大学英语创意阅读2册答案

1、练习答案 Book TwoUnderstanding the textPart A: Comprehending the textComplete the following sentences.1. According to the first three paragraphs:A major purpose of advertising is to inform us of new products or good bargains / help producers to sell their products.It is possible that advertising is beco

2、ming less effective because we are exposed to too much advertising now and so much of it is misleading, so many people now ignore it.2. According to the advertisement for Bantu Island:The more adventurous members of the family can visit some of the attractions of the island, including a trip to an a

3、ncient cavern/ study the fascinating sea creatures of that area.The less adventurous members can use the hotel swimming pool/paddling pool or play on the mini-golf course or visit tile less adventurous places of interest ( in an airconditioned vehicle) such as a local lake.Ghosts are often seen arou

4、nd Lake Tall.Wood has been used to make the accommodation unitsThe holiday is cheap because the resort is new and the owners claim to be more interested in making the guests happy than making money.3. According to the newspaper report on Bantu Island:Bantu Island is really only a small, bare, expose

5、d rock in the middle of the ocean.Swimming around the island would be very dangerous because of the many sharks.The swimming pool isnt very much in use because there is no water in it. The author doesnt believe the stories about Lake Tall because it is too small and too shallow for the stories to be

6、 true.The author says the only reason your money goes further is that Bantu Island is a long way away go the money will be travelling further. The expression is not being used in its usual meaninq of money lasting lounger as things are so cheap.4. The advice the author gives in the last two paragrap

7、hs is to be very careful when reading advertisements and always try to check the information from an independent source before you buy whatever is being advertised.Part B: Comparing the textsThe two texts sometimes refer to the same feature of the resort with very different terms. Complete this tabl

8、e by finding the corresponding terms and writing them in the spaces provided. Follow the example.The BrochureThe Newspaper Article1resortbuilding site2a shallow bay/ island paradisebeachless bay/ hare rock3fascinating sea creatureshungry sharks4deluxe air-conditioned transportopen-backed jeep5indivi

9、dual, handcrafted unitswooden huts6ancient and mysterious lakedirty pondPart C: Interpreting the text1. Explain why the writer believes these two texts provide a perfect example of what he is trying to say.The writer is trying to say that advertising is often very misleading and, in some cases, lega

10、lized lying. The advertising brochure for Bantu Island is obviously very misleadingand, although nothing it says is actually a lie, it could be argued that it does not represent the truth.2. Why were the visitors to Bantu Island made to pay for the tours before they got to the resort?Because once th

11、ey got to the island and saw what it was like, they would not waist to go on any tours.3. Did the first article give any information that was not true, as opposed to simply misleading?No, it was very carefully worded so that it would be difficult to prove it told any liessimply did not tell the whol

12、e truth or ,misled the reader in different ways. For example, the resort does have a swimming pool (and even a paddling pool) - it does not actually say that they dont have any water; it does say that sea creatures abound, it does not say they are sharks, etc.4. Explain fully what the writer means b

13、y the last sentence of the article.We should look carefully at things that seem attractive (and cheap). There is often a problem that is not obvious. This might also apply to other things, such as a motor vehicle, a new apartment, special offers on CDs, books, etc.Developing your skillsGetting the w

14、riters purposeWhich of the following do you think could be used to describe the tone of the newspaper article?humourous, aggressive, sarcasticLook at the two texts again and make notes in the table below of other examples of each category.There are many examples of this kind in the texts. Students c

15、ould be encouraged to have group discussion and decide which are more effective (and some may even be humourous). These are some examples that students are likely to find:BrochureNewspaperLayoutA Once in a Lifeti, me Holiday (This .means something very special - so special it cannotever be repeated.

16、 )A Holiday .for All the FamilyA Never- To-Be-Repeated Holiday (This .means it only happens once because it was so bad you would never do it again. )A Holiday for NobodyChoice of Informationsea creaturesbrand-newcooledrareIt omits any details of the size, etc. of the attractions (e.g. Lake Tall).No

17、mention of having to wash in a small stream ( i. e. no plumbing or washing facilities in the hotel).sharkshalf-builtblastedThey dont exist.Punctuation. you wont have a penny more to pay! - The exclamation mark is supposed to showthe reader what a wonderful deal she / he is getting with the holiday.A

18、 Holiday .for Nobody - the inverted commas indicate that the writer .feels the word Holiday is not the correct word.The Beauties of Bantu Island -again the inverted commas suggest that Beauties does not describe the reality of the Island.Air-conditioned, back-to-nature , resort, lake, etc. all these

