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Unit 6 Give Me Liberty, or Give Me Death课文I翻译1. 议长先生：我比任何人更钦佩刚刚在议会上发言的先生们的爱国主义精神和才干。
但是，对同样的问题，智者见智，仁者见仁。
因此，尽管我的观点与他们大相径庭，但是我仍要把自己的心里话一吐为快，并希望不要因此而被看做是对他们大不敬：现在不是讲客套的时候。
摆在议会面前的问题关系到国家的存亡。
我认为，这是关系到享受自由还是蒙受奴役的关键问题，而且正因为事关重大，我们的辩论就要做到各抒己见。
只有这样，我们才能弄清事实的真相，才能不辜负上帝和祖国赋予我们的责任。
在这种时刻，如果怕得罪人而闭口不言，我认为就是叛国，就是比对世上所有国君更为神圣的上帝的不忠行为。
2. 议长先生，对希望抱有幻觉是人的天性。
我们往往紧闭双眼不去正视痛苦的现实，而是倾听海妖蛊惑人心的歌声，让她把我们变成禽兽。
在为自由而进行艰苦卓绝的斗争中，这难道是聪明人的所作所为吗？难道我们愿意为对获得拯救如此至关重要的事情视而不见，听而不闻吗？就我来说，无论精神上有多么痛苦，我仍愿意获悉全部的真相和最坏的事态，并为之做好充分准备。
3. 我只有一盏指路明灯，那就是经验之灯。
除了过去的经验，我没有其他的方法去判断未来。
依据过去的经验，我倒希望知道，十年来英国政府的所作所为，凭什么使得各位先生有理由满怀希望，并欣然用来安慰自己和议会呢？难道就是最近接受我们请愿时的那种狡诈的微笑吗？不要相信这种微笑，阁下，事实证明那是放置在您脚下的陷阱。
不要被人家的亲吻把自己出卖了!请你们扪心自问，接受我们请愿时的和蔼亲善与遍布海陆疆域的大规模备战怎么会相称呢？难道出于对我们的爱护和和解，就有必要动用战舰和军队吗？难道我们流露过绝不和解的愿望，因此结果为了重新赢得我们的爱，而必须诉诸武力吗？我们不要再欺骗自己了，阁下，这些都是战争和征服的工具，是国王们采取的最后的辩解手段。
4. 我要请问先生们，阁下，这些战争的部署如果不是为了迫使我们俯首称臣，那又意味着什么？先生们能够指出还有其他的动机吗？难道在世界的这个地方，还有什么敌人值得大不列颠如此兴师动众，调集如此庞大的海陆军队吗？没有了，阁下，什么敌人也没有。
IV. Chinese Translation of Paragraphs1. 旅行好比私通：人总受到背叛自己国家的诱惑。
拥有想象力，必定意味着对自己生活的地方不再满意。
男人都有一种离心倾向，我们渴望旅行，恰似那些寻欢的情人。
2. 也只有在旅行之时，我们才赞赏古旧之物。
在国内——至少对美国人而言，所有东西都必须得是新近的。
但是我们走出国门的时候，却只对古老的东西感兴趣，因为我们想看看那些历经时间侵袭而保存下来的遗迹。
3. 我们旅行的时候，会放下戒备和忧虑，渴望回归过去；我们是向后倒退而非向前迈进；我们培养着自己的歇斯底里。
4. 我们旅行的时候会呈现出自己最好的一面，正如我们穿上自己最漂亮的衣服出行一般，只有我们的护照才会提醒我们，实际上自己是多么平淡无奇！我们出国去认识我们那个陌生的自己，那个诞生在飞机上且令人激动的陌生人。
我们去欧洲观赏那些借便利之名已经从我们的文化中废掉或剔除的一切：宗教、皇室、古雅、差异以及激情。
我们深信其他国家的人民比我们更加热情奔放。
5. 我们每个人都在伪装——不然缘何我们会戴上墨镜并在谈吐举止中尽力模仿另一个地方的本土居民呢？在家里，我们才做回自己；出国后，我们则尽力成为自己始终想做的人。
尽管最近大家都在谈论有关根的话题，但我们中的许多人都厌倦了自己的根，而这根本身也可能入土很浅，于是我们四处旅行，寻找无根的感觉。
6. 人变得好奇起来，旅行也就开始了。
教会的影响力、传统的生活方式、缺乏钱财、难得闲暇, 都制约了人们的好奇心。
直到17世纪，在科学发现的促进之下，物质世界的大门才被撬开。
也只有那时，人们才开始旅行，寻求世俗的快慰。
7. 旅行可增长见识，可洞悉本国或异域的文化，可造就现代人的厌倦感。
类似十字军东征的元素在现代旅行者身上依然存在，只不过他是个人出征，这是驱使他远离家乡，进行说不清道不明的精神征战的一种冲动。
8. 当然，旅行最普通的原因就是为了远离家乡。
弗洛伊德说我们旅行是为了逃离父亲和家庭，而我们也可以补充说是为了逃离我们熟悉的一切。
V. Keys to the ExercisesFocusing on ReadingTask 11 — Para. D2 — Para. F3 — Para. E4 — Para. B5 — Para. G6 — Para. I7 — Para. A 8 — Para. N9 — Para. C 10 — Para. H11 — Para.M 12 — Para. O13 — Para. LTask 21) The problems of earlier studies on the effect of food deprivation include: not enough attention waspaid on the effects of food deprivation on cognition; some of the findings have been contradictory;not all groups of people have been sufficiently studied; not all cognitive aspects have been studied.2) The purpose of the study was to understand how short-term food deprivation affects concentrationand perseverance with a difficult task.He chose concentration and perseverance as his experiment items because he considered these twoimportant in cognitive functioning.3) Three groups were employed in the experiment. The criterion is the length of food deprivation.4) He predicted that participants with long-term food deprivation would perform worse on theconcentration perseverance tasks than those with short-term food deprivation, who in turn wouldperform worse than those without food deprivation.The result was that food deprivation had no significant effect on concentration, and a significantTeacher’s Manual of an Integrated Academic English Course IV130effect on perseverance time, with the 12-hour group spending significantly less time on theperseverance task than either the control group or the 24-hour group, with no significant differencebetween the latter two groups.5) It was explained that the participants in the 12-hour group gave up more quickly on theperseverance task because of their hunger produced by the food deprivation, while the 24-hourgroup had developed “learned industriousness”. Another explanation was the motivational state ofparticipants, for the 12-hour group took the tests at 10 p.m., a prime time of the night for businessand socializing rather than for working on the puzzle.The first limitation of the study was the time of day when the respective groups took the tests, andthe second was the reasons of food deprivation; for example, fasting for religious reasons.Task 31) s 2) q 3) r 4) p 5) n 6) f7) g 8) m 9) k 10) l 11) i 12) j13) h 14) e 15) t 16) d 17) b 18) c19) a 20) o 21) x 22) v 23) w 24) uTask 4SentencesChineseequivalentsSynonyms1) The number of wells is a fair indicator of thedemand for water.指标，指示物index, display, signal, sign2) Body temperatures can fluctuate when you areill.波动，变动oscillate, change, alter, vary,vacillate3) Unemployment is a chronic problem in thiscountry.长期的，慢性的constant, deep-rooted, deep-seated,persistent, ineradicable4) I requested a copy of the form. 请求，要求demand, ask for, appeal for, put infor, desire, pray for, put forward,beg for5) She then proceeded to criticize the way I did it. 开始，继续进行continue, carry on, go on, go ahead, advance, continue6) Consumption of alcohol impairs your ability todrive.损害，削弱spoil, injure, decrease, weaken,damage, worsen, diminish,reduce, reduce, undermine, harm7) We need to designate someone as our spokesperson. 指定，指派name, appoint, choose8) Can my child be medically examined withoutmy consent?同意sanction, approval, assent,permission, agreement,acquiescence9) They’ve been deprived of the fuel necessary toheat their homes.剥夺，使丧失strip, rob, dispossess131Unit 6 The Effects of Food DeprivationSentencesChineseequivalentsSynonyms10) Many slopes are rock fields with sparse vegetation. 稀疏的，稀少的scarce, meager, sporadic, scattered, scanty11) He surmised that he had discovered one of theillegal streets.猜测，推断infer, guess, speculate, deduce,conclude, predicate, theorize12) Freud postulated that we all have a death instinct. 