Unit 1
1、Our gratitude goes to the thousands of volunteers for their exceptional services.You have made the Games possible.
(感谢他们无与伦比的服务；使得奥运会的举办成为可能)
2、The Olympic Game are unique and of universal character.
(独特的，具有世界性的特点)
Unit 4
3、All spots achievers have specific goal and they break it down into achievable bite-sized pieces and them set realistic deadlines for each step.
(将目标分为几个可以实现的小目标，然后为每个步骤规定切实可行的期限.)
4、All successful sports achievers have a fantatically positive attitude toward mistakes because they are all essential parts of learning.(对错误都有极为积极的态度，必不可少的组成部分)
5、How can you apply the same principles to anything elsse you want to achieve and learn-and how can you do it faster ,better,easier?(将同样的准则运用于你想成就的事件中)
Unit 5
1、The new discovery of their research links up with the technical development in this field,and adds to some further proof of the theory.
(与这一领域的技术发展有关系，增加了更进一步的理论验证)
2、After careful disussion we have incorporated many of your suggestions into the new plan.(把你的建议纳入)
3、These university stedents took their work as volunteers for Olympic Games a precious never-to-be-forgotten experience.
(永远也忘不了的宝贵经历)
4、For all intents and purposes,imagery can be strengthened if it is made to be interactive.(实际上)
5、The girl has been suffering from a great pain in her legs,which is a physical sensation that went with the experience in the terrible earthquake.
(伴随着在...中的经历而产生的身体感受)
Unit 6
2、The goverment has started a non-profit training program to help the laid-off workers to be reemployed.
(启动了一项非盈利的培训计划)
3、The National library offers access to a wide range of academic information resources for readers from all over the country.(提供了大量的...)
4、On the exhibition they gava a series of presentations on the technical development and research of robots.
(做了一系列关于...的展示)
Unit 7
1、The library is on the opposite of the school across the road.
(在学校马路对面)
2、I feel constrained to write and ask for your forgiveness.
(不得不写信)
3、Lef’s divide into several groups.(分成)
4、To appreciate what these changes will mean,it is necessary to look at them in context.(从上下文来看)
5、He recited this article by rote.(他强记背诵了这篇文章)
Unit 8
3、He rarely drinks,never smokes(他很少喝酒，从不吸烟)and admits life can be pretty damn good.He’s shy product of boarding school where he soon grraduated to the guitar and has been in bands since the age of 15.
5、2004 was a quiet year(沉寂的一年)for coldplay,as they spend most of the year out of spotlight resting and recording(远离媒体关注，以用来休息和灌注)their third album.
Test 1
----------By the mid-1960s--------------
1、The main idea of this passage is________
C、use of performance enhancing drugs.
2、Hans-Gunnar liljenwal lost his bronze medal because_______
A、he used performance enhancing drugs.
3、The reason for the formation of the World Anti-Doping Agency(WADA)is that_________
D、the IOCfought against doping in an organized way.
4、The word “stanozolol”(L6,para1)is probably___
B、a sort of drug
5、Which of the following statements is true accordiing to the passage?
A、other sporing federations are also fighting against doping.
Test 2
-----------To put information into our memory store---------
1、What is the passage about?
A、It’s about how working memory functions.
2、What is the most widely know fact about working memory?
C、working memory can only hold around seven chunks of information.
3、Why is working memory capacity limited,according to the passage?
B、Because you can only keep somthing “active ”for a very short time without your conscious attention.
4、What is realiy important,according to recent research?
C、It is how long it takes you to say the words that may be important.
5、What can we learn about the functions of working memory,according to the passage?
A、working memory functions in different way so that you have different “capacities”
Test 3
-------A new exhibition at New Youk’s Museum of ------------
1、A new exhibition at New Youk’s Museum of Modern Art_____
B、presents fresh talent in date visualization and other design fields.
2、Which of the following statements is true according to the passage?
D、The light projections of giant weeds with stalks,stems,leaves,and buds look rael.
