U11大学英语精读课
大学英语精读【上外版】第二版11课考试内容总结
To give students some guidelines on how to improve their studies【text】curiosity Such people are tremendously curious. The whole world is of interest to them, and they observe what others do not. Nobel-Prize winner physician Albert ~~ put it wellwhen he said,”discovery consists of looking at the same thing as everyone else and thinking something differently.”W ith this curiosity comes an “investigative spirit”; the learning is not so much the acquisition of information as it is an investigation ----a questioning, a turning over of the object of study to see all sides and facets. It is not knowing in the sense of having a rigid opinion, but the ability to look again at another time, in a different sight, as ~~ suggests, and to form a new understanding based on that observation.Discipline Any discipline—but especially those with great subtlety and complexity, like yoga and t’ai chi—can be a lifelong pursuit. Persistence, consistency, and discipline are required. Without these, our learning is but froth without substance. There are no shortcuts. The fruit of these seemingly dry qualities(which we prefer to admire in others) is the satisfaction of having tasted the fullness of completion, or the thrill of meeting a difficult challenge with success. Perhaps, though, our culture is in need of redefining what it means to study. If we can look at our chosen discipline or craft as an ongoing process rather than a discrete accomplishment, the potential for learning can be infinite. With this attitude we may find ourselves treating even the most mundane discovery with wide-eyed wonder and joy.WORD1.习得acquisition (v.acquire)2.方法approach3.獾，纠缠badger4.自满complacency(a placent 自满的)5.通信correspondence(correspondent 记者)6.累积的cumulative (cumulus 积云)7.恶魔demon8.分散离散的discrete（不谨慎不显眼的discreet）9.象征,化身embody (n.embodiment=personification=representation) 10.构想出formulate11.主动性，积极性initiative12.生计livelihood13.平庸的mundane14.不断发展的ongoing15.吃，喝，参与活动partake16.相关的pertinent17.陷阱pitfall18.史无前例precedence (v.precede)19.之前的prior~to20.与。
杨立民《现代大学英语精读(1)》学习指南(Unit 11)【圣才出品】
Unit 11一、词汇短语Text Aspear [] n. 矛，枪；梭标vi. 刺，戳；（植物）发芽成茎【例句】The hunter threw a spear at the lion. 猎人将长矛射向狮子。
【助记】形意近pierce刺穿；音：死+ bear熊，把熊弄死的矛。
shiver [] v. 颤抖，发抖；打碎，碎裂n. （无法控制的）颤抖，碎片【例句】The divers were shivering with cold. 那些潜水员冷得直打颤。
【词组】shiver with因…而发抖【助记】血哇（看见血害怕呀）颤抖【派生】shivering adj. 颤抖的cub [] n.（狮、虎等的）幼兽vi.生育幼兽【例句】You cheeky young cub! 你这莽撞的毛头小伙子！【词组】cub scout 幼童军cub reporter 初出茅庐的新闻记者cub pilot见习领港员wiggle [] v. (使)踌躇，摆动n.踌躇，摆动【例句】Stop wiggling and sit still! 不要摇摇晃晃的，坐著别动！【词组】get a wiggle on赶快，加紧wiggle out of从…挣脱出来【助记】读：喂狗，狗的尾巴就会wiggle。
mischievous [] adj. 淘气的, 恶作剧的；有害处的【例句】The little boy is as mischievous as a monkey.这个小男孩像猴子一样调皮。
【词组】a mischievous look, smile, trick 调皮的样子、微笑、花招a mischievous letter, rumour 恶意中伤的信、谣言【助记】来自mischief mis + chief 首领，头，对头不利→伤害；mis + achieve 达到，完成，没有，不让完成→损害，恶作剧chase [] n. 追赶，追击vt. 追赶，追逐；雕镂【例句】Why do modern people chase material possessions? 为什么现在的人们追求物质财富？【词组】chase after 追逐；追赶chase down 找出give chase (to)追赶；追击in chase of追赶【派生】chaser n.驱逐舰；猎人poke [] v. 戳，刺，伸（头）；搜索，探问【例句】A seal poked its head out of the water. 一只海豹把头探出了水面。
大学精读课程第11单元B1U11
Background Culture Tips
➢ Cultural Stereotype of Wolves: • Many of the prevailing stories
Text Analysis Rhetorical Devices
Simile and Metaphor
• We hunted the grasshoppers that leaped about like little rockets.
• For the next two years I was as busy as a squirrel storing nuts for the winter.
WB TR
Text Analysis Theme
• The story depicts the ideal relationship between humans and wild animals—they are fellow creatures on the earth, and therefore should treat each other like brothers as a way of mutual protection and mutual respect .
Background
Genre
A Short Story
• Setting (time and place): Time: an unusually cold spring Place: northern country
现代大学英语精读(第2版)第六册U11 Beauty
现代大学英语精读(第2版)第六册:U11 BeautyUnit 11 Beauty第十一单元美Scott Russell Sanders斯科特·拉塞尔·桑德斯In memory, I wait beside Eva in the vestibule of the church to play my part a s father of the bride. She hooks a hand on my elbow while three bridesmaids fuss over her, fixing the gauzy veil spreading the long ivory train of her go wn, tucking into her bun a loose strand of hair, which glows the color of hone y filled with sunlight. Clumsy in my rented patent leather shoes and stiff bl ack tuxedo, I stand among these gorgeous women like a crow among doves.I realize that they're gorgeous not because they carry bouquets or wear silk dresses, but because the festival of marriage has slowed time down until any fool can see their glory.记忆中，教堂的门厅里，我等在伊娃的身旁准备担当新娘父亲的角色。
她一只手挎着我的臂弯，同时，三个伴娘手忙脚乱地在她身上忙着，或整理薄薄的面纱，或铺平象牙色长长的拖裙，或将一绺散落的头发卷塞到发髻里。
U11大学英语精读课
amount to
• 合计；接近 • to add up to sth; to make sth as a total: His earnings are said to amount to £300 000 per annum. ◆ They gave me some help in the beginning but it did not amount to much (= they did not give me much help). • to be equal to or the same as sth: Her answer amounted to a complete refusal.
