新目标大学英语系列教材：综合教程第四册主编刘正光胡志雯

全新版大学英语综合教程4【全】(第二版)4452-修订编选
全新版大学英语综合教程4【全】(第二版)4452-修订编选是一本非常出色的教材，它既可以提升学习者的英语水平，也能丰富学生的知识面，增强他们的思维能力。

它由专家精心编辑，内容包括语言知识、语言技能、文化知识、跨文化交际能力和语言教学等综合性教学环节。

首先，本教材注重培养学生的英语语言知识和语言技能，以适应不同层次的学习者。

它以全面和深入的方式来讲解语言的结构和功能，使学生理解和掌握英语的基本知识，从而改善他们的口头表达能力和书面表达能力。

此外，本书特别注重文化知识和跨文化交际能力的培养。

它介绍了英语国家的历史、文化和习俗，让学生进一步了解英语的文化背景，扩大其视野，增强他们在国际交流中的能力。

同时，它还收集了一些跨文化交际现象，比如：传统文化差异，表达方式不同，礼节习惯不一样等，让学生能够更好地理解和尊重他人的文化差异。

此外，这本书还提供了很多有用的语言教学及相关实践活动，为学习者提供了一个理论知识与实践技能相结合的有效学习环境。

它从语言学、心理学和教育学的角度出
发，提出了具体的语言教学的方法和策略，以期促进学习者的语言学习，提高他们的实际语言运用能力。

总之，全新版大学英语综合教程4【全】(第二
版)4452-修订编选是一本优秀的教材，它不仅能提升学习者的英语水平，也能丰富其知识面，增强思维能力，提高语言运用能力，是学习者英语学习的理想选择。

全新版大学英语综合教程4电子教案一、教材分析《全新版大学英语综合教程4》是一本为大学生设计的英语教程，旨在提高学生的英语综合应用能力。

本教程内容丰富，涵盖了语言知识、应用技能、学习策略和跨文化交际等方面。

每个单元围绕一个反映当代生活实际的主题展开，通过学习让学生掌握与主题相关的语言文化知识和丰富的语料。

二、教学目标1. 知识目标：（1）掌握本单元的主题和相关语言文化知识。

（2）学会本单元所涉及的词汇、语法和表达方式。

（3）了解西方文化背景，提高跨文化交际能力。

2. 能力目标：（1）提高学生的英语听、说、读、写能力。

（2）培养学生的英语思维能力和自主学习能力。

3. 情感目标：（1）激发学生对英语学习的兴趣和热情。

（2）培养学生的团队合作精神和自信心。

三、教学内容1. 语言知识：（1）词汇：本单元所学词汇。

（2）语法：本单元所涉及的语法点。

（3）表达方式：本单元所学的表达方式。

2. 应用技能：（1）听：能够听懂本单元的主题和相关内容。

（2）说：能够用英语进行日常交流，表达自己的观点。

（3）读：能够阅读并理解本单元的文章。

（4）写：能够撰写相关主题的短文。

3. 学习策略：（1）自主学习：学生能够自主学习课文，查找资料。

（2）合作学习：学生能够与同学共同完成任务，分享学习心得。

（3）策略运用：学生能够运用所学策略解决学习中的问题。

4. 跨文化交际：（1）了解西方文化背景：学生能够了解西方文化，提高跨文化交际能力。

（2）文化差异认识：学生能够认识并尊重文化差异。

四、教学过程1. 导入：（1）教师通过与本单元主题相关的问题，引导学生思考。

（2）学生分享与主题相关的个人经历或看法。

2. 新课内容展示：（1）教师讲解本单元的生词、语法和表达方式。

（2）学生跟随教师学习课文，理解文章内容。

3. 课堂活动：（1）小组讨论：学生分组讨论课文内容，分享学习心得。

（2）角色扮演：学生模拟课文中的场景，进行角色扮演。

4. 听力训练：（1）教师播放课文听力材料，学生跟随录音进行听力训练。

新标准大学英语综合教程41. 介绍新标准大学英语综合教程4是中国大学英语教材中的一本教材，适用于大学英语四级的学习。

该教材由外语教学与研究出版社出版，是新标准大学英语系列教材的第四册。

本教材主要围绕听、说、读、写四个方面展开，旨在提高学生的英语综合能力。

2. 教材特点2.1 系统性教学新标准大学英语综合教程4采用系统性教学方法，将单词、语法、听力、口语、阅读、写作等内容相互结合，有机地呈现给学生。

遵循教学的步步深入原则，逐渐提高学生的英语综合能力。

教材内容由浅入深，层层递进，帮助学生逐步掌握英语的基本知识和技能。

2.2 实用主题教材的主题涵盖了生活、工作、学习等各个方面，内容贴近实际生活，注重培养学生实际运用英语进行交流的能力。

通过教材的学习，学生可以提高自己的英语应用能力，更好地适应现代社会的需求。

2.3 多媒体教学新标准大学英语综合教程4配备了相关配套网络教学资源，利用多媒体技术，提供丰富的听力和口语练习材料。

学生可以通过电脑、手机等设备随时随地进行学习，使学习变得更加便捷和高效。

3. 教材结构新标准大学英语综合教程4共分为14个单元，每个单元包含以下几个部分：3.1 主要课文每个单元都有一篇主要课文，主要课文是学生学习的重点和基础。

主要课文内容涵盖了各个方面的主题，通过阅读主要课文，学生可以了解相关的词汇、语法和语言表达方式。

3.2 单元听力每个单元都包含一系列的听力练习，旨在帮助学生提高听力理解能力。

听力练习内容涵盖了各个主题，包括对话、演讲、新闻报道等不同形式的听力材料。

3.3 词汇与语法教材中还包含词汇和语法的学习部分。

这些部分通过例句和练习题的方式帮助学生掌握词汇和语法知识，并且提供了相关的背景知识和实际运用技巧。

3.4 阅读与写作教材的最后部分是阅读和写作练习。

通过阅读和写作的训练，学生可以提高阅读理解和写作表达的能力。

阅读材料包括新闻、文章、广告等各种类型，写作练习则包括写作任务和写作指导。

Presentations’ Criteria
Content--- clear in content coherent in organization creative in designing Speech--- well-prepared, fluent, clear, talk wellinstead of reading aloud Form--- power point slides with pictures, audio or video Interaction
课外在线学习（自主学习） 课外在线学习（自主学习）
学生利用教材附送的单机版助学光盘以及 中山大学数字化教学平台(Blackboard) (Blackboard)上的 中山大学数字化教学平台(Blackboard)上的 教学资源（包括系列教材的网络版、 教学资源（包括系列教材的网络版、新理念 大学英语自主学习系统（《综合教程》+ 大学英语自主学习系统（ 综合教程》 听说教程》听力） 《听说教程》听力）以及其它英语学习资源 库等）自主学习《大学英语》 库等）自主学习《大学英语》系列教材中的 内容 在线学习， 在线学习，完成并提交在线学习系统上 的测试题，本部分将计入期末总评（20%） 的测试题，本部分将计入期末总评（20%）
Welcome back to
College English ! Happy New Year
Outline
Greetings Homework Course description Course assessment
Group discussion
Course Description
大学英语》系列教材中的《综合教程》 以《大学英语》系列教材中的《综合教程》 第四册为主， 听说教程》为辅， 第四册为主，《听说教程》为辅，并组织各 类教学活动 以课堂教学和课下自学相结合的模式， 以课堂教学和课下自学相结合的模式，加强 ★Presentation 学生英语语言知识和技能。 学生英语语言知识和技能。

New Edition of College English Comprehensive Tutorial Volume 4 Unit 1
目录
• Overview of the text • Vocabulary and expression • Grammar point parsing • Introduction to Cultural Background • Analysis of Writing Skills • Answers to home exercises after
Key tense
Present simple tense
01
It is used to express an action that is happening now, has
just happened, or will happen in the future
Last simple tense
Conclusion
The article includes by summarizing the main points covered and highlighting the importance of understanding globalization and its impact on our world It also suggests ways for individuals to adapt to the changing world
The text provides a background to the theme by discussing the history and development of globalization, as well as the challenges and opportunities it brings to individuals and communities

