美术英语教程 大学英语拓展课程系列 Book 2

TranslationsUnit 11.Meyer opened the bidding at $55 million, matching the record pricepaid for a Picasso at auction.迈耶开出起拍价5500万美元，该价格相当于以往毕加索作品的最高竞拍价2.Standing near the front of the room, Weitman bid up to $79 million bydetecting signals from someone in the room, a classic auction ruse meant to preserve the anonymity of a bidder.维特曼站位靠近拍卖会场的前部，通过捕捉来自会场内其他一些人的信号（这样做是一个典型的拍卖计策旨在保护竞拍者的身份）为其竞拍，把价格推升至7900万美元3.The hammer came down, the painting went to weitman’s collectorfor $104 million with buyer’s premium, and the audience broke into applause.拍卖槌落下，这幅画被维特曼代理的收藏者以1.04亿美元附带买家附加费的价格收入囊中，观众们爆发出掌声4.Picasso’s portrait of a moody adolescent in blue overalls, a garlandof roses on his head, and an unlit pipe in his hand dating from the artist’s Rose period [1905-6], was bought by Whitney for $50,000 in 1950.毕加索这幅肖像画表现的是一个穿蓝色工装的忧郁少年，头戴玫瑰花环，手持一个未点燃的烟斗，这幅作品可追溯到画家的粉红色时期[1905-1906]，被惠特尼在1950年以5万美元买下5.Daix surmises that Picasso would have been pleased to compete withvan Gogh for such prices, that his work would get as muchrecognition as that of a painter for whom he had a lot of respect and admiration戴克斯推断毕加索将会很高兴与凡高以这样的价格竞争，而且他的作品能与他尊敬和仰慕的画家同样受到赞誉Unit 21.It is important for us not to deceive ourselves into believing that wecan understand the intention of an African sculptor simply by looking at his work.这对于我们来说很重要不要自欺欺人的认为知识简单看非洲雕塑作品就能够理解一个非洲雕塑家的创作意图2.In the case of the masks made by the Kalabari of the Niger Delta,Horton has discovered that is because the painting is not simply an enrichment of the sculpture, but is the means whereby the spirit is brought to occupy the mask.以位于尼日尔三角洲的卡拉巴瑞族制作的面具为例，霍顿发现因为彩绘不仅仅可以使雕塑面具丰富多彩，还是招魂于其上的手段3.While the Fang argue that the statues represent age, the ancestors,and their august powers in their descendants’ affairs, they also recognize the infantile qualities of the figures themselves.虽然范族人有理由证明雕塑代表年龄、祖先及对其后代事物的威慑力，他们也承认人物本身具有婴儿特征4.In Western society, when art critics speak of “art for art’s sake”,they mean that the artist produces an object which is valued for itself, which attempts neither to instruct nor to edify, a product in which the artist is concerned exclusively with the solution of artistic problems of composition, color or form.在西方社会，当艺术评论家说道“艺术至上主义”时，他们的意思是创作自身具有价值的创作，他们既不教授也不教诲，艺术家只关注构图，色彩、造型这些艺术难题的解决之道5.Yet they do have a social function which is entirely independent of thesubject represented: that of establishing prestige, brass being regarded as a semi-precious metal; only the wealthy can afford to buy them, and they are displayed in the home both as objects of beauty and as status symbols然而他们的确具有完全独立的主题表现的社会官能：树立威望，黄铜被认为是贵重金属，只有富有的人能支付的起购买这种材质的艺术品，因而它们作为美与声望的象征陈列于家中Unit 31.Resultantly, they mean many different things to different people. It isnot even possible to be too specific about what the word “exhibition”means, and even more “professional” ones.因此，它们对于不同的人来说意味颇多。

大学英语新课标2册Unit1book2Unit 1 Time-Conscious AmericansSection AV ocabulary1.budget①. v. plan the spending of money, time, etc.~ for （为某目的）安排款项~ for the coming year/a holiday abroad/ a drop in sales为来年/ 去国外度假/ 营业额下降安排款项The government has ~ed for two bridges in the city.政府已在预算中拨款在该城市造两座桥。

