大学英语自学教程上册1--7单元课文注释
大学英语自学教程(上下)讲义
视频互动讲义二解惑：★set about：出发，开始，着手set aside：拒绝，忽视，挑出set back：推迟，阻碍set down：卸下，记下，放下set forth：阐明，陈述★set off：出发，引起，使发生★set out(to do)：打算，着手set up：建立，树立，资助lonely：形容词，寂寞的，孤单的；★alone：形容词，独自一人的；副词，独立，仅仅。
late：形容词，迟的，晚的；lately：副词，最近，不久前,later 随后，稍后对于单词词性和词组含义上的比较及用法上的区别，希望大家能点滴积累，脚踏实地地强行记忆，这对战胜英语二极为有利。
一、第三单元重点内容回顾Text A1.not any(no) longer：注意词组含义和any的用法。
2.★weak----weaken：注意词性转换，同时关注主、被动含义。
3.help sb. do(with)：注意后面用原形动词。
4.be affected with：注意词组含义。
5.recover----recovery：注意词性上的转换。
6.permit----permission：注意词性上的转换。
7.technique----technical----technically----★technician：注意词性上的转换。
8.legal(ly)----illegal(ly)：注意词意反差。
(in law/out of law)9.★carry out：注意词组含义，总结与carry有关的词组。
10.★in addition to----in addition：注意词组在含义，完型与词汇常考。
11.c are(careless) for：注意词组含义。
12.★★oppose to=object to=against：注意含义，to后应用动名词形式。
13.s hort----★shorten----shortening：注意词性转换。
大学英语自学教程(上册)课文翻译注释及习题答案
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。
大学英语自学教程第一单元第一课翻译
[00:16.00]第一单元课文A[00:32.00]on the other hand[00:35.76]How to Be a Successful Language Learner? [00:37.89]怎样成为一名成功的语言学习者[00:40.02]"Learning a language is easy.Even a child can do it!"[00:42.75]“学好一种语言很容易。
连孩子都做得到！”[00:45.48]Most adults who are learning a second language [00:47.56] 大多数学习第二语言的成年人[00:49.63]would disagree with this statement.[00:51.51]不会同意这一说法。
[00:53.39]For them,learning a language is a very difficult task.[00:55.97] 对于他们来说，学习语言是一项很困难的任务。
[00:58.54]They need hundreds of hours of study and practice,[01:00.83]他们需要数百小时的学习和练习，[01:03.11]and even this will not guarantee success [01:05.44]就是这样也不能保证[01:07.76]for every adult language learner.[01:09.75]每一位成年语言学习者都能成功。
[01:11.73]Language learning is different from other kinds of learning.[01:14.11]语言学习不同于基它种类的学习。
[01:16.49]some people who are very intelligent[01:18.41]有些很聪明并在自己领域[01:20.33]and successful in theier fields find it difficult [01:22.70]很有成就的人却发现[01:25.08]to succeed in language learing.[01:26.96]学好语言很难。
大学英语自学教程上册1-10课文及翻译
第一单元课文Aon th e oth er ha ndH ow to Be a Succ essfu l Lan guage Lear ner?怎样成为一名成功的语言学习者"Le arnin g a l angua ge is easy.Even a ch ild c an do it!"“学好一种语言很容易。
连孩子都做得到！”M ost a dults whoare l earni ng asecon d lan guage大多数学习第二语言的成年人wo uld d isagr ee wi th th is st ateme nt.不会同意这一说法。
Forthem,learn ing a lang uageis averydiffi culttask.对于他们来说，学习语言是一项很困难的任务。
The y nee d hun dreds of h oursof st udy a nd pr actic e,他们需要数百小时的学习和练习，andeventhiswillnot g uaran tee s ucces s就是这样也不能保证f or ev ery a dultlangu age l earne r.每一位成年语言学习者都能成功。
Lang uagelearn ing i s dif feren t fro m oth er ki nds o f lea rning. 语言学习不同于基它种类的学习。
somepeopl e who areveryintel ligen t有些很聪明并在自己领域andsucce ssful in t heier fiel ds fi nd it diff icult很有成就的人却发现to succ eed i n lan guage lear ing.学好语言很难。
大学英语自学教程上册unit怎样成为一名成功的语言学习者
大学英语自学教程(上册) unit 01 怎样成为一名成功的语言学习者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 the language because they are interested in the language and the people who speak it. It is necessary for them to learn the language in order to communicate with these people and to learn 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.【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。
《大学英语自学教程》(上)讲义
Unit 1Text A How to Be a Successful Language Learner?搭配：1.disagree with 不同意/动词词组2.guarantee sth. for sb. 保证某人某事/动词词组e.g. This will not guarantee success for every adult language learner. 这样不能确保每一位学习语言的成年人都成功。
3.be different from 与什么不同/形容词词组4.succeed in sth./ doing sth. 成功做某事/动词词组5.offer advice to sb. 给某人建议/动词词组6.play with sth. 轻松学习某事物/动词词组7.in many ways 再很多方面/介词词组8.depend on sb./sth. for sth. 依靠某人或某事而获得某事/动词词组9.discover one’s own way to do sth. 发现并用自己的方法做某事/动词词组10.instead of sth./ doing sth. 想反/而没有做某事/介词词组11.wait for sb. to do sth. 等待某人做某事/动词词组12.look for sth./sb. 寻找某人或某物/动词词组13.make a mistake 犯错误/动词词组14.be afraid to do sth.害怕做某事/形容词词组15.be willing to do sth. 愿意做某事/形容词词组16.do sth. with a purpose 有目的地做某事/故意做某事/动词词组17.be interested in sth./sb. 对某人或某物很感兴趣/形容词词组municate with sb. 与某人交流/动词词组19.learn from sb. 想某人学习20.might do well to do sth. 最好做某事句型：1.S.+V.+it+adj.+to do sth. 形式宾语句型n.e.g. S ome people find it difficult to succeed in language learning.Some people find it difficult to succeed in other fields.They find it easy to practice using the language regularly.2.It is +adj.+for sb.+to do sth. 形式主语句型e.g. It is more important for them to learn to think in the language than to know the meaning of everyword.It is necessary for them to learn the language in order to communicate with these people and to learn for them.语言点：1.success(n.)-successful(adj.)-succeed(v.) 成功2.hundreds of people与eight hundred people：请注意有数词存在后，表量名词的变化。
大学英语自学教程(上下合本)课文英文原文
大学英语自学教程(上下合本)课文英文原文Lesson 1: Introduction to College EnglishIn this first lesson, we will introduce you to the basic structure of the course and provide you with some tips on how to study effectively. We will also discuss the importance of setting goals and creating a study plan.Lesson 2: Grammar BasicsIn this lesson, we will cover the basic rules of English grammar. We will discuss nouns, verbs, adjectives, adverbs, prepositions, and conjunctions. We will also provide you with some examples of how to use these parts of speech in sentences.Lesson 3: Vocabulary BuildingLesson 4: Reading ComprehensionLesson 5: Writing SkillsWriting is an important skill for academic and professional success. In this lesson, we will provide you with some tips on how to improve your writing skills. We will also provide you with some practice exercises to help you develop your writing skills.Lesson 6: Listening SkillsListening is an important skill for learning English. In this lesson, we will provide you with some tips on how toimprove your listening skills. We will also provide you with some practice exercises to help you develop your listening skills.Lesson 7: Speaking SkillsLesson 8: Review and AssessmentWe hope that you find this course helpful and enjoyable. Good luck on your journey to mastering the English language!Lesson 9: Cultural AwarenessLesson 10: Advanced GrammarIn this lesson, we will cover more advanced aspects of English grammar, including verb tenses, modal verbs, and passive voice. We will provide you with examples and exercises to help you understand and practice these grammar points.Lesson 11: Academic WritingAcademic writing is an important skill for success in higher education. In this