基础综合英语听力材料--邱东林教学文案
基础综合英语邱东林test yourself
基础综合英语邱东林test yourself【释义】test yourself测试自己【短语】1key to test yourself单元测试答案;自测题答案2Model Test Yourself自测模拟3TEST YOURSELF1自测题4Test yourself2自测题5Test Yourself'自我评量6KRY to Test Yourself自我测评答案7Put Yourself to the Test考考自己;测试自己【例句】1Go over grammar rules,and then test yourself with grammar talent.复习语法规则，然后测试自己的语法才能。
2Either put it to the test yourself,or help out someone who is trying to travel hopefully with his thumb outstretched.你可以自己试一试，也可以帮助那些请求搭便车、满怀希望地去旅行的人。
3Test yourself,you may be surprised.自己测试一下吧，你会大吃一惊。
4Test yourself.See how you do.考考你自己，看看你是怎么想的。
5Test yourself!Track your natural anxiety.测试下自己，追踪你的真实焦虑！6If you have digested this,then you can test yourself now.如果你们吸收了这点，你们就能测试自己了。
7Never be afraid to test yourself by your critic's words.千万不用害怕接受尖酸刻薄言词的考验。
8Test yourself on dozens of levels in many wonderful worlds.测试自己对数十名在许多奇妙的世界水平。
基础综合英语听力材料__邱东林
目录Unit one Education (5)****************Part one Problems with us Education*************** (5)Listening Script one (5)Listening Script two (6)*********************Part two Arts Education ******************* (8)Listing script one (8)Listening Script two (11)***************Part Three graduate education******************* (13)Listening Script one (13)Listening Script two (15)Unit two love (17)*************************Part One Romance********************* (17)Listening script one (17)Listening script two (20)**********************Part Two Eternal love********************** (23)Listening script one (23)Listening script two (25)********************Part Three The Power of Love****************** (28)Listening script two (31)Unit Three Health (35)*************Part One Is Overweight a Problem?*************** (35)Listening script one (35)Listening script two (37)**************Part Two New Four Food Group***************** (39)Listening script one (39)Listening script two (42)************Part Three There Are Worse Things than Dying********** (45)Listening script one (45)Listening script two (48)Unit four technology (50)**********************Part one cell phone******************** (50)Listening script one (50)Listening script two (53)*********************Part two internet*********************** (54)Listening script one (54)Listening script two (57)*******************Part three computer giants***************** (60)Listening script two (62)Unit Five Success and Happiness (64)********************Part one Success Is a Choice******************** (64)Listening Script one (64)Listening Script two (66)******************Part Two Can We Find Happiness***************** (69)Listening Script one (69)Listening Script two (72)***************Part Three The Sweet Success of Branding************* (74)Listening Script one (74)Listening Script two (77)Unit Six Globalization (81)*************Part one Three Eras of Globalization************* (81)Listening Script one (81)Listening Script two (82)***************Part Two Globalization and China************** (84)Listening Script one (84)Listening Script two (86)************Part Three Globalization and Inequality************ (87)Listening Script two (89)Unit Seven Plagiarism (91)******************Part one Defining Plagiarism**************** (91)Listening Script one (91)Listening Script two (92)*****************Part Two Plagiarism in College*************** (94)Listening Script one (94)Listening Script two (96)****************Part Three Avoiding Plagiarism*************** (98)Listening Script one (98)Listening Script two (101)Unit Eight Patriotism (102)******************Part one My Chinese Heart***************** (102)Listening Script one (102)Listening Script two (104)***************Part Two Comments on Patriotism************** (106)Listening Script one (106)Listening Script two (108)****************Part Three Pride of the Nation***************** (109)Listening Script two (111)Unit one Education****************Part one Problems with us Education*************** Listening Script oneWhen I was in college I had an English major and for a while I considered going into teaching. While I was exploring the possibility of becoming a teacher, I did a lot of thinking about the way that the education system in the United States is run. And I disagree with a lot of the ways that things seem to happen and have happened for a long time in our educational system.Uh ... people don't seem to recognize various kinds of intelligence; they seem to just want to give standardized tests and peg you for what you are capable of very early on your education. I've always felt that a lot of classes tha t you’re forced to take in high school are not really geared towards what you are going to be doing. There’s very little emphasis on your own special interests. Uh ... everybody’s sort of treated like they're the same person. Everything is very generalized. There’s a lot of uh ... there’s a lot of pressure on students to be as well-rounded as possible. I think being well-rounded isn’t really possible because it becomes impossible to develop any one part of yourself, um ... to any great degree. And as a resu lt people can’t get intogood colleges if they, yaknow, haven’t, yaknow, scored the ... the right thing on the math section of SAT, even if they are brilliant writers, and vice versa. You know, um... people just really are not given a chance, I think, in a lot of cases.Another thing that really disturbs me is the way that students are separated from each other. I got involved with vocational education, uh ... which means that the kids go out to a technical or trade school for part of the week, and then they come back to the home school for the other part of the week and they take their academic classes. However, those kids are kept separate from the rest of the school almost as if they’re below them. There’s a lot of stratification. Um ... at any rate I fee l that the kids are very aware of the way that they’re perceived by the educators, by their teachers and, yaknow, by their peers. And I think that it ...it causes them to act in a way that... is ... not really optimal. And that’s pretty sad to me. I actua lly had kids tell me when I was teaching them, “yaknow, we’re the just bad class; we... yaknow, it’s not that we have a problem with you personally; yaknow, we are just bad. We are bad kids” because pretty much that was what they felt they were. And yaknow, their classes were very limiting, uh the teachers never try to do anything creative with those classes. I think that many of the kids in that class were intelligent, but never actually realized their potential because of the way they were tracked very early on their education.Listening Script twoMargaret Warner: Mr. Unz. Why do you believe that bilingual education should be scrapped?Ron Unz: Well, the overwhelming practical evidence is that bilingual education has failed on every large scale case that’s been tried in the United States, in particular in California. The origins of this initiative was the case last year of a lot of immigrant Latino parents in downtown LA, who had to begin a public boycott of their local elementary school to try to force the school to give their children the right to be taught English, which the school was denying. And I think that really opened my eyes to the current state of the program in California, where the statistics are dreadful.Margaret Warner: Mr. Lyons.Janies Lyons: It is not the case that bilingual education is failing children. There are poor bilingual education programs, just as there are poor programs of every type in our schools today. But bilingual education has made it possible for children to have continuous development in their native language, while they're in the process of learning English, something that doesn't hap pen overnight, and it’s made it possible for children to learn math and science at a rate equal to English-speaking children while t hey’re in the process of acquiring English. Margaret Warner: Mr. Unz, what about that point — for these children who don't speak English well they will fall behind in the basic subjects if they can't be taught those in Spanish, or whatever language? I shouldn’t say just Spanish, but whatever their family’s language is.Ron Unz: That’s a very reasonable point. And to the extent that we’re talking about older children. 