全新版大学英语综合教程2答案

全新版大学英语综合教程2答案

       大家好，很高兴能够为大家解答这个全新版大学英语综合教程2答案问题集合。我将根据我的知识和经验，为每个问题提供清晰和详细的回答，并分享一些相关的案例和研究成果，以促进大家的学习和思考。

1.全新版大学英语综合教程第二版新概念英语测试答案

2.全新版大学英语综合教程第二册第7单元课文详解

3.求 “创新大学英语”综合教程2第一课课文翻译及答案

全新版大学英语综合教程第二版新概念英语测试答案

       1、全新版大学英语综合教程第二版新概念英语测试答案在百度文库里有，由于尊重原创，这里只提供文库地址：/view/8ada420976c66137ee06192a.html?from=search

       2、全新版大学英语综合教程第二版新概念英语总共分为8个单元：

       Unit1 Ways of Learning

       Unit2 Values

       Unit3 The Generation Gap

       Unit4 The Virtual World

       Unit5 Overcoming Obstacles

       Unit6 Women, Half the Sky

       Unit7 Learning about English

       Unit8 Protecting Our Environment

       Unit8 Protecting Our Environment

全新版大学英语综合教程第二册第7单元课文详解

       英译汉

       1有时候我们做噩梦之后会被惊醒并且一身冷汗

       2睡觉的时候我们的大脑仍然在工作

       3我们应该用录音机记录下我们的梦

       4梦到孩子们表示我们的生活将进入新的局面

       5如果梦到摔倒，那表示我们在担心着什么事情

       汉译英

       1We don’t stop dreaming, although in the daytime.

       2Dreaming is produced by our continuing working brains at night.

       3The dream will disappear immediately when we wake up.

       4Maybe dreams could probably represent our personality.

       5We usually dream we are locked in a single room alone.

       英译汉

       1现有的医学知识能够帮助大多数盲人重返光明

       2大多数眼科专家在这个项目上是志愿者

       3这个项目培训了很多外科的医生和护士

       4这架新的飞机绝对是一家独立的医院

       5这个项目要依靠私人的捐款

       汉译英

       1The problem of blindness is getting to become more and more serious.

       T2he number of blind people in developing country is more than that in development country.

       3All the operations are finishing on the airplane.

       4The new “flying” hospital need not to add any other clerks.

       5The project arranges some workshops and trains for local doctors and nurses.

       完完全全自己打上的 请笑纳啊~ 呵呵~ 呵呵~

求 “创新大学英语”综合教程2第一课课文翻译及答案

        全新版大学英语综合教程第二册第7单元课文详解

       　导语：英语是世界上最广泛的第一语言，因此我们从小就开始学习英语，下面是一篇关于学习英语的英语课文，欢迎大家来学习。

       

Learning about English

        Part I Pre-Reading Task

       　Listen to the recording two or three times and then think over the following questions:

       　1. What is the passage about?

       　2. What's your impression of the English language?

       　3. Can you give one or two examples to illustrate(说明)the messiness of the English language?

       　4. Can you guess what the texts in this unit are going to be about?

       　The following words in the recording may be new to you:

       　eggplant

       　n. 茄子

       　pineapple

       　n. 菠萝

       　hamburger

       　n. 汉堡牛肉饼，汉堡包

        Part II

       　Text?

       　Some languages resist the introduction of new words. Others, like English, seem to welcome them. Robert MacNeil looks at the history of English and comes to the conclusion that its tolerance for change represents deeply rooted ideas of freedom.

       　THE GLORIOUS MESSINESS OF ENGLISH

       　Robert MacNeil

       　The story of our English language is typically one of massive stealing from other languages. That is why English today has an estimated vocabulary of over one million words, while other major languages have far fewer.

       　French, for example, has only about 75,000 words, and that includes English expressions like snack bar and hit parade. The French, however, do not like borrowing foreign words because they think it corrupts their language. The government tries to ban words from English and declares that walkman is not desirable; so they invent a word, balladeur, which French kids are supposed to say instead ? but they don't.

       　Walkman is fascinating because it isn't even English. Strictly speaking, it was invented by the Japanese manufacturers who put two simple English words together to name their product. That doesn't bother us, but it does bother the French. Such is the glorious messiness of English. That happy tolerance, that willingness to accept words from anywhere, explains the richness of English and why it has become, to a very real extent, the first truly globallanguage.

