作者：陈蓉,刘小佳,张茜(编著)
出版社：人民邮电出版社
格式: AZW3, DOCX, EPUB, MOBI, PDF, TXT
科技英语试读：
前言
2003年起始的大学英语教学改革对大学英语教学的指导思想、课程目标定位、教学模式、教学管理和教学评估均提出具有创新意义的指导意见。按照教育部颁布的《大学英语课程教学要求（试行）》的要求，大学英语课程须遵循“分层次、自主式、个性化”的教学理念。作为高等院校学生语言知识体系的一项重要内容，科技英语课程成为众多高等院校非英语专业所修大学英语课程的素质拓展类课程之一。
本书紧扣课堂教学，突出实用性与可操作性，选材与科技前沿发展相一致，选取当前最具代表性的语言材料。为了满足当前高校大学英语教学改革的要求，在教材编写内容上支持任务驱动教学，遵循更加合理的语言知识习得顺序与特定语言素材特点，为教师教学提供更丰富的具有逻辑性的教学材料，帮助学生更深刻地理解和学习科技英语知识，提高语言应用能力。
本书的首要特点是在内容编排上依据科技英语的特点从词汇、句法和篇章等方面为学生提供语言习得的方法论指导，使学生的科技英语学习能够可持续发展。教材选取能够呈现科技英语突出特点的语言素材，以典型的文体特征增强学生对科技文体的认识与理解，培养特定的文体意识。练习设计突出基于课堂教学的可操作性，利于教师教学的组织。同时，每一项练习均有明确的目的与很强的语言操练针对性，并有意识地让学生对语言知识有明确而深刻的认识。本书采用模块化设计，各个模块分别体现科技英语学习各个方面，学生通过4个模块的学习，能够循序渐进地掌握词汇积累、句法分析、篇章理解以及交流技巧等方面的有效方法，使其对科技英语的应用能力得以提高。
本书适宜高等院校非英语专业学生、科技工作者以及科技英语自学者使用。在使用本书时，笔者建议教师在教学中注意引导学生触类旁通，加强总结辨析，根据学生的特点与实际需要有的放矢地选择和提炼教学内容。本书适宜48～32学时的课堂教学安排。
本教材从资料收集、初稿编撰、课堂试用到完成历时两年，由西安邮电大学外国语学院科技英语课程教学团队合作完成。其中Unit1、Unit4、Unit7和Unit10由刘小佳执笔，共计11万字；Unit2、Unit5、Unit8和Unit11由张茜执笔，共计11万字；Unit3、Unit6、Unit9和Unit12由陈蓉执笔，共计10万字。此外，薛姗、郭磊、孙严、陈维、张洋等也参与了资料收集和整理工作，在此一并致谢。
由于编者水平有限，书中错误之处在所难免，恳请广大读者批评指正。编者2013年5月于西安邮电大学
Unit 1 Health
Text A A Serious Problem for Child Athlete
Text B Nicotine
Text C Main Energies for the Body
Text A A Serious Problem for Child AthleteConcussion in children is a serious problem that deserves more attention.
1 The dangers of life in the National Football League made headlines in 2009, when a study commissioned by the NFL found that retired players were 19 times more likely than other men of similar ages to develop severe memory problems. The obvious culprit: continued play after repeated head injuries. Indeed, head injury can imitate many types of neurodegenerative disease, including Parkinson’[1]s diseaseand, as journalist Jeffrey Bartholet reports in “The Collision Syndrome,” on page 66, perhaps even amyotrophic lateral sclerosis, commonly referred to as Lou Gehrig’s disease.
2 The problem is not unique to professional sports. About 144,000 people aged 18 and younger are treated every year in U.S. hospital emergency rooms for concussions, according to a December 2010 [2]analysis in the Journal of Pediatrics. Nearly a third of these injuries occur while kids are playing organized sports. Forty percent of pediatric concussions seen in emergency rooms involve high school students. The figure is slightly higher—42 percent—for younger children. Overall, concussions are most common in football and ice hockey, followed by soccer, wrestling and other sports, and slightly more boys than girls suffer concussions.
3 Despite the prevalence of brain injury from kindergarten to high school, relatively little research on the long-term health consequences of concussion has been conducted on child athletes, compared with those in college and in the pros. Scientists have an incomplete understanding of what happens when a child’s brain slams up against the inside of the skull during a blow to the head and how this affects neurological development. As participation in sports continues to grow (1.5 million youngsters now play on football teams in the U.S.), more head injuries are inevitable,making pediatric concussions an emerging public health crisis. Doctors and public health experts are concerned about the effect of repeat concussions that occur before the brain has had a chance to heal from a prior impact. More research on how they affect younger brains is urgently needed. In addition, coaches, parents and school officials need to pay closer attention to what is already known about the hazards of concussions and how best to prevent permanent damage.
