全新版大学英语(第二版)第一册 课文翻译

Unit 7 Choices in LifeTake Risks When There's No Dangerby Wallace Wilkins[1] Many of us have grown up with warnings to be careful. When people leave one another, for example, they often say, "Take care." Taking these words seriously could inhibit your development. Imagine how differently you might have developed if your friends and family said to you, "Take risks."[2] Pause to consider how different you might be. Do you imagine that if you take more risks in the future you will be extremely successful? Or does the thought cross your mind that you might become physically injured or harmed?[3] When dealing with risks, many people often believe that risk brings danger. This is because our language confuses danger with the possibilities of discomfort or disapproval that risk brings. When considering taking a risk, some people will imagine:[4] "If I'm not careful, he'll kill me!"[5] "I would just die!"[6] "I'd fall to pieces!"[7] Can you think of similar expressions? If you color your thoughts about the future with alarming thoughts, you will inhibit your action. However, those alarms are false alarms.[8] Those mistaken expressions do not describe what actually happens when you try to change something. You are not likely to be killed or fall to pieces. If the outcome isn't what you had hoped, you may experience some mild discomfort, and that's all. Mild discomfort is part of the risk for achieving final success.[9] When those strong expressions bother you, you won't take a risk. The only things that will be "killed" are your initiative, your confidence, and your advancement.[10] You can advance your career by knowing the differences between risk and danger. Here's the difference: Risk is when an outcome is uncertain. Danger is when your flesh will be torn.[11] Some new ideas succeed. Some don't. The risk of failure does not make the future dangerous. Your flesh will not get torn during most changes.[12] For many people, public speaking is a great example of confusing risk with danger. I know a manager who used to be frightened by the thought of speaking in front of an audience. Of course, he did not know what the outcome would be before his first speech. Instead of thinking that it was only a risk, he created excessive anxiety as if it was dangerous. Even though he knew it was not likely, he imagined that the audience mightthrow objects at him, or attack him like an angry crowd.[13] While anxious, he took the risk and gave his first speech. He found that the audience was casually supportive. With his new skill, he has developed into a more positive, successful leader. He still makes a few mistakes during his speeches. But no audience has ever torn his flesh![14] Each time you do something new or different, you are faced with a risk. The next time you face uncertainty about the future, separate risk from danger. If you know that danger is likely, I suggest that you avoid the dangerous situation unless you know that you can manage the danger.[15] If you determine that danger is not likely, then think about possible results that may occur in the future. If it seems the future is safe, put your plans into practice. You don't have to be certain about what will happen before you take action.[16] You can use these danger-free, risk-taking strategies immediately. The next time you leave someone, notice if the other person says, "Take care." Surprise your friend by saying "Take risks!"没有危险时请冒险1 我们许多人从小到大一直被提醒要小心谨慎。

Unit 1 Growing UPPart Text A Writing for MyselfⅡWhen 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.我们写作时常常被告诫，脑子里要有读者，笔者所云一定要符合读者的口味和兴趣。

但有一位读者特别不该忘记。

你能猜出是谁吗？当拉塞尔·贝克找到这个问题的答案时，他自己和别人都感到大为惊讶。

Writing for MyselfRussell Baker1The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold. Until then I've been bored by everything associated with English courses. I found English grammar dull and difficult. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.为自己而写拉塞尔·贝克从孩提时代，我还住在贝尔维尔时，我的脑子里就断断续续地转着当作家的念头，但直等到我高中三年级，这一想法才有了实现的可能。

Unit 1 Growing Up为自己而写——拉塞尔·贝克从孩提时代，我还住在贝尔维尔时，我的脑子里就断断续续地转着当作家的念头，但直等到我高中三年级，这一想法才有了实现的可能。