3、The word “shriver”(line3,para3)means____
D、wither,as with a loss of moisture
4、According to this passage_____
A、some creative designers would be helpful to businesses such as making retail displays or stock market fluctuations looks interesting.
5、It can be inferred from the passage that the author’s attitude towards the exhibition is ___
C、positive
Test 4
---------------Think and grow rich! Is one of---------------
1、The author’s purpose in writing the passage is_______
C、to share with us some information of how the book come into being.
2、We can safely conclude that the writing of the book is _____
D、Painstaking
3、The word “model”(line5,pare3)probably refers to___
A、making conform to a chosen standard
4、According to this passage,which of the following is TRUE?
C、Think and Grow Rich!Was based on The laws of success which is the result of Napoleon Hill’s 20year effort.
5、It can be inferred from the passage that the author’s attitude towards the book is ___
B、enthusiastic
视频互动讲义四 课次: 英语二第4次视频互动教学 时间: 月日周三19:30-21:00 主题: 第七、八单元重点回顾，语法讲解，实战演练 主讲: 高伟老师 同学们，大家好！经过前三次的洗礼，你们对英语二教材中的重点知识点的回顾应该有一种感觉：在学习完精讲课件、背过教材中的单词和词组后，应该通过我的讲义对教材有一个更为深层的认识，似乎考点到处密布，要求我们掌握的东西越来越多。请大家冷静，不要烦躁----想通过英语二并非易事，但也绝非不可能。我们只要有信心，有毅力，我想任何考试都不是不可战胜的。 解惑： turn down：关小，拒绝 turn in：上缴，交出 turn into：变成 turn off/on：关掉/接通，打开 turn out：制造，生产，结果是 turn over：移交，翻过来 turn to：变成，借助于 turn up：出现，发生。 near与nearly：前者更多使用的是介词，表示“在附近，近”，后者更多为副词用法，表示“几乎，差不多”。另外，关注一下nearby。 devise与device：前者是动词，表示“想出，设计出”，后者名词，表示“办法，装置”。 drop与fall：两个都是动词，前者表示“失手落下”，后者表示“跌到，落下”。 decline表示“婉拒”，refuse表示“拒绝”，口气更为强烈。 一、第七单元重点内容的回顾
Text A 1.find----finding(s)：注意词性转换。 2.★be concerned with/about(As far as I’m concerned)：注意词组的固定用法。 3.★attach importance(oneself)to：注意词组的固定用法。 4.generally speaking：注意固定用法。 5.★in terms of：注意与by means of区别。 6.★carry out：注意词组搭配，同时注意与carry有关的所有词组。 7.★desire----★desirable----desired：注意词性转换并注意虚拟语气的使用。 8. ★take to：注意词组搭配，有关与take搭配的词组。 9.enjoy----enjoyment：注意词性转换。 10.★in a (great)variety of：注意词组固定搭配。 11.★It is...belief that：注意belief(fact, suggestion, doubt…)后面从句的连接词that。 12.put to good use：注意词组搭配。 13. impart… to：注意词组搭配。 14. it can be argued that…：注意句型，翻译常考。 15.relevant to：注意词组搭配。 16.leader----leadership：注意词性的转换。 17. set… as objective：注意词组搭配。 18.the attainment of a balanced development of the person：注意中文翻译的准确性。 Text B 1.★get through：注意有关get词组应记牢。 2.look ahead to：注意词组搭配。 3.★run out(of)：注意词组含义及搭配。 4.allocate for(to)：注意词组含义。 5.★adjust(to)----adjustment(to)：注意词性的转换。
Unit 4 Fresh Start In-Class Reading Fresh Start 新的开端 1当我父母开车离去，留下我可怜巴巴地站在停车场上时，我开始寻思我在校园里该做什么。我决定我最想做的就是平安无事地回到宿舍。我感到似乎校园里的每个人都在看着我。我打定主意：竖起耳朵，闭上嘴巴，但愿别人不知道我是新生。 2第二天早上我找到了上第一堂课的教室，大步走了进去。然而，进了教室，我又碰到了一个难题。坐哪儿呢？犹豫再三，我挑了第一排边上的一个座位。3“欢迎你们来听生物101 课，”教授开始上课。天哪，我还以为这里是文学课呢！我的脖子后面直冒冷汗，摸出课程表核对了一下教室——我走对了教室，却走错了教学楼。 4怎么办？上课途中就站起来走出去？教授会不会生气？大家肯定会盯着我看。算了吧。我还是稳坐在座位上，尽量使自己看起来和生物专业的学生一样认真。 5下了课我觉得有点饿，便赶忙去自助食堂。我往托盘里放了些三明治就朝座位走去，就在这时，我无意中踩到了一大滩番茄酱。手中的托盘倾斜了，我失去了平衡。就在我屁股着地的刹那间，我看见自己整个人生在眼前一闪而过，然后终止在大学上课的第一天。 6摔倒后的几秒钟里，我想要是没有人看见我刚才的窘相该有多好啊。但是，食堂里所有的学生都站了起来，鼓掌欢呼，我知道他们不仅看见了刚才的情景，而且下决心要我永远都不会忘掉这一幕。 7接下来的三天里，我独自品尝羞辱，用以果腹的也只是些从宿舍外的售货机上买来的垃圾食品。到了第四天，我感到自己极需补充一些真正意义上的食物。也许三天时间已经足以让校园里的人把我忘在脑后了。于是我去了食堂。 8我好不容易排队取了食物，踮脚走到一张桌子前坐下。突然我听到一阵熟悉的“哗啦”跌倒声。抬头看见一个可怜的家伙遭遇了和我一样的命运。当人们开始像对待我那样鼓掌欢呼的时候，我对他满怀同情。他站起身，咧嘴大笑，双手紧握高举在头顶上，做出胜利的姿势。我料想他会像我一样溜出食堂，可他却转身重新盛一盘食物。就在那一刻，我意识到我把自己看得太重了。
