21世纪大学英语读写教程第一册Unit2课文讲解1 TextA Listening FirstListening Beforelisteningtothetape,haveaquickloo下面是小编为大家整理的2023年度21世纪大学英语读写教程第一册Unit2课文讲解60篇【通用文档】,供大家参考。
21世纪大学英语读写教程第一册Unit2课文讲解1
Text A
Listening
First Listening
Before listening to the tape, have a quick look at the following words.
conversation
谈话
comment on
评论
bowling
保龄球
lane
球道
connect
联系
converse
交谈
switch
转换
Second Listening
Listen to the tape again. Then, choose the best answer to each of the following questions.
1. What was the main cause of the problem discussed in the listening?
A) She was using a Western style in conversations among the Japanese.
B) She insisted on speaking English even though she was in Japan.
C) She spoke the Japanese language poorly.
D) She was an American woman married to a Japanese man.
2. Which of the following comparisons does the listening make about Japanese and Western conversational styles?
A) The Japanese style is like tennis and the Western style is like volleyball.
B) The Western style is more athletic than the Japanese style.
C) The Japanese style is like bowling and the Western style is like tennis.
D) The Japanese style is like singles tennis and the Western style is like doubles.
3. The author considers the Western conversational style to be ____________.
A) more interactive (互动的)
B) louder
C) more personal
D) better
4.The author considers the Japanese conversational style to be ____________.
A) easier to adjust to(适应)
B) more strictly (严谨地) organized
C) more traditional
D) better
5.The author concludes that ____________.
A) once you know the differences, it is easy to adjust to them
B) because she is American, she will never really understand Japan
C) life will be much easier for her students than it was for her
D) it remains difficult to switch from one style to another
Pre-reading Questions
1.Look at the title and guess what this passage is about.
2. Go over the first paragraph quickly and find out who the author is. Is she a Japanese born and educated in the United States or an American married to a Japanese?
3. Have you ever talked with a native speaker of English? What problems have you encountered in talking with a foreigner?
Conversational Ballgames
Nancy Masterson Sakamoto
After I was married and had lived in Japan for a while, my Japanese gradually improved to the point where I could take part in simple conversations with my husband, his friends, and family. And I began to notice that often, when I joined in, the others would look startled, and the conversation would come to a halt. After this happened several times, it became clear to me that I was doing something wrong. But for a long time, I didn"t know what it was.
Finally, after listening carefully to many Japanese conversations, I discovered what my problem was. Even though I was speaking Japanese, I was handling the conversation in a Western way.
Japanese-style conversations develop quite differently from western-style conversations. And the difference isn"t only in the languages. I realized that just as I kept trying to hold western-style conversations even when I was speaking Japanese, so were my English students trying to hold Japanese-style conversations even when they were speaking English. We were unconsciously playing entirely different conversational ballgames.
A western-style conversation between two people is like a game of tennis. If I introduce a topic, a conversational ball, I expect you to hit it back. If you agree with me, I don"t expect you sim* to agree and do nothing more. I expect you to add something — a reason for agreeing, another example, or a remark to carry the idea further. But I don"t expect you always to agree. I am just as happy if you question me, or challenge me, or completely disagree with me. Whether you agree or disagree, your response will return the ball to me.
And then it is my turn again. I don"t serve a new ball from my original starting line. I hit your ball back again from where it has bounced. I carry your idea further, or answer your questions or objections, or challenge or question you. And so the ball goes back and forth.
If there are more than two people in the conversation, then it is like doubles in tennis, or like volleyball. There"s no waiting in line. Whoever is nearest and quickest hits the ball, and if you step back, someone else will hit it. No one stops the game to give you a turn. You"re responsible for taking your own turn and no one person has the ball for very long.
A Japanese-style conversation, however, is not at all like tennis or volleyball, it"s like bowling. You wait for your turn, and you always know your place in line. It depends on such things as whether you are older or younger, a close friend or a relative stranger to the previous speaker, in a senior or junior position, and so on.
The first thing is to wait for your turn, patiently and politely. When your moment comes, you step up to the starting line with your bowling ball, and carefully bowl it. Everyone else stands back, making sounds of polite encouragement. Everyone waits until your ball has reached the end of the lane, and watches to see if it knocks down all the pins, or only some of them, or none of them. Then there is a pause, while everyone registers your score.
Then, after everyone is sure that you are done, the next person in line steps up to the same starting line, with a different ball. He doesn"t return your ball. There is no back and forth at all. And there is always a suitable pause between turns. There is no rush, no impatience.
No wonder everyone looked startled when I took part in Japanese conversations. I paid no attention to whose turn it was, and kept snatching the ball halfway down the alley and throwing it back at the bowler. Of course the conversation fell apart, I was playing the wrong game.
This explains why it can be so difficult to get a western-style discussion going with Japanese students of English. Whenever I serve a volleyball, everyone just stands back and watches it fall. No one hits it back. Everyone waits until I call on someone to take a turn. And when that person speaks, he doesn"t hit my ball back. He serves a new ball. Again, everyone just watches it fall. So I call on someone else. This person does not refer to what the previous speaker has said. He also serves a new ball. Everyone begins again from the same starting line, and all the balls run parallel. There is never any back and forth.
Now that you know about the difference in the conversational ballgames, you may think that all your troubles are over. But if you have been trained all your life to play one game, it is no simple matter to switch to another, even if you know the rules. Tennis, after all, is different from bowling.
21世纪大学英语读写教程第一册Unit2课文讲解60篇扩展阅读
21世纪大学英语读写教程第一册Unit2课文讲解60篇（扩展1）
——21世纪大学英语读写教程第一册单元7课文讲解60篇
21世纪大学英语读写教程第一册单元7课文讲解1
Roger Wilkins
My favorite teacher"s name was "Dead-Eye" Bean. Her real name was Dorothy. She taught American history to eighth graders in a junior high school in Grand Rapids, Michigan. It was the fall of 1944, Franklin D. Roosevelt was president; American troops were battling their way across France; I was a 12-year-old black newcomer in a school that was otherwise all white. When we moved in, the problem for our new neighbors was that their neighborhood had previously been all-white and they were ignorant about black people. The prevailing wisdom in the neighborhood was that we were spoiling it and that we ought to go back where we belonged. There was a lot of angry talk among the *s, but nothing much came of it.
But some of the kids were quite nasty during those first few weeks. They threw stones at me, chased me home when I was on foot and spat on my bike seat when I was in class. For a time, I was a pretty lonely, friendless and sometimes frightened kid.
I now know that Dorothy Bean understood most of that and deplored it. So things began to change when I walked into her classroom. She was a pleasant-looking single woman, who looked old and wrinkled to me at the time, but who was probably about 40.
Whereas my other teachers approached the problem of easing in their new black pupil by ignoring him for the first few weeks, Miss Bean went right at me. On the morning after having read our first assignment, she asked me the first question. I later came to know that in Grand Rapids, she was viewed as a very liberal person who believed, among other things, that Negroes were equal.
I gulped and answered her question and the follow-up. They weren"t brilliant answers, but they did establish the fact that I could speak English. Later in the hour, when one of my classmates had bungled an answer, Miss Bean came back to me with a question that required me to clean up the girl"s mess and established me as a smart person.
Thus, the teacher began to give me human dimensions, though not perfect ones for an eighth grader. It was somewhat better to be, on one"s early days, a teacher"s pet than merely a dark presence in the back of the room.
A few days later, Miss Bean became the first teacher ever to require me to think. She asked my opinion about something Jefferson had done. In those days, all my opinions were derivative. I was for Roosevelt because my parents were and I was for the Yankees because my older buddy from Harlem was a Yankee fan. Besides, we didn"t have opinions about historical figures like Jefferson. Like our high school building, he just was.
After I had stared at her for a few seconds, she said: "Well, should he have bought Louisiana or not?"
"I guess so," I replied tentatively.
"Why?" she shot back.
Why! What kind of question was that? But I ventured an answer. Day after day, she kept doing that to me, and my answers became stronger and more confident. She was the first teacher to give me the sense that thinking was part of education and that I could form opinions that had some value.
