大学英语自学教程(上)-2
大学英语自学教程(上下)讲义
视频互动讲义二解惑：★set about：出发，开始，着手set aside：拒绝，忽视，挑出set back：推迟，阻碍set down：卸下，记下，放下set forth：阐明，陈述★set off：出发，引起，使发生★set out(to do)：打算，着手set up：建立，树立，资助lonely：形容词，寂寞的，孤单的；★alone：形容词，独自一人的；副词，独立，仅仅。
late：形容词，迟的，晚的；lately：副词，最近，不久前,later 随后，稍后对于单词词性和词组含义上的比较及用法上的区别，希望大家能点滴积累，脚踏实地地强行记忆，这对战胜英语二极为有利。
一、第三单元重点内容回顾Text A1.not any(no) longer：注意词组含义和any的用法。
2.★weak----weaken：注意词性转换，同时关注主、被动含义。
3.help sb. do(with)：注意后面用原形动词。
4.be affected with：注意词组含义。
5.recover----recovery：注意词性上的转换。
6.permit----permission：注意词性上的转换。
7.technique----technical----technically----★technician：注意词性上的转换。
8.legal(ly)----illegal(ly)：注意词意反差。
(in law/out of law)9.★carry out：注意词组含义，总结与carry有关的词组。
10.★in addition to----in addition：注意词组在含义，完型与词汇常考。
11.c are(careless) for：注意词组含义。
12.★★oppose to=object to=against：注意含义，to后应用动名词形式。
13.s hort----★shorten----shortening：注意词性转换。
自考英语二课文（大学英语自学教程上册）.pdf
大学英语自学教程（上）电子版大学英语自学教程(上)01-A. How to be a successful language learner?“Learning a language is easy, even a child can do it!”Most adults who are learning a second language would disagree with this statement. For them, learning a language is a very difficult task. They need hundreds of hours of study and practice, and even this will not guarantee success for every adult language learner.Language learning is different from other kinds of learning. Some people who are very intelligent and successful in their fields find it difficult to succeed in language learning. Conversely, some people who are successful language learners find it difficult to succeed in other fields.Language teachers often offer advice to language learners: “Read as much as you can in the new language.”“Practice speaking the language every day. ”“Live with people who speak the language.”“Don’t translate-try to think in the new language.”“Learn as a child would learn; play with the language.”But what does a successful language learner do? Language learning research shows that successful language learners are similar in many ways.First of all, successful language learners are independent learners. They do not depend on the book or the teacher; they discover their own way to learn the language. Instead of waiting for the teacher to explain, they try to find the patterns and the rules for themselves. They are good guessers who look for clues and form their own conclusion s. When they guess wrong, they guess again. They try to learn from their mistakes.Successful language learning is active learning. Therefore, successful learners do not wait for a chance to use the language; they look for such a chance. They find people who speak the language and they ask these people to correct them when they make a mistake. They will try anything to communicate. They are not afraid to repeat what they hear or to say strange things; they are willing to make mistakes and try again. When communication is difficult, they can accept information that is inexact or incomplete. It is more important for them to learn to think in the language than to know the meaning of every word.1大学英语自学教程（上）电子版Finally, successful language learners are learners with a purpose. They want to learn the language because they are interested in the language and the people who speak it. It is necessary for them to learn the language in order to communicate with these people and to learn from them. They find it easy to practice using the language regularly because they want to learn with it.What kind of language learner are you? If you are a successful language learner, you have probably been learning independently, actively, and purposefully. On the other hand, if your language learning has been less than successful, you might do well to try some of the techniques outlined above.01-B. LanguageWhen we want to tell other people what we think, we can do it not only with the help of words, but also in many other ways. For instance, we sometimes move our heads up and down when we want to say "yes” and we move our head s from side to side when we want to say "no." People who can neither hear nor speak (that is, deaf and dumb people) talk to each other with the help of their fingers. People who do not understand each other's language have to do the same. The following story shows how they sometimes do it.An Englishman who could not speak Italian was once traveling in Italy. One day he entered a restaurant and sat down at a table. When the waiter came, the Englishman opened his mouth, put his fingers in it, took them out again and moved his lips. In this way he meant to say, "Bring me something to eat." The waiter soon brought him a cup of tea. The Englishman shook his head and the waiter understood that he didn't want tea, so he took it away and brought him some coffee. The Englishman, who was very hungry by this time and not at all thirsty, looked very sad. He shook his head each time the waiter brought him something to drink. The waiter brought him wine, then beer, then soda-water, but that wasn’t food, of course. He was just going to leave the restaurant when another traveler came in. When this man saw the waiter, he put his hands on his stomach. That was enough: in a few minutes there was a large plate of macaroni and meat on the table before him.As you see, the primitive language of signs is not always very clear. The language of words is much more exact.2大学英语自学教程（上）电子版Words consist of sounds, but there are many sounds which have a meaning and yet are not words. For example, we may say "Sh-sh-sh” when we mean "keep silent.” When babi es laugh, we know they are happy, and when they cry, we know they are ill or simply want something.It is the same with animals. When a dog says “G-r-r” or a cat says "F-f-f” we know they are angry.But these sounds are not language. Language consists of words which we put together into sentences. But animals can not do this: a dog can say “G-r-r” when he means "I am angry,” but he cannot say first "I” and then "am” and then "angry.” A parrot can talk like a man; it can repeat whole sentences and knows what they mean. We may say that a parrot talks, but cannot say that it really speaks, because it cannot form new sentences out of the words it knows. Only man has the power to do this.02-A. Taxes, Taxes, and More TaxesAmericans often say that there are only two things a person can be sure of in life: death and taxes, Americans do not have a corner on the "death" market, but many people feel that the United States leads the world with the worst taxes.Taxes consist of the money which people pay to support their government. There are generally three levels of government in the United States: federal, state, and city; therefore, there are three types of taxes.Salaried people who earn more than a few thousand dollars must pay a certain percentage of their salaries to the federal government. The percentage varies from person to person. It depends on their salaries. The federal government has a graduated income tax, that is, the percentage of the tax (14 to 70 percent) increases as a person's income increases. With the high cost of taxes, people are not very happy on April 15, when the federal taxes are due.The second tax is for the state government: New York, California, North Dakota, or any of the other forty-seven states. Some states have an income tax similar to that of the federal government. Of course, the percentage for the state tax is lower. Other states have a sales tax, which is a percentage charged to any item which you buy in that state. For example, a person3大学英语自学教程（上）电子版might want to buy a packet of cigarettes for twenty-five cents. If there is a sales tax of eight percent in that state, then the cost of the cigarettes is twenty-seven cents. This figure includes the sales tax. Some states use income tax in addition to sales tax to raise their revenues. The state tax laws are diverse and confusing.The third tax is for the city. This tax comes in two forms: property tax (people who own a home have to pay taxes on it) and excise tax, which is charged on cars in a city. The cities use these funds for education, police and fire departments, public works and municipal buildings.Since Americans pay such high taxes, they often feel that they are working one day each week just to pay their taxes. People always complain about taxes. They often protest that the government uses their tax dollars in the wrong way. They say that it spends too much on useless and impractical programs. Although Americans have different views on many issues, they tend to agree on one subject: taxes are too high.02-B. AdvertisingAdvertising is only part of the total sales effort, but it is the part that attracts the most attention. This is natural enough because advertising is designed for just that purpose. In newspapers, in magazines, in the mail, on radio and television, we constantly see and hear the messages for hundreds of different products and services. For the most part, they are the kinds of things that we can be persuaded to buy – food and drinks, cars and television sets, furniture and clothing, travel and leisure time activities.The simplest kind of advertising is the classified ad. Every day the newspapers carry a few pages of these ads; in the large Sunday editions there may be several sections of them. A classified ad is usually only a few lines long. It is really a notice or announcement that something is available.Newspapers also carry a large amount of display advertising. Most of it is for stores or for various forms of entertainment. Newspapers generally reach an audience only in a limited area. To bring their message to a larger audience, many who want to put out their ads use national magazines. Many of the techniques of modern advertising were developed in magazine ads. The use of bright colors, attractive pictures, and short messages is all characteristic of magazine ads. The most important purpose is to catch the eye. The message itself is usually short, often no4大学英语自学教程（上）电子版more than a slogan which the public identifies with the product.The same techniques have been carried over into television advertising. Voices and music have been added to color and pictures to catch the ear as well as the eye. Television ads are short –usually only 15,30, or 60 seconds, but they are repeated over and over again so that the audience sees and hears them many times. Commercial television has mixed entertainment and advertising. If you want the entertainment, you have to put up with the advertising-and millions of people want the entertainment.The men and women in the sales department are responsible for the company’s advertising, They must decide on the audience they want to reach. They must also decide on the best way to get their message to their particular audience. They also make an estimate of the costs before management approves the plan. In most large companies management is directly involved in planning the advertising.03-A. The Atlantic OceanThe Atlantic Ocean is one of the oceans that separate the Old World from the New. For centuries it kept the Americas from being discovered by the people of Europe.Many wrong ideas about the Atlantic made early sailors unwilling to sail far out into it. One idea was that it reached out to "the edge of the world." Sailors were afraid that they might sail right off the earth. Another idea was that at the equator the ocean would be boiling hot.The Atlantic Ocean is only half as big as the Pacific, but it is still very large. It is more than 4,000 miles (6,000 km) wide where Columbus crossed it. Even at its narrowest it is about 2, 000 miles (3,200 km) wide. This narrowest place is between the bulge of south America and the bulge of Africa.Two things make the Atlantic Ocean rather unusual. For so large an ocean it has very few islands. Also, it is the world's saltiest ocean.There is so much water in the Atlantic that it is hard to imagine how much there is. But suppose no more rain fell into it and no more water was brought to it by rivers. It would take the ocean about 4,000 years to dry up. On the average the water is a little more than two miles (3.2 km) deep, but in places it is much deeper. The deepest spot is near Puerto Rico. This "deep"5大学英语自学教程（上）电子版30, 246 feet - almost six miles (9.6 km).One of the longest mountain ranges of the world rises the floor of the Atlantic. This mountain range runs north and south down the middle of the ocean. The tops of a few of the mountains reach up above the sea and make islands. The Azores are the tops of peaks in the mid-Atlantic mountain range.Several hundred miles eastward from Florida there is a part of the ocean called the Sargasso Sea. Here the water is quiet, for there is little wind. In the days of sailing vessels the crew were afraid they would be becalmed here. Sometimes they were.Ocean currents are sometime called "rivers in the sea." One of these "river" in the Atlantic is called the Gulf Stream. It is a current of warm water. Another is the Labrador Current - cold water coming down from the Arctic. Ocean currents affect the climates of the lands near which they flow.The Atlantic furnishes much food for the people on its shores. One of its most famous fishing regions, the Grand Banks, is near Newfoundland.Today the Atlantic is a great highway. It is not, however, always a smooth and safe one. Storms sweep across it and pile up great waves. Icebergs float down from the Far North across the paths of ships.We now have such fast ways of traveling that this big ocean seems to have grown smaller. Columbus sailed for more than two months to cross it. A fast modern steamship can make the trip in less than four days. Airplanes fly from New York to London in only eight hours and from South America to Africa in four!03-B. The MoonWe find that the moon is about 239,000 miles (384,551km) away from the earth, and, to within a few thousand miles, its distance always remains the same. Yet a very little observation shows that the moon is not standing still. Its distance from the earth remains the same, but its direction continually changes. We find that it is traveling in a circle - or very nearly a circle - round the earth, going completely round once a month, or, more exactly, once every 27 1/3 days. It is our nearest neighbour in space, and like ourselves it is kept tied to the earth by the earth's6大学英语自学教程（上）电子版gravitational pull.Except for the sun, the moon looks the biggest object in the sky. Actually it is one of the smallest, and only looks big because it is so near to us. Its diameter is only 2, 160 miles (3,389 km), or a little more than a quarter of the diameter of the earth.Once a month, or, more exactly, once every 29 1/2 days, at the time we call "full moon," its whole disc looks bright. At other times only part of it appears bright, and we always find that this is the part which faces towards the sun, while the part facing away from the sun appears dark. Artists could make their pictures better if they kept in mind -- only those parts of the moon which are lighted up by the sun are bright. This shows that the moon gives no light of its own. It merely reflects the light of the sun, like a huge mirror hung in the sky.Yet the dark part of the moon’s surface is not absolutely black; generally it is just light enough for us to be able to see its outline, so that we speak of seeing "the old moon in the new moon's arms." The light by which we see the old moon does not come from the sun, but from the earth. we knows well how the surface of the sea or of snow, or even of a wet road, may reflect uncomfortably much of the sun's light on to our faces. In the same way the surface of the whole earth reflects enough of the sun's light on to the face of the moon for us to be able to see the parts of it which would otherwise be dark.If there were any inhabitants of the moon, they would see our earth reflecting the light of the sun, again like a huge mirror hung in the sky. They would speak of earthlight just as we speak of moonlight. "The old moon in the new moon's arms" is nothing but that part of the moon's surface on which it is night, lighted up by earth light. In the same way, the lunar inhabitants would occasionally see part of our earth in full sunlight, and the rest lighted only by moonl ight; they might call this "the old earth in the new earth's arms.”04-A. Improving Your MemoryPsychological research has focused on a number of basic principles that help memory: meaningfulness, organization, association, and visualization. It is useful to know how these principles work.Meaningfulness affects memory at all levels. Information that does not make any sense to7大学英语自学教程（上）电子版you is difficult to remember. There are several ways in which we can make material more meaningful. Many people, for instance, learn a rhyme to help them remember. Do you know the rhyme “Thirty days has September, April, June, and November…? ” It helps many people remember which months of the year have 30 days.Organization also makes a difference in our ability to remember. How useful would a library be if the books were kept in random order? Material that is organized is better remembered than jumbled information. One example of organization is chunking. Chunking consists of grouping separate bits of information. For example, the number 4671363 is more easily remembered if it is chunked as 467,13,63. Categorizing is another means of organization. Suppose you are asked to remember the following list of words: man, bench, dog, desk, woman, horse, child, cat, chair. Many people will group the words into similar categories and remember them as follows: man, woman, child; cat, dog, horse; bench, chair, desk. Needless to say, the second list can be remembered more easily than the first one.Association refers to taking the material we want to remember and relating it to something we remember accurately. In memorizing a number, you might try to associate it with familiar numbers or events. For example, the height of Mount Fuji in Japan - 12, 389 feet - might be remembered using the following associations: 12 is the number of months in the year, and 389 is the number of days in a year(365) added to the number of months twice (24).The last principle is visualization. Research has shown striking improvements in many types of memory tasks when people are asked to visualize the items to be remembered. In one study, subjects in one group were asked to learn some words using imagery, while the second group used repetition to learn the words. Those using imagery remembered 80 to 90 percent of the words, compared with 30 to 40 percent of the words for those who memorized by repetition. Thus forming an integrated image with all the information placed in a single mental picture can help us to preserve a memory.04-B. Short-term MemoryThere are two kinds of memory: shore-term and long-term. Information in long-term memory can be recalled at a later time when it is needed. The information may be kept for days8大学英语自学教程（上）电子版mistakes on words that sound alike; students with a higher proficiency made more of their mistakes on words that have the same meaning. Henning’s results suggest that beginning students hold the sound of words in their short-term memory, while advanced students hold the meaning of words in their short-term memory.05-A. Fallacies about FoodMany primitive peoples believed that by eating an animal they could get some of the good qualities of that animal for themselves. They thought, for example, that eating deer would make them run as fast as the deer. Some savage tribes believed that eating enemies that had shown bravery in battle would make them brave. Man-eating may have started because people were eager to become as strong and brave as their enemies.Among civilized people it was once thought that ginger root by some magical power could improve the memory. Eggs were thought to make the voice pretty. Tomatoes also were believed to have magical powers. They were called love apples and were supposed to make people who ate them fall in love.Later another wrong idea about tomatoes grew up - the idea that they were poisonous. How surprised the people who thought tomatoes poisonous would be if they could know that millions of pounds of tomatoes were supplied to soldiers overseas during World War II.Even today there are a great many wrong ideas about food. Some of them are very widespread.One such idea is that fish is the best brain food. Fish is good brain food just as it is good muscle food and skin food and bone food. But no one has been able to prove that fish is any better for the brain than many other kinds of food.Another such idea is that you should not drink water with meals. Washing food down with water as a substitute for chewing is not a good idea, but some water with meals has been found to be helpful. It makes the digestive juices flow more freely and helps to digest the food.10大学英语自学教程（上）电子版Many of the ideas which scientists tell us have no foundation have to do with mixtures of foods. A few years ago the belief became general that orange juice and milk should never be drunk at the same meal. The reason given was that the acid in the orange juice would make the milk curdle and become indigestible. As a matter of fact, milk always meets in the stomach a digestive juice which curdles it; the curdling of the milk is the first step in its digestion. A similar wrong idea is that fish and ice cream when eaten at the same meal form a poisonous combination.Still another wrong idea about mixing foods is that proteins and carbohydrates should never be eaten at the same meal. Many people think of bread, for example, as a carbohydrate food. It is chiefly a carbohydrate food, but it also contains proteins. In the same way, milk, probably the best single food, contains both proteins and carbohydrates. It is just as foolish to say that one should never eat meat and potatoes together as it is to say that one should never eat bread or drink milk.05-B. Do Animals Think?The question has often been asked, Do animals think? I believe that some of them think a great deal. Many of them are like children in their sports. We notice this to be true very often with dogs and cats; but it is true with other animals as well.Some birds are very lively in their sports; and the same is true with some insects. The ants, hardworking as they are, have their times for play. They run races; they wrestle; and sometimes they have mock fights together. Very busy must be their thoughts while engaged in these sports.There are many animals, however, that never play; their thoughts seem to be of the more sober kind. We never see frogs engaged in sport. They all the time appear to be very grave. The same is true of the owl, who always looks as if he were considering some important question.Animals think much while building their houses. The bird searches for what it can use in building its nest, and in doing this it thinks. The beavers think as they build their dams and their houses. They think in getting their materials, and also in arranging them, and in plastering them together with mud. Some spiders build houses which could scarcely have been made except by11大学英语自学教程（上）电子版some thinking creature.As animals think, they learn. Some learn more than others. The parrot learns to talk, though in some other respects it is quite stupid. The mocking bird learns to imitate a great many different sounds. The horse is not long in learning many things connected with the work which he has to do. The shepherd dog does not know as much about most things as some other dogs , and yet he understands very well how to take care of sheep.Though animals think and learn, they do not make any real improvement in their ways of doing things, as men do. Each kind of bird has its own way of building a nest, and it is always the same way. And so of other animals. They have no new fashions, and learn none from each other. But men, as you know, are always finding new ways of building houses, and improved methods of doing almost all kinds of labor.Many of the things that animals know how to do they seem to know either without learning, or in some way which we cannot understand. They are said to do such things by instinct; but no one can tell what instinct is. It is by this instinct that birds build their nests and beavers their dam and huts. If these things were all planned and thought out just as men plan new houses. there would be some changes in the fashions of them, and some improvements.I have spoken of the building instinct of beavers. An English gentleman caught a young one and put him at first in a cage. After a while he let him out in a room where there was a great variety of things. As soon as he was let out he began to exercise his building instinct. He gathered together whatever he could find, brushes, baskets, boots, clothes, sticks, bits of coal, etc., and arranged them as if to build a dam. Now, if he had had his wits about him, he would have known that there was no use in building a dam where there was no water.It is plain that, while animals learn about things by their senses as we do, they do not think nearly as much about what they learn, and this is the reason why they do not improve more rapidly. Even the wisest of them, as the elephant and the dog, do not think very much about what they see and hear. Nor is this all. There are some thing that we understand, but about which animals know nothing. They have no knowledge of anything that happens outside of their own observation. Their minds are so much unlike ours that they do not know the difference between right and wrong.12Comment [zzg6]: No matter how (what, who, when, where ,whether/if)大学英语自学教程（上）电子版young or old, large or small, traditional or modern, every family has a sense of what a family is. It is that feeling of belonging, of love and security that comes from living together, helping and sharing.There are basically two types of families: nuclear families and extended families. The nuclear family usually consists of two parents (mother and father) and their children. The mother and father form the nucleus, or center, of the nuclear family. The children stay in the nuclear family until they grow up and marry. Then form new nuclear families.The extended family is very large. There are often many nuclear families in one extended family. An extended family includes children parents, grandparents, uncles, aunts, and cousins. The members of an extended family are related by blood (grandparent, parents, children, brothers, sisters, etc.) or by marriage (husbands, wives, mothers-in-law, etc). They are all related, so the members of an extended family are called relatives.Traditionally, all the members of an extended family lived in the same area. However, with the change from an agricultural to an industrial society, many nuclear families moved away from the family home in order to find work. In industrial societies today, the members of most nuclear families live together, but most extended families do not live together. Therefore we can say that the nuclear family becomes more important than the extended family as the society industrializes.In post-industrial societies like the United States, even the nuclear family is changing. The nuclear family is becoming smaller as parents want fewer children, and the number of childless families is increasing. Traditionally, the father of a nuclear family earned money for the family while the mother cared for the house and the children. Today more than 50% of the nuclear families in the United States are two-earner families – both the father and the mother earn money for the family – and in a few families the mother earns the money while the father takes care of the house and the children. Many nuclear families are also “splitting up” –more and more parents are getting divorced.What will be the result of this “splitting” of the nuclear family? Social scientists now talk of two new family forms: the single parent family and the remarried family. Almost 20% of all American families are single parent families, and in 85% of these families the single parent is the mother. Most single parents find it very difficult to take care of a family alone, so they soon marry again and form remarried families. As social scientists study these two new family form, they will be able to tell us more about the future of the nuclear family in the post-industrial age.16。
大学英语自学教程(上册0012)课后习题答案[1]
![大学英语自学教程(上册0012)课后习题答案[1]](https://img.taocdn.com/s3/m/c650f829a5e9856a5612607b.png)
IV.1.It fails to produce enough young in each generation to keep pace with the death rate.2.We can tell it from fossil evidence in rocks.3.Extinction means living beings are out of existence.4.Human beings.5.They may get great financial rewards from hunting.6.They hunt animal for trophies.7.The killing of the Canadian seals.8.One way is to remove them to zoos and parks and breed them there.Another way is to protect the animals in the wildlife reserves with ,wardens to look after them.9.We can enjoy ourselves in watching wildlife in natural or near-natural environments.V.1.The natural evrironments in which animals live has been worsening.2.Hunters hunt for their own purpose, regardless of the public living environment.3.There is every likelihood that more animals would be made extinct without natural reserves.4.Countless examples can be given to show that natural environments are being rapidly changed.5.To create the wildlife reserves is another effective way to protect animals.Vocabulary ExercisesI.1.a. special b.specialised c.specially2.a.publicity b.publicise c.public3.a.viariation b.vary c.various4.a.Tourism b.tourists c.tour5.a.survival b.survivors c.survivedII.1.Fossils2.Species3.Tourism4.extinct5.by-product6.offspringpeted 8.fate 9.threat10.paceIII.1.He find it hard to keep pace with the development in physics.2.Now,China can compete with most countries in the world.3.There is every likelihood that we can do better if we work hard.4.More and more people become concerned about our natural environment.5.This warship has been armed with nuclear weapons.6.I will tell you the truth provided you do not disclose it to anyone else.7.We are very happy that he can survive this heart attack.8.The danger can not be ignored that tigers may become extinct in our country.Text BExercises for the TextI.1.F2.T3.F4.T5.T6.T7.F8.F9.F 10.FII.1.somke, fog2.coughing, straining for breath3.lung or heart4.chemicals5.guide6.furnaces7.chemical fumes, water droplets8.temperature inversion9.photochemical smog10.exhaust fumes,nitrogen oxides, subphur dioxide, oil refineriesVocabulary ExercisesI.1.e2.d3.a4.b5.cII.1.B2.A3.D4.C5.AIII.1.exhausted2.conclude3.inversion4.suffering5.strainedGrammar ExercisesI.1.我很少看见她这样不高兴。
大学英语自学教程(上册)课后答案及释义
大学英语自学教程（上册）课后答案及释义UNIT2Unit 2第一部分Text A【课文译文】税、税、还是税美国人常说，人的一生有两件事可以肯定会发生：死亡和税收。
美国人并不垄断死亡市场，但许多人却感到美国以最重的赋税领先于世界。
税指人们为支持政府而缴纳的资金。
在美国通常有三级政府：联邦政府，州政府及市政府，因此就存在三种税。
收入超过几千元的工薪人士必须向联邦政府缴纳一定比率的税金。
这一比率因人而异，取决于各人的工资数。
联邦政府实行累进收入所得税制，也就是说，税率(14%～70%)随个人收入的增加而增加，由于高额税收，人们在4月15日很不愉快，因为这一天是缴纳税款的日子。
第二种税是缴纳给州政府的，这些州包括纽约，加利福尼亚，北达科他以及其他47个州中的任何一个。
一些州的收入所得税的收取办法同联邦政府的相似，当然其税率要低一些。
一些州设有销售税，即对你在该州所购买的任何商品所收的一定比率的税金。
比如，某人想买一包25美分的烟。
如果该州收取8%的销售税，那么买这包烟要花27美分，这一钱数就包括销售税。
一些州利用收入所得税外加销售税的办法来提高税收，各州的税收法规五花八门，令人费解。
第三种税是向市政府缴纳的。
这种税有两种：一种是财产税(拥有房屋的人都必须交税)，另一种是本国消费税，即对城市汽车所征收的税金。
城市将这些资金用于教育、警察和消防部门、公共设施及市政建设。
由于美国人须付高额税金，所以他们经常感到每周有一天纯粹是在为缴税而工作。
人们总是在抱怨税收太高。
他们常常抗议政府滥用他们的税金。
他们说政府将太多的钱花在无用且不符合实际的项目上了。
尽管美国人在很多问题上有不同的看法，但他们在一个话题上的意见总是一致的：税收太高。
【课文难点注释】1．The federal government has a graduated income tax,that is,the percentage of the tax increases as a person's income increases.(Para 3)联邦政府实行累进收入所得税制，也就是说，税率随个人收入的增加而增加。
大学英语自学教程-上册课后练习例句汉译英(汉英对照)
她经常教这些孩子唱英文歌曲。
She often teaches these children to sing English song.♫
31
平均每天有1000名来访者。
On the average, there are 1000 visitors every day.
