研究生综合英语2unit+one

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英语综合教程2 unit one

New wordshaze n. [C, U] 霾；烟雾marijuana n. [U] 大麻economy n. [C] 经济；（被视为某个经济实体的）国家a market / planned economycampus n. [C, U] （大学的）校园We have rooms for 5, 000 students on campus.demonstration n. [C] 示威（活动）There were a number of demonstrations against the new tax.radicalism n. [U] 激进主义governor n. [C] （美国）州长dissident a. 持不同政见者的n. [C] 持不同政见者1. a group of dissident writers2. The government has promised to release some dissidents.liberal n. [C] 主张变革的人clash n. [C] (~ between) 冲突；激烈争吵Yesterday violent clashes broke out between police and protesters. establishment n. 1. (the ~ )（国家的）统治集团，当权派2. [U] 建立；确立1. It's no good fighting the establishment.2. Since the establishment of the club two years ago, membership has doubled. passion n. [C, U] （爱情、愤怒等）强烈的情感She spoke with strong passion and moved everyone present.passionate a. 感情强烈的；激昂的He has a passionate interest in music.protest n. [C, U] (~ at / against)（强烈的）抗议；异议；抗议集会精选文库Students will hold a protest this weekend at the federal building.alliance n. [C, U] (~ between / with) 结盟；联盟Successive French governments maintained the alliance with Russia.launch vt. 发动；发起（军事袭击，公众调查等）They will launch a new weather satellite next month.ultimately ad. 最终；终于Technological advances could ultimately lead to even more job losses. resignation n. [C, U] 辞职The scandal led to the minister's resignation.activism n. [U] （主张为政治、社会目的而采取包括暴力等各种手段的）激进主义，行动主义characterize vt. 成为……的特征The military is usually characterized as being very conservative.dorm n. [C] (infml)（学校、军营等的）寝室，宿舍indie a. （电影和音乐）独立公司制作的liberating a. 令人觉得自由的It's liberating to be able to play soccor again after so many years' hard working. awakening n. [C] 觉醒；认识；意识Anyone who believes in lasting peace will be in for a rude awakening.prime a. ( only before noun ) 首要的；最重要的Our prime concern was the safty of our customers.cynic n. [C] 愤世嫉俗者；认为人皆自私者apathetic a. 毫无兴趣的；漠然的Most of the passers-by are apathetic to beggars on the street.heady a. 使人忘乎所以的；令人陶醉的He missed the heady freedom of the late 1960s.descending a. 下降的；递降的Arrange the numbers in desending order.employability n. [U] 可雇佣；达到雇佣条件employment n. [U] 职业；工作After graduation, she found employment with a local finance company.prospect n. 1. (~s) 胜算；（尤指工作和事业方面）成功的可能性2. [C, U] （尤指好事发生的）可能性1. The prospects for employment in the technology sector are especially good right now.2. Spending a week at his cousin's ranch was an exciting prospect.affordability n. [U] 平价；支付得起issue n. [C] (~ about / around)（值得关注的）问题；议题There were issues about the way the department was organized.accessibility n. [U] 可获得性opportunity n. [C, U] (~ to do sth) 机会The programme gives students the opportunity to learn more about global warming. umbilically ad. 关系极为密切地She is umbilically attached to her extended family.obscure a. 1. 晦涩的；费解的2. 不知晓的；无名的；默默无闻的1. The rules for the competition are somewhat obscure.2. The report had been published in an obscure German journal.bliss n. [U] 无上幸福；至福Phrases and expressionsbring sb to one's knees 迫使某人屈服The marathon brought quite a few runners to their knees.give rise to sth 引起；导致；为……的原因Pollution has given rise to great concern about the environment in the areas.form an alliance with 与……结盟Independent companies are encouraged to form strategic alliances with each other.bring about 使发生；导致Computers have brought about many changes in workplace.in spite of 不顾；不管The house will certainly sell, in spite of the fact that it's overpriced.keep off （使）不靠近；（使）不碰Keep the flies off the food.drop out 退出活动；退学She was injured in the first round and had to drop out.in descending order 递降的You should arrange the seats in desending order.in / of itself 本质上；就其本身而言Using someone else's name is not of itself a crime, unless there is an intention to commit a fraud. rely on （为生活、运作等）依靠，依赖At least we can rely on him.set up 开办；建立The group plans to set up an independent state within the country.New wordssophomore n. [C] (AmE)（美国大学或高中的）二年级学生Lit n. (abbr Literature or Literary) 文学课程ironic a. 反语的；讽刺的It's ironic that a government so concerned about law and order is disregarding an interna gender n. [C, U] (fml) 性别colonialism n. [U] 殖民主义post-colonialism n. [U] 后殖民主义modernism n. [U] （艺术、文学等方面的）现代主义postmodernism n. [U] 后现代主义definition n. [C] 词义；定义；释义Match the words with their definitions.industrial a. 工业的；产业的America's industrial production fell for the fourth sucessive month.post-industrial a. （经济基础已由重工业转为服务业、高技术等的)后工业化的；工业化后的baby boom n. [C] (infml)（尤指第二次世界大战后1947—1961年间美国的）生育高峰overthrow vt. 颠覆；使下台The new government was overthrown in a military coup.repressive a. （统治或法律）残酷的，严苛的The repressive regime put thousands of protesters to prison.rebel vi. (~ against) 造反；反抗There were minor groups who rebelled against the government.chant v. 反复地喊；反复地唱The audience were chanting his name.destruction n. [U] 毁灭；摧毁The building must be saved from destruction.petition n. [C] 请愿书bracelet n. [C] 手镯；臂镯inspirational a. 鼓舞人心的，有鼓舞力量的Brown's last minute goal for the Red Wings was truly inspirational. philosophy n. 1. [C] （影响某人决断及处事的）思想体系；宗旨2. [U] 哲学assert vt. 断言；宣称The government asserted that no more money would be available.collectively ad. 共同地；集体地People refer to these different medical conditions collectively as heart disease. ostalgic a. 怀旧的；恋旧的A lot of adults feel nostalgic about their childhood.frustration n. [C, U] 挫折；烦恼When he learned the result of the election, he left in frustration.chat room n. [C] （因特网上的）聊天室resonance n. [ C, U] （情感的）共鸣，反响era n. [C] 时代；纪元We are living in an era in which technology is developing rapidly.technological a. 技术的；工艺的This problem is brought by technological change.profound a. 根深蒂固的；深刻的This is a scientific discovery of profound significance.Phrases and expressionssit up 1. 警觉；诧异；关注2.（使）坐起来；熬夜1. The performance made all the critics sit up and take notice.2. Would you like sit up and read for a while?by definition 就本质而言；从定义上来说A dictatorship means, by definition, one center of power.take to 去，往；走上The workers took to the streets to protest against cutting pay.stand for 主张；支持I want to know what she stands for before I'll vote for her.assert oneself 坚持自己的主张Don't give up — you need to learn to assert yourself. be associated with 与……相关联His social problems were associated with drinking. make sense 讲得通；有意义It made good sense to continue with the reforms.New wordsgrip n. [sing] 1. 权力；控制；支配2. 抓牢；紧握banker n. [C] 银行家statute n. [C, U] 法令；法规authorize vt. 授权；许可deduction n. [U] 扣除source n. [C] 来源；出处punctually n. [U] 按时；准时oblige vt. (fml) (usu passive)（以法律、规定或责任）迫使syllabus n. [C] （某学科的）教学大纲emphasize vt. 强调；重视penalize vt. 1. 处罚；惩罚2. 不公平对待（某人）prior a. (fml) 先前的；之前的；事先的denounce vt. 1. 告发；控告2. 谴责；痛斥denunciation n. 1. 告发；控告精选文库2. 谴责；痛斥contravene vt. (fml) 与……相抵触；违反（规章、法律或协议）irregularity n. [C] (usu pl) 违规demise n. [sing] (fml) 消亡；不复存在。

