全新版大学英语Unit 1阅读教程
Unit 1
Part I Reading for Information
I. Reading for Information
1-6 BDBCAC
II. Translation
1.但是只要说上几句，他的口音就很容易辨认出来。
2.他不会轻易发火，有一颗金子般的心。你很少能从他的嘴里听到攻击和批评他人的话。
3.常言道，善行胜于善言。父亲的身教远远超过了他的言传。
4.面对生活的沧桑，大布鲁诺怎么能不提高嗓门？怎么能保持心平气和？难道力气这么大的人不该脾气也大吗？
5.体育明星和歌星、影星的确能够鼓舞人心，但是“英雄”这个头衔还是应该留给像我父亲那样，为了自己所爱的人孜孜不倦地工作的人。
III. Summary
1. hard work pays off
2. Big Bruno strong in stature a gentle spirit
3. most patient slow to get angry a heart of gold a lot of friends
4. a role model a true friend a treasure
5. hero does good loves everyone doesn’t expect anything
in return work tirelessly the good race
Reading Strategies
I. Skimming question 1
A
II. Skimming question 2
A teacher should…
1.be pleasantly live and attractive
2.have a genuine capacity of sympathy
3.be both intellectually and morally honest
4.be mentally alert
5.be capable of infinite patience
6.have the kind of mind which always wants to go on learning
III. Scanning question 1
④Classic Matches
IV. Scanning question 2
1% had engaged in role-play
2% had experienced field trips
6% felt competent at writing essays
13% felt A-level courses had prepared them very well for work at university
16% had used video/audio
30% had made significant use of primary sources
3/4 felt A-level courses had prepared them well for work at university
86% reported that their teachers had been more influential in their development as historians than the students’ own reading and thinking.
Part II Reading for Pleasure
I. Answer the following questions.
1. Kelly and the boy were neighbors as well as schoolmates. They used to be close friends, but Kelly turned her back on the boy while they were in middle school.
2. Kelly’s parents were getting a divorce, which made Kelly very sad. She was afraid that the divorce would damage her image and that she wouldn’t be able to recover. At that time the boy seemed to be the only person she could trust at school, the only one she could turn to. So Kelly kissed the boy.
3. Kelly wanted to prove she wasn’t fond of the boy at all and that she despised him from the bottom of her heart. In this way, she was able to keep image at school.
4. The boy grew into a handsome young man. He had a lot of friends, both old and new. He became popular at school and he was more confident than before.
5. He thought that Kelly should try not to make herself better by putting others down.
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8 the individual 9 responsible behavior 10 written budget Unit2 Passage1 1—5 Y Y N Y N 6—8 N NG Y Passage2 1 the use of drugs 2 dull and hopeless 3 more and more drugs 4 LSD 5 really able to do 6 long jail sentences 7 dangerous situations 8 full of tension Passage3 1—5 ACBDC 6—7 DA 8 skills courses 9 certificates 10 world communication Passage4 1—5 NG Y N Y Y
6—7 Y N 8 it is easier 9 confront different challenges 10 allowing everything Unit3 Passage1 1—5 BCBAC 6—8 CAC Passage2 1 900 miles 2 weeks of time 3 the kind of boats 4 getting into the mud 5 different levels of water 6 man-made lakes 7 the force of the water 8 the photographys taken from spaceships Passage3 1—5 DBCAB 6—7 AD 8 the chain store 9 th e firm’s expenses Passage4 1—5 N NG N Y N
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第三次迁址。大学通信专业的Gregg管理着俱乐部的顾客，经管专业的Drew则负责解决他们经济上、扩张上的难题。“我们不会停下来，”Drew说“尽管我们现在已经比大学的时候加倍努力，然而还是有很多活没有干完。”这是为什么呢？为什么有些人生下来胸中就有一团火焰，然而另一些人，就像Shipp兄弟，他们就需要一些变故来当他们的指路明灯？甚至有些人从来就没有得到过让他们进取的契机？难道有些家庭注定就不能有优等生，或者注定就不会存在差生吗？难道吉米卡特（美国总统）和比利卡特，杰布布什和尼尔布什（美帝政治家们）都会惊奇的惊叹为何我们都恰好来自同样的基因？在人类行为中里所有的冲动中，上进心的表现即为在别人吃完蛋糕前，尽肯能多的抢到蛋糕（即资源），这应该也是最民主的资源分配方式了吧。毕竟，活着便是一个“零和博弈（所有人收入损失之和为零）”。你每杀死一头水牛，别人就少一头；你占一块地，别人就少一块。当然，这些理论是基于“我们生下来就都很有上进心”的假设上的。当然事实不是这样子，并不是所有人都积极进取，我们中也有很多安于现状的人。比如在那些选择一周工作80小时的人里，也是有很多人在五点就打卡了的。理论上讲，男女对于上进心的理解不同，同样，美洲人和欧洲人，婴儿潮（二战结束那几年出生的）和Gen-X的人（70-80年代人，英文Gen Xers），中产与小康阶级，对于进取心的理解也是不同的。史蒂夫-沃兹尼亚克 （Steve Wozniak）（与乔布斯）共同创立了苹果电脑但是1985
