21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载

21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载1

　　《21世纪大学实用英语》系列教材根据《高职高专教育英语课程教学基本要求》以及我国高职高专人才培养特点和教学**的成果编写而成，突出教学内容的实用性和针对性，将语言基础能力的培养与实际涉外交际能力的.训练有机地结合起来，以满足21世纪全球化社会经济发展对高职高专人才的要求。本套教材包括《综合教程》、《综合练习》、《教学参考书》(每一种分为基础教程和1-4册)及配套的音带、多**课件、电子教案等。本套教材供高职高专院校普通英语教学使用。

21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载扩展阅读

21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载（扩展1）

——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**兼外文系副**、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**》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。**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世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载（扩展2）

——21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载60篇

21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载1

　　《21世纪大学实用英语》系列教材根据《高职高专教育英语课程教学基本要求》以及我国高职高专人才培养特点和教学**的成果编写而成，突出教学内容的实用性和针对性，将语言基础能力的培养与实际涉外交际能力的.训练有机地结合起来，以满足21世纪全球化社会经济发展对高职高专人才的要求。本套教材包括《综合教程》、《综合练习》、《教学参考书》(每一种分为基础教程和1-4册)及配套的音带、多**课件、电子教案等。本套教材供高职高专院校普通英语教学使用。

21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载（扩展3）

——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一至四册(翟象俊著)课后答案下载（扩展4）

——21世纪大学英语读写教程第一册Unit1内容介绍60篇

21世纪大学英语读写教程第一册Unit1内容介绍1

　　Listening

　　First Listening

　　Before listening to the tape, have a quick look at the following words.

　　grade

　　分数

　　concentrate

　　全神贯注

　　schedule

　　时间表

　　pressure

　　压力

　　selectively

　　有选择地

　　relevant

　　有关的

　　skip over

　　跳过;略过

　　approach

　　方法

　　Second Listening

　　Listen to the tape again. Then, choose the best answer to each of the following questions.

　　1. The purpose of this listening passage is ____.

　　A) to describe college life

　　B) to give advice for college success

　　C) to warn against being lazy at college

　　D) to increase college enrollment(入学人数)

　　2. According to the listening passage, the most important key to getting good grades at college is _____.

　　A) asking questions in class

　　B) doing assignments ahead of time

　　C) working as hard as you can

　　D) learning how to study effectively

　　3. Which of the following does the listening NOT say you should do?

　　A) Organize your time and materials.

　　B) Write down every word the professor says in class.

　　C) Treat studying like business.

　　D) Study together.

　　Pre-reading Questions

　　1. Based on the title, guess what the text is about.

　　2. Look at the subheadings, 1-8, in the text. Which of these activities do you already do? In which areas do you feel you need improvement?

　　3. Are there any "secrets" to your own success as a student? In other words, do you have any special study techniques which have been very successful for you?

　　Secrets of A Students

　　Edwin Kiester & Sally Valentine Kiester

　　Alex, now a first-year student in natural sciences at Cambridge, played football for his school in Manchester and directed the school production of a play — but he left school with five A's. Amanda, studying English at Bristol University, acted in plays at her school and played tennis regularly. Yet she still managed to get four A's.

　　How do A students like these do it? Brains aren't the only answer. The most gifted students do not necessarily perform best in exams. Knowing how to make the most of one's abilities counts for much more.

　　Hard work isn't the whole story either. Some of these high-achieving students actually put in fewer hours than their lower-scoring classmates. The students at the top of the class get there by mastering a few basic techniques that others can easily learn. Here, according to education experts and students themselves, are the secrets of A students.

　　1. Concentrate! Top students allow no interruptions of their study time. Once the books are open, phone calls go unanswered, TV unwatched and newspapers unread. "This doesn't mean ignoring important things in your life," Amanda explains. "It means planning your study time so that you can concentrate. If I'm worried about a sick friend, I call her before I start my homework. Then when I sit down to study, I can really focus."

　　2. Study anywhere — or everywhere. A university professor in Arizona assigned to tutor underachieving college athletes, recalls a runner who exercised daily. He persuaded him to use the time to memorise biology terms. Another student stuck a vocabulary list on his bathroom wall and learned a new word every day while brushing his teeth.

　　3. Organize your materials. At school, Tom played basketball. "I was too busy to waste time looking for a pencil or a missing notebook. I kept everything just where I could get my hands on it," he says. Paul, a student in New Mexico, keeps two folders for each subject — one for the day's assignments, the other for homework completed and ready to hand in. A drawer keeps essentials together and cuts down on time-wasting searches.

　　4. Organize your time. When a teacher set a long essay, Alex would spend a couple of days reading round the subject and making notes, then he'd do a rough draft and write up the essay. He would aim to finish a couple of days before the assignment was due so that if it took longer than expected, he'd still meet the deadline. Amanda stuck to a study schedule that included breaks every two hours. "Trying to study when you're overtired isn't smart," she advises. "Even a short break to stretch or get some fresh air can work wonders."

