新视野大学英语第二册unit+1+单词+课文.pdf

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1、U nitlNew wordstedious a.冗 长 乏 味 的 oblige vt.迫 使；使 负 有 义 务 absorbed a.极 感 兴 趣 的；全 神 贯 注 的；专 注 的 allergic a.不 喜 欢 某 事；对 某 事 反 感；过 敏 的 excursion n.短 途 出 行；远 足 earnest a.非 常 认 真 的；郑 重 其 事 的 exclaim v.（由 于 惊 奇、气 愤 或 激 动）呼 喊，惊 叫 whoa interj.哎 呀，哇（表 示 惊 讶 或 认 为 某 事 物 令 人 赞 叹）civilization n.文 明（社 会）archite

2、cture n.U 1 建 筑 风 格；建 筑 式 样 2 建 筑 学 capture vt.1（用 文 字 或 图 片）记 录 下，描 述，捕 捉 2俘 虏；逮 捕 condense vt.将（讲 话 或 文 章）压 缩 condensed a.压 缩 的 exceed vt.超 过；超 出 distress n.忧 虑；苦 恼；悲 伤 distinguish v.区 分；辨 别 distinctive a.与 众 不 同 的；特 殊 的；特 别 的 complimentary a.1 免 费 赠 送 的 2 赞 美 的；钦 佩 的 complementary a.互 为 补 充 的；互 补

3、 的 bulk n.（某 物 的）大 部 分，多 半 criticism n.批 评;批 判：指 责 deficit n.C 1（素 质、技 能 或 能 力 的）缺 乏，不 足 2赤 字；亏 损；逆 差 dumb a.愚 蠢 的 grocery n.1 C超 级 市 场 2（ies）pl.食 品 杂 货 stationary a.不（移）动 的；静 止 的 stationery n.U文 具 pad n.C 1便 笺 本；拍 纸 簿 2 垫；衬 垫；护 垫 album n.C（收 存 照 片、邮 票 等 的）簿，册 proclaim vt.（fml.）宣 称；宣 布；声 明 scandal n

4、.1 sin g.（尤 指 当 局 本 应 改 变 的）令 人 震 惊 的 事，引 起 愤 慨 的 事 2 C（尤 指 牵 涉 知 名 人 士 的）丑 闻，丑 事 thrust v.猛 推；猛 塞 proficiency n.U熟 练；精 通 moreover ad.m l.）而 且；再 者；此 外 evidently ad.明 显 地；显 然 exposure n.1 sing.,U接 触；体 验 2 U暴 露 adequate a.足 够 的；充 分 的；合 乎 需 要 的 adequately a d.足 够 地；充 分 地 competent a.合 格 的；能 干 的 jerk n.

5、猛 的 一 动；猝 然 一 动 jerky a.（在 行 进 中）不 平 稳 的，颠 簸 的 function n.C,U（事 物 的）功 能，作 用；（某 人 的）职 责 vi.正 常 工 作；正 常 运 转 span n.C（两 个 日 期 或 事 件 之 间 的）时 距，期 间 scratch n.C 1（from）从 零 开 始；从 头 开 始：白 手 起 家 2（物 件 或 皮 肤 上 的）刮 痕，划 痕 tune vt.1（also up）调 整，调 节（发 动 机）使 达 到 最 佳 状 态 2 为（乐 器）调 音，定 弦 adjust v.调 整；调 节 vi.适 应 dest

6、ination n.C目 的 地；终 点 precise a.精 确 的；准 beneficial a.有 利 的；有 帮 助 的；有 用 的 asset n.1 C有 利 条 件；长 处 2 C,usu.pl.资 产；财 产 sour a.酸 的 subjunctive a.（语 法 中 的）虚 拟 语 气 的 n.（语 法 中 的）虚 拟 语 气 Phrases and expressionsbe/feel obliged to do s t h.（因 形 势、法 律、义 务 等 关 系 而）非 做 不 可，迫 使 get/be serious about对 是 认 真 的；并 非 开 玩

7、 笑 的 run into sb.（infml.）偶 然 遇 见 某 人 全 然 忘 记 了 她 的 生 日。fresh fro m 刚 从 来 的；刚 有 经 历 的 distinguish between 区 分；辨 别 nail sth.Down 1钉;将 某 物 钉 牢 2(infml.)最 终 确 定;对 某 事 作 出 定 论 thrust sth.upon sb.(usu.passive)迫 使 某 人 做 某 事;迫 使 某 人 接 受 某 事 get/feel/be lost迷 惘；困 惑;不 知 所 措 become/be attracted to sth.对 某 事/物

