21世纪 大学英语课文 4a
21世纪大学英语第一册Unit4.ppt
Ss learn to write about a person by giving a description of what he or she looks like and telling some stories that shows what kind person he or she is.
21st Century College English: Book 1
Unit 4: Text A
The Washwoman
Unit 4: Text A
• Lead-in Activities • Text Organization • Reading & Writing Skills • Language Points • Guided Practice • Assignment
Lead-in Activities
Questions for Discussion
• Do your grandparents live with your parents? • What’s the possible advantages and disadvantages of elders living together with their children’s families? • Think of a person you know who continues to work hard in his / her old age. Describe this person to others. What is he / she like? What does he / she do? Why do you think he / she still work?
21世纪大学英语读写教程第四册 reading aloud
Unit 1If great achievers share angthing, 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."Unit 2Some 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 who give 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.Unit 3The normal Western approach to a problem is to fight it. The saying, "When the going gets tough, the tough get going," is typical of this aggressive attitude toward problem-solving. No matter what the problem is, 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 firmly from one step to the next, like toy blocks being built one on top of the other. The flaw is, of course, that if at any point one of the steps is not reached, or one of the toy blocks is incorrectly placed, then the whole 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—atechnique that avoids this fight altogether, and solves the problem in an entirely unexpected fashion.Lateral thinking sounds simple. 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 attacking it head-on.Dr. A. A. Bridger, psychiatrist at Columbia University and in private practice in New York, explains how lateral 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 end 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 itself. 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 going to take care of myself, and give myself some respect and protection, by not smoking.' “Unit 4When 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.Unit 5I have often reflected upon the new vistas that reading opened to me. I knew right there in prison that reading had changed forever the course of my life. As I see it today, the ability to read awoke inside me some long dormant craving to be mentally alive. Icertainly wasn't seeking any degree, the way a college confers a status symbol upon its students. My homemade education gave me, with every additional book that I read, a little bit more sensitivity to the deafness, dumbness, and blindness that was afflicting the black race in America. Not long ago, an English writer telephoned me from London, asking questions. One was, "What's your alma mater?" I told him, "Books." You will never catch me with a free fifteen minutes in which I'm not studying something I feel might be able to help the black man...Unit 6EQ 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.Unit 7As a child, I identified so strongly with my mother that I thought my father was just a long-term house guest with spanking privileges. She and I are bookish, introverted worriers. My father is an optimist who has never had a sleepless night in his life.Like most fathers and sons, we fought. But there was no cooling-off period between rounds. It was a cold war lasting from the onset of my adolescence until I went off to college in 1973.I hated him. He was a former navy fighter pilot, with an Irish temper and a belief that all the problems of the world—including an overprotected son who never saw anything through to completion—could be cured by the application of more discipline.Unit 8Now, 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 oneof 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.。
21世纪大学英语读写教程第四册UNIT1 TEXTA 课件
4. ( ) Emperor of the French from 1804 to 1814. He was educated in military schools in France and served in the French Revolutionary army. By the age of 26 he was a general. In 1799 he joined a conspiracy, which overthrew the First Republic of France. In 1803 he crowned himself Emperor of the French. His power declined after the setbacks of several wars. The defeat at the battle of Waterloo in 1815 ended his rule. 5. ( ) One of America’s finest poets, a New England spinster, she was not recognized for her poetry until after her death. Her poems were published in a three-volume Poems of ……. The poems are brief and condensed, characterized by unusual rhyming and swift flashes of insight. 6. ( ) German astronomer and astrologer. He is best known for his discovery of the three laws of Planetary Motion. He was also the first to explain correctly how human beings see and to demonstrate what happens to light when it enters a telescope.
21世纪大学实用英语综合教程第4册
Suggested Answers 1.It was as quite as death.
2.Because upstairs his younger sister Elsa lay ill with influenza.
Background Information
• CHARLES Richard drew(1904-1950)
Red Cross
International humanitarian agency dedicated, in time of war, to alleviating the sufferings of wounded soldiers, civilians, and prisoners of war. In time of peace, it renders medical aid and other help to people afflicted by major disasters such as floods, earthquakes, epidemics, and famines and performs other public service functions.
2.Drew thought seriously about making medicine his life’s career at the age of 14.
Questions and Answers
• • Q1: What did Charlie Drew think of the house?
key
• Q2:Why were the house so quiet?
key
Words for reference
Blood Bank:The Red Cross and a number of other organizations run programs,known as blood banks,to collect ,store and distribute blood and blood products for transfusions.When blood is donated,its blood type is determined so that only qppropriately natched blood is given to patients needing a transfusion .Before using the blood,the blood bank also tests it for the presence of disease-causing organisms,such as hepatitis viruses and human immunodeficinencyvirus(HIV),the cause of
21世纪大学英语读写教程4第四单元课文中英对照
21世纪大学英语读写教程4第四单元课文中英对照(总8页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--21世纪大学英语读写教程复习资料Unit41.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。
“你应该使他们的成绩高于平均水平，”有人这样对她说，而到了期末果真如此----成绩超出了平均水平。
In a study of educational techniques, a teacher was told that her new class were all gifted children. "You should get above-average results from them," she was advised, and by the end of the term she was getting just that, better than average work.2.这件事的引人注目之处在于事实上这个班的学生并不超常。
他们只是一群水平中等，智商一般的学生。
对这位老师所说的这些孩子的潜力是假的。
The remarkable thing about it all was that in reality the class was not unusual. They were just an average group of students with IQs within the normal range. The teacher had been deceived about their potential.3.这项研究揭示了关于教学和孩子的诸多问题的诸多答案，但它留下的未予回答的问题更多。
它十分清晰表明的一点是，当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。
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 achild will usually live up to a teacher's expectations when the child believes those expectations are honest.4.一个未予回答的问题是：老师以什么方式让学生们知道自己是特殊学生的，是能够取得优异成绩的呢？她没有对他们明说，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。
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世纪大学实用英语综合教程(第四册)
The form of elder care provided varies greatly among countries and is changing rapidly. Even within the same country, for example in China, regional differences exist with respect to the care for the elderly. In my opinion, old people should be provided both by their children and by the government, especially in rural areas, where most farmers have no pensions to support themselves. The government should take more effective measures to secure old people’s social welfare for their happy lives.
Understanding the Text
This short story is about a woman who continued to work hard in her old age because she didn’t want to become a burden. She washed for others, even when she was already past 70. But she was proud and strong from her lifetime of hard work.
