英语泛读for unit1
王守仁版英语泛读教程第一册unit1讲义

文档来源为:从网络收集整理.word版本可编辑.欢迎下载支持.枣庄学院泛读课程教案说明:L授课类型:指理论课,实验课,实践课,技能课,习题课等;2.教学方法:指讲授.讨论.示教.指导等;3.教学手段:指板书.多媒体.网络.模型.挂图音像等教学工具;4.首次-1 -文档来源为:从网络收集整理.word版本可编辑.欢迎下载支持.文档来源为:从网络收集整理.word版本可编辑.欢迎下载支持.开课的青年教师的教案应由导师审核;5.讲稿内容附后。
-2 -文档来源为:从网络收集整理.word版本可编辑.欢迎下载支持.文档来源为:从网络收集整理.word版本可编辑.欢迎下载支持.Introduction to Reading Course1.Teachers' role in your learningWhat role do you think teachers should play in your learning? Do you expect teachers to tell you everything you need? -impossible. We know it is absurd, but there are always some students who expect their teachers are omniscients. So the first thing you should know is that you should learn how to learn on your own. Teachers should be assistants in your learning.2.What to learn in this course?What are the teaching goals of this course? What should you expect and get from this course? Why should we learn this course as we have had Integrated Course?——to get some information, to learn how to get information, to learn how to think, how to persuade others to accept your opinion, --- to learn how to learn on your own.Most information we know about the world come from extensive reading from books and society. Language triggers thought.3.How to learn this course and how to use this book?First concern: Reading comprehension f then exercisesPlease look at the table of contents.——taking unit one as an example.This book touches many fields, such as:1:psychological encouragement and educationUnit 1: university student lifeUnit 7: shynessUnit 13: psychology2:culture and literatureUnit 2: culture shock Unit 4: foodUnit 8: native peopleUnit 10: festivals and holidays Unit 9:Unit 18:bible storiesfiction3: society and callingsUnit 5: business Unit 11: advertising Unit 6:Unit 12: sports agriculture4: science and technologyUnit 13: psychologyUnit14: mysteries Unit 16: physical fitness Unit 17: pseudoscienceUnit 3:Unit 15:moviecomputer-3 -文档来源为:从网络收集整理.word版本可编辑.欢迎下载支持.文档来源为:从网络收集整理.word版本可编辑.欢迎下载支持.Teaching Plan: UNIT ONE University Student LifePart 1:: IntroductionText one discusses the definition of “student”, and how to be an excellent student .and points out the qualities that a good student should have, such as the 4As; attitude, academic skills, awareness, accomplishment, and some other factors, like self-discipline, initiative, breadth of interests, an open mind, a critical habit of mind, objectivity, humility.The literary style of text one is argumentation.记叙文narration, narrative composition 议论文argumentation, argumentative essay 说明文expositionPart 2:: Language points in Text One1.On being a student关于如何定义“学生”的问题2. A student means more than merely being a pupil. “学生”不仅仅意味着一种身份。
英语泛读课件第一册精品课件有备注

Themes such as love, death, war, and the human condition have been explored in depth throughout Western literature.
The literary background of the West is vast and diverse, encompassing a range of different genres, movements, and periods.
Questioning: Pose questions about the text to clarify and deepen understanding.
01
02
03
04
05
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Reading comprehension skills
Active recall: Practicing recalling new words in different contexts to reinforce memory.
Course outline
Unit 2
Unit 4
Strategies for Effective Reading
Reading for Academic Purposes
Unit 1
UnExtensive Reading
Reading for Pleasure and Entertainment
Individualized guidance
The course provides personalized feedback and guidance to students based on their individual needs and progress.
王守仁英语泛读教程第一册第一单元unit1讲义

王守仁版英语泛读教程第一册第一单元unit-1讲义————————————————————————————————作者:————————————————————————————————日期:枣庄学院泛读课程教案授课题目(教学章节或主题):Unit one: on being a student 授课学时授课时间第5周第节授课类型Theory 教学方法Teaching; discussion; instruction教学手段Writing on the blackboard; internet内容纲要:This text discusses how to be a good student and the qualities of being a good student, such as the 4As: attitude, academic skills, awareness, accomplishment, and some other factors like self-discipline, initiative, breadth of interests, an open mind, a critical habit of mind.教学目的与要求:training and promoting the students reading skills, widening the students knowledge, and enlarging the students vocabulary, in short, make students learn and reading the materials fluently and smoothly.重点与难点:New words; reading skills and methods; learning the new words and phrases from the context and familiar with the structure of long sentences; and the reading materials’theme argument, subject.教学过程(主要教学环节设计.时间分配.板书设计等):Teaching procedure and time:1. preview: 20minutes; 2. teaching: 30minutes 3: exercising: 20minutes; 4: discussion 30minutes思考题.讨论题.作业等:Self-teaching: getting the best value for timeGroup discussion: 1. What is the goal of university education? 2. How do you define “student”? What are the good qualities of a good student?参考资料(含参考书.文献等):1.Reading course(1) Reference book:wang-shouren,Shanghai Foreign Language Education Press,2005,8. 2. college English reading course(1) and reference book: Dong-xin, Shanghai Foreign Language Education Press,2002,9.说明:1.授课类型:指理论课,实验课,实践课,技能课,习题课等;2.教学方法:指讲授.讨论.示教.指导等;3.教学手段:指板书.多媒体.网络.模型.挂图音像等教学工具;4.首次开课的青年教师的教案应由导师审核;5.讲稿内容附后。
大学 英语 泛读教程 unit 1

sort out If you sort out a problem or the details of something, you do what is necessary to solve the problem or organize the details. India and Nepal have sorted out their trade and security dispute. If you sort yourself out, you organize yourself or calm yourself so that you can act effectively and reasonably. We're in a state of complete chaos here and I need a little time to sort myself out. = get yourself together
Reading Task One (5’)
• New Expressions: • 1.stick around: stay • I didn't stick around long enough to find out.