假定，认为presume, suspect, assume, presuppose, suppose, hypothesizeThe most formal ones are: fluctuate, oscillate, vacillate, ineradicable, undermine, sanction,acquiescence, sparse, meager, sporadic, surmise, hypothesizeTask 51) According to some researchers, most of the results so far prove that short-termfasting does notaffect cognitive function very much. However, it is too early to draw the conclusion because there isnot enough research on the cognitive functions such as concentration and perseverance. 2) In general, we found our hypothesis supported by the data, as 12 hours of food deprivation wouldgreatly affect perseverance when compared to no deprivation. Unexpectedly, 24 hours of fooddeprivation did not influence perseverance much when compared with the control group.3) We guess that the participants who were deprived of food for 12 hours gave up more quickly on theperseverance task because of hunger. But why didn’t 24-hour food deprivation produce the sameeffect? We assume that it is because of “learned industriousness” which means participants whoperform one difficult task do better on a following task than those who never took the f irst task.Task 6Summary: Future researches on food deprivation and cognition could include the effects of short-termfood deprivation on other aspects of cognition, exploration of longer-term fooddeprivation periods andthe effects of food deprivation on learned industriousness.Task 7Food deprivation has been found to affect people’s ability to focus on a task in previous studies, butnot much attention has been paid to the effects of food deprivation on cognition.①This study intendedto explore how short-term food deprivation affects concentration and perseverance with a difficulttask.②Qualified participants were divided into the control group(with no food deprivation), 12-hourfood deprivation group and 24-hour food deprivation group and they were assigned tofinish theconcentration tasks and perseverance tasks.③It was found that food deprivation had no significant effecton concentration, 12 hours of food deprivation greatly affected perseverance when compared to nodeprivation while 24 hours of food deprivation did not influence perseverance much.④“ Learnedindustriousness” and the motivational state of participants were the possible explanations for theresults.⑤The study provides some insights into the cognitive and physiological effects of skipping meals.(Continued )Teacher’s Manual of an Integrated Academic English Course IV132① the objective ② methods used ③ findings④ explanation ⑤ implicationTask 8(omitted)Task 9(omitted)Task 10(omitted)Research Paper WritingTask 1Function: Describe the outline of the talkFunction: Introduce the topicFunction: Indicate the shift from one idea to anotherFunction: Giving closing remarksFunction: Summarize the talkTask 2Will our city be buried under the sea in one thousand years time? It sounds funny but with theeffects of global warming becoming more and more serious, this may become true in the future. I’mgoing to discuss with you today the effects of global warming. I will concentrate on the three effects ofglobal warming in my presentation today: first, global warming causes melting glaciers and rising sealevels; second, global warming leads to climate change and has an impact on wild animals’ behaviorand habitat; the last effect is the retreating snowlines and death of some species of trees.Task 31) How many hours of sleep did you get last night?The lecture began with the question to arouse the listeners’ interest.2) The major points are the causes of sleep deprivation and its effects.He presented them in the first paragraph to give the listeners a general view of the content.3) The transitional words: but, however, as a result, also4) To illustrate difficult or abstract points.5) The rhetorical questions:In fact, did you know that more than 30 percent of American adults work more than f ifty hours aweek?How many of you would say that ... that you don’t go to sleep when you should because of the TVor the Internet?Rhetorical questions are used to catch the listeners’ attention.6) Colloquial expressions include: OK, well, let’s, yeah, now, yes, eh, as you can see. 133Unit 6 The Effects of Food DeprivationThe speaker uses them to talk to the audience instead of reading to them.7) The talk differs from a formal essay in several aspects: f irst, the talk uses colloquial words,like well, let’s, OK, etc.; the talk uses simpler language, like short sentences; third, the talk usescontractions, like don’t.Task 4(omitted)Task 5(omitted)Task 6(omitted)Task 7(omitted)Task 8(omitted)Task 9(omitted)Task 10Sentences to elicit questions from the audience:— Are there any questions you’d like to ask?— Feel free to ask questions if you have any.— I’d be glad to answer any questions at the end of my talk.— Alright. Now, any questions or comments?Strategies dealing with questions and answers:— Ask for repetition or clarification if necessary“. Do you mean ...?”— Check that the question is relevant. If not, don’t answer if you don’t want to.“I’m afraid that’soutside the scope of my talk / this session.”— Refer questioner to another person if you can’t answer.“ I don’t think I’m the right person to answerthat. Perhaps (Mr. Holmes) can help ...”— Check that the questioner is satisfied with your answer: eye contact and a pause is often sufficient.