新视野大学英语IIUnit 6 Text A 课文句子结构分析
Unit 6 Less is more
Text A Door closer, are you?
关门者，你是吗？
1 The next time you’re deciding between rival options, one which is primary and the other which is secondary, ask yourself this question: What would Xiang Yu do?
这个句子前面是一个the next time引导的时间状语从句，后面跟了一个one...and the other...是两个并列的代词作rival options的同位语，两个代词后面分别跟了一个由which引导的定语从句，之后主句是一个祈使分句，冒号后面跟了一个问句。
下次你要在两个难于取舍的、主要的和次要的选择之间做决定时，不妨问自己这样一个问题：项羽会怎么做？
2 Xiang Yu was a Chinese imperial general in the third century BC who took his troops across the Zhang River on a raid into enemy territory.
这是一个复合句，前面是主句，后面跟了一个who引导的定语从句，修饰名词短语a Chinese imperial general。
项羽是公元前三世纪中国古代王朝的一位将军。他带领他的部队横渡漳河，突袭进入了敌方的领地。
To his troops’ astonishment, he ordered their cooking pots crushed and their sailing ships burned.这个句子是一个简单句，前面是一个介词短语作状语，后面的主干当中主语是he, 谓语是ordered，后面跟了两个并列的复合宾语（即：宾语+宾语补足语），这里的两个复合宾语当中都是过去分词短语作宾补。
他下令砸锅烧船，令他的部队大为震惊。
3 He explained that he was imposing on them a necessity for attaining victory over their opponents.
这是一个复合句，在主句的谓语动词explained后面跟了一个that引导的宾语从句，从句当中的谓语是impose sth on sb这个结构，由于宾语sth较长，因此将状语on sb放在了宾语之前，构成impose on sb sth这个结构。
他解释道，他强加给他们的是战胜对手的必要举措。
What he said was surely motivating, but it wasn’t really appreciated by many of his loyal soldiers as they watched their vessels go up in flames.
这是一个并列复合句，主干是一个并列句，由连词but连接两个分句，第一个分句中包含一个what引导的主语从句，第二个分句中有一个as引导的时间状语从句。
他所说的无疑十分鼓舞士气，但当他那许多忠诚的士兵眼睁睁地看着他们的船只在火焰中被焚毁时，他们并不赞成他的做法。
But the genius of General Xiang Yu’s conviction would be validated both on the battlefield and in modern social science research.
这是一个简单句，主干是“the genius would be validated.”
不过项羽将军的这种砸锅焚船的做法所显示出的天赋，在战场上和现代社会科学研究中都将得到肯定。
General Xiang Yu was a rare exception to the norm, a veteran leader who was highly respected for his many conquests and who achieved the summit of success.
逗号前面是这个句子的主句，逗号后面的a veteran leader是前面主句当中作表语的名词短语a rare exception的同位语，后面跟了两个并列的由who引导的定语从句。
项羽将军是一个罕见的不墨守成规的人，他是一位经验丰富的领袖，由于他征战无数并达到了成功的顶峰，他深受尊敬。
4 He is featured in Dan Ariely’s enlightening new publication, Predictably Irrational, a fascinating investigation of seemingly irrational human behavior, such as the tendency for keeping multiple options open.
这是一个简单句，主干当中的谓语是一般现在时的被动语态，后面a...investigation of...是一个名词短语解释说明前面那本书，在后面是一个介词短语（such as...）作定语修饰前面的名词短语seemingly irrational human behavior。
丹·阿雷利极富启迪性的新书《可预见的非理性》对项羽作了专题介绍。这本书对看似非理性的人类行为，譬如人类总想留住多项选择机会的倾向，进行了引人入胜的调查。Most people can’t marshal the will for painful choices, not even students at the Massachusetts Institute of Technology (MIT), where Dr. Ariely teaches behavioral economics.
这是一个复合句，后面跟了一个where引导的非限制性定语从句，修饰MIT。
大多数人都不能整理自己的思路来做痛苦的选择，麻省理工学院上阿雷利博士行为经济学这门课的学生也不例外。
In an experiment that investigated decision-making, hundreds of students couldn’t bear to let their options vanish, even though it was clear they would profit from doing so.
前面的介词短语当中包含一个that引导的定语从句，中间是主句，后面有一个even though 引导的让步状语从句，其中包含一个that引导的主语从句（省去了that）。
在调查作决策的一项实验中，几百名学生都不能忍受眼睁睁看着他们的选择机会消失，即使他们很清楚这样做对他们有利。
5 The experiment revolved around a game t hat eliminated the excuses we usually have for refusing to let go.
这个句子前面是主句，在a game后面跟了一个that引导的定语从句修饰a game；这个定语从句中又包含一个省去了that/which的定语从句修饰the excuses。
实验是围绕着一个游戏展开的，这个游戏排除了我们通常不肯放手的借口。
In the real world, we can always say, “It’s good to preserve our options.”
