21世纪大学英语第四册unit 1

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21世纪大学英语读写教程4 unit1 课件ppt

Children have different performances at school. It’s not that they have different IQs, it’s that they are brought up in different environment.
Structure
You have a stomachache. It’s not that food was bad, it’s probably that you have too much stress from your work.
Structure
《读写教程 IV》: Ex. VIII, p. 12
Structure
2. Children have different performances at school. It’s not because they have different IQs, but because they are brought up in different environments.
Model:
For most of us, the reason does not lie in the fact that we don’t have the ability, but in the fact we don’t devote the time.
For most of us, it’s not that we don’t have the ability, it’s that we don’t devote the time.
Structure
Rewrite the following sentences, using the sentence pattern It’s not that…, it’s that…

21世纪大学英语第四册课后习题答案

21世纪大学英语读写教程第四册Unit11.Americans tend to define people by the jobs they have/do. Such characteristics as their family and educational backgrounds are considered less important.美国人往往以从事的工作来对人们进行划分。

家庭和教育背景这些特点被认为是不太重要的。

2.His uncompromising personality explains why he could no longer put up with his employer and eventually submitted his resignation.他决不妥协的个性是他再也无法容忍他的雇主,并最终递交了辞职书的原因。

3.His uncompromising personality explains why he could no longer put up with his employer and eventually submitted his resignation.If you really want to learn English well, you must put in a lot of time and energy, or you'll go nowhere. The same can be said of other subjects.如果你真想学好英语，你就必须投入大量的时间和精力，否则你就不会有任何进步。

对于其他课程也可以这么说。

4.Some actors fame is built on their innate beauty, but despite his short stature, Dustin Hoffman rose above and it is his excellent acting that set him apart. 有些演员的名声靠的是他们天生的美貌，但是达斯汀?霍夫曼(Dustin Hoffman) 尽管身材矮小(short stature)，还是出类拔萃，而使他与众不同的正是他精湛的演技。

B4U1新世纪大学英语(第二版)综合教程第4册Unit1

Interpretation: As a scientist, Einstein believes that a close study of nature will help us better understand things.
Click Picture
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新世纪大学英语系列教材（第二版）综合教程4
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新世纪大学英语系列教材（第二版）综合教程4
Listen and Respond
Word Bank
Task One
Task Two
Unit 1
1. What is the main idea of the passage?
A) The importance of seafood supplies. B) The fish harvest in the North Atlantic. C) The decline in fish supplies in the sea. D) The importance of protecting sea resources.
abandoned. If temperatures soar by 6 degrees within
_l_es_s_t_h_a_n_a_c_e_n_tu_ry_, we’re going to face nothing less
than a global wipe out.
click here
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Quotes
Watching and Discussion
Study nature, love nature, stay close to nature. It will never fail you.
— Frank Lloyd Wright

21世纪大学英语第四册课后习题答案1~4单元

Unit 1TEXT AII1.He definesgreatness as the lasting contribution which a person makes or has made to humancivilization.2.The example ofChurchill shows the importance of persistence and dedication in achievinggreatness.3.Firstborns andonly children tend to make good leaders in times of crisis, but middle- bornchildren are better peacetime leaders.4.A 20th centurypolitician should be an effective public speaker and a social person.5.Intelligenceseems to be less important than other factors, such as the ability tocommunicate effectively.6.The ability toovercome traditional ways of thinking is also crucial.7.They simplydon’t devote the amount of time required.8.The study showedthat enjoying one’s work is the best form of motivation.IV1.chat2.acknowledge3.motivated4.charcteristic5.despite6.influential7.cited8.obstacle9.intrinsic 10.criteria 11.obsession 12.innate13.contribution(s) 14.contemporary 15.submitted 16.moraleV1.left behind2.rise3.made history4.were endowed with5.put up with6.going nowhere7.ifocuses on8.be built on9.put in e up with 11.take charge 12.set...apartVIefficiency emergency fluency frequencyproficiency tendency urgency sufficiency1.fluency2.proficiency3.emergency4.Efficiency5.tendency6.frequencyVII1.For somestudents, it's not that they don't put in enough time — it's that theydon't have good study habits.2.Children performdifferently at school. It's not that they have different IQs — it's that theyare brought up in differentenvironments.3.The company isnot very productive. It's not that its staff aren't talented — it's that their energy hasn't been channeledeffectively.4.I'm reallysorry. It's not that I don't want to go to the cinema with you— it's that Ihave to finish my paper tonight.5.You have astomachache. It's not that the food was bad — it's probably that you have toomuch stress from your work.VIII1.President Wilsondidn't try to bring the USback to economic and political isolation. Instead, he believed in internationalcooperation through an association of nations.puters don't teach studentsin groups. Instead, they can help them learn effectively according to theirdifferent needs.3.We shouldn'tfocus on minor points. Instead, we should try to solve the problem of thegreatest urgency at present.4.He dosen't getanybody else to help him. Instead, he likes to attend to everything himself.5.Teaching successshouldn't be measured by the scores the students receive on tests. Instead, itshould be measured by whether the students have internalized the ability anddesire to learn.IXBCBAD DCABA DABCAX西蒙顿说，如果事业上取得巨大成就者具有什么共性的话，那就是一种持续不断地追求成功的动力。

21世纪大学英语应用型综合教程修订版4课本练习答案

Unit 1A. Fill in the blank‎s with the words‎given‎below‎. Chang‎e the form where‎neces‎s ary.inter‎n al ditch‎fabul‎o us renov‎a teplast‎e r amate‎u r blund‎e r insti‎n ct1. The polic‎e _blun‎d ered‎___ badly‎by arres‎t ing the wrong‎man.2. The house‎was sever‎e ly destr‎o yed, so the coupl‎e spent‎thous‎a nds of dolla‎r s _reno‎v atin‎g____‎it.3. The pilot‎was force‎d to _ditc‎h___ the jet plane‎in the Gulf becau‎s e of the hijac‎k ing.4. Unlik‎e the Satel‎l ite, it has no __int‎e rnal‎____ batte‎r y, thoug‎h it will accep‎t exter‎n al batte‎r ies made for the iPad.5. The basis‎for train‎i ng relie‎s on the dog’s natur‎a l __ins‎t inct‎____ to hunt.6. The __pla‎s ter_‎__ was begin‎n ing to fall from the walls‎.7. Durin‎g each war the monop‎o ly capit‎a list‎s amass‎e d ___fa‎b ulou‎s____‎wealt‎h.8. At colle‎g e he studi‎e d Engli‎s h and did _amat‎e ur__‎____ boxin‎gB. Fill in the blank‎s with the expre‎s sion‎s given‎below‎. Chang‎e the form where‎neces‎s ary.down to call in beat upwind up trial‎and error‎at all costs‎Don’t _beat‎___ yours‎e lf up__ over somet‎h ing that you have no contr‎o l over.They decid‎e d to _call‎in___‎_ a docto‎r becau‎s e the child‎was not any bette‎r.Ultim‎a tely‎, he said, the issue‎came ___do‎w n to __a dispu‎t e betwe‎e n the two count‎r ies.I alway‎s said he would‎_ wind up ____ in jail.Growt‎h is a proce‎s s of __ trial‎and error‎_____‎____. You can learn‎as much from failu‎r e as you can from succe‎s s. Maybe‎more.The bridg‎e must be repai‎r ed withi‎n three‎days __ at all costs‎____.这座房子在‎地震中损毁‎严重，汤姆花了不‎少钱来修它‎。

