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大学英语课文原文

1]?The joy of laughing at a funny story is universal, probably as old as language itself.?But, what is it that makes a story or a j o k e f u n n y?

[2]?As one who has enjoyed humor since I first recognized it, I've?made an attempt to?explain and discuss humor with students in such diverse cultures as Latin America and China.?I've done some serious thinking about funny stories. It has been a labor of love[N]![3]?Why is it that several students in a class will fall out of their chairs laughing after I tell a joke while the rest of the students look as if I've just read the weather report?[N]?Obviously some people are more sensitive to humor than others.?And, we recognize that some people tell jokes very well while others struggle to say something funny.?We've all heard people say, "I like jokes, but I can't tell one well, and I can never remember them."?Some people have a better sense of humor than others just as some people have more musical talent, mathematical talent, etc. than others.?A truly funny person has a joke for every occasion, and when one is told, that triggers an entire?string?of jokes from that person's memory bank.[N]?A?humorless?person is not likely to be the most popular person in a group.?It is reasonable to say that the truly?humorous?individual is not only well liked, but is often the focus of attention in any gathering.[4]?Even some animals have a sense of humor.?My wife's mother often visited us for extended stays.[N]?She normally didn't like dogs, but she?fell in love with Blitzen[N]—a female Lab[N]?we had, and the relationship was?mutual.?Even when young, Blitzen

would?tease?Grandma?by very?selectively?carrying one of her bedroom slippers into the living room where Grandma sat in her favorite, comfortable chair.?Blitzen?pranced?just?beyond the reach of?Grandma until Grandma was?tempted?to leave her chair to get the slipper from Blitzen.?When Grandma left her chair, Blitzen would quickly jump into the chair,?flashing?her Lab smile?from?sparkling?brown eyes which clearly said, "Aha, I fooled you again."

[5]?Typical jokes or humorous stories have a three-part?anatomy?that is easily recognized.?First is the SETUP (or?setting), next is the BODY (or story line), and these are followed by the PUNCH LINE[N]?(an unexpected or surprise ending) which will make the joke funny if it contains some humor.?Usually all three parts are present, and each must be clearly presented[N].?It helps if the story/joke teller uses gestures and language which are well known to the audience.

[6]?Humor, as a form of entertainment, can be analyzed in order to discover what makes a funny story or joke seem funny.?Here, for example, are some of the most common types of humor. They range from the most obvious humor to the more subtle types.

[7]?"SLAP-STICK" is the most obvious humor.?Its language is simple, direct, and often makes fun of another person or group.?Slap-stick was and is the technique of the stand-up comedian[N]?and the?clown.?It appeals to all ages and all cultures.?Nearly every English-speaking?comedian?in this century has used the following joke in one form or another.?One man asks another, "Who was that lady I saw you with last night?"?The other replies, "That was no lady, that was my wife."The humor lies in the fact that the second man is saying that his wife is not a lady.In other words, she is not a refined woman.?The joke is no less funny because it is so often used.?The audience knows in advance what will be said, because it is classic humor, and any audience values it even more because of its?familiarity.

[8]?Chinese "cross-talk" is a special type of slap-stick in which two Chinese comedians humorously discuss topics such as?bureaucrats, family problems, or other personal topics.?Cross-talk can be heard anywhere from small village stages to the largest Beijing theatres, and to radio and television.?It is clearly a traditional form of humor well understood by Chinese people.

[9]?A PLAY ON WORDS is not so obvious as slap-stick, but it is funny because of?misused?or misunderstood language.?My favorite example is the story of three elderly gentlemen traveling by train in England.?As the train slowed for a

stop the first man asked, "Is this Wembley[N]?"?"No," said the second, "It's Thursday."?"So am I," said the third man.?"Let's stop for a beer."?We know that older people often do not hear things clearly, so the misunderstanding of both Wednesday (for Wembley) and thirsty (for Thursday) makes a nice?setup?for the punch line delivered by the third man.

[10]?The famous Chinese?cartoonist?and?humorist?Ding Cong is a master of word play.?In one of his funny?cartoons, a teacher says, "How come[N]?you completely copied somebody else's homework?"?The young student replies, "I didn't completely copy it. My name on the page is different."?In another classic Ding Cong cartoon,

an?irritated?father asks, "Tell me, what's one plus two?"?The son says, "I don't know."?The impatient father then says, "For example, you, your mother, and I altogether are how many, you?idiot?"?The son proudly answers, "Three idiots."?Whether these stories are cartoons or jokes, told by a?slap-stick comedian or a cross-talking team, they appeal to people everywhere as funny stories because they have a note[N]?[N]?of reality to them, and the unexpected punch line is quite funny.

[11]?PUNS?are even more subtle forms of word play.?They use the technique of similar sounding words or alternative meanings of the same word.?Puns are thought by some critics to be the lowest form of humor, but I disagree with this.Puns require more subtle and sophisticated language skills than most humor forms, but even the very young can use them in their simpler forms.?For example, the "riddle" or trick question often uses a pun in the setup, the story line, or, more often, the punch line.?Puns are the first type of humor I learned, and at about 5 years of age I remember hearing the following riddle.?One person asks, "What is black and white and red all over?"?The other person usually cannot answer the riddle, so says, "I give up. What is the answer?"?The?riddler?replies, "A newspaper."This is the obvious answer if one knows that "red" is pronounced the same as "read" in English, but the meanings are clearly different.

[12]?DOUBLE ENTENDRES?(French for double

meanings) are special variations of puns in which words or phrases

have double meanings.Frequently the two meanings are very different,

and one is quite proper while the second is often, but not

always,?vulgar.?I like the somewhat mild story of a school teacher

and a?principal?of a high school who are concerned because

some boys and girls have been seen kissing on the school

playground.?The teacher says to the students, "The principal and I

have decided to stop kissing on the school playground."?Hearing

some?laughter, she senses her message was not altogether clear,

so she adds, "What I mean to say is that there will be no more kissing going on under our noses[N]."?This?clarification, of course, does nothing to correct the first statement and the double meaning of the joke becomes even more?laughable.?

