应用型大学英语综合教程Unit 3教师用书

Unit Unit 3 ENGLISH IN USE BOOK 1 Unit 3 Study Skills UNIT PREVIEW In this unit, you will: Content read about language learning tips read about vocabulary learning tips Vocabulary Skills learn about language learning experience learn about vocabulary knowledge Pronunciation Focus learn about consonants (I) Writing Skills write about English learning write a memo Teachers’ Book 1 ENGLISH IN USE BOOK 1 Unit 3

Part One Before You Read Short Survey

Below are a series of statements about vocabulary learning strategies. Mark a plus (+) if the statement really describes you; Mark a tick (√) if the statement is somewhat like you; Mark a minus (-) if the statement isn’t like you.

Give 2 points for each plus (+), 1 point for each tick (√) and see what you can get.

If you get more than 13 points, you are good at vocabulary learning;

If you get points between 7 and 13 points, your vocabulary learning skills are average; If you get below 7 points, you need to improve you vocabulary learning skills. Statement Mark I group the words by type (e.g. nouns, verbs, adjectives). I match the sound of the new word with the sound of a word I know. I make a picture of new words in my mind. I write the new word in a sentence. I write the new word on a card. I go over new words several times. I always remind myself of words I have learned. I divide the word into several parts (e.g. prefix, root, suffix). I am always interested in learning the story behind a new word.

（Answers may vary.）

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Part Two As You Read Text A

III. Notes

1． What makes a language learner an effective one of a foreign language?(Para. 1)

本句的“make”后跟的是复合宾语结构，“a language learner”是宾语，“an effective one”是宾语补足语。

译文：是什么使一个语言学习者有效地习得一门外语呢？

2. They are forever seeking out opportunities both to use and to hear the language, e.g.

chatting with storekeepers rather than just purchasing the goods they have gone there to buy. (Para. 2)

本句中使用了”both…and…”的结构，意思是“既…又…”，表示“两者都”；“rather than”的意思是“而不是”，表示对所跟内容的否定。

译文：他们一直在寻找机会练习和聆听语言，比如说和店主聊天，而不是仅仅去买他们要买的东西。

3. They hazard a guess as to what the meaning might be, trying out their hunches by asking

suitable questions which they hope will shed light on the matter. (Para. 5) 此句中的“hazard a guess” 意思是“大胆猜测”；“trying out”是-ing分词作状语，补充说明前句；by在此句中表示“方式、途径”。

译文：他们大胆猜测其意思是什么，并尝试凭直觉提出一些恰当问题，希望所提出的这些问题能为事情的解决提供一些帮助。

Teacher’s Reference

Detailed Study of the text

1. What makes a language learner an effective acquirer of a foreign language?

make sb. sth.. 使某人成为??

e.g. The coach made Tom our captain.

He was made Mayor of Eastertown in 1998.

2. enable v. to make it possible for someone to do something, or for something to happen

e.g. The loan enabled Jan to buy the house.

There are plans to enlarge the runway to enable jumbo jets to land. 3. pass on

a) to give something to someone else (usually after one has received or used it oneself.) e.g. I passed on his message to Mrs. Brown.

She caught my cold and passed it on to her husband. b) to move from one activity, stage etc. to another e.g. Let’s pass on to the next subject.

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They passed on to the urgent business of the meeting.

c) to put someone in contact with someone else because the latter might be able to help e.g. I was passed on to another doctor for better treatment. We passed her on to a fashion designer.

d) to enable someone to benefit from or share something

e.g. The government tried to prevent firms from passing on cost increases to the customer. 4. for fear of: because you are worried that you will make something happen

e.g. He got to the airport early for fear of missing the plane. for fear that

e.g. He ran away for fear that he should be fined.

5. seek out v. to find someone or something by searching

e.g. It took me several weeks to seek out the boots that I wanted. There’s enough trouble in the world without seeking it out. 6. rather than: instead of

e.g. Bryson decided to quit rather than accept the new rules.

