《应用型大学英语——视听说》教案
BOOK II
单元名称：Unit 1 Internet
单元话题：The Internet
Part One: Purpose of Teaching
In this unit, we will focus on the Internet. We will learn relevant vocabulary and expressions. We will also learn how to avoid some topics you don’t want to discuss in oral communication. Oral activities in different forms will be conducted to practice these language skills.
Part Two: Time Arrangement
Part Three: Teaching Contents
ⅠLead-in (10 minutes)
●Teachers are expected to make the students understand the category of the
Internet . It is better to lead students to discuss the topic of the Internet, and then lead them to do the warm-up exercises.
Activity 1 Listening
●Teachers let the students listen to the lecture from the beginning to the end once
to see to what extent that the students can take the notes of the questions. Then let the students listen to the tape again and leave enough span of pause, making the students take down the answers.
Activity 2 Viewing
●Direct students to read questions first and predict what they are going to hear.
●Play the recording.
●Check answers and explain.
ⅡCommunication Skills (20 minutes)
Activity 1 Oral Functions
●Go over the listed expressions one by one.
●Lead the class to read these expressions, and help the students practice them. Activity 2 Oral Practice
Task 1 Listening
●Play the recording and check answers.
Task 2 Viewing
●Play the video (twice if possible).
●Check answers.
Task 3 Speaking
●Prepare several groups of words related to the possible topics that may be
discussed by students. Advise them to focus on just one topic.
●Allow enough time for students to work in pairs.
●Invite volunteer pairs to show their dialogue to the whole class.
●Encourage students’ progress in oral practice.
ⅢIn-putting & Out-putting (30 minutes)
Activity 1 Listening to learn
Task 1 Listening for information
●Have students read statements first and play the recording.
●Check answers.
Task 2 Listening for details
●Play the recording once again.
●Check answers.
Activity 2 Viewing to learn
●Direct students to check those familiar words and expressions. Encourage them to name any word they think is new and briefly explain it.
Task 1 Viewing for information
●Play the video and check answers.
Task 2 Viewing for details
●Play the video once again and check answers.
ⅣFollow-up Activities (15 minutes)
Activity 1 Listening to Learn
Task 1 Listening for information
●Have students read questions first and play the recording.
●Check answers.
Activity 2 Viewing for information
●Direct students to check those familiar words and expressions. Encourage them to name any word they think is new and briefly explain it.
Task 1 Viewing for Information
●Play the video and check answers.
Part Four: Oral Practice (10 minutes)
Oral practices listed as follows are optional.
Part 1 Activity 3 Speaking
●Have students preview question in this part in advance.
●Teachers are expected to require the students to work in pairs, and then ask one
or two groups to present their own discussions.
●Ask for students to survey to see how many students share the same opinion. Part 3 Activity 1 Task 3 Oral Practice
●Direct students to interview their classmates and briefly note answers in the
table.
●Make a conclusion orally based on the information in the table.
Part 3 Activity 2 Task 3 Oral Practice
●Teachers are expected to require the students to work in pairs, and then ask one
or two groups to present their own discussions.
●Direct students to interview their classmates and briefly note answers in the
table.
●Make a conclusion orally based on the information in the table.
Part 4 Activity 1 Task 2 Oral Practice
●Ask students to prepare for this part before class.
●Let students limit their presentation with three-minutes.
●Presentation skills are expected to introduce to students.
●Evaluation is necessary after students’ presentation.
Part 4 Activity 2 Task 2 Oral Practice
●Ask students to prepare for this part before class.
●Let students limit their presentation with three-minutes.
●The teacher walks around to offer any necessary help to each group.
●Presentation skills are required while students discuss the questions.
Part 5 Entertainment
●Time for fun!
●Give students some time to guess the answers.
Part Five: Assignment
Choose one of the oral practices in Part Four and have students prepare for it after class.
Review Checklist(5 minutes)
●Guide and encourage students to spend 5 minutes to go through the checklist.
●To use the checklist simply check off the results of learning.
