Lesson Two In the Laboratory综合英语一下册课文,练习语法讲解

综合英语1（第2版）unit4课文及练习详解Unit 4 Dealing with AIDSSection One Pre-reading Activities (2)I. Reading aloud (2)II.Cultural information (2)III. Audiovisual supplements (3)Section Two Global Reading (4)I. Text analysis (4)II. Structural analysis (4)Section Three Detailed Reading (5)Text I (5)Section Four Consolidation Activities (17)I. Vocabulary Analysis (17)II. Grammar Exercises (23)III. Translation exercises (25)IV. Exercises for integrated skills (27)V. Oral activities (28)VI. Writing Practice (29)VII. Listening Exercises (31)Section Five Further Enhancement (33)I. Text II (33)II. Memorable Quotes (36)Section One Pre-reading ActivitiesI. Reading aloudRead the following sentences aloud, paying special attention to pausing and sentence stresses.1. I' never thought | that 'anything 'bad could 'happen to me | or my 'friends.2. Then 'one day | I 'saw David in the 'mall | and I con'frontedhim | as to 'why we were 'not friends any 'more.3. I was being 'treated this way | because 'teenagers are 'not used to 'dealing with situ'ations like this, | and 'don’t know 'how to re'act.4. 'This to 'me meant | 'death was 'sure to 'come | and 'all 'too quickly.5. 'Everyone said | that I must 'keep a 'positive 'attitude for 'his sake, | because 'attitude means 'everything.II.Cultural information1. QuoteBan Ki-Moon: Speaking at the "Light for Rights" on World AIDS Day held at the Washington Square Park Memorial Arch in New York, he said: "We are here tonight to denounce the discrimination they (people living with HIV/AIDS) face —the fear and stigma, the shame and rejection, the threat of losing their jobs ... For too long and in too many places, too many people have been pushed beyond the reach of prevention and treatment, care and support ... We must respond by shining the full light of human rights on the challenge ... I call on all countries to dismantle legal frameworks that institutionalize discrimination against people living with HIV and people are at most risk of infection."2. AIDS：Acquired Immune Deficiency SyndromeAIDS, a very serious illness which spreads very fast today, had been one of the most horrible killers of human beings.AIDS is caused by HIV virus. Now in the world there is no useful medicine that can cure AIDS, but it spreads only in limited ways. AIDS spread in three basic ways: first, through sexual intercourse; second, through contact with diseased blood; and third from an HIV mother to baby. And people who areintravenous drug users may infect HIV virus too.The actual patterns of spreading of the AIDS virus change from culture. People should do something to solve the problem and prevent the spreading of AIDS in the world. People can do something in these ways: first, a program should be established to educate citizens about AIDS, letting people know what causes it and how it spreads, so that people can know it clearly and prevent it easily, instead of being afraid of it; second, increase scientific technology to fightagainst AIDS; third, make healthy and civilized social environment, so there will be less sexual intercourse actions, and less drug users.Although AIDS is very horrible, we shouldn't fear, worry or have prejudices about it, we should confront it and fight against this devil.III. Audiovisual supplementsWatch a video clip and answer the following questions.1. What is the librarian trying to do?2. Why does the man sitting in front of Andrew leave the desk?Answers to the Questions:1. He is trying to persuade Andrew into using the private research room.2. He thinks that Andrew carries the HIV and he is afraid of the disease.Video Script:Librarian:Sir, this is the supplement. You’re right. There is a section on HIV-related discrimination.Andrew: Thank you. Thank you very much.Librarian: We do have a private research room available.Andrew:I’m fine right here. Thank you.Librarian: (sigh) Wouldn’t you be more comfortable in the research room?Andrew: (cough) No. Would it make you more comfortable?Joe:Oh … Er … Beckett, how are you doing?Andrew: Counselor… huh.Librarian: Whatever, Sir.Figurant: Excuse me.Section Two Global ReadingI. Text analysis1.What is the theme of the text?Dealing with AIDS strengthens the bond of friendship and encourages emotional and mature growth.2.What is the style of the text? Give your reasons.The style of the narrative is colloquial and simple because many simple words, colloquial expressions and concise sentences are used, which are easy and smooth to read.Colloquial words:about, cried, go, let, so, sure, thingsSimple or colloquial phrases:blew it off, living life up, feel so bad, had the disease, stuck it out, make it through, etc.II. Structural analysis1.How is this narrative story organized?The narrative is organized in the chronological order with the activities and events related in the true story.2. Work out the structure of the text by completing the table.Paragraph(s) Main idea1 This paragraph gives the instructive message of the story, and makes clearthe specific date when AIDS became known to the writer.2-4 This part provides an account of how the writer came to know the fact that his friend was suffering from AIDS, how he felt,what attitude he adopted,and how others responded to it.5-7 This part tells us that the writer maintained an active and positive attitude towards his friend.8 This paragraph mentions the specific date that marked the end of David’slife, describes the writer’s feelings towards David’s death, and tells us howthe writer keeps his friend’s memory alive.Section Three Detailed ReadingText IDealing with AIDS1.Dealing with AIDS strengthens the bond of friendship, encourages emotional andmature growth. Before the sixteenth of October 1995, I was the most carefree person in the world. I had no worries and was just living life up. I never thought that anything could happen to me or my friends. We were invincible. That is, until the word AIDS came into my life.2.For 10 years David and I were the best of friends. Then we got to high school and thingsstarted to change. We were in different classes, so we didn’t hang out as much. It bothered me but I thought that we were both just growing up, and there were more friends where he came