Unit Three 职场综合英语教程1

Text A: English Is a Queer Language

I.教学目的和要求

You Are Able to :

Talk about your experience of language learning

Fulfill a questionnaire

Comment on the differences between British English and American English

Listen for key words and useful expressions

Learn to use subject-verb agreement correctly

Write a thank-you letter

You Are Suggested to:

Understand some English expressions for daily use

Be familiar with body language

II. 教学重点

Listening and Speaking

Reading Text A English Is a Queer Language

Grammar subject-verb agreement

Applied Writing: thank-you letter

III. 教学难点Let the students keep in mind and make proper use of following words and phrases:

leave of absence talk about at the beginning of found close to turn into be sure of informal sound complicated clear about/on sth know about

stand for passionate stay

V 教学内容（要点）学时分配

Teaching Contents (Key Points) & Time assignment ：

There are 14 periods going as follows:

1st and 2nd period: while-reading: get familiar with new words and phrases; deal with the text structure while reading; get the main idea of each paragraph and the whole text after reading.

3rd and 4th period: while reading: analyze each part precisely; explain language points; exercises; video-appreciation

5th and 6th period: grammar: subject-verb agreement

7th and 8th period: applied writing: thank-you letter; video-appreciation

9th and 10th period: Exercise Book: Part I ; II

11th and 12th period: Exercise Book: Part III,IV

13th and 14th period: Exercise Book: Part V;video-appreciation

VI. 教学方法(Ways of teaching)

Discussing, listening, reading, presenting, and role-playing by the students;

Explanation and demonstration by the teacher;

After-class research and practice by the students

VII. 习题

《职场综合英语教程》第三单元Text A后的所有习题。

主谓一致后的练习题。

Writing Assignment

First and Second Period

I. Teaching Objective

1. while-reading: get familiar with new words and phrases.

2. Deal with the text structure while reading; get the main idea of each paragraph and

the whole text after reading.

3. Analyze each part precisely.

II. Teaching Focus

Reading Text A English Is a Queer Language

Get the main idea and translate some sentences of the text

III. Teaching Difficulties

Let Ss understand the meaning of some sentences

1. What has …up? to do with it all?

Why would “up” be found in all these phrases?

2. Of course there was no explanation I could give her.

I certainly could not explain the origin of such phrases to her.

3. That started us on a hunt for “get”, which yielded a more abundant harvest.

That inspires our eagerness to seek for “get”, from which we benefit a lot.

4. Even so simple an expression as “back and forth” arouses confusion, because it is illogical. Even a very simple expression such as “back and forth” may confuse us as well, because it is illogical.

IV. Teaching Approach

combine teacher?s guidance and students? participation through question-and-answer

listening and speaking by students

explanation and demonstration by the teacher

V. Teaching Aids

- the computer, the electronic teaching plan and PPT

IV. Teaching Procedure

1. Greetings

2. Leading in

- Ask Ss a question: How long have you studied English? What is difficulties in your English study?

3. Presentation

Step 1: Let Ss work in pairs.

-Fill in the blanks in the questionnaire according to your own language learning experience.

小组讨论

-Work with your partner and match the Chinese words with their corresponding English expressions.

Step 2: Oral practice

Read and practice the following dialogue with your partner, then mark the following statements with “T” or “F” according to what you have read.

Step 3: Listening Practice

Task 1: Now you will hear five short conversations. They will be read only once. After each

conversation, there is a question. Listen carefully and choose the best answer from the four choices.

Task 2: now you will hear a long conversation. It will be read twice. Then you are required to answer the following questions by making correct choices.

Task 3: Now you will hear a short passage. It will be read three times. Then you are required to put in the missing information.

Step 4. Reading

1. Greetings

2. Leading in

Step 1. Review some difference between American English and British English.

Step 2. Ask Ss to list something queer in English.

3. Presentation

Step 1. English is a queer language. What is queer according to the text?

Step 2. Explanation of some sentences

1. What has …up? to do with it all?

Why would “up” be found in all these phrases?

2. Of course there was no explanation I could give her.

I certainly could not explain the origin of such phrases to her.

3. That started us on a hunt for “get”, which yielded a more abundant harvest.

That inspires our eagerness to seek for “get”, from which we benefit a lot.

4. Even so simple an expression as “back and forth” arouses confusion, because it is illogical. Even a very simple expression such as “back and forth” may confuse us as well, because it is illogical

4. Consolidation

Answer the questions or complete the statements by choosing A, B, C, or D according to the text. P.53

5. Homework

Task 1. Ask Ss to read text A after class.

Task 2. Translate some sentences in the text A.

Task 3. Ask Ss to preview grammar.

6. 课后记

Third and Fourth Period

I. Teaching Objective

1. analyze language points;

2. do exercises and check the students? work;.

II. Teaching Focus

Language points

III. Teaching Difficulties

puzzle; burn down; burn up; either; hurry up; clean up; wrap up; thorough;

be/have nothing to do with sb/sth; up to now; be up to sb.; in the end;

give up; tough; get along with; get ahead of; get behind; get cold feet;

IV. Teaching Approach

-stimulate students? participation in group discussion, questions and answers, and careful

reading

V. Teaching Aids

-the electronic teaching plan

VI. Teaching Procedure

1. Greetings

2. Leading in

Step 1. Review some new words and phrases. Ask Ss to read loudly.

Step 2. Say something about English Language

3. Presentation

Step 1. Language points of Text A

. 1. Jarmila came to me with this puzzle.

puzzle v. sb/sth that is difficult to understand

e.g. His strange behavior is a puzzle to his friends.