大学英语自学教程(上册) unit 23 非言语交际 23-A. Non-verbal Communication If anyone asked you what were the main means of communication between people, what would you say? That isn’t a catch question. The answer is simple and obvious. It would almost certainly refer to means of communication that involve the use of words. Speakers and listeners-oral communication, and writers and readers-written communication. And you’d be quite right. There is, however, another form of communication which we all use most of the time, usually without knowing it. This is sometimes called body language. Its more technical name is non-verbal communication. Non-verbal, because it does not involve the use of words. NVC for short. When someone is saying something with which he agrees, the average European will smile and nod approval. On the other hand, if you disagree with what they are saying, you may frown and shake your head. In this way you signal your reactions, and communicate them to the speaker without saying a word. I referred a moment ago to "the average European”, because body language is very much tied to culture, and in order not to misunderstand, or not to be misunderstood, you must realize this. A smiling Chinese, for instance, may not be approving but somewhat embarrassed. Quite a lot of work is now being done on the subject of NVC, which is obviously important, for instance, to managers, who have to deal every day with their staff, and have to understand what other people are feeling if they are to create good working conditions. Body language, or NVC signals, are sometimes categorized into five kinds: 1.body and facial gestures; 2.eye contact; 3.body contact or "proximity"; 4.clothing and physical appearance; and 5.the quality of speech. I expect you understood all those, except perhaps "proximity." This simply means "closeness". In some cultures-and I am sure this is a cultural feature and not an individual one-it is quite normal for people to stand close together, or to more or less thrust their face into yours when they are talking to you. In other cultures, this is disliked; Americans, for instance, talk about invasion of their space. Some signals are probably common to all of us. If a public speaker (like a professor, for example) is all the time fiddling with a pencil, or with his glasses, while he is talking to you, he is telling you quite clearly that he is nervous. A person who holds a hand over his mouth when he is talking is signaling that he is lacking in confidence. If you start wriggling in your chairs, looking secretly at your watches or yawning behind your hands, I shall soon get the message that I’m boring you. And so on. I'm sure you could make a whole list of such signals-and it might be fun if you did. All the signals I have mentioned so far can be controlled. If you are aware that you are doing these things, you can stop. You can even learn to give false signals. Most public speakers are in fact nervous, but a good speaker learns to hide this by giving off signals of confidence. Other kinds of NVC are not so easy to control. Eye contact, for instance. Unless you are confessing intense love, you hardly ever look into someone else’s eyes for very long. If you try it, you’ll find they will soon away, probably in embarrassment.
