现代大学英语精读4外研社第二版教师用书（pdf）

现代大学英语精读4外研社第二版教师用书pdf

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现代大学英语精读4外研社第二版教师用书（pdf）

现代大学英语精读4外研社第二版教师用书（pdf）

现代大学英语精读4外研社第二版教师用书（pdf）

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杨立民、徐克容编着的《现代大学英语(附光盘精读4第2版)》紧扣《高等学校英语专业英语教学大纲》，坡度设计合理，着重训练学生的语言基本功；语法和词汇的巩固训练更具系统性。吸纳了国外的语言材料，体裁、题材丰富，内容新颖，涉及思考、批判思维、人际关系、种族、人与自然、生活方式、价值观念等各个方面。在课堂活动设计上注重发挥学生的主动性与积极性，注重培养学生的自主学习能力；在编写手法上注意纵向连贯和横向配合，循序渐进。注重培养学生使用语言进行思想交流的能力，注重帮助学生结合语言学习文化、提高自身人文修养，体现了英语专业教材的特色。

新视野大学英语读写教程2的课后

新视野大学英语第二版读写教程第二册 unit 1：

Section A:

Vocabulary

III.

1. charge 2. convention 3. efficient 4. obtain 5. competent 6. asessing 7. fulfill

8. conducting 9. consequently 10. significance

IV.

1. behind 2. at 3. in 4.out 5. to 6. to 7.in 8.with 9.but 10. for

V.

1. L 2. C 3.D 4. N 5. O 6.A 7. E 8.G 9.I 10. K

Word 2. attraction 3. appointment 4.impression 5. civilization 8.congratulation 9.consideration 10.explanation 11. acquisition 12.depression

VII.

1.aisable 2.disirable 3.forable 4. considerable 5. remarkable 6.preferable 7.drinkable 8.acceptable

Sentence Structure

VIII.

1.much less can he write English articles

2.much less can he ma a big company

3.much less could he carry it upstairs

4.much less he I spoken to him

5.much less to read a lot outside of it

IX.

1.Hing meals at home can cost as little as two or three dollars, whereas eating out at a restaurant is always more expensive.

2.We thought she was rather proud,whereas in fact she was just very shy.

3.We he nr done anything for them, whereas they he done so much for us.

4.Natalie prefers to stay for another week, whereas her huand prefers to lee immediay.

5.Some praise him highly,whereas others put him down srely.

Translation

X.

1.She wouldn't take a drink, much less could she stay for dinner.

2.He thought I was lying to him,whereas I was ling the truth.

3.How do you account for the fact that you he been late ry day this week?

4.The increase in their profits is due partly to their new market strategy.

5.Such measures are likely to result in the improvement of work efficiency.

6.We he already poured a lot of time and energy into the project, so we he to carry on.

XI.

1.我认为他不会,更不用说了.

2.男工平均工资每小时10美元,而女工才每小时7美元.

3.自然界的平衡一旦遭到破坏,就会带来很多不可预知的影响.

4.期终考试迫在眉睫,你多花点时间看书.

5.有趣的是,消费者发现越来越难以辨别某些品牌的原产国.其部分原因来自于全球化带来的影响,部分原因是由于产地的变化.

6.近一次调查表明,妇女占总劳动力的40%.

Cloze

XII.

1.C 2.B 3.B 4.A 5.D 6.B 7.C 8.D 9.A 10.C 11.D 12.C 13.C 14.B 15.A

是这个吗？要是这个我给你发邮箱里

急求新视野大学英语听说教程 第二版 3、4册 (郑树棠 著) 外研社 课后

《新视野大学英语读写教程（第二版）第1册》课后 Unit 4

好好学习 2009-11-10 19:12 阅读197 评论1 字号： 大大 中中 小小 Vocabulary

III.

1. conscious 2. depressed 3. ranges 4. impressed 5. encounter

6. introduction 7. match 8. physical 9. relaxed 10.contact

IV.

1. are committed to 2. takes…seriously 3. was absorbed in 4. focus on 5. made up his mind 6. driving me crazy 7. ranging from… to 8. at her best 9. Lighten up 10.kept her eyes on

V.

1.C 2.M 3.F 4.I 5. E 6.B 7. H 8.J 9.A 10.K

Sentence Structure

VI.

