泛读教程第三册cloze答案原文.docx
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泛读教程第三册cloze答案原文.docx
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泛读教程第三册cloze答案原文
泛读教程--第三册--cloze-答案-原文
Unit1.Theabilitytopredictwhatthewriterisgoing/about/tryingtosaynextisbothanaidtounderstandingandasignofit.
Apredictionbeginsfromthemomentyoureadthetitleandfromexpectationsofwhathebookislikelytocontain.Eveniftheexpectations/predictionsarecontradicted,theyareusefulbecausetheyhavestartedyouthinkingaboutthetopicandmadeyouactivelyinvolved.
Ifyouformulateyourpredictionsasquestionswhichyouthinkthetextmayanswer,youarepreparingyourselftoreadforapurpose:
toseewhichofyourquestionsareinfactdealtwithandwhatanswersareoffered.Ifyourreadingismorepurposefulyouarelikelytounderstandbetter.
Naturallyyourpredictions/expectationswillnotalwaysbecorrect.Thisdoesnotmatteratallaslongasyourecognizewhentheyarewrong,andwhy.Infactmistakenpredictionscantellyouthesourceofmisunderstandingandhelpyoutoavoidcertainfalseassumptions.
Predictionispossibleatanumberoflevels.Fromthetitleofthebookyoucanknow/foretellthetopicandthepossiblysomethingaboutthetreatment.Fromthebeginningofthesentences,youcanoftenpredicthowthesentencewillend.Betweentheseextremes,youcanpredictwhatwillhappennextinastory,orhowawriterwilldevelop/presenthisargument,orwhatmethodswillbeusedtotestahypothesis.
Becausepredictionensuresthereader’sactiveinvolvement,itisworthtraining.
Unit2.Educationisnotanend,butameanstoanend.Inotherwords,wedonoteducatechildrenjust/onlyforthepurposeofeducatingthem.Ourpurposeistofitthemforlife.
Inmanymoderncountriesithasforsometimebeenfashionabletothinkthat,byfreeeducationforall,onecansolvealltheproblemsofsocietyandbuildaperfectnation.Butwecanalreadyseethatfreeeducationforallisnotenough;wefindinsome/manycountriesafarlargernumberofpeoplewithuniversitydegreesthantherearejobsforthemtofill.Becauseoftheirdegrees,theyrefusetodowhattheythinktobe"low"work,and,infact,workwithhandsisthoughttobedirtyandshamefulinsuchcountries.
Butwehaveonlytothinkamomenttosee/know/understandthattheworkofacompletelyuneducatedfarmerisfarmoreimportantthanthatofaprofessor.Wecanlivewithouteducation,butwedieifwehavenofood.Ifnoonecleanedourstreetsandtooktherubbishawayfromourhouses,weshouldgetterriblediseasesinourtowns.
Infact,whenwesaythatallofusmustbeeducatedtofitourselvesforlife,itmeansthatwemustbeready/willing/educated/taughttodowhateverjobsuitedtoourbrainandability,andtorealizethatalljobsarenecessarytosociety,thatisverywrong/incorrect/erroneoustobeashamedofone'sworkortoscornsomeoneelse’s.Onlysuchatypeofeducationcanbecalledvaluabletosociety.
Unit3.Humanbeingslearntocommunicatewitheachotherwillnonlinguisticmeansaswellaslinguisticways/means/ones.Allofusarefamiliarwiththesayitwasn’twhathesaid;itwasthewaythathesaiditwhen,byusing/sayingthewordwaywemeansomethingabouttheparticularvicequalitythatwasinevidence.,orthesetofashoulder,ortheobvioustensionofcertainmuscles.Amessagemayevenbesentbytheaccompanyingtoneandgestures,sothateachofI’mready,youarebeautiful,andIdon’tknowwhereheiscanmeantheoppositeofanysuchinterpretation.Oftenwehave/meet/encounter/experiencedifficultyinfindingexactlywhatinthecommunicationcausesthechangeofmeaning,andanystatementwemakeleadstothesourceofthegapbetweentheliteralmeaningofthewordsandthetotalmessagethatislikelytobeexpressedinimpressionisticterms.Itislikelytorefertosomethinglikea“glint”inaperson’seyes,ora“threatening”gesture,or“provocative”manner.
Unit4.Howdothebirdsfindtheirwayontheirenormouslylongjourneys?
Theyoungbirdsarenottaughttheroadbytheirparents,becauseoftentheparentsflyofffirst.Wehavenoideahowthebirdsfindtheirway,particularlyasmanyofthemflyat/bynight,whenlandmarkscouldhardlybeseen.Andotherbirdsmigrateoverthesea,wheretherearenolandmarksatall.Acertainkindofplover,forinstance/example,nestsinCanada.AttheendofthesummerthesebirdsmigratefromCanadatoSouthAmerica;theyfly2,500miles,non-stop,overtheocean.Notonlyisthisverylongflightanextraordinaryfeatofendurance,buttherearenolandmarksontheoceantoguide/directthebirds.