1. Complete each of the following sentences with an appropriate form of the word in brackets. 1. (attention) Correct answer inattention 2. (qualify) Correct answer qualified Correct answer Navigation 4. Correct answer participants 5. Correct answer unconscious 6. Correct answer competence 7. Correct answer inequalities 8. morning. (request) Correct answer
requested 9. Correct answer varied 10. Correct answer partners 2. Fill in each of the blanks with an appropriate preposition or adverb. 11. Correct answer in 12. Correct answer of 13. Correct answer to 14. accident. Correct answer at 15. Correct answer beyond 16.
Your answer Correct answer from from 17. Your answer Correct answer to to 18. Your answer Correct answer on on 19. Your answer Correct answer in in Your answer Correct answer On On 3. Complete each of the following sentences by choosing the best answer from the choices given. 21. The buses, ___________ were already full, were surrounded by an angry crowd. A. most of which B. both of which C. few of them D. those of which 22. There's only one man ____________ the job. A. qualified for
大学英语自学教程电子版教材上册大学英语自学教程(上) 01-A. How to be a successful language learner? ―Learning a language is easy, even a child can do it!‖ Most adults who are learning a second language would disagree with this statement. For them, learning a language is a very difficult task. They need hundreds of hours of study and practice, and even this will not guarantee success for every adult language learner. Language learning is different from other kinds of learning. Some people who are very intelligent and successful in their fields find it difficult to succeed in language learning. Conversely, some people who are successful language learners find it difficult to succeed in other fields. Language teachers often offer advice to language learners: “Read as much as you can in the new language.”“ Practice speaking the language every day. ”“Live with people who speak the language.”“Don‘t translate-try to think in the new language.”“ Learn as a child would learn; play with the language.” But what does a successful language learner do? Language learning research shows that successful language learners are similar in many ways.
