21世紀(jì)大學(xué)英語(yǔ)讀寫(xiě)教程第四冊(cè)Unit1課文講解
作為一個(gè)年輕的男孩，愛(ài)因斯坦在學(xué)校做得很差，老師覺(jué)得他很慢。年輕的拿破侖·波拿巴只是法國(guó)陸軍數(shù)百名火炮中尉之一。喬治·華盛頓少年，沒(méi)有受過(guò)正規(guī)教育，正在接受訓(xùn)練，不是作為士兵，而是作為土地測(cè)量師。誰(shuí)是偉大的?下面這篇英語(yǔ)課文將詳敘這方面的內(nèi)容，歡迎閱讀。
Pre-reading Activities
First Listening
Before listening to the tape, have a quick look at the following words.
genetics
遺傳學(xué)
psychiatry
精神病學(xué)
persistent
堅(jiān)持不懈的
Second Listening
Listen to the tape again and then answer the following questions.
1.What question did professor Simonton's research project seek to answer?
2.What three personality traits of great people are mentioned?
a) __________________________________________________________.
b) __________________________________________________________.
c) __________________________________________________________.
3.What negative trait of "great" people is mentioned?
4. Does professor Simonton believe that great people are more often mentally ill than other people?
Who Is Great?
Michael 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."
Can you be born great? In looking at Churchill's role in history—as well as the roles of other political and military leaders—Simonton discovered a striking pattern: "Firstborns and only children tend to make good leaders in time of crisis: They're used to taking charge. But middle-borns are better as peacetime leaders: They listen to different interest groups better and make the necessary compromises. Churchill, an only child, was typical. He was great in a crisis, but in peacetime he was not effective—not even popular."
Timing is another factor. "If you took George Washington and put him in the 20th century he would go nowhere as a politician," Simonton declared. "He was not an effective public speaker, and he didn't like shaking hands with the public. On the other hand, I'm not sure Franklin Roosevelt would have done well in Washington's time. He wouldn't have had the radio to do his fireside chats."
Can you be too smart? One surprise among Simonton's findings is that many political and military leaders have been bright but not overly so. Beyond a certain point, he explained, other factors, like the ability to communicate effectively, become more important than innate intelligence as measured by an IQ test. The most intelligent U.S. Presidents, for example—Thomas Jefferson, Woodrow Wilson and John F. Kennedy—had a hard time getting elected, Simonton said, while others with IQs closer to the average (such as Warren G. Harding) won by landslides. While political and economic factors also are involved, having a genius IQ is not necessary to be a great leader.
In the sciences, those with "genius level" IQs do have a better chance at achieving recognition, added Simonton. Yet evidence also indicates that overcoming traditional ways of thinking may be just as important.
He pointed to one recent study where college students were given a set of data and were asked to see if they could come up with a mathematical relation. Almost a third did. What they did not know was that they had just solved one of the most famous scientific equations in history: the Third Law of Planetary Motion, an equation that Johannes Kepler came up with in 1618.
Kepler's genius, Simonton said, was not so much in solving a mathematical challenge. It was in thinking about the numbers in a unique way—applying his mathematical knowledge to his observations of planetary motion. It was his boldness that set him apart.
Love your work. As a child, Einstein became fascinated with the way magnets are drawn to metal. "He couldn't stop thinking about this stuff," Simonton pointed out. "He became obsessed with problems in physics by the time he was 16, and he never stopped working on them. It's not surprising that he made major contributions by the time he was 26."
"For most of us, it's not that we don't have the ability," Simonton added, "it's that we don't devote the time. You have to put in the effort and put up with all the frustrations and obstacles."
Like other creative geniuses, Einstein was not motivated by a desire for fame, said Simonton. Instead, his obsession with his work was what set him apart.
Where such drive comes from remains a mystery. But it is found in nearly all creative geniuses—whether or not their genius is acknowledged by contemporaries.
"Emily Dickinson was not recognized for her poetry until after her death," said Simonton. "But she was not writing for fame. The same can be said of James Joyce, who didn't spend a lot of time worrying about how many people would read Finnegans Wake."