Rather than go straight on to university, why not get some work experience first? 7. acquire v. to get or gain something

e.g. The college acquired a reputation for very high standards. He spent years acquiring his skills of a surgeon.

8. imaginary adj. not real, but produced from pictures or ideas in your mind

e.g. As she listened, she played an imaginary piano on her knees.

We must protect old people from harm, whether it is real or imaginary. 9. get across: to be communicated or to make something understood

e.g. The message didn’t get across to the general public.

The plan seems quite clear to me, but I just can’t get it across. 10. possess v. to have a particular quality or ability

e.g. Different workers possess different skills.

He no longer possessed the power to frighten her.

11. live with: to accept or tolerate an unpleasant thing or situation, etc.

e.g. They have to live with the consequences of their decision.

You must live with the fact that you are no longer as young as you used to be.

12. embarrassed adj. feeling nervous and uncomfortable and worrying about what people think of you

e.g. He looked embarrassed when I asked him where he had been. He was embarrassed to admit having made such a stupid mistake.

13. hazard v. to say something that is only a suggestion or guess and that might not be correct

e.g. Most candidates just hazard a guess when they are asked a difficult question in the interview. Rock-climbers sometimes hazard their lives.

14. hunch n. if you have a hunch that something is true or will happen, you feel that it is true or will happen

e.g. I had a hunch that something like this will happen. My hunch is that she is her mother.

15. shed light on: to make something easier to understand, by providing new or better information

e.g. Recent research has shed light on the causes of the disease. Investigators hope to shed light on what started the fire. 16. content adj. happy and satisfied

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e.g. We'll be content with a respectable result in tomorrow's match. Dr. Belson is more than content for them to deal with difficulties. 17. clarify v. to make something clearer or easier to understand

e.g. Reporters asked him to clarify his position on welfare reform. The report aims to clarify how these conclusions were reached.

Online Resources

Tips on English Learning

http://www.ego4u.com/en/cram-up/learning How Can I Improve My English?

http://www.path2english.com/Tips.htm

Ten Tips for Learning English as a Second Language http://www.summit-esl.com/ten.tips.html

Surf the recommended websites and think about the following questions: 1. What is the best way to learn English grammar?

2. Can you list some effective ways to improve your pronunciation? 3. What is the use of motivation in language learning?

(Answers may vary.)

Teacher’s reference

More useful websites: BBC English

http://www.bbc.co.uk/worldservice/learningenglish/

British Council

http://www.learnenglish.org.uk/

CNN & CBS Stories

http://literacynet.org/cnnsf/archives.html

Grammar Focus： Consonants (I)

Consonants 国际音标( 辅音)

国际音标表（辅音）(consonant)

成对辅音 清辅音 [p] [t] [k] [f] [θ] [s] [ts] [tr] [?] [t?] 浊辅音 [b] [d] [g] [v] [e] [z] [dz] [dr] [?] [d?] 其它辅音 [h] [m] [n] [?] [l] [r] [j] [w] Teachers’ Book 5

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示例：

Symbol [p] [b] [t] [d] [k] [g] [m] [n] [?] [l] [f] [v] [θ] [e] Word pub baby tell dog cake game map net long letter five very three then Transcription [p?b] [ˊbeibi] [tel] [d?g] [keik] [geim] [m?p] [net] [l??] [ˊlet?] [faiv] [ˊveri] [θri:] [een] Symbol [s] [z] [r] [?] [?] [h] [w] [j] [t?] [d?] [tr] [dr] [ts] [dz] Word six zoo red show pleasure hi web yes chair jump tree drive treats deeds Transcription [siks] [zu:] [red] [??u] [ˊple??] [hai] [web] [jes] [t?ε?] [d??mp] [tri:] [draiv] [tri:ts] [di:dz] Teacher’s reference

