全新版大学英语综合教程2英语课文背诵部分

一单元One way of summarizing(概括,总结)the American position is to state that we value originality(.独创性) and independence(独立,自主) more than the Chinese do. The contrast(差异,对比) between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable(类似的) hurry to promote(促进) creativity. American educators fear that unless creativity has been acquired early, it may never emerge(出现); on the other hand, skills can be picked up(获得,学会) later.

However, I do not want to overstate(夸大) my case. There is enormous(巨大的) creativity to be found in Chinese scientific, technological and artistic innovations(革命,新事物) past and present. And there is a danger of exaggerating(夸大,夸张) creative breakthroughs(突破) in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the "standing on the shoulders of giants" phenomenon).

But assuming that the contrast I have developed is valid(有根据的), and that the fostering(培养) of skills and creativity are both worthwhile(值得的) goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior(优良的) way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?

第二单元：Yet I feel nothing more than(仅仅,不多于) a passing whim to attain(获得,达到) the material things so many other people have. My 1999 car shows the wear and tear(磨损) of 105,000 miles. But it is still dependable. My apartment is modest, but quiet and relaxing. My clothes are well suited to my work, which is primarily(主要的) outdoors. My minimal(极小的) computer needs can be met at the library.

In spite of what I don't have, I don't feel poor. Why? I've enjoyed exceptionally(罕见的) good health for 53 years. It's not just that I've been illness-free, it's that I feel vigorous and spirited. Exercising is actually fun for me. I look forward to long, energizing walks. And I love the "can do" attitude that follows.

I also cherish(关爱,珍惜) the gift of creativity. When I write a beautiful line of poetry(诗), or fabricate(捏造) a joke that tickles(逗乐) someone, I feel rich inside. I'm continually surprised at the insights that come through my writing process. And talking with so many interesting writer friends is one of my main sources of enjoyment.

三单元SEAN: If that sort of thing happened only once in a while, it wouldn't be so bad. Overall, I wouldn't want to trade my dad for anyone else's. He love s us kids and Mom too. But I think that's sometimes the problem. He wants to do things for us, things he thinks are good. But he needs to give them more thought because:

SEAN, HEIDI and DIANE: (In unison) Father knows better!

DIANE: Can you imagine how humiliated(羞辱) I was? An honor student, class president. And Father was out asking people to have their sons call and ask me to the prom! But that's dear old dad. Actually, he is a dear. He just doesn't stop to think. And it's not just one of us who've felt the heavy hand of interference(干涉). Oh, no, all three of us live in constant dread(恐怖) knowing that at any time disaster can strike because: 第四单元I'd never realized how important daily routine(日常工作) is: dressing for work, sleeping normal hours. I'd never thought I relied so much on co-workers(同事) for company. I began to understand why long-term unemployment(失业) can be so damaging, why life without an externally(外面的) supported daily plan can lead to higher rates of drug abuse(滥用,虐待), crime(罪), suicide(自杀).

To restore(恢复) balance to my life, I force myself back into the real world. I call people, arrange(安排) to meet with the few remaining friends who haven't fled(逃走) New York City. I try to at least get to the gym, so as to set apart(使分离) the weekend from the rest of my week. I arrange interviews for stories, doctor's appointments(约会) -- anything to get me out of the house and connected with others.

But sometimes being face to face is too much. I see a friend and her ringing laughter(笑声) is intolerable -- the noise of conversation in the restaurant, unbearable. I make my excuses and flee. I re-enter my apartment and run to the computer as though it were a place of safety.

I click(点击) on the modem(调制解调器), the once-annoying(使恼怒) sound of the connection(连接) now as pleasant as my favorite tune. I enter my password(口令). The real world disappears.

第五单元The runway felt different this time. It startled him for a brief moment. Then it all hit him like a

wet bale(一大捆) of hay(干草). The bar was set at nine inches higher than his personal best. That's only one inch off the National record, he thought. The intensity(强烈,紧张) of the moment filled his mind with anxiety(焦虑,担心). He began shaking the tension(紧张). It wasn't working. He became more tense(令人紧张的). Why was this happening to him now, he thought. He began to get nervous. Afraid would be a more accurate description. What was he going to do? He had never experienced these feelings. Then out of nowhere, and from the deepest depths of his soul, he pictured his mother. Why now? What was his mother doing in his thoughts at a time like this? It was simple. His mother always used to tell him when you felt tense, anxious or even scared, take deep breaths.

