21世纪大学英语教程第一册01网络英语教材
Unit 1
Text A
Listening
First Listening
Before listening to the tape, have a quick look at the following words.
grade
分数
concentrate
全神贯注
schedule
时间表
pressure
压力
selectively
有选择地
relevant
有关的
skip over
跳过;略过
approach
方法
Second Listening
Listen to the tape again. Then, choose the best answer to each of the following questions.
1. The purpose of this listening passage is ____.
A) to describe college life
B) to give advice for college success
C) to warn against being lazy at college
D) to increase college enrollment（入学人数）
2. According to the listening passage, the most important key to getting good grades at college is _____.
A) asking questions in class
B) doing assignments ahead of time
C) working as hard as you can
D) learning how to study effectively
3. Which of the following does the listening NOT say you should do?
A) Organize your time and materials.
B) Write down every word the professor says in class.
C) Treat studying like business.
D) Study together.
Pre-reading Questions
1. Based on the title, guess what the text is about.
2. Look at the subheadings, 1-8, in the text. Which of these activities do you already do? In which areas do you feel you need improvement?
3. Are there any "secrets" to your own success as a student? In other words, do you have any special study techniques which have been very successful for you?
Secrets of A Students
Edwin Kiester & Sally Valentine Kiester
Alex, now a first-year student in natural sciences at Cambridge, played football for his school in Manchester and directed the school production of a play —but he left school with five A's. Amanda, studying English at Bristol University, acted in plays at her school and played tennis regularly. Yet she still managed to get four A's.
How do A students like these do it? Brains aren't the only answer. The most gifted students do not necessarily perform best in exams. Knowing how to make the most of one's abilities counts for much more.
Hard work isn't the whole story either. Some of these high-achieving students actually put in fewer hours than their lower-scoring classmates. The students at the top of the class get there by mastering a few basic techniques that others can easily learn. Here, according to education experts and students themselves, are the secrets of A students.
1. Concentrate! Top students allow no interruptions of their study time. Once the books are open, phone calls go unanswered, TV unwatched and newspapers unread. "This doesn't mean ignoring important things in your life," Amanda explains. "It means planning your study time so that you can concentrate. If I'm worried about a sick friend, I call her before I start my homework. Then when I sit down to study, I can really focus."
2. Study anywhere —or everywhere. A university professor in Arizona assigned to tutor underachieving college athletes, recalls a runner who exercised daily. He persuaded him to use the time to memorise biology terms. Another student stuck a vocabulary list on his bathroom wall and learned a new word every day while brushing his teeth.
3. Organize your materials. At school, Tom played basketball. "I was too busy to waste time looking for a pencil or a missing notebook. I kept everything just where I could get my hands on it," he says. Paul, a student in New Mexico, keeps two folders for each subject — one for the day's assignments, the other for homework completed and ready to hand in. A drawer keeps essentials together and cuts down on time-wasting searches.
4. Organize your time. When a teacher set a long essay, Alex would spend a couple of days reading round the subject and making notes, then he'd do a rough draft and write up the essay. He would aim to finish a couple of days before the assignment was due so that if it took longer than expected, he'd still meet the deadline. Amanda stuck to a study schedule that included breaks every two hours. "Trying to study when you're overtired isn't smart," she advises. "Even a short break to stretch or get some fresh air can work wonders."
5. Learn how to read. "I used to spend hours going through irrelevant material," Amanda remembers. "But then I got used to reading quickly; if the first sentence of a paragraph wasn't relevant, I'd move on to the next paragraph." "The best course I ever took," says an Oklahoma student, "was speed-reading. I not only increased my words per minute but also learned to look at a book's table of contents and pictures first. Then, when I began to read, I had a sense of the material and I retained a lot more." To such students, the secret of good reading is to be an active reader — one who keeps asking questions that lead to a full understanding of the material being read.
6. Take good notes. "Before writing anything, I divide my page into two parts," says Amanda, "the left part is about a third of the page wide; the right, two-thirds. I write my notes in the wider part, and put down the main ideas on the left. During revision, this is very useful because you can see immediately why the material is relevant, rather than being worried by a great mass of information." Just before the end of lesson bell rings, most students close their books, put away papers, talk to friends and get ready to leave. But a smart student uses those few minutes to write two or three sentences about the lesson's main points, which he scans before the next class.
