step_by_step_3000第一冊(cè)答案與原文

1、Unit 1 Part I A 1. Oxford / commitment / academic record 2. oldest/ largest / reputation / research / science 3. first / Australia / 150 years / excels 5. largest / 1883 / situated / 26,000 7. awards / degrees / 20,000 4. excellence / 17.000 / location 6. 1636 / enrollment / 18,500/ schools 8. locat

2、ed / 135 / third B 1. 2,700 languages / 7,000 dialects / regional / pronunciation 2. official / language 3. One billion / 20 percent 4. Four hundred million / first / 600 million / second / foreign 5. 500,000 words / Eighty percent / other 6. Eighty percent / computers 7. African country / same 8. 1

3、,000 / Africa 9. spaceship / 1977 / 55 / message / the United States C 1 -(a)2 -( c) 3 -( d) 4 -(b ) All right, class. Today we re going to be looking at different language learning styles. You may be surprised to find that there are different ways of going about learning languages, none of which is

4、 necessarily better than the others. Researchers have identified four basic learner “types”- the communicative learner, the analytical learner, the authority-oriented learner and the concrete learner. Communicative learners like to learn by watching and listening to native speakers. At home, they li

5、ke to learn by watching TV and videos. They like to learn new words by hearing them. In class, they like to learn by having conversations. Now, concrete learners like to lean by playing games, by looking at pictures and videos in class, talking in pairs, and by listening to cassettes at home and sch

6、ool. Now, authority-oriented learners, on the other hand, like the teacher to explain everything. They like to write everything down in their notebook, and they like to have a textbook. They like to learn new words by seeing them. And finally, we have analytical learners. These learners like to lear

7、n by studying grammar. At home, they like to learn by studying English books, and they like to study by themselves. They like to find their own mistakes. Now, of course, it sunusual for a person to be exclusively one “type”rather than another. Most of us are mixtures of styles. What type of learner

8、do you think you are? Part II A3 GCSE examinationsstudents / higher education student/ second year / high school / collegegeneral exam / School Certificate sitting University Entrance Examinationbachelors degree: 3/ 4 years masters degree: another year or twodoctorate: a further 3-7 years Well, in B

9、ritain, from the ages of five to about eleven you start off at a primary school, and then from eleven to sixteen you go on to a secondary school or a comprehensive school and at sixteen you take GCSE examinations. After this, some children take vocational courses or even start work. Others stay on a

10、t school for another two years to take A levels. And at the age of eighteen, after A levels, they might finish their education or go on to a course of higher education at a college or university, and thatsusually for three years. Well, it depends on what state you re in but most kids in the United S

11、tates start school at about six when they go to elementary school and that goes from the first grade up to the sixth grade. Some kids go to a kindergarten the year before that. Then they go on to junior high school, thats about eleven, and that sthe seventh, eighth and ninth grades. And then they go

12、 on to senior high school around age fourteen starting in the tenth grade and finishing in the twelfth grade usually. Some students will leave school at sixteen and they ll start work, but most of them stay on to graduate from high school at age eighteen. In the first year at high school or college

13、students are called “freshmen”, in the second they re called “sophomores”, in the third year we call them“juniors ” and in the fourth year theyre called “seniors”. Now a lot of high school graduates then go to college or university and they do a four-year first degree course. Some of them might go t

14、o junior college which is a two-year course. Well, in Australia, well most states anyway, children start their primary education at five after perhaps a brief time in kindergarten. They will stay at primary school until theyre about eleven, then they ll either stay there or go to an intermediate sch

15、ool for a couple of years. Then they start high school usually twelve or thirteen, which you start in the third form. Now, after three years at high school you sit a general exam, some states call it School Certificate and that is a sort of general qualification and that if a sort of general qualifi

16、cation. After that you can leave school at sixteen or you can go on and sit your University Entrance Examination, which then gives you entr einto a university or it another useful qualification, and from then on you go to various sorts of higher education. Education in Canada is a provincial respons

17、ibility, but schools are administered by local school boards. Kindergarten is for children who are four or five years old. Children begin formal full-day schooling in Grade 1, when they are about six years old. They must stay in school at least until they are sixteen. However, most students continue

18、 to finish high school. Some go to college or university. Each year of schooling represents one grade. (The school year extends from the beginning of September to the end of June.) Elementary school includes kindergarten to about Grade 8. Secondary school (or high school) may start in Grade 8, 9, or

19、 10 and it usually continues until Grade 12. In Canada, students may go to university or to a community college. If they want to learn skills for specific job, they attend college for one or four years to get a diploma or certificate. For example, lab technicians, child-care workers, and hotel manag