4 Most people assume, for instance, that loss of consciousness is the defining feature of all concussions. Yet “seeing stars,” headache, nausea, dizziness, confusion, irritability, and an inability to remember events before or after the injury are the most common symptoms. Because people don’t recognize these warning signs, however, youngsters may continue to play when they should not.
5 Similarly, because the most obvious symptoms usually disappear within a few minutes to hours, children often return to normal activities too quickly, which overtaxes their injured brain. Depending on age and symptoms, children should not take part in intense physical activity for several weeks to months after a concussion. Even the added neural exertion from mental activities like reading and video games can interfere with the cerebrum’s ability to heal—particularly in the first 24 hours after injury.
6 Some efforts to protect young brains may actually backfire. In football, hockey and other contact sports, protective headgear seems to have increased the risk of concussion by providing a false sense of security that encourages athletes to hit harder with their head. Helmets do, however, protect against skull fracture. To address the concussion problem, more states could follow the example of Minnesota. Legislators there passed a law, which took effect in 2011, that requires coaches to undergo training to recognize concussions and mandates the immediate removal from a game of any player at the first sign of dizziness or confusion. He or she can return to sports only with a doctor’s authorization. The law could have the unintended effect of giving kids an incentive to hide their symptoms. The way around that problem, of course, is for schools, sports leagues and other organizations to join public health experts in raising ever greater awareness among coaches, parents and children to play it smart and take brain injury very seriously.
NOTES:
1．Parkinson’s disease: Parkinson’s disease is a degenerative disorder of the central nervous system. Early in the course of the disease, the most obvious symptoms are movement-related; these include shaking, rigidity, slowness of movement and difficulty with walking and gait. Later, cognitive and behavioral problems may arise, with dementia commonly occurring in the advanced stages of the disease. Other symptoms include sensory, sleep and emotional problems. PD is more common in the elderly, with most cases occurring after the age of 50.
2．The Journal of Pediatrics: It is a monthly peer-reviewed medical journal that covers all aspects of pediatrics. It was established in 1932 and is published by Elsevier.
Exercises
I．Vocabulary
1．Task one List 15 words that you are not familiar with and look up in the dictionary:
Verbs:
Nouns:
Adjectives:
2. Compare the words in the box with what you have listed above and make sure that you’ve studied all of them.
Test yourself: complete the following sentences with one word chosen from the box in its proper form.
1. We have our own lives to live, and we can’t let something like this ______ with our lives.
2.“It seems that a two-round election is ______, but I would like to say this is a one-round election -the first round will determine who will be president.” He said.
3. When we experience extreme emotions it can put us off balance and lead to some ______ behavior and consequences.
4. ______ of the problem is the first step toward the solution.
5. But risks must be taken because the greatest ______ in life is to risk nothing.
6. When he regained ______ he was disoriented and not sure how he had gotten there.
7. When it works, it can be fantastic, but can very easily ______ into a nightmare of the most serious proportions.
8. First, time - if you have enough of it - can ______ wounds.
9. If there are no problems at the point of entry, the officer will authorize you to enter Canada as a ______ resident.
10. Everyone has a story that is ______ to them, but not everyone has the opportunity to tell their story to the world.
II．Word formation
1．Compounding
A Compound is a word formed by stringing together older words, like the formation of earthquake from earth and quake.
Study the following italicized words in the text and write down the correct meaning of these words in English:
1. In terms of copyright, another bone of contention, we only show a headline and a couple of lines from each story.
__________________________________________________________________________________________________________________________________________
2. Wanting to get a girlfriend is fine, but expressing this early on will only backfire.
__________________________________________________________________________________________________________________________________________
3. Perhaps boys are simply more costly to raise than girls, and would thus overtax the resources of a lone parent.
__________________________________________________________________________________________________________________________________________
4. I’ve been in the fortunate position of watching a lot of people undergo career transitions during the past several years, myself included.
__________________________________________________________________________________________________________________________________________
5. You should also have long-term goals, not only for your business but for your own career.
__________________________________________________________________________________________________________________________________________
2．Prefix
A prefix is an affix which is placed before the root of a word. Particularly in the study of languages, a prefix is also called a preformative, because it alters the form of the words to which it is affixed.
