21世纪大学英语第四册课文原文
21世纪大学英语读写教程第4册单元10课文及词汇讲解
21世纪大学英语读写教程第4册单元10课文及词汇讲解21世纪大学英语读写教程第4册单元10课文及词汇讲解导语:任何长于十五分钟的演讲似乎都是乏味的,如果不是完全没有意义的话,下面是作者在毕业演讲上相对年轻人说的话,欢迎大家来阅读。
My Graduation SpeechNeil PostmanAuthor's Note: Having sat through two dozen or so graduation speeches, I have naturally wondered why they are so often so bad. One reason, of course, is that the speakers are chosen for their eminence in some field, and not because they are either competent speakers or gifted writers. Another reason is that the audience is eager to be done with all the ceremony so that it can proceed to some serious reveling. Thus any speech longer than, say, fifteen minutes will seem tedious, if not entirely pointless. There are other reasons as well, including the difficulty of saying something inspirational without being banal. Here I try my hand at writing a graduation speech, and not merely to discover if I can conquer the form. This is precisely what I would like to say to young people if I had their attention for a few minutes.If you think my graduation speech is good, I hereby grant you permission to use it, without further approval from or credit to me, should you be in an appropriate situation.Members of the faculty, parents, guests and graduates, have no fear. I am well aware that on a day of such high excitement, what you require, first and foremost, of any speaker is brevity. I shall not fail you in this respect. There are exactly eighty-five sentences in my speech, four of which you have just heard. It willtake me about twelve minutes to speak all of them and I must tell you that such economy was not easy for me to arrange, because I have chosen as my to///picplex subject of your ancestors. Not, of course, your biological ancestors, about whomI know nothing, but your spiritual ancestors, about whom I knowa little. To be specific, I want to tell you about two groups of people whose influence is still with us. They were very different from each other, representing opposite values and traditions. I think it is appropriate for you to be reminded of them on this day because, sooner than you know, you must align yourself with the spirit of one or the other.The first group lived about 2,500 years ago in the place we now call Greece, in a city they called Athens. We do not know as much about their origins as we would like. But we do know a great deal about their accomplishments. They were, for example, the first people to develop a complete alphabet, and therefore they became the first truly literate population on earth. They invented the idea of political democracy, which they practiced with a vigor that puts us to shame. They invented what we call philosophy. And they also invented what we call science, and one of them—Democritus by name—conceived of the atomic theory of matter 2,300 years before it occurred to any modern scientist. They composed and sang epic poems of unsurpassed beauty and insight. And they wrote and performed plays that, almost three millennia later, still have the power to make audiences laugh and weep. They even invented what, today, we call the Olympics, and among their values none stood higher than that in all things one should strive for excellence. They believed in reason. They believed in beauty. They believed in moderation. And they invented the word and idea which we know today as ecology.About 2,000 years ago, the vitality of their culture declined and these people began to disappear. But not what they had created. Their imagination, art, politics, literature, and language spread all over the world so that, today, it is hardly possible to speak on any subject without repeating what some Athenian said on the matter 2,500 years ago.The second group of people lived in the place we now call Germany, and flourished about 1,700 years ago. We call them the Visigoths, and you may remember that your sixth-or seventh-grade teacher mentioned them. They were spectacularly good horsemen, which is about the only pleasant thing history can say of them. They were marauders—ruthless and brutal. Their language lacked subtlety and depth. Their art was crude and even grotesque. They swept down through Europe destroying everything in their path, and they overran the Roman Empire. There was nothing a Visigoth like better than to burn a book, desecrate a building, or smash a work of art. From the Visigoths, we have no poetry, no theater, no logic, no science, no humane politics.Like the Athenians, the Visigoths also disappeared, but not before they had ushered in the period known as the Dark Ages. It took Europe almost a thousand years to recover from the Visigoths.Now, the point I want to make is that the Athenians and the Visigoths still survive, and they do so through us and the ways in which we conduct our lives. All around us—in this hall, in this community, in our city—there are people whose way of looking at the world reflects the way of the Athenians, and there are people whose way is the way of the Visigoths. I do not mean, of course, that our modern—day Athenians roam abstractlythrough the streets reciting poetry and philosophy, or that the modern-day Visigoths are killers. I mean that to be an Athenian or a Visigoth is to organize your life around a set of values. An Athenian is an idea. And a Visigoth is an idea. Let me tell you briefly what these ideas consist of.To be an Athenian is to hold knowledge and, especially, the quest for knowledge in high esteem. To contemplate, to reason, to experiment, to question—these are, to an Athenian, the most exalted activities a person can perform. To a Visigoth, the quest for knowledge is useless unless it can help you to earn money or to gain power over other people.To be an Athenian is to cherish language because you believe it to be humankind's most precious gift. In their use of language, Athenians strive for grace, precision, and variety. And they admire those who can achieve such skill. To a Visigoth, one word is as good as another, one sentence indistinguishable from another. A Visigoth's language aspires to nothing higher than the cliche.To be an Athenian is to understand that the thread which hold civilized society together is thin and vulnerable; therefore, Athenians place great value on tradition, social restraint, and continuity. To an Athenian, bad manners are acts of violence against the social order. The modern Visigoth cares very little about any of this. The Visigoths think of themselves as the center of the universe. Tradition exists for their own convenience, good manners are an affectation and a burden, and history is merely what is in yesterday's paper.To be an Athenian is to take interest in public affairs and the improvement of public behavior. Indeed, the ancient Athenians had a word for people who did not. The word was idiotes, from which we get our word idiot. A modern Visigoth is interested onlyin his own affairs and has no sense of the meaning of community.And, finally, to be an Athenian is to esteem the discipline, skill, and taste that are required to produce enduring art. Therefore, in approaching a work of art, Athenians prepare their imagination through learning and experience. T o a Visigoth, there is no measure of artistic excellence except popularity. What catches the fancy of the multitude is good. No other standard is respected or even acknowledged by the Visigoth.Now, it must be obvious what all this has to do with you. Eventually, like the rest of us, you must be on one side or the other. You must be an Athenian or a Visigoth. Of course, it is much harder to be an Athenian, for you must learn how to be one, you must work at being one, whereas we are all, in a way, natural-born Visigoths. That is why there are so many more Visigoths than Athenians. And I must tell you that you do not become an Athenian merely by attending school or accumulating degrees. My father-in-law was one of the most committed Athenians I have ever known, and he spent his entire adult life as a dress cutter on Seventh Avenue in New York City. On the other hand, I have known physicians, lawyers, and engineers who are Visigoths of unmistakable persuasion. And I must also tell you, as much in sorrow as in shame, that at some of our great universities, perhaps even this one, there are professors of whom we may fairly say they are closet Visigoths. And yet, you must not doubt for a moment that a school, after all, is essentially an Athenian idea. There is a direct link between the cultural achievements of Athens and what the faculty of this university is all about. I have no difficulty imagining that Plato, Aristotle, or Democritus would be quite at home in our classrooms. A Visigoth would merely scrawl obscenities on the wall.And so, whether you were aware of it or not, the purpose of your having been at this university was to give you a glimpse of the Athenian way, to interest you in the Athenian way. We cannot know on this day how many of you will choose the way and how many will not. You are young and it is not given to us to see your future. But I will tell you this, with which I will close: I can wish for you no higher compliment than that in the future it will be reported that among your graduating class the Athenians mightily outnumbered the Visigoths.Thank you, and congratulations.New Wordseminencen. superiority in rank, position, achievement, etc. 出众,卓越revelvi. make merry; celebrate noisily 作乐;狂欢tediousa. long and boring; uninteresting 冗长的;乏味的pointlessa. without meaning or purpose 无意义的;无目的的inspirationala. of or giving inspiration 有灵感的;给予灵感的;鼓舞人心的inspirationn. 灵感;鼓舞人心的人(或事物)banala. dull or unoriginal 陈腐的,老一套的herebyad. by doing or saying this; as a result of this 据此;因此permissionn. consent; authorization 同意;许可permissablea. 可允许的,许可的foremostad. in the first place; before all else 首先;首要地ancestorn. any (esp. remote) person from whom one is descended 祖先,祖宗spirituala. of or concerning the spirit as opposed to matter 精神上的alignv. come, bring or arrange into a line (使)成一直线literatea. able to read and write; having studied or read a great deal 有读写能力的;有文化修养的vigorn. great physical or mental strength 精力,活力vigorousa. full of vigor; showing physical strength or activity 精力旺盛的;充满活力的epicn. a long poem about the deeds of gods and great men, or the early history of a nation 叙事长诗;史诗unsurpasseda. unexcelled, not capable of being improved on 未被超越的;超群的,卓绝的moderationn. avoidance of excesses or extremes; the ability or quality of keeping one's desires within reasonable limits 适度;节制ecologyn. the branch of biology dealing with the relations of organisms to one another and to their physical surroundings 生态学flourishvi. grow vigorously; prosper; be in one's prime 繁荣;兴旺;处于旺盛时期spectacularlyad. in a spectacular manner, stunningly 引人注目地;令人吃惊地spectaculara. grandly out of the ordinary; striking or amazing 壮观的;令人称奇的horsemann. a rider on horseback; a skilled rider 骑马的人;骑手maraudern. a person or animal that goes about searching for things to steal, people to attack, etc. (尤指流动作案的)强盗,抢劫者;攫食的动物ruthlessa. having no pity or compassion 无情的;残忍的brutala. having or showing no tender human feeling; cruel 残忍的;野蛮的;残酷的subtletyn. the quality or condition of being subtle; the ability or tendency to make fine distinctions 微妙;细微;细致;精细crudea. rough, unpolished; not skillfully done or finished 粗糙的;不精细的grotesquea. strange and unnatural so as to arouse fear or laughter 奇形怪状的;怪诞的;可笑的overrunvt. spread over; conquer (territory) by force 蔓延;侵占desecratevt. violate (a sacred place or thing) with violence; treat as not sacred 玷辱(神明);亵渎ushervt. bring, esp. by showing the way 引,领roamv. wander with no special plan or purpose 漫游;闲逛abstractlyad. in an abstract state or manner; without any particular aim or purpose 抽象地;无明确目的地brieflyad. in a concise manner; for a short time 简要地;短暂地esteemn. high regard; favorable opinion 尊重;好评vt. have a high regard for; greatly respect; think favorably of 尊重;敬重;赞成exalteda. elevated in rank, position, etc.; noble, lofty (地位等)高的,崇高的;尊贵的,高尚的exaltvt. raise in status or power, etc.; praise highly 提升;晋升;赞扬humankindn. human beings collectively 人类precisionn. the quality of being precise; exactness 精确;准确precisea. exact in form, detail, measurements, time, etc. 精确的,准确的indistinguishablea. that cannot be distinguished as being different or separate 难以分辩的.; 难以区别的aspirevi. desire strongly to achieve sth.; have ambition for sth. 渴望;追求;有雄心aspirationn. (a) strong desire to do sth. or have sth., esp. sth. great or important 强烈愿望,热望;志向,抱负clichen. a familiar phrase or expression used so often that it has lost much of its expressive force 陈词滥调;老生常谈vulnerablea. weak; easily hurt or attacked 脆弱的;易受伤的;易受攻击的restraintn. controls or limitations; things that prevent one from doing sth. 克制;约束continuityn. the state of being continuous 连续性;连贯性continuala. going on without stopping; happening over and over again 持续不断的;频繁的affectationn. artificial behavior meant to impress others; a feeling or manner that is pretended 不自然的行为;矫揉造作idiotesn. (Gk) a person who is not in the public eye; an ignorant person 平庸的人;无知的人idiotn. a foolish or stupid person 白痴;傻瓜popularityn. the state or quality of being well liked, favored, or admired 普遍;流行;受欢迎natural-borna. 天生的cuttern. a worker whose job is cutting cloth, glass, stone, etc. (服装)剪裁师;玻璃切割工;凿石工avenuen. a road or way bordered with trees; a street, esp. a wide, principal one that runs at right angles to others called streets 林阴道;大街persuasionn. the act of persuading; the state of being persuaded; a group of people holding a particular belief 劝说;说服;持有某种信仰的宗派closeta. private; secret 私下的;秘密的n. a small room or cupboard for clothes, etc.; a small, private room for reading, meditation, etc. 壁橱;储藏室;小房间(阅读、沉思用)scrawlvt. write, draw or mark hastily or carelessly 乱写;乱画;乱涂obscenityn. the state of being obscene; obscene word or act 淫秽,猥亵;猥亵淫秽的话(或行为)obscenea. indecent, disgusting (usu. about sex) 淫秽的,猥亵的glimpsen. & v. (have) a brief, quick look (at) 一瞥,一看mightilyad. with power or strength; greatly 有力地;强烈地;大大地outnumbervt. exceed in number 数目超过;比…多Phrases and Expressionssit throughremain seated until the end of; be present at 一直坐到…结束;出席be/have done withhave finished with; be finished with 结束;完毕first and foremostmost importantly; above all else 最重要的;首先align oneself with sb.join sb. as an ally; come into agreement with sb. 与某人结盟;与某人一致put...to shamecause shame to (sb./sth.); show (sb./sth.) to be inferior by comparison 使(某人/某事)蒙羞;使(某人/某事)相形见绌sweep downmove steadily with great force or speed 席卷;突袭usher inintroduce or mark the beginning of a new period, fashion, generation, etc. 引进(新时期、新一代等);标志着(新时期、新时尚、新一代)的开始known asgenerally recognized as; called or labeled as 公认为;被称为hold...in high esteemhave a very favorable opinion of; show great respect to 给…以好评;对…非常尊敬aspire todesire strongly to achieve (sth.); have ambition for (sth.) 渴望取得;对…抱有雄心take interest inbe keen to know more about (sth.) or be involved in (it) 对…感兴趣catch the fancy of sb./sb.'s fancyplease sb.; appeal to sb. 合某人的心意;吸引某人have to do withbe connected with; be related to 与…有联系;与…有关at homeat ease as if in one's own home; familiar 自在;无拘无束;熟悉Proper NamesNeil Postman尼尔·波斯特曼Greece希腊(欧洲巴尔干半岛南部国家)Athens雅典(希腊首都)Democritus德谟克利特(460—370 BC,古希腊唯物主义哲学家,原子论创始人之一)Athenian雅典人Visigoth西哥特人(公元5世纪后入侵罗马帝国并在法国和西班牙建立王国的条顿族人)the Dark Ages黑暗时代(公元5世纪至11世纪,欧洲中世纪的早期)Plato柏拉图(427—347 BC,古希腊哲学家)Aristotle亚里士多德(384—322 BC,古希腊哲学家和科学家,柏拉图的学生)。
