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“英语阅读”课程教学大纲英文名称：Extensive Reading课程编号：71120205～71120208学时数：192学分数：12适用专业：外国语学院英语语言文学专业一、二年级学生一、课程的性质、目的和任务“英语泛读”是供高等学校英语专业一、二年级使用的基础课程，泛读课的特征体现在“泛”与“读”两个方面，就“泛”而言，泛读课所选的语言材料的内容呈百科知识性，包括社会生活各个方面；同时语言材料的文体呈多样性，既有文学作品，又有记叙文、说明文、议论文、新闻、广告等语言风格不同的各类文章；就“读”而言，泛读课的重要任务是指导学生掌握各种阅读方法，从而提高理解的准确性，加快阅读速度。
“英语泛读”课的目的在于培养学生的英语阅读能力和提高学生的阅读速度；培养学生细致观察语言的能力以及假设判断、分析归纳、推理检验等逻辑思维能力；提高学生的阅读技能，包括略读、寻读、细读、评读等能力；并通过阅读训练帮助学生扩大词汇量，增强语感，不断积累各种语言知识，加深文化沉淀。
二、课程教学内容的基本要求、重点和难点本课程的重要任务是指导学生掌握各种阅读方法，从而提高理解的准确性，加快阅读速度，帮助生活在信息爆炸时代的学生学会通过阅读，快速、准确地获取并处理信息。
因此，培养阅读习惯、加快阅读速度、提高理解的准确性，在阅读课程教学中同等重要。
教学要求：Section A 要求在课堂上处理，学生不要预习。
Section B供课外阅读，课堂上进行检查。
Section C 主要用于快速阅读训练，要求严格在规定时间内完成。
课堂教学主要是通过学生按要求在不预习前提下完成Section A（20---25分钟）来培养良好阅读习惯；通过对Section A中词汇练习及阅读思考题的讲解，教授有关阅读方法。
如：根据上下文判断生词的词义，熟悉英语句子结构，了解内容题材与中心思想的区别；把握文本中心思想；阅读速度和逻辑推导；对文本的批评鉴赏能力等。
Unit 1Text天才与工匠许多人羡慕作家们的精彩小说，但却很少有人知道作家们是如何辛勤笔耕才使一篇小说问世的。
以下的短文将讨论小说的酝酿过程，以及作家是如何将这小说雕琢成一件精致完美的艺术品。
1.有一次，我在暮色中来到小树林边一棵鲜花盛开的小桃树前。
我久久站在那里凝视着，直到最后一道光线消逝。
我看不到那树原先的模样，看不见曾穿透果核，能崩碎你的牙齿的力量，也看不到那使它与橡树和绿草相区别的原则。
显现在我面前的，是一种深邃而神秘的魅力。
2. 当读者读到一部杰出的小说时，他也会这样如痴如狂，欲将小说字字句句刻骨铭心，不提出任何问题。
3.但即使是个初学写作者也知道，除那将小说带到世上的文字之外，还有更多的构成小说生命的因素，小说的生命并不始于写作，而始于内心深处的构思。
4. 要创作出有独创性的作品，并不要求懂得创造的功能。
多少世纪以来的艺术、哲学及科学创造都出自人们的头脑，而创造者也许从未想到去关注创造的内在过程。
然而，在我看来，对创造工作一定程度的了解，至少会使我们通过知道两个事实，增长我们处理正在出现的故事的智慧。
5. 首先，天赋不是掌握了技艺的艺术家独有的特性，而是人脑的创造性功能。
不仅所有对技艺的掌握都含有天赋，而且每个人都具有天赋，无论他的天赋发展是何等不充分。
对技艺的掌握是天赋的显现，是经过培养的，发展了的和受过训练的天赋。
你的天赋在最原始的层面上起作用。
它的任务就是创造。
它是你的故事的创造者。
6. 第二，将你的小说带进世界的文字是艺术家的工作，它就和一个泥瓦匠的工作一样，有意识、谨慎而实实在在。
天赋正如理解力、记忆力和想象力一样是我们的精神禀赋中的天然部分，而技艺却不是。
它必须通过实践才能学到，并要通过实践才能掌握。
如果要使在我们内心深处浮现的故事跃然纸上，光彩照人，那么，每个故事都须有感染力极强的优雅文笔。
只有健全的技艺才能使我们做到这一点。
7.一个故事是如何酝酿成的呢？据说，我们从一生中的前二十年，或许前五年起就开始写作。
Three Days to Seeby Helen KellerHelen Keller, blind and deaf from infancy, became a successful lecturer, author and educator with the help of her teacher. In the following essay, she discussed how people should value their ability to see.All of us have read thrilling stories in which the hero had only a limited and specified time to live. Sometimes it was as long as a year; sometimes as short as twenty-four hours. But always we were interested in discovering just how the doomed man chose to spend his last days or his last hours. I speak, of course, of free men who have a choice, not condemned criminals whose sphere of activities is strictly delimited.Such stories set us thinking, wondering what we should do under similar circumstances. What events, what experiences, what associations should we crowd into those last hours as mortal beings? What happiness should we find in reviewing the past, what regrets? Sometimes I have thought it would be an excellent rule to live each day as if we should die tomorrow. Such an attitude would emphasize sharply the values of life. We should live each day with a gentleness, a vigor, and a keenness of appreciation which are often lost when time stretches before us in the constant panorama of more days and months and yea rs to come. There are those, of course, who would adopt the Epicurean motto of “Eat, drink, and be merry;” but most people would be chastened by the certainty of impending death.In stories, the doomed hero is usually saved at the last minute by some stroke of fortune, but almost always his sense of values is changed. He becomes more appreciative of the meaning of life and its permanent spiritual values. It has often been noted that those who live, or have lived, in the shadow of death bring a mellow sweetness to everything they do.Most of us, however, take life for granted. We know that one day we must die, but usually we picture that day as far in the future. When we are in buoyant health, death is all but unimaginable. We seldom think of it. The days stretch out in an endless vista. So we go about our petty tasks, hardly aware of our listless attitude toward life.The same lethargy, I am afraid, characterizes the use of all our faculties and senses. Only the deaf appreciate hearing, only the blind realize the manifold blessings that lie in sight. Particularly does this observation apply to those who have lost sight and hearing in adult life. But those who have never suffered impairment of sight or hearing seldom make the fullest use of these blessed faculties. Their eyes and ears take in all sights and sounds hazily, without concentration, and with little appreciation. It is the same old story of not being grateful for what we have until we lose it, of not being conscious of health until we are ill.I have often thought it would be a blessing if each human being were stricken blind and deaf for a few days at some time during his early adult life. Darkness would make him more appreciative of sight; silence would teach him the joys of sound.Now and then I have tested my seeing friends to discover what they see. Recently I was visited by a very good friend who had just returned from a long walk in the woods, and I asked her what she had observed. “Nothing in particular,” she replied. I might havebeen incredulous had I not been accustomed to such responses, for long ago I became convinced that the seeing see little.How was it possible, I asked myself, to walk for an hour through the woods and see nothing worthy of note? I who cannot see find hundreds of things to interest me through mere touch. I feel the delicate symmetry of a leaf. I pass my hands lovingly about the smooth skin of a silver birch, or the rough shaggy bark of a pine. In spring I touch the branches of trees hopefully in search of a bud, the first sign of awakening Nature after her winter's sleep. I feel the delightful, velvety texture of a flower, and discover its remarkable convolutions; and something of the miracle of Nature is revealed to me. Occasionally, if I am very fortunate, I place my hand gently on a small tree and feel the happy quiver of a bird in full song. I am delighted to have the cool water of a brook rush through my open fingers. To me a lush carpet of pine needles or spongy grass is more welcome than the most luxurious Persian rug. To me the pageant of seasons is a thrilling and unending drama, the action of which streams through my finger tips. At times my heart cries out with longing to see all these things. If I can get so much pleasure from mere touch, how much more beauty must be revealed by sight. Yet, those who have eyes apparently see little. The panorama of colour and action which fills the world is taken for granted. It is human, perhaps, to appreciate little that which we have and to long for that which we have not, but it is a great pity that in the world of light the gift of sight is used only as a mere convenience rather than as a means of adding fullness to life.If I were the president of a university