创新大学英语2综合教程(华东师范大学出版社)第七单元单词

1)Students from countries such as China, which has a drastically different culture and language from the US, have to absorb a great deal of cultural shock when they first arrive.来自中国等国家的学生，有着和美国完全不同的文化和语言，当他们第一次到达是，必定要吸收大量的文化冲击。

2)Persist（持续的）headache can be a(n) indication of a serious problem, so do not hesitate to contact your doctor.持续的头痛可能是严重的问题的一个标志，所以不要犹豫，联系你的医生。

3)A miniature garden takes little space but adds much beauty to the landscape.一个微型花园占地小却增加了很多美丽的风景。

4)It is more than a little ironic that some insurance companies can’t even ensure their own survival.这不仅仅是一个小小的讽刺，有些保险公司甚至不能保证自己的生存。

5)This former chemistry student stumbled into the baking business when he took a part-time job at a bakery and learned the art of bread making in the summer time.当在夏季时他找到了一份在一家面包店的兼职工作并学习做面包的艺术，这位从前学化学的学生闯入了烘焙领域。

全新版大学英语(第二版)综合教程2-Unit7一、单词学习在本单元中，我们将学习一些与旅行相关的单词。

这些单词将帮助我们在国外旅行中更好地与他人交流。

1.destination - 目的地–My destination is Paris. 我的目的地是巴黎。

2.tourist - 游客–There are many tourists visiting the Great Wall. 有很多游客参观长城。

3.attraction - 景点–The Eiffel Tower is a famous attraction in Paris. 埃菲尔铁塔是巴黎的一个著名景点。

4.souvenir - 纪念品–I bought a keychain as a souvenir from the museum. 我从博物馆买了一个钥匙链作为纪念品。

5.accommodation - 住宿–The hotel provides comfortableaccommodation for the guests. 酒店为客人提供舒适的住宿条件。

