全新大學(xué)英語(yǔ)綜合教程第1冊(cè)課文講解Romance1

　　valentine

　　n. 情人

　　straighten

　　v. (cause to) become straight or level (使)變直;(使)變*整

　　make one's way

　　go 走去

　　grand

　　a. splendid in size or appearance 宏偉的;壯麗的

　　absorb

　　vt. completely hold the attention of (sb.);take in 完全吸引住…的注意;吸收

　　margin

　　n. 頁(yè)邊空白

　　handwriting

　　n. 筆跡;手寫(xiě)稿

　　reflect

　　vt. be a sign of, show 反映，顯示

　　thoughtful

　　a. thinking about what other people need; thinking dee* 體貼的;深思的

　　insightful

　　a. 具有洞察力的'

　　insight

　　n. 洞察力

　　previous

　　a. happening or coming before or earlier 早先的，先前的

　　owner

　　n. a person who owns sth. 所有人

　　locate

　　vt. find the exact position of; establish in a certain place 找到…的位置;使坐落于

　　correspond

　　vi. exchange letters regularly 通信

　　overseas

　　ad., a. to or in another country 去(在)**(的)，去(在)**(的)

　　fertile

　　a. (of land) able to produce good crops 肥沃的，富饒的

　　romance▲

　　n. love story; love affair 愛(ài)情故事;風(fēng)流韻事

　　bud▲

　　v. 發(fā)芽;萌芽

　　haunt▲

　　vt. make (sb.) worry or make (them) sad; (of ghosts) visit (a place) regularly 使擔(dān)憂，使苦惱;(鬼魂)常出沒(méi)于

　　take a chance (on sth.)

　　attempt to do sth. in spite of the possibility of failure; take a risk 碰運(yùn)氣;冒險(xiǎn)

　　disgust

　　vt. cause a strong and often sick feeling of dislike 使厭惡，使反感

　　schedule

　　vt. arrange for sth. to happen or to be done at a particular time 安排;排定

　　n. 工作日程表，進(jìn)度表

　　lapel

　　n. (西服上衣的)翻領(lǐng)

　　sustain

　　vt. support emotionally; keep (an effort, etc.) going, maintain **;使(努力等)持續(xù)下去，保持

　　slim

　　a. slender; small 苗條的;細(xì)小的，微小的

　　blonde

　　a., n. (woman) having fair or yellow hair 金發(fā)的(女郎)

　　curl

　　n. 鬈發(fā)

　　delicate

　　a. fine, well-formed; soft, tender 精美的;柔軟的，嬌嫩的

　　chin

　　n. 下巴，頦

　　provocative▲

　　a. 挑逗的;挑釁的

　　curve

　　v. (使)彎曲

　　go sb.'s way

　　go in sb.'s direction 朝某人走去

　　sailor

　　n. 水手，海員;航海者

　　murmur▲

　　v. 輕聲說(shuō)，咕噥

　　gray

　　v. (使)變成灰色

　　tuck▲

　　vt. 把…塞進(jìn)(某處)

　　more than a little

　　very 很，非常

　　overweight

　　a. too fat or heavy 過(guò)胖的，超重的

　　ankle

　　n. 踝;踝節(jié)部

　　thrust

　　v. 擠入;插入;猛推

　　heel

　　n. (鞋、襪等的)后跟;腳后跟，踵

　　split

　　v. (cause to) break into two or more parts 裂開(kāi);破裂

　　keen

　　a. (of interest, feelings, etc.) strong; deep 強(qiáng)烈的;熱切的

　　longing

　　n. earnest desire 渴望

　　companion

　　vt. spend time or go somewhere with (sb.) 陪伴

　　uphold▲

　　vt. support **，維護(hù)

　　sensible

　　a. showing or having good sense 通情達(dá)理的，理智的

　　glow

　　n. a warm light 光亮，光輝

　　hesitate

　　vi. pause before doing sth. or making a decision 躊躇，猶豫

　　grip

　　v. take a very tight hold (of) 握緊，緊握

　　leather

　　n. (動(dòng)物的)皮，皮革

　　identify

　　vt. recognize or say who or what (sb./sth.)is 識(shí)別

　　grateful

　　a. feeling or showing thanks to another person 感激的

　　be grateful to (sb.) for (sth.)

　　因(某事)而感激(某人)

　　salute▲

　　v. (向…)行舉手禮

　　lieutenant▲

　　n. 海軍上尉;陸軍中尉

　　broaden

　　v. make or become broader (使)變寬;(使)擴(kuò)大

　　wisdom

　　n. 智慧;明智

　　response

　　n. reaction; answer 反應(yīng);回答

　　in response to

　　in answer to 作為對(duì)…的回應(yīng)

　　attractive

　　a. pretty; able to attract 美的;有吸引力的

全新大學(xué)英語(yǔ)綜合教程第1冊(cè)課文講解Romance2

　　Part I Pre-reading Task

　　Listen to the recording two or three times and then think over the following questions:

　　1. Do you have a favorite love song? What is its name? Who is the singer? Can you sing or hum the tune?

　　2. What is the song you have just heard mainly about?

　　3. Do you think it appropriate to begin this unit with a love song? Why or why not?

　　The following word in the recording may be new to you:

　　rhyme

　　n. 韻;韻味

　　Part II

　　Text?

　　A letter or telephone call comes from someone you have not met, and you find yourself imagining what the person looks like, putting a face to the hidden voice. Are you any good at this? Sometimes it is easy to get it wrong.

　　A VALENTINE STORY

　　Doug Bell

　　John Blanchard stood up from the bench, straightened his Army uniform, and studied the crowd of people making their way through Grand Central Station.

　　He looked for the girl whose heart he knew, but whose face he didn't, the girl with the rose. His interest in her had begun twelve months before in a Florida library. Taking a book off the shelf he soon found himself absorbed, not by the words of the book, but by the notes penciled in the margin. The soft handwriting reflected a thoughtful soul and insightful mind.

　　In the front of the book, he discovered the previous owner's name, Miss Hollis Maynell. With time and effort he located her address. She lived in New York City. He wrote her a letter introducing himself and inviting her to correspond. The next day he was shipped overseas for service in World War II.

　　During the next year the two grew to know each other through the mail. Each letter was a seed falling on a fertile heart. A romance was budding. Blanchard requested a photograph, but she refused. She explained: "If your feeling for me has any reality, any honest basis, what I look like won't matter. Suppose I'm beautiful. I'd always be haunted by the feeling that you had been taking a chance on just that, and that kind of love would disgust me. Suppose I'm plain (and you must admit that this is more likely). Then I'd always fear that you were going on writing to me only because you were lonely and had no one else. No, don't ask for my picture. When you come to New York, you shall see me and then you shall make your decison. Remember, both of us are free to stop or to go on after that — whichever we choose..."

　　When the day finally came for him to return from Europe, they scheduled their first meeting — 7:00 p.m. at Grand Central Station, New York.

　　"You'll recognize me," she wrote, "by the red rose I'll be wearing on my lapel." So, at 7:00 p.m. he was in the station looking for a girl who had filled such a special place in his life for the past 12 months, a girl he had never seen, yet whose written words had been with him and sustained him unfailingly.

　　I'll let Mr. Blanchard tell you what happened:

　　A young woman was coming toward me, her figure long and slim. Her golden hair lay back in curls from her delicate ears; her eyes were blue as flowers. Her lips and chin had a gentle firmness, and in her pale green suit she was like springtime come alive.

　　I started toward her, entirely forgetting to notice that she was not wearing a rose.

　　As I moved, a small, provocative smile curved her lips. "Going my way, sailor?" she murmured. Almost uncontrollably I made one step closer to her, and then I saw Hollis Maynell. She was standing almost directly behind the girl. A woman well past 40, she had graying hair pinned up under a worn hat.

　　She was more than a little overweight, her thick-ankled feet thrust into low-heeled shoes.

　　The girl in the green suit was walking quickly away. I felt as though I was split in two, so keen was my desire to follow her, and yet so deep was my longing for the woman whose spirit had truly companioned me and upheld my own.

　　And there she stood. Her pale, round face was gentle and sensible, her gray eyes had a warm and kindly glow. I did not hesitate.

　　My fingers gripped the small worn blue leather copy of the book that was to identify me to her. This would not be love, but it would be something precious, something perhaps even better than love, a friendship for which I had been and must ever be grateful.

　　I squared my shoulders and saluted and held out the book to the woman, even though while I spoke I felt choked by the bitterness of my disappointment. "I'm Lieutenant John Blanchard, and you must be Miss Maynell. I am so glad you could meet me; may I take you to dinner?"

　　The woman's face broadened into a smile. "I don't know what this is about, son," she answered, "but the young lady in the green suit who just went by, she begged me to wear this rose on my coat. And she said if you were to ask me out to dinner, I should go and tell you that she is waiting for you in the big restaurant across the street. She said it was some kind of test!"

　　It's not difficult to understand and admire Miss Maynell's wisdom. The true nature of a heart is seen in its response to the unattractive.

　　"Tell me whom you love," Houssaye wrote, "and I will tell you who you are."

全新大學(xué)英語(yǔ)綜合教程第1冊(cè)課文講解Romance3

　　valentine

　　n. 情人

　　straighten

　　v. (cause to) become straight or level (使)變直;(使)變*整

　　make one's way

　　go 走去

　　grand

　　a. splendid in size or appearance 宏偉的;壯麗的

　　absorb

　　vt. completely hold the attention of (sb.);take in 完全吸引住…的注意;吸收

　　margin

　　n. 頁(yè)邊空白

　　handwriting

　　n. 筆跡;手寫(xiě)稿

　　reflect

　　vt. be a sign of, show 反映，顯示

　　thoughtful

　　a. thinking about what other people need; thinking dee* 體貼的;深思的

　　insightful

　　a. 具有洞察力的

　　insight

　　n. 洞察力

　　previous

　　a. happening or coming before or earlier 早先的，先前的

　　owner

　　n. a person who owns sth. 所有人

　　locate

　　vt. find the exact position of; establish in a certain place 找到…的位置;使坐落于

　　correspond

　　vi. exchange letters regularly 通信

　　overseas

　　ad., a. to or in another country 去(在)**(的)，去(在)**(的)

　　fertile

　　a. (of land) able to produce good crops 肥沃的，富饒的

　　romance▲

　　n. love story; love affair 愛(ài)情故事;風(fēng)流韻事

　　bud▲

　　v. 發(fā)芽;萌芽

　　haunt▲

　　vt. make (sb.) worry or make (them) sad; (of ghosts) visit (a place) regularly 使擔(dān)憂，使苦惱;(鬼魂)常出沒(méi)于

　　take a chance (on sth.)

　　attempt to do sth. in spite of the possibility of failure; take a risk 碰運(yùn)氣;冒險(xiǎn)

　　disgust

　　vt. cause a strong and often sick feeling of dislike 使厭惡，使反感

　　schedule

　　vt. arrange for sth. to happen or to be done at a particular time 安排;排定

　　n. 工作日程表，進(jìn)度表

　　lapel

　　n. (西服上衣的)翻領(lǐng)

　　sustain

　　vt. support emotionally; keep (an effort, etc.) going, maintain **;使(努力等)持續(xù)下去，保持

　　slim

　　a. slender; small 苗條的;細(xì)小的，微小的

　　blonde

　　a., n. (woman) having fair or yellow hair 金發(fā)的(女郎)

　　curl

　　n. 鬈發(fā)

　　delicate

　　a. fine, well-formed; soft, tender 精美的.;柔軟的，嬌嫩的

　　chin

　　n. 下巴，頦

　　provocative▲

　　a. 挑逗的;挑釁的

　　curve

　　v. (使)彎曲

　　go sb.'s way

　　go in sb.'s direction 朝某人走去

　　sailor

　　n. 水手，海員;航海者

　　murmur▲

　　v. 輕聲說(shuō)，咕噥

　　gray

　　v. (使)變成灰色

　　tuck▲

　　vt. 把…塞進(jìn)(某處)

　　more than a little

　　very 很，非常

　　overweight

　　a. too fat or heavy 過(guò)胖的，超重的

　　ankle

　　n. 踝;踝節(jié)部

　　thrust

　　v. 擠入;插入;猛推

　　heel

　　n. (鞋、襪等的)后跟;腳后跟，踵

　　split

　　v. (cause to) break into two or more parts 裂開(kāi);破裂

　　keen

　　a. (of interest, feelings, etc.) strong; deep 強(qiáng)烈的;熱切的

　　longing

　　n. earnest desire 渴望

　　companion

　　vt. spend time or go somewhere with (sb.) 陪伴

　　uphold▲

　　vt. support **，維護(hù)

　　sensible

　　a. showing or having good sense 通情達(dá)理的，理智的

　　glow

　　n. a warm light 光亮，光輝

　　hesitate

　　vi. pause before doing sth. or making a decision 躊躇，猶豫

　　grip

　　v. take a very tight hold (of) 握緊，緊握

　　leather

　　n. (動(dòng)物的)皮，皮革

　　identify

　　vt. recognize or say who or what (sb./sth.)is 識(shí)別

　　grateful

　　a. feeling or showing thanks to another person 感激的

　　be grateful to (sb.) for (sth.)