I should establish a compulsory course in “How to Use Your Eyes”. The professor would try to show his pupils how they could add joy to their lives by really seeing what passes unnoticed before them. He would try to awake their dormant and sluggish faculties.Suppose you set your mind to work on the problem of how you would use your own eyes if you had only three more days to see. If with the oncoming darkness of the third night you knew that the sun would never rise for you again, how would you spend those three precious intervening days? What would you most want to let your gaze rest upon?I, naturally, should want most to see the things which have become dear to me through my years of darkness. You, too, would want to let your eyes rest long on the things that have become dear to you so that you could take the memory of them with you into the night that loomed before you.I should want to see the people whose kindness and gentleness and companionship have made my life worth living. First I should like to gaze long upon the face of my dear teacher, Mrs. Anne Sullivan Macy, who came to me when I was a child and opened the outer world to me. I should want not merely to see the outline of her face, so that I could cherish it in my memory, but to study that face and find in it the living evidence of the sympathetic tenderness and patience with which she accomplished the difficult tasks of my education. I should like to see in her eyes that strength of character which has enabled her to stand firm in the face of difficulties, and that compassion for all humanity which she has revealed to me so often.I do not know what it is to see into the heart of a friend through that “window of the soul”, the eye. I can only “see” through my finger tips the outline of a face. I can detect laughter, sorrow, and many other obvious emotions. I know my friends from the feel of their faces. But I cannot really picture their personalities by touch. I know their personalities, of course, through other means, through the thoughts they express to me, through whatever of their actions are revealed to me. But I am denied that deeper understanding of them which I am sure would come through sight of them through watching their reactions to various expressed thoughts and circumstances, through noting the immediate and fleeting reactions of their eyes and countenance.Friends who are near to me I know well, because through the months and years they reveal themselves to me in all their phases; but of causal friends I have only an incomplete impression, an impression gained from a handclasp, from spoken words which I take from their lips with my finger tips, or which they tap into the palm of my hand.How much easier, how much more satisfying it is for you who can see to grasp quickly the essential qualities of another person by watching the subtleties of expression, the quiver of a muscle, the flutter of a hand. But does it ever occur to you to use your sight to see into the inner nature of a friend or acquaintance? Do not most of you seeing people grasp casually the outward features of a face and let it go at that?For instance, can you describe accurately the faces of five good friends? Some of you can, but many cannot. As an experiment, I have questioned husbands of long standing about the color of their wives' eyes, and often they express embarrassed confusion and admit that they do not know. And, incidentally, it is a chronic complaint of wives that their husbands do not notice new dresses, new hats, and changes in household arrangements. The eyes of seeing persons soon become accustomed to the routine of their surroundings, and they actually see only the startling and spectacular. But even in viewing the most spectacular sights the eyes are lazy. Court records reveal every day how inaccurately “eyewitnesses” see. A given event will be “seen” in several different ways by as many witnesses. Some see more than others, but few see everything that is within the range of their vision.Oh, the things that I should see if I had the power of sight for just three days!(1634 words)译文假如我有三天光明海伦·凯勒海伦·凯勒自幼就又盲又聋，在老师的帮助下成为一名成功的讲师、作家与教育家。
《英语阅读》教学大纲English Reading一．基本信息课程代码：b04214091课程学分：2 学分/册x 4 = 8 学分面向专业：英语本科专业课程性质：英语学科基础必修课(考试)开课院系：外语系英语本科专业使用教材：《泛读教程》第1－4册王守仁赵文书高虹姚媛等编上海外语教育出版社（2009年版）辅助教材：《英语专业1－4级水平测试练习题集》上海外语教育出版社（2009年版）先修课程：与《英语精读》1 - 4册相配合学分6并修课程：《英语语法》学分2后续课程：《高级英语》学分4二．课程简介英语阅读课的目的在于培养学生的英语阅读理解能力和提高学生的阅读速度；培养学生细致观察语言的能力以及假设判断、分析归纳、推理检验等逻辑思维能力；提高学生的阅读技能，包括细读、略读、查阅等能力；并通过阅读训练帮助学生扩大词汇量、吸收语言和文化背景知识。
阅读课教学应注重阅读理解能力与提高阅读速度并重。
教材应选用题材广泛的阅读材料，以便向学生提供广泛的语言和文化素材，扩大学生的知识面，增强学生的英语语感的培养学生的阅读方法，学会快速、准确地获取并处理信息，并通过各种练习，培养假设判断、分析归纳、推理检验等逻辑思维能力。
三. 选课建议：《泛读教程》（第1-4册）适合英语专业本科1-2年级学生分四学期学习使用。
在结合精读课程的基础上扩大和提高英语阅读能力。
四．课程基本要求根据教育部颁发的《高等学校英语专业英语教学大纲》，和本套《泛读教程》设计要求，通过学习，应达到如下目标：1、了解英语语言的本质及社会功能；2、了解英语阅读的基本方法和基本技巧，并初步掌握对阅读内容的分析归纳能力；3、了解并掌握本套教材中应掌握的语言结构知识，并能按规定完成词汇、短语的转变要求；4、通过一定量的阅读训练能在规定时间内完成长度由800- 2500字左右的通识性文章。
五．课程内容《泛读教程》(第一册)第一单元Unit 1 University Student Life第二单元Unit 2 Culture Shock第三单元Unit 3 Movie第四单元Unit 4 Food第五单元Unit 5 Business第六单元Unit 6 Sports第七单元Unit 7 Shyness第八单元Unit 8 Native People第九单元Unit 9 Bible Stories第十单元Unit 10 Festivals and Holidays第十一单元Unit 11 Advertising第十二单元Unit 12 Agriculture《泛读教程》(第二册)第一单元Unit 1 Reading第二单元Unit 2 Music第三单元Unit 3 Generation第四单元Unit 4 Weather and Climate第五单元Unit 5 Work第六单元Unit 6 The African A merican第七单元Unit 7 Greek Stories第八单元Unit 8 Attitude Towards Life第九单元Unit 9 First Aid第十单元Unit 10 Marriage第十一单元Unit 11 Creativity第十二单元Unit 12 Travel《泛读教程》(第三册)第一单元 Unit 1 Reading Strategies第二单元 Unit 2 Education第三单元 Unit 3 Body language第四单元 Unit 4 Animals第五单元 Unit 5 History第六单元 Unit 6 Language第七单元 Unit 7 Space第八单元 Unit 8 Women第九单元 Unit 9 Cities第十单元 Unit 10 Cross-cultural Communication 第十一单元 Unit 11 Information Retrieval第十二单元 Unit 12 Environment《泛读教程》(第四册)第一单元Unit 1 Language Testing第二单元Unit 2 Exploration第三单元Unit 3 Refugee第四单元Unit 4 Cigarettes第五单元Unit 5 Globalization第六单元Unit 6 Immigrants第七单元Unit 7 Ecology第八单元Unit 8 Holocaust第九单元Unit 9 Diplomatic Practice第十单元Unit 10 Christianity第十一单元Unit 11 Politics第十二单元Unit 12 Art六．课内实验名称及基本要求(略)七．教学进度(第1 - 4册基本进度如下 , 可作适当调整)第一单元 2 课时/周第二单元 2 课时/周第三单元 2 课时/周第四单元 2 课时/周第五单元 2 课时/周第六单元 2 课时/周第七单元 2 课时/周第八单元 2 课时/周第九单元 2 课时/周第十单元 2 课时/周第十一单元 2 课时/周第十二单元 2 课时/周八．作业按照教材每章节作业分为两个部分;1.课前预习课堂必须要求全部完成的部分。
Unit 1Text天才与工匠许多人羡慕作家们的精彩小说，但却很少有人知道作家们是如何辛勤笔耕才使一篇小说问世的。
以下的短文将讨论小说的酝酿过程，以及作家是如何将这小说雕琢成一件精致完美的艺术品。
1.有一次，我在暮色中来到小树林边一棵鲜花盛开的小桃树前。
我久久站在那里凝视着，直到最后一道光线消逝。
我看不到那树原先的模样，看不见曾穿透果核，能崩碎你的牙齿的力量，也看不到那使它与橡树和绿草相区别的原则。
显现在我面前的，是一种深邃而神秘的魅力。
2. 当读者读到一部杰出的小说时，他也会这样如痴如狂，欲将小说字字句句刻骨铭心，不提出任何问题。
3.但即使是个初学写作者也知道，除那将小说带到世上的文字之外，还有更多的构成小说生命的因素，小说的生命并不始于写作，而始于内心深处的构思。
4. 要创作出有独创性的作品，并不要求懂得创造的功能。
多少世纪以来的艺术、哲学及科学创造都出自人们的头脑，而创造者也许从未想到去关注创造的内在过程。
然而，在我看来，对创造工作一定程度的了解，至少会使我们通过知道两个事实，增长我们处理正在出现的故事的智慧。