Starter: Look & Say
21世纪大学新英语读写译2Unit4textA
• But first ,I earned money by playing the clarinet ,which was my passion.It was the thing I most wanted to ter on ,when I changed careers,that same passion hung on.It transferred from music to photography and to writing children’s books .I write my books for young children.Why young children ,you may ask?Because I’m touched by their innocence. And I have this insistent need to pass on the values that I hold dear.The oldest of my grandchildren-Emi,Scott,Jake,Izzy and Livviehave all asked me at one time or another why I don’t write for older kids-what they call chapter books.
• what can we learn about the author when she was young?
They came to life in my mind, along with the kindly Mother Goose,with her wire-rimmed eyeglasses. Even though I never understood why Humpty Dumpty was an egg, or why Jack Horner put his thumb in a pie, it never seemed to matter.
21世纪大学英语读写教程第二册textA(4-6)
4Vicky —beautiful, talented, very bright, voted "Most Likely to Succeed" in college — got a promising job with a large company after graduation. Then, after two years without promotions, she was fired. She suffered a complete nervous breakdown. "It was panic," she told me later. "Everything had always gone so well for me that I had no experience in coping with rejection. I felt I was a failure." Vicky's reaction is an extreme example of a common phenomenon.Our society places so much emphasis on "making it" that we assume that any failure is bad. What we don't always recognize is that what looks like failure may, in the long run, prove beneficial. When Vicky was able to think coolly about why she was fired, for example, she realized that she was simply not suited for a job dealing with people all the time. In her new position as a copy editor, she works independently, is happy and once again "successful."People are generally prone to what language expert S. I. Hayakawa calls "the two-valued orientation." We talk about seeing both sides of a question as if every question had only two sides. We assume that everyone is either a success or a failure when, in fact, infinite degrees of both are possible. As Hayakawa points out, there's a world of difference between "I have failed three times" and "I am a failure." Indeed, the words failure and success cannot be reasonably applied to a complex, living, changing human being. They can only describe the situation at a particular time and place.Obviously no one can be brilliant at everything. In fact, success in one area often precludes success in another. A famous politician once told me that his career had practically destroyed his marriage. "I have no time for my family," he explained. "I travel a lot. And even when I'm home, I hardly see my wife and kids. I've got power, money, prestige — but as a husband and father, I'm a flop."Certain kinds of success can indeed be destructive. The danger of too early success is particularly acute. I recall from my childhood a girl whose skill on ice skates marked her as "Olympic material." While the rest of us were playing, bicycling, reading and just loafing, this girl skated — every day after school and all weekend. Her picture often appeared in the papers, and the rest of us envied her glamorous life. Years later, however, she spoke bitterly of those early triumphs. "I never prepared myself for anything but the ice," she said. "I peaked at 17 — and it's been downhill ever since."Success that comes too easily is also damaging. The child who wins a prize for a carelessly - written essay, the adult who distinguishes himself at a first job by lucky accident faces probable disappointment when real challenges arise.Success is also bad when it's achieved at the cost of the total qualityof an experience. Successful students sometimes become so obsessed with grades that they never enjoy their school years. They never branch out into tempting new areas, because they don't want to risk their grade - point average.Why are so many people so afraid of failure? Simply because no one tells us how to fail so that failure becomes a growing experience. We forget that failure is part of the human condition and that "every person has the right to fail."Most parents work hard at either preventing failure or shielding their children from the knowledge that they have failed. One way is to lower standards. A mother describes her child's hastily made table as "perfect!" even though it's clumsy and unsteady. Another way is to shift blame. If John fails math, his teacher is unfair or stupid.The trouble with failure - prevention devices is that they leave a child unequipped for life in the real world. The young need to learn that no one can be best at everything, no one can win all the time — and that it's possible to enjoy a game even when you don't win. A child who's not invited to a birthday party, who doesn't make the honor roll or the baseball team feels terrible, of course. But parents should not offer a quick consolation prize or say, "It doesn't matter," because it does. The youngster should be allowed to experience disappointment — and then be helped to master it.Failure is never pleasant. It hurts adults and children alike. But it can make a positive contribution to your life once you learn to use it. Step one is to ask, "Why did I fail?" Resist the natural impulse to blame someone else. Ask yourself what you did wrong, how you can improve. If someone else can help, don't be shy about inquiring.When I was a teenager and failed to get a job I'd counted on, I telephoned the interviewer to ask why. "Because you came ten minutes late," I was told. "We can't afford employees who waste other people's time." The explanation was reassuring (I hadn't been rejected as a person) and helpful, too. I don't think I've been late for anything since.Success, which encourages repetition of old behavior, is not nearly as good a teacher as failure. You can learn from a disastrous party how to give a good one, from an ill-chosen first house what to look for in a second. Even a failure that seems total can prompt fresh thinking, a change of direction.A friend of mine, after 12 years of studying ballet, did not succeed in becoming a dancer. She was turned down by the ballet master, who said, "You will never be a dancer. You haven't the body for it." In such cases, the way to use failure is to take stock courageously, asking, "What have I left? What else can I do?" My friend put away her toe shoes and moved into dance therapy, a field where she's bothcompetent and useful.Though we may envy the assurance that comes with success, most of us are attracted by courage in defeat. There is what might be called the noble failure — the special heroism of aiming high, doing your best and then, when that proves not enough, moving bravely on. As Ralph Waldo Emerson said: "A man's success is made up of failures, because he experiments and ventures every day, and the more falls he gets, moves faster on....I have heard that in horsemanship — a man will never be a good rider until he is thrown; then he will not be haunted any longer by the terror that he shall tumble, and will ride whither he is bound."5While preparing to graduate from high school in 1987, Priscilla Vazquez waited anxiously for her letter from the University of Washington, hoping she would be the first person in her family to attend college. When the acceptance letter arrived, she was overjoyed.There was just one problem: The University of Washington didn't have any grant money to give Priscilla. It offered her only a small loan and expected her family to come up with the rest. "My family was making enough money to get by, but not enough to pay that much for me to go to school," she said.Priscilla called the financial-aid office for advice. They told