Ywwdlc新编大学英语第四册习题答案.docx
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Ywwdlc新编大学英语第四册习题答案.docx
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Ywwdlc新编大学英语第四册习题答案
生命是永恒不断的创造,因为在它内部蕴含着过剩的精力,它不断流溢,越出时间和空间的界限,它不停地追求,以形形色色的自我表现的形式表现出来。
--泰戈尔
新编大学英语(第四册)习题答案
《新编大学英语(第二版第四册)》由浙江大学编著,应惠兰主编,外语教学与研究出版社出版。
此前曾为我三合学子刊出过两册答案,普遍反映良好,因此再出第四册的习题答案,欢迎学生朋友浏览,其它年级的习题答案请点击博客“首页”(可在“搜博主文章”中按关键字搜索)。
Unit1
1.1)AentertainingBentertainmentCentertainedDentertainer
2)ArecognizableBrecognizedCrecognitionD
3)AtemptingBtemptationCtempt
4)AreasonedBreasoningCreasonableDreason
5)AanalyzedBanalyticalCanalystDanalysis
6)AvaluableBvaluationCvalued/valuesDvalues
7)AhumoristBhumorChumorousDhumorless
8)AunderstandableBunderstandingCunderstandDmisunderstood
2.1)asenseofresponsibility 2)asenseofsafety/security 3)asenseofinferiority 4)asenseofsuperiority 5)asenseofrhythm 6)asenseofjustice 7)asenseofshame 8)asenseofhelplessness 9)asenseofdirection 10)asenseofurgency 3.1)Livelybehaviorisnormal 2)Fastcarsappealto 3)diversearguments 4)Iaskedmybossforclarification 5)sensitivetolight 6)Mutualencouragement 7)madefunofhim 8)persistsinhisopinion/viewpoint
9)tobethefocus/centerof attention 10)webuyourticketsinadvance 4.1)certain/sure 2)involved 3)end 4)behavior 5)disciplining 6)agreed
7) individually 8)first 9)response 10)question 11)attempt 12)voice
13)directly 14)followed 15)trouble
Unit2
StepOne
ColumnA
ColumnB
TheCompoundWordscreated
through
day
throughout
up
man
upbeat,uplift
draw
eared
drawback
teen
ready
teenage
hand
conscious
handout,handwritten
birth
back
birthday,birthstone
chair
distance
chairman
rag
beat
rag-eared
ever
lift
ever-ready
over
age
overdue,overage
long
due
long-distance,long-eared
self
stone
self-conscious
mile
out
mileage,milestone
type
wishing
typewriter,typewritten
well
Writer/written
well-wishing,well-written
StepTwo
1) long-distance 2)upbeat 3)ever-ready 4)overdue 5)typewriter
6)milestone 7)handwritten 8)uplifted 9)self-conscious 10)rag-eared
11)birthday 12)throughout 13)drawbacks 14)chairman 15)teenage
3.1)thrives 2)strategy 3)annual 4)deserve 5)spontaneous 6)sincere
7)investments 8)enterprise 9)followup 10)characterized 11)lingered
12)acknowledged
4.column 1)D 2)A 3)B 4)C tough 1)D 2)B 3)E 4)F 5)C 6)A
6.1)searched 2)clever 3)solution 4)wasted 5)tolerate 6)hidden 7)dumb
8)subject 9)noise 10)extra 11)purchased 12)replaced 13)appreciation
14)hurried 15)warrant 16)strange
Unit3
UnderstandingtheOrganizationoftheText
(1) Introduction(para1) Ithasbeenprovenrepeatedlythatthevarioustypesofbehavior,emotions,and
intereststhatconstitutebeingmasculineandfemininearepatternedbybothheredity
andculture.
(2) Thereisaculturalbiasineducationthatfavorsboysovergirls.(para.2-4) SupportingevidenceA. Teacherscalledonmalesinclassfarmorethanonfemalestudents.(para2) i) Itsconsequence:
Thishasatremendousimpactonthelearningprocess. ii) Thereasonforthis:
Activeclassroomparticipantsdevelopmorepositiveattitudes
andgoontohigherachievement. iii)Twoexamples:
a. Inmanyoftheformerall-women’scolleges,theboysweretakingovertheclass-roomdiscussionsandactiveparticipationbywomenstudentshaddiminishednoticeably. b. Asimilarsubordinationoffemaletomalestudentshasalsobeenobservedinlawandmedicalschoolclassroomsinrecentyears.B. Teachersassignedboysandgirlsdifferenttasksaccordingtostereotypedgenderroles.(para.3) i) Itsconsequence:
Thispreventedgirlsfromparticipatingasactivelyasboysinclass. ii) Anexample:
Ateacherhadthelittleboysperformthescientificexperimentwhilethegirlsweregiventhetaskofputtingthematerialsaway.C. Gender-biasededucationisalsoreflectedinthetypicalAmericanteacher’assumption.(para4) i) Theassumption:
Boyswilldobetterinthehard,masculinesubjectsofmathandsciencewhilegirlsareexpectedtohavebetterverbalandreadingskills. ii)Threeexamples:
a.Americanboysdodevelopreadingproblems,whilegirls,whoaresuperiortoboysinmathuptotheageofnine,fallbehindfromthenon. b.InGermany,allstudiesareconsideredmasculineanditisgirlswhodevelopreadingproblems. c.InJapan,whereearlyeducationappearstobenonsexist,bothgirlsandboysdoequallywellinreading.(3) Theeducationalbiasbeginsathome.(para5) A. Supportingevidence:
i) Boypreschoolerswerepermittedtogoawayfromhomeinamuchwiderareathangirlpreschoolers. ii) Boyswereencouragedtodevelopintellectualcuriosityandphysicalskills,whilegirlsarefilledwithfearsoftheworldoutsidethehomeandwiththedesiretobeapprovedoffortheirgoodnessandobediencetorules. B. Theconsequencewhentheselessonscarryoverfromthehometotheclassroom:
Girlsaregenerallyobservedtobemoredependentontheteacher,moreconcernedwiththeformandneatnessoftheirworkthanitscontent,andmoreanxiousaboutbeingrightintheiranswersthaninbeingintellectuallyindependent,analytical,ororiginal. C.Conclusion:
Throughtheeducationalprocessthatoccupiesmostofthechild’swakinghours,societyreinforcesitsestablishedvaluesandturnsouteachsexinitstraditionalandexpectedmold.
