大学英语创意阅读三答案完整版.doc

Unit OneWords to note;3. 6. 4. 5. 1. 2.Understanding the textPart A:Risk-takingwilling to take risks. They are able to learn under conditions of some uncertainty.Recalluse techniques like rhymes and word associations to recall what has been learned.Errorsare not discouraged by making errors but rather make errors work as a constructive part of the learning process.Getting exposure to the foreign languagefind ways of getting increased exposure to the foreign language outside of the classroom. This may take the forms of talking to native speakers, watching TV programs and videos and reading extensively.Using rules and knowledge of the first languagedevelop a through understanding of the rules of the foreign language and how to apply these rules. They also use knowledge of their first language to help them master the foreign language.Part B:1. b2. before para. 13para. 8para. 23. Para. 7 &.13Developing your skillsPart A:3. 8. 13. 1.Part B:6. 3. 2. 5. 1. 4.Part C* * * * * *Part Davoidant dependent participant competitive collaborative independentExtending your vocabularyPart A:c e f b a dPart B:h g j a b I d e c f Unit TwoWords to note:4. 5. 1. 3. 2. Understanding the text1. C. D.2. D3. A4. D5. receiving full details of important production processes, which they then use to copy and sell the production of these processes.6. buy the expensive software sold by Western companies and because software counties apply international laws with unfair harshness in Asia.Developing your skillsPart A:Text 1:Example Londax RondaxExampleThe breakfast cereal, Kelloggs Cornflakes, was copied as Kongal Cornstrips.ExampleLocal laws should be changed to protect companies intellectual property rights and if this fails companies should employ more inspectors to check for copyright abuse.Text 2:ArgumentThe concept of intellectual property is a Western one and can harm the progress of other countries. For this reason, copyright infringement should not be considered illegal.ArgumentCopyright laws are not applied fairly; some countries (notably those in the Middle East) are allowed to abuse copyright more easily than other countries.Part BPoints of ContrastText OneTxt TwoConceptshould be held in doubt. It is resent and ignores ancient contributions to knowledge which are not charged for.EffectCompanies suffer financial lossesand as a result are less likely toinvest in building production plantsin the offending country. The existenceof piracy also makes companies lesswilling to put money into new researchand development projects.Suggested solutionCopyright claims should be waived, or at least levied at a discounted rate for developing countries.Extending your vocabularyPart A:fake advanced massive essentialPart Be d g h c b a fUnit ThreeWords to note 4，5，3，1，2Understanding the text Part A : True or False StatementsTrue False1. One reason students like using the Web is that it helps them to buy things in a convenient way.2. Publishing on the Web is easier than publishing in the more traditional media. 3. In using material found on the Web for academic purpose, you need to be prepared to take risks. 4. You should be suspicious of a Web site which offers no contact details.5. You are the Webs quality control mechanism.Part B Interpretation1. b) 2. d) 3. a ) 4. b )Developing you skillsPart A : Structure of a passage (sequencing information ): further practiceIf no email address is given, carry out name searches using on-line catalogues. ( c )If the site is private, check it for authors biodata, affiliations and any means of contact. ( b ) If an email address is provided, examine it closely to establish whether it is institutional or individual and if still in doubt, contact the author directly. ( d )Examine the document itself to check it for compliance with academic conventions, tone and style, background information and knowledge of up-to-date research methods. ( e )Check to find out if a site is institutional or individual by looking for a logo, organization chart, mission statement etc. ( a )Part B: Structure of a passage ( paragraph insertion): further practiceInsert the paragraph between the present paragraphs 1 and 2Part C: Structure of a passage ( paragraph reversal ): further practiceParagraph 3 and paragraph 4 need to be reversed.Extending your vocabularyPart A : Word families downloadprogrammeinterfaceemailICQvirusgamesExcelPart B: Odd man outof a) at in on under below near danceb) sing talk speak shout whisper screamsphericalc) square circular triangular rectangular hexagonalwalkd) drip squirt trickle flow run gush holde) walk run leap jump jog stroll hop“of” is the only one which does not indicate position/location.“dance” does not describe sound; the other words are sounds made using the human voice.“spherical” describes a three-dimensional shape; the others are two-dimensional.“walk” is never used to describe the movement of a liquid; the other words do so.