Lesson 2
Interviewer: Is film editing a complicated job?
Film Editor: Oh yes, a lot of people probably don't know how complicated a job it can be. It's far more than just sticking pieces of film together.
Interviewer: How long does it take to edit a film?
Film Editor: Well, it depends. You can probably expect to edit a 10-minute film in about a week. A 35-minute documentary, like the one I'm editing at present, takes a minimum of four to five weeks to edit.
Interviewer: Can you explain to me how film editing works?
Film Editor: There are different steps. 'Synching up', for example.
Interviewer: What do you mean by synching up?
Film Editor: It means matching sound and pictures and that is usually done by my assistant. The film and the sound tape have numbers stamped along the edge which have to be matched. The details of the film and the sound are also recorded in a log book, so it's quick and easy to find a particular take and its soundtrack. This operation is called logging and is again done by my assistant.
Interviewer: So what do you usually do yourself?
Film Editor: A lot of things, of course. First, I have to view all the material to make a first selection of the best takes. There's a lot of film to look through because to make a sequence work the way you want, you need a lot of shots to choose from.
Interviewer: Does that mean that you have to discard sequences?
Film Editor: Oh yes. On average for every foot of edited film, you need twelve times as much unedited film and therefore you have to compromise and, of course, discard some of it.
Interviewer: What do you do after selecting the material?
Film Editor: First of all, I prepare an initial version of the film, a 'rough cut' as it is called. That means that I actually cut the film into pieces and stick them together again in the new order.
Interviewer: And after this 'rough cut' what happens?
Film Editor: Well, after the 'rough cut' comes the 'fine cut' when the film takes its final form. The producer and the director come in for a viewing. Some small changes may then be necessary, but when the 'fine cut' has been approved by everyone, this is the final version of the film.
Interviewer: At this point is the film ready for distribution?
Film Editor: Oh no. After the final version of the film has been approved, there is the dubbing, there are voices, music, background noises and sometimes special effects to be put together for the soundtrack. And after the dubbing, the edited film is sent to the 'neg' cutters.
Interviewer: What do the 'neg' cutters do?
Film Editor: They cut the original negatives on the films, so that these match the edited film exactly. And after all that comes the best part—I can sit down quietly with my feet up and enjoy watching the film!
Man: Hi.
Woman: Hi.
Man: What'd you do last night?
Woman: I watched TV. There was a really good movie called Soylent Green.
Man: Soylent Green?
Woman: Yeah. Charlton Heston was in it.
Man: What's it about?
Woman: Oh, it's about life in New York in the year 2022.
Man: I wonder if New York will still be here in 2022.
Woman: In this movie, in 2022 ...
Man: Yeah?
Woman: ... New York has forty million people.
Man: Ouch!
Woman: And twenty million of them are unemployed.
Man: How many people live in New York now? About seven or eight million?
Woman: Yeah, I think that's right.
Man: Mm-hmm. You know, if it's hard enough to find an apartment now in New York City, what's it going to be like in 2022?
Woman: Well, in this movie most people have no apartment. So thousands sleep on the steps of buildings. (Uh-huh.) People who do have a place to live have to crawl over sleeping people to get inside. And there are shortages of everything. The soil is so polluted that nothing will grow. (Ooo.) And the air is so polluted they never see the sun. It's really awful.
Man: I think I'm going to avoid going to New York City in the year 2022.
Woman: And there was this scene where the star, Charlton Heston, goes into a house where some very rich people
live.
Man: Uh-huh.
Woman: He can't believe it, because they have running water and they have soap.
Man: Really?
Woman: And then he goes into the kitchen and they have tomatoes and lettuce and beef. He almost cries because he's never seen real food in his life, you know, especially the beef. It was amazing for him.
Man: Well, if most people have no real food, what do they eat?
Woman: They eat something called soylent.
Man: Soylent?
Woman: Yeah. There's soylent red and soylent yellow and soylent green. The first two are made out of soybeans. But the soylent green is made out of ocean plants. (Ugh.) The people eat it like crackers. That's all they have to eat. Man: That sounds disgusting.
Woman: Well, you know, it really isn't that far from reality.
Man: No?
Woman: Yeah. Because, you know the greenhouse effect that's beginning now and heating up the earth ...
