最新21世纪大学英语读写教程4第四单元课文中英对照
新视野大学英语(第三版)读写教程第四册课文及翻译
12456单元Love and logic: The story of fallacy爱情与逻辑：谬误的故事I had my first date with Polly after I made the trade with my roommate Rob. That year every guy on campus had a leather jacket, and Rob couldn't stand the idea of being the only football player who didn't, so he made a pact that he'd give me his girl in exchange for my jacket. He wasn't the brightest guy. Polly wasn't too shrewd, either.在我和室友罗伯的交易成功之后，我和波莉有了第一次约会。
那一年校园里每个人都有件皮夹克，而罗伯是校足球队员中唯一一个没有皮夹克的，他一想到这个就受不了，于是他和我达成了一项协议，用他的女友换取我的夹克。
他可不那么聪明，而他的女友波莉也不太精明。
But she was pretty, well-off, didn't dye her hair strange colors or wear too much makeup. She had the right background to be the girlfriend of a dogged, brilliant lawyer. If I could show the elite law firms I applied to that I had a radiant, well-spoken counterpart by my side, I just might edge past the competition.但她漂亮而且富有，也没有把头发染成奇怪的颜色或是化很浓的妆。
大学英语4 课文原文及翻译 中英对照
Unit 1享受幽默——是什么使人开怀？[1]The joy of laughing at a funny story is universal, probably as old as language itself. But, what is it that makes a story or a joke funny?1 听了一个有趣的故事会发笑、很开心，古今中外都一样。
这一现象或许同语言本身一样悠久。
那么，到底是什么东西会使一个故事或笑话让人感到滑稽可笑的呢？[2] As one who has enjoyed humor since I first recognized it, I've made an attempt to explain and discuss humor with students in such diverse cultures as Latin America and China. I've done some serious thinking about funny stories. It has been a labor of love!2 我是第一次辨识出幽默便喜欢上它的人，因此我曾试图跟学生议论和探讨幽默。
这些学生文化差异很大，有来自拉丁美洲的，也有来自中国的。
我还认真地思考过一些滑稽有趣的故事。
这么做完全是出于自己的喜好。
[3]Why is it that several students in a class will fall out of their chairs laughing after I tella joke while the rest of the students look as if I've just read the weather report?[N]Obviously some people are more sensitive to humor than others. And, we recognize that some people tell jokes very well while others struggle to say something funny. We've all heard people say, "I like jokes, but I can't tell one well, and I can never remember them." Some people have a better sense of humor than others just as some people have more musical talent, mathematical talent, etc. than others. A truly funny person has a joke for every occasion, and when one is told, that triggers an entire string of jokes from that person's memory bank. A humorless person is not likely to be the most popular person in a group.It is reasonable to say that the truly humorous individual is not only well liked, but is often the focus of attention in any gathering.3 为什么听我讲完一个笑话后，班上有些学生会笑得前仰后合，而其他学生看上去就像刚听我读了天气预报一样呢？显然，有些人对幽默比别人更敏感。
新视野大学英语读写教程4课文翻译(全部)
第四册unit1sectionA艺术家追求成名，如同狗自逐其尾，一旦追到手，除了继续追逐不知还能做些什么。
成功之残酷正在于它常常让那些追逐成功者自寻毁灭。
对一名正努力追求成功并刚刚崭露头角的艺术家，其亲朋常常会建议“正经的饭碗不能丢！”他们的担心不无道理。
追求出人头地，最乐观地说也困难重重，许多人到最后即使不是穷困潦倒，也是几近精神崩溃。
尽管如此，希望赢得追星族追捧和同行赞扬之类的不太纯洁的动机却在激励着他们向前。
享受成功的无上光荣，这种诱惑不是能轻易抵挡的。
成名者之所以成名，大多是因为发挥了自己在歌唱、舞蹈、绘画或写作等方面的特长，并能形成自己的风格。
为了能迅速走红，代理人会极力吹捧他们这种风格。
他们青云直上的过程让人看不清楚。
他们究竟是怎么成功的，大多数人也都说不上来。
尽管如此，艺术家仍然不能闲下来。
若表演者、画家或作家感到无聊，他们的作品就难以继续保持以前的吸引力，也就难以保持公众的注意力。
公众的热情消磨以后，就会去追捧下一个走红的人。
有些艺术家为了不落伍，会对他们的写作、跳舞或唱歌的风格稍加变动，但这将冒极大的失宠的危险。
公众对于他们藉以成名的艺术风格以外的任何形式都将不屑一顾。
知名作家的文风一眼就能看出来，如田纳西·威廉斯的戏剧、欧内斯特·海明威的情节安排、罗伯特·弗罗斯特或T.S.艾略特的诗歌等。
同样，像莫奈、雷诺阿、达利这样的画家，希区柯克、费里尼、斯皮尔伯格、陈凯歌或张艺谋这样的电影制作人也是如此。
他们鲜明独特的艺术风格标志着与别人不同的艺术式上的重大变革，这让他们名利双收，但也让他们付出了代价，那就是失去了用其他风格或形式表现自我的自由。
名气这盏聚光灯可比热带丛林还要炙热。
骗局很快会被揭穿，过多的关注带来的压力会让大多数人难以承受。
它让你失去自我。
你必须是公众认可的那个你，而不是真实的你或是可能的你。
艺人，就像政客一样，必须常常说些违心或连自己都不完全相信的话来取悦听众。
UnitFour21世纪大学实用英语综合教程（第二册）课文翻译第四单元课后..
我喜欢动物劳拉·A·莫雷蒂“你觉得你为什么这么喜欢动物呢？”这是圣诞夜我的家人问我的问题。
我知道他们期待我会说些诸如“我喜欢动物是因为它们聪明、好玩”之类的话。
可是我却说：“我喜欢动物，因为它们诚实。
”“在哪方面呢？”我的一个兄弟问道——似乎诚实仅仅表现在说实话，而众所周知动物是不会说话的！他的问题引来一阵开怀大笑。
“我喜欢动物，因为它们从不假装成别人，”我继续我的回答，“动物不会伪造感情。
”圣诞晚餐吃过了，礼物也打开了，我们正坐在沙发和扶手椅上。