19、 show that the writer does not .feel the words are being used with their usual meaning and connotations.The two articles that follow are from the advertising manager of the restaurant and from a dissatisfied customer. Complete them by filling in the blanks with words or expressions that make the wri

20、ters attitudes clear.Come and Eat at the Luxurious and Relaxing French KitchenEnjoy the wonderful selection of tempting dishes from our extensive menu.The magnificent view over the ocean will make it an evening to remember / cherish.Our highly-trained / professional / friendly and experienced / know

21、ledgeable / polite staff will be delighted/pleased / thrilled to look after your every need andthe reasonable / inexpensive prices will pleasantly surprise you.Dont delay / wait. Book now! You wont be disappointed / sorry.Anybody who is thinking of going to the new restaurant called the French Kitch

22、en, dont think again. I was tempted by the advertisement in this newspaper last week. Unfortunately/Regrettably, I can honestly/truthfully/realty say that I was very displeased by my decision.To enjoy the magnificent view of the ocean, you would need to lean at least a metre out of the window and pe

23、er round the building next door. Ive seen a better/ .more impressive/wider/more tempting selection of dishes in my local fast food restaurant and much more polite/friendlier staff in an army training camp. As for the reasonable/inexpensive prices! My bank manager will think that I bought the restaur

24、ant when he sees my account. Its true that they were a surprise, but definitely not pleasantDont go. You will certainly be disappointed.Extending your vocabularyPart A: AntonymsIn the two descriptions of the holiday resort, it is possible to find words and expressions with almost opposite meanings (

25、antonyms). Complete the table below with appropriate words from the text. Follow the example.brand-newancientnestledperchedshallowdeepparadisenightmaregive-away priceexpensiverefreshingbitterA quick way of revising these antonyms is to allow students to look at the list for a minute. Then in pairs o

26、ne student gives a word (e. g. Student A: paradise) and the other student gives the antonym (Student B: nightmare). Once students have got the idea of this, the teacher can encourage them to use the words conversationally by making statements and giving replies containing the antonym of the main wor

27、d. Student A: The island was advertised as a kind of paradise.Student B: But it was a nightmare for the person who went there.Student A. Yes, that must have been a bitter experience.Student B. Well, it certainly wasnt the refreshing experience he was expecting, was it?Part B: Scales of meaningAll th

28、e words in the box below are related to frequency (how often), degree (how much) or quantity (how many). Arrange all the words in the table in the same way as the example given above for size.FrequencyDegreeQuantityconstantly / alwaysregularly / repeatedlyoften /frequentlysometimes / occasion allyno

29、t alwaysrarely / seldom / intermittentlyoncehardly everneverperfectly / absolutely / totallyextremely / enormously / particularly/ exceedingly / exceptionallyveryslightly / a little / to some extentin no waynot in the slightest / not at allall / everya ,vast numbermost / the .majority of / generally

30、 many / a lot of / numerousmuch / a great (teala couple / a fewThis kind of scale is very important for more advanced language learning. Students should think of vocabulary not only as learning more and more new words but also as learning to relate new words to those they already know. They should a

31、lso be encouraged to think of words as being related to other words, i.e. what matters here is the general group of the words and the differences in shades of meaning of words along the scale.Once students have completed the chart with the scales of meaning they should be encouraged to use the words

32、. One way to do this is to go back to the quotations about advertising in the Before you read section (with the additional quotations in this Teachers Book) so that students use the frequency/degree/quantity scale in their own personal comments on the quotations. For example:Advertising is legalized

33、 lying.I think advertisers rarely lie but the majority of them regularly exaggerate.I agree to some extent; they tell lies exceptionally but I think advertisers hardly ever tell the whole truth.Expanding your creativityDrawing a map of BantuThis map shows a very positive picture of the Island of Ban

34、tu. It is much larger than the newspaper article suggests. It has forests, mountains, beaches, a large town and even a small airstrip. Lake Tali is large. The island looks the kind of place that would give a Holiday of a Lifetime.This kind of activity is creative in that it encourages students to re

35、-read the text looking for information about the features of the island, then to visualize how the features relate to each other and so draw the map. It is important that students should explain their maps to each other in order to verdalize what they have imagined and drawn.If some students find th

36、is task difficult, a preliminary step is to re-read the text and actually underline (or list) all the features of the island which are mentioned in the text; students can compare what they have underlined to check that they have found the essential information before using it to draw the map. This e

37、stablishes the common information that will be used to draw the map but it still leaves the creative element of putting all the relevant information in the spatial layout of the map.It is likely, of course, that some students visual interpretations of the text will be different from those of others.

