21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载1 《21世纪大学实用英语》系列教材根据《高职高专教育英语课程教学基本要求》以及我国高职高专人才培养特点和教学改革的成果编写而成，突出教学下面是小编为大家整理的21世纪大学英语综合教程第一至四册翟象俊著课后答案下载60篇,供大家参考。
21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载1
《21世纪大学实用英语》系列教材根据《高职高专教育英语课程教学基本要求》以及我国高职高专人才培养特点和教学改革的成果编写而成，突出教学内容的实用性和针对性，将语言基础能力的培养与实际涉外交际能力的.训练有机地结合起来，以满足21世纪全球化社会经济发展对高职高专人才的要求。本套教材包括《综合教程》、《综合练习》、《教学参考书》(每一种分为基础教程和1-4册)及配套的音带、多媒体课件、电子教案等。本套教材供高职高专院校普通英语教学使用。
21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载60篇扩展阅读
21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载60篇（扩展1）
——21世纪大学生英语综合教程第四册课后答案60篇
21世纪大学生英语综合教程第四册课后答案1
21世纪大学生实用英语综合教程第四册课后答案.rar
21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载60篇（扩展2）
——21世纪大学英语综合教程第三册课后答案下载60篇
21世纪大学英语综合教程第三册课后答案下载1
第1版 (2010年8月1日)
丛书名: 普通高等教育“十一五”国家级规划教材
正文语种: 英语, 简体中文
开本: 16
ISBN: 7309042697
条形码: 9787309042696
尺寸: 24 x 17.4 x 1.6 cm
重量: 440 g
21世纪大学英语综合教程第三册课后答案下载2
翟象俊，1962年毕业于复旦大学外文系英美语言文学专业，1966年在复旦大学研究生毕业。曾任复旦大学英语部主任兼外文系副主任、教授、硕士生导师。享受*特殊津贴。现为上海市翻译家协会副会长。曾参与《英汉大词典》、《英汉双解英语短语动词词典》的编写。主编《大学英语》(精读)(获国家优秀教材特等奖)及“九五”国家重点教材《21世纪大学英语》(获国家优秀教材二等奖);译著有《乱世佳人》、《钱商》和《阿马罗神父的罪恶》及英、美作家海明威、霍桑、贝克特等人的中短篇小说多种。
余建中，复旦大学外文学院教授。现任教育部大学外语教学指导委员会委员、全国大学外语教学研究会副会长。代表译著和主编的教材有：《朗文英汉双解英语成语词典》(主译)，《21世纪大学英语》(主要编者、部分分册主编)，《大学英语综合教程》(全新版)(主编之一)，《新世纪文科英语教程》(主编)等。曾获上海市育才奖、宝钢教育奖等。
陈永捷，上海交通大学教授、博士生导师。现任上海市大学英语教学研究会理事长、教育部高等学校大学外语教学指导委员会委员、全国职业教育学会高职英语教学委员会委员，曾任上海交通大学外国语学院副院长、全国大学外语教学研究会副会长。主编普通高等教育“十一五”国家级规划教材《实用英语综合教程》系列教材、《21世纪大学英语视听说》(第四册)、《新视野大学英语》(读写第四级)，为《大学核心英语》(修订版)、《21世纪大学英语》、《新视野大学英语》主要编者之一。曾获得国家和上海市优秀教学成果奖、省部级优秀教材奖多项和宝钢教育奖等。
21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载60篇（扩展3）
——21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载
21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载1
《21世纪大学实用英语》系列教材根据《高职高专教育英语课程教学基本要求》以及我国高职高专人才培养特点和教学改革的成果编写而成，突出教学内容的实用性和针对性，将语言基础能力的培养与实际涉外交际能力的.训练有机地结合起来，以满足21世纪全球化社会经济发展对高职高专人才的要求。本套教材包括《综合教程》、《综合练习》、《教学参考书》(每一种分为基础教程和1-4册)及配套的音带、多媒体课件、电子教案等。本套教材供高职高专院校普通英语教学使用。
21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载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世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载60篇（扩展5）
——21世纪大学英语综合教程第三册第2单元课后答案60篇
21世纪大学英语综合教程第三册第2单元课后答案1
21世纪大学实用英语综合教程第三册第2单元课后答案.ppt
21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载60篇（扩展6）
——21世纪大学英语读写教程第一册单元2内容解析60篇
21世纪大学英语读写教程第一册单元2内容解析1
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单元2内容解析2
conversational
a. 会话的，交谈的
conversation
n. an informal talk in which people exchange news, feelings, and thoughts 谈话; 会谈
ballgame
n. any game played with a ball 球类活动
gradually
ad. in a way that happens or develops slowly over a long period of time 逐渐
startle
vt. make suddenly surprised or slightly shocked 使惊吓，使惊奇
halt
n. a stop or pause 停住，停止
v. stop (使)停住，(使)停止
handle
vt. deal with 处理，应付
unconsciously
ad. not consciously 无意识地，不知不觉地
challenge
vt. 向…挑战;对…质疑
n. 挑战;质疑
disagree
vi. (with) have or express a different opinion from sb. else 有分歧，不同意
response
n. an answer; (an) action done in answer 回答;回应;反应
original
a. first; earliest 起初的;原来的
bounce
vi. (of a ball) spring back or up again from the ground or another surface (球)弹起，(球)反弹
objection
n. sth. that one says to show that he /she opposes or disapproves of an action, idea, etc. 反对，异议
forth
ad. forward; out 向前;向外
responsible
a. having the job or duty of looking after sb. or sth., so that one can be blamed if things go wrong 须负责的，有责任的
bowling
n. 保龄球
relative
a. having a particular quality when compared with sth. else 相对的，比较的
n. a member of one"s family; relation 亲属;亲戚