●This checklist is useful in determining the way in which students evaluate
themselves.
《应用型大学英语——视听说》教案
单元名称：Unit 2 Myth
单元话题：Myth
Part One: Purpose of Teaching
In this unit, we will focus on how to use words and expressions to talk about myth. We will learn something about Greek mythology and the Bible. We will also learn how to find more information on the cultural roots of the mythology as well as the communication skills of asking information. Oral activities in different forms will be conducted to practice these language skills.
Part Two: Time Arrangement
Part Three: Teaching Contents
ⅠLead-in (10 minutes)
Teachers are expected to make the students understand mythology, and it is better to lead the students to talk about mythologies in different countries especially Greek Mythology.
Culture Link
Activity 1 Listening
?Teachers let the students be familiar with the culture link.
?Teachers let the students listen to the dialogue from the beginning to the end
once to see to what extent that the students can take the notes of the questions.
?Then let the students listen to the tape again and leave enough span of pause,
making the students take down the answers.
Activity 2 Viewing
Word Bank
?The teachers are expected to play the video three times and guide the students
to grasp the main points in the passage according to the questions.
ⅡCommunication Skills (20 minutes)
Activity 1 Oral Functions
?Go over the listed expressions one by one.
?Lead the class to read these expressions, and try to find more structures in
asking information.
Activity 2 Oral Practice
Task 1 Listening
?Teachers let the students listen to the passage from the beginning to the end
once to see to what extent that the students can take the notes of the questions.
?Then let the students listen to the tape again and leave enough span of pause,
making the students take down the answers.
Task 2 Viewing
?The dialogue is a little long and fast, the teachers are expected to play the video
three times and guide the students to grasp the main points in the dialogue according to the questions.
Task 3 Speaking
?Allow enough time for students to work in pairs.
?Invite volunteer pairs to show their dialogue to the whole class.
?Encourage students to progress in oral practice.
?Discuss some other topics together.
ⅢIn-putting & Out-putting (30 minutes)
Activity 1 Listening to learn
?Teachers let the students listen to the passage from the beginning to the end
once to see to what extent that the students can take the notes of the questions and do the true or false questions.
?Then let the students listen to the tape again and leave enough span of pause,
making the students take down the answers and finish the choices.
Task 2 Listening for details
?Play the recording once again.
?Check answers.
Word Bank
Activity 2 Viewing to learn
?Direct students to check those familiar words and expressions. Encourage them
to name any word they think is new and briefly explain it.
Task 1 Viewing for information
?Play the video and check answers.
Task 2 Viewing for details
?The teachers are expected to play the video three times and guide the students
to grasp the main points in the passage according to the questions.
?For the first and second time guide the students to finish task one and task two.
For the third time check the answers with them.
ⅣFollow-up Activities (15 minutes)
Activity 1 Listening to Learn
Task 1 Listening for information
?Have students read questions first and play the recording.
?Check answers.
Activity 2 Viewing for information
Task 1 Viewing for Information
?Play the video and check answers.
Part Four: Oral Practice (10 minutes)
Oral practices listed as follows are optional.
Part 1 Activity 3 Speaking
?Teachers are expected to require the students to work in pairs, and then ask one
or two groups to present their own discussions according to the questions in the form.