The cause of the explosion was a puzzle.

2. Jarmila said, “Is it true that it means the same thing if you say, …The house burned down? or …The house burned up??

burn sth down: to be destroyed, or to destroy sth, by fire

e.g. The house burned down in 1895.

They threatened to burn down our house.

burn sth up: ① get rid of or destroy sth by burning

e.g. The fire burned up 1,500 acres of farmland.

Let's burn up all this waste paper.

② use calories or energy by doing exercise

e.g. Which burns up more calories—swimming or cycling?

3. You can say it either way and it means the same thing.

either adj. one or the other of two; each of two

e.g. You can park on either side of the street.

There's a door at either end of the hallway.

4. Why do they tell me to hurry up when I am not going upstairs?

hurry up (with sth): to do sth more quickly because there is not much time

e.g. I wish the bus would hurry up and come.

Hurry up! We're going to be late.

cf. hurry sb/sth up: to make sb do sth more quickly; to make sth happen more quickly

e.g. Can you do anything to hurry it up?

5. And why must I clean up the mess, wrap up the parcel, tidy up my desk?

clean sth up: remove dirt, etc. from somewhere

e.g. He always expected other people to clean up after him.

Who's going to clean up this mess? 此处学生翻译成汉语

wrap sth up: cover sth completely in paper or other material

e.g. She spent the evening wrapping up the Christmas presents.

Why don't you wrap up some moon cakes for you to enjoy tomorrow?

cf. wrap (sb) up: put warm clothes on sb

e.g. You'd better wrap yourself up well before you go out.

6. “Well,” I began, rather helplessly, “perhaps …clean up? seems more thorough than just …clean?.”thorough adj. done completely; with great attention to detail

e.g. The committee reported its findings after a thorough investigation.

The police carried out a thorough investigation.

7. “…Up? has nothing to do with thoroughness. Look now. There are three ways you can use …make up?. I make up the bed. I make up my mind. I make up my face when I put on lipstick.”

be/have nothing to do with sb/sth: have no connection with sb/sth

e.g. Get out! It's nothing to do with you.

That has nothing to do with what we're discussing.

make up: clean a hotel room and make the bed

e.g. The maid asked if she could make up the room.

cf. make (sb) up: put powder, lipstick, etc. on sb's face to make it more attractive; prepare for an appearance in the theater, on television, etc.

e.g. She made herself up for the party.

Her face was heavily made up.

8. You will find queer things, such as “up to now” and “it?s up to you” and two “look up”s, one meani ng to raise one?s eyes, the other to seek information.

up to now: not further or later than the present

e.g. Up to now he's been very quiet.

Her life has run smoothly up to now.

be up to sb: be sb's duty or responsibility; be for sb to decide

e.g. It's not up to you to tell me how to do my job.

Shall we eat out or stay in? It's up to you.

9. In the end, I gave up trying to explain “up”.

in the end: after a long period of time or series of events

e.g. He tried various jobs and in the end became an accountant.

He didn't want to say it, but he said it in the end.

give sth up: ① [no passive] to stop doing or having sth

e.g. We'd given up hope of ever having children.

You ought to give up smoking.

② to spend time on a task that you would normally spend on sth else

e.g. I gave up my weekend to help him paint his apartment.

此处详解，并要求学生英汉互译

10. The next problem was a tough one.

tough adj. having or causing problems or difficulties

e.g. It was a tough decision to make.

He faces the toughest test of his leadership so far.

11. Just try to follow “get” down the alphabet from “get along with somebody” to “get well”.

get along with sb: have a friendly relationship with sb

e.g. She never really got along with her sister.

We get along just fine together.

12. Of course we get sick, too, we get ahead of somebody, get behind in our work, get homesick, get cold feet, get rich, and so on.

get ahead of: in a more advanced position than (sb/sth)

e.g. The car behind wants to get ahead of us.

He always tries to get ahead of others in everything.

get behind: in a losing position in a race or competition

e.g. Without newspaper, we would get behind the times.

The post office got behind in delivering Christmas mail.

get cold feet: have a feeling of worry or doubt that is strong enough to stop you from doing sth that you planned to do

e.g. He was going to ask her to marry him, but he got cold feet and couldn't do it.

She got cold feet when asked to recite in class.

4. Consolidation

Task 1. Tell whether the following statements are true or false. P.54

5. Homework

Task https://www.sodocs.net/doc/8a3446221.html,e the following words or expressions in the box to translate parts of the following sentences. P.54

Task 2. Ask Ss remember new words and phrases

6. 课后记

Fifth and Sixth Period

I. Teaching Objective

1. grammar: subject-verb agreement..

II. Teaching Focus

Grammar: subject-verb agreement

III. Teaching Difficulties

subject-verb agreement

IV. Teaching Approach

combine teacher?s guidance and students? participation through question-and-answer

listening and speaking by students

explanation and demonstration by the teacher

V. Teaching Aids

- the computer and the electronic teaching plan and PPT

IV. Teaching Procedure

1. Greetings

2. Leading in

Step 1. Review some new words and phrases. Ask Ss to read loudly.

Step 2. Say something about something queer in English.

3. Presentation

主谓一致指谓语动词在人称和数上与主语保持一致。按照英语语法的规定，一般情况下，句子主语为单数时，其谓语动词用单数形式；句子主语为复数时，其谓语动词用复数形式。主谓一致包括三个方面：语法一致、意义一致和就近原则。

1) 语法一致

语法一致指主语和谓语在单复数形式上的一致关系，主语为单数形式，谓语动词用单数形式；反之，谓语动词用复数形式。如：

His ambition is to be a musician.