32
大西洋只有太平洋的一半大，但有4000多英里宽。
54
请给我来一杯啤酒。
Please give me a glass of beer.
55
你叔叔在家里一句话也不说，是不是？
Your uncle says nothing at home, doesn’t he?
56
这些顾客在抱怨些什么？
What are the customers complaining about?
People are always complaining about the rising price.
20
妈妈说他每天花太多的时间看电视。
Mother said that he spent too much time on the TV every day.♫
21
这两种语言在许多方面都不一样。
The two languages are different from each other in many ways.
36
水手们担心他们会遇上坏天气。
The sailors were afraid to meet the bad weather.
37
这座山有泰山的一半高。
The mountain is half as high as Tai mountain.
38
这所学校平均每个班有45人。
大学英语自学教程上册1-10课文及翻译
第一单元课文Aon th e oth er ha ndH ow to Be a Succ essfu l Lan guage Lear ner?怎样成为一名成功的语言学习者"Le arnin g a l angua ge is easy.Even a ch ild c an do it!"“学好一种语言很容易。
连孩子都做得到！”M ost a dults whoare l earni ng asecon d lan guage大多数学习第二语言的成年人wo uld d isagr ee wi th th is st ateme nt.不会同意这一说法。
Forthem,learn ing a lang uageis averydiffi culttask.对于他们来说，学习语言是一项很困难的任务。
The y nee d hun dreds of h oursof st udy a nd pr actic e,他们需要数百小时的学习和练习，andeventhiswillnot g uaran tee s ucces s就是这样也不能保证f or ev ery a dultlangu age l earne r.每一位成年语言学习者都能成功。
Lang uagelearn ing i s dif feren t fro m oth er ki nds o f lea rning. 语言学习不同于基它种类的学习。
somepeopl e who areveryintel ligen t有些很聪明并在自己领域andsucce ssful in t heier fiel ds fi nd it diff icult很有成就的人却发现to succ eed i n lan guage lear ing.学好语言很难。
大学英语自学教程(上下合本)课文英文原文
大学英语自学教程(上下合本)课文英文原文Lesson 1: Introduction to College EnglishIn this first lesson, we will introduce you to the basic structure of the course and provide you with some tips on how to study effectively. We will also discuss the importance of setting goals and creating a study plan.Lesson 2: Grammar BasicsIn this lesson, we will cover the basic rules of English grammar. We will discuss nouns, verbs, adjectives, adverbs, prepositions, and conjunctions. We will also provide you with some examples of how to use these parts of speech in sentences.Lesson 3: Vocabulary BuildingLesson 4: Reading ComprehensionLesson 5: Writing SkillsWriting is an important skill for academic and professional success. In this lesson, we will provide you with some tips on how to improve your writing skills. We will also provide you with some practice exercises to help you develop your writing skills.Lesson 6: Listening SkillsListening is an important skill for learning English. In this lesson, we will provide you with some tips on how toimprove your listening skills. We will also provide you with some practice exercises to help you develop your listening skills.Lesson 7: Speaking SkillsLesson 8: Review and AssessmentWe hope that you find this course helpful and enjoyable. Good luck on your journey to mastering the English language!Lesson 9: Cultural AwarenessLesson 10: Advanced GrammarIn this lesson, we will cover more advanced aspects of English grammar, including verb tenses, modal verbs, and passive voice. We will provide you with examples and exercises to help you understand and practice these grammar points.Lesson 11: Academic WritingAcademic writing is an important skill for success in higher education. In this lesson, we will discuss the structure and conventions of academic writing, including essay organization, citation styles, and plagiarism. We will also provide you with some practice exercises to help you develop your academic writing skills.Lesson 12: Pronunciation and Accent ReductionPronunciation is an important aspect of spoken English. In this lesson, we will discuss the phonetic system ofEnglish and provide you with some tips on how to improve your pronunciation and reduce your accent. We will also provide you with some practice exercises to help you develop your pronunciation skills.Lesson 13: English for Specific PurposesEnglish is used in a wide range of fields, including business, medicine, and law. In this lesson, we will explore some specialized vocabulary and expressions used in these fields. We will also provide you with some practice exercises to help you develop your English skills for specific purposes.Lesson 14: Conversation PracticeLesson 15: Final ProjectLesson 16: Advanced Reading StrategiesLesson 17: Public SpeakingPublic speaking is a valuable skill in many professional settings. In this lesson, we will discuss techniques for effective public speaking, including speech organization, delivery, and audience engagement. We will provide you with opportunities to practice delivering speeches and receive feedback to improve your public speaking skills.Lesson 18: Advanced Listening ComprehensionLesson 19: English for Travel and TourismLesson 20: English for Job InterviewsLesson 21: Advanced Writing TechniquesIn this lesson, we will explore advanced writing techniques, such as persuasive writing, argumentative writing, and creative writing. We will provide you with writingprompts and guidelines to help you develop your writingskills in different genres.Lesson 22: English for Social MediaLesson 23: English for Academic ResearchConducting academic research requires strong English language skills. In this lesson, we will discuss techniquesfor reading and understanding academic articles, as well as how to write research papers and cite sources correctly. Wewill provide you with practice exercises to enhance your academic research skills.Lesson 24: English for International RelationsIf you are interested in pursuing a career ininternational relations, this lesson will be beneficial. Wewill explore the language used in diplomacy, negotiations,and international conferences. We will provide you with examples and exercises to help you develop your Englishskills in this specialized field.Lesson 25: Final ReflectionWe hope that this College English SelfStudy Course has equipped you with the necessary tools and knowledge to excelin your English language abilities. Remember to practiceregularly, seek opportunities for language immersion, and never stop learning. Good luck in all your endeavors!。
自考英语二课后习题答案
《大学英语自学教程》（上册）课后习题答案(珍藏版)Unit 1 (3)Text A (3)Text B (3)Grammar Exercises (4)Unit 2 (5)Text A (5)Text B (6)Grammar Exercises (6)Unit 3 (6)Text A (6)Text B (7)Grammar Exercises (7)Unit 4 (9)Text A (9)Text B (10)Grammar Exercises (10)Unit 5 (11)Text A (11)Text B (12)Grammar Exercises (12)Unit 6 (12)Text A (12)Text B (13)Grammar Exercises (13)Unit 7 (15)Text A (15)Text B (15)Grammar Exercises (16)Unit 8 (17)Text A (17)Text B (17)Grammar Exercises (18)Unit 9 (19)Text A (19)Text B (20)Grammar Exercises (20)Unit 10 (21)Text A (21)Text B (22)Grammar Exercises (22)Unit 11 (23)Text A (23)Text B (24)Grammar Exercises (24)Unit 12 (25)Text A (25)Text B (26)Grammar Exercises (26)Unit 13 (27)Text A (27)Text B (28)Grammar Exercises (28)Unit 14 (28)Text A (28)Text B (29)Grammar Exercises (30)Unit 15 (31)Text A (31)Text B (32)Grammar Exercises (32)Unit 16 (33)Text A (33)Text B (34)Grammar Exercises (34)Unit 17 (35)Text A (35)Text B (36)Grammar Exercises (37)Unit 18 (38)Text A (38)Text B (39)Grammar Exercises (39)Unit 19 (39)Text A (39)Text B (40)Grammar Exercises (41)Unit 20 (42)Text A (42)Text B (43)Grammar Exercises (43)Unit 21 (44)Text A (44)Text B (44)Unit 22 (45)Text A (45)Text B (46)Unit 23 (46)Text A (46)Text B (47)Unit 24 (49)Text A (49)Text B (50)Unit 25 (50)Text A (50)Text B (51)Unit 1Text AExercises for the TextI.1.d2.a3.c4.d5.dII.1.task2.intelligent3.research4.clue5.conclusion6.repeatmunicate8.purpose9. probably 10.outlineIII.1.Instead of2.therefore3.more...than4.even5.First of all6.because7.on the otherhand 8.finally 9.looking for 10.ConverselyIV.1.Research shows that successful language learners are similar in many ways.nguage learning is active learning.Therefore,successful learners should look for every chance to use the language.nguage learning should be active,independent and purposeful.4.Learning a language is different from learning maths.5.The teacher often imparts successfull language learning experiences to us.Vocabulary ExercisesI.1.a.success b.successful c.successfully2.a.indepence b.depend c.dependent3.a.covered b.uncover c.discovered4.a.purposeful b.purposefully c.purposeII.1.inexact2.technique3.outlinedmunicate5.regularly6.clues7.intelligent 8.incomplete 9.similar10.statementIII.1.disagree2.independent3.incomplete4.inexact5.uncoverIV.1.They find it hard to master a foreign language.2.The research shows that successful men are similar in many ways.3.Successful language learners do not only depend on the book or the teacher.4.We are willingto help our friends.5.We should learn new things independently,actively,and purposefully.Text BExercises for the TextI.1.T2.F3.T4.F5.T6.F7.F8.F9.T 10.FII.1.With the help of their fingers2."I am thirsty."3.tea,coffee,wine,beer and soda-water4.Put his hands on his stomach5.nothing but drinks6.much more exact7.meanings and can be put together into sentences8.form new sentences9.talk10.speakVocabulary ExercisesI.1.b2.a3.c4.e5.dII.1.B2.A3.B4.D5.A6.A7.C8.C9.C 10.BGrammar ExercisesI.whether 连词 towards 介词second 数词 hour 名词repeat 动词 successful 形容词not 副词 probably 副词than 连词 because 连词which 连词 even 副词intelligent 形容词 differ 动词regular 形容词 some 形容词/代词/副词into 介词 oh 感叹词seem 系动词 communicate 动词II.1.Let 动词 round 介词2.fresh 形容词 for 介词3.leave 名词 call 动词 on 介词 if 连词 spare 动词4.Even 副词 it 代词5.Where 连接副词 will 名词6.after 介词 calm 名词7.seem 系动词 those 代词 makes 名词8.without 介词 return 名词9.strict 形容词 work 动词10.news 名词 live 形容词 meeting 名词III.(斜体为主语，带下划线的为谓语）1.Most adults would disagree with this statement.2.How much time did they allow you for doing the work.3. I had a visit from Mary yesterday.4. China's stand on this questionis clear to all.5.Warm clothes protest against the cold of winter.6.What we need is more practice.7.There doesn't seem to be much chance of my getting job.8.In those days the cost of living rose by nearly 4 percent.9.There are a number of people interested in the case.10.Every means has been tried but without much result.IV.1.a magazine (宾语）last night （状语）2.in need (定语）indeed (定语）3.outside your area (定语）telephoning long distance （主语补足语）4.your children (宾语）all day （状语）5.his direction （宾语）French （宾语）6.me (宾语）plenty of exercises (不定式宾语）7.long (宾语）to London （状语）8.those (宾语）who help themselves (从句作定语）9.her （宾语）above others （宾语补足语）10.to build a hotel in the village (定语）of the foreigners （定语）Unit 2Text AExercises for the TextI.1.a2.c3.a4.a5.cII.1. Income tax is a certain percentage of the salaries paid to the goverment.2. Graduated income tax means the percentage of the tax(14 to 70 percent) increases as a person's income increase.3. Property tax is that people who own a home have to pay taxes on it.4. Exercise tax is charged on cars in a city.5. Sales tax is a percentage charged to any item which you buy in that state.III.1.due2.depends on3.diverse4.consists of5.simila6.tends toplaining about8.In addition to9.issue 10.agreed onIV.1.How much do you charge for a haircut.2.We are trying to use funds for the Red Cross.3.He has earned a good reputation for honsety.4.We pay taxes in exchange for government services.5.An open letter protests the government's foreign policy.V.1.Every citizen is obliged to pay taxes.(It is obligatory on every citizen to pay taxes)(It is every citizen's duty to pay taxes.)2.Americans often say that there are two things they can be sure of in life.3.There are generally three levels of government in the United States; therefore,there are three types of taxes.4.Some states charge income tax in addition to a sales tax.5.Americans complain that taxes are too high and the government uses them in the wrong way. Vocabulary ExercisesI.1.a. percent b. percentage c. percent2.a. adds b. addition c. additional3.a. confused b. confusing c. confusion4.a. complained b. complain c. complaintII.1.charge2.departmen3.due4.diverse5.earns6.vary7.property8.leading9.funds 10.tends III.1.China leads the world with silk products.2.In addition to an income tax some states charge a sales tax.3.The sales tax varies from price to price of any item you buy.4.People often complain about the increasing price.5.His mother says that he spends too much time on TV every day.Text BExercises for the TextI.1.F2.F3.F4.T5.T6.T7.T8.F9.T 10.FII.1.attracts2.leisure3.available4.limited5.estimateIII.1.decided on2.approved3.estimate4.carried over5.put up with6.characteristic ofIV.1.B2.C3.B4.A5.C6.DGrammar ExercisesI.1.SV2.SVO3.SVOC4.SVC5.SVO6.SVOC7.SVOC8.SVO9.SVOO 10.SVOC11.SVOC 12.SVC 13.SVOC 14.SVOO 15.SVCII.1.prefer2.insisted3.need4.make5.remember6.look7.worked8.was9.sounds 10.gaveIII.1.B2.C3.D4.A5.B6.C7.A8.D9.A 10.DIV.1.The two languages are different/not similar in many way.2.The deaf and dumb can neigher speak nor hear.3.The Englishman speaks a very good Italian.4.Could you pass me a cup of coffee.5.At this time he felt thirsty and hungry.6.Yesterday evening she asked me to wait for her at the gate of the restaurant.7.When did you get up this morning.8.The story sounds interesting,but it is not true.9.The meat and macaroni cost me 25 yuan.10.She oftern teaches the children to sing English songs.Unit 3Text AExercises for the TextI.1.d2.d3.c4.b5.dII.1.long/wide2.across3.deep4.around5.highIII.1.The,/,/2.The3.the,the4./5./,a6./,the7./ 8.The,the,the 9.The,the10./IV.1.unwilling2.avarage3.take4.runs5.SupposeV.1.On the avarage there are 1,000 vistors a day.2.The Atlantic Ocean is only as half as the Pacific,but it is moar than 4,000 miles wide.st night it took him a long time to get to sleep.4.There are so many ads on TV that it is to remember how many there are.5.Many wrong ideas about the Atlantic made the people in Columbus'days unwilling to sail westward.Vocabulary ExercisesI.1.a.sailed b.sailor c.sail(n.)2.a.willing b.unwillingly c.unwilling3.a.unusual ual ually4.a.average(n.) b.average(a.) c.averaged(v.)II.1.peak2.crew3.average4.blils5.unusual6.highway7.narrow 8.salty 9.spot10.affectedIII.1.The sailors were afraid that might meet bad weather.2.The mountain is half as high as Mount Tai.3.On the average there are 45 students in every class of the school.4.The climate affects the growth of plants.5.My work keeps pilling up.Text BExercises for the TextI.1.T2.T3.F4.T5.F6.T7.T8.T9.F 10.TII.1.three2.the earth's gravitational pull.3.it is near4.29.55.its own/reflects6.disc7.the old moon in the new moon's arms.8.outline9.the old earth in the new earth's arms10.nightVocabulary ExercisesI.1.d2.b3.a4.c5.eII.1.C2.C3.B4.A5.D6.C7.B8.B9.B 10.DGrammar ExercisesI.depend--dependence explain--explanationform--formation conclude--conclusioninform--information move--movementmean--meaning govern--governmentgraduate--graduation similar--aimilarityconfuse--confusion pay--paymentagree--agreement advertise--advertisementannounce--announcement add--additiondecide--decision use--usefulnessattract--attraction mix--mixtureII.science--scientific sulless--sullessfulresponse--responsible color--colorfulnation--national revolution--revolutionaryaddition--additional help--helpfulperson--personal meaning--meaningfulaccept--acceptable use--usefulwood--wooden act--activeIII.disagree eimpractical independentuncover inexact incompletedisorder unhappy informalinpossible inactive uncertaindischarge dishonest impoliteIV.1.try n. 尝试；试验经过许多次尝试后，他们终于取得了成功。
大学英语自学教程(上)讲义