　　因(某事)而感激(某人)

　　salute▲

　　v. (向…)行舉手禮

　　lieutenant▲

　　n. 海軍上尉;陸軍中尉

　　broaden

　　v. make or become broader (使)變寬;(使)擴(kuò)大

　　wisdom

　　n. 智慧;明智

　　response

　　n. reaction; answer 反應(yīng);回答

　　in response to

　　in answer to 作為對(duì)…的回應(yīng)

　　attractive

　　a. pretty; able to attract 美的;有吸引力的

全新大學(xué)英語(yǔ)綜合教程第1冊(cè)課文講解Romance3篇擴(kuò)展閱讀

全新大學(xué)英語(yǔ)綜合教程第1冊(cè)課文講解Romance3篇（擴(kuò)展1）

——全新版大學(xué)英語(yǔ)綜合教程第二冊(cè)第7單元課文詳解3篇

全新版大學(xué)英語(yǔ)綜合教程第二冊(cè)第7單元課文詳解1

　　Part I Pre-Reading Task

　　Listen to the recording two or three times and then think over the following questions:

　　1. What is the passage about?

　　2. What's your impression of the English language?

　　3. Can you give one or two examples to illustrate(說(shuō)明)the messiness of the English language?

　　4. Can you guess what the texts in this unit are going to be about?

　　The following words in the recording may be new to you:

　　eggplant

　　n. 茄子

　　pineapple

　　n. 菠蘿

　　hamburger

　　n. 漢堡牛肉餅，漢堡包

　　Part II

　　Text

　　Some languages resist the introduction of new words. Others, like English, seem to welcome them. Robert MacNeil looks at the history of English and comes to the conclusion that its tolerance for change represents dee* rooted ideas of freedom.

　　THE GLORIOUS MESSINESS OF ENGLISH

　　Robert MacNeil

　　The story of our English language is typically one of massive stealing from other languages. That is why English today has an estimated vocabulary of over one million words, while other major languages have far fewer.

　　French, for example, has only about 75,000 words, and that includes English expressions like snack bar and hit parade. The French, however, do not like borrowing foreign words because they think it corrupts their language. The government tries to ban words from English and declares that walkman is not desirable; so they invent a word, balladeur, which French kids are supposed to say instead — but they don't.

　　Walkman is fascinating because it isn't even English. Strictly speaking, it was invented by the Japanese manufacturers who put two simple English words together to name their product. That doesn't bother us, but it does bother the French. Such is the glorious messiness of English. That happy tolerance, that willingness to accept words from anywhere, explains the richness of English and why it has become, to a very real extent, the first truly globallanguage.

　　How did the language of a small island off the coast of Europe become the language of the planet — more widely spoken and written than any other has ever been? The history of English is present in the first words a child learns about identity (I, me, you); possession (mine, yours); the body (eye, nose, mouth); size (tall, short); and necessities (food, water). These words all come from Old English or Anglo-Saxon English, the core of our language. Usually short and direct, these are words we still use today for the things that really matter to us.

　　Great speakers often use Old English to arouse our emotions. For example, during World War II, Winston Churchill made this speech, stirring the courage of his people against Hitler's armies positioned to cross the English Channel: "We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills. We shall never surrender."

　　Virtually every one of those words came from Old English, except the last — surrender, which came from Norman French. Churchill could have said, "We shall never give in," but it is one of the lovely — and powerful — opportunities of English that a writer can mix, for effect, different words from different backgrounds. Yet there is something direct to the heart that speaks to us from the earliest words in our language.

　　When Julius Caesar invaded Britain in 55 B.C., English did not exist. The Celts, who inhabited the land, spoke languages that survive today mainly as Welsh. Where those languages came from is still a mystery, but there is a theory.

　　Two centuries ago an English judge in India noticed that several words in Sanskrit closely resembled some words in Greek and Latin. A systematic study revealed that many modern languages descended from a commonparent language, lost to us because nothing was written down.

　　Identifying similar words, linguists have come up with what they call an Indo-European parent language, spoken until 3500 to 2000 B.C. These people had common words for snow, bee and wolf but no word for sea. So some scholars assume they lived somewhere in north-central Europe, where it was cold. Traveling east, some established the languages of India and Pakistan, and others drifted west toward the gentler climates of Europe, Some who made the earliest move westward became known as the Celts, whom Caesar's armies found in Britain.

　　New words came with the Germanic tribes — the Angles, the Saxons, etc. — that slipped across the North Sea to settle in Britain in the 5th century. Together they formed what we call Anglo-Saxon society.

　　The Anglo-Saxons passed on to us their farming vocabulary, including sheep, ox, earth, wood, field and work. They must have also enjoyed themselves because they gave us the word laughter.

　　The next big influence on English was Christianity. It enriched the Anglo-Saxon vocabulary with some 400 to 500 words from Greek and Latin, including angel, disciple and martyr.

　　Then into this relatively peaceful land came the Vikings from Scandinavia. They also brought to English many words that begin with sk, like sky and skirt. But Old Norse and English both survived, and so you can rear a child (English) or raise a child (Norse). Other such pairs survive: wish and want, craft and skill, hide and skin. Each such addition gave English more richness, more variety.

　　Another flood of new vocabulary occurred in 1066, when the Normans conquered England. The country now had three languages: French for the nobles, Latin for the churches and English for the common people. With three languages competing, there were sometimes different terms for the same thing. For example, Anglo-Saxons had the word kingly, but after the Normans, royal and sovereign entered the language as alternatives. The extraordinary thing was that French did not replace English. Over three centuries English gradually swallowed French, and by the end of the 15th century what had developed was a modified, greatly enriched language — Middle English — with about 10,000 "borrowed" French words.

　　Around 1476 William Caxton set up a printing press in England and started a communications revolution. Printing brought into English the wealth of new thinking that sprang from the European Renaissance. Translations of Greek and Roman classics were poured onto the printed page, and with them thousands of Latin words like capsule and habitual, and Greek words like catastrophe and thermometer. Today we still borrow from Latin and Greek to name new inventions, like video, television and cyberspace.

　　As settlers landed in North America and established the United States, English found itself with two sources — American and British. Scholars in Britain worried that the language was out of control, and some wanted to set up an academy to decide which words were proper and which were not. Fortunately their idea has never been put into practice.

　　That tolerance for change also represents dee* rooted ideas of freedom. Danish scholar Otto Jespersen wrote in 1905, "The English language would not have been what it is if the English had not been for centuries great respecters of the liberties of each inpidual and if everybody had not been free to strike out new paths for himself."

　　I like that idea. Consider that the same cultural soil producing the English language also nourished the great principles of freedom and rights of man in the modern world. The first shoots sprang up in England, and they grew stronger in America. The English-speaking peoples have defeated all efforts to build fences around their language.

　　Indeed, the English language is not the special preserve of grammarians, language police, teachers, writers or the intellectual elite. English is, and always has been, the tongue of the common man.

全新版大學(xué)英語(yǔ)綜合教程第二冊(cè)第7單元課文詳解2

　　Part I Pre-Reading Task

　　Listen to the recording two or three times and then think over the following questions:

　　1. What is the passage about?

　　2. What's your impression of the English language?

　　3. Can you give one or two examples to illustrate(說(shuō)明)the messiness of the English language?

　　4. Can you guess what the texts in this unit are going to be about?

　　The following words in the recording may be new to you:

　　eggplant

　　n. 茄子

　　pineapple

　　n. 菠蘿

　　hamburger

　　n. 漢堡牛肉餅，漢堡包

　　Part II

　　Text

　　Some languages resist the introduction of new words. Others, like English, seem to welcome them. Robert MacNeil looks at the history of English and comes to the conclusion that its tolerance for change represents dee* rooted ideas of freedom.

　　THE GLORIOUS MESSINESS OF ENGLISH

　　Robert MacNeil

　　The story of our English language is typically one of massive stealing from other languages. That is why English today has an estimated vocabulary of over one million words, while other major languages have far fewer.

　　French, for example, has only about 75,000 words, and that includes English expressions like snack bar and hit parade. The French, however, do not like borrowing foreign words because they think it corrupts their language. The government tries to ban words from English and declares that walkman is not desirable; so they invent a word, balladeur, which French kids are supposed to say instead — but they don't.

　　Walkman is fascinating because it isn't even English. Strictly speaking, it was invented by the Japanese manufacturers who put two simple English words together to name their product. That doesn't bother us, but it does bother the French. Such is the glorious messiness of English. That happy tolerance, that willingness to accept words from anywhere, explains the richness of English and why it has become, to a very real extent, the first truly globallanguage.

　　How did the language of a small island off the coast of Europe become the language of the planet — more widely spoken and written than any other has ever been? The history of English is present in the first words a child learns about identity (I, me, you); possession (mine, yours); the body (eye, nose, mouth); size (tall, short); and necessities (food, water). These words all come from Old English or Anglo-Saxon English, the core of our language. Usually short and direct, these are words we still use today for the things that really matter to us.

　　Great speakers often use Old English to arouse our emotions. For example, during World War II, Winston Churchill made this speech, stirring the courage of his people against Hitler's armies positioned to cross the English Channel: "We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills. We shall never surrender."

　　Virtually every one of those words came from Old English, except the last — surrender, which came from Norman French. Churchill could have said, "We shall never give in," but it is one of the lovely — and powerful — opportunities of English that a writer can mix, for effect, different words from different backgrounds. Yet there is something direct to the heart that speaks to us from the earliest words in our language.

　　When Julius Caesar invaded Britain in 55 B.C., English did not exist. The Celts, who inhabited the land, spoke languages that survive today mainly as Welsh. Where those languages came from is still a mystery, but there is a theory.

　　Two centuries ago an English judge in India noticed that several words in Sanskrit closely resembled some words in Greek and Latin. A systematic study revealed that many modern languages descended from a commonparent language, lost to us because nothing was written down.

