大学英语自学教程(上下)讲义
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。
《大学英语自学教程》(上)讲义
Unit 1Text A How to Be a Successful Language Learner?搭配：1.disagree with 不同意/动词词组2.guarantee sth. for sb. 保证某人某事/动词词组e.g. This will not guarantee success for every adult language learner. 这样不能确保每一位学习语言的成年人都成功。
3.be different from 与什么不同/形容词词组4.succeed in sth./ doing sth. 成功做某事/动词词组5.offer advice to sb. 给某人建议/动词词组6.play with sth. 轻松学习某事物/动词词组7.in many ways 再很多方面/介词词组8.depend on sb./sth. for sth. 依靠某人或某事而获得某事/动词词组9.discover one’s own way to do sth. 发现并用自己的方法做某事/动词词组10.instead of sth./ doing sth. 想反/而没有做某事/介词词组11.wait for sb. to do sth. 等待某人做某事/动词词组12.look for sth./sb. 寻找某人或某物/动词词组13.make a mistake 犯错误/动词词组14.be afraid to do sth.害怕做某事/形容词词组15.be willing to do sth. 愿意做某事/形容词词组16.do sth. with a purpose 有目的地做某事/故意做某事/动词词组17.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19.learn from sb. 想某人学习20.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(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!。
00015自考英语二教程电子版
大学英语自学教程（下）01-A. What Is a Decision?A decision is a choice made from among alternative courses of action that are available. The purpose of making a decision is to establish and achieve organizational goals and objectives. The reason for making a decision is that a problem exists, goals or objectives are wrong, or something is standing in the way of accomplishing them.Thus the decision-making process is fundamental to management. Almost everything a manager does involves decisions, indeed, some suggest that the management process is decision making. Although managers cannot predict the future, many of their decisions require that they consider possible future events. Often managers must make a best guess at what the future will be and try to leave as little as possible to chance, hut since uncertainty is always there, risk accompanies decisions. Sometimes the consequences of a poor decision are slight; at other times they are serious.Choice is the opportunity to select among alternatives. If there is no choice, there is no decision to be made. Decision making is the process of choosing, and many decisions have a broad range of choice. For example, a student may be able to choose among a number of different courses in order to implement the decision to obtain a college degree. For managers, every decision has constraints based on policies, procedures, laws, precedents, and the like. These constraints exist at all levels of the organization.Alternatives are the possible courses of action from which choices can be made. If there are no alternatives, there is no choice and, therefore, no decision. If no alternatives are seen, often it means that a thorough job of examining the problems has not been done. For example, managers sometimes treat problems in an either/or fashion; this is their way of simplifying complex problems. But the tendency to simplify blinds them to other alternatives.At the managerial level, decision making includes limiting alternatives as well as identifying them, and the range is from highly limited to practically unlimited.Decision makers must have some way of determining which of several alternatives is best -- that is, which contributes the most to the achievement of organizational goals. An organizational goal is an end or a state of affairs the organization seeks to reach. Because individuals (and organizations) frequently have different ideas about how to attain the goals, the best choice may depend on who makes the decision. Frequently, departments or units within an organization make decisions that are good for them individually but that are less than optimal for the larger organization. Called suboptimization, this is a trade-off that increases the advantages to one unit or function but decreases the advantages to another unit or function. For example, the marketing manager may argue effectively for an increased advertising budget. In the larger scheme of things, however, increased funding for research to improve the products might be more beneficial to the organization.These trade-offs occur because there are many objectives that organizations wish to attainsimultaneously. Some of these objectives are more important than others, but the order and degree of importance often vary from person to person and from department to department. Different managers define the same problem in different terms. When presented with a common case, sales managers tend to see sales problems, production managers see production problems, and so on.The ordering and importance of multiple objectives is also based, in part, on the values of the decision maker. Such values are personal; they are hard to understand, even by the individual, because they are so dynamic and complex. In many business situations different people's values about acceptable degrees of risk and profitability cause disagreement about the correctness of decisions.People often assume that a decision is an isolated phenomenon. But from a systems point of view, problems have multiple causes, and decisions have intended and unintended consequences. An organization is an ongoing entity, and a decision made today may have consequences far into the future. Thus the skilled manager looks toward the future consequences of current decisions. 01-B. Secrets of Success at an InterviewThe subject of today's talk is interviews.The key words here are preparation and confidence, which will carry you far.Do your homework first.Find out all you can about the job you are applying for and the organization you hope to work for.Many of the employers I interviewed made the same criticism of candidates. "They have no idea what the day to day work of the job brings about. They have vague notions of "furthering the company's prospects’ or of 'serving the community', but have never taken the trouble to find out the actual tasks they will be required to do.”Do not let this be said of you. It shows an unattractive indifference to your employer and to your job.Take the time to put yourself into the interviewer's place. He wants somebody who is hard-working with a pleasant personality and a real interest in the job.Anything that you find out about the prospective employer can be used to your advantage during the interview to show that you have bothered to master some facts about the people who you hope to work for.Write down (and remember) the questions you want to ask the interviewer(s) so that you are not speechless when they invite your questions. Make sure that holidays and pay are not the first things you ask about. If all your questions have been answered during the interview, reply: "In fact, I did have several questions, but you have already answered them all.”Do not be afraid to ask for clarification of something that has been said during the interview if you want to be sure what was implied, but do be polite.Just before you go to the interview, look again at the original advertisement that you answered,any correspondence from your prospective employer, photocopies of your letter of application or application form and your resume.Then you will remember what you said and what they want. This is very important if you have applied for many jobs in a short time as it is easy to become confused and give an impression of inefficiency.Make sure you know where and when you have to report for the interview. Go to the building (but not inside the office) a day or two before, if necessary, to find out how long the journey takes and where exactly the place is.Aim to arrive five or ten minutes early for the actual interview, then you will have a little time in hand and you will not panic if you are delayed. You start at a disadvantage if you arrive worried and ten minutes late.Dress in clean, neat, conservative clothes. Now is NOT the time to experiment with the punk look or (girls) to wear low-cut dresses with miniskirts. Make sure that your shoes, hands and hair (and teeth) are clean and neat.Have the letter inviting you for an interview ready to show in case there is any difficulty in communication.You may find yourself facing one interviewer or a panel. The latter is far more intimidating, but do not let it worry you too