from. Then I began to notice that he wasn’t in school a lot, and was sick more than usual. So I called him and he hung up on me. I didn’t know what to do, so once again I blew it off. Then one day I saw David in the mall and I confront ed him as to why we were not friends any more. He pulled me aside and broke down in tears and said that he was dying. I didn’t believe him.Sure, I had heard about AIDS, but hat it was a homosexual disease and it didn’t affect young people, so I said that it was a sick joke and left.3.When I got home things started to make sense. I ran to my room and cried. David wasonly 17; he couldn’t die. Then I felt so bad that we had grown so far apart. I called David, asking him to come over so we could talk. When he came over I saw a seriousness in him that I had never seen before. He looked so old, too old for his age. I asked how it happened.David had had unprotected sex once and now had to pay with his life. I was so angry. I have never felt so powerless in my whole life. When things had gone wrong before this, I could always rely on my parents to make things better. There was nothing that they could do this time. I had to handle it all on my own.4.David and I became very close again, and it seemed that I was the only one there forhim. David made the decision to tell people about his disease. There was no use in hiding it;sooner or later people would find out. People looked at him as if he had a plague, and our friends from school wanted nothing to do with him. Soon after that they wanted nothing to do with me. Al l of a sudden I felt that I had the disease. I didn’t know what to do. My whole life was changing so fast that I couldn’t keep up. Once again I was growing up and realized that our friendship meant everything to me. Also, I couldn’t turn my back on him when he needed me the most. So I stuck it out and lost most of my friends. The ones that still talked with me didn’t come too close in fear that they would catch the disease.The thing was, I didn’t even have AIDS, so why did my friends treat me like this? I was being treated this way because teenagers are not used to dealing with situations like this, and don’t know how to react. So how could I blame them since I would have done the same thing?5.As time went on, David became very ill. There was nothing that I could do but watchhim die. David found out that he had full-blown AIDS. This to me meant death was sure to come and all too quickly. I wasn’t ready to let him die, not yet anyway. There were so many things that I wanted to do and say, but couldn’t find the words.I went to doctor after doctor with him, and saw him go through so much. Everyone said that I must keep a positive attitude for his sake, because attitude means everything. So, in times of stress I was the one that had to keep things together. I pushed all my emotions aside and was strong for him.6.My mom had had a trip planned for the whole family for some time now, and stillwanted to go. She thought that the trip would do me good; she said that I was not the one that was dying. I couldn’t beli eve that sh e said that to me, but to make her happy I went. We were gone for about two weeks, and when I came back the first thing I did was go to see David.That was when I saw AIDS for the first time. I didn’t even recognize him. David had lost weight, had purple l esions all over his body, and was very pale. He couldn’t even get up when he saw me. He was bedridden. I still had to be the strong one and keep everything in. I had brought him stuff from the ocean, his favorite place. We talked about my trip and anything else we could think of. Then he fell asleep because he could no longerstay awake for long periods of time.7.On the second of May 1996, David was put in hospital. This gave him the feeling thatthere was no more hope left, and that he was going to die. I still had to maintain my positive outlook for him. He needed that in me. One day he looked at me and said, ―Faye, I am dying;let’s accept that and deal with it. I know what I did was wrong and now I have to deal with it.All I want you to do is to reme mber me, enjoy life and be careful.‖ For the first time in front of him, I cried. I knew that it wouldn’t be long before he was gone forever. He shouldn’t have to deal with this at such a young age. Towards the end of May he became so sick that the hospital staff had a bubble around him, so he wouldn’t catch our bad germs. I hated to see him like that, and every day it became worse. I had come to realize that any day now he would die. At night I would wonder if he would make it through. School was over now, so I spent every hour I could in the hospital. He was everything to me. I felt bad for the time that we had lost and how I wasn’t even going to fight for our friendship.8.The fifth of June, 1996 marked the end of my best friend David’s life. He wentpeacefully. That was a comfort all in its own. In a way I was glad that it was over, for he was no longer in pain. All the emotions that I had held in came rushing out as I realized that I would never see David again. His mother said that I had kept him alive and that she was grateful that I was her son’s last friend. It hasn’t been a year yet, but I have done so much since then that I am no longer that carefree teenager. I now educate people about AIDS, which to me is keeping David’s memory alive. Eventhoug h David is gone, he is still with me and always will be in mind and spirit.Words and ExpressionsParagraph 1Questions:1) What does the first sentence of Paragraph 1 tell us?It points out the significance of dealing with AIDS,which is the theme of the text.2) The last sentence of Paragraph 1 is a sentence fragment. It is actually part of the precedingsentence. Why does the author separate them from each other?By separating them from each other, the writer succeeds in accentuating the two parts of the sentence with more information. It is precisely for the purpose of emphasis that a sentence is divided into two or more than two parts by means of full stops.Words and Expressions1. strengthen: vt. to make something stronger or more effective, or to become stronger or more effectivee.g. The wind strengthened during the night.夜里风刮得更大了。

