21世纪大学英语读写教程4整理 vocabulary和reading aloud.docx

21世纪大学英语读写教程4整理 vocabulary和reading aloud.docx

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21世纪大学英语读写教程4整理vocabulary和readingaloud

Unit1

Inwritinghisbook,Simontoncombinedhistoricalknowledgeaboutgreatfigureswithrecentfindingsingenetics,psychiatryandthesocialsciences.ThegreatfigureshefocusedonincludemenandwomenwhohavewonNobelPrizes,ledgreatnationsorwonwars,composedsymphoniesthathaveenduredforcenturies,orrevolutionizedscience,philosophy,politicsorthearts.Thoughhedoesn’thaveaformulatodefinehoworwhycertainpeopleriseabove（toomanyfactorsareinvolved）,hehascomeupwithafewcommoncharacteristics.

☆A“neversurrender”attitude.Ifgreatachieversshareanything,saidSimonton.itisanunrelentingdrivetosucceed."There'satendencytothinkthattheyareendowedwithsomethingsuper-normal."heexplained."Butwhatcomesoutoftheresearchisthattherearegreatpeoplewhohavenoamazingintellectualprocesses.It'sadifferenceindegree.Greatnessisbuiltupontremendousamountsofstudy,practiceanddevotion."

☆HecitedWinstonChurchill,Britain'sprimeministerduringWorldWarII,asanexampleofarisk-takerwhowouldnevergiveup.Thrustintoofficewhenhiscountry'smoralewasatitslowest,ChurchillrosebrilliantlytoleadtheBritishpeople.InaspeechfollowingtheAlliedevacuationatDunkirkin1940,heinspiredthenationwhenhesaid,"weshallnotflagorfail.Weshallgoontotheend…weshallneversurrender."

Canyoubeborngreat?

InlookingatChurchill’sroleinhistory—aswellastherolesofotherpoliticalandmilitaryleaders—Simontondiscoveredastrikingpattern:

“Firstbornsandonlychildrentendtomakegoodleadersintimeofcrisis:

They’reusedtotakingcharge.Butmiddle-bornsarebetteraspeacetimeleaders:

Theylistentodifferentinterestgroupsbetterandmakethenecessarycompromises.Churchill,anonlychild,wastypical.Hewasgreatinacrisis,butinpeacetimehewasnoteffective—notevenpopular.”

Unit2

ArnoldBennetthadapublisherwhoboastedabouttheextraordinaryefficiencyofhissecretary.OnedayBennettsaidtoher,“Youremployerclaimsthatyouareextremelyefficient.Whatisyoursecret?

”“It’snotmysecret,”thesecretaryreplied.“It’shis.”Eachtimesheperformedaservice,nomatterhowsmall,heneverfailedtoacknowledgeit.Becauseofthatshetookinfinitepainswithherwork.

☆Somepersonsrefrainfromexpressingtheirgratitudebecausetheyfeelitwillnotbewelcome,Apatientofmine,afewweeksafterhisdischargefromthehospital,camebacktothankhisnurse."Ididn'tcomebacksooner,"heexplained,"becauseIimaginedyoumustbeboredtodeathwithpeoplethankingyou."

☆"Onthecontrary,"shereplied,"Iamdelightedyoucame.Fewrealizehowmuchweneedencouragementandhowmuchwearehelpedbythosewhogiveit."

☆Gratitudeissomethingofwhichnoneofuscangivetoomuch.Foronthesmiles,thethankswegive,ourlittlegesturesofappreciation,ourneighborsbuilduptheirphilosophyoflife.

Unit3

DoctorandphilosopherEdwarddeBonohascomeupwithatechniqueforchangingourpointofview,andhecallsitLateralThinking.

☆ThenormalWesternapproachtoaproblemistofightit.Thesaying,"Whenthegoinggetstough,thetoughgetgoing,"istypicalofthisaggressiveattitudetowardproblem-solving.Nomatterwhattheproblemis,orthetechniquesavailableforsolvingit,theframeworkproducedbyourWesternwayofthinkingisfight.Dr.deBonocallsthisverticalthinking;thetraditional,sequential,Aristotelianthinkingoflogic,movingfirmlyfromonesteptothenext,liketoyblocksbeingbuiltoneontopoftheother.Theflawis,ofcourse,thatifatanypointoneofthestepsisnotreached,oroneofthetoyblocksisincorrectlyplaced,thenthewholestructurecollapses.Impasseisreached,andfrustration,tension,feelingsoffighttakeover.

☆Lateralthinking,Dr.deBonosays,isanewtechniqueofthinkingaboutthings—atechniquethatavoidsthisfightaltogether,andsolvestheprobleminanentirelyunexpectedfashion.

InoneofSherlockHolmes’scases,hisassistant,Dr.Watson,pointedoutthatacertaindogwasofnoimportancetothecasebecauseitdidnotappeartohavedoneanything.SherlockHolmestooktheoppositepointofviewandmaintainedthatthefactthedoghaddonenothingwasoftheutmostsignificance,foritshouldhavebeenexpectedtodosomething,andonthisbasishesolvedthecase.

☆Lateralthinkingsoundssimple.Anditis.Onceyouhavesolvedaproblemlaterally,youwonderhowyoucouldeverhavebeenhunguponit.Thekeyismakingthatvitalshiftinemphasis,thatsidesteppingoftheproblem,insteadofattackingithead-on.