21世纪大学英语第四册第二单元课文翻译
A我们需要的感激A ?J ?克罗宁一个晴朗的下午,我在纽约上了一辆出租车。
从司机的表情和他猛拉排挡的样子中,我可以看出他很不高兴。
我问他是怎么回事。
“我完全有理由生气,”他怒气冲冲地说。
“今天上午我的一个乘客把钱包忘在我车里了。
里面有近300块钱。
我花了一个多小时想方设法找那个家伙。
最后我在他的宾馆里找到了他。
他拿了钱包,一声不吭地瞪着眼看着我,好像我本来打算要偷他的钱包似的。
”“他没有给你酬金?”我大声问。
“一个子儿也没有。
但我要的不是钱……”他咕哝着,然后突然大声说,“只要那个家伙说句什么……”因为他诚实的助人行为没有得到感激,那位出租车司机一整天都闷闷不乐,而且我知道以后他在做类似的好事之前会仔细考虑一下了。
这种对感激的需要是我们都能感受到的,而拒绝表示感谢则会大大扼杀善良与合作的精神。
第二次世界大战期间,辛辛那提的一位母亲收到他参军的儿子一封来信,信中提到诺曼底一个村庄中的一位妇女在他受伤饥饿时将他带到家中,帮他躲过了德国人的搜捕。
不幸的是,后来那男孩在阿登高地的进攻战中阵亡了。
然而,这位母亲却受到一种不可抗拒的愿望的驱使。
她积蓄了两年,穿过大西洋,找到了她儿子提到的那个村庄。
经过多次打听之后,她找到了那位曾经保护过她儿子的妇女——一位贫穷农夫的妻子——将一个包裹硬塞进她手里。
那是她儿子在毕业典礼上获得的一块金表,是那个男孩曾经拥有过的唯一真正有价值的东西。
这位母亲表示感激的举动深深触动了人们的心灵,在那个村庄内外成为传奇般的故事。
它比出色的演讲更能让人培养起对美国人的好感。
感激是对每一个无论大小的善行优雅地接受并表示欣赏的艺术。
我们大多数人受到款待,接受礼物和明显的好处时都不会忘记表示我们的愉悦之情,但即使在这种情况下我们也还能够完善我们表示感激的方式,让它尽可能的个人化和真诚。
最近,我和妻子在意大利南部旅游时,我给康涅狄格州的一位朋友寄去了几瓶令我们喜欢的当地佳酿。
那是件小小的礼物,然而令我们惊讶的是,我们收到的不是一封传统的感谢信而是一张电唱机唱片。
21世纪大学英语第四册Unit7课文详解读写教程
21世纪⼤学英语第四册Unit7课⽂详解读写教程21世纪⼤学英语第四册Unit7课⽂详解(读写教程) 导语:运⾏成功的公司⼀般都会有⾃⼰的⼯作规则,下⾯是⼀篇关于这⽅⾯的英语课⽂,欢迎⼤家来学习。
Running a Successful Company: Ten Rules that Worked for Me Sam Walton A whole lot has changed about the retailing business in the forty-seven years we've been in it—including some of my theories. We've changed our minds about some significant things along the way and adopted some new principles —particularly about the concept of partnership in a corporation. But most of the values and the rules and the techniques we've relied on have stayed the same the whole way. Some of them are such simple commonsense old favorites that they hardly seem worth mentioning. This isn't the first time that I've been asked to come up with a list of rules for success, but it is the first time I've actually sat down and done it. I'm glad 1 did because it's been a revealing exercise for me. I do seem to have a couple of dozen things that I've singled out at one time or another as the "key" to the whole thing. One I don't even have on my list is "work hard." If you don't know that already, or you're not willing to do it, you probably won't be going far enough to need my list anyway. And another I didn't include on the list is the idea of building a team. If you want to build an enterprise of any size at all, it almost goes without saying that you absolutely must create a team of people who work together and give real meaning to that overused word "teamwork." To me, that's more the goal of the whole thing, rather than some way to get there. I believe in always having goals, and always setting them high. I can certainly tell you that the folks at Wal-Mart have always had goals in front of them. In fact, we have sometimes built real scoreboards on the stage at Saturday morning meetings. One more thing. If you're really looking for my advice here, trying to get something serious out of this exercise I put myself through, remember: these rules are not in any way intended to be the Ten Commandments of Business. They are some rules that worked for me. But I always prided myself on breaking everybody else's rules, and I always favored the mavericks who challenged my rules. I may have fought them all the way, but I respected them, and, in the end, I listened to them a lot more closely than I did the pack who always agreed with everything I said. So pay special attention to Rule 10, and if you interpret it in the right spirit — as it applies to you — it could mean simply: Break All the Rules. For what they're worth, here they are. Sam's Rules for Building a Business: RULE 1: COMMIT to your business. Believe in it more than anybody else. I think I overcame every single one of my personal shortcomings by the sheer passion I brought to my work. I don't know if you're born with this kind of passion, or if you can learn it. But I do know you need it. If you love your work, you'll be out there every day trying to do it the best you possibly can, and pretty soon everybody around will catch the passion from you — like a fever. RULE 2: SHARE your profits with all your associates, and treat them as partners. In turn, they will treat you as a partner, and together you will all perform beyond your wildest expectations. Remain a corporation and retain control if you like, but behave as a servant leader in a partnership. Encourage your associates to hold a stake in the company. Offer discounted stock, and grant them stock for their retirement. It's the single best thing we ever did. RULE 3: MOTIVATE your partners. Money and ownership alone aren't enough. Constantly, day by day, think of new and more interesting ways to motivate and challenge your partners. Set high goals, encourage competition, and then keep score. Make bets with outrageous payoffs. If things get stale, cross-pollinate; have managers switch jobs with one another to stay challenged. Keep everybody guessing as to what your next trick is going to be. Don't become too predictable. RULE 4: COMMUNICATE everything you possibly can to your partners. The more they know, the more they'll understand. The more they understand, the more they'll care. Once they care, there's no stopping them. If you don't trust your associates to know what's going on, they'll know you don't really consider them partners. Information is power, and the gain you get from empowering your associates more than offsets the risk of informing your competitors. RULE 5: APPRECIATE everything your associates do for the business. A paycheck and a stock option will buy one kind of loyalty. But all of us like to be told how much somebody appreciates what we do for them. We like to hear it often, and especially when we have done something we're really proud of. Nothing else can quite substitute for a few well-chosen, well-timed, sincere words of praise. They're absolutely free — and worth a fortune. RULE 6: CELEBRATE your successes. Find some humor in your failures. Don't take yourself so seriously. Loosen up,and everybody around you will loosen up. Have fun. Show enthusiasm — always. When all else fails, put on a costume and sing a silly song. Then make everybody else sing with you. Don't do a hula on Wall Street like I did. Think up your own stunt. All of this is more important, and more fun, than you think, and it really fools the competition. "Why should we take those cornballs at Wal-Mart seriously?" RULE 7: LISTEN to everyone in your company. And figure out ways to get them talking. The folks on the front lines —the ones who actually talk to the customer — are the only ones who really know what's going on out there. You'd better find out what they know. This really is what total quality is all about. To push responsibility down in your organization, and to force good ideas to bubble up within it, you must listen to what your associates are trying to tell you. RULE 8: EXCEED your customers' expectations. If you do, they'll come back over and over. Give them what they want — and a little more. Let them know you appreciate them. Fix all your mistakes, and don't make excuses — apologize. Stand behind everything you do. The two most important words I ever wrote were on that first Wal-Mart sign: "Satisfaction Guaranteed." They're still up there, and they have made all the difference. RULE 9: CONTROL your expenses better than your competition. This is where you can always find the competitive advantage. For twenty-five years running long before Wal-Mart was known as the nation's largest retailer — we ranked number one in our industry for the lowest ratio of expenses to sales. You can make a lot of different mistakes and still recover if you run an efficient operation. Or you can be brilliant and still go out of business if you're too inefficient. RULE 10: SWIM upstream. Go the other way. Ignore the conventional wisdom. If everybody else is doing it one way, there's a good chance you can find your niche by going in exactly the opposite direction. But be prepared for a lot of folks to wave you down and tell you you're headed the wrong way. I guess in all my years, what I heard more often than anything was: a town of less than 50,000 population cannot support a discount store for very long. Those are some pretty ordinary rules, some would say even simplistic. The hard part, the real challenge, is to constantly figure out ways to execute them. You can't just keep doing what works one time, because everything around you is always changing. To succeed, you have to stay out in front of that change. New Words partnership n. the state of being a partner or partners, esp. in a business; a group of two or more people working, playing, etc. together as partners; a business with two or more owners 合伙(关系);伙伴(关系);合伙企业 common sense n. practical good sense gained from experience of life, not by special study 常识;(由实际⽣活经验得来的)判断⼒ commonsense a. having or showing practical good sense; sensible; practical; clear 有常识的;明⽩事理的;注重实际的;清楚明⽩的 revealing a. 有启迪作⽤的,发⼈深省的 reveal vt. make (facts, etc.) known 揭⽰,揭露;透露 enterprise n. a business company or firm 企业单位,公司 overuse vt. use (sth.) too much or too often 使⽤…过多;使⽤…过度 teamwork n. organized effort as a team 协同⼯作,配合 scoreboard n. a board on which a score is shown 记分牌,⽰分牌;(商业活动等的)记录牌 commandment n. 1. command; order 戒律;命令 2. (in the Bible) any of the Ten Commandments, ten laws given by God to the Jews (基督教⼗诫中的)⼀诫 maverick n. a person with independent or unusual views 持不同意见者;持异议者 pack n. a gang or band of people ⼀帮⼈,⼀伙⼈ partne r / p >。
21世纪大学英语教程(第四册)Unit1课文原文
21世纪大学英语读写教程(第四册)Unit1课文原文《Who Is Great?》Michal Ryan As a young boy, Albert Einstein did so poorly in school that teachers thought he was slow. The young Napoleon Bonaparte was just one of hundreds of artillery lieutenants in the French Army. And the teenage George Washington, with little formal education, was being trained not as a soldier but as a land surveyor.Despite their unspectacular beginnings, each would go on to carve a place for himself in history. What was it that enabled them to become great? Were they born with something special? Or did their greatness have more to do with timing, devotion and, perhaps, an uncompromising personality?For decades, scientists have been asking such questions. And, in the past few years, they have found evidence to help explain why some people rise above, while others—similarly talented, perhaps—are left behind. Their findings could have implications for us all.Who is great? Defining who is great depends on how one measures success. But there are some criteria. "Someone who has made a lasting contribution to human civilization is great," said Dean Keith Simonton, a professor of psychology at the University of California at Davis and author of the 1994 book Greatness: Who Makes History and Why. But he added a word of caution: "Sometimes great people don't make it into the history books. A lot of women achieved great things or were influential but went unrecognized."In writing his book, Simonton combined historical knowledge about great figures with recent findings in genetics, psychiatry and the social sciences. The great figures he focused on include men and women who have won Nobel Prizes, led great nations or won wars, composed symphonies that have endured for centuries, or revolutionized science, philosophy, politics or the arts. Though he doesn't have a formula to define how or why certain people rise above (too many factors are involved), he has come up with a few common characteristics.A "never surrender" attitude. If great achievers share anything, said Simonton, it is an unrelenting drive to succeed. "There's a tendency to think that they are endowed with something super-normal," he explained. "But what comes out of the research is that there are great people who have no amazing intellectual processes. It's a difference in degree. Greatness is built upon tremendous amounts of study, practice and devotion."He cited Winston Churchill, Britain's prime minister during World War II, as an example of a risk-taker who would never give up. Thrust into office when his