引号外面和里面各是一个简单句。
在现实世界里，我们总会说：“保留我们的选择机会是对的。”
Want a good example?
这是一个省去了“Do you”的疑问句。
想要一个好的例子吗？
A teenager is exhausted from soccer, ballet, piano, and Chinese lessons, but her parents won’t stop any one of them because they might come in handy some day!
这个句子的主干是一个并列句，第一个分句是一个简单分句；but后面是第二个分句，其中包含一个由because引导的原因状语从句。
一个十多岁的女孩被足球、芭蕾舞、钢琴、中文课给累得筋疲力尽，但她的父母不会让她停止任何一项活动，理由是它们有一天可能会派上用场！
6 In the experiment sessions, students played a computer game that provided cash behind three doors appearing on the screen.
这是一个复合句，句子中包含一个that引导的定语从句，修饰a computer game。
在这个实验里，学生要玩一个电脑游戏: 在电脑屏幕上会显示三扇门，每扇门后都会提供一些现金。
The rule was the more money you earned, the better player you were, given a total of 100 clicks. 主句中的was后面跟了一个省去了that的表语从句，从句中是一个“the +比较级+主语+谓语，the+比较级+主语+谓语”的结构，后面有一个过去分词短语作状语。
该游戏的规则是每个人都只能点击100次，你点击获取的钱越多，你就玩得越好。
Every time the students opened a door by clicking on it, they would use up one click but wouldn’t get any money.
这个句子前面是一个every time引导的时间状语从句，后面的主句中主语they后面跟了两个并列谓语。
学生每点击一次打开一扇门，他们会用掉一个点击数，但却不会得到任何钱。However, each subsequent click on that door would earn a fluctuating sum of money, with one door always revealing more money than the others.
这是一个简单句，后面是一个with的复合结构“with+名词+V-ing”作状语。
然而，随后接着在那扇门上的每次点击都会挣得数额不等的钱，三扇门显示的钱总有一扇比另外两扇多。
The important part of the rule was each door switch, though having no cash value, would also use up one of the 100 clicks.
这个句子的主句当中的was后面跟了一个省去了that的表语从句，中间插了一个though和V-ing构成的结构作让步状语。
这个游戏规则的重点是虽然每次换门没有金钱回报，可还是会用掉一次点击数。Therefore, the winning strategy was to quickly check all the doors and keep clicking on the one with the seemingly highest rewards.
这是一个简单句，表语是两个并列的不定式短语。
所以，制胜战略是要迅速查看所有的门，然后只点击那扇似乎是钱最多的门。
7 While playing the game, students noticed a modified visual element: Any door left unclicked for
a short while would shrink in size and vanish.
冒号前面是一个复合句，有一个while引导的时间状语从句，从句中省去了“they were”，冒号后面是一个简单句。
在玩游戏时，学生们注意到了一个视觉上的变化：如果有片刻没点击某扇门，那扇门就会慢慢缩小并消失。
Since they already understood the game, they should have ignored the vanishing doors.
这是一个复合句，前面是一个由since引导的原因状语从句，后面是主句。
由于他们已了解了游戏规则，他们本应对要消失的门不予理睬。
Nevertheless, they hurried to click on the lesser doors before they vanished, trying to keep them open.
这个句子当中前面是主句，当中有一个before引导的时间状语从句，后面是一个V-ing短语作状语。
然而，在它们消失以前，他们却迫不及待地去点击那些变小的门，试图让它们开启着。
As a result, they wasted so many clicks rushing back to the vanishing doors that they lost money in the end.
这是一个复合句，包含一个so...that...引导的结果状语从句。
结果是，他们在匆忙回去点击那些快消失的门时浪费了很多点击数以至于最后输了钱。Why were the students so attached to the lesser doors? （简单句）
为什么学生对那些变小的门如此依恋呢？
They would probably protest that they were clinging to the doors to keep future options open, but, according to Dr. Ariely, that isn’t the true factor.
这个句子的主干是一个并列句，but前面是一个复合分句，包含一个that引导的宾语从句；第二个分句是一个简单分句。
他们可能会争辩说，他们紧抓住这些门是为将来多留一些机会。但是，据阿雷利博士说，这不是真正的原因。
8 Instead of the excuse to maintain future options open, underneath it all the students’ desire was to avoid the immediate, though temporary, pain of watching options close.
