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21世纪大学英语读写教程（第四册）Unit1课文原文 《Who Is Great?》 Michal Ryan As a young boy, Albert Einstein did so poorly in school that teachers thought he was slow. The young Napoleon Bonaparte was just one of hundreds of artillery lieutenants in the French Army. And the teenage George Washington, with little formal education, was being trained not as a soldier but as a land surveyor. Despite their unspectacular beginnings, each would go on to carve a place for himself in history. What was it that enabled them to become great? Were they born with something special? Or did their greatness have more to do with timing, devotion and, perhaps, an uncompromising personality? For decades, scientists have been asking such questions. And, in the past few years, they have found evidence to help explain why some people rise above, while others—similarly talented, perhaps—are left behind. Their findings could have implications for us all. Who is great? Defining who is great depends on how one measures success. But there are some criteria. "Someone who has made a lasting contribution to human civilization is great," said Dean Keith Simonton, a professor of psychology at the University of California at Davis and author of the 1994 book Greatness: Who Makes History and Why. But he added a word of caution: "Sometimes great people don't make it into the history books. A lot of women achieved great things or were influential but went unrecognized." In writing his book, Simonton combined historical knowledge about great figures with recent findings in genetics, psychiatry and the social sciences. The great figures he focused on include men and women who have won Nobel Prizes, led great nations or won wars, composed symphonies that have endured for centuries, or revolutionized science, philosophy, politics or the arts. Though he doesn't have a formula to define how or why certain people rise above (too many factors are involved), he has come up with a few common characteristics. 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 research is that 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, "We shall not flag or fail. We shall go on to the end...We shall never surrender."

21世纪大学英语应用型综合教程二

1.In the six-and-one half years sincet the federal government beagan certifying food as “organic,”Americans have taken to the idea with considerable enthusiasm.自联邦政府六年半前认证“有机”食品以来，美国人以极大的热情接受了这一概念。 2.To eat well, says Michael Pollanthe,the author of"In Defense of Food,"means avoiding "edible food_like substances"and sticking to real ingredients,increasingly from theplant Kingdom. “吃得好”，《食物无罪》的作者迈克尔波轮说，“意味着避免摄入‘可食用的类似的物质’，并坚持从蔬菜中获取真正营养成分的原则。 3.Neither the enabling legislation nor the regulations address food safety or nutrition. 不论有机食品的立法或是法规都未涉及食品安全或是营养问题. 4.Professor Howard that major corporations now are responsible for at least 25 perceent of all organic manufacturing and marketing. 霍华德教授估计，大公司现在承担了至少25%的有机食品生产和销售。 5.Popularizing such choices may not be as marketable as creating a logo that says"organic" . 推广这样的做法可能不会像设计一个“有机”的标志那么有市场. 1. The two former elephant trainers had seen enough abuse and neglect at circuses and zoos to inspire them to create a sanctuary where elephants could live out their lives. 这两位前驯象员在马戏团和动物园见过太多大象所遭受的虐待和忽视，于是决心为大象建立一座可以颐养天年的憩息所. 2. Soon Hohenwald was rockingas the two greeted each other with ttrumpeting and celebratory bumping.不一会儿，霍恩沃尔德因他们相遇时互致问候的吼声和庆祝性的碰撞而震动起来 3. Shirley and Jenny instantly fell into their old routine,wandering the sanctuary side by side.雪莉和詹妮很快恢复了她们的老习惯：肩并肩地在保护区内闲逛. 4. At one point, the four spent therr hours trumpeting----the vibrations felt by evey living being in the sanctuary.有一次，四头大象持续三小时的鸣吼使保护区内的每个生命都为之震颤。 5. Elephants wear their hearts on their trunks ,as it were,so it was easy to tell that Shirley was not dealing well with Jenny is death----her eyes were half shut and her trunk dragged on the ground. 可以说大象不会隐藏他们的心情，因此和容易看出雪莉无法承受詹妮之死所带来的打击——他的眼睛半闭着，鼻子拖在地上。 1. Sport has the power to change the world,the power to inspire,the power to unite people in away that little else can.体育运动员具有改变世界的力量，其激励人心，团结众人地力量，在某种程度上难有匹敌。 2.During his 27 years in captivity ,mainly on Robben Island,sport helped sustain the spirits of Mandela and his fellow inmates.在他27年的铁窗生活中（主要关押在罗本岛），体育运动支撑着他和难友们的精神。 3.Cities make huge efforts when bidding to stage major sporting events,not just for their commercial worth but for the long---term social benefits

全新版大学英语综合教程教案

Teaching Planning College English Integrated Course Book Three Unit Two The Freedom Givers Zhong wen 1.Background Information Teacher: zhong wen Students: 56 sophomores Content of the textbook: unit-2 text A the Freedom Givers Textbook: foreign language teaching and research press Time duration：10 minutes 2.Textbook Analysis The author tells three stories about the Underground Railroad and early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parke r is a freed slave who later turned into a courageous “conductor”; Levi Coffin is a brave white “conductor”; Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad. We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text. 3.Students Analysis The class is made up of 56 students, with 30 girls and 26 boys ,who have a good knowledge of Basic English, but know very little about the American culture behind the language. So in this introduction part, It is necessary to introduce some background information to the students before reading 4.Teaching Objectives Students will be able to: 1.understand the main idea(early civil-rights struggles in the US, esp. the underground Railroad) 2.grasp the key language points and grammatical structures in the text, 3.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit 4.Appreciate the various techniques employed by the writer (comparison and contrast, topic sentence followed by detail sentences, use of transitional devices,etc.); 5.Teaching Procedures: Greetings Step 1 Lead-in T: Today we are going to talk about the ethic heroes in American history, before the class, I’d like to introduce the slavery to all of you. T: Abraham Lincoln was the 16th president of the United States, during his term of office; he led the civil war and abolished the slavery. T: In the battle against slavery, not only did the president try his best to abolish this system, but also the people, especially the black people living in the South America try hard to fight for their own feat. Today, we will introduce some freedom givers in the American history. Before