新编大学英语4 课后答案.docx

新编大学英语4 课后答案新编大学英语4课后答案 Unit1 1. 1) A entertaining B entertainment C entertained Dentertainer 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 valuation C valued/values D values 7) A humorist B humor C humorous D humorless 8) A understandable B understanding C understand Dmisunderstood 2. 1) a sense of responsibility 2) a sense ofsafety/security 3) a sense of inferiority 4) a sense of superiority 5) a sense of rhythm 6) a sense of justice 7) a sense of shame 8) a sense of helplessness 9) a sense of direction 10) a sense of urgency 3. 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) Mutualencouragement 7) made fun of him 8) persists in his opinion/viewpoint 9) to be the focus/center of attention 10) we buy ourtickets in advance 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 Step One Column A Column B The Compound Words created through up draw teen hand birth chair rag ever over long self mile type well day man eared ready conscious back distance beat lift age due stone out wishing Writer/written 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 Step Two 1) long-distance 2) upbeat 3) ever-ready 4) overdue 5)typewriter 6) milestone 7) handwritten 8) uplifted 9) self-conscious10) rag-eared 11) birthday 12) throughout 13) drawbacks 14) chairman15) teenage 3. 1) thrives 2) strategy 3) annual 4) deserve 5) spontaneous 6) sincere 7) investments 8) enterprise 9) follow up 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 Unit 3 Understanding the Organization of the Text (1) Introduction (para 1) It has been proven repeatedly that the various types of behavior, emotions, and interests that constitute being masculine and feminineare patterned by both heredity and culture. (2) There is a cultural bias in education that favors boys over girls. (para.2-4) Supporting evidence A. 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 positiveattitudes and go on to higher achievement. iii) Two examples: a. In many of the former all-womens colleges, the boys were taking over theclass- room discussions and active participation by womenstudents had diminished noticeably. b. A similar subordination of female to male students has also been observed inlaw and medical school classrooms in recent years. B. Teachers assigned boys and girls different tasks according to stereotypedgender roles. (para. 3) i) Its consequence: This prevented girls from participating as actively as boysin class. ii) An example: A teacher had the little boys perform the scientific experimentwhile the girls were given the task of putting the materials away. C. Gender-biased education is also reflected in the typical American teacherassumption. (para 4) i) The assumption: Boys will do better in the hard, masculine subjects of mathand science while girls are expected to have better verbaland reading skills. ii) Three examples: a. American boys do develop reading problems, while girls, who are superior toboys 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 develop 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 areathan girl preschoolers. ii) Boys were encouraged to develop intellectual curiosity and physical skills,while girls are filled with fears of the world outside the homeand 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 theclassroom: 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 moreanxious about being right in their answers than in being intellectually independent,analytical, or original. C. Conclusion: Through the educational process that occupies most of thechilds waking hours, society reinforces its established values andturns out each sex in its traditional and expected mold. 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) turn out 2) carry over 3) calling on 4) put away 5) fallen behind 6) take over Unit 4 Creativity Word Building (P 141) 1. confuse A. I was confused in B. There seems to be some confusion 2. intelligent A. have a low intelligence B. intelligent 3. humor A. A humorous thing B. people lacking in humor 4. strategy A. improve his strategy B. is of great strategic importance 5. motivate A. students who are well motivated andhappy in their leaning B. His motivation was so strong that 6. combine A. a combination of tiredness and boredomcaused me to fall asleep in class. B. Sickness, combined with bad weather,made our trip impossible 7. create A. the creation of a new exam system B. the most creative writer 8. pursue A. In pursuit of B. She is pursuing her studies 9. multiply A. learning multiplication B. if you multiple four by tree 10. employ A. He was healthy but he did not know how to employ (使用;应用)his energy B. the employment of modern machinery Filling the blanks (P 142): 1) Is just a working model; we havent perfectedit yet. 2) We need to find the best way of approaching theproblem. 3) Which do you value more, wealth and health. 4) Youll soon learn how the office functions(=work运作) 5) adopt a different approach (采用不同方法) 6) The car is in almost perfect condition. 