7. Ask questions. "If you ask questions, you know at once whether you have got the point or not," says Alex. Class participation is a matter of showing intellectual curiosity. In a lecture on economics, for example, curious students would ask how the Chinese economy could be both socialist and market-driven, thus interesting themselves not only in whats, but also in whys and hows.
8. Study together. The value of working together was shown in an experiment at the University of California at Berkeley. A graduate student there who observed a first-year calculus course found that Asian-American students discussed homework, tried different approaches and explained their solutions to one another while the others studied alone, spent most of their time reading and rereading the text, and tried the same approach time after time even if it was unsuccessful.
After all, the secrets of A students are not so secret. You can learn and master them and become an A student, too.
(795 words)
New Words
perform
vt. 执行, 完成; 演出, 表演
vi. 演出, 表演; 工作, 表现; 执行, 完成
high-achieving
a. 得高分的
lower-scoring
a. 得分较低的
concentrate
vi. direct all one's attention, etc. towards sth. 全神贯注；集中思想；专注；专心
interruption
n. 打扰；干扰；中止；阻碍
ignore
vt. take no notice of; refuse to pay attention to!! 不理；忽视
focus
v. direct attention, etc. on sth. 集中注意力于某事情
assign
vt. appoint to a job or duty 委派；指派
underachieving
a. doing less well than was expected, esp. in school work 未能充分发挥学习潜力的；学习成绩不良的
athlete
n. a person who is good at or who often does spors 运动员
recall
vt. bring back to the mind; remember 回想（起）；记得
memorise, -rize
vt. learn and remember 记住；熟记
missing
a. 缺失的，找不到的；失踪的，下落不明的
notebook
n. small book for writing notes in 笔记本；记事本
folder
n. 文件夹
assignment
n. a duty or piece of work that is given to someone （指定的）作业；（分派的）任务
drawer
essential
n. (usu. pl.) sth. that is necessary or very important [常用复数] 必需品
a. (to, for) necessary; central 绝对必要的；非常重要的
essay
n. a short piece of writing giving sb. 's ideas about politics, society, etc. 论说文；散文
draft
n. the first rough written form of anything or a rough plan 草稿；草案
vt. make a draft of 起草；草拟
due
a. expected or supposed (to happen, arrive, etc.) 到期的；预定应到的
*deadline
n. a date or time before which sth. mush be done or completed 最后期限
schedule
n. a timetable for things to be done 时间表；日程安排表
overtired
a. 过度疲劳的
stretch
vi. 舒展身体，伸懒腰
irrelevant
a. (to) not having any real connection with or relation to sth. else 不相关的；不相干的
relevant
a. directly connected with the subject or problem being discussed or considered 相关的；相干的
speed-reading
n. 快速阅读
per
prep.for each 每；每一
content
n. 1.(pl.) a list in a book saying what the book contains [复数] 目录
2.the subject matter, esp. the ideas, of a book, speech, etc. 内容
vt. keep (possession of); avoid losing 保持；保留
revision
n. 复习；修改
scan
vt. look at quickly without careful reading 浏览，扫视
participation
n. 参与；参加
participate
vi. (in) to take part or have a share in an activity or event 参与；参加
intellectual
a. of intellect 知识的；智力的
n. 知识分子
curiosity
n. the desire to know or learn 好奇（心）；求知欲
economics
n. the scientific study of the way in which wealth is produced and used 经济学
economy
n. the system by which a country's wealth is produced and used 经济（制度）
