新视野大学英语第三版第二册读写教程课后答案.docx
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新视野大学英语第三版第二册读写教程课后答案.docx
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新视野大学英语第三版第二册读写教程课后答案
新视野大学英语(第三版)第二册读写教程课后答案新视野大学英语(第三版)第二册读写教程课后答案Unit1LanguageinmissionTextAAnimpressiveEnglishlessonEx.1Understandingthetext1、Becauseheistiredoflisteningtohisfatherandheisnotinterestedingrammarrules.2、ThecivilizationofGreeceandthegloryofRomanarchitecturearesomarvelousandremarkablethattheyshouldbedescribedatleastinabriefaccount;however,whatthestudentcoulddowasonlyonesingleutterance:
“whoa!
”withoutanyanyspecificcomment.3、Becausetheschoolsfailtosethighstandardsoflanguageproficiency.Theyonlyteachalittlegrammarandlessadvancedvocabulary.Andtheyoungerteachersthemselveshavelittleknowledgeofthevitalstructuresoflanguage.4、Becauseteachinggrammarisnotaneasyjobandmostofthestudentswilleasilygetboredifit’snotproperlydealtwith.5、Hefamiliarizedhissonwithdifferentpartsofspeechinasentenceanddiscussedtheirspecificgrammaticalfunctionsincludinghowtouseadverbstodescribeverbs.6、BecausethesonhadneverheardaboutthevariousnamesandfunctionsofwordsinanEnglishsentencebefore.7、Theauthoruses“roadmap”and“car”todescribegrammarandvocabulary.Here,“roadmap”isconsideredasgrammarand“car”asvocabulary.8、Sincethesubjunctivemoodhissonusedisafairlyadvancedgrammarstructure,theinterjection“whoa!
”reflectsthetremendouspridethefatherhadtowardhisson;italsoreflectstheauthor’shumorinusingthewordbecauseitwasonceusedbyhisstudent,thoughintwodifferentsituationsandwithtwodifferentfeelings.Ex.3Wordsinusecondenseexceeddeficitexposureassetadequatecompetentadjustingprecisely10.beneficialEx.4Wordbuilding-al/-ial:
managerial/editorial/substance/survival/tradition/margin-cy:
consistency/accuracy/efficient-y:
recovery/ministry/assemblyEx.5WordbuildingeditorialrecoveryaccuracysubstancemanagerialmarginassemblyMinistrysurvival10.tradition1consistency1efficientEx.6Bankedcloze1-5:
LCJAI6-10:
ONEHFEx.7Expressionsinusefeelobligedtobeseriousaboutrunintodistinguishbetweenthrustuponwasallergictogetlostbeattractedtomakesense10.lookeduponasEx.8StructuredwritingSomebookwormsinmydormitoryoftenspendhoursreadingtheir“Bible”,PracticalEnglishGrammar,anddoalotofexercisesinthatbook,butIdon’tcareaboutitatall.MyassumptionissinceIhaveneverlearnedChinesegrammar,what’sthesenseoflearningEnglishgrammarInfact,Englishgrammarhasalwaysbeenabigheadachetome.Englishgrammarisverycomplicatedbecause,unlikeChinese,therearemanyverbtenses.Evenstrangerthanverbtenses,Englishgrammaralsocontainssomethingveryconfusing.Forexample,Idon’trememberhowmanytimesmymiddleschoolteachertriedto“impose”thedifferencesbetweenusedtoandbeusedtoonus.Sometimeshewouldgoonwiththeexplanationfor20minutesorso.Heevensummarizedthedifferencesbylistingthreeorfourpointsforustomemorize.However,theycouldneverstayinmyhead.Idon’trememberhowmanytimesIgotitwrongwiththesentencescontainingusedtoorbeusedtoonmyexams.Iwasreallyconfusedwiththesetwophrases,andIcannevergetthemright.Inbrief,I’mallergictolearningEnglishgrammar.Curiously,IjustwonderifthenativespeakersofEnglishhaveamicrocomputerintheirbraintohelpthemutterthetwophrasespromptlywithjustaclickoftheirbrainmouse!
Ex.9E-CTranslation人们普遍认为英语是一种世界语言,经常被许多不以英语为第一语言的国家使用。
与其他语言一样,英语也发生了很大的变化。
英语的历史可以分为三个主要阶段古英语,中古英语和现代英语。
英语起源于公元5世纪,当时三个日耳曼部落入侵英国,他们对英语语言的形成起了很大的作用。
在中世纪和现代社会初期,英语的影响遍及不列颠群岛。
从17世纪初,它的影响力开始在世界各地显现。
欧洲几百年的探险和殖民过程导致了英语的重大变化。
今天,由于美国电影、电视、音乐、贸易和技术、包括互联网的大受欢迎,美国英语的影响力尤其显著。
Ex.10C-ETranslationChinesecalligraphyisauniqueartandtheuniquearttreasureintheworld.TheformationanddevelopmentoftheChinesecalligraphyiscloselyrelatedtotheemergenceandevolutionofChinesecharacters.Inthislongevolutionaryprocess,Chinesecharactershavenotonlyplayedanimportantroleinexchangingideasandtransmittingculturebutalsodevelopedintoauniqueartform.Calligraphicworkswellreflectcalligraphers’personalfeelings,knowledge,self-cultivation,personality,andsoforth,thusthereisanexpressionthat“seeingthecalligrapher’shandwritingislikeseeingtheperson”.AsoneofthetreasuresofChineseculture,Chinesecalligraphyshinessplendidlyintheworld’streasurehouseofcultureandart.TextBThegreatjourneyoflearningUnderstandingthetextD.ACACBCDWordsinusemysteriousdesperatedevisenegotiaterecalledspecificallydepictIgnoranceExpand10confusionExpressionsinuseapplytoinabidtoendupspeakingofgetholdofappealedtoleaving..behindfocusonEX.6Sentencestructure.eventhoughitisimportantofthestudentstohaveadeepunderstandingofthetexts,itd
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