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大英百科全书英文版

大英百科全书英文版The Encyclopedia Britannica, commonly known as the Encyclopaedia Britannica in British English, is a comprehensive and authoritative reference work that has been published since 1768. It is one of the most renowned and respected English-language encyclopedias in the world. The encyclopedia aims to provide readers with reliable and up-to-date information on a wide range of topics.Covering a vast array of subjects, the Encyclopedia Britannica offers in-depth articles written by experts in their respective fields. Its content spans a variety of disciplines including history, science, literature, art, philosophy, and many more. With its extensive coverage, the encyclopedia serves as a valuable resource for students, researchers, and enthusiasts alike.The Encyclopedia Britannica is organized into different volumes, each focusing on a specific area of knowledge. The articles within these volumes are meticulously researched, ensuring accuracy and reliability. Each entry provides a concise yet comprehensive overview of the topic, offering readers a well-rounded understanding of the subject matter.One of the key features of the Encyclopedia Britannica is its commitment to editorial integrity. The information presented in the encyclopedia is thoroughly fact-checked and reviewed by a team of expert editors. This rigorous editorial process ensures that the content is objective, unbiased, and of the highest quality. As a result, readers can trust the information provided in the encyclopedia as being credible and authoritative.In addition to its printed volumes, the Encyclopedia Britannica also offers an online version, making its wealth of knowledge accessible to a broader audience. The online version includes all the content found in the print edition, as well as additional multimedia resources such as videos, interactive maps, and audio clips. This digital format allows for easy navigation and search functionality, enabling users to quickly find the information they are looking for.The Encyclopedia Britannica continues to evolve and adapt to the changing needs of its readers. It regularly updates its content to reflect the latest developments and discoveries in various fields. The editorial team works tirelessly to ensure that the information remains current, maintaining the encyclopedia's status as a reliable and trusted source of knowledge.Furthermore, the Encyclopedia Britannica values diversity and inclusivity. It strives to include perspectives from different cultures and regions, making it a comprehensive resource that represents a global understanding of the world. By encompassing a wide range of voices and viewpoints, the encyclopedia fosters a deeper appreciation and understanding of our diverse society.In conclusion, the Encyclopedia Britannica is a renowned reference work that provides readers with comprehensive and reliable information on a wide range of topics. Its commitment to editorial integrity, extensive coverage, and accessibility make it an invaluable resource for students, researchers, and enthusiasts. Whether in its print or online format, the Encyclopedia Britannica continues to serve as a trusted guide to the vast realm of knowledge.。

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Rank Word 144 move 145 right 146 boy 147 old 148 too 149 same 150 tell 151 does 152 set 153 three 154 want 155 air 156 well 157 also 158 play 159 small 160 end 161 put 162 home 163 read 164 hand 165 port 166 large 167 spell 168 add 169 even 170 land 171 here 172 must 173 big 174 high 175 such 176 follow 177 act 178 why 179 ask 180 men 181 change 182 went 183 light 184 kind 185 off 186 need 187 house 188 picture 189 try 190 us 191 again 192 animal 193 point
Rank Word 194 mother 195 world 196 near 197 build 198 self 199 earth 200 father 201 head 202 stand 203 own 204 page 205 should 206 country 207 found 208 answer 209 school 210 grow 211 study 212 still 213 learn 214 plant 215 cover 216 food 217 sun 218 four 219 between 220 state 221 keep 222 eye 223 never 224 last 225 let 226 thought 227 city 228 tree 229 cross 230 farm 231 hard 232 start 233 might 234 story 235 saw 236 far 237 sea 238 draw 239 left 240 late 241 run 242 don't 243 while

英文文献原版

Technical NotesOne-Step Preparation of Some 3-Substituted AnisolesJoseph Zilberman*IMI Institute for R&D,ICL Group,Post Office Box 10140,Haifa 26111,Israel Abstract:A one-step preparation of 3-bromoanisole,3-chloroanisole,and 3-trifluoromethylanisole from the corresponding 3-substituted nitrobenzenes is carried out by nucleophilic aromatic substitu-tion of the nitro group with sodium or potassium methoxide,employing an effective amount of a phase-transfer catalyst (PTC),in a medium of a nonpolar aprotic solvent,under aerobic conditions,at a temperature of 50-65°C.The alkali methoxide used can be a pre-prepared solid,or it can be prepared in situ from the alkali hydroxide and methanol.The methoxydenitra-tion proved to be very sensitive to the type of PTC.The effect of the solvent on the reaction is discussed.The targeted anisoles are obtained in yields of more than 80%and purities of greater than 99%.IntroductionMeta-substituted bromo-and chloroanisoles (2a ,2b )are important intermediates in the pharmaceutical field.In particular,2a is used for producing the analgesic drug Tramadol 1and for preparing the antidepressant Moxifetin hydrogen maleate.2Among the few known methods for preparing 2a and 2b ,as well as 3-trifluoromethylanisole (2c ),the most frequently encountered one is that based on the methylation of meta-substituted phenols synthesized by multistep procedures.3-5Another method consists of using m -anisidines to prepare 2a and 2b ,via a diazotization reaction.6Results and DiscussionThis work presents a convenient one-step preparation of meta-substituted anisoles in high yield and purity (2a -c ),by the nucleophilic substitution of the NO 2-group in the corresponding meta-substituted nitrobenzene 1(Scheme 1).The reactions of m -halonitrobenzenes with alkali metal alkoxides have been reported in a small number of publica-tions.A study of the reactivity of halonitrobenzenes,1a ,b ,in 2-propanol solutions of potassium 2-propoxide,showedthat the only product obtained under anaerobic conditions was 3,3′-dibromo-or dichloroazobenzene (4a ,4b ),whereas in the presence of air,both compounds displayed almost insignificant reactivities.7Only in rare cases was the nu-cleophilic displacement of a nitro group meta to an electron -withdrawing group,such as Cl and Br,selective.*To whom correspondence should be addressed.E-mail:zilbermanj@tami-imi.co.il.(1)Flick,K.;Frankus,E.U.S.Patent 3,652,589,1972;Chem.Abstr .1972,76,153321z.(2)Protiva,M.Drugs Future 1991,16,911.(3)Hewett,C.L.J.Chem.Soc .1936,50.(4)Natelson,S.;Gottfried,S.P.J.Am.Chem.Soc .1939,61,1001.(5)Whalley,W.B.J.Chem.Soc .1949,3016.(6)Berti,G.;Da Settimo,A.Ann.Chim .1959,49,1237.Scheme1Table 1.Methoxydenitration of 1a in the Presence of Various PTC aPTC methoxylatingagent conversion of nitrobenzene 1a ,%selectivity for anisole 2a ,%Bu 4N +Br -NaOMe solid 99.596.9Bu 4N +Cl -NaOMe solid 98.496.0Bu 4N +OH -b NaOMe solid 99.596.9Bu 4N +HSO 4-NaOMe solid 95.693.4PEG-1500NaOMe solid 10032.2Bu 4N +Br -c NaOMe solid 99.285.0Bu 4N +Br -KOMe -in situ 10097.1Bu 3MeN +Cl -KOMe -in situ 96.896.8Octyl 4N +Br -KOMe -in situ 86.650.6BenzMe 3N +Br -KOMe -in situ 67.410.5Et 4N +Br -KOMe -in situ 56.226.8Bu 4N +Br -c KOMe -in situ 98.280.0No PTCKOMe -in situ53.753.7a All reactions carried out in toluene.b Aqueous 40%solution.c Anaerobic conditions.Organic Process Research &Development 2003,7,303−30510.1021/op020058t CCC:$25.00©2003American Chemical Society Vol.7,No.3,2003/Organic Process Research &Development•303Published on Web 03/08/2003Thus,3-benzyloxybromo-or chlorobenzenes were ob-tained in yields close to theoretical by treating 1a ,b with benzyl alcohol -potassium hydroxide (KOH)in tetramethy-lurea,in the presence of a PTC,at 50°C,for 24h.8However,no information was found in this article,or in other publications,on the reactions between methoxides and meta-substituted nitrobenzenes,1a -e .In this work,methoxydenitration is observed in the reaction of 1with sodium methoxide (NaOMe)or potassium methoxide (KOMe),employing an effective amount of a PTC,selected from quaternary ammonium salts,in the medium of a water-immiscible nonpolar aprotic solvent,such as cyclohexane,hexane,heptane,and toluene.No reaction was observed in dichloromethane.It is generally known that PTC reactions proceed readily in apolar aprotic solvents.It can be assumed that the absence of any reaction in dichlo-romethane is due to its relatively high polarity in comparison with that of toluene,hexane,or cyclohexane (δ)8.9,2.4,1.9,and 2.0respectively).9,10The methoxydenitration of 1a ,b ,e is accompanied by radical reactions leading to the formation of byproducts of mainly nitro reduction to the corresponding 3,3′-disubstituted azoxy-and azobenzenes (compounds 3a ,b ,e and 4a -b ,respectively),and hydrodehalogenation to nitrobenzene,5.Therefore,in a nitrogen atmosphere,the selectivity for anisoles,2a ,b ,over byproducts 3,4,and 5,does not exceed 80-85%(Table 1).To suppress the undesirable radical processes,the methoxydenitration was performed under aerobic conditions.As a result,the selectivity for 2a ,b increased to 95-97%.Two different approaches to using the alkali metal methoxide are suggested.The first approach consists of carrying out the reaction using a pre-prepared solid NaOMe or KOMe,in the presence of an effective amount of KOH.The amount of methoxide used is 1.1-1.4mol,based on 1mol of substituted nitrobenzene,1.The amount of KOH is 1.5-1.7mol per 1mol of 1.The reaction is carried out at a temperature of 50-55°C for 2-4h.The second approach to carrying out the methoxydeni-tration employs KOMe,prepared in situ from methanol and KOH.The amounts of methanol and KOH are 1.2and 2.2-2.4mol,respectively,per 1mol of substituted nitrobenzene,1.The reaction is carried out at a temperature of 55-60°C for about 3h.It should be noted that NaOMe prepared in situ in the course of the reaction is significantly less reactive than KOMe obtained in a similar way (Table 2).In both approaches,the amount of PTC employed is in the range of 20-30%w/w,based on the initial substituted nitrobenzene,1.The reaction proved to be very sensitive to the type of PTC.As seen from Table 1,tributylmethylam-monium chloride and all the tetrabutylammonium salts,regardless of the anion,afforded good results.Neither hydrophilic tetraethylammonium and benzyltrimethylammo-nium bromides nor lipophilic,but bulky,tetraoctylammonium bromide provided satisfactory e of poly(ethylene glycol)(PEG-1500)as a PTC afforded full consumption of 1a ,but the selectivity for 2a over byproducts was low.The anisoles,2a -c ,were isolated in a yield of more than 80%and a purity of more than 99%by fractional distillation of the final reaction mixtures (Table 2).The reactivity of the substituted nitrobenzene,1e ,towards methoxides turned out to be considerably lower than that of 1a -c (Table 2).Even with a 4-fold molar excess of NaOMe,the conversion of 1e was below 85%.In the case of nitrobenzene,1d ,methoxydefluorination prevailed over methoxydenitration.The main reaction product was m -nitroanisole,6,and not the targeted anisole,2d (Table 2).We also attempted the preparation of 3-halophenetoles,7a ,b ,by a similar route (Scheme 2).For this purpose,1a ,b were reacted with solid sodium ethoxide (NaOEt)under the same conditions as used for the reactions with methoxide.The reactions with NaOEt were characterized by a low selectivity for the phenetoles,7a ,b (Table 2),while the side(7)Arca,V.;Paradisi,C.;Scorrano,.Chem .1990,55,3617.(8)Effenberger,F.;Koch,M.;Streicher,W.Chem.Ber .1991,124,163.(9)Dehmlow,E.V.;Dehmlow,S.S.Phase Transfer Catalysis ;Verlag ChemieGmbH:Weinheim,1983.(10)Weissberger,A.;Proskauer,E.S.;Riddick,J.A.;Toops,anicSol V ents.Physical Properties and Methods of Purification ;Interscience Publishers:New York,1955.Table 2.Reactions of 1with sodium or potassium methoxides and sodium ethoxide asubstrate1alkoxylating agent solvent reaction time,h conversion of 1,%selectivity for 2or 7,%isolated yield of 2,%1a NaOMe solid n -heptane 3.096.494821a KOMe -in situ n -hexane 2.510097841a NaOMe -in situ toluene67671-1b NaOMe solid cyclohexane 2.597.895.3811c NaOMe solid n -hexane 3.010097.2851d NaOMe solid toluene 2.58612-1e NaOMe solid toluene 245285-1a NaOEt solid n -hexane 3.089.850.5-1bNaOEt solidtoluene1.593.663.6-aAll reactions were carried out under aerobic conditions with Bu 4N +Br -as a PTC.Scheme2304•Vol.7,No.3,2003/Organic Process Research &Developmentreactions giving3a,b,4a,b,and5become commensurate with the main reaction.Such a difference between the reactions of the same substrates with NaOMe and NaOEt can be explained by the much greater readiness of the ethoxy group to participate in the reduction processes.In conclusion,the one-step synthesis of3-bromo-, 3-chloro-,and3-trifluoromethylanisoles(2a-c)reported herein is simple and expeditious and affords the target products in high yields and purities.Batch preparations of3-bromoanisole,2a,were success-fully performed using KOMe prepared in situ from methanol and KOH.For economic reasons,the use of KOMe is preferable to the use of expensive and explosive solid NaOMe.Experimental SectionGeneral.All chemicals were purchased from Fluka and Aldrich Chemical Co.Mass spectra were obtained on a Hewlett-Packard5890spectrometer.1H NMR spectra were recorded on a Varian Unity Plus500MHz instrument using tetramethylsilane as an internal standard.Representative Procedure for the Preparation of 3-Chloroanisole,2b,Using Solid Sodium Methoxide.The reaction is carried out with the forced passage of air through the reaction solution.To a solution of3-chloronitrobenzene, 1b,(47.3g,0.3mol)in toluene(60mL)are added at room temperature NaOMe powder(19.4g,0.36mol),solid KOH powder(33.6g,0.51mol),and tetrabutylammonium bromide (12.3g,0.038mol).The heterogeneous mixture is stirred vigorously at50°C for2h.The mixture is then cooled and washed with water to remove inorganic compounds,followed by phase separation.The organic phase is washed with aqueous HCl solution to remove tetrabutylammonium bro-mide and products of its decomposition remaining after the washing with water.The organic phase is distilled under vacuum to afford a final pure anisole,2b,(88°C,18mmHg) as a colourless,clear liquid(35.9g,84%).The same procedure is employed when the solid NaOMe is replaced by solid KOMe.Representative Procedure for the Preparation of 3-Bromoanisole,2a,Using Potassium Methoxide Pre-pared in Situ.The reaction is carried out with the forced passage of air through the reaction solution.A heterogeneous mixture of cyclohexane(210mL),methanol(38.4g,1.2 mol),solid KOH(158.1g,2.4mol),and tetrabutylammonium chloride(50.5g,0.18mol)is stirred vigorously at55°C for about5min.A solution of3-bromonitrobenzene,1a,(202 g,1mol)in cyclohexane(110mL)is added dropwise at55°C over0.5h.The heterogeneous reaction mixture is stirred at60°C for2.5h.The mixture is treated in a manner similar to that described above for anisole,2b.The organic phase is distilled to afford a final pure anisole,2a,(92-93°C,14 mmHg)as a colorless,clear liquid(155g,83%).The products,2a-c,were identified by1H NMR and mass spectroscopy.All the spectral data obtained were compared with those of authentic samples.The anisoles,2d,e,the byproducts,3a,b,e,4a,b,5,6,as well as the phenetols,7a,b, were identified by mass spectroscopy.Scale-Up Batch.Batch preparations of3-bromoanisole, 2a,in toluene using KOMe prepared in situ and tetrabutyam-monium bromide as a catalyst,were performed in a250-L reactor under the conditions described in the Experimental Section for the laboratory synthesis of2a.The toluene was repeatedly recycled.The average isolated yield of2a was 85%,based on1a.The hazardous,aqueous waste containing potassium nitrite(7-10%w/w)underwent a special treat-ment based on the reduction of nitrites to nitrogen by urea or sulfamic acid.This waste treatment is rapid,environmen-tally acceptable,and inexpensive.AcknowledgmentThis work was supported by the Dead Sea Bromine Group.Supporting Information Available1H NMR spectra of2a-c,mass spectra of2a-e,3a,b,e, 4a,b,5,6,and of3-bromo-and3-chlorophenetols,7a,b.This material is available free of charge via the Internet at http:// .Received for review June17,2002.OP020058TVol.7,No.3,2003/Organic Process Research&Development•305。