14 or 15 year olds who come to the United States, don't know any English and are put in the public schools I think a very reasonable case canbe made for bilingual education. I don’t know if it’s correct, but at least you can make a case for it. But most of the children we're talking about enter California or America public schools when they’re five or six or seven. At the age of five years old, the only academic subjects a child is really doing is drawing with crayons or cutting and, you know, with paper and that type of thing. And at that age children can learn another language so quickly and easily that the only reasonable thing to do is to put them in a program where they're taught English as rapidly as possible and then put into the mainstream classes with the other children so they can move forward academically.Margaret Warner: There is something to that point, isn’t there, Mr. Lyons, that very young children do absorb languages very quickly?James Lyons: They absorb certain facets of language very quickly. They learn to speak in an unaccented form like a native English speaker. But the research shows that actually adults are much more efficient and quicker language learners than children because they're working from a broader linguistic base, a greater conceptual base. I really take objection to what Mr. Unz is saying that children at the age of five, six, and seven are only coloring and cutting out paper.That isn't going to lead to the high standards.*********************Part two Arts Education ******************* Listing script oneInterviewer: Professor Gardner, what did you find in your studies to be the biggest difference between arts education in the United States and artseducation in China? What struck you most, then?Gardner:I was so struck by the differences between arts education in the United States and arts education in China. US youngsters love to explore andthink that they explore very well; and yet, without the requisitediscipline, their products are typically of little interest —exceptperhaps to their doting parents.Education in all of the arts in China is very precisely prescribed.Teachers and parents know exactly what they want children to be ableto do and they know how to get the desired behaviour andperformance in almost perfect fashion. On the other hand, there is littlefree exploration.But I must add another surprise. When young children in China weregiven a novel task in the arts, they performed very well. Before visitingChina, I had thought that young people must always begin with aperiod of free exploration, before they begin to acquire discipline andskills. After visiting China and thinking about what I had seen, I came toa different conclusion. It is not important that one "explore" first; whatis important is that one has a significant period for exploration, eitherbefore, during, or after one has acquired some discipline. Interviewer: As you might have noticed, these days after-school classes in music, dance, painting and calligraphy are very popular in China, althoughmany of the "young emperors" might not be so willing to learn allthese "extra skills." What's your opinion on this?Gardner: The fewer children you have, and the more resources at your disposal, the more likely you are to give your children every form of enrichment.China has thousands of years of history of encouraging talentdevelopment, so it is not at all a surprise that many kids are takingafter-school arts classes. But what children do when their parents pushthem, is very different than what they do when they grow up, and theirparents are no longer in control of the rewards and punishment. Byand large, those grown up students who continue their area of talentare those who use the talent professionally and those who gainintrinsic pleasure from the activity.Interviewer: In recent years, art museums and community arts centres have been mushrooming in China as the country experiences rapid modernizationand internationalization. How do you balance arts education in schoolsand arts education beyond school Walls?Gardner:It is entirely to the good that students now have opportunities to learn about the arts outside of class —in museums, in children’s palaces,through the electronic media, community centres, and outdoorinstallations. Very often children learn much more comfortably andpersonally in what we call “informal educational settings.”Optimally, there should be a division of labour between schools andinformal settings. As just one example: Schools could focus more onproviding history and cultural background — whereas museums mightprovide the opportunity to learn about special topics, or probe into atopic more deeply.Listening Script twoAnn: Do you find there’s much opportunity... to do other things, besides studying, during term- time? I mean, if you have a, a very academic course, you say the social life is good, but you might not always have time to, er, enjoy it, if you ...have a lot...Ian: Not being a very academic course, I wouldn’t know.Ann:How about you, Tony?Tony: I suppose ... a business course isn’t particularly academic, if you like, but, er, I certainly find quite enough time to do newspapers and ... all I want to do on the social side. [Yes] Go to dances and so, on.Ian:But then you work till five in the morning, don’t you? [Laughter]Tony:Let’s not bring personalities into this!Ann:D'you think that a lot of students, are interested in producing things like newspapers and plays and writing poetry?Tony: No, but a lot of students like to have those things and a few students like to do them. This is why, I mean if you had—out of a college of, what is it, fifteen hundred students — if you had five hundred students going along to the Drama Club on the first week of term ... they try and mount two productions out of five hundred people. It’d be absolutely impossible. Yet, there are those, the sufficient people to see, what is it, twenty, thirty people, doing those produc tions. It’s the same with the newspaper.Ann: Yes. But erm, I think this is because more students haven’t got the confidence to show the work they do. I think a lot of students write things and paint, in the background, and just don’t like to er ...Ian:Er, I think, I think