Man: Oh, yeah, I've heard about that.
Woman: ... because we're putting the pollutants in the atmosphere, you know?
Man: Mm-hmm.
Woman: I mean, in this movie New York has ninety degrees weather all year long. And it could really happen. Uh ... like now, we ... we have fuel shortages. And in the movie there's so little electricity that people have to ride bicycles to make it.
Man: You know something? I don't think that movie is a true prediction of the future.
Woman: I don't know. It scares me. I think it might be.
Man: Really?
Woman: Well, yeah.
The native Americans, the people we call the 'Indians', had been in America for many thousands of years before Christopher Columbus arrived in 1492. Columbus thought he had arrived in India, so he called the native people 'Indians'.
The Indians were kind to the early settlers. They were not afraid of them and they wanted to help them. They showed the settlers the new world around them; they taught them about the local crops like sweet potatoes, corn and peanuts; they introduced the Europeans to chocolate and to the turkey; and the Europeans did business with the Indians.
But soon the settlers wanted bigger farms and more land for themselves and their families. More and more immigrants were coming from Europe and all these people needed land. So the Europeans started to take the land from the Indians. The Indians had to move back into the centre of the continent because the settlers were taking all their land.
The Indians couldn't understand this. They had a very different idea of land from the Europeans. For the Indians, the land, the earth, was their mother. Everything came from their mother, the land, and everything went back to it. The land was for everyone and it was impossible for one man to own it. How could the White Man divide the earth into parts? How could he put fences round it, buy it and sell it?
Naturally, when the White Man started taking all the Indians' land, the Indians started fighting back. They wanted to keep their land, they wanted to stop the White Man taking it all for himself. But the White Man was stronger and cleverer. Slowly he pushed the Indians into those parts of the continent that he didn't want—the parts where it was too cold or too dry or too mountainous to live comfortably.
By 1875 the Indians had lost the fight: they were living in special places called 'reservations'. But even here the White Man took land from them—perhaps he wanted the wood, or perhaps the land had important minerals in it, or he even wanted to make national parks there. So even on their reservations the Indians were not safe from the White Man.
There are many Hollywood films about the fight between the Indians and the White Man. Usually in these films the Indians are bad and the White Man is good and brave. But was it really like that? What do you think? Do you think the Indians were right or wrong to fight the White Man?
Interviewer: Today, there are more than 15 million people living in Australia. Only 160,000 of these are Aborigines, so where have the rest come from? Well, until 1850 most of the settlers came from Britain and Ireland and, as we know, many of these were convicts. Then in 1851 something happened which changed everything. Gold was discovered in southeastern Australia. During the next ten years, nearly 700,000 people went to Australia to find gold and become rich. Many of them were Chinese. China is quite near to Australia. Since then many different groups of immigrants have gone to Australia for many different reasons. Today I'm going to talk to Mario whose family came from Italy and to Helena from Greece. Mario, when did the first Italians arrive in Australia?
Mario: The first Italians went there, like the Chinese, in the gold-rushes, hoping to find gold and become rich. But many also went there for political reasons. During the 1850s and 1860s different states in Italy were fighting for independence and some Italians were forced to leave their homelands because they were in danger of being put in prison for political reasons.
Interviewer: I believe there are a lot of Italians in the sugar industry.
Mario: Yes, that's right. In 1891 the first group of 300 Italians went to work in the sugarcane fields of northern Australia. They worked very hard and many saved enough money to buy their own land. In this way they came to dominate the sugar industry on many parts of the Queensland coast.
Interviewer: But not all Italians work in the sugar industry, do they?
Mario: No. A lot of them are in the fishing industry. Italy has a long coastline, as you know, and Italians have always been good fishermen. At the end of the nineteenth century some of these went to western Australia to make a new life for themselves. Again, many of them, including my grandfather, were successful.
Interviewer: And what about the Greeks, Helena?
Helena: Well, the Greeks are the fourth largest national group in Australia, after the British, the Irish and the Italians. Most Greeks arrived after the Second World War but in the 1860s there were already about 500 Greeks living in Australia.
Interviewer: So when did the first Greeks arrive?
Helena: Probably in 1830, they went to work in vineyards in southeastern Australia. The Greeks have been making wine for centuries so their experience was very valuable.