lesson, we will discuss the structure and conventions of academic writing, including essay organization, citation styles, and plagiarism. We will also provide you with some practice exercises to help you develop your academic writing skills.Lesson 12: Pronunciation and Accent ReductionPronunciation is an important aspect of spoken English. In this lesson, we will discuss the phonetic system ofEnglish and provide you with some tips on how to improve your pronunciation and reduce your accent. We will also provide you with some practice exercises to help you develop your pronunciation skills.Lesson 13: English for Specific PurposesEnglish is used in a wide range of fields, including business, medicine, and law. In this lesson, we will explore some specialized vocabulary and expressions used in these fields. We will also provide you with some practice exercises to help you develop your English skills for specific purposes.Lesson 14: Conversation PracticeLesson 15: Final ProjectLesson 16: Advanced Reading StrategiesLesson 17: Public SpeakingPublic speaking is a valuable skill in many professional settings. In this lesson, we will discuss techniques for effective public speaking, including speech organization, delivery, and audience engagement. We will provide you with opportunities to practice delivering speeches and receive feedback to improve your public speaking skills.Lesson 18: Advanced Listening ComprehensionLesson 19: English for Travel and TourismLesson 20: English for Job InterviewsLesson 21: Advanced Writing TechniquesIn this lesson, we will explore advanced writing techniques, such as persuasive writing, argumentative writing, and creative writing. We will provide you with writingprompts and guidelines to help you develop your writingskills in different genres.Lesson 22: English for Social MediaLesson 23: English for Academic ResearchConducting academic research requires strong English language skills. In this lesson, we will discuss techniquesfor reading and understanding academic articles, as well as how to write research papers and cite sources correctly. Wewill provide you with practice exercises to enhance your academic research skills.Lesson 24: English for International RelationsIf you are interested in pursuing a career ininternational relations, this lesson will be beneficial. Wewill explore the language used in diplomacy, negotiations,and international conferences. We will provide you with examples and exercises to help you develop your Englishskills in this specialized field.Lesson 25: Final ReflectionWe hope that this College English SelfStudy Course has equipped you with the necessary tools and knowledge to excelin your English language abilities. Remember to practiceregularly, seek opportunities for language immersion, and never stop learning. Good luck in all your endeavors!。
大学英语自学教程上册1-10课文及翻译
They want to learn the language because they are interested in the language
他们是因为对外语和说外语的人
and the people who speak it .
感兴趣才学外语的。
他们会尽一切努力与人交流。
They are not afraid to repeat what they hear or to say strange thing;
他们不害怕重复所听到东西，也不担心自己会说些莫名其妙的话。
they are willing to make mistakes and try again.
发现他们在其它领域取得成就也很难。
Language teachers often offer advice to language learners;
语言教师通常给语言学习者提出建议：
"Read as much as you can in the new language."
“尽量多读外语。”
当我们要把自己的想法告诉别人时，
we can do it not only with the help of words,but also in many other ways.
我们不仅可以借助于词语，还可用许多其它方法。
For instance,We sometimes move our heads up and down when we want to say "yes"
Language learning research
语言学习研究表明，
大学英语自学教程(上册)课后答案及释义UNIT3
第一部分 Text A【课文译文】大 西 洋大西洋是将欧洲和美洲分隔开的海洋之一。
它使南北美洲长达几个世纪之久都未被人发现。
人们对大西洋有许多误解，这使得早期的海员不愿意远航驶入大西洋。
一种想法是大西洋远抵“世界的边缘”，海员们担心他们会一直航行到地球边上掉落下去。
另一个想法是在赤道处，大西洋的海水是滚烫的。
大西洋的面积只是太平洋的一半，但也非常辽阔。
哥伦布穿越过的地方宽达4000多英里(6000公里)。
即使最窄的地方宽度也有大约2000英里(3200公里)，这是一片位于南美洲最东端与非洲最西端之间的水域。
大西洋有两点非同寻常。
其一是在如此辽阔的海洋里少有岛屿。
另外，大西洋是世界上含盐量最高的海洋。
大西洋海水量很大，人们无法想像到底有多少水。
但如果假设不再有降雨和河水注入，则需4000年大西洋才会干涸。
大西洋平均水深有2英里(3.2公里)多一点，但有些地方要深得多。
最深处在波多黎各岛附近，深达30246英尺——约6英里(9.6公里)。
世界上最长的山脉之一从大西洋海底隆起，这条山脉沿海底中部向南北延伸，几座山峰露出海面，形成岛屿。
亚速尔群岛就是大西洋中部山脉露出水面的几座山峰。
佛罗里达州向东几百英里有一处海域叫马尾藻海，这里由于很少刮风，海面很平静。
在使用帆船的时代，船员们担心他们会因无风而在此处无法航行。
有时他们确实会遇到这种情况。
海流有时被称作“海洋中的河流”。
大西洋有一条这种“河流”，叫做墨西哥湾流，这是一股暖水流；另外一条是拉布拉多海流——这是来自北冰洋的冷水流。
洋流对流域附近大陆的气候有影响。
大西洋为两岸的人们提供了丰富的食物。
大浅滩是最著名的捕鱼区之一，位于纽芬兰附近。
今天，大西洋是一条重要的航路，这条航路并不总是风平浪静，毫无危险。
暴风雨会掠过洋面，堆起大浪。
从北冰洋漂来的冰山也会横穿航道。
我们现在有快捷的旅行方式，这个大洋似乎也变小了。
哥伦布横越大西洋用了两个多月的时间，一艘现代化快轮不到4天就可完成这一航程，而乘飞机从纽约到伦敦只用8小时，从南美到非洲只用4小时。
《大学英语自学教程》课文译文注释习题答案(上)1
Unit 1第一部分 Text A【课文译文】怎样成为一名成功的语言学习者“学习一门语言很容易，即使小孩也能做得到。
”大多数正在学习第二语言的成年人会不同意这种说法。
对他们来说，学习一门语言是非常困难的事情。
他们需要数百小时的学习与练习，即使这样也不能保证每个成年语言学习者都能学好。
语言学习不同于其他学习。
许多人很聪明，在自己的领域很成功，但他们发现很难学好一门语言。
相反，一些人学习语言很成功，但却发现很难在其他领域有所成就。
语言教师常常向语言学习者提出建议：“要用新的语言尽量多阅读”，“每天练习说这种语言”，“与说这种语言的人住在一起”，“不要翻译——尽量用这种新的语言去思考”，“要像孩子学语言一样去学习新语言”，“放松地去学习语言。
”然而，成功的语言学习者是怎样做的呢?语言学习研究表明，成功的语言学习者在许多方面都有相似之处。
首先，成功的语言学习者独立学习。
他们不依赖书本和老师，而且能找到自己学习语言的方法。
他们不是等待老师来解释，而是自己尽力去找到语言的句式和规则。
他们寻找线索并由自己得出结论，从而做出正确的猜测。
如果猜错，他们就再猜一遍。
他们都努力从错误中学习。
成功的语言学习是一种主动的学习。
因此，成功的语言学习者不是坐等时机而是主动寻找机会来使用语言。
他们找到(说)这种语言的人进行练习，出错时请这些人纠正。
他们不失时机地进行交流，不怕重复所听到的话，也不怕说出离奇的话，他们不在乎出错，并乐于反复尝试。
当交流困难时，他们可以接受不确切或不完整的信息。
对他们来说，更重要的是学习用这种语言思考，而不是知道每个词的意思。
最后，成功的语言学习者学习目的明确。
他们想学习一门语言是因为他们对这门语言以及说这种语言的人感兴趣。
他们有必要学习这门语言去和那些人交流并向他们学习。
他们发现经常练习使用这种语言很容易，因为他们想利用这种语言来学习。
你是什么样的语言学习者?如果你是一位成功的语言学习者，那么你大概一直在独立地、主动地、目的明确地学习。
大学英语自学教程(上册)课文翻译注释及习题答案
Unit 8第一部分 Text A【课文译文】卫星通信在20世纪初，有四种远距离传送信息和接收信息的有效方式：印刷、摄影、电报和电话。
到本世纪中叶，无线电和电视作为传送声音和/或图像的方式已经得到确立。
1964年，首次通过卫星传送了东京奥林匹克运动会的节目。
为了通过卫星传送像奥运会这样的事件，先要把电视信号变成无线电波，然后把无线电波从地面站发射到轨道卫星上。
卫星接收到无线电信号并把信号传送回地球，在地球上另一个站接收电波并把电波变成电视信号。
因为任何形式的声音或视觉信息都能转变成无线电波，所以卫星不仅能传送电视广播，而且也能传递电话以及书、杂志一类的印刷物品的信息。
卫星传送信息，电脑储存信息，电视显示信息，这三者的结合将把每一家变成教育和娱乐中心。
从理论上来说，每个人都可以利用无穷数量的信息。
1974年，美国“空中教师”卫星把教育节目传送到了偏远地区的教室，这说明了通信卫星的另一个重要用途。
1975年，很多印度人看到了电视上的农业和健康节目，这是他们第一次看到电视。
卫星也显示了它如何为生活在闭塞、交通不便的地区的人们提供帮助。
例如，闭塞地区的卫生工作者能把病人伤口的图片传送给远处的医生，然后他就能根据医生的指导来治疗那个病人。
然而，通信卫星最普遍的用途是传送电话。
大部分电话经过40 000英里传送到卫星，然后再回到地球。
10年前，一个卫星能同时接收和传送的电话交谈超过33 000个，而现在仅仅一个卫星就能传送100 000个电话交谈以及数百个电视频道的节目——这些都是同步进行的。
远距离通信能使来自世界各地的信息得到快速、便利的使用，但有些人担心这有可能威胁到我们的隐私。
如果个人的信息储存在电脑里，那么它可能会很容易地通过卫星传送给任何一个付得起服务费的人。
另一个担忧是通信系统会使人们互相隔离。
如果人们能在家里购物，不离开家就能存、取款，在电视上能看到任何一部电影，得到他们所需要的信息，那么人与人之间就不会有那么多的接触。
英语(一)、英语(二)——大学英语自学教程(上册)——电子版教材