前面是一个介词短语，后面句子的主干是一个主系表结构“...desire was to avoid...”，中间插入了一个though引导的省去了主语和谓语（it was）的让步状语从句。
在他们为将来多留一些机会的借口背后反映出的是所有的学生都不堪目睹眼前的选择机会被剥夺，尽管这种痛苦是临时的。
“Closing a door on an option is experienced a s a loss, and people are willing to pay a big price to avoid the emotion of loss,” Dr. Ariely says.
引号里面是一个并列句，由and连接两个并列分句。
阿雷利博士说：“每闭上一扇选择之门就如同经受了一次损失，人们宁愿付出很大的代价，也要避免情感的失落。”
In the experiment, the price was easily measured in lost cash. （简单句）
在实验中，损失很容易用丢失的现金来衡量。
In life, the corresponding costs are often less obvious such as wasted time or missed opportunities. （简单句）
在生活中，相应的损失就往往没那么明显，如浪费时间，错过机会。
9 “Sometimes these doors are closing too slowly for us to see them vanishing,” Dr. Ariely writes. “We may work more hours at our jobs without realizing that the childhood of our sons and daughters is slipping away.”
第一个引号里面是一个简单句；第二个引号里面是一个复合句，包含一个that引导的宾语从句。
“有时候，这些门是慢慢关闭的，我们没有看到它们在悄然消失，”阿雷利博士写道：“我们可能花很多时间在工作上，却没有意识到我们子女的童年正在悄悄溜走。
10 So, what can be done to restore balance in our lives? （简单句）
那么，我们可以做些什么让我们的生活恢复平衡呢？
One answer, Dr. Ariely says, is to implement more prohibitions on overbooking. （简单句）
阿雷利博士说，一个办法是制止更多的超额预约。
We can work to reduce options on our own, delegating tasks to others and even giving away ideas for others to pursue.
这是一个简单句，后面有两个并列的V-ing短语作状语。
我们可以自己减少选择，将任务委派给其他人，甚至放弃一些点子，让其他人去做。
He points to marriage as an example, “In marriage, we create a situation where we promise ourselves not to keep options open. We close doors and announce to others we’ve closed doors.”引号外面是一个简单句；引号里面有两个句子：第一个句子是包含一个定语从句的复合句；第二个句子主语后面跟了两个并列谓语，第二个谓语后面有一个省去了that的宾语从句。他用婚姻作为例子：“在婚姻中，我们承诺不保留选择机会，我们就创造了获得最佳选择的有利局面。我们关上可选择的门，并告诉别人我们已作出选择。”
11 Since conducting the door experiment, Dr. Ariely says he has made a conscious effort to lessen his load.
前面是一个介词短语作时间状语，后面的句子当中有一个省去了that的宾语从句。
阿雷利博士说，自从进行了这个点击门的实验，他已经有意识地努力减轻自己的负担。
He urges the rest of us to resign from committees, prune holiday card lists, rethink hobbies and
remember the lessons of door closers like Xiang Yu.
这是一个简单句，句中有四个并列的不定式短语作宾补。
他敦促我们辞去委员会的工作，删减送节日贺卡的名单，重新思考兴趣爱好，并记住像项羽那样的关门者给我们的启示。
12 In other words, Dr. Ariely is encouraging us to discard those things t hat seem to have outward merit in favor of those things that actually enrich our lives.
这是一个复合句，里面有两个that引导的定语从句分别修饰两个those things。
换言之，他是鼓励我们放弃那些似乎只有表面价值的东西，去追求那些能真正丰富我们生活的东西。
We are naturally prejudiced to believe that more is better, but Dr. Ariely’s research provides a dose of reality that strongly suggests otherwise.
句子的主干是一个并列句，but前面是第一个并列分句，里面包含一个that引导的宾语从句；第二个分句也是一个复合分句，里面有一个that引导的定语从句修饰reality。
我们很自然、很偏执地相信选择越多越好，但阿雷利博士的研究却强有力地告诉我们事实并非如此。
13 What price do we pay for trying to have more and more in life? （简单句）
我们想在生活中得到越来越多选择的代价是什么？
What pleasure and satisfaction can be derived from focusing our energy and attention in a more concentrated fashion? （简单句）
我们能从更集中的精力和注意力中获得什么样的喜悦和满足？
Surely, we will have our respective answers.（简单句）
当然，我们每个人都会有自己的答案。
14 Consider these important questions: Will we have more by always increasing options or will we have more with fewer, carefully chosen options? What doors should we close in order to allow the right windows of opportunity and happiness to open?
