新生代英语基础教程2unit3_电子教案

教案

课程名称新生代英语基础教程2

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教材《新生代英语基础教程2》

Breakfast

Show Time

“Nobody has pizza for breakfast.”Reading

English Breakfast

Chat Time

I’m allergic to dairy.

Writing

A recipe

Grammar

Countable and uncountable nouns

My Story

Food and nutrition

main Have students look at the picture and ask them to tell you as much as they can about it.

Then, go through the questions and complete each answer. In addition, you can ask a few warm-up questions such as “Do you eat breakfast every day” “Who do you eat breakfast with” and “What do you usually have for breakfast” If students have trouble with these questions you can write model answers on the board for them to use when answering. For example, “Yes, I do.” “I eat _____ with _____.” and “I usually eat _____.”This is also a good opportunity to review the present simple tense, since breakfast is something we repeat on a regular basis.

For an extension activity, you can also apply the same questions to other meal times.

Have students listen and repeat the words. The vocabulary for this unit

is quite easy to teach since they are all concrete nouns (nouns we experience through our five senses, as opposed to abstract nouns, which we must imagine). Thus, you can teach them simply by pointing to the pictures in the book and having the students echo and repeat after you. At this level, you may also consider making basic flashcard for the vocabulary. This is a lot easier than it sounds. All you need to do is find some pictures of the vocabulary items. Then you can print them out and laminate them. Keep in mind that flashcards work best when used with concrete nouns. This is because it is difficult (or sometimes impossible)to show a pictorial representation of abstract nouns. Another point to remember is flashcards tend to be more fun and effective with lower level and younger students. If your students are older or higher level, flashcards may not be as effective

or necessary. With younger learners, having flashcards can not only help students learn, but can also provide you with a range of fun games and activities.

Once students are comfortable with the new words, have them do the exercises, correcting any mistakes. Tell the students they will hear a conversation between David and his mother. Now, listen to the conversation and have students complete the sentences. Correct any mistakes. Have students practice the conversation in pairs. Monitor their performance.

For Exercise D, let students read the clues first and then guess the food one by one.

First, have the students watch the video in its entirety. Ask basic comprehension questions such as, “Who are the main characters in this video” “Where are they” “What are they doing” “Why are

they doing tha t” “How are they doing it”

Next, have students take turns in explaining what is happening in each picture. You can do the first picture, and then have a more confident student try the second one. To make it more fun, you could choose two students, and then have them race to explain what is happening in the picture. The student with the fastest and best explanation wins.

Watch the video. Now, look at Exercise B, and ask students to complete the True / False statements.

Next, students can complete the dialogue in Exercise C. Have three students read out the dialogue with one student playing the role of Hector, one as Mr. Sanchez and the other as Mrs. Sanchez. For an extension activity, you can also have the students rewrite the

conversation, using different foods.

For Exercise D, you need to first review the vocabulary word omelet. Ask students what the ingredients are for a typical omelet, and then have them imagine the steps they might take when making one. Now, tell students to look at 1. And read it out loud. Ask, “What should we do after we beat some eggs in a bowl When students have given you the correct answer, repeat the process using “What should we do after we _____” To check the answers for B, C, and D, students can change books and listen as you go through the answers. If you would like to give homework, you can tell students that they must rewrite every incorrect answer 5, 10 or 20 times at your discretion.

Read and listen to the text and have the students read each of the True / False statements. Choose the correct answer in eight minutes.

Have students read the new words in the boxes. Correct their pronunciation. Have students underline the words and expressions in the article. Let students finish Exercise C.

Ask students: “Do you think breakfast is important” and “Do you have it regularly” Have them write their answers down and exchange their opinions with their partner. Invite volunteers to voice their view.

Have students preview the new words before class. During this process, they can know more about food culture of these countries.

You may use visual aids to show the diversity of food culture.

Explain to students that they will hear a conversation in which Andrew

politely declines food offered to him by Julie. Introduce the key vocabulary words for this conversation. Tell the students to listen carefully and write down what they hear in the blank spaces. If necessary, pause the recording so that students have time to write. Next, have students practice declining food in pairs, monitoring them while they do so.