5. 首先，天赋不是掌握了技艺的艺术家独有的特性，而是人脑的创造性功能。
不仅所有对技艺的掌握都含有天赋，而且每个人都具有天赋，无论他的天赋发展是何等不充分。
对技艺的掌握是天赋的显现，是经过培养的，发展了的和受过训练的天赋。
你的天赋在最原始的层面上起作用。
它的任务就是创造。
它是你的故事的创造者。
6. 第二，将你的小说带进世界的文字是艺术家的工作，它就和一个泥瓦匠的工作一样，有意识、谨慎而实实在在。
天赋正如理解力、记忆力和想象力一样是我们的精神禀赋中的天然部分，而技艺却不是。
它必须通过实践才能学到，并要通过实践才能掌握。
如果要使在我们内心深处浮现的故事跃然纸上，光彩照人，那么，每个故事都须有感染力极强的优雅文笔。
The Population Surprise（出人意料的人口变化）Text 1The Population Surpriseby Max SingerWill the world's population keep increasing as commonly believed? What are the factors that account for its change? Please read the following article and make out its viewpoints.Fifty years from now the world's population will be declining, with no end in sight. Unless people's values change greatly, several centuries from now there could be fewer people living in the entire world than in the United States today. The big surprise of the past twenty years is that in not one country did fertility stop falling when it reached the replacement rate －2.1 children per woman. In Italy, for example, the rate has fallen to 1.2. In Western Europe as a whole and in Japan it is down to 1.5. The evidence now indicates that within fifty years or so world population will peak at about eight billion before starting a fairly rapid decline.Because in the past two centuries world population has increased from one billion to nearly six billion, many people still fear that it will keep “exploding” until there are too many people for the earth to support. But that is like fearing that your baby will grow to 1 000 pounds because its weight doubles three times in its first seven years. World population was growing by two percent a year in the 1960s; the rate is now down to one percent a year, and if the patterns of the past century don't change radically, it will head into negative numbers. This view is coming to be widely accepted among population experts, even as the public continues to focus on the threat of uncontrolled population growth.As long ago as September of 1974 Scientific American published a special issue on population that described what demographers1 had begun calling the “demographic transition” from traditional high rates of birth and death to the low ones of modernsociety. The experts believed that birth and death rates would be more or less equal in the future, as they had been in the past, keeping total population stable after a level of 10-12 billion people was reached during the transition.Developments over the past twenty years show that the experts were right in thinking that population won't keep going up forever. They were wrong in thinking that after it stops going up, it will stay level. The experts' assumption that population would stabilize because birth rates would stop falling once they matched the new low death rates has not been borne out by experience. Evidence from more than fifty countries demonstrates what should be unsurprising: in a modern society the death rate doesn't determine the birth rate. If in the long run birth rates worldwide do not conveniently match death rates, then population must either rise or fall, depending on whether birth or death rates are higher. Which can we expect?The rapid increase in population during the past two centuries has been the result of lower death rates, which have produced an increase in worldwide life expectancy2 from about thirty to about sixty-two. (Since the maximum －if we do not change fundamental human physiology －is about eighty-five, the world has already gone three fifths as far as it can in increasing life expectancy.) For a while the result was a young population with more mothers in each generation, and fewer deaths than births. But even during this population explosion the average number of children born to each woman －the fertility rate －has been falling in modernizing societies. The prediction that world population will soon begin to decline is based on almost universal human behavior. In the United States fertility has been falling for 200 years (except for the blip of the Baby Boom3), but partly because of immigration it has stayed only slightly below replacement level for twenty-five years.Obviously, if for many generations the birth rate averages fewer than 2.1 children per woman, population must eventually stop growing. Recently the United Nations Population Division estimated that 44 percent of the world's people live in countries where the fertility rate has already fallen below the replacement rate, and fertility is falling fast almost everywhere else. In Sweden and Italy fertility has been belowreplacement level for so long that the population has become old enough to have more deaths than births. Declines in fertility will eventually increase the average age in the world, and will cause a decline in world population forty to fifty years from now. Because in a modern society the death rate and the fertility rate are largely independent of each other, world population need not be stable. World population can be stable only if fertility rates around the world average out to 2.1 children per woman. But why should they average 2.1, rather than 2.4, or 1.8, or some other number? If there is nothing to keep each country exactly at 2.1, then there is nothing to ensure that the overall average will be exactly 2.1.The point is that the number of children born depends on families' choices about how many children they want to raise. And when a family is deciding whether to have another child, it is usually thinking about things other than the national or the world population. Who would know or care if world population were to drop from, say, 5.85 billion to 5.81 billion? Population change is too slow and remote for people to feel in their lives －even if the total population were to double or halve in only a century. Whether world population is increasing or decreasing doesn't necessarily affect the decisions that determine whether it will increase or decrease in the future. As the systems people would say, there is no feedback loop.What does affect fertility is modernity. In almost every country where people have moved from traditional ways of life to modern ones, they are choosing to have too few children to replace themselves. This is true in Western and in Eastern countries, in Catholic and in secular societies. And it is true in the richest parts of the richest countries. The only exceptions seem to be some small religious communities. We can't be sure what will happen in Muslim countries4, because few of them have become modern yet, but so far it looks as if their fertility rates will respond to modernity as others' have.Nobody can say whether world population will ever dwindle to very low numbers; that depends on what values people hold in the future. After the