NCE_4lesson1

新概念第四册文本1）We can read of things that happened 5,000 years ago in the Near East, where people first learned to write. But there are some parts of the world where even now people cannot write. The only way that they can preserve their history is to recount it as sagas--legends handed down from one generation of story-tellers to another. These legends are useful because they can tell us something about migrations of people who lived long ago, but none could write down what they did. Anthropologists wondered where the remote ancestors of the Polynesian peoples now living in the Pacific Islands came from. The sagas of these people explain that some of them came from Indonesia about 2,000 years ago. But the first people who were like ourselves lived so long ago that even their sagas, if they had any, are forgotten. So archaeologists have neither history nor legends to help them to find out where the first 'modern men' came from. Fortunately, however, ancient men made tools of stone, especially flint, because this is easier to shape than other kinds. They may also have used wood and skins, but these have rotted away. Stone does not decay, and so the tools of long ago have remained when even the bones of the men who made them have disappeared without trace.*************************************************************2）Why, you may wonder, should spiders be our friends ? Because they destroy so many insects, and insects include some of the greatest enemies of the human race. Insects would make it impossible for us to live in the world; they would devour all our crops and kill our flocks and herds, if it were not for the protection we get from insect-eating animals. We owe a lot to the birds and beasts who eat insects but all of them put together kill only a fraction of the number destroyed by spiders. Moreover, unlike some of the other insect eaters, spiders never do the least harm to us or our belongings.Spiders are not insects, as many people think, nor even nearly related to them. One can tell the difference almost at a glance for a spider always has eight legs and an insect never more than six. How many spiders are engaged in this work on our behalf ? One authority on spiders made a census of the spiders in a grass field in the south of England, and he estimated that there were more than 2,250,000 in one acre, that is something like 6,000,000 spiders of different kinds on a football pitch. Spiders are busy for at least half the year in killing insects. It is impossible to make more than the wildest guess at how many they kill, but they are hungry creatures, not content with only three meals a day. It has been estimated that the weight of all the insects destroyed by spiders in Britain in one year would be greater than the total weight of all the human beings in the country. T. H. GILLESPIE Spare that Spider from The Listener*************************************************************3）Modern alpinists try to climb mountains by a route which will give them good sport, and the more difficult it is, the more highly it is regarded. In the pioneering days, however, this was not the case at all. The early climbers were looking for the easiest way to the top because the summit was the prize they sought, especially if it had never been attained before. It is true that during their explorations they often faced difficulties and dangers of the most perilous nature, equipped in a manner which would make a modern climber shudder at the thought, but they did not go out of their way to court such excitement. They had a single aim, a solitary goal--the top!It is hard for us to realize nowadays how difficult it was for the pioneers. Except for one or two places such as Zermatt and Chamonix, which had rapidly become popular, Alpine villages tended to be impoverished settlements cut off from civilization by the high mountains. Such inns as there were were generally dirty andflea-ridden; the food simply local cheese accompanied by bread often twelve months old, all washed down with coarse wine. Often a valley boasted no inn at all, and climbers found shelter wherever they could--sometimes with the local priest (who was usually as poor as his parishioners), sometimes with shepherds or cheesemakers. Invariably the background was the same: dirt and poverty, and very uncomfortable. For men accustomed to eating seven-course dinners and sleeping between fine linen sheets at home, the change to the Alps must have been very hard indeed.*************************************************************4）In the Soviet Union several cases have been reported recently of people who can read and detect colours with their fingers, and even see through solid doors and walls. One case concerns an 'eleven-year-old schoolgirl, Vera Petrova, who has normal vision but who can also perceive things with different parts of her skin, and through solid walls. This ability was first noticed by her father. One day she came into his office and happened to put her hands on the door of a locked safe. Suddenly she asked her father why he kept so many old newspapers locked away there, and even described the way they were done up in bundles. Vera's curious talent was brought to the notice of a scientific research institute in the town of UIyanovsk, near where she lives, and in April she was given a series of tests by a special commission of the Ministry of Health of the Russian Federal Republic. During these tests she was able to read a newspaper through an opaque screen and, stranger still, by moving her elbow over a child's game of Lotto she was able to describe the figures and colours printed on it; and, in another instance, wearing stockings and slippers, to make out with her foot the outlines and colours of a picture hidden under a carpet. Other experiments showed that her knees and shoulders had a similar sensitivity. During all these tests Vera was blindfold; and, indeed, except when blindfold she lacked the ability to perceive things with her skin. lt was also found that although she could perceive things with her fingers this ability ceased the moment her hands were wet.************************************************************5）The gorilla is something of a paradox in the African scene. One thinks one knows him very well. For a hundred years or more he has been killed, captured, and imprisoned, in zoos. His bones have been mounted in natural history museums everywhere, and he has always exerted a strong fascination upon scientists and romantics alike. He is the stereotyped monster of the horror films and the adventure books, and an obvious (though not perhaps strictly scientific) link with our ancestral past. Yet the fact is we know very little about gorillas. No really satisfactory photograph has ever been taken of one in a wild state, no zoologist, however intrepid, has been able to keep the animal under close and constant observation in the dark jungles in which he lives. Carl Akeley, the American naturalist, led two expeditions in the nineteen-twenties, and now lies buried among the animals he loved so well. But even he was unable to discover how long the gorilla lives, or how or why it dies, nor was he able to define the exact social pattern of the family groups, or indicate the final extent of their intelligence. All this and many other things remain almost as much a mystery as they were when the French explorer Du Chaillu first described the animal to the civilized world a century ago. The Abominable Snowman who haunts the imagination of climbers in the Himalayas is hardly more elusive.************************************************************6）People are always talking about' the problem of youth '. If there is one—which I take leave to doubt--then it is older people who create it, not the young themselves. Let us get down to fundamentals and agree that the young are after all human beings--people just like their elders. There is only one difference between an old man and a young one: the young man has a glorious future before him and the old one has a splendid future behind him: andmaybe that is where the rub is. When I was a teenager, I felt that I was just young and uncertain--that I was a new boy in a huge school, and I would have been very pleased to be regarded as something so interesting as a problem. For one thing, being a problem gives you a certain identity, and that is one of the things the young are busily engaged in seeking. I find young people exciting. They have an air of freedom, and they have not a dreary commitment to mean ambitions or love of comfort. They are not anxious social climbers, and they have no devotion to material things. All this seems to me to link them with life, and the origins of things. It's as if they were in some sense cosmic beings in violent an lovely contrast with us suburban creatures. All that is in my mind when I meet a young person. He may be conceited, illmannered, presumptuous of fatuous, but I do not turn for protection to dreary cliches about respect for elders--as if mere age were a reason for respect. I accept that we are equals, and I will argue with him, as an equal, if I think he is wrong.************************************************************7）I am always amazed when I hear people saying that sport creates goodwill between the nations, and that if only the common peoples of the world could meet one another at football or cricket, they would have no inclination to meet on the battlefield. Even if one didn't know from concrete examples (the 1936 Olympic Games, for instance) that international sporting contests lead to orgies of hatred, one could deduce it from general principles. Nearly all the sports practised nowadays are competitive. You play to win, and the game has little meaning unless you do your utmost to win. On the village green, where you pick up sides and no feeling of local patriotism is involved, it is possible to play simply for the fun and exercise: but as soon as the question of prestige arises, as soon as you feel that you and some larger unit will be disgraced if you lose, the most savage combative instincts are aroused. Anyone who has played even in a school football match knows this. At the international level sport is frankly mimic warfare. But the significant thing is not the behaviour of the players but the attitude of the spectators: and, behind the spectators, of the nations. who work themselves into furies over these absurd contests, and seriouslybelieve--at any rate for short periods--that running, jumping and kicking a ball are tests of national virtue.