最新21世紀(jì)大學(xué)英語(yǔ)讀寫教程4第四單元課文中英對(duì)照

1、精選優(yōu)質(zhì)文檔-傾情為你奉上21世紀(jì)大學(xué)英語(yǔ)讀寫教程復(fù)習(xí)資料Unit41. 在一項(xiàng)對(duì)教育方法的研究中，一位教師被告知她的新班中全是有非凡天賦的孩子。“你應(yīng)該使他們的成績(jī)高于平均水平，”有人這樣對(duì)她說(shuō)，而到了期末果真如此-成績(jī)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, a

2、nd by the end of the term she was getting just that, better than average work.2. 這件事的引人注目之處在于事實(shí)上這個(gè)班的學(xué)生并不超常。他們只是一群水平中等，智商一般的學(xué)生。對(duì)這位老師所說(shuō)的這些孩子的潛力是假的。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 ran

3、ge. The teacher had been deceived about their potential.3. 這項(xiàng)研究揭示了關(guān)于教學(xué)和孩子的諸多問(wèn)題的諸多答案，但它留下的未予回答的問(wèn)題更多。它十分清晰表明的一點(diǎn)是，當(dāng)孩子相信老師的期望是真誠(chéng)的時(shí)候，他通常是不會(huì)辜負(fù)這種期望的。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 unusua

4、l clarity is that a child will usually live up to a teacher's expectations when the child believes those expectations are honest.4. 一個(gè)未予回答的問(wèn)題是：老師以什么方式讓學(xué)生們知道自己是特殊學(xué)生的，是能夠取得優(yōu)異成績(jī)的呢？她沒(méi)有對(duì)他們明說(shuō)，但顯然在她的態(tài)度中有某種東西使學(xué)生們確信他們是有非凡天賦的。An unanswered question was: In what way did the teacher communicate to the stude

5、nts 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. 進(jìn)一步的研究表明，老師態(tài)度中那種特別的“東西”，一部分在于她給全班布置什么樣的作業(yè)，一部分在于她布置作業(yè)的方式。但最強(qiáng)有力的“東西”還是老師本人和她對(duì)全班學(xué)生及其能力的態(tài)度。Further studies sho

6、wed 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. 當(dāng)她說(shuō)“你們是聰明的孩子”時(shí)，她

7、的聲音中帶有更多的信心和興趣。始終有一種鼓勵(lì)的語(yǔ)氣在告訴他們他們會(huì)取得進(jìn)步，會(huì)取得很大的進(jìn)步。孩子們收到了這些信號(hào)，并對(duì)它們作出積極的反應(yīng)。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 s

8、ignals and reacted positively to them.可是創(chuàng)業(yè)不是一朝一夕的事，在創(chuàng)業(yè)過(guò)程中會(huì)遇到很多令人難以想象的疑難雜癥，對(duì)我們這些80年代出生的溫室小花朵來(lái)說(shuō)，更是難上加難。7. 學(xué)生的成績(jī)達(dá)不到老師的期望是常有的事。當(dāng)這種情況發(fā)生時(shí)，那個(gè)學(xué)生面對(duì)的不是失望、氣憤或惱怒。相反，老師認(rèn)為這是一個(gè)例外，一次意外事件，倒霉的一天，一次暫時(shí)的失誤-而學(xué)生相信了她，并消除了疑慮。下一次，他更加努力了，決心做到老師知道他能做到的事?？墒莿?chuàng)業(yè)不是一朝一夕的事，在創(chuàng)業(yè)過(guò)程中會(huì)遇到很多令人難以想象的疑難雜癥，對(duì)我們這些80年代出生的溫室小花朵來(lái)說(shuō)，更是難上加難。When a stud

9、ent'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 reassu

10、red. The next time around, he tried harder, determined to live up to what the teacher knew he could do.（二）DIY手工藝品的“熱賣化”8. 在老師傳達(dá)的信息中到底是哪一點(diǎn)告訴了孩子“我期待著最好的成績(jī)”，這很難精確說(shuō)明。其中一部分是顯示信心的平和聲調(diào)，是沒(méi)有言語(yǔ)上的不耐煩，是不諷刺，不貶低，不發(fā)火，不帶有諸如此類的消極因素。期待著最好成績(jī)的老師滿懷信心地提問(wèn)，因?yàn)樗浪玫降拇鸢笇⑹钦_的，而孩子也感受到了那種信心。The exact part of communication that