“Does that answer your question?”Task 11(omitted)Task 12(omitted)Task 13(omitted)Task 14(omitted)Teacher’s Manual of an Integrated Academic English Course IV134Academic Survival SkillsTask 1Abstract:The study aims to find out the Fudan university students’ knowledge of anthropogenic climatechange. We designed a questionnaire including eight questions and gave it to 40 students, who weredivided into majors and non-majors in different grades. News media was found to be themost populardevice to make sense of information, but the classroom education is more important for majors tounderstand some professional knowledge. Another major finding of this study was that students’understanding of the anthropogenic global warming becomes more comprehensive in pace with gradeincreasing.Introduction:Error 1: It’s an interesting context to study appropriating of knowledge and sense making with respectto anthropogenic global warming.Revised: It is significant to study appropriating of knowledge and sense making with respect toanthropogenic global warming.Error 2: Henning Finsereas and his partners relies on data from the 2005—09 World Values Surveyto examine individual and cross-national variation in perception of seriousness of global warming,and show that a large majority of public in all countries are concerned about the problem of globalwarming.Revised: Henning Finsereas and his partners rely on data from the 2005—09 World Values Survey toexamine individual and cross-national variation in perception of seriousness of global warming, andshow that a large majority of the public in all countries are concerned about the problem of globalwarming.Error 3: Everyone wants to know what terrible things happened to the Earth and what influence to ourlife.Revised: Everyone wants to know what terrible things happen to the Earth and what influence theyhave on our life.Error 4:“ There is strong evidence that the warming of the Earth over the last half-century has beencaused largely by human activity, such as the burning of fossil fuels”(Royal Society, 2010:1).Revised: The citation should be included in the references.Error 5: However, environmental change is not just the single factor of anthropogenic influence, andit’s a complex interactions.Revised: However, environmental change is not just the single factor of anthropogenic influence whichresults from complex interactions.Error 6: This paper study how the people reason about and make sense of human-made global warming,based on some interviews with the Fudan University students.Revised: This paper studies how people reason about and make sense of human-made global warming,135Unit 6 The Effects of Food Deprivationbased on some interviews with Fudan University students.Error 7: It shows that the domestication of climate science knowledge was shaped through foursense-making devices: news media, some experts’ disagreement about global warming (included theclassroom education), observations of political inaction, and considerations with respect to everydaylife.Revised: It shows that the domestication of climate science knowledge was shaped through foursense-making devices: news media, some experts’ disagreement about global warming (including theclassroom education), observations of political inaction, and considerations with respect to everydaylife.Error 8: The study is based on eight focus group interviews with the students at school, include theenvironmental science majors and non-professional students.Revised: The study is based on eight focus group interviews with the students at school,including theenvironmental science majors and non-professional students.Error 9: In these groups, with the exception of a smaller number, it was commonly accepted as a factthat anthropogenic global warming is under way.Revised: In these groups, with the exception of a small number, it was commonly accepted as a factthat anthropogenic global warming was under way.Error 10: The paper explores the ways of reasoning that produce these diverse positions, meanwhile,obtain the college awareness of global warming.Revised: The paper explores the ways of reasoning that produced these diverse positions and,meanwhile, it obtains the college awareness of global warming.Conclusion:Error 1: The results of questionnaire provide the following findings.Revised: The results of the questionnaire provide the following findings.Error 2: Because global warming is a hot topic, whether it is professional or not professional students,the majority are very concerned about the climate change.Revised: Because global warming is a hot topic, the majority of the students, professional or nonprofessional,are very concerned about climate change.Error 3: Furthermore, strong f low of information with the development of networks and smart phone,contribute to the people understanding of various academic fields, even some highly specializedknowledge.Revised: Furthermore, the strong f low of information brought by the development of networks andsmart phones contributes to people’s understanding of various academic fields, even some highlyspecialized knowledge.Error 4: The information resource has diversiform form, such as news media, classroom education,government documents and considerations with respect to everyday life.Revised: The information resource has diverse forms, such as news media, classroom education,government documents and considerations with respect to everyday life.Teacher’s Manual of an Integrated Academic English Course IV136Error 5: News media is the main resource in today’s information age. But for majors in university,classroom education gives more professional knowledge and correct sense-making. Revised: News media is the main resource in today’s information age, but for majors in university,classroom education gives more professional knowledge and correct