unit 1,硕士生英语综合教程2课本原文电子版

Unit 11 Intel does it. So does Microsoft, Motorola, W. L. Gore & Associates, Southwest Airlines, Ben & Jerry’s Homemade, Hewlett-Packard, Lincoln Electric, and Starbucks. What is it? These companies pursue “people-first” strategies.(Para. 2a) There is an increasing amount of evidence that successful organizations put people first. Why? Astute managers have come to learn that their organization’s emp loyees are its only true competitive advantage. Competitors can match most organizations’ products, processes, locations, distribution channels, and the like.(Para. 2b) But what’s far more difficult to emulate is a workforce made up of highly knowledgeable and motivated people. The characteristic that differentiates successful companies from their less successful counterparts in almost every industry is the quality of the people they’re able to get and keep.(Para. 3a) What kind of practices differentiate people-first organizations? We can list at least four: (1) They value cultural diversity. They actively seek a diverse workforce based on age, gender, and race. (2) They are family friendly. They help employees balance work and personal responsibilities through programs such as flexible work schedules and on-site child care facilities. (Para. 3b) (3) They invest in employee training. These organizations spend heavily to make sure employee skill levels are kept current. This not only ensures that employees can handle the latest technologies and processes for the organization but that employees will be marketable to other employers. (4) People-first organizations empower their employees. They push authority and responsibility down to the lowest levels.(Para. 4) Organizations that put people first have a more dedicated and committed workforce. This, in turn, translates into higher employee productivity and satisfaction. These employees are willing to put forth the extra effort —to do whatever is necessary to see that their jobs are done properly and completely. Let’s take a look at one of those successful organizations that pursue “people-first” strategies: Starbucks. (Para. 5a) Wake up and smell the coffee —Starbucks is everywhere. The world’s number one specialty coffee retailer, Starbucks operates and licenses more than 8,000 coffee shops in more than 30 countries. The shops offer a variety of coffee drinks and food items as well as coffee and coffee accessories.(Para. 5b) Starbucks operates more than 4,700 of its shops in five countries, while licensees operate more than 2,800 units. In addition, Starbucks markets its coffee through grocery stores and licenses its brand for other food and beverage products.(Para. 6) From its modest beginnings in 1971, Starbucks Coffee Company’s reach today extends across the U.S. to Canada, Europe, Asia, and beyond, bringing the Starbucks coffee experience to the customer almost anywhere.(Para. 7a) Centra l to the company’s growth and success has been a constant dedication to offering Starbucks customers the highest quality products. While the company’s success was built upon the core product, coffee, Starbucks has become much more than coffee.(Para. 7b) It is a total coffee experience which encompasses everything from the decor of the retail locations and the music played within to the attitude of the Starbucks employees (known as “partners”), and even to the company’s desire to give back to the communities it serves.(Para. 8a) Since its inception, it has been the Starbucks employees who havehelped drive the success of the company.But it was probably Howard Schultz who started the ignition.(Para. 8b) Schultz joi ned the company in 1982, more than a decade after the company’s first retail bean store opened in Seattle’s Pike Place Market. As director of retail operations and marketing he was influential in the move to provide Starbucks coffee to fine restaurants and espresso bars throughout Seattle.(Para. 9a) A year after he joined the company a visit to Milan, Italy inspired Schultz to bring the Italian coffee-bar concept back to Seattle and put it into action in a new Starbucks location. It was a new foray for the company which previously had only provided freshly roasted beans for sale.(Para. 9b) However, the overwhelming success of the espresso bar concept led Schultz to found Il Giornale, an espresso bar which offered brewed coffee and espresso beverages made using Starbucks coffee beans. A few months later, the continued success of the Il Giornale concept led to Il Giornale acquiring the assets of Starbucks in 1987 with the backing of local investors. The new company changed its name to Starbucks Corporation.(Para. 10) At that time, Starbucks operated 17 stores and had begun to expand beyond Seattle to cities such as Chicago and Vancouver. For the next decade and beyond, the company experienced tremendous growth bringing specialty coffee to the everyday consumer, and in the process helped create and define the specialty coffee industry.(Para. 11) While the success of the company often is attributed to the persistence and vision of the company’s current CEO, Howard Schultz, it is also the employees, from management down to store level, who are at the heart of the company’s success(Para. 12) At the store level, Starbucks has been successful in bucking the norm at most retail service environments where employee turnover is high andcompetence or enthusiasm is waning. “When we first started our business, our attitude from the beginning was that the employees on the front line really have the most to do with our success,” said John Richards, Starbucks president, retail North America. (Para. 13) The challenges of a retail and foodservice environment have been overcome through a strong employee base. “We’re fortunate that the turnover of managers and hourly employees is probably one of the best in the industry,” explained Richards.(Para. 14) Richards takes this employee loyalty as a compliment, but attributes it to the company’s dedication to each employee’s needs. Investment in “partners” has helped build their loyalty to the company, to coffee, to customer service, and to each other.(Para. 15) The heart of the Starbucks experience begins with employee training. For retail partners, the training program focuses on coffee knowledge, product expertise, customer service, and interpersonal skills —all necessary to understand the product they provide to customers on a daily basis in order to create the Starbucks experience.(Para. 16) New store-level partners are welcomed into the Starbucks community with a week-long indoctrination into the cultural aspects of the company. The technical aspects of the job — those that relate to beverage preparation, for instance — are covered. From there, it is the manager’s responsibility to follow up with in-store modules for ongoing training in specific areas.(Para. 17a) All full-and part-time partners who work at least 20 hours a week are offered a full slate of generous benefits. Among the benefits are full health and dental coverage,vacation, and participation in the company-wide stock option plan called Bean Stock. (Para. 17b) Loyalty and a sense of belonging are further emphasized in open forums where employees, regardless of position, are encouraged to bring their suggestions or concerns to the attention of corporate management. Often it is the barista who is the impetus for a change simply because he or she is the one on the front line dealing with customers on a daily basis.(Para. 18a) Since most partners are also owners, they are very interested in getting access to company information. To accommodate this desire, senior management conducts quarterly open forums in the company’s different sales regions. Partners are encouraged to share their ideas and suggestions with senior management at these forums.(Para. 18b) Starbucks also distributes annual Bean Stock reports to all partners and the company publishes Pinnacle, a newsletter that spotlights company performance as well as the activities of individual partners company wide. Starbucks is also taking advantage of videos and teleconferencing to reach out to its partners.(Para. 19a) Being on the front line requires communication, be it communication in training employees to perform their job properly, or communication with customers.“Starbucks partners are alwayson the go. Customer flow is quite steady, and they have to perform tasks requiring a bit of knowledge,” Richards explained(Para. 19b) “Because of the way the service line is set up, partners mustinteract with each other to complete a task, creating a sense of teamwork. Customers shift from station to station,coming into contact with several employees during one transaction. Therefore, communication is an essential part of our success.(Para. 19c) The positive customer experience is based on the communication between partners and their customers.” Human interaction is essential and constant in the Starbucks environment and Richards believes that this constant interaction is the reason employees don’t get bored with their job. “They’re always challenged,” he said.(Para. 20) Starbucks also uses self-managed work teams at its coffee bean roasting plants. Although plant managers and supervisors are responsible for the initial organization of the teams, partners are encouraged to take over the day-to-day workings of the teams including decision-making. Cross-functional teams of partners and supervisors are used to make hiring decisions.(Para. 21) Starbucks is a living model of employee learning, ownership, involvement, and communication. The result is a superior product, coupled with customer service that is truly caring and responsive. The icing on the cake is sales growth of 65 percent a year over the last years while net incomeskyrockets by 70 to 100 percent a year.(Para. 22) All in all, Starbucks offers an amazingly diverse range of opportunities and benefits to its partners. It’s little wonder that new stores continue to openat the rate of three to five every week, and employees are making careers at Starbucks instead of dropping out.。