Her final service to me came on a day when my mind was wandering and I was idly digging my pencil into the writing surface on the arm of my chair. Miss Bean impulsively threw a hunk of gum eraser at me. By amazing chance, it hit my hand and sent the pencil flying. She gasped, and I crept hurriedly after my pencil as the class roared.
That was the ice breaker. Afterward, kids came up to me to laugh about "Old Dead-Eye Bean." The incident became a legend, and I, a part of that story, became a person to talk to.
So that"s how I became just another kid in school and Dorothy Bean became "Old Dead-Eye."
21世纪大学英语读写教程第一册单元7课文讲解2
Listen to the tape again. Then, choose the best answer to each of the following questions.
1. How did their new white neighbors treat the author"s family?
A) Both the *s and the children were welcoming.
B) The *s were welcoming, but the children were unfriendly.
C) The *s were unfriendly, but the children were welcoming.
D) Both the *s and the children were unfriendly.
2. How did Miss Bean treat the black student in class?
A) She ignored him.
B) She asked him only easy questions.
C) She asked him difficult questions.
D) She apologized for the other students" behavior.
3. How did Miss Bean teach the author to think for himself?
A) She made him memorize sayings about the old west.
B) She made him give his opinions and tell why he thought that way.
C) She made him study the history of France.
D) She threw an eraser at him.
4. After Miss Bean threw the eraser, how was the school different?
A) Miss Bean had a new nickname.
B) The other students were more friendly towards the black student.
C) Everyone paid more attention in Miss Bean"s class.
D) Both A) and B).
21世纪大学英语读写教程第一册Unit2课文讲解60篇（扩展2）
——21世纪大学英语读写教程第一册Unit4课文简介60篇
21世纪大学英语读写教程第一册Unit4课文简介1
Isaac Bashevis Singer
She was a small woman, old and wrinkled. When she started washing for us, she was already past seventy. Most Jewish women of her age were sickly and weak. All the old women in our street had bent backs and leaned on sticks when they walked. But this washwoman, small and thin as she was, possessed a strength that came from generations of peasant forebears. Mother would count out to her a bundle of laundry that had accumulated over several weeks. She would then lift the bundle, put it on her narrow shoulders, and carry it the long way home.
She would bring the laundry back about two weeks later. My mother had never been so pleased with any washwoman. Yet she charged no more than the others. She was a real find. Mother always had her money ready, because it was too far for the old woman to come a second time.
Laundering was not easy in those days. The old woman had no running water where she lived but had to bring in the water from a pump. And the drying! It could not be done outside because thieves would steal the laundry. So it had to be carried up to the attic and hung on clotheslines. Only God knows what the old woman had to endure each time she did a wash!
She could have begged at the church door or entered a home for the penniless and aged. But there was in her a certain pride and love of labor with which many members of the labor force have been blessed. The old woman did not want to become a burden, and so she bore her burden.
The woman had a son who was rich. He was ashamed of his mother, and never came to see her. Nor did he ever give her money. The old woman told this without bitterness. When the son got married, the wedding took place in a church. The son had not invited the old mother to his wedding, but she went to the church anyway and waited at the steps to see her son lead the bride to the altar.
One day the washwoman, now nearly eighty years old, came to our house. A good deal of laundry had accumulated during the past weeks. Mother gave her a pot of tea to warm herself, as well as some bread. The old woman sat on a kitchen chair trembling and shaking, and warmed her hands against the teapot. Her fingernails were strangely white. These hands spoke of the stubbornness of mankind, of the will to work not only as one"s strength permits but beyond the limits of one"s power. It was sad to watch the old woman stagger out with the big bundle and disappear.
Usually the woman brought back the wash after two or, at the most, three weeks. But three weeks passed, then four and five, and nothing was heard of the old woman.
For us the washwoman"s absence was a catastrophe. We needed the laundry. We did not even know the woman"s address. It seemed certain that she had collapsed, died. Mother declared she had had a premonition that we would never see our things again. We mourned, both for the laundry and for the old woman who had grown close to us through the years she had served us so faithfully.
More than two months passed. One evening, while Mother was sitting near the lamp mending a shirt, the door opened and a small puff of steam, followed by a huge bundle, entered. Under the bundle tottered the old woman, her face as white as a linen sheet. Mother uttered a half-choked cry, as though a corpse had entered the room. I ran toward the old woman and helped her unload her bundle. She was even thinner now, more bent. She could not utter a clear word, but mumbled something with her sunken mouth and pale lips.
After the old woman had recovered somewhat, she told us that she had been ill, very ill. In fact, she had been so sick that someone had called a doctor, and the doctor had sent for a priest. Someone had informed the son, and he had contributed money for a coffin. But God had not yet wanted to take this poor soul to Himself. She began to feel better, she became well, and as soon as she was able to stand on her feet once more, she resumed her washing. Not just ours, but the wash of several other families too.
"I could not rest easy in my bed because of the wash," the old woman explained. "The wash would not let me die."
"With the help of God you will live to be a hundred and twenty," said my mother.
"God forbid! What good would such a long life be? The work becomes harder and harder ... my strength is leaving me ... I do not want to be a burden on any one!" The old woman muttered, crossed herself, and raised her eyes toward heaven. After getting paid, she left, promising to return in a few weeks for a new load of wash.
But she never came back. The wash she had returned was her last effort on this earth. She had been driven by a strong will to return the property to its owners, to fulfill the task she had undertaken.
21世纪大学英语读写教程第一册Unit4课文简介2
washwoman
n. 洗衣妇
wrinkled
a. having or showing small folds or lines in the skin 有皱纹的
*wrinkle
vi. (esp. of the skin) form into lines, folds, etc. 起皱纹
n. 皱纹
Jewish
a. of the Jews 犹太人的
sickly
a. often ill 常病的
possess
vt. own, have 拥有，具有
generation
n. a single stage or step in family descent 代，一代
for(e)bear
n. [常用复数] 祖先
bundle
n. (of) a number of articles tied, fastened or held together, usu. across the middle 捆，束，包
laundry
n. 1. clothes, sheets, etc., that need to be washed or have just been washed 付洗衣物;已洗好的衣物
2. a place or business where clothes, etc., are washed and ironed 洗衣房，洗衣店
accumulate
vi. gradually increase in numbers or amount until there is a large quantity in one place 积累，积聚
launder
vi. wash and iron clothes, sheets, etc. 洗熨衣物
pump
n. 泵，抽(水)机
attic
n. 阁楼;顶楼
clothesline
n. 晾衣绳
endure
vt. suffer, undergo (pain, hardship, etc.) 忍受(痛苦、困难等)，耐住
penniless
a. 身无分文的"
*bless
vt. (with) 使具有，使有权得到
bear(bore, borne)
vt. take (responsibility, etc.) on oneself 承担(责任等)
wedding
n. a marriage ceremony, esp. with a party or meal after a church service 婚礼
bride
n. 新娘
altar
n. (教堂内的)圣坛，祭坛
kitchen
n. 厨房，灶间
teapot
n. 茶壶
fingernail
n. 指甲
stubbornness
n. 倔强;顽强
*stubborn
a. 1. 顽固的, 倔强的
2. 顽强的, 坚持的
*stagger
vi. have trouble standing or walking; move unsteadily on one"s feet 摇晃着移动; 蹒跚
n. 摇晃不稳的动作; 蹒跚
*catastrophe
n. a terrible event that causes great suffering, misfortune, or ruin 灾难，灾祸，大祸
collapse
vi. (健康等)垮掉;倒坍
premonition
n. 预感
*mourn
vi. (for, over) feel and/or show grief, esp. for the death of someone; be sorrowful(尤指对某人的亡故)感到悲痛;哀悼
faithfully
ad. 1. with faith 忠实地
2. exactly 如实地;确切地
faithful
a. 1. loyal and true (to sb., to a cause, etc.) 忠实的，忠诚的
2. true to the facts or to an original 如实的
puff
n. a sudden short rush of air, smoke, etc.(空气、烟雾等的)一阵，一股
totter
vi. walk with weak unsteady steps 蹒跚，踉跄
*linen
a. 亚麻(布)的
n. 亚麻布(或线);亚麻织品(床单、被单、桌布等)
utter
vt. make (a sound); say 发出(声音);说，讲
half-choked
a. 半哽住的
*corpse
n. 死尸，尸体
unload
vt. 1. have (a load) removed 卸(货)
2. remove a load from (sth.) 从 … 卸下货物
vi. 卸货
mumble
v. speak (words) unclearly 含糊地说(话)，咕哝
sunken
a. 下陷的;凹陷的
recover
vi. (from) return to the usual state of health, strength, ability, etc. 痊愈，复原;恢复
somewhat
ad. by some degree or amount; a little 稍微，有点
priest
n. 牧师，神父
inform
vt. (of, about) tell, give information to 告诉，通知
contribute
vt. join with others in giving (money, help, etc.) 捐(款)，贡献，提供(帮助)
coffin
n. 棺材
resume
vt. begin (sth. or doing sth.) again after a pause (中断后)重新开始，继续
*mutter
vt. 轻声含糊地说
load
n. 一包(洗的衣物);负荷，负载
vt. 装(货或人);把货物(或人)装上(车、船、飞机等)
property
n. 财产;所有物
fulfil,-fill
vt. do or perform (a duty, task, etc.) 履行，完成
*undertake(undertook，undertaken)
vt. accept responsibility for (a piece of work) and start to do it 承担
Phrases and Expressions
lean on
rest in a sloping position on for support 靠在 …上，倚在 …上
count out
count one by one 逐一数出
be blessed with
be fortunate in having 有幸得到，具有
take place
举行，进行;发生，产生
a (good /great) deal of
quite a lot of 大量
speak of
suggest the idea of; show clearly that sth. happened or that it exists 显示;表明
at (the) most
not more than (the stated amount) 至多
hear of
receive news about (sb. or sth.) 获知…的消息，听到…的消息
stand /be on one"s feet
站起;(病后)恢复健康
with the help of
在 … 的帮助下
God forbid!