Unit 1Text A How to Be a Successful Language Learner?搭配：1.wait for sb. to do sth. 等待某人做某事/动词词组2.look for sth./sb. 寻找某人或某物/动词词组3.make a mistake 犯错误/动词词组4.be afraid to do sth.害怕做某事/形容词词组5.be willing to do sth. 愿意做某事/形容词词组6.do sth. with a purpose 有目的地做某事/故意做某事/动词词组7.be interested in sth./sb. 对某人或某物很感兴趣/形容词词组municate with sb. 与某人交流/动词词组9.learn from sb. 想某人学习10.might do well to do sth. 最好做某事句型：1.S.+V.+it+adj.+to do sth. 形式宾语句型n.e.g. S ome people find it difficult to succeed in language learning.Some people find it difficult to succeed in other fields.They find it easy to practice using the language regularly.2.It is +adj.+for sb.+to do sth. 形式主语句型e.g. It is more important for them to learn to think in the language than to know the meaning of everyword.It is necessary for them to learn the language in order to communicate with these people and to learn for them.语言点：1.success(n.)-successful(adj.)-succeed(v.) 成功2.hundreds of people与eight hundred people：请注意有数词存在后，表量名词的变化。
《大学英语自学教程》英语一 00012 课文电子版
《大学英语自学教程》英语一 00012 课文电子版大学英语自学教程(上)01-A. How to be a successful language learner?“Learning a language is easy, even a child can do it!”Most adults who are learning a second language would disagree with this statement. For them, learning a language is a very difficult task. They need hundreds of hours of study and practice, and even this will not guarantee success for every adult language learner.Language learning is different from other kinds of learning. Some people who are very intelligent and successful in their fields find it difficult to succeed in language learning. Conversely, some people who are successful language learners find it difficult to succeed in other fields.Language teachers often offer advice to language learners: “Read as mu ch as you can in the new language.”“ Practice speaking the language everyday. ”“Live with people who speak the language.”“Don’ttranslate-tryto think in the new language.”“ Learn as a child would learn; play withthe language.”But what does a successful language learner do? Language learning research shows that successful language learners are similar in many ways.First of all, successful language learners are independent learners. They do not depend on the book or the teacher; they discover their own way to learn the language. Instead of waiting for the teacher to explain, they try to find the patterns and the rules for themselves. They are good guessers who look for clues and form their own conclusions. When they guess wrong, they guess again. They try to learn from their mistakes.Successful language learning is active learning. Therefore,successful learners do not wait for a chance to use the language; they look for such a chance. They find people who speak the language and they ask these people to correct them when they make a mistake. They will try anything to communicate. They are not afraid to repeat what they hear or to say strange things; they are willing to make mistakes and try again. When communication is difficult, they can accept information that is inexact or incomplete. It is more important for them to learn to thinkin the language than to know the meaning of every word.Finally, successful language learners are learners with a purpose. They want to learn the language because they are interested in the language and the people who speak it. It is necessary for them to learn the language in order to communicate with these people and to learn fromthem. They find it easy to practice using the language regularly because they want to learn with it.What kind of language learner are you? If you are a successful language learner, you have probably been learning independently, actively, and purposefully. On the other hand, if your language learning has been less than successful, you might do well to try some of the techniques outlined above.01-B. LanguageWhen we want to tell other people what we think, we can do it notonly with the help of words, but also in many other ways. For instance, we sometimes move our heads up and down when we want to say "yes” and we moveour heads from side to side when we want to say "no." People who can neither hear nor speak (that is, deaf and dumb people) talk to eachother with the help of their fingers. People who do not understand each other's language have to do the same. The following story shows how they sometimes do it.An Englishman who could not speak Italian was once traveling inItaly. One day he entered a restaurant and sat down at a table. When the waiter came, the Englishman opened his mouth, put his fingers in it,took them out again and moved his lips. In this way he meant to say, "Bring me something to eat." The waiter soon brought him a cup of tea. The Englishman shook his head and the waiter understood that he didn't want tea, so he took it away and brought him some coffee. The Englishman,who was very hungry by this time and not at all thirsty, looked very sad. He shook his head each time the waiter brought him something to drink. The waiter brought him wine, then beer, then soda-water, but thatwasn’t food, of course.He was just going to leave the restaurant when another traveler came in. When this man saw the waiter, he put his hands on his stomach. That was enough: in a few minutes there was a large plate of macaroni and meat on the table before him.As you see, the primitive language of signs is not always very clear. The language of words is much more exact.Words consist of sounds, but there are many sounds which have a meaning and yet are not words. For example, we may say "Sh-sh-sh” when we mean"keep silent.” When babies laugh, we know they are happy, and when they cry, we know they are ill or simply want something.It is the same with animals. When a dog says “G-r-r” or a cat says "F-f-f” we know they are angry.But these sounds are not language. Language consists of words which we put together into sentences. But animals can not do this: a dog can say “G-r-r” when he means "I am angry,” but he cannot say first "I” andthen "am” and then "angry.” A parrot can talk like a m an; it can repeatwhole sentences and knows what they mean. We may say that a parrot talks, but cannot say that it really speaks, because it cannot form new sentences out of the words it knows. Only man has the power to do this.02-A. Taxes, Taxes, and More TaxesAmericans often say that there are only two things a person can be sure of in life: death and taxes, Americans do not have a corner on the "death" market, but many people feel that the United States leadsthe world with the worst taxes.Taxes consist of the money which people pay to support their government. There are generally three levels of government in the United States: federal, state, and city; therefore, there are three types of taxes.Salaried people who earn more than a few thousand dollars must pay a certain percentage of their salaries to the federal government. The percentage varies from person to person. It depends on their salaries. The federal government has a graduated income tax, that is, the percentage of the tax (14 to 70 percent) increases as a person's income increases. With the high cost of taxes, people are not very happy on April 15, when the federal taxes are due.The second tax is for the state government: New York, California, North Dakota, or any of the other forty-seven states. Some states have an income tax similar to that of the federal government. Of course, the percentage for the state tax is lower. Other states have a sales tax, which is a percentage charged to any item which you buy in that state.For example, a person might want to buy a packet of cigarettes for twenty-five cents. If there is a sales tax of eight percent in that state, then the cost of the cigarettes is twenty-seven cents. Thisfigure includes the sales tax. Some states use income tax in addition to sales tax to raise their revenues. The state tax laws are diverse and confusing.The third tax is for the city. This tax comes in two forms: property tax (people who own a home have to pay taxes on it) and excise tax, which is charged on cars in a city. The cities use these funds for education, police and fire departments, public works and municipal buildings.Since Americans pay such high taxes, they often feel that they are working one day each week just to pay their taxes. People always complain about taxes. They often protest that the government uses their tax dollars in the wrong way. They say that it spends too much on useless and impractical programs. Although Americans have different views on many issues, they tend to agree on one subject: taxes are too high.02-B. AdvertisingAdvertising is only part of the total sales effort, but it is the part that attracts the most attention. This is natural enough because advertising is designed for just that purpose. In newspapers, in magazines, in the mail, on radio and television, we constantly see and hear the messages for hundreds of different products and services. Forthe most part, they are the kinds of things that we can be persuaded to buy – foodand drinks, cars and television sets, furniture and clothing, travel and leisure time activities.The simplest kind of advertising is the classified ad. Every day the newspapers carry a few pages of these ads; in the large Sundayeditions there may be several sections of them. A classified ad is usually only a few lines long. It is really a notice or announcementthat something is available.Newspapers also carry a large amount of display advertising. Most of it is for stores or for various forms of entertainment. Newspapers generally reach an audience only in a limited area. To bring their message to a larger audience, many who want to put out their ads use national magazines. Many of the techniques of modern advertising were developed in magazine ads. The use of bright colors, attractive pictures, and short messages is all characteristic of magazine ads. The most important purpose is to catch the eye. The message itself is usually short, often no more than a slogan which the public identifies with the product.The same techniques have been carried over into television advertising. Voices and music have been added to color and pictures to catch the ear as well as the eye. Television ads are short –usuallyonly 15,30,or 60 seconds, but they are repeated over and over again so that the audience sees and hears them many times. Commercial television has mixed entertainment and advertising. If you want the entertainment, you haveto put up with the advertising-and millions of people want the entertainment.The men and women in the sales department are responsible for the company’s advertising, They must decide on the audience they want to reach. They must also decide on the best way to get their message totheir particular audience. They also make an estimate of the costsbefore management approves the plan. In most large companies management is directly involved in planning the advertising.03-A. The Atlantic OceanThe Atlantic Ocean is one of the oceans that separate the Old World from the New. For centuries it kept the Americas from being discoveredby the people of Europe.Many wrong ideas about the Atlantic made early sailors unwilling to sail far out into it. One idea was that it reached out to "the edge of the world." Sailors were afraid that they might sail right off the earth. Another idea was that at the equator the ocean would be boiling hot.The Atlantic Ocean is only half as big as the Pacific, but it isstill very large. It is more than 4,000 miles (6,000 km) wide where Columbus crossed it. Even at its narrowest it is about 2, 000 miles(3,200 km) wide. This narrowest place is between the bulge of south America and the bulge of Africa.Two things make the Atlantic Ocean rather unusual. For so large an ocean it has very few islands. Also, it is the world's saltiest ocean.There is so much water in the Atlantic that it is hard to imagine how much there is. But suppose no more rain fell into it and no more water wasbrought to it by rivers. It would take the ocean about 4,000 yearsto dry up. On the average the water is a little more than two miles (3.2 km) deep, but in places it is much deeper. The deepest spot is near Puerto Rico. This "deep" 30, 246 feet - almost six miles (9.6 km).One of the longest mountain ranges of the world rises the floor of the Atlantic. This mountain range runs north and south down the middle of the ocean. The tops of a few of the mountains reach up above the sea and make islands. The Azores are the tops of peaks in the mid-Atlantic mountain range.Several hundred miles eastward from Florida there is a part of the ocean called the Sargasso Sea. Here the water is quiet, for there is little wind. In the days of sailing vessels the crew were afraid they would be becalmed here. Sometimes they were.Ocean currents are sometime called "rivers in the sea." One of these "river" in the Atlantic is called the Gulf Stream. It is a current of warm water. Another is the Labrador Current - cold water coming down from theArctic. Ocean currents affect the climates of the lands near which they flow.The Atlantic furnishes much food for the people on its shores. Oneof its most famous fishing regions, the Grand Banks, is near Newfoundland.Today the Atlantic is a great highway. It is not, however, always a smooth and safe one. Storms sweep across it and pile up great waves. Icebergs float down from the Far North across the paths of ships.We now have such fast ways of traveling that this big ocean seems to have grown smaller. Columbus sailed for more than two months to cross it.A fast modern steamship can make the trip in less than four days. Airplanes fly from New York to London in only eight hours and from South America to Africa in four!03-B. The MoonWe find that the moon is about 239,000 miles (384,551km) away fromthe earth, and, to within a few thousand miles, its distance always remains the same. Yet a very little observation shows that the moon is not standing still. Its distance from the earth remains the same, butits direction continually changes. We find that it is traveling in a circle - or very nearly a circle - round the earth, going completely round once a month, or, more exactly, once every 27 1/3 days. It is our nearest neighbour in space, and like ourselves it is kept tied to the earth by the earth's gravitational pull.Except for the sun, the moon looks the biggest object in the sky. Actually it is one of the smallest, and only looks big because it is sonear to us. Its diameter is only 2, 160 miles (3,389 km), or a little more than a quarter of the diameter of the earth.Once a month, or, more exactly, once every 29 1/2 days, at the time we call "full moon," its whole disc looks bright. At other timesonly part of it appears bright, and we always find that this is the part which faces towards the sun, while the part facing away from the sun appears dark. Artists could make their pictures better if they kept in mind -- only those parts of the moon which are lighted up by the sun are bright. This shows that the moon gives no light of its own. It merely reflects the light of the sun, like a huge mirror hung in the sky.Yet the dark part of the moon’s surface is not absolutely black;generally it is just light enough for us to be able to see its outline, so that we speak of seeing "the old moon in the new moon's arms." The light by which we see the old moon does not come from the sun, but from the earth. we knows well how the surface of the sea or of snow, or even of a wet road, may reflect uncomfortably much of the sun's light on to our faces. In the same way the surface of the whole earth reflects enough of the sun's light on to the face of the moon for us to be ableto see the parts of it which would otherwise be dark.If there were any inhabitants of the moon, they would see our earth reflecting the light of the sun, again like a huge mirror hung in the sky. They would speak of earthlight just as we speak of moonlight. "The old moon in the new moon's arms" is nothing but that part of the moon's