新编大学英语第四册答案.docx

新编大学英语第四册答案.docx

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新编大学英语第四册答案

新编大学英语（第二版第四册）习题答案（2009-05-1520:

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三合教育

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。

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Unit1

1.1）AentertainingBentertainmentCentertainedDentertainer

2）ArecognizableBrecognizedCrecognitionD

3）AtemptingBtemptationCtempt

4）AreasonedBreasoningCreasonableDreason

5）AanalyzedBanalyticalCanalystDanalysis

6）AvaluableBvaluationCvalued/valuesDvalues

7）AhumoristBhumorChumorousDhumorless

8）AunderstandableBunderstandingCunderstandDmisunderstood

2.1）asenseofresponsibility2）asenseofsafety/security3）asenseofinferiority

4）asenseofsuperiority5）asenseofrhythm6）asenseofjustice

7）asenseofshame8）asenseofhelplessness9）asenseofdirection

10）asenseofurgency

3.1）Livelybehaviorisnormal2）Fastcarsappealto3）diversearguments

4）Iaskedmybossforclarification5）sensitivetolight6）Mutualencouragement

7）madefunofhim8）persistsinhisopinion/viewpoint

9）tobethefocus/centerofattention10）webuyourticketsinadvance

4.1）certain/sure2）involved3）end4）behavior5）disciplining6）agreed

7）individually8）first9）response10）question11）attempt12）voice

13）directly14）followed15）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-distance2）upbeat3）ever-ready4）overdue5）typewriter

6）milestone7）handwritten8）uplifted9）self-conscious10）rag-eared

11）birthday12）throughout13）drawbacks14）chairman15）teenage

3.1）thrives2）strategy3）annual4）deserve5）spontaneous6）sincere

7）investments8）enterprise9）followup10）characterized11）lingered

12）acknowledged

4.column1）D2）A3）B4）Ctough1）D2）B3）E4）F5）C6）A

6.1）searched2）clever3）solution4）wasted5）tolerate6）hidden7）dumb

8）subject9）noise10）extra11）purchased12）replaced13）appreciation

14）hurried15）warrant16）strange

Unit3

UnderstandingtheOrganizationoftheText

（1）Introduction（para1）

Ithasbeenprovenrepeatedlythatthevarioustypesofbehavior,emotions,and

intereststhatconstitutebeingmasculineandfemininearepatternedbybothheredity

andculture.

（2）Thereisaculturalbiasineducationthatfavorsboysovergirls.（para.2-4）

Supportingevidence

A.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.

Vocabulary

1.1）genetic2）assign3）noticeably4）approved5）Bias6）deprived

7）constituted8）participation9）unintentional10）postgraduate

2.conscious-unconscious

encourage-discourage

directly-indirectly

sexist–nonsexist

dependent-independent

positive–negative

superior-inferior

biased–fair

limited–unlimited

appropriately-inappropriately

3.1）C2）D3）A4）E5）B6）C7）F8）B

4.1）turnout

2）carryover

3）callingon

4）putaway

5）fallenbehind

6）takeover

unit4

ReadingComprehension

1.1）Introduction（para1）

Itisintroducedinthearticlehowteachersandparentscanencourage

creativityinchildren.

2）Animportantstrategyforparentsandteacherstofollow（para.2-3）

A.Thestrategy:

Toencouragechildrentospendtimethinkinganddevelopingnewideas.

B.Thesignificanceforadoptingthestrategy:

Ifchildrencanbetaughttothinkcreatively,theywillbebetterableto

functionintomorrow’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.

Vocabulary

3.1）dismiss2）consequences3）promoting4）applies5）vital6）scorned

7）conventional8）original

4.1）consciously2）innovative3）unconsciously4）determined5）Imagination

6）aware7）control8）created9）extension10）technique11）vulnerable

12）unfolding13）joyful14）gain15）Apply

Unit5

Understandingtheorganizationofthetext

1）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:

NegativepublicityMichaelJordanreceivedaboutgambling.

2.EversinceIplayedontheDreamTeam,Ican’tgoanywhere

withoutbeingthecenterofattentionandIcan’tevenbuya

motorcycleIreallywant.（para.7）

4）Conclusion（para8-9）

Thegoodthingsaboutbeingarolemo