大学英语综合教程第一册Unit 2课后练习答案Unit 2Part II Text AText Organization1. 1) The story begins with the cab driver reading a letter.2) The letter Tom wrote to his friend Ed.3) Their conversation was centered on the lifelong friendship between the driver and Old Ed.4) The author got to learn more about their friendship by reading the letter himself.2.Parts Paragraphs Main IdeasPart One Paras 1-20 From a conversation with the cab driver the author learned how much he regretted failing to keep up correspondence with his old friend Ed.Part Two Paras 21-35 Reading the letter by himself, the author learned more about the lifelong friendship between the driver and Old Ed.Part Three Para 36 The driver's experience urged the author to reach for his pen.VocabularyI. 1.1) absolutely 2) available 3) every now and then 4) are urging/urged 5) destination6) know ... by heart 7) mostly 8) hangs out 9) right away10) reunion11) or something 12) practically 13) went by 14) going ahead 15) keep in touch2. 1) It seemed that his failure in the examination was stillon his mind.2) He was completely choked up by the sight of his team losing in the final minutes of the game.3) She was so lost in study that she forgot to have dinner.4) Something has come up and I am afraid I won't be able to accomplish the project on time.5) The cost of equipping the new hospital was estimated at $2 million.3. 1) A couple of flights at Pudong Airport were postponed this morning because of the awful weather. It is estimated that over one thousand passengers were held up.2) My professor assigned me some reference books on computers to read. Unfortunately they are not available in our school library. I am kind of worried about it.3) Michael is not much of a teacher. He often skips from one subject to another so it is difficult for his students to follow him. Besides he just lets them go ahead with exercises without making sure they have understood what they are expected to do. II. Collocation1. to2. for3. at4. from5. in6. to7. on8. withIII. Usage1. more or less2. kind of/sort of3. Something4. kind of/sort of5. more or less6. or somethingStructure1. 1) may/might as well watch2) may/might as well pour out3) may/might as well walk4) may/might as well buy2. 1) She looks as if she is worried about it.2) It smells as if it is fresh.3) It sounds as if it is Chinese.4) It feels as if it is made of silk.Comprehensive ExercisesI. Cloze(A) 1. choked up2. awful 3. practically4. neighborhood 5. correspondence6. available7. destination8. reunion9. Mostly 10. postponing11. absolutely(B)1. how2. himself3. but4. So5. to6. long7. reply/answer8. from9. asking 10. when11.touch 12. for 13. pieces 14. go 15. check 16. outII. TranslationIt is not easy to keep in touch with friends when they are far away. This is certainly true in my case.It has been a couple of years since I left my old neighborhood and all the friends I had there. I've been meaning to write to them but something or other comes up and I just don't seem to find the time. Now I have kind of lost touch with them. They are always on my mind, however, and I think I will certainly make an effort to keep up correspondence with them in future.Part III Text BComprehension Check1. d2. b3. a4. d5. c6. d7. dlanguage Practice1. stuff2. uneasy3. dragging4. highlight5. get rid of6. despair7. was peering/peered8.soaked9. swung 10. ingood shape11. extent 12. rescue 13. draw on 14. let... down 15. Worse still。