Today, researchers have evidence that an intrinsic passion for one's work is a key to rising above. In a 1985 study at Brandeis University conducted by Teresa Amabile, now a professor of business administration at Harvard University, a group of professional writers—none famous—were asked to write a short poem. Each writer was then randomly placed in one of three groups: One group was asked to keep in mind the idea of writing for money; another was told to think about writing just for pleasure; and a third group was given no instruction at all.
The poems then were submitted anonymously to a panel of professional writers for evaluation. The poetry written by people who thought about writing for money ranked lowest. Those who thought about writing just for pleasure did the best. "Motivation that comes from enjoying the work makes a significant difference, "Amabile said.
New Words
artillery
n. heavy guns, often mounted on wheels, used in fighting on land, branch of an army that uses these 火炮;大炮;炮兵(部隊(duì))
surveyor
n. a person whose job is to examine and record the area and features of a piece of land by measuring and calculating (土地)測(cè)量員;勘測(cè)員
unspectacular
a. ordinary; not exciting or special 不引人注意的;不驚人的
spectacular
a. (attracting attention because) impressive or extraordinary 引人注目的;出色的`;與眾不同的
carve
vt. 1. form (sth.) by cutting away material from wood or stone 雕刻;雕刻成
2. build (one's career, reputation, etc.)by hard work 靠勤奮創(chuàng)(業(yè))，靠勤奮樹(shù)(名聲)
uncompromising
a. not ready to make any compromise; firm or unyielding. 不妥協(xié)的，堅(jiān)定的;不讓步的
influential
a. having a lot of influence on sb./sth. 有影響的;有權(quán)勢(shì)的
genetics
n. the scientific study of the ways in which different characteristics are passed from each generation of living things to the next 遺傳學(xué)
psychiatry
n. the study and treatment of mental illness 精神病學(xué);精神病治療
compose
vt. write (music, opera, poetry, etc.) 創(chuàng)作(音樂(lè)、歌劇、詩(shī)等)
symphony
n. a long complex musical composition for a large orchestra, usu. in three or four parts 交響樂(lè)
characteristic
n. a typical feature or quality 特點(diǎn)
unrelenting
a. not becoming less strong or severe; continuous 不松懈的，不放慢的;持續(xù)的
endow
vt. provide (sb./sth.) with a good quality, ability, feature, etc. 給予，賦予
super-normal
a. 超出一般的;超常的;非凡的
amazing
a. extremely good; esp. in a surprising and unexpected way 驚人的，令人吃驚的
cite
vt. mention (sb./sth.) as an example or to support an argument; refer to 引用，引證;舉出
risk-taker
n. a person who dares to take risks 敢于冒險(xiǎn)的人
thrust
vt. push (sth./sb./oneself) suddenly or violently (用力)推;強(qiáng)使
morale
n. state of confidence, enthusiasm, determination, etc. that a person or group has at a particular time 士氣，精神狀態(tài)
brilliantly
ad. in an outstanding manner 杰出地;才華橫溢地
Allied
a. of the Allies (a group of countries fighting on the same side in a war, esp. those which fought with Britain in World Wars I and II) (第一次世界大戰(zhàn)時(shí)期)協(xié)約國(guó)的;(第二次世界大戰(zhàn)時(shí)期)同盟國(guó)的
ally
n. person, country, etc. joined with another in order to give help and support 同盟者;同盟國(guó)
evacuation
n. leaving a place of danger for a safer place 撤離;撤退
evacuate
v. 1. remove (sb.) from a place of danger to a safer place 撤退，撤出
2. leave or withdraw from (a place) 撤離(某處)
flag
vi. become tired or weak; begin to lose enthusiasm or energy 疲乏;變?nèi)?(熱情、精力等)衰退，低落
striking
