新編大學英語4重點單詞和課后句子

1、大學英語四級 讀寫譯材料。Unit 1Clarification 澄清comedian喜劇演員 entertaining 有趣的 familiarity 熟悉 humorous 幽默 irritated 惱怒的 mild misuse 濫用 mutual 相互的 principal 校長selectively 有選擇的 sparkling 閃閃發(fā)光的 string 一連串的 suggestive 挑逗的 tease 取笑 tempt吸引 universal 普遍的 vulgar 粗俗的 resume subtle 在某人伸手夠不著的地方beyond the reach of 取笑 make f

2、un of appeal to lie in under someones nose make an attempt to Significant sentences Why is it that several students in a class will fall out of their chairs laughing after I tell a joke while the rest of the students look as if Ive just read the weather report. Line10Some people have a better sense

3、of humor than others just as some people have more musical talents, mathematical talent than others. line16Blitzen pranced just beyond the reach of Grandma until Grandma was tempted to leave her chair to get the slipper from Blitzen. line27It helps if the story/joke teller uses gestures and language

4、 which are well known to the audience. Line36It is true that todays humor is rather shocking, but I dont think humor is to be blamed for that. Line 100為什么我講完一個笑話后，班上有些學生會笑得前仰后合，而其他學生看上去就像剛聽我讀了天氣預報一樣呢？有些人比別人更有幽默感，就像有些人更替具有音樂，數(shù)學才能一樣。布利茨恩在外祖母剛好夠不到的地方蹦來跳去，一直逗得外祖母忍不住站起來去拿那只拖鞋。如果講故事和說笑話的人使用觀眾都熟悉的手勢和語言，則有助

5、于增強效果。的確，現(xiàn)在有些幽默令人震驚，但我認為這不是幽默的過錯。After-class reading passages Key words arrest assemble complex construct convict detection drama fictional loose morally penalty predictable unsettle vary end with take on under arrest commit a murderSignificant sentences She uses characters that are easily recogniza

6、ble and her plots develop almost like clockwork. Line6她創(chuàng)造的人物一眼就能辨認出，情節(jié)的發(fā)展非常規(guī)范、準確、流暢。The formula appeals to the strongest of human instincts-curiosity-and its popularity shows no sign of going away. Line12 這種模式吸引了人類最強烈的本能好奇心而人們對這種模式歡迎的程度沒有任何減弱的跡象。Criminals go unpunished, people are wrongly convicted

7、and there are miscarriages of justice. Line 38犯罪會逍遙法外，法律會傷及無辜，審判不公時有發(fā)生Instead of comforting, most contemporary crime novels unsettle their readers. Line 48當代的破案小說不僅不能給讀者帶來慰藉，反而使他們感到不安。So long as human beings remain curious, there seems no doubt that the whodunit in all its various forms, will contin

8、ue to exert its fatal attraction. Line66只要人類還有好奇心，那么毫無疑問，各種各樣的偵探小說就會繼續(xù)發(fā)揮它致命的誘惑力。Key words announcement applaud bare hooked hasten back out catch on fill in get through start over try sth outSignificant sentences But then a strange coincidence occurred, the kind of thing that makes you think its an a

9、nswer to prayer, even when you havent actually prayed. Line7但是后來發(fā)生了一件奇妙的巧事，使人覺得自己的祈禱得到了回應-甚至在你還沒有真正祈禱的時候就得到回應了。Even though I dropped a lot of balls at first, I was amaze how easily I caught on.line14雖然最初我經(jīng)常接不住球，但我很快就會了，連我自己都感到驚訝。As I got better, I began to add tricks, tossing the balls so that one w

10、ent over the top of the others or under the others. Line28隨著我技術的進步，我開始加上花樣：拋球時讓一個經(jīng)過其他球的上方，或者經(jīng)過其他球的下方I hoped that trying them out on my family would help me feel more comfortable doing the same thing in public. Line62我希望先在自己家人面前試試這一套，這樣會讓我在觀眾面前做同樣事情的時候更放松些。I danced over the torches crazily, making ju

11、ngle sounds, until I could pick them up and resume my juggling. Line 71 我瘋狂般的跳舞，在火把上跨來跨去，發(fā)出叢林里的聲音，知道我可以把它們撿起來繼續(xù)雜耍表演 Unit 2 Intrigue 激起好奇心stuff recipient接受者 uplifting responsive unresponsive reassurance boos upbeat drawback treasure owe cordial acquaintance compliment Complimentary 贊美affected charact