much. The interviewer will probably have a table in front of him/her. Do not put your things or arms on it.If you have a bag or a case, put it on the floor beside your chair. Do not clutch it nervously or, worse still, drop it, spilling everything.Shake hands if the interviewer offers his hand first. There is little likelihood that a panel of five wants to go though the process of all shaking hands with you in turn. So you do not be upset if no one offers.Shake hands firmly -- a weak hand suggests a weak personality, and a crushing grip is obviously painful. Do not drop the hand as soon as yours has touched it as this will seem to show you do not like the other person.Speak politely and naturally even if you are feeling shy. Think before you answer any questions. If you cannot understand, ask: "Would you mind rephrasing the question, please?" The question will then be repeated in different words.If you are not definitely accepted or turned down on the spot, ask: "When may I expect to hear the results of this interview?"If you do receive a letter offering you the job, you must reply by letter (keep a photocopy) as soon as possible.Good luck!02-A. Black HolesWhat is a black hole? Well, it's difficult to answer this question, since the terms we would normally use to describe a scientific phenomenon are inadequate here. Astronomers andscientists think that a black hole is a region of space (not a thing ) into which matter has fallen and from which nothing can escape ?not even light. So we can't see a black hole. A black hole exerts a strong gravitational pull and yet it has no matter. It is only space -- or so we think. How can this happen?The theory is that some stars explode when their density increases to a particular point; they collapse and sometimes a supernova occurs. From earth, a supernova looks like a very bright light in the sky which shines even in the daytime. Supernovae were reported by astronomers in the seventeenth and eighteenth centuries. Some people think that the Star of Bethlehem could have been a supernova. The collapse of a star may produce a White Dwarf or a neutron star -- a star, whose matter is so dense that it continually shrinks by the force of its own gravity. But if the star is very large (much bigger than our sun) this process of shrinking may be so intense that a black hole results. Imagine the earth reduced to the size of a marble, but still having the same mass and a stronger gravitational pull, and you have some idea of the force of a black hole. Any matter near the black hole is sucked in. It is impossible to say what happens inside a black hole. Scientists have called the boundary area around the hole the "event horizon." We know nothing about events which happen once objects pass this boundary. But in theory, matter must behave very differently inside the hole.For example, if a man fell into a black hole, he would think that he reached the center of it very quickly. However an observer at the event horizon would think that the man never reached the center at all. Our space and time laws don't seem to apply to objects in the area of a black hole. Einstein's relativity theory is the only one which can explain such phenomena. Einstein claimed that matter and energy are interchangeable, so that there is no "absolute" time and space. There are no constants at all, and measurements of time and space depend on the position of the observer. They are relative. We do not yet fully understand the implications of the relativity theory; but it is interesting that Einstein's theory provided a basis for the idea of black holes before astronomers started to find some evidence for their existence. It is only recently that astronomers have begun specific research into black holes. In August 1977, a satellite was launched to gather data about the 10 million black holes which are thought to be in the Milky Way. And astronomers are planning a new observatory to study the individual exploding stars believed to be black holes,The most convincing evidence of black holes comes frown research into binary star systems. Binary stars, as their name suggests, are twin stars whose position in space affects each other. In some binary systems, astronomers have shown that there is an invisible companion star, a "partner" to the one which we can see in the sky. Matter from the one which we can see is being pulled towards the companion star. Could this invisible star, which exerts such a great force, be a black hole? Astronomers have evidence of a few other stars too, which might have black holes as companions.The story of black holes is just beginning. Speculations about them. are endless. There might bea massive black hole at the center of our galaxy swallowing up stars at a very rapid rate. Mankind may one day meet this fate. On the other hand, scientists have suggested that very advanced technology could one day make use of the energy of black holes for mankind. These speculations sound like science fiction. But the theory of black holes in space is accepted by many serious scientists and astronomers. They show us a world which operates in a totally different way from our own and they question our most basic experience of space and time.02-B. Worlds within WorldsFirst of all let us consider the earth (that is to say, the world) as a planet revolving round the sun. The earth is one of nine planets which move in orbit round the sun. These nine planets, together with the sun, make up what is called our solar system. How this wonderful system started and what kept it working with such wonderful accuracy is largely a mystery but astronomers tell us that it is only one of millions of similar systems in space, and one of the smallest.The stars which we see glittering in the sky on a dark and cloudless night are almost certainly the suns of other solar systems more or less like our own, but they are so far away in space that it is unlikely that we shall ever get to know very much about them. About our own solar system, however, we are learning more every day.Before the American and Russian astronauts made their thrilling journeys into outer space it was difficult for us to realise what our earth looked like from hundreds of thousands of miles away, but the photographs which the astronauts were able to take show us the earth in space looking not very different from what the moon looks like when we look at it from the earth. The earth is, however, very different from the moon, which the American astronauts have found to be without life or vegetation, whereas our earth is very much alive in every respect. The moon, by the way, is called a satellite because it goes round our earth as well as round the sun. In other words, it goes round the sun with our earth.The surface of our earth is covered by masses of land and larger areas of water. Let us consider the water areas first. The total water area is about three times as large as the land area. The very large separate areas of water are called "oceans” and the lesser areas are called "seas.”In most of the oceans and seas some of the water is found to be flowing in a particular direction -- that is to say, from one part towards another part of the ocean or sea concerned. The water which is flowing in this manner is said to be moving as a "current." There are many thousands of currents in the waters of the oceans and seas, but only certain of the stronger and better marked currents are specially named and of great importance. These currents are important because they affect the climate of the land areas close to where they flow and also because they carry large quantities of microscopic animal and vegetable life which forms a large part of the food for fishes.The nature and characteristics of the surface of the land areas of the earth vary a great deal from area to area and from place to place. The surface of some areas consists largely of high mountains and deep valleys whilst, in other areas, most of the surface consists of plains. If onemade a journey over the Continents one would find every kind of surface including mountain ranges, plains, plateaux, deserts, tropical forestlands and empty areas covered permanently by ice and