英语专业综英教程课文

英语专业综英教程课文
英语专业综英教程课文

NEVER GIVE IN, NEVER, NEVER, NEVER

Winston Churchill

1Almost a year has passed since I came down here at your Head Master’s kind invitation in order to cheer myself and cheer the hearts of a few of my friends by singing some of our own songs. The ten months that have passed have seen very terrible catastrophic events in the world —ups and downs, misfortunes — but can anyone sitting here this afternoon, this October afternoon, not feel deeply thankful for what has happened in the time that has passed and for the very great improvement in the position of our country and of our home?

Why, when I was here last time we were quite alone, desperately alone, and we had been so for five or six months. We were poorly armed. We are not so poorly armed today; but then we were very poorly armed. We had the unmeasured menace of the enemy and their air attack still beating upon us, and you yourselves had had experience of this attack; and I expect you are beginning to feel impatient that there has been this long lull with nothing particular turning up!

2But we must learn to be equally good at what is short and sharp and what is long and tough. It is generally said that the British are often better at the last.

They do not expect to move from crisis to crisis; they do not always expect that each day will bring up some noble chance of war; but when they very slowly make up their minds that the thing has to be done and the job put through and finished, then, even if it takes months — if it takes years — they do it.

3Another lesson I think we may take, just throwing our minds back to our meeting here ten months ago and now, is that appearances are often very deceptive, and as Kipling well says, we must “…meet with Triumph and Disaster. And treat those two impostors just the same.”

4You cannot tell from appearances how things will go. Sometimes imagination makes things out far worse than they are; yet without imagination not much can be done. Those people who are imaginative see many more dangers than perhaps exist; certainly many more will happen; but then they must also pray to be given that extra courage to carry this far-reaching imagination.

But for everyone, surely, what we have gone through in this period —I am addressing myself to the school — surely from this period of ten months this is the lesson: never give in, never give in, never, never, never, never — in nothing, great or small, large or petty — never give in except to convictions of honour and good sense. Never yield to force; never yield to the apparently overwhelming might of the enemy. We stood all alone a year ago, and to many countries it seemed that our account was closed, we were finished. All this tradition of ours, our songs, our school history, this part of the history of this country, were gone and finished and liquidated.

5Very different is the mood today. Britain, other nations thought, had drawn a sponge across her slate. But instead our country stood in the gap. There was no flinching and no thought of giving in; and by what seemed almost a

miracle to those outside these islands, though we ourselves never doubted it, we now find ourselves in a position where I say that we can be sure that we have only to persevere to conquer.

6You sang here a verse of a school song: you sang that extra verse written in my honour, which I was very greatly complimented by and which you have repeated today. But there is one word in it I want to alter — I wanted to do so last year, but I did not venture to. It is the line: “Not less we praise in darker days.”

7I have obtained the Head Master’s permission to alter darker to sterner.

“Not less we praise in sterner days.”

8Do not let us speak of darker days: let us speak rather of sterner days.

These are not dark days; these are great days — the greatest days our country has ever lived; and we must all thank God that we have been allowed, each of us according to our stations, to play a part in making these days memorable in the history of our race.

SPACE INV ADERS

Richard Stengel

1 At my bank the other day, I was standing in a line snaking around some tired

velvet ropes when a man in a sweat-suit started inching toward me in his eagerness to deposit his Social Security check. As he did so, I minutely advanced toward the woman reading the Wall Street Journal in front of me, who, in mild annoyance, began to sidle up to the man scribbling a check in front of her, who absent-mindedly shuffled toward the white-haired lady ahead of him, until we were all hugger-mugger against each other, the original lazy line having collapsed in on itself like a Slinky.

2 I estimate that my personal space extends eighteen inches in front of my face,

one foot to each side, and about ten inches in back —though it is nearly impossible to measure exactly how far behind you someone is standing. The phrase “personal space” has a quaint, seventies ring to it (“You’re invading my space, man”), but it is one of those gratifying expressions that are intuitively understood by all human beings. Like the twelve-mile limit around our national shores, personal space is our individual border beyond which no stranger can penetrate without making us uneasy.

3 Lately, I’ve found that my personal space is being invaded more than ever

before. In elevators, people are wedging themselves in just before the doors close;

on the street, pedestrians are zigzagging through the human traffic, jostling others, refusing to give way; on the subway, riders are no longer taking pains to carve out little zones of space between themselves and fellow-passengers; in lines at airports, people are pressing forward like fidgety taxis at red lights.

4 At first, I attributed this tendency to the “population explosion” and the

relentless Malthusian logic that if twice as many people inhabit the planet now as did twenty years ago, each of us has half as much space. Recently, I’ve wondered

if it’s the season: T-shirt weather can make proximity more alluring (or much, much less). Or perhaps the proliferation of coffee bars in Manhattan — the number seems to double every three months —is infusing so much caffeine into the already jangling locals that people can no longer keep to themselves.