在这之前，我对所有跟英文课沾边的事都感到腻味。

我觉得英文语法枯燥难懂。

我痛恨那些长而乏味的段落写作，老师读着受累，我写着痛苦。

弗利格尔先生接我们的高三英文课时，我就准备着在这门最最单调乏味的课上再熬上沉闷的一年。

弗利格尔先生在学生中以其说话干巴和激励学生无术而出名。

据说他拘谨刻板，完全落后于时代。

我看他有六七十岁了，古板之极。

他戴着古板的毫无装饰的眼镜，微微卷曲的头发剪得笔齐，梳得纹丝不乱。

他身穿古板的套装，领带端端正正地顶着白衬衣的领扣。

他长着古板的尖下巴，古板的直鼻梁，说起话来一本正经，字斟句酌，彬彬有礼，活脱脱一个滑稽的老古董。

我作好准备，打算在弗利格尔先生的班上一无所获地混上一年，不少日子过去了，还真不出所料。

后半学期我们学写随笔小品文。

弗利格尔先生发下一张家庭作业纸，出了不少题目供我们选择。

像"暑假二三事"那样傻乎乎的题目倒是一个也没有，但绝大多数一样乏味。

我把作文题带回家，一直没写，直到要交作业的前一天晚上。

我躺在沙发上，最终不得不面对这一讨厌的功课，便从笔记本里抽出作文题目单粗粗一看。

我的目光落在"吃意大利细面条的艺术"这个题目上。

这个题目在我脑海里唤起了一连串不同寻常的图像。

贝尔维尔之夜的清晰的回忆如潮水一般涌来，当时，我们大家一起围坐在晚餐桌旁——艾伦舅舅、我母亲、查理舅舅、多丽丝、哈尔舅舅——帕特舅妈晚饭做的是意大利细面条。

那时意大利细面条还是很少听说的异国食品。

多丽丝和我都还从来没吃过，在座的大人也是经验不足，没有一个吃起来得心应手的。

艾伦舅舅家诙谐有趣的场景全都重现在我的脑海中，我回想起来，当晚我们笑作一团，争论着该如何地把面条从盘子上送到嘴里才算合乎礼仪。

全新版大学英语综合教程1第二版课文原文unit 1The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold. Until then I'd been bored by everything associated with English courses. I found English grammar dull and difficult. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.从我的童年时代起，我就有可能成为一名作家，但在我高中的时候，我就不可能成为一名作家了。

在那之前，我一直对英语课程感到厌烦。

我发现英语语法枯燥难懂。

我讨厌那些让老师们阅读和写作的枯燥乏味的长段落的作业。

When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects. Mr. Fleagle had a reputation among students for dullness and inability to inspire. He was said to be very formal, rigid and hopelessly out of date. To me he looked to be sixty or seventy and excessively prim. He wore primly severe eyeglasses, his wavy hair was primly cut and primly combed. He wore prim suits with neckties set primly against the collar buttons of his white shirts. He had a primly pointed jaw, a primly straight nose, and a prim manner of speaking that was so correct, so gentlemanly, that he seemed a comic antique.当我们班分配给弗利格尔先生读三年级英语时，我期待着这门最枯燥乏味的科目再过一年。

全新版大学英语综合教程1第二版课文原文unit 1The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold. Until then I'd been bored by everything associated with English courses. I found English grammar dull and difficult. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.从我的童年时代起，我就有可能成为一名作家，但在我高中的时候，我就不可能成为一名作家了。

在那之前，我一直对英语课程感到厌烦。

我发现英语语法枯燥难懂。

我讨厌那些让老师们阅读和写作的枯燥乏味的长段落的作业。

When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects. Mr. Fleagle had a reputation among students for dullness and inability to inspire. He was said to be very formal, rigid and hopelessly out of date. To me he looked to be sixty or seventy and excessively prim. He wore primly severe eyeglasses, his wavy hair was primly cut and primly combed. He wore prim suits with neckties set primly against the collar buttons of his white shirts. He had a primly pointed jaw, a primly straight nose, and a prim manner of speaking that was so correct, so gentlemanly, that he seemed a comic antique.当我们班分配给弗利格尔先生读三年级英语时，我期待着这门最枯燥乏味的科目再过一年。