sense-making.Error 6: So many sense-making devices give high-capacity information to people, and it’s not allsources of information have meticulous certification.Revised: So many sense-making devices give high-capacity information to people, but not all sourcesof information have meticulous certification.Error 7: Perhaps, the reason is that college atmosphere more open compared to a high school education,and give the opportunity to exchange various academic fields.Revised: Perhaps the reason is that college atmosphere is more open compared with high schooleducation, and gives the opportunity to exchange various academic fields.References:Error 1: BeritKvaloy, HeningFinseraas, OlaListhaug, 2012. The publics’ concern for global warming:A cross-national study of 47 countries. Journal of Peace Research, 49 (1), 11—22. Revised: Kvaloy, B, H. Finseraas and O. Listhaug. 2012. The publics’ concern for globalwarming: Across-national study of 47 countries. Journal of Peace Research, 49 (1): 11—22.Error 2: LeeAnnKahlor, Sonny Rosenthal, 2009. If we seek, do we learn?: predicting knowledge ofglobal warming. Science Communication, 380 originally published online 7 January 2009. Revised: Kahlor, L. and S. Rosenthal. 2009. If we seek, do we learn?: predicting knowledge of globalwarming. Science Communication, 380 originally published online 7 January 2009.Error 3: LI LiJuan, WANG Bin, ZHAOTianJun, 2007. Impacts of external forcing on the 20th centuryglobal warming. Chinese Science Bulletin, 52(22), 3148—3154.Revised: LI, LiJuan, WANG Bin, ZHAOTianJun, 2007. Impacts of external forcing on the 20th century global warming. Chinese Science Bulletin 52(22): 3148—3154.Error 4: Nicholas Smith, Helene Joffe, 2013. How the public engages global warming: A socialrepresentations approach. Public Understanding of science, 22, 16—32.Revised: Smith, N and Helene Joffe. 2013. How the public engages global warming: A social representations approach. Public Understanding of science 22: 16—32.Error 5: W. S. Broecker, 2006. Global warming: take action or wait? Chinese Science Bulletin, 51(9),1018—1029.Revised: Broecker, W. S. 2006. Global warming: take action or wait? Chinese Science Bulletin, 51(9):1018—1029.137。
《学术英语(综合)》书本答案以下答案对书本习题中类似于“Do you(think/agree)”“give a presentation”等的部分问题进行了省略。
Unit1EconomicsText A:Lead-in:omittedCritical reading and thinking:Task1:Body:Use the labor and skills behind the Thanksgiving weekend as examples to illustrate the concept of“the invisible hand”End:Echo the beginning,emphasizing we should be grateful to the miracle on this Thanksgiving Day and every dayTask2:1.It is not difficult at all to explain why grocery stores stock up on turkey before Thanksgiving.There seemsto be no miracle in it.2.The use of so many“and’s”helps to emphasize that a series of actions and all kinds of work are involved inthe sale of Thanksgiving turkey.3.Here“from above”means“from God”.The phrase is used to show that there is something wondrous andalmost inexplicable in the social order of freedom.Task3:Market has its own way of punishing business malpractice.For example,if a fast food chain sells contaminated food,nation-wide demand for their food will go down,along with their profit.When a company sells defective products,they have to deal with liability costs.Language building-up:Task1:1．1．饲料经销商；饲料批发商2．为他自己的收益而工作3．技能与劳动力4．制造塑料5．私人交易6．包装并定价7．无形之手2．1.pricedbor3.transactions4.gainbor;manufactured6.the invisible hand7.distributorTask2:1.Today,in millions of homes across the nation,God will be thanked for many gifts,for the feast on thetable and the company of loved ones,for health and good fortune in the year gone by,for peace privilege of having been born—or having become—American.(Line2,Para.1)2.And yet,isn't there something wondrous—something almost inexplicable—in the way your Thanksgivingweekend is made possible by the skill and labor of vast numbers of total strangers?(Line1,Para.4)3.…Thanksgiving Turkey,there would be one—or more likely,a few dozen—waiting.(Line3,Para.6) Task3:1.very many2.buying or selling3.a large group of4.more huge5.understand6.troubledText B:Critical reading and thinking:Task1:1.Considering that her boyfriend doesn’t even bother to choose a gift for her,the girl concludes that hedoesn’t love her.Therefore,she breaks off the relationship.In the case where the strength of affection is most in question,people care a lot about what is given as a gift.2.The following is one more example where the signaling theory can be applied:In the job market,anemployer may not know whether a candidate is qualified for a post or not.Very often,the candidate will show the employer education credentials,which can be used as a signal to the employer.Thus the information gap is narrowed.Task2:(以下所有表格题若未说明，顺序皆为从上到下，从左到右)Internet browser;Windows operating system;deter;entering the market and offering new products;cars today include many built-in products;monopoly;80;reliable;easier to use;severely limited;changing;competitors;low;Researching:The U.S.economy is a free market economy with some government regulation ad there has been a lasting debate about how much government regulation is necessary.Those who argue for less regulation claim that the free market itself will require business to protect consumers and provide good products or services and the interference from the government can do nothing but increase the cost of doing corporations are not concerned about the public’s interest,so regulation is indispensable.Interestingly, Adam Smith himself believed that government had an important role to play in economic life.For example, he believed that the government should enforce contracts and grant patents and copyrights.Text C:Task:每一个精明的一家之主都知道，如果买一样东西所花的钱比在家里自己生产所花的成本要小，那就永远不要尝试在家里生产。