myself, they’re just not interested, in [You don’] sort of taking part in joint efforts. They prefer just to erm, well, they might write poetry on their own or something, but they were asked to write something for a newspaper, they wou ldn’t be interested.Ann:Is this because the courses are too difficult? They have too much academic work, as I said before?Tony:I think it’s all psychological, to bring a nice big word into it! Erm ... those students think they shouldn’t do it, because they think they won’t have [Mm] time and so on. I think this is the thing. It’s not a question of not having enough time. It’s jus t organizing it. I mean, Ian says I stay up till five in the morning or whatever, you know, never go to bed till two. [Yes] You can, if you, if you’re determined to do something, you can arrange it. You can say, “Okay, I’ll do the newspaper between lecture s finishing at four, or whatever, and go home at six”, and you have two hours a day on the newspaper, say. You know, [Yes] just, say, this is a way of organizing things. A lot of other students will say at four, “Oh dear, I must go on working, but before t hat I must have a break”. And they spend two hours in a coffee bar. Okay, this [laughter] is the way they want to organize their time. [Yes] They spend i t...you know ... it’s just that I want to do it doing newspaper, whereas other students want to drink coffee.Ann: So, in other words, students have an awful lot of freedom of choice on how they organize their social life and how they organize their working life, how they spend their money. And I think this is erm, one of the ideal things about being a student.Ian: You’re not tied down by anything. You just do more or less as you please, within the framework of going to lectures, or the majority of lectures. Ann:Yes, that’s right, I mean, I, I have worked before and erm ... although I had, theoretically, a lot more free time ... erm ... it was only within certain hours, you know, after working hours, and at weekends, [Mm] and this isn’t what I call free time. You know, I mean, at the moment with lectures, you can take off two or three hours during the afternoon and go to see an art exhibition.Whereas if you’re ... erm, working all week, you have to restrict it to weekends when the art gallery is ... crowded with the weekend trippers and, [Mm. Mm.] and it’s quite unpleasant.***************Part Three graduate education******************* Listening Script oneDaniel Denecke: Hello and welcome! Thank you for the opportunity to speak to so many of you about the issues facing graduate education today. Virginia: Hi, Daniel. My company recently hired a lot of PhDs. Many have good research skills, but no social skills and no working experiences besides academic experiences. Maybe universities can do a better job to address this issue.Daniel Denecke: This is something that graduate deans are beginning to address now through various professional development programs.At the master’s level, there are many “professional master’s degrees” that combine core, curricular content of a traditional degree with internships and workshops in “soft skills” such as commu nication, presentation, lab and budget management, etc.New York, N.Y.: Hello Daniel. Isn’t it a little disingenuous to talk about how we need to protect America’s huge production of PhDs when America can’t employ many of those PhDs? When the academic job market is so tight, it seems like perhaps we need to do a better job of screening people out of doctoral programs, rather than accepting so many who will only be disappointed when they can’t get the jobs they want.Daniel Denecke: Some disciplines (History, for example) have attempted to address this by limiting enrollments.My own opinion is that a graduate degree is not only about preparing students for a “job” slot that already exists. Graduate degrees are giving people the high level cognitive skills and advanced thinking that will enable them to be flexible and to adapt to an economic world where jobs are always changing. This is why China and India and Europe are so aggressively building up their graduate degree programs.Princeton, N.J.: Hi, I'm ve ry grateful for this Q&A session. I’m an electrical engineering doctoral student in my third year. When I got shoulder-deep into doctoral research, I found it to be arduous and unrewarding, and I’m leavinggraduate school without my PhD.My question then is: in the face of 50-60% attrition rates, should we really be handing out fellowships and support to push students right out of undergrad (like myself) who don’t nec essarily know what they want to do with their lives?Won't this worsen the attrition rates? Thank you for your time.Daniel Denecke: One of the things that universities are doing now to try to address exactly the problem you experienced here is to enhance the pre-admission and orientation processes so that students have a better sense of what a career in research entails. For instance, pre-admission summer research opportunities, workshops peer mentoring, etc.Burke, Va.: Hello, Daniel. Is it better for future career prospects to earn a master's degree from an online university or to earn a master's degree from a university where classroom attendance at the university is a compulsory step to graduating?Daniel Denecke: Distance and online graduate education is becoming more and more common. But there is a lot of fluctuation in quality. Some online degrees are very good, and for others the quality is unknown or contested Regional accreditation is one way of inquiring about how the graduate education community perceived these degrees.Listening Script twoSince we’re meeting here at Wisconsin, I'll draw upon a local example of a faculty member who embodies the principle of research and education being twosides of the same “integrated” coin. U.W. plant pathologist Paul Williams invented what are called “Fast Plants” — these go from being a seed to producing seeds in just 35 days. Fast plants were first developed as a research tool for biologists, but have come to be used in science classrooms around the globe. Because the plants grow and develop so fast, students can study the plants’ genetic cha nges over a semester. Profes sor Williams says fast plants “became part of a larger sea-change in the way biology is taught. We measure our success,” he says, “by how much our ideas are adopted and adapted.” What a glowing example of integrating education and research!Throughout my own career, I have had a passion for the integration of teaching and learning with research, within both undergraduate and graduate education. Educating engineers has occupied the greater part of my life. While I was Dean of Engineering at the University of Pennsylvania, we experienced the usual challenges in supporting our graduate students financially as well as intellectually. One mechanism of financial support, still ubiquitous across academe, was to appoint first-year graduate students as Teaching Assistants (TAs), a kind of itinerant labor performed adhoc for pay, and rarely integrated within the students’ research activities. This practice fosters t h e attitude among students that teaching is some sort of “add-on”, not part and parcel of their doctoral