May it not happen! 上天不容!
21世纪大学英语读写教程第一册Unit2课文讲解60篇（扩展3）
——21世纪大学英语读写教程第一册Unit2课文讲解
21世纪大学英语读写教程第一册Unit2课文讲解1
Text A
Listening
First Listening
Before listening to the tape, have a quick look at the following words.
conversation
谈话
comment on
评论
bowling
保龄球
lane
球道
connect
联系
converse
交谈
switch
转换
Second Listening
Listen to the tape again. Then, choose the best answer to each of the following questions.
1. What was the main cause of the problem discussed in the listening?
A) She was using a Western style in conversations among the Japanese.
B) She insisted on speaking English even though she was in Japan.
C) She spoke the Japanese language poorly.
D) She was an American woman married to a Japanese man.
2. Which of the following comparisons does the listening make about Japanese and Western conversational styles?
A) The Japanese style is like tennis and the Western style is like volleyball.
B) The Western style is more athletic than the Japanese style.
C) The Japanese style is like bowling and the Western style is like tennis.
D) The Japanese style is like singles tennis and the Western style is like doubles.
3. The author considers the Western conversational style to be ____________.
A) more interactive (互动的)
B) louder
C) more personal
D) better
4.The author considers the Japanese conversational style to be ____________.
A) easier to adjust to(适应)
B) more strictly (严谨地) organized
C) more traditional
D) better
5.The author concludes that ____________.
A) once you know the differences, it is easy to adjust to them
B) because she is American, she will never really understand Japan
C) life will be much easier for her students than it was for her
D) it remains difficult to switch from one style to another
Pre-reading Questions
1.Look at the title and guess what this passage is about.
2. Go over the first paragraph quickly and find out who the author is. Is she a Japanese born and educated in the United States or an American married to a Japanese?
3. Have you ever talked with a native speaker of English? What problems have you encountered in talking with a foreigner?
Conversational Ballgames
Nancy Masterson Sakamoto
After I was married and had lived in Japan for a while, my Japanese gradually improved to the point where I could take part in simple conversations with my husband, his friends, and family. And I began to notice that often, when I joined in, the others would look startled, and the conversation would come to a halt. After this happened several times, it became clear to me that I was doing something wrong. But for a long time, I didn"t know what it was.
Finally, after listening carefully to many Japanese conversations, I discovered what my problem was. Even though I was speaking Japanese, I was handling the conversation in a Western way.
Japanese-style conversations develop quite differently from western-style conversations. And the difference isn"t only in the languages. I realized that just as I kept trying to hold western-style conversations even when I was speaking Japanese, so were my English students trying to hold Japanese-style conversations even when they were speaking English. We were unconsciously playing entirely different conversational ballgames.
A western-style conversation between two people is like a game of tennis. If I introduce a topic, a conversational ball, I expect you to hit it back. If you agree with me, I don"t expect you sim* to agree and do nothing more. I expect you to add something — a reason for agreeing, another example, or a remark to carry the idea further. But I don"t expect you always to agree. I am just as happy if you question me, or challenge me, or completely disagree with me. Whether you agree or disagree, your response will return the ball to me.
And then it is my turn again. I don"t serve a new ball from my original starting line. I hit your ball back again from where it has bounced. I carry your idea further, or answer your questions or objections, or challenge or question you. And so the ball goes back and forth.
If there are more than two people in the conversation, then it is like doubles in tennis, or like volleyball. There"s no waiting in line. Whoever is nearest and quickest hits the ball, and if you step back, someone else will hit it. No one stops the game to give you a turn. You"re responsible for taking your own turn and no one person has the ball for very long.
A Japanese-style conversation, however, is not at all like tennis or volleyball, it"s like bowling. You wait for your turn, and you always know your place in line. It depends on such things as whether you are older or younger, a close friend or a relative stranger to the previous speaker, in a senior or junior position, and so on.
The first thing is to wait for your turn, patiently and politely. When your moment comes, you step up to the starting line with your bowling ball, and carefully bowl it. Everyone else stands back, making sounds of polite encouragement. Everyone waits until your ball has reached the end of the lane, and watches to see if it knocks down all the pins, or only some of them, or none of them. Then there is a pause, while everyone registers your score.
Then, after everyone is sure that you are done, the next person in line steps up to the same starting line, with a different ball. He doesn"t return your ball. There is no back and forth at all. And there is always a suitable pause between turns. There is no rush, no impatience.
No wonder everyone looked startled when I took part in Japanese conversations. I paid no attention to whose turn it was, and kept snatching the ball halfway down the alley and throwing it back at the bowler. Of course the conversation fell apart, I was playing the wrong game.
This explains why it can be so difficult to get a western-style discussion going with Japanese students of English. Whenever I serve a volleyball, everyone just stands back and watches it fall. No one hits it back. Everyone waits until I call on someone to take a turn. And when that person speaks, he doesn"t hit my ball back. He serves a new ball. Again, everyone just watches it fall. So I call on someone else. This person does not refer to what the previous speaker has said. He also serves a new ball. Everyone begins again from the same starting line, and all the balls run parallel. There is never any back and forth.
Now that you know about the difference in the conversational ballgames, you may think that all your troubles are over. But if you have been trained all your life to play one game, it is no simple matter to switch to another, even if you know the rules. Tennis, after all, is different from bowling.
21世纪大学英语读写教程第一册Unit2课文讲解60篇（扩展4）
——21世纪大学英语读写教程第一册Unit1内容讲解60篇
21世纪大学英语读写教程第一册Unit1内容讲解1
text a
listening
first listening
before listening to the tape, have a quick look at the following words.
grade
分数
concentrate
全神贯注
schedule
时间表
pressure
压力
selectively
有选择地
relevant
有关的
skip over
跳过;略过
approach
方法
second listening
listen to the tape again. then, choose the best answer to each of the following questions.
1. the purpose of this listening passage is ____.
a) to describe college life
b) to give advice for college success
c) to warn against being lazy at college
d) to increase college enrollment(入学人数)
2. according to the listening passage, the most important key to getting good grades at college is _____.
a) asking questions in class
b) doing assignments ahead of time
c) working as hard as you can
d) learning how to study effectively
3. which of the following does the listening not say you should do?
a) organize your time and materials.
b) write down every word the professor says in class.
c) treat studying like business.
d) study together.
pre-reading questions
1. based on the title, guess what the text is about.
2. look at the subheadings, 1-8, in the text. which of these activities do you already do? in which areas do you feel you need improvement?