新目标大学英语综合教程4New Target is a comprehensive university English course designed to help non-native English speakers improve their overall English communication skills. The course consists of four levels, each level focusing on different aspects of English language learning, including listening, speaking, reading, and writing.In the first level of the course, students work on developing their listening skills. They are introduced to various listening activities, such as listening to conversations, lectures, and interviews. These activities help students improve their ability to understand spoken English, including different accents and speech patterns. The listening texts are based on real-life situations and cover a wide range of topics, from everyday conversations to academic lectures. In addition to listening activities, students also learn about different listening strategies, such as predicting content, taking notes, and summarizing information.The second level of the course focuses on speaking skills. Students are provided with opportunities to practice speaking in different contexts, such as giving presentations, participating in group discussions, and engaging in role plays. Through these activities, students enhance their speaking fluency, accuracy, and confidence. They also receive feedback from their teachers and peers to help them identify areas for improvement. The speaking topics cover a wide range of subjects, allowing students to express their opinions and ideas effectively.Developing reading skills is the main focus of the third level of the course. Students learn various reading strategies, such as skimming,scanning, and predicting, to improve their reading speed and comprehension. They are exposed to a wide range of reading texts, including newspaper articles, short stories, and academic essays. These texts help students expand their vocabulary, improve their reading comprehension, and develop critical thinking skills. The reading passages are followed by comprehension questions and activities to test students' understanding of the texts and encourage them to think critically about the content.Finally, the fourth level of the course is dedicated to writing skills. Students learn different writing techniques, such as brainstorming, outlining, and editing, to help them effectively express their ideas in writing. They are introduced to various types of writing, such as essays, reports, and letters, and practice writing on different topics. Through the writing activities, students improve their grammar, vocabulary, and sentence structure. They also learn how to organize their ideas logically and coherently. Besides writing independently, students also engage in peer editing and receive feedback from their teachers to further improve their writing skills.Throughout the course, students are provided with ample opportunities to practice their English language skills both inside and outside the classroom. They are encouraged to engage in meaningful conversations, read extensively, listen to English podcasts or videos, and write regularly. The course materials are designed to be engaging and relevant to students' interests and needs, making the learning process enjoyable and effective.In conclusion, New Target is a comprehensive university English course that covers all aspects of English language learning,including listening, speaking, reading, and writing. By focusing on different skills at each level, the course helps non-native English speakers improve their overall English communication skills and become more confident and proficient in using the English language.。

全新版大学英语综合教程4
一、教材概述
《全新版大学英语综合教程4》是一本适用于高等院校各类英语专业的教材。

该教材是综合教程系列的第四册，是继续扩展学生英语综合能力的重要资料。

本教材紧密结合学生的学习需求和学术要求，通过一系列经典的课文和练习，帮助学生提高英语听说读写的综合水平。

二、教材特点
1. 丰富的内容
本教材以丰富的内容为特点，包含了各类主题的课文和练习，从而满足学生在听说读写各方面提高的需求。

教材内容涵盖科技、文化、社会、环境等多个领域，旨在提高学生的综合英语素养。

2. 渐进推进的学习方式
本教材采用了渐进推进的学习方式，根据学生英语水平的不同，设置了不同难度的课文和练习。

学生可以逐步提高英语
阅读、听力、口语和写作的能力，并在完成每个单元后检验自己的学习成果。

3. 多媒体辅助教学
本教材充分利用了多媒体技术，提供了配套的教学资源和
练习软件。

学生可以通过使用这些辅助教学工具，更好地理解和应用教材内容，提高学习效果。

4. 强调实用能力的培养
本教材注重培养学生的实用英语能力，通过真实的语言环
境和情境设计，帮助学生掌握实际应用中的英语表达能力。

教材中的case study和实际交流情景让学生在学习中更好地理
解和应用英语。

三、教材结构
《全新版大学英语综合教程4》共分为16个单元，每个单元包括课文、听力、口语和写作练习。

以下是教材的章节结构：
1. 单元标题
每个单元以一个主题作为标题，例如。

全新版大学英语综合教程4教学大纲课程简介本课程是《全新版大学英语综合教程4》的教学大纲，旨在帮助学生全面提高英语听、说、读、写的能力。

通过本课程的学习，学生将会掌握一定的英语语言知识和运用能力，在这个过程中建立一定的英语思维，提高自己的英语交际能力，进而在英语学习中从容应对各类问题。

课程目标1.提高学生的英语听、说、读、写能力2.增强学生的英语思维能力3.培养学生的英语学习兴趣4.帮助学生掌握一定的英语语言知识和应用能力课程内容第一单元：健康1.了解健康的重要性2.描述常见疾病、病症及其症状，包括感冒、流感、头痛、发烧等3.学习与健康相关的词汇和表达方式4.讨论健康饮食和生活方式第二单元：职业1.了解不同职业的特点和要求2.描述自己的职业规划和目标3.学习与职业相关的词汇和表达方式4.掌握简历的写作和求职面试的技巧第三单元：环境问题1.了解环保意识的重要性2.讨论各种环境问题，如污染、气候变化、能源消耗等3.学习与环境问题相关的词汇和表达方式4.探讨环境问题的解决方案和个人行动所能做出的贡献第四单元：全球化1.了解全球化的背景和影响2.讨论全球化带来的机遇和挑战3.学习与全球化相关的词汇和表达方式4.探讨如何更好地适应全球化与跨文化交流教学方式1.课堂教学：老师将介绍单元内容，重点讲解语言知识和应用技巧，为学生提供现场语言模板；2.组织讨论：老师组织学生进行相关话题的讨论，并引导学生分析发言语言表达是否准确、恰当；3.个性化辅导：老师对学生个别差异进行助教，单独辅导。

评价方式1.课堂表现：包括积极参与讨论、语言表达及沟通能力等；2.作业考核：包括阅读理解、写作、听力和口语题目；3.期末考试：包括听力、阅读、写作和口语等四个方面的综合考核。

可选教材1.《大学英语综合教程4》（第三版），高等教育出版社；2.《大学英语六级真题解析与模拟试卷》（2019年版），外语教学与研究出版社。

教学安排•第一单元：健康（1周）•第二单元：职业（1周）•第三单元：环境问题（1周）•第四单元：全球化（1周）•期末考试（1周）备注本教学大纲为英语教学参考，具体实施情况请根据学生掌握情况和课程进度进行调整和安排。

英语综合教程第四册课程设计一、课程概述本课程是英语综合教程第四册的课程设计，旨在提高学生英语综合能力，包括听说读写四个方面。

此外，本课程还将重点讲解英语中的词汇、语法及语篇等核心知识点。

二、教学目标1. 语言技能通过本课程的学习，学生将能够：•提高听说读写四个方面的英语综合能力；•了解和掌握英语中的常用词汇、语法及语篇；•能够通过英语进行交流和表达。

2. 文化意识通过本课程的学习，学生将能够：•了解英语国家的文化背景，拓宽自己的跨文化视野；•了解和欣赏英语国家的文学作品及电影等文艺作品。

三、教学内容1. 课程安排课时数量课程内容备注课时数量课程内容备注4课时常用词汇6课时语法知识8课时阅读理解8课时写作技巧2课时口语训练2课时听力训练2. 课程详细内容第一单元常用词汇本单元共4课时，主要包括英语中常用的词汇、短语等。

