21世纪大学英语读写教程4第一单元课文中英对照
21世纪大学英语读写教程第一二三四册课后翻译完整版
1. 汤姆是个非常好奇的男孩，他不仅对“是什么”感兴趣，而且也对“为什么”和“怎么会”感兴趣。
As a very curious boy, Tom is interested not only in whats but also in whys and hows.
2. 据史密斯教授说，幸福就是你能充分利用你所有的一切。
They are Mary’s sons Robert and Lawrence. One is named after her father, the other is named after her grandfather.
Unit 3
1. 据我所知，他们必须做的只是来见他们抚养的孩子，并填写一份表格。
As far as I know, all they have to do is to come and see the child they want to bring up and fill up a form.
8. 我希望你不仅仅是同意或不同意我的想法，我需要你给我提忠告、出主意等。
I don’t want you to simply to agree or disagree with me. I need someone who can give me good advice, ideas, and so on.
Happiness, according to Prof. Smith,ቤተ መጻሕፍቲ ባይዱis the ability to make the most of what you have.
3. 你最好把这本书放在你15岁儿子找不到的地方。
You’d better keep the book where your 15-year-old son can’t get his hands on it.
21世纪大学新英语4第一单元翻译
精英教育的弊端直到35岁,我才逐渐意识到我所受的教育可能会有一些漏洞。
那一年,我刚买了一栋房子,需要安装管道,而管道工正站在我家厨房里。
这是一个精壮的小个子男人,蓄着山羊胡,头戴一顶红袜棒球队的帽子,操一口浓重的波士顿口音。
可我突然意识到对于像他这样的人要说些什么我毫无头绪。
对于我来说,他的经历跟我是如此大相径庭,他的价值观是如此难以捉摸,他的言语是如此神秘莫测,我根本没有办法在他开始工作之前花上几分钟跟他闲话家常。
虽然我拥有14年的高等教育和一叠常春藤盟校的证书,可是我只能站在那里呆若木鸡,由于自己哑口无言而目瞪口呆。
我的一个朋友把这种现象称作“常春藤迟钝”。
我可以用好几门外语跟其他国家的人进行交谈,但是我却不能和一个站在我家里的管道工说上话。
我花费了这么长时间才发现我所受的教育是如此错误,这点并不奇怪。
因为精英教育最不愿教会你的就是它自身的缺陷。
精英教育的优势是不能否认的。
你学会思考,至少在某些方面;你所接触的人、事、物能够让你平步青云,拥有这个社会最珍贵的资源。
试想一下,这样的教育环境在创造一些机会的同时却剥夺了另一些机会,在培养一定能力的同时却削弱了其他能力,这不仅仅难以容忍,而且匪夷所思。
精英教育的第一个弊端,就像那天我在厨房里意识到的,就是它使你不能跟你不一样的人对话。
精英学校通常都以他们的多样性而自豪,但是那种多样性几乎完全是民族和种族的多样性。
至于阶级问题,那些学校基本上——的确是越来越——相似。
参观我们这个伟大国家的任何一所精英学校的校园,你会兴奋地看到非常温馨的景象,白人中的商业人士和专业人士的孩子,和黑人、亚洲人、拉丁人中的商业人士和专业人士的孩子,在一起学习和玩耍。
同时,由于这些学校倾向于培养自由主义思想,结果就是置学生们于自相矛盾的窘境,一方面主张代表工人阶级的利益,而另一方面却不能跟他们中的任何一个人进行简单的对话。
但这并不仅仅就是阶级的问题。
我所接受的教育教导我相信那些没有上过常春藤盟校或者其他同等程度学校的人,不管他们属于什么阶级,都是不值得交谈的。
21世纪大学英语教程(第四册)Unit1课文原文
21世纪大学英语读写教程（第四册）Unit1课文原文《Who Is Great?》Michal Ryan As a young boy, Albert Einstein did so poorly in school that teachers thought he was slow. The young Napoleon Bonaparte was just one of hundreds of artillery lieutenants in the French Army. And the teenage George Washington, with little formal education, was being trained not as a soldier but as a land surveyor.Despite their unspectacular beginnings, each would go on to carve a place for himself in history. What was it that enabled them to become great? Were they born with something special? Or did their greatness have more to do with timing, devotion and, perhaps, an uncompromising personality?For decades, scientists have been asking such questions. And, in the past few years, they have found evidence to help explain why some people rise above, while others—similarly talented, perhaps—are left behind. Their findings could have implications for us all.Who is great? Defining who is great depends on how one measures success. But there are some criteria. "Someone who has made a lasting contribution to human civilization is great," said Dean Keith Simonton, a professor of psychology at the University of California at Davis and author of the 1994 book Greatness: Who Makes History and Why. But he added a word of caution: "Sometimes great people don't make it into the history books. A lot of women achieved great things or were influential but went unrecognized."In writing his book, Simonton combined historical knowledge about great figures with recent findings in genetics, psychiatry and the social sciences. The great figures he focused on include men and women who have won Nobel Prizes, led great nations or won wars, composed symphonies that have endured for centuries, or revolutionized science, philosophy, politics or the arts. Though he doesn't have a formula to define how or why certain people rise above (too many factors are involved), he has come up with a few common characteristics.A "never surrender" attitude. If great achievers share anything, said Simonton, it is an unrelenting drive to succeed. "There's a tendency to think that they are endowed with something super-normal," he explained. "But what comes out of the research is that there are great people who have no amazing intellectual processes. It's a difference in degree. Greatness is built upon tremendous amounts of study, practice and devotion."He cited Winston Churchill, Britain's prime minister during World War II, as an example of a risk-taker who would never give up. Thrust into office when his country's morale was at its lowest, Churchill rose brilliantly to lead the British people. In a speech following the Allied evacuation at Dunkirk in 1940, he inspired the nation when he said, "We shall not flag or fail. We shall go on to the end...We shall never surrender."Can you be born great? In looking at Churchill's role in history—as well as the roles of other political and military leaders—Simonton discovered a striking pattern: "Firstborns and only children tend to make good leaders in time of crisis: They're used to taking charge. But middle-borns are better as peacetime leaders: They listen