3. are there any "secrets" to your own success as a student? in other words, do you have any special study techniques which have been very successful for you?
secrets of a students
edwin kiester & sally valentine kiester
alex, now a first-year student in natural sciences at cambridge, played football for his school in manchester and directed the school production of a play — but he left school with five a"s. amanda, studying english at bristol university, acted in plays at her school and played tennis regularly. yet she still managed to get four a"s.
how do a students like these do it? brains aren"t the only answer. the most gifted students do not necessarily perform best in exams. knowing how to make the most of one"s abilities counts for much more.
hard work isn"t the whole story either. some of these high-achieving students actually put in fewer hours than their lower-scoring classmates. the students at the top of the class get there by mastering a few basic techniques that others can easily learn. here, according to education experts and students themselves, are the secrets of a students.
1. concentrate! top students allow no interruptions of their study time. once the books are open, phone calls go unanswered, tv unwatched and newspapers unread. "this doesn"t mean ignoring important things in your life," amanda explains. "it means planning your study time so that you can concentrate. if i"m worried about a sick friend, i call her before i start my homework. then when i sit down to study, i can really focus."
2. study anywhere — or everywhere. a university professor in arizona assigned to tutor underachieving college athletes, recalls a runner who exercised daily. he persuaded him to use the time to memorise biology terms. another student stuck a vocabulary list on his bathroom wall and learned a new word every day while brushing his teeth.
3. organize your materials. at school, tom played basketball. "i was too busy to waste time looking for a pencil or a missing notebook. i kept everything just where i could get my hands on it," he says. paul, a student in new mexico, keeps two folders for each subject — one for the day"s assignments, the other for homework completed and ready to hand in. a drawer keeps essentials together and cuts down on time-wasting searches.
4. organize your time. when a teacher set a long essay, alex would spend a couple of days reading round the subject and making notes, then he"d do a rough draft and write up the essay. he would aim to finish a couple of days before the assignment was due so that if it took longer than expected, he"d still meet the deadline. amanda stuck to a study schedule that included breaks every two hours. "trying to study when you"re overtired isn"t smart," she advises. "even a short break to stretch or get some fresh air can work wonders."
5. learn how to read. "i used to spend hours going through irrelevant material," amanda remembers. "but then i got used to reading quickly; if the first sentence of a paragraph wasn"t relevant, i"d move on to the next paragraph." "the best course i ever took," says an oklahoma student, "was speed-reading. i not only increased my words per minute but also learned to look at a book"s table of contents and pictures first. then, when i began to read, i had a sense of the material and i retained a lot more." to such students, the secret of good reading is to be an active reader — one who keeps asking questions that lead to a full understanding of the material being read.
6. take good notes. "before writing anything, i pide my page into two parts," says amanda, "the left part is about a third of the page wide; the right, two-thirds. i write my notes in the wider part, and put down the main ideas on the left. during revision, this is very useful because you can see immediately why the material is relevant, rather than being worried by a great mass of information." just before the end of lesson bell rings, most students close their books, put away papers, talk to friends and get ready to leave. but a smart student uses those few minutes to write two or three sentences about the lesson"s main points, which he scans before the next class.
7. ask questions. "if you ask questions, you know at once whether you have got the point or not," says alex. class participation is a matter of showing intellectual curiosity. in a lecture on economics, for example, curious students would ask how the chinese economy could be both socialist and market-driven, thus interesting themselves not only in whats, but also in whys and hows.
8. study together. the value of working together was shown in an experiment at the university of california at berkeley. a graduate student there who observed a first-year calculus course found that asian-american students discussed homework, tried different approaches and explained their solutions to one another while the others studied alone, spent most of their time reading and rereading the text, and tried the same approach time after time even if it was unsuccessful.
after all, the secrets of a students are not so secret. you can learn and master them and become an a student, too.
21世纪大学英语读写教程第一册Unit2课文讲解60篇（扩展5）
——21世纪大学英语读写教程第三册Unit7课文讲解60篇
21世纪大学英语读写教程第三册Unit7课文讲解1
so-so
a.& ad.(infml) neither very bad(ly) nor very good/well 不好也不坏的(地)
mom
n. (美口)妈妈
incompetence
n. the lack of skill or ability to do a task successfully 不胜任，不称职
* competence
n. skill or ability to do a task successfully 能力;称职
boring
a. dull and uninteresting 乏味的;令人厌倦的
leisure
n. time free from work or other duties; spare time 闲暇
gym
n. (infml) (=gymnasium) a room or hall with apparatus for physical exercise 体操馆;健身房
gym shoe
n. 体操鞋，球鞋
sole
n. the bottom part of a shoe or sock 鞋底;袜底
a. being the only one; belonging to one and no others 唯一的;独占的
enthusiast
n. a person who is very interested in sth. 热衷于…的人
squeeze
vt. 1. force or press (sb. or sth. into a small space) 硬塞，硬挤
2. press firmly from two sides 挤压，榨
n. 1. an act of pressing in from two sides 挤压，榨
2. tight economic circumstances 经济困难;拮据
tights
n. [复]女用(连)*
leg warmers
n. [复]暖腿套
warm-up
n. an act or a period of preparation for physical exercise, a performance, etc. 准备活动;准备练习
* overhear
vt. hear (sb., a conversation, etc.) without the knowledge of the speaker(s); hear by chance 偷听到;无意中听到
goal kick
n. 球门球
* slaughter
vt. 1. kill (an animal), esp. for food; kill (people or animals) violently and in large numbers 屠宰;屠杀
2. (infml) defeat (sb.) badly in sports or games (口)使惨败
wreck
n. 1. (usu. sing) (infml) a person whose health, esp. mental health, has been seriously damaged 受到严重损害的人
2. a ship lost at sea; a plane, car, etc. which is badly damaged in an accident 遇难船只;失事飞机等的残骸
vt. cause (a ship) to be destroyed; (fig.) destroy, ruin 造成(船舶等)失事;(喻)破坏
orchestra
n. a (usu. large) group of people playing various musical instruments together 管弦乐队
limit
n. (oft. pl.) the greatest extent of sth. that is possible or allowed 限度;范围
vt. keep within a certain size, amount, number, area, or place; restrict 限制;限定
limited
a. small in amount, power and not able to increase 有限的
tidy
vt. make (sb. or sth.) neat or in order 使整洁，使整齐
a. neat and in order; liking things to be neatly arranged 整洁的;爱整洁的
* recreation
n. an activity done for enjoyment when one is not working 消遣，娱乐
self-improvement
n. improvement of one"s character, mind, etc., by one"s own efforts 自我改进，自我修养
grimly
ad. in a determined manner 坚定地;不屈地
* insane
a. 1. 精神病患者的;为疯人而设的
2. (of people or their acts) mad (患)精神病的;精神失常的
asylum
n. 收容所;精神病院
insane asylum
n. a mental hospital 精神病院
sanity
n. the state of having a normal healthy mind; the state of being sensible or reasonable; good sound judgement 神智健全;清醒，明智
opera
n. 歌剧
peculiar-looking
a. 奇形怪状的
peculiar
a. 1. odd, strange 奇特的，古怪的
2. (to) belonging, relating only (to a particular person, place or time) 独有的，特有的
clay
n. 黏土
homemade
a. made at home, rather than in a shop or factory 家制的;做得简单粗糙的
discourage
vt. take away (sb."s) confidence or (sb."s) hope of doing sth. 使泄气，使灰心
* stumble
vi. 1. walk in a clumsy way 跌跌撞撞地走
2. speak or perform with many mistakes or hesitations 结结巴巴地说话
gracelessly
ad. not attractively or elegantly; in a clumsy manner 不优美地，笨拙地
grace
n. 1. elegance in movement or behaviour 优美;风度
2. kindness; willingness to do what is right 善意;体谅
graceful
a. 1. (of movement or shape) attractive to see 优美的"
2. (of a speech or feeling) suitably and pleasantly expressed 优雅的;得体的
* gracious
a. polite, kind and pleasant, esp. to people of a lower social position 亲切的，和蔼的
21世纪大学英语读写教程第三册Unit7课文讲解2
tone up
make (one"s body) stronger, fitter, etc. 使更强壮，使更健康
pull on
put (sth.) on by pulling 穿上，戴上
a big deal
sth. important 了不起的事，大事
take up
start to learn or practice (a hobby) 开始从事
in good shape
in good condition 处于良好状况
be committed to
care a lot about (a cause, one"s job. etc.); be loyal to (a particular ideal) 献身于，忠诚于
squeeze into
force or press into a narrow or restricted space 硬塞进…，硬挤入…
as it happens
(used before saying sth. surprising) actually; in fact 碰巧，偶然
blow it
(俚)把这事弄得一团糟
keep score
(在比赛中)记分
get in the way (of sth./of -ing); get in sb."s way
prevent or interfere with sth.; prevent sb. from doing sth.; block sb."s progress 妨碍;挡道
kind of
(infml) somewhat; to some extent (口)有点儿;可以这么说
eat up
use (sth.) in large quantities 消耗;用完
have a shot at
(infml) attempt to do (sth.) (口)尝试;试着去做(某事)
put off
delay (doing sth.) 推迟;拖延
tidy up
make (sb./oneself/sth.) neat and orderly 整理，收拾
put a stop to
ensure that a process, habit, etc., ends and will not be repeated 制止，使停止
make sth. out of
construct, create or prepare sth. by combining materials or putting parts together 用…做出…
fool around
behave in a manner that isn"t serious; waste time; do sth. just for fun (口)闲荡，混日子
out of shape
not fit 处于不良的(健康)状况
in no time
very quickly 立刻，马上
21世纪大学英语读写教程第一册Unit2课文讲解60篇（扩展6）
——21世纪大学英语读写教程第3册Unit10课文详解 (菁选3篇)
21世纪大学英语读写教程第3册Unit10课文详解1
1. Before you listen to the passage, quickly note down your responses to the questions below. Don"t think too much before you respond — your first ideas are the best ones.