学生将学习如何在实际生活和学习中使用这些词汇，提高词汇量。

第二单元语法知识本单元共6课时，着重讲解英语语法的基本知识，包括句型、时态、语态等。

通过例句分析和语法练习，提高学生的语法掌握能力。

第三单元阅读理解本单元共8课时，主要包括阅读技巧、阅读理解和阅读速度的提升。

通过阅读课文和相关材料，训练学生的阅读能力和信息提取能力。

第四单元写作技巧本单元共8课时，主要包括写作技巧、写作风格和写作结构等。

学生将学习如何写好英语短文、作文和邮件等，提高写作水平。

第五单元口语训练本单元共2课时，主要包括英语口语练习的基本技巧。

学生将学习如何正确发音、灵活运用口语表达等，提高英语口语能力。

第六单元听力训练本单元共2课时，主要包括英语听力练习的基本技巧。

学生将学习如何听懂英语听力材料，在实际交流和学习中能够理解英语人士的表达。

四、教学方法本课程采用多种教学方法，包括讲授、情境模拟、小组讨论、学生演讲等，旨在激发学生的学习兴趣和积极性。

同时，注重学生的参与，鼓励学生积极互动。

五、评价方式本课程的评价方式包括课堂表现、作业、期末考试等，采用定量和定性相结合的方式，全面考察学生的英语综合能力，反馈教学效果并帮助学生查漏补缺。

全新版大学英语第二版综合教程4简介《全新版大学英语第二版综合教程4》是为大学本科英语专业学生设计的教材，是《大学英语教学大纲》的指定教材之一。

本教材主要目的是提高学生的英语综合能力，包括听、说、读、写、译能力。

该教材的内容设计精心，从词汇、语法、听力、口语、阅读和写作等多个方面进行练习和学习。

每个单元都有特定的话题和任务，旨在培养学生对相关话题的理解和表达能力。

通过该教材的学习，学生可以提高英语水平，并解决实际生活和学习中的语言问题。

内容概述《全新版大学英语第二版综合教程4》共分为16个单元，涵盖了丰富的主题。

每个单元包括课文学习、词汇练习、语法讲解、听力练习、口语表达、阅读理解和写作训练等多个环节。

下面对主要内容进行简要概述：1.Unit 1 - Cultures: 介绍不同国家的文化差异，帮助学生了解世界各地的风俗和传统。

2.Unit 2 - Jobs and Careers: 探讨工作和职业相关话题，培养学生的职场英语能力。

3.Unit 3 - Education: 考察教育领域的内容，让学生思考教育问题和方法。

4.Unit 4 - Science and Technology: 探索科学和技术的发展，引起学生对新科技的兴趣和关注。

5.Unit 5 - Environment: 关注环境保护问题，培养学生的环保意识和责任感。

6.Unit 6 - Health and Fitness: 探讨健康和健身话题，促进学生形成良好的生活习惯。

7.Unit 7 - Media: 讨论媒体的影响力和媒体报道的真实性，帮助学生更好地分析和理解新闻事件。

8.Unit 8 - Art and Literature: 探索艺术和文学，培养学生的审美能力和文学素养。

9.Unit 9 - Travel: 探讨旅游和文化交流话题，帮助学生了解不同国家的风土人情。

10.Unit 10 - Social Issues: 关注社会问题和社会进步，引导学生思考社会发展。

新目标大学英语：《综合教程》第四册(W E L e a r n答案)新目标大学英语：《综合教程》第四册U1•Textbook StudyListening1）attitude2）on the basis of3）positive and negative4）Self-esteem5）subjective6）consciously or unconsciously7）have got used to8）taken for granted9）subconscious mind10）self-appraisalText BParas. 1–3：a、Fb、Fc、O/FParas. 4 – 8：a、Fb、Fc、Fd、FParas. 9–15：a、O/Fb、O/Fc、O/FPara. 16：F•CET-Oriented Study Listening1、A2、C3、D4、C5、C6、C7、D8、BReading Comprehension（1）D（2）N（3）I（4）B（5）H（6）O（7）L（8）J（9）G（10）EParagraph Translation（翻译参考）China serves as home to 56 ethnic groups. The largest group, the Han, makes up over 91% of China’s population. As the majority of the population is of the Han ethnic group, the other 55 ethnic groups are customarily referred to as the national minorities. The Han people can be found throughout the country, though mainly on the middle and lower reaches of the Yellow River, the Yangtze River and the Pearl River valleys, and the Northeast Plain. The national minorities, though fewer in number, are also widely dispersed throughout China, often inhabiting important border regions from northeast China to north, northwest and southwest China. Equality, unity and common prosperity are the fundamental principles of China’s government in handling the relations between different ethnic groups. Meanwhile, China exercises a policy of regional autonomy for various ethnic groups, allowing ethnic groups living incompact communities to establish self-government and direct their own affairs.•Unit TestsUnit Test - I1-5: BDADB6-10: CBACA11-15: CBDAD16-20: CDDBCUnit Test - II1-5: BCCBC（6）C. insecure（7）G. compare（8）H. influence（9）J. impact（10）L. post（11）M. surveyed（12）I. negative（13）O. participants（14）D. preoccupation（15）A. establish16-20: DCBDA21-25: CCADAU2•Textbook StudyListening1）habit of living2）profound changes3）human activities4）extinction events5）human agricultural technology 6）domesticating7）cultivate plants8）intimate knowledge9）familiar with10）human companionsText B1）spreading the word about “the crisis facing these social, sensitive, passionately intense, playful, complex, exceedingly intelligent and endangered creatures”.2）their sizes and species.3）they are quite consciously together, each pacing herself to the other’s gait and waiting for the other to catch up.4）stood vigil outside the building, knowing that her friend was inside.5）saw past the things they didn’t have in common and found in each other common ground enough•CET-Oriented StudyListening1、B2、A3、C4、D5、C6、A7、D8、AReading Comprehension（1）G（2）A（3）F（4）J（5）B（6）K（7）C（8）H（9）I（10）BParagraph Translation（翻译参考）Chinese martial arts may be traced back to prehistoric timeswhen Chinese ancestors used stones and wooden clubs in hunting for subsistence and self-defense. It is recorded in the history thatthere were people specializing in martial arts during the periods of Spring and Autumn and the Warring States, and considered it as a theory to maintain good health and applied it in wars when necessary. The martial arts are either bare-handed or weapon-in-hand practiceor performance according to certain sets. Generally speaking, modern martial arts consist of such five categories as boxing, weapon exercises, sparring exercises, actual combat and teamwork. The five categories can be further divided into different schools or styles. The martial arts play positive roles in strengthening the body, developing the potential of the body, tempering people’s will power and even curing difficult and complex cases of illness. They are a precious national cultural legacy of China.•Unit TestsUnit Test - I1-5: BDADB6-10: BACAB11-15: DDACB16-20: DDADAUnit Test - II1-5: CBBAB（6）E. companion （7）A. affinity （8）L. disparity （9）G. species （10）F. infirmity （11）O. immobile （12）C. vigil（13）I. resumed （14）N. overwhelming （15）D. memorial16-20: BADCC21-25: BCABCU3•Textbook StudyListening1）long-term survival2）coordinate the relationship3）environmental goals4）promote this concept5）economic and political issues 6）building materials7）architecture and ecology8）environmental effects9）the preservation10）enjoyment of future generationsText BPara. 1assemble a real building and structure a businessPara. 2a critical architecturePara. 3a Paul Rudolph building in Boston and Richard Neutra’s Cyclorama Building in Gettysburg,Para. 4·wanting to save the entire building,·wanting to demolish it.Para. 5the protagonist in the battle to save or the antithesis to modern design.Para. 6emerges the richness of place and understanding of time.Para. 8experience and imagination,•CET-Oriented StudyListening1、B2、A3、B4、B5、B6、B7、A8、CReading Comprehension（1）B（2）F（3）B（4）H（5）A（6）E（7）J（8）I（9）G（10）CParagraph Translation（翻译参考）The Ancient City of Ping Yao is one of the well-preserved ancient county-level cities in China. Located in Ping Yao County, central Shanxi Province, the property includes three parts: the entire area within the walls of Ping Yao, Shuanglin Temple 6kilometers southwest of the county seat, and Zhenguo Temple 12 kilometers northeast of the county seat. The design of this Ancient City shows the evolution of architectural styles and town planning in Imperial China over the past five centuries. Noteworthy are the imposing buildings associated with trading and banking in the city, for Ping Yao was the major center for the whole China in the 19th and early 20th centuries. It retains all the Han city features, and provides a complete picture of the cultural, social, economic and religious development in Chinese history. It is of great value for researchers’ studying of the social form, economic structure, military defense, religious belief, traditional thinking,traditional ethics and dwelling form during that time.•Unit TestsUnit Test - I1-5: CCCBA6-10: DCCAA11-15: DBBAA16-20: BDCBAUnit Test - II1-5: ABABB（6）A. demolish（7）N. lens（8）H. encapsulate（9）L. room（10）J. rootedness（11）G. integrated（12）B. aspirations（13）K. reintroduced（14）E. symbiotic（15）C. commission16-20: CCBAD21-25: DCCCDU4•Textbook StudyListening1）delivered to2）a science fiction3）physical objects4）manufacturing capabilities 5）storage of information6）technological advances7）is limited8）positive impact9）transportation emissions10）a range of industriesText B1）to study and understand natural phenomenato use this knowledge to make our lives more comfortable2）there is no anesthetic and no drilling3）mycelia, combined with buckwheat and rice husksdebut soon as protective packaging for computers and furniture4）to repel water and soil, fight germs, detect dangerous chemicals and explosives, and conduct enough energy5）there is no need to buy syringes and no need to fill them either; and nobody will miss the pain•CET-Oriented StudyListening1、C2、B3、A4、C5、A6、C7、C8、BReading Comprehension（1）B（2）J（3）A（4）I（5）G（6）E（7）F（8）D（9）E（10）HParagraph Translation（翻译参考）Ecological civilization describes the level of harmony that exists between human progress and natural existence in human civilization. Ecological civilization, like material civilization, cultural and ethical civilization, and political civilization, is a historical concept. As such, ecological civilization is constantly undergoing a process of evolution from a lower stage to a higherstage as human civilization progresses. A comprehensive plan for the promotion of ecological progress was outlined in the politicalreport to the Eighteenth National Congress of the CPC. The report clearly states that we must incorporate the idea of ecological civilization into every aspect of economic, political, cultural, and social progress; step up efforts to develop a resource-conserving and environmentally friendly society; and strive to build abeautiful China so as to realize lasting and sustainable development for the Chinese nation and make due contributions to global ecological security.•Unit TestsUnit Test - I1-5: CABDB6-10: AABAD11-15: ACBCA16-20: CDACBUnit Test - II1-5: CABCB（6）E. obtained（7）D. decaying（8）I. injecting（9）H. solidifies（10）C. available（11）F. eligible（12）B. routes（13）N. alternative（14）A. combined（15）G. protective16-20: BDADB21-25: CABCAU5•Textbook StudyListening1）gas emissions2）renewable energy3）ultimate source of energy 4）fossil fuels5）alternative energy6）mass transportation7）limited in supply8）our growing energy challenges9）diverse energy technologies10）destroy our environmentText B1）fossil fuelsglobal warmingatmospheric pollutants productioneconomic development hindrance2）renewable energyother alternative energy sources which are greener and renewable.3）the fossil fuelsit is derived from natural processes that are replenished constantly.4）it can reduce the reliance on exhaustible sources of fossil fuelsit is clean from the environmental point of view.•CET-Oriented StudyListening1、B2、D3、B4、C5、B6、C7、AReading Comprehension （1）E（2）B（3）I（4）A（5）D（6）G（7）J（8）F（9）C（10）HParagraph Translation（翻译参考）Traditionally, the Chinese love sports as an essential way for keeping fit as well as for entertainment. As one of the main sports to help people stay fit, Taijiquan is very popular with Chinese people. It used to be a martial art, but since it aids both self-defense and health, it gradually turned into a form of exercise. Taijiquan has deep and profound philosophical connotations; it embodies the unique wisdom of the Chinese people, and reflects the characteristics of Chinese culture.•Unit TestsUnit Test - I1-5: ADCBC6-10: BABDC11-15: BABCC16-20: BCDBCUnit Test - II1-5: BAAAB（6）N. reserves（7）K. shortage（8）J. affect（9）M. abundant（10）D. alternative（11）E. definition（12）B. derived（13）G. Typical（14）F. regard（15）H. emission16-20: ABDDB21-25: ADBCAU6•Textbook StudyListening1）Satellite technology2）the exploration of the universe 3）exciting and fruitful areas4）the other planets5）technological reasons6）benefited hugely7）strive to learn8）what’s around the corner9）fantastic manifestation10）pursue our explorationText B1）there’s the hard vacuum, the lethal cold and the ever-present risk of even a small meteor hit. Also the pressure is nearly zero.2）Mark for his four shuttle missions and his cumulative 54 days in space; Scott for his two shuttle flights, including a six-month stay aboard the International Space Station (ISS).3）Blood samples tests, saliva samples tests, cheek swabs tests, psychological and fitness tests, and follow-up tests.4）the time Mark has already spent in space muddies the study up a little since he’s been exposed to the same exotic physical environment Scott has.•CET-Oriented StudyListening1、D2、D3、A4、D5、B6、D7、CReading Comprehension（1）F（2）I（3）E（4）C（5）A（6）D（7）H（8）J（9）B（10）GParagraph Translation（翻译参考）Nearly 600 years later, the Temple of Heaven still standsintact in the south of Beijing. Covering an area nearly five times as large as the Forbidden City, the Temple of Heaven, with its numerous halls and buildings, attracts visitors from around the world. It not only presents spectacular scenery, but also represents the Chinese pursuit of harmony between Heaven and mortals. Only the emperor could pray at the Temple of Heaven. Common people were not allowed access. Yet the idea of showing awe and gratitude to Heaven was not reserved for the emperor alone, but was shared by the people as well.•Unit TestsUnit Test - I1-5: BCDCB6-10: BCBAB11-15: ABBBC16-20: BCBDBUnit Test - II1-5: DBCBA（6）C. hospitable（7）F. risk（8）B. pressure（9）I. expand（10）L. absence（11）J. unconsciousness （12）M. sooner（13）D. adjust（14）N. fatigued（15）G. damage16-20: CABDB21-25: DBDBDU7•Textbook StudyListening1）rational scientific explanation 2）via the Internet3）at the thought of4）transplanting an artificial heart 5）with chronic diseases6）explain the reasons behind7）a mystery to a large extent8）amaze scientists9）evolves into10）what we know about natureText B1、C2、C3、A4、C5、A•CET-Oriented Study Listening1、D2、B3、B4、D5、C6、C7、BReading Comprehension （1）F（2）J（3）B（4）H（5）A（6）D（7）I（8）C（9）E（10）GParagraph Translation（翻译参考）The Silk Road refers to a transport route connecting ancient China with Central Asia, West Asia, Africa, and the European continent. It appeared as early as the second century B.C and was traveled mainly by silk merchants. The Silk Road functioned not only as a trade route, but also as a bridge that linked the ancient civilizations of China, India, the Mesopotamian plains, Egypt, and Greece. It also helped to promote the exchange of science and technology between east and west as a communicating artery going through Eurasian continent.•Unit TestsUnit Test - I1-5: DCBDD6-10: ACBBC11-15: CCABA16-20: DDCADUnit Test - II1、A2、D3、C4、B5、A6、 D（6）G. agony（7）L. suffer（8）E. conservative （9）J. temporary （10）C. ease（11）I. implantable （12）D. battery （13）O. mild（14）A. immediate （15）M. miracle16-20: CCDCD21-25: CDBADU8•Textbook StudyListening1）no packaging product2）paper-based3）Recycling figures vary greatly4）those same statistics5）we drink from6）absolute confidence7）agricultural byproduct waste8）seek and continue9）we make and use10）convenient recycling processText B1）climate changes may bring a lot of harm, even disasters to mankind.2）different parts of the world will be affected to different degrees.3）areas that are already lack of water will be hit more severely.4）poor people are particularly vulnerable to illnesses caused by climate changes.5）climate changes can have different effects on men and women. •CET-Oriented StudyListening1、D2、B3、D4、C5、B6、C7、CReading Comprehension（1）H（2）C（3）J（4）A（5）E（6）B（7）D（8）G（9）F（10）IParagraph Translation（翻译参考）Porcelain has been of great significance in the history of Chinese civilization. Around the first century, porcelain production first emerged in China, and by the Song Dynasty the craft of porcelain making had become mature.In English, “porcelain” shares the same word with the name of the country —“china”. This proves that Europeans in ancient times related porcelain closely with China. Porcelain found its way to Europe in the 15th century, playing an important place in the exchanges between China and other countries. Porcelain earned a good reputation for China for its delicacy and elegance.•Unit TestsUnit Test - I1-5: ABACD6-10: BCDCB11-15: BDABC16-20: ACDBAUnit Test - II1-5: CABCA（6）D. basic（7）G. threaten （8）M. sensitive （9）A. differ （10）L. vulnerable （11）E. equally （12）K. regions （13）C. benefit （14）I. adapt （15）H. communities 16-20:ADCCB21-25: DBBBC。

