现代大学英语精读1unit2？1.Everything indicates that something has gone wrong with his plan. 一切都表明他的计划出了毛病。那么，现代大学英语精读1unit2？一起来了解一下吧。
《现代大学英语（第二版）精读2》教师用书由杨立民和徐克容编撰，为教材的深入学习提供有力支持。本书分为五个部分，旨在全面帮助教师理解和教授学生。
首先，第一部分详尽阐述课文内容和相关背景，以便学生更好地融入学习情境。接着，第二部分聚焦语言重点，包括词汇和语法，列举了本课中的新句型、语法点、短语、词组和构词规则，旨在提升学生的语言运用能力。
第三部分深入解析课文，针对可能存在的语言难点进行细致剖析，确保学生能深入理解文章内涵。随后，第四部分提供课文的译文，帮助学生从不同角度理解原文，增强跨文化理解能力。
最后，第五部分是练习答案，除了答案外，还包含详尽的说明和解释，旨在引导学生理解解题思路，使他们不仅掌握答案，还能理解为何如此解答，提升解决问题的能力。
本书的课程内容覆盖丰富，包括：
Unit 1 - "Another School Year--What For?"
Unit 2 - "Say Yes"
...（省略其他单元，以符合字数限制）...
Unit 16 - "The Oyster and the Pearl"
翻译
Unit1
1) 史密斯太太对我抱怨说，她经常发现与自己十六岁的女儿简直无法沟通。
Mrs. Smith complained to me that she often found it simply impossible to communicate with her 16-year-old daughter.
2) 我坚信，阅读简写的 (simplified) 英文小说是扩大我们词汇量的一种轻松愉快的方法。
I firmly believe that reading simplified English novels is an easy and enjoyable way of enlarging our vocabulary.
3) 我认为我们在保护环境不受污染 (pollution) 方面还做得不够。
I don’t think we’re doing enough to protect our environment from pollution.
4) 除了每周写作文外，我们的英语老师还给我们布置了八本书在暑假里阅读。
In addition to/Apart from writing compositions on a weekly basis, our English teacher assigned us eight books to read during the summer vacation.
5) 我们从可靠的消息来源获悉下学期一位以英语为母语的人将要教我们英语口语。
问题能不能明确点，是要课文呢还是翻译呢还是课后作业呢
另外，大学英语精读是公共英语的，现代大学英语精读是英语专业的，楼主说的是公共英语的吗？你说明确点我也好回答
现代大学英语精读1 UNIT9 After Twenty
Years 课文翻译
20XX101018第九单元
Translation of Text A
二十年前
1正在巡逻的警察精神抖擞的沿着大街走着。他这样引人注目并不奇怪并不是为了招摇 因为此时大街上根本没有什么观众。时间还不到晚上十点钟但夹带着雨意的冷风几乎清空了整个街道。
2警察边走边检查门是否关好了他十分灵巧的不停转动着警棍眼光还不时头像平静的街道他那魁梧的身材配上卓越不凡的气势就是一副治安维持者的形象。那个地区的人晚上休息的很早。你偶尔还能看到一家雪茄店或是昼夜营业的饭店还在亮着灯但是觉得大多数的店铺都已经关门了。
3在一个街区的半路上警察忽然放慢了脚步。在一家已经关门的五金店的门廊里一个男子倚在那里嘴里叼着一只未点燃的雪茄。当警察朝他走去时 男人赶忙毫不犹豫的说。 4 “没事的长官。 ”他坦然的说。 “我只是在等一个朋友这是二十年前就定好的约会 听起来有点荒唐。是吧哦如果你想弄明白事情的真相我就说个你听。
现代大学英语精读2Unit1TextA原文及全文翻译如下：
Another School Year—What For?
John Ciardi
Let me tell you one of the earliest disasters in my career as a teacher.
It was January of1940and I was fresh out of graduate school starting my first semester at the University of Kansas City. Part of the student body was a beanpole with hair on top who came into my class, sat down, folded his arms,and looked at me as if to say"All right, teach me something.
"Two weeks later we started Hamlet. Three weeks later he came into my office with his hands on his hips."Look,"he said,"I came here to be a pharmacist.Why do I have to read this stuff?"And not having a book of his own to point to, he pointed to mine which was lying on the desk.
New as I was to the faculty, I could have told this specimen a number of things. I could have pointed out that he had enrolled,not in a drugstore-mechanics school, but in a college and that at the end of his course he meant to reach for a scroll that would read Bachelor of Science.
It would not read: Qualified Pill-Grinding Technician.It would certify that he had specialized in pharmacy, but it would further certify that he had been exposed to some of the ideas mankind has generated within its history.That is to say, he had not entered a technical training school but a university and in universities students enroll for both training and education.