Interviewer: But didn't some of them go into the coalmines?
Helena: Yes, they weren't all able to enjoy the pleasant outdoor life of the vineyards. Some of them went to work in the coalmines in Sydney. Others started cafes and bars and restaurants. By 1890 there were Greek cafes and restaurants all over Sydney and out in the countryside (or the bush, as the Australians call it) as well.
Interviewer: And then, as you said, many Greeks arrived after the Second World War, didn't they?
Helena: Yes, yes, that's right. Conditions in Greece were very bad: there was very little work and many people were very poor. Australia needed more workers and so offered to pay the boat fare. People who already had members of their family in Australia took advantage of this offer and went to find a better life there.
Interviewer: Well, thank you, Mario and Helena. Next week we will be talking to Juan from Spain and Margaret from Scotland.
(1) A: It doesn't sound much like dancing to me.
B: It is; it's great.
A: More like some competition in the Olympic Games.
C: Yeah. It's (pause) good exercise. Keeps you fit.
(2) A: But you can't just start dancing in the street like that.
B: Why not? We take the portable cassette recorder and when we find a nice street, we (pause) turn the music up really loud and start dancing.
(3) A: We have competitions to see who can do it the fastest without falling over. Malc's the winner so far.
B: Yeah, I'm the best. I teach the others but (pause) they can't do it like me yet.
(4) A: You're reading a new book, John?
B: Yes. Actually, (pause) it's a very old book.
(5) A: Now, can you deliver all this to my house?
B: Certainly. Just (pause) write your address and I'll get the boy to bring them round.
(6) A: Good. I've made a nice curry. I hope you do like curry?
B: Yes, I love curry, I used to work in India, as a matter of fact.
A: Really? How interesting. You must (pause) tell us all about it over dinner.
The Foolish Frog
Once upon a time a big, fat frog lived in a tiny shallow pond. He knew every plant and stone in it, and he could swim across it easily. He was the biggest creature in the pond, so he was very important. When he croaked, the water snails listened politely. And the water beetles always swam behind him. He was very happy there.
One day, while he was catching flies, a pretty dragon fly passed by. 'You're a very fine frog,' she sang, 'but why don't you live in a bigger pond? Come to my pond. You'll find a lot of frogs there. You'll meet some fine fish, and you'll see the dangerous ducks. And you must see our lovely water lilies. Life in a large pond is wonderful!' 'Perhaps it is rather dull here,' thought the foolish frog. So he hopped after the dragon fly.
But he didn't like the big, deep pond. It was full of strange plants. The water snails were rude to him, and he was afraid of the ducks. The fish didn't like him, and he was the smallest frog there. He was lonely and unhappy.
He sat on a water lily leaf and croaked sadly to himself, 'I don't like it here. I think I'll go home tomorrow.'
But a hungry heron flew down and swallowed him up for supper.
亲爱的读者们： 由于工作的原因，需要《剑桥国际英语教程4》（Passage 4）的听力原稿。在网络上搜索到一些，但是它们有一些小错误，并且缺失几个单元的听力原稿。 已经整理教材CD-A中的听力原稿，CD-B的听力原稿会在接下来的日子里上传。 由于时间仓促，且笔者的水平有限，难免会有错误和遗漏。请发送私信，我会予以修正，以方便后续的读者。 想出来的智慧 2018年1月10日
Unit 1 Luis: Well, I guess the biggest change in my life over the last five years is that I got married. I used to be single, and now I’m not! I used to enjoy going out with friends every weekend- you know I was a lot more sociable. Now a more of own body, I liked to stay at home, watch TV- that kind of thing. It’s not so bad. I guess you could say that I grew up- I was tired of going out all the time and ready to settle down and start a family. Celine: For me the change has been with my work. I used to work in a large company. I worked in their corporate headquarters downtown in the accounting department. It was a great job- good money, decent benefits. When I first started at that company, I was very young and very ambitions. But after a while, I got tired of it. I was so unhappy there, and the commute was killing me! But one evening two years ago, I attended a seminar on working for yourself-you know, being self-employed and starting your own company. So I quit my job and gave it a try. It was scary at first, but after a little while I could see it was going to work out just fine for me. I couldn’t be happier. Diana: Gosh, five years ago I was a completely different person. You wouldn’t have recognized me if you’d seen me then! I talk a lot now, but I was more reserved then. And I hardly exercised at all. I never played any sports and rarely spent time outside. I was in terrible shape and worried about my health. But all that changed when I met my friend Judy. See, she convinced me to start slowly, you know, by walking every morning before work and swimming twice a