Unit 1 Personal Relationship In-Class Reading The Gift of Life 以生命相赠 1 炸弹落在了这个小村庄里。在可怕的越南战争期间，谁也不知道这些炸弹要轰炸什么目标，而它们却落在了一所由传教士办的小孤儿院内。 2 传教士和一两个孩子已经丧生，还有几个孩子受了伤，其中有一个小女孩，8岁左右，双腿被炸伤了。 3 几小时后，医疗救援小组到了。医疗小组由一名年轻的美国海军医生和一名同样年轻的海军护士组成。他们很快发现有个小女孩伤势严重。显然，如果不立即采取行动，她就会因失血过多和休克而死亡。 4 他们明白必须给小女孩输血，但是他们的医药用品很有限，没有血浆，因此需要匹配的血型。快速的血型测定显示两名美国人的血型都不合适。而几个没有受伤的孤儿却有匹配的血型。 5 医生会讲一点越南语，护士会讲一点法语，但只有中学的法语水平。孩子们不会说英语，只会说一点法语。医生和护士用少得可怜的一点共同语言，结合大量的手势，努力向这些受惊吓的孩子们解释说，除非他们能输一些血给自己的小伙伴，否则她将必死无疑。然后他们问孩子们是否有人愿意献血来救小女孩。 6 对医生和护士的请求，孩子们瞪大眼睛，一声不吭。此时小病人生命垂危。然而，只有这些受惊吓的孩子中有人自愿献血，他们才能够得到血。过了好一会儿，一只小手慢慢地举了起来，然后垂了下去，一会儿又举了起来。 7 “噢，谢谢，”护士用法语说。“你叫什么名字？” 8 “兴，”小男孩回答道。 9 兴很快被抱到一张床上，手臂用酒精消毒后，针就扎了进去。在整个过程中，兴僵直地躺着，没有出声。 10 过了一会儿，他发出了一声长长的抽泣，但立即用那只可以活动的手捂住了自己的脸。 11 “兴，疼吗？”医生问。 12 兴默默地摇了摇头，但一会儿忍不住又抽泣起来，并又一次试图掩饰自己的哭声。医生又问是不是插在手臂上的针弄疼了他，兴还是摇了摇头。 13 但现在，偶尔的抽泣变成了持续无声的哭泣。他紧紧地闭着眼睛，用拳头堵住嘴，想竭力忍住哭泣。 14 医疗小组此时非常担忧，因为针不会使他们的小输血者一直感到疼痛。一定是哪里出了问题。恰好这时，一名越南护士前来帮忙。看到小男孩在哭，她用越南话很快地问他原因。听了小男孩的回答后，又立即作了回答。护士一边说，一边俯身轻轻拍着小男孩的头，她的声音亲切柔和。 15 一会儿，小男孩不再哭了，他睁开眼睛，用质疑的目光看着越南护士。护士点了点头，小男孩的脸上马上露出了宽慰的神色。 16 越南护士抬起头平静地对两名美国人说: “他以为自己快死了。他误解了你们。以为你们要他献出所有的血，小女孩才能活下来。” 17 “那他为什么还愿意这么做呢?”海军护士问。 18 越南护士把这个问题向小男孩重复了一遍。小男孩简单地回答道: “她是我的朋友。” 19 他为了朋友甘愿献出自己的生命，没有比这更伟大的爱了。
The second lecture of College English Hi, everyone! Are you satisfied with the first lecture? Today we’ll continue to learn unit one. Ⅰ.Review something in lecture one: A. Useful phrases: 1.disagree with …(与…意见有分歧)； 2.hundreds of(成百的)； 3. be different from…(与…不同)； 4. succeed in sth…(成功的做某事)； 5. as much as you can(尽可能的多)； 6. practice doing sth(练习做某事)； 7. try to do…(试图做某事)； 8. be similar in sth…(在某些方面是相似的)； 9. first of all(首先)；10. depend on(依靠、依赖)；11. instead of sth/doing sth(不是某事或不是做某事)；12. wait sb to do…(等着某人去做某事)；13. learn from sth/sb(从某件事或从某人那儿学到…)；14. make a mistake(犯错误)；15. be afraid to do(害怕去做…)；16. be willing to do…(愿意去做…)；17. be interested in sth(对…感兴趣)；18. in order to(为了)；19. communicate with sb(同某人进行交流)； 20. on the other hand(另一方面)；21. might do well to do sth(不妨做某事)。 B. Some important words: 1.successful； 2. disagree； 3.statement； 4. guarantee； 5. intelligent； 6. conversely； 7. similar； 8. independent；9. conclusion；10. communicate；communication；11. purpose, purposefully；12. regularly；13. technique；14. outline. C. Key to part exercises: (from page 8 to 12) 一、课文练习： Ⅰ.d, a, c, d, d; Ⅱ. 1.task; 2.intelligent; 3.tudy; 4.clue; 5.conclusion; 6.repeat; https://www.doczj.com/doc/3b1092253.html,munication; 8.purpose; 9.probably; 10.outline Ⅲ. 1. Instead of; 2.therefore; 3. more…than; 4.even; 5.first of all; 6.because; 7.on the other hand; 8.finally; 9.looking for; 10.conversely Ⅳ.1.见课文； 2. Language learning is active learning. Learners should take advantage of every chance to use the language. 