②.n. a plan of how to spend money, etc. during a particular time for a particular purposea family/ week’s ~ 家庭/每周预算the company’s advertising ~公司的广告预算on a ~缺少钱，拮据a family on a ~ can’t afford meet every day.经济拮据的家庭不能每天享用肉食。

③. adj. cheap, inexpensive便宜的a ~ meal/ car/ holiday经济实惠的饭菜/ 汽车/ 假日Derivation: budgetary adj. 预算的2.acute①. a. fine, sharpShe still has very ~ hearing, though she is eighty years old.尽管她已经80岁了，但她的听觉仍然很灵敏。

Dogs have an ~ sense of smell.狗有灵敏的嗅觉。

Synonym: keen a ~ sense of desire/loss 强烈的愿望/失落感②. a. severean ~ lack of research funds研究经费的严重短缺~ pain/embarrassment剧烈的疼痛/极度的尴尬~/ chronic disease 急性/ 慢性病3.replacevt. put sth. back where it was before将（某物）放回原处~ the caps on the bottles.把瓶子盖盖好。

艺术类大学英语拓展答案unit2 1、11．________ big furniture shop it is! [单选题] *A．HowB．WhatC．What a (正确答案)D．What an2、The soldiers would rather die than give in. [单选题] *A. 呈交B. 放弃C. 泄露D. 投降(正确答案)3、He studied harder to _______ his reading skills. [单选题] *A. improve(正确答案)B. rememberC. memorizeD. forget4、The Titanic is a nice film. I _______ it twice. [单选题] *A. sawB. seeC. have seen(正确答案)D. have saw5、--_______ I borrow these magazines?--Sorry, only the magazines over there can be borrowed. [单选题] *A. MustB. WouldC. May(正确答案)D. Need6、Everyone knows that the sun _______ in the east. [单选题] *A. fallsB. rises(正确答案)C. staysD. lives7、33．Will Mary's mother ______ this afternoon? [单选题] *A．goes to see a filmB．go to the filmC．see a film(正确答案)D．goes to the film8、Have you done something _______ on the weekends? [单选题] *A. special(正确答案)B. soreC. convenientD. slim9、35．___________ good music the teacher is playing! [单选题] * A．What(正确答案)B．HowC．What aD．What the10、____ is standing at the corner of the street. [单选题] *A. A policeB. The policeC. PoliceD. A policeman(正确答案)11、I’ve _______ a job interview today. [单选题] *A. haveB. had(正确答案)C. hasD. have gone to12、Don’t ______. He is OK. [单选题] *A. worriedB. worry(正确答案)C. worried aboutD. worry about13、79．On a ________ day you can see the city from here. [单选题] * A．warmB．busyC．shortD．clear(正确答案)14、Every means _____ but it's not so effective. [单选题] *A. have been triedB. has been tried(正确答案)C. have triedD. has tried15、______ the morning of September 8th, many visitors arrived at the train station for a tour.（）[单选题] *A. FromB. ToC. InD. On(正确答案)16、--Don’t _______ too late, or you will feel tired in class.--I won’t, Mum. [单选题] *A. call upB. wake upC. stay up(正确答案)D. get up17、Chinese is one of ____ most widely used languages in ____ world. [单选题] *A. a, theB. /, theC. the, the(正确答案)D. a, /18、My father can?_______ a little English. [单选题] *A. speak(正确答案)B. sayC. talkD. tell19、I paid him 50 dollars for the painting, but its real（）must be about 500 dollars. [单选题] *A. feeB. value(正确答案)C. priceD. fare20、The trouble turned out to have nothing to do with them. [单选题] *A. 由…引发的B. 与…有牵连C. 给…带来麻烦D. 与…不相干(正确答案)21、—Would you like some milk?—Yes, just _____, please. [单选题] *A. a little(正确答案)B. littleC. a fewD. few22、It usually takes him about 15 minutes _______ his bike to school. [单选题] *A. ridesB. ridingC. rideD. to ride(正确答案)23、The classmates can' t（）Alice from her twin sister. [单选题] *A. speakB. tell(正确答案)C. talkD. say24、______! It’s not the end of the world. Let’s try it again.（）[单选题] *A. Put upB. Set upC. Cheer up(正确答案)D. Pick up25、--All of you have passed the test!--_______ pleasant news you have told us! [单选题] *A. HowB. How aC. What(正确答案)D. What a26、Reading（）the lines, I dare say that the government are more worried than they admitted. [单选题] *A. behindB. between(正确答案)C. alongD. among27、_______ your parents at home last week? [单选题] *A. IsB. WasC. AreD. Were(正确答案)28、( ) Do you have any difficulty _____ these flowers？I’d like to help you if you need.[单选题] *A in planting(正确答案)B for plantingC with plantingD to plant29、_______ a busy afternoon! [单选题] *A. HowB. What(正确答案)C. WhichD. Wish30、He asked for help from his friends who owned a computer company in New York. [单选题] *A. 拥有(正确答案)B. 经营C. 工作D. 了解。

