大学英语自学教程(上下)讲义
大学英语自学教程(上册)课后答案及释义
大学英语自学教程（上册）课后答案及释义UNIT2Unit 2第一部分Text A【课文译文】税、税、还是税美国人常说，人的一生有两件事可以肯定会发生：死亡和税收。
美国人并不垄断死亡市场，但许多人却感到美国以最重的赋税领先于世界。
税指人们为支持政府而缴纳的资金。
在美国通常有三级政府：联邦政府，州政府及市政府，因此就存在三种税。
收入超过几千元的工薪人士必须向联邦政府缴纳一定比率的税金。
这一比率因人而异，取决于各人的工资数。
联邦政府实行累进收入所得税制，也就是说，税率(14%～70%)随个人收入的增加而增加，由于高额税收，人们在4月15日很不愉快，因为这一天是缴纳税款的日子。
第二种税是缴纳给州政府的，这些州包括纽约，加利福尼亚，北达科他以及其他47个州中的任何一个。
一些州的收入所得税的收取办法同联邦政府的相似，当然其税率要低一些。
一些州设有销售税，即对你在该州所购买的任何商品所收的一定比率的税金。
比如，某人想买一包25美分的烟。
如果该州收取8%的销售税，那么买这包烟要花27美分，这一钱数就包括销售税。
一些州利用收入所得税外加销售税的办法来提高税收，各州的税收法规五花八门，令人费解。
第三种税是向市政府缴纳的。
这种税有两种：一种是财产税(拥有房屋的人都必须交税)，另一种是本国消费税，即对城市汽车所征收的税金。
城市将这些资金用于教育、警察和消防部门、公共设施及市政建设。
由于美国人须付高额税金，所以他们经常感到每周有一天纯粹是在为缴税而工作。
人们总是在抱怨税收太高。
他们常常抗议政府滥用他们的税金。
他们说政府将太多的钱花在无用且不符合实际的项目上了。
尽管美国人在很多问题上有不同的看法，但他们在一个话题上的意见总是一致的：税收太高。
【课文难点注释】1．The federal government has a graduated income tax,that is,the percentage of the tax increases as a person's income increases.(Para 3)联邦政府实行累进收入所得税制，也就是说，税率随个人收入的增加而增加。
大学英语自学教程(上下合本)课文英文原文
大学英语自学教程(上下合本)课文英文原文Lesson 1: Introduction to College EnglishIn this first lesson, we will introduce you to the basic structure of the course and provide you with some tips on how to study effectively. We will also discuss the importance of setting goals and creating a study plan.Lesson 2: Grammar BasicsIn this lesson, we will cover the basic rules of English grammar. We will discuss nouns, verbs, adjectives, adverbs, prepositions, and conjunctions. We will also provide you with some examples of how to use these parts of speech in sentences.Lesson 3: Vocabulary BuildingLesson 4: Reading ComprehensionLesson 5: Writing SkillsWriting is an important skill for academic and professional success. In this lesson, we will provide you with some tips on how to improve your writing skills. We will also provide you with some practice exercises to help you develop your writing skills.Lesson 6: Listening SkillsListening is an important skill for learning English. In this lesson, we will provide you with some tips on how toimprove your listening skills. We will also provide you with some practice exercises to help you develop your listening skills.Lesson 7: Speaking SkillsLesson 8: Review and AssessmentWe hope that you find this course helpful and enjoyable. Good luck on your journey to mastering the English language!Lesson 9: Cultural AwarenessLesson 10: Advanced GrammarIn this lesson, we will cover more advanced aspects of English grammar, including verb tenses, modal verbs, and passive voice. We will provide you with examples and exercises to help you understand and practice these grammar points.Lesson 11: Academic WritingAcademic writing is an important skill for success in higher education. In this lesson, we will discuss the structure and conventions of academic writing, including essay organization, citation styles, and plagiarism. We will also provide you with some practice exercises to help you develop your academic writing skills.Lesson 12: Pronunciation and Accent ReductionPronunciation is an important aspect of spoken English. In this lesson, we will discuss the phonetic system ofEnglish and provide you with some tips on how to improve your pronunciation and reduce your accent. We will also provide you with some practice exercises to help you develop your pronunciation skills.Lesson 13: English for Specific PurposesEnglish is used in a wide range of fields, including business, medicine, and law. In this lesson, we will explore some specialized vocabulary and expressions used in these fields. We will also provide you with some practice exercises to help you develop your English skills for specific purposes.Lesson 14: Conversation PracticeLesson 15: Final ProjectLesson 16: Advanced Reading StrategiesLesson 17: Public SpeakingPublic speaking is a valuable skill in many professional settings. In this lesson, we will discuss techniques for effective public speaking, including speech organization, delivery, and audience engagement. We will provide you with opportunities to practice delivering speeches and receive feedback to improve your public speaking skills.Lesson 18: Advanced Listening ComprehensionLesson 19: English for Travel and TourismLesson 20: English for Job InterviewsLesson 21: Advanced Writing TechniquesIn this lesson, we will explore advanced writing techniques, such as persuasive writing, argumentative writing, and creative writing. We will provide you with writingprompts and guidelines to help you develop your writingskills in different genres.Lesson 22: English for Social MediaLesson 23: English for Academic ResearchConducting academic research requires strong English language skills. In this lesson, we will discuss techniquesfor reading and understanding academic articles, as well as how to write research papers and cite sources correctly. Wewill provide you with practice exercises to enhance your academic research skills.Lesson 24: English for International RelationsIf you are interested in pursuing a career ininternational relations, this lesson will be beneficial. Wewill explore the language used in diplomacy, negotiations,and international conferences. We will provide you with examples and exercises to help you develop your Englishskills in this specialized field.Lesson 25: Final ReflectionWe hope that this College English SelfStudy Course has equipped you with the necessary tools and knowledge to excelin your English language abilities. Remember to practiceregularly, seek opportunities for language immersion, and never stop learning. Good luck in all your endeavors!。
0015自考--英语(二)《大学英语自学教程》(上下册) 精品词汇(音序排序)
