新编大学英语第二版第四册答案.docx

1、新编大学英语第二版第四册答案Unit11. 1) A entertaining B entertainment C entertained D entertainer 2) A recognizable B recognized C recognition D 3) A tempting B temptation C tempt 4) A reasoned B reasoning C reasonable D reason 5) A analyzed B analytical C analyst D analysis 6) A valuable B valuation C valued/val

2、ues D values 7) A humorist B humor C humorous D humorless 8) A understandable B understanding C understand D misunderstood2. 1) a sense of responsibility 2) a sense of safety/security 3) a sense of inferiority 4) a sense of superiority 5) a sense of rhythm 6) a sense of justice 7) a sense of shame 8

3、) a sense of helplessness 9) a sense of direction 10) a sense of urgency3. 1) Lively behavior is normal 2) Fast cars appeal to 3) diverse arguments 4) I asked my boss for clarification 5) sensitive to light 6) Mutual encouragement 7) made fun of him 8) persists in his opinion/viewpoint 9) to be the

4、focus/center ofattention 10) we buy our tickets in advance4. 1) certain/sure 2) involved 3) end 4) behavior 5) disciplining 6) agreed 7) individually 8) first 9) response 10) question 11) attempt 12) voice 13) directly 14) followed 15) troubleUnit2Step OneColumn AColumn BThe Compound Words createdth

5、roughdaythroughoutupmanupbeat, upliftdraweareddrawbackteenreadyteenagehandconscioushandout, handwrittenbirthbackbirthday, birthstonechairdistancechairmanragbeatrag-earedeverliftever-readyoverageoverdue, overagelongduelong-distance, long-earedselfstoneself-consciousmileoutmileage, milestonetypewishin

6、gtypewriter, typewrittenwellWriter/writtenwell-wishing, well-writtenStep Two 1) long-distance 2) upbeat 3) ever-ready 4) overdue 5) typewriter 6) milestone 7) handwritten 8) uplifted 9) self-conscious 10) rag-eared 11) birthday 12) throughout 13) drawbacks 14) chairman 15) teenage3. 1) thrives 2) st

7、rategy 3) annual 4) deserve 5) spontaneous 6) sincere7) investments 8) enterprise 9) follow up 10) characterized 11) lingered12) acknowledged4. column 1) D 2) A 3) B 4) C tough 1) D 2) B 3) E 4) F 5) C 6) A6. 1) searched 2) clever 3) solution 4) wasted 5) tolerate 6) hidden 7) dumb 8) subject 9) noi

8、se 10) extra 11) purchased 12) replaced 13) appreciation 14) hurried 15) warrant 16) strangeUnit 3Understanding the Organization of the Text(1) Introduction (para 1)It has been proven repeatedly that the various types of behavior, emotions, andinterests that constitute being masculine and feminine a

9、re patterned by both heredityand culture.(2) There is a cultural bias in education that favors boys over girls. (para. 2-4)Supporting evidenceA. 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)

10、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-womens colleges, the boys were taking over the class-room discussions and active participation by women students had diminished noticeab

11、ly. 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 ac

12、tively 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 education is also reflected in the typical American teacher assumption. (para 4) i) The assumption: Boys will do

13、 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 German

14、y, all studies are considered masculine and it is girls who develop reading problems. c. In Japan, where early education appears to be nonsexist, both girls and boys do equally well in reading.(3)The educational bias begins at home. (para 5) A. Supporting evidence: i) Boy preschoolers were permitted

15、 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 c

16、onsequence 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 indepe

17、ndent, analytical, or original. C. Conclusion: Through the educational process that occupies most of the childs waking hours, society reinforces its established values and turns out each sex in its traditional and expected mold.Vocabulary1. 1) genetic 2) assign 3) noticeably 4) approved 5) Bias 6) d

18、eprived7) constituted 8) participation 9) unintentional 10) postgraduate2.conscious- unconscious encourage- discourage directly- indirectly sexist nonsexist dependent- independent positive negative superior - inferior biased fair limited unlimited appropriately- inappropriately3. 1) C 2) D 3) A 4) E

19、 5) B 6) C 7) F 8) B4. 1) turn out 2) carry over 3) calling on 4) put away 5) fallen behind 6) take overunit4Reading Comprehension1. 1) Introduction(para 1) It is introduced in the article how teachers and parents can encourage creativity in children. 2) An important strategy for parents and teacher

20、s 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 tomorrows society. 3) The definition of creativity (pa

21、ra. 4-5) A. Who successful students and adults 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 produce original ideas that are good for something. 4) A big problem in school (para. 6) The problem: Children can obtain and g

22、ive back information, but cant 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 ide

23、as 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 dec

24、ision 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: Chil

25、dren 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.Vocabulary3. 1) dismiss 2)

26、consequences 3) promoting 4) applies 5) vital 6) scorned 7) conventional 8) original4. 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) ApplyUnit5Understanding the

27、 organization of the text1) Introduction (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 authors arguments:A. Athletes should not refuse the responsibility of being a role model while accepting all th

28、e glory and the money that comes with being a famous athlete. (para. 2)B. I try to be a positive role model, but that doesnt mean I am perfect. (para. 3)C. Qualities of a positive role model: (para. 4) a. He influences peoples lives in a positive way. b. He gives of himself in time or money to help

29、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 dont 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 times. Example: 1: Negative publicity Michael Jordan r