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Unit 4 Career Planning新编大学英语第二版第三册课文翻译资料

Unit 4 Career Planning

Career Planning

Career planning does not necessarily follow routine or logical steps. Each of us places weight on different factors and may consider certain phases of career planning at different times. Career planning includes gathering information about ourselves and about occupations, estimating the probable outcomes of various courses of action, and finally, choosing alternatives that we find attractive and feasible.

Many observers have pointed out that students are not very efficient career planners. They cite evidence that (1) most students choose from among a very narrow group of occupations; (2) as many as 40 to 60 percent choose professional occupations, when in reality only 15 to 18 percent of the work force is engaged in professional work; (3) young men show a striking lack of interest in clerical, sales, and service occupations, although these fields offer many job opportunities; and (4) as many as a third of the students are unable to express any choice of occupation.

In their book Decision Making, Irving Janis and Leon Mann identify serious flaws in the ways many people make decisions. These flaws seem to be associated with the patterns people use to cope with problems. The first flaw is complacency. People who ignore challenging information about the choices they make demonstrate complacency. People who take the attitude that "It won't affect me" or "It will never happen" use complacency as a dominant pattern of behaving. Of course, complacency is appropriate for any decision in which nothing much is at stake, but that does not describe career decisions.

A second flaw in the way people cope with decisions is defensive avoidance. When confronted with a decision and unable to believe they can find an acceptable solution, some people remain calm by resorting to wishful thinking or daydreaming. Students who fail to think about the implications of their career choices often engage in rationalization (deceiving oneself with self-satisfying but incorrect explanations for one's behavior) or procrastination (putting off or delaying). Facing the situation may produce anxiety, but examining alternatives could also bring relief.

A third flaw is hyper vigilance. This occurs in career decision making when people believe there is not enough time to find a solution and they panic. They search frantically for career possibilities and seize on hastily invented solutions, overlooking the consequences of their choice as well as other alternatives. People who are in a panic sometimes do not think clearly or logically.

The best coping behavior is vigilance. Vigilant decision making occurs when people believe that (1) a choice should be made, (2) they can find a solution, and (3) there is enough time. Under these conditions, students can conduct an effective search for alternative careers, carefully evaluate each alternative, and work out contingency plans in case one or another risk appears.

Following are the keys to career planning.

1) Study yourself. This is the key to career planning. Understanding what you are like, what you value, and what you want to become is the foundation for all career planning. In studying yourself, you examine your strengths and weaknesses, your goals, and the trends in your personal development. The self-understanding that you gain enables you to imagine how certain occupations may best fit your personality, interests, abilities, and goals. All career decisions require us to learn both about ourselves and about work, and to integrate these two kinds of knowledge.

2) Write your career goals down. A technique useful for organizing ideas about your career development is actually to write them down by time blocks in your life. Writing something down forces you to crystallize your thinking and to recognize unclear and half-formed ideas. It may lead to new insights into your possibilities and may help you to see new relationships, patterns, and trends, or to identify gaps in your thinking about your career development.

3) Review your plans and progress periodically with another person. Every so often, take stock of your situation and consider what steps have to be taken next. Taking inventory of progress and planning further steps can help you cope with the changes that you undergo and the changes that take place in the labor market. Talking over your plans with a college counselor, your parents, and your friends helps you define your goals and improve your career plans or make them work.

4) If you choose a career that does not fit you, you can start over. Today, growing numbers of men and women are changing careers or getting second starts in careers that have greater appeal to them. Many of those who find that their line of work is unsatisfactory retrain themselves for a different occupation. Often their new occupation is one that they overlooked when they were young or that they did not have an opportunity to pursue at that time for financial or other reasons.

Sociologists say that there are few changes in careers that involve "downward" movement; most involve the traditional business of "getting ahead". Society no longer attaches the stigma of "instability" to the idea of career hopping, as it once did.

Job changes and career shifts occur at all ages. It has been estimated that as many as one out of four male workers between the ages of twenty and twenty-five change their lines of work. About half that number do so between the ages of twenty-five and forty-four.

Career planning does not guarantee that all the problems, difficulties, or decision-making situations that face you in the future will be solved or made any easier. No formula can be given to do that. But career planning should help you to approach and cope better with new problems, such as deciding whether or not to enter educational or training programs, deciding whether or not to change jobs, and analyzing the difficulties you are having with a situation or a person.

