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Unit1TextAComprehensionoftext1.Hedefinesgreatnessasthelastingcontributionwhichapersonmakesorhasmadetohumancivilization.2.TheexampleofChurchillshowstheimportanceofpersistenceanddedicationinachievinggreatness.3.Firstbornsandonlychildrentendtomakegoodleadersintimesofcrisis,butmiddle-bornchildrenarebetterpeacetimeleaders.4.A20thcenturypoliticianshouldbeaneffectivepublicspeakerandasocialperson.5.Intelligenceseemstobelessimportantthanotherfactors,suchastheabilitytocommunicateeffectively.6.Theabilitytoovercometraditionalwaysofthinkingisalsocrucial.7.Theysimplydon’tdevotetheamountoftimerequired.8.Thestudyshowedthatenjoyingone’sworkisthebestformofmotivation.Vocabulary1chat2.acknowledge3.motivated4.charcteristic5despite6.influential7.cited8.obstacle9intrinsic10.criteria11.obsession12.innate13contribution(s)14.contemporary15.submitted16.morale1leftbehind2.rise3.madehistory4.wereendowedwith5putupwith6.goingnowhere7.ifocuseson8.bebuilton9putin10.comeupwith11.takecharge12.set...apartWordbuildingefficiencyemergencyfluencyfrequencyproficiencytendencyurgencysufficiency1fluency2.proficiency3.emergency4.Efficiency5tendency6.frequencyStructure1.Forsomestudents,it'snotthattheydon'tputinenoughtime—it'sthattheydon’thavegoodstudyhabits.2.Childrenperformdifferentlyatschool.It'snotthattheyhavedifferentIQs—it'sthattheyarebroughtupindifferentenvironments.3.Thecompanyisnotveryproductive.It'snotthatitsstaffaren'ttalented—it'sthattheirenergyhasn'tbeenchanneledeffectively.4.I’mreallysorry.It'snotthatIdon'twanttogotothecinemawithyou—it'sthatIhavetofinishmypapertonight.5.Youhaveastomachache.It'snotthatthefoodwasbad—it'sprobablythatyouhavetoomuchstressfromyourwork.1.PresidentWilsondidn'ttrytobringtheUSbacktoeconomicandpoliticalisolation.Instead,hebelievedininternationalcooperationthroughanassociationofnations.2.Computersdon'tteachstudentsingroups.Instead,theycanhelpthemlearneffectivelyaccordingtotheirdifferentneeds.3.Weshouldn'tfocusonminorpoints.Instead,weshouldtrytosolvetheproblemofthegreatesturgencyatpresent.4.Hedoesn’tgetanybodyelsetohelphim.Instead,helikestoattendtoeverythinghimself.5.Teachingsuccessshouldn'tbemeasuredbythescoresthestudentsreceiveontests.Instead,itshouldbemeasuredbywhetherthestudentshaveinternalizedtheabilityanddesiretolearn.Close1-5BCBAD6-10DCABA11-15DABCATransition西蒙顿说，如果事业上取得巨大成就者具有什么共性的话，那就是一种持续不断地追求成功的动力。“人们往往认为他们天生具有一些超常非凡的东西，”他解释道。“但研究结果表明，有的伟人并没有惊人的智力。有的只是程度上的差异而已。伟大是建立在大量的学习、实践和献身精神的基础之上的。”他举出二战时期的英国首相温斯顿?丘吉尔作为一个永不放弃的冒险者的典范。