       　How did the language of a small island off the coast of Europe become the language of the planet ? more widely spoken and written than any other has ever been? The history of English is present in the first words a child learns about identity (I, me, you); possession (mine, yours); the body (eye, nose, mouth); size (tall, short); and necessities (food, water). These words all come from Old English or Anglo-Saxon English, the core of our language. Usually short and direct, these are words we still use today for the things that really matter to us.

       　Great speakers often use Old English to arouse our emotions. For example, during World War II, Winston Churchill made this speech, stirring the courage of his people against Hitler's armies positioned to cross the English Channel: "We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills. We shall never surrender."

       　Virtually every one of those words came from Old English, except the last ? surrender, which came from Norman French. Churchill could have said, "We shall never give in," but it is one of the lovely ? and powerful ? opportunities of English that a writer can mix, for effect, different words from different backgrounds. Yet there is something direct to the heart that speaks to us from the earliest words in our language.

       　When Julius Caesar invaded Britain in 55 B.C., English did not exist. The Celts, who inhabited the land, spoke languages that survive today mainly as Welsh. Where those languages came from is still a mystery, but there is a theory.

       　Two centuries ago an English judge in India noticed that several words in Sanskrit closely resembled some words in Greek and Latin. A systematic study revealed that many modern languages descended from a commonparent language, lost to us because nothing was written down.

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

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

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

       　The next big influence on English was Christianity. It enriched the Anglo-Saxon vocabulary with some 400 to 500 words from Greek and Latin, including angel, disciple and martyr.

       　Then into this relatively peaceful land came the Vikings from Scandinavia. They also brought to English many words that begin with sk, like sky and skirt. But Old Norse and English both survived, and so you can rear a child (English) or raise a child (Norse). Other such pairs survive: wish and want, craft and skill, hide and skin. Each such addition gave English more richness, more variety.

       　Another flood of new vocabulary occurred in 1066, when the Normans conquered England. The country now had three languages: French for the nobles, Latin for the churches and English for the common people. With three languages competing, there were sometimes different terms for the same thing. For example, Anglo-Saxons had the word kingly, but after the Normans, royal and sovereign entered the language as alternatives. The extraordinary thing was that French did not replace English. Over three centuries English gradually swallowed French, and by the end of the 15th century what had developed was a modified, greatly enriched language ? Middle English ? with about 10,000 "borrowed" French words.

       　Around 1476 William Caxton set up a printing press in England and started a communications revolution. Printing brought into English the wealth of new thinking that sprang from the European Renaissance. Translations of Greek and Roman classics were poured onto the printed page, and with them thousands of Latin words like capsule and habitual, and Greek words like catastrophe and thermometer. Today we still borrow from Latin and Greek to name new inventions, like video, television and cyberspace.

       　As settlers landed in North America and established the United States, English found itself with two sources ? American and British. Scholars in Britain worried that the language was out of control, and some wanted to set up an academy to decide which words were proper and which were not. Fortunately their idea has never been put into practice.

       　That tolerance for change also represents deeply rooted ideas of freedom. Danish scholar Otto Jespersen wrote in 1905, "The English language would not have been what it is if the English had not been for centuries great respecters of the liberties of each individual and if everybody had not been free to strike out new paths for himself."

       　I like that idea. Consider that the same cultural soil producing the English language also nourished the great principles of freedom and rights of man in the modern world. The first shoots sprang up in England, and they grew stronger in America. The English-speaking peoples have defeated all efforts to build fences around their language.

       　Indeed, the English language is not the special preserve of grammarians, language police, teachers, writers or the intellectual elite. English is, and always has been, the tongue of the common man.