[13]?Some professional humorists think too much of today's humor is not very intelligent or sophisticated.?They dislike the?suggestive?or vulgar language used too frequently, and they feel that most humorists are not very creative.?It is true that some of today's humor is rather shocking, but I don't think humor is to be blamed[N]?for that.?Humor is alive[N]?and well, and it will persist simply because there are funny things happening every day.?Some humorous people see and hear these funny things and are able to make them into funny,?entertaining?jokes and stories.?(1,346 words)

On my first job as sports editor for the Montpelier (Ohio)?Leader Enterprise, I didn't get a lot of fan mail,?so I was?intrigued?by a letter that was dropped on my desk one morning.?

[2]?When I opened it, I read: "A nice piece of writing on the Tigers. Keep up the good work."?It was signed by Don Wolfe, the sports editor.?Because I was a teenager (being paid the grand total of 15 cents a?column?inch[N]), his words couldn't have been more?inspiring.?[N]?I kept the letter in my desk drawer until it

got?rag-eared.?Whenever I doubted I had the right stuff to be a writer[N], I

would reread?Don's note and feel confident again.?

[3]?Later, when I got to know him, I learned that Don?made

a?habit of?[N]writing a quick, encouraging word[N]?to people in all?walks

of life.?"When I make others feel good about themselves," he told me, "I

feel good too."

[4]?Not surprisingly, he had a body of friends as big as?nearby?Lake Erie[N].When he died last year at 75, the paper was flooded with calls and letters[N]?from people who had been?recipients?of his?spirit-lifting?words.?

[5]?Over the years, I've tried to copy the example of Don and other friends who care enough to write uplifting comments, because I think they?are on to something?important.?In a world too often cold and?unresponsive, such notes bring warmth and reassurance.?We all need a boost from time to time, and a few lines of praise have been known to turn around a day[N], even a life.?

[6]?Why, then, are there so few?upbeat?note writers??My guess is that many who?shy away from?the practice are too self-conscious[N].?They're afraid they'll be misunderstood, sound?sentimental?or?insincere.?Also, writing takes time; it's far easier to pick up the phone.?

[7]?The?drawback?with phone calls, of course, is that they don't last.?A note attaches[N]?more?importance to?our?well-wishing.?It is a matter of record[N], and our words can be read more than once,?savored?and treasured.?

[8]?Even though note writing may take longer, some pretty busy people do it, including George Bush.?Some say he owes[N]?much of his success in politics to his ever-ready[N]?pen. How??Throughout his career he has?followed up?virtually every contact with a?cordial?response—a compliment, a line of praise or a nod of thanks.[N]?His notes go not only to friends and associates, but to casual acquaintances and total strangers—like the surprised person who got?a warm pat on the back?for lending Bush an umbrella.?

[9]?Even top corporate managers, who have mostly affected styles of leadership that can be?characterized?only as?tough, cold and?aloof, have begun to learn the lesson, and earn the benefits, of writing notes that?lift?people?up.[N]Former Ford chairman Donald Peterson, who is largely credited for?turning?the company?round?in the 1980s, made it a practice to write positive messages to associates every day.[N]?"I'd just?scribble?them on a?memo?pad?or the corner of a letter and?pass?them?along," he says. "The most important ten minutes of your day are those you spend doing something to boost the people who work for you."?

[10]?"Too often," he observed, "people we genuinely like have no idea how we feel about them.?Too often we think, I haven't said anything critical; why do I have to say something positive??We forget that human beings need positive reinforcement—in fact, we?thrive?on it!"

[11]?What does it take to write letters that lift spirits and warm hearts?[N]?Only a willingness to express our appreciation.?The most successful?practitioners include what I call the four "S's" of note writing.?

[12]?1)?They are?sincere. No one wants false praise.?

[13]?2)?They are usually short.?If you can't say what you want to say in three sentences, you're probably straining[N].?

[14]?3)?They are specific.?Complimenting a business colleague by telling him "good speech" is too?vague;?"great story about Warren Buffet's?investment strategy" is?precise.?

[15]?4)?They are?spontaneous.?This gives them the?freshness?and enthusiasm that will linger in the reader's mind long afterward.?

[16]?It's difficult to be spontaneous when you have to hunt for

letter-writing materials, so I keep paper,envelopes and stamps close at

hand, even when I travel.?Fancy?stationery?isn't necessary; it's the

thought that counts.?

[17]?So, who around you?deserves a note of thanks or

approval??A neighbor, your librarian, a relative, your?mayor, your mate,

a teacher, your doctor??You don't need to be?poetic.?If you need a

reason, look for a?milestone, the anniversary of a special event you shared, or a birthday or holiday.?For the last 25 years, for example, I've prepared an annual Christmas letter

for?long-distance?friends, and I often add a handwritten word of thanks or congratulations.?Acknowledging some success or good fortune that has happened during the year seems particularly appropriate considering the spirit of the Christmas

season.?

[18]?Be generous with your praise.?Superlatives like "greatest", "smartest", "prettiest" make us all feel good. Even if your praise is a little ahead of reality, remember that expectations are often the parents of dreams fulfilled.[N]?

[19]?Today I got a warm,?complimentary?letter from my old boss and mentor, Norman Vincent Peale.?His little note to me was full of uplifting phrases, and it sent me to my?typewriter?to compose a few?overdue?letters of my own.?I don't know if they will?make anybody else's day, but they made mine.?As my friend Don Wolfe said, making others feel good about themselves makes me feel good too.?(978 words)

Over the past few decades, it has been proven?innumerable?times that the various types of behavior, emotions, and interests that?constitute?being masculine?and feminine are patterned by both heredity and culture.?In the process of growing up, each child learns hundreds of?culturally?patterned details of behavior that become incorporated into its?gender?identity.?Some of this learning takes place directly.?In other words, the child is told by others how to act in an appropriately?feminine?or masculine way.?Other details of gender behavior are taught unconsciously, or?indirectly, as the culture provides different images,aspirations, and adult models for girls and boys.?