英语(一)、英语(二)——大学英语自学教程(上册)——电子版教材大学英语自学教程(上)01-A. How to be a successful language learner?―Learning a language is easy, even a child can do it!‖Most adults who are learning a second language would disagree with this statement. For them, learning a language is a very difficult task. They need hundreds of hours of study and practice, and even this will not guarantee success for every adult language learner.Language learning is different from other kinds of learning. Some people who are very intelligent and successful in their fields find it difficult to succeed in language learning. Conversely, some people who are successful language learners find it difficult to succeed in other fields.Language teachers often offer advice to language learners: “Read as much as you can in the new language.”“ Practice speaking the languageevery day. ”“Live with people who speak the language.”“Don‘t translate-try to think in the new language.”“ Learn as a child would learn;play with the language.”But what does a successful language learner do? Language learning research shows that successful language learners are similar in many ways.First of all, successful language learners are independent learners. They do not depend on the book or the teacher; they discover their own way to learn the language. Instead of waiting for the teacher to explain, they try to find the patterns and the rules for themselves. They are good guessers who look for clues and form their own conclusions. When they guess wrong, they guess again. They try to learn from their mistakes.Successful language learning is active learning. Therefore,successful learners do not wait for a chance to use the language; they look for such a chance. They find people who speak the language and they ask these people to correct them when they make a mistake. They will try anything to communicate. They are not afraid to repeat what they hear or1to say strange things; they are willing to make mistakes and try again. When communication is difficult, they can accept information that is inexact or incomplete. It is more important for them to learn tothink in the language than to know the meaning of every word.Finally, successful language learners are learners with a purpose. They want to learn the language because they are interested in the language and the people who speak it. It is necessary for them to learn the language in order to communicate with these people and to learn fromthem. They find it easy to practice using the language regularly because they want to learn with it.What kind of language learner are you? If you are a successful language learner, you have probably been learning independently,actively, and purposefully. On the other hand, if your language learning has been less than successful, you might do well to try some of the techniques outlined above.01-B. LanguageWhen we want to tell other people what we think, we can do it notonly with the help of words, but also in many other ways. For instance, we sometimes move our heads up and d own when we want to say "yes‖and we move our heads from side to side when we want to say "no." People who can neither hear nor speak (that is, deaf and dumb people) talk to each other with the help of their fingers. People who do not understand each other's language have to do the same. The following story shows how they sometimes do it.An Englishman who could not speak Italian was once traveling inItaly. One day he entered a restaurant and sat down at a table. When the waiter came, the Englishman opened his mouth, put his fingers in it,took them out again and moved his lips. In this way he meant to say, "Bring me something to eat." The waiter soon brought him a cup of tea. The Englishman shook his head and the waiter understood that he didn't want tea, so he took it away and brought him some coffee. The Englishman, who was very hungry by this time and not at all thirsty, looked very sad.He shook his head each time the waiter brought him something to drink.2The waiter brought him wine, then beer, then soda-water, but that wasn‘tfood, of course. He was just going to leave the restaurant when another traveler came in. When this man saw the waiter, he put his hands on his stomach. That was enough: in a few minutes there was a largeplate of macaroni and meat on the table before him.As you see, the primitive language of signs is not always very clear. The language of words is much more exact.Words consist of sounds, but there are many sounds which have ameaning and yet are not words. For example, we may say "Sh-sh-sh‖ when we mean "keep silent.‖ When babies laugh, we know they arehappy, and when they cry, we know they are ill or simply want something.It is the same with animals. When a dog says ―G-r-r‖ or a cat says "F-f-f‖ we know they are angry.But these sounds are not language. Language consists of words which we put together into sentences. But animals can not do this: a dog can say ―G-r-r‖ when he means "I am angry,‖ but he cannot say first "I‖ and then "am‖ and then "angry.‖ A parrot can talk like a man; it can repeat whole sentences and knows what they mean. We may say that aparrot talks, but cannot say that it really speaks, because it cannotform new sentences out of the words it knows. Only man has the power to do this.02-A. Taxes, Taxes, and More TaxesAmericans often say that there are only two things a person can be sure of in life: death and taxes, Americans do not have a corner on the "death" market, but many people feel that the United States leadsthe world with the worst taxes.Taxes consist of the money which people pay to support their government. There are generally three levels of government in the United States: federal, state, and city; therefore, there are three types of taxes.Salaried people who earn more than a few thousand dollars must pay3a certain percentage of their salaries to the federal government. The percentage varies from person to person. It depends on their salaries. The federal government has a graduated income tax, that is, the percentage of the tax (14 to 70 percent) increases as a person's income increases. With the high cost of taxes, people are not very happy on April 15, when the federal taxes are due.The second tax is for the state government: New York, California, North Dakota, or any of the other forty-seven states. Some states have an income tax similar to that of the federal government. Of course, the percentage for the state tax