(方便打印)新编大学英语(第四册)习题答案.doc

新编大学英语（第一册）习题答案Unit 1Vocabulary1.1) A. entertainingB. entertainmentC. entertainedD. entertainer2) A. recognizableB. recognizedC. recognition3) A. temptingB. temptationC. tempt4) A. reasonedB. reasoningC. reasonableD. reason5) A. analyzedB. analyticalC. analystD. analysis6) A. valuableB. valuationC. valued/valuesD. values7) A. humoristB. humorC. humorousD. humorless8) A. understandableB. understandingC. understandD. 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) 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 focus/center of attention10) we buy our tickets in advance4.1) certain/sure2) involved3) end4) behavior5) disciplining 6) agreed7) individually8) first9) response 10) question 11) attempt12) voice13) directly14) followed15) trouble新编大学英语第二版第四册第二单元练习答案Vocabulary1. Step One Column AColumn BThe Compound Words createdthroughdaythroughoutupmanupbeat, upliftdraweareddrawbackteenreadyteenagehandconscioushandout, handwrittenbirthbackbirthday, birthstonechairdistancechairmanragbeatrag-earedeverliftever-readyoverageoverdue, overagelongduelong-distance, long-earedselfstoneself-consciousmileoutmileage, milestonetypewishingtypewriter, typewrittenwellWriter/writtenwell-wishing, well-writtenStep Two1)long-distance2) upbeat3) ever-ready4) overdue5) typewriter 6) milestone7) handwritten8) uplifted9) self-conscious10) rag-eared11) birthday12) throughout13) drawbacks14) chairman15) teenage3. 1) thrives2) strategy3) annual4) deserve5)spontaneous 6) sincere7) investments8) enterprise9) follow up10) characterized11) lingered12) acknowledged 4. column:1) D2) A3) B 4) Ctough:1) D2) B3) E4) F5) C6) A6. 1) searched2) clever3) solution4) wasted5) tolerate6) hidden7) dumb8) subject9) noise10)extra11) purchased12) replaced13) appreciation14) hurried15) warrant 16) strange新编大学英语第二版第四册第三课练习答案Post-Reading1. Understanding the Organization of the Text1) Introduction (para 1) It has been proven repeatedly that the various types of behavior, emotions, and interests that constitute being masculine and feminine are patterned by both heredity and 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) 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 noticeably.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 actively 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 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 Germany, 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 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 consequence 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 independent, 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) deprived 7) constituted 8) participation 9) unintentional 10) postgraduate3. 1)C2) D3) A4) E5) B6) C7) F8) B4. 1) turn out 2) carry over3) calling on4) put away5) fallen behind6) take over新编大学英语第二版第四册第四课练习答案Reading 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 teachers 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 (para. 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 give 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 ideas 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 decision 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: Children 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.Vocabulary1.1) confused, confusion2) intelligence, intelligent3) humorous, humor4) strategy, strategic5) motivated, motivation6) combination, combined7) creation, creative8) pursuit, pursuing9) multiplication, multiply10) employ, employment2.1) perfected2) approaching3) value4) functions5) approach6) perfect7) honor8) function9) honor10) value3.1) dismiss 2) 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) Apply新编大学英语第二版第四册第五课练习答案Post-ReadingUnderstanding the 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 the 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 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 received about gambling. 2. Ever since I played on the Dream Team, I cant go anywhere without being the center of attention and I cant even buy a motorcycle I really want. (para. 7)4) Conclusion (para 8-9) The good things about being a role model outweigh the bad.A. Its a great feeling to think you are part of the reason that a id decided to try to be good.B. But parents should remind their kids that there are no perfect human beings.C. Charles Barkley is a good role model. Vocabulary1.1) A. necessityB. necessaryC. necessarily2) A. disagreementB. disagreedC. disagreeable3) A. decisiveB. decisionC. decide4) A. choosyB. choiceC. chose5) A. leadB. leadC. leading6) A. perfectB. perfectionC. perfected7) A. determinationB. determineC. determined8). A. assistB. assistanceC. assistant9) A. imaginationB. imaginativeC. imaginaryD. imaginableE. imagined10) A. scaredB. scaryC. scared11) A. tolerableB. tolerantC. toleranceD. tolerate12) A. expectantB. expectedC. expectations2. 1) is bound to 2) follow their lead 3) goes too far/is going too far 4) take the place of 5) dropped out 6) have a fit 7) measure up to 8) look up to 9) Lets face it 10) you name it3.1) outgrown 2) outdo 3) outwitted 4) outweigh 5) outlived新编大学英语第二版第四册第六课练习答案Post-ReadingStep One 1) Risks are always a matter of probability rather than certainty.2) The author supports the main idea by means of a comparison between hypochondria and anxiety about the risks of life, and an analysis of injury prevention.2. 