to different interest groups better and make the necessary compromises. Churchill, an only child, was typical. He was great in a crisis, but in peacetime he was not effective—not even popular."Timing is another factor. "If you took George Washington and put him in the 20th century he would go nowhere as a politician," Simonton declared. "He was not an effective public speaker, and he didn't like shaking hands with the public. On the other hand, I'm not sure Franklin Roosevelt would have done well in Washington's time. He wouldn't have had the radio to do his fireside chats."Can you be too smart? One surprise among Simonton's findings is that many political and military leaders have been bright but not overly so. Beyond a certain point, he explained, other factors, like the ability to communicate effectively, become more important than innate intelligence as measured by an IQ test. The most intelligent U.S. Presidents, for example—Thomas Jefferson, Woodrow Wilson and John F. Kennedy—had a hard time getting elected, Simonton said, while others with IQs closer to the average (such as Warren G. Harding) won by landslides. While political and economic factors also are involved, having a genius IQ is not necessary to be a great leader.In the sciences, those with "genius level" IQs do have a better chance at achieving recognition, added Simonton. Yet evidence also indicates that overcoming traditional ways of thinking may be just as important.He pointed to one recent study where college students were given a set of data and were asked to see if they could come up with a mathematical relation. Almost a third did. What they did not know was that they had just solved one of the most famous scientific equations in history: the Third Law of Planetary Motion, an equation that Johannes Kepler came up with in 1618.Kepler's genius, Simonton said, was not so much in solving a mathematical challenge. It was in thinking about the numbers in a unique way—applying his mathematical knowledge to his observations of planetary motion. It was his boldness that set him apart.Love your work. As a child, Einstein became fascinated with the way magnets are drawn to metal. "He couldn't stop thinking about this stuff," Simonton pointed out. "He became obsessed with problems in physics by the time he was 16, and he never stopped working on them. It's not surprising that he made major contributions by the time he was 26.""For most of us, it's not that we don't have the ability," Simonton added, "it's that we don't devote the time. You have to put in the effort and put up with all the frustrations and obstacles."Like other creative geniuses, Einstein was not motivated by a desire for fame, said Simonton. Instead, his obsession with his work was what set him apart.Where such drive comes from remains a mystery. But it is found in nearly allcreative geniuses—whether or not their genius is acknowledged by contemporaries."Emily Dickinson was not recognized for her poetry until after her death," said Simonton. "But she was not writing for fame. The same can be said of James Joyce, who didn't spend a lot of time worrying about how many people would read Finnegans Wake."Today, researchers have evidence that an intrinsic passion for one's work is a key to rising above. In a 1985 study at Brandeis University conducted by Teresa Amabile, now a professor of business administration at Harvard University, a group of professional writers—none famous—were asked to write a short poem. Each writer was then randomly placed in one of three groups: One group was asked to keep in mind the idea of writing for money; another was told to think about writing just for pleasure; and a third group was given no instruction at all.The poems then were submitted anonymously to a panel of professional writers for evaluation. The poetry written by people who thought about writing for money ranked lowest. Those who thought about writing just for pleasure did the best. "Motivation that comes from enjoying the work makes a significant difference, "Amabile said.。
21世纪大学英语读写教程 第4册 Unit1单词
Unit 1artillery n. 火炮；大炮；炮兵（部队）heavy guns, often mounted on wheels, used in fighting on land,branch of an army that uses these teenage a.十几岁的（指13—19岁的）；青少年的aged between 13 and 19surveyor n.（土地）测量员；勘测员 a person whose job is to examine and record the area andfeatures of a piece of land by measuring and calculating unspectacular a. 不引人注意的；不惊人的ordinary; not exciting or specialspectacular a. 引人注目的；出色的；与众不同的(attracting attention because) impressive orextraordinary carve vt. 1. 雕刻；雕刻成form (sth.) by cutting away material from wood or stone2. 靠勤奋创（业），靠勤奋树（名声）build (one's career, reputation, etc.)by hard work enable vt. 使能够…；使（某事）有可能（发生）make (sb.) able to do (sth.),or make (sth.) possible timing n. 1.时间的选择；时机的掌握the choosing of exactly the right moment to do sth. so as to get the best effect 2.（事情发生的）时间；时机the time when sth. happens uncompromising a. 