week. Well, now I spend most of my free time outside- hiking, swimming when the weather’s good, playing tennis or racquetball- those kinds of things. I’m in pretty good shape now and feeling wonderful. Luis: Well, my wife is always saying that I’m not very good with money, not practical at all. She’s always teasing me about spending habits, but she’s right. When I see something I want, I just go and buy it, even if it is something I don’t really need. I guess I waste a lot of our money. We’re expecting our first child in December, and now that there’s going to be three of us, well , I think I do need to be more careful. Celine: working at home has been a real struggle. It’s been a lot harder th an I imagined. I need to be more organized, that’s for sure. So, I ’ve decide to hire at a part-time secretary- you know, someone who can come in couple of times a week and help out with me phones, the filing, and just clean up in general. I’m so busy that sometimes I kind of let things get out of hand- the office gets really messy! I sure could use some help. Diana: Well, I started mountain climbing a year and a half ago, and I just love it. Well, the next step for me is to concentrate on that sport and se e where I can go with it. I’d love to someday- say, five or ten years from now- go mountain climbing in the Himalayas. They have some of the highest and most beautiful mountains in the world. That would be a real adventure! But before I do anything like that, I have to practice, practice, practice! And I have to get stronger –mentally as well as physically. Paul: So, Andrea, you going home for the holidays? Andrea: I sure am. I’ve booked a fight for tomorrow afternoon and I can’t wait!
剑桥雅思4Test4 听力 Sectio n-1答案+解析 剑桥雅思4Test4听力Section 1 答案+解析 Section 1 谈话场景：筹备告别会。人物关系：关系亲密的同事。谈话话题：讨论将给要离开的同事 开告别会的有关事宜：时间、地点、邀请人员、礼物等。 交际与语言表达 1.这部分考查的是一个日常生活场景一一为要离开的同学/同事举办一个告别晚会。其中涉及到活 动举办的地点和时间、邀请人员、何时发岀邀请、活动项目以及需携带的物品等。 2. “1 think a hotel will probably work out rather expensive, and I 've been looking at the College Dining Room. ”我觉得去酒店太贵了，我一直在考虑学校的餐厅。“work out ”表示“解决，解答,做出，制订出，消耗完”的意思。例如：It will work out rather expensive. 这样做成本很高。 “be looking at ”表示“留心，注意”。 3. “ We usually go round with an envelope during coffee break, don 't we? ”我们通常在喝 咖啡的休息室带着信封顺便过去，不是吗？“Coffee Break”这个词早在1952年就出现在报刊上了，《咖 啡的益处》中说：“只需清晨的一杯咖啡就足以使我们拥有顺利度过一天的好心情。这也正是工作休息时 间喝咖啡的意义所在。”管理者发现“Coffee Break ”作为一种办公室文化，不但可以激发员工的创意和 灵感，提升工作的热情与专注，而且还是一种特殊的沟通方式。现在公司开设的“Coffee Break ” 都是了解咖啡、互相沟通、提升公司形象的良好模式。接待客户抑或朋友小聚，如果您可以不经意间对咖啡的“前世今生”侃侃而谈，那必将令对方刮目相看。而为客户提供一杯贴心的现磨咖啡，更是对客户表示尊敬、 拉近彼此距离的法宝。
Chapter 9 Lecture: Public Education: Philosophy and Funding Most young people in the United States, like most young people around the world, attend public school. Indeed, young people in the U.S. have to attend school because education is compulsory, in most states to the age of sixteen or until the students reach ninth grade. A small percentage of American youth attend private schools, wither religious or secular schools, but the vast majority attend public schools. One distinguishing feature of U.S. public education that surprises many foreigners is that although there are some standardized examinations, there is no nationwide curriculum set by the government ministry of education determines the curriculum that all students study and the examinations that all the students take at a set time. Of course, U.S. students follow a curriculum, and they take examinations as all students do. Although the federal government does influence public education by providing funds to schools for special programs such as education for the handicapped and for bilingual education, the federal government does not determine the curriculum or the examinations. Today I’d like to talk about the three levels of control within each state and then spend some time discussing where the money for education comes from and three issues related to funding. Control of education in the United States is mainly exercised locally at three levels. Let’s begin with the state department of education. The department of education of each of the fifty states has two basic functions. First, each state department of education sets basic curriculum requirements for all the schools in its state. For example, a high school might require four years of English, three years of math, two years of social science, and so forth. The state also sets the number of credits a student must complete in order to graduate from a high school. This total number of credits includes both required courses and electives. So much for the state part in education. The second level of control is the school district. The number of school districts a state has depends on the size of its population and the size of the state. A large metropolitan area would have several school districts. A smaller community might have only one district. Each school district is run by a