新編大學英語2unit4

『壹』 高分求 新編大學英語第四冊第二版(浙江大學編著)教材電子版！有的發我郵箱[email protected],謝謝！

《新編大學英抄語 第2版 視聽說教程 4》
作者:浙江大學編著 頁數:150 出版社:北京市：外語教學與研究出版社 出版日期:2005.11

簡介:《新編大學英語視聽說教程4》採用「以學生為中心的主體教學模式」，除提高聽力訓練外，還圍繞學生關注的話題提供內容生動有趣的錄像短劇，配有專項口語練習，通過大量消化和吸收語言輸入，提高表達思想的能力。

『貳』 新編大學英語第四單元 write and create答案

你好，很高興為你解答

write and create
寫和創建
希望我的回答對你有幫助，滿意請採納。

『叄』 誰能把新編大學英語第二冊Unit4的全部課文和單詞全部寫下來

When you go to the doctor, you like to come away with a prescription. It makes you feel betterto know you will get some medicine. But the doctor knows that medicine is not always needed. Sometimes all a sick person needs is some reassurance that all will be well. In such cases the doctor may prescribe a placebo. <p>

2 A placebo is a sugar pill, a harmless shot, or an empty capsule. Even though they have no medicine in them, these things seem to make people well. The patient thinks it is medicine and begins to get better. How does this happen? <p>

3 The study of the placebo opens up new knowledge about the way the human body can heal itself. It is as if there was a doctor in each of us. The "doctor" will heal the body for us if we let it. <p>

4 But it is not yet known just how the placebo works to heal the body. Some people say it works because the human mind fools itself. These people say that if the mind is fooled into thinking it got medicine, then it will act as if it did, and the body will feel better. <p>

5 Other people say this is not so. They say that the placebo makes the wish to get better become reality. The placebo will not work if the patient knows it is a placebo. This shows that the body is not fooled by it. It seems that if patients think they have been given medicine, they will have hope. They feel that they are getting some help. This gives them a stronger will to get better, and that is what helps to heal them. <p>

6 Placebos do not always work. The success of this treatment seems to rest a lot with the relationship between the patient and the doctor. If the patient has a lot of trust in the doctor and if the doctor really wants to help the patient, then the placebo is more likely to work. So in a way, the doctor is the most powerful placebo of all.<p>

7 An example of the doctor's role in making the placebo work can be seen in this study. Some patients with bleeding ulcers were put in two groups. The first group were told by a doctor that they had been given a new drug which, it was hoped, would give them some relief. The second group were told by a nurse that they had been given a new drug but that not much was known about how it would work. As a result, 70 percent of the people in the first group got much better. Only 25 percent of the people in the second group got better. And both groups had in fact been given the same thing a placebo. <p>

8 The placebo has been found to work with a lot of different cases. It helps such things as seasickness, coughs, colds, and even pain after an operation. And there was an experiment done to see if a placebo could help old people stay healthy and live longer. <p>

9 The test was done in Romania with 150 people over the age of 60. They were put in three groups with 50 people in each group. The first group were given nothing at all. The second group were given a placebo. The third group were given a real drug and told that it would help with the problems of old age. (In fact, it was not a drug for old age at all.) The three groups were studied for many years. The first group showed no changes from the way old people in that village had always been. The second group (with the placebo) had much better health and a lower death rate. The third group (with the real drug) showed much the same results as the group that took the placebo. <p>

10 A placebo can also have bad effects. If patients expect a bad reaction to medicine, then they will also show a bad reaction to the placebo. This would seem to show that a lot of how you react to medicine is in your mind rather than in your body. Some doctors still think that if the placebo can have bad effects it should never be used. They think there is still not enough known about it. <p>

11 And yet, the use of the placebo has been well known for hundreds of years in other countries. Tribal doctors in some African countries have known for a long time that patients will get better if they think they are going to. Many of the "treatments" they use do not seem able to make a sick person better, and yet such treatments work. <p>

12 The strange power of the placebo does seem to suggest that the human mind is stronger than we think it is. There are people who say you can heal your body by using your mind. And the interesting thing is that even people who swear this is not possible have been healed by a placebo.

