黄涛2016英语句子阅读新思维

新思维大学英语读写教程Text B课后习题参考答案Unit 1Comprehension CheckingII. F; T; F; T; TVocabulary BuildingI. await→ to waitgrope→ to tryclasp→ to holdcrash→ to hitgrin→ to smiletip→ to fallslip→ to movesettle→to endII. head off; drive off; show up; break out; view as; live up to; settle into; grope forTranslation Training1.当你透过窗户看到屋内的灯光闪烁三遍后，就把盒子仍在雪地上，然后径直开车离开。

2.贝加尔湖是位于亚洲中部的一个巨大湖泊，它在地图上显得尤其引人注目。

3.我们邀请了所有朋友参加我们的野炊，但由于下雨，最终只有五位来参加。

4.令人失望的是，这部电影没有我希望的那么好看。

5.如果我们坚守修行之路，认真自我反省，就会越来越明白这样一个道理，我们所有的感觉只不过是一张由幻觉和假象钩织的大网而已。

Unit 2Comprehension CheckingII. 2；4；5Vocabulary BuildingI. thrive→to growprivilege→an advantagecharge→responsibilitydignity→calmcampaign→a plannedmischief→behaviorII. fight for; take up; count for; ran for; committed; make up forIII. dignity; charged; Apart from; worthy; gratefulTranslation Training1. 周一到周五孩子归她前夫，周末则归她。

Unit 1 Schooling课文（参考）译文Reading 1马文•科林斯的方法在人群中，马文老师总是会显得很醒目：她有着高高的颧骨，瘦而强健，这都遗传自她那乔克托印第安人血统的曾祖母。

马文老师瘦削而不软弱，就算她没有那么高，在人群中时还是一眼就能识别出来——因为她有着特别的镇静及教养，这些都使她有了一种严谨的风格。

马文很少穿宽松衣服，也决不穿宽大的直筒连衣裙或不正式的短衫及裙子。

马文认为宽大的衣服是对自己、对学生、对教师这一职业的不敬。

从开学的第一天起，马文老师总会告诉设法让孩子们懂得：自尊是一个人最可宝贵的东西。

马文的着装总是无可挑剔，这既是为了自己，也是为了学生们：她爱穿开司米羊毛衫、套装以及人字形花呢服装。

她的衣服都剪裁得很合适，时髦而简单，但她常常会加上一个装饰品：在羊毛衫上配上一条雕有花纹的腰带，或一条有圆形浮雕的锁链，或玻璃纱襟花，抑或是一块用狮头胸针别在口袋上的花边手巾。

