Lesson Two In the Laboratory综合英语一下册课文,练习语法讲解
综合英语(一)
七、Love of Life
27、He was not lost because he knew the way to their camp ,where he would find food and bullets.
28、Why was he not ready to die? He, as a man, no longer strove. It was the life in him, unwilling to die, that drove him on.
44、It’s good to know that their love of laughter finally overcame their love of money.
45、For the first time that day, there was a feeling of sadness in the air, because they did not thought Henry was only a joker, but also a normal man.
from a worn letter found in his pocket. It seemed that there were no other relative.
17、The old man had not found the young man who was not his son, because his heart disease medicine made his eyes weak and he only dimly saw the young man in Marine Corps uniform standing outside the oxygen tent.
综合英语(1)第二单元
2. How old do you think Marge is roughly(大概）? How do you know?
3. How long has Marge been a waitress?
6. Make good money, 挣很多钱，收入不错。如：He almost can‘t make enough money to bring the kids up. 他挣钱 少，几乎养活不了那几个孩子。
7. How's it going? 熟悉的人见面是互相问候常用语，“近 来怎么样？”“你好吗？”相当于 How have you been? How are things going on? How are you?
9.Is he older or younger than you? 是个含有比较级的选择 性疑问句，注意其中 than (与…相比) 的用法。 He is older than me. 他比我大。 He is one year older than me. 他比我大一岁。 This desk is one meter longer than the other one. 形容词或副词的最高级一般有两种方式构成：一是 在单音节形容词或副词后直接 +est, 二是由“most + 多音节形容词或副词原形”构成。如： Mary is the tallest in the class, and Jane is the most beautiful one.
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10.Besides, 除了（前面或即将提到的事情）以外，（还 有某事）。如：He can speak Russian and Korean besides English. 除了英语外他还会讲俄语和韩国语。I don‘t like that new dictionary; besides, it is too expensive. 我不 喜欢那本新词典，另外，它也太贵了。
综合英语1（第2版）unit4课文及练习详解
综合英语1（第2版）unit4课文及练习详解Unit 4 Dealing with AIDSSection One Pre-reading Activities (2)I. Reading aloud (2)II.Cultural information (2)III. Audiovisual supplements (3)Section Two Global Reading (4)I. Text analysis (4)II. Structural analysis (4)Section Three Detailed Reading (5)Text I (5)Section Four Consolidation Activities (17)I. Vocabulary Analysis (17)II. Grammar Exercises (23)III. Translation exercises (25)IV. Exercises for integrated skills (27)V. Oral activities (28)VI. Writing Practice (29)VII. Listening Exercises (31)Section Five Further Enhancement (33)I. Text II (33)II. Memorable Quotes (36)Section One Pre-reading ActivitiesI. Reading aloudRead the following sentences aloud, paying special attention to pausing and sentence stresses.1. I' never thought | that 'anything 'bad could 'happen to me | or my 'friends.2. Then 'one day | I 'saw David in the 'mall | and I con'frontedhim | as to 'why we were 'not friends any 'more.3. I was being 'treated this way | because 'teenagers are 'not used to 'dealing with situ'ations like this, | and 'don’t know 'how to re'act.4. 'This to 'me meant | 'death was 'sure to 'come | and 'all 'too quickly.5. 'Everyone said | that I must 'keep a 'positive 'attitude for 'his sake, | because 'attitude means 'everything.II.Cultural information1. QuoteBan Ki-Moon: Speaking at the "Light for Rights" on World AIDS Day held at the Washington Square Park Memorial Arch in New York, he said: "We are here tonight to denounce the discrimination they (people living with HIV/AIDS) face —the fear and stigma, the shame and rejection, the threat of losing their jobs ... For too long and in too many places, too many people have been pushed beyond the reach of prevention and treatment, care and support ... We must respond by shining the full light of human rights on the challenge ... I call on all countries to dismantle legal frameworks that institutionalize discrimination against people living with HIV and people are at most risk of infection."2. AIDS：Acquired Immune Deficiency SyndromeAIDS, a very serious illness which spreads very fast today, had been one of the most horrible killers of human beings.AIDS is caused by HIV virus. Now in the world there is no useful medicine that can cure AIDS, but it spreads only in limited ways. AIDS spread in three basic ways: first, through sexual intercourse; second, through contact with diseased blood; and third from an HIV mother to baby. And people who areintravenous drug users may infect HIV virus too.The actual patterns of spreading of the AIDS virus change from culture. People should do something to solve the problem and prevent the spreading of AIDS in the world. People can do something in these ways: first, a program should be established to educate citizens about AIDS, letting people know what causes it and how it spreads, so that people can know it clearly and prevent it easily, instead of being afraid of it; second, increase scientific technology to fightagainst AIDS; third, make healthy and civilized social environment, so there will be less sexual intercourse actions, and less drug users.Although AIDS is very horrible, we shouldn't fear, worry or have prejudices about it, we should confront it and fight against this devil.III. Audiovisual supplementsWatch a video clip and answer the following questions.1. What is the librarian trying to do?2. Why does the man sitting in front of Andrew leave the desk?Answers to the Questions:1. He is trying to persuade Andrew into using the private research room.2. He thinks that Andrew carries the HIV and he is afraid of the disease.Video Script:Librarian:Sir, this is the supplement. You’re right. There is a section on HIV-related discrimination.Andrew: Thank you. Thank you very much.Librarian: We do have a private research room available.Andrew:I’m fine right here. Thank you.Librarian: (sigh) Wouldn’t you be more comfortable in the research room?Andrew: (cough) No. Would it make you more comfortable?Joe:Oh … Er … Beckett, how are you doing?Andrew: Counselor… huh.Librarian: Whatever, Sir.Figurant: Excuse me.Section Two Global ReadingI. Text analysis1.What is the theme of the text?Dealing with AIDS strengthens the bond of friendship and encourages emotional and mature growth.2.What is the style of the text? Give your reasons.The style of the narrative is colloquial and simple because many simple words, colloquial expressions and concise sentences are used, which are easy and smooth to read.Colloquial words:about, cried, go, let, so, sure, thingsSimple or colloquial phrases:blew it off, living life up, feel so bad, had the disease, stuck it out, make it through, etc.II. Structural analysis1.How is this narrative story organized?The narrative is organized in the chronological order with the activities and events related in the true story.2. Work out the structure of the text by completing the table.Paragraph(s) Main idea1 This paragraph gives the instructive message of the story, and makes clearthe specific date when AIDS became known to the writer.2-4 This part provides an account of how the writer came to know the fact that his friend was suffering from AIDS, how he felt,what attitude he adopted,and how others responded to it.5-7 This part tells us that the writer maintained an active and positive attitude towards his friend.8 This paragraph mentions the specific date that marked the end of David’slife, describes the writer’s feelings towards David’s death, and tells us howthe writer keeps his