Unit-1-全新版大学英语综合教程1
(完整)全新版大学英语综合教程1课后翻译题答案解析
Unit 1 Growing UpⅡ. Translation1.那是个正规宴会，我照妈妈对我讲的那样穿着礼服去了。
（formal）As it was a formal dinner party, I wore formal dress, as Mother told me to.2.他的女朋友劝他趁抽烟的坏习惯尚未根深蒂固之前把它改掉。
（take hold） His girlfriend advised him to get out of/get rid of his bad habit of smoking before it took hold.3.他们预料到下几个月电的需求量很大，决定增加生产。
（anticipate）Anticipating that the demand for electricity will be high during the next few months, they have decided to increase its production.4.据说比尔因一再违反公司的安全规章而被解雇。
（violate）It is said that Bill has been fired for continually violating the company’s safety rules. / Bill is said to have been fired for continually violating the company’s safety rules.5.据报道地方政府已采取适当措施避免严重缺水（water shortage）的可能性。
（avoid, severe）It is reported that the government has taken proper measures to avoid the possibility of a severe water shortage. /The local government is reported to have taken proper measures to avoid the possibility of a severe water shortage.苏珊（Susan）因车祸失去了双腿。
1-1全新版大学英语综合教程第一册 Unit1
全新版大学英语综合教程第一册Unit1Unit 1Growing UpPart I Pre-reading TaskListen to the recording two or three times and then think over the following questions:1. Do you know who John Lennon was?2. Have you ever heard the song before?3. What does Lennon think of growing up? Is it easy or full of adventure s?4. Can you guess what the text s in this unit are going to be about?The following words in the recording may be new to you:monstern. 怪物prayern. 祈祷Part IIText AWhen we are writing we are often told to keep our readers in mind, to shape what we say to fit their tastes and interests. But there is one reader in particular who should not be forgotten.Can you guess who? surprised himself and everyone else when he discovered the answer.WRITING FOR MYSELFRussell BakerThe idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold. Until then I'd been bored by everything associated with English course s. I found English grammar dull and difficult. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.When our class was assigne d to Mr. Fleagle for third-year English I anticipate d another cheerless year in that most tediousof subjects. Mr. Fleagle had a reputation among students for dullness and inability to inspire. He was said to be very formal, rigid and hopelessly out of date. To me he looked to be sixty or seventy and excessively prim. He wore primly severe eyeglasses, his wavy hair was primly cut and primly comb ed. He wore prim suits with necktie s set primly against the collar button s of his white shirts. He had a primly pointed jaw, a primly straight nose, and a prim manner of speaking that was so correct, so gentlemanly, that he seemed a comic antique.I prepared for an unfruitful year with Mr. Fleagle and for a long time was not disappointed. Late in the year we tackle d the informal essay. Mr. Fleagle distribute d a homework sheet offering us a choice of topic s. None was quite so simple-minded as "What I Did on My Summer Vacation," but most seemed to be almost as dull. I took the list home and did nothing until the night before the essay was due(到期的).Lying on the sofa, I finally faced up to the unwelcome task, took the list out of my notebook, and scan ned it. The topic on which my eye stopped was "The Art of Eating Spaghetti."This title produced an extraordinary sequence of mental image s.in Bellevillewhen all of us were seated around the supper table —Uncle Allen, my mother, Uncle Charlie, Doris, Uncle Hal — and Aunt Pat serve d spaghetti for supper. Spaghetti was still a little known foreign dish in those days. Neither Doris nor I had ever eaten spaghetti, and none of the adults had enough experience to be good at it. All the good humor of Uncle Allen's house reawoke in my mind as I recall ed the laughing argument s we had that night about the socially respectable method for moving spaghetti from plate to mouth.Suddenly I wanted to write about that, about the warmth and good feeling of it, but I wanted to put it down simply for my own joy, not for Mr. Fleagle. It was a moment I wanted to recapture and hold for myself. I wanted to relive the pleasure of that evening. To write it as I wanted, however, would violate all the rules of formal composition I'd learned in school, and Mr. Fleagle would surely give it a failing grade. Never mind. I would write something else for Mr. Fleagle after I had written this thing for myself.When I finished it the night was half gone and there was no time left to compose a proper, respectable essay for Mr. Fleagle. There was no choice next morning