Nobody can foresee what the future holds for any of us. There are social, emotional, and moral considerations in our future that cannot be foreseen. But the most important lesson of this often unhappy modern world is that progress comes from planning. Ignorance about one's career is not bliss; reason is better than chance and fate. Although there is no sure way to make career plans work out, there are things that you can do now to shape your career possibilities.

Career Planning

1 进行择业规划不一定要遵照常规的或合乎逻辑的步骤。我们每个人对不同的因素有不同侧重，也许在不同的时候会考虑择业规划的不同方面。进行择业规划，要收集有关我们自身以及职业的信息资料，估计采取各种举动可能出现的结果，最后作出我们认为有吸引力并且可行的选择。

2许多观察家指出学生在择业规划方面不是很在行。他们列出了以下事实：1）大部分学生选择职业的范围很窄；2）多达40％至60％的学生选择专业性的职业，而实际上只有15％至18％的从业人员在做专业性的工作；3）男青年对文书、销售以及服务性行业兴趣索然，尽管这些领域会提供许多就业机会；4）多达三分之一的学生说不出选择什么职业好。

3 欧文?贾尼斯和利昂?曼在他们的《决策》一书中指出，许多人的决策方式存在严重缺陷，而这些问题似乎与人们处理问题的模式有关。有些人对于要费心考虑的择业信息置之不理，这就是自满的表现。有些人采取“这不会影响我”或“这永远也不会发生”的态度，他们这样做是将自满作为自己占支配地位的行为模式。当然，对于那些不决定成败的决策，自满是可以的，但做涉及职业方面的决策时，来不得自满。

4 人们在决策方式上存在的第二个缺陷是消极回避。每当面临抉择而又自认为找不到合适的解决方法时，一些人或想入非非或做白日梦，以此来保持平静。有些学生没有考虑到职业抉择会产生的影响，往往采取文过饰非（对自己的行为所作的解释虽能自我满足但却是错

误的，以此来欺骗自己）或者拖延（推迟或耽搁）的态度。面对现状也许会令人焦急不安，但认真考虑一下各种方案也能给人宽慰。

5 第三个缺陷是过分地提心吊胆。当人们面对职业选择而又感到没有足够时间找到解决方法时，会感到惊慌失措。他们紧张地寻找各种就业机会，然后采取匆忙产生的决定，忽视了这样的选择会带来的后果，也忽视了其他的择业机会。惊慌失措的人往往会思路不清，缺乏逻辑。

6 最好的做法就是眼观六路，耳听八方。当人们确信以下三点时，会做出机敏的决策：1）应该做出选择；2）自己能找到解决问题的办法；3）有足够的时间。这样，学生才能够有效地寻求各种可能的职业，仔细地掂量每一种可能性，并且制定出应变计划，以便应付各种风险。

7 以下是择业规划的关键步骤：

8 1．研究自我。这是择业规划的关键所在。了解自己是怎样一个人，看重什么以及想成为什么样的人，这些是整个择业规划的依据。在研究自我的过程中，你审视自己的长处与弱点，自己的目标以及自身发展的方向。对自己的了解使你能够设想哪些职业最符合你的个性、兴趣、能力和目标。所有的职业抉择都要求我们既要了解自己又要了解有关工作，并把这两方面的情况结合起来（加以考虑）。

9 2．把自己的事业目标写下来。要把自己对事业发展的设想归纳起来。一个切实可行的做法是把这些设想按照你一生的各个时间段一一写下来。写作过程迫使你理清思路，并认识到那些是模糊、不成熟的想法。这会使你对自己的发展前途有新的了解，并有助于你看清新的关系、模式及方向，或者明确你在考虑自己事业发展方面还有哪些不到之处。

10 3．定期与他人一起检查你的规划与所取得的进展。有时候要估量一下自己的情形，考虑下一步该采取什么步骤。评估一下自己的进步并计划下面的步骤，这有助于你应对自己要经历的变化以及劳动力市场的变化。与你的大学辅导员、父母与朋友探讨你的计划，这有助于你明确目标，改进择业规划，或使计划得以实施。

11 4．如果你选择的职业不适合你，你可以重新开始。如今，越来越多的男男女女在变换职业，或者重新开始一份对他们更有吸引力的职业。其中许多人一旦发现自己所从事的行业不尽如人意，就重新参加培训以谋求其他职业。这些新的职业常常是他们年轻时所忽视的，或者是由于当时的经济或别的原因而没有机会从事的。