20、ers go to college. Universities offer degree programs as well as training professions, such as law, medicine, and teaching. Universities offer three main levels of degrees. Students earn a bachelors degree after three or four years of study. A master s degree can take another year or two. A doctorat

21、e may take a further three to seven years to complete. B1 Idioms / vocabulary / French / spelling / pronunciation B2 1. F 2. T 3. F I -In terviewerP - Professor I: And now we have an interview with Professor J. T. Lingo, Professor of Linguistics at Chimo University, who is here to talk to us about t

22、he growing business of teaching English. Good morning, professor Lingo. P: Good morning. I: I understand that teaching English is becoming “big business”all around the world. P: It seems that language schools are springing up everywhere. I: Why is that? P: With the move toward a global economy, Engl

23、ish has become the most widely used language in the world. It is the language of business, aviation, science and international affairs and people find that they must learn English to compete in those fields. I: And do people find English an easy language to learn? P: Well, every language has somethi

24、ng about it that other people find difficult to learn. English is such a hodgepodge of differe nt Ian guages - it esse ntially Germa nic but a lot of its vocabulary comes from French, and technical words stem from Latin and Greek. This feature makes English fairly adaptable -which is a good thing fo

25、r a world Ianguage -but it causes irregularity in spelling and pronunciation. I: English spelling baffles me, too. P: English also has the largest vocabulary. Often there are words for the same thing, one is Anglo-Saxon and one from the French -like buy ” which is Anglo-Saxon and purchase which is f

26、rom the French. The French word often has more prestige. I: Anglo-Saxon? P: Thatsthe word for Old English. The Norman Conquest in 1066 brought the French language to Britain and helped English evolve into the English it is today. I: Is there anything else particularly difficult about English? P: Wel

27、l, the idioms in informal English pose a problem for some students. I: Informal English? P: As with any language, there are different varieties: slang, colloquial. Formal, written, as well as the different dialects -British, American and Canadian English. I: And how is Canadian English different fro

28、m American and British? P: Canadian English is closer to American in pronunciation and idiom. Some of our words and our spellings do reflect British usage, however. We wouldn tuse the British term “l(fā)orry” for truck, but we have kept the “o-u-r” spellings in words such as “honour” and “colour”. I: Th

29、is has been very interesting. I m afraid we re out of time. It has been a pleasure talking to you. Part III University LifeA1 I. Age / Foreign student population II. 15 hrs (+2 or 3 for lab) / Discussion group: 15-20 / much smaller / informal, friendly / 2-3 hrs: 1 hr Today I dlike to give you some

30、idea about how life at an American university or college might be different from the way it is in your country. To be sure, the student body on a U. S. campus is a pretty diverse group of people. First of all, you will find students of all ages. Although most students start college at around the age

31、 of 18, you will see students in their 30s and 40s and even occasionally in their 60s and 70s. Students on a U.S. campus come from a wide variety of socioeconomic backgrounds. Many students work at least part-time, some of them work full-time. Many students live in dormitories on campus, some have t

32、heir own apartments usually with other students, and others live at home. Some colleges and universities have a very diverse student population with many racial and ethnic minorities. Some schools have a fairly large foreign student population. So you can see that one meets all kinds of people on a

33、U.S. college or university campus. Now that you have some general idea of differences in the student population, I dlike to talk a few minutes about what I think an average student is and then discuss with you what a typical class might be like. Lets begin my talking about an average student enterin

34、g his or her freshman year. Of course, such a person never really exists, but still its convenient to talk about an “average” student for our purposes. Foreign students are often surprised at how poorly prepared American students are when they enter a university. Actually, at very select schools the

35、 students are usually very well prepared, but at less selective schools, they may not be as well prepared as students in your country are. Schools in the States simply admit a lot more students than is usual in most other countries. Also, most young American university students have not traveled in

36、other countries and are not very well-versed in international matters and do not know a lot about people from other countries. Foreign students usually find them friendly but not very well-informed about their countries or cultures. What kind of academic experiences will this so-called “average”stud

37、ent have? The average undergraduate student takes five classes a semester and is in class for 15 hours a week. If her or she takes a class that has a laboratory, this will require tow or three more hours. Many introductory undergraduate classes are given in large lectures of 100 or more students. Ho

38、wever, many of these classes will have small discussion groups of 15 to 20 students that meet once a week. In these smaller groups, a teaching assistant will lead a discussion to help classify points in the lectures. Other kinds of classes -for example, language classes -will be much smaller so that

39、 students can practice language. In general, American professors are informal and friendly with their students, and, as much as possible, they expect and invite participation in the form of discussion. A large amount of reading and other work is often assigned to be done outside class, and students

40、are expected to take full responsibility for completing these assignments and asking questions in class about those areas they dontunderstand. As a rule of thumb, students spend two to three hours preparing for each hour they spend in class. American professors often encourage their students to visi