『肆』 新編大學英語第二版4的課內閱讀翻譯 要6~9單元的

Unit 6
風險與你
1 在說不定的某個時候，我們大家都曾充當過疑病症患者的角色,只憑一些輕微的症狀便懷疑自己得了某種可怕的病。有的人只要一聽說一種新的疾病，就會去檢查，看自己是否可能患了這種病。然而，對疾病的恐懼並非我們唯一的恐懼。同樣，患病的危險也並非我們唯一會遇上的危險。現代生活中充滿了各種各樣的威脅，諸如對我們生命的威脅，對我們平和心境的威脅，對我們家人的威脅，對我們未來的威脅。從而產生了好些問題，我們不得不問自己：我買的食品安全嗎？給孩子們的玩具會傷害他們嗎？我們家的人是不是不該吃熏肉？我度假時會不會遭搶劫？我們的疑慮就無休止地增加。
2 對生活中風險的擔憂與疑病症有相似之處；二者的恐懼或憂慮皆起因於信息不全面。但二者之間也存在一個明顯的差別。疑病症患者通常可以求助於醫生，以便澄清疑慮——要麼你得了你所懷疑的疾病，要麼你沒得。但當涉及到其它形式的風險時，事情就要困難得多，因為對許多風險來說，情況並不那麼簡單。
3 風險幾乎總是一個可能性的問題而無確定性可言。你也許會問：「我該不該系安全帶？」如果你坐的車要與其它車正面相撞，那當然該系安全帶。倘若你的車側面被撞，結果你被困在車里，又因安全帶裝置遭破壞而無法掙脫，那怎麼辦呢？這是否意味著你該再花些錢在車內安一個保險氣袋呢？同樣，在正面相撞的情況下，保險氣袋完全可以救你一命。但是，萬一正當你在高速公路上開車時，保險氣袋突然意外充氣膨脹，從而導致了本來絕不會發生的事故，那又該如何是好？
4 上面說的這一切，只是從另一角度說明我們所做的事沒有一件是百分之百安全的。有些風險——常常是潛在的重大風險——與我們的每個業余愛好、所做的每項工作、所吃的每種食物有關，換句話說，與所進行的任何活動有關。但我們又不能，也不該因危險存在於我們將要做的每件事，而變成戰戰兢兢的神經症患者。有些活動是比其它活動更危險。關鍵在於要讓自己了解相應的風險，然後相機行事。
5 例如，兩車相撞時，大車總的說來要比小車安全些。可究竟能安全多少呢？答案是這樣：在一起嚴重的車禍中坐小車喪生的可能性是坐大車的兩倍左右。然而，大車通常比小車貴（並且消耗更多的汽油，由此給環境帶來了更大的風險！）。那麼我們該怎樣確定什麼時候值得為降低風險增加花費呢？例如，避免風險最保險的做法也許是去買一輛坦克或裝甲車，從而把撞車時死亡或受傷的風險降到最小。然而，即便你買得起，這筆額外的費用以及忍受坦克或裝甲車所帶來的不便是否值得呢？
6 在我們尚不知所涉及的風險程度之前，我們還無法回答這些問題。那麼，我們該如何去衡量風險程度呢？有些人似乎認為答案只不過是一個簡單的數字。例如，我們知道每年大約有25,000 人死於車禍。相比之下，每年只有大約300人死於礦山事故和災難。這難道就意味著乘坐汽車要比采礦危險得多嗎？未必。事實是，在美國每年大約有兩億人經常性地以車代步；而大概只有70萬人從事采礦作業。我們評估一種風險時，所需要的有關數字是一個比率或分數。該分數的分子告訴我們在某個特定時期由於從事某種特定活動而喪生或受傷的人數；其分母告訴我們在這一時期從事這種活動的總人數。這樣，所有的風險程度都是由比率或分數表示，其大小介於0（無風險）到1（完全風險）之間。
7 通過把所有風險都簡化為這種比率或分數，我們便可以開始比較不同種類的風險，如比較采礦與乘坐汽車。這個比率越大，也就是說它越接近1，那麼有關活動的風險就越大。在剛才討論的例子中，我們可以用每一活動中死亡的人數除以參與該活動的總人數，從而找出汽車旅行與採煤的相對安全性。此處，我們可以很清楚地看到，乘坐汽車旅行的風險是每一萬人中大約有一人喪生；而就采礦而言，其危險程度是每一萬礦工中大約有四人死亡。所以，盡管在車禍中喪生的人遠比采礦要多，其實後者的風險是前者的四倍。這些比率使我們能夠對毫不相乾的活動或情形的危險性加以比較，即便差別如蘋果與橘子那樣大也能比較。如果你反對冒險，你就會選擇風險比率較小的活動。如果你無所畏懼，那麼你往往會對高比率不太在乎，除非它們大得令人難以承受。