全新版大学英语综合教程4引言全新版大学英语综合教程4是一本为中国的大学生设计的英语教材。

该教材涵盖了听说读写四个方面的技能，旨在帮助学生提高他们的英语水平。

本文将对全新版大学英语综合教程4进行详细介绍。

教材结构全新版大学英语综合教程4共分为十个单元，每个单元包含不同的主题和语言点。

教材的每个单元都侧重于培养学生的语言运用能力，并通过不同的听力、口语、阅读和写作任务来提升学生的综合英语能力。

教材的结构如下：1.Unit 1: Education2.Unit 2: Technology3.Unit 3: Environment4.Unit 4: Health5.Unit 5: Culture6.Unit 6: Media7.Unit 7: Travel8.Unit 8: Business9.Unit 9: Society10.Unit 10: Future每个单元包含以下几个部分：•Reading: 通过阅读文章来提高学生的阅读理解能力，并学习相关词汇和语法。

•Listening: 提供一系列与主题相关的听力材料，帮助学生提高听力技巧和理解能力。

•Speaking: 给学生机会通过对话、辩论和演讲来提高口语表达能力。

•Writing: 提供写作任务，培养学生的写作技巧和文法运用能力。

教学方法全新版大学英语综合教程4采用了多种教学方法，以促进学生的积极参与和学习效果。

以下是教材中常用的教学方法：1.任务型教学：通过给学生有指导性的任务，鼓励学生主动参与，并培养他们的语言运用能力。

2.合作学习：通过小组合作和团体活动，鼓励学生相互合作和交流，以提高他们的口语表达能力。

3.情景教学：通过真实的情景和情境来教授语言知识，帮助学生更好地理解和运用英语。

教材特点全新版大学英语综合教程4具有以下几个特点：1.主题丰富多样：教材涵盖了教育、科技、环境、健康、文化、媒体、旅游、商业、社会和未来等各种主题，使学生在学习英语的同时了解各个领域的知识。

第一单元Key to ExercisesText AReading Comprehension 1. A.B.C.Once you let go of that self-consciousness, you can interact without it getting in the way.2. A.2) our opinion of our own looks3) self-appraisal4) self-image5) self-judgment6) self-concept7) self-aware8) self-consciousness9) a picture of ourselvesB.2) a system inside one’s brain that helps gather data for the self-judgment of one’s appearance.3) It refers to what psychologists call the built-inhot-or-not meter.4) In psychology, it refers to the measures of a personality trait in public.5) the psychological system that tends to overstate or understate a particular personality trait.Reading and Discussing3.1) Because the social status of women is often contingent upon their faces and bodies, they are particularly susceptible to the “contrast effect”.2) Yes. With correct understanding of yourself, you know exactly what you really want to do, what you can do, and what level you can reach. With a clear goal, strong determination and diligence, you will succeed one day. Language in Use4. A.B.1) a. exceptionally b. exceptional2) a. anonymous b. anonymously3) a. validate b. validation4) a. susceptible b. susceptibility5) a. adolescents b. Adolescence6) a. gleamed b. gleam7) a. liable b. Liability8) a. exclusive b. exclusively5.1) compare with2) zero in on3) are fixated on4) get in the way5) in a favorable light6) fix myself up6. A.1) self-discipline2) self-propelled3) self-evident4) self-motivated5) self-assured6) self-employed7) self-critical8) self-destruct9) self-made10) self-centered11) self-abandoned12) self-organizeB.1) self-motivated2) self-perceptions3) self-evident4) self-organize5) self-employed6) self-critical7) self-made8) self-centered9) self-destruct10) self-assured; self-conscious7.1) a. estimate b. appraise c. evaluate d. assessed2) a. declared b. announced c. broadcast3) a. cancelled b. withdrew c. abolished4) a. stimulate b. motivated c. activates5) a. synthesize b. combine c. incorporate8.1) ……即使在同一个晚上，在一个聚会上我们可能感觉自己是众人瞩目的焦点，但在下一个聚会上也许感觉自己十分卑微。