　　5. Learn how to read. "I used to spend hours going through irrelevant material," Amanda remembers. "But then I got used to reading quickly; if the first sentence of a paragraph wasn't relevant, I'd move on to the next paragraph." "The best course I ever took," says an Oklahoma student, "was speed-reading. I not only increased my words per minute but also learned to look at a book's table of contents and pictures first. Then, when I began to read, I had a sense of the material and I retained a lot more." To such students, the secret of good reading is to be an active reader — one who keeps asking questions that lead to a full understanding of the material being read.

　　6. Take good notes. "Before writing anything, I divide my page into two parts," says Amanda, "the left part is about a third of the page wide; the right, two-thirds. I write my notes in the wider part, and put down the main ideas on the left. During revision, this is very useful because you can see immediately why the material is relevant, rather than being worried by a great mass of information." Just before the end of lesson bell rings, most students close their books, put away papers, talk to friends and get ready to leave. But a smart student uses those few minutes to write two or three sentences about the lesson's main points, which he scans before the next class.

　　7. Ask questions. "If you ask questions, you know at once whether you have got the point or not," says Alex. Class participation is a matter of showing intellectual curiosity. In a lecture on economics, for example, curious students would ask how the Chinese economy could be both socialist and market-driven, thus interesting themselves not only in whats, but also in whys and hows.

　　8. Study together. The value of working together was shown in an experiment at the University of California at Berkeley. A graduate student there who observed a first-year calculus course found that Asian-American students discussed homework, tried different approaches and explained their solutions to one another while the others studied alone, spent most of their time reading and rereading the text, and tried the same approach time after time even if it was unsuccessful.

　　After all, the secrets of A students are not so secret. You can learn and master them and become an A student, too.

21世纪大学英语读写教程第一册Unit1内容介绍2

　　perform

　　vt. 执行, 完成; 演出, 表演

　　vi. 演出, 表演; 工作, 表现; 执行, 完成

　　high-achieving

　　a. 得高分的

　　lower-scoring

　　a. 得分较低的

　　concentrate

　　vi. direct all one's attention, etc. towards sth. 全神贯注;集中思想;专注;专心

　　interruption

　　n. 打扰; 干扰; 中止; 阻碍

　　ignore

　　vt. take no notice of; refuse to pay attention to!! 不理;忽视

　　focus

　　v. direct attention, etc. on sth. 集中***于某事情

　　assign

　　vt. appoint to a job or duty 委派; 指派

　　underachieving

　　a. doing less well than was expected, esp. in school work 未能充分发挥学习潜力的;学习成绩不良的

　　athlete

　　n. a person who is good at or who often does spors 运动员

　　recall

　　vt. bring back to the mind; remember 回想(起);记得

　　memorise, -rize

　　vt. learn and remember 记住;熟记

　　missing

　　a. 缺失的， 找不到的;失踪的`，下落不明的

　　notebook

　　n. small book for writing notes in 笔记本;记事本

　　folder

　　n. 文件夹

　　assignment

　　n. a duty or piece of work that is given to someone (指定的)作业;(分派的)任务

　　drawer

　　n. 抽屉

　　essential

　　n. (usu. pl.) sth. that is necessary or very important [常用复数] 必需品

　　a. (to, for) necessary; central 绝对必要的;非常重要的

　　essay

　　n. a short piece of writing giving sb. 's ideas about politics, society, etc. 论说文; 散文

　　draft

　　n. the first rough written form of anything or a rough plan 草稿;草案

　　vt. make a draft of 起草;草拟

　　due

　　a. expected or supposed (to happen, arrive, etc.) 到期的;预定应到的

　　*deadline

　　n. a date or time before which sth. mush be done or completed 最后期限

　　schedule

　　n. a timetable for things to be done 时间表;日程安排表

　　overtired

　　a. 过度疲劳的

　　stretch

　　vi. 舒展身体，伸懒腰

　　irrelevant

　　a. (to) not having any real connection with or relation to sth. else 不相关的;不相干的

　　relevant

　　a. directly connected with the subject or problem being discussed or considered 相关的; 相干的

　　speed-reading

　　n. 快速阅读

　　per

　　prep.for each 每;每一

　　content

　　n. 1.(pl.) a list in a book saying what the book contains [复数] 目录

　　2.the subject matter, esp. the ideas, of a book, speech, etc. 内容

　　retain

　　vt. keep (possession of); avoid losing 保持;保留

　　revision

　　n. 复习;修改

　　scan

　　vt. look at quickly without careful reading 浏览，扫视

　　participation

　　n. 参与;参加

　　participate

　　vi. (in) to take part or have a share in an activity or event 参与;参加

　　intellectual

　　a. of intellect 知识的;智力的

　　n. 知识分子

　　curiosity

　　n. the desire to know or learn 好奇(心);求知欲

　　economics

　　n. the scientific study of the way in which wealth is produced and used 经济学

　　economy

　　n. the system by which a country's wealth is produced and used 经济(**)

　　market-driven

　　a. 市场驱动的

　　graduate

　　a. 研究生的

　　vi. 毕业

　　n. 有学位者，大学毕业生

　　graduate student

　　研究生

　　calculus

　　n. 微积分

　　approach

　　n. a manner or method of doing sth. or dealing with a problem 方式;方法

　　v. come near or nearer to sb. or sth. 靠近;接近

　　solution

　　n. an act or way of finding an answer to a difficulty or problem 解决(办法)