************************************************************8）Parents have to do much less for their children today than they used to do, and home has become much less of a workshop. Clothes can be bought ready made,washing can go to the laundry, food can be bought cooked, canned or preserved, bread is baked and delivered by the baker, milk arrives on the doorstep, meals can be had at the restaurant, the works' canteen, and the school dining-room. It is unusual now for father to pursue his trade or other employment at home, and his children rarely, if ever, see him at his place of work. Boys are therefore seldom trained to follow their father's occupation, and in many towns they have a fairly wide choice of employment and so do girls. The young wage-earner often earns good money, and soon acquires a feeling of economic independence. In textile areas it has long been customary for mothers to go out to work, but this practice has become so widespread that the working mother is now a not unusual factor in a child's home life, the number of married women in employment having more than doubled in the last twenty-five years. With mother earning and his older children drawing substantial wages father is seldom the dominant figure that he still was at the beginning of the century. When mother works economic advantages accrue, but children lose something of great value if mother's employment prevents her from being home to greet them when they return from school.******************************************************9）Not all sounds made by animals serve as language, and we have only to turn to that extraordinary discovery of echo-location in bats to see a case in which the voice plays a strictly utilitarian role. To get a full appreciation ofwhat this means we must turn first to some recent human inventions. Everyone knows that if he shouts in the vicinity of a wall or a mountainside, an echo will come back. The further off this solid obstruction the longer time will elapse for the return of the echo. A sound made by tapping on the hull of a ship will be reflected from the sea bottom, and by measuring thetime interval between the taps and the receipt of the echoes the depth of the sea at that point can be calculated. So was born the echo-sounding apparatus, now in general use in ships. Every solid object will reflect a sound, varying according to the size and nature of the object. A shoal of fish will do this. So it is a comparatively simple step from locating the sea bottom to locating a shoal of fish. With experience, and with improved apparatus, it is now possible not only to locate a shoal but to tell if it is herring, cod, or other well-known fish, by the pattern of its echo. A few years ago it was found that certain bats emit squeaks and by receiving the echoes they could locate and steer clear of obstacles--or locate flying insects on which they feed. This echo-location in bats is often compared with radar, the principle of which is similar.************************************************************10）In our new society there is a growing dislike of original, creative men. The manipulated do not understand them; the manipulators fear them. The tidy committee men regard them with horror, knowing that no pigeonholes can be found for them. We could do with a few original, creative men in our political life—if only to create some enthusiasm, release some energy--but where are they? We are asked to choose between various shades of the negative. The engine is falling to pieces while the joint owners of the car argue whether the footbrake or the handbrake should be applied. Notice how the cold, colourless men, without ideas and with no other passion but a craving for success, get on in this society, capturing one plum after another and taking the juice and taste out of them. Sometimes you might think the machines we worship make all the chief appointments, promoting the human beings who seem closest to them. Between midnight and dawn, when sleep will not come and all the old wounds begin to ache, I often have a nightmare vision of a future world in which there are billions of people, all numbered and registered, with not a gleam of genius anywhere, not an original mind, a rich personality, on the whole packed globe. The twin ideals of our time, organization and quantity, will have won for ever.************************************************************11）Alfred the Great acted as his own spy, visiting Danish camps disguised as a minstrel. In those days wandering minstrels were welcome everywhere. They were not fighting men, and their harp was their passport. Alfred had learned many of their ballads in his youth, and could vary his programme with acrobatic tricks and simple conjuring. While Alfred's little army slowly began to gather at Athelney, the king himself set out to penetrate the camp of Guthrum, the commander of the Danish invaders. These had settled down for the winter at Chippenham: thither Alfred went. He noticed at once that discipline was slack: the Danes had the selfconfidence of conquerors, and their security precautions were casual. They lived well, on the proceeds of raids on neighbouring regions. There they collected women as well as food and drink, and a life of ease had made them soft. Alfred stayed in the camp a week before he returned to Athelney. The force there assembled was trivial compared with the Danish horde. But Alfred had deduced that the Danes were no longer fit for prolonged battle : and that their commissariat had no organization, but depended on irregular raids. So, faced with the Danish advance, Alfred did not risk open battle but harried the enemy. He was constantly on the move, drawing the Danes after him. His patrols halted the raiding parties: hunger assailed the Danish army. Now Alfred began a long series of skirmishes--and within a month the Danes had surrendered. The episode could reasonably serve as a unique epic of royal espionage!************************************************************12）What characterizes almost all Hollywood pictures is their inner emptiness. This is compensated for by anouter impressiveness. Such impressiveness usually takes the form of truly grandiose realism. Nothing is spared to make the setting, the costumes, all of the surface details correct. These efforts help to mask the essential emptiness of the characterization, and the absurdities and trivialities of the plots. The houses look like houses, the streets look like streets; the people look and talk like people; but they are empty of humanity, credibility, and motivation. Needless to say, the disgraceful censorship code is an important factor in predetermining the content of these pictures. But the code does not disturb the profits, nor the entertainment value of the films; it merely helps to prevent them from being credible. It isn't too heavy a burden for the industry to bear. In addition to the impressiveness of the settings, there is a use of the camera, which at times seems magical. But of what human import is all this skill, all this effort, all this energy in the production of effects, when the story, the representation of life is hollow, stupid, banal, childish ?**************************************************************13）Oxford has been ruined by the motor industry. The peace which Oxford once knew, and which a great university city should always have, has been swept ruthlessly away; and no benefactions and research endowments can make up for the change in character which the city has suffered. At six in the morning the old courts shake to the roar of buses taking the next shift to Cowley and Pressed Steel, great lorries with a double deck cargo of cars for export lumber past Magdalen and the University Church. Loads of motor-engines are hurried hither and thither and the streets are thronged with a population which has no interest in learning and knows no studies beyond servo-systems and distributors, compression ratios and camshafts. Theoretically the marriage of an old seat of learning and tradition with a new and wealthy industry might be expected to produce some interesting children. It might have been thought that the culture of the university would radiate out and transform the lives of the workers. That this has not happened may be the fault of the university, for at both Oxford and Cambridge the colleges tend to live in an era which is certainly not of the twentieth century, and upon a planet which bears little resemblance to the war-torn Earth. Wherever the fault may lie the fact remains that it is the theatre at Oxford and not at Cambridge which is on the verge of extinction, and the only fruit of the combination of industry and the rarefied atmosphere of learning is the dust in the streets, and a pathetic sense of being lost which hangs over some of the colleges.