12 社会学家们说几乎没有什么职业的变换是“走下坡路”的，大部分都是按传统的关注“往高处走”的。社会已不再像过去那样把跳槽看成是一种“不安分”、可耻的事了。

13 换工作和改职业在任何年龄都会发生。据估计, 20岁到25岁这个年龄段的男性中多达四分之一的人更换职业。而在25岁到44岁的年龄段，该比例大约是八分之一。

14 择业规划并不能保证你将来所面临的所有问题、困难或决策形势都能得到解决或变得容易。没有任何妙方能做到这一点。但是，择业规划能够帮助你面对或更好地处理新的问题，诸如决定是否要接受某方面的教育或培训，是否要更换工作，还能帮助你分析所面临的困境

或与某人交往中所存在的困难。

15 没有人能预见我们任何一个人的未来。未来的一些社会、情感、道德等方面要考虑的因素是无法预见的。但是这个往往不尽如人意的现代世界给予了我们一个最重要的教训，那就是进步来自于规划。对自己职业的无知并不是一种福气，理智比机遇和命运更重要。

Summer Job Planning

Assuming that you know what you want to do after college—and you may be considered shortsighted these days if you have not picked a career by the time you enter college—you should start thinking about a job even before you graduate.

What companies or organizations have the job you want? Let's say you majored in English or history and you want to write a great novel. You need a job to support and educate you. You have to select from a list of several possibilities, not unlike choosing an option from the 'menu on the screen of a personal computer. Your options might include:

A. Working for a publishing company

B. Writing for a scientific company

C. Working for a public relations firm

D. Going to graduate school to postpone decision

E. None of these

If you select option A, for example, it would be a good idea to write letters while you are in college to a dozen or more publishing houses and ask for an interview with the personnel director. If you happen to have a contact such as an editor who might be willing to meet with you, so much the better

Make every effort to have an interview. You should be familiar with the company before your interview and your aim should be to express to the personnel manager your interest in working for the company. You might ask if a summer job (with pay, if possible) or an internship is available. In many cases interns do receive a small stipend; in others no pay is offered.

It is important at this stage of your life to find a summer job that will enhance your future career. If you cannot find one in your field, then the alternative is to take another type of summer job—lifeguard, housepainter, landscaper, waitress, or worker in a retail store or supermarket. These jobs tend to pay quite well, and you can save enough for many college expenses. That aspect has to be weighed against the fact that they might not help your career plans. Any summer job that requires hard work and a certain amount of

responsibility is good for your r é sum é. Naturally if the job is career-oriented, it makes better reading.

One day on the commuter train, I was sitting in front of two high school girls, and one said to the other, "My college education won't cost my father one cent. At least I don't think so." She explained that she had been working weekends, summers, and Christmas and spring vacations as a waitress in a restaurant. Her tips were so good she had saved up $ 10,000. She planned to go to Rutgers University, commuting from home. If she continued working through college she figured she could graduate without debt and go to graduate school.

When I started looking for a summer job in college I found that the only organization that would hire me (except for restaurants) was Filene's, the big Boston department store that operated a summer branch on Cape Cod, where my family vacationed. During my freshman year at college I paid a visit to the Northampton, Mass. branch, a year-round operation. I asked for a job selling on Saturdays and a job the following summer. I was hired on the spot. The following summer the manager of the Northampton shop assumed management of the Cape Cod branch for the summer, and she asked me to come along as a salesgirl.

All through college I earned my expenses by working for Filene's on the Cape during the summer months and on Saturdays and sale days during the college years. I also conceived and wrote copy for the advertisements that Filene's ran in our college newspaper during the winter, and an art major did the drawings based on my ideas. By the time I was a senior I knew that I did not want to go into retailing, but it was my hedge against the future. I knew from conversations with the store manager that if I could not find a newspaper reporting job I could find a spot on the Filene's training squad, and use that step toward a writing job.

