202321世纪大学生英语综合教程第四册课后答案60篇（完整）

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21世纪大学生英语综合教程第四册课后答案1

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21世纪大学生英语综合教程第四册课后答案60篇扩展阅读

——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四册课后答案和课后翻译答案 (菁选3篇)

21世纪大学英语综合教程第四册课后答案和课后翻译答案1

　　1driven by a strong will ,he eventually fulfilled the task he had undertaken

　　2the promised to write to me as soon ashe got there ,but nothing has been heard of him so far

　　3the boss has never been so pleased with any employee before ,the young man is a real find

　　4with the help of the doctors and nurses ,the patient was able to stand on his feet once more and soon resumed working

　　5the old man’s wrinkly face spoke of the hardships he had endured in his life

　　6when she recoverd somewhat,she leaned on window watchingt the children play on the lawn.

21世纪大学英语综合教程第四册课后答案和课后翻译答案2

　　1.he failed the test but it was his owe fault he neverdid any work

　　2she told me she had been deceived by a young man who claimed tobe the son of a banker

　　3mary left her husband because she couldn’t stand his crueltyany longer

　　4one thing that mom insisted on was that john finishhis homework before watchingt any tv programs

　　5when bill became overly obsessed with online chatting things began to charge ,no longer was he the hark workering student he was when he firstcame to college

　　6i told you from the beginning that there was a world of difference between online dating and actually living together

21世纪大学英语综合教程第四册课后答案和课后翻译答案3

　　1. As a result of a downsizing initiative and a major bank merger, my usually well-ordered life became fraught with changes.

　　2. Although I am a rather reticent individual by nature, I made the most of the oral presentations in class. And soon my confidence level soared

　　3. Much to the amazement of his friends and relatives, the young man gave up his secure future, stepped out his comfort zone and rejoined the “rat race.”

　　4. No matter what life throws our way, having a positive attitude makes room for the future.

　　5.Of course, having a fulfilling career is a personal goal I long to achieve. However, working towards materialistic things and personal glorification has never been my first priority.

　　6. Having lost his job, he returned to college and ended up acquiring a diploma.

——21世纪大学生英语综合教程第四册课后答案

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世纪大学英语第四册Unit6课文详析读写教程60篇

21世纪大学英语第四册Unit6课文详析读写教程1

　　Nancy Gibbs

　　It turns out that a scientist can see the future by watching four-year-olds interact with a marshmallow. The researcher invites the children, one by one, into a plain room and begins the gentle torment. You can have this marshmallow right now, he says. But if you wait while I run an errand, you can have two marshmallows when I get back. And then he leaves.

　　Some children grab for the treat the minute he"s out the door. Some last a few minutes before they give in. But others are determined to wait. They cover their eyes; they put their heads down; they sing to themselves; they try to play games or even fall asleep. When the researcher returns, he gives these children their hard-earned marshmallows. And then, science waits for them to grow up.

　　By the time the children reach high school, something remarkable has happened. A survey of the children"s parents and teachers found that those who as four-year-olds had enough self-control to hold out for the second marshmallow generally grew up to be better adjusted, more popular, adventurous, confident and dependable teenagers. The children who gave in to temptation early on were more likely to be lonely, easily frustrated and stubborn. They could not endure stress and shied away from challenges. And when some of the students in the two groups took the Scholastic Aptitude Test, the kids who had held out longer scored an average of 210 points higher.

　　When we think of brilliance we see Einstein, deep-eyed, woolly haired, a thinking machine with skin and mismatched socks. High achievers, we imagine, were wired for greatness from birth. But then you have to wonder why, over time, natural talent seems to ignite in some people and dim in others. This is where the marshmallows come in. It seems that the ability to delay gratification is a master skill, a triumph of the reasoning brain over the impulsive one. It is a sign, in short, of emotional intelligence. And it doesn"t show up on an IQ test.

