21世纪大学英语读写教程第二册Unit3内容介绍1 FirstListening 1.Asyoulistentothetapethefirsttime,fillinthemissingparts下面是小编为大家整理的2023年度21世纪大学英语读写教程第二册Unit3内容介绍60篇,供大家参考。
21世纪大学英语读写教程第二册Unit3内容介绍1
First Listening
1. As you listen to the tape the first time, fill in the missing parts in the blanks.
A) Jack is interested in a job as an ________ manager located in _______.
B) His qualifications include _______ years of experience knowing how to use ________.
C) He believes that people are _______ everywhere.
Second Listening
2. What is the disagreement about? Whose opinion do you agree more with? Why?
21世纪大学英语读写教程第二册Unit3内容介绍2
Joint ventures involving Western and Japanese companies often run into conflicts — a multitude of little things that escalate into big emotional battles in which all the parties keep exclaiming: "What"s wrong with them!? Can they understand that ...?!" But because the conflicts are mainly due to cultural differences, neither side can understand—unless they have a "cultural translator".
The first cultural translator I ever met was an installation engineer, George by name, who worked for an American company where I was the director of international operations. The company had just started a joint venture with a Japanese firm, and the American management needed someone to train the Japanese employees in its unique technology. George"s solid understanding of the equipment, its installation and use made him the best-qualified employee for the job, so everyone was happy when George accepted a two-year contract for temporary transfer to Japan.
From the start, George was well accepted by all the Japanese employees. Japanese managers often distrust anyone sent to represent US owners, but George was so naturally nonassertive that no one could see him as a threat to their careers. So they felt comfortable asking his advice on a wide range of *, including the odd behavior of their partners across the ocean. Engineers throughout the company appreciated George"s expertise and his friendly and capable help, and they got into the habit of turning to him whenever they had a problem — any problem. And the secretaries in the office were eager to help this nice bachelor learn Japanese.
Sooner than anyone expected, the company became a profitable, thriving and growing venture. George"s first two-year contract came to an end. By then, he could speak good Japanese, and had picked up Japanese habits. He drank green tea at all hours, ate rice at every meal and had even learned to sit properly on Japanese tatami mats. So when George was offered a second two-year Japanese contract, he accepted at once. Another contract followed, and George"s love affair with Japanese culture continued.
But as George"s sixth year in the country was coming to an end, an unexpected difficulty became apparent: The Japanese engineers had surpassed George in their knowledge of the rapidly - changing technology. He had nothing left to teach them.
Was this the end for poor George? Was there nothing more he could offer to the now-mature joint venture he had served so loyally? Would he have to leave the country he had come to love? No! Faced with the threat of an unwilling departure from Japan, George reinvented himself as a "cultural translator".
The idea came to George one day when the Japanese joint-venture president was — again — offended by a message from the American management. As usual in such situations, he stormed into George"s office and threw the message in front of him in a fury. And George, as usual, read the message and explained in his calm manner what the Americans had really meant by it, not what it sounded like in the context of Japanese culture.
Fortunately for everyone, both the Japanese and American sides of the joint venture had heard enough horror stories about cultural conflicts to recognize the value of George"s skills, so when he proposed this new position for himself, the idea was quickly approved. The wisdom of this decision was proved again and again over the years.
At times something far more important than good English was needed. One such case was when the Japanese accountant had to explain the $46,534 spent on 874 December-holiday presents. Or there was the time when the Japanese personnel manager had to justify keeping a chemist on the payroll even though the company no longer needed his expertise. In cases like these, everyone turned to George.
Somehow or other, he made their messages sound at least halfway sensible to Americans. And when there was something that even George couldn"t "translate" into American - style sense, he would write, "This will sound crazy, but you should go along with it anyway."
It worked the other way around, too. When the American managers visited Japan, George accompanied us everywhere to ensure that we didn"t do or say anything too stupid from the Japanese viewpoint. Whenever we did that anyway, he came to the rescue at once: "What they really mean is...." Whole multitudes of difficulties never arose thanks to George"s skill at smoothing over small conflicts before they became big, emotional and costly.
Since leaving that company in George"s capable hands, I"ve advised many firms on international operations. And my first recommendation is always the same: Don"t worry about language problems — the first thing you need is a cultural translator.
21世纪大学英语读写教程第二册Unit3内容介绍60篇扩展阅读
21世纪大学英语读写教程第二册Unit3内容介绍60篇（扩展1）
——21世纪大学英语Unit3读写教程60篇
21世纪大学英语Unit3读写教程1
Have you ever paid tributes to your mother? Have you ever expressed your emotions on the theme of mothers? Here industrialist Ross Perot and Professor Michael DeBakey are eager to salute their own mothers.
Mothers
An old Jewish proverb says, "God could not be everywhere, and therefore he made mothers."
Ann Taylor expressed her emotions on the theme of mothers with the following:
Who ran to help me when I fell,
And would some pretty story tell,
Or kiss the place to make it well?
My mother.
On account of the many tributes paid to mothers from the time of Eve, one might think the subject exhausted. But not so. Here, Industrialist Ross Perot and Professor Michael E. DeBakey are ready, indeed eager, to salute their own cherished mothers.
My mother was an angel.
Our family lived six blocks from the railroad tracks. During the Depression, the freight trains were filled with hoboes wandering from town to town looking for work. Every day they would come by our house asking for food. My kind mother would always share our food with them.
These people were poor and desperate, but we had absolutely no fear of them. When they knocked and asked for food, there was no concern that they might break in and steal things.
One day, a hobo said, "Lady, don"t you have a lot of people stopping by here?"
My mother said, "Yes, we do."
"Do you know why?" he asked.
She replied, "Not really."
Then he took her out to the street and showed her a mark on our curb. He said, "Lady, this mark on your curb says that you will feed people. That"s why you get so many visitors."
After the man left, I turned to my mother and said, "Do you want me to wash that mark off the curb?"
She replied with words that I will remember for the rest of my life. "No, Son, leave it there. These are good people. They are just like us, but they"re down on their luck. We should help them."
Ross Perot
Industrialist
My mother"s birthday, Christmas, is symbolic of her human warmth, her giving nature, her noble character, and her high Christian values. She and my father instilled those values in all their children from the earliest age, and she lived to make life better not only for her family, but for everyone she knew, particularly those less fortunate than she.
