新编大学英语2课文全部翻译

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 “噢，谢谢，”护士用法语说。“你叫什么名字？”

8 “兴，”小男孩回答道。

9 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。

14 现在医疗小组非常担忧，因为针不该使他们的小输血者一直感到疼痛。显然出了问题。恰好这时，一名越南护士前来帮忙。看到小男孩在哭，她用越南话很快地和他说话。听了小男孩的回答后，又立即回答他。护士一边说，一边俯身轻轻拍着小男孩的头，她的声音亲切柔和。

15 一会儿，小男孩不再哭了，他睁开眼睛，用询问的目光看着越南护士。护士点了点头，小男孩的脸上马上露出了宽慰的神色。

16 越南护士抬起头平静地对两名美国人说：“他以为自己快死了。他误解了你们，以为你们要他献出所有的血，小女孩才能活下来。”

17 “那他为什么会愿意这么做呢？”海军护士问。

18 越南护士把这个问题向小男孩重复了一遍。小男孩简单地回答道：“她是我的朋友。”

19 他为了朋友甘愿献出自己的生命，没有比这更伟大的爱了。

没有言语的交流

1 当你学一门外语的时候，你一定要学词汇和语法，但这些还远远不够。要想成功地进行交流，你还必须学习该文化的非言语语言，或者说“身势语”。身势语是一个术语，是我们用来描述那些可以传递信息的脸部表情，手势以及其他身体动作的术语。这种交流方式非常重要，实际上我们用动作表达的信息可以比用言语表达的信息更多。

2 有时候我们发现说一门外语很困难，因为我们可能不了解另一种文化的非言语信号，或者说那些信号在我们自己文化中的含义可能迥然不同。例如，在世界上不同的地方，上下点头的动作就传递不同的信息。在北美，该动作表示“我同意”。在中东地区，向下点头表示“我同意”，而向上抬头表示“我不

同意”。日本人说话的时候这个动作通常只是表示“我在听着呢”。一位在美国的日本学生好不容易才了解了其中的差别。在和一位推销员说话的时候，这位学生礼貌性地点头，表示我在听着。结果第二天那位推销员就将一台崭新的洗衣机送到了他的公寓。

3 目光接触所表达的含义也很丰富，但是，在不同的国家里，它表达的意思不同。在一些讲西班牙语的国家，孩子在与年长者谈话时，不直视对方的眼睛，以表示尊重。而在其他国家，别人则期待你看着他的眼睛。例如，如果你在美国不这么做的话，人们会以为你害怕，尴尬或者是生气了。

4 世界上很多地方都用两中基本的手势来招呼别人朝自己走过来。在亚洲，人们把手指朝下微曲起来，做摆手的动作，而有些北美人则用这个动作向孩子们道别。北美人用大致相同的手势招呼别人走过来，但是他们的手指是向下弯曲的。因此，去国外访问的人必须了解这些差别，否则也许会表达错误的信息。

5 我们在谈话是与对方保持的距离同样也是交流过程中的一个重要方面，但是我们很少想到这一点。通常，北美人比拉丁美洲人和中东人更喜欢彼此间距离大一点。在一个国际会议上可能会出现这样的情景：谈话时两个外交官慢慢地从房间的这一头移到那一头，其中一个想竭力拉大彼此间的距离，而另一个则想竭力缩小这一距离。通常，喜欢距离大的那个人一直退到背靠墙，无路可退为止，他的努力也以失败告终。

6 尽管我们花了很多年时间来学习一门外语，如果我们不了解那个文化的非言语语言和正确的举止的话，就会产生误解。如果我们不知道应该握手还是鞠躬，什么时候坐着，什么时候站着，在不熟悉的场合应该有什么样的举止，那么我们就没有真正具备用外语交流的能力。或许在读，写，说，听四项传统的交流技能之外还应该加上第五项技能：文化意识。

新的开端

1 当我父母开车离去，留下我可怜巴巴站在停车场上时，我开始寻思我在校园里该做什么。我决定我最想做的就是平安无事地回到寝室。我感到似乎校园里每个人都在看我。我打定主意：竖起耳朵，闭上嘴巴，但愿别人不知道我是个新生。

第二天早上我找到了上第一节课的教室，大步走了进去。然而，进了教室，我又碰到了一个难题。坐哪儿呢？犹豫再三，我挑了第一排边上的一个座位。

3 “欢迎你们来听生物101课，”教授开始了开场白。天哪，我还以为这是文学课！我的后脖根上冒出了冷汗，摸出课程表核对了一下教室号-----教室号是对的，但我却走错了教学楼。