Now have students read through the Language Note, teaching the idiom “An apple a day keeps the doctor away.” Ask students to tell you how often they eat fruit and which fruit they like the best.

Explain examples in Exercise C and remind them to practice dialogs using Useful Language.

Tell students that eggs are essential to English breakfast and eggs can be fired, scrambled, boiled and proached. Have students finish Exercise B.

Have students read words from the form of Exercise A and tell their Chinese meanings. Check their work. Play a short video on four methods of cooking eggs and provide several clues. Ask students to write simple instructions with Exercise A as an example.

Explain to students that some nouns are “countable,” which means that you can count them. Sometimes they are also called “count nouns.” Give some examples of “count nouns,” such as cars, tables, cups, sandwiches, emphasizing the s on the end. Tell students that, with the exception of irregular plurals, we can always add s to countable nouns. Ask students to come up with examples of countable food nouns and write them

on the board.

Next, tell students that other nouns are “uncountable,” which means that we cannot count them.

Sometimes, they are also called “non- count nouns.” A good way to teach this is to have students look at the material properties of the food. For example, you can tell students that all liquids and powders are uncountable. You can then drill the “other” category, making sure students learn them, too.

A quick game you can play to teach this is “How much / How many.” You say a noun and then students must say either “How much” or “How many” depending on if the noun is countable or uncountable. The first student to say the correct answer gets a point for his/her team. You can also do the same using “There is / are.”

Finish by having students complete the exercises, and then ask them to change books and go through the answers, correcting any mistakes.

Tell the students that they will see a video in which real people talk about their eating and shopping habits. Now, watch the video and have students complete the true or false statements. In some cases, you may need to pause the video to help the students.

Now have students tell you the answers, correcting any mistakes. Watch the video again and have students write in the missing words, pausing the video if necessary. Check the students’ answers, correcting any mistakes.

For the discussion section, start by going through the model answers in the book, and have students repeat after you. Then, give the students your answers to the questions. Next, you can have several students give their answers to the class. Finally, have the students discuss the questions in pairs and/or in groups.

作业Finish all the exercises in Unit 3.

Read the text in this unit again and

try to summarise its content.

Write a recipe for your favorite

food.

课后总结与反思

补充教学资源

VOCABULARY BUILDER

参考译文

参考译文

戴维：嘿，妈妈，早饭吃什么？

母亲：早上好，戴维。我们有烤面包、水果和鸡蛋。你要吃点儿什么呢？

戴维：我要一些烤面包，谢谢。

母亲：你想喝什么有橙汁、苹果汁和牛奶。

戴维：我要一些牛奶。你在吃什么？

妈妈：现在是十一点…我6点半就醒了！我已经吃过早饭了。

戴维：哎呀……我想我睡过头了。嗯，这是星期六。我可以和艾莉一起玩电子游戏吗？

母亲：当然可以，但是首先吃完早餐并完成你的家庭作业。

戴维：好的！

SHOW TIME

语言解析

1. How about some cake Cake has eggs and milk and fruit!

来点儿蛋糕如何蛋糕有鸡蛋、牛奶和水果！

1）How about +sth / doing sth

What about +sth / doing sth

. What about seeing a film 看电影怎么样

2）Why don’t y ou do sth

. Why don’t you have a housewarming party

为什么不举行一个庆贺迁居的聚会

3）对他人的提议表示同意时，可以说：That’s a good idea./OK./Great./Yes, let’s…；

对他人提议表示不同意时，委婉地拒绝，可以说：No, I’m sorry…/ No, I’m afraid…；

或委婉提出其它建议，可以说：I’d (I would) prefer sth/to do sth./ I’d (I would) rather sth /do sth.。

2. People have toast for breakfast, and toast is bread, right Well so is pizza, basically.

人们早餐吃的吐司，吐司是面包，对吧那么，披萨本质上也是面包。

此句so is pizza是倒装结构中的部分倒装。

1）当要表示前面提出的某一肯定的情况也同样适合于后者，通常就要用“So+助动词+主语”这种倒装结构：

. You are young and so am I. 你年轻，我也年轻。

She likes music and so do I. 她喜欢音乐，我也喜欢。

If he can do it, so can I. 要是他能做此事，我也能。

2）若前面提出某一否定的情况，要表示后者也属于同样的否定情况，则应将其中的so改为neither或nor：

.You aren’t young and neither am I. 你不年轻，我也不年轻。

She hasn’t read it and nor have I. 她没有读它，我也没有读。

3. Isn’t there anythin g else in the refrigerator besides pizza and cake.冰箱里除了比萨饼和蛋糕，没别的了吗

besides 在这里作介词，意为“(包含在内的）除了”，还可作副词，意为“再者，而且”。

. There were still ten persons besides me who supported the plan.