vt.禁止，取缔 n.禁止；禁令 n.一帮，一群；带，带形物；波段 n.障碍；障碍物 a.基本的，基础的 ad.基本上，从根本上说 n.基础，根据；主要成份；军事基地 n.海湾，口岸，湾 vt.忍受，容忍；承担；结(果实)，生育 n.啤酒 n.行为，举止；运转情况，表现情况 n.相信；信念，信仰 n.［常 pl.］所有物；行李 prep.在…下面(或底下)，低于 a.有益的，有利的 n.益处，好处 vt.有益于 vi.得益 a.生物学(上)的 vt./vi./n.咬，叮，蜇 n.疾风，强风；爆炸 vt.炸，炸掉 n.布鲁斯；慢四步舞 n.边缘；边界 vt./vi.接壤，毗邻；接近 a.一定的，必然的；受约束的，有义务的 n.分界线，边界 vt.繁殖；饲养 n.品种，种类 n.新娘 a.简短的；简洁的 vt.作简要的介绍 a.宽的，阔的；广泛的 n./vt./vi.广播，播音 n.预算 vt.把…编入预算；安排，预定 n.(北美)野牛；(亚洲)水牛 n.负担；责任，义务 vt.使负重担；麻烦 n.钙(化学符号 Ca) n.照相机，摄影机 n.战役；运动 v.参加运动，参加竞选活动 n.癌 n.候选人，候补者；应试者 a.有能力的，有才能的；能…的(of) n.容量，容积；能力 vt.捕获；夺得，占领 n.捕获，捕获物 n.碳 n.生涯，经历；职业，事业 - 3 -
n.同伴，同事； ［天］伴星(=～star) n.公司；同伴，陪伴 n.罗盘； ［pl.］圆规 n.补偿，赔偿；补偿物，赔偿费 vi.竞争，比赛 n.竞争；比赛 a.竞争的，比赛的 a.复杂的，组合的 n.综合体 n.(组)成(部)分；部件 a.组成的，构成的 n.作曲家 n.计算机，电脑 n.专注，专心；集中；浓度 n.概念；观念 n.关心，挂念；关系 vt.涉及；使关心 a.有关的；关切的，担心的 n.结论，推论 a.具体的；混凝土的 n.混凝土 vt.使凝固 vt.处理；指挥；传导 n.举止，行为 n.信任，信心 n.争论，抵触，冲突 vi.冲突，抵触 n.连接，关系 n.保存；保护 a.保存的，防腐的；保守的，守旧的 vt.考虑，细想；认为 vi.考虑，细想 a.值得考虑的，重要的；相当大或多的 vi.组成(of) a.永恒的，经久不变的；经常的 n.常数,恒量 ad.经常地；不断地；时常地 a.宪法上规定的；组成的，构成的 n.消费者；顾客，用户 n.接触，联系 vt.与…接触，使联系 vt.包含，容纳 n.内容,目录 a.满意(足)的 vt.使满意(足) n.竞争，比赛；争夺，竞争；争论，争辩 ad.不停地，频频地 a.继续的，连续的 a.连续不断的，不停歇的 n.合同，契约 vt./vi.订合同；收缩 n.对比，对照 vi.形成对比 vt.把…与…对比 vt./vi.贡献；捐献；投稿；有助于 - 4 -
《大学英语自学教程》英语一 00012 课文电子版
《大学英语自学教程》英语一 00012 课文电子版大学英语自学教程(上)01-A. How to be a successful language learner?“Learning a language is easy, even a child can do it!”Most adults who are learning a second language would disagree with this statement. For them, learning a language is a very difficult task. They need hundreds of hours of study and practice, and even this will not guarantee success for every adult language learner.Language learning is different from other kinds of learning. Some people who are very intelligent and successful in their fields find it difficult to succeed in language learning. Conversely, some people who are successful language learners find it difficult to succeed in other fields.Language teachers often offer advice to language learners: “Read as mu ch as you can in the new language.”“ Practice speaking the language everyday. ”“Live with people who speak the language.”“Don’ttranslate-tryto think in the new language.”“ Learn as a child would learn; play withthe language.”But what does a successful language learner do? Language learning research shows that successful language learners are similar in many ways.First of all, successful language learners are independent learners. They do not depend on the book or the teacher; they discover their own way to learn the language. Instead of waiting for the teacher to explain, they try to find the patterns and the rules for themselves. They are good guessers who look for clues and form their own conclusions. When they guess wrong, they guess again. They try to learn from their mistakes.Successful language learning is active learning. Therefore,successful learners do not wait for a chance to use the language; they look for such a chance. They find people who speak the language and they ask these people to correct them when they make a mistake. They will try anything to communicate. They are not afraid to repeat what they hear or to say strange things; they are willing to make mistakes and try again. When communication is difficult, they can accept information that is inexact or incomplete. It is more important for them to learn to thinkin the language than to know the meaning of every word.Finally, successful language learners are learners with a purpose. They want to learn the language because they are interested in the language and the people who speak it. It is necessary for them to learn the language in order to communicate with these people and to learn fromthem. They find it easy to practice using the language regularly because they want to learn with it.What kind of language learner are you? If you are a successful language learner, you have probably been learning independently, actively, and purposefully. On the other hand, if your language learning has been less than successful, you might do well to try some of the techniques outlined above.01-B. LanguageWhen we want to tell other people what we think, we can do it notonly with the help of words, but also in many other ways. For instance, we sometimes move our heads up and down when we want to say "yes” and we moveour heads from side to side when we want to say "no." People who can neither hear nor speak (that is, deaf and dumb people) talk to eachother with the help of their fingers. People who do not understand each other's language have to do the same. The following story shows how they sometimes do it.An Englishman who could not speak Italian was once traveling inItaly. One day he entered a restaurant and sat down at a table. When the waiter came, the Englishman opened his mouth, put his fingers in it,took them out again and moved his lips. In this way he meant to say, "Bring me something to eat." The waiter soon brought him a cup of tea. The Englishman shook his head and the waiter understood that he didn't want tea, so he took it away and brought him some coffee. The Englishman,who was very hungry by this time and not at all thirsty, looked very sad. He shook his head each time the waiter brought him something to drink. The waiter brought him wine, then beer, then soda-water, but thatwasn’t food, of course.He was just going to leave the restaurant when another traveler came in. When this man saw the waiter, he put his hands on his stomach. That was enough: in a few minutes there was a large plate of macaroni and meat on the table before him.As you see, the primitive language of signs is not always very clear. The