is lower. Other states have a sales tax, which is a percentage charged to any item which you buy in that state.For example, a person might want to buy a packet of cigarettes for twenty-five cents. If there is a sales tax of eight percent in that state, then the cost of the cigarettes is twenty-seven cents. Thisfigure includes the sales tax. Some states use income tax in addition to sales tax to raise their revenues. The state tax laws are diverse and confusing.The third tax is for the city. This tax comes in two forms: property tax (people who own a home have to pay taxes on it) and excise tax, which is charged on cars in a city. The cities use these funds for education, police and fire departments, public works and municipal buildings.Since Americans pay such high taxes, they often feel that they are working one day each week just to pay their taxes. People always complain about taxes. They often protest that the government uses their tax dollars in the wrong way. They say that it spends too much on useless and impractical programs. Although Americans have different views on many issues, they tend to agree on one subject: taxes are too high.02-B. AdvertisingAdvertising is only part of the total sales effort, but it is the part that attracts the most attention. This is natural enough because advertising is designed for just that purpose. In newspapers, in magazines, in the mail, on radio and television, we constantly see andhear the messages for hundreds of different products and services. For the most part, they arethe kinds of things that we can be persuaded to buy – food and drinks,4cars and television sets, furniture and clothing, travel and leisure time activities.The simplest kind of advertising is the classified ad. Every day the newspapers carry a few pages of these ads; in the large Sunday editions there may be several sections of them. A classified ad is usually only a few lines long. It is really a notice or announcement that something is available.Newspapers also carry a large amount of display advertising. Most of it is for stores or for various forms of entertainment. Newspapers generally reach an audience only in a limited area. To bring their message to a larger audience, many who want to put out their ads use nationalmagazines. Many of the techniques of modern advertising were developed in magazine ads. The use of bright colors, attractive pictures, and short messages is all characteristic of magazine ads. The most . The message itself is usually short, important purpose is to catch the eyeoften no more than a slogan which the public identifies with theproduct.The same techniques have been carried over into televisionadvertising. Voices and music have been added to color and pictures to catch the ear as well as the eye. Television ads are short –usually only15,30, or 60 seconds, but they are repeated over and over again so that the audience sees and hears them many times. Commercial television has mixed entertainment and advertising. If you want the entertainment, you have to put up with the advertising-and millions of people want the entertainment.The men and women in the sales department are responsible for the company‘s advertising, They must decide on the audience they want to reach. They must also decide on the best way to get their message to their particular audience. They also make an estimate of the costs before management approves the plan. In most large companies management is directly involved in planning the advertising.03-A. The Atlantic OceanThe Atlantic Ocean is one of the oceans that separate the Old World5from the New. For centuries it kept the Americas from being discoveredby the people of Europe.Many wrong ideas about the Atlantic made early sailors unwilling to sail far out into it. One idea was that it reached out to "the edge ofthe world." Sailors were afraid that they might sail right off the earth. Another idea was that at the equator the ocean would be boiling hot.The Atlantic Ocean is only half as big as the Pacific, but it isstill very large. It is more than 4,000 miles (6,000 km) wide where Columbus crossed it. Even at its narrowest it is about 2, 000 miles(3,200 km) wide. This narrowest place is between the bulge of south America and the bulge of Africa.Two things make the Atlantic Ocean rather unusual. For so large an ocean it has very few islands. Also, it is the world's saltiest ocean.There is so much water in the Atlantic that it is hard to imaginehow much there is. But suppose no more rain fell into it and no more water was brought to it by rivers. It would take the ocean about 4,000 years to dry up. On the average the water is a little more than twomiles (3.2 km) deep, but in places it is much deeper. The deepest spotis near Puerto Rico. This "deep" 30, 246 feet - almost six miles (9.6 km).One of the longest mountain ranges of the world rises the floor ofthe Atlantic. This mountain range runs north and south down the middleof the ocean. The tops of a few of the mountains reach up above the sea and make islands. The Azores are the tops of peaks in the mid-Atlantic mountain range.Several hundred miles eastward from Florida there is a part of the ocean called the Sargasso Sea. Here the water is quiet, for there islittle wind. In the days of sailing vessels the crew were afraid they would be becalmed here. Sometimes they were.Ocean currents are sometime called "rivers in the sea." One of these "river" in the Atlantic is called the Gulf Stream. It is a current of warm water. Another is the Labrador Current - cold water coming downfrom the Arctic. Ocean currents affect the climates of the lands near which they flow.The Atlantic furnishes much food for the people on its shores. Oneof its most famous fishing regions, the Grand Banks, is near6Newfoundland.Today the Atlantic is a great highway. It is not, however, always a smooth and safe one. Storms sweep across it and pile up great waves. Icebergs float down from the Far North across the paths of ships.We now have such fast ways of traveling that this big ocean seems to have grown smaller. Columbus sailed for more than two months to cross it.A fast modern steamship can make the trip in less than four days. Airplanes fly from New York to London in only eight hours and from South America to Africa in four!03-B. The MoonWe find that the moon