大学英语综合教程第二册练习答案.docx
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大学英语综合教程第二册练习答案
大学英语综合教程-第二册练习答案.
AppendixI
KeytoExercises(Units1-8)
Unit1
Pre-ReadingTaskPartI
Scriptfortherecording:
isthetopicofthisunit.ItisalsothetopicofthesongyouareabouttoWaysoflearning
sungbyCrosby,StillsandNash.listento,calledTeachYourChildren
TeachYourChildren
Crosby,StillsandNash
You,whoareontheroad,thatMustby.cancodeyounavealiveAndso,becomeyourselr,Becausethepastisjustagoodbye.Teachyourcbildrenwell,Theirlather'shelldidslowlygoby.Andreedthemonyourdreams,Theby.mowonetheypicks,theoneyou'llDon'tyoueverashthemwhy,irtheytoldyou,youwillcry,Sojust
lookatthemandsighandknowtheyloveyou.
-93-AppendixIAndyou,oitenderyears,Can'tknowtherearsthatyoureldersgrewby.Anasopleasehelpthemwithyouryoutb,Theyseekthetruthbeforetbeycandie.Teacbyourparentswell,Tbeirchildren'sbellwillslowlygoby.Andreedthemonyourdreams,Tbeby.onetbeyknowpicks,oneyou'lltbeDontyoueveraskthemwhy,irtbeytoldyou,youwillcry,Sojust
lookatthemandsighandknowtbeyloveyou.theirchildrenthroughhowparentscaninspireofThefirstpartdiesongisabout
sharingwiththemtheirdreams,theirhopesforabetterlife.Itstartswithadviceonhowyou
needasetofrules,acodediatyoucanliveby,toguideyouontheroadoflife.Onlythenwill
youbeabletofullyrealiseallthatiswithinyouandecomeyourself.Therefore,parents
needtoteachtheirchildrenwell.
Andchildren—youoftenderyears—alsohavesomethingtoteachtheirparents,for
learningisnotaone-waystreet.Childrenshouldsharetheirowndreamswiththeirparentsso
thatyoungandoldcangettounderstandeachotiierbetter.
Thatsaid,oneshouldnotgotoofar.Forsomethingsareperhapsbetterleftunsaid
betweenparentsandchildren.Don'tyoueveraskthemwhy,iftheytoldyou,youwillcry.
Atsuchmomentsallthatthereislefttodoistolookatoneanotherandsigh,happyineach
otiier'slove.
PartIITextA
TextOrganization
1.1)Thetextbeginswithananecdote/incident.
2)HisthoughtsaremainlyaboutdifferentapproachestolearninginChinaandtheWest.
3)Theendwindsupthetextwithasuggestionindieformofaquestion.
PointsforComparison/Contrast
Chinese
Americans
1)waystolearntoaccomplishatask
showachildhowtodosomething,orteachbyholdinghishand
teachchildrenthattheyshouldrelyonthemselvesforsolutionstoproblems
AppendixI94-
2)attitudestocreativityandskills
givegreaterprioritytode-velopingskillsatanearlyage,believingcreativitycanbepromotedovertime
putmoreemphasisonfos-teringcreativityinyoungchildren,thinkingskillscanbepickeduplater
Vocabulary
2)onoccasion1)insert
3)investigate4)Inretrospect
5)initial6)phenomena
7)attached8)makeupfor
9)isawaiting10)exception
11)not...intheleast12)promote
13)workingon14)induecourse
15)emerged
1)Thereisastrikingcontrastbetweenthestandardoflivinginthenorthofthe
countryandthesouth.
2)Naturalfiberissaidtobesuperiortosyntheticfiber.
3)Thecity'simportanceasafinancialcenterhasevolvedslowly.
4)Hisnationalityisnotrelevanttowhetherheisagoodlawyer.
5)Thepoemsbyalittle-knownsixteenth-centuryItalianpoethavefoundtheirwayinto
someEnglishmagazines.
3.1)Chineseisn'tasubjectthatcanbepickedupinamonth.Youcan'taccomplishyour
goalofmasteringthelanguageunlessyouworkatitforyears.Well,itsoundsasif
I'mexaggeratingthedifficulties,butthefactisI'monlytellingthetruth.
2)Theprincipalissomewhatdisappointedwiththeperformanceofthechildren.From
whatshehasgathered,someoftheteachingstaffhaveneglectedtheirpupils.She
hasjustannouncedthatstrictworkregulationshavebeenmadeandthattheyapply
tobothChineseandoverseasteachers.
3)Theteacher-directedandthechild-directedapproachestoteachingartrepresent
twoextremesofopinion.Toomanyteacher-directedactivitiescannotbeexpectedto
effectivelyassisLchildreninlearningbecauseoftherigidstructure.Ontheother
hand,toomanychild-directedactivitiesmayseeacurriculumthatistotally
unstructuredandoutofcontrol.Therearevalidreasonstobelieveateacher-guided
approachwouldbeasuperiorway
-95-AppendixI
toguidechildren'sdevelopment.Thisapproachcombinessomeformofstructure
withthechildleadingthedirection.
II.ConfusableWords
2)
1.