4 怎么办？上课期间就站起来走出去？教授会不会生气？大家肯定会盯着我看。算了吧。我还是稳坐在座位上，尽量使自己看起来和生物专业的学生一样认真。

下了课后我觉得有点饿，便赶忙去自助食堂。我往拖盘里装了些三明治就朝座位走去，

就在这时，我无意中踩到了一大滩番茄酱。手中的托盘倾斜了，我失去了平衡。就在我屁股着地的刹那间，我看见自己整个人生在眼前一闪而过，然后终止在大学上课的第一天。

摔到后的几秒里，我想要是没有人看见我刚才的窘想该有多好。但是，食堂里所有的

学生都站了起来，欢呼鼓掌，我知道他们不仅看见了我刚才的情景，而且下决心要我永远都不会忘掉那一幕。

7 接下来的三天里，我独自品尝羞辱，用以果腹的也只是从安放在房间外的机器上买来的没有营养的食品。到了第四天，我感到自己急需补充一些真正的食物。兴许三天的时间足以让校园里的人把我忘在脑后。于是我去了食堂。

8 我好不容易排队取到了食物，踮脚走到一张桌子前坐下。突然我听到一阵熟悉的哗啦跌倒声，抬头看见一个可怜的家伙遭遇了和我原先一样的命运。当人们开始像对待我那样欢呼鼓掌的时候，我对他满怀同情。他站起身，咧嘴大笑，双手紧握高举在头顶上，做出胜利的姿势。

我是否摔了托盘，坐在教室的哪个位置，甚至于是否走错了教室，有谁会在乎呢？没

有人在乎。这不像在中学。在大学里，这些都无关紧要。我完全可以按自己的意愿行事。

１０一旦意识到我不必考虑别人的期望，只要自己满意就行，我感到释然。我开始把上大学看作一个美妙的实验。我稍稍改变了自己的穿着，开始欣赏爵士乐，还认定自己喜欢光着脚走路。

１１在以后的大学生活里，我不再试图做出什么姿态，而是顺其自然。大学，在我看来，也许是唯一一

个有错误可以完全得到谅解的阶段（包括踩到番茄酱，摔了托盘）。于是，我利用这个机会来体验我认为自己可能会犯的所有过失。

１２大学毕业已经三年了，我仍然时有过失，其中一些过失我还得到了原谅。

动物拥有文化吗?

1 只有人类拥有文化呢，还是某些动物也同样拥有文化，这是社会科学家们最近才提出来的问题。说到

文化，我们指的是某一类人群共有的生活方式。文化包涵了我们形成的信念和看法。人们的行为模式促使他们生活在一起，也正是人们的行为模式把不同的群体区分开来。

2 人类失去了蛮力、爪子、长牙及其他自卫功能，然而文化为我们弥补了这些缺失。人类使用工具，相

互合作，并借助语言进行交流沟通。但人类行为的这些方方面面，或称之为“文化”的东西，在某些动物的生活中也同样存在。

3 我们过去一直认为会不会使用工具是人和其他动物的分界线。然而，最近我们发现情况并非如此。黑

猩猩不但能够使用工具，还竟然能自己制造工具。这是从仅仅捡起并使用手边的东西向前迈出的重要的一步。例如，有人看到黑猩猩把树叶扯掉，将树枝伸进白蚁巢穴。当白蚁啃咬树枝时，就把树枝抽回，接着就把枝条底端的白蚁吃掉——就像我们使用餐叉一样。

4 我们曾一度认为，尽管人类可以学习文化，但却不可能教动物学文化。或者，即使动物能够学

习，它们也不会象人类那样互相传授。然而，这一观点也同样是不正确的。日本京都大学猿猴研究中心对一组日本猴进行过研究。科学家们给猴子白薯，想把它们引到海岛的岸边。一天，为了去掉白薯上面的沙子，一只年轻的母猴开始用水来洗白薯。这一做法马上传遍了整个猴群。这是学来的行为，不是向人类学的，而是从其他猴子那里学到的。而凡是没有跟这一猴群接触过的其他所有的猴子几乎都不会用水洗沙子。这样，动物间就存在了“文化差异”。