her that prospective students seeking more financial aid are eligible only if they have lived apart from their parents for a minimum of two years. During that time, their parents cannot have claimed them as a dependent on the family's tax forms. "Hearing this, I was totally stunned," Priscilla recalls. "I realized I was going to have to take some time off, work, become financially independent from my parents, and then reapply to school. Postponing my dream hurt, but it was the only possibility."Within a month, Priscilla had found a job at a restaurant and moved into a cheap apartment in a poor neighborhood of Seattle. She also signed up for a job-training program in the city, to learn to be a secretary. It was a hard lifestyle to adjust to. "I got up at 6 a.m. for a long commute to school, finished class at 2 p.m., started work at three, got off my shift at 11 p.m., and then I came back home and collapsed."Priscilla soon found that her restaurant job just didn't pay enough for her to make ends meet. "So I went to the landlord of my apartment building and asked if there was any cleaning work I could do. Since hefelt sorry for me, he agreed to give me thirty hours a month."The job-training program was designed to last six months. Priscilla finished it in four. "They taught me various office skills and word-processing programs. I also learned to answer the phone in an office setting, and write proper business letters," she said. The program helped Priscilla find employment as a secretary with a small company. "It was my first decent job," she says. "I was nineteen years old, living on my own, and making $15,000 a year."Priscilla reapplied to the University of Washington and was accepted. She qualified for financial aid because she had been independent from her parents for more than two years. As of the fall of 1990, Priscilla was finally a college student — working full-time during the day as a secretary and going to school full-time at night.Balancing work and school was difficult. "I was staying up late studying, and going to work early every morning. I was having a hard time concentrating in class, and a hard time on the job because I was so tired," she says. But she ended up with two A's in her first semester anyway.Priscilla decided to pursue an archaeology major, and in the summer of 1992, she got her first opportunity to really test out her interest in the subject. The archaeological field school of Washington State University was sponsoring a summer research project at a site alongside the Snake River in Washington. Priscilla threw herself into the work, and the project supervisors were impressed. At the end of the summer, one of the professors offered her a job. "He said,‘We just got a contract for a project in North Dakota. We want to hire you if you're willing to take a semester off from school.'" The offer was a diversion from Priscilla's pursuit of her BA. "But by then I no longer doubted that I would ultimately finish school, so I felt comfortable grabbing this opportunity," she says.When the North Dakota project ended, Priscilla moved to California, where she could live rent-free with one of her brothers. "I ended up working three jobs, trying to make as much money as I could," she recalls. "I was tired of working full-time and being a full-time student. My goal was to save enough money to let me go back to school, study full-time and work only part-time." Priscilla's brother ran a house-cleaning service, and he agreed to give her work. And she decided to enroll at a local community college where the tuition was much cheaper.Priscilla took some art classes (she was an amateur photographer) and helped organize a gallery exhibit of students' artwork, including her own. In the spring of 1994, she graduated from Wenatchee Valley College with a two-year Associate of Arts degree. After graduating, Priscilla applied to the University of Washington once more. She wasaccepted and enrolled in the fall of 1994. Not having to work so many hours allowed her to make school her priority. "This was such a luxury, I was almost sorry to graduate!" Priscilla laughs. "But I was awarded my BA in January of 1996."As Priscilla looks back on her years of struggle to make her dream come true, she is cautiously encouraging toward others working their way through school. "To balance work and school, you have to know yourself," she says. "You have to know what you can take and what you can't take. You need a lot of discipline, and you have to stay focused, even when you run into barriers and distractions and delays. But mostly you need determination. If you get put down once, just get back up there and keep fighting."6He has been proclaimed "the finest mind alive", "the greatest genius of the late 20th century", and "Einstein's heir". Known to millions, far and wide, for his book A Brief History of Time, Stephen Hawking is a star scientist in more ways than one. His gift for revealing the mysteries of the universe in a style that non-scientists can enjoy made Hawking an instant celebrity and his book a bestseller in both Britain and America. It has earned a place in the Guinness Book of Records for spending 184 weeks in The Sunday Times "top-ten" lists, and has sold more than five million copies worldwide —virtually unheard-of success for a science book.How did all this happen? How has a man who is almost completely paralysed and unable to speak except through a computer overcome these incredible obstacles and achieved far more than most people ever dream of?Stephen William Hawking was a healthy baby, born to intellectual, eccentric parents. His father Frank, a doctor specialising in tropical diseases, and his mother Isobel, a doctor's daughter, lived in a big old house full of books. Carpets and furniture stayed in use until they fell apart; the wallpaper hung peeling from old age. The family car was a London taxi, bought for ￡50.Hawking has always been fascinated by his birth date: January 8,1942. It was the 300th anniversary of the death of Galileo, the Italian mathematician and astronomer who revolutionised astronomy by maintaining that the Sun is the centre of the Solar System — not the Earth, as ancient astronomers believed."Galileo", says Hawking, "was the first scientist to start using his eyes, both figuratively and literally. In a sense, he was responsible for the age of science we now enjoy."Hawking attended St. Albans School, a private school noted for its high academic standards. He was part of a small elite group, the brightest of the bright students. They hung around together, listened to classical music and read only such "smart" authors as Aldous Huxley and Hawking's hero, Bertrand Russell, at once an intellectual giant and liberal activist.Hawking spent very little time on maths homework, yet got full marks.A friend recalls: "While I would be struggling away with a complicated problem, he just knew the answer. He didn't have to think about it." This instinctive insight also impressed his teachers. One of Hawking's science teachers, for example, recalls the time he posed the question: "Does a cup of hot tea reach a drinkable temperature more quickly if you put the milk in first, or add the milk after pouring?" While the rest of the class struggled over how to even begin approaching the problem, Hawking almost instantly announced the correct answer: "Add the milk after pouring, of course." (The hotter the tea initially, the faster it will cool.) Another teacher relates how Hawking and his friends built a simple computer—and this was in 1958, a time when only large research centres had any computers at all.Hawking the schoolboy was a typical grind, underweight and awkward and peering through eyeglasses. His grey uniform always looked a mess and he spoke rather