除了我之外，还有十人支持这个计划。

He has no friends. Besides, he has no money.

他没有朋友。而且，他没有钱。

except (不包含在内的）除了

. Everyone came to the party except George.

除乔治以外，大家都来参加聚会了。

4. Give me a hand, will you, dear．亲爱的，帮个忙，好吗

此句是陈述部分为祈使句的反意疑问句。

1）若陈述部分为祈使句，疑问部分通常用will you：

. Come with us, will you 同我们一起去，好吗

Don’t forget to post t he letter, will you 请别忘了寄信。

当祈使句为Let’s…时，疑问部分用shall we：

. Let’s go there together, shall we 我们一起去，好吗

2）give sb a hand=lend sb a hand=help sb 帮助某人

. Can you give (lend) me a hand to carry the piano

你能帮我搬一下这架钢琴吗

5. It will only take about 15 minutes. 它只需要约15分钟。

It takes sb. some time to do sth .做某事花某人时间。其中的It 是形式主语。代替后面的不定式(短语)。

. It will take us a whole week to travel through the forest.

穿过这片森林得用我们一整周时间。

It took them 3 days to finish the work.干完这项工作用了他们3天时间。

How long does the journey take It takes about 3 hours.

这段旅程需要多长时间大约3个小时。

6. I was only kidding! 我只是在开玩笑！

be kidding口语化表达，类似表达还有You are kidding！（你是在开玩笑吧）正式点的说法是Are you joking

参考译文

桑切斯先生：为什么不做煎蛋卷？

桑切斯夫人：这是个好主意。亲爱的，帮个忙，好吗它只需要约15分钟。

赫克托：我该做些什么呢？

桑切斯夫人：首先，你拿几个鸡蛋，把他们打在一个碗里。然后把牛奶倒进碗里。如果你喜欢，可以加一些磨碎的奶酪…

桑切斯夫人：这个是不是比吃披萨和蛋糕更好？

赫克托：这是当然。谢谢，妈妈。

桑切斯先生：你能把胡椒粉递给我吗？

赫克托：没问题，给你，爸爸。你能把糖递给我吗？

桑切斯先生：糖你要糖干什么？

赫克托：我喜欢把糖撒在我的煎蛋卷中。

桑切斯先生：什么？

赫克托：我只是在开玩笑！

READING

语言解析

1. However, an English breakfast will be different depending on what part of the UK you are in.

然而，英式早餐有很多种，取决于你身在英国的哪个地区。

depend on（upon）取决于，视……而定。depending on 在这里是现在分词短语作方式状语。

. Our success depends on whether everyone works hard or not.

我们的成功取决于每个人是否努力。

Whether the game will be played depends on the weather．

比赛是否举行要视天气情况而定。

2. There are so many things in an English breakfast that it is often called

a “full English breakfast”.

一份英式早餐包含很多东西，因此常被称作“全英式早餐”。

此句是so…that 引导的结果状语从句，so…that 意为“如此……以至于”。so 是副词，用以修饰其后的形容词或副词，说明其程度的大小。同义结构：such +名词短语+that…

. He was so tired that felt asleep in the chair.

他累得坐在椅子上睡着了。

She is such a good teacher that all of us love and respect her.

她是一位很好的教师，我们都敬爱她。

It was such bad weather that I had to stay at home.