5 Personal space is mostly a public matter; we allow all kinds of invasions of

personal space in private. (Humanity wouldn’t exist without them.) The logistics of it vary according to geography. People who live in Calcutta have less personal space than folks in Colorado. “Don’t tread on me” could have been coined only by someone with a spread. I would wager that people in the Northern Hemisphere have roomier conceptions of personal space than those in the Southern. To an Englishman, a handshake can seem like trespassing, whereas to a Brazilian, anything less than a hug may come across as chilliness.

6 Like drivers who plow into your parked and empty car and don’t leave a note,

people no longer mutter “Excuse me” when they bump into you. The decline of manners has been widely lamented. Manners, it seems to me, are about giving people space, not stepping on toes, granting people their private domain.

7 I’ve also noticed an increase in the ranks of what I think of as space invaders,

mini-territorial expansionists who seize public space with a sense of manifest destiny. In movie theatres these days, people are staking a claim to both armrests, annexing all the elbow room, while at coffee shops and on the Long Island Railroad, individuals routinely commandeer booths and sets of facing seats meant for foursomes.

8 Ultimately, personal space is psychological, not physical: it has less to do with

the space outside us than with our inner space. I suspect that the shrinking of personal space is directly proportional to the expansion of self-absorption: people whose attention is inward do not bother to look outward. Even the focus of science these days is micro, not macro. The Human Genome Project is mapping the universe of the genetic code, while neuroscientists are using souped-up M.R.I.

machines to chart the flight of neurons in our brains.

9 In the same way that the breeze from a butterfly’s wings in Japan may

eventually produce a tidal wave in California, I have decided to expand the contracting boundaries of personal space. In the line at my bank, I now refuse to move closer than three feet to the person in front of me, even if it means that the fellow behind me starts breathing down my neck.

ALIENATION AND THE INTERNET

Will Baker

1The Internet provides an amazing forum for the free exchange of ideas.

Given the relatively few restrictions governing access and usage, it is the communications modal equivalent of international waters. It is my personal belief that the human potential can only be realized by the globalization of ideas.

I developed this position years before the Internet came into widespread use.

And I am excited at the potential for the Internet to dramatically alter our global society for the better. However I am also troubled by the possible unintended negative consequences.

2There has been much talk about the “new information age.” But much less widely reported has been the notion that the Internet may be responsible for furthering the fragmentation of society by alienating its individual users. At first this might sound like an apparent contradiction: how can something, that is on the one hand responsible for global unification by enabling the free exchange of ideas, alienate the participants?

3I had a recent discussion with a friend of mine who has what he described as a “problem” with the Internet. When I questioned further he said that he was “addicted,” and has “forced” himself to go off-line. He said that he felt like an alcoholic, in that moderate use of the Internet was just not possible for him. I have not known this fellow to be given to exaggeration, therefore when he described his Internet binges, when he would spend over twenty-four hours on line non-stop, it gave me pause to think. He said, “the Internet isn’t real, but I was spending all my time on line, so I just had to stop.” He went on to say that all of the time that he spent on line might have skewed his sense of reality, and that it made him feel lonely and depressed.

4The fragmentation of society has been lamented for some time now. It seems to me that it probably began in earnest after World War II when a generation returned from doing great deeds overseas. They won the war, and by God they were going to win the peace. Automobile ownership became commonplace and suburbs were created. “Progress” was their mantra. So even prior to the Internet’s widespread popularity, folks w ere already becoming distanced from their extended families and neighbors. And when we fast-forward to today we see an almost cruel irony in that people can and often do develop on-line relationships with folks on the other side of the globe, without leaving their homes. But at the expense of the time that would have otherwise been available for involvement in other activities which might foster a sense of community in their villages, towns and cities.

5Last weekend my wife and I invited our extended family to our home to celebrate our daughter’s birthday. During the celebration my young nephew spent the entire time on my computer playing a simulated war game. My brother-in-law and I were chatting nearby and it struck us that in generations past, his son, my nephew, would have been outside playing with his friends. But now the little fellow goes on line to play his games against his friends in cyberspace.

6It seems to me that the Internet is a powerful tool that presents an opportunity for the advancement of the acquisition and application of knowledge. However, based on my personal experience I can understand how, as they surf the web some folks might be confronted with cognitive overload.

And I can also understand how one might have his or her sense of reality distorted in the process. Is the Internet a real place? Depending upon how a “real

place” is defined it might very well be. At the very least, I believe that when we use the Internet, we are forced to ask fundamental questions about how we perceive the world about us—perhaps another unintended consequence. Some would argue that the virtual existences created by some users who debate, shop, travel and have romance on line are in fact not real, while others would argue that, since in practical terms, folks are debating, shopping, traveling and having romance, the converse is true.