education.However, our Department of Chemical. Engineering implemented quite another approach —to support all first-year graduate students fully the first year, with stipend funds drawn primarily from departmental general funds contributed by the Dean, industry and endowment income. Then, around each student’s third year, heor she would undertake a teaching practicum—first, being given preparation on how to teach and, second, teaching undergrads as a component of the doctoral curriculum.When I tried to institutionalize this paradigm across the school, one argument posed against it was that since the graduate students were partly supported by industrial monies, industry would not want their investment used for a teaching practicum. So. I canvassed a group of CEQs — and 100% of them said they’d love to hire PhDs with both teaching training and experience.Indeed, graduate students today may follow ever more diverse pathways, yet all will need the skills of teaching and learning, whether they end up as professors, practicing in industry, or serving in government.Unit two love*************************Part One Romance********************* Listening script oneOur love story is not your average love story. Although I was bom in 1960 and my husband Joe was born in 1962, our story really began much earlier on a trip from Austria to Halifax in October 1947. That is a trip both our fathers took to find a new life in Canada. They did not know each other and could not recall ever meeting aboard the ship. Little could they have known that fate was taking a long journey, one that would unite their unborn children in 1992.My father, upon his arrival in Canada, lived and worked in several different citiesacross the country before settling in Toronto. Joe’s father did the same but lived in Thunder Bay, Ont., for quite a few years before he moved his family to Toronto in 1968. Both our fathers were pen pals with the women they would eventually marry, bringing them to Canada from their respective homelands in 1958. They had three children each (Joe and myself being the middle children). What is also very interesting is the fact that Joe’s father and my father both worked in construction.Fast-forward several decades: I was working for a large bank in downtown Toronto’s financial district. One day as I walked through an underground concourse, I passed a man in the hall and with just one glance something struck me about him. He seemed to have a brooding quality. Of average height, he had large broad shoulders and longish, wavy dark-brown hair, a short beard and great eyes. There was a certain aura about him. Knowing how many people worked in the district, I knew I wouldn't see him any time soon. Several months later, I passed him in the concourse once again He was walking with a woman I used to work with. Disappointed, I assumed he was dating her and that was it for me.Several more months passed and I was now working in an area that was accessible only by a stairway. One day I was going down the stairs when I passed him going up. I could not believe my eyes! It was then that I realized: We worked for the same company! I was floored to say the I attempted to smile at him, but he was looking down.1 asked around and found out his name was Joe, which department he worked in and, most important, that he was not attached! Then, as I was debating whether to put my name in for our annual baseball team, I saw his name on the sign-up sheet.That made up my mind for me!Our games were played on Centre Island, a short ferry ride from the Toronto shoreline on Lake Ontario, and our eyes locked while we were on the boat taking us there. Something inexplicable passed between us: We connected. Soon, we were cheering each other on as we played our game, and on the way back I worked up the courage to introduce myself. “Hi! My name is Rosemary. What do you do at the bank?”Later, we ended up working side by side after he took a position in my department. Our relationship slowly progressed as we got to know each other. Living in fairly close proximity, we found ourselves taking the subway home together every day. Our friendship blossomed.On Remembrance Day, 1993, Joe was out of the office on a course. He called to tell me how he felt about me. He said, “I can’t stop thinking about you, Rosemary. And I can’t sleep at night." That day, and with those words, my life changed forever.Because we were working together, I was apprehensive about dating him, but after several months of intensifying feelings, we could no longer hold off. We had been dating for eight months when he proposed on the first day of spring in 1994. We were married on May 6, 1995. It was the most perfect day and we had the best time ever! Although we were in our mid-3os, getting married for the first time, God has blessed us with two wonderful children. Life cannot be any better.So, you see, fate already had things in store for us back in 1947. Some say that fate does not exist, that our lives are just random occurrences and coincidences. We beg to differ. A web was being woven even before we were born. That is fate!Listening script twoWhen Harry Met SallyHarry: Well how about this way. I love that you get cold when it’s seventy on e degrees out, I love that it takes you an hour and a half to order a sandwich,I love that you get a little crinkle above your nose when you’re looking at melike I’m nuts, I love that after I spend a day with you I can still smell your perfume on my clothes and I love that you are the last person I want to talk to before I go to sleep at night. And it’s not because I’m lonely, and it’s not because it’s New Year’s Eve. I came here tonight because when you realise you want to spend the rest of your life with somebody, you want the rest of the life to start as soon as possible.Sally: You see, that is just like you Harry. You say things like that and you make it impossible for me to hate you. And I hate you Harry... I really hate you. I hate you.Endless LoveEndless LoveMy love,There’s only you in my lifeThe only thing that’s brightMy first love,You’re every breath that I takeYou’re every step I makeAnd II want to shareAll my love with youNo one else will do ...And your eyesYour eyes, your eyesThey tell me how much you care Ooh yes, you will always beMy endless loveTwo hearts,Two hearts that beat as one Our lives have just begunForeverI'll hold you close in my armsI can’t resist your charmsAnd loveOh, love。
基础综合英语听力材料--邱东林.(精选)
目录........................................ 错误!未指定书签。
**************** *************** ..... 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
********************* ******************* . 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
*************** ******************* .. 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
........................................ 错误!未指定书签。
************************* ********************* 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
********************** ********************** 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
研究生基础综合英语(邱东林版)中英对照