unclearly, having inherited a slight lisp from his father. This had nothing to do with early signs of illness; he was just that sort of kid—a figure of classroom fun, respected by his friends, avoided by most.Hawking went on to study at Oxford, winning a scholarship to read Natural Science, a course which combines mathematics, physics and astronomy, at University College. He found much of the work easy and averaged only one hour's work a day. Once, when his tutor set some physics problems from a textbook, Hawking didn't even bother to do them. Asked why, he spent 20 minutes pointing out errors in the book. His main enthusiasm was the Boat Club. Many times he returned to shore with bits of the boat knocked off, having tried to guide his crew through an impossibly narrow gap. His rowing trainer suspects, "Half the time, he was sitting in the stern with his head in the stars, working out mathematical formulae."Oxford has always had its share of eccentric students, so Hawking fit right in. But then, when he was 21, he was told that he had ALS—a progressive and incurable nerve disease. The doctors predicted that he had only a few years to live."Before my condition was diagnosed, I was very bored with life," Hawking says today, speaking from his wheelchair through a computerized voice synthesizer. The doctors' grim prognosis made him determined to get the most from a life he had previously taken forgranted."But I didn't die," Hawking notes dryly. Instead, as his physical condition worsened, Hawking's reputation in scientific circles grew, as if to demonstrate the theory of mind over matter. Hawking himself acknowledges his disease as being a crucial factor in focusing his attention on what turned out to be his real strength: theoretical research. Hawking specializes in theoretical cosmology, a branch of science that seeks ultimate answers to big questions; Why has the universe happened, and what are the laws that govern it? His main work has been on black holes and the origin and expansion of the universe. He currently holds the Cambridge University professorship once held by Sir Isaac Newton.The smartest man in the world is not immune to the depression that can accompany severe disabilities. But Hawking says: "I soon realized that the rest of the world won't want to know you if you're bitter or angry. You have to be positive if you're to get much sympathy or help." He goes on: "Nowadays, muscle power is obsolete. What we need is mind power—and disabled people are as good at that as anyone else."。
21世纪大学英语读写教程第四册课文翻译及课后习题的翻译-fd13
unit1 TEXTA 谁是伟大的？迈克尔?赖恩阿尔伯特?爱因斯坦小时候在学校里的成绩很糟糕，老师们都认为他迟钝。
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几乎没有受过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，但是每个人后来都为自己在历史上赢得了一席之地。
是什么使得他们变得伟大呢？是他们生来就具备一些特殊的东西？还是他们的伟大与时机掌握、献身精神和也许是一种坚定的个性更为有关？几十年来，个性更为有关？几十年来，科学家们一直在问这样的问题。
科学家们一直在问这样的问题。
科学家们一直在问这样的问题。
在过去几年里，在过去几年里，他们已经发现了证据，这些证据有助于解释为什么有些人出类拔萃，而另外的人——也许同样很有才华——却被甩在了后面。
他们的发现可能对我们所有的人都有启示。
谁是伟大的？伟人的定义取决于如何衡量成功。
但标准还是有一些的。
“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，1994年出版的《伟大：谁创造历史，以及为什么》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，但却没有得到承认。
”在这本书的写作中，西蒙顿把有关伟大人物的历史知识和遗传学、精神病学及社会科学领域的最新发现融合在了一起。
他所聚焦的伟人包括获得过诺贝尔奖、领导过伟大的国家或赢得过战争、谱写过流芳百世的交响乐或在科学、交响乐或在科学、哲学、哲学、政治学或艺术上引起过革命性巨变的男性和女性。
政治学或艺术上引起过革命性巨变的男性和女性。
虽然他没有一个虽然他没有一个公式来解释某些人怎样或为什么出类拔萃（其中涉及的因素太多了），但他却提出了一些共同的特点。
同的特点。
一种一种“永不屈服”的态度。
西蒙顿说，的态度。
西蒙顿说，如果事业上取得巨大成就者具有什么共性的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世纪大学实用英语综合教程第4册
Understanding the Text
• Based on her own hellish cyber-love, which the writer had to pay at the price of financial ruin, and nearly losing her family, the writer offers a word of advice to online lovers.
Reading Analysis Part 1 (Para.1)
Topic Opening remarks
Main Idea The writer introduced a common sense tip for those in an online love relationship.
Reading Analysis
Chat requires each user to have a computer connected to an electronic network. The network might be a local area network within a business, or it might be the Internet. Users also need a chat system, software that controls the connection between the computers of the people who are chatting. Many chat systems are free.
21世纪大学实用英语
21 世纪大学实用英语
综 合 教 程(第四册)
Unit 1
I Was Deceived
21世纪大学英语综合教程4课文
She was a small woman, old and wrnkled. When she started washingfor us, she was already past seventy. All the old women in our street had bent backs and leaned on sticks when they walked. But this washwoman, small and thin as she was, possessed a strength that came from generations of peasant forebears. Mother would count out to her a bundle of laundry that had accumulated over severl weeks. She would then lift the bundle, put it on her narrow shoulders, and carry it the long way home.She would bring the laundry back about two weeks later. My mother had never been so pleased with any washwomen. Yet she charged no more than the others. She was a real find. Mother always had her money ready, because it was too far for the old woman to come a second time. Laundrying is not easy in those days. The old woman had no running water where she lived but had to bring in the water from a pump. And the drying! it could not be done outside because thieves would steal the laundry. So it had to be carried up to the attic and hung on the clothelines. Only God knows what the old woman had to endure each time she did a wash!She could have begged at the church door or entered a home for the penniless and aged. But there was in her a certain pride and love of labor with which many members of the labor force have been blessed. The old woman did not want to become a burden, and so she bore her own burden. One day the washwoman, now nearly eighty years old, came to our house. A great deal of laundry had accumulated during the past weeks. Mother gave her a pot of tea to warm herself, as well as some bread. The old woman sat on a kitchen chair trembling and shaking, and warmed her hands against the teapot. Her fingernails were strangely white. These hands spoke of the stubbornness of mankind, of the will to work not only as one's strenghth permits but beyond the limits of one's power. It was sad to watch the old woman stagger out with the big bundle and disappear. Usually the old woman brought back the wash after two or, at the most, three weeks. But three weeks past, then four and five, and nothing was heard of the old woman.For us the washwoman's absence was a catastrophe.We needed the laundry. We did not even know the woman's address. It seemed certain that she had collapsed, died. Mother declared that she had had a premonition that we would never see our things again. We mourned, both for the laundry and for the old woman who had grown close to us through the years she had served us so faithfully.More than two months past. One evening, while mother was sitting near the lamp mending a shirt, the door opened and a small puff of steam, followed by a huge bundle, entered. Under the bundle tottered the old woman, her face as white as a linen sheet. Mother uttered a half-choked cry, as though a corpse had entered the room. I ran forward the old woman and helped her unload her bundle. She was even thinner now, more bent. She could not utter a clear word, but mumbled something with her sunken mouth and pale lips.After the old woman had recovered somewhat, she told us that she had been ill, very ill. But God had not yet wanted to take this poor soul to Himself. She began to feel better, she became well, and as soon as she was able to stand on her feet once more, she resumed her washing. Not just ours, but the wash of several other families too.“I could not rest easy in my bed because of the wash.”the old woman explained.“The wash would not let me die.”“With the help of God you will live to be a hundred and twenty,”said my mother.