新视野大学英语1打印版(完整版)

1a:Learning a foreign language

Lear ning a foreig n Ian guage was one of the most difficult yet mostreward in gexperie nces of my life.

Although at times lear ning a Ian guage was rustrati ng, it was well worth the effort.

My experie nee with lear ning a foreig n Ian guage bega n in junior middle school, whe n I took my first En glish class.

I had a kind and patie nt teacher who ofte n praised all of the stude nts.

Because of this positive method, I eagerly answered all the questions I could, never worrying much about making mistakes.

I was at the top of my class for two years.

When I went to senior middle school, I was eager to continue studying English; however, my experie nee in senior middle school was very differe nt from before.

While my ormer teacher had been patient with all of the students, my new teacher quickly puni shed those who gave in correct an swers.

When ever we an swered in correctly, she poin ted a long stick at us and, shak ing it up and dow n, shouted, "No! No! No!"

It did n't take me long to lose my eager ness to an swer questi ons.

Not only did I lose my joy in an sweri ng questi ons, but I also lost my desire to say anything at all in En glish.

However, that state did n't last long.

When I went to college, I lear ned that all stude nts were required to take an En glish course.

Un likemy senior middle school teacher, my college En glish teachers were patie nt and kind, and none of them carried long, poin ted sticks!

The situati on was far from perfect, though.

As our classes were very large, I was only able to answer a couple of questions in each class period. Also, after a few weeks of classes, I no ticed there were many stude nts who spoke much better tha n I did.

I bega n to feel in timidated.

So, once aga in, although for differe nt reas on s, I was afraid to speak.

It seemed my En glish was going to stay at the same level forever.

That was the situation until a couple of years later when I was offered an opportunityto study En glish through an on li necourse.

The com muni cati on medium was a computer, a pho ne line, and a modem.

I soon got accessto the n ecessary equipme nt, lear ned how to use the tech no logy from a friend and participated in the virtual classroom to days a week.

On li ne lear ning is not easier tha n regular classroom study;

it requires a lot of time, commitme nt and discipli ne to keep up with the flow of the course.

I worked hard to meet the minimum sta ndards set by the course and to complete assig nments on

time.

I practiced all the time.

I carried a little dicti onary with me everywhere I went, as well as a no tebook in which I listed any new words I heard.

I made many, sometimesembarrass ing, mistakes.

Once in a while I cried out of frustrati on, and sometimes I felt like givi ng up.

But I did n't feel in timidated by stude nts who spoke faster tha n I did because I took all the time I

n eeded to think out my ideas and wrote a reply before post ing it on the scree n.

Then, one day I realized I could understand just about everything I came across, and most importa ntly, I could "say" anything I wan ted to in En glish.

Although I was still making many mistakes and was con ti nu ally lear ning new ways to say thin gs, I had fin ally reaped the ben efits of all of my hard work.

Lear ning a foreig n Ian guage has bee n a most trying experie nee for me, but one that I would n't trade for anything.

Not only did learning another Ianguage teach me the value of hard work, but it also gave me in sights into ano ther culture, and my mind was ope ned to new ways of see ing thin gs.

The most won derful result of havi ng lear ned a foreig n Ian guage was that I could com muni cate with many more people tha n before.

Talki ng with people is one of my favoriteactivities, so being able to speak a new Ian guage lets me meet new people, participate in con versati ons, and form n ew, un forgettable frien dships.

Now that I speak a foreig n Ian guage, in stead of stari ng into space whe n En glish is being spoke n, I can participate and make frien ds.

I am able to reach out to others and bridge the gap betwee n my Ian guage and culture and theirs.

1b:Keys to successful online leaening

While regular schools still exist, the virtual classroom plays an importa nt role in today's lear ning com mun ity.

Job opportunities for students are expanding rapidly and more people of all ages are becoming aware of on li ne lear ning that allows them to study at home.

On li ne stude nts, however, require unique qualities to be successful.

The follow ing list discusses some ideal qualities of successful on li ne stude nts.

.Be ope n-min ded about shari ng life, work, and lear ning experie nces as part of on li ne lear ning.

Many people find that the on li ne method requires them to use their experie nces and that on li ne learning offers them a place to com muni cate with each other.

This forum for communication removes the visual barriers that hinder some students from express ing themselves.

In additi on, stude nts are give n time to reflect on the in formatio n before repl ying.

In this way, stude nts can help to keep the on li ne en viro nment ope n and frien dly.

.Be able to com muni cate through writ ing.

In the virtual classroom n early all com muni cati on is writte n, so it is critical that stude nts feel comfortable express ing themselves in writi ng.

Some stude nts have limited writi ng abilities, which n eed to be improved before or as part of the on li ne experie nee.

This usually requires extra commitme nt by these stude nts.

Whether work ing alone or in a group, stude nts share ideas, perspectives and discussi ons on the subject being studied, and read about those of their classmates.

In this way, stude nts gain great in sights from their peers, lear ning from each other as well as the in structor.

.Be willi ng to "speak up" if problems arise.

Remember that in structors cannot see their stude nts in an on li ne course.