Unit One：EducationText：In Praise of the F Word对F的赞美Tens of thousands of 18-year-olds will graduate this year and be handed meaningless diplomas. These diplomas won’t look any different from those awarded their luckier classmates.Their validity will be questioned only when their employers discover that these graduates are semiliterate.今年，将有成千上万的18岁学生毕业并被授于毫无意义的文凭。
这些文凭对每个人都是一样的,没有一点差别，而不管学生的成绩如何.但当雇主发现他们没有实际能力时，文凭的有效性就会被质疑。
Eventually a fortunate few will find their way into educational repair shops-adult-literacy programs, such as the one where I teach basic grammar and writing. There, high school graduates and high school dropouts pursuing graduate-equivalency certificates will learn the skills they should have learned in school . They will also discover they have been cheated by our educational system.即使少数幸运的人找到了成人进修的地方，像我教语法和写作的地方。
基础综合英语(邱东林版)课文中英对照加课
Unit One：EducationText：In Praise of the F Word对F的赞美Tens of thousands of 18-year-olds will graduate this year and be handed meaningless diplomas. These diplomas won’t look any different from those awarded their luckier classmates.Their validity will be questioned only when their employers discover that these graduates are semiliterate.今年，将有成千上万的18岁学生毕业并被授于毫无意义的文凭。
这些文凭对每个人都是一样的,没有一点差别，而不管学生的成绩如何.但当雇主发现他们没有实际能力时，文凭的有效性就会被质疑。
Eventually a fortunate few will find their way into educational repair shops-adult-literacy programs, such as the one where I teach basic grammar and writing. There, high school graduates and high school dropouts pursuing graduate-equivalency certificates will learn the skills they should have learned in school . They will also discover they have been cheated by our educational system.即使少数幸运的人找到了成人进修的地方，像我教语法和写作的地方。
基础综合英语（邱东林版答案）
基础综合英语（邱东林版答案）Part II. V ocabularySection A :21-25 C B A D D 26-30 C C B D BSection B: 31-35 B C A C A 36-40 D C D B APart III. Cloze Test41-45 B D A C C 46-50 A B D C APart IV Reading Comprehension51-54 C D C A 55-58 C D B B 59-62 B A C D63-66 A C D A 67-70 C A B CPart V TranslationSection A第一次化学革命带来的众多方便设施使现代生活变了样，150年后的今天，一场新的化学革命正在酝酿之中。
这场21世纪的革命---被称为绿色化学---是对环保费用和经济成本的一种反应，这两者通常是这种变革潜在的薄弱环节。
绿色化学的根本理念在于：一种化学品的设计师应负责考虑该化学品投入使用后对世界会产生什么影响。
通过从根本上重新思考化工产品的设计，大学和私营企业的绿色化学家们正在开发制造产品的新办法，以促进我们的经济和生活方式的发展和提高，不再出现近年来极为明显的损害现象。
代价确实够高的。
清除化学废物的费用日益昂贵。
美国杜邦公司就生产特富龙和戈尔---膨体聚四氟乙烯薄膜而导致对环境的破坏同意支付高达6亿美元作为罚金以及消除环境损害的费用。
可是要保持地球安全并不意味着必须放弃不粘锅和膨体薄膜。
美国人历来视经济效益和环境保护为鱼与熊掌---两者不能兼顾。
绿色化学会改变这种顾此失彼的状态。
Section BWith any culture there are certain rules and customs that you should follow so you don’t offend anyone. This is no differencefor the culture that exists on the Internet, whether you are emailing, chatting, with other people, gaming or building your own Web site. There is a list of golden rules you should live by to help your online experience be as smooth as possible. This code is known as “Netiquette”.1.Be politeSome people think that being on the Internet means you are anonymous and so you can get away with being rude in chat rooms and on message boards. This is not true, as most Web sites have tracking features.2.Be respectfulThe Internet is a global community, and other people’s values and outlooks on life may be different to your own. Be tolerant and careful with slang or phrases that may not be understood in another country.3.Be modestAlways play nice and give encouragement to your fellow players and opposition.Part II. V ocabularySection A : 21-25 D B A D C 26-30 D B B C BSection B: 31-35 D B B A C 36-40 D A C B BPart III. Cloze Test41-45 C A B A D 46-50 B C B A DPart IV Reading Comprehension51-54 A B D A 55-58 B D C A 59-62 C A D B63-66 B C B D 67-70 C D C APart V TranslationSection AGoogle 招聘员工通常不是为了填补某一特定职位。
研究生基础综合英语(邱东林版)中英对照
我永远都忘不了那位曾用她独特的方式来吸引我儿子注意力的那位老师。
我最小的儿子后来成为了世界级魔术师，但在Stifter 女士成为他的老师之前，学习总是不怎么努力却总能过关，直到Stifter 女士当了他的老师，这种局面就改变了。
Our son was a high school senior when he had her for English. “He sits in the back of the room talking to his friends ,〞she told me . “Why don’t you move him to the front row ?〞I urged, believing the embarrassment would get him to settle down. Mrs.Stifter looked at me steely-eyed over her glasses.〞I don’t move seniors ,〞she said. “I flunk them.’I was flustered. Our son’s academic li fe flashed before my eyes.No teacher had ever threatened him weth that before .当她教我们儿子英语的时候我们儿子还是一个高中生。
她对我说：“你们儿子总是坐在教室后面和他的朋友说话。
〞我敦促她说“为什么你不把他调到前排〞，相信他坐在前排被那么多人看着就会好好学习。
Stifter女士用坚毅的眼神通过她的眼镜看着我说：“我不会为他们调位，他们已经是高中生了，我让他们不及格。
〞我很慌张。
I regained my composure and managed to say that I thought she was right . By the time I got home I was feeling pretty good about this .It was a radical approach for these times .but ,well ,why not ? “She’s going to flunk you,〞I told my son. I did not discuss it any further. Suddenly English became a priority in his life. He finished out the semester with an A.我们儿子的学术生涯从我的眼前一闪而过。
基础综合英语邱东林test1详解
基础综合英语邱东林test1详解
《新编研究生英语系列：基础综合英语》是大学研究生阶段重要的英语教材之一，涵盖了听、说、读、写等方面的技能训练。
以下是该教材中邱东林编著的test1的详解：- Section A：词汇题。
第21-25题答案为CBAAD；第26-30题答案为CCBDD。
- Section B：词汇题。
第31-35题答案为BCAAC；第36-40题答案为DCBAA。
- Part III：完形填空题。
第41-45题答案为BDAAC；第46-50题答案为ABDCA。
- Part IV：阅读理解题。
第51-54题答案为CDCA；第55-58题答案为CDBB；第59-62题答案为BACD；第63-66题答案为ACDA；第67-70题答案为CABD。
如果你还想要了解更多关于邱东林编著的《基础综合英语》test1的相关信息，可以继续向我提问。
研究生英语 基础综合英语课文翻译 邱东林 ( 第4、6单元汉译英)
第4单元The effect that e-mail has on our professional and personal life is mind-boggling. People thousands of miles away from each other can send and receive detailed documents within mere seconds. This allows us to take on a multitude of projects, to pool our collective efforts in a way that wouldn’t have been possible before. It has become routine for us to correspond and exchange files with people overseas. The only obstacle is the difference in time zones.But on the other hand,e-mail can eat up a substantial portion of our workday.sometimes,most of the time and effort involved is going through unsolicited messages and deleting junk.However,many of the unwanted messages I receive are actually worth reading,so it would be reckledd to wipe them all out without further investigation.After all,many of the messages I receive come from coworkers and superirs.In my opinion,e-mail help flatten hierarchies in an office setting. It is far easier to make suggestions to our bosses via e-mail than it is to do so in a face-to-face talk.But the downside of it is that e-mail,if misinterpreted,may result in some hurt feelings,and offenses.E-mail can be a blessing or a curse. Used properly,e-mail offer great ed poorly,it can cause enormous trouble.电子邮件对我们职业生涯和个人生活的影响非同一般。
基础综合英语(邱东林版答案)
Part II. V ocabularySection A :21-25 C B A D D 26-30 C C B D BSection B: 31-35 B C A C A 36-40 D C D B APart III. Cloze Test41-45 B D A C C 46-50 A B D C APart IV Reading Comprehension51-54 C D C A 55-58 C D B B 59-62 B A C D63-66 A C D A 67-70 C A B CPart V TranslationSection A第一次化学革命带来的众多方便设施使现代生活变了样，150年后的今天，一场新的化学革命正在酝酿之中。
这场21世纪的革命---被称为绿色化学---是对环保费用和经济成本的一种反应，这两者通常是这种变革潜在的薄弱环节。
绿色化学的根本理念在于：一种化学品的设计师应负责考虑该化学品投入使用后对世界会产生什么影响。
通过从根本上重新思考化工产品的设计，大学和私营企业的绿色化学家们正在开发制造产品的新办法，以促进我们的经济和生活方式的发展和提高，不再出现近年来极为明显的损害现象。
代价确实够高的。
清除化学废物的费用日益昂贵。
美国杜邦公司就生产特富龙和戈尔---膨体聚四氟乙烯薄膜而导致对环境的破坏同意支付高达6亿美元作为罚金以及消除环境损害的费用。
可是要保持地球安全并不意味着必须放弃不粘锅和膨体薄膜。
美国人历来视经济效益和环境保护为鱼与熊掌---两者不能兼顾。
绿色化学会改变这种顾此失彼的状态。
