英語的文章的新聞閱讀

　　小編今天給大家準(zhǔn)備了英語作文的優(yōu)秀范文，希望可以幫到同學(xué)們，同學(xué)們可以認(rèn)真的看一看，背一背，加深作文的印象

　　課外閱讀1

　　Miguel Bloombito has some travel advice for his 75,000-plus Twitter followers: “Los subwayofare hikeros esta too mucho expensivo. Take tu helicoptero to worko insteado!”

　　惡搞紐約市長(zhǎng)邁克爾·布隆伯格(Michael Bloomberg)的Twitter賬戶@ElBloombito，以“MiguelBloombito”的名義給75000多名粉絲提供了一些出行建議：“Los subwayo fare hikeros esta too muchoexpensivo. Take tu helicoptero to worko insteado!”(意：地鐵票價(jià)漲得太厲害了，還是乘坐直升飛機(jī)上班吧!)

　　New Yorkers are having fun with their mayor Michael Bloomberg’s Spanish. The parody @ElBloombito account is one example. But Mr Bloomberg, whose Spanish announcementsduring last year’s Hurricane Sandy brought his heavily accented attempts to a worldwideYouTube audience, is not giving up.

　　紐約人喜歡揶揄他們市長(zhǎng)的西班牙語水平，這個(gè)惡搞的山寨賬戶便是一例。去年颶風(fēng)桑迪(Hurricane Sandy)來襲時(shí)，布隆伯格那帶著濃重口音的西班牙語公告通過YouTube傳遍了全世界。但他沒有放棄學(xué)習(xí)。

　　He got a D in French at school and dropped plans to major in university physics because somuch of the literature was then in German, he told the New York Times recently.

　　近期，布隆伯格對(duì)《紐約時(shí)報(bào)》(New York Times)表示，他上學(xué)時(shí)的法語成績(jī)?yōu)镈，而在大學(xué)主修物理的計(jì)劃也因當(dāng)時(shí)多數(shù)文獻(xiàn)系用德語寫成而泡湯。

　　But he insisted he was getting better at his latest language. “I will not die until I can speakSpanish like a quasi-native,” he said.

　　但他堅(jiān)持認(rèn)為自己的西班牙語正在進(jìn)步：“如果不把西班牙語練成準(zhǔn)母語者的水平，我是不會(huì)死去的。”

　　Learning languages defeats less determined English-speakers, who reckon most business andtravel conversations take place in English anyway. Even those who know that their customerswould be impressed by an attempt to speak their language find it too daunting.

　　學(xué)習(xí)外語會(huì)讓意志不夠堅(jiān)定的英語母語者打退堂鼓，因?yàn)樗麄冇X得，反正大多數(shù)商務(wù)對(duì)話和旅行交談都是用英語進(jìn)行的。即使有些人明白嘗試說客戶的語言能夠討好客戶，但他們?nèi)院ε聦W(xué)外語。

　　A few years ago, during a holiday in Spain, I put on a sample of a compact disc by MichelThomas and immediately felt I had found something different.

　　幾年前在西班牙度假時(shí)，我聽了米歇爾·托馬斯(Michel Thomas)的光盤樣品，立刻感到耳目一新。

　　I wasn’t alone. Woody Allen, Bob Dylan, Emma Thompson and executives of top companies paidThomas thousands of dollars for Spanish, French or German lessons.

　　我不是唯一的一個(gè)。伍迪·艾倫(Woody Allen)、鮑勃·迪倫(Bob Dylan)、艾瑪·湯普森(Emma Thompson)和頂級(jí)公司的高管都曾花費(fèi)數(shù)千美元，購(gòu)買托馬斯的西班牙語、法語或德語課程。

　　Thomas died in 2005, aged 90, but his audio lessons are available, along with CDs by otherinstructors teaching languages such as Mandarin and Russian using his methods.

　　托馬斯2005年去世，享年90歲，但他的音頻課程仍可以買到，此外還有其他教師使用他的方法教授漢語、俄語等語言的光盤。

　　Thomas led an extraordinary life. Born Moniek Kroskof to a Jewish textile manufacturingfamily in Lodz, Poland, he studied in Germany and, when the Nazis tightened their grip, escaped to France. He fought with the resistance, escaped near death several times and tookseveral noms de guerre, ending with Michel Thomas.

　　托馬斯的一生非同尋常。他原名莫涅克·克羅斯科夫(Moniek Kroskof)，出生于波蘭羅茲一個(gè)從事紡織制造業(yè)的猶太家庭，后來在德國(guó)學(xué)習(xí)。當(dāng)納粹加強(qiáng)控制時(shí)，他逃往法國(guó)。他與法國(guó)抵抗運(yùn)動(dòng)并肩作戰(zhàn)，幾度與死神擦肩而過，多次改名換姓，最后化名米歇爾·托馬斯。

　　As the allies advanced across France, he linked up with American forces, using his perfectGerman to act as an interrogator, and then washed up, stateless, in the US, where he set up hislanguage-teaching business.