Complete the following table:
III．Language in use
Attributive Clauses
1. Join each pair of the following sentences after the model.
Model: Concussion in children is a serious problem.
The problem deserves more attention.
---------Concussion in children is a serious problem that deserves more attention.
1．It rained hard yesterday.
The rain prevented me from going to the park.
_____________________________________________________________
2．This is a critical problem.
The problem needs to be solved immediately.
_____________________________________________________________
3．This is a dictionary.
I want to find a dictionary.
_____________________________________________________________
4．The man is a fool.
The man lives next to us.
_____________________________________________________________
5．You must buy me the house.
The house is near Xiangshan.
_____________________________________________________________
2. Fill in the blanks with the words “that, which, who, whom”.
1. We can see the boys _____ the teacher is talking with are quite happy.
2. This machine _____ I have looked after for years is still working perfectly.
3. The weather turned out to be very good, _____ was more than we could expect.
4. Alice received an invitation from her boss, _____ came as a surprise.
5. Can you lend me the dictionary _____ you talked about the other day?Text B Nicotine
1 If it were not for nicotine, people wouldn’t smoke tobacco. Why? Because of the more than 4,000 chemicals in tobacco smoke, nicotine is the primary one that acts on the brain, altering people’s moods, appetites and alertness in ways they find pleasant and beneficial. Unfortunately, as it is widely known, nicotine has a dark side: it is highly addictive. Once smokers become hooked on it, they must get their fix of it regularly, sometimes several dozen times a day. Cigarette smoke contains 43 known carcinogens, which means that long-term smoking can amount to a death sentence. In the US alone, 420, 000 Americans die every year from tobacco-related illnesses.
2 Breaking nicotine addiction is not easy. Each year, nearly 35 million people make a concerted effort to quit smoking. Sadly, less than 7 percent succeed in abstaining for more than a year; most start smoking again within days. So what is nicotine and how does it insinuate itself into the smoker’s brain and very being?
3 The nicotine found in tobacco is a potent drug and smokers, and even some scientists, say it offers certain benefits. One is enhancing performance. One study found that non-smokers given doses of nicotine typed about 5 percent faster than they did without it. To greater or lesser degrees, users also say nicotine helps them to maintain concentration, reduce anxiety, relieve pain, and even dampen their appetites (thus helping in weight control). Unfortunately, nicotine can also produce deleterious effects beyond addiction. At high doses, as are achieved from tobacco products, it can cause high blood pressure, distress in the respiratory and gastrointestinal systems and an increase in susceptibility to seizures and hypothermia.
4 First isolated as a compound in 1828, in its pure form nicotine is a clear liquid that turns brown when burned and smells like tobacco when exposed to air. It is found in several species of plants, including tobacco and, perhaps surprisingly, in tomatoes, potatoes, and eggplant (though in extremely low quantities that are pharmacologically insignificant for humans).
5 As simple as it looks, the cigarette is highly engineered nicotine delivery device. For instance, when tobacco researchers found that much of the nicotine in a cigarette wasn’t released when burned but rather remained chemically bound within the tobacco leaf, they began adding substances such as ammonia to cigarette tobacco to release more nicotine. Ammonia helps keep nicotine in its basic form, which is more readily vaporized by the intense heat of the burning cigarette than the acidic form. Most cigarettes for sale in the US today contain 10 milligrams or more of nicotine. By inhaling smoke from a lighted cigarette, the average smoker takes 1 or 2 milligrams of vaporized nicotine per cigarette. Today we know that only a miniscule amount of nicotine is needed to fuel addiction. Research shows that manufacturers would have to cut nicotine levels in a typical cigarette by 95% to forestall its power to addict. When a smoker puffs on a lighted cigarette, smoke, including vaporized nicotine, is drawn into the mouth. The skin and lining of the mouth immediately absorb some nicotine, but the remainder flows straight down into the lungs, where it easily diffuses into the blood vessels lining the lung walls. The blood vessels carry the nicotine to the heart, which then pumps it directly to the brain. While most of the effects a smoker seeks occur in the brain, the heart takes a hit as well. Studies have shown that a smoker’s first cigarette of the day can increase his or her heart rate by 10 to 20 beats a minute. Scientists have found that a smoked substance reaches the brain more quickly than one swallowed snorted (such as cocaine powder) or even injected. Indeed, a nicotine molecule inhaled in smoke will reach the brain within 10 seconds. The nicotine travels through blood vessels, which branch out into capillaries within the brain.