天气太坏，我不得不呆在家里。

参考译文

英式早餐

用一顿英式早餐开启一天，这种完美方式全球闻名。英式早餐不但在英国很受欢迎，在澳大利亚、新西兰、加拿大和南非也广受吹捧，因为这些国家在历史上与英国关系密切。

英式早餐通常包括培根、鸡蛋、西红柿、蘑菇、吐司、香肠和番茄烘豆。然而，英式早餐有很多种，取决于你身在英国的哪个地区。例如，在苏格兰，人们

经常在早餐中加入黑布丁——一种由猪血制成的香肠。在威尔士，早餐中会加入紫菜煎饼（一种用海藻制成的面食），而在北爱尔兰，人们喜欢吃土豆面包（一种面包）加上培根和鸡蛋。

一份英式早餐包含的东西很多，因此人们常称其为“全英式早餐”。一份完整的英式早餐几乎总会配上一壶热茶。近些年来，在世界各地的咖啡馆和餐厅的菜单上都可以找到英式早餐，它是来自英国的最著名的食物之一。

CHAT TIME

参考译文

安得烈：我饿了。早餐吃什么？

朱莉：让我看看。我们有些麦片。

安得烈：不，谢谢。我不喜欢吃麦片。

朱莉：吐司怎么样？

安得烈：我正在尽量避免吃面包。

朱莉：新鲜牛奶？

安得烈：我对奶制品过敏。

朱莉：猪肉香肠？

安得烈：我担心吃猪肉违反了我的宗教信仰。

朱莉：有了！苹果怎么样？

安得烈：没问题！我喜欢苹果！

朱莉：你知道他们说什么。一天一个苹果…

安得烈：……医生远离我！谢谢!

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教案 课程名称新生代英语基础教程2 课时____________________ 班级____________________ 专业____________________ 教师____________________ 系部____________________ 教研室____________________ 教材《新生代英语基础教程2》

Family Show Time “Where are you from?”Reading Why is it called a honeymoon? Chat Time The rest is history. Writing Family tree Grammar The possessive ’s My Story Family main Have students look at the picture and ask them to tell you as much as they can about it. Then, go through the questions and complete each answer. In addition, you can ask a few warm-up questions suc h as “How many people are in your

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目： 卷： 120 1. n_rse A. n B. m C. u D. v 3. sma_l A. e B. a C. l D. n 5. b_ue A. l B. f C. u D. v -- _____. ’t. C. Yes, she is. D. Yes he is. 14. –Are you married? -- _____. A.No, he is n’t. B. Yes, he is. C. No, I am single.. D. Yes, they are.

15. –Where are you from? -- _____. A. I am a nurse. B. I am from Australia. C. I am Chinese. D. We are sisters. 16. --What color is your new phone? --________________. A.It is pink B. It is mine B. C. It’s in the suitcase. D. It isn’t here 17．--Is this your suitcase? --________________. A.Yes, it is. B. Yes, they are. C. No, they aren’t. D. No, they don’t. 18. --Are these your books? --________________. A. Yes, it is. B. Yes, they are. C. No, they aren’t. D. No, they don’t. 19. --What’s that? --________________. A. It is black B. It is a camera. C. They are pens. D. They are not. 20. --What are those? --They are____. A. watch B. glasses C. apple D. car 21.--This bag is too big, I want a ____ one. A. ugly B. small C. light D. heavy 22. She is from _____, she is _____. A. USA, America B. Egyptian, Egypt C. Italy, Italian D. Spanish, Spain 23.--How do you go to school? --______________. A. Sorry, I don’t know. B. At seven o’clock C. I take a bus. D. I work in a book shop. 24.. --what do you do at weekend? --I listen____ music and go shopping. A. in B. on C. to D. at 25. --Do you like basketball?

工程硕士研究生英语基础教程 课文翻译

Unit 1 我的第一份工作 汽车清洁工 [1] 我从父母那儿获得了很强的工作道德观。他们俩都经历过大萧条时期，对不是按常规工作的人感到难以理解。我曾经告诉我妈妈，西尔堆斯特·史泰龙工作10周挣1200万美元，“那他在一年其余的日子里干什么呢?”她问。 [2] 我把父母的工作道德观带入了我在故乡马萨诸塞州安多佛镇附近的威尔明顿镇福特汽车专营店干的第一份工作。那时我16岁，学期当中我干活干到五、六点，暑假期间则每天干12个小时。我干的是汽车清洁小工的活儿，也就是清洗，抛光等事，并确保纸地板垫的位置合适。还有一项职责是在夜里将汽车轮毂盖取下来以免被偷，第二天再还回原处。这是一项很费劲的工作，因为我们有占大约7英亩地的汽车。 [3] 一天，我抱着一大捧毂盖转过一个角落，几乎与我们新任总经理撞了个满怀。我吓了一跳，结果把毂盖全掉在了地上。他当场就解雇了我。 [4] 我羞愧万分，不愿让父母知道这件事。大约有两周的时间，我每天都忙到晚上，然后我会回家说工作干得很愉快。