surface on which it is night, lighted up by earth light. In the same way,the lunar inhabitants would occasionally see part of our earth in full sunlight, and the rest lighted only by moonlight; they might call this "the old earth in the new earth's arms.”04-A. Improving Your MemoryPsychological research has focused on a number of basic principles that help memory: meaningfulness, organization, association, and visualization. It is useful to know how these principles work.Meaningfulness affects memory at all levels. Information that doesnot make any sense to you is difficult to remember. There are several ways in which we can make material more meaningful. Many people, for instance, learn a rhyme to help them remember. Do you know the rhyme “Thirty dayshas September, April, June, and November…? ” It helps many people remember which months of the year have 30 days.Organization also makes a difference in our ability to remember. How useful would a library be if the books were kept in random order? Material that is organized is better remembered than jumbled information. One example of organization is chunking. Chunking consists of grouping separate bits of information. For example, the number 4671363 is more easily remembered if it is chunked as 467,13,63. Categorizing is another means of organization. Suppose you are asked to remember the followinglist of words: man, bench, dog, desk, woman, horse, child, cat, chair. Many people will group the words into similar categories and remember them asfollows: man, woman, child; cat, dog, horse; bench, chair, desk. Needless to say, the second list can be remembered more easily than the first one.Association refers to taking the material we want to remember and relating it to something we remember accurately. In memorizing a number, you might try to associate it with familiar numbers or events. For example, the height of Mount Fuji in Japan - 12, 389 feet - might be remembered using the following associations: 12 is the number of months in the year, and 389 is the number of days in a year(365) added to the number of months twice (24).The last principle is visualization. Research has shown striking improvements in many types of memory tasks when people are asked to visualize the items to be remembered. In one study, subjects in one group were asked to learn some words using imagery, while the second group used repetition to learn the words. Those using imagery remembered 80 to 90 percent of the words, compared with 30 to 40 percent of the words for those who memorized by repetition. Thus forming an integrated image with all the information placed in a single mental picture can help us to preserve a memory.04-B. Short-term MemoryThere are two kinds of memory: shore-term and long-term. Information in long-term memory can be recalled at a later time when it is needed. The information may be kept for days or weeks. Sometimes information in the long-term memory is hard to remember. Students taking exam oftenhave this experience. In contrast[zzg1], information in shore-term memory is kept for only a few seconds, usually by repeating the information over and over. For example, you look up a number in the telephone book, and before you dial, you repeat the number over and over. If someone interrupts you, you will probably forget the number. In laboratory studies, subjects are unable to remember three letters after eighteen seconds if they are not allowed to repeat the letters to themselves.Psychologists study memory and learning with both animal and human subjects. The two experiments here show how short-term memory has been studied.Dr. Hunter studied short-term memory in rats. He used a special apparatus which had a cage for the rat and three doors, There was alight in each door. First the rat was placed in the closed cage. Next, one of the lights was turned on and then off. There was food for the rat only at this door. After the light was turned off, the rat had to wait a short time before it was released from its cage. Then, if it went to the correct door, it was rewarded with the food that was there. Hunter did this experiment many times. He always turned on the lights in a random order. The rat had to wait different intervals before it was released from the cage. Hunterfound that if the rat had to wait more than ten seconds, it couldnot remember the correct door. Hunter's results show that rats have a short-term memory of about ten seconds.Later, Dr. Henning studied how students who are learning English as a second language remember vocabulary. The subjects in his experiment were 75 students at the University of California in Los Angeles. They represented all levels of ability in English; beginning, intermediate, advanced, and native-speaking students.To begin, the subjects listened to a recording of a native speaker reading a paragraph in English. Following the recording, the subjects took a 15-question test to see which words they remembered. Each question had four choices. The subjects had to circle the word they had heard in the recording. Some of the questions had four choices that sound alike. For example, weather, whether, wither, and wetter are four words that sound alike. Some of the questions had four choices that have the same meaning. Method, way, manner, and system would be four words with the same meaning. Some of them had four unrelated choices. For instance, weather, method, love, and result could be used as four unrelated words. Finally the subjects took a language proficiency test.Henning found that students with a lower proficiency in English made more of their mistakes on words that sound alike; students with a higher proficiency made more of their mistakes on words that have the same meaning. Henning’s results suggest that beginning students hold the sound of words in their short-term memory, while advanced students hold the meaning of words in their short-term memory.05-A. Fallacies about FoodMany primitive peoples believed that by eating an animal they couldget some of the good qualities of that animal for themselves. They thought, for example, that eating deer would make them run as fast asthe deer. Some savage tribes believed that eating enemies that had shown bravery in battle would make them brave. Man-eating may have started because people were eager to become as strong and brave as their enemies.Among civilized people it was once thought that ginger root by some magical power could improve the memory. Eggs were thought to make the voice pretty. Tomatoes also were believed to have magical powers. They were called love apples and were supposed to make people who ate themfall in love.Later another wrong idea about tomatoes grew up - the idea that they were poisonous. How surprised the people who thought tomatoes poisonous would be if they could know that millions of pounds of tomatoes were supplied to soldiers overseas during World War II.Even today there are a great many wrong ideas about food. Some ofthem are very widespread.One such idea is that fish is the best brain food. Fish is goodbrain food just as it is good muscle food and skin food and bone food.But no one has been able to prove that fish is any better for the brain than many other kinds of food.Another such idea is that you should not drink water with meals. Washing food down with water as a substitute for chewing is not a goodidea, but some water with meals has been found to be helpful. It makes the digestive juices flow more freely and helps to digest the food.Many of the ideas which scientists tell us have no foundation haveto do with mixtures of foods. A few years ago the belief became general that orange juice and milk should never be drunk at the same meal. The reason given was that the acid in the orange juice would make the milk curdle and become indigestible. As a matter of fact, milk always meetsin the stomach a digestive juice which curdles it; the curdling of the milk is the first step in its digestion. A similar wrong idea is that fish and ice cream when eaten at the same meal form a poisonous combination.Still another wrong idea about mixing foods is that proteins and carbohydrates should never be eaten at the same meal. Many people think of bread, for example, as a carbohydrate food. It is chiefly a carbohydrate food, but it also contains proteins. In the same way, milk, probably the best single food, contains both proteins and carbohydrates. It is just as foolish to say that one should never eat meat and potatoes together as it is to say that one should never eat bread or drink milk.05-B. Do Animals Think?The question has often been asked, Do animals think? I believe that some of them think a great deal. Many of them are like children in their sports. We notice this to be true very often with dogs and cats; but it is true with other animals as well.Some birds are very lively in their sports; and the same is truewith some insects. The ants, hardworking as they are, have their times for play. They run races; they wrestle; and sometimes they have mock fights together. Very busy must be their thoughts while engaged in these sports.There are many animals, however, that never play; their thoughts seem to be of the more sober kind. We never see frogs engaged in sport. They all the time appear to be very grave. The same is true of the owl, who always looks as if he were considering some important question.Animals think much while building their houses. The bird searchesfor what it can use in building its nest, and in doing this it thinks. The beavers think as they build their dams and their houses. They think in getting their materials, and also in arranging them, and inplastering themtogether with mud. Some spiders build houses which could scarcely have been made except by some thinking creature.As animals think, they learn. Some learn more than others. Theparrot learns to talk, though in some other respects it is quite stupid. The mocking bird learns to imitate a great many different sounds. The horse is not long in learning many things connected with the work which he has to do. The shepherd dog does not know as much about most things as some other dogs , and yet he understands very well how to take care of sheep.Though animals think and learn, they do not make any real improvement in their ways of doing things, as men do. Each kind of bird has its own way of building a nest, and it is always the same way. Andso of other animals. They have no new fashions, and learn none from each other. But men, as you know, are always finding new ways of building houses, and improved methods of doing almost all kinds of labor.Many of the things that animals know how to do they seem to knoweither without learning, or in some way which we cannot understand. They are said to do such things by instinct; but no one can tell whatinstinct is. It is by this instinct that birds build their nests and beavers their dam and huts. If these things were all planned and thought out just as men plan new houses. there would be some changes in the fashions of them, and some improvements.I have spoken of the building instinct of beavers. An English gentleman caught a young one and put him at first in a cage. After a while he let him out in a room where there was a great variety of things. As soon as he was let out he began to exercise his building instinct. He gathered together whatever he could find, brushes, baskets, boots, clothes, sticks, bits of coal, etc., and arranged them as if to build a dam. Now, if he had had his wits about him, he would have known that there was no use in building a dam where there was no water.It is plain that, while animals learn about things by their sensesas we do, they do not think nearly as much about what they learn, andthis is the reason why they do not improve more rapidly. Even the wisestof them, as the elephant and the dog, do not think very much about what they see and hear. Nor is this all. There are some thing that we understand, but about which animals know nothing. They have no knowledge of anything that happens outside of their own observation. Their minds are so much unlike ours that they do not know the difference betweenright and wrong.06-A. DiamondsDiamonds are rare, beautiful, and also quite useful. They are the hardest substance found in nature. That means a diamond can cut anyother surface. And only another diamond can make a slight cut in a diamond.Diamonds are made from carbon. Carbon is found in all living things, both plant and animal. Much of the carbon in the earth comes from things that once lived.Scientists know that the combination of extreme heat and pressure changes carbon into diamonds. Such heat and pressure exist only in the hot, liquid mass of molten rock deep inside the earth. It is thoughtthat millions of years ago this liquid mass pushed upward through cracks in the earth’s crust. As the liquid cooled, the carbon changed into diamond crystals.There are only four areas where very many diamonds have been found.The first known area was in India, where diamonds were found thousands of years ago. In the 1600’s, travelers from Europe brought back these。
大学英语自学教程含课文翻译注释答案(上下合订)
Unit 1第一部分 Text A【课文译文】怎样成为一名成功的语言学习者“学习一门语言很容易，即使小孩也能做得到。
”大多数正在学习第二语言的成年人会不同意这种说法。
对他们来说，学习一门语言是非常困难的事情。
他们需要数百小时的学习与练习，即使这样也不能保证每个成年语言学习者都能学好。
语言学习不同于其他学习。
许多人很聪明，在自己的领域很成功，但他们发现很难学好一门语言。
相反，一些人学习语言很成功，但却发现很难在其他领域有所成就。
语言教师常常向语言学习者提出建议：“要用新的语言尽量多阅读”，“每天练习说这种语言”，“与说这种语言的人住在一起”，“不要翻译——尽量用这种新的语言去思考”，“要像孩子学语言一样去学习新语言”，“放松地去学习语言。
”然而，成功的语言学习者是怎样做的呢?语言学习研究表明，成功的语言学习者在许多方面都有相似之处。
首先，成功的语言学习者独立学习。
他们不依赖书本和老师，而且能找到自己学习语言的方法。
他们不是等待老师来解释，而是自己尽力去找到语言的句式和规则。
他们寻找线索并由自己得出结论，从而做出正确的猜测。
如果猜错，他们就再猜一遍。
他们都努力从错误中学习。
成功的语言学习是一种主动的学习。
因此，成功的语言学习者不是坐等时机而是主动寻找机会来使用语言。
他们找到(说)这种语言的人进行练习，出错时请这些人纠正。
他们不失时机地进行交流，不怕重复所听到的话，也不怕说出离奇的话，他们不在乎出错，并乐于反复尝试。
当交流困难时，他们可以接受不确切或不完整的信息。
对他们来说，更重要的是学习用这种语言思考，而不是知道每个词的意思。
最后，成功的语言学习者学习目的明确。
他们想学习一门语言是因为他们对这门语言以及说这种语言的人感兴趣。
他们有必要学习这门语言去和那些人交流并向他们学习。
他们发现经常练习使用这种语言很容易，因为他们想利用这种语言来学习。
你是什么样的语言学习者?如果你是一位成功的语言学习者，那么你大概一直在独立地、主动地、目的明确地学习。
英语(一)、英语(二)——大学英语自学教程(上册)——电子版教材
