自考综合英语二 lesson 上册

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自考综合英语二 lesson 2 上册教学内容

◆ who somehow appear distinguished from ordinary
people.
And you would not be alone, because pollsters have found that people today do not choose political leaders who shape history for their "Most Admired" list, but rather movie and television celebrities, fashion models, professional athletes, and even comic book and cartoon characters. In short media icons.
bigger than life, you might come up with an entirely
different list. You might, in fact, name people who are
celebrated for their wealth and glamour rather than their achievements and moral strength of character.如果有人请你列举在社会上受到普遍赞赏、貌似非凡的人，你所列举的恐怕是完全不同的人。
就定义而言，英雄之所以与众不同是因为他们有非凡的勇气、取得卓越的成就、常常为他人的利益而作出牺牲。 by definition：按定义 be distinguished by：由于……而有别（于……） heroes and heroines are people who are different from other people because of their unusual courage, achievements and the sacrifices they make in the interests of others.

自考综合英语二上册课文翻译与详解

综合英语(二)上册课文翻译及详解Lesson OneTwelve Things l Wish They Taught at SchoolCarl SaganLearning Guide俗话说：“活到老，学到老。

”人的一生就是不断学习、不断丰富和充实自己的过程。

青少年阶段，尤其是中学阶段，无疑是学习的最佳时期。

中学教育的重点应放在什么地方？美国著名科学家和科普作家萨根批评中学只抓各个学科具体内容的做法，他认为中学要注重对青少年的宏观教育，使他们建立起唯物的世界观和宇宙观，使他们能够正确对待自己，关心周围的世界——人类生存的环境和自己的地球同胞。

1 I attended junior and senior high school, public institutions in New York and New Jersey, just after the Second World War. It seems a long time ago. ①The facilities and the skills of the teachers were probably well above average for the United States at that time.Since then, I've learned a great deal. One of the most important things I've learned is how much there is to learn, ②and how much I don't yet know.③Sometimes I think how grateful I would be today if I had learned more back then about what really matters. In some respects that education was terribly narrow; the only thing I ever heard in school about Napoleon was that the United States made the Louisiana Purchase from him. ④(On a planet where some 95% of the inhabitants are not Americans, the only history that was thought worth teaching was American history. ) In spelling, grammar, the fundamenta ls of math, and other vital subjects, my teachers did a pretty good job. But there's so much else I wish they'd taught us.①The facilities and skills of the teachers were probably well above average for the United States at that time.学校的设施、教师的水平在当时的美国大大高于一般的水平。

自考综合英语二上册02课单词中英文释义表格.doc

2.pl. of medium
distinguish
V
|vn| (not used in the progressive tenses) distinguish A (from B) to be a characteristic that makes two people, animals or things difference另ij于；使显苦
n
1.a person who competes in spons:运动员
2.(BrE) a person who competes in sports such as running and jumping田径运动员
3.a person who is good at sports and physical exercise:扌讯长运动的人
media
n
1.the media |U+sing./pl. v. | the main ways that large numbers of people receive information and entertainment, that is television, radio, newspapers and the Internet:宣传工具，新闻媒介
comic
adj
1.amusing and making you laugh:逗笑(l勺；
2.(only before nounl connected with comedy (= eniertainmenl that is funny and that makes people laugh):喜剧的
heroine
n
1.a girl or woman who is admired by many for doing sth brave or good:女英雄；

自考0795综合英语(二)基础班课程讲义全上册Lesson14

Lesson Fourteen：Cipher in the Snow打印本页I. Outline of the TextPart 1：Introduction （Paras. 1-6）A boy named Cliff Evans died on his way to school on a snowy morning.Part 2：Body （Paras. 7-20）The writer thought that bad education was the real killer.☆ The boy seemed to be completely excluded from activities outside the classro om and the teachers' comments made the boy's I.Q. gradually dropped.☆ The boy was made to believe he was stupid and he had noting to live for and hope for.Part 3：Conclusion （Paras. 21-23）As a teacher, the writer made up her mind that what had happened to Cliff Evans would never happen to any other of her students.II. TextPart 1：Introduction （Paras. 1-6）1 It started on a biting cold February morning：事情发生在2月的一个寒冷刺骨的清晨。

It 指的是incident（事件）；accident（事故）I was driving behind the Milford Corners bus as I did most snowy mornings on my way to school：那时我正驾车跟在校车后面，下雪的时候多数情况早晨我都是这样去学校上班。

自考综合英语二上册课后翻译

综合英语二上册——课后翻译lesson oneTranslate the following into English.1) Use the verb + noun collocation.出席会议 to attend a meeting 干的不错 to do a good job体验苦难 to experience bitterness 自学英语 to teach oneself English发现奇迹 to discover wonders 忍住咳嗽to hold back one’s cough掌握技能 to master skills 获取知识 to acquire knowledge需要勇气 to require courage 丰富生活to enrich one’s life接受修正 to accept rectification 改正错误 to correct mistakes不再指望 to cherish no hope 作出努力 to make efforts2)Use the “useful expressions”.1.新造的大桥坍塌了，一名工程师和两名地方官员为此受到刑事起诉。

The collapse of the big newly-built bridge led to criminal prosecution against an engineer and two local government officials.2.他工作了一天，午饭都没动。

He worked all day, leaving his lunch untouched.3.经常性的体育运动使学生身体强壮，更好的适应学习，决不是浪费时间。

Far from being a waste of time, regular sports activities make students physica lly strong and deal with their study better.4.在海洋世界公园，海豹和海豚能够表演各种技巧，逗的小观众们乐不可支。

自学考试综合英语二lesson2(上册)

be beyond sb ：为某人所不能理解；对某人来说太难.
◆ Yet, some people say that we are living in a new age .In this age heroes and heroines are rare, and heroism is only something people admire but do not practice. Heroic and noble conduct is a thing of the past.
◆ Consequently, bereft of cultural heroes, we have latched onto cultural icons — media superstars such as actors, actresses, sports celebrities, television personalities,
Heroes and Cultural Icons
Lesson Two
contents
◆ 1 Words & Expressions ◆ 2 Text Focuses & Difficulties ◆ 3 Exercises ◆ 4 Review & Homework
◆ If you were asked to list ten American heroes and heroines, you would probably name some or all of the following: George Washington, Abraham Lincoln, Daniel Boone, Martin Luther King Jr., Amelia Earhart, Susan B. Anthony, Jacqueline Kennedy Onassis, Helen Keller, Elizabeth Cady Stanton, and Rosa Parks.

