新编大学英语第二版第四册答案.docx

新编大学英语第二版第四册答案.docx

《新编大学英语第二版第四册答案.docx》由会员分享，可在线阅读，更多相关《新编大学英语第二版第四册答案.docx（12页珍藏版）》请在冰点文库上搜索。

新编大学英语第二版第四册答案

Unit1

1.1）AentertainingBentertainmentCentertainedDentertainer

  2）ArecognizableBrecognizedCrecognitionD

  3）AtemptingBtemptationCtempt

  4）AreasonedBreasoningCreasonableDreason

  5）AanalyzedBanalyticalCanalystDanalysis

  6）AvaluableBvaluationCvalued/valuesDvalues

  7）AhumoristBhumorChumorousDhumorless

  8）AunderstandableBunderstandingCunderstandDmisunderstood

2.1）asenseofresponsibility 2）asenseofsafety/security  3）asenseofinferiority 

  4）asenseofsuperiority    5）asenseofrhythm          6）asenseofjustice 

  7）asenseofshame          8）asenseofhelplessness    9）asenseofdirection

 10）asenseofurgency

3.1）Livelybehaviorisnormal 2）Fastcarsappealto 3）diversearguments 

  4）Iaskedmybossforclarification 5）sensitivetolight 6）Mutualencouragement  

  7）madefunofhim 8）persistsinhisopinion/viewpoint 

  9）tobethefocus/centerof attention 10）webuyourticketsinadvance

4.1）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）trouble

Unit2

StepOne

ColumnA

ColumnB

TheCompoundWordscreated

through

day

throughout

up

man

upbeat,uplift

draw

eared

drawback

teen

ready

teenage

hand

conscious

handout,handwritten

birth

back

birthday,birthstone

chair

distance

chairman

rag

beat

rag-eared

ever

lift

ever-ready

over

age

overdue,overage

long

due

long-distance,long-eared

self

stone

self-conscious

mile

out

mileage,milestone

type

wishing

typewriter,typewritten

well

Writer/written

well-wishing,well-written

StepTwo

 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）teenage

3.1）thrives 2）strategy 3）annual 4）deserve 5）spontaneous 6）sincere

   7）investments 8）enterprise 9）followup 10）characterized 11）lingered

   12）acknowledged

4.column 1）D 2）A 3）B 4）C      tough 1）D 2）B 3）E 4）F 5）C 6）A

6.1）searched 2）clever 3）solution 4）wasted 5）tolerate 6）hidden 7）dumb

  8）subject 9）noise 10）extra 11）purchased 12）replaced 13）appreciation

 14）hurried 15）warrant 16）strange

Unit3

UnderstandingtheOrganizationoftheText

（1） Introduction（para1）

    Ithasbeenprovenrepeatedlythatthevarioustypesofbehavior,emotions,and

    intereststhatconstitutebeingmasculineandfemininearepatternedbybothheredity

    andculture.

（2） Thereisaculturalbiasineducationthatfavorsboysovergirls.（para.2-4）

    Supportingevidence

A. Teacherscalledonmalesinclassfarmorethanonfemalestudents.（para2）

   i） Itsconsequence:

Thishasatremendousimpactonthelearningprocess.

  ii） Thereasonforthis:

Activeclassroomparticipantsdevelopmorepositiveattitudes

      andgoontohigherachievement.

  iii）Twoexamples:

       a. Inmanyoftheformerall-women’scolleges,theboysweretakingovertheclass-roomdiscussionsandactiveparticipationbywomenstudentshaddiminishednoticeably.

        b. Asimilarsubordinationoffemaletomalestudentshasalsobeenobservedinlawandmedicalschoolclassroomsinrecentyears.

B. Teachersassignedboysandgirlsdifferenttasksaccordingtostereotypedgenderroles.（para.3）

   i）  Itsconsequence:

Thispreventedgirlsfromparticipatingasactivelyasboysinclass.

  ii） Anexample:

Ateacherhadthelittleboysperformthescientificexperimentwhilethegirlsweregiventhetaskofputtingthematerialsaway.

C. Gender-biasededucationisalsoreflectedinthetypicalAmericanteacher’assumption.（para4）

   i）   Theassumption:

Boyswilldobetterinthehard,masculinesubjectsofmathandsciencewhilegirlsareexpectedtohavebetterverbalandreadingskills.

  ii）Threeexamples:

      a.Americanboysdodevelopreadingproblems,whilegirls,whoaresuperiortoboysinmathuptotheageofnine,fallbehindfromthenon.

      b.InGermany,allstudiesareconsideredmasculineanditisgirlswhodevelopreadingproblems.

      c.InJapan,whereearlyeducationappearstobenonsexist,bothgirlsandboysdoequallywellinreading.

（3） Theeducationalbiasbeginsathome.（para5）

  A.  Supportingevidence:

    i）   Boypreschoolerswerepermittedtogoawayfromhomeinamuchwiderareathangirlpreschoolers.

    ii）  Boyswereencouragedtodevelopintellectualcuriosityandphysicalskills,whilegirlsarefilledwithfearsoftheworldoutsidethehomeandwiththedesiretobeapprovedoffortheirgoodnessandobediencetorules.

