新编大学英语第四册习题答案.docx
《新编大学英语第四册习题答案.docx》由会员分享，可在线阅读，更多相关《新编大学英语第四册习题答案.docx（9页珍藏版）》请在冰豆网上搜索。
新编大学英语第四册习题答案
新编大学英语（第四册）习题答案
Unit1
1.1）AentertainingBentertainmentCentertainedDentertainer
2）ArecognizableBrecognizedCrecognitionD
3）AtemptingBtemptationCtempt
4）AreasonedBreasoningCreasonableDreason
5）AanalyzedBanalyticalCanalystDanalysis
6）AvaluableBvaluationCvalued/valuesDvalues
7）AhumoristBhumorChumorousDhumorless
8）AunderstandableBunderstandingCunderstandDmisunderstood
2.1）asenseofresponsibility 2）asenseofsafety/security 3）asenseofinferiority
4）asenseofsuperiority 5）asenseofrhythm 6）asenseofjustice
7）asenseofshame 8）asenseofhelplessness 9）asenseofdirection
10）asenseofurgency
3.1）Livelybehaviorisnormal 2）Fastcarsappealto 3）diversearguments
4）Iaskedmybossforclarification 5）sensitivetolight 6）Mutualencouragement
7）madefunofhim 8）persistsinhisopinion/viewpoint
9）tobethefocus/centerofattention 10）webuyourticketsinadvance
4.1）certain/sure 2）involved 3）end 4）behavior 5）disciplining 6）agreed
7） individually 8）first 9）response 10）question 11）attempt 12）voice
13）directly 14）followed 15）trouble
Unit2
StepOne
ColumnA:
through;up;draw;teen;hand;birth;chair;rag;ever;over;long;self;mile;type;well
ColumnB:
day;man;eared;ready;conscious;back;distance;beat;lift;age;due;stone;out;wishing;Writer/written
TheCompoundWordscreated:
throughout;upbeat,uplift;drawback;teenage;handout,handwritten;birthday,
birthstone;chairman;rag-eared;ever-ready;overdue,overage;long-distance,long-eared;self-conscious;mileage,milestone;
typewriter,typewritten;well-wishing,well-written
StepTwo
1） long-distance 2）upbeat 3）ever-ready 4）overdue 5）typewriter
6）milestone 7）handwritten 8）uplifted 9）self-conscious 10）rag-eared
11）birthday 12）throughout 13）drawbacks 14）chairman 15）teenage
3.1）thrives 2）strategy 3）annual 4）deserve 5）spontaneous 6）sincere
7）investments 8）enterprise 9）followup 10）characterized 11）lingered
12）acknowledged
4.column 1）D 2）A 3）B 4）C tough 1）D 2）B 3）E 4）F 5）C 6）A
6.1）searched 2）clever 3）solution 4）wasted 5）tolerate 6）hidden 7）dumb
8）subject 9）noise 10）extra 11）purchased 12）replaced 13）appreciation
14）hurried 15）warrant 16）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-roomdiscussionsandactive
participationbywomenstudentshaddiminishednoticeably.
b. Asimilarsubordinationoffemaletomalestudentshasalsobeenobservedinlawandmedicalschoolclassrooms
inrecentyears.
B. Teachersassignedboysandgirlsdifferenttasksaccordingtostereotypedgenderroles.（para.3）
i） Itsconsequence:
Thispreventedgirlsfromparticipatingasactivelyasboysinclass.
ii） Anexample:
Ateacherhadthelittleboysperformthescientificexperimentwhilethegirlsweregiventhetaskof
puttingthematerialsaway.
C. Gender-biasededucationisalsoreflectedinthetypicalAmericanteacher’assumption.（para4）
i） Theassumption:
Boyswilldobetterinthehard,masculinesubjectsofmathandsciencewhilegirlsareexpectedto
havebetterverbalandreadingskills.
ii）Threeexamples:
a.Americanboysdodevelopreadingproblems,whilegirls,whoaresuperiortoboysinmathuptotheageofnine,
fallbehindfromthenon.
b.InGermany,allstudiesareconsideredmasculineanditisgirlswhodevelopreadingproblems.
c.InJapan,whereearlyeducationappearstobenonsexist,bothgirlsandboysdoequallywellinreading.
（3）Theeducationalbiasbeginsathome.（para5）
A. Supportingevidence:
i） Boypreschoolerswerepermittedtogoawayfromhomeinamuchwiderareathangirlpreschoolers.
ii） Boyswereencouragedtodevelopintellectualcuriosityandphysicalskills,whilegirlsarefilledwithfearsof
theworldoutsidethehomeandwiththedesiretobeapprovedoffortheirgoodnessandobediencetorules.
B. Theconsequencewhentheselessonscarryoverfromthehometotheclassroom:
Girlsaregenerallyobservedtobe
moredependentontheteacher,moreconcernedwiththeformandneatnessoftheirworkthanitscontent,andmoreanxious
aboutbeingrightintheiranswersthaninbeingintellectuallyindependent,analytical,ororiginal.
C.Conclusion:
Throughtheeducationalprocessthatoccupiesmostofthechild’swakinghours,societyreinforcesits
establishedvaluesandturnsouteachsexinitstraditionalandexpectedmold.
Vocabulary
1.1）genetic 2）assign 3）noticeably 4）approved 5）Bias 6）deprived
7） constituted 8）participation 9）unintentional 10）postgraduate
2.conscious-unconscious
encourage-discourage
directly-indirectly
sexist–nonsexist
dependent-independent
positive–negative
superior-inferior
biased–fair
limited–unlimited
appropriately-inappropriately
3.1） C 2）D 3）A 4）E 5）B 6）C 7）F 8）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
function intomorrow’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）dismiss 2）consequences 3） promoting 4）applies 5）vital 6）scorned
7）conventional 8）original
4.1）consciously 2）innovative 3）unconsciously 4）determined 5）Imagination
6）aware 7）control 8）created 9）extension 10）technique 11）vulnerable
12）unfolding 13）joyful 14）gain 15）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:
Negativepublicity
升级会员 