自考综合英语二_上册_下册_课文翻译

綜合英語二上冊課文翻譯lesson1学校要是教给我们这12种本领就好了卡尔·萨根1.二战刚结束，我在纽约和新泽西的公立学校上了初中和高中。

现在想来似乎是很久远的事了。

学校的设施、教师的水平在当时的美国大大高于一般水准。

因而，那时的我可以说是受益匪浅。

我所学到的最重要的一点，就是要学的东西实在是太多，而我还没有学到的东西也太多。

有时候，我想那时要是能学点真正重要的东西，今天我会多么地心存感激。

在有些方面，当时的教育十分狭窄；关于拿破仑，在学校里我所学到的仅仅是美国从他手里买下路易斯安那。

（在一个约95％的居民不是美国人的星球上，学校当局认为只有美国历史才值得讲授。

）在拼写、语法、数学基础知识以及其他重要的学科的教授上，我的老师们做得相当不错。

但是还有许多其他的东西，我曾希望他们教授给我。

2.或许该教而没教的缺陷自那以后已经得以纠正。

照我看来似乎有许多东西（主要是态度问题、认识问题，而不是简单的对事实记忆的问题）学校应当教授——那些在以后的生活中真正有用的东西，即那些能使国家更强大、世界更美好，也能使人们更幸福的东西。