不妥协的，坚定的；不让步的not ready to make any compromise; firm orunyielding. finding n. [常用复数]正式调查（或研究）结果dean n. （大学的）教务长；学院院长；系主任caution n. 1. 提醒；告诫advice or a warning 2. 谨慎；小心great care and attention influential a. 有影响的；有权势的having a lot of influence on sb./sth.genetics n. 遗传学the scientific study of the ways in which different characteristics are passedfrom each generation of living things to the next psychiatry n. 精神病学；精神病治疗the study and treatment of mental illnesscompose vt. 创作（音乐、歌剧、诗等）write (music, opera, poetry, etc.)symphony n. 交响乐a long complex musical composition for a large orchestra, usu. in three orfour parts characteristic n. 特点a typical feature or qualityunrelenting a. 不松懈的，不放慢的；持续的not becoming less strong or severe; continuous endow vt. 给予，赋予provide (sb./sth.) with a good quality, ability, feature, etc.super-normal a. 超出一般的；超常的；非凡的tremendous a. 巨大的；极大的very great in amount or levelcite vt. 引用，引证；举出mention (sb./sth.) as an example or to support an argument; refer toprime a. 首要的；主要的main or most importantprime minister首相，总理the leader of the government in some countriesrisk-taker n. 敢于冒险的人a person who dares to take risksthrust vt.（用力）推；强使push (sth./sb./oneself) suddenly or violentlymorale n. 士气，精神状态state of confidence, enthusiasm, determination, etc. that a person orgroup has at a particular time brilliantly ad. 杰出地；才华横溢地in an outstanding mannerAllied a. （第一次世界大战时期）协约国的；（第二次世界大战时期）同盟国的of the Allies(a group of countries fighting on the same side in a war, esp. those which fought with Britain inWorld Wars I and II)ally n. 同盟者；同盟国person, country, etc. joined with another in order to give help and supportevacuation n. 撤离；撤退leaving a place of danger for a safer placeevacuate v. 1. 撤退，撤出remove (sb.) from a place of danger to a safer place2. 撤离（某处）leave or withdraw from (a place)flag vi. 疲乏；变弱；（热情、精力等）衰退，低落become tired or weak; begin to lose enthusiasmor energy striking a. 引人注目的；显著的，突出的attracting attention; unusual or interesting enough to benoticed firstborn n. 长子（或长女）a child born before other childrenpeacetime n. 和平时期a period when a country is not at warnowhere ad. 无处；任何地方都不in, at or to no place; not anywherefireside n. 壁炉旁part of a room beside the fireplace, esp. considered as a warm comfortable placechat n. 闲谈，聊天a friendly informal conversationfireside chat 炉边亲切闲谈；（政治领袖在无线电或电视广播中）不拘形式的讲话overly ad. 太，极为too; veryinnate a. 天生的(of a quality, feeling, etc.) in one's nature; possessed from birthlandslide n.（竞选中）压倒多数的选票；一面倒的胜利data n. 数据；资料information, especially facts or numbers--equation n. 等式；方程（式）boldness n. 勇敢，无畏the state or quality of being confident and bravebold a. 勇敢的，无畏的；敢作敢为的confident and brave; daringmagnet n. 磁铁a piece of iron or other material that can attract iron, either naturally or because of anelectric current passed through it obsession n. 着迷the state of being obsessedfrustration n. 1. 灰心；丧气 2. 挫折；受挫contemporary n. 同代人；（几乎）同年龄的人a person who lives or lived at the same timeas another, usu. being roughly the same agea. 属于同一时代的；当代的；现代的belong to the same time; of the present time; modern poetry n. [总称]诗poems collectively or in generalintrinsic a. 固有的；本质的；内在的(of a value or quality) belonging naturally to sb./sth.; existingwithin sb./sth., rather than coming from outside randomly ad. 任意地，胡乱地without method or conscious choicesubmit vt. 提交，呈递give (sth.) to sb./sth. so that it may be formally considered or so that a decisionabout it may be made anonymously ad. 用匿名的方式without revealing one's namepanel n. （由专家组成的）专门小组evaluation n. 评价，评估the act of assessing or forming an idea of the amount, quality or value ofsb./sth. have (sth., nothing, a lot, etc.) to do with sb./sth.与某人/某事有（一些、毫无、很大）关系be connected or concerned with sb./sth. to the extent specified make history be or do sth. so important or unusual that it will be recorded in history创造历史，影响历史的进程；做出值得纪念（或载入史册的）事情rise above 取得成功；出类拔萃become successful or outstandingleave behind 把…丢在后面；超过cause to lag behind; surpassfocus on 集中于；着重于concentrate onbe endowed with 天生具有naturally have a good quality, ability, feature, etc.come out of 从…中获得；从…中发展而来originate in or develop frombuild...upon 把…建立在…上base ... on; use (sth.) as a foundation for further progresstake charge 掌管；负责take control (of sth.); be responsible (for sth.)go / get nowhere 不能成功；无进展achieve no success or make no progressset ... apart 使显得突出，使显得与众不同make (sb./sth.) different from or superior to others put up with 忍受，容忍tolerate or bear (sb./sth.)--。
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。
Unit 1(大学英语读写译文4课文翻译)
Unit 1Text AMan in the Realm of Nature人在自然界Para. 1Human beings live in the realm of nature. They are constantly surrounded by it and interact with it.=人类生活在大自然的王国里。
他们时刻被大自然所包围并与之相互影响。
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.=人类呼吸的空气、喝下的水和摄入的食物，无一不令人类时刻感知到大自然的影响。
We are connected with nature by “blood” ties and we cannot live ourside nature.=我们与大自然血肉相连，离开大自然，我们将无法生存。
