Unit1. The ability to predict what the writer is going/ about/ trying to say next is both an aid to understanding and a sign of it.
A prediction begins from the moment you read the title and from expectations of what he book is likely to contain. Even if the expectations/predictions are contradicted, they are useful because they have started you thinking about the topic and made you actively involved.
If you formulate your predictions as questions which you think the text may answer, you are preparing yourself to read for a purpose: to see which of your questions are in fact dealt with and what answers are offered. If your reading is more purposeful you are likely to understand better.
Naturally your predictions/expectations will not always be correct. This does not matter at all as long as you recognize when they are wrong, and why. In fact mistaken predictions can tell you the source of misunderstanding and help you to avoid certain false assumptions.
Prediction is possible at a number of levels. From the title of the book you can know/foretell the topic and the possibly something about the treatment. From the beginning of the sentences, you can often predict how the sentence will end. Between these extremes, you can predict what will happen next in a story, or how a writer will develop/present his argument, or what methods will be used to test a hypothesis.
Because prediction ensures the reader’s active involvement, it is worth training.
https://www.doczj.com/doc/a33302714.html,cation is not an end, but a means to an end. In other words, we do not educate children just/only for the purpose of educating them. Our purpose is to fit them for life.
In many modern countries it has for some time been fashionable to think that, by free education for all, one can solve all the problems of society and build a perfect nation. But we can already see that free education for all is not enough; we find in some/many countries a far larger number of people with university degrees than there are jobs for them to fill. Because of their degrees, they refuse to do what they think to be "low" work, and, in fact, work with hands is thought to be dirty and shameful in such countries.
But we have only to think a moment to see/know/understand that the work of a completely uneducated farmer is far more important than that of a professor. We can live without education, but we die if we have no food. If no one cleaned our streets and took the rubbish away from our houses, we should get terrible diseases in our towns.
In fact, when we say that all of us must be educated to fit ourselves for life, it means that we must be ready/willing/educated/taught to do whatever job suited to our brain and ability, and to realize that all jobs are necessary to society, that is very wrong/incorrect/erroneous to be ashamed of one's work or to scorn someone else’s. Only such a type of education can be called valuable to society.
Unit3. Human beings learn to communicate with each other will nonlinguistic means as well as linguistic ways/means/ones. All of us are famil iar with the say it wasn’t what he said; it was the way that he said it when, by using/saying the word way we mean something about the particular vice quality that was in evidence., or the set of a shoulder, or the obvious tension of certain muscles. A message may even be sent by the accompanying tone and gestures, so that each of I’m ready, you are beautiful, and I don’t know where he is can mean the opposite of any such interpretation. Often we have/meet/encounter/experience difficulty in finding exactly what in the communication causes the change of meaning, and any statement we make leads to the source of the gap between the literal meaning of the words and the total message that is likely to be expressed in impressionistic terms. It is likely to refer to some thing like a “glint” in a person’s eyes, or a “threatening” gesture, or “provocative” manner.
Unit4. How do the birds find their way on their enormously long journeys? The young birds are not taught the road by their parents, because often the parents fly off first. We have no idea how the birds find their way, particularly as many of them fly at/by night, when landmarks could hardly be seen. And other birds migrate over the sea, where there are no landmarks at all. A certain kind of plover, for instance/example, nests in Canada. At the end of the summer these birds migrate from Canada to South America; they fly 2,500 miles, non-stop, over the ocean. Not only is this very long flight an extraordinary feat
of endurance, but there are no landmarks on the ocean to guide/direct the birds.
It has been suggested that birds can sense the magnetic lines of force stretching from the north to south magnetic pole of the earth, and so direct themselves. But all experiments hitherto made to see whether magnetism has any effect/influence whatsoever on animals have given negative results. Still, where there is such a biological mystery as migration, even improbable experiments are worth trying. It/this was being done in Poland, before the invasion of that country, on the possible influence of magnetism on path-finding. Magnets were attached to the birds’ heads to see if/whether their direction-sense was confused thereby. These unfinished experiments had, of course, to be stopped.
Unit5. Man first existed on earth half a million years ago. Then he was little more than an animal; but early man had several big advantages over the animals. He had a large head/brain, he had an upright body, he had clever hands; he had in his brain special groups of nerve cells, not found in animals, that enabled him to invent a language and use it to communicate with his fellow men. The ability to speak was of very great use/value/significance/importance because it was allowed men to share ideas, and to plan together, so that tasks impossible for a single person could be successfully under-taken by intelligent team-work. Speech also enabled ideas to be passed on from generation to generation so that the stock of human knowledge slowly increased.
It was these special advantages that put men far ahead of all other living creatures in the struggle for survival/existence. They can use their intelligence handing/overcoming their difficulties and master them.