snow.When thinking and learning about the world we should not forget that our world is the home of a very great many different people -- peoples with different coloured skins, living very different lives and having very different ideas about a great many important things such as religion, government, education and social behaviour.The circumstances under which different people live make a great difference between the way in which they live and the way in which we live, and it ought to be our business to try to understand those different circumstances so that we can better understand people of other lands. Above all, we should avoid deciding what we think about people different from ourselves without first having learned a great deal about them and the kind of lives they have to live. It is true to say that the more we learn about other people, the better we understand their ideas and, as a rule, the better we like those people themselves.03-A. Euthanasia: For and Against"We mustn't delay any longer ... swallowing is difficult ... and breathing, that's also difficult. Those muscles are weakening too ... we mustn't delay any longer.”These were the words of Dutchman Cees van Wendel de Joode asking his doctor to help him die. Affected with a serious disease, van Wendel was no longer able to speak clearly and he knew there was no hope of recovery and that his condition was rapidly deteriorating.Van Wendel's last three months of life before being given a final, lethal injection by his doctor were filmed and first shown on television last year in the Netherlands. The programme has since been bought by 20 countries and each time it is shown, it starts a nationwide debate on the subject.The Netherlands is the only country in Europe which permits euthanasia, although it is not technically legal there. However, doctors who carry out euthanasia under strict guidelines introduced by the Dutch Parliament two years ago are usually not prosecuted. The guidelines demand that the patient is experiencing extreme suffering, that there is no chance of a cure, and that the patient has made repeated requests for euthanasia. In addition to this, a second doctor must confirm that these criteria have been met and the death must be reported to the police department.Should doctors be allowed to take the lives of others? Dr. Wilfred van Oijen, Cees van Wendel's doctor, explains how he looks at the question:"Well, it's not as if I'm planning to murder a crowd of people with a machine gun. In that case, killing is the worst thing I can imagine. But that's entirely different from my work as a doctor. I care for people and I try to ensure that they don't suffer too much. Th at's a very different thing.”Many people, though, are totally against the practice of euthanasia. Dr. Andrew Ferguson, Chairman of the organisation Healthcare Opposed to Euthanasia, says that "in the vast majorityof euthanasia cases, what the patient is actually asking for is something else. They may want a health professional to open up communication for them with their loved ones or family -- there's nearly always another question behind the question.”Britain also has a strong tradition of hospices -- special hospitals which care only for the dying and their special needs. Cicely Saunders, President of the National Hospice Council and a founder member of the hospice movement, argues that euthanasia doesn't take into account that there are ways of caring for the dying. She is also concerned that allowing euthanasia would undermine the need for care and consideration of a wide range of people: "It's very easy in society now for the elderly, the disabled and the dependent to feel that they are burdens, and therefore that they ought to opt out. I think that anything that legally allows the shortening of life does make those people more vulnerable.”Many find this prohibition of an individual's right to die paternalistic. Although they agree that life is important and should be respected, they feel that the quality of life should not be ignored. Dr. van Oijen believes that people have the fundamental right to choose for themselves if they want to die: "What those people who oppose euthanasia are telling me is that dying people haven't the right. And that when people are very ill, we are all afraid of their death. But there are situations where death is a friend. And in those cases, why not?But "why not?" is a question which might cause strong emotion. The film showing Cees van Wendel's death was both moving and sensitive. His doctor was clearly a family friend; his wife had only her husband's interests at heart. Some, however, would argue that it would be dangerous to use this particular example to support the case for euthanasia. Not all patients would receive such a high level of individual care and attention.03-B. Advantage UnfairAccording to the writer Walter Ellis, author of a book called the Oxbridge Conspiracy, Britain is still dominated by the old-boy network: it isn't what you know that matters, but who you know. He claims that at Oxford and Cambridge Universities (Oxbridge for short) a few select people start on an escalator ride which, over the years, carries them to the tops of British privilege and power. His research revealed that the top professions all continue to be dominated, if not 90 per cent, then 60 or 65 per cent, by Oxbridge graduates.And yet, says Ellis, Oxbridge graduates make up only two per cent of the total number of students who graduate from Britain's universities. Other researches also seem to support his belief that Oxbridge graduates start with an unfair advantage in the employment market. In the law, a recently published report showed that out of 26 senior judges appointed to the High Court last year, all of them went to private schools and 21 of them went to Oxbridge.But can this be said to amount to a conspiracy? Not according to Dr. John Rae, a former headmaster of one of Britain's leading private schools, Westminster:"I would accept that there was a bias in some key areas of British life, but that bias has now gone. Some time ago -- in the 60s and before ?entry to Oxford and Cambridge was not entirely onmerit. Now, there's absolutely no question in any objective observer's mind that, entry to Oxford and Cambridge is fiercely competitive."However, many would disagree with this. For, although over three-quarters of British pupils are educated in state schools, over half the students that go to Oxbridge have been to private, or "public" schools. Is this because pupils from Britain's private schools are more intelligent than those from state schools, or are they simply better prepared?On average, about $ 5,000 a year is spent on each private school pupil, more than twice the amount spent on state school pupils. So how can the state schools be expected to compete with the private schools when they have far fewer resources? And how can they prepare their pupils for the special entrance exam to Oxford University, which requires extra preparation, and for which many public school pupils traditionally stay at school and do an additional term?Until recently, many blamed Oxford for this bias because of the university's special entrance exam (Cambridge abolished its entrance exam in 1986). But last February, Oxford University decided to abolish the exam to encourage more state school applicants. From autumn 1996, Oxford University applicants, like applicants to other universities, will be judged only on their A level results and on their performance at interviews, although some departments might still set special tests.However, some argue that there's nothing wrong in having elite places of learning, and that by their very nature, these places should not be easily accessible. Most countries are run by an elite and have centres of academic excellence from which the elite are recruited. Walter Ellis accepts that this is true:"But in France, for example, there are something like 40 equivalents of university, which provide this elite through a much broader base. In America you've got the Ivy League, centred on Harvard and Yale, with Princeton and Stanford and others. But again, those universities together -- the