综英英语2 Uint1-Unit10 课文译文

1- We’ve been hitAdam Mayblum 过去很享受看着暴风雨抽打他办公室窗户的场景：你认为这就是权力吗？Mayblum 可能会讥笑。

我在世界贸易中心的87楼。

这就是权力。

百叶窗上的拉绳看起来像在轻轻地摇晃，但它只是一种假象。

虽然它是在距离地面1,040 英尺的高空中，但是世贸中心还是相当稳固的。

在9 月的那个早上，当Mayblum感觉到毁灭性的隆隆声时，他瞥了一眼拉绳。

他们被疯狂坠入 3 英尺的任一方向。

那天早上，有数千人将被卷入一场惊心动魄的灾难，Mayblum也是其中的一员。

尽管多达25,000人找到了他们安全逃生的方式，但另外的5,000 人却没有逃脱得了这场灾难。

对于有些人来说，生死攸关的是此时此刻他们所在的地理位置---不仅是哪幢楼，哪一层，更重要的是在大楼的哪个角落。

对于有些人来说，选择使用哪一个楼梯是最基本的。

其他人所面对的则是终极的道德困境：拯救自己，还是拯救他人。

在名为戴维斯的金融服务公司里，Adam Mayblum 办公室内的混乱持续了几秒钟。

他知道他需要逃离那里。

他把T恤撕成碎片，浸泡在水中，并分发给同事，用来捂住他们的脸。

其中：有一个是戴维斯的首席交易员---哈里·拉莫斯。

Mayblum 曾与拉莫斯断断续续一起工作了14 年之久。

当他在楼梯上急速奔跑时，火花溅在了他的脚踝上。

当他冲下一段楼梯之后，他才意识到他的贸易伙伴，朱红还落在后面。

他又跑上楼，此时这个地方充满了烟和燃烧的喷气燃料。

看不到朱红的影子。

Mayblum又冲下楼梯，成功到达了78 楼，这里恰好是有一部电梯和一个楼梯的中转大厅。

他看到了一个令人放心的景象，拉莫斯已经淌进混乱的场面中，协助恐慌的工人转到安全的楼梯间。

Mayblum继续往下跑，他小腿的肌肉因抽筋而收缩。

在53层。

他碰见了一个身材粗壮的男人，他的腿无法移动了。

“你想自己过来，还是你想要我们来帮助你？” Mayblum大声喊道。

新发展研究生英语综合教程2第一单元课文内容及翻译

我就曾经被问过屡次。

我会答复说不，我长大后不想当总统。

有一个年纪大的叔叔，当着母亲的面向我提出这个问烂了的问题，发现了我对当总统不感兴趣，他就接着又问：“那你长大了想干什么呢？〞3 I loved to pick through trash piles and collect empty bottles, tin cans with pretty labels, and discarded magazines. The most desirable job on earth sprang instantly to mind. “I want to be a garbage man,〞I said.我那时喜欢到垃圾堆上去拣东西，收集空瓶子、有漂亮标签的罐子和废弃的杂志。

世界上最吸引我的工作立刻浮现在我的脑子里。

“我想当一个垃圾工。

〞我说道。

4 My uncle smiled, but my mother had seen the first distressing evidence of a bump budding on a log. “Have a little gumption, Russell,〞she said. Her calling me Russell was a signal of unhappiness. When she approved of me I was always “Buddy〞.叔叔听后笑了，而母亲却觉察到了我那呆头呆脑的苗头，不免伤心。

“有点上进心吧，拉塞尔。

〞她说道。

她叫我“拉塞尔〞说明她不快乐，因为她夸我的时候总是叫我“小家伙〞。

5 When I turned eight years old she decided that the job of starting me on the road toward making something of myself could no longer be safely delayed, “Buddy ,〞she said one day, “ I want you to come home right after school this afternoon. Somebody’s coming and I want you to meet him.〞转眼间我长到了八岁，她觉得我得找个工作，开始踏上那条让我自己成就点什么的道路，而不能再四平八稳地坐失良机了。

21世纪研究生英语_综合教程2-1翻译与课后答案

Comprehensive Reading (Ⅱ)—Teacher’s Book综合教程2——教师用书21世纪研究生英语Graduate English for the 21st Century1Text A Putting in a Good W ord for GuiltⅠ. Background information1．Ellen Goodman A syndicated columnist whose writing appears in over four hundred newspapers, Ellen Goodman began her working career in 1963. Goodman began newspaper writing at the Detroit Free Press, where she worked as a general reporter and news feature writer on the city desk.In 1980, Goodman was awarded the Pulitzer Prize for Distinguished Commentary. Goodman’s work has won many other awards, including the American Society of Newspaper Editors Distinguished Writing Award in 1980. She received the Hubert H. Humphrey Civil Rights Award from the Leadership Conference on Civil Rights in 1988. In 1993, at its Seventh Annual Exceptional Merit Media Award Ceremony, the National Women’s Political Caucus gave her the President’s Award. In 1994, the Women’s Research & Education Institute presented her with their American Woman Award.2．Freud Freud may justly be called the most influential intellectual legislator of his age. His creation of psychoanalysis was at once a theory of the human psyche, a therapy for the relief of its ills, and an optic for the interpretation of culture and society. Despite repeated criticisms, attempted refutations, and qualifications of Freud’s work, its spell remained powerful well after his death and in fields far removed from psychology as it is narrowly defined. If, as the American sociologist Philip Rieff once co ntended, “psychological man” replaced such earlier notions as political, religious, or economic man as the 20th century’s dominant self image, it is in no small measure due to the power of Freud’s vision and the seeming inexhaustibility of the intellectual legacy he left behind.3．Karl Menninger (1893 1990) founder of the Menninger Foundation for Psychiatric Education and Research. As director of education of the foundation, besides training other theapists, he wrote many works, among which are The Human Mind (1930), Man Against Himself (1938), and Whatever Became Of Sin? (1973) 4．Reverend TillotsonJohn Tillotson (1630 1694), chaplain to Charles Ⅱand a prominant preacher of his age. He supported the Revolution of 1688 and was apointed Archbishop of Canterbury in 1691.5．David Riesman American sociologist and author most noted for The Lonely Crowd: A Study of the Changing American Character (with Reuel Denney and Nathan Glazer, 1950), a work dealing primarily with the social character of the urban middle class. “The lonely crowd” b ecame a catchphrase denoting modern urban society in which the individual feels alienated. Also entering common speech were the labels he applied to two of the three character types that he identified in the book: “inner directed” and “other directed.”According to Riesman’s theory, in preindustrial societies having a high potential for population growth (e.g., medieval Europe), the typical individual is “tradition directed,” his personal values being determined by the tr aditions of ahighly structured society or by power relations within its major divisions, such as classes, professions, castes, or clans. These values are characteristically passed intact from one generation to another. When the population is growing but has not reached the stage of crowding (e.g., western Europe from the Renaissance to the early 20th century), the “inner directed” individual predominates. His personal values are determined early by his immediate family, are not necessarily related to any wider social forces, and are also likely to remain unchanged. In heavily industrialized societies, where the population is dense and perhaps beginning to decline, the “other directed” individual emerges. His life is in large part shaped by “peer groups” of persons whom he resembles in age, social class, or otherwise, and he adjusts his values to conform to those of his group in a constant process of change.Ⅱ. Language points1. Feeling guilty is nothing to feel guilty about. (para.1) Y ou don’t have to be consciously uncomfortable if you have the sense of guilt.2. Y es, guilt can be the excess baggage that keeps us paralyzed unless we dump it. (para.1)Sure, guilt can be the over loaded burden that tortures us if we don’t get rid of it.paralyze v. to make unable to move or acte.g. The child was paralyzed by fear when the thunder came.打雷的时候，这孩子被吓得不能动弹。