previous
a. coming before in time or order 先前的，以前的
junior
a. of lower rank or position; younger 级别或地位较低的`，年资较浅的;年少的，较年幼的
bowl
vt. 把(球)投向球瓶
lane
n. 球道;车道;胡同，小巷
pin
n. 球瓶;大头针，别针
register
vt. record 记录，登记
suitable
a. 合适的;适当的
impatience
n. 不耐烦;急躁
*snatch
vt. get hold of (sth.) hastily; take in a hurry, esp. forcefully 抓住;夺，夺得
alley
n. 小巷，小街，胡同;球道
bowler
n. 投球手
apart
ad. into pieces 成碎片
parallel
a. running side by side but never getting nearer to or further away from each other *行的，并列的
switch
vi. change 改变，转移
Phrases and Expressions
Join in
take part in (an activity) 参加，参与
come to a halt
stop 停住，停止;停顿
even if/though
in spite of the fact that; no matter whether 即使;尽管
just as
正如;同样地
back and forth
来回地，反复地
and so on
and other things of this kind 等等
knock down
make (sth.) fall by hitting or pushing it 击倒;撞倒
fall apart
break; fall to pieces; end in failure 破裂;破碎;以失败告终
call on /upon
formally ask (sb.) to do sth. 号召;请求
refer to
mention; speak about 谈到，提及
after all
when all is said or done 毕竟
21世纪大学英语读写教程第一册单元2内容解析3
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单元2内容解析4
conversational
a. 会话的，交谈的
conversation
n. an informal talk in which people exchange news, feelings, and thoughts 谈话; 会谈
ballgame
n. any game played with a ball 球类活动
gradually
ad. in a way that happens or develops slowly over a long period of time 逐渐
startle
vt. make suddenly surprised or slightly shocked 使惊吓，使惊奇
halt
n. a stop or pause 停住，停止
v. stop (使)停住，(使)停止
handle
vt. deal with 处理，应付
unconsciously
ad. not consciously 无意识地，不知不觉地
challenge
vt. 向…挑战;对…质疑
n. 挑战;质疑
disagree
vi. (with) have or express a different opinion from sb. else 有分歧，不同意
response
n. an answer; (an) action done in answer 回答;回应;反应
original
a. first; earliest 起初的;原来的
bounce
vi. (of a ball) spring back or up again from the ground or another surface (球)弹起，(球)反弹
objection
n. sth. that one says to show that he /she opposes or disapproves of an action, idea, etc. 反对，异议
forth
ad. forward; out 向前;向外
responsible
a. having the job or duty of looking after sb. or sth., so that one can be blamed if things go wrong 须负责的，有责任的
bowling
n. 保龄球
relative
a. having a particular quality when compared with sth. else 相对的，比较的
n. a member of one"s family; relation 亲属;亲戚
previous
a. coming before in time or order 先前的，以前的
junior
a. of lower rank or position; younger 级别或地位较低的.，年资较浅的;年少的，较年幼的
bowl
vt. 把(球)投向球瓶
lane
n. 球道;车道;胡同，小巷
pin
n. 球瓶;大头针，别针
register
vt. record 记录，登记
suitable
a. 合适的;适当的
impatience
n. 不耐烦;急躁
*snatch
vt. get hold of (sth.) hastily; take in a hurry, esp. forcefully 抓住;夺，夺得
alley
n. 小巷，小街，胡同;球道
bowler
n. 投球手
apart
ad. into pieces 成碎片
parallel
a. running side by side but never getting nearer to or further away from each other *行的，并列的
switch
vi. change 改变，转移
Phrases and Expressions
Join in
take part in (an activity) 参加，参与
come to a halt
stop 停住，停止;停顿
even if/though
in spite of the fact that; no matter whether 即使;尽管
just as
正如;同样地
back and forth
来回地，反复地
and so on
and other things of this kind 等等
knock down
make (sth.) fall by hitting or pushing it 击倒;撞倒
fall apart
break; fall to pieces; end in failure 破裂;破碎;以失败告终
call on /upon
formally ask (sb.) to do sth. 号召;请求
refer to
mention; speak about 谈到，提及
after all
when all is said or done 毕竟
21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载60篇（扩展7）
——21世纪大学英语读写教程第5单元课文详解第四册60篇
21世纪大学英语读写教程第5单元课文详解第四册1
Malcolm X
Many who today hear me somewhere in person, or on television, or those who read something I"ve said, will think I went to school far beyond the eighth grade. This impression is due entirely to my prison studies.