12、erize credit thrivereinforcement spontaneous approval acknowledge fulfill compose overdue precise virtually After-class readings Occasional permission deliberately proceed instruction concept assignment accomplish fold fascinated definition evoke keenly length lengthy conscious switch intimacy conve

13、rse conversation imagery shrink perception adolescent represent enroll assume assumption disapprove rebelliousin-class reading phraseskeep up / make a habit of / walk of life / a body of / be flooded with / turn around / shy away from / attach importance to / characterize as / be credited for / thri

14、ve on / Its that counts. after-class reading phrasesact on / get out of hand / if only / be aware of / be conscious of / give thought to / be ashamed of / take seriously Significant sentences 1. In a world too often cold and unresponsive, such notes bring warmth and reassurance. (l.18-19) (2-I)在這樣一個

15、習慣于冷漠，無動于衷的世界上，這種便箋給人們帶來了溫暖和安慰。 2. We all need a boost from time to time, and a few lines of praise have been known to turn around a day, even a life. (l.19-20) (2-I)我們都時不時地需要鼓勵，大家知道幾行贊揚的話會改變一個人的一天，甚至一生。3. Throughout his career he has followed up virtually every contact with a cordial responsea comp

16、liment, a line of praise or a nod of thanks. (l.30-31) (2-I)在他整個職業(yè)生涯中，每次與人們接觸之后，他幾乎都隨后寫封信，內容親切一句贊美之辭，一行表揚的話，或一段感謝語。4. His notes go not only to friends and associates, but to casual acquaintances and total strangerslike the surprised person who got a warm pat on the back for lending Bush an umbrella.

17、 (l.32-34) (2-I)他不僅寫給朋友和同事，還寫給萍水相逢的人以及完全陌生的人象那位借傘給他的人，后來收到他熱情洋溢的贊揚信，感到很驚訝。 5. Acknowledging some success or good fortune that has happened during the year seems particularly appropriate considering the spirit of the Christmas season. (l.71-73) (2-I)鑒于圣誕節(jié)的氛圍，對一年來所取得的成功與得到的好運特意表示一下贊美和祝賀似乎是恰到好處的。 After

18、-class Reading Passage 1 (2-A1) 1. Very neat in appearance, he had that happy-to-be-alive attitude that made even his occasional mischievousness delightful. (l.3) (2-A1)他外表非常整潔，他那樂天派的態(tài)度甚至使他那偶爾的淘氣也顯得那么的可愛。2. I didnt know what to make of it at first, but before long I became accustomed to hearing it m

19、any times a day. (l.8-9) 起初我不明白他的話到底什么意思，可是每天聽他說好多遍，不久我就習以為常了。3. I hadnt asked any of the students to help me watch Mark, but since I had stated the punishment in front of the class, I had to act on it. (l.14-15) (2-A1)我并沒有讓任何學生幫我監(jiān)視馬克，但是既然我已經(jīng)當著全班的面說了懲罰辦法，我就要說到做到。4. We had worked hard on a new concep

20、t all week, and I sensed that the students were growing frustrated with themselvesand edgy with one another. (l. 28-30) (2-A1)我們整整一周都在學習一個新概念，我感覺到學生們開始泄氣了，而且相互間變得急躁易怒。5. Opening the billfold, he carefully removed two worn pieces of notebook paper that had obviously been taped, folded and refolded ma

21、ny times. (l.65-68) (2-A1)他把皮夾打開，小心翼翼地拿出兩張破舊的筆記本紙。很明顯，那紙已經(jīng)用膠帶粘貼、反反復復折疊過很多次了。After-class Reading Passage 2 (2-A2) 1. I spend a great deal of my time thinking about the power of languagethe way it can evoke an emotion, a visual image, a complex idea, or a simple truth. (l.2-5) (2-A2)我用大量的時間來思考語言的力量它是如

22、何喚起情感、描繪視覺圖像、闡述復雜的觀點或者展示簡單的事實的。2. It has become our language of intimacy, a different sort of English that relates to family talk, the language I grew up with. (l.28-29) (2-A2)這已經(jīng)成了我們的私人語言，一種只和家人交談時使用的特殊英語，一種伴隨我成長的語言。3. Her language, as I hear it, is vivid, direct, full of observation and imagery. T