[5] 走投无路之下，我写了一封信给亨利·福特二世，告诉他所发生的事情。我说我们家是福特车的忠实用户，并说我长大成年后打算买一辆野马车。最后，汽车专卖店的店主给我打来了电话。“我不知道你在底特律认识谁，”他说，“但如果你还想要回你原来的工作的话，这工作就归你了。” [6] 后来在大学期间，我想在一家劳斯菜斯(罗尔斯—罗伊斯)的专营店干活，但店主说他们不缺人。即便如此，我还是开始在那儿清洗汽车。当店主注意到我时，我说我会一直干到他雇我。最后他真雇了我。 [7] 成功需要毅力。态度也很重要。我从不认为我那时比其他任何人强，但我一直相信我当时干的活别人都赶不上。 出纳员 [1] 第一次与我祖母坐在她位于曼哈顿的药店的现金出纳机后时，我l0岁。不久之后，她就让我一个人坐在那儿。很快我就知道了礼貌对待顾客以及说“谢谢”的重要性。 [2] 起初我的报酬是糖果，后来我每小时得到50美分。每天放学后我都工作，暑假、周末和假期则从上午8点干到下午7点。我父亲帮我在银行立了一个账户。看着存款数增加比我当时本可以买到的任何东西都更让我满足。 [3] 祖母是一位严厉的监工，从不给我任何特殊照顾。她像鹰一样注视着我的一举一动，不过却放手让我应付象在午餐高峰时干活这样压力很大的场面。她的信任教会了我如何对待责任。

工程硕士研究生英语基础教程 英译汉

工程硕士研究生英语基础教程英译汉（Unit 1-10、13、14） Unit 1 1. Two noted Americans explain why it’s not what you earn-it’s what you learn. 两位美国名人解释为什么不是你所挣的而是你所学的更重要。 2. I have never thought I was better than anyone else, but I have always believed I couldn’t be outworked. 我从不认为我那时比其他任何人强，但我一直相信我当时干的活儿别人都赶不上。 3. Watching my money grow was more rewarding than anything I could have bought. 看着存款数增加比我当时原本可以买到的任何东西都更让我满足。 4. I took a genuine interest in their questions and was able to translate what they wanted into makeup ideas. 我发自内心地关心她们的问题，并能理解她们的愿望，给她们出些该如何化妆的点子。 5. I ended up selling a record amount of cosmetics. 结果我创下了化妆品销售的最好成绩。 Unit 2 1. With the click of a mouse, information from the other end of the globe will be transported to your computer screen at the extremely fast speed of seven-and-a-half times around the earth per second. 只要用鼠标点击一下，在地球另一端的信息马上就会以每秒钟绕地球七周半的惊人速度传输到你的电脑屏幕上。 2. Besides, if everyone shops on the Net , what will happen to the hundreds and thousands of shopping malls? 此外，如果大家都在网上购物，那么成千上万的购物中心该怎么办呢？ 3. The huge power of electronic commerce (e-commerce) will change the face of trade dramatically. 电子商务的惊人威力会使贸易的局面发生激动人心的巨变。 4. The development of e-commerce may well bring the world into a brand new era of “electronic currency” . 电子商务的发展很可能会把世界带进一个“电子货币”的崭新时代。 5. As the Net pushes the economy ahead rapidly, the economy is also bringing the Net market forward , resulting in the Internet itself becoming the world’s largest emerging market. 在网络化高速地推动经济发展的同时，经济也反过来促进网络市场的发展，其结果是国际互联网本身将成为全球最大的新兴市场。 Unit 3 1. So, if you lose a key species, you might cause a whole flood of other extinctions. 所以，如果失去一个重要的物种，那也许会引起大量其他物种的绝迹。 2. Instead of depending on largely ineffective laws against illegal hunting, it gives local people a good economic reason to preserve and animals. 这种办法使当地人们可以为了经济上的原因而去保护动、植物，而不是依靠在很大程度上难以奏效的那些反非法偷 猎的规章制度。 3. With corruption popular in many developing countries, some observers are suspicious that the money will actually reach the people it is intended for. 由于许多发展中国家普遍存在腐败，一些观察家对这些钱财实际上能否到达应该接受这笔财物的人们手中表示怀疑。 4. Sustainable management of forests requires controls on the number of trees which are cut down, as well as investment in replacing them. 森林的可持续管理既需要投资种植新树以取代被砍伐的树木，也需要对被砍伐树木的数量进行控制。 5. In theory, consumers would buy only this wood and so fo rce logging companies to go “green” or go out of business. 理论上讲，消费者只能购买这些获得认可的木材，这将迫使伐木公司开始保护“绿色”，否则将无生意可做。 Unit 4 1. The trend began in earnest in 1995, when the Queen of England admitted that the Maori people of New Zealand had been shamefully treated, when the country was a British colony. 这个潮流是从1995年才真正开始的。当时英国女王承认当新西兰还是英国的殖民地时，新西兰的土著毛利人曾遭

