大学英语综合教程2答案（UNIT 1）
2009-07-05 09:55阅读：
Unit 1
Part I Pre-Reading Task
Script for the recording:
Ways of learning is the topic of this unit. It is also the
topic of the song you are about to listen to, called Teach Your
Children sung by Crosby, Stills and Nash.
Teach Your Children
Crosby, Stills and Nash
You, who are on the road,
Must nave a code that you can live by.
And so, become yourselr,
Because the past is just a goodbye.
Teach your cbildren well,
Their lather's hell did slowly go by.
And reed them on your dreams,
The one they picks, the one you'll mow by.
Don't you ever ash them why, ir they told you, you will cry, So
just look at them and sigh and know they love you.
Appendix I
And you, oi tender years,
Can't know the rears that your elders grew by.
Ana so please help them with your youtb,
They seek the truth before tbey can die.
Teacb you
r parents well,
Tbeir children's bell will slowly go by.
And reed them on your dreams,
Tbe one tbey picks, tbe one you'll know by.
Don t you ever ask them why, ir tbey told you, you will cry, So
just look at them and sigh and know tbey love you.
The first part of die song is about how parents can inspire their
children through sharing with them their dreams, their hopes for a
better life. It starts with advice on how you need a set of rules,
'a code diat you can live by,' to guide you on the road of life.
Only then will you be able to fully realise all that is within you
and 'become yourself.' Therefore, parents need to teach their
children well.
And children — 'you of tender years' — also have something to teach
their parents, for learning is not a one-way street. Children
should share their own dreams with their parents so that young and
old can get to understand each otiier better.
That said, one should not go too far. For some things are perhaps
better left unsaid between parents and children. 'Don't you ever
ask them why, if they told you, you will cry.' At such moments all
that there is left to do is to look at one another and sigh, happy
in each otiier's love.
Part II Text A Text
Organization
1. 1) The text begins with an anecdote/incident.
2)
His
thoughts are mainly about different approaches to learning in China
and the West.
3)
The end
winds up the text with a suggestion in die form of a
question.
Points for
Comparison/Contrast
|
Chinese
|
Americans
|
1) ways to learn to accomplish a
task
|
show a child how to do
something, or teach by holding his hand
|
teach children that they should
rely on themselves for solutions to problems
|
94 -
Appendix I
2) attitudes to creativity and
skills
|
give greater priority to
developing skills at an early age, believing creativity can be
promoted over time
|
put more emphasis on fostering
creativity in young children, thinking skills can be picked up
later
|
Vocabulary
1) insert
|
2) on occasion
|
3) investigate
|
4) In retrospect
|
5) initial
|
6) phenomena
|
7) attached
|
8) make up for
|
9) is awaiting
|
10) exception
|
11) not... in the least
|
12) promote
|
13) working on
|
14) in due course
|
15) emerged
|
|
1) There is a striking
contrast between the standard of living in the north of the country
and
|
the south.
2)
Natural fiber is said to be superior to
synthetic fiber.
3)
The city's importance as a financial
center has evolved slowly.
4)
His nationality is not relevant to
whether he is a good lawyer.
5)
The poems by a little-known
sixteenth-century Italian poet have found their way into some
English magazines.
3. 1) Chinese isn't a subject that can
be picked up in a
month. You
can't accomplish your goal of mastering the
language unless you work at it for years. Well, it sounds as if I'm
exaggerating the difficulties, but the fact is I'm only
telling the truth.
2)
The principal is
somewhat disappointed with
the
performance of the children. From what she has gathered, some
of the teaching staff
have neglected their pupils. She has
just announced that strict work regulations have been made and that
they apply to both Chinese and overseas teachers.
3)
The teacher-directed and the child-directed approaches to teaching
art represent
two extremes of opinion. Too many
teacher-directed activities cannot be expected to effectively
assisLchildren in learning because of the rigid structure.
On
the other hand, too many child-directed activities may see a
curriculum that is totally unstructured and out of control. There
are valid reasons to believe a teacher-guided approach would be
a superior way
Appendix
I
- 95 -
to guide children's development. This approach combines some form
of structure with the child leading the direction.
II. Confusable Words
1.
1) continual 3) continual 2
1) principal 3) principle 5) principal
2) continuous 4) continuous
2) principal
4) principles
III. Usage
1. themselves
3. herself/by herself/on her own
5. ourselves
2. himself/herself
4. itself
6. yourself/by yourself/on your own
Structure
1.
1) Simon's ill — so much so that he can't get
out of bed.
2)
She herself believed in freedom, so much
so that she would rather die than live without it.
3)
Piles of work have kept us busy — so
much so that we can't manage to take a holiday this year.
4)
Many contestants later failed drug
tests, so much so that the race had to be rerun.
2.
1) Assuming (that) this painting really is a
Picasso
2)
Assuming (that) the proposal is
accepted
3)
assuming, of course, that she's prepared to listen
4)
Even assuming (that) smokers do see the
health warnings
Comprehensive Exercises
I. Cloze
(A)
1. contrast
2. exaggerating
3. priority
4. on the other hand
5. promoting
6.
pick up
7. assist
8. accomplish
9. on occasion
10. neglecting
11. worthwhile
12. superior
(B)
1. to
2.
affect/influence
3. others
4. each/them
5. without
6. controlled
7. about
8. value
9. They
10. little
11. right
12. but
13. in
14.
what
15. worth
16. and
II. Translation
I consider it
worthwhile trying to
summarize
our experience in learning English. Here I would like to make three
relevant points.
First, wide reading should be taken as a
priority in the
learning process, because it is through reading that we get the
most language input. Next, learning by heart as many well-written
essays as possible is also very important.
On the one hand,
rote learning/learning by rote is indeed of little help, but
on
the other hand, memorization/learning by heart with a good
understanding will certainly be of benefit/do good to us. With an
enormous store of excellent essays in our heads, we will
find it much easier to express ourselves in English. Finally, it is
critical that we should put what we have learned into
practice. By doing more reading, writing, listening and speaking,
we will be able to
accomplish the task of perfecting our
English.
Part III TextB
Comprehension Check
1. c
2. c
3. d
4. a
5. c
6. b
Translation
(#ja Appendix III)
Language Practice
1. adopt
3. plus
5. furthermore
7. annual
9. pace
11. on demand
13. perspective 15. fell apart
17. access
19. deposit
|
2. account
4. ended up
6. fund
8. keeping track of
10. intends
12. devise
14. undoubtedly
16. protest
18. resources
20. from your point of view
Part IV Theme-Related Language Learning Tasks
Model paper
How I Learn at College
I went to school in a small town near Chengdu and now I am studying
law at Fudan University in Shanghai. Passing from one to the other
you have to get used to many new things, not the least being the
different way of learning.
At school I found my timetable full throughout the day. One lesson
came close on the heels of
another with little time to call one's own. At university, in
contrast, only a few hours of each day are
taken up with classes or lectures. In the time made available you
are expected to learn on your own.
When and where is up to you. At the same time what you are meant to
learn shifts from memorizing
masses of facts to developing an ability to understand theories and
present arguments. There are, of
course, still facts to be learned. One should not exaggerate the
differences. Nevertheless, learning at
university certainly teaches me greater self-reliance and to think
for myself.
(169 words)