Reading aloud is very important in learning a foreign language.

①由and或both…and连接两个名词或代词做主语时，谓语动词用复数形式。但如果这部分主语是具有两个身份或性质的同一人或一个完整的事物，谓语动词要用单数形式。如：Baseball and swimming are usually summer sports.

The professor and writer is speaking at the meeting.

②主语前面如果有each, every, many a, more than one, no 等修饰，谓语动词一般用单数形式。如：

Many a boy and girl has made the same mistake.

Every minute and every second is precious.

2)意义一致

意义一致指谓语动词在单、复数的选择上取决于主语所表达的概念，而不取决于表面上的语法标记。

①单复数同形的词作主语，要根据意义来决定谓语动词的形式。常见名词有fish, deer, means, sheep, species, series, works等。如：

All possible means have been tried.

Such a means is really unpleasant. \

②集合名词作主语时谓语动词的单、复数形式要根据它们所强调的内容来定。集合名词如果表示的是整体概念，谓语动词就用单数；反之，就用复数。

The committee was made up of ten members. \

The committee were in the room.

③“the+形容词（或过去分词）”作主语指一类人时，谓语动词通常用复数。

The injured were taken to hospital.

The English do not drink much wine.

④表示金钱、时间、价格、度量衡的复合名词作主语时，通常可以把这些主语看作一个整体，谓语动词一般用单数形式。

Ten dollars is spent on this rose.

Twenty miles is a long distance if you have to walk.

⑤形式上为复数，但意义上却是单数的名词作主语时，谓语动词用单数。如news, Mathematics, Physics, Politics, Economics等。

Mathematics is the language of science.

His “Selected Poems” was first published in 1965.

3) 就近原则

就近原则指谓语动词的数要与它紧邻的名词或代词的数保持一致。

①由or, either...or, neither...nor, not only...but also连接的两个名词或代词做主语时，谓语的

形式一般根据就近原则处理。如：

4. Consolidation

Task 1. Tell whether the following statements are true or false. P.54

Task 2. Do exercise about grammar. P.61

5. Homework

Task https://www.sodocs.net/doc/8a3446221.html,plete each of the following sentences with the correct form of the italicized word given in the brackets. P.53

Task 2. Use the phrases in the box to translate parts of the following sentences. P.54

Task 3. Ask Ss remember new words and phrases

6. 课后记

Seventh and Eighth Period

I. Teaching Objective

1: applied writing: thank-you letter

2: after reading: do exercises and check the students? work.

II. Teaching Focus

Grammar: subject-verb agreement;

Writing: thank-you letter

III. Teaching Difficulties

Useful sentences

Please accept my sincere appreciation for…

Thank you for taking time and trouble to…

I wish to express my profound appreciation for…

Thank you for your hospitality/consideration.

I hope that I may be able to return your hospitality in near future.

I am truly grateful/thankful to you for…

Thank you again for your wonderful hospitality and I am looking forward to seeing

you soon.

IV. Teaching Approach

combine teacher?s guidance and students? participation through question-and-answer

listening and speaking by students

explanation and demonstration by the teacher

V. Teaching Aids

-the electronic teaching plan

VI. Teaching Procedure

1. Greetings

2. Leading in

Ask Ss to answer the following questions in Chinese.

Did anyone help you?

How to thank you someone that have helped you?

3. Presentation

Step 1.Thank-you Letter (感谢信)

感谢信用于在收到礼物、问候、祝贺或受到款待、帮助时等表示感谢；

在商务活动中，对于来自客户等各方面的支持、建议或服务也要表示感

谢。感谢信应注意一事一谢，篇幅要简短，措辞要自然，语气要诚恳，

切忌过分恭维。

感谢信的主要内容一般包括：

a. 表达感激之情，简单陈述写这封感谢信的原因；

b. 详细说明所要感谢的事由，措辞更加具体真诚，再次表示真挚的感谢；

c. 向对方表达自己真诚的祝愿，再次道谢或向对方发出邀请。

Step 2. Explain two samples of thank-you letters

4. Consolidation

Task 1. Ask Ss to write a thank-you letter based on the following information given in Chinese.

P64

Task 2. Complete the sentences by using the words in the brackets. P61

5. Homework

Task 1. Ask Ss to review grammar rules on Page 59-61.

Task 2. Ask Ss to preview Unit 4

6. 课后记

高级综合英语教程1 (张维友)课后答案

Unit 1 I. Background to Text 1 The Natural Trust: A UK charity (i.e. a non-profit organization) founded in 1895 with the full name of Places of Historical Interest and Natural Beauty. The Trust owns historic buildings, gardens and land, which it opens to the public. Text I is taken from the Trust’s own magazine, issued to its members. The writers are 17-18-year-old students. Environment:The combination of external conditions that surround and influence a living organism, including light, temperature, availability of food and water, climatic conditions, geographical area, pollution by chemicals, radiation, noise, etc., the presence of other organisms possibly competing for the same resources, and the physical and chemical nature of the immediate surroundings, e.g. soil, sea water. The environment of human beings also includes social, cultural, economic and political factors, and the room, building, town, region, or country in which a person lives. II. Detailed study of the text 1. As young people we have a vested interest in…(L.1) vested interest: (often derog.) a share or right already held in something that is of advantage to the holder; used to show a good reason for someone to act in a particular way 2. …all the complexities of the issues involved…(L.3) 1) complexity: used both countably and uncountably to show (an example of) the state of being complex, e.g. the complexities of tax law; a diplomatic problem of great complexity 2) issue: an important subject to be discussed, argued about or determined …the issues are very complex, involving many different factors… 3. ...it is vital to conserve the countryside… conserve: preserve; keep from being wasted, damaged, or destroyed 4. Although we often take the beautiful rural scenery of North Devon for grant ed, we want to maintain the kind of diversity of landscapes…(L.6) 1) take sth. /sb. for granted: accept a fact or situation without questioning its rightness or thinking much about 2) maintain:continue to have, do etc. as before; keep something in good condition by making repairs or taking good care of it 3) diversity: variety; the condition of being different 5. …at the invitation of the National Trust. (L.9) …invited by the National Trust 6. The patchwork quilt of fields…(L.9) The fields of different s izes and colours looking like a patchwork quilt… 7. …probably at the expense of some of the least productive farmland. (L.14)

