当前位置：搜档网 › 基础英语2(主编何兆熊)unit6 The Diary of the Unknown Soldier课后练习答案

基础英语2(主编何兆熊)unit6 The Diary of the Unknown Soldier课后练习答案

Unit 6 The Diary of the Unknown Soldier

Text comprehension

I. B.

II.1. T; 2. F; 3. F; 4. T; 5. F.

III.

1. because he felt that all of them had been somewhat fooled. They were totally unprepared for the cruelty of the war and the immensity of its k illing power. “They all came here with an air of confidence and eagerness, ready to win,” but what awaited them was “a one-way ticket to death.”

2. He wrote his first entry when his regiment was in London to protect the city from Nazi’s air raids; his seco nd one when his group of soldiers had journeyed to a small European town untouched by warfare; and the last one when their secret location was discovered by Nazi troops and he faced approaching death.

3. It was his wish to come home alive to see his family. This is mentioned in all the three entries: “I must go on living this nightmare, if not for myself or my country, then for my family back home. I want my children to have a father.” “… wondering yet again if I would ever see my family.9 I would give anything to see them, even if it was for five minutes!” “I wish, with all my soul, that I could be home now… I am thinking of my daughters’ faces… I will always remember their faces…”

4. He would tell them that those soldiers died bravely in an effort to save their countries from turmoil and make the children feel that their fathers made a difference.

5. He felt disgusted at the cruelty of the war, questioned the judgment of human beings

who started the war and felt enraged at killing innocent lives and destroying whole countries.

IV.

1. Although my stories about their fathers’ death might not relieve their sadness, they will enable the children to see the extraordinary significance of their fathers’ contribution.

2. I suddenly recalled a saying I once heard tha t made me very painful, “We can’t afford to fight even one war.”

Structural analysis of the text

Diary writing follows the flow of the writer’s thoughts. It is usually “structured” by the author’s free associations.

1. What do the three entries of the diary have in common?

Two thematic topics in common, the horrible scenes of the war and the writer’s strong love for, and emotional attachment to his family.

2. How are the particular situations related to the common thematic topics?

Firstly, the writer describes his thought and fear under German air raids, which led him to speculate about the difficulties and problems of his family. Secondly, the writer describes his reflections on the justification of wars. The sight of a teenage girl and the grim condition in a small European town made him recall his dear daughters and family.

Thirdly, it was dated on Christmas Eve and about the approaching death. The writer’s only wish was that someone could return the diary to his family.

Section Four Consolidation Activities

Part One. Vocabulary

I. Phrase

1. no more than = only 只是，仅仅

2. strike a painful note in my head = make me feel painful 使某人感到痛苦

3. more blood has been shed = Further casualties have been caused

4. word has it that …= it is said that …据说……

5. with an air of = appearing full of, radiating 带着……的样子，带着……的神情II.

1. running;

2. tucked;

3. inspected;

4. taken precautions;

5. with an air of;

6. adventurous;

7. enraged;

8. panicked.

III. Word derivation. Fill in the blanks with the appropriate forms of the given words.

1. The collar of his jacket had been stiffened (stiff) with an extra layer of cloth.

2. An interpreter’s job is such a responsible one that he can’t afford any errors(err).

3. Opening my letter was an inexcusable invasion(invade) of privacy.

4. Don’t rely on the information she gave you —it’s pure assumption(assume) on her part.

5. He protested his innocence(innocent) loudly as they dragged him off to prison.

6. This is a really tough assignment(assign) and I believe you’re the only person who can handle it.

7. The force of the explosion(explode) had broken all the windows of the houses in the vicinity of the vehicle.

8.The police have issued a description(describe) of the two men who were seen running away from the scene of the crime.

1. stiff a. 僵直的；生硬的，拘谨的

stiffen v. 使……坚硬

stiffness n. 僵硬；硬度

e.g.他因为害怕而身体发僵。His body stiffened in fear.

2. err v. 犯错，做错

error n. 错误，误差；过失

e.g. 她错在对他撒谎。She erred in lying to him.

3. invade v. 侵略；侵害

invader n. 侵略者

invasion n. 侵入，侵略

e.g. 这个城市涌进了大量的农民。The town was invaded by farmers.

