大学英语教材第一册？教材每册分为10个单元，每个单元围绕一个主题选材，第一册的主题包括大学生活新起点、时间管理、学习、朋友、节日、校园爱情、兴趣爱好、偶像魅力、旅游、健康等。内容涵盖听说、阅读、语法、写作及练习，还特别设有“轻松一刻”版块。《新编新时代大学英语综合教程.1》不仅适用于高职高专院校公共英语课程教学，那么，大学英语教材第一册？一起来了解一下吧。
"新视野大学英语"是国内比较著名的英语教材系列，共分为四个级别：《新视野大学英语》第一册（第三版）、《新视野大学英语》第二册（第三版）、《新视野大学英语》第三册（第二版）和《新视野大学英语》第四册（第二版）。这个系列教材的特点是采用交际法教学，内容涵盖广泛，包括词汇、语法、听力、口语、阅读和写作等多个方面，是很多大学英语教学的主要教材之一。
"新一代大学英语"是教育部规划教材，共分为四个级别：《新一代大学英语》第一册、《新一代大学英语》第二册、《新一代大学英语》第三册和《新一代大学英语》第四册。该系列教材侧重于实际英语应用和实践能力培养，内容紧扣大学英语四、六级考试要求，注重培养学生的听、说、读、写和翻译能力。
因此，虽然这两个系列的英语教材都面向大学英语教育，但在教学理念、内容和重点方面略有不同。
Unit6
萨姆着手提高衬衫厂的效率了，但正如我们将在本单元后半部分发现的，他的计划实施结果跟他原先预料的并不完全一样。
Sam Adams, Industrial Engineer
如果你问我母亲，我怎么偏偏会成为一名工业管理工程师的，她就会告诉你，我一直就是这样一个人。
她的意思是说，我一贯希望把样样东西都安排得井井有条，整整齐齐。还在上小学时，我就喜欢把袜子放在衣柜左上方的抽屉里，内衣放在右上方的抽屉里，衬衫放在当中的抽屉里，折得齐齐整整的裤子放在最下面的抽屉里。
事实上，我那时一直是全家人的效率专家。父亲的工具、母亲的厨房用具以及姐姐的男朋友全由我统一安排。
我需要讲究效率。我希望有条不紊。对我来说，样样东西都有个固定的地方，样样东西总是放在适当的地方。这些素质为我日后从事工业管理打下了良好的基础。
遗憾的是，我这个人也有一点专横，不太善于听取别人的意见。等我把在大学取得学士学位后承办第一项工程的情况告诉你以后，你就会明白我这话是什么意思了。
毕业后我回到家乡——印第安纳州的一个小镇上。当时我还没有找到工作。我父亲的一位朋友霍布斯先生在镇上有一家小型衬衫厂。在过去五年里，厂里的工人从二十名增加到了八十名。
《新编新时代大学英语综合教程1》依据《高等职业教育英语课程教学要求(试行)》编写，注重实用性、够用性与时代感，结合一线教学实践，旨在激发学生学习英语的积极性，全面提升听、说、读、写、译能力。教材融入视、听、说、演、练等多种教学方式，内容丰富，题材多样，定位准确，重点突出。
教材每册分为10个单元，每个单元围绕一个主题选材，第一册的主题包括大学生活新起点、时间管理、学习、朋友、节日、校园爱情、兴趣爱好、偶像魅力、旅游、健康等。内容涵盖听说、阅读、语法、写作及练习，还特别设有“轻松一刻”版块。
《新编新时代大学英语综合教程.1》不仅适用于高职高专院校公共英语课程教学，亦可作为英语爱好者的自学参考书。本书通过系统、全面的课程设计，旨在帮助学习者在英语听、说、读、写、译等各方面能力得到显著提升，为他们融入国际化社会打下坚实基础。
该教程的编写理念与内容设计，均旨在为英语学习者提供全面、实用的英语学习资源，促进学习者在实际生活与工作中高效应用英语。无论是作为课程教材还是自学参考，都能为学习者提供丰富、多样、精准的学习内容，助力他们更好地掌握英语技能。
总之，《新编新时代大学英语综合教程1》凭借其系统性、实用性、时代感和全面性，为学习者提供了高质量的英语学习资源。
全新版大学英语综合教程第一册Unit1课文讲解
导语：约翰·列侬出生于英国利物浦，是英国摇滚乐队“披头士”成员，下面是一篇讲述他的成长经历的英语课文，欢迎大家阅读。
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
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."
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)
;
新视野大学英语第3版第1册Unit2课后答案和翻译
导语：《新视野大学英语》(第二版)通过课本、光盘、网络等不同载体的有机结合,为新形势下的`大学英语教学提供多层次、多渠道、立体化的服务。下面我带来新视野大学英语第3版第1册Unit2课后答案和翻译，欢迎大家前来参考。
新视野大学英语(第三版)第一册Unit 2答案【Section A】
III.1. appeals 2. identity 3. concern 4. disgusting 5. upset 6. influence 7. offensive 8. burst 9. stuff 10. thorough
IV.
1. off/ down 2. off 3. as 4. on 5. for 6. on/upon 7. to 8. over 9. in 10.of
V. 1.H 2.F 3.D 4.K 5.B 6.C 7.L 8.I 9.O 10. N
Sentence Structure
VI.
1. Kate saw her brother Bill as she was getting off the school bus.
Or: As she was getting off the school bus, Kate saw her brother Bill.
2. As she was standing up from he seat, mother dropped the glass to the ground.
Or: Mother dropped the glass to the ground as she was standing up from her seat.
3. A policeman fired at a thief as the thief was bolting out of the house.
Or: As the thief was bolting out of the house, a policeman fired at him.
4. As she ran to catch the school bus, Sandy thought of her talk with her mother.
Or: Sandy thought of he talk with her mother as she ran to catch the school bus.
5. As the teacher entered the classroom, all the students shouted “Happy birthday” to him.
Or: All the students shouted “Happy Birthday” to him as the teacher entered the classroom.
VII.
1. She listened to her favorite rock music while singing along with the words.
2. She was putting on her jeans while asking me to hand her the sweater.
3. He banged on the door while opening it.
4. In the bathroom she put on some makeup while looking in the mirror.
5. The schoolmaster shot an angry glance at the naughty first grader while talking with his parents.
Translation:
VIII.
1. As she was about to turn off the music, her father burst into he room and shouted at her, “Can’t you turn down the music a little bit?”
2. the owner of the bar kept watching the girl dancing while pretending not to.
3. Rock music appealed to Sandy so much that she turned it up, paying no attention to her father’s objection.
4. As usual, when his parents don’t like what he wears, they start bugging him.
5. At the meeting they discussed how to keep the lines of communication open between teachers and students.
6. It makes my blood boil to think of these young boys and girls who are forced by their parents to beg for money along the streets.
IX.
1. 我认为那些在镇上游手好闲、在身上又文身又穿洞的青少年是在表达他们的个性。
以上就是大学英语教材第一册的全部内容，"新一代大学英语"是教育部规划教材，共分为四个级别：《新一代大学英语》第一册、《新一代大学英语》第二册、《新一代大学英语》第三册和《新一代大学英语》第四册。该系列教材侧重于实际英语应用和实践能力培养，内容紧扣大学英语四、六级考试要求，注重培养学生的听、说、读、写和翻译能力。内容来源于互联网，信息真伪需自行辨别。如有侵权请联系删除。