[2]?Recently, for example, a study of American public schools showed that there is a cultural?bias?in education that favors boys over girls.?According to the researchers, the bias

is?unintentional?and unconscious, but it is there and it is influencing the lives

of millions of schoolchildren every year.?Doctors David and Myra Sadker

videotaped classroom teachers in order to study sex-related bias in education.Their

research showed that many teachers who thought they were?nonsexist?were

amazed to see how?biased?they appeared on videotape.?From nursery

school[N]?to postgraduate?courses, teachers were shown to?call on?males

in class far more than on female students.?This has a tremendous impact on the

learning process for, in general, those students who become active classroom participants develop[N]?more positive attitudes

and go on to higher achievement.?As a matter of fact, in the late 1960s, when many of the best all-women's colleges[N]?in the?northeastern?United States opened their doors to male students, it was observed by professors and women students alike that the boys were "taking over"[N]?the classroom discussions and that active participation?by women students had diminished?noticeably.?A similar subordination?of female to male students has also been observed in law and medical school classrooms in recent years.?

[3]?Research done by the Sadkers showed that sometimes teachers unknowingly?prevented girls from participating as actively as boys in class by assigning?them different tasks in accordance with stereotyped gender roles.?For instance, one teacher conducting a science class with?nursery?school youngsters, continually had the little boys perform the scientific "experiment"[N]while the girls were given the task of?putting?the materials?away.?Since hands-on work[N]?with classroom materials is a very important aspect of early education, the girls were thus being deprived of a?vital?learning experience that would affect their entire lives.?

[4]?Another dimension of?sex-biased?education is the typical American teacher's assumption that boys will do better in the "hard", "masculine" subjects of math and science while girls are expected to have better verbal and reading skills.?As an example of a self-fulfilling prophecy, American boys do, indeed, develop reading problems, while girls, who are superior to boys in math?up to?the age of nine,?fall behind?from then on.[N]?But these are cultural, not?genetic patterns.?In Germany, for example, all studies[N]?are considered "masculine", and it is girls who develop reading

problems.?And in Japan, where early education appears to be nonsexist, both girls

and boys do equally well in reading.?

[5]?The different attitudes associated with the educational process for girls and

boys begin at home.?One study, for example, showed that

when preschoolers?were asked to look at a picture of a house and tell how far

away from the house they were permitted to go, the boys indicated a much wider area than the girls, who generally pointed out a very limited area close to the home.Instead of being encouraged to develop intellectual curiosity and physical skills that are useful in dealing with the outside world, as boys are, girls are filled with fears of the world outside the home and with the desire to be?approved?of for their "goodness" and obedience to rules.[N]?These lessons?carry over[N]?from the home to the classroom, where girls are generally observed to be more dependent on the teacher, more concerned with the form and?neatness?of their work than with its content, and more anxious about being "right" in their answers than in being intellectually independent, analytical, or original.[N]?Thus, through the educational process that occupies most of the child's waking hours, society reinforces its established values and turns out[N]?each sex in its traditional and expected mold.?(722 words)

Creativity is the key to a brighter future, say education and business experts.?Here is how schools and parents can encourage this vital skill in children.

[2]?If Dick Drew had listened to his boss in 1925, we might not have a product that we now think of as?practically?essential: masking tape[N].?Drew worked for the

Minnesota?Manufacturing?and Mining Company, better known as 3M.?At

work he developed a sticky-side substance[N]?strong enough to hold things

together.?But his boss told him not to pursue the idea.?Finally, using his own time,

Drew perfected[N]?the tape, which now is used everywhere by many people.?And his

former company learned from its mistake:Now 3M encourages people to spend 15 percent of their work time just thinking and developing new ideas.?

[3]?It is a strategy that more and more companies are employing and one that experts around the country say we ought to be following with our children, both at home and at school.[N]?The feeling is that if we teach them to think creatively, they will be better able to function in tomorrow's society.?

[4]?Creativity's benefits reach beyond music and art.?Successful students and adults are the ones who discover a number of ways to approach problems.?

[5]?Creativity is not something one is just born with, nor is it necessarily a characteristic of high intelligence[N].?Just because a person is highly intelligent does not mean that he uses it creatively.?Creativity is the matter of using the resources one has to produce original ideas that are good for something.[N]?

[6]?Unfortunately, schools have not tended to promote creativity.?With strong emphasis on test scores and the development of reading, writing and mathematical skills, many?educators?sacrifice?creativity?for?correct answers.The result is that children can give back information but can't recognize ways to apply it to new situations.?They may know their?multiplication?tables, for example, but they are unable to apply them to story problems[N].?

[7]?In some schools, however, educators are recognizing the problem and are developing new approaches to teaching which should encourage creativity in their students.?Some teachers are combining the basics[N]?with activities where the students must use their imagination.?For example, instead of simply asking WHEN Columbus discovered the New World, teachers might ask students to think about what would have happened if his trip had taken him to New York first instead of to the Caribbean area.?With that question, students would have to use what they know about Columbus, what they know about New York, and what they know about the Caribbean.?Teachers feel that even if the answers seem silly, it's OK, that sometimes being silly is an essential step toward creativity.?In the classroom as well as at home, children must have the right to have crazy thoughts, experts say.?Then it?is up to[N]?parents and teachers to work with the children to develop those thoughts into?workable?ideas.?The best strategy is to encourage children by asking them questions, meanwhile praising their ideas and new thoughts.?Experts say that it is important to create an atmosphere in which there is no risk in being creative—a place where wild ideas are honored and valued, never?scorned?or?dismissed.?

[8]?There are things that parents can do at home to encourage creativity.They can?involve?children?in?decision making if the problem is appropriate, asking the child for suggestions.?Parents can help their children to understand the consequences of various decisions.?Parents should also encourage their children to talk out loud about things they are doing.

Thinking and language skills are closely related.?Talking out loud improves language skills and

thinking skills.?