11、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,

12、knowing the answers she gets will be right, and the child picks up that conviction.9. 這大多是通過(guò)聲音傳遞的，但也有相當(dāng)一部分表現(xiàn)在態(tài)度、接觸和臉部表情上。Most of this is transmitted through the voice, but a surprising amount is in the attitude, in touch, and in facial expression.五、創(chuàng)業(yè)機(jī)會(huì)和對(duì)策分析10. 類似于在這些“很有天賦的”兒童身上所做的實(shí)驗(yàn)也在一些“很有天賦的”老鼠身上做

13、了。一位科學(xué)家拿到了一群普通的老鼠，但卻被告知它們是一個(gè)特殊的品種，要接受在創(chuàng)記錄的時(shí)間里穿越迷宮的訓(xùn)練。在對(duì)這些老鼠的訓(xùn)練中，這位科學(xué)家發(fā)現(xiàn)它們確實(shí)比其它老鼠學(xué)得快，穿越迷宮也的確更迅速。2003年，上海市總?cè)丝谶_(dá)到1464萬(wàn)人，上海是全國(guó)第一個(gè)出現(xiàn)人口負(fù)增長(zhǎng)的地區(qū)。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 tol

14、d 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. 但是老鼠對(duì)我們的語(yǔ)言一無(wú)所知。那位科學(xué)家是怎樣將他的期望成功地傳達(dá)給它們的呢？對(duì)實(shí)驗(yàn)中所有可變因素的檢查表明，這種優(yōu)異成績(jī)產(chǎn)生于他對(duì)待老鼠的方式，他對(duì)老鼠講話的方式和語(yǔ)調(diào)、他聲音中的信心、安撫和堅(jiān)定。老鼠

15、接受了所有的信息，并照著做了。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

16、 confidence, the reassurance, and the certainty in his voice. They absorbed all the messages and performed accordingly!12. 從更廣泛的角度看這兩個(gè)實(shí)驗(yàn)，老師和科學(xué)家運(yùn)用了各個(gè)社會(huì)的各個(gè)階層都通用的一個(gè)原則-特征標(biāo)簽原則。我們所有的期待都帶有偏見(jiàn)，我們對(duì)于不同的人有著完全不同的期望，甚至對(duì)各個(gè)民族也是如此。我們依據(jù)民族特點(diǎn)來(lái)看人。我們認(rèn)為美國(guó)人貪婪，想賺大錢，在心里就這樣去標(biāo)注他們的特征。我們把德國(guó)人標(biāo)為井井有條，英國(guó)人冷漠保守，意大利人易動(dòng)感情，日本人彬彬有禮-如此等等。我

17、們給一個(gè)非常廣泛的、遠(yuǎn)非同一的群體上標(biāo)上了一種非常狹隘的特征。我們對(duì)各個(gè)種族也是這樣。黑人有音樂(lè)感，印第安人堅(jiān)忍，東方人藏而不露。我們甚至對(duì)性別也有特性標(biāo)簽-男人積極進(jìn)取，女人消極被動(dòng)。In a broader view of both these experiments, the teacher and the scientist used a principle common to all societies at all levels the principle of labeling. All our expectations are prejudiced, and we have v

18、ery different expectations for different people, even on a national level. We think of people in terms of national characteristics. We expect Americans to be greedy, after the big buck, and we label them that way in our minds. We label Germans neat and orderly, English cold, distant, and reserved, I

19、talians emotional, Japanese politeand so it goes. We pin a very narrow label on a very broad, far from homogeneous group. We do it on racial levels too. Blacks are musical, Indians are stoic, Orientals inscrutable. We even label the sexes men are aggressive, women passive.13. 對(duì)于家庭而言，這種特性標(biāo)簽有時(shí)是由鄰居們所定的

20、?！碍偹挂患叶际菑U物.總是依靠救濟(jì)?！庇袝r(shí)這種標(biāo)簽也可由那家人自己所定?！拔覀兪访芩挂患覍幵赴ゐI也不請(qǐng)求政府幫助！”史密斯家的男孩因帶著這種令人敬畏的獨(dú)立特性長(zhǎng)大，很容易與之名實(shí)相符，正如瓊斯家的女孩很容易與他們的特性名實(shí)相符一樣?！八麄兌颊J(rèn)為我們是廢物？那我就表現(xiàn)得象廢物！”O(jiān)n a family basis, the labels are sometimes attached by the neighbors. "Those Joneses are trash.always on welfare." Or the label may be attached by the

