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新一代大学英语提高篇综合教程1单词音频[新一代大学英语提高篇综合教程1单词听力]

新一代大学英语提高篇综合教程1单词音频

15140资讯2022-10-22教育资源34

大学英语综合教程音频下载。

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简介：英语四六级考试是教育部主管的一项全国性的英语考试，其目的是对大学生的实际英语能力进行客观、准确的测量，为大学英语教学提供测评服务。

新一代大学英语基础篇综合教程单词从那可以看

新一代大学英语基础篇综合教程单词在每个Unit单元里面查看新一代大学英语提高篇综合教程1单词音频，每个Unit都有单词新一代大学英语提高篇综合教程1单词音频的意思、词性、应用的讲解。综合教程中的单词兼有四六级词汇新一代大学英语提高篇综合教程1单词音频，难度较大。

《新一代大学英语基础篇综合教程》是专门针对全国三本院校以及一般二本院校非英语专业学生的大学英语基础课综合教材。共八个单元，每单元主要由两篇主课文及其相应的课文理解、语言词汇、技能训练等练习构成。

《新一代大学英语基础篇综合教程》介绍新一代大学英语提高篇综合教程1单词音频：

《新一代大学英语基础篇综合教程》是《新一代大学英语》（基础篇）（提高篇）系列教材之一，与《综合教程》配套使用。教材依据《大学英语教学指南》精神，针对”基础目标”和”提高目标”编写，参照《中国英语能力等级量表》的五级能力描述进行设计，强调对学生语言综合应用能力的培养。

《新一代大学英语基础篇综合教程》秉承”产出导向法”，每单元有一个Unit project，强调学生真正将英语运用到实际生活中，通过附带的学习卡，为学生提供丰富的自主学习内容，补充主题多元的阅读素材，帮助学生开拓视野，提高英语应用能力。

以上内容参考百度百科-《新一代大学英语基础篇综合教程》

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新一代大学英语（提高篇）综合教程1 的第一段视频资料 bgm是什么？

BGM=Background Music,英文中意为背景音乐新一代大学英语提高篇综合教程1单词音频，指在动漫、游戏、电影、电视剧等多媒体产品中新一代大学英语提高篇综合教程1单词音频，作Background Music为背景衬托新一代大学英语提高篇综合教程1单词音频的音乐。

求大学英语听说教程1的音频和答案百度云网盘的！谢谢！

《大学英语听说教程1课件_U6》百度网盘资源免费下载

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全新版大学英语综合教程的朗读在哪下载？

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有1-4册,可下载:

全新版大学英语综合教程第一册01

yang4664371 2005-10-22 22:15:31 0/14431

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大耳朵背单词，让我们时刻在进步: administrate // v.掌管，料理；实施；经营；给予，投(药)

Unit 1

Growing Up

Part I Pre-reading Task

Listen to the recording two or three times and then think over the following questions:

1. Do you know who John Lennon was?

2. Have you ever heard the song before?

3. What does Lennon think of growing up? Is it easy or full of adventures?

4. Can you guess what the texts in this unit are going to be about?

The following words in the recording may be new to you:

monster

n. 怪物

prayer

n. 祈祷

Part II

Text A

When we are writing we are often told to keep our readers in mind, to shape what we say to fit their tastes and interests. But there is one reader in particular who should not be forgotten. Can you guess who? Russell Baker surprised himself and everyone else when he discovered the answer.

WRITING FOR MYSELF

Russell Baker

The idea of becoming a writer had come to me off and on since my childhood in Belleville, but it wasn't until my third year in high school that the possibility took hold. Until then I'd been bored by everything associated with English courses. I found English grammar dull and difficult. I hated the assignments to turn out long, lifeless paragraphs that were agony for teachers to read and for me to write.

When our class was assigned to Mr. Fleagle for third-year English I anticipated another cheerless year in that most tedious of subjects. Mr. Fleagle had a reputation among students for dullness and inability to inspire. He was said to be very formal, rigid and hopelessly out of date. To me he looked to be sixty or seventy and excessively prim. He wore primly severe eyeglasses, his wavy hair was primly cut and primly combed. He wore prim suits with neckties set primly against the collar buttons of his white shirts. He had a primly pointed jaw, a primly straight nose, and a prim manner of speaking that was so correct, so gentlemanly, that he seemed a comic antique.

I prepared for an unfruitful year with Mr. Fleagle and for a long time was not disappointed. Late in the year we tackled the informal essay. Mr. Fleagle distributed a homework sheet offering us a choice of topics. None was quite so simple-minded as "What I Did on My Summer Vacation," but most seemed to be almost as dull. I took the list home and did nothing until the night before the essay was due. Lying on the sofa, I finally faced up to the unwelcome task, took the list out of my notebook, and scanned it. The topic on which my eye stopped was "The Art of Eating Spaghetti."

This title produced an extraordinary sequence of mental images. Vivid memories came flooding back of a night in Belleville when all of us were seated around the supper table — Uncle Allen, my mother, Uncle Charlie, Doris, Uncle Hal — and Aunt Pat served spaghetti for supper. Spaghetti was still a little known foreign dish in those days. Neither Doris nor I had ever eaten spaghetti, and none of the adults had enough experience to be good at it. All the good humor of Uncle Allen's house reawoke in my mind as I recalled the laughing arguments we had that night about the socially respectable method for moving spaghetti from plate to mouth.

Suddenly I wanted to write about that, about the warmth and good feeling of it, but I wanted to put it down simply for my own joy, not for Mr. Fleagle. It was a moment I wanted to recapture and hold for myself. I wanted to relive the pleasure of that evening. To write it as I wanted, however, would violate all the rules of formal composition I'd learned in school, and Mr. Fleagle would surely give it a failing grade. Never mind. I would write something else for Mr. Fleagle after I had written this thing for myself.