8 我們一旦明白了風險是永遠無法從任何情況中完全去除的，因而就沒有絕對安全的事，我們也就會明白問題的關鍵不是要徹底避免風險，而是要理智地管理風險。風險管理需要兩大要素：常識以及與我們可能要承擔的風險的性質和程度相關的信息。
unit 7
我們這些教師對於在你們身上取得的教育成就一點都不感到自豪。
我們培養你們去適應的是一個根本不存在的世界——事實上也是不可能存在的。
在這里度過的四年時間里，你們一直以為失敗是不會留下任何記錄的。
要是學得不好，一個最省事的辦法就是中途退出（不修這門課），在布朗大學你們學會了這一點。
但是，從現在開始，在你們要涉足的世界裡，失敗是要給你留下疤痕的。
知難而退也會使你變成另一個人。走出布朗，知難而退的人絕不是英雄。
你們可以跟我們爭辯，說服我們為什麼你們的錯誤不是錯誤，為什麼平庸的作業是優秀的，為什麼你們會對普普通通並不出色的課堂報告感到驕傲。
回想一下，畢竟你們中的大多數人在你們所學的大部分課程中都得了高分。
因此，在這里分數並不能作為區分優秀學生與學業平平的學生的依據。
但是，今後，在你們所要去的世界裡，你們最好不要為自己的錯誤辯護，而應該從中吸取教訓。
假如你們要求得到你們不該得到的表揚，詆毀那些不給你們表揚的人，這是不明智的做法。
多年來，我們創造了一個完全寬容的世界。這里所要求於你們的僅僅是一點微不足道的努力。
當你們沒有按約定的時間赴約時，我們就再約時間。當你們沒有按期交作業時，我們裝作不在乎。
更糟糕的是，當你們的言談枯燥無味時，我們卻裝作你們說的是重要的事情；當你們喋喋不休、不知所雲時，我們認真傾聽，似乎你們說的東西事關重大；
當你們把根本沒有花心思寫的作業扔到我們桌上時，我們不僅拜讀，甚至批改給評語，好像值得為你們這樣做似的。
當你們犯傻時，我們裝作你們聰明過人；當你們老生常談、毫無想像力、平平淡淡時，我們卻裝作像在聽什麼美妙絕倫的新鮮事情一樣；
當你們要不勞而獲時，我們拱手奉上。所有這一切究竟是為了什麼？
對這一切盡管你們可以想入非非，但我們決不是因為想要討你們的歡心，而是因為我們不想讓你們來啰唆。一個簡單的辦法就是作假：微笑，讓你們輕輕鬆鬆都得B。
在這一類的演說中人們往往習慣於引用，在此讓我來引用一個你們從來沒有聽說過的人的話，這個人是拉特格斯大學的卡特•A.丹尼爾教授。
他說：「大學毀了你們，讓你們閱讀那些不值得一讀的論文，聽那些不值得一聽的評論，甚至要去尊重那些無所事事、孤陋寡聞、極不文明的人。
為了教育，我們過去不得不這樣做，但是今後不會有人再這樣做了。
在過去的50年中，大學使你們喪失了得到充分培養的機會。
由於大學成了一個輕松、自由、包容、體貼、舒適、充滿樂趣、好玩的地方，它沒有對你們盡到責任。但願你們今後好運。」
這就是為什麼，在今天進行畢業典禮之際，我們沒有任何可引以自豪的東西。
哦，對了，還有一點。盡量不要像對待我們那樣去對待你們的同事和老闆。
我的意思是，當他們把你們想要但不是你們應得的東西給了你們時，要善待他們，不要侮辱他們，不要在他們身上重演你們與父母之間的那種糟糕的關系。
這一切，我們也都忍受了。
正如我剛才所說的，這不是為了討你們的歡心。
有一些年輕人只能在同齡人的眼中找到自我，是一些愚昧無知的人，竟然膚淺到以為教授們關心的不是教育，而是自己的人緣。實際上，很少有教授在乎這類年輕人是否喜歡他們。
我們容忍這一切，只是為了擺脫你們。摒棄我們在教學中給你們造成的這些假象，投身到真實的生活中去吧。

