21世纪大学英语读写教程4第四单元课文中英对照(共8页)

1、精选优质文档-倾情为你奉上21世纪大学英语读写教程复习资料Unit41. 在一项对教育方法的研究中，一位教师被告知她的新班中全是有非凡天赋的孩子。“你应该使他们的成绩高于平均水平，”有人这样对她说，而到了期末果真如此-成绩超出了平均水平。 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. 这件事的引人注目之处在于事实上这个班的学生并不超常。他们只是一群水平中等，智商一般的学生。对这位老师所说的这些孩子的潜力是假的。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. 这项研究揭示了关于教学和孩子的诸多问题的诸多答案，但它留下的未予回答的问题更多。它十分清晰表明的一点是，当孩子相信老师的期望是真诚的时候，他通常是不会辜负这种期望的。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. 一个未予回答的问题是：老师以什么方式让学生们知道自己是特殊学生的，是能够取得优异成绩的呢？她没有对他们明说，但显然在她的态度中有某种东西使学生们确信他们是有非凡天赋的。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. 进一步的研究表明，老师态度中那种特别的“东西”，一部分在于她给全班布置什么样的作业，一部分在于她布置作业的方式。但最强有力的“东西”还是老师本人和她对全班学生及其能力的态度。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. 当她说“你们是聪明的孩子”时，她

7、的声音中带有更多的信心和兴趣。始终有一种鼓励的语气在告诉他们他们会取得进步，会取得很大的进步。孩子们收到了这些信号，并对它们作出积极的反应。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.7. 学生的成绩达不到老师的期望是常有的事。当这种情况发生时，那个学生面对的不是失望、气愤或恼怒。相反，老师认为这是一个例外，一次意外事件，倒霉的一天，一次暂时的失误-而学生相信了她，并消除了疑虑。下一次，他更加努力了，决心做到老师知道他能做到的事。When a student's work did not measure up to the teacher's expectations, as often happened, the student was not treated with disap

9、pointment, 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.8. 在老师传达的信息中到底是哪一点告诉了孩子

10、“我期待着最好的成绩”，这很难精确说明。其中一部分是显示信心的平和声调，是没有言语上的不耐烦，是不讽刺，不贬低，不发火，不带有诸如此类的消极因素。期待着最好成绩的老师满怀信心地提问，因为她知道她得到的答案将是正确的，而孩子也感受到了那种信心。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 verba

11、l 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.9. 这大多是通过声音传递的，但也有相当一部分表现在态度、接触和脸部表情上。Most of this is trans

12、mitted through the voice, but a surprising amount is in the attitude, in touch, and in facial expression.10. 类似于在这些“很有天赋的”儿童身上所做的实验也在一些“很有天赋的”老鼠身上做了。一位科学家拿到了一群普通的老鼠，但却被告知它们是一个特殊的品种，要接受在创记录的时间里穿越迷宫的训练。在对这些老鼠的训练中，这位科学家发现它们确实比其它老鼠学得快，穿越迷宫也的确更迅速。An experiment similar to the one done with "gifted&qu

13、ot; children was done with "gifted" mice. A scientist was given a group of ordinary mice, but told 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

14、.11. 但是老鼠对我们的语言一无所知。那位科学家是怎样将他的期望成功地传达给它们的呢？对实验中所有可变因素的检查表明，这种优异成绩产生于他对待老鼠的方式，他对老鼠讲话的方式和语调、他声音中的信心、安抚和坚定。老鼠接受了所有的信息，并照着做了。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 unus

15、ually good results were due to the way he had handled the mice, the way he talked to them and the tone, the confidence, the reassurance, and the certainty in his voice. They absorbed all the messages and performed accordingly!12. 从更广泛的角度看这两个实验，老师和科学家运用了各个社会的各个阶层都通用的一个原则-特征标签原则。我们所有的期待都带有偏见，我们对于不同的人有

16、着完全不同的期望，甚至对各个民族也是如此。我们依据民族特点来看人。我们认为美国人贪婪，想赚大钱，在心里就这样去标注他们的特征。我们把德国人标为井井有条，英国人冷漠保守，意大利人易动感情，日本人彬彬有礼-如此等等。我们给一个非常广泛的、远非同一的群体上标上了一种非常狭隘的特征。我们对各个种族也是这样。黑人有音乐感，印第安人坚忍，东方人藏而不露。我们甚至对性别也有特性标签-男人积极进取，女人消极被动。In a broader view of both these experiments, the teacher and the scientist used a principle common t

17、o all societies at all levels the principle of labeling. All our expectations are prejudiced, and we have very 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

18、label them that way in our minds. We label Germans neat and orderly, English cold, distant, and reserved, Italians 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, O

19、rientals inscrutable. We even label the sexes men are aggressive, women passive.13. 对于家庭而言，这种特性标签有时是由邻居们所定的。“琼斯一家都是废物.总是依靠救济。”有时这种标签也可由那家人自己所定。“我们史密斯一家宁愿挨饿也不请求政府帮助！”史密斯家的男孩因带着这种令人敬畏的独立特性长大，很容易与之名实相符，正如琼斯家的女孩很容易与他们的特性名实相符一样。“他们都认为我们是废物？那我就表现得象废物！”On a family basis, the labels are sometimes attached b

20、y the neighbors. "Those Joneses are trash.always on welfare." Or the label may be attached by the 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 Jo

21、nes girl lives up to her label. "They all think we're trash? I'll act like trash！" 14. 特性标签也许包括并不全面，甚至带有性别歧视。某个家庭也许会自豪地说，“我们家的男人一直都是专业人士。”当这个家庭里的一个儿子比尔发现木工活是他最喜爱的工作时，他便面对着同家庭的冲突-以及同自己的冲突。他内心的力量也许能使他按照自己的意愿坚持到底，成为一个木工，但另一方面他也知道他没有符合家庭的特征，因此他怀着一种负罪感度过一生。他甚至可能给自己一种特性标签。“我是一个失败者，真的。”即使

22、比尔在自己这一行里是个成功者，经过一段时间以后拥有了自己的企业，比他当律师的兄弟鲍勃赚得钱还多，那也没用。比尔仍然不是一个专业人士，因此他内心的特性标签便是失败。The 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

23、faces a family conflict and a conflict with himself. His inner strength may allow him 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

24、'm a failure, really." It doesn't matter that Bill is a success in his field, 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.15. 在家庭内部的特性标签很早便

25、开始了。在孩子听得懂说话之前，他便能对肢体语言和间接交流作出反应了。他在懂得词语之前就已经能从父母的声音中感受爱，而且也能感受嫌弃、冷淡、恐惧或敌意，他也对这些情绪作出了反应。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

26、 the words, and he also senses the rejection, indifference, fear, or hostility, and he reacts to those emotions too.16. 如果他得到的是爱和温柔，他也以爱和温柔作出反应。以后，当他能听懂说话时，他便接受这种特性标签。吉米是家里的乖孩子，而一向难弄的莎莉标上了惹是生非的特性。每个孩子除了名字外还有一个特性标签。她是聪明的。他爱出风头。诺曼老是迟到。贝蒂不招人爱。芭芭拉很冷漠。杰克很野。纳塔莉很乖，如此等等。这些特性标签也许反映了事实。纳塔莉也许很乖，但往往是这种特性标签把现实强加于孩子身上。如果纳塔莉经常听到别人说她很乖，她便开始表现得乖。你往往会使自己与你的特性标签名实相符。If he's treated with love and