Vocabulary1.1)genetic 2)assign 3)noticeably 4)approved 5)Bias 6)deprived 7) constituted 8)participation 9)unintentional 10)postgraduateunconscious
encourage-discourage
directly-indirectly
sexist–nonsexist
dependent-independent
positive–negative
superior-inferior
biased–fair
limited–unlimited
appropriately-inappropriately
3.1) C 2)D 3)A 4)E 5)B 6)C 7)F 8)B
4.1)turnout
2)carryover
3)callingon
4)putaway
5)fallenbehind
6)takeover
unit4
ReadingComprehension1.1)Introduction(para1) Itisintroducedinthearticlehowteachersandparentscanencourage creativityinchildren. 2)Animportantstrategyforparentsandteacherstofollow(para.2-3) A.Thestrategy:
Toencouragechildrentospendtimethinkinganddevelopingnewideas. B. Thesignificanceforadoptingthestrategy:
Ifchildrencanbetaughttothinkcreatively,theywillbebetterableto function intomorrow’ssociety. 3)Thedefinitionofcreativity(para.4-5) A. Whosuccessfulstudentsandadultsare:
Thosewhocanfindanumberofwaystoapproachproblems. B.Whatcreativepeoplecando:
Theycanusewhattheyhavetoproduceoriginalideasthataregoodfor something. 4) Abigprobleminschool(para.6) Theproblem:
Childrencanobtainandgivebackinformation,butcan’tfigure outwaystoapplywhattheyknowinnewsituations. 5)Anewapproachtoteaching(para7) A.Theapproach:
Combiningthebasicswiththeactivitieswherestudentsmust usetheirimaginations. B.Howtodoso:
Byaskingquestionsandmeanwhilepraisingtheirideasand newthoughts. C.Howtofacilitatetheprocess:
Tocreateanatmosphereinwhichthereisno riskinbeingcreative--aplacewherewildideasarehonoredandvalued, neverscornedordismissed. 6) Thingsparentscandoathometoencouragecreativity(para.8-10) A. Toinvolvechildrenindecisionmaking. B. Tohelpchildrentounderstandtheconsequencesofvariousdecisions. C. Toencouragethemtotalkoutloudaboutthingstheyaredoing.Thereason fordoingso:
Talkingoutloudimproveslanguageskillsandthinkingskills. D. Toshowasenseofhumor.Thereasonfordoingso:
Childrencansee creativityinitspurestform. E. Togivechildrenchoicesfromtheirearliestage. Examples:
a. Whentheyareveryyoung,letthemchoosebetweentwofooditemsfor lunch. b. B.Whentheygrowolder,letthemdecidehowtousetheirtimeorspend theirmoney.
Vocabulary3.1)dismiss 2)consequences 3) promoting 4)applies 5)vital 6)scorned 7)conventional 8)original 4.1)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
Unit5
Understandingtheorganizationofthetext1)Introduction(para.1) Athletesarechosentoberolemodels,andtheycanchooseonlytobegoodor badones.2)Athletesshouldberolemodels.(para.2-5) Theauthor’sarguments:
A.Athletesshouldnotrefusetheresponsibilityofbeingarolemodelwhile acceptingallthegloryandthemoneythatcomeswithbeingafamousathlete. (para.2)B.Itrytobeapositiverolemodel,butthatdoesn’tmeanIamperfect.(para.3)C.Qualitiesofapositiverolemodel:
(para.4) a. Heinfluencespeople’slivesinapositiveway. b. Hegivesofhimselfintimeormoneytohelpthosewholookuptohim. c. Hedisplaysthevalueslikehonestyanddetermination.D. Athletescannottaketheplaceofparents,butcanhelpreinforcewhatparents trytoteachtheirchildren.(para.5)3) Peoplesometimesexpectsomuchthatsomeathletesdon’twanttoberole modes.(para.6-7)A.Sometimespeopleputathletesonapedestal. Example:
IhavehadparentsinUtahputmypictureonthewallbesideJesus Christ.(para.6)B.Constantlybeingwatchedbythepubliccanbehardtotolerateattimes. Example:
1:
NegativepublicityMichae
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