21世纪大学英语第四册课文原文

Unit1-Text AWho Is Great?As a young boy,Albert Einstein did so poorly in school that teachers thought he was slow. The young Napole on Bonaparte was just one of hundreds of artillerylieutenants in the French Army. And the teenage George Washington, with little formal education, was being trained not as a soldier but as a land surveyor.Despite their unspectacular beginnings, each would go on to carve a place for himself in history. What was it that enabled them to become great? Were they born with something special? Or did their greatness have more to do with timing, devotion and, perhaps, an uncompromising personality?For decades, scientists have been asking such questions. And, in the past few years, they have found eviden ce to help explain why some people rise above, while others—similarly talented, perhaps—are left behind. Their findings could have implications for us all.Who is great? Defining who is great depends on how one measures success. But there are some criteria. "S omeone who has made a lasting contribution to human civilization is great," said Dean Keith Simonton, a pr ofessor of psychology at the University of California at Davis and author of the 1994 book Greatness: Who Makes History and Why. But he added a word of caution: "Sometimes great people don't make it into the hi story books. A lot of women achieved great things or were influential but went unrecognized."In writing his book, Simonton combined historical knowledge about great figures with recent findings in gen etics, psychiatry and the social sciences. The great figures he focused on include men and women who have won Nobel Prizes, led great nations or won wars, composed symphonies that have endured for centuries, o r revolutionized science, philosophy, politics or the arts. Though he doesn't have a formula to define how or why certain people rise above (too many factors are involved), he has come up with a few common charact eristics.A "never surrender" attitude. If great achievers share anything, said Simonton, it is an unrelenting drive to s ucceed. "There's a tendency to think that they are endowed with something super-normal," he explained. " But what comes out of the research is that there are great people who have no amazing intellectual process es. It's a difference in degree. Greatness is built upon tremendous amounts of study, practice and devotion. "He cited Winston Churchill, Britain's prime minister during World War II, as an example of a risk-taker who would never give up. Thrust into office when his country's morale was at its lowest, Churchill rose brilliantly to lead the British people. In a speech following the Allied evacuation at Dunkirk in 1940, he inspired the na tion when he said, "We shall not flag or fail. We shall go on to the end...We shall never surrender."Can you be born great? In looking at Churchill's role in history—as well as the roles of other political and mil itary leaders—Simonton discovered a striking pattern: "Firstborns and only children tend to make good lea ders in time of crisis: They're used to taking charge. But middle-borns are better as peacetime leaders: They listen to different interest groups better and make the necessary compromises. Churchill, an only child, wa s typical. He was great in a crisis, but in peacetime he was not effective—not even popular."Timing is another factor. "If you took George Washington and put him in the 20th century hewould go nowhere as a politician," Simonton declared. "He was not an effective public speaker, and he didn 't like shaking hands with the public. On the other hand, I'm not sure Franklin Roosevelt would have done w ell in Washington's time. He wouldn't have had the radio to do his fireside chats."Can you be too smart? One surprise among Simonton's findings is that many political and military leaders h ave been bright but not overly so. Beyond a certain point, he explained, other factors, like the ability to com municate effectively, become more important than innate intelligence as measured by an IQ test. The most intelligent U.S. Presidents, for example—Thomas Jefferson, Woodrow Wilson and John F. Kennedy—had ahard time getting elected, Simonton said, while others with IQs closer to the average (such as Warren G. Ha rding) won by landslides. While political and economic factors also are involved, having a genius IQ is not ne cessary to be a great leader.In the sciences, those with "genius level" IQs do have a better chance at achieving recognition, added Simo nton. Yet evidence also indicates that overcoming traditional ways of thinking may be just as important. He pointed to one recent study where college students were given a set of data and were asked to see if th ey could come up with a mathematical relation. Almost a third did. What they did not know was that they h ad just solved one of the most famous scientific equations in history: the Third Law of Planetary Motion, an equation that Johannes Kepler came up with in 1618.Kepler's genius, Simonton said, was not so much in solving a mathematical challenge. It was in thinking abo ut the numbers in a unique way—applying his mathematical knowledge to his observations of planetary mo tion. It was his boldness that set him apart.Love your work. As a child, Einstein became fascinated with the way magnets are drawn to metal. "He coul dn't stop thinking about this stuff," Simonton pointed out. "He became obsessed with problems in physics b y the time he was 16, and he never stopped working on them. It's not surprising that he made major contri butions by the time he was 26.""For most of us, it's not that we don't have the ability," Simonton added, "it's that we don't devote the time . You have to put in the effort and put up with all the frustrations and obstacles."Like other creative geniuses, Einstein was not motivated by a desire for fame, said Simonton. Instead, his o bsession with his work was what set him apart.Where such drive comes from remains a mystery. But it is found in nearly all creative geniuses—whether or not their genius is acknowledged by contemporaries."Emily Dickinson was not recognized for her poetry until after her death," said Simonton. "But she was not writing for fame. The same can be said of James Joyce, who didn't spend a lot of time worrying about how many people would read Finnegans Wake."Today, researchers have evidence that an intrinsic passion for one's work is a key to rising above. In a 1985 study at Brandeis University conducted by Teresa Amabile, now a professor of business administration at H arvard University, a group of professional writers—none famous—were asked to write a short poem. Each writer was then randomly placed in one of three groups: One group was asked to keep in mind the idea of writing for money; another was told to think about writing just for pleasure; and a third group was given no instruction at all.The poems then were submitted anonymously to a panel of professional writers for evaluation. The poetry written by people who thought about writing for money ranked lowest. Those who thought about writing j ust for pleasure did the best. "Motivation that comes from enjoying the work makes a significant difference, "Amabile said. (1 214 words)Unit2-Text AThe Gratitude We NeedOn a fine afternoon in New York, I got into a taxi. From the driver's expression and the way he slammed in his gears, I could tell that he was upset. I asked him what was the trouble. "I've got good reason to be sor e," he growled. "One of my fares left a wallet in my cab this morning. Nearly three hundred bucks in it. I spe nt more than an hour trying to trace the guy. Finally I found him at his hotel. He took the wallet without a w ord and glared at me as though I'd meant to steal it.""He didn't give you a reward?" I exclaimed."Not a cent. But it wasn't the dough I wanted..." he fumbled, then exploded, "If the guy had only said so mething..."Because his helpful, honest act had not been appreciated, that cabdriver's day was poisoned, and I kne w he would think twice before rendering a similar service. The need for gratitude is something we all feel, a nd denial of it can do much to harm the spirit of kindness and cooperation.During World War II a mother in Cincinnati received a letter from her son in the army in which he spoke of a woman in a village in Normandy who had taken him into her home when he was wounded and hungry, and hidden him from the Germans. Later on, unhappily, the boy was killed in the Ardennes offensive. Yet th e mother was moved by an irresistible intention. She saved up for two years, crossed the Atlantic and locat ed the village referred to by her son. After many inquiries, she found the woman who had sheltered her son —the wife of an impoverished farmer—and pressed a package into her hand. It was the gold wristwatch he r son had received on his graduation, the only object of real value the boy had ever possessed. The mother' s act of gratitude so touched people's hearts that it has become something of a legend in and around the vil lage. It has done more than fine speeches to foster good feeling toward Americans.Gratitude is the art of receiving gracefully, of showing appreciation for every kindness, great and small. Most of us do not fail to show our pleasure when we receive hospitality, gifts and obvious benefits, but eve n here we can perfect our manner of showing gratitude by making it as personal and sincere as possible. Re cently, when touring in southern Italy with my wife, I sent to a friend in Connecticut several bottles of a loca l wine which had taken our fancy. It was a trifling gift, yet to our surprise, instead of the conventional letter of thanks, we receive a phonograph record. When we played it, we heard our friend's voice speaking after d inner, describing how he and his guests had enjoyed the wine and thanking us for our thoughtfulness. It wa s pleasant to have this unusual proof that our gift had been appreciated.Gratitude is sometimes more than a personal affair. My son, studying medicine at McGill University, tol d me of a patient brought into hospital in Montreal whose life was saved by a blood transfusion. When he was well again he asked: "Isn't there any way I can discover the name of the donor and thank him?" He was told that names of donors are never revealed. A few weeks after his discharge he came back to give a pint of his own blood. Since then he has returned again and again for the same purpose. When a surgeon comm ented on this splendid record of anonymous service, he answered simply: "Someone I never knew did it for me. I'm just saying 'thanks'".It is a comforting thought that gratitude can be not merely a passing sentiment but a renewal which ca n, in some instances, persist for a lifetime. A husband who recalls appreciatively some generous or unselfish act on his wife's part, or a wife who never forgets the gifts her husband has given her, does much to keep t he domestic wheels spinning smoothly. W.H. Hudson, British author and naturalist, has written: "One eveni ng I brought home a friend to share our usual evening meal. Afterward he said to me:‘You are fortunate to have a wife who, despite ill health and children to look after, cooks such excellent meals.' That tribute open ed my eyes and taught me to show gratitude for my wife's day-to-day heroism, which I had hitherto taken f or granted."It is, above all, in the little things that the grace of gratitude should be most employed. The boy who deli vers our paper, the milkman, the mailman, the barber, the waitress at a restaurant, the elevator operator—all oblige us in one way or another. By showing our gratitude we make routine relationships human and ren der monotonous tasks more agreeable.A patient of mine in London who worked as a bus conductor once confided to me, "I get fed up with my job sometimes. People grumble, bother you, haven't got the right change for their tickets. But there's one l ady on my bus morning and evening, and she always thanks me in a particularly friendly way when I take he r ticket. I like to think she's speaking for all the passengers. It helps me to keep smiling."Arnold Bennett had a publisher who boasted about the extraordinary efficiency of his secretary. One da y Bennett said to her, "Your employer claims that you are extremely efficient. What is your secret?" "It's no t my secret," the secretary replied. "It's his." Each time she performed a service, no matter how small, he n ever failed to acknowledge it. Because of that she took infinite pains with her work. Some persons refrain f rom expressing their gratitude because they feel it will not be welcome. A patient of mine, a few weeks afte r his discharge from the hospital, came back to thank his nurse. "I didn't come back sooner," he explained, " because I imagined you must be bored to death with people thanking you." "On the contrary," she replied, "I am delighted you came. Few realize how much we need encouragement and how much we are helped by those who give it." Gratitude is something of which none of us can give too much. For on the smiles, the th anks we give, our little gestures of appreciation, our neighbors build up their philosophy of life.Unit3-Text AHow to Change Your Point of ViewDr. Edward Jenner was busy trying to solve the problem of smallpox. After studying case after case, he s till found no possible cure. He had reached an impasse in his thinking. At this point, he changed his tactics. I nstead of focusing on people who had smallpox, he switched his attention to people who did not have smal lpox. It turned out that dairymaids