I recall vividly one incident in my childhood that had a lasting impact on me. Every Sunday after dinner, my parents would pack food, clothing, and books in our car and would drive, with their children, to an orphanage just outside our hometown. One Sunday I saw my mother packing a favorite cap of mine, and I protested. She calmly explained that I had several other caps and could easily get new ones, whereas the orphan who would receive this cap had none at all. She assured me that I would derive a special feeling of happiness when I saw the smile on the boy"s face as he put the cap on his head. That lesson made a deep impression on me, and the truth of her words has certainly stood the test of time as other incidents in my life have validated her words. I consider the wonderful parents that God gave me my greatest blessing, for they both believed it was always more blessed to give than to receive.
Michael E. DeBakey, M.D.
Professor
(545 words)
21世纪大学英语Unit3读写教程2
Jewish
a. of the Jews 犹太人的
proverb
n. 谚语，语言
emotion
n. strong feeling of any kind 激情;情感
theme
n. the main subject or idea of a talk, book, movie, etc. (谈话、书、电影等的)题目，主题
following
a. 下列的，下述的
account
n. 理由，根据;账目
* tribute
n. a gift, speech of praise, etc., given as an expression of gratitude toward another(表示敬意的)礼物;颂词，称赞
exhaust
vt. 1. use up 用尽，耗尽
2. talk about, write about or study a subject fully 详尽论述(某事物)
industrialist
n. a person engaged in the management of industry 工业家;实业家
eager
a. full of interest or desire; keen 热切的;渴望的;热心的
* salute
vt. honor or acknowledge with praise 颂扬
* cherish
vt. be fond of (sb./sth.); love 珍爱(某人/某事物);爱
railroad
n. (AmE) railway (美)铁路
freight
n. goods transported by ships, aeroplanes, or trains (水运、空运、陆运的)货物
hobo
n. (esp. AmE) an unemployed worker wandering from place to place (尤美)流动的失业工人;失业游民
wander
vi. move about without any special purpose or direction 游荡;闲逛;流浪
desperate
a. wild or dangerous because of despair (因绝望而)不顾一切的，拼命的
absolutely
ad. completely; beyond any doubt 完全地;绝对地
concern
n. worry; anxiety 担心;焦虑
* curb
n. (由路缘石砌成的`街道或人行道的)路缘
symbolic
a. 象征的，象征性的
warmth
n. the state or quality of being warm 热情;温暖
character
n. mental or moral qualities that make a person, group, nation, etc., different from others (个人、集体、民族等特有的)品质，特性
Christian
a. 基督教的;基督教徒的
instill
vt. put (ideas, feelings, etc.) gradually but firmly into sb"s mind by a continuous effort 逐渐灌输
particularly
ad. especially 特别，尤其
fortunate
a. lucky 幸运的
recall
vt. remember; bring (sth.) back to mind 记得;回想起
vividly
ad. in a lively manner 清晰地;生动地
incident
n. event or happening, often of little importance 事情，发生的事;小事
childhood
n. the condition or time of being a child 童年;幼年时代
lasting
a. continuing for a long time 持久的
impact
n. strong effect or influence on sb./sth. 影响;作用
pack
vt. put (items) into a container 把东西装进(箱子、盒子等)
orphanage
n. a place or institution for the housing and care of orphans 孤儿院
hometown
n. the town where one was born and lived while they were young 故乡，家乡
favorite
a. best liked 最喜欢的
protest
v. express strong disagreement or disapproval about (sth) *;对…提出异议
calmly
ad. *静地;镇定地
whereas
conj.compared with the fact that; while 然而，但是;而
orphan
n. a child whose parents are dead 孤儿
assure
vt. promise or tell sth. to (sb.) confidently or firmly 向…保证
derive
vt. get or obtain 取得，得到
happiness
n. 愉快，快乐，高兴
impression
n. an effect produced (esp. on the mind or feelings) 印象
validate
vt. 1. make (sth.) logical or justifiable 证实;确证
2. make (sth.) legally effective 使(某事物)具有法律效力
blessing
n. God"s favour and protection (上帝的)赐福，保佑
Phrases and Expressions
on account of
because of 因为，由于
pay (a) tribute to sb./sth.
express one"s admiration or respect for sb./sth. 对(某事物)表示赞赏或敬意
look for
search for or try to find (sb./sth.) 寻找;寻求
come by
visit a person or place for a short time, often when one is going somewhere else; get, obtain 访问，看望;得到，获得
ask for
expect or demand (sth.) 要;要求
share with
have a share of (sth.) with another or others 与别人分享(某物)
break in
get into a building by using force, usu. in order to steal sth. 强行闯入屋内，破门而入
stop by
pay a short visit to a person or place, usu. when one in going somewhere else (顺便)过访
wash sth. off
remove sth. from the surface of a material, etc., by washing 把某物冲洗掉
be down on one"s luck
have bad luck, esp. in money * 不走运;穷困潦倒
at all
(used with negatives or questions) in any way or of any type [用于否定句或疑问句]丝毫，一点;根本
21世纪大学英语读写教程第二册Unit3内容介绍60篇（扩展2）
——21世纪大学英语读写教程第二册第2单元内容详解60篇
21世纪大学英语读写教程第二册第2单元内容详解1
First Listening
Before listening to the tape, have a quick look at the following blanks to prepare yourself to listen for the figures.
1. As you listen to the passage the first time, fill these blanks with the words you hear:
Asians and Asian Americans make up only _____ of the US population, but they come up to ____ of the undergraduates at Harvard, _____ at MIT, ______ at Yale and _____ at Berkeley.
Second Listening
Read the following words first to prepare yourself to answer them to the best of your ability.
Talent effort money concentration ambition intelligence pressure sacrifice discrimination tradition
2. Why are these statistics "amazing"? And what do you think the explanation is?
21世纪大学英语读写教程第二册第2单元内容详解2
Fox Butterfield
Kim-Chi Trinh was just nine when her father used his savings to buy a passage for her on a fishing boat that would carry her from Vietnam. It was a heartbreaking and costly sacrifice for the family, placing Kim-Chi on the small boat, among strangers, in hopes that she would eventually reach the United States, where she would get a good education and enjoy a better life.
It was a hard journey for the little girl, and full of risks. Long before the boat reached safety, the supplies of food and water ran out. When Kim-Chi finally made it to the US, she had to cope with a succession of three foster families. But when she graduated from San Diego"s Patrick Henry High School in 1988, she had straight A"s and scholarship offers from some of the most prestigious universities in the country.
"I have to do well," says the 19-year-old, now a second-year student at Cornell University. "I owe it to my parents in Vietnam."