************************************************************14）Some old people are oppressed by the fear of death. In the young there is a justification for this feeling. Young men who have reason to fear that they will be killed in battle may justifiably feel bitter in the thought that they have been cheated of the best things that life has to offer. But in an old man who has known human joys and sorrows, and has achieved whatever work it was in him to do, the fear of death is somewhat abject and ignoble. The best way to overcome it so at least it seems to me----is to make your interests gradually wider and more impersonal, until bit by bit the walls of the ego recede, and your life becomes in creasingly merged in the universal life. An individual human existence should be like a river--small at first, narrowly contained within its banks, and rushing passionately past boulders and over waterfalls. Gradually the river grows wider, the banks recede, the waters flow more quietly, and in the end, without any visible break, they become merged in the sea, and painlessly lose their individual being. The man who, in old age, can see his life in this way, will not suffer from the fear of death, since the things he cares for will continue. And it, with the decay of vitality, weariness increases, the thought of rest will be not unwelcome. I should wish to die while still at work, knowing that others will carry on what I can no longer do, and content in the thought that what was possible has been done.************************************************************15）When anyone opens a current account at a bank, he is lending the bank money, repayment of which he maydemand at any time, either in cash or by drawing a cheque in favour of another person. Primarily, the banker-customer relationship is that of debtor and creditor--who is which depending on whether the customer's account is in credit or is overdrawn. But, in addition to that basically simple concept, the bank and its customer owe a large number of obligations to one another. Many of these obligations can give rise to problems and complications but a bank customer, unlike, say, a buyer of goods, cannot complain that the law is loaded against him. The bank must obey its customer's instructions, and not those of anyone else. When, for example, a customer first opens an account, he instructs the bank to debit his account only in respect of cheques drawn by himself. He gives the bank specimens of his signature, and there is a very firm rule that the bank has no right or authority to pay out a customer's money on a cheque on which its customer's signature has been forged.It makes no difference that the forgery may have been a very skilful one: the bank must recognize its customer's signature. For this reason there is no risk to the customer in the modern practice, adoptedby some banks, of printing the customer's name on his cheques. If this facilitates forgery it is the bank which will lose, not the customer.************************************************************16）The deepest holes of all are made for oil, and they go down to as much as 25,000 feet. But we do not need to send men down to get the oil out, as we must with other mineral deposits. The holes are only borings, less than a foot in diameter. My particular experience is largely in oil, and the search for oil has done more to improve deep drilling than any other mining activity. When it has been decided where we are going to drill, we put up at the surface an oil derrick. It has to be tall because it is like a giant block and tackle, and we have to lower into the ground and haul out of th. ground great lengths of drill pipe which are rotated by an engine at the top and are fitted with a cutting bit at the bottom. The geologist needs to know what rocks the drill has reached, so every so often a sample is obtained with a coring bit. It cuts a clean cylinder of rock, from which can be seen he strata the drill has been cutting through. Once we get down to the oil, it usually flows to the surface because great pressure, either from gas or water, is pushing it. This pressure must be under control, and we control it by means of the mud which we circulate down the drill pipe. We endeavour to avoid the old, romantic idea of a gusher, which wastes oil and gas. We want it to stay down the hole until we can lead it off in a controlled manner.************************************************************17）The fact that we are not sure what 'intelligence' is, nor what is passed on, does not prevent usfrom finding it a very useful working concept, and placing a certain amount of reliance on testswhich 'measure' it. In an intelligence test we take a sample of an individual's ability to solve puzzlesand problems of various kinds, and if we have taken a representative sample it will allow us topredict successfully the level of performance he will reach in a wide variety of occupations. Thisbecame of particular importance when, as a result of the 1944 Education Act, secondary schoolingfor all became law, and grammar schools, with the exception of a small number of independentfoundation schools, became available to the whole population. Since the number of grammar schoolsin the countrycould accommodate at most approximately 25 per cent of the total child population ofeleven-plus, some kind of selection had to be made. Narrowly academic examinations and tests werefelt, quite rightly, to be heavily weighted in favour of children who had had the advantage ofhighly-academic primary schools and academically biased homes. Intelligence tests were devised tocounteract this narrow specialization, by introducing problems which were not based on specificallyscholastically-acquired knowledge. The intelligence test is an attempt to assess the general ability ofany child to think, reason, judge, analyse and syntiesize by presenting him with situations, bothverbal and practical, which arewithin his range of competence and understanding.************************************************************18）Two factors weigh heavily against the effectiveness of scientific in industry. One is the general atmosphere of secrecy in which it is carried out, the other the lack of freedom of the individual research worker. In so far as any inquiry is a secret one, it naturally limits all those engaged in carrying it out from effective contact with their fellow scientists either in other countries or in universities, or even , often enough , in other departments of the same firm. The degree of secrecy naturally varies considerably. Some of the bigger firms are engaged in researches which are of such general and fundamental nature that it is a positive advantage to them not to keep them secret. Yet a great many processes depending on such research are sought for with complete secrecy until the stage at which patents can be taken out. Even more processes are never patented at all but kept as secret processes. This applies particularly to chemical industries, where chance discoveries play a much larger part than they do in physical and mechanical industries. Sometimes the secrecy goes to such an extent that the whole nature of the research cannot be mentioned. Many firms, for instance, have great difficulty in obtaining technical or scientific books from libraries because they are unwilling to have their names entered as having taken out such and such a book for fear the agents of other firms should be able to trace the kind of research they are likely to be undertaking.************************************************************19）A gentleman is, rather than does. He is interested in nothing in a professional way. He is allowed to cultivate hobbies, even eccentricities, but must not practise a vocation. He must know how to ride and shoot and cast a fly. He should have relatives in the army and navy and at least one connection in the diplomatic service. But there are weaknesses in the English gentleman's ability to rule us today. He usually knows nothing of political economy and less about how foreign countries are governed. He does not respect learning and prefers 'sport '.The problem set for society is not the virtues of the type so much as its adequacy for its function, and here grave difficulties arise. He refuses to consider sufficiently the wants of the customer, who must buy, not the thing he desires but the thing the English gentleman wants to sell. He attends inadequately to technological development. Disbelieving in the necessity of large-scale production in the modern world, he is passionately devoted to excessive secrecy, both in finance and method of production. He has an incurable and widespread nepotism in appointment, discounting ability and relying upon a mystic entity called 'character,' which means, in a gentleman's mouth, the qualities he traditionally possesses himself. His lack of imagination and the narrowness of his social loyal ties have ranged against him one of the fundamental estates of the realm. He is incapable of that imaginative realism which admits that this is a new world to which he must adjust himself and his institutions, that every privilege he formely took as of right he can now attain only by offering proof that it is directly relevant to social welfare.********************************************************20）In the organization of industrial life the influence of the factory upon the physiological and mental state of the workers has been completely neglected. Modern industry is based on the conception of the maximum production at lowest cost, in order that an individual or a group of individuals may earn as much money as possible. It has expanded without any idea of the true nature of the human beings who run the machines, and without giving any consideration to the effects produced on the individuals and on their descendants by the artificial mode of exist-ence imposed by the factory. The great cities have been built with no regard for us. The shape and dimensions of the skyscrapers depend entirely on the necessity of obtaining the maximum income per square foot of ground, and of offering to the tenants offices and apartments that please them. This caused the construction of gigantic buildings where too large masses of human beings are crowded together. Civilized men like such a way。