英语(一)、英语(二)——大学英语自学教程(上册)——电子版教材大学英语自学教程(上)01-A. How to be a successful language learner?―Learning a language is easy, even a child can do it!‖Most adults who are learning a second language would disagree with this statement. For them, learning a language is a very difficult task. They need hundreds of hours of study and practice, and even this will not guarantee success for every adult language learner.Language learning is different from other kinds of learning. Some people who are very intelligent and successful in their fields find it difficult to succeed in language learning. Conversely, some people who are successful language learners find it difficult to succeed in other fields.Language teachers often offer advice to language learners: “Read as much as you can in the new language.”“ Practice speaking the languageevery day. ”“Live with people who speak the language.”“Don‘t translate-try to think in the new language.”“ Learn as a child would learn;play with the language.”But what does a successful language learner do? Language learning research shows that successful language learners are similar in many ways.First of all, successful language learners are independent learners. They do not depend on the book or the teacher; they discover their own way to learn the language. Instead of waiting for the teacher to explain, they try to find the patterns and the rules for themselves. They are good guessers who look for clues and form their own conclusions. When they guess wrong, they guess again. They try to learn from their mistakes.Successful language learning is active learning. Therefore,successful learners do not wait for a chance to use the language; they look for such a chance. They find people who speak the language and they ask these people to correct them when they make a mistake. They will try anything to communicate. They are not afraid to repeat what they hear or1to say strange things; they are willing to make mistakes and try again. When communication is difficult, they can accept information that is inexact or incomplete. It is more important for them to learn tothink in the language than to know the meaning of every word.Finally, successful language learners are learners with a purpose. They want to learn the language because they are interested in the language and the people who speak it. It is necessary for them to learn the language in order to communicate with these people and to learn fromthem. They find it easy to practice using the language regularly because they want to learn with it.What kind of language learner are you? If you are a successful language learner, you have probably been learning independently,actively, and purposefully. On the other hand, if your language learning has been less than successful, you might do well to try some of the techniques outlined above.01-B. LanguageWhen we want to tell other people what we think, we can do it notonly with the help of words, but also in many other ways. For instance, we sometimes move our heads up and d own when we want to say "yes‖and we move our heads from side to side when we want to say "no." People who can neither hear nor speak (that is, deaf and dumb people) talk to each other with the help of their fingers. People who do not understand each other's language have to do the same. The following story shows how they sometimes do it.An Englishman who could not speak Italian was once traveling inItaly. One day he entered a restaurant and sat down at a table. When the waiter came, the Englishman opened his mouth, put his fingers in it,took them out again and moved his lips. In this way he meant to say, "Bring me something to eat." The waiter soon brought him a cup of tea. The Englishman shook his head and the waiter understood that he didn't want tea, so he took it away and brought him some coffee. The Englishman, who was very hungry by this time and not at all thirsty, looked very sad.He shook his head each time the waiter brought him something to drink.2The waiter brought him wine, then beer, then soda-water, but that wasn‘tfood, of course. He was just going to leave the restaurant when another traveler came in. When this man saw the waiter, he put his hands on his stomach. That was enough: in a few minutes there was a largeplate of macaroni and meat on the table before him.As you see, the primitive language of signs is not always very clear. The language of words is much more exact.Words consist of sounds, but there are many sounds which have ameaning and yet are not words. For example, we may say "Sh-sh-sh‖ when we mean "keep silent.‖ When babies laugh, we know they arehappy, and when they cry, we know they are ill or simply want something.It is the same with animals. When a dog says ―G-r-r‖ or a cat says "F-f-f‖ we know they are angry.But these sounds are not language. Language consists of words which we put together into sentences. But animals can not do this: a dog can say ―G-r-r‖ when he means "I am angry,‖ but he cannot say first "I‖ and then "am‖ and then "angry.‖ A parrot can talk like a man; it can repeat whole sentences and knows what they mean. We may say that aparrot talks, but cannot say that it really speaks, because it cannotform new sentences out of the words it knows. Only man has the power to do this.02-A. Taxes, Taxes, and More TaxesAmericans often say that there are only two things a person can be sure of in life: death and taxes, Americans do not have a corner on the "death" market, but many people feel that the United States leadsthe world with the worst taxes.Taxes consist of the money which people pay to support their government. There are generally three levels of government in the United States: federal, state, and city; therefore, there are three types of taxes.Salaried people who earn more than a few thousand dollars must pay3a certain percentage of their salaries to the federal government. The percentage varies from person to person. It depends on their salaries. The federal government has a graduated income tax, that is, the percentage of the tax (14 to 70 percent) increases as a person's income increases. With the high cost of taxes, people are not very happy on April 15, when the federal taxes are due.The second tax is for the state government: New York, California, North Dakota, or any of the other forty-seven states. Some states have an income tax similar to that of the federal government. Of course, the percentage for the state tax is lower. Other states have a sales tax, which is a percentage charged to any item which you buy in that state.For example, a person might want to buy a packet of cigarettes for twenty-five cents. If there is a sales tax of eight percent in that state, then the cost of the cigarettes is twenty-seven cents. Thisfigure includes the sales tax. Some states use income tax in addition to sales tax to raise their revenues. The state tax laws are diverse and confusing.The third tax is for the city. This tax comes in two forms: property tax (people who own a home have to pay taxes on it) and excise tax, which is charged on cars in a city. The cities use these funds for education, police and fire departments, public works and municipal buildings.Since Americans pay such high taxes, they often feel that they are working one day each week just to pay their taxes. People always complain about taxes. They often protest that the government uses their tax dollars in the wrong way. They say that it spends too much on useless and impractical programs. Although Americans have different views on many issues, they tend to agree on one subject: taxes are too high.02-B. AdvertisingAdvertising is only part of the total sales effort, but it is the part that attracts the most attention. This is natural enough because advertising is designed for just that purpose. In newspapers, in magazines, in the mail, on radio and television, we constantly see andhear the messages for hundreds of different products and services. For the most part, they arethe kinds of things that we can be persuaded to buy – food and drinks,4cars and television sets, furniture and clothing, travel and leisure time activities.The simplest kind of advertising is the classified ad. Every day the newspapers carry a few pages of these ads; in the large Sunday editions there may be several sections of them. A classified ad is usually only a few lines long. It is really a notice or announcement that something is available.Newspapers also carry a large amount of display advertising. Most of it is for stores or for various forms of entertainment. Newspapers generally reach an audience only in a limited area. To bring their message to a larger audience, many who want to put out their ads use nationalmagazines. Many of the techniques of modern advertising were developed in magazine ads. The use of bright colors, attractive pictures, and short messages is all characteristic of magazine ads. The most . The message itself is usually short, important purpose is to catch the eyeoften no more than a slogan which the public identifies with theproduct.The same techniques have been carried over into televisionadvertising. Voices and music have been added to color and pictures to catch the ear as well as the eye. Television ads are short –usually only15,30, or 60 seconds, but they are repeated over and over again so that the audience sees and hears them many times. Commercial television has mixed entertainment and advertising. If you want the entertainment, you have to put up with the advertising-and millions of people want the entertainment.The men and women in the sales department are responsible for the company‘s advertising, They must decide on the audience they want to reach. They must also decide on the best way to get their message to their particular audience. They also make an estimate of the costs before management approves the plan. In most large companies management is directly involved in planning the advertising.03-A. The Atlantic OceanThe Atlantic Ocean is one of the oceans that separate the Old World5from the New. For centuries it kept the Americas from being discoveredby the people of Europe.Many wrong ideas about the Atlantic made early sailors unwilling to sail far out into it. One idea was that it reached out to "the edge ofthe world." Sailors were afraid that they might sail right off the earth. Another idea was that at the equator the ocean would be boiling hot.The Atlantic Ocean is only half as big as the Pacific, but it isstill very large. It is more than 4,000 miles (6,000 km) wide where Columbus crossed it. Even at its narrowest it is about 2, 000 miles(3,200 km) wide. This narrowest place is between the bulge of south America and the bulge of Africa.Two things make the Atlantic Ocean rather unusual. For so large an ocean it has very few islands. Also, it is the world's saltiest ocean.There is so much water in the Atlantic that it is hard to imaginehow much there is. But suppose no more rain fell into it and no more water was brought to it by rivers. It would take the ocean about 4,000 years to dry up. On the average the water is a little more than twomiles (3.2 km) deep, but in places it is much deeper. The deepest spotis near Puerto Rico. This "deep" 30, 246 feet - almost six miles (9.6 km).One of the longest mountain ranges of the world rises the floor ofthe Atlantic. This mountain range runs north and south down the middleof the ocean. The tops of a few of the mountains reach up above the sea and make islands. The Azores are the tops of peaks in the mid-Atlantic mountain range.Several hundred miles eastward from Florida there is a part of the ocean called the Sargasso Sea. Here the water is quiet, for there islittle wind. In the days of sailing vessels the crew were afraid they would be becalmed here. Sometimes they were.Ocean currents are sometime called "rivers in the sea." One of these "river" in the Atlantic is called the Gulf Stream. It is a current of warm water. Another is the Labrador Current - cold water coming downfrom the Arctic. Ocean currents affect the climates of the lands near which they flow.The Atlantic furnishes much food for the people on its shores. Oneof its most famous fishing regions, the Grand Banks, is near6Newfoundland.Today the Atlantic is a great highway. It is not, however, always a smooth and safe one. Storms sweep across it and pile up great waves. Icebergs float down from the Far North across the paths of ships.We now have such fast ways of traveling that this big ocean seems to have grown smaller. Columbus sailed for more than two months to cross it.A fast modern steamship can make the trip in less than four days. Airplanes fly from New York to London in only eight hours and from South America to Africa in four!03-B. The MoonWe find that the moon is about 239,000 miles (384,551km) away fromthe earth, and, to within a few thousand miles, its distance always remains the same. Yet a very little observation shows that the moon is not standing still. Its distance from the earth remains the same, butits direction continually changes. We find that it is traveling in a circle - or very nearly a circle - round the earth, going completely round once a month, or, more exactly, once every 27 1/3 days. It is our nearest neighbour in space, and like ourselves it is kept tied to the earth by the earth's gravitational pull.Except for the sun, the moon looks the biggest object in the sky. Actually it is one of the smallest, and only looks big because it is so near to us. Its diameter is only 2, 160 miles (3,389 km), or a little more than a quarter of the diameter of the earth.Once a month, or, more exactly, once every 29 1/2 days, at the time we call "full moon," its whole disc looks bright. At other times only part of it appears bright, and we always find that this is the partwhich faces towards the sun, while the part facing away from the sun appears dark. Artists could make their pictures better if they kept in mind -- only those parts of the moon which are lighted up by the sun are bright. This shows that the moon gives no light of its own. It merely reflects the light of the sun, like a huge mirror hung in the sky.Yet the dark part of the moon‘s surface is not absolutely black;7generally it is just light enough for us to be able to see its outline, so that we speak of seeing "the old moon in the new moon's arms." The light by which we see the old moon does not come from the sun, but from the earth. we knows well how the surface of the sea or of snow, or even of a wet road, may reflect uncomfortably much of the sun's lighton to our faces. In the same way the surface of the whole earth reflects enough of the sun's light on to the face of the moon for us to be able to see the parts of it which would otherwise be dark.If there were any inhabitants of the moon, they would see our earth reflecting the light of the sun, again like a huge mirror hung in the sky. They would speak of earthlight just as we speak of moonlight. "The oldmoon in the new moon's arms" is nothing but that part of the moon's surface on which it is night, lighted up by earth light. In the same way, the lunar inhabitants would occasionally see part of our earth in full sunlight, and the rest lighted only by moonlight; they might call this "the old earth in the new earth's arms.