人类乐于学习。

这是我们人类比这个星球上其它物种做得好些的为数有限的几件事中的一件。

每个学生都应该经常体验一下说出“啊，原来是这么一回事！”时的感受——也就是你以往不懂的或是不知道自己不懂的事情，一下子变得豁然开朗时的感受。

3.下面就是我列出的方法:挑一件难事，从中学习4.希腊哲学家苏格拉底曾经说过这是人类最大的乐趣之一，确实也是如此。

与其涉足多门学科而略知一二，莫如选其一两个学科学深学透。

只要你对所选的课题感兴趣，只要你的研究不脱离课题本身更为广阔的人文环境，你的课题是什么并不重要。

教会你自己一个课题以后，你就会对教授你自己另一课题的能力更加充满信心。

你会逐渐发现你已获得了一种主要技能。

世界的变化日新月异，你必须在一生中不断地教授你自己。

但不要沉溺于你感兴趣的或你擅长的第一门学科而止步不前。

自考英语二电子版教材上册

大学英语自学教程(上)01-A. How to be a successful language learner?“Learning a language is easy, even a child can do it!”Most adults who are learning a second language would disagree with this statement. For them, learning a language is a very difficult task. They need hundreds of hours of study and practice, and even this will not guarantee success for every adult language learner.Language learning is different from other kinds of learning. Some people who are very intelligent and successful in their fields find it difficult to succeed in language learning. Conversely, some people who are successful language learners find it difficult to succeed in other fields.Language teachers often offer advice to language learners: “Read as much as you can in the new language.”“Practice speaking the language every day. ”“Live with people who speak the language.”“Don’t translate-try to think in the new language.”“Learn as a child would learn; play with the language.”But what does a successful language learner do? Language learning research shows that successful language learners are similar in many ways.First of all, successful language learners are independent learners. They do not depend on the book or the teacher; they discover their own way to learn the language. Instead of waiting for the teacher to explain, they try to find the patterns and the rules for themselves. They are good guessers who look for clues and form their own conclusions. When they guess wrong, they guess again. They try to learn from their mistakes.Successful language learning is active learning. Therefore, successful learners do not wait for a chance to use the language; they look for such a chance. They find people who speak the language and they ask these people to correct them when they make a mistake. They will try anything to communicate. They are not afraid to repeat what they hear or to say strange things; they are willing to make mistakes and try again. When communication is difficult, they can accept information that is inexact or incomplete. It is more important for them to learn to think in the language than to know the meaning of every word.Finally, successful language learners are learners with a purpose. They want to learn thelanguage because they are interested in the language and the people who speak it. It is necessary for them to learn the language in order to communicate with these people and to learn from them. They find it easy to practice using the language regularly because they want to learn with it.What kind of language learner are you? If you are a successful language learner, you have probably been learning independently, actively, and purposefully. On the other hand, if your language learning has been less than successful, you might do well to try some of the techniques outlined above.01-B. LanguageWhen we want to tell other people what we think, we can do it not only with the help of words, but also in many other ways. For instance, we sometimes move our heads up and down when we want to say "yes” and we move our heads from side to side when we want to say "no." People who can neither hear nor speak (that is, deaf and dumb people) talk to each other with the help of their fingers. People who do not understand each other's language have to do the same. The following story shows how they sometimes do it.An Englishman who could not speak Italian was once traveling in Italy. One day he entered a restaurant and sat down at a table. When the waiter came, the Englishman opened his mouth, put his fingers in it, took them out again and moved his lips. In this way he meant to say, "Bring me something to eat." The waiter soon brought him a cup of tea. The Englishman shook his head and the waiter understood that he didn't want tea, so he took it away and brought him some coffee. The Englishman, who was very hungry by this time and not at all thirsty, looked very sad. He shook his head each time the waiter brought him something to drink. The waiter brought him wine, then beer, then soda-water, but that wasn’t food, of course. He was ju st going to leave the restaurant when another traveler came in. When this man saw the waiter, he put his hands on his stomach. That was enough: in a few minutes there was a large plate of macaroni and meat on the table before him.As you see, the primitive language of signs is not always very clear. The language of words is much more exact.Words consist of sounds, but there are many sounds which have a meaning and yet are notwords. For example, we may say "Sh-sh-sh” when we mean "keep silent.” When babies laugh, we know they are happy, and when they cry, we know they are ill or simply want something.It is the same with animals. When a dog says “G-r-r” or a cat says "F-f-f” we know they are angry.But these sounds are not language. Language consists of words which we put together into sentences. But animals can not do this: a dog can say “G-r-r” when he means "I am angry,” but he cannot say first "I” and then "am” and then "angry.” A parrot can talk like a man; it can repeat whole sentences and knows what they mean. We may say that a parrot talks, but cannot say that it really speaks, because it cannot form new sentences out of the words it knows. Only man has the power to do this.02-A. Taxes, Taxes, and More TaxesAmericans often say that there are only two things a person can be sure of in life: death and taxes, Americans do not have a corner on the "death" market, but many people feel that the United States leads the world with the worst taxes.Taxes consist of the money which people pay to support their government. There are generally three levels of government in the United States: federal, state, and city; therefore, there are three types of taxes.Salaried people who earn more than a few thousand dollars must pay a certain percentage of their salaries to the federal government. The percentage varies from person to person. It depends on their salaries. The federal government has a graduated income tax, that is, the percentage of the tax (14 to 70 percent) increases as a person's income increases. With the high cost of taxes, people are not very happy on April 15, when the federal taxes are due.The second tax is for the state government: New York, California, North Dakota, or any of the other forty-seven states. Some states have an income tax similar to that of the federal government. Of course, the percentage for the state tax is lower. Other states have a sales tax, which is a percentage charged to any item which you buy in that state. For example, a person might want to buy a packet of cigarettes for twenty-five cents. If there is a sales tax of eightpercent in that state, then the cost of the cigarettes is twenty-seven cents. This figure includes the sales tax. Some states use income tax in addition to sales tax to raise their revenues. The state tax laws are diverse and confusing.The third tax is for the city. This tax comes in two forms: property tax (people who own a home have to pay taxes on it) and excise tax, which is charged on cars in a city. The cities use these funds for education, police and fire departments, public works and municipal buildings.Since Americans pay such high taxes, they often feel that they are working one day each week just to pay their taxes. People always complain about taxes. They often protest that the government uses their tax dollars in the wrong way. They say that it spends too much on useless and impractical programs. Although Americans have different views on many issues, they tend to agree on one subject: taxes are too high.02-B. AdvertisingAdvertising is only part of the total sales effort, but it is the part that attracts the most attention. This is natural enough because advertising is designed for just that purpose. In newspapers, in magazines, in the mail, on radio and television, we constantly see and hear the messages for hundreds of different products and services. For the most part, they are the kinds of things that we can be persuaded to buy – food and drinks, cars and television sets, furniture and clothing, travel and leisure time activities.The simplest kind of advertising is the classified ad. Every day the newspapers carry a few pages of these ads; in the large Sunday editions there may be several sections of them. A classified ad is usually only a few lines long. It is really a notice or announcement that something is available.Newspapers also carry a large amount of display advertising. Most of it is for stores or for various forms of entertainment. Newspapers generally reach an audience only in a limited area. To bring their message to a larger audience, many who want to put out their ads use national magazines. Many of the techniques of modern advertising were developed in magazine ads. The use of bright colors, attractive pictures, and short messages is all