現(xiàn)代大學(xué)英語精讀1unit2？第一課 Another School Year——What For?新學(xué)年，為了什么?第二課 MaheegunMyBrother莫西根，我的兄弟第三課 More Crime and Less Punishment犯罪越多，那么，現(xiàn)代大學(xué)英語精讀1unit2？一起來了解一下吧。
現(xiàn)代大學(xué)英語精讀答案
第一課 Another School Year——What For?新學(xué)年，為了什么?
第二課 MaheegunMyBrother莫西根，我的兄弟
第三課 More Crime and Less Punishment犯罪越多，懲罰越少
第四課 Nightingale and Rose夜鶯與玫瑰
第五課 Say Yes說“是”
第六課 The Man in the Water水中英雄
第七課 The Greatest Invention最偉大的發(fā)明
第八課 Psychologically Speaking假戲真情
第九課 Quick Fix Society快節(jié)奏社會
第十課 The Richer，the Poorer越富越窮
第十一課 You Have to Get Me Out of Here你得把我從這里弄出去
第十二課 Confessions of a Miseducated Man一個沒受到正確教育的人的自白書
第十三課 Blueprint for Success成功的藍(lán)圖
第十四課 Space Shuttle Challenger“挑戰(zhàn)者號”航天飛機
第十五課 The Riddle of Time時間之謎
現(xiàn)代大學(xué)英語精讀1unit12
1.Everything indicates that something has gone wrong with his plan.
一切都表明他的計劃出了毛病。
2.The author thinks that we should not take it for granted that those who score high on intelligence tests will certainly
do well in practical work.
作者認(rèn)為，我們不應(yīng)想當(dāng)然地以為那些智力測驗得分高的人在實際工作中就一定能干得好。
3.I singled out a few English idioms to test my classmates
我挑出幾條英語成語(idiom),考了一下我的同班同學(xué)．
4.Three professors were invited to design the curriculum for new teachers assess.
三位教授被請來對新教員設(shè)計的教案做出評估.
5.This is but just a small loss to us. Don't make a fuss over it.
這對我們來說是個很小的損失,不要大驚小怪.
6.He scored far more than any of his opponents, which proved him a worthy winner.
他比任何對手的得分都高很多,證明他不愧為一個勝利者.
7.The two animals are alike in appearance, but they belong to different species.
這兩只動物外貌很相似，但它們屬于不同的種類
8. I don't know for sure whether the bank will grant him the loan he has applied for.
我并不確切知道他申請的貸款（loan）銀行是否會給。
現(xiàn)代大學(xué)英語精讀1unit6
現(xiàn)代大學(xué)英語精讀課文輔導(dǎo)2是一本由單小明編著并翻譯的圖書，它由中國的世界圖書北京出版公司發(fā)行。這本書的出版日期可以追溯到2008年1月，具有唯一的ISBN號碼：9787506288163，十位編號為7506288168。全書共計516頁，重量大約為0.470千克，為讀者提供了扎實的內(nèi)容和豐富的學(xué)習(xí)資源。
對于舊書用戶，普通用戶購買此書的價格為人民幣19.80元，但享受折扣后，您可以節(jié)省11.90元，達(dá)到7.90元。如果您是世界圖書的VIP用戶，可以享受到更大的優(yōu)惠，只需7.10元，相較于原價可節(jié)省12.70元。對于需要大量購買或團(tuán)體團(tuán)購的用戶，團(tuán)購批發(fā)價更是優(yōu)惠，僅為6.30元。無論是個人學(xué)習(xí)還是教學(xué)需要，這本教材都提供了經(jīng)濟(jì)實惠的選擇。
綜合教程1電子版
現(xiàn)代大學(xué)英語精讀2Unit1TextA原文及全文翻譯如下：
Another School Year—What For?
John Ciardi
Let me tell you one of the earliest disasters in my career as a teacher.
It was January of1940and I was fresh out of graduate school starting my first semester at the University of Kansas City. Part of the student body was a beanpole with hair on top who came into my class, sat down, folded his arms,and looked at me as if to say"All right, teach me something.
"Two weeks later we started Hamlet. Three weeks later he came into my office with his hands on his hips."Look,"he said,"I came here to be a pharmacist.Why do I have to read this stuff?"And not having a book of his own to point to, he pointed to mine which was lying on the desk.
New as I was to the faculty, I could have told this specimen a number of things. I could have pointed out that he had enrolled,not in a drugstore-mechanics school, but in a college and that at the end of his course he meant to reach for a scroll that would read Bachelor of Science.
It would not read: Qualified Pill-Grinding Technician.It would certify that he had specialized in pharmacy, but it would further certify that he had been exposed to some of the ideas mankind has generated within its history.That is to say, he had not entered a technical training school but a university and in universities students enroll for both training and education.
I could have told him all this, but it was fairly obvious he wasn't going to be around long enough for it to matter.
Nevertheless, I was young and I had a high sense of duty and I tried to put it this way: "For the rest of your life," I said, "your days are going to average out to about twenty-four hours.
They will be a little shorter when you are in love, and a little longer when you are out of love, but the average will tend to hold. For eight of these hours, more or less, you will be asleep."
"Then for about eight hours of each working day you will, I hope, be usefully employed.Assume you have gone through pharmacy school—or engineering, or law school, or whatever—during those eight hours you will be using your professional skills.You will see to it that the cyanide stays out of the aspirin.
That the bull doesn't jump the fence, or that your client doesn't go to the electric chair as a result of your incompetence.These are all useful pursuits. They involve skills every man must respect, and they can all bring you basic satisfactions.
Along with everything else, they will probably be what puts food on your table, supports your wife, and rears your children. They will be your income, and may it always suffice.