approaching peak, as long as people continue to prefer saving effort and money by having fewer children, populationwill continue to decline. (This does not imply that the decision to have fewer children is selfish; it may, for example, be motivated by a desire to do more for each child.) Some people may have values significantly different from those of the rest of the world, and therefore different fertility rates. If such people live in a particular country or population group, their values can produce marked changes in the size of that country or group, even as world population changes only slowly. For example, the U.S. population, because of immigration and a fertility rate that is only slightly below replacement level, is likely to grow from 4.5 percent of the world today to 10 percent of a smaller world over the next two or three centuries. Much bigger changes in share are possible for smaller groups if they can maintain their difference from the average for a long period of time. (To illustrate: Korea's population could grow from one percent of the world to 10 percent in a single lifetime if it were to increase by two percent a year while the rest of the world population declined by one percent a year.)World population won't stop declining until human values change. But human values may well change －values, not biological imperatives, are the unfathomable variable in population predictions. It is quite possible that in a century or two or three, when just about the whole world is at least as modern as Western Europe is today, people will start to value children more highly than they do now in modern societies. If they do, and fertility rates start to climb, fertility is no more likely to stop climbing at an average rate of 2.1 children per woman than it was to stop falling at 2.1 on the way down.In only the past twenty years or so world fertility has dropped by 1.5 births per woman. Such a degree of change, were it to occur again, would be enough to turn a long-term increase in world population of one percent a year into a long-term decrease of one percent a year. Presumably fertility could someday increase just as quickly as it has declined in recent decades, although such a rapid change will be less likely once the world has completed the transition to modernity. If fertility rises only to 2.8, just 33 percent over the replacement rate, world population will eventually grow by one percent a year again －doubling in seventy years and multiplying by twenty in only three centuries.The decline in fertility that began in some countries, including the United States, in the past century is taking a long time to reduce world population because when it started, fertility was very much higher than replacement level. In addition, because a preference for fewer children is associated with modern societies, in which high living standards make time valuable and children financially unproductive and expensive to care for and educate, the trend toward lower fertility couldn't spread throughout the world until economic development had spread. But once the whole world has become modern, with fertility everywhere in the neighborhood of replacement level, new social values might spread worldwide in a few decades. Fashions in families might keep changing, so that world fertility bounced above and below replacement rate. If each bounce took only a few decades or generations, world population would stay within a reasonable narrow range －although probably with a long-term trend in one direction or the other.The values that influence decisions about having children seem, however, to change slowly and to be very widespread. If the average fertility rate were to take a long time to move from well below to well above replacement rate and back again, trends in world population could go a long way before they reversed themselves. The result would be big swings in world population －perhaps down to one or two billion and then up to 20 to 40 billion.Whether population swings are short and narrow or long and wide, the average level of world population after several cycles will probably have either an upward or a downward trend overall. Just as averaging across the globe need not result in exactly 2.1 children per woman, averaging across the centuries need not result in zero growth rather than a slowly increasing or slowly decreasing world population. But the long-term trend is less important than the effects of the peaks and troughs5 . The troughs could be so low that human beings become fewer than they were in ancient times. The peaks might cause harm from some kinds of shortages.One implication is that not even very large losses from disease or war can affect the world population in the long run nearly as much as changes in human values do. What we have learned from the dramatic changes of the past few centuries is that regardless ofthe size of the world population at any time, people's personal decisions about how many children they want can make the world population go anywhere －to zero or to 100 billion or more.(1916words)课文一出人意料的人口变化马克斯·辛格世界人口会象人们通常认为的那样持续增长吗？造成人口变化的因素是什么？请阅读下面的文章，并弄清其观点。
READING COURSE Book 4Unit 2 ExplorationSection AWord Pretest1.C2.C3.B4.A5.B6.C7.B8.C9.B 10.C 11.AReading Comprehension1.B2.B3.C4.A5.A6.B7.A8.BVocabulary BuildingIdioms1. has a green thumb2. is a breeze3. has two left feet4. has a golden touch5. has a nose for6. is easy as pieGeneral Vocabulary Exercise1. illegality2. ambitiously3. discriminative4. persistent5. resistance6. Contamination7. invalid8. fantastically9. specifically 10. have amused 11. magical 12. ignorant 13. survive 14. explored 15. intimidate 16. bulky 17. pilgrimage 18. galaxy 19. transformation 20. alienatedAnalogies1.B2.A3.D4.A5.D6.B7.B8.BClozeuntil Most reached fromice combined and deepover includes inSection B1.F2.T3.F4.T5.C6.B7.A8.C9.A 10.B 11.A 12.C 13.BSection C1.T2.T3.T4.F5.F6.F7.F8.F9.T 10.T 11.T 12.TUnit 4 CigarettesSection AWord Pretest1.B2.B3.B4.B5.A6.A7.C8.B9.CReading Comprehension1.C2.B3.C4.B5.C6.B7.C8.CVocabulary BuildingIdioms1. held his tongue2.see eye to eye3. mind his own business4. rocked the boat5. buried the hatchet6. flowed with the tide7. button her lips 8. let sleeping dogs lifeGeneral Vocabulary Exercise1. retaliatory2. rudimental3. presumptuous4. perplexed5. averted6. conjecture7. satirist8. boisterously9. abundance 10. improvised 11. various 12. intention 13. proposed 14. original 15. created 16. advocating 17. trendy 18. promising 19. consultation 20. graciousAnalogies1.B2.B3.D4.D5.B6.C7.D8.CClozeagainst increased in warnings Moreover smoking observance around bring consumptionSection B1.C2.C3.A4.A5.A6.C7.F8.T9.B 10.C 11.A 12.CSection C1.C2.B3.C4.B5.B6.C7.C8.CUnit 6 ImmigrantsSection