大學英語三學習指南
i. Match the words in column A with the definitions in column B
Unit 2
1. Slender: slim
2. Forge: create by means of much hard work
3. Liberate: set free
4. Conviction: firm opinion or belief
5. Impose: place a penalty, tax, etc. officially on
6. Abolish: end the existence of a custom, system etc
7. Compel: force
8. Starve: (cause to) suffer severely or die from hunger.
Unit 3
1. Complicated: exposed to danger or attack
2. Statistics: collection of information expressed in numbers
3. Tranquil: calm, quiet and disturbed
4. Transform: change completely in form, appearance, or nature.
5. Barrier: thing that prevents progress or movement
6. Rural: of, in or suggesting the countryside
7. Urban: difficult to understand or deal with
8. Elegantly: tastefully, stylishly
Unit 5
1. Ashore: on land; to the shore
2. Draught: a current of air
3. Quest: the act of seeking or pursuing sth.
4. Reverse: turn around to the opposite direction
5. Sincere: not pretending, honest
6. Gratitude: being thankful, thankfulness
7. Diminish: make or become smaller or less
8. Expose: leave uncovered
ii. Fill in the blanks with the given words, change the form if necessary.
Soon Jim will help me make some long-overdue improvements (improve) on the outdoor toilet.
Unit 1
1. Sandy, meanwhile, pursues (pursuit) her own demanding schedule.
2. There is, as the old saying goes, no rest for the wicked on a place like this-and not much for the virtuous (virtue) either.
3. When it comes to insurance (insure), we have a poor man’s major-medical policy.
4. Although we are stuck with paying minor (minority) expenses, our premium is low-only $560 a year- and we are covered against catastrophe.
Unit 6
1. One morning the busy doctor invited Sue into the hallway with a bushy (bush), gray
eyebrow.
2. But whenever my patient begins to count the carriages in her funeral procession I subtract 50 percent from the curative (cure) power of medicines.
3. She was looking out and counting – counting backward (back).
4. He earned a little by serving as a model to those young artists who could not pay the price of a professional (profession).
5. For the rest he was a fierce little old man, who mocked terribly at softness (soft) in any one, and who regarded himself as guard dog to the two young artists in the studio above.
Unit 7
1. So , too, do the voices of those who believed him stupid, incapable (capable) of living independently.
2. His mother explained how the delivery (deliver) had been difficult, how the doctor had used instrument that crushed a section of his brain and caused cerebral palsy, a disorder of the nervous system that affects his speech, hands and walk.
3. Porter wanted to do something and his mother was certain that he could rise above his limitations (limit).
4. With her encouragement (encourage),he applied for a job with the Fuller Brush Co. only
to be turned down.
5. When he saw one for Watkins, a company that sold household products door-to-door, his mother set up a meeting with a representative (represent).
iii. Choose the one that best completes the sentence from the four choices given under each sentence.
Unit 3
1. Space exploration has been made possible with the development of modern science and technology.
A. It possible B. it was possible C. that possible D.possible
2. A conscientious teacher spends hours preparing for classes and correcting students’ papers.
A Conscious B. concise C. conscientious D. consecutive
3. To improve their service, many taxi drivers in Shanghai are now learning everyday English.
A Improving B. Having improved C. Improved D. To improve
4. In spite of all his efforts, his debts continued to mount up.
A mount B. ascend C. climb D. raise
5. We would never have secured our independence without the aid you rendered.
A. pursued B. requested C. presented D. rendered
6. Obviously he was cheated by the shop owner when she was shopping in that store.
A. supposed B. supplemented C. swept D. cheated
7. Unlike his sister, Jack is quiet and does not easily make friends with others.
A. Dislike B. Unlike C. Alike D. Liking
Unit 6
1. Astronauts are subjected to all kinds of tests before they are actually sent up in a spacecraft.
A inclined to B. subjected to C prone to D. bound to
2. Recently there has been a great demand for “green product”.
A demand B. claim C. application D request
3. We often hold fairs here. There are a lot of things to choose from.
A to choose from B. to choose C. to be chosen D. for choosing
4. Every boy and every girl is to go to the museum this afternoon.
A is to go B. are to go C. were to go D. is gone
5. “Not until science became prominent did slavery come to be abolished”, some people argue.