2.kick off: begin, start • Liverpool kicked off an hour ago. • If an event, game, series, or discussion kicks off, or is kicked off, it begins. • The shows kick off on October 24th. • The Mayor kicked off the party.
英语泛读教程 1
大学英语泛读教程第一册的参考答案

大学英语泛读教程第一册的参考答案Unit 1 University Student Life SectionWord Pretest1. D2. B3. B4. C5. D6. D7.8. BReding Comprehensionl. F 2. T 3. F 4. T 5. F 6. F 7. T 8. FVocbulry BuildingWord Mtchrtionlly in wy bsed on reson rther thn emotions estblished ccepted; recognizedvrious differentpnic sudden ferconsolidte s trengthenssignment homeworkbiologicl of living thingsflexible not fixedstrenuous stressful; requiring effort nd energy mster overllrecretion wy of spending free timeestimte clculte roughlyroutine regulr; usulpriority first concernrelxtion rest1. flexible2. estblished3. pnic4. strenuous5. priority6. routine7. Rtionlly8. recretions Suffix1. fmilirize2. visulize3. merely4. idelize5. finlize6. necessrily7. physiclly8. highly Clozefvorble their respected professors uthority role expect need severl chngesSec tion B1. D2. C3. C4. B5. C6. B7. D8. DSection Cl. D 2. 3. B 4. D 5. C 6. B 7. C 8.Unit 2 Culture ShockSectionWord Pretest1. C2.3. D4. C5. C6. B7.8. DReding Comprehension1. C2. D3. D4. D5. D6. CVocbulry BuildingWord Mtchexggerte sy more thn the truth bout something slng nonstndrd vocbulrydpt mke or become suitbleinsecure wek; uncertin; unprotecteddistinct different; seprtechllenging difficult, but in n interesting wy rnge vry within limitsdjust chnge slightly in order to mke suitble ggressive redy for conflictcope with del withoccur hppenidentity the distinguishing chrcter or personlity of n individul utomtic self-cting; under its own power distortion twist; chnging shpereverse opposite; contrryl. slng 2. exggerte 3. cope with 4. reverse5. dpt / djust6. rnge / rnged7. occurred8. ggressive Suffixl. dividble / divisible 2. determintion 3. dependble 4. stisfction 5. correction 6. reltion 7. usble / useble 8. recognizble Clozeforeign nxious behvior men necessrilypper unsure pproch frustrtions systemSection Bl. C 2. B 3. D 4. C 5. C 6. D 7. B 8. DSection Cl. C 2. B 3. B 4. D 5. B 6. C 7. 8. DUnit 3 MovieSectionWord Pretestl. B 2. D 3. B 4. C 5. D 6. B 7. 8. DReding Comprehensionl. C 2. D 3. B 4. C 5. D 6. B 7. C 8.Vocbulry BuildingWord Mtchnominee cndidtecrete mke; inventstre look t for long timereduce decrese; mke lessoverher ccidentlly her wht others re syingimpress fill someone with dmirtionexpense costvictim one who is hrmed or killedflot sty on the surfce of the wtercynicism distrustminiture smll; tinysubstitute something / somebody tht tkes the plce of nother grteful thnkfulscrpe scrtch wyillusion flse impressionl. scrpe 2. grteful 3. substitute 4. expenses5. reduce6. string7. impressed8. flotsSuffixl. confidence 2. distnce 3. devilish 4. presence5. importnce6. childish7. ptience8. ppernceClozestrs drwings movies love rememberkinds serious well-known collect hnging Section Bl. D 2. C 3. C 4. D 5. C 6. D 7. 8.DSection Cl. T 2. T 3. T 4. T 5. F 6. F 7. T 8. TSectionWord Pretestl. C 2. C 3. C 4. B 5. 6. C 7. B 8. BReding Comprehensionl. C 2. B 3. C 4. B 5. 6. C 7. B 8. CVocbulry BuildingWord Mtchflvor tstecompliment p risevegetrin one who does not et metdiry relting to milk or milk productingredient ny of the things tht re formed into mixturedessert sweet food served fter the min prt of meldiet food nd drink usully tken by personbrbecue cook food on metl frme outdoorscuisine food cooked in prticulr styleppetizer food or drink tken to increse the desire for food courteous polite nd kindstple bsic foodportion prt of something lrgerdough flour mixed with wter redy for bkingsufficient enoughl. courteous 2. flvor 3. stple 4. ingredients5. brbecue6. compliment7. portion8. sufficientPrefixl. disgrees 2. misunderstnds 3. disppernce 4. misleding 5. disdvntge 6. misfortune 7. discourge 8. misinterpreted Clozeingredients clled hnds increse rising llowed finl oven Section Bl. 2. D 3. C 4. B 5. 6. D 7. C 8. BSection Cl. 2. C 3. B 4. C 5. B 6. B 7. C 8. BUnit 5 BusinessReding Comprehensionl. D 2. D 3. D 4. D 5. C 6. C 7. 8. DVocbulry BuildingWord Mtchdispute n rgument or disgreemententerprise business compnyuthentic rel; trueenlightened showing true nd deep understndingsuccessor person or thing tht follows notherfcility equipmentnegotition discussion imed t reching n greementmesure method for deling with situtionseril in or forming seriescpture seize by forcemultilterl involving more thn two groups or countries stff the group of people who work for n orgniztionnnul hppening once every yerinfrstructure bsic systems nd services, such s trnsport nd power supplies commitment promise or decision to do something1. uthentic2. successor3. Negotition4. dispute5 fcilities 6. mesures 7. multilterl 8. stffSuffix1. minimize2.delighted3.Industril4.relized5. frightenedXX://.docsj/doc/6d831c2d1511cc7931b765ce05087632311274b8.html