综合英语教程第一册Unit1 课件

上课 时间 上课节次课型Required Course 课题Unit 1 My first Job 教学目的1. Functions: greetings ＆farewells 2. Grammatical points: this/that be + n. or adj. 3. Vocabulary: run, offer, except for, figure, promote, you’d better, how about, as far as … is concerned, take a day off, bring in, beam 教学 方法 Classroom Instruction讲授、问答、讨论、模仿、练习、任务型教学活动 重点难点1. Practice different ways of greeting and introducing /identifying people 2. Learn to understand and talk about value system in western culture, such as team spirit and royalty, through reading, discussion and task-based activities. 时间分配教学内容 板书或课件版面 设计 2 periods Part I Listening and Speaking Activities Step 1 warming-up exercises 1.Duty report Ask the student talk about his or her feelings towards college life. Step2 lead-in 1.bring a few pictures of my family to the class for teaching introduction. 2.explain my family name, given name and what you prefer to be called by my students. https://www.sodocs.net/doc/8a3446221.html,ing pictures to teach “this is /that is” 4.ask students to play “a passing ball game” to practise these two sentences pattern. Step 3 Listening activity 1.practise the classroom English. 2.Have the students listen to the conversation twice. Work individually to answer the questions. 3.check the answers for the class. Step 4 Speaking activity Conversation 1 1.explain that friendly greetings can be followed by an offer of help: Hi, may I help you? 2.explain that possible responses may be: No. Thank you. I have been helped. I’m being helped. 3.explain the language in conversation one by using Useful Structures and Expressions. https://www.sodocs.net/doc/8a3446221.html,anize reading aloud practice and correct pronunciation problems. 5.have students make a new conversation by using the substitutes word. 6.have some students present the conversation(s) they have made up. Conversation 2 1.explain the language in Conversation 2 2.have the students read aloud, check their pronunciation. 3.encourage the students to make a new conversation by using the substitutes. Notes Family name: the name shared by the members of a family Given name: the name given to a child by the child’s parents The train will be arriving at Shanghai: will +be +v-ing, the future continuous tense for a scheduled event which is coming soon It’s been nice talking to you: in American English, people also use It’s been nice to talk to you. Have a happy landing: a farewell used only to people who are going to make a plane trip 、 管 路 敷 设 技 术 通 过 管 线 敷 设 技 术 不 仅 可 以 解 决 吊 顶 层 配 置 不 规 范 高 中 资 料 试 卷 问 题 ， 而 且 可 保 障 各 类 管 路 习 题 到 位 。 在 管 路 敷 设 过 程 中 ， 要 加 强 看 护 关 于 管 路 高 中 资 料 试 卷 连 接 管 口 处 理 高 中 资 料 试 卷 弯 扁 度 固 定 盒 位 置 保 护 层 防 腐 跨 接 地 线 弯 曲 半 径 标 高 等 ， 要 求 技 术 交 底 。 管 线 敷 设 技 术 中 包 含 线 槽 、 管 架 等 多 项 方 式 ， 为 解 决 高 中 语 文 电 气 课 件 中 管 壁 薄 、 接 口 不 严 等 问 题 ， 合 理 利 用 管 线 敷 设 技 术 。 线 缆 敷 设 原 则 ： 在 分 线 盒 处 ， 当 不 同 电 压 回 路 交 叉 时 ， 应 采 用 金 属 隔 板 进 行 隔 开 处 理 ； 同 一 线 槽 内 ， 强 电 回 路 须 同 时 切 断 习 题 电 源 ， 线 缆 敷 设 完 毕 ， 要 进 行 检 查 和 检 测 处 理 。 、 电 气 课 件 中 调 试 对 全 部 高 中 资 料 试 卷 电 气 设 备 ， 在 安 装 过 程 中 以 及 安 装 结 束 后 进 行 高 中 资 料 试 卷 调 整 试 验 ； 通 电 检 查 所 有 设 备 高 中 资 料 试 卷 相 互 作 用 与 相 互 关 系 ， 根 据 生 产 工 艺 高 中 资 料 试 卷 要 求 ， 对 电 气 设 备 进 行 空 载 与 带 负 荷 下 高 中 资 料 试 卷 调 控 试 验 ； 对 设 备 进 行 调 整 使 其 在 正 常 工 况 下 与 过 度 工 作 下 都 可 以 正 常 工 作 ； 对 于 继 电 保 护 进 行 整 核 对 定 值 ， 审 核 与 校 对 图 纸 ， 编 写 复 杂 设 备 与 装 置 高 中 资 料 试 卷 调 试 方 案 ， 编 写 重 要 设 备 高 中 资 料 试 卷 试 验 方 案 以 及 系 统 启 动 方 案 ； 对 整 套 启 动 过 程 中 高 中 资 料 试 卷 电 气 设 备 进 行 调 试 工 作 并 且 进 行 过 关 运 行 高 中 资 料 试 卷 技 术 指 导 。 对 于 调 试 过 程 中 高 中 资 料 试 卷 技 术 问 题 ， 作 为 调 试 人 员 ， 需 要 在 事 前 掌 握 图 纸 资 料 、 设 备 制 造 厂 家 出 具 高 中 资 料 试 卷 试 验 报 告 与 相 关 技 术 资 料 ， 并 且 了 解 现 场 设 备 高 中 资 料 试 卷 布 置 情 况 与 有 关 高 中 资 料 试 卷 电 气 系 统 接 线 等 情 况 ， 然 后 根 据 规 范 与 规 程 规 定 ， 制 定 设 备 调 试 高 中 资 料 试 卷 方 案 。 、 电 气 设 备 调 试 高 中 资 料 试 卷 技 术 电 力 保 护 装 置 调 试 技 术 ， 电 力 保 护 高 中 资 料 试 卷 配 置 技 术 是 指 机 组 在 进 行 继 电 保 护 高 中 资 料 试 卷 总 体 配 置 时 ， 需 要 在 最 大 限 度 内 来 确 保 机 组 高 中 资 料 试 卷 安 全 ， 并 且 尽 可 能 地 缩 小 故 障 高 中 资 料 试 卷 破 坏 范 围 ， 或 者 对 某 些 异 常 高 中 资 料 试 卷 工 况 进 行 自 动 处 理 ， 尤 其 要 避 免 错 误 高 中 资 料 试 卷 保 护 装 置 动 作 ， 并 且 拒 绝 动 作 ， 来 避 免 不 必 要 高 中 资 料 试 卷 突 然 停 机 。 因 此 ， 电 力 高 中 资 料 试 卷 保 护 装 置 调 试 技 术 ， 要 求 电 力 保 护 装 置 做 到 准 确 灵 活 。 对 于 差 动 保 护 装 置 高 中 资 料 试 卷 调 试 技 术 是 指 发 电 机 一 变 压 器 组 在 发 生 内 部 故 障 时 ， 需 要 进 行 外 部 电 源 高 中 资 料 试 卷 切 除 从 而 采 用 高 中 资 料 试 卷 主 要 保 护 装 置 。