剑桥少儿英语1 unit1-unit12整本书

Unit 1 Hello!1. Listen and point.Mrs Star: Hello. I’m Mrs Star.Mr Star: Hello. I’m Mr Star.Stella: Hello. I’m Stella Star. This is Marie.Simon: Hello. I’m Simon Star. This is Maskman.Suzy: Hello. I’m Suzy Star. This is Monty.Suzy, Stella and Simon: Goodbye.Monty: Hello. I’m Monty. What’s your name?2. Listen, point and repeat.Mrs star Mr Star Stella Simon3. Listen and do the actions.Toys in the toy box. Come alive.Walk and talk.On the count of five,One, two, three, four, five.Marie: Hello. I’m Marie. What’s your name?Maskman: Maskman. What’s your name?Monty: Monty.All: Goodbye.4. Say the chant.One, two, three, four, five,Six, seven, eight, nine and ten.5. Listen and point.Stella: Hello. Meera.Meera: Hello, Stella. Hello. What’s your name?Suzy: Suzy.Meera: How old are you? SuzySuzy: I’m three.Simon: How old are you, Meera?Meera: I’m eight, and you?Simon: I’m six.6. Listen, point and repeat.Simon: Hello. I’m Simon. I’m six.Meera: Hello. I’m Marie. I’m eight.Suzy: Hello. I’m Suzy. I’m three.Stella: Hello. I’m Stella. I’m seven.7. Sing the song.Red and yellow and pink and green,Orange and purple and blue.I can sing a rainbow.Sing a rainbow,Sing a rainbow to you.8. Listen and say the colour.Six, three, five, one, seven,9. Say it with Monty.Monty: Sid snake Monty, boy and girl: Sid snakeMonty: Stella, Suzy, Simon, StarMonty： boy and girl: Stella, Suzy, Simon, Star10. Ask the questions.What’s your name? I’m …(姓名)How old are you? I’m …（年龄）11. Listen to the story. four, twoToys in the toy box.Come alive.Walk and talk.On the count of five,One, two, three, four, five.Maskman: Hello, Marie.Marie: Hello, Maskman. Close the door, please. Sit down here.Maskman: Listen to my chant, Marie. 1,2,3,4,5,6,7,8,9 and 10.Marie: Very good, Maskman.Maskman: Yes, good.Maskman: Listen! Look! What …? Aaaagghh! A blue monster!Marie: No, Maskman. It’s a …Maskman: Eeeek! A blue monster! Goodbye, Marie.Marie: Goodbye, Maskman. Close the door, please, Maskman. Thank you.Monty: Hello, Marie.Marie: Hello, Monty.Monty: Look, a blue pencil.Marie: Yes, a blue pencil.12. Listen and say the number.Maskman: Listen to my chant, Marie. 1,2,3,4,5,6,7,8,9 and 10.Monty: Look, a blue pencil.Marie: Yes, a blue pencil.Maskman: Eeeek! A blue monster! Goodbye, Marie.Maskman: Listen! Look! What …? Aaaagghh! A blue monster!Marie: No, Maskman. It’s a …Marie: Close the door, please, Maskman. Thank you.Maskman: Hello, Marie.Marie: Hello, Maskman. Close the door, please. Sit down here.Unit 2 My school1. Listen and point.Suzy: Oooohh! Simon, is that your bag?Simon: Yes, it is.Suzy: It’s yellow.Simon: Yes, it is, and my pencil’s red.Suzy: Is your eraser red too?Simon: No, it isn’t. It’s green.Suzy: And what colour’s your pen?Simon: It’s blue, Suzy.Suzy: Oh , and…?Simon: Here, Suzy! Look at this. It’s my Maskman book! Suzy: Wow! Thanks, Simon.2. Listen, point and repeat.Table, book, chair, eraser, pen, pencil3. Say the chant.A pencil, a book, An eraser, a pen,A table, a chair, Say it again.4. Listen, and correct.1.Four purple chairs2.Three blue tables3.Six red pens4.Seven yellow books5.Two orange pencils6.Eight green erasers5. Listen and pointLenny: Hello. I’m Lenny. What’s your name?Stella: Stella. Who’s that?Lenny: That’s Alex. He’s my friend.Stella: How old is he?Lenny: He’s six. Who’s that? Is she your friend?Stella: Yes, she is. That’s Meera.Lenny: Is she six?Stella: No, she isn’t. She’s eight.Lenny: I’m seven. How old are you? Stella: I’m seven,too.6. Listen, point and repeat.That’s Merra. She’s eight.That’s Stella. She’s seven.That’s Lenny. He’s sevenThat’s Simon. He’s six.That’s Alex. He’s six.7. Make the puppets.8. Sing the song.Mr Star, Mr Star, How are you?I’m fine, thank you. I’m fine, thank you.How are you?Mrs Star, Mrs Star,How are you?I’m fine, thank you. I’m fine, thank you.How are you?Stella Star, Stella Star, How are you?I’m fine, thank you. I’m fine, thank you.How are you?Simon Star, Simon Star, How are you?I’m fine, thank you. I’m fine, thank you.How are you?Suzy Star, Suzy Star, How are you?I’m fine, thank you. I’m fine, thank you.How are you?I’m fine, thank you. I’m fine, thank you. How are you?9. Say it with MontyMonty: Michael MonkeyMonty, boy and girl: Michael MonkeyMonty: Monty, Maskman, Marie, MouseMonty, boy and girl: Monty, Maskman, Marie, Mouse10. Ask and answer.What colour is the bag? Pink.11. Listen to the story.Toys in the toy box,Come alive.Walk and talk,On the count of fiveOne, two, three, four, fiveMarie: OK. Sit down, please, everybody.Marie: Open your Activity Books, please,and pick up your pencils.Marie: Listen to the CD and draw the monster.Maskman: Oops! Oh, my Activity Book!Monty: Here’s another book, Maskman.Marie: No, not another book, Monty. Here’s an eraser.Maskman: Er, no, Marie. Another Activity Book,please.12.Act out the story.Unit 3 Favourite toys1. Listen and point.Stella: My favourit toy’s my computer.What’s your favourite toy, Alex?Alex: My bike. What’s your favourite toy, Simon?Simon: My favourite toy’s Maskman and … the car.Meera: Is Maskman a doll?Simon: No. Marie’s a doll.Meera: Oh. My favourite toy’s my ball.Lenny: My favourite toy’s my train.What’s your favourite toy, Suzy?Suzy: Mo … Aaahhh! Where’s Monty?2. Listen, point and repeat.Computer, ball, doll, car, train, bike3. Listen and say the number.What’s your favourite toy? My favourite toy’s my red car.Look at my green ball. It’s my favourite toy.What’s this? It’s my blue computer.What colour’s your train? It’s yellow.What’s your favourite toy? It’s my orange bike.What’s this? It’s my pink doll.4. Say the chant.Black, brown, white, grey, Look, listen, point and say.Black, brown, white, grey, Look, listen, point and say.5. Listen and do the actions.Mr Star: Simon, is your ball in your bag?Simon: Er, no, it isn’t, Dad.Mr Star: Simon, is your ball on the toy box?Simon: Er, no, it isn’t, Dad.Mr Star: Simon, is your ball under the table?Simon: Er, no, it isn’t, Dad.Mr Star: Simon, where’s your ball?Simon: Er, it’s next to your chair, Dad.6. Listen, point and repeat.Mr Star: Is your ball on the toy box?Mr Star: Is your ball under the train?Mr Star: Is your ball next to the door?Mr Star: Is your ball in the toy box?Mr Star: where’s your ball?Simon: Er, it’s next to your chair.7. Sing the song.Monty! Monty isn’t here. Monty isn’t there.He isn’t on the table. He isn’t under the chair.Oh, where? Where? Where is Monty?Is he in the toy box? Is he next to the computer?Look! Look! Look! Oh, Where? Where? Where?Where? Where? Where? Where? Where? Where? Where’s Monty?11. Listen to the story.Toys in the toy box. Come alive. Walk and talk.On the count of five. One, two, three, four, five.Maskman: Hello, Marie. What’s that?Marie: It’s my computer. It’s my favourite toy.Maskman: Oh…Marie: What’s your favourite toy, Maskman?Maskman: My car. It’s blue and black. It’s ‘the Maskman Car’.Marie: Oh, that’s nice. Where is it?Maskman: It’s there, next to the toy box.Monty: No, it isn’t next to the toy box, Maskman.Maskman: Oh, no! Where’s my car?Monty: Is it in the toy box?Maskman: No, it isn’t.Marie: Is it under the table?Maskman: No, it isn’t under the table. Oohh. Where’s my car?Marie: I don’t know, Maskman. Is it on the chair?Maskman: Noooo, it isn’t.Monty: Look, Maskman. It’s OK. It’s here, in the bag.Maskman: Oh, thank you, Monty.Maskman: My Maskman car.Unit 4 My family1. Listen and point.Suzy: This is my family.That’s my father, Mr Star. He’s a pop star.Now, this is a nice picture of my mother.She’s on a white chair. Who’s that woman in the car?That’s my grandmother. My grandfather is next to my grandmother. He’s funny. There’s my brother, Simon.He’s on a black bike. And that’s my sister, Stella. She’s seven. Oh! And who’s that girl next to the table, Monty? That’s me. And, oh, where are you? There you are, on the table.3. Listen and say the number.Man: Who’s that woman, Stella?Stella: That’s my mother, Mrs Star.Stella: My sister Suzy’s three.Man: Is that your father next to Simon?Stella: No. He’s my grandfather.Man: Where’s your grandmother?Stella: She’s here, next to my sister, Suzy.Stella: This is my brother, Simon. He’s six.Man: Who’s that man?Stella: My father.Man: How old is he?Stella: Ooohh! I don’t know.4. Look, listen and say the words.Look at number four. Stella: She’s … my mother.Look at number six. Stella: He’s … my grandfather.Look at number one. Stella: She’s … my sister.Look at number three. Stella: He’s … my father.Look at number two. Stella: She’s … my grandmother.Look at number five. Stella: He’s … my brother.5. Listen and point.Look at my family.That’s my mother. She’s beautiful.My sister’s young. She’s three. Oh, dear!Look at that bag. My father’s sad. Today my brother’s ugly. My grandfather’s old. He’s next to my sister. My grandmother’s happy.7. Sing the song.Young or old, happy or sad. Brother and sisters, mum and dad.We are family. My brother, my sister. My brother, my sister, and me. He’s my father, she’s my mother. She’s my sister, and he’s my brother. We are family. My brother, my sister. My brother, my sister, and me. She’s my mum, he’s my dad. Beautiful, not ugly, happy, not sad. We are family. My brother, my sister.My brother, my sister, and me. We are family.My brother, my sister. My brother, my sister, and me.8. Say it with Monty.Monty: Bertie batMonty, boy and girl: Bertie batMonty: Ball, bag, bike, bookMonty, boy and girl: Ball, bag, bike, book9. Listen and correct.Look at number 1. She’s beautiful.Look at number 2. She’s old.Look at number 3. He’s sad.Look at number 4. He’s young.Look at number 5. She’s ugly.Look at number 6. He’s happy.10. Listen to the story.Toys in the toy box. Come alive.Walk and talk. On the count of five.One, two, three, four, five.Maskman: Look at this!Marie: What is it?Maskman: It’s a picture of my family.Monty: Who’s this?Maskman: She’s my sister, Maskgirl.Monty: And is this your young brother?Maskman: Yes, that’s Maskboy.Monty: Wow!Marie: And look, here’s my family.Monty: Wow! She’s beautiful. Is she young mother?Marie: Yes, she is. She’s my mum, Babs.Monty: And is this your father?Marie: Yes, that’s Ben, my dad.Monty: Are you my brother, Maskman?Maskman: No, I’m not.Monty: Are you my sister, Marie?Marie: No, I’m not.Monty: Where’s my family?Marie: Look, Monty. Here’s your family. It’s the mouse family.Monty: Oohh! Look, my mum and dad. Marvin Mouse and Maxi Mouse.Maskman: Are you happy now, Monty?Monty: Yes, I am.Unit 5 Our pets1. Listen and point.Pet show judge: Hello, children. It’s a lovely day for the pet show. Are they your pets?Children: Yes.Suzy: This is my pet. It’s a black and white dog.Meera: This is my favourite fish. It’s orange. What’s your favourite pet, Simon?Simon: My mouse. It’s grey.Meera: Oh! That’s, er, nice.Stella: Look at my cat. It’s white. What’s your pet, Lenny?Lenny: It’s a beautiful bird. It’s red, blue and green. Where’s your prt, Mrs Star?Mrs Star: It’s there, next to my car. That’s my black horse.2. Listen, point and repeat.Horse, dog, fish, mouse, cat, bird3. Say the chant.My horse is beautiful.My dog is too.My fish is ugly.My bird is blue.My cat is young.And my mouse is grey.Here are our pets,On pet show day.4. Listen and say the number.This is my grey cat. It’s young.My dog’s black. It’s old.This is my mouse. It’s white.My bird’s yellow. It’s happy.This is my orange fish. It’s beautiful.My horse is brown. It’s happy.5. Listen and point.Toys in the toy box. Come alive.Walk and talk. On the count of five.One, two, three, four, five.Marie: Oh, look at the table. It’s dirty. The chairs are dirty too.Maskman: Yes, they are. But the toy box is clean.Marie: And where are the pencils?Monty: Here they are. They’re on these pictures. Here’s a picture of a big dog.Marie: Aahh! The brown pencil’s short.Maskman: Yes, it is, but the grey pencil’s long.Monty: And this is a picture of a small mouse. It’s beautiful.6. Listen , point and repeat.a dirty table, a long pencil, a small mouse, a big dog, a short pencil, a clean toy box7. Sing the song.My mane’s Meera. And this is my fish. It’s a long fish.My mane’s Lenny. And this is my bird. It’s a happy bird. My mane’s Stella. And this is my cat. It’s a clean cat. My mane’s Suzy. And this is my dog. It’s a big dog .My mane’s Mrs Star And this is my horse. It’s a beautiful horse.My mane’s Simon And this is my mouse. It’s a small mouse.It’s an ugly mouse. No, it isn’t.It’s a dirty mouse. It’s a short mouse.It’s a small mouse. Yes, it is.9. Say it with Monty.Monty: Penny penguin.Monty, boy and girl: Penny penguin.Monty: Pick up a pink pencil and point to a purple pet.Monty, boy and girl: Pick up a pink pencil and point to a purple pet.11. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Maskman: What’s your favourite pet, Marie?Marie: Cats are my favourite pets. They’re beautiful and clean.Maskman: yes, but they aren’t big. Big dogs are my favourite pets.Marie: Hmm, but big dogs are ugly.Marie: Mice are good pets.Maskman: Yes, but they’re small and dirty.Monty: Pardon? Mice are small, but we aren’t dirty…and we’re happy.Maskman: Ooops. Sorry, Monty.Maskman: Mice aren’t dirty and they’re good pets. But my favourite pets are big dogs.Monty: But they’re ugly and…All three toys: 『Gasp.』Marie: Look at the puppet!Monty: Oh, no!Maskman: Eek!Maskman: No, dogs aren’t my favourite pets. My favourite pets are fish.Unit 6 My face1. Listen and point.Simon: Ssshh, everybody. It’s The Troll Show.It’s my favourite programme.Stella: Yes, mmmm.Suzy: Ooohh. They’re big and ugly.Simon: No, they aren’t. They’re funny.Presenter: Hi, boys and girls. It’s The Troll Show.Trevor: Hello, everybody. My name’s Trevor Troll. I’m big and green…Suzy: … and ugly.Simon: Ssshh!Trevor: My head is big and I’ve got purple hair. Look at my face. It’s dirty.My eyes are orange and my mouth is big.I’ve got yellow teeth and big green ears.My nose is short.Simon: Lovely!2. Listen, point and repeat.Mouth, nose, ears, eyes, face, teeth3. Say the chant.Head, shoulders, knees and toes, knees and toes.Head, shoulders, knees and toes, knees and toes.And eyes and ears and mouth and nose.Head, shoulders, knees and toes, knees and toes.Hum, shoulders, knees and toes, knees and toes.Hum, shoulders, knees and toes, knees and toes.And eyes and ears and mouth and nose.Hum, shoulders, knees and toes, knees and toes.4. Listen and correct.I’m a boy monster. My hair’s purple. My nose is small.I’m green. My eyes are blue. My hair’s short.My ears are big. My mouth’s red. I’m sad.5. Listen and point.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Commentator: Hello, everybody. Welcome to the Ugly Monster Show.Monty: Look, Maskman. It’s my favourite show.Maskman: It isn’t my favourite show. Those monsters are ugly.Monty: Shhh! Be quiet, please.Murk: Hello, boys and girls. My name’s Murk.I’ve got a purple head and short orange hair.I’ve got one big red eye and a long green nose.I’ve got four small ears.Commentator: Have you got a small mouth?Murk: No, I haven’t. I’ve got a big mouth andI’ve got four clean white teeth.Commentator: Thank you, Murk. You’re ugly.Murk: Oh, thank you.Commentator: And this is Moss. Hi, Moss.Moss: Hello, everybody. I’ve got a yellow face and long green hair. I’ve got three orange eyes and a small blue nose. I’ve got a big purple mouth and a lot of beautiful teeth. My teeth are grey.Commentator: Have you got small ears?Moss: No, I haven’t. I’ve got two big ears.Commentator: Thank you, Moss. You’re ugly too.Moss: Thank you.6. Listen, point and repeat.Murk: I’ve got a purple head.Moss: I’ve got long green hair.Murk: I’ve got one big red eye.Moss: I’ve got a yellow face.Murk: I’ve got four small ears.Moss: I’ve got a small blue nose.7. Sing the song.I’m a very ugly monster, I’ve got six dirty ears.Yes, I have. I’ve got pink hair,And my eyes are red. I’ve got a blue nose,And a purple head. I’ve got a green mouth,And my teeth are blue. My name’s Slime. Who are you?I’m a very ugly monster, I’ve got six dirty ears.I’ve got six dirty ears. Yes, I have.8. Say it with Monty.Monty: Henry horseMonty, boy and girl: Henry horseMonty: Here’s a happy horse with hair on his head.Monty, boy and girl: Here’s a happy horse with hair on his head.10. Listen to the story.Toys in the toy box. Come alive. Walk and talk.On the count of five. One, two, three, four, five.Maskman: Look, Marie. There he is. He’s a monster.Marie: No, he isn’t, Maskman. He’s a troll.Maskman: A troll? What’s a troll? Look at his hair.It’s long and… purple! And his head…it’s big and green. Marie: Yes, Maskman.Trolls are green.Maskman: Look at his eyes, Marie… They’re orange.He’s a monster!Trevor: I’m green, I’ve got purple hair and orange eyes,but I’m not a monster.Monty: Hello, Trevor! How are you?Trevor: Hello, Monty. I’m fine, thank you.Monty: Trevor, this is Marie and this is Maskman.They’re my friends.Trevor: Hello. I’m Trevor.Marie: Hello, Trevor. How are you? Are you happy?Trevor: Yes, I am. Now I’ve got three friends.Maskman: Yes, we’re your friends.Unit 7 Wild animals1. Listen and point.Simon: Let’s play an animal game, Suzy!Suzy: Ok, Simon.Simon: What’s this animal? It’s a big cat.It’s orange and black.Suzy: That’s easy. It’s a tiger.Simon: Yes. Very good. What now? This animal is big and grey.Suzy: It’s a hippo.Simon: No, it’s big and grey with a long nose.Suzy: It’s an elephant.Simon: Ok, ok. What’s brown and yellow with a small head?Suzy: Is it a monkey?Simon: No, it isn’t.Suzy: I know! It’s a giraffe.Simon: Yes, very good. Ok. What’s this?It’s long and green and …Suzy: Er, is it a snake?Simon: Hah! No, it isn’t. This animal is big, long, green and Suzy: I know! I know! It’s a crocodile.Simon: Yup!Suzy: Now, it’s my turn. What’s this?It’s small and white with red hair and a big mouth.Simon: Er, I don’t know. What animal is that, Suzy?Suzy: It’s a Simon! Ha! Ha! HaSimon: Very funny, Suzy. Thank you.2. Listen, point and repeat.Giraffe, elephant, snake, hippo, crocodile, monkey, tiger3. Say the chant. Do the actions.Tiger, elephant, hippo, snake, Giraffe and crocodile.4. Listen and point.What’s the animal?Listen and look.Point to the animal in this book.It’s small and brown. It’s long and green.It’s grey and dirty. It’s big and clean.It’s orange and black. It’s red and blue.It’s yellow and brown with a small head too.5. Listen and point.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Maskman: What have you got there, Trevor?Trevor: I’ve got a book on animals. Look at these monkeys.They are funny.Maskman: Yes, they’ve got long arms and big hands. Oooh.What are they?Trevor: They are crocodiles. They are long and green and they’ve got big mouths and long tails.Monty: How many teeth have they got?Trevor: They’ve got a lot of teeth.Maskman: Have they got long legs?Trevor: No, they haven’t. They’ve got short legs and feet.Look at the snakes. They’ve got no legs and no feet.Maskman: Look at the elephants. They are big and grey.They’ve got very big ears, long noses and short tails.Monty: Hmmm. Elephants. They’re my favorite animals.6. Listen, point and repeat.They’ve got long arms and big hands.They’ve got short legs.They’ve got long legs.They haven’t got feet.7. Sing the song.Animals, animals, big and small. Animals, animals, short and tall. Animals, animals, dirty and clean. Animals, animals, brown and green. Come on children, sing along.Sing and move to the animal song. Let’s all do the hippo show. Let’s all do the hippo showLet’s all do the hippo showMove your hands and feet.Let’s all do the elephant dance. Let’s all do the elephant dance. Move your arms and legs.Let’s all do the snake shake. Move your head and tail.Let’s all do the crocodile smile. Let’s all do the crocodile smile. Let’s all do the crocodile smile. Show your big white teeth.Let’s all do the giraffe laugh. Let’s all do the giraffe laugh. Let’s all do the giraffe laugh. Open your big clean mouth.8. Say it with Monty.Car, computer, crocodile, cat10. Listen to the story.Toys in the toy box.Come alive.Walk and talk.On the count of five.One, two, three, four, five.Monty: Animals, animals, big and small.Animals, animals, short and tall.Marie: Help! Help, Maskman! Look at these snakes.They’re long and ugly and they’ve got two long teeth.Maskman:I’m here, Marie. I’ve got the snakes.Snakes have got two long teeth, but I’ve got two big arms.Marie: Ooohh, Maskman, thank you. You are a superhero.Trevor: Help! Help! Help, Maskman! Look at these crocodiles. They’ve got big mouths and they’ve got a lot of teeth.Maskman:I’ m here, Trevor. I’ve got the crocodiles.Crocodiles have got big mouths and a lot of teeth,but I’ve got long legs and big hands.Trevor: Ooohh, Maskman, thank you. You are a superhero.Maskman: Help! Help! Look at these elephants. They are very big. And they’ve got very big feet. Aaaagghh!Monty: I’m here, Maskman! Elephants are very big and they’ve got very big feet, but I’m a mouse,I’m very small.Maskman, Trevor,Marie: Thank you,Monty. You are a small mouse, but you are a superhero.Unit8 My clothes1. Listen and point.Mr Star: Come on children. Time for school.Stella: Ok, Dad.Simon: Stella, where are my grey trousers?Stella: They are under your toy box.Simon: Now, where are my socks?Stella: Your blue socks? They are in your shoes.Simon: And where are my shoes?Stella: Under the chair, Simon. Come on!Simon: Ok. Is that my green T-shirt next to the computer?Stella: Yes, it is. And your jacket’s next to the door.2. Listen, point and repeat.T-shirt, skirt, socks, shoes, jacket, trousers3. Say the chant.I’ve got blue trousers and a green T-shirt.I’ve got a brown jacket and a purple skirt.I’ve got red shoes and long pink socks.They’re on the floor, next to my box.4. Listen and say the number.My favorite clothes are my grey skirt and my purple jacket.My favorite shoes are white.I’ve got an orange T-shirt. It’s my favorite.I’ve got short grey trousers. They are my favorite.My favorite shoes are red.My favorite trousers are brown.My favorite socks are pink.My favorite T-shirt is big and yellow.My favorite skirt is blue.I’ve got brown shoes. They are my favorite.My favorite shoes are black. They are beautiful.My favorite jacket is green.My favorite socks are white.5. Listen and point.Stella: Mum, have you got my red trousers? Where are they?Mum: I don’t know.Stella: Has Simon got my red trousers?Mum: Ask Simon, not me.Suzy: No, Stella. Simon hasn’t got your red trousers.Simon: Mum, has Stella got my blue T-shirt?Mum: I don’t know. Ask Stella, not me.Suzy: No, Simon. Stella hasn’t got your blue T-shirt.Stella: No, I haven’t got your blue T-shirt.Have you got my red trousers?Simon: No, I haven’t. And who’s got my favorite white shoes?Stella and Simon: Where’s Suzy?Mrs Star: Look at Suzy. She’s got your red trousers,Stella. She has got your blue T-shirt, Simon.Simon: And she’s got mu favorite white shoes. Not my shoes!6. Listen , point and repeat.He has got a blue T-shirt. She has got red trousers.He has got white shoes.7. Sing the song.He has got a blue jacket in his hands, a blue jacket.He has got a blue jacket in his hands, a blue jacket in his hands. He has got a purple ball in his hands, a purple ball.He has got a purple ball in his hands, a purple ball in his hands. She has got a yellow sock in her hands, a yellow sock.She has got a yellow sock in her hands, a yellow sock in her hands. She has got a pink pencil in her hands, a pink pencil.She has got a pink pencil in her hands, a pink pencil in her hands.8. Say it with Monty.Monty: Daisy dog.Monty, boy and girl: Daisy dog.Monty: A dirty dog, a doll and a door.Monty, boy and girl: A dirty dog, a doll and a door.10. Listen to the story.Simon: Here, Stella. Cath.Toys in the toy box. Come alive.Walk and talk.On the count of five.One, two, three, four, five.Marie: Look at Stella’s clothes. She has got a yellow T-shirt. She has got a blue skirt. She has got pink socks and she has got brown shoes.Maskman: But she hasn’t got a jacket. Look at these.Simon’s got a red jacket. He has got green trousers and he has got black shoes.Marie: Well, Maskman. Stella has got trousers too.Has Simon got a skirt?Maskman: Huh! No, he hasn’t.Trevor: Ooohh! Hee, hee.Monty: Suzy has got a skirt, and she has got a beautifulorange T-shirt with a mouse on it.Trevor: Ha, ha, ha!Unit 9 Fun time!1.Listen and point.Alex: Let’s play ‘Simon says’.Everybody: OK.Simon: OK, Simon says put your hands on your head.Simon: OK, good.Simon: Now, play the piano. Oh, sorry, Lenny. Come and stand next to me.Lenny: Oops, yeah, OK.Simon: Simon says play basketball. Good. Simon says play tennis.Very good. Now play the guitar. Oh, dear, Stella.Come and stand next to Lenny.Stella: Ha ha ha! OK!Simon: OK. Meera and Alex. Simon says swim. Great! Now, play football. Oops, Alex! Stand next to Stella. OK, Alex,‘Simon says’ stand next to Stella.Alex: Thank you!Simon: Great. Meera, Simon says ride a bike.Simon: OK, stop.Meera: Very good, Simon. Now it’s my turn.3.Sing the song.Do the Maskman song, Do the Maskman song,Let’s all do the Maskman song.Do the Maskman song, Do the Maskman song,Let’s all do the Maskman song.Ride a bike. Play tennis, basketball.Play, play, play. Do the Maskman song, Do the Maskman song,Let’s all do the Maskman song. Do the Maskman song,Do the Maskman song, Let’s all do the Maskman song.Now let’s swim.Play football, the guitar.Play, play, play. Do the Maskman song, Do the Maskman song,Let’s all do the Maskman song.Do the Maskman song,Do the Maskman song,Let’s all do the Maskman song.。