综合英语课程2 Unit 1 the snake bite

Unit 1 The Snake BiteTeaching Procedures:Warming up (for reference): Ask some students how they show their distress and annoyance in life. Have the students demonstrate their writings on the board. Introduce other possible ways to show annoyance or distress such as:(1) It is annoying to do...(2) I am not pleased at all with...(3) John was very upset when his father cancelled the family trip to the beach.(4) You wouldn’t believe it...(5) What a shame!(6)It sickened me to see how...(7)It really get on one’s nerves...(8)It really get under one’s skin..Annoy v.tr.（及物动词）To cause slight irritation to (another) by troublesome, often repeated acts.使生气，使烦恼：用烦人的，通常是重复性的行为使（别人）生气To harass or disturb by repeated attacks.打搅，干扰，扰乱：用屡次的攻击使人厌烦或打扰v.intr.（不及物动词）To be annoying.招人讨厌，惹人烦恼He looked annoyed.他好象不耐烦的样子。

We can annoy the enemy by raids.我们可以用空袭骚扰敌人。

研究生英语综合教程(下)1-10单元全部答案及解析

Watch a clip from The Pursuit of Happyness in which Christopher’s wife just left him. Discuss with your partner how people should pursue happiness.
Click on the picture
Stathe passage “Bored to Death” and fill out the blanks.
We’ve all been bored from time to time. Sometimes, when we’re really at loose ends, we might even say we’re ―bored to death‖ or ―_____________________! so bored I could die ‖ We don’t really mean it, of course. But according to one study, it may be true. That is, it ________ seems _______________ possible literally to be bored to death. Researchers in England looked at surveys done in the mid 1980s–several thousand London civil servants questionnaires filled out by _______________________ about their jobs.
Now, this doesn’t mean that feeling bored ______________ every once _______________ will kill you. We’re talking about chronic in a while boredom, as in being bored all the time.

综合英语 2_unit1_part1

• 人不可有傲气，但不可无傲骨。（徐悲鸿） • 3. bachelor 单身汉 • e.g. Marriage is a university. In this university, man loses his bachelor’s degree • and woman gets her master’s degree.
• body • 1).whole physical structure of a human being or an animal; main part of a human body • e.g. dead body a strong body • 2). main part of sth • e.g. the body of a ship • the body of the theater • the main body of the book • 3). group of people working or acting as a unit • e.g. a government body • the student body • the school body
Lesson One
Another School Year -------What For? I
• Content • 1. Discussion about the students’ special experience in their winter holiday • 2. A brief introduction of the author and the text • 3. Explain some of the new words and expressions • 4. The structure and main idea of the Text

研究生英语综合教程课文+翻译

课文原文1-7 Unit 1 The Hidden Side of Happiness1 Hurricanes, house fires, cancer, whitewater rafting accidents, plane crashes, vicious attacks in dark alleyways. Nobody asks for any of it. But to their surprise, many people find that enduring such a harrowing ordeal ultimately changes them for the refrain might go something like this: "I wish it hadn't happened, but I'm a better person for it."1飓风、房屋失火、癌症、激流漂筏失事、坠机、昏暗小巷遭歹徒袭击，没人想找上这些事儿。

但出人意料的是，很多人发现遭受这样一次痛苦的磨难最终会使他们向好的方面转变。

他们可能都会这样说:“我希望这事没发生，但因为它我变得更完美了。

”2 We love to hear the stories of people who have been transformed by their tribulations, perhaps because they testify to a bona fide type of psychological truth, one that sometimes gets lost amid endless reports of disaster: There seems to be a built-in human capacity to flourish under the most difficult circumstances. Positive responses to profoundly disturbing experiences are not limited to the toughest or the fact, roughly half the people who struggle with adversity say that their lives subsequently in some ways improved.2我们都爱听人们经历苦难后发生转变的故事，可能是因为这些故事证实了一条真正的心理学上的真理，这条真理有时会湮没在无数关于灾难的报道中:在最困难的境况中，人所具有的一种内在的奋发向上的能力会进发出来。

研究生英语综合教程UNIT1课文及翻译(含汉译英英译汉)PDF版

UNIT11. Recently, one of us had the opportunity to speak with a medical student about a research rotation that the student was planning to do. She would be working with Dr. Z, who had given her the project of writing a paper for which he had designed the protocol, collected the data, and compiled the results. The student was to do a literature search and write the first draft of the manuscript. For this she would become first author on the final publication. When concerns were raised about the proposed project, Dr. Z was shocked. "l thought I was doing her a favor," he said innocently, "and besides, I hate writing!"2. Dr. Z is perhaps a bit naive. Certainly, most researchers would know that the student's work would not merit first authorship. They would know that "gift" authorship is not an acceptable research practice. However, an earlier experience in our work makes us wonder. Several years ago, in conjunction with the grant from the Fund for the Improvement of Pott Secondary Education (FIPSE), a team of philosophers and scientists at Dartmouth College 2 ran a University Seminar series for faculty on the topic "Ethical Issues in scientific Research."At one seminar, a senior researcher (let's call him Professor R) argued a similar position to that of Dr. Z. In this case Professor R knew that "gift" authorship, authorship without a significant research contribution, was an unacceptable research practice. However, he had a reason to give authorship to his student.The student had worked for several years on a project suggested by him and the project had yielded to publishable data. Believing that he had a duty to the student to ensure a publication, Professor R had given the student some data that he himself had collected and told the student to write it up. The student had worked hard, he said, albeit on another project, and the student would do the writing. Thus, he reasoned, the authorship was not a "gift."3. These two stories point up a major reason for encouraging courses in research ethics: Good intentions do not necessarily result in ethical decisions. Both of the faculty members in the above scenarios "meant well." In both cases, the faculty members truly believed that what they were doing was morally acceptable. In the first case, Dr. Z's indefensible error was that he was unaware of the conventions of the field.In particular, he seemed blissfully oblivious to the meaning of first authorship. In the second case, Professor R was do ng what he thought best for the student without taking into consideration that moral. ty is a public system and that his actions with regard to a single student have public consequences for the practice of science as a profession.4. Well-meaning scientists, such as those just mentioned, can, with the best of intentions, make unethical decisions. In some cases, such decisions may lead individuals to become embroiled in cases of 1. 最近，我们当中的一员有机会与一名医科学生谈论她正计划要做的一个实验室轮转项目。