elite universities -- are about ten or fifteen in number, and are being pushed along from behind by other great universities like, for example, Chicago and Berkeley. So you don't have just this narrow concentration of two universities providing a constantly replicating elite.”When it comes to Oxford and Cambridge being elitist because of the number of private school pupils they accept, Professor Stone of Oxford University argues that there is a simple fact he and his associates cannot ignore:"If certain schools do better than others then we just have to accept it. We cannot be a place for remedial education. It's not what Oxford is there to do.”However, since academic excellence does appear to be related to the amount of money spent per pupil, this does seem to imply that Prime Minister John Major's vision of Britain as a classless society is still a long way off. And it may be worth remembering that while John Major didn't himself go to Oxbridge, most of his ministers did.04-A. Slavery on Our DoorstepThere are estimated to be more than 20,000 overseas domestic servants working in Britain (theexact figure is not known because the Home Office, the Government department that deals with this, does not keep statistics). Usually, they have been brought over by foreign businessmen, diplomats or Britons returning from abroad. Of these 20,000, just under 2,000 are being exploited and abused by their employers, according to a London-based campaigning group which helps overseas servants working in Britain.The abuse can take several forms. Often the domestics are not allowed to go out, and they do not receive any payment. They can be physically, sexually and psychologically abused. And they can have their passports removed, making leaving or "escaping" virtually impossible.The sad condition of women working as domestics around the world received much media attention earlier this year in several highly publicised cases. In one of them, a Filipino maid was executed in Singapore after being convicted of murder, despite protests from various quarters that her guilt had not been adequately established. Groups like Anti-Slavery International say other, less dramatic, cases are equally deserving of attention, such as that of Lydia Garcia, a Filipino maid working in London:"I was hired by a Saudi diplomat directly from the Philippines to work in London in 1989. I was supposed to be paid $ 120 but I never received that amount. They always threatened that they would send me back to my country.”Then there is the case of Kumari from Sri Lanka. The main breadwinner in her family, she used to work for a very low wage at a tea factory in Sri Lanka. Because she found it difficult to feed her four children, she accepted a job working as a domestic in London. She says she felt like a prisoner at the London house where she worked:"No days off -- ever, no breaks at all, no proper food. I didn't have my own room; I slept on a shelf with a spad0 of only three feet above me. I wasn't allowed to talk to anybody. I wasn't even allowed to open the window. My employers always threatened to report me to the Home Office or the police.”At the end of 1994 the British Government introduced new measures to help protect domestic workers from abuse by their employers. This included increasing the minimum age of employees to 18, getting employees to read and, understand an advice leaflet, getting employers to agree to provide adequate maintenance and conditions, and to put in writing the main terms and conditions of the job (of which the employees should see a copy).However, many people doubt whether this will successfully reduce the incidence of abuse. For the main problem facing overseas maids and domestics who try to complain about cruel living and working conditions is that they do not have independent immigrant status and so cannot change employer. (They are allowed in the United Kingdom under a special concession in the immigration rules which allows foreigners to bring domestic staff with them.) So if they do complain, they risk being deported.Allowing domestic workers the freedom to seek the same type of work but with a different employer, if they so choose, is what groups like Anti-Slavery International are campaigning the。
《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。
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。
大学英语自学教程(上下)讲义
视频互动讲义六解惑：carry away：使失去自控能力，失去理智；carry off：夺去，获得carry on：继续下去，坚持；carry out：贯彻，执行，实现draw in：到站；draw up：草拟，停住passed与past：前者是pass的过去时，表示“经过”，后者是形容词，表示“过去的”，或者名词，表示“过去，昔日。
”quantity与number：两者均为名词，前者与不可数名词连用，后者与可数名词连用，表示单个物件的多少。
reply表示“回复”，非常正常的场合使用，answer很随意地表示“回答”，response则表示“反应”。
一、对教材知识点的回顾第十一课重点内容的回顾Text A1.sacrifice to：注意词组搭配。
2.★be central to：注意词组含义。
3.★necessary(ily)----unnecessary(ily)：注意词义反差。
4.promote----promotion：注意词性转换。
5.lead----mislead----misleading：注意词性转换。
6.responsible----irresponsible：注意词义反差。
7.aim for：注意词组搭配。
8.★expand----expansion：为常考词汇，注意含义。
9．able----★enable----unable----disable(d)：注意词汇含义及变形。
10.fill with----fill in：注意词组含义。
11.wherever possible：“只要有可能”，注意翻译上的准确性。
Text B1.delight----delightful：注意词性变换。
2.★bring out：注意词组含义，同时关注与bring有关的所有词组。
3.★take…for granted：注意词组含义。
4.★It is(was/has been) said that…：注意句型，翻译常考。
大学英语自学教程(下)讲义
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决策是从可供挑选的行动方案中作出选择，目的在于确定并实现组织机构的目标或目的。
之所以要决策是因为存在问题，或是目标或目的不对，或某种东西妨碍目标或目的实现。
因此，决策过程对于管理人员非常重要。
管理者所做的一切几乎都与决策有关，事实上，有人甚至认为管理过程就是决策过程。
虽然决策者不能预测未来，但他们的许多决策要求他们必须考虑未来可能会发生的情况。
管理者必须对未来的事情作出最佳的猜测，并使偶然性尽可能少地发生。
但因为总是存在着未知情况，所以决策往往伴随着风险。
有时失误的决策带来的后果不很严重，但有时就会不堪设想。
选择就是从多种选项中进行取舍，没有选择，就没有决策。
决策本身就是一个选择的过程，许多决策有着很广的选择范围。
例如，学生为了实现自己获得学位的目标，可能会从多门课程中进行选择，对于管理者来说，每一个决策都受到政策、程序、法律、惯例等方面的制约，这些制约存在于一个组织的各个部门里。
选项就是可供选择的种种可行的行动方案。
没有选项，就没有选择，因而也就没有决策。
如果看不到任何选项，这意味着还没有对问题进行彻底的研究。
例如，管理者有时会用“非此即彼”的方式处理问题，这是他们简化问题的方法。
这种简化问题的习惯常常使他们看不到其他的选项。
在管理这个层次上，制定决策包括：识别选项和缩小选项范围，其范围小到微乎其微，大到近乎无限。
决策者必须有某种方法来断定几种选项中的最佳选项，即哪个选项最有利于实现其组织的目标。
组织的目标是指该组织努力完成或达到的目标或现状。
由于个人(或组织)对于怎样实现其目标的方式都有不同的见解，最佳的选择就在于决策者了。
常常是一个组织的下属部门做出的决策对自己有利，而对上一级的部门来说，就不是较佳选择了。
这种增加部门的局部利益而减少其他部门的局部利益所作出的权衡，叫做局部优化。
例如，市场营销经理为增加广告预算可能会讲得头头是道，但从更大的布局来看，增加优化产品的研究经费也许对组织更有利。
大学英语自学教程(上下)讲义
先解决上节课的词汇内容give away：泄露；give back：送还，恢复；give in：屈服，投降；give off：释放；give oneself away：露马脚；give oneself up：投案，自首give out：分开，放出；give up：停止，放弃。
lie与lay：前者注意过去时和过去分词变化(lay, lain)，躺着；后者(laid, laid)表示“放，搁”。
loose与lose：前者是形容词，“松的，散的”，后者是动词，表示“丢失”。
respectable与respectful：均为形容词，前者表示“值得尊敬的”，后者表示“尊敬人的，恭敬的”。
一、对教材知识点的回顾第十五单元重点内容的回顾Text Aputer----computerize：注意词性的转换。
2.★the same…as：注意词组含义。
3.pull down：注意词组含义。
4. mistake…for：注意词组含义。
5.just as----just like：注意词组区别用法。
e to terms：注意词组含义。
7.reflect on：注意词组含义。
8.★come about：注意词组含义，并总结有关come所有词组。
rge----enlarge：注意词性转换。
10.respect for：注意词组含义。
11.make over：注意词组含义，总结有关与make所有词组。
12.★★remind…of (that…)：注意词组含义。
Text B1.enroll----enrollment：注意词性转换。
2.★even if(even though)：注意词组含义。
3.in the meantime：注意词组含义。
4.shy away from：注意词组含义。
5.demand for：注意词组含义。
6.convention----conventional----unconventional：注意词性转换。
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)