综合英语一课后答案自考英语大专学历综合英语一课后答案第一课：一、written workTime is important .Everyone has 24 hours in a day ,and 365 days in a year. Once a day runs out in our life,it will never come back again.If we love our lives,we shouldn't waste time.we must control time.The best way to use time is to plan it well.When making the study plan,we should remember twothings .First ,be realistic.Don't try to do too many things .Second ,a good study plan should be flexible .We may make some small changes,but follow the same pattern.Let's be the master of time ,start our plan now.二、1、I have run out of food ,I must go to buy some.2,You have said so ,you should put them into practice .3.It takes at least two hours to get there by bus.4.Although we failes,at least we tried our best .5.you speak louder so that everyone can hear you.6.How long has it taken you to write that article?7.You seem to be very sad .Tell us what has happened so that we mayhelp you.8.We should keep our classroom clean.9.We may asd Xiao Wang to help us ,he seems to have a lot of time.10.My brother will come to Beijing next week. he must make good use of time to stay here.三、用本课的动词句型1。

综合英语教程1unit2Unit 2 of our Integrated English Coursebook explores the theme of education. It examines different aspects of education, such as the purpose of education, the importance of lifelong learning, and the challenges faced by the education system. Through various reading passages and activities, this unit aims to deepen our understanding of the significance of education in our lives.One of the key topics discussed in this unit is the purpose of education. In the article "Education for What?" by Richard P. Phelps, the author argues that the traditional view of education as a means to secure employment is outdated. He suggests that education should be focused on personal development, critical thinking, and fostering creativity. I found this perspective refreshing as it challenges the prevalent notion that education is only valuable for its economic benefits.Another thought-provoking reading in this unit is "Education for Life" by J. Krishnamurti. The author emphasizes the importance of holistic education that goes beyond acquiring knowledge and skills. He believes that education should nurture values such as empathy, compassion, and a sense of global responsibility. Krishnamurti's ideas resonated with me as I believe that education should prepare individuals not just for the workforce, but also for a meaningful and fulfilling life.The unit also includes a discussion on the challenges faced by the education system. In the article "Education's Hungry Heart" by Mike Rose, the author highlights the inequalities in the education system and argues for more inclusivity and diversity. He believesthat all students, regardless of their background, should have equal opportunities to learn and succeed. This reading made me reflect on the inequities present in our own education system and the need for reforms to ensure a fair and inclusive learning environment.To further explore the theme of education, the unit provides several engaging activities. These activities encourage critical thinking and reflection on the topics discussed in the readings. For example, one activity asks students to analyze different quotes about education and share their thoughts on their meaning and relevance. This activity helped me to develop my analytical skills and articulate my own beliefs about education.In conclusion, Unit 2 of our Integrated English Coursebook offers a comprehensive exploration of the theme of education. Through thought-provoking readings and engaging activities, this unit deepens our understanding of the purpose of education, the importance of holistic learning, and the challenges faced by the education system. By encouraging critical thinking and reflection, this unit encourages us to think critically about our own education and the role it plays in our lives. Overall, this unit has been a valuable tool in broadening my perspective on education.。