研究生英语系列教程多维教程熟谙全文翻译

Unit1 从能力到责任 当代的大学生对他们在社会中所扮演的角色的认识模糊不清。他们致力于寻求在他们看来似乎是最现实的东西：追求安全保障，追逐物质财富的积累。年轻人努力想使自己成人成才、有所作为，但他们对未来的认识还是很模糊的。处于像他们这样前程未定的年龄阶段，他们该信仰什么?大学生一直在寻找真我的所在，寻找生活的意义。一如芸芸众生的我们，他们也陷入了两难的境地。一方面，他们崇尚奉献于人的理想主义，而另一方面，他们又经不住自身利益的诱惑，陷入利己主义的世界里欲罢不能。 最终而言，大学教育素质的衡量取决于毕业生是否愿意为他们所处的社会和赖以生存的城市作出贡献。尼布尔曾经写道：“一个人只有意识到对社会所负有的责任，他才能够认识到自身的潜力。一个人如果一味地以自我为中心，他将会失去自我。”本科教育必须对这种带有理想主义色彩的观念进行自我深省，使学生超越以自我为中心的观念，以诚相待，服务社会。在这一个竞争激烈＼残酷的社会，人们期望大学生能报以正直、文明，，甚至富有同情心的人格品质去与人竞争，这是否已是一种奢望?人们期望大学的人文教育会有助于培养学生的人际交往能力，如今是否仍然适合? 毫无疑问，大学生应该履行公民的义务。美国的教育必须立刻采取行动，使教育理所当然地承担起弥合公共政策与公众的理解程度之间的极具危险性且在日益加深的沟壑这一职责。那些要求人们积极思考政府的议程并提供富于创意的意见的信息似乎越来越让我们感到事不关己。所以很多人认为想通过公众的参与来解决复杂的公共问题已不再可能行得通。设想，怎么可能让一些非专业人士去讨论必然带来相应后果的政府决策的问题，而他们甚至连语言的使用都存在困难? 核能的使用应该扩大还是削弱?水资源能保证充足的供应吗?怎样控制军备竞赛?大气污染的安全标准是多少?甚至连人类的起源与灭绝这样近乎玄乎的问题也会被列入政治议事日程。 类似的一头雾水的感觉，公众曾经尝试过。当他们试图弄懂有关“星球大战”的辩论的问题时，那些关于“威慑”与“反威慑”等高科技的专业术语，曾让公众一筹莫展。像地方的区域规划，学校种族隔离制的废除，排水系统的问题，公共交通的治理，以及申请获得正在相互竞争的有线电视公司的许可证等这些曾经看起来只是一些地方性事务的事情，现在也需要专家采解决。这些专家的辩论充满着技术术语，常常使问题变得让人迷惑不解而不会使问题云开雾散，清晰明了。公共生活的复杂性，要求更多＼而非更少的信息资料；需要更积极＼而非越来越消极的公众的参与。 对于那些关心“民治政府”的人，公众理解程度的每况愈下是无法接受的。当今世界，人类生存问题吉凶未卜，无知是不可取的。那些目光短浅的专家们制定措施时一手遮天，这也是不可容忍的。作为公民，我们只有找到更好的教育方法，只有提出更棘手的问题，并得到满意的答案，才能在关键的决策时刻承担风险，运用我们所学的知识做出重大决定，否则，我们只能基于盲目地相信一个或几个所谓的专家做出决策。 我们的民主社会需要一批受过良好教育关心他人的年轻人群策群力，本着共同的信念，团结在一起，相互学习，参与到社会民主的建设之中。 民主的社会需要关心民主社会的公众，需要他们成为善于发问的民主参与者，成为知道怎样提出恰如其份的问题的人，知道公共政策的决策形成过程，并能够对那些影响深远的问题做出敏锐的，有见地的判断。诚然，没有哪个社会机构能独立培养我们所需的领导人才，但我们深信，如果“民治政府’’要有生命力的话，大学相对子其他机构来说，更有责任去培养我们国家所急需的具有宏畴伟略的领导人。 为了完成这个迫切的使命，年轻人的目光不能仅仅停留在国内，还必须放眼世界。现在的学生不但要对本国的人民与文化了如指掌，而且也应该熟知本国以外的文明。人类的势力范围已涉及到太空，一切变得都很明了，我们都是同一个星球的守护者。在过去的半个世纪中，我们的地球变得越来越拥挤，相互依赖性越来越强，同时也更加变化莫测。如果学生只一味自以为是，不能更好地理解自己在芸芸众生中的地位，那么他们对生活的社会所应承担的责任的能力将慢慢被消磨殆尽，及至危险的境地。 世界或许还没有变成一个小村庄。但可以肯定的是，我们的邻里意识必须加以扩展。当旱灾席卷撒哈拉沙漠，当印度支那战争带来难民潮时，我们的同情心，我们富于分析的智慧都不再受缚于地图上的政治分界线。我们开始知道，饥荒和人权已如同武器＼条约一样，对人类团结起着决定性的影响。最令人担心的是，蘑菇云已在人类意识里投下了不祥的阴影。这些业已存在的事实及其带来的后果都必须让每个学生了解。