　　Identifying similar words, linguists have come up with what they call an Indo-European parent language, spoken until 3500 to 2000 B.C. These people had common words for snow, bee and wolf but no word for sea. So some scholars assume they lived somewhere in north-central Europe, where it was cold. Traveling east, some established the languages of India and Pakistan, and others drifted west toward the gentler climates of Europe, Some who made the earliest move westward became known as the Celts, whom Caesar's armies found in Britain.

　　New words came with the Germanic tribes — the Angles, the Saxons, etc. — that slipped across the North Sea to settle in Britain in the 5th century. Together they formed what we call Anglo-Saxon society.

　　The Anglo-Saxons passed on to us their farming vocabulary, including sheep, ox, earth, wood, field and work. They must have also enjoyed themselves because they gave us the word laughter.

　　The next big influence on English was Christianity. It enriched the Anglo-Saxon vocabulary with some 400 to 500 words from Greek and Latin, including angel, disciple and martyr.

　　Then into this relatively peaceful land came the Vikings from Scandinavia. They also brought to English many words that begin with sk, like sky and skirt. But Old Norse and English both survived, and so you can rear a child (English) or raise a child (Norse). Other such pairs survive: wish and want, craft and skill, hide and skin. Each such addition gave English more richness, more variety.

　　Another flood of new vocabulary occurred in 1066, when the Normans conquered England. The country now had three languages: French for the nobles, Latin for the churches and English for the common people. With three languages competing, there were sometimes different terms for the same thing. For example, Anglo-Saxons had the word kingly, but after the Normans, royal and sovereign entered the language as alternatives. The extraordinary thing was that French did not replace English. Over three centuries English gradually swallowed French, and by the end of the 15th century what had developed was a modified, greatly enriched language — Middle English — with about 10,000 "borrowed" French words.

　　Around 1476 William Caxton set up a printing press in England and started a communications revolution. Printing brought into English the wealth of new thinking that sprang from the European Renaissance. Translations of Greek and Roman classics were poured onto the printed page, and with them thousands of Latin words like capsule and habitual, and Greek words like catastrophe and thermometer. Today we still borrow from Latin and Greek to name new inventions, like video, television and cyberspace.

　　As settlers landed in North America and established the United States, English found itself with two sources — American and British. Scholars in Britain worried that the language was out of control, and some wanted to set up an academy to decide which words were proper and which were not. Fortunately their idea has never been put into practice.

　　That tolerance for change also represents dee* rooted ideas of freedom. Danish scholar Otto Jespersen wrote in 1905, "The English language would not have been what it is if the English had not been for centuries great respecters of the liberties of each inpidual and if everybody had not been free to strike out new paths for himself."

　　I like that idea. Consider that the same cultural soil producing the English language also nourished the great principles of freedom and rights of man in the modern world. The first shoots sprang up in England, and they grew stronger in America. The English-speaking peoples have defeated all efforts to build fences around their language.

　　Indeed, the English language is not the special preserve of grammarians, language police, teachers, writers or the intellectual elite. English is, and always has been, the tongue of the common man.

全新版大學(xué)英語(yǔ)綜合教程第二冊(cè)第7單元課文詳解3

　　Robert MacNeil

　　羅伯特·麥克**

　　Winston Churchill

　　溫斯頓·丘吉爾(1874 — 1965，英國(guó)***、首相)

　　Hitler

　　***(1889 — 1945，納粹德國(guó)元首)

　　Julius Caesar

　　尤利烏斯·凱撒(100 — 44BC，古羅馬將軍、***)

　　Britain

　　英國(guó)

　　India

　　印度

　　Pakistan

　　巴基斯坦

　　Viking

　　(8 — 10世紀(jì)時(shí)劫掠歐洲西北海岸的)北歐海盜

　　Scandinavia

　　斯堪的納維亞

　　England

　　英格蘭

　　William Caxton

　　威廉·卡克斯頓(英國(guó)印刷商、翻譯家)

　　Otto Jespersen

　　奧托·葉斯柏森(1860 — 1943)

全新大學(xué)英語(yǔ)綜合教程第1冊(cè)課文講解Romance3篇（擴(kuò)展2）

——全新版大學(xué)英語(yǔ)綜合教程第一冊(cè)Unit1課文講解3篇

全新版大學(xué)英語(yǔ)綜合教程第一冊(cè)Unit1課文講解1

　　Listen 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 adventures?

　　4. Can you guess what the texts in this unit are going to be about?

　　The following words in the recording may be new to you:

　　monster

　　n. 怪物

　　prayer

　　n. 祈禱

全新版大學(xué)英語(yǔ)綜合教程第一冊(cè)Unit1課文講解2

　　Text?

　　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.

　　WRITING FOR MYSELF

　　Russell Baker

　　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'd 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.

　　When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects. Mr. Fleagle had a reputation among students for dullness and i*lity 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 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.

　　I prepared for an unfruitful year with Mr. Fleagle and for a long time was not disappointed. Late in the year we tackled the informal essay. Mr. Fleagle distributed a homework sheet offering us a choice of topics. 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. 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."

　　This title produced an extraordinary sequence of mental images. Vivid memories came flooding back of a night in Belleville when all of us were seated around the supper table — Uncle Allen, my mother, Uncle Charlie, Doris, Uncle Hal — and Aunt Pat served 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 *s had enough experience to be good at it. All the good humor of Uncle Allen's house reawoke in my mind as I recalled the laughing arguments 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 sim* 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 the Belleville 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 showing 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, boys, is an essay, don't you see. It's — don't you see — it's of the very essence of the essay, don't you see. Congratulations, Mr. Baker."

全新版大學(xué)英語(yǔ)綜合教程第一冊(cè)Unit1課文講解3

　　off and on

　　from time to time; sometimes 斷斷續(xù)續(xù)地;有時(shí)

　　possibility

　　n. 可能(性)

　　take hold

　　become established 生根，確立

　　bore

　　vt. make (sb.) become tired and lose interest 使(人)厭煩

　　associate

　　vt. join or connect together; bring in the mind 使聯(lián)系起來(lái);使聯(lián)想

　　assignment

　　n. a piece of work that is given to a particular person(分配的)工作，任務(wù)，作業(yè)

　　turn out

　　produce 編寫(xiě);生產(chǎn)，制造

　　agony▲

　　n. very great pain or suffering of mind or body (身心的)極度痛苦

　　assign

　　vt. give as a share or duty 分配，分派

　　anticipate

　　vt. expect 預(yù)期，期望

　　tedious

　　a. boring and lasting for a long time 乏味的;冗長(zhǎng)的

　　reputation

　　n. 名聲;名譽(yù)

　　i*lity

　　n. lack of power, skill or ability **，無(wú)力

　　inspire

　　vt. fill (sb.) with confidence, eagerness, etc. 激勵(lì)，鼓舞

　　formal

　　a. (too) serious and careful in manner and behavior; based on correct or accepted rules 刻板的，拘謹(jǐn)?shù)?正式的，正規(guī)的

　　rigid

　　a. (often disapproving) fixed in behavior, views or methods; strict 一成不變的;嚴(yán)格的

　　hopelessly

　　ad. very much; without hope 十分，極度;絕望地

　　excessively

　　ad. 過(guò)分地

　　out of date

　　old-fashioned 過(guò)時(shí)的

　　prim

　　a. (usu. disapproving) (of a person) too formal or correct in behavior and showing a dislike of anything rude; neat 古板的，拘謹(jǐn)?shù)?循規(guī)蹈矩的;整潔的

　　primly ad.

　　severe

　　a. completely plain; causing very great pain, difficulty, worry, etc. 樸素的;嚴(yán)重的，劇烈的

　　necktie

　　n. tie 領(lǐng)帶

　　jaw

　　n. 頜，顎

　　comic▲

　　a. 滑稽的`;喜劇的

　　n. 連環(huán)漫畫(huà)(冊(cè))

　　antique

　　n. 古物，古玩

　　tackle

　　vt. try to deal with 處理，應(yīng)付

　　essay

　　n. 散文，小品文;論說(shuō)文

　　distribute

　　vt. pide and give out among people, places, etc. 分發(fā)，分配，分送

　　finally

　　ad. at last 最終，終于

　　face up to

　　be brave enough to accept or deal with 勇敢地接受或?qū)Ω?/p>

　　scan

　　v. look through quickly 瀏覽，粗略地看

　　spaghetti

　　n. 意大利式細(xì)面條

　　title

　　n. a name given to a book, film, etc. 標(biāo)題，題目

　　vt. give a name to 給…加標(biāo)題，加題目于

　　extraordinary

　　a. very unusual or strange 不同尋常的;奇特的

　　sequence

　　n. 一連串相關(guān)的事物;次序，順序

　　image

　　n. a picture formed in the mind 形象;印象;(圖)像

　　*

　　n. a fully grown person or animal 成年人;成年動(dòng)物

　　humor

　　n. 心情;幽默，詼諧

　　recall

　　vt. bring back to the mind; remember 回想起，回憶起

　　argument

　　n. 論據(jù)，論點(diǎn);爭(zhēng)論

　　respectable

　　a. (of behavior, appearance, etc.) socially acceptable 可敬的;體面的;文雅的

　　put down

　　write down 寫(xiě)下

　　recapture

　　vt. (lit) bring back into the mind; experience again 再現(xiàn);再次經(jīng)歷

　　relive

　　vt. experience again, esp. in one's imagination 再體驗(yàn)，重溫

　　violate

　　vt. act against 違背，違反

　　compose

　　vt. write or create (music, poetry, etc.) 創(chuàng)作

　　turn in

　　hand in (work that one has done) 交(作業(yè))

　　command

　　n.,v.命令，指令

　　discipline

　　n. punishment; order kept (among school-children, soldiers, etc.) 懲罰，處分;紀(jì)律

　　what's more

　　in addition, more importantly 而且，此外;更有甚者

　　contempt▲

　　n. 輕視，輕蔑

　　ridicule

　　n. making or being made fun of 嘲笑，嘲弄;被戲弄

　　open-hearted

　　a. sincere, frank 誠(chéng)摯的

　　hold back

　　prevent the expression of (feelings, tears, etc.) **(感情、眼淚等)

　　avoid

　　vt. keep or get away from 避免

　　demonstration

　　n. act of showing or proving sth. 表明;證明

　　career

　　n. 生涯，事業(yè);職業(yè)

　　seal

　　n. 印，圖章

　　essence▲

　　n. the most important quality of a thing 本質(zhì);精髓

　　congratulation

　　n. (usu. pl) expression of joy for sb.'s success, luck, etc. 祝賀，恭喜

全新大學(xué)英語(yǔ)綜合教程第1冊(cè)課文講解Romance3篇（擴(kuò)展3）

——全新版大學(xué)英語(yǔ)綜合教程第二冊(cè)第2單元課文講解3篇

全新版大學(xué)英語(yǔ)綜合教程第二冊(cè)第2單元課文講解1

　　Part I Pre-Reading Task

　　Listen to the recording two or three times and then think over the following questions:

　　1. Who is it about?

　　2. What happened to him one day?

　　3. Do you think it was worthwhile to walk two or three miles to pay back the six and a quarter cents?

　　4. Is the story related to the theme of the unit — values?

　　The following words in the recording may be new to you:

　　dismay

　　n. 沮喪，失望

　　disturb

　　vt. 使不安

　　conscientious

　　a. 認(rèn)真的，盡職的

　　Part II

　　Text

　　Does being rich mean you live a completely different life from ordinary people? Not, it seems, if your name is Sam Walton.

　　THE RICHEST MAN IN AMERICA, DOWN HOME

　　Art Harris

　　He put on a dinner jacket to serve as a waiter at the birthday party of The Richest Man in America. He imagined what surely awaited: a mansion, a "Rolls-Royce for every day of the week," dogs with diamond collars, servants everywhere.