country's morale was at its lowest, Churchill rose brilliantly to lead the British people. In a speech following the Allied evacuation at Dunkirk in 1940, he inspired the nation when he said, "We shall not flag or fail. We shall go on to the end...We shall never surrender."Can you be born great? In looking at Churchill's role in history—as well as the roles of other political and military leaders—Simonton discovered a striking pattern: "Firstborns and only children tend to make good leaders in time of crisis: They're used to taking charge. But middle-borns are better as peacetime leaders: They listen to different interest groups better and make the necessary compromises. Churchill, an only child, was typical. He was great in a crisis, but in peacetime he was not effective—not even popular."Timing is another factor. "If you took George Washington and put him in the 20th century he would go nowhere as a politician," Simonton declared. "He was not an effective public speaker, and he didn't like shaking hands with the public. On the other hand, I'm not sure Franklin Roosevelt would have done well in Washington's time. He wouldn't have had the radio to do his fireside chats."Can you be too smart? One surprise among Simonton's findings is that many political and military leaders have been bright but not overly so. Beyond a certain point, he explained, other factors, like the ability to communicate effectively, become more important than innate intelligence as measured by an IQ test. The most intelligent U.S. Presidents, for example—Thomas Jefferson, Woodrow Wilson and John F. Kennedy—had a hard time getting elected, Simonton said, while others with IQs closer to the average (such as Warren G. Harding) won by landslides. While political and economic factors also are involved, having a genius IQ is not necessary to be a great leader.In the sciences, those with "genius level" IQs do have a better chance at achieving recognition, added Simonton. Yet evidence also indicates that overcoming traditional ways of thinking may be just as important.He pointed to one recent study where college students were given a set of data and were asked to see if they could come up with a mathematical relation. Almost a third did. What they did not know was that they had just solved one of the most famous scientific equations in history: the Third Law of Planetary Motion, an equation that Johannes Kepler came up with in 1618.Kepler's genius, Simonton said, was not so much in solving a mathematical challenge. It was in thinking about the numbers in a unique way—applying his mathematical knowledge to his observations of planetary motion. It was his boldness that set him apart.Love your work. As a child, Einstein became fascinated with the way magnets are drawn to metal. "He couldn't stop thinking about this stuff," Simonton pointed out. "He became obsessed with problems in physics by the time he was 16, and he never stopped working on them. It's not surprising that he made major contributions by the time he was 26.""For most of us, it's not that we don't have the ability," Simonton added, "it's that we don't devote the time. You have to put in the effort and put up with all the frustrations and obstacles."Like other creative geniuses, Einstein was not motivated by a desire for fame, said Simonton. Instead, his obsession with his work was what set him apart.Where such drive comes from remains a mystery. But it is found in nearly allcreative geniuses—whether or not their genius is acknowledged by contemporaries."Emily Dickinson was not recognized for her poetry until after her death," said Simonton. "But she was not writing for fame. The same can be said of James Joyce, who didn't spend a lot of time worrying about how many people would read Finnegans Wake."Today, researchers have evidence that an intrinsic passion for one's work is a key to rising above. In a 1985 study at Brandeis University conducted by Teresa Amabile, now a professor of business administration at Harvard University, a group of professional writers—none famous—were asked to write a short poem. Each writer was then randomly placed in one of three groups: One group was asked to keep in mind the idea of writing for money; another was told to think about writing just for pleasure; and a third group was given no instruction at all.The poems then were submitted anonymously to a panel of professional writers for evaluation. The poetry written by people who thought about writing for money ranked lowest. Those who thought about writing just for pleasure did the best. "Motivation that comes from enjoying the work makes a significant difference, "Amabile said.。
21世纪大学英语读写教程第四册ReadingAloud
Unit 1If greatachiev ers shareanythi ng, said Simont on, it is an unrele nting driveto succee d. There’s a tenden cy to thinkthat they are endowe d with someth ing super-normal, he explai ned. But what comesout of the resear ch is that thereare greatpeople who have no amazin g intell ectua l proces ses. It’s a differ encein degree. Greatn ess is builtupon tremen dousamount s of study, practi ce and devoti on.He citedWinsto n Church ill, Britai n’s primeminist er during WorldWar 2, as an exampl e of a risk-takerwho wouldnevergive up. Thrust into office when his countr y's morale was at its lowest, Church ill rose brilli antly to lead the Britis h people. In a speech follow ing the Allied evacua tionat Dunkir k in 1940,he inspir ed the nation when he said, We shallnot flag or fail. We shallgo on to the end... We shallneversurren der.西蒙顿说,如果成就巨大者具有什么共性的话,那就是一种坚持不懈地追求成功的动力。
21世纪大学英语读写教程第四册cloze中英文对照版
Unit 1There are many paths to greatness. Some people go down in history for their 1)_ influential _political 有许多道路的伟大。
有些人在历史上有影响力的政治领导。
leadership. Other are remembered for spectacular scientific 2)__ breakthroughs _ for composing great 其他的都记得壮观的科学突破创作伟大的交响乐,symphonies, or writing 3)__ brilliant __ poetry. But whatever path they take, great people seem to 4)__ share __ a 或书写辉煌的诗。
但无论他们采取的路径,伟大的人似乎有few common characteristics. They are relentlessly 5)__ optimistic __ and persistent; they have both intellectual 一些共同的特点。
他们乐观不懈和持续的;他们的知识技能skills and the ability to work well with other people; and they love their work. In fact, 6)_ for _ these people, work 和工作的能力,以及与其他人,他们热爱自己的工作。
事实上,is more like an obsession than a job. Of course, many of the questions about greatness 7)__ remain __, 对于这些人来说,工作更像是一个痴迷于工作。
当然,许多问题仍然没有答案的伟大。
21世纪大学生读写教程第四册READING ALOUD汉英+课后翻译
21世纪大学生读写教程第四册Reading Aloud汉英+课后翻译Unit 1If great achievers share anything,said Simonton,it is an unrelenting drive to succeed.”There‟s a tendency to think they are endowed with something super-normal,”he explained.”But what comes out of the research i s that ther are great people who have no amazing intellectual processes.It‟s a difference in degree.Greatness is built upon tremendous amounts of study,practice and devotion.”He cited Winston Churchill,Britain‟s prime minister during World WarⅡ,as an example of a risk-taker who would never give up.Thrust into office when his country‟s morale was at its lowest,Churchill rose brilliantly to lead the British people.In a speech following the Allied evacuation at Dunkirk in 1940,he inspired the nation when he said,”We shall not flag or fail.We shall go on to the end...We shall never surrender.”西蒙顿说,如果事业上取得巨大成就者具有什么共性的话,那就是一种持续不断地追求成功的动力。
21世纪大学英语第四册课文翻译7--8
UNIT 7 A领袖的四种品质约翰?恩格勒1999年5月15日,密歇根州州长约翰?恩格勒在得克萨斯州纳克多契斯市斯蒂芬?F?奥斯汀州立大学毕业典礼上发表的演说。
当我最初接到在贵校毕业典礼上演讲的邀请时,我回想起许多年以前我自己毕业时的情形。
你们知道是怎么样的吗?我不记得演讲者是谁,也不记得他或她讲了些什么。
我唯一记得的就是我们都希望演讲简短些。
回想起我自己在密歇根州立大学的日子里,有时候演讲者的发言会让人昏昏欲睡,因此我将尽量缩短我的讲话。
今天上午我想简单地谈一谈领导才能。
为什么呢?因为你们每个人选择来上大学,而且坚持到底获得了学位,这就向社会传达了某个重要的信息。
这个信息就是你们想成为领袖。
你们想成为雇员的领导,专业中的佼佼者和社区中的领袖。
这是一个令人钦佩的目标。
但是如何学会领导呢?希腊哲学家亚里士多德告诉我们,我们可以通过领导学会领导,通过实践使人们朝着共同的目标努力所需的技能学会领导。
古代历史学家普卢塔克教导我们,我们也可以通过阅读学会领导——阅读有关历代伟大领袖的故事,如他在《比较列传》中描述的。
在我准备这次演讲、思考这个话题时,我马上就想到了一位世人公认的领袖——与贵校同名的一位伟大的美国英雄——斯蒂芬?富勒?奥斯汀。
让我高兴的是,我发现阿比林市哈丁-西蒙斯大学的格雷格?坎特雷尔教授刚刚完成了一部极好的有关这位得克萨斯之父的传记。
传记的书名为《斯蒂芬?F?奥斯汀:得克萨斯的创业者》,今年十月将由耶鲁大学出版社公开发行。
我有机会读了分页校样。
作者的中心主题是奥斯汀作为一个领袖的伟大品质。
这位得克萨斯之父具有四种品质使他得以将边远地区一群粗鲁的个人主义者变成了一个具有凝聚力的集体。
今天上午,我想与你们一起分享这些品质。
我推崇这些品质,因为它们同我在为公众服务的30年中所得出的经验是一致的。
这些品质不受时间限制,你们如果拥有它们,就会成为更出色的领导者。
首先是前景目标。
要有一个前景目标。
奥斯汀无疑清晰地知道他想达到一个什么目标。
21世纪大学英语读写教程第四册答案及课文翻译
Unit 1Text AComprehension of text1. He defines greatness as the lasting contribution which a person makes or has made to human civilization.2. The example of Churchill shows the importance of persistence and dedication in achieving greatness.3. Firstborns and only children tend to make good leaders in times of crisis, but middle- born children are better peacetime leaders.4. A 20th century politician should be an effective public speaker and a social person.5. Intelligence seems to be less important than other factors, such as the ability to communicate effectively.6. The ability to overcome traditional ways of thinking is also crucial.7. They simply don’t devote the amount of time required.8. The study showed that enjoying one’s work is the best form of motivation.Vocabulary1 chat 2.acknowledge 3.motivated 4.charcteristic5 despite 6.influential 7.cited 8.obstacle9 intrinsic 10.criteria 11.obsession 12.innate13 contribution(s) 14.contemporary 15.submitted 16.morale1 left behind 2.rise 3.made history 4.were endowed with5 put up with 6.going nowhere 7.ifocuses on 8.be built on9 put in e up with 11.take charge 12.set...apartWord buildingefficiency emergency fluency frequencyproficiency tendency urgency sufficiency1 fluency 2.proficiency 3.emergency4.Efficiency 5 tendency 6.frequencyStructure1. For some students, it's not that they don't put in enough time —it's that they don’t have good study habits.2. Children perform differently at school. It's not that they have different IQs — it's that they are brought up in different environments.3. The company is not very productive. It's not that its staff aren't talented — it's that their energy hasn't been channeled effectively.4. I’m really sorry. It's not that I don't want to go to the cinema with you— it's that I have to finish my paper tonight.5. You have a stomachache. It's not that the food was bad — it's probably that you have too much stress from your work.1. President Wilson didn't try to bring the US back to economic and political isolation. Instead, he believed in international cooperation through an association of nations.puters don't teach students in groups. Instead, they can help them learn effectively according to their different needs.4. Some actors’ fame is built on their innate beauty, bu t despite his short stature, Dustin Hoffman rose above and it is his excellent acting that set him apart.5. After he took charge, we discovered that there were striking differences between him and his predecessor. He had the drive and passion, came up with many new ideas, and focused his work on how to raise our morale.6. Deng Xiaoping made history when he declared China's reform and opening-up policy. Despite tremendous obstacles, he made lasting contributions to our country's modernization with his unrelenting efforts.7. Why could someone with a genius IQ be left behind by a hardworking person with an average IQ? It has to be acknowledged that besides one's IQ, many other factors have much to do with one's achievements.8. This teacher is really remarkable in first motivating her students so she can really teach them something. It's not that she is talented, it's that she focuses completely or drawing their full attention in class.Text BGuessing meaning of the context1-5BADAC6-10ACCAB11-14DCABVocabulary exercises1 scandal 2.stirred 3.projected 4.attain 5.transformed6.faking7.conveyed8.eloquent 9 humiliate 10 coherent11 analysis 12 rally 13 determined 14 consoledError correction年出版的《伟大:谁创造了历史,原因何在》一书的作者。
21世纪大学英语第四册Unit6课文详析读写教程
21世纪⼤学英语第四册Unit6课⽂详析读写教程21世纪⼤学英语第四册Unit6课⽂详析(读写教程) 导语:EQ是⼀个⼈⾃我情绪管理以及管理他⼈情绪的能⼒指数,下⾯是⼀篇讲述EQ因⼦的英语课⽂,欢迎⼤家来学习。