A that slavery came to B. slavery to
C. had slavery come to D. did slavery come to
6. His poor health compelled him to resign from his job.
A compelled B. treasured C. transplanted D. trimmed
7. The house was very quiet, isolated as it on the side of a mountain.
A isolated B. isolating C. being isolated D. having been isolated
Unit 8
1. Can you speak a little slower? I’m afraid that I can’t take in what you said.
A. take in B take out C take over d take up
2. All this year’s graduates have found employment.
A occupation B employment C profession D vocation
3. If the children eat an adequate breakfast, they will be able to concentrate on their lessons for a longer period of time.
4. I’d take into account his reputation with other farmers and business people in the community, and then make a decision about whether or not to approve a loan.
A take into account B account for C make up for D make out
5. It was not until dark that she realized it was too late to go home.
A No sooner it grew dark than B Hardly did it grow dark that
C Scarcely had it grown dark than D It was not until dark that
6. Recent estimates show that there are more than two million bird –watchers in the United States.
A there are among B are there be C there are D among the
7. Ellis Haizlip began his stage career in Washington, D.C, where he supervised the Howard University Players during their summer season.
A he was B where he was C which he D where he
8. Some people hold that the more conservative the world becomes, the smarter it is to have old furniture, old houses and old paintings.
A the smarter is to B the smarter it is to
C is it the smarter so D is one to the smarter
9. She was just about to explain to her mother that she hadn’t passed her maths test chiefly out of carelessness when her uncle came.
A her mother … when B to her mother why … that
C her mother that …when D to her mother that … when
10. With the shining water before you and the wind blowing, trees behind you, you can not help feeling relaxed.
A blown … but feel relaxed B blowing … feeling relaxed
C blown … but feel relaxing D blowing … but feel relaxing
iv. Cloze
Unit 5
There are many similarities between the teacher’s work and the actor’s. However, the fact that a good teacher has some of the gifts of a good actor doesn’t mean that he will indeed be able to act well on the stage; for there are very important differences between the teacher’s work and the actor’s work. The actor has to speak words which he has learned by heart ; he has to repeat exactly the same work each time he plays a certain part; even his movements and the way he uses his voice are usually fixed before . What he has to do is to make all these carefully learned words and actions seem natural on the stage.
The good teacher works in quite a different way. His audience takes an active part in his play, they ask and answer question, they obey orders, and if they don’t understand something, they say so. The teacher therefore has to suit his act to the need of his audience which is his class. I have known many teachers who were fine actors in class but were unable to play a part in a stage-play because their brains would not keep discipline; they could not keep strictly to what another had written.
1 A not B don’t C doesn’t D. do
2 A among B with C from D between
3 A by mind B by the mind C by heart D by the heart
4 A but B if C although D even
5 A ago B before C later D long
6 A very the B very a C quite a D quite the
7 A listen B hear C keep D obey
8 A for B with C to D of
9 A class B stage C life D action
10 A what another has written B what another had written
C that another has written D which another had written
Unit 1
Are your table manners much better when you are eating at a friend’s home or in a restaurant than they are at your own home? Probably so, because you are aware that people judge you by your table manners. You take special pains when you are eating in public. Have you ever stopped to realize how much less self-conscious you would be on such occasions if good table manners had become a habit for you? You can make them a habit by practicing good table manners at home.
Good manners at mealtimes help you and those around you to feel comfortable. This is true at home as much as it is true in someone else’s home or in a restaurant. Good manners make meals more enjoyable for everyone at the table.
By this time you probably know quite well what good table manners are. You realize that
keeping your arms on the table, talking with your mouth full and wolfing down your food are not considered good manners. You know also that if you are mannerly, you say “Please” and “Thank you” and ask for things to be passed to you.
Have you ever thought of a pleasant attitude as being essential to good table manners? Not only are pleasant mealtimes enjoyable, but they aid digestion. The dinner table is a place for enjoyable conversation. It should never become a battleground. You are definitely growing in social maturity when you try to be an agreeable table companion.
1 A because B but C unless D though
2 A in public B at home C at ease D in a hurry
3 A such B no C some D good
4 A acting B enjoying C practicing D watching
5 A comfortable B stressed C depressed D outstanding
6 A dishes B manners C atmospheres D friends
7 A mention B prefer C doubt D realize
8 A stomach B hands C mouth D bowl
9. A essential B considerate C obvious D unusual
10 A time B place C chance D way
Unit 4
Some people think they have an answer to the problems of automobiles crowding and pollution in large cities. Their answer is the bicycle.
In a great many cities, hundreds of people ride bicycles to work every day. In New York, some bike riders have even formed a group called Bike for a Better City , they claim that if more people road(rode) bikes to work, there would be fewer cars in the downtown and therefore less dirty air from car engines.