高中英语北师大版选必4第一课重点
高中英语北师大版选必4第一课的重点主要包括以下几个方面：
1. 掌握本课的词汇和短语，如"poetry", "rhyme", "metre", "convey", "emotion", "reflection"等。

2. 理解并能够运用本课的语法点，例如过去分词作状语和过去分词作定语等。

3. 能够理解和分析诗歌中的韵律、节奏和意象，理解诗歌如何通过语言和形式来传达情感和意义。

4. 能够运用所学知识分析和创作简单的诗歌，表达自己的情感和思考。

5. 了解并能够区分不同类型的诗歌，如叙事诗、抒情诗、十四行诗等。

6. 掌握诗歌的欣赏方法，包括对诗歌的语言、意象、情感等方面的分析，以及如何将诗歌与现实生活联系起来。

以上是高中英语北师大版选必4第一课的重点内容，通过学习和掌握这些重点，学生可以更好地理解诗歌这种文学形式，提高自己的英语语言能力。

E英语教程第四册Unit1简介本文档是关于E英语教程第四册Unit1的内容总结和学习指导，旨在帮助读者更好地掌握该单元的知识点和技巧。

本单元主要围绕着英语口语的提高展开，包括听力、口语表达、语法和词汇的学习。

一、听力练习在这个单元中，我们将通过一些练习来提高英语听力的能力。

以下是一些建议和提示，希望能帮助你更有效地进行听力训练：1. 集中注意力在进行听力练习时，确保你能够全神贯注地听。

尽量避免分心或受到其他干扰。

通过提高注意力集中能力，你将能更好地理解和接收听力材料。

2. 多样化材料选择不同主题的听力材料，如新闻、对话、访谈等，以帮助你更好地适应不同场景下的听力要求。

同时，也可以通过听不同口音和语速的录音来提高自己的听力水平。

3. 听力短文尝试听力短文，这将帮助你提高对整体句子和段落的理解能力。

务必注意关键词和上下文线索，以帮助你更好地理解短文的内容。

4. 听后回答问题在听完材料后，尝试回答一些相关问题。

这有助于巩固你对听力材料的理解，并提高对细节的关注度。

逐渐增加问题的难度，以更好地挑战自己。

二、口语表达提高口语表达能力是本单元的重要目标之一。

以下是一些学习口语的建议和技巧：1. 创造机会练口语积极主动地参与口语交流，与他人进行对话，并创造更多的机会来练习口语。

可以加入英语角、参加口语俱乐部或与外教进行对话等方式来提高口语能力。

2. 多模仿、多模仿模仿是学习口语的有效方法之一。

可以选择一些标准的英语口音进行模仿，并尝试实时跟读、复述或模仿录音材料等，以提高自己的语音、语调和口语表达能力。

3. 扩充词汇和短语丰富自己的词汇和短语库，以便更好地进行口语表达。

可以通过阅读、听力和背诵等方式来积累更多的表达方式，提高自己的口语流利度。

4. 多练习实际对话模拟实际对话情景来练习口语表达。

例如，在餐厅点餐、与他人交流旅行经历等场景下，尝试用英语进行实际对话，逐渐提高自己的口语实用性。

三、语法和词汇语法和词汇是英语学习的基础。

1We can read of things that happened 5,000 years ago in the Near East, where people first learned to write. wiː kæn riːdɒv θɪŋz ðæt ˈhæpənd 5,000 jɪəz əˈɡəʊɪnðənɪər iːst,weəˈpiːpl fɜːst lɜːnt tuː r aɪt.我们从书籍中可读到5,000年前近东发生的事情，那里的人最早学会了写字。

我们从书籍中可读到5,000年前近东发生的事情，那里的人最早学会了写字。

But there are some parts of the world where even now people cannot write. bʌt ðeər ɑːsʌm pɑːtsɒvðəwɜːld weərˈiːvən naʊˈpiːplˈkænɒt raɪt.但直到现在，世界上有些地方，人们还不会书写。