英语单词读音规则 （需要修改）

一、双音节词

一般地说，一个单词中有几个发音的元音字母，就有几个音节。如habit，politics，no等。但要注意：（1）单词末尾不发音的e不构成音节。如bike，take等；（2）两个元音字母在一起，一般为字母组合，发一个元音，构成一个音节。如book，rain等；（3）词尾的-le可以和其前边的辅音组成一个音节。如a－ble，peo-ple等。

双音节词的重音一般在第一个音节上。如 basic，even， window，open，stu-dent等。重读音节中的元音字母的读法和单音节词一样，也是开音节读字母音，闭音节读短元音。怎么知道它是开音节还是闭音节呢？

（1）两元音字母之间如有两个辅音字母，则中间分开，一边一个。如mat－ter，mem－ber，win-dow，

doc－tor，sup-per，lit－tle等。这样一分，第一个音节是以辅音字母结尾的，它就是重读闭音节，元音字

母读短元音。

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（2）两元音字母中间有一辅音字母，该辅音字母划归后一音节。如basic，region，open，human等。这样一分，头一个音节是以元音字母结尾的，它是重读开音节，元音字母读其字母音。但是，双音节词中，重读开音节中的元音字母有不少仍读短元音。如second，present，ever，hover，modern，proper等。第二音节中有／i／时，第一音节中的a，e，i，o大多读短元音。如spanish，habit，mes-sage，city，

system， profit等。

（3）第一音节如是r音节或其他元音字母组合，其读音方法和单音节词基本一样，如army，merit，

circle，order，purple，awful，autumn等。但也有读短元音的，如knowledge，nourish等。

（4）非重读音节中的元音字母a，e，o，u，及字母组合ar，er，or，ure等一般读为／?／，如about，

silent，atom，supply，radar，supper，doctor等。i，y及字母组合ay，ey一般读作／i／，如acid，thirty，Sunday，valley。a，e也可读作人／i／，如comrade，before等。o在词尾时仍读字母音。如hero，Negro等。

二、多音节词

有三个或三个以上音节的词称为多音节词，音节的划分方法和单音词相同。多音节词的重音一般落在倒数第三个音节上，倒数第五个音节是次重音。多音节词的读音如下：

（1）在多音节词中，重读闭音节中的元音字母读短元音。如density，intensity，opposite，advertise等。

（2）在多音节词中，应将中间的辅音字母划归前一音节，形成重读闭音节。如capital，medical，ability，

property，democracy等。但u一般读其字母音。如student，human，funeral，university等。

在单音节词中，闭音节词为多，例外很少，开音节词少，例外较多。在双音节词中，开音节中的元音字母读短元音的更多，而在多音节词中，则有三分之二左右。

（3）重读音节前的闭音节中，其元音字母常读短元音。如active，mentality，improbable，

prosperity．frustration等。其他非重读音节中的元音字母一般读／?／或／i／，如aluminium，Saturday，nursery，microphone，grammatical，essntial，di－minish，theory，telegram等。u有时读／u／，如instrument，influence等。有的元音消失。如every，business，interest，medicine等。

三、词缀和读音

有人会说，有的双音节词的重音不在第一个音节，多音节词的重音不在倒数第三个音节上。这种情况确实存在，它是多方面的因素造成的，比如语言本身的发展、外来语的影响等。但主要的是英语构词法造成的，即大量派生词所至。所以这里再简单介绍词缀和单词读音的关系。

在派生词中，一般说来，词根是主要成分，要重读，词缀是次要成分，不重读。如speaker，doing，

faster，unwise等。这就是为什么许多双音节词的重音不在前边而在后边的一个元音。如admit，arrive，behind，contain， prepare，un-hold等。这是因为它们都是前缀加上词根构成的派生词。有的多音节词重音不在倒数第三而在倒数第四，如wonderfulness，questioningly，investigated等。其原因也是它们

是词根加了多个后缀构成的派生词。

但是，也有一些词缀需要重读。如rebuild，anti－body等。有一些词缀可使词根发生变化，如examine→examination，econom→economic等。请注意，以下列后缀结尾的单词，其重音都在最后一个音节上：