The EQ Factor Nancy Gibbs It turns out that a scientist can see the future by watching four-year-olds interact with a marshmallow. The researcher invites the children, one by one, into a plain room and begins the gentle torment. You can have this marshmallow right now, he says. But if you wait while I run an errand, you can have two marshmallows when I get back. And then he leaves. Some children grab for the treat the minute he's out the door. Some last a few minutes before they give in. But others are determined to wait. They cover their eyes; they put their heads down; they sing to themselves; they try to play games or even fall asleep. When the researcher returns, he gives these children their hard-earned marshmallows. And then, science waits for them to grow up. By the time the children reach high school, something remarkable has happened. A survey of the children's parents and teachers found that those who as four-year-olds had enough self-control to hold out for the second marshmallow generally grew up to be better adjusted, more popular, adventurous, confident and dependable teenagers. The children who gave in to temptation early on were more likely to be lonely, easily frustrated and stubborn. They could not endure stress and shied away from challenges. And when some of the students in the two groups took the Scholastic Aptitude Test, the kids who had held out longer scored an average of 210 points higher. When we think of brilliance we see Einstein, deep-eyed, woolly haired, a thinking machine with skin and mismatched socks. High achievers, we imagine, were wired for greatness from birth. But then you have to wonder why, over time, natural talent seems to ignite in some people and dim in others. This is where the marshmallows come in. It seems that the ability to delay gratification is a master skill, a triumph of the reasoning brain over the impulsive one. It is a sign, in short, of emotional intelligence. And it doesn't show up on an IQ test. For most of this century, scientists have worshipped the hardware of the brain and the software of the mind; the messy powers of the heart were left to the poets. But cognitive theory could simply not explain the questions we wonder about most: why some people just seem to have a gift for living well; why the smartest kid in the class will probably not end up the richest; why we like some people virtually on sight and distrust others; why some people remain upbeat in the face of troubles that would sink a less resilient soul. What qualities of the mind or spirit, in short, determine who succeeds? The phrase "emotional intelligence" was coined by Yale psychologist Peter Salovey and the University of New Hampshire's John Mayer five years ago to describe qualities like understanding one's own feelings, empathy for the feelings of others and "the regulation of emotion in a way that enhances living." Their notion is about to bound into the national conversation, handily shortened to EQ, thanks to a new book, Emotional Intelligence by Daniel Goleman. Goleman, a Harvard psychology Ph.D. and a New York Times science writer with a gift for making even the most difficult scientific theories digestible to lay readers, has brought together a decade's worth of behavioral research into how the mind processes feelings. His goal, he announces on the cover, is to redefine what it means to be smart. His thesis: when it comes to predicting people's success, brainpower as measured by IQ and standardized achievement tests may actually matter less than the qualities of mind once thought of as "character" before the word began to sound old-fashioned. At first glance, there would seem to be little that's new here to any close reader of fortune cookies. There may be no less original idea than the notion that our hearts hold dominion over our heads. "I was so angry," we say, "I couldn't think straight." Neither is it surprising that "people skills" are useful, which amounts to saying, it's good to be nice. "It's so true it's trivial,"says Dr. Paul McHugh, director of psychiatry at Johns Hopkins University School of Medicine. But if it were that simple, the book would not be quite so interesting or its implications so controversial. This is no abstract investigation. Goleman is looking for antidotes to restore "civility to our streets and caring to our communal life." He sees practical applications everywhere for how companies should decide whom to hire, how couples can increase the odds that their marriages will last, how parents should raise their children and how schools should teach them. When street gangs substitute for families and schoolyard insults end in stabbings, when more than half of marriages end in divorce, when the majority of the children murdered in this country are killed by parents and stepparents, many of whom say they were trying to discipline the child for behavior like blocking the TV or crying too much, it suggests a demand for remedial emotional education. And it is here the arguments will break out. Goleman's highly popularized conclusions, says McHugh, "will chill any veteran scholar of psychotherapy and any neuroscientist who worries about how his research may come to be applied." While many researchers in this relatively new field are glad to see emotional issues finally taken seriously, they fear that a notion as handy as EQ invites misuse. Goleman admits the danger of suggesting that you can assign a numerical value to a person's character as well as his intellect; Goleman never even uses the phrase EQ in his book. But he did somewhat reluctantly approve an "unscientific" EQ test in USA Today with choices like "I am aware of even subtle feelings as I have them," and "I can sense the pulse of a group or relationship and state unspoken feelings." "You don't want to take an average of your emotional skill," argues Harvard psychology professor Jerome Kagan, a pioneer in child-development research. "That's what's wrong with the concept of intelligence for mental skills too. Some people handle anger well but can't handle fear. Some people can't take joy. So each emotion has to be viewed differently." EQ is not the opposite of IQ. Some people are blessed with a lot of both, some with little of either. What researchers have been trying to understand is how they complement each other; how one's ability to handle stress, for instance, affects the ability to concentrate and put intelligence to use. Among the ingredients for success, researchers now generally agree that IQ counts for about 20%; the rest depends on everything from class to luck to the neural pathways that have developed in the brain over millions of years of human evolution. New Words EQ (abbr.)emotional quotient 情商 interact vi. (with) act or have an effect on each other 相互作⽤;相互影响 marshmallow n. soft sweet made from sugar and gelatine 果汁软糖 torment n. severe physical or mental suffering (⾁体或精神上的)折磨,痛苦 vt. cause severe suffering to 折磨;使痛苦 errand n. small job that requires a short journey, usu. for sb. else (短程的)差事,差使 hard-earned a. gained with great difficulty or effort ⾟苦挣来的 survey n. investigation 调查 adventurous a. eager for or fond of adventure 渴望冒险的,喜欢冒险的 dependable a. that may be depended on 可信赖的,可靠的 scholastic a. of schools and education 学校的;教育的;学业的 aptitude n. natural ability or skill 天⽣的`才能或技巧;天资 brilliance n. the quality of being brilliant 光辉,辉煌;壮丽;(卓越的)才华,才智 woolly a. ⽺⽑(制)的;产⽺⽑的;像⽺⽑的 mismatch vt. match (people or things) wrongly or unsuitably 使错配,配合不当 sock n. short stocking covering the ankle and lower part of the leg 短袜 ignite v. (cause to) catch fire, burn (使)着⽕,燃烧;发光 dim v. (cause to) become dim (使)变暗淡;(使)变模糊;(使)失去光泽 impulsive a. (of people and their behavior) marked by sudden action that is undertaken without careful thought (指⼈或⼈的⾏为)凭冲动的;易冲动的 messy a. in a state of disorder; dirty: causing dirt or disorder 凌乱的;脏的;搞乱的;搞脏的 upbeat a. optimistic or cheerful 乐观的;快乐的 resilient a. 1. 有弹性的,有回弹⼒的;能复原的 2. 有复原⼒的;富有活⼒的;适应性强的 empathy n. ability to imagine and share another person's feelings, experience, etc. 同情;同感;共鸣 handily ad. 灵巧地,熟练地;轻易地;近便地 digestible a. that can be digested; relatively easy to understand 可消化的;可吸收的;较易理解的 behavioral a. of behavior ⾏为的 thesis n. 1. statement or theory put forward and supported by argument 论题,命题;论点 2. long written essay submitted by a candidate for a university degree; dissertation 毕业论⽂;学位论⽂ standardize vt. make(sth.)conform to a fixed standard, shape, quality, type, etc. 使(某事物)标准化;使合乎标准(或规格) fortune n. 1. large amount of money; wealth ⼤笔的钱;财 2. chance; luck 机会;运⽓ 3. person's destiny or future; fate 命运;前途 cookie n. biscuit 饼⼲ fortune cookie (U.S.)thin biscuit, folded to hold a printed message (e.g.a proverb, prophecy or joke) served in Chinese restaurants (美)签语饼(中国餐馆的折叠形⼩饼,内有纸条,上写预测运⽓的格⾔或幽默套语) dominion n. (over) rule; powerful authority; effective control 统治;管辖;⽀配;控制 straight ad. clearly, logically 清晰地;有条理地 controversial a. causing or likely to cause argument or disagreement 引起争论的;有争议的 abstract a. existing in thought or as an idea but not having a physical or practical existence 抽象的 antidote n. 解毒药;(喻)矫正⽅法,对抗⼿段 civility n. fact or act of showing politeness; act of being civilized 礼貌,客⽓,谦恭 communal a. 1. of or referring to a commune or a community 公共的;社区的,集体的 2. for the use of all; shared 公⽤的;共有的 odds n. (pl.) probability or chance 可能性;机会 schoolyard n. 校园;操场 stab vt. pierce(sth.) or wound (sb.) with a pointed tool or weapon; push (a knife, etc.) into sb./sth. 戳(某物);刺(某⼈);⽤(⼑等)刺(或戳、捅)某⼈(或某物) stabbing n. instance of stabbing or being stabbed ⽤利器伤⼈ stepparent n. 继⽗,后⽗;继母,后母 remedy n. 药品;治疗(法);补救办法;纠正办法 vt. 医治;治疗;补救;纠正 remedial a. 补救的;纠正的;补习的 popularize vt. 1. make (sth.) generally liked 使(某事物)被⼤家喜欢,使受⼤家欢迎 2. make (sth.) known or available to the general public, esp. by presenting it in an easily understandable form 使(某事物)众所周知;使普及 chill vt. 1. make cold 使变冷;使冷却;使感到冷 2. discourage 使沮丧;使扫兴 n. 寒冷;风寒;冷淡;沮丧;扫兴 scholar n. person who studies an academic subject deeply 学者 psychotherapy n. treatment of mental disorders by psychological methods 精神疗法;⼼理疗法 neuroscientist n. 神经系统科学家 handy a. (of an object, tool, machine, etc.) easy to use; useful for some purpose 便于使⽤的;有⽤的 numerical a. of, expressed in or representing numbers 数字的;⽤数字表⽰的;代表数字的 approve vt. 1. have a positive opinion of 赞成;称许 2. accept, permit or officially agree to 批准;允许;对…表⽰认可 neural a. the nerves 神经的 pathway n. way or track made for or by people walking ⼩路,⼩径(= path) Phrases and Expressions one by one separately; individually in order ⼀个⼀个地;依次地 right now immediately; at this moment ⽴即;此刻 run an errand carry messages or perform similar minor tasks 跑腿,办事(如送信、买东西等) hold out refuse to give in 坚持;坚定不移;不屈服 early on soon after the start of a past event 在初期;早先 shy away from avoid or move away from out of shyness, fear, etc. (由于羞怯或恐惧等)躲开,避开;回避 over time as time goes by 随着时间过去 come in have a part to play in sth. 在某事中起作⽤ show up 1. become visible; become increasingly vivid or obvious 显现出来;变得更鲜明;变得更醒⽬ 2. appear; arrive; be present; turn up 出现;来到;出席;露⾯ at/on sight as soon as sb./sth. is seen ⼀见就 in the face of 1. in spite of 不顾。
21世纪大学英语(读写教程)第四册课文全翻译
如何变得有天赋朱利叶斯·法斯特芭芭拉·法斯特在一项对教育方法的研究中,一位教师被告知她的新班中全是有非凡天赋的孩子。“你应该从他们那儿获得高于平均水平的成绩,”有人这样通知她,而到了期末她所得到的正是这个——超出平均水平的成绩。这件事的引人注目之处在于事实上这个班的学生并非异乎寻常。他们只是一群中等水平的、智商处于正常范围之内的学生。这位老师被告知的并不是他们真实的潜力。这项研究揭示了许多关于教学和孩子问题的许多答案,但它留下的未回答的问题更多。但它的确非常清晰地表明了一点,即当一个孩子相信老师的期望是真诚的时候,他通常是不会辜负这种期望的。一个没有回答的问题是:那位老师是以什么方式向学生们表明他们是特殊的,能取得优异成绩的呢?她没有用许多话告诉他们这一点,但显然在她的态度中有某种东西使学生们确信他们是有非凡天赋的。进一步的研究表明,老师态度中那种特别的“东西”,一部分是她给全班布置的作业,一部分是她布置作业的方式。但最强有力的“东西”还是老师本人和她对全班学生及其能力的态度。当她说“你们是聪明的孩子”时,她的声音中有更多的信心和关注。一直有一种鼓励性的语气在告诉他们他们会取得进步,很大的进步。孩子们收到了这些信号,并对它们作出了积极的反应。某个学生的成绩达不到老师的期望是常有的事。当这种情况发生时,那个学生面对的不是失望、愤怒或恼怒。相反,老师认为这是一次例外,一件偶然的事情,倒霉的一天,一次暂时的失误——而学生相信了她,并消除了疑虑。下一次,他更加努力了,决心做到老师知道他能做到的事。很难精确地确定老师传达的信息:“我期待着最好的成绩,”中到底是哪一部分告诉了孩子。它的一部分包括显示信心的平和语调,言语上的耐心,及没有讽刺、贬低和恼怒等消极因素。期待着最好成绩的老师满怀信心地提问,因为她知道她得到的答案将是正确的,而孩子也感受到了那种信心。这一信息大多是通过声音传递的,但也有相当惊人的一部分表现在态度、接触和面部表情上。跟这个对“天才”儿童所做的实验相类似的实验也在“天才”老鼠的身上做了。一位科学家得到的是一群普通的老鼠,但却被告知它们是一个特殊的品种,曾接受过在创记录的时间里穿越迷宫的训练。在与这些老鼠一起工作时,这位科学家发现它们确实比其他老鼠学得快,穿越迷宫也的确更迅速。但是老鼠对我们的语言一无所知。那位科学家是怎样得以将他的期望传达给它们的呢?对实验中所有变量的检查表明,这些异常好的结果应归功于他对待老鼠的方式,他对它们讲话的方式和语调,他声音中的信心、安抚和确定无疑。老鼠理解了所有的信息,并照着做了。从更广泛的角度看这两个实验,那位老师和那位科学家都运用了一个对所有社会各个阶层的人都通用的原则——贴标签原则。我们所有的期待都带有偏见,我们对于不同的人有着完全不同的期望,甚至对各个民族也是如此。我们依据民族特点来判断人。我们认为美国人贪婪,想赚大钱,我们在心里给他们贴上了这样的标签。我们给德国人贴的标签是整洁而有条理,英国人是冷漠、不友好和矝持寡言,意大利人是易动感情,日本人彬彬有礼——等等等等。我们在一个非常宽阔的、远非同质的群体上贴了一张非常狭小的标签。我们在种族层面上也是这样。黑人有音乐感,印第安人坚忍,东方人神秘莫测。我们甚至给性别贴上标签——男人积极进取、女人消极被动。在家庭层面上,标签有时是由邻居们贴上的。“琼斯一家都是废物……总是依靠救济。”有时标签也许是由那家人自己贴的。“我们史密斯一家宁愿挨饿也不会请求政府帮助!”史密斯家的男孩因带着这个令人敬畏的独立标签长大,很容易与自己的标签名实相符,正如琼斯家的女孩很容易与她的标签名实相符一样:“他们都认为我们是废物?那我就表现得像废物!”这种标签也许不太全面,甚至带有性别歧视。某个家庭也许会自豪地说,“我们家的男人一直都是专业人员。”当这个家庭里的一个儿子比尔发现木工活是他最喜爱的工作时,他便面对着同家庭的冲突——以及同自己的冲突。他内心的力量也许能使他按照自己的意愿坚持到底,成为一个木匠,但另一方面他也知道他没有符合家庭的标签,因此他怀着一种负罪感度过一生。他甚至可能给自己创造标签。“我是一个失败者,真的。”即使比尔在自己这一行里是个成功者,经过一段时间以后拥有了自己的企业,比他当律师的兄弟鲍勃赚的钱还多,那也没用。比尔仍然不是一个专业人员,因此他内心的标签上仍然写着失败。在家庭内部贴标签很早便开始了。在宝宝听得懂口头语言之前,他便能对肢体语言和间接交流作出反应了。他在懂得词语之前,已经从父母的声音中感受到爱,他也感受到嫌弃、冷淡、恐惧或敌意,他也对这些情绪作出了反应。如果他得到的是爱和温柔,他也以爱和温柔作出反应。以后,当他理解言语时,他便接受他的标签。吉米是家里的乖孩子,而一向难弄的莎莉则得到了惹是生非者的标签。每个孩子除了名字外还得到一个标签。她是聪明的。他爱出风头。诺曼老是迟到。贝蒂不招人爱。芭芭拉很冷漠。杰克很野。纳塔莉很甜,等等等等。这些标签也许反映了事实。纳塔莉也许很甜,但往往是标签把现实强加于孩子身上。如果纳塔莉经常听到别人说她很甜,她便开始表现得很甜。你往往会使自己与你的标签名实相符。同样,参加教学实验的学生们被加上了聪明的标签,于是他们便设法变得聪明,超常地发挥了他们的许多当面或在电视上听我讲话的人,或者那些读到我讲话的人都以为我的学历远远不止八年级。这一印象完全归功于我在监狱中的学习。这是在查尔斯顿监狱真正开始的,当时宾比第一次让我对他渊博的知识感到了羡慕。无论参与什么交谈,宾比总是起着主导作用,而我也曾经试图效仿他。但我找到的每本书中,几乎每句句子都有一个以上甚至几乎全部的单词我压根儿不认识。当我跳过那些词时,我最终当然不知道书中所云。所以我来到诺福克监狱时,仍然只有看看书的意愿。要不是我后来获得了动力,我本来很快就会连这些愿望也丢弃的。我明白我最好是能弄到一本字典——为的是学习,学一些单词。幸好我还想到应该努力提高一下自己的书写水平。我的书写很糟糕,甚至于不能将字写在一条直线上。这两个想法促使我要求诺福克监狱学校给我一本字典以及一些便笺簿和铅笔。头两天我还拿不定主意,只是随便翻了翻字典。我从来没有意识到会有这么多单词!我不知道哪些词是我需要学习的。最后,为了开始某种行动,我便开始了抄写。我把印在第一页上的所有东西甚至标点符号,慢慢地、费力地、歪歪斜斜地抄到了我的便笺簿里。我记得那花了我一天的时间。然后,我便把写在便笺簿上的每个词大声读给自己听。我一遍又一遍地把自己写的东西大声读给自己听。第二天早上醒来时我还想着那些词——我无比自豪地意识到,我不仅一下子写了那么多,还写了许多我从来不知道存在于这个世界上的词。而且,我稍微动一下脑筋还能记得其中许多词的意思。我复习了那些被我忘记了意思的单词。有趣的是,就在此刻,词典第一页上的“土豚”一词竟跳入了我的脑海之中。字典上有它的一幅插图,一种长尾、长耳、会挖洞的非洲哺乳动物,以白蚁为食,像食蚁动物捕食蚂蚁那样伸出舌头来捕食白蚁。我完全被迷住了,于是又继续干下去——我抄写了字典的下一页。当我学习它时我获得了同样的体验。随着以后的每一页,我还了解了人物、地方和历史事件。实际上字典就像一部小型百科全书。最后,字典的A部分抄满了一整本便笺簿——于是我便继续抄写B部分。我就这样开始抄写了整本字典。如此多的实践帮我提高了书写速度,所以以后我抄得快多了。包括我写在便笺簿上的词和写的信,我猜我在后来的囚禁日子里足足写下了一百万词。我认为随着词汇量的增加,我肯定能第一次拿起一本书来读并开始理解书中讲的内容了。任何一个博览群书的人都能想象得出那个被打开的新世界。让我告诉你一些事;从那以后直到我离开那所监狱,在我的每一段空闲时间里,我不是在图书馆里看书,就是在我的床上看书。你哪怕用楔子也休想把我跟书分开。我学习穆罕默德先生的教导,我跟别人通信,我会客,我读书,日子就这样一个月一个月地过去了,我甚至没有想到自己是在坐牢。事实上,在那之前,我在生活中从来没有那样真正自由过……正如你能想象的,尤其在一个特别强调改造的监狱里,如果一个犯人表现出对书籍异乎寻常的强烈兴趣,他就会受到赞许。犯人中有相当多的博览群书者,尤其是受广欢迎的辩论家。一些人被公认为活的百科全书。他们几乎成了名人。当这个新世界,这个能够阅读并理解的新世界向我敞开时,我贪婪地阅读文学作品,数量之多超过了任何一所大学对任何一个学生的要求。我在自己的房间里比在图书馆里读得更多。一个以读书多而出名的犯人能超出规定借出更多的书。我更喜欢在与外界完全隔绝的自己的房间里读书。当我发展到开始读非常严肃的读物时,每天晚上10点左右,我会因为“熄灯”而愤怒不已。它似乎总是在我正读到引人入胜之处时来跟我捣乱。幸好在我的门外面有一盏走廊灯把光线照到我的房间里。一旦我的眼睛适应之后,这点光线就足以让我读书。所以“熄灯”后,我就坐在地板上,借着那点光继续读书。夜间看守每隔一小时就走过每个房间。每次听到越来越近的脚步声,我就跳到床上假装睡觉。看守一走过去,我就从床上回到地板上那块亮的地方,再读上58分钟——直到看守再次走过来。这样一直持续到每天凌晨三四点钟。每天晚上睡三四个小时对我来说就足够了。在流落街头的那些日子里我经常睡得更少。我经常思考阅读为我打开的那些新的远景。我当时在狱中就知道,阅读已永远改变了我的人生历程。正如我现在所认识到的,阅读能力唤醒了在我内心潜伏已久的对于思想活跃的渴望。我当然不是在追求任何学位,那只是大学授予学生一种地位象征的方式。我通过自学所受到的教育使我每读一本新书就更意识到正在折磨着美国黑色人种的聋、哑和盲。不久前,一位英国作家从伦敦打来电话问了我几个问题。其中一个问题是,“你的母校是哪儿?”我告诉他,“是书。”在任何一个空闲的十五分钟里,你都会发现我在学习一些我觉得可能有助于黑人的东西……每次乘飞机,我都带一本想读的书——至今已读了很多书。如果我现在不是每天出来同白人斗争,我会将余生用于阅读,仅仅是为了满足我的好奇心——因为你几乎说不出什么东西是我不感到好奇的。 我想任何人都没有像我那样从坐牢中获得了那么多。事实上,如果我的生活是另一个样子,如果我上了大学,我就不能像在监狱里那样能更集中地进行学习。我想上大学最大的麻烦之一就是有太多让人分心的事。除了监狱还有什么地方能让我有时候每天集中学习15个小时来克服我的愚昧无知呢?