Unit 1When 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.我们写作时常常被告诫，脑子里要有读者，笔者所云一定要符合读者的口味和兴趣。

但有一位读者特别不该忘记。

你能猜出是谁吗？当拉塞尔·贝克找到这个问题的答案时，他自己和别人都感到大为惊讶。

Writing for MyselfRussell Baker 1 The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold. Until then I've been bored by everything associated with English courses. I found English grammar dull and difficult. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.为自己而写拉塞尔·贝克从孩提时代，我还住在贝尔维尔时，我的脑子里就断断续续地转着当作家的念头，但直等到我高中三年级，这一想法才有了实现的可能。

大学英语第一册课文翻译新编大学英语（第二版）第一册阅读文参考译文 Unit One 以生命相赠 1炸弹落在了这个小村庄里。

在可怕的越南战争期间，谁也不知道这些炸弹要轰炸什么目标，而他们却落在了一所有传教士们办的小孤儿院内。

2传教士和一两个孩子已经丧生，还有几个孩子受了伤，其中有一个小女孩，8岁左右，她的双腿被炸伤。

3几小时后，医疗救援小组到了。

救援小组由一名年轻的美国海军医生和一名同样年轻的海军护士组成。

他们很快发现有个小女孩伤势严重。

如果不立即采取行动，显然她就会因失血过多和休克而死亡。

4他们明白必须给小女孩输血，但是他们的医药用品很有限，没有血浆，因此需要相配血型的血。

快速的血型测定显示两名美国人的血型都不合适，而几个没有受伤的孤儿却有相配的血型。

5这位医生会讲一点越南语，忽视会讲一点法语，但只有中学的法语水平。

孩子们不会说英语，只会说一点法语。

医生和护士用少得可怜的一点共同语言，结合大量的手势，努力向这些受惊吓的孩子们解释说，除非他们能输一些血给自己的小伙伴，否则她将必死无疑。

接着问他们是否有人愿意献血来救小女孩。

6对医生和护士的请求，孩子们（只是）瞪大眼睛，一声不吭。

此时小病人生命垂危。

然而，只有这些受惊吓的孩子中有人自愿献血，他们才能够得到血。

过了好一会儿，一只小手慢慢地举了起来，然后垂了下去，一会儿又举了起来。

7 8 9“噢，谢谢，”护士用法语说。

“你叫什么名字？” “兴，”小男孩回答道。

兴很快被抱到一张床上，手臂用酒精消毒后，针就扎了进去。

在整个过程中，兴僵直地躺着，没有出声。

10过了一会儿，他发出了一声长长的抽泣，但立即用那只可以活动的手捂住了自己的脸。

11 “兴，疼吗？”医生问。

12兴默默地摇了摇头，但一会儿忍不住又抽泣起来，并又一次试图掩饰自己的哭声。

医生又问是不是插在手臂上的针弄疼了他，兴又摇了摇头。

13 但现在，偶尔的抽泣变成了持续无声的哭泣。

他紧紧地闭着眼睛，用拳头堵住嘴想竭力忍住哭泣。

全新版大学英语综合教程第一册（第二版）课文A原文与译文Unit 1When 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.我们写作时常常被告诫，脑子里要有读者，笔者所云一定要符合读者的口味和兴趣。

但有一位读者特别不该忘记。

你能猜出是谁吗,当拉塞尔?贝克找到这个问题的答案时，他自己和别人都感到大为惊讶。

Writing for MyselfRussell Baker1 The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold. Until then I've been bored by everything associated with English courses. I found English grammar dull and difficult. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.为自己而写拉塞尔?贝克从孩提时代，我还住在贝尔维尔时，我的脑子里就断断续续地转着当作家的念头，但直等到我高中三年级，这一想法才有了实现的可能。

