has bee n discussed in the precedi ng one.

d. Normal seque nee: ... but I cannot tell you how you are to lear n it ...

Function: Both to achieve emphasis and to create a closer relation between “ itin"the sentence and “ to know how

to skip ” in the precedi ng one.

2) With the exception of Paragraphs 1 and 4, the author supplies his own experiences in the sec ond half of each

paragraph to shed more light on the suggesti ons he puts forward. Read these experiences again, and identify the author ' s viewpoints.

The author ' s viewpoints involved in his personal experiences:

a. The author ' s experienee in reading George ElioAdam Bede (Paragraph 2) — to indicate that masterpieces do

not n ecessarily bring enjoyme nt in read ing.

b. Readi ng certa in books makes the author feel the richer (Paragraph 3) — to suggest that

what pleases one pers on does not n ecessarily please ano ther.

c. The author ' reading habit (Paragraph 5) — to advise people that they need to read accord ing to their own in

terests.

d. The author ' s experienee as a bad skippParagraph 6) — to prove that reading could be more enjoyable, if you

know how to skip.

III. Lan guage Work

1. Expla in the un derl ined part(s) in each sentence in your own words.

1) . Such books we read with resig nati on rather tha n with alacrity.

read with un resisti ng accepta nee because we know we have to; eager ness

2) . The books I shall mention in due course will help you neither to get a degree nor to earn your

livi ng.

later, after these in troductory remarks

3) . I wish to deal only with the masterpieces which the consensus of opinion for a long time has accepted as supreme.

for a long time have gen erally bee n accepted as the most importa nt books

4) . Don ' t forget that critics often make mistakes the history of ci—cism is full of the blunders

the most eminent of them have made ...

full of mistakes; famous and respected

5) . ... I would not go so far as to prete nd that to read a book will assuage the pangs of h un ger or

still the pain of un requited love ...

ease the painful feeli ng; kill

6) . But who is going to acquire the habit of reading for reading 'sake, if he is bidden to read books that bore him

told to

7) . It sets me off for the day.

warms me up and gets me ready for a whole day ' s work

8) . Later on, when my work is done and I feel at ease, but not inclined for mental exercise of a strenuous character, I read

history, essays, criticism or biography ...

ready for; a toilsome / difficult n ature

9) . ... I am aware I have not done it justice ....

have not treated the book in a way that is fair

10) . I am apt to think that I might iust as well n ever have read it ...

tend to; it might have bee n equally good if I had n ever read it (Note: it is a phrase used to mean that ano ther