[9]?Having a sense of humor is also important in helping to develop creativity in a

child.?When parents show a sense of humor, children can see creativity in its purest form.?By

its nature[N][N], humor crosses conventional boundaries and breaks patterns.?Creativity often

does the same.?

[10]?It is important to give children choices.?From the earliest age, children should be

allowed to make decisions and understand their consequences.?Even if it's choosing between

two food items for lunch, decision-making helps thinking skills.?As children grow older, parents

should let their children decide how to use their time or spend their money but not automatically help them too much if they make the wrong decision.?This may be confusing for the child, but that is all right.[N]?This is because one of the most important traits of creative people is a very strong?motivation?to make order out of confusion.?(765 words)

?I love Charles Barkley like a brother, and except for the times when we're banging and pushing each other under the boards in games between my team, the Utah Jazz, and his, the Phoenix Suns, we're great friends.?We don't necessarily[N]?like the same things: Charles loves golf so much he would play at halftime?if he could[N], but I think a golf course is a waste of good?pasture-land.One of the reasons we get along so well, though, is that we both say what's on our minds[N]?without worrying about what other people are going to think—which means we disagree from time to time.?Here's an example of what I mean: I disagree with what Charles says in his Nike commercial, the one in which he insists, "I am not a role model."?Charles, you can deny[N]?being a role model all you want[N], but I don't think it's your decision to make.?We don't choose to be role models, we are chosen. Our only choice is whether to be a good role model or a bad one.?

[2]?I don't think we can accept all the?glory and the money that comes with

being a famous athlete?and not accept the responsibility of being a role model, of

knowing that kids and even some adults are watching us and looking for us to set an

example.?I mean, why do we get endorsements?in the first place? Because

there are people who will?follow our lead?and buy a

certain?sneaker?or?cereal?because we use it.?

[3]?I love being a role model, and I try to be a positive one.?That doesn't mean I always succeed.?I'm no saint. I make mistakes, and sometimes I do childish things.?And I don't always wake up in a great, role-model mood.[N]?There are days when I don't want to pose for a picture[N]?with every fan I run into[N], when I don't feel like picking up babies and giving them hugs and kisses (no matter how cute they are), those are the days I just try to avoid the public.?

[4]?But you don't have to be perfect to be a good role model, and people shouldn't expect perfection.?If I were deciding[N]?whether a basketball player was a positive role model, I would want to know: Does he influence people's lives in a positive way away from the court??How much has he?given of?himself, in time or in money, to help people who look up to him??Does he display the values—like honesty?and determination—that are part of being a good person??I wouldn't ask whether he lives his life exactly the way I would live it[N]?or whether he handles every situation just the way I would handle it.?

[5]?I do agree with Charles on one thing he says in his commercial: "Just because I can dunk a basketball doesn't mean

I should raise your kids."?But sometimes parents need a little assistance.?There are times when it helps for a mother and father to be able to say to their kids, "Do you think Karl Malone or Scottie Pippen or Charles Barkley or David Robinson would do that?"?To me, if someone uses my name in that way, it's an honor. Sure, parents should be role models to their children.?But let's face it[N], kids have lots of other role models—teachers, movie stars, athletes, even other kids.?As athletes, we can't?take the place of parents, but we can help reinforce what they try to teach their kids.

[6]?Parents just have to make sure they don't?take?it?too far.?Sometimes they put us on a?pedestal?that feels more like a?tightrope—so narrow that we're bound to[N]?fall off eventually.?This is not something I'm especially proud of, but I've had parents in Utah say things to me like, "You know, Karl, in our family we worship?the ground you walk on[N]. In our house your picture is right up there on the wall beside Jesus Christ." Now, that's going too far.?Is it any wonder some athletes don't want to be role models?[N]?Who wants to be held up to that kind of impossibly?high standard??Imagine someone putting[N]?a?life-sized?picture of you on a wall and saying things to your picture before they go to bed. That's?scary.?

[7]?Constantly being watched by the public can be hard to tolerate at times.?I am sorry that Michael Jordan had to deal with the negative publicity he received about gambling.?I don't think most people can imagine what it's like to be watched that closely every minute of every day.?I was told once that it wouldn't be that bad for me because no one would know me outside of Utah, but that's not true. Ever since I played on the Dream Team in the?Olympics, I can't go anywhere without being the center of attention, and that's very?confining?at times.?For instance, there have been occasions when I've felt like[N]?buying a big Harley-Davidson motorcycle and riding it down the street.?First, the Jazz would?have a fit?and say it's too dangerous.?Second, everyone would be watching to see if I wore a helmet, if I was obeying the speed limit, if I was taking turns safely—you name it.?The first time I didn't?measure up to?expectations, I would hear, "What kind of example is that

to set for other people who ride motorcycles?"?

[8]?But the good things about being a role model?outweigh?the

bad.?It's a great feeling to think you're a small part of the reason that a kid decided

to give school another try instead of?dropping out?or that a kid had the

strength to walk away when someone offered him drugs.[N]?But one thing I would

encourage parents to do is to remind their kids that no matter which athletes

they?look up to, there are no perfect human beings.?That way, if the kid's heroes should make mistakes, it won't seem like the end of the world to them.?

[9]?I would never criticize someone for saying what he thinks.?If Charles doesn't consider himself a role model, that's certainly his right. But I think he is a role model—and a good one, too.?And if he gets that NBA?championship?ring[N], I might just make him my role model.?(1,090 words)

?At some time or other, all of us have played the part of a?hypochondriac, imagining that we have some terrible disease?on the strength of?very minor symptoms.?Some people just have to hear about a new disease and they begin checking themselves to see if they may be suffering from it. But fear of disease is not our only fear, and neither is risk[N]?of

disease the only risk we run[N].?Modern life is full of?all manner of?threats—to our lives, our peace of mind, our families, and our future.?And from these threats come questions that we must pose to ourselves[N]: Is the food I buy safe? Are toys for my

children likely to hurt them? Should my family avoid smoked meats[N]? Am I likely to be?robbed?on vacations? Our uncertainties?multiply?indefinitely.?