nized7. prtil8.tlentedClozespred concept reson supermrkets estimtelest work price open formSection B1. C2. C3. B4. B5. B6. B7. B8.DSection Cl. T 2. T 3. F 4. F 5. F 6. F 7. T 8. F 9. T l0. TUnit 6 SportsReding Comprehensionl. T 2. F 3. T 4. F 5. F 6. T 7. T 8. F Vocbulry Building Word Mtchboulevrd wide rod in city with lined trees long itfervent pssionteconquer win; defetpropose mke n offer of mrrigemessenger person who brings messgesembrce clsp in the rms; hugpop burst open with short, quick, explosive soundmotto short expression of guiding principlemillennium period of 1,000 yersbribery giving or tking gift in order to do something dishonest exhusted very tiredstdium lrge sports-ground with sets for specttors committee group of people selected to do something specil modl piece of metl given to person s n honor thlete person who is good t sport1. exhusted2. thlete3. motto4. bribery5. embrced6. committee7. proposed8. medlSuffix1. Egyptin2. Spnish3. British4. scholrship5.Romn6. reltionship7. Portuguese8. ledershipClozegmes list week wins nme divided think lower Section B1. B2. C3. F4. T5. T6. F7.8. C9. C 10. C Section C1. F2. T3. F4. F5. F6. F7. T8.F9. T 10. TUnit 7 Shyness SectionWord PretestReding Comprehension1. F2. T3. F4. T5. F6. T7. T8. FVocbulry Building Word Mtchstumble spek in n uncertin wytenttive not certinspouse husbnd or wifesignl sound or ction intended to give messgebrood spend time thinking sdly bout somethingintelligent hving powers of lerning, resoning or understndingpotentil possibility for developmentwnder move bout without fixed purposescold criticize in n ngry wytyrnt person who uses power cruelly nd unjustlystride wlk with quick, long stepsintimidte threten: frightencommitted hving mde firm promiseinherit receive something from one's prentspersonlity chrcter; individulityl. signl 2. tenttive 3. personlity 4. committed5. scolded6. brooding7. wndering8. stridingSuffixl. government 2. peceful 3. sttement 4. enggement5. destructive6. disgreement7. effective8. helpfulClozepeople women worse interview public position differently service low physicl Section Bl. F 2. T 3. T 4. T 5. F 6. T 7. F 8.T 9. B 10. CSection Cl. B 2. B 3. B 4. B 5. C 6. B 7. 8.BUnit 8 Ntive peoplesSectionWord Pretest1. B2. B3. B4. B5. C6.7. B8.Reding Comprehension1.2. C3. C4. C5. C6. C7. C8. BVocbulry BuildingWord Mtchimplement toolsophisticted not simple; complictedinternl inside; domesticdiplomtic relted to the reltions between ntions dismiss refuse to considerobjective im; golmnul done by hnd; of physicl, rther thn mentl, work survive continue to live or existbrk the strong outer covering of treeoffensive unplesntcommunity ll the people living in prticulr district, orsuch district itself utensil tool or continer for prcticl use scred holy; connected with religionpreserve specil re in which certin nimls or plnts re protected borigine member of group ntive to plce1. objective2. utensil3. mnul4.survivl5. scred6. dismissed7. implements8. diplomticSuffix1. driver2. lovely3.murderer4. ctor5. cowrdly6. bestly7. pinter8. inventorClozedeveloped survive desert food determined knife unknown thrown Section B1. B2. C3. C4. B5. B6..7. C8. BSection Cl. F 2. T 3. F 4. T 5. F 6. T 7. T 8. F 9. F 10. FUnit 9 Bible StoriesSectionWord Pretestl. B 2. B 3. 4. C 5. C 6. B 7. C 8.Reding ComprehensionVocbulry BuildingWord Mtchcunning clever in deceivinguthority the right or bility to controlbridegroom mn bout to be mrriedsctter seprte nd drive in mny directionscontiner box, bottle or ny other object used for holding something disciple followerdisgrce bring shme or dishonor tosin the breking of religious or morl lwprophet person who foretells the futureupset worried;not clmrepent be sorry for nd wish one hsn’t done (something bd)mortr mixture of cement nd wter used to join bricks nd stones together withhold hold bck;keep bck; refuse conceive become pregnntworship show gret respect tol. disgrceful 2. uthority 3. scttered 4. repented5. worship6. mortr7. sin8. discipleSuffixl creless 2. poisonous 3. pitiless 4. innermost5. dngerous6. glorious7. Needless8. endlessClozeniml snke et grden tree like wonderful fruit Section B1.2.3. B4. C5. C6. C7. B8. CSection C1. T2. T3. T4. F5. F6. F7. F8. TUnit 10 Festivls nd HolidysSectionWord Pretest1. B2. C3. B4. C5.6.7. B8. B1. F2. T3. F4. T5. F6. F7. F8. TVocbulry BuildingWord Mtchimmigrnt someone coming into country from brodto settle thereorigin strting pointlegl llowed by lwholy connected with God nd religioncorresponding mtching: similrbonfire lrge fire built in the open ir s celebrtioncostume clothes typicl of certin period, country or professionporch roofed entrnceverticl upright; forming n ngle or 90' with the level grounddiversion entertinmentcouplet two successive lines of poetrydonte give something for the benefit of otherspreceding hppening or existing hed or in front ofdeliccy something good to etsocilize spend the time with friends or other people to enjoy oneself1. verticl2. corresponding3. diversion4. costume5. socilizing6.donted7. preceding8. deliccySuffix1. shorten2.defening3.quicken4.brighten5. leden6.strighten7.deepened8.tightenedClozetrditions prcticl celebrted crve cndle expect door neighborhood Section Bl. C 2. B 3. B 4. C 5. C 6. C 7. 