Unit1Freshstart练习答案综合教程三.docx

Unit1Freshstart练习答案综合教程三.docx

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Unit1Freshstart练习答案综合教程三

Unit-1-Fresh-start练习答案综合教程三

LT

inordertofindoutherrealself.）

III.Answerthefollowingquestions.

1.RefertoParagraphs1and2.Shefelt"first-gradish"onherarrivalatthecampus.The"first-gradish"feelingrefersbasicallytonaivetyandanxiety,sosheattemptedtobehaveinaperfectwaywiththehopethatnoonewouldnoticeshewasafreshman.

2.RefertoParagraph3.Shechosetositinthefrontrowandtotheside.Thiswasbecausethefreshmanmanualsuggestedsittingnearthefronttoshowthatoneisanintelligentandenthusiasticstudent,butasshewasnotconfidentenoughtositintheprofessor'sdirectlineofvision,shechoseasideseatinthefrontrow.

3.RefertoParagraph6.Shefeltasifherlifehadplungedintototalfailureandthedoomoflifehadcome.

4.RefertoParagraph9.Thefootballplayergotup,handsheldhighabovehisheadinavictoryclasp,whichisanexpressionoffun.Atthismoment,Evelynrealizedthatshehadbeentooseriousandonthecontraryherslipcouldbeamomentoffunforotherpeopleandherselfalike.Everyonemayhavedonesomethingdumb,buttheyhaveallsurvivedafterall.

5.RefertoParagraphs13and14.Sheunderstoodthatonecouldlivehiscollegelifeasanexperiment.Sheshouldnotbeafraidofmakingmistakesbecauseitisonlythroughtrialanderrorthatonecanfindhisrealselfandfindinghisrealselfistheultimatepurposeofacollegeeducation.Thecollegeallowsonetomakemassivemistakes.Andevenaftergraduation,shewasstillmakingmistakesofwhichshewasnolongerafraid.

IV.Explaininyourownwordsthefollowingsentences.

1.IplannedtokeepsilentandactinsuchawaythatnobodywouldnoticethatIwasonlyanew-comerincollege.

2.Forthreedays,Ihadnotbeentothecafeteriaduetomyfeelingofhumiliationandshame.Instead,Istayedaloneinmyroomandatejunkfoodofvariouskindsfromavendingmachinewhichwasinjusttherightplacetoaidmeinavoidingothers.

3.Itdidn'tmatterwhetherornotyouwerewidelyacceptedoradmired;youdidnothavetobehavetothelikingofeverybodyelse.

Structuralanalysisofthetext

Unlikeapieceofexpositorywriting,whichusuallyexpressesthemainideainathesisstatement,inapieceofnarrativewriting,thepointisshownthroughdialogues,actionsorevents.Thethreeincidentsthataretreatedexpansivelyinthisessayarerelatedtooneanotherbytheirimplicitmessages--theauthormademistakesandherreactiontowardthemistakes.Itwasinthisprocessthattheauthorachievedsignificantinsightintolifeandherself.

Rhetoricalfeaturesofthetext

"Ikneweveryonewouldstare.Forgetit.Isettledintomychairandtriedtoassumethescientificposeofabiologymajor,bendingslightlyforward,tensingmyarmsinpreparationforfuriousnotetaking,andcursingundermybreath"（Paragraph5）."Keepingmyselfuprightandgettingoutofthemesswasnotgoingtobeeasy,andthisflailingofmyfeetwasdoingnogood.JustasIdecidedtotryanothermaneuver,myfoodtraytippedandIlostmybalance"（Paragraph6）.Theitalicizedpartsintheselectionsoffervividpicturesofwhatshedidorhowshelookedintheembarrassingsituations.

Vocabularyexercises

I.Explaintheunderlinedpartineachsentenceinyourownwords.