unit 8
拉里•多希博士有兩個古董鍾。「一個走得快，一個走得慢」多希博士說。「它們提醒我，生活不是由時鍾控制的，而且我能自己選擇按什麼樣的時間生活。」
多希博士研究時間生物學，是這門新興學科的開拓者。該學科研究的是時間與生活是如何相互影響的。多希博士認為，一個人如何看待時間可能是生死攸關的事。
他說，在我們社會中最常見的一種疾病是「時間病」，就是由於時間造成的壓力和緊迫性而引起的焦慮和緊張。
這些症狀會導致心臟病和中風，這是我們最大的兩種死因。
多希發現,採用一些簡單的方法去改變人們對時間的看法，上述疾病和其他一些因緊張而誘發的疾病常常可以得到成功的治療。
多希博士注意到，有相當多的病人雖然在住院期間並沒有任何日程安排，但仍堅持要帶手錶，於是就對時間與健康之間的關系產生了興趣。
這些人都是「時間癮君子」。他們從孩提時代起就受到這樣的教育：要按社會的時鍾安排自己的生活。因此一旦沒有了計時器所給予的安全感，就會茫然若失。
於是乎時間就統治了我們的生活。
時間就是金錢，應該節省，應該理智地花，不要浪費或者丟失。
幾乎所有生活在我們這個世界上的生物，都擁有與大自然節奏同步的生物鍾。
蟹能感知潮水什麼時候要變化。
老鼠會在夜幕降臨時醒來。
松鼠知道什麼時候該為漫長的冬眠做准備。
這些生物鍾並不像自動機械裝置那麼精確，卻能適應環境的變化。
對大多數生物來說，光是最強有力的同步指示儀。
但人類還有另一個強有力的同步指示儀：周圍的人。
根據在德國進行的開拓性研究報告，當人們被分成小組，一起置身於與光、溫度、濕度等外部時間提示因素相隔絕的環境時，他們自身內部復雜的時間節奏無法（與外部因素）同步了；但他們的生物鍾隨後又恢復了相互間一致的同步節奏。
就連他們的體溫也一起上升或下降——這表明，每個人體內的一些微妙的生物化學變化現在也都同步了。
這些實驗也許揭示了一種神秘力量，一種把個人改變為群體（團隊、異教或烏合之眾）成員的神秘力量。
人的頭腦能以各種各樣的方式改變時間的節奏。那些從死亡的邊緣搶救過來的人常常回憶說, 在那一瞬間他們整個一生的生活經歷會在他們面前重新閃現。
那些經歷過嚴重事故的人常描述說，在事故發生的過程中，一切都以慢動作的形式進行；
這顯然是人腦中內置有逃生工具，也就是一種能力，它能把人對外部世界的感知速度提高到正常狀態下的數倍，從而「減慢」了世界運行的速度，使當事人有「時間」來思考避免災難的對策。
由於我們一生下來就被灌輸了社會所遵循的時間，於是我們就以為這是任何人在任何地方不管怎麼樣都必須共同遵守的。
但不同的文化對時間的認識存在著差異。
在北美和歐洲北部的一些工業化國家，生活安排得很緊湊。
讓別人等候是令人皺眉頭的。
但在歐洲南部及拉丁美洲說西班牙語和葡萄牙語的國家裡，人比時間表更重要，故在約會時會把開始的時間定得比較靈活。
每一種時間觀都各有優缺點。但其代價可能會很高。當我們體內的自然節奏與時鍾時間之間的同步關系被打亂時，緊張感便會隨之而生。
在時鍾時間的嚴格控制下，現在西方工業化社會發現心臟病和其他一些相關疾病是導致死亡的主要原因。
但是，多希博士認為，這樣的「時間病」是可以通過改變我們對時間的看法而得到治療和預防的。
他能採用一些簡單的手段來改變和主宰自己的時間，這些手段你我也可以採用。
1）擺脫時鍾對你生活的控制。
別再戴手錶。當我們打破了看鍾表的習慣時，時間便不再讓你我如此時時關注了。
2）確立你自己的內部時間感。
為了說明時間是相對的，愛因斯坦曾經說，對於一個坐在滾燙的火爐上的人來說，兩分鍾的時間給人的感覺就像兩小時；而對一個身邊有靚麗女子陪伴的青年男子來說，兩小時就像兩分鍾一樣。
3）發揮你自身的能力去改變時間。
我們都天生具有使自己放鬆的能力。
大多數人能通過排除雜念和控制呼吸的方法做到這一點。例如，每次呼氣時都想數字「1」。
幾分鍾內，就能使自己非常平靜。
4）使自己與大自然同步。
耐心地看看日落，或者看一朵從頭頂的天空慢慢飄過的雲。記住，有一種時間比人類用鍾表創造出來的時間要古老得多。
我們創造了機械時間，令我們的社會隨著它運轉，我們有自由去選擇究竟是做它的奴隸還是做它的主人。
2. relearn再學習 regain收回，重新獲得 redo 重做，再做 rewrite重寫，改寫
rearrange重新整理 reclaim要求歸還，收回 remodel重新塑造，改變 replace取代
rephrase重新措辭 rejoin 再結合，在加入 reform 改革 readjust 重新調整
reunited（使）再結合 rebroadcast 轉播，重播 reread 再讀 review 復習
沒找到第九單元
看看是這些嗎 ：）