AWord Pretest1.A2.A3.C4.A5.B6.C7.B8.C9.BReading Comprehension1.C2.B3.B4.C5.B6.C7.D8.BVocabulary BuildingIdioms1. find middle ground2. all or nothing3. meet people halfway4. sticks to her guns5. middle-of-the-road6. give-and-takeGeneral Vocabulary Exercise1. frustrating2. exaggeration3. inspiring4. industrious5. conversed6. comfortably7. inappropriate8. Distinguished9. traditional 10. descriptively 11. tyrant 12. uncertainty 13. persecuted 14. pursues 15. hostile 16. flight 17. labor 18. chaos 19. exceptional 20. strengthenAnalogies1.B2.C3.C4.D5.C6.B7.B8.CClozesuffered freedom leave aboardjourney elected faced experiencewithout until including helpplant celebrateSection B1.A2.B3.A4.D5.C6.F7.F8.F9.C 10.C 11.B 12.CSection C1.F2.T3.F4.T5.F6.F7.T8.TUnit 10 ChristianitySection AWord PretestReading Comprehension1.C2.B3.C4.C5.A6.B7.B8.CVocabulary BuildingIdioms1. reached the boiling point2. blew up3. gritted his teeth4. held her temper5. was hot-headed6. counted to tenGeneral Vocabulary Exercise1. transient2. partial3. vaguely4. picturesque5. humbleness6. consolation7. showy8. casually9. province 10. meek 11. authorizes 12. weakened 13. resentful 14. confession 15. criticism 16. guidance 17. reliance 18. obedience 19. characterizedAnalogies1.D2.C3.C4.C5.B6.D7.D8.CClozeassociated work Protestant brought distinction with colonies rootat called merged denominationSection B1.A2.B3.C4.C5.B6.F7.T8.F9.T 10.T 11.F 12.C 13.C 14.ASection C1.T2.T3.F4.T5.F6.F7.T8.T9.F 10.TUnit 13 GeneticsSection AWord Pretest1.C2.B3.B4.B5.A6.A7.C8.AReading ComprehensionVocabulary BuildingIdioms1. is hard-hearted2. goes to bat for3. has a heart4. has a heart of gold5. has a heart of stone6. is tight fisted7. is warm-heartedGeneral Vocabulary Exercise1.B2.B3.C4.A5.D6.B7.B8.C9.B 10.B 11.C 12.D 13.C 14.B 15.D 16.A 17.D 18.B 19.B 20.DAnalogies1.A2.A3.B4.C5.D6.A7.D8.CClozeMoreover interested between identicalup relationships establish whetherwith faithfully combinations afterSection B1.T2.T3.F4.B5.D6.B7.T8.F9.F 10.F 11.F 12.F 13.T 14.C 15.ASection C1.F2.T3.F4.T5.F6.F7.T8.T9.T 10.T。
上外泛读教程第四册答案Unit 1 Lan guage Testi ngSectio n AWord Pretest1. A2.C3.B4.B5.A6.C7.C8.CRead ing Comprehe nsion1. B2.C3.C4.A5.B6.B7.C8.B Vocabulary Buildi ngIdioms1. works his fin gers to the bone3.falls dow n on the job5. does back-break ing workGen eral Vocabulary Exercise1.D2.C3.A4.B5.D6.D7.D 15.B 16.D 17.D 18.B 19.D 20.A2.burns the midni ght oil4.hits the books6. works like a dog8.D 9.A 10.A 11.B 12.B 13.AAn alogies14.DClozeits progress leavi ng onerefer both which with leads that since made1.A2.C3.C4.B5.D6.D7.C8.ASectio n B1.B2.C3.B4.A5.C6.C7.C8.B9.C 10.C 11.B 12.BSectio n C1.T2.F3.T4.F5.T6.F7.T8.TUnit 2 Explorati on Sectio n AWord PretestRead ing Comprehe nsion1.B2.B3.C4.A5.A6.B7.A8.B Vocabulary Buildi ngIdioms1. has a gree n thumb 3.has two left feet 5.has a nose for2.is a breeze4.has a golde n touch 6.is easy as pieGen eral Vocabulary Exercise1. illegality2. ambitiously3. discrim in ative4. persiste nt5. resista nee6. Con tam in ati on7. i nvalid8. fan tastically9. specifically10. have amused11. magical 12. ig norant 13. survive 14. explored 15. in timidate 16. bulky 17. pilgrimage 18. galaxy 19. tran sformati on 20.alie natedAn alogies1.B2.A3.D4.A5.D6.B7.B8.BClozeun til Most reached fromice comb ined and deepover in cludes inSectio n B1.F2.T3.F4.T5.C6.B7.A8.C9.A 10.B 11.A 12.C 13.B Sectio n C1.T2.T3.T4.F5.F6.F7.F8.F9.T 10.T 11.T 12.TUnit 3 RefugeeSectio n AWord Pretest1.C2.C3.C4.C5.A6.A7.B8.CRead ing Comprehe nsion Vocabulary Buildi ngIdioms1. dow n to earth2. putt ing on airs3. is show ing off4.thinks he is God ' s gift to mankind5.put …in their place6.blow ing his own hornGen eral Vocabulary Exercise1. D2.D3.A4.B5.A6.A7.A8.B9.B 10.B 11.B 12.D 13.A 14.B 15.A 16.C 17.A 18.A 19.D 20.DAn alogies1.A2.B3.B4.C5.D6.C7.C8.DClozemost take grow cost ing protect ingmiddle found affected for powerlessSect ion BSectio n C1.F2.T3.T4.F5.F6.F7.T8.TUnit 4 CigarettesSectio n AWord Pretest1.B2.B3.B4.B5.ARead ing Comprehe nsion6.A7.C8.B9.C 1.C 2.B 3.C 4.B 5.C 6.B 7.C 8.CVocabulary Buildi ngIdioms1. held his ton gue3.mind his own bus in ess 5.buried the hatchet7.butt on her lips 2.see eye to eye4.rocked the boat6.flowed with the tide 8.let sleep ing dogs lifeGen eral Vocabulary Exercise1. retaliatory2. rudime ntal3. presumptuous4. perplexed5. averted6. conjecture7. satirist8. boisterously9.abundance 10. improvised 11. various 12. i nten tio n 13. proposed 14. orig inal 15. created 16. advocat ing 17. tren dy 18. promis ing 19. con sultati on 20. graciousAn alogies1.B2.B3.D4.D5.B6.C7.D8.CClozeaga inst in creased in warnings Moreoversmok ing observa nee arou nd bring con sumpti on Sectio n B1.C2.C3.A4.A5.A6.C7.F8.T9.B 10.C 11.A 12.CSectio n C1.C2.B3.C4.B5.B6.C7.C8.CUnit 5 Globalizati on Sectio n AWord Pretest1.A2.C3.C4.B5.B6.B7.B8.BRead ing Comprehe nsion1.B2.A3.B4.C5.A6.C7.B8.BVocabulary Buildi ngIdioms1. left us high and dry2. faces up to3. passes the buck5. worm out of6. points 4. will shoulder the resp on sibility hisfin ger atGen eral Vocabulary Exercise1.D2.B3.C4.C5.B6.A7.B8.A9.B 10.B 11.C 12.B 13.C 14.C 15.A 16.A 17.A 18.C 19.C 20.B1.C2.C3.D4.C5.D6.D7.D8.AClozeEn glish in formatio n trouble risi nggrave survival promotes proclaimedben efits exceptio ns accompa nied stemsSectio n B1.C2.B3.C4.F5.T6.T7.A8.A9.C 10.A 11.T 12.F 13.T Sectio n C1.F2.T3.T4.F5.F6.F7.T8.TUnit 6 Immigra ntsSectio n AWord Pretest1.A2.A3.C4.A5.B6.C7.B8.C9.BRead ing Comprehe nsion1.C2.B3.B4.C5.B6.C7.D8.BVocabulary Buildi ngIdiomsGen eral Vocabulary Exercise1. frustrati ng2. exaggerati on3. in spiri ng4. in dustrious5. con versed6. comfortably7. in appropriate8. Disti nguished9.traditi onal10. descriptively11. tyra nt12. un certa inty13. persecuted14pursues15. hostile16. flight 17. labor18. chaos 19. excepti onal 20. stre ngthe n1. find middle ground 3. meet people halfway 5. middle-of-the-road2. all or no thi ng4. sticks to her guns6. give-a nd-take1.B2.C3.C4.D5.C6.B7.B8.CClozesuffered freedom leave aboardjourney elected faced experie neewithout un til in cludi ng helppla nt celebrateSect ion B1.A2.B3.A4.D5.C6.F7.F8.F9.C 10.C 11.B 12.C Sectio n C1.F2.T3.F4.T5.F6.F7.T8.TUn it 7 EcologySection AWord Pretest1.C2.B3.A4.B5.A6.C7.C8.A9.A 10.BRead ing Comprehe nsion1.B2.C3.C4.A5.A6.C7.B8.CVocabulary Buildi ngIdioms1. give up2. go through with3. hang in there4. stick with5. sweat …outGen eral Vocabulary Exercise1.C2.C3.C4.A5.C6.C7.A8.C9.B 10.D 11.B 12.B 13.B 14.D 15.C 16.C 17.A 18.D 19.A 20.AAn alogies1.C2.B3.B4.D5.A6.C7.D8.CClozen atural without strict resultsbranch made more onproblem less realize ecologyRead ing Comprehe nsion1.A2.B3.B4.C5.C6.B7.B8.CVocabulary Buildi ngIdioms1. is on her own2. 