新标准大学英语综合教程2原文.docx

1、新标准大学英语综合教程2原文新标准大学英语综合教程2原文UNIT1College just isnt special any more1If you can remember any thi ng about the 1960s, you were nt really there, so thesay ing goes. It may be true for those who spe nt their college years in a haze ofmarijua na smoke. But there is one thi ng every one remembers about th

2、e 1960s: Goi ng to college was the most exciting and stimulating experienee of your life.2In the 1960s, Californias colleges and universities had transformed the state intothe worlds seventh largest economy . However, Berkeley , the University of Californias main campus , was also well-k nown for it

3、s stude nt dem on strati ons and strikes, and itsatmosphere of political radicalism . When Ronald Reagan ran for office as governor of Califor nia in 1966, he asked if California ns would allow a great uni versity to be brought to its knees by a noisy, dissident minority. The liberals replied that i

4、t was the ability to tolerate noisy, dissident minorities which made universities great.3On uni versity campuses in Europe, mass socialist or com munist moveme ntsgave rise to increasingly violent clashes between the establishment and the collegestude nts, with their new and passi on ate commitme nt

5、 to freedom and justice. Much ofthe protest was about the Vietnam War. But in France, the students of the Sorbonne in Paris man aged to form an allia nee with the trade unions and to launch a gen eral strike, which ultimately brought about the resig nati on of Preside nt de Gaulle .4It was nt just t

6、he activism that characterized stude nt life in the 1960s. Everywhere,going to college meant your first taste of real freedom, of late nights in the dorm or inthe Junior Common Room, discuss ing the meaning of life. You used to have to go to college to read your first forbidde n book, see your first

7、 in die film, or find some one whoshared your passion for Jimi Hendrix or Lenny Bruce . It was a moment ofuni magi nable freedom, the most liberati ng in your life.5But wheres the passi on today? Whats the matter with college? These dayspolitical, social and creative awakening seems to happen not be

8、cause of college, butin spite of it. Of course, its true that higher education is still important. For example, in the UK, Prime Minister Blair was close to achieving his aim of getting 50 per cent of all un der thirties into college by 2010 (eve n though a cynic would say that this was to keep them

9、 off the un employme nt statistics). Yet college educati on is no Ion ger a topicof great national importanee. Today, college is seen as a kind of small town fromwhich people are keen to escape. Some people drop out, but the most apathetic staythe course because its too much effort to leave.6In stea

10、d of the heady atmosphere of freedom which stude nts in the 1960s discovered, stude nts today are much more serious. The British Council has rece ntly done research into the factors which help in ter nati onal stude nts decide where to study. In descending order these are: quality of courses, employ

11、ability prospects , affordability , personal security issues , lifestyle, and accessibility . College has become a means to an end, an opport un ity to in crease on es cha nces on the employme nt market, and not an end in itself, which gives you the cha nee to imagi ne, just for ashort while, that y

12、ou can cha nge the world.7The gap betwee n childhood and college has shr unk, and so has the gap betwee n college and the real world. One of the reasons may be financial. In an uncertain world, many childre n rely on their pare nts support much Ion ger tha n they used to. Stude nts leaving universit

13、y in the 21st century simply cannot afford to set up their own home because its too expe nsive. Ano ther possible reas on is the com muni cati ons revoluti on. Gone are the days whe n a son or daughter rang home once or twice a term. Today students are umbilically linked to their parents by their ce

14、ll phones. And as for finding like-minded friends to share a passion for obscure literature or music, well, we have the In ter net and chat rooms to help us do that.8 Bliss was it in that dawn to be alive,9But to be young was very heave n!10Wordsworth may have written these lines about the French Re

15、volution, but they were also true for the students of the 1960s. So why arent they true for the stude nts of today?UNIT2How empathy unfolds1The mome nt Hope , just nine mon ths old, saw ano ther baby fall, tears welled up in her own eyes and she crawled off to be comforted by her mother, as though i

16、t were she who had been hurt. And 15-month-old Michael went to get his own teddy bear for his crying friend Paul; when Paul kept crying, Michael retrieved Pauls security blanket for him. Both these small acts of sympathy and caring were observed by mothers trained to record such in cide nts of empat