在马文老师看来，给人留下独特的印象是很重要的。

她欣然于自己的与众不同，但这有时也会引起一些误解，认为这是自大的表现。

开学的第一天，马文老师对学生们说：“我是一名教师，是一个领路人。

这里没有魔法。

科林斯夫人不是奇迹缔造者。

我不能在水上走路。

我只是爱孩子，并且工作得比很多人都要努力，希望你们也能如此。

”马文•科林斯从不让任何孩子有机会使自己成为一个坏老师。

“一些老师坐在大大的桌子后面，就像一座城堡里的国王，而学生们则像是贫困的佃农——这桌子使老师和同学们分离开来。

而我不会坐在教室前那张大大的桌子后面。

我每天都会在教室里来回走动，我每天都会拥抱你们。

”“以前你们害怕走到老师的办公桌前吗？你们是否觉得如果犯了错，有人会嘲笑你们？”马文并没有留给孩子们回答的时间，她明白，大家此刻都在紧跟着她的思路。

“如果我犯了错，请你们告诉我。

如果老师错了，你们不要不敢告诉她。

我不是神，我的嘴也不是祈祷书。

我们将会一起努力。

你们中有多少人原来害怕向老师提问的？”孩子们立刻举起了手。

新思维一年级英语1b全文共3篇示例，供读者参考篇1Title: New Thinking 1st Grade English 1BIntroduction:New Thinking 1st Grade English 1B is a comprehensive textbook designed for young learners who are just starting to learn English. This textbook provides a solid foundation in English language skills, including reading, writing, listening, and speaking. With a focus on real-life communication and interactive activities, students are introduced to basic English vocabulary, grammar, and sentence structures.Chapter 1: Hello, Friends!In this chapter, students are introduced to basic greetings and introductions. They learn common phrases such as "Hello, how are you?" and "My name is…". Through fun games and activities, students practice speaking and listening skills.Chapter 2: My FamilyIn this chapter, students learn vocabulary related to family members. They are able to describe their own family members and relationships. Activities such as drawing family trees and role-playing scenarios help students apply their new vocabulary in context.Chapter 3: My SchoolThis chapter introduces school-related vocabulary such as classroom objects, subjects, and activities. Students learn how to talk about their daily routines and favorite school subjects. They also practice forming simple sentences using the present tense.Chapter 4: My HouseStudents learn vocabulary related to different rooms in a house, furniture, and household items. They practice describing their own homes and daily routines. Interactive activities like matching games and picture prompts help reinforce vocabulary retention.Chapter 5: Food and DrinkIn this chapter, students learn common food and drink items. They practice ordering food, expressing preferences, and responding to simple questions about mealtime. Role-playinggames and group discussions are used to enhance conversational skills.Chapter 6: Seasons and WeatherStudents learn vocabulary related to seasonal weather patterns. They practice describing weather conditions, clothing choices, and outdoor activities. Through hands-on activities like creating weather charts and simulating weather forecasts, students deepen their understanding of seasonal changes.Conclusion:New Thinking 1st Grade English 1B provides a solid foundation for young learners to develop their English language skills. Through engaging activities, real-life scenarios, and interactive lessons, students are able to build their vocabulary, grammar, and conversational skills. This textbook is a valuable resource for teachers and students alike in their English language learning journey.篇2Title: New Thinking 1B Grade EnglishIntroduction:New Thinking 1B Grade English is a comprehensive textbook designed for first-grade students to learn English effectively. It covers a wide range of vocabulary, grammar, and communication skills to help students build a solid foundation in the English language. This document will provide an overview of the content and key features of the textbook.Content:The textbook is divided into 12 units, each containing various themes and topics relevant to first-grade students. The units are structured to introduce new vocabulary and grammar concepts gradually, allowing students to grasp the language step by step.One of the key highlights of the textbook is the focus on communication skills. Students are encouraged to engage in interactive activities, such as role-plays, group discussions, and pair work, to practice using the language in real-life situations. This helps students develop their speaking and listening skills, as well as their confidence in using English.In addition to vocabulary and grammar, the textbook also incorporates reading and writing exercises to enhance students' comprehension and expression abilities. The reading passages are carefully selected to be age-appropriate and engaging, whilethe writing tasks are designed to promote creativity and critical thinking.Key Features:- Colorful illustrations and multimedia resources to support visual learning- Audio recordings of dialogues and vocabulary to improve listening skills- Interactive activities and games to make learning enjoyable and effective- Progress tests and assessments to measure students' learning outcomes- Teacher's guide with lesson plans and additional resources for classroom instructionConclusion:New Thinking 1B Grade English is a comprehensive and engaging textbook that provides students with a solid foundation in the English language. With its focus on communication skills and interactive learning activities, the textbook is designed to meet the needs of first-grade studentsand help them succeed in their English language learning journey.篇3New Concept English 1b is a textbook designed for first graders who are learning English as a second language. This book is a part of the New Concept English series, which aims to provide young learners with a comprehensive and interactive way to learn English.The content of New Concept English 1b is divided into 12 units, each covering different topics such as greetings, colors, family members, animals, weather, and food. Each unit includes vocabulary, grammar, reading comprehension, listening exercises, and speaking activities to help students practice their language skills in a variety of ways.One of the key features of New Concept English 1b is its use of colorful illustrations and engaging activities to make learning fun and engaging for young learners. The book also includes audio recordings of the vocabulary and dialogues, which provide students with the opportunity to practice listening and pronunciation skills.In addition, New Concept English 1b includes a variety of interactive activities such as puzzles, matching games, androle-playing exercises that allow students to practice what they have learned in a fun and engaging way. The book also includes regular review sections to help students consolidate their learning and track their progress.Overall, New Concept English 1b is a comprehensive and engaging textbook that provides young learners with the tools they need to develop their English language skills. By using a combination of interactive activities, colorful illustrations, and audio recordings, this book offers a dynamic and effective way for students to learn English in an enjoyable and engaging way.。