Para. 2Man is not only a dweller in nature, he also transforms it.=人类不仅生活在大自然之中，同时也在改变着大自然。
Humanity converts nature’s wealth into the means of the cultural, historical life of society.=人类把自然资源转变为各种文化，社会历史的财富。
Man has subdued and disciplined electricity and compelled it to serve the interests of society.=人类降服并控制了电，迫使它为人类社会的利益服务。
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. =人类不仅把各种各样的动植物转移到不同的气候环境，也改变了他生活环境的地貌和气候并使动植物因之而发生转变。
大学英语教材4第一单元课文翻译
大学英语教材4第一单元课文翻译Unit 1: The Challenges of University Life (大学生活的挑战)Text: Starting University: A Survival Guide (开启大学生活: 生存指南)As freshmen enter university, they often face numerous challenges. The initial excitement of being admitted to their dream institution is tempered by the reality of adjusting to a completely new environment. In the first unit of the fourth edition of the University English textbook, the course introduces a text titled "Starting University: A Survival Guide," which aims to guide students through the challenges they may encounter during their university life.The text begins by emphasizing the importance of time management. University life is marked by hectic schedules, demanding coursework, and extracurricular activities. Therefore, students must learn to prioritize their tasks and organize their time effectively. The authors of the text provide practical tips on how to create a schedule, set goals, and avoid procrastination.Another key aspect covered in the text is the development of effective study habits. University courses often require students to study independently and engage in critical thinking. The text advises students to utilize the resources available to them, such as the library and online databases, and to actively participate in class discussions and group study sessions. It also offers strategies for improving concentration and maintaining motivation.Additionally, the text addresses the issue of social integration. Many freshmen find it daunting to make new friends and adjust to the diverse social environment of a university. The authors provide advice on joining clubs and societies, attending campus events, and engaging in extracurricular activities as means of meeting new people and building meaningful relationships.Furthermore, the text acknowledges the importance of mental and physical well-being. University life can be overwhelming, and students must learn to manage stress and take care of their health. The text encourages students to engage in regular exercise, adopt a balanced diet, and seek support from counseling services if needed. It emphasizes the significance of maintaining a healthy work-life balance and finding time for self-care.In conclusion, the first unit of the University English textbook addresses the challenges faced by university students and provides practical advice on how to navigate through them. By emphasizing time management, study strategies, social integration, and well-being, the text aims to equip students with the necessary skills and knowledge to thrive academically and personally during their university journey.。
21世纪大学英语(读写教程)第四册课文全翻译
如何变得有天赋朱利叶斯·法斯特芭芭拉·法斯特在一项对教育方法的研究中，一位教师被告知她的新班中全是有非凡天赋的孩子。“你应该从他们那儿获得高于平均水平的成绩，”有人这样通知她，而到了期末她所得到的正是这个——超出平均水平的成绩。这件事的引人注目之处在于事实上这个班的学生并非异乎寻常。他们只是一群中等水平的、智商处于正常范围之内的学生。这位老师被告知的并不是他们真实的潜力。这项研究揭示了许多关于教学和孩子问题的许多答案，但它留下的未回答的问题更多。但它的确非常清晰地表明了一点，即当一个孩子相信老师的期望是真诚的时候，他通常是不会辜负这种期望的。一个没有回答的问题是：那位老师是以什么方式向学生们表明他们是特殊的，能取得优异成绩的呢？她没有用许多话告诉他们这一点，但显然在她的态度中有某种东西使学生们确信他们是有非凡天赋的。进一步的研究表明，老师态度中那种特别的“东西”，一部分是她给全班布置的作业，一部分是她布置作业的方式。但最强有力的“东西”还是老师本人和她对全班学生及其能力的态度。当她说“你们是聪明的孩子”时，她的声音中有更多的信心和关注。一直有一种鼓励性的语气在告诉他们他们会取得进步，很大的进步。孩子们收到了这些信号，并对它们作出了积极的反应。某个学生的成绩达不到老师的期望是常有的事。当这种情况发生时，那个学生面对的不是失望、愤怒或恼怒。相反，老师认为这是一次例外，一件偶然的事情，倒霉的一天，一次暂时的失误——而学生相信了她，并消除了疑虑。下一次，他更加努力了，决心做到老师知道他能做到的事。很难精确地确定老师传达的信息：“我期待着最好的成绩，”中到底是哪一部分告诉了孩子。它的一部分包括显示信心的平和语调，言语上的耐心，及没有讽刺、贬低和恼怒等消极因素。期待着最好成绩的老师满怀信心地提问，因为她知道她得到的答案将是正确的，而孩子也感受到了那种信心。这一信息大多是通过声音传递的，但也有相当惊人的一部分表现在态度、接触和面部表情上。跟这个对“天才”儿童所做的实验相类似的实验也在“天才”老鼠的身上做了。一位科学家得到的是一群普通的老鼠，但却被告知它们是一个特殊的品种，曾接受过在创记录的时间里穿越迷宫的训练。在与这些老鼠一起工作时，这位科学家发现它们确实比其他老鼠学得快，穿越迷宫也的确更迅速。但是老鼠对我们的语言一无所知。那位科学家是怎样得以将他的期望传达给它们的呢？对实验中所有变量的检查表明，这些异常好的结果应归功于他对待老鼠的方式，他对它们讲话的方式和语调，他声音中的信心、安抚和确定无疑。老鼠理解了所有的信息，并照着做了。从更广泛的角度看这两个实验，那位老师和那位科学家都运用了一个对所有社会各个阶层的人都通用的原则——贴标签原则。我们所有的期待都带有偏见，我们对于不同的人有着完全不同的期望，甚至对各个民族也是如此。我们依据民族特点来判断人。我们认为美国人贪婪，想赚大钱，我们在心里给他们贴上了这样的标签。我们给德国人贴的标签是整洁而有条理，英国人是冷漠、不友好和矝持寡言，意大利人是易动感情，日本人彬彬有礼——等等等等。我们在一个非常宽阔的、远非同质的群体上贴了一张非常狭小的标签。我们在种族层面上也是这样。黑人有音乐感，印第安人坚忍，东方人神秘莫测。我们甚至给性别贴上标签——男人积极进取、女人消极被动。在家庭层面上，标签有时是由邻居们贴上的。“琼斯一家都是废物……总是依靠救济。”有时标签也许是由那家人自己贴的。“我们史密斯一家宁愿挨饿也不会请求政府帮助！”史密斯家的男孩因带着这个令人敬畏的独立标签长大，很容易与自己的标签名实相符，正如琼斯家的女孩很容易与她的标签名实相符一样：“他们都认为我们是废物？那我就表现得像废物！”这种标签也许不太全面，甚至带有性别歧视。某个家庭也许会自豪地说，“我们家的男人一直都是专业人员。”当这个家庭里的一个儿子比尔发现木工活是他最喜爱的工作时，他便面对着同家庭的冲突——以及同自己的冲突。他内心的力量也许能使他按照自己的意愿坚持到底，成为一个木匠，但另一方面他也知道他没有符合家庭的标签，因此他怀着一种负罪感度过一生。他甚至可能给自己创造标签。“我是一个失败者，真的。”即使比尔在自己这一行里是个成功者，经过一段时间以后拥有了自己的企业，比他当律师的兄弟鲍勃赚的钱还多，那也没用。比尔仍然不是一个专业人员，因此他内心的标签上仍然写着失败。在家庭内部贴标签很早便开始了。