二、课文解析本单元的课文是关于旅行方面的。

故事围绕着一对情侣展开，他们在一次旅行中经历了许多有趣和令人难忘的事情。

故事开始，男主人公David和女主人公Lisa计划去一次自由行。

他们去了一个叫 Paradise Island 的地方。

在那里，他们体验了很多激动人心的活动，比如浮潜和乘船观光。

在旅行的过程中，他们也遇到了不少困难。

例如，他们花了很长时间才找到合适的住宿地点。

此外，Lisa 还不小心丢失了她的相机。

然而，他们并没有因此而气馁。

他们通过询问当地人获得了一些有关景点和餐厅的建议。

他们还购买了一些独特的纪念品来纪念这次旅行。

最后，他们回到家中，充满了愉快和喜悦的回忆。

三、读后感这个单元的故事很让人着迷。

通过故事中的情节，我们了解到了旅行中可能遇到的困难，比如找不到合适的住宿地点或丢失重要物品。

Unit 7 I’d Rather Be Black than Female1. 我是首位当选国会议员的黑人妇女，这使我成了一种独特的现象。

美国国会中还有九位黑人议员，十位女性议员,而我是首位同时逾越双重障碍的议员。

在这两道障碍之中，身为黑人要比身为女人的障碍小很多。

2. 如果我说黑人面对的障碍要比女人更大，大概没有人会怀疑。

这是为什么？因为“众所周知”，美国对黑人有歧视。

若说对女性有歧视，这会令几乎所有男人——恐怕还有大多数女人——都觉得不可思议。

3. 很多年来，多数美国白人对歧视黑人的现象视而不见。

最后，当黑人们通过静坐示威、联合抵制和自由乘车游行等方式“挑起”这个问题时，美国白人觉得惊异万分。

“谁，是我们吗？”他们委屈地问道，“我们在歧视他们？”对美国白人来说，这个漫长痛苦的再教育过程刚刚开始。

很多年以后，白人——包括那些自以为是自由主义者的人——才会发现并消除他们实际存在的种族主义思想。

4. 而消除女性歧视的困难要大多少？我坚信这将是一场更为旷日持久的斗争, 部分原因是，与黑人相比，美国女性不仅被更彻底地洗脑，而且也更加安于她们次等公民的角色。

5. 请允许我解释一下。

我活跃政界二十余年。

除了最后六年，我一直在努力工作——干那些枯燥乏味但却能影响竞选胜负的杂活——可收获奖赏的却是男人，这几乎就是政界女性永远不变的命运。

6. 恰恰又是女性——大约有三百万女性志愿者——在美国政界做着大部分这类工作。

她们中任何人顶多指望能有幸当选区副主席或县副主席。

这种“区分但平等”的职位是一名女性多年任劳任怨地干着装信件、组织牌局之类的杂活之后所能获得的。

最高奖励。

担任此职务之后，她可以享受公费出差、参加州或全国性会议或代表大会的待遇，而她的既定角色就是按男会长的投票方式去投票。

7. 1963年，当我试图突破这种角色，代表布鲁克林的贝德福德·斯图维桑特参加纽约州众议院席位竞选时，遭到了强烈的反对。

竞选伊始，我便遇到了针对我的性别的毫无掩饰的敌意。

应用型大学英语第二册学习参考资料Unit 7StarterTapescriptAn exhibition examining Picasso's lifelong relationship with writers and the many ways in which language affected his work opened on Jan. 27 at the Yale University Art Gallery."Picasso and the Allure of Language" comprises some 70 works in all media by Picasso, as well as select examples by fellow artist Georges Braque, and photographs, letters, manuscripts and book projects by a group of artists and writers. Together, these works show Picasso's interest in writing and language. The exhibition will be on view through May 24.The exhibition is divided into four sections. The opening section, "Conversations", focuses on Picasso's early associations with writers and artists, from the early 1900s through the Cubist Project. The second section, "Fictions", looks at Picasso's affection for imagined characters. The third section, "Revisions", examines the artist's writing-over of previously existing works in his poems and drawings of the 1940s. The final section, "Illuminations", corresponds roughly to the years immediately after World War II until about 1950. During this period, Picasso took on a series of collaborations with writers and poets while also experimenting with many printed and applied media.A fully illustrated catalogue also accompanies the exhibition.The Yale University Art Gallery, 1111 Chapel St., is open Tuesday-Saturday, 10 a.m.-5 p.m. (until 8 p.m. on Thursday), and Sunday, 1-6 p.m. It is closed Mondays and major holidays. Admission is free. For additional information, visit or call (203) 432-0600.Text AThe Art Collector1 Years ago, there was a very wealthy man who, with his devoted young son, shared a passion for art collecting. Together they travelled around the world, adding only the finest art treasures to their collection. Priceless works by Picasso, Van Gogh, Monet and many others adorned the walls of their family estate. The widowed elder man looked on with satisfaction as his only childbecame an experienced art collector. The son's trained eye and sharp business mind caused his father to beam with pride as they dealt with art collectors around the world.2 As winter approached, war engulfed the nation, and the young man left to serve his country. After only a few short weeks, his father received a telegram. His beloved son was missing in action. The art collector anxiously awaited more news, fearing he would never see his son again. Within days, his fears were confirmed; the young man had died while rushing a fellow soldier to a medic.3 Distraught and lonely, the old man faced the upcoming Christmas holidays with anguish and sadness. The joy of the season, that he and his son had so looked forward to, would visit his house no longer.4 On