武汉理工大学研究生英语上册课后翻译

Unit1:SchoolingPassage OneMarva was a striking woman with high cheekbones and strong angular feature

Unit1:Schooling Passage One 1. Marva was astriking woman with high cheekbones and strong angular features. 在人群中，马文老师总是会显得很醒目，她有着高高的颧骨，瘦而强健。 2. Slender though not willowy, Marva was immediately discerniblein acrowd——even without the visibility afforded by her height--for she acquired apoise and sophistication that gave her appearance adeliberate style. —— 马文老师瘦削而不软弱，就算她没有那么高，在人群中时还是一眼就能识别出来因为她 有着特别的镇静及教养，这些都使她有了一种严谨的风格。 2. In Marva’s opinion, it was important to have aunique imprint. 在马文老师看来，给人留下独特的印象是很重要的。 4.S he was so determined.,0r just plain stubborn. 她意志坚定，或者说只是固执。 5. There were excitement building and Marva worked the momentum, like an entertainer who felt the pulse of an audience. 马文老师触动了孩子们兴奋的神经，她就像是一个能够触到观众脉搏的表演者。 Passage Two 1. Ihad ateacher once who called his students 'idiots' when they screwed up. He was our orchestra conductor, afierce Ukrainian immigrant named Jerry Kupchynsky, and when someone played out of tune, he would stop the entire group to yell. 我曾经遇到过这样一位管弦乐指挥严师。当有人弹错时，他怒骂他为白痴，当有人弹走音时， ·—— 他暂停指挥，怒吼。他就是杰瑞卡帕奇斯基乌克兰移民。 2. The conventional wisdom holds that teachers are supposed to tease knowledge out of students, rather than pound it into their heads. Projects and collaborative learning are applauded; traditional methods like lecturing and memorization -- derided as 'drill and kill' -- are frowned upon, dismissed as asurefire way to suck young minds dry of creativity and motivation. 传统的观念认为老师应该为学生梳理知识，而不是一味的把知识塞进他们的脑袋里。作业和 “” 小组学习都是倍受青睐的学习手段。传统的方法，如讲授和背诵，都被讥讽为钻杀，被 人反对，被贬为是用正确的方法来蚕食年轻一代的创造力和积极性。