New Words and Expressions

       　messiness

       　n. 杂乱状况

       　messy a.

       　massive

       　a. large in scale, amount, or degree 大量的，大规模的

       　vocabulary

       　n. 词汇(量)

       　snack▲

       　n. a small meal 快餐，点心

       　snack bar

       　快餐柜，小吃店

       　parade

       　n. 游行;阅兵队列

       　hit parade

       　a weekly listing of the current best-selling pop records 流行唱片目录

       　corrupt▲

       　vt. cause errors to appear in; cause to act dishonestly in return for personal gains 讹用，使(语言)变得不标准;腐蚀，贿赂

       　ban

       　vt. forbid (sth.) officially 禁止，取缔

       　walkman

       　n. a small cassette player 随身听

       　strictly speaking

       　严格地讲

       　invent

       　vt. 发明

       　invention n.

       　fascinating

       　a. of great interest or attraction 迷人的，有极大吸引力的

       　manufacturer

       　n. 制造商

       　product

       　n. 产品

       　tolerance

       　n. 容忍，宽容;忍耐

       　to a (very real, certain, etc.) extent

       　to the degree specified 在(极大，某种)程度上

       　necessity

       　n. 必需品;必要(性)

       　Anglo-Saxon

       　n. 盎格鲁?萨克逊人

       　arouse

       　vt. provoke (a particular feeling or attitude) 唤起，激起

       　channel

       　n. 海峡;渠道;频道

       　surrender

       　v. give in 投降

       　virtually

       　ad. for the most part, almost 差不多，几乎

       　invade

       　vt. enter with armed forces 侵入，侵略

       　Celt

       　n. 凯尔特人

       　inhabit▲

       　vt. live in (a place) 居住于

       　Welsh

       　a., n. 威尔士语(的)，威尔士人的

       　mystery

       　n. 神秘的事物

       　Sanskrit

       　n. 梵语

       　resemble

       　vt. be like or similar to 与?相似

       　Greek

       　n. 希腊语

       　Latin

       　n. 拉丁语

       　systematic

       　a. done according to a system 有系统的

       　descend

       　vi. come down (from a source); go down 起源于;下来

       　linguist

       　n. a person who studies languages 语言学家

       　Indo-European

       　a. 印欧语系的

       　wolf

       　n. 狼

       　scholar

       　n. 学者

       　establish

       　vt. cause to be, set up 建立，确立

       　drift

       　vi. move or go somewhere in a slow casual way 漂泊

       　climate

       　n. (an area or a region with) a regular pattern of weather conditions 气候(区)

       　Germanic

       　a. 日耳曼(人)的，日耳曼语的，德国(人)的

       　tribe▲

       　n. 部落

       　pass (sth.) on to (sb.)

       　hand or give (sth.) to (sb.) 将?传给?

       　influence

       　n. 影响

       　Christianity

       　n. 基督教

       　Christian

       　a. 基督教的

       　n. 基督教徒

       　disciple

       　n. 信徒，门徒

       　martyr

       　n. 殉难者，烈士

       　Norse

       　n. (古)斯堪的纳维亚语

       　addition

       　n. a person or thing added 增加的人(或物)

       　Norman

       　n., a. 诺曼人(的.)，诺曼语(的)，诺曼文化的

       　conquer

       　v. take possession and control by force; defeat 征服

       　kingly

       　a. 国王(般)的

       　royal

       　a. 国王或女王的;皇家的

       　sovereign▲

       　a. (of power) without limit, highest; (of a nation) fully independent 拥有最高统治权的，至高无上的;拥有主权的

       　alternative

       　n. one of two or more possibilities 供选择的东西

       　modify

       　vt. change slightly 修改，更改

       　enrich▲

       　vt. make rich or richer; improve 使富裕，使丰富

       　Renaissance▲

       　n. (欧洲14-16世纪的)文艺复兴

       　translation

       　n. 译本，译文;翻译

       　Roman

       　a. 古罗马的，拉丁语的

       　classic

       　n. a work of art recognized as having lasting value 经典作品

       　capsule▲

       　n. 密封小容器;胶囊;航天舱

       　habitual

       　a. done as a habit, regular, usual 惯常的

       　catastrophe▲

       　n. a sudden great disaster 大灾难

       　thermometer

       　n. 温度计

       　video

       　n., a. 录像(的)

       　cyberspace

       　n. the notional environment in which communication over computer networks occurs 网络空间，虚拟空间

       　independent

       　a. not controlled by other people or things 独立的，自主的

       　source

       　n. 源，来源

       　out of control

       　失去控制，不受约束

       　academy

       　n. 学会，学院，研究院

       　fortunately

       　ad. by good luck 幸运地，幸亏

       　put into practice

       　将?付诸实施

       　Danish

       　a. 丹麦(人)的，丹麦语的

       　liberty

       　n. freedom 自由

       　strike out

       　create, produce 创造，开创

       　cultural

       　a. of or involving culture 文化的

       　nourish▲

       　vt. 滋养，培育

       　preserve

       　n. 独占的地区或范围;禁猎地

       　vt. keep from harm, damage, etc., protect; save 保护，保存

       　grammarian

       　n. 语法学家

       　intellectual

       　n., a. 知识分子(的)

       　elite▲

       　n. the group regarded as the best (总称)出类拔萃的人，精英

Proper Names

       　Robert MacNeil

       　罗伯特?麦克尼尔

       　Winston Churchill

       　温斯顿?丘吉尔(1874 ? 1965，英国政治家、首相)