-ee addressee，refugee，licensee

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-eer auctioneer，career，volunteer -esque picturesque，grotesque

－ique technique，oblique，antique

-oon balloon，cartoon，monsoon

以下列后缀结尾的单词重音都落在倒数第二个音节上：

-ic atomic，academic，economic，chaotic

－ics mathematics，statics

-id acid，valid，invalid

－ish abolish，accomplish，perish －it deposit，solicit，explicit －ial colloquial，editorial，industrial －ious notorious，vicious

－ion devotion，explosion，opinion

-sive decisive，progressive，defensive

－ual casual，effectual，habitual，perpetual

Part Three After You Read

Helping You Understand I. Reading Comprehension

Fill in the bubble for each correct answer.

1. Why do many language learners avoid using the language in the early stages? A) Because they do not like learning languages.

B) Because they are afraid of communication failure.

C) Because the language they are learning is not good enough.

2. Good language learners practice what they have learned by ______. A) talking with other people on the bus B) reviewing textbooks again and again

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C) having a conversation as practice in their mind

3. Good language learners, when encountering difficulties in language, tend to _____. A) give up learning

B) use their native language

C) find other ways to express their ideas

4. Which of the following is NOT a way for good language learners to figure out word meaning? A) Asking questions.

B) Guessing from context. C) Waiting for help.

5. In order to become a good language learner, you ought to do all of the following EXCEPT ____. A) practicing the language whenever possible B) trying non-verbal means of communication C) avoiding the topic you are not sure of Key: BCCCC

II. Text Summary

Complete the outline below with information from Text A.

Good language learners use the following ways to improve their English: 1. They take and create opportunities to use the language.

For example, they chat with storekeepers rather than just purchase the goods. 2. They practice what they have just acquired.

For example, they go over what they have learned in their minds. 3. They are willing to try anything in order to get their message across.

For example, they have a strong desire to communicate by trying many ways. 4. They are willing to live with uncertainty.

For example, they hazard a guess about the possible meaning and use all the clues to help them understand.

III. Vocabulary

Task A: Match the words with their definitions on the right.

1. __c___ breakdown a. get, grasp 2. __e___ uneasiness b. talk, chat 3. __a___ acquire c. failure 4. __b___ conversation d. own

5. __d___ possess e. nervousness

Task B: Complete each of the sentences below with the correct word in the box, change the form where necessary.

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enable communicate available content clarify 1. Reporters asked him to clarify his position on this issue. 2. Various goods are available in this supermarket.

3. We'll be content with a satisfactory result in tomorrow's match. 4. People use more than words when they communicate with each other. 5. Tony’s help enabled me to pass the exam with ease.

IV. Structure

Task A: Pronunciation Practice I. Read the following words out loudly. [p] pick [b] bit [t] tea [d] deep [k] stomach [g] go [f] feet [v] view [m] meet [n] need [?] sink [w] week pack bark tell dip get farm voice man next thank wait park but top dark gas food vote must north tank went peace bake took dog clock gun few vary more nurse ink want pool bike tool dirt car girl fun vast my night English water lip top web rob heat foot dad said class pick beg pig leaf off leave have team harm soon son sing king tip cab white card kite dog safe seven firm learn hang pipe tube eat paid king bag life move warm town song hope herb wet food week league laugh of room can hung chemistry cold which why quite question quick II. Read the following sentences out loudly. 1. Take care of the pence and the pounds will take care of themselves. 2. Deeds, not words. 3. All that glitters is not gold. 4. Do in Rome as the Romans do. 5. What’s done can’t be undone. 6. Nothing venture, nothing have. 7. Where there’s a will, there’s a way. 8. We never know the value of water till the well is dry. 9. Better die standing than living kneeling. Teachers’ Book

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10.

The proof of the pudding is in the eating.

Task B: Translate the underlined parts into Chinese.