friend’s memory alive.Section Three Detailed ReadingText IDealing with AIDS1.Dealing with AIDS strengthens the bond of friendship, encourages emotional andmature growth. Before the sixteenth of October 1995, I was the most carefree person in the world. I had no worries and was just living life up. I never thought that anything could happen to me or my friends. We were invincible. That is, until the word AIDS came into my life.2.For 10 years David and I were the best of friends. Then we got to high school and thingsstarted to change. We were in different classes, so we didn’t hang out as much. It bothered me but I thought that we were both just growing up, and there were more friends where he came from. Then I began to notice that he wasn’t in school a lot, and was sick more than usual. So I called him and he hung up on me. I didn’t know what to do, so once again I blew it off. Then one day I saw David in the mall and I confront ed him as to why we were not friends any more. He pulled me aside and broke down in tears and said that he was dying. I didn’t believe him.Sure, I had heard about AIDS, but hat it was a homosexual disease and it didn’t affect young people, so I said that it was a sick joke and left.3.When I got home things started to make sense. I ran to my room and cried. David wasonly 17; he couldn’t die. Then I felt so bad that we had grown so far apart. I called David, asking him to come over so we could talk. When he came over I saw a seriousness in him that I had never seen before. He looked so old, too old for his age. I asked how it happened.David had had unprotected sex once and now had to pay with his life. I was so angry. I have never felt so powerless in my whole life. When things had gone wrong before this, I could always rely on my parents to make things better. There was nothing that they could do this time. I had to handle it all on my own.4.David and I became very close again, and it seemed that I was the only one there forhim. David made the decision to tell people about his disease. There was no use in hiding it;sooner or later people would find out. People looked at him as if he had a plague, and our friends from school wanted nothing to do with him. Soon after that they wanted nothing to do with me. Al l of a sudden I felt that I had the disease. I didn’t know what to do. My whole life was changing so fast that I couldn’t keep up. Once again I was growing up and realized that our friendship meant everything to me. Also, I couldn’t turn my back on him when he needed me the most. So I stuck it out and lost most of my friends. The ones that still talked with me didn’t come too close in fear that they would catch the disease.The thing was, I didn’t even have AIDS, so why did my friends treat me like this? I was being treated this way because teenagers are not used to dealing with situations like this, and don’t know how to react. So how could I blame them since I would have done the same thing?5.As time went on, David became very ill. There was nothing that I could do but watchhim die. David found out that he had full-blown AIDS. This to me meant death was sure to come and all too quickly. I wasn’t ready to let him die, not yet anyway. There were so many things that I wanted to do and say, but couldn’t find the words.I went to doctor after doctor with him, and saw him go through so much. Everyone said that I must keep a positive attitude for his sake, because attitude means everything. So, in times of stress I was the one that had to keep things together. I pushed all my emotions aside and was strong for him.6.My mom had had a trip planned for the whole family for some time now, and stillwanted to go. She thought that the trip would do me good; she said that I was not the one that was dying. I couldn’t beli eve that sh e said that to me, but to make her happy I went. We were gone for about two weeks, and when I came back the first thing I did was go to see David.That was when I saw AIDS for the first time. I didn’t even recognize him. David had lost weight, had purple l esions all over his body, and was very pale. He couldn’t even get up when he saw me. He was bedridden. I still had to be the strong one and keep everything in. I had brought him stuff from the ocean, his favorite place. We talked about my trip and anything else we could think of. Then he fell asleep because he could no longerstay awake for long periods of time.7.On the second of May 1996, David was put in hospital. This gave him the feeling thatthere was no more hope left, and that he was going to die. I still had to maintain my positive outlook for him. He needed that in me. One day he looked at me and said, ―Faye, I am dying;let’s accept that and deal with it. I know what I did was wrong and now I have to deal with it.All I want you to do is to reme mber me, enjoy life and be careful.‖ For the first time in front of him, I cried. I knew that it wouldn’t be long before he was gone forever. He shouldn’t have to deal with this at such a young age. Towards the end of May he became so sick that the hospital staff had a bubble around him, so he wouldn’t catch our bad germs. I hated to see him like that, and every day it became worse. I had come to realize that any day now he would die. At night I would wonder if he would make it through. School was over now, so I spent every hour I could in the hospital. He was everything to me. I felt bad for the time that we had lost and how I wasn’t even going to fight for our friendship.8.The fifth of June, 1996 marked the end of my best friend David’s life. He wentpeacefully. That was a comfort all in its own. In a way I was glad that it was over, for he was no longer in pain. All the emotions that I had held in came rushing out as I realized that I would never see David again. His mother said that I had kept him alive and that she was grateful that I was her son’s last friend. It hasn’t been a year yet, but I have done so much since then that I am no longer that carefree teenager. I now educate people about AIDS, which to me is keeping David’s memory alive. Eventhoug h David is gone, he is still with me and always will be in mind and spirit.Words and ExpressionsParagraph 1Questions:1) What does the first sentence of Paragraph 1 tell us?It points out the significance of dealing with AIDS,which is the theme of the text.2) The last sentence of Paragraph 1 is a sentence fragment. It is actually part of the precedingsentence. Why does the author separate them from each other?By separating them from each other, the writer succeeds in accentuating the two parts of the sentence with more information. It is precisely for the purpose of emphasis that a sentence is divided into two or more than two parts by means of full stops.Words and Expressions1. strengthen: vt. to make something stronger or more effective, or to become stronger or more effectivee.g. The wind strengthened during the night.夜里风刮得更大了。
大学英语综合教程第一册Unit2课后练习答案