入侵者把村镇变为废墟。The invaders laid towns and villages in ruins.

4. assume v. 假定，设想；承担；认为

assuming conj. 假定，假如

assumption n. 假定，设想

e.g.我以为你能讲流利的英语。I assumed you could speak English fluently.

假定那是真的，我们现在该怎么办？Assuming that it is true, what should we do now?

5. innocent a. 清白的，无辜的；天真的，无知的

innocence n. 无罪；无知，天真无邪

innocently ad. 无罪地；纯洁地

e.g. 他声称自己是无罪的。He declared that he was innocent.

他声称自己无罪。He declared his innocence.

6. assign v. 分配，指派，指定

assignation n. 分配，指定；委托，转让

assignment n. 分配；作业，任务

e.g.所有的职工都分到了合适的工作。All the staff are assigned to suitable jobs.

你不能在两小时内将功课做完。You can’t finish the assignment in two hours.

7. explode v. 爆炸

explosion n. 爆炸；爆发，激增

explosive a. 爆炸（性）的

e.g. 炸弹选在人最多时爆炸。The bomb was timed to explode during the rush-hour.

某些气体十分易爆。Certain gasses are highly explosive.

8. describe n. 描述

description n. 描写，描述

descriptive a. 描述的，叙述的

e.g. 老师问学生：“你能描述一下这幅画吗？”The teacher asks his student, “Can you describe this picture?”

那女孩对这幅画作了一番生动的描述。The girl gave a vivid description of the picture. IV.

1. B;

2. D;

3. C;

4. D;

5. C;

6. B;

7. C;

8. A.

V. Synonym / Antonym. Give a synonym or an antonym of the word underlined in each sentence in the sense it is used.

1. My heart aches every moment because everywhere I look I see piles of rubble where houses used to stand and lifeless bodies that once moved around with the joy of life

inside them.

Synonym: heaps, stacks

2. It is as if I have stared into death’s eyes and seen its hatred, its coldness. Antonym: love, kindness

3. I suffered minor head injuries, but the rest of my platoon wasn’t so fortunate. Synonym: small, lesser

4. They are experiencing tough times too, with the food shortage problems and all. Antonym: surplus, abundance, plenty

5. War just creates more problems; something every sensible person knows. Synonym: reasonable, rational

6. My situation is grim and the odds of winning, or even surviving, seem unlikely. Synonym: terrible, desperate

7. I would give anything to see them, even if it was for five minutes! I am not a man made for war, nor am I an adventurous person.

Synonym: bold, brave

8. One night, as I performed my routine watch, I passed a young girl of no more than twelve or thirteen, who was walking home.

Synonym: regular, usual

VI. Prefix/ suffix. Write in each space the meaning of each given word.

1. offset balance

2. outdo defeat

3. overtake catch up and pass

4. underline emphasize

5. uphold support

6. withstand bear

7. downplay lessen

8. forestall prevent

1. Explanation:

off-: not on, away from

e.g. offload, offcut, offshoot

2. Explanation:

out-: greater, better, etc.

e.g. outgrow, outlive, outflow

3. Explanation:

over-: more than usual, too much

e.g. overcook, overdo, overdraw, overeat

4. Explanation:

under-: below

e.g. undercharge, undercut, undergo, underlie

5. Explanation:

up-: upwards

e.g. upsurge, upstart, upturn, upswing

6. Explanation:

with-: in opposition to, against

e.g. withdraw, withhold, within

7. Explanation:

down-: lower, smaller, etc.

e.g. downfall, downsize, download, downshift, downturn

8. Explanation:

fore-: before, in advance

e.g. forecast, foretell, foretaste, foresee

II Grammar Exercises

1. Questions

In terms of syntactic structure and communicative function, questions (also interrogative sentences) fall into four major types: general question (yes-no question), special question, alternative question and tag question.

Special questions, also known as wh-questions, are generally introduced by wh-words

such as what, when, where, which, who, whom, whose, why, etc. The wh-word marks the focus of information to be asked about.

Special questions may be in normal order or in inverted order. When the wh-word functions as subject or part of the subject, the question is in normal order. If, on the other hand, the wh-word is not used as subject, the question is in inverted order.

My name is Lynne.