8. CSection Cl. B 2. B 3. B 4. B 5. C 6. B 7. 8. BUnit 11 dvertisingSectionWord Pretest1. B2.3. B4.5. B6. C7. B8. CReding ComprehensionVocbulry BuildingWord Mtchcmpign series of ctivities for prticulr im trnsmission pssing something from one person or plce to nother substntil lrge in size, vlue or importncevcuum spce with nothing t ll in itlitercy the bility to red nd writestimulte encourge something to grow, develop or become ctive tune-up djust (n engine) to improve performnce milestone n importnt eventreinforce mke something strongerconnottion feelings or ides tht re suggested by word mnufcturer producershde slight differencessocite connectremrkble extrordinryfeture ply n importnt prtl. ssocite 2. substntil 3. litercy 4. milestone5. remrkble6. connottion7. fetures8. shdesPrefixl. reconsidertion 2. overprised 3. replce 4. overwork5. regin6. overweight7. recll8. overnxiousClozemoney ttempt persude growingpreference dvertisers rtionl unconsciousSection Bl. C 2. B 3. C 4. B 5. B 6. C 7. B 8. CSection Cl. T 2.T 3.T 4.F 5.F 6.F 7.F 8.F 9.F 10. TUnit 12 gricultureSectionWord Pretestl. C 2.C 3.C 4.C 5.B 6.C 7. 8.CReding Comprehensionl. F 2.T 3.T 4.F 5.T 6.T 7.T 8.TWord Mtchfeed give food toerosion grdul destruction or removl of somethinggenetics the study of how chrcteristics re pssed from prents to offspring hybrid living thing produced from prents of different types quntittive of or bout quntity trit prticulr qulitydeficiency lck of wht is neededtrnsgenic contining genes from nother speciesyield the mount (of crop) producedbiotech biologicl science pplied especilly in genetic engineering sustinble ble to continue over period of timesuspicion feeling or thought tht someone or something is not relible undernourished not eting enough food to mintin good helthpriority something tht is considered more importnt thn other mtters instble chngeble; not stedy1. hybrid2.trit3.erosion4.deficiency3. sustinble 6. yield 7. undernourished 8. priorityPrefix,1. irrelevnt2. illiterte3. incomplete4. improper3. inccurte 6. immorl 7. irresponsible 8. illeglClozechnge fed frmers brod increse chieve production typesSection B1. C2.C3.B4.B5.C6.C7.B8.CSection C1 .B 2.C 3.B 4.B 5.B 6. 7. 8.B Unit 13 Psychology SectionWord Pretest1.C2.D3.D4.B5.B6. C7.8.DReding Comprehension1.T2.F3.T4.F5.T6.T7.T8.TVocbulry Building / Word Mtchplteu lnd with level surfce rised high bove nerby re expert person with specil knowledge Or triningesteem respectfundmentl bsicsecurity sfety; protectionnecessity something neededcurve grdully bending linevlue r egrd s good or importntminiture very smll of the kindspectculr mrveloushereditry pssing nturlly from prent to young through the genes mture f ully grown,developedinsight cler understndingidenticl exctly like1. hereditry2. motivtes3. spectculr4.identicl5. mture6. vlued7. insight8. necessitiesPrefixl. gret number 2. hving mny different prts or elements3. combine the former number s mny times s the ltter one sttes4. of mny ntions5. the sme form6. form into one7. belonging to ll8. tretment by psychologicl methods of mentl, emotionl, nd nervous disorders9. person who studies psychology 10. humn soul or spiritClozesense mentl lived pid brother logicl spend plying birthdy wonderful Section Bl. B 2.B 3.C 4.C 5.C 6.B 7. 8.BSection C1.B2.C3.4.C5.C6.B7.8.BUnit 14 Mysteries Section / Word Pretest1. B2.3.C4.5.6.B7.C8.CReding Comprehension1. T2.T3.F4.F5.F6.F7.T8.F9.F 10.TVocbulry Building / Word Mtchformer occurring erlier in timepersecution cruel or unfir tretment becuse of religious or politicl beliefs convince cuse (someone) to believe rcheologist person who studies the buried remins of ncient timesfithful true to somebodysurvivor person who hs continued to live fter coming close to dethfscinte chrm powerfullycoherent logiclly connectedvehicle device for crrying pssengers or goodspresumbly p robbly; tht my resonbly be supposedriddle puzzle requiring thought to nswer nd understndbsurd ginst reson or common sense; clerly flse orfoolishpersistent continuing firmly in spite of opposition or wrninglegend populr old storyl. convince 2. survivor 3. bsurd 4. presumbly5. coherent6. riddle7. fithful8. fscintedPrefix1. former husbnd2. the scientific study of mtter in outer spce3. person who studies the positions of the moon. sun. nd other plnets in the belief tht theirmotions ffect humn beings 4. former minister5. person trined to pilot, nvigte, or otherwise prticipte in the flight of spcecrft6. former member7. person who studies stronomy8. stronomicl photogrphy Clozemystery / pproching / crgo / strnge-looking / investigteple / violence / suggested / explode / remins Section B1. C2.B3.B4.D5.D6.C7.B8.Section C1. B2.D3.C4.D5.D6.C7.D8.DUnit 15 ComputerSection / Word Pretest1. B2.3. B4. C5. C6. B7.8. BReding Comprehension1. B2. C3. B4.5. C6. C7.8. BVocbulry Building / Word Mtchreplicte mke exct copies of something; duplictelegitimte llowed by lw; cceptble or resonblelicense give someone officil permission to do or hve somethingfixture permnently fixed itemccess mens of entering; right of using, reching, or obtining censor exmine in order to remove nything uncceptble dtbse lrge collection of dt in computer virtully lmost; nerlyunderscore e mphsize; stressvirtul not physicl but lmost relprospect possibility; possible cndidteindex include in n lphbeticl listingbcklsh strong negtive rectionssert stte or declre forcefullyl. legitimte 2. replicte 3. licensed 4. censored5. virtul6. prospects7. ssert8. ccessPrefix1. entitle2. encourge3. enlrge4. ensure5. enbles6. enjoyed7. enrich8.enclosedClozebenefit reduce improve items required result tretment ttention trouble directly Section Bl. B 2. B 3. 4. C 5. C 6. B 7 . 8 .C Section Cl. T 2. T 3. F 4. T 5. F 6. T 7. T 8. FUnit 16 Physicl Fitness SectionWord Pretest1.2. C3. D4. B5. C6. 7 .D 8. BReding Comprehension1.2. B3. D4. D5. C6. B7. D8. Vocbulry BuildingWord Mtchftigue physicl or mentl tiredness; exhustion; weriness tissue the substnce of n orgnic body or orgn redistribute shre out gin in different wyburst sudden short period of gret ctivitylpse filure in correct behvior; smll mistkediet limited list of food or drink tht one is llowedyo-yo chnging repetedlyoverll including everythingmedittion focusing ttention on only one thing so s to be clm nd relxed subtrct tke ( number, mount, etc.) from something lrgerworkout period of exercise to mintin or improve one's physicl skill strin pressuremonitor observeobese very ft1. subtrct2. burst3. monitoring4. overll5. redistribute6. diet7. obese8. strinPrefix1. come before in time or position2. n underground urbn rilrod3. physicl4. under school ge 6. below zero degree 7. he shpe nd size of one's body8. he prt of the mind below the level of conscious perception9. published fter the writer's dethClozejoggers shoes protect difficulty fr short distnce run Section B1.2. C3. C4. D5. D6. D7. B8. DSection C1. F2. T3. T4. F5. T6. F7. F8. F1。
英语泛读for unit1

Supplementary Reading for Unit 1:Writing Three Thank-You LettersAlex Haley1It was 1943, during World War II, and I was a young U. S. coastguardsman. My ship, the USS Murzim, had been under way for several days. Most of her holds contained thousands of cartons of canned or dried foods. The other holds were loaded with five-hundred-pound bombs packed delicately in padded racks. Our destination was a big base on the island of Tulagi in the South Pacific.2 I was one of the Murzim's several cooks and, quite the same as for folk ashore, this Thanksgiving morning had seen us busily preparing a traditional dinner featuring roast turkey.3 Well, as any cook knows, it's a lot of hard work to cook and serve a big meal, and clean up and put everything away. But finally, around sundown, we finished at last.4 I decided first to go out on the Murzim's afterdeck for a breath of open air. I made my way out there, breathing in great, deep draughts while walking slowly about, still wearing my white cook's hat.5 I got to thinking about Thanksgiving, of the Pilgrims, Indians, wild turkeys, pumpkins, corn on the cob, and the rest.6 Yet my mind seemed to be in quest of something else -- some way that I could personally apply to the close of Thanksgiving. It must have taken me a half hour to sense that maybe some key to an answer could result from reversing the word "Thanksgiving" -- at least that suggested a verbal direction, "Giving thanks."7 Giving thanks -- as in praying, thanking God, I thought. Yes, of course. Certainly.8 Yet my mind continued turning the idea over.9 After a while, like a dawn's brightening, a further answer did come -- that there were people to thank, people who had done so much for me that I could never possibly repay them. The embarrassing truth was I'd always just accepted what they'd done, taken all of it for granted. Not one time had I ever bothered to express to any of them so much as a simple, sincere "Thank you."10 At least seven people had been particularly and lastingly helpful to me. I realized, swallowing hard, that about half of them had since died -- so they were forever beyond any possible expression of gratitude from me. The more I thoughtabout it, the more ashamed I became. Then I pictured the three who were still alive and, within minutes, I was down in my cabin.11 Sitting at a table with writing paper and memories of things each had done, I tried composing genuine statements of heartfelt appreciation and gratitude to my dad, Simon A. Haley, a professor at the old Agricultural Mechanical Normal College in Pine