大学英语综合教程第一册Unit 2课后练习答案Unit 2Part II Text AText Organization1. 1) The story begins with the cab driver reading a letter.2) The letter Tom wrote to his friend Ed.3) Their conversation was centered on the lifelong friendship between the driver and Old Ed.4) The author got to learn more about their friendship by reading the letter himself.2.Parts Paragraphs Main IdeasPart One Paras 1-20 From a conversation with the cab driver the author learned how much he regretted failing to keep up correspondence with his old friend Ed.Part Two Paras 21-35 Reading the letter by himself, the author learned more about the lifelong friendship between the driver and Old Ed.Part Three Para 36 The driver's experience urged the author to reach for his pen.VocabularyI. 1.1) absolutely 2) available 3) every now and then 4) are urging/urged 5) destination6) know ... by heart 7) mostly 8) hangs out 9) right away10) reunion11) or something 12) practically 13) went by 14) going ahead 15) keep in touch2. 1) It seemed that his failure in the examination was stillon his mind.2) He was completely choked up by the sight of his team losing in the final minutes of the game.3) She was so lost in study that she forgot to have dinner.4) Something has come up and I am afraid I won't be able to accomplish the project on time.5) The cost of equipping the new hospital was estimated at $2 million.3. 1) A couple of flights at Pudong Airport were postponed this morning because of the awful weather. It is estimated that over one thousand passengers were held up.2) My professor assigned me some reference books on computers to read. Unfortunately they are not available in our school library. I am kind of worried about it.3) Michael is not much of a teacher. He often skips from one subject to another so it is difficult for his students to follow him. Besides he just lets them go ahead with exercises without making sure they have understood what they are expected to do. II. Collocation1. to2. for3. at4. from5. in6. to7. on8. withIII. Usage1. more or less2. kind of/sort of3. Something4. kind of/sort of5. more or less6. or somethingStructure1. 1) may/might as well watch2) may/might as well pour out3) may/might as well walk4) may/might as well buy2. 1) She looks as if she is worried about it.2) It smells as if it is fresh.3) It sounds as if it is Chinese.4) It feels as if it is made of silk.Comprehensive ExercisesI. Cloze(A) 1. choked up2. awful 3. practically4. neighborhood 5. correspondence6. available7. destination8. reunion9. Mostly 10. postponing11. absolutely(B)1. how2. himself3. but4. So5. to6. long7. reply/answer8. from9. asking 10. when11.touch 12. for 13. pieces 14. go 15. check 16. outII. TranslationIt is not easy to keep in touch with friends when they are far away. This is certainly true in my case.It has been a couple of years since I left my old neighborhood and all the friends I had there. I've been meaning to write to them but something or other comes up and I just don't seem to find the time. Now I have kind of lost touch with them. They are always on my mind, however, and I think I will certainly make an effort to keep up correspondence with them in future.Part III Text BComprehension Check1. d2. b3. a4. d5. c6. d7. dlanguage Practice1. stuff2. uneasy3. dragging4. highlight5. get rid of6. despair7. was peering/peered8.soaked9. swung 10. ingood shape11. extent 12. rescue 13. draw on 14. let... down 15. Worse still。
综合英语一课后答案
综合英语一课后答案自考英语大专学历综合英语一课后答案第一课：一、written workTime is important .Everyone has 24 hours in a day ,and 365 days in a year. Once a day runs out in our life,it will never come back again.If we love our lives,we shouldn't waste time.we must control time.The best way to use time is to plan it well.When making the study plan,we should remember twothings .First ,be realistic.Don't try to do too many things .Second ,a good study plan should be flexible .We may make some small changes,but follow the same pattern.Let's be the master of time ,start our plan now.二、1、I have run out of food ,I must go to buy some.2,You have said so ,you should put them into practice .3.It takes at least two hours to get there by bus.4.Although we failes,at least we tried our best .5.you speak louder so that everyone can hear you.6.How long has it taken you to write that article?7.You seem to be very sad .Tell us what has happened so that we mayhelp you.8.We should keep our classroom clean.9.We may asd Xiao Wang to help us ,he seems to have a lot of time.10.My brother will come to Beijing next week. he must make good use of time to stay here.三、用本课的动词句型1。
综合英语教程1unit2
综合英语教程1unit2Unit 2 of our Integrated English Coursebook explores the theme of education. It examines different aspects of education, such as the purpose of education, the importance of lifelong learning, and the challenges faced by the education system. Through various reading passages and activities, this unit aims to deepen our understanding of the significance of education in our lives.One of the key topics discussed in this unit is the purpose of education. In the article "Education for What?" by Richard P. Phelps, the author argues that the traditional view of education as a means to secure employment is outdated. He suggests that education should be focused on personal development, critical thinking, and fostering creativity. I found this perspective refreshing as it challenges the prevalent notion that education is only valuable for its economic benefits.Another thought-provoking reading in this unit is "Education for Life" by J. Krishnamurti. The author emphasizes the importance of holistic education that goes beyond acquiring knowledge and skills. He believes that education should nurture values such as empathy, compassion, and a sense of global responsibility. Krishnamurti's ideas resonated with me as I believe that education should prepare individuals not just for the workforce, but also for a meaningful and fulfilling life.The unit also includes a discussion on the challenges faced by the education system. In the article "Education's Hungry Heart" by Mike Rose, the author highlights the inequalities in the education system and argues for more inclusivity and diversity. He believesthat all students, regardless of their background, should have equal opportunities to learn and succeed. This reading made me reflect on the inequities present in our own education system and the need for reforms to ensure a fair and inclusive learning environment.To further explore the theme of education, the unit provides several engaging activities. These activities encourage critical thinking and reflection on the topics discussed in the readings. For example, one activity asks students to analyze different quotes about education and share their thoughts on their meaning and relevance. This activity helped me to develop my analytical skills and articulate my own beliefs about education.In conclusion, Unit 2 of our Integrated English Coursebook offers a comprehensive exploration of the theme of education. Through thought-provoking readings and engaging activities, this unit deepens our understanding of the purpose of education, the importance of holistic learning, and the challenges faced by the education system. By encouraging critical thinking and reflection, this unit encourages us to think critically about our own education and the role it plays in our lives. Overall, this unit has been a valuable tool in broadening my perspective on education.。
综合英语(一)下册课后练习翻译答案.