1. She caught my cold and passed it on to her husband.

传染给她的丈夫

2. Rather than risk breaking up his marriage, he told his wife everything.

不想冒险破坏婚姻

3. I hoped to get across the idea that a community is more than just a group of people living in one place.

我希望表达这样的想法

4. As to this problem, I have nothing else to say.

关于这个问题

5. She has told them nothing that could shed light on her husband's whereabouts..

对她丈夫所在位置提供线索

Further Practice： Group Work Task A： Work in groups and vote for the top THREE strategies which all of you think most important. Please write one or two sentences to support your choice for each strategy.

1. I often make comparisons between what I already know and new things I learn in English. 2. I use new English words in a sentence so that I can remember them well.

3. I connect the sound of a new English word to an image or picture of the word to help me remember the word.

4. I remember a new English word by making an imaginary picture of a situation in which the word might be used.

5. I use rhymes to remember new English words. 6. I use flashcards to remember new English words. 7. I often review English lessons.

8. I remember new English words or phrases by remembering their location on the page, on the board, or on a street sign.

Task B: Work in groups and discuss the following questions. 1. What strategies are useful in English reading? 2. What strategies are useful in English speaking? 3. What strategies are useful in English listening? 4. What strategies are useful in English writing?

(Answers may vary.)

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Part Four As You Read Text B

Notes

1. This actually came from ships of old where plates were made from timber. (Para.3)

本句中， “of old” 是一个固定表达方式，常用于文学体，意思是“古代的，从前的”，比如说，in days of old在古代； where在本句中引导的是定语从句，先行词是ships of old 译文：事实上，这是因为在古代的船上盘子都是木头做的。

2．Children unhesitatingly pick up the language just by listening and repeating the phrase parrot

fashion. (Para.6)

此句中的 “pick up” 意思是“（不经意地）学习”，即通过非正式的方式来学习；by表示通过某种方式、方法；parrot fashion的意思是“鹦鹉学舌，机械式模仿”。

译文：孩子通过鹦鹉学舌式的方法来聆听和重复，从而学会语言。

3． After some time, it suddenly 'clicks' in the brain what this phrase actually means. (Para.6)

click 原义是“发出咔嚓声”，此处的意思是“突然想到，突然领悟到”；本句的it是形式主语，实际

主语是what引导的从句。

译文：在一段时间之后，头脑会突然领悟到这个词组的意思。

Detailed Study of the Text

1. stem from: to have something as an origin or cause; to arise from something

e.g. Many of the patients’ anxieties stem from experiences in their childhood. Dependence on alcohol often stems from unhappiness in the home.

2. trace back: to find the origins of when something began or where it came from

e.g. They've traced their ancestry to Scotland.

The style of these paintings can be traced back to early medieval influences. 3. try out: to test something or someone by using them

e.g. The drug has not been tried out on humans yet. She enjoys trying her Chinese out on me.

4. spring from: to be a product or result of something; to have something as a source or origin

e.g. The mistake sprang from his absent-mindedness. Her hostility to him sprang out of sheer envy.

5. coin v. to invent a new word or expression, especially one that many people start to use:

e.g. The word 'aromatherapy' was coined in the 1920s. 6. figure out

a) to understand someone or something by careful thinking e.g. I can’t figure out why he said that. Have you figured out how to do it?

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b) to calculate or work out an answer, solution, etc.

e.g. It took me hours to figure those algebra problems out. 7. split v. divide

e.g. The book is split into four sections.

Profits will be split among three charities.

8. challenge v. to refuse to accept that something is right, fair, or legal

e.g. He is the boy with a reputation for challenging the authority of his teachers. They went to the High Court to challenge the decision.

9. hesitate v. to pause before saying or doing something because you are nervous or not sure

e.g. He was still hesitating over whether to leave or not.

Don't hesitate to contact me if you need any more information. 10. pick up: to gain or learn something gradually

e.g. I picked up quite a lot of Italian when I was in Italy. We need someone who will pick the job up quickly. 11. click v. to suddenly understand or realize something

e.g. It's hard work, but one day it will just click.