school board that is elected by the citizens of the district. The school district is responsible for the specific content of courses taught in its schools. In other words, the school district determines what the students will study in each of their, let’s say, four years of high school English. The school district also decides what electives will be available for students. Besides determining course content, the school district is responsible for the operation of the schools in its district, for example, the hiring if teachers and administrators. The third level of control is the individual school itself, where teachers have primary responsibility for deciding how to teach the content of each course and for preparing and giving examinations to the students. Local control of schools may seem very strange to some of you, but it will seem less strange if you consider how public schools in the United States are funded- that is, where money to run the schools comes from. Only about 7 percent of the money comes from the federal government. The rest of the money comes from state and local taxes. The percentages supplied by the state and by the local districts fluctuate over tome and from state to state. Currently appropriately 49 percentage of school funding comes from the states and about 44 percent comes from the local communities, that is, the school districts. Finally, I’d like to discuss three issues related to the funding of schools that have been receiving a lot of attention recently in the United States. The first issue deals with the
第8页 CD 1,10 磁带1.A NARRA TOR:Simon and Alex are in their Art class.They’re making bowls and they can’t stop.They’re busy. SIMON:Oooh.My bowl’s terrible! NARRA TOR:Stella and Lenny are in their Maths lesson. Stella’s very happy because she loves Maths and thinks it’s easy.Lenny doesn’t think Maths is easy.He thinks it’s difficult. LENNY:I can’t do this Maths problem.It’s difficult. STELLA:Come on.Lenny.You can do it.It’s easy. NARRA TOR:...It’s 73-72.What an exciting game!Meera’s got the ball and she’s running with it.Meera’s quick.The boy’s slow. GIRL:This is really boring.I don’t like basketball. CD 1,11 磁带1，A 1 Be careful with those glasses,Sally! I am being careful. 2 What was the film like? It was really boring. 3 What’s 397 and 79? Oh, I don’t know,That’s difficult. 4 What was the football match like? It was really exciting! 5 Come on,Mary.Don’t be so slow. I’m not slow! 6 What’s 2 and 2? That’s easy.It’s 4. 7 Can I talk to you? No,sorry.I’m busy. 8 The bus is coming,Be quick! 9 The weather’s terrible! Oh no!Look at our food. CD 1,12 磁带1.A SIMON:Hey!The school show’s really exciting,Dad. MR STAR:Yes ,It is...and it’s good to see your teachers.Who are they all? SIMON:Well,the man who’s talking to Mun is my Maths teacher.He’s called Mr Newton. MR STAR:Right,Is the man who’s singing your Music teacher? SIMON:No,he’s Mr Burke,our sports teacher.Miss Flower’s our Music teacher.She’s the woman who’s wearing the long green skirt.They do the‘after school club’. MR STAR:The ‘After school club’?What’s that? SIMON:It’s a new club where we can do lots of exciting things on Thursday afternoons. ...And can you guess who my Art teacher is? MR STAR:Ooh,Simon,that’s difficult.Is it the woman who’s playing the guitar? SIMON:Very funny.Dad.No,that’s Mrs Robinson.our English teacher.Our Art teacher’s over
hello,and thank you for asking me to your teachers' meeting to told about the dinosaur museum and to tell you a bit about what you can do with your students on there Well let me give you some of the basic information first In regard to opening hours We are open every day of the week from 9.am to 8.pm except on mondays,when we close it at 1.30 pm And in fact the only day in the year when we are closed is on the 25th december You can book a guided tour for your school group any time that we are open if you bring a school group to the museum when you arrive we ask you to remain with your group at your car park one or more of the tour guides will welcome you there and brief you what the tour will be about we do this there because our entrance is quite small and we really haven't got much room for briefing group in the exhibition area as far as the amount of time you'll need goes if you bring a school group you should plan on allowing a minimum of 90 minutes for the visit this allow 15minutes to get on and off the coach 45 minutes for the guided tour and 30 minutes for the after tour activities if you are going to have lunch at the museum youwill,ofcourse,have to allow to have more time there are two cafes in the museum with sitting for 80 people if you want to eat there you'll need to reserve some seating as they can get quite crowded at lunch time then outside the museum at the back there are tables and students can bring their own lunch and eat there in the open air when the students coming into the museum foyer we ask them to check in the backpacks with their books lunch boxes at the cloakroom before they enter the museum proper i am afraid in the past we have had few things gone missing after the school visit so this is a strict rule also some of the exhibits are fragile and we don't want to be accentidentally knocked but we do provide school students have handouts with questions and quizzes on them there is so much that students can learn in the museum and it is fun for them to have something to do of course they'll need to bring something to write with for these we do allow students to have photographs