1假设你知道自己大学毕业后想干什么（现今，如果进了大学你还没选中一种职业，也许会被看成目光短浅），你早在毕业前就应该考虑找一份工作了。

2 哪些公司或机构会有你想要的工作呢? 假定你的专业是英文或历史，你想要写一部了不起的小说，那么你需要一份工作来支付生活和教育费用。你必须从一系列的可能性中进行选择，就像你从个人电脑屏幕的“菜单”中挑一个选项一样。你可能有下列选项：

A.到一家出版公司工作

B.给一家科技公司当笔杆子

C.到一家公关公司工作

D.读研究生，先不做决定

E.其他

3 假如你选中A，有一个好主意，就是在大学期间就向十几家出版社写信，请求与人事主管面谈。假如你碰巧有个熟人是编辑，而他愿意见你，那样的话敢情更好。

4 要想方设法争取面试机会。在面试前你应该熟悉这家公司，而面试的目的是向人事经理表达自己在这家公司工作的兴趣。你可以打听是否能做暑期工(可能的话，要有酬劳)或实习生。在很多情况下实习生有少量薪水，但也有无报酬的情况。

5 在人生的这一阶段，找一个能促进未来事业的暑期工作很重要。如果在自己的专业领域找不到工作，那么你可以选另一类暑期工作——救生员、房屋油漆工、园林工、女招待、或者零售店或超市的工作人员。这些工作通常薪酬优厚，你可以存下足够的钱应付大学里的很多开销。但这些工作可能无助于你的择业规划，你必须在这两个方面权衡一下。

任何一个需要你付出艰苦努力以及要求有一定责任心的暑期工作，写在你的简历上都是好的。要是这份工作与将来的事业相关，你的简历看起来自然就更吸引人。

6 有一天，在上下班乘坐的火车上，我坐在两位女中学生的前面。其中一个女孩对另一个说：“我上大学不会花我父亲一分钱。至少我觉得不会。”她解释说，周末、暑假、圣诞节和春假她都在一家餐馆当服务员。她的小费很可观，她已存下了一万美元。她计划上拉特格斯大学，住在家里走读。如果她在大学期间继续打工，她估计不用借债就能毕业并上研究生院。

7 我在大学期间开始寻找暑期工作的时候，我发现除餐馆外唯一愿意雇我的单位是法林百货公司——波士顿的一家大百货公司，它在科德角开了家夏季分店，我的家人就在那儿度假。我在大学一年级时，去过马萨诸塞州北安普敦的分店，是全年营业的。我申请在周六以及接下来的暑假当售货员，当场就被录用了。那年夏天，北安普敦分店的经理负责管理科德角分店的夏季营业，她要我过去做营业员。

8 大学期间，我都为法林公司在科德角的分店工作，包括暑期、学期当中的周六和大减价时，赚取了我整个大学期间的生活支出。冬季法林公司在我校校报上刊登广告，我为其构思编写广告词，一位绘画专业的学生按我的设想配图。当我读到大四的时候，我知道自己不想从事零售业，但它是我未来谋生的应急手段。我在与商店经理的谈话中了解到，如果我找不到报刊记者的工作，我可以在法林公司培训小组得到一个职位，并以此为跳板从事写作。

Which Career Is the Right One for You?

When you are trying to plan your career, try out a variety of jobs, work in many different settings, volunteer for different tasks.

There are six basic categories of occupations. The six types of jobs, as developed by Professor John L. Holland, a psychology professor from Johns Hopkins University, are described here in some detail. Recognize that when I talk about the characteristics of people in the jobs, no one person has all of these characteristics. I am talking about trends, but they are strong trends.

Type A—Realistic Jobs

These are mainly skilled trades or technical jobs, usually involving work with tools or machines, frequently called "blue-collar" positions.

People who are attracted to realistic jobs are usually robust, practical, physically strong and frequently competitive in outlook. They usually have good physical coordination, but sometimes they have trouble expressing themselves in words or in talking with others. They prefer to deal with things rather than with ideas or with people. They enjoy creating things with their hands. They have good motor coordination, but they are frequently uncomfortable in social settings, and lack verbal and interpersonal skills. They usually see themselves as mechanically and athletically inclined and are stable, natural and persistent. They prefer concrete to abstract problems. Realistic people tend to see the world in simple, tangible and traditional terms. Possessions are important to them, and they usually put their recreational money into cars, boats, motorcycles, or other machinery.

Realistic people describe themselves in interviews as "conforming, frank, genuine, normal, persistent, practical, stable, thrifty, materialistic, and shy".

In general, in realistic jobs, life is not complicated by intricate problems between people or organizations, nor by troublesome choices between conflicting philosophies.

Type B—Conventional Jobs

These are usually office jobs where people work with organizations, files and regular schedules.