在宝宝听得懂口头语言之前，他便能对肢体语言和间接交流作出反应了。他在懂得词语之前，已经从父母的声音中感受到爱，他也感受到嫌弃、冷淡、恐惧或敌意，他也对这些情绪作出了反应。如果他得到的是爱和温柔，他也以爱和温柔作出反应。以后，当他理解言语时，他便接受他的标签。吉米是家里的乖孩子，而一向难弄的莎莉则得到了惹是生非者的标签。每个孩子除了名字外还得到一个标签。她是聪明的。他爱出风头。诺曼老是迟到。贝蒂不招人爱。芭芭拉很冷漠。杰克很野。纳塔莉很甜，等等等等。这些标签也许反映了事实。纳塔莉也许很甜，但往往是标签把现实强加于孩子身上。如果纳塔莉经常听到别人说她很甜，她便开始表现得很甜。你往往会使自己与你的标签名实相符。同样，参加教学实验的学生们被加上了聪明的标签，于是他们便设法变得聪明，超常地发挥了他们的许多当面或在电视上听我讲话的人，或者那些读到我讲话的人都以为我的学历远远不止八年级。这一印象完全归功于我在监狱中的学习。这是在查尔斯顿监狱真正开始的，当时宾比第一次让我对他渊博的知识感到了羡慕。无论参与什么交谈，宾比总是起着主导作用，而我也曾经试图效仿他。但我找到的每本书中，几乎每句句子都有一个以上甚至几乎全部的单词我压根儿不认识。当我跳过那些词时，我最终当然不知道书中所云。所以我来到诺福克监狱时，仍然只有看看书的意愿。要不是我后来获得了动力，我本来很快就会连这些愿望也丢弃的。我明白我最好是能弄到一本字典——为的是学习，学一些单词。幸好我还想到应该努力提高一下自己的书写水平。我的书写很糟糕，甚至于不能将字写在一条直线上。这两个想法促使我要求诺福克监狱学校给我一本字典以及一些便笺簿和铅笔。头两天我还拿不定主意，只是随便翻了翻字典。我从来没有意识到会有这么多单词！我不知道哪些词是我需要学习的。最后，为了开始某种行动，我便开始了抄写。我把印在第一页上的所有东西甚至标点符号，慢慢地、费力地、歪歪斜斜地抄到了我的便笺簿里。我记得那花了我一天的时间。然后，我便把写在便笺簿上的每个词大声读给自己听。我一遍又一遍地把自己写的东西大声读给自己听。第二天早上醒来时我还想着那些词——我无比自豪地意识到，我不仅一下子写了那么多，还写了许多我从来不知道存在于这个世界上的词。而且，我稍微动一下脑筋还能记得其中许多词的意思。我复习了那些被我忘记了意思的单词。有趣的是，就在此刻，词典第一页上的“土豚”一词竟跳入了我的脑海之中。字典上有它的一幅插图，一种长尾、长耳、会挖洞的非洲哺乳动物，以白蚁为食，像食蚁动物捕食蚂蚁那样伸出舌头来捕食白蚁。我完全被迷住了，于是又继续干下去——我抄写了字典的下一页。当我学习它时我获得了同样的体验。随着以后的每一页，我还了解了人物、地方和历史事件。实际上字典就像一部小型百科全书。最后，字典的A部分抄满了一整本便笺簿——于是我便继续抄写B部分。我就这样开始抄写了整本字典。如此多的实践帮我提高了书写速度，所以以后我抄得快多了。包括我写在便笺簿上的词和写的信，我猜我在后来的囚禁日子里足足写下了一百万词。我认为随着词汇量的增加，我肯定能第一次拿起一本书来读并开始理解书中讲的内容了。任何一个博览群书的人都能想象得出那个被打开的新世界。让我告诉你一些事；从那以后直到我离开那所监狱，在我的每一段空闲时间里，我不是在图书馆里看书，就是在我的床上看书。你哪怕用楔子也休想把我跟书分开。我学习穆罕默德先生的教导，我跟别人通信，我会客，我读书，日子就这样一个月一个月地过去了，我甚至没有想到自己是在坐牢。事实上，在那之前，我在生活中从来没有那样真正自由过……正如你能想象的，尤其在一个特别强调改造的监狱里，如果一个犯人表现出对书籍异乎寻常的强烈兴趣，他就会受到赞许。犯人中有相当多的博览群书者，尤其是受广欢迎的辩论家。一些人被公认为活的百科全书。他们几乎成了名人。当这个新世界，这个能够阅读并理解的新世界向我敞开时，我贪婪地阅读文学作品，数量之多超过了任何一所大学对任何一个学生的要求。我在自己的房间里比在图书馆里读得更多。一个以读书多而出名的犯人能超出规定借出更多的书。我更喜欢在与外界完全隔绝的自己的房间里读书。当我发展到开始读非常严肃的读物时，每天晚上10点左右，我会因为“熄灯”而愤怒不已。它似乎总是在我正读到引人入胜之处时来跟我捣乱。幸好在我的门外面有一盏走廊灯把光线照到我的房间里。一旦我的眼睛适应之后，这点光线就足以让我读书。所以“熄灯”后，我就坐在地板上，借着那点光继续读书。夜间看守每隔一小时就走过每个房间。每次听到越来越近的脚步声，我就跳到床上假装睡觉。看守一走过去，我就从床上回到地板上那块亮的地方，再读上58分钟——直到看守再次走过来。这样一直持续到每天凌晨三四点钟。每天晚上睡三四个小时对我来说就足够了。在流落街头的那些日子里我经常睡得更少。我经常思考阅读为我打开的那些新的远景。我当时在狱中就知道，阅读已永远改变了我的人生历程。正如我现在所认识到的，阅读能力唤醒了在我内心潜伏已久的对于思想活跃的渴望。我当然不是在追求任何学位，那只是大学授予学生一种地位象征的方式。我通过自学所受到的教育使我每读一本新书就更意识到正在折磨着美国黑色人种的聋、哑和盲。不久前，一位英国作家从伦敦打来电话问了我几个问题。其中一个问题是，“你的母校是哪儿？”我告诉他，“是书。”在任何一个空闲的十五分钟里，你都会发现我在学习一些我觉得可能有助于黑人的东西……每次乘飞机，我都带一本想读的书——至今已读了很多书。如果我现在不是每天出来同白人斗争，我会将余生用于阅读，仅仅是为了满足我的好奇心——因为你几乎说不出什么东西是我不感到好奇的。 我想任何人都没有像我那样从坐牢中获得了那么多。事实上，如果我的生活是另一个样子，如果我上了大学，我就不能像在监狱里那样能更集中地进行学习。我想上大学最大的麻烦之一就是有太多让人分心的事。除了监狱还有什么地方能让我有时候每天集中学习15个小时来克服我的愚昧无知呢？
21世纪大学英语读写教程第四册reading aloud+翻译
Unit 1If great achievers share anything,said Simonton,it is an unrelenting drive to succeed.There's a tendency to think that they are endowed with something super-normal,he explained.But what comes out of the research is that there are great people who have no amazing intellectual processes.It's a difference in degree.Greatness is built upon tremendous amounts of study,practice and devotion.He cited Winston Churchill,Britain's prime minister during World War 2,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.Unit3The 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 toyblocks 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 —a technique that avoids this fight altogether, and solves the problem in an entirely unexpected fashion.In one of Sherlock Holmes's cases, his assistant, Dr. Watson, pointed out that a certain dog was of no importance to the case because it did not appear to have done anything. Sherlock Holmes took the opposite point of view and maintained that the fact the dog had done nothing was of the utmost significance, for it should have been expected to do something, and on this basic he solved the case.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.Unit5I 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. I certainly 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 reseachers 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 forabout 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 onest of my adolescence untill 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.翻译；21世纪英语读写教程第四册课后翻译答案Unit11.美国人往往以从事的工作来对人们进行划分。
21世纪大学英语读写教程(第四册)修订版 TEXTA B课文翻译
unit1TEXTA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，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、哲学、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。
一种“永不屈服”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话，那就是一种持续不断地追求成功的动力。
“人们往往认为他们天生具有一些超常非凡的东西，”他解释道。
“但研究结果表明，有的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。
”他举出二战时期的英国首相温斯顿?丘吉尔作为一个永不放弃的冒险者的典范。
经典：21世纪大学英语读写教程第四册UNIT1--TEXT-B课件
Hale Waihona Puke Structure《读写教程 IV》: Ex. VIII, p. 12
12
Structure
VII.The conjunction that can be used to introduce a clause of reason. Study the model carefully and rewrite the following sentences, using the sentence pattern It’s not that…, it’s that
Model:
For most of us, the reason does not lie in the fact that we don’t have the ability, but in the fact we don’t devote the time.