Section BWith any culture there are certain rules and customs that you should follow so you don’t offend anyone. This is no difference for the culture that exists on the Internet, whether you are emailing, chatting, with other people, gaming or building your own Web site. There is a list of golden rules you should live by to help your online experience be as smooth as possible. This code is known as “Netiquette”.1.Be politeSome people think that being on the Internet means you are anonymous and so you can get away with being rude in chat rooms and on message boards. This is not true, as most Web sites have tracking features.2.Be respectfulThe Internet is a global community, and other people’s values and outlooks on life may be different to your own. Be tolerant and careful with slang or phrases that may not be understood in another country.3.Be modestAlways play nice and give encouragement to your fellow players and opposition.Part II. V ocabularySection A : 21-25 D B A D C 26-30 D B B C BSection B: 31-35 D B B A C 36-40 D A C B BPart III. Cloze Test41-45 C A B A D 46-50 B C B A DPart IV Reading Comprehension51-54 A B D A 55-58 B D C A 59-62 C A D B63-66 B C B D 67-70 C D C APart V TranslationSection AGoogle 招聘员工通常不是为了填补某一特定职位。
基础综合英语课后习题翻译unit邱东林版
基础综合英语课后习题翻译u n i t邱东林版The document was prepared on January 2, 2021Unit 1李明是学化学的，性格开朗幽默，颇有魅力，但英语成绩不佳，每次只能勉强及格。
老师警告他，英语不好会阻碍他拿奖学金，并亮出了自己的王牌：如果李明不努力，就让他考试不过关。
老师还告诉他，学习英语不能只为了文凭，否则他即使大学毕业，也还是个半文盲。
李明虽然保持镇定，但他明白，他的学业生涯正在攸关之际，必须安心下来埋头学习，坚持不懈。
Li Ming was a chemistry major, a charmer noted for his easygoing and humorous temperament. However, his English was so poor that he always barely got by. The teacher admonished him that his poor English would be an impediment to scholarship. What’s more, she showed her trump card: if Li Ming did not work hard. She would flunk him.He was also told that he should not learn English merely for the sake of his diploma, otherwise, even after graduation from university, he would still be semiliterate. Although Li Ming did not lose his composure, he was well aware that he had to settle down to work and follow through because his academic life was at stake.Unit 2我的朋友琳达接受过良好的教育，既美丽又端庄，三十好几依然没有人向她求婚。
研究生基础综合英语（邱东林版）中英对照
Unit One：Educat ionT ext：In Praise of the F W ord对F的赞美Tens of thousa nds of 18-year-olds will gradua te this year and be handed meanin gless diplom as. Thesediplom aswon’tlookanydiffer ent from thoseawarde d theirluckie r classm ates.Theirvalidi ty will be questi onedonly when theiremploy ers discov er that thesegradua tes are semili terat e.今年，将有成千上万的18岁学生毕业并被授于毫无意义的文凭。
这些文凭对每个人都是一样的,没有一点差别，而不管学生的成绩如何.但当雇主发现他们没有实际能力时，文凭的有效性就会被质疑。
Eventu allya fortun ate few will find theirway into educat ional repair shops-adult-litera cy progra ms, such as the one whereI teachbasicgramma r and writin g. There, high school gradua tes and high school dropou ts pursui ng gradua te-equiva lency certif icate s will learnthe skills they should have learne d in school . They will also discov er they have been cheate d by our educat ional system.即使少数幸运的人找到了成人进修的地方，像我教语法和写作的地方。
硕士研究生基础综合英语(邱东林版)课文及课后翻译汇总1-8unit
硕士研究生基础综合英语(邱东林版)网上资料汇总硕士研究生基础综合英语(邱东林版)课文翻译1-8 unit硕士研究生基础综合英语(邱东林版)课后句子翻译1-6 unit 硕士研究生基础综合英语(邱东林版)课后段落翻译1-5 unitUNIT 1 对F的赞美UNIT 2 结婚礼物UNIT 3 追寻烟草的历程：从性感到致命UNIT 4 我们收到了邮件——从不间断UNIT 5 亚里士多德是对的UNIT 6 推进经济全球化UNIT 7 名家热UNIT 8 责任、荣誉、国家UNIT 1 对F的赞美玛丽·谢里今年将有好几万的十八岁青年毕业。
他们都将被授予毫无意义的文凭。
这些文凭看上去跟颁发给比他们幸运的同班同学的文凭没有什么两样。
只有当雇主发现这些毕业生是半文盲时，文凭的效应才会被质疑。
最后，少数幸运者会进入教育维修车间——成人识字课程，我教的一门关于基础语法和写作的课程就属于这种性质。
在教育维修车间里，高中毕业生和高中辍学生将学习他们本该在学校就学习好的技能，以获得同等学历毕业证书。
他们还将发现他们被我们的教育体系欺骗了。
在我教课的过程中，我对我们学校教育深有了解。
在每学期开始的时候，我会让我的学生写一下他们在学校的不快体验。
这种时候学生不会有任何写作障碍！“我希望当时有人能让我停止吸毒，让我学习。
”“我喜欢参加派对，似乎没人在意。
”“我是一个好孩子，不会制造任何麻烦，于是他们就让我考试通过，即使我阅读不好，也不会写作。
”很多诸如此类的抱怨。
我基本是一个空想社会改良家，在教这门课之前，我将孩子们的学习能力差归咎于毒品、离婚和其他妨碍注意力集中的东西，要想学习好就必须集中注意力。
但是，我每一次走进教室都会再度发现，一个老师在期望学生全神贯注之前，他必须先吸引学生的注意力，无论附近有什么分散注意力的东西。
要做到这一点，有很多办法，它们与教学风格有很大的关系。
然而，单靠风格无法起效，有另一个办法可以显示谁是在教室里掌握胜局的人，这个办法就是亮出失败的王牌。
基础综合英语邱东林教师用书
基础综合英语邱东林教师用书基础综合英语是一门核心课程，针对大学英语专业本科生和研究生开设。
这门课程主要是为了提高学生的英语水平，包括听、说、读、写和翻译等方面。
邱东林教师的用书对于这门课程具有很好的参考价值。
以下是关于基础综合英语的相关参考内容：一、语音学语音学是基础综合英语的重要内容之一。
邱东林教师在用书中详细介绍了英语语音的基本原理和规律。
例如，介绍了双元音、长元音和重读音节等重要概念，并针对不同层次的学生进行了详细的讲解。
二、语法学语法学也是基础综合英语的核心内容。
邱东林教师的用书主要从语言形式、功能和意义三个方面介绍了英语句子的基本结构和常见语法类型。
例如，介绍了名词、代词、动词、形容词和副词等重要词类，并针对不同层次的学生进行了详细的讲解。
三、阅读理解阅读理解是基础综合英语的一项关键技能。
邱东林教师的用书通过大量篇章的训练，帮助学生锻炼阅读速度和理解能力。
在课程中，邱东林教师采用了多种阅读材料，包括文章、新闻报道、广告、说明书等，旨在帮助学生更好地掌握英语语言和相关文化背景。
四、口语表达口语表达是基础综合英语的重要方面。
邱东林教师通过大量的口语训练，帮助学生改善英语的发音、流畅度和自信心。
在口语训练中，邱东林教师注重培养学生的沟通技巧和交际能力，通过实际情境练习，帮助学生更好地掌握英语口语表达的实际应用。
五、写作技巧写作技巧是基础综合英语的必修内容。
邱东林教师在用书中详细介绍了英语写作的基本规则和技巧，包括选题、构思、润色等方面。
在写作训练中，邱东林教师特别注重培养学生的逻辑思维和语言表达能力，使学生能够更好地完成各种文字作品的创作和修改。
综上所述，邱东林教师的用书为大学英语专业本科生和研究生提供了一种全面的英语学习方式。
通过该用书，学生不仅可以拓展自己的英语知识，还可以提高自己的实际应用能力，在未来的学习和工作中取得更大的成功。
基础综合英语 邱东林版
Unit 11.Our youngest,a word-class charmer,did little to develop his intellectual talents but always got by Unti l Mrs.Stifer.我们的小儿子是个世界级的万人迷,学习不怎么动脑筋,但是总是能蒙混过关,直到Mrs.Stifer成为他的老师,这种局面才得以改变.2.No one seems to stop to think that ----no matter what environment they come from---most kids don’t put school first on their list unless they perceive something is at stake.似乎没有人停下来想想看,无论还在来自何种环境,他们当中大多数若不是发现情况到了危机关头,才不会把功课当成头等大事呢。
3.Of average intelligence or above ,they eventually quit school,concluding they were too dumb to finish这些学生智力水平至少也算中等,但是最终都退学,他们总结说自己太笨,学不下去了.4.Young people generally don’t have the maturity to value education in the same way my adult students value it年轻人往往不够成熟,不会像我的成年学生那样重视教育5.It is an expression of confidence by both teachers and parents that student have the ability to learn the material presented to them.这表明老师和家长都对学生有信心,相信他们能够学好发给他们的学习资料.6.This means no more doing Scott’s assignments for him because he might fail . No more passing Jodi because she’s such a nice kid.这意味着再也不要因为担心斯科特会不及格而替他做作业,再也不要因为朱迪是个乖孩子而放她过关.Unit 21.I had always dreamed of being proposed to in a Parisian cafe , under dazzling stars , like the one in a Van Gogh knockoff that hangs in my studio apartment .Instead , my boyfriend asked me to marry him while I was Windexing the bathroom mirror.我一直有这样的梦想,星光灿烂的晚上,在一家巴黎咖啡馆就像梵高所画的“一夜的咖啡馆”我的工作室墙上就有一幅此画的翻本，然而我男朋友却在我用的“稳得新”擦洗卫生间镜子的时候叫我嫁给他。
Unit2 新编研究生基础综合英语 邱东林
Romance
Part A Part B
Unit
Listening
Word Building Background Information
2
Love
Pre-listening
Lead-in
Part C
Ontario It has more people than any other Canadian province. About a third of Canada’s people live in Ontario. Service industries provide Ontario with its greatest source of income. Ontario’s manufacturing industries produce about as much as those of the nine other provinces combined. Ontario ranks first among the Canadian provinces in farm income and second only to Alberta in mining.
Romance
Part A Part B
Unit
Listening
Word Building Background Information
2
Love
Pre-listening
Lead-in
Part C
End: ―Some say that fate does not exist, that our lives are just random occurrences and coincidences. We beg to differ. A web was being woven even before we were born. That is fate!‖
Unit6 新编研究生 基础综合英语 邱东林
Three Eras of Globalization
Part A Part B
Unit
6
Globalization
Pre-listening
Lead-in
Listening
Word Building Background Information
Part C
Thomas Friedman Thomas Friedman, the foreign affair columnist for the New York Times, graduated from Brandeis University in Mediterranean studies and won his master‟s degree in Middle East studies at Oxford University. He has won three Pulitzer Prizes. His works include From Beirut to Jerusalem, The Lexus and the Olive Tree, Longitudes and Latitudes. The present excerpt is taken from his speech at MIT, introducing his new book, The World Is Flat.