language of words is much more exact.Words consist of sounds, but there are many sounds which have a meaning and yet are not words. For example, we may say "Sh-sh-sh” when we mean"keep silent.” When babies laugh, we know they are happy, and when they cry, we know they are ill or simply want something.It is the same with animals. When a dog says “G-r-r” or a cat says "F-f-f” we know they are angry.But these sounds are not language. Language consists of words which we put together into sentences. But animals can not do this: a dog can say “G-r-r” when he means "I am angry,” but he cannot say first "I” andthen "am” and then "angry.” A parrot can talk like a m an; it can repeatwhole sentences and knows what they mean. We may say that a parrot talks, but cannot say that it really speaks, because it cannot form new sentences out of the words it knows. Only man has the power to do this.02-A. Taxes, Taxes, and More TaxesAmericans often say that there are only two things a person can be sure of in life: death and taxes, Americans do not have a corner on the "death" market, but many people feel that the United States leadsthe world with the worst taxes.Taxes consist of the money which people pay to support their government. There are generally three levels of government in the United States: federal, state, and city; therefore, there are three types of taxes.Salaried people who earn more than a few thousand dollars must pay a certain percentage of their salaries to the federal government. The percentage varies from person to person. It depends on their salaries. The federal government has a graduated income tax, that is, the percentage of the tax (14 to 70 percent) increases as a person's income increases. With the high cost of taxes, people are not very happy on April 15, when the federal taxes are due.The second tax is for the state government: New York, California, North Dakota, or any of the other forty-seven states. Some states have an income tax similar to that of the federal government. Of course, the percentage for the state tax is lower. Other states have a sales tax, which is a percentage charged to any item which you buy in that state.For example, a person might want to buy a packet of cigarettes for twenty-five cents. If there is a sales tax of eight percent in that state, then the cost of the cigarettes is twenty-seven cents. Thisfigure includes the sales tax. Some states use income tax in addition to sales tax to raise their revenues. The state tax laws are diverse and confusing.The third tax is for the city. This tax comes in two forms: property tax (people who own a home have to pay taxes on it) and excise tax, which is charged on cars in a city. The cities use these funds for education, police and fire departments, public works and municipal buildings.Since Americans pay such high taxes, they often feel that they are working one day each week just to pay their taxes. People always complain about taxes. They often protest that the government uses their tax dollars in the wrong way. They say that it spends too much on useless and impractical programs. Although Americans have different views on many issues, they tend to agree on one subject: taxes are too high.02-B. AdvertisingAdvertising is only part of the total sales effort, but it is the part that attracts the most attention. This is natural enough because advertising is designed for just that purpose. In newspapers, in magazines, in the mail, on radio and television, we constantly see and hear the messages for hundreds of different products and services. Forthe most part, they are the kinds of things that we can be persuaded to buy – foodand drinks, cars and television sets, furniture and clothing, travel and leisure time activities.The simplest kind of advertising is the classified ad. Every day the newspapers carry a few pages of these ads; in the large Sundayeditions there may be several sections of them. A classified ad is usually only a few lines long. It is really a notice or announcementthat something is available.Newspapers also carry a large amount of display advertising. Most of it is for stores or for various forms of entertainment. Newspapers generally reach an audience only in a limited area. To bring their message to a larger audience, many who want to put out their ads use national magazines. Many of the techniques of modern advertising were developed in magazine ads. The use of bright colors, attractive pictures, and short messages is all characteristic of magazine ads. The most important purpose is to catch the eye. The message itself is usually short, often no more than a slogan which the public identifies with the product.The same techniques have been carried over into television advertising. Voices and music have been added to color and pictures to catch the ear as well as the eye. Television ads are short –usuallyonly 15,30,or 60 seconds, but they are repeated over and over again so that the audience sees and hears them many times. Commercial television has mixed entertainment and advertising. If you want the entertainment, you haveto put up with the advertising-and millions of people want the entertainment.The men and women in the sales department are responsible for the company’s advertising, They must decide on the audience they want to reach. They must also decide on the best way to get their message totheir particular audience. They also make an estimate of the costsbefore management approves the plan. In most large companies management is directly involved in planning the advertising.03-A. The Atlantic OceanThe