　　Phrases and Expressions

　　make the most of

　　get the best use or greatest gain from 充分利用

　　count for much/little

　　be of much/little worth or importance 很有 / 没有多少价值或重要性

　　not the whole story/only part of the story

　　不是全部情况 / 只是部分情况

　　put in

　　spend (time or money) 花费(时间或金钱)

　　get (or lay) one's hands on

　　find; obtain 把 … 弄到手

　　hand in

　　give (sth.) to sb. in charge by hand; send in 交上;提交

　　keep ... together

　　cause to remain together 把 … 聚在一起

　　cut down on

　　reduce 减少

　　stick to

　　keep to; not abandon or change 坚持;不放弃，不改变

　　work wonders

　　do things that people did not think possible 创奇迹;产生奇妙作用

　　go through

　　read from beginning to end; examine 从头至尾看;遍查

　　lead to

　　have as a result; cause 导致;引起

　　a couple of

　　two; a few 两(个);两三(个)

　　write up

　　write in a complete form 写出，写成

　　put down

　　write down 写下

　　put away

　　put (sth.) in its proper place 把(某物)收藏在合适的地方

　　time after time

　　again and again; repeatedly 一再;屡次

21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载（扩展5）

——21世纪大学英语读写教程第二册课文Unwritten Rules60篇

21世纪大学英语读写教程第二册课文Unwritten Rules1

　　First Listening

　　1. As you listen to the tape the first time, mark each word or phrase J or T, to indicate whether Jill (the woman) or Tim (the man) says them. (Some words might be spoken by both people!)

　　animal anywhere asleep car cold decent ignore law light no one police safety sleepy social contract who knows

　　Then briefly summarize each person's attitude toward the social contract.

　　Second Listening

　　2. Whose point of view is closer to your own? Are there situations when it's okay to break the rules? Are there rules it's never okay to break, even when you're alone?

21世纪大学英语读写教程第二册课文Unwritten Rules2

　　Bob Greene

　　The restaurant was almost full. A steady hum of conversation hung over the room; people spoke with each other and worked on their meals.

　　Suddenly, from a table near the center of the room, came a screaming voice: "Damn it, Sylvia...."

　　The man was shouting at the top of his voice. His face was red, and he yelled at the woman sitting opposite him for about fifteen seconds. In the crowded restaurant, it seemed like an hour. All other conversations in the room stopped, and everyone looked at the man. He must have realized this, because just as suddenly as he had started, he lowered his voice and finished whatever it was he had to say in a tone the rest of us could not hear.

　　It was startling precisely because it almost never happens; there are no laws against such explosions, and with the pressures of our modern world you would almost expect to run into such things on a regular basis. But you don't; as a matter of fact, when I thought it over I realized that it was the first time in my life I had witnessed such a demonstration. During all the meals I've had in restaurants, I had never seen a person start screaming at the top of his lungs.

　　When you're eating among other people, you don't raise your voice; it's just one example of the unwritten rules we live by. When you consider it, you recognize that those rules probably govern our lives on a more absolute basis than the ones you could find if you looked in the law books. The customs that govern us are what make a civilization. There would be chaos without them, and yet it's not at all clear why — even in our disintegrating society — we obey them.

　　How many times have you stopped at a red light late at night? You can see in all directions; there's no one else around — no headlights, no police cruiser idling behind you. You're tired and in a hurry. But you wait for the light to change. Is it for safety's sake? No; you can see that there would be no accident if you drove on. Is it to avoid getting arrested? No; you are alone; there's no one to catch you. Still, you sit and wait.

　　At major athletic events, it is not uncommon to find 90,000 or 100,000 people sitting in the stands. On the playing field are two dozen athletes —maybe fewer. There aren't enough security guards on hand to keep all the spectators from getting out of their seats and walking onto the field. But it never happens. Regardless of the emotion of the contest, the spectators stay in their places, and the athletes are safe in their part of the arena. The invisible barrier always holds.

　　In restaurants and coffee shops, people pay their bills. It's a simple enough concept. Yet it would be remarkably easy to wander away from a meal without paying at the end. Especially in these difficult economic times, wouldn't you expect this to become a common form of cheating? Why doesn't it happen more often? It's just another unwritten rule of human conduct that people automatically make good on their debts. They would no sooner walk out on a bill than start screaming.