For several years this group has been trying to get the city government to help bike riders. For example, they want the city to paint special lanes-for bicycles only –on some of the main streets, because when bicycle riders must use the same lanes as cars, there may be accidents. Bike for a Better City feels that if there were special lanes, more people would use bicycles.
But no bike lanes have been painted yet. Not everyone thinks it is a good idea. Taxi drivers don’t like the idea –they say it will slow traffic. Some store owners on the main streets don’t like this idea –they say that if there is less traffic, they will have less business. And most people live too far from downtown to travel by bike.
The city government hasn’t yet decided what to do. It wants to keep everyone happy. On weekends, Central Park is closed to cars and the roads may be used by bikes only. But Bike for a Better City says that this is not enough and keeps fighting to get bicycle lanes downtown. If that
happens, the safest place to bike may be in the street.
1 A number B many C lot D few
2 A formed B set C built D met
3 A claim B tell C announce D complain
4 A let B get C have D find
5 A riders B use C only D riding
6 A policemen B quarrel C accidents D possibility
7 A control B regulate C stop D slow
8 A interesting B enough C satisfied D well
9 A insists B sticks C keeps D determines
10 A downtown B park C street D space
v. Reading comprehension.(choose the best answer for each of the questions or unfinished statements after the reading passages.)
Unit 4
One:
Scientists have tried to come up with biological explanations for the difference between boys and girls.
However, none were believable enough to explain the general picture. As one scientist points out, ”There are slight genetic differences between the sexes at birth which may affect the subjects boys and girls choose. But the difficulty is that by the time children reach school age, there are so many other effects that it is almost impossible to tell whether girls are worse at science and math, or whether they’ve been brought up to think of these subjects as boys’ ‘territory’”.
Statistics show that in mathematics, at least, girls are equal to boys. A recent report suggests that girls only stop studying mathematics because of social attitudes. One of the reports’ authors says, “While it is socially unacceptable for people not to be able to read and write, it is still acceptable for women to say that they are ‘hope –less ‘ at math. Our research shows that, although girls get marks which are as good as the boys’, they have not been encouraged to do so.”
The explanation for the difference, which is very clear during the teenage years, goes as far back as early childhood experiences. From their first days in nursery school, girls are not encouraged to work on their own or to complete tasks, although boys are. For example, boys and not girls, are often asked to ‘help’ with repair work. This encouragement leads to a way of learning how to solve problems later on in life. Evidence shows that exceptional mathematicians and scientists did not have teachers who supplied answers; they had to find out for themselves.
A further report on math teaching shows that teachers seem to give more attention to boys than to girls.
Most teachers who took park in the study admitted that they expect their male students to do better at mathematics and science subjects than their female students. All of this to encourage boys to work harder in these subjects, gives them confidence and makes them believe that they can succeed.
Interestingly, both boys and girls tend to regard such ‘male’ subjects like mathematics and science as difficult. Yet is has been suggested that girls avoid mathematics courses, not because they are difficult, but for social reasons.
Mathematics and science are mainly male subjects, and therefore, as girls become teenagers, they are less likely to take them up. Girls do not seem to want to be in open competition with boys. Neither do they want to do better than boys because they are afraid to appear less female and so, less attractive.
1 The underlined word “ territory” in the second paragraph most probably means
A interest B of land C ecial field D district
2 According to scientific studies,
A math is not fit for girls to learn
B boys have a special sense of math
C girls are poorer at math because they are the weaker sex
D girls can learn math as well as boys if given enough encouragement
3 Those who made extraordinary contribution in mathematics and science
A usually had good teachers to help them
B had the abilities to solve problems by themselves
C usually worked harder than others
D were encouraged to repair things when young
4 Which of the following is not true according to the text?
A It seems socially acceptable for a girl not to be able to read and write.
B It is a social problem rather than a problem of brains that girls are poor at math.
C Mathematics and science are no easy subjects to either girls or boys.
D There is no connection between a girl’s ability in math and her appearance.
5 What wold be the best title for the text?
A who’s A Friend of Math Anyway?
B Are Boys Cleverer than Girls?
C Boys Are Better at Math than Girls by Birth
D Math –A Difficult Subject
Two:
Technology has been an encouragement of historical change. It acted as such a force in England beginning in the eighteenth century, and across the entire Western World in the nineteenth. Rapid advances were made in the use of scientific findings in the manufacture of goods, which has changed ideas about work. One of the first changes was that other forms of energy have taken the place of human power. Along with this came the increased use of machines to manufacture product: each nail was exactly like every other nail, meaning that each nail could be changed for every other nail. This means that goods could be mass production, although mass production required breaking production down into smaller and smaller tasks.
