大學英語課文結構圖怎麼畫

① 大學英語新視野讀寫教程2第四單元課文如何劃分段落

Part I (Para.1) An army officer was waiting for a young lady who he had never seen before but filled a special place in his heart.
Part II (Paras.2~4) It is her letter that nourished him and gave him courage. And they have affection for each other through correspondence.
Part III (Paras.5 ~14) The army officer managed to sustain her test of true love and they found their true love finally.

② 全新版大學英語綜合教程2的思維導圖如何畫

如下復圖：

(2)大學英語課文結構圖怎麼畫擴展閱讀

考察學員知識點：

選材注重趣味性、信息性、可思性、時代性和前瞻性，題材廣泛，內容豐富，涉及文化習俗、倫理道德、信息技術、科學教育、社會焦點等各個方面。

同時教材編寫以《大學英語教學大綱》（修訂版）為依據，每篇課文的生詞量和課文總詞量之比合理，生詞分布均勻，完全符合第二語言外語學習理論。

③ 大學英語六級畫圖作文怎麼寫

圖畫作文在最近幾年的大學英語六級考試中考了多次，所以考生需要格外重視。圖畫作文可分為圖片、漫畫與照片等多種。圖畫作文總體上比圖表作文的結構變化更多，更為靈活，因此難度也更大。下面是新東方在線為大家整理的大學英語六級畫圖作文的寫作技巧，希望對大家有幫助哦。
1.描述圖畫
圖畫作文對圖畫的描述應在第一段進行，且最好在首句即開始。此類作文大部分是一幅圖，也會有兩幅圖出現的情況。如果出現兩幅圖，則很有可能是突顯對比的情況。
圖畫上可能沒有任何文字，也可能在上面出現了一句話，也可以單個人物說話或兩個人物對話，也可能在圖畫外寫了總結性的一句話。大家注意，這一句話或兩句話一般是非常重要的，應予譯出。
一般說來，對圖畫的描寫不必過長，應以簡練、准確為標准。
2.圖畫類作文結構分析
我們想像中的最典型最理想的圖畫題提綱應該是下面這樣：
1. 描述圖畫
2. 推導繪畫者的意圖
3. 做出評論
對於這一提綱我們來做具體分析，其中第三點更要細致研究。首先由圖畫引出一種社會現象或社會問題，可以是好的，也可以是不好的。在推導繪畫者的意圖時多是展開說此現象或問題的表現，以證明其引人注目。還有一種可能性是說此現象或問題產生的原因，提綱可直接列出，或還用上述提綱。這時可把簡單意圖推導直接放到第一段描述圖畫之後，而在第二段中說原因。
第三段做出評論，有可能只是簡單評論、深化主題就結束，但這種可能性越來越小了。這一部分很可能說的是辦法，不好的事情就是如何解決的辦法，好的事情就是如何進一步發展的方法。
通過上述列表，我們可以看出，多年以來，真實的提綱是怎樣一步步地向我們想像中的理想模式靠近的。對於提綱裡面出現的變化和規律，我們來分析一下。
我們仔細分析，會發現歷年考研真題基本上都呈現"現象或問題--原因解釋--解決辦法"這樣的模式，但變化非常多。因為我們談論的既可以是一件值得弘揚的好事，也可能是一個令人憂心忡忡的社會問題;針對後者我們極有可能需要提出做法;而對於前者，可能解釋一下就結束了，也可能要寫出相應的做法。
綜上所述，可以看出，比起圖表作文來，圖畫作文要更靈活，更富於變化。我們一定要多練習，以達到一看到圖畫(含圖中和圖邊文字)和提綱(有時有文章標題)就能有效地審題解題，構造出合理的具體段落的目的。這裡面還有個問題，就是舉例子，近年來已明確出現了兩次，這一點大家一定要多練習。

④ 新視野大學英語三第五單元課文分為幾部分,分別講什麼

分三部分講，第一部分：people's attitude towards their work determines every thing.第二部分：people differ in personal satisfaction they derive from their work 第三部分：in modern times，workers and laborers spend their time in different ways