Conventional occupations include bookkeeper, statistician, bank teller, secretary, financial analyst, office manager, computer operator, bank cashier and accountant. Conventional jobs usually require a fair amount of writing, but it is usually the writing of business letters and regular reports.

People who enjoy conventional jobs describe themselves as "conforming, conscientious, efficient, obedient, orderly, persistent, practical and calm".

They like life to be orderly and to go according to plan. They like to know what is expected of them, and they enjoy carrying out their assignments.

Type C—Investigative Jobs

These are scientific and laboratory jobs, jobs where people investigate how the world is put together.

The tasks involved in investigative jobs are scientific or laboratory in nature, and usually involve trying to solve some puzzles, whether the puzzle is a large, mysterious problem such as how the universe came into being, or a more normal, daily problem such as figuring out the composition of a sample of blood taken from a patient in a clinic.

Investigative workers are usually found in research laboratories or clinical settings, but they also work in a wide range of other places—highway departments where they study issues such as traffic control and composition of highway materials; in advertising agencies where they work on market surveys; in food-producing companies where they work on nutritional aspects of food; in military settings where they work on new weapons or new military strategies; in financial departments where they work on questions of economic strategy and money flow—in general, in any place where problems are being attacked in a systematic, scientific way.

They describe themselves as "analytical, curious, independent and reserved". They especially dislike repetitive activities and sales activities. They are very curious.

Type D—Artistic Jobs

These are creative jobs where people work with words or music or art.

The tasks involved in artistic occupations usually involve working with words, music or other art forms. Decorating rooms, designing homes, or doing portrait photography are other examples of artistic activities.

Artistic jobs are found in settings such as art museums, art galleries, music departments, interior decorating offices, music stores, theater groups, photographic studios, radio and television studios and any place where artistic skills are used and or taught.

People who enjoy working in artistic jobs describe themselves as "complicated, disorderly, emotional, idealistic, imaginative, impractical, impulsive, independent, introspective, intuitive, nonconforming and original". They like to work in free environments that allow them to express themselves in a wide variety of media—writing, music, drawing, photography—in general, any art form.

Type E—Social Jobs

These are jobs where people work with people—healing them, teaching them, helping them.

The tasks involved in social jobs are those concerned with working with other people, teaching them, or training them, or curing them, or leading them, or organizing them, or

enlightening them. Social tasks include explaining things to others, entertaining other people, planning the teaching of other people, helping other people solve their difficulties, organizing and conducting charities, and straightening out differences between people.

People who enjoy working in social jobs describe themselves as "cooperative, friendly, generous, helpful, idealistic, responsible, social, tactful and understanding". They like to work in groups, especially small groups that are working on problems common to individuals in the group.

Type F—Jobs of Leadership

These are jobs where people persuade other people to do something—sales jobs, political jobs, merchandising jobs.

Also included are many business executive jobs, making speeches, running for an elected office, heading a fund-raising campaign and many other jobs of leadership.

Other examples of jobs of leadership include public relations directors, stock and bond brokers, buyers, hostesses, retailers, fashion merchandisers and industrial consultants.

People who enjoy working in jobs of leadership describe themselves as "adventuresome, ambitious, argumentative, domineering, energetic, impulsive, optimistic, self-confident, sociable and talkative".

1 你在努力规划自己事业的时候，要尝试各种职业，在各种不同环境中工作并主动承担不同的任务。

2 职业基本上分为六大类。约翰斯·霍普金斯大学心理学教授约翰·L·霍兰德列出了这六类职业，下面我将它们较为详细地描述一下。当我谈到从事这些职业的人员的特点时，请注意，没有哪个人会具备所有这些特性。我谈的是倾向性的特点，但都是很明显的倾向。

第一类——现实型职业

3主要是手艺或技术性职业，通常需要使用工具或机器，常常被称为“蓝领”职务。

4 喜爱现实性职业的人往往身体结实、讲求实际、身强体壮、常常怀有积极的人生观。他们通常具有良好的身体协调性，但有时候在自我表达或与他人交谈方面有困难。他们宁愿与物体而不愿与观念或人打交道。他们喜爱动手搞发明创造。尽管他们的肌肉协调性很好，但在社交场合经常感到不自在，缺乏语言和人际交往技能。他们通常认为自己擅长机械操作和体育运动，他们个性稳定、不做作、执着。他们往往重具体、轻抽象。注重现实的人倾向于用简单、明确和传统的眼光看世界。财富对他们很重要，而他们的休闲消费通常用于汽车、船、摩托车或其他机械装置。