研究生综合英语2(修订版)课后答案与课文翻译

Unit OneKey to ExercisesIII. VocabularyA.1. came up with 6. put your mind2. The chances are7. appalled3. fell flat8. verdict4. bestowed upon9. poise5. downright10. blurted outB1. inarticulate 6. enhance2. insults7. invite3. inept8. sickly4. glowingly9. adroit5. execrable10. charmingC.1. A 6. C2. C7. D3. C8. A4. B9. C5. A10 AIV. Cloze1. hesitant 6. external 11. Given 16. achieved2. playing 7. lurking 12. for 17. equal3. contributes 8. whose 13. perspective 18. based1. or 9. because 14. drawback 19. enters2. confidence 10. withhold 15. competition 20. enhancingV. TranslationA．我想了片刻，觉得世界上讲西班牙语的人最善于辞令，也许可以从他们身上学到点什么。

你对他们中的一个人赞叹道，“这是我曾经见到过的最漂亮的房子”，他立刻回应道，“您大驾光临，更使蓬荜生辉。

”让你站在那儿，一脸尴尬。

要想回敬他们是没有用的——不管说什么，最后他们总会占上风的。

有一点很清楚：所有得体的社交最根本的就在于保持镇定。

Eliza. W. Farrar，写过一本美国最早的关于礼仪方面的书。

她在书中讲述了在新英格兰举行的一次高雅的宴会上主人切鹅的故事，阐述了保持镇定的重要性。

研究生综合英语2_Unit1

研究生综合英语2_Unit1U1 Warm-up 1 Warm-up 2 Warm-up 3 AIFTTR1 AIFTTR2 AIFTTR3.1 AIFTTR3.2 AIFTTR4 AIFTTR5-6 AIFTTR7 AIFTTR8.1 AIFTTR8.2 AIFTTR8.3 AIFTTR8.4 AIFTTR8.5 Text MIOTT1 Introduction to the Author and the article Introduction to the Author and the article2 Part2_T1 Part2_T2 Part2_T3 Part2_T4 Part2_T5 Part2_T6 Part2_T7 Part2_T8 Part2_T9 Part2_T10 Part2_T11 Part2_T12 Part2_TA_Notes1 Part2_TA_Notes2 Part2_TA_ Phrases and Expressions1 Part2_TA_ Phrases and Expressions2 Part2_TA_t1 Part2_TA_t2 Part2_TA_t3 Part2_TA_t4 Part2_TA_t5 Part2_TA_t6 Part2_TA_t7 Part2_though I’m sure… Part2_It invites… Part2_I might be thrown… Part2_It is one … Part2_Here is an area… Part2_Someone utters… Part2_ I didn’t do it.… Part2_The nearest… Part2_carried away… Part2_ I think we make… Part2_I know a man… Part2_ He employs… Part2_I don’t think… Part2_This sort of thing … Part2_ That one… Part2_ But for every… Part2_ It takes a Dorothy… Part2_ I worked … Part2_ the unwritten… Part2_ with immeasurably… Part2_There is no … Part2_ at the bottom… Part2_ a lady of… Part2_ He said … Part2_ Given the… Part2_ the chances … Part2_cope with Part2_blurt out Part2_inarticulate Part2_bestow sth. upon Part2_downright Part2_carry sb. away Part2_well off Part2_get possession of Part2_put one’s mind Part2_come up withPart2_brush sth. off Part2_on the right track Part2_appalled Part2_inept at Part2_fall flat Part2_fall apart Part2_execrable Part2_adroit Part2_poise Part2_etiquette Part2_comport Part2_the chances Part2_TA_exercises1.1 Part2_TA_exercises1.2 Part2_TA_exercises2.1 Part2_TA_exercises2.2 Part2_TA_exerci Part2_TA_exerci Part2_TA_exerci Part2_TA_exerci Part2_TA_exerci Part2_TA_exerci Part2_TA_exerci Part2_TA_exerci Part2_TA_exerci Part2_TA_exerci Part2_TA_exerci Part2_TA_exerci Part2_TA_exerci Part2_TA_exercises4.1 Part2_TA_exercises4.2 Part2_TA_exercises4.3 Part2_TA_exercises4.4 Part2_TA_exercises4.5 Part2_TA_exercises5.1 Part2_TA_exercises5.2 Part2_TA_exercises5.3 Part2_TA_exercises5.4 Part2_TA_exercises6 Part2_TA_exercises5.3_pop1 Part2_TA_exercises5.3_pop2 Part2_TA_exercises5.4_pop1 Part2_TA_exercises5.4_pop2 Further Reading Text b1` Text b2 Text b3 Text b4 Text b5 Text b6 Text b7 Text b8 Text b9 Text b10 Text b11 Text b12 Text b13 Text b14 Blaine Smith She can cou nt… who are Christ’s body… It’s to this end that… Most of us have… S_ who gives herself… S_ Christians are not… S_ The body of Christ… S_ Most of us have… MIOFR Idiom Studies 1 Idiom Studies 2 Idiom Studies 3 EX1 EX2 WK_1 WK_2 WK_3 WK_4 WK_5 WK_6 WK_7 WK_8 WK_9 WK_10 WK_11 WK_12 WK_13 WK_14 WK_15 WK_16 WK_17 WK_18 WK_19 WK_20 WK_21 WK_22 WK_23 WK_24 WK_25 WK_26 Additional Work AW_1.1 AW_1.2 AW_1.3 AW_1.4 AW_2.1 AW_2.2 AW_2.3 AW_2.4 AW_2.5 AW_2.6 AW_2.7 AW_2.8 AW_2.9 AW_2.10 AW_3.1 AW_3.2AW_3.3 AW_3.4 AW_3.5 AW_3.6 AW_3.7 AW_4.1 AW_4.2 Writing the IntroductionThe introduction is the first part of an essay, usually the first paragraph.There are many ways to write an introduction, such as beginning with aquestion, or giving background information about the topic, etc ... Thekind of introduction you choose depends on how you want to present thetopic and the type of essay you want to compose. The introduction for mostshort essays is one paragraph and usually consists of three parts:Introduction Lead-in + Connecting information + Thesis statementWriting the Body The body of an essay is the main part. It usuallyconsists of three or four paragraphs and develops the idea advanced inthe thesis statement. The body part of an essay generally follows a planof organization which can be put in the form of an outline. An outlinecan be written in topic or sentence form. If you have written a thoroughtopic outline or sentence outline, you have done much of the work already.Therefore, knowing how to outline is a valuable skill in writing the bodypart of the essay. Learn about the arrangement of a six-leveloutline from the following format. Format of a Six-level Outline I. A.B. 1. 2. a. b. 1 a b 2 II. Here are thesamples of a Sentence Outline and a Topic Outline respectively. For yourbetter understanding, the thesis statement of the essay is given beforethe outline. Writing the Conclusion A successful essay concludes;it doesn’t just end. A good conclusion completes the discussion in the body part, echoing, in independent fashion, the thesis and the supporting ideas. What follows are several guidelines to follow when writing the conclusion: Most importantly, let the readers know that this is the conclusion. Writers mark conclusions with some kind of transition or connectors. Some examples are: in conclusion, from the information given, to summarize, and so on. And sometimes the first sentence of the conclusion rephrases the thesis or main idea of the essay in a way that reflects knowledge of the essay’s content. The conclusion should not open a new subject by raising questions unexplored in the body section or introduce new information in this last part of the essay. There are many different ways to conclude a paper. An effective conclusion can consist of any or some of the following techniques: 1. 2. 3. 4 A response to a question or a solution to a problem raised in the introduction and explored in the body section, or a statement that no final, clear answer or solution exists, thus indicating the complexity of the issue. A quotation, especially one that amplifies the thesis statement or verifies another quotation presented earlier in the introduction. A relevant anecdote, which the reader will be likely to remember and which echoes or resonates with the thesis statement. A pointed rephrasing of the thesis statement and/or supporting claims or assertions, followed by a sentence or two that turns the reader’s thoughts to the implication of the paper.Writing Up an Expository Essay As we mentioned above, an expository essay aims to explain or explore things. And good expository essays often make use of one or some writing techniques such as illustration or example, process writing how to ... , definition, comparison and contrast, cause and effect, etc. Most importantly, no matter which writing techniques are employed, the emphasis of exposition is on the subject itself. So an expository essay should be as objective as possible. Illustration In the illustration essay, wise selections of sufficient examples are used to illustrate or support the viewpoint of the thesis. The structure follows a certain pattern: in the brief introduction section, the thesis statement is presented as a generalization, a theory, or a point of view. In the body section, each topic sentence presents a main supporting point, using carefully chosen examples to illustrate, explain or prove that point. And in the conclusion section, a brief summary is given to emphasize what the examples illustrate, from which account the viewpoint of the essay becomes clearer or more forceful. Process In this type of essay, the process of doing certain things is explained or described for the readers’ understanding and knowledge. The structure follows a pattern like this: in the introduction section, the process is described briefly and the purpose of the essay is stated clearly. In the body section, the explanation is systematically divided into steps; and these steps areexplained according to the process sequence and include enough details or data. Since the sequence is usually important in this type of essay, sequence words are, therefore, commonly used. Good writers make use of a variety of transitional terms to indicate sequence. Finally in the conclusion section, the value or importance of the process description is highlighted, leaving something substantial in the minds of the readers. Definition In this type of essay, definition is useful when the writer uses abstract, ambiguous or controversial terms with various denotative or connotative meanings or shades of meaning. Since different people can have different understandings abo ut certain terms ― for instance, a discussion of political systems, feelings or wisdom ― abstract terms therefore need to be defined or clarified for accuracy. In fact, a definition essay often illustrates the most essential nature and characteristics of the subject under discussion even as it presents the writer’s own understanding or viewpoint of the matter. It is this expression of the writer’s personal opinion or attitude that gives life to a definition paper and makes it appeal to the readers. Essays of this type follow no set pattern. The definition essay can be either inductive or deductive. The inductive essay begins by using any of the other development methods, and then leads up to a definition of the subject. The deductive essay, in contrast, starts with a definition and then employs other expository patterns of development. In the conclusionsection, the definition is often summarized and emphasized, so that the author’s point of view is reinforced. Comparison and Contrast In this type of essay, you compare or contrast things. The subjects are usually two ideas that are related in some significant way. You can focus on the similarities between the two things, or on the differences, or on both the similarities and the differences. These essays aim to reveal to the readers the strengths and advantages or the weaknesses and disadvantages of the subjects under discussion. The conclusions of such essays do not merely recapitulate or summarize points of contrast. They make sure to address the significance of the comparison and the information gained from the process. Essays based on comparison and contrast can be developed in two ways: 1. 