新标准英语第二册综合练习答案unit1.doc

Unit 1 College culturePage 4 Reading and understanding2. Check the true statements.In the 1960s 2, 4, 6 are true.In the UK today 7, 10, 12 are true.Page 4 Dealing with unfamiliar words3. Match the words in the box with their definitions.1. issue 2. opportunity 3. establishment 4. campus 5. protest 6. launch 7. prospects 8. employment4. Complete the paragraph with the correct form of the words in Activity 3.1. issues 2. campus 3. protests 4. establishment 5. protects 6. employment 7. launch 8. opportunity5. Replace the underlined words with the correct form of the words and expressions in the box. You may need to make other changes.1. clashes 2. an alliance 3. a liberal 4. governor 5. economy6. characterized by 7. dropped out 8. a liberating experience 9. passion6. Answer the questions about the words.1. b 2. a 3. b 4. b 5. b 6. a 7. a 8. b7. Answer the questions.1. d The writer makes it clear at the very beginning and end that it was an exciting and stimulating time for students; later he emphasizes the freedom. Supporting quotes: It was the most exciting and stimulating period of your life; a moment of unimaginable freedom, the most liberating in your life; the heady atmosphere of freedom2. b The author gives the idea that todays students are more serous and less passionate. Supporting quotes: Wheres the passion today? Whats the matter with college? Students today are much more serious. Why arent Wordsworths lines true for the students today?)8. Work in pairs and discuss the questions.(Examples for your reference)1. What do you think is the purpose of a university education? Should it be an end in itself or a means to an end?I certainly believe a university education is to train people to think and to create thoughts and things with the best possible environment and facilities available. It has the duty to transmit theories, knowledge and skills to people and to society and train young people to contribute to society. Meanwhile, it does have a responsibility to give students the necessary abilities to survive in the real world and to contribute to society. In this sense, it is a means to an end. In short, it should be both: you enjoy the journey ( the means) but you want to arrive at the destination ( the end), too.2. What factors influences your choice of university and the course you are doing?There is a combination of factors I consider for the choice of university and for my course. If I have achieved a high score for the university entrance exam, I would like to go to a university which is well-known for its tradition, the quality of courses offered, the staff, the learning environment and the location. And I will do some research to find out why a particular course is good. But most importantly, I would like to choose something I really love to learn and have a passion for; whether this course is popular or not is not my first consideration.3. If you had the chance to continue your studies abroad, what factors would influence your choice of destination?This would depend on what course I would take. I would say the quality of the course, the teaching staff, and how the university and staff care about their students are the key factors I would consider when choosing my destination university. I understand that in some Western countries, the most famous universities may not necessarily offer the best learning environment to students. I heard that some famous professors in some research-focused universities hardly give lectures and tutorials to students.4. Why do young people protest more than old people?I suppose young people have no fear. They have an ideology and strong energy and they believe they can change the world, just like that. On the other hand, I suppose young people are easier to be manipulated by others since their life experience is limited. 5. Do you think todays young people in China are very different from the previous generations?I think in some ways they are, because many of them are the only child of the family. They have great pressure from their parents and grandparents to do well. They feel all the hopes of the family are on their shoulders. However, at the same time, some of them may be spoiled by the family, because their family tries to give them the best.Active reading (2)Page 7 Reading and understanding2. Choose the best answer to the questions. 1.c 2. a 3. d 4. b 5. d 6. cPage 8 Dealing with unfamiliar words3. Match the words in the box with their definitions. 1. rebel 2. era 3. destruction 4. gender 5. assert 6. philosophy 7. industrial4. Complete the conversation with the correct form of the words in Activity 3. 1. rebel 2. assert 3. era 4. Industrial 5. philosophy 6. gender 7. destruction 5. Answer the questions about the words and expressions. 1. a 2. a 3. a 4. a 5. b 6. a 7. b 8. bReading and interpreting6. Decide whether the sentences are critical or approving of todays students. 