新标准大学英语课后答案（第三册）综合教程
2011-09-02 08:37阅读：
unit
1
Reading and
understanding
3 Choose the best summary of
what happened in the crab cage.
3 The cage
was full of crabs. One of them was trying to escape, but each time
it reached the top the other crabs pulled it back. In the end it
gave up trying and started to prevent other crabs from
escaping.
4 Choose the best answer to the
questions.
1 What
happened to the students in the fall of the final
year?
(b) They became more serious.
2 Why did
some people have bags under their eyes in the morning?
(c) Theyd spent all night in the
library.
3 Which
students had already planned their future?
(c) The quieter ones who didnt have the best
grades.
4 Why did
the writer go home?
(d) It was a national holiday.
5 Why did
his father take him out to catch crabs?
(c) He wanted to tell him something about
life.
6
What advice did his father give
him?
(a) Get to know yourself better.
Dealing with unfamiliar
words
5 Match the words in the box
with their definitions.
1
achieving good results (productive)
2 the fact
of being present at an event, or of going regularly to school,
church etc (attendance)
3 the
refusal to accept something new, such as a plan, idea, or change
(resistance)
4
determined to be successful, rich, famous etc
(ambitious)
5
agreement to a plan, offer, or suggestion (acceptance)
6 the
written words of a play, film, television programme, speech etc
(script)
7 very
good, large, or showing great skill (impressive)
6 Complete the paragraph with
the correct form of the words in Activity 5.
To be a successful film scriptwriter takes more than
training although (1) attendance on a screenwriting course will
definitely help you learn the skills. You also need to be very (2)
ambitious - the film business is very competitive. You have to be
prepared to work hard and be very (3) productive because it takes
more than just one good idea to make it big. No matter how (4)
impressive your idea is, there will always be (5) resistance from
producers because it's too expensive. So make sure you have plenty
of others to show them. What are you waiting for? Get on with
writing that brilliant (6) script and plan your (7) acceptance
speech for when you win your first Oscar!
7 Replace the underlined words
with the correct form of the words in the box.
1 We've
seen a place we like and we're applying for a loan to buy a house.
(mortgage)
2 We stood
on the top floor of the boat and watched the coast disappear into
the horizon. (deck)
3 I love
to walk along the beach and watch the waves breaking, and the white
water hitting the shore. (surf)
4 In
seaside areas in the north-east of the country, life is hard and
fishermen have to go against the forces of nature every time they
go to work. (coastal; defy)
5
Agreement was finally reached after a long and heated discussion.
(lengthy)
8 Answer the questions about
the words and expressions.
1 If you
watch an impromptu performance of something, has it (a) been
prepared, or (b) not been prepared?
2 When you
map out your future, do you (a) plan it carefully, or (b) draw a
sketch of it on paper?
3 If you brace yourself for
something unpleasant, do you (a) try not to think about it, or (b)
prepare yourself for it mentally and physically?
4 Do you
moor a boat by (a) turning the steering wheel, or (b) tying it to a
post with a rope?
5 Is a
rusty piece of metal something that (a) is bright and shiny, or (b)
might have been left out in the rain and is covered with brown
substance?
6 If a
bowl is brimming with soup, is it (a) very full, or (b)
halfempty?
7 If
someone is being held captive, are they (a) free to do as they
please, or (b) being kept as a prisoner?
8 Ifyou
have figured out something, have you (a) added numbers together,
or(b) understood it?
Reading and interpreting
9 Work in pairs. Look at the
sentences from the passage and answer the questions.
1 In the
fall ofourfinal year, our mood changed.
Why does the passage begin with a time
expression?
The use of the time expression, together with the
past tense, is a signal that this is a narrative with a sequence of
events. The word our indicates that this is a story of personal
experience.
2 But
there was something else.
What is the purpose of this short
sentence?
This indicates that studying for the final exams was
not the only concern of the students. So it is a transition from
studying for final exams to the next topic
getting a job after graduation.
3 I went
home at Thanksgiving ...
Why does the writer change from we to
I?
Because this changes the focus onto the writer as an
individual. The we paragraphs are general background to the main
narrative about thc individual, which is coming.
4 'So?' he
said.
What is the effect of the
change to direct speech?
This change to direct speech opens a
moment-by-moment dialogue. This slows down the narrative of events
but gives a good impression of how the writer found it difficult to
say what he wanted to do and how the father made few
comments.
5 Crabs
fascinated me.
How does the focus change with this
sentence?