Book 2 Chapter 1 The Population Today we’re going to talk about population in the United States. According to the most recent government census, the population is 281,421,906 people. Now this represents an increase of almost 33 million people since the 1990 census. A population of over 281 million makes the United States the third most populous country in the whole world. As you probably know, the People’s Republic of China is the most populous country in the world. But do you know which is the second most populous? Well, if you thought India, you were right. The fourth, fifth, and sixth most populous countries are Indonesia, Brazil, and Pakistan. Now let’s get back to the United States. Let’s look at the total U. S. population figure of 281 million in three different ways. The first way is by race and origin; the second is by geographical distribution, or by where people live; and the third way is by the age and sex of the population. First of all, let’s take a look at the population by race and origin. The latest U. S. census reports that percent of the population is white, whereas percent is black. Three percent are of Asian origin, and 1 percent is Native American. percent of the population is a mixture of two or more races, and percent report themselves as “of some other race”. Let’s make sure your figures are right: OK, white, percent; black, percent; Asian, 3 percent; Native American, 1 percent; a mixture of two or more races, percent; and of some other race, percent. Hispanics, whose origins lie in Spanish-speaking countries, comprise whites, blacks, and Native Americans, so they are already included in the above figures. It is important to note that Hispanics make up percent of the present U.S. population, however. Finally, the census tells us that 31 million people in the United States were born in another country. Of the 31 million foreign born, the largest part, percent are from Mexico. The next largest group, from the Philippines, number percent. Another way of looking at the population is by geographical distribution. Do you have any idea which states are the five most populous in the United States? Well, I’ll help you out there. The five most populous states, with population figures, are California, with almost 34 million; New York, with 21 million; Texas, with 19 million; and Florida, with 16 million; and Illinois with million people. Did you get all those figures down? Well, if not, I’ll give you a chance later to check your figures. Well, then, let’s move on. All told, over half, or some 58 percent of the population, lives in
剑12 听力test 4 Section 1 (1241) Hello, Pembroke Cycli ng Holidays, Bob speak ing. Oh hello. I've see n your advert for people to lead cycle trips. Are you the right pers on to speak to? Yes, I am. Could I have your n ame, please? It's Margaret Smith. Are you look ing for a perma nent job, Margaret? No, temporary. rve got a perma nent job starti ng in a few mon ths' time, and I want to do someth ing else un til then. What work do you do? This will probably sound crazy - I used to be a lawyer, and the n I made a complete career cha nge and rm going to be a doctor. I've just finished my training. Right. And have you had any experie nee of lead ing cycle trips? Yes, I've led several bike tours in Africa. The trip to In dia that I had arran ged to lead n ext month has now bee n can celled, so whe n I saw you were advertis ing for tour leaders, I decided to apply. OK.Now we normally have two or three leaders on a trip, depending on the size of the group. Some tours are for very experie need cyclists, but we've got a tour coming up soon in Spa in, which is proving so popular we n eed an additi on al leader. It's a cycling holiday for families. Would that suit you? It certainly would. I enjoy working with children, and I probably n eed some more experie nee before I go on a really challe nging trip. That tour in cludes several tee nagers: have you worked with that age group before? Yes, I'm a volun teer worker in a youth club, where I help people to improve their cycli ng skills. Before that I helped out in a cycli ng club where I taught beg inn ers. Well that's great. Now the trip I mentioned is just for a fortnight, but there might be the possibility of leading other tours after that.