The Year of Genome
Matt Ridley
Free Will
自由意志(free will)是一个哲学信条。 它认为，我们的选择最终取决于我们自 己。这个概念涉及决定论(determinism) 、非决定论(indeterminism)、道德责任 (moral responsibility)、现代物理学、神 经病学、精神病学、犹太教、基督教等 诸多哲学概念、科学学科及宗教
genetic
• • • • gen,gener,genit=birth,produce,表示“出生，产生”" 表示“出生，产生” 表示 generate v 产生；发电（genner+ate →产生[电]等） generation n 产生；一代（(generate+ion) generator n 发电机；生殖者（generate+or→产生[电] 的东西→发电机） • regenerate v 再生，重生（re再+generate) • generous a 慷慨的；丰富的（gener+ous→[不断]产 生→丰富的，慷慨的） • generosity n 慷慨（gener+osity多的状态→多产生→ 慷慨）
大学英语专业综合教程第三册Unit11课文及单词
1. If your friend is in a new dress or buys a new mobile phone which you dislike intensely, and asks for your opinion about it, what will you say? Why do you think people lie?2. If somebody lies to you for your own good, how would you feel?At the University of Virginia in Charlottesville, psychology professor Bella DePaulo got 77 students and 70 townspeople to volunteer for an unusual project. All kept diaries for a week, recording the numbers and details of the lies they told.One student and six Charlottesville residents professed to have told no falsehoods. The other 140 participants told 1535.The lies were most often not what most of us would call earth-shattering. Someone would pretend to be more positive or supportive of a spouse or friend than he or she really was, or feign agreement with a relative's opinion. According to DePaulo, women in their interactions with other women lied mostly to spare the other's feelings. Men lied to other men generally for self-promoting reasons.Most strikingly, these tellers-of-a-thousand-lies reported that their deceptions caused them "little preoccupation or regret." Might that, too, be a lie? Perhaps. But there is evidence that this attitude towards casual use of prevarication is common.For example, 20,000 middle-and high-schoolers were surveyed by the Josephson Institute of Ethics — anonprofit organization in Marina del Rey, California, devoted to character education. Ninety-two per cent of the teenagers admitted having lied to their parents in the previous year, and 73 per cent characterized themselves as "serial liars," meaning they told lies weekly. Despite these admissions, 91 per cent of all respondents said they were "satisfied with my own ethics and character."Think how often we hear the expressions "I'll call you" or "The check is in the mail" or "I'm sorry, but he stepped out." And then there are professions —lawyers, pundits, public relations consultants —whose members seem to specialize in shaping or spinning the truth to suit clients' needs.Little white lies have become ubiquitous, and the reasons we give each other for telling fibs are familiar. Consider, for example, a corporate executive whom I'll call Tom. He goes with his wife and son to his mother-in-law's home for a holiday dinner every year. Tom dislikes her "special" pumpkin pie intensely. Invariably he tells her how wonderful it is, to avoid hurting her feelings."What's wrong with that?" Tom asked Michael Josephson, president of the Josephson Institute. It's a question we might all ask.Josephson replied by asking Tom to consider the lie from his mother-in-law's point of view. Suppose that one day Tom's child blurts out the truth, and she discovers the deceit. Will she tell her son-in-law, "Thank you for caring so much"? Or is she more likelyto feel hurt and say, "How could you have misled me all these years? And what else have you lied to me about?"And what might Tom's mother-in-law now suspect about her own daughter? And will Tom's boy lie to his parents and yet be satisfied with his own character?How often do we compliment people on how well they look, or express our appreciation for gifts, when we don't really mean it? Surely, these "nice lies" are harmless and well-intended, a necessary social lubricant. But, like Tom, we should remember the words of English novelist Sir Walter Scott, who wrote, "What a tangled web we weave, when first we practice to deceive."Even seemingly harmless falsehoods can have unforeseen consequences. Philosopher Sissela Bok warns us that they can put us on a slippery slope. "After the first lies, others can come more easily," she wrote in her book Lying: Moral Choice in Public and Private Life. "Psychological barriers wear down; the ability to make more distinctions can coarsen; the liar's perception of his chances of being caught may warp."Take the pumpkin-pie lies. In the first place, it wasn't just that he wanted his mother-in-law to feel good. Whether he realized it or not, he really wanted her to think highly of him. And after the initial deceit he needed to tell more lies to cover up the first one.Who believes it anymore when they're told that the person they want to reach by phone is "in a meeting"? By itself, that kind of lie is of no great consequence.Still, the endless proliferation of these little prevarications does matter.Once they've become common enough, even the small untruths that are not meant to hurt encourage a certain cynicism and loss of trust. "When [trust] is damaged," warns Bok, "the community as a whole suffers; and when it is destroyed, societies falter and collapse."Are all white lies to be avoided at all costs? Not necessarily. The most understandable and forgivable lies are an exchange of what ethicists refer to as the principle of trust for the principle of caring, "like telling children about the tooth fairy, or deceiving someone to set them up for a surprise party," Josephson says. "Still, we must ask ourselves if we are willing to give our friends and associates the authority to lie to us whenever they think it is for our own good."Josephson suggests a simple test. If someone you lie to finds out the truth, will he thank you for caring? Or will he feel his long-term trust in you has been undermined?And if you're not sure, Mark Twain has given us a good rule of thumb. "When in doubt, tell the truth. It will confound your enemies and astound your friends."New words:volunteerv. to give or offer (one's help, a suggestion, etc.) willingly or without being paidprofessv. to make a claimfeignv. to pretend to have or bepreoccupationn. the state of constantly thinking or worrying about somethingprevaricationn. the state of avoiding giving a direct answer or making a firm decisionseriala. of, in or forming a number of things, events, etc. of a similar kind, especially placed or occurring one after anotherethicsn. moral correctness; moral principlespunditn. a person who is an authority on a particular subject; an expertconsultantn. a person who gives specialist professional advice to othersfibn. a small unimportant liedeceitn. dishonest act or statementlubricantn. a substance such as oil which cause a machine to operate more easilytanglev. to make or become a mass of disordered and twisted threadswear downto reduce or become weaker until uselessperceptionn. the ability to see, hear and understand; the quality of understandingwarpv. to (cause to) turn or twist out of shapeproliferationn. a rapid increase in the amount or number of somethingcynicismn. the belief that people always act selfishlyfalterv. to lose power or strength in an uneven way, thus no longer making much progressassociaten. a person who is connected to another person as a businesspartner, colleague, or companionunderminev. to gradually make somebody or something less strong or effectiveconfoundv. to confuse and greatly surprise people, causing them to be unable to explain or deal with a situationastoundv. to make somebody very surprised or shocked, especially with (news of) something completely unexpected。
大学思辨英语教程 精读2课件Unit 11
Background Knowledge
The novel established many of the themes that were to occupy Sillitoe throughout his life: social injustice, the “bunker” mentality of the working class, the mindlessness of their only realistic employment and the consequent banality and ephemerality of their lives. In his earliest work, before his powerful sense of social injustice began to dominate his fiction, Sillitoe created plausible, complex youths who rebelled against the establishment, epitomised by parent, policeman and boss. Inevitably his work chimed at a time when youth culture and adolescent anger were beginning to dominate the media through the work of John Osborne, Brando, James Dean, JD Salinger and the still-embryonic pop music.