but to turn in my tale of theBelleville supper. Two days passed before Mr. Fleagle returned the graded papers, and he returned everyone's but mine. I was preparing myself for a command to report to Mr. Fleagle immediately after school for discipline when I saw him lift my paper from his desk and knock for the class's attention."Now, boys," he said. "I want to read you an essay. This is titled, 'The Art of Eating Spaghetti.'"And he started to read. My words! He was reading my words out loud to the entire class. What's more, the entire class was listening. Listening attentively. Then somebody laughed, then the entire class was laughing, and not in contempt and ridicule, but with open-hearted enjoyment. Even Mr. Fleagle stopped two or three times to hold back a small prim smile.I did my best to avoid show ing pleasure, but what I was feeling was pure delight at this demonstration that my words had the power to make people laugh. In the eleventh grade, at the eleventh hour as it were, I had discovered a calling. It was the happiest moment of my entire school career. When Mr. Fleagle finished he put the final seal on my happiness by saying, "Now that(连用有既然之意，但此处非连用), boys, is an essay, don'tyou see. It's — don't you see —Congratulation s, Mr. Baker."(797 words)New Words and Expressionsoff and onfrom time to time; sometimes 断断续续地；有时possibilityn. 可能（性）take holdbecome established生根，确立borevt. make (sb.) become tired and lose interest 使（人）厌烦associatevt. join or connect together; bring in the mind 使联系起来；使联想assignmentn. a piece of work that is given to a particular person（分配的）工作，任务，作业turn outproduce 编写；生产，制造agony▲n. very great pain or suffering of mind or body （身心的）极度痛苦assignvt. give as a share or duty 分配，分派anticipatevt. expect 预期，期望tediousa. boring and lasting for a long time 乏味的；冗长的reputationn. 名声；名誉inabilityn. lack of power, skill or ability 无能，无力inspirevt. fill (sb.) with confidence, eagerness, etc. 激励，鼓舞formala. (too) serious and careful in manner and behavior; based on correct or accepted rules 刻板的，拘谨的；正式的，正规的rigida. (often disapproving) fixed in behavior, view s or method s; strict 一成不变的；严格的hopelesslyad. very much; without hope 十分，极度；绝望地excessivelyad. 过分地out of dateold-fashioned过时的prima. (usu. disapproving) (of a person) too formal or correct in behavior and showing a dislike of anything rude; neat古板的，拘谨的；循规蹈矩的；整洁的primly ad.severea. completely plain; causing very great pain, difficulty, worry, etc. 朴素的；严重的，剧烈的necktien. tie 领带jawn. 颌，颚comic▲a. 滑稽的；喜剧的n. 连环漫画（册）antiquen. 古物，古玩tacklevt. try to deal with 处理，应付essayn. 散文，小品文；论说文distributevt. divide and give out among people, places, etc. 分发，分配，分送finallyad. at last 最终，终于face up tobe brave enough to accept or deal with 勇敢地接受或对付scanv. look through quickly 浏览，粗略地看spaghettin. 意大利式细面条titlen. a name given to a book, film, etc. 标题，题目vt. give a name to 给…加标题，加题目于extraordinarya. very unusual or strange 不同寻常的；奇特的sequencen. 一连串相关的事物；次序，顺序imagen. a picture formed in the mind 形象；印象；（图）像adultn. a fully grown person or animal 成年人；成年动物humorn. 心情；幽默，诙谐recallvt. bring back to the mind; remember 回想起，回忆起argumentn. 论据，论点；争论respectablea. (of behavior, appearance, etc.) socially acceptable可敬的；体面的；文雅的put downwrite down 写下recapturevt. (lit) bring back into the mind; experience again 再现；再次经历relivevt. experience again, esp. in one's imagination再体验，重温violatevt. act against 违背，违反composevt. write or create (music, poetry, etc.) 创作turn inhand in (work that one has done) 交（作业）commandn.,v.命令，指令disciplinen. punishment; order kept (among school-children, soldiers, etc.) 惩罚，处分；纪律what's morein addition, more importantly 而且，此外；更有甚者contempt▲n. 轻视，轻蔑ridiculen. making or being made fun of 嘲笑，嘲弄；被戏弄open-hearteda. sincere, frank诚挚的hold backprevent the expression of (feelings, tears, etc.) 控制（感情、眼泪等）avoidvt. keep or get away from 避免demonstrationn. act of showing or proving sth. 表明；证明careern. 生涯，事业；职业sealn. 印，图章essence▲n. the most important quality of a thing 本质；精髓congratulationn. (usu. pl) expression of joy for sb.'s success, luck, etc. 祝贺，恭喜Proper NamesRussell Baker拉赛尔·贝克Belleville贝尔维尔（美国地名）Fleagle弗利格尔（姓氏）Allen艾伦（男子名）Charlie查理（男子名）Doris多丽丝（女子名）Hal哈尔（男子名，Henry, Harold的昵称）Pat帕特（女子名，Patricia的昵称）。
全新版大学英语综合教程 第一册 Unit 1
Background Information
--- About Italian noodles
• Italian noodles, or pasta is a staple food(主 食) of traditional Italian cuisine. It takes the form of unleavened（未经发酵的）dough made in Italy mostly of durum wheat (硬粒小 麦), water and sometimes eggs. Pasta comes in a variety of different shapes that serve for both decoration and to act as a carrier for the different types of sauce.
