21世纪大学英语第四册课文背诵部分中英翻译对照整理

Unit 1

A %unrelenting drive to succeed. \something super-normal,\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, \

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。” 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范。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。”

Unit 2

Some persons refrain from expressing their gratitude because they feel it will not be welcome. A patient of mine, a few weeks after his discharge from the hospital, came back to thank his nurse. \imagined you must be bored to death with people thanking you.\

\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.

有些人不愿表达感激之情因为他们觉得这不会受欢迎。我的一个病人在出院的后几个星期回到医院感谢他的护士。“我没有早点回来”他解释说“因为我猜想你们对别人的感激一定厌烦得要命。” 外国语10英语2班 刘 第 2 页 共 6 页 “正好相反”她回答说“我很高兴你来。很少有人明白我们多么需要鼓励我们从那些鼓励我们的人身上获得了多大的帮助。” 我们所给予的感激永远不会过多。因为我们身边的人在构筑他们的人生哲学时所依据的正是这些微笑正是我们所表示的感谢以及表示感激的小小的举动。

Unit 3

The normal Western approach to a problem is to fight it. The saying, \gets tough, the tough get going,\is typical of this aggressive attitude toward problem-solving. No matter what the problem is, or the techniques available for solving it, the framework produced by our Western way of thinking is fight. Dr. de Bono calls this vertical thinking; the traditional, sequential, Aristotelian thinking of logic, moving firmly from one step to the next, like toy blocks being built one on top of the other. The flaw is, of course, that if at any point one of the steps is not reached, or one of the toy blocks is incorrectly placed, then the whole structure collapses. Impasse is reached, and frustration, tension, feelings of fight take over.

Lateral thinking, Dr. de Bono says, is a new technique of thinking about things—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.

一般西方人解决问题的方法是与之搏斗。“事情越困难硬汉子就越向前”这句话便代表了这种解决问题的积极进取的态度。不管是什么问题或者可以用来解决问题的方法是什么我们西方人的思维方式产生的基本思路总是搏斗。德博诺博士称之为纵向思维即传统的、按顺序的、亚里士多德式的逻辑思维坚定地从一步移到下一步就象玩具积木一块搭在另一块上。当然它们的缺陷是如果在任何时刻其中一步没有达到

或者一块积木没有放对那么整个结构就会坍塌。事情就会陷入僵局沮丧、紧张、和搏斗的情绪就会笼罩心头。 横向思维德博诺博士说是对事物进行思考的一种新方法------一种完全避免这种拼搏用完全出人意料的方式解决问题的方法。 在歇洛克福尔摩斯的一个探案中他的助手华生医生指出有条狗对案子并不重要因为这条狗看来一无所为。歇洛克福尔摩斯持相反的观点他坚持认为这条狗一无所为这一事实至关重要因为它应该有所为正是在这个基础上他侦破了这个案子。 横向思维听上去很简单。它也的确很简单。一旦你横向地解决了一个问题你就会奇怪你以前怎么竟会为它心神不宁。关键是作出那个重要的重点转移横跨一步避开问题而不是正面去解决它。 在纽约私人开业的哥伦比亚大学的精神病学家AA布里杰博士阐述了横向思维对他的病人们如何有用。“比方说很多想戒烟的人来找我”他说。“大多数人在他们试图戒烟时都失败了因为他们最后总对自己说?不我决不吸烟了不我不该吸烟了不我决不吸了不我不能 ...?这是一场搏斗结果是你吸得更多。” “所以我不再让他们用这种老的否定方式来看待这一问题并与之搏斗而是向他们展示了一个全新的视角------你是你身体的看护人你是通过你的身体来体验生活的。如果你认真思考一下你就会发现你的身体的确有一些无能为力的东西。它丝毫不能自理。它没有选择就象一个婴儿的身体。于是你就开始用全新的方式来看待它------?现在我将通过戒烟来照顾自己给自己一些尊重和保护。?”

Unit 4

When a student's work did not measure up to the teacher's expectations, as often happened, the student was not treated with disappointment, anger, or annoyance. Instead, the teacher assumed that this was an exception, an accident, a bad day, a momentary slip — and the student believed her and felt reassured. The next time around, he tried harder, determined to live up to what the teacher knew he could do. The exact part of communication that tells a child, \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.

当一个学生的功课达不到老师的期望时正如经常发生的那样这个学生得到的不是失望、生气或恼怒的对待。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性的失误而学生相信了她并消除了疑虑。下一次功课他更加努力了决心做到老师知道他能做到的事。 很难精确地找出老师传达的信息中到底是哪一部分告诉了孩子“我期待着最好的成绩。”它的部分成分包括显示着信心的平和声调没有言语上的不耐烦没有讽刺、奚落和恼怒等消极因素。期待着最好成绩的老师满怀信心地提出问题她知道她将得到的答案将是正确的而孩子也感受到了那种信心。

Unit 5

I 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, \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...

我经常思考阅读为我打开了的新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。正如今天我明白阅读能力唤醒了在我内心潜伏已久的对于活跃思想得渴望。我当然不是在追求任何学位因为学位只是大学附于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到一本新书就更加意识到正在折磨美国黑人的聋、哑、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之一是“你的母校是哪”我告诉他“是书。”在任何一个空闲的15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。

Unit 6

EQ is not the opposite of IQ. Some people are blessed with a lot of both, some with little of either. What researchers have been trying to understand is how they complement each other; how one's ability to handle stress, for instance, affects the ability to concentrate and put intelligence to use. Among the ingredients for success, researchers now generally agree that IQ counts for about 20%; the rest depends on everything from class to luck to the neural pathways that have developed in the brain