大学英语自学教程(上)16-A. Heart Disease: Treat or Prevent?One of the greatest killers in the Western world is heart disease. The death rate from the disease has been increasing at an alarming speed for the past thirty years. Today in Britain, for example, about four hundred people a day die of heart disease. Western healthcare systems are spending huge sums of money on the surgical treatment of the disease.This emphasis on treatment is clearly associated with the technological advances that have taken place in the past ten to fifteen years. In this time, modern technology has enabled doctors to develop new surgical techniques and procedures. Many opeations that were considered impossible a few years ago are now performed every day in U.S. hospitals. The result has been a rapid increase in heart surgery.Although there is no doubt that a large number of people benefit from heart surgery, critics of our health-care systems point out that the emphasis on the surgical treatment of the disease has three clear disadvantages. First, it attracts interest and financial resources away from the question of prevention. Second, it causes the costs of general hospital care to rise. After hospitals buy the expensive equipment that is necessary for modern heart surgery, they must try to recover the money they have spent. To do this, they raise costs for all their patients, not just those patients whose treatment requires the equipment. The third disadvantage is that doctors are encouraged to perform surgery -- even on patients for whom an operation is not at all necessary -- because the equipment and surgical expertise is available. A federal government office recently said that major heart surgery was often per-formed even though its chances of success were low. In one type of heart surgery, for example, only 15 percent of patients benefited from the surgery.In the recent past, medical researchers have begun to emphasize the fact that heart disease is associated with stress, smoking and a lack of exercise, and we can often reduce the risk of heart disease by paying more attention to these factors.More and more people are realizing that there is a connection betweenheart disease and the way they live. As a result of this new awareness, attitudes toward health are changing. In the past, people tended to think that it was sufficient for good health to have a good doctor who could be relied on to know exactly what to do when they became ill. Now they are realizing that merely receiving the best treatment for illness or injury is not enough. They are learning that they must take more responsibility for their own health. Today many people are changing their dietary habits and eating food with less fat and cholesterol. Many are paying more attention to reducing stress in their lives. The number of smokers in the United States is now far below the level of twenty years ago as many people succeed in breaking the habit and as fewer people take it up. More and more people are aware of the benefits of regular exercise like walking, running, or swimming; some have begun to walk or ride bicycles to work instead of driving. Millions have become members of health clubs and have made health clubs one of the fastest growing businesses in the United States today. And now the beneficial effects of these changing attitudes and behaviors are beginning to appear: an encouraging decrease in deaths from heart disease.16-B. Dieting Four Way to HealthAlmost everyone considers going on a diet sometime in his or her life. All, regardless of sex and age, have something in common -- losing weight and losing it fast.Though their common aim may seem basically good, they probably do not realize that misguided dieting can do more harm than good to their health. Going on too strict a diet can destroy the balance of chemicals in the human body. This happens because when the body is suddenly given much less food than usual, it feels as though it is being attacked and tries hard to protect itself by saving energy. It does this by slowing down metabolism, the process by which the food we eat is converted into energy. As energy is supplied to the body at a slower and slower rate, dieters gradually become so weak that they can do nothing. They soon lose interest in everything going on about them, and their resistance to illness becomes so low that they are easily attacked by one illness after another.Most of those who diet know that foods like rice, bread, potatoes, cakes, sweets, fruits and some vegetables contain carbohydrates, and so can make one fat. What they do not realize, however, is that carbohydrates are our bodies’ main source of energy, and that these foods also contain components essentialfor the composition of substances that are needed to keep the body healthy. As a result, they try to avoid eating these foods, and consequently, they become weaker and less healthy. They begin to have difficulty sleeping properly and start to suffer from radical mood changes. In more serious cases, they even begin to show signs of mental illness.1t is strange enough that most strict diets recommend artificial sweeteners to take the place of sugar and other natural sweeteners. In fact, such artificial sweeteners actually increase one’s appetite and lead to one’s eating even more than usual.Of course, the fact that misguided forms of dieting result in so many problems does not mean that no dieting is safe or all dieting is harmful to the health. Proper dieting can not only help a person lose ugly excess fat, but can also help him or her to keep it off and to lead a more active, happier and healthier life.You might ask just what a proper diet is. Well, simply expressed, a proper healthy diet is one that is well-balanced, or, in other words, one that includes enough but not too many of the kinds of foods that provide the body with the nutrients that it needs to function properly. The most important of these nutrients are the macronutrients: proteins, carbohydrates and fats. The body needs fairly large amounts of proteins and carbohydrates for building material and energy. Meat, fish, eggs, milk, cream, and nuts all contain proteins and foods like rice, bread, potatoes, etc. contain carbohydrates. The body needs fat to keep it from the cold and to provide a protective layer for the organs, but only in small quantities.Vitamins and minerals such as iron, calcium, are another group of essential nutrients, though the body does not need as great a quantity of these as it does the macronutrients - proteins, carbohydrates and fats.There are two types of vitamins, water-soluble vitamins and fat-soluble vitamins. Water-soluble vitamins like vitamin C and the B-group vitamins do not stay in the body long and so foods containing these vitamins need to be taken rather often. On the other hand, the fat-soluble vitamins, vitamins A, D, E and K stay in the body for long periods of time and so there is no need to take foods containing them so often.One way of getting enough nutrients while keeping one’s weight down is to take substitutes for foods which contain too much fat. For example, instead of regular milk, one can take skimmed milk, which contains as many proteins andminerals as regular milk but has had the fat removed. In the same way, vegetable oil can be used for cooking instead of animal oil.17-A. Panic and Its EffectsOne afternoon while she was preparing dinner in her kitchen, Anne Peters, a 32-year-old American housewife, suddenly had severe pains in her chest accompanied by shortness of breath. Frightened by the thought that she was having a heart attack, Anne screamed for help. Her husband immediately rushed Anne to a nearby hospital where her pains were diagnosed as having been caused by panic, and not a heart attack.More and more Americans nowadays are having panic attacks like the one experienced by Anne Peters. Benjamin Crocker, a psychologist at the University of Southern California, reveal that as many as ten million adult Americans have already experienced or will experience at least one panic attack in their lifetime. Moreover, studies conducted by the National Institute of Mental Health in the United States disclose that approximately 1.2 million adult individuals are currently suffering from severe and recurrent panic attacks.These attacks may last for only a few minutes; some, however, continue for several hours. The symptoms of panic attacks bear such remarkable similarity to those of heart attacks that many victims believe that they are indeed having a heart attack.Panic attack victims show the following symptoms: they often become easily frightened or feel uneasy in situations where people normally would not be afraid; they suffer shortness of breath, experience chest pains, a quick heartbeat, sudden fits of trembling, a feeling that persons and things around them are not real; and most of all, a fear of dying or going crazy, A person seized by a panic attack may show all or as few as four of these symptoms.There has been a lot of explanations as to the causes of panic attacks. Many claim that psychological stress could be a logical cause, but as yet, no evidence has been found to support this theory. However, studies show that more women than men experience panic attacks and people who drink a lot as well as those who use drugs are more likely to suffer attacks.It is reported that