咖啡正端上来，于是我抓紧机会继续说。
“我喜欢动物，因为它们从生活中只索取它们需要的东西。
它们不糟蹋环境，不污染水和它们所呼吸的空气。
它们不生产大规模杀伤性武器，然后用这些武器去攻击别人——尤其是它们的同类。
我喜欢动物因为它们根本不需要那些东西。
”“那是因为它们无知，”我的姐姐争论道,“它们不做这些事是因为它们根本不知道怎么做。
”狮子们不会聚在一起，”我反击道,“来商议如何灭绝斑马——即它们的食物来源。
我想这并不是因为它们不知道怎么做，而是因为这么做会适得其反。
”他们笑了。
“我喜欢动物，”我继续道，“还因为它们不留恋过去的东西，也不把过去的东西用作现在行为的借口。
它们不去计划未来的生活，它们只活在今天，这一刻，充实地，完全地，单纯地活着。
我喜欢动物因为它们比人类活得自由得多。
”“那是因为它们不会思考,”我的一个表亲说。
“这就是差别之所在吗？”我感到疑惑。
“你是想说它们不以我们的方式思考吧。
”屋里变得异常安静。
我很惊讶我的家人竟听得如此专注。
“还有，”我想起了自己成为保护动物权益积极分子的原因，随即补充道，“动物是地球上受害最深的生物：甚于儿童，甚于妇女，甚于有色人种。
偏见使我们去剥削、利用它们，把它们当作科研工具和可消耗的商品，还去吃它们。
我们把所能想到的任何暴行都用在它们身上。
我喜欢动物，因为它们不对自己或别人做那些我们对它们做的事情。
21世纪大学英语读写教程第四册课后答案及翻译
21世纪大学英语读写教程第四册课后练习答案及翻译（Unit1-Unit6）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 showe d that enjoying one‟s work is the best form of motivation.V ocabulary1 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 arebrought 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.3. We shouldn't focus on minor points. Instead, we should try to solve the problem of the greatest urgency at present.4. He doesn‟t get anybody else to help him. Instead, he likes to attend to everything himself.5. Teaching success shouldn't be measured by the scores the students receive on tests. Instead, it should be measured by whether the students have internalized the ability and desire to learn. Close1-5 BCBAD6-10 DCABA11-15 DABCATransition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。
新世纪大学英语第四册课文和翻译
Unit One Text A Man in the Realm of NatureAlexander SpirkinHuman beings live in the realm of nature. They are constantly surrounded by it and interact with it. Man is constantly aware of the influence of nature in the form of the air he breathes, the water he drinks, and the food he eats. We are connected with nature by "blood" ties and we cannot live outside nature.Man is not only a dweller in nature, he also transforms it. Humanity converts nature's wealth into the means of the cultural, historical life of society. Man has subdued and disciplined electricity and compelled it to serve the interests of society. Not only has man transferred various species of plants and animals to different climatic conditions, he has also changed the shape and climate of his environment and transformed plants and animals.As society develops, man tends to become less dependent on nature directly, while indirectly his dependence grows. Our distant ancestors lived in fear of nature's destructive forces. Very often they were unable to obtain the merest daily necessities. However, despite their imperfect tools, they worked together stubbornly, collectively, and were able to attain results. Nature was also changed through interaction with man. Forests were destroyed and the area of farmland increased. Nature with its elemental forces was regarded as something hostile to man. The forest, for example, was something wild and frightening and people tried to force it to retreat. This was all done in the name of civilisation, which meant the places where man had made his home, where the earth was cultivated, where the forest had been cut down.But as time goes on mankind becomes increasingly concerned with the question of where and how to obtain irreplaceable natural resources for the needs of production. Science and man's practical transforming activities have made humanity aware of the enormous geological role played by the industrial transformation of the earth.At present the previous dynamic balance between man and nature and between nature and society as a whole, has shown ominous signs of breaking down. The problem of the so-called replaceable resources of the biosphere has become particularly acute. It is getting more and more