新时代研究生学术英语综合教程1第六单元Academic English is a crucial component of postgraduate education in the modern era. As the global landscape becomes increasingly interconnected, the ability to effectively communicate and engage in scholarly discourse in English has become a vital skill for aspiring researchers and scholars. Unit 6 of the "New Era Postgraduate Academic English Integrated Course 1" delves into the nuances and complexities of this essential aspect of postgraduate studies.The unit begins by emphasizing the importance of academic writing in the postgraduate context. Postgraduate students are expected to produce a significant amount of written work, ranging from research proposals and literature reviews to dissertations and journal articles. Effective academic writing not only demonstrates the depth of one's knowledge and understanding but also serves as a means of contributing to the broader academic discourse within a particular field of study.The unit then explores the fundamental elements of academic writing such as structure, organization, and coherence. Students areintroduced to the typical structure of academic essays and research papers, which often include an introduction, body, and conclusion. They learn how to effectively organize their ideas and arguments in a logical and cohesive manner, ensuring that their written work is easy to follow and comprehend.One of the key aspects of academic writing highlighted in this unit is the use of appropriate language and style. Postgraduate students are expected to adopt a formal and academic tone in their writing, avoiding colloquial or conversational expressions. They are also taught to use precise and concise language, as well as to incorporate relevant academic vocabulary and terminology.Another crucial component of academic writing covered in this unit is the importance of citing sources and acknowledging the work of others. Postgraduate students are expected to demonstrate their ability to engage with and build upon existing scholarly literature. They learn how to properly cite sources using recognized citation styles, such as APA or MLA, and how to integrate these citations seamlessly into their own writing.The unit also delves into the nuances of academic argumentation and the development of a strong thesis statement. Postgraduate students are encouraged to formulate clear and well-supported arguments, drawing upon relevant evidence and research tosubstantiate their claims. They learn how to craft a compelling thesis statement that serves as the foundation for their written work.Additionally, the unit addresses the importance of critical thinking and analysis in academic writing. Postgraduate students are expected to move beyond mere description and engage in critical evaluation and synthesis of existing knowledge. They are taught how to critically analyze sources, identify gaps or limitations in the literature, and develop their own unique perspectives and insights.Finally, the unit emphasizes the significance of revising and editing one's written work. Postgraduate students are encouraged to view writing as an iterative process, where multiple drafts and rounds of editing are necessary to produce a polished and coherent final product. They learn strategies for self-editing, such as proofreading for grammatical and spelling errors, as well as techniques for seeking feedback and incorporating revisions.Throughout the unit, students are provided with numerous opportunities to apply the concepts and skills they have learned through practical exercises and assignments. These activities are designed to help students develop their academic writing abilities and prepare them for the rigors of postgraduate research and publication.In conclusion, Unit 6 of the "New Era Postgraduate Academic English Integrated Course 1" is a comprehensive and invaluable resource for postgraduate students seeking to enhance their academic writing skills. By mastering the techniques and strategies covered in this unit, students can position themselves for success in their postgraduate studies and contribute meaningfully to the broader academic community.。
学术综合英语参考答案6Part I: Vocabulary and Grammar (Section A)1. The correct answer is "innovative," which means introducing new ideas or methods.2. "Catalyst" is the right choice here, referring to something that causes a change or action to happen.3. The word "diverse" is appropriate as it means showing a great deal of variety; very different.4. "Consequence" fits the context, meaning a result or effect of an action or condition.5. The term "feasible" is correct, indicating that something is possible to do or achieve.6. "Credible" is the word needed, meaning trusted and believed to be true or accurate.7. The correct word is "prevalent," which means existing or spreading widely in a particular place or time.8. "Eradicate" is the right answer, meaning to completely destroy or get rid of something.9. "Interact" is the term to use, meaning to communicate or cooperate with others; to act together.10. "Discrepancy" is the word needed, indicating a lack of agreement or consistency between beliefs and actions or between makings and facts.Part II: ClozeIn this section, you are required to fill in the blanks withthe appropriate words or phrases from the given options. Here are the correct answers:11. enhance - To make something greater