Atlantic Ocean is one of the oceans that separate the Old World from the New. For centuries it kept the Americas from being discoveredby the people of Europe.Many wrong ideas about the Atlantic made early sailors unwilling to sail far out into it. One idea was that it reached out to "the edge of the world." Sailors were afraid that they might sail right off the earth. Another idea was that at the equator the ocean would be boiling hot.The Atlantic Ocean is only half as big as the Pacific, but it isstill very large. It is more than 4,000 miles (6,000 km) wide where Columbus crossed it. Even at its narrowest it is about 2, 000 miles(3,200 km) wide. This narrowest place is between the bulge of south America and the bulge of Africa.Two things make the Atlantic Ocean rather unusual. For so large an ocean it has very few islands. Also, it is the world's saltiest ocean.There is so much water in the Atlantic that it is hard to imagine how much there is. But suppose no more rain fell into it and no more water wasbrought to it by rivers. It would take the ocean about 4,000 yearsto dry up. On the average the water is a little more than two miles (3.2 km) deep, but in places it is much deeper. The deepest spot is near Puerto Rico. This "deep" 30, 246 feet - almost six miles (9.6 km).One of the longest mountain ranges of the world rises the floor of the Atlantic. This mountain range runs north and south down the middle of the ocean. The tops of a few of the mountains reach up above the sea and make islands. The Azores are the tops of peaks in the mid-Atlantic mountain range.Several hundred miles eastward from Florida there is a part of the ocean called the Sargasso Sea. Here the water is quiet, for there is little wind. In the days of sailing vessels the crew were afraid they would be becalmed here. Sometimes they were.Ocean currents are sometime called "rivers in the sea." One of these "river" in the Atlantic is called the Gulf Stream. It is a current of warm water. Another is the Labrador Current - cold water coming down from theArctic. Ocean currents affect the climates of the lands near which they flow.The Atlantic furnishes much food for the people on its shores. Oneof its most famous fishing regions, the Grand Banks, is near Newfoundland.Today the Atlantic is a great highway. It is not, however, always a smooth and safe one. Storms sweep across it and pile up great waves. Icebergs float down from the Far North across the paths of ships.We now have such fast ways of traveling that this big ocean seems to have grown smaller. Columbus sailed for more than two months to cross it.A fast modern steamship can make the trip in less than four days. Airplanes fly from New York to London in only eight hours and from South America to Africa in four!03-B. The MoonWe find that the moon is about 239,000 miles (384,551km) away fromthe earth, and, to within a few thousand miles, its distance always remains the same. Yet a very little observation shows that the moon is not standing still. Its distance from the earth remains the same, butits direction continually changes. We find that it is traveling in a circle - or very nearly a circle - round the earth, going completely round once a month, or, more exactly, once every 27 1/3 days. It is our nearest neighbour in space, and like ourselves it is kept tied to the earth by the earth's gravitational pull.Except for the sun, the moon looks the biggest object in the sky. Actually it is one of the smallest, and only looks big because it is sonear to us. Its diameter is only 2, 160 miles (3,389 km), or a little more than a quarter of the diameter of the earth.Once a month, or, more exactly, once every 29 1/2 days, at the time we call "full moon," its whole disc looks bright. At other timesonly part of it appears bright, and we always find that this is the part which faces towards the sun, while the part facing away from the sun appears dark. Artists could make their pictures better if they kept in mind -- only those parts of the moon which are lighted up by the sun are bright. This shows that the moon gives no light of its own. It merely reflects the light of the sun, like a huge mirror hung in the sky.Yet the dark part of the moon’s surface is not absolutely black;generally it is just light enough for us to be able to see its outline, so that we speak of seeing "the old moon in the new moon's arms." The light by which we see the old moon does not come from the sun, but from the earth. we knows well how the surface of the sea or of snow, or even of a wet road, may reflect uncomfortably much of the sun's light on to our faces. In the same way the surface of the whole earth reflects enough of the sun's light on to the face of the moon for us to be ableto see the parts of it which would otherwise be dark.If there were any inhabitants of the moon, they would see our earth reflecting the light of the sun, again like a huge mirror hung in the sky. They would speak of earthlight just as we speak of moonlight. "The old moon in the new moon's arms" is nothing but that part of the moon's surface on which it is night, lighted up by earth light. In the same way,the lunar inhabitants would occasionally see part of our earth in full sunlight, and the rest lighted only by moonlight; they might call this "the old earth in the new earth's arms.”04-A. Improving Your MemoryPsychological research has focused on a number of basic principles that help memory: meaningfulness, organization, association, and visualization. It is useful to know how these principles work.Meaningfulness affects memory at all