新编大学英语4课后答案完整版

1、新编大学英语（第四册）习题答案Unit11. 1) A entertaining B entertainment C entertained D entertainer2) A recognizable B recognized C recognition D3) A tempting B temptation C tempt4) A reasoned B reasoning C reasonable D reason5) A analyzed B analytical C analyst D analysis6) A valuable B valuation C valued/values

2、D values7) A humorist B humor C humorous D humorless8) A understandable B understanding C understand D misunderstood2. 1) a sense of responsibility 2) a sense of safety/security 3) a sense of inferiority4) a sense of superiority 5) a sense of rhythm 6) a sense of justice7) a sense of shame 8) a sens

3、e of helplessness 9) a sense of direction10) a sense of urgency3. 1) Lively behavior is normal 2) Fast cars appeal to 3) diverse arguments4) I asked my boss for clarification 5) sensitive to light 6) Mutual encouragement7) made fun of him 8) persists in his opinion/viewpoint9) to be the focus/center

4、 of attention 10) we buy our tickets in advance4. 1) certain/sure 2) involved 3) end 4) behavior 5) disciplining 6) agreed7) individually 8) first 9) response 10) question 11) attempt 12) voice13) directly 14) followed 15) troubleUnit2Column AColumn BThe Compound Wordscreatedthroughdaythroughoutupma

5、nupbeat, upliftdraweareddrawbackteenreadyteenagehandconscioushandout, handwrittenbirthbackbirthday, birthstonechairdistancechairmanragbeatrag-earedeverliftever-readyoverageoverdue, overagelongduelong-distance, long-earedselfstoneself-consciousmileoutmileage, milestonetypewishingtypewriter, typewritt

6、enwellWriter/writtenwell-wishing, well-writtenStep TwoI) long-distance 2) upbeat 3) ever-ready 4) overdue 5) typewriter6) milestone 7) handwritten 8) uplifted 9) self-conscious 10) rag-earedII) birthday 12) throughout 13) drawbacks 14) chairman 15) teenage2. 1) A. intriguedv. interest8. intrigue n.

7、the act or practice of secretly planning to harm someone or make them lose their position of power2) A. straining v. try very hard to do something using all your physical or mental strengthB. strain n. a force that stretches, pulls or puts pressure on something3) A. savor n. taste; flavorB. savored

8、v. enjoy the taste or flavor of; enjoy as much as you can4) A. treasure v. treat something as being very special, important, or valuable8. treasure n. a store of gold, silver, jewels, etc.5) A. credited v. consider as having achieved something or being the reason for itB. credit n. trust; faith6) A.

9、 boost n. an encouraging act of cheering somebody up8. boost v. make someone feel more confident and less worried7) A. note n. a short, usually informal, letter8. noted v. notice or pay careful attention to something8) A. signed v. write your signature on a letter or document to show that you wrote

10、it, agreed with it8. sign n. gesture used to epxress one s meaning, idea, etc.9) A. totaled v. come to a certain amount8. total n. the whole amount10) A. stuffed v. fill something with a substance8. stuff n. substance or material11) A. count n. the number that is reached when something is being coun

11、ted8. count v. be important12) A. last v. manage to remain in the same situation8. last n. the remaining part of something13) A. complimented v. express praise or admiration of somebody8. compliment n. an expression of praise, admiration, approval, etc.14) A. flood n. a large number or amount8. floo

12、ding v. arrive in large numbers15) A. contact n. communication with a person, organization, country, etc.B. contact v. reach (someone) by message, telephone, etc.3. 1) thrives 2) strategy 3) annual 4) deserve 5) spontaneous 6) sincere7) investments 8) enterprise 9) follow up 10) characterized 11) li

13、ngered12) 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) dumb8) subject 9) noise 10) extra 11) purchased 12) replaced 13) appreciation14) hurried 15) warrant 16) strangeUnit 3Understanding the Organ

14、ization 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 are patterned by both heredityand culture.(2) There is a cultural bias in education that favors boys over girls. (para. 2-

15、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 attitudesand go on to higher achievement.iii) Two e

16、xamples:a. In many of the former all-women s 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