-亲子英语原著pdf

-亲子英语原著pdfThe importance of parent-child English learning cannot be overstated. In today's globalized world, the ability to communicate effectively in English has become a crucial skill for personal and professional development. As children grow and navigate the complexities of the modern world, having a solid foundation in the English language can open doors to countless opportunities.One of the most effective ways to instill a love for the English language in children is through the use of original text PDFs. These resources provide an authentic and engaging learning experience, allowing children to immerse themselves in the language in a natural and meaningful way.Original text PDFs offer a wealth of benefits for parent-child English learning. Firstly, they expose children to the nuances and complexities of the English language as it is used in real-life contexts. Unlike textbooks or language learning materials designed specifically for teaching, original texts present the language in its natural form, complete with idiomatic expressions, regional dialects, and culturalreferences.By engaging with these authentic materials, children develop a deeper understanding of the language and its practical applications. They not only learn vocabulary and grammar but also gain insights into the cultural and social aspects of the English-speaking world. This holistic approach to language learning can foster a stronger appreciation for the language and a greater desire to continue exploring and mastering it.Moreover, the use of original text PDFs in parent-child English learning encourages a more interactive and collaborative learning environment. As parents and children read and discuss the texts together, they can engage in meaningful dialogues, exchange perspectives, and deepen their understanding of the language and the content. This shared learning experience can strengthen the parent-child bond and create opportunities for quality time spent together.One of the key advantages of using original text PDFs is the wide range of materials available. From classic works of literature to contemporary novels, short stories, and even news articles, parents and children can explore a diverse array of genres and topics that align with their interests and learning objectives. This flexibility allows for a customized approach to language learning, where thecontent can be tailored to the child's age, proficiency level, and personal preferences.Furthermore, the portability and accessibility of PDF files make them an ideal resource for parent-child English learning. Parents can easily download or access these materials on their devices, allowing them to engage in language learning activities at any time and in any location. This convenience encourages a more consistent and sustainable approach to language education, as it can be seamlessly integrated into the family's daily routines and schedules.In addition to the academic benefits, the use of original text PDFs in parent-child English learning can also foster a love for reading and literature. As children are exposed to high-quality, engaging content, they may develop a deeper appreciation for the written word and a desire to explore more literary works. This can have a lasting impact on their cognitive development, critical thinking skills, and overall academic performance.However, it is important to note that the successful integration of original text PDFs into parent-child English learning requires a thoughtful and strategic approach. Parents should carefully select materials that align with their child's proficiency level, interests, and learning needs. They should also be prepared to provide guidance, support, and scaffolding as their child navigates the challenges ofreading and comprehending authentic texts.Additionally, parents should create a nurturing and encouraging learning environment, where mistakes are seen as opportunities for growth and learning is celebrated as a shared experience. By fostering a positive and collaborative learning atmosphere, parents can help their children develop a love for the English language and a lifelong passion for learning.In conclusion, the use of original text PDFs in parent-child English learning is a powerful tool that can have a profound impact on a child's language development, academic success, and personal growth. By immersing children in authentic and engaging materials, parents can help them cultivate a deep understanding and appreciation for the English language, while strengthening the parent-child bond and creating lasting memories of shared learning experiences. As families continue to navigate the challenges of language education, the integration of original text PDFs remains a valuable and effective strategy for fostering multilingual competence and global citizenship.。

全新版大学英语第一册快速阅读电子书

Johnny the ExplorerJohnny was three when he ran away from home for the first time. Somebody left the garden gate open. Johnny wandered out, crossed some fields, and two hours later, arrived in the next village. He was just able to give his name and address.By the time he was seven, Johnny used to vanish from home two to three times a year. Sometimes he covered quite long distances on foot. On other occasions he got on a bus or even a train, and simply sat there until someone asked for his ticket. Generally the police brought him home. "Why do you do it?" they used to ask. "You aren't unhappy at home, are you? .... " "Of course not," Johnny replied. "Then why?" "I just like seeing places," Johnny told them.Johnny continued to "see places" although everyone tried to stop him. His parents used to watch him closely, and so did his teachers; but sooner or later Johnny managed to slip away. As he grew older, his favorite trick was to hide on a long distance truck. Sometimes he used to travel hundreds of miles before anyone discovered him.It is hardly surprising that eventually Johnny managed to get on board a plane. He was twelve at the time. It was a cargo plane and, a few hours later, Johnny found himself in Cairo. How did he get on board? No one knows! According to Johnny himself, it was easy: he just went into the airport, walked along some corridors and got on board the nearest plane.In spite of all this, Johnny did well at school. He enjoyed maths and languages and, perhaps not surprisingly, he was especially good at geography. "What do you want to be when you grow up?" his teachers asked him. Johnny did not take long to answer that question. "An explorer!" he answered. "But it's difficult to become an explorer in this modem age." they tried to tell him, "unless you go into space!" But it was no use: Johnny knew what he wanted!Just before he left school, Johnny saw a notice in one of the daily papers. An expedition was about to go to Brazil to travel up the Amazon River. There were vacancies for three young people "willing to work hard and with a sense of adventure". Johnny applied, and, two months later, he was on his way to Brazil. Growing PainsI guess it was not Scottie 's day. We did not know if something had happened, or if Scottie was just feeling his age. After all, how grown up is a four-year-old supposed to act? But to really understand what happened, let us start at the beginning.Mary and I had invited our nephew, Scottie, over for his usual Sunday supper. We always looked forward to having him because he was a neat little boy. On this particular evening, he arrived on time as usual. However, instead of hugs and kisses, Scottie just pushed past us and headed for the sofa. I had to take a second look to make sure this was the right little boy.While we waited for the roast chicken—Scottie's favorite—to finish cooking, we sat on the sofa talking. Right in the middle of one of my sentences, Scottie said suddenly, "Hey, Uncle Arnold, I want to play my record." The conversation came to a halt. A minute later, the record player was on as loud as it could go with "Disco Duck". Scottie was dancing and singing in the middle of the room. Mary was talking to me, but I could not hear a thing she was saying. I was puzzled that I let the matter pass with only a slight comment.Soon dinner was served. We sat down, lit the candles, and started to eat. Scottie usually would be the first to start eating, but tonight he just sat there and stared at me. "Aren't you hungry?" I asked. "Yes," replied Scottie. "Then aren't you going to eat?" "No, I 'm not," he answered. "It's your favorite dinner," said my wife. "I don't want to eat," answered Scottie. Paying no attention to his strange behavior for the moment, I said, "Okay, if you don't want to eat, you don't have to eat. You may sit and keep us company until we finish our delicious meal." As we continued our dinner, Scottie 's face looked confused and uncertain.After we finished dinner, we began clearing away the dishes, leaving Scottie to sit there with that look of disappointment on his little face. When I removed the dish containing the roast beef, it was more than he could bear. He stood up and threw his napkin across the table. Unfortunately, it hit one of the candles and caught fire. I do not know who cried out the loudest, myself or Scottie. We both stood there with a look of horror on our faces. I took the napkin and put it out. Scottie started crying. "I 'm sorry," he said. "I was just trying to be Dennis. My teacher read us the book about Dennis the Menace, and we thought all the things he did were so funny. But they are not funny when I do them. I don't want to be Dennis any more." We were glad that he was not Dennis any more, just our little Scottie.W orking while Y ou GrowKitchen Manager—JoeI had been working at a cafe called Pacific Desserts for two years. One day the kitchen manager left his job. I had worked there the longest. I was given the kitchen manager 's work, but not the title or the pay.High school kids waited tables at night there. They often visited in the morning before the place was open. They came for free coffee. I had been making myself breakfast before the manager got there and I decided to expand. For the lastthree months of school, I made fried eggs and potato salad using the restaurant 's eggs, cheese, milk, vegetables, potatoes, and spices. We started a morning coffee club, and charged $ 1 per plate. Soon the high school students started to bring their friends. One of them even made a signboard in his carpentry class that read "Joe 's Underground Cafe". I usually made about $ 8 extra per day. This was the same as an increase in my pay. I was also spending an hour of the company 's time for my own profit.Bicycle Messenger—KennyBeing a bike messenger in Seattle is hard, but our job was easy. We had to work extremely hard, but at least we got paid by the hour.The company always let us wear shorts, but we had to wear the company T-shirts. We cut off the sleeves to stay cool. Then, the company wanted to give a better impression of itself because we delivered to big businesses. They made us wear long pants and shirts made of heavy material. This was crazy! Try riding your bicycle fast for ten miles up hills, really big hills, with heavy packages while you 're wearing long pants!All of the messengers agreed we could not continue like that. We decided that we wouldn't wash our clothes at all. We wore the same clothes every day. You can imagine what it was like when we were in an elevator. Our clothes smelled terrible and our bodies also smelled bad. Within a month, the company received many complaints. They let us wear shorts again.E.T.—A fairy Tale of the Space AgeFor many children the search for extra-terrestrial life or life from other planets may seem to be already over. An extra-terrestrial has been with us for some time. Children ask for shirts that read "E.T.—I love you" and for E.T. toys under the Christmas tree. Steven Spielberg 's film, "E.T.—the Extra-terrestrial", has become one of the biggest film money-makers of all time; even ahead of "Star Wars".What is it about this big-eyed creature from outer space that has made America 's children and many adults so excited? Psychologists say that the film of E.T., like ancient fairy tales, contains powerful stories that help children through the difficult process of growing up. The message that fairy tales bring to the child is that a struggle against severe difficulties in life cannot be avoided, but that if one does not run away but meets unexpected and often unjust hardships, one masters all obstacles and at the end comes out victorious.Today 's children, who often grow up alone in homes that are separated from other children, need fairy tales even more than children did at the time when those tales were first told. In E.T. they find a fairy tale with a special interest because it is set in the space age, which is closer to their situation than a story set in an old castle.E.T. may not be good-looking physically, but he is totally harmless, kind and charming. No child need fear an outer space filled with creatures like E.T.The film has at least two heroes who children can understand and with whom they can share their feelings—E.T. himself and Elliott, the 10-year-old boy who finds, looks after and saves the friendly and likable creature after he is left behind by his spaceship. Both Elliott and E.T. have been left to look after themselves. Elliott feels alone because his parents have separated, but he finds a magical friend whom he can protect and who provides him with friendship. Children often have a strong need for imaginary playmates.For all children, the film raises the question of the need to grow up and the desire to stay a child. Elliott decides not to go with E.T. aboard the spaceship, where he could continue living in an imaginary world. As one child said, "Elliott stayed on Earth because he has to grow up and you can't grow up on the faraway planet of Jupiter. You stay small and a kid like E.T."The film offers many ideas from the traditional fairy tale: first, good children get the better of bad adults. Secondly, the hero is put in a difficult position in the early stages of the story but there is a happy ending when he is finally rescued. Thirdly, the film offers the idea of rebirth, which is found in many fairy tales. Finally, the story also reminds one of "The Three Feathers" by the well-known writers of fairy tales—the Grimm brothers. In this story, the youngest son wins his father 's kingdom by defeating his brothers with the help of an ugly old toad. Put to a final test, to bring back the most beautiful woman, he wins again by choosing the toad who turns into a beauty. Thus, it is love which turns even ugly things into something beautiful. It's easy to see how that is true of E.T.Unit 2Making FriendsFriends play an important part in our lives, and although we may take the fact of friendship for granted, we often don't clearly understand how we make friends. While we get on well with a number of people, we are usually friends with only a very few—for example; the average among students is about 6 per person.Moreover, a great many relationships come under the general term "friendship". In all cases, two people like one another and enjoy being together, but beyond that, the degree of closeness between them and the reasons for their interest in each other vary greatly.At the beginning, much depends on how people meet, and on good first impressions. As we get to know people, we consider things like age, race, looks,economic and social status, and intelligence. Although these factors are not of the greatest importance, it is more difficult to have a good relationship with people when there is a big difference in age and background.We pay attention to actual behavior, facial expression, and the way a person speaks. Friends will stand closer together and will spend more time looking at each other than ordinary acquaintances. Smiles and soft voices also express friendliness, and it is because they may give the wrong signals that shy people often have difficulty in making friends. A friendly look with the wrong facial expression can turn into an unfriendly stare, and nervousness may be wrongly understood as unfriendliness. People who do not look one in the eye are not trusted when, in fact, they simply do not have confidence.Some relationships are a result of argument and discussion, but it is usual for close friends to have the same ideas and beliefs, the same opinions and interests—they often talk about "being on the same wavelength". The more closely involved people become, the more they depend on one another. People want to do friends favors and hate to let them down. Equally, friends have to learn to make allowances for each other, to put up with annoying habits, and to accept differences in opinion. Imagine going on a long trip with someone you occasionally meet for a drink!In contrast with marriage, there are no friendship ceremonies to strengthen the relationship between two people. But the mutual support and understanding that results from shared experiences and emotions does seem to create a close and lasting relationship, which can overcome differences in background, and break down barriers of age, class or race.Black and WhiteFrom the beginning, we knew we came from different worlds, yet it was surprising how much the same we were in many ways. When I first met Bud, I knew we were going to be friends, even though he was white and I was black. He was confident, forward, and very friendly. He would just walk up and start a conversation about anything. He really was very much like me. People said we both had the same kind of personality.We first met at the All-City Chorus. I thought I could sing a little, but Bud could really have a good voice. I really believe he could have broken a glass singing one of his high notes—just as you see on the TV ads. We stood side by side in the chorus, and he always made me look good, even if I missed a note. After practice, the two of us would always go to McDonald 's for a hamburger and an ice-cream. We had a lot in common, but our stories were really about two different worlds.Bud went to an all-white high school in a quiet, all-white neighborhood. There were very few big buildings or stores in his community. As a matter of fact, you would have to walk four or five blocks to get to the nearest shopping center. Bud always talked about how green and beautiful the neighborhood looked. He even lived close to a wide-open park where he first became interested in football. He started out as a fullback, and later became the best fullback on his high school football team. Bud 's house was another point of interest. In his basement, he had a complete mini-gym. In his bedroom, he had a nice desk, complete with reference books and his own little TV on which he could play his video games.My home and neighborhood were totally different. My family lived in a nice apartment in an all-black housing project. Our project housed many families, so we were used to living in small crowded quarters. Everyone in the project knew what everybody else was doing. It was like a city within a city. We never had to walk far to the nearest store. There were all kinds of stores nearby. For beauty, we had concrete buildings, basketball courts, and the rose garden in front of the project building. If I wanted to exercise, I would have to stay late at school. As captain of my high school football team, I really had to keep physically fit, and I never had the convenience of a mini-gym in my basement. My study was the kitchen table. After dinner, I would do my homework there and hope none of my five brothers and sisters would disturb me.Comparing worlds was always interesting. We never were jealous or looked down on one another, either. We always accepted one another as equals. As a matter of fact, we both felt we had lost something because we lived in worlds set apart from others. Bud 's only contact with blacks his age was in the All-City Chorus. Because of this, he felt his life was sheltered and not as interesting as it would have bee n if he had grown up with people of different groups and races living together. I felt the same way. Both races could learn a great deal from one another, and I knew this because Bud and I surely did learn from each other. It was only because society set us apart in different communities that we had never shared an experience like this before.Bud and I became great friends. We even went to the same college, were roommates, and played on the same college football team. The fact that we came from different worlds did not mean a thing compared to the values we learned from each other and the friendship we gave to one another.FriendsIt was Saturday morning. Nicky and I were just finishing our shopping. "Let me see ... " Nicky said. "We 've been to the supermarket, the baker 's and the greengrocer 's ... Is that the lot?"I looked at my list. "I just need a couple of things from the chemist 's," I told her. "All right," Nicky said. "While you 're doing that, I'll just call in at the bookshop."We arranged to meet at a cafe in a quarter of an hour. I arrived first. When Nicky came in, she looked quite excited."Did you find your book, then?" I asked as she sat down."Yes," Nicky said."Something special?" I asked. I was curious because Nicky was not a great reader, except for newspapers and magazines. She sometimes borrowed books, but she rarely bought them."Well, yes," Nicky admitted."What's all the mystery?" I asked. "Tell me all about it!""It isn't exactly a mystery, Kay," Nicky began. I waited for her to go on. "Well, do you remember that woman who used to live opposite the church—Miss Hunter?""The one who used to wear funny clothes and had a large dog? Wasn't she an artist?""Well, yes," Nicky said. "She did paint—but only as a hobby. As a matter of fact, she was a writer—and I 've just bought her latest book!" Nicky took the book out of her bag and passed it across the table. The title was "Death Comes to the Village"."A detective story," I said. "Hey, do you think we 're in it?""I 'm pretty sure I am," Nicky said, looking rather pleased with herself. "You see, Miss Hunter and I were quite good friends and she often said she was going to put me into her next book!""Shall we have a look?" I asked. But Nicky picked the book up and put it in her bag. "I 'd like to read it first," she said. "But I'll lend it to you, of course ... "Some time passed after our meeting in the cafe" and I heard nothing from Nicky. I decided to ring her up and ask about the book. "Oh, that!" she said in a small voice."You don't sound very pleased," I said. "Weren't you in the book after all?""Yes," Nicky said. "I 'm in the book all right! But who do you think I am? I 'm the village post woman! I pass on all the gossip in the village! I even open letters sometimes! I 'm the most unpleasant person in the whole book! That woman is no friend of mine, I can tell you!"FriendshipA high school history teacher once told us, "If you make one close friend in school, you will be most fortunate. A true friend is someone who stays with you for life." Experience teaches that he was right. Good friendships are just not easily formed. Why?One reason is that it is easy to move around in our society. Mr. Darrell Sifford, a news reporter for the Washington Daily, has been studying and talking about friendship for a number of years. He reports what one woman thought about the effect of ease of movement on friendship:"I was nine, and we 'd just moved from South Carolina to New Jersey, and I didn't know anybody. My mother had a way of getting to the root of things and she said to me, 'Amelia, I know you 're feeling bad because you don't have any friends. But you can fix that. Just walk across the street—I know there's a girl about your age over there—and knock on the door and ask her to be your friend.'""As a 9-year-old, I could do that. I knocked on the door and said, 'Hi, my name is Amelia, and I 'd like for us to be friends.' And to my surprise, she said that she would like that too—and we became friends."She added that going about it directly always worked when she was a child. But as she left childhood, she found that the simple direct approach was more and more difficult for her to follow. So, as an adult, Amelia longed to have friends but her hands were tied when it came to doing anything about it. The problem, according to her, is that society teaches us in a number of ways that direct action is not an acceptable way of doing things. We need to be less direct so that our feelings will not be hurt if our offer of friendship is refused.Mr. Sifford goes on to describe his own ideas on the subject:"To most of us, friendship is very important, but we need to have clear in our own minds the kinds of friendships we want. Are they to be very close or kept at arm 's length? Do we want to share ourselves or do we want to walk on the surface?""For some people, an ordinary friendship is enough—and that's all right. But at some point we need to make sure that what we expect from the friendship is the same as what our friends expect from it. If one wants more from the friendship than the other, and if this is not talked about, one is likely eventually to feel that he's not being given enough attention.""The sharing of close secrets, including our fears as well as our dark dreams, is the surest way to deepen friendships. But the process must be gone through slowly and continued only if there are signs of interest and our efforts are answered."What are some of the problems in forming friendships? According to Mr. Sifford, the biggest problem is to expect too much too soon. Deep relationships take time. Another "big difficulty" is to think one "possesses" the other and that he should spend all his time only with you. Similarly, friendships require action from both sides. In short, you must give as much as you take. Finally there is a questionof developing friendship. Unless you spend enough time together, talking on the phone, writing letters, doing things together, friendships will gradually fade away.Why is it so difficult to form friendships? Perhaps it is possible, as Mr. Sifford states, that we simply do not stay in one place long enough for a true friendship to develop. However, we all agree that each of us should think carefully about the kind of friendships we want. As in all inter-personal relationships, success depends on the kind of friendship we expect to have, openness to others, and a willingness to experiment.Unit 3Louis Pasteur: A Modern-Day ScientistIn the summer of 1885, nine-year-old Joseph Meister was a very ill little boy. He had been attacked by a sick dog that had rabies, a very dangerous disease. His doctor tried to help him, but there was no cure for rabies at that time. The doctor told Joseph 's parents that perhaps there was one man who could save Joseph 's life. His name was Louis Pasteur.When Pasteur was a young boy in France, he was very curious. Louis was especially interested in medicine, so he spent many hours every day with the chemist who lived in his small town. The chemist sold pills, cough syrups, and other types of medicine, just as modern pharmacists, or druggists, do today. At that time, the chemist had to make all the medicines himself. Young Louis enjoyed watching the chemist as he worked and listening to him help the customers who came to him each day. Pasteur decided that one day he wanted to help people, too.As a schoolboy, Pasteur worked slowly and carefully. At first, his teachers thought that young Louis might be a slow learner. Through elementary school, high school, and college, Pasteur worked the same thoughtful way. In fact, he was not a slow learner, but a very intelligent young man. He became a college professor and a scientist, and he continued to work very carefully.Because of Pasteur 's patient methods, he was able to make many observations about germs. For example, germs cause meat and milk to spoil. They also cause many serious diseases. Pasteur was studying about the germs that cause rabies when Joseph Meister became ill. In fact, Pasteur believed he had a cure for rabies, but he had never given it to a person before. At first, Pasteur was afraid to treat Joseph, but his doctor said the child was dying. Pasteur gave Joseph an inoculation, or shot, every day for ten days. Slowly, the child became better. Pasteur 's vaccination cured him.During his lifetime, Pasteur studied germs and learned how they cause diseases in animals and people. He developed vaccinations that prevent many of these illnesses. He also invented the process of pasteurization, which stops foods such as milk from spoiling. Louis Pasteur died on September 28, 1895, at the age of 72. Modern medicine continues to benefit from the work of this great scientist.Can Computers Replace People?Most people 's jobs are likely to be affected by computers in one way or another. Teachers, for example, can use computer terminals or sets of screens and keyboards in the classroom. Each pupil may one day have a terminal to use, which can pose problems and ask questions, and the computer can inspect and check the pupil 's replies. But could a computer ever replace teachers or do any job a man or woman can do? The short answer is that this is very unlikely.At the moment there are vast numbers of things a computer cannot do. Computers cannot perform an operation or dock a big ship. But they can help the people who do these tasks. In fact, computers can help nearly everyone, from an architect to a postal clerk. However, there is no program that makes a computer behave in anything like the way a human mind works. Even so, some people are trying to program computers to think like people. They have had some surprising successes. Some computer programs can play chess much better than the average player, and there is one game in which a computer has beaten the world champion: backgammon, which is a board game like chess but much simpler.But playing backgammon is only one skill. How can we decide if a computer is as "intelligent" as a human being? A simple test has been suggested. The test involves two people who have never met before—person A and person B—and a computer, all three in separate rooms. A has to try to tell the difference between B and the computer. B tries to make it clear to A that he is not a computer, but the computer is programmed to try to deceive A into thinking that it is B. Obviously A could tell easily if he could see into the other rooms, or if he could speak to B, so the only way that he can communicate with both the computer and B is through terminals. A has two terminals, one leading to each o f the other rooms, and he can use them to ask any questions he likes. If he cannot tell from the replies which terminal leads to the computer, then it is generally accepted that the computer must be regarded as being as intelligent as a human. At the moment no program has been written which gets a computer anywhere near it.Computers are only effective when problems are clearly described in advance. They are next to useless when problems are not clearly described. For example, an airplane can fly automatically most of the time, but there is always a human pilot in case something goes wrong. The human can react to any situation, some of which he may never have imagined. At the moment most computerprograms need to know everything that might happen in advance, and what to do if it does happen. Such programs can be written if the computer is only playing backgammon, but they cannot be written for a nurse, an athlete, or any number of other professions.Some people say that computers can never have "minds of their own" because they need a program, which is created by a human, to tell them what to do. This is perfectly true. But how do we know that a program cannot be written which gives a computer a mind of its own? A programmer cannot always say in advance how a computer running his or her program will react. There are many examples of a computer running a chess-playing program in which the computer has made the best possible choice of the alternative moves it was programmed to make. Despite this, it will be many years before a program is devised that is anything like the human mind.The Scientific Method (1)Science is based on wondering. You begin to be a scientist when you ask questions:Why did that happen?What would be different if I changed thi s one thing?How did that happen?When did that occur?How is this different from that?You become a scientist when you try to find answers to your questions by using the scientific method.When you follow the scientific method, your science project begins with a hypothesis—a question and your own informed guess at an answer, which you test by following your procedure. A procedure is the steps you take to do an experiment or field work, which leads you to confirm—or not confirm—your hypothesis. You look at the actual results, compare them with your expectations, and write your conclusion based on what you have found out.In your report, you describe how you followed the scientific method, step by step. At the end of your report, you will mention new questions you would like to look into and things you would like to try based on what you have learned from your results.Let 's take some time to understand the scientific method, the backbone of a science project. The scientific method has four parts:Observation。