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『陸』 外研社新編大學英語第四版課後答案

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14) hurried 15) warrant 16) strange Unit3 1. Understanding the Organization of the Text 1) Introction (para 1) It has been proven repeatedly that the various types of behavior, emotions, and interests that constitute being masculine and feminine are patterned by both heredity and culture. 2) There is a cultural bias in ecation that favors boys over girls. (para. 2-4) Supporting evidence A. Teachers called on males in class far more than on female students. (para 2) i) Its consequence: This has a tremendous impact on the learning process. ii) The reason for this: Active classroom participants develop more positive attitudes and go on to higher achievement. iii) Two examples: a. In many of the former all-women』 colleges, the boys were taking over the class-room discussions and active participation by women students had diminished noticeably. b. A similar subordination of female to male students has also been observed in law and medical school classrooms in recent years. B. Teachers assigned boys and girls different tasks according to stereotyped gender roles. (para. 3) i) Its consequence: This prevented girls from participating as actively as boys in class. ii) An example: A teacher had the little boys perform the scientific experiment while the girls were given the task of putting the materials away. C. Gender-biased ecation is also reflected in the typical American teacher』 assumption. (para 4) i) The assumption: Boys will do better in the hard, masculine subjects of math and science while girls are expected to have better verbal and reading skills. ii) Three examples: a. American boys do develop reading problems, while girls, who are superior to boys in math up to the age of nine, fall behind from then on. b. In Germany, all studies are considered masculine and it is girls who develop reading problems.
c. In Japan, where early ecation appears to be nonsexist, both girls and boys do equally well in reading. 3) The ecational bias begins at home. (para 5) A. Supporting evidence: i) Boy preschoolers were permitted to go away from home in a much wider area than girl preschoolers. ii) Boys were encouraged to develop intellectual curiosity and physical skills, while girls are filled with fears of the world outside the home and with the desire to be approved of for their goodness and obedience to rules. B. The consequence when these lessons carry over from the home to the classroom: Girls are generally observed to be more dependent on the teacher, more concerned with the form and neatness of their work than its content, and more anxious about being right in their answers than in being intellectually independent, analytical, or original. C. Conclusion: Through the ecational process that occupies most of the child』s waking hours, society reinforces its established values and turns out each sex in its traditional and expected mold. Vocabulary 1. 1) genetic 2) assign 3) noticeably 4) approved 5) Bias 6) deprived 7) constituted 8) participation 9) unintentional 10) postgraate 3. 1) C 2) D 3) A 4) E 5) B 6) C 7) F 8) B unit4 Reading Comprehension 1. 1) Introction(para 1) It is introced in the article how teachers and parents can encourage creativity in children. 2) An important strategy for parents and teachers to follow (para. 2-3) A. The strategy: To encourage children to spend time thinking and developing new ideas. B. The significance for adopting the strategy: If children can be taught to think creatively, they will be better able to function in tomorrow』s society. 3) The definition of creativity (para. 4-5) A. Who successful students and alts are: Those who can find a number of ways to approach problems.