17、 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 giv

18、en 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)

19、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

20、 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 physic

21、al 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

22、, 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 child s waking hours, society rei

23、nforces its establishedvalues and turns out each sex in its traditional and expected mold.Vocabulary1. 1) genetic 2) assign 3) noticeably 4) approved 5) Bias 6) deprived7) constituted 8) participation 9) unintentional 10) postgraduate 2.conscious- unconsciousencourage- discouragedirectly- indirectly

24、sexist - nonsexistdependent- independentpositive - negativesuperior - inferiorbiased - fairlimited unlimitedappropriately- inappropriately3. 1) C 2) D 3) A 4) E 5) B 6) C 7) F 8) B4. 1) turn out2) carry over3) calling on4) put away5) fallen behind6) take overunit4Reading Comprehension1. 1) Introduct

25、ion(para 1)It is introduced in the article how teachers and parents can encouragecreativity 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 st

26、rategy:If children can be taught to think creatively, they will be better able tofunction in tomorrow s 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 wh

27、at they have to produce original ideas that are good forsomething.4) A big problem in school (para. 6)The problem: Children can obtain and give back information, but can t figureout ways to apply what they know in new situations.5) A new approach to teaching (para 7)A. The approach: Combining the ba

28、sics with the activities wherestudents mustuse their imaginations.B. How to do so: By asking questions and meanwhile praising their ideas andnew thoughts.C. How to facilitate the process: To create an atmospherein which there is norisk in being creative- a place where wild ideas are honored and valu

29、ed,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 consequencesof various decisions.C. To encourage them to talk out loud about things they are doing. The reasonfor doing s

30、o: Talking out loud improves language skills and thinking skills.D. To show a sense of humor. The reason for doing so: Children can seecreativity 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 forlun

31、ch.b. B. When they grow older, let them decide how to use their time or spendtheir money.Vocabulary3. 1) dismiss 2) consequences 3) promoting 4) applies 5) vital 6) scorned7) conventional 8) original4. 1) consciously 2) innovative 3) unconsciously 4) determined 5) Imagination6) aware 7) control 8) c

32、reated 9) extension 10) technique 11) vulnerable12) unfolding 13) joyful 14) gain 15) ApplyUnit5Understanding the organization of the text1) Introduction (para. 1)Athletes are chosen to be role models, and they can choose only to be good orbad ones.2) Athletes should be role models. (para. 2-5)The a

33、uthor s arguments:A. Athletes should not refuse the responsibility of being a role model whileaccepting 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 doesn t mean I am perfect. (para. 3)C. Qualities of a positive role model

34、: (para. 4)a. He influences people s 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 parentstry to teach their children.

35、 (para. 5)3) People sometimes expect so much that some athletes d otnwant to be rolemodes. (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 JesusChrist. (para. 6)B. Constantly being watched by the public can be hard to to

36、lerate at times. Example: 1: Negative publicity Michael Jordan received about gambling.2. Ever since I played on the Dream Team, I can t go anywhere without being the center of attention and I can t even buy a motorcycle I really want. (para. 7)4) Conclusion (para 8-9)The good things about being a r

37、ole model outweigh the bad.A. It s a great feeling to think you are part of the reason that a id decided to tryto be good.B. But parents should remind their kids that there are no perfect human beings.C. Charles Barkley is a good role model.Vocabulary2. 1) is bound to 2) follow their lead 3) goes to

38、o far/is going too far4) take the place of 5) dropped out 6) have a fit 7) measure up to8) look up to 9) Let s face it 10) you name it3. 1) outgrown 2) outdo 3) outwitted 4) outweigh 5) outlivedUNIT 71. belief - doubt deep- shallow learn- unlearn shame- pride inadequate-adequatesuccess- failure bori

39、ng- interesting dependent-independent mediocre-excellent uselessusefulwell-informed ill-informed smart- dull painful-painlessimaginativeunimaginative2. 1) deprived of 2) for the sake of 3) get away with 4) dropped out 5) by no means6) got down to 7) distinguishfrom 8) look back on 9) gone through10) after all 11) be rid of 12) on my own3.choice secure hear who keep while now This pressure expectin