A problem-solution B cause-effect C general-specific D time / chronological sequence
问题-解决(问答) 因果 概括-具体 时间 顺序
• Scan the text, try to find out all the time words, expressions and clauses.
Text A Writing for myself
Contents
Warm-up
Background information Language study After-reading activities
Warm-up
What was your impression of your first English teacher in your life? Do you like him/her? Why or why not? Think of a word to describe him/her.
全新版大学英语综合教程一册Unit1Growingup
• possibility: state of being possible; (degree of) likelihood (usu. followed by that-clause or of)
• 5. tedious: boring and lasting for a long time
• Examples: 1) The movie was so tedious that many viewers left before it was over.
•
2) Laura found George to be tedious and decided not
• 2. Until then I'd been bored by everything associated with English courses.: Up to then I had lost interest in things related to English courses.
• bore: make (sb.) feel tired and lose interest
•
2) Jim Kerry has quite a reputation for beinll (sb.) with confidence, eagerness, etc.
• Examples: 1) Martin Luther King, Jr.'s speeches inspired people to fight for equal treatment of African Americans.
Unit 1 全新版大学英语综合教程1
Irony
distribute a homework sheet with a choice of topics for writing
03 Detailed Reading After Reading 04
01 Before Reading
Q1: Who is the author? Do you know anything about the author?
Russell Baker
• Russell Baker: American Pulitzer prize据说某人（怎样）… • 拘谨、刻板、跟不上时代 • 尖下巴 • 直鼻梁 • 穿套装 • 戴眼镜 • 说话的方式
Part II
Para. 3 I prepared for an unfruitful year with Mr. Fleagle and for a long time was not disappointed.
• wavy hair • suits
Selecting details
• neckties
• pointed jaw
• straight nose
• manner of speaking
Para. 2 To me he looked sixty or seventy and
excessively prim. He wore reppreimtiltyionsevere eyeglasses, his wavy hair was primly cut and primly combed. He wore prim suits with neckties set primly against the collar buttons of his white shirts. He had a primly pointed jaw, a primly straight nose, and a prim manner of speaking that was so correct, so gentlemanly, that he seemed a comic antique.
全新版大学英语第二版综合教程unit1完整ppt课件
Lesson One
Growing Up
.
1
Text A Writing For Myself
Part I Part II Part III Part IV Part V Part VI Part VII
.
5
Part Three Comprehension Questions
Para.1 When did the author’s dream of becoming a writer seem possible? Why had he felt bored by everything associated with English courses?
10. reputation : opinion about sth. or sb. held by others
The manager’s deadly mistake almost ruined his high
~ among employees.
Charles Chaplin had quite a ~ for being comic.
Nowadays most children go to school but few of them have ever asked themselves why they go there. Some children think that they go to school just to learn their mother tongue, English and other foreign languages, mathematics, geography, history, science and a few other subjects. But why do they learn these things? Are these the only things they should learn at school?