is about 239,000 miles (384,551km) away fromthe earth, and, to within a few thousand miles, its distance always remains the same. Yet a very little observation shows that the moon is not standing still. Its distance from the earth remains the same, butits direction continually changes. We find that it is traveling in a circle - or very nearly a circle - round the earth, going completely round once a month, or, more exactly, once every 27 1/3 days. It is our nearest neighbour in space, and like ourselves it is kept tied to the earth by the earth's gravitational pull.Except for the sun, the moon looks the biggest object in the sky. Actually it is one of the smallest, and only looks big because it is so near to us. Its diameter is only 2, 160 miles (3,389 km), or a little more than a quarter of the diameter of the earth.Once a month, or, more exactly, once every 29 1/2 days, at the time we call "full moon," its whole disc looks bright. At other times only part of it appears bright, and we always find that this is the partwhich faces towards the sun, while the part facing away from the sun appears dark. Artists could make their pictures better if they kept in mind -- only those parts of the moon which are lighted up by the sun are bright. This shows that the moon gives no light of its own. It merely reflects the light of the sun, like a huge mirror hung in the sky.Yet the dark part of the moon‘s surface is not absolutely black;7generally it is just light enough for us to be able to see its outline, so that we speak of seeing "the old moon in the new moon's arms." The light by which we see the old moon does not come from the sun, but from the earth. we knows well how the surface of the sea or of snow, or even of a wet road, may reflect uncomfortably much of the sun's lighton to our faces. In the same way the surface of the whole earth reflects enough of the sun's light on to the face of the moon for us to be able to see the parts of it which would otherwise be dark.If there were any inhabitants of the moon, they would see our earth reflecting the light of the sun, again like a huge mirror hung in the sky. They would speak of earthlight just as we speak of moonlight. "The oldmoon in the new moon's arms" is nothing but that part of the moon's surface on which it is night, lighted up by earth light. In the same way, the lunar inhabitants would occasionally see part of our earth in full sunlight, and the rest lighted only by moonlight; they might call this "the old earth in the new earth's arms.‖04-A. Improving Your MemoryPsychological research has focused on a number of basic principles that help memory: meaningfulness, organization, association, and visualization. It is useful to know how these principles work.Meaningfulness affects memory at all levels. Information that does not make any sense to you is difficult to remember. There are several ways in which we can make material more meaningful. Many people, for instance, learn a rhyme to help them remember. Do you know the rhyme―Thirty days has September, April, June, and November…? ‖ It helps many people remember which months of the year have 30 days.Organization also makes a difference in our ability to remember. How useful would a library be if the books were kept in random order?Material that is organized is better remembered than jumbled information. One example of organization is chunking. Chunking consists of grouping separate bits of information. For example, the number 4671363 is more easily remembered if it is chunked as 467,13,63. Categorizing is another means of organization. Suppose you are asked to remember the following8list of words: man, bench, dog, desk, woman, horse, child, cat, chair. Many people will group the words into similar categories and remember them as follows: man, woman, child; cat, dog, horse; bench, chair, desk. Needless to say, the second list can be remembered more easily than the first one.Association refers to taking the material we want to remember and relating it to something we remember accurately. In memorizing a number, you might try to associate it with familiar numbers or events. For example, the height of Mount Fuji in Japan - 12, 389 feet - might be remembered using the following associations: 12 is the number of months in the year, and 389 is the number of days in a year(365) added to the number of months twice (24).The last principle is visualization. Research has shown striking improvements in many types of memory tasks when people are asked to visualize the items to be remembered. In one study, subjects in onegroup were asked to learn some words using imagery, while the second group used repetition to learn the words. Those using imagery remembered 80 to 90 percent of the words, compared with 30 to 40 percent of thewords for those who memorized by repetition. Thus forming an integrated image with all the information placed in a single mental picture can help us to preserve a memory.04-B. Short-term MemoryThere are two kinds of memory: shore-term and long-term. Information in long-term memory can be recalled at a later time when it is needed. The information may be kept for days or weeks. Sometimes information in the long-term memory is hard to remember. Students taking exam often have this experience. In contrast, information in shore-term memory is kept for only a few seconds, usually by repeating the information over and over. For example, you look up a number in the telephone book, and before you dial, you repeat the number over and over. If someone interrupts you, you will probably forget the number. In laboratory studies, subjects are unable to remember three letters after eighteen seconds if they are not allowed to repeat the letters to9themselves.Psychologists study memory and learning with both animal and human subjects. The two experiments here show how short-term memory has been studied.Dr. Hunter studied short-term memory in rats. He used a special apparatus which had a cage for the rat and three doors, There was alight in each door. First the rat was placed in the closed cage. Next, one of the lights was turned on and then off. There was food for the ratonly at this door. After the light was turned off, the rat had to wait a short time before it was released from its cage. Then, if it went to the correct door, it was rewarded