6 Capillaries normally carry nutrients but they readily accommodate nicotine molecules as well. Once inside the brain, nicotine, like most addictive drugs, triggers the release of chemicals associated with euphoria and pleasure.
7 Just as it moves rapidly from the lungs into the bloodstream, nicotine also easily diffuses through capillary walls. It then migrates to the spaces surrounding neurones – ganglion cells that transmit nerve impulses throughout the nervous system. These impulses are the basis for our thoughts, feelings, and moods. To transmit nerve impulses to its neighbor, a neurone releases chemical messengers known as neurotransmitters. Like nicotine molecules, the neurotransmitters drift into the so-called synaptic space between neurones, ready to latch onto the receiving neurone and thus deliver a chemical “message” that triggers an electrical impulse.
8 The neurotransmitters bind onto receptors on the surface of the recipient neurone. This opens channels in the cell surface through which enter ions, or charged atoms, of sodium. This generates a current across the membrane of the receiving cell, which completes delivery of the “message”. An accomplished mimic, nicotine competes with the neurotransmitters to bind to the receptors. It wins and, like the vanquished chemical, opens ion channels that let sodium ions into the cell. But there’s a lot more nicotine around than the original transmitter, so a much larger current spreads across the membrane. This bigger current causes increased electrical impulses to travel along certain neurones. With repeated smoking, the neurones adapt to this increased electrical activity, and the smoker becomes dependent on the nicotine.
Content Questions:
For questions 1–7, mark Y (for YES) if the statement agrees with the information given in the passage; N (for NO) if the statement contradicts the information given in the passage; NG (for NOT GIVEN) if the information is not given in the passage. For questions 8–10, complete the sentences with the information given in the passage.
Questions 1–7
1. Although nicotine is probably the well-known chemical in cigarettes, it is not necessarily the one that changes the psyche of the smoker when cigarettes are smoked. ______
2. In spite of the difficulties, according to the text more than thirty-five million people a year give up smoking. ______
3. It has been shown that nicotine in cigarettes can improve people’s abilities to perform some actions more quickly.______
4. Added ammonia in cigarettes allows smokers to inhale more nicotine.______
5. Snorted substances reach the brain faster than injected substances.______
6. Nicotine dilates the blood vessels that carry it around the body.______
7. Nicotine molecules allow greater electrical charges to pass between neurons.______
Questions 8–10
8. Cigarette companies would have to cut the nicotine content in cigarettes by _________ to prevent them from being addictive.
9. According to the passage, a cigarette can raise a smoker’s heart rate by _________ a minute.
10. In order to transmit nerve impulses to its neighbor, a neurone sends _________ known as neurotransmitters.
Language Practice:
Fill in the gaps with words chosen from the box. Change the form where necessary.
1．I really hope to reach an agreement with you today that is suitable and _________ for us both.
2．We know the constitution of mineral through _________ analysis.
3．The weakness of Human nature and social relationships all _________ some human limitation.
4．Any _________ is made of atom. Whether it is solid, liquid or gas.
5．Conventional radio of this sort cannot, unfortunately, _________ video or web pages.
6．As the Arctic warms it could _________ billions of tons of carbon into the atmosphere.
7．But some professors say they have significantly changed their teaching practices to _________ the students.
8．They have warned the world to expect more frequent and _________ extreme weather events, and this is what we are seeing.
9．I felt glad that I was now a giver of pleasure, not merely a passive _________.
10．With access to treatment, AIDS have moved from what was effectively a death _________ to a chronic disease.
Translation:
Translate the following sentences into Chinese:
1．Breaking nicotine addiction is not easy. Each year, nearly 35 million people make a concerted effort to quit smoking. Sadly, less than 7 percent succeed in abstaining for more than a year; most start smoking again within days. So what is nicotine and how does it insinuate itself into the smoker’s brain and very being?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2．Scientists have found that a smoked substance reaches the brain more quickly than one swallowed snorted (such as cocaine powder) or even injected. Indeed, a nicotine molecule inhaled in smoke will reach the brain within 10 seconds. The nicotine travels through blood vessels, which branch out into capillaries within the brain.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3．As simple as it looks, the cigarette is highly engineered nicotine delivery device. For instance, when tobacco researchers found that much of the nicotine in a cigarette wasn’t released when burned but rather remained chemically bound within the tobacco leaf, they began adding substances such as ammonia to cigarette tobacco to release more nicotine.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
试读结束[说明：试读内容隐藏了图片]