Kim-Chi is part of a wave of bright, highly - motivated Asian - Americans who are suddenly surging into our best colleges. Although Asian - Americans make up only 2.4 percent of the nation"s population, they constitute 17.1 percent of the undergraduates at Harvard, 18 percent at the Massachusetts Institute of Technology and 27.3 percent at the University of California at Berkeley.
Why are Asian - Americans doing so well? Are they grinds, as some stereotypes suggest? Do they have higher IQs? Or can we learn a lesson from them about values we have long treasured but may have misplaced — like hard work, the family and education?
Not all Asians are doing equally well; poorly - educated Cambodian refugee children, for instance, often need special help. And many Asian - Americans resent being labeled a "model minority," feeling that this is reverse discrimination by white Americans — a contrast to the laws that excluded most Asian immigrants from the US until 1965, but prejudice nevertheless.
The young Asians" achievements have led to a series of fascinating studies. Perhaps the most disturbing results come from the research carried out by a University of Michigan psychologist, Harold W. Stevenson, who has compared more than 7,000 students in kindergarten, first grade, third grade and fifth grade in Chicago and Minneapolis with counterparts in Beijing, Taipei and Sendai. On a battery of math tests, the Americans did worst at all grade levels.
Stevenson found no differences in IQ. But if the differences in performance are showing up in kindergarten, it suggests something is happening in the family, even before the children get to school.
It is here that various researchers" different studies converge: Asian parents are motivating their children better. "The bottom line is, Asian kids work hard," Stevenson says.
The real question, then, is how Asian parents imbue their offspring with this kind of motivation. Stevenson"s study suggests a critical answer. When asked why they think their children do well, most Asian parents said "hard work." By contrast, American parents said "talent."
"From what I can see," criticizes Stevenson, "we"ve lost our faith in the idea that we can all get ahead in life through hard work. Instead, Americans now believe that some kids have what it takes and some don"t. So we start dividing up classes into‘fast learners’and‘slow learners’, whereas the Chinese and Japanese feel all children can succeed in the same curriculum."
This belief in hard work is the first of three main factors contributing to Asian students" outstanding performance. It springs from Asians" common heritage of Confucianism, the philosophy of the 5th-century-BC Chinese sage whose teachings have had a profound influence on Chinese society. One of Confucius"s primary teachings is that through effort, people can perfect themselves.
Confucianism provides another important ingredient in the Asians" success as well. In Confucian philosophy, the family plays a central role — an orientation that leads people to work for the honor of the family, not just for themselves. One can never repay one"s parents, and there"s a sense of obligation or even guilt that is as strong a force among Asians as Protestant philosophy is in the West.
There"s yet another major factor in this bond between Asian parents and their children. During the 15 years I lived in China, Japan, and Vietnam, I noticed that Asian parents establish a closer physical tie to their infants than most parents in the United States. When I let my baby daughter crawl on the floor, for example, my Chinese friends were horrified and rushed to pick her up. We think this constant attention is old-fashioned or even unhealthy, but for Asians, it"s highly effective.
Can we learn anything from the Asians? "I"m not naive enough to think everything in Asia can be transplanted," says Stevenson. But he offered three recommendations.
"To start with," he says, "we need to set higher standards for our kids. We wouldn"t expect them to become professional athletes without practicing hard."
Second, American parents need to become more committed to their children"s education, he declares. "Being understanding when a child doesn"t do well isn"t enough." Stevenson found that Asian parents spend more time helping their children with homework or writing to their teachers than American parents do.
And, third, our schools could be reorganized in simple but effective ways, says Stevenson. Nearly 90 percent of Chinese youngsters say they actually enjoy school, and 60 percent can"t wait for school vacations to end. This is a vastly more positive attitude than youngsters in The US express. One reason may be that students in China and Japan typically have a break after each class, helping them to relax and to increase their attention spans.
"I don"t think Asians are any smarter," says Don Lee, an Asian-American student at Berkeley. "There are brilliant Americans in my chemistry class. But the Asian students work harder. I see a lot of wasted potential among the Americans."
21世纪大学英语读写教程第二册第2单元内容详解3
excel
v. (at) be the beat or better others (at sth.) 胜过他人
savings
n. money saved, esp. in a bank 积蓄;存款
heartbreaking
a. which causes great sorrow 令人悲痛的，令人心碎的
costly
a. expensive, costing a lot of money 代价高昂的;昂贵的
sacrifice
n. loss or giving up of sth. of value, esp. for what is believed to be a good purpose 牺牲
vt. 牺牲
risk
n. (of) a danger;sth. that might have undesirable results 危险;风险
vt. place in a dangerous situation 使遭受危险;冒…的风险
cope
vi. (with) deal successfully (with a difficult situation) (妥善地)应付或处理
succession
n. a series or the act of following one after the other (前后相接的)一系列，一连串;连续
successive
a. following each other closely 接连的，连续的，相继的
*foster
a. *的;寄养的
vt. 收养;照料
scholarship
n. 1. 奖学金
2. 学识;学术成就
owe
vt. (to) 1. have sth. (usually sth. good) because of 把…归功于
2. have to pay, for sth. already done or given 欠
owing
a. (to) still to be paid 未付的，欠着的
motivate
vt. (often pass.) 1. provide (sb.) with a (strong) need, purpose or reason for doing sth. [常被动] 激发…的积极性
2. 使有动机
*surge
vi. move, esp. forward, in or like powerful waves (如浪潮般) 汹涌;奔腾
n. (感情等的)洋溢或奔放
constitute
vt. 1. form or make up 形成;构成
2. formally establish or appoint 组建;选派
constitution
n. 1. the act of establishing, making, or setting up;constituting 制定;设立;组成
2. (often cap.) [常大写] 宪法;法规;章程
*constitutional
a. allowed or limited by a political constitution 宪法规定的;合乎宪法的
grind
n. (AmE, often derog.) a student who is always working (美)[常贬义]用功的学生，书呆子
vt. 磨;磨碎
*stereotype
n. a fixed pattern which is believed to represent a type of person or event 固定形式，老套
misplace