A) On a scale of one to ten, where ten is the most nervous you"ve ever felt in your life, how nervous do you feel right now?
B) On a scale of one to ten, where ten is the most exhausted you"ve ever felt in your life, how tired do you feel right now?
C) What are the three biggest problems that are worrying you today? Write down one-word "titles" for each of these three problems.
Now listen to the passage, and go on to the next questions afterwards.
2. After hearing the passage, do you feel more or less nervous than you did before? More or less tired? More or less worried about your problems?
3. How do you usually behave when you"re worried or nervous about something?
21世纪大学英语读写教程第3册Unit10课文详解2
Louis E. Kopolow, M.D.
You need stress in your life! Does that surprise you? Perhaps so, but it is quite true. Without stress, life would be dull and unexciting. Stress adds flavor, challenge, and opportunity to life. Too much stress, however, can seriously affect your physical and mental well-being. A major challenge in the stress-filled world of today is to learn how to cope with stress so that it doesn"t become overwhelming.
What kinds of things can cause too much stress in our lives? We often think of major crises such as natural disasters, war, and death as main sources of stress. These are, of course, stressful events. However, according to psychologist Wayne Weiten, on a day-to-day basis, it"s the small things that cause stress: waiting in line, having car trouble, getting stuck in a traffic jam, having too many things to do in a limited time.
Interestingly, stress is unique and personal to each of us. So personal, in fact, that what may be relaxing to one person may be stressful to another. For example, if you"re an executive who likes to keep busy all the time, "taking it easy" at the beach on a beautiful day may feel extremely frustrating, non-productive, and upsetting. You may be emotionally distressed from "doing nothing".
Hans Selye, M.D., a recognized expert in the field, has defined stress as a "non-specific response of the body to a demand." For the busy executive, the demand that causes stress might be to relax. For most of us, it"s a demand to act that causes stress. If we feel overwhelmed by pressure to do too much, we may not be able to function at all. In this case, the stress that can be good for us becomes distress, or bad stress. When stress becomes prolonged or particularly frustrating, it can become harmful, causing physical illness.
Reacting To Stress
The body responds to stressful events by going through three stages: (1) alarm, (2) resistance and (3) exhaustion. Let"s take the example of a ty//.oh100.com/picmuter in rush-hour traffic. If a car suddenly pulls out in front of him, his initial alarm reaction may include fear of an accident, anger at the driver who committed the action, and general frustration. His body may respond in the alarm stage by releasing chemicals into the bloodstream which cause his face to flush, perspiration to form, his stomach to have a sinking feeling, and his arms and legs to tighten. The next stage is resistance, in which the body repairs damage caused by the stress. If the stress of driving continues with repeated close calls or traffic jams, however, his body doesn"t have time to make repairs. He may become so conditioned to expect potential problems when he drives that he tightens up at the beginning of each commuting day. The third stage, exhaustion, occurs if the stress continues over a long period of time, and the body depletes its resources for fighting stress. The result may be illness: insomnia, headaches, backaches, ulcers, high blood pressure — even heart disease.
While you can"t live completely free of stress and distress, you can prevent some distress as well as minimize its impact. By recognizing the early signs of distress and then doing something about them, you can improve the quality of your life and perhaps even live longer.
Helping Yourself
When stress does occur, it"s important to recognize and deal with it. Here are some suggestions for handling stress. As you begin to understand more about how stress affects you as an individual, you"ll come up with your own ways to ease the tension.
Try physical activity. When you"re nervous, angry or upset, release the pressure through exercise or physical activity. Running, walking, playing tennis or working in your garden are just some of the activities you might try. Physical exercise will relieve the tension, relax you and turn the frowns into smiles. Remember, your body and your mind work together.
Share your stress. It helps to talk to someone about your concerns and worries. Perhaps a friend, family member, teacher or counselor can help you see your problem in a different light. If you feel your problem is serious, you might seek professional help from a psychologist, psychiatrist, social worker or mental health counselor. Knowing when to ask for help may help you avoid more serious problems later.
Know your limits. If a problem is beyond your control and can"t be changed at the moment, don"t fight the situation. Learn to accept what is — for now — until a time when you can change it.
Take care of yourself. You"re special. Get enough rest and eat well. If you"re irritable and tense from lack of sleep or if you aren"t eating correctly, you"ll have less ability to deal with stressful situations. If stress repeatedly keeps you from sleeping, you should ask your doctor for help.
Make time for fun. Schedule time for both work and recreation. Play can be just as important to your well-being as work; you need a break from your daily routine to just relax and have fun.
Be a participant. One way to keep from getting bored, sad, and lonely is to go somewhere where things are happening. Sitting alone can make you feel frustrated. Instead of feeling sorry for yourself, get involved and become a participant. Offer your services in volunteer organizations. Help yourself by helping other people. Get involved in the world and the people around you, and you"ll find they"ll be attracted to you. You"ll be on your way to making new friends and enjoying new activities.
Check off your tasks. Trying to take care of everything at once can seem overwhelming, and, as a result, you may not accomplish anything. Instead, make a list of what tasks you have to do, then do one at a time, check them off as they"re completed. Give priority to the most important ones and do those first.
Must you always be right? Do other people upset you — particularly when they don"t do things your way? Try cooperation instead of confrontation; it"s better than fighting and always being "right." A little give and take on both sides will reduce the strain and make you both feel more comfortable.
It"s OK to cry. A good cry can be a healthy way to bring relief to your anxiety, and it might even prevent a headache or other physical consequences. Take some deep breaths; they also release tension.
Create a quiet scene. You can"t always run away, but you can "dream the impossible dream." A quiet country scene painted mentally (or on canvas!) can let you escape from a stressful situation. Change the scene by reading a good book or playing beautiful music to create a sense of peace.
Avoid self-medication. Although you can use prescription or over-the-counter medications to relieve stress temporarily, they don"t eliminate the conditions that caused the stress in the first place. Medications, in fact, may be habit-forming and can also reduce your efficiency, thus creating more stress than they take away. They should be taken only on the advice of your doctor.
The Art of Relaxation
The best strategy for avoiding stress is to learn how to relax. Unfortunately many people try to relax at the same pace that they lead the rest of their lives. For a while, tune out your worries about time, productivity, and "doing right". You"ll find satisfaction in just being, without striving. Find activities that give you pleasure and that are good for your mental and physical well-being. Forget about always winning. Focus on relaxation, enjoyment, and health. Whatever method works for you, be good to yourself. If you don"t let stress get out of hand, you can actually make it work for you instead of against you.