Bluff, Arkansas; to my grandma, Cynthia Palmer, back in our little hometown of Henning, Tennessee; and to the Rev. Lonual Nelson, my grammar school principal, retired and living in Ripley, six miles north of Henning.12 The texts of my letters began something like, "Here, this Thanksgiving at sea,I find my thoughts upon how much you have done for me, but I have never stopped and said to you how much I feel the need to thank you -- " And briefly I recalled for each of them specific acts performed on my behalf.13 For instance, something uppermost about my father was how he had impressed upon me from boyhood to love books and reading. In fact, this graduated into a family habit of after-dinner quizzes at the table about books read most recently and new words learned. My love of books never diminished and later led me toward writing books myself. So many times I have felt a sadness when exposed to modern children so immersed in the electronic media that they have little or no awareness of the marvelous world to be discovered in books.14 I reminded the Reverend Nelson how each morning he would open our little country town's grammar school with a prayer over his assembled students. I told him that whatever positive things I had done since had been influenced at least in part by his morning school prayers.15 In the letter to my grandmother, I reminded her of a dozen ways she used to teach me how to tell the truth, to share, and to be forgiving and considerate of others. I thanked her for the years of eating her good cooking, the equal of which I had not found since. Finally, I thanked her simply for having sprinkled my life with stardust.16 Before I slept, my three letters went into our ship's office mail sack. They got mailed when we reached Tulagi Island.17 We unloaded cargo, reloaded with something else, then again we put to sea in the routine familiar to us, and as the days became weeks, my little personal experience receded. Sometimes, when we were at sea, a mail ship would rendezvous and bring us mail from home, which, of course, we accorded topmost priority.18 Every time the ship's loudspeaker rasped, "Attention! Mail call!" twohundred-odd shipmates came pounding up on deck and clustered about the two seamen, standing by those precious bulging gray sacks. They were alternately pulling out fistfuls of letters and barking successive names of sailors who were, in turn, shouting back "Here! Here!" amid the pushing.19 One "mail call" brought me responses from Grandma, Dad, and the Reverend Nelson -- and my reading of their letters left me not only astonished but more humbled than before.20 Rather than saying they would forgive that I hadn't previously thanked them, instead, for Pete's sake, they were thanking me -- for having remembered, for having considered they had done anything so exceptional.21 Always the college professor, my dad had carefully avoided anything he considered too sentimental, so I knew how moved he was to write me that, after having helped educate many young people, he now felt that his best results included his own son.22 The Reverend Nelson wrote that his decades as a "simple, old-fashioned principal" had ended with schools undergoing such swift changes that he had retired in self-doubt. "I heard more of what I had done wrong than what I did right," he said, adding that my letter had brought him welcome reassurance that his career had been appreciated.23 A glance at Grandma's familiar handwriting brought back in a flash memories of standing alongside her white rocking chair, watching her "settin' down" some letter to relatives. Character by character, Grandma would slowly accomplish one word, then the next, so that a finished page would consume hours. I wept over the page representing my Grandma's recent hours invested in expressing her loving gratefulness to me -- whom she used to diaper!24 Much later, retired from the Coast Guard and trying to make a living as a writer, I never forgot how those three "thank you" letters gave me an insight into how most human beings go about longing in secret for more of their fellows to express appreciation for their efforts.25 Now, approaching another Thanksgiving, I have asked myself what will I wish for all who are reading this, for our nation, indeed for our whole world -- since, quoting a good and wise friend of mine, "In the end we are mightily and merely people, each with similar needs." First, I wish for us, of course, the simple common sense to achieve world peace, that being paramount for the very survival of our kind.26 And there is something else I wish -- so strongly that I have had this line printed across the bottom of all my stationery: "Find the good -- and praise it."。
英语泛读教程1参考答案