“God forbid! What good would such a long life be? The work becomes harder and harder... my strength is leaving me... I do not want to be a burden on any one!” The old woman muttered, crossed herself, and raised her eyes toward heaven. After getting paid, she left, promising to return in a few weeks for new load of wash.But she never came back. the wash she had returned was her last effort on this earth. She had been driven by a strong will to return the property to its owners, to fulfill the task she had undertaken.More than a scholarshipYou may have heard of Osceola McCarty. She’s an 88 year old woman in Mississippi who had worked for over 75 years as a washer woman. One day after she retired, she went to the bank and discovered, to her great surprise, that her meager monthly savings had grown to over $150,000. Then to everyone’s great surprise, she turned around and donated $150,000-almost all of those savings-to the University of Southern Mississippi(USM) for a scholarship fund for AfricanAmerican students with financial needs. She made national headlines.What you have not hea rd is how Osceola’s gift had affected my life. I am 19 years old and the first recipient of an Osceola McCarty Scholarship.I was a dedicated student, and I had my heart set on going to USM. But I missed being eligible for a regular scholarship by one point on the entrance exams, and a scholarship was the only way I could attend.One Sunday, I came across the story in the paper about Osceola McCarty and her generous gift. I showed my mother the article, and we both agreed it was a great thing to have done.The next day I went to the financial aid office, and they told me there was still no money available for me, but if anything came up they’d call. A few days later, as I was running out the door to catch a ride with my mother to work, the phone rang. I stopped to pick it up, and while I heard my mother honking the horn for me to hurry up, they told me I had been chosen to receive the first Osceola McCarty Scholarship. I was ecstatic! I ran out as fast as I could to tell my mother. She had to call the office again herself to make sure it was true.I first met Osceola at a press conference-meeting her was like finding family. Osceola never married, nor had children, so my family has since become her family. My grandma and she talk on the phone regularly and do errands together, and she joins us for family functions.Once we got round to talking about ice cream. We found out Osceola hadn’t had much experience with ice cream, so we all packed into the car and went to the Dairy Queen, where we ordered Osceola her first banana split! She has ice cream a lot now.Osceola worked hard her whole life-from early in the morning to sunset-washing clothes by hand. I used to drive right by her house every day on my way to school. Of course, at the time I didn’t know it was her house, but I did notice how well kept the lawn was and how everything was clean and neat. Recently I asked her why I never saw her once in all that time, and she answered, “I guess I was out in back, washing clothes.”Now that Osceola’s retired, she sits most of the day and reads the Bible. That is, when she’s not getting rewards! Every time I go visit, she has a new award. She’s even gone to the White House. She is so happy and proud, though not at all conceited. We had to talk her into getting a VCR so she could tape the programs and see herself on TV-she just sits and smiles.Osceola gave me much more than a scholarship. She taught me about the gift of giving. Now I know there are good people in the world who do good things. She worked her whole life and gave to others, and in turn she has in-spired3 me to give back when I can. Eventually I plan to add to her scholarship fund.I want to give Osceola the family she’s always wanted, so I’ve adopted her as another grandma. She even calls me her granddaughter. And when I graduate from USM, she’ll be sittingin the audience between my mother and my grandmother-right where she belongs.Room fore the futureAt the age of forty－five，my usually well－ordered life became fraught with changes.After twenty－two years of working for a major financial institution，a downsizing initiative and a major bank merger resulted in the elimination1）of over one hundred jobs，mine being one of them.My once secure future became a fallacy2）。
全新版21世纪大学英语读写教程4 Unit4
Unit 4 True Love
全新版21世纪大学英语读写教程BOOK 4
4. outgoing: liking to meet other people, enjoying their company and being friendly towards them 友好的，愿 与人交际的，开朗的 e.g. an outgoing personality
4. What do experiences show? Experiences ________________________________________________________ show that more often than not the first love is encountered on ___________ campus.
Unit 4 True Love Part I Video Starter
全新版21世纪大学英语读写教程BOOK 4
To begin, we’ll watch a video clip and try to grasp its message. Getting to know the words and expressions in the box below first may be helpful.
Unit 4 True Love
全新版21世纪大学英语读写教程BOOK 4
1. more often than not: usually 往往，多半 e.g. More often than not, he’s late for work. 2. encounter: to meet sb., or discover or experience sth. , esp. sb. or sth. new, unusual or unexpected 意外地遇 见，偶然遇到 e.g. She was the most remarkable woman he had ever encountered. 3. critical: extremely important because a future situation will be affected by it 决定性的，关键性的 e.g. Your decision is critical to our future.
21世纪大学英语读写教程第二册textA(4-6)
4Vicky —beautiful, talented, very bright, voted "Most Likely to Succeed" in college — got a promising job with a large company after graduation. Then, after two years without promotions, she was fired. She suffered a complete nervous breakdown. "It was panic," she told me later. "Everything had always gone so well for me that I had no experience in coping with rejection. I felt I was a failure." Vicky's reaction is an extreme example of a common phenomenon.Our society places so much emphasis on "making it" that we assume that any failure is bad. What we don't always recognize is that what looks like failure may, in the long run, prove beneficial. When Vicky was able to think coolly about why she was fired, for example, she realized that she was simply not suited for a job dealing with people all the time. In her new position as a copy editor, she works independently, is happy and once again "successful."People are generally prone to what language expert S. I. Hayakawa calls "the two-valued orientation." We talk about seeing both sides of a question as if every question had only two sides. We assume that everyone is either a success or a failure when, in fact, infinite degrees of both are possible. As Hayakawa points out, there's a world of difference between "I have failed three times" and "I am a failure." Indeed, the words failure and success cannot be reasonably applied to a complex, living, changing human being. They can only describe the situation at a particular time and place.Obviously no one can be brilliant at everything. In fact, success in one area often precludes success in another. A famous politician once told me that his career had practically destroyed his marriage. "I have no time for my family," he explained. "I travel a lot. And even when I'm home, I hardly see my wife and kids. I've got power, money, prestige — but as a husband and father, I'm a flop."Certain kinds of success can indeed be destructive. The danger of too early success is particularly acute. I recall from my childhood a girl whose skill on ice skates marked her as "Olympic material." While the rest of us were playing, bicycling, reading and just loafing, this girl skated — every day after school and all weekend. Her picture often appeared in the papers, and the rest of us envied her glamorous life. Years later, however, she spoke bitterly