apparently never got the disease. From the discovery that harmless cow pox gave protection against deadly smallpox came vaccination and the end of smallpox as a scourge in the western world.We often reach an impasse in our thinking. We are looking at a problem and trying to solve it and it see ms there is a dead end. It is on these occasions that we become tense, we feel pressured, overwhelmed, in a state of stress. We struggle vainly, fighting to solve the problem.Dr. Jenner, however, did something about this situation. He stopped fighting the problem and simply ch anged his point of view—from his patients to dairy maids. Picture the process going something like this: Su ppose the brain is a computer. This computer has absorbed into its memory bank all your history, your expe riences, your training, your information received through life; and it is programmed according to all this dat a. To change your point of view, you must reprogramme your computer, thus freeing yourself to take in ne w ideas and develop new ways of looking at things. Dr. Jenner, in effect, by reprogramming his computer, e rased the old way of looking at his smallpox problem and was free to receive new alternatives.That's all very well, you may say, but how do we actually do that?Doctor and philosopher Edward de Bono has come up with a technique for changing our point of view, and he calls it Lateral Thinking.The normal Western approach to a problem is to fight it. The saying, "When the going gets tough, the t ough get going," is typical of this aggressive attitude toward problem-solving. No matter what the problem i s, or the techniques available for solving it, the framework produced by our Western way of thinking is fight . Dr. de Bono calls this vertical thinking; the traditional, sequential, Aristotelian thinking of logic, moving fir mly from one step to the next, like toy blocks being built one on top of the other. The flaw is, of course, tha t if at any point one of the steps is not reached, or one of the toy blocks is incorrectly placed, then the whol e structure collapses. Impasse is reached, and frustration, tension, feelings of fight take over.Lateral thinking, Dr. de Bono says, is a new technique of thinking about things—a technique that avoids this fight altogether, and solves the problem in an entirely unexpected fashion.In one of Sherlock Holmes's cases, his assistant, Dr. Watson, pointed out that a certain dog was of no i mportance to the case because it did not appear to have done anything. Sherlock Holmes took the opposite point of view and maintained that the fact the dog had done nothing was of the utmost significance, for it s hould have been expected to do something, and on this basic he solved the case. Lateral thinking sounds si mple. And it is. Once you have solved a problem laterally, you wonder how you could ever have been hung up on it. The key is making that vital shift in emphasis, that sidestepping of the problem, instead of attackin g it head-on.Dr. A. A. Bridger, psychiatrist at Columbia University and in private practice in New York, explains how la teral thinking works with his patients. "Many people come to me wanting to stop smoking, for instance," he says. "Most people fail when they are trying to stop smoking because they wind up telling themselves, 'No, I will not smoke; no, 1 shall not smoke; no, I will not; no, I cannot...' It's a fight and what happens is you en d up smoking more.""So instead of looking at the problem from the old ways of no, and fighting it, I show them a whole new point of view—that you are your body's keeper, and your body is something through which you experience life. If you stop to think about it, there's really something helpless about your body. It can do nothing for its elf. It has no choice, it is like a baby's body. You begin then a whole new way of looking at it—‘I am now goi ng to take care of myself, and give myself some respect and protection, by not smoking.' “There is a Japanese parable about a donkey tied to a pole by a rope. The rope rubs tight against his ne ck. The more the donkey fights and pulls on the rope, the tighter and tighter it gets around his throat—until he winds up dead. On the other hand, as soon as he stops fighting, he finds that the rope gets slack, he can walk around, maybe find some grass to eat...That's the same principle: The more you fight something the m ore anxious you become—the more you're involved in a bad pattern, the more difficult it is to escape pain."Lateral thinking," Dr. Bridger goes on, "is simply approaching a problem with what I would call an Easte rn flanking maneuver. You know, when a zen archer wants to hit the target with a bow and arrow, he doesn 't concentrate on the target, he concentrates rather on what he has in his hands, so when he lets the arrow go, his focus is on the arrow, rather than the target. This is what an Eastern flanking maneuver implies—ins tead of approaching the target directly, you approach it from a sideways point of view—or laterally instead of vertically.""I think the answer lies in that direction," affirms Dr. Bridger. "Take the situation where someone is in a crisis. The Chinese word for crisis is divided into two characters, one meaning danger and the other meanin g opportunity. We in the Western world focus only upon the ‘danger' aspect of crisis. Crisis in Western civili zation has come to mean danger, period. And yet the word can also mean opportunity. Let us now suggest t o the person in crisis that he cease concentrating so upon the dangers involved and the difficulties, and con centrate instead upon the opportunity—for there is always opportunity in crisis. Looking at a crisis from an opportunity point of view is a lateral thought."Unit4-Text AHow to Become GiftedIn a study of educational techniques, a teacher was told r that her newclass were all gifted children. "Y ou should get above-average results from them," she was advised, and by the end of the term she was getti ng just that, better than average work.The remarkable thing about it all was that in reality the class was not unusual. They were just an averag e group of students with IQs within the normal range. The teacher had been deceived about their potential.This study uncovered many answers to many questions about teaching and children, but it left even more questions unanswered. One point it did make with unusual clarity is that a child will usually live up to a te acher's expectations when the child believes those expectations are honest.An unanswered question was: In what way did the teacher communicate to the students that they were special and could do superior work? She didn't tell them that in so many words, but obviously something a bout her attitude convinced the students that they were gifted.Further studies showed that the special "something" in the teacher's attitude was, in part, the type of work she gave the class, and in part how she presented it. But the strongest "something" was the teacher h erself and her attitude toward the class and toward their ability.There was an extra amount of confidence and interest in her voice that said, "You're bright children." T here was a constant reassuring tone that told them they would do well, very well. The children picked up th ese signals and reacted positively to them.When a student's work did not measure up to the teacher's expectations, as often happened, the student was not treated with disappointment, anger, or annoyance. Instead, the teacher assumed that this was an exception, an accident, a bad day, a momentary slip —and the student believed her and felt reassured. The next time around, he tried harder, determined to live up to what the teacher knew he could do.The exact part of communication that tells a child, "I expect the best," is difficult to pinpoint. In part it consists of a level tone showing assurance, a lack of verbal impatience, an absence of negative qualities such as irony, put-downs, and irritation. The teacher who expects the best asks her questions with conviction, knowing the answers she gets will be right, and the child picks up that conviction.Most of this is transmitted through the voice, but a surprising amount is in the attitude, in touch, and in facial expression.An experiment similar to the one done with "gifted" children was done with "gifted" mice. A scientist was given a group of ordinary mice, but told that they were a special breed, trained to run a maze in record time. Working with these mice, the scientist found that they did learn faster than other mice and did run the maze more quickly.But mice know nothing of our language. How was the scientist able to communicate his expectations to them? An examination of all the variables in the test concluded that the unusually good results were due to the way he had handled the mice, the way he talked to them and the tone, the confidence, the reassurance, and the certainty in his voice. They absorbed all the messages and performed accordingly!In a broader view of both these experiments, the teacher and the scientist used a principle common to all societies at all levels — the principle of labeling. All our expectations are prejudiced, and we have very different expectations for different people, even on a national level. We think of people in terms of national characteristics. We expect Americans to be greedy, after the big buck, and we label them that way in our minds. We label Germans neat and orderly, English cold, distant, and reserved, Italians emotional, Japanese polite——and so it goes. We pin a very narrow label on a very broad, far from homogeneous group. We do it on racial levels too. Blacks are musical, Indians are stoic, Orientals inscrutable. We even label the sexes —men are aggressive, women passive.On a family basis, the labels are sometimes attached by the neighbors. "Those Joneses are trash...alway s on welfare." Or the label may be attached by the family itself. "We Smiths would rather go hungry than as k for government help" The Smith boy, growing up with this label of awesome independence, lives up to it as readily as the Jones girl lives up to her label. "They all think we're trash? I'll act like trash！" The label may be less inclusive, even sexist. One family might say proudly, "The men in our family are always professionals." When Bill, a son in this family finds that carpentry is the work he loves best, he faces a family conflict — and a conflict with himself. His inner strength may allow him to go through with his own desires and become a carpenter, but then he knows that he hasn't lived up to the family label and he goes through life with a sense of guilt. He may even create his own label. "I'm a failure, really." It doesn't matter that Bill is a success in his field, that in time he owns his own business and makes more money than his brot her Bob, who became a lawyer. Bill is still not a professional man, and as a result his inner label still reads fa ilure.Labeling within a family starts very early. Before the baby understands verbal language, he responds to body language and indirect communication. He senses the love in his parents' voice before he understands the words, and he also senses the rejection, indifference, fear, or hostility, and he reacts to those emotions too.If he's treated with love and gentleness, he responds with both emotions. Later, when he understands speech, he accepts his label. Jimmy is the nice one in the family, or Sally, who's been a difficult baby, earns t he label of troublemaker. Each child, along with his given name, picks up a label. She's the clever one. He's t he pushy one. Norman is always late. Betty is so hard to love. Barbara is cold. Jack is wild. Natalie is sweet, and so on. The labels may reflect reality. Natalie may be sweet, but as often as not the reality has been imp osed on the child by the label. If Natalie hears that she is sweet often enough, she begins to act sweet. You tend to live up to your label.In the same way, the students in the teaching experiment were labeled bright, and they managed to be bright, to work beyond their ordinary ability.Unit5-Text APrison StudiesMany who today hear me somewhere in person, or on television, or those who read something I've sai d, will think I went to school far beyond the eighth grade. This impression is due entirely to my prison studi esIt had really begun back in the Charlestown Prison, when Bimbi first made me feel envy of his stock of k nowledge. Bimbi had always taken charge of any conversation he was in, and I had tried to emulate him. Bu t every book I picked up had few sentences which didn't contain anywhere from one to nearly all of the wor ds that might as well have been in Chinese. When I just skipped those words, of course, I really ended up wi th little idea of what the book said. So I had come to the Norfolk Prison Colony still going through only book -reading motions. Pretty soon, I would have quit even these motions, unless I had received the motivation t hat I did.I saw that the best thing I could do was get hold of a dictionary—to study, to learn some words. I was lu cky enough to reason also that I should try to improve my penmanship. It was sad. I couldn't even write in a straight line. It was both ideas together that moved me to request a dictionary along with some tablets and pencils from the Norfolk Prison Colony school.I spent two days just thumbing uncertainly through the dictionary's pages. I've never realized so many words existed! I didn't know which words I needed to learn. Finally, to start some kind of action, I began co pying.。