Unit6. Language varies according to sex and occupation. The language of man differs subtly from that of women. Men do not usually use expressions such as “its darling,” and women tend not to swear as extensively as men. Likewise, the language used in addressing men and women differs subtly: we can compliment a man on a new necktie with the compliment/words“what a pretty tie, that is!” but not with “how pretty you look today!” ---- an expression reserved for complimenting a woman. The occupation of a person causes his language to vary, particular in the use he makes of technical terms, that is, in the use he makes of the jargon of his vacation. Soldiers, dentist, hairdressers, mechanics, yachtsmen, and skiers all have their particular special languages. Sometimes the consequence is that such persons have difficulty in communicating with people outside the vacation on professional maters because the technical vocabulary is not understood by all. Although we can relate certain kinds of jargon to levels of occupation and professional training, we must also note that all occupations have some jargon, even these of the criminal underworld. There may well be a more highly developed use of jargon in occupations that require considerable education, in which words, and the concepts they use, are manipulated rather than objects, for example in the legal and teaching circle/world/field and in the world of finance.
Unit7. The space age began on October 4, 1957, when Sputnik I was launched. This first man-made satellite was followed by many others, some of which went around the sun. Now the conquest of the space between the planets, and between the earth and the sun, continues at a rapid rate.
Each mew satellite and space probe gives scientists new information. As men explore outer space, some of the questions they have long asked/wondered about will be answered at last.
The greatest question of all concerns life itself. Is there intelligent life out side the earth? Are there people, or creatures of some sort/kind living on Mars, Venus, or some other planet of the solar system? Are there planets orbiting/going/circling around stars other than our sun?
The only kind of life we know about would have to be upon a planet. Only a planet would have the temperatures and gas that all living things seem to need. Until a short time ago, we thought there were only a few planets. Today, scientists believe that many stars have planets going around them.
We know that there are nine planets in our own solar system-Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto. If any other planets exist in our solar system, or anywhere else, our telescopes are not powerful enough to pick up their feeble
reflected light. But astronomers guess that one star in a hundred has at least one planet where life could exist.
We are quite sure that life could begin on a young planet. A new plant would be likely to contain great seas, together with heavy clouds of water vapor and other gases. Electric storms would be common. It is possible that simple living cells might from when electricity passed through the clouds. An experiment made in 1952 at the University of Chicago seems to prove this. By passing electricity through nonliving materials, scientist made cells like those of living creatures.
Unit8. At the beginning of the nineteenth century the only acceptable roles for women were domestic there was virtually nothing for them to do except stay at home or hire out as maids, governesses, and, before long, teachers. Women were not allowed to own property-in most cases, not even the clothes they wore. A working wife was not allowed to keep her wages but was required to turn them over to her husband. In case of separation or divorce, a woman had no legal claims on her husband and was not allowed to keep the children. She had to legal status, which meant that she was not permitted to bring suit or to give testimony in courts. Often, she was not permitted to inherit property or to make a will. She was barred from public office and excluded form public life generally. For the most part, women lacked opportunities for education, vocational training, and professional employment. The national consensus was that women belong in the home, and determined efforts were made to see that they stayed there.
Unit9. Sydney’s best feature is her harbor. Most Sydneysid ers can see at least a glimpse of blue sea from their windows. Nearly everyone lives within an hour from a beach. On weekends sails of all shapes, sizes and colors glide across the water. Watching the yacht races is a favorite Saturday activity.
The harbor divides Sydney into north and south sections. The harbor bridge connects the two. It was built in 1932 and cost 20 million.
Another Sydney symbol stands on the harbor shore. Sydney’s magnificent opera house celebrated its 20th anniversary last year. Danish designer Jorn Utzon won an international contest with his design. The structure contains several auditoria and theaters. But not all concerts are held in the building. Sunday afternoon concerts on the building’s outer walk attract many listeners.
Sydney’s trendy suburb is Paddington. Houses are tightly packed together. Many were first built for Victorian artists. Now fashionable shops, restaurants, arts galleries and interesting people fill the area. The best time to visit is Saturday, when vendors sell everything. So there is one of the world’s most attractive cities --- Sydney, Austrian.
Unit 10 Architectural design influences how privacy is a chieved as well as how social contact is made in public places. The concept of privacy is not unique to a particular culture but what it means is culturally determined.
People in the United States tend to achieve privacy by physically separating themselves from others. The expression “good fences make good neighbors” is a preference for privacy from neighbors’ homes. If a family can afford it, each child has his or her own bedroom. When privacy is needed, family members may close their bedroom doors.
In some cultures when individuals need privacy, it is acceptable for them simply to look into themselves. That is, they do not need to remove themselves physically from a group in order to achieve privacy.