但直到现在，世界上有些地方，人们还不会书写。

The only way that they can preserve their history is to recount it as sagas----legends handed down from one generation of storytellers to another. ði ˈəʊnli weɪ ðæt ðeɪ kæn prɪˈzɜːv ðeəˈhɪstəri ɪz tuːˌriːˈkaʊnt ɪt æz ˈsɑːɡəz----ˈleʤəndzˈh ændɪd daʊn frɒm wʌn ˌʤenəˈreɪʃᵊn ɒv ˈstɔːrɪˌteləz tuːəˈnʌðə.他们保存历史的唯一办法是将历史当作传说讲述，由讲述人一代接一代地将史实描述为传奇故事口传下来。

Lesson1A private conversation1.private adj.私人的a private car/school 一个私人的汽车/学校public adj.公共的in public 在公共场合conversation n.谈话(talk)have a private conversation with sb. 与某人有一个谈话(1)D on’t let them _____ (play) with fire. help/let/make sb. do sth.2.theatre n.戏院film/movie n.电影see a film=watch a movie 看电影Tom likes _______ (see) a film, and he_______ (like) Chinese action _______(movie).3.seat n.座位give sb a seat 让座have a good seat 有个好座位take a seat/take one’s seat/ sit down 就坐Tom gives a seat ______ (给) a woman ______ (有) a baby.sit---sat sitting Tom _______ (sit) under the tree now.4.play n.戏剧,剧本All work and no play makes Jack a dull boy.只工作不玩耍,聪明杰克也变傻。

5.actor n.男演员actress n.女演员waiter/waitress n.男服务员/女服务员Tom is famous as ______ actor and _______ (he) sister is an _______(actor).6.loudly adv.大声地loud adj.大声的He always speaks in a ______ voice(声音). So don’t talk ______ in public(loud).7.talk with sb. about sth. 就某事同某人谈话8.angry adj.生气的angrily adv. 气愤地anger n.生气be angry with sb. at sth.Don’t be ______.(angry) He is looking at you ________ (angry).9.pay attention to sth/doing 注意/留心(做)某事You must pay attention to traffic lights.We should pay attention to ______ (take) notes in class.10.bear/stand v.忍受bear - bore - born He was born in 2009.11.business n.事,生意on business 出差businessman n.商人none of your business与你无关_______ (Tom) father is a ________ (business),so he is busy _______ (work).be busy with sth.忙于某事be busy doing sth. 忙于做某事12.rude adj.粗鲁的,无礼的rudely adv.无礼地,粗鲁地rudeness n.无礼be rude about 对... ...无礼13.She is ________ (interest) in that ________ (interest) film.be interested in.../show interest in 对......感兴趣14.I really enjoy _____ (watch) the film. I am going to enjoy _____ (I) this Friday.enjoyable adj.有趣的,愉快的enjoy doing 享受做某事enjoy oneself 玩得开心15.turn round/around 转身16.in the end/finally/at last 最后17.六大基本句型主谓I turned around again.主谓宾I had a very good seat.主谓宾宾补I looked at the man and the woman angrily.主谓双宾I bought my brother a book.主系表The play was very interesting.There be句型There is a private conversation.。

NCE一语法总结NCE（New Concept English）是一套由英国人尼古拉斯·齐马诺夫斯基（Peter F. Eastwood）编写的英语教材，旨在帮助中国学生学习和掌握英语。

NCE一共分为四本课本，分别为《新概念英语第一册》、《新概念英语第二册》、《新概念英语第三册》和《新编新概念英语第四册》。

下面是对NCE一语法的总结：1.基本句型：NCE一中的基本句型包括肯定句、否定句、一般疑问句和特殊疑问句。

肯定句结构为：主语 + be动词（或动词原形）+ 其他成分；否定句结构为：主语 + be动词（或助动词）+ not + 其他成分；一般疑问句结构为：Be动词（或助动词） + 主语 + 其他成分 + ？特殊疑问句结构为：疑问词 + be动词（或助动词） + 主语 + 其他成分 + ？2.时态和语态：NCE一中介绍了一些基本的时态和语态。