B. What creative people can do: They can use what they have to proce original ideas that are good for something. 4) A big problem in school (para. 6) The problem: Children can obtain and give back information, but can』t figure out ways to apply what they know in new situations. 5) A new approach to teaching (para 7) A. The approach: Combining the basics with the activities where students must use their imaginations. B. How to do so: By asking questions and meanwhile praising their ideas and new thoughts. C. How to facilitate the process: To create an atmosphere in which there is no risk in being creative-- a place where wild ideas are honored and valued, never scorned or dismissed. 6) Things parents can do at home to encourage creativity (para. 8-10) A. To involve children in decision making. B. To help children to understand the consequences of various decisions. C. To encourage them to talk out loud about things they are doing. The reason for doing so: Talking out loud improves language skills and thinking skills. D. To show a sense of humor. The reason for doing so: Children can see creativity in its purest form. E. To give children choices from their earliest age. Examples: a. When they are very young, let them choose between two food items for lunch. b. B. When they grow older, let them decide how to use their time or spend their money. Vocabulary 3. 1) dismiss 2) consequences 3) promoting 4) applies 5) vital 6) scorned
7) conventional 8) original 4. 1) consciously 2) innovative 3) unconsciously 4) determined 5) Imagination 6) aware 7) control 8) created 9) extension 10) technique 11) vulnerable 12) unfolding 13) joyful 14) gain 15) Apply Unit5 新編大學英語第二版第四冊第五課練習答案 Understanding the organization of the text 1) Introction (para. 1) Athletes are chosen to be role models, and they can choose only to be good or bad ones. 2) Athletes should be role models. (para. 2-5) The author』s arguments: A. Athletes should not refuse the responsibility of being a role model while accepting all the glory and the money that comes with being a famous athlete. (para. 2) B. I try to be a positive role model, but that doesn』t mean I am perfect. (para. 3) C. Qualities of a positive role model: (para. 4) a. He influences people』s lives in a positive way. b. He gives of himself in time or money to help those who look up to him. c. He displays the values like honesty and determination. D. Athletes cannot take the place of parents, but can help reinforce what parents try to teach their children. (para. 5) 3) People sometimes expect so much that some athletes don』t want to be role modes. (para. 6-7) A. Sometimes people put athletes on a pedestal. Example: I have had parents in Utah put my picture on the wall beside Jesus Christ. (para. 6) B. Constantly being watched by the public can be hard to tolerate at time
s. Example: 1: Negative publicity Michael Jordan received about gambling. 2. Ever since I played on the Dream Team, I can』t go anywhere without being the center of attention and I can』t even buy a motorcycle I really want. (para. 7) 4) Conclusion (para 8-9) The good things about being a role model outweigh the bad. A. It』s a great feeling to think you are part of the reason that a id decided to try to be good. B. But parents should remind their kids that there are no perfect human beings. C. Charles Barkley is a good role model. Vocabulary 2. 1) is bound to 2) follow their lead 3) goes too far/is going too far 4) take the place of 5) dropped out 6) have a fit 7) measure up to 8) look up to 9) Let』s face it 10) you name it 3. 1) outgrown 2) outdo 3) outwitted 4) outweigh 5) outlived

『柒』 求新編大學英語4 第二版的課文MP3 浙大編著的

去「大耳朵英語網站」（網路咋不讓發網址捏～）裡面有mq進去先注冊，然後搜新編大學英語（不過這網站挺抽風的2我昨天晚上都搜的到今天早上就搜不到），但我確定它裡面有，由於其他原因時不時的沒鏈接，換時間段多試幾次我昨天只下了新編大學英語二的十個單元的inclassreading，已經發給你了，其他的你自己再找時間去下好了希望對你有幫助

『捌』 新編大學英語第二版的圖書目錄

Unit1 Suspense
Unit2 Manners
Unit3 Business Strategies
Unit4 Friends and Friendship
Unit5 Happiness
Unit6 Human Behavior
……