1. It rained for two weeks on end compley flooding the village.

2. Not wanting to meet John at the party, she refused to attend it.

3. The bus arrived one hour late, causing me to miss the beginning of the .

4. The marine sat thee in the dimly lit ward, holding the old man’s hand and offering words of hope and strength.

5. Realizing he was too sick to l wher or not I was his son, I guessed he really needed me.

VII.

1. I was so excited about going treling (that) I couldn’t sleep.

2. The chairman became so angry with his secretary (that) he decided to fire him.

3. She speaks English so well (that) you would think it was he native language.

4. He was so frightened (that) he broke eye contact and looked out the window.

5. His presentation was so interesting (that) ryone listened very carefully.

Translation

VII.

1. she was so absorbed in reading the book that she was not conscious of someone coming in.

2. He was late for almost an hour for the first meeting, leing a bad impression on ryone.

3. Consciously or unconsciously, we make up our minds about people through their eyes, faces, bodies, and attitudes.

4. Professor Zhou was committed to the cause of language teaching all his life.

5. Many how-to books aise you that if you want to make a good impression, the trick is to be consistently you, at your best.

6. The media sometimes sends mixed messages, but most people beli what they see over what they hear.

IX.

1. 史密斯关于形体语言的讲座非常重要，所有的学生都认真地对待这次讲座。

2. 意识到这不是好的过错，对好笑了笑来缓和气氛。

3. 她大怒，把我的杯子摔在地上，摔得粉碎。

4. 观察他的形体语言，你可以判断出他是在跟你说实话还是仅仅找个借口敷衍你。

5. 不管人们对你说些什么，记住“观其行胜于闻其言”。

6. 肢体动作是表达感情的无意识形式，能向观众传递某种信息。

Cloze20.B

X.

1.C 2.C 3.B 4.A 5.C 6.B 7.C 8.A 9.C 10.C

11.B 12.B 13.A 14.C 15.A 16.B 17.C 18.A 19.A 20.B

Structured Writing

XII.

Body language is important in many cases: trying to win an election, addressing a family party, talking business at a conference, or giving a seminar at school.

Reading Skills

I.

1. Besides speech, people use other forms to communicate.

2. We communicate a great deal with our body movements.

3. The clothes you wear also communicate many things.

4. Small ornaments you wear communicate many things, too.

5. A wealth of rmation from body language makes snap judgments seem sound.

Comprehension of the Text

II.

1.D 2.C 3.C 4.A 5.B 6.B 7.A 8.D

Vocabulary

III.

1. status 2. sign 3. resented 4. promoted 5. assuming

6. estimate 7. campaign 8. judgment 9. acquainted 10. norms

IV.

1. account for 2. in part 3. is content with 4. feel at home 5. lack of

6. in relation to 7. become acquainted with 8. pick up 9. find out 10. a wealth of

高分求外研社新编大学英语4,12345678单元课后after-class reading的2篇课文的翻译

A Long March to Creativity (II)

1 I soon realized that this incident was directly relevant to our assigned tasks in China: to investigate the ways of early childhood education (especially in the arts) and, more broadly, to illuminate Chinese attitudes toward creativity. And so before long I began to include this "key-slot" anecdote into my talks to Chinese educators. I would l audiences about what had happened and seek their reactions. Some of my Chinese colleagues displayed the same attitude as the attendants at the Jinling Ho. Since s know how to place the key in the key slot (they would say), since that is the ultimate pure of approaching the slot, and since the toddler is neither old nor clr enough to realize the desired action on his own, what sible gain is achid by hing the child flail about? He may well get frustrated and angry certainly not a desirable outcome. Why not show him what to do? He will be happy (those around will be happier), he will learn how to accomplish the task sooner, and then he can proceed to more complex activities, like opening the door or asking for the key.

2 We listened to such explanations sympathetically. We agreed that sometimes it is important to show a child what to do, and that we certainly did not want to frustrate Benjamin. But, as I he said, he was rarely frustrated by his fledgling attempts: "delighted" would be a more appropriate word to describe him. We went on to suggest that many Americans held quite different views about such matters.