丘吉尔在全国上下士气最为低落的时候被推上台，并出色地领导了英国人民。在1940年盟军敦刻尔克大撤退之后的一次演讲中，他的话激励了全国人民，“我们绝不会衰退、失败。我们将坚持到底……我们永远不会屈服。”1.Americanstendtodefinepeoplebythejobstheyhave/do.Suchcharacteristicsastheirfamilyandeducationalbackgroundsareconsideredlessimportant.2.Hisuncompromisingpersonalityexplainswhyhecouldnolongerputupwithhisemployerandeventuallysubmittedhisresignation.3.IfyoureallywanttolearnEnglishwell,youmustputinalotoftimeandenergy,oryou'llgonowhere.Thesamecanbesaidofothersubjects.4.Someactors’fameisbuiltontheirinnatebeauty,butdespitehisshortstature,DustinHoffmanroseaboveanditishisexcellentactingthatsethimapart.5.Afterhetookcharge,wediscoveredthattherewerestrikingdifferencesbetweenhimandhispredecessor.Hehadthedriveandpassion,cameupwithmanynewideas,andfocusedhisworkonhowtoraiseourmorale.6.DengXiaopingmadehistorywhenhedeclaredChina'sreformandopening-uppolicy.Despitetremendousobstacles,hemadelastingcontributionstoourcountry'smodernizationwithhisunrelentingefforts.7.WhycouldsomeonewithageniusIQbeleftbehindbyahardworkingpersonwithanaverageIQ?Ithastobeacknowledgedthatbesidesone'sIQ,manyotherfactorshavemuchtodowithone'sachievements.8.Thisteacherisreallyremarkableinfirstmotivatingherstudentssoshecanreallyteachthemsomething.It'snotthatsheistalented,it'sthatshefocusescompletelyordrawingtheirfullattentioninclass.TextBGuessingmeaningofthecontext1-5BADAC6-10ACCAB11-14DCABVocabularyexercises1scandal2.stirred3.projected4.attain5.transformed6.faking7.conveyed8.eloquent9humiliate10coherent11analysis12rally13determined14consoledErrorcorrection1awardsrewards2theyit3dodone4decreaseincreased5risesfalls6strictstrictly7PeoplecontinuouslyworkPeoplewhocontinuouslywork8andprovideforpsychologicalsupportandprovidepsychologicalsupport9forof10lessmoreTextC1-5ABABC6-9BCDA课文翻译Unit1-TextA谁是伟人？迈克尔?赖恩当阿尔伯特?爱因斯坦是个小男孩的时候，他在学校里的成绩很差，老师们都觉得他反应迟钝。拿破仑?波拿巴年轻时只是法国陆军中几百名炮兵中尉中的一名。没有接受过什么正规教育的乔治?华盛顿，十几岁时不是受训当兵而是受训做土地测量员。尽管他们的起步平淡无奇，但是后来个个都青史留名。究竟是什么使他们成了伟人呢？是否他们生来就有什么特别？亦或他们的伟大与生逢其时、与献身精神，也许与一种坚定的个性更为有关？几十年来，科学家们一直在问这样的问题。在过去几年里，他们已经发现了一些情况，这些情况有助于解释为什么有些人出类拔萃，而另一些人----也许同样具有才华----却被抛在了后面。他们的发现可能对我们每个人都有意义。谁是伟人？伟人的定义取决于如何衡量成功。但标准还是有的。“对人类文明作出永久性贡献的人是伟大的，”基思?西蒙顿院长说。他是加州大学戴维斯分校的一名心理学教授，是1994年出版的《伟大：谁创造了历史，原因何在》一书的作者。但他又提醒说：“有时侯伟人并没有被载入史册。许多女性取得了巨大成就，或者颇具影响力，但却没有得到公认。在这本书的写作中，西蒙顿融合了关于伟大人物的历史知识以及遗传学、精神病学和社会科学领域的最新发现。他所聚焦的伟人包括获得过诺贝尔奖、领导过伟大国家或打赢过战争、谱写过流芳百世的交响乐、或在科学、哲学、政治、艺术上引起过巨变的男女人物。虽然他没有一个公式来解释有些人怎样或者怎么出类拔萃（涉及的因素太多了），但他却提出了一些共同的特点。一种“永不屈服”的态度。西蒙顿说，如果成就巨大者具有什么共性的话，那就是一种坚持不懈地追求成功的动力。“往往有人认为他们具备一些超常非凡的东西，”他解释道。“但研究表明，有些伟人并没有惊人的智力,有的只是程度上的差异而已。伟大是建立在大量的学习、实践和献身精神的