21世纪大学英语读写教程(四)unit2课文原文及翻译
We Need GratitudeA.J.CroninOn a fine afternoon in New York, I got into a taxi. From the driver's expression and the way he slammed in his gears, I could tell that he was upset. I asked him what was the trouble. "I've got good reason to be sore," he growled. "One of my fares left a wallet in my cab this morning. Nearly three hundred bucks in it. I spent more than an hour trying to trace the guy. Finally I found him at his hotel. He took the wallet without a word and glared at me as though I'd meant to steal it.""Not a cent. But it wasn't the dough I wanted..." he fumbled, then exploded, "If the guy had only said something..."Because his helpful, honest act had not been appreciated, that cabdriver's day was poisoned, and I knew he would think twice before rendering a similar service. The need for gratitude is something we all feel, and denial of it can do much to harm the spirit of kindness and cooperation.During World War II a mother in Cincinnati received a letter from her son in the army in which he spoke of a woman in a village in Normandy who had taken him into her home when he was wounded and hungry, and hidden him from the Germans. Later on, unhappily, the boy was killed in the Ardennes offensive. Yet the mother was moved by an irresistible intention. She saved up for two years, crossed the Atlantic and located the village referred to by her son. After many inquiries, she found the woman who had sheltered her son—the wife of an impoverished farmer—and pressed a package into her hand. It was the gold wristwatch her son had received on his graduation, the only object of real value the boy had ever possessed. The mother's act of gratitude so touched people's hearts that it has become something of a legend in and around the village. It has done more than fine speeches to foster good feeling toward Americans.Gratitude is the art of receiving gracefully, of showing appreciation for every kindness, great and small. Most of us do not fail to show our pleasure when we receive hospitality, gifts and obvious benefits, but even here we can perfect our manner of showing gratitude by making it as personal and sincere as possible. Recently, when touring in southern Italy with my wife, I sent to a friend in Connecticut several bottles of a local wine which had taken our fancy. It was a trifling gift, yet to our surprise, instead of the conventional letter of thanks, we receive a phonograph record. When we played it, we heard our friend's voice speaking after dinner, describing how he and his guests had enjoyed the wine and thanking us for our thoughtfulness. It was pleasant to have this unusual proof that our gift had been appreciated.Gratitude is sometimes more than a personal affair. My son, studyingmedicine at McGill University, told me of a patient brought into hospital in Montreal whose life was saved by a blood transfusion. When he was well again he asked: "Isn't there any way I can discover the name of the donor and thank him?" He was told that names of donors are never revealed. A few weeks after his discharge he came back to give a pint of his own blood. Since then he has returned again and again for the same purpose. When a surgeon commented on this splendid record of anonymous service, he answered simply: "Someone I never knew did it for me. I'm just saying 'thanks'".It is a comforting thought that gratitude can be not merely a passing sentiment but a renewal which can, in some instances, persist for a lifetime. A husband who recalls appreciatively some generous or unselfish act on his wife's part, or a wife who never forgets the gifts her husband has given her, does much to keep the domestic wheels spinning smoothly. W.H. Hudson, British author and naturalist, has written: "One evening I brought home a friend to share our usual evening meal. Afterward he said to me:‘you are fortunate to have a wife who, despite ill health and children to look after, cooks such excellent meals.' That tribute opened my eyes and taught me to show gratitude for my wife's day-to-day heroism, which I had hitherto taken for granted."It is, above all, in the little things that the grace of gratitude should be most employed. The boy who delivers our paper, the milkman, the mailman, the barber, the waitress at a restaurant, the elevator operator —all oblige us in one way or another. By showing our gratitude we make routine relationships human and render monotonous tasks more agreeable.A patient of mine in London who worked as a bus conductor once confided to me, "I get fed up with my job sometimes. People grumble, bother you, haven't got the right change for their tickets. But there's one lady on my bus morning and evening, and she always thanks me in a particularly friendly way when I take her ticket. I like to think she's speaking for all the passengers. It helps me to keep smiling."Arnold Bennett had a publisher who boasted about the extraordinary efficiency of his secretary. One day Bennett said to her, "Your employer claims that you are extremely efficient. What is your secret?" "It's not my secret," the secretary replied. "It's his." Each time she performed a service, no matter how small, he never failed to acknowledge it. Because of that she took infinite pains with her work.Some persons refrain from expressing their gratitude because they feel it will not be welcome. A patient of mine, a few weeks after his discharge from the hospital, came back to thank his nurse. "I didn't come back sooner," he explained, "because I imagined you must be bored to death with people thanking you.""On the contrary," she replied, "I am delighted you came. Few realize how much we need encouragement and how much we are helped by those whogive it."Gratitude is something of which none of us can give too much. For on the smiles, the thanks we give, our little gestures of appreciation, our neighbors build up their philosophy of life.一个晴朗的下午,我在纽约上了一辆出租车。
21世纪大学英语读写教程(四)unit2课文原文及翻译
We Need GratitudeA.J.CroninOn a fine afternoon in New York, I got into a taxi. From the driver's expression and the way he slammed in his gears, I could tell that he was upset. I asked him what was the trouble. "I've got good reason to be sore," he growled. "One of my fares left a wallet in my cab this morning. Nearly three hundred bucks in it. I spent more than an hour trying to trace the guy. Finally I found him at his hotel. He took the wallet without a word and glared at me as though I'd meant to steal it.""Not a cent. But it wasn't the dough I wanted..." he fumbled, then exploded, "If the guy had only said something..."Because his helpful, honest act had not been appreciated, that cabdriver's day was poisoned, and I knew he would think twice before rendering a similar service. The need for gratitude is something we all feel, and denial of it can do much to harm the spirit of kindness and cooperation.During World War II a mother in Cincinnati received a letter from her son in the army in which he spoke of a woman in a village in Normandy who had taken him into her home when he was wounded and hungry, and hidden him from the Germans. Later on, unhappily, the boy was killed in the Ardennes offensive. Yet the mother was moved by an irresistible intention. She saved up for two years, crossed the Atlantic and located the village referred to by her son. After many inquiries, she found the woman who had sheltered her son—the wife of an impoverished farmer—and pressed a package into her hand. It was the gold wristwatch her son had received on his graduation, the only object of real value the boy had ever possessed. The mother's act of gratitude so touched people's hearts that it has become something of a legend in and around the village. It has done more than fine speeches to foster good feeling toward Americans.Gratitude is the art of receiving gracefully, of showing appreciation for every kindness, great and small. Most of us do not fail to show our pleasure when we receive hospitality, gifts and obvious benefits, but even here we can perfect our manner of showing gratitude by making it as personal and sincere as possible. Recently, when touring in southern Italy with my wife, I sent to a friend in Connecticut several bottles of a local wine which had taken our fancy. It was a trifling gift, yet to our surprise, instead of the conventional letter of thanks, we receive a phonograph record. When we played it, we heard our friend's voice speaking after dinner, describing how he and his guests had enjoyed the wine and thanking us for our thoughtfulness. It was pleasant to have this unusual proof that our gift had been appreciated.Gratitude is sometimes more than a personal affair. My son, studyingmedicine at McGill University, told me of a patient brought into hospital in Montreal whose life was saved by a blood transfusion. When he was well again he asked: "Isn't there any way I can discover the name of the donor and thank him?" He was told that names of donors are never revealed. A few weeks after his discharge he came back to give a pint of his own blood. Since then he has returned again and again for the same purpose. When a surgeon commented on this splendid record of anonymous service, he answered simply: "Someone I never knew did it for me. I'm just saying 'thanks'".It is a comforting thought that gratitude can be not merely a passing sentiment but a renewal which can, in some instances, persist for a lifetime. A husband who recalls appreciatively some generous or unselfish act on his wife's part, or a wife who never forgets the gifts her husband has given her, does much to keep the domestic wheels spinning smoothly. W.H. Hudson, British author and naturalist, has written: "One evening I brought home a friend to share our usual evening meal. Afterward he said to me:‘you are fortunate to have a wife who, despite ill health and children to look after, cooks such excellent meals.' That tribute opened my eyes and taught me to show gratitude for my wife's day-to-day heroism, which I had hitherto taken for granted."It is, above all, in the little things that the grace of gratitude should be most employed. The boy who delivers our paper, the milkman, the mailman, the barber, the waitress at a restaurant, the elevator operator —all oblige us in one way or another. By showing our gratitude we make routine relationships human and render monotonous tasks more agreeable.A patient of mine in London who worked as a bus conductor once confided to me, "I get fed up with my job sometimes. People grumble, bother you, haven't got the right change for their tickets. But there's one lady on my bus morning and evening, and she always thanks me in a particularly friendly way when I take her ticket. I like to think she's speaking for all the passengers. It helps me to keep smiling."Arnold Bennett had a publisher who boasted about the extraordinary efficiency of his secretary. One day Bennett said to her, "Your employer claims that you are extremely efficient. What is your secret?" "It's not my secret," the secretary replied. "It's his." Each time she performed a service, no matter how small, he never failed to acknowledge it. Because of that she took infinite pains with her work.Some persons refrain from expressing their gratitude because they feel it will not be welcome. A patient of mine, a few weeks after his discharge from the hospital, came back to thank his nurse. "I didn't come back sooner," he explained, "because I imagined you must be bored to death with people thanking you.""On the contrary," she replied, "I am delighted you came. Few realize how much we need encouragement and how much we are helped by those whogive it."Gratitude is something of which none of us can give too much. For on the smiles, the thanks we give, our little gestures of appreciation, our neighbors build up their philosophy of life.一个晴朗的下午,我在纽约上了一辆出租车。
读写教程第四册Unit4课文详解21世纪大学英语
读写教程第四册Unit4课文详解21世纪大学英语导语:大学的压力不比高考时候的压力少,因为要面对更多的东西,下面是一篇关于大学压力的英语课文,欢迎大家学习。
College PressuresWilliam ZinsserI am master of Branford College at Yale. I live on the campus and know the students well. (We have 485 of them.) I listen to their hopes and fears — and also to their stereo music and their piercing cries in the dead of night ("Does anybody care?"). They come to me to ask how to get through the rest of their lives.Mainly I try to remind them that the road ahead is a long one and that it will have more unexpected turns than they think. There will be plenty of time to change jobs, change careers, change whole attitudes and approaches. They don't want to hear such news. They want a map — right now — that they can follow directly to career security, financial security, social security and, presumably, a prepaid grave.What I wish for all students is some release from the grim grip of the future. I wish them a chance to enjoy each segment of their education as an experience in itself and not as a tiresome requirement in preparation for the next step. I wish them the right to experiment, to trip and fall, to learn that defeat is as educational as victory and is not the end of the world.My wish, of course, is naive. One of the few rights that America does not proclaim is the right to fail. Achievement is the national god, worshipped in our media —the million-dollar athlete, the wealthy executive —and glorified in our praise of possessions. In the presence of such a potent state religion, the young are growing up old.I see four kinds of pressure working on college students today: economic pressure, parental pressure, peer pressure, and self-induced pressure. It's easy to look around for bad guys — to blame the colleges for charging too much money, the professors for assigning too much work, the parents for pushing their children too far, the students for driving themselves too hard. But there are no bad guys, only victims.Today it is not unusual for a student, even one who works part time at college and full time during the summer, to have accumulated $5,000 in loans after four years —loans that the student must start to repay within one year after graduation (and incidentally, not all these loans are low-interest, as many non-students believe). Encouraged at the commencement ceremony to go forth into the world, students are already behind as they go forth. How can they not feel under pressure throughout college to prepare for this day of reckoning? Women at Yale are under even more pressure than men to justify their expensive education to themselves, their parents, and society. For although they leave college superbly equipped to bring fresh leadership to traditionally male jobs, society hasn't yet caught up with this fact.Along with economic pressure goes parental pressure. Inevitably, the two are deeply intertwined. I see students taking premedical courses with joyless determination. They go off to their labs as if they were going to the dentist. It saddens me because I know them in other corners of their life as cheerful people."Do you want to go