时态包括一般现在时、一般过去时、一般将来时和现在进行时等。

语态包括被动语态和进行时的被动语态。

3.助动词：NCE一中介绍了一些常用的助动词，如be动词、do动词和have动词等。

这些助动词用来构成疑问句、否定句和完成时态等。

4.比较级和最高级：NCE一中介绍了形容词的比较级和最高级的构成方法。

比较级的构成常在形容词后面加-er，最高级的构成常在形容词前面加the最高级标志词 the。

5.疑问代词和不定代词：NCE一中介绍了一些常用的疑问代词和不定代词，如who、what、which、whose等。

这些代词在句子中起到代替名词的作用。

6.副词：NCE一中介绍了一些常用的副词，如often、always、never、soon 等。

这些副词用来修饰动词、形容词或其他副词。

7.介词：NCE一中介绍了一些常用的介词，如in、on、at、off等。

这些介词用来表示时间、地点、原因等。

8.从句：NCE一中介绍了一些常用的从句，如定语从句、宾语从句、状语从句等。

这些从句用来修饰名词、补充信息或表示条件、原因、结果等。

新概念第一册四会单词练习册Name:Lesson1-2请日本人订正原谅这里日本的我（宾）我的中国人是的票中国的是（be三单）号码韩国人这个五韩国的那个对不起美好的你的先生遇见手提包衣帽间也再说一遍一套衣服牌号谢谢你学校瑞典的非常地老师英国的它儿子美国的钢笔女儿意大利的铅笔Lesson3-4Lesson6-7书先生我外衣好是（be一人称）手表早晨是（be复数）连衣裙小姐名字短裙新的什么衬衣学生国籍房子法国人工作小汽车法国的电脑键盘Lesson3-4德国人操作人员伞德国的工程师Name:男警察脏的她的订正女警察干净的父亲出租车司机热的母亲空中小姐冷的兄，弟邮递员年轻的姐，妹护士老的Lesson13-14机械师忙的颜色理发师懒的来家庭妇女Lesson11-12楼上送奶工谁的楼下Lesson9-10白色的漂亮，时髦的喂蓝色的帽子嗨抓住相同的怎样大概可爱的今天红色的箱子身体好绿色的地毯美好的粉色的狗谢谢黄色的Lesson15-16再见棕色的海关看见灰色的官员胖的黑色的女孩女人橘黄色丹麦人瘦的领带挪威人高的女衬衫朋友矮的他的护照Name:旅游者大的茶杯订正俄罗斯的小的瓶子俄罗斯人开着的罐头荷兰的关着的刀子荷兰人轻的叉子这些重的勺子那些长的Lesson23-24Lesson17-18短的在...上雇员鞋子架子勤奋的（外）祖父课桌推销员（外）祖母桌子男人Lesson21-22盘子办公室给食橱助手一个香烟Lesson19-20哪一个电视机事情空的地板孩子们满的梳妆台累，疲乏大的杂志男孩小的报纸渴大的床妈妈（口语）小的音响爸爸（口语）锋利的Lesson25-26坐下钝的夫人好，可以盒子厨房冰淇淋玻璃杯电冰箱Name:右边衣服吃订正左边衣柜骨头右边掸灰尘清洗电炊具扫牙齿中间倒空做（饭菜）房间读牛奶哪里削尖饭，一顿饭在...里穿上喝Lesson27-28脱掉水龙头客厅开（灯）Lesson33-34靠近关（灯）日子窗户Lesson31-32云扶手椅花园天空门在...下面太阳图画树照耀墙爬在...一起长裤谁家庭（成员）Lesson29-30跑走路关门草，草地跨越卧室在...之后桥不整齐横过，穿过小船必须猫轮船打开打字河通风信飞机放置篮子飞Name:睡觉Lesson37-38肥皂订正刮脸工作巧克力哭，喊努力地糖洗做咖啡等书架茶跳锤子烟草Lesson35-36上漆鸟照片粉色一些（肯）村庄最喜欢的一些（否，疑）山谷作业一条在...之间盘子一块小山听一瓶另一个Lesson39-40一磅妻子前面半磅沿在...之前四分之一河岸小心的一罐水花瓶Lesson43-44游泳掉下水壶建筑物花在…后面公园给...看茶壶进入送给现在在...旁带给找到离开Lesson41-42沸腾，开跳下树乳酪快点沿墙跑面包当然Name:Lesson45-46果酒桃订正能够啤酒Lesson51-52老板黑板气候分（钟）苏格兰威士忌国家请求，要求宜人的书写Lesson49-50天气糟糕的卖肉者春拿起，举起肉夏蛋糕牛肉秋饼干羔羊肉冬Lesson47-48丈夫季节喜欢牛排温暖的想肉馅有风的新鲜的鸡下雨鸡蛋告诉下雪黄油事情1月纯净的也（否）2月蜂蜜西红柿3月成熟的土豆4月香蕉卷心菜5月果酱莴苣6月甜的豌豆7月橙豆角8月精选的梨9月苹果葡萄10月Name:11月升起澳大利亚订正12月落下澳大利亚人美国有趣的加拿大美国人话题加拿大人俄罗斯谈话中国俄罗斯人总是日本荷兰通常印度荷兰人经常韩国英国有时Lesson55-56英国人从不住，生活法国在西面呆在，停留法国人在2013年家，在家德国在春天家务德国人在10月午饭意大利在下午下午意大利人一起Lesson53-54在星期六晚上温和的到达东方在7点整夜间南方去上学西方在中午北方去上班夜晚在傍晚早去睡觉晚最爱Name:呆在家坐飞机订正在下午骑自行车做作业步行在晚上今天早上做家务在傍晚今天下午看望朋友每天今天晚上喝茶Lesson57-58今晚放学回家点钟Lesson59-60商店信封下班回家片刻，瞬间胶水去购物信笺簿到家早粉笔此刻零钱到家晚信纸等一会售货员看电视尺寸，大小坐火车大号看报纸坐轮船划小船小号在早上乘轿车乘公交一盒粉笔在中午乘地铁一张信纸Name:Lesson61-62 Lesson63-64爸（儿语）订正感觉当然妈妈（儿语）看（起来）还，仍我自己必须well比较级他们自己叫起床他自己医生油腻的她自己电话食物你好好玩吧！（句子）记得，记住保持，继续嘴玩在十一月舌头与…玩在十点坏的，严重的谈话在冬天感冒图书馆在早上消息开车Lesson67-68听（起来）如此地蔬菜水果零售商闻（起来）快地尝（起来）身体探出缺席的头痛打破星期一耳痛喧闹声星期二牙痛Lesson65-66 星期三胃痛钥匙星期四牙医婴儿星期五药听见星期六温度玩得快活星期日量体温（词组）：你自己度过我们自己周末Name:乡村昨天晚上（词组）订正幸运的观看比赛（词组）教堂昨夜（词组）乳品店参加比赛（词组）面包师傅今天早上（词组）食品杂货商在回家的途中（词组）在周日（词组）在晚上（词组）文具商在教堂（词组）丹麦Lesson73-74在六月（词组）周Lesson69-70 伦敦年在六月一日（词组）突然地比赛公共汽车站（词组）城镇Lesson71-72人群让人讨厌的，坏的微笑站立愉快地使人激动的电话/打电话懂，明白正好，恰好电话讲，说结尾，结束次（数）手袋获胜者接（电话）短语手册在…之后最后一次，前一次的短语路途又一次地缓慢地在人群中（词组）说匆忙地前天（词组）切，割数以百计的…（词组）口渴地Name:走在两点（词组）文具订正问候，打招呼报刊零售人Lesson75-76 在星期五（词组）药剂师以前Lesson81-82买在九月（词组）洗澡双，对几乎，将近流行样式在1989年（词组）准备好的，完好的不舒服的穿着在八月二日（词组）正餐，晚餐流行的，时髦的（词组）饭店，餐馆Lesson79-80 烤的我恐怕…（词组）购物早饭单子理发一个月以前（词组）蔬菜聚会需要假日去年（词组）希望吃午饭（词组）事情前年（词组）钱写一张购物单（词组Lesson83-84凌乱，杂乱Lesson77-78 许多（词组）打包，装箱约会，预约手提箱急迫的，紧急的丝毫，一点，根本离开直到…为止已经在下午两点（词组）食品杂货度假（词组）水果Name:呆在家（词组）自从东京订正为什么飞行Lesson85-86 卖，出售Lesson95-96巴黎因为往返电影院退休火车电影话费站台漂亮的英镑大量城市值…钱酒吧从来没有便士车站，火车站在任何时候待售（词组）乘务员一直，始终（词组）赶上Lesson87-88 Lesson91-92 错过接待员还，仍旧五小时后（词组）带来，送来搬家车库想念，思念Lesson97-98碰撞邻居遗留路灯柱人描述修理人们拉链努力，设法可怜的标签撞到…（词组）明天早上（词组）提手，把手地址Lesson89-90 Lesson93-94 属于相信，认为飞行员几天前（词组）多长（词组）返回纽约penny的复数Name:Lesson99-100 Lesson103-104 低的，矮的订正诶呦考试大声的滑到及格，通过高的落下，跌倒数学硬的下楼问题甜的伤害，疼痛容易的软的背足够地酸的起立（词组）考卷Lesson105-106失败，不及格拼写帮助回答聪明的。