23、hat was the language that helped shape the way I saw things, expressed things, made sense of the world. (l. 37-39) (2-A2)在我聽來，她的語言生動、直接、富有洞察力和意象。就是這樣的語言幫助我形成了我看問題、表達思想、認識世界的方式。4. It always bothered me that I can think of no way to describe it other than “broken”, as if it were damaged and needed to

24、be fixed, as if it lacked certain wholeness and soundness. (l.42-44) (2-A2)讓我一直不安的是，除了用“蹩腳”這個詞，我想不出別的方式來描述它，就好像它是破損的，需要修補，就好像它缺乏某種整體感和完整性。5. Fortunately, I happen to be rebellious in nature and enjoy the challenge of disproving assumptions made about me. (l.79-80) (2-A2)幸好，我生性叛逆，樂于證明人們對我的看法是錯誤的，我喜歡這

25、種挑戰(zhàn)。Unit 3Key words and Phrasesin-class readingapproveassignconstitutebias unintentionalvital heredity Appropriatelytremendousdiminish dimension assumption obediencebe deprived ofbe incorporated into After-class reading (1)Allocate Contemptdiscrimination disregard disrupt dramatically hopeful essay

26、minority at a disadvantagebe accustomed to doing something be in a minority be typical of for ages go too far make a thing of After class reading (2)1. craft 2. differ 3.extract 4,. Origin 5. profession 6. self-centered 7. socialization 8. systemize 9. underlying 10. empathize 11. preference 11. a b

27、unch of 12. go beyond 13. light up 14. pull together 15. put togetherSentences In-class Reading Over the past few decades, it has been proven innumerable time that the various types of behavior, emotions, and interests that constitute being masculine and feminine are patterned by both heredity and c

28、ulture. ( line 1-3)在過去的幾十年里，已經(jīng)無數(shù)次地證實了這樣一個事實：構成男子陽剛之氣和女子陰柔之氣的各種不同類型的行為、情感、和興趣都既是遺傳又是文化熏陶的結果。In the process of growing up, each child learns hundreds of culturally patterned details of behavior that become incorporated into its gender identity. ( Line 4-5)在成長的過程中，每個孩子學會了各種行為舉止，數(shù)量之多數(shù)以百計，這一切都帶有文化的烙印，成為他

29、們性別特征的一部分。Research done by the Sadkers showed that sometimes teachers unknowingly prevented girls from participating as actively as boys in class by assigning them different tasks in accordance with stereotyped gender roles. (line 33-35)賽德克夫婦所作的研究顯示，教師有時候會按照固有的性別模式給男孩子和女孩子布置不同的任務，這樣便不知就不見地使女孩子不能像男孩子

30、一樣積極地參與。Since hands-on-work with classroom materials is a very important aspect of early education, the girls were thus being deprived of a vital learning experience that would affect their entire lives. (Line 38-41)既然使用課堂材料動手操作是早期教育的一個重要方面，這些女孩子就這樣被剝奪了重要的學習經(jīng)歷，這會影響到她們今后的整個人生。As an example of a self-

31、fulfilling prophecy, American boys do, indeed, develop reading problems, while girls, who are superior to bys in math up to age of nine fall behind from then on. ( Line 43-46)結果，美國的男孩們確實在閱讀上出了問題，而在數(shù)學方面女孩盡管在九歲以前一直比男孩強，但此后卻落在了他們后面。這成了預言自我應驗的一個例子。After class (1)They are allowed to tease the girls and t

32、hey receive praise for sloppy work that would not be tolerated from girls. (line 2-3)他們被允許取消女生，他們作業(yè)做得馬虎卻受到表揚，要是女生做這樣的作業(yè)就得不到寬容。Boys are accustomed to being teachers pet, an, if girls get anything like equal treatment, boys will protest and even disrupt lessons. (line 3-4)男生們習慣于做老師的寵兒，若女生得到任何一點與男生平等的待

33、遇，男生就會抗議，甚至擾亂課堂教學。In other words, when teachers give girls mote than a third of their time, they feel that they are depriving the boys of their rightful share. (18-19)也就是說，當老師花在女生身上的時間超過三分之一時，他們就覺得自己剝奪了男生應得的時間。But girls can be ignored; their hands can be held up for ages, and their often polite requ

34、ests for assistance are disregarded as the teacher is obliged to remain with the boys.” (Line 37-39)然而女生的要求會被忽視，她們長時間地舉著手，通常很禮貌地請求幫助但老師不予理睬，因為老師必須關注那些男生。Separating boys and girls within schools for certain subjectsrather than a return to single-sex schools-is the most hopeful solution she suggests.