[2]?Anxiety about the risks of life is a bit like hypochondria; in both, the

fear or anxiety?feeds on?partial?information.?But one sharp difference exists

between the two. The?hypochondriac can usually turn to a?physician?to get

a?definitive clarification of the situation—either you have the suspected disease or

you don't.?It is much more difficult when anxiety about other forms of risk is

concerned, because with many risks, the situation is not as simple[N].?

[3]?Risks are almost always a matter of?probability?rather[N]?than certainty.You may ask, "Should I wear a seat belt?" If you're going to have a head-on collision, of course.?But what if you get hit from the side and?end up?trapped inside the vehicle, unable to escape because of a damaged seat belt mechanism? So does this mean that you should spend the extra money for an air bag[N]??Again, in head-on collisions, it?may well?save your life. But what if the bag accidentally[N]?inflates?while you are driving down the highway, thus causing an accident that would never have occurred otherwise[N]??

[4]?All of this is another way of saying that nothing we do is completely safe.There are risks, often potentially serious ones, associated with every hobby we have, every job we take, every food we eat—in other words, with every action.?But the fact that there are risks associated with everything we are going to do does not, or should not,?reduce?us?to?trembling?neurotics. Some actions are riskier than others.?The point is to?inform?ourselves about the relevant risks and then act accordingly[N].?

[5]?For example, larger cars are generally safer than small ones in collisions.But how much safer? The answer is that you are?roughly?twice as likely to die in a serious crash in a small car than in a large one.?Yet larger cars generally cost more than small ones (and also use more gas, thus increasing the environmental risks!), so how do we decide when the reduced risks are worth the added costs?The ultimate risk avoider might, for instance, buy a tank or an?armored?car, thus minimizing the risk of death or?injury?in a collision.?But is the added cost and inconvenience?worth the difference in

price, even supposing you could afford it??

[6]?We cannot begin to answer such questions until we have a feel for the

level of risks?in question.?So how do we measure the level of a risk? Some

people seem to think that the answer is a simple number.?We know, for instance,

that about 25,000 people per year die in automobile accidents.?By contrast, only

about 300 die per year in mine accidents and disasters. Does that mean that

riding in a car is much riskier than mining? Not necessarily.?The fact is that some

200 million Americans regularly ride in automobiles in the United States every year; perhaps 700,000 are involved in mining.?The relevant figure that we need to?assess?a risk is a?ratio?or?fraction.?The?numerator?of the fraction tells us how many people were killed or harmed as the result of a particular activity over a certain period of time; the?denominator?tells us how many people were involved in that activity during that time.?All risk levels are thus ratios or fractions, with values between 0 (no risk) and 1 (totally?risky).?

[7]?By reducing all risks to ratios or fractions of this sort, we can begin to compare different sorts of risks—like mining?versus?riding in a car.?The larger this ratio, that is, the closer it is to 1, the riskier the activity in question.?In the case just discussed, we would find the relative safety of car travel and coal mining by dividing the numbers of lives lost in each by the number of people participating in each.?Here, it is clear that the?riskiness?of traveling by car is about 1 death per 10,000 passengers; with mining, the risk level is about 4 deaths per 10,000miners.?So although far more people are killed in car accidents than in mining, the latter turns out to be four times riskier than the former.?Those ratios enable us to compare the risks of activities or situations as different as apples and oranges[N].If you are opposed to risks, you will want to choose your activities by focusing on the small-ratio?exposures.?If you are reckless, then you are not likely to be afraid of higher ratios unless they get uncomfortably large.?

[8]?Once we understand that risk can never be totally eliminated from any situation and that, therefore, nothing is completely safe, we will then see that the issue is not one of avoiding risks altogether but rather one of managing risks in a sensible way[N].?Risk management requires two things: common sense and information about the character and degree of the risks we may be running.?(963 words)

?We the?faculty?take no pride in our educational achievement with you.?We have prepared you for a world that does not exist, indeed, that cannot exist.?You have spent four years supposing that failure leaves no record[N].?You have learned at

Brown that when your work goes poorly, the painless solution is to drop out.?But starting now, in the world to which you go, failure marks[N]?you.?Confronting difficulty by quitting leaves you changed[N]. Outside Brown,?quitters?are no heroes.?

[2]?With us you could argue about why your errors were not errors, why mediocre?work really was excellent, why you could take pride in routine[N]?and slipshod?presentation.?Most of you, after all, can?look back on?honor grades[N]for most of what you have done.?So, here grades can have meant little in distinguishing the excellent from the ordinary.?But tomorrow, in the world to which you go, you had better not defend errors but learn

from them[N].?You will be ill-advised[N]?to demand praise for what does not deserve it, and

abuse[N]?those who do not give it.?

[3]?For years we created an altogether forgiving world, in which whatever slight effort you

gave was all that was demanded.?When you did not keep appointments, we made new ones.

When your work came in beyond the deadline, we pretended not to care.?

[4]?Worse still, when you were boring, we acted as if you were saying something important.

When you were garrulous?and talked to hear yourselves talk[N], we listened as if it mattered.When you tossed on our desks writing upon which you had not labored[N], we read it and even responded, as though you earned a response.?When you were

dull, we pretended you were smart. When you were predictable[N],unimaginative?and routine, we listened as if to new and wonderful things.?When you demanded free lunch[N], we served it. And all this why?[N]?

[5]?Despite your?fantasies, it was not even that we wanted to be liked by you. It was

that[N]?we did not want to be bothered, and the easy way out was pretense: smiles and easy Bs[N].?

[6]?It is conventional to quote in addresses such as these. Let me quote someone you've

never heard of: Professor Carter A. Daniel, Rutgers University:?

"College has spoiled you by reading papers that don't deserve to be read, listening to comments that don't deserve a hearing, paying attention even to the lazy, ill-informed?and rude.?We had to do it, for the sake of education. But nobody will ever do it again.?College has deprived you of?adequate?preparation for the last 50 years.?It has failed[N]?you by being easy, free, forgiving, attentive, comfortable, interesting, unchallenging fun. Good luck tomorrow."?