characteristic of magazine ads. The most important purpose is to catch the eye. The message itself is usually short, often no more than a slogan which the public identifies with the product.The same techniques have been carried over into television advertising. V oices and music have been added to color and pictures to catch the ear as well as the eye. Television ads are short –usually only 15,30, or 60 seconds, but they are repeated over and over again so that the audience sees and hears them many times. Commercial television has mixed entertainment and advertising. If you want the entertainment, you have to put up with the advertising-and millions of people want the entertainment.The men and women in the sales department are responsible for the company’s advertising, They must decide on the audience they want to reach. They must also decide on the best way to get their message to their particular audience. They also make an estimate of the costs before management approves the plan. In most large companies management is directly involved in planning the advertising.03-A. The Atlantic OceanThe Atlantic Ocean is one of the oceans that separate the Old World from the New. For centuries it kept the Americas from being discovered by the people of Europe.Many wrong ideas about the Atlantic made early sailors unwilling to sail far out into it. One idea was that it reached out to "the edge of the world." Sailors were afraid that they might sail right off the earth. Another idea was that at the equator the ocean would be boiling hot.The Atlantic Ocean is only half as big as the Pacific, but it is still very large. It is more than 4,000 miles (6,000 km) wide where Columbus crossed it. Even at its narrowest it is about 2, 000 miles (3,200 km) wide. This narrowest place is between the bulge of south America and the bulge of Africa.Two things make the Atlantic Ocean rather unusual. For so large an ocean it has very few islands. Also, it is the world's saltiest ocean.There is so much water in the Atlantic that it is hard to imagine how much there is. But suppose no more rain fell into it and no more water was brought to it by rivers. It would take the ocean about 4,000 years to dry up. On the average the water is a little more than two miles (3.2 km) deep, but in places it is much deeper. The deepest spot is near Puerto Rico. This "deep"30, 246 feet - almost six miles (9.6 km).One of the longest mountain ranges of the world rises the floor of the Atlantic. This mountain range runs north and south down the middle of the ocean. The tops of a few of the mountains reach up above the sea and make islands. The Azores are the tops of peaks in the mid-Atlantic mountain range.Several hundred miles eastward from Florida there is a part of the ocean called the Sargasso Sea. Here the water is quiet, for there is little wind. In the days of sailing vessels the crew were afraid they would be becalmed here. Sometimes they were.Ocean currents are sometime called "rivers in the sea." One of these "river" in the Atlantic is called the Gulf Stream. It is a current of warm water. Another is the Labrador Current - cold water coming down from the Arctic. Ocean currents affect the climates of the lands near which they flow.The Atlantic furnishes much food for the people on its shores. One of its most famous fishing regions, the Grand Banks, is near Newfoundland.Today the Atlantic is a great highway. It is not, however, always a smooth and safe one. Storms sweep across it and pile up great waves. Icebergs float down from the Far North across the paths of ships.We now have such fast ways of traveling that this big ocean seems to have grown smaller. Columbus sailed for more than two months to cross it. A fast modern steamship can make the trip in less than four days. Airplanes fly from New York to London in only eight hours and from South America to Africa in four!03-B. The MoonWe find that the moon is about 239,000 miles (384,551km) away from the earth, and, to within a few thousand miles, its distance always remains the same. Yet a very little observation shows that the moon is not standing still. Its distance from the earth remains the same, but its direction continually changes. We find that it is traveling in a circle - or very nearly a circle - round the earth, going completely round once a month, or, more exactly, once every 27 1/3 days. It is our nearest neighbour in space, and like ourselves it is kept tied to the earth by the earth's gravitational pull.Except for the sun, the moon looks the biggest object in the sky. Actually it is one of the smallest, and only looks big because it is so near to us. Its diameter is only 2, 160 miles (3,389 km), or a little more than a quarter of the diameter of the earth.Once a month, or, more exactly, once every 29 1/2 days, at the time we call "full moon," its whole disc looks bright. At other times only part of it appears bright, and we always find that this is the part which faces towards the sun, while the part facing away from the sun appears dark. Artists could make their pictures better if they kept in mind -- only those parts of the moon which are lighted up by the sun are bright. This shows that the moon gives no light of its own. It merely reflects the light of the sun, like a huge mirror hung in the sky.Yet the dark part of the moon’s surface is not absolutely black; generally it is just light enough for us to be able to see its outline, so that we speak of seeing "the old moon in the new moon's arms." The light by which we see the old moon does not come from the sun, but from the earth. we knows well how the surface of the sea or of snow, or even of a wet road, may reflect uncomfortably much of the sun's light on to our faces. In the same way the surface of the whole earth reflects enough of the sun's light on to the face of the moon for us to be able to see the parts of it which would otherwise be dark.If there were any inhabitants of the moon, they would see our earth reflecting the light of the sun, again like a huge mirror hung in the sky. They would speak of earthlight just as we speak of moonlight. "The old moon in the new moon's arms" is nothing but that part of the moon's surface on which it is night, lighted up by earth light. In the same way, the lunar inhabitants would occasionally see part of our earth in full sunlight, and the rest lighted only by moonlig ht; they might call this "the old earth in the new earth's arms.”04-A. Improving Your MemoryPsychological research has focused on a number of basic principles that help memory: meaningfulness, organization, association, and visualization. It is useful to know how these principles work.Meaningfulness affects memory at all levels. Information that does not make any sense to you is difficult to remember. There are several ways in which we can make material more meaningful. Many people, for instance, learn a rhyme to help them remember. Do you know therhyme “Thirty days has September, April, June, and November…? ” It helps many people remember which months of the year have 30 days.Organization also makes a difference in our ability to remember. How useful would a library be if the books were kept in random order? Material that is organized is better remembered than jumbled information. One example of organization is chunking. Chunking consists of grouping separate bits of information. For example, the number 4671363 is more easily remembered if it is chunked as 467,13,63. Categorizing is another means of organization. Suppose you are asked to remember the following list of words: man, bench, dog, desk, woman, horse, child, cat, chair. Many people will group the words into similar categories and remember them as follows: man, woman, child; cat, dog, horse; bench, chair, desk. Needless to say, the second list can be remembered more easily than the first one.Association refers to taking the material we want to remember and relating it to something we remember accurately. In memorizing a number, you might try to associate it with familiar numbers or events. For example, the height of Mount Fuji in Japan - 12, 389 feet - might be remembered using the following associations: 12 is the number of months in the year, and 389 is the number of days in a year(365) added to the number of months twice (24).The last principle is visualization. Research has shown striking improvements in many types of memory tasks when people are asked to visualize the items to be remembered. In one study, subjects in one group were asked to learn some words using imagery, while the second group used repetition to learn the words. Those using imagery remembered 80 to 90 percent of the words, compared with 30 to 40 percent of the words for those who memorized by repetition. Thus forming an integrated image with all the information placed in a single mental picture can help us to preserve a memory.04-B. Short-term MemoryThere are two kinds of memory: shore-term and long-term. Information in long-term memory can be recalled at a later time when it is needed. The information may be kept for days or weeks. Sometimes information in the long-term memory is hard to remember. Students taking exam often have this experience. In contrast, information in shore-term memory