5 我们已经把使用和发明工具，从区分动物和人类行为的方法中排除出去了，同样也把学习和互相传授

行为排除在外了。但我们仍抓住语言这最后一个特点不放。然而，即便是语言的使用也无法把人类文化和动物文化区分开来。教猿猴说话的尝试虽然失败，但这是因为猿猴没有合适的发声器官。如果我们愿意采纳口语之外的其他语言形式的话，应该说教猿猴学习语言一直是非常成功的。有两位心理学家曾训练一只名叫华秀的黑猩猩，教它使用美国标准手语。这种语言同样供聋人使用。用这种语言，“交谈”是通过手势来完成的，而不是把单词用一个个字母拼出来。当华秀长到五岁时，她掌握了130个手语词汇。

而且，她还能用原先未教过的新方法，来组合这些词汇。这表明她能创造性地使用语言，而不是单纯地模仿。她自己能遣词造句，表达真实的意思。这使双向交流得以实现；，超越了单向的指令一反应模式。6当然，动物文化有其局限性。据我们所知，没有任何猿猴曾建立起任何诸如宗教或法律等的社会制度。

而且，尽管有些黑猩猩有可能学会手语，但这种语言形式在表达抽象思想时有局限性。而使用口头语文使我们能把整文化传递给任何一个会同种语言的人。也许最重要的一点是，人和动物的分界线并不像我们过去认为的那样清清楚楚。

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。比如，当人们分别时，常常互相叮嘱：“小心点！”倘若

你认真听从这些话，很可能会妨碍你的发展。想象一下，假定你的朋友和家人对你说的是：“去冒冒险吧”，那么你的发展又会是多么的不同。

1你不妨停下来想一想，你的未来会有多么不同。你是否设想过，如冒冒险，你会取得巨大的成功。

或者说，你的脑海里是否出现过自己身体会受到伤害的念头？

2说到冒险，许多人常常认为它会带来危险。这是因为我们的语言常把两个概念混为一谈：危险及冒险可能会带来的困苦或责怪。在考虑是否冒险时，有的人会这么想：

3“如果我不小心，他会要我的命！”

4“我就会死！”

5“我会粉身碎骨！”

6你会有类似的想法吗？倘若你在思想上给未来抹上惊恐的色彩，你的行动就会受到制约。而这类惊恐都是虚惊。

7这些错误的想法并不意味着在你尝试某种变革时的确会发生这样的情况。你不可能被杀死或者粉身碎骨。假如事与愿违，也许你会经受些轻微的困苦，仅此而已。但这点困苦却是为获取最终成功所冒的风险的一部分。

8当(上述)那些过激的想法令你不安时，你就不去冒险。被“扼杀”的只能是你的主动性、你的自信和发展。

9明白了冒险和危险的区别，你就能拓展事业。这两者的区别是：当结果不确定时就有风险，而当你肉体要受到严重伤害时就有危险。

10有些新想法能够获得成功，而有些则不能。有失败的风险并不意味着未来很危险。大多数的变更不会使你的身体遭受严重的伤害。

11对许多人来说，演讲就是一个混淆风险和危险的最典型例子。我认识一位经理，他以前一想到要面对公众演讲就十分害怕。当然，在第一次演讲前他并不知会有怎样的结果。他没意识到演讲不过是一种冒险，反而把自己搞得过分地紧张，犹如大敌当前。他想象着听众会向他扔东西，或者愤怒地群起而攻之，尽管他知道这不太可能。

12尽管他感到忐忑不安，他冒险地作了平生第一次演讲。结果发现，听众很随和地支持他。由于具备了演讲这一新技能，他成了一位更积极、更成功的领导者。尽管他在演讲时还要出点差错，但从来没有听众伤害过他。

13每当做一件新的或者不同的事情时，你都会面临风险。下一次你不能确定未来会怎样时，请把风险与危险区分开。如果你知道危险存在的可能性很大，那么我建议你避开险情，除非你确信自己能够对付它。

14如果你断定不大会有危险，那就考虑一下将来会出现什么情况。如果看来前景是安全的，那就实施你的计划。在采取行动前，你不必把将会发生什么弄得清清楚楚。

15对这种不会有危险的冒险策略你可以马上采用。下一回与朋友分别时，注意他是否嘱咐你说，“小心点。”（如果是，）那你就给他一个意外，对他说，“冒冒险吧！”

快乐的圣诞节

还吃吗？

1 你可能知道“MERRY”有两层意思：快乐和醉酒。如果你像许多英国人那样，那么你的圣诞节将会是一个喝酒的而不是宗教的节日。从十二月初直到一月份的第一周结束整个圣诞节期间，你会花很长时间与朋友、亲戚和同事喝酒。无论身处酒馆喧闹友好的气氛中，还是置身于安宁舒适的他人家里，你都会一小口一小口地喝个不停。