　　Then he was off to the house, wheeling past the sleepy town square in Bentonville, a remote Arkansas town of 9,920, where Sam Walton started with a little dime store that grew into a $6 billion discount chain called Wal-Mart. He drove down a country road, turned at a mailbox marked "Sam and Helen Walton," and jumped out at a house in the woods.

　　It was nice, but no palace. The furniture appeared a little worn. An old pickup truck sat in the garage and a muddy bird dog ran about the yard. He never spotted any servants.

　　"It was a real disappointment," sighs waiter Jamie Beaulieu.

　　Only in America can a billionaire carry on like plain folks and get away with it. And the 67-year-old discount king Sam Moore Walton still travels these windy back roads in his 1979 Ford pickup, red and white, bird dogs by his side, and, come shooting season, waits in line like everyone else to buy shells at the local Wal-Mart.

　　"He doesn't want any special treatment," says night manager Johnny Baker, who struggles to call the boss by his first name as a recent corporate memo commands. Few here think of his billions; they call him "Mr. Sam" and accept his folksy ways. "He's the same man who opened his dime store on the square and worked 18 hours a day for his dream," says Mayor Richard Hoback.

　　By all accounts, he's friendly, cheerful, a fine neighbor who does his best to blend in, never flashy, never throwing his weight around.

　　No matter how big a time he had on Saturday night, you can find him in church on Sunday. Surely in a reserved seat, right? "We don't have reserved seats," says Gordon Garlington III, pastor of the local church.

　　So where does The Richest Man in America sit? Wherever he finds a seat. "Look, he's just not that way. He doesn't have a set place. At a church supper the other night, he and his wife were in back washing dishes."

　　For 19 years, he's used the same barber. John Mayhall finds him waiting when he opens up at 7 a.m. He chats about the national news, or reads in his chair, perhaps the Benton County Daily Democrat, another Walton property that keeps him off the front page. It buried the Forbes list at the bottom of page 2.

　　"He's just not a front-page person," a newspaper employee explains.

　　But one recent morning, The Richest Man in America did something that would have made headlines any where in the world: He forgot his money. "I said, 'Forget it, take care of it next time,'" says barber Mayhall. "But he said, 'No, I'll get it,' and he went home for his wallet."

　　Wasn't that, well, a little strange? "No sir," says Mayhall, "the only thing strange about Sam Walton is that he isn't strange."

　　But just how long Walton can hold firm to his folksy habits with celebrity hunters keeping following him wherever he goes is anyone's guess. Ever since Forbes magazine pronounced him America's richest man, with $2.8 billion in Wal-Mart stock, he's been a rich man on the run, steering clear of reporters, dreamers, and schemers.

　　"He may be the richest by Forbes rankings," says corporate affairs director Jim Von Gremp, "but he doesn't know whether he is or not — and he doesn't care. He doesn't spend much. He owns stock, but he's always left it in the company so it could grow. But the real story in his mind is the success achieved by the 100,000 people who make up the Wal-Mart team."

　　He's usually back home for Friday sales meetings, or the executive pep rally Saturday morning at 7 a.m., when Walton, as he does at new store openings, is liable to jump up on a chair and lead everyone in the Wal-Mart cheer: "Give me a W! Give me an A! Give me an L! Louder!"

　　And louder they yell. No one admits to feeling the least bit silly. It's all part of the Wal-Mart way of life as laid down by Sam: loyalty, hard work, long hours; get ideas into the system from the bottom up, Japanese-style; treat your people right; cut prices and margins to the bone and sleep well at night. Employees with one year on board qualify for stock options, and are urged to buy all they can.

　　After the pep rally, there's bird hunting, or tennis on his backyard court. But his stores are always on his mind. One tennis guest managed to put him off his game by asking why a can of balls cost more in one Wal-Mart than another. It turned out to be untrue, but the move worked. Walton lost four straight games.

　　Walton set up a college scholarship fund for employees' children, a disaster relief fund to rebuild employee homes damaged by fires, floods, tornadoes, and the like. He believed in cultivating ideas and rewarding success.

　　"He'd say, 'That fellow worked hard, let's give him a little extra,'" recalls retired president Ferold F. Arend, who was stunned at such generosity after the stingy employer he left to join Wal-Mart. "I had to change my way of thinking when I came aboard."

　　"The reason for our success," says Walton, in a company handout, "is our people and the way they're treated and the way they feel about their company. They believe things are different here, but they deserve the credit."

　　Adds company lawyer Jim Hendren: "I've never seen anyone yet who worked for him or was around him for any length of time who wasn't better off. And I don't mean just financially, although a lot of people are. It's just something about him — coming into contact with Sam Walton just makes you a better person."

全新版大學(xué)英語(yǔ)綜合教程第二冊(cè)第2單元課文講解2

　　mansion▲

　　n. a large house, usu. belonging to a rich person (豪華的)宅邸，大廈

　　remote

　　a. far away in space or time 遙遠(yuǎn)的

　　dime

　　n. (**、***的)10分硬幣

　　billion

　　num.(美、法)十億;(英、德)**

　　discount

　　n. amount of money which may be taken off the full price 折扣

　　pickup

　　n. a light van having an open body with low sides 小卡車，輕型貨車

　　muddy▲

　　a. covered in mud 沾滿泥的;泥濘的

　　sigh

　　vi. 嘆氣，嘆息

　　billionaire

　　n. ****;大富翁

　　carry on

　　behave in a wild or improper way; conduct; continue 舉止隨便;進(jìn)行;繼續(xù)做

　　folk

　　n. (usu.pl) people in general 人們;人民

　　get away with

　　do (sth.) without being caught or punished 做(某事)而未被發(fā)覺(jué)或未受懲罰

　　shell

　　n. (AmE) 槍彈;炮彈;殼

　　local

　　a. of a particular place 地方的，當(dāng)?shù)氐?/p>

　　treatment

　　n. 對(duì)待;待遇

　　corporate▲

　　a. 公司的

　　memo▲

　　n. a note of sth. to be remembered 備忘錄

　　folksy

　　a. simple and friendly 友好的'，坦率的

　　mayor

　　n. *

　　by/from all accounts

　　according to what everyone says 人人都說(shuō)

　　cheerful

　　a. (of a person) happy in a lively way; (of sth.) making one feel happy 愉快的;令人愉快的

　　blend

　　v. mix together thoroughly (將…)混合

　　blend in

　　mix harmoniously 融洽，十分協(xié)調(diào)

　　flashy

　　a. attracting attention by being too smart and decorated 浮華的，華而不實(shí)的

　　throw one's weight around

　　(infml) 盛氣凌人

　　reserve

　　vt. keep for a special use; book (a seat, room, table, etc.) 將…留作專用;預(yù)定

　　pastor

　　n. 牧師

　　barber

　　n. 理發(fā)師

　　open up

　　(infml) 開(kāi)門(mén);打開(kāi)

　　democrat

　　n. ***人;****者

　　employee

　　n. 雇員，受雇者

　　headline

　　n. (報(bào)紙上的)標(biāo)題

　　wallet▲

　　n. 皮夾子

　　hold to

　　keep to 遵守，不改變

　　celebrity

　　n. famous person 名人

　　stock

　　n. 資本;股票，證券

　　on the run

　　in flight; continuously active 奔逃，逃避;忙個(gè)不停

　　steer

　　v. 駕駛

　　steer clear of

　　keep away from 避開(kāi)，避免

　　reporter

　　n. **

　　schemer

　　n. 陰謀家

　　scheme

　　n. 陰謀;計(jì)劃

　　ranking

　　n. 地位;等級(jí)

　　rank

　　v. (將…)列為(某等級(jí))

　　make up

　　form, constitute 構(gòu)成，組成

　　executive

　　n., a. 經(jīng)營(yíng)管理方面的(人員);行政方面的(人員)

　　pep

　　n. (infml) keen activity and energy 勁頭，活力

　　rally

　　n., v. *

　　pep rally

　　a gathering intended to encourage the listeners 鼓舞士氣的會(huì)議

　　opening

　　n. the act of becoming or making open, esp. officially (正式的)開(kāi)張，開(kāi)幕

　　liable

　　a. likely (to do sht.) 有可能做…的

　　yell▲

　　v. shout loudly 喊叫

　　lay down

　　establish 制定;設(shè)立

　　loyalty

　　n. being true and faithful (to) 忠誠(chéng)

　　system

　　n. 系統(tǒng)

　　qualify

　　v. (使)具有資格

　　option

　　n. 期權(quán)，購(gòu)買(或出售)權(quán);選擇**

　　stock option

　　優(yōu)先認(rèn)股權(quán)

　　court

　　n. 球場(chǎng)

　　scholarship

　　n. 獎(jiǎng)學(xué)金

　　tornado

　　n. 龍卷風(fēng)

　　cultivate

　　vt. improve by care, training or study; develop 培養(yǎng)，陶冶

　　reward

　　v. give (sth.) to sb. in return for work or services 獎(jiǎng)賞

　　retired

　　a. (of a person) having stopped working, usu. because of age 退休了的

　　retire

　　v. (使)退休

　　stun▲

　　vt. make (sb.) very surprised 使驚嚇

　　generosity

　　n. the quality of being willing to give money, help, etc. 慷慨，大方

　　stingy

　　a. unwilling to spend money 吝嗇的

　　employer

　　n. 雇傭者，雇主

　　aboard

　　adv., prep. on or into (a ship, train, aircraft, bus, etc.) 在(船、車、飛機(jī)等)上

　　come aboard

　　(fig) become a new member of an organization 入伙，加盟

　　handout

　　n. information given out in the form of a printed sheet, leaflet 印刷品，宣傳品

　　deserve

　　vt. be worthy of 應(yīng)受，值得

全新版大學(xué)英語(yǔ)綜合教程第二冊(cè)第2單元課文講解3

　　Art Harris

　　阿特·哈里斯

　　Rolls-Royce

　　羅爾斯-羅伊斯汽車

　　Bentonville

　　本頓維爾(**地名)

　　Arkansas

　　(**)阿肯色州

　　Sam Moore Walton

　　薩姆·穆?tīng)枴の譅栴D

　　Wal-Mart

　　沃爾瑪公司

　　Jamie Beaulieu

　　杰米·鮑尤

　　Ford

　　福特汽車

　　Johnny Baker

　　喬尼·貝克

　　Richard Hoback

　　理查德·霍巴克

　　Gordon Garlington III

　　戈登·加林頓第三

　　Mayhall

　　梅霍

　　Benton County

　　本頓縣(**地名)

　　Forbes

　　福布斯(雜志名)

　　Jim Von Gremp

　　吉姆·馮·格雷姆普

　　Ferold F·Arend

　　費(fèi)羅爾德·F·阿倫德

　　Jim Hendren

　　吉姆·亨德倫

全新大學(xué)英語(yǔ)綜合教程第1冊(cè)課文講解Romance3篇（擴(kuò)展4）

——《新世紀(jì)大學(xué)英語(yǔ)綜合教程2》第2冊(cè)課后翻譯答案3篇

《新世紀(jì)大學(xué)英語(yǔ)綜合教程2》第2冊(cè)課后翻譯答案1

　　UNIT1

　　Translations:

　　1. In life our stupidiest course of action is to cling too much to what we have and refuse to let go.

　　2. I'm willing to work in the IT industry, but have no idea how to go about it.

　　3. Many people are aware of the importance of living in harmony with nature.

　　4. Problems like the generation gap cannot be swept under the carpet.

　　5. I never did understand what was eating away at her.

　　6. He has been at peace with the world all his life.

　　7. He did not speak out/say what he thought. For one thing, she might not understand. For another, he was afraid that she might not forgive him.