[7]?That is why, on this?commencement?day, we have nothing in which to take much pride.?

[8]?Oh, yes, there is one more thing. Try not to act toward your co-workers and bosses as you have acted toward us.?I mean, when they give you what you want but have not earned, don't abuse them, insult them,?act out?with them your parlous?relationships with your parents.?This[N]?too we have tolerated.?It[N]?was, as I said, not to be liked.?Few professors actually care whether or not they are liked by peer-paralyzed adolescents[N], fools so shallow as to imagine professors care not about education but about popularity.?It was, again, to?be rid of?you.[N]So go,?unlearn?the lies we taught you. To life![N]?(585 words)

现代大学英语3课件

Lesson Ten Diogenes and Alexander I．Teaching Objectives: After learning this unit, students are supposed to: 1. get familiar with the rules of word formation ; 2. get familiar with some grammatical points; 3. retell the text as a whole; 4. have a thorough understanding of the whole text: Diogenes and Alexander 5. get a list of the new words and expressions and be able to use them freely in writing and daily conversation; II.Listening and speaking activities 1.Listen to the recording of the text and fill in the blanks about the main ideas of the article. 2. Talk about this passage with your friends ,and talk about what you think of Diogenes. III. Reading Comprehension and Language Activities 1. Pre-reading discussions: 1) What do you think of the person who lying on the street , shoeless, bearded, half-naked ? ? 2) Are you a cynic person?. 2. Background knowledge : 1) Cynic and Cynicism (愤世疾俗者与犬儒主义) ： The Oxford English Dictionary describes a cynic as a person “ disposed to find fault “ and as one who “shows a disposition to disbelieve in the sincerity or goodness of human motives and actions, and is wont to express this by sneers and sarcasm.”In short ,the cynic is “a sneering fault-finder” The ancient school of Cynicism was founded in the fourth century BC by Antisthenes. The Cynics urged both men and women to follow a way of life in harmony with nature and to reject all unnecessary civilized luxuries. They also rejected all social conventions ,customs and laws. 2)Diogenes （第欧根尼） Diogenes was a famous Cynic philosopher living during the time of Plato ( the 4th century BC ). Having to flee from Sinope because of charges against him and his father for debasing the public coin , Diogenes went to Athens where he studied under comforts of civilized life , and lived an extremely ascetic lifestyle. Later on the captured by pirates and sold into slavery in Crete to Xeniades, who was so impressed by the philosopher that he made him the teacher of his children . He is said to have died of old age in the same year as Alexander the Great in 323 BC. 3. Text analysis: Part One (para.1-10) Description of Diogenes as a beggar, a philosopher and a missionary, his lifestyle and doctrine: Cynicism. Part Two (para.11-12) Description of Alexander the Conqueror, who was the greatest man of the time . Part Three(para.13-17) The dramatic encounter of the two , revealing that only these two men

大学英语精读第一册课文翻译

第一单元课程开始之际，就如何使学习英语的任务更容易提出一些建议似乎正当其实。学习英语的几种策略学习英语决非易事。它需要刻苦和长期努力。虽然不经过持续的刻苦努力便不能期望精通英语，然而还是有各种有用的学习策略可以用来使这一任务变得容易一些。以下便是其中的几种： 1．不要以完全相同的方式对待所有的生词。你可曾因为简直无法记住所学的所有生词而抱怨自己的记忆力太差？其实，责任并不在你的记忆力。如果你一下子把太多的生词塞进头脑，必定有一些生词会被挤出来。你需要做的是根据生词日常使用的频率以不同的方式对待它们。积极词汇需要经常练习，有用的词汇必须牢记，而在日常情况下不常出现的词只需见到时认识即可。你会发现把注意力集中于积极有用的词上是扩大词汇量最有效的途径。 2．密切注意地道的表达方式。你可曾纳闷过，为什么我们说“我对英语感兴趣”是“I’m interested in English”，而说“我精于法语”则是“I’m good at French”?你可曾问过自己，为什么以英语为母语的人说“获悉消息或密秘”是“learnthenewsorsecret”,而“获悉某人的成功或到来”却是“learn of someone’s success or arrival”?这些都是惯用法的例子。在学习英语时，你不仅必须注意词义，还必须注意以英语为母语的人在日常生活中如何使用它。 3．每天听英语。经常听英语不仅会提高你的听力，而且有助你培养说的技能。除了专为课程准备的语言磁带外，你还可以听英语广播，看英语电视和英语电影。第一次听录好音的英语对话或语段，你也许不能听懂很多。先试着听懂大意，然后在反复地听。你会发现每次重复都会听懂更多的xx。 4．抓住机会说。的确，在学校里必须用英语进行交流的场合并不多，但你还是可以找到练习讲英语的机会。例如，跟你的同班同学进行交谈可能就是得到一些练习的一种轻松愉快的方式。还可以找校园里以英语为母语的人跟他们

新视野大学英语4第二版课文翻译

Unit 1 Section A 艺术家追求成名，如同狗自逐其尾，一旦追到手，除了继续追逐不知还能做些什么。成功之残酷正在于它常常让那些追逐成功者自寻毁灭。对一名正努力追求成功并刚刚崭露头角的艺术家，其亲朋常常会建议“正经的饭碗不能丢～”他们的担心不无道理。追求出人头地，最乐观地说也困难重重，许多人到最后即使不是穷困潦倒，也是几近精神崩溃。尽管如此，希望赢得追星族追捧和同行赞扬之类的不太纯洁的动机却在激励着他们向前。享受成功的无上光荣，这种诱惑不是能轻易抵挡的。成名者之所以成名，大多是因为发挥了自己在歌唱、舞蹈、绘画或写作等方面的特长，并能形成自己的风格。为了能迅速走红，代理人会极力吹捧他们这种风格。他们青云直上的过程让人看不清楚。他们究竟是怎么成功的，大多数人也都说不上来。尽管如此，艺术家仍然不能闲下来。若表演者、画家或作家感到无聊，他们的作品就难以继续保持以前的吸引力，也就难以保持公众的注意力。公众的热情消磨以后，就会去追捧下一个走红的人。有些艺术家为了不落伍，会对他们的写作、跳舞或唱歌的风格稍加变动，但这将冒极大的失宠的危险。公众对于他们藉以成名的艺术风格以外的任何形式都将不屑一顾。知名作家的文风一眼就能看出来，如田纳西?威廉斯的戏剧、欧内斯特?海明威的情节安排、罗伯特?弗罗斯特或 T.S.艾略特的诗歌等。