Young American children learn the rule “knock before you enter” which teaches them to respect others’ privacy. Parents, too, often follow this rule prior to entering their children’s rooms. When a bedroom door is closed it may be a(n) sign to others saying, “I need privacy,” “I’m angry,” or “Do not disturb. I’ busy.” For Americans, the physical division of space and the use of architectural features permit a sense of privacy. The way space is used to help the individual to achieve privacy, to build homes or to design cities if culturally influenced. Dr. Hall summarizes the relationship between individuals and their physical surroundings:
Man and his extensions constitute one interrelated system. It is a mistake to act as though man was one thing and his house or his cities, or his language wee something else.
Unit11. The Library of Congress is the largest library in the world. Its books, pamphlets, documents, manuscripts, official, papers, photographs, and prints amount to some 86 million items---a number that swells day by day----housed on 535 miles of shelves.
Congress authorized a library in 1800, which amounted to three thousand books and a
few maps when it was destroyed when the British burned the Capitol in 1814. to replace it, Thomas Jefferson sold the government his own library of almost 6500 volumes---the finest in the nation at the time. The collection, again housed in the Capitol, had grown to 55000 when a fire burned more than half of it. In 1866 a portion of the Smithsonian Institution’s library was added to the library of Congress, and in the same year the government entered an international program by which copies of U.S. documents were exchanged for those of other countries. The copyright law of 1870 ensured the library would always be up to date by requiring publishers to send two copies of each book published to the library in order to obtain copyright.
By 1870 the collections had outgrown its Capitol quarters. A suggestion to raise the Capitol dome and fill it with bookshelves was rejected, and in 1873 Congress authorized a competition for the design of a library building. A variety of disputes delayed construction for more than a de cade, but the library’s Thomas Jefferson Building was finally opened in 1897.
Unit12. As a nation, we starting to realize that we can’t solve the solid waste dilemma just by finding new places to put trash. Across the country, many individuals, communities and business have found creative ways to reduce and better manage their trash through a coordinated mix of practices that includes source reduction.
Simply put source reduction is waste prevention. It includes many actions that reduce the disposal amount and harmfulness of waste created. Source reduction can conserve resources, reduce pollution, and help cut waste disposal and handing costs (it avoids the costs of recycling, landfilling, and combustion).
Source reduction is a basic solution to too much garbage: less waste means less of a waste problem. Because source reduction actually prevents the increase of waste in the first place, it comes before other measures that deal with trash after it is already generated. After source reduction, recycling is the preferred waste management option because it reduces the amount of waste going to landfills and conserves resources.
Unit13. The first step in helping the patient is to accept and acknowledge his illness. The cause of symptoms must be found, and measures to relieve them and to prevent recurrence must be taken. Thorough examinations are essential. Although the physician may suspect that the illness is due to emotional rather than physical cause, he must search carefully for any evidence of physical disease. It is not unknown for an illness considered psychosomatic to be later diagnosed as cancer or some other disease. The thorough search for physical causes of the symptoms helps to gain the patient’s confidence. He knows that his condition and symptoms are being taken seriously. If no organic basis for his complaints is found, he usually will find this news easier to accept when he knows he has had a thorough examination. Finding no physical cause for the disorder points the way to understandi ng the patient’s condition. What is the cause? Is it emotional stress? If so, what kind? What are the problems which are upsetting the patients?
Unit14. The work of French scientist Jean Baptiste Lamarck (1744-1829) has contributed to the theory of evolution. Lamarck believed that the environment shaped the nature/trait/characteristic of plant and animal life. he believed that the bodies of plants and animals changed/had to fit their environment and a useful physical change would be passed on to the plant’s or animal’s offspring.
For example, Lamarck thought that giraffes developed long necks because they had to stretch to get/eat the leaves of tall trees for food. Lamarck didn’t think that giraffes possessed/developed/had long necks all at once, however. He thought that the earliest group of giraffes stretched/lengthened their necks a small amount. Their offspring inherited this longer neck. The offspring then stretched their necks a little bit longer. They passed this even longer neck on to their own offspring. After many generations, giraffes developed the long necks that they have today.
Not all of Lamarck’s theory is accepted today. Most scientists do not believe that the environment has a(n) effect/influence on the evolution of life forms. Nut t hey don’t agree with the notion/idea that a physical change in a plant’s or animal’s body is passed on to the offspring. Instead, they believe that a change must occur in the plant’s or animal’s cells before a change in offspring can take place.
Unit15.In a very big city, in which millions of people live and work, fast, frequent means of transportation are of the greatest importance. In London, where most people live long distance/away from their work, all officers, factories and schools would have to choose if the buses, the trains and the Underground stopped work.
Originally the London Underground had steam trains which were not very different from other English trains, except that they went along in big holes under the ground in order to keep away from the crowded city above their heads. Steam trains used coal, which filled the underground stations with terrible smoke. As a result, the old trains were taken away, and electric ones put in their place. Now the London Underground is very clean, and the electric trains make faster runs possible.