Christmas morning, a knock on the door awakened the depressed old man. As he walked to the door, the masterpieces of art on the walls only reminded him that his son was not coming home. As he opened the door, he was greeted by a soldier with a large package in his hands. He introduced himself to the old man by saying, "I was a friend of your son. I was the one he was rescuing when he died. May I come in for a few moments? I have something to show you."5 As the two began to talk, the soldier told of how the old man's son had told everyone of his, not to mention his father's, love of fine art. "I am an artist," said the soldier, "and I want to give you this."6 As the old man unwrapped the package, the paper gave way to reveal a portrait of his son. Though the world would never consider it the work of a genius, the painting featured the young man's face in striking detail.7 Overcome with emotion, the old man thanked the soldier, promising to hang the picture above the fireplace. A few hours later, after the soldier had departed, the old man set about his task. True to his word, the painting went above the fireplace, pushing aside thousands of dollars worth of art. His task completed, the old man sat in his chair and spent Christmas gazing at the gift he had been given.8 During the days and weeks that followed, the old man realized that even though his son was no longer with him, the boy's life would live on because of those he had touched. He would soon learn that his son had rescued dozens of wounded soldiers before a bullet stilled his caring heart.9 As the stories of his son's gallantry continued to reach him, fatherly pride and satisfaction began to ease his grief. The painting of his son soon became his most prized possession, far eclipsing any interest in the pieces for which museums around the world clamored. He told his neighbors it was the greatest gift he had ever received.10 The following spring, the old man became ill and passed away. The art world was in anticipation, that with the collector's passing, and his only son dead, those paintings would be sold at auction. According to the will of the old man, all of the art works would be auctioned on Christmas Day, the day he had received the greatest gift.11 The day soon arrived and art collectors from around the world gathered to bid on some of the world's most spectacular paintings. Dreams would be fulfilled this day; greatness would be achieved as many would hope to claim, "I have the greatest collection."12 The auction began with a painting that was not on any museum's list. It was the painting of the old man's son. The auctioneer asked for an opening bid, but the room was silent.13 "Who will open the bidding with $100?" he asked. Minutes passed, and no one spoke. From the back of the room came a voice, "Who cares about that painting? It's just a picture of his son." "Let's forget about it and move on to the good stuff," more voices echoed in agreement.14 "No, we have to sell this one first," replied the auctioneer. "Now, who will take the son?"15 Finally, a neighbor of the old man spoke. "Will you take ten dollars for the painting? That's allI have. I knew the boy, so I'd like to have it." "I have ten dollars. Will anyone go higher?" called the auctioneer. After more silence, the auctioneer said, "Going once, going twice, gone." The gavel fell.16 Cheers filled the room and someone exclaimed, "Now we can get on with it and we can bid on the real treasures!" The auctioneer looked at the audience and announced that the auction was over.17 Stunned disbelief quieted the room. Someone spoke up and asked, "What do you mean, it's over? We didn't come here for a picture of some old guy's son. What about all of these paintings? There are millions of dollars worth of art here! I demand that you explain what is going on!"18 The auctioneer replied, "It's very simple. According to the will of the father, whoever takes the son...gets it all."艺术品收藏家1 许多年前，有位富翁，他和爱子都非常热爱艺术品收藏。