For most of us, it’s not that we don’t have the ability,
10
Structure Rewrite the following sentences, using the sentence pattern It’s not that…, it’s that… 5. You have a stomachache, probably as a result of the stress from your work, not because of the food. You have a stomachache. It’s not that food was bad, it’s probably that you have too much stress from your work.
21世纪大学英语读写教程第四册Reading_Aloud第一单元到第七单元
21世纪大学英语读写教程第四册Reading_Aloud第一单元到第七单元Unit 1If great achievers share anything,said Simonton,it is an unrelenting drive to succeed.There's a tendency to think that they are endowed with something super-normal,he explained.But what comes out of the research is that there are great people who have no amazing intellectual processes.It's a difference in degree.Greatness is built upon tremendous amounts of study,practice and devotion.He cited Winston Churchill,Britain's prime minister during World War 2,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 fromthe 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 say ing ,“when the going gets tough ,the tough get going,”is typical of this aggressive attitude towards problem-solving. No matter what the problem is or the techniques available for solving it, the frame work produce bu 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 is incorrectly placed ,then the whole structure collapses. Impasse is reached, and frustration, tension,feeling of fight take over.Later thinking, Dr.de Bono says, is a new technique of thinking about things—a technique that avoids this fight altogether, and solves the problem in an entirely unexpected fashion.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 w ind up telling themselves,…No，I will not smoke; no, I 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 way of no, and fighting it, I show them a whole new point of view—thatyou are your body's keeper, and your body issomething though which you experience life. If you stop thinking 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 going to take care of myself, and give myself some respect and protection, by no 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 teacherwho 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. I certainly wasn't seeking any degree, the way a college confers a status symbol upon its students. My homemadeeducation gave me, with every additional book that I read, a little bit more sensitivity to the deafness 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 matter ?”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 ofeither.What reseachers 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 onest of my adolescence untill 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 tocompletion-could be cured by the application of more discipline.。
21世纪大学英语读写教程课文翻译(第四册)1
21世纪大学英语读写教程课文翻译（第四册）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。
二十一世纪大学英语读写教程第四册课文翻译
Unit 1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，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、哲学、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。
一种“永不屈服”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话，那就是一种持续不断地追求成功的动力。
“人们往往认为他们天生具有一些超常非凡的东西，”他解释道。
“但研究结果表明，有的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。
”他举出二战时期的英国首相温斯顿?丘吉尔作为一个永不放弃的冒险者的典范。
21世纪大学英语读写教程(四)unit1课文及翻译
Who Is Great？Michael RyanAs a young boy, Albert Einstein did so poorly in school that teachers thought he was slow. The young Napoleon Bonaparte was just one of hundreds of artillery lieutenants in the French Army. And the teenage George Washington, with little formal education, was being trained not as a soldier but as a land surveyor.Despite their unspectacular beginnings, each would go on to carve a place for himself in history. What was it that enabled them to become great? Were they born with something special? Or did their greatness have more to do with timing, devotion and, perhaps, an uncompromising personality?For decades, scientists have been asking such questions. And, in the past few years, they have found evidence to help explain why some people rise above, while others—similarly talented, perhaps—are left behind. Their findings could have implications for us all.Who is great? Defining who is great depends on how one measures success. But there are some criteria. "Someone who has made a lasting contribution to human civilization is great," said Dean Keith Simonton, a professor of psychology at the University of California at Davis and author of the 1994 book Greatness: Who Makes History and Why. But he added a word of caution: "Sometimes great people don't make it into the history books.A lot of women achieved great things or were influential but went unrecognized."In writing his book, Simonton combined historical knowledge about great figures with recent findings in genetics, psychiatry and the social sciences. The great figures he focused on include men and women who have won Nobel Prizes, led great nations or won wars, composed symphonies that have endured for centuries, or revolutionized science, philosophy, politics or the arts. Though he doesn't have a formula to define how or why certain people rise above (too many factors are involved), he has come up with a few common characteristics.A "never surrender" attitude. If great achievers share anything, said Simonton, it is an unrelenting drive to succeed. "There's a tendency to think that they are endowed with something super-normal," he explained. "But what comes out of the research is that there are great people who have no amazing intellectual processes. It's a difference in degree. Greatness is built upon tremendous amounts of study, practice and devotion."He cited Winston Churchill, Britain's prime minister during World War II, as an example of a risk-taker who would never give up. Thrust into office when his country's morale was at its lowest, Churchill rosebrilliantly to lead the British people. In a speech following the Allied evacuation at Dunkirk in 1940, he inspired the nation when he said, "We shall not flag or fail. We shall go on to the end...We shall never surrender."Can you be born great? In looking at Churchill's role in history —as well as the roles of other political and military leaders—Simonton discovered a striking pattern: "Firstborns and only children tend to make good leaders in time of crisis: They're used to taking charge. But middle-borns are better as peacetime leaders: They listen to different interest groups better and make the necessary compromises. Churchill, an only child, was typical. He was great in a crisis, but in peacetime he was not effective—not even popular."Timing is another factor. "If you took George Washington and put him in the 20th century he would go nowhere as a politician," Simonton declared. "He was not an effective public speaker, and he didn't like shaking hands with the public. On the other hand, I'm not sure Franklin Roosevelt would have done well in Washington's time. He wouldn't have had the radio to do his fireside chats."Can you be too smart? One surprise among Simonton's findings is that many political and military leaders have been bright but not overly so. Beyond a certain point, he explained, other factors, like the ability to communicate effectively, become more important than innate intelligence as measured by an IQ test. The most intelligent U.S. Presidents, for example—Thomas Jefferson, Woodrow Wilson and John F. Kennedy—had a hard time getting elected, Simonton said, while others with IQs closer to the average (such as Warren G. Harding) won by landslides. While political and economic factors also are involved, having a