Unit11Onbecomingabetterstudent练习答案综合教程三.docx

Unit11Onbecomingabetterstudent练习答案综合教程三.docx

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Unit11Onbecomingabetterstudent练习答案综合教程三

Unit11Onbecomingabetterstudent练习答案综合教程三

Unit11OnBecomingaBetterStudent

KeytotheExercises

Textcomprehension

I.Decidewhichofthefollowingbeststatesthepurposeoftheessay.

A

（Theauthorliststhequalitiesofagoodlearnersoastogivestudentssomeguidelinesonhowto"becomeabetterstudent"insteadofmerelydescribingthequalitiesofagoodlearner.）

II.Judge,accordingtothetext,whetherthefollowingstatementsaretrueorfalse.

1.F（RefertoParagraph2.Allthewordsandtheoriesandtechniquesareofnousetostudentswhoyethavetoopenthemselveswithreceptivityandtotakeituponthemselvestopractice.）

2.F（RefertoParagraph4.Discoveryis,accordingtoAlbertSzent-Gyorgyi,"lookingatthesamethingaseveryoneelsebutthinkingsomethingdifferent,"i.e.,arrivingatnewunderstandingsofthingseveryonesees.）

3.T（RefertoParagraph6.Accordingtotheauthor,mosteducationdiscouragespeoplefromventuringfarenoughtotakeriskstomakemistakes.）

4.F（RefertoParagraph7.Successfulstudentsdonotexpecttobespoon-fed,buttaketheirowninitiative.）

5.T（RefertoParagraph9.Oneshouldmaintainhisenthusiasmandlearnnottopushhimselftoohardinhispursuitofknowledge.Becausepatienceisessentialforsuccess;besides,weneedtodevelopothersidesofourlivesaswell.AsF.M.Alexandersaid,"Giveuptryingtoohard,butnevergiveup."）

III.Answerthefollowingquestions.

1.RefertoParagraphs2and3.Accordingtotheauthor,thegenuinelearningprocessrestswiththestudents'owninvestigation,whichisthebestthingateachercanguidehisstudentsto.Shebelievesthatlearningisnotsomuchtheacquisitionofinformationasitisaninvestigation.

2.RefertoParagraph5.Yes.Accordingtotheauthor,thereisnoshortcutinlearning;persistenceanddisciplinearerequiredforastudenttoreachtheveryendandsavorthefullflavorofhard-wonsuccess.

3.RefertoParagraph6.Itisaproblemwiththecurrenteducationalapproachthatstudentsarediscouragedfromventuringfarenoughtotakeriskstomakemistakes.However,ifpeopletrydifferentapproachesanddothingsthathavenoprecedence,theywillsurelymakemistakeswhich,astheauthorargues,arethesteppingstoneofcreativepeople.

4.Itmeansonehastodrophispriorknowledgesoastoabsorbnewknowledge.Ifherefusestodoso,theoldknowledgemayhindertheassimilationofnewknowledge.Italsoimpliesthatoneshouldlearntoappreciateconstructivecriticism,forifheconstantlyfailstotakecriticism,hecanneverknowwherehisweaknessliesandgrowoutofit.

5."Listenwithyourwholebody"istogetyourselffullyactivatedbothcognitivelyandphysically.Thatistosay,youhavetobeextremelyattentivetowhattheteachersaysinsteadoflettingyourmindwanderandkeepingyourbodyinert.

IV.Explaininyourownwordsthefollowingsentences.

1.Whentheystartschool,childrenarecuriousandreadytotryeverymeanstoexploretheunknown.However,theyenduplosingthepioneeringspiritafteryearsofformaleducation.

2."Advanced"learnersarelikelytomakesomemistakes.Forexample,theymaybecomeexcessivelysatisfiedwiththeirprogressor,onthecontrary,puttoomuchpressureonthemselvestoscorefurtherachievements.