in quality, value, or extent.12. manifestations - Clear signs or indications of something.13. articulate - To express something clearly and effectively.14. conducive - Helping to make something happen or be successful.15. intrinsic - Belonging naturally; essential to something.16. scrutiny - Careful examination or inspection.17. perpetuate - To keep something going continuously.18. substantiate - To provide proof or evidence for a claim.19. alleviate - To make something less severe or painful.20. paradigm - A typical example or pattern of something; a model.Part III: Reading Comprehension21. According to the passage, the correct answer is that the author believes the importance of education is to empower individuals.22. The passage suggests that the primary reason for the decline in traditional education is the rapid development of technology.23. The author argues that the future of education will be shaped by personalized learning experiences.24. In the context of the passage, the term "collaborative learning" refers to students working together to achieve common goals.25. The author concludes that the key to successful educationin the future is adaptability and innovation.Part IV: Translation26. 教育的目的不仅仅是传授知识，更重要的是激发学生的创造力和批判性思维。
unit6-⼤学英语综合教程答案BOOK 1 - Unit 6 - Language Focus - Vocabulary1. Fill in the gaps with words or phrases given below. Change the form where necessary.1) The former lake bed is now a [fertile] plain producing good crops of wheat.2) Aunt Pat's rough, red hands [reflected] a life of hard physical labor.3) If you are living [overseas], you may not have to pay tax in your own country.4) Helen is pretty, of [slim] build, with blue eyes.5) We [split] the boards down the middle to use them for the back of the shelves.6) Only the hope that the rescuers were getting nearer [sustained] the trapped miners.7) The [glow] of the setting sun reddened the stream.8) The kidnappers (绑架者) [thrust] the boy into the car and drove off.9) It is common knowledge that dogs have a [keen] sense of smell.10) The unusually cold winter caused many plants to [bud] late this year.11) Training is provided, so no [previous] experience is required for the job.12) We can go to the seven o'clock performance or the eight — [whichever] suits you best.2. Rewrite each sentence with the word or phrase in brackets, keeping the same meaning. The first part has been written for you.1) I strongly dislike the sickly smell of carpets and furniture in the bedroom. (disgust)The sickly smell[of carpets and furniture in the bedroom disgusts me].2) Correspondence between Mary and Henry came to an end after the death of her mother. (correspond)Mary stopped[corresponding with Henry after the death of her mother].3) The most suitable site for a radio transmitter (发射台) is an isolated place far from cities. (best located)A radio transmitter[is best located at an isolated place far from cities].4) The game on TV completely held my attention so that I didn't hear Martin come in. (absorb)I[was so absorbed in the game on TV that I didn't hear Martin come in].5) Thanks to the rough surface of the basketball, players are able to keep a firm hold of it. (grip)The rough surface of the basketball helps[players grip the ball].3. Complete the following sentences, using the words or phrases in brackets. Make additions or changes where necessary.1) During the 1880s, several black colleges were founded in the U.S. [to broaden] educational opportunities for black students and help them [make their way] in the world. (broaden, make one's way)2) "The food at this hotel [disgusts] me. Why not dine at the restaurant across the street?""Well, we haven't reserved a table, but we'll [take a chance on] its not being full." (take a chance, disgust)3) About 15,000 artists participated in [the grand] opening ceremony of the Beijing Olympics, which left 91,000 spectators from China [and overseas] mesmerized (着迷). The event, directed by Chinese filmmaker Zhang Yimou, [reflected] China's rich history and cultural heritage. (overseas, reflect, grand)UsageFill in each gap in the following sentences with an appropriate word. In some cases, both words may be used.1. afraid frightened1) A fire broke out at the school but the teachers were able to lead the [frightened] children to safety.2) Don't be [afraid / frightened] to complain if the service is bad.2. alike similar1) Don't worry about which washing machine to buy, they are all [alike / similar].2) The twins insist on wearing [similar] clothes.3. alive living1) The old man was lucky to be [alive] after such a devastatingearthquake.2) He is widely regarded as Australia's greatest [living] poet.4. asleep sleeping1) She looked lovingly at the [sleeping] child.2) I'm surprised to see you awake — ten minutes ago you were fast [asleep].- Word FamilySome words come from the same root, that is, they belong to the same family. If you get to know well each member of the family, they will all place themselves at your service.Study the following words. Then use them correctly in the sentences below.1. disappoint disappointment disappointed disappointing disappointingly(1) If you're expecting that Dad will let you borrow his car, you're going to be greatly [disappointed].(2) She couldn't hide her [disappointment] at not getting the job.(3) It's [disappointing] that so few attended the concert.(4) I'm sorry to [disappoint] you, but I'm afraid I can't come after all.(5) Emma played rather [disappointingly] in the piano competition and only came third.