　　I know a man who, when he parks his car at a parking meter, always puts change in the meter even if there's time left on it. He regards it as the right thing to do. He says he isn't doing it just to extend the time remaining—even if there's sufficient time on the meter to cover whatever task he has to perform at the location, he pays his own way. He believes that you're supposed to purchase your own time; the fellow before you purchased only his.

　　There are so many rules like these—rules that we all obey—that we think about them only when that rare person violates them. In the restaurant, after the man had yelled "Damn it, Sylvia" there was a tentative atmosphere among the other diners for half an hour after it happened. They weren't sure what disturbed them about what they had witnessed; they knew, though, that it had violated something very basic about the way we're supposed to behave. And it bothered them—which in itself is a hopeful sign that, more often than not, all is well.

21世纪大学英语读写教程第二册课文Unwritten Rules3

　　hum

　　n. a low steady continuous sound 连续低沉的声音

　　screaming

　　a. 尖声的，发出尖叫声的

　　scream

　　v. say (sth.) loudly and usually on a high note, esp. because of anger, fear, pain, etc. (因恐惧、痛苦等而)尖声喊叫，惊呼

　　*

　　v. 1. declare to be very wrong or bad 指责，贬斥

　　2. (esp. of God) send (sb.) to punishment without end after death (尤指上帝)罚(某人)入**受罪

　　3. curse at 诅咒;咒骂

　　int. 该死，***，讨厌(表示愤怒、厌烦、轻蔑、失望等)

　　yell

　　vi. (at) speak or say sth. in a very loud voice 叫喊，叫嚷

　　precisely

　　ad. 1. exactly; just 恰好;正好

　　2. in an exact manner; carefully 精确地;细致地

　　precision

　　n. exactness 精确，准确

　　a. made or done with exactness 精密的，确切的

　　explosion

　　n. 1. a sudden bursting out of strong emotion (感情等的)爆发，迸发

　　2. (a loud noise caused by) a sudden, violent burst of energy 爆炸(声)，炸裂(声)

　　3. a large and rapid increase 大规模的扩大;激增

　　explode

　　vi. 1. blow up or burst 爆炸;爆破

　　2. (in, with) show sudden violent emotion 爆发，迸发

　　vt. 1. cause (a bomb, etc.) to blow up or burst 使爆炸;使突发

　　2. (often pass.) destroy (a belief) [常被动] 破除，戳穿

　　explosive

　　a. that can explode 会爆炸的

　　basis

　　n. 基础;根据;基本原则，准则

　　basically

　　ad. with regard to what is most important and basic; in reality 基本上;实际上;主要地

　　witness

　　vt. see (sth.) happen 目击

　　n. a person who sees an event take place and is therefore able to describe it to others 目击者，见证人

　　demonstration

　　n. 1. the expression of a feeling (情绪的)显示，表露

　　2. a public show of strong feeling or opinion, often with marching, big signs **

　　absolute

　　a. 1. not depending on or measured by comparison with other things 绝对的

　　2. complete: total 完全的;十足的

　　3. certain; definite; leaving no doubt 确实的;不容置疑的

　　custom

　　n. 1. (an) established socially accepted practice 习俗，风俗

　　2. the habitual practice of a person (个人)习惯

　　customary

　　a. established by custom; usual or habitual 习俗的;习惯的

　　*disintegrate

　　v. 1. fall apart 瓦解;解体

　　2. (cause to) break into small parts or pieces (使)碎裂;(使)粉碎

　　headlight

　　n. 车前灯

　　cruiser

　　n. (AmE) a police car (美)**巡逻车

　　sake

　　n. 目的;理由;缘故;利益

　　arrest

　　vt. take and keep (sb.) prisoner with the authority of the law **逮捕，拘捕

　　athletic

　　a. of or concerning athletes or athletics 运动员的;运动的

　　security

　　n. safety; sth. that provides or assures safety 安全;保卫措施，安全措施

　　*spectator

　　n. a person who is watching an event or game (比赛等的.)观看者，观众

　　emotion

　　n. 1. any of the strong feelings of the human spirit 情感;激情;感情

　　2. strength of feelings; excited state of the feelings 激动

　　contest

　　n. an event in which people compete against each other; a competition 竞赛;比赛

　　arena

　　n. a level area for sports, public entertainment, etc. (供竞技、表演等用的)场地

　　remarkably

　　ad. unusually; noticeably 非凡地，异常地;值得注意地，引人注目地

　　parking meter

　　a device next to a parking space into which one has to put money for parking for a certain time 汽车停放计时器，汽车停放收费计

　　extend

　　vt. make (sth.) longer or larger 使延长，使延期;扩展，扩大

　　extension

　　n. 1. the act of extending or being extended 延伸;扩展

　　2. a part which is added to make sth. longer, wider, or larger 增加的部分

　　location

　　n. a place or position 地点;位置

　　*violate

　　vt. break or be contrary to (a rule, principle, treaty, etc.) 违反，违背;违犯

　　*tentative

　　a. 犹豫的，迟疑不决的

　　diner

　　n. a person eating dinner 就餐者

　　behave

　　v. 1. act; bear oneself 行为;举止

　　2. (of things) act in a particular way (事物)作出反应;起作用

　　3. (of machines, etc.) work or function (机器等)运转

　　hopeful

　　a. 1. (of things) causing hope; likely to be favourable or successful; promising (事物)***的，给人希望的;有前途的