Structuralanalysisofthetext

Thefirsttwoparagraphsaretheintroductorypart,inwhichthewriterattemptstoexplainwhatteachingandlearningismeanttobe.Inthesecondpart,Paragraphs3?

9,shediscussesthevariousfactorsthatmakeagoodstudent.Inthethirdpart,shegivesadvicetotheaspiringstudent.

Thespecialdevicestheauthorusestohighlighthermajorpointsaresometypographicdevices--thekeywordsinboldtorepresentthemostimportantqualitiesofagoodstudentinthesecondpartandthesoliddarkdotthatintroduceseachoftheninetipsinthethirdpart.

Rhetoricalfeaturesofthetext

Hereisanexample:

"Wemayevenhaveexpectationsthattheybeendlessrepositoriesofskillandknowledge（Paragraph1）.Theunderlinedpartofthequotedsentenceisaninstanceoftheuseofmetaphoricallanguage,anattempttoputacrosstheideathattheyhavesomuchskillandknowledgethatwecanperpetuallylearnfromthem.

Theauthorhascitedfourpeopleinthetext:

NobelPrize-winningphysicianAlbertSzent-Gyorgyi（Paragraph4）;educatorNeilPostman（Paragraph6）;JimSpira,directoroftheInstituteforEducationTherapyinBerkeley,California（Paragraph8）;andF.M.AlexanderoftheAlexandertechnique（Paragraph9）.Citingtherightlychosenpeoplecertainlystrengthensthewriter'sargument.

Vocabularyexercises

I.Explaintheunderlinedpartineachsentenceinyourownwords.

1.viewagainatanothertimefromadifferentperspective

2.withimmensepleasantsurprise

3.beprovidedwithreadyanswersandideas

4.dopioneeringwork

5.Don'tlettheknowledgeyouhaveacquiredbeahindrancetoyourlearningofsomethingnew

II.Fillintheblankineachsentencewithawordtakenfromtheboxinitsappropriateform.

1.precedence2.stigma

3.proportional4.strain

5.pertinent6.injurious

7.relevance8.therapy

III.Fillintheblankswiththeappropriateformsofthegivenwords.

1.substantial2.motivation

3.committed4.restrictions

5.subtle6.thrilling

7.complacently8.unprecedented

IV.Fillintheblankineachsentencewithanappropriatephrasalverborcollocationtakenfromthetext.

1.goesoutoftheway

2.breakingthrough

3.consistsof

4.holdonto

5.objectto

6.liveupto

7.gaveup

8.basedon

V.Giveasynonymoranantonymofthewordunderlinedineachsentenceinthesenseitisused.

1.Synonym:

demonstrate（reveal,manifest）

2.Antonym:

flexible

3.Antonym:

interesting（extraordinary,outstanding）

4.Synonym:

abandon（yield,renounce）

5.Synonym:

lead

6.Antonym:

dissatisfaction（discontentment）

7.Antonym:

mild（gentle）

8.Synonym:

harry（pester,harass）

VI.Explaintheunderlinedphrasalverbsinyourownwords.

1.submitted

2.takecareof

3.attentiveto

4.writteninhonorof

5.accept

6.soinvolved

7.enthralled

8.beganconsidering

Grammarexercises

I.Completethefollowingsentencesusingtheappropriateformoftheverbsgiven.

1.Being

（An-ingparticiplecanbeusedassubjectwhentheactionisbeingconsideredinageneralsense.）

2.tospend,tomake

3.Hearing/Tohear

4.Tocomplete

5.tobe

6.tobe

7.tosit,tohear,howling

8.Teasing

9.Playing

10.Learning

II.Completethefollowingsentencesusingtheinfinitiveor-ingparticiple.

（Answersmayvary.）

III.Rewritetheunderlinedpartsofthefollowingsentenceswiththeinfinitive,-ingparticipleor-edparticiple.