‖04-A. Improving Your MemoryPsychological research has focused on a number of basic principles that help memory: meaningfulness, organization, association, and visualization. It is useful to know how these principles work.Meaningfulness affects memory at all levels. Information that does not make any sense to you is difficult to remember. There are several ways in which we can make material more meaningful. Many people, for instance, learn a rhyme to help them remember. Do you know the rhyme―Thirty days has September, April, June, and November…? ‖ It helps many people remember which months of the year have 30 days.Organization also makes a difference in our ability to remember. How useful would a library be if the books were kept in random order?Material that is organized is better remembered than jumbled information. One example of organization is chunking. Chunking consists of grouping separate bits of information. For example, the number 4671363 is more easily remembered if it is chunked as 467,13,63. Categorizing is another means of organization. Suppose you are asked to remember the following8list of words: man, bench, dog, desk, woman, horse, child, cat, chair. Many people will group the words into similar categories and remember them as follows: man, woman, child; cat, dog, horse; bench, chair, desk. Needless to say, the second list can be remembered more easily than the first one.Association refers to taking the material we want to remember and relating it to something we remember accurately. In memorizing a number, you might try to associate it with familiar numbers or events. For example, the height of Mount Fuji in Japan - 12, 389 feet - might be remembered using the following associations: 12 is the number of months in the year, and 389 is the number of days in a year(365) added to the number of months twice (24).The last principle is visualization. Research has shown striking improvements in many types of memory tasks when people are asked to visualize the items to be remembered. In one study, subjects in onegroup were asked to learn some words using imagery, while the second group used repetition to learn the words. Those using imagery remembered 80 to 90 percent of the words, compared with 30 to 40 percent of thewords for those who memorized by repetition. Thus forming an integrated image with all the information placed in a single mental picture can help us to preserve a memory.04-B. Short-term MemoryThere are two kinds of memory: shore-term and long-term. Information in long-term memory can be recalled at a later time when it is needed. The information may be kept for days or weeks. Sometimes information in the long-term memory is hard to remember. Students taking exam often have this experience. In contrast, information in shore-term memory is kept for only a few seconds, usually by repeating the information over and over. For example, you look up a number in the telephone book, and before you dial, you repeat the number over and over. If someone interrupts you, you will probably forget the number. In laboratory studies, subjects are unable to remember three letters after eighteen seconds if they are not allowed to repeat the letters to9themselves.Psychologists study memory and learning with both animal and human subjects. The two experiments here show how short-term memory has been studied.Dr. Hunter studied short-term memory in rats. He used a special apparatus which had a cage for the rat and three doors, There was alight in each door. First the rat was placed in the closed cage. Next, one of the lights was turned on and then off. There was food for the ratonly at this door. After the light was turned off, the rat had to wait a short time before it was released from its cage. Then, if it went to the correct door, it was rewarded with the food that was there. Hunter did this experiment many times. He always turned on the lights in a random order. The rat had to wait different intervals before it was released from the cage. Hunter found that if the rat had to wait more than ten seconds, it could not remember the correct door. Hunter's results show that rats have a short-term memory of about ten seconds.Later, Dr. Henning studied how students who are learning English asa second language remember vocabulary. The subjects in his experiment were 75 students at the University of California in Los Angeles. They represented all levels of ability in English; beginning, intermediate, advanced, and native-speaking students.To begin, the subjects listened to a recording of a native speaker reading a paragraph in English. Following the recording, the subjects took a 15-question test to see which words they remembered. Each question had four choices. The subjects had to circle the word they had heard in the recording. Some of the questions had four choices that sound alike. For example, weather, whether, wither, and wetter are four words thatsound alike. Some of the questions had four choices that have the same meaning. Method, way, manner, and system would be four words with thesame meaning. Some of them had four unrelated choices. For instance,weather, method, love, and result could be used as four unrelated words.Finally the subjects took a language proficiency test.Henning found that students with a lower proficiency in English made more of their mistakes on words that sound alike; students with a higher proficiency made more of their mistakes on words that have the same meaning. Henning‘s results suggest that beginning students hold the10sound of words in their short-term memory, while advanced studentshold the meaning of words in their short-term memory.05-A. Fallacies about FoodMany primitive peoples believed that by eating an animal they couldget some of the good qualities of that animal for themselves. They thought, for example, that eating deer would make them run as fast asthe deer. Some savage tribes believed that eating enemies that had shown bravery in battle would make them brave. Man-eating may have started because people were eager to become as strong and brave as their enemies.Among civilized people it was once thought that ginger root by some magical power could improve the memory. Eggs were thought to make the voice pretty. Tomatoes also were believed to have magical powers. They were called love apples and were supposed to make people who ate themfall in love.Later another wrong idea about tomatoes grew up - the idea that they were poisonous. How surprised the people who thought tomatoes poisonouswould be if they could know that millions of pounds of tomatoes were supplied to soldiers overseas during World War II.Even today there are a great many wrong ideas about food. Some of them are very widespread.One such idea is that fish is the best brain food. Fish is good brain food just as it is good muscle food and skin food and bone food. But no one has been able to prove that fish is any better for the brain than manyother kinds of food.Another such idea is that you should not drink water with meals. Washing food down with water as a substitute for chewing is not a good idea, but some water with meals has been found to be helpful. It makes the digestive juices flow more freely and helps to digest the food.Many of the ideas which scientists tell us have no foundation have to11do with mixtures of foods. A few years ago the belief became general that orange juice and milk should never be drunk at the same meal. The reason given was that the acid in the orange juice would make the milk curdle and become indigestible. As a matter of fact, milk always meets in the stomach a digestive juice which curdles it; the curdling of the milk is the first step in its digestion. A similar wrong idea is that fish and ice cream when eaten at the same meal form a poisonous combination.Still another wrong idea about mixing foods is that proteins and carbohydrates should never be eaten at the same meal. Many people think of bread, for example, as a carbohydrate food. It is chiefly a carbohydrate food, but it also contains proteins. In the same way, milk, probably the best single food, contains both proteins and carbohydrates. It is just as foolish to say that one should never eat meat and potatoes together as it is to say that one should never eat bread or drink milk.05-B. Do Animals Think?The question has often been asked, Do animals think? I believe that some of them think a great deal. Many of them are like children in their sports. We notice this to be true very often with dogs and cats; but it is true with other animals as well.Some birds are very lively in their sports; and the same is truewith some insects. The ants, hardworking as they are, have their times for play. They run races; they wrestle; and sometimes they have mock fights together. Very busy must be their thoughts while engaged in these sports.There are many animals, however, that never play; their thoughts seem to be of the more sober kind. We never see frogs engaged in sport. They all the time appear to be very grave. The same is true of the owl, who always looks as if he were considering some important question.Animals think much while building their houses. The bird searchesfor what it can use in building its nest, and in doing this it thinks. Thebeavers think as they build their dams and their houses. They think in getting their materials, and also in arranging them, and inplastering them12together with mud. Some spiders build houses which could scarcely have been made except by some thinking creature.As animals think, they learn. Some learn more than others. Theparrot learns to talk, though in some other respects it is quite stupid. The mocking bird learns to imitate a great many different sounds. The horse is not long in learning many things connected with the work which he has to do. The shepherd dog does not know as much about most things as some other dogs , and yet he understands very well how to take care of sheep.Though animals think and learn, they do not make any real improvement in their ways of doing things, as men do. Each kind of bird has its own way of building a nest, and it is always the same way. And so of other animals. They have no new fashions, and learn none from each other. But men, as you know, are always finding new ways of building houses, and improved methods of doing almost all kinds of labor.Many of the things that animals know how to do they seem to know either without learning, or in some way which we cannot understand. They are said to do such things by instinct; but no one can tell whatinstinct is. It is by this instinct that birds build their nests and beavers their dam and huts. If these things were all planned and thoughtout just as men plan new houses. there would be some changes in the fashions of them, and some improvements.I have spoken of the building instinct of beavers. An English gentleman caught a young one and put him at first in a cage. After a while he let him out in a room where there was a great variety of things. As soon as he was let out he began to exercise his building instinct. He gathered together whatever he could find, brushes, baskets, boots, clothes, sticks, bits of coal, etc., and arranged them as if to build a dam. Now, if he had had his wits about him, he would have known that there was no use in building a dam where there was no water.It is plain that, while animals learn about things by their sensesas we do, they do not think nearly as much about what they learn, andthis is the reason why they do not improve more rapidly. Even the wisest of them, as the elephant and the dog, do not think very much about what they see and hear. Nor is this all. There are some thing that we understand,but about which animals know nothing. They have no knowledge of13anything that happens outside of their own observation. Their minds are so much unlike ours that they do not know the difference betweenrightand wrong.06-A. Diamonds。
英语(一)自学教程(2012年版)Unit 2 Text A Taxes,Taxes,
• 17. fund n. 基金，专款；储备，贮存 v. 提供资金，供以款项 • We would set up a fund to help those children whose parents couldn't afford to send them to school.（我们将设立 一项基金，帮助那些父母供不起他们读书的孩子。） • They have a fund of knowledge and experience to draw on.（他们有丰富的知识和经验可利用。） • This research is funded by the government.（这项研究由 政府提供资金。） • 18. department n. 部，部门；系科 • the State Department （美国）国务院 • the Department of Education 教育部 • department store 百货商店 19. municipal adj. 市的，市政的 • the municipal government 市政府 • municipal administration 市政管理 • a municipal university 市立大学
• 14. confuse v. 使混乱，混淆 confusion n. 混乱，慌乱 • What he said just now confuses all of us.（他刚才说的话把 我们都弄糊涂了。） • Her answers have only added to his confusion.（她的回答 只使他更加糊涂。） • 15. property n. 财产，资产；（房）地产；特性，性质 • That car is my property， you cannot use it without my permission.（那辆车是我的财产，没我的允许，你不能动用。） • The city is growing and property in the center is becoming more valuable.（城市在发展，市中心的房地产越来越有 价值了。） • state property （国家财产） personal property（动产） • real property / estate（不动产） intellectual property（知 识产权） • 16. excise n. 国产税，本国消费税 • exercise n.& v. 行使，运用；锻炼；练习 • customs n. 关税 （Customs 海关）
英语(一)自学教程(2012年版)Unit 2 Text A Taxes,Taxes,
greatly increased this year.（今年，大学录取的百分比将大
大提高。）
•
About 70 percent of high school graduates in Nanjing
will be enrolled by universities this year.（今年，南京的高
价值了。）
•
state property （国家财产） personal property（动产）
•
real property / estate（不动产） intellectual property（知
识产权）
• 16. excise n. 国产税，本国消费税
•
exercise n.& v. 行使，运用；锻炼；练习
毕业，但是高中毕业生要找一份称心如意的工作是很困难的。）
•
After graduation she went to work in a hospital as a nurse.
（毕业后，她去医院做了一名护士。）
8. sale n. 出售，销售；廉价出售 sell v. 卖
• Mr. Smith is now interested in my car and I hope I can make the sale today.（史密斯先生现在对我的汽车感兴趣，我希望今天就能卖成。）
有人知道他为什么不喜欢这种工作。）
•
The manager asked Mary to type the letter again.（经理
要玛丽把信重打一遍。）
•
typewriter（打字机）
typist（打字员）
•
3. salary n. 工资 v. （常用被动语态）给…发薪
大学英语自学教程(上下)讲义
华夏大地教育网英语二重点班的同学们，大家好！我是华夏大地教育网英语一精讲和英语二重点班的辅导老师高伟。
欢迎大家来到华夏大地重点班英语2的辅导课堂。
为了帮助大家能在英语2考试中顺利通过，华夏大地教育网在此构建了英语2重点班的学习辅导活动。
在听取重点班的讲解之前，我希望大家能对教材内容有一个较为清晰的认识，做到熟悉文章内容即可。
在每期重点班里，讲解内容分为三部分：1、对教材每一课需要大家注意的重点词汇、词组和重点句型做一个详细的回顾；2、针对大家平时在学习英语中感到头疼的重点语法内容展开详细的介绍；3、实战演练，针对英语2考查题型，在解题思路上做一个明确的阐述。
重点班每次上课的时间为一个半小时，要求大家在听讲解的过程中仔细体会讲义中的精华。
同时对于每次提前给大家留的讲义作业版，要求大家在上课前主动地去思考、完成。
只有你找到了在做题时与老师的分析方法不同之处，才会明白英语考试并非如大家想像得那么困难，同时也可以结合自己的一些优势不断更新符合自身的解题方法。
词汇是基础，只有在掌握了一定的词汇量后，才能更透彻地理解讲义的内涵。
同时，要求同学们关注历年真题，既做到熟悉真题的难度，及时补救复习中的漏洞，同时要有效地控制做题的时间。
当然，我更希望大家都能以一种快乐、沉稳的心态应对考试。
让我们向快乐出发，向英语二的封锁线跃进！第一单元知识点的回顾Text A1.choose----choice：词型转换常考，同时注意该词的过去式和过去完成式。
2.★available:这个词考频很高。
如果在答案中出现了该词，从选择上应予优先考虑。
这个词出现的句子中经常会同时出现ticket, food, book等相匹配，出现的地点可以是theatre, supermarket等。
3.decide----decision：注意词组搭配(make-)和词性上的变化。
4.purpose：既可以考词意，也可以考后面的谓语动词的形式。
凡是出现purpose, aim, objective, plan，dream, goal等有含有目的性的词做主语时，后面的谓语动词一定是be to do的形式，同时关注这些词是否为复数形式。
大学英语自学教程(上)单词表
英语一[单词]汇总/大学英语自学教程〔上〕单词表英语〔上〕1课a单词successful [♦☜ ♦♏♦♐◆●]successful adj.成功的succes n.successfully adv.顺利地, 成功地adult [✌♎✈●♦] n.成年人；a.成年的，成熟的disagree [♎♓♦☜ ♑❒♓：] vt.〔with〕1.有分歧，不同意；2.不一致，不符statement [♦♦♏♓♦❍☜⏹♦] n.声明，陈述guarantee [♑✌❒☜⏹ ♦♓：] n.vt.保证，担保，保修intelligent [♓⏹ ♦♏●♓♎✞☜⏹♦] a.聪明的，明智的conversely [ ⏹ ❖☜：♦●♓， ⏹❖☜：♦]similar [♦♓❍♓●☜] a.相似的，类似的；与…相似〔to〕independent [♓⏹♎♓ ☐♏⏹♎☜⏹♦] a.独立的，自主的pattern [☐✌♦☜⏹] n.1.型，模式，样式；2.把戏，图案clue [ ●◆：] n.线索，提示conclusion [ ☜⏹ ●◆：✞☜⏹] n.结论，推论communicate [ ☜ ❍◆：⏹♓♏♓♦] vi.通讯，交流，交际；vt.传达，传播communication [ ☜ ❍◆：⏹♓♏♓☞☜⏹] n.通讯，交流；传达；通讯联系，交通工具inexact [♓⏹♓♑ ✌♦] a.不正确的，不精确的incomplete [♓⏹☜❍ ☐●♓：♦]purpose [☐☜：☐☜♦]regularly [❒♏♑◆●☜●♓] ad.整齐地，经常地，定期地purposefully ad.有目的地，蓄意地technique [♦♏ ⏹♓： ] n.1.技术；2.技巧，手艺outline [♋◆♦●♋♓⏹] vt.概括，提出要点；n.轮廓；提纲disagree with 与…有分歧，不一致first of all 首先，第一depend on 依赖，依靠；依…而定be willing to 愿意，乐意be interested in 对…感兴趣on the other hand 另一方面英语〔上〕1课b单词instance [♓⏹♦♦☜⏹♦] n.例，实例deaf [♎♏♐] a.聋的；听力不佳的dumb [♎✈❍] a.哑的；无言的Englishman [♓☠♑●♓☞❍☜⏹]Italian [♓ ♦✌●☜⏹] n.意大利人；意大利语waiter [♦♏♓♦☜] n.侍者，服务员beer [♌♓☜]soda-water n.苏打水，汽水traveler [♦❒✌❖●☜] n.旅客，旅游者macaroni [❍✌☜ ❒☜◆⏹♓]primitive [☐❒♓❍♓♦♓❖]exact [♓♑ ✌♦] a.精确的，正确的consist [ ☜⏹ ♦♓♦♦] vi.组成〔of〕simply [♦♓❍☐●♓] ad.1.仅，只；2.完全地；3朴素地parrot [☐✌❒☜♦]not only……but also 不但…而且neither……nor 既不…也不consist of 由…组成Italy [♓♦☜●♓]英语〔上〕2课a单词tax [♦✌♦]…征税generally [♎✞♏⏹☜❒☜●♓] ad.一般地，通常，大体上federal [♐♏♎☜❒☜●]type [♦♋♓☐] n.类型，种类，品种；vt.salaried [♦✌●☜❒♓♎] a.拿薪水的，领工资的salary [♦✌●☜❒♓] n.工资vt.[常用被动语态]给…发薪earn [☜：⏹] vt.1.挣得，赚得；2.获得，赢得percentage [☐☜ ♦♏⏹♦♓♎✞] n.百分比，百分率vary [❖☪☜❒♓] vi.变化，有不同，差异；vt.改变，使不同sale [♦♏♓●] n.出售，卖；廉价出售charge [♦☞♋：♎✞] vt.1.索价；2.指控；3.装填，使充满；item [♋♓♦☜❍] n.条，条款，项目packet [☐✌♓♦] n.小包，小盒；vt.打包，装行李；包装cigarette n.香烟，纸烟figure [♐♓♑☜] n.1.数字；2.人物；3外形，轮廓；vt.〔out〕计算出；想出；理解addition [☜ ♎♓☞☜⏹]revenue [❒♏❖♓⏹◆：] n.1.〔国家的〕岁入，税收；2.收入，收益diverse [♎♋♓ ❖☜：♦]confuse [ ☜⏹ ♐◆： ] vt.使混乱，混淆property [☐❒☐☜♦♓] n. 1.财产，资产，所有物；2.性质，特性excise [♏ ♦♋♓] n.国产税；本国消费税fund [♐✈⏹♎] n.1.基金，专款；2.储备，贮存；vt.供以款项，提供资金department [♎♓ ☐♋：♦❍☜⏹♦] n.部，部门，系municipal [❍◆： ⏹♓♦♓☐☜●] a.市的，市政的complain [ ☜❍ ☐●♏♓⏹] vt.vi.抱怨〔of，about〕protest [☐❒☜ ♦♏♦♦， ☐❒☜◆♦♏♦♦] vt.vi.抗议，反对useless [ ◆： ●♓♦]impractical [♓❍ ☐❒✌♦♓●] a.不切实际的，不能实行的program [☐❒☜◆♑❒✌❍]…编制程序view [❖ ◆：] n.1.看法，见解，观点；2.视野，眼界；3.景色，风景；vt.看待，考虑，估量issue [♓☞◆：] n.1.问题，争论点；2.发行；3〔书刊的〕期号；vt.发行，颁布，出版tend [♦♏⏹♎] vi.〔to〕易于，往往会；倾向于；vt.照管，护理be sure of 确信…；确定…have a corner on 垄断〔某物〕=to have a〔the〕corner 〔on〕similar to 跟…类似的，与…同样的in addition to 加之；又；除…之外；并且tend to 倾向，有…的趋势，趋于California [ ✌●♓ ♐：⏹☜] 加利福尼亚〔美国州名〕North Dakota 北达科他〔美国州名〕英语〔上〕2课b单词advertise [✌♎❖☜♦♋♓] vt.…做广告；登广告attract [☜ ♦❒✌♦] vt.