综一下册课后翻译Lesson one一、用课文词组翻译。
1. I don’t kn ow how to break the news to him.我不知道该怎样告诉他这个消息。
2. A fire broke out in a hospital last night, but no one was killed.昨夜一家医院发生火灾，无人丧生。
3. The cinema was not as far away from here as you think.电影院离这儿并没有你想像的那么远。
4. After he had explained it to me in detail, I realized that I was wrong.当他向我详细解释后，我开始意识到我错了。
5. The house has belonged to the Gates family for over 100 years.这栋房子归盖茨家庭所有已经一百多年了。
6. The football star broke away from his club and planned to join another.这位足球明星脱离了以前的倶乐部并计划加入另外一个倶乐部。
7. No one would be let in without a ticket.无票者一律不得入内。
8. The president hoped that the two countries would improve their relations in the years to come.总统希望在未来的岁月里两国关系将得到改善。
9. We should look into the future instead of always living in the past.我们应该向前看，不要总是生活在过去。
10. Everyone was greatly surprised at the news that he had died of heart disease.他死于心脏病的消息使大家非常吃惊。
自学考试综合英语下第2课
Lesson Two In the Laboratory在实验室里1 .I entered Professor Agassiz’s laboratory, and told him I had enrolled my name in the Scientific School as a student of natural history.我走进阿加西斯教授的实验室,告诉他我已经在理学院登记注册学习生物.2. “When do you wish to begin?” "你准备什么时候开始?他问.3. “Now,” I replied. "现在"我回答道.4.This seemed to please him, and with an energetic “Very well!” he reached from a shelfa huge jar of specimens in yellow alcohol. “Take this fish,” he said, “and look at it;by and by I will ask what you have seen.” Wit h that he left me. I was disappointed, for gazing at a fish did not seem to be challenging enough to an eager student, and the alcohol had a very unpleasant smell. But I said nothing and began to work immediately. 这似乎使他很高兴.只见他精神抖擞地说了一句"好极了!"便伸手从架子上取下一只大瓶子,里面有黄色的酒精浸泡着标本."先观察这条鱼,过一会我再问你都看到了些什么。
综合英语(一)全册课文&翻译
综合英语（一）上Lesson OneThe Time MessageElwood N. ChapmanLearning Guide新的学习任务开始之际，千头万绪，最重要的是安排好时间，做时间的主人。
本文作者提出了7点具体建议，或许对你有所启迪。
1Time is tricky. It is difficult to control and easy to waste. When you look ahead, you think you have more time than you need. For example, at the beginning of a semester, you may feel that you have plenty of time on your hands. But toward the end of the term you may suddenly find that time is running out. You don't have enough time to cover all your duties, so you get worried. What is the answer？Control！时间很难对付，既难控制又易浪费。
当你向前看时，觉得有用不完的时间。
比如说，学期伊始，你可能会觉得有大量的时间，可到期末时，突然发现时间就要用完了，已没有足够的时间去做应做的一切了，于是，你就很担心。
解决问题的方法是什么？那就是控制！2Time is dangerous. If you don't control it, it will control you. If you don't make it work for you, it will work against you. So you must become the master of time, not its servant. As a first-year college student, time management will be your number one problem.时间很危险。
《综合英语1》 教学大纲
《综合英语》1教学大纲一、课程说明1.课程代码：15101122.课程中文名称：现代大学英语精读13.总学时数：644.学分：35.适用专业：英语本科专业一年级学生7.先修课程：无6.本课程的性质、地位、作用及要达到的培养目标：本课程是英语专业学生必修的一门专业课。
通过对学生英语阅读能力的培养而夯实学生的基础知识和语法及写作等多个方面的能力。
该课程的教学要在一个学期内完成。
课程的特点是以课本为基础，进行全面拓展，并以培养学生的阅读能力为主要目的，使学生通过课文及相关的课外知识的学习，或课文中语法的应用，或文中的独特语言结构的研究，或文章的翻译技巧的归纳总结，获得可以进行相关英语读物的独立阅读能力。
并能通过该门课程的学习和锻炼，对英文的整体鉴赏能力和把握能力得到进一步的提高。
二、教学基本要求1.本课程的目的、任务综合英语课是整个专业课中的重中之重，贯穿着整个英语教学。
教材内容及教学方法直接影响着其他课程的顺利进行，本课程以培养英语专业的学生英语阅读综合能力为宗旨，是英语专业低年级的一门学科基础课程，也是英语专业基础阶段全面培养和提高学生语言能力和交际能力的一门必修课程，其主要目的在于培养和提高学生综合运用英语的能力。
本课程主要通过语言基础训练与篇章讲解分析，使学生逐步提高语篇阅读理解能力，了解英语各种文体的表达方式和特点，扩大词汇量和熟悉英语常用句型，从听、说、读、写、译五个方面对学生进行全面的语言基本技能训练，具备基本的口头与笔头表达能力，为学生以后的独立学习和进一步深造打下良好的基础。
2.本课程的教学要求（1）形成牢固的知识基础，奠定正确的阅读技法、基础知识、语法、句法和词法、词汇、等基础知识。
学习研究不同文体在阅读过程中的规律和方法，提高阅读效率和阅读能力。
（2）在课堂活动上注重发挥学生的主动性与积极性，注重培养学生的自主学习能力；在教学过程中注意纵向连贯和横向配合，循序渐进。
（3）充分利用教材中的相关内容，培养学生的独立思考、思维判断等能力，帮助学生了解人际关系、种族歧视、人与自然、生活方式、价值观念等各个方面的相关知识；（4）培养学生使用语言进行思想交流的能力，注重帮助学生结合语言学习文化、提高自身人文修养，提高学生的全方面综合素质。
Lesson Two In the Laboratory综合英语一下册课文,练习语法讲解
Lesson Two In the LaboratorySamuel H. ScudderLearning Guide美国著名昆虫学家塞缪尔?斯卡德记叙了多年前他初进哈佛读书，在阿加西斯教授的实验室学习的一段难忘的经历：一条作标本的鱼，竟让他用肉眼整整观察了三天。