I thought, 'What is he doing?' and then suddenly it all clicked into place.

Online Resources

Surf the following websites and think about two questions: 1. How can you enlarge your vocabulary? 2. Where do English words come from? To know about word formation

http://esl.about.com/od/vocabularyadvanced/a/a_wordforms1.htm To know more about the phrase“three square meals a day” http://www.the-old-sea-dog.net/uk8.html

(Answers may vary.) Teacher’s Reference

TOEFL Vocabulary Practice

http://esl.about.com/library/quiz/bltoeflquiz.htm?once=true& Common Errors

http://www.wsu.edu:8080/~brians/errors/errors.html

Part Five After You Read

Helping You Understand Teachers’ Book

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I. Reading Comprehension

Fill in the bubble for each correct answer.

1. According to the text, modern languages ______. A) are completely different from ancient languages B) mostly come from ancient languages

C) can all be traced back to ancient languages

2. According to the text, many slang words come from ____. A) ruder phrases in the language B) Anglo-Saxon language C) daily life

3. The author mentions the expression “three square meals a day” in order to _____. A) show how strange some expressions are

B) show how expressions develop from ancient time C) show how expressions change meaning over time

4. According to the text, if you can learn about the origin of a language, you will _____. A) find the target language more interesting B) improve your language skills

C) work out the word meaning by yourself

5. From the last paragraph, we can see that ______. A) children can learn more than one native language

B) similarities exist between acquisition of first language and second language C) adults cannot learn language well despite great efforts

(key: BCBBB)

II. Vocabulary

Fill in the blanks with the proper forms of the given words.

1. The style of these paintings can be traced (trace) back to early western influences. 2. Without much hesitation (hesitate), he left for Shanghai. 3. The word “aromatherapy” was coined (coin) in the 1920s.

4. I attended Mr. Wang’s lecture and benefited (benefit) from it greatly.

5. You can figure out the meaning of a word by splitting (split) it into several pieces. Writing about It Use the words and phrases in the box to complete the following paragraph.

figure out, give up, in particular, spring from, seek out, try out, encourage somebody to do something

I find it is very difficult for me to learn English words. When I meet many new words, I always want to give up（放弃）. But my teacher encourages me to seek out（鼓励我寻找） some effective learning strategies. I try out（尝

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试） many strategies and find two are most useful. One is to figure out（想出）where the word springs from（来源）， and the other is to learn word formation, meaning of roots, in particular （尤其是）.

Practical Writing Exercise

Fill in the following Memo with proper information.

TO: AAA, Sales Manager

FROM: Mike Lee, Personnel Manager DATE: May 4, 2000

SUBJECT: Applicants for Sales Post

Attached are the resumes and certificates of four applicants who have applied for the position in your department.

Please evaluate these applicants and then recommend people you want to interview to me. As soon as I have the names, I will make arrangement for the interviews.

Translation

Text A 优秀的语言学习者能教会我们什么？

是什么使一个语言学习者有效地习得外语？他们运用了哪些方法使自己比一般的语言学习者更快地达到语言流利?我们能够从他们的方法中学到什么，并能将其传递给其他的语言学习者呢？ 利用并创造机会运用语言

在学习初期，很多语言学习者因为害怕交流中断而不愿使用语言。然而，优秀的语言学习者却利用每一个机会来使用语言。他们一直寻找机会来运用和聆听语言，比如说和店主聊天（而不仅是去买东西而已。） 练习所学到的内容

很多语言学习者做很多课堂练习，但课下却练习不足。优秀的语言学习者会尽快练习所学的内容。例如，在坐公交车或骑车的时候，他们通过在脑海中想象一个虚拟的对话，从而将所学的内容复习了一遍。 尽力表达自己的意思