3 First of all, we did not much care wher Benjamin succeeded in inserting the key into the slot. He was hing a good time and exploring, two activities that did matter to us. But the critical point was that in the process, we were trying to teach Benjamin soming: that one can solve a problem effectively by oneself. Such self-reliance is a principal value of child rearing in middle-class America. So long as the child is shown exactly how to do soming wher it be placing a key in a key slot, drawing a rooster, or apologizing for a misdeed he is less likely to figure out himself how to accomplish such a task. And, more generally, he is less likely to view life as many Americans do as a series of situations in which one has to learn to think by oneself, to solve problems on one's own, and n to discover new problems for which creative solutions are wanted.

4 In retrospect, it became clear to me that this incident was indeed key and key in more than one sense. It indicated important differences in the educational and artistic practs in our two countries. Even more to the point, this apparently little episode raled important issues about education, creativity, and art that he interested thinkers around the world.

5 Dating back to the time of the Greeks, as Philip Jackson has pointed out, one can discern two contrasting approaches to educational issues. One dominant approach is the "mimetic" one, in which the teacher (and "the text") are seen as the unquestioned sources of knowledge. Students are expected to memorize rmation and then, on subsequent occasions, feed back the rmation that has been presented to or modeled for them. Oped to this tradition is a "transformative" approach, in which the teacher is more of a coach, attempting to elicit certain qualities in her students. The teacher engages the student actively in the learning process, asking questions and directing attention to new phenomena, in the hope that the student's understanding will be enhanced. One might say that in the "mimetic" tradition, the cultivation of basic skills is primary; whereas in the "transformative" approach, the stimulation of the child's expressive, creative, and knowing powers is most prized.

新视野大学英语4课告诉我们爱是什么

告诉我们爱是需要互相喜欢对方。

《新视野大学英语4》是2011年3月1日外语教学与研究出版社出版的图书。本书主要对《大学英语课程教学要求》进行了完善，把课本、光盘、网络等进行了有效的结合。《新视野大学英语》系列教科书是外研社出版发行的作品。一经推出，在业界取得了良好的反响，现已成为英语教学的主要用书之一，为莘莘学子们提供了优质的外语学习资源。

《新视野大学英语听说教程4(第2版)》系列教材是普通高等教育“十一五”规划教材。本教材在保持版优势的基础上，依据《大学英语课程教学要求》的精神及大学英语教学的发展方向，对整体结构和内容进行了全面完善和提高。作为一套与现代信息技术相结合的立体化大学英语教材，《新视野大学英语听说教程4(第2版)》通过课本、光盘、网络等不同载体的有机结合，为新形势下的大学英语教学提供多层次、多渠道、立体化的服务。

外研社新编大学英语第四版课后

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14) hurried 15) warrant 16) strange Unit3 1. Understanding the Organization of the Text 1) Introduction (para 1) It has been proven repeatedly that the various types of behior, emotions, and interests that constitute being masculine and feminine are patterned by both heredity and culture. 2) There is a cultural bias in education that fors boys over girls. (para. 2-4) Supporting evidence A. Teachers called on males in class far more than on female students. (para 2) i) Its consequence: This has a tremendous impact on the learning process. ii) The reason for this: Active classroom participants dlop more itive attitudes and go on to higher achiment. iii) Two examples: a. In many of the former all-women’s colleges, the boys were taking over the class-room discussions and active participation by women students had diminished notably. b. A similar subordination of female to male students has also been observed in law and medical school classrooms in recent years. B. Teachers assigned boys and girls different tasks according to stereotyped gender roles. (para. 3) i) Its consequence: This prnted girls from participating as actively as boys in class. ii) An example: A teacher had the little boys perform the scientific experiment while the girls were given the task of putting the materials away. C. Gender-biased education is also reflected in the typical American teacher’ assumption. (para 4) i) The assumption: Boys will do better in the hard, masculine subjects of math and science while girls are expected to he better verbal and reading skills. ii) Three examples: a. American boys do dlop reading problems, while girls, who are superior to boys in math up to the age of nine, fall behind from then on. b. In Germany, all studies are considered masculine and it is girls who dlop reading problems.