读写译（二）Unit 1 笔记1. in the late 1960s 20世纪60年代后期in the early 1960s ……早期in the mid-1960s = in the middle ofthe 1960s ……中期2. culture n. 文化cultural a. 文化的cultured a. 有文化的，有教养的3. debut [‘deibu:] a. 第一次的debut album 首张唱片4. be in tune with the time 适合时代潮流be out of tune with…与……格格不入in tune 和调—out of tune 跑调，走调change one’s tune 改变态度dance to one’s tune 亦步亦趋5. be an instant hit 轰动一时make a hit 获得成功6. seek-sought-sought7. code n. 密码，代码post code 邮编；规则；法典，法规8. live by 靠……生活live on 靠……生活；以…为食feed on；继续活下去go on living（on的本义）live with = put up with 忍受，容忍live through度过~ a hard time ；经受live out （比预期）多活了（几天）e.g. The patient lived out another 2 days .；住在外面live up to 实践，做到，不辜负~one’s expectation 不辜负某人的期望live high 过奢侈生活Live and learn. 活到老，学到老。

As I live,……表强调，的确indeed , really9. survey （n. 重音在前v. 重音在后）调查；眺望，俯视convey v. 传达，运送conveyance n.10. curriculum=course 课程11. the way to do = the way of doingthe method of doingthe approach to doing (best)12. educator n. 教育工作者educationist=educationalist教育工作者，教育家13. rather than ①而不是instead of = not②而不愿would …rather than …/ prefer to …rather than …other than ①除了except②不同于different frome.g. My idea is quite other than yours.14. kindergarten 幼儿园elementary school = primary school = grammar school = grade school 小学（4）middle school = high school = secondary school 中学（3）junior middle / high school 初中senior middle / high school 高中college / university / institute 大学15. not …but …不是…而是…not that …but that …= not because … but because …16. antenna n. 天线article n. 物品，物件parental a. 父母的注意读音17. attach v. fasten or joinattach sth to sthbe attached to 附属，喜爱e.g. I’m greatly attached to my work .attach importance to ……重视an attached middle school 附属中学attachment n.18. initial a. 首先的of / at the beginning ；首字母的n. 首字母v. 草签（协议）initiate v. 创始，发动createinitiative n. 主动性have the initiative 掌握主动take the initiative in / by doing 带头做(do sth) on one’s own initiative = actively 主动地19. on occasion 有时= now and then = occasionallyon the occasion of 在……之际e.g. on the occasion of (= at)sb’s wedding / partyon one occasion = once 一次on many occasions 很多次take the occasion to do借此机会（官腔）20. a wedding ring 结婚戒指an engagement ring 订婚戒指21. neglect n.v. 忽视neglect to doneglect one’s meals and sleep废寝忘食be neglectful ofCF: neglect, ignore, omitneglect （心上）对职责，义务的忽视neglect one’s duties 玩忽职守neglect traffic regulations 违反交规ignore （眼上）故意不理会，置之不理ignorance n. ignorant a.pay attention of = take notice of 注意omit 失误，疏忽，删除22. 以–mit 结尾的动词变为名词变化形式常类似 e.g. permit –permission admit –admission omit –omission 23. not in the least = not at all = not a bit一点也不not a little = very 许多24. relevant a. 有关的，相关relatedbe relevant to 反义irrelevant relevance(cy) n. have relevance to25. case 案件evidence u. proof c. 证据26. investigate vt. vi. investigate into investigator n. 调查员investigation n.on investigation 经过调查under investigation 在调查中make an investigation on / of / into做关于……的调查No investigation , no right to speak .没有调查就没有发言权。