It had really begun back in the Charlestown Prison, when Bimbi first made me feel envy of his stock of knowledge. Bimbi had always taken charge of any conversation he was in, and I had tried to emulate him. But every book I picked up had few sentences which didn"t contain anywhere from one to nearly all of the words that might as well have been in Chinese. When I just skipped those words, of course, I really ended up with little idea of what the book said. So I had come to the Norfolk Prison Colony still going through only book-reading motions. Pretty soon, I would have quit even these motions, unless I had received the motivation that I did.
I saw that the best thing I could do was get hold of a dictionary—to study, to learn some words. I was lucky enough to reason also that I should try to improve my penmanship. It was sad. I couldn"t even write in a straight line. It was both ideas together that moved me to request a dictionary along with some tablets and pencils from the Norfolk Prison Colony school.
I spent two days just thumbing uncertainly through the dictionary"s pages. I"ve never realized so many words existed! I didn"t know which words I needed to learn. Finally, to start some kind of action, I began copying.
In my slow, painstaking, ragged handwriting, I copied into my tablet everything printed on that first page, down to the punctuation marks.
I believe it took me a day. Then, aloud, I read back, to myself, everything I"ve written on the tablet. Over and over, aloud, to myself, I read my own handwriting.
I woke up the next morning, thinking about those words—immensely proud to realize that not only had I written so much at one time, but I"ve written words that I never knew were in the world. Moreover, with a little effort, I also could remember what many of these words meant. I reviewed the words whose meanings I didn"t remember. Funny thing, from the dictionary"s first page right now, that "aardvark" springs to my mind. The dictionary had a picture of it, a long-tailed, long-eared, burrowing African mammal, which lives off termites caught by sticking out its tongue as an anteater does for ants.
I was so fascinated that I went on—I copied the dictionary"s next page. And the same experience came when I studied that. With every succeeding page, I also learned of people and places and events from history. Actually the dictionary is like a miniature encyclopedia. Finally the dictionary"s A section had filled a whole tablet—and I went on into the B"s. That was the way I started copying what eventually became the entire dictionary. I went a lot faster after so much practice helped me to pick up handwriting speed. Between what I wrote in my tablet, and writing letters, during the rest of my time in prison I would guess I wrote a million words.
I suppose it was inevitable that as my word-base broadened, I could for the first time pick up a book and read and now begin to understand what the book was saying. Anyone who has read a great deal can imagine the new world that opened. Let me tell you something; from then until I left that prison, in every free moment I had, if I was not reading in the library, I was reading on my bunk. You couldn"t have got me out of books with a wedge. Between Mr. Muhammad"s teachings, my correspondence, my visitors, and my reading of books, months passed without my even thinking about being imprisoned. In fact, up to then, I never had been so truly free in my life...
As you can imagine, especially in a prison where there was heavy emphasis on rehabilitation, an inmate was smiled upon if he demonstrated an unusually intense interest in books. There was a sizable number of well-read inmates, especially the popular debaters. Some were said by many to be practically walking encyclopedias. They were almost celebrities. No university would ask any student to devour literature as I did when this new world opened to me, of being able to read and understand.
I read more in my room than in the library itself. An inmate who was known to read a lot could check out more than the permitted maximum number of books. I preferred reading in the total isolation of my own room.
When I had progressed to really serious reading, every night at about ten p.m. I would be outraged with the "lights out." It always seemed to catch me right in the middle of something engrossing.
Fortunately, right outside my door was a corridor light that cast a glow into my room. The glow was enough to read by, once my eyes adjusted to it. So when "lights out" came, I would sit on the floor where I could continue reading in that glow.
At one-hour intervals the night guards paced past every room. Each time I heard the approaching footsteps, I jumped into bed and feigned sleep. And as soon as the guard passed, I got back out of bed onto the floor area of that light-glow, where I would read for another fifty-eight minutes—until the guard approached again. That went on until three or four every morning. Three or four hours of sleep a night was enough for me. Often in the years in the streets I had slept less than that.
I have often reflected upon the new vistas that reading opened to me. I knew right there in prison that reading had changed forever the course of my life. As I see it today, the ability to read awoke inside me some long dormant craving to be mentally alive. I certainly wasn"t seeking any degree, the way a college confers a status symbol upon its students. My homemade education gave me, with every additional book that I read, a little bit more sensitivity to the deafness, dumbness, and blindness that was afflicting the black race in America. Not long ago, an English writer telephoned me from London, asking questions. One was, "What"s your alma mater?" I told him, "Books." You will never catch me with a free fifteen minutes in which I"m not studying something I feel might be able to help the black man...
Every time I catch a plane, I have with me a book that I want to read—and that"s a lot of books these days. If I weren"t out here every day battling the white man, I could spend the rest of my life reading, just satisfying my curiosity—because you can hardly mention anything I"m not curious about. I don"t think anybody ever got more out of going to prison than I did. In fact, prison enabled me to study far more intensively than I would have if my life had gone differently and I had attended some college. I imagine that one of the biggest troubles with colleges is there are too many distractions. Where else but in prison could I have attacked my ignorance by being able to study intensely sometimes as much as fifteen hours a day?