7 All of this being said, I believe that the key to realizing the potential of the

Internet is in achieving balance in our lives. This would allow us to maximize its potential without losing our sense of place. However, like most things, that is easier said than done. It seems to me that we are a society that values immediate gratification above all else, and what better place to achieve it than in cyberspace, where the cyber-world is your cyber-oyster. The widespread use of the automobile forever changed our society and culture, and perhaps a similar sort of thing is occurring now. I am not at all certain where the “information superhighway” will lead us: some say to Utopia, while others feel it’s the road to hell. But I do know that we all have the ability to maintain our sense of place in the world. Whether we choose to take advantage of this ability is another matter.

THE TAPESTRY OF FRIENDSHIP

Ellen Goodman

1It was, in many ways, a slight movie. Nothing actually happened. There was no big-budget chase scene, no bloody shoot-out. The story ended without any cosmic conclusions.

2Yet she found Claudia Weill’s film Girlfriend gentle and affecting. Slowly, it panned across the tapestry of friendship – showing its fragility, its resiliency, its role as the connecting tissue between the lives of two young women.

3When it was over, she thought about the movies she had seen this year –Julia,The Turning Point and now Girlfriends. It seemed that the peculiar eye, the social lens of the cinema, had drastically shifted its focus. Suddenly the Male Buddy movies had been replaced by the Female Friendship flicks.

4This wasn’t just another binge of trendiness, but a kind of cinema vérité.

For once the movies were reflecting a shift, not just from men to women but from one definition of friendship to another.

5Across millions of miles of celluloid, the ideal of friendship had always been male – a world of sidekicks and “partners” of Butch Cassidys and Sundance Kids. There had been something almost atavistic about these visions of attachments – as if producers culled their plots from some pop anthropology book on male bonding. Movies portrayed the idea that only men, those direct descendants of hunters and Hemingways, inherited a primal capacity for friendship. In contrast, they portrayed women picking on each other, the way they once picked berries.

6Well, that duality must have been mortally wounded in some shootout at the You’re OK, I’m OK Corral. Now, on the screen, they were at least aware of the subtle distinction between men and women as buddies and friends.

7About 150 years ago, Coleridge had written, “A woman’s friendship borders more closely on love than man’s. Men affect each other in the reflection of noble or friendly acts, whilst women ask fewer proofs and more signs and expressions of attachment.”

8Well, she thought, on the whole, men had buddies, while women had friends. Buddies bonded, but friends loved. Buddies faced adversity together, but friends faced each other. There was something palpably different in the way they spent their time. Buddies seemed to “do” things together; friends simply “were” together.

9Buddies came linked, like accessories, to one activity or another. People have golf buddies and business buddies, college buddies and club buddies. Men often keep their buddies in these categories, while women keep a special category for friends.

10 A man once told her that men weren’t real buddies un til they had been

“through the wars” together –corporate or athletic or military. They had to soldier together, he said. Women, on the other hand, didn’t count themselves as friends until they had shared three loathsome confidences.

11Buddies hang tough together; friends hang onto each other.

12It probably had something to do with pride. You don’t show off to a friend;

you show need. Buddies try to keep the worst from each other; friends confess it.

13 A friend of hers once telephoned her lover, just to find out if he was home.

She hung up without a hello when he picked up the phone. Later, wretched with embarrassment, the friend moaned, “Can you believe me? A thirty-five-year-old lawyer, making a chicken call?” Together they laughed and made it better.

14Buddies seek approval. But friends seek acceptance.

15She knew so many men who had been trained in restraint, afraid of each other’s judgment or awkward with each other’s affection. She wasn’t sure which.

Like buddies in the movies, they would die for each other, but never hug each other.

16She had reread Babbitt recently, that extraordinary catalogue of male grievances. The only relationship that gave meaning to the claustrophobic life of George Babbitt had been with Paul Riesling. But not once in the tragedy of their lives had one been able to say to the other: You make a difference.

17Even now men shocked her at times with their description of friendship.

Does this one have a best friend? “Why, of course, we see each other every February.” Does that one call his most intimate pal long distance? “Why, certainly, whenever there’s a real reason.” Do those two old chums ever have dinner together? “You mean alone? Without our wives?”

18Yet, things were changing. The ideal of intimacy wasn’t this parallel playmate, this teammate, this trenchmate. Not even in Hollywood. In the double

standard of friendship, for once the female version was becoming accepted as the general ideal.

19After all, a buddy is a fine life-companion. But one’s friends, as Santayana o nce wrote, “are that part of the race with which one can be human.”