吸引，引起…的注意design [♎♓ ♋♓⏹] vt.mail [❍♏♓●]constantly [ ⏹♦♦☜⏹♦●♓] ad.经常地；不断地；时常地product [☐❒♎☜♦] n.产品，产物persuade [☐☜： ♦♦♏♓♎] vt.1.说服，劝服；2.使相信；leisure [●♏✞☜] n.1.空闲时间，空暇；2.悠闲，安逸activity [✌ ♦♓❖♓♦♓]classified [ ●✌♦♓♐♋♓♎] a.1.分类的，被归为一类的；2.保密的，机密的edition [♓ ♎♓☞☜⏹] n.版，版本section [♦♏☞☜⏹] n.1.章节，部分；2.部门，科；3.截面，剖面announcement [☜ ⏹♋◆⏹♦❍☜⏹♦] n.通告，布告，告示available [☜ ❖♏♓●☜♌●] a. 可利用的，可获得的amount [☜ ❍♋◆⏹♦] n.数量，数额，总数；vi.合计，共计〔to〕display [♎♓♦ ☐●♏♓] n.entertainment [♏⏹♦☜ ♦♏♓⏹❍☜⏹♦] n.〔戏院，马戏团等的〕娱乐，游艺，技艺表演；2.招待，款待audience [ ：♎☜⏹♦] n.听众，观众，读者limited [●♓❍♓♦♓♎]attractive [☜ ♦❒✌♦♓❖] a.有吸引力的，引起注意的characteristic [ ✌❒♓♦☜ ❒♓♦♦♓] a.特有的，典型的；为…特有的〔of〕；n.特性，特征slogan [♦●☜◆♑☜⏹] n.标语，口号identify [♋♓ ♎♏⏹♦♓♐♋♓] vt.认出，鉴定；认为…等同于〔with〕commercial [ ☜ ❍☜：☞☜●]department [♎♓ ☐♋：♦❍☜⏹♦] n.部，部门，系responsible [❒♓♦ ☐⏹♦☜♌●] a.1.需负责的，承担责任的〔for〕2.有责任感的，负责可靠的3.责任重大的，重要的company [ ✈❍☐☜⏹♓] n.1.公司；2.同伴，陪伴particular [☐☜ ♦♓◆●☜] a.特定的；特殊的，特别的n.详情，细节estimate [♏♦♦♓❍♓♦， ♏♦♦♓❍♏♓♦] n.估计，估价；评价；vt.估计，估价management [❍✌⏹♓♎✞❍☜⏹♦]approve [☜ ☐❒◆：❖] vt.1.赞成，同意；2.批准，核准involve [♓⏹ ❖●❖] vt.1.使卷入，使参与〔in〕；2.牵涉；3.包含，含有for the most part 在很大程度上，多半be characteristic of 为…所特有，是…的特征catch the eye 引人注目no more than 仅仅identify……with 把…和…等同起来carry over 继续下去，遗留下来as well as 除…之外〔也〕；和over and over 反复put up with 忍受，容忍be responsible for 对…负责任的；对…承担责任的decide on 决定，选定be involved in 与…有关联，参与，介入英语〔上〕3课a单词sailor [♦♏♓●☜] n.水手，海员unwilling [✈⏹ ♦♓●♓☠] a.不情愿的，不愿意的equator [♓ ♦♏♓♦☜]km n.公里；千公尺bulge [♌✈●♎✞] n.不规则突起；鼓起之处unusual [✈⏹ ◆：✞◆☜●] a.不寻常的，与众不同的salty [♦：●♦♓] a.含盐的，咸的average [✌❖☜❒♓♎✞]spot [♦☐♦] n.1.地点，处所；2.点，斑点；vt.1.点缀；2.认出，准确定位range [❒♏♓⏹♎✞]…排列成行peak [☐♓： ]eastward [♓：♦♦♦☜♎]vessel [❖♏♦●] n.1.船，舰；2.容器，器皿crew [ ❒◆：] n.全体船员，全体机务人员becalm [♌♓ ：❍] vt.1.〔常用被动〕〔指帆船〕因无风而停止前进；2.使平静，使安静gulf [♑✈●♐]stream [♦♦❒♓：❍] n.小河，溪流；vi.流，涌current [ ✈❒☜⏹♦] n.1.〔空气，水等〕流，潮流；2.潮流；3.电流；a.当前的，通行的affect [☜ ♐♏♦] vt.影响，打动climate [ ●♋♓❍♓♦]flow [♐●☜◆]furnish [♐☜：⏹♓☞] vt.1.供给，提供2.装备，〔用家具〕布置fishing [♐♓☞♓☠] n.捕鱼，钓鱼region [❒♓：♎✞☜⏹] n.地区，区域highway [♒♋♓♦♏♓] n.公路；〔水陆〕交通干线iceberg [♋♓♦♌☜：♑]float [♐●☜◆♦] vi.vt.〔使〕漂浮steamship [♦♦♓：❍☞♓☐] n.汽船，轮船airplane [☪☜☐●♏♓⏹]separate……from 使从…别离〔分开，隔开〕on average 根据平均标准；平均而言pile up 累积；〔指假设干车辆〕碰撞在一起Atlantic [☜♦ ●✌⏹♦♓] 大西洋〔=the Atlantic Ocean〕America [☜ ❍♏❒♓☜] 美洲〔前边加定冠词the〕Pacific [☐☜ ♦♓♐♓] 太平洋〔=the Pacific Ocean〕Columbus [ ☜ ●✈❍♌☜♦] 哥伦布〔意大利航海家，新大陆发现者〕Puerto Rico 波多黎各〔美国的一个自由联邦，实行自治〕Azores [☜ ： ， ☜ ☜] 亚速尔群岛Florida [♐●❒♓♎☜] 佛罗里达〔美国州名〕Sargasso Sea 马尾藻海〔在西印度群岛东北〕Gulf Stream 墨西哥湾流Labrador [●✌♌❒☜♎：] 拉布拉多半岛〔加拿大地名〕Arctic [♋： ♦♓] 北极〔the Arctic北极北区；北冰洋〕Grand Banks 大浅滩〔纽芬兰岛东南的大西洋浅滩〕Newfoundland 纽芬兰〔加拿大岛或省名〕英语〔上〕3课b单词remain [❒♓ ❍♏♓⏹] vi.1.仍然是，依旧是；2.剩下，余留observation [ ♌☜： ❖♏♓☞☜⏹] n.注意，观察；观察物continually [ ☜⏹ ♦♓⏹◆☜●♓] ad.不停地，频频地gravitational [♑❒✌❖♓ ♦♏♓☞☜⏹●] a.吸引作用的，万有引力的，地心引力的diameter [♎♋♓ ✌❍♓♦☜]disc [♎♓♦] n.1.圆盘；2.唱片，磁盘artist [♋：♦♓♦♦] n.艺术家，美术家merely [❍♓☜●♓] ad.仅仅，只不过reflect [❒♓ ♐●♏♦] vt.反射，反映；思考，考虑absolutely [✌♌♦☜●◆：♦●♓]uncomfortably ad.不舒适地，不安地inhabitant [♓⏹ ♒✌♌♓♦☜⏹♦] n.居民，住户earthlight [☜： ●♋♓♦]moonlight [❍◆：⏹●♋♓♦]lunar [●◆：⏹☜]occasionally [☜ ♏♓✞☜⏹☜●♓] ad.偶尔地，间或sunlight [♦✈⏹●♋♓♦] n.日光，太阳光except for 除了…外；除去；撇开keep……in mind 记住light up 使明亮，发亮speak of 谈起，提到英语〔上〕4课a单词psychological [♦♋♓☜ ●♎✞♓☜●] a.心理〔学〕的focus [♐☜◆☜♦] vt.vi.〔on〕〔使〕聚集，〔使〕集中焦点n. 〔注意，活动，兴趣等的〕中心basic [♌♏♓♦♓] a.基本的，基础的principle [☐❒♓⏹♦☜☐●] n.1.原理，原则；2.主义，信念organization [ ：♑☜⏹♋♓ ♏♓☞☜⏹] n.1.组织；2.团体，机构association [☜ ♦☜◆♦♓ ♏♓☞☜⏹] n.1.联合，结合，交往；2.协会，社团；visualization [❖♓✞◆☜●♋♓ ♏♓☞☜⏹] n.想象，设想meaningful [❍♓：⏹♓☠♐◆●] a.富有意义的，意味深长的rhyme [❒♋♓❍] n.韵，押韵ability [☜ ♌♓●♓♦♓] n.能力，能耐random [❒✌⏹♎☜❍] a.organize [ ：♑☜⏹♋♓]jumble [♎✞✈❍♌●] vt.vi. 混杂chunk [♦☞✈☠] n.一大块，一厚块；vt.分块，组块easily [♓： ♓●♓]categorize [ ✌♦♓♑☜❒♋♓]following [♐●☜◆♓☠] a.接着的，以下的category [ ✌♦♓♑☜❒♓] n.1.门类，种类；2.范畴；3.〔整个系统或组合中的〕部门needless [⏹♓：♎●♓♦] a.不需要的，不必要的refer [❒♓ ♐☜：]…归类于relate [❒♓ ●♏♓♦] vt.1.表达，讲述；2.使相互关联〔…to〕；vi.〔to〕有关联accurately [✌◆❒♓♦●♓] ad.准确地，精确地memorize [❍♏❍☜❒♋♓] vt.熟记，记住associate [☜ ♦☜◆☞♓♏♓♦]…improvement [♓❍ ☐❒◆：❖❍☜⏹♦] n.改良，增进visualize [❖♓◆☜●♋♓] vt.想象，设想imagery [♓❍♓♎✞☜❒♓] n.写作中直喻或比喻的使用；像或肖像的总称；意象repetition [❒♏☐♓ ♦♓☞☜⏹]integrated [♓⏹♦☜♑❒♏♓♦♓♎] a.成整体的，完全的，完整的image [♓❍♓♎✞] n.像，形象，映像，图像mental [❍♏⏹♦●] a.1.智力的，脑力的；2.精神的，思想上的preserve [☐❒♓ ☜：❖] vt.1.保护，维持；2.保存，保藏focus on 集中make sense 有意义make a difference 有影响，起〔重要〕作用needless to say 不用说refer to 提到，涉及；参考，查阅relate……to 与…有关系associate……with 把…联系在一起；与…常在一起，与…为友Mount Fuji 富士山Japan [♎✞☜ ☐✌⏹] 日本英语〔上〕4课b单词recall [❒♓ ：●] vt.1.回忆，回想；2.召回；3.撤消，收回contrast [ ⏹♦❒✌♦♦， ☜⏹ ♦❒✌♦♦]…与…比照dial [♎♋♓☜●] vt.interrupt [♓⏹♦☜ ❒✈☐♦] vt.打断，打搅；终止，阻碍；vi.打断，打搅unable [✈⏹ ♏♓♌●] a.[后接动词不定式]不能的，不会的psychologist [♦♋♓ ●☜♎✞♓♦♦]human [♒◆：❍☜⏹]apparatus [，✌☐☜ ❒♏♓♦☜♦] n.器械，器具，设备rat [❒✌♦]release [❒♓ ●♓：♦] n.vt.1.释放，解放；2.发布，发行；3放开，松开reward [❒♓ ♦：♎] n.vt.1.酬劳，奖赏；2报答interval [♓⏹♦☜❖☜●] n.间隔，间距；幕间〔或工间〕休息represent [❒♏☐❒♓ ♏⏹♦]…代表〔代理〕；表示；表现intermediate [♓⏹♦☜ ❍♓：♎☜♦] a.中间的；中级的advanced [☜♎ ❖♋：⏹♦♦] a. 先进的，高级的native-speaking a.说本族语的，讲本国话的recording [❒♓ ：♎♓☠] n.录制〔尤指广播，电视等〕节目speaker [♦☐♓： ☜]paragraph [☐✌❒☜♑❒♋：♐] n.〔文章的〕段落，节alike [☜ ●♋♓] a.同样的，相像的wither [♦♓❆☜] vt.vi.〔使〕枯萎，凋谢method [❍♏☜♎] n.方法，方法system [♦♓♦♦♓❍] n.1.系统，体系；2.制度，体制unrelated a.无关的，不相关的proficiency [☐❒☜ ♐♓☞☜⏹♦♓] n.[U]熟练，精通in contrast 成比照look up 在字典、参考书中查找be unable to 不能做某事turn on 开，接通〔水源，电源，煤气等〕turn off 关，关断〔水源，电源，煤气等〕to begin 首先，开始Los Angeles 洛杉矶〔美国加州西南一港市〕英语〔上〕5课a单词fallacy [♐✌●☜♦♓] n.谬见，错误的信念；谬误推理，谬论quality [ ♦●♓♦♓] n.1.质量；2.品质，特性deer [♎♓☜]savage [♦✌❖♓♎✞] a.1.野蛮的，未开化的；2凶猛，残酷的tribe [♦❒♋♓♌] n.1.种族，部落；2.〔植物，动物〕族，类bravery [♌❒♏♓❖☜❒♓] n.[U]英勇，勇敢；勇气man-eating n./♋食人；食人的]eager [♓：♑☜] a.热切的，渴望的civilized [♦♓❖♓●♋♓♎] a.文明的，开化的ginger [♎✞♓⏹♎✞☜] n.生姜，姜root [❒◆：♦] n.1.根〔部〕；2.根本，根源；v.〔使〕生根，〔使〕扎根magical [❍✌♎✞♓☜●] a.1.魔术的，似魔术的；2.不可思议的，迷人的poisonous [☐♓⏹☜♦]overseas [☜◆❖♏ ♦♓： ] ad.在〔向〕海外，在〔向〕国外；a.〔在〕海外的，〔在〕国外的widespread [♦♋♓♎♦☐❒♏♎] a.分布〔或散布〕广的，普遍的muscle [❍✈♦●] n.1.肌肉；2.力量，实力chew [♦☞◆：] vt.helpful [♒♏●☐♐◆●] a.1.给予帮助的，肯帮助的；2.有益的，建设性的digestive [♎♓ ♎✞♏♦♦♓❖] a.消化〔食物〕的juice [♎✞◆：♦] n.汁，液digest [♎♓ ♎✞♏♦♦， ♎♋♓♎✞♏♦♦]foundation [♐♋◆⏹ ♎♏♓☞☜⏹] n.1.根据；2.基金会；3.基础，地基mixture [❍♓♦♦☞☜] n.混合；混合物belief [♌♓ ●♓：♐] n.1.相信；2.信念，信仰acid [✌♦♓♎]curdle [ ☜：♎●] vi.vt.〔使〕结成凝乳；变成凝乳状indigestible [♓⏹♎♓ ♎✞♏♦♦☜♌●] a.难消化的；不能消化的digestion [♎♓ ♎✞♏♦♦☞☜⏹] n.消化；吸收cream [ ❒♓：❍] n.奶油，奶油色combination [ ❍♌♓ ⏹♏♓☞☜⏹] n.1.结合，联合；2.化合，化合物protein [☐❒☜◆♦♓：⏹]carbohydrate [ ♋：♌☜◆ ♒♋♓♎❒♏♓♦] n.碳水化合物；[pl.]淀粉质食物chiefly [♦☞♓：♐●♓] ad.大半，主要contain [ ☜⏹ ♦♏♓⏹] vt.包含，容纳be eager to 热切想做，渴望要做substitute for …的替代物have……to do with 与…有关as a matter of fact 事实上，其实；事实恰恰相反think of……as 把…看成英语〔上〕5课b单词insect [♓⏹♦♏♦]ant [✌⏹♦]hardworking [♒♋：♎ ♦☜： ♓☠]wrestle [❒♏♦●]mock [❍] vt.vi.愚弄，嘲弄；a.假的，模拟的engage [♓⏹ ♑♏♓♎✞] vi. 〔in〕从事于，参加；vt.1.使从事于，使忙于；2.占用〔时间等〕sober [♦☜◆♌☜] n.1.冷静的，镇定的；2.认真，严肃的frog [♐❒♑]grave [♑❒♏♓❖]owl [♋◆●]nest [⏹♏♦♦] n.巢，窝beaver [♌♓：❖☜]dam [♎✌❍] n.坝，堤arrange [☜ ❒♏♓⏹♎✞] vt.1.安排，筹划；2.整理，排列plaster [☐●♋：♦♦☜] vt.1.粘贴；2.涂灰泥于〔墙等〕；n.灰泥，石膏mud [❍✈♎] n.泥，泥浆spider [♦☐♋♓♎☜]scarcely [♦☪☜♦●♓] ad.几乎不，几乎没有creature [ ❒♓：♦☞☜]imitate [♓❍♓♦♏♓♦] vt.1.模仿，仿效；2.仿制，仿造shepherd [☞♏☐☜♎]improvement [♓❍ ☐❒◆：❖❍☜⏹♦] n.改良，增进fashion [♐✌☞☜⏹]instinct [♓⏹♦♦♓☠♦] n.1.本能，直觉；2.生性，天性hut [♒✈♦] n.小屋，棚屋cage [ ♏♓♎✞]variety [❖☜ ❒♋♓☜♦♓] n.1.变化，多样化；2.品种，变种；3.种种，多种多样boot [♌◆：♦]etc. 〔=et cetera〕［缩］［拉］以及其他，等等wit [♦♓♦] n.智力，才智unlike [✈⏹ ●♋♓]…，和…不同a.不相似的，不同的a great deal 大量，许多be true with 对…一样，对…也是真的engage in 从事，忙于be true of 对…一样，对…也是真的as if 好似，似乎仿佛search for 搜寻，搜寻，探察take care of 1.保护；2.照顾，照料；3.处理，对付以下内容登录之后，回复可见……[本部分设定了隐藏,您已回复过了,以下是隐藏的内容]英语〔上〕6课a单词rare [❒☪☜] a. 稀有的，难得的substance [♦✈♌♦♦☜⏹♦] n.1.物质；2.实，本质；3.主旨，大意slight [♦●♋♓♦] a.轻微的，纤细的carbon [ ♋：♌☜⏹]extreme [♓♦ ♦❒♓：❍]pressure [☐❒♏☞☜] n.压力，压强liquid [●♓♦♓♎]molten [❍☜◆●♦☜⏹] a.〔melt的过去分词〕〔指金属〕熔化的crack [ ❒✌] n.裂缝，裂口；vi.爆裂，破裂crust [ ❒✈♦♦] n. 1.地壳；2.面包皮，硬外皮，外壳crystal [ ❒♓♦♦●] n.水晶；晶粒；a.清澈透明的，水晶制的，晶体的popular [☐☐◆●☜] a.流行的，通俗的，大众的；受欢送的gem [♎✞♏❍] n.宝石，珠宝handful [♒✌⏹♎♐◆●] n.一把，一小撮gravel [♑❒✌❖☜●] n.碎石，砂砾formation [♐： ❍♏♓☞☜⏹] n.[地]岩层；形成，构成pipe [☐♋♓☐]volcano [❖ ● ♏♓⏹☜◆]somewhat [♦✈❍♦♦] ad.稍微，有点blast [♌●♋：♦♦] n.1.疾风，强风；2.爆炸；vt.炸，炸掉elevator [♏●♓❖♏♓♦☜] n.电梯，升降机crush [ ❒✈☞] vt.1.压碎，碾碎；2.镇压，压倒destroy [♎♓♦ ♦❒♓]grease [♑❒♓：♦， ♑❒♓： ] n.油脂；滑脂impressive [♓❍ ☐❒♏♦♓❖] a.给人印象深刻的，感人的greasy [♑❒♓：♦♓] a.1.涂有油脂的，油污的；2.油腻的，滑的pebble [☐♏♌●] n.小圆石；卵石experienced [♓♦ ☐♓☜❒♓☜⏹♦♦]miner [❍♋♓⏹☜]immediately [♓ ❍♓：♎☜♦●♓] ad.1.立即地，即刻地；2.直接地，紧密地be made of 由…构成be popular with 受…喜欢；受…欢送run out 用尽sort out 分类，整理stick to 附着，粘住India [♓⏹♎♓☜] 印度Brazil [♌❒☜ ♓●] 巴西Russia [❒✈☞☜] 俄罗斯South Africa 南非英语〔上〕6课b单词beneath [♌♓ ⏹♓： ]…下面〔或底下〕，低于haze [♒♏♓]aside [☜ ♦♋♓♎] ad.在旁边，到〔或向〕一边magnify [❍✌♑⏹♓♐♋♓] vt.1.放大；2.扩大，夸大puzzle [☐✈●] vt.〔使〕迷惑，〔使〕为难；vi.迷惑，苦思；n.1.测验〔智力，技巧等〕的问题〔或游戏〕，智力玩具；2.迷，seed [♦♓：♎]observe [☜♌ ☜：❖] vt.1.注意到，发觉到；2.观察；3.说；4.遵守，奉行seaweed [♦♓：♦♓：♎] n.海草；海藻former [♐：❍☜]latter [●✌♦☜]inorganic [♓⏹： ♑✌⏹♓]dwelling [♎♦♏●♓☠] n.住处；住宅fairy [♐☪☜❒♓] n.神仙，仙人broad [♌❒：♎]delicious [♎♓ ●♓☞☜♦] a.1.美味的；2.〔味觉或嗅觉〕使人愉快的closely [ ●☜◆♦●♓] ad.1.紧密地；2.严密地，密切地suck [♦✈] v.吸，吸收sap [♦✌☐] n.1.树液；2.元气，精气dissolve [♎♓ ●❖] vt.1.〔使〕溶解，〔使〕融化；2.解散，取消turn aside from 离开be satisfied with 对…感到心满意足take place 发生lie in 在于hold good for 〔对…〕适用live on 靠…生活take in 吸收；让…进入；接纳，接受suck up 吸收，吸出，吸起take up 1.拿起；2.吸收，溶解；3.占去〔地方，时间，注意力等〕英语〔上〕7课a单词definition [♎♏♐♓ ⏹♓☞☜⏹] n. 定义，释义marriage [❍✌❒♓♎✞] n.结婚，婚姻descend [♎♓ ♦♏⏹♎] vi.1.传下，遗传；2.下来，下降ancestor [✌⏹♦♓♦♦☜] n.祖先，祖宗household [♒♋◆♦♒☜◆●♎] n.家庭，户；a.家庭的，家常的grandparent [♑❒✌⏹♎☐♏❒☜⏹♦] n.〔外〕祖父或〔外〕祖母relative [❒♏●☜♦♓❖]traditional [♦❒☜ ♎♓☞☜⏹●]security [♦♓ ◆☜❒♓♦♓]basically [♌♏♓♦♓☜●♓] ad.基本上，从根本上说nuclear [⏹◆： ●♓☜] a.1.核子的，核能的；2.核心，中心的extended [♓♦ ♦♏⏹♎♓♎] a.1. 展开的，扩大的；2.延伸的，延续的；3.广阔的，广泛的nucleus [⏹◆： ●♓☜♦] n.〔原子〕核；核心mother-in-law n.岳母；婆母agricultural [✌♑❒♓ ✈●♦☞☜❒☜●]industrial [♓⏹ ♎✈♦♦❒♓☜●] a.工业的，产业的industrialize [♓⏹ ♎✈♦♦❒♓☜●♋♓] vt.〔使〕工业化post-industrial a. 〔经济基础已由重工业转为服务业，高技术等的〕后工业化的earner n.赚钱者；获得收入者split [♦☐●♓♦] vi.1.撕裂，裂开；2.分裂，分开；vt.劈开，使分裂；n.分裂，裂口divorce [♎♓ ❖：♦] n.…离婚，使分裂social [♦☜◆☞☜●] a.1.社会的；2.交际的，社交的remarry [❒♓： ❍✌❒♓] vt.vi.〔使〕再婚care for 喜欢，对…中意；对…担忧；照顾，照料split up 1.分裂，分开；2.吵架，离婚talk of 谈到，谈起英语〔上〕7课b单词structure [♦♦❒✈♦☞☜] n.1结构，构造；2.建筑物；vt.建造，建立generation [♎✞♏⏹☜ ❒♏♓☞☜⏹] n.1.一代〔人〕；2.产生，发生customary [ ✈♦♦☜❍☜❒♓] a.1.习惯上的，惯常的；2.合乎〔或基于〕习俗的partner [☐♋：♦⏹☜] n.1.配偶；2.搭档，伙伴，合伙人similarity [♦♓❍♓ ●✌❒♓♦♓] n.相似，类似role [❒☜◆●]similarly [♦♓❍♓●☜●♓] ad.相似地，类似地physical [♐♓♓☜●] a.1.身体的，肉体的；2.物理的，物理学的；3.物质的，有形的emotional [♓ ❍☜◆☞☜⏹●] a.感情的，情绪的housework [♒♋◆♦♦☜： ] n.家务劳动；家事preparation [☐❒♏☐☜ ❒♏♓☞☜⏹] n.准备，预备pregnant [☐❒♏♑⏹☜⏹♦] a.怀孕的，妊娠的primary [☐❒♋♓❍☜❒♓] a.最初的，初级的；首要的，主要的，基本的preschool [☐❒♓： ♦◆：●] a.学龄前的，入学前的dependent [♎♓ ☐♏⏹♎☜⏹♦] a.依靠的，依赖的〔on，upon〕provide for 赡养，为…提供必需品in addition 另外，加之give up 交出，让出；放弃，抛弃，辞去instead of 代替；而不是…be busy doing 忙于做〔某事〕in conclusion 最后，在结束时英语〔上〕8课a单词telecommunication n.电信，远距离通信via [❖♋♓☜] prep.经由，经过，通过satellite [♦✌♦☜●♋♓♦] n.卫星，人造卫星transmit [♦❒✌⏹ ❍♓♦]photography [♐☜ ♦♑❒☜♐♓]telegraph [♦♏●♓♑❒♋：♐] n.1.电报机，电报〔指通信方式〕；establish [♓♦ ♦✌♌●♓☞] vt.1.建立，创办，设立；2.确立，使确认signal [♦♓♑⏹☜●] n.信号，暗号vt.vi.〔向…〕发信号orbit [ ：♌♓♦] vt.vi.绕〔…visual [❖♓◆☜●] a.视觉的，看得见的capable [ ♏♓☐☜♌●] a.有能力的，有才能的；能…的〔of〕broadcast [♌❒：♎♋：♦♦] n.vt./❖♓广播，播音]computer [ ☜❍ ☐◆：♦☜] n.电脑，电脑theory [ ♓☜❒♓] n.1.理论，原理；2学说access [✌♦♏♦] n.1.通道，入口；2.接近〔或进入〕的时机，享用时机unlimited [✈⏹ ●♓❍♓♦♓♎] a.1.无界限的，无边无际的；2.无限制的，无约束的；3.无数的，无限量的demonstrate [♎♏❍☜⏹♦♦❒♏♓♦]educational [♏♎◆ ♏♓☞☜⏹●]remote [❒♓ ❍☜◆♦] a.1.遥远，偏僻的；2.〔可能性〕很小的isolate [♋♓♦☜●♏♓♦]transportation [♦❒✌⏹♦☐： ♦♏♓☞☜⏹] n.1.运输；2.运输系统，运输工具instruction [♓⏹ ♦♦❒✈☞☜⏹] n.教学，指导；命令，指示，用法说明conversation [ ⏹❖☜ ♦♏♓☞☜⏹] n.谈话，会话simultaneously ad.同时发生地，同时进行地channel [♦☞✌⏹●]…获得，传送risk [❒♓♦]…的危险n.冒险，风险privacy [☐❒♋♓❖☜♦♓]personal [☐☜：♦☜⏹●]movie [❍◆：❖♓]contact [ ⏹♦✌♦， ☜⏹ ♦✌♦]…接触，使联系technology [♦♏ ⏹●☜♎✞♓] n.工艺，技术harm [♒♋：❍] n.vt.伤害，损害，危害expert [♏♦☐☜：♦] n.专家，能手；a.熟练的，内行的application [✌☐●♓ ♏♓☞☜⏹] n.1.申请，申请表；2.应用，实施be capable of 〔指人〕有某种能力或倾向的have access to 可接近，可进入lead to 导致；通向Olympic Games 奥林匹克运动会Tokyo 东京Olympics [☐◆ ●♓❍☐♓♦] 奥林匹克运动会比赛项目〔=Olympic Games〕英语〔上〕8课b单词obvious [ ♌❖♓☜♦] a.显然的，明显的shelter [☞♏●♦☜] n.1.掩蔽，保护；2.掩蔽处，躲避处；vt.掩蔽，庇护atmosphere [✌♦❍☜♦♐♓☜] n.1.大气，大气圈，大气层；2.〔心理上的〕周围情况，环境，气氛deadly [♎♏♎●♓] a.致死的，致命的ray [❒♏♓] n.光线，射线atmospheric [✌♦❍☜♦ ♐♏❒♓] a.1.大气的，空气的；2.大气层的；大气所引起的automobile [ ：♦☜❍☜♌♓：●]tire [♦♋♓☜]gas [♑✌♦]per [☐☜：] prep.每，每一column [ ●☜❍] n.1.柱，圆柱；2.栏，专栏〔文章〕electrical [♓ ●♏♦❒♓☜●] a.电的，电气的existence [♓♑ ♓♦♦☜⏹♦] n.1.存在；2.生存，生活gaze [♑♏♓] vi.n.凝视，注视lightning [●♋♓♦⏹♓☠]thorough [ ✈❒☜] a.ad.1.彻底的，完全的；2.仔细周到的，精心的radar [❒♏♓♎☜]create [ ❒♓〔：〕 ♏♓♦] vt.1.创造；2.创作；3.引起，产生hydrogen [♒♋♓♎❒♓♎✞☜⏹]curve [ ☜：❖] n.1.曲线，弧线；2.弯曲；vt.vi.〔使〕弯曲，〔使〕成曲线unending [✈⏹ ♏⏹♎♓☠] a.1.永无止境的，不尽的；2.不断的，不停的meantime [❍♓：⏹ ♦♋♓❍] n.同时，其间element [♏●♓❍☜⏹♦]atomic [☜ ♦❍♓] a.原子能的；原子的explosion [♓♦ ☐●☜◆✞☜⏹] n.爆炸，爆发in order to 为了protect……from 防御〔危险；敌人等〕rest upon 依赖，依靠in the meantime 在此期间，〔与此〕同时pay attention to 注意Sydney Chapman 西德尼?查普曼〔人名〕英语〔上〕9课a单词learned [●☜：⏹♓♎]cultivated [ ✈●♦♓❖♏♓♦♓♎] a.1.耕种的，耕作的；2.栽培的，非野生的；3.有修养的，文雅的concern [ ☜⏹ ♦☜：⏹] n.1.关心，挂念；2.关系，关联；vt.1.涉及，有关于；2.使关心，使挂念stock [♦♦] n.1.备料，库存；2.股票，公债；3.有货；vt.储备，储存possession [☐☜ ♏☞☜⏹] n.所有，拥有；所有物relatively [❒♏●☜♦♓❖●♓] ad.比较而言；相对地educated [♏♎✞◆♏♓♦♓♎]occasion [☜ ♏♓✞☜⏹] n.1.时刻；2.场合，重大〔或特殊〕的活动；3.时机，时机acquaintance [☜ ♦♏♓⏹♦☜⏹♦] n.1.认识，了解；2.相识的人，熟人formalfR：mEl[♋正式的； 形式的 礼仪上的]highly ad.高度地；极；非常topic [♦☐♓]elevated [♏●♓❖♏♓♦♓♎] a.1.提高的，升高的；2.高贵，庄严的style [♦♦♋♓●]importance [♓❍ ☐：♦☜⏹♦] n.重要〔性〕vivacious [❖♓ ❖♏♓☞☜♦] a.活泼的，轻快的case [ ♏♓♦] n.1.情况，事实；2.病例；案件；3.箱，盒noun [⏹♋◆⏹]Latin [●✌♦♓⏹] a.拉丁的，拉丁人的，拉丁语的；n.拉丁语，拉丁人derivative [♎♓ ❒♓❖☜♦♓❖] n.派生词；派生物；a.派生的，衍生的adjective [✌♎✞♓♦♓❖]apply [☜ ☐●♋♓] vi.1.申请，请求〔for〕；2.适用〔to〕；vt.应用，运用〔to〕absolute [✌♌♦☜●◆：♦] a.绝对的，完全的popularity [☐☐◆ ●✌❒♓♦♓] n.1.普及，流行；2.名望，受欢送classification [ ●✌♦♓♐♓ ♏♓☞☜⏹] n.分类；分级convenient [ ☜⏹ ❖♓：⏹☜⏹♦]avoid [☜ ❖♓♎] vt.防止，避开misconception [❍♓♦☜⏹ ♦♏☐☞☜⏹] n.误解，错误想法；错误印象presence [☐❒♏⏹♦]cultivation [ ✈●♦♓ ❖♏♓☞☜⏹] n.1.耕种，耕作；2.教养，修养literature [●♓♦☜❒♓♦☞☜] n.1.文学，文学作品；2.文献，图书资料make up 1.〔由部分〕组成，构成〔全体〕；2.弥补，补偿，赔偿〔损失等〕；3.捏造，虚构belong to 属于；是…的成员at large 1.普遍，一般地；2.自由地，〔未被捕〕逍遥自在地come up 出现as to 至于，关于be due to 由于，因为rather than 与其…〔不如〕；不是…〔而是〕英语〔上〕9课b单词vocabulary [❖☜ ✌♌◆●☜❒♓] n.1.词汇〔量〕；2.词〔汇〕表context [ ⏹♦♏♦♦] n.上下文，语境interrupt [♓⏹♦☜ ❒✈☐♦] vt.打断，打搅；终止，阻碍；vi.打断，打搅process [☐❒☜◆♦♏♦] n.1.过程，进程；2.工序，加工方法；vt.加工，处理productive [☐❒☜ ♎✈♦♓❖]swift [♦♦♓♐♦] a.快速的，敏捷的securely ad.1.安全地；2.牢固地，稳固地；3.信心十足地，有把握地intend [♓⏹ ♦♏⏹♎] vt.1.想要，打算〔后接to do或doing〕；2.意指，意思是specific [♦☐♓ ♦♓♐♓] a.1.具体的，明确的；2.特定的，特有的preference [☐❒♏♐☜❒☜⏹♦] n.〔for，to〕1.偏爱；2.优先〔权〕prefix [☐❒♓：♐♓♦]suffix [♦✈♐♓♦]insert [♓⏹ ♦☜：♦， ♓⏹♦☜：♦] vt.插入，嵌入apparently [☜ ☐✌❒☜⏹♦●♓] ad.1.显然地；2.外表上，似乎consult [ ☜⏹ ♦✈●♦] vt.1.请教，向…咨询；2.查阅，查看；vi.交换意见，商议tentative [♦♏⏹♦☜♦♓❖] a.试探性的；尝试性的spark [♦☐♋： ] n.火花，火星；vi发火花，发电花；vt.激发，引起personally [☐☜：♦☜⏹☜◆●♓] ad.1.亲自，当面；2.就个人而言；3.作为个人，个别地heighten [♒♋♓♦⏹] vt.1.加高，提高，增高；2.增加，，加强formula [♐：❍◆●☜]maximum [❍✌♦♓❍☜❍] n.最大限度，最大量，顶点；a.最高的，最大的effectiveness [♓ ♐♏♦♓❖⏹♓♦] n.效果，有效性sharpen [☞♋：☐☜⏹] vt.1.削尖，磨尖；2.使敏锐，使敏捷awareness n.1.意识，觉悟；2.懂事，明智contextual [ ☜⏹ ♦♏♦♦☞◆☜●] a.上下文的；取决于上下文的accuracy [✌◆❒☜♦♓] n.准确〔性〕，精确〔性〕ease [♓： ] n.1.容易；2.舒适，安逸；vt.vi.缓和，减轻come across 偶然遇见，碰上begin with 以…开始，以…为起点come up with 提出after all 毕竟；终究provide somebody with 给某人提供…Sherlock Holmes 夏洛克?福尔摩斯英语〔上〕10课a单词scientific [♦♋♓☜⏹ ♦♓♐♓]attitude [✌♦♓♦◆：♎] n.1.姿势，姿态；2.态度，看法〔to，forwards〕environment [♓⏹ ❖♋♓☜❒☜⏹❍☜⏹♦] n.环境，周围状况，自然环境curiosity [ ◆☜❒♓ ♦♓♦♓] n.好奇〔心〕；求知欲imagination [♓ ❍✌♎✞♓ ⏹♏♓☞☜⏹] n.1.想象，想象力；2.空想，幻觉apart [☜ ☐♋：♦] ad.别离，分开stimulate [♦♦♓❍◆●♏♓♦] vt.刺激，激励scientifically [♦♋♓☜⏹ ♦♓♐♓☜●♓]relationship [❒♓ ●♏♓☞☜⏹☞♓☐] n.关系，联系phenomenon [♐♓ ⏹❍♓⏹☜⏹] n.现象，迹象unknown [✈⏹ ⏹☜◆⏹] 未知的，不知名的regardless [❒♓ ♑♋：♎●♓♦] a.1.不留心的，不注意的2.不关心的；ad.不管如何，不顾，不惜previously [☐❒♓：❖ ☜♦●♓] ad.在前地，早先地disagreeable [♎♓♦☜ ♑❒♓☜♌●] a.让人讨厌的，不合心意的unpleasant [✈⏹ ☐●♏⏹♦] a.使人不愉快的；不合意的failure [♐♏♓●☜] n.1.失败；2.失灵，故障；3.没做到，不履行〔to+v.〕solution [♦☜ ●◆：☞☜⏹] n.1.解答，解决方法；2.溶解，溶液thinking [ ♓☠♓☠] n.1.思想，思考；2.想法，见解adapt [☜ ♎✌☐♦] vt.1.使适应，使适合〔to〕；2.改编，改写；vi.适应〔to〕perfect [☐☜：♐♓♦， ☐☜：♐♏♦] a.1.完美的，完满的；2.完全的，十足的；vt.使完美，改善acceptable [☜ ♦♏☐♦☜♌●]entirely [♓⏹ ♦♋♓☜●♓] ad.1.全部，完整地；2.完全地，彻底地frequently [♐❒♓： ♦☜⏹♦●♓] ad.经常地；频繁地evidence [♏❖♓♎☜⏹♦] n.根据，证据finding [♐♋♓⏹♎♓☠] n.