difficult to satisfy the needs of human beings and society even for such a substance, for example, as fresh water. The problem of eliminating industrial waste is also becoming increasingly complex.Modern technology is distinguished by an ever increasing abundance of produced and used synthetic goods. Hundreds of thousands of synthetic materials are being made. People increasingly cover their bodies from head to foot in nylon and other synthetic, glittering fabrics that are obviously not good for them. Young people may hardly feel this, and they pay more attention to appearance than to health. But they become more aware of this harmful influence as they grow older.As time goes on the synthetic output of production turns into waste, and then substances that in their original form were not very toxic are transformed in the cycle of natural processes into aggressive agents. Today both natural scientists and philosophers are asking themselves the question: Is man's destruction of the biosphere inevitable?The man-nature relation – the crisis of the ecological situation – is a global problem. Its solution lies in rational and wise organization of both production itself and care for Mother Nature, not just by individuals, enterprises or countries, but by all humanity. One of the ways to deal with the crisis situation in the "man-nature" system is to use such resources as solar energy, the power of winds, the riches of the seas and oceans and other, as yet unknown natural forces of the universe.But to return to our theme, the bitter truth is that those human actions which violate the laws of nature, the harmony of the biosphere, threaten to bring disaster and this disaster may turn out to be universal. How apt then are the words of ancient Oriental wisdom: live closer to nature, my friends, and its eternal laws will protect you!人在自然界| 亚历山大·斯伯金人类生活在大自然的王国里。
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 newclass were all gifted children. \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 remarkablething about it all was that in reality the class was not unusual. They werejust an average group of students with IQs within the normal range. Theteacher 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 makewith unusual clarity is that a child 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？
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第四册 Unit 4 Text A
Women
↓ Passive
Neat & orderly
Structure Analysis
Positive & Negative Personality Labeling
Behavior Both Labeled as “gifted” or ”bright”
Expectation
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 Four Text A
How to Become Gifted
Teaching Plan
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。
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4册-Unit4单词.doc
Unit 4above-average a. 超过平均水平的deceive vt. 欺骗make (sb.) believe sth. that is not true, esp. so as to persuade them to do sth.; mislead (sb.) deliberatelyuncover vt. 揭露,暴露；发现make known or disclose (sth.); discover (sth. previously secret or unknown)superior (to) a. （在质量等方面）较好的；优良的,优秀的better in quality (than sth./sb. else)present vt. 提出；提供give; offer; providepositively ad. 肯定地；积极地；乐观地；自信地in a positive or optimistic way: confidently annoyance n. 恼怒；恼火the feeling of being annoyed; angerexception n. 例外；例外的事情sb. or sth. that is not included in a rule, group or list or that does not behave in the expected waymomentary a. 片刻的,瞬息的；短暂的lasting for a very short timepinpoint vt. 准确描述；确认；确定define (sth,) exactlyirony n. 反语；冷嘲the expression of one's meaning by saying the direct opposite of one's thoughts in order to be emphatic, amusing, sarcastic, etc.put-down n. [口] 贬低（或奚落）的话(usu. sing.) a remark made by sb. in order to make another person look stupid or sillyirritation n. 