然而他所学到的东西使他终身受益。
对学生有问必答、有求必应、事无巨细一概包揽的就是个好老师吗?能把老师的知识全部学到的就是好学生吗?俗话说严师出高徒。
师应严在何处?徒又高在哪里?仔细品味本文，你一定会有所收获。
这篇文章是美国昆虫学家Samuel H.Scudder（1837-1911）回忆读书时，他老师的学术态度，老师的对待科学的严谨态度使他终生受益。
Samuel H.Scudder 在Williams College以及Harvard University受的教育，是他那个时代有名的昆虫学家。
一、词汇boratory n. 实验室缩写为 lab2. enroll v. 登记，注册3.reach v. 伸手取4.specimen n. 标本，样品5.alcohol n. 酒精6. disappointed adj. 失望的，沮丧的7.disappointment n. 失望，沮丧8. gaze v. 凝视，盯着9. challenging adj. 有挑战性的10. unpleasant adj. 讨厌的，使人不愉快的11. set v. 着手；决心12. disgusting adj. 十分讨厌的，令人恶心的13. ghastly adj. 苍白的，死人一般的14. beneath prep. 在…下面15.sideways adv. adj. 侧面的；横向的16. magnifying glass n. 放大镜17. instrument n. 仪器，器械18. limited adj. 受限制的，有限的19.field n. 范围，领域20. desperation n. 绝望21.scale n. （鱼、蛇等的）鳞，鳞片22.nonsense n. 无意义的行为23.strike v. （一种想法）突然产生24.feature n. 特点，特征25.creature n. （包括人类的）生物，动物26.encouraging adj. 激励的，振奋人心的27.attentively adv. 专心地，聚精会神地28.brief adj. 简洁的，简短的29.air n. 神态，样子30.earnestly adv. 认真地31. visible 可见的，看得见的32.plainly adv. 明白地，易懂地33.misery n. 苦恼，痛苦，不幸34.wretched adj. 讨厌的，悲惨的，可怜的35.criticism n. 批评36.close n. 终结，结束37.inquire v. 询问38.next best adj. 次好的，居第二位的39.disconcerting adj. 令人紧张的，使人心慌的40.account n. 说明，解说；报告41.reassuring adj. 使人放心的，给人打气的42.symmetrical adj. 对称的43.paired adj. 成对的44.thoroughly adv. 完全地，彻底地45. repay v. 回报，偿还46.wakeful adj. 不眠的，睡不着的47.most adv. 非常，很，极48.enthusiastically adv. 热情地，热心地49.point n. 特征，品质50.artificial adj. 人造的，人工的51.aid n. 辅助器具52.repeat v. 重说；重做53.similarity n. 相似之处54.family n. （生物）科55. part v. 使分开，分离56. part with 丢掉，卖掉，放弃57.observe v. 观察，注意到58.orderly adj. 有秩序的，有条理的59.arrangement n. 排列；安排60.urge v. 驱策；激励；推动61.connection n. 联系；关系62.in connection with 与……相关联w n. 规律二、课文分析Page 28 Para. 11. I entered Professor Agassiz's laboratory, and told him I had enrolledmy namein the Scientific School as a student of natural history.我进入阿加西教授的实验室，告诉他，我已经注册成为自然科学院的一名生物学的学生。
最新综合英语(一)课文翻译练习及答案Lesson02
Lesson Two[hænz]ˈkrɪstʃən][ˈændəsən] [oʊn][ˈfɛri tel]Hans Christian Andersen’s Own Fairy Tale (I)[ˈdɑnəld] [luˈiz]Donald and Louise Peattie第2课汉斯·克里斯琴·安徒生自己的童话(1)唐纳德·皮蒂和路易丝·皮蒂[əˈpɒn] ['denmɑ:rk]1 Once upon a time there was a poor boy who lived in Denmark. His father, a shoemaker, had died, and his mother had married again.1从前，在丹麦有一个可怜的小男孩。
他的父亲是一名鞋匠，已经去世，而他的母亲改了嫁。
once upon a time 很久以前2 One day the boy went to ask a favor of the Prince of Denmark. When the Prince asked him what he wanted,ˈpoʊətri] ['θɪətə]the boy said, “I want to write plays in poetry and to act at the Royal Theater.”The Prince looked at the boy,atˈsɛnsəbəl]his big hands and feet, at his big nose and large serious eyes, and gave a sensible answer. “It is one thing to act in plays, another to write them. I tell you this for your own good; learn a useful trade like shoemaking. “2一天，这个男孩去向丹麦王子请求帮助。
01大学英语一级《新世纪大学英语》综合教程 Book 1 课文结构示意图 Lesson 1-4 全部 学生版
College English: An Integrated Course Book I《新世纪大学英语综合教程》第一册Lesson 1 Unit 1 Text B （A Narrative Essay 记叙文）Learning to Read 学会阅读I. Text Structure 课文结构示意图II. Oral Homework on the Text 课文口头作业1.Recitation. 重述课文。
2. Group activities. 小组活动。
What We Can Do to Improve Human Relationships ？如何改善人际关系？I. Text Structure 课文结构示意图II. Oral Homework on the Text 课文口头作业1. Retell one of the five stories in the textbook. 重述课文中的一个故事。
2. Tell another story and then add your comment. 另外讲一个故事，然后说明其中的道理。
Secrets of Straight-A Students 全优生的奥秘I ．Text Structure 课文结构示意图II. Oral Homework on the Text 课文口头作业1. Recitation. 重述课文。
2. Introduce your own good study habits. 介绍自己的几种好的学习方法或习惯。
3. Interview one or two top students and dig out their “secrets” to be an outstanding student. 采访一两个学霸，请他们介绍他们成为学霸的“秘诀”。
Lesson 4 Unit 3 Text A (An Exposition 说明文)Personality Development 个性发展I. Text Structure 课文结构示意图II. Oral Homework on the Text 课文口头作业1. Recitation. 重述课文。