to medical school?" I ask them."I guess so," they say, without conviction, or, "Not really.""Then why are you going?""My parents want me to be a doctor. They're paying all thismoney and..."Peer pressure and self-induced pressure are also intertwined, and they begin from the very start of freshman year. "I had a freshman student I'll call Linda," one instructor told me, "who came in and said she was under terrible pressure because her roommate, Barbara, was much brighter and studied all the time.I couldn't tell her that Barbara had come in two hours earlier to say the same thing about Linda."The story is almost funny —except that it's not. It's a symptom of all the pressures put together. When every student thinks every other student is working harder and doing better, the only solution is to study harder still. I see students going off to the library every night after dinner and coming back when it closes at midnight. I wish they could sometimes forget about their peers and go to a movie. I hear the rattling of typewriters in the hours before dawn. I see the tension in their eyes when exams are approaching and papers are due: "Will I get everything done?"Probably they won't. They will get sick. They will sleep. They will oversleep. They will bug out.I've painted too grim a portrait of today's students, making them seem too solemn. That's only half of their story; the other half is that these students are nice people, and easy to like. They're quick to laugh and to offer friendship. They're more considerate of one another than any student generation I've ever known. If I've described them primarily as driven creatures who largely ignore the joyful side of life, it's because that's where the problem is —not only at Yale but throughout American education. It's why I think we should all be worried about the values that are nurturing a generation so fearful of risk and sogoal-obsessed at such an early age.I tell students that there is no one "right" way to get ahead —that each of them is a different person, starting from a different point and bound for a different destination. I tell them that change is healthy and that people don't have to fit into pre-arranged slots. One of my ways of telling them is to invite men and women who have achieved success outside the academic world to come and talk informally with my students during the year. I invite heads of companies, editors of magazines, politicians, Broadway producers, artists, writers, economists, photographers, scientists, historians — a mixed bag of achievers.I ask them to say a few words about how they got started. The students always assume that they started in their present profession and knew all along that it was what they wanted to do. But in fact, most of them got where they are by a circuitous route, after many side trips. The students are startled. They can hardly conceive of a career that was not preplanned. They can hardly imagine allowing the hand of God or chance to lead them down some unforeseen trail.New Wordscampusn. the grounds of a university, college or school; a university 大学校园,学校校园;大学piercinga. (of voices, sounds, etc.) very sharp, esp. in an unpleasant way (声音等)尖厉的,刺耳的piercevi. make a hole in or through (sth.) with a sharp point 刺穿,戳穿presumablyad. it may be supposed; probably 假定;可能* presumev. believe sth. to be true without direct proof but with some feeling of being certain; suppose (没有根据地)相信;推测graven. the place where a dead person is buried 坟墓a. serious or solemn in manner; (of a situation) serious and worrying 严肃的,庄严的;(形势)严重的gravityn. 1. 严肃,庄严;严重2. 重力;地心引力gripn. a firm hold; control 紧握;控制vt. 1. take a very tight hold (of) 握紧,紧握2. take hold of the attention or feelings of 吸引;引起* segmentn. a part of sth. 部分preparationn. arrangement for a future event 准备wealthya. rich 富有的glorifyvt. praise highly 颂扬,赞颂gloryn. great fame, honor, and admiration 光荣;荣誉potenta. powerful, strong, forceful or effective 强有力的;有权势的;有效力的self-inducedcaused or brought about by oneself 自己导致的* inducevt. lead or cause (sb.) to do sth.; persuade or influence (sb.) to do sth. 导致;劝使,诱导* incidentallyad. by the way 顺便说一句commencementn. 1. (AmE) a ceremony at which university or college students are given their degrees or diplomas (美)毕业典礼;学位授予典礼2. beginning of sth. 开始commencev. begin; start 开始;着手ceremonyn. 典礼,仪式commencement ceremony(AmE) a college or university graduation ceremony (美)毕业典礼reckoningn. settlement of an account or a bill; (fig.) punishment 结帐;(喻)算帐,惩罚reckonvt. 1. calculate; add up (an amount, cost, etc.) 计算;算出(数量、费用等)2. consider, regard 认为,把…看作day of reckoning(a Biblical reference) the time when one must eventually be punished for what one has done wrong (源自《圣经》)清算日,最后审判日equipvt. prepare (sb.) for dealing with a particular situation byproviding necessary tools, education, etc.; suply (sb./ sth. with what is needed for a particular purpose) (智力、体力上)使有准备;配备,装备inevitablyad. 不可必免地;必然发生地inevitablea. which cannot be avoided or prevented from happening; certain to happen 不可避免的;必然发生的intertwineda. joined tightly together; very closely connected 互相缠结的,缠绕在一起的premedicala. preparing for the study of medicine 医学预科的* dentistn. a doctor trained to take care of people's teeth 牙医cheerfula. in good spirit; causing a happy feeling 兴高采烈的;使人愉快的convictionn. a firm opinion or belief 深信,确信;把握roommaten. 住在同室的人,室友typewritern. 打字机* bugvt. 1. (AmE) (infml) trouble (sb.) continually (美俚)烦扰,纠缠2. (infml) fit with a secret listening apparatus (口)在…装x听器n. (AmE) a tiny insect, esp. one that causes damage; (infml) a fault or difficulty (美)虫子;(口)故障;毛病consideratea. careful not to hurt or trouble others; thoughtful 考虑周到的;替人着想的fearfula. afraid, anxious 惧怕的,忧虑的`goal-obsesseda. extremely eager to realize one's goals 一心要实现目标的pre-arrangeda. planned or prepared in advance 预先准备好的arrangevt. 1. plan in advance; prepare 安排,准备2. set in good or pleasing order 整理;排列* slotn. 1. a place or position in a schedule, list or series (口)(在机构、名单、程序等中的)位置,职位2. a narrow opening in a tool or machine 狭长孔;狭槽informallyad. 非正式地;不拘礼节地economistn. an expert in economics 经济学家a mixed baga group of people or things of different kinds and different qualities (人或物的)混合体;大杂烩circuitousa. indirect 迂回的,绕行的circuitn. 1. 环行;环行道2. 电路;线路circulara. 1. 环行的,圆形的2. 循环的trailn. a path, often through a forest or across rough ground (荒野中的)小径,小道Phrases and Expressionsin the dead of nightin the quietest part of the night 夜深人静之时get throughcomplete successfully; manage to live through (a difficult experience or period of time) 完成;消磨,度过(时间)right nowimmediately; at this moment 立刻,马上in itselfconsidered as a complete thing or experience, without thinking of effects, consequences, etc. 本身,实质上in the presence of sb.in the place where sb. is; with sb. there 在某人面前,当着某人的面work onaffect; influence 对…起作用;影响go forth (into)set out 出发under pressureinfluenced by need or necessity; suffering stress 被催逼;在压力下put together(used after a noun or nouns referring to a group of people or things) combined; in total 合在一起bug out(AmE sl.) become mentally unbalanced (美俚)烦恼,困惑be considerate of/to/toward sb.pay attention to sb. 's needs, wishes, or feelings 替某人着想,体贴某人be fearful ofbe afraid of 惧怕be bound forintending to go to; going to 准备到…去;开往fit intobe the right size or shape for; be suitable for 与…相符,与…相适应all alongall the time; from the beginning 一直,始终;从一开始就conceive ofthink of 构想出;设想Proper NamesWilliam Zinsser威廉·津瑟(男子名)Branford College布兰福德学院(美国耶鲁大学寄宿制学院之一)Yale(美国)耶鲁大学Linda琳达(女子名)Barbara巴巴拉(女子名)Broadway百老汇大街(美国纽约市的一条大街,为戏院、夜总会等娱乐场所的集中地)【读写教程第四册Unit4课文详解(21世纪大学英语)】。
21世纪大学英语读写教程(四)unit1课文及翻译
Who Is Great?Michael RyanAs a young boy, Albert Einstein did so poorly in school that teachers thought he was slow. The young Napoleon Bonaparte was just one of hundreds of artillery lieutenants in the French Army. And the teenage George Washington, with little formal education, was being trained not as a soldier but as a land surveyor.Despite their unspectacular beginnings, each would go on to carve a place for himself in history. What was it that enabled them to become great? Were they born with something special? Or did their greatness have more to do with timing, devotion and, perhaps, an uncompromising personality?For decades, scientists have been asking such questions. And, in the past few years, they have found evidence to help explain why some people rise above, while others—similarly talented, perhaps—are left behind. Their findings could have implications for us all.Who is great? Defining who is great depends on how one measures success. But there are some criteria. "Someone who has made a lasting contribution to human civilization is great," said Dean Keith Simonton, a professor of psychology at the University of California at Davis and author of the 1994 book Greatness: Who Makes History and Why. But he added a word of caution: "Sometimes great people don't make it into the history books.A lot of women achieved great things or were influential but went unrecognized."In writing his book, Simonton combined historical knowledge about great figures with recent findings in genetics, psychiatry and the social sciences. The great figures he focused on include men and women who have won Nobel Prizes, led great nations or won wars, composed symphonies that have endured for centuries, or revolutionized science, philosophy, politics or the arts. Though he doesn't have a formula to define how or why certain people rise above (too many factors are involved), he has come up with a few common characteristics.A "never surrender" attitude. If great achievers share anything, said Simonton, it is an unrelenting drive to succeed. "There's a tendency to think that they are endowed with something super-normal," he explained. "But what comes out of the research is that there are great people who have no amazing intellectual processes. It's a difference in degree. Greatness is built upon tremendous amounts of study, practice and devotion."He cited Winston Churchill, Britain's prime minister during World War II, as an example of a risk-taker who would never give up. Thrust into office when his country's morale was at its lowest, Churchill rosebrilliantly to lead the British people. In a speech following the Allied evacuation at Dunkirk in 1940, he inspired the nation when he said, "We shall not flag or fail. We shall go on to the end...We shall never surrender."Can you be born great? In looking at Churchill's role in history —as well as the roles of other political and military leaders—Simonton discovered a striking pattern: "Firstborns and only children tend to make good leaders in time of crisis: They're used to taking charge. But middle-borns are better as peacetime leaders: They listen to different interest groups better and make the necessary compromises. Churchill, an only child, was typical. He was great in a crisis, but in peacetime he was not effective—not even popular."Timing is another factor. "If you took George Washington and put him in the 20th century he would go nowhere as a politician," Simonton declared. "He was not an effective public speaker, and he didn't like shaking hands with the public. On the other hand, I'm not sure Franklin Roosevelt would have done well in Washington's time. He wouldn't have had the radio to do his fireside chats."Can you be too smart? One surprise among Simonton's findings is that many political and military leaders have been bright but not overly so. Beyond a certain point, he explained, other factors, like the ability to communicate effectively, become more important than innate intelligence as measured by an IQ test. The most intelligent U.S. Presidents, for example—Thomas Jefferson, Woodrow Wilson and John F. Kennedy—had a hard time getting elected, Simonton said, while others with IQs closer to the average (such as Warren G. Harding) won by landslides. While political and economic factors also are involved, having a genius IQ is not necessary to be a great leader.In the sciences, those with "genius level" IQs do have a better chance at achieving recognition, added Simonton. Yet evidence also indicates that overcoming traditional ways of thinking may be just as important.He pointed to one recent study where college students were given a set of data and were asked to see if they could come up with a mathematical relation. Almost a third did. What they did not know was that they had just solved one of the most famous scientific equations in history: the Third Law of Planetary Motion, an equation that Johannes Kepler came up with in 1618.Kepler's genius, Simonton said, was not so much in solving a mathematical challenge. It was in thinking about the numbers in a unique way—applying his mathematical knowledge to his observations of planetary motion. It was his boldness that set him apart.Love your work. As a child, Einstein became fascinated with the way magnets are drawn to metal. "He couldn't stop thinking about this stuff," Simonton pointed out. "He became obsessed with problems in physics by thetime he was 16, and he never stopped working on them. It's not surprising that he made major contributions by the time he was 26.""For most of us, it's not that we don't have the ability," Simonton added, "it's that we don't devote the time. You have to put in the effort and put up with all the frustrations and obstacles."Like other creative geniuses, Einstein was not motivated by a desire for fame, said Simonton. Instead, his obsession with his work was what set him apart.Where such drive comes from remains a mystery. But it is found in nearly all creative geniuses—whether or not their genius is acknowledged by contemporaries."Emily Dickinson was not recognized for her poetry until after her death," said Simonton. "But she was not writing for fame. The same can be said of James Joyce, who didn't spend a lot of time worrying about how many people would read Finnegans Wake."Today, researchers have evidence that an intrinsic passion for one's work is a key to rising above. In a 1985 study at Brandeis University conducted by Teresa Amabile, now a professor of business administration at Harvard University, a group of professional writers—none famous—were asked to write a short poem. Each writer was then randomly placed in one of three groups: One group was asked to keep in mind the idea of writing for money; another was told to think about writing just for pleasure; and a third group was given no instruction at all.The poems then were submitted anonymously to a panel of professional writers for evaluation. The poetry written by people who thought about writing for money ranked lowest. Those who thought about writing just for pleasure did the best. "Motivation that comes from enjoying the work makes a significant difference, "Amabile said.当阿尔伯特.爱因斯坦是个小男孩的时候,他在学校里的成绩很差,老师们都觉得他反应迟钝。
21世纪大学英语读写教程第四册 Unit 4 Text A
Unit Four Text A
How to Become Gifted
Teaching Plan
1 2 3 4
Lead-in
Structure Analysis
Language Points Assignment
Lead-in
• How do you understand the character tag in Facebook and QQ’S “impression from friends”?