　　For most of this century, scientists have worshipped the hardware of the brain and the software of the mind; the messy powers of the heart were left to the poets. But cognitive theory could sim* not explain the questions we wonder about most: why some people just seem to have a gift for living well; why the smartest kid in the class will probably not end up the richest; why we like some people virtually on sight and distrust others; why some people remain upbeat in the face of troubles that would sink a less resilient soul. What qualities of the mind or spirit, in short, determine who succeeds?

　　The phrase "emotional intelligence" was coined by Yale psychologist Peter Salovey and the University of New Hampshire"s John Mayer five years ago to describe qualities like understanding one"s own feelings, empathy for the feelings of others and "the regulation of emotion in a way that enhances living." Their notion is about to bound into the national conversation, handily shortened to EQ, thanks to a new book, Emotional Intelligence by Daniel Goleman. Goleman, a Harvard psychology Ph.D. and a New York Times science writer with a gift for making even the most difficult scientific theories digestible to lay readers, has brought together a decade"s worth of behavioral research into how the mind processes feelings. His goal, he announces on the cover, is to redefine what it means to be smart. His thesis: when it comes to predicting people"s success, brainpower as measured by IQ and standardized achievement tests may actually matter less than the qualities of mind once thought of as "character" before the word began to sound old-fashioned.

　　At first glance, there would seem to be little that"s new here to any close reader of fortune cookies. There may be no less original idea than the notion that our hearts hold dominion over our heads. "I was so angry," we say, "I couldn"t think straight." Neither is it surprising that "people skills" are useful, which amounts to saying, it"s good to be nice. "It"s so true it"s trivial," says Dr. Paul McHugh, director of psychiatry at Johns Hopkins University School of Medicine. But if it were that simple, the book would not be quite so interesting or its implications so controversial.

　　This is no abstract investigation. Goleman is looking for antidotes to restore "civility to our streets and caring to our communal life." He sees practical applications everywhere for how companies should decide whom to hire, how couples can increase the odds that their marriages will last, how parents should raise their children and how schools should teach them. When street gangs substitute for families and schoolyard insults end in stabbings, when more than half of marriages end in divorce, when the majority of the children murdered in this country are killed by parents and stepparents, many of whom say they were trying to discipline the child for behavior like blocking the TV or crying too much, it suggests a demand for remedial emotional education.

　　And it is here the arguments will break out. Goleman"s highly popularized conclusions, says McHugh, "will chill any veteran scholar of psychotherapy and any neuroscientist who worries about how his research may come to be applied." While many researchers in this relatively new field are glad to see emotional issues finally taken seriously, they fear that a notion as handy as EQ invites misuse. Goleman admits the danger of suggesting that you can assign a numerical value to a person"s character as well as his intellect; Goleman never even uses the phrase EQ in his book. But he did somewhat reluctantly approve an "unscientific" EQ test in USA Today with choices like "I am aware of even subtle feelings as I have them," and "I can sense the pulse of a group or relationship and state unspoken feelings."

　　"You don"t want to take an average of your emotional skill," argues Harvard psychology professor Jerome Kagan, a pioneer in child-development research. "That"s what"s wrong with the concept of intelligence for mental skills too. Some people handle anger well but can"t handle fear. Some people can"t take joy. So each emotion has to be viewed differently." EQ is not the opposite of IQ. Some people are blessed with a lot of both, some with little of either. What researchers have been trying to understand is how they complement each other; how one"s ability to handle stress, for instance, affects the ability to concentrate and put intelligence to use. Among the ingredients for success, researchers now generally agree that IQ counts for about 20%; the rest depends on everything from class to luck to the neural pathways that have developed in the brain over millions of years of human evolution.