大学生艺术类英语教材Introduction:English Language Learning in Art EducationAs art continues to gain popularity among university students, there is a growing recognition of the need to integrate English language learning into art education. With the expansion of global exchange programs, it is crucial for art students to possess proficiency in English to effectively communicate and collaborate with artists and art enthusiasts from around the world. This article aims to explore the significance of incorporating English language learning in art education and propose a framework for a specialized English textbook catering specifically to art students.Section 1: The Importance of English Language in Art Education1.1 Enhancing Global CommunicationIn the contemporary art world, interaction between artists, critics, and curators from diverse cultures is prevalent. Proficiency in English enables art students to connect with international communities and gain exposure to different artistic perspectives.1.2 Facilitating Cultural ExchangeArt is deeply rooted in cultural contexts. By incorporating English language learning into art education, students can access a wide range of literature, articles, and critical analyses, enabling them to better understand art movements, trends, and the historical development of art across cultures.1.3 Expanding Career OpportunitiesProficiency in English opens up numerous career opportunities for art students. Whether pursuing careers as artists, art educators, or museum professionals, the ability to effectively communicate in English enhances their competitiveness in the global job market.Section 2: Designing a Specialized English Textbook for Art Students2.1 Targeted VocabularyThe textbook should include art-specific vocabulary encompassing various art forms, techniques, materials, and art historical terminology. This will equip students with the necessary language skills to discuss and analyze artworks proficiently.2.2 Thematic UnitsEach unit should revolve around a specific theme, such as "Abstract Art" or "Sculpture," providing comprehensive vocabulary, reading materials, and exercises related to the theme. This will enable students to develop language skills while deepening their understanding of art.2.3 Authentic Artistic MaterialsIncluding authentic materials, such as interviews with contemporary artists, exhibition reviews, and artist biographies, will expose students to real-world English usage in the arts field, fostering their ability to comprehend and discuss art topics fluently.2.4 Collaborative ProjectsTo simulate real-life art collaborations, the textbook should incorporate group projects that encourage students to apply their language skills inartistic contexts. For example, students can engage in collaborative art critiques and presentations in English, fostering teamwork and communication abilities.Section 3: Supporting Resources and Tools3.1 Audiovisual MaterialsThe textbook should be accompanied by audio recordings of dialogues, interviews, and lectures to provide students with oral language practice, pronunciation guidance, and exposure to various accents.3.2 Online PlatformA dedicated online platform should be developed to accompany the textbook, offering additional resources such as interactive exercises, video demonstrations, and virtual art galleries. This platform can facilitate self-study and encourage independent exploration.3.3 Teacher's GuideFor instructors, a comprehensive guide should be included, containing suggested activities, assessment tools, and teaching strategies to effectively integrate the textbook into art education curriculum.Conclusion:Incorporating English language learning into art education is essential for ensuring the holistic development of university art students. By designing a specialized English textbook catering specifically to their needs, we can equip art students with the language skills necessary for global communication, cultural exchange, and expanding career opportunities.Through a well-structured curriculum and interactive resources, students can enhance their language proficiency while deepening their engagement with the arts.。