a. attracting attention; unusual or interesting enough to be noticed 引人注目的;顯著的，突出的
firstborn
n. a child born before other children 長(zhǎng)子(或長(zhǎng)女)
peacetime
n. a period when a country is not at war 和平時(shí)期
fireside
n. part of a room beside the fireplace, esp. considered as a warm comfortable place 壁爐旁
chat
n. a friendly informal conversation 閑談，聊天
fireside chat
爐邊親切閑談;(政治領(lǐng)袖在無(wú)線電或電視廣播中)不拘形式的講話
innate
a. (of a quality, feeling, etc.) in one's nature; possessed from birth 天生的
landslide
n. (競(jìng)選中)壓倒多數(shù)的選票;一面倒的勝利
equation
n. 等式;方程(式)
boldness
n. the state or quality of being confident and brave 勇敢，無(wú)畏
bold
a. confident and brave; daring 勇敢的，無(wú)畏的;敢作敢為的
magnet
n. a piece of iron or other material that can attract iron, either naturally or because of an electric current passed through it 磁鐵
obsession
n. the state of being obsessed 著迷
contemporary
n. a person who lives or lived at the same time as another, usu. being roughly the same age 同代人;(幾乎)同年齡的人
a. belong to the same time; of the present time; modern 屬于同一時(shí)代的;當(dāng)代的;現(xiàn)代的
poetry
n. poems collectively or in general [總稱(chēng)]詩(shī)
intrinsic
a. (of a value or quality) belonging naturally to sb./sth.; existing within sb./sth., rather than coming from outside 固有的;本質(zhì)的;內(nèi)在的
randomly
ad. without method or conscious choice 任意地，胡亂地
submit
vt. give (sth.) to sb./sth. so that it may be formally considered or so that a decision about it may be made 提交，呈遞
anonymously
ad. without revealing one's name 用匿名的方式
evaluation
n. the act of assessing or forming an idea of the amount, quality or value of sb./sth. 評(píng)價(jià)，評(píng)估
Phrases and Expressions
have (sth., nothing, a lot, etc.) to do with sb./sth.
be connected or concerned with sb./sth. to the extent specified 與某人 / 某事有(一些、毫無(wú)、很大)關(guān)系
make history
be or do sth. so important or unusual that it will be recorded in history 創(chuàng)造歷史，影響歷史的進(jìn)程;做出值得紀(jì)念(或載入史冊(cè)的)事情
rise above
become successful or outstanding 取得成功;出類(lèi)拔萃
leave behind
cause to lag behind; surpass 把…丟在后面;超過(guò)
focus on
concentrate on 集中于;著重于
be endowed with
naturally have a good quality, ability, feature, etc. 天生具有
come out of
originate in or develop from 從…中獲得;從…中發(fā)展而來(lái)
build...upon
base ... on; use (sth.) as a foundation for further progress 把…建立在…上
take charge
take control (of sth.); be responsible (for sth.) 掌管;負(fù)責(zé)
go /get nowhere
achieve no success or make no progress 不能成功;無(wú)進(jìn)展
set ... apart
make (sb./sth.) different from or superior to others 使顯得突出，使顯得與眾不同
put up with
tolerate or bear (sb./sth.) 忍受，容忍
Proper Names
Michael Ryan
邁克爾·賴(lài)恩
Napoleon Bonaparte
拿破侖·波拿巴 (1769 — 1821, 法蘭西第一帝國(guó)和百日王朝皇帝)
George Washington
喬治·華盛頓 (1732 — 1799, 美國(guó)第一任總統(tǒng))
Keith Simonton
基思·西蒙頓
Dunkirk
敦刻爾克(法國(guó)北部港市)
Franklin Roosevelt
富蘭克林·羅斯福 (1882 — 1945, 美國(guó)第三十二任總統(tǒng))
Thomas Jefferson
托馬斯·杰斐遜 (1743 — 1826, 美國(guó)第三任總統(tǒng)，《獨(dú)立宣言》主要起草人)
Woodrow Wilson
伍德羅·威爾遜 (1856 — 1924, 美國(guó)第二十八任總統(tǒng))
Warren G. Harding
沃倫·G·哈定 (1865 — 1923, 美國(guó)第二十九任總統(tǒng))
Johannes Kepler
開(kāi)普勒 (1571 — 1630, 德國(guó)天文學(xué)家和占星家)
Emily Dickinson
艾米莉·迪金森 (1830 — 1886, 美國(guó)女詩(shī)人，美國(guó)現(xiàn)代詩(shī)先驅(qū)者之一)
James Joyce
詹姆斯·喬伊斯 (1882 — 1941, 愛(ài)爾蘭小說(shuō)家，多用“意識(shí)流”手法，代表作《尤利西斯》)
Finnegans Wake
《為芬尼根守靈》(喬伊斯于 1939 年出版的最后一部小說(shuō))
Brandeis
布蘭代斯大學(xué) (馬薩諸塞州)
Teresa Amabile
特蕾莎·阿瑪貝爾
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