• Analyze the issue of children being affected by marital problems in movies and literatures from different cultures
高英unit 11 The future of the English.部分教案
Teaching PlanTeaching Material: Unit 11“The Future of the English” in An Advanced English Course (Second Edition), Book 2Guiding Principle: Multi-media aids are utilized in the classroom, and reading is integrated with listening, speaking, and writing to develop students’ overall language skills. However, emphasis of this period is placed on reading and writing to enhance students’ understanding of the text and its writing techniques.Teaching Objectives:1.To cultivate students’ basic skills in English language teaching2.To acquire a certain degree of skill in analyzing the structures of “TheFuture of the English”3.To understand the difficult language points in the text “The Future ofthe English”4.To remember some important words and phrasesDifficult & Focal Points:1.Understand some important terms2.Answer some important text questions3. Paraphrasing some sentencesTeaching Procedure:I .Revision (8mins)Guiding students to review what we have learned last time.Q1. What force may play a decisive role in this battle between Admass and Englishness? How?(The future of the English may be shaped by the decision of the now vacillating huge trade unions. It will be shaped by the role they decide to play. They must come down decisively either on the side of Admass or that of Englishness.)Q2.Who are those people who have rejected Admass? What important role can they play?(The following people have rejected Admass: 1) workers in smallish, well-managed and honest enterprises, 2) crusty High Tories who avoid the City and directors’ fees, 3) men and women in the professional classes. The last group of people are the most important for they are articulate and people are ready to listen to them. If the battle with Admass can be won, it will probably be these men and women who will help Englishness to win it.)Q3.What do the future of the English hangs upon?1) The final result of a battle between Admass and Englishness.2) The decision made by English workers together with the people on the management side who will have to put an end to the conflict between Admass and Englishness.3) Men and women who are strong-minded enough to hold the Englishness and reject Admass4) The quieter young, who under the influence of one or two of those professional men and women, far-sighted enough to think what life would be like in the futureII. Detailed Study of the Essay (82mins)i .Content AnalysisInstructing students to understand the content of the text.1. Some important terms:American counterculture: the culture of many people of the 1960 and 1979’s in America manifested by a life style that is opposed to the prevailing cultureMadison Avenue:a street in New York City, the center of the U.S. advertising, so it stands for the American advertising industryHippy California: Hippy or Hippie, any of the young people of the 1960’s who, in their alienation from conventional society, turned variously to mysticism, psychedelic drugs, communal living, and avant-garde arts. California was the center of the Hippie movement.2. Some questionsQ1.what does Priestly think about the young in Enfland?(Priestly divides the English young into two groups. He is dubious about the noisy types, they lack individuality to stand up to Admass. He has more faith in the quieter young, who may have come under the influence of some mature professional men and women. They also might help to swing the battle.)Q2. Why was the writer dubious about the noisy English young?（Lack the individuality /Englishness to reject Admass）Q3. What kind of young might help to swing the battle?(The quieter young English who…. , who….)Q4. According to Paragraph 11, what kind of characteristics do the sloppy English people have and what kind of English people cannot be called the sloppy people?（Easy to get along with, rarely unkind but not dependable; inept, shiftless, slovenly and messy）;(Old-age pensioners and people overworked and underpaid and having some integrity, some individual judgment and real values)Q5.What grim circumstances did the fathers or grand fathers of the sloppy English suffer?(Facing starvation if they don’t work properly or go on strike; told to clear out if they aren’t properly respectful and start answering back; finding themselves the victims of too many hard facts)Q6.why is there widespread boredom in heavily in dustrialized societiest? How does boredom affect the English?(There is widespread boredom in all heavily industrialized society not simply because so much of the work they offer is boring. It is also because, after having got rid of theslow rhythms, the traditional skills, the closely connected communitics of rural societies, they crowd people together, excite them by large promises that cannot be kept, so drive them into boredom.When the English are bored they gamble and hit the bottle/drink a lot. They enjoy any dramatic change in public life, any news that encourages excited talk. Bored teenagers, who have not been able to exhaust enough energe during the day time at night to idiot vandalism. Later, if boredom turns into frustration, some of them, take to crime.)3. Paraphrase1. Too many of them ………to join.A large amount of them are lack of the Englishness/the individuality to reject Admass and that will lead them to a much larger group.2. They, too, might help to swing the battle.The quieter young might contribute to reject the Admass and keep Englishness.3. They are inept ……. messy.They are incompetent, lazy, careless and untidy.4.And this……in a civilized society.And this, from my perspective of view, is what should exist in a civilized society.5.he will just be slopping . . . to be doing:He will just be loafing around doing nothing, accepting no responsible tasks or doing the work he is supposed to do poorly or carelessly.6.He will not even find . . . self-respect:He will not even find much satisfaction in his untidy disordered life where he manages to live as a parasite by sponging on people. This kind of life does not help a person to build up any self-respect.Scrounge: to get by cadging; to sponge on people for something; to beg or get by begging7.they have fallen . . . stools:metaphor, fail to be either of two satisfactory alternatives.They do not have the old harsh discipline nor do they have the new self discipline. 