35、(line 57-59)她建議說，最有希望的解決辦法是在學校內對某些課程實行男女生分班上課-而不是像過去那樣男女分校上學。After-class (2)Emphasizing is the drive to identify another persons emotions and thoughts and to respond to these with n appropriate emotion. Systemizing is the drive to analyze and explore a system, to extract underlying rules that govern

36、 the behavior of a system; and the drive to construct systems. (line 3-7) 同情心是一種本能，使人們愿意去發(fā)現(xiàn)他人的感情和想法并用適當?shù)那楦凶龀龇磻?；而使事物系統(tǒng)化是另外一種本能，使人們愿意分析和探索系統(tǒng)結構并推導出支配系統(tǒng)功能的基本規(guī)則；它同時也是構建系統(tǒng)的本能。But the E-S theory toes beyond such anecdotal evidence to pull together the scientific evidence, and investigate the origins of the

37、se differences. ( Line 26-27)但是E-S理論不只是停留在日常見聞所提供的證據(jù)上，而是收集整理了科學證據(jù)，并研究這些差異的根源。Studies show that when children play together with a little movie player that has only one eye-piece, boys tend to get more of their fair share of looking down the eye-piece. They just shoulder the girls out of the way. (li

38、ne 29-31)比如說研究表明，當孩子們在一起玩一種只有一個目鏡的小型電影播放器的時候，男孩子們總是獲得更多的占用目鏡觀看的機會。All this adds up to a large amount of evidence for a female advantage in empathizing, with at least some biological determinants. ( Line 48-49)所有這些構成了大量的證據(jù)，表明女性在同情心方面有優(yōu)勢，其中至少涉及一些生物方面的決定因素。The theory is saying that, on average, males a

39、nd females differ in what they are drawn to and what they find easy, but that both sexes have their strengths and their weaknesses. ( Line 71-73)這個理論在說，總體而論，男人與女人受到不同事物的吸引，他們擅長做的事情也不一樣，但是兩個性別卻都各自有自己的優(yōu)點和缺點。 Unit 4 Creativity Key words and Phrasesin-class readingCreativity practically manufacture subs

40、tance pursue strategy function promote approach resource original sacrifice apply multiplication scorn dismiss appropriate motivation consequence conventional boundary perfect workable beyond ones reach be up to involvein After-class reading (1)appoint manual intervene agenda rear casual relevantFor

41、 the sake of on occasion not in the least / not the least / not the least bit find its way into somewhereAfter class reading (2)Illuminate ultimate gain desirable proceed critical cultivation In retrospect date back to feed back to the point Sentences In class Reading1. If Dick Drew had listened to

42、his boss in 1925, we might not have a product that we now think of as practically essential: masking tape. Line 32. It is a strategy that more and more companies are employing and one that experts around the country say we ought to be following with our children, both at home and at school. Line 113

43、. The feeling is that if we teach them to think creatively, they will be better able to function in tomorrows society. Line 134. Creativity is not something one is just born with, nor is it necessarily a characteristic of high intelligence. Line 175. Creativity is the matter of using the resources o

44、ne has to produce original ideas that are good for something. Line 196. , teachers might ask students to think about what would have happened if his trip had taken him to New York first instead of to the Caribbean area. Line 357. The best strategy is to encourage children by asking them questions, m

45、eanwhile praising their ideas and new thoughts. Line 438. Experts say that it is important to create an atmosphere in which there is no risk in being creativea place where wild ideas are honored and valued, never scorned or dismissed. Line 44Translation: 1. 如果1925年迪克·德魯聽從了他老板的意見，也許我們就不會有遮護膠帶這種用

46、品了。現(xiàn)在我們幾乎離不開它。2. 這種策略已被越來越多的公司所采用，而且全國各地的專家認為，對孩子也應仿效這種做法，無論是在家里還是在學校。3. 他們認為，如果我們教育孩子進行創(chuàng)造性思維，他們就能在明天的社會中更好地發(fā)揮作用。4. 創(chuàng)造性并非與生俱來，也不一定就是高智慧的特征。5. 創(chuàng)造性是指能利用已有的資源想出新點子，而這些點子有助于解決某方面的問題。6. ······教師可能讓學生思考如果哥倫布首先到達的不是加勒比海地區(qū)而是紐約，情況會如何。 7. 最好的辦法是通過提問并同時對他們的想法和新點子表示贊賞來鼓勵孩子。 8. 專家認為