So he did. Along with(连同) shaking the tension from his legs, he gently laid his pole at his feet. He began to stretch out(伸展) his arms and upper(上部的) body. The light breeze(微风) that was once there was now gone. He carefully picked up his pole. He felt his heart pounding. He was sure the crowd did, too. The silence was deafening. When he heard the singing of some distant birds in flight, he knew it was his time to fly.

第六单元：.why are we so quick to limit ourselves? I'm not denying that most little girls love dolls and most little boys love video games, and it may be true that some people favor the right side of their brain, and others the left. but how relevant is that to me, or to anyone as an individual? instead of translating our differences into hard and fast conclusions about the human brain, why can't we focus instead on how incredibly(令人惊讶的) flexible(灵活头有弹性的) we are? instead of using what we know as a reason why woman can't learn physics, maybe we should consider the possibility that our brains are more powerful than we imagine.

Here's a secret: math and science don't come easily to most people. no one was ever born knowing calculus. a woman can learn anything a man can, but first she needs to know that she can do it and that takes a leap of faith(冒险一试). it also helps to have selective hearing.

第七单元Two centuries ago an English judge in India noticed that several words in Sanskrit closely resembled(与相似) some words in Greek and Latin. A systematic(有系统的) study revealed that many modern languages descended(起源于,下降) from a common parent language, lost to us because nothing was written down.

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

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

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

第八单元：There was once a town in the heart of American where all life seemed to live in harmony(和谐) with its surroundings. The town lay in the midst of(在*当中) a checkerboard of prosperous(繁荣昌盛的) farms, with fields of grain and hillsides of orchards(果园) where, in spring, white clouds of bloom(花) drifted above the green fields. In autumn, oak(橡树) and maple(枫树) and birch set up a blaze(火焰) of color that flamed(火烧得很旺) and flickered(摇曳) across a backdrop of pines(松树). Then foxes barked in the hills and deer silently crossed the fields, half hidden in the mists(雾气) of the autumn mornings, Along the roads, laurel, viburnum and alder, great ferns and wild flowers, delighted the traveller’s eye through much of year. Even in winter the roadsides were places of beauty, where countless birds came to feed on the berries and on the seed heads of the dried weeds rising above the snow. The countryside was, in fact, famous for the abundance(充裕) and variety of its bird life, and when the flood of migrants(候鸟) was pouring through in spring and autumn people travelled from great distances to observe them. Other came to fish the streams, which flowed clear and cold out of the hills and contained shady pools where trout lay. So it

had been from the days may years ago when the first settlers raised their houses, sank their wells and built their barns(仓谷).

新标准大学英语综合教程2课文翻译U2R2

How empathy unfolds 同感是怎样表露的 1 The moment Hope, just nine months old, saw another baby fall, tears welled up in her own eyes and she crawled off to be comforted by her mother, as though it were she who had been hurt. And 15-month-old Michael went to get his own teddy bear for his crying friend Paul; when Paul kept crying, Michael retrieved Paul's security blanket for him. Both these small acts of sympathy and caring were observed by mothers trained to record such incidents of empathy in action. The results of the study suggest that the roots of empathy can be traced to infancy. Virtually from the day they are born infants are upset when they hear another infant crying – a response some see as the earliest precursor of empathy. 霍普才九个月大，一见到另一个婴儿摔倒，泪水就涌了出来。她爬到妈妈身边寻求安慰，就好像是她自己摔疼了。15个月大的迈克尔把自己的玩具熊拿来给正在大哭的朋友保罗；保罗不停地大哭的时候，迈克尔替保罗捡回他的安乐毯。这些小小的表示同情和关爱的举动都是接受过记录同感行为训练的母亲们观察到的。这项研究的结果表明，同感的根源可以追溯到人的婴儿期。实际上，从出生的那天起，婴儿在听到其他婴儿哭闹的时候就会感到不安——有些人认为这种反应是同感的最初先兆。 2 Developmental psychologists have found that infants feel sympathetic distress even before they fully realize that they exist apart from other people. Even a few months after birth, infants react to a disturbance in those around them as though it were their own, crying when they see another child's tears. By one year or so, they start to realize the misery is not their own but someone else's, though they still seem confused over what to do about it. In research by Martin L. Hoffman at New York University, for example, a oneyear-old brought his own mother over to comfort a crying friend, ignoring the friend's mother, who was also in the room. This confusion is seen too when one-year-olds imitate the distress of someone else, possibly to better comprehend what they are feeling; for example, if another baby hurts her fingers, a one-year-old might put her own fingers in her mouth to see if she hurts, too. On seeing his mother cry, one baby wiped his own eyes, though they had no tears. 成长心理学家发现，甚至在充分意识到自己是独立于其他人而存在之前，婴儿就感受到了同情的苦恼。甚至在出生后几个月，婴儿就会对周围人的烦躁不安做出反应，就好像他们自己的烦躁不安一样，看到别的孩子哭也跟着哭。到了一岁左右，他们开始意识到痛苦不是他们的，而是别人的，可是他们对这样的事情似乎还是感到不知所措。例如，在纽约大学的马丁·L.霍夫曼所做的一项研究中，一个一岁的孩子把自己的妈妈拉过来安慰哭闹的朋友，却忽视了同在一室的朋友的妈妈。这样的困惑在其他一岁大的孩子身上也能看到，他们模仿别的孩子的痛苦，也许是为了更好地理解他们的感受。例如，如果别的婴儿伤了手指，一个一岁大的孩子就会把自己的手指放进嘴里，看看自己是否也感觉到痛。看到自己的妈妈哭，婴儿即使没有眼泪，也会擦拭自己的眼睛。 3 Such motor mimicry, as it is called, is the original technical sense of the word empathy as it was first used in the 1920s by E. B. Titchener, an American psychologist. Titchener's theory was that empathy stemmed from a sort of physical imitation of the distress of another, which then evokes the same feelings in oneself. He sought a word that would be distinct from sympathy, which can