8、产 生 兴 趣 out of curiosity 出 于 好 奇 look upon sb./sth.as把 某 人/某 物 看 作 be equipped with sth.以 为 装 备;配 备 swell with pride/anger,etc.洋 洋 得 意/怒 气 冲 冲 等An impressive English lesson1 If I am the only parent who still corrects his childs English,then perhaps my son isright.To him,I am a tedious oddity:a fathe

9、r he is obliged to listen to and a manabsorbed in the rules of grammar,which my son seems allergic to.2 I think I got serious about this only recently when I ran into one of my formerstudents,fresh from an excursion to Europe.How was it?I asked,full of earnestanticipation.3 She nodded three or four

10、times,searched the heavens for the right words,and thenexclaimed,It was,like,whoa!4 And that was it.The civilization of Greece and the glory of Roman architecturewere captured in a condensed non-statement.My students whoa!was exceededonly by my head-shaking distress.5 There are many different storie

11、s about the downturn in the proper use of English.Surely students should be able to distinguish between their/there/theyre or thedistinctive difference between complimentary and complementary.They unfairly bearthe bulk of the criticism for these knowledge deficits because there is a sense thatthey s

12、hould know better.6 Students are not dumb,but they are being misled everywhere they look and listen.For example,signs in grocery stores point them to the stationary,even though theactual stationery items-pads,albums and notebooks-are not nailed down.Friendsand loved ones often proclaim theyve just a

13、te when,in fact,theyve just eaten.Therefore,it doesnt make any sense to criticize our students.7 Blame for the scandal of this language deficit should be thrust upon our schools,which should be setting high standards of English language proficiency.Instead,theyonly teach a little grammar and even le

14、ss advanced vocabulary.Moreover,theyounger teachers themselves evidently have little knowledge of these vital structuresof language because they also went without exposure to them.Schools fail toadequately teach the essential framework of language,accurate grammar and propervocabulary,while they sho

15、uld take the responsibility of pushing the young onto thepath of competent communication.8 Since grammar is boring to most of the young students,I think that it must behandled delicately,step by step.The chance came when one day I was driving withmy son.As we set out on our trip,he noticed a bird in

16、 jerky flight and said,Itsflying so unsteady.I carefully asked,My son,how is the bird flying?Whatswrong?Did I say anything incorrectly?He got lost.Great!You said incorrectlyinstead of incorrect.We use adverbs to describe verbs.Therefore,its flyingso unsteadily but not so unsteady9 Curious about my c

17、orrection,he asked me what an adverb was.Slowly,I said,Itsa word that tells you something about a verb.It led to his asking me what a verb was.I explained,Verbs are action words;for example,Dad drives the truck.Drive is theverb because its the thing Dad is doing.10 He became attracted to the idea of

18、 action words,so we listed a few more:fly,swim,dive,run.Then,out of his own curiosity,he asked me if other words had names fortheir use and functions.This led to a discussion of nouns,adjectives,and articles.Within the span of a 10-minute drive,he had learned from scratch to the major partsof speech

19、 in a sentence.It was painless learning and great fun!11 Perhaps,language should be looked upon as a road map and a valuable possession:often study the road map(check grammar)and tune up the car engine(adjustvocabulary).Learning grammar and a good vocabulary is just like driving with a roadmap in a

20、well-conditioned car.12 The road map provides the framework and guidance you need for your trip,but itwont tell you exactly what trees or flowers you will see,what kind of people you willencounter,or what types of feelings you will be experiencing on your journey.Here,the vocabulary makes the journe

21、ys true colors come alive!A good vocabularyenables you to enjoy whatever you see as you drive along.Equipped with grammarand a good vocabulary,you have flexibility and excellent control.While the roadmap guides your journey to your destination,an excellent vehicle helps you to fullyenjoy all of the

22、sights,sounds and experiences along the way.13 Effective,precise,and beneficial communication depends upon grammar and agood vocabulary,the two essential assets for students,but they are not being taughtin schools.14 Just this morning,my son and I were eating breakfast when I attempted to addmilk to my tea.Dad,he said,If I were you,I wouldnt do that.Its sour.15 Oh my!I said,swelling with pride toward my son,Thats a grammaticallyperfect sentence.You used were instead of was.16 I know,I know,he said with a long agreeable sigh.Its the subjunctive mood.17 I was,like,whoa!