Lesson Two In the Laboratory
Lesson Two In The LaboratoryOral WorkAnswer the questions on the text P42-431. A: Yes, he did.He was especially pleased by the fact that Scudder was eager to learn and wanted to begin right away.2. A: The professor told his student to look at a fish from a huge jar of specimens and then describe to him what he had seen in the fish.Professor Agassiz’s first assignment for Scudder is to look at a fish from a huge jar of specimens and then describe to him what he had seen in the fish.3. A: No, he didn’t.Because he thought that gazing at a fish was not challenging enough, and besides, the alcohol had a very unpleasant smell.Scudder didn’t find his first assignment exciting and challenging because he thought that gazing at a fish was not challenging enough and the alcohol had a very unpleasant smell.4. A: He wanted his student learn how to observe things carefully with his own eyes.The professor forbid Scudder to use any artificial aids because he wanted his student to learn how to observe things carefully with his own eyes.5.A: No, he didn’t.At first he didn’t look very carefully, so after ten minutes he thought that he had seen all that he could see in the fish. He went to look for the Professor, but couldn’t find him. He went back to the laboratory, and unwillingly began to look at the fish again.6. A: His attitude began to change when he started to draw the fish and found new features which he had not discovered before.Scudder began to change his attitude towards observing that fish when he started to draw the fish and found new features which he had not discovered before.7. A: He was very pleased. He encouraged the student and said that drawing was a good way of observing things.Scudder observed the most visible feature of the fish was that the fish had symmetrical sides with paired organs.8. A: Because Scudder didn’t even notice one of the most visible features of the fish. He thoughtthis feature was very easy to see.9.A: Yes, he did, on the next morning.It was that the fish had symmetrical sides with paired organs.10. A: For three long days.11. A: He told him to look at another fish of the same family, and point out the similarities and differences between the two fish.12. A: He thought what he learned in Professor Agassiz’s laboratory was very important andhelpful in his later studies. He thought this lesson was too valuable to part with.Scudder learned from his first lesson how to observe facts and their orderly arrangement and how to connect them to some general law.Speak on either of the topics. P431.Give an example to show Prof. Agassiz was a good teacher.The professor was a good teacher. The day Scudder began his studies in his laboratory, he told him to look at a fish. When he found Scudder drawing a fish, he was pleased and encouraged the student. But when Scudder was unable to point out the most visible features after observing the fish for along time, he criticized him. Professor Agassiz knew when to encourage and when to criticize his student.2.Give an example to show that Samuel Scudder was a good student.Scudder was a very eager to learn and was ready to begin his studies at once. The first day he was in the laboratory the Professor asked him when he wanted to begin, he said” at once”.And his answer pleased the professor.Written Work P43When Professor Agassiz told Scudder to look at a fish, Scudder was disappointed because he thought the job was too easy. After ten minutes he thought he had seen all that could be seen in the fish. As he did not know what to do next, he began to draw the fish and saw new features. But when he told the Professor what he had discovered, the Professor criticized him. He said that Scudder had not looked very carefully and that he hadn’t even seen the most visible feature. As Scudder continued his observation, he discovered one new thing after another and saw how correct the Professor’s criticism had been. For three days the Professor told him to look at the same fish. Then the Professor put a second fish of the same group beside the first, and told him to point out the similarities and differences between them. Then another, another and another followed. Scudder finally learned how to observe facts. He thought that that was the best lesson he had ever had.