“hold” describes a stable action, not a movement; the other words describe either horizontal or vertical movement.Expanding your creativityComparing the Web with traditional mediaWebTraditional MediaThe Web gives access to a great amount of data and is easy to access in any location.Travel is necessary to visit libraries.It is possible to put any kind of material up on Web and reach a very large audience.Publishing companies select authors very carefully; books are reviewed by experts, and editors and book designers make further improvements.There are no checks on material to be put up on Web and one result of this is the very large amount of pornography available.The content of TV, video and radio programmes is controlled by law to protect audience from bias, sex, violence and bad language.Unit FourWords to note 5, 8, 1, 6, 10, 4, 2, 7, 9, 11, 3Understanding the textPart A: Authors attitude and purpose1. d) 2. c) Part B: Comprehension the text 1. c) 2. d) 3. c) 4.d) 5. a)Developing your skillsPart A: Recognising the theme of a paragraph: further practice Paragraph 1 research into why some people live to be very oldParagraph 2 a gene for long life highly unlikelyParagraph 3 aging cannot be preventedParagraph 4 improving life rather than making it longerParagraph 5 the protective function of the aging processParagraph 6 non-genetic factors in aging researchPart B : Responding to questions on the textQ2A2. No, aging cannot be prevented but people who take dietary supplements ( especially those which destroy free radical molecules) may feel more energetic.Q3A3. Yes, because scientists believe that extending the human life span might well lead to serious negative effects.Q4A4.Yes, it is. The aging process is important in fighting cancer, because proteins which destroy cancer cells also cause aging.Q5A5. Yes, they are very important. Research shows that healthy food, low stress and an outdoor lifestyle are best for long life.Part C: Contexts and implicationsEnglish Proverbs 1. You are as old as you feel. Your feelings about yourself are very important; ninety-year-old people can feel and act like fifty year olds if they have the right attitude to life. Somebody might say this to cheer another person up or to encourage the person to feel better about himself or herself. The speaker probably has an optimistic ( and young ) feeling about life.2. Life begins at forty. Forty isnt old , its simply a birth into a new stage of life. It might be said to someone approaching his or her fortieth birthday. He or she doesnt fear being forty, doesnt think forty is old, and thinks of middle age as being the beginning of an interesting stage of life when he or she can do new things.3. Nobody grows old by merely living a number of years; people grow old by deserting their ideals. Years arent important; preserving youthful idealism is more important. In a debate about the problems of aging , for example. Youthful ideals should be kept throughout the whole of life; if you keep these ideals, you can stay young in your attitude.4. Youth looks forward but age looks back. Young people anticipate the future with pleasure; older people reminisce about their youth. Perhaps in a situation when someone is reflecting seriously about life. Its a philosophical, analytical comment about attitudes.5. Its not how old you are, but how you are old. Age is not important; your attitude towards your age and life in general is crucial. In a situation to encourage somebody to be more optimistic towards life. The speaker is almost certainly optimistic; the suggestion is that there are many ways to be old and some of them are good.6. He that in youth no virtue uses, in age all honor him refuses. Be virtuous when you are young if you want respect later in life. Perhaps in a context where an older person wants to give friendly advice to a youngster when the younger person is wondering about the right course of action. The speaker sees a direct link between actions in youth and the consequences in later life.7. Young folk think old folk are fools, but old folk know young folk are fools. Youngsters only have opinions; their elders know the truth through experience. Perhaps in a social setting where people from different generations are teasing each other. The speaker almost certainly belongs to the older generation and is confident of his or her own superior knowledge.8. Old age doesnt seem so bad when you consider the alternative. The only alternative is to die-because you cannot become young again. As a joke or a humorous comment, perhaps after someone has said something negative about being old. He /She certainly views aging in a positive light.9. An old person loved is winter with flowers. (German ) An old person who is loved has an extra bonus because love brightens their life; old age is like the winter of a persons life, but winter also has its beautiful or bright aspects, like flowers. Perhaps it would be said to an older person, to remind him /her of lifes blessings. Its a comment reflecting both joy and sadness; it recognizes that some old people enjoy the love of family, friends, neighbours, etc., but some are alone and lonely.10. Forty is the old age of youth, fifty is the youth of old age. ( French ) Young people see forty as old , but older people see fifty as young . This is perhaps more likely to be written rather than spoken -perhaps in an essay. The writer seems to have some optimism about being fifty. It is a reference to different perspectives, different attitudes of various ages to age .11. Old age is not misery, experience helps. (Greek ) People may think that being old is a misery, but having the years of experience of old people helps you to live your life in a better way. An alternative interpretation is that it is not simply old age which makes older people miserable, it is the accumulation of their experiences which make them miserable. The second interpretation is a rather wry joke. Perhaps either as a joke or as a serious (but pessimistic) comment on life, almost certainly made by an old person. It could reflect a humorous, philosophical, non-serious view; or the opposite, a mournful cry.12. By living long we learn to live. (Italian ) Experience (living long) teaches us how to live well. Again, perhaps it is more likely to be written than spoken. Experiences over many years are seen as blessings