大学体验英语综合教程1(第三版)翻译答案.doc

U1 1．你愿意把你的经验和组里的其他人分享吗？(share sth with sb) Would you like to share your experience with the rest of the group? 2. 你父亲如果还健在的话，他会为你骄傲的。(be proud of) If your father were still alive, he would be very proud of you. 3. 她开车转弯上了自家的车道(driveway)，不料发现路已被堵塞(block)。(only to) She turned up the driveway, only to fi nd her way blocked. 4. 他没有告诉任何人就走了，因为他不想卷入那件事。(get involved in) He went away without telling anyone, because he didn’t want to get involved in that matter. 5. 最终，产品的成功还是取决于高明的销售手段(marketing)。(ultimately) Ultimately, the success of the product depends on good marketing. 1. 我发觉自己对英语口语有着浓厚的兴趣。(find... doing) I found myself having great interest in spoken English. 2. 驱车行驶在高速公路上，我意识到近几年来，中国的公路系统发生了巨大的变化。(realize; enormous) Driving on the expressway, I realized that enormous changes had taken place in China's highway system in recent years. 3. 我简直不敢相信他这么快就学会了操作计算机。(can hardly believe; work) I can hardly believe that he has learned how to work a computer so quickly / in such a short time. 4. 三年的时光已经过去，这一刻终于来临了：不到两周我就要回国了。(in less than) Three years have passed by and the fi nal moment has come. / After three years, the time has come. In less than two weeks, I will return home / go back to my country. 5. 许多我认识的人都迫不及待地想要出国，而我却宁愿和家人一起呆在国内。(can't wait) I know a lot of people who can't wait to go abroad, but I prefer to stay with my family in my own country. U2 1. 我们急匆匆地赶到火车站，结果发现火车刚刚开走。(only to)

大学英语综合教程3第三版答案

大学英语综合教程3第三版答案

大学英语综合教程3第三版答案 【篇一：新标准大学英语综合教程3答案(全版)】 >unit1 active reading(1) 4. b c c d c a 5.productive attendance resistance ambitious acceptance script impressive 6.attendance ambitious productive impressive resistance script acceptance 7.mortgage deck surf coastal;defy lengthy 8.b a b b b a b b active reading(2) 4.triple cemetery rear biography cram budding finite elapse 5.elapsed;cemetery rear;crammed triple budding;biography finite 6.a b a a b b a a 7.a b b a a b b b a language in use 6.(1)我们都觉得在校时间不多了，以后再也不会有这样的学习机会了，所以都下定决心不再虚度光阴。当然，下一年四五月份的期末考试最为重要。我们谁都不想考全班倒数第一，那也太丢人了，因此同学们之间的竞争压力特别大。以前每天下午5点以后，图书馆就空无