is kept for onlya few seconds, usually by repeating the information over and over. For example, you look up a number in the telephone book, and before you dial, you repeat the number over and over. If someone interrupts you, you will probably forget the number. In laboratory studies, subjects are unable to remember three letters after eighteen seconds if they are not allowed to repeat the letters to themselves.Psychologists study memory and learning with both animal and human subjects. The two experiments here show how short-term memory has been studied.Dr. Hunter studied short-term memory in rats. He used a special apparatus which had a cage for the rat and three doors, There was a light in each door. First the rat was placed in the closed cage. Next, one of the lights was turned on and then off. There was food for the rat only at this door. After the light was turned off, the rat had to wait a short time before it was released from its cage. Then, if it went to the correct door, it was rewarded with the food that was there. Hunter did this experiment many times. He always turned on the lights in a random order. The rat had to wait different intervals before it was release from the cage. Hunter found that if the rat had to wait more than ten seconds, it could not remember the correct door. Hunter's results show that rats have a short-term memory of about ten seconds.Later, Dr. Henning studied how students who are learning English as a second language remember vocabulary. The subjects in his experiment were 75 students at the University of California in Los Angeles. They represented all levels of ability in English; beginning, intermediate, advanced, and native-speaking students.To begin, the subjects listened to a recording of a native speaker reading a paragraph in English. Following the recording, the subjects took a 15-question test to see which words they remembered. Each question had four choices. The subjects had to circle the word they had heard in the recording. Some of the questions had four choices that sound alike. For example, weather, whether, w ither, and wetter are four words that sound alike. Some of the questions had four choices that have the same meaning. Method, way, manner, and system would be four words with the same meaning. Some of them had four unrelated choices. For instance, weather, method, love, and result could be used as four unrelated words. Finally the subjects took a language proficiency test.Henning found that students with a lower proficiency in English made more of their mistakes on words that sound alike; students with a higher proficiency made more of their mistakes on words that have the same meaning. Henning’s results suggest that beginningstudents hold the sound of words in their short-term memory, while advanced students hold the meaning of words in their short-term memory.05-A. Fallacies about FoodMany primitive peoples believed that by eating an animal they could get some of the good qualities of that animal for themselves. They thought, for example, that eating deer would make them run as fast as the deer. Some savage tribes believed that eating enemies that had shown bravery in battle would make them brave. Man-eating may have started because people were eager to become as strong and brave as their enemies.Among civilized people it was once thought that ginger root by some magical power could improve the memory. Eggs were thought to make the voice pretty. Tomatoes also were believed to have magical powers. They were called love apples and were supposed to make people who ate them fall in love.Later another wrong idea about tomatoes grew up - the idea that they were poisonous. How surprised the people who thought tomatoes poisonous would be if they could know that millions of pounds of tomatoes were supplied to soldiers overseas during World War II.Even today there are a great many wrong ideas about food. Some of them are very widespread.One such idea is that fish is the best brain food. Fish is good brain food just as it is good muscle food and skin food and bone food. But no one has been able to prove that fish is any better for the brain than many other kinds of food.Another such idea is that you should not drink water with meals. Washing food down with water as a substitute for chewing is not a good idea, but some water with meals has been found to be helpful. It makes the digestive juices flow more freely and helps to digest the food.Many of the ideas which scientists tell us have no foundation have to do with mixtures of foods. A few years ago the belief became general that orange juice and milk should never bedrunk at the same meal. The reason given was that the acid in the orange juice would make the milk curdle and become indigestible. As a matter of fact, milk always meets in the stomach a digestive juice which curdles it; the curdling of the milk is the first step in its digestion. A similar wrong idea is that fish and ice cream when eaten at the same meal form a poisonous combination.Still another wrong idea about mixing foods is that proteins and carbohydrates should never be eaten at the same meal. Many people think of bread, for example, as a carbohydrate food. It is chiefly a carbohydrate food, but it also contains proteins. In the same way, milk, probably the best single food, contains both proteins and carbohydrates. It is just as foolish to say that one should never eat meat and potatoes together as it is to say that one should never eat bread or drink milk.05-B. Do Animals Think?The question has often been asked, Do animals think? I believe that some of them think a great deal. Many of them are like children in their sports. We notice this to be true very often with dogs and cats; but it is true with other animals as well.Some birds are very lively in their sports; and the same is true with some insects. The ants, hardworking as they are, have their times for play. They run races; they wrestle; and sometimes they have mock fights together. Very busy must be their thoughts while engaged in these sports.There are many animals, however, that never play; their thoughts seem to be of the more sober kind. We never see frogs engaged in sport. They all the time appear to be very grave. The same is true of the owl, who always looks as if he were considering some important question.Animals think much while building their houses. The bird searches for what it can use in building its nest, and in doing this it thinks. The beavers think as they build their dams and their houses. They think in getting their materials, and also in arranging them, and in plastering them together with mud. Some spiders build houses which could scarcely have been made except by some thinking creature.As animals think, they learn. Some learn more than others. The parrot learns to talk,though in some other respects it is quite stupid. The mocking bird learns to imitate a great many different sounds. The horse is not long in learning many things connected with the work which he has to do. The shepherd dog does not know as much about most things as some other dogs , and yet he understands very well how to take care of sheep.Though animals think and learn, they do not make any real improvement in their ways of doing things, as men do. Each kind of bird has its own way of building a nest, and it is always the same way. And so of other animals. They have no new fashions, and learn none from each other. But men, as you know, are always finding new ways of building houses, and improved methods of doing almost all kinds of labor.Many of the things that animals know how to do they seem to know either without learning, or in some way which we cannot understand. They are said to do such things by instinct; but no one can tell what instinct is. It is by this instinct that birds build their nests and beavers their dam and huts. If these things were all planned and thought out just as men plan new houses. there would be some changes in the fashions of them, and some improvements.I have spoken of the building instinct of beavers. An English gentleman caught a young one and put him at first in a cage. After a while he let him out in a room where there was a great variety of things. As soon as he was let out he began to exercise his building instinct. He gathered together whatever he could find, brushes, baskets, boots, clothes, sticks, bits of coal, etc., and arranged them as if to build a dam. Now, if he had had his wits about him, he would have known that there was no use in building a dam where there was no water.It is plain that, while animals learn about things by their senses as we do, they do not think nearly as much about what they learn, and this is the reason why they do not improve more rapidly. Even the wisest of them, as the elephant and the dog, do not think very much about what they see and hear. Nor is this all. There are some thing that we understand, but about which animals know nothing. They have no knowledge of anything that happens outside of their own observation. Their minds are so much unlike ours that they do not know the difference between right and wrong.06-A. DiamondsDiamonds are rare, beautiful, and also quite useful. They are the hardest substance found。