《新思维英语阅读Ⅲ》教学辅导（第4章）CHAPTER 4 LIFESTYLESTheme Introduction:What really makes us happy? Whether we are rich or poor, educated or uneducated, all of us seek some happiness through our lifestyle. For some, it is important to have a fast car, for others, a long yearly holiday, for others, to see their children well-fed and well-educated, and for still others, to sit in the quiet woods away from televisions, telephones and computers. Lifestyles vary depending on culture, age, gender, occupation, etc. In this unit you will read about a variety of lifestyle choices.Reading Skill Practised: Guessing Vocabulary from ContextLearning to guess the meaning of unknown words from the context of the sentence or paragraph will help you become a better reader. This skill can be developed by practising reading without a dictionary, and by paying attention to signal punctuation and signal words which help the reader guess the meaning.Reading Skill: Guessing Meaning from ContextLearning to guess the general meaning of unknown words from the context of the sentence or paragraph will help you become a faster, more effective reader. There is a differenc e between passive and active vocabulary. Y ou do not need active vocabulary to become a good reader. Passive vocabulary includes words that you understand when you read but do not know how to use when you are speaking or writing. For reading, even native language readers are satisfied with passive vocabulary, that is, with a general understanding of the word without knowing its exact definition or shades of meaning. In other words, you do not need to reach for your dictionary to check every unknown word while you are reading. In fact, you should not do this. So put away your dictionary and take out your imagination!Here is an example from the first paragraph of the reading you just completed:Imagine something unhealthy, dangerous and expensive, and you will notice it is often enjoyable, too. The French call this "the good life" and say that life should be enjoyed generously, not protected carefully.It is not hard to guess the meaning of the word generously. Perhaps you don't know the exact definition, but there is enough information from the surrounding words to help you to make an intelligent guess. If you had to pick one of the following words as being similar in meaning to generously, which would you pick?carefully / a little / without limit / with worryDid you choose without limit? That is the intelligent guess. The sentences tell us that the French want to enjoy even unhealthy and dangerous things, and don't want to live carefully. This gives usthe impression of living freely, without limits, rather than being careful or worried.Sometimes, of course, it is necessary to know the exact dictionary definition of a word; for example, when you are using the word in your own speaking or writing, or if you are taking a vocabulary test on the TOEFL or TOEIC. But in the case of reading, checking every unknown word in the dictionary not only slows down your pace and makes you lose the general meaning of the paragraph, it also makes you less confident to use your intelligence and imagination. Of course dictionaries are useful and necessary, and sometimes there is best in this reading course to use your brain more than your dictionary!Practice:It is not always possible to get the exact meaning of the word from the context. But knowing the exact meaning of a word is not usually necessary to understanding the paragraph. Use the context of the sentence to determine the meaning of the underlined word. Then choose the word or phrase which best expresses the word's meaning.1. Much of the world, and the U.S. in particular, has gone on an "anti-fat" campaign.A. planned activities supporting a beliefB. campingC. holiday2. Heart attacks are about twice as likely to strike Americans as French.A. to pleaseB. to hitC. to change3. Y oung professional Americans are becoming more cautious about their alcohol intake, saying that it is safer, healthier to drink less wine and more orange juice.A. carefulB. carelessC. happy4. Drug companies are working on a pill that will reproduce the healthful chemical properties of wine.A. throw awayB. get rid ofC. create something similarIt is very simple! The keys should be: 1. A 2. B 3. A 4. CReading Skill: Contextual Paraphrasing by PunctuationThere are other ways of using context to guess the meaning of unknown words. Sometimes the writer will paraphrase (use other words) to make his meaning clearer for the reader. These paraphrases are often signalled by punctuation. The punctuation which signalparaphrases include:comma (,)double dash (—)set of parentheses ( )For example, in Reading One of this chapter, the following sentence is given in paragraph 2:They load up their shopping carts with fois gras (fatty goose liver), rich cheese, butter-soaked cakes and pastries.In this sentence the unknown French phrase fois gras is defined for you in a set parentheses, as. fatty goose liver. The unknown word is circled, and its definition is underlined.Practice:The following sentences use contextual paraphrasing by punctuation. Circle the words which are being defined. Then underline the definition.1. They are optimistic expecting the best in their future.2. Chinese entrepreneurs began accumulating gathering more money in the late 1990's.3. One reason for their discomfort is that they realize that the prosperity—wealth—that has created the group of newly-rich has not benefited all Chinese equally.4. Many workers have been laid off, losing their jobs temporarily for economic reasons, from state-run factories.Reading Skill: Contextual Paraphrasing by Signal WordsAnother way of using context to guess the meaning of unknown words is to notice when the writer uses signal words to indicate a paraphrase. To make his meaning clearer for the reader, sometimes the writer will signal a paraphrase of difficult words by the following signal words:i.e. - that isthat isin other wordsorFor example, in Reading One of this chapter, the following sentence is given in paragraph 2: (Hedonism), that is, believing that pleasure is the purpose of life, seems to bring health, not illness.In this sentence the meaning of the difficult word hedonism is signalled for you by the expression that is. After the signal words that is, the definition of the difficult word follows. In this example, the unknown word is circled, and its definition is underlinePracticeIn the following sentences, a paraphrase of difficult words is signalled by the signal words given above. Circle the words which are being defined. Then underline the definition.1. While most of the world seems to be motivated by more money, there are some independent souls who are tired of the rat-race, that is, the stressful pressures of working hard to get ahead.2. Each of these groups places a high priority on a sense of community, in other words, the feeling of belonging and mutual support.3. It is multi-generational, i.e. with ages ranging from children to seniors.4. These communities are the newest expression of the 300-year-old American desire to build a non-hierarchical, or equal, community with values uncorrupted by the larger society.Main Idea of Reading Materials:Reading One:本文通过对法国人生活方式地描述，指出：法国人心中“好生活”地概念是：一切顺其自然，无所顾忌，尽情享受的生活。