Ithasbeensuggestedthatbirdscansensethemagneticlinesofforcestretchingfromthenorthtosouthmagneticpoleoftheearth,andsodirectthemselves.Butallexperimentshithertomadetoseewhethermagnetismhasanyeffect/influencewhatsoeveronanimalshavegivennegativeresults.Still,wherethereissuchabiologicalmysteryasmigration,evenimprobableexperimentsareworthtrying.It/thiswasbeingdoneinPoland,beforetheinvasionofthatcountry,onthepossibleinfluenceofmagnetismonpath-finding.Magnetswereattachedtothebirds’headstoseeif/whethertheirdirection-sensewasconfusedthereby.Theseunfinishedexperimentshad,ofcourse,tobestopped.
Unit5.Manfirstexistedonearthhalfamillionyearsago.Thenhewaslittlemorethanananimal;butearlymanhadseveralbigadvantagesovertheanimals.Hehadalargehead/brain,hehadanuprightbody,hehadcleverhands;hehadinhisbrainspecialgroupsofnervecells,notfoundinanimals,thatenabledhimtoinventalanguageanduseittocommunicatewithhisfellowmen.Theabilitytospeakwasofverygreatuse/value/significance/importancebecauseitwasallowedmentoshareideas,andtoplantogether,sothattasksimpossibleforasinglepersoncouldbesuccessfullyunder-takenbyintelligentteam-work.Speechalsoenabledideastobepassedonfromgenerationtogenerationsothatthestockofhumanknowledgeslowlyincreased.
Itwasthesespecialadvantagesthatputmenfaraheadofallotherlivingcreaturesinthestruggleforsurvival/existence.Theycanusetheirintelligencehanding/overcomingtheirdifficultiesandmasterthem.
Unit6.Languagevariesaccordingtosexandoccupation.Thelanguageofmandifferssubtlyfromthatofwomen.Mendonotusuallyuseexpressionssuchas“itsdarling,”andwomentendnottoswearasextensivelyasmen.Likewise,thelanguageusedinaddressingmenandwomendifferssubtly:
wecancomplimentamanonanewnecktiewiththecompliment/words“whataprettytie,thatis!
”butnotwith“howprettyyoulooktoday!
”----anexpressionreservedforcomplimentingawoman.Theoccupationofapersoncauseshislanguagetovary,particularintheusehemakesoftechnicalterms,thatis,intheusehemakesofthejargonofhisvacation.Soldiers,dentist,hairdressers,mechanics,yachtsmen,andskiersallhavetheirparticularspeciallanguages.Sometimestheconsequenceisthatsuchpersonshavedifficultyincommunicatingwithpeopleoutsidethevacationonprofessionalmatersbecausethetechnicalvocabularyisnotunderstoodbyall.Althoughwecanrelatecertainkindsofjargontolevelsofoccupationandprofessionaltraining,wemustalsonotethatalloccupationshavesomejargon,eventheseofthecriminalunderworld.Theremaywellbeamorehighlydevelopeduseofjargoninoccupationsthatrequireconsiderableeducation,inwhichwords,andtheconceptstheyuse,aremanipulatedratherthanobjects,forexampleinthelegalandteachingcircle/world/fieldandintheworldoffinance.
Unit7.ThespaceagebeganonOctober4,1957,whenSputnikIwaslaunched.Thisfirstman-madesatellitewasfollowedbymanyothers,someofwhichwentaroundthesun.Nowtheconquestofthespacebetweentheplanets,andbetweentheearthandthesun,continuesatarapidrate.
Eachmewsatelliteandspaceprobegivesscientistsnewinformation.Asmenexploreouterspace,someofthequestionstheyhavelongasked/wonderedaboutwillbeansweredatlast.
Thegreatestquestionofallconcernslifeitself.Isthereintelligentlifeoutsidetheearth?
Aretherepeople,orcreaturesofsomesort/kindlivingonMars,Venus,orsomeotherplanetofthesolarsystem?
Arethereplanetsorbiting/going/circlingaroundstarsotherthanoursun?
Theonlykindoflifeweknowaboutwouldhavetobeuponaplanet.Onlyaplanetwouldhavethetemperaturesandgasthatalllivingthingsseemtoneed.Untilashorttimeago,wethoughttherewereonlyafewplanets.Today,scientistsbelievethatmanystarshaveplanetsgoingaroundthem.
Weknowthattherearenineplanetsinourownsolarsystem-Mercury,Venus,Earth,Mars,Jupiter,Saturn,Uranus,NeptuneandPluto.Ifanyotherplanetsexistinoursolarsystem,oranywhereelse,ourtelescopesarenotpowerfulenoughtopickuptheirfeeblereflectedlight.Butastronomersguessthatonestarinahundredhasatleastoneplanetwherelifecouldexist.
Wearequitesurethatlifecouldbeginonayoungplanet.Anewplantwouldbelikelytocontaingreatseas,togetherwithheavycloudsofwatervaporandothergases.Electricstormswouldbecommon.Itispossiblethatsimplelivingcellsmightfromwhenelectricitypassedthroughtheclouds.Anexperimentmadein1952attheUniversityofChicagoseemstoprovethis.Bypassingelectricitythroughnonlivingmaterials,scientistmadecellslikethoseoflivingcreatures.
Unit8.Atthebeginningofthenineteenthcenturytheonlyacceptablerolesforwomenweredomestictherewasvirtuallynothingforthemtodoexceptstayathomeorhireoutasmaids,governesses,and,beforelong,teachers.Womenwerenotallowedtoownproperty-inmostcases,noteventheclothesthe
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