⑤ 怎麼學好大學英語

天賦決定上限，努力決定下限。

在進入大學之後，有很多課程需要我們學習，英語、數學幾乎是每個專業的學生都要學習的。那麼怎麼學好大學英語呢？和大家分享一下我的想法，一起來看看吧。🤗🤗

英語學習需要有耐心、有毅力、能堅持，祝大家都可以學好英語。🤗🤗

⑥ 全新版大學英語綜合教程第一冊Unit1課文講解

全新版大學英語綜合教程第一冊Unit1課文講解

導語：約翰·列儂出生於英國利物浦，是英國搖滾樂隊“披頭士”成員，下面是一篇講述他的成長經歷的英語課文，歡迎大家閱讀。

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. 祈禱

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 ll 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 llness 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 ll. I took the list home and did nothing until the night before the essay was e. 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 proced 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 alts 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 斷斷續續地;有時

possibility

n. 可能(性)

take hold

become established 生根，確立

bore

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

associate

vt. join or connect together; bring in the mind 使聯系起來;使聯想

assignment

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

turn out

proce 編寫;生產，製造

agony▲

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

assign

vt. give as a share or ty 分配，分派

anticipate

vt. expect 預期，期望

tedious

a. boring and lasting for a long time 乏味的;冗長的

reputation

n. 名聲;名譽

inability

n. lack of power, skill or ability 無能，無力

inspire

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

formal

a. (too) serious and careful in manner and behavior; based on correct or accepted rules 刻板的，拘謹的;正式的，正規的

rigid

a. (often disapproving) fixed in behavior, views or methods; strict 一成不變的;嚴格的

hopelessly

ad. very much; without hope 十分，極度;絕望地

excessively

ad. 過分地

out of date

old-fashioned 過時的

prim

a. (usu. disapproving) (of a person) too formal or correct in behavior and showing a dislike of anything rude; neat 古板的，拘謹的;循規蹈矩的;整潔的

primly ad.

severe

a. completely plain; causing very great pain, difficulty, worry, etc. 樸素的;嚴重的.，劇烈的

necktie

n. tie 領帶

jaw

n. 頜，顎

comic▲

a. 滑稽的;喜劇的

n. 連環漫畫(冊)

antique

n. 古物，古玩

tackle

vt. try to deal with 處理，應付

essay

n. 散文，小品文;論說文

distribute

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

finally

ad. at last 最終，終於

face up to

be brave enough to accept or deal with 勇敢地接受或對付

scan

v. look through quickly 瀏覽，粗略地看

spaghetti

n. 義大利式細面條

title

n. a name given to a book, film, etc. 標題，題目

vt. give a name to 給…加標題，加題目於

extraordinary

a. very unusual or strange 不同尋常的;奇特的

sequence

n. 一連串相關的事物;次序，順序

image

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

alt

n. a fully grown person or animal 成年人;成年動物

humor

n. 心情;幽默，詼諧

recall

vt. bring back to the mind; remember 回想起，回憶起

argument

n. 論據，論點;爭論

respectable

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

put down

write down 寫下

recapture

vt. (lit) bring back into the mind; experience again 再現;再次經歷

relive

vt. experience again, esp. in one's imagination 再體驗，重溫

violate

vt. act against 違背，違反

compose

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

turn in

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

command

n.,v.命令，指令

discipline

n. punishment; order kept (among school-children, soldiers, etc.) 懲罰，處分;紀律

what's more

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

contempt▲

n. 輕視，輕蔑

ridicule

n. making or being made fun of 嘲笑，嘲弄;被戲弄

open-hearted

a. sincere, frank 誠摯的

hold back

prevent the expression of (feelings, tears, etc.) 控制(感情、眼淚等)

avoid

vt. keep or get away from 避免

demonstration

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

career

n. 生涯，事業;職業

seal

n. 印，圖章

essence▲

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

congratulation

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

Proper Names

Russell Baker

拉賽爾·貝克

Belleville

貝爾維爾(美國地名)

Fleagle

弗利格爾(姓氏)

Allen

艾倫(男子名)

Charlie

查理(男子名)

Doris

多麗絲(女子名)

Hal

哈爾(男子名，Henry, Harold的昵稱)

Pat

帕特(女子名，Patricia的昵稱)

;