仁爱英语 九年级上册Unit 3 Topic 2 课文翻译
Unit 3 Topic 2 课文翻译
S ectionA-1a
(Wang Junfeng and his parents are going to the USA. Michael and Kangkang are going to see them off. Now they are on their way to the airport.)
（王俊峰和他的父母要去美国。迈克尔和康康去给他们送行。现在他们在去机场的路上。）
Wang Junfeng:I can't believe that I'm flying to Disneyland. I'm so excited.
王俊峰：真不敢相信我就要飞往迪士尼了。我太激动了。
Kangkang:Of course you are.
康康：当然了。
(Michael sees a stranger putting out hand with his thumb raised.)
（迈克尔看到一个陌生人拇指向上伸着手。）
Michael:Stop, please!
迈克尔：麻烦停一下车！
Driver:What's up?
司机：怎么了？
Michael:The stranger is asking for a ride. Look at his gesture!
迈克尔：这个陌生人想让我们载他一程。看他的动作。
(The driver stops the minibus.)
（司机停下了面包车。）
Foreigner:Excuse me, could you please give me a ride to the airport?
外国人：打扰了，你们能带我去机场吗？
Driver:Sure. We're going to the same place. Get on, please.
司机：可以。我们也要去机场。上车吧。
Foreigner:Thank you very much.
外国人：非常感谢。
(They reach the airport twenty minutes later.)
（二十分钟以后他们到了机场。）
Kangkang:What time is your flight?
康康：你的飞机是什么时候？
Wang Junfeng:At 5 o'clock. My uncle is meeting us tomorrow. But I'll still worried about my English.
王俊峰：五点。我叔叔，明天来接我。但我还是很担心我的英语。
Kangkang:No need to worry. You can buy the guidebook, A Tour in the USA.
康康：不用担心。你可以买一本旅游指南，《美国之行》。
Wang Junfeng:Good idea. I hope I won't have much difficulty in communication.
王俊峰：好主意。希望我的交流不会有太大困难。
Michael:Whenever you need help, send me an e-mail or call me.
迈克尔：需要帮助的时候，就给我发邮件或者打电话。
Wang Junfeng:Thank you very much. I have to go now. Bye!
王俊峰：谢谢你们。我得走了。拜！
SectionB-1a
(Jane meets Kangkang and Y ukio at the school gate.)
（简在学校门口遇到了康康和由纪夫。）
Jane:Hi, Kangkang and Y ukio!
简：嗨，康康，由纪夫！
Yukio:Hello, Jane!
由纪夫：你好，简！
Kangkang:Yukio, when Jane says "Hi" she waves her hand, but when you say "Hello" you bow.
康康：由纪夫，简说“嗨”的时候，她招了手，你说“你好”的时候，你是鞠的躬。Yukio:In Japan, we bow when we are saying hello as a sign of respect.
由纪夫：在日本，我们打招呼的时候会鞠躬，来表示对对方的尊敬。
Jane:In Canada, we wave as a sign of peace and feiendship.
简：在加拿大，我们招手来表示和平和友谊。
Kangkang:I think that is known as body language. We use body language to communicate how we feel, even if there is silence.
康康：我觉得那就是肢体语言。即便安静的时候，我们也会用肢体语言来交流我们的感受。
Yukio:Did you notice that Miss Wang smiles when she is happy, and when she is angry she put her hands on her hips? Then I know whether she will praise or punish us.
由纪夫：你有没有注意到方老师高兴的时候就会笑，生气的时候就会把手放在身体两侧？那样我就会知道她是要表扬还是要惩罚我们。
Jane:When my little sister is angry, she crosses her arms and stamps her foot!
简：我妹妹生气的时候就会双臂交叉跺着脚。
Kangkang:I wonder if body language means the same thing in all cultures.
康康：我想知道肢体语言在所有文化中是不是同一个意思。
Jane:We should do some research. People could communicate better if they knew more about their body language.
简：我们应该调查一下。如果人们更加了解肢体语言，就能更好的沟通了。
Yukio:Let's ask Miss Wang and Ms. Jones if they will help us with our research.
由纪夫：我们问问方老师和琼斯老师，看她们会不会帮我们做调查。
Jane:That is a good idea. Goodbye, Kangkang. Goodbye, Yukio.
简：好主意。再见，康康。再见，由纪夫。
Kangkang and Yukio:Goodbye, Jane.
康康和由纪夫：再见，简。
SectionC-1a
Some things usually have different meanings in differens cultures.
有些东西在不同文化中有不同的含义。
Here are some words about animals that are used differently in western cultures and Chinese culture.
这里有一些关于动物的词语，在中国文化和西方文化中用法不同。
Most phrases in Chinese about the dog, such as "a homeless dog", "a mad dog","a running dog" and "a dog catching a mouse", have negative meanings.
中国多数关于狗的短语，比如“丧家之犬”、“一条疯狗”、“走狗”和“狗逮耗子”，都是贬义词。
But in western countries, dogs are considered honest and good friends of humans.
但是在西方文化中，狗是人类忠实的好朋友。
The word, "dog", has positive meanings.
“dog”这个单词有积极地含义。
For example, "you are a lucky dog" means you are a lucky person.
比如，“you are a lucky dog”的意思是你是一个幸运儿。
And "every dog has its day" means each person has good luck at times.
“every dog has its day”的意思是每个人都有得意的时候。
As we know, dragons are very important in Chinese culture.
我们知道，龙在中国文化中很重要。
In ancient times, dragons were regarded as strong and magical creatures.
古代，人们认为龙是具有魔法的强大生物。
They brought hope and good luck.
它们能带来希望和好运。
The ancient emperors compared themselves to dragons.
古代皇帝把自己比作龙。
Nowadays, many parents want their children to become"dragons".