一人了，现在却要等到天快亮时才会有空座，小伙子们熬夜熬出了眼袋，他们脸色苍白，睡眼惺忪，却很自豪，好像这些都是表彰他们勤奋好学的奖章。 （2）明天行吗？明天只是个谎言；根本就没有什么明天，只有一张我们常常无法兑现的期票。明天甚至压根儿就不存在。你早上醒来时又是另一个今天了，同样的规则又可以全部套用。明天只是现在的另一种说法，是一块空地，除非我们开始在那里播种，否则它永远都是空地。你的时间会流逝（时间就在我们说话的当下滴答滴答地走着，每分钟顺时针走60秒，如果你不能很好地利用它，它就会走得更快些），而你没有取得任何成就来证明它的存在，唯独留下遗憾，留下一面后视镜，上面写满了“本可以做”“本应该做”“本来会做”的事情。 7.(1)students differ about whether they should have their future mapped out when they are still at university .some think they should have a definite goal and detailed plan, so as to brace themselves for any challenges, whereas some others think they don’t have to think much about the future , because future is full of uncertainties. （2）after a very careful check-up ,the scientist was told he had got a fatal disease .although he knew that his life was ticking away ,instead of complaining about the fate ,the scientist decided to make the best of the remaining days ,and speed up the research project he and his colleagues initiated ,and have a shot at completing it ahead of schedule. unit2 active reading 5.definite perpetual whirl blaze giggle prompt tumble 6.prompted definite whirl perpetual blazing giggling tumbled 7.blinked barren tag torture resemblance napkin

大学综合英语教程1第1到10单元课后题附带翻译题解析

Book1 课后习题 Unit1 Never Say Goodbye I. Explain the italicized part in each sentence in your own words. 1. When I was ten I was suddenly confronted with the anguish of moving from the only home. 2. … they all have one thing in common: sadness. 3. … in that place in your heart where summer is an always time. 4. Don’t ever give in to the sadness and the loneliness of that word. 5. Take that special hello and lock it away within you. II. Fill in each blank with one of the two words from each pair in their appropriate forms and note the difference of meaning between them. 1. SHUDDER SHAKE a. Seeing the referee drawing out the yellow card, the coach began ————————— his fist in rage. b. She ————————— at the touch of his leathery hand. c. The tree branches were ———————— in that sudden gust of win d. d. He ———————— breathlessly in the doorway until his pursuers had raced past. 2. ANSWER REPLY a. He had hoped that divorce would be the —————— to all his problems. b. We are still waiting for him to ——————— to our requests for further assistance. c. In ——————— to his suggestions, they have decided to consult him for more details. d. He ———————— his critics by claiming that he was responding to the new needs of globalization. 3. COMMON GENERAL a. The ———————— impression we got was that they were not interested in the new project. b. It was claimed in the newly published report that higher education, in ———————— , is financially in trouble. c. It may be said that good health is a ———————— condition, and that occasional sickness is —————— . d. AIDS is becoming the most ———————— cause of death among drug addicts. 4. SMALL TINY a. A ———————— house would do perfectly for the two of them. b. “Get back on board!” I shouted as his ———————— figure struggled up the river bank. c. Displayed at the exhibition were some ———————— toy soldiers that were beautifully carve d. d. The visitor was a ———————— man who would give every appearance of self-importanc e. III. Choose a word or phrase that best completes each of the following sentences. 1. She suffered great mental ——————— after her husband died, and as a result she became mad. A. anger B. discomfort C. Unhappiness D. anguish 2. She offered me some food that had a ———————— taste. A. special B. peculiar C. particular D. Concrete 3. Building the proposed underground railway may ———————— much more than the government could pay. A. spend B. cost C. take D. Waste 4. Realizing the immense international pressure, the President ———————— stepped down. A. conspicuously B. gracefully C. lonely D. truly 5. The audience whistled and shouted, waiting for her to sing one ———————— song. A. last B. final C. ending D. concluding 6. During the war, all the women were left unloved, exhausted, impoverished and ——————— .

