新視角研究生英語讀寫課文翻譯課后答案(存儲版)

　　

【正文】 的樣子。1Many methods of protecting endangered species are being practiced in different parts of the globe ,Legislation is a mon method : passing laws against killing endangered species or destroying their habitat ,Worldwide ,over 1200parks and preserves have been set aside in which wildlife are protected ,And certain endangered species are being raised in captivity for later release into their wild habitats .在世界各地，人們實施著各種不同的保護瀕危物種的辦法。如果氣候變化或植物疾病突然威脅到這些谷類植物當中的一個。如果這種樹在它的價值被發現之前就已滅絕，那么許多癌癥患者就難逃厄運了。在這些單一的；環境中，只有我們人類看重的某一物種得以生存。哈佛大學的生物學家愛德華威爾遜說:“一個主要物種的消失就像鉆頭意外地鉆斷電線，導致四處斷電。然而科學家卻給出了另外兩個我們大多數人可能沒有意識到的理由。一個突出的例子是把歐洲的兔子引入澳洲。Humans want to survive just as every other species does .we need food ,shelter ,and a place to rear our young ,So how do our activities endanger other species ?Speciefically ,there are three major ways ,We kill off animals directly in some cases ,We may want their meat ,bones .skins ,tusks .horns,or feathers 。 natural homes .And in the oceans ,fish supplies have been greatly reduced by overfishing and by pollutin. 但是，如果不考察導致物種瀕危背后的原因而去討論物種滅絕是不全面的。這次離別，和我兒時一次次離家探險有所不同，它可能是永遠的。1In all my years of field work, each place where I have lived has bee home. Each small object I have brought with me, each arrangement on a shelf of tin cans holding beads or salt for trade or crayons for the children to draw with bees the mark of home. When it is dismantled on the last morning — a morning that is marked by the greed of those who have little and hope for a share of whatever is left behind, as well as by the grief of feeling that someone is leaving forever — on that morning, I weep. I, too, know that this departure, unlike my forays from home as a child, is likely to be forever.在我多年實地考察的工作生涯中。在我到達薩摩亞群島的當天，人們就開始問我：“你何時離開？”當我告訴他們：“一年后”，他們就會嘆息道：“唉，talofai”，（意思是送上我們的愛），聲音帶著似乎告別無數次才會有的悲傷。就比如我的一個朋友——她的母親是一位經過專門訓練的護，寡居但是需要經常搬家——一個小小的藍色花瓶對她的含義就是家。和他們比起來，童年時對我有意義的東西加在一起也沒有幾件。鄰居的意大利小孩會采摘藍莓的果實再賣給我們。它是擺脫日常單調生活的一種手段，是經過數月乏味的生活之后一個人應該開始享有的度假生活。一是因為講課似乎從經濟角度考慮是必需的，二是講課起源于悠久的傳統，而且人們又把傳統本身看得很重。Smaller classes in which students are required to involve themselves in discussion put an end to students’ passivity. Students bee actively involved when forced to question their own ideas as well as their instructor’s. their listening skills improve dramatically in the excitement of intellectual giveandtake with their instructors and yellow students. Such interchanges help professors do their job better because they allow them to discover who knows what—before final exams, not after. When exams are given in this type of course, they can require analysis and synthesis from the students, not empty memorization. Classes like this require energy, imagination, and mitment from professors, all of which can be exhausting. But they pel students to share responsibility for their own intellectual growth.如果班級較小又要求學生參加討論，這就會消除學生的被動性。If lectures make so little sense, why have they been allowed to continue? Administrators love them, of course. They can cram far more students into a lecture hall than into a discussion class, and for many administrators that is almost the end of the story. But the truth is that faculty members, and even students, conspire with them to keep the lecture system alive and well. Lectures are easier on everyone than debates. Professors can pretend to teach by lecturing just as students can pretend to learn by attending lectures, with no one the wiser, including the participants. Moreover, if lectures afford some students an opportunity to sit back and let the professor run the show, they offer some professors an irresistible forum for showing off. In a classroom where everyone contributes, students are less able to hide and professors less tempted to engage in intellectual exhibitionism.如果說講課如此不同情理，為什么還一直允許繼續下去呢？當然是因為教學管理者喜歡了。只有這樣他們才能開發出聰明的、創造性的思考所必需的分析能力。講課和理解之間的時間差異導致開小差。 and some classes such as firstyear English and always relatively small. Nevertheless, far too many courses rely principally or entirely on lectures, an arrangement much loved by faculty and administrators but scarcely designed to benefit the students. 我承認上面的描述言過其實。他不必擔心，學生和他一樣感到下課是一種解脫。有人對高等教育的狀況做了研究并發表了報告，但由此引發的變化很大程度上不是表面的，就是使已經糟糕的情形變得更糟。Lecture ：還有人在聽嗎？ 2Unit 2 家與旅行 6Unit 3 9Unit 4 When MTV Goes CEO 13Lecture 5 19Lecture 6 25Lecture 7 29Lecture 8 33Unit 1 課后答案 44Unit 4 課后答案 46Unit Six 答案 48Unit Seven答案 49Unit Eight 答案 50Unit Nine 答案 52Unit Ten 答案 53Lecture ：還有人在聽嗎？Toward the middle of the semester, Fowkes fell ill and missed a class. When he returned, the professor nodded vaguely and, to Fowkes’s astonishment, began to deliver not the next lecture in the sequence but the one after. Had he, in fact, lectured to an empty hall in the absence of his solitary student? Fowkes thought it perfectly possible.在學期中間，Fowkes 因病缺了一次課。大學畢業生即沒有基本技能也沒有全面修養。每次課結束時他都問道：“有問題嗎？”他的語氣明顯表明他更希望沒有問題。I admit this picture is overdrawn—most universities supplement lecture courses with discussion groups, usually led by graduate students。人聽的速度可以達到每分鐘400600個詞，而最富有激情的教授說話的速度也很難達到這個速度的1/3。Students need to question their professors and to have their ideas taken seriously. Only then will they develop the analytical skills required to think intelligently and creatively. Most students learn best by engaging in frequent and even heated debate, not by scribbling down a professor’s often unsatisfactory summary of plicated issues. They need small discussion classes that demand the mon labors of teacher and students rather than classes in which one person, however learned, propounds his or her own ideas. 學生需要向教授提問，也需要別人重視他們的想法。大學生也許還不能夠常常做出顯著的貢獻，但是講課把教授同新生天真的問題阻隔開了，而這些問題很可能會引起一系列思考。如果課堂上人人參與，學生就無法躲藏，教授也不太會被吸引去進行學識上的自我表現。Lectures will never entirely disappear from the university scene both because they seem to be economically necessary and because they spring from a long tradition in a setting that values tradition for its own sake. But the lectures too frequently e at t