vt. 1. lose (sth.),usu. for only a limited time (暂时)丢弃
2. put in an unsuitable or wrong place 把…放错地方
refugee
n. sb. who has been forced to leave their country for political reason or during a war 难民;流亡者
*resent
vt. feel anger and dislike about sth. 对…表示愤恨
label
vt. 1. describe as belonging to a particular kind or class 把…称为;把…列为
2. 加标签于;用标签标明
n. 标签
minority
n. 1. a small part of a population which is different from others in race, religion, etc. 少数民族;少数派
2. the small number or part;less than half 少数
minor
a. 较少的，较小的
*discrimination
n. 1. the practice of unfairly treating sb. or sth. 区别对待;歧视
2. the ability to recognize the difference between two things 识别力;辨别力
reverse discrimination
the making of distinctions in favour of groups considered disadvantaged or underprivileged 逆向歧视，反其道而行之的歧视
*discriminate
v. 1. (against, in favor of) unfairly treat one person or group worse or better than others 有差别地对待
2. see or make a difference between things or people 区别，辨别，区分
contrast
n. (to, with) a strong difference between two people, objects or situations 对比;对照
v. examine (two things) in order to find or show differences 对比;对照
exclude
vt. keep out from a place or an activity 阻止…进入;把…排斥在外
exclusion
n. the act of excluding or fact of being excluded 拒绝;排斥
exclusive
a. (of) not taking into account;without;excluding 不算;不包括;把…排斥在外
exclusively
ad. only;and nothing/no one else 排斥其他地;专有地;单独地
immigrant
n. a person who has come to live in a country from abroad 移民;侨民
prejudice
n. unfair and usually unfavorable feeling or opinion about a group—e.g.a nationality or race 歧视;偏见;成见
series
n. 1. (of) a set or group of things of the same kind or related in some way, coming one after another or in order 系列;连接
2. 丛书;广播(或电视)系列节目
fascinating
a. having great attraction or charm 吸引人的.;迷人的
*fascinate
vt. (with) charm powerfully;be very interesting to 强烈地吸引;迷住
disturbing
a. causing worry or fright 令人不安的;令人烦恼的
disturb
vt. 1. break the peace or order of 扰乱;打扰
2. cause to become anxious or upset 使心神不安;使烦恼
*disturbance
n. 1. an act of disturbing or the state of being disturbed 打扰;扰乱
2. sth. that disturbs 造成干扰的事物
kindergarten
n. a school or class for young children, usu. between the ages of four and six 幼儿园
*counterpart
n. a person or thing that has the same purpose or does the same job as another in a different system 对应的人(或物);对手(方)
battery
n. 1. (of) a set or number of things of the same kind occurring in rapid succession 一组;一系列
2. 电池(组)
*converge
vi. (of two or more things) come together towards the same point (在一点上)会合;集中
the bottom line
the basic point 基本要点
imbue
v. (with)(usu. pass.) to fill with (sth., often a strong feeling or opinion) [常被动]灌输(某种强烈的情感或意见)
*offspring
n. a child or children from particular parents 子女;后代
critical
a. 1. providing a careful judgment of the good and bad qualities of sth. 判断(或评价)审慎的
2. 批判的
3. 关键的
criticize (-cise)
v. 1. make judgments about the good or bad points of 评论
2. judge with disapproval;point out the faults of 批评;指责
criticism
n. unfavorable judgment or expression of disapproval 批评;指责
curriculum
n. the program of study offered in a school, college, etc. 课程，大纲
factor
n. any of the facts, conditions, influences, etc. that act with others to bring about a result 因素，要素
outstanding
a. 1. better than others, very good 杰出的;优秀的
2. easily seen, important 显要的;重要的
*heritage
n. a tradition, custom, or quality which is passed down over many years within a family, social group, or nation and which is thought of as belonging to all its members 继承物，遗产;传统
philosophy
n. 哲学
sage
n. sb., esp. an old man or historical person, known for his wisdom and long experience 圣贤;哲人
primary
a. 1. chief, main 主要的
2. earliest in time or order of development 最初的
ingredient
n. 1. one of the essential parts of a situation 因素;要素
2. 成分
central
a. 1. chief, main, of greatest importance 主要的，最重要的
2. being (at, in, or near) the center (位居)中心的
*orientation
n. a direction or position 取向;方位;定位
*repay
vt. reward;pay back 偿还;回报
obligation
n. sth. that one must do out of a duty or promise 义务;责任
guilt
n. 1. the feelings produced by knowledge or belief that one has done wrong 内疚
2. the fact of having broken a moral rule or official law 罪(行)
bond
n. 1. sth. that unites two or more people, or groups, such as a shared feeling or interest 联结;联系
2. 公债，债券
3. 合约
crawl
vi. & n. 爬(行)
horrify
vt. shock greatly;fill with horror 吓;使感惊骇
unhealthy
a. 1. likely to cause illness or poor health 有碍健康的
2. not very strong or well, often ill 体弱多病的，不结实的，不健康的
*naivea. 1. too willing to believe or trust 轻信的
2. without experience (as of social rules or behaviour), esp. because one is young 幼稚的;天真的
*transplant
vt. move sth. from one place and plant, settle or establish elsewhere 移植;移居
recommendation
n. 1. suggestion, piece of advice 建议
2. 推荐信
vacation
n. (esp. AmE) holiday 假期;休假
vastly
ad. 1. very greatly 非常大地
2. 广阔地
vast
a. 1. very large and wide 广阔的;广大的
2. great in amount 大量的
positive
a. 1. (of people) sure, having no doubt about sth. 无疑问的;确定的
2. certain, beyond any doubt 肯定的
3. (of a statement) direct 正面的
span
n. 1. the length of time over which a stated thing continues or works well 持续时间
2. 跨度;跨距
attention span
a length of time over which one can concentrate 注意力的持续时间
Phrases and Expressions
make it (to) (a place)
succeed in getting (to) (a place) 成功抵达某地
owe to
have (sth. good) because of 把…归功于…
imbue with
(use. pass.) fill (sb), with (sth.), esp. a strong feeling or opinion [常被动] 向…灌输…
by contrast
very differently (from sth. previously mentioned);on the other hand 对比之下
get ahead
be successful in one"s career 获得成功;出头
have what it takes
(infml.) have the qualifications necessary for success 具备取得成功的必要条件
spring from
be a product or result of;originate from 发源于;来自
can"t wait (for sth.)
be excited about and eager (for sth.) 迫不及待，等不及
21世纪大学英语读写教程第二册Unit3内容介绍60篇（扩展3）
——21世纪大学英语读写教程第二册Unit3内容介绍 (菁选2篇)
21世纪大学英语读写教程第二册Unit3内容介绍1
First Listening
1. As you listen to the tape the first time, fill in the missing parts in the blanks.
A) Jack is interested in a job as an ________ manager located in _______.
B) His qualifications include _______ years of experience knowing how to use ________.
C) He believes that people are _______ everywhere.
Second Listening
2. What is the disagreement about? Whose opinion do you agree more with? Why?
21世纪大学英语读写教程第二册Unit3内容介绍2
Joint ventures involving Western and Japanese companies often run into conflicts — a multitude of little things that escalate into big emotional battles in which all the parties keep exclaiming: "What"s wrong with them!? Can they understand that ...?!" But because the conflicts are mainly due to cultural differences, neither side can understand—unless they have a "cultural translator".