自考英语二上册课文翻译及答案

Unit 1第一部分 Text A【课文译文】怎样成为一名成功的语言学习者“学习一门语言很容易，即使小孩也能做得到。

”大多数正在学习第二语言的成年人会不同意这种说法。

对他们来说，学习一门语言是非常困难的事情。

他们需要数百小时的学习与练习，即使这样也不能保证每个成年语言学习者都能学好。

语言学习不同于其他学习。

许多人很聪明，在自己的领域很成功，但他们发现很难学好一门语言。

相反，一些人学习语言很成功，但却发现很难在其他领域有所成就。

语言教师常常向语言学习者提出建议：“要用新的语言尽量多阅读”，“每天练习说这种语言”，“与说这种语言的人住在一起”，“不要翻译——尽量用这种新的语言去思考”，“要像孩子学语言一样去学习新语言”，“放松地去学习语言。

”然而，成功的语言学习者是怎样做的呢?语言学习研究表明，成功的语言学习者在许多方面都有相似之处。

首先，成功的语言学习者独立学习。

他们不依赖书本和老师，而且能找到自己学习语言的方法。

他们不是等待老师来解释，而是自己尽力去找到语言的句式和规则。

他们寻找线索并由自己得出结论，从而做出正确的猜测。

如果猜错，他们就再猜一遍。

他们都努力从错误中学习。

成功的语言学习是一种主动的学习。

因此，成功的语言学习者不是坐等时机而是主动寻找机会来使用语言。

他们找到(说)这种语言的人进行练习，出错时请这些人纠正。

他们不失时机地进行交流，不怕重复所听到的话，也不怕说出离奇的话，他们不在乎出错，并乐于反复尝试。

当交流困难时，他们可以接受不确切或不完整的信息。

对他们来说，更重要的是学习用这种语言思考，而不是知道每个词的意思。

最后，成功的语言学习者学习目的明确。

他们想学习一门语言是因为他们对这门语言以及说这种语言的人感兴趣。

他们有必要学习这门语言去和那些人交流并向他们学习。

他们发现经常练习使用这种语言很容易，因为他们想利用这种语言来学习。

你是什么样的语言学习者?如果你是一位成功的语言学习者，那么你大概一直在独立地、主动地、目的明确地学习。

自考综合英语二复习资料

Book 1 lesson 11 text1 well above average2 One of the most important things I’ve learned is how much there is to learn,and how much I don’t yet know.3 Sometimes I think how grateful I would be today if I had learned more back then about what really matters.4 Every student should regularly experience the “Aha!”5 While you learn a little bit about many subjects,make sure you learn a great deal about one or two. It hardly matters what the subject is,as long as it deeply interests you,and you place it in broader human context.6 But don’t get trapped by the first subject that interests you,or the first ting you find yourself good at.7 Discuss ideas in depth with friends. It’s much braver to ask questions even when there’s a prospect of rid icule than to suppress your questions and become deadened to the world around you.8 Many conversations are a kind of competition that rarely leads to discovery on either side.9 The only embarrassment is in not learning from your mistakes.10 This is a deflation of our pretensions,to be sure,but it is also the opening up to our view of a vast and awesome universe.11 In a world as tightly connected as ours is,don’t restrict your attention to American or Western culture.2 phrase1 above\below average. Well的用法He is no longer young. He is well over fifty. It’s well past midnight,I think it’s time you went home.2 back then3 some 与数字连用大约Some 80 students have taken the course.4 deficiencies 不足缺乏5 more + 名词短语+ than + 名词短语:与其说……不如说…。

自考0795综合英语(二)基础班课程讲义全上册Lesson10

Lesson Ten The Washwoman打印本页I. Outline of the TextPart 1: (Paras. 1-4)The washwoman was over seventy, small and thin. She did every piece of laundry beautifully but charged no more than others.Part 2: (Paras. 5-7)Life was hard for the old washman, but she managed to live independently.Part 3: (Paras. 8-18)She persisted in washing when she was nearly eighty. Supported by a strong will she work beyond the limits of her power? And she worked until she breathed her last.Part 4: (Para. 19)I believe the washwoman's honesty and sense of duty would be rewarded in paradise.Ⅱ. Key Phrases & SentencesOur home had little contact with Gentiles. But there were the Gentile washwomen who came to the house to fetch our laundry. My story is about one of these.我们家和非犹太人来往极少，但是非犹太人的洗衣妇要来我们家取走要洗的衣服，我要讲得就是关于这些洗衣妇中的一个洗衣妇的故事。

自考综合英语2-01

Lesson One Courtesy: Key to a Happier WorldDr. Norman Vincent Peale人生活在群体之中，为了解决自己的衣食住行，处处都要与他人打交道。