冒号前面是一个祈使句；冒号后面有两个疑问句，第一个是一个选择疑问句；第二个是一个特殊疑问句，结构上是一个简单句。
试想一下这些重要的问题：怎么做会使我们获得更多，是不断增加选择，还是只保持少数精心挑选的选择？我们应关闭什么门，以便让机会和幸福之窗打开？
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新视野大学英语IIUnit 6 Text A 课文句子结构分析
Unit 6 Less is more Text A Door closer, are you? 关门者，你是吗？ 1 The next time you’re deciding between rival options, one which is primary and the other which is secondary, ask yourself this question: What would Xiang Yu do? 这个句子前面是一个the next time引导的时间状语从句，后面跟了一个one...and the other...是两个并列的代词作rival options的同位语，两个代词后面分别跟了一个由which引导的定语从句，之后主句是一个祈使分句，冒号后面跟了一个问句。 下次你要在两个难于取舍的、主要的和次要的选择之间做决定时，不妨问自己这样一个问题：项羽会怎么做？ 2 Xiang Yu was a Chinese imperial general in the third century BC who took his troops across the Zhang River on a raid into enemy territory. 这是一个复合句，前面是主句，后面跟了一个who引导的定语从句，修饰名词短语a Chinese imperial general。 项羽是公元前三世纪中国古代王朝的一位将军。他带领他的部队横渡漳河，突袭进入了敌方的领地。 To his troops’ astonishment, he ordered their cooking pots crushed and their sailing ships burned.这个句子是一个简单句，前面是一个介词短语作状语，后面的主干当中主语是he, 谓语是ordered，后面跟了两个并列的复合宾语（即：宾语+宾语补足语），这里的两个复合宾语当中都是过去分词短语作宾补。 他下令砸锅烧船，令他的部队大为震惊。 3 He explained that he was imposing on them a necessity for attaining victory over their opponents. 这是一个复合句，在主句的谓语动词explained后面跟了一个that引导的宾语从句，从句当中的谓语是impose sth on sb这个结构，由于宾语sth较长，因此将状语on sb放在了宾语之前，构成impose on sb sth这个结构。 他解释道，他强加给他们的是战胜对手的必要举措。 What he said was surely motivating, but it wasn’t really appreciated by many of his loyal soldiers as they watched their vessels go up in flames. 这是一个并列复合句，主干是一个并列句，由连词but连接两个分句，第一个分句中包含一个what引导的主语从句，第二个分句中有一个as引导的时间状语从句。 他所说的无疑十分鼓舞士气，但当他那许多忠诚的士兵眼睁睁地看着他们的船只在火焰中被焚毁时，他们并不赞成他的做法。 But the genius of General Xiang Yu’s conviction would be validated both on the battlefield and in modern social science research. 这是一个简单句，主干是“the genius would be validated.” 不过项羽将军的这种砸锅焚船的做法所显示出的天赋，在战场上和现代社会科学研究中都将得到肯定。 General Xiang Yu was a rare exception to the norm, a veteran leader who was highly respected for his many conquests and who achieved the summit of success. 逗号前面是这个句子的主句，逗号后面的a veteran leader是前面主句当中作表语的名词短语a rare exception的同位语，后面跟了两个并列的由who引导的定语从句。 项羽将军是一个罕见的不墨守成规的人，他是一位经验丰富的领袖，由于他征战无数并达到了成功的顶峰，他深受尊敬。
新视野2 第六单元 教案 unit6
教学实习教案新视野大学英语教程 Unit 6 Section A As His Name Is, So Is He! 教师： 学生：一年级学生 上课时间：2011年4月12日 10：15-12：00 2011年4月19日 10：15-12：00 上课地点：教四C507 教学内容：Unit 6 Section A As His Name Is, So Is He! 教学目标：1.了解课文相关的背景知识和姓名文化 2.掌握教学大纲中规定的单词和词组 3.熟悉词语搭配和语言点 4.了解课文情节和课文结构 教学内容：1.lead-in讨论问题和介绍姓名文化 2.详解大纲规定重点单词和词组，应用举例 3.分析讲解课文框架结构 4.讲解课文语言点，难点 教学方法：以多媒体辅助，学生为主体的交互式教学，小组讨论和独立思考相结合。时间分配：1.lead-in问题讨论 35 mins 2.姓名文化ppt展示 15mins 3.单词和词组讲解 50mins (以上为第一次上课内容) 4.单词复习练习（选词填空）10mins 5.课文结构分析20mins 6.就每一部分分别回答问题，讲解语言点 PartⅠ20mins PartⅡ20mins PartⅣ20mins PartⅢ10mins
具体上课步骤和内容： Ⅰ.Lead-in A. Talk about names (discuss in groups, then answer the questions) 1. What’s the meaning of the title? Do you think so? 2. What are the functions of name? 3. Do you think a person’s name is important? Why or why not? 4. What is your name? What is the meaning of your name? 5. Do you like your name? Why or why not? B. slid show about name culture. Ⅱ.Words and phrases A.Listen to the record of words and phrases. B.Learn words and phrases. Elegant Adj. graceful and attractive in appearance or behavior 一个优雅的女人an elegant woman 讲究的套装 a very elegant suit 高雅的餐厅an elegant dining room Application n. 1. [C or U] an official request for something, usually in writing 申请信 a letter of application 南非已递交了主办世界杯的申请。 South Africa has submitted an application to host the World Cup. 2. [C, U] the use of a particular method, law, process, etc. 这项新发明会在工业上获得广泛的运用。 The new invention would have wide application in industry. Substitute 1. Vt. to use something or someone instead of another thing or person
新视野大学英语第三版读写教程第二册Unit6课文及翻译