When I finished it the night was half gone and there was no time left to compose a proper, respectable essay for Mr. Fleagle. There was no choice next morning but to turn in my tale of the Belleville supper. Two days passed before Mr. Fleagle returned the graded papers, and he returned everyone's but mine. I was preparing myself for a command to report to Mr. Fleagle immediately after school for discipline when I saw him lift my paper from his desk and knock for the class's attention.

"Now, boys," he said. "I want to read you an essay. This is titled, 'The Art of Eating Spaghetti.'"

And he started to read. My words! He was reading my words out loud to the entire class. What's more, the entire class was listening. Listening attentively. Then somebody laughed, then the entire class was laughing, and not in contempt and ridicule, but with open-hearted enjoyment. Even Mr. Fleagle stopped two or three times to hold back a small prim smile.

I did my best to avoid showing pleasure, but what I was feeling was pure delight at this demonstration that my words had the power to make people laugh. In the eleventh grade, at the eleventh hour as it were, I had discovered a calling. It was the happiest moment of my entire school career. When Mr. Fleagle finished he put the final seal on my happiness by saying, "Now that, boys, is an essay, don't you see. It's — don't you see — it's of the very essence of the essay, don't you see. Congratulations, Mr. Baker."

(797 words)

New Words and Expressions

off and on

from time to time; sometimes 断断续续地；有时

possibility

n. 可能（性）

take hold

become established 生根，确立

bore

vt. make (sb.) become tired and lose interest 使（人）厌烦

associate

vt. join or connect together; bring in the mind 使联系起来；使联想

assignment

n. a piece of work that is given to a particular person（分配的）工作，任务，作业

turn out

produce 编写；生产，制造

agony▲

n. very great pain or suffering of mind or body （身心的）极度痛苦

assign

vt. give as a share or duty 分配，分派

anticipate

vt. expect 预期，期望

tedious

a. boring and lasting for a long time 乏味的；冗长的

reputation

n. 名声；名誉

inability

n. lack of power, skill or ability 无能，无力

inspire

vt. fill (sb.) with confidence, eagerness, etc. 激励，鼓舞

formal

a. (too) serious and careful in manner and behavior; based on correct or accepted rules 刻板的，拘谨的；正式的，正规的

rigid

a. (often disapproving) fixed in behavior, views or methods; strict 一成不变的；严格的

hopelessly

ad. very much; without hope 十分，极度；绝望地

excessively

ad. 过分地

out of date

old-fashioned 过时的

prim

a. (usu. disapproving) (of a person) too formal or correct in behavior and showing a dislike of anything rude; neat 古板的，拘谨的；循规蹈矩的；整洁的

primly ad.

severe

a. completely plain; causing very great pain, difficulty, worry, etc. 朴素的；严重的，剧烈的

necktie

n. tie 领带

jaw

n. 颌，颚

comic▲

a. 滑稽的；喜剧的

n. 连环漫画（册）

antique

n. 古物，古玩

tackle

vt. try to deal with 处理，应付

essay

n. 散文，小品文；论说文

distribute

vt. divide and give out among people, places, etc. 分发，分配，分送

finally

ad. at last 最终，终于

face up to

be brave enough to accept or deal with 勇敢地接受或对付

scan

v. look through quickly 浏览，粗略地看

spaghetti

n. 意大利式细面条

title

n. a name given to a book, film, etc. 标题，题目

vt. give a name to 给…加标题，加题目于

extraordinary

a. very unusual or strange 不同寻常的；奇特的

sequence

n. 一连串相关的事物；次序，顺序

image

n. a picture formed in the mind 形象；印象；（图）像

adult

n. a fully grown person or animal 成年人；成年动物

humor

n. 心情；幽默，诙谐

recall

vt. bring back to the mind; remember 回想起，回忆起

argument

n. 论据，论点；争论

respectable

a. (of behavior, appearance, etc.) socially acceptable 可敬的；体面的；文雅的

put down

write down 写下

recapture

vt. (lit) bring back into the mind; experience again 再现；再次经历

relive

vt. experience again, esp. in one's imagination 再体验，重温

violate

vt. act against 违背，违反

compose

vt. write or create (music, poetry, etc.) 创作

turn in

hand in (work that one has done) 交（作业）

command

n.,v.命令，指令

discipline

n. punishment; order kept (among school-children, soldiers, etc.) 惩罚，处分；纪律

what's more

in addition, more importantly 而且，此外；更有甚者

contempt▲

n. 轻视，轻蔑

ridicule

n. making or being made fun of 嘲笑，嘲弄；被戏弄

open-hearted

a. sincere, frank 诚挚的

hold back

prevent the expression of (feelings, tears, etc.) 控制（感情、眼泪等）

avoid

vt. keep or get away from 避免

demonstration

n. act of showing or proving sth. 表明；证明

career

n. 生涯，事业；职业

seal

n. 印，图章

essence▲

n. the most important quality of a thing 本质；精髓

congratulation

n. (usu. pl) expression of joy for sb.'s success, luck, etc. 祝贺，恭喜

Proper Names

Russell Baker

拉赛尔·贝克

Belleville

贝尔维尔（美国地名）

Fleagle

弗利格尔（姓氏）

Allen

艾伦（男子名）

Charlie

查理（男子名）

Doris

多丽丝（女子名）

Hal

哈尔（男子名，Henry, Harold的昵称）

Pat

帕特（女子名，Patricia的昵称）

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