Unit 2 Friendship老朋友天各一方，你心有何感？你是否努力保持联系？有时候写信的事很容易会一拖再拖，总以为明天有的是时间。

然而，正如这则故事所表明的，有时我们拖得太晚了。

也许读一读这个故事会让你提起笔来。

出租车司机拥有的就剩一封信——福斯特·弗克洛他准是完全沉浸在所读的东西里了，因为我不得不敲挡风玻璃来引起他的注意。

他总算抬头看我了。

“你出车吗？”我问道。

他点点头，当我坐进后座时，他抱歉地说：“对不起，我在读一封信。

”听上去他像是得了感冒什么的。

“我不着急，”我对他说，“你接着把信读完吧。

”他摇了摇头。

“我已经读了好几遍了。

我想我都能背出来了。

”“家书抵万金啊，”我说。

“至少对我来说是这样，因为我老是在外旅行。

”我估量他有六七十岁了，便猜测说：“是孩子还是孙子写来的？”“不是家里人，”他回答说。

“不过，”他接着说，“想起来，也可以算是一家人了。

埃德老伙计是我最老的朋友了。

实际上，过去我俩总是以‘老朋友’相称的——就是说，当我俩相见时。

我这人就是不大会写东西。

”“我看大家写信都不那么勤快，”我说，“我自己笔头就很懒。

我看，你认识他挺久了吧？”“差不多认识了一辈子了。

我俩小时候就一起玩，所以我俩的友谊确实很长了。

”“一起上的学？”“都一起上到高中呢。

事实上，我俩从小学到高中都在一个班里。

”“保持这么长久友谊的人可真不多见啊，”我说。

“其实呢，”司机接着说，“近25到30年来，我跟他一年只见一两次面，因为我从原来住的老街坊搬了出来，联系自然就少了，虽说你一直放在心上。

他在的时候可真是个大好人。

”“你刚才说他‘在的时候’。

你是说——？”他点了点头。

“前几个星期过世啦。

”“真遗憾，”我说，“失去朋友真不是个滋味，失去个真正的老朋友更让人受不了。

”他开着车，没有接话儿。

我们沉默了几分钟。

可我知道他还在想着老埃德。

他又开口时，与其说是跟我说话，还不如说是自言自语：“我真该一直保持联系。

全新版大学英语〔第二版〕综合教程1课文翻译Unit 1Writing for MyselfRussell Baker 1 The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold. Until then I've been bored by everything associated with English courses. I found English grammar dull and difficult. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.为自己而写拉塞尔·贝克从孩提时代，我还住在贝尔维尔时，我的脑子里就断断续续地转着当作家的念头，但直等到我高中三年级，这一想法才有了实现的可能。

在这之前，我对所有跟英文课沾边的事都感到腻味。

我觉得英文语法枯燥难懂。

我痛恨那些长而乏味的段落写作，老师读着受累，我写着痛苦。

2 When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects. Mr. Fleagle had a reputation among students for dullness and inability to inspire. He was said to be very formal, rigid and hopelessly out of date. To me he looked to be sixty or seventy and excessively prim.He wore primly severe eyeglasses, his wavy hair was primly cut and primly combed. He wore prim suits with neckties set primly against the collar buttons of his white shirts. He had a primly pointed jaw, a primly straight nose, and a prim manner of speaking that was so correct, so gentlemanly, that he seemed a comic antique.弗利格尔先生接我们的高三英文课时，我就准备着在这门最最单调乏味的课上再熬上沉闷的一年。

Ⅰ.Vocabulary1\Alan was always in trouble with the police when he was young but he’s now a respectable married man.2\The people who had been hurt in the car accident lay screaming in agony.在交通事故中受伤的人正躺在地上痛哭的哭叫。

3\Because his condition’s not serious they’v e put his name down on the hospital waiting list因为他的病情并不严重，他们已经把他的名字写在医院的等候名单4\the second part of the book deseribes the strange sequence of events that lead to the King’s fall from power.本书的第二部分介绍了一连串奇怪的事件，导致国王下台的。

5\when I saw my little boy crying bitterly over the death of his pet dog,I could hardly hold back my tears.当我看到我的小男孩的痛苦哭泣超过他的宠物狗的死亡，我几乎控制不住我的眼泪。

6\thery are going to distribute t hose clothes and blan-kets among the flood victims.他们将要分发这些衣服和blan-kets给洪水灾民。