Three Eras of Globalization
Part A tion
Pre-listening
Listening
Part C
Listen to the talk again, and complete the answers to the following questions.
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
基础综合英语听力材料--邱东林目录........................................ 错误!未指定书签。
**************** *************** ..... 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
********************* ******************* . 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
*************** ******************* .. 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
........................................ 错误!未指定书签。
************************* ********************* 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
********************** ********************** 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
******************** ****************** .. 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
........................................ 错误!未指定书签。
************* a ?*************** ...... 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
************** ***************** ..... 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
************ ********** ........... 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
........................................ 错误!未指定书签。
********************** ******************** 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
********************* *********************** . 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
******************* ***************** .. 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
...................................... 错误!未指定书签。
******************** a ******************** . 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
****************** ***************** . 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
*************** ************* ....... 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
........................................ 错误!未指定书签。
************* ************* .......... 错误!未指定书签。
..................................... 错误!未指定书签。
*************** ************** ........ 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
************ ************ ............. 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
........................................ 错误!未指定书签。
****************** **************** .... 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
***************** *************** ..... 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
**************** *************** ....... 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
........................................ 错误!未指定书签。
****************** ***************** .. 错误!未指定书签。
..................................... 错误!未指定书签。
*************** ************** ........ 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
**************** ***************** ... 错误!未指定书签。
..................................... 错误!未指定书签。
..................................... 错误!未指定书签。
**************** ***************I I a I . I a , Ia . I a a .... 't ; . I'a ’ . ’s . ... ’s' . . ’s a ... ’s a .I ’t , ... .a ’t ,, ’t, , ... , , . , ...a , I , a .. I , ...a , . , ’ . ’sa . ... I ’ , , , . I ...a ... ... . ’s . I I ,“, ’ ; ... , ’sa ; , . ” . , , .I , .: . . ?: , ’s , . a ,a , . I , .: . .: . , . ,' , 't , ’s a ’ .: . , — 't 't , ?I ’t , ’s .: ’s a . ’ . 14 15 , 't Ia . I ’t ’s , a .' ’ . , a , , .a ' .: , ’t , . , ?: . a . ' a , a .I . , , . 't .********************* *******************: , ? , ?: I . ; , , —.. . , .I . a , . , I a , .I , I a . "" ;a , , , .: , , , , " " " ." 's ?: , , . ,a . , , ., .: , . ?:—, ’s , , , .“ .”, a . : — , a .: ’s ... , , ? I , a,a , , , , , ... a ...: a , I ’t .: , ?: I ... a ’t , , , , I ... I .[] , .:, ’t ? []:’s !: D' a , ?: , a a . , I — a , , —... . ’d . , , , , , , . ’s .: . , I ’t . I a , , ’t ...:, I , I , ’ , [ ’] . , , ,a , ’t .: ? , I ?:I ’s , a ! ... ’t , ’t [] .I . ’s a . ’s . I ,I , , . [] , , ’ , . , “,I’ , , ”, a , . , [] , ,a . A , “ , I , I a ”. a . ,[] . [] ... ... ’s I , .: , , , . I , a .: ’ . , , .:, ’s , I , I, I ... I , ,a ... ... , , , , [] ’t I . ,I , , . ’ ... , ,... , [. .] ’s .*************** *******************: ! .: , . a . , . a .: .’s , “ ’s ” , a “ ” , , , ., .: . ’t a ’s ’t ? ,a , ’t .: (, ) .a a “” . -. ., .: , I'm . I’m . I , I ,I’m .: 50-60% , ( ) ’t ?'t ? .: a a . , , , ., .: , . a 's a 's a a ?: . a . , .’ , I' a a “” . .“ ” — a 35 .a , . , ’ a .“ a . ,” , “ .” a !, I a , . .I , . , , (),a , ’ . “”, ., . — , , . , ’s , a —, , , a .I , , a . . I a —100% ’d ., , , , , .************************* *********************. I 1960 1962, a 1947.a a . . a , 1992., , . ’s , ., a1968. , 1958.( ). ’s .: I a ’s . I , I a .a . , , , a . a . , I I't . , I a I . , I .I a . I I . I !I : ! I I , .1 , , , ! , I ,I . !, a , . : . , , I . “! . ?”, a . . , . ., 1993, a . . , “I ’t , .I ’t ." , , ., I , , . 1994.6, 1995. ! 3, , . ., , 1947. , . .A . !: . I ’s , I a a , I a ’ I’m , I I a I I II . ’s I’m , ’s ’s ’s .I , .: , . . I ... I . I .,’s’s,’ I’ III...,,,I'I ’t,I' a ,I’mI 't, I ’t,III’,, , , , , , , , ,,I’ ,I’mI ’t—1 ’t,’II’,********************** **********************: , , ?C. : , I ’t , ...: ?C. : a , I : “I’m . .” — a . ,I , .: ?C. :: “’s . ’s . ’ . I .” II’ . , ’t . I’ a ,a , . , a .: ’t ’s ?:. I , I ’t , I ’t a , , . .: ?C. :. , , , I , . I ’t . I't . , , ’s a .:, , . . , . ’ . , , ,: a . . I , . I . Ia . . —, . , , , ’ , ’ , , , I ,'s . , . . .I : “I . ' I . I' ."I I . ’s . 't , ,a , , , . ,, .: [ ] , , .:, I’m .:? I’m , . .[ .]: .: [ ] .: . [ ] , .: [ ] ? A ?: . .: ?: , , .: [] a . A a . I .: ?: , [] , ’s . [ .]: ?:[ ] , , ’s a .: , ’s . ? ’s ? . I ’. : , ’t I . : , . , , .:. ’t , , .:, , . I I ’t , . ’s . : , ?: ’s .: ?: , ?: , , I . I , , ? a . ’s . [ ] . , I’m , I’m , I’m . ’s I . ’s .: , , , . I , , ?: .: ... [ ] I .: ... I .[ .]:, . ’s . . !!: !!A a . ., .a , ’t . . . ’s .,a . . , .. . a .’s , . . ., ’t . a ., , , . a . ..******************** ******************:. ’t . . , ’s . , , . , , . , , , . , 'a . .: . , , . . .: 's . a , , .: I , , , , I I . , “ . .I’m .” .: , a , . a's . . , 16a . a .: ?. a . a .: , I , .: .: ?: .: ?: . I a . , a .: , , ’t ?: I ’t , a ,: ?: .: , ’s , . , .a ’s , ’s . , . ,a . . ,a , . , . . , . ,. , , ,a . . ’s , ’s .I ’s , .1.: , a , , a . . A .a , ’ta , . . ., , a ?: ’s , . ’s I . . , a , ,27 , a , 60 , I , , . .a 60 ., a a . .( )( ): , , I a . I . .( ): .: ’s . I ’t , , ;I .: ’s , , 's a . , , a .: ’ , , I , , ?, , . — .: I .(): , I , I .2.52 5:30 ., , . 52 5:30 ., , 6:00 .I a “ ,” I . , .I , I a . , .22 , I , 9:00 . , ,I . , .I , , 67 , a 80 , . . ,a , I a . I , I a , I , ., 71 , a . , I a , . ,I , ., , , I a . Ia ’t ., 16, 1996, , ’s . , “ ,” “ ,” . I , I4:40 ., , . I , , II . I I . I I , I ,a .I 1 ., 9:12 . , .I , . a , , .************* a ?***************“! ?” . , , .“ . I’m .” a . . .a , . ’s , “ !”, ’s . , “I’ . I' .”I , “ ?”". I . I ?”"’t ?”" . ’ . ,‘ .’ ’s . ’ ’ , . I I ? I ; I’m I ..”. “, I a . I ?” , I .. “ a a . I’m .’ .”a . “ .”, “I’m a . I’m ’t . . , I’ .”" ?” I ." . I’m .”. , . I I a a .”’s .I . , , . . , .’s , I a . . .I , : I .