21世紀大學英語第四冊課文背誦部分中英翻譯對照整理

2023年12月24日發(作者：秋季煲湯)

Unit 1

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 rearch is that

there are great people who have no amazing intellectual process. 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 ro 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 We shall never surrender."

西蒙頓說如果成就巨大者具有什么共性的話那就是一種堅持不懈地追求成功的動力。“往往有人認為他們具備一些超常非凡的東西”他解釋道。“但研究表明有些偉人并沒有驚人的智力有的只是程度上的差異而已。偉大是建立在大量的學習、實踐和獻身精神的基礎之上的。” 他舉了二戰時期的英國首相溫斯頓丘吉爾作為永不放棄敢于冒險的典范。丘吉爾在全國士氣最為低落的時候被推上了臺并出色地領導了英國人民。在1940年盟軍敦刻爾克大撤退之后的一次演講中他的話激勵了全國人民“我們決不會退縮、永不失敗。我們一定要堅持到底......我們永遠不會屈服。”

Unit 2

Some persons refrain from expressing their gratitude becau 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 nur. "I didn't come back sooner," he explained, "becau 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 tho 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.

有些人不愿表達感激之情因為他們覺得這不會受歡迎。我的一個病人在出院的后幾個星期回到醫院感謝他的護士。“我沒有早點回來”他解釋說“因為我猜想你們對別人的感激一定厭煩得要命。” 外國語10英語2班 劉 第 2 頁 共 6 頁 “正好相反”她回答說“我很高興你來。很少有人明白我們多么需要鼓勵我們從那些鼓勵我們的人身上獲得了多大的幫助。” 我們所給予的感激永遠不會過多。因為我們身邊的人在構筑他們的人生哲學時所依據的正是這些微笑正是我們所表示的感謝以及表示感激的小小的舉動。

Unit 3

The 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, quential, 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 cour, 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 collaps. Impas 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.

一般西方人解決問題的方法是與之搏斗。“事情越困難硬漢子就越向前”這句話便代表了這種解決問題的積極進取的態度。不管是什么問題或者可以用來解決問題的方法是什么我們西方人的思維方式產生的基本思路總是搏斗。德博諾博士稱之為縱向思維即傳統的、按順序的、亞里士多德式的邏輯思維堅定地從一步移到下一步就象玩具積木一塊搭在另一塊上。當然它們的缺陷是如果在任何時刻其中一步沒有達到

或者一塊積木沒有放對那么整個結構就會坍塌。事情就會陷入僵局沮喪、緊張、和搏斗的情緒就會籠罩心頭。 橫向思維德博諾博士說是對事物進行思考的一種新方法------一種完全避免這種拼搏用完全出人意料的方式解決問題的方法。 在歇洛克福爾摩斯的一個探案中他的助手華生醫生指出有條狗對案子并不重要因為這條狗看來一無所為。歇洛克福爾摩斯持相反的觀點他堅持認為這條狗一無所為這一事實至關重要因為它應該有所為正是在這個基礎上他偵破了這個案子。 橫向思維聽上去很簡單。它也的確很簡單。一旦你橫向地解決了一個問題你就會奇怪你以前怎么竟會為它心神不寧。關鍵是作出那個重要的重點轉移橫跨一步避開問題而不是正面去解決它。 在紐約私人開業的哥倫比亞大學的精神病學家AA布里杰博士闡述了橫向思維對他的病人們如何有用。“比方說很多想戒煙的人來找我”他說。“大多數人在他們試圖戒煙時都失敗了因為他們最后總對自己說‘不我決不吸煙了不我不該吸煙了不我決不吸了不我不能 ...’這是一場搏斗結果是你吸得更多。” “所以我不再讓他們用這種老的否定方式來看待這一問題并與之搏斗而是向他們展示了一個全新的視角------你是你身體的看護人你是通過你的身體來體驗生活的。如果你認真思考一下你就會發現你的身體的確有一些無能為力的東西。它絲毫不能自理。它沒有選擇就象一個嬰兒的身體。于是你就開始用全新的方式來看待它------‘現在我將通過戒煙來照顧自己給自己一些尊重和保護。’”

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, "I expect the best," is difficult to

pinpoint. In part it consists of a level tone showing assurance, a lack of verbal

impatience, an abnce 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.