1.sittingattheback

2.foryoutodoasyouaretold

3.toswim/tohaveswumacrosstheChannel（Aninfinitiveclauseisusedwhenthemodifiednounphrasecontainssuchwordsasfirst,last,next,only,most.）

4.tohearthathehadalreadyleftthecompany

5.Toopenthewindow

6.totriflewith

7.Beingaqualifiedplumber,Paulhadnodifficultyinfindingtheleak.

8.everwritten

9.Lefttohimself,heusuallygetsthejobdonequickly.

10.Hopingtofindthewill,shesearchedeverywhere.

IV.Completethefollowingsentenceswiththe-ingparticipleofverbs.Addaprepositionifnecessary.

1.tohisworking,living

2.having

3.tostealing

4.fromdoing

5.forplaying

6.fordoing

7.beingtalked

8.onbecoming,fromputting,formaking

V.Putinthecorrectprepositionsoradverbs.

1.up,for

2.out

3.to

4.out,of

5.up,against

6.round,to

7.in,with

8.on

VI.Makesentencesofyourownafterthesentencesgivenbelow,keepingtheitalicizedpartsinyoursentences.

1.e.g.Heisnotsomuchillasdepressed.

Ihaven'tgotsomuchtimeasIthought.

2.e.g.We'llstartatthepointwhereweleftoff.

Heenteredashopwhereheobtainedsomerefreshments.

Translationexercises

I.TranslatethefollowingsentencesintoChinese.

1.我们甚至希望老师才识卓绝，取之不竭，用之不尽。

2.这些看似枯燥的品质（我们更愿意羡慕别人拥有它们），给我们带来的是圆满完成某事后的满足感，或成功面对挑战的兴奋。

3.在铺好的坦途和我们一般会为自己建造的坚固房屋之外，有潜伏的恶魔、不确定的落脚之处——当然也有从未感受过的快乐。

4.继续深入可能意味着停滞不前，意味着更加耐心地向前走，或者意味着往我们人生中青涩和尚不成熟的其它领域投入更多的时间。

II.TranslatethefollowingsentencesintoEnglish,usingthewordsandphrasesgiveninbrackets.

1.Hefeltheavilyweightedwithsuchhighexpectationsfromhisparents.

2.Heinterpretedtheincidentinafavorablelight.

3.Idetesthim,forheoftengoesoutofhiswaytobackbiteothers.

4.Manyreligiousteachingsurgepeopletotranscendthemundanesuccess.

5.Personalinitiativeisoneoftheessentialelementsinpromotingyourcareer.

6.Idon'tthinkitisagoodmethodofteachingtospoon-feedstudents.

7.Iwillsparenoeffortstoaccomplishthetaskbytheendofnextmonth,forIdon'twanttosufferfromthestigmaofhavingbrokenmypromise.

8.I'vegotmuchinformationpertinenttothenewpoliciesineducation.

III.TranslatethefollowingpassageintoChinese.

好学生显示出许多优秀的品质，在这些品质中极为重要的有好奇心、自制力和主动性。

她们对各种各样的事物有着盎然的兴趣，总是观察外部世界，从眼前发生的事情中学到东西。

伴随其好奇心的是“研究精神”，因为她们把学习过程看作是一种研究。

她们在角度新颖的观察和辛勤钻研的基础上，形成一种新的理解。

她们清楚地知道一分耕耘一分收获，而且相信，没有不懈的努力，难以尝到学习的美味果实，任何巨大的成就都来自于无数小的积累。

她们总是乐于迎接困难的挑战，主动探索各种可能性，经过实践寻求自己的答案，而不是等待老师给她们现成货,因为她们从来拒绝填鸭式教育。

当然，有抱负的上进学生应该充分注意一些要点。

比如她们应该上课认真投入，避免迟到，并重视建设性的批评。

Exercisesforintegratedskills

I.Dictationscript

Astudyofarthistorymightbeagoodway/tolearnmoreaboutaculture/thanispossibletolearningeneralhistoryclasses./Mosttypicalhistorycoursesconcentrateonpolitics,economics,andwar./Butarthistoryfocusesonmuchmorethanthis/because