"But having finished the day's work, what do you do with those other eight hours? Let's say you go home to your family.What sort of family are you raising? Will the children ever be exposed to a reasonably penetrating idea at home?
Will you be presiding over a family that maintains some contact with the great democratic intellect?Will there be a book in the house? Will there be a painting a reasonably sensitive man can look at without shuddering? Will the kids ever get to hear Bach"?
That is about what I said, but this particular pest was not interested."Look," he said, "you professors raise your kids your way; I'll take care of my own. Me, I'm out to make money."
"I hope you make a lot of it," I told him, "because you're going to be badly stuck for something to do when you're not signing checks."
Fourteen years later I am still teaching, and I am here to tell you that the business of the college is not only to train you, but to put you in touch with what the best human minds have thought.If you have no time for Shakespeare, for a basic look at philosophy, for the continuity of the fine arts.
For that lesson of man's development we call history—then you have no business being in college.You are on your way to being that new species of mechanized savage, the push-button Neanderthal.Our colleges inevitably graduate a number of such life forms.
But it cannot be said that they went to college; rather the college went through them—without making contact.
No one gets to be a human being unaided. There is not time enough in a single lifetime to invent for oneself everything one needs to know in order to be a civilized human.
Assume, for example, that you want to be a physicist. You pass the great stone halls of, say, M.I.T., and there cut into the stone are the names of the scientists. The chances are that few if any of you will leave your names to be cut into those stones.
Yet any of you who managed to stay awake through part of a high school course in physics, knows more about physics than did many of those great scholars of the past. You know more because they left you what they knew, because you can start from what the past learned for you.
And as this is true of the techniques of mankind, so it is true of mankind's spiritual resources. Most of these resources, both technical and spiritual, are stored in books. Books are man's peculiar accomplishment. When you have read a book, you have added to your human experience.
Read Homer and your mind includes a piece of Homer's mind. Through books you can acquire at least fragments of the mind and experience of Virgil, Dante, Shakespeare—the list is endless. For a great book is necessarily a gift; it offers you a life you have not the time to live yourself.
And it takes you into a world you have not the time to travel in literal time. A civilized mind is, in essence, one that contains many such lives and many such worlds.If you are too much in a hurry, or too arrogantly proud of your own limitations, to accept as a gift to your humanity some pieces of the minds of Aristotle, or Chaucer or Einstein, you are neither a developed human nor a useful citizen of a democracy.
I think it was La Rochefoucauld who said that most people would never fall in love if they hadn't read about it. He might have said that no one would ever manage to become human if they hadn't read about it.
I speak, I'm sure, for the faculty of the liberal arts college and for the faculties of the specialized schools as well, when I say that a university has no real existence and no real purpose except as it succeeds in putting you in touch, both as specialists and as humans, with those human minds your human mind needs to include.
The faculty, by its very existence, says implicitly: "We have been aided by many people, and by many books, in our attempt to make ourselves some sort of storehouse of human experience.
We are here to make available to you, as best we can, that expertise.
又一學(xué)年——為了什么？
約翰?查爾迪
讓我給你們講講我在教學(xué)生涯中最早遇到的困難。
現(xiàn)代大學(xué)英語精讀1unit14
課文翻譯如下 第一單元
我最初聽到這個故事是在印度，那兒的人們今天講起它來仍好像實有其事似的——盡管任何一位博物學(xué)家都知道這不可能是真的。后來有人告訴我，在第一次世界大戰(zhàn)之后不久就出現(xiàn)在一本雜志上。但登在雜志上的那篇故事, 以及寫那篇故事的人，我卻一直未能找到。故事發(fā)生在印度。某殖民官員和他的夫人舉行盛行的晚宴。跟他們一起就座的客人有——軍官和他人的夫人，另外還有一位來訪的美國博物學(xué)家——筵席設(shè)在他們家寬敞的餐室里，室內(nèi)大理石地板上沒有鋪地毯；屋頂明椽裸露；寬大的玻璃門外便是陽臺。席間，一位年輕的女士同一位少校展開了熱烈的討論。年輕的女士認(rèn)為，婦女已經(jīng)有所進(jìn)步，不再像過去那樣一見到老鼠就嚇得跳到椅子上；少校則不以為然?！芭艘挥龅轿＜鼻闆r，”少校說，反應(yīng)便是尖叫。而男人雖然也可能想叫，但比起女人來，自制力卻略勝一籌。這多出來的一點自制力正是真正起作用的東西?！蹦莻€美國人沒有參加這場爭論，他只是注視著在座的其他客人。在他這樣觀察時，他發(fā)現(xiàn)女主人的臉上顯出一種奇異的表情。她兩眼盯著正前方，臉部肌肉在微微抽搐。她向站在座椅后面的印度男仆做了個手勢，對他耳語了幾句。男仆兩眼睜得大大的，迅速地離開了餐室。
以上就是現(xiàn)代大學(xué)英語精讀1unit2的全部內(nèi)容，現(xiàn)代大學(xué)英語口語教材目錄提供了豐富多樣的主題，旨在提升學(xué)生的交流能力。首先，Unit 1 Approaching Debate引導(dǎo)學(xué)生掌握辯論技巧，鍛煉邏輯思維和表達(dá)能力，讓學(xué)生學(xué)會如何有效地提出觀點并進(jìn)行反駁。接著，Unit 2 Home Schooling Versus Formal Education探討了家庭教育與正規(guī)學(xué)校教育的對比，通過深入剖析，內(nèi)容來源于互聯(lián)網(wǎng)，信息真?zhèn)涡枳孕斜鎰e。如有侵權(quán)請聯(lián)系刪除。
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