　　2. having hope 抱***的;充满希望的

　　Phrases and Expressions

　　hang over

　　remain, esp. as sth. unpleasant or threatening 笼罩;威胁

　　* it

　　(俚)该死

　　raise/lower one's voice

　　speak more loudly/quietly 提高/压低嗓门

　　at the top of one's voice/lungs

　　as loudly as possible 用尽量大的声音，放声(大叫)

　　on a regular /absolute basis

　　regularly /absolutely 定期地;绝对地

　　on a... basis

　　in a...way …地;在…基础上

　　as a matter of fact

　　actually, in fact 实际上

　　live by

　　live according to (sth. such as a principle) 遵循(…的原则)

　　for sth.'s / sb.'s sake / for the sake of sth. / sb.

　　for the purpose of sth. / for the benefit of sb. 为了，为了…的利益

　　on hand

　　available; present (not absent) 现有，在手头;在场

　　make good (on one's debt[s])

　　pay what one owes 偿付，支付(债务)

　　no sooner... than

　　1. 同…一样不

　　2. 一…就…

　　walk out on sth. / sb.

　　1. stop doing sth. one has agreed to do or that one is responsible for 不管，不顾;不履行;不支付

　　2. leave suddenly, esp. in a time of trouble; desert 抛弃，离开

　　in itself

　　considering only the thing specified; in its true nature 本身;实质上

　　more often than not

　　quite frequently 往往，多半

　　all is well

　　the situation is very satisfactory 一切顺利

21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载（扩展6）

——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;(**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 **(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 **;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一至四册(翟象俊著)课后答案下载（扩展7）

——大学英语精读第三版第一册(董亚芬 翟象著)课后答案下载3篇

大学英语精读第三版第一册(董亚芬 翟象著)课后答案下载1

点击此处下载???大学英语精读第三版第一册(董亚芬 翟象著)课后答案???

大学英语精读第三版第一册(董亚芬 翟象著)课后答案下载2

　　作/译者：董亚芬

　　出版社：上**语教育出版社

　　出版日期：2006年08月

　　ISBN：9787544600453 [十位:7544600459]

　　页数：315

　　重约：0.528KG

　　定价：￥29.50

21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载（扩展8）

——21世纪大学英语综合教程第二册Unit2课文翻译及课后答案 (菁选3篇)

21世纪大学英语综合教程第二册Unit2课文翻译及课后答案1

　　几年前的一天，我来到萨拉曼卡——纽约附近的一个火车站。我计划在那儿搭乘卧车。站台上都是人，他们涌入长长的卧车，把列车挤得满满的。我问售票处的人能否买两张票，但他厉声回答说：“没票!”然后冲着我的脸关**窗。这真是对我尊严的莫大打击，然而我又需要这两张车票。我找到一位地方**，问他能否在卧铺车厢的某个地方找个可怜的小角落;但他猛然打断了我，厉声说道：“没有，找不到。每个角落都挤满了。好了，不要再来烦我了。”说完，他便不理我而走开了。我没料到他会这样对待我，我的尊严处于一种难以描述的状况。我对同伴说：“他们这样对我讲话是因为他们不知道我是谁。”可我的同伴却说:“别说这种傻话了。即便他们知道你是谁，你觉得这能帮你在没有空座的火车上搞到座位吗?”说完他也不理我了。这太过分了。我找到刚才那个**，非常有礼貌地告诉他我叫马克?吐温，我是否能——但他又一次打断了我：“我已经告诉过你不要再来烦我了。”接着又不再理我了。我无助地环顾四周，发现我的同伴目睹了整个经过。我感到的耻辱无法用语言形容。我说：“或许他没有听到我的名字。”但我的同伴却不这么认为，他说：“他肯定清楚地听到你的名字了，只不过他不在乎罢了，就是这么回事。”

　　我不知道接下去会发生什么，但就在这时候,我注意到一个年轻的卧车行李搬运工正在跟列车员窃窃私语，并朝着我点头。那个列车员随即转过身，毕恭毕敬地向我走来。

　　“我能为您效劳吗，先生?”他说道，“您要在卧车上找个空位吗?”

　　“呃，当然，”我回答说，“可我问过站台上那个人，他说每个角落都塞满了，还叫我不要烦他。”

　　“不会吧，先生，我简直不敢相信他说了这样的话。简直无法想象有人竟然这样对您说话，先生!我很抱歉，先生，但您一定是误会他了。我们什么空地方都没了，只剩下那个大的家庭包房，里面有两个铺位和几把扶手椅，但这一切都供您享用。过来，汤姆，把这些箱子搬上车!”