朗文国际英语教程课文第一册

第一课 SIDE BY SIDE 一起,肩并肩地 BOOK 1 CHAPTER:['t??pt?]章,回 ONE Page 1 V ocabulary 词汇;语汇Preview 预看 1.alphabet:['?lf?,b?t]字母表 Aa Ba Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz 2.numbers 0 1 2 3 4 5 6 7 8 9 10 https://www.360docs.net/doc/f27594084.html, 4.address 5.telephone number phone number PAGE 2 What’s your name? Listen What’s your name? My name is Maria. What’s your address? My adress is 235 Main street What’s your phone number? My phone number is 7418906. Where are you from? I’m from Mexico City. Page 3 How to Say it! Meeting People Listen A.Hello.My name is Peter Lewis. B.Hi.I’m Nancy Lee.Nice to meet you. A.Nice to meet you,too. page 4What’s your name? Listen My name is David Carter. I’m American. I’m from San Francisco. (旧金山) My name is Mrs.Grant. My phone number is 549-2 376. My name is Ms,Martinez. My telephone number is (213)694-5555. My fax [f?ks]传真机number is (213)694-5557. My name is Peter Black.My address is 378 Main St reet,Waterville(水镇),Florida. (美国佛罗里达州) My license ['laisns]许可证;执照,牌照number is 921DCG. My name is susan Miller.My apartment number is 4-B. My name is Mr.Santini.My e-mail address is Teach erJoe@https://www.360docs.net/doc/f27594084.html,. My name is William Chen.My address is 294 River street.Brooklyn,New York. My telephone number is 469-7750. My Social Sec urity number is 044-35-9862. page five Listening Listen and choose the best a nswer. 1a.Mary Black b.Mrs.Grant 2.a.265 River Street b.265 Main Street 3.a.5-C b. 9-D 4.a.295-4870 b.259-4087 5.a.032-98-6175 b.032-89-6179 6.a.maryb@https://www.360docs.net/doc/f27594084.html, b.garyd@worldnet.co m Page 5 I nterview Speeling Names Listen A.What’s your last name? B.Kelly. A.How do you spell that? B.K-E-L-L-Y. A.What’s your first name? B.Sarah. A.How do you spell that? B.S-A-R-A-H. Page 6 Pronunciation Linked Sounds Listen. Then say it. My name is Maria. My address is 10 Main Street. My apartment number is 3B. Say it. Then listen. My name is David. My address is 9 River Street. My phone number is 941-2238. 第二课 CHAPTER TWO Page 7 V ocabulary Preview 1.pen 2.Pencil 3.book 4.desk https://www.360docs.net/doc/f27594084.html,puter.6.bank 7.supermarket 8.post office 9.restaurant 10.library .11.living room 12.dining room 13.kitchen 14.bedroom 15.bathroom page 8 In the Classroom Listen and repeat 1.pen 2.book 3.pencil 4.notebook 5.bookshelf 6.globe 7.map 8.board 9.wall 10.clock 11.bulletin board https://www.360docs.net/doc/f27594084.html,puter 13.table 14.chair 15.ruler 16.desk 17.dictionary Page 9 Where is it? Listen to the first Module Where’s the book? It’s on the desk. Listen to the second Module Where’s the map? It’s on the wall. Listen to the third Module Where’s the computer? It’s on the table. Do exercises 1-9 1.Where’s the pen? 2.Where’s the board? 3.Where’s the globe?

(完整版)英语专业综合教程2课后题翻译答案

Unit1 1.那部关于古代战争的电影采用了先进的技术,令观众仿佛身临其境。 Thanks to advanced technology, the film about the ancient battle gives the audience the illusion of being on the battlefield themselves. 2. 在那场大火中,整个古城毁于一旦,但是这块石碑却幸运地保存了下来。(devastate)That ancient city was devastated by the fire, but fortunately the stone tablet survived. 3.他们看了那段录像,听了那位妇女的讲述,心里充满了对那位地震孤儿的同情。 The videotape and the story by the woman filled them with sympathy for the child who had become an orphan in the earthquake. 4.那场大地震中,我们听到过太多太多教师的事迹,他们拒绝离开学生自己逃生,献出了自己的生命。(leave behind) In that earthquake, we heard many stories of teachers who had refused to leave their students behind and laid down their lives. 5.豫园的建造始于1558年,但由于资金短缺时建时停,1578年才完成。 The construction of the Yu Yuan Garden began in 1558, but it was not completed until 1578 because building went off and on for lack of money. 6. 1980年我遇到她时,她刚从国外读完硕士回来。(meet up with) In 1980, when I met up with her, she had just returned from abroad with a master’s degree. 7.这是我第一次来纽约,但我还是设法找到了那家小公司。 It was my first visit to New York, but I managed to find my way to the little firm. 8.在电影界要达到顶峰时非常困难的,但是作为一名导演谢晋做到了。 It is hard to make it to the top in the movie industry, but as a director Xie Jin did it. Unit2 1. 如今很多爱慕虚荣的年轻人,尽管还不富裕,但却迷上了漂亮的小汽车。(vain, be obsessed with) Many vain young people are obsessed with fancy cars despite the fact that they are not yet rich enough to afford them. 2.当他的婚外恋被妻子发现后,他们的婚姻终于破裂了。(affair, fall apart) Their marriage finally fell apart when his affair with another woman was found out by his wife. 3.那位艺术家为了获得创作的灵感,在农村住了三年,放弃了生活上的许多享受。(inspiration, deny oneself something) For artistic inspiration, the artist lived in the country for three years, where he denied himself many comforts of life. 4.我不知道明天去崇明岛的远足活动能不能成行,因为这要取决于会不会下雨。(excursion, at the mercy of) I’m not sure if we can have the excursion to Chongming Island tomorrow. It is