畅通英语基础教程期末考试第一期B

目： 1. n_rse A. n B. m 3. sma_l A. e B. a 5. b_ue A. l B. f

II. Choose the best answer from each group of choices. 11. -- I am ____ nurse. -- I am ____actor. A. a, an B. an, a C. a, the D. the, a 12. -- what do you do -- ______ A. I am a teacher. B. Yes, I do. C. I am 7 years old. D. I am from New York 13. --Is she your mother -- _____. A. Yes, it is. B. No, it isn’t. C. Yes, she is. D. Yes he is. 14. –Are you married -- _____. A.No, he isn’t. B. Yes, he is.

C. No, I am single.. D. Yes, they are. 15. –Where are you from -- _____. A. I am a nurse. B. I am from Australia. C. I am Chinese. D. We are sisters. 16. --What color is your new phone --________________. A.It is pink B. It is mine B. C. It’s in the suitcase. D. It isn’t here 17．--Is this your suitcase --________________. A.Yes, it is. B. Yes, they are. C. No, they aren’t. D. No, they don’t. 18. --Are these your books --________________. A. Yes, it is. B. Yes, they are. C. No, they aren’t. D. No, they don’t. 19. --What’s that

畅通英语基础教程复习

Channel English Review 一、词语或句子（20分） 颜色（color）： Red红色，Yellow黄色，Green绿色，Blue蓝色，White白色，Black黑色Brown棕色，Pink粉红色， Orange橙色 常用词语（terms）： school学校 teacher老师 student学生 read阅读 write写 listen听 Speak说 book书 page页 picture 图片 word 单词 sentence句子 question问题 look 看 complete 完成ask问 answer 回答 open your book打开你的书 close your book合上你的书 mobile phone移动电话 pen 笔 pencil 铅笔 dictionary字典notebook笔记本 briefcase公文包 bag包 umbrella雨伞 wallet钱包 watch手表 handbag手提包 key钥匙camera相机 glasses眼镜 sunglasses太阳眼镜Cathedral教堂 library图书馆sports centre运动中心Museum 博物馆 hospital医院 bank银行university大学 职业（job）： doctor医生 nurse护士 architect设计师 police officer警官actor男演员 actress女演员 waiter男服务员 waitress女服务员