What is your name? (object)

The party is on Tuesday.

When is the party? (time)

I’m from England.

Where are you from? (place, location)

The red car is mine.

Which is your car? (one of many)

I’m Lynne.

Who are you? (people)

It’s mine.

Whose is this web site? (possession)

I did it because I was angry!

Why did you do it? (reason)

I like it very much.

How do you like it? (way something is done)

e.g.

I.How big / Who / What / How often / Why / What.

II.

1. what did you do on Friday?

2. What time did you get up?

3. Did you have breakfast?

4. Who’s Mary?

5. Where did you first meet her?

6. What does she do?

7. Where does she live?

8. What’s she like?

9. Do you often see her?

10. Why did she come to you on Friday morning?

2. Object clause

Object clause is mostly used in reported speech after certain verbs to report people’s words, thoughts, questions and statements.

When reporting a statement, if the sentence starts in the present, there is no backshift of tenses in reported speech; if the sentence starts in the past, there is often backshift of tenses in reported speech and if the sentence contains an expression of time, it must be changed as well.

e.g. Susan: “I work in an office.” Susan says that she works in an office.

Susan: “I work in an office now.” Susan said that she worked in an office then.

When reporting a yes-no question, either if or whether is used to introduce the clause; when reporting a wh-question, the same wh-word is used to introduce the clause. Note that the usual word order when reporting a question is the one that is used in a statement (the subject-verb order). And if the sentence starts in the past, don’t forget the backshift of tenses and the change of the expression of time.

e.g. Liz wanted to know whether / if we had any photos of our holiday.

We didn’t know why the shop was shut down. (not … why was the shop shut down)

III.

1. she has gone

2. when she will be back

3. if she went out alone

IV.

1. a. It signals that rain is expected by the speaker.

b. It suggests that the speaker does not expect it to rain.

2. a. It is more emphatic.

b. It is more formal. The speaker is probably losing patience with the listener.

3. a. It is used to express doubt or uncertainty.

b. It is used to seek confirmation from the listener and the speaker expects agreement.

4. a. The speaker expects that the listener has carried out the action.

b. The speaker may be displeased or annoyed that the action was performed.

5. a is more polite than b.

6. a is quite friendly while b conveys a bit irritation.

7. a. With a rising tone, the tag question is used to verify or check information that we think is true or to check info4rmation that we aren’t sure is true.

b. When we are trying to be sarcastic, or to make a strong point, we use the tag question with a falling tone.

8. a. The non-polarized tag question is used for special effect, such as sarcasm, disbelief, shock, anger, concern, etc.

b. The polarized tag question is used to verify or check information.

…they had … their… their…. He had … were… were …were …diminished, … was … existed … might be …. They felt … were … offered ….

VI.

1. if not

2. a matter of time

Part Three. Translation exercises

1. 我所到之处满目疮痍，楼房夷为瓦砾，活人成了死尸，生命的欢乐已然封存在一具具尸体之内，这一切时时刻刻都在刺痛着我的心。

2. 当然，我也和他们一样，但是自上一个进攻日以后，我的想法改变了。当时

我们团的任务是保卫伦敦。

3. 倘若我能回国，我发誓一定要让这些战士英名长存，我要告诉他们的家人；他们为了保卫祖国，使之免遭劫难，英勇地献出了自己的生命。

4. 虽说人非圣贤，都有过错，但是滥杀无辜，毁人国土，实在是天理难容！II.

1. Our group was assigned to decorate the garden while the others were preparing the food in the kitchen.

2. 那位年轻人在战场上意外地遇到失散已久的兄弟，惊喜不已。（out of the blue）Translation:

On the battlefield the young man was delighted to meet a long-lost brother who came out of the blue.

3. Who has used up the milk? There is none to put in my coffee.

4.Rumor has it that this painting is fake and that the original one was stolen three years ago.

5. 你单枪匹马也许不能改变什么，但是我们大家一起努力，我们国家的面貌就会大不相同。（make a difference）

Translation:

One person may not be able to change much, but working together we’ll be able to make great difference to our country.

6. Many burglaries took place because the owner failed to take the precaution of locking their doors and windows.

7. 为了避免爆发内战，这位部长飞到前线，和暴乱分子谈判。（in an effort to）

Translation:

The minister flew to the front to negotiate with the rioters in an effort to prevent a civil war.