培生幼儿英语预备级12辑点读版70册英语绘本儿童英语分级阅读百万

这些摘录只是书中的冰山一角，每一册绘本都充满了趣味性和教育性，旨在帮助孩子们在轻松愉快的氛围中学习英语，培养他们的语言能力和综合素质。这本书不仅是一本优质的英语教材，更是一本能够帮助孩子们全面发展的好书。我们相信，通过这本书的学习，孩子们一定能够在英语学习的道路上取得更大的进步。
阅读感受
主题丰富：绘本的主题多样，包括动物、植物、日常生活、节日等多个方面，不仅能够帮助孩子们学习语言，还能够拓宽他们的知识视野。
图文结合：每一册绘本都配有生动的插图和简短的文字，图文结合的方式能够激发孩子们的阅读兴趣，提高理解能力。
重复性强：为了加强记忆，一些常用的词汇和句型会在多册绘本中反复出现，帮助孩子们巩固所学内容。
“My friends and I like to play together. We share toys and have fun every day.”这句话强调了友谊和分享的重要性，帮助孩子们建立起积极的社交观念。
“When I make a mistake, I try to fix it. I learn from my mistakes and become a better person.”这句话教育孩子们要勇于面对错误，从错误中学习，不断进步。
这本书的目录结构清晰，按照幼儿的学习特点和认知水平进行了科学分级。全书共分为12辑，每辑包含若干册绘本，总计70册，内容涵盖了从基础词汇到简单句型的各个方面。
每一辑的绘本都根据幼儿的年龄和英语能力进行了细致的分级。从最初的简单词汇和短句，到逐渐增加的复杂句型和故事情节，每一辑都在前一辑的基础上有所提升，确保了学习的连贯性和渐进性。
“The sun is shining bright, and the birds are singing their songs. It’s a beautiful day to go outside and play!”这个句子简洁明了，通过生动的描绘，让孩子们能够立刻联想到阳光明媚的户外场景，激发他们对英语学习的兴趣。

100本英文原版绘本书单.doc

最佳英文儿童绘本一百本
1:Where the Wild Things Areby Maurice Sendak(1963)野兽出没的地方《野兽国》）。2:Goodnight Moonby Margaret Wise Brown(1947)《晚安，月亮》
3:The Very Hungry Caterpillarby Eric Carle(1979)《好饿好饿的毛毛虫》
这是一个和名字有关的故事，说古代中国有个习俗，大儿子的名字要取得很长，以示重视，而小儿子们的名字就不重要了。结果，当两个儿子分别掉到井里去了，长名字会造成什么样的麻烦呢？
据书上说，该故事取材于中国民间故事，恩，是吗？大家有知道什么有关的故事吗？
本书的绘画具有浓郁的东方风情（说实话，我感觉更象日本风格，而不是中国风格），但不管怎么样，这是本和中国有关的西方人的绘本。
25:The Little Houseby Virginia Lee Burton(1942)《小房子》
26:Corduroyby Donald Freeman(1976)《小熊可可》
27:The Tale of Peter Rabbitby Beatrix Potter(1902)《亚历山大和可怕的、恐怖的、不好的、非常糟糟糕的一天》
文字作者和绘者是夫妻档创作（现已离婚）。
同名动画电影，已在2009年底上映。
#34:Oliviaby Ian Falconer(2000)
《奥莉薇》，国内已引进出版。
家有女儿的就千万不要错过这本书。这只穿着红裙的小猪，就和我们的女儿一样，让我们精疲力竭，也让我们幸福无边。
这本书的魅力，就在于作者的创作来源于生活，OLIVIA就是作者的大女儿，而该书系列后面还会添加他们家的新成员。

剑桥一级电子书

Unit 1 What’s your name?Hello! I’m nick. 嗨！我叫尼克。

What’s your name? 你叫什么名字？I’m lucy. 我叫露茜。

（I’m=I am）How old are you? 你几岁了？Seven. 七岁。

Come! Let’s play. 好吧！让我们一起玩。

Hi! I’m nick. 嗨！我是尼克。

What’s your name? 你叫什么名字？My name’s lucy. 我的名字叫露茜。

Hello, I’m Kelly. 嗨，我叫凯丽。

Hello, I’m jerry. 嗨，我叫杰瑞。

She’s Kelly. 她是凯丽。

(she’s=she is)He’s jerry. 他是杰瑞。

(he’s=he is)单词：hello 嗨，你好I 我he 他she 她am （我）是，在what 什么you 你your 你的name 名字my 我的how 怎样old 年老的、旧的seven 七Unit 2 What’s this?What’s this? 这是什么？（what’s that?）It’s letter “A”. 它是字母“A”。

(that’s letter “A”.) Who’s jumping? 谁在跳？Boy A is jumping. 男孩A在跳。

Hello,lucy. Which is letter “Bb”? 嗨，露西。

哪一个是字母“Bb”？This is letter “Bb”. 这是字母“Bb”。

Which is letter “Mm”? 哪一个是字母“Mm”？This is letter “Mm”. 这是字母“Mm”。

Yes, you are right. 是的，你答对了。

Hello, nick, Is this a bag? 你好，尼克，这是书包吗？Yes, it is. 是的。

Is that a bag, too? 那也是书包吗？No, it isn’t. It’s a handbag. 不，它不是。

14TB精品儿童资源目录二(英文资源)

14TB精品儿童资源目录二（英文资源）-----------简要目录------------英文资源目一、英文-【绘本、故事、童话、名著】1、故事、童话、名著1.20本英文音韵童谣小书pdf+音频2.Aesop BBC的伊索寓言40故事(MP3+PDF)3.Aesop Fables(伊索寓言)4.Curious George好奇猴乔治系列(PDF+MP3)5.龟兔赛跑(中文、英文)6.Scholastic 学乐互动Flash英文读本故事87故事7. 美国图书馆TumbleBooks系列eBooks foreKids 421个Flash点读互动有声故事8.英文版的国家儿童地理杂志点读版有声FLASH(点击喇叭读原版英文)9.Animals and Nature动物与自然（英文FLASH）10.Books for Children and Parents（英文分级书籍6个级别章节书EPUB+MOBI格式）11.My Pals are here—Reading_Stars的exe读物12.34本英语FLASH有声故事书11.My Pals are here—Reading_Stars的exe读物13.Hello Reader故事城堡1-4级(PDF文档+MP3 适合3-10岁儿童)14.Henry and Mudge(MP3音频+PDF文档)15.英文版的国家儿童地理杂志点读版有声FLASH(点击喇叭读原版英文)16.英文名著5部PDF文档+MP3音频17.英语童话岛18.Little Fox系列19.外研社轻松英语名作欣赏（小学版+中学版）MP3+PDF20.小老鼠安吉拉Angelina and Alice PDF+MP321.新课标英汉对照名著故事屋22.reading house23.学乐61本原版音频24. Rosemary Kingston-2000 Fifty FamousFairy Tales MP3 50个著名童话6CD25.Songbirds Phonics外研社丽声拼读故事会26.童话盒子1-3级-外研社27.外研社轻松英语名作欣赏系列（中学版）MP3+PDF-与小学版放在一起28.Thumbelina MP3+DOC29.Who was30.神奇校车Maigc School Bus31.世界文学名著双语精选中英双语对照适合中学生阅读MP3音频32. 《影响孩子一生的情商故事》中英双语音频（配乐故事）共30个MP333.【原版英语朗诵】汤姆叔叔的小屋(Uncle.Tom's.Cabin)MP3+PDF34.格林童话The brothers Grimm fairy stories（MP3 中文+英文）35.快乐比尔熊(双语版) 全6册的英文原版音频36.Calendar mysteries 1-6(MP3音频+文档)37.儿童英语1+1知识童话38.世界TOP100科幻小说39. Percy Jackson and the Olympians 波西杰克逊The Heroes of Olympus 10岁以上MP3+...【40-300】留空301. Little Story Teller 26集PDF+MP3302.海底探险303. BBC英文早期教育睡前故事全277集Bedtime Stories2、绘本故事1.200本英语绘本的原声MP3故事2. 1000多本儿童英文原版绘本267本PDF文档其余为JPG图片绝大多数高清3.A Picture Reader东西图书公司儿童英语图画读本MP3+PDF4.An Elephant and Piggie系列绘本（PDF文档+MP3音频）5.Anny and snowball系列6.Arnold Lobel的作品7.Arthur 绘本有音频8. 吴敏兰绘本书单9.Biscuit系列（PDF+部分MP3）10.Britannica Discovery Library (12本)[pdf+mp3]11.Children's Audio Books(MP3音频)12.Curious George好奇的乔治系列(PDF+MP3)-重复13.DK(Dorling Kindersley)系列精美绘本560本14.Dr. Seuss Series苏斯博士绘本MP3+PDF15.Grug小草人系列14本PDF文档16. I Can Read英文绘本0-3级PDF及很多MP3音频17.Little Critter小毛人(PDF+部分MP3)18.Miffy米菲绘本+MP3音频lions of cats 一百万只猫(PDF+MP3)20.Richard Scarry21.The Berenstain Bears 贝贝熊22.Time Goes By系列英文绘本PDF文档23.TOP绘本TOP绘本初级、中级、高级（MP3音频+PDF文档）世界TOP100绘本(英文中文部分含音频视频)24.单本绘本25.东西儿童英语故事读本-初级15本(音频+视频+文档)26.儿童启蒙英语经典绘本分本介绍汇总贴（PDF文档+动画+MP3音频）27.国外名家绘本29. 甲虫书Ladybird/Let‘s Read 等儿童英文绘本PDF文档28.获奖精品绘本the Gruffalo和the Gruffalo'schild 咕噜牛MP3音频+PDF文档30.金色童书Little Golden Book 92 book31.精品300本清晰彩绘英文原版绘本32.精品彩绘英文童书绘本33.精品初级、中级、高级彩绘英文童书34.精选凯迪克大奖绘本玛德琳系列两本Madeline(pdf+mp3)35.快乐比尔熊全6册的英文原版音频36.廖彩杏轻松听出英语力37.女巫Winnie(PDF+MP3)38.培养孩子的英文耳朵-汪培珽英文私房书单39.汽车镇的故事（Trucktown on Reading Street）原版有声绘本K级36册40.神奇的机器Amazing Machines系列（PDF文档+MP3音频）41.手舞足蹈英语童谣图画书MP3音频+PDF文档+视频42. 斯伯恩Usborne young reading 系列MP3音频43.外研社双语阅读绘本萤火虫系列(PDF文档+MP3音频)44.小狗kipper系列45.学乐Scholastic Q and A Serial46.学乐Scholastic61本原版音频47.英文绘本创意教学50本书籍+配套PDF绘本+MP3音频48.小猪奥利弗的故事MP3音频49.其他(My Ladybird Treasure of Stories and Rhymes)50. 中英双语绘本《开心的米莉茉莉》Milly and Molly系列共8辑全50册（文档+mp3音频)51.Barefoot 的唯美绘本动画【52-300】留空301.200多G的英文儿歌童谣绘本动画视二、动画、视频、电影、动漫1.[高清动画合集]Animation.BluRay.720P.Pack-Tbmovie159部720P高清动画合集几乎涵盖了2012年前你能想到的所有欧美动画片BluRay HDTV电影2.50部最适合儿童学英语的高清动画片2.ABC Bakery美语烘焙屋全套48DVD 12期214集全3.Arthur4.BBC5.Bill Nye theScience Guy6.diego7.Dinosaur Train 恐龙列车8.Famous 5 On TheCase9.Horrid Henry10.How and Why11.I Can Cook 1-4季含字幕12.KID'S ABC13.Little Bear14.Little PimEnglish for Little Kids15.Maisy小鼠波波和他的朋友们-英文字幕16.Meet the SightWords 等7DVD17.Olivia 小猪奥莉微Season 1 Nick Jr(TV series)18.PBSKids-Zoboomafoo 野生动物系列19.Secret_Millionaire_Club巴菲特神秘俱乐部20.Sofia the First 小公主苏菲亚第一季第二季21.Super Why22.TALK TO_YOUR_CHILD_IN_ENGLISH23.Team_Umizoomi 数数城的小兄妹1-4季(部分字幕)24.Your baby canread25.Where the WildThings Are DVD视频26.《托马斯和朋友们》(THOMAS AND FRIENDS)双语版第1季到第4季27.阿罗Harold系列28.爱探险的朵拉Dora the Explorer29.安徒生童话清晰版30.巴布工程师Bob the Builder31.贝贝熊32.本和霍利的小王国-Ben and Holly's Little Kingdom23集AVI33.彼得兔34.彩色乐园Get Squiggling35.创意英语Richard Scarry's双字幕可切换36.大红狗Clifford the Big Red Dog37.大熊贝儿蓝色的家38.单词世界Word World39.迪斯尼(迪士尼)40.电影学英语系列：双字幕(Learn EnglishbyDouble-Caption Movies41.丁丁历险记英文动画42.动物玩玩乐园The Busy World of Richard Scarry43.粉红猪小妹Peppa Pig44.国家地理百年纪念典藏45.哈利波特Harry Potter46.海绵宝宝SpongeBob SquarePants(章节书和中文动画见相关目录)47.好奇猴乔治Curious George48.洪恩49.洪恩小小幼儿英语50.花园宝宝51.花园宝宝英文50集52.火车宝宝Chuggington53.降世神通.最后的气宗st.Airbender54.卡由Caillou动画片55.蓝精灵1-9季56.蓝色斑点狗系列Blue's Clues57.蓝色小考拉动画35集英音BBCPenelope58.马达加斯加的企鹅行动第一辑The Penguins ofMadagascar59.麦克斯和卢比Max and Ruby(含绘本及第一季字幕)60.猫老大Top Cat61.米菲61.米菲62.米奇妙妙屋63.哪咤传奇儿童英语64.牛津阅读树配套动画The Magic Key神奇之钥65.女巫麦格和小猫莫格Meg and Mog_Megs66.培生阅读67.奇先生妙小姐68.巧虎英语69.清华附小推荐给学生的60部经典电影70.清华幼儿英语2007版71.清华幼儿英语语感启蒙第1-4册(旧版)72.少儿英语教学分级电影73.神奇校车74.世界经典动画短片合集75.适合亲子共看的电影84部（葛欣推荐）[01.波普先生的企鹅Mr.Poppers.Penguins02.查理和巧克力工厂03.大闹天宫04.地球上的星星05.放牛班的春天06.蝴蝶07.龙猫宫崎骏08.美丽人生09.千与千寻宫崎骏10.尼斯湖怪深水传说11.天堂电影院12.听见天堂13.夏洛的网Charlottes Web14.小绅士Little Men15.小淘气尼古拉Le petit Nicolas16.小猪巴比Babe17.新纽扣战争War of the Buttons18.彼得潘Peter Pan19.中央车站Central Station20.阿拉丁Aladdin21.宝莲灯22.卑鄙的我1-2 Despicable Me23.冰河世纪Ice.Age 1-3部24.超人特工队25.虫虫特攻队A Bug's Life26.穿靴子的猫Puss.In.Boots27.[丛林大反攻三部合集]Open.Season.1.2.3.720p.Bluray.x264.AC3-MySiLU 28.丁丁历险记29.飞屋环游记30.非常小特务4 Spy Kids All the Time in theWorld31.风中奇缘32.公主和青蛙The Princess And The Frog33.功夫熊猫1-234.怪兽大战外星人35.怪物公司36.怪物史莱克1-437.海底总动员38.葫芦兄弟39.花木兰1-240.霍顿与无名氏Horton Hears A Who41.浪漫鼠德佩罗42.里约大冒险43.料理鼠王44.邻家特工The Spy Next Door45.马达加斯加1-346.美女与野兽Beauty And The Beast47.蜜蜂总动员Bee Movie48.魔发奇缘Tangled49.木偶奇遇记50.鲨鱼黑帮Shark Tale51.闪电狗Bolt52.圣诞营救计划The Flight Before Christmas53.狮子王The Lion King 1-354.睡美人Sleeping Beauty55.泰山Tarzan56.玩具总动员Toy Story 1-357.拜见罗宾逊一家Meet the Robinsons58.小叮当1-3 Tinker Bell59.小鹿斑比1-2 Bambi60.飞天巨桃历险记James And The Giant Peach61.鬼妈妈62.极地特快The Polar Express63.九色鹿64.狂野大自然The Wild65.了不起的狐狸爸爸The Fantastic Mr Fox66.没头脑和不高兴67.魔女宅急便68.邪恶新世界2 Happily N'Ever After 269.辛普森一家The Simpsons Movie70.驯龙高手How To Train Your Dragon71.爱丽丝梦游仙境Alice In Wonderland72.博物馆惊魂夜1-273.藏獒多吉The Tibetan Dog74.穿条纹睡衣的男孩The Boy in the Striped Pajamas75.当幸福来敲门The Pursuit of Happyness76.借物少女艾莉缇The Borrower Arrietty77.绿野仙踪The Wizard of Oz78.小鬼当街Baby's Day Out79.勇敢者的游戏jumanji80.忠犬八公的故事Hachiko A Dog's Story81.纳尼亚传奇3.The.Chronicles.Of.Narnia.The.Voyage.Of.The.Dawn.Tre ader82.小鞋子83.汤姆·索亚历险记84.雪孩子]76.双语不用教77.探索频道制造的原理(Discovery How It's Made)78.天线宝宝80.万能阿曼Handy Manny81.威比猪Wibbly Pig82.我的兔子朋友My Friend Rabbit83.我们一家都是狮Between the Lions84.小公主A Little princess85.小狗卡皮Kipper86.小鸟趣事多87.小鼠波波和她的朋友們[13DVD+配套4CD]88.小兔彼得和他的朋友89.小小救生队Fireman Sam90.新版新概念英语1-4册全部视频和课本91.信谊视听之旅中英双语92.星际宝贝Lilo And Stitch93.学乐Scholastic94.驯龙高手95.英文绘本动画40个带字幕（麦斯的圣诞节、雪人、母鸡萝丝去散步、卖帽子、给姑妈笑一个、下雪天、小熊可可、彼得的口哨、小乔逃跑了、彼得的椅子、我的名字chrysanthemum、最奇妙的蛋、莫里斯的妙妙袋、阿利的红斗篷、爱音乐的马克、千变万化、派克的小提琴、神奇变身水、床底下的怪物、巫婆奶奶、阿虎开窍了、驴小弟变石头、神秘的蝌蚪、大猫来了、国王的新衣、田鼠阿佛、鱼就是鱼、鳄鱼柯尼利斯、这是我的、小黑鱼、月下看猫头鹰、快乐的婚礼、老鼠牙医-地嗖头、为什么蚊子老在人们耳朵边嗡嗡叫、快乐的猫头鹰、月亮，生日快乐、晚安，猩猩、好吵的罗拉、三个强盗、野餐）96.芝麻街97.走遍美国98.最专业美国外教Shane 口语听力课Daily Dictation美式843集99.埃及王子100.冰河世纪102.动物总动员3D101.冰河世纪：猛犸象的圣诞节104.怪兽电力公司103.功夫熊猫105.海底总动员106.蓝精灵DVDR5英文原声中英双字幕107.蓝精灵圣诞特别版108.了不起的狐狸爸爸（中英）109.料理鼠王-中英字幕]110.魔发奇缘(国英粤台)111.汽车总动员2112.星银岛(国英粤)113.洪恩奇境英语之海蒂114.生活会话篇海蒂115.diego_1-6116.英文睡美人狐狸与猎狗猫儿历险记森林王子森林王子2 小美人鱼小美人鱼2117.穿靴子的猫BD中英双字1280高清118. 180部儿童英文高清动画片可选中英双字幕给孩子看电影动画有这一个就够了001.无敌钢铁侠002.无敌破坏王(2012)003.仙履奇缘1950004.仙履奇缘2美梦成真005.仙履奇缘3时间魔法006.小鸡快跑(2000)007.夏洛特的网008.小鹿斑比1009.小鹿斑比2010.邪恶新世界011.幻想曲2000012.极地特快013.精灵旅社(2012)014.小叮当：夏日风暴015.野兽家园016.钟楼怪人017.太空堡垒暗影编年018.玩具总动员1019.玩具总动员2020.玩具总动员3021.玩具总动员之夏威夷假期022.小红帽后现代版2023.星银岛024.蜜蜂总动员025.狮子王1026.狮子王2027.狮子王3028.小飞象029.奇妙仙子与精灵杯大赛030.汽车总动员1031.汽车总动员2032.忍者神龟033.圣诞颂歌034.守护者联盟035.双鼠记036.泰山1037.太空犬038.猫和老鼠：飙风天王039.猫和老鼠：胡桃夹子的传奇040.猫和老鼠：绿野仙踪041.猫和老鼠与福尔摩斯042.美食从天降043.牧场是我家044.纳尼亚传奇：魔幻王国：狮子、女巫和魔衣橱045.玛丽和马克思046.猫狗大战1047.猫狗大战2048.匹诺曹049.汽车闯天关050.拯救小英雄051.老太太与死神052.料理鼠王053.绿野仙踪054.马达加斯加1055.马达加斯加2:逃往非洲056.马达加斯加3057.美女与野兽058.加菲猫059.精灵鼠小弟1060.精灵鼠小弟2061.科学怪狗062.空中大灌篮063.狂野大自然064.蓝精灵065.里约大冒险066.虫虫特工队067.地下理想国068.辛巴达七海传奇069.星河战队：入侵070.驯龙高手071.战鸽快飞072.阿拉丁1073.阿拉丁2074.埃及王子075.艾尔文与花栗鼠2076.艾尔文与花栗鼠3077.白雪公主1937078.拜见罗宾逊一家079.卑鄙的我080.怪物史莱克1081.怪物史莱克2082.怪物史莱克3083.怪物史莱克4084.狐狸与猎狗2：终生的朋友085.花木兰1086.花木兰2087.拯救小兔088.超级大坏蛋089.超人特工队090.风中奇缘1091.风中奇缘2092.公主与青蛙093.怪兽电力公司094.怪物大战外星人095.海底总动员096.海绵宝宝历险记097.爱丽丝梦游仙境098.超狗任务099.穿靴子的猫100.大丹麦狗马默杜克101.丁丁历险记102.怪兽屋103.变形金刚大电影104.查理和巧克力工厂105.超人大战极英盟106.超人与蝙蝠侠:启示录107.彼得潘1108.彼得潘2109.别惹蚂蚁110.冰河世纪1111.冰河世纪2112.冰河世纪3113.冰河世纪4114.大雄兔115.勇敢传说118.森林王子2119.石中劍120.星际宝贝121.熊的傳說122.亚特兰帝斯：失落的帝国123.飞屋环游记124.机器人历险记125.神奇太空裤126.剃刀边缘127.月球野餐记128.凯尔经的秘密129.鲨鱼黑帮130.疯狂原始人131.快乐的大脚2132.快乐的大脚133.消失的天猫座134.南方公园电影版135.圣诞夜惊魂136.泰若星球137.鼠来宝1138138.功夫熊猫139139.功夫熊猫2140140.加菲猫Ⅱ141.魔法保姆麦克菲142.鬼妈妈(2D版)143.南极大冒险144.小鬼当家1145.亚瑟和他的迷你王国146.豚鼠特工队147.圣诞狗狗148.闪电狗149.冲浪企鹅150.亚瑟和他的迷你王国3 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我的第一本亲子英文书目录EXCEL表格形式