8.All heavily industialized . . . business:All heavily industrialized societies create boredom.9.Now the English . . . feel bored:Another point in Priestley’s argument. This explains why the English gamble and drink so much and drastic changes in public life.10.the urban English . . . people:The English people living in cities always seemed to me to be inclined to give falsely heightened emphasis to ordinary events, conversations, etc.11.turn at night to idiot vandalism:Teenagers who have a lot of surplus energy go around at night senselessly destroying public and private property.ConclusionReviewing the whole class and figuring out the difficult and focal points. Requring students to revise the new words and expressions and preview the next part.。
大学英语精读3unit11教案
课程名称：大学英语精读3授课对象：大学本科二年级学生课时安排：2课时教学目标：1. 掌握本单元的核心词汇和短语。
2. 理解并分析课文结构，提高阅读理解能力。
3. 培养学生的批判性思维和写作技巧。
4. 增强学生的跨文化交际意识。
教学内容：1. 课文概要2. 词汇和短语3. 句型结构4. 写作技巧教学步骤：第一课时Step 1：导入（10分钟）- 复习上节课所学内容，检查学生的掌握情况。
- 简要介绍本节课的主题，激发学生的学习兴趣。
Step 2：课文概要（15分钟）- 朗读课文，引导学生整体把握文章内容。
- 提问学生关于课文主题、背景和作者观点的问题，引导学生思考。
Step 3：词汇和短语（20分钟）- 列出本单元的核心词汇和短语，并解释其含义。
- 通过例句和练习，帮助学生掌握词汇和短语的使用。
Step 4：句型结构（15分钟）- 分析课文中的典型句型结构，如复杂句、并列句等。
- 引导学生练习使用这些句型结构，提高写作能力。
第二课时Step 5：写作技巧（15分钟）- 介绍本单元的写作技巧，如段落结构、过渡词等。
- 分享一些写作范文，让学生了解优秀的写作风格。
Step 6：课文讨论（20分钟）- 将学生分成小组，讨论课文中的关键问题，如人物性格、社会现象等。
- 鼓励学生发表自己的观点，培养批判性思维。
Step 7：课堂练习（10分钟）- 让学生根据课文内容，完成相关练习题，巩固所学知识。
Step 8：总结（5分钟）- 总结本节课所学内容，强调重点和难点。
- 鼓励学生在课后继续学习和练习。
教学评价：1. 学生对核心词汇和短语的掌握程度。
2. 学生对课文结构和写作技巧的理解和应用能力。
3. 学生在课堂讨论中的参与度和批判性思维表现。
教学资源：1. 课文原文2. 词汇和短语卡片3. 写作范文4. 相关练习题备注：1. 教师应关注学生的学习进度，及时调整教学策略。
2. 鼓励学生在课后进行自主学习，提高英语水平。
现代大学英语精读1u11课文翻译
现代大学英语精读1u11课文翻译现代大学英语精读1u11课文翻译:我发现莫西干的那年，春天比往年来得晚。
那天，我正和爷爷在叉鱼，突然我听到一阵微弱的叫声，原来是一只冻得发抖的狼崽。
我俯下身，他虚弱地向我挪动。
我把他抱了起来，把他裹在我的上衣里。
我喂了他几滴热牛奶后，小莫西干就缓了过来，向我摆了摆尾巴，很快他就吃饱了，身子也暖和起来了。
爷爷最终也同意我收养他。
那一年是我人生的第十四个年头，也是我一生中最快乐的一年。
倒不是说我们没遇到过麻烦。
莫西干是我见过最淘气的狼崽，他还对外界事物很有好奇心，比如他总想看看我奶奶的针线筐里有些什么东西，他因此打翻了针线筐，弄得满地都是线和纽扣。
这时，奶奶就会拿起扫帚把莫西干轰出去，他就乖乖地躲到墙角，探头探脑，等待事态平息下来。
那年夏天，我和莫西干成了打猎的伙伴，我们一起捕捉犹如冲入云霄的小火箭一般活蹦乱跳的蚱蜢。
到了秋天，下了第一场雪后，我们的游戏又换成了到近处的牧草地搜寻田鼠。
这时，莫西干已经是一支半大的狼了，他早已脱下了那身毛茸茸的软毛大衣，如今换上了件黑色的披风。
冬天很快到来，那几个月是我记忆中最快乐的日子，这是完全属于我与莫西干的美好时光。
我们常常在灌木丛里点起一堆篝火，莫西干的头伏在两个前爪之间，凝视着我，听我给他讲故事。
这一切使我快乐的忘乎所以了，结果一天晚上我把爷爷的再三嘱咐跑到了脑后，没有把莫西干拴起来。
第二天早上，叶斯诺太太气冲冲地找上门来，坚持要把莫西干给毙了，原来他夜里咬死了人家的公鸡。
第三天早上，爷爷说要把莫西干带到北边的猎棚里。
等我们来到猎棚附近的湖边时，莫西干似乎变得躁动起来。
他常常坐在湖边，鼻子冲天，头转来转去，似乎在探测风向。
屋里暖烘烘的炉火使我很快就睡着了，后来不知是怎么回事，我忽然激灵一下醒了过来，我坐起身来，此时屋里洒满月光，爷爷站在我身边。
“孩子，快过来看，”爷爷小声对我说。
外面是一轮满月，雪中的世界一片银白，他指了指湖边耸立的一块岩石，岩石最高处可以清晰地看到一只大狼的身影，它坐在那里一动不动，两耳竖起，警觉地听着什么。
Unit 11 How was your school trip课文及语法重点
Unit 11 How was your school trip?（讲义）Part 1 Words and Expressionsmilk /mɪlk/v. 挤奶cow /kaʊ/n. 奶牛milk a cow挤奶horse /hɔː(r)s/n. 马ride a horse骑马feed /fiːd/v.（fed /fed/）喂养；饲养feed chickens喂鸡farmer/'fɑː(r)mə(r)/n. 农民；农场主quite /kwaɪt/adv. 相当；完全quite a lot (of…)许多anything /'enɪθɪŋ/pron.(常用语否定句或疑问句)任何东西；任何事物grow /grəʊ/v. (grew/ɡruː/)种植；生长；发育farm /fɑː(r)m/n. 农场v. 务农；种田pick /pɪk/v. 采；摘excellent /'eksələnt/ adj. 极好的；优秀的countryside /'kʌntrisaɪd /n. 乡村；农村in the countryside在乡下；在农村yesterday /'jestə(r)di/adv. 昨天flower /'flaʊə(r)/n. 花worry /'wʌrɪ /v. & n. 担心；担忧luckily /'lʌkɪli/adv. 幸运地；好运地sun /sʌn/n. 太阳museum /mjuː'ziəm/n. 博物馆fire /'faɪə(r)/n. 火；火灾fire station消防站painting /'peɪntɪŋ/n. 油画；绘画exciting /ɪk'saɪtɪŋ/adj. 使人兴奋的；令人激动的lovely /'lʌvli/adj. 可爱的expensive /ɪk'spensɪv/ adj. 昂贵的cheap /tʃiːp/adj. 便宜的；廉价的slow /sləʊ/adj. 缓慢的；迟缓的fast /fɑːst/adj. & adv. 快地（的）robot /'rəʊbɒt/n. 机器人guide /gaɪd/n. 导游；向导gift /gɪft/n. 礼物；赠品all in all总的来说everything /'evrɪθɪŋ /pron. 所有事物；一切interested /'ɪntrəstɪd /adj. 感兴趣的be interested in对……感兴趣dark /dɑː(r)k/adj. 黑暗的；昏暗的hear /hɪə/v. (heard /hɜː(r)d/) 听到；听见Carol /'kærəl/卡罗尔（女名）anything pron.（常用于否定句或疑问句）任何东西；任何事物You can’t believe anything she says.There isn’t anything interesting in this book.Do you know anything about the old house?代替something，区别与some和any的区别相同。
《新编大学英语综合教程(下册)》unit11
A. A picnic.
B. A weatherman.
B 2. The man will be unhappy if ________. A. the weatherman has made a mistake again B. the weatherman is right
C. Weather.
A. By plane.
B. By train.
C. By ship.
B 3. Why didn’t the man see the woman?
A. Because he went to Qingdao.
B. Because she went to Qingdao.
C C. Because she’s been ill. 4. How many languages can the woman speak?
Listening Ⅱ Conversations
E. Listen to the following long conversation, and then choose the best answer for each question.
B 1. How does Mary think about the exam?
5. W: Do you have a dictionary? M: No, but I have a phrase book. Q: What does the man have?
Listening Ⅱ Conversations
B. Listen to the following long conversation, and then choose the best answer for each question.
大学英语精读课文讲解
make slight of put a slight on (upon) sb. slight over slight illness
（父的；母的；父母的） 父的；母的；父母的） occasion on occasion I can on my aunt on occasion. He visits the city on occasion.
（皱眉） 皱眉）
时刻， 时刻，场合 有时， 有时，间或 我有时去拜访姨妈。 我有时去拜访姨妈。 他偶尔访问这座城市。 他偶尔访问这座城市。
在近旁，都会过来看他， 在近旁，都会过来看他，在 他初始失败后开始帮他把钥 assist 帮助；促进 匙插入槽中。 匙插入槽中。 assist sb. in doing sth.