8. 我看到你们在晚会上谈话，所以以为你们互相认识。（assume）Translation:

I assumed you knew each other because I saw you talking with each other at the party.

IV Exercises for integrated skills

1. Dictation

My Berlin diary for December 2 / was limited to four words. / “Only three more days!” / The Foreign Office was still holding up / my passport and exit visa, / which worried me. / I had to get my passport and official permission / to leave on December 5. /

There was one other thing to do. / For weeks I had thought over / how to get my diaries safely out of Berlin. / At some moments / I had thought / I ought to destroy them before leaving. / There was enough in them / to get me hanged. / The morning I got my passport and exit visa / I realized I had less than twenty-four hours / to figure out a way / of getting my Berlin diaries out. / I again thought of destroying them, / but I wanted very much to keep them, if I could. / Suddenly, later that morning, / the solution became clear. / It was risky, / but it was worth a try. /

2. Cloze

The plane did not frighten Kaz. For (1) one thing, Hiroshima had gone almost untouched by the air war. For another, Kaz had been born in California, and although her father had returned to Japan while she was still (2) in diapers, she liked to tell people she was the American in the family. She even felt a kind of distant kinship (3) with the B-29s that flew regularly overhead, bound north (4) for Tokyo and other targets. She waved at the plane. “Hi, angel!” she called.

A white spot appeared in the sky, as small and innocent-looking (5) as a scrap of paper. It was falling away (6) from the plane, drifting down toward them. The journey took 43 seconds.

The air exploded in blinding light and color, the rays shooting outward as in a child’s drawing of the sun, and Kaz was thrown to the ground so violently (7) that her two front teeth broke off; she had sunk (8) into unconsciousness. Kaz’s fathe r had been out back tending the vegetables, in his undershorts. When he came staggering out of the garden, blood was running from his nose and mouth. (9) By the next day, the exposed parts of his body would turn a chocolate brown. What had been the finest house (10) in the neighborhood came crashing down.

VI．Writing Practice

Paragraph development — Cause and effect

Cause and effect is a natural strategy to develop a paragraph. For much of the time that we spend thinking and trying to understand the world around us, we are exploring for certain causal relationships between things (events, conditions, situations etc.) present,

past, and future. Correspondingly, such a cause-and-effect thinking mode is found everywhere in writing of most types.

When we plan a cause-and-effect paragraph, we need to distinguish primary effects from secondary effects, long-term effects from short-term effects. It is sometimes also necessary to tell immediate or direct causes apart from underlying or indirect causes. In some writing situations, we have to differentiate necessary causes, sufficient causes and contributory ones. Between any two causes there may be a causal relationship too, and that is also true between any two effects of a cause.

Sometimes we need to arrange the different causes or effects chronologically; sometimes we may find it more appropriate to sequence them according to their relative importance; and for some other paragraphs, we have to categorize all the causes or effects. It is mostly determined by the nature of the relationship between them.

Most cause-and-effect paragraphs take either the effect paragraph form or the cause paragraph form.

The usual form of the cause paragraph:

1. begins with a statement of the effect;

2. explains the causes of that effect;

3. concludes with what has caused the effect.

The usual form of the effect paragraph:

1. begins with a statement of the cause;

2. discusses the effects of the cause;

3. concludes with a statement of the direct relationship between the cause and the effects.

Words and expressions that often come up in cause-and-effect paragraphs include: result in, result from, as a result, because, due to, lead to, therefore, consequently, thus, above all, primarily, equally important, first, second, last (but not least), undoubtedly, probably, unquestionably, etc.

Exercises: Now write two separate paragraphs based on the following two topic sentences with the cause-effect strategy.

1. The rate of teenage nearsightedness is much higher in China than in most other countries.

Ideas for reference:

Chinese children are compelled to spend so much more time doing schoolwork than children in other countries.

Long-standing Chinese culture favors femininity over masculinity.

To most Chinese parents, their kids’ poss ible eye problem is not a real health issue. Sample:

The rate of teenage nearsightedness is much higher in China than in most other countries.