market-driven
a. 市场驱动的
graduate
a. 研究生的
vi. 毕业
n. 有学位者，大学毕业生
graduate student
研究生
calculus
n. 微积分
approach
n. a manner or method of doing sth. or dealing with a problem 方式；方法
v. come near or nearer to sb. or sth. 靠近；接近
solution
n. an act or way of finding an answer to a difficulty or problem 解决（办法）Phrases and Expressions
make the most of
get the best use or greatest gain from 充分利用
count for much/little
be of much/little worth or importance 很有/ 没有多少价值或重要性
not the whole story/only part of the story
不是全部情况/ 只是部分情况
put in
spend (time or money) 花费（时间或金钱）
get (or lay) one's hands on
find; obtain 把… 弄到手
hand in
give (sth.) to sb. in charge by hand; send in 交上；提交
keep ... together
cause to remain together 把… 聚在一起
cut down on
reduce 减少
stick to
keep to; not abandon or change 坚持；不放弃，不改变
work wonders
do things that people did not think possible 创奇迹；产生奇妙作用
go through
read from beginning to end; examine 从头至尾看；遍查
lead to
have as a result; cause 导致；引起
a couple of
two; a few 两（个）；两三（个）
write up
write in a complete form 写出，写成
put down
write down 写下
put away
put (sth.) in its proper place 把（某物）收藏在合适的地方
time after time
again and again; repeatedly 一再；屡次
Proper Names
Edwin Kiester
埃德温·基斯特
Sally Valentine Kiester
莎莉·瓦伦丁·基斯特
Alex
阿历克斯（男子名）
Cambridge
剑桥(英格兰东南部城市, 剑桥大学所在地); 剑桥大学(=Cambridge University)
Manchester
曼彻斯特（英格兰西北部港市）
Amanda
阿曼达（女子名）
Bristol
布里斯托尔（英格兰西南部港市）
Arizona
亚利桑那州（美国州名）
New Mexico
新墨西哥州（美国州名）
Oklahoma
俄克拉荷马州（美国州名）
California
加利福尼亚州（美国州名）
Berkeley
伯克利（美国加利福尼亚州西部城市）
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21世纪大学英语第一册课文的翻译 Unit1 TextA 优等生的奥秘 埃德温·基斯特莎莉·瓦伦丁·基斯特 现在是剑桥大学理科一年级学生的阿历克斯，曾在曼彻斯特的中学校队里踢足球，还导演过学校的戏剧演出——但他中学毕业时得了五个A。在布里斯托尔大学攻读英语的阿曼达在中学里参加过戏剧演出，还经常打网球，但她仍然得到了四个A。 像他们这样的优等生是如何做到这一点的呢？脑子好使并不是唯一的答案。最有天赋的学生未必在考试中取得最好的成绩。懂得如何充分利用自己的才能要重要得多。 学习刻苦也不能说明全部问题。在这些成绩优秀的学生中，有些人投入的时间其实比那些分数低的同学还少。班级中拔尖学生的成功之道在于他们掌握了一些基本的技巧，这些技巧其他人也能很容易地学到。根据教育专家和学生们自己的叙述，优等生成功的奥秘有以下几点。 1.全神贯注！拔尖生不允许他们的学习时间受到干扰。一旦书本打开，便电话不接，电视不看，报纸不读。“这并不意味着对生活中的重要事情置之不理，”阿曼达解释说，“这意味着要安排好学习时间，以便能全神贯注。要是我牵挂一位患病的朋友，我会在做功课之前先给她打个电话。这样我坐下来学习时，就能真正集中心思了。” 2.在任何地方——或所有的地方学习。亚利桑那州一位教授曾奉命辅导一些成绩欠佳的大学运动员。他记得有一名赛跑运动员每天都要训练。他曾说服他利用这段时间记忆生物学术语。另一名学生则把词汇表贴在盥洗室墙上，每天刷牙时都记住一个生词。 3.安排好资料。汤姆在中学时打过篮球。“我非常忙，不可能为了找一支铅笔或一本不见的笔记本而浪费时间。我把每样东西都放在随后可取的地方，”他说。新墨西哥州学生保罗为每门功课备有两个文件夹，一个放当天布置的作业，另一个放已完成要交的家庭作业。一个抽屉把必需的用品放在一起，这样就可减少因找东西而浪费的时间。 4.安排好时间。当教师布置写一篇长论文时，阿历克斯会花两三天时间去阅读与题目有关的资料并做笔记，然后写出草稿，再写成论文。他会计划好在作业该交的前两三天完成，以便如果花费的时间超过预期，他还能在规定的最后期限前完成。阿曼达严格遵守一张学习时间表，其中包括每两小时休息一次。“在你过度疲劳时还试图学习并不明智，”她指出，“短暂的休息，哪怕只是伸展一下身体，呼吸呼吸新鲜空气，也能带来意想不到的效果。” 5.学会阅读。“我过去常花许多时间阅读一些无关的资料，”阿曼达回忆说，“但后来我习惯了快读；如果一段文章的第一句话无关紧要，我便接着读下一段。”“我修过的最好的一门课便是快速阅读，”一名俄克拉荷马州的学生说，“我不仅提高了每分钟阅读的词数，而且学会了首先看书的目录和插图。这样，当我开始阅读时，我就对阅读材料先有了一些了解，而且能记住更多的内容。”在这些学生看来，有效阅读的奥秘就在于做一个主动的阅读者，即能不断提出一些能使自己充分理解所读材料的问题。 6.做好笔记。“在写任何东西之前，我先把一页纸分成两部分，”阿曼达说，“左边部分约占纸宽的三分之一；右边部分占三分之二。我把笔记写在宽的一边，而把中心思想写在左边。这在复习时非常有用，因为你马上就能看到为什么这些材料是有关的，而不用为信息量太大而发愁。”在下课铃响起之前，多数学生便已经合上书本，收好作业，和朋友们说说话儿，准备离开了。而聪明的学生却利用这几分钟，用两三句话写出这堂课的要点，下一次上课之前，他便可以把这些要点浏览一遍。 7.问问题。“如果你问问题，你立刻就会知道，你是否已经掌握了要点，”阿历克斯说。课堂参与是一种求知欲的显示。例如，在经济学课上，好奇的学生会问，中国经济怎么可能既是社会主义的，又是市场驱动的，从而使他们不仅对于“什么”，而且对于“为什么”和“怎么样”产生兴趣。 8.一起学习。一起学习的价值从加州大学伯克利分校的一项试验中显示了出来。该校的
21世纪大学英语课后习题答案
