英语背诵短文精选

 英文完整原文 (Full English Text)

Michael Jordan is widely regarded as one of the greatest athletes in history. He was born in New York in 1963, but he was raised in North Carolina. After playing for the University of North Carolina, Jordan was drafted by the Chicago Bulls in 1984. During his career with the Bulls, he led the team to six NBA championships. He was admired by millions of fans all over the world not only for his skill, but also for his dedication. In the 1980s and 1990s, the NBA was successfully popularized around the globe largely because of his influence. Jordan's competitiveness was often shown during games, and his legendary status was cemented when he won five NBA Most Valuable Player (MVP) awards. Even today, long after his retirement, Jordan’s legacy is discussed by basketball fans and analysts. His story teaches us that true greatness is achieved through countless hours of hard work. We are taught by his example to never give up on our dreams.

 中文完整译文 (Full Chinese Translation)

迈克尔·乔丹被广泛认为是历史上最伟大的运动员之一。他于1963年出生在纽约，但在北卡罗来纳州长大。在为北卡罗来纳大学效力之后，乔丹在1984年被芝加哥公牛队选中。在公牛队的职业生涯中，他带领球队夺得了六次NBA总冠军。

他不仅因其球技，更因其敬业精神而受到全世界数百万球迷的崇拜。在20世纪80年代和90年代，NBA之所以能在全球范围内成功普及，很大程度上是因为他的影响力。乔丹的好胜心经常在比赛中显露无疑，而当他赢得五次NBA最有价值球员（MVP）奖项时，他的传奇地位得到了巩固。

即使在今天，在他退役很久之后，乔丹留下的传奇遗产（影响力）仍然被篮球迷和分析师们津津乐道。他的故事告诉我们，真正的伟大是通过无数小时的辛勤努力才实现的。他的榜样教导我们永远不要放弃梦想。

关键词讲解 (Key Vocabulary)

Widely regarded as (词组): 被广泛认为是……

用于表达大众普遍的观点或评价。

Drafted (动词 - draft的过去分词): 选秀；征召

在体育语境中特指“选秀”（如NBA选秀）。

Dedication (名词): 奉献；敬业精神

指全身心投入某事的态度。

Popularized (动词 - popularize的过去分词): 使普及；推广

这里指让NBA在全世界变得流行。

Competitiveness (名词): 好胜心；竞争力

形容乔丹那种极其渴望胜利、不服输的性格。

Cemented (动词 - cement的过去分词): 巩固；加强

本意是用“水泥”粘合，引申为使某种地位或关系变得不可动摇。

Legacy (名词): 遗产；遗留之物

常用来指伟人留下的精神财富、影响力或历史功绩。

Analysts (名词): 分析师；评论员

指对比赛进行专业分析的人。

关键语法讲解 (Key Grammar)

这篇文章的核心语法点是被动语态 (Passive Voice)，几乎每一句都在使用它。

A. 被动语态 (Passive Voice)

公式： be动词 (is/was/are/were) + 过去分词 (Past Participle)

这篇文章主要讲述乔丹的生平，但侧重于“他经历了什么”或“外界如何看待他”，因此大量使用了被动语态。

文中的典型例句解析：

Is regarded (被认为)

原文:Michael Jordan is widely regarded as...

解析:强调大家的普遍看法，而不是具体谁认为。

Was raised (被抚养长大)

原文:...he was raised in North Carolina.

解析:强调成长的地点。

Was drafted (被选中)

原文:...Jordan was drafted by the Chicago Bulls...

解析:动作执行者是公牛队 (by the Chicago Bulls)。

Was admired (被崇拜)

原文:He was admired by millions of fans...

解析:动作执行者是数百万粉丝。

Was cemented (被巩固)

原文:...his legendary status was cemented...

解析:强调地位变得稳固这一结果。

Is achieved (被实现)

原文:...true greatness is achieved through...

解析:表达一种普遍的真理：伟大是通过努力得来的。

B. Not only... but also... (不仅……而且……)

这是非常实用的并列连词结构，用于强调两方面都很重要，且通常侧重于后半部分。

原文: "...not only for his skill, but also for his dedication."

解析: 作者想表达：虽然他的技术（skill）很棒，但他的敬业精神（dedication）同样甚至更值得钦佩。

●     背景： 这篇短文描述了一次参观历史博物馆的经历，它将语言学习与历史文化主题相结合，旨在激发学生对探索和学习新事物的兴趣。

●     核心语言重点： 过去时，thereis/are。

●    课文：

LastSaturday, my family and I went to a museum. It was a history museum. The museumwas very big. There were many old things from the Edo period. My father wasvery interested. There were old swords, books, and clothes. I saw a picture ofa samurai. He had a big sword. My mother and my brother were looking at someold pots. My brother said they were beautiful. The museum was so quiet. It wasa very good place to learn about the past. My teacher said we should go tomuseums more often.