levels. Information that doesnot make any sense to you is difficult to remember. There are several ways in which we can make material more meaningful. Many people, for instance, learn a rhyme to help them remember. Do you know the rhyme “Thirty dayshas September, April, June, and November…? ” It helps many people remember which months of the year have 30 days.Organization also makes a difference in our ability to remember. How useful would a library be if the books were kept in random order? Material that is organized is better remembered than jumbled information. One example of organization is chunking. Chunking consists of grouping separate bits of information. For example, the number 4671363 is more easily remembered if it is chunked as 467,13,63. Categorizing is another means of organization. Suppose you are asked to remember the followinglist of words: man, bench, dog, desk, woman, horse, child, cat, chair. Many people will group the words into similar categories and remember them asfollows: man, woman, child; cat, dog, horse; bench, chair, desk. Needless to say, the second list can be remembered more easily than the first one.Association refers to taking the material we want to remember and relating it to something we remember accurately. In memorizing a number, you might try to associate it with familiar numbers or events. For example, the height of Mount Fuji in Japan - 12, 389 feet - might be remembered using the following associations: 12 is the number of months in the year, and 389 is the number of days in a year(365) added to the number of months twice (24).The last principle is visualization. Research has shown striking improvements in many types of memory tasks when people are asked to visualize the items to be remembered. In one study, subjects in one group were asked to learn some words using imagery, while the second group used repetition to learn the words. Those using imagery remembered 80 to 90 percent of the words, compared with 30 to 40 percent of the words for those who memorized by repetition. Thus forming an integrated image with all the information placed in a single mental picture can help us to preserve a memory.04-B. Short-term MemoryThere are two kinds of memory: shore-term and long-term. Information in long-term memory can be recalled at a later time when it is needed. The information may be kept for days or weeks. Sometimes information in the long-term memory is hard to remember. Students taking exam oftenhave this experience. In contrast[zzg1], information in shore-term memory is kept for only a few seconds, usually by repeating the information over and over. For example, you look up a number in the telephone book, and before you dial, you repeat the number over and over. If someone interrupts you, you will probably forget the number. In laboratory studies, subjects are unable to remember three letters after eighteen seconds if they are not allowed to repeat the letters to themselves.Psychologists study memory and learning with both animal and human subjects. The two experiments here show how short-term memory has been studied.Dr. Hunter studied short-term memory in rats. He used a special apparatus which had a cage for the rat and three doors, There was alight in each door. First the rat was placed in the closed cage. Next, one of the lights was turned on and then off. There was food for the rat only at this door. After the light was turned off, the rat had to wait a short time before it was released from its cage. Then, if it went to the correct door, it was rewarded with the food that was there. Hunter did this experiment many times. He always turned on the lights in a random order. The rat had to wait different intervals before it was released from the cage. Hunterfound that if the rat had to wait more than ten seconds, it couldnot remember the correct door. Hunter's results show that rats have a short-term memory of about ten seconds.Later, Dr. Henning studied how students who are learning English as a second language remember vocabulary. The subjects in his experiment were 75 students at the University of California in Los Angeles. They represented all levels of ability in English; beginning, intermediate, advanced, and native-speaking students.To begin, the subjects listened to a recording of a native speaker reading a paragraph in English. Following the recording, the subjects took a 15-question test to see which words they remembered. Each question had four choices. The subjects had to circle the word they had heard in the recording. Some of the questions had four choices that sound alike. For example, weather, whether, wither, and wetter are four words that sound alike. Some of the questions had four choices that have the same meaning. Method, way, manner, and system would be four words with the same meaning. Some of them had four unrelated choices. For instance, weather, method, love, and result could be used as four unrelated words. Finally the subjects took a language proficiency test.Henning found that students with a lower proficiency in English made more of their mistakes on words that sound alike; students with a higher proficiency made more of their mistakes on words that have the same meaning. Henning’s results suggest that beginning students hold the sound of words in their short-term memory, while advanced students hold the meaning of words in their short-term memory.05-A. Fallacies about FoodMany primitive peoples believed that by eating an animal they couldget some of the good qualities of that animal for themselves. They thought, for example, that