Underlying that worrying state there are two major causes, the first of which is the fact that Chinese children are compelled to spend so much more time doing schoolwork than children in other countries; and for that state the competitive college entrance examination is certainly responsible. Also to blame is the long-standing Chinese culture that favors femininity over masculinity, as abundant available evidence suggests. To most Chinese parents, their kids’ possible eye problem is not a real health issue. They do not seem to consider it a regrettable thing for their children to have to wear glasses. Unlike American and European parents, they do not care for athletic children as much as they care for well-educated and good-mannered ones. To sum up, it is the current educational system and the femininity of the Chinese culture that seem to be primarily responsible for the high rate of teenage nearsightedness in the country.

2. It is worrying that nowadays more and more teenagers have free access to the Internet. Ideas for reference:

The Internet is a virtual world of unpleasant stuff of all kinds.

Teenagers are vulnerable to bad influences.

Many children’s addiction to the Internet is also enough reason for concern. Sample:

It is worrying that nowadays more and more teenagers have free access to the Internet. A

double-edged sword as it is, the Internet is more harmful than helpful to children, who tend to abuse their online time. As is known to everyone, the Internet is a virtual world of unpleasant stuff of all kinds, such as explicit and graphic contents of sex, vulgar verbal junk, and violent online games. Still at the formative stage of their physical, emotional and mental growth, teenagers are vulnerable to bad influences, and are more likely to be adversely affected and, as a result, develop unhealthy habits, deviant behavior, aggressive dispositions, and problematic attitudes towards life. Teenagers under the influence of some sick games committing suicide are, admittedly, extreme cases and yet they are most significant, disturbing, and thought-provoking. Even if their online activity is harmless, many ch ildren’s addiction to the Internet is also enough reason for concern. Because of its interactivity and other alluring features, the Internet is far more appealing than the television. No wonder so many children often spend days and nights in a row in a net bar, wasting their lives away. In the foreseeable future, the country might find cases of juvenile delinquency increasing at an alarming speed, and in the long run, the Chinese culture would be weakened seriously if immediate action is not taken to change the present state.

（此文档部分内容来源于网络，如有侵权请告知删除，文档可自行编辑修改内容，

供参考，感谢您的配合和支持）

研究生英语综合教程(课后习题答案)

Unit One Task 1 1.A 2.C 3.B 4.C 5.D 6.D 7.D 8.C 9.A 10.D 11.A 12.B Task 2 1.public(c) 2.discipline(b) 3.strength(a) 4.reference(a) 5.strength(d) 6.public(a) 7.demonstrated(b) 8.discipline(c) 9.references(c) 10.personality(a) 11.discipllining(d) 12.demonstrates(a) 13.public(d) 14.reference(b) 15.personality(c) Task 3 1.employment 2.paid 3.adjust 4.setting 5.discouraged 6.credit 7.cite 8.demonstrate 9.teamwork 10.rules Unit Two Task 1 1.A 2.B 3.B 4.C 5.B 6.A 7.B 8.C 9.A 10.C Task 2 1. bud (n.); budding (adj.) 2. access (n.); access (v.) 3. taste (n.);tasted (v.) 4. fool (n.); fooling (v.) 5. produces (v.); produce (n.) 6. garnish (v.); garnishes (n.) 7. reigns (v.); reign (n.) 8. concern (n.); concerned (v.) 9. named (v.); name (n.) 10. practiced (v.); practice (n.) Task 3 1) integration 2) choice 3) handed 4) aspiring 5) steaming 6) masterpieces 7) pleasure 8) partake 9) amazing 10) presented Unit Three Task 1 1.A 2.B 3.C 4.B 5.A 6.B 7.C 8.A Task 2 1. stack up against 2. struck a chord 3. amounted to 4. chopping off 5. appeal to 6. pick up on 7. turned out 8. fade away 9. brought together 10. pulled off 11. thrust upon 12. be kept clear of Task 3 1) swirling 2) delivered 3) glowed 4) intervals 5) converge 6) wanderings 7) navigate 8) jealousy 9) presence 10) absorbed Unit Four Task 1 1.A 2. A 3. C 4. B 5. B 6. C 7. D 8. C 9. A 10. C Task 2 1. maintained (a) 2. romantic (a)