全大学英语综合教程第二版课题答案全集

【一】全新版大学英语综合教程1课后题 Unit 1 Growing Up Part II Language Focus Vocabulary Ⅰ.1. …down back and on in 2. been assigned to the newspaper’s Paris office. so extraordinary that I didn’t know whether to believe him or not. clear image of how she would look in twenty years’ time. the command the soldiers opened fire. bikes we’ll keep turning them out. 3. , rigid, to inspire tedious, What’s more, out of date ideas , career, avoid showing, hardly hold back Ⅱ. violating Ⅲ. , in upon Comprehensive Exercises Ⅰ. Cloze 1. back

and on out/in 2. Ⅱ. Translation 1. 1.As it was a formal dinner party, I wore formal dress, as Mother told me to. 2.His girlfriend advised him to get out of/get rid of his bad habit of smoking before it took hold. 3.Anticipating that the demand for electricity will be high during the next few months, they have decided to increase its production. 4.It is said that Bill has been fired for continually violating the company’s safety rules. /Bill is said to have been fired for continually violating the company’s safety rules. 5.It is reported that the government has taken proper measures to avoid the possibility of a severe water shortage. /The local government is reported to have taken proper measures to avoid the possibility of a severe water shortage. 2. Susan lost her legs because of / in a car accident. For a time, she didn’t know how to face up to the fact that she would never (be able to) walk again. One day, while scanning (through) some magazines, a true story caught her eye /she was attracted by a true story. It gave a vivid description of how a disabled girl became a writer. Greatly inspired, Susan began to feel that she, too, would finally be bale to lead a useful life. Unit 2 Friendship I. Vocabulary 1. Fill in the gaps with words or phrases given in the box. 1) absolutely 2) available

全新版大学英语综合教程2课文原文及翻译

One way of summarizing the American position is to state that we value originality and independence more than the Chinese do. The contrast between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later. However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the "standing on the shoulders of giants" phenomenon). But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?

全新版大学英语综合教程2课文原文与翻译

Unit1 One way of summarizing the American position is to state that we value originality and independence more than the Chinese do. The contrast between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later. However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the "standing on the shoulders of giants" phenomenon). But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?

全新版大学英语综合教程2第二版答案

Unit 1 Key to Exercises Part I Pre-Reading Task Script for the recording: Ways of learning is the topic of this unit. It is also the topic of the song you are about to listen to, called Teach Your Children sung by Crosby, Stills and Nash. Teach Your Children Crosby, Stills and Nash You, who are on the road, Must nave a code that you can live by. And so, become yourselr, Because the past is just a goodbye. Teach your cbildren well, Their lather's hell did slowly go by. And reed them on your dreams, The one they picks, the one you'll mow by. Don't you ever ash them why, ir they told you, you will cry, So just look at them and sigh and know they love you. Appendix I - 93 - And you, oi tender years, Can't know the rears that your elders grew by. Ana so please help them with your youtb, They seek the truth before tbey can die. Teacb your parents well, Tbeir children's bell will slowly go by. And reed them on your dreams, Tbe one tbey picks, tbe one you'll kno w by.