1.Ihadjustthefeelingofanewcomeratcollegewithoutthestrengthamaturestudentmightpossess

2.myapparentconfidence

3.somefoodtoappeasemyhunger（aswellasmyanxiety）

4.goingwiththetidewasnolongercrucialtoone'ssuccess

5.foolishandglaringmistakes

II.Fillintheblankineachsentencewithawordtakenfromtheboxinitsappropriateform.

1.distress2.clutched

3.pose4.sneaked

5.preoccupation6.shackles

7.curse8.deliberation

III.Fillintheblankswiththeappropriateformsofthegivenwords.

1.assure2.discretion

3.relaxation4.humiliate

5.strategy6.embarrassment

7.maneuverable8.immaturity

IV.Fillintheblank（s）ineachsentencewithanappropriatephrasalverborcollocationtakenfromthetext.

1.livedupto

2.headedfor

3.seekout

4.hasbrokenout

5.gropedfor

6.tryingon

7.gooutto

8.tippedoff

V.Giveasynonymoranantonymofthewordunderlinedineachsentenceinthesenseitisused.

1.Antonym:

vague（indistinct）

2.Synonym:

inconspicuously（unobtrusively）

3.Synonym:

self-restraint（self-control）

4.Antonym:

clever（intelligent,sensible）

5.Synonym:

manner（behavior）

6.Antonym:

excited（agitated）

7.Synonym:

sneak

8.Antonym:

mature（sophisticated）

VI.Explaintheunderlinedphrasalverbsinyourownwords.

1.becamepopular

2.respect

3.keepup

4.leadto

5.understand

6.found

7.use

8.start

Grammarexercises

I.CombineeachnominalclauseinColumnAwithasentencefragmentinColumnBtocreateasensiblesentence.

1.c2.d3.b4.f

5.a6.e7.h8.g

II.Rewritethefollowingsentences,beginningeachonewithanounphraseoranominalclause.

1.Mydecisiontoresignwaswise.

2.Theirreadinesstoacceptthepeaceagreementreallysurprisedthediplomaticworld.

3.Mydeterminationtopassthetesthelpedme.

4.Herfailuretogetintocollegedisappointedherparents.

5.Mywillingnesstocooperatewasappreciated.

6.Hisrefusaltohelpsurprisedme.

7.Theproposalthatweshouldimportmoreequipmentistobediscussedatthemeeting.

8.Whocanhavetoldyouthatpuzzlesme.

III.Completeeachsentencewithwhatyouthinkisthemostappropriateofthefourchoicesgiven.

1.D

2.B（Thatintroducesanappositiveclause.）

3.C

4.C

5.A

6.B（Whentheantecedentistheway,therelativewordcanbethatorinwhich.）

7.D

8.B（Ornotissometimesusedattheendofclausesintroducedbywhetherorif.Itcanalsobeuseddirectlyafterwhether,butnotif.）

IV.Combinethetwosentencesineachgroupintoone,usingsothat.

1.IspenttheafternoonseekingouteachofmyclassroomssothatIcouldmakeaperfectlytimedentrancebeforeeachlecture.

2.Heworeglassesandafalsebeardsothatnobodywouldrecognizehim.

3.ThestrangerspokeveryslowlysothatIcouldunderstandwhathesaid.

4.Shelockedthedoorsothatshewouldn'tbedisturbed.

5.Johnwhisperedsothatotherscouldn'thearhim.

6.Pleasearriveearlysothatwecanstartthemeetingontime.

7.Johnhasboughtabicyclesothathemaysavemoneyonbustravel.

8.Thelecturershowedsomeslidessothathemightillustratehispoint.

V.Completethefollowingsentencesusingthewordsinthebox.

1.Although/Though

（Veryoften,bothalthoughandthoughcanbeusedinthesameway.Thoughismorecommonininformalspeechorwriting.）

2.yet

3.however/though

4.however/nevertheless/though

（Thoughcanbeputattheendofasentence,withthemeaningof"however."）

5.Although/Thoughstill/nevertheless

6.Despite/Inspiteof

7.although/though

8.however

9.However

（However,asanadverbofdegree,precedestheadjectiveoradverb.）

10.Despite/Inspiteof

VI.Makesentencesofyourownafterthesentencesgivenbelow,keepingtheitalicizedpartsinyoursentences.