21世纪大学英语第四册Unit6课文详析读写教程2

　　EQ

　　(abbr.)emotional quotient 情商

　　interact

　　vi. (with) act or have an effect on each other 相互作用;相互影响

　　marshmallow

　　n. soft sweet made from sugar and gelatine 果汁软糖

　　torment

　　n. severe physical or mental suffering (肉体或精神上的)折磨，痛苦

　　vt. cause severe suffering to 折磨;使痛苦

　　errand

　　n. small job that requires a short journey, usu. for sb. else (短程的)差事，差使

　　hard-earned

　　a. gained with great difficulty or effort 辛苦挣来的

　　survey

　　n. investigation 调查

　　adventurous

　　a. eager for or fond of adventure 渴望冒险的，喜欢冒险的

　　dependable

　　a. that may be depended on 可信赖的，可靠的

　　scholastic

　　a. of schools and education 学校的;教育的;学业的

　　aptitude

　　n. natural ability or skill 天生的才能或技巧;天资

　　brilliance

　　n. the quality of being brilliant 光辉，辉煌;壮丽;(卓越的)才华，才智

　　woolly

　　a. 羊毛(制)的;产羊毛的;像羊毛的

　　mismatch

　　vt. match (people or things) wrongly or unsuitably 使错配，配合不当

　　sock

　　n. short stocking covering the ankle and lower part of the leg 短袜

　　ignite

　　v. (cause to) catch fire, burn (使)着火，燃烧;发光

　　dim

　　v. (cause to) become dim (使)变暗淡;(使)变模糊;(使)失去光泽

　　impulsive

　　a. (of people and their behavior) marked by sudden action that is undertaken without careful thought (指人或人的行为)凭冲动的;易冲动的

　　messy

　　a. in a state of disorder; dirty: causing dirt or disorder 凌乱的;脏的;搞乱的;搞脏的

　　upbeat

　　a. optimistic or cheerful 乐观的;快乐的

　　resilient

　　a. 1. 有弹性的，有回弹力的;能复原的

　　2. 有复原力的;富有活力的;适应性强的

　　empathy

　　n. ability to imagine and share another person"s feelings, experience, etc. 同情;同感;共鸣

　　handily

　　ad. 灵巧地，熟练地;轻易地;近便地

　　digestible

　　a. that can be digested; relatively easy to understand 可消化的;可吸收的.;较易理解的

　　behavioral

　　a. of behavior 行为的

　　thesis

　　n. 1. statement or theory put forward and supported by argument 论题，命题;论点

　　2. long written essay submitted by a candidate for a university degree; dissertation 毕业论文;学位论文

　　standardize

　　vt. make(sth.)conform to a fixed standard, shape, quality, type, etc. 使(某事物)标准化;使合乎标准(或规格)

　　fortune

　　n. 1. large amount of money; wealth 大笔的钱;财

　　2. chance; luck 机会;运气

　　3. person"s destiny or future; fate 命运;前途

　　cookie

　　n. biscuit 饼干

　　fortune cookie

　　(U.S.)thin biscuit, folded to hold a printed message (e.g.a proverb, prophecy or joke) served in Chinese restaurants (美)签语饼(*餐馆的折叠形小饼，内有纸条，上写预测运气的格言或幽默套语)

　　dominion

　　n. (over) rule; powerful authority; effective control 统治;管辖;支配;控制

　　straight

　　ad. clearly, logically 清晰地;有条理地

　　controversial

　　a. causing or likely to cause argument or disagreement 引起争论的;有争议的

　　abstract

　　a. existing in thought or as an idea but not having a physical or practical existence 抽象的

　　antidote

　　n. 解毒药;(喻)矫正方法，对抗手段

　　civility

　　n. fact or act of showing politeness; act of being civilized 礼貌，客气，谦恭

　　communal

　　a. 1. of or referring to a commune or a community 公共的;社区的，集体的

　　2. for the use of all; shared 公用的;共有的

　　odds

　　n. (pl.) probability or chance 可能性;机会

　　schoolyard

　　n. 校园;操场

　　stab

　　vt. pierce(sth.) or wound (sb.) with a pointed tool or weapon; push (a knife, etc.) into sb./sth. 戳(某物);刺(某人);用(刀等)刺(或戳、捅)某人(或某物)