现在，很多父母都望子成“龙”。
But in western cultures, dragons were dangerous animals.
但是在西方文化中，龙是很危险的动物。
Heroes killed them to protect people.
英雄屠龙为了保护人们。
与当今“教师”一称最接近的“老师”概念，最早也要追溯至宋元时期。金代元好问
《示侄孙伯安》诗云：“伯安入小学，颖悟非凡貌，属句有夙性，说字惊老师。”于是看，宋元时期小学教师被称为“老师”有案可稽。清代称主考官也为“老师”，而一般学堂里的先生则称为“教师”或“教习”。可见，“教师”一说是比较晚的事了。如今体会，“教师”的含义比之“老师”一说，具有资历和学识程度上较低一些的差别。辛亥革命后，教师与其他官员一样依法令任命，故又称“教师”为“教员”。Some things have similar meanings in Chinese culture and western cultures.
有些东西在中国文化和西方文化中有相似的含义。
The rose is regarded as a symbol of love in both China and some western countries.
在中国和一些西方国家，玫瑰都是爱情的象征。
People in China and the West think the rose also stands for peace, courage and friendship.
中国和西方的人们认为玫瑰还代表着和平、勇气和友谊。
When we pay attention to the cultural meanings of words, we will understand them better.
我们关注词语的文化含义时，就能更好地理解它们。
SectionD-1a
English is spoken by people in many places.
很多地方的人们都说英语。
It began in England but spread as the British people left their coutry and made new homes.
英语起源于英格兰，但是英国人在其他地方定居时，传播了英语。
Now, English is the language spoken by most people in countries like Canada, America and
Australia.
现在，在加拿大、美国和澳大利亚这样的国家，大多数人都说英语。
After many years, the English language began to change.
很多年后，英语开始发生改变。
The changes were maily expressions and spellings.
发生变化的主要是表达和拼写。
Sometimes different people use different words to mean the same thing.
有时候，不同的人用不同的单词来表达同一个意思。
People in England say "underground" while people in America say "subway".
英国人用“underground”来表示地铁，而美国人却用“subway”。
In America an elevater starts on the first floor, but in Britain it starts on the ground floor.
美国电梯的第一层叫“first floor”，而英国人则用“ground floor”。
"Colour" and "centre" are British spellings while"color" and "center" are American spellings for the same words.
同一个单词，“colour（颜色）”和“centre（中心）”是英国人的拼写方法，而“color”和“center”是美国人的拼写方法。
Pronunciation of words and ways of speaking have changed as well.
单词的发音和说话方式也发生了改变。
It is possible to tell whether a person is American or British by listening to his or her speech.听一个人说话就可以判断他/她是美国人还是英国人。
教师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、模仿。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。The English language has also changed by borrowing words from other languages.
英语的改变还体现在它会从其他语言中借词。
The Americans borrowed "cent" from old French and "cookbook" from German.
观察内容的选择，我本着先静后动，由近及远的原则，有目的、有计划的先安排与幼儿生活接近的，能理解的观察内容。随机观察也是不可少的，是相当有趣的，如蜻蜓、蚯蚓、毛毛虫等，孩子一边观察，一边提问，兴趣很浓。我提供的观察对象，注意形象逼真，色彩鲜明，大小适中，引导幼儿多角度多层面地进行观察，保证每个幼儿看得到，看得清。看得清才能说得正确。在观察过程中指导。我注意帮助幼儿学习正确的观察方法，即按顺序观察和抓住事物的不同特征重点观察，观察与说话相结合，在观察中积累词汇，理解词汇，如一次我抓住时机，引导幼儿观察雷雨，雷雨前天空急剧变化，乌云密布，我问幼儿乌云是什么样子的，有的孩子说：乌云像大海的波浪。有的孩子说“乌云跑得飞快。”我加以肯定说“这是乌云滚滚。”当幼儿看到闪电时，我告诉他“这叫电光闪闪。”接着幼儿听到雷声惊叫起来，我抓住时机说：“这就是雷声隆隆。”一会儿下起了大雨，我问：“雨下得怎样?”幼儿说大极了，我就舀一盆水往下一倒，作比较观察，让幼儿掌握“倾盆大雨”这个词。雨后，我又带幼儿观察晴朗的天空，朗诵自编的一首儿歌：“蓝天高，白云飘，鸟儿飞，树儿摇，太阳公公咪咪笑。”
这样抓住特征见景生情，幼儿不仅印象深刻，对雷雨前后气象变化的词语学得快，记得牢，而且会应用。我还在观察的基础上，引导幼儿联想，让他们与以往学的词语、生活经验联系起来，在发展想象力中发展语言。如啄木鸟的嘴是长长的，尖尖的，硬硬的，像医生用的手术刀―样，给大树开刀治病。通过联想，幼儿能够生动形象地描述观察对象。美国人从古法语中借用了“cent（分）”，从德语中借用了“cookbook（食谱）”。
They also borrowed "tofu" and "kowtow" from Chinese.
他们还从汉语中借用了“tofu（豆腐）”和“kowtow（叩头）”。
“师”之概念，大体是从先秦时期的“师长、师傅、先生”而来。其中“师傅”更早则意指春秋时国君的老师。《说文解字》中有注曰：“师教人以道者之称也”。“师”之含义，现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非由“老”而形容“师”。“老”在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老”“师”连用最初见于《史记》，有“荀卿最为老师”之说法。慢慢“老师”之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师”当然不是今日意义上的“教师”，其只是“老”和“师”的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道”，但其不一定是知识的传播者。今天看来，“教师”的必要条件不光是拥有知识，更重于传播知识。The English language is changing all the time, but people from English-speaking countries are still able to understand each other.
英语一直都在改变着，但是以英语为母语的国家的人们依然能听懂彼此。