即使是在英国人称之为“自己的城堡”的家里，人们也必须和睦相处，才能相安无事。

风烟四起，舌战连绵，轻者使团体和家庭面和心不和，重者会导致团体瓦解，家庭破裂。

处理好人际关系的秘诀是什么？本文作者在多年心理咨询工作中得出结论：以礼待人。

他认为，不可小看如何对待他人一事，礼貌不仅仅是个人举止问题，而且也反映一个人的人生观。

他还提出了一些化解矛盾和冲突的具体建议，你不妨试试。

1 Many years ago trying to help people with every kind of trouble left me with one sure conviction: in case after case the difficulty could have been overcome —or might never have arisen —if the people involved had just treated one another with common courtesy. [1107 writing]2 Courtesy, politeness, good manners —call it what you will, the supply never seems to equal the demand. [0810:34] "It's not so much what my husband says," a tearful wife confides, "as the way he says it. Why does he have to yell at me? I hate my boss," a grim-faced office worker mutters. "He never shows appreciation for anything." "All we get from our teenagers," a worried parent says, "is a moody sullenness."3 Such complaints are not limited to people who sit in my study. Human beings everywhere hunger for courtesy. "Good manners," said Ralph Waldo Emerson, "are the happy way of doing things." And the reverse is equally true. Bad manners can ruin a day —or wreck a friendship.4 What are the basic ingredients of good manners? Certainly a strong sense of justice is one; courtesy is often nothing more than a highly developed sense of fair play. [0710:46] A friend once told me of driving along a one-lane, unpaved mountain road. Ahead was another car that produced clouds of choking dust, and it was a long way to the nearest paved highway. Suddenly, at a wider place, the car ahead pulled off the road. Thinking that its owner might have engine trouble, my friend stopped and asked if anything was wrong. "No," said the other driver. "But you've endured my dust this far; I'll put up with yours the rest of the way." There was a man with manners, and an innate sense of fair play.5 Another ingredient of courtesy is empathy, a quality that enables a person to see into the mind or heart of someone else, to understand the pain or unhappiness there and to do something to minimize it. [0304:46] Recently in a book about a famous restaurant chain I came across such an episode.6 A man dining alone was trying to unscrew the cap of a bottle of catsup but his fingers were so badly crippled by arthritis that he couldn't do it. He asked a young busboy to help him. The boy took the bottle, turned his back momentarily and loosened the cap without difficulty. Then he tightened it again. Turning back to the man, he feigned a great effort to open the bottle without success. Finally he took it into the kitchen and returned shortly, saying that he had managed to loosen it — but only with a pair of pliers. What impelled the boy to take so much trouble to spare the feelings of a stranger? Courtesy, compassionate courtesy.7 Yet another component of politeness is the capacity to treat all people alike, regardless of all status or importance. [0904:34] Even when you have doubts about some people, act as if they are worthy of your best manners. [1204:36; 0410:46] You may also be astonished to find out that they really are.8 I truly believe that anyone can improve his or her manners by doing three things. First, by practicing courtesy. All skills require constant repetition to become second nature; good manners are no exception.9 One simple way is to concentrate on your performance in a specific area for about a week. Telephone manner, for example. How often do you talk too long, speak abruptly, fail to identify yourself, keep people waiting, display impatience with the operator or fail to return a call? Or driving a car, why not watch yourself sternly for aggressive driving, unnecessary horn-blowing, following too closely, failing to yield the right-of-the-way?10 One difficult but essential thing to remember is to refuse to let other people's bad manners goad you into retaliating in kind. I recall a story told by a young man who was in a car with his father one night when a driver in an oncoming vehicle failed to dim his lights. "Give him the brights, Dad!" the young man urged in exasperation. "Son," replied the father, "that driver is certainly discourteous and probably stupid. But if I give him the brights he'll be discourteous, stupid and blind — and that's a combination I don't want to tangle with!"11 The second requirement for improving your manners is to think in a courteous way. In the long run, the kind of person you are is the result of what you've been thinking over the past twenty or thirty years. If your thoughts are predominantly self-directed, a discourteous person is what you will be. If on the other hand you train yourself to be considerate of others, if you can acquire the habit of identifying with their problems and hopes and fears, good manners will follow almost automatically.12 Nowhere is thinking courtesy more important than in marriage. [1107:36; 0804:46] In the intimacy of the home it is easy to displace disappointment or frustration or anger onto the nearest person, and that person is often a husband or wife. [0410:46]13 "When you feel your anger getting out of control," I have often said to married couples, "force yourself for the next ten minutes to treat your married partner as if he or she were a guest in your home." I knew that if they could impose just ten minutes of good manners on themselves, the worst of the storm would blow over.14 Finally, to have good manners you must be able to accept courtesy, receive it gladly, rejoice when it comes your way. Strangely, some people are suspicious of gracious treatment. They suspect the other person of having some ulterior motive.15 But some of the most precious gifts in life come with no strings attached. You can't achieve a beautiful day through any effort on your part. You can't buy a sunset or even the scent of a rose. Those are the world's courtesies to us, offered with love and without thought of reward or return. Good manners are, or should be, like that.16 In the end, it all comes down to how you regard people — not just people in general, but individuals. Life is full of minor irritations and trials and injustices. The only constant, daily, effective solution is politeness — which is the golden rule in action. I think that if I were allowed to add one small beatitude as a footnote to the other it might be: Blessed are the courteous. (1,084 words)第一颗礼貌：一个更加愉快的世界的秘诀多年以前，帮助人们解决各种各样的问题的过程使我深信：在一个个事例中，如人们相互以礼相待，问题完全可能会得到解决，或许根本不会出现。

本科段自考-高级英语上册(Lesson Two)

• flee vi. 逃避，逃走 eg. He fled from the police. vt. 逃离 eg. Because of the war, they are forced to flee their homeland. • run away from 从……逃出，回避 • in hopes of 怀着……的希望 • be willing to do sth. 愿意做某事，很想做某事 • support oneself 自谋生计 • support oneself by 靠……维持生活
• skepticism n. • skeptic n. 怀疑论者 • symbolize vt. 象征，代表 eg. Easter eggs symbolize the renewal of life.复活蛋象征新生。 • symbol n. • symbolic adj. 象征性的，象征意义的 • • • • undignified adj. dignified adj. 有尊严的，高贵的，气派的 dignify v. 使高贵, 使增辉 dignity n. 尊严，高贵，端庄
• cleanse vt. eg. May God cleanse my wickedness. 愿上帝洗净我的邪恶。 The nurse cleansed the wound before stitching it. 护士在缝合伤口前先清洁一下伤口。 • clean VS cleanse clean: 意思是“使洁净”、“把...去垢” cleanse: 意思是“清洗干净”，“使...纯洁”;正式的（formal）或古旧的用语，有时它还能用于比喻意义，例如to cleanse one's soul洗涤心灵； to cleanse the heart of sin 洗心革面；ethnic cleansing 种族清洗/灭绝。

综合英语二 -上册lesson4

Lesson Four "Take Over, Bos'n!" Oscar Schisgall一艘失事船只的10名幸存水手在救生艇上漂流了20天，水手们干渴难忍，三副因不许他们碰艇上最后一小壶淡水，成了众矢之的，尤其是副水手长，对他是更是恨之入骨。