of those early triumphs. "I never prepared myself for anything but the ice," she said. "I peaked at 17 — and it's been downhill ever since."Success that comes too easily is also damaging. The child who wins a prize for a carelessly - written essay, the adult who distinguishes himself at a first job by lucky accident faces probable disappointment when real challenges arise.Success is also bad when it's achieved at the cost of the total qualityof an experience. Successful students sometimes become so obsessed with grades that they never enjoy their school years. They never branch out into tempting new areas, because they don't want to risk their grade - point average.Why are so many people so afraid of failure? Simply because no one tells us how to fail so that failure becomes a growing experience. We forget that failure is part of the human condition and that "every person has the right to fail."Most parents work hard at either preventing failure or shielding their children from the knowledge that they have failed. One way is to lower standards. A mother describes her child's hastily made table as "perfect!" even though it's clumsy and unsteady. Another way is to shift blame. If John fails math, his teacher is unfair or stupid.The trouble with failure - prevention devices is that they leave a child unequipped for life in the real world. The young need to learn that no one can be best at everything, no one can win all the time — and that it's possible to enjoy a game even when you don't win. A child who's not invited to a birthday party, who doesn't make the honor roll or the baseball team feels terrible, of course. But parents should not offer a quick consolation prize or say, "It doesn't matter," because it does. The youngster should be allowed to experience disappointment — and then be helped to master it.Failure is never pleasant. It hurts adults and children alike. But it can make a positive contribution to your life once you learn to use it. Step one is to ask, "Why did I fail?" Resist the natural impulse to blame someone else. Ask yourself what you did wrong, how you can improve. If someone else can help, don't be shy about inquiring.When I was a teenager and failed to get a job I'd counted on, I telephoned the interviewer to ask why. "Because you came ten minutes late," I was told. "We can't afford employees who waste other people's time." The explanation was reassuring (I hadn't been rejected as a person) and helpful, too. I don't think I've been late for anything since.Success, which encourages repetition of old behavior, is not nearly as good a teacher as failure. You can learn from a disastrous party how to give a good one, from an ill-chosen first house what to look for in a second. Even a failure that seems total can prompt fresh thinking, a change of direction.A friend of mine, after 12 years of studying ballet, did not succeed in becoming a dancer. She was turned down by the ballet master, who said, "You will never be a dancer. You haven't the body for it." In such cases, the way to use failure is to take stock courageously, asking, "What have I left? What else can I do?" My friend put away her toe shoes and moved into dance therapy, a field where she's bothcompetent and useful.Though we may envy the assurance that comes with success, most of us are attracted by courage in defeat. There is what might be called the noble failure — the special heroism of aiming high, doing your best and then, when that proves not enough, moving bravely on. As Ralph Waldo Emerson said: "A man's success is made up of failures, because he experiments and ventures every day, and the more falls he gets, moves faster on....I have heard that in horsemanship — a man will never be a good rider until he is thrown; then he will not be haunted any longer by the terror that he shall tumble, and will ride whither he is bound."5While preparing to graduate from high school in 1987, Priscilla Vazquez waited anxiously for her letter from the University of Washington, hoping she would be the first person in her family to attend college. When the acceptance letter arrived, she was overjoyed.There was just one problem: The University of Washington didn't have any grant money to give Priscilla. It offered her only a small loan and expected her family to come up with the rest. "My family was making enough money to get by, but not enough to pay that much for me to go to school," she said.Priscilla called the financial-aid office for advice. They told her that prospective students seeking more financial aid are eligible only if they have lived apart from their parents for a minimum of two years. During that time, their parents cannot have claimed them as a dependent on the family's tax forms. "Hearing this, I was totally stunned," Priscilla recalls. "I realized I was going to have to take some time off, work, become financially independent from my parents, and then reapply to school. Postponing my dream hurt, but it was the only possibility."Within a month, Priscilla had found a job at a restaurant and moved into a cheap apartment in a poor neighborhood of Seattle. She also signed up for a job-training program in the city, to learn to be a secretary. It was a hard lifestyle to adjust to. "I got up at 6 a.m. for a long commute to school, finished class at 2 p.m., started work at three, got off my shift at 11 p.m., and then I came back home and collapsed."Priscilla soon found that her restaurant job just didn't pay enough for her to make ends meet. "So I went to the landlord of my apartment building and asked if there was any cleaning work I could do. Since hefelt sorry for me, he agreed to give me thirty hours a month."The job-training program was designed to last six months. Priscilla finished it in four. "They taught me various office skills and word-processing programs. I also learned to answer the phone in an office setting, and write proper business letters," she said. The program helped Priscilla find employment as a secretary with a small company. "It was my first decent job," she says. "I was nineteen years old, living on my own, and making $15,000 a year."Priscilla reapplied to the University of Washington and was accepted. She qualified for financial aid because she had been independent from her parents for more than two years. As of the fall of 1990, Priscilla was finally a college student — working full-time during the day as a secretary and going to school full-time at night.Balancing work and school was difficult. "I was staying up late studying, and going to work early every morning. I was having a hard time concentrating in class, and a hard time on the job because I was so tired," she says. But she ended up with two A's in her first semester anyway.Priscilla decided to pursue an archaeology major, and in the summer of 1992, she got her first opportunity to really test out her interest in the subject. The archaeological field school of Washington State University was sponsoring a summer research project at a site alongside the Snake River in Washington. Priscilla threw herself into the work, and the project supervisors were impressed. At the end of the summer, one of the professors offered her a job. "He said,‘We just got a contract for a project in North Dakota. We want to hire you if you're willing to take a semester off from school.'" The offer was a diversion from Priscilla's pursuit of her BA. "But by then I no longer doubted that I would ultimately finish school, so I felt comfortable grabbing this opportunity," she says.When the North Dakota project ended, Priscilla moved to California, where she could live rent-free with one of her brothers. "I ended up working three jobs, trying to make as much money as I could," she recalls. "I was tired of working full-time and