●     词汇亮点：

○    museum 博物馆

○    history 历史

○    Edo period 江户时代

○    samurai 武士

○    pots 罐子

●    语法解析：

这篇短文完美地结合了过去时态和there was/were句型。它使用过去时态来叙述一个已完成的事件（went,was, saw），同时通过Therewere many old things...和There were old swords...等句式，详细地描述了博物馆内的展品。

●     背景： 这篇短文为学生提供了一个用英语描述自己家乡或居住地的模板，符合文部科学省鼓励学生通过外语了解文化和地理的教学目标4。

●     核心语言重点： there is/are，形容词。

●    课文：

Myhometown is called Kofu. It is a small city in Yamanashi Prefecture. There aremany mountains around the city. In the summer, it is very hot. But in thewinter, it is cold, and we can see snow on the mountains. There is also a bigriver that runs through the city. I go to the river to ride my bicycle with myfriends. We go to school in the city. There are many people in the city, but itis not too big. I like my hometown very much. I think it is a very peaceful andbeautiful place.

●     词汇亮点：

○    hometown 家乡

○    mountains 山

○    river 河

○    peaceful 宁静的

○    beautiful 美丽的

●    语法解析：

本文主要通过There are many mountains...和There is also abig river...等句式，练习“there is/are”句型来描述一个地方存在的事物。此外，small,hot, cold, big, peaceful和beautiful等形容词的使用，也让学生能够更生动地描绘自己的家乡。

●     背景： 家庭生活是学生最熟悉也最重要的社会单元。这篇短文通过描述一个家庭的晚餐场景，旨在让学生学习如何用英语描述家庭日常，同时了解不同家庭的习惯。

●     核心语言重点： 一般动词，we。

●    课文：

Myfamily eats dinner together every night. My mother is a very good cook.Tonight, we are having sushi. My father loves sushi. He is a happy man when heeats it. My brother is eating rice and vegetables. He likes vegetables. We talkabout our day at school and work. It is a good time for our family. We talkabout our dreams and our plans. My mother always asks me about my friends. Weare a happy family. We eat dinner and talk for a long time.

●     词汇亮点：

○    dinner 晚餐

○    sushi 寿司

○    cook 厨师

○    vegetables 蔬菜

○    happy 快乐的

●    语法解析：

文章主要使用一般现在时来描述日常习惯和事实（My family eats..., He loves...），以及现在进行时来描述正在发生的动作（we are having..., My brother is eating...）。此外，短文中的代词
we的用法也得到了很好的练习。

●     背景： 这篇短文直接面对学生的学业焦虑，特别是考试失败带来的挫败感。文章通过叙述一个学生如何重新振作的故事，旨在传递积极的心态和应对挑战的方法。

●     核心语言重点： 一般动词，过去时。

●    课文：

Sometimes,I fail a test. It is not a good feeling. But my mother says, "It is okayto fail. It is not the end." My friend, Taro, also failed a math test. Hewas very sad, but he studied very hard. He asked our teacher for help. And hestudied with me. We worked together. He got a good score on the next test! Ithink it is important to try again. I don't give up. I will study harder forthe next test. I want to get a good score, and I want to feel happy.

●     词汇亮点：

○    fail 失败

○    test 考试

○    feeling 感觉

○    sad 难过

○    give up 放弃

●    语法解析：

本文主要练习一般动词的过去时态，包括规则动词（failed, studied, worked）和不规则动词（got）。通过描述Taro如何从失败中重新站起来，短文为学生提供了过去时态在叙事中的实际应用范例。

●     背景： 这篇短文从一个轻松愉快的角度切入，描述了一双新鞋。它既能让学生练习描述个人物品，也反映了初中生对时尚和个人外貌的关注，这是该年龄段的常见困扰之一。

●     核心语言重点： this/that is，形容词。

●    课文：

Thisis my new pair of sneakers. They are black and white. They are very cool! Ibought them last weekend with my father. They are a little expensive, but theyare very comfortable. My old shoes were too small. My feet are growing fast. Myfriends also have new shoes. Taro's new shoes are red. They are big and fast.They are for playing basketball. I like my new shoes. They are my favoritecolor. I will wear them to school every day.