2. Vertical Movement: You can group the main ideas about Subject A in one paragraph or section and the main ideas about Subject B in the next paragraph or section. Horizontal movement: You can treat corresponding ideas on Subject A and Subject B as pairs and compare or contrast them one after the other, in successive paragraphs. In the vertical pattern, you present one single subject and all its points of comparison before you move on to do the same for the second subject. But in the horizontal pattern, you present both subjects under one point of comparison or contrast before moving on to the next point. Whether you choose the ‘vertical’ or the ‘horizontal’ pattern depends on the kind of text you are writing, itspurpose or your own preference. Generally speaking, the vertical patternis sometimes favored because of its relative simplicity, since it developseach subject completely without interruption. The horizontal pattern isfavored sometimes because each paragraph repeatedly reminds the readersof the comparison or contrast relationship; it is therefore more suitablefor longer pieces of writing. Both patterns are commonly used in descriptions involving comparison and contrast. Cause and Effect In this type of essay, the writers discuss the relationship between something that happens and its consequences, or between certain actionsand their results. Cause-effect essays can be informative and insightful. Generally speaking, there are two ways of writing cause-effect essays.The first is called the Focus-on-Cause method, in which the writer focuseson the causes of something. The second is called Focus-on-Effect method,in which the writer emphasizes the effects or results of a cause. Essays that use the Focus-on-Cause method answer the question “Why does something happen?” And essays that us e the Focus-on-Effect method answerthe question “What happens when ...?” Sample Essay （Exposition）Hypocrisy When I was a little girl, my mother told me to wait forthe light to turn green before I crossed the street and to cross alwaysat the corner. This I did. Indeed, I was positive as a very young childthat I would get mashed like a potato if I even so much as stepped a footoff the sidewalk while the light burned red. I followed my mother’s adviceuntil I realized that she herself jaywalked constantly, dodging in and out of moving traff ic ― and pulling me with her. So after a while I followed her example and not her advice. My father told me never to cheat or steal and I remember my intense humiliation the day, only 6 years old, I received a public spanking for swiping three dimes from the windowsill where they had been left by a visiting uncle. Yet my father pushed me under the turnstile to get into the subway and got me into the movies for half fare, way after I was old enough to pay full price. And my mother continually brought home reams of stationery and other supplies lifted from the offices where she worked. Both my parents exacted severe punishment for lying and yet I knew, in time, that they lied to me and to each other and to others when, presumably, they felt the occasion warranted it. And this was just part of the story. But hypocrisy about sex, about race relations, about religion, took me a longer time to see. I was out of high school before that picture began to pull together. Understanding didn’t devastate me because I had begun to absorb the knowledge little by little, through the years. By the time I was 18 or 19 I guess I was both old enough to understand and strong enough to face what I saw. And I could face it because I learned my parents were not unusu al. Most everybody’s parents were the same. And we, my friends and I, did come to take it for granted. Parents were that way. Older people were that way. The word for what we found out about our parents’ generationwas hypocrisy. And most of us accepted it as part of life ― as the waythings were. ― Lynn Minton, “Double Vision” Additional Work I.Idiom Studies III. Reading Appreciation II. Vocabulary Expansion IV.Translation of Proverbs Choose a suitable idiom from the listgiven below to fill in each blank in the following sentences. Make changeswhen necessary. I. Idiom Studies a dog in the manger let the cat out ofthe bag swan song fish in troubled waters the only fly in the ointmentcry crocodile tears a sitting duck a white elephant talk turkey buy a pigin a poke 1. 2. 3. 4. All the tickets have been sold for the elderlysinger’s performance in London this week ― the public clearly believethat this will be her . The young couple enjoyedtheir holiday in Paris very much; was the bad weather ― it rained nearly every day. The car we bought lastyear is a ; it uses a lot of petrol andbreaks down again and again. He’sreally ― even though he doesn’thave a car he won’t let anyone else use his empty garage. swan song_________ the only fly in the ointment ______________________ a whiteelephant ______________ a dog in the manger ________________ 4. 5.“If you compliment someone, they’ll assume you love them only for their achievement; this will cause them to feel under unfair pressure to liveup to your expectations.” Some feel that this is a reason not to verballyaffirm their children. If you commend Johnny for getting an A in math, it’s feared, he’ll associate your love with getting good grades. He’ll then feel insecure if he doesn’t produce top marks in the future. “Compliments don’t need to be verbalized.” Others will know you appreciate them simply by your actions. At most, an occasional or veiled compliment is all that should be needed to keep someone feeling affirmed. Firmly Affirmed There is certainly an element of truth to each of these objections. We each are expected to do our duty whe ther we’re praised for it or not. There are times when compliments amount to flattery or adulation that should only be directed to God. Too 6. “Praise is due to God alone.” To compliment someone is to give them commendation that God alone deserves. Since no one can achieve anything worthwhile apart from God’s help, we dishonor him by praising someone for their accomplishment. We imply that they achieved success by their own effort rather than by God’s grace. much praise may cause another’s ego to swell, or lead them to think that they now have to live up to certain expectations that we have. Yet to adopt a philosophy of never complimenting others, or doing so only sparingly, because of any of these reasons, is to take the truth to an unfortunate extreme. It’s to ignore that fact that God has created us humans with a substantial and ongoing need for affirmation. An important part of how we experience his grace and commendation is through encouragement from people ― particularly from other Christians,who are Christ’s body on this earth. It’s to this end that Paul commands in Romans 12:10, “outdo one another in showing honor.” Thisis the only place in the New Testament where we’re told to strive to outdoeach other in some way! Paul’s point is that we should give considerable attention to building each other up through giving compliments. Thebody of Christ should be marked by an unusually strong atmosphere of affirmation. For this to occur, though, compliments need to be verbalized. It’s not enough to assume that others know we appreciate themeven though we don’t say as much in words. I remember a long seminar Ionce gave where the sponsor afterwards merely thanked me but had nothing affirming to say to me about the weekend. I assumed from his silence thathe must have taken offense at something I’d said, or that he didn’t thinkmy teaching had been effective. It was only several years later that Ifound the event had been an important turning point in his life: it simply wasn’t his nature to express compliments outwardly. Most of ushave enough critical self-talk going on within us that we assume othersare disappointed in what we’ve done unless they expressly say otherwise. For most of us, too, it’s not enough for compliments mer ely to be occasional. Charlie Shedd has likened our need for affirmation to a tirewith a slow leak, which though pumped up at night must be blown up againthe next day. His point is that yesterday’s compliments don’t sufficefor today. We have an ongoing need for affirmation, and initialcompliments need to be followed up with reminders. Giving Others CreditThat They Can Handle But what about the objection that complimenting someone will make them think you only appreciate them fortheir achievemen t? Here I believe we have to give people credit ― evensmall children ― that they can discern whether our love is merely tiedto what we’re commending them for, or that we’re complimenting them because we love them and want them to feel encouraged. If the latter is true, then we shouldn’t fear that our praise will make them think theyhave to act a certain way in order to merit our love. It’s more likelythat our affirmation will have a freeing effect on them: they’ll be relieved to know they don’t have to strive endlessly and futilely to achieve our praise. Consider those intriguing instances in the Gospels