3. lead her by the noseSection B1.B2.C3.B Section C1.T2.T3.F Unit 8 HolocaustSection AWord Pretest1.C2.B3.A4.F5.T6.C 4.T 5.F 6.F 4.B 5.B 6.B7.A8.C9.A 7.T 8.F 9.T 7.B 8.B 9.B 10.B 11.B10.F10.Bis a copycat4. cut the apronstrings5. is a yes-ma n6. has a mind of her own7. sta nd on his own two feetGen eral Vocabulary Exercise1. aggravated2. resolve3. method/methodology4.adm oni shme nts/adm on iti ons5. cli nic6.c ongenial7. acute8. derisi on9. dramatic 10. impleme nt 11. artistic 12. marked/ remarkable 13. terrorized 14. men tality 15. diverted 16. mon strous17 percepti ons 18. extremity 19. spontan eous 20. dictatedAn alogies1.A2.D3.B4.C5.C6.D7.D8.CClozewhich by attached inbut as regarded belege ndary rooted moved knownSection B1.A2.B3.C4.A5.T6.F7.TSection C1.T2.T3.F4.F5.T6.T7.FUnit 9 Diplomatic PracticeSection AWord Pretest1.B2.C3.A4.B5.B6.C7.CRead ing Comprehe nsion1.C2.A3.B4.C5.B6.B7.C8.B 9.B 10.C 11.B 12.B 13.A 8.T 9.F 10.F8.B8.BVocabulary Buildi ng Idioms1. was as tough as n ails 3. keep your chin up2. went to pieces 4. hold his head up7. pulled herself togetherGen eral Vocabulary Exercise1. C2.B3.B4.D5.B6.B7. B8.A9.B 10.C 11.D 12.A 13.A14.C15.C 16.B 17.B 18.B 19.B 20.DAn alogies1.B2.B3.A4.D5.A6.C7.D8.DClozeThere within law un der also examples which for usedSection B1.C2.C3.A4.A5.F6.T7.T8.F9.C 10.A 11.F 12.T 13.TUnit 10 Christia nitySection AWord PretestRead ing Comprehe nsion1.C2.B3.C4.C5.A6.B7.B8.CVocabulary Buildi ngIdioms1. reached the boil ing pointGen eral Vocabulary Exercise1. tran sie nt2. partial3. vaguely4. picturesque5. humble ness6. con solati on7. showy8. casually9. provi nee 10. meek 11. authorizes 12. weake ned13. rese ntful 14. con fessi on 15. criticism16. guida nee17. relia nee 18. obedie nee 19. characterizedAn alogiesCloze2. blew up3. gritted his teeth 5. was hot-headed4. held her temper6. coun ted to ten1.D2.C3.C4.C5.B6.D7.D8.Cassociated work Protesta nt broughtdisti nctio n with colonies rootat called merged denomin ati on Section B1. A2.B3.C4.C5.B6.F7.T8.F9.T 10.T 11.F 12.C 13.C14.ASection C1.T2.T3.F4.T5.F6.F7.T8.T9.F 10.TUn it 11 PoliticsSection AWord Pretest1.B2.C3.B4.C5.B6.B7.C8.A9.B 10.ARead ing Comprehe nsionVocabulary Buildi ng2. gave me the cold shoulder4. welcomed us with ope n arms6. turns her back onGen eral Vocabulary Exercise1.D2.D3.A 4•丿A 5.D 6.B 7.D 8.B9.C 10.C11.A 12.D 13.C 14.C15.A16.A17.D18.C19.D20.BAn alogies1.B2.B3.C4.C5.B6.D7.C8.DClozemin ds aidedrequirespeacerelatio nshiplittle foralo ne recreati on doi ngSection BIdioms1. icy stare3. was cool toward me5. turns his nose up atSection A1.T2.T3.F4.T5.F6.F7.F8.T9.F 10.TUn it 12 ArtSection AWord Pretest1.C2.B3.B4.A5.A6.B7.A8.B9.C 10.ARead ing Comprehe nsion1.C2.A3.B4.B5.C6.A7.B8.CVocabulary Buildi ngIdioms1. is a loner2. two heads are better tha n one3. brain storms4.goes it alone5. put their heads together6. jo ined forces7. pools her resources 8. lend …a handGen eral Vocabulary Exercise1. relucta nt2. divers ifying/ to diversify3. optimists4. sere nely5. expectatio ns6. impos ing7.expended8. rarity9. perceptive 10. symbolically 11. traditio nal 12. essenee13. i nflue ntial 14. imagi nati on 15.visualize 16.con struct ion17. multiplied 18. ir on ic/ ir on ical 19. depth 20. in spiredAn alogies1.B2.A3.D4.A5.A6.D7.B8.CClozewith lay problem Among pai nter depicts myth as expressi on an cie nts at correct ness are proport ions toSection B1.C2.C3.B4.A5.C6.F7.T8.T9.B 10.C 11.A 12.ASection CUnit 13 Ge neticsSection AWord Pretest1.C2.B3.B4.B5.A6.A7.C8.ARead ing Comprehe nsion1.B2.B3.C4.A5.C6.C7.C8.C Vocabulary Buildi ngIdioms1.is hard-hearted3.has a heart5.has a heart of stone 7. is warm-hearted 2.goes to bat for4.has a heart of gold 6.is tight fistedGen eral Vocabulary ExerciseAn alogies1.A2.A3.B4.C5.D6.A7.D8.CClozeMoreover in terested betwee n ide nticalup relati on ships establish whetherwith faithfully comb in ati ons afterSection B1.T2.T3.F4.B5.D6.B7.T8.F9.F 10.F 11.F 12.F 13.T 14.C 15.A Section C1.F2.T3.F4.T5.F6.F7.T8.T9.T 10.TUnit 14 Society and ValuesSection AWord PretestRead ing Comprehe nsion1. B2.C3.C4.B5.C6.A7.C8.CVocabulary Buildi ngIdiomsGen eral Vocabulary Exercise1. an ticipate2. justifiable3. ambiti on4. determ in ati on5. agreed6. befrie nded7. Perishable8. expressi on9. theoretical10. profun dity11. worships12. mythic/ mythical 13. passi on ate14. worthwhile/worthy 15. l onging16. crime 17 fasc in at ing 18. obsessive 19 ).exposure 20. ridiculedAn alogiesCloze1. is on cloud nine 3. is in seve nth heave n5. is tickled pink 7. is walki ng on air2. is dow n in the dumps4. is out of sorts6. is feeling blue8. is on top of the world1.B2.A3.D4.B5.A6.D7.D8.Bmak ing which on right markedwith away created with asSection B1.C2.C3.C4.D5.A6.B7.B8.C9.D 10.D 11.T 12.T 13.F 14.C 15.BSection C1.F2.T3.T4.F5.T6.F7.F8.F9.T 10.T 11.T 12.TUn it 15 Econo micsSection AWord Pretest1.C2.B3.B4.A5.C6.C7.A8.BRead ing Comprehe nsionVocabulary Buildi ng2. beats around the bush4. is off base6. hits the n ail on the headGen eral Vocabulary Exercise15.C 16.C 17.B 18.D 19.B 20.AAn alogiesClozecauses out worse Thaton dominant susta ining toexpect ing rise form howeverSection BIdioms1. is right on target3. misses the mark 5. gets to the heart of1.A2.B3.A4.D5.B6.D7.C8.B9.C 10.D 11.A 12.A 13.A 14.B1.B2.C3.A4.C5.B6.A7.D8.CSection CGen eral Vocabulary Exercise1. repug nant2. brutally3. intan gibles4. det on ated5. an alysis1.F2.F3.T4.F5.F6.T7.T8.T9.F 10.FUnit 16 Tech nologySection AWord Pretest 1.C 2.B 3.C 4.A 5.C 6.A 7.B 8.CRead ing Comprehe nsion1.B2.A3.B4.A5.C6.C7.B8.C9.CVocabulary Buildi ngIdioms1. is an old hand at3. know the ropes5. is…green2. knows…like the back of her hand4. was not born yesterday6. live-a nd-lear n6. placid7. eno rmously8. glee9.vexed 10. Rigorous11. various 12. applied 13. competitive 14. storage 15.kno wledgeable16. specialty 17. promis ing 18. commerce 19. i ntricate 20. ben eficialAn alogies1.D2.D3.C4.A5.D6.D7.C8.BClozeforce dated what in tellige nt protectivespecies produc ing protest somethi ng ext in cti onSection B1.C2.C3.C4.T5.F6.T7.F8.B9.C 10.B 11.A 12.A 13.C 14.A 15.B Section C1.F2.F3.T4.F5.T6.F7.T8.FUnit 17 PhilosophySectio n AWord Pretest1.A2.B3.B4.C5.C6.A7.B8.C9.A 10.CRead ing Comprehe nsion1.B2.C3.B4.B5.C6.C7.B8.CVocabulary Buildi ngIdioms1. is two-faced2. tells it like it is3.talks behi nd her friends ' backs4. bared her soul5.looked her mother in the eyey her cards on the tableGen eral Vocabulary Exercise1.D2.D3.A4.B5.C6.D7.D8.A9.C 10.D 11.B 12.B 13.D 14.A 15.C 16.C 17.C 18.A 19.B 20.BAn alogiesClozeVocabulary Buildi ngIdioms1. eyes were bigger tha n his stomach3. bit off more tha n she could chew6. spread herself too thin7. tak ing it easyGen eral Vocabulary Buildi ngBorn associated who hostilityafter which there toown lastfoun dedin cludi ngbefore wasSection B1.C2.B3.B4.B5.B6.B7.B8.C9.B 10.B 11.F 12.F 13.TUnit 18 EssayQuestio ns on“ Of Negotiati ng1.A2.C3.A4.B5.B6.B7.B8.C9.C10.B2. lost his head4. eats like a horse5. bur ned herself out1. associati on2. reliability3. opposite4. con troversy5. disposal6. Polluted7. attractively8. Con formity9. retiri ng 10. evasive 11.speech 12. service 13. i nferior 14. faithfully 15. quicke n 16. crafty 17. awesome 18. ripe ned 19. solitary 20. trulyAn alogies1.C2.D3.D4.C5.C6.D7.B8.AClozecharacter comparis on lacked while in todeep virtue caused excess alsois like scie ntific which to。