朗文国际英语教程单词第一册

朗文国际英语教程第一册单词 第一单元 个人信息 名字name [neim] 名字first name 姓last name 地址address [?'dres]电子邮件地址E-mail address 电话号码telephone ['telif?un] number ['n?mb?] 公寓电话apartment [?'pɑ:tm?nt] number 传真号码fax [f?ks] number 与人会面 你好。Hello. 你好。Hi. 我的名字叫…My name is …我是…I’m…很高兴见到你。Nice to meet you. 我也很高兴见到你。Nice to meet you,too. 第二单元 教室物品 黑板board [b?:d]书book [buk] 书架bookshelf ['buk?elf] 公告栏bulletin ['bulitin]board 椅子chair [t?ε?]钟clock [kl?k] 电脑computer [k?m'pju:t?] 桌子desk[desk] 字典dictionary ['dik??n?ri]球globe [ɡl?ub]地图map [m?p]笔记本notebook['n?utbuk] 钢笔pen [pen] 铅笔pencil ['pens?l] 尺ruler ['ru:l?]桌子table ['teibl]墙wall [w?:l] 家中布局 阁楼attic ['?tik]地下室basement ['beism?nt]浴室bathroom ['bɑ:θrum]房间bedroom ['bedru(:)m] 饭厅dining[daini?]room 车库garage ['ɡ?rɑ:d?, ɡ?'r-]厨房kitchen ['kit?in]客厅living['livi?] room 院子yard [jɑ:d] 室内场所 银行bank[b??k]医院hospital['h?spit?l]图书馆library['laibr?ri]电影院movie ['mu:vi] theater['θi?t?, 'θi:?-] 公园park [pɑ:k]邮局post [p?ust] office ['?fis, '?:-] 餐厅restaurant ['rest?r??, -r?nt, -r?nt]超市supermarket ['sju:p?,mɑ:kit] 动物园zoo [zu:] 问候 你好吗?Hi.How are you ? 很好,你呢?Fine.And you? 很好,谢谢Fine,thanks

全新版大学英语综合教程2课文原文及翻译

One way of summarizing the American position is to state that we value originality and independence more than the Chinese do. The contrast between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later. However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the "standing on the shoulders of giants" phenomenon). But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?

新世纪英语专业综合教程(第二版)第1册 单词

综合教程1 unit1 anguish n. 痛苦;苦恼vt. 使极度痛苦 vi. 感到极度的痛苦 beloved n. 心爱的人;亲爱的教友 adj. 心爱的;挚爱的 breathing n. 呼吸;瞬间;微风 adj. 呼吸的;逼真的 v. 呼吸(breathe的现在分词) confront vt. 面对;遭遇;比较 conspicuously adv. 显著地,明显地;超群地,惹人注目地 evil n. 罪恶,邪恶;不幸 adj. 邪恶的;不幸的;有害的;讨厌的 gracefully adv. 优雅地;温文地 gravely adv. 严重地;严肃地;严峻地;沉重地 haven n. 港口;避难所,安息所 vt. 为……提供避难处;安置……于港中 hoarse adj. 嘶哑的 kneel vi. 跪下,跪 note n. 笔记;音符;票据;注解;纸币;便笺;照会;调子vt. 注意;记录;注解part n. 部分;角色;零件adj. 部分的 vt. 分离;分配;分开adv. 部分地 vi. 断裂;分手 porch n. 门廊;走廊 rest n. 休息,静止;休息时间;剩余部分;支架vt. 使休息,使轻松;把…寄托于vi. 休息;静止;依赖;安置 rosebush n. 蔷薇丛;玫瑰丛;灌木 shudder n. 发抖;战栗;震动 vi. 发抖;战栗 summon vt. 召唤;召集;鼓起;振作 bring back 拿回来;使…恢复;使…回忆起来 give in v. 屈服;让步;交上 hand in hand 手拉手地;联合 have sth. in common 有共同之处 laughter and tears lock sth. away through one’s tears well up 涌出;流露;萌发