全新版大学英语综合教程1unit1作文
全新版大学英语综合教程1unit1作文全文共3篇示例，供读者参考篇1Unit 1 of the new edition of College English Integrated Course 1 focuses on introducing oneself and talking about personal information. In this unit, students learn essential vocabulary related to self-introduction, including name, age, nationality, occupation, and hobbies. They also practice forming sentences and conversations to communicate this information effectively in English.One key aspect of Unit 1 is the importance of cultural differences in self-introduction. In some cultures, it is common to provide detailed information about oneself, while in others, people may be more reserved. Understanding these cultural nuances is crucial in cross-cultural communication and can help students navigate social situations more effectively.To practice the language skills learned in Unit 1, students engage in various activities such as role-plays, group discussions, and written assignments. These activities help reinforce vocabulary and grammar structures while also providingopportunities for students to practice speaking and writing in English.Overall, Unit 1 of the new edition of College English Integrated Course 1 is designed to help students build a solid foundation in English communication skills. By mastering the basics of self-introduction and personal information, students can confidently engage in conversations and interactions in English-speaking environments.篇2Unit 1 of the new edition of College English Integrated Course 1 covers a wide range of topics, from introductions and greetings to expressing preferences and making invitations. In this unit, students are introduced to various useful vocabulary, grammar structures, and communication strategies that will help them improve their English proficiency.One of the key points in Unit 1 is learning how to introduce yourself and others in English. Students learn phrases such as "Nice to meet you," "My name is…," and "What’s your name?" These basic expressions are essential for building relationships and making connections with new people. In addition tointroductions, students also learn how to talk about their likes and dislikes, using structures like "I like…" and "I don’t like…".Another important aspect of Unit 1 is learning how to make invitations and respond to them. Students are taught expressions like "Would you like to…?" and "I’d love to." These phrases are crucial for social interactions and building friendships. By practicing these expressions, students can develop their ability to communicate effectively in various situations.Overall, Unit 1 of the new edition of College English Integrated Course 1 provides students with a solid foundation in basic English communication skills. By mastering the vocabulary, grammar, and strategies introduced in this unit, students can start to build their confidence and fluency in English. This unit lays the groundwork for future lessons in the course, helping students to develop their language skills and succeed in their academic and professional endeavors.篇3Title: A Review of Unit 1 in the New Edition of College English Integrated Course 1Introduction:The new edition of College English Integrated Course 1 has been widely anticipated by both students and teachers alike. Unit 1 provides a comprehensive overview of the skills and topics that will be covered throughout the course. In this review, we will explore the key components and objectives of Unit 1, as well as the strengths and weaknesses of the new edition.Key Components:Unit 1 of the new edition of College English Integrated Course 1 is divided into several sections, including reading, writing, listening, and speaking. The reading section includes a variety of texts that focus on different themes, such as education, technology, and culture. The writing section provides students with opportunities to practice their writing skills through exercises that require them to create essays, summaries, and responses to prompts. The listening section features audio clips that students must listen to and answer questions about. Finally, the speaking section involves activities that require students to engage in pair and group discussions on various topics.Objectives:The primary objectives of Unit 1 are to improve students' reading, writing, listening, and speaking skills in English. By the end of the unit, students should be able to read and understanda variety of texts, write coherent and well-organized essays, listen to and comprehend audio clips, and effectively communicate their thoughts and ideas in English.Strengths:One of the strengths of Unit 1 is its focus on providing students with opportunities to practice all four language skills. By incorporating a variety of activities and exercises, the unit ensures that students are exposed to a wide range of language input and are able to practice using English in different contexts. Additionally, the unit offers students the chance to work collaboratively with their peers, which can help to improve their communication and teamwork skills.Weaknesses:One potential weakness of Unit 1 is that some of the activities may be too challenging for students who are at a lower proficiency level. The unit may benefit from including more scaffolding and support for students who are struggling