Unit oneLesson 1Comprehension of the text.1.1) T 2)F 3) T 4) F 5) F 6) F 7) T 8) T2.1) C 2) A 3) D 4) C 5) A 6) B3.1)废话连篇的人毕竟是个例，不是惯例，我们姑且不谈他们。
可是还有些人，他们说话或说明某些事情的时候，简直不知道什么时候适可而止。
2)他们急于证明自己的观点，不知道什么时候该打住。
他们似乎以为听众如此低能，以至于听不懂最简单的事，每件事都要多次重复才能灌输到头脑里去。
3)那些有口才的人总是讨人喜欢，随时随地受欢迎，他们是聚会和社交场合的中心人物。
4)我想自己掏钱补上差额再简单不过了，肯定事后他会还我的。
所以我没有回去向他要钱。
但是，我很快发现我是大错特错了。
5)辩白使我酿成大错，而沉默使我不可救药。
6)我被施予局部麻醉，好像麻醉没有完全发挥作用，于是我对给我做麻醉的护士诉说，但她不容分说，她说她知道该怎么做，叫我不要过分挑剔。
7)医生提醒我说会有点疼，因为再打一针麻药是不可能的。
Learning to use.1. 1) obvious 2) fares 3) administer 4) to summon 5) revived6) dose 7) trivial 8) is associated with 9) elaborate 10) repetition2. 1) A) to add to an amount required 补足B) to invent (a story) 编造C) to end a quarrel and become friends again. 和好D) to form or constitute 构成2) A) the outside limit of an area (床边)B) nervous 紧张不安C) a slight advantage 微弱的优势D) to move slowly and carefully in a particular direction 挤过3) A) (obtained) from 靠从事……B) from a particular number 从……中C) without 失去D) because of 出于3. 1) Teenage readers felt he was on their side against their parents and teachers. Older readers felt he was on their side against their bosses of work.2) Many people are uneasy in the company of strangers.3) If you follow these instructions to the letter you will succeed in this task.4) He tends to get a bit carried away when he’s dancing and he starts spinning and leaping all over the place.5) Tha t’s out of the question. Mary is much too busy to look after her children.6) I had a lot of quarrels with my parents when I was a teenager.Lesson 2.Comprehension of the text.1.1) T 2)F 3) T 4) F 5) F 6) T 7) F 8) F2.1) D 2) D 3) C 4) B 5) A3.1)他意识到，仅阅读那些信件就得用去他一天的大部分时间，何况每天早上同样又有一大堆信件会出现在他的面前。
Unit 2 ExplorationSection A A Letter to BeagleStep I: Warming up and Lead-in (guessing game)NO 1: Y ang LiweiClue 1: He was an astronaut as well as a national hero in China.Clue 2: He was the first man in China who went into the space in Shenzhou V manned spaceship. NO 2：Neil ArmstrongClue1: He was once an astronaut of NASA (U.S. National Aeronautics and Space Administration ) Clue 2: He once carried out the task on Spaceship Apollo 11.Clue 3: He was the first man who landed on the moon.No. 3：Stephen William HawkingClue1: He is an expert in astrophysics (天体物理学), theoretical physics (理论物理学) and mathematics.Clue 2: He has got great achievements in black hole and quantum cosmology (量子宇宙论). Clue 3: He is a world-famous British physical scientist who is disabled .No. 4 :The Extra-terrestrialClue 1: It is a famous film directed by Steven Spielberg.Clue 2: It is about an alien who is left on the Earth by his partners.Clue 3: A boy named Elliot tries to help him contact his people and escape from the capture of the government.Clue 4: They become good friends and have a happy ending.Lead-in：All of these are different kinds of exploration in the Universe made by human beings. Today we’ll learn more about that in unit 2.Step II: Word PretestStep III: Background Information1. What is our universe made up of?1. universe2. Galaxy3. solar system4. Star5. Planet6. Satellite7. comet太阳系九大行星按距离太阳由近到远的顺序是：Mercury水星，Venus金星，Earth, Mars 火星，Jupiter 木星，Saturn 土星，Uranus 天王星，Neptune 海王星，Pluto冥王星。
the earth-planet；the Sun- star; the moon- natural satelliteSatellites (natural ; artificial / man-made) Halley's comet2. BeagleBeagle 2 was due to land on Mars on 25th December 2003. The spacecraft was successfully ejected from Mars Express on 19th December 2003. Nothing has been heard from Beagle 2 and the mission is presumed lost. .....................小猎犬2號是英国一个未能完成任务的着陆航天器，是欧洲空间局2003年火星快車號任务的一部分。
现在仍无法确定登陆器是否已到达了火星表面；它从火星特快车上释放出来后的第六天，正准备按计划进入大气层时，失去了它所有的联系。
也许它根本就没上去火星，而是被弹出了大气层，进入环日轨道；或是在降落过程中被大气燃烧殆尽。
亦或是达到了火星表面，却撞到了超硬的物体，更或是由于某个错误而无法与地球联系。
小猎犬2的名字来自曾两次跟随对达尔文远征的小猎犬号帆船，这两次远征促使达尔文形成了进化论。
这个登陆器也被认为是“猎犬号”，并在后面加上探测器的数字。
Step IV: Fast reading (skimming & scanning)1. Skim the passage and be clear of the structure and get the main idea of each part. ( 5 mins) Part One (1-3) Part Two (4-12) Part Three(13-15) Part Four( 16-18)Part Five (19-29) Part Six(30-31)2. Scan the passage again and find out the answer to the following questions:1). Why do they writing letter to Beagle?2). How many magic moments that have chaged the Universe are there? What happened on those days?3). What is the Beagle in the text? What is the special mission for Beagle?4). What is Beagle doing now? And what is the schedule for Beagle?5). Compared with Viking and Pathfinder, what does Beagle look like?6). What would occur on Earth if Beagle find traces of life in the Red Planet?7). What is the conjecture（推测，猜测）of the formation of Mankind?8). Does author believes the formation of Mankind is only a fluke? Please find evidence in the text.3. finish the reading comprehension exercises on page 19.Step V: Difficult and important language points1. P17 at bottomIt will send a shock wave through both the scientific community and our race's consciousness and self-perception that will spead outwards like a tsunami, pulverising every theory in its path.Not only that, but you could fire the starting gun for a new Space Race, with a manned mission to Mars as the finishing line.paraphrase:The scientific community will be shocked, our human race will also be shocked. Because finding life on Mars will be a sensational news. Additionally, you will start a space race that countries on Earth would send explorers to Mars with a man landed on it as the end.2. P18 para 4The birth of life on earth might simply have been induced by a fork of lightning stab bing down from a boiling, stormy sky into a comet-clouded puddle. We could be the result of a cosmic chemical spill.•induce →bring (sth) about; cause stab →push (a knife, etc) into sb/sth•comet-clouded →clouds gathered above a comet.