and benefits.13. If one knew the value of youth, there would be little to lament in old age. (Turkish ) Enjoy your youth and make the most of the opportunities which come your way; then, when you are older, you wont have any regrets that you wasted it. An older person - perhaps a parent - to a younger people; the comment also shows wry humour by suggesting that the main preoccupation of older people is that they lament their lost youth. He / She sees youth as priceless and not to be wasted.14. At twenty a person will be a peacock, at thirty a lion, at forty a camel, at fifty a snake, at sixty a dog, at seventy a monkey, and at eighty nothing at all. (Spanish ) The general meaning is that people change as they grow older. The specific meaning of each stage depends on how people understand the metaphors of the animals (and this varies in different cultures). A likely Spanish interpretation is: at twenty people are concerned with their appearance, at thirty they are brave, at forty they carry heavy burdens, at fifty they twist and turn and cant be trusted, at sixty they are loyal, at seventy they are wise, at eighty they are nothing. As its rather long, it is more likely to be part of a written paper. Now it could be said by anybody at any stage but probably originally it was written by an older person. Perhaps it reflects a cynical attitude to the way people develop. Perhaps students might here be asked to explain what each of the different creatures at the various stages of life represent in Chinese or other cultures.15. Ebbtide has come to me as to the sea, Old age makes me bleed, Though I may sorrow over this, The tide returns happily. (Irish) The tide ebbs (i.e. its strength and power is lessened) and human beings get older and become less strong. This makes me feel sad; but the sea is not sad because after it ebbs, the tide returns as strong as ever and other people are young and their tide is rising. Spoken or read in a poem. Perhaps said by someone who, though he/she feels sad, can rationalize and see that there is no reason to be sad.Extending your vocabularySynonyms and word classesWords Words from Text Word Class1.discovery ( paragraph 1)breakthroughnoun2.unexpectedly fast ( para.1)dramaticallyadverb3. additions to normal food intake ( para. 1 )dietary supplementsnoun4. prolonged ( para.1 )extendedverb5. done without active intervention ( para. 2 ) passively adverb6. getting (para.3 )contractingnoun (gerund )7. having no end ( para. 3 )eternaladjective8. improving ( para.4 )boosting noun (gerund )9. usually ( para. 4 )normallyadverb10. leading to disagreement ( para. 5 )controversialadjectiveFurther informationParadoxes: We age in order to live longerThe essential point for students to consider is that paradoxes express dilemmas, contradictions, uncertainties and ambiguities. Often paradoxes also give insights into the difficulties of life; they may express these difficulties with humour. Students may discuss the paradoxes in pairs - the main idea is to consider what they mean and to try to express the apparent contradictions. This is a useful and perhaps challenging task to think, through using English. The task does not necessarily require an elaborate grammar or the use of complex grammar. It does require logical and imaginative thinking and clear, perhaps simple, expression. Teachers may find it useful to ask students to work in pairs and choose different paradoxes and write down their thinking and explanations about them; later they can read their explanations (slowly) to the class, who may judge which is the explanation which best explores the paradox.Page 42 The child is the father of the man.Children grow up to become adults and what happens in childhood is vitally important because adults develop on the basis of their childhood. Just as a child inherits genetic characteristics from their parents, the stage of early childhood for an individual is the social inheritance of each adult - this is the basis for the development of the rest of their life (when the child becomes the man). Parents have children who grow up; however, children also grow up to become parents, who have children in their turn who also become parents. Bad is never good until worse happens.When something bad happens it is difficult to see anything good about it. But when something even worse happens, what we thought was bad before doesnt look so bad after all. Of course, what is worse may also seem not so bad when something worse still happens! Our perceptions of what are bad or good events are relative to other events. Everything changes except change itself.Change is in everything. Only the law that everything changes does not change. On the other hand, if everything changes, this should include change itself (the nature of particular changes should change or even the very nature of change itself). If change changes then this must include no change, which would be a change from changing. If change does not change, then there is something to which the law of change does not apply - which means that not everything changes. All rules have exceptions, including this one.A rule is a general statement. It may include everything in its scope or it may have exceptions. The problem here is that if the rule is that all rules have exceptions, then there are exceptions to the rule that all rules have exceptions: Does this mean that the rule isnt a rule or that the exception isnt an exception or that the exception to the rule that all rules have exceptions means that there are no exceptions, including the exception to the rule that all rules have exceptions .? A sadist is a person who is k