3. Language learning should be active, independent and purposeful. 4.见一讲作业。 5. The teachers often pass on their successful experience in language learning to us. 二、词汇练习： Ⅰ.1.2.4.见一讲词汇讲解部分； 3. cover: v 覆盖； uncover: v 揭开，为cover的反义词；discover: v 发现，同义词：find, 习题答案为：covered; uncover; discovered Ⅱ.1.inexact; 2.technique; 3.outlined; https://www.doczj.com/doc/3b1092253.html,municate; 5.regularly; 6.clue; 7.intelligent;
Teaching Planning College English Integrated Course Book Three Unit Two The Freedom Givers Zhong wen 1.Background Information Teacher: zhong wen Students: 56 sophomores Content of the textbook: unit-2 text A the Freedom Givers Textbook: foreign language teaching and research press Time duration：10 minutes 2.Textbook Analysis The author tells three stories about the Underground Railroad and early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parke r is a freed slave who later turned into a courageous “conductor”; Levi Coffin is a brave white “conductor”; Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad. We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text. 3.Students Analysis The class is made up of 56 students, with 30 girls and 26 boys ,who have a good knowledge of Basic English, but know very little about the American culture behind the language. So in this introduction part, It is necessary to introduce some background information to the students before reading 4.Teaching Objectives Students will be able to: 1.understand the main idea(early civil-rights struggles in the US, esp. the underground Railroad) 2.grasp the key language points and grammatical structures in the text, 3.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit 4.Appreciate the various techniques employed by the writer (comparison and contrast, topic sentence followed by detail sentences, use of transitional devices,etc.); 5.Teaching Procedures: Greetings Step 1 Lead-in T: Today we are going to talk about the ethic heroes in American history, before the class, I’d like to introduce the slavery to all of you. T: Abraham Lincoln was the 16th president of the United States, during his term of office; he led the civil war and abolished the slavery. T: In the battle against slavery, not only did the president try his best to abolish this system, but also the people, especially the black people living in the South America try hard to fight for their own feat. Today, we will introduce some freedom givers in the American history. Before