•puddle →n [C] small pool of water, esp of rain-water on the road•spill →n.run or fall over the edge of a containerStep VI: Exercise1. Definition:exploration: Exploration is the act of searching or traveling around a terrain (including space, see space exploration) for the purpose of discovery of resources or information.space race: The Space Race was a mid-to-late 20th century competition between the Soviet Union (USSR) and the United States (US) for supremacy in space exploration.alien civilisation: It is an assumption that in Out Space Stars exist civilisation that is similar as human civilisation.manned mission: A kind of space travel mission that carries astronaunts in it.2. Idiomsbe a breeze: very easy(informal); things that is easy to do.have a green thumb: be skillful in gardening.be easy as pie: very easy; as easy as ABChave a golden touch: 点金术(untrue statement)have two left feet: (informal)be very clumsy；笨手笨脚have a nose for sth.: be interested in and very goot at discovering (sth. esp. facts or news). 3. vocabulary exerciseimprovise v.→compose or play (music), speak or act without previous preparation→improvisation n.; improvisational(ly)adj.adv.discriminate v.→ treat (one person or group) worse/better than others ; ~ (between A and B); ~ A from B see or make a difference (between two things)→discriminative/ discriminatory/discriminating adj. →discrimination n.persist →v. refuse to give up→persistance n.persistant(ly) adj. adv.resistance→n. power to remain undamaged or unaffected (or only slightly so) by sth→resist v. ; resistant(ly) adj. adv.contaminate v. →pollute; →contamination n.valid adj. → legally usable or acceptableexpired adj. →come to an end; become no longer in use.fantasy n. →fancy; imagination→fantastic adj.: wild and strange (~ stories 荒诞故事); (informal) excellent; marvellous. specify v. →state or name clearly and definitaly明确规定→specific(ally) adj(v). : particular; specification n. 说明书specifics n. :detailtimid a dj. → easily frighented; shy → timidity n.; timidly adv.intimidate v.→n. intimidation bulk n. →size esp. when great体积；大批；纤维素物质v. seem important使更重要；make begger and thicker变大变厚→bulky adj. taking up too much spacedevout adj. religious; sincerelygalaxy n. 星系the Galaxy 银河系→adj. galacticalien n. 外星人→alien-like adj. 像外国人的；→alienate v. estrange sb ;(law)让渡，转让→ alienated adj. indifferent →alienation n. 出让；alienator；alienee4. analogy•retract→(formal)withdraw (a statement,charge)•substantiate→prove,give facts to support.•repeal→withdraw (a law) officially.•pre'cipitate→ (formal) cause sth. to happen suddenly; hasten 促成，加速•abscond→ go away suddenly and secretly,esp. in avoid to be arrested.•harangue→n.v. long,loud,serious speech•intervene→~ in sth./~betwee n A and B•interfere so as to prevent sth. happening or to change the result.干涉，调解•frugal→careful and krigty with money and food.•penuious→(formal)very poor; mean with money.•unscrupulous→without moral principles•sarcastic→of sarcasm讽刺的，嘲笑的•compliant→顺从的•obsequious→too willing to obey or serve逢迎的•runic→hard to understand（符号等）有神秘性的•understudy→候补演员，替手•deputy→副手•sheriff→县治安总管•latency→period of existing but not yet active潜伏期•incubation→period between being infected with a disease(传染病的)潜伏期•fluctuation→wavement波动，动荡•equilibrium→state of being balanced平衡，平静•articulate→(of a person)able to express one's ideas clearly in words;(of speech)clearly pronounced.•meticulous→very attentive to detail极精细的•dissenting→disgreed不同意的，有异议的fawning→v. try to win sb's approval by flattery巴结5. cloze•wrap→~ sth (up) (in sth) cover or enclose sth (in soft or flexible material) （用软的或可弯曲的材料）包或裹某物•bostruct→ get in the way of sth; block(a road)section B: Fast Readingfast reading•cavern→ n cave, esp a large or dark one > cavernous adj. → like a cavern. e.g.cavernous eyes•historic→ famous or important in history.→historical: concerning past events.•mountaineering→ climbing mountain as a sport.•avalanche→ mass of snow, ice and rock that slides rapidly down the side of a mountain.•prevailing → be larger in number, quantity, power, status or importance; predominant.•optics → scientific study of light.•excursion → short journey, esp one made by a group of people together for pleasure 短程旅行; 远足•lunar module→n. 〈天〉登月舱•traverse → travel across (an area)•NASA → National Aeronautics and Space Administration 美国家航空航天局•high-resolution 高分辨率•'designate → give a particular name or title to sth./sb.•tenuous → thin•tracker → 追踪器；sensor → 传感器;Mbps→n. [计] 兆比特每秒(网络速度)home reading•the students should read test II in their spare time. the teacher will check up reading comprehension next time.2. Scan the passage again and find out the answer to the following questions:1). Why do they writing letter to Beagle?2). How many magic moments that have chaged the Universe are there? What happened on those days?3). What is the Beagle in the text? What is the special mission for Beagle?4). What is Beagle doing now? And what is the schedule for Beagle?5). Compared with Viking and Pathfinder, what does Beagle look like?6). What would occur on Earth if Beagle find traces of life in the Red Planet?7). What is the conjecture（推测，猜测）of the formation of Mankind?8). Does author believes the formation of Mankind is only a fluke? Please find evidence in the text.2. Scan the passage again and find out the answer to the following questions:1). Why do they writing letter to Beagle?2). How many magic moments that have chaged the Universe are there? What happened on those days?3). What is the Beagle in the text? What is the special mission for Beagle?4). What is Beagle doing now? And what is the schedule for Beagle?5). Compared with Viking and Pathfinder, what does Beagle look like?6). What would occur on Earth if Beagle find traces of life in the Red Planet?7). What is the conjecture（推测，猜测）of the formation of Mankind?8). Does author believes the formation of Mankind is only a fluke? Please find evidence in the text.2. Scan the passage again and find out the answer to the following questions:1). Why do they writing letter to Beagle?2). How many magic moments that have chaged the Universe are there? What happened on those days?3). What is the Beagle in the text? What is the special mission for Beagle?4). What is Beagle doing now? And what is the schedule for Beagle?5). Compared with Viking and Pathfinder, what does Beagle look like?6). What would occur on Earth if Beagle find traces of life in the Red Planet?7). What is the conjecture（推测，猜测）of the formation of Mankind?8). Does author believes the formation of Mankind is only a fluke? Please find evidence in the text.2. Scan the passage again and find out the answer to the following questions:1). Why do they writing letter to Beagle?2). How many magic moments that have chaged the Universe are there? What happened on those days?3). What is the Beagle in the text? What is the special mission for Beagle?4). What is Beagle doing now? And what is the schedule for Beagle?5). Compared with Viking and Pathfinder, what does Beagle look like?6). What would occur on Earth if Beagle find traces of life in the Red Planet?7). What is the conjecture（推测，猜测）of the formation of Mankind?8). Does author believes the formation of Mankind is only a fluke? Please find evidence in the text.。