激怒,恼怒,生气a feeling of slight anger because sth. that one does not like continues to happentransmit vt. 传送；传达；传递pass (sth.) from one person or place to anotherfacial a. 面部的of the facebreed n. （尤指经人工培育的动植物的）同一品种；种；属maze n. 曲径,迷宫a network of paths or hedges designed as a puzzle in which one must find one's wayvariable n. [常复数] 可变因素；变量reassurance n. 再保证；再安慰the action of reassuring sb. or of being reassured certainty n. 确信；确实the state of being certainaccordingly ad. 照着；相应地in a manner that is appropriate to the particular circumstancesgreedy a. 贪食的；贪婪的,贪心的showing, full of, too great a desire for food, money, power, etc.homogeneous a. 同种类的；由同类部分组成的formed of pans that are all of the same type* racial a. 人种的,种族的；由种族引起的connected with or resulting from race; happening or existing between people of different racesstoic a. 经受痛苦等而无怨言的；坚忍的of or like a stoic; enduring pain, etc. without complaintOriental n. 东方人；亚洲人a person from the eastern part of the worldinscrutable a. 不可理解的；神秘的that cannot be understood or known; mysterious trash n. [美口] 废物,垃圾；无用的人；可怜虫；社会渣滓；败类(US infml) people that one does not respectwelfare n. 福利救济金money paid by the government to people who are unemployed, have poorly paid jobs, or cannot work because they are illreadily ad. 情愿地；无困难地,容易地willingly; without difficulty, easilyinclusive a. 包括的；包含的including sth.; including much or all*sexist a. （尤指对女性）性别歧视的；性别主义的carpentry n. 木工手艺,木匠活the art or work of a carpentercarpenter n. 木工,木匠a person whose job is making or repairing wooden objects and structuresindirect a. 间接的not directindifference n. 不感兴趣；不关心；冷淡；不在乎lack of interest, feeling or reaction towards sb./sth.indifferent a. 不感兴趣的；冷漠的；不关心的showing one's indifference (to sb. or about sth.)gentleness n. 温和,温柔the state of being mild, kind and carefultroublemaker n. 惹是生非者,闹事者,捣乱者a person who often causes trouble, esp. by involving others in troublepushy a. [口] 粗鲁的；固执己见的in reality 实际上,事实上in actual fact; reallylive up to 符合,不辜负（期望）behave as well as or be as good as expected measure up to 符合,达到(要求或期望的标准) reach (the standard required or expected) consist of 由…组成be composed of, be made up ofdue to 由于,因为caused by; because ofin terms of 根据,按照；在…方面,从…方面来说with regard to the particular aspect specified; as regardsgo through with 把…进行到底；完成,实行（计划等）do what is necessary to complete(an often difficult or unpleasant course of action)but then 但另一方面,然而go through 遭受,经受,经历（苦难等）experience, endure or suffer (sth.)as often as not 常常,往往very frequently科教兴国1 / 1。
全新版大学英语综合教程4第四单元课文A翻译
(Globalization is sweeping aside national borders and changing relations between nations. What impact does this have on national identities and loyalties? Are they strengthened or weakened? The author investigates.全球化正在扫除国界、改变国与国之间的关系。
这对国家的认同和对国家的忠诚会带来什么影响呢？它们会得到加强还是削弱？作者对这些问题进行了探讨。
In Search of Davos Man Peter Gumbel1. William Browder was born in Princeton, New Jersey, grew up in Chicago, and studied at Stanford University in California. But don't call him an American. For the past 16 of his 40 years he has lived outside the U.S., first in London and then, from 1996, in Moscow, where he runs his own investment firm. Browder now manages $ billion in assets. In 1998 he gave up his American passport to become a British citizen, since his life is now centered in Europe. "National identity makes no difference for me," he says. "I feel completely international. If you have four good friends and you like what you are doing, it doesn't matter where you are. That's globalization."寻找达沃斯人彼得·甘贝尔威廉·布劳德出生于新泽西州的普林斯顿，在芝加哥长大，就读于加利福尼亚州的斯坦福大学。
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.