Assignment
•
One point it did make with unusual clarity is that a child will usually live up to a teacher’s Writing expectations when the child believes those expectations are honest. ① One point is; 句子主干 – Example →judge by clarity; 定语,修饰① ② it did(only make1) with unusual ③ that a child will usually live up toresults a teacher’s appearances →positive or negative expectations; 表语 ④ when the child believes; 时间状语 Translation 2, 4, 5, 7, 8, 11) ⑤ those (Paras. expectations are honest. 宾语 注意: ③ 与④ + ⑤ 表示条件关系 – Grammatical analysis
大学英语4课文
Looking for a Job After University? First, Get Off the Sofa!More than 650,000 students left university this summer and many have no idea about the way to get a job. How tough should a parent be to galvanize them in these financially fraught times?In July, you looked on as your handsome 21-year-old son, dressed in gown and mortarboard, proudly clutched his honours degree for his graduation photo. Those memories of forking out thousands of pounds a year so that he could eat well and go to the odd party, began to fade. Until now.As the summer break comes to a close and students across the country prepare for the start of a new term, you find that your graduate son is still spending days slumped in front of the television, broken only by texting, Facebook and visits to the pub. Thisformer scion of Generation Y has morphed overnight into a member of GenerationGrunt. Will he ever get a job?This is the scenario facing thousands of families. More than 650,000 students left university this summer and most in these financially testing times have no idea what to do next. Parents revert to nagging; sons and daughters become rebels without a cause, aware that they need to get a job, but not sure now.Jack Goodwin, form Middlesex, graduated with a 2:1 in politics from Nottingham this summer. He walked into the university careers service and straight back out again; there was a big queue. He lived with five other boys all of whom did the same. There was no pressure to find a job, even though most of the girls he knew had a clearer plan.“I applied for a job as a political researcher, but got turned down,” he says. “They were paying 18,000, which doesn’t buy you much more than a tin of beans after rent, but they wanted people with experience or master’s degrees. Then I applied for the Civil Service fast stream. I passed the exam, but at the interviews they accused me of being ‘too detached’ and talking in language that was ‘too technocratic’, which I didn’t think possible, but obviously it is.”Since then he has spent the summer “hiding”. He can recount several episodes of TrafficCops and has seen more daytime television than is healthy. He talks to his friends about his aimless days and finds that most are in the same boat. One has been forced out to stack shelves by his parents. For the rest it is 9-to-5 “chilling” before heading to the pub. So how about working behind the bar, to pay for those drinks?” I don’t want to do bar work. I went to a comprehensive and I worked my backside off to go to a good university, wher e I worked really hard to get a good degree,”he says.”Now I’m back at the same stage as those friends who didn’t go to uni at all, who are pulling pints and doing dead-end jobs. I feel that I’ve come full circle.”Jacqueline Goodwin, his mother, defends him. She insists that he has tried to get a job, but having worked full-time since leaving school herself, she and her husband find it tricky to advise him on how to proceed.” I have always had to work,” she says. “It’s difficult because when you have a degr ee, it opens new doors for you, or you’d like to think that it does.”Although she is taking a soft line with her son at the moment, she is clear that after an upcoming three-week trip to South America, his holiday from work will have to end. He may even have to pay rent and contribute to the household bills.“They’ve got to grow up at some point. We’ve finished paying for university, so alittle bit of help back is good,” she says.” The South America trip is the cutoff point.When he comes back there’ll be Christmas work if nothing else.”Gael Lindenfield, a psychotherapist and the author of The Emotional Healing Strategy, says that the Goodwin parents have struck exactly the right note. The transition from university to a job is tough for parents and children: Crucially they must balance being positive and understanding with not making life too comfortable for their offspring.“The main job for the parents is to be there because if they start advising them what to do, that is when the conflict starts. If yo u have contacts, by all means use those,” she says. “But a lot of parents get too soft. Put limits on how much money you give them, ask them to pay rent or contribute to the care of the house or the pets. Carry on life as normal and don’t allow them to abu se your bank account or sap your reserves of emotional energy.”Paying for career consultations, train fares to interviews or books are good things; being too pushy is not. But while parents should be wary becoming too soft, Lindenfield advises them to tread sympathetically after a job setback for a few days or even weeks - depending on the scale of the knock. After that the son or daughter needs to be nudged firmly back into the saddle.Boys are more likely to get stuck at home. Lindenfield believes that men are often better at helping their sons, nephews, or friends’ sons than are mothers and sisters. Men have a different way of handing setbacks than women, she says, so they need the male presence to talk it through.As for bar work, she is a passionate ad vocate: It’s a great antidote to graduate apathy. It just depends on how you approach it. Lindenfield, who found her first job as an aerial photographic assistant through bar work, says it is a great networking opportunity and certainly more likely to get you a job than lounging in front of TV.“The same goes for shelf-stacking. You will be spotted if you’re good at it. If you’re bright and cheerful and are polite to the customers, you’ll soon get moved on. So think of it as an opportunity; people who are s uccessful in the long run have often got shelfstacking stories,” she says.Your son or daughter may not want to follow Hollywood stars such as Whoopi Goldberg into applying make-up to corpses in a mortuary, or guarding nuclear power plants like Bruce Willis, but even Brad Pitt had to stand outside El Pollo Loco restaurant chain in a giant chicken suit at one time in his life. None of them appears the poorer for these experiences.译文:大学毕业找工作的第一要义:别躺在沙发上做梦今年夏天,超过 65 万的大学生毕业离校,其中有许多人根本不知道怎么找工作。
21世纪大学英语读写教程课文翻译(第四册)Unit1-Unit4
Unit1-TextA谁是伟人?迈克尔·赖恩当阿尔伯特·爱因斯坦是个小男孩的时候,他在学校里的成绩很差,老师们都觉得他反应迟钝。
拿破仑·波拿巴年轻时只是法国陆军中几百名炮兵中尉中的一名。
没有接受过什么正规教育的乔治·华盛顿,十几岁时不是受训当兵而是受训做土地测量员。
尽管他们的起步平淡无奇,但是后来个个都青史留名。
究竟是什么使他们成了伟人呢?是否他们生来就有什么特别?亦或他们的伟大与生逢其时、与献身精神,也许与一种坚定的个性更为有关?几十年来,科学家们一直在问这样的问题。
在过去几年里,他们已经发现了一些情况,这些情况有助于解释为什么有些人出类拔萃,而另一些人----也许同样具有才华----却被抛在了后面。
他们的发现可能对我们每个人都有意义。
谁是伟人?伟人的定义取决于如何衡量成功。
但标准还是有的。
“对人类文明作出永久性贡献的人是伟大的,”基思·西蒙顿院长说。
他是加州大学戴维斯分校的一名心理学教授,是1994年出版的《伟大:谁创造了历史,原因何在》一书的作者。
但他又提醒说:“有时侯伟人并没有被载入史册。
许多女性取得了巨大成就,或者颇具影响力,但却没有得到公认。
在这本书的写作中,西蒙顿融合了关于伟大人物的历史知识以及遗传学、精神病学和社会科学领域的最新发现。
他所聚焦的伟人包括获得过诺贝尔奖、领导过伟大国家或打赢过战争、谱写过流芳百世的交响乐、或在科学、哲学、政治、艺术上引起过巨变的男女人物。
虽然他没有一个公式来解释有些人怎样或者怎么出类拔萃(涉及的因素太多了),但他却提出了一些共同的特点。
一种“永不屈服”的态度。
西蒙顿说,如果成就巨大者具有什么共性的话,那就是一种坚持不懈地追求成功的动力。
“往往有人认为他们具备一些超常非凡的东西,”他解释道。
“但研究表明,有些伟人并没有惊人的智力,有的只是程度上的差异而已。
伟大是建立在大量的学习、实践和献身精神的基础之上的。
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Unit1-Text AWho Is Great?As a young boy,Albert Einstein did so poorly in school that teachers thought he was slow. The young Napole on Bonaparte was just one of hundreds of artillerylieutenants in the French Army. And the teenage George Washington, with little formal education, was being trained not as a soldier but as a land surveyor.Despite their unspectacular beginnings, each would go on to carve a place for himself in history. What was it that enabled them to become great? Were they born with something special? Or did their greatness have more to do with timing, devotion and, perhaps, an uncompromising personality?For decades, scientists have been asking such questions. And, in the past few years, they have found eviden ce to help explain why some people rise above, while others—similarly talented, perhaps—are left behind. Their findings could have implications for us all.Who is great? Defining who is great depends on how one measures success. But there are some criteria. "S omeone who has made a lasting contribution to human civilization is great," said Dean Keith Simonton, a pr ofessor of psychology at the University of California at Davis and author of the 1994 book Greatness: Who Makes History and Why. But he added a word of caution: "Sometimes great people don't make it into the hi story books. A lot of women achieved great things or were influential but went unrecognized."In writing his book, Simonton combined historical knowledge about great figures with recent findings in gen etics, psychiatry and the social sciences. The great figures he focused on include men and women who have won Nobel Prizes, led great nations or won wars, composed symphonies that have endured for centuries, o r revolutionized science, philosophy, politics or the arts. Though he doesn't have a formula to define how or why certain people rise above (too many factors are involved), he has come up with a few common charact eristics.A "never surrender" attitude. If great achievers share anything, said Simonton, it is an unrelenting drive to s ucceed. "There's a tendency to think that they are endowed with something super-normal," he explained. " But what comes out of the research is that there are great people who have no amazing intellectual process es. It's a difference in degree. Greatness is built upon tremendous amounts of study, practice and devotion. "He cited Winston Churchill, Britain's prime minister during World War II, as an example of a risk-taker who would never give up. Thrust into office when his country's morale was at its lowest, Churchill rose brilliantly to lead the British people. In a speech following the Allied evacuation at Dunkirk in 1940, he inspired the na tion when he said, "We shall not flag or fail. We shall go on to the end...We shall never surrender."Can you be born great? In looking at Churchill's role in history—as well as the roles of other political and mil itary leaders—Simonton discovered a striking pattern: "Firstborns and only children tend to make good lea ders in time of crisis: They're used to taking charge. But middle-borns are better as peacetime leaders: They listen to different interest groups better and make the necessary compromises. Churchill, an only child, wa s typical. He was great in a crisis, but in peacetime he was not effective—not even popular."Timing is another factor. "If you took George Washington and put him in the 20th century hewould go nowhere as a politician," Simonton declared. "He was not an effective public speaker, and he didn 't like shaking hands with the public. On the other hand, I'm not sure Franklin Roosevelt would have done w ell in Washington's time. He wouldn't have had the radio to do his fireside chats."Can you be too smart? One surprise among Simonton's findings is that many political and military leaders h ave been bright but not overly so. Beyond a certain point, he explained, other factors, like the ability to com municate effectively, become more important than innate intelligence as measured by an IQ test. The most intelligent U.S. Presidents, for example—Thomas Jefferson, Woodrow Wilson and John F. Kennedy—had ahard time getting elected, Simonton said, while others with IQs closer to the average (such as Warren G. Ha rding) won by landslides. While political and economic factors also are involved, having a genius IQ is not ne cessary to be a great leader.In the sciences, those with "genius level" IQs do have a better chance at achieving recognition, added Simo nton. Yet evidence also indicates that overcoming traditional ways of thinking may be just as important. He pointed to one recent study where college students were given a set of data and were asked to see if th ey could come up with a mathematical relation. Almost a third did. What they did not know was that they h ad just solved one of the most famous scientific equations in history: the Third Law of Planetary Motion, an equation that Johannes Kepler came up with in 1618.Kepler's genius, Simonton said, was not so much in solving a mathematical challenge. It was in thinking abo ut the numbers in a unique way—applying his mathematical knowledge to his observations of planetary mo tion. It was his boldness that set him apart.Love your work. As a child, Einstein became fascinated with the way magnets are drawn to metal. "He coul dn't stop thinking about this stuff," Simonton pointed out. "He became obsessed with problems in physics b y the time he was 16, and he never stopped working on them. It's not surprising that he made major contri butions by the time he was 26.""For most of us, it's not that we don't have the ability," Simonton added, "it's that we don't devote the time . You have to put in the effort and put up with all the frustrations and obstacles."Like other creative geniuses, Einstein was not motivated by a desire for fame, said Simonton. Instead, his o bsession with his work was what set him apart.Where such drive comes from remains a mystery. But it is found in nearly all creative geniuses—whether or not their genius is acknowledged by contemporaries."Emily Dickinson was not recognized for her poetry until after her death," said Simonton. "But she was not writing for fame. The same can be said of James Joyce, who didn't spend a lot of time worrying about how many people would read Finnegans Wake."Today, researchers have evidence that an intrinsic passion for one's work is a key to rising above. In a 1985 study at Brandeis University conducted by Teresa Amabile, now a professor of business administration at H arvard University, a group of professional writers—none famous—were asked to write a short poem. Each writer was then randomly placed in one of three groups: One group was asked to keep in mind the idea of writing for money; another was told to think about writing just for pleasure; and a third group was given no instruction at all.The poems then were submitted anonymously to a panel of professional writers for evaluation. The poetry written by people who thought about writing for money ranked lowest. Those who thought about writing j ust for pleasure did the best. "Motivation that comes from enjoying the work makes a significant difference, "Amabile said. (1 214 words)Unit2-Text AThe Gratitude We NeedOn a fine afternoon in New York, I got into a taxi. From the driver's expression and the way he slammed in his gears, I could tell that he was upset. I asked him what was the trouble. "I've got good reason to be sor e," he growled. "One of my fares left a wallet in my cab this morning. Nearly three hundred bucks in it. I spe nt more than an hour trying to trace the guy. Finally I found him at his hotel. He took the wallet without a w ord and glared at me as though I'd meant to steal it.""He didn't give you a reward?" I exclaimed."Not a cent. But it wasn't the dough I wanted..." he fumbled, then exploded, "If the guy had only said so mething..."Because his helpful, honest act had not been appreciated, that cabdriver's day was poisoned, and I kne w he would think twice before rendering a similar service. The need for gratitude is something we all feel, a nd denial of it can do much to harm the spirit of kindness and cooperation.During World War II a mother in Cincinnati received a letter from her son in the army in which he spoke of a woman in a village in Normandy who had taken him into her home when he was wounded and hungry, and hidden him from the Germans. Later on, unhappily, the boy was killed in the Ardennes offensive. Yet th e mother was moved by an irresistible intention. She saved up for two years, crossed the Atlantic and locat ed the village referred to by her son. After many inquiries, she found the woman who had sheltered her son —the wife of an impoverished farmer—and pressed a package into her hand. It was the gold wristwatch he r son had received on his graduation, the only object of real value the boy had ever possessed. The mother' s act of gratitude so touched people's hearts that it has become something of a legend in and around the vil lage. It has done more than fine speeches to foster good feeling toward Americans.Gratitude is the art of receiving gracefully, of showing appreciation for every kindness, great and small. Most of us do not fail to show our pleasure when we receive hospitality, gifts and obvious benefits, but eve n here we can perfect our manner of showing gratitude by making it as personal and sincere as possible. Re cently, when touring in southern Italy with my wife, I sent to a friend in Connecticut several bottles of a loca l wine which had taken our fancy. It was a trifling gift, yet to our surprise, instead of the conventional letter of thanks, we receive a phonograph record. When we played it, we heard our friend's voice speaking after d inner, describing how he and his guests had enjoyed the wine and thanking