Looking for a job after university? First, get off the sofaMore than 650,000 students left university this summer and many have no idea about the way to get a job. How tough should a parent be to galvanize通电，刺激them in these financially fraught 担心的，忧虑的times?1 In July, you looked on as your handsome 21-year-old son, dressed in gown and mortarboard, proudly clutched his honors degree for his graduation photo. Those memories of forking out不情愿掏出thousands of pounds a year so that he could eat well and go to the odd party began to fade. Until now.2 As the summer break comes to a close and students across the country prepare for the start of a new term, you find that your graduate son is still spending his days slumped 掉落in front of the television, broken only by texting, Facebook and visits to the pub. This former scion幼芽of Generation Y has morphed改变overnight into a member of Generating Grunt. Will he ever get a job?3. This is the scenario情节facing thousands of families. More than 650,000 students left university this summer and most in these financially testing times have no idea what to do next. Parents revert to回复nagging; Sons and daughters become rebels without a cause, aware that they need to get a job, but not sure how.4. Jack Goodwin, from Middlesex, graduated with a 2:1 in politics from Nottingham this summer. He walked into the university careers service and straight back out again; there was a big queue. He lived with five other boys all of whom did the same. There was no pressure to find a job, even though most of the girls he knew had a clearer plan.5. “I applied for a job as a political researcher, but got turned down,” he says. “they were paying ￡18,000, doesn‟t buy you much more than a tin of beans after rent, but they wanted people with experience or master‟s degrees. Then I applied for the Civil Service fast stream. I passed the exam, but at the interviews they accused me of being …too detached” and talking in language that was …too technocratic‟, which I didn‟t think possible, but obviously it is.”6. Since then he has spent the summer “hiding”. He can recount several episodes of Traffic Cops and has seen more daytime television than is healthy. He talks to his friends about his aimless days and finds that most are in the same boat. One has been forced out to stack shelves by his parents. For the rest it is 9-to-5 “chilling” before heading to the pub. So how about working behindthe bar, to pay for those drinks? “I don‟t want to do bar work. I went to a comprehensive and I worked my backside off to go to a good university, where I worked really hard to get a good degree,” he says. “Now I‟m back at the same stage as those friends who didn‟t go to uni at all, who are pulling pints and doing dead-end jobs. I feel that I‟ve come full circle.”7. Jacqueling Goodwin, his mother, defends him. She insists that he has tried to get a job, but having worked full-time since leaving school herself, she and her husband find it tricky to advise him on how to proceed. “I have always had to work,” she says. “It‟s difficult because when you have a degree, it opens new doors for you, or you‟d like to think that it does.”8. Although she is taking a soft line with her son at the moment, she is clear that after an upcoming three-week trip to South America, his holiday from work will have to end. He may even have to pay rent and contribute to the household bills.9. “They‟ve got to grow up at some point. We‟ve finished paying for university, so a little bit of help back is good,” she says. “The South America trip is the cutoff point. When he comes back there‟ll be Christmas work if nothing else.”10. Gael Lindenfield, a psychotherapist and the author of the Emotional Healing Strategy, says that the Goodwin parents have struck exactly the right note. The transition from university to a job is tough for parents and children: Crucially they must balance being positive and understanding with not making life too comfortable for their offspring.11 “the main job for the parents is to be there because if they start advising them what to do, that is when the conflict starts. If you have contacts, by all means use those,” she said. “But a lot of parents get too soft. Put limits on how much money you give them, ask them to pay rent or contribute to the care of the house or the pets. Carry on life as normal and don‟t allow them to abuse your bank account or sap your reserves of emotional energy.”12 paying for career consultations, train fares to interviews or books are good things; being too pushy is not. But while parents should be wary of becoming too soft, Lindenfield advises them to tread 踩sympathetically after a job setback for a few days or even weeks –depending on the scale of the knock. After that the son or daughter needs to be nudged推动firmly back into the saddle. 13 boys are more likely to get stuck at home. Lingenfield believes that men are often better at helping their sons, nephews, or friends‟ sons than are mothers and sisters. Men have a different way of handling setbacks than women, she says, so they need the male presence to talk it through.14 as for bar work, she is a passionate advocate: it‟s a great antidote解毒剂to graduate apathy 冷漠. It just depends on how you approach it. Lindenfield, who found her first job as an aerial photographic assistant through bar work, says it is a great networking opportunity and certainly more likely to get you a job than lounging in front of the TV.15 “The same goes for shelf-stacking. You will be spotted if you‟re good at it. If you‟re bright and cheerful and are polite to the customers, you‟ll soon get moved on. So think of it as an opportunity; people who are successful in the long run have often got shelf-stacking stories,” she says.16 your son or daughter may not want to follow Hollywood stars such as Whoopi Goldberg into applying make-up to corpses尸体in a mortuary太平间, or guarding nuclear power plants like Bruce Wills, but even Brad Pitt had to stand outside El Pollo Loco restaurant chain in a giant chicken suit at one time in his life. None of them appears the poorer for these experiences.Danger! Books may change your life1 Like Lewis Carroll's Alice, who falls into a rabbit hole and discovers a mysterious wonderland, when we pick up a book we are about to enter a new world. We become observers of life from the point of view of a person older than ourselves, or through the eyes of a child. We may travel around the globe to countries or cultures we would never dream of visiting in real life. We'll have experiences which are new, sometimes disconcerting, maybe deeply attractive, possibly unpleasant or painful, but never less than liberating from the real world we come from.2 The English poet William Cowper (1731–1800) said "Variety's the very spice of life, / that gives it all its flavour" although he neglected to say where or how we could find it. But we know he was right. We know we live in a world of variety and difference. We know that people live various different lives, spend their time in various different ways, have different jobs, believe in different things, have different opinions, different customs, and speak different languages. Normally, we don't know the extent of these differences, yet sometimes when something unusual happens to make us notice, variety and difference appear more as a threat than an opportunity.3 Reading books allows us to enjoy and celebrate this variety and difference in safety, and provides us with an opportunity to grow. To interact with other people's lives in the peace and quiet of our homes is a privilege which only reading fiction can afford us. We even understand, however fleetingly, that we have more in common with other readers of books in other cultures than we might do with the first person we meet when we step out of our front doors. We learn to look beyond our immediate surroundings to the horizon and a landscape far away from home.4 If we ever question the truth of the power of reading books, we should take the trouble to go to our local library or bookshop, or even, if we're fortunate enough, to the books on our shelves at home. We should wonder at the striking vistas created by the titles of novels ranging from the classics to the most recent: The Grapes of Wrath by John Steinbeck, The Fourth Hand by John Irving, Cancer Ward by Aleksandr Solzhenitsyn, For Whom the Bell Tolls by Ernest Hemingway, Our Man in Havana by Graham Greene, The Time Traveller's Wife by Audrey Niffenegger or Salmon Fishing in the Yemen by Paul Torday. Then we should reflect on the other lives we'll meet once we begin to read.5 Every book will have its own language and dialect, its own vocabulary and grammar. We may not always understand every word or sentence, but whether we're enchanted or whether we feel excluded, our emotions are nevertheless stimulated. Other people and other cultures are not always distant because of geography. In a book we may confront people who live in a different climate, have different religious beliefs, or come from a different ethnic group. Even our neighbours down the road may be strangers who we can only meet through books.6 As soon as we are able to listen, books are supremely influential in the way we live. From the bedtime story read by a parent to their child all the way through to the sitting room lined with books in our adult homes, books define our lives. The English writer E. M. Forster (1879–1970) even hinted at a more mystical power which books possess over us. He wrote, "I suggest that the only books that influence us are those for which we are ready, and which have gone a little further down our particular path than we have gone ourselves." It's as if the right book comes to seek us out at the right moment, and offers itself to us—it's not us who seek out the book.7 Thomas Merton (1915–1968), the American monk, priest and writer, was once asked a series of seven questions by a journalist: Name the last three books you have read, the three books you are reading now, the books you intend to read, the books that have influenced you, and why, a book that everyone should read, and why. For the books which had influenced him, he cited poetic works of William Blake, various plays by ancient Greek thinkers and writers, and a number of religious writings. When asked why they had influenced him, he replied, "These books and others like them have helped me to discover the real meaning of my life, and have made it possible for me to get out of the confusion and meaninglessness of an existence completely immersed in the needs and passivities fostered by a culture in which sales are everything."8 So how would you answer the questions?9 In 1947, Clifton Fadiman coined the term home-run book. When a baseball player hits a home run, he hits the ball so hard and so far he's able to run round the four bases of the diamond, and score points not only for himself but for the other runners already on a base. It's the most enjoyable and satisfying event in a baseball game. Likewise, a home-run book describes not the child's first reading experience, but the first time they read a book which induces such pleasure and satisfaction that they can't put it down. For hundreds of millions of children around the world, the best known example of a home-run book will be the Harry Potter stories.10 As adults, we're always looking for our own home-run books, not just for the first time, but time after time again. Whoever has read a novel in one sitting will always remember the pleasure and satisfaction which await us, and eagerly, insistently, sometimes even desperately seeks to reproduce the marvellous sensation again. We cannot withstand the hunger to visit another world, to meet different people, to live other lives and to reflect on ourselves.11 Danger! Books may change your life. Such is the power of reading.Unit 3 Fifty years of fashion1 No history of fashion in the years 1960 to 2010 can overlook or underestimate two constant factors: the ubiquitous jeans and the rise and fall of hemlines for women's skirts and dresses.2 Denim, the material which jeans are made of, was known in France in the late 16th century, but it was Levi Strauss who saw that miners in the Californian gold rush in the mid-19th century needed strong trousers, which he reinforced with metal rivets. Blue denim jeans remained popular in the US as work clothes until the 1950s, but then became associated with youth, new ideas, rebellion and individuality. When Levi Strauss & Co began to export blue jeans to Europe and Asia in the late 1950s, they were bought and worn with huge enthusiasm by young people and recognized as a symbol of the young, informal American way of life.3 Hemlines have a more peculiar significance during this period. It has often been noted that there is a precise correlation, with only a few exceptions, between the length of women's skirts and the economy. As the stock market rises, so do hemlines, and when it falls, so do they. Exactly why women should want to expose more or less of their legs during periods of economic boom and bust remains a mystery. But the general trend is inescapable. Whenever the economic outlook is unsettled, both men and women tend to wear more conservative clothes.4 Perhaps the most important development in fashion in the 1960s was the miniskirt, invented by the British designer Mary Quant. Because Quant worked in the heart of Swinging London, the miniskirt developed into a major international fashion. It was given greater respectability when the great French designer, Courrèges, developed it into an item of high fashion. But it would not have achieved such international currency without the development of tights, instead of stockings, because the rise in hemlines meant the stocking tops would be visible.5 The hippie movement of the mid-1960s and early 1970s influenced the design of jeans, with the trouser leg developing a flared "bell-bottom" style. By the mid-1970s, as the economy deteriorated, hemlines dropped to midi (mid-calf length) and maxi (ankle length), while jeans were no longer exclusively blue.6 Jeans remained fashionable during the period of punk, usually worn ripped, often with chains and studded belts. The look lasted for several years, although became more and more restricted to small groups of inner-city young people, and had little influence on other age groups.7 As a backlash to the anarchy of punk, the New Romantics was a fashion movement which occurred mainly in British nightclubs. It was glamorous and courageous, and featured lavish frilled shirts. Jeans were definitely not acceptable.8 The mid-1980s saw the rise of a number of different styles. Power dressing was characterized by smart suits and, for the newly-empowered women, shoulder pads and knee-length skirts. Not surprisingly, the economy was unstable, and people took less risks in what theywore. For men, the Miami Vice style, named after the television series, made use of smart T-shirts under designer jackets, and designer stubble—three or four days of beard growth. But as always, denim remained popular with the young. In particular, heavy metal music fans wore bleached and ripped jeans and denim jackets.9 Gradually hemlines started to rise again ... until the world stock market crash in 1987. So the late 1980s in the US saw the rise of the more conservative style called Preppy style, with classic clothes by Ralph Lauren and Brooks Brothers for men, button-down shirts, chinos and loafers, with a sweater tied loosely around the neck. They also wore jeans, but either brand-new or clean and smartly pressed—not at all what Levi Strauss originally intended.10 As the world economies improved again in the 1990s, fashion for young people became more daring. Boots and Converse or Nike trainers remained popular, but the predominant colours became olive green and oatmeal. Hair was worn long, or cut spiky short and dyed blue, green or red. Hoodies, baseball caps and baggy jeans, which were often worn low below the buttocks, were common on the streets.11 Then in January 2000 the New York technology stock market collapsed. As usual, so did hemlines, which were described by one commentator as "the prim and proper look is in. Skirts should be below the knee." But merely one year later, the stock market began to recover, and the micro miniskirt returned. Hemlines were higher than they had been for many years.12 During this period, it was unusual to wear formal clothes unless you were at work. Designer jeans gained huge popularity. These were made of the traditional denim, perhaps with some lycra added, but cut and marketed under well-known brands such as Armani, Hugo Boss and Moschino, who until recently had only concerned themselves with the smartest fashion lines. Skinny jeans also became popular in Britain and most of Europe. Skirt length is uncertain, ranging from micro to "sensible"—knee-length or just below.13 Sometimes the hemline indicator, as it's called, can even precede and predict a change in the mood of the stock market long before it actually happens. In September 2007, at the New York fashion shows, which were displaying their styles for spring 2008, the trend was for much longer dresses and skirts, many to mid-calf or even down to the ankles. Some people felt this showed that the hemline indicator was no longer reliable, and that designers no longer dictated what people would wear. During the London and New York fashion shows in September 2008, hemlines continued to drop. But sure enough, in the fall of 2008, the stock market indexes fell dramatically when the banking crisis hit the US, Europe and then the rest of the world. Hemlines were no longer following the stock market—they were showing the way and indicating future economic trends.14 During the whole period, fashion styles have ranged widely, and have usually been sparked off by a desire to identify people as belonging to a particular sub-culture. But the constant factors over this period are denim and hemlines and the greatest influences have been a 19th-century Californian clothes manufacturer and a young designer in the Swinging London of the 1960s.Unit4The credit card trap1 I have a confession. Several years ago, I was standing in a queue to collect some theatretickets for my family, and my friend was doing the same for hers. I got mine, and paid for them by credit card, feeling contented by the convenience of this cash- free transaction. It was then her turn to pay. The whole operation passed as smoothly as mine, but my delight soon turned to abject shame. My credit card was a fairly pathetic, status-free dark blue, whereas hers was a very exclusive gold one.2 How did she do this? How could this be? I knew I earned more than her, my car was newer, and my house was smarter. How did she get to appear more flash than me?3 Now, I had a job which was as steady as any job was in those days – that's to say, not very, but you know, no complaints. I had a mortgage on my house, but then who didn't? I paid off all my credit debt at the end of the month, so although technically, I was in debt to the credit card company, it was only for a matter of a few weeks. So I assumed I had a good credit rating.4 Call me superficial, and I'm not proud of myself, but there and then, I was suddenly jealous of my friend. I decided I no longer wanted a blue card. I wanted a gold one. A gold card was suddenly indispensable, it would make me feel good with myself, and desirable to others.5 So I applied for the most distinctive, shiny golden card the company offered.6 I was turned down.7 When I had recovered from the shock, which took several seconds, I asked why. It appears that because I pay my credit card bill both on time and in full, I'm not the kind of person that they want to have their gold credit card. They target people who are prone to impulse-buying, and potentially bad credit risks, tempted to spend more than they have, and liable to fall behind with repayments. Then they can charge them more interest, and earn more money. That's the way they do business.8 So does this explain why the credit card companies are luring impoverished students with unrealistic interest rates, like my kids?9 Three weeks ago, No. 2 daughter came home from university for the weekend. She's in her second term of her first year. She has a student loan of £3,000, like most of her friends, and a small allowance from her poor mother (ha!) for transport, books, living expenses. She wears clothes from the local charity shops, and rarely goes out. She hugged me (never usually does that) and then said, "Mum, I need to talk to you."10 "What is it, darling? Tell me everything."11 "I've applied for a credit card, and I need someone to act as a guarantee for me. Is it OK if I put down your name? Thanks so much, Mum, must dash! Bye. "12 After I'd hauled her back into the house, it transpired that her bank had written to her offering a credit card at a low interest for a trial three-month period, subject to suitability ... and so on. Her bank! I trusted them! They know even better than I do how broke she is.13 Here’s a serious question. Why do they call them credit cards when it would be more accurate to call them debt cards?14 Here's an even more serious story. Another friend's daughter, Kelly, was studying modern languages at university, and spent a year overseas. At some point in the year, there was a change of procedure, and Kelly's bank failed to allow her to access her funds in her current account, because the request was from outside the UK. Naturally, there was a lengthy correspondence while she tried to sort this out, so the delay in being able to access her funds meant that she went into the red, and her debts began to rise more than £200 above the agreed limit on her overdraft of£1,500.15 When Kelly got back home, the bank charged her £100 for going over the limit, and insisted she paid £30 a month to bring the balance back to below her limit. They omitted to tell her that she wasn't actually paying off the debt, but only the exorbitant interest on the overspend of the overdraft.16 So Kelly had to turn to her credit card which she had used sensibly and sparingly until that point. Because she was a student, and because she didn't use it much, naturally her credit limit was low.17 And not surprisingly, she couldn’t pay off even the minimum payment on her credit card bill. So there were not only bank charges owing, but also credit card debts and interest. And of course, she was recorded as being a bad credit risk.18 Things then went from bad to worse. A few months into her final year, the bank notified her that it was going to reduce her overdraft from £1,500 to £1,000. They told her to apply for a student loan to cover the rest. But when the loan company did a credit check, they discovered the card debt.19 Guess what? She didn't get the loan.20 This was a delightful kid who had great restraint with her spending and was economical about her lifestyle. She didn't go on spending sprees buying new shoes, and she didn't use her credit card as if (unlike me) it was a fashion item. She used it to buy food, to survive.21 And what happened? She had to drop out of university22 I wish there was a happy ending to Kelly's story, although maybe there will be. For the moment, she's working in the local supermarket, and it's probable that she'll have another go at university when she has paid off her debts.23 So this is what the banks do. They set traps which appeal to our vanity and greed and sometimes to our basic need for survival. And then when we fall into the trap they shout "Got you! Didn't you realize it was a trap?"24 And here we are today, caught in the credit crunch, with world economies in free fall, all because the wicked bankers set us traps which we fell into, attracting us with endless publicity for loans of money which even they didn't have! It now appears they were borrowing on their own flashy gold credit cards too.25 So I have a solution to the credit card trap, and I want all of you to listen to me very carefully.26 I want you to lay out all of your credit cards in a line, take a large pair of scissors and cut them into small pieces. Then put them in an envelope and send them to your bank, with a letter saying (more or less) “I trusted you and you deceived me. You've got the whole world into this ridiculous credit card trap, and if I now cut your cards in half, and take away your potential to tempt money away from honest people like me, maybe it will be your turn to learn what it's like to run out of cash."27 As for me, I don't want any more credit cards, no more status symbols, no more bad feelings about wishing I could show how superior I am to others. I'm not going to yearn any more for what I cannot afford or cannot have.Sex Differences in English Gossip Rules1 Contrary to popular belief, researchers have found that men gossip just as much as women. In one English study, both sexes devoted the same amount of conversation time (about 65 per cent) to social topics such as personal relationships; in another, the difference was found to be quite small, with gossip accounting for 55 per cent of male conversation time and 67 per cent of female time. As sport and leisure have been shown to occupy about 10 per cent of conversation time, discussion of football could well account for the difference.2 Men were certainly found to be no more likely than women to discuss "important" or "highbrow" subjects such as politics, work, art and cultural matters – except (and this was a striking difference) when women were present. On their own, men gossip, with no more than five per cent of conversation time devoted to non-social subjects such as work or politics. It is only in mixed-sex groups, where there are women to impress, that the proportion of male conversation time devoted to these more "highbrow" subjects increases dramatically, to between 15 and 20 per cent.3 In fact, recent research has revealed only one significant difference, in terms of content, between male and female gossip: Men spend much more time talking about themselves. Of the total time devoted to conversation about social relationships, men spend two thirds talking about their own relationships, while women only talk about themselves one third of the time.4 Despite these findings, the myth is still widely believed, particularly among males, that men spend their conversations "solving the world's problems", while the womenfolk gossip in the kitchen. In my focus groups and interviews, most English males initially claimed that they did not gossip, while most of the female readily admitted that they did. On further questioning, however, the difference turned out to be more a matter of semantics than practice: What the women were happy to call "gossip", the men defined as "exchanging information".5 Clearly, there is a stigma attached to gossip among English males, an unwritten rule to the effect that, even if what one is doing is gossiping, it should be called something else. Perhaps even more important: It should sound like something else. In my gossip research, I found that the main difference between male and female gossip is that female gossip actually sounds like gossip. There seem to be three principal factors involved: the tone rule, the detail rule and the feedback rule. The tone rule6 The English women I interviewed all agreed that a particular tone of voice was considered appropriate for gossip. The gossip-tone should be high and quick, or sometimes a stage whisper, but always highly animated."Gossip's got to start with something like[Quick, high-pitched, excited tone] 'Oooh – Guess what? Guess what?'" explained one woman, "or 'Hey, listen, listen [quick, urgent stage whisper] – you know what I heard?'" Another told me: "You have to make it sound surprising or scandalous, even when it isn't really. You'll go, 'Well, don't tell anyone, but …' even when it's not really that big of a secret."7 Many of the women complained that men failed to adopt the correct tone of voice, recounting items of gossip in the same flat, unemotional manner as any other piece of information, such that, as one woman sniffed, "You can't even tell it's gossip." Which, of course, is exactly the impression the males wish to giveThe detail rule8 Females also stressed the importance of detail in the telling of gossip, and again bemoaned the shortcomings of males in this matter, claiming that men "never know the details".。