　　8. As the years rolled by, he became increasingly interested in /fascinated by Chinese culture.

　　UNIT2

　　Translations:

　　1) Such a sight always moves me and sets me thinking.

　　This is a sight that never fails to move me and set me thinking.

　　2) Stop scolding/blaming her—you’d have done the same thing under/in similar circumstances.

　　3) We should be appreciative of/grateful for what we have instead of taking everything for granted.

　　4) He may promise to change, but it’s the same old story of saying one thing and doing another.

　　5) I racked my brains about how to break the terrible news to him.

　　6) It will be impossible for me to repay my parents for everything they have done for me.

　　7) For now, it remains to me to thank you once more for joining us and wish you good luck in your work.

　　8) I said right from the beginning that he would cause us trouble.

　　UNIT3

　　Translations:

　　1) Rumor has it that his new book is based on a true story about a family in a small Tennessee town.

　　2) He teaches in a middle school, but he does some translation work on the side to bring extra cash/money.

　　3) It’s good to be confident (about yourself), but there is a difference between confidence and conceit.

　　4) Only those who stick it out can achieve success. Those who give up halfway will never realize their dreams.

　　5)A true hero possesses/has courage, a noble purpose and a willingness to make sacrifices.

　　6) Anyone who picked up this novel and reads the first paragraph will be hard pressed to put it down.

　　7) In a sense, life is like swimming; if you keep holding on to the sides of the pool, you (will) never learn.

　　8) The future of a nation depends in a large measure upon the quality of education and training.

　　UNIT4

　　Translations:

　　1.Only those who have lived through a similar experience can fully appreciate this. /

　　The only people who can fully appreciate this are those who have lived through a similar experience.

　　2. Scientists have been hard pressed to figure out how these particles form and interact (with one another). / …are formed…

　　3. I’d like to express my special thanks to everyone who has contributed over the years in one way or another.

　　4. The inpidual success of the employees in a team environment results in success for the company.

　　5. The war, although successful in military terms, left the economy almost in ruins.

　　6. He decided to channel his energies into something useful, instead of being glued to the TV set all day. / instead of sitting in front of the TV set all day long.

　　7. There is a difference between strength and courage. It takes strength to survive. It takes courage to live.

　　8. She was by nature a very affectionate person, always ready to give a helping hand to others.

　　UNIT5

　　Translations:

　　1) He consults for out company and we often consult him when we encounter problems in our work.

　　2) Don’t try to cheat--- you’ll never get away with it.

　　3) My father is always optimistic, regardless of the difficulties that he may face. He is a positive role model for us.

　　4) This novel describes the ups and downs of a big family during China’s 1920’s and 1930’s.

　　5) It is not enough to act in good faith. We also need to act reasonably.

　　6)You may score good marks by burning the midnight oil before the exams, but in the long run you have to study hard every day to achieve academic excellence.

　　7)Don’t stare at the com*r screen for too long. Raise your eyes once in a while and look into the distance.

　　8) It’s to your advantage to learn from the mistakes of others.

　　UNIT6

　　Translations:

　　1) It is only by trail and error that we learn and progress / make progress.

　　2) You should know that the education of the heart is very important. It will distinguish you from others.

　　3) A person who strives for perfection tends to have a low threshold of pain. Things around bother them.

　　4) They regard honesty as a matter of principle and they are willing to sacrifice everything for its sake.

　　5) People judge you by the company you keep. You are inviting trouble if you get into bad company.

　　6) Speaking your mind without regard to other people’s feelings is not a virtue.

　　7) Her sensitivity exposes her to more suffering and pain than ordinary people can imagine.

　　8) We must awaken people to the need to protect our environment.

　　UNIT7

　　Translations:

　　1. We have worked together for a long time and have never let our differing opinions get in the way of our friendship.

　　2. This agreement will pave the way for a lasting peace between the two countries.

　　3. They usually don’t mention their requirements until you are beginning to let your defenses down.

　　4. You should have the courage for face your own mistakes. Don’t try to shift the blame onto others when things go wrong.

　　5. If you are more often than not affected by fear and worry, you will find this book very useful.

　　6. Now that I have accepted the position, I shall certainly do to the best of my ability all that is required of me.

　　7. If you don’t have a plan of what you will do every day, chances are high that you won’t do much.

　　8. Great minds think alike. Your ideas are completely in line with his.

　　Unit 8

　　Translations:

　　1. It is true that no one is perfect, but we can always do better.

　　2. Mozart is often referred to as one of the greatest musicians of all time.

　　3. Adversity comes to every one, but the quality of your life may depend in a large measure on how you tap into resources available to handle that adversity.

　　4.When writing, you can draw on your personal experience for example to help explain your ideas.

　　5.Christmas is a little warmth in the depth of winter and a bright light in the dark.

　　6.Sometimes we do get less when we go for more.

　　7.It will only make your life worse if you refuse to forgive those who have done you wrong and be determined to repay them in kind.

　　8.Many farmers claim that the vicious weather this summer has driven them to despair.

全新大學(xué)英語(yǔ)綜合教程第1冊(cè)課文講解Romance3篇（擴(kuò)展5）

——全新版大學(xué)英語(yǔ)綜合教程第一冊(cè)第8課內(nèi)容介紹3篇

全新版大學(xué)英語(yǔ)綜合教程第一冊(cè)第8課內(nèi)容介紹1

　　Part I Pre-reading Task

　　Listen to the recording two or three times and then think over the following questions:

　　1. What was the teacher's purpose in asking his class the riddle?

　　2. What can you learn about Little Geoffrey from his answer to the riddle? Was he used to trying to think clearly? Had he formed the habit of making good use of his brain?

　　3. Is the story related to the theme of the unit — coping with an educational problem? In what way?

　　The following words and expressions in the recording may be new to you:

　　riddle

　　n. 謎語(yǔ)

　　scratch one's head

　　撓頭(表示迷惑等)

　　knit one's brows

　　皺眉

　　Part II

　　Text?

　　Benjamin Stein weaves a tale to bring home to young Americans the need to change the way they think about education. Read it and see whether you think it holds any lessons for us as well.

　　FABLE OF THE LAZY TEENAGER

　　Benjamin Stein

　　One day last fall, I ran out of file folders and went to the drugstore to buy more. I put a handful of folders on the counter and asked a teenage salesgirl how much they cost. "I don't know," she answered. "But it's 12 cents each."

　　I counted the folders. "Twenty-three at 12 cents each, that makes $2.76 before tax," I said.

　　"You did that in your head?" she asked in amazement. "How can you do that?"

　　"It's magic," I said.

　　"Really?" she asked.

　　No modestly educated * can fail to be upset by such an experience. While our children seem better-natured than ever, they are so ignorant — and so ignorant of their ignorance — that they frighten me. In a class of 60 seniors at a private college where I recently taught, not one student could write a short paper without misspellings. Not one.

　　But this is just a tiny slice of the problem. The ability to perform even the simplest calculations is only a memory among many students I see, and their knowledge of world history or geography is nonexistent.

　　Moreover, there is a chilling indifference about all this ignorance. The attitude was summed up by a friend's bright, lazy 16-year-old son, who explained why he preferred not to go to U.C.L.A. "I don't want to have to compete with Asians," he said. "They work hard and know everything."

　　In fact, this young man will have to compete with Asians whether he wants to or not. He cannot live forever on the financial, material and human capital accumulated by his ancestors. At some point soon, his intellectual laziness will seriously affect his way of life. It will also affect the rest of us. A modern industrial state cannot function with an idle, ignorant labor force. Planes will crash. Com*rs will jam. Cars will break down.

　　To drive this message home to such young Americans, I have a humble suggestion: a movie, or TV series, dramatizing just how difficult it was for this country to get where it is — and how easily it could all be lost. I offer the following fable.

　　As the story opens, our hero, Kevin Hanley 1990, a 17-year-old high school senior, is sitting in his room, feeling bitter. His parents insist he study for his European history test. He wants to go shopping for headphones for his portable CD player. The book he is forced to read — The Wealth of Nations — puts him to sleep.

　　Kevin dreams it is 1835, and he is his own great-great-great-grandfather at 17, a peasant in County Kerry, Ireland. He lives in a small hut and sleeps next to a pig. He is always hungry and must search for food. His greatest wish is to learn to read and write so he might get a job as a clerk. With steady wages, he would be able to feed himself and help his family. But Hanley's poverty allows no leisure for such luxuries as going to school. Without education and money, he is powerless. His only hope lies in his children. If they are educated, they will have a better life.

　　Our fable fast-forwards and Kevin Hanley 1990 is now his own great-grandfather, Kevin Hanley, 1928. He, too, is 17 years old, and he works in a steel mill in Pittsburgh. His father came to America from Ireland and helped build the New York City subway. Kevin Hanley 1928 is far better off than either his father or his grandfather. He can read and write. His wages are far better than anything his ancestors had in Ireland.

　　Next Kevin Hanley 1990 dreams that he is Kevin Hanley 1945, his own grandfather, fighting on Iwo Jima against a most determined foe, the Japanese army. He is always hot, always hungry, always scared. One night in a foxhole, he tells a friend why he is there: "So my son and his son can live in peace and security. When I get back, I'l1 work hard and send my boy to college so he can live by his brains instead of his back."

　　Then Kevin Hanley 1990 is his own father, Kevin Hanley 1966, who studies all the time so he can get into college and law school. He lives in a fine house. He has never seen anything but peace and plenty. He tells his girl friend that when he has a son, he won't make him study all the time, as his father makes him.

　　At that point, Kevin Hanley 1990 wakes up, shaken by his dream. He is relieved to be away from Ireland and the steel mill and Iwo Jima. He goes back to sleep.

　　When he dreams again, he is his own son, Kevin Hanley 2020. There is gunfire all day and all night. His whole generation forgot why there even was law, so there is none. People pay no attention to politics, and government offers no services to the working class.

　　Kevin 2020's father, who is of course Kevin 1990 himself, works as a cleaner in a factory owned by the Japanese. Kevin 2020 is a porter in a hotel for wealthy Europeans and Asians. Public education stops at the sixth grade. Americans have long since stopped demanding good education for their children.

　　The last person Kevin 1990 sees in his dream is his own grandson. Kevin 2050 has no useful skills. Machines built in Japan do all the complex work, and there is little manual work to be done. Without education, without discipline, he cannot earn an adequate living wage. He lives in a slum where there is no heat, no plumbing, no privacy and survives by searching through trash piles.

　　In a word, he lives much as Kevin Hanley 1835 did in Ireland. But one day, Kevin Hanley 2050 is befriended by a visiting Japanese anthropologist studying the decline of America. The man explains to Kevin that when a man has no money, education can sup* the human capital necessary to start to acquire financial capital. Hard work, education, saving and discipline can do anything. "This is how we rose from the ashes after you defeated us in a war about a hundred years ago."

　　"America beat Japan in war?" asks Kevin 2050. He is astonished. It seems as impossible as Brazil defeating the United States would sound in 1990. Kevin 2050 swears that if he ever has children, he will make sure they work and study and learn and discipline themselves. "To be able to make a living by one's mind instead of by stealing," he says. "That would be a miracle."

　　When Kevin 1990 wakes up, next to him is his copy of The Wealth of Nations. He opens it and the first sentence to catch his eye is this: "A man without the proper use of the intellectual faculties of a man is, if possible, more contemptible than even a coward."

　　Kevin's father walks in. "All right, son," he says. "Let's go look at those headphones."