SBS朗文国际英语教程第1册-教师用书

FUNCTIONS A SKING FOR AND R EPORTING I NFORMATION What’s your name?My name is Maria .What’s your first name?Sarah . What’s your last name?Kelly . How do you spell that?K-E-L-L-Y . What’s your address? My address is 235 Main Street .What’s your phone number? My phone number is 741-8906.Where are you from?I’m from Mexico City .I’m American. My license number is 921DCG .My apartment number is 4-B .My social security number is 044-35-9862. My e-mail address is TeacherJoe@https://www.360docs.net/doc/f27594084.html, . M EETING P EOPLE Hello.Hi. My name is _______.I’m _______. Nice to meet you. Nice to meet you, too. T O B E GRAMMAR

NEW VOCABULARY People actor actress American athlete Mr. Mrs. Ms. president prime minister Places Brooklyn Florida Mexico City New York San Francisco country Personal Information address apartment apartment number e-mail address fax number first name last name license number name number phone number social security number street telephone number Cardinal Numbers 0oh (zero) 1one 2two 3three 4four 5five 6six 7seven 8eight 9nine 10ten Articles a the Possessive Adjectives my your Prepositions from of Question Words What Where Subject Pronouns I you Verbs are is am (’m) EXPRESSIONS Hello. Hi. Nice to meet you. Nice to meet you,too.

全新版大学英语第二版综合教程2课文

BOOK2课文译文 UNIT1 TextA 中国式的学习风格 1987年春,我和妻子埃伦带着我们18个月的儿子本杰明在繁忙的中国东部城市南京住了一个月,同时考察中国幼儿园和小学的艺术教育情况。然而,我和埃伦获得的有关中美教育观念差异的最难忘的体验并非来自课堂,而是来自我们在南京期间寓居的金陵饭店堂。 我们的房门钥匙系在一块标有房间号的大塑料板上。酒店鼓励客人外出时留下钥匙,可以交给服务员,也可以从一个槽口塞入钥匙箱。由于口子狭小,你得留神将钥匙放准位置才塞得进去。 本杰明爱拿着钥匙走来走去,边走边用力摇晃着。他还喜欢试着把钥匙往槽口里塞。由于他还年幼,不太明白得把钥匙放准位置才成,因此总塞不进去。本杰明一点也不在意。他从钥匙声响中得到的乐趣大概跟他偶尔把钥匙成功地塞进槽口而获得的乐趣一样多。 我和埃伦都满不在乎,任由本杰明拿着钥匙在钥匙箱槽口鼓捣。他的探索行为似乎并无任何害处。但我很快就观察到一个有趣的现象。饭店里任何一个中国工作人员若在近旁,都会走过来看着本杰明,见他初试失败,便都会试图帮忙。他们会轻轻握牢本杰明的手,直接将它引向钥匙槽口,进行必要的重新定位,并帮他把钥匙插入槽口。然后那位“老师”会有所期待地对着我和埃伦微笑,似乎等着我们说声谢谢——偶尔他会微微皱眉,似乎觉得我俩没有尽到当父母的责任。 我很快意识到,这件小事与我们在中国要做的工作直接相关:考察儿童早期教育(尤其是艺术教育)的方式,揭示中国人对创造性活动的态度。因此,不久我就在与中国教育工作者讨论时谈起了钥匙槽口一事。 两种不同的学习方式

我的中国同行,除了少数几个人外,对此事的态度与金陵饭店工作人员一样。既然大人知道怎么把钥匙塞进槽口——这是走近槽口的最终目的,既然孩子还很年幼,还没有灵巧到可以独自完成要做的动作,让他自己瞎折腾会有什么好处呢?他很有可能会灰心丧气发脾气——这当然不是所希望的结果。为什么不教他怎么做呢?他会高兴,他还能早些学会做这件事,进而去学做更复杂的事,如开门,或索要钥匙——这两件事到时候同样可以(也应该)示范给他看。 我俩颇为同情地听着这一番道理,解释道,首先,我们并不在意本杰明能不能把钥匙塞进钥匙的槽口。他玩得开心,而且在探索,这两点才是我们真正看重的。但关键在于,在这个过程中,我们试图让本杰明懂得,一个人是能够很好地自行解决问题的。这种自力更生的精神是美国中产阶级最重要的一条育儿观。如果我们向孩子演示该如何做某件事——把钥匙塞进钥匙槽口也好,画只鸡或是弥补某种错误行为也好——那他就不太可能自行想方设法去完成这件事。从更广泛的意义上说,他就不太可能——如美国人那样——将人生视为一系列 的情境,在这些情境中,一个人必须学会独立思考,学会独立解决问题,进而学会发现需要创造性地加以解决的新问题。 把着手教 回想起来,当时我就清楚地意识到,这件事正是体现了问题的关键之所在——而且不仅仅是一种意义上的关键之所在。这件事表明了我们两国在教育和艺术实践上的重要差异。 那些善意的中国旁观者前来帮助本杰明时,他们不是简单地像我可能会做的那样笨拙地或是犹犹豫豫地把他的手往下推。相反,他们极其熟练地、轻轻地把他引向所要到达的确切方向。 我逐渐认识到,这些中国人不是简单地以一种陈旧的方式塑造、引导本杰明的行为:他们是在恪守中国传统,把着手教,教得本杰明自己会愉快地要求再来一次。