朗文3B Chapter 6(1)i.Phrases1.walk走去学校walk to school走回家____________________________2.throw a ball扔垃圾______________________________e a spoon使用英语书use ___________________________ 4.play the piano踢足球______________________________5.count to 1006.dive7.at a PE lesson在英语课上__________________________8.carry me around9.be surprised10.on the floor在一楼__________________________在三楼__________________________11.pick me up 抱起我捡起书pick up the book捡起它pick it up捡起他们__________________________抱起这只小狗__________________________12.naughty13.go on14.grow up15.not …anymore别再哭了not _____________ anymore不要再离开了_____________________________________16.think for a while游一会泳_____________________________________看一会书_____________________________________17.be more polite更美丽more ______________________18.walk fast跑得快__________________________游得快__________________________19.too fat太瘦________________________ii.Sentences1.When I was one, I could walk.2.When we were five, we couldn’t skate.3.Candy and Sally talked about what they could do when they were young.4.When I was four, I could get anything I wanted.5.My father sang and read to me every night.6.Then my parents are happy to read to me.7.I should be more polite.iii.Grammar1.过去时态标志词，见到这些标志词谓语动词用一般过去式…ago: a moment ago two years agolast …: last Sunday last nightyesterday one day then just nowwhen引导的过去时间状语when + 过去时态，整句为过去时态I could run fast when I was ten.练习：When I was young, I ________________(not can) ___________(read) books.She played the guitar well, when she __________(be) six.当我3岁的时候，我不能去学校。

英语新思维扫描版
“英语新思维”可以有两种解读：
一种是指康鹏飞先生提出的一套全新的英语学习方法。

新思维英语学习法颠覆性地提出了“英语学习的核心就是培养学生的英语思维”这一教学理念，革命性地突破了传统英语教学“老师死教，学生死背，做题死套”的“三死”学习法。

新思维英语学习法主张通过培养学生的英语思维从而帮助学生实现英语听说读写能力的全面突破，在真正提升学生英语应用能力的基础上顺利考取英语高分。

另一种解读是“新思维”这个词在不同语境下的含义。

例如，“perestroika”是前苏联倒台前改革阶段的专用语，意指政治经济体制重建；“new thought”是新的观点，具体而不细节；“new idea”是新的
方法，偏向具体操作性事务；“new thinking”是新的思想，抽象。

以上信息仅供参考，建议查阅相关资料或者书籍了解更准确的信息。

大学教育的重要性每一个青少年高中毕业后，都面临这样一个两难的抉择：是继续读书呢，还是开始工作获得独立？对这个年龄的人来说，直接参加工作听起来很有吸引力，因为工作可以让他们获得自由，过上他们想要的生活。

但是做这种匆忙的决定前，让青少年以及他们的父母认识到大学教育的重要性显得尤为重要，让我们来了解一下在当今这个时代大学教育有何重要意义。

1）为迎接竞争做准备在商业和劳动力市场等方面，由于受全球化的影响，国与国之间的分界线几乎不再那么明显了。

为了寻求更好的工作机会，现在人们会毫不犹豫地跨出国门，这在很大程度上增加了劳动力市场上的竞争。

因此，我们这里有来自印度，中国，南美以及其他很多国家和地区的人，他们为了工作而来到美国。

这些人如我们一样也受到过良好的教育，并且技艺高超，才华卓越，雄心勃勃。

我们可以从这样的事实来了解大学教育的重要性：美国青少年必须受到同样良好的教育和培训，获得同样高超的技艺，这样才能与来自世界各国的同行们竞争而赢得工作的机会。

2）提高生活品质研究显示，那些读过大学或有机会接受高等教育的人比那些仅仅读过几年书的人挣钱挣得多。

当然这并不是铁定的，总有很多的例外。

但对于绝大多数人来说，学位越高薪水也就越高，反之亦然。

或许大学教育的最大好处在于，他让人在晚年可以过得更舒适。

3）促进学习在大学，学生有机会求教于各个领域的专家学者，这在中学是不可能的。

学生可以阅读很多书籍，做研究，完成日常的任务安排。

如果学生以积极的态度进入大学，他们就可以在短短的几年内学到很多所学领域的专业知识。

4）促进成长大学不仅仅是获得书本知识，而是要全方位地体验生活。

大学期间，大多数学生是生来第一次远离父母独立生活。

那么他们就不得不独自面对生活的起起落落。

在这个过程中，他们要学到很多的生活经验，这些经验将有助于他们的成长。

5）构建更加美好的社会上过大学的人，或者说受过良好教育的人可能会有更好的家庭，他们在公司里一般是优秀员工，在社会上是模范公民。