　　搬运工拿了我们的小提箱，我们则**车。在豪华包房把我们舒舒服服安顿好以后，汤姆满脸堆笑地说:“哦，您还需要什么吗，先生?”

　　“呃，这盏灯吊得太高了。能不能在我的床头再给我安一盏灯，好让我看起书来舒服点?”

　　“可以，先生，可以。我会亲自给您安上。您需要什么只管说，我们就是把整条铁路里里外外查个遍也要帮您找到。”说完他便离开了。

　　我微笑着对同伴说：“咳咳，现在你怎么说?”

　　我的同伴看起来很羞愧。“唔，”他说，“你是对的。我为刚才在站台上对你说过的那些话感到抱歉。这么看来犯傻的是我，不是你。能跟你一起来我很高兴。假如没有你，我永远也不会搞到车票。但我还是不明白。”就在这时汤姆的笑脸再次出现在门口，接着说了这样一句话：“喔，先生，我一下子就把您给认出来了。接着我就告诉了列车员。”

　　“是这样吗，小伙子?”我问道，“那我是谁呢?”

　　“您是纽约*麦克莱伦先生。”说罢他又离开了。

21世纪大学英语综合教程第二册Unit2课文翻译及课后答案2

　　5

　　1. bother, bother 2. companion 3. Shame 4. officials 5. notice

　　6. recognized 7. vacant 8. scene 9. politely 10. describe

　　6

　　1. cut short 2. at their disposal 3. at the same time 4. in … face

　　5. turn your back on 6. a couple of 7. turned … inside out 8. Look around

　　7

　　1. must have seen the tickets for tonight’s play

　　2. must have been here many times

　　3. may have gone bad

　　4. may not have received the present

　　8

　　1. Nancy was glad to have quit her part-time job before her final exams.

　　2. Aren’t you ashamed to have eaten all the fruit in the basket?

　　3. We are really grateful to have received so much care during our visits here.

　　4. Henry was foolish to have trusted such a liar.

　　9

　　1. The public noticed that since that local official left, his position had been vacant for a couple of months.

　　2. Seeing the girl looking around helplessly on the platform, the young porter asked politely if she needed any help.

　　3. I recognized your companion the minute he appeared at the door. He looked just as you had described.

　　4. We didn’t bother to find a hotel, for my good friend invited us to stay in her house and put a luxurious car at our disposal.

　　5. While the professor was turning the suitcases inside out to find his glasses, his wife was sitting comfortably in an armchair watching the whole scene.

　　6. I turned my back on her because she expected me to treat her like a queen.

　　10

　　1. seeing a doctor as soon as possible

　　2. working for another hour

　　3. buying a new car

　　4. going to the cinema

　　5. having been to New York

　　6. quitting my job

　　7. speaking it

　　8. being recognized

　　9. spending all that money

　　10. losing my job

21世纪大学英语综合教程第二册Unit2课文翻译及课后答案3

　　我在一家7-11商店里已经工作了两年，自以为很善于处理我们经理所说的“与顾客的关系”了。我坚信，一个友好的微笑和脱口而出的“先生”、“女士”和“谢谢”就足以让我应付任何可能出现的情况，无论是安慰缺乏耐心或难缠的顾客， 还是为找错零钱而道歉。但是几天前的那个晚上，一位老妇人却动摇了我的信念： 乖巧的回答并不能消除与他人打交道时遇到的磕磕绊绊。

　　老妇人一进来，就与我们灯火通明、货架整齐、亮堂堂的店铺形成了鲜明的对照。老妇人似乎每走一步都十分痛苦。她慢慢地推开玻璃门，蹒跚地走向最近的通道。在气温只有华氏40度的晚上，她只穿着一件褪了色的连衣裙和一件薄薄的、淡褐色的、小得连纽扣都扣不起来的羊毛衫，还有一双破旧的黑拖鞋。她那青筋暴突的腿上既没有穿长袜也没有穿短袜。

　　老妇人在店里转了几分钟后，在罐装蔬菜前停了下来。她拿起一罐玉米，盯着标签看。此时，我决意做一个有礼貌的'好雇员，便问她是否需要帮助。

　　对我清晰宏亮的“您要买点什么?”老妇人轻声回答说：

　　“我要一些吃的。”

　　“太太，您在找玉米吗?”