　　stabbing

　　n. instance of stabbing or being stabbed 用利器伤人

　　stepparent

　　n. 继父，后父;继母，后母

　　remedy

　　n. 药品;治疗(法);补救办法;纠正办法

　　vt. 医治;治疗;补救;纠正

　　remedial

　　a. 补救的;纠正的;补习的

　　popularize

　　vt. 1. make (sth.) generally liked 使(某事物)被大家喜欢，使受大家欢迎

　　2. make (sth.) known or available to the general public, esp. by presenting it in an easily understandable form 使(某事物)众所周知;使普及

　　chill

　　vt. 1. make cold 使变冷;使冷却;使感到冷

　　2. discourage 使沮丧;使扫兴

　　n. 寒冷;风寒;冷淡;沮丧;扫兴

　　scholar

　　n. person who studies an academic subject dee* 学者

　　psychotherapy

　　n. treatment of mental disorders by psychological methods 精神疗法;心理疗法

　　neuroscientist

　　n. 神经系统科学家

　　handy

　　a. (of an object, tool, machine, etc.) easy to use; useful for some purpose 便于使用的;有用的

　　numerical

　　a. of, expressed in or representing numbers 数字的;用数字表示的;代表数字的

　　approve

　　vt. 1. have a positive opinion of 赞成;称许

　　2. accept, permit or officially agree to 批准;允许;对…表示认可

　　neural

　　a. the nerves 神经的

　　pathway

　　n. way or track made for or by people walking 小路，小径(= path)

21世纪大学英语第四册Unit6课文详析读写教程3

　　one by one

　　separately; individually in order 一个一个地;依次地

　　right now

　　immediately; at this moment 立即;此刻

　　run an errand

　　carry messages or perform similar minor tasks 跑腿，办事(如送信、买东西等)

　　hold out

　　refuse to give in 坚持;坚定不移;不屈服

　　early on

　　soon after the start of a past event 在初期;早先

　　shy away from

　　avoid or move away from out of shyness, fear, etc. (由于羞怯或恐惧等)躲开，避开;回避

　　over time

　　as time goes by 随着时间过去

　　come in

　　have a part to play in sth. 在某事中起作用

　　show up

　　1. become visible; become increasingly vivid or obvious 显现出来;变得更鲜明;变得更醒目

　　2. appear; arrive; be present; turn up 出现;来到;出席;露面

　　at/on sight

　　as soon as sb./sth. is seen 一见就

　　in the face of

　　1. in spite of 不顾

　　2. confronted by 面对;在…面前

　　when it comes to

　　1. when the subject is; on the subject of 谈到;涉及

　　2. when dealing with 在处理…时

　　amount to

　　1. add up to; reach the total of 合计;共计

　　2. be equal to; be the equivalent of 等于;相当于

　　substitute for

　　serve as a substitute for, replace 代替

　　end in

　　have as a result or conclusion 以…为结果;以…告终

　　break out

　　start suddenly 突然发生;爆发

　　put...to use

　　use...for a particular purpose 使用

　　count for

　　be worth 值;(在数量、比例方面)占

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　　《21世纪大学实用英语综合教程(第3册)》为《综合教程》第三册，共8个单元，每个单元均包括听说、读写和实用技能训练三大板块的内容。听说部分围绕每单元的主题，并结合高职高专学生学习生活和毕业后实际工作的"需要，进行听力与口语方面的专门训练。读写板块包括Text A(精读)，Text B(泛读)和Text C(扩展阅读)，并配有相应的练习。实用技能训练部分根据高职高专教育的特点，提供以提高职业技能和素质为目标的实用训练，包括Grammar Review，Practical Writing和Basic Reading Skills等内容。

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