同样，像莫奈、雷诺阿、达利这样的画家，希区柯克、费里尼、斯皮尔伯格、陈凯歌或张艺谋这样的电影制作人也是如此。他们鲜明独特的艺术风格标志着与别人不同的艺术形式上的重大变革，这让他们名利双收，但也让他们付出了代价，那就是失去了用其他风格或形式表现自我的自由。名气这盏聚光灯可比热带丛林还要炙热。骗局很快会被揭穿，过多的关注带来的压力会让大多数人难以承受。它让你失去自我。你必须是公众认可的那个你，而不是真实的你或是可能的你。艺人，就像政客一样，必须常常说些违心或连自己都不完全相信的话来取悦听众。一滴名气之水有可能玷污人的心灵这一整口井，因此一个艺术家若能保持真我，会格外让人惊叹。你可能答不上来哪些人没有妥协，却仍然在这场名利的游戏中获胜。一个例子就是爱尔兰著名作家奥斯卡?王尔德，他在社交行为和性行为方面以我行我素而闻名于世。虽然他的行为遭到公众的反对，却依然故我，他也因此付出了惨痛的代价。在一次宴会上，他一位密友的母亲当着他的朋友和崇拜者的面，指责他在性方面影响了她的儿子。他听了她的话以后大为光火，起诉了这个年轻人的母亲，声称她毁了自己的“好”名声。但是，他真该请一个更好的律师。结果是，法官不仅不支持他提出的让这个女人赔偿他名声损失费的请求，反而对他本人进行了罚款。他由于拒交罚款最终还被送进了监狱。更糟糕的是，他再也无法获得更多公众的宠爱。在最糟糕的时候，他发现没有一个人愿意拿自己的名声冒险来替他说话。

现代大学英语第三册第一单元(精)

MoreWork on the Text Ⅱ Vocabulary 1. Translate. (P14 1 From English into Chinese. (1学校教职员工 (10青春期 (2政治上的成熟 (11种族偏见 (3成长过程中的变化 (12每天工作日程 (4认同危机 (13伦理道德观念 (5恋爱关系 (14处理日常生活的能力 (6遗传工程 (15历史背景 (7学术生活 (16异性 (8偶然事件 (17感情上的支持 (9民族认同 (18生活方式 2 From Chinese into English. (1 to pursue an education (10 to drag one's feet (2 to acquire knowledge (11 to evaluate the result (3 to handle the case (12 to process knowledge (4 to define the word (13 to perform one's duty (5 to select one's major (14 to narrow the gap

(6 to resent the treatment (15 to expand business (7 to establish their identity (16 to expect better results (8 to frustrate the students (17 to assemble cars (9 to declare war (18 to present facts 2. Give synonyms and antonyms of the following. (P15 1 Give synonyms. (1 objective, purpose, end (7 choice (2 to happen (8 to choose/to pick or pick out (3 to increase/to enlarge/to grow/to develop (9 main/chief/principal/leading (4 to try/to attempt/to make an effort (10 belief (5 clear (11 strong feeling (6 magazine (12 to get/to gain/to obtain 2 Give antonyms. (1 masculine (9 to exclude (2 immature (10 disapproval (3 independence (11 mistrust/distrust

大学英语精读第一册课文翻译全

Unit1 课程开始之际，就如何使学习英语的任务更容易提出一些建议似乎正当其时。 Some Strategies or Learning English 学习英语绝非易事。它需要刻苦和长期努力。虽然不经过持续的刻苦努力便不能期望精通英语，然而还是有各种有用的学习策略可以用来使这一任务变得容易一些。以下便是其中的几种。 1. 不要以完全同样的方式对待所有的生词。你可曾因为简直无法记住所学的所有生词而抱怨自己的记忆力太差？其实，责任并不在你的记忆力。如果你一下子把太多的生词塞进头脑，必定有一些生词会被挤出来。你需要做的是根据生词日常使用的频率以不同的方式对待它们。积极词汇需要经常练习，有用的词汇必须牢记，而在日常情况下不常出现的词只需见到时认识即可。你会发现把注意力集中于积极有用的词上是扩大词汇量最有效的途径。 2．密切注意地道的表达方式。你可曾纳闷过，为什么我们说我对英语感兴趣是I'm 湩整敲瑳摥椠?湅汧獩屨，而说我精于法语则是???潧摯愠?牆湥档？你可曾问过自己，为什么以英语为母语的人说获悉消息或秘密是汜慥湲琠敨渠睥?牯猠捥敲屴，而获悉某人的成功或到来却是汜慥湲漠?潳敭湯?环猠捵散獳漠?牡楲慶屬？这些都是惯用法的例子。在学习英语时，你不仅必须注意词义，还必须注意以英语为母语的人在日常生活中如何使用它。 3．每天听英语。经常听英语不仅会提高你的听力，而且有助你培养说的技能。除了专为课程准备的语言磁带外，你还可以听英语广播，看英语电视和英语电影。第一次听录好音的英语对话或语段，你也许不能听懂很多。先试着听懂大意，然后再反复地听。你会发现每次重复都会听懂更多的东西。 4．抓住机会说。的确，在学校里必须用英语进行交流的场合并不多，但你还是可以找到练习讲英语的机会。例如，跟你的同班同学进行交谈可能就是得到一些练习的一种轻松愉快的方式。还可以找校园里以英语为母语的人跟他们随意交谈。或许练习讲英语最容易的方式是高声朗读，因为这在任何时间，任何地方，不需要搭档就可以做到。例如，你可以看着图片18 / 1 或身边的物件，试着对它们详加描述。你还可以复述日常情景。在商店里购物或在餐馆里吃完饭付过账后，假装这一切都发生在一个讲英语的国家，试着用英语把它表演出来。 5．广泛阅读。广泛阅读很重要，因为在我们的学习环境中，阅读是最重要、最可靠的语言输入来源。在选择阅读材料时，要找你认为有趣的、不需要过多依赖词典就能看懂的东西。开始时每天读一页是个好办法。接下去，你就会发现你每天可以读更多页，而且能对付难度更高的材料。6．经常写。写作是练习你已经学会的东西的好方法。除了老师布置的作文，你还可以找到自己要写的理由。有个笔友可以提供很好的动力；与某个跟你趣味相投但来自不同文化的人进行交流，你会学到很多东西。经常写作的其他方式还有记日记，写小故事或概述每天的新闻。语言学习是一个积累的过程。从读和听中吸收尽量多的东西，然后再试着把学到的东西通过说和写加以运用，定会大有收益。 Unit2 弗朗西斯·奇切斯特在六十五岁时开始了只身环球航行。本文记述的就是这一冒险故事。 Sailing Round the Word 弗朗西斯·奇切斯特在独自驾船作环球航行之前，已有好几次让他的朋友们感到吃惊了。他曾试图作环球飞行，但没有成功。那是1931年。好多年过去了。他放弃了飞行，开始航海。他领略到航海的巨大乐趣。奇切斯特在首届横渡大西洋单人航海比赛中夺魁时，已经五十八岁。他周游世界的宿愿重又被唤起，不过这一次他是要驾船环游。由于他患有肺癌，朋友们和医生们都认为他不该去，但奇切斯特决意实施自己的计划。