with the food that was there. Hunter did this experiment many times. He always turned on the lights in a random order. The rat had to wait different intervals before it was released from the cage. Hunter found that if the rat had to wait more than ten seconds, it could not remember the correct door. Hunter's results show that rats have a short-term memory of about ten seconds.Later, Dr. Henning studied how students who are learning English asa second language remember vocabulary. The subjects in his experiment were 75 students at the University of California in Los Angeles. They represented all levels of ability in English; beginning, intermediate, advanced, and native-speaking students.To begin, the subjects listened to a recording of a native speaker reading a paragraph in English. Following the recording, the subjects took a 15-question test to see which words they remembered. Each question had four choices. The subjects had to circle the word they had heard in the recording. Some of the questions had four choices that sound alike. For example, weather, whether, wither, and wetter are four words thatsound alike. Some of the questions had four choices that have the same meaning. Method, way, manner, and system would be four words with thesame meaning. Some of them had four unrelated choices. For instance,weather, method, love, and result could be used as four unrelated words.Finally the subjects took a language proficiency test.Henning found that students with a lower proficiency in English made more of their mistakes on words that sound alike; students with a higher proficiency made more of their mistakes on words that have the same meaning. Henning‘s results suggest that beginning students hold the10sound of words in their short-term memory, while advanced studentshold the meaning of words in their short-term memory.05-A. Fallacies about FoodMany primitive peoples believed that by eating an animal they couldget some of the good qualities of that animal for themselves. They thought, for example, that eating deer would make them run as fast asthe deer. Some savage tribes believed that eating enemies that had shown bravery in battle would make them brave. Man-eating may have started because people were eager to become as strong and brave as their enemies.Among civilized people it was once thought that ginger root by some magical power could improve the memory. Eggs were thought to make the voice pretty. Tomatoes also were believed to have magical powers. They were called love apples and were supposed to make people who ate themfall in love.Later another wrong idea about tomatoes grew up - the idea that they were poisonous. How surprised the people who thought tomatoes poisonouswould be if they could know that millions of pounds of tomatoes were supplied to soldiers overseas during World War II.Even today there are a great many wrong ideas about food. Some of them are very widespread.One such idea is that fish is the best brain food. Fish is good brain food just as it is good muscle food and skin food and bone food. But no one has been able to prove that fish is any better for the brain than manyother kinds of food.Another such idea is that you should not drink water with meals. Washing food down with water as a substitute for chewing is not a good idea, but some water with meals has been found to be helpful. It makes the digestive juices flow more freely and helps to digest the food.Many of the ideas which scientists tell us have no foundation have to11do with mixtures of foods. A few years ago the belief became general that orange juice and milk should never be drunk at the same meal. The reason given was that the acid in the orange juice would make the milk curdle and become indigestible. As a matter of fact, milk always meets in the stomach a digestive juice which curdles it; the curdling of the milk is the first step in its digestion. A similar wrong idea is that fish and ice cream when eaten at the same meal form a poisonous combination.Still another wrong idea about mixing foods is that proteins and carbohydrates should never be eaten at the same meal. Many people think of bread, for example, as a carbohydrate food. It is chiefly a carbohydrate food, but it also contains proteins. In the same way, milk, probably the best single food, contains both proteins and carbohydrates. It is just as foolish to say that one should never eat meat and potatoes together as it is to say that one should never eat bread or drink milk.05-B. Do Animals Think?The question has often been asked, Do animals think? I believe that some of them think a great deal. Many of them are like children in their sports. We notice this to be true very often with dogs and cats; but it is true with other animals as well.Some birds are very lively in their sports; and the same is truewith some insects. The ants, hardworking as they are, have their times for play. They run races; they wrestle; and sometimes they have mock fights together. Very busy must be their thoughts while engaged in these sports.There are many animals, however, that never play; their thoughts seem to be of the more sober kind. We never see frogs engaged in sport. They all the time appear to be very grave. The same is true of the owl, who always looks as if he were considering some important question.Animals think much while building their houses. The bird searchesfor what it can use in building its nest, and in doing this it thinks. Thebeavers think as they build their dams and their houses. They think in getting their materials, and also in arranging them, and inplastering them12together with mud. Some spiders build houses which could scarcely have been made except by some thinking creature.As animals think, they learn. Some learn more than others. Theparrot learns to talk, though in some other respects it is quite stupid. The mocking bird learns to imitate a great many different sounds. The horse is not long in learning many things connected with the work which he has to do. The shepherd dog does not know as much about most things as some other dogs , and yet he understands very well how to take care of sheep.Though animals think and learn, they do not make any real improvement in their ways of doing things, as men do. Each kind of bird has its own way of building a nest, and it is always