　　隨著盟軍在法國(guó)所向披靡，他與美軍取得聯(lián)系，利用自己嫻熟的德語審訊戰(zhàn)俘。之后，他以無國(guó)籍人士的身份來到美國(guó)，發(fā)展起自己的語言教學(xué)業(yè)務(wù)。

　　The publication in 1999 of Michel Thomas: The Test of Courage, an admiring biography byChristopher Robbins, led one writer to question Thomas’s wartime account. It is impossible foran outsider to judge the doubts, which Robbins rejected in detail in an afterword to hispaperback edition, and which the US army answered by decorating Thomas for bravery.

　　1999年克里斯托弗·羅賓斯(Christopher Robbins)所著的那部充滿仰慕之情的傳記《米歇爾·托馬斯：勇氣的考驗(yàn)》(Michel Thomas: The Test of Courage)出版后，托馬斯對(duì)戰(zhàn)時(shí)經(jīng)歷的敘述引起了一位作家的質(zhì)疑。外人無從驗(yàn)證質(zhì)疑的真?zhèn)危_賓斯在平裝本的后記中詳細(xì)反駁了這些質(zhì)疑，美國(guó)軍方的回應(yīng)則是向托馬斯發(fā)放獎(jiǎng)?wù)?，以表彰他的英勇?/p>

　　But we can, as students, evaluate his language teaching.

　　但作為學(xué)生，我們可以評(píng)價(jià)他的語言教學(xué)之優(yōu)劣。

　　He promises a lot. Don’t try to memorise, he says. Don’t take notes or do any homework. Leaveall the hard work to him. Whether teaching celebrities or inner-city students, Thomas insistedthat failure to learn was the teacher’s fault.

　　他做出許多承諾。他說，不用背誦，不用做筆記，不用做作業(yè)。將所有的難題留給他就行。托馬斯堅(jiān)持認(rèn)為，不論教的是名人大腕還是城里的窮學(xué)生，學(xué)不會(huì)是教師的錯(cuò)。

　　Actually, Thomas is a demanding instructor. He works by building sentences with two studentsin his studio and you on your headphones. He says a sentence in English and then waits whileyou and one of the students translates into the language you are learning. He then provides theanswer. One of the students is quick, the other a little dim, leaving you pleased to be betterthan the slow one, but struggling to keep up with the smart linguist. There is no conjugatingof verbs but the attention to grammar is detailed. It is part of the process, seldom explicit. Thomas is an engaging audio presence. The hours in his company are hypnotic, and hugelyenjoyable. The sense of progress is gratifying. Within hours he has you compiling long, complex sentences in your new language. After 10 hours of his Spanish foundation course, Ifelt I was actually speaking.

　　事實(shí)上，托馬斯是一位要求嚴(yán)格的教師。在授課中，他與兩位學(xué)生在他的工作室中造句，你戴著耳機(jī)跟著他們練習(xí)。托馬斯說出一句英文，然后等待你和其中一位學(xué)生將它翻譯成所學(xué)的語言。最后他會(huì)說出答案。兩位學(xué)生中一位聰敏，一位則有些“愚笨”，這樣，你便會(huì)因?yàn)楸憩F(xiàn)優(yōu)于遲鈍的學(xué)生而得意洋洋，但又很難跟上那位聰明的學(xué)生。課程對(duì)動(dòng)詞變位沒有要求，但對(duì)語法的重視細(xì)致入微——這種重視雖然很少言明，但融入到整個(gè)學(xué)習(xí)過程之中。托馬斯的音頻教學(xué)富有感染力，他的課程引人入勝、充滿樂趣。你也可以獲得進(jìn)步的滿足感。短短幾個(gè)小時(shí)內(nèi)，你便能用所學(xué)習(xí)的語言造出復(fù)雜的長(zhǎng)句。學(xué)習(xí)了他10個(gè)小時(shí)的西班牙語基礎(chǔ)課程之后，我感覺自己已經(jīng)能開口對(duì)話了。

　　I made a trip to Colombia – and found myself way behind Mr Bloomberg. It is not that Thomasis a bad teacher. In a lifetime of learning and trying to learn languages, I have neverencountered a better one.