发现〔物〕；［常pl.］〔调查或研究〕结果sprout [♦☐❒♋◆♦] vi.〔种子，植物〕发牙，抽条；vi.使发芽；n.新芽，嫩苗determine [♎♓ ♦☜：❍♓⏹]growth [♑❒☜◆] n.1.增长，增加；2.生长，发展lay aside 把…放在一边，把…搁置一旁；留存take apart 拆散；拆开carry out 1.实行；2.贯彻，执行believe in 相信，信任regardless of 不顾；不管adapt……to 使…适应…make up one‘s mind 下决心once and for all 永远地，一劳永逸地respect for 尊重laugh at 嘲笑；讥笑Benjamin Franklin 富兰克林〔美国政治家及科学家〕Thomas Edison 爱迪生〔美国发明家〕Galileo [♑✌●♓ ●♏♓☜◆] 伽利略〔意大利物理学及天文学家〕Louis Pasteur 巴斯德〔法国化学家及微生物学家〕英语〔上〕10课b单词solve [♦●❖] vt.解决，解答arouse [☜ ❒♋◆] vt.1.引起，激起；2.唤起，唤醒procedure [☐❒☜ ♦♓：♎✞☜] n.程序，手续，步骤obtain [☜♌ ♦♏♓⏹] vt.获得，得到solution [♦☜ ●◆：☞☜⏹] n.1.解答，解决方法；2.溶解，溶液arise [☜ ❒♋♓] vi.出现，发生；〔from〕由…引起biological [♌♋♓☜ ●♎✞♓☜●] a.生物学〔上〕的engineering [♏⏹♎✞♓ ⏹♓☜❒♓☠] n.1.工程，工程学；2.操纵，管理microelectronics n.微电子学，超小型电子学account [☜ ♋◆⏹♦] n.1.表达，说明；2.账，账户；vi.〔for〕说明〔原因等〕related [❒♓ ●♏♓♦♓♎] a.1.有关的，相关的〔to〕；2.有亲戚〔或亲缘〕关系的background [♌✌♑❒♋◆⏹♎]logical [●♎✞♓☜●] a.逻辑〔上〕的，符合逻辑的mathematical [❍✌♓ ❍✌♦♓☜●] a.数学〔上〕的analysis [☜ ⏹✌●☜♦♓♦]unanswered [✈⏹ ✌⏹♦☜♎] a.1.未予答复的；2.无响应的，无报答的indicate [♓⏹♎♓♏♓♦] vt.1.指示，指出；2.表示，说明inference [♓⏹♐☜❒☜⏹♦] n.推论，推理，推断hypothesis [♒♋♓ ☐♓♦♓： ] n.1.假说，假设；2〔无根据的〕猜测，揣测prediction [☐❒♓ ♎♓☞☜⏹]confidence [ ⏹♐♓♎☜⏹♦] n.信任，信心probable [☐❒♌☜♌●] a.很可能的，大概的unreliable [✈⏹❒♓ ●♋♓☜♌●]modify [❍♎♓♐♋♓] vt.修改，更改accurate [✌◆❒♓♦] a.准确的，精确的variable [❖☪☜❒♓☜♌●]experimentation [♏♦ ☐♏❒♓❍♏⏹ ♦♏♓☞☜⏹] n.实验，试验result from 发生；因…引起，起因于in need of 需要build up 增长，增强；逐渐积聚，集结carry out 1.实行；2.贯彻，执行turn out to be 原来是，〔最后〕证明是check with 与…相符，一致英语〔上〕11课a单词garage [♑✌❒♋：✞] n.车库；〔常兼汽车修理，销售业务的〕加油站unwanted [✈⏹ ♦⏹♦♓♎] a.没人要的；不需要的，无用的，多余的rid [❒♓♎] 使摆脱，使去掉〔of〕homemade [♒☜◆❍ ❍♏♓♎]neighborhood [⏹♏♓♌☜♒◆♎] n.四邻，邻近地区，附近advertisement [☜♎ ❖☜：♦♓♦❍☜⏹♦]local [●☜◆☜●]buyer [♌♋♓☜] n.购买者；买主basement [♌♏♓♦❍☜⏹♦]wherever [(♒✆♦☪☜❒ ♏❖☜]ever-increasing a.不断增长的，持续增长的replica [❒♏☐●♓☜]stuff [♦♦✈♐] n.1.原料，材料；2.东西；vt.填满，塞满castoff [ ✌♦♦♐] a.1.抛弃的，丢开的；2.穿旧的；n.被抛弃的人〔或物〕extra [♏♦♦❒☜]save [♦♏♓❖]original [☜ ❒♓♎✞☜⏹☜●]computerization [ ☜❍ ☐◆：♦☜❒♋♓ ♏♓☞⏹] n.电脑的使用；电脑化remnant [❒♏❍⏹☜⏹♦] n.残余，剩余；残余物，残存部分era [♓☜❒☜] n.时代，纪元hobby [♒♌♓]weekend [♦♓： ♏⏹♎]bargain [♌♋：♑♓⏹]hunter [♒✈⏹♦☜]fabulous [♐✌♌◆●☜♦] a.1.神话式的；2.惊人，难以置信的painting [☐♏♓⏹♦♓☠] n.1.〔一幅〕画；2.绘画，绘画艺术；3.〔上〕油漆reporter [❒♓ ☐：♦☜]mercy [❍☜：♦♓] n.慈悲，仁慈，宽容bless [♌●♏♦]reluctant [❒♓ ●✈♦☜⏹♦] a.不情愿的，勉强的enthusiasm [♓⏹ ◆： ♓✌☜❍] n.热情，热心recent [❒♓：♦⏹♦] a.新近的，近来的bound [♌♋◆⏹♎] …去的，开往〔或驶往〕…的〔for〕sort through 整理，把…分类get rid of 摆脱，解脱，除去set out 1.出发，起程；2.宣布，发表，3.展示，陈列put up 提出以供…；举起，抬起be fed up with 因多而厌烦；不满search for 搜寻，搜寻，探察turn 〔somebody〕off 〔使〕失去兴趣〔或爱好，热情〕；〔使〕不再喜欢〔人或事物〕；〔使〕厌烦run across 1.偶然碰见，偶然发现；2.跑着越过，穿越；3.作短暂旅行〔或访问〕be bound to 一定；必须be faced with 面临，面对Charles Erickson 查理士?埃里克森〔人名〕Bloomfield Hills 布隆菲尔德山〔地名〕Michigan [❍♓☞☜♑☜⏹] 密歇根〔美国州名〕Atlanta 亚特兰大〔美国州名〕Georgia 乔治亚〔美国州名〕Ford [♐：♎] 〔美国〕福特汽车公司；福特牌汽车Jerry McNeely 杰里?麦克尼利〔人名〕Houston [♒◆：♦♦☜⏹] 休斯敦〔美国德克萨斯州东南部港市〕Texas [♦♏♦☜♦] 德克萨斯〔美国州名〕英语〔上〕11课b单词urge [☜：♎✞] vt.1.驱策，鼓励；2.催促，力劝；n.强烈的欲望，迫切的要求practically [☐❒✌♦♓☜●♓]normal [⏹：❍☜●♓]confusing a.使人困惑的，令人费解的explore [♓♦ ☐●：] vt.vi.1.探险，勘探；2.探索，探究specialize [♦☐♏☞☜●♋♓] vi.专门研究；专营〔in〕discount [♎♓♦♋◆⏹♦]dime [♎♋♓❍] n.1.〔美国，加拿大的〕10分铸币；2.小钱，少量的钱inexpensive [♓⏹♓♦ ☐♏⏹♦♓❖] a.花费不多的，价钱不贵的shopper [☞☐☜] n.购物者，顾客deliver [♎♓ ●♓❖☜] vt.1.投递，送交；2.发表；3.〔婴儿〕接生purchase [☐☜：♦☞☜♦] vt.买，购买；n.购买，购买的物品quantity [ ♦⏹♦♓♦♓] n.量，数量likely [●♋♓●♓]salespeople [？ ☐？ ？； ↗？ ↓⍓⇔？] n.售货员，营业员，店员profit [☐❒♐♓♦] n.利润，收益，益处；vt.有益于，有利于；vi.得益〔by，from〕supermarket [♦◆：☐☜ ❍♋： ♓♦]article [♋：♦♓●]vast [❖♋：♦♦] a.1.巨大的，广阔的；2.大量的，极多的flavor [♐●♏♓❖☜]…调味to specialize in 专门研究；专营to refer to……as 称…为…英语〔上〕12课a单词mainly [❍♏♓⏹●♓] ad.主要地；大部分地grammarian [♑❒☜ ❍☪☜❒♓☜⏹]supreme [♦◆： ☐❒♓：❍] a.1.最高的，至上的；2.极度的，最主要的authority [ ： ❒♓♦♓] n.官方，当局，当权者；权力，权威usage [ ◆： ♓♎✞] n.1.惯用法；2.使用，用法dispute [♎♓♦ ☐◆：♦] vt.vi.争吵，争论〔on或about〕；n.争论，争端regard [❒♓ ♑♋：♎] vt.看待，考虑n.重视，关心；致意，问候eccentric [♓ ♦♏⏹♦❒♓] a.〔人，行为，举止等〕古怪的，怪癖的；异乎寻常的editor [♏♎♓♦☜] n.编辑，编者peculiar [☐♓ ◆：●☜] a.1.特殊，独特的；2.奇怪的，古怪的occurrence [☜ ✈❒☜⏹♦] n.1.发生，出现；2.发生的事情，事件edit [♏♎♓♦] vt.编辑，编选occupy [ ◆☐☜♋♓] vt.1.占用，占领；2.使忙碌，使从事decade [♎♏♏♓♎] n.十年，十年期alphabetize [✌●♐☜♌☜♦♋♓] vt.按字母顺序排列，用字母表示quotation [ ♦☜◆ ♦♏♓☞☜⏹] n.1.引文，引语；2.〔交易〕报价stack [♦♦✌]…叠成堆，堆放illustrate [♓●☜♦♦❒♏♓♦] vt.说明，阐明；给…作插图说明literary [●♓♦☜❒☜❒♓] a.文学〔上〕的historical [♒♓♦ ♦❒♓☜●]discard [♎♓♦ ♋：♎] vt.丢弃，抛弃according [☜ ：♎♓☠] ad.〔与to构成介词〕按照，根据hard-and-fast a.明确的，不容改变的；ad.坚定地，不变动地reveal [❒♓ ❖♓：●] vt.1.揭露，泄露；2.展现，显示influence [♓⏹♐●◆☜⏹♦]authoritative [ ： ❒♓♦☜♦♓❖] a.1.权威性的；2.官方的，当局的author [ ： ☜]distant [♎♓♦♦☜⏹♦] a.在远处的，远隔的，久远的immediate [♓ ❍♓：♎☜♦] a.1.立即的，即刻的；2直接的，最接近的broadcast [♌❒：♎♋：♦♦] n.vt./❖♓广播，播音]scatter [♦✌♦☜] vt.1.撒，撒播；2.使散开，驱散；vi.分散，消散bind [♌♋♓⏹♎] vt.捆绑，捆扎invention [♓⏹ ❖♏⏹☞☜⏹] n.1.发明，创造；2.捏造，虚构hood [♒◆♎] n.1.风帽，头巾；2.〔连在修道士袍服上的〕兜帽；3.〔汽车的〕发动机罩ordinarily [ ：♎♓⏹☜❒♓●♓] ad.通常地，惯常地monk [❍✈☠] n.修道士，僧侣engine [♏⏹♎✞♓⏹] n.1.发动机，引擎；2.机车，火车头get into 1.进入，陷入；2.染上〔习惯〕look up 在字典、参考书中查找bring to 教育，培养；提出〔供讨论或促使注意〕according to 根据…in front of 在…前面to the best of 就…所及England [♓☠♑●☜⏹♎] 英格兰Oxford [ ♦♐☜♎] 牛津〔英格兰南部城市，牛津大学所在地〕英语〔上〕12课b单词survival [♦☜ ❖♋♓❖☜●] n.1.幸存，生存；2.幸存物，幸存者emphasis [♏❍♐☜♦♓♦] n.强调〔on〕，重点stumble [♦♦✈❍♌●] vi.1.绊跌，绊倒；2.跌跌撞撞地走，蹒跚而行opportunity [ ☐☜ ♦◆：⏹♓♦♓] n.时机，时机scan [♦✌⏹]title [♦♋♓♦●] n.1.题目，标题；2.称号，头衔chapter [♦☞✌☐♦☜] n.章，回，篇heading [♒♏♎♓☠]headline [♒♏♎●♋♓⏹] n.大字标题；［pl.］新闻提要chart [♦☞♋：♦] n.图，图表；vt.绘图，制图graph [♑❒✌♐] n.图表，曲线图cue [ ◆：]…提示；指示n.暗示；信号content [ ⏹♦♏⏹♦， ☜⏹ ♦♏⏹♦] n.内容；目录a.满意的，满足的haste [♒♏♓♦♦] n.急速，急忙comprehension [ ❍☐❒♓ ♒♏⏹☞☜⏹] n.理解〔力〕，领悟concentration [ ⏹♦☜⏹ ♦❒♏♓☞☜⏹]wander [♦⏹♎☜]boredom [♌：♎☜❍] n.1.厌烦，厌倦；2.乏味，无聊challenge [♦☞✌●☜⏹♎✞]…挑战concentrate [ ⏹♦☜⏹♦❒♏♓♦] vt.1.集中，聚集；2.浓缩；vi.集中，专心〔on或upon〕action [✌☞☜⏹] n.1.行动；2.作用〔on〕aware [☜ ♦☪☜] a.意识到的，知道的〔of〕expand [♓♦ ☐✌⏹♎] vt.vi.扩大，膨胀，扩张effectively [♓ ♐♏♦♓❖●♓] ad.有效〔果〕地，有成效地skip [♦♓☐] v.1.蹦跳，跳过〔over〕；2.略过，漏过overall [☜◆❖☜❒：●] a.综合的，全面的，全部的pause [☐： ] vi.n.暂停，中止register [❒♏♎✞♓♦♦☜] vi.记录，登记，注册；2.自动记下，显示；3.挂号邮寄；n.1.记录，登记，注册；2.登记本，注册簿impression [♓❍ ☐❒♏☞☜⏹] n.1.印象；2.印记，压痕alert [☜ ●☜：♦] a.1.警觉的，警惕的〔to〕；2.活泼，敏捷的cue in 给…提供消息，线索concentrate on 全神贯注于…；全力以赴于…be familiar with 熟悉…；通晓…be aware of 意识到；知道be alert to 对…警惕〔警觉，留神，注意等〕英语〔上〕13课a单词insurance [♓⏹ ☞◆☜❒☜⏹♦] n.1.保险；2.保险金，保险费agent [♏♓♎✞☜⏹♦]coverage [ ✈❖☜❒♓♎✞] n.1.覆盖，总括；2〔保险〕承保范围，保险险别；3.新闻报道〔范围〕protection [☐❒☜ ♦♏☞☜⏹] n.保护，防护consumer [ ☜⏹ ♦◆：❍☜] n.1.消费者；2.顾客，用户disturb [♎♓♦ ♦☜：♌]policy [☐●♓♦♓] n.1.方针，政策；2.保险契约，保险单evil [♓：❖●] n.1.邪恶，罪恶；2.祸害；a.邪恶的，坏的sum [♦✈❍] n.1.总数；2.金额；vi.共计；vt.总结，概括〔up〕miracle [❍♓❒☜●] n.奇迹，令人惊奇的人〔或事〕adequate [✌♎♓♦♓♦]major [❍♏♓♎✞☜] a.较大的，主要的；n.专业，专业学生；vi.〔in〕主修，专攻remind [❒♓ ❍♋♓⏹♎] vt.提醒，使想起〔宾语后用of或to + inf.或宾语从句〕unsafe [✈⏹ ♦♏♓♐] 1.不安全的，危险的；2.不保险的，靠不住的possibility [☐♦☜ ♌♓●♓♦♓]injury [♓⏹♎✞☜❒♓]financial [♐♋♓ ⏹✌⏹☞☜●， ♐♓] a.财政的，金融的loss [●♦]rational [❒✌☞☜⏹●] a.理性的，合理的unfortunate [✈⏹ ♐：♦☞☜⏹♓♦] a.不幸的；倒霉的occur [☜ ☜：] vi.1.发生，出现；2.存在；3.被想起，被想到〔to〕。
大学英语自学教程上册课文翻译注释及习题答案
大学英语自学教程上册课文翻译注释及习题答案This model paper was revised by LINDA on December 15, 2012.Unit 1第一部分 Text A【课文译文】怎样成为一名成功的语言学习者“学习一门语言很容易，即使小孩也能做得到。
”大多数正在学习第二语言的成年人会不同意这种说法。
对他们来说，学习一门语言是非常困难的事情。
他们需要数百小时的学习与练习，即使这样也不能保证每个成年语言学习者都能学好。
语言学习不同于其他学习。
许多人很聪明，在自己的领域很成功，但他们发现很难学好一门语言。
相反，一些人学习语言很成功，但却发现很难在其他领域有所成就。
语言教师常常向语言学习者提出建议：“要用新的语言尽量多阅读”，“每天练习说这种语言”，“与说这种语言的人住在一起”，“不要翻译——尽量用这种新的语言去思考”，“要像孩子学语言一样去学习新语言”，“放松地去学习语言。
”然而，成功的语言学习者是怎样做的呢?语言学习研究表明，成功的语言学习者在许多方面都有相似之处。
首先，成功的语言学习者独立学习。
他们不依赖书本和老师，而且能找到自己学习语言的方法。
他们不是等待老师来解释，而是自己尽力去找到语言的句式和规则。
他们寻找线索并由自己得出结论，从而做出正确的猜测。
如果猜错，他们就再猜一遍。
他们都努力从错误中学习。
成功的语言学习是一种主动的学习。
因此，成功的语言学习者不是坐等时机而是主动寻找机会来使用语言。
他们找到(说)这种语言的人进行练习，出错时请这些人纠正。
他们不失时机地进行交流，不怕重复所听到的话，也不怕说出离奇的话，他们不在乎出错，并乐于反复尝试。
当交流困难时，他们可以接受不确切或不完整的信息。
对他们来说，更重要的是学习用这种语言思考，而不是知道每个词的意思。
最后，成功的语言学习者学习目的明确。
他们想学习一门语言是因为他们对这门语言以及说这种语言的人感兴趣。
他们有必要学习这门语言去和那些人交流并向他们学习。
自考英语二课后习题答案
《大学英语自学教程》(上册）课后习题答案（珍藏版)Unit 1 (3)Text A (3)Text B (3)Grammar Exercises (4)Unit 2 (5)Text A (5)Text B (6)Grammar Exercises (6)Unit 3 (6)Text A (6)Text B (7)Grammar Exercises (8)Unit 4 (9)Text A (9)Text B (10)Grammar Exercises (10)Unit 5 (11)Text A (11)Text B (12)Grammar Exercises (13)Unit 6 (13)Text A (13)Text B (14)Grammar Exercises (14)Unit 7 (15)Text A (15)Text B (16)Grammar Exercises (17)Unit 8 (17)Text A (17)Text B (18)Grammar Exercises (19)Unit 9 (20)Text A (20)Text B (21)Grammar Exercises (21)Unit 10 (22)Text A (22)Text B (23)Grammar Exercises (24)Unit 11 (24)Text A (24)Text B (25)Grammar Exercises (26)Unit 12 (26)Text A (26)Text B (27)Grammar Exercises (28)Unit 13 (28)Text A (28)Text B (29)Grammar Exercises (30)Unit 14 (30)Text A (30)Text B (31)Grammar Exercises (32)Unit 15 (32)Text A (32)Text B (34)Grammar Exercises (34)Unit 16 (35)Text A (35)Text B (36)Grammar Exercises (36)Unit 17 (37)Text A (37)Text B (39)Grammar Exercises (39)Unit 18 (40)Text A (40)Text B (41)Grammar Exercises (41)Unit 19 (42)Text A (42)Text B (43)Grammar Exercises (44)Unit 20 (44)Text A (44)Text B (45)Grammar Exercises (46)Unit 21 (47)Text A (47)Text B (47)Unit 22 (48)Text A (48)Text B (49)Unit 23 (49)Text A (49)Text B (50)Unit 24 (52)Text A (52)Text B (53)Unit 25 (54)Text A (54)Text B (55)Unit 1Text AExercises for the TextI.1.d 2。
大学英语自学教程(上册0012)课后习题答案[1]
IV.1.It fails to produce enough young in each generation to keep pace with the death rate.2.We can tell it from fossil evidence in rocks.3.Extinction means living beings are out of existence.4.Human beings.5.They may get great financial rewards from hunting.6.They hunt animal for trophies.7.The killing of the Canadian seals.8.One way is to remove them to zoos and parks and breed them there.Another way is to protect the animals in the wildlife reserves with ,wardens to look after them.9.We can enjoy ourselves in watching wildlife in natural or near-natural environments.V.1.The natural evrironments in which animals live has been worsening.2.Hunters hunt for their own purpose, regardless of the public living environment.3.There is every likelihood that more animals would be made extinct without natural reserves.4.Countless examples can be given to show that natural environments are being rapidly changed.5.To create the wildlife reserves is another effective way to protect animals.Vocabulary ExercisesI.1.a. special b.specialised c.specially2.a.publicity b.publicise c.public3.a.viariation b.vary c.various4.a.Tourism b.tourists c.tour5.a.survival b.survivors c.survivedII.1.Fossils2.Species3.Tourism4.extinct5.by-product6.offspringpeted 8.fate 9.threat10.paceIII.1.He find it hard to keep pace with the development in physics.2.Now,China can compete with most countries in the world.3.There is every likelihood that we can do better if we work hard.4.More and more people become concerned about our natural environment.5.This warship has been armed with nuclear weapons.6.I will tell you the truth provided you do not disclose it to anyone else.7.We are very happy that he can survive this heart attack.8.The danger can not be ignored that tigers may become extinct in our country.Text BExercises for the TextI.1.F2.T3.F4.T5.T6.T7.F8.F9.F 10.FII.1.somke, fog2.coughing, straining for breath3.lung or heart4.chemicals5.guide6.furnaces7.chemical fumes, water droplets8.temperature inversion9.photochemical smog10.exhaust fumes,nitrogen oxides, subphur dioxide, oil refineriesVocabulary ExercisesI.1.e2.d3.a4.b5.cII.1.B2.A3.D4.C5.AIII.1.exhausted2.conclude3.inversion4.suffering5.strainedGrammar ExercisesI.1.我很少看见她这样不高兴。
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The second lecture of College EnglishHi, everyone! Are you satisfied with the first lecture? Today we’ll continue to learn unit one.Ⅰ.Review something in lecture one:A. Useful phrases:1.disagree with …(与…意见有分歧)；2.hundreds of(成百的)；3. be different from…(与…不同)；4. succeed in sth…(成功的做某事)；5. as much as you can(尽可能的多)；6. practice doing sth(练习做某事)；7. try to do…(试图做某事)；8. be similar in sth…(在某些方面是相似的)；9. first of all(首先)；10. depend on(依靠、依赖)；11. instead of sth/doing sth(不是某事或不是做某事)；12. wait sb to do…(等着某人去做某事)；13. learn from sth/sb(从某件事或从某人那儿学到…)；14. make a mistake(犯错误)；15. be afraid to do(害怕去做…)；16. be willing to do…(愿意去做…)；17. be interested in sth(对…感兴趣)；18. in order to(为了)；19. communicate with sb(同某人进行交流)；20. on the other hand(另一方面)；21. might do well to do sth(不妨做某事)。
B. Some important words:1.successful；2. disagree；3.statement；4. guarantee；5. intelligent；6. conversely；7. similar；8. independent；9. conclusion；10. communicate；communication；11. purpose, purposefully；12. regularly；13. technique；14. outline.C. Key to part exercises: (from page 8 to 12)一、课文练习：Ⅰ.d, a, c, d, d;Ⅱ. 1.task; 2.intelligent; 3.tudy; 4.clue; 5.conclusion; 6.repeat; munication; 8.purpose;9.probably; 10.outlineⅢ. 1. Instead of; 2.therefore; 3. more…than; 4.even; 5.first of all; 6.because; 7.on the other hand; 8.finally; 9.looking for; 10.converselyⅣ.1.见课文；2. Language learning is active learning. Learners should take advantage of every chance to use the language.3. Language learning should be active, independent and purposeful.4.见一讲作业。
5. The teachers often pass on their successful experience in language learning to us.二、词汇练习：Ⅰ.1.2.4.见一讲词汇讲解部分； 3. cover: v 覆盖； uncover: v 揭开，为cover的反义词；discover: v 发现，同义词：find, 习题答案为：covered; uncover; discoveredⅡ.1.inexact; 2.technique; 3.outlined; municate; 5.regularly; 6.clue; 7.intelligent;8.incomplter; 9.similar; 10.statementⅢ.1.disagree; 2.independent; 3.incomplete; 4.inexact; 5.uncover/discoverⅣ.1,3,4,见一讲作业3,4,5题。
2见课文 5. We should learn something new independently, actively and purposefully.Ⅱ. Text B:要求作一般了解，属阅读理解课文，对于text B的文章来说，虽然较A篇稍长，但难度稍低，检测阅读结果的标准是能够独立地完成课后的习题。
A. Some new words:1.instance: a single fact, event, example.例子、实例，常用短语for instance，例如。
2.waiter: a person who serves food at the tables in a restaurant(男性)，waitress女服务员、女招待3.traveler: a person who goes from place to place, esp. to a far away placetravel: v 旅游4.primitive: adj 原始的：of the earliest times of life or of man5.exact 反义词inexact6.consist; v 短语： consist of 组成e.g. My class consists of 20 students.7.simply: adv, simple adj 简单的B. Some language points:1.not only…but also…不但…而且，并列连词。
(连接两个并列成分)e.g.⑴ I hope to be not only your teacher, but also your good friend.我希望不仅成为你们的老师，而且成为你们的好朋友。
⑵…, we can do it not only with the help of words, but also in many other ways.我们不仅可以通过词语…，而且可以通过其他的方式。
2.neither…nor:既不…也不，并列连词，连接两个并列成分。
e.g. ⑴ Autumn is a good season. It’s neither hot nor cold.秋天是一个好季节，它既不热也不冷。
⑵ people who can neither hear nor speak talk to each other with the help of their fingers.那些既不能听又不能说的人是通过他们的手指的帮助来相互交流。
3.He entered a restaurant and sat at a table.(他走进一间餐馆，坐在桌旁。
)4.in this way:介词短语，用这种方法e.g. I learn English by myself. In this way, I have finally got the diploma of English major.我完全靠自己学习英语，用这种方法，我最终得到了英语专业的学历。
5. The Englishman who was very hungry by this time and not at all thirsty looked very sad. 到此时为止，这个英国人非常饿，一点都不渴，看上去非常沮丧。
a.本句包含有一个定语从句，who was very hungry by this time and not at all thirsty修饰先行词The Englishman。
b.短语：by this time到此时为止； not at all根本不…6. Words consist of sounds, but there are many sounds which have a meaning and yet are not words.译：语言是由声音组成的，但具有一定意义的声音并不都是话语。
短语：consist of,包含、包括句子结构中包含有一个定语从句。
Key to the part exercises:page 16: T, F, T, F, T, F, F, F, T, F.Unit 2Text A: Taxes, Taxes, and More TaxesMain idea about the text: we know that the taxes in the United States are the highest in the world. Almost everyone need pay taxes on many things. There are three levels of government in the United States, so there are three types of taxes; they are for the federal government, state government, and city government. Even some Americans think that they are working one day each week just to pay their taxes.A. New words:1.tax: n 税；vt 对…征税a. Every citizen has the right to pay tax to our country.每个公民都有向我们国家纳税的权利和义务。
b. My income is taxed at source. (我的收入已扣除了所得税。
)2.generally: adv 一般地、通常，同义词：usually, 常用语：generally speaking, general adj3.type: n 类型、种类；v 打字a. What type of tea do you prefer? Green tea. 你喜欢喝哪一种茶？绿茶。