Unit 2 My DreamLesson 1 Everyone has a dream.一、教材分析1.教学内容本课时系教材《英语》（高教第四版）第三册第二单元的第一课时。

本课时主要让学生学习与梦想的相关词汇。

通过听说训练引导学生听懂谈论和实现梦想的语篇并学会相关句式在谈论梦想的具体语境中的使用，掌握相应的听力及口语交际技巧。

为本单元之后的学习任务做好语言上的准备。

2. 教学重点、难点（1）教学重点学生能正确拼读本课中关于梦想的词汇，并根据听到的信息标注谈论和实现梦想的句型，能运用所学的句型进行谈论梦想的对话。

（2）教学难点听懂并理解有关谈论和实现梦想的对话语篇，掌握相应的听力、会话技巧，并在具体的语境中进行有效的交际、沟通。

二、教学目标1. 知识目标（1）学生能正确拼读realize focus touching等词汇。

（2）学生能掌握谈论梦想和实现梦想的表达方式：A.讨论梦想Do you have a dream?How do you keep healthy?What’s your dream?B. 实现梦想A s long as …, you’llI f you don’t lose your heart, you’ll…You should try your best to focus on your dream.You should try your best to believe in yourself.Have you taken the first step necessary to achieve it?2.能力目标（1）学生能根据听力中的信息标注谈论梦想和实现梦想的相关句型。

（2）通过听力练习学会谈论和实现梦想的英语句子的应用，掌握相应的听力、会话技巧。

3. 情感目标学生通过本节课的学习，培养学生对英语学科的学习兴趣。

同时，让学生在潜移默化的学习中让学生思考自己的梦想。

三、教学步骤Step I Warm –up1.Students talk about your dream with your partner with the question“What’s your dream?” according to the picture given.2.Each group write down their answers and the teacher chooses severalgroups to share the answers in class.（设计意图：通过小组讨论，学生根据兴趣爱好和自身实际，思考自己有没有梦想，梦想是什么等问题，既能激发学生的积极性又能增强团队合作意识；老师可以引导学生寻找适合自己的梦想，并为自己的梦想而奋斗，同时也能根据学生已储备的词汇对本节课要讲解的词汇有一个程度上的把握。