《我的第一本亲子英文书》目录共52个场景
Scene 01: It's time to get up. 该起床了 Scene 02: Take off your pajamas. 把睡衣脱掉 Scene 03: How are you？你好吗 Scene 04: Go wash your face. 去洗脸 Scene 05: The bath is ready. 洗澡水放好了 Scene 06: The school bus is waiting for you. 校车在等你喔 Scene 07: It's your bedtime. 该睡了 Scene 08: What's the homework today？今天的功课是什么？ Scene 09: How was school today？今天在学校过得如何 Scene 10: Nice to 's your best friend？你最好的朋友是谁？ Scene 12: What club do you belong to？你参加什么社团？ Scene 13: School Aports Day is on this Saturday. 学校的运动会在这个星期六 Scene 14: Wash your hands before dinner. 晚餐前先洗手 Scene 15: It's yummy. 这很好吃 Scene 16: Let's eat out. 我们去外面吃吧! Scene 17: Do you want some dessert？你想吃些甜点吗？ Scene 18: You have to memorize it. 你要把这个背下来 Scene 19: I cannot solve this math problem. 我解不开这道数学习题 Scene 20: How do you say it in English？这个用英文要怎么说？ Scene 21: How was your midterm exam？你期中考试考得如何 Scene 22: What do you want to draw？你想画什么？ Scene 23: I feel sick. 我好像病了 Scene 24: I'll put the band-aid on. 我帮你贴创可贴。 Scene 25: Take care. 小心 Scene 26: It's a fine day today. 今天是个好天气 Scene 27: The typhoon is coming. 台风要来了。 Scene 28: The power went out. 停电了。 Scene 29: It's an earthquake. 地震了 Scene 30: What time is it now？现在是几点 Scene 31: What's the date today？今天是几月几日 Scene 32: Let's chat. 我们来聊天吧 Scene 33: I need more allowance. 我想要多一点零用钱 Scene 34: It's personal. 这是我的私事 Scene 35: I feel blue. 我心情不好 Scene 36: I agree. 我赞成 Scene 37: You have to learn to get along with others. 你要学习和他人好好相处 Scene 38: I want to be a doctor. 我想要当一名医生 Scene 39: It's your turn to do the dishes today. 今天轮到你洗碗 Scene 40: What a mess!真是乱七八糟! Scene 41: I want to make coffee. 我想煮咖啡

经典英文名著300部下载

下载方法.:在下面连接单击右键.复制快捷方式.然后用迅雷下载.切不要直接顶击.谢谢合作.==============================新萤火虫:砖头原创制作@Theologico-Political Treatise P1(神学与政治专题研究1)新萤火虫:砖头原创制作@King Henry VI Part 1(亨利四世Ⅰ)新萤火虫:砖头原创制作@King Henry VI Part 2(亨利四世Ⅱ)新萤火虫:砖头原创制作@King Henry VI Part 3(亨利四世Ⅲ)新萤火虫:砖头原创制作@King Richard III(理查三世)新萤火虫:砖头原创制作@The Comedy of Errors(错误的喜剧)新萤火虫:砖头原创制作@The Shakespearian Sonnets(莎士比亚十四行诗)新萤火虫:砖头原创制作@Titus Andronicus(泰特斯·安特洛尼克斯)新萤火虫:砖头原创制作@The Taming of the Shrew(驯悍记)新萤火虫:砖头原创制作@Two Gentlemen of Verona(维洛那两绅士)新萤火虫:砖头原创制作@Love’s Labour’s Lost(爱的徒劳)新萤火虫:砖头原创制作@King John(约翰王)新萤火虫:砖头原创制作@King Richard II(理查二世)新萤火虫:砖头原创制作@Romeo and Juliet(罗蜜欧和朱丽叶)新萤火虫:砖头原创制作@a midsummer night’s dream(仲夏夜之梦)新萤火虫:砖头原创制作@The Merchant of Venice(威尼斯商人)新萤火虫:砖头原创制作@King Henry IV Part 1(亨利四世I)新萤火虫:砖头原创制作@The Merry Wives of Windsor(温沙的风流娘儿们)新萤火虫:砖头原创制作@Much Ado about Nothing(无事生非)新萤火虫:砖头原创制作@King Henry V(亨利五世)新萤火虫:砖头原创制作@Julius Caesar(裘力斯·凯撒)新萤火虫:砖头原创制作@as you like it(皆大欢喜)新萤火虫:砖头原创制作@Hamlet, Prince of Denmark(哈姆雷特)新萤火虫:砖头原创制作@Twelfth Night; or What You Will(第十二夜)新萤火虫:砖头原创制作@History of Troilus and Cressida(特洛埃勒斯与克雷雪达)新萤火虫:砖头原创制作@all’s well that end’s well(终成眷属)新萤火虫:砖头原创制作@Measure for Measure(量罪记)新萤火虫:砖头原创制作@Othello,The Moor of Venice(奥塞罗)新萤火虫:砖头原创制作@King Lear(李尔王)新萤火虫:砖头原创制作@Macbeth(麦克白恩)新萤火虫:砖头原创制作@antony and cleopatra(安东尼和克利奥帕格拉)新萤火虫:砖头原创制作@Coriolanus(科利奥兰纳斯)新萤火虫:砖头原创制作@Timon of Athens(雅典的泰门)新萤火虫:砖头原创制作@Cymbeline(辛白林)新萤火虫:砖头原创制作@The Winter’s Tale(冬天的故事)新萤火虫:砖头原创制作@Theologico-Political Treatise P2(神学与政治专题研究2)新萤火虫:砖头原创制作@The Light of Egypt Volume II(埃及之光卷2)新萤火虫:砖头原创制作@Theologico-Political Treatise P3(神学与政治专题研究3)新萤火虫:砖头原创制作@Theologico-Political Treatise P4(神学与政治专题研究4)新萤火虫:砖头原创制作@50 bab ballads(50篇巴布歌谣)新萤火虫:砖头原创制作@Alexander’s Bridge(亚力山大的桥)新萤火虫:砖头原创制作@AUTOBIOGRAPHY AND SELECTED ESSAYS(自传和散文选)新萤火虫:砖头原创制作@arizona nights(亚利桑那之夜)新萤火虫:砖头原创制作@billy baxter’s letters(比利巴克斯特书信)新萤火虫:砖头原创制作@CROTCHET CASTLE(科罗切特岛)新萤火虫:砖头原创制作@Child Christopher and Goldilind the Fair(其尔得·克里斯托弗)新萤火虫:砖头原创制作@CHARLOTTE TEMPLE(夏洛特·藤布尔)新萤火虫:砖头原创制作@Catherine: A Story(凯瑟琳的故事)新萤火虫:砖头原创制作@THE HISTORY OF THE CALIPH VATHEK(加里弗.维克史)新萤火虫:砖头原创制作@THE DOUBLE-DEALER(两面派)新萤火虫:砖头原创制作@DREAMS & DUST(梦与尘)新萤火虫:砖头原创制作@The Cruise of the Dolphin(海豚的游弋)新萤火虫:砖头原创制作@THE DORE LECTURES ON MENTAL SCIENCE(脑科学讲座)新萤火虫:砖头原创制作@DANNY’S OWN STORY(丹尼自传)新萤火虫:砖头原创制作@a fair penitent(由衷的忏悔)新萤火虫:砖头原创制作@THE FROZEN DEEP(冰渊)新萤火虫:砖头原创制作@THE FOOLISH VIRGIN(愚蠢的处女)新萤火虫:砖头原创制作@The Diary of a Goose Girl(牧鹅女日记)新萤火虫:砖头原创制作@THE HAUNTED HOTEL(闹鬼的旅馆)新萤火虫:砖头原创制作@THE HOUSE OF THE WOLF(狼之家)新萤火虫:砖头原创制作@Island Nights’ Entertainments(岛上夜间的娱乐)新萤火虫:砖头原创制作@a dream of john ball(约翰·勃尔的梦)新萤火虫:砖头原创制作@Life of Francis Marion(弗朗西丝·马利翁传)新萤火虫:砖头原创制作@THE CRUISE OF THE JASPER B.(杰斯帕·B·之游)新萤火虫:砖头原创制作@Early Kings of Norway(古挪威的国王)新萤火虫:砖头原创制作@An Old Town By The Sea(滨海古城)新萤火虫:砖头原创制作@LONDON’S UN DERWORLD(地下伦敦)新萤火虫:砖头原创制作@Lays of Ancient Rome(古罗马方位)新萤火虫:砖头原创制作@THE LUMLEY AUTOGRAPH(卢母雷手迹)新萤火虫:砖头原创制作@Maid Marian(女孩马丽安)新萤火虫:砖头原创制作@MALBONE: AN OLDPORT ROMANCE.(马尔布恩)新萤火虫:砖头原创制作@THE IMITATION OF CHRIST(效仿基督)新萤火虫:砖头原创制作@Miss or Mrs.?(小姐还是夫人)新萤火虫:砖头原创制作@Majorie Daw(马祖绿·多)新萤火虫:砖头原创制作@MY LADY’S MONEY(我的女士的钱)新萤火虫:砖头原创制作@MEN’S WIVES(妻室)新萤火虫:砖头原创制作@FROM THE MEMOIRS OF A MINISTER OF FRANCE(法国某部长的回忆录)新萤火虫:砖头原创制作@ANTHOLOGY OF MASSACHUSETTS POETS(马萨诸赛诗人)新萤火虫:砖头原创制作@Incognita(隐姓埋名)新萤火虫:砖头原创制作@RIDGWAY OF MONTANA(蒙达那的李奇微)新萤火虫:砖头原创制作@UNDER THE RED ROBE(红袍下)新萤火虫:砖头原创制作@THE ADVENTURES OF REDDY FOX(兰迪福克斯奇遇)新萤火虫:砖头原创制作@a rogue’s life(一个无赖的一生)新萤火虫:砖头原创制作@SECRETS OF THE WOODS(林中的秘密)新萤火虫:砖头原创制作@Female Suffrage(妇女的选举权)新萤火虫:砖头原创制作@THE SLEEPING-CAR(卧车)新萤火虫:砖头原创制作@The Story of a Bad Boy(顽童故事)新萤火虫:砖头原创制作@On the Improvement of the Understanding(提高阅读能力)新萤火虫:砖头原创制作@THE PROPOSED TERRITORY OF ARIZONA(亚桑那的预定疆界)新萤火虫:砖头原创制作@THE ART OF LAWN TENNIS(网球的艺术)新萤火虫:砖头原创制作@THE EVOLUTION OF MODERN MEDICINE(现代医药的演变)新萤火虫:砖头原创制作@THE MASTERY OF THE AIR(操纵空气)新萤火虫:砖头原创制作@THE MOUNTAINS(山脉)新萤火虫:砖头原创制作@Utopia(乌托邦)新萤火虫:砖头原创制作@Prayers Written At Vailima(维利马# 祈祷)新萤火虫:砖头原创制作@The Vision Spendid(美景)新萤火虫:砖头原创制作@Poems(诗集)新萤火虫:砖头原创制作@The Wrong Box(不是这个盒子)新萤火虫:砖头原创制作@The Way of the World(如此世道)新萤火虫:砖头原创制作@Wyoming(怀俄明)新萤火虫:砖头原创制作@Tom Swift And His Motor-Boat(汤姆·史威夫特和他的摩托艇)新萤火虫:砖头原创制作@Tom Swift & his Submarine Boat(汤姆·史威夫特和他的潜水艇)新萤火虫:砖头原创制作@Tom Swift & his Electric Runabout(汤姆史威特和他的电力小轿车)新萤火虫:砖头原创制作@Tom Swift & his Sky Racer(汤姆·史威夫特和他的空中赛艇)新萤火虫:砖头原创制作@Tom Swift & his Air Glider(汤姆·史威夫特和他的滑翔机)新萤火虫:砖头原创制作@Tom Swift and His Wizard Camera(汤姆·史威夫特和他的女巫相机)新萤火虫:砖头原创制作@Tom Swift And His Giant Cannon(汤姆·史威夫特和他的巨形炮)新萤火虫:砖头原创制作@Tom Swift & His Aerial Warship(汤姆·史威夫特和他的空战)新萤火虫:砖头原创制作@Russia in 1919(1919的俄国)新萤火虫:砖头原创制作@Tom Swift & his Big Tunnel(汤姆·史威夫特和他的大遂道)新萤火虫:砖头原创制作@adventures of col. daniel boone(丹尼尔·布思遇险)新萤火虫:砖头原创制作@The New McGuffey First Reader(新迈克亨斐第一读者)新萤火虫:砖头原创制作@Tempest(暴风雨)新萤火虫:砖头原创制作@King Henry VIII(亨利八世)新萤火虫:砖头原创制作@a lover’s complaint(情人的委屈)新萤火虫:砖头原创制作@Sir Thomas More(托马斯·莫尔骑士)新萤火虫:砖头原创制作@Locrine/Mucedorus(洛克林)新萤火虫:砖头原创制作@Cromwell(克伦威尔)新萤火虫:砖头原创制作@King Edward the Third(爱德华三世)新萤火虫:砖头原创制作@John Old castle(约翰古老的城堡)新萤火虫:砖头原创制作@Tom Swift and His Air Scout(汤姆·史威夫特和他的侦察机)新萤火虫:砖头原创制作@Tom Swift And His Undersea Search (汤姆斯威夫特和他的海底研究)新萤火虫:砖头原创制作@Tom Swift Among The Fire Fighters (消防员中的汤姆斯威夫特)新萤火虫:砖头原创制作@alcibiades ii(阿尔西比亚德斯)新萤火虫:砖头原创制作@THE MOST INTERESTING STORIES OF ALL NATIONS(全人类的故事)新萤火虫:砖头原创制作@The Thirty-Nine Steps(三十九级台阶)新萤火虫:砖头原创制作@The Rape of Lucrece(露易丝受辱记)新萤火虫:砖头原创制作@The Passionate Pilgrim(热情的朝圣徒)新萤火虫:砖头原创制作@The New McGuffey Fourth Reader(新迈克高斐第四读者2)新萤火虫:砖头原创制作@Aesop’s Fables(伊索寓言)新萤火虫:砖头原创制作@THE ADVENTURES OF GERARD(吉拉德历险记)新萤火虫:砖头原创制作@AN ACCOUNT OF EGYPT(埃及记)新萤火虫:砖头原创制作@ANNALS OF THE PARISH(教区年鉴)新萤火虫:砖头原创制作@The Categories(范畴)新萤火虫:砖头原创制作@America Through the Spectacles of an Oriental Dipl(东方外交家眼里的亚美利坚)新萤火虫:砖头原创制作@The Ayrshire Legatees(艾尔夏尔的继承者)新萤火虫:砖头原创制作@beyond the city(城市之上)新萤火虫:砖头原创制作@The Boy Captives(被俘的男孩)新萤火虫:砖头原创制作@The Black Dwarf(黑侏儒)新萤火虫:砖头原创制作@Samual Brohl & Company(赛穆王·布洛公司)新萤火虫:砖头原创制作@The Bucolics/Ecloges [English](牧歌)新萤火虫:砖头原创制作@CLOTELLE(有色女英雄)新萤火虫:砖头原创制作@Narrative of the Captivity and Restoration of Mrs.(玛丽罗兰森被俘与被释)新萤火虫:砖头原创制作@Cranford(克兰弗德)新萤火虫:砖头原创制作@THE CRISIS IN RUSSIA(俄国危机)新萤火虫:砖头原创制作@THE DARK LADY OF THE SONNETS(十四行诗里的黑夫人)新萤火虫:砖头原创制作@THE STORY OF DOCTOR DOLITTLE(多利特尔医生的故事)新萤火虫:砖头原创制作@a dark night’s work(一晚的工作)新萤火虫:砖头原创制作@Wives and Daughters(妻子与女儿)新萤火虫:砖头原创制作@THE GEORGICS(农事诗集)新萤火虫:砖头原创制作@THE GREAT GOD PAN(潘恩大帝)新萤火虫:砖头原创制作@THE GREY ROOM(灰房间)新萤火虫:砖头原创制作@THE DISCOVERY OF GUIANA(发现圭亚那)新萤火虫:砖头原创制作@Hell Fer Sartain & Other Stories(萨顿的故事)新萤火虫:砖头原创制作@HERLAND(她乡)新萤火虫:砖头原创制作@IMAGINARY PORTRAITS(幻像)新萤火虫:砖头原创制作@Jane Eyre(简·爱)新萤火虫:砖头原创制作@John C. Calhoun’s Remar ks in the Senate(约翰Ｃ卡尔豪在参议院上的讲话)新萤火虫:砖头原创制作@The Jimmyjohn Boss and Other Stories(吉米约翰老板的故事)新萤火虫:砖头原创制作@a knight of the cumberland(康巴伦的骑马士)新萤火虫:砖头原创制作@LAHOMA(拉霍马)新萤火虫:砖头原创制作@THE LOVE AFFAIRS OF A BIBLIOMANIAC(藏书癖者的爱情)新萤火虫:砖头原创制作@The Disappearance of Lady Frances Carfax(失踪的女士弗朗西斯卡法克斯)新萤火虫:砖头原创制作@His Last Bow(他最后一次鞠躬)新萤火虫:砖头原创制作@LETTERS FROM ENGLAND(从英特兰来的信)新萤火虫:砖头原创制作@My Aunt Margaret’s Mirror(玛格丽特阿姨的镜子)新萤火虫:砖头原创制作@Four Poems by John Milton(约翰弥尔顿４首诗)新萤火虫:砖头原创制作@amours de voyage(出航)新萤火虫:砖头原创制作@Misalliance(错姻缘)新萤火虫:砖头原创制作@North American Species of Cactus(北美仙人掌)新萤火虫:砖头原创制作@The Professor(教授)新萤火虫:砖头原创制作@ROUND THE RED LAMP(红灯四周)新萤火虫:砖头原创制作@STORIES By English Authors in Africa(旅非英国作家的故事)新萤火虫:砖头原创制作@Stories by English Authors in France(旅法英国作家的故事)新萤火虫:砖头原创制作@Stories by English Authors in Germany(旅德英国作家的故事)新萤火虫:砖头原创制作@Stories by English Authors in Italy(旅意英国作家的故事)新萤火虫:砖头原创制作@Stories by English Authors in London(英国作家在伦敦的故事)新萤火虫:砖头原创制作@Stories by English Authors: Orient (英国作家故事集)新萤火虫:砖头原创制作@Life of Robert Browning(罗伯特·布朗宁传)新萤火虫:砖头原创制作@The Sign of the Four(那四个的记号)新萤火虫:砖头原创制作@SERMONS ON THE CARD AND OTHER DISCOURSES(卡上)新萤火虫:砖头原创制作@SHE STANDS ACCUSED(她是被告)新萤火虫:砖头原创制作@The Fifth String(第五根线)新萤火虫:砖头原创制作@THE STAR-SPANGLED BANNER(星条旗)新萤火虫:砖头原创制作@TOM SWIFT IN THE LAND OF WONDERS(汤姆·史威夫特/奇境)新萤火虫:砖头原创制作@a treatise on parents and children(父母与子女专题研究)新萤火虫:砖头原创制作@THE TOUCHSTONE(试金石)新萤火虫:砖头原创制作@THE TAPESTRIED CHAMBER(挂花毯的房间)新萤火虫:砖头原创制作@THE TWIN HELLS(两个地狱)新萤火虫:砖头原创制作@Voyages of Dr. Doolittle(都利特尔的航行)新萤火虫:砖头原创制作@The Vital Message(主信)新萤火虫:砖头原创制作@The Early Short Fiction Part One(早斯短篇小说(第一部))新萤火虫:砖头原创制作@The Early Short Fiction Part Two #(早斯短篇小说(第二部))新萤火虫:砖头原创制作@Mrs. Warren’s Profession(华伦夫人的职业)新萤火虫:砖头原创制作@Shelley(雪莱)新萤火虫:砖头原创制作@Shakespeare’s Sonnets(莎翁十四行诗集)新萤火虫:砖头原创制作@Venus and Adonis(维纳斯和阿多尼斯)新萤火虫:砖头原创制作@The Great War Syndicate(战争辛迪加)新萤火虫:砖头原创制作@The Yellow Wallpaper(黄色墙纸)新萤火虫:砖头原创制作@Yankee Gypsies(美国吉普赛人)新萤火虫:砖头原创制作@The Marble Faun V. 1(玉石雕像卷1)新萤火虫:砖头原创制作@Misc Writings and Speeches(米斯克说与写)新萤火虫:砖头原创制作@Waifs and Strays, etc(流浪儿)新萤火虫:砖头原创制作@Twenty-Two Goblins(二十二只小女妖)新萤火虫:砖头原创制作@The Flower of the Mind(脑之花)新萤火虫:砖头原创制作@Three Elephant Power and other stories(托马斯哈特本顿政参议院的讲话)新萤火虫:砖头原创制作@Misc Writings and Speeches(米斯克说与写3)新萤火虫:砖头原创制作@The Religion of Babylonia and Assyria(巴比龙尼亚和阿西里亚的宗教)新萤火虫:砖头原创制作@[19th Century Actor] AUTOBIOGRAPHY(十九世纪男演员自传)新萤火虫:砖头原创制作@Adam Bede(亚当.比德)新萤火虫:砖头原创制作@Amphitryon(安菲特利翁)新萤火虫:砖头原创制作@Animal Heroes(动物英雄)新萤火虫:砖头原创制作@SEVEN DISCOURSES ON ART(艺术七讲座)新萤火虫:砖头原创制作@The Red Badge of Courage(红色英勇勋章)新萤火虫:砖头原创制作@battle of the books et al(书战)新萤火虫:砖头原创制作@The Bedford-Row Conspiracy(百得福特娄阴谋)新萤火虫:砖头原创制作@beasts and super-beasts(野兽与超级野兽)新萤火虫:砖头原创制作@best historical novels and tales(乔纳森尼尔德历史小说故事精选)新萤火虫:砖头原创制作@a brief history of the internet(因特网历史简介)新萤火虫:砖头原创制作@In The Bishop’s Carriage(在主教的马车里)新萤火虫:砖头原创制作@History Of The Britons(布利顿史)新萤火虫:砖头原创制作@bickerstaff-partridge papers(比克一帕特拉奇文件)新萤火虫:砖头原创制作@beowulf (贝奥武甫)新萤火虫:砖头原创制作@Cobb’s Anatomy(科伯的解剖学)新萤火虫:砖头原创制作@carmen(卡门)新萤火虫:砖头原创制作@THE CHILDREN(孩子们)新萤火虫:砖头原创制作@THE COLOUR OF LIFE(生命之色)新萤火虫:砖头原创制作@Notes on a Journey from Cornhill to Grand Cairo(从康希尔到大开罗)新萤火虫:砖头原创制作@Ceres’ Runaway & Other Essays(逃跑的色拉)新萤火虫:砖头原创制作@The Dhammapada(达马帕达)新萤火虫:砖头原创制作@The Diary of a Nobody(小人物日记)新萤火虫:砖头原创制作@The Darrow Enigma(达罗之迷)新萤火虫:砖头原创制作@The Diary of an Old Soul(一颗衰老灵魂的日记)新萤火虫:砖头原创制作@MEN OF IRON(铁人)新萤火虫:砖头原创制作@FIRE-TONGUE(火舌)新萤火虫:砖头原创制作@THE GOLDEN FLEECE(金羊毛)新萤火虫:砖头原创制作@Flame and Shadow(火焰与阴影)新萤火虫:砖头原创制作@GRANDFATHER’S CHAIR(祖父的椅子)新萤火虫:砖头原创制作@Glaucus/or The Wonders of the Shore(格劳高斯)新萤火虫:砖头原创制作@THE GOLDEN THRESHOLD(金色的门槛)新萤火虫:砖头原创制作@THE GOLF COURSE MYSTERY(高尔夫教程)新萤火虫:砖头原创制作@God the Known and God the Unknown(已知的上帝和未知的上帝)新萤火虫:砖头原创制作@The Gentle Grafter(轻柔的嫁接)新萤火虫:砖头原创制作@The Grey Brethren(阴郁的教友们)新萤火虫:砖头原创制作@THE GREAT HOGGARTY DIAMOND(大钻石)新萤火虫:砖头原创制作@The Governess(家庭女教师)新萤火虫:砖头原创制作@Helen of Troy And Other Poems(特洛伊的海伦)新萤火虫:砖头原创制作@Hiero(希尔罗)新萤火虫:砖头原创制作@On Horsemanship(骑马术)新萤火虫:砖头原创制作@Hearts of Controversy(争论的中心)新萤火虫:砖头原创制作@AN ICELAND FISHERMAN(冰岛渔夫)新萤火虫:砖头原创制作@PADRE IGNACIO(帕德拉·伊格纳西欧)新萤火虫:砖头原创制作@Main Street and Other Poems(大街)新萤火虫:砖头原创制作@a journey to the western islands of scotland(苏格兰西部群岛)新萤火虫:砖头原创制作@Stories To Tell To Children(儿童故事)新萤火虫:砖头原创制作@How To Tell Children Stories(如何给孩子讲故事)新萤火虫:砖头原创制作@The Mirror of Kong Ho(空赫的镜子)新萤火虫:砖头原创制作@Kansas Women in Literature(文学中的堪萨斯女人)新萤火虫:砖头原创制作@a. v. laider(A.V.雷德)新萤火虫:砖头原创制作@The Little Lame Prince(小瘸腿王子)新萤火虫:砖头原创制作@MANON LESCAUT(曼能拉斯考特)新萤火虫:砖头原创制作@THE LIFTED VEIL(揭起的面纱)新萤火虫:砖头原创制作@LIN McLEAN(林·迈林恩)新萤火虫:砖头原创制作@Love Songs(恋歌)新萤火虫:砖头原创制作@THE LIGHT PRINCESS(光明公主)新萤火虫:砖头原创制作@THE TREMENDOUS ADVENTURES OF MAJOR GAHAGAN(加哈甘少校历险记)新萤火虫:砖头原创制作@a modest proposal(一个小小的建议)新萤火虫:砖头原创制作@MAGGIE: A GIRL OF THE STREETS(街头女郎梅季)新萤火虫:砖头原创制作@Middlemarch(米德尔.马齐)新萤火虫:砖头原创制作@Mill on the Floss(弗罗斯河上的磨房)新萤火虫:砖头原创制作@The Memorabilia(纪念品)新萤火虫:砖头原创制作@The Moon and Sixpence(月球和六便士)新萤火虫:砖头原创制作@MOTHER(母亲)新萤火虫:砖头原创制作@Mazelli and Other Poems(马兹里)新萤火虫:砖头原创制作@The dawn of amateur radio in the U.K.(收音机雏形的诞生)新萤火虫:砖头原创制作@THE RED SEAL(红印)新萤火虫:砖头原创制作@REGINALD IN RUSSIA AND OTHER SKETCHES(里格那得在俄罗斯)新萤火虫:砖头原创制作@The Rhythm of Life and Other Essays(生命的旋律)新萤火虫:砖头原创制作@Castle Rackrent(拉克伦特堡)新萤火虫:砖头原创制作@Some Roundabout Papers(绕圈的文件)新萤火虫:砖头原创制作@The Rose and the Ring(玫瑰与戒指)新萤火虫:砖头原创制作@On Revenues(税收)新萤火虫:砖头原创制作@Silas Marner(织工马南)新萤火虫:砖头原创制作@THE SNOW IMAGE(雪景)新萤火虫:砖头原创制作@The Soul of the Far East(远东的灵魂)新萤火虫:砖头原创制作@Speaking of Operations(说起手术)新萤火虫:砖头原创制作@The Sportsman(运动员)新萤火虫:砖头原创制作@The Spirit of Place and Other Essays(地方的精神等)新萤火虫:砖头原创制作@Strictly Business More Stories of the Four Million(完全商务)新萤火虫:砖头原创制作@a straight deal(一笔干脆的交易)新萤火虫:砖头原创制作@THE GATHERING OF BROTHER HILARIUS(希拉里兄的收集)新萤火虫:砖头原创制作@Thomas Hart Benton’s Remarks to th e Senate(西奥多罗斯福传)新萤火虫:砖头原创制作@TANGLEWOOD TALES(探戈林故事)新萤火虫:砖头原创制作@THE GREAT STONE FACE AND OTHER TALES OF THE WHITE(奇妙的石脸)新萤火虫:砖头原创制作@The Prince(王子)新萤火虫:砖头原创制作@TARTUFFE OR THE HYPOCRITE(塔突弗)新萤火虫:砖头原创制作@The Unknown Guest(陌生客)新萤火虫:砖头原创制作@The Voice of the City(城市之声)新萤火虫:砖头原创制作@Winesburg Ohio(小城畸人故事集)新萤火虫:砖头原创制作@Young Adventure(年轻的冒险)。