21世纪大学英语读写教程第5单元课文详解第四册2
emulate
vt. imitate, especially from respect 仿效，模仿
penmanship
n. the skill or style of handwriting 书写的技巧(或风格)，书法
tablet
n. 1. a pad of writing paper glued together along one edge 便笺簿，拍纸簿
2. 药片
thumb
vi. (through) turn the pages of (a book, etc.) quickly 迅速翻阅(书等)
painstaking
a. done with, requiring or taking great care or trouble 刻苦的，下苦功的;煞费苦心的
punctuation
n. 标点符号 (=punctuation mark)
burrow
vt. dig (a hole, etc.) 挖(洞等)
mammal
n. 哺乳动物
termite
n. 白蚁
anteater
n. any of several mammals that feed largely or entirely on ants or termites 食蚁动物
miniature
a. very much smaller in size than is usual or normal 微型的，小型的
inevitable
a. incapable of being avoided or evaded 不可避免的`
word-base
n. the vocabulary one commands 词汇量
broaden
v. (cause to) become broad(er) (使)变宽，(使)变阔，扩大
bunk
n. a narrow bed built into a wall like a shelf (倚壁而设的)床铺
wedge
n. 1. 楔子
2.(打高尔夫球用的)楔形铁头球棒
correspondence
n. communication by letters 通信
correspond
vi. 1. (with) 通信
2. (to, with) 相符合;成一致
3. (to) 相当，相类似
imprison
vt. put or keep (sb.) in or as if in prison 监禁，关押;禁锢
rehabilitation
n. restoration to a condition of health or useful and constructive activity 康复;(罪犯的)改造
inmate
n. a person confined (as in a prison or hospital) 囚徒;被收容者;住院者
intense
a. existing in an extreme degree 强烈的，极度的
well-read
a. well informed or dee* versed through reading 博学的，博览群书的
debater
n. 辩论家，好辩论者
devour
vt. enjoy avidly 贪婪地看(或听、读等)
literature
n. 文学，文学作品
maximum
n. the greatest quality or value attainable or attained 最大值，最大限度
a. as high, great, intense, etc. as possible 最高的;最大的;最强的
isolation
n. solitude 隔离;孤立
outrage
vt. make very angry and shocked 激怒;激起…的义愤
n. 1. a feeling of great anger and shock 义愤，愤怒
2. a very cruel, violent, and shocking action or event 暴行;骇人听闻的事件
engrossing
a. taking up sb."s attention completely 使人全神贯注的
corridor
n. a passageway into which compartments or rooms open 走廊，过道
interval
n. a space of time between events; a space between objects, points or states (时间的)间隔;间歇;(空间的)间隔;空隙
footstep
n. 脚步，脚步声
feign
vt. give a false appearance of 假装，佯作
light-glow
n. 灯光
vista
n. 远景;前景
dormant
a. temporarily inactive 暂停活动的;休眠的;潜伏的
confer
vt. give or grant (a degree or title) to sb. 授予(某人)(学位或头衔)
vi. discuss, talk together 讨论，商谈
sensitivity
n. the quality or state of being sensitive 敏感(性)
dumbness
n. lack of power of speech 哑
alma mater
n. a school, college, or university which one has attended or from which one has graduated 母校
intensively
ad. 加强地;集中地;密集地;透彻地
ignorance
n. the state or fact of lacking knowledge 无知，愚昧
21世纪大学英语读写教程第5单元课文详解第四册3
in person
physically present亲身，亲自
take charge of
take control of; become responsible for 控制;掌管
go through the motions (of doing sth.)
pretend to do sth.; do sth. without sincerity or serious intention 装出(做某事的)样子;敷衍
get hold of
take in the hands; manage to find 抓住;得到，找到
along with
together with 与…一起
thumb through
turn over (pages, etc.) quickly with one"s thumb 用拇指迅速地翻阅(书页等)
down to
下至，直到
live off
have as food; depend upon for support 以…为食;靠…生活
stick out (cause to) project, stand out 伸出，突出
pick up
gain (speed) 增加(速度)
up to
up until 直到
smile upon
direct a smile towards; approve of or favor 对…微笑;赞许;惠及
check out
have the removal (of sth.) recorded 登记借出
adjust to
become used to 适应于
reflect upon /on
think dee* about; consider carefully 沉思;仔细考虑
confer on /upon
give (an honor, etc.) to (sb.) formally 把(某种荣誉等)授予(某人)
21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载60篇（扩展8）
——21世纪大学英语读写教程第四册Unit1课文讲解60篇
21世纪大学英语读写教程第四册Unit1课文讲解1
First Listening
Before listening to the tape, have a quick look at the following words.
genetics
遗传学
psychiatry
精神病学
persistent
坚持不懈的
Second Listening
Listen to the tape again and then answer the following questions.
1.What question did professor Simonton"s research project seek to answer?
2.What three personality traits of great people are mentioned?
a) __________________________________________________________.
b) __________________________________________________________.
c) __________________________________________________________.
3.What negative trait of "great" people is mentioned?