the same way. And so of other animals. They have no new fashions, and learn none from each other. But men, as you know, are always finding new ways of building houses, and improved methods of doing almost all kinds of labor.Many of the things that animals know how to do they seem to know either without learning, or in some way which we cannot understand. They are said to do such things by instinct; but no one can tell whatinstinct is. It is by this instinct that birds build their nests and beavers their dam and huts. If these things were all planned and thoughtout just as men plan new houses. there would be some changes in the fashions of them, and some improvements.I have spoken of the building instinct of beavers. An English gentleman caught a young one and put him at first in a cage. After a while he let him out in a room where there was a great variety of things. As soon as he was let out he began to exercise his building instinct. He gathered together whatever he could find, brushes, baskets, boots, clothes, sticks, bits of coal, etc., and arranged them as if to build a dam. Now, if he had had his wits about him, he would have known that there was no use in building a dam where there was no water.It is plain that, while animals learn about things by their sensesas we do, they do not think nearly as much about what they learn, andthis is the reason why they do not improve more rapidly. Even the wisest of them, as the elephant and the dog, do not think very much about what they see and hear. Nor is this all. There are some thing that we understand,but about which animals know nothing. They have no knowledge of13anything that happens outside of their own observation. Their minds are so much unlike ours that they do not know the difference betweenrightand wrong.06-A. Diamonds。
大学英语自学教程(上下)讲义
视频互动讲义六解惑：carry away：使失去自控能力，失去理智；carry off：夺去，获得carry on：继续下去，坚持；carry out：贯彻，执行，实现draw in：到站；draw up：草拟，停住passed与past：前者是pass的过去时，表示“经过”，后者是形容词，表示“过去的”，或者名词，表示“过去，昔日。
”quantity与number：两者均为名词，前者与不可数名词连用，后者与可数名词连用，表示单个物件的多少。
reply表示“回复”，非常正常的场合使用，answer很随意地表示“回答”，response则表示“反应”。
一、对教材知识点的回顾第十一课重点内容的回顾Text A1.sacrifice to：注意词组搭配。
2.★be central to：注意词组含义。
3.★necessary(ily)----unnecessary(ily)：注意词义反差。
4.promote----promotion：注意词性转换。
5.lead----mislead----misleading：注意词性转换。
6.responsible----irresponsible：注意词义反差。
7.aim for：注意词组搭配。
8.★expand----expansion：为常考词汇，注意含义。
9．able----★enable----unable----disable(d)：注意词汇含义及变形。
10.fill with----fill in：注意词组含义。
11.wherever possible：“只要有可能”，注意翻译上的准确性。
Text B1.delight----delightful：注意词性变换。
2.★bring out：注意词组含义，同时关注与bring有关的所有词组。
3.★take…for granted：注意词组含义。
4.★It is(was/has been) said that…：注意句型，翻译常考。
大学英语自学教程(上册) 笔记 Unit 7-1
大学英语自学教程(上册)笔记Unit7-1Unit7Text A:FamiliesWe know that family is the basic unit of a society.There are many kinds of families nowadays: nuclear families,extended families,DINK families,the single parent families,remarried families etc.so let’s study families from our text.A:New words:1.definition:n定义；动词，下定义：define2.marriage:n婚姻，marriage certificate,marry:v;反义词：divorce3.descend:v遗传、下来；后裔：descendant,反义词：ancestor祖先4.household:n家庭adj家庭的a household name；householder:n家长、户主；5.relative:n亲戚，adj相对的；relate:v relate to;relation:n关系(*)a.My uncle is one of my nearest relatives.b.There is no relation between those two events.c.Does what you say relate to what you have done?6.traditional:adj传统的；tradition:n;traditionally:adv(*)a.Drinking tea is a Chinese tradition.b.Traditionally,women stayed at home taking care of the children.c.He believes in traditional Chinese medicine.7.security:n安全the Security Council安理会，security guard保安8.basically:adv,basic:adj;base9.nuclear:adj核心的，nucleus:n核心；nuclear energy核能；nuclear war,nuclear weapon, nuclear-free area无核区10.extended:adj延伸的，extended family;extend:v延伸；extension:n;extensive:adj广泛的、广阔的（*）a.The extension of the house became a kitchen.b.The professor has an extensive knowledge of Chinese history.c.They have extended the road from ten miles to sixty miles.11.agicultural:adj农业的；agriculture:n农业12.industrial:adj工业的；industry:n工业、行业；industrialize:v工业化；industrialization:n (*)a.These cities are highly industrialized.b.England became the center of the Industrial Revolution.c.The air transport industry is developing very rapidly.13.earner:n赚钱者；earn;v赚钱；earnings:n赚得的钱14.split:n/v撕裂、裂口a.He split the wood with an ax.b.There is a split in the blackboard.15.social:adj交际的、社会的；society:n社会；socialize:v交往、交际；socialism社会主义16.remarry:marry again;。
大学英语自学教程(上下)讲义
先解决上节课的词汇内容give away：泄露；give back：送还，恢复；give in：屈服，投降；give off：释放；give oneself away：露马脚；give oneself up：投案，自首give out：分开，放出；give up：停止，放弃。
lie与lay：前者注意过去时和过去分词变化(lay, lain)，躺着；后者(laid, laid)表示“放，搁”。
loose与lose：前者是形容词，“松的，散的”，后者是动词，表示“丢失”。
respectable与respectful：均为形容词，前者表示“值得尊敬的”，后者表示“尊敬人的，恭敬的”。
一、对教材知识点的回顾第十五单元重点内容的回顾Text Aputer----computerize：注意词性的转换。
2.★the same…as：注意词组含义。
3.pull down：注意词组含义。
4. mistake…for：注意词组含义。
5.just as----just like：注意词组区别用法。
e to terms：注意词组含义。
7.reflect on：注意词组含义。
8.★come about：注意词组含义，并总结有关come所有词组。
rge----enlarge：注意词性转换。
10.respect for：注意词组含义。
11.make over：注意词组含义，总结有关与make所有词组。
12.★★remind…of (that…)：注意词组含义。
Text B1.enroll----enrollment：注意词性转换。
2.★even if(even though)：注意词组含义。
3.in the meantime：注意词组含义。
4.shy away from：注意词组含义。
5.demand for：注意词组含义。
6.convention----conventional----unconventional：注意词性转换。
大学英语自学教程(上下)讲义
华夏大地教育网英语二重点班的同学们，大家好！我是华夏大地教育网英语一精讲和英语二重点班的辅导老师高伟。
欢迎大家来到华夏大地重点班英语2的辅导课堂。
为了帮助大家能在英语2考试中顺利通过，华夏大地教育网在此构建了英语2重点班的学习辅导活动。
在听取重点班的讲解之前，我希望大家能对教材内容有一个较为清晰的认识，做到熟悉文章内容即可。
在每期重点班里，讲解内容分为三部分：1、对教材每一课需要大家注意的重点词汇、词组和重点句型做一个详细的回顾；2、针对大家平时在学习英语中感到头疼的重点语法内容展开详细的介绍；3、实战演练，针对英语2考查题型，在解题思路上做一个明确的阐述。
重点班每次上课的时间为一个半小时，要求大家在听讲解的过程中仔细体会讲义中的精华。
同时对于每次提前给大家留的讲义作业版，要求大家在上课前主动地去思考、完成。
只有你找到了在做题时与老师的分析方法不同之处，才会明白英语考试并非如大家想像得那么困难，同时也可以结合自己的一些优势不断更新符合自身的解题方法。
词汇是基础，只有在掌握了一定的词汇量后，才能更透彻地理解讲义的内涵。
同时，要求同学们关注历年真题，既做到熟悉真题的难度，及时补救复习中的漏洞，同时要有效地控制做题的时间。
当然，我更希望大家都能以一种快乐、沉稳的心态应对考试。
让我们向快乐出发，向英语二的封锁线跃进！第一单元知识点的回顾Text A1.choose----choice：词型转换常考，同时注意该词的过去式和过去完成式。
2.★available:这个词考频很高。
如果在答案中出现了该词，从选择上应予优先考虑。
这个词出现的句子中经常会同时出现ticket, food, book等相匹配，出现的地点可以是theatre, supermarket等。
3.decide----decision：注意词组搭配(make-)和词性上的变化。
4.purpose：既可以考词意，也可以考后面的谓语动词的形式。
凡是出现purpose, aim, objective, plan，dream, goal等有含有目的性的词做主语时，后面的谓语动词一定是be to do的形式，同时关注这些词是否为复数形式。
大学英语教材原文翻译及注释
大学英语教材原文翻译及注释Introduction:这篇文章旨在提供大学英语教材原文的翻译及注释，以帮助学习者更好地理解和掌握英语语言及相关知识。