7\lind manage to support herself by working off and on as a waitress.林德管理是不时当服务员来支持自己的工作，。

Ｕｎit 1 Groｗing Ｕｐ为自己而写——拉塞尔·贝克从孩提时代，我还住在贝尔维尔时,我的脑子里就断断续续地转着当作家的念头,但直等到我高中三年级，这一想法才有了实现的可能。

在这之前，我对所有跟英文课沾边的事都感到腻味。

我觉得英文语法枯燥难懂。

我痛恨那些长而乏味的段落写作，老师读着受累,我写着痛苦。

弗利格尔先生接我们的高三英文课时，我就准备着在这门最最单调乏味的课上再熬上沉闷的一年。

弗利格尔先生在学生中以其说话干巴和激励学生无术而出名。

据说他拘谨刻板,完全落后于时代。

我看他有六七十岁了，古板之极。

他戴着古板的毫无装饰的眼镜，微微卷曲的头发剪得笔齐，梳得纹丝不乱。

他身穿古板的套装，领带端端正正地顶着白衬衣的领扣。

他长着古板的尖下巴，古板的直鼻梁,说起话来一本正经，字斟句酌，彬彬有礼，活脱脱一个滑稽的老古董。

我作好准备，打算在弗利格尔先生的班上一无所获地混上一年，不少日子过去了,还真不出所料。

后半学期我们学写随笔小品文。

弗利格尔先生发下一张家庭作业纸，出了不少题目供我们选择。

像"暑假二三事"那样傻乎乎的题目倒是一个也没有，但绝大多数一样乏味。

我把作文题带回家，一直没写，直到要交作业的前一天晚上。

我躺在沙发上，最终不得不面对这一讨厌的功课,便从笔记本里抽出作文题目单粗粗一看。

我的目光落在"吃意大利细面条的艺术"这个题目上。

这个题目在我脑海里唤起了一连串不同寻常的图像。

贝尔维尔之夜的清晰的回忆如潮水一般涌来,当时,我们大家一起围坐在晚餐桌旁——艾伦舅舅、我母亲、查理舅舅、多丽丝、哈尔舅舅——帕特舅妈晚饭做的是意大利细面条。

那时意大利细面条还是很少听说的异国食品。

多丽丝和我都还从来没吃过，在座的大人也是经验不足，没有一个吃起来得心应手的。

艾伦舅舅家诙谐有趣的场景全都重现在我的脑海中,我回想起来,当晚我们笑作一团，争论着该如何地把面条从盘子上送到嘴里才算合乎礼仪。

Unit 1 Growing UPPart Text A Writing for MyselfⅡWhen 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.我们写作时常常被告诫，脑子里要有读者，笔者所云一定要符合读者的口味和兴趣。

但有一位读者特别不该忘记。

你能猜出是谁吗？当拉塞尔·贝克找到这个问题的答案时，他自己和别人都感到大为惊讶。

Writing for MyselfRussell Baker1The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold. Until then I've been bored by everything associated with English courses. I found English grammar dull and difficult. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.为自己而写拉塞尔·贝克从孩提时代，我还住在贝尔维尔时，我的脑子里就断断续续地转着当作家的念头，但直等到我高中三年级，这一想法才有了实现的可能。