Unit 1 Warming up: 1. 1.1 imports 1.2 scent 1.3 detect 1.4 sniff 1.5 detector dogs 2 f e d c b a watching part1 1 morning run,different,something different,international airports,illegal imports,passengers 2 mixed odors An apple,amango Carry-ons,bags Suitcases Learn to sit Work,comes out Part2 1 F f f t t 2 Supposed Far ahead Children The public Food drive 3 Things don’t always go so smoothly for Stockton though. You’ve got to work with me.I’m your partner,remember? So what does it take to be a “detector dog”? They’ve got to have real food drive because they work for food. Even after they eat a dinner,they’re still ready to eat some more. Part3 1 animal shelters given green jacket,detector dogs adopted 2.1 work out Stay with us Suits Applicants A good fit
Unit 1 Listen1_Ex1 Interviewer:Angela, you were born in Korea but you've been living in Canada for a long time, haven't you? Angela:Yes, I was 10 years old when my parents immigrated to Canada and I've been living here for 20 years now. Interviewer:Do you think that belonging to two different cultures has affected your personality? Angela:Yes, definitely. There are times when I think that I have two personalities. Depending on where I am and who I'm with, I'm Korean or I'm Canadian. Interviewer:That sounds complicated. Could you explain what you mean? Angela:Well, growing up in Canada when I was going to high school, for example, I was known as Angela to the outside world, and as Sun-Kyung at home. I would wave hello to my teachers, but bow to my parents' Korean friends when they visited our home. Interviewer:Do different cultures have different ideas as to what is polite? Angela:Yes, definitely. In high school, I was expected to look straight in the eyes of my teachers and to talk openly with them. But when Koreans spoke to me, I was expected to look at my feet and to be shy and silent. Interviewer:Do you think that having two personalities makes you a richer person? Angela:Yes, but sometimes I don't know who I am. 1.Angela immigrated from Canada to Korea.(F ) 2.Angela is about 20 years old now.(F ) 3.Angela had two different personalities,one at school and one at home.(T ) 4.Sun-Kyung is Anglela's gilefriend at school.(F ) 5.Angela agrees that culture affects personality.(T ) 6.Being expected to two different cultures is sometimes confusing.(T) 1) outside world 2) at home 3) wave hello 4) bow 5) look straight in the eyes of 6) openly 7) look at my feet 8) shy and silent Listen2_Ex1 I am a very sensitive person, and that's good to a point. I feel everyone should be able to feel or understand what others are going through. But when you hurt, cry, or are unhappy for people you don't know, or for a movie that is not real, then I think that's a little too sensitive. That's the way I am. I am a very independent person. I must do things for myself. I don't like people doing things for me, or helping me, or giving me things. It's not that I don't appreciate it, because I do. I just feel that when someone does something for you, you owe them, and if there is one thing I don't like to feel, it's that I owe anyone anything. I think I would be a good friend. I would do almost anything for someone I like, and would share or give anything I have. I'm very caring and understanding. People
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 1 Part 1 Listening I 1．1-5 FTFTT 2. 1-5 776-2235，65, 11，loud, quieter Listening II 1. 1-5 ABBDA 2. 1-5 old, torn/ blue, by the hand, holiday, children Listening III 1.1-5 181st，very tired, take hold of; for her trouble, never/ again Listening IV 1.1-5 CDBDB 2.. R: fulfills my every need./stay home, cook, clean, and watch the kids. E: open-minded/ something interesting to say. Part 2 1. ACDEGIJ 2. 1-8 in a mess, my turn, a hand, work on, expectations of, how about, too much, what we have Part 3 1. 1)-15) nicer, excited, promises, married, first, lasted, kids, enough, changes, loves, mad, care about, boy friend, get better, help Part 4 Listening I 1. CEFGKL 2. 1-5 personality/ background, good sense of humor, terrible, different environments, looks Listening II 1. 1-5 FTFTT 2. 1-5 gone by, no sign, taken over, enough, limits Listening III 1. 1-5 TFFTT 2. 1-5 seventies, selfish, unnatural, husband, surrounded Listening IV 1.1-5 ABDCD 2.c: done his part of the housework h: high priority with w: responsibility Unit 2 Part 1 Listening I 1. 1-5 TFTFT 2. 1 He moved to Newton. 2 She wrote down the new address on it. 3 It was thrown away. / The professor threw it away.
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.