U6 A To work or not to work - That is the question 打工还是不打工——这是个问题 There are numerous and reliable ways by which one can measure the impact of employment on student achievement, and we used several in our research. We compared the grades of students who work a great deal with those who work in limited amounts or not at all. We also contrasted workers with non-workers, on different indicators of their commitment to education. Additionally, we followed students over time as they increased or decreased their work hours, and we assessed how different patterns of employment altered school performance and engagement. 要衡量工作经历对学生成就的影响有许多可靠的方法。在我们的研究中，我们采用了几种方法。我们比较了打很多工的学生和打工时间有限或者根本不打工的学生的学习成绩。我们也对比了打工学生和不打工学生在学习投入程度方面的不同指征。另外，我们长期跟踪学生，了解他们在打工时间增加或减少时的表现。而且，我们还评估了不同的打工模式如何改变学习成绩和学习参与度。 We have simplified and classified the data and the results are clear: The stakes are high. A heavy commitment to a part-time job during the academic year, say, working 20 hours per week or more, undermines and significantly interferes with school achievement and commitment. Overall, our study offers proof that students who worked more than 20 hours weekly were not comparable to their classmates. They earned lower grades, spent less time on homework, cut class more often, and cheated more frequently. And they reported lower levels of commitment to school and more modest educational aspirations. 我们把数据加以简化和归类，得出的结论很明确：学生打工付出的代价很大。在学年中花过多精力兼职打工，比如，一周打工20 个小时或更长时间，会影响和严重干扰学习成绩和学习投入程度。总的来说，我们的研究证明，每周打工超过20 个小时的学生学习成绩不及班上其他同学。他们的分数更低，花在作业上的时间更少，逃课更频繁，作弊更常见。而且据反映，他们的学习投入程度较低，学习志向也不够远大。 On the other hand, we also detected a different pattern. Working for approximately 10 hours per week or less seemingly does not take a consistent toll on school performance. Nevertheless, given that half of all employed seniors, about one-third of all juniors, and about one-fifth of all second-year students work above the 20-hour limit, indications are that a large number of students are at risk of compromising their school careers with their part-time jobs. 但是，我们也发现了另外一种不同的模式。每周打工大约10 个小时或更少的时间对学习成绩似乎没有持续的影响。不过，鉴于一半的大四打工学生、约三分之一的大三打工学生以及约五分之一的大二打工学生的打工时间都超过20 个小时的上限，由此表明，有很多学生面临因打工而危及学业的风险。 Whereas it is true that more disengaged students are more likely to work long hours to begin with, it appears that working makes a marginal situation worse. In other words, over time, the more students work, the less committed to school they become. When students withdraw from the labor force or cut back on their work
新视野大学英语(第三版)读写教程第(二)册课文翻译 text A
新视野大学英语第三版第二册读写课文翻译 Unit 1 Text A 一堂难忘的英语课 1 如果我是唯一一个还在纠正小孩英语的家长，那么我儿子也许是对的。对他而言，我是一个乏味的怪物：一个他不得不听其教诲的父亲，一个还沉湎于语法规则的人，对此我儿子似乎颇为反感。 2 我觉得我是在最近偶遇我以前的一位学生时，才开始对这个问题认真起来的。这个学生刚从欧洲旅游回来。我满怀着诚挚期待问她：“欧洲之行如何？” 3 她点了三四下头，绞尽脑汁，苦苦寻找恰当的词语，然后惊呼：“真是，哇！” 4 没了。所有希腊文明和罗马建筑的辉煌居然囊括于一个浓缩的、不完整的语句之中！我的学生以“哇！”来表示她的惊叹，我只能以摇头表达比之更强烈的忧虑。 5 关于正确使用英语能力下降的问题，有许多不同的故事。学生的确本应该能够区分诸如their/there/they're之间的不同，或区别complimentary 跟complementary之间显而易见的差异。由于这些知识缺陷，他们承受着大部分不该承受的批评和指责，因为舆论认为他们应该学得更好。 6 学生并不笨，他们只是被周围所看到和听到的语言误导了。举例来说，杂货店的指示牌会把他们引向stationary（静止处），虽然便笺本、相册、和笔记本等真正的stationery（文具用品）并没有被钉在那儿。朋友和亲人常宣称They've just ate。实际上，他们应该说They've just eaten。因此，批评学生不合乎情理。 7 对这种缺乏语言功底而引起的负面指责应归咎于我们的学校。学校应对英语熟练程度制定出更高的标准。可相反，学校只教零星的语法，高级词汇更是少之又少。还有就是，学校的年轻教师显然缺乏这些重要的语言结构方面的知识，因为他们过去也没接触过。学校有责任教会年轻人进行有效的语言沟通，可他们并没把语言的基本框架——准确的语法和恰当的词汇——充分地传授给学生。
新视野大学英语Unit6TheTrashman教案
Unit 6 The Trashman I.Aims and Requirements 1、Students can remember the important words and phrases in the text. 2、Students should understand the structure. 3、Students would develop their proper attitudes to common people. II.Important points: Students learn to write a composition following the model (organizing a paragraph with a general point supposed by examples). III.Difficult points: Students learn some idiomatic expressions and the related vocabulary. IV.Teaching method: Presentation——Practice——Production V.Teaching procedures: Part One: Lead-in 1、What is your ideal job in future? Why? ——office worker；actress；policeman；host/hostess；doctor；...（brainstorming）2、Would you accept a job as a trashman? ——Being a trashman also means suffering…(brainstorming) 3、What is your attitude towards trashman? ——respect. Actually,no matter what the job is,as long as it can service for people,it deserve our respect.however, for the trashman,at present,there is still a bias among people. Today,let’s learn something about this. It’s Unit 6 The Trashman. Part Two: Text Structure Main Idea : The passage describes two trash-men are very exhausted and raged because of their work as trash-man and people’s responses to their greeting. But they still have their own attitudes towards the job.The passage is made up of 14 paragraphs,and it can be divided into four parts:
新视野大学英语第三版Book2-unit6课文翻译
Door closer,are you 关门者”，你是吗 1 The next time you're deciding between rival options, one which is primary and the other which is secondary, ask yourself this question: What would Xiang Yu do 1 下次你要在两个难于取舍的、主要的和次要的选择之间做决定时，不妨问自己这样一个问题：项羽会怎么做 2 Xiang Yu was a Chinese imperial general in the third century BC who took his troops across the Zhang River on a raid into enemy territory. To his troops' astonishment, he ordered their cooking pots crushed and their sailing ships burned. 2 项羽是公元前三世纪中国古代王朝的一位将军。他带领他的部队横渡漳河，突袭进入了敌方的领地。他下令砸锅烧船，令他的部队大为震惊。 3 He explained that he was imposing on them a necessity for attaining victory over their he said was surely motivating, but it wasn't really appreciated by many of his loyal soldiers as they watched their vessels go up in flames. But the genius of General Xiang Yu's conviction would be validated both on the battlefield and in modern social science research. General Xiang Yu was a rare exception to the norm, a veteran leader who was highly respected for his many conquests and who achieved the summit of success. 3 他解释道，他强加给他们的是战胜对手的必要举措。他所说的无疑十分鼓舞士气，但当他那许多忠诚的士兵眼睁睁地看着他们的船只在火焰中被焚毁时，他们并不赞成他的做法。不过项羽将军的这种砸锅焚船的做法所显示出的天赋，在战场上和现代社会科学研究中都将得到肯定。项羽将军是一个罕见的
新视野大学英语(第三版)读写教程2答案 Unit 6
Unit 6 Less is more Section A 6-2 Text A: Door closer are you? Pre-reading activities ①B-C-A-E-D ②1. An irrational behavior can be described as an action or opinion not baxxxxsed on adequate use of logic and reason: ? Be willing to pay much more for a cup of Starbucks coffee when there's cheaper equally good coffee across the street. ? Once a price is established in their minds they will compare other similar items to this price not only for the current but also for the future. ? Buy products they don't need just because they get something for free in the transaction. ? Do something just because some other people are doing the same thing. 2. ? Ignorance – People can be totally unaware about a situation yet form their own views and judgments. They often tend to jump to conclusions baxxxxsed on rumors. ? Emotions – People take offense or get angry before the actual situation occurs. They become anxious and harbor unrealistic expectations. ? Stress – It is the main reason that causes physical as well as mental problems. Stress creates feeling of anger irritation and frustration. ? Blind beliefs – People live entirely on the lines that are drawn by others and do not have their own point of view. They are too conscious about society and its reactions to them. 3. ? Yes I'm often irrational because of different kinds of stress uncertainty about my future and sensitivity to how people look at me. ? No I don't think I'm irrational because I always use my logic and c ommon sense to judge things and react to what has happened to me. ?Reading comprehension ①1. He was imposing on his troops a necessary sacrifice to achieve victory over their opponents. By doing this the soldiers would be more determined and concentrated on the battles. 2. The purpose for the experiment is to investigate seemingly irrational human behavior when making a decision such as the tendency for keeping multiple options open. 3. The experiment enabled people to see why it's always so hard for them to say "NO" to any opportunities that came to them. In everyday life people just give excuses to keep options open. 4. Students should quickly check all the doors and keep clicking on the one with the highest cash. They should absolutely ignore the vanishing doors. 5. Because we can see that the students didn't really focus on ensuring future cash earnings. What they tried to avoid was the immediate pain of watching options close. 6. Because in life the doors are closing slowly not like the ones on the computer in the experiment people don't really see the opportunities actually vanishing away little by little.