4. Does professor Simonton believe that great people are more often mentally ill than other people?
21世纪大学英语读写教程第四册Unit1课文讲解2
Michael Ryan
As a young boy, Albert Einstein did so poorly in school that teachers thought he was slow. The young Napoleon Bonaparte was just one of hundreds of artillery lieutenants in the French Army. And the teenage George Washington, with little formal education, was being trained not as a soldier but as a land surveyor.
Despite their unspectacular beginnings, each would go on to carve a place for himself in history. What was it that enabled them to become great? Were they born with something special? Or did their greatness have more to do with timing, devotion and, perhaps, an uncompromising personality?
For decades, scientists have been asking such questions. And, in the past few years, they have found evidence to help explain why some people rise above, while others—similarly talented, perhaps—are left behind. Their findings could have implications for us all.
Who is great? Defining who is great depends on how one measures success. But there are some criteria. "Someone who has made a lasting contribution to human civilization is great," said Dean Keith Simonton, a professor of psychology at the University of California at Davis and author of the 1994 book Greatness: Who Makes History and Why. But he added a word of caution: "Sometimes great people don"t make it into the history books. A lot of women achieved great things or were influential but went unrecognized."
In writing his book, Simonton combined historical knowledge about great figures with recent findings in genetics, psychiatry and the social sciences. The great figures he focused on include men and women who have won Nobel Prizes, led great nations or won wars, composed symphonies that have endured for centuries, or revolutionized science, philosophy, politics or the arts. Though he doesn"t have a formula to define how or why certain people rise above (too many factors are involved), he has come up with a few common characteristics.
A "never surrender" attitude. If great achievers share anything, said Simonton, it is an unrelenting drive to succeed. "There"s a tendency to think that they are endowed with something super-normal," he explained. "But what comes out of the research is that there are great people who have no amazing intellectual processes. It"s a difference in degree. Greatness is built upon tremendous amounts of study, practice and devotion."
He cited Winston Churchill, Britain"s prime minister during World War II, as an example of a risk-taker who would never give up. Thrust into office when his country"s morale was at its lowest, Churchill rose brilliantly to lead the British people. In a speech following the Allied evacuation at Dunkirk in 1940, he inspired the nation when he said, "We shall not flag or fail. We shall go on to the end...We shall never surrender."
Can you be born great? In looking at Churchill"s role in history—as well as the roles of other political and military leaders—Simonton discovered a striking pattern: "Firstborns and only children tend to make good leaders in time of crisis: They"re used to taking charge. But middle-borns are better as peacetime leaders: They listen to different interest groups better and make the necessary compromises. Churchill, an only child, was typical. He was great in a crisis, but in peacetime he was not effective—not even popular."
Timing is another factor. "If you took George Washington and put him in the 20th century he would go nowhere as a politician," Simonton declared. "He was not an effective public speaker, and he didn"t like shaking hands with the public. On the other hand, I"m not sure Franklin Roosevelt would have done well in Washington"s time. He wouldn"t have had the radio to do his fireside chats."
Can you be too smart? One surprise among Simonton"s findings is that many political and military leaders have been bright but not overly so. Beyond a certain point, he explained, other factors, like the ability to communicate effectively, become more important than innate intelligence as measured by an IQ test. The most intelligent U.S. Presidents, for example—Thomas Jefferson, Woodrow Wilson and John F. Kennedy—had a hard time getting elected, Simonton said, while others with IQs closer to the average (such as Warren G. Harding) won by landslides. While political and economic factors also are involved, having a genius IQ is not necessary to be a great leader.
In the sciences, those with "genius level" IQs do have a better chance at achieving recognition, added Simonton. Yet evidence also indicates that overcoming traditional ways of thinking may be just as important.
He pointed to one recent study where college students were given a set of data and were asked to see if they could come up with a mathematical relation. Almost a third did. What they did not know was that they had just solved one of the most famous scientific equations in history: the Third Law of Planetary Motion, an equation that Johannes Kepler came up with in 1618.
Kepler"s genius, Simonton said, was not so much in solving a mathematical challenge. It was in thinking about the numbers in a unique way—ap*ing his mathematical knowledge to his observations of planetary motion. It was his boldness that set him apart.
Love your work. As a child, Einstein became fascinated with the way magnets are drawn to metal. "He couldn"t stop thinking about this stuff," Simonton pointed out. "He became obsessed with problems in physics by the time he was 16, and he never stopped working on them. It"s not surprising that he made major contributions by the time he was 26."
"For most of us, it"s not that we don"t have the ability," Simonton added, "it"s that we don"t devote the time. You have to put in the effort and put up with all the frustrations and obstacles."
Like other creative geniuses, Einstein was not motivated by a desire for fame, said Simonton. Instead, his obsession with his work was what set him apart.
Where such drive comes from remains a mystery. But it is found in nearly all creative geniuses—whether or not their genius is acknowledged by contemporaries.
"Emily Dickinson was not recognized for her poetry until after her death," said Simonton. "But she was not writing for fame. The same can be said of James Joyce, who didn"t spend a lot of time worrying about how many people would read Finnegans Wake."