genius IQ is not necessary to be a great leader.In the sciences, those with "genius level" IQs do have a better chance at achieving recognition, added Simonton. Yet evidence also indicates that overcoming traditional ways of thinking may be just as important.He pointed to one recent study where college students were given a set of data and were asked to see if they could come up with a mathematical relation. Almost a third did. What they did not know was that they had just solved one of the most famous scientific equations in history: the Third Law of Planetary Motion, an equation that Johannes Kepler came up with in 1618.Kepler's genius, Simonton said, was not so much in solving a mathematical challenge. It was in thinking about the numbers in a unique way—applying his mathematical knowledge to his observations of planetary motion. It was his boldness that set him apart.Love your work. As a child, Einstein became fascinated with the way magnets are drawn to metal. "He couldn't stop thinking about this stuff," Simonton pointed out. "He became obsessed with problems in physics by thetime he was 16, and he never stopped working on them. It's not surprising that he made major contributions by the time he was 26.""For most of us, it's not that we don't have the ability," Simonton added, "it's that we don't devote the time. You have to put in the effort and put up with all the frustrations and obstacles."Like other creative geniuses, Einstein was not motivated by a desire for fame, said Simonton. Instead, his obsession with his work was what set him apart.Where such drive comes from remains a mystery. But it is found in nearly all creative geniuses—whether or not their genius is acknowledged by contemporaries."Emily Dickinson was not recognized for her poetry until after her death," said Simonton. "But she was not writing for fame. The same can be said of James Joyce, who didn't spend a lot of time worrying about how many people would read Finnegans Wake."Today, researchers have evidence that an intrinsic passion for one's work is a key to rising above. In a 1985 study at Brandeis University conducted by Teresa Amabile, now a professor of business administration at Harvard University, a group of professional writers—none famous—were asked to write a short poem. Each writer was then randomly placed in one of three groups: One group was asked to keep in mind the idea of writing for money; another was told to think about writing just for pleasure; and a third group was given no instruction at all.The poems then were submitted anonymously to a panel of professional writers for evaluation. The poetry written by people who thought about writing for money ranked lowest. Those who thought about writing just for pleasure did the best. "Motivation that comes from enjoying the work makes a significant difference, "Amabile said.当阿尔伯特.爱因斯坦是个小男孩的时候，他在学校里的成绩很差，老师们都觉得他反应迟钝。
全新版21世纪大学英语读写教程4 Unit1
Part III Text B
—— Exercises
Part IV Writing
Part V Additional Theme-Related Activities
Unit 1 The American Dream 全新版21世纪大学英语读写教程BOOK 4
Objectives
Unit 1 The American Dream 全新版21世纪大学英语读写教程BOOK 4
3. What is the global dream?
I_t_is__a_d_r_e_a_m__th_a_t_r_e_fl_e_c_ts__h_u_m_a_n__a_sp_i_ra_t_io_n_s__fo_r_u_n_i_ty_,_h_a_r_m_o_n_y_, p_e_a_c_e_,_f_ri_e_n_d_s_h_ip__a_n_d_p_r_o_g_re_s_s_._P_e_o_p_l_e_s_a_l_l o_v_e_r_t_h_e_w__o_rl_d_a_r_e_ c_h_e_r_is_h_i_n_g_i_t _b_e_ca_u_s_e__w_e__a_ll_li_v_e_o_n__th_e__s_a_m_e__p_la_n_e_t._
Unit 1 The American Dream 全新版21பைடு நூலகம்纪大学英语读写教程BOOK 4
Video script:
Hello Class, I am glad that we are gathering here again to start one more journey of learning English as a foreign language. I can tell at the moment that everybody is armed with a new textbook and its corresponding1 syllabus2. And with a dream? A renewed3 one or the same one you are still chasing? In speaking of dreams, you may recall the global4 ideal of the Beijing Olympic Games. I’m sure you’ll say: “One World, One Dream”, in spite of the differences in colors, languages and races. This is a global dream which reflects human aspirations5 for unity, harmony6, peace, friendship and progress. Peoples all over the world are cherishing it because we all live on the same planet.
21世纪大学英语读写教程(四)unit1课文及翻译
Who Is Great？Michael RyanAs a young boy, Albert Einstein did so poorly in school that teachers thought he was slow. The young Napoleon Bonaparte was just one of hundreds of artillery lieutenants in the French Army. And the teenage George Washington, with little formal education, was being trained not as a soldier but as a land surveyor.Despite their unspectacular beginnings, each would go on to carve a place for himself in history. What was it that enabled them to become great? Were they born with something special? Or did their greatness have more to do with timing, devotion and, perhaps, an uncompromising personality?For decades, scientists have been asking such questions. And, in the past few years, they have found evidence to help explain why some people rise above, while others—similarly talented, perhaps—are left behind. Their findings could have implications for us all.Who is great? Defining who is great depends on how one measures success. But there are some criteria. "Someone who has made a lasting contribution to human civilization is great," said Dean Keith Simonton, a professor of psychology at the University of California at Davis and author of the 1994 book Greatness: Who Makes History and Why. But he added a word of caution: "Sometimes great people don't make it into the history books.A lot of women achieved great things or were influential but went unrecognized."In writing his book, Simonton combined historical knowledge about great figures with recent findings in genetics, psychiatry and the social sciences. The great figures he focused on include men and women who have won Nobel Prizes, led great nations or won wars, composed symphonies that have endured for centuries, or revolutionized science, philosophy, politics or the arts. Though he doesn't have a formula to define how or why certain people rise above (too many factors are involved), he has come up with a few common characteristics.A "never surrender" attitude. If great achievers share anything, said Simonton, it is an unrelenting drive to succeed. "There's a tendency to think that they are endowed with something super-normal," he explained. "But what comes out of the research is that there are great people who have no amazing intellectual processes. It's a difference in degree. Greatness is built upon tremendous amounts of study, practice and devotion."He cited Winston Churchill, Britain's prime minister during World War II, as an example of a risk-taker who would never give up. Thrust into office when his country's morale was at its lowest, Churchill rosebrilliantly to lead the British people. In a speech following the Allied evacuation at Dunkirk in 1940, he inspired the nation when he said, "We shall not flag or fail. We shall go on to the end...We shall never surrender."Can you be born great? In looking at Churchill's role in history —as well as the roles of other political and military leaders—Simonton discovered a striking pattern: "Firstborns and only children tend to make good leaders in time of crisis: They're used to taking charge. But middle-borns are better as peacetime leaders: They listen to different interest groups better and make the necessary compromises. Churchill, an only child, was typical. He was great in a crisis, but in peacetime he was not effective—not even popular."Timing is another factor. "If you took George Washington and put him in the 20th century