This means stude nts must be absolutely explicit with their comme nts and requests.

If they experie nee tech ni cal difficulties, or problems in un dersta nding someth ing about the course, they MUST speak up; otherwise there is no way anyone can know someth ing is wrong.

If one pers on does not un dersta nd someth ing, possibly several others have the same problem.

If ano ther stude nt is able to help, he or she probably will.

While expla ining someth ing to others, stude nts reinforce their own kno wledge about the subject.

.Take the program seriously.

On li ne lear ning is not easier tha n study in regular classrooms.

In fact, many stude nts say it requires much more time and effort.

Requireme nts for on li ne courses are no less tha n those of any other quality program.

Successful online students, however, see online learning as a convenient way to receive their educati on —not an easier way.

Many online students sit at computers for hours at a time during evenings and on weekends in order to complete their assig nmen ts.

When other people are fini shed with their work and studies and havi ng fun, you'll most likelyfi nd on li ne stude nts doing their course work.

Online stude nts n eed to commit to hours a week to each course.

.Accept critical thinking and decisi on making as part of on li ne lear ning.

On li ne courses require stude nts to make decisi ons based on facts as well as experie nee.

It is absolutely n ecessary for stude nts to assimilate in formati on and make the right decisi ons based on critical thinking.

In a positive on li ne en viro nment, stude nts feel valued by the in structor and by their classmates and feel good about their own work.

.Be able to think ideas through before repl ying.

Providi ng meanin gful and quality in put into the virtual classroom is an esse ntial part of on li ne learning.

Time is give n to allow for careful developme nt of an swers.

Test ing and challe nging of ideas is en couraged.

On li ne stude nts will not always be right, so they n eed to be prepared to accept a challe nge.

.Keep up with the progress of the course.

On li ne lear ning is no rmally seque ntial and requires commitme nt on the stude nts' part.

Keep ing up with the class and complet ing all the work on time is vital.

Once stude nts get beh in d, it is almost impossible to catch up.

Stude nts n eed to want to be there and n eed to want the experie nee.

The in structor may have to com muni cate with stude nts pers on ally to offer help and remi nd them of the n eed to keep up.

Just as many excelle nt in structors may n ot be effective on li ne facilitators, not all stude nts have the n ecessary qualities to perform well on li ne.

People who have the qualities discussed above usually make very successful on li ne stude nts.

If you have these qualities, lear ning on li ne may be one of the best discoveries you will ever make.

2a：Deep concern

The radio clicked on. Rock music blasted forth.

Like a shot, the music woke San dy.

She looked at the clock; it was : A.M.

Sandy sang along with the words as she lay liste ning to her favorite radio stati on.

"Sa ndy," shouted her father. "Sa ndy, turn that music off!"

Steve Finch burst into her room.

"Why do you have to liste n to such horrible stuff?

It's the same thing over and over.

rm not sure it is really music, though it does have rhythm."

"I like that music, Dad; it's my favorite.

Liste n for a minute; I'm sure you'll like it."

Sandy reached for the radio to turn it up louder.

"No, no, don't do that. I ca n't sta nd it.

Turn that radio dow n so your mother and I can't hear it.

rm sure that music is hurt ing your ears as well as your brain."

Sandy walked into the bathroom and tur ned on the shower.

Then shegrabbed the soap and washed thoroughly, in cludi ng her hair.

After her shower, Sandy brushed her hair, put on her old, gree n T-shirt and some jea ns.

Then she put on her makeup and went to the kitche n.

As usual, she did n't know what to have for breakfast, so she grabbed a glass of milk and ate a piece of toast while sta nding by the sink.

Just the n, her mother, Jane, en tered the kitche n.

"Sa ndy, why don't you sit dow n and eat your breakfast? It isn't healthy to eat sta nding up."

"I know, Mom, but I don't have time to sit dow n and eat."

"Did you finish your homework, dear?"

"Yes."

"Did you brush your teeth?"

"Mom, I have n't fini shed eati ng breakfast yet. pI'll brush my teeth whe n rm don e."

"Sa ndy, why are you weari ng that old T-shirt? pIt's disgusti ng."

"Mom, please stop."

"Stop what, dear?"

"Stop buggi ng me."

"Sa ndy, are you weari ng eyeli ner?"

"Yes, Mom, I've bee n weari ng eyeli ner for mon ths. Is n't it pretty?"

"Sa ndy Fin ch, you're too young to wear that much makeup."

"Mom, I'm fiftee n. I'm old eno ugh to wear makeup.

Believe me, all the girls at school wear makeup. Some have tattoos and pierced ears, and no ses and ton gues, too.

Mom, I don't have time to talk about this now —rm late. I've got to go. See you later."

Sandy kissed her mother quickly on the cheek, picked up her books, pand bolted out of the house.

After Sandy had left for school, Jane Finch sat dow n in peace and quiet to drink her coffee.

Soon her husba nd joined her.

"Would you like some coffee, Steve?" asked Jane.

"No, tha nks, hon ey. My stomach feels upset —like it's full of kno ts.

It's probably that awful music that wakes me up every morning.