新世纪高等院校英语专业本科生系列教材综合教程4课后翻译

Unit 1 1. 我安排他们在小酒吧见面,但那个小伙子一直都没有来。(turn up) I had arranged for them to meet each other at the pub, but the young m an never turned up. 2. 你无法仅凭表象判断形势是否会变得对我们不利。(tell from appearance) You cannot tell merely from appearances whether things will turn out unfavourable to us or not. 3. 那个士兵每次打仗都冲锋在前,从而赢得了国家的最高荣誉。(stand in the gap) The soldier, who stood in the gap in every battle, gained the highest ho nors of the country. 4. 主席讲话很有说服力,委员会其他成员都听从他的意见。(yield to) The chairman spoke so forcefully that the rest of the committee yielde d to his opinion. 5. 他们现在生活富裕了,但也曾经历坎坷。(ups and downs) They are well-to-do now, but along the way they had their ups and dow ns. 6. 这次演讲我将说明两个问题。(address oneself to) There are two questions to which I will address myself in this lecture. 7. 我们正筹划为你举办一次盛大的圣诞聚会。(in sb.’s honour) We are planning a big Christmas party in your honour. 8. 听到那个曲子,我回想起了儿童时代。(throw one’s mind back)

全新版大学英语综合教程unit课文翻译

Globalization is sweeping aside national borders and changing relations between nations. What impact does this have on national identities and loyalties? Are they strengthened or weakened? The author investigates. 全球化正在扫除国界、改变国与国之间的关系。这对国家的认同和对国家的忠诚会带来什么影响呢?它们会得到加强还是削弱?作者对这些问题进行了探讨。 In Search of Davos ManPeter Gumbel 1. William Browder was born in Princeton, New Jersey, grew up in Chicago, and studied at Stanford University in California. But don't call him an American. For the past 16 of his 40 years he has lived outside the ., first in London and then, from 1996, in Moscow, where he runs his own investment firm. Browder now manages $ billion in assets. In 1998 he gave up his American passport to become a British citizen, since his life is now centered in Europe. "National identity makes no difference for me," he says. "I feel completely international. If you have four good friends and you like what you are doing, it doesn't matter where you are. That's globalization." 寻找达沃斯人 彼得·甘贝尔 威廉·布劳德出生于新泽西州的普林斯顿,在芝加哥长大,就读于加利福尼亚州的斯坦福大学。但别叫他美国人。他今年40岁,过去16年来一直生活在美国以外的地方,先是在伦敦,1996年后在莫斯科经营他自己的投资公司。布劳德如今掌管着价值16亿美元的资产。1998年,他放弃美国护照,成为英国公民,因为他现在的生活中心在欧洲。“国家认同对我来说不重要,”他说,“我觉得自己完全是个国际人。如果你有四个朋友,又喜欢你所做的事情,那么你在哪儿无关紧要。这就是全球化。” 2. Alex Mandl is also a fervent believer in globalization, but he views himself very differently. A former president of AT&T, Mandl, 61, was born in Austria and now runs a French technology company, which is doing more and more business in China. He reckons he spends about 90% of his time traveling on business. But despite all that globetrotting, Mandl who has been a . citizen for 45 years still identifies himself as an American. "I see myself as American without any hesitation. The fact that I spend a lot of time in other places doesn't change that," he says. 亚历克斯·曼德尔也是全球化的狂热信徒,但他对自己的看法与布劳德不同。61岁的曼德尔曾任美国电报电话公司总裁。他出生于奥地利,现在经营着一家法国技术公司,该公司在中国的业务与日俱增。他估计自己几乎90%的时间都花在出差上。然而,尽管曼德尔全球到处跑,已经做了45年美国公民的他还是认为自己是个美国人。“我毫不迟疑地把自己当作美国人。我在其他地方度过很多时间,但是这一事实不能改变我是美国人,”他说。 3. Although Browder and Mandl define their nationality differently, both see their identity as a matter of personal choice, not an accident of birth. And not incidentally, both are Davos Men, members of the international business élite who trek each year to the Swiss Alpine town for the annual meeting of the World Economic Forum, founded in 1971. This week, Browder and Mandl will join more than 2,200 executives, politicians, academics, journalists, writers and a handful of Hollywood stars for five days of networking, parties and endless earnest discussions about everything from post-election Iraq and HIV in Africa to the global supply of oil and the implications of nanotechnology. Yet this year, perhaps more than ever, a hot topic at Davos is Davos itself. Whatever their considerable differences, most Davos Men and

