高中大学英语无障碍阅读｜我给学生上的第一堂课“深深的失望”

适用对象: 高一尖子生，高二中等生、高三学生；想参加大学四、六级等级考试的同学。

效果说明: 依据本人近十年的实验数据，严格按照要求熟读100篇英语无障碍阅读成绩可提高约5分，200篇约10分，300篇约15分，400篇约20-25分，500篇约25-30分。从教30多年的老九老师悄悄地告诉您：高中/大学英语无障碍阅读是迅速扩大英语词汇量提升英语阅读水平十分十分十分有效的手段，我个人近几年年年教毕业班，屡试屡验！

使用方法(以家长/教师为例): ①先要求孩子做好阅读笔记（让孩子借助“全文汉语翻译”及“疑似生词加注”摘录整理在学习过程中遇到的难句和生词）。换言之，孩子除了记在笔记上的难句和生词，阅读材料中的其它句子和单词都应该能完全理解。②检查孩子对记在笔记上的难句的理解和生词的记忆（没有条件的只抽查生词，尤其是绿色斜体部分的单词，注意只要求孩子根据英语写汉语）。

编辑声明: 高中/大学无障碍阅读系列材料来自市面或网络上公开的全国各地高考原文、名地名校模考佳文、《英语周报》、大学各类等级考试中（低、中难度）原文。所有文章均由张九明本人参照《网易有道词典》编译而成。翻译时采用“英式汉化”翻译（虽然从汉语的角度看这样的翻译很不规范）便于学员您对原文的快速理解。

我的第一堂课“深深的失望”

1 A year after graduation, I was offered a positionteaching a writing class. Teaching was a profession I had never seriously considered, though several of my stories had been published.

毕业一年后，有单位给我提供了一份工作---给学生上写作课。教书是我从未认真考虑过的职业，尽管我写的一些小说已经出版。

graduation毕业n，position职位n，profession职业n

I accepted the job without hesitation, as it would allow me to wear a tieand go by the name of Mr. Davis. My father went by the same name, and I liked to imagine people getting the two of us confused.

我毫不犹豫地接受了这份工作，因为它可以让我戴上领带，以戴维斯先生的头衔出现。我和我父亲用的是同一个名字，可以想象，人们容易把我们俩的名字搞混。

hesitation犹豫n，tie领带n，imagine想象v，confused被混淆的a，r

“Wait a minute” someone might say, “are you talking about Mr. Davis theretired man, or Mr. Davis the respectablescholar?”

“等一下”，（不时地）有人会（打断另外一个人）说，“你是在说退休的戴维斯先生，还是可敬的学者戴维斯先生?”

etired退休的a，respectable可敬的/值得尊敬的a，scholar学者n

2 The position was offered at the last minute, and I was given two weeks to prepare, a period I spent searching for briefcases(公文包) and standing before my full-lengthmirror, repeating the words, “Hello, class. I’m Mr. Davis.”

学校是在招聘要结束时才提出要给我这份工作的。就职前我有两个星期的准备时间。在此期间，我在众多文件夹里搜寻备课材料，站在家里面的全身镜前重复练习这句话,“大家好，我是戴维斯先生”。

full-length (镜子或相片)全身的a

Sometimes I would give myself an aggressivevoice. Sometimes I would sound experienced. But when the day eventually came, my nerveskicked in and the true Mr. Davis was there. I sounded not like a thoughtful professor, but rather a 12-year-old boy.

“有时我会让自己发出铿锵有力的声音，有时我会让自己的话听起来好像很有经验的感觉。但当那一天终于到来时，我的神经开始紧张起来，真正的戴维斯先生就在那里。我听起来不像一个有思想的教授，而更像一个十二岁的男孩。

aggressive富于攻击性的/气势汹汹的a，experienced有经验的a，eventually最终/最后adv，nerve神经质/神经紧张n，kick in开始生效/见效v，thoughtful深思熟虑的/沉思的a，professor教授n，rather (提出不同或相反的观点)相反/反而adv

3 I arrived in the classroom with paper cards designed in the shape of mapleleaves. I had cut them myself out of orange construction paper. I saw nine students along a long table.

我拿着设计成枫叶形状的纸卡来到教室。纸卡是我自己用橙色的美术纸剪下来做的。我看见九个学生沿着一张长桌走了进去。

maple 枫叶n，construction paper (做/设计模型等用的)彩色美术纸n

I handed outthe cards, and the students wrote down their names and fastened them to their breast pockets as I required.

我逐一分发卡片，学生们写下自己的名字，按照我的要求把卡片系在胸前的口袋上。

hand out 分发，fasten…to…把…固定在…上，breast 胸膛n，require要求v

4 “All right then,” I said. “Okay, here we go.” Then I opened my briefcase and realized that I had never thought beyond this moment. I had been thinking that the students would be the first to talk, offering their thoughts and opinions on the events of the day.

“好，”我说。“好，我们开始吧。然后我打开公文包，（突然）意识到我事先还没有准备好此时要说的话。我一直认为学生们会首先发言，就当天发生的大事发表他们的想法和看法。

here we go 我们开始吧，event 事件/事情n

I had imagined that I would sit at the edgeof the desk, overlooking a forest of hands. Every student would yell. “Calm down, you’ll all get your turn. One at a time, one at a time!”

我原以为我会坐在桌子边上，看到一个个学生举起手。（我原以为）每个学生都会大喊大叫，（然后我说）“冷静点，会轮到你的。一个个地来，一次一个!”

edge边缘n，overlook俯视/忽略v，a forest of似森林般密集的/林立的(细长物体)，yell大叫/叫喊v

5 A terrible silenceruled the room, and seeing no other opinions, I inspected the students to pull out their notebooks and write a briefessayrelated tothe theme of deep disappointment.

教室里一片可怕的寂静，没有人发表观点和意见。于是我要求学生们拿出笔记本，以“深深的失望”为主题写一篇简短的短文。

silence沉默/寂静n，rule控制/统治/支配v，inspect查看/检查/视察v，brief简短的a，essay文章n，related to与…有联系的a，theme主题n，disappointment失望n