很多语言学习者若不知道他想表达的单词或词组，就干脆避免他要表达的东西或放弃用英语。优秀的语言学习者则有很强的沟通欲望，愿意做出各种尝试来表达自己的意思。

乐于容忍不确定性

普通的语言学习者当听到一些无法理解的内容就会感到不适，就会转移话题。优秀的语言学习者不会轻言放弃。他们能够克服起初的不安情绪，甚至将其看成一种游戏，乐在其中。他们大胆猜测词义，并尝试凭直觉提出一些恰当问题，希望所提出的这些问题能为事情的解决提供一些帮助。优秀的语言学习者运用对话上下文给出的

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所有提示。他们也安于只是了解大概含义，他们相信最终一切都会不言自明。

Text B 背单词的秘诀

大多数现代语言都源于过去的古代语言。特别是英文词汇，很多源于拉丁语和希腊语，因此，许多词义能够追溯到这些语言的本源。词汇测试给每个人机会去尝试运用所学语言知识，是一个提高语言技能的有用工具。 当然，如今很多俚语表达也源于我们日常使用的语言。一些脏话就是典型的例子，这些表达都源于安格鲁撒克逊年代，可能与我们如今这些单词的意思没有关系。

甚至是一些众所周知的谚语在其被创造的时代也是正常的表达法。比如说，谁听说过“three square meals a day”呢？这种说法事实上来源于古代的船，船上的盘子都是木头做的。每个盘子都是一块方方正正的木头，因此“three square meals”这种说法如今依然存在。

对于想提高语言技能的人来说，了解语言的起源会很有很大帮助。有时，通过将单词划分为几个部分就能很容易的了解其意义。这被称为词根分析法，是学生学习和提高语言技能的很好的开端。

对其他人来说，用比赛来挑战自我可能是学习语言的最快方法。所有人在被迫不假思索地思考语言的时候会学得更好。家庭成员也会从此类游戏中获益：每个人都要想出一个字母，然后写出以该字母开头的特定类别的单词。

儿童自然地通过聆听和机械式的重复学习语言。这种方法对正在提高语言技能的成年人同样有帮助。过了一段时间之后，头脑中会顿悟，瞬间明白该词汇的意思。尽管有人认为这样的方法只对儿童有效，但也已证明对于那些年少时学习语言有困难的成年人依然有效。

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所有提示。他们也安于只是了解大概含义，他们相信最终一切都会不言自明。

Text B 背单词的秘诀

大多数现代语言都源于过去的古代语言。特别是英文词汇，很多源于拉丁语和希腊语，因此，许多词义能够追溯到这些语言的本源。词汇测试给每个人机会去尝试运用所学语言知识，是一个提高语言技能的有用工具。 当然，如今很多俚语表达也源于我们日常使用的语言。一些脏话就是典型的例子，这些表达都源于安格鲁撒克逊年代，可能与我们如今这些单词的意思没有关系。

甚至是一些众所周知的谚语在其被创造的时代也是正常的表达法。比如说，谁听说过“three square meals a day”呢？这种说法事实上来源于古代的船，船上的盘子都是木头做的。每个盘子都是一块方方正正的木头，因此“three square meals”这种说法如今依然存在。

对于想提高语言技能的人来说，了解语言的起源会很有很大帮助。有时，通过将单词划分为几个部分就能很容易的了解其意义。这被称为词根分析法，是学生学习和提高语言技能的很好的开端。

对其他人来说，用比赛来挑战自我可能是学习语言的最快方法。所有人在被迫不假思索地思考语言的时候会学得更好。家庭成员也会从此类游戏中获益：每个人都要想出一个字母，然后写出以该字母开头的特定类别的单词。

儿童自然地通过聆听和机械式的重复学习语言。这种方法对正在提高语言技能的成年人同样有帮助。过了一段时间之后，头脑中会顿悟，瞬间明白该词汇的意思。尽管有人认为这样的方法只对儿童有效，但也已证明对于那些年少时学习语言有困难的成年人依然有效。

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