41、t them during office hours, especially if the students are having problems in the class. A2 II. Examinations / quizzes III. Graduate school / Seminars / some area of interest / a research paper Lets move on now to discuss student obligations in a typical American class. These obligations are usually

42、 set down in the course syllabus. A syllabus is generally handed out to students on the first or second class meeting. A good syllabus will give students a course outline that mentions all the topics to be covered in class. It will also contain all the assignments and the dates they should be comple

43、ted by. An average university course of one semester might have three examinations or two examinations and a paper. The dates of the examinations and what the examinations will cover should be on the syllabus. If a paper id required, the date it is due should also be in the syllabus. The professor m

44、ay also decide that he or she will be giving quizzes during the semester, either announced or unannounced. For students coming from a system where there is one examination in each subject at the end of the year, all this testing can be a little surprising at first. By the by, maybe this would be a g

45、ood place for me to mention the issue of attendance. Another real difference in our system is out attendance policies. Perhaps you come from a system where attendance is optional. Generally speaking, American professors expect regular attendance and may even grade you down if you are absent a lot. A

46、ll this information should be on your syllabus, along with the professor s office number and office hours. I have only a couple of hours left, andIdlike to use them to talk about how graduate school is somewhat different from undergraduate school. Of course, its much more difficult to enter graduate

47、 school, and most students are highly qualified and high motivated. Students in graduate school are expected to do much more independent work than those in undergraduate schools, withregularly scheduled exams, etc. some classes will be conducted as seminars. In a seminar class, there may be no exams

48、, but students are expected to read rather widely on topics and be prepared for thorough discussion of them in class. Another possibility in graduate classes is that in addition to readings done by all students, each student may also be expected to work independently in some area of interest and lat

49、er make a presentation that summarizes what her or she has learned. Usually each student then goes on to write a paper on what he or she has researched to turn in to the professor for a grade. I hope that today s lecture has given you some idea about student life on an American campus and that you h

50、ave noticed some difference between our system and yours. B2 to make mistakes / every new thing / the language/ Working outside the classroom Passive / the teach / stick his neck out / more likely to be right than himself How would you describe a good student or a bad student, sort of things they do

51、 or don tdo in the classroom? Hes eager to experiment with every new thing that he learns, whether it be a structure of a function or a new word, he immediately starts trying to use it. Hes interested in the mistakes he makes, hes not afraid to make them. Hes not simply interested in having it corre

52、cted and moving on? He plays with language. I ve done this chapter I know this, without trying to experiment at all, without really testing himself. He usually passive, he won speak up much in the classroom. He rarely ask you why this Just sort of accepts what you give him and doesn tdo anything mor

53、e with it. and in a test he s the one person who slikely to suddenly realize that he wasn ttoo sure about that after all. And peep over at his neighbor s paper. An alternative learning strategy. He invariably decides that the other person is more likely to be right than himself. Thats the result of

54、this sort of unwillingness to make mistakes and stick his neck out. That characterizes the good or bad learner? Helldo more off his own bat as well, he won trely entirely on the teacher. Hellwork outside the classroom as well as in it. Students who make most progress are first of all those who exper

55、iment and secondly those who read books. Part IV University Campus 2. the History Department 5. the Education Department A 3. the Psychology Department 6. the Philosophy Department 8. the Sports Ground 9. the Foreign Languages Department 11. the Physics Department 12. the Mathematics Department 4. t

56、he Library 7. the Geography Department 10. the Chinese Department 13. the Chemistry Department 14. the Clinic 15. the Auditorium 16. the Administration Building Look at the map. At the bottom of the page, fine the gate (1). Now locate 16. It is between the river and the lake, close to the Main Road.

57、 The building behind the Administration is 15. Where is 4? Its on the right-hand side of the Main Road, close to the river. Across the Main road from the Library, the building by the river is 5. The first building on the left-hand side of the Main Road is 7. 6 is between the Education and the Geogra

58、phy. The building at the end of the Main Road is 12. on its left is 11 and on its right, near the lake, is 13. Another building behind the like is 14. 10 is facing the lake, across the Main Road. The building between the Chinese Department and the river is 9. 2 is the first building on the right of

59、the Main Road. Next to the History Department is 3. And last, 8 is behind the Education, Philosophy and Geography Departments. B Robert Martin / biology / next fall / six years in a public school in the hometown; two years in a military school, high school in the hometown / science (biology in parti

60、cular), sports So I had to earn a little money to help pay my way. It sounds as if you re a pretty responsible fellow. I see that you attended two grade schools. I don t find a transcript among your papers. But it s hard to keep up with both sports and studies. I ll hold your application until we ge