Unit 4美国梦对不同的人有不同的意义，但对许多人，尤其是对移民而言，它意味着改善自己生活的机会。

对于他们，美国梦的含义就是才能与勤劳能让你从小木屋走向白宫。

托尼·特里韦索诺并没有爬到那么高，但他成功地使自己的梦想成真。

托尼·特里韦索诺的美国梦——弗雷德里克·C·克罗弗德他来自意大利罗马以南某地一个遍地是石头的农庄。

他什么时候以及怎么到美国的，我不清楚。

不过，有天晚上，我看到他站在我家车库后面的车道上。

他身高五英尺七、八左右，人很瘦。

“我割你的草坪，”他说。

他那结结巴巴的英语很难听懂。

我问他叫什么名字。

“托尼·特里韦索诺，”他回答说，“我割你的草坪。

”我对托尼讲，本人雇不起园丁。

“我割你的草坪，”他又说道，随后便走开了。

我走进屋子，心里有点不快。

没错，眼下这大萧条的日子是不好过，可我怎么能把一个上门求助的人就这么打发走呢？等我第二天晚上下班回到家，草坪已修整过了，花园除了草，人行道也清扫过了。

我便问太太是怎么回事。

“有个人把割草机从汽车库里推出来就在院子里忙活起来，”她回答说，“我还以为是你雇他来的。

”我就把前晚的事跟她说了。

我俩都觉得奇怪，他怎么没提出要工钱。

接下来的两天挺忙，我把托尼的事给忘了。

我们在尽力重整业务，要让一部分工人回厂里来。

但在星期五，回家略微早了些，我又在汽车库后面看到了托尼。

我对他干的活夸奖了几句。

“我割你的草坪，”他说。

我设法凑了一小笔微薄的周薪，就这样托尼每天清扫院子，有什么零活，他都干了。

我太太说，但凡有重物要搬或有什么要修理的，他挺派得上用场。

夏去秋来，凉风阵阵。

“克罗先生，快下雪了，”有天晚上托尼跟我说，“等冬天到了，你让我在厂里干扫雪的活。

”啊，对这种执着与期盼，你又能怎样呢？自然，托尼得到了厂里的那份活儿。

几个月过去了。

我让人事部门送上一份报告。

他们说托尼干得挺棒。

一天我在汽车库后面我们以前见面的地方看到了托尼。

Unit 1 Growing Up为自己而写——拉塞尔·贝克从孩提时代，我还住在贝尔维尔时，我的脑子里就断断续续地转着当作家的念头，但直等到我高中三年级，这一想法才有了实现的可能。

在这之前，我对所有跟英文课沾边的事都感到腻味。

我觉得英文语法枯燥难懂。

我痛恨那些长而乏味的段落写作，老师读着受累，我写着痛苦。

弗利格尔先生接我们的高三英文课时，我就准备着在这门最最单调乏味的课上再熬上沉闷的一年。

弗利格尔先生在学生中以其说话干巴和激励学生无术而出名。

据说他拘谨刻板，完全落后于时代。

我看他有六七十岁了，古板之极。

他戴着古板的毫无装饰的眼镜，微微卷曲的头发剪得笔齐，梳得纹丝不乱。

他身穿古板的套装，领带端端正正地顶着白衬衣的领扣。

他长着古板的尖下巴，古板的直鼻梁，说起话来一本正经，字斟句酌，彬彬有礼，活脱脱一个滑稽的老古董。

我作好准备，打算在弗利格尔先生的班上一无所获地混上一年，不少日子过去了，还真不出所料。

后半学期我们学写随笔小品文。

弗利格尔先生发下一家庭作业纸，出了不少题目供我们选择。

像"暑假二三事"那样傻乎乎的题目倒是一个也没有，但绝大多数一样乏味。

我把作文题带回家，一直没写，直到要交作业的前一天晚上。

我躺在沙发上，最终不得不面对这一讨厌的功课，便从笔记本里抽出作文题目单粗粗一看。

我的目光落在"吃意大利细面条的艺术"这个题目上。

这个题目在我脑海里唤起了一连串不同寻常的图像。

贝尔维尔之夜的清晰的回忆如潮水一般涌来，当时，我们大家一起围坐在晚餐桌旁——艾伦舅舅、我母亲、查理舅舅、多丽丝、哈尔舅舅——帕特舅妈晚饭做的是意大利细面条。

那时意大利细面条还是很少听说的异国食品。

多丽丝和我都还从来没吃过，在座的大人也是经验不足，没有一个吃起来得心应手的。

艾伦舅舅家诙谐有趣的场景全都重现在我的脑海中，我回想起来，当晚我们笑作一团，争论着该如何地把面条从盘子上送到嘴里才算合乎礼仪。