全新版大学英语(第二版)综合教程4第四单元课文A翻译
全新版大学英语（第二版）综合教程4第四单元课文A翻译(Globalization is sweeping aside national borders and changing relations between nations. What impact does this have on national identities and loyalties? Are they strengthened or weakened? The author investigates.全球化正在扫除国界、改变国与国之间的关系。
这对国家的认同和对国家的忠诚会带来什么影响呢？它们会得到加强还是削弱？作者对这些问题进行了探讨。
In Search of Davos Man Peter Gumbel1. William Browder was born in Princeton, New Jersey, grew up in Chicago, and studied at Stanford University in California. But don't call him an American. For the past 16 of his 40 years he has lived outside the U.S., first in London and then, from 1996, in Moscow, where he runs his own investment firm. Browder now manages $1.6 billion in assets. In 1998 he gave up his American passport to become a British citizen, since his life is now centered in Europe. "National identity makes no difference for me," he says. "I feel completely international. If you have four good friends and you like what you are doing, it doesn't matter where you are. That's globalization."寻找达沃斯人彼得·甘贝尔威廉·布劳德出生于新泽西州的普林斯顿，在芝加哥长大，就读于加利福尼亚州的斯坦福大学。
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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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 a child 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。
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 about her attitude convinced the students that they were gifted.5.进一步的研究表明，老师态度中那种特别的“东西”，一部分在于她给全班布置什么样的作业，一部分在于她布置作业的方式。
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。
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.当她说“你们是聪明的孩子”时，她的声音中带有更多的信心和兴趣。
始终有一种鼓励的语气在告诉他们他们会取得进步，会取得很大的进步。
孩子们收到了这些信号，并对它们作出积极的反应。
There was an extra amount of confidence and interest in her voice that said, "You're bright children." There was a constant reassuring tone that told them they would do well, very well. The children picked up these signals and reacted positively to them.7.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、气愤或恼怒。
相反，老师认为这是一个例外，一次意外事件，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。
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.8.在老师传达的信息中到底是哪一点告诉了孩子“我期待着最好的成绩”，这很难精确说明。
其中一部分是显示信心的平和声调，是没有言语上的不耐烦，是不讽刺，不贬低，不发火，不带有诸如此类的消极因素。
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。
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.9.这大多是通过声音传递的，但也有相当一部分表现在态度、接触和脸部表情上。
Most of this is transmitted through the voice, but a surprising amount is in the attitude, in touch, and in facial expression.10.类似于在这些“很有天赋的”儿童身上所做的实验也在一些“很有天赋的”老鼠身上做了。
一位科学家拿到了一群普通的老鼠，但却被告知它们是一个特殊的品种，要接受在创记录的时间里穿越迷宫的训练。
在对这些老鼠的训练中，这位科学家发现它们确实比其它老鼠学得快，穿越迷宫也的确更迅速。
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.11. 但是老鼠对我们的语言一无所知。
那位科学家是怎样将他的期望成功地传达给它们的呢？对实验中所有可变因素的检查表明，这种优异成绩产生于他对待老鼠的方式，他对老鼠讲话的方式和语调、他声音中的信心、安抚和坚定。
老鼠接受了所有的信息，并照着做了。
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!12. 从更广泛的角度看这两个实验，老师和科学家运用了各个社会的各个阶层都通用的一个原则----特征标签原则。