英语名著五十部在线阅读

英语名著五十部在线阅读英语快餐厅【编制】2008-12-12本页面的内容仅用于本校英语专业学生的阅读教学如转载请在显著位置上标明本博客的名称［开始阅读前，请先参阅本博客内的两篇文章：英语分类阅读须知及英语名著的阅读方法］［使用说明：将本文件另存为HTML网页文件］乔叟Geoffrey Chaucer［01］坎特博雷故事集The Canterbury Tales［英文阅读］约翰·班杨John Bunyan［02］天路历程The Pilgrim's Progress ［英文阅读］［中文阅读］莎士比亚William Shakespeare［03］哈姆雷特Hamlet, Prince of Denmark ［英文阅读］[中文阅读]［04］奥赛罗Othello, the Moor of Venice［英文阅读］［中文阅读］［05］李尔王King Lear ［英文阅读］［中文阅读］［06］麦克白Macbeth［英文阅读］［中文阅读］威廉·萨克雷William M. Thackeray［07］名利场Vanity Fair ［英文阅读］［中文阅读］简·奥斯丁Jane Austen［08］理智与情感Sense and Sensibility ［英文阅读］［中文阅读］［09］傲慢与偏见Pride and Prejudice ［英文阅读］[中文阅读]［10］爱玛Emma ［英文阅读］［中文阅读］夏洛蒂·勃朗特Charlotte Bronte［11］简·爱Jane Eyre ［英文阅读］[中文阅读]艾米莉·勃朗特Emily Bronte［12］呼啸山庄Wuthering Heights ［英文阅读］[中文阅读]西奥多·德莱塞Theodore Dreiser［13］嘉利妹妹Sister Carrie ［英文阅读］［中文阅读］托马斯·哈代Thomas Hardy［14］德伯家的苔丝Tess Of The D'urbervilles ［英文阅读］［中文阅读］［15］远离尘嚣Far from the Madding Crowd ［英文阅读］［16］无名的裘德Jude the Obscure ［英文阅读］[中文阅读]查尔斯·狄更斯Charles Dickens［17］圣诞赞歌Christmas Carol ［英文阅读］［18］大卫·科波菲尔David Copperfield［英文阅读］[中文阅读]［19］双城记 A Tale Of Two Cities ［英文阅读］[中文阅读]［20］远大前程Great Expectations ［英文阅读］[中文阅读]［21］艰难时世Hard Times ［英文阅读］［22］雾都孤儿Oliver Twist ［英文阅读］[中文阅读]劳伦斯 D. H. Lawrence［23］儿子与情人Sons And Lovers ［英文阅读］［中文阅读］［24］查泰莱夫人的情人Lady Chatterley's Lover ［英文阅读］[中文阅读]［25］恋爱中的女人们Women in Love ［英文阅读］［中文阅读］乔那森·斯威夫特Jonathan Swift［26］格列弗游记Gulliver's Travels ［英文阅读］［中文阅读］玛丽·雪莉Mary Wollstonecraft (Godwin) Shelley［27］弗兰肯斯坦Frankenstein ［英文阅读］刘易斯·卡洛尔Lewis Carroll［28］爱丽丝漫游奇境记Alice in Wonderland ［英文阅读］［中文阅读］里德·哈格德H. Rider Haggard［29］所罗门王的宝藏King Solomon's Mines ［英文阅读］乔治·爱略特George Eliot［30］弗洛斯河上的磨坊Mill on the Floss ［英文阅读］丹尼尔·笛福Daniel Defoe［31］鲁宾逊漂流记Robinson Crusoe ［英文阅读］［中文阅读］那撒尼尔·霍桑Nathaniel Hawthorne［32］红字Scarlet Letter ［英文阅读］[中文阅读]威尔基·考林斯Wilkie Collins［33］白衣女人The Woman in White ［英文阅读］约翰·巴肯John Buchan［34］三十九级台级The Thirty-Nine Steps ［英文阅读］威尔斯H. G. Wells［35］隐身人Invisible Man ［英文阅读］［36］时间机器Time Machine ［英文阅读］［中文阅读］柯南·道尔Arthur Conan Doyle［37］福尔摩斯历险记The Adventures of Sherlock Holmes ［英文阅读］[中文阅读] ［38］四签名Sign of Four ［英文阅读］［中文阅读］［39］血字研究Study in Scarlet ［英文阅读］［中文阅读］［40］巴斯克维斯的猎犬Hound of the Baskervilles ［英文阅读］［中文阅读］奥斯卡·王尔德Oscar Wilde［41］道林格雷夫人的画像The Picture of Dorian Gray［英文阅读］弗吉尼亚·伍尔芙Virginia Woolf［42］到灯塔去To the Lighthouse［英文阅读］马克·吐温[美] Mark Twain［43］汤姆·索菲亚历险记The Adventures Of Tom Sawyer ［英文阅读］[中文阅读] ［44］哈克·贝利芬历险记The Adventures Of Huckleberry Finn ［英文阅读］[中文阅读] 欧·享利[美] O. Henry［45］麦琪的礼物Gift of the Magi ［英文阅读］［中文阅读］杰克·伦敦[美] Jack London［46］野性的呼唤Call of the Wild ［英文阅读］［47］海狼Sea Wolf ［英文阅读］［48］马丁·伊登Martin Eden ［英文阅读］[中文阅读]比彻·斯托夫人[美] Harriet Beecher Stowe［49］汤姆叔叔的小屋Uncle Tom's Cabin ［英文阅读］[中文阅读]菲茨杰拉德[美] F. Scott Fitzgerald［50］了不起的盖茨比The Great Gatsby［英文阅读］［中文阅读］引用网站目录：/ / .au/ / / /// //shijiemingzhu/ //。