Today, researchers have evidence that an intrinsic passion for one"s work is a key to rising above. In a 1985 study at Brandeis University conducted by Teresa Amabile, now a professor of business administration at Harvard University, a group of professional writers—none famous—were asked to write a short poem. Each writer was then randomly placed in one of three groups: One group was asked to keep in mind the idea of writing for money; another was told to think about writing just for pleasure; and a third group was given no instruction at all.
The poems then were submitted anonymously to a panel of professional writers for evaluation. The poetry written by people who thought about writing for money ranked lowest. Those who thought about writing just for pleasure did the best. "Motivation that comes from enjoying the work makes a significant difference, "Amabile said.
21世纪大学英语读写教程第四册Unit1课文讲解3
artillery
n. heavy guns, often mounted on wheels, used in fighting on land, branch of an army that uses these 火炮;大炮;炮兵(部队)
surveyor
n. a person whose job is to examine and record the area and features of a piece of land by measuring and calculating (土地)测量员;勘测员
unspectacular
a. ordinary; not exciting or special 不引人注意的;不惊人的
spectacular
a. (attracting attention because) impressive or extraordinary 引人注目的;出色的;与众不同的
carve
vt. 1. form (sth.) by cutting away material from wood or stone 雕刻;雕刻成
2. build (one"s career, reputation, etc.)by hard work 靠勤奋创(业)，靠勤奋树(名声)
uncompromising
a. not ready to make any compromise; firm or unyielding. 不妥协的.，坚定的;不让步的
influential
a. having a lot of influence on sb./sth. 有影响的;有权势的
genetics
n. the scientific study of the ways in which different characteristics are passed from each generation of living things to the next 遗传学
psychiatry
n. the study and treatment of mental illness 精神病学;精神病治疗
compose
vt. write (music, opera, poetry, etc.) 创作(音乐、歌剧、诗等)
symphony
n. a long complex musical composition for a large orchestra, usu. in three or four parts 交响乐
characteristic
n. a typical feature or quality 特点
unrelenting
a. not becoming less strong or severe; continuous 不松懈的，不放慢的;持续的
endow
vt. provide (sb./sth.) with a good quality, ability, feature, etc. 给予，赋予
super-normal
a. 超出一般的;超常的;非凡的
amazing
a. extremely good; esp. in a surprising and unexpected way 惊人的，令人吃惊的
cite
vt. mention (sb./sth.) as an example or to support an argument; refer to 引用，引证;举出
risk-taker
n. a person who dares to take risks 敢于冒险的人
thrust
vt. push (sth./sb./oneself) suddenly or violently (用力)推;强使
morale
n. state of confidence, enthusiasm, determination, etc. that a person or group has at a particular time 士气，精神状态
brilliantly
ad. in an outstanding manner 杰出地;才华横溢地
Allied
a. of the Allies (a group of countries fighting on the same side in a war, esp. those which fought with Britain in World Wars I and II) (第一次世界大战时期)协约国的;(第二次世界大战时期)同盟国的
ally
n. person, country, etc. joined with another in order to give help and support 同盟者;同盟国
evacuation
n. leaving a place of danger for a safer place 撤离;撤退
evacuate
v. 1. remove (sb.) from a place of danger to a safer place 撤退，撤出
2. leave or withdraw from (a place) 撤离(某处)
flag
vi. become tired or weak; begin to lose enthusiasm or energy 疲乏;变弱;(热情、精力等)衰退，低落
striking
a. attracting attention; unusual or interesting enough to be noticed 引人注目的;显著的，突出的
firstborn
n. a child born before other children 长子(或长女)
peacetime
n. a period when a country is not at war 和*时期
fireside
n. part of a room beside the fireplace, esp. considered as a warm comfortable place 壁炉旁
chat
n. a friendly informal conversation 闲谈，聊天
fireside chat
炉边亲切闲谈;(政治领袖在无线电或电视广播中)不拘形式的讲话
innate
a. (of a quality, feeling, etc.) in one"s nature; possessed from birth 天生的
landslide
n. (竞选中)压倒多数的选票;一面倒的胜利
equation
n. 等式;方程(式)
boldness
n. the state or quality of being confident and brave 勇敢，无畏
bold
a. confident and brave; daring 勇敢的，无畏的;敢作敢为的
magnet
n. a piece of iron or other material that can attract iron, either naturally or because of an electric current passed through it 磁铁
obsession
n. the state of being obsessed 着迷
contemporary
n. a person who lives or lived at the same time as another, usu. being roughly the same age 同代人;(几乎)同年龄的人
a. belong to the same time; of the present time; modern 属于同一时代的;当代的;现代的
poetry
n. poems collectively or in general [总称]诗
intrinsic
a. (of a value or quality) belonging naturally to sb./sth.; existing within sb./sth., rather than coming from outside 固有的;本质的;内在的
randomly
ad. without method or conscious choice 任意地，胡乱地
submit
vt. give (sth.) to sb./sth. so that it may be formally considered or so that a decision about it may be made 提交，呈递
anonymously
ad. without revealing one"s name 用匿名的方式
evaluation
n. the act of assessing or forming an idea of the amount, quality or value of sb./sth. 评价，评估
21世纪大学英语读写教程第四册Unit1课文讲解4
have (sth., nothing, a lot, etc.) to do with sb./sth.