       　Hitler

       　希特勒(1889 ? 1945，纳粹德国元首)

       　Julius Caesar

       　尤利乌斯?凯撒(100 ? 44BC，古罗马将军、政治家)

       　Britain

       　英国

       　India

       　印度

       　Pakistan

       　巴基斯坦

       　Viking

       　(8 ? 10世纪时劫掠欧洲西北海岸的)北欧海盗

       　Scandinavia

       　斯堪的纳维亚

       　England

       　英格兰

       　William Caxton

       　威廉?卡克斯顿(英国印刷商、翻译家)

       　Otto Jespersen

       　奥托?叶斯柏森(1860 ? 1943)

Language sense Enhancement

       　1. Read aloud paragraphs 17-19 and learn by heart.

       　2. Read aloud the following poem:

       　Languages

       　Carl Sandbury

       　There are no handles upon a language

       　Whereby men take hold of it

       　And mark it with signs for its remembrance.

       　It is a river, this language,

       　Once in a thousand years

       　Breaking a new course

       　Changing its way to the ocean.

       　It is a mountain effluvia

       　Moving to valleys

       　And from nation to nation

       　Crossing borders and mixing.

       　3. Read the following quotations. Learn them by heart if you can. You might need to look up new words in a dictionary.

       　The English language is the sea which receives tributaries from every region under heaven.

       　? Ralph Waldo Emerson

       　Language ought to be the joint creation of poets and manual workers.

       　? Georqe Orwell

       　England and America are two countries separated by the same language.

       　? Georqe Bernard Shaw

       　4. Read the following joke and see if you can tell what caused the misunderstanding of the technician's words by the woman. You might need to look up new words in a dictionary.

       　An office technician got a call from a user. The user told the technician that her computer was not working. She described the problem and the technician concluded that the computer needed to be brought in and serviced.

       　He told her to "Unplug the power cord and bring it up here and I will fix it."

       　About fifteen minutes later she showed up at his door with the power cord in her hand.

;

       是这个么

       中国式的学习风格

       霍华德?加德纳

        1987年春，我和妻子埃伦带着我们18个月的儿子本杰明在繁忙的中国东部城市南京住了一个月，同时考察中国幼儿园和小学的艺术教育情况。然而，我和埃伦获得的有关中蓁教育观念差异的最难忘的体验并非来自课堂，而是来自我们在南京期间寓居的金陵饭店的大堂。

        我们的房门钥匙系在一块标有房间号的大塑料板上。酒店鼓励客人外出时留下钥匙，可以交给服务员，也可以从一个槽口塞入钥匙箱。由于口子狭小，你得留神将钥匙放准位置才塞得进去。

       本杰明爱拿着钥匙走来走去，边走边用力摇晃着。他还喜欢试着把钥匙往槽口里塞。由于他还年幼，不太明白得把钥匙放准位置才成，因此总塞不进去。本杰明一点也不在意。他从钥匙声响中得到的乐趣大概跟他偶尔把钥匙成功地塞进槽口而获得的乐趣一样多。

        我和埃伦都满不在乎，任由本杰明拿着钥匙在钥匙的槽口鼓捣。他的探索行为似乎并无任何害处。但我很快就观察到一个有趣的现象。饭店里任何一个中国工作人员若在近旁，都会走过来看着本杰明，见他初试失败，便都会试图帮忙。他们会轻轻握紧本杰明的手，直接将它引向钥匙的槽口，进行必要的重新定位，并帮他把钥匙插入槽口。然后那位“老师”会有所期待地对着我和埃伦微笑，似乎等着我们说声谢谢——偶尔他会微微皱眉，似乎觉得我俩没有尽到当父母的责任。