全新版大学英语第二版综合教程2课文

BOOK2课文译文 UNIT1 TextA 中国式的学习风格 1987年春，我和妻子埃伦带着我们18个月的儿子本杰明在繁忙的中国东部城市南京住了一个月，同时考察中国幼儿园和小学的艺术教育情况。然而，我和埃伦获得的有关中美教育观念差异的最难忘的体验并非来自课堂，而是来自我们在南京期间寓居的金陵饭店堂。 我们的房门钥匙系在一块标有房间号的大塑料板上。酒店鼓励客人外出时留下钥匙，可以交给服务员，也可以从一个槽口塞入钥匙箱。由于口子狭小，你得留神将钥匙放准位置才塞得进去。 本杰明爱拿着钥匙走来走去，边走边用力摇晃着。他还喜欢试着把钥匙往槽口里塞。由于他还年幼，不太明白得把钥匙放准位置才成，因此总塞不进去。本杰明一点也不在意。他从钥匙声响中得到的乐趣大概跟他偶尔把钥匙成功地塞进槽口而获得的乐趣一样多。 我和埃伦都满不在乎，任由本杰明拿着钥匙在钥匙箱槽口鼓捣。他的探索行为似乎并无任何害处。但我很快就观察到一个有趣的现象。饭店里任何一个中国工作人员若在近旁，都会走过来看着本杰明，见他初试失败，便都会试图帮忙。他们会轻轻握牢本杰明的手，直接将它引向钥匙槽口，进行必要的重新定位，并帮他把钥匙插入槽口。然后那位“老师”会有所期待地对着我和埃伦微笑，似乎等着我们说声谢谢——偶尔他会微微皱眉，似乎觉得我俩没有尽到当父母的责任。 我很快意识到，这件小事与我们在中国要做的工作直接相关：考察儿童早期教育（尤其是艺术教育）的方式，揭示中国人对创造性活动的态度。因此，不久我就在与中国教育工作者讨论时谈起了钥匙槽口一事。 两种不同的学习方式

我的中国同行，除了少数几个人外，对此事的态度与金陵饭店工作人员一样。既然大人知道怎么把钥匙塞进槽口——这是走近槽口的最终目的，既然孩子还很年幼，还没有灵巧到可以独自完成要做的动作，让他自己瞎折腾会有什么好处呢？他很有可能会灰心丧气发脾气——这当然不是所希望的结果。为什么不教他怎么做呢？他会高兴，他还能早些学会做这件事，进而去学做更复杂的事，如开门，或索要钥匙——这两件事到时候同样可以（也应该）示范给他看。 我俩颇为同情地听着这一番道理，解释道，首先，我们并不在意本杰明能不能把钥匙塞进钥匙的槽口。他玩得开心，而且在探索，这两点才是我们真正看重的。但关键在于，在这个过程中，我们试图让本杰明懂得，一个人是能够很好地自行解决问题的。这种自力更生的精神是美国中产阶级最重要的一条育儿观。如果我们向孩子演示该如何做某件事——把钥匙塞进钥匙槽口也好，画只鸡或是弥补某种错误行为也好——那他就不太可能自行想方设法去完成这件事。从更广泛的意义上说，他就不太可能——如美国人那样——将人生视为一系列 的情境，在这些情境中，一个人必须学会独立思考，学会独立解决问题，进而学会发现需要创造性地加以解决的新问题。 把着手教 回想起来，当时我就清楚地意识到，这件事正是体现了问题的关键之所在——而且不仅仅是一种意义上的关键之所在。这件事表明了我们两国在教育和艺术实践上的重要差异。 那些善意的中国旁观者前来帮助本杰明时，他们不是简单地像我可能会做的那样笨拙地或是犹犹豫豫地把他的手往下推。相反，他们极其熟练地、轻轻地把他引向所要到达的确切方向。 我逐渐认识到，这些中国人不是简单地以一种陈旧的方式塑造、引导本杰明的行为：他们是在恪守中国传统，把着手教，教得本杰明自己会愉快地要求再来一次。

全新版大学英语综合教程unit课文翻译

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