帮助某人做某事
He or she would hold onto Benjamin's hand and , gently but firmly , guide it directly toward the slot , reposition it as necessary , and help him to insert it. 改变…的位置 改变 的位置
好神奇 の噻！
Any Chinese staff member nearlby would come over to watch Benjamin and ,noting his lack of initial success , attempt to assist.
现在分词做状语表伴随状态，其逻辑 主语为 “any Chinese staff member nearlby”。 nearlby” attempt to do sth. 任何一个中国工作人员如果 试图做… 试图做
大学英语Unit 11 Famous People
Unit 11 Famous PeoplePart ANow you are going to hear three short passages. Choose one or two words from the following box to describe the speaker’s attitude towards the character discussed in each passage.1. What is the speaker’s attitude towards Napoleon?Neutral. (The speaker mainly gives a factual account of Napoleon’s life even t hough he holds that Napoleon waged wars against many countries.)2. What is the speaker’s attitude towards Tom Cruise?Positive. (“W orld renowned actor”, “almost everyone respects him” and “international star” show the speaker’s attitude.)3. What is the speaker’s attitude towards Warren Edward Buffett?Positive, respectful. (In “regarded as one of the world’s greatest stock market investors”,the choice of the word “great” indicates the speaker’s attitude.)Script:1. Napoleon was many things but he was, first of all, remembered as a military leader. Rising from an artillery officer to the commander of the French army, he waged war after war against neighboring countries. In 1804, he declared himself emperor and became the most powerful man in the world. At one time he controlled most of Europe. But Napoleon’s power was short-lived. His defeat came when he decided to attack Russia. Soon the whole of Europe rose against him, eventually forcing him to give up his throne. In 1821, he died alone on the small island of St. Helena.2. Tom Cruise has always represented cool, but somehow over the last couple of years, he has gone from just another Hollywood pretty boy to a certified world-renowned actor. It seems that everything he touches turns to gold. Not everyone likes him, but at least now almost everyone respects him. His movies make millions; he is an international star — men envy him, and women love him.3. Warren Edward Buffett is an American investor, businessman and philanthropist. He is regarded as one of the world’s greatest stock market investors, and is the largest shareholder and CEO of Berkshire Hathaway. With an estimated net worth of around US$62 billion, he was ranked by Forbes as the richest person in the world as of February 11, 2008.Part B Listening TasksA Musician-turned EconomistScriptAlan Greenspan, who served as Chairman of the U.S. Federal Reserve Board for about two decades from 1987 to 2006, was regarded in those days as one of the most important men by many people in the world.Greenspan was born on March 6, 1926. His father was a stockbroker and his mother worked in retailing. When he was four years old, his parents divorced and he was raised by his mother in New York.Young Alan was a shy boy but he was very good at large numbers. When he was only five, his mother would get him to add two three-digit numbers in his head.He loved baseball and tennis. And, like his mother, he developed a deep appreciation for music. In the mid-1940s he studied briefly at a music school in New York, and then toured the country for a year with a music band. Then he entered New York University’s School of Commerce and graduated with a degree in economics. He got a Master’s degree at NYU in 1949, and shifted to Columbia University to work on his PhD. When his money ran low, he withdrew from graduate school and went to work for the National Industrial Conference Board. He eventually earned a PhD from NYU in 1977.In the mid-1950s Greenspan opened an economic consulting company. In 1987 he began to work in the Federal Government. His work as Chief of Federal Reserve Board was much the same as the work he did on Wall Street, trying to understand how the economy worked and what drove it, offering suggestions for improvement. He was, however, making less money.Exercise 1Listen to the passage and choose the right answers to the questions.1. How long has Greenspan been Chairman of the U.S. Federal Reserve Board according to the passage?a. Almost 20 years.b. 12 years.c. 5 years.d. 4 years.2. What do you know about his parents?a. They were poor.b. They divorced.c. They deserted him.d. They moved to New York.3. What was young Greenspan fond of?a. Baseball and basketball.b. Tennis and baseball.c. Movies and tennis.d. Sports and music.4. Which of the following does the passage imply?a. It is a pity that Greenspan has given up his career as a musician.b. Greenspan as Chief of Federal Reserve Board could do whatever he liked to do.c. Greenspan’s income was higher when he worked on Wall Street.d. Greenspan wasn’t v ery good at his studies since he earned his PhD at the age of 51.5. Which of the following describes the speaker’s attitude towards Greenspan?a. Positive.b. Neutral.c. Negative.d. Critical.Exercise 2Listen to the passage again and fill in the blanks in the following chart with the missing information.Alan GreenspanPart CTest Your ListeningA Compound DictationListen to the passage three times and supply the missing information.On June 28, 2008, amid cheers and tears 52-year-old Gates said good-bye to his 1) Microsoft employees.The following is his closing remarks during his 2) farewell event in Redmond:“My life’s work really is about 3) software and working with incredible people. I love working with smart people. I love working with Steve. I love working with all the incredible people here. Even the times that were the 4) toughest, in some ways those are the ones that bond you the most — when IBM decides to attack you, or when some 5) legal ruling isn’t quite right. And you have to do a press conference afterwards.“The work here combines two things that I think are just so special. One is the 6) long-term impact — the impact on the world of what we do — is incredible. We can always go out and see things that remind us of that. See blind people who, using our accessibility, can browse the Internet. You know, their lives are just totally different because of that. So we can say, wow, this is so 7) impactful.“But I think the second thing, 8) which is that the day-to-day work is fun and enjoyable, that’s actually what’s made it so easy to want to work hard, to want to always improve things, to face up to whatever it is that needs to be done better. 9) So it’s a special group of people who put so much into it.“So let me just close by saying you’ve made it so much for me. 10) There won’t be a day of my life that I’m not thinking about Microsoft, and the great things that it’s doing, and wanting to help. So thank you for making it the center of my life, and so much fun. Thank you.”。
最新Unit-11-The-Story-of-an-Eyewitness课文翻译综合教程四