5 注重现实的人在接受采访时将自己描述为“循规蹈矩、直率、真诚、普通、执着、实际、

稳定、节俭、唯物和腼腆”。

6 总体而言，在现实性职业中，既没有个人或机构之间错综复杂的矛盾, 也不必在相互冲突的人生哲学之间进行艰难的抉择，生活没有被复杂化。

第二类——传统型职业

7 这些通常是办公室工作，处理的是机构事务、档案资料和常规日程。

8 传统性职业包括簿记员、统计员、银行出纳员、秘书、财务分析员、办公室主任、电脑操作员、银行财务主管和会计。传统性职业通常需要做一定的笔头工作，但一般都是撰写商务信函和常规报告。

9 喜欢从事传统性职业的人把自己描述成“循规蹈矩、负责、高效、服从、有条理、执着、现实、冷静”。

10 他们喜欢生活井井有条，喜欢按计划行事。他们喜欢了解别人对他们的期望，并乐于完成指派给自己的任务。

第三类——研究型职业

11 这些是科研和实验室工作，人们由此探究世界是如何构成的。

12 研究型工作的本质是科学或实验室研究，而且通常涉及试图解决难题，大到“宇宙是如何产生的”这类难解之谜，小到搞清楚诊所中一位病人的血样的成分这类普通的日常问题。

13 研究人员通常在实验室或医院里工作，但他们也在许多其他地方工作——在公路部门中研究交通控制以及筑路材料的成分之类的课题；在广告公司进行市场调查；在食品公司研究食品营养；在军事部门研究新式武器和新的军事战略在财政部门研究经济策略和货币流通等问题——总而言之，他们工作在用系统的、科学的方法攻克难题的任何地方。

14 他们把自己描述为“分析性强、好奇心重、独立自主和沉默寡言”。他们特别不喜欢重复性的活动和销售活动。他们具有很强的求知欲.

第四类——艺术型职业

15这些职业是人们用语言、音乐或美术进行的创造性工作。

16 艺术型职业通常包括用语言、音乐或其他艺术形式进行的工作。房间装饰、房屋设计、肖像摄影等也属于艺术工作。

17 艺术型工作的环境有艺术博物馆、美术馆、音乐部门、室内装饰公司、音乐商店、剧团、摄影工作室、电台和电视台演播室及其他任何用到以及（或者）传授艺术技能的地方。

18 喜欢从事艺术型工作的人描述自己为“复杂、无条理、情绪化、理想化、富于想像、不切实际、冲动、独立、内省、重直觉、不循规蹈矩、有独创性”。他们喜欢在自由的环境中工作，使他们能够采用多种不同的媒介，如写作、音乐、绘画、摄影——总而言之，用任何艺术形式——来表现自我。

第五类——社会型职业

19 这些是与人打交道的工作——治疗、教育和帮助人们。

20 社会型职业涉及那些与人打交道的工作，如教育、培训、治疗、领导、组织或启迪他

人。这类工作包括为他人解释事物、提供娱乐、制定教学计划、帮助别人解决困难、组织并进行慈善活动以及消除人们之间的分歧。

21 喜欢从事社会型工作的人描述自己为“乐于合作、友好、慷慨、乐于助人、理想主义、有责任感、好交际、举止得体、善解人意”。他们喜欢在群体——特别是有共同面临的问题的小团体——中工作。