全新版大学英语综合教程第四册课后习题答案及课文翻译全新版大学英语综合教程课后答案完整版免费下载Appendix IKey to Exercises (Units 1-8)Unit 1Part I Pre-Reading TaskScript for the recording:The song you are about to hear is based on a true story. It tells the tale of the sinking of a ship called The Edmund Fitzgerald that was caught in a storm on Lake Superior back in November 1975, with the loss of all on board.Lake Superior is an enormous lake and the wind can at times make it dangerous to shipping, whipping up huge waves. November is a particularly dangerous month for such storms. This had long ago been noticed by a local native American tribe, the Chippewa, who used to speak of how death threatened from the lake when storm clouds gathered in November. According to legend, the big lake, which they called Gitche Gumee, was without mercy in that month, never giving up those it had marked for death.It is this legend that starts the song before it moves on to talk of The Edmund Fitzgerald. The Edmund Fitzgerald, like many other ships that sail the lake, was built to carry iron ore. Filled with ore theseships lie low in the water and can find themselves in difficulties in rough weather. So, with a full load on board we can imagine the anxiety that must have begun to creep into the hearts of the sailors on board The Edmund Fitzgerald as they felt the cold wind beginning to rise and heard the sound of it singing as it blew through the wires. For, despite the fact that the captain and crew were all experienced, "well-seasoned" as the song says, they all knew the dangers of November storms. Before long their worse fears started to come true and the storm had risen to a hurricane. The despair of the crew is captured in the words of the cook. First he comes on deck to tell the sailors it is too rough to cook, they will have to wait for their supper. The next we hear from him he is saying - $6 - Appendix Igoodbye to his shipmates. Water is pouring into the ship. The captain sends out a distress signal, but that is the last that is heard from the ship. It is swallowed up by the lake, leaving nothing behind but the mourning families of the twenty-nine sailors and the sound of the church bell ringing in their memory.Now lets listen to the song:The Wreck of the Edmund FitzgeraldGordon LightfootThe legend lives on from the Chippewa on downOr the big lake they call Gitche GumeeTke lake, it is said, rfever gives up her deadWhen the skies or November turn gloomyWitk a load of iron ore twenty-six thousand tons moreThan the Edmund Fitzgerald weighed emptyThat good ship and true was a hone to be chewedWhen the gales of November came earlyTke skip was tke pride of tke American side Coming back from some mill in Wisconsin As tke kig freigkters go, it was kigger tkan most Witk a crew and good captain well seasoned Concluding some terms witk a couple of steel firms Wken tkey left fully loaded for Cleveland And later tkat nigkt wken tke skips kell rang Could it ke tke nortk wind tkeyd been feeling Tke wind in tke wires made a tattle-tale soundAnd a wave broke over tke railingAnd every man knew, as tke captain did tooTwas tke witck of Novemker come stealingTke dawn came late and the breakfast had to waitWken the Gales of November came slashingWhen afternoon came it was freezing rainIn the face of a hurricane west windAppendix 1 - 6? -When suppertime came, the old cook came on deck sayingFellas1, its too rough to reed ya2At seven PM a main hatchway caved in, he saidFellas, its heen good to know yaThe captain wired in he had water coming inAnd the good ship and crew was in perilAnd later that night when his lights went out of sightCame the wreck of the Edmund FitzgeraldDoes any one know where the love of God goes When the waves turn the minutes to hours The searchers all say theyd have made Whitefish Bay If theyd put fifteen more miles hehind her They might have split up or they might have capsized They may have broke deep and took water And all that remains is the faces and the names Of the wives and the sons and the daughters JLake Huron rolls, Superior singsIn the rooms of her icewater mansionOld Michigan steams like a young mans dreamsThe islands and hays are for sportsmenAnd farther helow Lake OntarioTakes in what Lake Erie can send herAnd the iron boats go as the mariners all knowWith the Gales of November rememberedIn a musty old hall in Detroit they prayed In the Maritime Sailors Cathedral The church hell chimed til it rang twenty-nine times For each man on the Edmund Fitzgerald■■.??. !1 fella: (slang) fellow2 ya: (slang) you- 66 - Appendix 1Trie legend lives on irom the Chippewa on down Or the nig lake they call Gitche Gumee Superior, they said, never gives up her dead When the gales or November come earlyPart II Text Alexf Organization": ■■■■■■ -Parts Paragraphs Main IdeasPart One Paras 1-2 Introduction — Both Napoleons and Hitlers military campaigns failed because of the severity of the Russian winter.Part Two Paras 3-11 Napoleons military campaign against Russia Part Three Paras 12-20 Hitlers military campaign against the Soviet UnionPart Four Para 21 Conclusion—The elements of nature must be reckoned with in any military campaign.2.Sections Paragraphs Main IdeasSection One Paras 12-13 Hitlers blitzkrieg against Russia and Stalins scorched earth policySection Two Paras 14-18 the battles fought at Leningrad, Moscow and StalingradSection Three Paras 19-20 the Russian counter-offensive and the outcome of the warVocabularyI. 1. 1) alliance3) stroke5) minus7) declarations2) heroic 4) limp6) regions 8) siege全新版大学英语综合教程课后答下载文件预览：//sundxs/pic/original/soft/答案/公共基础课/大学英语/全新版大学英语第一册综合教程练习答案及课文译文.rar//sundxs/pic/original/soft/答案/公共基础课/大学英语/全新版大学英语第二册综合教程练习答案及课文译文.rar//sundxs/pic/original/soft/答案/公共基础课/大学英语/全新版大学英语第三册综合教程练习答案及课文译文.rar//sundxs/pic/original/soft/答案/公共基础课/大学英语/全新版大学英语第四册综合教程练习答案及课文译文.rar。