1.e.g.Wehavetogetthecarfixednomatterhowmuchitcosts.

Youcan'tgoinnomatterwhoyouare.

2.e.g.Hefinishedallthepaperworkatfiveo'clock,gettingup,refillingtheteapot,thenhiscup,andaddingatouchofskimmedmilk.

Thechildrenranoutoftheroom,laughingandtalkingmerrily.

Translationexercises

I.TranslatethefollowingsentencesintoChinese.

1.事实是，尽管我满心希望自己老练成熟，我还是感觉自己有那么一点大一新生的菜鸟气。

2.新生手册建议坐前排，并且要在老师面前做聪敏、朝气状。

3.整整三天，我都独自用餐，食物除了耻辱和羞愧之外，就只有各色垃圾食品，幸亏我房间外面就有一台自动售货机，方便我买这种东西。

4.以前我以为是故意让大一菜鸟难堪的恶作剧，其实只是校园里的开心一刻。

II.TranslatethefollowingsentencesintoEnglish,usingthewordsandphrasesgiveninbrackets.

1.Itdistressedmeagreatdealtohearthenewsthathehadsufferedrepeatedfailures.

2.Heassumedanairforcheerfulness,eventhoughhelostfavorwithhisboss.

3.Gullivermetwithextraordinaryadventuresandsawastrangeassortmentofpeople.

4.Hewillbefuriouswithyouifyourepeatthesamemistake.

5.Wewereallgreatlydrawnbyhisfrankviews,humorouswordsandgenialmanner.

6.Aftercheersandapplausedieddown,theNobelPrizewinnerbeganhisspeech.

7.Heisgiftedwithasortofinsightandforesight,soherarelyrunswiththecrowd.

8.Ifeelrealitiesareafterallveryharsh,soonecanhardlyliveupentirelytohisideals.

III.TranslatethefollowingpassageintoChinese.

我上大学的头几天颇为难忘。

爸妈驾车离开，将我独自留在校园里，我手足无措。

不管如何努力装成熟，我就是摆脱不了大一新生的感觉。

我花了好几个小时，搞清了我选修课程所在的各个教室。

第二天早上，我坐在教室的前排，打开美国文学选集，抖擞精神准备听课。

但老师却说“欢迎选修生物课”，我意识到自己坐错了教室。

我用铁一样的意志，摆出了一副生物专业学生的姿态，一直坚持到讲座结束。

下课以后，我感到我的胃需要加点营养，于是匆匆赶往自助餐厅。

但不幸的是，当我端着餐盘朝桌子走去时，脚底一滑，盘子翻倒，我失去了平衡，扑倒在地上。

好几天，我都倍感羞辱。

过后，我渐渐地意识到自己把这种微不足道的小事看得过重了。

在大学里，重要的是做自然的“我”，发现真正的“我”，而不是试图把一切都做得尽善尽美。

Exercisesforintegratedskills

I.Dictationscript.

Therearegenerallytwoeducationalmethods:

/thelecturemethodandthegrouplearningmethod./Inalectureclassroom,/theteacherdominatestheclass/bydoingmostofthetalking./Studentslistenandtakenotes./Thismethodisbestatpassingoncontenttostudents./Itpreparesstudentsforasociety/thatvaluesdisciplineandself-control./Theproblemisthatstudentsforgetmostofthefacts/thattheyhavemechanicallymemorized./Incontrast,/theteacherofagrouplearningclassroom/appearstohavenodefiniteroleatall,/wanderingaboutfromgrouptogroup./Studentsdonotmemorizeinformation,/buttheyactivelygeneratetheirownideas,/eachcontributinginsightsforthesuccessofthegroup./Thismethodpr