[键入公司名称][键入文档标题] [键入文档副标题][键入作者姓名]2013/11/6Unit 1style ,n行为方式，风格bustle ,vi忙碌，奔忙bustling ,a繁忙的，熙攘的elementary ,a基本的，初级的telling ,a难忘的，有力的lobby ,n大堂，大厅attach ,vt系，贴，连接attendant ,n服务员，侍者，随从slot ,n狭缝，狭槽vigorously ,ad用力的，精力充沛的vigorous ,atender ,a年幼的，温柔的bang ,v敲击，猛击exploratory ,a探索的harmless ,a 无害的phenomenon ,n现象initial ,a开始的，最初的assist ,v帮助reposition ,vt改变…的位置insert ,vt插入，嵌入somewhat ,ad有点，稍微expectantly ,ad期待地await ,vt等待，等候occasion ,n时刻，场合frown ,v&n皱眉neglect ,vt忽略parental ,a父的，母的，父母的incident ,n事件relevant ,a有关的，切题的investigate ,v调查，探究creativity ,n创造力anecdote ,n趣闻，轶事colleague ,n同事desirable ,a值得向往的，称心的accomplish ,vt完成（某事）accomplishment ,n造诣，才艺，完成，成就sympathetically ,ad同情地sympathetic ,acritical ,a至关重要的，危急的effectively ,ad有效地effective ,a principal ,a主要的，首要的rear ,vt养育，抚养misdeed ,n不端行为creative ,a创造的retrospect ,n回顾artistic ,a艺术的well-intentioned ,a好意的intention ,n意图observer ,n观察者，观察员clumsily ,ad笨拙地clumsy ,afacility ,n熟练，灵巧，设备，设施gentleness ,n轻柔，优雅mold ,vt塑造performance ,n行为，表现，表演，演出tradition ,n传统continual 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,n视角，观点Unit 2ringer ,n摇铃人，敲钟人confront ,vt摆在…的面前，正视，应对doorway ,n门道，门洞donation ,n捐款，捐赠物donate ,vtkettle ,n水壶，锅stand ,n架，台，座confusion ,n困惑curiosity ,n好奇心stammer ,v结结巴巴地说no-no ,n禁忌的事deny ,vt否定，否认bracket ,n等级，档次whim ,n冲动，突然的念头attain ,vt获得，达到dependable ,a可靠的primarily ,ad主要地minimal ,a极小的，最低限度的exceptionally ,ad罕见地，非凡地exceptional ,aenergize ,vt使精力充沛cherish ,vt关爱，珍惜poetry ,n（总称）诗，诗歌fabricate ,vt虚构，捏造tickle ,vt逗乐，瘙痒逗笑vital ,a极其重要的well（-）off ,a富裕的，有钱的emotional ,a感情上的pursuit ,n追求，寻求dated ,a陈旧的，过时的seemingly ,ad表面上，看上去abrupt ,a突然的，意外的jolt ,v使震惊memorable ,a值得纪念的，难忘的consequence ,n结果，后果item ,n一条，一项，一件commercial ,n商业广告,a商业的high-end ,a高档的，高端的focus ,v将（注意力等）集中于,n 重点，焦点affluent ,a富裕的apron ,n围裙economically ,ad经济上，节省地，节约地economical ,a节省的，节约的genuine ,a真正的linger ,vi长时间持续，磨蹭，拖延countless ,a不计其数的individual ,n个体，个人sentiment ,n祝愿，祝辞，情绪，态度bless ,vt祈求上帝保佑thankful ,a感激的，庆幸的tangible ,a有形的，可触摸的mansion ,n豪宅，大厦dime ,n（美国，加拿大的）10分硬币discount ,n折扣billionaire ,n亿万富翁，大富翁folk ,n(usu,pl)人们local ,a本地的，当地的corporate ,a大公司的memo 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大学英语综合教程2第七单元课文Print still KinPart I Pre-Reading TaskListen to the recording two or three times and then think over the following questions:1. What is the passage about?2. What's your impression of the English language?3. Can you give one or two examples to illustrate(说明)the messiness of the English language?4. Can you guess what the texts in this unit are going to be about?The following words in the recording may be new to you: eggplantn. 茄⼦pineapplen. 菠萝hamburgern. 汉堡⼦⼦饼，汉堡包Part IITextSome languages resist the introduction of new words. Others, like English, seem to welcome them. Robert MacNeil looks at thehistory of English and comes to the conclusion that its tolerance for change represents deeply rooted ideas of freedom.THE GLORIOUS MESSINESS OF ENGLISHRobert MacNeilThe story of our English language is typically one of massive stealing from other languages. That is why English today has an estimated vocabulary of over one million words, while other major languages have far fewer.French, for example, has only about 75,000 words, and that includes English expressions like snack bar and hit parade. The French, however, do not like borrowing foreign words because they think it corrupts their language. The government tries to ban words from English and declares that walkman is not desirable; so they invent a word, balladeur, which French kids are supposed to say instead — but they don't.Walkman is fascinating because it isn't even English. Strictly speaking, it was invented by the Japanese manufacturers who put two simple English words together to name their product. That doesn't bother us, but it does bother the French. Such is the glorious messiness of English. That happy tolerance, that willingness to accept words from anywhere, explains the richness of English and why it has become, to avery real extent, the first truly globallanguage.How did the language of a small island off the coast of Europe become the language of the planet — more widely spoken and written than any other has ever been? The history of English is present in the first words a child learns about identity (I, me, you); possession (mine, yours); the body (eye, nose, mouth); size (tall, short); and necessities (food, water). These words all come from Old English or Anglo-Saxon English, the core of our language. Usually short and direct, these are words we still use today for the things that really matter to us.Great speakers often use Old English to arouse our emotions. For example, during World War II, Winston Churchill made this speech, stirring the courage of his people against Hitler's armies positioned to cross the English Channel: "We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills. We shall never