新大学英语综合教程2教学参考书u2Unit2Text 1(Open) 1. FLearning English as a Global LanguagePart One Warming UpReadingActivity 1:Activity 2:British English, North American English, Australian English, New Zealand English, South African EnglishActivity 3:2. F3. T4. TText 21. All dialects were created equal and no one version of English lorded it over another.2. Englishes of Ireland and Scotland, of Australia and Jamaica, of Singapore and South Africa, Hong Kong and the United States.3. Mr. Crystal cheers loudly for variety, diversity and equality.4. The Stories of English is a work of impeccable scholarship and could easily serve as a standard textbook for students of linguistics.Viewing/ListeningActivity 1:C 18Unit 2 Learning English as a Global Languageu2.indd 182012.8.14 2:58:01 PMActivity 2:Duration of time 1 2 3 10 years 10 years 20 years Wales Liverpool the south of England PlaceActivity 3:Where they have been brought up. Where they have been. Whom they speak with.Activity 4:1. Because the influence of American mass media like their films and television programs on the British is greater than that of the British media on the American.2. No, it isn’t usually difficult for a native to distinguish between the differences.3. Yes, it is usually difficult for a foreigner to distinguish between the differences.4. No, it isn’t.5. No, it isn’t.Activity 5:1. F2. T3. TScript for Audio 001NEAL CONAN, host. This is TALK O F THE NATION. I’m Neal Conan in Washington. Whether near his home in Wales, roaming other parts of Britain or even further afield, linguist David Crystal always travels with an insatiable curiosity about the English language. He never fails to meet people with distinctive accents or come across towns with unusual names, and takes the time to explore intriguing turns of phrase, whether rooted deep in Anglo-Saxon origins or fresh off a television set. In his new book, “Walking English,” David Crystal hits the road in search of new linguistic experiences from Wales to Lodz in Poland and California’s Silicon Valley. He joins us in a moment to discuss the lilts, words, catchphrases and grammar he found along the way. David Crystal joins us from his home in Holyhead, Wales. And it’s nice to have you back on the program. Mr. DAVIDCRYSTAL (Author, “Walking English”). Hello, Neal, it’s a real pleasure to be back.Learning English as a Global Language Unit 219u2.indd 192012.8.14 2:58:01 PMNEAL CONAN. And to begin with, how do you define your accent? (Soundbite of laughter) Mr. CRYSTAL. I wish I could. Well, you know, an accent reflects where you’ve been, where you’ve been brought up. And most people these days don’t spend their whole lives in one place. So, whereas once upon a time it was quite easy to almost predict where somebody had come from just by listening to them, you listen to somebody like me and what you hear in this voice you’re hearing now is the first 10 years of my life living in Wales - living in Wales it would have been that sort of accent then. And then the next 10 years of my life living in Liverpool, well, everybody knows the Beatles. The Beatles accent, you know. And there was that sort of accent mixed in with it. And then I lived for 20 years down in the south of England and there was a kind of, you know, southern accent that came on top of the other two. And they’ve all mixed together to produce what you’re hearing now. CONAN. And it’s interesting, you say, in part, your accent depends on who y ou’re speaking with. Your children, for example, grew up in this country. Mr. CRYSTAL. Well, it’s - it’s, you know, as you and I might talk now over the next few minutes, I wouldn’t mind betting that my accent became slightly more American than it might ha ve been before. You know, it’s what happens. Accents change in terms of everything. I mean, that’s a good example.My kids, take the word schedule, you know, schedule in America, of course. Now I was brought up to say shed-ule. But all my kids have been influenced by American English. So, they all say, sked-ule. So, when I talk to them, I say sked-ule as well now. So, I got two pronunciations of the word. And this is very typical of the way language is going. CONAN. I - I had the good fortune to live and work in London for four years and it was my contention that an American could get about two-thirds of the way to a British accent before anybody noticed. (Soundbite of laughter) Mr. CRYSTAL. That’s right. And not just in pronunciation but, also in spelling because an awful lot of the American spellings have come into British English now. Yes, that’s right. I mean, it’s all your fault, you see... (Soundbite of laughter) Mr. CRYSTAL. ...you guys, the other side of the pond. You’ve made all the films, you made all the most successful television programs and things like that. And so, inevitably we are more used to your accent than you are to ours. I mean, one day, when British filmmaking becomes as powerful as Hollywood, it might go the other way round. But I can’t see that happening just yet. CONAN. Well, we used to go to the theatre sometimes and we would hear British actors doing Americans accents. In general they’re much better at American accents than we are at British ones. But nevertheless, there used to be something I used to call the I-80 accent because it sort of wandered all the way across the country. (Soundbite of laughter) Mr. CRYSTAL. Yes, that’s right. It’s very difficult