with the material. Additionally, the unit could be improved by incorporating more opportunities for students to receive feedback on their work, as this can help them to identify areas for improvement.Conclusion:Overall, Unit 1 of the new edition of College English Integrated Course 1 is a well-rounded and comprehensive introduction to the course. By providing students with opportunities to practice all four language skills, the unit helps to prepare them for the challenges that lie ahead. While there are some areas for improvement, such as providing additional support for struggling students, the unit is a valuable resource for both teachers and students. I look forward to seeing how the rest of the course unfolds and the progress that students will make as they work through the material.。
全新版大学英语大一综合教程1课文翻译Unit-1-6及课后练习翻译题答案
全新版大学英语大一综合教程1课文翻译Unit-1-6及课后练习翻译题答案Unit 1The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold.从孩提时代，我还住在贝尔维尔时，我的脑子里就断断续续地转着当作家的念头，但直等到我高中三年级，这—想法才有了实现的可能。
Lying on the sofa, I finally faced up to the unwelcome task, took the list out of my notebook, and scanned it. The topic on which my eye stopped was “The Art of Eating Spaghetti.”我躺在沙发上，最终不得不面对这一讨厌的功课，便从笔记本里抽出作文题目单粗粗……看。
我的目光落在“吃意大利细面条的艺术”这个题目上。
When I finished it the night was half gone and there was no time left to compose a proper, respectable essay for Mr. Fleagle.等我写完时已是半夜时分，再没时间为弗利格尔先生写一篇循规蹈矩、像模像样的文章了。
I did my best to avoid showing pleasure, but what I was feeling was pure delight at this demonstration that my words had the power to make people laugh.我尽力不流露出得意的心情，但是看到我写的文章竟然能使别人大笑，我真是心花怒放。
全新版大学英语(第二版)综合教程 第1册 Unit 1 课堂笔记
Before Reading >> English Song –Beautiful BoyI. John Lennoni. A Brief Introduction to John LennonJohn Lennon (1940~1980) was an English rock musician and cofounder of The Beatles, the most lauded and influential rock group of all time.ii. Questions about John Lennon1. Who was John Lennon?2. Which country was he from?3. What was his profession?4. Do you know any songs by him?5. Can you tell us anything about Lennon?iii. Chronology of John Lennon– October 9, 1940Born John Winston Lennon, in Liverpool, England.– September 1957Enrolled at Liverpool College of Art.– August 23, 1962Married college girlfriend Cynthia Powell (divorced 1968).– February 19, 1963Please Please Me reached Number One in the U.K. charts.– February 12, 1964The Beatles started their first U.S. tour.– June 15, 1965The Beatles received MBEs (Member of the Order of the British Empire) from Queen Elizabeth II. – March 14, 1969Married Yoko Ono.– November 25, 1969Lennon returned his MBE in peace protest.– December 8, 1980Shot dead outside his apartment in the Dakota building in New York City. The killer was a crazed fan, Mark Chapman, who had recently obtained Lennon’s autograph(亲笔签名).II. Beautiful BoyLyric:Close your eyesHave no fearThe monster's goneHe’s on the run and your daddy's hereBeautiful, beautiful, beautifulBeautiful boyBeautiful, beautiful, beautifulBeautiful boyBefore you go to sleepSay a little prayerEvery day in every wayIt's getting better and betterBeautiful, beautiful, beautifulBeautiful boyBeautiful, beautiful, beautifulBeautiful boyOut of the ocean sailing awayI can hardly waitTo see you come of ageBut I guess we'll both just have to be patient ’Cause it’s a long way to goA had row to howYes it’s a long way to goBut in the meantimeBefore you cross the streetTake my handLife is what happens to youWhile you’re busy making other plansBeautiful, beautiful, beautifulBeautiful boyBeautiful, beautiful, beautifulBeautiful boyBefore you go to sleepSay a little prayerEvery day in every wayIt's getting better and betterBeautiful, beautiful, beautifulBeautiful boyDarling, darling, darlingDarling SeanIII. Questions about the Song and the Texts1. In your opinion, what is the song Beautiful Boy going to tell us?2. What does Lennon think of growing up? Is it easy or full of adventures?3. Can you guess what the texts in this unit are going to be about?Before Reading >> SpaghettiI. DefinitionSpaghetti is the Italian-style thin noodle, cooked by boiling and served with sauce. Unlike some Chinese noodles, it is not served in soup and will never taste pulpy (软乎乎、没有嚼劲的).II. Listen and PracticeRead the words given below and then listen to the passage. After listening to the passage, one student is required to come up and show the right way of eating spaghetti before the class.The Right Way of Eating Spaghetti1. Hold the fork in your hand as if to poke the spaghetti.2. Scoop up a small amount of spaghetti on your fork and raise itabout 30cm above your plate. 3. Make sure the spaghetti on your fork is completely disconnectedfrom the remainder on your plate. 4. Put the prongs of the fork at an edge of the plate that is free offood. 5. Quickly point the prongs of the fork straight down toward theplate and place the points on the plate. 