　　"Sorry, Pop," Kevin 1990 says. "I have to study."

全新版大學(xué)英語(yǔ)綜合教程第一冊(cè)第8課內(nèi)容介紹2

　　fable

　　n. 寓言

　　teenager

　　n. a person who is between 13 and 19 years old 青少年

　　run out of

　　use up or finish a sup* of (sth.) 用完，耗盡

　　file

　　n. a collection of papers on one subject 檔案，卷宗

　　folder

　　n. holder for loose papers 文件夾

　　drugstore

　　n. (AmE) (兼營(yíng)雜貨的)藥房

　　handful

　　n. 一把;少量

　　counter

　　n. 柜臺(tái)

　　tax

　　n. 稅

　　in amazement

　　with a feeling of great surprise or disbelief 驚訝地

　　modestly

　　ad. not in very large quantity, size, etc. 不太多，不太大，適中

　　upset

　　vt. make (sb.) worry or feel unhappy 使苦惱，使心煩意亂

　　ignorant

　　a. knowing little or nothing 無(wú)知的;不知道的

　　ignorance

　　n. 無(wú)知;愚昧

　　senior

　　n. (AmE) student in the last year of college or high school (大學(xué)或中學(xué))畢業(yè)班的學(xué)生

　　slice

　　n. a part of sth.; a thin flat piece cut from sth. 部分;(薄薄的)一片

　　ability

　　n. 能力

　　nonexistent

　　a. not existing 不存在的

　　chill

　　v. become or make (sth. or sb.) cold (使)變冷;(使)不寒而栗

　　indifference

　　n. a lack of interest or feeling 漠不關(guān)心

　　sum

　　vt. 合計(jì);總結(jié);概述

　　sum up

　　總結(jié)，概括

　　compete

　　vi. 競(jìng)爭(zhēng)

　　compete with/against

　　try to be better than (sb. else) 與…競(jìng)爭(zhēng)

　　Asian

　　n., a. 亞洲人;亞洲(人)的

　　financial

　　a. connected with money 財(cái)政的;金融的

　　accumulate

　　v. collect, or gather together, esp. over a period of time 積累，積聚

　　ancestor

　　n. 祖先，祖宗

　　intellectual

　　a. 智力的

　　affect

　　vt. have an influence on 影響

　　industrial

　　a. 工業(yè)的

　　function

　　vi. operate; act 運(yùn)作;起作用

　　n. 作用，功能

　　idle

　　a. lazy; not doing anything 懶散的;空閑的

　　jam

　　v. get stuck 發(fā)生故障;卡住;堵塞

　　break down

　　stop working; fail, collapse 停止運(yùn)轉(zhuǎn);失敗，垮了

　　drive home

　　make (sth.) clear so that people understand it 使清楚無(wú)誤地理解

　　humble

　　a. 謙卑的;卑微的`

　　suggestion

　　n. sth. suggested 建議

　　movie

　　n. film 電影

　　dramatize

　　vt. write (sth.) again in a form which can be performed 將…改編為劇本，將…戲劇化

　　European

　　a., n. 歐洲(人)的;歐洲人

　　portable

　　a. light and small enough to be easily carried or moved 便攜(式)的，手提(式)的

　　CD = compact disc

　　激光唱片;(計(jì)算機(jī)用的)光盤(pán)

　　county

　　n. (英國(guó)的)郡;(**的)縣

　　hut

　　n. 小屋;棚屋

　　search for

　　look for 尋找

　　wage

　　n. 工資，工錢(qián)

　　poverty

　　n. the state of being poor 貧窮，貧困

　　leisure

　　n. spare time 空閑，閑暇

　　luxury

　　n. 奢侈品;奢華;奢侈

　　mill

　　n. a factory 工廠，制造廠

　　subway

　　n. (AmE) underground railway 地鐵

　　better off

　　richer; more comfortable 更富有;更舒服

　　foe

　　n. (lit) an enemy 敵人

　　scare

　　v. frighten (使)驚慌，(使)恐懼

　　foxhole

　　n. 散兵坑(小型掩體)

　　security

　　n. the state of feeling safe and free from worry 安全

　　wake up

　　stop sleeping 醒了

　　porter

　　n. (旅館、火車站等的)搬行李工人;搬運(yùn)工人

　　wealthy

　　a. rich; having wealth 富的，富裕的

　　complex

　　a. not simple 復(fù)雜的

　　manual

　　a. 體力的;手工做的

　　adequate

　　a. enough 充分的，足夠的

　　slum▲

　　n. 貧民窟

　　plumbing

　　n. (水、煤氣等)管道設(shè)施

　　privacy▲

　　n. the state of being alone and undisturbed (不受干擾的)獨(dú)處;隱私，隱秘

　　trash

　　n. (AmE) 垃圾;廢物

　　befriend

　　vt. help; act as a friend to 幫助;以朋友態(tài)度對(duì)待

　　decline

　　vi., n. 衰敗，衰退;下降

　　acquire

　　vt. get 取得，獲得

　　ash

　　n. 廢墟;灰，灰燼

　　astonish

　　vt. surprise very much 使驚訝

　　swear

　　vt. make a serious promise about 發(fā)誓，宣誓

　　make a living by

　　靠…維持生計(jì)

　　miracle

　　n. 奇跡

　　faculty

　　n. any of the powers of the body or mind 官能

　　contemptible

　　a. 令人鄙視的，可輕蔑的

　　coward▲

　　n. 懦夫

　　pop

　　n. (infml) father

全新大學(xué)英語(yǔ)綜合教程第1冊(cè)課文講解Romance3篇（擴(kuò)展6）

——全新版大學(xué)英語(yǔ)綜合教程第一冊(cè)第2課Friendship3篇

全新版大學(xué)英語(yǔ)綜合教程第一冊(cè)第2課Friendship1

　　Part I Pre-reading Task

　　Listen to the recording two or three times and then think over the following questions:

　　1. Have you ever heard of Dionne Warwick? Have you happened to hear her sing?

　　2. What does a fair weather friend mean?

　　3. What does Dionne Warwick think friends are for?

　　4. Does the song give you any idea of what the stories in this unit will be about?

　　Part II

　　Text?

　　How do you feel when old friends are far away? Do you make an effort to keep in touch? Sometimes it is easy to put off writing a letter, thinking that there will be plenty of time tomorrow. But then sometimes, as this story shows, we leave it too late. Perhaps reading it will make you want to reach for your pen.

　　ALL THE CABBIE HAD WAS A LETTER

　　Foster Furcolo

　　He must have been completely lost in something he was reading because I had to tap on the windshield to get his attention.

　　"Is your cab available?" I asked when he finally looked up at me. He nodded, then said apologetically as I settled into the back seat, "I'm sorry, but I was reading a letter." He sounded as if he had a cold or something.

　　"I'm in no hurry," I told him. "Go ahead and finish your letter."

　　He shook his head. "I've read it several times already. I guess I almost know it by heart."

　　"Letters from home always mean a lot," I said. "At least they do with me because I'm on the road so much." Then, estimating that he was 60 or 70 years old, I guessed: "From a child or maybe a grandchild?"

　　"This isn't family," he replied. "Although," he went on, "come to think of it", it might just as well have been family. Old Ed was my oldest friend. In fact, we used to call each other 'Old Friend' — when we'd meet, that is. I'm not much of a hand at writing."

　　"I don't think any of us keep up our correspondence too well," I said. "I know I don't. But I take it he's someone you've known quite a while?"

　　"All my life, practically. We were kids together, so we go way back."

　　"Went to school together?"

　　"All the way through high school. We were in the same class, in fact, through both grade and high school."

　　"There are not too many people who've had such a long friendship," I said.

　　"Actually," the driver went on, "I hadn't seen him more than once or twice a year over the past 25 or 30 years because I moved away from the old neighborhood and you kind of lose touch even though you never forget. He was a great guy."

　　"You said 'was'. Does that mean —?"

　　He nodded. "Died a couple of weeks ago."

　　"I'm sorry," I said. "It's no fun to lose any friend — and losing a real old one is even tougher."

　　He didn't re* to that, and we rode on in silence for a few minutes. But I realized that Old Ed was still on his mind when he spoke again, almost more to himself than to me: "I should have kept in touch. Yes," he repeated, "I should have kept in touch."

　　"Well," I agreed, "we should all keep in touch with old friends more than we do. But things come up and we just don't seem to find the time."

　　He shrugged. "We used to find the time," he said. "That's even mentioned in the letter." He handed it over to me. "Take a look."

　　"Thanks," I said, "but I don't want to read your mail. That's pretty personal."

　　The driver shrugged. "Old Ed's dead. There's nothing personal now. Go ahead," he urged me.

　　The letter was written in pencil. It began with the greeting "Old Friend," and the first sentence reminded me of myself. I've been meaning to write for some time, but I've always postponed it. It then went on to say that he often thought about the good times they had had together when they both lived in the same neighborhood. It had references to things that probably meant something to the driver, such as the time Tim Shea broke the window, the Halloween that we tied Old Mr. Parker's gate, and when Mrs. Culver used to keep us after school.

　　"You must have spent a lot of time together," I said to him.

　　"Like it says there," he answered, "about all we had to spend in those days was time." He shook his head: "Time."

　　I thought the next paragraph of the letter was a little sad: I began the letter with "Old Friend" because that's what we've become over the years — old friends. And there aren't many of us left.

　　"You know," I said to him, "when it says here that there aren't many of us left, that's absolutely right. Every time I go to a class reunion, for example, there are fewer and fewer still around."

　　"Time goes by," the driver said.

　　"Did you two work at the same place?" I asked him.

　　"No, but we hung out on the same corner when we were single. And then, when we were married, we used to go to each other's house every now and then. But for the last 20 or 30 years it's been mostly just Christmas cards. Of course there'd be always a note we'd each add to the cards — usually some news about our families, you know, what the kids were doing, who moved where, a new grandchild, things like that — but never a real letter or anything like that."

　　"This is a good part here," I said. "Where it says Your friendship over the years has meant an awful lot to me, more than I can say because I'm not good at saying things like that. " I found myself nodding in agreement. "That must have made you feel good, didn't it?"

　　The driver said something that I couldn't understand because he seemed to be all choked up, so I continued: "I know I'd like to receive a letter like that from my oldest friend."

　　We were getting close to our destination so I skipped to the last paragraph. So I thought you'd like to know that I was thinking of you. And it was signed，Your Old Friend, Tom.

　　I handed back the letter as we stopped at my hotel. "Enjoyed talking with you," I said as I took my suitcase out of the cab. Tom? The letter was signed Tom?

　　"I thought your friend's name was Ed," I said. "Why did he sign it Tom?"

　　"The letter was not from Ed to me," he explained. "I'm Tom. It's a letter I wrote to him before I knew he'd died. So I never mailed it."

　　He looked sort of sorrowful, or as if he were trying to see something in the distance. "I guess I should have written it sooner."

　　When I got to my hotel room I didn't unpack right away. First I had to write a letter — and mail it.