actually to pick up the accent differences within a country if you’re not part of that country. CONAN. Mm-hmm. Mr. CRYSTAL. I mean, I’ve been to America several times and I’ve got to know, you know, some of the accent differences, but I still have great difficulty placing accents in a way that you would have no trouble about.And vice-versa. You know, Americans come over to Britain and they - they don’t - they20Unit 2 Learning English as a Global Languageu2.indd 202012.8.14 2:58:01 PMget the main accents, like say, Scottish English or something like that... CONAN. Mm-hmm. Mr. CR YSTAL. But it’s very difficult to really put your finger on some of the more subtle differences. CONAN. I was astonished to learn that English people had a hard time differentiating between American and Canadian accents. And indeed, they found it curious t hat I couldn’t tell the difference between Kiwis and Aussies. Mr. CRYSTAL. Yeah, that’s right. CONAN. Yeah. Mr. CRYSTAL. I think most people would be completely unclear about the difference between U.S. and Canadian English. I mean, there are some very clear differences, like the Canadian, you know, house, which you just don’t get the other side of - your side of the border. But most British people just wouldn’t hear it.Part Two Initializing the ProjectReadingActivity 1:Things to be crossed out are. The total number of pages To whom the author of the report would recommend the book Activity 2:2. The publisher and the publication date: Bantam Books, 1971.3. The book author’s name: Maya Angelou4. The biographical information about the author: A dancer, poet, and television producer as well as a writer, has continued her life storyin three more volumes of autobiography. I know Why the Caged Bird Sings is the start of Maya Angelou’s story. 5. The genre of the book: Autobiography. 6. The main idea of the book: She writes about the pains and joys of being black in America. 7. Quotations from the book: The first quotation—“People in Stamps used to say that the whites in our town were so prejudiced that a Negro couldn’t buy vanilla ice cream”. 8. The merits of the book: I was impressed by the vividness of Maya Angelou’s writing style. 9. Whether the author would recommend the book: I know Why the Caged Bird Sings is a remarkable book.Learning English as a Global Language Unit 221u2.indd 212012.8.14 2:58:02 PMActivity 3:Paragraphs Part One Part Two Part Three Part Four Paragraph 1 Paragraph 2 Paragraph 3-5 Paragraph 6 Introduction Summary of the book The reaction of the book report’s author to the work Conclusion Main IdeaActivity 4:(Open)Viewing/ListeningActivity 1:1. content2. word processing software program3. take notes4. creative title5. the author’s name6. the title of the book7. the number of pages8. summarize9. plot 10. subject 11. the setting 12. thesis statement 13. opinion 14. recommend the book 15. recommend it toActivity 2:1. T2. F3. T4. T22Unit 2 Learning English as a Global Languageu2.indd 222012.8.14 2:58:02 PMScript for Video 001How to write a book report? A book report summarizes the content of a book and is typically assigned in grades K to 12. You will need a book and a word processing software Step One. Read the book and take notes. Write down the names of major characters, the main ideas of the book and any memorable quotes. Step Two. Give the book report a creative title that includes the name of the book. Step Three. Begin the report with an engaging introductory paragraph that includes the author’s name, the title of the book, whether it is fiction or non-fiction, the genre and the number of pages. Include biographical information about the author that helps explain the book. Step Four. Summarize the book in the next paragraph. Give a brief overlook of the plot, the main characters, the subject of the book and the setting. Step Five. Give a brief analysis on the subject of the book in the next paragraph. Write about the author’s point of view of the subjuct; also known as the thesis statement. Follow your teacher’s guidelines on how in-depth the book report should be. Step Six. State your opinion in the next paragraph. Use concrete examples such as quotes or specific details to explain why you liked or disliked the book. Step Seven. Conclude the report with a paragraph on whether you would recommend the book and who you would recommend it to.Part Three Exploring the Field主课文参考译文：漫步英语如果你是在历史上受英国影响显著的地方学习英语，那你所学会的英语将带明显的英国特征。

艺术类大学英语综合教程2Unit5Unit5S.b_(a)1.1)If our product is properly marketed, it shall sell very well.2)It is one of the most pressing problems facing this country.3)The classroom teacher must be sensitive to a child’s needs.4)He appeared to be suffering from a severe disorder.5)He doesn’t manifest much interest in his studies.2.1)Wealth is seldom related to happiness.2)Sales have not lived up to expectations this year.3)The disease is spreading,and all children under five are at risk.4)You’re overweight,and I’m going to put you on a diet.翻译1)This is because very few people,if any,can live up to the images portrayed in magazines.这是因为很少有人(如果有的话)能达到杂志上所描绘的形象。

2)Seeing the slender models in magazines may make young girls falsely believe they need to lose weight.在杂志上看到苗条的模特可能会让年轻女孩错误地认为她们需要这样减肥。

3)For example,many boys see images of male models and internalize the notion that they need to be muscular and masculine to be attractive.例如，许多男孩看到男性模特的形象，并将他们需要肌肉发达、阳刚才能吸引人的观念内在化。