eating deer would make them run as fast asthe deer. Some savage tribes believed that eating enemies that had shown bravery in battle would make them brave. Man-eating may have started because people were eager to become as strong and brave as their enemies.Among civilized people it was once thought that ginger root by some magical power could improve the memory. Eggs were thought to make the voice pretty. Tomatoes also were believed to have magical powers. They were called love apples and were supposed to make people who ate themfall in love.Later another wrong idea about tomatoes grew up - the idea that they were poisonous. How surprised the people who thought tomatoes poisonous would be if they could know that millions of pounds of tomatoes were supplied to soldiers overseas during World War II.Even today there are a great many wrong ideas about food. Some ofthem are very widespread.One such idea is that fish is the best brain food. Fish is goodbrain food just as it is good muscle food and skin food and bone food.But no one has been able to prove that fish is any better for the brain than many other kinds of food.Another such idea is that you should not drink water with meals. Washing food down with water as a substitute for chewing is not a goodidea, but some water with meals has been found to be helpful. It makes the digestive juices flow more freely and helps to digest the food.Many of the ideas which scientists tell us have no foundation haveto do with mixtures of foods. A few years ago the belief became general that orange juice and milk should never be drunk at the same meal. The reason given was that the acid in the orange juice would make the milk curdle and become indigestible. As a matter of fact, milk always meetsin the stomach a digestive juice which curdles it; the curdling of the milk is the first step in its digestion. A similar wrong idea is that fish and ice cream when eaten at the same meal form a poisonous combination.Still another wrong idea about mixing foods is that proteins and carbohydrates should never be eaten at the same meal. Many people think of bread, for example, as a carbohydrate food. It is chiefly a carbohydrate food, but it also contains proteins. In the same way, milk, probably the best single food, contains both proteins and carbohydrates. It is just as foolish to say that one should never eat meat and potatoes together as it is to say that one should never eat bread or drink milk.05-B. Do Animals Think?The question has often been asked, Do animals think? I believe that some of them think a great deal. Many of them are like children in their sports. We notice this to be true very often with dogs and cats; but it is true with other animals as well.Some birds are very lively in their sports; and the same is truewith some insects. The ants, hardworking as they are, have their times for play. They run races; they wrestle; and sometimes they have mock fights together. Very busy must be their thoughts while engaged in these sports.There are many animals, however, that never play; their thoughts seem to be of the more sober kind. We never see frogs engaged in sport. They all the time appear to be very grave. The same is true of the owl, who always looks as if he were considering some important question.Animals think much while building their houses. The bird searchesfor what it can use in building its nest, and in doing this it thinks. The beavers think as they build their dams and their houses. They think in getting their materials, and also in arranging them, and inplastering themtogether with mud. Some spiders build houses which could scarcely have been made except by some thinking creature.As animals think, they learn. Some learn more than others. Theparrot learns to talk, though in some other respects it is quite stupid. The mocking bird learns to imitate a great many different sounds. The horse is not long in learning many things connected with the work which he has to do. The shepherd dog does not know as much about most things as some other dogs , and yet he understands very well how to take care of sheep.Though animals think and learn, they do not make any real improvement in their ways of doing things, as men do. Each kind of bird has its own way of building a nest, and it is always the same way. Andso of other animals. They have no new fashions, and learn none from each other. But men, as you know, are always finding new ways of building houses, and improved methods of doing almost all kinds of labor.Many of the things that animals know how to do they seem to knoweither without learning, or in some way which we cannot understand. They are said to do such things by instinct; but no one can tell whatinstinct is. It is by this instinct that birds build their nests and beavers their dam and huts. If these things were all planned and thought out just as men plan new houses. there would be some changes in the fashions of them, and some improvements.I have spoken of the building instinct of beavers. An English gentleman caught a young one and put him at first in a cage. After a while he let him out in a room where there was a great variety of things. As soon as he was let out he began to exercise his building instinct. He gathered together whatever he could find, brushes, baskets, boots, clothes, sticks, bits of coal, etc., and arranged them as if to build a dam. Now, if he had had his wits about him, he would have known that there was no use in building a dam where there was no water.It is plain that, while animals learn about things by their sensesas we do, they