当阿加西斯教授叫斯卡德去观察鱼的时候，斯卡德非常失望因为他想这项工作太容易了。
新标准大学英语(第二版)综合教程1答案截图及课文翻译U2
第一只牡蛎1 “来，尝尝这个，这个好吃，”我父亲一边说一边在我的鼻子前晃动着一只牡蛎。
2 我皱起眉头，说：“我不吃，我不喜欢吃这个。
”3 “胡说，你没尝过怎么知道不喜欢吃。
”他跟我论理，“把它放进嘴里，品尝一下大西洋的味道。
”4 我想他说得对，可是有时候有些东西你只要看一眼就知道喜不喜欢。
坦率地说，我觉得牡蛎看起来挺恶心的。
5 这座饭店坐落在法国一个海滨旅游胜地。
这时侍者不仅端上了一客分量极大的海鲜——螃蟹、对虾、大龙虾及各种贝类都堆在一起，还拿来了一瓶放在冰篮子里的白葡萄酒。
我母亲正忙着购物，于是我父亲就决定带我——他十岁的儿子——去吃午饭。
他要让我体验生命里一件重要的事情，一件对我父亲来说与成年一样重要的事：我的第一只牡蛎。
6 第一个吃牡蛎的男人到底是怎么想的呢？我说“男人”是因为女人肯定不会这么傻吧？“噢，我有点饿了，我们来瞧瞧这个石坑……嗯，我觉得它看起来挺好吃的！”好像不太可能。
父亲的话听起来更像是男生式的挑战。
“来，你尝尝这只牡蛎，我来尝尝这块油滋滋的咸肉三明治，让我们看看谁吃得更开心！”7 外面，天空灰蒙蒙的，海面上刮来一阵强风。
天气看起来和我的心情一样阴郁。
没有希望，只感觉饿，只担心失去纯真，因为我意识到这第一只牡蛎我今天非吃不可了。
8 “我能吃炸鱼和薯条吗？”我满怀希望地问。
我突然想吃我最爱吃的菜。
9 “当然不行！他们这儿没有炸鱼和薯条，只有这地方最上等的海鲜，在这方圆几英里之内你找不到更好的海鲜了。
”他边回答边给自己又倒了一杯酒。
“好啦，别抱怨了，就给我尝一只牡蛎，然后你就可以吃些好吃、顺口的东西，比如对虾加黄油面包。
”他提议说。
整顿饭中，他的话中第一次有了妥协的意思。
10 但是，尽管清晰地感觉到了他的妥协——只有一个十岁的男孩才有这样的感觉，我仍然明白这妥协包含着吃掉那只牡蛎，那只放在我父亲的盘子边上的牡蛎。
11 我父亲继续吃着那一堆海鲜。
他盘子里放着一大堆被丢弃的龙虾爪，盘子边上放着一套工具，用来敲开蟹壳，剔出哪怕一丁点儿的蟹肉。
综合英语(第一册下)
clean up
打扫干净
(be) contrary to
与……相反
do harm (to)
伤害，对……有害
go by
(时间)流逝
hold water
合理，有条理
look down on
看不起
make up one's mind
决心(做某事)
no matter how
v．使害怕，使惊吓
gape
v．目瞪口呆地盯着
hard of hearing
听力不好
haul
v．(用卡车)运送；拉，拖
hearing
n．听力，听觉
housecoat
n．(女子在家穿的)宽松长袍
human
adj．有人性的
indoors
adv．在室内，在家中
in-laws
n．(复)姻亲(无血缘关系的亲戚)
使某人做某事
stand for
代表
swoop down on
向……突然袭击
trip sb. up
使某人出错，使露出破绽
turn up
出现
adult
n．成人
backyard
n．后院
barrel
n．桶，(尤指)大木桶
boast
v．自夸，自吹自擂
civilized
adj．有礼貌的；文明的
visible
adj．可见的，看得见的
wakeful
adj．(夜间)不眠的，睡不着的；(人)醒着的
wretched
adj．讨厌的；悲惨的，可怜的
综合英语(一)下册课文&翻译
综合英语（一）下Lesson OneThe Story of an HourKate ChopinLearning Guide一位已婚女士闻其丈夫惨死于火车事故，不顾自己衰弱的心脏能否经受得住，当即入放声痛哭，随后又不顾亲友的劝告将自己锁在屋内。
她推开窗子，迎来外面雨后的一片春意盎然。
那充满生机的景象突然唤醒了长期隐藏在她心底深处的愿望，她感到了身心从未有过的自由。
正当她憧憬着未来的自由时……1They knew that Louise Mallard had a weak heart. So they broke the bad news gently. Her husband, Brently, was dead.他们知道路易丝·马拉德的心脏不太好，所以把坏消息告诉她时非常小心。
她的丈夫布伦特里死了。
2“There was a train accident, Louise,” said her sister Josephine, quietly.3Her husband's friend, Richards, brought the news, but Josephine told the story. She spoke in broken sentences.4“Richards… was at the newspaper office. News of the accident came. Louise… Louise, Brently's name was on the list. Brently…was killed, Louise.”“出了一次火车事故，路易丝。
”姐姐约瑟芬轻声说道。
带来消息的是她丈夫的朋友理查兹，但告诉她的是约瑟芬。
约瑟芬在讲述时语不成句。
“理查兹当时正在报社，消息传了过来。
路易丝……路易丝，死者的名单上有布伦特里的名字。
布伦特里……遇难了，路易丝。
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Lesson Two In the LaboratorySamuel H. ScudderLearning Guide美国著名昆虫学家塞缪尔?斯卡德记叙了多年前他初进哈佛读书，在阿加西斯教授的实验室学习的一段难忘的经历：一条作标本的鱼，竟让他用肉眼整整观察了三天。
然而他所学到的东西使他终身受益。
对学生有问必答、有求必应、事无巨细一概包揽的就是个好老师吗?能把老师的知识全部学到的就是好学生吗?俗话说严师出高徒。
师应严在何处?徒又高在哪里?仔细品味本文，你一定会有所收获。
这篇文章是美国昆虫学家Samuel H.Scudder（1837-1911）回忆读书时，他老师的学术态度，老师的对待科学的严谨态度使他终生受益。
Samuel H.Scudder 在Williams College以及Harvard University受的教育，是他那个时代有名的昆虫学家。