UNIT 8 COPING WITH AN EDUCATIONAL PROBLEM I.I. Key words & phrases ability accumulate acquire adequate affect astonish compete complex decline faculty function handful humble idle ignorant jam luxury miracle portable scare slice suggestion swear upset better off break down compete with in amazement make a living by run out of search for sum up Additional Vocabulary scholarship 奖学金 this year’s graduate 应届毕业生 golden collar worker 金领工人 net capital 净资本 academic credit system 学分制 like water off duck’s back 把…当耳边风 netter 网虫 bullet train 子弹头列车 quality of population 人口素质 heuristic education 启发式教育 teach through lively activities 寓教于乐 emeritus professor 名誉教授 degrade oneself 掉（身价） stamp the card 打卡 WAP phone 上网手机 excessive consumption 提前消费 top student 高材生 inter-disciplinary talent 复合型人才 human capital 人力资本 intensive training class 强化班 alleviate burdens on students 减负 online love affair 网恋 magnet train 磁悬列车
大学英语基础教程（零起点）课程教学大纲 一、层次与学制：本科，四年制 二、教学时数：272学时,第一、二、三、四、五、六学期开设。第一、二学期周学时4，第三、四、五、六学期周学时2。 三、适用专业：非英语专业外语类各专业（英语为零起点的学生） 四、课程性质与任务 大学英语基础教程（零起点）课程是非英语专业大学本科生（零起点）的一门基础课程，以听、说领先，重视英语语言基础的训练，强调语言应用能力的培养。课程的任务在于传授语言基础知识（语音、语法、词汇、篇章结构），训练基本语言技能（听、说、读、写），培养学生初步运用英语进行交际的能力，同时指导学习方法，培养学生自主学习的能力。 五、教学目的与基本要求 （一）教学目的 大学英语基础教程（零起点）通过课堂内外各种教与学的活动，使非英语专业大学本科生（零起点）在规定的学时内掌握英语语音、基本语法、基本词汇和正确的学习方法，强调听、说、读、写、译等技能的培养，具备用英语进行交际的初步能力，同时对英语国家和文化有初步了解，并为全面提高英语运用能力打下较好的基础。 （二）教学要求 1.语音 要求学生掌握国际音标，基本的读音规则：意群、停顿、连读，及各类简单句的基本语调。 2.词汇 词汇掌握量应达到3000个单词以及由这些词构成的常用词组，并培养按照基本构词法识别和掌握生词的能力。 3.语法 要求学生掌握各种词类的概念﹑分类和基本用法，掌握各种时态的用法，掌握简单句和复合句的基本结构及用法，提高在语篇水平上运用语法知识的能力。 4.阅读能力
能顺利阅读语言难度中等的一般性题材的文章，掌握中心大意以及说明中心大意的事实和细节，并能够进行一定的分析、推理和判断，领会作者的观点和态度，阅读速度达到每分钟50个单词。在阅读篇幅较长、难度略低的生词不超过总词数的3%的材料时，能掌握中心大意，抓住主要事实和有关细节，阅读速度达到每分钟70词。 5.听力能力 能听懂英语讲课，并能听懂题材熟悉，句子结构比较简单，基本没有生词，语速为每分钟80-110字的简短会话，报道和讲座，掌握其中心大意，抓住要点和有关细节，领会讲话者的观点和态度。 6.表述能力 能就教材内容和适当的听力材料进行问答和复述，能用英语进行一般的日常会话，能就熟悉的话题经准备后作简短发言，表达思想比较清楚，语音、语调基本正确。 7.写作能力 能在阅读难度与课文相仿的书面材料时做笔记，回答问题，写提纲，能就一定的话题在半小时内写出100个单词的短文，能写短信和便条，表达意思清楚，无重大语言错误。 8.翻译能力 能借助词典将难度略低和课文的英语短文译成汉语，理解正确，译文达意。 六、教材与教学参考书 教材：名称: 《大学英语基础教程（零起点）》 作者：李桂兰主编 出版社：外语教学与研究出版社 出版年月：2000年9月出版 教材类型：一般教材 教学参考书：名称：《大学英语基础教程（零起点）教师手册》 作者：郭建荣等主编 出版社：外语教学与研究出版社 出版年月：2000年10月出版
大学英语自学教程上册课文翻译注释及习题答案1
Unit 1 第一部分 Text A 【课文译文】 怎样成为一名成功的语言学习者 “学习一门语言很容易，即使小孩也能做得到。” 大多数正在学习第二语言的成年人会不同意这种说法。对他们来说，学习一门语言是非常困难的事情。他们需要数百小时的学习与练习，即使这样也不能保证每个成年语言学习者都能学好。 语言学习不同于其他学习。许多人很聪明，在自己的领域很成功，但他们发现很难学好一门语言。相反，一些人学习语言很成功，但却发现很难在其他领域有所成就。 语言教师常常向语言学习者提出建议：“要用新的语言尽量多阅读”，“每天练习说这种语言”，“与说这种语言的人住在一起”，“不要翻译——尽量用这种新的语言去思考”，“要像孩子学语言一样去学习新语言”，“放松地去学习语言。” 然而，成功的语言学习者是怎样做的呢?语言学习研究表明，成功的语言学习者在许多方面都有相似之处。 首先，成功的语言学习者独立学习。他们不依赖书本和老师，而且能找到自己学习语言的方法。他们不是等待老师来解释，而是自己尽力去找到语言的句式和规则。他们寻找线索并由自己得出结论，从而做出正确的猜测。如果猜错，