he would go nowhere as a politician," Simonton declared. "He was not an effective public speaker, and he didn't like shaking hands with the public. On the other hand, I'm not sure Franklin Roosevelt would have done well in Washington's time. He wouldn't have had the radio to do his fireside chats."Can you be too smart? One surprise among Simonton's findings is that many political and military leaders have been bright but not overly so. Beyond a certain point, he explained, other factors, like the ability to communicate effectively, become more important than innate intelligence as measured by an IQ test. The most intelligent U.S. Presidents, for example—Thomas Jefferson, Woodrow Wilson and John F. Kennedy—had a hard time getting elected, Simonton said, while others with IQs closer to the average (such as Warren G. Harding) won by landslides. While political and economic factors also are involved, having a genius IQ is not necessary to be a great leader.In the sciences, those with "genius level" IQs do have a better chance at achieving recognition, added Simonton. Yet evidence also indicates that overcoming traditional ways of thinking may be just as important.He pointed to one recent study where college students were given a set of data and were asked to see if they could come up with a mathematical relation. Almost a third did. What they did not know was that they had just solved one of the most famous scientific equations in history: the Third Law of Planetary Motion, an equation that Johannes Kepler came up with in 1618.Kepler's genius, Simonton said, was not so much in solving a mathematical challenge. It was in thinking about the numbers in a unique way—applying his mathematical knowledge to his observations of planetary motion. It was his boldness that set him apart.Love your work. As a child, Einstein became fascinated with the way magnets are drawn to metal. "He couldn't stop thinking about this stuff," Simonton pointed out. "He became obsessed with problems in physics by thetime he was 16, and he never stopped working on them. It's not surprising that he made major contributions by the time he was 26.""For most of us, it's not that we don't have the ability," Simonton added, "it's that we don't devote the time. You have to put in the effort and put up with all the frustrations and obstacles."Like other creative geniuses, Einstein was not motivated by a desire for fame, said Simonton. Instead, his obsession with his work was what set him apart.Where such drive comes from remains a mystery. But it is found in nearly all creative geniuses—whether or not their genius is acknowledged by contemporaries."Emily Dickinson was not recognized for her poetry until after her death," said Simonton. "But she was not writing for fame. The same can be said of James Joyce, who didn't spend a lot of time worrying about how many people would read Finnegans Wake."Today, researchers have evidence that an intrinsic passion for one's work is a key to rising above. In a 1985 study at Brandeis University conducted by Teresa Amabile, now a professor of business administration at Harvard University, a group of professional writers—none famous—were asked to write a short poem. Each writer was then randomly placed in one of three groups: One group was asked to keep in mind the idea of writing for money; another was told to think about writing just for pleasure; and a third group was given no instruction at all.The poems then were submitted anonymously to a panel of professional writers for evaluation. The poetry written by people who thought about writing for money ranked lowest. Those who thought about writing just for pleasure did the best. "Motivation that comes from enjoying the work makes a significant difference, "Amabile said.当阿尔伯特.爱因斯坦是个小男孩的时候，他在学校里的成绩很差，老师们都觉得他反应迟钝。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
21世纪大学英语读写教程复习资料Unit11.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。
As a young boy, Albert Einstein did so poorly in school that teachers thought he was slow. The young Napoleon Bonaparte was just one of hundreds of artillery lieutenants in the French Army. And the teenage George Washington, with little formal education, was being trained not as a soldier but as a land surveyor.2.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？Despite their unspectacular beginnings, each would go on to carve a place for himself in history. What was it that enabled them to become great? Were they born with something special? Or did their greatness have more to do with timing, devotion and, perhaps, an uncompromising personality?3.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。
For decades, scientists have been asking such questions. And, in the past few years, they have found evidence to help explain why some people rise above, while others—similarly talented, perhaps—are left behind. Their findings could have implications for us all.4.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。
“对人类文明做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：“有时候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。
Who is great? Defining who is great depends on how one measures success. But there are some criteria. "Someone who has made a lasting contribution to human civilization is great," said Dean Keith Simonton, a professor of psychology at the University of California at Davis and author of the 1994 book Greatness: Who Makes History and Why. But he added a word of caution: "Sometimes great people don't make it into the history books. A lot of women achieved great things or were influential but went unrecognized."5.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。
In writing his book, Simonton combined historical knowledge about great figures with recent findings in genetics, psychiatry and the social sciences. The great figures he focused on include men and women who have won Nobel Prizes, led great nations or won wars, composed symphonies that have endured for centuries, or revolutionized science, philosophy, politics or the arts. Though he doesn't have a formula to define how or why certain people rise above (too many factors are involved), he has come up with a few common characteristics.6.一种“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。
”A "never surrender" attitude. If great achievers share anything, said Simonton, it is an unrelenting drive to succeed. "There's a tendency to think that they are endowed with something super-normal," he explained. "But what comes out of the research is that there are great people who have no amazing intellectual processes. It's a difference in degree. Greatness is built upon tremendous amounts of study, practice and devotion."7.他举了二战时期的英国首相温斯顿-丘吉尔作为永不放弃敢于冒险的典。
丘吉尔在全国士气最为低落的时候被推上了台，并出色地领导了英国人民。
在1940年盟军敦刻尔克大撤退之后的一次演讲中，他的话激励了全国人民，“我们决不会退缩、永不失败。
我们一定要坚持到底......我们永远不会屈服。
”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."8.你会天生就伟大吗？西蒙顿经过研究丘吉尔在历史上的作用----通过研究其他政治和军事领袖的作用----发现了一个惊人的模式：“长子长女和独生子女往往会成为危难时期的优秀领导者：他们习惯于承担责任。
但是在和平时期，中间出生的人们是更好的领袖；他们更善于倾听不同利益群体的呼声，作出必需的妥协。
独生子丘吉尔就很典型。
他在危难中是伟大的，但是在和平时期却并不称职----甚至于不得人心。
”Can you be born great? In looking at Churchill's role in history—as well as the roles of other political and military leaders—Simonton discovered a striking pattern: "Firstborns and only children tend to make good leaders in time of crisis: They're used to taking charge. But middle-borns are better as peacetime leaders: They listen to different interest groups better and make the necessary compromises. Churchill, an only child, was typical. He was great in a crisis, butin peacetime he was not effective—not even popular."9.生逢其时是又一个因素。