大学英语视听说教程原文及答案
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Uint1 II. Basic Listening Practice 1. Script M: I’m beside myself with joy. I’m so lucky. Guess what? I’ve won a lit o f money in the lottery. W: Yeah? Well, you do know that money is the root of all evil, right? Q: What does the woman mean? 2. Script W: Mary was furious. Her son wrecked up her car. M: He shouldn’t have driven a car without a driver’s license. He‘s stil l taking driving lesson. Q: What do we know about Mary’s son? 3. Script M: Susan, I hear you’re going to marry that guy. Some people think you’ll regret it. W: Is that so? Only time tell. Q: What does the woman imply? 4. Script M: Mary, I just want to say how sorry I was to learn of your mother’s passing. I know how close you two were? W: Thank you. It was so sudden. I’M still in a state of shock I don’t know what to do. Q: Which of following is true? 5. Script W: I get furious at work when my opinions a ren’t considered just because I’m a woman. M: You should air your view more emphatically and demand that your vice be heard. Q: What is the woman complaining about? Keys: 1.C 2.B 3. D 4.A 5.D III. Listening In Task 1: Soft answers turn away wrath. Mary: Da m! You’re spilled red wine on me. My new dress is ruined. John: I’ m terrible sorry! What can I do to help? Here’s some water to wash it off. Mary: Stop splashing water on me! Oh, this is so embarrassing! I’m a mess. John: Well, you do look a little upset. Please don’t blow up. Don’t lose your cool. Mary: Hmm, you’ve got the nerve talking like that! Who shouldn’t fly off the handle? This dress cost a fortune. John: You look really cute when you’re mad. I kid you not. Some people do look attractive when they are in a rage. Mary: This is very expensive dress. I saved for months to buy it, and now it’s ruined. Look at this stain! John: Accidents do happen. Give me your dress, and I’ll take it to the cleaners. Mary: Sure! You want me to take it off right here in public and give it to you? I don’t even know you! John: This might be a really goof time to get acquainted. I’m John Owen. Mary: Mmm, at least you’re polite. I guess I really shouldn’t have flared up. After all, it was an accident. I’m Mary Harvey. John: Come on. I’ll take you home. You can change your clothes, and I’ll get the dress cleaned for you. Mary: Now you’re talking. Thanks. You’re a real gentleman. John: You’d better believe it. I’m glad to see that you’ve cooled down. Feel look a bite to eat aft erward? I’m starving. Mary: Ok. You’re pretty good. I’m not nearly as mad. If you can get this stain out, I’ll be very happy. John: I’ll try my best. But if I can’t get the stain out, please don’t let your happiness turn to wrath. 1. Which of the following would be the best title for the dialog? 2. Why does the woman get angry? 3. What does the man say to please the woman when she looks angry? 4. Why does the woman say the man is a real gentleman? 5. What is the man’s final proposal? Keys: 1D 2.A 3.C 4.B 5.C Task 2: Big John is coming! Script A bar owner in the Old West has just hired a timid bartender. This (S1) owner of the establishment is giving his new hire some instructions on (S2) running the place. He tells the timid man, “If you ever hear that Big John is coming to town, (S3) drop everything and run for the hills! He’s the biggest, nastiest (S4) outlaw who’s ever lived!” A few weeks pass (S5) uneventfully. But one afternoon, a local cowhand comes running through town (S6) yel ling, “Big John is coming! Run for your (S7) lives!” When the bartender leaves the bar to start running, he is knocked to the ground by several townspeople rushing out of town. (S8) As he’s picking himself up, he sees a large man, almost seven feet tall. H e’s muscular, and is growing as he approaches the bar. He steps up to the door, orders the poor barkeep inside, and demands, “I want a beer NOW!” He strikes his heavy fist on the bar, splitting it in half. (S9) The bartender nervously hands the big man a beer, hands shaking. He takes the beer, bites the top of the bottle off, and downs the beer in one gulp. As the terrified bartender hides behind the bar, the big man gets up to leave, “Do you want another beer?” the bartender asks in a trembling voice.