be connected or concerned with sb./sth. to the extent specified 与某人 / 某事有(一些、毫无、很大)关系
make history
be or do sth. so important or unusual that it will be recorded in history 创造历史，影响历史的进程;做出值得纪念(或载入史册的)事情
rise above
become successful or outstanding 取得成功;出类拔萃
leave behind
cause to lag behind; surpass 把…丢在后面;超过
focus on
concentrate on 集中于;着重于
be endowed with
naturally have a good quality, ability, feature, etc. 天生具有
come out of
originate in or develop from 从…中获得;从…中发展而来
build...upon
base ... on; use (sth.) as a foundation for further progress 把…建立在…上
take charge
take control (of sth.); be responsible (for sth.) 掌管;负责
go /get nowhere
achieve no success or make no progress 不能成功;无进展
set ... apart
make (sb./sth.) different from or superior to others 使显得突出，使显得与众不同
put up with
tolerate or bear (sb./sth.) 忍受，容忍
21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载60篇（扩展9）
——21世纪大学英语综合教程第二册 Unit4 课文翻译及课后答案 (菁选3篇)
21世纪大学英语综合教程第二册 Unit4 课文翻译及课后答案1
我喜欢动物 劳拉·A·莫雷蒂
“你觉得你为什么这么喜欢动物呢?”这是圣诞夜我的家人问我的问题。我知道他们期待我会说些诸如“我喜欢动物是因为它们聪明、好玩”之类的话。
可是我却说：“我喜欢动物，因为它们诚实。”
“在哪方面呢?”我的一个兄弟问道——似乎诚实仅仅表现在说实话，而众所周知动物是不会说话的!他的问题引来一阵开怀大笑。
“我喜欢动物，因为它们从不假装成别人，”我继续我的回答，“动物不会伪造感情。”
圣诞晚餐吃过了，礼物也打开了，我们正坐在沙发和扶手椅上。咖啡正端上来，于是我抓紧机会继续说。
“我喜欢动物，因为它们从生活中只索取它们需要的东西。它们不糟蹋环境，不污染水和它们所呼吸的空气。它们不生产大规模杀伤性武器，然后用这些武器去攻击别人——尤其是它们的同类。我喜欢动物因为它们根本不需要那些东西。”
“那是因为它们无知，”我的姐姐争论道,“它们不做这些事是因为它们根本不知道怎么做。”
狮子们不会聚在一起，”我反击道,“来商议如何灭绝斑马——即它们的食物来源。我想这并不是因为它们不知道怎么做，而是因为这么做会适得其反。”
他们笑了。
“我喜欢动物，”我继续道，“还因为它们不留恋过去的.东西，也不把过去的东西用作现在行为的借口。它们不去计划未来的生活，它们只活在今天，这一刻，充实地，完全地，单纯地活着。我喜欢动物因为它们比人类活得自由得多。”
“那是因为它们不会思考,”我的一个表亲说。
“这就是差别之所在吗?”我感到疑惑。“你是想说它们不以我们的方式思考吧。”
屋里变得异常安静。我很惊讶我的家人竟听得如此专注。
“还有，”我想起了自己成为保护动物权益积极分子的原因，随即补充道，“动物是地球上受害最深的生物：甚于儿童，甚于妇女，甚于有色人种。偏见使我们去剥削、利用它们，把它们当作科研工具和可消耗的商品，还去吃它们。我们把所能想到的任何暴行都用在它们身上。我喜欢动物，因为它们不对自己或别人做那些我们对它们做的事情。”
“最后，”我总结道，“我喜欢动物，因为它们不是伪君子。它们不会说的是一套，做的是另一套。它们，我已经说了，是诚实的。动物——而不是人——才是地球奉献出的最佳一族。”
相当有趣的是，尽管我的话十分率直，却没有招来他们恶意的评论或丝毫的嘲笑。事实上，接下去的谈话变成了分享他们所知的动物故事，有关于动物的忠诚和灵性的故事，也有关于它们的幽默和纯真的故事。而我反倒成了听众，只偶尔发表一下评论：
“嗳，但愿人能像动物一样就好了。”
我就这样进行了一场出色的论战;我是代表着我们中间最棒的一个群体上阵的。
21世纪大学英语综合教程第二册 Unit4 课文翻译及课后答案2
5
1. enables 2. arguing 3. comments 4. despite 5. planet
6. pretending 7. cruel 8. polluted 9. particularly 10. freedom
6
1. have no use for 2. playing with 3. dwell on
4. get together 5. on behalf of 6. on earth
7
1. What do you guess has made him change his mind?
2. Who do you guess is the winner of the speech contest?
3. When do you suppose the results of the exam will come out?
4. Where do you imagine they spent their vacation?
8
1. I don’t think he will agree with us.
2. I don’t think Alice can understand such a difficult question.
3. I don’t think you are taller than your brother
4. I don’t think they have made up their minds.
9
1. This report dwells on how some species were exterminated because of the polluted environment.
2. To tell the truth, I think a snide comment made out of prejudi?e is better than faked praise given by a hypocrite.
3. Mary countered the manager on behalf of all the employees by arguing that it is cruel to limit the employees freedom and it will eventually affect the company’s reputation.