there are at least three signs that indicate a per-son issuffering from a panic attack rather than a heart attack. The first is age. People between the ages of 20 and 30 are more often victims of panic attacks. The second is sex. More women suffer from recurrent panic attacks than men. The third is the multiplicity of symptoms. A panic attack victim usually suffers at least four of the previously mentioned symptoms, while a heart attack victim often experiences only pain and shortness of breath.It is generally agreed that a panic attack does not directly endanger a person's life. All the same, it can unnecessarily disrupt a person's life by making him or her so afraid of having a panic attack in a public place that he or she may refuse to leave home and may eventually become isolated from the rest of society. Dr. Crocker’s advice to any person who thinks he is suffering from a panic attack is to consult a doctor for a medical examination to rule out the possibilities of physical illness first. Once it has been confirmed that he or she is, in fact, suffering from a panic attack, the victim should seek psychological and medical help.17-B. Sleepwalking ?Fact or Fancy?There is an endless supply of stories about sleepwalkers. Persons have been said to climb on roofs, solve mathematical problems, compose music, walk through windows, and commit murder in their sleep.In Revere, Massachusetts, a hundred policemen searched for a lost boy who left his home in his sleep and woke up five hours later on a strange sofa in a strange living room, with no idea how he had got there.At the University of Iowa, a student was reported to have the habit of getting up in the middle of the night and walking three-quarters of a mile to the Iowa River. He would take a swim and then go back to his room to bed.An expert on sleep in America claims that he has never seen a sleepwalker. He is said to know more about sleep than any other living man, and during the last thirty-five years has lost a lot of sleep watching people sleep. Says he, "of course, I know that there are sleepwalkers because I have read about them in the newspapers. But none of my sleepers ever walked, and if I were to advertise for sleepwalkers for an experiment, I doubt that I’d get many takers. "Sleepwalking, nevertheless, is a scientific reality. It is one of those strange phenomena that sometimes border on the fantastic. What is certain aboutsleepwalking is that it is a symptom of emotional disturbance, and that the only way to cure it is to remove the worries and anxieties that cause it. Doctors say that sleepwalking is much more common than is generally supposed. Many sleepwalkers do not seek help and so are never put on record, which means that an accurate count can never be made.The question is: Is the sleepwalker actually awake or asleep? Scientists have decided that he is about half-and-half. Dr. Zelda Teplitz, who made a ten-year study of the subject, says, "The sleepwalker is awake in the muscular area, partially asleep in the sensory area.” In other words, a person can walk in his sleep, move around, and do other things, but he does not think about what he is doing.What are the chances of a sleepwalker committing a murder or doing something else extraordinary in his sleep? Dr. Teplitz says, "Most people have such great inhibitions against murder or violence that they would awaken if someone didn't wake them up." In general, authorities on sleepwalking agree with her. They think that people will not do anything in their sleep that is against their own moral standard. As for the publicized cases, Dr. Teplitz points out, "Sleepwalking itself is dramatic... sleepwalkers can always find an audience. I think that some of their tall tales get exaggerated in the telling.” In her own records of case histories, there is not one sleepwalker who ever got beyond his own front door.To protect themselves, some sleepwalkers have been known to tie themselves in bed, lock their doors, hide the keys, bolt the window, and take all sorts of measures to wake themselves if they should get out of bed. Curiously enough, they have an unusual way of avoiding their own traps when they sleepwalk, so none of their tricks seem to work very well. Some sleepwalkers talk in their sleep loudly enough to wake someone else in the family who can then shake them back to their senses.Children who walk in their sleep usually outgrow the habit. In many adults, too, the condition is more or less temporary. If it happens often, however, the sleepwalker should seek help. Although sleepwalking itself is nothing to become alarmed about, the problems that cause the sleepwalking may be very serious.18-A. Why Are Maps Drawn with North at the Top?Now it is hard to visualize a map that does not feature north at the top, butthis was not always so.The oldest known map in the accepted sense of the word was drawn about 3, 800 BC, and represents the river Euphrates flowing through northern Mesopotamia, Iraq. This, and others that followed it, were little more than rough sketches of localized features; it was not until many centuries later that the ancient Greeks placed the science of map-making on a sound footing.At the forefront of the pioneers in the field was the Greek mathematician and philosopher Claudius Ptolemaeus (c. AD 90 ?168), more popularly known to history as Ptolemy. The last great scientist of the classical period, he was the first to draw a map that was based on all available knowledge, rather than guess or imagination. Earlier, the Bahylonians had attempted to map the world, but they presented it in the form of a flattened disc rather than a sphere, which was the form adopted by Ptolemy.Given the state of knowledge of those times, he got things wrong; for example, his estimate of China and the Atlantic Ocean was far from being accurate. Nevertheless, it was a useful effort, and the map remained a work of reference for over a thousand years. In fact, Christopher Columbus used a version of it when he set sail in search of the New World - which caused him some navigational problems, since Ptolemy had calculated wrongly the size of the Atlantic and was unaware that the Pacific Ocean existed.The really important thing about Ptolemy's map was that north was at the top. The reason for this was that he decided to orientate the map in the direction of the V ole Star since Polaris was the immovable guiding light in which the voyagers of that era placed their trust.North at the top remained the accepted arrangement until the early Middle Ages, when the Church began to interfere seriously with the advance of science. In accordance with the orders of the Church, maps were still produced in accordance with Ptolemy's principles ?but now Jerusalem was the central feature, as it was held to be the center of the Christian faith, and east was moved to the top.These maps are often called "T" Maps because they show only three continents - Europe, Asia and Africa - separated by the "T" formed by the Mediterranean Sea and the River Nile. From a navigational point of view, they were almost useless.More accurate maps began to appear in the 14th century, with the spread oftrade and increasing reliance on the compass. Once again, north assumed its rightful place at the top of maps.18-B. You Have a ChoiceTwo trains are traveling side by side and at the same speed along parallel tracks. We are seated in one of the trains, and with us we have a special speedometer that measures their relative speech. Since the trains are traveling at the same speed, their relative speed is zero; the speedometer therefore reads "0."Suddenly the other train seems to start pulling ahead of ours. The speedometer shows a reading of 10 miles per hour. The other train has apparently increased its speed. Hut can we he absolutely certain of this increase?If your answer is yes, you are wrong. You are wrong because all that we know is that the relative speed between the two trains changed from 0 mph to 10 mph. Nothing more. This change could have been brought about in one of two ways:1. The other train increased its speed.2. Our train decreased its speed.There are thus two possible explanations to account for