　　“我要一些吃的，”她重复道。“哪种都行。”

　　“哦，罐头玉米是95美分，”我用最乐于助人的口吻说道。“或者，如果您愿意的话，我们今天有特价面包。”

　　“我付不出钱，”她说。

　　有那么一刹那，我真想说：“把玉米拿去吧。”但雇员守则却涌入我的脑海：保持礼貌，但不要让顾客占你便宜，让他们知道是你在**局面。曾有一刻我甚至认为这是某种考验，老妇人是总部派来考验我的忠诚的。于是，我尽职尽责地回答说：“对不起，太太，我不能免费送您任何东西。”

　　老妇人的脸似乎“塌陷”得更厉害了(如果有这种可能的话)，她双手颤抖着把罐头放回货架，然后从我身旁慢慢地走向门口，破旧而又肮脏的羊毛衫勉强遮住她佝偻的背。

　　她离开后不久，我便拿着那罐玉米冲出门去，可是老妇人已经无影无踪。在余下的当班时间里，老妇人的形象一直浮现在我的脑海中。我年轻、健康、沾沾自喜，而她却年老多病，身处绝境。我真心希望我当时能表现得像一个人而不是“机器人”，但意识到我们保持自身良好本性的力量是多么的脆弱，又令我感到悲哀。

21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载（扩展9）

——21世纪大学英语读写教程第一册课程6内容详解 (菁选2篇)

21世纪大学英语读写教程第一册课程6内容详解1

　　Leonid Fridman

　　There is something very wrong with the system of values in a society that has only unkind terms like nerd and geek for the intellectually curious and academically serious.

　　We all know what a nerd is: someone who wears thick glasses and ugly clothes; someone who knows all the answers to the chemistry or math homework but can never get a date on a Saturday night. And a geek, according to "Webster's New World Dictionary," is a street performer who shocks the public by biting off heads of live chickens. It is a revealing fact about our language and our culture that someone dedicated to pursuit of knowledge is compared to such a freak.

　　Even at a prestigious educational institution like Harvard, anti-intellectualism is widespread: Many students are ashamed to admit, even to their friends, how much they study.

　　Although most students try to keep up their grades, there is but a small group of undergraduates for whom pursuing knowledge is the most important thing during their years at Harvard. Nerds are looked down upon while athletes are made heroes of.

　　The same thing happens in U.S. elementary and high schools. Children who prefer to read books rather than play football, prefer to build model airplanes rather than idle away their time at parties with their classmates, become social outcasts. Because of their intelligence and refusal to conform to society's anti-intellectual values, many are deprived of a chance to learn adequate social skills and acquire good communication tools.

　　Enough is enough.

　　Nerds and geeks must stop being ashamed of what they are. Those who don't study hard must stop teasing those who do, the bright kids with thick glasses. The anti-intellectual values that have spread throughout American society must be fought.

　　There are very few countries in the world where anti-intellectualism runs as high in popular culture as it does in the U.S.. In most industrialized nations, not least of all our economic rivals in East Asia, a kid who studies hard is praised and held up as an example to other students.

　　In many parts of the world, university professorships are the most prestigious and materially rewarding positions. But not in America, where average professional ballplayers are much more respected and better paid than professors of the best universities.

　　How can a country where typical parents are ashamed of their daughter studying mathematics instead of going dancing, or of their son reading Weber while his friends play baseball be expected to compete in the technology race with Japan? How long can America remain a world-class power if we constantly put social skills and physical strength over academic achievement and intellectual ability?

　　Do we really expect to stay afloat largely by importing our scientists and intellectuals from abroad, as we have done for a major portion of this century without making an effort to also cultivate a pro-intellectual culture at home? Even if we have the political will to spend a lot more money on education than we do now, do we think we can improve our schools if we laugh at our hardworking pupils and fail to respect their impoverished teachers?

　　Our fault lies not so much with our economy or with our politics as within ourselves, our values and our image of a good life. America's culture has not adapted to the demands of our times, to the economic realities that demand a highly educated workforce and innovative intelligent leadership.

　　If we are to succeed as a society in the 21 st century, we had better do away with our anti-intellectualism and teach our children that a good life depends on exercising one's mind and pursuing knowledge to the full extent of one's abilities.

　　Not until the words "nerd" and "geek" become terms of praise rather than insults do we stand a chance.

21世纪大学英语读写教程第一册课程6内容详解2

　　Listen to the tape again. Then, choose the best answer to each of the following questions.

　　1. The main purpose of this listening passage is to_________.

　　A) argue against higher salaries for athletes

　　B) offer solutions to current economic problems

　　C) complain about the lack of respect for intellectuals

　　D) describe changes in the English language

　　2. What is the meaning of the words "nerd" and "geek"?

　　A) They are insulting terms which are applied to smart students.

　　B) They are used in the U.S. to describe students from other countries.

　　C) A nerd is a good student and a geek is a poor student.

　　D) A nerd is a poor student and a geek is a good student.

　　3. The passage says that in nations other than the U.S.,_________.

　　A) hardworking students are praised

　　B) professors are paid better salaries

　　C) more respect is given to intellectuals

　　D) all of the above

　　4. The passage suggests that the words "nerd" and "geek" should_________.

　　A) be made illegal

　　B) become words of praise, rather than insults

　　C) be used to describe athletes instead of students

　　D) all of the above

21世纪大学英语综合教程第一至四册(翟象俊著)课后答案下载（扩展10）

——21世纪大学英语读写教程第一册Unit1内容讲解

21世纪大学英语读写教程第一册Unit1内容讲解1

　　text a

　　listening

　　first listening

　　before listening to the tape, have a quick look at the following words.

　　grade

　　分数

　　concentrate

　　全神贯注

　　schedule

　　时间表

　　pressure

　　压力

　　selectively

　　有选择地

　　relevant

　　有关的

　　skip over

　　跳过;略过

　　approach

　　方法

　　second listening

　　listen to the tape again. then, choose the best answer to each of the following questions.