4. What on earth has enabled some people, particularly certain high officials, to abuse their powers despite the law?
5. I don’t think success is merely related to intelligence. In fact, many good qualities, such as innocence, honesty, humor and loyalty, can help us succeed, too.
6. Strangely enough, the joke did not bring about hearty laughter, not even a hint of any. Could it be that the audience was pretending to be serious?
10
1. John is not here. Try phoning his home number to see if he’s there?
2. Walking along the street, he stopped to take a picture.
3. I forgot to ask him for his address.
4. We regret to inform you the model you want is out of stock.
5. They tried to pass the exam.
6. I remember turning the lights off before we came out.
7. I’ll never forget hearing this piece of music when I was lonely.
8. I regret giving up the job.
9. I stopped eating chocolate last year.
10. She first told us her plan and then went on to tell us how she would carry it out.
21世纪大学英语综合教程第二册 Unit4 课文翻译及课后答案3
马的意识——威廉•冯•奥斯顿试图教马数数 鲁丝•多尔夫曼
马会不会加减乘除?当然不会!但是在1900年，冯•奥斯顿可不同意你的意见。冯•奥斯顿是位德国教师，他试图证明动物和人一样聪明。
他收了一只熊、一只猫和一匹马作学生，开始教他们算术或实数。熊和猫很快失去了兴趣，然而马却没有。
事实上，这匹名叫聪明的汉斯的马是一名优秀的学生。每堂课他都静静地站在那里，面对着老师。为了确保汉斯专心听讲，冯•奥斯顿在它眼睛的两侧安上了遮挡物。这些“障眼物”迫使汉斯正视老师。看来没有什么能让他分神了。
冯·奥斯顿用撞柱游戏中的9个小瓶柱来教汉斯1到9的数字。他排出4根小柱，问道：“有几根小柱子啊?”
“嗒，嗒，嗒，嗒，”汉斯敲着前蹄回答。
冯·奥斯顿用写在黑板上的数字代替九柱后，汉斯依然学得很快，他仍旧能答对问他的大多数问题。这只令人惊讶的动物甚至学会了认钟点和算某些数的*方根!不久，聪明的汉斯赢得了全世界的称赞。之前可从来没有动物进行过数学思维!
然而，有些数学家怀疑有诈。冯•奥斯顿是不是在给汉斯提示呢?让一匹马做如此复杂的数学计算似乎是不可能的!不过，当数学家们测试汉斯时，他们大为惊讶。测验结果表明，汉斯的能力竟达到了一个14岁学生的水*!
尽管如此，仍有科学家表示怀疑。他们组成一个小组重新对汉斯进行测试。小组中的一名心理学家奥斯卡.冯斯特想到一个主意。为什么不单独测试汉斯呢?这样一来，当然不可能有人给他提示了。
不出冯斯特所料，汉斯没能通过测验。这是因为汉斯需要房间里有个知道正确答案的人，可是那个知道答案的人并不知道自己在提示汉斯!当汉斯接近正确答案时，那人的身体就会发生一些变化，而这些变化只有汉斯能察觉到。即使是心跳加速也可能成为让汉斯开始敲击蹄子的信号!
毫无疑问，冯·奥斯顿发现汉斯从来不懂数学时他很是失望。不过话说回来，汉斯的的确确是匹非常聪明的马!
21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载60篇（扩展10）
——21世纪研究生英语综合教程郭继荣著课后答案下载 (菁选3篇)
21世纪研究生英语综合教程郭继荣著课后答案下载1
点击此处下载☞☞☞21世纪研究生英语综合教程（郭继荣著）课后答案☜☜☜
21世纪研究生英语综合教程郭继荣著课后答案下载2
《英语综合教程》是根据《高等学校英语专业英语教学大纲》编写，致力于培养学生具有扎实的语言基本功、宽广的知识面、一定的相关专业知识、较强的能力和较高的人文素质。本套教材为基础英语课程教材，共四册，可供高等院校英语专业一二年级学生使用。本册为第一册，适用于一年级第一学期。
21世纪研究生英语综合教程郭继荣著课后答案下载3
本册教材共分12个单元，每个单元由Text A和Text B两篇课文、辅学资料及相关的练习构成。全书24篇课文均选自英语原文文本，根据学生现阶段的语言能力和水*，编者仅?其中语言难度过大的部分进行了必要的删改。
本册教材的选题旨在帮助学生树立正直的`人生态度。注意由浅入深、难易结合。全书24篇课文分别涉及家庭亲情、生活准则、道德伦常、民生关爱、文化教育、哲学宗教、古典艺术等多个主题，在夯实学生语言基本功，拓展其知识面的同时，提高英语专业学生的人文素养，健康、向上，具有代表性。课文收录了有关乔达摩·悉达多、苏格拉底和米开朗基罗等历史巨人的生*，旨在为学生树立高尚、坚韧的人生楷模，则有助于唤起学生对正义、良知的深入思索。
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