一、词汇boratory n. 实验室缩写为 lab2. enroll v. 登记，注册3.reach v. 伸手取4.specimen n. 标本，样品5.alcohol n. 酒精6. disappointed adj. 失望的，沮丧的7.disappointment n. 失望，沮丧8. gaze v. 凝视，盯着9. challenging adj. 有挑战性的10. unpleasant adj. 讨厌的，使人不愉快的11. set v. 着手；决心12. disgusting adj. 十分讨厌的，令人恶心的13. ghastly adj. 苍白的，死人一般的14. beneath prep. 在…下面15.sideways adv. adj. 侧面的；横向的16. magnifying glass n. 放大镜17. instrument n. 仪器，器械18. limited adj. 受限制的，有限的19.field n. 范围，领域20. desperation n. 绝望21.scale n. （鱼、蛇等的）鳞，鳞片22.nonsense n. 无意义的行为23.strike v. （一种想法）突然产生24.feature n. 特点，特征25.creature n. （包括人类的）生物，动物26.encouraging adj. 激励的，振奋人心的27.attentively adv. 专心地，聚精会神地28.brief adj. 简洁的，简短的29.air n. 神态，样子30.earnestly adv. 认真地31. visible 可见的，看得见的32.plainly adv. 明白地，易懂地33.misery n. 苦恼，痛苦，不幸34.wretched adj. 讨厌的，悲惨的，可怜的35.criticism n. 批评36.close n. 终结，结束37.inquire v. 询问38.next best adj. 次好的，居第二位的39.disconcerting adj. 令人紧张的，使人心慌的40.account n. 说明，解说；报告41.reassuring adj. 使人放心的，给人打气的42.symmetrical adj. 对称的43.paired adj. 成对的44.thoroughly adv. 完全地，彻底地45. repay v. 回报，偿还46.wakeful adj. 不眠的，睡不着的47.most adv. 非常，很，极48.enthusiastically adv. 热情地，热心地49.point n. 特征，品质50.artificial adj. 人造的，人工的51.aid n. 辅助器具52.repeat v. 重说；重做53.similarity n. 相似之处54.family n. （生物）科55. part v. 使分开，分离56. part with 丢掉，卖掉，放弃57.observe v. 观察，注意到58.orderly adj. 有秩序的，有条理的59.arrangement n. 排列；安排60.urge v. 驱策；激励；推动61.connection n. 联系；关系62.in connection with 与……相关联w n. 规律二、课文分析Page 28 Para. 11. I entered Professor Agassiz's laboratory, and told him I had enrolledmy namein the Scientific School as a student of natural history.我进入阿加西教授的实验室，告诉他，我已经注册成为自然科学院的一名生物学的学生。
A. enroll one's name 注册某人的名字；B. the Scientific School:自然科学院C. natural history: 生物学：the study of plants and animalsPage 28 Para. 22. "When do you wish to begin?"你想什么时候开始？Page 28 Para. 33."Now," I replied.Page 28 Para. 44. This seemed to please him, and with an energetic "Very well!" hereached from a shelf a huge jar of specimens in yellow alcohol.这似乎让他很高兴，（于是）他精神饱满地说了一句"好极了！"，就伸手从架子上取下一只大瓶子，里面的黄色酒精中浸泡着标本。
A. seem to do sth. 好像…B. With an energetic “very well”是 with 复合结构，做状语，修饰后面的动词reachedC reach 伸手拿D a huge jar 大瓶子】E specimen 标本样品5. "Take this fish," he said, "and look at it; by and by I will ask whatyou have seen." With that he left me.A． by and by : before long, soon 过一会，不久e.g. By and by the clouds disappeared.乌云不久便消散了。
B with that :说完那些话6.I was disappointed, for gazing at a fish did not seem to be challengingenough to an eager student,我感到很失望。
因为对一个求知欲强的学生来说，光是目不转睛地盯着一条鱼似乎不能足以发挥其才能。
A for 引导一个并列句，为前面的失望提供依据（原因）B gazing at a fish 是动名词短语，作主语。
7.and the alcohol had a very unpleasant smell. But I said nothing andbegan to work immediately. 而且那酒精有一股难闻的气味。
但是我什么也没说，马上就开始工作了。
A And 引出另一个并列从句，意思是“而且，此外尚有…”Page 29 Para. 68..In ten minutes I had seen all that could be seen in the fish, and startedto look for the Professor---who had, however, left.不出十分钟，我把那条鱼身上能看到地东西全看完了。
然后就开始寻找教授。
然而，他已经走了。
A all that could be seen in the fish. All表示鱼身上能看到的所有东西。
当定语从句修饰的词（先行词）为不定代词时，定语从句的关系代词用that 不用which9. Half an hour passed---an hour ----another hour; the fish began to lookdisgusting.半小时过去了，一个小时又一个小时的过去了。
这条鱼开始看起来令人恶心。
A look 联系动词后面接形容词（分词也是形容词）作表语10.I turned it over and around; looked it in the face---- ghastly; frombehind, beneath, above, sideways-----just as ghastly.我把鱼翻来翻去，瞧瞧头部——怪可怕的；再从后面看，从下面、上面、侧面看，——也是怪可怕的。
A turn over and round 翻过来翻过去B look sb./sth. in the face / eyes : 正视（某人或某事）11. I must not use a magnifying glass, nor instruments of any kind. Justmy two hands, my two eyes, and the fish: it seemed a most limited field of study.我不能使用放大镜，不能使用任何类型的仪器。
就用我的一双手，两只眼睛看着这条鱼这个研究范围似乎太狭窄了。
A must not 不许，禁止一定不要，表示强烈的阻止。
B most: very12. With a feeling of desperation again I looked at that fish. I pushed my finger down its throat to feel how sharp the teeth were.带着无可奈何的心情，我再次去看那条鱼。
我把手指头伸进它的喉咙去感受一下它牙齿有多锋利。
14.I began to count the scales in the different rows, until I was convinced that was nonsense.我开始数一行行的鱼鳞，直到我确信这样做毫无意义。
A. row: 横排 queue :纵列，队伍（手写板）B. be convinced …确信…15. At last a happy thought struck me --- I would draw the fish; and now with surprise I began to discover new features in the creature. Just then the Professor returned.最后我突然有一个令人愉快的想法我可以把鱼画出来；令我惊奇的是我开始在那家伙身上发现新的特征。