6. Twirl the fork to gather the spaghetti around the prongs.7. With a quick scooping movement, gather up the roll around the prongs and place it in yourmouth.8. Gently gather up any stray spaghetti ends that don’t make it all the way into your mouth.Before Reading >> The American Educational SystemIn the United States, education is the responsibility of individual states, not of the federal government, so requirements may vary from one state to another. The following is a generalization:- kindergarten: under 5 years old- elementary / primary school (grades 1~6): 6~11 years old- junior high / middle school (grades 7~8): 12~13 years old- senior / high school (grades 9~12): 14~17 years old - college, institute, academy (学院), universityGlobal Reading >> ScanningScan Text A and find out all the time words, phrases and clauses.Key:since my childhood in Belleville (Para. 1)until my third year in high school (Para. 1)until then (Para. 1)when our class was assigned to Mr. Fleagle for third-year English (Para. 2)late in the year (Para. 3)until the night before the essay was due (Para. 3)when I finished (Para. 6)next morning (Para. 6)two days passed (Para. 6)when I saw him lift my paper from his desk ... (Para. 6) when Mr. Fleagle finished (Para. 9) Global Reading >> Part Division of the TextGlobal Reading >> Further UnderstandingI. For Part 1 True or False1. Baker had never thought of becoming a writer until he was in the eleventh grade. (F)(As a child in Belleville, he had thought of becoming a writer from time to time.)2. Teachers found it painful to read students’ long and lifeless essays. (T)3. Before Mr. Fleagle became the English teacher for Baker’s class, the English course had been interesting. (F)(From the words “another cheerless year” we can see the English course had been quite boring.)4. In Baker’s opinion, Mr. Fleagle was really a formal, rigid and out-of-date teacher only because of Fleagle’s manner of speaking. (F)(Besides the manner of speaking, Fleagle’s appearance and dress also showed that he was a dull and rigid teacher.)II. For Part 2 Multiple ChoiceChoose the best answer to complete the sentence.1. At first, Baker thought Mr. Fleagle’s English course was ___________. (B)A. interestingB. dullC. hopefulD. attractive2. In Baker’s opinion, the title of the composition “What I Did on My Summer Vacation” was _________. (D)A. dullB. unfruitfulC. difficultD. foolish and dull3. Baker liked to write a com position with the title “The Art of Eating Spaghetti” because __________. (D)A. neither Baker nor Doris had ever eaten spaghetti beforeB. Baker and Doris argued about it at a supperC. spaghetti was from Italy and quite new thenD. it reminded him of the pleasure of that evening4. Which of the following statements is TRUE? _________ (A)A. You’ll not write a good composition until you like the topic.B. When Baker wrote the essay, he thought his teacher would like it.C. Mr. Fleagle had liked Baker’s com positions before.D. Baker succeeded in writing two compositions.III. For Part 3 Questions and Answers1.Do you think Baker would write another essay if he had enough time? Why?2.What was Baker prepared for when he found all the papers had been given back but his?3.Whose essay did Mr. Fleagle read to the class? How did the class respond?4.Which paragraph in this part gives readers the impression that Baker’s essay was very good?5.Why did Baker feel so delighted?Detailed ReadingI. Difficult Sentences1.Until t hen I’d been bored by everything associated with English courses. (Para. 1)What can we infer from this sentence?(Up to then, Baker had had no interest in things related to English courses.)2.I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write. (Para. 1)Paraphrase the sentence.(I found it painful to write long, boring essays as required by teachers; neither did teachers enjoy what I wrote.)3.another cheerless year in that most tedious of subjects (Para. 2)What can we learn from this phrase?(We can know from this phrase that before Mr. Fleagle became Baker’s English teacher, all English courses were dull.)4.I prepared for an unfruitful year with Mr. Fleagle and for a long time was not disappointed. (Para. 3)What does the author really mean when he says “I ... was not disappointed”?(He means that his expectation was right that Mr. Fleagle’s lessons were dull.)5.I took the list home and did nothing until the night before the essay was due. Lying on the sofa,I finally faced up to the unwelcome task, took the list out of my notebook, and scanned it. (Para. 3)1) What can we infer from these sentences?(Baker was unwilling to write his essay.)2) List phrases to support your inference.(did n othing until … the essay was due; faced up to the unwelcome task.)6.This title produced an extraordinary sequence of mental images. (Para. 4)Paraphrase the sentence and translate it into Chinese.(At the sight of the title I saw an unusual series of pictu res in my mind’s eye.这个题目在我脑海里唤起了一连串不同寻常的图像。
全新版大学进阶英语：综合教程Unit 1
Getting Prepared
Warm-up Video
Notes
After watching the video, discuss the following questions with your partner:
1. What is the girl’s identity?
A. a young employee B. a waitress
澳大利亚英语的词汇：虽然澳大利亚英语中大多数 的词汇与其他地区的英语相同，但在词义或用法上有显 著差异。澳大利亚英语词汇的来源有许多，包括英国英 语中的各种方言、盖尔语、澳大利亚的土著语以及波利 尼西亚语。
Getting Prepared
Warm-up Video
Notes
Canadian lingo “eh“: An interjection or prompt spoken by Canadians, equivalent to the American “huh?” or “right?”, usually used to prompt a person to respond to what was said or to indicate a lack of understanding. This usage is exclusive to Canadians, and is sometimes regarded as a part of their national identity. The use of “eh” by Canadians is occasionally mocked in other countries, and often joked about by Canadians themselves.