1. critical 2. critical 3. critical 4. approving or critical 5. critical or approving 6. approving7. Look at the sentences from the passage and choose the best way to complete the sentences.1. b In the context, students parents rebelled a lot and that generation is nostalgic about this. They expect the younger generation to rebel, too. This younger generation rebels by not rebelling, that is, they rebel against the expectation that they should rebel. This can be interpreted as rebelling in a different way.2. b The writer says it is difficult to see what postmodernism is, because it is against everything that came before it. From Paragraph 2 of the passage we can find that the writer says “almost by definition it cant be defined” to mean it is hard to give a definition to postmodernism because different people use it to mean different things.8. Work in pairs and discuss the questions.(Examples for your reference)1. Compare the two passages in the unit. Decide which ideas they have in common, and which passage is more critical of todays students. They are both about student life and experience. Both passages mention events of the 1960s or later and say something about revolution or protest. They both include nostalgia for the past (from the writer or from students parents) and both find something exciting about being a student (freedom and stimulation or the ideas of postmodernism).Both the passages have critical points about todays students. In Passage 1, the writer says students do not rebel or feel passion; they see study only as a means to an end. In Passage 2, the writer points out that students are cool and sleepy, not radical or rebelling. The second passage mitigates the criticism by the softening comment at the end that todays students are writing the revolution in technology, whereas the first passage ends by lamenting that todays students dont feel the excitement of change. On balance, the first passage is more critical.2. Say what you think todays students in China have in common with the American students described in the passage. What can you find to criticize about students in China today?This is hard to say because there are so many students in China - more than in the US - and we shouldnt expect them to be all the same. Some of them are “sleepy and cool”, others are excited about what they study (like the American students in Passage 2); many see study as a means to an end (like the Americans in Passage 1). In general, many Chinese students are quieter, less critical, and more hardworking than American students and they want to get good jobs and help their family and their country - but these arent criticism, are they?3. The writer says there are no inspirational characters for students today. Do you agree?Not at all. We can find inspiration wherever we look! My teachers are really inspiring, so are Olympic gold medalists, Nobel Prize winners and some figures in history or fiction.4. Would you like to have been a student in the 1960s? Why/ Why not?1) Yes, it sounds exciting and free, but perhaps I wouldnt study much in such an atmosphere.2) Probably not, it sounds confusing and the people who are nostalgic for that time probably forget the difficulties they had. I expect they see the past with rosy spectacles.Page 10 Language in use1. Complete the sentences with the words in brackets and the suffix ment or ism. 1. government 2. Postmodernism 3. development 4. individualism 5. agreement 6. investment 7. Sexism 8. romanticism2. Rewrite the sentences using so/neither/nor + inversion 1. The world has changed a lot since the 1960s, and so have universities. 2. I really enjoyed my years at university, and so did Jackie. 3. Choosing the right course is always a major problem for new students, and so is organizing ones time on campus. 4. Im thinking of going to the lecture on post-colonial literature, and so is Li Ming. 5. I think the facilities in our college have improved over the last few years, and so has the teaching. 6. We can access the Internet in our student hostel, and so can everyone else on campus. 7. Im not very interested in politics, nor are my friends. 8. I wont be doing much tonight, nor will my roommate.3. Rewrite the sentences using mean. 1. Starting out at college means meeting lots of interesting people. 2. Going to bed too late means not being able to concentrate the next day. 3. Doing a course in Lit Theory means spending a lot of time on difficult subjects. 4. Being interested in literature means having an open mind about other ways of life. 5. Protesting against the Vietnam War in the 1960s meant going out onto the streets. 6. Going to college today means spending a lot of time thinking about what you will do afterwards.4. Translate the sentences into Chinese. 译文见课文翻译注：句.with their and justice 部分最好提前，即先说学生的状况，再说学生与当权者的冲突。句3.第二句的主句是强调句式，汉译应在句法上稍作变通，以求类似强调语义的效果。a bit以后的内容是进一步说明如何look cool的，汉译可加破折号表明关系。句. 可以在at the end of