“Dang it, I don’t have time!” the big man yells, (S10) “I got to get out of town! Don’t you hear Big John is coming?” Task3: A View of Happiness Script Dr. Smith has proposed a reasonable, if perhaps somewhat oversimplifies, view of happiness. According to his theory, happiness might be described as a state if balance. And when human or certain animals achieve that balance, they rend to remain in that condition in order to repeat the happy feeling. To illustrate this, we may study two magnets. When their positive and negative poles meet, they are comfortably joined, and they remain there. In other words, they have attained a balance or state of happiness. If on the other hand, one of the poles is reversed, and positive pole is presses against positive pole, there is resistance, instability, imbalance a state of unhappiness. Animals with some degree of intelligence seem to find happiness in reinforcement. Once they have gained one or more of their goals such as food, and water, they learn to repeat the actions that led to satisfaction of those goals. This repetition or reinforcement produces a state of balance or sense of happiness. According to this theory, only animals with a
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 The Perfect Swarm Narrator: Damage from swarms of locusts can reach disastrous proportions. A single swarm of desert locusts can consume over 70,000 metric tons of vegetation a day. There is, however, one continent that’s locust-free: North America. 旁白：蝗虫群的伤害可以达到灾难性的程度。一个单一的沙漠蝗虫可以消耗超过70000吨的植被一天。然而，有一个大陆是蝗虫自由：美国北部。 Interestingly enough, this wasn’t always true. For hundreds of years, the Rocky Mountain locust was a common pest in the American West. Back in the mid-1800s, thousands of pioneers journeyed across the U.S. in search of free land and new opportunities. They settled on the frontier of the western states, and began to farm the land intensively, growing corn and other crops. 有趣的是，这并不总是真实的。几百年来，落基山脉的蝗虫是美国西部的一种常见害虫。早在19世纪中叶，成千上万的先驱者跨越美国在自由的土地和寻找新的机会。他们定居在西部边境，并开始对土地进行集中耕种，种植玉米和其他农作物。 Then, in 1875, out of nowhere, a rare combination of air currents, drought, and basic biology produced the right conditions for an unthinkable event, the worst storm ever recorded, the “perfect swarm.” It cam e over the horizon like a strange, dark cloud. Not millions, not billions, but trillions of insects, sweeping through the land like a living tornado. Those who saw the incredible event and survived never forgot what they witnessed. 然后，在1875，走出无处，一个罕见的组合，空气电流，干旱，和基本生物学产生了正确的条件为一个不可想象的事件，最坏的风暴有史以来，“完美的群”，它在地平线上像一个奇怪的，黑暗的云。不是上百万，不是数十亿，而是数以万亿计的昆虫，像一个活生生的龙卷风席卷过大地。那些看到了令人难以置信的事件，并幸存下来的人从来没有忘记他们见证了什么。 The swarm came together over the state of Texas, and soon moved quickly across the frontier in a huge destructive cloud that was nearly 3,000 kilometers long. The storm spread north towards North Dakota. The locusts eventually went as far west as the Rocky Mountains, leaving a path of devastation and destruction wherever they went. 群聚在德克萨斯州的上空，并很快在一个巨大的破坏性的云，是近3000公里长的边界迅速移动。风暴向北到了北。蝗虫最终在落基山脉的西部，离开了一条破坏性的道路和毁灭的道路。 An account from one person who observed the swarm described the locust storm. The locusts came down from the sky like hail. Frightened people ran screaming into their homes as the locusts’ claws dug into thei r skin and hung upon their clothing. They heard sharp cracks as the insects came underfoot. The large locusts were everywhere, looking with hungry eyes turning this way and that. Their bodies blocked the sun, bringing darkness along with the destruction. 一个来自一个人的帐户，观察到群描述了蝗虫风暴。蝗虫从空中落下如冰雹。当蝗虫的爪子被挖进他们的皮，挂在他们的衣服上时，吓得人们尖叫着进入他们的家里。随着昆虫来踩在脚下他们听到尖锐的裂缝。大蝗虫到处都是，看着饥饿的眼睛转动着这样的方式。他们的身体挡住了太阳，带来了黑暗与毁灭。 Crop damages were absolutely astonishing. If such destruction were to happen today it would cost an estimated US$116 billion, more than the most costly hurricane in American history. And then, something remarkable happened: the Rocky Mountain locust simply vanished. 农作物的损害是绝对惊人的。如果这样的破坏将发生在今天，它将花费大约116美元，超过