        我很快意识到，这件小事与我们在中国要做的工作直接相关：考察儿童早期教育 (尤其是艺术教育)的方式，揭示中国人对创造性活动的态度。因此，不久我就在与中国教育工作者讨论时谈起了钥匙槽口一事。

       两种不同的学习方式

        我的中国同行，除了少数几个人外，对此事的态度与金陵饭店工作人员一样。”既然大人知道怎么把钥匙塞进槽口——这是处理槽口一事的最终目的， 既然孩子还很年幼，还没有灵巧到可以独自完成要做的动作，让他自己瞎折腾会有什么好处呢?他很有可能会灰心丧气发脾气——这当然不是所希望的结果。为什么不教他怎么做呢?他会高兴，他还能早些学会做这件事，进而去学做更复杂的事，如开门，或索要钥匙——这两件事到时候同样可以 (也应该)示范给他看。

        我俩颇为同情地听着这一番道理，解释道，首先，我们并不在意本杰明能不能把钥匙塞进钥匙的槽口。他玩得开心，而且在探索，这两点才是我们真正看重的。但关键在于，在这个过程中，我们试图让本杰明懂得，一个人是能够很好地自行解决问题的。这种自力更生的精神是美国中产阶级最重要的一条育儿观。如果我们向孩子演示该如何做某件事——把钥匙塞进钥匙的槽口也好，画只鸡或是弥补某种错误行为也好——那他就不太可能自行想方设法去完成这件事。从更广泛的意义上说，他就不太可能—共如美国人那样——将人生视为一系列的情境，在这些情境中，一个人必须学会独立思考，学会独立解决问题，进而学会发现需要创造性地加以解决的新问题。

       把着手教

        回想起来，当时我就清楚地意识到，这件事正是体现了问题的关键之所在——而且不仅仅是一种意义上的关键之所在。这件事表明了我们两国在教育和艺术实践上的重要差异。

        那些善意的中国旁观者前来帮助本杰明时，他们不是简单地像我可能会做的那样笨拙地或是犹犹豫豫地把他的手往下推。相反，他们极其熟练地、温和地把他引向所要到达的确切方向。我逐渐认识到，这些中国人不是简单地以一种陈旧的方式塑造、引导本杰明的行为：他们是在恪守中国传统，把着手教，教得本杰明自己会愉快地要求再来斗次。

        学习应通过不间断的精心塑造与引导而得以实现，这一观念同样适用于艺术。我们观看了孩子们在教室里学习艺术的情景，他们的娴熟技艺令我们惊讶。年仅5、6岁的孩子就带着成人的那种技巧与自信在画花、画鱼和动物；9岁：10岁的小书法家写出的作品满可以在博物馆展示。有一次去两位小艺术家的家里参观，我们从孩子的父母处得知，他们每天练习数小时以完善他们的技艺。

       创造力第一?

        从对创造力的态度来说，优先次序似乎是颠倒了：西方的年轻人先是大胆创新，然后逐渐深谙传统；而中国的年轻人则几乎离不开传统，但是，随着时间的推移，他们同样可能发展到具有创新的境界。

        美国人的立场可以概括起来这么说，我们比中国人更重视创新和自立。我们两种文化的差异也可以从我们各自所怀的忧虑中显示出来。中国老师担心，如果年轻人不及早掌握技艺，就有可能一辈子掌握不了；另一方面，他们并不同样地急于促进创造力的发展。美国教育工作者则担心，除非从一开始就发展创造力，不然创造力就有可能永不再现；而另一方面，技艺可于日后获得。

        但我并不想夸大其辞。无论在过去还是在当今，中国在科学、技术和艺术革新方面都展示了巨大的创造力。而西方的创新突破则有被夸大的危险。如果仔细审视任何一项创新，其对以往成就的依赖则都显而易见(“站在巨人肩膀之上”的现象)。

        然而，假定我这里所说的反差是成立的，而培养技艺与创造力两者都是值得追求的目标，那么重要的问题就在于：我们能否从中美两个极端中寻求一种更好的教育方式，它或许能在创造力与基本技能这两极之间获得某种较好的平衡?

       好了，今天关于“全新版大学英语综合教程2答案”的探讨就到这里了。希望大家能够对“全新版大学英语综合教程2答案”有更深入的认识，并且从我的回答中得到一些帮助。