全新版大學(xué)英語(yǔ)綜合教程第一冊(cè)第2課Friendship2

　　cabbie

　　n. (infml) a taxi driver

　　be lost in/lose oneself in

　　be absorbed in, be fully occupied with 專心致志于

　　windshield

　　n. (AmE) the glass window in the front of a car, truck, etc. (汽車的)擋風(fēng)玻璃

　　cab

　　n. a taxi 出租車

　　available

　　a. able to be used, had or reached 可用的.;可得到的

　　apologetically

　　ad. showing or saying that one is sorry for some fault or wrong 道歉地，帶著歉意地

　　or something

　　(infml)(used when you are not very sure about what you have just said) 諸如此類的事

　　go ahead

　　continue; begin

　　know/learn by heart

　　memorize, remember exactly 記住，能背出

　　estimate

　　vt. form a judgement about 估計(jì)

　　might/may(just) as well

　　不妨，(也)無(wú)妨

　　not much of a

　　not a good 不太好的

　　keep up

　　continue without stopping 保持

　　correspondence

　　n. the act of writing, receiving or sending letters; letters 通信(聯(lián)系);信件

　　practically

　　ad. almost

　　kid

　　n. (infml) a child

　　all the way

　　自始至終，一直

　　neighborhood

　　n. 街坊;四鄰

　　kind/sort of

　　(infml) a little bit, in some way or degree 有幾分，有點(diǎn)兒

　　lose touch

　　失去聯(lián)系

　　a couple of

　　幾個(gè);一對(duì)，一雙

　　guy

　　n. 家伙;伙計(jì)

　　tough

　　a. (infml) unfortunate; difficult; strong 不幸的;困難的;堅(jiān)固的;堅(jiān)強(qiáng)的

　　on one's mind

　　掛記在心頭

　　keep in touch (with)

　　(與…)保持聯(lián)系，保持接觸

　　come up

　　happen, occur, esp. unexpectedly (尤指意想不到地)發(fā)生，出現(xiàn)

　　shrug

　　v. lift (the shoulders) slightly 聳(肩)

　　urge

　　v. try very hard to persuade 力勸，催促

　　postpone

　　vt. delay 推遲，使延期

　　reference

　　n. 提及，談到;參考，查閱

　　absolutely

　　ad. completely 完全地，極其

　　absolute a.

　　reunion▲

　　n. (家人、朋友、同事等久別后的)重聚

　　go by

　　(of time) pass (時(shí)間)逝去

　　hang out

　　(infml) stay in or near a place, not doing very much 閑蕩;徘徊

　　every now and then

　　sometimes, at times

　　mostly

　　ad. almost all; generally 幾乎全部;多半，大體

　　awful

　　a. (infml) (used to add force) very great; very bad or unpleasant 非常的，極大的;可怕的，糟糕的

　　choke

　　v. (使)窒息，堵塞

　　choke up

　　become too upset to speak (因激動(dòng)等)哽得說(shuō)不出話;堵塞

　　destination

　　n. 目的地

　　skip▲

　　v. 略過(guò)，跳過(guò);跳躍

　　sorrowful

　　a. showing or causing sadness 傷心的，悲傷的

　　sorrow n.

　　in the distance

　　far away

　　unpack

　　v. take out (things) from (a suitcase, etc.) 打開(kāi)

　　right away

　　at once

全新大學(xué)英語(yǔ)綜合教程第1冊(cè)課文講解Romance3篇（擴(kuò)展7）

——全新版大學(xué)英語(yǔ)綜合教程第一冊(cè)Unit3了解科學(xué)3篇

全新版大學(xué)英語(yǔ)綜合教程第一冊(cè)Unit3了解科學(xué)1

　　Part I Pre-reading Task

　　Listen to the recording two or three times and then think over the following questions:

　　1. Who is it about?

　　2. What questions interest him?

　　3. What makes his achievements so remarkable?

　　The following words in the recording may be new to you:

　　universe

　　n. 宇宙

　　muscle

　　n. 肌肉

　　engage

　　v. 與…訂婚

　　Part II

　　Text?

　　Professor Hawking thinks it important to keep everybody in touch with what science is about. In this article he explains why.

　　PUBLIC ATTITUDES TOWARD SCIENCE

　　Whether we like it or not, the world we live in has changed a great deal in the last hundred years, and it is likely to change even more in the next hundred. Some people would like to stop these changes and go back to what they see as a purer and simpler age. But as history shows, the past was not that wonderful. It was not so bad for a privileged minority, though even they had to do without modern medicine, and childbirth was highly risky for women. But for the vast majority of the population, life was nasty, brutish, and short.

　　Anyway, even if one wanted to, one couldn't put the clock back to an earlier age. Knowledge and techniques can't just be forgotten. Nor can one prevent further advances in the future. Even if all government money for research were cut off (and the present government is doing its best), the force of competition would still bring about advances in technology. Moreover, one cannot stop inquiring minds from thinking about basic science, whether or not they are paid for it. The only way to prevent further developments would be a global state that suppressed anything new, and human initiative and inventiveness are such that even this wouldn't succeed. All it would do is slow down the rate of change.

　　If we accept that we cannot prevent science and technology from changing our world, we can at least try to ensure that the changes they make are in the right directions. In a democratic society, this means that the public needs to have a basic understanding of science, so that it can make informed decisions and not leave them in the hands of experts. At the moment, the public is in two minds about science. It has come to expect the steady increase in the standard of living that new developments in science and technology have brought to continue, but it also distrusts science because it doesn't understand it. This distrust is evident in the cartoon figure of the mad scientist working in his laboratory to produce a Frankenstein. It is also an important element behind support for the Green parties. But the public also has a great interest in science, particularly astronomy, as is shown by the large audiences for television series such as The Sky at Night and for science fiction.

　　What can be done to harness this interest and give the public the scientific background it needs to make informed decisions on subjects like acid rain, the greenhouse effect, nuclear weapons, and genetic engineering? Clearly, the basis must lie in what is taught in schools. But in schools science is often presented in a dry and uninteresting manner. Children learn it by rote to pass examinations, and they don't see its relevance to the world around them. Moreover, science is often taught in terms of equations. Although equations are a brief and accurate way of describing mathematical ideas, they frighten most people. When I wrote a popular book recently, I was advised that each equation I included would halve the sales. I included one equation, Einstein's famous equation, E=mc2. Maybe I would have sold twice as many copies without it.

　　Scientists and engineers tend to express their ideas in the form of equations because they need to know the precise values of quantities. But for the rest of us, a qualitative grasp of scientific concepts is sufficient, and this can be conveyed by words and diagrams, without the use of equations.

　　The science people learn in school can provide the basic framework. But the rate of scientific progress is now so rapid that there are always new developments that have occurred since one was at school or university. I never learned about molecular biology or transistors at school, but genetic engineering and com*rs are two of the developments most likely to change the way we live in the future. Popular books and magazine articles about science can help to put across new developments, but even the most successful popular book is read by only a small proportion of the population. Only television can reach a truly mass audience. There are some very good science programmes on TV, but others present scientific wonders sim* as magic, without explaining them or showing how they fit into the framework of scientific ideas. Producers of television science programmes should realize that they have a responsibility to educate the public, not just entertain it.

　　The world today is filled with dangers, hence the sick joke that the reason we have not been contacted by an alien civilization is that civilizations tend to destroy themselves when they reach our stage. But I have sufficient faith in the good sense of the public to believe that we might prove this wrong.

全新版大學(xué)英語(yǔ)綜合教程第一冊(cè)Unit3了解科學(xué)2

　　attitude

　　n. 看法;態(tài)度

　　likely

　　a. probable 可能的

　　ad. probably 可能

　　privileged

　　a. having a special advantage 有**的

　　privilege

　　n. **

　　minority

　　n. 少數(shù)

　　do without

　　沒(méi)有…而設(shè)法對(duì)付過(guò)去

　　highly

　　ad. very 很，非常

　　risky

　　a. full of danger; full of the possibility of failure, loss, etc. 危險(xiǎn)的;有風(fēng)險(xiǎn)的

　　nasty

　　a. very unpleasant 令人難受的

　　brutish

　　a. 野獸般的，野蠻的

　　anyway

　　ad. (used to change the subject of a conversation or to support an idea or argument) anyhow 不管怎么說(shuō)

　　put/turn the clock back

　　倒退，***

　　cut off

　　stop providing (sth.); remove (sth.) by cutting 切斷，中斷;切下，剪下

　　competition

　　n. 競(jìng)爭(zhēng);比賽

　　bring about

　　make (sth.) happen 引起，導(dǎo)致

　　technology

　　n. 技術(shù)

　　moreover

　　ad. 而且，再者

　　inquiring

　　a. showing an interest in knowing about things 好問(wèn)的，愛(ài)探索的

　　inquire

　　v. 詢問(wèn)

　　global

　　a. worldwide, of the whole earth 世界的，全球的

　　suppress▲

　　vt. keep from appearing 抑制;**

　　initiative

　　n. 首創(chuàng)精神;主動(dòng)

　　inventiveness

　　n. 發(fā)明才能，創(chuàng)造力

　　slow down

　　make slower 減慢

　　rate

　　n. 速度;比率

　　ensure

　　vt. make sure 保證，確保

　　democratic

　　a. **的.

　　informed

　　a. 有知識(shí)的，了解情況的;明智的

　　inform

　　vt. 告訴，通知

　　expert

　　n. 專家

　　at the moment

　　now 此刻，目前

　　in two minds

　　猶豫不決;三心二意

　　steady

　　a. constant; firm *穩(wěn)的;穩(wěn)定的

　　evident

　　a. clear, obvious 明顯的

　　cartoon

　　n. 漫畫(huà);動(dòng)畫(huà)片

　　element

　　n. 成分;元素

　　astronomy▲

　　n. 天文學(xué)

　　audience

　　n. 觀眾;聽(tīng)眾;讀者

　　series

　　n. 連續(xù);系列;系列節(jié)目

　　fiction

　　n. 小說(shuō);虛構(gòu)

　　harness

　　vt. control and make use of 駕馭;利用

　　background

　　n. 背景

　　acid

　　a., n. 酸(性的);酸味的(物質(zhì))

　　greenhouse

　　n. 溫室

　　nuclear

　　a. 原子核的;核心的

　　weapon

　　n. 武器

　　genetic▲

　　a. 基因的;遺傳(學(xué))的

　　engineering

　　n. 工程;工程學(xué)

　　basis

　　n. 基礎(chǔ)

　　lie in

　　exist or be found in 在于

　　rote

　　n. 死記硬背

　　learn by rote

　　死記硬背地學(xué)習(xí)

　　relevance

　　n. 相關(guān)，關(guān)聯(lián)

　　in terms of

　　從…方面(或角度)來(lái)說(shuō);按照，根據(jù)

　　equation

　　n. 等式，方程(式)

　　brief

　　a. short; quick 簡(jiǎn)潔的;短暫的

　　accurate

　　a. exact 準(zhǔn)確的，精確的

　　mathematical

　　a. 數(shù)學(xué)的

　　halve

　　vt. 將…減半

　　tend

　　vi. be likely to happen or have a particular characteristic or effect 傾向，趨向

　　in the form of

　　having the shape of; existing in a particular form 呈…的形狀;以…形式

　　precise

　　a. exact 精確的

　　qualitative

　　a. 定性的;性質(zhì)上的

　　grasp

　　n. understanding 掌握，了解

　　concept

　　n. 概念

　　sufficient

　　a. as much as is needed, enough 充分的，足夠的

　　convey

　　vt. make (ideas, feelings, etc.) known to another 傳達(dá);表達(dá)

　　diagram

　　n. 圖表;圖解

　　framework

　　n. 框架;結(jié)構(gòu)

　　molecular

　　a. 分子的

　　biology

　　n. 生物學(xué)

　　transistor

　　n. 晶體管;晶體管收音機(jī)

　　put across

　　cause to be understood 解釋清楚，使被理解

　　proportion

　　n. 比例;部分

　　truly

　　ad. 真正地;確實(shí)地

　　magic

　　n. 魔術(shù);魔力

　　fit into

　　be part of a situation, system, etc.;be part of a group of people or things 適合;符合;屬于

　　responsibility

　　n. 責(zé)任

　　educate

　　vt. teach or train 教育

　　entertain

　　vt. give pleasure to; have as a guest 給…以歡樂(lè);招待

　　hence

　　ad. as a result, therefore; from this time 因此;從此

　　contact

　　vt. get in touch with 與…接觸

　　alien▲

　　a. foreign; strange 外國(guó)的;陌生的

　　civilization

　　n. 文明

全新大學(xué)英語(yǔ)綜合教程第1冊(cè)課文講解Romance3篇（擴(kuò)展8）

——21世紀(jì)大學(xué)英語(yǔ)讀寫(xiě)教程第三冊(cè)第3課內(nèi)容講解 (菁選3篇)

21世紀(jì)大學(xué)英語(yǔ)讀寫(xiě)教程第三冊(cè)第3課內(nèi)容講解1

　　1. Before you listen to the passage, predict the words that are missing in the printed version of the passage. Then when you hear the passage, mark where you hear differences between your predictions and what's actually on the tape. Don't worry about writing down exactly what you hear — just note where you hear differences.