Unit 11The Story of an EyewitnessJack London1 The earthquake shook down in San Francisco hundreds of thousands of dollarsworth of walls and chimneys. But the conflagration that followed burned up hundreds of millions of dollars worth of property. There is no estimating within hundreds of millions the actual damage wrought.2 Not in history has a modern imperial city been so completely destroyed. SanFrancisco is gone. Nothing remains of it but memories and fringe of dwelling houses on its outskirts. Its industrial section is wiped out. Its business section is wiped out.Its social and residential section is wiped out. The factories and warehouses, the great stores and newspaper buildings, the hotels and the palaces of the nabobs, are all gone. Remains only the fringe of dwelling houses on the outskirts of what was once San Francisco.3 Within an hour after the earthquake shock, the smoke of San Francisco’sburning was a lurid tower visible a hundred miles away. And for three days and nights this lurid tower swayed in the sky, reddening the sun, darkening the day, and filling the land with smoke.4 On Wednesday morning at quarter past five came the earthquake. A minutelater the flames were leaping upward. In a dozen different quarters south of Market Street, in the working class ghetto and in the factories, fires started. There was no opposing the flames. There was no organization, no communication. All the cunning adjustments of a twentieth-century city had been smashed by the earthquake. The streets were humped into ridges and depressions, and piled with the debris of fallen walls. The steel rails were twisted into perpendicular and horizontal angles. The telephone and telegraph systems were disrupted. And the great water mains had burst. All the shrewd contrivances and safeguards of man had been thrown out of gear by thirty seconds’ twitching of the earth-crust.5 By Wednesday afternoon, inside of twelve hours, half the heart of the city wasgone. At that time I watched the vast conflagration from out on the bay. It was dead calm. Not a flicker of wind stirred. Yet from every side wind was pouring in upon thecity. East, west, north, and south, strong winds were blowing upon the doomed city.The heated air rising made an enormous suck. Thus did the fire of itself build its own colossal chimney through the atmosphere. Day and night this dead calm continued, and yet, near to the flames, the wind was often half a gale, so mighty was the suck.6 Wednesday night saw the destruction of the very heart of the city. Dynamite waslavishly used, and many of San Francisco’s proudest structures were crumbled by man himself into ruins, but there was no withstanding the onrush of the flames.Time and again successful stands were made by the firefighters and every time the flames flanked around on either side, or came up from the rear, and turned to defeat the hard won victory.7 An enumeration of the buildings destroyed would be a directory of SanFrancisco. An enumeration of the buildings undestroyed would be a line and several addresses. An enumeration of the deeds of heroism would stock a library and bankrupt the Carnegie medal fund. An enumeration of the dead ― will never be made. All vestiges of them were destroyed by the flames. The number of the victims of the earthquake will never be known. South of Market Street, where the loss of life was particularly heavy, was the first to catch fire.8 Remarkable as it may seem, Wednesday night, while the whole city crashed androared into ruin, was a quiet night. There were no crowds. There was no shouting and yelling. There was no hysteria, no disorder. I passed Wednesday night in the path of the advancing flames, and in all those terrible hours I saw not one woman who wept, not one man who was excited, not one person who was in the slightest degree panic-stricken.9 Before the flames, throughout the night, fled tens of thousands of homeless ones.Some were wrapped in blankets. Others carried bundles of bedding and dear household treasures. Sometimes a whole family was harnessed to a carriage or delivery wagon that was weighted down with their possessions. Baby buggies, toy wagons and go-carts were used as trucks, while every other person was dragging a trunk. Yet everybody was gracious. The most perfect courtesy obtained. Never, in all San Francisco’s history, were her people so kind and courteous as on this night of terror.10 All night these tens of thousands fled before the flames. Many of them, the poorpeople from the labor ghetto, had fled all day as well. They had left their homes burdened with possessions. Now and again they lightened up, flinging out upon the street clothing and treasures they had dragged for miles.11 They held on longest to their trunks, and over these trunks many a strong manbroke his heart that night. The hills of San Francisco are steep, and up these hills, mile after mile, were the trunks dragged. Everywhere were trunks, with across them lying their exhausted owners, men and women. Before the march of the flames were flung picket lines of soldiers. And a block at a time, as the flames advanced, these pickets retreated. One of their tasks was to keep the trunk-pullers moving. The exhausted creatures, stirred on by the menace of bayonets, would arise and struggle up the steep pavements, pausing from weakness every five or ten feet.12 Often, after surmounting a heart-breaking hill, they would find another wall offlame advancing upon them at right angles and be compelled to change anew the line of their retreat. In the end, completely played out, after toiling for a dozen hours like giants, thousands of them were compelled to abandon their trunks. Here the shop-keepers and soft members of the middle class were at a disadvantage. But the working-men dug holes in vacant lots and backyards and buried their trunks.13 At nine o’clock Wednesday evening, I walked down through the very heart of thecity. I walked through miles and miles of magnificent buildings and towering skyscrapers. There was no fire. All was in perfect order. The people patrolled the streets. Every building had its watchman at the door. And yet it was doomed, all of it.There was no water. The dynamite was giving out. And at right angles two different conflagrations were sweeping down upon it.14 At one o’clock in the morning I walked down the same section. Everything stillstood intact. There was no fire. And yet there was a change. A rain of ashes was falling. The watchmen at the doors were gone. The police had been withdrawn.There were no firemen, no fire-engines, no men fighting with dynamite. The district had been absolutely abandoned.15 I stood at the corner of Kearney and Market, in the very innermost heart of SanFrancisco. Kearney Street was deserted. Half a dozen blocks away it was burning onboth sides. The street was a wall of flame. And against this wall of flame, silhouetted sharply, were two United States cavalrymen sitting their horses, calmly watching.That was all. Not another person was in sight. In the intact heart of the city two troopers sat their horses and watched.16 Surrender was complete. There was no water. The sewers had long since beenpumped dry. There was no dynamite. Another fire had broken out farther uptown, and now from the three sides conflagrations were sweeping down. The fourth side had been burned earlier in the day. In that direction stood the tottering walls of the Examiner Building, the burned out Call Building, the smouldering ruins of Grand Hotel, and the gutted, devastated, dynamited Palace Hotel.证人亲历杰克·伦敦1 旧金山的地震摧毁了不少墙壁和烟囱，价值成千上万美元。