全新版大学英语综合教程1 教案Unit1
全新版大学英语综合教程1 教案Unit1Unit One College LifeText A What to Expect from College LifeBackgroundTypes of Colleges in the U.S.If you’re planning to study in the U.S., you have a number of choices when it comes to pickyour college. There are many types of schools, each having its own mission and purpose within American education.Two-year collegesTwo-year institutions, which are typically referred to as community or junior colleges, award the associate degree — Associate of Arts (A.A.) or Associate of Science (A.S.) — followingsuccessful completion of a two-year, full-time program. There are two basic types of programs at community and junior colleges. Some programs are strictly academic and designed to prepare students to transfer to four-year institutions with bachelor's degree programs. Others are more practical or applied and provide career training in specific areas. This second type of school does not usually preparestudents for transfer to a four-year institution, though some of the credits earned may still be accepted by a four-year institution.A small number of two-year colleges offer the final two years of the undergraduate program only, awarding the bachelor‘s degree rather than the associate degree. Most community and juniorcolleges are publicly supported by the state and local communities, although some are private. Some private two-year colleges areproprietary or run for a profit.Four-year colleges and universitiesThe college or university (sometimes called an institute when it emphasizes engineering or other technical courses) awards the bachelor's degree. The Bachelor of Arts (B.A.) or Bachelor of Science (B.S.) degrees are the most common, but a variety of bachelor's degrees by other names are also granted. Bachelor's degrees are typically awarded following successful completion of a four-year, full-time program. Programs in some fields of study or at some institutions can be longer than four years. There are both public and private colleges and universities in the United States, and some have an affiliation with a religious denomination.Public versus privatePublicly supported schools are generally state colleges or universities or two-year community colleges. These institutions receive most of their funding from the states in which they are located. Private schools generally have higher costs because they do not receive the sameprimary funding from the state and federal government. Colleges and universities with religious affiliations are private. Most of them are Christian (Roman Catholic and Protestant), although there are a small number of Jewish and Islamic institutions. In most cases, you do not need to be a member of a particular church or religious group to attend a religiously affiliated college and enrollment in these institutions will not usually interfere with your own religious views. Privately owned colleges Proprietary institutions are different from other types of schools in that they are privately owned and run for a profit. They are "educational businesses" that offer services and courses similar to those at other institutions, but you need to be very careful and research their accreditation status. Their programs tend to be technical and pre-professional courses of study.Almost all the colleges in the United States are now coeducational, which means that both men and women attend. There are also a small number of single-sex schools, some for men and some for women. Faculty, administration, and staff members will likely be of both sexes at any college.Words and Expressions1.a little bit有点He was a little bit under the weather. , 他生病了。
全新版大学英语综合教程_1_Unit1_课文正文电子书与翻译
When we are writing we are often told to keep our readers in mind, to shape what we say to fit their tastes and interests. But there is one reader in particular who should not be forgotten. Can you guess who? Russell Baker surprised himself and everyone else when he discovered the answer.我们写作时常常被告诫，脑子里要有读者，笔者所云一定要符合读者的口味和兴趣。
但有一位读者特别不该忘记。
你能猜出是谁吗？当拉塞尔·贝克找到这个问题的答案时，他自己和别人都感到大为惊讶。
Writing for MyselfRussell Baker 1 The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold. Until then I've been bored by everything associated with English courses. I found English grammar dull and difficult. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.为自己而写拉塞尔·贝克从孩提时代，我还住在贝尔维尔时，我的脑子里就断断续续地转着当作家的念头，但直等到我高中三年级，这一想法才有了实现的可能。
Unit1全新大学英语综合教程
the plate and place the points on the plate. 6.Twirl the fork to gather the spaghetti around the prongs.
Before Reading
Global Reading
Detailed Reading
After Reading
Home
The Right Way of Eating Spaghetti
7.With a quick scooping movement, gather up the roll around the prongs and place it in your mouth.
3. The American Educational System
The U.S. Grade School System
Home
Before Reading
Global Reading
Detailed Reading
After Reading
John Lennon
Brief Introduction to John Lennon Questions about John Lennon Chronology of John Lennon
8.Gently gather up any stray spaghetti ends that don’t make it all the way into your mouth.
Before Reading
Global Reading
全新版大学英语综合教程第一册Unit 1-text Analysis
Text Analysis: writing strategy Selection of details: 2) What details are given to show that Mr. Fleagle was dull and rigid? * “He was said to be very formal, rigid and hopelessly out of date.” * His “eyeglasses, hairstyle, clothes, jaw, nose, and manner of speaking” were all “prim”.