The topic shifts to crabs. The sentence also arouses
the readers' interest - we expect some fascinating new information
ab6ut crabs here. Later, we realize how the topic of crabs,is
connected with the son finding a job, and the crabs' behaviour
leads the father to give memorable advice.
6 My father started the motor
and we set off back home.
Is this an effective conclusion? Why / Why
not?
Yes, we don't know what happens next, but the
implication is fairly clear that the father would support the son's
idea of travel and of being a writer. It makes a better conclusion
not to say it explicitly, as it leaves a lot of room for personal
interpretation.
10 Work in pairs and answer the
questions.
1 What sort of relationship do
the father and son have?
The son seems afraid of being
criticized for his ideas about a career and expects resistance from
his father. However, the father actually supports what his son
wants, but he makes him think about it by watching the crabs. So at
the beginning we feel their relationship may not be good, but later
it becomes clear that they have a good relationship and, in fact,
their relationship has improved by catching crabs
together.
2 Do you think the son respects
his father?
The son does respect his father, and
the crab-catching episode adds to this respect because the father
finds a good way of showing support to his son and making him think
more about his plans.
3 Do you think the father
understands his son?
Yes, because he says, 'I kind
of wish I'd done that when I was your age.' Also, his way of
teaching his son - through observing crabs - shows that he
understands his son well.
4 What is the father trying to
tell his son by showing him the crabs?
He is teaching his son not to follow
conventional expectations and peer pressure. He tells his son not
to be pulled back by others, and to find out more about himself-
what he enjoys, where his interests and skills are, how he wants to
work, because if he doesn't figure these things out, he will never
be happy.
5 How successful do you think
the 'crab story' is?
It is successful in showing the
father-son relationship through catching crabs and it makes readers
think about not being pulled back by others.
6 Is the father pleased that
his son wants to be a writer?
He doesn't say so, but it seems
he wanted to travel or write when he was young himself. His use of
the words, 'Interesting idea' and 'Interesting choice', could be
ambiguous, or may show support. The way he says 'We've never had a
writer in the family' does seem to be positive. So he's pleased but
he doesn't want to say it directly.
Developing critical
thinking
11 Work in pairs and discuss
the questions.
1 How
important is it to be ambitious in life?
It is a complicated question. On the one hand, it
seems good to be ambitious because most people want to be
successful and having an ambition probably makes you work harder
for your goals and that's good. On the other hand, we feel some
reservations. Some people are ambitious to be extremely rich,
famous or powerful. We really wonder whether these are the most
important things, because some ambitious people seem to work only
for themselves, so they work against other people rather than for
or with others. On balance, we suppose it is important to be
ambitious, but it depends on exactly what kind of ambition you are
thinking of.
2 Is being ambitious a positive
part of personality?
Well, this is one of those qualities which are OK as
long as you don't go to extremes. We think it probably depends on
how ambition is related to the rest of your personality. What we
mean is this: If a person only focuses on ambition it can get out
of proportion - too much ambition can lead to all sorts of negative
aspects of a personality. But being ambitious can be very positive
if it is related to other positive qualities like wanting to make
an effort and do your best with honesty and sincerity, and also to
help your family, other people and your country. So our conclusion
is: Yes, ambition is a positive part of personality as long as it
is related to other positive qualities.
2 How much
time should students spend planning their future?
Well, if you don't spend any time planning a future,
it may never happen. If you spend too much time planning it, it
won't happen either, because you won't actually be doing anything
about it, only thinking.
We think the father in Catching crabs is right: You
need to spend some time thinking about what you enjoy and what
interests you, where your skills are, and then plan to try some
jobs in those areas in order to discover what you are good at and
what makes you happy. We think, as students, this is as much a
matter of thinking and planning as of trying out different things,
for example, doing part-time jobs and holiday work to get
experience. So we conclude by saying that planning and doing go
together, really.
Is it part of a university's role to help students
choose a career?
Universities are supposed to teach students advanced
knowledge and skills within different disciplines, to help them
develop their thinking, creativity and awareness of citizenship,
cultures and peoples in the world. Of course, helping students
choose a career is not the same as getting them work. It is more a
matter of helping them identify what they are good at and how their
majors may prepare them for different professions. We think
universities can help us choose a career by providing information
about different professions and jobs, and by inviting professionals
and employers in different fields to universities to talk to
students. So, to conclude, yes, we think this is part of a
university's role, a small but important part.
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新标准大学英语课文翻译（第三册）综合教程