At every Underground station/stop there are maps of all the Underground lines in London, so that it is easy to see how to get wherever one wants to go. Each station has its name written up clearly and in large letters several times, so that one can see when one comes to where one must get out. At some stations one can change to a different underground train, and in some places, such as Piccadilly, there are actually three lines crossing each other. The trains on the three lines are not on the same level, so that there should not be accidents. T o change trains, one has to go up or down some stairs to a new level. It would be tiring to have to walk up these stairs/steps, so the stairs are made to move themselves, and all that the people/passengers have to do is to stand and be carried up or down to where they wish. In fact, everything is done to make the Underground fast and efficient.
Unit16.Why “grandfather” clock? Well, these clocks were passed through the family and so were always thought of as “grandfather’s clock.” But the first domestic timepieces were hung from a nail on the wall. Unfortunately dust got into the works and even worse children used to swing from the weights and the pendulum. So first the face and works and then the weights and the pendulum were protected by wooden cases. Before long the clock was nearly all case and was stood on the ground/floor and called, not surprisingly, a long-case clock. These “grandfather” clocks were very expensive, m ade as they were from fine wood, often beautifully carved or decorated with ivory. Famous makers of this period included Thomas Tompion, John Harrison and Edward East, but don’t get too excited if you find that the clock Grandma left you has one of these names on the back. Before you start jumping up and downing and shouting, “we’re rich, we’re rich,” remember that plenty of people before the 20th century had the idea of making cheap clocks/timepieces of famous original and “borrowing” the names of their be tters. And don’t forget that the first chiming mechanism wasn’t invented/created/made until 1695, so a chiming clock, however charming it sounds, will date from the 18th century. A fake/false/imitated late 17th century grandfather clock made by East sold recently for just under 20000.
Unit17. Suppose you send your child off to the movies for three hours next Sunday. And three hours on Monday and the same number of hours Tuesday, Wednesday, Thursday, Friday, and Saturday. Thus is essentially what is happening to the average child in American today, except it is not the screen in the movie house down the street he sits in front of, it is instead the television set right in your own house.
According to the Nielsen Index figures for TV viewing, it is dais that by the time a child graduates from high school he has had 11000 hours of schooling, as opposed to 15000 hours of viewing. I would like to repeat that. By the time the child is 18 years old, he has spent more hours in front of TV than he has in school. Over TV he will have witnessed by that time some 18000 murders and countless highly detailed cases of robbery, arson, bombing, shooting, beatings, forgery, smuggling, and torture---averaging approximately cone per minute in the standard television cartoon for children under the age of ten. In general, seventy-five percent of all network dramatic programs contain violence.
Dr. Albert Bandura of Standford University reaches/draws two conclusions about violence on TV: (1) that it tends to reduce the child’s inhibi tions against acting in a violent, aggressive manner, and (2) that children will imitate what they see. Dr. Bandura points out that a child won’t necessarily run out and attack the first person he sees after watching violence on the screen, but that, if provoked later on, he may very well put what he has learned into practice.
One of the lessons of television is that, violence works. If you have a problem with someone, the school of TV says to slap him in the face, stab him in the back. Because most of the program has shown how well violence has paid off, punishment at the end tends not to have much of an inhibitory effect.