()10 , . . . . . , , ’s . . (). : . I I . ; ; , ? I’ . , . I . , ’t I . ,I . . . , a . , ’sa . I , a I .. ? A —?a . . , . . , a . , .. ? ., . , . — .. , . , , a ’s .a . , I ’s . ’ , ., a . . I ’t . —a . . a — 1530 , .I .************** *****************: ; : , —, , , . , , . . , . .. : .:’ . ?: , — , . a , , ’ .: , — I , ...:’s —’s . ’s . ’s — . — a .— .: ’ . ?: , a . : ,' . , , ’t . ’t .’s ’s . , ’a , , ’s . , ’s. 't .: ? ’s . — I , , .:, . ’s —49 . ’t . , , . ’s 4,000 ; ’s ; ’s — , . Ia , . . , I , . Ia , . 's . a , ’s —’s . ’t . , ’ .: —— , . a , . —— . — ?: , , ’ . ’ , .: . . , a , D. C.: I’m . . , . : .a .:... I’ , , a . I . II , ... ... ... . ... I ’t ,I . I a I a . I a .I , ’s ... ... . , ...a ... a .: .: ... I , I —’s —... ... .: ? ...: . ... ... , ... ...I ’t , .: .: ... ... I ... I ... a . (I)a , ’ , a ’ , ’ .I ; ’s ... ’s .:... , 's , . I’m ...: , — a a , , .: .: ’s , I , ... ... a . 's . . ...: — ?: !: , , — a , —: , , , t ... , ’t . , ... ,I ’ . , ’s ... , ... . ,“ a , ... ?”I . ? ! ... . “ a , a ?”:? ’s !: ’s ; , ... , ’sa , ... ... ’ ... ... ... ,'s , ’s , , ’s .: I a .: , . ... ... ... .: . , ’s . , .: I , .************ **********: . I 1109 , .: . ’s a . ’s , . , .: . , ’t .’s , . ’t ’ . :, ’s , ’s a , , I ’s ...: .: ... a ...: .: ... . ?:, . ’ , I .: .: .: . ?: I a... a , , I ...I , ... , ... .: ?: .: ?:. I ’t a . I , I... ...I ’ ... ... .: ’t .:’t .: ... a .: ... I , .: a .: .:’t ?: . I ... , ’ .: . , , , .. : .: ?. : , , , ... ... a . I , , ,a . .: , . ’t ?: , ’ I I , I , , a .. :, a . , “, I ’t .” I , “, ... , , ’t .” , “, .” I ,I . , ’ . “ I a ’s , I ’t .a . I’m , I ’s .” ,“I . ,'t .” . , .: ’t , , . , . 507-376-3824. , ’s .: , ?: , ! . ... , ’s , ’d , , , ’a , I ’t ... . 'a , , ’ .: ?: , , , . .: , . .’s a .: , ’t , . , .a . , . .a , ’s ,a . . , , . a ,a . , : ., . a .a . , . , . , , a .a . .I “”,I . ’s . , . . , , .. . , , . I a's . ’t .a , I a , . I . — . . I ’t .********************** ********************( ): . a 46, 000 a . a .A . ’s a , a . , .: , , , ..: a , .( ): , ’ , I . I a , ,“, , .”:’s . . , , .( ): I I’ . ’s ’s a .: , a , . , ’ a .a . a , .( ): I I ’t . ’t . ’s ... ’s .'s , . a ’t. ’s ’s .: ’s , . ’s .“” , .( , ): I . , , , , , , , ’s a .: a ’t . , aa , . a , a . , , , .( ): , , .a ’ : ’t , . ’t . ’t . ’t .: ’s ’ . ,a . , , ’ . ’t , ’t ., a .: I a . , . I a“.” , ..., ’t . ... I .: a , ’t . a . , I’m .a a , , , ’t ’t .a a , , ’ a , .’t’ta . . . , , ’t , ’s . a , ’s “I a ”. ’ .a . , , .a . ’t . a , ’a . , , , . , ’s ,.********************* ***********************:I’m , .: a . ’s ’s , , .: , , aa . ’ ’ . ’() . ’ , .: .: .: , I . — , — , ’a .: a ?: ’ , , . ’sa . .: , , . : .: “ ” , a .: , — . a a . , . : a a . ’s . ... .: 4 . ’s “a” 4, 1 . 1 .: a , ’s .: I a , , a a ,a , .: I , ’s .: a a . a4a , , ’ .: , , .: ’s . ’d , . , I’m .: . , . ’s :: , , ., a , , 1990s, .: , , . .: , .: , , , . . “”a , . .: , , a .: , , ’ a . a .: . . , , .: . , . , , . ’s . , , , 1950s . , ’t“ ” . a a .: a . e, , , , . , . ’s - .: a . A a —, , . . , ,.a , , .: a . , a , a .a , . ’s .: . ’s .: a , , a a , I’d “” , I’ “” , a , , . Ia ’s .: , . , , ., , , . , . , .******************* *****************I — I I . I ' I 20. 10a a $2 4000 . —— a I 30. I .a ? , I .a . , . 30 I . . .I ’t a . I I — I .I . I a I .I . . I , I . I .I ’t , .a , . ., Ia , . ’s , , .a , , I , ’s . I a .I’m I ’t . , I .a . ’t . I’m II . ’ . . , .. ’t , . ’t .I’ I a .I , I’ . I a , I .a . .I 30 , a “a ,” aa . . .30 , I’m I . I —’t ., a ’s . ’ , ., I I . “ .” ,“ ” , a , a ’s , , “I ’t a !”aa , . . , , .I a . , , I a .a , I a a , ’t ’s .I’m , I’s —’s . ’ , , .I’m I , , , .I , , ’ .******************** a ********************’ , .’s . ’s . ’s .. A ,1,000 , , , . ., . , , ’t . 25,000 , , “, I ’t . I 24,999 .”a ..a , a , a .a , , . , . ’ a , ? ’ , ? ,a ?a . . , .a , a ., . . . , , , . , ’s ., . .. , ., ., , .a . ’t , .?., . . A , , . ’t .. ’s ,a : ., . , , .I ’s , .’s , . .I , . , , ’s ., .I’m ’s ’s ., I . ., .a . ., : “ —25 .”30 , . , . ’s .1975. ’t . I .a . -. ’s . , , . Aa .. — .a , , a , a ., a . ., , I’m a a ,a , .****************** *****************: a . , , ( ) I ?: I .: I , , I I a I , II’m . , . ’s ?: , ’s a , ,a . , ’t . , ’t a -. ’s ’ , ,a . , .: a , I’m ?: I ’t , , , .: ’ a , ’s a , ?: , a , , a , ’s a I , ’s , I .a , , ’s a .: a ’t ?:a ’t . ? ? ; ’s ’ ., a , a ? ’s . ’t .: , . ’ ; ’ . .: , , , ’t ? ’s . ’ , .I , ? a , ’sa . , .: , ’s ?: ’s a , . , , II , , , a , ’s a .: ’s .: . , “ ’t , ’ ”. ’s . a a , ,a , , , , . . , .; .: ’t , . a , , , , () ?: I’m , .a ’ . ’ , , .: ?: ! I’m .: . I’m .: , ( ...): . () , , . , .: I , a . ? a ?: a , a . ?: ,I, ’t , ’s . , ’ , , ? ?a . . ’s , , ,, .: a -, , ’s , ?: , I , ’ . , , Ia ? , “ I a ?” , “ I a ?”, “ I aI ?”a ’ .: , . , ’ ., a I . ?: , I I’ a , a , ’s .a a ’s ’t a ’t , .*************** *************’s .: , , a 100 . . 1 . 2,3. , ’ . , . , ?: , , .: , , , , ?: , ’s a , ,a , , ?; s, s a . , , ’s, a . I a , a .: , , , ,a . ’s , , . .: , a , , , , ’s, , . ,(, ...) .: , a I’m , I .: , a , I , , ( , ) a . I , , , .: , I . a , , a ’ta . , ’ , , , , a , a .: .: , ’s , ’s , , ,a , , , , .: , a , , , , , , ’t .: , I , I , , , a , a a .: , , , . , ’ , . , ’s ’s .:, I, I , I, I . ’t a , ’ta . , , .: , , , .: , .: ’s : , , , , , ,a ? ? , . , , , , ! : , , !: , , , a ? ’s , ’s , ’s , .: () , , (, ) ! I’ .: ?: ’ , () I ’s . ’ , ’t ,() ’ , , ’t . ’ , .: . ’s . ?: .: , . 1 . () , ’s .: , , . ’s . , . , , ’s ...: , , ?: , , a , ’ , , 30 , , .: I’ ... a , , ( )., ’s , .:’s . , , , , , ’s . , , ,a , .: ’s ?: I , . , , , , .: , a .: ’s . , ’s . a ’t .() ’s .: I a I a . . () , ?: , , ’s ’t , ? () ’s , ’t , ’sa . () ’ , .: ’s . () , , I I’m . I , I , I ,I , (), , I’m . () ’s ?: , , a , ’s( ). ’s . . .: ’ . . ( )I ’t ’s . , . ( , .): ’ a .: ’ a , a . a . ( ), ? () a , , - , () , , I a , (’s ?), a , ,() , , , , a ’s , ( , ) , ? , .( , ’s , | ), , , () a, ’t ( ). . ( I ?) () a .: a, a . ? , . . I ’s a .( a .) ’s . , , ’s (), ’s; ’sa , .: , ’, ’ a , a a , , , , . ...: . I , ( , ) , . ( ) .************* *************I , ’ 3 , I . , 1.0, , I , 1492 1800s. , 1820 . 1.0 a a . -. . ’s -, , , , , . . , 2.0, I , 1800s 2000. . . , I , -, . , . . I , 3.0, I . . ’s , , ’s. , .. , , I , 1.0 2.0, a2 . ’s .: , ’s , a , , . ’t ?: —. ’s , ’s . . ’t .’a , ’s . , . ’ , ; ’; ’ , , , . , ? ’ a —— ., . a . . , , aa . . .: I a . A . “” ?: , . . . ., , a , . . , - , a a . . ?a . , .*************** **************. , ,I ’s . , , . , , , ., . . , .a , ., . —. , , , , . , ,a . : “ , , ; ,a , ; , , .”’s ,a , . . a(, , , ), ., .a , , . , , ’s .I’m a I’ . I“ ?” I . . ’a . . I“ . a . I a ,a a , I , , . 90s 2001 ’ . I ...I . ( . , , “ .” Ia . .************ ************, . I a : . 25( 2015 ) , , , . , ,. a : . , a . , , — .. , — , , — .I . . ,a . , . . . . — . , —( ) , ’s , . , , , . — a .I : , ; , ; , , ., , ? I , , , .I , 80s90s, , , . , , ,30 , . , , ’s , , ’s .a . , ' , I . . ’ I , ’ .I . . ’s . ’ , ,’s .15 . , () . ’sa . . , , . , , , a . ,2%. ’t ’s . . , . ’s . ’s . ’s , , ,a . , I ’ .I ’ . . ,I , .****************** ****************a . — , , a a , ,a , .. , , ,a , . . . ,a ’s , . , ,. , , , . , —, , , . ., . , ,. , . , a . . .. , . .a . —’s . .A . .a ., a 19 , a . , , a . , ,& , ., a . a , ’s . .; , a 1944 , .. . , . . . .a(n) . . ., , a a . a .. A . Aa . , a ., . . ’s .***************** ***************. ’s , , .a ’s . “54*2,” , 54 B. F.。