第一单元Key to ExercisesText AReading Comprehension 1. A.B.C.Once you let go of that self-consciousness, you can interact without it getting in the way.2. A.2) our opinion of our own looks3) self-appraisal4) self-image5) self-judgment6) self-concept7) self-aware8) self-consciousness9) a picture of ourselvesB.2) a system inside one’s brain that helps gather data for the self-judgment of one’s appearance.3) It refers to what psychologists call the built-in hot-or-not meter.4) In psychology, it refers to the measures of a personality trait in public.5) the psychological system that tends to overstate or understate a particular personality trait.Reading and Discussing3.1) Because the social status of women is often contingent upon their faces and bodies, they are particularly susceptible to the “contrast effect”.2) Yes. With correct understanding of yourself, you know exactly what you really want to do, what you can do, and what level you can reach. With a clear goal, strong determination and diligence, you will succeed one day.Language in Use4. A.B.1) a. exceptionally b. exceptional2) a. anonymous b. anonymously3) a. validate b. validation4) a. susceptible b. susceptibility5) a. adolescents b. Adolescence6) a. gleamed b. gleam7) a. liable b. Liability8) a. exclusive b. exclusively 5.1) compare with2) zero in on3) are fixated on4) get in the way5) in a favorable light6) fix myself up 6. A.1) self-discipline2) self-propelled3) self-evident4) self-motivated5) self-assured6) self-employed7) self-critical8) self-destruct9) self-made10) self-centered11) self-abandoned12) self-organize B.1) self-motivated2) self-perceptions3) self-evident4) self-organize5) self-employed6) self-critical7) self-made8) self-centered9) self-destruct10) self-assured; self-conscious7.1) a. estimate b. appraise c. evaluate d. assessed2) a. declared b. announced c. broadcast3) a. cancelled b. withdrew c. abolished4) a. stimulate b. motivated c. activates5) a. synthesize b. combine c. incorporate8.1) ……即使在同一个晚上，在一个聚会上我们可能感觉自己是众人瞩目的焦点，但在下一个聚会上也许感觉自己十分卑微。