The first cultural translator I ever met was an installation engineer, George by name, who worked for an American company where I was the director of international operations. The company had just started a joint venture with a Japanese firm, and the American management needed someone to train the Japanese employees in its unique technology. George"s solid understanding of the equipment, its installation and use made him the best-qualified employee for the job, so everyone was happy when George accepted a two-year contract for temporary transfer to Japan.
From the start, George was well accepted by all the Japanese employees. Japanese managers often distrust anyone sent to represent US owners, but George was so naturally nonassertive that no one could see him as a threat to their careers. So they felt comfortable asking his advice on a wide range of *, including the odd behavior of their partners across the ocean. Engineers throughout the company appreciated George"s expertise and his friendly and capable help, and they got into the habit of turning to him whenever they had a problem — any problem. And the secretaries in the office were eager to help this nice bachelor learn Japanese.
Sooner than anyone expected, the company became a profitable, thriving and growing venture. George"s first two-year contract came to an end. By then, he could speak good Japanese, and had picked up Japanese habits. He drank green tea at all hours, ate rice at every meal and had even learned to sit properly on Japanese tatami mats. So when George was offered a second two-year Japanese contract, he accepted at once. Another contract followed, and George"s love affair with Japanese culture continued.
But as George"s sixth year in the country was coming to an end, an unexpected difficulty became apparent: The Japanese engineers had surpassed George in their knowledge of the rapidly - changing technology. He had nothing left to teach them.
Was this the end for poor George? Was there nothing more he could offer to the now-mature joint venture he had served so loyally? Would he have to leave the country he had come to love? No! Faced with the threat of an unwilling departure from Japan, George reinvented himself as a "cultural translator".
The idea came to George one day when the Japanese joint-venture president was — again — offended by a message from the American management. As usual in such situations, he stormed into George"s office and threw the message in front of him in a fury. And George, as usual, read the message and explained in his calm manner what the Americans had really meant by it, not what it sounded like in the context of Japanese culture.
Fortunately for everyone, both the Japanese and American sides of the joint venture had heard enough horror stories about cultural conflicts to recognize the value of George"s skills, so when he proposed this new position for himself, the idea was quickly approved. The wisdom of this decision was proved again and again over the years.
At times something far more important than good English was needed. One such case was when the Japanese accountant had to explain the $46,534 spent on 874 December-holiday presents. Or there was the time when the Japanese personnel manager had to justify keeping a chemist on the payroll even though the company no longer needed his expertise. In cases like these, everyone turned to George.
Somehow or other, he made their messages sound at least halfway sensible to Americans. And when there was something that even George couldn"t "translate" into American - style sense, he would write, "This will sound crazy, but you should go along with it anyway."
It worked the other way around, too. When the American managers visited Japan, George accompanied us everywhere to ensure that we didn"t do or say anything too stupid from the Japanese viewpoint. Whenever we did that anyway, he came to the rescue at once: "What they really mean is...." Whole multitudes of difficulties never arose thanks to George"s skill at smoothing over small conflicts before they became big, emotional and costly.
Since leaving that company in George"s capable hands, I"ve advised many firms on international operations. And my first recommendation is always the same: Don"t worry about language problems — the first thing you need is a cultural translator.
21世纪大学英语读写教程第二册Unit3内容介绍60篇（扩展4）
——21世纪大学英语读写教程第三册Unit7课文讲解60篇
21世纪大学英语读写教程第三册Unit7课文讲解1
so-so
a.& ad.(infml) neither very bad(ly) nor very good/well 不好也不坏的(地)
mom
n. (美口)妈妈
incompetence
n. the lack of skill or ability to do a task successfully 不胜任，不称职
* competence
n. skill or ability to do a task successfully 能力;称职
boring
a. dull and uninteresting 乏味的;令人厌倦的
leisure
n. time free from work or other duties; spare time 闲暇
gym
n. (infml) (=gymnasium) a room or hall with apparatus for physical exercise 体操馆;健身房
gym shoe
n. 体操鞋，球鞋
sole
n. the bottom part of a shoe or sock 鞋底;袜底
a. being the only one; belonging to one and no others 唯一的;独占的
enthusiast
n. a person who is very interested in sth. 热衷于…的人
squeeze
vt. 1. force or press (sb. or sth. into a small space) 硬塞，硬挤
2. press firmly from two sides 挤压，榨
n. 1. an act of pressing in from two sides 挤压，榨
2. tight economic circumstances 经济困难;拮据
tights
n. [复]女用(连)*
leg warmers
n. [复]暖腿套
warm-up
n. an act or a period of preparation for physical exercise, a performance, etc. 准备活动;准备练习
* overhear
vt. hear (sb., a conversation, etc.) without the knowledge of the speaker(s); hear by chance 偷听到;无意中听到
goal kick
n. 球门球
* slaughter
vt. 1. kill (an animal), esp. for food; kill (people or animals) violently and in large numbers 屠宰;屠杀
2. (infml) defeat (sb.) badly in sports or games (口)使惨败
wreck
n. 1. (usu. sing) (infml) a person whose health, esp. mental health, has been seriously damaged 受到严重损害的人
2. a ship lost at sea; a plane, car, etc. which is badly damaged in an accident 遇难船只;失事飞机等的残骸
vt. cause (a ship) to be destroyed; (fig.) destroy, ruin 造成(船舶等)失事;(喻)破坏
orchestra
n. a (usu. large) group of people playing various musical instruments together 管弦乐队
limit
n. (oft. pl.) the greatest extent of sth. that is possible or allowed 限度;范围
vt. keep within a certain size, amount, number, area, or place; restrict 限制;限定
limited
a. small in amount, power and not able to increase 有限的
tidy
vt. make (sb. or sth.) neat or in order 使整洁，使整齐
a. neat and in order; liking things to be neatly arranged 整洁的;爱整洁的
* recreation
n. an activity done for enjoyment when one is not working 消遣，娱乐
self-improvement
n. improvement of one"s character, mind, etc., by one"s own efforts 自我改进，自我修养
grimly
ad. in a determined manner 坚定地;不屈地
* insane
a. 1. 精神病患者的;为疯人而设的
2. (of people or their acts) mad (患)精神病的;精神失常的
asylum
n. 收容所;精神病院
insane asylum
n. a mental hospital 精神病院
sanity
n. the state of having a normal healthy mind; the state of being sensible or reasonable; good sound judgement 神智健全;清醒，明智
opera
n. 歌剧
peculiar-looking
a. 奇形怪状的
peculiar
a. 1. odd, strange 奇特的，古怪的