   B.  Theconsequencewhentheselessonscarryoverfromthehometotheclassroom:

Girlsaregenerallyobservedtobemoredependentontheteacher,moreconcernedwiththeformandneatnessoftheirworkthanitscontent,andmoreanxiousaboutbeingrightintheiranswersthaninbeingintellectuallyindependent,analytical,ororiginal.

   C.Conclusion:

Throughtheeducationalprocessthatoccupiesmostofthechild’swakinghours,societyreinforcesitsestablishedvaluesandturnsouteachsexinitstraditionalandexpectedmold.

Vocabulary

1.1）genetic 2）assign 3）noticeably 4）approved 5）Bias 6）deprived  

   7） constituted 8）participation  9）unintentional 10）postgraduate

2.conscious-unconscious

 encourage-discourage

 directly-indirectly

 sexist–nonsexist

 dependent-independent

 positive–negative

 superior-inferior

 biased–fair

 limited–unlimited

 appropriately-inappropriately

3.1） C 2）D 3）A 4）E 5）B 6）C 7）F 8）B

4.1）turnout

  2）carryover

  3）callingon

  4）putaway

  5）fallenbehind

  6）takeover

unit4

ReadingComprehension

1.1）Introduction（para1）

     Itisintroducedinthearticlehowteachersandparentscanencourage   

     creativityinchildren.

  2）Animportantstrategyforparentsandteacherstofollow（para.2-3）

   A.Thestrategy:

       Toencouragechildrentospendtimethinkinganddevelopingnewideas.

   B. Thesignificanceforadoptingthestrategy:

       Ifchildrencanbetaughttothinkcreatively,theywillbebetterableto 

       function intomorrow’ssociety.

  3）Thedefinitionofcreativity（para.4-5）

   A. Whosuccessfulstudentsandadultsare:

       Thosewhocanfindanumberofwaystoapproachproblems.

   B.Whatcreativepeoplecando:

       Theycanusewhattheyhavetoproduceoriginalideasthataregoodfor

       something.

  4） Abigprobleminschool（para.6）

      Theproblem:

Childrencanobtainandgivebackinformation,butcan’tfigure

      outwaystoapplywhattheyknowinnewsituations.

   5）Anewapproachtoteaching（para7）

   A.Theapproach:

Combiningthebasicswiththeactivitieswherestudentsmust

       usetheirimaginations.

   B.Howtodoso:

Byaskingquestionsandmeanwhilepraisingtheirideasand

      newthoughts.

   C.Howtofacilitatetheprocess:

Tocreateanatmosphereinwhichthereisno

       riskinbeingcreative--aplacewherewildideasarehonoredandvalued, 

       neverscornedordismissed.

  6） Thingsparentscandoathometoencouragecreativity（para.8-10）

   A. Toinvolvechildrenindecisionmaking.

   B. Tohelpchildrentounderstandtheconsequencesofvariousdecisions.

   C. Toencouragethemtotalkoutloudaboutthingstheyaredoing.Thereason

        fordoingso:

Talkingoutloudimproveslanguageskillsandthinkingskills.

   D. Toshowasenseofhumor.Thereasonfordoingso:

Childrencansee

        creativityinitspurestform.

   E. Togivechildrenchoicesfromtheirearliestage.

   Examples:

   a. Whentheyareveryyoung,letthemchoosebetweentwofooditemsfor

       lunch.

   b. B.Whentheygrowolder,letthemdecidehowtousetheirtimeorspend

       theirmoney.

Vocabulary

3.1）dismiss 2）consequences 3） promoting 4）applies 5）vital 6）scorned 

   7）conventional 8）original

4.1）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）Apply

Unit5

Understandingtheorganizationofthetext

1）Introduction（para.1）

   Athletesarechosentoberolemodels,andtheycanchooseonlytobegoodor

   badones.

2）Athletesshouldberolemodels.（para.2-5）

   Theauthor’sarguments:

A.Athletesshouldnotrefusetheresponsibilityofbeingarolemodelwhile

  acceptingallthegloryandthemoneythatcomeswithbeingafamousathlete.

  （para.2）

B.Itrytobeapositiverolemodel,butthatdoesn’tmeanIamperfect.（para.3）

C.Qualitiesofapositiverolemodel:

（para.4）

   a. Heinfluencespeople’slivesinapositiveway.

   b. Hegivesofhimselfintimeormoneytohelpthosewholookuptohim.

   c. Hedisplaysthevalueslikehonestyanddetermination.

D. Athletescannottaketheplaceofparents,butcanhelpreinforcewhatparents

    trytoteachtheirchildren.（para.5）

3） Peoplesometimesexpectsomuchthatsomeathletesdon’twanttoberole

    modes.（para.6-7）

A.Sometimespeopleputathletesonapedestal.

   Example:

IhavehadparentsinUtahputmypictureonthewallbesideJesus

   Christ.（para.6）

B.Constantlybeingwatchedbythepubliccanbehardtotolerateattimes.

  Example:

1:

NegativepublicityMichaelJordanr