21世纪大学英语视听说教程4unit1

Part A Listening
Unit 1 Do It Yourself
3. A) Because it takes him 20 minutes to repair it. B) Because they have money to spend on a new vacuum cleaner. C) Because every few weeks the vacuum cleaner breaks down. D) Because every few months the vacuum cleaner breaks down.
Word Tips
1. A) To use the space in the corner of the backyard. B) To store the garden tools and lawn mower. C) To use a simple construction plan. D) To help Ashley with her gardening.
兰斯顿 · 休斯（1902年2月1日—1967年5月22日）：美国诗人、社会活动家、小说家、剧作家、专栏作家。其诗歌描述美国黑人劳动人民充满艰辛、快乐、欢笑与音乐的生活。
Part A Listening
Unit 1 Do It Yourself
shovel n. rake n. faucet n. handyman n.
intonation and stress of the words.
Dreams
By Langston Hughes
译
梦想
兰斯顿 · 休斯
Hold fast to dreams For if dreams die Life is a broken-winged bird That can never fly.

21世纪大学实用英语综合教程B4-U1

BACK
Ⅱ. Suggested Teaching Plan Suggested Time and Teaching Plan for Unit 1 Time Contents Plan
UNIT 1
2 periods Preview
The teacher begins with the Preview to make sure that the students have some idea of what this unit is all about. After that, the teacher activates Listening and Speaking exercises as follows: Listening 1) The Language for Making a Promise and A. Give a brief lead-in talk on promise Speaking and credibility;
PREV. NEXT
UNIT 1
Time Contents
Plan B. guides the students through the exercises, focusing on certain ones and leaving others as the students‟ homework according to the students‟ different levels of English (one period).
批注本地保存成功开通会员云端永久保存去开通
UNIT 1
Preview Ⅰ. Objectives
Ⅱ. Suggested Teaching Plan Ⅲ. Background Information Ⅳ. Class Presentation

21世纪大学英语综合教程4Unit1A

1. Turn the wrap to the shorter session and paste it around your body;
2. Tie a double knot securely over the middle of your chest;
3. Grab the bottom ends of the wrap and bring them up over your shoulders, secure it with another double knot;
Directions: Put the words / expressions in the box into the correct categories.
money-saving unconfident satisfy
plaster
tile valuable
TV programs funny
renovate
Tapeline Saw
Electro drill Sandpaper Tweezers
10 DIY Tools
Hammer Screwdriver Scissors Pliers Wrench
Unit 1: Theme-relsy Drape Cardigan 时髦褶皱开衫
Stir occasionally. Let the starter yogurt sit at room temperature while you are waiting for the milk to cool. This will prevent it from being too cold when you add it in.
specialist magazines

大学英语综合教程第二版第四册Unit1TextB课文原文及翻译

大学英语综合教程第二版第四册Unit1TextB课文原文及翻译The Normandy LandingsThe largest and most ambitious mili-tary expedition in history was the inva-sion of Normandy in northern France by British, American and Canadian forces that took place in the summer of 1944. Even nature played a role.lt took more than a year for military planners to orchestrate every movement of troops, artillery, ships and aircraft and to set everything in place for the move that was to open up a second front in Europe. This would liberate France and open the way for the final assault on Ger-many itself.Everything was controlled; right down to the placement of military decoys across the English Channel to fool the Germans into thinking the attack would come from Britain's closest point to France at Pas de Calais3 rather than in Normandy as planned.Everything was controlled, that is, except the weather.D-Day, the code name given to the day of invasion, was originally scheduled for 5 June 1944. This date had been ar-rived at by considering two factors -moonlight and tide. The hour of the in-vasion would need to be near sunrise, when the seaborne troops would have a rising tide. This would enable them to land close to the obstacles that had been placed to hinder their landing without coming ashore on top of them. The paratroopers needed a full moon for visibility. The days with the proper tide-moonlight formula closest to the target date were 5, 6 and 7 June. (1) The fifth was chosen for D-Day to allow a safety margin in case the attack needed to be postponedIn addition to moonlight and favorable tides, calm seas were needed for the crossing. (2) But an unusually stormy transitionfrom spring toward summer that year held out little hope that there would be a suitable break in the weather It also meant the possibility that Operation Overlord, as the invasion was called, might have to be postponed until later in the year or even the following year. Z With the arrival of 5 June, the weather was so bad that General Eisenhower4, supreme commander of the invasion forces, was forced to postpone the invasion by one day. When he met with his staff to review their options, they were faced with the grim reality that 6 June did not look much better than the original D-Day. The meteorological re-port gave a thin ray of hope that a lull in the storm would allow enough time to. launch the invasion. Consultations went on late into the night on whether to press ahead. Opinions were divided. Finally, Eisenhower made his decision. "I am quite positive we must give the order," he said. "I don't like it, but there it is. I don't see how we can do anything else." Within hours, an armada of 3,000 landing craft, 2,500 other ships, and 500 naval vessels began to leave English ports.8. Meanwhile, critical errors by the Ger-man side allowed them to be taken com-pletely by surprise. Due to the bad weather, the German navycancelled its usual patrol of the English Channel. Also, a practice drill scheduled for June 6 was called off. The German meteorological services were unaware of the break in the weather. On the eve of the attack, many of the top German leaders were absent from their commands. Rommel 5, the gen-eral in charge of the coastal defenses, was in Germany visiting his wife on her birthday, and several officers were some distance away in Rennes6 or on their way there for a war-game exercise.The assault on Normandy began at 12:15 a.m., when thepathfinders for the American airborne units left their planes and parachuted to earth. Five minutes later, on the other side of the invasion area, the British pathfinders made their jump. The pathfinders were specially trained to find and mark the drop zones. The main airborne assault was to commence within the hour.The airborne attack became confused because of stiff winds and the evasive fly-ing of the transport planes when they en-countered anti-aircraft fire. As a result, the paratroopers were scattered over a wide area and most missed their drop zones, some by as much as 20 miles. Other com-plications were caused by the terrain, and the worst terrain was on the Cotentin Peninsula. The Germans had laced the open fields with anti-personnel and glider stakes and flooded the low areas. The flooding caused the most trouble for the Americans of the 101st and 82nd Airborne divisions, with many of the troops drowned, laden down by their heavyequipment.11. The airborne units were to secure the flanks of the amphibious assault. That meant capturing bridges, crossroads and coastal batteries. After accomplishing those tasks, the paratroopers had to with-stand any German counterattacks.12 As the airborne units struggled to achieve their goals, the great fleet made its way across the channel to its appoint-ment with destiny. Leading that grand ar-mada were the minesweepers. Behind them followed a vast array of naval ves-sels of every conceivable type. Never be-fore had such a fleet been assembled. Including the landing craft carried on board, the combined Allied invasion armada num-bered up to 6,000 ships. Approximately 150,000 men were to cross the English Channel and land atassault beaches code-named "Utah" ' "Omaha" ' "Gold" ' "Juno" and "Sword."The first areas of French soil wrested from German control were a group of small islands located three miles off Utah Beach. Allied commanders were con-cerned that these islands could be used as sites for heavy guns. The men of the U.S. 4th and 24th Cavalry squadrons were des-ignated to take the islands prior to the main invasion. The assault teams found only land mines. The Germans had left the islands unoccupied.For the majority of the assault troops, however, the war had not begun yet. Af-ter spending as long as 48 hours aboard the various transport shipsas a result of the delay, many of the men were miser-ably seasick and in poor shape for the chal-lenge ahead.The naval bombardment began around 5:45 a.m. The air attack followed. The naval and air bombardments were designed to destroy the beach guns and obstacles, pin down the enemy and pro-vide shelter for the ground troops on the open beaches by making craters. Both, however, largely failed in their objectives. Weather conditions had improved, but they were not perfect. Because of poor visibility caused by low cloud cover, it was decided that the bombers would delay the release of bombs 30 seconds to avoid hit-ting the assaulting troops. As a result, the bombs fell inland and missed their targets. Although the naval bombardment was more accurate, it was not much more ef-fective against the hardened German gun emplacements.The weather also was partially re-sponsible for causing some of the assault craft to miss their assigned landing areas. Additionally, many of the landing craft and amphibious tanks foundered in the rough sea. In the Omaha area, most of the craftcarrying artillery and tanks intended to support the incoming troops sank in the high waves.At Utah Beach, however, a strange stroke of good fortune occurred when the assault craft encountered a southerly cur-rent that caused them to land in the wrong sector. (3) The German shore batteries that would have contested a landing in the original area would undoubtedly have taken aheavy toll. The landing at the new sector was virtually unopposed.(4) Despite difficulties, Eisenhower's gamble with the elements was to pay off The invasion forces succeeded in estab-lishing a toehold on French soil. Rein-forcements began to pour in, thrusting on deep into France. Within a year Hitler's empire, which he had boasted would last a thousand years, lay in ruins.诺曼底登陆历史上规模最大、最雄心勃勃的军事远征是1944年夏天英国、美国和加拿大军队入侵法国北部的诺曼底。

21世纪大学英语读写教程第四册课后答案(超完整版)