21世纪大学英语读写教程第3册Unit10课文详解3
stress
n. force or pressure caused by difficulties in life 压力;紧张
well-being
n. the state of being healthy, happy, or prosperous 安康;安乐;幸福
* overwhelming
a. irresistible by force of numbers, influence, amount, etc. 压倒的，势不可挡的;无法抵抗的
stressful
a. 紧张的.;压力重的
distress
vt. subject to pressure, stress, or strain; make unhappy 使紧张;使苦恼;使痛苦
n. (精神上的)痛苦;苦恼
* prolong
vt. make longer; extend 延长;延伸
resistance
n. an act of resisting; desire to oppose sth. 抵抗;反抗;抵制;抗拒
resistant
a. having or showing resistance 抵抗的;反抗的
rush-hour
a. 交通高峰时间的
initial
a. occurring at the beginning; first or earliest 开头的;最初的
bloodstream
n. the blood as it flows through the body (体内的)血流
* flush
vi. turn red because of a rush of blood to the skin; blush (因皮肤充血而)变红;脸红
close call
n. a narrow escape from danger or an accident 侥幸脱险，死里逃生
condition
vt. accustom; train 使习惯;训练
deplete
vt. use up or exhaust 用光;耗尽
insomnia
n. inability to sleep; sleeplessness 失眠症;失眠
relieve
vt. ease or reduce (pain, anxiety or trouble) 解除或减轻(痛苦等)
social worker
n. a person who does work directed toward the betterment of social conditions in a community 社会福利工作者
irritable
a. easily made angry; impatient 易怒的;急躁的
* irritate
vt. make impatient or angry 使急躁;激怒
tense
a. nervous, anxious and unable to relax (心理或神经)紧张的，不安的
repeatedly
ad. again and again 一再，再三;反复地
volunteer
n. a person who enters any service of his own choice; a person who serves without pay 志愿者
a. of or made up of volunteers 志愿(者)的
confrontation
n. an open or direct clash; angry opposition 冲突;对抗
give and take
n. willingness to be mutually tolerant and forgiving within a relationship 互谅互让
anxiety
n. uneasy thoughts or fears about what may happen; troubled, worried, or uneasy feeling 焦虑;忧虑
self-medication
n. the act of taking medicines without the advice of a doctor 自我药疗
over-the-counter
a. (of medicine) that can be sold and bought without a doctor"s prescription (药)无医生处方也可合法出售的
habit-forming
a. (esp. of medicine, a drug, etc.) that can become impossible to stop taking because one"s body begins to need it (尤指药物、吸毒等)易使人上瘾的
efficiency
n. the ability to do things without waste of time or energy 效率
relaxation
n. 1. 松驰，放松
2. 休息;消遣;娱乐
* relax
v. 1. make or become less active or worried 放松，(使)轻松
2. make (effort or control) less severe 使…松懈;放宽
* strive
vi. try hard; make efforts 努力;奋斗
21世纪大学英语读写教程第一册Unit2课文讲解60篇（扩展7）
——21世纪大学英语读写教程第4册Unit9课文及词汇讲解 (菁选3篇)
21世纪大学英语读写教程第4册Unit9课文及词汇讲解1
Robert Temple
One of the greatest untold secrets of history is that the""modern world" in which we live is a unique synthesis of Chinese and Western ingredients. Possibly more than half of the basic inventions and discoveries upon which the "modern world" rests come from China. And yet few people know this. Why?
The Chinese themselves are as ignorant of this fact as Westerners. From the seventeenth century onwards, the Chinese became increasingly dazzled by European technological expertise, having experienced a period of amnesia regarding their own achievements. When the Chinese were shown a mechanical clock by Jesuit missionaries, they were awestruck. They had forgotten that it was they who had invented mechanical clocks in the first place!
It is just as much a surprise for the Chinese as for Westerners to realize that modern agriculture, modern shipping, the modern oil industry, modern astronomical observatories, modern music, decimal mathematics, paper money, umbrellas, fishing reels, wheelbarrows, multi-stage rockets, guns, underwater mines, poison gas, parachutes, hot-air balloons, manned flight, brandy, whisky, the game of chess, printing, and even the essential design of the steam engine, all came from China.
Without the importation from China of nautical and navigational improvements such as ships" rudders, the compass and multiple masts, the great European Voyages of Discovery could never have been undertaken. Columbus would not have sailed to America, and Europeans would never have established colonial empires.
Without the importation from China of the stirrup, to enable them to stay on horseback, knights of old would never have ridden in their shining armor to aid damsels in distress; there would have been no Age of Chivalry. And without the importation from China of guns and gunpowder, the knights would not have been knocked from their horses by bullets which pierced the armor, bringing the Age of Chivalry to an end.
Without the importation from China of paper and printing, Europe would have continued for much longer to copy books by hand. Literacy would not have become so widespread.
Johann Gutenberg did not invent movable type. It was invented in China. William Harvey did not discover the circulation of the blood in the body. It was discovered — or rather, always assumed — in China. Isaac Newton was not the first to discover his First Law of Motion. It was discovered in China.
These myths and many others are shattered by our discovery of the true Chinese origins of many of the things, all around us, which we take for granted. Some of our greatest achievements turn out to have been not achievements at all, but simple borrowings. Yet there is no reason for us to feel inferior or downcast at the realization that much of the genius of mankind"s advance was Chinese rather than European. For it is exciting to realize that the East and the West are not as far apart in spirit or in fact as most of us have been led, by appearances, to believe, and that the East and the West are already combined in a synthesis so powerful and so profound that it is all-pervading. Within this synthesis we live our daily lives, and from it there is no escape. The modern world is a combination of Eastern and Western ingredients which are inextricably fused. The fact that we are largely unaware of it is perhaps one of the greatest cases of historical blindness in the existence of the human race.
Why are we ignorant of this gigantic, obvious truth? The main reason is surely that the Chinese themselves lost sight of it. If the very originators of the inventions and discoveries no longer claim them, and if even their memory of them has faded, why should their inheritors trouble to resurrect their lost claims? Until our own time, it is questionable whether many Westerners even wanted to know the truth. It is always more satisfying to the ego to think that we have reached our present position alone and unaided, that we are the proud masters of all abilities and all crafts.
We need to set this matter right, from both ends. And I can think of no better single illustration of the folly of Western complacency and self-satisfaction than the lesson to be drawn from the history of agriculture. Today, a handful of Western nations have grain surpluses and feed the world. When Asia starves, the West sends grain. We assume that Western agriculture is the very pinnacle of what is possible in the productive use of soil for the growth of food. But we should take to heart the astonishing and disturbing fact that the European agricultural revolution, which laid the basis for the Industrial Revolution, came about only because of the importation of Chinese ideas and inventions. The growing of crops in rows, intensive hoeing of weeds, the "modern" seed drill, the iron plow, the moldboard to turn the plowed soil, and efficient harnesses were all imported from China. Before the arrival from China of the trace harness and collar harness, Westerners choked their horses with straps round their throats. Although ancient Italy could produce plenty of grain, it could not be transported overland to Rome for lack of satisfactory harnesses. Rome depended on shipments of grain by sea from places like Egypt. As for sowing methods — probably over half of Europe"s seed was wasted every year before the Chinese idea of the seed drill came to the attention of Europeans. Countless millions of farmers throughout European history broke their backs and their spirits by plowing with ridiculously poor plows, while for two thousand years the Chinese were enjoying their relatively effortless method. Indeed, until two centuries ago, the West was so backward in agriculture compared to China, that the West was the Underdeveloped World in comparison to the Chinese Developed World. The tables have now turned. But for how long? And what an uncomfortable realization it is that the West owes its very ability to eat today to the adoption of Chinese inventions two centuries ago.
It would be better if the nations and the peoples of the world had a clearer understanding of each other, allowing the mental chasm between East and West to be bridged. After all they are, and have been for several centuries, intimate partners in the business of building a world civilization. The technological world today is a product of both East and West to an extent which until recently no one had ever imagined. It is now time for the Chinese contribution to be recognized and acknowledged, by East and West alike. And, above all, let this be recognized by today"s schoolchildren, who will be the generation to absorb it into their most conceptions about the world. When that happens, Chinese and Westerners will be able to look each other in the eye, knowing themselves to be true and full partners.