7) Children should honor (尊敬) their father and mother. 8) The main function(功能) of the kidneys is to puritythe blood. 9) Its an honor to be asked to speak atthis meeting. 10) For them, the main value of the house lay inits quiet location. Filling the blanks (p 143) 1) We should not dismiss these ideas just because theyare unfamiliar. 2) Pain and illness are thought to be the unavoidableconsequences (后果) 3) The government is committed to (致力;投入) promotingthe development and use of public transportation. 4) The restriction no longer applies to himbecause hes over 18. 5) are vital /very important to 6) His ideas were scorned (轻蔑;鄙视) by many Americanpsychologists. 7) Internet connections through conventional (平常的; 惯常的) honelines are fairly slow. 8) I have to buy a wedding present and I want to findsomething really original (新颖的; 独创 的) Filling the blanks(p 143) 1) consciously 2) innovative solutions 3) unconsciously 4) consciously 5) Imagination 6) Are not aware how 7) in control of 8) Your future is created by your thoughts 9) Your present no longer has to be an extension (延伸;延续) of yourpast. 10) A powerful technique 11) You are vulnerable(脆弱的;易受伤的) to others. 12) so your life is unfolding (展开) that way 13) Joyful, creative, exciting experience. 14) Youhave everything to gain. 15) Apply creative living to every area ofyour life. Unit5 Understanding the organization of the text 1) Introduction (para. 1) Athletes are chosen to be role models, and they can choose only to be good or bad ones. 2) Athletes should be role models. (para. 2-5) The authors arguments: A. Athletes should not refuse the responsibility of being a role model while accepting all the glory and the money that comes with being a famous athlete. (para. 2) B. I try to be a positive role model, but that doesnt mean I am perfect.(para. 3) C. Qualities of a positive role model: (para. 4) a. He influences peoples lives in a positive way. b. He gives of himself in time or money to help those who look up to him. c. He displays the values like honesty and determination. D. Athletes cannot take the place of parents, but can help reinforce whatparents try to teach their children. (para. 5) 3) People sometimes expect so much that some athletes dont want to be role modes. (para. 6-7) A. Sometimes people put athletes on a pedestal. Example: I have had parents in Utahput my picture on the wall beside Jesus Christ. (para. 6) B. Constantly being watched by the public can be hard to tolerate at times. Example: 1: Negative publicity Michael Jordan received about gambling. 2. Ever since I played on the Dream Team, I cant go anywhere without being the center of attention and I cant even buy a motorcycle I really want. (para. 7) 4) Conclusion (para 8-9) The good things about being a role model outweigh the bad. A. Its a great feeling to think you are part of the reason that a id decidedto try to be good. B. But parents should remind their kids that there are no perfect human beings. C. Charles Barkley is a good role model. Vocabulary 2. 1) is bound to 2) follow their lead 3) goes too far/is going too far 4) take the place of 5) dropped out 6) have a fit 7) measure up to 8) look up to 9) Lets face it 10) you name it 3. 1) outgrown 2) outdo 3) outwitted 4) outweigh 5) outlived Unit 6 Risks 1. Vocabulary (p 223) a. sensible advice b. relative advantages c. the mechanism that worked the alarm d. requires skill e. eliminate all the errors f. a plane crash 2. Filling the blanks (p 223) 1) The true character of many risks is quite differentfrom what we might have imagined. 2) We end up preparing ourselves for the impossible risk 3) Rarely do we learn the risk level 4) Such a casual attitude towards the risk levelcertainly sells newspapers. 5) because virtually (几乎) everything is risky (adj.) 6) There are all manner of risks (n.) inour daily life. 7) People should inform themselves not only about what isrisky, but also what the level of the risk is 8) Because ignoring the risk level makes sensiblerisk management impossible. 9) Unless someone can definitely tell you what level ofrisk is associated with a particular activity, do as you wish. 3. Translation (p 223-224) 1) On the strength of (基于)those grades, he won the scholarshipto Syracuse University. 2) The market has all manner of (各种各样) interesting things for sale. 3) /Faith does not feed on (由滋润) then airbut on facts. 4) The teacher told the girl to reduce an equationto (简化) its simplest form. 5) Keep on doing that and youll end up (最后以为结局) inserious trouble 6) The environmental problems are often associatedwith (和有关系) nuclear waste. 7) Today we are doing to focus on (把重点放) the question of homeless people 8) For assistance, they turned to (向求助) one of thecitys most innovative museums. 9) Everyone is the class is expected to participateactively in (参加) these discussions. 10) The Southern Weekend identified at least two villageofficials said to be involved in