综合英语教程第三版

unit1响尾蛇伤 我们在西波顿种植西瓜和香瓜供应市场。我家有一块瓜地和花圃在紧靠甘蔗地的谷仓背后。一天，我从工具棚里拿了把镰刀想去砍个西瓜自己吃。他们是不许我拿这把刀的，因为它的刀刃比我的胳膊还长。但它是切西瓜的最好工具。一刀下去，西瓜就一分为二了。 我正沿着瓜地边走边拍打着想找一个熟瓜，突然感觉脚好像被针一样的东西扎了一下。我为是踩在一堆蒺藜草上了。 转眼一看，却发现是一条响尾蛇。我知道响尾蛇在袭击之前都要发出响声以示警告的，而我对那响声的熟悉程度决不亚于我熟悉鹌鹑。后来我才明白它是没有时间警告，我肯定是一脚踩在它的嘴巴上了。我边往家飞奔，边大声喊叫，满脑子想的都是自己肯定要死了。妈妈赶快解下围裙用上面的带子绑在我的膝盖上部。她扶我到前屋的沙发上躺下，让玛莎照看我。当时在场的既没有一个男人也没有一匹马。最近的住宅是豪威尔先生家，但他家没有马。再远点的是吉姆·安德森家，穿过田地抄近路也有半英里的距离。妈妈冲向安德森家。安德森的一个儿子跳上马就直奔城里，在安德森家打工的克拉克的儿子用车把妈妈送回家。回到家，妈妈发现围裙带已被玛莎解开了，因为我直叫系得太紧。妈妈给我重新绑上，她用力很猛以致于我失声叫了起来。 然后，妈妈又到门廊朝那条通往城里的路张望。这条路位于安德森和豪威尔两家领地中间，一直延伸到小山顶端，因此从这里你可以看见所有路过的人或物。我总是远远就能辨认出我们的马车和汤姆，尤其是爸爸赶车的时候。这时，如果得到允许，汤姆就会因为急于吃到马槽里的东西而撒腿跑起来，爸爸也总是允许它这么做的。 赫伯·安德森的意见是首先找爸爸，如果他不在就找麦肯斯医生，再不成就找菲尔德或别的医生。 妈妈一边盯着看谁的马先出现，一边不时地进屋安慰我。 终于，妈妈说道：“你爸爸来了。” Read more 误解 这是个古老的故事，的确是要说到1864年的事。那时，英国军队驻扎在牙买加的一个团养了只官兵都喜爱的大猴子。那是只善于思考、极有主见的猴子，他的行为习惯和举止总是令军官们开心不已。他的居所对着军官食堂的窗户，尽管身上系着很长但不重的链子，他照样自得其乐，淘气逗人。比如有一天，他觉得一位年轻军官羞侮了他，便立即把食堂窗户敲得惊天动地。军官们只好把他的居所移到一个不太招眼的地方，但他依旧自娱自乐。任何活生生的东西，只要胆敢闯入他链长所及的范围内，就免不了被折腾得手忙脚乱一阵子。而那些倒霉的鸡鸭，却经常误入他的领地。那就会被他一下子抓住，有时竟被他扼杀，不过更多的时候，他都是恶作剧地对这些痛苦的阶下囚实施全身或半身拔毛手术，然后再放开。 然而，有一只鸡却让他突然强烈地喜欢上了。他是逮住了它，但他即不拔毛也不扼杀，反倒是百般怜惜、抚爱有加。这种毫无顾忌的举动使那只不幸的鸡恐怕是宁受拔毛之刑吧。猴子拧它，揉它，抚摸它，搂抱它，把它举得高高地，令它展翅起舞，又把它放开一会儿，可当它试图逃脱时又顽皮地将它两腿一抓。可那只鸡怎么地都不领情，反倒是完全误解了猴情猴意。但猴子却始终不渝，牢牢地紧握着这个心肝宝贝不放松。他满以为忠贞不渝的柔情蜜意即能赢得芳心归，没想到讨好卖乖了一番却不成功，因而更加大献殷勤：不一样地抚摸，更挚着地摩挲，更卖力地搓揉，还逗得它更欢快地舞蹈。可万分钟情也未能赢得回眸一顾。终于，在猴子极其亲昵的拥抱中，鸡给整死了，至死也未能理解猴的一片赤诚。 猴子处于极度悲伤之中。可想而知，他好不容易发现心爱之鸡，而这心爱之鸡未能回报丝毫之柔情，竟弃他而去！可悲复可怜！他开始着手祭奠的仪式，每一动作都表现出他沉痛

最新综合英语教程2第三版课文翻译资料

《综合英语教程》第二册课文、扩展阅读课文译文 Unit 1 Text 等候的人们 我坐在一个机场，观察着等候所爱之人到达或离开前最后一刻的人们。他们有的不安地来回走着，有的互相凝视着，有的拉着对方的手。此时的感情是强烈的。 一位讲西班牙语的女士正来回转圈地跑着，想要将全家人集中起来道别。她的嗓门很高。当登机前的最后时刻到来时，她用双臂搂着儿子，似乎这一紧紧的拥抱能保佑他将来平安地归来。 在我候机坐位旁的栏杆边站着一位祖母和她的孙子，该来接他们的人还没到。他们旁边有两位女士，互相之间显然没有关系，但她们的眼光都象扫视着大海的探照灯一样朝通道口仔细地搜索着。一位怀抱婴儿的母亲正与丈夫吻别。泪水打湿了她的面颊。这时刻十分令人动情。 在第13号出口处，抵达者们刚刚进站。“我看见她了，她在那儿。”以同样感人的激情，这些抵达者融入了庞杂的人群，仿佛他们是这人群中失而复得的一个组成部分。泪水、笑容，和由衷的快乐洋溢在久别重逢的欢声笑语中。 我坐着边翻书边等着我的登机时刻，感到有点孤独，因为亲人与我的时间不配；而我要去见的人，我的女儿，却在我旅程的另一端。 我在回想往日的离别和重逢。忆起我看见女儿，就是我现在要去见的女儿，正从那狭窄的通道走过来，肩上背着背包，怀里抱着塞得满满的行囊，带着的耳机让她无暇顾及身旁川流不息的人群。她当时上大学一年级，11月回家度假——8月份以来第一次回家。我紧紧地拥抱着她，似乎我曾失去过她。 今天我乘坐的航班晚点两小时。手里的书今天读起来没劲，不如观看眼前这熙来人往的人群。一个5岁左右的男孩第一次见到他的祖父。他一点点往上看，半天才看到了对成人来说并不算高的一位男人的脸。一高一矮的两人脸上都放出了喜悦的光芒，我不知道人们如何能用语言和胶卷来捕捉这一时刻。 当我的航班终于呼叫登机时，我收起书本和行李。既然无人相送，我就没有回头看看来时的方向，而是在想上班的丈夫此刻极想知道我是否已起飞，在另一端的女儿也正惦记着同一件事。 登机时，我回想起另一种离别和重逢。有一次我新婚不久，91岁的祖父去世了。我们的关系一直很密切，那天傍晚，我参加完他的葬礼乘飞机返回，一边离开机场一边哭着。我们刚刚结婚一年的丈夫等候在出站口，把我拥抱在怀中。满脸的泪水招来了大家对我的关注，但我并不在乎。不管怎么说，我内心的那种感受在机场没有什么不合时宜的。 生命始终都需要这般关注。我祝愿所有旅行的人们归来时都能看到有人在等候迎接他们。我也祝愿他们出发前有人去送行。我想到自己的祖父并认识到，如果死亡就像这样，一次旅行而已，那么，我就不会害怕。 （吕睿中译，胡一宁审校） Read more 重要之事