1.Do you think that making music and art 【compulsory】subjects in schools would reduce some children’s enjoyment of them? 2.Bob’s one of those people who 【relish】 risk and danger he’d be bored in a safe, steady job. 3.Elizabeth is certainly talented enough to succeed in her career; she just doesn’t have enough 【confidence】 in her own abilities. 4.I’m sorry you’re in trouble, but as you made your decision on your own you’ll just have to face the 【consequences】 5.Many educators would be delighted to abolish exams, but they also worry that without them there would be too little 【 incentive】for students to work hard. 6.The teacher accidentally hit the boy’s hand with an eraser and was 【henceforth】known as “Dead-Eye Bean”. 7.If I had money, I’d 【invest】 it all in Internet companies. 8.Psychologists say that our behavior is influenced by many factors too subtle for us to consciously 【perceive】. 9.He’s always had a 【passion】for books. If he could work in a library, it would be a dream come true. 10.Look at those three whispering in the corner again they’re 【scheming】 something, I just don’t know what! 1、汤姆去年转来我校。他全神贯注地听杨小姐上课并很快成了她最喜欢的学生。 Tom ( was ) transferred to our school last year. He hung on Miss Young’s every word in class and soon became the apple of her eye. 2. 看到女儿高中毕业，他感到一阵难以用语言表达的爱和骄傲。
21世纪大学英语教程第一册01 - 网络英语教材
Unit 1 Text A Listening First Listening Before listening to the tape, have a quick look at the following words. grade 分数 concentrate 全神贯注 schedule 时间表 pressure 压力 selectively 有选择地 relevant 有关的 skip over 跳过;略过 approach 方法 Second Listening Listen to the tape again. Then, choose the best answer to each of the following questions. 1. The purpose of this listening passage is ____. A) to describe college life B) to give advice for college success C) to warn against being lazy at college D) to increase college enrollment（入学人数） 2. According to the listening passage, the most important key to getting good grades at college is _____. A) asking questions in class B) doing assignments ahead of time C) working as hard as you can
21世纪大学英语词汇
Unit 1 subjects in schools would reduce some children's enjoyment of them? risk and danger — he'd be bored in a safe, steady job. 3. Elizabeth is certainly talented enough to succeed in her career; she just doesn't have in her own abilities. 4. I'm sorry you're in trouble, but as you made your decision on your own you'll just have to face 5. Many educators would be delighted to abolish exams, but they also worry that without for students to work hard. known as "dead-Eye Bean." it all in Internet companies. 8. Psychologists say that our behavior is influenced by many factors too subtle for us to 9. He's always had for books. If he could work in a library, it would be a dream come true. 10. Look at those three whispering in the corner again —something, I just don't know what! 参考答案： (1)compulsory (2)relish (3)confidence (4)consequences (5)incentive (6)h enceforth (7)invest (8)perceive (9)passion (10)scheming The suffix -ess can be added to some nouns to refer to female humans and animals.(U1TA) e.g.: prince →princess tiger →tigress A. Add this suffix to the following nouns so that they refer to a female person or animal. Be sure to make any necessary spelling changes.