2. (to) belonging, relating only (to a particular person, place or time) 独有的，特有的
clay
n. 黏土
homemade
a. made at home, rather than in a shop or factory 家制的;做得简单粗糙的
discourage
vt. take away (sb."s) confidence or (sb."s) hope of doing sth. 使泄气，使灰心
* stumble
vi. 1. walk in a clumsy way 跌跌撞撞地走
2. speak or perform with many mistakes or hesitations 结结巴巴地说话
gracelessly
ad. not attractively or elegantly; in a clumsy manner 不优美地，笨拙地
grace
n. 1. elegance in movement or behaviour 优美;风度
2. kindness; willingness to do what is right 善意;体谅
graceful
a. 1. (of movement or shape) attractive to see 优美的"
2. (of a speech or feeling) suitably and pleasantly expressed 优雅的;得体的
* gracious
a. polite, kind and pleasant, esp. to people of a lower social position 亲切的，和蔼的
21世纪大学英语读写教程第三册Unit7课文讲解2
tone up
make (one"s body) stronger, fitter, etc. 使更强壮，使更健康
pull on
put (sth.) on by pulling 穿上，戴上
a big deal
sth. important 了不起的事，大事
take up
start to learn or practice (a hobby) 开始从事
in good shape
in good condition 处于良好状况
be committed to
care a lot about (a cause, one"s job. etc.); be loyal to (a particular ideal) 献身于，忠诚于
squeeze into
force or press into a narrow or restricted space 硬塞进…，硬挤入…
as it happens
(used before saying sth. surprising) actually; in fact 碰巧，偶然
blow it
(俚)把这事弄得一团糟
keep score
(在比赛中)记分
get in the way (of sth./of -ing); get in sb."s way
prevent or interfere with sth.; prevent sb. from doing sth.; block sb."s progress 妨碍;挡道
kind of
(infml) somewhat; to some extent (口)有点儿;可以这么说
eat up
use (sth.) in large quantities 消耗;用完
have a shot at
(infml) attempt to do (sth.) (口)尝试;试着去做(某事)
put off
delay (doing sth.) 推迟;拖延
tidy up
make (sb./oneself/sth.) neat and orderly 整理，收拾
put a stop to
ensure that a process, habit, etc., ends and will not be repeated 制止，使停止
make sth. out of
construct, create or prepare sth. by combining materials or putting parts together 用…做出…
fool around
behave in a manner that isn"t serious; waste time; do sth. just for fun (口)闲荡，混日子
out of shape
not fit 处于不良的(健康)状况
in no time
very quickly 立刻，马上
21世纪大学英语读写教程第二册Unit3内容介绍60篇（扩展5）
——21世纪大学英语读写教程第二册第4课内容全解60篇
21世纪大学英语读写教程第二册第4课内容全解1
First Listening
1. As you listen the first time, tick the questions that are answered in the listening passage. Don"t worry about answering the questions yet - just identify which questions are answered.
1) What problem is Eddie having in school?
2) How many examples does the teacher give?
3) Does Eddie"s mother understand the teacher"s viewpoint?
4) Does Eddie agree with his teacher?
5) What does the teacher think Eddie"s parents should do?
Second Listening
2. Provide very brief answers to the questions above after the second listening.
3. Now a question for discussion: What do you think of the teacher"s ideas?
21世纪大学英语读写教程第二册第4课内容全解2
Vicky — beautiful, talented, very bright, voted "Most Likely to Succeed" in college — got a promising job with a large company after graduation. Then, after two years without promotions, she was fired. She suffered a complete nervous breakdown. "It was panic," she told me later. "Everything had always gone so well for me that I had no experience in coping with rejection. I felt I was a failure." Vicky"s reaction is an extreme example of a common phenomenon.
Our society places so much emphasis on "making it" that we assume that any failure is bad. What we don"t always recognize is that what looks like failure may, in the long run, prove beneficial. When Vicky was able to think coolly about why she was fired, for example, she realized that she was sim* not suited for a job dealing with people all the time. In her new position as a copy editor, she works independently, is happy and once again "successful."
People are generally prone to what language expert S. I. Hayakawa calls "the two-valued orientation." We talk about seeing both sides of a question as if every question had only two sides. We assume that everyone is either a success or a failure when, in fact, infinite degrees of both are possible. As Hayakawa points out, there"s a world of difference between "I have failed three times" and "I am a failure." Indeed, the words failure and success cannot be reasonably applied to a complex, living, changing human being. They can only describe the situation at a particular time and place.
Obviously no one can be brilliant at everything. In fact, success in one area often precludes success in another. A famous politician once told me that his career had practically destroyed his marriage. "I have no time for my family," he explained. "I travel a lot. And even when I"m home, I hardly see my wife and kids. I"ve got power, money, prestige — but as a husband and father, I"m a flop."
Certain kinds of success can indeed be destructive. The danger of too early success is particularly acute. I recall from my childhood a girl whose skill on ice skates marked her as "Olympic material." While the rest of us were playing, bicycling, reading and just loafing, this girl skated — every day after school and all weekend. Her picture often appeared in the papers, and the rest of us envied her glamorous life. Years later, however, she spoke bitterly of those early triumphs. "I never prepared myself for anything but the ice," she said. "I peaked at 17 — and it"s been downhill ever since."
Success that comes too easily is also damaging. The child who wins a prize for a carelessly - written essay, the * who distinguishes himself at a first job by lucky accident faces probable disappointment when real challenges arise.
Success is also bad when it"s achieved at the cost of the total quality of an experience. Successful students sometimes become so obsessed with grades that they never enjoy their school years. They never branch out into tempting new areas, because they don"t want to risk their grade - point average.
Why are so many people so afraid of failure? Sim* because no one tells us how to fail so that failure becomes a growing experience. We forget that failure is part of the human condition and that "every person has the right to fail."
Most parents work hard at either preventing failure or shielding their children from the knowledge that they have failed. One way is to lower standards. A mother describes her child"s hastily made table as "perfect!" even though it"s clumsy and unsteady. Another way is to shift blame. If John fails math, his teacher is unfair or stupid.
The trouble with failure - prevention devices is that they leave a child unequipped for life in the real world. The young need to learn that no one can be best at everything, no one can win all the time — and that it"s possible to enjoy a game even when you don"t win. A child who"s not invited to a birthday party, who doesn"t make the honor roll or the baseball team feels terrible, of course. But parents should not offer a quick consolation prize or say, "It doesn"t matter," because it does. The youngster should be allowed to experience disappointment — and then be helped to master it.