1) What is risk?SimilarityDifferenceHypochondriaIn both cases, the fear or anxiety feeds on partial information.The hypochondriac can turn to a physician to get a definitive clarification of the situation.Anxiety about the risks of lifeRisks are a matter of probability rather than certainty.2) How do we measure the risk level?Total number of deathsPeople involved in the activityThe risk levelTraveling by car25000200 million1/8000Coal mining 3007000003/7000Vocabulary2. 1) character 2) end up 3) Rarely 4) casual 5) risky 6) all manner of 7) inform 8) sensible 9) definitively 3. 1) On the strength of2) all manner of 3) feed on4) reduceto5) end up6) associated with7) focus on8) turned to9) participate in 10) involved in Translation Practice1. Promising new technologies can power our homes, factories and cars with cleaner, moer efficient energy- cutting emissions while strengthening our economy. 2. Indeed, unless we reach across borders and face threats to the enviromnent together, the earth may be confronted with an ecological crisis, with half of all species gone, and our grand children enduring deadly floods, droughts and disease brought on by global warming. 3. Our planet is a biosphere, which demands that nations work in global partnership to solve complex environmental problems such as the long -range transport of air pollutants and hazardous waste disposal. 4. Risks are an unavoidable part of life. They stem from rare events such as earthquakes and fires or from slowly accumulating effects of exposure to hazardous conditions and probaly cause loss of property, even loss of life. 5. Only 100 years ago man lived in harmony with nature. Today this harmonious relationship is threatened by mans lack of foresight and planning, and by his carelessness and greed, for man is slowly poisoning his environment. 新编大学英语第二版第四册第七课练习答案Reading Comprehension1. Understanding the Organization of the TextPassage I1) The message Prof. Neusner passes to the graduates. (para.1) We take no pride in our educational achievement because we have inadequately prepared students for the real world. Reason: At Brown, during the four years, students have formed the belief that failure leaves no record, while in the real world failure marks you.2) Two different attitudes toward errors. (para. 2) At Brown, students defend their errors by arguing about:A. why their errors were not errors;B. why mediocre work was excellent;C. why they could take pride in their poor presentation. In the real world, graduates had better not defend their errors but learn from them.3) College is an altogether forgiving world. (para. 3-5)No matter what slight effort students made, they could meet the demand.A. When students broke appointments, professors make new ones.B. When the deadline was missed, professors pretended not to care.C. Boring talks were considered to be important.D. Unlabored writing was commented.E. Dull students were treated as if they were smart.The reason why professors did all this was not that they wanted to be liked by students, but that professors did not want to be bothered and pretense was the easy way out.4) Prof. Daniels viewpoint. (para. 6) College has deprived students of adequate preparation for the real world.5) The ending of the speech. (para. 7-8)A. Conclusion: On this commencement day, we professors have nothing to take pride in .B. Advice for graduates:a. Dont act toward your co-workers and bosses as you have acted toward us.b. Go to life and unlearn the lies we taught you here. Passage II1) The points Ida Timothees going to argue against: (para. 1)A. Students have been made to believe that “failure leaves no record”. B. College is not a preparatory school for life.2) Ida Timothees comments on Neusners points: (para. 2)A. He knows little about students college life.B. He ignores the pressures and hard times students experience at college.3) Ida argues against Neusners point that college is not preparing students for real life. (para. 3) During the college years, we start to be independent, make crucial decisions and are responsible for them. Supporting evidence:A. We lean to budget our time and money.B. We are tolerant enough to survive in a crowded triple room.C. We meet people from different parts of the world.4) Ida argues against the so-called students belief that failure leaves no record. (para. 4)Her counter-examples:A. If you fail a test or a course, the teacher wont erase the grade.B. If you drop a class, youll have to take more courses next semester.C. Low grades or low GPA means no fine graduate school, no degree.D. Everyone has to take midterms and finals.E. No teachers have “pretended not care” when deadlines are not kept. 5) Idas conclusion: (para. 5) College is not “easy, free, forgiving, attentive, comfortable, interesting, unchallenging fun”to her.Vocabulary1.beliefdoubtlearnunlearndeepshallowshamepridepoliterudeuselessusefulinadequateadequatewell-informedill-informedsuccessfailuresmartdullboringinterestingpainfulpainlessdependentindependentimaginativeunimaginativemediocreexcellent2.1) deprived of 2) for the sake of 3) get away with 4) dropped out 5) by no means 6) got down to 7) distinguishfrom 8) look back on9) gone through 10) after all 11) be red of 12) on my own 3. 1) choice 2) secure 3) hear 4) who 5) keep 6) while 7) now 8) This 9) pressure 10) expecting 11) tests 12) within 13) had 14) catch 15) marks 16) parents 17) obtain/get 18) teachers 19) relax 20) shape新编大学英语第二版第四册第八课练习答案Reading ComprehensionTable 1Common ProblemComponentsFeelingsConsequencestime sicknessa) time pressurea) anxi