Text Analysis: writing strategy
When I finished Next morning Two days passed When I saw him lift my paper from his desk When Mr. Fleagle finished
Text Analysis: writing strategy Selection of details: 1) What details are selected to show "I'd been bored with everything associated with English courses"? 2) What details are given to show that Mr. Fleagle was dull and rigid? 3) By which sentences does the author manage to give us the impression that his essay was very good?
全新版大学英语综合教程1unit1作文
Title: Embracing Change: A Journey ofGrowth and DiscoveryIn the fast-paced world of today, change is inevitable. It is a constant force that shapes our lives, pushing us to adapt and evolve. The unit one of the New Edition of College English Integrated Coursebook, which focuses on the theme of change, resonates deeply with this idea. It encourages us to embrace change, to see it as an opportunity for growth and discovery, rather than a threat to our stability.Change can be both exciting and daunting. It brings new experiences, new challenges, and often, new opportunities. However, it also requires us to let go of the familiar, to step into the unknown. This can be difficult, as it involves a leap of faith and a willingness to take risks. Yet, it is this willingness to embrace change that defines our growth as individuals. As we navigate through the twists and turns of life, we learn to be resilient, to adapt to new situations, and to find strength within ourselves. We discover that change is not something to be feared, but rather, something to be celebrated.The unit one of the textbook explores this idea through a variety of texts and activities. It introduces us to characters who have faced significant changes in theirlives and have emerged stronger and wiser. Their stories inspire us to view change as a positive force that can transform our lives.Moreover, the unit encourages us to reflect on our own experiences of change. It prompts us to consider how we have responded to changes in our lives, whether we have embraced them or resisted them, and what we have learned from these experiences. This reflection is crucial in helping us understand our own growth and development.In conclusion, the unit one of the New Edition of College English Integrated Coursebook is a powerful reminder of the importance of embracing change. It teaches us that change is not only inevitable but also essentialfor our growth and discovery. As we continue to navigate through the changing landscapes of our lives, let us remember to embrace each new challenge, to learn from each new experience, and to find strength and wisdom in the process.**拥抱变化：成长与发现的旅程**在当今快节奏的世界中，变化是不可避免的。
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Part II (Para. 3-5)
Baker found himself attracted by one particular topic and wrote about it for his own enjoyment.
Part III (Para. 6-9)
The experience of writing the essay helped Baker discover his talent for writing and realize what he wished to do in life.
since my childhood in Belleville (Para. 1) until my third year in high school (Para. 1) until then (Para. 1) when our class was assigned to Mr. Fleagle for thirdyear English (Para. 2) late in the year (Para. 3) until the night before the essay was due (Para. 3) when I finished (Para. 6) next morning (Para. 6) two days passed (Para. 6) when I saw him lift my paper from his desk ... (Para. 6) when Mr. Fleagle finished (Para. 9)
Do you feel you’ve grown up? If yes, when? And How?
Can you share some unforgettable growing-up experiences?
Text A Wr01iting for Myself
01 Before Reading Global Reading 02
General Idea?
• The essence of writing is to write what one enjoys writing.
Scanning
• Scan text A and find out all the time words, phrases and clauses.
Global Reading 02
Thinking
• Look at the title of Text A and find out in which paragraph a similar phrase appears.
• Explain in your own words what the author means by “write for myself”.
Unit 1 Growing up
What is your opinion or definition about growing up ?
• To increase in size and develop physically
• To develop and reach maturity
• Growing up means keeping on growing, even when the body cannot grow anymore, but the mind and spirit still can. This means always being open to new ideas and stretching the limits of your mind and intelligence, no matter how old you are.
03 Detailed Reading After Reading 04
01 Before Reading
Q1: Who is the author? Do you know anything about the author?
Russell Baker
• Baker: American Pulitzer prize-winning writer
Structure
• Chronological sequence
• Narration/ Narrative Writing
• Organization?
Text A Part 1 Part II
Part III
Part I (Para. 1-2)
Baker was bored by everything associated with English courses, including his new English teacher.
03 Detailed Reading
Part. 1
Para.1
The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn’t until my third year in high school that the possibility took hold.
and journalist.
Q2: What is the author’s dream during his course of
growing up?
Q3: Is the way smooth for him to become a writer?
Q4: What is the turning point?
Main Story?
• A student faced with what at first sight seems a dull, routine piece of coursework. However, it leads him to discover a hidden talent and what he wants to become in life.