the change in speed, but we don't know which one is right. Furthermore, regardless of which explanation we choose, the end result will he the same: the other train will arrive at the station first. So it makes no difference whether we say that the other train increased its speed or that our train decreased its speed.Since both explanations lead to the same result, you can choose either one. Whenever two things are relative, you can choose either one of them. The converse is also true: whenever you have a choice between two things that are equally possible, then the things are relative.There is no reason, except convenience, for choosing one explanation over the other. The relative speed between the trains remains the same, 10 mph; and the end result will be the same.Now let抯suppose that both trains are at the railroad station loading and unloading passengers and baggage. A half-hour passes. As we look at the other train through our window, we see that our train seems to start moving, smoothly and slowly. For a minute or so, our train seems to travel at a uniform speed. Our special speedometer shows that the relative speed between the two trains is 20mph. But as we look out our window, we suddenly see the last coach of the other train disappear from sight and notice the motionless station behind it. So we are not moving after all. The other train has been moving!This peculiar and often frustrating experience is an effect of relative motion. At the train station we cannot tell whether it was our train that changed its speed from 0 mph to 20 mph or whether it was the other train that changed its speed from 0 mph to 20 mph. Only after the other train pulled out of the station could we see that it, and not our train, was moving.Now let us again raise the question that was raised at the beginning of this article: can we be absolutely certain that the other train did indeed increase its speed, and in this case pull out of the station?If your answer is yes, then you are wrong again. All we can be certain of is that the relative speed between the two trains changed.These examples illustrate an important principle in the special theory of relativity. If A appears to be moving at a steady speed relative to B, we cannot know for sure if it is A that is really moving. Perhaps A is standing still, and B is moving. Or perhaps both are moving. According to relativity, there is no experiment that can be devised to solve the problem. As there is no way of deciding which of the two objects is moving, we can choose either one as the moving object. The reason is that their motion is relative, and relativity, as we have seen, means that we have a choice.This principle - that if two objects are in uniform motion relative to each other, it is impossible to decide which one is moving and which one is at rest - applies to all objects moving uniformly in a straight line through the universe.In relativity you’ll find that whenever you have a choice among things that are equally possible, you are dealing with relative things. For example, time, which is measured with clocks and watches, is relative because it can be shown that there is more than one system of time. All systems of time are equally possible and you can choose any system you wish.19-A. Animals at Risk: Who Cares?An animal species becomes extinct when it fails to produce enough youngin each generation to keep pace with the death-rate. We can tell from fossil evidence in rocks that many living species have become extinct over the millions of years since life began. It is a natural process and extinction is the fate of any animal that has specialized too far to change when its environment changes, or has to compete with a better-adapted and more powerful animal. Because of remarkable technical developments during the past few centuries, man has destroyed or nearly destroyed some species by killing them at such a rate that they couldn't produce enough offspring, or by completely changing their natural environment at surprising speed.A number of examples can be given of the way in which natural environments are being rapidly changed - Amazonia, for instance. There is every likelihood that many species of animals will be made extinct because of these and similar clearances of natural vegetation. Large numbers of animals have been hunted and killed for food. The North American buffalo is a case of the near-extinction of a species through hunting. Often the numbers are so great the hunters may not realize the danger. But even when the danger is widely publicized, the financial rewards for the hunters may be so great that they choose to ignore the threat to the species. Attitudes like this have led to hunters killing animals for furs, for ivory or merely for ornaments. A slight variation on this is when tourists hunt animals for trophies. Magnificent creatures such as lions and tigers have been hunted out of existence in some parts of the world. It is important to realise, though, that animals are sometimes killed out of fear. Big cats are killed in this way. And animals are sometimes killed out of a wish to reduce numbers to help the species to survive. The killing of the Canadian seals is claimed to be for this purpose, and the use of their skins for furs is only a by-product.Many people are concerned about animals and wildlife conservation. One way to preserve species under threat of extinction - whatever the cause - is to remove them to zoos and parks and breed them there. There is always the chance that enough offspring will be born to return them one day to their natural environment - provided it still exists, and that hunters don't kill them again! Another method is to protect the animals in their natural environment by creating wildlife reserves and parks and using game wardens to look after them. But the parks are large, the wardens few and the determination of hunters very great. Early in 1980 wardens and hunters clashed in East Africa. The hunters were armed with modern weapons and several people were killed.There is great pleasure in watching wildlife in natural or near-naturalenvironments, and tourism can add to the income of countries. The animals are still resources - but in a very different form.19-B. The Killer SmogsOn the night of December 1, 1930, a dense fog moved over the Meuse Valley, in Belgium. Many factories in the valley poured smoke and fumes into the foggy air. This created a dark smog of smoke and fog combined. People in the valley began to cough and strain for breath. The smog remained for four days. During that time, thou-sands of people became ill. The hospitals were filled with patients. Sixty people died. Most of them were older persons with heart and lung problems. Finally, a heavy rain washed away the smog. Scientists studied the causes of the disaster. They concluded that the illnesses and deaths were caused by chemicals in the smog.The first reported event of this kind in the United States happened in Donora, a factory town in a valley near Pittsburgh. In 1948, a killer smog made half of the population sick, there were 17 deaths. Again, older people with lung or heart diseases were hit hardest.London, England, has always been known for its "black fags." In the winter of 1952, a milky white fog rolled into the city. It soon turned into black smog as the smoke of the city poured into the air. It was so hard to see that people had to walk in front of the buses to guide them. In this way, the most serious air pollution disaster in history began. When it was over, more than 4,000 people had been killed by the thick black smog.New York City has had several London-type smogs since 1950. Each time, there were from 100 to 400 deaths caused by the smog. Although these smogs were not as deadly as London’s, New York City has the worst: air pollution problem in the United States.In all the killer smogs, factories and homes poured smoke and fumes into the air from the furnaces. The chemical fumes combined witty the water droplets in the fog to form harmful substances. These substances caused the illness of those who breathed the polluted air.Usually, such harmful fumes rise into the upper air and are blown away by