Once this was done, workers no linger started on the product and labored to complete it. Instead, they might work only one thousandth of it, other workers completing their own parts in certain order. There is nothing strange about this manufacturing work by today’s standards. Highly skilled workers were unable to compare with the new production techniques, as mass production allowed goods of high standard to be produced in greater number than could ever be done by hand. But the skilled worker wasn’t the only loser, the common workers lost, too.
Similar changes forced farmer away. The increased mechanization of agriculture freed masses of workers from ploughing the land and harvesting its crops. They had little choice but to stream toward the rapidly developing industrial centers. Increasingly, standards were set by machines. Workers no longer owned their own tools, their skill was no longer valued, and pride in their work was no longer possible. Workers fed, looked after and repaired the machines that could work faster than humans at greatly reduced cost.
6 In this passage, which of the following is NOT considered as a change caused by the use of scientific findings in the production of goods?
A. Other forms of energy have taken the place of human power.
B. The increased exploitation of workers in the 19th century.
C. The increased use of machines to make products in less time.
D. The use of machines producing parts of the same standard.
7 The underline word this in the first paragraph refers to
A the use of scientific findings
B the practice of producing the same parts for a product
C the human power being replaced by other forms of energy
D the technology becoming the encouragement of historical change
8 The underlined word this in the second paragraph refers to the change that
A each nail could be taken the place of by every other nail
B each nail was exactly like every other nail
C producing tasks became smaller and smaller
D goods could be mass produced
9 According to the writer, highly skilled workers
A completely disappeared with the coming of the factory system
B were dismissed by the boss
C were unable to produce goods of high standard
D were unable to produce fine goods at that same speed as machines
10 According to the passage, what did the farmers have to do with the coming of mechanization of agriculture?
A Many of them had to leave their farmland for industrial centers
B They stuck to their farm work
C They refused to use machines
D They did their best to learn how to use the machines
Unit 2
One :
Valentine’s Day is named for Saint Valentine an early Christmas churchman who reportedly helped young lovers. Valentine was killed for his Christian beliefs on February 14 more than 1700 years ago, but the day that has his name is earlier than that.
More than 2000 years ago, the ancient Romans celebrated a holiday for lovers. As part of the celebration, girls wrote their names on pieces of paper and put them in a large container. Boys reached into the container and pulled one out. The girl whose name was written on the paper became his lover or sweet heart for a year.
Lovers still put their names on pieces of paper and they sent each other Valentine’s Day cards that tell of their love. Sometimes they also sent gifts, like flowers of chocolate candy. Americans usually send these gifts and cards through the mail system. But some used another way to send this message. They have it printed in a newspaper. The cost is usually a few dollars. Some of the messages are simple and short “Jane, I love you very much”. Other say more. This one, for example, “Dan, Roses are red. Violets are blue. I hope you love me as much as I love
you. Forever. May .”
Most of the newspapers that print such messages are local, but USA Today is sold throughout the United States and 90 other countries as well. This means someone can send a Valentine message to lover in a far –away city or town almost anywhere in the world. These messages cost 80 dollars and more. An employee of USA Today says readers can have a small heart or rose printed along with their messages this year. Will this kind of Valentine’s Day message reach the one you love? Well, just make sure he or she reads the newspaper.
1. When was the day named after Valentine?
A. More than 1700 years ago before Valentine’s death
B. More than 2000 years ago
C. On February 24
D. It is not mentioned in the passage.
2. Which is not true about the Roman holiday?
A. Girls put into a container large pieces of paper with their own names on them.
B. Boys and girls became sweet hearts by chance.
C. Girls and boys were not lovers for a year.
D. It was celebrated as a holiday for lovers.
3. What is the cost of printing a message to show one’s love? It’s .
A a few dollars B. a few dollars in a local newspaper and 80 dollar in USA Today
C 80 dollars, and more D. very expensive
4. What can be inferred from the passage?
A. The ancient Roman girls were more open and easy –going than boys.
B. Valentine was killed for helping lovers.
C. Readers of USA Today can send roses to their lovers along with printed messages.
D. Valentine was honored by people for his firm Christian belief and warm heart.
5. What is the purpose of the passage?
A. To briefly introduce the origin of Valentine’s Day and the modern style.
B. To advertise for USA Today.
C. To tell you that Americans are open to express their love.
D. To sell roses on valentine’s Day.
Two
Language learning begins with listening. Children are greatly different in the amount of listening they do before they start speaking, and later starters are often long listeners. Most children will “obey” spoken instructions some time before they can speak, though the word “obey” is hardly accurate as a description of the eager and delighted cooperation usually shown by the child. Before they can speak, many children will also ask questions by gesture and by making questioning noises.