Unit1. The ability to predict what the writer is going/ about/ trying to say next is both an aid to understanding and a sign of it. A prediction begins from the moment you read the title and from expectations of what he book is likely to contain. Even if the expectations/predictions are contradicted, they are useful because they have started you thinking about the topic and made you actively involved. If you formulate your predictions as questions which you think the text may answer, you are preparing yourself to read for a purpose: to see which of your questions are in fact dealt with and what answers are offered. If your reading is more purposeful you are likely to understand better. Naturally your predictions/expectations will not always be correct. This does not matter at all as long as you recognize when they are wrong, and why. In fact mistaken predictions can tell you the source of misunderstanding and help you to avoid certain false assumptions. Prediction is possible at a number of levels. From the title of the book you can know/foretell the topic and the possibly something about the treatment. From the beginning of the sentences, you can often predict how the sentence will end. Between these extremes, you can predict what will happen next in a story, or how a writer will develop/present his argument, or what methods will be used to test a hypothesis. Because prediction ensures the reader’s active involvement, it is worth training. Unit2. Education is not an end, but a means to an end. In other words, we do not educate children just/only for the purpose of educating them. Our purpose is to fit them for life. In many modern countries it has for some time been fashionable to think that, by free education for all, one can solve all the problems of society and build a perfect nation. But we can already see that free education for all is not enough; we find in some/many countries a far larger number of people with university degrees than there are jobs for them to fill. Because of their degrees, they refuse to do what they think to be "low" work, and, in fact, work with hands is thought to be dirty and shameful in such countries. But we have only to think a moment to see/know/understand that the work of a completely uneducated farmer is far more important than that of a professor. We can
Unit 4 Food(饮食)--- A Food Tour of the United States Task 1: Discussion 1.Do you know some information about regional feature of Chinese food and some specialties in each region? 2.Do you know what the features of American food are? Do you know how many distinct regions are there in U.S? What are they? (the Northeast; the South; the Mountain States; the Southwest states; and ?) 3.* Why American food is regional in character? (The U.S has a large area. Each place has their unique geographical and climatic condition, so it produces unique food materials, such as the Northeast which borders sea, river and lake is rich in seafood and the Mountain states produce wild games. The similar rule can also be applied in self-cultivation, running a company and governing a country: to find out our own unique talent, our strength; the more loca/nationall, the more international.) Reading- skill questions about the text: 1.What’s text-type? (narration, description, exposition, or argumentation) 2.What’s th e topic and main idea of the text? (Reading skill: distinguish /obtain main idea and discourse topic quickly and efficiently) Topic: food Main idea: American cooking is regional in character./ one feature of American cooking is variety. 3.Which is the topic sentence in Para.1, sentence 1 or sentence 2? Why? 4.Para2.: guess the meaning of the unfamiliar word “ hearty” in “Mixed in an iron pot and …….” (hearty: [attrib]large; eg. eat a hearty breakfast 丰盛的；have a hearty appetite 胃口很好) Task 2 1.Analyzing different types of reading comprehension questions: Q1: testing skimming skills--- to obtain main idea quickly and efficiently Reading strategy/solution: 文体判断为说明文，顾第一段为重要 Q2-8: testing scanning skills--- to find some key words or phrases; figures, percentages quickly Homework: discussion Why do many people want to go into business for themselves rather than work for an already existing organization? What’s the attraction? To be a manager or leader of a company, what are some of the qualities do you think he or she should have? Reading skill testing: 1．He put his milk in a pouch made from a sheep stomach and set off across the desert. What is the meaning of the word “Pouch”? (C) A. milk B. desert C. a container D. a stomach 2．The movement of his camel, the desert heat, and the chemicals in the pouch made the milk separate into curd and whey. The thick part, or curd , was the first cheese. What is the meaning of the word “curd”? A. the camel B. the thick part of the milk C. desert heat D. milk