Lesson 4 Is this your ……?New words and Expressions★suitn. 1) 一套衣服：He is wearing a grey suit. 他穿着一套灰西装。

a sports suit 运动服 a space suit 宇航服2）起诉，诉讼a civil suit 民事诉讼bring a suit against sb. 控告某人vt.1)对…合适，使满意I’m afraid Tuesday suits me better. 我想星期二对我更合适。

2）同fit, become （衣服，颜色等）合身，适合The new dress suits you very well. 这件新衣服你穿很合身。

3）+ 宾+ to;过去分词用做形容词“使适合”（for, to）A good teacher suits his lessons to the age of his pupils. 一个好老师可以使他的课适合他的学生。

He is suited to be an engineer (suited for/ to the job). 他适合当个工程师。

（做这项工作）vi. 合适Will that time suit? 那个时间合适吗？相称，彼此协调（to, with）His new job suits well with his abilities. 他的新工作与他的能力很相称。

★schooln.1)学校The new school stands near the river. 新学校建在河的附近。

2）[不用冠词]上学，学业，学期，上课Is Susan still at school, or has she left? 苏珊仍在上学还是已经毕业了。

He finished school at 16. 他是16岁毕业的。

3）the school (+单动或复动)全校师生The new school was / were talking about the new library. 全校师生都在讨论这个新的图书馆，4）某些大学中的系，院The Law School 法学院△after school 下课后，放学后△at school/ in school 在上学△stay away from school 旷课△go to school 与go to the schoolgo to the school 去学校办事go to school 去上学各种学校primary / elementary school 小学secondary school （英）中学high school （美）中学middle school (中，日)中学public school （美）公立学校，（英）私立学校private school 私立学校vocational school 职业学校normal school 师范学校college 学院，分科大学university 综合性大学★teacher1)对pupil, student 教师，教员，老师，先生a high school teacher 高中教师2)导师怎样称呼“王老师”Mr. Wang (男性) Sir (男性)Ms Wang (女性) Madam (女性)Miss Wang (女性，未婚)中小学学校一些人员的称呼小学校长：（男）schoolmaster（女）schoolmistress中小学校校长：（男）headmaster （女）headmistress中学校长：（男）principal (女)lady principal教务长：dean of studies班主任：head teacher, class adviser教师：teacher, school teacher男教师：master, man teacher女教师：mistress, woman teacher教师尊称：（男）sir（女）madam团委书记：league secretary教研组长：teaching and research group leader教学人员：the faculty, teaching staff学生会主席：chairman of students’ union课文分析：这篇课文的标题和第二课的标题是相同的，但是这里重点在训练对一般疑问句的否定回答，以及代词之间的指代关系。

Lesson 24 Give me /him/her/us/them some…Which ones?New words and expressions◆desk n. 课桌[C] desk---desks①书桌；写字台；办公桌搭配：be/ sit at the/one’s desk 在读书；在用功；在办公区别：desk 读书办公时所用，大都有抽屉 table 为用餐，会谈或消遣时所用②试验台◆table n. 桌子[C] table--- tables①桌子;台子 a dinning table 餐桌②餐桌；[只用单数]饭菜；酒菜；lay/set/ spread the table for ten 摆好供10人进餐的（一桌）酒菜sit down to table 坐下吃饭；入席③台；工作台④表格；目录 a time table 时间表▲at table ①进餐；吃饭sit (down)at table坐下吃饭区别: sit at a/the table 坐在桌子旁②进餐时It is bad manner to blow your nose at table. 进餐时鼻子是很不雅观的举止。

▲table cloth n. 桌布；台布▲table manners 进餐礼节▲table tennis ping-pong 乒乓球◆plate n. 盘子[C] plate---plates①盘子；盆子 a dessert plate点心盘；a dinner plate菜盘; a soup plate汤盘②（一）满盘；（一）盘菜；一道正菜；一顿饭菜 a plate of strawberries 一盘草莓③[U]餐具silver plate 银餐具 a piece of plate 一件餐具④金属板；装甲板；金属牌 a door plate门牌； a license plate汽车牌照▲foul a plate with和……共餐▲plateful n. （一）满盘▲plate basket（放叉，匙的）餐具篮▲plate iron铁板；铁皮◆cupboard 食厨；碗柜；衣橱◆cigarette n. 香烟；卷烟；纸烟[C] cigarette--- cigarettes◆television n. 电视[缩] TV 或T.V.①[U] 电视; 电视节目watch TV 看电视What’s on TV tonight? 今晚有什么电视节目?②[C]电视（接收）机◆floor n. 地板①（室内）地板；地面sweep the floor 扫地②楼房的一层常略为He lives on the third floor. 他住在三楼。

新概念一知识点（1-40）Lesson 1-Lesson 4Worlds:1. 人称代词: 表示你，我，他，你们，我们和他们的词。

分为主格和宾格两种形式主格I you he she it we you they宾格me you him her it us you them人称代词的用法：？① My mother gave _________(我) ten dollars.② Tim is a bad boy, ________（我们）don’t like __________（他）.③ Miss Zhou is their Chinese teacher, ________(他们) all like __________(她).2. 易错生词：pardon excuse shirt skirt number cloakroom daughter suit3. sir 表示对上级或长辈的尊称，用在姓名前面活着名字的前面，但不可以放在姓氏前面如：sir Bill Clinton 或Sir Clinton4. number 在英语短文中经常被缩写成NO. 如NO. 15. Sorry=I’m sorry. 对不起Key points:1. Excuse me! ―劳驾‖ ―对不起‖―打扰了‖―借光‖―请原谅‖用法：①用于向陌生人问路或问事。