为了保住那壶水，3天来，他没有合眼，一直把枪口对准了其他水手，不许他们轻举妄动。

他明白，那点水是10个人活下去的动力。

他疲乏至极，就在他倒下之际，他低声说："水手长，接过去!"后来……1 Hour after hour I kept the gun pointed at the other nine men. From the lifeboat's stern, where I'd sat most of the twenty days of our drifting, I could keep them all covered. If I had to shoot at such close quarters, I wouldn't miss. They realized that. Nobody jumped at me. But in the way they all glared I could see how they'd come to hate my guts.2 Especially Barrett, who'd been bos'n's mate; Barrett said in his harsh, cracked voice, "You're a fool, Snyder. Y-you can't hold out forever! You're half asleep now!"3 I didn't answer. He was right. How long can a man stay awake? I hadn't dared to shut my eyes in maybe seventy-two hours. Very soon now I'd doze off, and the instant that happened they'd jump on the little water that was left.4 The last canteen lay under my legs. There wasn't much in it after twenty days. Maybe a pint. Enough to give each of them a few drops. Yet I could see in their bloodshot eyes that they'd gladly kill me for those few drops. As a man I didn't count any more. I was no longer third officer of the wrecked Montala. I was just a gun that kept them away from the water they craved. And with their tongue swollen and their cheeks sunken, they were half crazy.5 The way I judged it, we must be some two hundred miles east of Ascension. Now that the storms were over, the Atlantic swells were long and easy, and the morning sun was hot —so hot it scorched your skin. My own tongue was thick enough to stop my throat. I'd have given the rest of my life for a single gulp of water.6 But I was the man with the gun —the only authority in the boat —and I knew this: once the water was gone we'd have nothing to look forward to but death. As long as we could look forward to getting a drink later, there was something to live for. We had to make it last as long as possible. If I'd given in to the curses, we'd have emptied the last canteen days ago. By now we'd all be dead.7 The men weren't pulling on the oars. They'd stopped that long ago, too weak to go on. The nine of them facing me were a pack of bearded, ragged, half-naked animals, and I probably looked as bad as the rest. Some sprawled over the gunwales, dozing. The rest watched me as Barrett did, ready to spring the instant I relaxed.8 When they weren't looking at my face they looked at the canteen under my legs.9 Jeff Barrett was the nearest one. A constant threat. The bos'n's mate was a heavy man, bald, with a scarred and brutal face. He'd been in a hundred fights, and they'd left their marks on him.10 Barrett had been able to sleep —in fact, he'd slept through most of the night —and I envied him that. His eyes wouldn't close. They kept watching me, narrow and dangerous.11 Every now and then he jeered at me in that hoarse, broken voice:12 "Why don't you quit? You can't hold out!"13 "Tonight," I said. "We'll ration the rest of the water tonight."14 "By tonight some of us'll be dead! We want it now!"15 "Tonight," I said.16 Couldn't he understand that if we waited until night the few drops wouldn't be sweated out of us so fast? But Barrett was beyond all reasoning. His mind had already cracked with thirst. I saw him begin to rise, a calculating look in his eyes. I aimed the gun at his chest — and he sat down again.17 I'd grabbed my gun on instinct, twenty days ago, just before running for the lifeboat. Nothing else would have kept Barrett and the rest away from the water.18 These fools —couldn't they see I wanted a drink as badly as any of them? But I was in command here —that was the difference. I was the man with the gun, the man who had to think. Each of the others could afford to think only of himself; I had to think of them all.19 Barrett's eyes kept watching me, waiting. I hated him. I hated him all the more because he'd slept. As the boat rose and fell on the long swells, I could feel sleep creeping over me like paralysis. I bent my head. It filled my brain like a cloud. I was going, going...20 Barrett stood over me, and I couldn't even lift the gun. In a vague way I could guess what would happen. He'd grab the water first and take his drop. By that time the others would be screaming and tearing at him, and he'd have to yield the canteen. Well, there was nothing more I could do about it.21 I whispered, "Take over, bos'n."22 Then I fell face down in the bottom of the boat. I was asleep before I stopped moving...23 When a hand shook my shoulder, I could hardly raise my head. Jeff Barrett's hoarse voice said, "Here! Take your share o' the water !"24 Somehow I propped myself up on my arms, dizzy and weak. I looked at the men, and I thought my eyes were going. Their figures were dim, shadowy; but then I realized it wasn't because of my eyes. It was night. The sea was black; there were stars overhead. I'd slept the day away.25 So we were in our twenty-first night adrift —the night in which the tramp Croton finally picked us up —but now, as I turned my head to Barrett there was no sign of any ship. He knelt beside me, holding out the canteen, his other hand with the gun steady on the men.26 I stared at the canteen as if it were a mirage. Hadn't they finished that pint of water this morning? When I looked up at Barrett's ugly face, it was grim. He must have guessed my thoughts.27 "You said,‘Take over, bos'n, ' didn't you?" he growled. "I've been holding off these apes all day." He lifted the gun in his hand."When you're boss-man," he added, "in command and responsible for the rest —you —you sure get to see things different, don't you?"。

自考高级英语上册Lesson 2

Speak for sb. / sth
• To express the feelings, thoughts, or beliefs of a person or group of people
– Dan, speaking for the students, started the meeting.
– It struck me as odd that the man didn’t introduce himself before he spoke.
…also has ancient antecedents
• … also had been practiced by some people in ancient times who fled to a remote
…they are not parasites
• … they are not the persons who are supported by society and offer nothing in return
…with all its ugliness and tension
• … with all its kinds of crimes and corruptions, noises and nervousness
Lesson Two
Four Choices for Young People
American youth of 1960s was a generation of rebellion. When they found their country – an affluent society full of poverty, injustice and hypocrisy, they no longer believed in the adult world that doesn’t belong to them.