☆Dr.A.A.Bridger,psychiatristatColumbiaUniversityandinprivatepracticeinNewYork,explainshowlateralthinkingworkswithhispatients."Manypeoplecometomewantingtostopsmoking,forinstance,"hesays."Mostpeoplefailwhentheyaretryingtostopsmokingbecausetheywinduptellingthemselves,'No,Iwillnotsmoke;no,1shallnotsmoke;no,Iwillnot;no,Icannot...'It'safightandwhathappensisyouendupsmokingmore.

☆"Soinsteadoflookingattheproblemfromtheoldwaysofno,andfightingit,Ishowthemawholenewpointofview—thatyouareyourbody'skeeper,andyourbodyissomethingthroughwhichyouexperiencelife.Ifyoustoptothinkaboutit,there'sreallysomethinghelplessaboutyourbody.Itcandonothingforitself.Ithasnochoice,itislikeababy'sbody.Youbeginthenawholenewwayoflookingatit—‘Iamnowgoingtotakecareofmyself,andgivemyselfsomerespectandprotection,bynotsmoking.'“

‘‘ThereisaJapaneseparableaboutadonkeytiedtoapolebyarope.Theroperubstightagainsthisneck.Themorethedonkeyfightsandpullsontherope,thetighterandtighteritgetsaroundhisthroat—untilhewindsupdead.Ontheotherhand,assoonashestopsfighting,hefindsthattheropegetsslack,hecanwalkaround,maybefindsomegrasstoeat...That’sthesameprinciple:

Themoreyoufightsomethingthemoreanxiousyoubecome—themoreyou’reinvolvedinabadpattern,themoredifficultitistoescapepain.

Unit4

Therewasanextraamountofconfidenceandinterestinhervoicethatsaid,“You’rebrightchildren.”Therewasaconstantreassuringtonethattoldthemtheywoulddowell,verywell.Thechildrenpickedupthesesignalsandreactedpositivelytothem.

☆Whenastudent'sworkdidnotmeasureuptotheteacher'sexpectations,asoftenhappened,thestudentwasnottreatedwithdisappointment,anger,orannoyance.Instead,theteacherassumedthatthiswasanexception,anaccident,abadday,amomentaryslip–andthestudentbelievedherandfeltreassured.Thenexttimearound,hetriedharder,determinedtoliveuptowhattheteacherknewhecoulddo.

☆Theexactpartofcommunicationthattellsachild,"Iexpectthebest,"isdifficulttopinpoint.Inpartitconsistsofaleveltoneshowingassurance,alackofverbalimpatience,anabsenceofnegativequalitiessuchasirony,put-downs,andirritation.Theteacherwhoexpectsthebestasksherquestionswithconviction,knowingtheanswersshegetswillberight,andthechildpicksupthatconviction.

Therewasanextraamountofconfidenceandinterestinhervoicethatsaid,“You’rebrightchildren.”Therewasaconstantreassuringtonethattoldthemtheywoulddowell,verywell.Thechildrenpickedupthesesignalsandreactedpositivelytothem.

Unit5

Atone-hourintervalsthenightguardspacedpasteveryroom.EachtimeIheardtheapproachingfootsteps,Ijumpedintobedandfeignedsleep.Andassoonastheguardpassed,Igotbackoutofbedontothefloorareaofthatlight-glow,whereIwouldreadforanotherfifty-eightminutes—untiltheguardapproachedagain.Thatwentonuntilthreeorfoureverymorning.Threeorfourhoursofsleepanightwasenoughforme.OftenintheyearsinthestreetsIhadsleptlessthanthat.

☆Ihaveoftenreflecteduponthenewvistasthatreadingopenedtome.Iknewrightthereinprisonthatreadinghadchangedforeverthecourseofmylife.AsIseeittoday,theabilitytoreadawokeinsidemesomelongdormantcravingtobementallyalive.Icertainlywasn'tseekinganydegree,thewayacollegeconfersastatussymboluponitsstudents.Myhomemadeeducationgaveme,witheveryadditionalbookthatIread,alittlebitmoresensitivitytothedeafness,dumbness,andblindnessthatwasafflictingtheblackraceinAmerica.Notlongago,anEnglishwritertelephonedmefromLondon,askingquestions.Onewas,"What'syouralmamater?

"Itoldhim,"Books."YouwillnevercatchmewithafreefifteenminutesinwhichI'mnotstudyingsomethingIfeelmightbeabletohelptheblackman...

EverytimeIcatchaplane,IhavewithmeabookthatIwanttoread—andthat’salotofbooksthesedays.IfIweren’touthereeverydaybattlingthewhiteman,Icouldspendtherestofmylifereading,justsatisfyingmycuriosity—becauseyoucanhardlymentionanythingI’mnotcuriousabout.Idon’tthinkanybodyevergotmoreoutofgoingtoprisonthanIdid.Infact,prisonenabledmetostudyfarmoreintensivelythanIwouldhaveifmylifehadgonedifferentlyandIhadattendedsomecollege.Iimaginethatoneofthebiggesttroubleswithcollegesistherearetoomanydistractions.WhereelsebutinprisoncouldIhaveattackedmyignorancebybeingabletostudyintenselysometimesasmuchasfifteenhoursaday?

Unit6

Anditisheretheargumentswillbreakout.Goleman'shighlypopularizedconclusions,saysMcHugh,"willchillanyveteranscholarofpsychotherapyandanyneuroscientistwhoworriesabouthowhisresearchmaycometobeapplied."Whilemanyresearchers