surrender."Virtually every one of those words came from Old English, except the last — surrender, which came from Norman French. Churchill could have said, "We shall never give in," but it is one of the lovely — and powerful — opportunities of English that a writer can mix, for effect, different words fromdifferent backgrounds. Yet there is something direct to the heart that speaks to us from the earliest words in our language.When Julius Caesar invaded Britain in 55 B.C., English did not exist. The Celts, who inhabited the land, spoke languages that survive today mainly as Welsh. Where those languages came from is still a mystery, but there is a theory.Two centuries ago an English judge in India noticed that several words in Sanskrit closely resembled some words in Greek and Latin. A systematic study revealed that many modern languages descended from a commonparent language, lost to us because nothing was written down.Identifying similar words, linguists have come up with what they call an Indo-European parent language, spoken until 3500 to 2000 B.C. These people had common words for snow, bee and wolf but no word for sea. So some scholars assume they lived somewhere in north-central Europe, where it was cold. Traveling east, some established the languages of India and Pakistan, and others drifted west toward the gentler climates of Europe, Some who made the earliest move westward became known as the Celts, whom Caesar's armies found in Britain.New words came with the Germanic tribes — the Angles, the Saxons, etc. — that slipped across the North Sea to settle inBritain in the 5th century. Together they formed what we call Anglo-Saxon society.The Anglo-Saxons passed on to us their farming vocabulary, including sheep, ox, earth, wood, field and work. They must have also enjoyed themselves because they gave us the word laughter.The next big influence on English was Christianity. It enriched the Anglo-Saxon vocabulary with some 400 to 500 words from Greek and Latin, including angel, disciple and martyr.Then into this relatively peaceful land came the Vikings from Scandinavia. They also brought to English many words that begin with sk, like sky and skirt. But Old Norse and English both survived, and so you can rear a child (English) or raise a child (Norse). Other such pairs survive: wish and want, craft and skill, hide and skin. Each such addition gave English more richness, more variety.Another flood of new vocabulary occurred in 1066, when the Normans conquered England. Thecountry now had three languages: French for the nobles, Latin for the churches and English for the common people. With three languages competing, there were sometimes different terms for the same thing. For example, Anglo-Saxons had the word kingly, but after the Normans, royal and sovereign entered thelanguage as alternatives. The extraordinary thing was that French did not replace English. Over three centuries English gradually swallowed French, and by the end of the 15th century what had developed was a modified, greatly enriched language — Middle English —with about 10,000 "borrowed" French words.Around 1476 William Caxton set up a printing press in England and started a communications revolution. Printing brought into English the wealth of new thinking that sprang from the European Renaissance. Translations of Greek and Roman classics were poured onto the printed page, and with them thousands of Latin words like capsule and habitual, and Greek words like catastrophe and thermometer. Today we still borrow from Latin and Greek to name new inventions, like video, television and cyberspace.As settlers landed in North America and established the United States, English found itself with two sources —American and British. Scholars in Britain worried that the language was out of control, and some wanted to set up an academy to decide which words were proper and which were not. Fortunately their idea has never been put into practice.That tolerance for change also represents deeply rooted ideas of freedom. Danish scholar Otto Jespersen wrote in 1905,"The English language would not have been what it is if the English had not been for centuries great respecters of the liberties of each individual and if everybody had not been free to strike out new paths for himself."I like that idea. Consider that the same cultural soil producing the English language also nourished the great principles of freedom and rights of man in the modern world. The first shoots sprang up in England, and they grew stronger in America. The English-speaking peoples have defeated all efforts to build fences around their language.Indeed, the English language is not the special preserve of grammarians, language police, teachers, writers or the intellectual elite. English is, and always has been, the tongue of the common man.。