大学生思辨英语教程精读1unit11教师用书
大学生思辨英语教程精读1unit11教师用书大学生思辨英语教程精读1unit11教师用书Unit 1 1 Language and GenderOverviewFrom this unit on, we are turning our eyes to the interface bet ween language andculture. To start with, we will deal with the topic of language and gender in this unit.Text A discusses wh ether men and women talk differently. Instead of attempting ananswer to the question, Napoli challenges six common clai ms with more questions,arguing that all six claims are more a bout sociological factors than linguistic ones.Then she highlig hts the importance to distinguish between gender and sex an dsuggests the wide range of sociological factors that have to be included in systematicsociolinguistic studies to have a cha nce of getting reliable results.Text Bfocuses on how men and women are treated differently in the society and inour language. During a small working co nference, Tannen noticed the styled hair andthe carefully chos enmakeup, clothes and shoes of the other women participant s andthe “unmarked” look of the men participants. It occurr ed to her that the women didnot have the option of being un marked in their appearance as the men had. Similarly,women are always marked in language as indicated in the titles and s urnames. This isstrange because biologically it is the male tha t is marked. Yet even writing aboutwomen and men may mar k T annen as a feminist rather than a writer.This unitmay serve as a starting point for further studies in la nguage andgender.Following the example of the texts, studen ts are invited to reexamine thebeliefs and phenomena that ar eusually taken for granted. In this process , they maynot only want to break down some stereotypes but also practice the s ystematic way todo so.Teaching Obj ectivesReading S kill sIdentify the structure of the textRelate new information to old informationChallenge popular claims on gender differences in languag e useControl variables in sociolinguistic studiesCompare the ways in which men and women use language and are depicted inl an g u ag eIntercultural C ompetenc eUnderstand the meaning of feminism in the Western conte xt Interpret gender differences from a cultural perspective Understand gender issues across cultures.。
大学思辨英语教材1u11课件
大学思辨英语教材1u11课件本课件主要介绍关于大学思辨英语教材中第一单元第11课的内容，旨在帮助学生更好地理解和掌握课程中的知识点。
以下是对该课件内容的详细描述。
第一部分：课程概述本课程是大学思辨英语教材的一部分，旨在培养学生的思辨能力和英语运用能力。
该课程包括多个单元，每个单元均涵盖一定的主题和相关知识点。
本节课的主题是xxx（根据具体课程内容填写主题名称）。
第二部分：主要内容1. 知识点1: xxx（根据具体课程内容填写知识点1）在这一部分，我们将学习关于xxx的相关知识，包括定义、特点以及使用方法等。
通过理论讲解和实例分析，学生将对xxx有一个全面的了解。
2. 知识点2: xxx（根据具体课程内容填写知识点2）这部分主要介绍xxx的背景、发展以及对社会的影响等方面内容。
学生将通过阅读相关资料和讨论，深入了解xxx的重要性以及如何应用于实际生活中。
3. 知识点3: xxx（根据具体课程内容填写知识点3）在这一部分，我们将学习关于xxx的相关理论与实践。
学生将通过小组讨论、角色扮演等方式，培养解决问题的能力以及批判性思维。
第三部分：教学方法在教学过程中，我们将采用多种教学方法，以提高学生的学习兴趣和参与度。
以下是几种常用的教学方法：1. 引入新知识：通过问题引导、案例分析等方式引入新的知识点，激发学生的思考和讨论。
2. 小组合作学习：鼓励学生进行小组合作学习，通过合作解决问题、交流观点等，促进学生之间的互动和学习效果。
3. 角色扮演：通过角色扮演活动，让学生深入体验知识点，并将其运用到实际情境中。
第四部分：学习目标通过本节课的学习，学生将能够达到以下学习目标：1. 理解xxx的定义和特点。
2. 了解xxx在实际生活中的应用场景和相关案例。
3. 培养批判性思维和解决问题的能力。
4. 增强团队合作和交流能力。
第五部分：学习评估为了对学生的学习效果进行评估，我们将采用多种评估方法，包括但不限于以下几种：1. 个人作业：学生将完成指定的课后作业，包括阅读理解、写作练习等。
Unit11howwasyourschooltrip阅读课公开课获奖课件
exciting boring
lucky
large
lovely slow
cool
hot
expensive terrible
delicious great cheap fast
第3页
food (how)
school trip
activities (what)
第4页
Many animals are in danger. I learned how to save them.
第8页
第9页
2b Read Helen’s and Jim’s diary entries and answer the questions.
1. Did Helen and Jim go on the same trip?
Yes, they did. They went on the same trip.
2. How do they feel about the trip?
Helen thought the trip was really interesting. But Jim thought the trip was terrible.
第11页
2c Read the diaries again and plete
Helen
interesting so fast interesting
The gifts weren’t expensive.
...along the way learned a lot ... taught ...how to ... After that,...
All in all, it was an exciting day.
大学英语精读课文、翻译讲课教案
大学英语精读课文、翻译讲课教案大学英语精读一课文加翻译（转自baidu知道）Some Strategies for Learning EnglishLearning English is by no means easy. It takes great diligence and prolonged effort.学习英语绝非易事.它需要刻苦和长期努力.Nevertheless, while you cannot export to gain a good command of English without sustained hard work, there are various helpful learning strategies you employ to make the task easier. Here are some of them.虽然不经过持续的刻苦努力便不能期望精通英语,然而还是有各种有用的学习策略可以用来使这一任务变得容易一些.一下便是其中的几种.1. Do not treat all new words in exactly the same way. Have you ever complained about your memory because you find it simply impossible to memorize all the new words you are learning? But, in fact, it is not your memory that is at fault. If you cram your head with too many new words at a time, some of them are bound to be crowded out. What you need to do is to deal with new words in different ways according it how frequently they occur in everyday use. While active words demand constant practice and useful words must be committed to memory, words that do not often occur in everyday situations require just a nodding acquaintance. You will find concentrating on active and useful words the most effective route to enlarging your vocabulary. 不要以完全相同的方式对待所有的生词.你可曾因为简直无法记住所学的所有生词而抱怨自己的记忆力太差?其实,责任并不在你的记忆力.如果你一下子把太多的生词塞进头脑,必定有一些生词会被挤出来.你需要做的是根据生词日常使用的频率以不同的方式对待它们.积极词汇需要经常练习,有用的词汇必须牢记,而在日常情况下不常出现的次只需要见到时认识即可.你会发现把注意力集中于积极有用的词上是扩大词汇量最有效的途径.2. Watch out for idiomatic ways of saying things. Have you ever won dered why we say, “I am interested in English”, but “I am good at French”? And have you ever asked yourself why native English speakers say, “learn the news or secret”, but “learn of someone’s success or arrival”? These are all examples of idiomatic usage. In learning English, you must pay attention not only to the meaning of a word, but also to the way native speakers use it in their daily lives.密切注意地道的表达方式.你可曾纳闷过,为什么我们说“我对英语感兴趣”是“I’m interested in English”, 而说“我精于法语”则是“I’m good at French”? 你可曾问过自己,为什么以英语为母语的人说“获悉消息或秘密”是“learn the news or secret”, 而“获悉某人的成功或到来”是“learn of someone’s successor arrival”?这些都是惯用法的例子.再学习英语时,你不仅必须注意词义,还必须注意以英语为母语的人在日常生活中如何使用它.3. Listen to English every day. Listening to English on a regular basis will not only improve your ear, but will also help you build your speaking skills. In addition to language tapes especially prepared for your course, you can also listen to English radio broadcasts, watch English TV, and see English movies. The first time you listen to a taped conversation or passage in English, you may not be able to catch a great deal. Try to get its general meaning first and listen to it over and over again. You will find that with each repetition you will get something more.每天听英语.经常听英语不仅不提高你的听力,而且有助你培养说的技能.除了专为课程准备的语言磁带外,你还可以听英语广播,看英语电视和英语电影.第一次听录好音的英语对话或语段,你也许不能听懂很多.先试着听懂大意,然后再反复地听.