英语泛读教程3第三版（刘乃银版）答案 Unit 1 Text: A. c B. bdabb ddc D. addad cdb Fast Reading: dbdda abaad cbbdc Home Reading: dacdd aab Unit 2 Text: A. b B. ddbcd cca D. badda caac Fast Reading: dbbdc bdbdb cddbd Home Reading: cbdcc dbbd Unit 3 Text: A. d B. badab bdddc D. bddba cbcaa Fast Reading: cbbba ccdda ccdad Home Reading: dbcbd dbdb Unit 4 Text: A. c B. ddbcd dc D. abdbb addad Fast Reading: dbccd bdadd badcd Home Reading: dadac bcd Unit 5 Text: A. c B. abdaa dcbd D. dbabb dabcb da Fast Reading: caabd cbddc cdbab Home Reading: bccdb dc Unit 6 Text: A. b B. cbcab ddad D. badaa cbaac Fast Reading: cabcd aadcb ccdab Home Reading: ccdcd abc Unit 7 Text: A. d B. acbda dcaac D. abaac daccd ad Fast Reading: daada cddbc bdcdb Home Reading: cbadb cddbc Unit 8 Text: A. c B. cddcc dccb D. abdac aaa Fast Reading: ccacd bbdad babdd Home Reading: dbdbc cbcd Unit 9 Text: A. c B. bccbc dbba D. dcbab dacba c Fast Reading: dcbca bccbc bcddd Home Reading: dcdca bd Unit 10 Text:A. c B. cdccd bacac D. dcdbc acadc bd Fast Reading: dbdcc dccdb bddca Home Reading: cadcb acbb Unit 11 Text: A. d B. adacc dcb D. abacb dcaab adc Fast Reading: dcdab ccbda ccbca
Keys to Reading Course 2 Unit 1 Reading Section A Word Pretest 1.B 2.A 3.B 4.A 5.B 6.C 7.B 8.C Reading Comprehension 1.B 2.A 3.B 4.B 5.C 6.C Vocabulary Building Word Search 1. assignment 2. irony 3. reverse 4. accomplish 5. assemble 6. squeeze 7. sensual 8. fragment 9. narcotic 10. adolescence Use of English 1.Bob agreed to take on the leadership of the expedition. 2.The world was taken in by his fantastic story of having got to the Pole alone. 3.He took up his story after a pause for questions and refreshments. 4.That takes me back to the time I climbed to the top of Mount Fuji. 5.The members of the party took it in turns to steer the boat. 6.They took it for granted that someone would pick up their signals and come to their aid. Stems 1.proclaim: to announce officially and publicly; to declare 2.percentage: a proportion or share in relation to a whole; a part 3.confirm: to support or establish the certainty or validity of; to verify 4.affirm: to declare positively or firmly; to maintain to be true 5.centigram: a metric unit of mass equal to one hundredth of a gram 6.exclaim: to express or utter(something) suddenly or vehemently Synonyms 1. adaptability 2. purpose 3.strained 4.hold 5.defeat Cloze important second France student bilingual monolingual serious means use difficult Section B 1.F 2.T 3.T 4.C 5.A 6.B 7.B 8.B 9.B 10.T 11.T 12.F 13.F 14.T 15.T Section C 1.F 2.T 3.T 4.F 5.T 6.F 7.F 8.F 9.F 10.F Unit 2 Music Section A Word Pretest 1. B 2. C 3. B 4. C 5. B 6. B Reading comprehension 1. T 2. F 3. T 4. T 5. T 6. T 7. T 8. F V ocabulary Building Word search 1. folk 2. capacity 3. sensuous 4. qualified 5. abuse 6. stuff 7. mood 8. clarity 9. strive Semantic variations 1. B 2. B 3. B 4. B 5. A 6.B Stems
Unit 1 Reading Rtrategies Section A Word Pretest 1----5 B C B B B 6----10 A A C C B Reading Skill 2----5 CBCA 6----9 BBAA Vocabulary Building 1 b. practice c. practices · d. practicable/practical e. practiced 2. b. worthy c. worthwhile 3. varied 4. 2 1. 2. 3. Cloze Going/about/trying expectations/predictions questions answers ] Predictions/expectations tell know/foretell end Develop/present worth Section B 1----4 TFTT 5----8 CBCC 9----11 TFF 12----17 CAACCA Section C 1----4 FFTF 5----8 FTTT Unit 2 Education ） Section A Word Pretest 1----5 ABACC 6----11 ABABCC Reading Skill 4----6 CBB 1----6 FTFFTT Vocabulary Building 1 1. mess 2. preference 3. aimlessly 4. remarkable/marked 7. fiery 2 — 1. 2. c. counted 3. Cloze Other just/only has some/many than refuse see/know/understand that without If ready/willing/educated/taught wrong/incorrect/erroneous Section B 1----5 ACCCC 6----10 CCCAC 11----14 BABA Section C 1----6 CCDDAC [ Unit 3 Body Language Section A Word Pretest 1----5 ABCCB 6----9 DCDC Reading Skill 2----5 BABC 6----10 AACBC Vocabulary Building 1 - admission admit admissible admissibly reliance rely reliable reliably definition define definite definitely assumption assume assumed/assuming assumedly/assumingly behavior behave behavioral behaviorally variety vary various/varied variously/variedly part/partiality part partial partially manager manage managerial managerially correlation correlate correlative correlatively adaptation/adaption adapt adaptive adaptively ） 2 . inspired b. aspired c. inspired . token b. badges c. token . contemporaries c. contemporary Cloze communicate ways/means/ones using/saying in of message meet/have/encounter/experience causes meaning to eyes Section B 1----6 BABBAC 7----12 FFTTTF 13---15 CCB Section C < 1----4 BBDD 5----8 BCCA 1----6 FFTFFT