全新版大学英语综合教程教案

Teaching Planning College English Integrated Course Book Three Unit Two The Freedom Givers Zhong wen 1.Background Information Teacher: zhong wen Students: 56 sophomores Content of the textbook: unit-2 text A the Freedom Givers Textbook: foreign language teaching and research press Time duration:10 minutes 2.Textbook Analysis The author tells three stories about the Underground Railroad and early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parke r is a freed slave who later turned into a courageous “conductor”; Levi Coffin is a brave white “conductor”; Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad. We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text. 3.Students Analysis The class is made up of 56 students, with 30 girls and 26 boys ,who have a good knowledge of Basic English, but know very little about the American culture behind the language. So in this introduction part, It is necessary to introduce some background information to the students before reading 4.Teaching Objectives Students will be able to: 1.understand the main idea(early civil-rights struggles in the US, esp. the underground Railroad) 2.grasp the key language points and grammatical structures in the text, 3.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit 4.Appreciate the various techniques employed by the writer (comparison and contrast, topic sentence followed by detail sentences, use of transitional devices,etc.); 5.Teaching Procedures: Greetings Step 1 Lead-in T: Today we are going to talk about the ethic heroes in American history, before the class, I’d like to introduce the slavery to all of you. T: Abraham Lincoln was the 16th president of the United States, during his term of office; he led the civil war and abolished the slavery. T: In the battle against slavery, not only did the president try his best to abolish this system, but also the people, especially the black people living in the South America try hard to fight for their own feat. Today, we will introduce some freedom givers in the American history. Before

综合教程第1册何兆熊主编英语专业综合英语1Dictationtapescript

综合教程第1册 Unit 1 I. Dictation Throughout history / the basic unit of almost every human society / has been the family. / Members of the family live together / under the same roof. / They share the economic burdens of life / as well as its joys. / The family head usually has considerable influence / in arranging marriages, / selecting careers / and determining all important moves and purchases / by any member of the family. / Particularly in conditions / where society or the state / does not give aid / and the responsibilities of the family are greater, / this large group / provides better protection / in times of economic or other emergency. Unit 2 Children learn almost nothing from television, / and the more they watch, / the less they remember. / They regard television purely as entertainment, / resent programs that make demands on them / and are surprised that anybody should take the medium seriously. / Far from being over-excited by programs, / they are mildly bored with the whole thing. / These are the main conclusions from a new study of children and television. / Its author confirms / that the modern child is a dedicated viewer. / The study suggests / that there is little point in the television company’s attempts / to isolate adult viewing in the later hours. / More than a third of the children regularly watched their programs after 9 . / All 11-year-olds had watched programs after midnight. Unit 3: I. Dictation Mother's Day is celebrated / on the second Sunday in May. / On this occasion, / Mother usually receives greeting cards and gifts / from her husband and children. / For most mothers, / the rarest and best gift / is a day of rest. / Often, / families honor Mother / by taking her out for dinner. / In some households / the husband and children / take over meal preparations / so that Mom can spend a whole day / away from the kitchen. / Serving her breakfast in bed / is another family ritual. / Later in the day, / parents may take their children / to visit their grandparents. / Flowers are an important part of the day. / Mothers are often given corsages / for the occasion, / particularly if they are elderly. Unit 4 Dictation In order to learn to be one’s true self, / it is necessary to obtain a wide and extensive knowledge / of what has been said and done in the world; / critically to inquire into it; / carefully to consider it; / clearly to analyze it; / and earnestly to carry it out. It matters not what you learn, / but when you once learn a thing, / you must never give it up / until you have thoroughly understood it. / It matters not what you try to think of, / but when you once try to think of a thing, / you must never give it up / until you have done it thoroughly and well. If another man succeeds by one effort, / you will use a hundred efforts. / If another man succeeds by ten efforts, / you will use a thousand. Unit 5: In order to learn to be one’s true self, / it is necessary to obtain a wide and extensive knowledge / of what has been said and done in the world; / critically to inquire into it; / carefully to consider it; / clearly to analyze it; / and earnestly to carry it out.

相关文档
最新文档