the wind. Hut sometimes there is an unusual weather condition called a temperature inversion. A layer of cold air remains near the ground as smoke andfumes pour into it. This is covered by an upper layer of warm air that acts like a lid. It prevents the polluted cooler air from rising. The harmful fumes pile up and make people ill. The smog may bc so thick that airports are closed and chains of collisions occur on the highways.Another type of smog occurs in Los Angeles. Here the weather may he clear and sunny. But stinging eyes and dry coughs show that harmful chemicals fill the air. The smog is due to invisible gases, mostly from automobile exhaust. Because these chemicals are changed by the sun high up in the air, Los Angeles smog is called photochemical smog. It contains automobile exhaust fumes and nitrogen oxides changed by the sun's rays. Added to these are sulfur dioxide and other fumes from factories and oil refineries. Photochemical smog is found in many large cities all over the world.Killer smogs don't happen very often, fortunately. Hut in many large cities, a combination of automobile exhaust fumes, home furnace smoke, and factory waste gases pours into the air. This may also happen in the suburbs, or out in the country, where large factories have been built. A number of harmful substances have been found in the air there. When these substances are breathed in day after day, the health of the population is affected.20-A. You Can’t Do It Because It Hurts Nobody Who do you think breaks the law in our society? If you believe that only tough guys commit crimes, you may have to think again. Answer the following questions honestly, Has anyone you know ever driven drunk? Can you think of a friend who has used drugs? Are you aware that your parents may not always tell the truth when they go through customs? Won't some of your friends admit that they have stolen an item from a store? Have any of your friends ever copied a CD onto a tape for someone else?In case you did not know, all of these acts are against the law. Now, among the people you know, how many have never broken the law? Does that mean that most members of our society should go to jail? Unlike in the movies, we can’t divide the world into bad guys and model citizens. Real life is much more complex. In the same way that diseases range from the common cold to fatal forms of cancer, crimes vary in degree. For example, smoking in an elevator will inconvenience people, but much less than threatening them with a gun.。
大学英语讲义1-10
语法基本句型句子的主要成分是主语和谓语。
英语的基本句型有五种：主语用S表示，谓语用V表示，宾语用O表示；表语用C表示，宾语补足语也是C。
1.SV （主谓结构）2.SVC (主系表)3.S V O（主谓宾）4.S V O O（主谓＋双宾）5.S V O C（主谓宾＋宾补）这五种基本句型的特点：都有主语和谓语；而谓语动词类别的不同决定了谓语结构的不同，不同谓语结构决定了它后面所跟的句子成分不同，从而形成不同类型的句子。
1.主谓结构（SV）for example: The fruit store has closed.那家水果店关门了。
They have been singing and dancing for two hours.他们又唱又跳已经两个小时了。
The plane will take off soon.飞机很快就要起飞。
They will fly to London.他们将飞往伦敦。
2.主――系――表（SVC）系动词表示主语的性质、状态。
常用系动词：be, become, look, seem, appear, get, feel, grow（变得）, turn（变成）, remain （仍然是）, come（变得）, fall（变得），hold(保持)，keep（保持），stand（保持），stay（保持），smell（闻起来），sound （听起来），taste(尝起来)go: 作系动词时，意为：变得The milk has gone bad.牛奶已经变质了。
For example:（1）The motor is out of order.这台电机出了毛病。
（2）Her mother has fallen ill.她母亲生病了。
（3）The weather is getting quite warm.天气变得相当暖和。
（4）The roses smell sweet.这些玫瑰气味很香。
《大学英语自学教程》上课后习题答案及课文翻译中文译文
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。
大学英语自学教程(上下)讲义
视频互动讲义五对上节课词组的回复：let alone：更不用说let down：放下，降低，使失望let in：让…进去，渗漏let off：放炮(火)，宽恕let out：放掉，放松，发生leave behind：留下，忘记带leave out：遗漏，略去childish与childlike：两者均为形容词，前者表示“幼稚的，孩子气的”，后这表示“孩子般天真的”。
compare与contrast：两者均为动词，前者搭配为to/with，和…相比，强调事物的相同点；后者搭配为with，表示“把…加以对比，形成对照”，强调事物的差异。
spend：表示“花费”，既可以指金钱，也可以指时间，主语总是人；cost指“金钱，劳力，时间等”，主语通常是事或物，可以接双宾语。
一、对教材知识点的回顾第九单元重点内容回顾：Text A1.be classified as：注意词组含义。
2.approximate(ly) to：注意词组搭配及含义，后面经常出现百分比。
3.add(up)to：注意词组含义。
4.liable(for/to)----liability：注意词性转换。
5.active(ly)----inactive(ly)----activate：注意词性转换及含义的反差。
6.be counted as：注意词组含义。
7.★resistance to：注意词组含义。
8.experiment----experimental----experiential(经验的)：注意词性转换。
9.length----lengthen：注意词性转换。
Text B:1.grow up：注意词组含义。
2.no other…than…：注意含义，“不是…，而是”。
3.★whether or not：注意句型搭配。
4.interact with：注意词组搭配。
5.manage----management----manager----manageable：注意词性转换。
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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 Achoose----choice：词型转换常考，同时注意该词的过去式和过去完成式。
★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。
decide----decision：注意词组搭配(make-)和词性上的变化。
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。
如果是，谓语动词一定是复数性的(are/were/have)。
achieve----achievement：注意词性转换。
★in the way：妨碍，挡路，阻碍，以…的方式。
区别in a way：从某种程度上。
★on the way (to)在去…路上(★on the way home)和by the way：顺便说一句。
★★involve(d)----involvement(in)：注意词性转换，词义及介词搭配。
★consider----consideration。
注意词性上的转换，同时牢记take into consideration(account)，如果单独考本词，后面的动词一定是+ing形式(动名词)，但注意主动和被动含义上的区别。
make a guess at:注意固定习语的搭配。
certain----certainly----★certainty----★★uncertainty：注意词性和词义上的转换。
risk:注意后面接动名词形式。
12. sometimes…;at other times…：注意前后句型上的固定搭配。
range：注意range from…to…，句子中经常会出现price,地点或年龄等波及到范围上的词汇。
a number of/the number of：注意区别后面的谓语动词的单、复数形式。
★(be)based on/upon：注意介词搭配。
therefore=so=thus=consequently(consequent/consequence)=as a result：注意这些词的等同含义。
treat：注意搭配及同义词组，treat…as, see…as, view…as, consider…as;另外treat the problem=deal with=cope with。
★simplify:注意动词形式，比如“把演讲的内容、把陈述/问题等简单化”等等，前面一般会出现complex/complicate(复杂的)/difficult/hard to understand(answer)。
tend to：名词形式tendency。
★as well as(区别as well)：注意前后词性，句式与时态上的一致性。
★★contribute to：无论本词，还是其名词形式contribution，都代表了“对…贡献”、“促进”，“有助于”，注意to为介词，后面要用动名词形式。
★depend on/upon：注意词组的搭配，完型常见。
★less than----more than：注意两词组含义上差别，同时在句子中很可能出现考查形容词比较级的问题，翻译及完型常考。
effect(have effect on)----★effective----effectively：注意词性转化。
be beneficial to: 注意词组含义，同时注意与benefit(from)之间的词性转化。
in part(部分地)----on the part of(就…而言)----★partially---play part(role) inWhen presented(faced/confronted) with…：注意句型，“当面临着…”，同时注意本句型在使用时需要关注与主句主语之间的关系。
person(in person)----personal----personally----personality:注意词性的转化。
accept(acceptance)----acceptable----★unacceptable：注意词性转换及含义上(反义词常联系到不可接受的行为，如考试作弊、非正常道德标准等)的反差。
★cause=bring about=result in=lead to：导致，引起isolate----isolation，★isolate from隔离，分开。
句中可能会出现诸如patient(患者)、人与人之间(文化等领域)或地域方面由于灾难性造成的隔离等含义。
point of view：注意词组表达方式。
关注：(point out)intended-----unintended :注意词性转换。
Text B★apply for/apply to----application:前者表示申请，经常句中会出现job/position，后者表达“应用”。
★★indifference to(indifferent to)：对…漠不关心，注意搭配及含义，另，阅读的答案中经常出现该词，如果是考察对作者写作态度的认知，基本不选。
speech----speechless，注意含义反差(开会由于紧张而…)。
clarify----clarification：注意词性转化。
★efficient(ly)----inefficient(ly)----efficiency----inefficiency：注意词性转换及词义上的改变。
find oneself doing(done):注意后面动词的形式，主动=ing，被动=ed。
in hand：注意词组含义，区别at hand。
in case：注意词组含义及在虚拟语气中的用法(从句中使用动词原形)。
★★★like----likely(unlikely)----likelihood：后两者表示“可能的/可能性”，形成固定搭配be likely to do。
unlike----dislike：前者表示“并不像”，后者表示“厌恶”。
pain----painful：注意词性转换。
★turn down:注意turn与其他介词的搭配。
on the spot:注意词组含义。
★as for----as to：都表示“关于，至于”，但as for常用来引出主题的改变，用在句首，含贬义。
第二单元重点内容的回顾Text Aadequate----inadequate:注意词意的反差(空间或资金方面)。
★escape from：注意搭配，同时介词后面需使用动名词，但需要注意主动和被动含义。
★or so：注意词组含义，完型常考，尤其是or(或者，否则，要不然)。
explode----explosion：注意词性变换。
dense----density:：注意词性变换，常与fog, air, population等词连用。
so…that…：注意句型上的前后搭配，完型中会出现。
★have (no) idea of+n./V.ing：“有…想法或主意”。
in theory(theoretically)：注意词组搭配。
behave----behavior：注意词性转换。
fall into：关注与fall搭配的有关词组。
★It is only recently that…：注意句型，recently一出现，整个句子中需使用现在完成时。
research into：注意词组搭配。
convince----convincing----★★convincingly：注意词性变换。
visible----★invisible----vision：注意词意反差。
at…rate/speed：注意介词的使用。
make(better/best)use of：注意词组含义及搭配。
sound like----look like----feel like：注意固定搭配及词组含义。
Text B1.★make up/★★make up for：前者是“组成”，后者是“弥补”。
2.keep(from)…doing：注意搭配及含义(stop…from doing)。
3.cloud---cloudless：注意词意反差。
4.more or less：注意词组含义，完型和翻译常考。
5.★as…as：注意中间用形容词和副词的原级。
(关注as long as：只要)6.★consist of----consist in(在于)：注意词组含义，并注意该词组不需要使用被动语态。
7.color----★colorful----colorless----★colored；注意词性的变化。
8.under…circumstances：注意介词搭配，同时关注含有否定词no的倒装句型。
9.★make a difference:注意词组含义。
10.★★the more…,the better…：注意句型及含义，“越…，越…”。
第二部分：令人头疼的语法点回顾提示：时态的问题一般会出现在完型、词形转换和汉译英题型中。
尽管在英语2考试中，时态不作为重要考察点，但学员也必须给予重视，因为这毕竟是英语学习的根基。