英语泛读教程1参考答案Unit 1: Introduction to English Reading1. Vocabulary Exercises- Words:- Vocabulary:- Ambiguous: having more than one possible meaning- Connotation: the emotional or cultural associations of a word- Context: the circumstances or setting in which something happens or is said- Denotation: the literal meaning of a word- Phrases:- "In the context of": when considering the situation or environment- "To deduce": to reach a conclusion based on evidence2. Comprehension Questions- What is the difference between denotation and connotation?- Denotation is the literal meaning of a word, while connotation refers to the emotional or cultural associations that a word may carry.- Why is context important in understanding a text?- Context provides the circumstances or setting in which something is said or happens, which can greatly affect the interpretation of the text.3. Reading Comprehension- Main Idea: The passage discusses the importance of understanding vocabulary in the context of a text.- Supporting Details: It explains the concepts of denotation and connotation, and how they contribute to the meaning of words in different contexts.4. Critical Thinking- How might a word's connotation affect the tone of a written piece?- A word's connotation can subtly influence the tone of a written piece by adding positive or negative emotional undertones that may not be explicitly stated.Unit 2: Strategies for Effective Reading1. Vocabulary Exercises- Words:- Skimming: to read quickly to get the general idea- Scanning: to look through text quickly to findspecific information- Summarizing: to give a brief statement of the main points- Phrases:- "To skim through": to read something quickly to get an overview- "To scan for": to search quickly for specific information2. Comprehension Questions- What is the purpose of skimming a text?- Skimming is used to get a general idea of the content without reading every detail.- How does scanning differ from skimming?- Scanning is the act of quickly looking through text to find specific information, whereas skimming is for getting an overall understanding.3. Reading Comprehension- Main Idea: The passage outlines various strategies for effective reading, including skimming, scanning, and summarizing.- Supporting Details: It provides examples of how to apply these strategies to improve reading efficiency and comprehension.4. Critical Thinking- Which reading strategy would be most helpful for a student preparing for an exam, and why?- Summarizing might be most helpful as it allows the student to condense large amounts of information into key points, making it easier to review and recall.Unit 3: Understanding Different Text Types1. Vocabulary Exercises- Words:- Expository: intended to explain or inform- Narrative: telling a story or describing an event- Persuasive: intended to convince or influence- Phrases:- "To persuade someone of": to convince someone tobelieve or do something- "An expository text": a piece of writing that explains or informs2. Comprehension Questions- What is the primary purpose of an expository text?- The primary purpose of an expository text is to explain or inform the reader about a particular subject.- How does a narrative text differ from a persuasive text? - A narrative text tells a story or describes an event, while a persuasive text aims to convince or influence the reader's opinion or actions.3. Reading Comprehension- Main Idea: The passage discusses the characteristics of different text types, including expository, narrative, and persuasive texts.- Supporting Details: It explains the purpose and features of each text type, providing examples of how they are structured and used.4. Critical Thinking- How might understanding the text type affect your approach to reading and interpreting it?- Knowing the text type can guide the reader's expectations and strategies, such as looking for evidence in an expository text or arguments in a persuasive text.Unit 4: Improving Vocabulary Through Reading1. Vocabulary Exercises- Words:- Etymology: the origin and history of a word- Collocation: the way words are often used together - Idiom: a group of words whose meaning is not predictable from the usual meanings of the individual words - Phrases:- "Word origin": the history of how a word came to be used in a particular way- "Common collocations": frequently occurring。
大学英语泛读教程unit1

23
A country on wheels
• Cars are an important part of life in the United States. Most people feel that they are poor without cars. Though he is poor, he doesn‘t feel really poor when he has a car. Henry Ford was the man who first started making cars. Maybe, he didn‘t know how much the car was going to affect(影响) the United States. The cars made the United States a country on wheels(轮子). And they have helped to make the United States rich and modern.
Tian’anmen Square
The Great Wall
Forbidden City
The Heaven Temple
Budala Palace
Venice
The Liberty Statue
New York, America
Do you like traveling?
Why do you like traveling?
Enjoy beautiful scenery.
To show off their Increase our knowledge
power and wealth.