I don't think rm old-fashi on ed, but heari ng those tun eless, offen sive lyrics repeatedly makes my blood boil."

"You know, hon ey, iffere nt music appeals to differe nt gen erati on s," reas oned Jane. "Remember some of the music we liste ned to?"

Steve smiled. "You're right. Maybe eat ing breakfast will help me get of some of the knots in my stomach."

"Did you no tice how much makeup our fiftee n-year-old daughter was weari ng this morning?

I can't believe I did n't no tice.

I suppose we should feel lucky because makeup is our biggest problem with her.

rve see n other tee nagers walk ing around town with tattoos and pierci ngs all over their bodies."

"What worries me," said Steve, "is that music could have a n egative in flue nee on San dy.

I don't know what's happe ning to our little girl.

She's cha nging and rm concerned about her.

Makeup, terrible music —who knows what will be n ext?

We n eed to have a talk with her.

The n ews is full of stories about tee nagers in trouble whose pare nts hardly know anything about their problems."

"Oh, I don't think her music is so terrible.

But in any case, you're right. We n eed to have a talk with San dy," said Jane.

As Jane Finch drove to work, she thought about her San dy.

She knew what she wan ted to say, what she had to say to San dy.

She was so glad that she and Sandy could still talk things over.

She knew she had to have patie nee and keep the lines of com muni cati on with her daughter ope n. She wan ted to be there as an an chor for her, but at the same time she would give her freedom to find her own ide ntity .

2b:ls there a generation gap

The term "ge nerati on gap" was coined in the s.

One con ceptof the gen erati on gap is that pare nts and childre n have differe nt values and beliefs. As a result, many pare nts fear that peer opinions will become more highly valued and that they in turn will lose in flue nee.

Although the term con ti nues to be used ofte n, some people are begi nning to ask the questi on, "Is there a gen eratio n gap in today's society?"

One study compared four gen erati ons, aged -,-,-, and and over.

Several questi ons were asked to tap into basic beliefs and values, such as "Hard work is the key to getti ng ahead" and "America is the very best place in the world to live in".

Across the gen erati ons, there was great con siste ncy in the resp on ses.

Many studies on youth also refute the con cept of a gen erati on gap.

These studies show that while young people tend to value their peers' evaluati ons over pare nts' on things like music, cloth ing and what's "cool", they con ti nue to look to pare nts for basic values and guida nee in the more importa nt areas of life, such as career and lifetime goals.

Of course, gen eral trends can't always be applied to in dividual cases.

It is n atural to feel like there is an un comfortable "gap" betwee n our tee ns and us and that there is a n eed to bridge it.

Perhaps, though, the problem does not lie in a differe nee of opinions or values, but in the way we relate to and com mun icate with each other.

Here are some tips from an article en titled "Bridgi ng the Gen erati on Gap" that might help.

Show respect.

An attitude of respect and trust can be con tagious.

Young people tend to see themselves the way their pare nts see them.

In turn, they gain self-c on fide nee and respect for themselves whe n you show that you respect their ability to make decisi ons and learn from their mistakes.

Liste n more tha n you talk.

Questio ning can sound like in terrogatio n.

In stead, adopt an attitude of curiosity rather tha n con trol.

Ask questio ns like "How so?" "What do you thi nk now?" "Were you surprised?" "What will you

do now?" "What's your pla n?" "Is this somethi ng you want help with?"

If your object is only to liste n, you should be careful not to be prepari ng your resp onse while your tee n is still talki ng.

You'll hear better that way, and they will be en couraged to talk more.

Ask whether your child wants to hear it before shari ng your point of view.

Only go on if they say "yes". Then be brief.

Don't lecture, and don't expect them to agree with you.

If you state your case with a "This is what makes sense to me" attitude as opposed to "This is the right way to see thin gs", he or she can liste n more ope nly in stead of pla nning rebelli on.

Thi nk "we" i nstead of "you".

"We have chores to do before we leave the house; how can we take care of what needs to be done?"

Any way you can get across the message "We're in this together" can help bridge gaps that con flicts might otherwise create.

Keep calm.

You can easily destroy your credibility by gett ing angry or too excited duri ng a con versati on.

(完整版)新视野大学英语(第三版)视听说3--答案

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Unit1 Americans believe no one stands still. If you are not moving ahead, you are falling behind. This attitude results in a nation of people committed to researching, experimenting and exploring. Time is one of the two elements that Americans save carefully, the other being labor. "We are slaves to nothing but the clock,” it has been said. Time is treated as if it were something almost real. We budget it, save it, waste it, steal it, kill it, cut it, account for it; we also charge for it. It is a precious resource. Many people have a rather acute sense of the shortness of each lifetime. Once the sands have run out of a person’s hourglass, they cannot be replaced. We want every minute to count. A foreigner’s first impression of the U.S. is li kely to be that everyone is in a rush -- often under pressure. City people always appear to be hurrying to get where they are going, restlessly seeking attention in a store, or elbowing others as they try to complete their shopping. Racing through daytime meals is part of the pace

新视野大学英语(第三版)视听说答案

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