(6) What a [disappointing] result! She should have done a lot better.2. attract attraction attractive unattractive attractively unattractively(1) The salary they're offering is very [attractive], but I still don't want the job.(2) The local government is trying to [attract] high-tech companies to the area.(3) My wife is keen on shopping, but it holds no [attraction] for me.(4) Karen used to wear severe clothing. Surprisingly enough, I found her very [attractively] dressed when I dropped in yesterday.(5) She's got a lovely slim figure, but her face is [unattractively] long.(6) Wearing an [unattractive] blouse and old-fashioned skirt, Dorothy looked older than she was.1. Complete the following passage with words chosen from the Words and Phrases to Drill box. Change the form where necessary.I had no difficulty in [identifying] (1) him, standing there with the book [gripped] (2) firmly in one hand. A book had seemed the natural choice, as it had been those notes in the [margins] (3) of another that had brought us together in the first place. He was right on time, just as we had scheduled. I liked that. It seemed to fit well with everything I had discovered from [corresponding] (4) with him while he was [overseas] (5). Now here he was in the flesh, looking [more than a littl e] (6)handsome as he stood there in his uniform. I almost [hesitated] (7) to put him to the test, but it was too late to change my mind and I was [grateful] (8) to the lady for agreeing to help. I [made my way](9) past him and didn't wait to see his response to her. So here I am in the restaurant, waiting to see whether I am going to have dinner on my own or not. Will he end up [going my way] (10) after all?2. Read the following passage carefully until you have got its main idea, and then select one appropriate word for each gap from the box following the passage.Jenny and Raymond had been lovers before World War II set them apart. Eight years later Raymond happened to learn that Jenny was still living alone in London ...)So Raymond found himself unpacking his bag in a London hotel before he had decided on his approach (接近的途径) to Jenny. He [first] (1) thought of the telephone, but he knew that wouldn't do. Jenny believed that he was dead. He couldn't just [ring] (2) up and say he wasn't. [Nor] (3) could he just ring her doorbell and be standing there on the mat. She would think she was seeing things (眼花了).A hot bath and a change of clothes did not bring any revelations (启⽰), either. He sat down at the writing desk and began a letter to her — tore it up and began [another] (4) — and tore that up. He [threw] (5) down the pen and went out into the early October dusk of London, — [deliberately] (6) avoiding the address where Jenny was living.He was unaccustomed to dilemmas (两难境界) like this which could not be [reasoned] (7) out in a decent length of time, and he was getting angry with [himself] (8). Moodily he turned into a cheerful-looking [restaurant] (9) and had a lonely meal, aware that he might have Jenny's happy face across the table — he was wasting time — but after so many years, did a few more hours [matter] (10)? Translation3. Translate the following sentences into English, using the words or phrases in brackets.1) 我上⼤学之前，祖⽗对我说的那⼏句充满智慧的话给我留下深刻印象。
Unit 1Language building-upTask 1/Specialized vocabulary1. 饲料经销商；饲料批发商2. 为他自己的收益而工作3. 技能与劳动力4. 制造塑料5. 私人交易6. 包装并定价7. 无形之手1. priced2. labor3. transactions4. gain5. labor; manufactured6. invisible hand7. distributorTask 2/Signpost language1. Today, in millions of homes across the nation, God will be thanked for many gifts, for the feast on the table and the company of loved ones, for health and good fortune in the year gone by, for peace privilege of having been born, or having become —American(Line 2, Para.1).2. And yet, isn't there something wondrous, —something almost inexplicable in the way your Thanksgiving weekend is made possible by the skill and labor of vast numbers of total strangers? (Line 1, Para. 4)3. ...Thanksgiving Turkey, there would be one, —or more likely, a few dozen—waiting. (Line 3, Para.6)Task 3/Formal English1. very many2. buying or selling3. a large group of4. more huge5. understand6. troubledUnit 2Language buildingTask 1:Part 1:1)无形之手；2）自由企业制度3）股东4）经济体制5）开发产品和服务6）市场力量；市场调节作用7）金融机构8）严重衰退9）破产10）mission11）stock price12）corporate motto13）assets14）maximize profits 15）financial systemPart 2：1)market forces2）financial institutions 3）free enterprise system 4）deep institutions5）invisible hand6）stockholder7）profit maximization 8）economic system Task 2：1.and；2.Another；3. also；4. Not only；but；5. otherTask 31. understanding；2. agree with；3. forces…to be accepted;4. bad5. purpose6. charitable ;7. given;8.famous.Unit 3Language buildingTask 1: collocationPart 1:1) 充满敬畏与感激；2）与外部世界隔离3）陷入绝境4）易感抑郁5）恢复体能6）界定性特征7）暂时的挫败8）不因挫败而心烦意乱9）竞选权位10）吹着欢快的曲调Part 2：1)bout 2）validated3）squabble 4）aptitude5）platitude 6）debilitate7）reassuring 8）undermine9）ruminate 10）martialTask 2：1.contrasting；2.in contrast；3. However；4. different；5. on the other hand6. in the opposite way7.howeverTask 31. full of；2. becomes alert and energetic3. keeping thinking about4. been left in hopelessness5. likely to suffer from6. not disturbed7. saying something that people are quite familiar with8. officially approvedUnit 4Language buildingTask 1: collocationPart 1:1. green movement2. protected areas3. extinction of animals and plants4. wild fish stocks5. make clean power6. save resources7. 培育生物多样性8. 控制污染9. 阻止对生态体系的破坏10. 扩大清洁产业11. 集体世界观12. 