以下是一些典型的教材原文，每个原文都附带有翻译和注释。
Text 1:"There is no friend like an old friend who has shared our morning days,no greeting like his welcome, no homage like his praise."Translation:没有一个朋友能像与我们共度早晨时光的老朋友那样亲密，没有一个问候能像他的欢迎那样热情，没有一个致敬能像他的赞扬那样崇高。
Explanation:这段文字表达了朋友之间的珍贵和重要性。
通过与我们共度一起的时光，老朋友具有独特的亲密感和深厚的友谊。
他们的欢迎和赞扬是独一无二的，不可替代的。
Text 2:"Education is the most powerful weapon which you can use to changethe world."Translation:教育是你可以用来改变世界的最强大武器。
Explanation:这段文字强调了教育的力量。
教育不仅可以给个人带来改变，更可以影响整个世界。
通过教育，人们可以获得知识和技能，改善自己的生活，进而为社会的进步与发展做出贡献。
Text 3:"A journey of a thousand miles begins with a single step."Translation:千里之行始于足下。
Explanation:这句话意味着任何庞大的目标或旅程都需要从一个小小的起点开始。
不论目标有多遥远，都需要付诸行动并逐步迈进。
Text 4:"The best way to predict the future is to create it."Translation:预测未来的最好方式就是创造未来。
大学英语(一)Unit1,3,4,5,7课文翻译
Unit1 A学外语学习外语是我一生中最艰苦也是最有意义的经历之一。
虽然时常遭遇挫折，但却非常有价值。
我学外语的经历始于初中的第一堂英语课。
老师很慈祥耐心，时常表扬学生。
由于这种积极的教学方法，我踊跃回答各种问题，从不怕答错。
两年中，我的成绩一直名列前茅。
到了高中后，我渴望继续学习英语。
然而，高中时的经历与以前大不相同。
以前，老师对所有的学生都很耐心，而新老师则总是惩罚答错的学生。
每当有谁回答错了，她就会用长教鞭指着我们，上下挥舞大喊：“错！错！错！”没有多久，我便不再渴望回答问题了。
我不仅失去了回答问题的乐趣，而且根本就不想再用英语说半个字。
好在这种情况没持续多久。
到了大学，我了解到所有学生必须上英语课。
与高中老师不同，大学英语老师非常耐心和蔼，而且从来不带教鞭！不过情况却远不尽如人意。
由于班大，每堂课能轮到我回答的问题寥寥无几。
上了几周课后，我还发现许多同学的英语说得比我要好得多。
我开始产生一种畏惧感。
虽然原因与高中时不同，但我却又一次不敢开口了。
看来我的英语水平要永远停步不前了。
直到几年后我有机会参加远程英语课程，情况才有所改善。
这种课程的媒介是一台电脑、一条电话线和一个调制解调器。
我很快配齐了必要的设备并跟一个朋友学会了电脑操作技术，于是我每周用5到7天在网上的虚拟课堂里学习英语。
网上学习并不比普通的课堂学习容易。
它需要花许多的时间，需要学习者专心自律，以跟上课程进度。
我尽力达到课程的最低要求，并按时完成作业。
我随时随地都在学习。
不管去哪里，我都随身携带一本袖珍字典和笔记本，笔记本上记着我遇到的生词。
我学习中出过许多错，有时是令人尴尬的错误。
有时我会因挫折而哭泣，有时甚至想放弃。
但我从未因别的同学英语说得比我快而感到畏惧，因为在电脑屏幕上作出回答之前，我可以根据自己的需要花时间去琢磨自己的想法。
突然有一天我发现自己什么都懂了，更重要的是，我说起英语来灵活自如。
尽管我还是常常出错，还有很多东西要学，但我已尝到了刻苦学习的甜头。
大学英语自学教程(上下)讲义
视频互动讲义五对上节课词组的回复：let alone：更不用说let down：放下，降低，使失望let in：让…进去，渗漏let off：放炮(火)，宽恕let out：放掉，放松，发生leave behind：留下，忘记带leave out：遗漏，略去childish与childlike：两者均为形容词，前者表示“幼稚的，孩子气的”，后这表示“孩子般天真的”。
compare与contrast：两者均为动词，前者搭配为to/with，和…相比，强调事物的相同点；后者搭配为with，表示“把…加以对比，形成对照”，强调事物的差异。
spend：表示“花费”，既可以指金钱，也可以指时间，主语总是人；cost指“金钱，劳力，时间等”，主语通常是事或物，可以接双宾语。
一、对教材知识点的回顾第九单元重点内容回顾：Text A1.be classified as：注意词组含义。
2.approximate(ly) to：注意词组搭配及含义，后面经常出现百分比。
3.add(up)to：注意词组含义。
4.liable(for/to)----liability：注意词性转换。
5.active(ly)----inactive(ly)----activate：注意词性转换及含义的反差。
6.be counted as：注意词组含义。
7.★resistance to：注意词组含义。
8.experiment----experimental----experiential(经验的)：注意词性转换。
9.length----lengthen：注意词性转换。
Text B:1.grow up：注意词组含义。
2.no other…than…：注意含义，“不是…，而是”。
3.★whether or not：注意句型搭配。
4.interact with：注意词组搭配。
5.manage----management----manager----manageable：注意词性转换。
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Unit 1第一部分 Text A【课文译文】“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。
另一方面,如果你的语言学习一直不太成功,你不妨试试上面提到的一些技巧。
【课文难点注释】1．Some people who are very intelligent and successful in their fields find it difficult to succeed in language learning.(Para 3)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。
在本句中，代词it用作形式宾语，真正的宾语是后面的动词不定式to succeed in language learning。
在英语中，为了句子的平衡，经常出现用it作形式主语或形式宾语的现象，这时真正的主语或宾语通常是后面的不定式结构，-ing分词结构或that分句。
这一现象在本课课文中反复出现，须引起注意。
2．Learn as a child would learn；…(Para 4)要像孩子学语言一样去学习新语言。
在本句中，as 用作连词，意思为“像…一样”，引导方式状语从句。
like在作“像…一样”讲时是介词，后接名词或代词作介宾，构成介词短语，起方式状语的作用。
试比较：We should work and study as he did.我们应该像他一样工作和学习。
The robot cannot work like men.机器人不可能像人一样工作。
第二部分 Text B【课文译文】语言当我们想告诉别人我们想什么时，我们不但可以借助于词语，还可以用其他表达方法。
比如，当我们想说“是”时，我们有时会上下点头，而当我们想说“不”时，我们会左右摇头。
那些既听不见也不会说话的人(也就是聋哑人)借助于手势相互交谈。
那些彼些不懂对方语言的人也用这种方式交谈。
下面这个故事就说明了人们有时是怎样借助于手势进行交谈的。
一个不会说意大利语的人曾到意大利去旅行。
一天，他走进一家饭店，在桌边坐下。
侍者过来时，这个英国人张开嘴，将手指放进嘴中，然后拿出来，并上下翕动嘴唇。
他用这种方法说：“给我拿点吃的东西。
”侍者很快给他端来一杯茶。
英国人摇摇头，侍者明白他不想要茶，于是将茶端走，又端来咖啡。
英国人一脸不高兴的样子，他这时一点也不渴，只是非常饿，每次侍者给他端来喝的他都摇头。
侍者给他端来了葡萄酒，接着又拿来了啤酒、汽水。
当然这些都不是食物。
他正要离开这家饭店时，另外一位旅行者进来了。
这位旅行者看见侍者，就把手放在胃部。
这就足够了，几分钟后他面前的桌子上就放了一大盘通心粉和肉。
由此可见，原始的手势语并不总能很明白地表达意义，而词汇语言就准确多了。
词由声音组成，但许多声音有意义却不是词。
例如，我们会说“sh-sh-sh”来表示“请安静”。
当婴儿笑时，我们知道他们很快乐；当他们哭时，我们知道他们病了或只是想要什么东西。
动物也是一样。
狗发出“G-r-r”的声音或猫发出“F-f-f”的声音时，我们知道他们在发怒。
但这些声音不是语言。
语言包括词，我们将这些词组成句子。
但动物不需要这样做。
狗在表示“生气了”时会发出“G-r-r”的声音，但它不会先说“I”，再说“am”然后再说“angry”。
鹦鹉能像人那样说话，能重复整个句子并知道句子的意思。
我们可以说鹦鹉能模仿人类的语言，但不能说它真会说话，因为它不能用它所知道的词组成新的句子。
只有人才有能力做到这一点。
Unit 2第一部分Text A【课文译文】税、税、还是税美国人常说，人的一生有两件事可以肯定会发生：死亡和税收。
美国人并不垄断死亡市场，但许多人却感到美国以最重的赋税领先于世界。
税指人们为支持政府而缴纳的资金。
在美国通常有三级政府：联邦政府，州政府及市政府，因此就存在三种税。
收入超过几千元的工薪人士必须向联邦政府缴纳一定比率的税金。
这一比率因人而异，取决于各人的工资数。
联邦政府实行累进收入所得税制，也就是说，税率(14%～70%)随个人收入的增加而增加，由于高额税收，人们在4月15日很不愉快，因为这一天是缴纳税款的日子。
第二种税是缴纳给州政府的，这些州包括纽约，加利福尼亚，北达科他以及其他47个州中的任何一个。
一些州的收入所得税的收取办法同联邦政府的相似，当然其税率要低一些。
一些州设有销售税，即对你在该州所购买的任何商品所收的一定比率的税金。
比如，某人想买一包25美分的烟。
如果该州收取8%的销售税，那么买这包烟要花27美分，这一钱数就包括销售税。
一些州利用收入所得税外加销售税的办法来提高税收，各州的税收法规五花八门，令人费解。
第三种税是向市政府缴纳的。
这种税有两种：一种是财产税(拥有房屋的人都必须交税)，另一种是本国消费税，即对城市汽车所征收的税金。
城市将这些资金用于教育、警察和消防部门、公共设施及市政建设。
由于美国人须付高额税金，所以他们经常感到每周有一天纯粹是在为缴税而工作。
人们总是在抱怨税收太高。
他们常常抗议政府滥用他们的税金。
他们说政府将太多的钱花在无用且不符合实际的项目上了。
尽管美国人在很多问题上有不同的看法，但他们在一个话题上的意见总是一致的：税收太高。
【课文难点注释】1．The federal government has a graduated income tax,that is,the percentage of the tax increases as a person's income increases.(Para 3)联邦政府实行累进收入所得税制，也就是说，税率随个人收入的增加而增加。
that is 用作插入语，意思是“那就是说”、“即”、“换句话说”(in other words)。
that is 后的成分通常是对前面成分的解释或进一步说明，在阅读中利用这一知识可以提高对难词、难句的理解。
例如：Arabic is written in the opposite direction to English,that is,from right to left.阿拉伯文的书写方向与英文相反，即从右到左。
2．Some states have an income tax similar to that of the federal government.(Para 4)一些州收取所得税的办法与联邦政府的相似。
形容词的比较级只能用于同类比较，所以在本句中用代词that代替前面出现过的income tax，以避免重复。
［考点］在使用形容词比较级时，为达到同类比较，在同一个句中就会重复出现某个名词。
为避免重复，通常用that、those或one来代替前面已出现的名词。
that一般指物，可代替单数可数名词或不可数名词；those用来代替复数名词，即可指人，也可指物；one 即可指物也可指人，只代替可数名词，复数用ones。
例如：The weather this year is better than that of last yeat.今年的天气比去年的好。
The boys in your class are more active than those in ours.你们班的男孩子比我们班的更活泼。
I hope it was as good as the one you lent me. 我希望它跟你借给我的那个一样好。
第二部分 Text B【课文译文】广告作广告只是整个促销活动的一部分，但正是这一部分最引人注目。
这极为自然，因为广告就是为这一目的而设计的。
在报纸上、杂志上、邮件上以及收音机和电视机里，我们经常会听到或看到数百条有关不同产品和不同服务的信息。
一般说来，我们会被说服去购买这些不同的产品和服务——食品和饮料，汽车和电视机，家具和服装，旅游和休闲活动等。
最简单的广告是分类广告。
每天报纸上都登有几页这类广告；在周日扩大版上会有几部分这类广告。
一条分类广告通常只有几行。
这实际上不过是一则通知或通告，说明可以买到什么东西。
报纸上还刊有大量展示广告，其中大部分是为商店或各种形式的娱乐活动所作的广告。
报纸通常所及的只是一个有限地区的读者，因此，许多想刊登广告的人都用国家级杂志将信息带给更多的读者。
许多现代广告技术在杂志广告中得以发展。
使用鲜艳的颜色、吸引人的画面以及简短的语言信息构成了杂志广告的特色，其最主要的目的就是引人注目。
信息本身一般较短，通常只不过一句简短的话，公众将这句话与该产品联系起来。
这些技术已被用于电视广告，用色彩和画面再加上声音和音乐来吸引观众的听觉和视觉。
电视广告很短，通常只有15秒，30秒或60秒，但它们一遍又一遍地重复，使观众能够多次看到画面，听到声音。
商业电视融合了娱乐节目和广告。
如果你想收看娱乐节目，你就得忍受电视广告——而数以百万计的人们都想收看娱乐节目。
公司销售部的人员负责公司的广告。