I could have told him all this, but it was fairly obvious he wasn't going to be around long enough for it to matter.
Nevertheless, I was young and I had a high sense of duty and I tried to put it this way: "For the rest of your life," I said, "your days are going to average out to about twenty-four hours.
They will be a little shorter when you are in love, and a little longer when you are out of love, but the average will tend to hold. For eight of these hours, more or less, you will be asleep."
"Then for about eight hours of each working day you will, I hope, be usefully employed.Assume you have gone through pharmacy school—or engineering, or law school, or whatever—during those eight hours you will be using your professional skills.You will see to it that the cyanide stays out of the aspirin.
That the bull doesn't jump the fence, or that your client doesn't go to the electric chair as a result of your incompetence.These are all useful pursuits. They involve skills every man must respect, and they can all bring you basic satisfactions.
Along with everything else, they will probably be what puts food on your table, supports your wife, and rears your children. They will be your income, and may it always suffice.
"But having finished the day's work, what do you do with those other eight hours? Let's say you go home to your family.What sort of family are you raising? Will the children ever be exposed to a reasonably penetrating idea at home?
Will you be presiding over a family that maintains some contact with the great democratic intellect?Will there be a book in the house? Will there be a painting a reasonably sensitive man can look at without shuddering? Will the kids ever get to hear Bach"?
That is about what I said, but this particular pest was not interested."Look," he said, "you professors raise your kids your way; I'll take care of my own. Me, I'm out to make money."
"I hope you make a lot of it," I told him, "because you're going to be badly stuck for something to do when you're not signing checks."
Fourteen years later I am still teaching, and I am here to tell you that the business of the college is not only to train you, but to put you in touch with what the best human minds have thought.If you have no time for Shakespeare, for a basic look at philosophy, for the continuity of the fine arts.
For that lesson of man's development we call history—then you have no business being in college.You are on your way to being that new species of mechanized savage, the push-button Neanderthal.Our colleges inevitably graduate a number of such life forms.
But it cannot be said that they went to college; rather the college went through them—without making contact.
No one gets to be a human being unaided. There is not time enough in a single lifetime to invent for oneself everything one needs to know in order to be a civilized human.
Assume, for example, that you want to be a physicist. You pass the great stone halls of, say, M.I.T., and there cut into the stone are the names of the scientists. The chances are that few if any of you will leave your names to be cut into those stones.
Yet any of you who managed to stay awake through part of a high school course in physics, knows more about physics than did many of those great scholars of the past. You know more because they left you what they knew, because you can start from what the past learned for you.
And as this is true of the techniques of mankind, so it is true of mankind's spiritual resources. Most of these resources, both technical and spiritual, are stored in books. Books are man's peculiar accomplishment. When you have read a book, you have added to your human experience.
Read Homer and your mind includes a piece of Homer's mind. Through books you can acquire at least fragments of the mind and experience of Virgil, Dante, Shakespeare—the list is endless. For a great book is necessarily a gift; it offers you a life you have not the time to live yourself.
And it takes you into a world you have not the time to travel in literal time. A civilized mind is, in essence, one that contains many such lives and many such worlds.If you are too much in a hurry, or too arrogantly proud of your own limitations, to accept as a gift to your humanity some pieces of the minds of Aristotle, or Chaucer or Einstein, you are neither a developed human nor a useful citizen of a democracy.
I think it was La Rochefoucauld who said that most people would never fall in love if they hadn't read about it. He might have said that no one would ever manage to become human if they hadn't read about it.
I speak, I'm sure, for the faculty of the liberal arts college and for the faculties of the specialized schools as well, when I say that a university has no real existence and no real purpose except as it succeeds in putting you in touch, both as specialists and as humans, with those human minds your human mind needs to include.
The faculty, by its very existence, says implicitly: "We have been aided by many people, and by many books, in our attempt to make ourselves some sort of storehouse of human experience.
We are here to make available to you, as best we can, that expertise.
又一学年——为了什么？
约翰•查尔迪
让我给你们讲讲我在教学生涯中最早遇到的困难。
以上就是现代大学英语精读1unit2的全部内容，又一学年——为了什么? 约翰•查尔迪 让我给你们讲讲我在教学生涯中最早遇到的困难。那是1940年的一月,我刚从研究生院毕业,在密苏里大学堪萨斯分校开始我第一个学期的教学。一个瘦高的学生走进我的课堂,坐下,交叉着手,看着我,似乎在说“好吧,快教我些东西。 两周后我们开始学习《哈姆雷特》。