being a full-time student. My goal was to save enough money to let me go back to school, study full-time and work only part-time." Priscilla's brother ran a house-cleaning service, and he agreed to give her work. And she decided to enroll at a local community college where the tuition was much cheaper.Priscilla took some art classes (she was an amateur photographer) and helped organize a gallery exhibit of students' artwork, including her own. In the spring of 1994, she graduated from Wenatchee Valley College with a two-year Associate of Arts degree. After graduating, Priscilla applied to the University of Washington once more. She wasaccepted and enrolled in the fall of 1994. Not having to work so many hours allowed her to make school her priority. "This was such a luxury, I was almost sorry to graduate!" Priscilla laughs. "But I was awarded my BA in January of 1996."As Priscilla looks back on her years of struggle to make her dream come true, she is cautiously encouraging toward others working their way through school. "To balance work and school, you have to know yourself," she says. "You have to know what you can take and what you can't take. You need a lot of discipline, and you have to stay focused, even when you run into barriers and distractions and delays. But mostly you need determination. If you get put down once, just get back up there and keep fighting."6He has been proclaimed "the finest mind alive", "the greatest genius of the late 20th century", and "Einstein's heir". Known to millions, far and wide, for his book A Brief History of Time, Stephen Hawking is a star scientist in more ways than one. His gift for revealing the mysteries of the universe in a style that non-scientists can enjoy made Hawking an instant celebrity and his book a bestseller in both Britain and America. It has earned a place in the Guinness Book of Records for spending 184 weeks in The Sunday Times "top-ten" lists, and has sold more than five million copies worldwide —virtually unheard-of success for a science book.How did all this happen? How has a man who is almost completely paralysed and unable to speak except through a computer overcome these incredible obstacles and achieved far more than most people ever dream of?Stephen William Hawking was a healthy baby, born to intellectual, eccentric parents. His father Frank, a doctor specialising in tropical diseases, and his mother Isobel, a doctor's daughter, lived in a big old house full of books. Carpets and furniture stayed in use until they fell apart; the wallpaper hung peeling from old age. The family car was a London taxi, bought for ￡50.Hawking has always been fascinated by his birth date: January 8,1942. It was the 300th anniversary of the death of Galileo, the Italian mathematician and astronomer who revolutionised astronomy by maintaining that the Sun is the centre of the Solar System — not the Earth, as ancient astronomers believed."Galileo", says Hawking, "was the first scientist to start using his eyes, both figuratively and literally. In a sense, he was responsible for the age of science we now enjoy."Hawking attended St. Albans School, a private school noted for its high academic standards. He was part of a small elite group, the brightest of the bright students. They hung around together, listened to classical music and read only such "smart" authors as Aldous Huxley and Hawking's hero, Bertrand Russell, at once an intellectual giant and liberal activist.Hawking spent very little time on maths homework, yet got full marks.A friend recalls: "While I would be struggling away with a complicated problem, he just knew the answer. He didn't have to think about it." This instinctive insight also impressed his teachers. One of Hawking's science teachers, for example, recalls the time he posed the question: "Does a cup of hot tea reach a drinkable temperature more quickly if you put the milk in first, or add the milk after pouring?" While the rest of the class struggled over how to even begin approaching the problem, Hawking almost instantly announced the correct answer: "Add the milk after pouring, of course." (The hotter the tea initially, the faster it will cool.) Another teacher relates how Hawking and his friends built a simple computer—and this was in 1958, a time when only large research centres had any computers at all.Hawking the schoolboy was a typical grind, underweight and awkward and peering through eyeglasses. His grey uniform always looked a mess and he spoke rather unclearly, having inherited a slight lisp from his father. This had nothing to do with early signs of illness; he was just that sort of kid—a figure of classroom fun, respected by his friends, avoided by most.Hawking went on to study at Oxford, winning a scholarship to read Natural Science, a course which combines mathematics, physics and astronomy, at University College. He found much of the work easy and averaged only one hour's work a day. Once, when his tutor set some physics problems from a textbook, Hawking didn't even bother to do them. Asked why, he spent 20 minutes pointing out errors in the book. His main enthusiasm was the Boat Club. Many times he returned to shore with bits of the boat knocked off, having tried to guide his crew through an impossibly narrow gap. His rowing trainer suspects, "Half the time, he was sitting in the stern with his head in the stars, working out mathematical formulae."Oxford has always had its share of eccentric students, so Hawking fit right in. But then, when he was 21, he was told that he had ALS—a progressive and incurable nerve disease. The doctors predicted that he had only a few years to live."Before my condition was diagnosed, I was very bored with life," Hawking says today, speaking from his wheelchair through a computerized voice synthesizer. The doctors' grim prognosis made him determined to get the most from a life he had previously taken forgranted."But I didn't die," Hawking notes dryly. Instead, as his physical condition worsened, Hawking's reputation in scientific circles grew, as if to demonstrate the theory of mind over matter. Hawking himself acknowledges his disease as being a crucial factor in focusing his attention on what turned out to be his real strength: theoretical research. Hawking specializes in theoretical cosmology, a branch of science that seeks ultimate answers to big questions; Why has the universe happened, and what are the laws that govern it? His main work has been on black holes and the origin and expansion of the universe. He currently holds the Cambridge University professorship once held by Sir Isaac Newton.The smartest man in the world is not immune to the depression that can accompany severe disabilities. But Hawking says: "I soon realized that the rest of the world won't want to know you if you're bitter or angry. You have to be positive if you're to get much sympathy or help." He goes on: "Nowadays, muscle power is obsolete. What we need is mind power—and disabled people are as good at that as anyone else."。
21世纪大学英语读写教程第四册第四课
Language Points 5 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 herself and her attitude toward the class and toward their ability. 6 There was an extra amount of confidence and interest in her
How to Become Gifted
Pre-Reading Activities
• Preview • Pre-Reading Listening
Pre-reading Activities Preview
Education plays a tremendously important role in all of our lives. It is an ongoing struggle, however, to make the best education possible available to all citizens. The texts in this unit present different ways in which the process of education can be improved. Text A, “How To Become Gifted” reports on a study which revealed that a teacher’s expectations can have a profound effect on the level of success that students achieve.