Any attempt to study the development from the noises babies make to their first spoken words leads to considerable difficulties. It is agreed that they enjoy making noise, and that during the first few months one or two noises sort themselves as particularly expressive as delight, pain, friendliness, and so on. But since these can’t be said to show the baby’s intention to communicate, they can hardly be regarded as early forms of language. It is agreed, too, that from about three months they play with sounds for enjoyment, and that by six months they are able to add new words to their store. This self –imitation leads on to deliberate imitation of sounds made or words spoken to them by other people. The problem then arises as to the point at which one can say that these imitations can be considered as speech.
It is a problem we need to get out teeth into. The meaning of a word depends on what a particular person means by it in a particular situation and it is clear that what a child means by a word will change as he gains more experience of the world. Thus the use at secen months of “mama” as a greeting for his mother cannot be dismissed as a meaningless sound simply
because he also uses it at other times for his father, his dog, or anything else he likes. Playful and meaningless imitation of what other people say continues after the child has begun to speak for himself, I doubt, however whether anything is gained when parents take advantage of this ability in an attempt to teach new sounds.
6. Before children start speaking .
A. they need equal amount of listening
B. they need different amounts of listening
C. they are all eager to cooperate with the adults by obeying spoken instructions
D. they can’t understand and obey the adult’s oral instructions
7. Children who start speaking late
A. may have problems with their listening
B. probably do not hear enough language spoken around them
C. usually pay close attention to what they hear
D. often take a long time in learning to listen properly
8. A baby’s first noises are
A. an expression of his moods and feelings
B. probably do not hear enough language spoken around them
C. usually pay close attention to what they hear
D. often take a long time in learning to listen properly
9. The problem of deciding at what point a baby’s imitations can be considered as speech
A. is important because words have different meanings for different people
B. is not especially important because the changeover takes place gradually
C. is one that should be properly understood because the meaning of words changes with age
D. is one that should be completely ignored because children’s use of words is often meaningless
10. The speaker implies
A. Parents can never hope to teach their children new sounds
B. Children no longer imitate people after they begin to speak
C. Children who are good at imitating learn new words more quickly
D. Even after they have learnt to speak, children still enjoy imitating
One unit
I find it good to be alone the greater part of the time, to be in company, even with the best, is soon boring, and I never found a companion so companionable as solitude.
We are for the most part more lonely when we go abroad than we stay in our chambers (rooms), for solitude is not measured by the space that comes between a man and his fellows.
The farmer, who can work alone all day without feeling lonesome, but must recreate with others at night, wonders how the student can sit alone at night; he does not realize the student, though in the house, is actually at work in his field and cutting his wood as the farmer was in his.
Society is commonly too cheap: we meet at very short intervals, not having had time to acquire any new value for each other; we meet at meals three times a day and try to give each other a new taste of that musty old cheese that we are; we live thick and are in each other’s way, and I think that we thus lose some respect for one another.
We have now agreed on a certain set of rules, called manners and politeness, to make this frequent meeting tolerable; certainly less frequency would suffice for all important and hearty communications between men.
It would be better if there were but one inhabitant to a square mile, as where I live, for as the
value of a man is not in his skin, we need not touch him.
1. It can be inferred from the passage that solitude is .
A. Boring B. lonely C. sound D. understandable
2. According to the author, a person can be more lonely among men than by himself at home because .
A. loneliness is a state of mind B. solitude is measured in miles
C. loneliness is the same as being alone D. being alone is a private habit
3. From the example of the farmer and the student we know that .
A. solitude is a necessary condition of work B. man needs recreation after working
C. work satisfies man’s need for solitude D. men are not lonely when they are working
4. By “living thick” the author thinks we will .
A. acquire respect for society B. lose respect for one another
C. find new values in ourselves D. increase the value of our friendships
5. According to the passage, the value of a man can be .
A. found in external appearance B. discovered through skin contacts
C. felt through frequent meeting D. discovered without physical contact
Eye contact is a nonverbal technique that helps the speaker “sell” his or her ideas to an audience. Besides its persuasive powers, eye contact helps hold listener interest. A successful speaker must maintain eye contact with an audience. To have good rapport with listener, a speaker should maintain direct eye contact for at least 75 percent of the time. Some speakers focus exclusively on their notes. Others gaze over the heads of their listeners. Both are likely to lose audience interest and esteem. People who maintain eye contact while speaking, whether from a podium or from across the table, are “regarded not only as exceptionally well –disposed by their target but also as more believable and earnest.”