综合英语第二册答案

Unit 13 One of These Days Part 1 Communicative Activities Aims: 1. Learning about the background information of the Latin American writer Gabriel Garcia Marquez 2. Learning to talk about the personalities and personal sketches 3. Practicing using language through role-play and drama activities 1. Interactive listening and speaking Learning suggestions: 1. Listen to the recording for several times until get enough details. 2. Complete Task A (Answers: 1-a 2-b 3-c 4-c 5-a 6-c ) 3. Read Task B for personal sketches and listen to the recording again. Work with your friends discussing your notes and descriptions. … Notes: 1. Notes about the author: Gabriel Garcia Marquez is a well known Latin American novelist, short story writer, screen writer and journalist. His most famous novels are Hundred Years of Solitude (1967) (1982 Nobel prize laureate) and Love in the Time of Cholera (1985). 2. Notes about the country Colombia. Official Name: Republic of Colombia. It is the fourth-largest country in South America. (哥伦比亚). Don’t confuse it with Columbia as derived from Christopher Columbus who discovered Americas in the 15th century.) Scripts: Early life of Gabriel Garcia Marquez Gabriel Garcia Marquez is a well known Latin American writer. He was awarded the 1982 Nobel Prize in literature for his famous novel Hundred Years of Solitude. Today we are going to talk about his early life, and show how this part of his life influenced his works. Gabriel Garcia Marquez was born on March 6, 1928 in a town called Aracataca in Northern Colombia. At first, he was raised by his maternal grandparents as it was quite common at that time if one’s parents were poor and struggling. This part of life

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/ac13255021.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/ac13255021.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)

全新版大学英语综合教程第二册答案

Key to Exercises of College English Book 2 Unit 1 ★Text A Vocabulary I. insert 2) on occasion 3) investigate 4) In retrospect 5) initial 6) phenomena 7) attached 8) make up for 9) is awaiting 10) not…in the least 11) promote 12) emerg ed 2. 1) There is a striking contrast between the standards of living in the north of the country and the south. 2) Natural fiber is said to be superior to synthetic fiber. 【 3) The city’s importance as a financial center has evolved slowly. 4) His nationality is not relevant to whether he is a good lawyer. 5) The poems by a little-known sixteenth-century Italian poet have found their way into some English magazines. 3. 1) be picked up, can’t accomplish, am exaggerating 2) somewhat, performance, have neglected, they apply to 3) assist, On the other hand, are valid, a superior II. 1. 1) continual 2) continuous 3) continual 4) continuous 2. 1) principal 2) principal 3) principle 4) principles 5) principal III. : 1. themselves 2. himself/herself 3. herself/by herself/on her own 4. itself 5. ourselves 6. yourself/ by yourself/on your own Comprehensive Exercise I. Cloze 1. 1) contrast 2) exaggerating 3) priority 4) on the other hand 5) promoting 6) pick up 7) assist 8) accomplish 9) on occasion 10) neglecting 11) worthwhile 12) superior 2. 1) end 2) perform 3) facing 4) competent 5) equipped 6) designed 7) approach 8) rest 9) definitely 10) quality II. Translation ； 1. 1) It takes an enormous amount of courage to make a departure from the tradition. 2) Tom used to be very shy, but this time he was bold enough to give a performance in front of a large audience. 3) Many educators think it desirable to foster the creative spirit in the child at an early age. 4) Assuming (that) this painting really is a masterpiece, do you think it’s worthwhile to buy/purchase it 5) If the data is statistically valid, it will throw light on the problem we are investigating. 2. To improve our English, it is critical to do more reading, writing, listening and speaking. Besides, learning by heart as many well-written essays as possible is also very important. Without