他们就再猜一遍。他们都努力从错误中学习。 成功的语言学习是一种主动的学习。因此，成功的语言学习者不是坐等时机而是主动寻找机会来使用语言。他们找到(说)这种语言的人进行练习，出错时请这些人纠正。他们不失时机地进行交流，不怕重复所听到的话，也不怕说出离奇的话，他们不在乎出错，并乐于反复尝试。当交流困难时，他们可以接受不确切或不完整的信息。对他们来说，更重要的是学习用这种语言思考，而不是知道每个词的意思。 最后，成功的语言学习者学习目的明确。他们想学习一门语言是因为他们对这门语言以及说这种语言的人感兴趣。他们有必要学习这门语言去和那些人交流并向他们学习。他们发现经常练习使用这种语言很容易，因为他们想利用这种语言来学习。 你是什么样的语言学习者?如果你是一位成功的语言学习者，那么你大概一直在独立地、主动地、目的明确地学习。另一方面,如果你的语言学习一直不太成功,你不妨试试上面提到的一些技巧。 【课文难点注释】 1．Some people who are very intelligent and successful in their fields find it difficult to succeed in language learning.(Para 3) 许多人很聪明，在自己的领域很成功，但他们发现很难学好一门语言。
全新版大学英语综合教程 第二版课后练习答案 This manuscript was revised on November 28, 2020
Unit1 Ways of Learning Vocabulary I 1. 1)insert 2)on occasion 3)investig ate 4)In retrospect 5)initial 6)phenomen a 7)attached 8)make up for 9)is awaiting 10)not; in the least 11)promote 12)emerged 2. 1)a striking contrast between the standards of living in the north of the country and the south. 2)is said to be superior to synthetic fiber. 3)as a financial center has evolved slowly. 4)is not relevant to whether he is a good lawyer. 5)by a little-known sixteen-century Italian poet have found their way into some English magazines. 3. 1)be picked up; can’t accomplish; am exaggerating 2)somewhat; the performance; have neglected; they apply to 3)assist; On the other hand; are valid; a superior II 1)continual 2)continuous 3)continual 4)continuous 5)principal 6)principal 7)principle 8)principles 9)principal III herself by herself/on her own by yourself/on your own Comprehensive Exercises
新编大学英语综合教程3课文翻译
Unit 1 Personality In-Class Reading 羞怯的痛苦 1 对许多人来说，羞怯是很多不愉快的起因。各种各样的人——矮的、高的、愚笨的、聪明的、年轻的、年老的、瘦的、胖的——都说自己是羞怯的。羞怯的人会焦虑不安，感到不自然；也就是说，他们过分地关注自己的外表和举止。脑海中不断盘旋着一些使自己不安的想法：我给人留下的是什么印象？他们喜欢我吗？我讲话是不是傻里傻气？我长得难看。我穿的衣服毫不引人注目。 2 很显然这种不安的感觉会对人产生不利的影响。一个人的自我看法反映在自己的行为方式之中，而一个人的行为方式又影响他人的反应。通常，人们如何看待自己对他们生活的各个方面都会产生深刻的影响。例如，具有积极的自我价值观或很强自尊心的人往往表现出自信。而由于自信，他们不需要他人不断地称赞和鼓励，也能使自己感觉良好。自信者热情、自发地投入生活。他们不因别人认为他们“该”做什么而受到影
响。有很强自尊心的人不会被批评所伤害；他们不会把批评看作是人身攻击。相反，他们认为批评是一种提醒他们改进的建议。 3 相比之下，羞怯的人自尊心较弱，往往消极被动并且容易受他人影响。他们（是否）在做“该做的事情”需要得到别人的肯定。害羞的人对批评非常敏感；他们觉得批评正好证实了他们比别人差。他们也很难因别人的赞美而高兴，因为他们相信自己不值得称赞。羞怯的人也许会用这样的话来回答别人的赞美之辞：“你这么说只是为了让我感觉好一些。我知道这不是真的。”显然，尽管自我意识是一种健康的品质，过分的自我意识却是不利和有害的。 4能否彻底消除或者至少减轻羞怯感呢？幸运的是，人们能够通过坚持不懈的努力建立自信从而克服羞怯。由于胆怯和缺少自尊是密切相关的，因此正视自己的弱点和正视自己的优点一样重要。例如，大多数人希望每门功课都得A。 5 如果仅仅因为在某些领域有困难，就把自己列为差生，这不恰如其分。人们对自己的期望必须现实。老是想那些不可能的事情会令自己觉得无