新视野大学英语第三版读写教程第三册UNIT6课文及翻译(A+B篇)
TEXT A Under the bombs: 1945 1945：在炮火攻击下 1 Today, when I look back, I'm surprised that I recall the beginning so vividly; it's still clearly fixed in my mind with all its coloring and emotional intensity. It begins with my suddenly noticing 1 2 distant silver points in the clear brilliant sky filled with an unfamiliar abnormal hum. I'm seven years old, standing in a meadow, and staring at the points barely moving across the sky. 如今，当我回首往事，我很惊讶我居然能如此生动地回忆起轰炸开始的情况，那天的色彩和紧张的情绪仍然清晰地印在我的脑海中。那天，我突然发现在晴朗的天空中出现了12个银色的小点儿，离我很远，发出不正常的嗡嗡声，这种声音我以前从来没听过。那年我七岁，就这样站在一片草地上，盯着天空中几乎不怎么移动的小点儿。 2 Suddenly, nearby, at the edge of the forest, there's the tremendous roar of bombs exploding. From my standpoint, I see gigantic fountains of earth spraying upward. I want to run toward this extraordinary spectacle; it terrorizes and fascinates me. I have not yet grown accustomed to war and can't relate into a single chain of causes and effects these airplanes, the roar of the bombs, the earth radiating out from the forest, and my seemingly inevitable death. Unable to conceive of the danger, I start running toward the forest, in the direction of the falling bombs. But a hand claws at me and tugs me to the ground. "Stay down," I hear my mother's trembling voice, "Don't move!" And I remember that my mother, pressing me to her, is saying something that I don't yet know exists, whose meaning I don't understand: That way is death. 突然，就在附近，森林的边缘，我听到有巨大的炸弹爆炸的声音。在我这个小孩的眼里，我看到的是泥土像巨大的喷泉一样冲到天上。我想跑过去看看这个特别的景象，它让我感到害怕，但是也让我着迷。我还没有习惯战争，也不能把这些飞机、炸弹的轰鸣、森林那边飞溅开来的泥土以及我看似必然的死亡联系成单一的因果关系。没考虑有危险，我开始朝着投下炸弹的森林方向跑。这时一只手拉住了我，把我拽倒在地上。“趴下来，”我听到母亲发抖的声音，“不要动!”我还记得母亲把我紧紧贴在她身边，说的一些东西我并不知道，也并不理解其含义: 那是一条死路。 3 It's night and I'm sleepy, but I'm not allowed to sleep. We have to evacuate the city and run away in the night like convicts. Where to, I don't know; but I do understand that flight has suddenly become some kind of higher necessity, some new form of life, because everyone is running away. All highways, roads, and even country paths are a tangle of wagons, carts, and bicycles, with bundles and suitcases, and innumerable