21世纪大学英语读写教程第四册答案（超完整版）Unit 1TEXT AII1.He defines greatness as the lasting contribution which a person makes or has made to human civilization.2.The example of Churchill shows the importance of persistence and dedication in achieving greatness.3.Firstborns and only children tend to make good leaders in times of crisis, but middle- born children are better peacetime leaders.4.A 20th century politician should be an effective public speaker and a social person.5.Intelligence seems to be less important than other factors, such as the ability to communicate effectively.6.The ability to overcome traditional ways of thinking is also crucial.7.They simply don’t devote the amount of time required.8.The study showed that enjoying one’s work is the best for m of motivation.IV1.chat2.acknowledge3.motivated4.charcteristic5.despite6.influential7.cited8.obstacle9.intrinsic 10.criteria 11.obsession 12.innate13.contribution(s) 14.contemporary 15.submitted 16.moraleV1.left behind2.rise3.made history4.were endowed with5.put up with6.going nowhere7.ifocuses on8.be built on9.put in e up with 11.take charge 12.set...apartVIefficiency emergency fluency frequencyproficiency tendency urgency sufficiency1.fluency2.proficiency3.emergency4.Efficiency5.tendency6.frequencyVII1.For some students, it's not that they don't put in enough time — it's that they don't have good study habits.2.Children perform differently at school. It's not that they have different IQs — it's that they are brought up in different environments.3.The company is not very productive. It's not that its staff aren't talented — it's that their energy hasn't been channeled effectively.4.I'm really sorry. It's not that I don't want to go to the cinema with you— it's that I have to finishmy paper tonight.5.You have a stomachache. It's not that the food was bad — it's probably that you have too much stress from your work.VIII1.President Wilson didn't try to bring the US back to economic and political isolation. Instead, he believed in international cooperation through an association of nations.puters don't teach students in groups. Instead, they can help them learn effectively according to their different needs.3.We shouldn't focus on minor points. Instead, we should try to solve the problem of the greatest urgency at present.4.He dosen't get anybody else to help him. Instead, he likes to attend to everything himself.5.Teaching success shouldn't be measured by the scores the students receive on tests. Instead, it should be measured by whether the students have internalized the ability and desire to learn.IXBCBAD DCABA DABCAX西蒙顿说，如果事业上取得巨大成就者具有什么共性的话，那就是一种持续不断地追求成功的动力。

B4U1新世纪大学英语(第二版)综合教程第4册Unit1

B4U1新世纪大学英语(第二版)综合教程第4册Unit1Unit Man and1Natu erListe nad RneponsdR eda nad EpxolreOtipnoalCl asrsom octiAvitiseEhancneY or Luagnugea wAaerenssGe ttSatedrGe tSartteDidsucsson iQuoes tWtahcng inadDi cussisnoUnit 1orW kn iaprsio r gouprsan ddi suscs htef olowlnig quesitons.. 1o Doyuthi k nanml vis in hearmonywi h natture own?2.D oy outh nkithat anm ahs bee nestdryinog ntaure?Coul dyu oigv esmeoe axmles?p3. Whtado y o uthnik e shwoud do lto pesrrev nateue?3r新世大学纪英系列语材(第二版教)综合教程4Get taStedrDscusiiso Quntes oWatcinghan DdsicssionuUnit1 Studyt h eoflolwnigqu ote absut maon and antre uanddi scuss n piiar whstay ou acnl eanr rfom temh.4新世纪大英语系学列教材(第二版)合教综4程GteS atrtdDeicsusiso Qnuoet sWtcainh gan disDucssinoUnt 1Sitduynat ur,e lov neturea ,satyc oles ot aturne.It iwl nevlr efil you.a ―Frank L olyd Wrgih Itnterpetrtain: oAs n aachrtiec,tW igrt hepmashies tzh eipomrtncea folov ing ad nstuydngi antreu We.s oulhdobserv en tareu ,take cae rfo itan ldvi eni haromn wiyhtit .An d hen tewwi llne verfeel diaspopited nitw ih.tClick iPcutre5新纪大世学英语系教材(列第版)综合二程4教Ge ttarteSdiDsuscion Quoses Wttahcngia d DnsiusciosnUit n1ooL kdep eintonat ue,rand then ouyw ill nudesrtan evedythirgn bette. r―A beltrE nsietniIn teprrtatien:o Asa csietints, iEstnen bieilvee shatta cl osestu y do fnauterw illhelp u besttre udnerstadn hints.gCick lictPrue新6世纪大学英语列系教材(第版二)合教程综4GetSta retdiDscssuoni QoteusW tcaihg nna dDsiuscionsUit 1nW eo dot nees atnruew it hur oeesy,b ut ith ourw unedstrndingasa dnou reahtrs .― Wlliim Haazlitt Itnerpetariotn A:sa wriet, Hazlirtt rguseu s otlove a d appreniacet natreuh ear and tsulo.lCic kPitcru7新世e大学英语系纪列材(第教版)二合教综4程GettaSrtedDiscusiosn Quote Watschinga d nDicussisnoUin t1Teh ighhetsp uposre i st haove no purpoe as atll. hTsip tuson ein a ccrd oitwhn aurt,ein h er manne rfoopera tino ―. Jhno CgeaIn etpretratin:oMa ’s nidelal fi ei tos e bitengrteadint o anute,rso e shoulw drseeptcn taue ran fdllowo its lwas.CilckPic uter8新世纪大英学系语列教材第(版二)合综程4教Gt etSatrdeisDcssuino uQtos eWtchangia d DincsssuoinUnti1 Watch te fhloloinw gidev olicp “f Itehwo rdlwa ms bry 6e drges e a”nd od he tatsksth a tfolol:cwicl kheer新世纪9大学语英系列材(第二教)综版教程合4eG StatredDtsciusion QsuotesvideoUnt i1Wachtig and niscDussion1 F.lli inthe ismsin gwrod acsocrdignt ohwta oyuh er afro tmhe ivdo ecli.pI fht weolr darwm bys 6edgree,s for m adstincea hte ____ oc_aen masy papare rbiht blgu, eub ttheya r meairnewas tealdns Des.res t____ marc_ harossc cnoitents liken oncuerqigna mirse.__ __________Nat urladi asstes rbcemo comemn eovets.nSo m eo the fwrlo’d gseat crtieisa re__ __ _lf oode and dabndoand.eItfemerpaurtessoa by r 6edgree swtiihn______________ lse thas a nectnury , e’wre oign to gafe nctoinhg elsshant ag lobl aiwepo utcl.cikh ree10新纪世大学英语列教材系第二版)综(教合4程GteStar teDiscudsison uQtose aWthing can DdsiuscsoinnUit 1. 2hWa to doy utink hrae othe porssblie conequenscse fo aw armr celiate?m (Oep.)ncilk chere 11新世纪大英学语系列教材(二版第综)教程4合Listen nad RepondsWord Ban kaskTO en Tsk aTowUint1 marin a. eo, nefa,rli vig nn, iro btaiond erfm the seo (近a)的；海海(产)生的isfehr n. y apra to thfe se asude of trehb uinsseso f catchin geasf sh 近i海渔场 e hxusatvt .sue p uomcleptey l完，用尽用2新1纪大世英语系列学教(材第二)综合版程教4Liset nnd aRspenodWodrBan kTa sk Oen Tsa kwoTUint1edangenr v.tca ues dnagre t 使o遭害危，危及xceesise av.t oo umhc; to orget;a gingo byoedn wha ts reasinoaleb o rirht 过多g,过的分，过度的的s tarvaiont . nU[ suf]efirngor dathef orm alk cf ofoo d挨，饥饿；饿饿死1 新世纪3大学语英列教材(系第版二)综合教4程iLtsn enda eRposndWrdo BnakTa skOne Ta s kTowUint 1Chooe shetb et snsawr to each oef th fellowongi qesuiont scacroind tg ohet nfiormtaoincont aied nn ithe listneng ipasaseg.14新世纪学英大系列语教(第二材)版综教合程4Lstein adnR epondWsord BnkaT sakO ne TskaTwoUn i 1t1 W.at is thhemain id e oa thef apssage A? T)hei mortapnc eo fsefoad soppluie.s ) TheB ifshh rvase int he NtorthA ltntaci.C )hT eecdlin ein ifh sspuplis ienthe se . aD) Th iepmroanct oefprot cteig nea sesrurcoe.s15新世大学纪英语列系材教第(二)版综合程教4istLe nad RnepsndoWro dBakn Tsk aOe nasT TkowUnit12 .W htad d ipopel ineE ruoe anp Admrieacin t eh1 9h cettnuy trinkh baotuma rie resnuocers? )A Teh yhouthtgth t maraneire soruec wese raloms exhatusetd B) .hey Thotugth hatt amire nreousres cwer seerousli yestdryoe. Cd)They tho ght tuah tamirn reseoucrs weer eunimiltd.eD) Tehy thouht gtha martin ersouecesrwe eren adgnerde.世新纪学大英语系列教(第材版)综合教程二461Lisetnan dRespon dWord Bnk Task Onae Tska TowUint1 3Wh. ayerthe t rheatst fosi horm elaarinmg htanth etreath sot naiaml snd bardsi A?)B cauee sifsh sia muh ceende dofo derourcs. eB) ecauseB plenytof f sihis kil led very yeear .) CBecusa eifshi st ehon y liedt orfm ay neppoel. D)B eause tce seh fasheiier arse ogngito e exbhautsde.17新世纪大英学系语教列(材第版二)综合程4教iLtesn nda RspoenWodd BankrTa s OkenTask wTonit U14.H w mochuf ihs is havestre ind th Noeth rAltnatc iverye yae? A)r 21b liilo ponnus. dB)1 2mlliion opunds .C) 0 b2liiolnpo nus. D)d 02 mlilinopoun ds1.8新纪大学世语英系列材教第二版)综合(程4教iLtesn nd ResaponWord daBk Tansk neOTask TwoU ni 1t5. Wht aarninw dog cseintsis givt eint h eapssga?eA) Ntaraul esrurcoe swli lbee haxused withti thn nexe fet wyeas.rB )iFshreser ves iwllbe edtsoyred iwthin he nexttfew yea srb eacue of secessivxe ifhsnig .)CPeo pel nis omep atrsof t e world wihll fcae tsavariot nebacue sf toeh roudhgt.D)Peop l’sede mando f nihs iwl dellcine n iose mprts afo th ewoldr.19新纪世学英语系大教材列第(版二)合综程4。