生态经济Part 2：1. Embedding a narrative that moves us on from protecting nature from people to protecting nature for people is an essential part of this reframing. (Para.6)If such a narrative is to gain practical effect, then looking after nature must urgently be seen as not only an environmental challenge, but also an economic one. (Para.7)The author manages to bring in a new topic and maintain coherence by repeating keys words such as narrative, nature.2. So long as we continue to travel in two directions at once, promoting environmental goals on the one hand while on the other directly contradicting that with measures to achieve more economic growth, the longer we will fail to make real progress. (Para.7)When it comes to economics and ecology there is plenty of good thinking already done. (Para.8) The author manages to bring in a new topic and maintain coherence by repeating key words such as economic, economics.Task 3 Formal language1. unchangeable; increasing2. control3. effort; charitable4. pleasant detail5. complicated6. change7. Changing8. importantUnit 5Language buildingTask 1: collocationPart 1:1. having a mind2.behave as if you understand3.what and how we know4.inside;reflectsMentalist Dbehaviorist BEpistemologist Aphenomenologist CPart 21. psychological2.spiritual3.behaviour4.phenomenologist5.perplexity6.mentallyTask 2：…,classified…This class of…The class of……a less severe label…The huge classTask 31. what we imagine about computers today2.we have broken the distinction between ???3.for the sake of convenience so that it is easier to refer to the first type of response4. you have the same reason for thinking that M had a mind.5. (The reason you believe your mother has a mind is based) not on your prejudice6. as groundless as believing that computers have mindUnit 6Task 1: Specialized vocabularyPart 11. 数学化，数字处理2. 计算机辅助设计3. 统计4. 基因组学5. 运筹学6. 优化组合7. 概率8. 数据库Part 2：1. database2. CAD3. statistics4. probability5. optimization6. genomics7. mathematization8. Operations researchTask 2：1. Here are a few simple examples of prescriptive mathematics that extended from single numbers to exceedingly complex systems:…(Line 1,para.8,Text A)2. Admittedly this is rather vague, but it will clarify a bit as I go on and mention a few of the manyexamples that Baker gives:…(Line 8, para.10, Text A)Task 3 Formal language1. exists2. included3. explained4. model5. get6. environment7. knowledgeable person; in which8. until now9. fix ideas of (caution) in one’s mindUnit 7Task 1: Specialized vocabularyPart 11. -h2.-f3.-a4.-j5.-i6.-b7.-d8.-g9.-c10.-ePart 2：1. To achieve professional development isimportant as a means to the end of becoming an expert and gaining more flexibility and independence2. Numerous studies over the last 30 years have suggested that personality is a powerful predictor of a person's life satisfaction3. An employee's work orientation is shaped in the first instance by their understanding of “what work is about”4. The government is trying to introduce new measures to create a better social safety net and encourage better worker pay5. Money has been used as the incentive of many intelligence contests in TV programTask 2：1. The present perfect tense（现在完成时）emphasizes that people’s conception about what money can bring them has changed greatly2. The tense switches from the present to the past to manifest that an example is given3.The tense switches between the present and the past to produce a comparison of different interpretations of a “calling”in different timesTask 3 Formal language1. pour heart and soul into :spare no efforts,try one's bestwhat will stimulate\encourage a worker to try his best in making good products?2. lure：temptationgrueling：working exhaustedlyPeople are no longer so tempted by the dream of becoming rich by working exhaustedly 80 hours a week for several years in a humble position3. lowly job：humble jobrecrafted：turnedHe might be doing a humble job，but he would turn it into a great mission4. entails：requiresA career requires more devotion to work5. contributing to：being beneficial toconnotation：implicationPeople who regard their work as a calling\great mission think that what they do helps serve the public and brings benefits to our society，and therefore it's quite proper to say that a mission\calling implies something similar to religious beliefsUnit8Task 1 Specialized vocabulare1. cultural tradition 文化传统2. social stability 社会稳定3. distinct identity 鲜明特色4. edge effect 边缘效应5. organic evolution 有机界进化6. mutual respect 相互尊重7.political correctness 政治正确性anic evolution2. mutual respect3. Edge effect4. social stability5. political correctness6. cultural tradition7. distinct identityTask 2 Signpost language1. Through; through; through2. not just; but3. first4. second5. next6. final7.not only; but alsoTask 3 Formal English1. develop2. combined3. skillful performers4. obvious5. friendly6. getting rid of7. combine8. changed9. imagine10. a large number ofUnit 9Task 1 Specialized vocabulary1 D 医疗2 J 基因分型3 F 内窥镜检查4 A 生物技术5 H 诊断6 C 分子的7 I 治疗方案8 E 医生9 G 外科医生的；手术的10 B 胶囊1 diagnosis2 surgical3 Biotechnology4 healthcare5 protocols6 molecularTask 2 Signpost language1 known as2 referred to as3 call4 describe5 meanTask 3 Formal English1 increases2 marked3 arrival/ coming4 replaced5 move away6 filledUnit 10Task 1 Specialized vocabulary1 b2 k3 f4 j5 g6 i7 e8 c9 h10 a11 d1 syntactic patterns2 Language faculty3 neural system4 underlying logic5 evolutionary adaptation6 formal instruction7 mental organ8 natural selectionTask 2 Signpost language1 for2 led to3 because4 Therefore5 Therefore6 because; because7 SoTask 3 Formal English1 explanation/interpretation; impacts2 is present all over; analyze/explain/interpret。