　　1. the purpose of this listening passage is ____.

　　a) to describe college life

　　b) to give advice for college success

　　c) to warn against being lazy at college

　　d) to increase college enrollment(入学人数)

　　2. according to the listening passage, the most important key to getting good grades at college is _____.

　　a) asking questions in class

　　b) doing assignments ahead of time

　　c) working as hard as you can

　　d) learning how to study effectively

　　3. which of the following does the listening not say you should do?

　　a) organize your time and materials.

　　b) write down every word the professor says in class.

　　c) treat studying like business.

　　d) study together.

　　pre-reading questions

　　1. based on the title, guess what the text is about.

　　2. look at the subheadings, 1-8, in the text. which of these activities do you already do? in which areas do you feel you need improvement?

　　3. are there any "secrets" to your own success as a student? in other words, do you have any special study techniques which have been very successful for you?

　　secrets of a students

　　edwin kiester & sally valentine kiester

　　alex, now a first-year student in natural sciences at cambridge, played football for his school in manchester and directed the school production of a play — but he left school with five a's. amanda, studying english at bristol university, acted in plays at her school and played tennis regularly. yet she still managed to get four a's.

　　how do a students like these do it? brains aren't the only answer. the most gifted students do not necessarily perform best in exams. knowing how to make the most of one's abilities counts for much more.

　　hard work isn't the whole story either. some of these high-achieving students actually put in fewer hours than their lower-scoring classmates. the students at the top of the class get there by mastering a few basic techniques that others can easily learn. here, according to education experts and students themselves, are the secrets of a students.

　　1. concentrate! top students allow no interruptions of their study time. once the books are open, phone calls go unanswered, tv unwatched and newspapers unread. "this doesn't mean ignoring important things in your life," amanda explains. "it means planning your study time so that you can concentrate. if i'm worried about a sick friend, i call her before i start my homework. then when i sit down to study, i can really focus."

　　2. study anywhere — or everywhere. a university professor in arizona assigned to tutor underachieving college athletes, recalls a runner who exercised daily. he persuaded him to use the time to memorise biology terms. another student stuck a vocabulary list on his bathroom wall and learned a new word every day while brushing his teeth.

　　3. organize your materials. at school, tom played basketball. "i was too busy to waste time looking for a pencil or a missing notebook. i kept everything just where i could get my hands on it," he says. paul, a student in new mexico, keeps two folders for each subject — one for the day's assignments, the other for homework completed and ready to hand in. a drawer keeps essentials together and cuts down on time-wasting searches.

　　4. organize your time. when a teacher set a long essay, alex would spend a couple of days reading round the subject and making notes, then he'd do a rough draft and write up the essay. he would aim to finish a couple of days before the assignment was due so that if it took longer than expected, he'd still meet the deadline. amanda stuck to a study schedule that included breaks every two hours. "trying to study when you're overtired isn't smart," she advises. "even a short break to stretch or get some fresh air can work wonders."

　　5. learn how to read. "i used to spend hours going through irrelevant material," amanda remembers. "but then i got used to reading quickly; if the first sentence of a paragraph wasn't relevant, i'd move on to the next paragraph." "the best course i ever took," says an oklahoma student, "was speed-reading. i not only increased my words per minute but also learned to look at a book's table of contents and pictures first. then, when i began to read, i had a sense of the material and i retained a lot more." to such students, the secret of good reading is to be an active reader — one who keeps asking questions that lead to a full understanding of the material being read.

　　6. take good notes. "before writing anything, i pide my page into two parts," says amanda, "the left part is about a third of the page wide; the right, two-thirds. i write my notes in the wider part, and put down the main ideas on the left. during revision, this is very useful because you can see immediately why the material is relevant, rather than being worried by a great mass of information." just before the end of lesson bell rings, most students close their books, put away papers, talk to friends and get ready to leave. but a smart student uses those few minutes to write two or three sentences about the lesson's main points, which he scans before the next class.

　　7. ask questions. "if you ask questions, you know at once whether you have got the point or not," says alex. class participation is a matter of showing intellectual curiosity. in a lecture on economics, for example, curious students would ask how the chinese economy could be both socialist and market-driven, thus interesting themselves not only in whats, but also in whys and hows.

　　8. study together. the value of working together was shown in an experiment at the university of california at berkeley. a graduate student there who observed a first-year calculus course found that asian-american students discussed homework, tried different approaches and explained their solutions to one another while the others studied alone, spent most of their time reading and rereading the text, and tried the same approach time after time even if it was unsuccessful.

　　after all, the secrets of a students are not so secret. you can learn and master them and become an a student, too.