●     词汇亮点：

○    sneakers 运动鞋

○    comfortable 舒适的

○    expensive 昂贵的

○    cool 酷的

○    growing 成长

●    语法解析：

本文的重点是使用this和they配合be动词来描述事物（This is my new pair...，They are black andwhite）。同时，通过new、cool、expensive和comfortable等形容词的运用，学生可以掌握如何用英语对物品进行具体描述。

●     背景： 巴士旅行是一个常见的旅行方式，也是学生们在学校和家庭中常有的经历。这篇短文通过叙述一次旅行，旨在让学生练习用过去时态讲述故事，并掌握地点状语的用法。

●     核心语言重点： 过去时，地点状语。

●    课文：

Lastmonth, my class went on a trip. We went to a small town by bus. We sat on theright side of the bus. I sat with my friend, Yuta. We were very excited. Thebus trip was long, but we had fun. We sang songs and talked about our favoritemovies. When we got there, we visited an old building. There was a big gardenbehind the building. The garden was very beautiful. The town was so quiet andclean. I was very happy to be there. I took a lot of pictures with my phone. Itwas a good trip.

●     词汇亮点：

○    trip 旅行

○    bus 公共汽车

○    excited 兴奋的

○    building 建筑物

○    pictures 照片

●    语法解析：

本文主要使用过去时态来描述一次完整的旅行经历（went, sat, were, had, sang, talked, took）。同时，文章还运用了多种地点状语，如onthe right side of the bus，behind the building，帮助学生学习如何描述位置和方位。

●     背景： 面对“学业”、“升学”和“未来”等问题时，初中生普遍感到焦虑。这篇短文以第一人称的独白形式，真诚地探讨了未来的职业梦想，旨在与学生们建立情感连接，并练习将来时态的表达。

●     核心语言重点： 将来时表达。

●    课文：

WhenI grow up, I want to be a YouTuber. I am thinking about this a lot. I likewatching videos, and I want to make them for people. I will make videos aboutvideo games, and I will talk about new games. I think many people will watch myvideos. My friend, Riki, wants to be a professional soccer player. He ispracticing a lot. It is a good dream. My father wants me to be a teacher, but Ithink a YouTuber is a good job. I think I will be happy if I am a YouTuber. Iwill try to work hard to make my dream come true.

●     词汇亮点：

○    future 未来

○    YouTuber 视频博主

○    professional 专业的

○    dream 梦想

○    hard 努力地

●    语法解析：

本文主要练习了两种将来时态的表达方式：will 和 be going to。例如，I will make videos... 和 I think many peoplewill watch... 用于表达对未来的预测或意愿。同时，Myfriend, Riki, wants to be... 句型也提供了练习表达愿望的另一种方式。

●     背景： 运动会是日本学校年度最重要的活动之一。这篇短文以日记的形式，让学生通过叙述比赛过程和感受，练习过去时态的运用和形容词的修饰。

●     核心语言重点： 过去时，形容词。

●    课文：

LastFriday was Sports Day at our school. It was a very hot day. My class was the"Blue Team." The "Red Team" was also very good. We ran inthe race, and we played soccer. I ran in the relay race. I was very fast. Myfriends were cheering for me. In the afternoon, we had a tug-of-war. My teamwas very strong. We won! We were so happy. It was a wonderful day. Our teachersaid we were a very good team. My friends and I were so tired but so happy.

●     词汇亮点：

○    Sports Day 运动会

○    race 赛跑

○    cheering 欢呼

○    tug-of-war 拔河

○    tired 累的

●    语法解析：

本课文主要使用一般过去时来描述已发生的事件和状态。例如，“Last Friday was Sports Day”和“We ran in the race...”。同时，短文中运用了大量的形容词来描述感受和状态，如hot，good，fast，strong，happy和tired，帮助学生丰富口语和写作的表达。

●     背景： 午餐时间是学生一天中重要的社交和放松时刻。这篇短文以这一日常情境为背景，旨在让学生练习描述日常行为和感受，同时学习与食物相关的词汇。

●     核心语言重点： 一般动词，过去时。

●    课文：

Myfavorite time at school is lunchtime. I eat my lunch with my friends. Today, Ihave rice balls and some fried chicken. My friend, Hanako, has a bento box withmany colors. She is a good cook. My friend, Yuta, has a sandwich. We talk aboutour classes and our weekend plans. We laugh and have a good time. Sometimes wetalk about the new video games. After we finish eating, we go outside and play.The other students are playing games too. We eat lunch very fast because wewant to play for a long time.

●     词汇亮点：

○    favorite 最喜欢的

○    lunchtime 午餐时间

○    rice balls 饭团

○    bento box 便当盒

○    sandwich 三明治

●    语法解析：

文章主要使用一般现在时来描述日常习惯（I eat my lunch，We talk about...）5。结尾的“We eat lunch very fast...”则通过简单的对比，强化了学习者对时间安排和个人习惯的表达。