us for our thoughtfulness. It wa s pleasant to have this unusual proof that our gift had been appreciated.Gratitude is sometimes more than a personal affair. My son, studying medicine at McGill University, tol d me of a patient brought into hospital in Montreal whose life was saved by a blood transfusion. When he was well again he asked: "Isn't there any way I can discover the name of the donor and thank him?" He was told that names of donors are never revealed. A few weeks after his discharge he came back to give a pint of his own blood. Since then he has returned again and again for the same purpose. When a surgeon comm ented on this splendid record of anonymous service, he answered simply: "Someone I never knew did it for me. I'm just saying 'thanks'".It is a comforting thought that gratitude can be not merely a passing sentiment but a renewal which ca n, in some instances, persist for a lifetime. A husband who recalls appreciatively some generous or unselfish act on his wife's part, or a wife who never forgets the gifts her husband has given her, does much to keep t he domestic wheels spinning smoothly. W.H. Hudson, British author and naturalist, has written: "One eveni ng I brought home a friend to share our usual evening meal. Afterward he said to me:‘You are fortunate to have a wife who, despite ill health and children to look after, cooks such excellent meals.' That tribute open ed my eyes and taught me to show gratitude for my wife's day-to-day heroism, which I had hitherto taken f or granted."It is, above all, in the little things that the grace of gratitude should be most employed. The boy who deli vers our paper, the milkman, the mailman, the barber, the waitress at a restaurant, the elevator operator—all oblige us in one way or another. By showing our gratitude we make routine relationships human and ren der monotonous tasks more agreeable.A patient of mine in London who worked as a bus conductor once confided to me, "I get fed up with my job sometimes. People grumble, bother you, haven't got the right change for their tickets. But there's one l ady on my bus morning and evening, and she always thanks me in a particularly friendly way when I take he r ticket. I like to think she's speaking for all the passengers. It helps me to keep smiling."Arnold Bennett had a publisher who boasted about the extraordinary efficiency of his secretary. One da y Bennett said to her, "Your employer claims that you are extremely efficient. What is your secret?" "It's no t my secret," the secretary replied. "It's his." Each time she performed a service, no matter how small, he n ever failed to acknowledge it. Because of that she took infinite pains with her work. Some persons refrain f rom expressing their gratitude because they feel it will not be welcome. A patient of mine, a few weeks afte r his discharge from the hospital, came back to thank his nurse. "I didn't come back sooner," he explained, " because I imagined you must be bored to death with people thanking you." "On the contrary," she replied, "I am delighted you came. Few realize how much we need encouragement and how much we are helped by those who give it." Gratitude is something of which none of us can give too much. For on the smiles, the th anks we give, our little gestures of appreciation, our neighbors build up their philosophy of life.Unit3-Text AHow to Change Your Point of ViewDr. Edward Jenner was busy trying to solve the problem of smallpox. After studying case after case, he s till found no possible cure. He had reached an impasse in his thinking. At this point, he changed his tactics. I nstead of focusing on people who had smallpox, he switched his attention to people who did not have smal lpox. It turned out that dairymaids apparently never got the disease. From the discovery that harmless cow pox gave protection against deadly smallpox came vaccination and the end of smallpox as a scourge in the western world.We often reach an impasse in our thinking. We are looking at a problem and trying to solve it and it see ms there is a dead end. It is on these occasions that we become tense, we feel pressured, overwhelmed, in a state of stress. We struggle vainly, fighting to solve the problem.Dr. Jenner, however, did something about this situation. He stopped fighting the problem and simply ch anged his point of view—from his patients to dairy maids. Picture the process going something like this: Su ppose the brain is a computer. This computer has absorbed into its memory bank all your history, your expe riences, your training, your information received through life; and it is programmed according to all this dat a. To change your point of view, you must reprogramme your computer, thus freeing yourself to take in ne w ideas and develop new ways of looking at things. Dr. Jenner, in effect, by reprogramming his computer, e rased the old way of looking at his smallpox problem and was free to receive new alternatives.That's all very well, you may say, but how do we actually do that?Doctor and philosopher Edward de Bono has come up with a technique for changing our point of view, and he calls it Lateral Thinking.The normal Western approach to a problem is to fight it. The saying, "When the going gets tough, the t ough get going," is typical of this aggressive attitude toward problem-solving. No matter what the problem i s, or the techniques available for solving it, the framework produced by our Western way of thinking is fight . Dr. de Bono calls this vertical thinking; the traditional, sequential, Aristotelian thinking of logic, moving fir mly from one step to the next, like toy blocks being built one on top of the other. The flaw is, of course, tha t if at any point one of the steps is not reached, or one of the toy blocks is incorrectly placed, then the whol e structure collapses. Impasse is reached, and frustration, tension, feelings of fight take over.Lateral thinking, Dr. de Bono says, is a new technique of thinking about things—a technique that avoids this fight altogether, and solves the problem in an entirely unexpected fashion.In one of Sherlock Holmes's cases, his assistant, Dr. Watson, pointed out that a certain dog was of no i mportance to the case because it did not appear to have done anything. Sherlock Holmes took the opposite point of view and maintained that the fact the dog had done nothing was of the utmost significance, for it s hould have been expected to do something, and on this basic he solved the case. Lateral thinking sounds si mple. And it is. Once you have solved a problem laterally, you wonder how you could ever have been hung up on it. The key is making that vital shift in emphasis, that sidestepping of the problem, instead of attackin g it head-on.Dr. A. A. Bridger, psychiatrist at Columbia University and in private practice in New York, explains how la teral thinking works with his patients. "Many people come to me wanting to stop smoking, for instance," he says. "Most people fail when they are trying to stop smoking because they wind up telling themselves, 'No, I will not smoke; no, 1 shall not smoke; no, I will not; no, I cannot...' It's a fight and what happens is you en d up smoking more.""So instead of looking at the problem from the old ways of no, and fighting it, I show them a whole new point of view—that you are your body's keeper, and your body is something through which you experience life. If you stop to think about it, there's really something helpless about your body. It can do nothing for its elf. It has no choice, it is like a baby's body. You begin then a whole new way of looking at it—‘I am now goi ng to take care of myself, and give myself some respect and protection, by not smoking.' “There is a Japanese parable about a donkey tied to a pole by a rope. The rope rubs tight against his ne ck. The more the donkey fights and pulls on the rope, the tighter and tighter it gets around his throat—until he winds up dead. On the other hand, as soon as he stops fighting, he finds that the rope gets slack, he can walk around, maybe find some grass to eat...That's the same principle: The more you fight something the m ore anxious you become—the more you're involved in a bad pattern, the more difficult it is to escape pain."Lateral thinking," Dr. Bridger goes on, "is simply approaching a problem with what I would call an Easte rn flanking maneuver. You know, when a zen archer wants to hit the target with a bow and arrow, he doesn 't concentrate on the target, he concentrates rather on what he has in his hands, so when he lets the arrow go, his focus is on the arrow, rather than the target. This is what an Eastern flanking maneuver implies—ins tead of approaching the target directly, you approach it from a sideways point of view—or laterally instead of vertically.""I think the answer lies in that direction," affirms Dr. Bridger. "Take the situation where someone is in a crisis. The Chinese word for crisis is divided into two characters, one meaning danger and the other meanin g opportunity. We in the Western world focus only upon the ‘danger' aspect of crisis. Crisis in Western civili zation has come to mean danger, period. And yet the word can also mean opportunity. Let us now suggest t o the person in crisis that he cease concentrating so upon the dangers involved and the difficulties, and con centrate instead upon the opportunity—for there is always opportunity in crisis. Looking at a crisis from an opportunity point of view is a lateral thought."Unit4-Text AHow to Become GiftedIn a study of educational techniques, a teacher was told r that her newclass were all gifted children. "Y ou should get above-average results from them," she was advised, and by the end of the term she was getti ng just that, better than average work.The remarkable thing about it all was that in reality the class was not unusual. They were just an averag e group of students with IQs within the normal range. The teacher had been deceived about their potential.This study uncovered many answers to many questions about teaching and children, but it left even more questions unanswered. One point it did make with unusual clarity is that a child will usually live up to a te acher's expectations when the child believes those expectations are honest.An unanswered question was: In what way did the teacher communicate to the students that they were special and could do superior work? She didn't tell them that in so many words, but obviously something a bout her attitude convinced the students that they were gifted.Further studies showed that the special "something" in the teacher's attitude was, in part, the type of work she gave the class, and in part how she presented it. But the strongest "something" was the teacher h erself and her attitude toward the class and toward their ability.There was an extra amount of confidence and interest in her voice that said, "You're bright children." T here was a constant reassuring tone that told them they would do well, very well. The children picked up th ese signals and reacted positively to them.When a student's work did not measure up to the teacher's expectations, as often happened, the student was not treated with disappointment, anger, or annoyance. Instead, the teacher assumed that this was an exception, an accident, a bad day, a momentary slip —and the student believed her and felt reassured. The next time around, he tried harder, determined to live up to what the teacher knew he could do.The exact part of communication that tells a child, "I expect the best," is difficult to pinpoint. In part it consists of a level tone showing assurance, a lack of verbal impatience, an absence of negative qualities such as irony, put-downs, and irritation. The teacher who expects the best asks her questions with conviction, knowing the answers she gets will be right, and the child picks up that conviction.Most of this is transmitted through the voice, but a surprising amount is in the attitude, in touch, and in facial expression.An experiment similar to the one done with "gifted" children was done with "gifted" mice. A scientist was given a group of ordinary mice, but told that they were a special breed, trained to run a maze in record time. Working with these mice, the scientist found that they did learn faster than other mice and did run the maze more quickly.But mice know nothing of our language. How was the scientist able to communicate his expectations to them? An examination of all the variables in the test concluded that the unusually good results were due to the way he had handled the mice, the way he talked to them and the tone, the confidence, the reassurance, and the certainty in his voice. They absorbed all the messages and performed accordingly!In a broader view of both these experiments, the teacher and the scientist used a principle common to all societies at all levels — the principle of labeling. All our expectations are prejudiced, and we have very different expectations for different people, even on a national level. We think of people in terms of national characteristics. We expect Americans to be greedy, after the big buck, and we label them that way in our minds. We label Germans neat and orderly, English cold, distant, and reserved, Italians emotional, Japanese polite——and so it goes. We pin a very narrow label on a very broad, far from homogeneous group. We do it on racial levels too. Blacks are musical, Indians are stoic, Orientals inscrutable. We even label the sexes —men are aggressive, women passive.On a family basis, the labels are sometimes attached by the neighbors. "Those Joneses are trash...alway s on welfare." Or the label may be attached by the family itself. "We Smiths would rather go hungry than as k for government help" The Smith boy, growing up with this label of awesome independence, lives up to it as readily as the Jones girl lives up to her label. "They all think we're trash? I'll act like trash!" The label may be less inclusive, even sexist. One family might say proudly, "The men in our family are always professionals." When Bill, a son in this family finds that carpentry is the work he loves best, he faces a family conflict — and a conflict with himself. His inner strength may allow him to go through with his own desires and become a carpenter, but then he knows that he hasn't lived up to the family label and he goes through life with a sense of guilt. He may even create his own label. "I'm a failure, really." It doesn't matter that Bill is a success in his field, that in time he owns his own business and makes more money than his brot her Bob, who became a lawyer. Bill is still not a professional man, and as a result his inner label still reads fa ilure.Labeling within a family starts very early. Before the baby understands verbal language, he responds to body language and indirect communication. He senses the love in his parents' voice before he understands the words, and he also senses the rejection, indifference, fear, or hostility, and he reacts to those emotions too.If he's treated with love and gentleness, he responds with both emotions. Later, when he understands speech, he accepts his label. Jimmy is the nice one in the family, or Sally, who's been a difficult baby, earns t he label of troublemaker. Each child, along with his given name, picks up a label. She's the clever one. He's t he pushy one. Norman is always late. Betty is so hard to love. Barbara is cold. Jack is wild. Natalie is sweet, and so on. The labels may reflect reality. Natalie may be sweet, but as often as not the reality has been imp osed on the child by the label. If Natalie hears that she is sweet often enough, she begins to act sweet. You tend to live up to your label.In the same way, the students in the teaching experiment were labeled bright, and they managed to be bright, to work beyond their ordinary ability.Unit5-Text APrison StudiesMany who today hear me somewhere in person, or on television, or those who read something I've sai d, will think I went to school far beyond the eighth grade. This impression is due entirely to my prison studi esIt had really begun back in the Charlestown Prison, when Bimbi first made me feel envy of his stock of k nowledge. Bimbi had always taken charge of any conversation he was in, and I had tried to emulate him. Bu t every book I picked up had few sentences which didn't contain anywhere from one to nearly all of the wor ds that might as well have been in Chinese. When I just skipped those words, of course, I really ended up wi th little idea of what the book said. So I had come to the Norfolk Prison Colony still going through only book -reading motions. Pretty soon, I would have quit even these motions, unless I had received the motivation t hat I did.I saw that the best thing I could do was get hold of a dictionary—to study, to learn some words. I was lu cky enough to reason also that I should try to improve my penmanship. It was sad. I couldn't even write in a straight line. It was both ideas together that moved me to request a dictionary along with some tablets and pencils from the Norfolk Prison Colony school.I spent two days just thumbing uncertainly through the dictionary's pages. I've never realized so many words existed! I didn't know which words I needed to learn. Finally, to start some kind of action, I began co pying.。