你会发现每次重复都会听懂很多更多的东西.4. Seize opportunities to speak. It is true that there are few situations at school where you have to communicate in English, but you can seek out opportunities to practice speaking the language. Talking with your classmates, for example, can be an easy and enjoyable way to get some practice. Also try to find native speaker on your campus and feel free to talk with them. Perhaps the easiest way to practice speaking is to rehearse aloud, since this can be done at any time, in any place, and without a partner. For instance, you can look at pictures or objects around you and try to describe them in detail. You can also rehearse everyday situations. After you have made a purchase in a shop or finished a meal in a restaurant and paid the check, pretend that all this happened in an English-speaking country and try to act it out in English.抓住机会说.的确,在学校里必须用英语交流的场合并不多,但你还是可以找到练习的英语的机会.例如,跟你的同班同学进行交谈可能就是得到一些练习的一种轻松愉快的方式.还可以找校园里以英语为母语的人跟他们随意交谈.或许练习讲英语最容易的方式是高声朗读,因为这在任何时间,任何地方,不需要搭档就可以做到.例如,你可以看着图片或身边的物件,试着对它们详加描述.你还可以复述日常情景.在商店里购物或在餐馆里吃完饭付过账后,假装这一切都发生在一个讲英语的国家,试着用英语把它表演出来.5. Read widely. It is important to read widely because is our learning environment; reading is the main and most reliable source of language input. When you choose reading materials, look for things that you find interesting, that you can understand without relying too much on a dictionary. A page a day is a good way to start. As you go on, you will find that you can do morepages a day and handle materials at a higher lever of difficulty.广泛阅读.广泛阅读很重要,因为在我们的学习环境中,阅读是最重要,最可靠的语言输入来源.在选择阅读材料时,要找你认为有趣的,不需要过多依赖词典就能看懂的东西.开始时每天读一页是个好办法.接下去,你就会发现你每天可以读更多页,而且能对付难度更高的材料.6. Write regularly. Writing is a good way to practice what you already know. Apart from compositions assigned by your teacher, you may find your own reasons for writing. A pen pal provides good motivation; you will learn a lot by trying to communicate with someone who shares your interests, but comes from a different culture. Other ways to write regularly include keeping a diary, writing a short story and summarizing the daily news.经常写,写作是练习你已经学会的东西的好方法.除了老师布置的作文,你还可以找到自己要写的理由.有个笔友可以提供很好的动力;与某个跟你趣味相投但来自不同文化的人进行交流,你会学到很多东西.经常写作的其他方式还有记日记,写小故事或概述每天的新闻.Language learning is a process of accumulation. It pays to absorb as much as you can from reading and listening and then try to put what you have learned into practice through speaking and writing.语言学习是一个积累的过程.从读和听中吸收尽量多的东西,然后再试着把学到的东西通过说和写 .。
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speculate
1 If you speculate about something, you make guesses about its nature or identity, or about what might happen推测，推断. It would be unfair to Debby's family to speculate on the reasons for her suicide... The doctors speculate that he died of a cerebral haemorrhage caused by a blow on the head... The reader can speculate what will happen next. 2 If someone speculates financially, they buy property, stocks, or shares, in the hope of being able to sell them again at a higher price and make a profit （商业）投机. The banks made too many risky loans which now can't be repaid, and they speculated in property whose value has now dropped.
• in the religious realm, free will implies that individual will and choices can coexist with an omnipotent divinity.
adjective 1 ~ (to sb/sth) strange and frightening; different from what you are used to, thus not usual or acceptable陌生的: an alien environment ◆ In a world that had suddenly become alien and dangerous, he was her only security. ◆ The idea is alien to our religion. 2 (often disapproving) from another country or society; foreign外国(人)的: an alien culture ◆ alien influences that threatened their way of life 3 connected with creatures from another world外星（人）的: alien beings from outer space noun 1 (AmE also non-citizen) (law or technical) a person who is not a citizen of the country in which they live or work外国人: an illegal alien 2 a creature from another world外星人: aliens from outer space
Four-letter chemical alphabet
DNA exists as two long, paired strands spiraled into the famous double helix. There are only four different chemical bases in DNA (adenine腺嘌呤, thymine胸腺嘧啶, cytosine胞核嘧啶, and guanine鸟嘌呤), but they can be arranged and rearranged in countless ways.
dismiss
1 If you dismiss something, you decide or say that it is not important enough for you to think about or consider 不再考虑. I think we can safely dismiss their objections. 2 If you dismiss something from your mind, you stop thinking about it 不再想. I dismissed him from my mind. 3 解雇，开除. ...the power to dismiss civil servants who refuse to work... 4 If you are dismissed by someone in authority, they tell you that you can go away from them 遣散. Two more witnesses were called, heard and dismissed... 5 When a judge dismisses a case against someone, he or she formally states that there is no need for a trial 不予立案，驳回. An American judge yesterday dismissed murder charges against Dr Jack Kevorkian.
• degenerate v堕落；衰退（de坏+gener+ate→往坏产生→堕落） • genesis n起源，创始（gen+esis名词后缀，原指《圣经》中 的创世纪） • genetic a基因的，遗传学的（gen+etic→来自gene基因） • genus n种类，类属（gen+us→生出来就出现[不同]→种 类） • eugenics n优生学（eu好+gen+ics→产生好的→优生学） • congenial a意气相投的（con共同+gen+ial→产生共同[兴趣]→ 情投意合的） • congenital a天生的，与生俱来的（con共同+gen+ital→与生俱 来→天生的） • progeny n子孙，后代（pro向前+geny→向前产生→生命向 前→子孙） • heterogeneous a不同的（hetero异+gen+eous→产生不同的） • homogeneous a同种的（homo同+gen+eous→产生相同的） • engender v产生（en使+gender产生→使产生）
genetic
• • • • gen,gener,genit=birth,produce,表示“出生，产生”" 表示“出生，产生” 表示 generate v 产生；发电（genner+ate →产生[电]等） generation n 产生；一代（(generate+ion) generator n 发电机；生殖者（generate+or→产生[电] 的东西→发电机） • regenerate v 再生，重生（re再+generate) • generous a 慷慨的；丰富的（gener+ous→[不断]产 生→丰富的，慷慨的） • generosity n 慷慨（gener+osity多的状态→多产生→ 慷慨）
The Year of Genome
Matt Ridley
Free Will
自由意志(free will)是一个哲学信条。 它认为，我们的选择最终取决于我们自 己。这个概念涉及决定论(determinism) 、非决定论(indeterminism)、道德责任 (moral responsibility)、现代物理学、神 经病学、精神病学、犹太教、基督教等 诸多哲学概念、科学计；接近 • to add up to sth; to make sth as a total: His earnings are said to amount to £300 000 per annum. ◆ They gave me some help in the beginning but it did not amount to much (= they did not give me much help). • to be equal to or the same as sth: Her answer amounted to a complete refusal.
customized
• Retailors can repackage combinations of components customized for the client. 零售商可以为客户重新包装定制的部件组合。 • She said the show seems customized for her and offers her opportunities to meet some interesting people in the movie and art circles. 她说,这个节目好像专为她量身定作,并让她有机会接触 到影艺界一些有趣的人。 • Digital genome maps will allow lab technicians to create customized prescription, altering individual genes by rewriting lines of computer code. 绘制出数字化基因组图后,实验室技术人员就可以对症 下药,通过改写计算机密码序列改变人体基因。
converge
• ~ (on) (of people or vehicles) to move towards a place from different directions and meet to form a large crowd 聚集；汇集: Thousands of supporters converged on London for the rally. • (of two or more lines, paths, etc.) to move towards each other and meet at a point 交汇，集中: There was a signpost where the two paths converged. • if ideas, policies, aims, etc. converge, they become very similar or the same (思想、观点等)趋近 • Con+verge