Unit 1 I. Reading for information 1.B 2.D 3.B 4.C 5.A 6.C II. Translation 1. 但是只要说上几句话，他的口音就很容易被辨认出来。 2. 他不会轻易发火，有一颗金子般的心，你很少能从他的嘴里听到攻击和批评别人的话。 3. 常言道：善行胜于善言。父亲的身教对我的影响远远超过了他的言传。 4. 面对生活的沧桑，大布鲁诺怎么能不提高嗓门，怎么能保持心气平和？难道力气这么大的人不该脾气也大吗？ 5. 体育明星和歌星|、影星的确能够鼓舞人心，但是“英雄”这个头衔还是应该留给像我父亲 那样，为了自己所爱的人孜孜不卷地工作的人。 III. Summary 1.hard work, pays off 2.Big Bruno, strong in stature, a gentle spirit 3.most patient, slow to get angry, a heart of gold, a lot of friends 4. a role model, a true friend, a treasure 5.hero, does good, loves everyone, doesn’t expect anything, in return, work tirelessly, the good race I. Skimming question 1 A II. Skimming question 2 A teacher should … 1. be pleasant live and attractive 2. have a genuine capacity for sympathy 3. be both intellectually and morally honest 4. be mentally alert 5. be capable of infinite patience 6. have the kind of mind which always wants to go on learning III. Scanning question 1 4
英语泛读教程3第三版（刘乃银版）答案Unit 1 Text: A.c B. bdabb ddc D. addad cdb Fast Reading: dbdda abaad cbbdc Home Reading: dacdd aab Unit 2 Text: A. b B. ddbcd cca D. badda caac Fast Reading: dbbdc bdbdb cddbd Home Reading: cbdcc dbbd Unit 3 Text: A.d B. badab bdddc D. bddba cbcaa Fast Reading: cbbba ccdda ccdad Home Reading: dbcbd dbdb
Text: A.c B. ddbcd dc D. abdbb addad Fast Reading: dbccd bdadd badcd Home Reading: dadac bcd Unit 5 Text: A.c B. abdaa dcbd D. dbabb dabcb da Fast Reading: caabd cbddc cdbab Home Reading: bccdb dc Unit 6 Text: A.b B. cbcab ddad D. badaa cbaac Fast Reading: cabcd aadcb ccdab Home Reading: ccdcd abc Unit 7
A.d B. acbda dcaac D. abaac daccd ad Fast Reading: daada cddbc bdcdb Home Reading: cbadb cddbc Unit 8 Text: A.c B. cddcc dccb D. abdac aaa Fast Reading: ccacd bbdad babdd Home Reading: dbdbc cbcd Unit 9 Text: A.c B. bccbc dbba D. dcbab dacba c Fast Reading: dcbca bccbc bcddd Home Reading: dcdca bd Unit 10 Text:
阅读教程第三册答案 Unit 1 I.Reading for information 1. D 2. C 3. B 4. A 5. B 6. C II. Translation 1.今天你们将离开培育你们的学术环境，直面真实的世界。 2.你们即将离开学校，终于可以开始接受教育了。 3.想找到一位保守的教授，那比要找到一个雪人还难。若想挑战一些有关政 治正确性的正统观点，那你将会被冠以一些难听的名号。 4.如果你不相信我的话，那不妨去问一问那些因追随网络公司是通往财富之 路这一理论而破产的人们。现实击碎了他们的梦想。 5.因此，欢迎你来到我们生活的这个理性的世界。一旦你把那些不切实际的 幻想拒之门外，你就会发现这个世界并不是太糟。 III．summary 1.emerge from, face the real world, go about https://www.doczj.com/doc/a33302714.html,mitment to, benefit from 3.the enjoyment of reading, was associated with 4.reality, theory, realist, in theory 5.wishful thinking, go for, wind up with, twist and turns Unit 2 I. Reading for information 1.B 2.A 3.D 4.C 5 .B 6.D II. Translation 爱是再简单不过的事，这一观点至今仍然十分盛行，尽管大量事实都对此予以否定。几乎找不到任何一种活动、任何一项事业像爱情这样满怀希望地开始，又频繁地以失败而告终。如果换了别的事情，人们一定会急于知晓失败的原因，思量如何才能做得更好，或者干脆放弃。既然人们永远不可能放弃爱情，那么要战胜失败，似乎就只有一个办法可行，那就是探究失败的原因，进而领会爱的真义。 III. Summary 1.a matter of chance, learned about 2. is based on , primarily, how to be loved 3. assumption, the right object 4. leading to, initial excitement, permanent state 5. theoretical knowledge, the mastery of the art
大学英语泛读教程第一册参考答案 （高等教育出版社，2010年3月版） Unit 1 Chapter 1 A family sees America Together (P. 2—17) G. Blank Filling (P 11) 1. describing 2. journal 3. sign 4. websites 5. miss H. Translation (P. 12) 1. By using computers and the Internet 2. if we are friendly and helpful to others 3. learn about our country and (our) people 4. enjoyed his trip in Europe 5. on the day that/when they left Chapter two F. Word forms (p. 27) 1. a. solves (v.) b. solutions (n.) 2. a. education (n.) b. educate (v. ) 3. a. locate (v.) b. locations (n.) 4. a. construction (n.) b. construct (v.) 5. a. organization (n.) b. organizes (v.) G. Blank Filling (p. 28) 1. habitat 2. community 3. endangered 4. solution 5. For instance
Unit 1 University Student Life Section A Word Pretest 1. D 2. B 3. B 4. C 5. D 6. D 7. A 8. B Reading Comprehension l. F 2. T 3. F 4. T 5. F 6. F 7. T 8. F Vocabulary Building Word Match rationally in a way based on reason rather than emotions established accepted; recognized various different panic sudden fear consolidate strengthen assignment homework biological of living things flexible not fixed