17、hy in action. The results of the study suggestthat the roots of empathy can be traced to infancy . Virtually from the day they are born infants are upset when they hear another infant crying a response some see as theearliest precursor of empathy.2Developmental psychologists have found that infants

18、feel sympathetic distress eve n before they fully realize that they exist apart from other people. Eve n a fewmon ths after birth, infants react to a disturba nee in those around them as though it were their own, crying whe n they see ano ther childs tears. By one year or so, they start to realize t

19、he misery is not their own but some one elses, though they still seem con fused over what to do about it. I n research by Marti n L. Hoffma n at New York Uni versity, for example, a on e-year-old brought his own mother over to comfort a crying frie nd, ig noring the frie nds mother, who was also in

20、the room. This con fusi on is see n too whe n on e-year-olds imitate the distress of some one else, possibly to bettercomprehe nd what they are feeli ng; for example, if ano ther baby hurts her fin gers, a on e-year-old might put her own fin gers in her mouth to see if she hurts, too. On see ing his

21、 mother cry, one baby wiped his own eyes, though they had no tears.3Such motor mimicry , as it is called, is the original technical sense of the wordempathy as it was first used in the 1920s by E. B. Titchener , an American psychologist. Titche ners theory was that empathy stemmed from a sort of phy

22、sical imitati on of the distress of ano ther, which the n evokes the same feeli ngs in on eself.He sought a word that would be distinet from sympathy, which can be felt for the general plight of another with no sharing whatever of what that other person is feeling.4Motor mimicry fades from toddlers

23、repertoire at around two and a half years, at which point they realize that some one elses pai n is differe nt from their own, and are better able to comfort them. A typical incident, from a mothers diary:5A n eighbors baby cries and Jenny approaches and tries to give him some cookies . She follows

24、him around and begins to whimper to herself. She then tries to stroke his hair, but he pulls away. He calms down, but Jenny still looks worried. She continues to bring him toys and to pat his head and shoulders.6At this point in their development toddlers begin to diverge from one another in their o

25、verall sensitivity to other peoples emotional upsets, with some, like Jenny,keenly aware and others tuning out. A series of studies by Marian Radke-Yarrow andCaroly n Zahn-Waxler at the Nati onal In stitute of Men tal Health showed that a largepart of this differenee in empathic concern had to do wi

26、th how parents disciplined theirchildren. Children, they found, were more empathic when the discipline included call ing str ong atte nti on to the distress their misbehavior caused some one else: Look how sad youve made her feel instead of That was naughty . They found too thatchildre ns empathy is

27、 also shaped by see ing how others react whe n some one else isdistressed; by imitating what they see, children develop a repertoire of empathic resp on se, especially in help ing other people who are distressed. UNIT3Stole n ide ntity1Fra nk n ever went to pilot school, medical school, law school,

28、. because hes still in high school.2That was the strapline of the 2002 film Catch Me If You Can , which tells the storyof Frank Abagnale, Jr. (Leonardo DiCaprio ), a brilliant young master of deception who at different times impersonated a doctor, a lawyer, and an airplane pilot, forgingchecks worth

29、 more tha n six milli on dollars in 26 coun tries. He became the youn gestman to ever make the FBIs most-wa nted list for forgery . Hun ted and caught in the film by ficti onal FBI age nt Carl Han ratty (Tom Hanks ), Abag nale later escaped. He eventually became a consultant for the FBI where he foc

30、used on white-collar crime.3Its a great film, but could it happe n in real life? In fact, Catch Me If You Can is based on the true story of Frank Abagnale, whose career as a fraudster lasted about six years before he was caught, who escaped from custody three times (once through an airplane toilet),

31、 and who spent a total of six years in prison in France, Sweden andthe US. He now runs a con sulta ncy advis ing the world of bus in ess how to avoid fraud. He has raised eno ugh money to pay back all his victims, and is now a multi-millionaire .4Since 2003, ide ntity theft has become in creas in gl

32、y com mon. Few people could imagi ne how importa nt thi ngs like tak ing mail to the post office and not leav ing it in the mailbox for pickup , shreddi ng docume nts in stead of throw ing them out with the trash , even using a pen costing a couple of bucks , have become to avoid life-changing crimes.5More and more people are becoming anonymous victims of identity theft. Wespe nd many hours and dollars trying to recover our n ame, our credit, our money and our lives. We n eed to look for differe nt ways to protect ourselves.