47、必須創(chuàng)造一個可以自由發(fā)揮創(chuàng)造力的氛圍，一個尊重和贊賞而不是鄙視或不理會荒誕想法的環(huán)境。After-class reading (1)1. The key to our room was attached to a large plastic block with the room number printed on it. Line 42. Because of his young age, lack of manual dexterity, and incomplete understanding of the need to orient the key “just so”, he wou

48、ld usually fail. Line 123. He loved to bang the key on the slot and probably got as much pleasure out of the sounds it made, and the physical feelings it gave him, as he did those few times when the key actually found its way into the slot. Line 144. She would then smile somewhat expectantly at Elle

49、 or me, as if awaiting a thank youand on occasion, would frown slightly, as if to criticize us as parents. Line 265. But it also became clear to us that we were dealing with totally different attitudes about the preferred behavior for children and the proper role of adults in their socialization. Li

50、ne 36Translation: 1. 我們房間的鑰匙系在一塊大塑料牌上，牌上印有房間號。 2. 可是因為他太小，手不靈活，又不完全理解鑰匙要放在“正好”的位置才能插進鑰匙孔里，所以，他往往放不進去。3. 他喜歡用鑰匙砰砰敲打窄孔，也許他從鑰匙的撞擊聲及敲敲打打給他帶來的肢體感受中得到的樂趣，不亞于偶爾有幾次把鑰匙真地插入窄孔時所給予他的樂趣。4. 然后她會有所期待地對埃倫或者我微笑，好像在等著我們感謝她或者有時也會微微地皺起眉頭，好像是在批評我們做父母的沒有盡到責任。5. 然而，同樣明顯的是，在希望孩子怎樣行事，在孩子融入社會生活時大人應起的作用方面，我們遇到了兩種截然不同的態(tài)度。Afte

51、r class reading (2)1. 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. Line 122. He was having a good time and exploring, two activities that did matter t

52、o us. Line 213. So long as the child is shown exactly how to do somethingwhether it be placing a key in a key slot, drawing a rooster, or apologizing for a misdeedhe is less likely to figure out himself how to accomplish such a task. Line 244. And, more generally, he is less likely to view lifeas ma

53、ny Americans doas a series of situations in which one has to learn to think by oneself, to solve problems on ones own, and even to discover new problem for which creative solutions are wanted. Line 275. Opposed to this tradition is a “transformative” approach, in which the teacher is more of a coach

54、, attempting to elicit certain qualities in her students. Line 47Translation: 1. 他會很高興（他身邊的人會更高興），他會更快地學會如何完成這項任務，然后他可以去完成更復雜的動作，例如開門或要鑰匙。2. 他玩得很痛快并且在探索，這是兩件在我們看來重要的事。3. 不管是把鑰匙放進鑰匙孔，還是畫一只公雞，或者是為做錯事而道歉，只要是有人手把手地教孩子如何做某件事，他就不太可能去自己弄清楚該如何完成這一任務。4. 更廣義地說，他就不太會像許多美國人那樣，把生活看作是一系列的境遇，在這些境遇中，一個人必須學會獨立思考，獨立解

55、決問題，甚至于去發(fā)現(xiàn)新問題，并且用新的方法去解決這些問題。5. 與此傳統(tǒng)相反的是“轉化”方式。在這種方式中，老師更像是個教練，努力發(fā)掘學生身上的某些品質。Unit 5Key Words and PhrasesIn-class reading1. necessarily2. commercial3. deny4. glory5. endorsement5. display6. reinforce 7. eventually 8. constantly 9. scary10. confining11. outweigh 12. criticize13. championship14. set an

56、 example15. follow ones lead16. take the place of someone 17. take something too far18. be bound to 19. you name it20. measure up to expectationsSentencesIn-class reading1. We dont necessarily like the same things: Charles loves golf so much he would play at halftime if he could, but I think a golf course is a waste of good pasture-land. (line3-5)我們的愛好不一定完全相同： 查爾斯酷愛高爾夫球，要是可能的話他中場休息時都會打，我卻認