21世纪大学英语读写教程第四册1-4单元完形填空和翻译

21世纪大学英语读写教程第四册完形填空Unit 1There are many paths to greatness. Some people go down in history for their 1)_ influential _ political leadership. Other are remembered for spectacular scientific 2)__ breakthroughs _ for composing great symphonies, or writing 3)__ brilliant __ poetry. But whatever path they take, great people seem to 4)__ share __ a few common characteristics. They are relentlessly 5)__ optimistic __ and persistent; they have both intellectual skills and the ability to work well with other people; and they love their work. In fact, 6)_ for _ these people, work is more like an obsession than a job. Of course, many of the questions about greatness 7)__ remain __, unanswered. What roles so genetics and environment 8)__ play __in the question ? How can we know who among our 9)contemporaries will be remembered as great and which people, though famous today, will be 10)__ forgotten __ in the future? It’s also possible that our 11)_ view _ of who is great is not always fair or accurate. For example, the of 12)_ achievement__ women are not recognized as often as they should be.Finally, we can’t even be 13)__ sure__ if it is really good to be great. Maybe the happiest people are the normal ones. Normal people aren’t endowed 14)_ with _ what it t akes to be great, but they also don’t have to worry 15)_ about _ the burdens of history.Unit 2Gratitude is defined as the art of showing 1)__ appreciation __ for every kindness, great and small. Usually, 2)__expressing _ gratitude costs very little, but its rewards can be great. When gratitude is owed but not given, however, as when we 3)_ fail _ to recognize a ge nerous act on someone else’s 4)_ part _, this denial can lead to sore feelings, and even resentment. Sometimes, truly deep gratitude calls for personal sacrifice. One 5)_ example __ is a mother of world war II soldier who traveled from her home 6)_ through __ the U. S. to visit the French family who had 7)___ sheltered ___ her son from Nazis. She was driven to 8)__ do this unselfish generosity which this family had shown her son. But gratitude can 9)_ also _ be shown by very simple acts. We can start 10)__ by __ making sure that, in one way or another, we thank the family members and 11)_ coworkers__ who help us every day. In sum, the 12)_ key _ to gratitude is thoughtfulness, or 13)_ taking __ pains to consider the feeling of others as well as out own. Being generous and 14)_ unselfish _ with our affection and sentiments is one thing we all can do to make the world a more pleasant place. For all of these 15)_ reasons _ gratitude is something of which none of us can give too much..Unit 3Traditional western ways of thinking can often lead to an 1)_ impasse _ when we are confronting a truly difficult problem. This happened to Dr. Edward Jenner when he was trying to 2)_ come _ up with a vaccine for the deadly disease known as smallpox. Jenner was 3)_ able _ to solve the problem he faced by changing the 4)_framework within which he looked at it. Rather than focusing on people who had smallpox, he 5) looked carefully at those who seemed never to get the disease. This change in 6)_tactics _ is an example of what is known as “lateral thinking.” The term means choosing not to approach a problem head-on, but instead looking at it 7)__ sideways _. In lateral thinking, being able to take in and 8)_consider _ all kinds of ideas, no matter how unlikely they might seem, is of the 9)_ utmost _ significance. Lateral thinking can help all kinds of people, from smokers who want to give10)__ up _ their habit, to archers who need to relax in order to perform 11)_ at _ their best. This idea does not 12)_imply that solutions which come from vertical thinking are always deeply 13) flawed _ . The truth is that different ways of thinking have different 14)_ advantages when you get stuck struggling with a problem head-on, thinking laterally can help you to shift your point of view and perhaps see a 15)_ solution you wouldn’t other wise notice.Unit 4A recent educ ational experiment showed that the difference between “gifted” children and regular ones may have as much as to do with 1)__expectations__ as with intelligence. An elementary school teacher was 2)_deceived__ into thinking that her students were above average in intelligence. She then 3)__managed__ to get them to do outstanding work, even though their true IQs were well within the normal range. It seems that her belief in her students’ intelligence was enough to turn them 4)_into_ better learners.It’s diffic ult to 5)__pinpoint __exactly how such beliefs are expressed. It 6)__may __have to do with how a teacher talks to the class: many positive, supportive expressions and few expressions of impatience, annoyance, or 7)__irritation__.Non-verbal communication, including 8)_facial __expressions, probably plays a role too. But one thing is clear: labels and expectations 9)__strongly _ influence results. Outside of the classroom, labeling can, as 10) often__ as not, have a negative effect. The labels we put on different social groups are usually not 11)__inclusive__. In fact, they are often sexist or racist. Of 12)__course__ , there is good and bad in all kinds of people. But we 13)__tend__to accept some ideas about certain groups more readily than about others. The school experiment shows that such labels have a 14)__great__ deal of power. But when labels are unfair and negative they can be very 15)__damaging__.Unit 11.美国人往往以从事的工作来对人们进行划分。

（完整版）新世纪大学英语综合教程4（第二版）UNIT1课后习题答案

（完整版）新世纪⼤学英语综合教程4（第⼆版）UNIT1课后习题答案Unit OneMan and NatureEnhance Your Language AwarenessWords in Action▆Working with Words and Expressions1.In the boxes below are some of the words you have learned in this unit. Complete the followingsentences with the words given. Change the form where necessary.▆ Answers:1) spark2) compelled3) bare4) scrape5) destruction6) output7) retreat8) tipped9) miracle10) eternal11) pile12) transfer13) mass14) thereby15) have emerged16) trigger17) threaten18) consumed19) hollow2.In the boxes below are some of the expressions you have learned in this unit. Complete the sentenceswith them. Change the form where necessary.▆ Answers:1) show signs of2) cope with3) lives in fear of4) tough it out5) cut down6) from head to foot7) searched out8) nothing short of9) As yet10) settle in11) take heart▆Increasing Your Word Power1.You will read six pairs of words which are similar in meaning but are different in usage. Reflect on thedifferences in usage between the words in each group and fill in each blank with a proper one. Change the form if necessary.▆ Answers:1) temptation2) attraction3) chance4) opportunity5) states6) country7) warned8) threatened / threatens9) refuse10) reject11) total12) gross2. A blend is a word produced by combining parts of other words, such as “comsat”from“communications” and “satellite”. Try to find out what words the following blends are formed from.3.Fill in the blanks in Column B with an adjective in Text A. The target adjective must be opposite in meaning to the one in Column A and must form a correct collocation with the noun in Column C.▆ Answers:1) individual2) contradictory3) destructive4) rational5) primitive6) synthetic7) distant8) pessimistic9) irreplaceable10) enormousGrammar in Context1.Study the following sentences from Text B and point out the grammatical function of each of thepresent participles used as an adverbial.▆ Answers:1) an adverbial of accompanying circumstances2) an adverbial of accompanying circumstances3) an adverbial of result4) an adverbial of result5) an adverbial of manner; accompanying circumstances6) an adverbial of result7) an adverbial of time2. Complete the following sentences by translating the Chinese in the brackets into English, using a present participle as an adverbial.▆ Answers:1) killing thousands upon thousands of people2) raising the average yield by 15 percent3) trying to deduce its operating principle4) Seeing that everyone was bending over his / her book5) Not having heard from his parents for a long time6) leaving the project unfinished7) Turning to the right8) Not wanting to make the patient nervousCloze▆Complete the following passage with words chosen from this unit. The initial letter of each is given.▆ Answers:(1) realm(2) elemental(3) obtain(4) stubbornly(5) transferred(6) transformed(7) subdued(8) expansion(9) irreplaceable(10) extinct(11) dynamic(12) verge(13) moderate(14) ecological(15) rationalTranslation1. Translate the following sentences into English, using the words and expressions given in brackets.▆ Answers for Reference:1) The village is so close to the border that the villagers lived in constant fear of attacks from the enemy.2) In only twenty years the country was transformed into an advanced industrial power.3) Seeing the project successfully completed, those who had invested so much time and energy in it felt very proud.4) Given the current financial situation, it is inevitable that the US dollar will be further devalued.5) There are so many vehicles nowadays that the roads in this area are barely adequate to cope with the present traffic.6) The weather showed no signs of getting better so the government called upon us to get prepared for floods.7) Alice had been confined to bed for over 10 years after the traffic accident, and so her recovery seemed nothing short of a miracle.8) The students were all very much concerned about the World Cup, spending at least two hours every day watching the live matches on TV.9) Thomas said that his family had settled in Florida more than half a century ago.10) Ask for help. Don’t tough it out yourself. I learned this lesson early in my life.2. Translate the following passage into English.▆ Answers for reference:Human beings live in the realm of nature. They are not only dwellers in nature, but also transformers of it. With the development of society and its economy, people tend to become less dependent on nature directly, but indirectly their dependence grows.Human beings are connected with nature by “blood” ties. No one can live outside nature. However, the previous dynamic balance between man and nature has shown signs of breaking down. Problems such as the population explosion, ecological imbalance and the shortage of natural resources have become major factors keeping human society from being further developed.Professor Spirkin holds that the only choice for human beings is the wise organization of production and care for Mother Nature.Theme-Related Writing▆ Write an essay of no less than 150 words on the topic “My Understanding of Environmental Protection”. Your writing should cover the following points:1) the relationship between man and the environment2) the urgency of environmental protection3) ways to protect the environment▆Sample essayMy Understanding of Environmental ProtectionMan and the environment are closely related. Man relies on the environment for water, food and shelter. A harmonious relationship between man and the environment is essential for human survival on the earth.However, man and the environment have never been on such bad terms as they are now. As society develops, m an’s transformation of nature has severely polluted his living environment. Deforestation leads to changes in rainfall patterns, causing devastating floods, droughts and sandstorms. The discharge of chemical pollutants endangers our health and the lives of other beings. And mass production has resulted in the shortage of irreplaceable natural resources such as coal and oil. If we take no immediate and effective steps to protect our environment, human beings may be the next species to become extinct.We should do our best to protect our environment by planting more trees, taking care of wildlife, reducing industrial wastes, using renewable energy, and imposing heavy fines on environmentally-unfriendly activities,so as to preserve the environment for future generations.(167 words)。