基础综合英语_1-5单元课后翻译

作文翻译 Unit 1 李明是学化学的，性格开朗幽默，颇有魅力，但英语成绩不佳，每次只能勉强及格。老师警告他，英语不好会阻碍他拿奖学金，并亮出了自己的王牌：如果李明不努力，就让他考试不过关。老师还告诉他，学习英语不能只为了文凭，否则他即使大学毕业，也还是个半文盲。李明虽然保持镇定，但他明白，他的学业生涯正在攸关之际，必须安心下来埋头学习，坚持不懈。 Li Ming was a chemistry major, a charmer noted for his easygoing and humorous temperament. However, his English was so poor that he always barely got by. The teacher admonished him that his poor English would be an impediment to scholarship. What’s more, she showed her trump card: if Li Ming did not work hard. She would flunk him. He was also told that he should not learn English merely for the sake of his diploma. otherwise, even after graduation from university, he would still be semiliterate. Although Li Ming did not lose his composure, he was well aware that he had to settle down to work and follow through because his academic life was at stake. Unit2 我的朋友琳达接受过良好的教育，既美丽又端庄，三十好几依然没有人向她求婚。究其原因，她的事业心极强，整日扑在工作上，每天来往于住处和公司之间，根本没有时间和异性交往。一想到女儿这么大了还单身一人，她父母就焦虑不安。他们不知道该如何是好，甚至还去咨询一些社会学专家。但是事情在上个月出现了转机，公司的总部调琳达到培训部。在新的工作岗位上，琳达遇到了第一个触动她心弦的男人。从此，他们几乎每天约会，琳达意识到她会不顾一切地爱这个男人。决定嫁人的时候，她告诉了我这个好消息。虽然琳达的爱情让人想起电影中才会有的浪漫故事，我也担忧未来究竟会怎样，但我还是表达了我由衷的祝福，并爽快答应在婚礼那天做他们的伴娘和伴郎随从中的一员。 Linda, my good friend, has received good education and is both beautiful and elegant. She was not proposed to even when she was well over thirty. The reason is that she, as a career –oriented woman, is devoted to her work. Navigating between home and the company, she had hardly any time to socialize with people of the opposite sex. Her parents were gripped by anxiety at the thought of their daughter still remaining single at such an age. They did not know what to do and even consulted with some sociologists. But the situation began to change last month, when the headquarters of the company transferred Linda to the training department. On the new post, Linda met a man who tugged on her heartstrings for the first time. Ever since then, they dated virtually on a daily basis, and Linda realized that she would love the man beyond all reason. When she decided to take the matrimonial plunge, she informed me. Though Linda’s love is reminiscent of the romance that we see only in movies and I don’t know what the future will hold for her, I give her my heart-felt wishes and agree readily to be a member of the entourage of bridesmaids and groomsmen. Unit 3 食品供应商缺乏诚信已经成为当今社会的一大问题。部分企业欺骗公众，故意散布假消息，颂扬食品添加剂是食品工业的伟大成就，并声称适量的添加剂对健康有益无害。部分有良知的科学家对食品添加剂的含量和毒性展开了深入的病理学研究。研究结果表明，部分常见的食品添加剂经长期，可能会对健康产生危害，这被认为是食品安全研究方面极为重要的

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

(完整word版)学术综合英语课后答案解析

Unit 1 C 1.The younger generation should continue to sustain and develop our fine traditions and long-standing culture. 2.In the course of preparing one’s speech, one should be clearly aware of how one could make effective use of statistics and examples to bolster one’s point of view. 3.An impromptu speech is one of the speaking skills that college students should learn and develop through practice. 4.By using simile and metaphor, you can make your language more vivid and more attractive to your audience. 5.The proper examples you cite might help reinforce the impression on your listeners and make your viewpoints more convincing. 6.When you are speaking, you should choose common and easy words and at the same time avoid clutter in your speech.

全新版大学英语综合教程第二册答案(第二版)

?全新版大学英语（第二版）综合教程课后答案(第二册) Unit1 Ways of Learning Part II Reading Task Comprehension Content Question Pair Work 1.They were studying arts education in Chinese kindergartens and elementary schools in Nanjing. 2.Their 18-month-old son Benjamin was fond of trying to place the key into the slot of the key box during their stay at the Jinling Hotel. 3.They would come over to watch Benjamin and then try to teach him how to do it properly. 4.Because he realized that this anecdote was directly relevant to their assigned tasks in China: to investigate early childhood education and to throw light on Chinese attitudes toward creativity. 5.Most of them displayed the same attitude as the staff at the Jinling Hotel. 6.He emphasized that the most important thing is to teach the child that on can solve a problem effectively by oneself. 7.He means that this incident pointed to important differences