21、 family itself. "We Smiths would rather go hungry than ask for government help！" The Smith boy, growing up with this label of awesome independence, lives up to it as readily as the Jones girl lives up to her label. "They all think we're trash? I'll act like trash！" 14. 特性

22、標(biāo)簽也許包括并不全面，甚至帶有性別歧視。某個(gè)家庭也許會(huì)自豪地說(shuō)，“我們家的男人一直都是專業(yè)人士。”當(dāng)這個(gè)家庭里的一個(gè)兒子比爾發(fā)現(xiàn)木工活是他最喜愛(ài)的工作時(shí)，他便面對(duì)著同家庭的沖突-以及同自己的沖突。他內(nèi)心的力量也許能使他按照自己的意愿堅(jiān)持到底，成為一個(gè)木工，但另一方面他也知道他沒(méi)有符合家庭的特征，因此他懷著一種負(fù)罪感度過(guò)一生。他甚至可能給自己一種特性標(biāo)簽?！拔沂且粋€(gè)失敗者，真的?！奔词贡葼栐谧约哼@一行里是個(gè)成功者，經(jīng)過(guò)一段時(shí)間以后擁有了自己的企業(yè)，比他當(dāng)律師的兄弟鮑勃賺得錢還多，那也沒(méi)用。比爾仍然不是一個(gè)專業(yè)人士，因此他內(nèi)心的特性標(biāo)簽便是失敗。（三）大學(xué)生購(gòu)買消費(fèi)DIY手工藝品的特點(diǎn)分析The

23、label may be less inclusive, even sexist. One family might say proudly, "The men in our family are always professionals." When Bill, a son in this family finds that carpentry is the work he loves best, he faces a family conflict and a conflict with himself. His inner strength may allow him

24、 to go through with his own desires and become a carpenter, but then he knows that he hasn't lived up to the family label and he goes through life with a sense of guilt. He may even create his own label. "I'm a failure, really." It doesn't matter that Bill is a success in his f

25、ield, that in time he owns his own business and makes more money than his brother Bob, who became a lawyer. Bill is still not a professional man, and as a result his inner label still reads failure.5、你認(rèn)為一件DIY手工藝制品在什么價(jià)位可以接受？15. 在家庭內(nèi)部的特性標(biāo)簽很早便開始了。在孩子聽(tīng)得懂說(shuō)話之前，他便能對(duì)肢體語(yǔ)言和間接交流作出反應(yīng)了。他在懂得詞語(yǔ)之前就已經(jīng)能從父母的聲音中感受愛(ài)，而且也

26、能感受嫌棄、冷淡、恐懼或敵意，他也對(duì)這些情緒作出了反應(yīng)。§8-2購(gòu)物環(huán)境與消費(fèi)行為 2004年3月20日Labeling within a family starts very early. Before the baby understands verbal language, he responds to body language and indirect communication. He senses the love in his parents' voice before he understands the words, and he also senses

27、the rejection, indifference, fear, or hostility, and he reacts to those emotions too.16. 如果他得到的是愛(ài)和溫柔，他也以愛(ài)和溫柔作出反應(yīng)。以后，當(dāng)他能聽(tīng)懂說(shuō)話時(shí)，他便接受這種特性標(biāo)簽。吉米是家里的乖孩子，而一向難弄的莎莉標(biāo)上了惹是生非的特性。每個(gè)孩子除了名字外還有一個(gè)特性標(biāo)簽。她是聰明的。他愛(ài)出風(fēng)頭。諾曼老是遲到。貝蒂不招人愛(ài)。芭芭拉很冷漠。杰克很野。納塔莉很乖，如此等等。這些特性標(biāo)簽也許反映了事實(shí)。納塔莉也許很乖，但往往是這種特性標(biāo)簽把現(xiàn)實(shí)強(qiáng)加于孩子身上。如果納塔莉經(jīng)常聽(tīng)到別人說(shuō)她很乖，她便開始表現(xiàn)得乖。你往往會(huì)使自己與你的特性標(biāo)簽名實(shí)相符。情感性手工藝品。不少人把自制的手機(jī)掛墜作為禮物送給親人朋友，不僅特別，還很有心思。每逢情人節(jié)、母親節(jié)等節(jié)假日，顧客特別多。If he