生物专业英语词汇——词素（词根）部分 一、表示数量的词素 1. haplo,mono,uni ：单，一，独haploid 单倍体monoxide一氧化碳monoatomi c单原子的 2. bi,di,dipl,twi,du :：二，双，两，偶biocolor 双色,dichromatic 双色的,diplobacillus 双杆菌dikaryon 双核体 twin ：孪生dual 双重的 3. tri :三，丙triangle三角triacylglycerol三酰甘油tricarboxylic acid cycle 三羧酸循环 4. quadri,quadru,quart,tetr,tetra：四quadrilateral四边的quadrivalent四价的quadruped四足动物tetrode四极管tetracycline四环素 5. pent,penta,quique五pentose戊糖pentagon五角形pentane戊烷quintuple 五倍的pentose 戊糖pentomer五邻粒 6. hex,hexa,sex 六hexose已糖hexapod六足动物hexapoda昆虫纲hexamer六聚体 7. hepta,sept(i) 七heptane 庚烷heptose 庚糖heptoglobin七珠蛋白 8. oct八octpus 章鱼octagon八角形octane 辛烷octase 辛糖 9. enne,nona九nonapeptide 九肽enneahedron 九面体 10. deca,deka 十:decapod 十足目动物decahedron 十面体decagram 十克 11. hecto, 百hectometer百米hectoliter百升hectowatt 百瓦 12. kilo,千kilodalton (KD) 千道尔顿kilobase 千碱基kiloelectron volt 千电子伏特 13. deci,十分之一，分decimeter 分米decigram 十分之一克 14. centi,百分之一 15. milli,千分之一，毫millimole 毫摩（尔）milliliter 毫升 16. micro,百万分之一，微，微小，微量microgram微克microogranism微生物microecology 微生态学micropipet微量移液器 17. nano十亿分之一，毫微，纳nanosecond十亿分之一秒nanometer纳米 18. demi,hemi,semi半demibariel 半桶hemicerebrum 大脑半球semiopaque半透明semi-allel 半等位基因semi-conductor半导体 19. holo 全，整体，完全holoenzyme 全酶holoprotein全蛋白holocrine全（质分）泌 20. mega巨大，兆，百万megaspore大孢子，megabasse兆碱基megakaryocyte巨核细胞megavolt兆伏megalopolitan特大城市 21. macro 大，巨大，多macrophage巨噬细胞macrogamete大配子macroelement常量元素macromolecular大分子 22. poly,multi,mult 多，复合polyacrylate聚丙烯酸酯polymerase 聚合酶multichain多链的multinucleate 多核的multicistronic mRNA多顺反子mRNA multicopy多拷贝 二、表示颜色的词素 1 chrom颜色chromophore生色团chromosome染色体chromatography色谱法 2 melan,melano,nigr 黑melanoma黑素瘤melanin黑色素melanophore黑色素细胞 3 xantho,flavo,fla,flavi,lute黄xanthophyl叶黄素xanthous黄色的，黄色人种xathine黄嘌呤flavin(e)黄素flav one黄酮letein黄体素，叶黄素flavin adenine dinucleotide(FAD)黄素腺嘌呤二核苷酸 4 erythro, rub, rubrm, ruf,红erythrocyte红细胞erythromycin红霉素erythropoitin(EPO)促红细胞生成素 5 chloro,chlor绿，氯chlorophyll叶绿素chloride氯化物chloramphenicol氯霉素 6 cyan,cyano 蓝，青紫色，氰cyanophyceae 蓝藻纲cyanobacteria蓝细菌cyanide氰化物 7 aur,glid,chrys金色aureomycin金霉素chrysose 金藻淀粉chrysanthemum菊花glidstone 金