　　我去了一趟哥倫比亞，發(fā)現(xiàn)自己的水平與布隆伯格相去甚遠(yuǎn)。這并不是說托馬斯是位糟糕的老師。我畢生一直在學(xué)習(xí)和嘗試學(xué)習(xí)語言，尚未遇見比他更好的老師。

　　It is just that the notion that you can leave it all to the teacher is nonsense. Learning alanguage requires effort, memorising vocabulary, looking over the grammar, watchingtelevision, reading newspapers and talking to real people rather than just two hiredparticipants. The learner has to take responsibility.

　　我只是想表達(dá)，將所有難題交給老師的理念是荒.唐的。學(xué)習(xí)一門語言需要刻苦努力、背誦單詞、查閱語法、看電視、讀報(bào)紙、與現(xiàn)實(shí)生活中的人(而不是兩位雇來的人)交談。學(xué)習(xí)者必須肩負(fù)起責(zé)任。

　　Successful language acquirers do something else: they don’t worry about getting things wrongor making fools of themselves. In that sense, New York’s mayor is the perfect student.

　　成功的語言習(xí)得者與眾不同：他們不擔(dān)心犯錯(cuò)誤或出洋相。從這一點(diǎn)來看，紐約市長(zhǎng)堪稱模范學(xué)生。

　　課外閱讀2

　　U.S. business schools have spent years courting international students. Now that they'vearrived─more than a third of M.B.A. students at many top schools hail from overseas─theinstitutions are struggling to keep up with their diverse demands.

　　多年來，美國(guó)各大商學(xué)院一直在努力拉攏國(guó)際學(xué)生。很多學(xué)生被招攬了過來──許多頂尖商學(xué)院的MBA學(xué)生中有三分之一以上都來自海外──如今各學(xué)院又開始竭力滿足這些學(xué)生多種多樣的需求。

　　It's a daunting task: Some international students have never participated in a classroomdiscussion, while others may have outsize expectations about job opportunities in the U.S.

　　這是一項(xiàng)令人生畏的工作：有些國(guó)際學(xué)生從未參與過課堂討論，還有一些學(xué)生則可能對(duì)美國(guó)的工作機(jī)會(huì)抱有超高期望。

　　Many schools already invest heavily in preterm orientation programs for internationalstudents, which can include help with a housing search, opening a local bank account orobtaining a cellphone. Some match foreign students with faculty mentors to tacklehomesickness and offer academic advice throughout their time on campus.

　　許多商學(xué)院已對(duì)面向國(guó)際學(xué)生的開學(xué)前適應(yīng)項(xiàng)目予以大量投入，其中包括幫助學(xué)生找房子、開設(shè)一個(gè)本地銀行賬戶、獲取一部手機(jī)，等等。有些商學(xué)院還為外籍學(xué)生安排教員擔(dān)任導(dǎo)師，幫助他們處理想家的問題，并在他們整個(gè)在校期間提供學(xué)術(shù)方面的指導(dǎo)。

　　But some students may need more time to adjust. Ivan Kerbel, former director of the careerdevelopment office at Yale School of Management, is betting that a three-week pre-orientationpreparation program can minimize the burden placed on school administrators and helpstudents get settled just a little earlier.

　　但有些學(xué)生可能需要更長(zhǎng)的適應(yīng)時(shí)間。曾擔(dān)任耶魯管理學(xué)院(Yale School of Management)職業(yè)發(fā)展處主任的伊萬?科貝爾(Ivan Kerbel)正在籌備一個(gè)為期三周的適應(yīng)項(xiàng)目前的預(yù)備計(jì)劃，他認(rèn)為這一計(jì)劃能夠?qū)W(xué)校行政管理者承受的負(fù)擔(dān)減到最輕，能幫助國(guó)際學(xué)生提前一些適應(yīng)下來。

　　'Even if there's boot-camp training at Marine Corps orientation, you don't want to arrivehaving never done a push-up,' says Mr. Kerbel.

　　科貝爾說：“盡管海軍陸戰(zhàn)隊(duì)的適應(yīng)項(xiàng)目中有新兵訓(xùn)練營(yíng)，但是你總不想到那兒之前連俯臥撐都沒做過一個(gè)吧。”

　　Starting in July, Mr. Kerbel's new company, Practice LLC, will offer courses in five areas: academic preparation, career development, language and cultural orientation, software andlibrary research skills and personal performance.

　　從今年7月份開始，科貝爾新成立的公司Practice LLC將為MBA新生提供五個(gè)方面的課程，分別是：學(xué)業(yè)準(zhǔn)備、職業(yè)發(fā)展、語言與文化適應(yīng)、軟件與圖書館資料檢索技能，個(gè)人績(jī)效。

　　The Practice M.B.A. classes, which will meet at the University of Washington in Seattle, are opento international students and those with nonbusiness backgrounds. Students are expected tosign up for at least three of those five subjects, with a price tag of class="main">