第六类——领导型职业

22 从事这些职业的人所做的是说服别人去行动，比如销售、政治或商贸工作。

23 这类职业也包括商务管理工作、发表演讲、竞选公职、领导筹款活动以及许多其他领导工作。

24 从事领导工作的人还包括公关主任、股票和证券经纪人、采购员、空中小姐、零售商、时装经销商以及工业顾问。

25 喜欢从事领导工作的人描述自己为“敢于冒险、雄心勃勃、能言善辩、盛气凌人、精力充沛、冲动、乐观、自信、善于交际和健谈”。

26 这类人喜欢有竞争的活动，愿意在群体中工作，并对群体的行为施加一些影响。他们有自信心，一般都认为自己是出色的领导人才。

新编大学英语4课文翻译(包括课后文章翻译)和答案

Reading comprehension 1略 2 BDCAC AADBB Vocabulary 1. 1) A. entertaining B. entertainment C. entertained D. entertainer 2) A. recognizable B. recognized C. recognition 3) A. tempting B. temptation C. tempt 4) A. reasoned B. reasoning C. reasonable D. reason 5) A. analyzed B. analytical C. analyst D. analysis 6) A. valuable B. valuation C. valued/values D. values 7) A. humorist B. humor C. humorous D. humorless 8) A. understandable B. understanding C. understand D. misunderstood 2. 1) a sense of responsibility 2) a sense of safety/security 3) a sense of inferiority 4) a sense of superiority 5) a sense of rhythm 6) a sense of justice 7) a sense of shame 8) a sense of helplessness 9) a sense of direction 10) a sense of urgency 3. 1) Lively behavior is normal 2) Fast cars appeal to 3) diverse arguments 4) I asked my boss for clarification 5) sensitive to light 6) Mutual encouragement 7) made fun of him 8) persists in his opinion/viewpoint 9) to be the focus/center of attention 10) we buy our tickets in advance 4. 1）certain/sure 2) involved 3) end 4) behavior 5) disciplining 6) agreed 7) individually 8) first 9) response 10) question 11) attempt 12) voice 13) directly 14) followed 15) trouble Unit 2 便笺的力量 Reading comprehension 1略 2 FFTFTFTFTTFTFT Vocabulary 1. Creating Compound Words

新编大学英语3课后习题翻译

新编大学英语3 第二版（课后翻译习题） Unite 1(P17) 1) 你应该适当花一点时间休息和锻炼。 (reasonable ) You should spend a reasonable amount of time relaxing and exercising. 2) 总的来说，孩子们比过去任何时候都更健康，受到了更好的教育。(in general) In general children are healthier and better educated than ever before. 3) 待适当的机会来临，他就能抓住。(come along) When the right opportunity comes along, he’ll take it. 4)每天他都留出点时间跟家里人在一起，享受生活。(set aside) Every day he sets aside some time to be with his family and enjoy life. 5) 我记得那些黑暗的街道以及同父亲手拉手走路的情景。(hand in hand) I remember those dark streets and walking hand in hand with my father. 6) 他最终辜负了父母的期望。(live up to) He finally failed to live up to his parents’ expectations. 7) 相比之下，我们的用油量最大幅度上升了。(in contrast) In contrast, our use of oil has increased enormously. 8) 经过努力，他成功地克服了自己的致命弱点。(overcome) He succeeded in his efforts to overcome his fatal weakness. Unite 3(P113) 1)由于紧急情况，这位医生几个小时内都是没有空。(because of) Because of an emergency, the doctor will not be available for several hours. 2) 税收将会如何影响低收入的人群？(affect) How will taxes affect people with low income? 3) 我母亲总是告诉我，从长远来看我会很高兴我没有放弃练钢琴。(in the long run)

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Unit 3 Gender Difference新编大学英语第二版第四册课文翻译只是分享

Unit 3 Gender Difference Gender Roles from a Cultural Perspective 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. 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 gender-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 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 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 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" 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" while the girls were given the task of putting the materials away. Since hands-on work 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.

浙大出版社英语答案(第四册)

新编大学英语4（浙大版）课后习题答案共同学们欣赏嘎嘎编辑 | 删除 | 权限设置 | 更多▼ 更多▲ ?设置置顶 ?推荐日志 ?转为私密日志转载自W～XなK¤转载于2010年03月15日 11:55 阅读(0) 评论(0) 分类：移花接木权限: 公开 Unit1 1. 1) A entertaining B entertainment C entertained D entertainer 2) A recognizable B recognized C recognition D 3) A tempting B temptation C tempt 4) A reasoned B reasoning C reasonable D reason 5) A analyzed B analytical C analyst D analysis 6) A valuable B valuation C valued/values D values 7) A humorist B humor C humorous D humorless 8) A understandable B understanding C understand D misunderstood 2. 1) a sense of responsibility 2) a sense of safety/security 3) a sense of inferiority 4) a sense of superiority 5) a sense of rhythm 6) a sense of justice 7) a sense of shame 8) a sense of helplessness 9) a sense of direction 10) a sense of urgency 3. 1) Lively behavior is normal 2) Fast cars appeal to 3) diverse arguments 4) I asked my boss for clarification 5) sensitive to light 6) Mutual encouragement

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