Failure is never pleasant. It hurts *s and children alike. But it can make a positive contribution to your life once you learn to use it. Step one is to ask, "Why did I fail?" Resist the natural impulse to blame someone else. Ask yourself what you did wrong, how you can improve. If someone else can help, don"t be shy about inquiring.
When I was a teenager and failed to get a job I"d counted on, I telephoned the interviewer to ask why. "Because you came ten minutes late," I was told. "We can"t afford employees who waste other people"s time." The explanation was reassuring (I hadn"t been rejected as a person) and helpful, too. I don"t think I"ve been late for anything since.
Success, which encourages repetition of old behavior, is not nearly as good a teacher as failure. You can learn from a disastrous party how to give a good one, from an ill-chosen first house what to look for in a second. Even a failure that seems total can prompt fresh thinking, a change of direction.
A friend of mine, after 12 years of studying ballet, did not succeed in becoming a dancer. She was turned down by the ballet master, who said, "You will never be a dancer. You haven"t the body for it." In such cases, the way to use failure is to take stock courageously, asking, "What have I left? What else can I do?" My friend put away her toe shoes and moved into dance therapy, a field where she"s both competent and useful.
Though we may envy the assurance that comes with success, most of us are attracted by courage in defeat. There is what might be called the noble failure — the special heroism of aiming high, doing your best and then, when that proves not enough, moving bravely on. As Ralph Waldo Emerson said: "A man"s success is made up of failures, because he experiments and ventures every day, and the more falls he gets, moves faster on....I have heard that in horsemanship — a man will never be a good rider until he is thrown; then he will not be haunted any longer by the terror that he shall tumble, and will ride whither he is bound."
21世纪大学英语读写教程第二册第4课内容全解3
vote
vt. 1. choose (sb.) to have (a particular title); elect 推选
2. 投票选举(或制定、决定、赞成、支持、通过)
vi. (for, against, on) express one"s choice officially at a meeting or in an election 投票;选举;表决
n. 选举;投票;选票
*promising
a. likely to be very good or successful 有前途的;有希望的
promotion
n. 1. advancement in rank or position 提升，晋级
2. attempt to make a product or an event popular or successful, esp. by advertising 促销;宣传
*breakdown
n. 1. physical, mental, or nervous collapse 崩溃;衰竭
2. (关系、计划或讨论等的)中断
nervous breakdown
an unnatural condition of deep worrying, anxiety, weeping or tiredness 精神崩溃
rejection
n. the act of rejecting or being rejected (遭到)拒绝;摒弃
reaction
n. response or change caused by the action of another 反应;感应
extreme
a. 1. greatest possible; of the highest degree 极端的;极度的;最大的
2. furthest possible; at the very beginning or end 末端的;尽头的
n. 极端;极度(状态)
emphasis
n. (on, upon) special force or attention given to sth. to show that it is particularly important 强调;重点;重要性
beneficial
a. producing favourable effects or useful results 有益的;有帮助的
editor
n. 1. a person who checks and corrects texts before they are published 校订者;(文字)编辑
2. 编辑;主编
editorial
a. of or done by an editor 编辑的，编者的
edit
v. 1. prepare for printing, broadcasting, etc., by deciding what shall be included or left out, putting right mistakes, etc. (为出版、广播等而)编辑，编选;剪辑
2. be the editor of 主编;充任(报纸等的)编辑
edition
n. a particular version of a book, magazine, or newspaper that is printed at one time 版本
*prone
a. (to) habitually likely to do sth. (usu. undesirable) 有…倾向的，易于…的
ap*
vt. (to) bring or put into use or operation 应用;实施
vi. (to, for) request sth., esp. officially and in writing (尤指以书面形式)申请;请求
complex
a. 1. difficult to understand, explain, or deal with; not clear or simple 错综复杂的
2. (词或句子)复合的，复杂的
n. a system consisting of a large number of closely related parts 综合体;复合体;群落
*preclude
vt. (fml.) (from) make impossible; prevent 妨碍，阻止;排除;防止
practically
ad. 1. (infml.) very nearly; almost 几乎，差不多
2. in a practical way 实际上;从实际角度
*prestige
n. general respect or admiration felt in men"s mind for sb. or sth. by reason of having, or being connected with, rank, proved high quality 声望;威望;威信
flop
n. (infml.) a failure 失败(者)
vi. move or fall heavily or awkwardly 笨重地行动;沉重地落下
*destructive
a. causing or be capable of causing great damage, harm or injury 破坏(性)的
acute
a. 1. severe, strong, deep 剧烈的`，激烈的;深切的
2. (of the mind or the senses) able to notice small differences; working very well; sharp(思想或感官)敏锐的;灵敏的;尖锐的
3. 尖的，锐的;成锐角的
loaf
vi. (infml.) stand or wait in a place without doing anything interesting or useful 游荡，闲逛
n. bread, usu. fairly large, in a shape that can be cut into slices (一个)面包
*glamo(u)rous
a. having the quality of being more attractive, exciting, or interesting than ordinary people or things 富有魅力的;令人向往的
*glamo(u)r
n. the exciting and charming quality of sth. unusual or special, with a magical power of attraction 魅力;迷人的力量
peak
vi. reach the highest value, level, point, etc. 达到顶峰;达到最大值
n. (山)峰;顶峰;尖顶
downhill
a. & ad. 1. (becoming) worse or less successful 走下坡路的(地)
2. (going) towards the bottom of a hill 向坡下(的)：向下(的)
damage
n. harm; loss 损害;损失
vt. cause damage to 损害;损坏;毁坏
distinguish
vt. 1. (～oneself) behave or perform noticeably well 使出众
2. recognize 辨别;区分
probable
a. likely 很可能发生的
*obsess
vt. (usu. pass.) completely fill the mind of (sb.) so that no attention is given to other * [常被动]使着迷
grade-point average, GPA
(美)(学生各科成绩的)*均积分点
shield
vt. (from) protect or hide from harm or danger 保护;庇护