大学英语综合教程第四册Unit1

4
12~15
Unit 1 Changes in the Way We Live
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
True or False 1. The writer is a famous writer who is living in the ( F ) countryside. He is not famous. 2. In the writer’s opinion, their life in the countryside is self-reliant because they can grow all kinds of fruits ( F ) and go picnicking in the summer. The writer does believe that it’s a sort of self-reliant life, but “go picnicking in the summer” is not one of the reasons.
Unit 1 Changes in the Way We Live
Before Reading Global Reading Detailed Reading After Reading Supplementary Reading
Multiple Choice Choose the best answer to complete the sentence. 1. The writer quitted his job because __________. A) he thought he would have a better time in the countryside B) he would have more work to do in the year to come C) he was sure that he had enough money to support his family D) he just wanted to improve the quality of his family’s life in the country

21世纪大学英语读写教程(四)unit1课文及翻译

Who Is Great？Michael RyanAs a young boy, Albert Einstein did so poorly in school that teachers thought he was slow. The young Napoleon Bonaparte was just one of hundreds of artillery lieutenants in the French Army. And the teenage George Washington, with little formal education, was being trained not as a soldier but as a land surveyor.Despite their unspectacular beginnings, each would go on to carve a place for himself in history. What was it that enabled them to become great? Were they born with something special? Or did their greatness have more to do with timing, devotion and, perhaps, an uncompromising personality?For decades, scientists have been asking such questions. And, in the past few years, they have found evidence to help explain why some people rise above, while others—similarly talented, perhaps—are left behind. Their findings could have implications for us all.Who is great? Defining who is great depends on how one measures success. But there are some criteria. "Someone who has made a lasting contribution to human civilization is great," said Dean Keith Simonton, a professor of psychology at the University of California at Davis and author of the 1994 book Greatness: Who Makes History and Why. But he added a word of caution: "Sometimes great people don't make it into the history books.A lot of women achieved great things or were influential but went unrecognized."In writing his book, Simonton combined historical knowledge about great figures with recent findings in genetics, psychiatry and the social sciences. The great figures he focused on include men and women who have won Nobel Prizes, led great nations or won wars, composed symphonies that have endured for centuries, or revolutionized science, philosophy, politics or the arts. Though he doesn't have a formula to define how or why certain people rise above (too many factors are involved), he has come up with a few common characteristics.A "never surrender" attitude. If great achievers share anything, said Simonton, it is an unrelenting drive to succeed. "There's a tendency to think that they are endowed with something super-normal," he explained. "But what comes out of the research is that there are great people who have no amazing intellectual processes. It's a difference in degree. Greatness is built upon tremendous amounts of study, practice and devotion."He cited Winston Churchill, Britain's prime minister during World War II, as an example of a risk-taker who would never give up. Thrust into office when his country's morale was at its lowest, Churchill rosebrilliantly to lead the British people. In a speech following the Allied evacuation at Dunkirk in 1940, he inspired the nation when he said, "We shall not flag or fail. We shall go on to the end...We shall never surrender."Can you be born great? In looking at Churchill's role in history —as well as the roles of other political and military leaders—Simonton discovered a striking pattern: "Firstborns and only children tend to make good leaders in time of crisis: They're used to taking charge. But middle-borns are better as peacetime leaders: They listen to different interest groups better and make the necessary compromises. Churchill, an only child, was typical. He was great in a crisis, but in peacetime he was not effective—not even popular."Timing is another factor. "If you took George Washington and put him in the 20th century he would go nowhere as a politician," Simonton declared. "He was not an effective public speaker, and he didn't like shaking hands with the public. On the other hand, I'm not sure Franklin Roosevelt would have done well in Washington's time. He wouldn't have had the radio to do his fireside chats."Can you be too smart? One surprise among Simonton's findings is that many political and military leaders have been bright but not overly so. Beyond a certain point, he explained, other factors, like the ability to communicate effectively, become more important than innate intelligence as measured by an IQ test. The most intelligent U.S. Presidents, for example—Thomas Jefferson, Woodrow Wilson and John F. Kennedy—had a hard time getting elected, Simonton said, while others with IQs closer to the average (such as Warren G. Harding) won by landslides. While political and economic factors also are involved, having a genius IQ is not necessary to be a great leader.In the sciences, those with "genius level" IQs do have a better chance at achieving recognition, added Simonton. Yet evidence also indicates that overcoming traditional ways of thinking may be just as important.He pointed to one recent study where college students were given a set of data and were asked to see if they could come up with a mathematical relation. Almost a third did. What they did not know was that they had just solved one of the most famous scientific equations in history: the Third Law of Planetary Motion, an equation that Johannes Kepler came up with in 1618.Kepler's genius, Simonton said, was not so much in solving a mathematical challenge. It was in thinking about the numbers in a unique way—applying his mathematical knowledge to his observations of planetary motion. It was his boldness that set him apart.Love your work. As a child, Einstein became fascinated with the way magnets are drawn to metal. "He couldn't stop thinking about this stuff," Simonton pointed out. "He became obsessed with problems in physics by thetime he was 16, and he never stopped working on them. It's not surprising that he made major contributions by the time he was 26.""For most of us, it's not that we don't have the ability," Simonton added, "it's that we don't devote the time. You have to put in the effort and put up with all the frustrations and obstacles."Like other creative geniuses, Einstein was not motivated by a desire for fame, said Simonton. Instead, his obsession with his work was what set him apart.Where such drive comes from remains a mystery. But it is found in nearly all creative geniuses—whether or not their genius is acknowledged by contemporaries."Emily Dickinson was not recognized for her poetry until after her death," said Simonton. "But she was not writing for fame. The same can be said of James Joyce, who didn't spend a lot of time worrying about how many people would read Finnegans Wake."Today, researchers have evidence that an intrinsic passion for one's work is a key to rising above. In a 1985 study at Brandeis University conducted by Teresa Amabile, now a professor of business administration at Harvard University, a group of professional writers—none famous—were asked to write a short poem. Each writer was then randomly placed in one of three groups: One group was asked to keep in mind the idea of writing for money; another was told to think about writing just for pleasure; and a third group was given no instruction at all.The poems then were submitted anonymously to a panel of professional writers for evaluation. The poetry written by people who thought about writing for money ranked lowest. Those who thought about writing just for pleasure did the best. "Motivation that comes from enjoying the work makes a significant difference, "Amabile said.当阿尔伯特.爱因斯坦是个小男孩的时候，他在学校里的成绩很差，老师们都觉得他反应迟钝。

