新编大学英语4课后答案完整版.docx

1、新编大学英语4课后答案完整版新编大学英语（第四册）习题答案Unit11. 1) A entertaining B entertainment C entertained D entertainer 2) A recognizable B recognized C recognition D 3) A tempting B temptation C tempt 4) A reasoned B reasoning C reasonable D reason 5) A analyzed B analytical C analyst D analysis 6) A valuable B valuati

2、on C valued/values D values 7) A humorist B humor C humorous D humorless 8) A understandable B understanding C understand D misunderstood2. 1) a sense of responsibility 2) a sense of safety/security 3) a sense of inferiority 4) a sense of superiority 5) a sense of rhythm 6) a sense of justice 7) a s

3、ense of shame 8) a sense of helplessness 9) a sense of direction 10) a sense of urgency3. 1) Lively behavior is normal 2) Fast cars appeal to 3) diverse arguments 4) I asked my boss for clarification 5) sensitive to light 6) Mutual encouragement 7) made fun of him 8) persists in his opinion/viewpoin

4、t 9) to be the focus/center ofattention 10) we buy our tickets in advance4. 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) troubleUnit2Column AColumn BThe Compound Words cr

5、eatedthroughdaythroughoutupmanupbeat, upliftdraweareddrawbackteenreadyteenagehandconscioushandout, handwrittenbirthbackbirthday, birthstonechairdistancechairmanragbeatrag-earedeverliftever-readyoverageoverdue, overagelongduelong-distance, long-earedselfstoneself-consciousmileoutmileage, milestonetyp

6、ewishingtypewriter, typewrittenwellWriter/writtenwell-wishing, well-writtenStep Two 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) teenage2. 1) A. int

7、rigued v. interest B. intrigue n. the act or practice of secretly planning to harm someone or make them lose their position of power 2) A. straining v. try very hard to do something using all your physical or mental strength B. strain n. a force that stretches, pulls or puts pressure on something 3)

8、 A. savor n. taste; flavor B. savored v. enjoy the taste or flavor of; enjoy as much as you can 4) A. treasure v. treat something as being very special, important, or valuable B. treasure n. a store of gold, silver, jewels, etc.5) A. credited v. consider as having achieved something or being the rea

9、son for itB. credit n. trust; faith6) A. boost n. an encouraging act of cheering somebody up B. boost v. make someone feel more confident and less worried7) A. note n. a short, usually informal, letter B. noted v. notice or pay careful attention to something8) A. signed v. write your signature on a

10、letter or document to show that you wrote it, agreed with it B. sign n. gesture used to express ones meaning, idea, etc. 9) A. totaled v. come to a certain amount B. total n. the whole amount 10) A. stuffed v. fill something with a substance B. stuff n. substance or material 11) A. count n. the numb

11、er that is reached when something is being counted B. count v. be important 12) A. last v. manage to remain in the same situation B. last n. the remaining part of something 13) A. complimented v. express praise or admiration of somebody B. compliment n. an expression of praise, admiration, approval,

12、 etc. 14) A. flood n. a large number or amount B. flooding v. arrive in large numbers 15) A. contact n. communication with a person, organization, country, etc. B. contact v. reach (someone) by message, telephone, etc.3. 1) thrives 2) strategy 3) annual 4) deserve 5) spontaneous 6) sincere7) investm

13、ents 8) enterprise 9) follow up 10) characterized 11) lingered12) acknowledged4. column 1) D 2) A 3) B 4) C tough 1) D 2) B 3) E 4) F 5) C 6) A6. 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) hu

14、rried 15) warrant 16) strangeUnit 3Understanding the Organization of the Text(1) Introduction (para 1)It has been proven repeatedly that the various types of behavior, emotions, andinterests that constitute being masculine and feminine are patterned by both heredityand culture.(2) There is a cultura

15、l bias in education that favors boys over girls. (para. 2-4)Supporting evidenceA. Teachers called on males in class far more than on female students. (para 2) i) Its consequence: This has a tremendous impact on the learning process. ii) The reason for this: Active classroom participants develop more

16、 positive attitudes and go on to higher achievement. iii) Two examples: a. In many of the former all-womens colleges, the boys were taking over the class-room discussions and active participation by women students had diminished noticeably. b. A similar subordination of female to male students has a

17、lso been observed in law and medical school classrooms in recent years.B. Teachers assigned boys and girls different tasks according to stereotyped gender roles. (para. 3) i) Its consequence: This prevented girls from participating as actively as boys in class. ii) An example: A teacher had the litt

18、le boys perform the scientific experiment while the girls were given the task of putting the materials away.C. Gender-biased education is also reflected in the typical American teacher assumption. (para 4) i) The assumption: Boys will do better in the hard, masculine subjects of math and science whi

19、le girls are expected to have better verbal and reading skills. ii) Three examples: a. American boys do develop reading problems, while girls, who are superior to boys in math up to the age of nine, fall behind from then on. b. In Germany, all studies are considered masculine and it is girls who dev

20、elop reading problems. c. In Japan, where early education appears to be nonsexist, both girls and boys do equally well in reading.(3)The educational bias begins at home. (para 5) A. Supporting evidence: i) Boy preschoolers were permitted to go away from home in a much wider area than girl preschoole

21、rs. ii) Boys were encouraged to develop intellectual curiosity and physical skills, while girls are filled with fears of the world outside the home and with the desire to be approved of for their goodness and obedience to rules. B. The consequence when these lessons carry over from the home to the c

22、lassroom: Girls are generally observed to be more dependent on the teacher, more concerned with the form and neatness of their work than its content, and more anxious about being right in their answers than in being intellectually independent, analytical, or original. C. Conclusion: Through the educ

23、ational process that occupies most of the childs waking hours, society reinforces its established values and turns out each sex in its traditional and expected mold.Vocabulary1. 1) genetic 2) assign 3) noticeably 4) approved 5) Bias 6) deprived7) constituted 8) participation 9) unintentional 10) pos

24、tgraduate2.conscious- unconscious encourage- discourage directly- indirectly sexist nonsexist dependent- independent positive negative superior - inferior biased fair limited unlimited appropriately- inappropriately3. 1) C 2) D 3) A 4) E 5) B 6) C 7) F 8) B4. 1) turn out 2) carry over 3) calling on

25、4) put away 5) fallen behind 6) take overunit4Reading Comprehension1. 1) Introduction(para 1) It is introduced in the article how teachers and parents can encourage creativity in children. 2) An important strategy for parents and teachers to follow (para. 2-3) A. The strategy: To encourage children

26、to spend time thinking and developing new ideas. B. The significance for adopting the strategy: If children can be taught to think creatively, they will be better able to function in tomorrows society. 3) The definition of creativity (para. 4-5) A. Who successful students and adults are: Those who c

27、an find a number of ways to approach problems. B. What creative people can do: They can use what they have to produce original ideas that are good for something. 4) A big problem in school (para. 6) The problem: Children can obtain and give back information, but cant figure out ways to apply what th

28、ey know in new situations. 5) A new approach to teaching (para 7) A. The approach: Combining the basics with the activities where students must use their imaginations. B. How to do so: By asking questions and meanwhile praising their ideas and new thoughts. C. How to facilitate the process: To creat

29、e an atmosphere in which there is no risk in being creative- a place where wild ideas are honored and valued, never scorned or dismissed. 6) Things parents can do at home to encourage creativity (para. 8-10) A. To involve children in decision making. B. To help children to understand the consequences of various decisions. C. To encourage them to talk out loud about things they are doing. The reason for doing so: Talking out loud improves language skills and thinking skills. D. To show a sense of humor. The reason for doing so: Childre