大学体验英语综合教程1第三版(最新版)课文翻译【免费】

Unit1 A篇 我在哈佛的第一周 新生进入哈佛校园的第一天，据说总是令人激动不已。这的确也是我来到哈佛第一天的真实写照。父母陪着我开车驶过主校门进入校园时，那柔和的阳光透过绿树间隙照射在古老的砖墙建筑上。沾满晨露的绿草在阳光下闪闪发光。我凝视着车窗外面的迷人景色，心中暗想：“最幸运的新生不过如此了！” 我们来到了卡纳迪公寓——我的宿舍楼。我和四个女孩同住在四室一厅的套房里。这个套房在顶楼，天花板很高，上面有天窗。从卡纳迪公寓到餐厅和上课的教室，都只需要两分钟的路程。我很喜欢自己的室友。我们各自的背景、种族、宗教信仰和兴趣爱好都完全不同。这也反映出哈佛引以自豪的“多样性”。第一周，幸亏有这样四个可称为朋友的女孩相伴，帮助我顺利度过了到哈佛后的这段适应期。这一周有许多重要的决定需要我来做，而没有父母和好友的帮助，有时我会感到十分艰难。 选课是第一步。在哈佛，新生唯一的必修课是说明文写作。这一年，我实际上可以选修我想学的任何课程，而且课程的门类出奇地多！我该如何选择呢？庆幸的是哈佛允许新生在“选课周”里到课堂试听。上课时间和平时一样，我们可以试听任何想选修的课程，多少不限。如果我最后决定选修某一门课程，我就要完成“选课周”里布置的所有功课。另外，如果我试听了一门选课表上看似很好的课程，却发现这门课并不适合我，或教授讲课枯燥乏味，我可以决定不选修这门课！同样艰难的是在众多的运动队、出版社团、乐队、戏剧社或俱乐部中做出选择。到底该参加哪一个呢？ 在哈佛，就餐肯定也是最能引得新生关注的事情之一。不过并不是指一日三餐吃的东西——尽管饭菜很可口，而是指就餐的环境真的很好。我们的餐厅与其说是个自助食堂，不如说更像是一个教堂或博物馆。桌子、椅子、地板、墙壁，还有高高的天花板都是用华丽的深色木料制作的，油漆得精光锃亮。而且，大厅里悬挂着枝形吊灯，墙上镶嵌着明亮的彩色玻璃窗，厅里到处可见哈佛历史名人的雕塑和画像。 哈佛第一周的所有这些经历将成为我毕生的珍贵记忆。然而，哈佛这一周给予我的最宝贵的财富，却是我遇到的其他同学。我在这儿遇到的每一个人都是那么朴实。每当我看到有人在嘉佩乐音乐会上演唱动人的歌曲，有人在才艺秀上表演精彩的小提琴独奏，有人在我去听的一堂课上阐述深刻的见解，我都惊讶不已！能够欣赏身边这么多有天赋的同学并能与他们相伴，这正是我在哈佛第一周体验到的最宝贵的经历。一周已经过去，四年大学生活就在前头——真是令人迫不及待！ Unit2 A篇 我们都有梦想。通常,当我们睡着了。这样的梦想可以比帮助更伤人。例如,假设在做梦你吃小麦片,醒来,发现只有一半床垫不见了!嗯,我指的并不是这种类型的梦。相反,我在考虑一个人的视野,愿望,或狂热的对未来的希望。我们的梦想是我们的灵魂之歌。生活中没有一个是减少到一个空洞的存在。但是生活有梦想充满了意义和目的。 尼尔?皮尔特既是Rush摇滚乐队的鼓手和主要词作者，也是一位作家和哲人。请看他是何等优美地表述了生活和梦想之间的关系：“生命就像一支蜡烛，而由梦想将其点燃。”安利公司的创始人理查德?M?德沃斯也谈及希望之火：“一个人心怀梦想和大志，时时刻刻地在渴望和希望，却没有尝试将这一切付诸现实，还有比这种人的生命更富悲剧性的吗？他的梦想只能发出摇曳的微弱光亮，却永远不能迸发出火焰。”

综合英语教程1册U2

Introduction It is quite easy to introduce people to each other in English. One way is just to say the names, pointing at each person as you name them. Imagine you want to introduce Mary and Carmen to each other. First of all (talking to Mary), you can point at Carmen and say " Carmen", then you turn to Carmen and say "Mary". Or instead of just saying the names, you can say "This is Carmen"and"This is Mary". If you want to speak in a more formal way( perhaps to introduce older or more important people to each other), you can say to the first person, "Can I introduce Mr/Mrs X?", or "I don't think you've met...". When you speak to the second person, you can just say "This is ...". When people are introduced, they usually say"Hello","Hi" (friendly and informal) or "How do you do?" (more formal). " How do you do?" does not mean the same as "How are you ?", and is not really a question at all. It is just an expression that people use when they are introduced. It is quite common to introduce people using their Christian name and surname (instead of Mr/Mrs, etc.+surname).You can't always do this, it depends on the people's age, social class, and social attitude, and on your relationship with them. If you are not sure, it is safer to use 'Mr /Mrs' etc Useful Expressions You may introduce yourself like this: Good morning, Mrs. Black, allow me to introduce myself. My name is Jane. Let me introduce myself. My name is Mary Brown. I don't believe we've met. I'm Li Zheng. Glad to meet you. I'm Catharine Black. It's Catharine, but please call me Kate.