where Jesus commends individuals for their faith ― telling someone he healed, for instance, that their faith had made them well. He actually paid these people a profound compliment by affirming their faith. Take the example of the woman with the hemorrhage, who was healed after pressing through a huge crowd and touching Jesus’ robe Mark 5:2434 .Jesus did her an extraordinary service merely by healing her. While sheowed him plenty of praise, he didn’t owe her any compliment at all. Iteven would have been appropriate for him to say, “The power of God has healed you, even though you were unworthy of receiving it.” Yet instead,he declared to her ― in front of all those standing around them ―“Your faith has healed you” Mark 5:34 . In effect, I believe he was saying, “Your confidence in God, and your tenacity in persisting to find an answer to your problem in spite of so many setbacks, have played a vital role in your healing. You are to be congratulated!” I’m certain that Jesus’ affirming the faith of sick people who sought his help often had as great a healing effect on them as the actual physical cures that he brought. Yes, there is risk involved in giving compliments. Yet usually the risk is greater in refraining, since we may lose a golden opportunity for extending the love of Christ to someone who needs it. I might add that the loss is not only to others spiritual and emotional health but to our own, for some of the greatest joy we can know as Christians comes from the experience of affirming others. I can’t help but wonder if this was part of what Jess had in mind when he said, “It is more blessed to give than to receive.” Notes to Further Reading Blaine Smith: a missionary that serves in American Presbyterian Church and author for The Optimism Factor： Outrageous Faith Against the Odds 1994 , Overcoming Shyness 1993 , Knowing God’s Will: Biblical Principles of Guidance 1979 , Should I Get Married 1990 She can count on the fingers of one hand the number of times the supervisor of the small social service agency where she works has given her a genuine compliment： She finds her supervisor seldom compliments her on her work. Since a hand has only five fingers, this means her supervisor has complimented her fewer than fivetimes. Usually this expression is used to complain about ill treatment, neglect, or abuse by another person. Notes to Further Reading who are Christ’s bod y on this earth: Christians believe that Jesus Christ was the incarnation of God, walking on earth. By extension, all Christian believers on earth are God-like. Notes to Further Reading It’s to this end that Paul commands in Romans 12:10, “outdo one anothe r in showing honor”: It Is for this reason Paul in New Testament chapter “Romans” verse 12:10 tells his audience to compete with and outdo each other in performing Christian acts of respect and kindness to each other. Paul was an intelligent and popular di sciple of Christ’s teachings. Notes to Further Reading Most of us have enough critical self-talk: Most people are very self-critical. Notes to Further Reading Paraphrase of Difficult Sentences ... who gives herself relentlessly to the needs of others. who tries her best to serve the needs of others Christians are not to stoop to flattery. Christians should not debase themselves to receive flattery. Paraphrase of Difficult Sentences The body of Christ should be marked by an unusually strong atmosphere of affirmation. The body of Christ should be very willing to give others affirmation. Paraphrase of Difficult Sentences Most of us have enough critical self-talk going on within us that we assume others are disappointed in what we’ve done unless they expressly say otherwise. Most of us are so self-critical that we may think others are disappointed in what we’ve done if they don’tsay clearly that they really appreciate our work. Paraphrase of Difficult Sentences Main Idea of Further Reading In Further Reading, BlaineSmith urges us to give people enough affirmation for what they have doneas every one has a need for verbal compliments. He explores the reasonswhy some people refrain from giving compliments. Finally he cites fromthe Bible to show that as Christians some of the greatest joy comes fromthe experience of affirming others. Idiom studies 1. a dog in the manger a person who prevents others from enjoying something he does notuse or need 占马槽的狗；占着茅坑不拉屎的人 2. shed/cry crocodiletears shed false tears, show phony sadness 流鳄鱼的眼泪；猫哭耗子假慈悲 3. let the cat out of the bag reveal a secret carelesslyor by mistake 泄露秘密，露马脚 4. a sitting duck a person whois an easy target or easily attacked 容易击中的目标；易受攻击的人 5.swan song a farewell or final appearance, action, or work; the beautiful legendary song sung only once by a swan in its lifetime,as it is dying from the belief that the swan sings as it dies 绝唱；告别演出；最后的作品 6. white elephant a possession that is useless and often expensive to maintain 用而不值得保留的东西；大而无用的东西 7. fish in troubled waters： try to gain advantage for oneself from a disturbed state of affairs 浑水摸鱼 8. talk turkey talk frankly and bluntly 坦率地交谈 9. the only fly in the ointment a person or thing that spoils an otherwise satisfactory situation 令人扫兴的人（或事）；唯一美中不足之处 10. buy a pig in a poke buy sth. without seeing it or knowing if it is satisfactory 隔山买老牛；（未曾过目或不分好坏地）乱买东西Exercises I. Comprehension Questions 1. 2. 3. 4. 5. Is Sandra happy about her job? What is her problem? What are the reasons listed for not giving compliments? What does the author say to dismiss the first reason for never complimenting others as unwarranted? What does the author say about the reason that complimenting someone will make them think you only appreciate them for their achievement? What, according to the author, is the risk of refraining from complimenting other people? II. Topics for Discussion 1.2. 3. The writer lists six reasons for not giving compliments. To what extent do you find them warranted or unwarranted? To what extent do you share Paul’s point that we should give considerable attention to building each other up through giving compliments? There is, according to the author, a fear in some people that compliments might amount to flattery. How do you strike a balance between compliments and flattery? Essay Writing: Overview The papers that you write in most college courses are essays ― nonfiction compositions in which a limited topic is analyzed or interpreted. An essay shows the writer’s personal view or subjective understanding of a topic. Unlike a journalism article, which objectively reports an event, or a lab report, which precisely details an experiment, an essay offers the writer’s view from his/her personalangle. As a successful essay is usually developed through a process of several important steps or stages of writing, in this unit we are first going to present you with an overview of essay writing and then will set about introducing the steps in the writing process in chronological order. Types of Essays An essay is a short collection of paragraphs that presents facts, opinions, and ideas on a certain topic. There is always a purpose in an essay: to inform, to entertain, to instruct, to inspire, or to persuade. And these purposes may overlap sometimes. Since the topics of essays vary a great deal, there are many different ways to write essays. The method that a writer chooses is based on the topic of the essay and the kind of essay that he or she believes will present that topic in the best way. Depending on the topic, the purpose and the audience, essays are generally divided into four types: narrative, descriptive, argumentative, and expository. Narrative: Descriptive: Expository: Argumentative: A narrative essay tells a story by relating a sequence of events. A descriptive essay uses details and images to depict a scene, an event, a person, an object, or an atmosphere. An expository essay informs, explains, or analyzes and gives the readers information to help them understand the world. An argumentative essay attempts to persuadea reader to take some action or to convince a reader to accept your position on a debatable issue. However, the boundaries among these four types of essays are not always strict or rigid. And it’s very possiblethat a good writer will use more than one kind of writing in an essay. For example, you might use a descriptive or a short narrative passage in an argumentative essay. Development Strategies for Essays As an essay is composed of multiple paragraphs, the same paragraph development strategies can be adopted within one essay, such as paragraph developing through examples and details, comparison and contrast, analogy, classification, cause and effect, definition, and/or process. In fact, a combination of these strategies is often used within a single essay. Moreover, the principles of paragraph writing apply equally to essay writing. Just as a paragraph has a topic sentence that expresses its main idea, an essay has a thesis statement that states and narrows the writer’s purpose. Also like a paragraph, an essay should be unified and coherent, with every part clearly related to the idea expressed in the thesis statement. And both paragraphs and essays require thorough supporting details and/or explanations to fulfill their purposes. Structure of an Essay A typical assigned college essay is between 500 and 750 words. However, no matter what the length of an essay is, it always follows a general pattern that includes three basic parts: the introduction, the body, and the conclusion. The introduction presents the thesis statement, usually at the end of the paragraph. The purpose of the introduction is to arouse the reader’s interest and establish or define the territory the essay will cover. The body is made up of several paragraphs, each。