n. 盾，盾牌
hastily
ad. too quickly 匆忙地;草率地;性急地
haste
n. quick movement or action 急忙，匆忙
device
n. 1. a method of achieving sth. 策略;手段
2. an object that has been invented for a particular purpose 装置;设备
unequipped
a. not equipped with the necessities 未配备所需物品的;无准备的
honor roll
(美)光荣榜(指优秀学生名单、当地服兵役公民名单等)
consolation
n. comfort during a time of sadness or disappointment 安慰;慰问
consolation prize
a prize given to sb. who has not won the competition 安慰奖
alike
ad. in (almost) the same way; equally 同样地;相似地;以同样程度
a. similar in appearance, quality, character, etc. 想像的，同样的
*impulse
n. 1. a sudden desire to do sth. (一时的)冲动
2. 冲力;脉冲;神经冲动
inquire, enquire
v. ask For information 询问;查问
inquiry, enquiry
n. (into, about) an act of inquiring 询问;查问
afford
vt. 1. be able to buy 买得起
2. be able to do, spend, give, bear, etc., without serious loss or damage 担负得起(损失、费用、后果等)
repetition
n. the act of repeating, or sth. repeated 重复;反复
ill-chosen
a. not well chosen 选择不恰当的
ill
ad. 1. not well. not enough 不恰当地;拙劣地
2. unfavourably; badly, unpleasantly or cruelly 不利地;恶劣地;冷酷无情地
3. hardly 几乎不;困难地
prompt
vt. cause or urge; encourage or help sb. to continue 促使;推动;激励
a. done without any delay; not late 迅速的;及时的
*ballet
n. 芭蕾舞(剧)
*stock
n. 1. a sup*(of sth.)for use 库存物;储备物
2. the thick part of a tree trunk 树桩;树干
v. (up) keep supplies of; store 备货;储备
courageously
ad. bravely; in a way showing courage 英勇地，无畏地
toe
n. 脚趾;足尖
toe shoe
芭蕾舞鞋
therapy
n. the treatment of mental or physical illness (心理或生理)疗法，治疗
heroism
n. the quality of being a hero; great courage 大无畏精神;英勇
horsemanship
n. the practice or skill of horse-riding 马术;骑术
*haunt
vt. (often pass.) be always in the thoughts of (sb.); visit regularly [常被动](思想、回忆等)萦绕;缠扰;常去
terror
n. (sb. or sth. that causes) extreme fear 恐怖;引起恐怖的人(或物)
tumble
vi. (down) fall suddenly or helplessly; collapse 摔下;跌倒;倒塌，坍塌
whither
conj. & ad. (archaic) (to) where 〈古体〉(无论)去哪里
bound
a. 1. (for, to) going to or intending to go to 准备到…去的
2. very likely; certain 一定的;注定的
Phrases and Expressions
place/lay/put emphasis on/upon
give sth. special force or attention to show that it is particularly important 强调;把重点放在，着重于
in the long run
after enough time; in the end 从长远观点来看;终究
a world of
a lot of 大量的，无数的
be brilliant/best at sth.
having or showing great skill at sth. 在某一方面极为出色
at the cost of
以…为代价
branch out
(into) add to the range of one"s interests or activities 扩大(兴趣、活动、业务等的)范围
count on/upon
expect; depend on 指望;料想;依靠
turn down
refuse (a request or offer or the person that makes it); reject 拒绝(某人或其请求、忠告等)
take stock
consider a situation carefully so as to take a decision 作出判断，进行评估
21世纪大学英语读写教程第二册Unit3内容介绍60篇（扩展6）
——21世纪大学英语第二册Unit1到Unit3课后答案60篇
21世纪大学英语第二册Unit1到Unit3课后答案1
l 老伴60多岁中风去世时，那位72岁的退休教授不胜悲痛。无人依靠的生活对他来说将是非常困难的。
When his wife died of a stroke in her sixties, the 72-year-old retired professor was overwhelmed by grief. Life would be too difficult for him without anybody to rely on.
l两位业余画家上个月在伦敦举办了一次个人画展。许多人前去参观，其中包括一些著名的专业画家。
Last month two * painters held an exhibition of their pictures in London. Many people went to see it, including a few celebrated professionals.
l当20世纪80年代中期，7名宇航员在“挑战者”号的灾难中遇到困难时，全世界一下子陷入了震惊与悲痛之中。
When seven astronauts died in the Challenger disaster in the mid-1980s, it plunged the whole world into shock and grief.
l在结束了其第二届首相任期之后，她仍积极参与政治事务。当*遇到困难时，她屡次前来帮忙。
After completing her second prime ministry, she remained actively involved in political affairs. She came to the rescue several times when the government was in difficulty.
l大选失败之后，史密斯博士隐退到一个小村庄，在那里尝试工作。
After his failure in the election campaign, Dr. Smith retired to a small village, where he tried his hand at farming.
l只要你一辈子不停地努力工作，你在回忆里往事时就会感到心满意足的。
As long as you keep working hard all your life, you will recall your past with a glow of satisfaction.
l我们现在必须唤醒人们认识到环境保护的重要性。否则很快就为时太晚了。
We must awaken people to the importance of environmental protection, or it will be too late.
l那位官员因卷入一件政治丑闻而被撤职。如果早知会落到这般地步，他当初也许就会以不同的方式行事了。
That official was removed from office for being involved in a political scandal. Had he known this would happen, he might have acted differently.
21世纪大学英语第二册Unit1到Unit3课后答案2
l我们班女生占大多数。相比之下，他们的班级全由男子组成。
Female students constitute the majority of our class. By contrast, their class is made up of males only.
l美国孩子通常每天看三小时电视，而*孩子必须将放学后的大部分时间用于做家庭作业。
American children can usually watch TV (for) three hours a day, whereas their Chinese counterparts have to work on their homework most of the time after school.
l他开发的一系列新研究方法使他获得了巨大的成功。他说这一切都得归功于他父母的鼓励。
His development of a series of new research methods led to his great success. He said he owed all this to his parents’ encouragement.
l讨论直接涉及他的未来，而他却被排斥在外，对此他表示愤慨。
He resented being excluded from discussions that directly concerned his future.
l这些问题连续不断地出现，这表明这台新仪器必须重新调试。
The fact that these problems are continually showing up suggests that this new device has to be readjusted.
l张华是近年来涌入美国一流大学的亚裔学生之一，他说他的许多思想都基于传统的.*哲学。
As one of the many Asian students who have surged into the best American universities in recent years, Zhang Hua says that many of his ideas are based on the traditional Chinese philosophy.
l首先，杨先生如此努力工作并非只是为了钱。他一心为了教育青年人并设法激励他们在各方面都取得进步。
To start with, it is not merely money that makes Mr. Young work so hard. He is committed to educating the young and tries to motivate them to get ahead in life.
l我们剩下的时间不多了，于是我们把车开得更快，希望能及时赶到机场。
As time was running out, we drove even faster in hopes that we could make it to the airport in time.
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