strenuous stressful; requiring effort and energy master overall recreation way of spending free time estimate calculate roughly routine regular; usual priority first concern relaxation rest 1. flexible 2. established 3. panic 4. strenuous 5. priority 6. routine 7. Rationally 8. recreations Suffix 1. familiarize 2. visualize 3. merely 4. idealize 5. finalize 6. necessarily 7. physically 8. highly Cloze favorable their respected professors authority role expect need several changes Sec tion B
Unit 1 Text：A.c B. 1. b 2.a 3. c 4. c 5. d 6. c 7. d 8. d C.1.d 2.a 3.a 4.b 5.a 6.d 7.a 8.b 9.c 10.a Fast Reading： 1.d 2.b 3.c 4.c 5.a 6.c 7.b 8.b 9.c 10.d 11.d 12 c 13.d 14.c 15.d Home Reading： 1.a 2.b 3.c 4.c 5.c 6.b 7.a 8.c Unit 2 Text：A.d B. 1.b 2.d 3.d 4.b 5.d 6.d 7.b 8.d 9.a 10.d C. 1.a 2.b 3.a 4.d 5.d 6.c 7.a 8.a 9.c 10.c Reading Skills
Fast Reading： 1.b 2.b 3.c 4.a 5.d 6.b 7.b 8.b 9.d 10.d 11.c 12.d 13.d 14.d 15.a Home Reading： 1.a 2.b 3.a 4.d 5.c 6.a 7.d 8.b 9.c 10.d Ｕnit3 Text: A. c B. 1.b 2.c 3.c 4.a 5.d 6.d 7.d 8.c 9.a 10.a C. 1.b 2.a 3.d 4.c 5.d 6.b 7.b 8.c 9.d 10.a 11.c 12.b Fast Reading: 1.d 2.b 3.a 4.c 5.c 6.a 7.b 8.d 9.c 10.b 11.b 12.d 13.a 14.b 15.c Home Reading: 1.c 2.a 3.d 4.c 5.c 6.c 7. d 8. d 9. a 10. d
【最新整理，下载后即可编辑】 Unit 1 University Student Life Section A Word Pretest 1. D 2. B 3. B 4. C 5. D 6. D 7. A 8. B Reading Comprehension l. F 2. T 3. F 4. T 5. F 6. F 7. T 8. F Vocabulary Building Word Match rationally in a way based on reason rather than emotions established accepted; recognized various different panic sudden fear consolidate strengthen assignment homework biological of living things flexible not fixed strenuous stressful; requiring effort and energy master overall recreation way of spending free time estimate calculate roughly routine regular; usual priority first concern relaxation rest 1. flexible 2. established 3. panic 4. strenuous 5. priority 6. routine 7. Rationally 8. recreations Suffix
教学日志
Unit 1 Love Step one: Reading skill on Page 7 ①subheading: a title that divides part of a piece of writing into shorter sections小标题 subtitle: a second title which is often longer and explains more than the main title.副标题 ②preface: an introduction at the beginning of a book, which explains what the book is about or why it was written. 序言 ③index: an alphabetical list that is printed at the back of a book and tells you on which pages important topics are referred to 索引 indices ④glossary ⑤appendix: extra information that is placed after the end of the main text 附录; a small closed tube inside your body which is attached to your digestive system阑尾 pend=attach depend on ⑥bibliography bible ⑦supplement: an additional section, written some time after the main text and published either at the end of the book or separately(书籍的)补编，补遗，附录 Step two: Background information about Text in Unit 1 Some poems that sing high praise for love
Keys to Reading Course 3 Unit 1 Reading Strategies Section A Word Pretest 1-5. BCBBB 6-10.AACCB Reading Skill 2-5. CBCA 6-9. BBAA Vocabulary Building 1. a. practicable/practical b. practice c. practices d. practicable/practical e. practiced a. worthless b. worthy c. worthwhile d. worth e. worth a. vary b. variety c. variation d. various/varied e. Various a. absorbing b. absorbed c. absorb d. absorption e. absorbent 2. 1. a. effective b. efficient c. effective 2. a. technology b. technique 3. a. middle b. medium c. medium Cloze
going/about/trying expectations/predictions questions answers predictions/expectations tell know/foretell end develop/present worth Section B 1-5. TFTTC 6-10. BCCTF 11-14: FCAAC 16-17: CA Section C 1-5. FFTFF 6-8. TTT Unit 2 Education Section A Word Pretest 1-5. ABACC 6-8. ABA Reading Skill 4-6. CBB 1-6. FTFFTT Vocabulary Building 1.mess 2. preference 3. aimlessly 4. remarkable/marked 5. decisive 6.shipment 7. fiery 8. physically 9. action 10. housing 2. 1. a. aptitude b. attitude
U1 Text Main idea: C Comprehension the text: Bdabb ddc Understanding vocabulary: addad cdb Fast reading: dbdda abaad cbbdc Home reading: dacdd aab U2 Text Main idea: b Comprehension the text:ddbcd cca Understanding vocabulary: baada caac Fast reading: dbbdc bdbdb cddbd Home reading: cbdcc dbbd U3 Text Main idea: d Comprehension the text: badab bdddc Understanding vocabulary: bddba cbcaa Fast reading: cbbbac cdda ccdad Home reading: dbcbd dbdb U4 Text Main idea: c Comprehension the text: ddbcd dc Understanding vocabulary: abdbb ADDAD BC Fast reading: DBCCD BDADD BAACD Home reading: DCDAC BCD U5 Text Main idea: C Comprehension the text: ABDAA DCBD Understanding vocabulary: DBABD DABCB DA Fast reading: CAABD CBDDC CDBAA Home reading: BCCDB DC U6 Text Main idea: B Comprehension the text: CDCAB DDAD