當一個學生的功課達不到老師的期望時正如經常發生的那樣這個學生得到的不是失望、生氣或惱怒的對待。相反老師認為這是一個例外一次意外事件倒霉的一天一次暫時性的失誤而學生相信了她并消除了疑慮。下一次功課他更加努力了決心做到老師知道他能做到的事。 很難精確地找出老師傳達的信息中到底是哪一部分告訴了孩子“我期待著最好的成績。”它的部分成分包括顯示著信心的平和聲調沒有言語上的不耐煩沒有諷刺、奚落和惱怒等消極因素。期待著最好成績的老師滿懷信心地提出問題她知道她將得到的答案將是正確的而孩子也感受到了那種信心。

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 cour of my life. As I e it today, the

ability to read awoke inside me some long dormant craving to be mentally alive. I

certainly wasn't eking 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 nsitivity 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

我經常思考閱讀為我打開了的新遠景我當時在獄中就知道閱讀已永遠改變了我的人生歷程。正如今天我明白閱讀能力喚醒了在我內心潛伏已久的對于活躍思想得渴望。我當然不是在追求任何學位因為學位只是大學附于學生一種地位象征的方式。我通過自學所受到的教育使我每讀到一本新書就更加意識到正在折磨美國黑人的聾、啞、盲。不久前一位英國作家從倫敦打來電話問了我幾個問題其中之一是“你的母校是哪”我告訴他“是書。”在任何一個空閑的15分鐘里你都會發現我在學習一些我覺得可能有助于黑人的東西。

Unit 6

EQ is not the opposite of IQ. Some people are blesd with a lot of both, some with little

of either. What rearchers 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 u. Among the ingredients for success,

rearchers 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.

情商不是智商的對立面。一些人有幸兩者都擁有很多一些人則每一樣都擁有很少。研究者們一直試圖理解的是它們如何互補比如一個人對付壓力的能力如何影響其集中思想和發揮才智的能力。研究者們大多同意在成功的要素中智商約占20其余則取決于多種因素從所屬的階級到運氣到在人類進化的幾百萬年中已在大腦中形成的神經通道。

Unit 7

As a child, I identified so strongly with my mother that I thought my father was just a

long-term hou 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 ont of my adolescence until 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.

小時侯我和母親特別親而認為父親只是一個長期住在我家并享有打孩子屁股特權的客人。母親和我愛讀書性格內向多愁善感。父親則很樂觀一生中從來沒有睡不著覺的時候。 像大多數父子一樣我們常斗氣。但在各個回合之間卻沒有休戰期。這是一場冷戰從我的青春期開始一直持續到1973年我離家去上大學。我恨他。他以前是一名海軍戰斗機駕駛員脾氣火暴他堅信世界上所有的問題----包括寵愛有加、做事一向虎頭蛇尾的兒子----都能通過嚴隸法紀來解決。

Unit 8

Now it must be obvious what all has to do with you. Eventually like the rest of us you

must be on one side or the other. You must be an Athenian or a Visigoth. Of cour it is

much harder to be an Athenian for you must learn how to be one you must work at being

one whereas we are all in a way natural-both Visigoths. That is why there are so many

more Visigoths than Athenians. And I must tell you that you do not become an Athenian

merely by attending school or accumulating degrees. My father-in-law was one of the

most committed Athenians I have ever known and he spent his entire adult life as a

dress cutter on Seventh Avenue in New York City. On the other hand I have known

physicians lawyers and engineers who are Visigoths of unmistakable persuasion. And I

must also tell you as much in sorrow as in shame that at some of our great universities

perhaps even this one there are professors of whom we may fairly say they are clot

Visigoths. And yet you must not doubt for a moment that a school after all is esntially

an Athenian idea. There is a direct link between the cultural achievements of Athens and

what the faculty of this university is all about. I have no difficulty imagining that Plato

Aristotle or Democritus would be quite at home in our classrooms. A Visigoth would

merely scrawl obscenities on the wall.

現在所有這一切與你的關系一定很清楚了。你終將同其他人一樣必須站在一方或另一方。你必定要么是雅典人要么是西哥特人。當然成為名雅典人要難得多因為你必須學習如何成為雅典人你必須要付出努力而從某種意義上說我們天生都是西哥特人。這就是為什么西哥特人比雅典人要多得多的原因。我還必須告訴你僅僅通過上學或者拿到幾個學位是不會成為雅典人的。我的岳父是我所知道的最堅定的雅典人之一他成年之后一直是紐約第七大街上的一名裁縫。相反我認識的一些醫生、律師和工程師卻是十足的西哥特人。我還必須既痛心又慚愧地告訴你在我們一些名牌大學也許甚至就在這一所有一些教授我們可以公正地說是些隱蔽的西哥特人。然而你決不可對學校產生懷疑學校的本質畢竟體現了一種雅典人的觀念。雅典的文化成就和這所大學的教員所從事的工作之間有著直接的聯系。不難想象在我們的教室里柏拉圖、亞里士多德或者德謨克利特會感到很自在。西哥特人將只會在墻壁上涂寫一些淫穢的話。