硕士综合英语教程2-unit 1

硕士综合英语教程2参考译文Unit 1成功机构，以人为本“我们公司的经营模式是公司和每一位员工共同成功，绝不落下任何人，这也是成功经营一个企业的典范……”——霍华德·舒尔茨1.英特尔公司奉行它。

微软、摩托罗拉、戈尔、西南航空公司、班杰瑞、惠普、林肯电气以及星巴克也都奉行它。

它是什么？它就是这些公司所奉行的“以人为本”的策略。

2.越来越多的例子证明，成功的组织都是以人为本的。

为什么？因为精明的经理人们已经认识到他们企业的员工才是它们唯一真正的竞争优势。

竞争者可以在产品、工艺、选址、销售渠道等诸多方面与其不相上下，但却很难效仿的是拥有一支由专业素质高和工作动机强的人组成的劳动力队伍。

几乎在所有的行业，那些成功的公司之所以超越它们的对手们，主要的区别就在于他们所能够得到和留住想要的人。

3.哪些做法才能区分以人为本的公司呢？我们至少可以列出四条：第一，它们重视文化的多样性。

它们根据年龄、性别和种族积极寻求一支多元化的员工队伍。

第二，它们具有家庭氛围。

公司通过为其员工提供灵活的工作时间以及现场托儿服务设施等帮助员工平衡工作和个人职责之间的关系。

第三，它们对员工培训进行投资。

这些公司花费巨资以确保员工的技能水平始终保持最新状态。

这不仅确保员工可以处理该公司的最新技术和工艺，而且还使这样的员工极具市场竞争力。

第四，以人为本的公司将权力下放给员工。

它们将权力和义务下放到公司的最底层。

4.那些奉行以人为本的组织拥有一支更敬业、更忠诚的工作团队。

因而这样的团队精神转化成了高生产率和工作满意度。

这些员工会愿意做出更大的努力——为了准确彻底地完成他们的工作，他们会全力以赴。

我们来看一看其中的一个因奉行“以人为本”而取得成功的公司：星巴克。

星巴克的卓越成就5.让你在咖啡中醒来！——星巴克无处不在。

作为世界首屈一指的专业咖啡零售商，星巴克在世界上30多个国家开设和授权开设了8000多家咖啡店。

这些咖啡店销售各种各样的咖啡饮品、食物、咖啡及咖啡用品。

综合英语教程2 Unit One The Snake Bite

Before going to see the film ,I deliberately didn’t read the book. 在我去看这个电影之前，我故意没有读这本书。
If someone was bitten by a poisonous snake, what should we do ?
thump

重击；重击声 n. a heavy dull sound (as made by impact of heavy objects) v. hit hard with the hand, fist, or some heavy instrument
He was so angry that he thumped the table with his fist. 他非常生气，用拳头重捶桌子。
Swipe:
verb & n a hard hit hit or try to hit with a swinging blow 挥击；猛打
She swiped me right across the nose. 她挥了一拳，正打在我的鼻子上。 She took a swipe at the volleyball.
Vocabularies and Expressions
porch n. 门廊
走廊
(mainly used in American English ) a raised platform built along the walls of a house and often covered with a roof . After supper , people usually sit on chairs or rockers on the porch for relaxation . Houses with porches can still be seen in many places in America , especially in rural areas .

综合英语二上unit 1

para. 1
In some respects that education is terribly narrow. 在有些方面，当时的教育十分狭窄.
in some respects: 在某些方面
In some respects the African mind works rather differently from the occidental one. 在某些方面，非洲人的思维方式与西方人相差甚远。
我所学到的最重要的一点，就是要学的东西实在是太多，而我还没有学到的东西也太多。
para. 1
Sometimes I think how grateful I would be today if I had learned more back then about what really matter. ( ) B
Part III (13) summary
part I (1-3) introduction
New words: attend facilities above average grateful matter in some respectives do a good job rectify experience
para. 1
In spelling, grammar, the fundamentals of math, and other vital subjects, my teachers did a pretty good job.
在拼写、语法、数学基础知识以及其他重要学科的教授上，我的老师们做得相当不错。
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