do not think nearly as much about what they learn, andthis is the reason why they do not improve more rapidly. Even the wisestof them, as the elephant and the dog, do not think very much about what they see and hear. Nor is this all. There are some thing that we understand, but about which animals know nothing. They have no knowledge of anything that happens outside of their own observation. Their minds are so much unlike ours that they do not know the difference betweenright and wrong.06-A. DiamondsDiamonds are rare, beautiful, and also quite useful. They are the hardest substance found in nature. That means a diamond can cut anyother surface. And only another diamond can make a slight cut in a diamond.Diamonds are made from carbon. Carbon is found in all living things, both plant and animal. Much of the carbon in the earth comes from things that once lived.Scientists know that the combination of extreme heat and pressure changes carbon into diamonds. Such heat and pressure exist only in the hot, liquid mass of molten rock deep inside the earth. It is thoughtthat millions of years ago this liquid mass pushed upward through cracks in the earth’s crust. As the liquid cooled, the carbon changed into diamond crystals.There are only four areas where very many diamonds have been found.The first known area was in India, where diamonds were found thousands of years ago. In the 1600’s, travelers from Europe brought back these。
大学英语自学教程含课文翻译注释答案(上下合订)
Unit 1第一部分 Text A【课文译文】怎样成为一名成功的语言学习者“学习一门语言很容易，即使小孩也能做得到。
”大多数正在学习第二语言的成年人会不同意这种说法。
对他们来说，学习一门语言是非常困难的事情。
他们需要数百小时的学习与练习，即使这样也不能保证每个成年语言学习者都能学好。
语言学习不同于其他学习。
许多人很聪明，在自己的领域很成功，但他们发现很难学好一门语言。
相反，一些人学习语言很成功，但却发现很难在其他领域有所成就。
语言教师常常向语言学习者提出建议：“要用新的语言尽量多阅读”，“每天练习说这种语言”，“与说这种语言的人住在一起”，“不要翻译——尽量用这种新的语言去思考”，“要像孩子学语言一样去学习新语言”，“放松地去学习语言。
”然而，成功的语言学习者是怎样做的呢?语言学习研究表明，成功的语言学习者在许多方面都有相似之处。
首先，成功的语言学习者独立学习。
他们不依赖书本和老师，而且能找到自己学习语言的方法。
他们不是等待老师来解释，而是自己尽力去找到语言的句式和规则。
他们寻找线索并由自己得出结论，从而做出正确的猜测。
如果猜错，他们就再猜一遍。
他们都努力从错误中学习。
成功的语言学习是一种主动的学习。
因此，成功的语言学习者不是坐等时机而是主动寻找机会来使用语言。
他们找到(说)这种语言的人进行练习，出错时请这些人纠正。
他们不失时机地进行交流，不怕重复所听到的话，也不怕说出离奇的话，他们不在乎出错，并乐于反复尝试。
当交流困难时，他们可以接受不确切或不完整的信息。
对他们来说，更重要的是学习用这种语言思考，而不是知道每个词的意思。
最后，成功的语言学习者学习目的明确。
他们想学习一门语言是因为他们对这门语言以及说这种语言的人感兴趣。
他们有必要学习这门语言去和那些人交流并向他们学习。
他们发现经常练习使用这种语言很容易，因为他们想利用这种语言来学习。
你是什么样的语言学习者?如果你是一位成功的语言学习者，那么你大概一直在独立地、主动地、目的明确地学习。
大学英语自学教程(上下)讲义
视频互动讲义六解惑：carry away：使失去自控能力，失去理智；carry off：夺去，获得carry on：继续下去，坚持；carry out：贯彻，执行，实现draw in：到站；draw up：草拟，停住passed与past：前者是pass的过去时，表示“经过”，后者是形容词，表示“过去的”，或者名词，表示“过去，昔日。
”quantity与number：两者均为名词，前者与不可数名词连用，后者与可数名词连用，表示单个物件的多少。
reply表示“回复”，非常正常的场合使用，answer很随意地表示“回答”，response则表示“反应”。
一、对教材知识点的回顾第十一课重点内容的回顾Text A1.sacrifice to：注意词组搭配。
2.★be central to：注意词组含义。
3.★necessary(ily)----unnecessary(ily)：注意词义反差。
4.promote----promotion：注意词性转换。
5.lead----mislead----misleading：注意词性转换。
6.responsible----irresponsible：注意词义反差。
7.aim for：注意词组搭配。
8.★expand----expansion：为常考词汇，注意含义。
9．able----★enable----unable----disable(d)：注意词汇含义及变形。
10.fill with----fill in：注意词组含义。
11.wherever possible：“只要有可能”，注意翻译上的准确性。
Text B1.delight----delightful：注意词性变换。
2.★bring out：注意词组含义，同时关注与bring有关的所有词组。
3.★take…for granted：注意词组含义。
4.★It is(was/has been) said that…：注意句型，翻译常考。
大学英语自学教程(上下)讲义
先解决上节课的词汇内容give away：泄露；give back：送还，恢复；give in：屈服，投降；give off：释放；give oneself away：露马脚；give oneself up：投案，自首give out：分开，放出；give up：停止，放弃。
lie与lay：前者注意过去时和过去分词变化(lay, lain)，躺着；后者(laid, laid)表示“放，搁”。
loose与lose：前者是形容词，“松的，散的”，后者是动词，表示“丢失”。
respectable与respectful：均为形容词，前者表示“值得尊敬的”，后者表示“尊敬人的，恭敬的”。
一、对教材知识点的回顾第十五单元重点内容的回顾Text Aputer----computerize：注意词性的转换。
2.★the same…as：注意词组含义。
3.pull down：注意词组含义。
4. mistake…for：注意词组含义。
5.just as----just like：注意词组区别用法。
e to terms：注意词组含义。
7.reflect on：注意词组含义。
8.★come about：注意词组含义，并总结有关come所有词组。
rge----enlarge：注意词性转换。
10.respect for：注意词组含义。
11.make over：注意词组含义，总结有关与make所有词组。
12.★★remind…of (that…)：注意词组含义。
Text B1.enroll----enrollment：注意词性转换。
2.★even if(even though)：注意词组含义。
3.in the meantime：注意词组含义。
4.shy away from：注意词组含义。
5.demand for：注意词组含义。
6.convention----conventional----unconventional：注意词性转换。
大学英语自学教程(上下)讲义
视频互动讲义二解惑：★set about：出发，开始，着手set aside：拒绝，忽视，挑出set back：推迟，阻碍set down：卸下，记下，放下set forth：阐明，陈述★set off：出发，引起，使发生★set out(to do)：打算，着手set up：建立，树立，资助lonely：形容词，寂寞的，孤单的；★alone：形容词，独自一人的；副词，独立，仅仅。
late：形容词，迟的，晚的；lately：副词，最近，不久前,later 随后，稍后对于单词词性和词组含义上的比较及用法上的区别，希望大家能点滴积累，脚踏实地地强行记忆，这对战胜英语二极为有利。
一、第三单元重点内容回顾Text A1.not any(no) longer：注意词组含义和any的用法。
2.★weak----weaken：注意词性转换，同时关注主、被动含义。
3.help sb. do(with)：注意后面用原形动词。
4.be affected with：注意词组含义。
5.recover----recovery：注意词性上的转换。
6.permit----permission：注意词性上的转换。
7.technique----technical----technically----★technician：注意词性上的转换。
8.legal(ly)----illegal(ly)：注意词意反差。
(in law/out of law)9.★carry out：注意词组含义，总结与carry有关的词组。
10.★in addition to----in addition：注意词组在含义，完型与词汇常考。
11.c are(careless) for：注意词组含义。
12.★★oppose to=object to=against：注意含义，to后应用动名词形式。
13.s hort----★shorten----shortening：注意词性转换。
大学英语自学教程(上下)讲义
华夏大地教育网英语二重点班的同学们，大家好！我是华夏大地教育网英语一精讲和英语二重点班的辅导老师高伟。
欢迎大家来到华夏大地重点班英语2的辅导课堂。
为了帮助大家能在英语2考试中顺利通过，华夏大地教育网在此构建了英语2重点班的学习辅导活动。
在听取重点班的讲解之前，我希望大家能对教材内容有一个较为清晰的认识，做到熟悉文章内容即可。
在每期重点班里，讲解内容分为三部分：1、对教材每一课需要大家注意的重点词汇、词组和重点句型做一个详细的回顾；2、针对大家平时在学习英语中感到头疼的重点语法内容展开详细的介绍；3、实战演练，针对英语2考查题型，在解题思路上做一个明确的阐述。
重点班每次上课的时间为一个半小时，要求大家在听讲解的过程中仔细体会讲义中的精华。
同时对于每次提前给大家留的讲义作业版，要求大家在上课前主动地去思考、完成。
只有你找到了在做题时与老师的分析方法不同之处，才会明白英语考试并非如大家想像得那么困难，同时也可以结合自己的一些优势不断更新符合自身的解题方法。
词汇是基础，只有在掌握了一定的词汇量后，才能更透彻地理解讲义的内涵。
同时，要求同学们关注历年真题，既做到熟悉真题的难度，及时补救复习中的漏洞，同时要有效地控制做题的时间。
当然，我更希望大家都能以一种快乐、沉稳的心态应对考试。
让我们向快乐出发，向英语二的封锁线跃进！第一单元知识点的回顾Text A1.choose----choice：词型转换常考，同时注意该词的过去式和过去完成式。
2.★available:这个词考频很高。
如果在答案中出现了该词，从选择上应予优先考虑。