c. In Japan, where early education appears to be nonist, both girls and boys do equally well in reading. 3) The educational bias begins at home. (para 5) A. Supporting evidence: i) Boy preschoolers were permitted to go away from home in a much wider area than girl preschoolers. ii) Boys were encouraged to dlop inlectual curiosity and physical skills, while girls are filled with fears of the world outside the home and with the desire to be approved of for their goodness and obedience to rules. B. The consequence when these lessons carry over from the home to the classroom: Girls are generally observed to be more dependent on the teacher, more concerned with the form and neatness of their work than its content, and more anxious about being right in their answers than in being inlectually independent, ytical, or original. C. Conclusion: Through the educational process that occupies most of the child’s waking hours, society rerces its established values and turns out each in its traditional and expected mold. Vocabulary 1. 1) genetic 2) assign 3) notably 4) approved 5) Bias 6) deprived 7) constituted 8) participation 9) unintentional 10) tgraduate 3. 1) C 2) D 3) A 4) E 5) B 6) C 7) F 8) B unit4 Reading Comprehension 1. 1) Introduction(para 1) It is introduced in the article how teachers and parents can encourage creativity in children. 2) An important strategy for parents and teachers to follow (para. 2-3) A. The strategy: To encourage children to spend time thinking and dloping new ideas. B. The significance for adopting the strategy: If children can be taught to think creatively, they will be better able to function in tomorrow’s society. 3) The definition of creativity (para. 4-5) A. Who successful students and s are: Those who can find a number of ways to approach problems.

B. What creative people can do: They can use what they he to produce original ideas that are good for soming. 4) A big problem in school (para. 6) The problem: Children can obtain and give back rmation, but can’t figure out ways to apply what they know in new situations. 5) A new approach to teaching (para 7) A. The approach: Combining the basics with the activities where students must use their imaginations. B. How to do so: By asking questions and meanwhile praising their ideas and new thoughts. C. How to facilitate the process: To create an atmosphere in which there is no risk in being creative-- a place where wild ideas are honored and valued, nr scorned or diissed. 6) Things parents can do at home to encourage creativity (para. 8-10) A. To involve children in decision . B. To children to understand the consequences of various decisions. C. To encourage them to talk out loud about things they are doing. The reason for doing so: Talking out loud improves language skills and thinking skills. D. To show a sense of humor. The reason for doing so: Children can see creativity in its purest form. E. To give children chos from their earliest age. Examples: a. When they are very young, let them choose between two food s for lunch. b. B. When they grow older, let them decide how to use their time or spend their money. Vocabulary 3. 1) diiss 2) consequences 3) promoting 4) applies 5) vital 6) scorned

7) conventional 8) original 4. 1) consciously 2) innovative 3) unconsciously 4) determined 5) Imagination 6) aware 7) control 8) created 9) extension 10) technique 11) vulnerable 12) unfolding 13) joyful 14) gain 15) Apply Unit5 新编大学英语第二版第四册第五课练习 Understanding the organization of the text 1) Introduction (para. 1) Athletes are chosen to be role models, and they can choose only to be good or bad ones. 2) Athletes should be role models. (para. 2-5) The author’s arguments: A. Athletes should not refuse the responsibility of being a role model while accepting all the glory and the money that comes with being a famous athlete. (para. 2) B. I try to be a itive role model, but that doesn’t mean I am perfect. (para. 3) C. Qualities of a itive role model: (para. 4) a. He influences people’s lives in a itive way. b. He gives of himself in time or money to those who look up to him. c. He displays the values like honesty and determination. D. Athletes cannot take the place of parents, but can rerce what parents try to teach their children. (para. 5) 3) People sometimes expect so much that some athletes don’t want to be role modes. (para. 6-7) A. Sometimes people put athletes on a pedestal. Example: I he had parents in Utah put my picture on the wall beside Jesus Christ. (para. 6) B. Constantly being watched by the public can be hard to tolerate at time

s. Example: 1: Negative publicity Michael Jordan received about gambling. 2. Ever since I played on the Dream Team, I can’t go anywhere without being the center of attention and I can’t n buy a motorcycle I really want. (para. 7) 4) Conclusion (para 8-9) The good things about being a role model outweigh the bad. A. It’s a great feeling to think you are part of the reason that a id decided to try to be good. B. But parents should remind their kids that there are no perfect human beings. C. Charles Barkley is a good role model. Vocabulary 2. 1) is bound to 2) follow their lead 3) goes too far/is going too far 4) take the place of 5) dropped out 6) he a fit 7) measure up to 8) look up to 9) Let’s face it 10) you name it 3. 1) outgrown 2) outdo 3) outwitted 4) outweigh 5) outlived