英文原著

High temperature tempering behaviors in a structural steel underhigh magnetic ﬁeldYudong Zhanga,b,Nathalie Gey b ,Changshu He a ,Xiang Zhao a ,Liang Zuo a ,Claude Esling b,*aKey Laboratory (Northeasten University),Ministry of Education,Shenyang 110004,PR China bLETAM,CNRS-UMR 7078,University of Metz,Ile du Saulcy,57045Metz,France Received 15January 2004;received in revised form 28March 2004;accepted 31March 2004Available online 12May 2004AbstractAn as-quenched structural steel is tempered at 600and 650°C for 1h without and with a 14-T magnetic ﬁeld.The magnetic ﬁeld can eﬀectively prevent the directional growth of cementite along martensite plate boundaries and twin boundaries by increasing both the cementite/ferrite interfacial energy and the magnetostrictive strain energy.Finally,particle-like cementite is obtained.Moreover,the magnetic ﬁeld can obviously retard the formation and growth of ‘distortion-free’regions in the matrix,though without having any noticeable eﬀect on the orientation distribution of the ‘distortion-free’part.Investigating this subject contributes to the un-derstanding of the way a magnetic ﬁeld inﬂuences phase transformation in solid metallic materials.Ó2004Acta Materialia Inc.Published by Elsevier Ltd.All rights reserved.Keywords:Tempering;Precipitation;Magnetic ﬁeld;Recovery;Orientation1.IntroductionThe application of a magnetic ﬁeld to solid phase transformation in steels has been a subject of much at-tention in materials science.If the parent and product phases have diﬀerent saturation magnetization and are open to transformation under the magnetic ﬁeld,the temperature and extent of transformation can be con-siderably aﬀected as the Gibbs free energy of a phase can be lowered by an amount corresponding to its magneti-zation [1,2].This eﬀect was ﬁrst investigated theoretically and experimentally using several ferro-alloys undergoing non-diﬀusional martensitic transformation [3–7].Quite recently,attention has shifted to high-temperature dif-fusion-controlled transformations.Research on this to-pic focuses on the following aspects:(1)theoretical simulation of the eﬀect of the magnetic ﬁeld on the fer-rite/austenite and austenite/ferrite phase equilibrium [1];(2)morphological features appearing during ferrite-to-austenite [8]and austenite-to-ferrite [9,10]transforma-tion;(3)kinetic characteristics of proeutectoid ferrite transformation under a magnetic ﬁeld [11].Another important research topic in solid-state phase transfor-mation under a magnetic ﬁeld has been recrystallization and recrystallization texture development in deformed ferromagnetic materials [12–15].Obvious retardation of recovery and recrystallization and enhancement of h 001i texture component along the direction of magnetic ﬁeld appeared in most of the materials investigated during magnetic ﬁeld annealing.As there are various types of diﬀusional phase transformation,research under a magnetic ﬁeld is restricted to limited subjects.So far,the transformation resulting from oversaturation,i.e.,pre-cipitation in a magnetic ﬁeld and the inﬂuence of the magnetic ﬁeld on the recovery or recrystallization due to lattice distortion from oversaturation of solutes have seldom been reported.Studying these aspects is certainly necessary and helpful to extend magnetic ﬁeld applica-tion in materials science.High-temperature tempering is an ideal object for this study.*Corresponding author.Tel.:+33-387-315-390;fax:+33-387-315-377.E-mail address:esling@letam.sciences.univ-metz.fr (C.Esling).1359-6454/$30.00Ó2004Acta Materialia Inc.Published by Elsevier Ltd.All rights reserved.doi:10.1016/j.actamat.2004.03.044Acta Materialia 52(2004)3467–3474The purpose of the present work is to investigate the growth behavior of cementite in a structural steel under a high magnetic ﬁeld and evidence the inﬂuence of the magnetic ﬁeld on recovery and orientation distribution characteristics of the matrix.Insight into these issues is of great theoretical signiﬁcance.2.ExperimentalThe material used in this study was 42CrMo struc-tural steel with the following chemical composition (wt%):0.38–0.45%C,0.90–1.20%Cr,0.15–0.25%Mo,0.20–0.40%Si,0.50–0.80%Mn,60.04%P,60.04%S and 60.30%Cu.Specimens of dimension 55mm Â10mm Â2mm were cut from the hot-rolled rod with their longitudinal direction parallel to the hot-rolling direc-tion.They were then heated up to 860°C and held for 20min followed by water quenching to obtain a martensitic microstructure for subsequent tempering.Both mag-netic tempering and non-magnetic tempering were car-ried out at 600and 650°C for 60min in the same furnace installed in a 15-T cryocooled superconducting magnet of 52mm in bore size [16].The specimens were placed in the central (zero magnetic force)region with their longitudinal direction parallel to the magnetic ﬁeld direction (MFD).In the case of the magnetic tempering,a 14-T high magnetic ﬁeld was applied during the whole heating,isothermal maintaining and cooling processes.After the above thermal treatment,the specimens were cut out lengthwise for SEM and TEM observation,EBSD measurements and mechanical tests for strength and impact toughness.Non-standard tensile and Char-py impact specimens were used,as shown in Fig.1.The morphology of the as-quenched martensite and its sub-structure were examined using a Philips CM 200LaB 6cathode TEM.Carbide precipitates were observed with a JEOL JSM-6500F SEM.The area percentage of car-bide was analyzed with the Aphelion software.The EBSD technique was used to analyze the recovery be-havior of the matrix.The Orientation Imaging Micros-copy (OIM)analysis was performed with the same FEG SEM equipped with the HKL’s Channel 5.The ‘beam controlled’mode was applied with a step size of 50nm.The areas analyzed in each sample covered about 8–10original austenite grains.Tensile tests were carried out on a Shimadzu AG-5000A unit with a load of 2500kg,and Charpy impact tests were conducted on a JB-5Charpy impact machine with a maximum measurement range of 29.4J.The fractographs of the tensile and impact specimens were also observed with the SEM.3.ResultsThe microstructure of the as-quenched specimen in Fig.2shows martensitic plates.Their substructure is composed mostly of micro-twins,as displayed in Fig.3.When tempered at 600and 650°C for 1h,without and with a 14-T magnetic ﬁeld,carbides precipitate in the two cases,as shown in Figs.4and 5.The pronounced diﬀerence lies in their morphology.Without magnetic ﬁeld,two diﬀerent carbide morphologies are present:the one is strip-like and the other one is particle-like.Most of the strip-like carbides are in parallel arrays.Fig.2.TEM bright ﬁeld morphology of martensite obtained by water quenching from 860°C.Fig.3.TEM bright ﬁeld morphology of micro-twins within martensite plates.3468Y.Zhang et al./Acta Materialia 52(2004)3467–3474With the magnetic ﬁeld,the morphology of the carbide is either of the short-bar (Fig.4(b))or particle-like (Fig.5(b))type,and the degree of spheroidization in-creases with increasing tempering temperature.No preferential distribution of carbides along the MFD isobserved.The area percentages of carbides obtained without and with the magnetic ﬁeld are shown in Table 1.It can be seen that –at the same temperature –the amounts of carbide formed without and with the ﬁeld are almost equal.Figs.6and 7show the OIM maps of the specimens tempered at 600and 650°C,without and with a 14-T magnetic ﬁeld.The blue areas in the pictures represent the ‘distortion-free’regions and the remaining yellow parts correspond to the ‘distorted’ones.A region was deﬁned as being ‘distortion-free’on the basis of the following two criteria and analyzed with the Channel 5’sTable 1Amount of cementite measured in area percentages0T14T 600°C for 60min 15.76%15.30%650°C for 60min16.91%16.74%Fig.6.OIM maps of specimens tempered at 600for 1h (a)without ﬁeld and (b)with a 14-T magnetic ﬁeld (ﬁeld directionvertical).Fig.5.SEM micrographs of carbides obtained by tempering at 650°C for 1h (a)without ﬁeld and (b)with a 14-T magnetic ﬁeld (ﬁeld direction vertical,SEM secondary electronimages).Fig.4.SEM micrographs of carbides obtained by tempering at 600°C for 1h (a)without a ﬁeld and (b)with a 14-T magnetic ﬁeld (ﬁeld direction vertical,SEM secondary electron images).Y.Zhang et al./Acta Materialia 52(2004)3467–34743469Recrystallized Fraction Function:(1)it is bounded by boundaries whose angle is higher than 7.5°and (2)the internal misorientation ðh C Þis less than 1(in blue in Figs.6and 7).The percentages established,on the one hand,on the basis of the ‘distortion-free’areas and,on the other hand,of the number of measuring regions in these areas are shown in respectively Figs.8and 9.It can be observed that the measurement of ‘distortion-free’regions,in terms of area and number fractions,increases when temperature rises from 600to 650°C,whereas,at the same temperature,the amount obtained with the magnetic ﬁeld was obviously less than that obtained without the ﬁeld.The crystallographic orientations of the ‘distortion-free’and the ‘distorted’regions obtained at 650°C are presented as inverse pole ﬁgures of the transverse direction (TD)and rolling direction (RD)in Fig.10.In these pictures,RD is parallel to the MFD.It can be seen that the TD and the RD intensity distribu-tion for the ‘distortion-free’areas is quite similar to that for the ‘distorted’areas in both cases;i.e.withoutandFig.7.OIM maps of specimens tempered at 650for 1h (a)without ﬁeld and (b)with a 14-T magnetic ﬁeld (ﬁeld directionvertical).Fig.8.The area percentage of ‘distortion-free’regions obtained at diﬀerent tempering temperatures,without and with a 14-T magnetic ﬁeld.3470Y.Zhang et al./Acta Materialia 52(2004)3467–3474with the magnetic ﬁeld;however,they are diﬀerent in Fig.10(a)and (b).The mechanical properties of specimens tempered at 600°C are given in Table 2.It is seen that the tensile strength of the specimens tempered under magnetic ﬁeld are slightly higher than those for the non-ﬁeld ones whereas the impact toughness remains almost un-changed in the two cases.Fig.11shows fractures of the tensile specimens consisting mainly of dimples.4.DiscussionMartensite is highly unstable.When it is heated,the supersaturation of carbon atoms in the body-centered tetragonal crystal lattice of martensite supplies the driving force for carbide to precipitate.When tempera-ture is higher than 350°C,carbide takes the form of cementite,Fe 3C [17].The high strain energy due to lattice distortion in the matrix also provides thedrivingFig.10.Transverse direction (TD)and rolling direction (RD//MFD)inverse pole ﬁgures of the ‘distortion-free’and the ‘distorted’regions obtained by tempering at 650°C for 1h (a)without ﬁeld and (b)with a 14-T magnetic ﬁeld.Table 2Mechanical properties of the steel tempered at 600°C for 1h without and with a magnetic ﬁeld Field induction Yield strength (MPa)Tensile strength (MPa)Impact toughness (MJ/m 2)0T 935.331033.730.97414T945.331040.170.968Fig.11.Tensile fractures of specimens tempered at 600°C for 1h (a)without ﬁeld and (b)with a 14-T magnetic ﬁeld (SEM secondary electron images).Y.Zhang et al./Acta Materialia 52(2004)3467–34743471force for recovery,and the high interfacial energy sup-plies the driving force for grain growth or coarsening of the ferrite matrix[17].As the magnetic properties of the product and the parent structure are diﬀerent,the magneticﬁeld is assumed as exerting an inﬂuence on the precipitation of carbide and also the recovery of the ferrite matrix.4.1.Inﬂuence of the magneticﬁeld on the formation of carbide precipitatesSimilar to any solid phase transformation,the for-mation process of a new phase consists of two stages–nucleation and growth.The introduction of the magnetic ﬁeld may have an inﬂuence on both.The morphologies of cementite in Figs.4(a)and5(a)obtained without the magneticﬁeld are related to three kinds of nucleation sites.Concerning these cementite strips,the nucleation sites are on twin boundaries,considering that the par-allelism and spacing between adjacent cementite strips correspond to that of micro-twins inside martensite plates,as displayed in Fig.3.As for the cementite strips, running as a contour around the martensite plates,nu-cleation sites are located on the plate boundaries, whereas they are in the intra-plate areas in the case of particle-like cementites.These three types of nucleation sites are common for cementite,as reported in[17]. When tempered at600°C with the14-T magneticﬁeld (Fig.4(b)),cementites other than the intragranular ones still show the parallel character or run along the limits of martensite plates,although they precipitate in short bars instead of long strips.This suggests that the nucleation sites of cementite in the magneticﬁeld are not diﬀerent from those without the magneticﬁeld.Consequently,the magneticﬁeld has little eﬀect on the nucleation sites of cementite and its formation is mainly driven by the supersaturation of carbon atoms in the matrix.However,when cementite growth occurs,the situa-tion changes.Withoutﬁeld,cementite on boundaries shows a strong tendency to directional growing along those boundaries and long strips are eventually formed. This growth is energetically favorable as it can make use of the existing interfacial energy to lower the additional energy required for the formation of new cementite/ ferrite interfaces.But this tendency to grow is not fa-vored by the magneticﬁeld.At the two temperatures selected,i.e.600and650°C,the cementite morphology is still of the short-bar or particle-like type,as shown in Figs.4(b)and5(b).The magneticﬁeld applied has thus an obvious eﬀect on cementite growth.As ferrite is ferromagnetic and cementite is paramagnetic[18]at these two temperatures,the magnetic properties–such as magnetization of the two phases–are widely diﬀer-ent.When cementite grows,the interfacial area becomes larger.If there is no magneticﬁeld,the cementite/ferrite interfacial energy is only determined by the crystal structure and composition diﬀerences between the two phases;conversely,if there is the magneticﬁeld,the in-terfacial energy resulting from the diﬀerence in magne-tization between the two phases should also be taken into account.For a solid phase,when magnetized by the magneticﬁeld applied,the Gibbs free energy can be decreased.The amount of energy per unit volume re-duced by magnetization can be expressed as[19]:D G M¼Z MBÁd M;ð1Þwhere B0is the induction of the externalﬁeld and M the magnetization of the phase.Therefore,the Gibbs free energy values for ferrite and cementite on both sides of the cementite/ferrite interface can be reduced by an amount corresponding to the degree of magnetization. Conversely,the energy level of the interface remains unchanged,as the magnetization of interface is very low due to the disorderly atom arrangement and the large number of crystal defects.This energy change caused by the introduction of the magneticﬁeld can be represented schematically in Fig.12.For the sake of simplicity,the energy transition in the marginal regions in both phases –the latter being noticeably aﬀected by the presence of the interface–has been neglected.Therefore,the relative interfacial energy increases in the magneticﬁeld.If the vertical coordinate in Fig.12represents the volume energy,the shaded areas in theﬁgure give the interfacial energy of the cementite/ferrite interface.In theﬁgure,r0 represents the interfacial energy without the magnetic ﬁeld and r M represents the new energy as increased by the magneticﬁeld.By calculating the shaded area of r M in Fig.12,the additional energy can be obtained asr M¼d2ðD G MfþD G McÞ¼d2Z M fBÁd M fþZ M cBÁd M c!ð2Þ3472Y.Zhang et al./Acta Materialia52(2004)3467–3474in which d is the thickness of the interface;the super-scripts and subscripts‘f’and‘c’represent ferrite and cementite,respectively.As the magneticﬁeld can obvi-ously raise the cementite/ferrite interfacial energy,the shape of cementite that has minimum interface area is advantageous to minimize theﬁnal total interfacial en-ergy.Therefore,the sphere-or particle-like cementite is most favorable,whereas the directional growth that forms long cementite strips is not favored by the mag-neticﬁeld as it increases the overall area of the ce-mentite/ferrite interface.In addition,the magnetostriction of cementite is dif-ferent from that of ferrite.The growth of cementite will result in a diﬀerence in volume and therefore an increase in strain energy.According to the phase transformation theory,the strain energy resulting from this diﬀerence in volume depends on the shape of precipitates.When the hardness of the precipitates is much higher than that of the matrix,spherical precipitates generate the lowest strain energy[20].Thus,in the case of the hard ce-mentite growing within the soft ferrite matrix,the di-rectional growth of cementite will cause a noticeable increase in strain energy and it is thwarted.Under the two eﬀects of the magneticﬁeld,the shape of particle-like cementite that has the minimum total interfacial area and minimum magnetostrictive strain energy is most favorable–in terms of energy–and consequently appears in the magneticﬁeld.Therefore, the magneticﬁeld has a positive eﬀect by preventing directional growth of cememtite along plate and twin boundaries and,simultaneously,by promoting cement-ite spheroidization.Conversely,the application of a magneticﬁeld has little eﬀect on the amount of cememtite formed,as shown in Table1.Consequently,the precipitation of cementite is mainly driven by the carbon supersatura-tion in the matrix.4.2.Inﬂuence of the magneticﬁeld on the recovery of the ferrite matrixAfter the oversaturated carbon atoms have diﬀused out of the matrix to form precipitates,the matrix ac-quires the ability to recover lattice distortion.As illus-trated in Fig.8,the measurement of‘distortion-free’regions increases without and with theﬁeld as temper-ature rises.In fact,this results from both the rising number of‘distortion-free’regions(Fig.9)and the growth of the existing ones(Figs.6and7).The diﬀer-ence lies in the fact that the amount obtained without theﬁeld is higher than that with theﬁeld,for the two temperatures.The application of the magneticﬁeld has a noticeable impact in retarding this process.The ori-entation distributions of the‘distortion-free’and‘dis-torted’regions in both non-ﬁeld treated(650°C)and ﬁeld treated(650°C)samples display obvious similari-ties,as shown in Fig.10(a)and(b).The similarities were also observed in the600°C treated samples.This sug-gests that most of the‘distortion-free’regions might be enlarged directly from the distortion-free areas of the matrix and have the same orientation as the matrix, instead of newly formed nuclei.As the EBSD-analyzed areas of the samples are selected locally to identify the origin of‘distortion-free’regions formed,the orienta-tion distributions are local and not statistically repre-sentative of the orientation distributions in the whole sample.For the same reason,the orientation distribu-tions obtained without(Fig.10(a))and with the mag-neticﬁeld(Fig.10(b))are not comparable either. Nevertheless,the similarities in Fig.10(b)suggest that the magneticﬁeld has no obvious eﬀect on the origin of nucleation in the‘distortion-free’regions.The inﬂuence it has is mainly to postpone the recovery of the lattice distortion of the matrix and delay the growth of existing ‘distortion-free’regions.The delaying eﬀect caused by the magneticﬁeld on the recovery and recrystallization processes has been observed in several cold-rolled steels[12–15].In the present work,a similar eﬀect,i.e.retardation of recovery in the magneticﬁeld,also exists.Although the cold-rolling and quenching are diﬀerent processing proce-dures,they both cause crystal lattice distortion and therefore generate strain energy in the microstructures obtained.This strain energy provides the driving force for the recovery.Consequently,the driving forces for recovery of the cold-rolled microstructure and the as-quenched martensite have similar origin.Concerning the retardation of the recovery and recrystallization pro-cesses occurring in the deformed matrix,Martikainen and Lindroos[12]suggested that the magnetic ordering induced may aﬀect grain boundary mobility since the diﬀusion of ferromagnetic materials depends on the degree of magnetic order.In addition,the domain walls also act as barriers to grain boundary migration.As the magneticﬁeld may lower the mobility of the grain boundaries by either atomic diﬀusion through magnetic ordering or the obstructive eﬀect of domain walls,re-covery and recrystallization can be delayed.Since the recovery of the lattice distortion in martensite also re-quires atom rearrangement and the growth of‘distor-tion-free’regions calls for boundary migration,the retardation eﬀect caused by the magneticﬁeld may be attributed to the same inﬂuential factors as those sug-gested by Martikainen and Lindroos[12].Contrary to what was found in the literature on cold-rolled steels[12–15],no h001i texture component was detected along the MFD in the present work.The for-mation of the h001i component in those materials was attributed to magnetic anisotropy in the magneticﬁeld. The direction of easy magnetization is h001i for the bcc ferromagnetic phase.The nuclei with h001i directions parallel to the MFD have the largest driving force forY.Zhang et al./Acta Materialia52(2004)3467–34743473recrystallization[12]and the h001i component is thus enhanced.However,in the present work,as the‘dis-tortion-free’regions in the material are enlarged directly from the matrix,the matrix orientation remains un-changed.No enhanced h001i component could be ob-tained.This result also shows that,at this stage of recovery,the14-Tﬁeld has no obvious impact on the selection of‘distortion free’regions–whose easy mag-netization direction is along theﬁeld direction–to nu-cleate or grow preferentially.As illustrated in Fig.11,the fractographs of both non-ﬁeld andﬁeld-tempered tensile specimens show typical ductile rupture behavior;consequently,the in-tragranular properties of the matrix are dominant.The releasing of supersaturation and recovery progress of the ferrite matrix thus plays an important role in af-fecting the rupture behavior of the material.Both are softening processes to the material.As shown in Table2, the slight increase in the strength of theﬁeld-tempered specimens could be related to the retardation of the progress of recovery for the matrix.This slight increase is also reﬂected in the morphology of the fractures.In Fig.11,the dimples in(b)with aﬁeld are slightly shal-lower than those in(a)without aﬁeld,showing that the deformation capacity is slightly poorer–i.e.the strength slightly higher–with than without aﬁeld.However,as the progress of recovery is still in its early stage,the changes in strength are still modest.5.Conclusions1.A magneticﬁeld can eﬀectively prevent the cementitefrom growing directionally along the plate and twin boundaries.The application of aﬁeld indeed raises the cementite/ferrite interfacial energy since the mag-netization-related Gibbs free energy decreases on both sides of the interface.In addition,the strain en-ergy increase caused by the diﬀerence in magneto-striction between the two phases is also unfavorable to directional growth.Therefore,short-bar or parti-cle-like cementite is obtained.The magneticﬁeld ap-plied has no obvious eﬀect on the nucleation sites or on the total amount of cementite.2.The magneticﬁeld can obviously delay the progressof recovery for the ferrite matrix;this can be attrib-uted to the inﬂuence of magnetic ordering and do-main walls on the mobility of grain boundaries.No preferential orientations are detected for the‘distor-tion-free’regions in the magneticﬁeld.The driving force for the formation and growth of the‘distor-tion-free’regions is still generated by the lattice dis-tortions,due to the supersaturation by carbon atoms. AcknowledgementsThis work wasﬁnancially supported by the National Natural Science Foundation of China(Grant No. 50234020),the National High Technology Research and Development Program of China(Grant No. 2002AA336010)and the TRAPOYT in Higher Educa-tion Institutions of MOE,China.The authors also gratefully acknowledge the support oﬀered in the framework of the Chinese-French Cooperative Research Project(PRA MX00-03).The authors would like to express gratitude to the High Magnetic Field Labora-tory for Superconducting Materials,Institute for Ma-terials Research,Tohoku University which oﬀered access to the magneticﬁeld facilities.References[1]Joo HD,Kim SU,Shin NS,Koo YM.Mater Lett2000;43:225.[2]Krivoglaz MA,Sacovskiy VD.Fiz Metal Metalloved1964;18:23.[3]Sadovskii VD,Rodigin NM,Smirnov LV,Filonchik GM,Fakidov IG.Fiz Metal Metalloved1961;12:302.[4]Fokina YeA,Zavadskiy EA.Fiz Metal Metalloved1963;12:311.[5]Satyanarayan KR,Eliasz W,Miodownik AP.Acta Metall1968;16:877.[6]Kakeshita T,Shimizu K,Funada S,Date M.Acta Metall1985;33:1381.[7]Kakeshita T,Fukuda T,Saburi T,Kindo K,Endo S.Physica B1997;237–238:603.[8]Shimotomai M,Maruta K.Scripta Mater2000;42:499.[9]Ohtsuka H,Xu Y,Wada H.Mater Trans JIM2000;41(8):907–10.[10]Shimotomai M,Maruta K,Mine K,Matsui M.Acta Mater2003;51:2921.[11]Enomoto M,Guo H,Tazuke Y,Abe YR,Shimotomai M.MetallMater Trans A2001;32:445.[12]Martikainen HO,Lindroos VK.Scand J Metall1981;10:3.[13]Watanabe T,Suzuki Y,Tanii S.Philos Mag Lett1990;62:9.[14]Masahashi N,Matsuo M,Watanabe K.J Mater Res1998;13:457.[15]He CS,Zhang YD,Zhao X,Zuo L,He JC,Watanabe K,et al.Adv Eng Mater2003;5:579.[16]Watanabe K,Awaji S,Motokawa M,Mikami Y.Jpn J Appl Phys1998;37:L1148.[17]Krauss G.Principles of heat treatment of steel.Ohio:AmericanSociety for Metals;1980.p.200.[18]Adachi K,Bonnenberg D,Franse JJM,Gersdorf R,Hempel KA,Kanematsu K,et al..In:Wijn HPJ,ndolt–Bornstein numerical data and functional relationships in science and technology,magnetic properties of metals,vol.19a.Berlin: Springer-Verlag;1988.p.24.[19]Cyrot M et al.Magn e tisme.Grenoble:Presses Universitaires deGrenoble;1999.p.69.[20]Hsu TY.Theory of phase transformation.Beijing:Science Press ofChina;1988.p.35.3474Y.Zhang et al./Acta Materialia52(2004)3467–3474。

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众多经典，流传至今千百年，世界著名大学校长精心推荐，也备受中国著名学者胡适，赵元任的推崇。