这个词出现的句子中经常会同时出现ticket, food, book等相匹配，出现的地点可以是theatre, supermarket等。
3.decide----decision：注意词组搭配(make-)和词性上的变化。
4.purpose：既可以考词意，也可以考后面的谓语动词的形式。
凡是出现purpose, aim, objective, plan，dream, goal等有含有目的性的词做主语时，后面的谓语动词一定是be to do的形式，同时关注这些词是否为复数形式。
大学英语讲义1-10
语法基本句型句子的主要成分是主语和谓语。
英语的基本句型有五种：主语用S表示，谓语用V表示，宾语用O表示；表语用C表示，宾语补足语也是C。
1.SV （主谓结构）2.SVC (主系表)3.S V O（主谓宾）4.S V O O（主谓＋双宾）5.S V O C（主谓宾＋宾补）这五种基本句型的特点：都有主语和谓语；而谓语动词类别的不同决定了谓语结构的不同，不同谓语结构决定了它后面所跟的句子成分不同，从而形成不同类型的句子。
1.主谓结构（SV）for example: The fruit store has closed.那家水果店关门了。
They have been singing and dancing for two hours.他们又唱又跳已经两个小时了。
The plane will take off soon.飞机很快就要起飞。
They will fly to London.他们将飞往伦敦。
2.主――系――表（SVC）系动词表示主语的性质、状态。
常用系动词：be, become, look, seem, appear, get, feel, grow（变得）, turn（变成）, remain （仍然是）, come（变得）, fall（变得），hold(保持)，keep（保持），stand（保持），stay（保持），smell（闻起来），sound （听起来），taste(尝起来)go: 作系动词时，意为：变得The milk has gone bad.牛奶已经变质了。
For example:（1）The motor is out of order.这台电机出了毛病。
（2）Her mother has fallen ill.她母亲生病了。
（3）The weather is getting quite warm.天气变得相当暖和。
（4）The roses smell sweet.这些玫瑰气味很香。
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视频互动讲义四课次: 英语二第4次视频互动教学时间: 月日周三19:30-21:00主题: 第七、八单元重点回顾，语法讲解，实战演练主讲: 高伟老师同学们，大家好！经过前三次的洗礼，你们对英语二教材中的重点知识点的回顾应该有一种感觉：在学习完精讲课件、背过教材中的单词和词组后，应该通过我的讲义对教材有一个更为深层的认识，似乎考点到处密布，要求我们掌握的东西越来越多。
请大家冷静，不要烦躁----想通过英语二并非易事，但也绝非不可能。
我们只要有信心，有毅力，我想任何考试都不是不可战胜的。
解惑：turn down：关小，拒绝turn in：上缴，交出turn into：变成turn off/on：关掉/接通，打开turn out：制造，生产，结果是turn over：移交，翻过来turn to：变成，借助于turn up：出现，发生。
near与nearly：前者更多使用的是介词，表示“在附近，近”，后者更多为副词用法，表示“几乎，差不多”。
另外，关注一下nearby。
devise与device：前者是动词，表示“想出，设计出”，后者名词，表示“办法，装置”。
drop与fall：两个都是动词，前者表示“失手落下”，后者表示“跌到，落下”。
decline表示“婉拒”，refuse表示“拒绝”，口气更为强烈。
一、第七单元重点内容的回顾Text A1.find----finding(s)：注意词性转换。
2.★be concerned with/about(As far as I’m concerned)：注意词组的固定用法。
3.★attach importance(oneself)to：注意词组的固定用法。
4.generally speaking：注意固定用法。
5.★in terms of：注意与by means of区别。
6.★carry out：注意词组搭配，同时注意与carry有关的所有词组。
7.★desire----★desirable----desired：注意词性转换并注意虚拟语气的使用。
8. ★take to：注意词组搭配，有关与take搭配的词组。
9.enjoy----enjoyment：注意词性转换。
10.★in a (great)variety of：注意词组固定搭配。
11.★It is...belief that：注意belief(fact, suggestion, doubt…)后面从句的连接词that。
12.put to good use：注意词组搭配。
13. impart… to：注意词组搭配。
14. it can be argued that…：注意句型，翻译常考。
15.relevant to：注意词组搭配。
16.leader----leadership：注意词性的转换。
17. set… as objective：注意词组搭配。
18.the attainment of a balanced development of the person：注意中文翻译的准确性。
Text B1.★get through：注意有关get词组应记牢。
2.look ahead to：注意词组搭配。
3.★run out(of)：注意词组含义及搭配。
4.allocate for(to)：注意词组含义。
5.★adjust(to)----adjustment(to)：注意词性的转换。
6.real----really----(un)realistic----reality：注意词性的转换。
7.hang up：注意词组的含义。
8.★throw off：注意词组含义及搭配，同时与throw有关的词组应记牢。
9.★devote(oneself)…to=be dedicated to：注意词组含义。
10.flexible----inflexible：注意词意上的变换。
11.★★keep in mind：注意词组固定搭配。
12.attempt to：注意词组搭配及含义。
13.up to date：注意词组固定用法。
14.write----★written, speak----spoken：注意词性的转换。
15.kid oneself into doing：注意词组的固定用法。
16.stick with：注意词组搭配。
17.faith----faithful----faithfully：注意词组搭配。
第八单元重点内容的回顾Text A1.★★come across：注意词组含义，关注与come有关的所有词组。
2.suffer(ing)：经常搭配from，“遭受”。
3.disturb----disturbing：注意词性的转换。
4.★be due to：区别owing to, because of，注意词组含义。
5.regulate----regulation----regulatory：注意词性的转换。
6.specify----specification---- specifically：注意词性的转换。
7.★now that：注意词组含义，完型常考。
8.★★leave alone：注意词组含义及搭配，同时关注与leave有关的所有词组含义。
9.in step----out of step：注意词组含义的反差。
10.whereas：注意单词含义。
11.★similar(to)----★similarly----similarity：注意词性转换介词搭配。
12.in time----on time：注意词组含义的区别。
13.It takes(took)sb. time(3 hours/4days)to do：注意句型，翻译常考。
14.rhythm----rhythmical(ly)：注意词性转换。
15.It is (not)feasible to do：做…是(不)可取的(可实行的)。
注意句型。
16.★★rely on=depend on：注意词组含义及搭配。
17.delay：注意后面如用动词应用动名词形式。
18.wake----wakeful----wakefulness：注意词性转换。
Text B:1.practice----practical----practically：注意词性转换及含义变化，同时词根后用动名词形式。
2.at a time：注意词组含义。
3.★attend to：注意词组含义，同时关注与attend有关的词组搭配。
4.frequent(ly)----infrequent(ly)：注意词义的反差。
5.mix----mixture：注意词性转换。
6.center on doing：注意词组含义。
7.at large：注意词组含义。
8.in nature：注意介词搭配。
9.fall apart：注意词组含义，同时关注与fall有关的词组。
10.lively：注意词性及含义。
11.distract----distraction----distracting：注意词性转换。
12.conclude----(in/draw)conclusion：注意词性的转换。
13.★considerate----considerable(y)----consideration：关注词汇含义区别。
14.account for：注意词组含义。
15.★except(for/that)----exceptional(ly)----exception：注意词性和词意的转换。
16.be known to：注意词组含义，翻译常考。
二、令人头疼的语法点回顾1、将来完成时：表示将来某一时刻之前或某一行为发生之前所完成的动作，常与by the time等结构连用。
结构为will(shall)+have done。
试试：By next Monday, she here for three years.A. shall studyB. will have studiedC. has studiedD. has been studying说吧：看见什么了？选择B。
2、现在完成进行时：表示动作从过去某一时刻开始，一直延续到现在并可能继续下去。
结构为：have(has)been doing。
试试：Aren’t you tired? Y ou here all day.A. are workingB. have been workingC. have been workedD. are working说吧：“干了一整天了”，说明到现在为止还在…，选择B。
关于被动语态任何一种时态都有其自己的被动语态，但其结构是统一的，都是由be+及物动词的过去分词构成的。
主动语态表示主语是动作的执行者，被动语态表示主语是动作的承受者。
只要了解了基本句意，被动语态是很容易选择出来的。
1、The house with furniture (buy)for $50,000.解析：一般过去时的被动，填写was bought。
2、More and more trucks are seen between these two towns these days.A. runB. be runningC. to runD. being run解析：属于复合宾语的被动结构，选择C。
3、The project to build ten new schools in this region by the end of the next year.A. has been completedB. is being completedC. will have completedD. will have been completed解析：里面出现了by the end of next year说明将来时间，在未来时间之前完成的动作，应用将来完成时，但明显含有被动含义，选择D。
4、We had to take a detour because the road by some people.A. was repairingB. was repairedC. was being repairedD. repaired解析：说明过去那时路正在被修，过去进行时的被动语态，选择C。
三、关于word form的解题思路词型转换对于大家来说，应该是比较容易得到分数的。
关键在于：作为学员，是否具备了分析句子的能力？因为在句子中，某些横线出题的目的是为了补齐整句话在意思上的完整，而有些横线出题的目的则是考察大家是否懂得该词在句子当中的词性，比如be+?，？+of，of+?，介词后面使用动名词的情况，形容词与副词之间的转换情况，名词复数，反义词，名词动词化，动词名词化等等。