综合英语（四）课程教学大纲课程编号：ENGL1004课程类别：大类基础课授课对象：英语、英语师范专业开课学期：秋（第4学期）学分：6主讲教师：衡仁权、张鄂明、王海贞、汪立新、吴彩亚、高明强、方红、孟祥春指定教材：《综合教程》（第四册），何兆熊主编。

上海外语教育出版社，2005年。

教学目的：本课程是英语专业大类基础课。

本课程旨在传授系统的英语基本语言知识，训练学生的英语听、说、读、写、译等语言技能，培养和提高学生综合运用英语的能力。

本课程以教材为主线，通过教学内容广泛的语言和文化素材，使学生直接接触原版英语资料，促使其在积累知识的过程中养成用英语思维的习惯。

通过语言基础训练（语法、篇章、语言功能）使学生扩大词汇量和熟悉英语常用句型，形成良好的学习习惯，发展逻辑思辨能力、收集处理信息能力、分析解决问题能力和基本的英语交际能力。

教学过程中，教师针对教材内容，指导学生理解课文，获得背景知识，讲解所涉及的语言点及其用法（基本用法、引伸用法），同时拓宽学生的语法、文化背景等相关知识面，提高学生独立思考和语言知识积累等综合素质。

此外，适当规定学生的课外阅读量，指定课外阅读书单。

使学生尽早接触专业知识，为高年级选择专业方向打下坚实的基础。

第一章 Never Give In. Never, Never, Never课时：第一周，共6课时教学内容第一节 Warming-up and Text Analysis-Pre-reading Questions and Cultural Background of the Text-Vocabulary, Sentence Structures and Difficult Language Points-Detailed Study of the Text第二节 Text Analysis and Exercises-Text-related practice-Questions and answers-Responses from the students第三节Exercises and Assignments第二章 Space Invaders课时：第二周，共6课时教学内容第一节 Warming-up and Text Analysis-Pre-reading Questions and Cultural Background of the Text-Vocabulary, Sentence Structures and Difficult Language Points-Detailed Study of the Text第二节 Text Analysis and Exercises-Text-related practice-Questions and answers-Responses from the students第三节Exercises and Assignments第三章 Alienation and the Internet课时：第三周，共6课时教学内容第一节 Warming-up and Text Analysis-Pre-reading Questions and Cultural Background of the Text-Vocabulary, Sentence Structures and Difficult Language Points-Detailed Study of the Text第二节 Text Analysis and Exercises-Text-related practice-Questions and answers-Responses from the students第三节Exercises and Assignments第四章 A View of Mountains课时：第四周，共6课时教学内容第一节 Warming-up and Text Analysis-Pre-reading Questions and Cultural Background of the Text-Vocabulary, Sentence Structures and Difficult Language Points-Detailed Study of the Text第二节 Text Analysis and Exercises-Text-related practice-Questions and answers-Responses from the students第三节Exercises and Assignments第五章 The Tapestry of Friendship课时：第五周，共6课时教学内容第一节 Warming-up and Text Analysis-Pre-reading Questions and Cultural Background of the Text-Vocabulary, Sentence Structures and Difficult Language Points-Detailed Study of the Text第二节 Text Analysis and Exercises-Text-related practice-Questions and answers-Responses from the students第三节Exercises and Assignments第六章 A French Fourth课时：第六周，共6课时教学内容第一节 Warming-up and Text Analysis-Pre-reading Questions and Cultural Background of the Text-Vocabulary, Sentence Structures and Difficult Language Points-Detailed Study of the Text第二节 Text Analysis and Exercises-Text-related practice-Questions and answers-Responses from the students第三节Exercises and Assignments第七章 The Selling of A President课时：第七周，共6课时教学内容第一节 Warming-up and Text Analysis-Pre-reading Questions and Cultural Background of the Text-Vocabulary, Sentence Structures and Difficult Language Points-Detailed Study of the Text第二节 Text Analysis and Exercises-Text-related practice-Questions and answers-Responses from the students第三节Exercises and Assignments第八章 The Monster课时：第八周，共6课时教学内容第一节 Warming-up and Text Analysis-Pre-reading Questions and Cultural Background of the Text-Vocabulary, Sentence Structures and Difficult Language Points-Detailed Study of the Text第二节 Text Analysis and Exercises-Text-related practice-Questions and answers-Responses from the students第三节Exercises and Assignments第九章 The Discus Thrower课时：第九周，共6课时教学内容第一节 Warming-up and Text Analysis-Pre-reading Questions and Cultural Background of the Text-Vocabulary, Sentence Structures and Difficult Language Points-Detailed Study of the Text第二节 Text Analysis and Exercises-Text-related practice-Questions and answers-Responses from the students第三节Exercises and Assignments第十章 How I Found My Voice课时：第十周，共6课时教学内容第一节 Warming-up and Text Analysis-Pre-reading Questions and Cultural Background of the Text-Vocabulary, Sentence Structures and Difficult Language Points-Detailed Study of the Text第二节 Text Analysis and Exercises-Text-related practice-Questions and answers-Responses from the students第三节Exercises and Assignments第十一章 Mountain Lion’s Attack课时：第十一周，共6课时教学内容第一节 Warming-up and Text Analysis-Pre-reading Questions and Cultural Background of the Text-Vocabulary, Sentence Structures and Difficult Language Points-Detailed Study of the Text第二节 Text Analysis and Exercises-Text-related practice-Questions and answers-Responses from the students第三节Exercises and Assignments第十二章 Christmas Lost and Found课时：第十二周，共6课时教学内容第一节 Warming-up and Text Analysis-Pre-reading Questions and Cultural Background of the Text-Vocabulary, Sentence Structures and Difficult Language Points-Detailed Study of the Text第二节 Text Analysis and Exercises-Text-related practice-Questions and answers-Responses from the students第三节Exercises and Assignments第十三章 Promise of Bluebirds课时：第十三周，共6课时教学内容第一节 Warming-up and Text Analysis-Pre-reading Questions and Cultural Background of the Text-Vocabulary, Sentence Structures and Difficult Language Points-Detailed Study of the Text第二节 Text Analysis and Exercises-Text-related practice-Questions and answers-Responses from the students第三节Exercises and Assignments第十四章 The Idiocy of Urban Life课时：第十四周，共6课时教学内容第一节 Warming-up and Text Analysis-Pre-reading Questions and Cultural Background of the Text-Vocabulary, Sentence Structures and Difficult Language Points-Detailed Study of the Text第二节 Text Analysis and Exercises-Text-related practice-Questions and answers-Responses from the students第三节Exercises and Assignments第十五章 Dolly’s False Legacy课时：第十五周，共6课时教学内容第一节 Warming-up and Text Analysis-Pre-reading Questions and Cultural Background of the Text-Vocabulary, Sentence Structures and Difficult Language Points-Detailed Study of the Text第二节 Text Analysis and Exercises-Text-related practice-Questions and answers-Responses from the students第三节Exercises and Assignments第十六章 The Story of an Eyewitness课时：第十六周，共6课时教学内容第一节 Warming-up and Text Analysis-Pre-reading Questions and Cultural Background of the Text-Vocabulary, Sentence Structures and Difficult Language Points-Detailed Study of the Text第二节 Text Analysis and Exercises-Text-related practice-Questions and answers-Responses from the students第三节Exercises and Assignments。