二十一世纪大学英语四课文翻译2篇
二十一世纪大学英语四课文翻译2篇【第一篇】二十一世纪大学英语四课文翻译在现代社会中，英语已经成为一门全球通用的语言。
对于许多学生来说，学好英语是他们未来发展的关键。
而《二十一世纪大学英语》作为一部备受推崇的教材，为学生提供了充实而有趣的学习内容。
本文将介绍《二十一世纪大学英语》第四册的两篇精彩课文，并进行翻译。
第一篇课文名为《关于音乐》，作者是约翰·梅尔维尔。
文章主要讲述了音乐对人们生活的影响。
音乐是一种超越语言的艺术形式，它能够唤起人们内心深处的情感，让人们感受到无法言喻的美妙。
作者通过描写夜晚的海洋、音乐家演奏乐器的场景，生动地表达了音乐的魅力。
第二篇课文名为《一天的工作》，由赫尔曼·梅尔维尔创作。
文章主要描述了一个乡村农夫一天的辛勤劳作。
农夫起早贪黑，种植作物、养殖动物，努力工作以维持生计。
通过描写农夫奋斗的场景，作者表达了劳动的重要性，以及人们在努力中获得幸福的价值观。
以上两篇课文内容丰富，情感真挚，通过生动的描写展示了音乐与劳动对人们生活的重要性。
这两篇课文展示了人们在不同领域中的努力工作，并为读者带来了共鸣和启发。
【第二篇】二十一世纪大学英语四课文翻译《二十一世纪大学英语》第四册的两篇精彩课文《关于音乐》和《一天的工作》分别通过音乐与劳动这两种日常生活的元素，展示了作者对人生价值的思考与关注。
这两篇课文的翻译不仅可以帮助学习者理解课文内容，还可以培养学习者的跨文化交际能力。
《关于音乐》这篇课文通过描写海洋与音乐的结合，表达了音乐能够触动人心的强烈感受。
在翻译过程中，我们要注意保持文章的美感和情感的传递，尽可能地保持原文中的意境和描述。
同时，鉴于中文语言的特点，我们也可以适当地加入一些具有中国文化特色的词汇或描写方式，以增加读者的共鸣。
《一天的工作》这篇课文通过描述农夫的劳作来表达劳动的重要性以及劳动给人们带来的幸福感。
在翻译过程中，我们要关注词汇的准确性和文化的传达，将农夫勤劳辛勤的形象展现给读者。
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
Unit 1-4 ABC课文翻译 21世纪大学英语读写教程(第三册)
21世纪大学英语读写教程（第三册）Unit 1-4 ABC课文翻译Unit 1 Text A 我怎么变聪明的斯蒂夫·普罗迪上学的孩子们中间有一种普遍的错误想法，即认为他们的老师当年都是些神童。
不管怎么说，除了不像一般孩子那样生性贪玩、不愿学习的书呆子之外，还有谁愿意长大后当老师呢？我竭力向我的学生们解释我在他们心目中的形象---- 一个在青春期热衷于书本和作业的人---- 有一点被扭曲了。
相反，我极为憎恨义务教育。
我永远都无法接受在鱼儿上钩时不得不去上学的想法。
但是，在我中学二年级的时候，发生了一件美妙而又激动人心的事。
爱神丘比特瞄准他的箭，正好射中了我的心。
突然间，我喜欢上学了，而这只是为了能够凝视英语二班里那张可爱的脸。
我的公主坐在卷笔器旁边，那一年我削的铅笔足以点燃一堆篝火。
可黛比却远远超出了我的期望。
将我们隔开的不仅有五排课桌，还有约50分的智商。
她是英语二班的尖子，拉里维太太的掌上明珠。
偶尔，黛比会发觉我在盯着她看，这时她便会露出一个闪烁着智慧光芒，令我心跳加快的微笑。
这是一个标志着希望、使我暂时忘记将我们分开的智力上的鸿沟的微笑。
我想尽办法去跨越那条鸿沟。
有一天，我经过超市，突然想到了一个主意。
橱窗里的一块广告牌称商店正以29美分的特价供应一套百科全书的第一卷。
其余各卷则为每卷2.49美元。
我买下了第一卷---- 从Aardvark（土豚）到Asteroid（海星）---- 然后开始了在知识世界中的冒险历程。
打那以后，我将成为一个事实探寻者。
我将成为英语二班的首席智者，以渊博的知识使我的公主倾心于我。
我全都计划好了。
一天，在自助餐厅排队时，我的第一个机会来了。
我往身后一看，她正好在那儿。
“嘿，”她说。
我犹豫了一下，然后润了润嘴唇说，“知道凤尾鱼是从哪儿来的吗？”她显得有点惊讶。
“不，我不知道。
”我松了口气。
“凤尾鱼生活在咸水里，淡水里很少见。
”我不得不讲得很快，以便在我们到达收银台之前，道出所有的细节。
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10]After the old woman had recovered somewhat, she told us that she had been ill, very ill. In fact, she had been so sick that someone had called a doctor, and the doctor had sent for a priest. Someone had informed the son, and he had contributed money for a coffin. But God had not yet wanted to take this poor soul to Himself. She began to feel better, she became well, and as soon as she was able to stand on her feet once more, she resumed her washing. Not just ours, but the wash of several other families too.
The Washwoman
Isaac Bashevis Singer
1]She was a small woman, old and wrinkled. When she started washing for us, she was already past seventy. Most Jewish women of her age were sickly and weak. All the old women in our street had bent backs and leaned on sticks when they walked. But this washwoman, small and thin as she was, possessed a strength that came from generations of peasant forebears. Mother would count out to her a bundle of laundry that had accumulated over several weeks. She would then lift the bundle, put it on her narrow shoulders, and carry it the long way home.
2]She would bring the laundry back about two weeks later. My mother had never been so pleased with any washwoman. Yet she charged no more than the others. She was a real find. Mother always had her money ready, because it was too far for the old woman to come a second time.
4]She could have begged at the church door or entered a home for the penniless and aged. But there was in her a certain pride and love of labor with which many members of the labor force have been blessed. The old woman did not want to become a burden, and so she bore her burden.
7]Usually the woman brought back the wash after two or, at the most, three weeks. But three
weeks passed, then four and five, and nothing was heard of the old woman.
14]But she never came back. The wash she had returned was her last effort on this earth. She had been driven by a strong will to return the property to its owners, to fulfill the task she had undertaken.
8]For us the washwoman the laundry. We did not even know the woman’s address. It seemed certain that she had collapsed, died. Mother declared she had had a premonition that we would never see our things again. We mourned, both for the laundry and for the old woman who had grown close to us through the years she had served us so faithfully.
5]The woman had a son who was rich. He was ashamed of his mother, and never came to see her. Nor did he ever give her money. The old woman told this without bitterness. When the son got married, the wedding took place in a church. The son had not invited the old mother to his wedding, but she went to the church anyway and waited at the steps to see her son lead the bride to the altar.
6]One day the washwoman, now nearly eighty years old, came to our house. A good deal of
laundry had accumulated during the past weeks. Mother gave her a pot of tea to warm herself, as well as some bread. The old woman sat on a kitchen chair trembling and shaking, and warmed her hands against the teapot. Her fingernails were strangely white. These hands spoke of the stubbornness of mankind, of the will to work not only as one’s strength permits but beyond the limits of one’s power. It was sad to watch the old woman stagger out with the big bundle and disappear.
13]“God forbid! What good would such a long life be? The work becomes harder and harder my strength is leaving me I do not want to be a burden on any one!” The old woman muttered, crossed herself, and raised her eyes toward heaven. After getting paid, she left, promising to return in a few weeks for a new load of wash.
11]“I could not rest easy in my bed because of the wash,” the old woman explained. “The wash would not let me die.”
12]“With the help of God you will live to be a hundred and twenty, said my mother.
9]More than two months passed. One evening, while Mother was sitting near the lamp mending a shirt, the door opened and a small puff of steam, followed by a huge bundle, entered. Under the bundle tottered the old woman, her face as white as a linen sheet. Mother uttered a half-choked cry, as though a corpse had entered the room. I ran toward the old woman and helped her unload her bundle. She was even thinner now, more bent. She could not utter a clear word, but mumbled something with her sunken mouth and pale lips.