新视野大学英语第四册课文原文

1A An artist who seeks fame is like a dog chasing his own tail who, when he captures it, does not know what else to do but to continue chasing it. The cruelty of success is that it often leads those who seek such success to participate in their own destruction. "Don't quit your day job!" is advice frequently given by understandably pessimistic family members and friends to a budding artist who is trying hard to succeed. The conquest of fame is difficult at best, and many end up emotionally if not financially bankrupt. Still, impure motives such as the desire for worshipping fans and praise from peers may spur the artist on. The lure of drowning in fame's imperial glory is not easily resisted. Those who gain fame most often gain it as a result of exploiting their talent for singing, dancing, painting, or writing, etc. They develop a style that agents market aggressively to hasten popularity, and their ride on the express elevator to the top is a blur. Most would be hard-pressed to tell you how they even got there. Artists cannot remain idle, though. When the performer, painter or writer becomes bored, their work begins to show a lack of continuity in its appeal and it becomes difficult to sustain the attention of the public. After their enthusiasm has dissolved, the public simply moves on to the next flavor of the month. Artists who do attempt to remain current by making even minute changes to their style of writing, dancing or singing, run a significant risk of losing the audience's favor. The public simply discounts styles other than those for which the artist has become famous. Famous authors' styles—a Tennessee Williams play or a plot by Ernest Hemingway or a poem by Robert Frost or T.S. Eliot—are easily recognizable. The same is true of painters like Monet, Renoir, or Dali and moviemakers like Hitchcock, Fellini, Spielberg, Chen Kaige or Zhang Yimou. Their distinct styles marked a significant change in form from others and gained them fame and fortune. However, they paid for it by giving up the freedom to express themselves with other styles or forms. Fame's spotlight can be hotter than a tropical jungle—a fraud is quickly exposed, and the pressure of so much attention is too much for most to endure. It takes you out of yourself: You must be what the public thinks you are, not what you really are or could be. The performer, like the politician, must often please his or her audiences by saying things he or she does not mean or fully believe. One drop of fame will likely contaminate the entire well of a man's soul, and so an artist who remains true to himself or herself is particularly amazing. You would be hard-pressed to underline many names of those who have not compromised and still succeeded in the fame game. An example, the famous Irish writer Oscar Wilde, known for his uncompromising behavior, both social and sexual, to which the public objected, paid heavily for remaining true to himself. The mother of a young man Oscar was intimate with accused him at a banquet in front of his friends and fans of sexually influencing her son. Extremely angered by her remarks, he sued the young man's mother, asserting that she had damaged his "good" name. He should have hired a better attorney, though. The judge did not second Wilde's call to have the woman pay for damaging his name, and instead fined Wilde. He ended up in jail after refusing to pay, and even worse, was permanently expelled from the wider circle of public favor. When things were at their worst, he found that no one was willing to risk his or her name in his defense. His price for remaining true to himself was to be left alone when he needed his fans the most. Curiously enough, it is those who fail that reap the greatest reward: freedom! They enjoy the freedom to express themselves in unique and original ways without fear of losing the support of fans. Failed artists may find comfort in knowing that many great artists never found fame until well after they had passed away or in knowing that they did not sell out. They may justify their failure by convincing themselves their genius is too sophisticated for contemporary audiences. Single-minded artists who continue their quest for fame even after failure might also like to know that failure has motivated some famous people to work even harder to succeed. Thomas Wolfe, the American novelist, had his first novel Look Homeward, Angel rejected 39 times before it was finally published. Beethoven overcame his father, who did not believe that he had any potential as a musician, to become the greatest musician in the world. And Pestalozzi, the famous Swiss educator in the 19th century, failed at every job he ever had until he came upon the idea of teaching children and developing the fundamental theories to produce a new form of education. Thomas Edison was thrown out of school in the fourth grade, because he seemed to his teacher to be quite dull. Unfortunately for most people, however, failure is the end of their struggle, not the beginning. I say to those who desperately seek fame and fortune: good luck. But alas, you may find that it was not what you wanted. The dog who catches his tail discovers that it is only a tail. The person who achieves success often discovers that it does more harm than good. So instead of trying so hard to achieve success, try to be happy with who you are and what you do. Try to do work that you can be proud of. 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