Excuse me, is this your handbag?②用于打断别人的谈话或想要插话。

Excuse me, I don’t understand.③用于喷嚏或者谈话过程中清嗓子。

2. Yes? 什么事？怎么了？干吗？3. Pardon? = I beg your pardon? 没听清楚请再说一遍4. 表示感谢的用语：Thank you! Thanks! Many thanks! Thanks a lot.5. 表示不用谢的用语：Not at all ! That’s all right ！That’s OK! It doesn’t matter!You’re welcome! Never mind! It’s a pleasure! My pleasure!6. 由陈述句转成一般疑问句①找出陈述句中的助动词或者系动词。

【导语】新概念⼀共144课，其中单课为课⽂，双课为语法和练习。

整本书是以单数课为正课，并附带有插图⽽双数课则是针对单数课所讲的内容有针对性地进⾏练习，展现出整个新概念⼀教材区别于其他教材的独特之处。

为您整理了以下内容，仅供参考。

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1.hand down 把...传下去
例句：Many old legends were handed down from generation by mouth.
许多古⽼的传说都是⼀代⼀代⼝传下来了。

2.read of，读到，和read about是相同的意思。

谈到：speak of，talk of
了解到：know of
听到：hear of
3.the first people，原始⼈
people+s 表⽰民族
4.if they had any: 即便是有，表假设
例句：His relatives, if he had any, never went to visit him when he was hospitalized.
他的亲戚，即便他还有的话，在他住院时也从来不去看他。

5.when even the bones of the men who made them have disappeared without trace，这个以when引导的状语从句表⽰让步的意思，⽽when可以译成“虽然”，“尽管”。

NCE1——Lesson1重点汇总【单词】四会excuse原谅this这个that那个these这些those那些 handbag手提包 thank you谢谢 pardon原谅your你的，你们的【句型】◎一般疑问句Is this your handbag?这是你的手提包吗？→回答:Yes,it is.是的，它是。

No,it isn’t.不是的，他不是。

Are these your handbags?这些是你的手提包吗？→回答:Yes,they are.是的，他们是。

No,they aren’t.不是的，他们不是。

◎交际用语表示感谢：Thank you!/Thanks!/Thank you very much！/Thanks a lot!→回答:You are welcome./That’s all right./Not at all.请打分：我的掌握情况：Ｋｉｋｙ自制形容词NCE——Lesson2重点汇总【含有be 动词的一般疑问句】一般疑问句改写（有be）be 提前首大写第一变第二●第一人称：I ,We【例】I am a boy.→Are you a boy?回答：Yes,I am ./No,I am not.●第三人称单数:He,She It ,一个人名【例】He is a boy.→Is he a boy?回答:Yes ,he is./No,he is not.=isn’t●第三人称复数:They ,两个以上【例】They are boys.→Are they boys?回答：Yes ,they are./No,they are not.=aren’t【形容词性物主代词】主格I We You 你/你们HeSheIt They形容词性物主代词（所有格）my 我的our 我们的your 你的/你们的his 他的her 她的its 它的their 他们的例句This is my book.这是我的书。

新概念英语4答案【篇一：新概念英语第四册课后习题答案】txt>unit 1 cabdd bdaac ab unit 25 dbadd cacdb caunit 2 bcbdc acaad bc unit 26 cbcba cddab acunit 3 cabda cdaba cd unit 27 bcdcc accdd daunit 4 accab bcdaa bd unit 28 adcda bcada bdunit 5 cabab dacbb dd unit 29 ccadd ccada bcunit 6 caccc aaadb aa unit 30 cabdd bccac dcunit 7 dcaba bacda ac unit 31 aabad baddc bdunit 8 bdabd baabc bc unit 32 bdcba dbdca bcunit 9 cdbaa cabac ad unit 33 bdbad bccdc baunit 10 caabd cbbdc aa unit 34 dcacb dacdb caunit 11 aabdd daddb dd unit 35 cbcac abbdc cdunit 12 cabac cdaca ab unit 36 acbcc accdb acunit 13 acdac bdabc ad unit 37 cabac dbcdc bdunit 14 dbdcc accbd bd unit 38 caabb acbdd abunit 15 cadcd dbaca ca unit 39 bcada bddbd bcunit 16 abcca ddbab ac unit 40 dcdac addda dbunit 17 bbada bbdcd ca unit 41 acacd cbbbd bcunit 18 babcd cdccc ba unit 42 bccbd bdadc acunit 19 bbcad aabdd bc unit 43 dbabc cddac bbunit 20 bcadc ccbdb ca unit 44 aaaab bbbdc baunit 21 bdbba addab ca unit 45 cadac cacdc dcunit 22 cdacb adbcd ab unit 46 bbdbd abcda bdunit 23 cadcc dcabc ac unit 47 caadb cacdb bcunit 24 aaccb cadda cd unit 48 ccbcc ccdba ab新概念4 笔记 /nce/24278_2.shtmlunit 1 finding fossil man一、重点单词解释1、recount：v.叙述注意读音，重音在后。

Lesson 1--- Lesson 30测试卷满分：60分姓名：_______一、根据单词意思写出汉语意思。

（10分）2. armchair__________3. electric cooker__________4. officer__________5. passport__________6. bottle _________7.tourist_________ 9.hard-working_________10. kitchen_________二、选择填空。

（20分）1. The _____ are tall.A. policemanB. policemansC. policemen2. Who is the woman over there? She is ____ mother.A. BillsB. BillC. Bill’s3. A. Give me some glasses, please. B. ____ glasses?A. WhichB. WhoseC. Who4. _____ is Tom? He is in the kitchen.A. WhatB. WhereC. Which5. This is _____ dog. ____ dog is near the table.A. a, AB. the, theC. a, The6. There are ____ books on the stereo.A. someB. anyC. a7. Are those your coats? ________..A. Yes I am.B. Yes, they aren’t.C. Yes, they are.8. There ____ two knives in the pencil-box.A. areB. isC. be9. Give ___ some glasses.A. IB. myC. me10. Is this your father’s tie?----No, it's not. ______ tie is orange.A. HisB. HeC. Her三、用所给词的适当形式填空（10分）1. What are their _______ ( job )?2. Are there _______ ( some ) shoes on the floor?3. I am ______ ( a ) air hostess.4. Paul is here, too. That is _____ ( he ) coat.5. Which glasses? ________ ( this ) glasses?四、改写句子。