国家及国籍（countries and Nationality） Spain西班牙Spanish西班牙人 Italy意大利Italian意大利人France法国French法国人 Mexico墨西哥Mexican墨西哥人Brazil巴西Brazilian巴西人 Japan日本Japanese日本人 Egypt埃及Egyptian埃及人 Canada加拿大Canadian加拿大人 USA美国American美国人 South Africa南非 South African南非人Australia澳大利亚Australian澳大利亚人 Ireland爱尔兰Irish爱尔兰人 UK英国British英国人 形容词（adjectives） Big大 small小 cheap便宜 expensive昂贵 heavy沉重 light轻的Beautiful漂亮的 ugly丑的 always永远 usually经常 often许多Sometimes有时 never从不 交通方式（Getting around）： I drive开车 I ride my bike 骑单车 I walk步行 I take a taxi搭的士 I take the bus乘坐公交车 I take the underground乘坐地铁by plane乘坐飞机 I take ship坐船 I take a train乘坐火车 周一到周日（from Monday to Sunday）： Monday 星期一 Tuesday 星期二 Wednesday 星期三 Thursday 星期四 Friday 星期五Saturday 星期六 Sunday 星期天

工程硕士研究生英语基础教程学生用书翻译部分unit-

工程硕士研究生英语基础教程学生用书翻译部分unit-

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Unit 8 1、最近，我有一个朋友辞去了他公司里的那份工资高但要求也高的工作。（quit） One friend of mine has decided to quit his highly-paid but demanding position in his company rec ently. 2、她以烹饪美食为乐。(take delight (in) doing sth.) She takes delight (in) cooking lovely meals. 3、她要查寻是否给她预定了房间。(reserve for) She wanted to check if there was a room reserved for her. 4、当你打开立体图书，你肯定会打吃一惊。(be in for) When you open the pop-up book, you’re in for a big surprise. 5、他一生中的两大爱好是音乐和绘画。(interest) His two great interests in life are music and painting. 6、婚礼以后，我们就回到中国去，因为我们在那里工作，并且打算在那里生活。(wedding) After the wedding we’ll be returning to China, where we work and plan to live. 7、他们都饿了，因而感到饭菜喷香。(smell) They were all hungry and the food smelt good. 8、树越高，风越大。(the…the…) The higher the tree, the stronger the wind. 9、他的妻子开玩笑说跟他结婚的是他的工作。（marry）workaholic 工作狂 His wife joked that he was married to his work. 10、这本书还到图书馆时，缺了12页。(missing) When the book was returned to the library, it had 12 pages missing. (1)As I left in a big hurry, I forgot to bring the textbook with me. (2)If you can keep the room clean and tidy, we will let you use it. (3)She accepted the invitation even though she didn’t really want to attend the party. (4)So long as we don’t lose heart, we will be able to find the way to solve the problem. (5)I don’t know what decisions were made at the conference because our representative hasn’t reported to me yet. Unit 9 1. 很可能她把这事全忘了。(more likely than not) More likely than not, she’s forgotten all about it. 2. 这意味着我们实际上没有可能按时完成。(effectively) This means that effectively we have no chance of finishing it on time. 3. 他的第一部小说不算太好也不算太糟，就是一般水平 His first was not particularly good or bad, just average. 4. 谈到现代爵士乐，没几个人比汤姆知道得更多。 (when it comes to) When it comes to modern jazz, very few people know more than Tom. 5．这项研究的重要性在于它证实了A与B之间存在联系。(in that) The research is important in that it confirms the existence of a relationship between A and B. 6.尽管以前我们失败过，但仍要坚持下去。（regardless of） 7.We will persevere regardless of past failures. 7. 考试不能促使学生去追求更多的知识。（motivate） Examinations do not motivate a student to seek more knowledge. 8、成功的领导者是事先控制事件而不是事后才作出反应。（dominate） Successful leaders dominate events rather than react to them.