2 如果圣诞节前夕在皮卡迪利或牛津大街上走，你就会看到大把大把的钱花在电子游戏、瓶装烈性酒、昂贵的服装、激光唱片、磁带、照相机以及大量的奢侈品上，花费之多令人难以置信。

如果圣诞节前夕，到伦敦东区几个镇的主要街道上走一走，你就看不到(有人)大把大把地花钱买礼品。假如你有钱或者你不怕负债，你就会加入到圣诞节所体现的炫耀性消费的行列中去。如果你没钱，你会感到伤心失望，因为你不能给心爱的人你想给的礼物。

3 圣诞节应该是对他人表示爱心和良好的祝愿的时候。它应该是为那些没有我们那么幸运的人做善事的时候。然而，当我们坐下来吃圣诞大餐的时候我们想过别人吗？当然没有。我们正忙于品尝圣诞节的美味佳肴。我们正忙着想知道我们送给别人的礼物是与别人送给我们的一样好，还是比他们送的更好。

我们忘了顾及那些生病的和无家可归的人。整个圣诞节基本上丧失了基督精神这一概念—我相信如果基督看到在以他的名义进行这样的庆祝活动一定会很痛苦。

4 因此，我反对过圣诞节—我同意斯克鲁奇的看法：“这全是挂羊头卖狗肉。如果我们还要继续以这种铺张浪费、愚昧无知的方式庆祝的话，那么让我们诚实一点，就把它叫做“吃喝周”—让我们剥掉虚伪的假装，去说什么圣诞节是“表达良好祝愿的时节”。让我们正视它吧，圣诞节是一个失去了原来意义的节日。

不仅仅为小孩？

5 最近，一个涉世颇深的妇女羞怯地告诉我，她把所有的礼物一直存到圣诞节的早上，然后坐在床上打开礼物，就像个孩子一样。她原认为我会笑话她，说她傻。但事实上，我非常高兴能碰见一个与我一样对待圣诞节的人。

6 如今许多人对待圣诞节的态度不同了。他们认为这只是店主们赚大钱的时候，也是每个人到处奔波，买他们不愿意送的礼物和不想吃的食物的时候。但他们难道已经与自己的童年如此疏远，以至于忘了所有美好的事情？

7 首先，圣诞节使你摆脱日常生活的轨道。对孩子们来说，在装饰品挂起来的前几周，乐趣已经开始了，随着12月25日的临近，激动的气氛越来越浓。

8 在圣诞节期间，对大家来说，人与人之间似乎都要比平时友好得多。当你在交通灯处停下来的时候，你可以把头伸出车窗外说：“圣诞快乐”。人们会微笑着给予回应。在平时大概你是很难想到会这样做的。这或许是因为大部分人在度假，或者因为每个人都知道他们正在分享同一种经历。如果你早早就把礼物准备起来，而且真的想好把适当的礼物送给适当的人，送礼也是一件非常令人心满意足的快事。

9 说实在的，不管店主从圣诞节中得到什么盈利，圣诞节还是一个“神圣的日子(holy day)”。“节日(holiday)”这个词就是从“神圣的日子”来的，它使人们有时间停下来，花一会儿工夫认真地想一想其非商业的价值。

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Unit Two Communication problems Teaching Objectives 1. Let the students have some ideas of the common ways we usually use in our daily life to communicate. 2. Make the students find the efficient ways to communicate with each other. 3. Let the students come up with the ways to avoid misunderstandings. Teaching allotment six academic hours Focus points 1.key words and phrases assume, conflict, convey, emphasis, ignore, misinterpret, react, verge, feel like, for effect, on the verge of, pull out, take----lightly 2.difficult sentences 1) When Martians and Venusians first got together, they encountered many of the problems with relationships we have today. 2) So when communication problems emerged, they assumed it was just one of those expected misunderstandings and that with a little assistance they would surely understand each other. 3) To fully express their feelings, women would tend to exaggerate the facts a little bit for effect and use various superlatives, metaphors, and generalizations. 3.grammar focus prefix “mis---”的不同意义 Related Information It is well-known that learning a second language is never easy, and, generally speaking, the older one is when one attempts a new language, the more difficult it becomes. This is at least partly due to what is known as language interference, meaning that the linguistic patterns of our first language interfere with those of the second because no two languages have exactly the same sounds and grammatical structures. The English language has a very large vocabulary because it has incorporated words from many other languages over the centuries. This is nowhere more apparent than in its color words. For example, there are many words that express the color “purple”, describing its different shades and hues: mauve, violet, lilac, or lavender. An interesting 2

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