38、 Students need to understand that this is OK as long as they can justify their maps according to the information in the text.There are various ways of getting or giving further feedback on this activity. A few students could be encouraged to draw their maps on the board so that the class can discuss

39、 differences: this is useful to give the clear message that there are a range of valid representations of the island, but it might be a bit time-consuming. Alternatively the teacher might use his or her own drawing on the board or overhead transparency for further discussion. One way of doing this i

40、s for the teacher to make a few deliberate mistakes in this drawing so students have to suggest corrections with reference to their own maps.Generally, in the Expanding your creativity sections of units in this series we want students to apply the language of the unit in a different way, often to us

41、e their imagination and generate different ideas, and then to review or evaluate what they have produced. In this case, a good way of reviewing the creative activity is to ask students in pairs or groups to close their textbooks (i. e. only look at their own maps) and then to explain the features of

42、 their maps according to what they remember from the text (see the Introduction for comments on this kind). For example, a student might refer to Lake Tali by saying, Heres Lake Tali. It is supposed to be romantic and a place where lovers sacrificed themselves, but the writer says it is a dirty pond

43、. Students can then evaluate others maps not so much according to how well the maps are drawn but rather in terms of whether they have included all the major features mentioned in the text and how well they can explain these when they talk about their maps. In this way students will be strongly enco

44、uraged to link their understanding of the text with their imagined representation of the map and to try to express both of these to each other.Further informationAdvertisements as mini-lessons in languageThe text for further information is about advertising. It draws attention to the ambiguity of ma

45、ny English language adverts and to the increasingly common aspect of playing with language which can be seen in modern adverts. Students could be encouraged to collect examples of English language adverts from magazines or newspapers and make comments on anything interesting they notice about the us

46、e of language and any cultural aspects they find. This would make a good project for those who study business or tourism and English majors. As the text says, adverts can be mini language lessons.In China, as in many other countries, English words are sometimes used in adverts and for product labels

47、, even when the product is Chinese. Again, students could bring examples to the class: instructions from medicines, the ingredients of food packets, and so on. Students could be encouraged to think of the reasons for using English in adverts. Most people would suggest that English is used in adverti

48、sing and product labels so that visitors, tourists or foreign residents can read them. However, some products are made for export to many countries and perhaps advertising in English enables the company to use the same packaging everywhere. In some cases, using adverts and labels in English may be a

49、 status symbol - a kind of signal of internationalism and the prestige that using English is thought to bring.Understanding the textPart A: Comprehending the textDecide whether each of the following statements is true or false according to the text. Put a tick by your choice.TrueFalse1The first para

50、graph suggests that the writer believes young people are themselves responsible for being educational failures.The introductory paragraph asks a challenging question: Is it possible that the children are not at .fault at all, but society itself? Also, failures is in inverted commas. This suggests th

51、e word should be interpreted differently: it suggests the children are not at fault.2The speaker believes that school examinations are appropriately timed in the lives of schoolchildren.Look at speech paragraph 2: Children have to sit exams at an age when they are least receptive to formal learning.

52、3Usually, only children who have previously failed examinations are given the opportunity to study interesting subjects.In speech paragraph 3: Intterestiug subjects are available only for those who have already been labelled as failures.(The teacher might suggest that this indicates a topsyturvy sit

53、uation, where failures get a better deal while those who succeed are virtually pu,tished. )4Parents often contribute to the pressure schoolchildren are put under.In speech paragraph 3: Many words in this paragraph indicate pressure: push, cajole, threaten, force, search franticalIy.In speech paragra

54、ph 4: Parents are .foolish if they despair at their childrens perfectIy normal behaviour. 5In some cases, the present educational system has the opposite effect to the one it is aiming at.You might ask whether the educational system has anyclear idea at all about its objectives. But assuming the edu

55、cational system aims to educate children, the text suggests very definitely that it is failing totally, e. g.In speech paragraph 4: The system might wake or break children in their early teenage.In speech paragraph 5: There are severe penalties in thesystem.In speech paragraph 6: The present system

56、is frighteningand threatening.6Childhood is the best time to study from the point of view of the development of the brain.In speech paragraph 7: between the ages of five and 18 . the brain is biologically at its most receptive .7There are many educational reasons for the present system of education.

57、Speech paragraph 7 describes the organization of the school day ( 40- minute pieces of learning ) as not designed to encourage serious study. And speech paragaph 8 tells us that the system is not efficient: it takes up to 11 years to teach children up to a low level o. f English .8The speaker agrees with all the arguments of the NUS.Speech paragraph 11 tells us that the writer has no ideawhether the NUS is correct in believing that children would actually learn more. But, tile writer is sure theywould be happier - perhaps you could encourage a classdeba