　　The sense of _____ dominates every modern culture to such an extent that most people never _____. Relying mainly on _____ seems so natural — how could a culture favor _____ instead? What would such a culture be like? It's almost impossible to imagine. But _____ is in fact not as "natural" as we normally think. Although most humans are born with _____, no one is born knowing how to _____. We must learn _____, and many of the rules we learn vary _____. _____ is an excellent example: Before artists invented formal rules for portraying three dimensions, no one thought of distant objects as looking _____. If you doubt this, try explaining _____ to a young child.

　　2. If you had to lose one of your senses, which one would you choose to give up? And having lost it, what do you think you'd miss the most?

　　3. It's common to speak of "the five senses" — but are there only five? Some researcher say that we all have and use other senses as well. What others can you think of?

21世紀(jì)大學(xué)英語(yǔ)讀寫(xiě)教程第三冊(cè)第3課內(nèi)容講解2

　　Rachel Carson

　　A child's world is fresh and new and beautiful, full of wonder and excitement. It is our misfortune that, for most of us, that clear-eyed vision — that true instinct for what is beautiful and awe-inspiring — is dimmed and even lost before we reach adulthood. If I had influence with the angels who are supposed to preside over all children, I would ask that their gift to each child in the world be a sense of wonder so indestructible that it would last throughout life.

　　If children are to keep alive their natural sense of wonder without any such gift from the angels, they need the companionship of at least one adult who can share it, rediscovering with the child the joy, excitement and mystery of the world we live in. Parents often feel inadequate when confronted on the one hand with the eager, sensitive mind of a child and on the other with a world of complex physical nature. In a mood of self-defeat, they exclaim, "How can I possibly teach my child about nature — why, I don't even know one bird from another!"

　　I sincerely believe that for children, and for parents seeking to guide them, it is not half so important to know as it is to feel. If facts are the seeds that later produce knowledge and wisdom, then the emotions and the impressions of the senses are the fertile soil in which the seeds must grow. The years of early childhood are the time to prepare the soil. Once the emotions have been aroused — a sense of the beautiful, the excitement of the new and the unknown, a feeling of sympathy, pity, admiration or love — then we wish for knowledge about the object of our emotional response. Once found, such knowledge has far more lasting meaning than mere information. It is more important to pave the way for children's desire to know than to put them on a diet of facts they are not ready to assimilate.

　　Even if you feel you have little knowledge of nature at your disposal, there is still much you can do for your child. Wherever you are and whatever your resources, you can still look up at the sky — its dawn and evening beauties, its moving clouds, its stars by night. You can listen to the wind, whether it blows with majestic voice through a forest or sings a many-voiced chorus around the corners of your apartment building, and in the listening, you can gain magical release for your thoughts. You can still feel the rain on your face and think of its long journey from sea to air to earth, and wonder at the mysteries of natural selection embodied in the perfume and flavour of a fruit. Even if you are a city dweller, you can find some place, perhaps a park or a golf course, where you can observe the mysterious migrations of the birds and the changing seasons. And with your child you can ponder the mystery of a growing seed, even if it's just one planted in a pot of earth in the kitchen window.

　　Exploring nature with your child is largely a matter of being open to what lies all around you. It is learning again to use your eyes, ears, nose and fingertips, opening up the disused channels of your senses. For most of us, knowledge of our world comes largely through sight, yet we look about with such unseeing eyes that we are partially blind. One way to open your eyes to unnoticed beauty is to ask yourself, "What if I had never seen this before? What if I knew I would never see it again?"

　　What is the value of preserving and strengthening this sense of awe and wonder, this recognition of something beyond the boundaries of human existence? Is the exploration of the natural world just a pleasant way to pass the golden hours of childhood or is there something deeper?

　　I am sure there is something much deeper, something lasting and significant. Those who dwell, as scientists or laypeople, among the beauties and mysteries of the earth are never alone or weary of life. Whatever the problems or concerns of their personal lives, their thoughts can find paths that lead to inner satisfaction and to renewed excitement in living. Those who contemplate the beauty of the earth find reserves of strength that will endure as long as life lasts. There is symbolic as well as actual beauty in the migration of the birds, the ebb and flow of the tides, the folded bud ready for the spring. There is something infinitely healing in the repeated refrains of nature — the assurance that dawn comes after night, and spring after the winter.

　　I like to remember the distinguished Swedish oceanographer, Otto Pettersson, who died a few years ago at the age of ninety-three, in full possession of his keen mental powers. His son has related in a recent book how intensely his father enjoyed every new experience, every new discovery concerning the world about him.

　　"He was an incurable romantic," the son wrote, "intensely in love with life and with the mysteries of the universe." When he realized he had not much longer to enjoy the earthly scene, Otto Pettersson said to his son: "What will sustain me in my last moments is an infinite curiosity as to what is to follow."

21世紀(jì)大學(xué)英語(yǔ)讀寫(xiě)教程第三冊(cè)第3課內(nèi)容講解3

　　misfortune

　　n. bad luck 不幸;災(zāi)禍

　　clear-eyed

　　a. 視力好的;目光炯炯的

　　awe-inspiring

　　a. 令人敬畏;令人驚嘆的

　　dim

　　vt. make less bright or unable to see clearly 使…暗淡;使…看不清

　　a. (of a light) not bright; not easy to see 昏暗的;模糊的

　　* angel

　　n. 天使

　　* preside

　　vi. have authority or control; direct 負(fù)責(zé);主持

　　inadequate

　　a. not good enough in quality, ability, size, etc. 不夠格的;不能勝任的;不充分的

　　confront

　　vt. stand or meet face to face; bring face to face 面對(duì);遭遇

　　mood

　　n. state of mind or feelings 心境，心情;情緒

　　sincerely

　　ad. 真誠(chéng)地;忠實(shí)地

　　sincere

　　a. free from falseness; true and honest 忠實(shí)的;真誠(chéng)的

　　arouse

　　vt. cause to become active; excite 喚醒;激發(fā)

　　rouse

　　vt. 1. cause to become active; excite (=arouse) 喚醒;激發(fā)

　　2. wake (sb.) up 喚醒，使醒來(lái)

　　mere

　　a. nothing more than 只不過(guò)的，僅僅的

　　* assimilate

　　vt. take in and make a part of oneself; absorb 使同化;吸收

　　disposal

　　n. the act of getting rid of sth.; the power or right to use sth. freely 處理;支配

　　dispose

　　vt. 1. put in place; set in readiness 布置;配置

　　2. cause to have a tendency (to do sth.) 使有傾向;使愿意

　　majestic

　　a. showing power and greatness; dignified and impressive 雄偉的，威嚴(yán)的

　　* majesty

　　n. 1. greatness; a show of power as of a king or queen 雄偉;莊重;君王尊嚴(yán)

　　2. [M-] 陛下(對(duì)帝王、王后等的尊稱)

　　* chorus

　　n. 1. a song sung by many singers together 合唱曲

　　2. a group of singers singing together 合唱隊(duì)

　　selection

　　n. the act of selecting; sb. or sth. that is selected 選擇;被選出的人(或物)

　　* embody

　　vt. 1. represent (a quality, idea, etc.) in a physical form 體現(xiàn);使具體化

　　2. contain, include 包含

　　* perfume

　　n. 1. a sweet or pleasant smell 芳香，香氣

　　2. 香水

　　flavo(u)r

　　n. a taste; a special quality 味道;風(fēng)味;特色

　　vt. give a particular taste to 給…調(diào)味

　　migration

　　n. the movement of a group (often of animals, birds, etc.) from one area to another 遷移;移居;(鳥(niǎo)類等的)遷徒

　　* migrate

　　vi. 1. (of animals) travel regularly to a different area according to the seasons of the year (動(dòng)物的)遷徒

　　2. change one's place of living; move from one place to another, especially to find work 遷移;(農(nóng)業(yè)季節(jié)工人等)外出找工作

　　* migrant

　　n. 遷移動(dòng)物;移居者;農(nóng)業(yè)季節(jié)工人

　　* ponder

　　vt. think about carefully; consider 沉思;考慮

　　strengthen

　　vt. make stronger 加強(qiáng)，強(qiáng)化

　　awe

　　n. a feeling of respect mixed with fear and wonder 敬畏;驚嘆

　　recognition

　　n. the act of recognizing; the state of being recognized 認(rèn)同;認(rèn)出;承認(rèn)

　　* weary

　　a. very tired; bored 疲倦的;厭倦的

　　reserve

　　n. anything kept for later use 儲(chǔ)備物

　　vt. 1. keep for a special purpose 保留;儲(chǔ)備

　　2. (AmE) book (美)預(yù)訂

　　* reservation

　　n. 1. doubt or uncertainty, esp. when one's agreement with sth. is in some way limited 保留;保留意見(jiàn)

　　2. (AmE) booking; reserved seat or accommodation 預(yù)定;預(yù)定的座席(或住處等)

　　symbolic(al)

　　a. 象征性的

　　symbol

　　n. (of) a sign, shape or object which represents a person, idea or an item 象征;標(biāo)志;符號(hào)

　　ebb

　　n. a flowing of the tide away from the shore 退潮，落潮

　　tide

　　n. the regular rise and fall of the ocean, caused by the attraction of the Moon 潮汐

　　* bud

　　n. a small swelling on a plant that will grow into a flower, leaf, or branch 牙;花蕾

　　* heal

　　v. (cause to) become sound or healthy again 治愈;痊愈

　　infinitely

　　ad. 無(wú)窮地，無(wú)限地

　　* finite

　　a. having an end or a limit 有限的

　　* refrain

　　n. a part of a song that is repeated, esp. at the end of each verse (歌曲中的)疊歌，副歌

　　vi. (from) hold oneself back (from) 忍住;克制

　　oceanographer

　　n. 海洋學(xué)家

　　possession

　　n. 1. the act or state of possessing or being possessed 擁有;具有

　　2. (often pl.) personal property [常復(fù)數(shù)]所有物;

　　keen

　　a. 1. good, strong, quick at understanding 敏銳的'

　　2. (on, to) eager or anxious to do sth. 熱切的

　　intensely

　　ad. greatly or extremely; strongly 極度地;強(qiáng)烈地

　　intense

　　a. great or extreme; strong 極度的;強(qiáng)烈的

　　intensity

　　n. 1. 強(qiáng)烈，劇烈

　　2. 強(qiáng)度，烈度

　　concerning

　　prep.(fml) about; with regard to; in connection with 關(guān)于

　　earthly

　　a. of this world as opposed to heaven; material rather than spiritual 塵世的，世俗的