1)
continuous4)
3)continualcontinuous
continual2
2)principal1)
3)principal4)principles5)principle
principal
III.Usage
2.himself/herself1.themselves
4.itself3.herself/byherself/onher
6.yourself/byyourself/onyourown
own5.ourselves
Structure
somuchsothathecan'tgetoutofbed.1)Simon'sill—1.
Sheherselfbelievedinfreedom,somuchsothatshewouldratherdiethanlive2)
withoutit.
somuchsothatwecan'tmanagetotakea—3)Pilesofworkhavekeptusbusy
holidaythisyear.
4)Manycontestantslaterfaileddrugtests,somuchsothattheracehadtobererun.
2.1)Assuming(that)thispaintingreallyisaPicasso
2)Assuming(that)theproposalisaccepted
3)assuming,ofcourse,thatshe'spreparedtolisten
4)Evenassuming(that)smokersdoseethehealthwarnings
ComprehensiveExercises
I.Cloze
(A)
1.contrast2.exaggerating
4.ontheotherhand3.priority
6.pickup5.promoting
8.accomplish7.assist
10.neglecting9.onoccasion
AppendixI-96-
12.superior11.worthwhile
(B)
2.affect/influence1.to
3.others4.each/them
5.without6.controlled
8.value7.about
10.little9.They
12.but11.right
13.in14.what
16.and15.worthII.Translatio
IconsideritworthwhiletryingtosummarizeourexperienceinlearningEnglish.
HereIwouldliketomakethreerelevantpoints.
First,widereadingshouldbetakenasapriorityinthelearningprocess,becauseitis
byheartasinput.Next,learningthroughreadingthatthewegetmostlanguagemany
well-writtenessaysaspossibleisalsoveryimportant.Ontheonehand,rote
learning/learningbyroteisindeedoflittlehelp,butontheotherhand,
memorization/learningbyheartwithagoodunderstandingwillcertainlybeofbenefit/do
goodtous.Withanenormousstoreofexcellentessaysinourheads,wewillfinditmuch
easiertoexpressourselvesinEnglish.Finally,itiscriticalthatweshouldputwhatwe
havelearnedintopractice.Bydoingmorereading,writing,listeningandspeaking,wewill
beabletoaccomplishthetaskofperfectingourEnglish.
PartIIITextB
ComprehensionCheck
1.c2.c
4.a3.d
6.b5.c
Translation
(#jaAppendixIII)
-97-AppendixI
Language
Practice2.account1.adopt4.endedup3.plus6.fund5.furthermore8.keepingtrackof7.annual10.intends9.pace12.devise11.ondemand14.undoubtedly13.perspective
16.protest15.fellapart
18.resources17.access20.fromyourpointofview19.deposit
PartIVTheme-RelatedLanguageLearningTasks
Modelpaper
HowILearnatCollege
IwenttoschoolinasmalltownnearChengduandnowIamstudyinglawatFudan
UniversityinShanghai.Passingfromonetotheotheryouhavetogetusedtomanynew
things,nottheleastbeingthedifferentwayoflearning.
AtschoolIfoundmytimetablefullthroughouttheday.Onelessoncamecloseonthe
heelsof
anotherwithlittletimetocallone'sown.Atuniversity,incontrast,onlyafewhoursofeach
dayare
takenupwithclassesorlectures.Inthetimemadeavailableyouareexpectedtolearnonyour
own.
Whenandwhereisuptoyou.Atthesametimewhatyouaremeanttolearnshiftsfrom
memorizing
massesoffactstodevelopinganabilitytounderstandtheoriesandpresentarguments.There
are,of
course,stillfactstobelearned.Oneshouldnotexaggeratethedifferences.Nevertheless,
learningat
universitycertainlyteachesmegreaterself-relianceandtothinkformyself.(169words)
I-9&-Appendix
Unit2
Pre-ReadingTaskPartI
Scriptfortherecording:
thpresidentoftheUnitedStates,haven'tYouhaveheardaboutAbrahamLincoln,the16you?
Hecamefromapoorfamily,butrosetobecomeoneofthemostfondlyremembered
presidentsinhiscountry'shistory.Therearemanystoriesabouthim.Hereisoneofthem.
WhenAbrahamLincolnwasyoungheworkedinastore.Asaclerkheprovedhonest
andefficient.Onedayawomancameintothestoreandboughtsomearticles.Theyadded
uptotwodollarsandsixandaquartercents,ortheyoungclerkthoughttheydid.Thebill
waspaid,andthewomanwasentirelysatisfied.Buttheyoungstore-keeper,notfeelingquite
sureastotheaccuracyofhiscalculation,addeduptheitemsoncemore.Tohisdismayhefound
thatthesumtotalshouldhavebeenonlytwodollars.I'vemadeherpaysixandaquarter
centstoomuch,saidAbe,disturbed.Itwasaverysmallsum,andmanyclerkswouldhave
dismisseditassuch.ButAbewastooconscientioustoforgetabouttheovercharge.
Themoneymustbepaidback,hedecided.Thiswouldhavebeeneasyenoughhad
thewomanlivedjustaroundthecorner,but,astheyoungmanknew,shelivedtwoorthree
milesaway.This,however,didnotalterthematter.Itwasnight,butheclosedandlockedthe
store,andwalkedtothehomeofhiscustomer.Havingarrivedthere,heexplainedthematter,
paidoverthesixandaquartercents,andreturnedsatisfied.Thisanecdotewonhimanew
na
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