terrified, helplessly wandering people. Some are running away to the east, others to the west, north, south; they run in circles, fall from profound fatigue, sleep for a moment, then begin anew their aimless journey. I clasp my younger sister's hand firmly in mine. We mustn't get lost, my mother warns; but even without her telling me, I sense that some form of dangerous evil has permeated the world. 到了晚上，我很困，但是我不能睡。我们不得不撤离这座城市，像囚犯一样在夜间逃亡。到哪儿去，我不知道，但是我知道逃跑突然变成了某种必须要做的事情，一种新的生存方式，因为每个人都在逃跑。所有公路、大路、甚至是乡间小路上都是混乱的马车、拉车、自行车，上面装着包裹和箱子，还有数不清的吓坏了的人，他们无助地游走着。一些人向东边跑，另一些人向西边、北边、南边跑;他们徒劳地跑着，实在累了就躺下来，睡一会儿，然后重新
新视野大学英语读写教程2 unit6 课文翻译
Section A Door closer, are you? 关门者，你是吗？ 1 下次你要在两个难于取舍的、主要的和次要的选择之间做决定时，不妨问自己这样一个问题：项羽会怎么做？ 2 项羽是公元前三世纪中国古代王朝的一位将军。他带领他的部队横渡漳河，突袭进入了敌方的领地。他下令砸锅烧船，令他的部队大为震惊。 3 他解释道，他强加给他们的是战胜对手的必要举措。他所说的无疑十分鼓舞士气，但当他那许多忠诚的士兵眼睁睁地看着他们的船只在火焰中被焚毁时，他们并不赞成他的做法。不过项羽将军的这种砸锅焚船的做法所显示出的天赋，在战场上和现代社会科学研究中都将得到肯定。项羽将军是一个罕见的不墨守成规的人，他是一位经验丰富的领袖，由于他征战无数并达到了成功的顶峰，他深受尊敬。 4 丹·阿雷利极富启迪性的新书《可预见的非理性》对项羽作了专题介绍。这本书对看似非理性的人类行为，譬如人类总想留住多项选择机会的倾向，进行了引人入胜的调查。大多数人都不能整理自己的思路来做痛苦的选择，麻省理工学院上阿雷利博士行为经济学这门课的学生也不例外。在调查作决策的一项实验中，几百名学生都不能忍受眼睁睁看着他们的选择机会消失，即使他们很清楚这样做对他们有利。 5 实验是围绕着一个游戏展开的，这个游戏排除了我们通常不肯放手的借口。在现实世界里，我们总会说：“保留我们的选择机会是对的。”想要一个好的例子吗？一个十多岁的女孩被足球、芭蕾舞、钢琴、中文课给累得筋疲力尽，但她的父母不会让她停止任何一项活动，理由是它们有一天可能会派上用场！ 6 在这个实验里，学生要玩一个电脑游戏: 在电脑屏幕上会显示三扇门，每扇门后都会提供一些现金。该游戏的规则是每个人都只能点击100次，你点击获取的钱越多，你就玩得越好。学生每点击一次打开一扇门，他们会用掉一个点击数，但却不会得到任何钱。 然而，随后接着在那扇门上的每次点击都会挣得数额不等的钱，三扇门显示的钱总有一扇比另外两扇多。这个游戏规则的重点是虽然每次换门没有金钱回报，可还是会用掉一次点击数。所以，制胜战略是要迅速查看所有的门，然后只点击那扇似乎是钱最多的门。 7 在玩游戏时，学生们注意到了一个视觉上的变化：如果有片刻没点击某扇门，那扇门就会慢慢缩小并消失。由于他们已了解了游戏规则，他们本应对要消失的门不予理睬。然而，在它们消失以前，他们却迫不及待地去点击那些变小的门，试图让它们开启着。结果是，他们在匆忙回去点击那些快消失的门时浪费了很多点击数以至于最后输了钱。为什么学生对那些变小的门如此依恋呢？他们可能会争辩说，他们紧抓住这些门是为将来多留一些机会。但是，据阿雷利博士说，这不是真正的原因。 8 在他们为将来多留一些机会的借口背后反映出的是所有的学生都不堪目睹眼前的选择机会被剥夺，尽管这种痛苦是临时的。阿雷利博士说：“每闭上一扇选择之门就如同经受了一次损失，人们宁愿付出很大的代价，也要避免情感的失落。”在实验中，损失很容易用丢失的现金来衡量。在生活中，相应的损失就往往没那么明显，如浪费时间，错过机会。 9“有时候，这些门是慢慢关闭的，我们没有看到它们在悄然消失，”阿雷利博士写道：“我们可能花很多时间在工作上，却没有意识到我们子女的童年正在悄悄溜走。” 10 那么，我们可以做些什么让我们的生活恢复平衡呢？阿雷利博士说，一个办法是制止更多的超额预约。我们可以自己减少选择，将任务委派给其他人，甚至放弃一些点子，让其他人去做。他用婚姻作为例子：“在婚姻中，我们承诺不保留选择机会，我们就创造了获得最佳选择的有利局面。我们关上可选择的门，并告诉别人我们已作出选择。