21世纪大学英语读写教程第4册Unit9课文及词汇讲解2
untold
a. not told to anyone 未说过的，未被讲述的;未透露的
synthesis
n. (pl syntheses / -si:z /) the combining of separate things, esp. ideas, to form a complex whole 综合，结合，综合体
Westerner
n. a native or inhabitant of the West, i.e. Europe and North America 西方人，欧美人
onwards
ad. forward in time or space 向前
dazzle
vt. (often passive) to impress sb. greatly through beauty, knowledge, skill, etc. 使昏眩;使惊奇;使赞叹不已;使倾倒
amnesia
n. partial or total loss of memory [医] 记忆缺失;遗忘(症)
regarding
prep.with reference to; concerning 关于;至于;就…而论，在…方面
awestruck
a. suddenly filled with wonder and respect or fear 充满敬畏(或畏怯、惊奇)之心
astronomical
a. of astronomy 天文学的;天文的，天体的
decimal
a. based on or counted in tens or tenths 小数的;十进位的
wheelbarrow
n. (also barrow) an open container for moving small loads in, with a wheel at one end, and two legs and two handles at the other 手推车;独轮车
multi-stage
a. having many stages (火箭、导弹等)多级的
underwater
a. situated, used or done below the surface of the water 在水下的;供水下用的;在水中操作(或生长)的
parachute
n. 降落伞
hot-air
a. filled with heated air 热空气的
brandy
n. a strong alcoholic drink usu. made from wine 白兰地(酒)
whisky
n. (US or Irish whiskey) a strong alcoholic drink made from malted grain, esp. barley or rye 威士忌酒
importation
n. the act of bringing goods, services, ideas, etc. from a foreign country into one"s own country 进口;输入
nautical
a. of ships, sailors or sailing 船舶的;海员的;航海的
navigational
a. relating to the action, process or art of finding the position and direct the course of a ship, an aircraft, a car, etc., using maps, instruments, etc. 航行的;航海的`;航空的
navigation
n. 航行;航海;航空
rudder
n. a vertical piece of wood or metal at the back of a boat, used for steering (船的)舵
compass
n. (also magnetic compass) a device for finding direction. with a needle that always points to the north 罗盘(仪)，指南针
multiple
a. having or involving many individuals, items or types 多个(或多项、多种)的
n. <数> 倍数
multi*vt. 乘，使相乘
mast
n. an upright post of wood or metal used to support a ship"s sails 船桅，桅杆
voyage
n. a long journey, esp. by sea or in space 航行，(尤指)航海;航天
colonial
a. of, relating to or possessing a colony or colonies 殖民地的;拥有殖民地的
stirrup
n. either of a pair of metal or leather loops that hang down from a horse"s saddle to support a rider"s feet 马镫
knight
n. (欧洲中世纪的)骑士;(近代英国的)爵士(品位低于从男爵，其名前称号用 Sir)
armo(u)r
n. (formerly) a protective, usu. metal, covering for the body, worn when fighting 盔甲
damsel
n. (arch) a young woman who is not married (古)(诗)少女，姑娘;闺女
chivalry
n. (in the Middle Ages) the ideal qualities expected of a knight, such as courage, hono(u)r and concern for weak and helpless people 骑士品质(或气概、精神、道德标准、信条等)(如勇武、荣誉感、侠义、扶持弱小、慷慨、谦恭、尊敬女性、对敌人宽容等);骑士制度
gunpowder
n. explosive powder used esp. in bombs or fireworks 火药
bullet
n. a small missile with a pointed end that is fired from a gun 子弹
literacy
n. the ability to read and write 识字，有文化;读写能力
movable
a. that can be moved 可动的，活动的
circulation
n. the movement of blood round the body from and to the heart 血液循环
circulate
v. (使)环行;(使)环流;(使)循环
borrowingn. a thing borrowed, esp. money or a word taken by one language from another 借用;采用;借用物;借用词语
downcast
a. (of a person, an expression, etc.) depressed; sad 垂头丧气的;沮丧的
all-pervading
a. present and seen or felt everywhere 遍及各方面的;无孔不入的
inextricable
a. so closely linked that separation is impossible (绳结等)解不开的;分不开的
inextricably
ad. 紧密地;不可分割地
gigantic
a. of very great size or extent; huge 巨大的;庞大的
originator
n. a person who originates; inventor 创始人;发明者;创作者
inheritor
n. a person who receives money, property etc. as a result of the death of the previous owner 继承人;后继者
resurrect
vt. 1. bring (sb.) back to life again 使(某人)复活
2. revive (a practice, etc.); bring back into use 使(某种做法等)重新流行;重新唤起对…的记忆;重新使用
ego
n. an individual"s idea of oneself, esp. in relation to other people or to the outside world 自我，自己
unaided
a. not assisted by sb./sth; without help 无助的;独立的
folly
n. being foolish; lack of wisdom 愚笨，愚蠢
complacency
n. (usu. derog) a calm feeling of satisfaction with oneself, one"s work, etc. 自满(情绪)，沾沾自喜
self-satisfaction
n. (derog) a feeling of being too pleased with oneself and one"s own achievements 沾沾自喜，自鸣得意
handful
n. a small number 少数，少量
pinnacle
n. the highest point; the peak 顶峰，极点，顶点
mo(u)ldboard
n. a curved metal plate in a plow, which turns over the earth from the furrow (农)犁壁
Strap
n. a strip of leather, cloth or other flexible material, often with a buckle, used for fastening sth., keeping sth. in place, carrying sth. or holding onto sth. 带，条带;皮带;布带;铁皮条
transport
vt. take sth./sb. from one place to another in a vehicle 运输，运送;输送;搬运
overland
ad. across the land; by land, not by sea or air 横越大陆地;经由陆路
satisfactory
a. of an acceptable nature or standard; good enough for a purpose 令人满意的;可喜的;恰当的
shipment
n. a cargo or goods transported, esp. by ship 装载(或交运)的货物(量)
sow
v. put or scatter seed in or on the ground; plant land with seed 播种，种;撒播(种子);播种于(土地)
effortless
a. needing little or no effort 不需要努力的;不(大)费劲的;容易的
backward
a. having made or making less than normal progress 落后的
underdeveloped
a. (of a country, etc.) not having achieved a high level of economic development 未充分发展的;不发达的;落后的
adoption
n. the act of taking over sth. and having or using it as one"s own 采取，采纳，采用
chasm
n. a very wide difference between people, groups, etc., esp. one that is unlikely to change (感情、兴趣、意见等的)大差别，大分歧
intimate
a. (of people) having a very close and friendly relationship 熟悉的;亲密的;密切的
fundamental
a. that need to be known or learned first; most important 基本的，根本的;重要的
21世纪大学英语读写教程第4册Unit9课文及词汇讲解3
bring...to an end
cause...to end 使…完结(终了、结束)
or rather
(used to correct sth. one has said previously, or to give more accurate information)more exactly; more truly; it would be better to say 或者确切点说
lose sight of
fail to consider (sth.); forget (sth.) 忘记;忽略
set...right
put...right; rectify 校正;纠正
take...to heart
consider seriously; be much affected or upset by (sth.) 认真考虑(某事);关注(某事);对(某事)想不开;为(某事)忧虑(或伤心、烦恼)
come about
happen, esp. in a way that seems impossible to prevent 发生，产生
for lack of
because there is not enough 因缺乏
come to the attention of
draw (sb."s) attention 引起…的关注
compared to/with
examined to see how people or things are alike and how they are different 与…相比
by/in comparison to/with
(when) compared with/to 与…相比
look...in the eye(s)/face
look at (sb.) steadily without shame or embarrassment (心地坦然地)直视(某人)，正视(某人)
21世纪大学英语读写教程第一册Unit2课文讲解60篇（扩展8）
——21世纪大学英语读写教程第一册课程6内容详解 (菁选2篇)
21世纪大学英语读写教程第一册课程6内容详解1
Leonid Fridman
There is something very wrong with the system of values in a society that has only unkind terms like nerd and geek for the intellectually curious and academically serious.
We all know what a nerd is: someone who wears thick glasses and ugly clothes; someone who knows all the answers to the chemistry or math homework but can never get a date on a Saturday night. And a geek, according to "Webster"s New World Dictionary," is a street performer who shocks the public by biting off heads of live chickens. It is a revealing fact about our language and our culture that someone dedicated to pursuit of knowledge is compared to such a freak.