21世纪大学英语应用型综合教程修订版4课本练习答案
1. The police _blundered___ badly by arresting the wrong man. 2. The house was severely destroyed, so the couple spent thousands of dollars _renovating____ it. 3. The pilot was forced to _ditch___ the jet plane in the Gulf because of the hijacking. 4. Unlike the Satellite, it has no __internal____ battery, though it will accept external batteries made for the iPad. 5. The basis for training relies on the dog’s natural __instinct____ to hunt. 6. The __plaster___ was beginning to fall from the walls. 7. During each war the monopoly capitalists amassed ___fabulous____ wealth. 8. At college he studied English and did _amateur______ boxing Don’t _beat___ yourself up__ over something that you have no control over. They decided to _call in____ a doctor because the child was not any better. Ultimately, he said, the issue came ___down to __a dispute between the two countries. I always said he would _ wind up ____ in jail. Growth is a process of __ trial and error _________. You can learn as much from failure as you can from success. Maybe more. The bridge must be repaired within three days __ at all costs ____. 这座房子在地震中损毁严重，汤姆花了不少钱来修它。 The house was badly damaged in the earthquake, and Tom spent a lot of money renovating it. 正如史蒂夫·乔布斯所指出的，不断摸索一直都是苹果模式的一部分。 As Steve Jobs noted, trial and error has always been part of the Apple
21世纪大学英语教程(第四册)Unit1课文原文
21世纪大学英语读写教程（第四册）Unit1课文原文 《Who Is Great?》 Michal Ryan As a young boy, Albert Einstein did so poorly in school that teachers thought he was slow. The young Napoleon Bonaparte was just one of hundreds of artillery lieutenants in the French Army. And the teenage George Washington, with little formal education, was being trained not as a soldier but as a land surveyor. Despite their unspectacular beginnings, each would go on to carve a place for himself in history. What was it that enabled them to become great? Were they born with something special? Or did their greatness have more to do with timing, devotion and, perhaps, an uncompromising personality? For decades, scientists have been asking such questions. And, in the past few years, they have found evidence to help explain why some people rise above, while others—similarly talented, perhaps—are left behind. Their findings could have implications for us all. Who is great? Defining who is great depends on how one measures success. But there are some criteria. "Someone who has made a lasting contribution to human civilization is great," said Dean Keith Simonton, a professor of psychology at the University of California at Davis and author of the 1994 book Greatness: Who Makes History and Why. But he added a word of caution: "Sometimes great people don't make it into the history books. A lot of women achieved great things or were influential but went unrecognized." In writing his book, Simonton combined historical knowledge about great figures with recent findings in genetics, psychiatry and the social sciences. The great figures he focused on include men and women who have won Nobel Prizes, led great nations or won wars, composed symphonies that have endured for centuries, or revolutionized science, philosophy, politics or the arts. Though he doesn't have a formula to define how or why certain people rise above (too many factors are involved), he has come up with a few common characteristics. A "never surrender" attitude. If great achievers share anything, said Simonton, it is an unrelenting drive to succeed. "There's a tendency to think that they are endowed with something super-normal," he explained. "But what comes out of the research is that there are great people who have no amazing intellectual processes. It's a difference in degree. Greatness is built upon tremendous amounts of study, practice and devotion." He cited Winston Churchill, Britain's prime minister during World War II, as an example of a risk-taker who would never give up. Thrust into office when his country's morale was at its lowest, Churchill rose brilliantly to lead the British people. In a speech following the Allied evacuation at Dunkirk in 1940, he inspired the nation when he said, "We shall not flag or fail. We shall go on to the end...We shall never surrender."