To show the potency of eye contact in daily life, we have only to consider how passers –by behave when their glances happen to meet on the street. At one extreme are those people who feel obliged to smile when they make eye contact. At the other extreme are those who feel awkward and immediately look away. To make eye contact, it seems, is to make a certain link with someone.
Eye contact with an audience also lets a speaker know and monitor the listeners. It is , in fact, essential for analyzing an audience during a speech. Visual cues from audience members can indicate that a speech is dragging, that the speaker is dwelling on (to think, speak, or write a lot about) a particular point for too long, or that a particular point requires further explanation. As
we have pointed out, visual feedback from listeners should play an important role in shaping a speech as it is delivered.
6. This passage is mainly concerned with .
A . the importance of eye contact B. the potency of nonverbal techniques
C. successful speech delivery D. an effective way to gain visual feedback.
7. According to the passage, a good speaker must .
A. “sell” his or her ideas to an audience B. maintain direct eye contact with listeners
C. be very persuasive and believable D. be exceptionally well –disposed
8. The word “target” in the last sentence of the first paragraph can best be replaced by . A. “destination” B. “goal” C. “audience” D. “followers”
9. In daily life, when the glances of two passers –by happen to meet, these two persons will inevitably .
A. smile to each other B. feel awkward and look away immediately
C. try to make a conversation with each other D. none of the above
10. Eye contact with an audience, according to the author, has all the following benefits for the speaker except that it doesn’t . A. help the speaker to control the audience
B. help the speaker to gain audience interest and esteem
C. help the speaker to know whether he is talking too much about a certain point
D. help the speaker to analyze his audience when he is beginning his speech
vi. Translation
Directions: put the following sentences into Chinese.
Unit 4
1. It wouldn’t be so bad if he’d let a taxman work on the forms with him, but he insists on doing it himself and it makes him a bitter man. By April 14, he isn’t approachable.
要是讓稅務人員幫他填表就不至于那么糟糕,可他非要自己填,于是填得他牢騷滿腹.每年到了4月14日,他就變得難以接近.
2. I couldn’t choke or point.
我不能講話,也不能用手示意.
3. Cameron didn’t go much for foreigners, never having met many outside the army, but generally he tried to be fair.
卡默化不怎么喜歡外國人,退伍后就沒怎么見過外國人,不過總的來說他盡力做到為人公正.
Unit 7
1. So, too, do the voices of those who believed him stupid, incapable of living independently.
(在他內心深處)也一直回響著那些說他蠢,說他不能獨立生活的人的聲音.
2. And his enemies – a crippled body that betrays him and a changing world that no longer needs him – are gaining on him.
他的敵人—辜負他的殘疾的身體和一個不再需要他的變化著的世界—正一步一步把他逼向絕境.
3. His mother explained how the delivery had been difficult, how the doctor had used an instrument that crushed a section of his brain and caused cerebral palsy, a disorder of the nervous system that affects his speech, hands and walk.
他媽媽解釋說生他時難產,醫生使用了某種器械,損壞了他大腦的一部分,導致大腦性麻痺,一種影響他說話,手部活動以及行走的神經系統的紊亂.
Unit 8
1. Yet Dolly, who looked for all the world like hundreds of other lambs that dot the rolling
hills of Scotland, was soon to change the world.
然而,多利,這頭與蘇格蘭起伏的山丘上散布著的千百頭其他羊毫無異樣的小羊羔,很快就改變了世界.
2. It had been raised as a possibility decades ago, then dismissed, something that serious scientists thought was simply not going to happen anytime soon.
幾十年前有人提出這種可能性,后來受到摒棄,嚴肅的科學家那時認為克隆在近期根本不可能實現.
3. So before we can ask why we are so fascinated by cloning, we have to examine our sould and ask, What exactly so bothers many of us about trying to make an exact copy of our genetic selves?
因此,我們捫心自問為什么對克隆技術如此著迷之前,不得不首先審視自己的心靈,問一問,究竟是什么東西使得我們中的許多人對于嘗試複製與自身基因完全等同的生兄弟那么不安.?
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