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Teaching Planning College English Integrated Course Book Three Unit Two The Freedom Givers Zhong wen 1.Background Information Teacher: zhong wen Students: 56 sophomores Content of the textbook: unit-2 text A the Freedom Givers Textbook: foreign language teaching and research press Time duration：10 minutes 2.Textbook Analysis The author tells three stories about the Underground Railroad and early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parke r is a freed slave who later turned into a courageous “conductor”; Levi Coffin is a brave white “conductor”; Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad. We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text. 3.Students Analysis The class is made up of 56 students, with 30 girls and 26 boys ,who have a good knowledge of Basic English, but know very little about the American culture behind the language. So in this introduction part, It is necessary to introduce some background information to the students before reading 4.Teaching Objectives Students will be able to: 1.understand the main idea(early civil-rights struggles in the US, esp. the underground Railroad) 2.grasp the key language points and grammatical structures in the text, 3.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit 4.Appreciate the various techniques employed by the writer (comparison and contrast, topic sentence followed by detail sentences, use of transitional devices,etc.); 5.Teaching Procedures: Greetings Step 1 Lead-in T: Today we are going to talk about the ethic heroes in American history, before the class, I’d like to introduce the slavery to all of you. T: Abraham Lincoln was the 16th president of the United States, during his term of office; he led the civil war and abolished the slavery. T: In the battle against slavery, not only did the president try his best to abolish this system, but also the people, especially the black people living in the South America try hard to fight for their own feat. Today, we will introduce some freedom givers in the American history. Before
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Book One Unit Four Passage One Directions: You will have 10 minutes to read this passage quickly and answer the following questions from A, B, C and D. You should decide on the best choice. Youth Speak If you think the English language is getting shorter, you may be right. From news bytes to text-messaging to famously shorter attention spans, we're saying less—and relying on slang more. Why? With so much of our daily communications taking place online these days—and that doesn’t include just e-mail, but text-messaging on increasingly teenier devices—it seems everyday English has been reduced to a code of accepted abbreviations, mysterious combinations of numbers and letters, and even symbols masquerading as facial expressions. :) Often in all lowercase(小写字母) letters. Certain numbers, “2” and “4” in particular, play starring roles—replacing, respectively, “to” and “for”—but the far more interesting development is the embrace of the number “3” for the letter “e” (“b3” and “th3”), and the number “8” for the sound it makes (“gr8” and “l8r” for “great” and “later”). While some of these brave new acronyms(首字母缩拼词) can actually be self-explanatory (“u” for “you” and “ur” for “your”) or fairly logical (“b4” for “before”), or can highlight the sounds the letters ma ke (“qt” for “cutie” and “cu” for “see you”) or act as abbreviations (“cuz” for “because”), or can be just straightforward acronyms (“bff” for “best friends forever”), some do border on strange (“peeps” for “people”). Some terms that have been in circulati on for quite a while are pretty recognizable: “lol” (“laughing out loud”), “btw” (“by the way”), and “imho” (“in my humble opinion”). Some, meanwhile, are puzzling: “iykwim” (“if you know what I mean”), “mtfbwy” (“may the force be with you”), and “wysiwyg”(“what you see is what you get”). At times, this alphabet-soup vernacular (本国语，俗语) feels absolutely confusing to everyone but linguists and computer geeks. But it’s difficult to argue with it s speed—or even its necessity—when forced to use a toothpick-sized device to reply to an office memorandum (备忘录) while driving a car (not recommended or legal but, unfortunately, all too common). With the exception of “peeps,” though, all of the above examples are mostly used in written slang. Spoken slang is a whole o ther story. And it’s here that the younger generation truly has its say (pun intended). Today’s slang changes faster than yesterday’s password. That’s because words that were popular only a couple of years ago have lost favor—among t oday’s teens—for no reason at all. These include: “sweet”, “excellent”, and “awesome” (which all mean “good”). But, then, slang is short-lived by nature. In order for slang to be slangy, it has to have a feeling of perpetual newness. Slang is like fashion: never “in” for long. Americans eventually tire of even the most popular words, and by natural selection, only the strong survive.
大学英语阅读教程2答案
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全新版大学英语综合教程
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