第1卷His Autobiography, by Benjamin Franklin 《富兰克林自传》 [美]本杰明·富兰克林/著【英文版+中文版下载】Journal, by John Woolman 《约翰·伍尔曼日记》[美] 约翰·伍尔曼/著【英文版+中文版下载】Fruits of Solitude, by William Penn 《痛思录》[美]威廉·配恩/著【英文版在线阅读】第2卷The Apology, Phado and Crito of Plato 《柏拉图对话录：辩解篇、菲多篇、克利多篇》[希腊]柏拉图/著【英文版下载】The Golden Sayings of Epictetus 《爱比克泰德金言录》[希腊] 爱比克泰德/著【英文版下载】The Meditations of Marcus Aurelius 《沉思录》 [罗马] 马库思·奥勒留/著【英文版下载】【中文版下载】第3卷Essays, Civil and Moral & The New Atlantis, by Francis Bacon 《培根论说文集及新阿特兰蒂斯》 [英]弗兰西斯·培根/著【培根论说集下载】【新阿特兰蒂斯下载】Areopagitica & Tractate on Education, by John Milton 《米尔顿论出版自由与教育》 [英]约翰·米尔顿/著【米尔顿论出版自由】【米尔顿论教育】Religio Medici, by Sir Thomas Browne 《虔诚的医生》 [英]托马斯·布朗爵士【英文版下载】第4卷Complete Poems Written in English, by John Milton 《约翰·米尔顿英文诗全集》 [英]约翰·米尔顿/著【英文版下载】第5卷Essays and English Traits, by Ralph Waldo Emerson 《爱默生文集》[美]拉夫·沃尔多·爱默生/著【英文版在线阅读】第6卷Poems and Songs, by Robert Burns 《伯恩斯诗歌集》 [苏格兰]罗伯特·伯恩斯/著【英文版下载】第7卷The Confessions of Saint Augustine 《忏悔录》圣奥古斯丁/著【英文版下载】The Imitation of Christ, by Thomas à Kempis 《效法基督》托玛斯·坎皮斯/著【英文版在线阅读】第8卷Agamemnon, The Libation-Bearers, The Furies & Prometheus Bound of Aeschylus 【阿伽门农下载】【奠酒人下载】【The Furies在线阅读】【被缚的普罗米修斯下载】Oedipus the King & Antigone of Sophocles 【奥狄普斯之王下载】【俄狄浦斯三部曲含安提戈涅】Hippolytus & The Baccha of Euripides 【希波吕托斯在线】【酒神的伴侣下载】The Frogs of Aristophanes 【英文版下载】第9卷On Friendship, On Old Age & Letters, by Cicero 《论友谊、论老年及书信集》[罗马]西塞罗/著【论友谊在线阅读】【论老年在线阅读】【西塞罗书信集在线阅读】Letters, by Pliny the Younger 《书信集》[罗马]（小）普林尼/著【英文版下载】第10卷Wealth of Nations, by Adam Smith 《国富论》[英]亚当·斯密/著【英文版下载】第11卷The Origin of Species, by Charles Darwin 《物种起源论》[英]查尔斯·达尔文/著【英文版下载】第12卷Lives, by Plutarch 《比较列传》[希腊]普卢塔克/著【英文版下载】第13卷AEneid, by Vergil 《伊尼亚德》[罗马]维吉尔/著【英文版下载】第14卷Don Quixote, Part 1, by Cervantes 《唐吉珂德》[西班牙]塞万提斯/著【英文版下载】第15卷The Pilgrim "s Progress, by John Bunyan 《天路历程》[英]班扬/著【英文版下载】The Lives of Donne and Herbert, by Izaak Walton 《多恩与赫伯特生平》[英]艾萨克·沃顿/著【英文版下载】第16卷One Thousand and One Nights / Arabian Nights Entertainments 《一千零一夜，又名天方夜谭》[英]爱德华·威廉·兰讷/译【英文版下载】第17卷Fables, by Aesop 《伊索寓言》【英文版下载】Household Tales, by Jacob and Wilhelm Grimm 《格林童话全集》【英文版下载】Tales, by Hans Christian Andersen 《安徒生童话全集》【英文版下载】第18卷All for Love, by John Dryden 《爱的咏叹调》约翰·德莱顿【英文版下载】The School for Scandal, by Richard Brinsley Sheridan 《造谣学习》谢里丹【英文版下载】She Stoops to Conquer, by Oliver Goldsmith 《屈伸求爱》歌德史密斯【英文版下载】The Cenci, by Percy Bysshe Shelley 《倩契》雪莱【雪莱诗集下载含The Cenci】A Blot in the ’Scutcheon, by Robert Bro wning 《纹章上的斑点》勃郎宁【英文版下载】Manfred, by Lord Byron 《曼弗雷德》拜伦【英文版下载】第19卷Faust, Part I, Egmont & Hermann and Dorothea, by J.W. von Goethe 《浮士德（第一幕）》 [德]歌德/著【英文版下载】Dr. Faustus, by Christopher Marlowe 《浮士德博士》 [英] 克里思托福·马洛/著【英文版下载】第20卷The Divine Comedy, by Dante Alighieri 《神曲》[意]但丁/著【英文版下载】第21卷I Promessi Sposi, by Alessandro Manzoni 《许婚的爱人》[意]曼佐尼/著【英文版在线阅读】第22卷The Odyssey of Homer 《奥德赛》[希腊]荷马/著【英文版下载】第23卷Two Years before the Mast, by Richard Henry Dana, Jr. 《两年水手生涯》[美]（小）达纳/著【英文版下载】第24卷On Taste, On the Sublime and Beautiful, Reflections on the French Revolution & A Letter to a Noble Lord, by Edmund Burke 《伯克文集》 [英]爱德蒙·伯克/著【英文版在线阅读】第25卷Autobiography & On Liberty, by John Stuart Mill 《穆勒文集》约翰·斯图亚特·穆勒/著【英文版在线阅读】Characteristics, Inaugural Address at Edinburgh & Sir Walter Scott, by Thomas Carlyle 《卡莱尔文集》托马斯·卡莱尔/著【英文版在线阅读】第26卷Life Is a Dream, by Pedro Calderón de la Barca 《人生如梦》卡尔德隆【英文版下载】Polyeucte, by Pierre Corneille 《波利厄克特》高乃依【英文版下载】Phaedra, by Jean Racine 《菲尔德》拉辛【英文版下载】Tartuff e, by Molière 《伪君子》莫里哀【英文版下载】Minna von Barnhelm or The soldier's fortune, by Gotthold Ephraim Lessing 《明娜·冯·巴尔赫姆》莱辛【英文版下载】Wilhelm Tell, by Friedrich von Schiller 《威廉·退尔》席勒【英文版下载】第27卷English Essays: Sidney to Macaulay 《英国名家随笔》【英文版全集在线阅读】Sir Philip Sidney 菲利浦·锡德尼；Ben Jonson 本·简森；Abraham Cowley 亚伯拉罕·考利；Joseph Addison 约瑟夫·爱迪生；Sir Richard Steele里查德·斯迪尔；Jonathan Swift斯威夫特；Daniel Defoe 丹尼尔·笛福；Samuel Johnson 塞缪尔·约翰逊；David Hume休谟；Sydney Smith 西尼·史密斯；Samuel Taylor Coleridge柯勒律治；William Hazlitt 威廉·哈兹利特；Leigh Hunt 韩特；Charles Lamb 兰姆；Thomas De Quincey 德·昆西；Percy Bysshe Shelley 雪莱；Thomas Babington Macaulay 马库莱第28卷Essays: English and American 《英国与美国名家随笔》【英文版全集在线阅读】William Makepeace Thackeray萨克雷；John Henry Newman纽曼；Matthew Arnold阿诺德；John Ruskin罗斯金；Walter Bagehot白芝皓；Thomas Henry Huxley赫胥黎；Edward Augustus Freeman佛里曼；Robert Louis Stevenson 斯蒂文森；William Ellery Channing钱宁；Edgar Allan Poe爱伦.坡；Henry David Thoreau梭罗；James Russell Lowell洛威尔第29卷The Voyage of the Beagle, by Charles Darwin 《比格尔号上的旅行》 [英] 查尔·达尔文/著【英文版下载】第30卷Scientific Papers 《科学论文集：物理学，化学；天文学；地质学》【英文版全集在线阅读】Michael Faraday 法拉第；Hermann von Helmholtz 赫姆霍尔兹；Lord Kelvin 汤姆森；Simon Newcomb 纽科姆；Sir Archibald Geikie盖基/著第31卷The Autobiography of Benvenuto Cellini 《契里尼自传》[意]本维努托·契里尼/著【英文版下载】第32卷Literary and Philosophical Essays 《文学和哲学名家随笔》【英文版下载】（法国、德国、意大利卷）Michel Eyquem de Montaigne 蒙田；Charles Augustin Sainte-Beuve布沃；Ernest Renan勒南；Gotthold Ephraim Lessing 拉辛；J.C. Friedrich von Schiller席勒；Immanuel Kant 康德；Giuseppe Mazzini 马志尼；Byron拜伦；Goethe歌德/著第33卷Voyages and Travels: Ancient and Modern 《古代和现代著名航海与旅行记》【英文版在线阅读】Herodotus 希罗多德；Tacitus 德雷克；Sir Francis Drake 弗朗西斯德雷克 /著第34卷Discourse on Method, by René Descartes 《方法论》【英文版下载】Letters on the English, by Voltaire 《英国书信集》伏尔泰【英文版下载】On the Inequality among Mankind & Profession of Faith of a Savoyard Vicar, by Jean Jacques Rousseau 《论人类不平等的起源与萨瓦副主教的信仰告白》卢梭【英文版下载】Of Man, Being the First Part of Leviathan, by Thomas Hobbes 【英文版在线阅读】《法国和英国著名哲学家》笛卡尔；伏尔泰；罗素；霍布斯/著第35卷The Chronicles of Jean Froissart 《见闻与传奇又名闻见录》傅华萨【英文版下载】The Holy Grail, by Sir Thomas Malory 《圣杯》马洛尼【英文版在线阅读】A Description of Elizabethan England, by William Harrison 【英文版在线阅读】《见闻与传奇》傅华萨；马洛尼；哈里森/著第36卷The Prince, by Niccolo Machiavelli 《君主论》【英文版下载】The Life of Sir Thomas More, by William Roper 《托马斯.莫尔传记》威廉.罗珀【英文版在线阅读】Utopia, by Sir Thomas More 《乌托邦》托马斯·莫尔【英文版下载】The Ninety-Five Thesis, Address to the Christian Nobility & Concerning Christian Liberty, by Martin Luther 【英文版全集在线】第37卷Some Thoughts Concerning Education, by John Locke 《教育漫话》洛克【英文版下载】Three Dialogues Between Hylas and Philonous in Opposition to Sceptics and Atheists, by George Berkeley 【英文版下载】An Enquiry Concerning Human Understanding, by David Hume 《人类理智研究》休谟【英文版下载】《17、18世纪英国著名哲学家》洛克；伯克利；休谟/著第38卷The Oath of Hippocrates 《The Oath of Hippocrates》希波克拉底【英文版在线阅读】Journeys in Diverse Places, by Ambroise Paré【英文版在线阅读】On the Motion of the Heart and Blood in Animals, by William Harvey 《心血运动论》哈维【英文版下载】The Three Original Publications on Vaccination Against Smallpox, by Edward Jenner 【英文版下载】The Contagiousness of Puerperal Fever, by Oliver Wendell Holmes 【英文版在线阅读】On the Antiseptic Principle of the Practice of Surgery, by Joseph Lister【英文版下载】Scientific Papers, by Louis Pasteur 【英文版在线阅读】Scientific Papers, by Charles Lyell 【英文版下载】《科学论文集：物理学、医学、外科学和地质学》帕雷；哈维；詹纳；霍姆斯；利斯特；巴斯德；赖尔/著第39卷Prefaces and Prologues 【英文版下载】《名著之前言与序言》卡克斯顿；喀尔文；哥白尼；诺克斯；斯宾塞；莱利；培根；第40卷English Poetry I: Chaucer to Gray 【英文版在线阅读】英文诗集（卷I）：从乔叟到格雷第41卷English Poetry II: Collins to Fitzgerald 【英文版在线阅读】英文诗集（卷II）：从科林斯到费兹杰拉德第42卷English Poetry III: Tennyson to Whitman 【英文版在线阅读】英文诗集（卷III）：从丁尼生到惠特曼第43卷American Historical Documents: 1000-1904 【英文版在线阅读】美国历史文件：1000-1904第44卷Confucian: The Sayings of Confucius 《孔子语录》【英文版在线阅读】Hebrew: Job, Psalms & Ecclesiastes 【Job英文版在线阅读】【Psalms英文版在线】【Ecclesiastes英文版在线】Christian I: Luke & Acts 【Luke英文版在线阅读】【Acts英文版在线阅读】圣书（卷一）：孔子；希伯来书；基督圣经（I）第45卷Christian II: Corinthians I & II & Hymns 【Corinthians I & II 英文版在线阅读】【Hymns英文版在线阅读】Buddhist: Writings 【英文版在线阅读】Hindu: The Bhagavad-Gita 《薄伽梵歌》【英文版下载】Mohammedan: Chapters from the Koran 【古兰经全集英文版下载】圣书（卷二）：基督圣经（II）；佛陀；印度教；穆罕默德第46卷Edward the Second, by Christopher Marlowe 《爱德华二世》马洛/著【英文版下载】Hamlet, King Lear, Macbeth & The Tempest, by William Shakespeare 【哈姆雷特英文版下载】【李尔王英文版下载】【麦克白英文版下载】【暴风雨英文版下载】第47卷The Shoemaker's Holiday, by Thomas Dekker 【英文版在线阅读】The Alchemist, by Ben Jonson 《炼金士》本.琼森【英文版下载】Philaster, by Beaumont and Fletcher 《菲拉斯特》博蒙特&佛莱彻【英文版下载】The Duchess of Malfi, by John Webster 《马尔菲公爵夫人》韦伯斯特【英文版下载】A New Way to Pay Old Debts, by Philip Massinger 【英文版在线阅读】伊利莎白时期戏剧（卷II）：德克；约翰逊；博蒙特；佛莱彻；韦伯斯特；马辛加/著第48卷Thoughts, Letters & Minor Works, by Blaise Pascal 【Thoughts of Blaise Pascal在线阅读】【Letters of Blaise Pascal在线阅读】【Minor Works在线阅读】帕斯卡文集帕斯卡/著第49卷Epic & Saga: Beowulf, The Song of Roland, The Destruction of Dá Derga's Hostel & The Story of the Volsungs and Niblungs 【贝奥武夫下载】【罗兰之歌在线阅读】【鞑德嘎旅店的毁灭下载】【沃尔松和尼贝龙根之歌在线阅读】第50卷Lectures on the Harvard Classics 《哈佛经典讲座》【英文版在线阅读】。

大学英语精读第一册（全册电子书）（精品）

UNIT 1TEXTWant to know how to improve your grades without having to spend more time studying? Sounds too good to be true? Well, readon...How to Improve Your Study Habitsperhaps you are an average student with average intelligence. Youdo well enough in school, but you probably think you will never bea top student. This is not necessarily the case, however. You can receive better grades if you want to. Yes, even students of averageintelligence can be top students without additional work. Here's how:1. Plan your time carefully. Make a list of your weekly tasks.Then make a schedule or chart of your time. Fill in committed timesuch as eating, sleeping, meetings, classes, etc. Then decide on good, regular times for studying. Be sure to set aside enough timeto complete your normal reading and work assignments. Of course,studying shouldn't occupy all of the free time on the schedule. It's important to set aside time for relaxation, hobbies, and entertainment as well. This weekly schedule may not solve all of your problems, but it will make you more aware of how you spendyour time. Furthermore, it will enable you to plan your activities sothat you have adequate time for both work and play.2. Find a good place to study. Choose one place for your studyarea. It may be a desk or a chair at home or in the schoo l library,but it should be comfortable, and it should not have distractions. When you begin to work, you should be able to concentrate on thesubject.3. Skim before you read. This means looking over a passagequickly before you begin to read it more carefully. As you previewthe material, you get some idea of the content and how it is organized. Later when you begin to read you will recognize less important material and you may skip some of these portions. Skimming helps double your reading speed and improves your comprehension as well.4. Make good use of your time in class. Listening to what theteacher says in class means less work later. Sit where you can see and hear well. Take notes to help you remember what the teacher says.5. Study regularly. Go over your notes as soon as youcanafter class. Review important points mentioned in class as well aspoints you remain confused about. Read about these points in yourtextbook. If you know what the teacher will discuss the next day, skim and read that material too. This will help you understand thenext class. If you review your notes and textbook regularly, the material will become more meaningful and you will remember it longer. Regular review leads to improved performance on test.6. Develop a good attitude about tests. The purpose of a test isto show what you have learned about a subject. The world won't end if you don't pass a test, so don't worry excessively about a single test. Tests provide grades, but they also let you know what you need to spend more time studying, and they help make your knowledge permanent.There are other techniques that might help you with your studying. Only a few have been mentioned here. You will probablydiscover many others after you have tried these. Talk with your classmates about their study techniques. Share with them some ofthe techniques you have found to be helpful. Improving your studyhabits will improve your grades.NEW WORDSaveragen. ordinary 普通的；中等的intelligencen. ability to learn and understand 智力necessarilyad. inevitably 必定casen. what has really happened; actual condition 实情additionala. added 附加的，额外的n. additionweeklya. done or happening every week 每周的；一周一次的schedulen. timetable 时间表chartn. (sheet of paper with) information written or drawn in the formof a picture 图（表）commitvt. 指定...用于asidead. to the side 在旁边；到（向）一边etc(Latin, shortened form for et cetera) and other things 等等normala. usual 正常的readingn. the act or practice of reading 阅读assignmentn. sth. given out as a task (布置的)作业occupyn. take up 占用relaxationn. (sth. done for) rest and amusement 休息，娱乐relaxv.hobbyn. what one likes to do in one's free time 业余爱好entertainmentn. show, party, etc. that people enjoy 娱乐entertainvt.solvevt. find an answer to (a problem) 解决（问题）awarea. having knowledge or understanding 知道的；意识到的furthermoread. moreover; in addition 而且；此外enablevt. make (sb.) able (to do sth.) 使（某人）能（做某事）activityn. sth. (to be) done 活动adequatea. as much as one needs; enough 充分的；足够的distractionn. sth. that draws away the mind or attention 分心（或分散注意力）的事物concentrate (on or upon)vi. pay close attention (to) 全神贯注（于）skimvt. read quickly to get the main ideas (of) 略读previewvt. have a general view of (sth.) beforehand 预习contentn. what is written in a book, etc. 内容organizevt. form into a whole 组织laterad. 后来；以后skipvt. pass over 略过portionn. part; share 一部分；一份doublev. make or become twice as great or as many （使）增加一倍comprehensionn. the act of understanding or ability to understand 理解（力）mentionvt. speak or write about (sth.) in a few words 提及confuseda. mixed up in one's mind 迷惑的，混淆的confusevt.textbookn. a standard book for the study of a subject 教科书；课本performancen. achievement 成绩meaningfula. having important meaning or value 富有意义的attituden. what one thinks about sth. 态度，看法purposen. aim 目的，意图excessivelyad. too much 过多地，过分地excessivea.permanenta. lasting for a long time; never changing 持久的；永久的techniquen. way of doing sth. 技巧，方法helpfula. useful; providing help or wiling to help 有益的；给予帮助的，肯帮忙的PHRASES & EXPRSSIONSfill inwrite in 填写，填充decide onmake a choice or decision about 选定，决定set asidesave for a special purpose 留出as wellalso; too; in addition 也，还；同样be aware (of)know (sth.); know (what is happening) 知道，意识到concentrate ondirect one's attention, efforts, etc. to 全神贯注于look overexamine (quickly) 把...看一遍，过目go overreview 复习lead toresult in 导致UNIT 2TEXTAt sixty-five Francis Chichester set out to sail single-handed roundthe world. This is the story of that adventure.Sailing Round the WorldBefore he sailed round the world single-handed, Francis Chichesterhad already surprised his friends several times. He had tried to flyround the world but failed. That was in 1931.The years passed. He gave up flying and began sailing. He enjoyed it greatly. Chichester was already 58 years old when he won the first solo transatlantic sailing race. His old dream of goinground the world came back, but this time he would sail. His friendsand doctors did not think he could do it, as he had lung cancer. ButChichester was determined to carry out his plan. In August, 1963,at the age of nearly sixty-five, an age when many men retire, he began the greatest voyage of his life. Soon, he was away in this new 16-metre boat, Gipsy Moth.Chichester followed the route of the great nineteenth century clipper ships. But the clippers had had plenty of crew. Chicheater did it all by himself, even after the main steering device had been damaged by gales. Chichester covered 14, 100 miles beforestopping in Sydney, Australia. This was more than twice the distance anyone had previously sailed alone.He arrived in Australia on 12 December, just 107 days outfrom England. He received a warm welcome from the Australiansand from his family who had flown there to meet him. On shore, Chichester could not walk without help. Everybody said the same thing: he had done enough; he must not go any further. But he didnot listen.After resting in Sydney for a few weeks, Chichester set off once more in spite of his friends' attempts to dissuade him. The second half of his voyage was by far the more dangerous part, during which he sailed round the treacherous Cape Horn.On 29 January he left Australia. The mext night, the blackesthe had ever known, the sea became so rough that the boat almost turned over. Food, clothes, and broken glass were all mixed together. Fortunately, bed and went to sleep. When he woke up, thesea had become calm the nearest person he could contact by radio,unless there was a ship nearby, Wild be on an island 885 miles away.After succeeding in sailing round Cape Horn, Chichester sentthe followiing radio message to London:" I feel as if I had wakened from a nightmare. Wild horses could not drag me down toCape Horn and that sinister Southern Ocean again."Juat before 9 o'clock on Sunday evening 28 May, 1967, he aeeived back in England, where a quarter of a million people werewaiting to welcome him. Queeh Elizabeth II knigthed him with thevery sword that Queen Elizabeth I had sailed round the world for the first time. The whole voyage from England and back had covered 28, 500 miles. It had taken him nine months , of which thesailing time was 226 days. He had done what he wanted to accomplish.Like many other adventurers, Chichester had experienced fearand conquered it. In doing so, he had undoubtedly learnt somethingabout himself. Moreover, in the modern age when human beings depend so much on machines, he had given men throughout the world new pride.NEW WORDSsingle-handeda & ad. (done) by one person alone 单独的（地）adventuren. 冒险（活动）soloa. single-handed 单独的transatlantica. crossing the Atlantic Ocean 横度大西洋lungn. part of the body with which one breathes 肺cancern. 癌determineda. with one's mind firmly made up 下定了决心的determinev.determinationn.retirevi. stop working at one's job(because of age) 退休voyagen. sea journey 航海；航行routen. way from one place to another 路线clippern. 快速帆船crewn. group of people who work together on a ship or aeroplane 全体船员；全体乘务员steervt. make (esp. a boat or road vehicle) go in a particular direction 为...撑舵devicen. a piece of equipment 设备；装置steering devicen. 操舵装置damagevt. cause harm or injury to 损坏ad. harm, injury 损坏galen. very strong wind 大风covervt. travel (a certain distance) 行过（一段距离）previouslyad. before 以前previousa.attemptn. try 试图，尝试dissuadevt. prevent (sb.) from doing sth. by reasoning 劝阻treacherousa. more dangerous than it seems 暗藏危险的；奸诈的capen. 海角rougha. (of weather or the sea) stormy; not calm （气候）有暴风雨的；（海）波涛汹涌的fortunatelyad. luckily 幸运地；幸亏fortunatea.contactvt. get in touch with 联系，接触nearbyad. close by 在附近followinga. next; to be mentioned immediately 接着的；下列的wakenv. (cause to) wake 唤醒；醒来nightmaren. terrible dream 恶梦dragvt. pull along with great effort 拖，拉sinistera. 凶恶的，邪恶的knightn. 爵士vt. 封... 为爵士swordn. 剑，刀accomplishvt. finish successfully 完成conquervt. overcome 征服undoubtedlyad. certainly 无疑地moreoverad. in addition 此外，而且humana. of or concerning people 人们beingn. a living thing, esp. a person 生物；人PHRASES & EXPRESSIOMSset outbegin a course if action 着手，开始give upatop doing 放弃be determined to (do)have a strong will to (do) 决心（做）(all) by oneself(completely) alonein spite ofnot taking notice of; not caring about 尽管；虽然by farby a large amount or degree...得多turn over(cause to) fall over, upset （使）翻倒，（使）倾覆can not helpcan not keep oneself from 禁不住PEOPER NAMESFrancis Chichester弗朗西斯. 奇切斯特Gipsy Moth吉普赛. 莫斯Sydney悉尼（澳大利亚城市）Cape Horn合恩角（智利）London伦敦Elizabeth伊丽莎白（女子名）Drake德雷克（姓氏）UNIT 3TEXTThey say that blood is thicker than water, that our relatives are more important to us than others. Everyone was so kind to the oldlady on her birthday. Surely her daughter would make an even bigger effort to please he?The PresentIt was the old lady's birthday.She got up early to be ready for the post. From the secondfloor flat she could see the postman when he came down the street,and the little boy from the ground floor brought up her letters on the rare occasions when anything came.Today she was sure the would be something. Myra wouldn't forget her mother's birthday, even if she seldom wrote at other times. Of course Myra was busy. Her husband had been made Mayor, and Myra herself had got a medal for her work the aged.The old lady was proud of Myra, but Enid was the daughtershe loved. Enid had never married, but had seemed content to live。

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