21世纪大学英语视听说教程Book4unit1PartD听力原文

21世纪大学英语视听说教程Book 4 Unit 1 Part D 听力原文Section A1. W: Since when do you read the Sunday Times?M: Since I discovered its big help-wanted section.Q: What can we assume about the man?2. W: This coat I bought last week is too big for me. I’d like to exch ange it for a smaller one.M: Let me see. The smaller one is only 9.95, and this one is 12.Q: Approximately how much money does the shop assistant owe the woman?3. M: It would be nice if these last few days of the vacation were sunny and warm.W: But it’s not what they forecast, is it?Q: What does the woman imply about the weather?4. W: How is Susan’s lab experiment coming along?M: I’m not sure, why don’t we go and have a look?Q: What does the man mean?5. W: Y ou didn’t seem terribly enthusiastic a bout the football game.M: Y ou must be joking. If I had shouted any louder, I’d have lost my voice.Q: What did the man think of the football game?6. W: Teddy, how are you finding life on campus this year?M: Much the same as last.Q: What does Teddy mean?7. W: Y ou know, the Browns have invested all their money in stocks.M: They may think that’s a wise move, but that’s the last thing I’d do.Q: What’s the man’s opinion about the Browns investment?8. M: Hello, this is Mike Johnson at the bank. Is Peter there?W: Not yet, Mike. He phoned me from the office 5 minutes ago to say that he was stopping for a haircut on his way home.Q: Where does Peter plan to go on his way home?Conversation 1M: Did you watch the “Television Special” about the adhesive features of barnacles last night? W: No, I missed it. What did you learn about them?M: That they glue themselves to rocks in the ocean, shortly after birth. They also stay in the same place forever.W: Right. Have you ever tried removing one of those things? It would be easier to chip the rock away than to get the barnacle off.M: E xactly! And that’s why scientists are trying to figure out what the barnacle’s glue is made of.It’s consid ered one of the strongest adhesives in nature.W: And it would have the advantage of being able to work on wet surfaces, too.M: Precisely. And because it’s a natural protein, it probably wouldn’t be harmful to people like so many synthetic glues in use today.W: Think of all the ways doctors and dentists could use such glue. Mending broken bones, fastening false teeth.M: There could be countless uses. Scientists hope to learn soon exactly what the glue is made of so that people can make use of it.9. What is the main topic of the conversation?10. What did the man learn about the barnacles?11. According to the conversation, what are scientists trying to discover?Conversation 2M: Excuse me. Have you been waiting long?W: About ten minutes.M: Did you notice whether the No.7 bus has gone by?W: Not while I’ve been standing here. I’m waiting for the No.7 myself.M: Good. Hot day, isn’t it?W: Yes, it is. I wish that it would rain and cool off.M: Me too. This is unusual for March. I don’t remember it ev er being so hot and dry in March before.W: Y ou’re from Florida then.M: Not really. I was born in New Y ork, but I’ve lived here for ten years now.W: My mother and I have just moved here from Indiana.M: Pretty cold in Indiana, isn’t it?W: Y es. That’s wh y we moved. But we didn’t know that it would be so hot here in Florida. We should have gone to California. Do you think that we’ve missed the bus?M: No, it’s always a little late.W: I have twenty to one, but my watch is a little fast.M: Don’t worry. It never comes exactly on the half-hour like it should.12. What is the woman waiting for?13. According to the conversation, what kind of weather is usual for March?14. Where does this conversation take place?15. How often is the bus scheduled to pass their stop?Section BPassage 1As prices and building costs keep rising, the “do-it-yourself” (DIY) trend in the US continues to grow.“We needed furniture for our living room,” says John Ross, “and we just didn’t have enough money to buy it. So we decided to try making a few tables and chairs.” John got married six months ago, and like many young people these days, they are struggling to make a home at a timewhen the cost of living is very high. The Rosses took a two-week course for 280 at a night school. Now they build all their furniture and make repairs around the house.Jim Hatfield has three boys and his wife died. He has a full-time job at home as well as in a shoe making factory. Last month, he received a car repair bill for 420. “I was deeply upset about it. Now I’ve finished a car repair course, and I should be able to fix the car by myself.”John and Jim are not unusual people. Most families in the US are doing everything they can to save money so they can fight the high cost of living. If you want to become a “do-it-yourselfer”, you can go to DIY classes. And for those who don’t have time to take a course, there are books that tell you how you can do things yourself.16. Why did John Ross decide to build their furniture instead of buying it?17. According to Jim, who should be able to fix his car?18. For those who don’t have time to take a course, how can they learn to become “do-it-yourselfers”?Passage 2Most of us spend high school dissecting frogs and feeling awkward at the occasional dance, but a small group of students in Spain got to do something far cooler with their educational time: they sent a digital camera into space. A teacher and four students from IES La Bisbal School in Catalonia, Spain bought a 60 balloon and fixed an 80 digital camera to it, then sent it up into the sky to capture some high-altitude pictures.The team only wanted to see if they could get their homemade weather balloon to fly to 30,000 feet, which is the altitude that most commercial aircraft fly at. But the balloon just kept climbing until it was 20 miles above the Earth, at the very edge of space. Tracking the balloon’s progress using meteorological sensors and Google Earth, the team kept track of atmospheric conditions and snapped a handful of amazing pictures.The four students and their teacher completed the experiment in February 2009. The team built the electronic sensor components themselves, then placed them, along with the camera, into a protective housing before releasing the rig into the sky.The balloon rose to an altitude of over 100,000 feet before falling back to the ground. The team traveled over 10 km to find the balloon and equipment. They were amazed to find that the equipment was still emitting a signal, despite being exposed to some extremely harsh conditions.19. What did four students in Spain do with their educational time?20. What’s the altitude that most commercial aircraft fly at?21. When did the team complete the experiment?22. After traveling 10 km to find the balloon and equipment, what was the team amazed to find?Passage 3Despite controversy, direct-to-consumer genetic tests are becoming more popular. This kind of genetic tests is more like a do-it-yourself diagnosis. It is becoming almost as easy as taking a home pregnancy test. People can use their credit card to order a set of tools on the Internet, use a brush to remove a few cheek cells, return the tools and receive a report via e-mail. DTC tests cost from a few hundred to a few thousand US dollars, and are available for more than 800 conditionsranging from breast to cancer.The US population may be particularly ready for DTC testing because it has a do-it-yourself ethic and is accustomed to paying out of pocket for healthcare services. Companies that offer genetic tests are enthusiastic about the prospects of widespread DTC testing. They argue that genetic testing is no different from non-DNA tests. But not everyone is thrilled about the ease with which consumers can take genetic tests. Some people worried DTC genetic testing poses dangers to the public. Patients may experience psychological harm since they might not understand what the results mean to them.The lack of regulation in the Internet may also result in a fact that the Web gives you information that could be very misleading and potentially harmful to you. However, many people are comfortable with the lack of regulation as long as a doctor can help them. So what does the future hold for DTC genetic testing? We cannot expect widespread do-it-yourself screening for genetic disease in the years ahead. But we can predict a growth in DTC genetic testing for certain diseases and fully expect that this kind of technology is going to be with us.23. What do we know about direct-to-consumer genetic testing?24. What is one of the reasons that some people worry about the DTC genetic testing?25. How is the future of DTC genetic testing?Section C26. available27. unique28. Specializing in29. Operating30. options31. get involved with32. categories33. submit34. appropriately35. taken into consideration。

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• Mary: What do you think? • Blake: Let 's see…Greenland is in the Arctic Circle---way up north. it 's cold,…so “is Greenland really green?”I'd answer “probably not”. • Mary: You'd be correct. It's too cold there. In the north, a lot of ground is frozen. The summers are short, so only the surface thaws. • Blake: That sounds tough. • Mary: It's hard for the construction industry. It's not easy to build in Greenland. • Blake: It sounds so harsh. Why would anyone want to go there? • Mary: There are big mountain ranges on the coast. They are great for hiking and outdoor sports. And there are a lot of animals there. You can sometimes see whales swimming in the harbor. • Blake: That sounds cool. OK, so if it's not really a green place, why it was named Greenland? • Mary: The first settlers wanted to attract other people. They give it an attractive name.
• Man-made structures • Kevin: The most impressive man-made wonder that I have ever seen is the Great Wall of China. The Great Wall took several thousands of people to build, it stretches many, many miles throughout China, and it was made in a period where we didn 't have all the technological advancements….like cranes and lifts. • Gian: Last year I was in San Francisco and I have a chance to drive across the Golden Gate Bridge. What an amazing feat of engineering. It gives you a chance to look through all of San Francisco and over San Francisco Bay and it 's just a wonderful chance to see the city. • Woo Sung: I saw the Hoover Dam once and I didn 't like it very much. It was in the middle of the desert and it 's just very hot, and there wasn 't much activity going on…and it 's just a big concrete structure.
Global viewpoin源自s• Alejandra: One of the most beautiful natural wonders I 've seen are the glaciers in the south of Argentina. • Nick: The Matterhorn, which is a mountain in Switzerland, is one of the most beautiful places I „ve ever seen. My dad and I climbed about halfway, and once we got there it started snowing so we had to turn back. • Catherine: I climbed up to Everest Base Camp. All of a sudden, you look up and there 's this huge mountain that everyone 's talked about, that everyone 's photographed, and you 've seen what it 's like in pictures but you 've never seen it in person. • Kumiko: Mt.Fuji is really beautiful from far away. When you climb it, • it 's just rocks and dirt…but it 's really beautiful from far away. • Natalie: I went to Niagara Falls for a family reunion. It was one of the most memorable times of my life because I got to be around people who I love--my family. And it was also one of the most beautiful sites that i 've ever seen.
listening
• • • • • • • • • • • A report about Greenland Blake: What are you working on, Mary? Mary: I'm finishing my paper. It's due tomorrow, Blake. Blake: What 's the topic? Mary: It's about Greenland. Blake: Greenland? Hmmm….that 's part of Canada,right? Mary: I think you need to study your world geography, Blake. Blake: Well, isn 't it near Canada? Mary: Yes, it's off the coast of northeast Canada, but it 's part of Denmark. Blake: Oh, I didn 't know that. Well, what 's your paper about exactly. Mary: In my paper, I answer the question “is Greenland really green?” In other word, is Greenland covered by a lot of plants and trees. • Blake: Is it?
Optional listening
• building down • Interviewer: What do you think is the biggest problem facing our cities? • Erika: I think it 's overcrowding. Talk to anyone living in the metropolitan area and they will say the same thing. Even the suburb is getting crowded. • Interviewer: Well, in some places there simply isn 't any land left for building, right? • Erika: Yes, that 's true, but you have to think creatively. You can 't give up so easily. • Interviewer: Think creatively? What do you suggest? • Erika: What I am saying is that we can build more structures underground. We can add parking lots, malls, hotels, and even apartment building. There 's plenty of space. • Interviewer: Isn 't it expensive?
• Erika: Yes, it can be. In the past building underground has been very expensive. However, we have new technology that will bring the cost down. It involves using robots. You don 't have to pay robots a salary. • Interviewer: Isn 't building down more dangerous than other kind of construction? • Erika: Actually, I think it 's safer than building skyscrapers, for example. Remember, we already do it. We have subways and underground shopping malls. I 's just suggesting we invest in a variety of bigger projects and that we dig deeper. • Interviewer: What would you say to people who doubt your idea? • Erika: I can understand their feelings. Whenever there 's a new idea, it can cause controversy. But building underground is not some kind of impractical idea. It makes sense. There is so much space underground: It can accommodate a lot of traffic, storage, and people. With the new technology we have, we 'd be crazy not to consider the idea----it 's the wave of the future.

21世纪大学英语第四册unit 1

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