Make friends Be good to health…
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Supplementary Reading for Unit 1:Writing Three Thank-You LettersAlex Haley1It was 1943, during World War II, and I was a young U. S. coastguardsman. My ship, the USS Murzim, had been under way for several days. Most of her holds contained thousands of cartons of canned or dried foods. The other holds were loaded with five-hundred-pound bombs packed delicately in padded racks. Our destination was a big base on the island of Tulagi in the South Pacific.2 I was one of the Murzim's several cooks and, quite the same as for folk ashore, this Thanksgiving morning had seen us busily preparing a traditional dinner featuring roast turkey.3 Well, as any cook knows, it's a lot of hard work to cook and serve a big meal, and clean up and put everything away. But finally, around sundown, we finished at last.4 I decided first to go out on the Murzim's afterdeck for a breath of open air. I made my way out there, breathing in great, deep draughts while walking slowly about, still wearing my white cook's hat.5 I got to thinking about Thanksgiving, of the Pilgrims, Indians, wild turkeys, pumpkins, corn on the cob, and the rest.6 Yet my mind seemed to be in quest of something else -- some way that I could personally apply to the close of Thanksgiving. It must have taken me a half hour to sense that maybe some key to an answer could result from reversing the word "Thanksgiving" -- at least that suggested a verbal direction, "Giving thanks."7 Giving thanks -- as in praying, thanking God, I thought. Yes, of course. Certainly.8 Yet my mind continued turning the idea over.9 After a while, like a dawn's brightening, a further answer did come -- that there were people to thank, people who had done so much for me that I could never possibly repay them. The embarrassing truth was I'd always just accepted what they'd done, taken all of it for granted. Not one time had I ever bothered to express to any of them so much as a simple, sincere "Thank you."10 At least seven people had been particularly and lastingly helpful to me. I realized, swallowing hard, that about half of them had since died -- so they were forever beyond any possible expression of gratitude from me. The more I thoughtabout it, the more ashamed I became. Then I pictured the three who were still alive and, within minutes, I was down in my cabin.11 Sitting at a table with writing paper and memories of things each had done, I tried composing genuine statements of heartfelt appreciation and gratitude to my dad, Simon A. Haley, a professor at the old Agricultural Mechanical Normal College in Pine Bluff, Arkansas; to my grandma, Cynthia Palmer, back in our little hometown of Henning, Tennessee; and to the Rev. Lonual Nelson, my grammar school principal, retired and living in Ripley, six miles north of Henning.12 The texts of my letters began something like, "Here, this Thanksgiving at sea,I find my thoughts upon how much you have done for me, but I have never stopped and said to you how much I feel the need to thank you -- " And briefly I recalled for each of them specific acts performed on my behalf.13 For instance, something uppermost about my father was how he had impressed upon me from boyhood to love books and reading. In fact, this graduated into a family habit of after-dinner quizzes at the table about books read most recently and new words learned. My love of books never diminished and later led me toward writing books myself. So many times I have felt a sadness when exposed to modern children so immersed in the electronic media that they have little or no awareness of the marvelous world to be discovered in books.14 I reminded the Reverend Nelson how each morning he would open our little country town's grammar school with a prayer over his assembled students. I told him that whatever positive things I had done since had been influenced at least in part by his morning school prayers.15 In the letter to my grandmother, I reminded her of a dozen ways she used to teach me how to tell the truth, to share, and to be forgiving and considerate of others. I thanked her for the years of eating her good cooking, the equal of which I had not found since. Finally, I thanked her simply for having sprinkled my life with stardust.16 Before I slept, my three letters went into our ship's office mail sack. They got mailed when we reached Tulagi Island.17 We unloaded cargo, reloaded with something else, then again we put to sea in the routine familiar to us, and as the days became weeks, my little personal experience receded. Sometimes, when we were at sea, a mail ship would rendezvous and bring us mail from home, which, of course, we accorded topmost priority.18 Every time the ship's loudspeaker rasped, "Attention! Mail call!" twohundred-odd shipmates came pounding up on deck and clustered about the two seamen, standing by those precious bulging gray sacks. They were alternately pulling out fistfuls of letters and barking successive names of sailors who were, in turn, shouting back "Here! Here!" amid the pushing.19 One "mail call" brought me responses from Grandma, Dad, and the Reverend Nelson -- and my reading of their letters left me not only astonished but more humbled than before.20 Rather than saying they would forgive that I hadn't previously thanked them, instead, for Pete's sake, they were thanking me -- for having remembered, for having considered they had done anything so exceptional.21 Always the college professor, my dad had carefully avoided anything he considered too sentimental, so I knew how moved he was to write me that, after having helped educate many young people, he now felt that his best results included his own son.22 The Reverend Nelson wrote that his decades as a "simple, old-fashioned principal" had ended with schools undergoing such swift changes that he had retired in self-doubt. "I heard more of what I had done wrong than what I did right," he said, adding that my letter had brought him welcome reassurance that his career had been appreciated.23 A glance at Grandma's familiar handwriting brought back in a flash memories of standing alongside her white rocking chair, watching her "settin' down" some letter to relatives. Character by character, Grandma would slowly accomplish one word, then the next, so that a finished page would consume hours. I wept over the page representing my Grandma's recent hours invested in expressing her loving gratefulness to me -- whom she used to diaper!24 Much later, retired from the Coast Guard and trying to make a living as a writer, I never forgot how those three "thank you" letters gave me an insight into how most human beings go about longing in secret for more of their fellows to express appreciation for their efforts.25 Now, approaching another Thanksgiving, I have asked myself what will I wish for all who are reading this, for our nation, indeed for our whole world -- since, quoting a good and wise friend of mine, "In the end we are mightily and merely people, each with similar needs." First, I wish for us, of course, the simple common sense to achieve world peace, that being paramount for the very survival of our kind.26 And there is something else I wish -- so strongly that I have had this line printed across the bottom of all my stationery: "Find the good -- and praise it."。