Even at a prestigious educational institution like Harvard, anti-intellectualism is widespread: Many students are ashamed to admit, even to their friends, how much they study.
Although most students try to keep up their grades, there is but a small group of undergraduates for whom pursuing knowledge is the most important thing during their years at Harvard. Nerds are looked down upon while athletes are made heroes of.
The same thing happens in U.S. elementary and high schools. Children who prefer to read books rather than play football, prefer to build model airplanes rather than idle away their time at parties with their classmates, become social outcasts. Because of their intelligence and refusal to conform to society"s anti-intellectual values, many are deprived of a chance to learn adequate social skills and acquire good communication tools.
Enough is enough.
Nerds and geeks must stop being ashamed of what they are. Those who don"t study hard must stop teasing those who do, the bright kids with thick glasses. The anti-intellectual values that have spread throughout American society must be fought.
There are very few countries in the world where anti-intellectualism runs as high in popular culture as it does in the U.S.. In most industrialized nations, not least of all our economic rivals in East Asia, a kid who studies hard is praised and held up as an example to other students.
In many parts of the world, university professorships are the most prestigious and materially rewarding positions. But not in America, where average professional ballplayers are much more respected and better paid than professors of the best universities.
How can a country where typical parents are ashamed of their daughter studying mathematics instead of going dancing, or of their son reading Weber while his friends play baseball be expected to compete in the technology race with Japan? How long can America remain a world-class power if we constantly put social skills and physical strength over academic achievement and intellectual ability?
Do we really expect to stay afloat largely by importing our scientists and intellectuals from abroad, as we have done for a major portion of this century without making an effort to also cultivate a pro-intellectual culture at home? Even if we have the political will to spend a lot more money on education than we do now, do we think we can improve our schools if we laugh at our hardworking pupils and fail to respect their impoverished teachers?
Our fault lies not so much with our economy or with our politics as within ourselves, our values and our image of a good life. America"s culture has not adapted to the demands of our times, to the economic realities that demand a highly educated workforce and innovative intelligent leadership.
If we are to succeed as a society in the 21 st century, we had better do away with our anti-intellectualism and teach our children that a good life depends on exercising one"s mind and pursuing knowledge to the full extent of one"s abilities.
Not until the words "nerd" and "geek" become terms of praise rather than insults do we stand a chance.
21世纪大学英语读写教程第一册课程6内容详解2
Listen to the tape again. Then, choose the best answer to each of the following questions.
1. The main purpose of this listening passage is to_________.
A) argue against higher salaries for athletes
B) offer solutions to current economic problems
C) complain about the lack of respect for intellectuals
D) describe changes in the English language
2. What is the meaning of the words "nerd" and "geek"?
A) They are insulting terms which are applied to smart students.
B) They are used in the U.S. to describe students from other countries.
C) A nerd is a good student and a geek is a poor student.
D) A nerd is a poor student and a geek is a good student.
3. The passage says that in nations other than the U.S.,_________.
A) hardworking students are praised
B) professors are paid better salaries
C) more respect is given to intellectuals
D) all of the above
4. The passage suggests that the words "nerd" and "geek" should_________.
A) be made illegal
B) become words of praise, rather than insults
C) be used to describe athletes instead of students
D) all of the above
21世纪大学英语读写教程第一册Unit2课文讲解60篇（扩展9）
——21世纪大学英语读写教程第一册Unit1内容讲解
21世纪大学英语读写教程第一册Unit1内容讲解1
text a
listening
first listening
before listening to the tape, have a quick look at the following words.
grade
分数
concentrate
全神贯注
schedule
时间表
pressure
压力
selectively
有选择地
relevant
有关的
skip over
跳过;略过
approach
方法
second listening
listen to the tape again. then, choose the best answer to each of the following questions.
1. the purpose of this listening passage is ____.
a) to describe college life
b) to give advice for college success
c) to warn against being lazy at college
d) to increase college enrollment(入学人数)
2. according to the listening passage, the most important key to getting good grades at college is _____.
a) asking questions in class
b) doing assignments ahead of time
c) working as hard as you can
d) learning how to study effectively
3. which of the following does the listening not say you should do?
a) organize your time and materials.
b) write down every word the professor says in class.
c) treat studying like business.
d) study together.
pre-reading questions
1. based on the title, guess what the text is about.
2. look at the subheadings, 1-8, in the text. which of these activities do you already do? in which areas do you feel you need improvement?
3. are there any "secrets" to your own success as a student? in other words, do you have any special study techniques which have been very successful for you?
secrets of a students
edwin kiester & sally valentine kiester
alex, now a first-year student in natural sciences at cambridge, played football for his school in manchester and directed the school production of a play — but he left school with five a"s. amanda, studying english at bristol university, acted in plays at her school and played tennis regularly. yet she still managed to get four a"s.
how do a students like these do it? brains aren"t the only answer. the most gifted students do not necessarily perform best in exams. knowing how to make the most of one"s abilities counts for much more.
hard work isn"t the whole story either. some of these high-achieving students actually put in fewer hours than their lower-scoring classmates. the students at the top of the class get there by mastering a few basic techniques that others can easily learn. here, according to education experts and students themselves, are the secrets of a students.
1. concentrate! top students allow no interruptions of their study time. once the books are open, phone calls go unanswered, tv unwatched and newspapers unread. "this doesn"t mean ignoring important things in your life," amanda explains. "it means planning your study time so that you can concentrate. if i"m worried about a sick friend, i call her before i start my homework. then when i sit down to study, i can really focus."
2. study anywhere — or everywhere. a university professor in arizona assigned to tutor underachieving college athletes, recalls a runner who exercised daily. he persuaded him to use the time to memorise biology terms. another student stuck a vocabulary list on his bathroom wall and learned a new word every day while brushing his teeth.
3. organize your materials. at school, tom played basketball. "i was too busy to waste time looking for a pencil or a missing notebook. i kept everything just where i could get my hands on it," he says. paul, a student in new mexico, keeps two folders for each subject — one for the day"s assignments, the other for homework completed and ready to hand in. a drawer keeps essentials together and cuts down on time-wasting searches.
4. organize your time. when a teacher set a long essay, alex would spend a couple of days reading round the subject and making notes, then he"d do a rough draft and write up the essay. he would aim to finish a couple of days before the assignment was due so that if it took longer than expected, he"d still meet the deadline. amanda stuck to a study schedule that included breaks every two hours. "trying to study when you"re overtired isn"t smart," she advises. "even a short break to stretch or get some fresh air can work wonders."
5. learn how to read. "i used to spend hours going through irrelevant material," amanda remembers. "but then i got used to reading quickly; if the first sentence of a paragraph wasn"t relevant, i"d move on to the next paragraph." "the best course i ever took," says an oklahoma student, "was speed-reading. i not only increased my words per minute but also learned to look at a book"s table of contents and pictures first. then, when i began to read, i had a sense of the material and i retained a lot more." to such students, the secret of good reading is to be an active reader — one who keeps asking questions that lead to a full understanding of the material being read.
6. take good notes. "before writing anything, i pide my page into two parts," says amanda, "the left part is about a third of the page wide; the right, two-thirds. i write my notes in the wider part, and put down the main ideas on the left. during revision, this is very useful because you can see immediately why the material is relevant, rather than being worried by a great mass of information." just before the end of lesson bell rings, most students close their books, put away papers, talk to friends and get ready to leave. but a smart student uses those few minutes to write two or three sentences about the lesson"s main points, which he scans before the next class.
7. ask questions. "if you ask questions, you know at once whether you have got the point or not," says alex. class participation is a matter of showing intellectual curiosity. in a lecture on economics, for example, curious students would ask how the chinese economy could be both socialist and market-driven, thus interesting themselves not only in whats, but also in whys and hows.
8. study together. the value of working together was shown in an experiment at the university of california at berkeley. a graduate student there who observed a first-year calculus course found that asian-american students discussed homework, tried different approaches and explained their solutions to one another while the others studied alone, spent most of their time reading and rereading the text, and tried the same approach time after time even if it was unsuccessful.
after all, the secrets of a students are not so secret. you can learn and master them and become an a student, too.