综一下册课后翻译Lesson one一、用课文词组翻译。

1. I don’t kn ow how to break the news to him.我不知道该怎样告诉他这个消息。

2. A fire broke out in a hospital last night, but no one was killed.昨夜一家医院发生火灾，无人丧生。

3. The cinema was not as far away from here as you think.电影院离这儿并没有你想像的那么远。

4. After he had explained it to me in detail, I realized that I was wrong.当他向我详细解释后，我开始意识到我错了。

5. The house has belonged to the Gates family for over 100 years.这栋房子归盖茨家庭所有已经一百多年了。

6. The football star broke away from his club and planned to join another.这位足球明星脱离了以前的倶乐部并计划加入另外一个倶乐部。

7. No one would be let in without a ticket.无票者一律不得入内。

8. The president hoped that the two countries would improve their relations in the years to come.总统希望在未来的岁月里两国关系将得到改善。

9. We should look into the future instead of always living in the past.我们应该向前看，不要总是生活在过去。

10. Everyone was greatly surprised at the news that he had died of heart disease.他死于心脏病的消息使大家非常吃惊。

Lesson Two In the Laboratory在实验室里1 .I entered Professor Agassiz’s laboratory, and told him I had enrolled my name in the Scientific School as a student of natural history.我走进阿加西斯教授的实验室,告诉他我已经在理学院登记注册学习生物.2. “When do you wish to begin?” "你准备什么时候开始?他问.3. “Now,” I replied. "现在"我回答道.4.This seemed to please him, and with an energetic “Very well!” he reached from a shelfa huge jar of specimens in yellow alcohol. “Take this fish,” he said, “and look at it;by and by I will ask what you have seen.” Wit h that he left me. I was disappointed, for gazing at a fish did not seem to be challenging enough to an eager student, and the alcohol had a very unpleasant smell. But I said nothing and began to work immediately. 这似乎使他很高兴.只见他精神抖擞地说了一句"好极了!"便伸手从架子上取下一只大瓶子,里面有黄色的酒精浸泡着标本."先观察这条鱼,过一会我再问你都看到了些什么。

综合英语（一）上Lesson OneThe Time MessageElwood N. ChapmanLearning Guide新的学习任务开始之际，千头万绪，最重要的是安排好时间，做时间的主人。

本文作者提出了7点具体建议，或许对你有所启迪。

1Time is tricky. It is difficult to control and easy to waste. When you look ahead, you think you have more time than you need. For example, at the beginning of a semester, you may feel that you have plenty of time on your hands. But toward the end of the term you may suddenly find that time is running out. You don't have enough time to cover all your duties, so you get worried. What is the answer？Control！时间很难对付，既难控制又易浪费。

当你向前看时，觉得有用不完的时间。

比如说，学期伊始，你可能会觉得有大量的时间，可到期末时，突然发现时间就要用完了，已没有足够的时间去做应做的一切了，于是，你就很担心。

解决问题的方法是什么？那就是控制！2Time is dangerous. If you don't control it, it will control you. If you don't make it work for you, it will work against you. So you must become the master of time, not its servant. As a first-year college student, time management will be your number one problem.时间很危险。

《综合英语》1教学大纲一、课程说明1.课程代码：15101122.课程中文名称：现代大学英语精读13.总学时数：644.学分：35.适用专业：英语本科专业一年级学生7.先修课程：无6.本课程的性质、地位、作用及要达到的培养目标：本课程是英语专业学生必修的一门专业课。

通过对学生英语阅读能力的培养而夯实学生的基础知识和语法及写作等多个方面的能力。

该课程的教学要在一个学期内完成。

课程的特点是以课本为基础，进行全面拓展，并以培养学生的阅读能力为主要目的，使学生通过课文及相关的课外知识的学习，或课文中语法的应用，或文中的独特语言结构的研究，或文章的翻译技巧的归纳总结，获得可以进行相关英语读物的独立阅读能力。

并能通过该门课程的学习和锻炼，对英文的整体鉴赏能力和把握能力得到进一步的提高。

二、教学基本要求1.本课程的目的、任务综合英语课是整个专业课中的重中之重，贯穿着整个英语教学。

教材内容及教学方法直接影响着其他课程的顺利进行，本课程以培养英语专业的学生英语阅读综合能力为宗旨，是英语专业低年级的一门学科基础课程，也是英语专业基础阶段全面培养和提高学生语言能力和交际能力的一门必修课程，其主要目的在于培养和提高学生综合运用英语的能力。

本课程主要通过语言基础训练与篇章讲解分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，从听、说、读、写、译五个方面对学生进行全面的语言基本技能训练，具备基本的口头与笔头表达能力，为学生以后的独立学习和进一步深造打下良好的基础。

2.本课程的教学要求（1）形成牢固的知识基础，奠定正确的阅读技法、基础知识、语法、句法和词法、词汇、等基础知识。

学习研究不同文体在阅读过程中的规律和方法，提高阅读效率和阅读能力。

（2）在课堂活动上注重发挥学生的主动性与积极性，注重培养学生的自主学习能力；在教学过程中注意纵向连贯和横向配合，循序渐进。

（3）充分利用教材中的相关内容，培养学生的独立思考、思维判断等能力，帮助学生了解人际关系、种族歧视、人与自然、生活方式、价值观念等各个方面的相关知识；（4）培养学生使用语言进行思想交流的能力，注重帮助学生结合语言学习文化、提高自身人文修养，提高学生的全方面综合素质。