大學(xué)英語創(chuàng)意閱讀3答案（全）

1、Unit OneWords to note;3. 6. 4. 5. 1. 2.Understanding the textPart A:Risk-takingwilling to take risks. They are able to learn under conditions of some uncertainty.Recalluse techniques like rhymes and word associations to recall what has been learned.Errorsare not discouraged by making errors but rath

2、er make errors work as a constructive part of the learning process.Getting exposure to the foreign languagefind ways of getting increased exposure to the foreign language outside of the classroom. This may take the forms of talking to native speakers, watching TV programmes and videos and reading ex

3、tensively.Using rules and knowledge of the first languagedevelop a through understanding of the rules of the foreign language and how to apply these rules. They also use knowledge of their first language to help them master the foreign language.Part B:1. b2. ·before para. 13·para. 8·p

4、ara. 23. Para. 7 &.13Developing your skillsPart A:3. 8. 13. 1.Part B:6. 3. 2. 5. 1. 4.Part C* * * * * *Part Davoidant dependent participant competitive collaborative independentExtending your vocabularyPart A:c e f b a dPart B:h g j a b I d e c f Unit TwoWords to note:4. 5. 1. 3. 2. Understandin

5、g the text1. C. D.2. D3. A4. D5. receiving full details of important production processes, which they then use to copy and sell the production of these processes.6. buy the expensive software sold by Western companies and because software counties apply international laws with unfair harshness in As

6、ia.Developing your skillsPart A:Text 1:Example Londax RondaxExampleThe breakfast cereal, Kelloggs Cornflakes, was copied as Kongal Cornstrips.ExampleLocal laws should be changed to protect companies intellectual property rights and if this fails companies should employ more inspectors to check for c

7、opyright abuse.Text 2:ArgumentThe concept of intellectual property is a Western one and can harm the progress of other countries. For this reason, copyright infringement should not be considered illegal.ArgumentCopyright laws are not applied fairly; some countries (notably those in the Middle East)

8、are allowed to abuse copyright more easily than other countries.Part BPoints of ContrastText OneTxt TwoConceptshould be held in doubt. It is resent and ignores ancient contributions to knowledge which are not charged for.EffectCompanies suffer financial lossesand as a result are less likely toinvest

9、 in building production plantsin the offending country. The existenceof piracy also makes companies lesswilling to put money into new researchand development projects.Suggested solutionCopyright claims should be waived, or at least levied at a discounted rate for developing countries.Extending your

10、vocabularyPart A:fake advanced massive essentialPart Be d g h c b a fUnit ThreeWords to note 4，5，3，1，2Understanding the text Part A : True or False StatementsTrue False1. One reason students like using the Web is that it helps them to buy things in a convenient way.2. Publishing on the Web is easier

11、 than publishing in the more traditional media. 3. In using material found on the Web for academic purpose, you need to be prepared to take risks. 4. You should be suspicious of a Web site which offers no contact details.5. You are the Web's quality control mechanism.Part B Interpretation1. b) 2

12、. d) 3. a ) 4. b )Developing you skillsPart A : Structure of a passage (sequencing information ): further practiceIf no email address is given, carry out name searches using on-line catalogues. ( c )If the site is private, check it for author's biodata, affiliations and any means of contact. ( b

13、 ) If an email address is provided, examine it closely to establish whether it is institutional or individual and if still in doubt, contact the author directly. ( d )Examine the document itself to check it for compliance with academic conventions, tone and style, background information and knowledg

14、e of up-to-date research methods. ( e )Check to find out if a site is institutional or individual by looking for a logo, organization chart, mission statement etc. ( a )Part B: Structure of a passage ( paragraph insertion): further practiceInsert the paragraph between the present paragraphs 1 and 2P

15、art C: Structure of a passage ( paragraph reversal ): further practiceParagraph 3 and paragraph 4 need to be reversed.Extending your vocabularyPart A : Word families downloadprogrammeinterfaceemailICQvirusgamesExcelPart B: " Odd man out"of a) at in on under below near danceb) sing talk spe

16、ak shout whisper screamsphericalc) square circular triangular rectangular hexagonalwalkd) drip squirt trickle flow run gush holde) walk run leap jump jog stroll hop“of” is the only one which does not indicate position/location.“dance” does not describe sound; the other words are sounds made using th

17、e human voice.“spherical” describes a three-dimensional shape; the others are two-dimensional.“walk” is never used to describe the movement of a liquid; the other words do so.“hold” describes a stable action, not a movement; the other words describe either horizontal or vertical movement.Expanding y

18、our creativityComparing the Web with traditional mediaWebTraditional MediaThe Web gives access to a great amount of data and is easy to access in any location.Travel is necessary to visit libraries.It is possible to put any kind of material up on Web and reach a very large audience.Publishing compan

19、ies select authors very carefully; books are reviewed by experts, and editors and book designers make further improvements.There are no checks on material to be put up on Web and one result of this is the very large amount of pornography available.The content of TV, video and radio programmes is con

20、trolled by law to protect audience from bias, sex, violence and bad language.Unit FourWords to note 5, 8, 1, 6, 10, 4, 2, 7, 9, 11, 3Understanding the textPart A: Author's attitude and purpose1. d) 2. c) Part B: Comprehension the text 1. c) 2. d) 3. c) 4.d) 5. a)Developing your skillsPart A: Rec

21、ognising the theme of a paragraph: further practice Paragraph 1 research into why some people live to be very oldParagraph 2 a gene for long life highly unlikelyParagraph 3 aging cannot be preventedParagraph 4 improving life rather than making it longerParagraph 5 the protective function of the agin

22、g processParagraph 6 non-genetic factors in aging researchPart B : Responding to questions on the textQ2A2. No, aging cannot be prevented but people who take dietary supplements ( especially those which destroy free radical molecules) may feel more energetic.Q3A3. Yes, because scientists believe tha

23、t extending the human life span might well lead to serious negative effects.Q4A4.Yes, it is. The aging process is important in fighting cancer, because proteins which destroy cancer cells also cause aging.Q5A5. Yes, they are very important. Research shows that healthy food, low stress and an outdoor

24、 lifestyle are best for long life.Part C: Contexts and implicationsEnglish Proverbs 1. You are as old as you feel. Your feelings about yourself are very important; ninety-year-old people can feel and act like fifty year olds if they have the right attitude to life. Somebody might say this to cheer a

25、nother person up or to encourage the person to feel better about himself or herself. The speaker probably has an optimistic ( and young ) feeling about life.2. Life begins at forty. Forty isn't "old" , it's simply a "birth" into a new stage of life. It might be said to so

26、meone approaching his or her fortieth birthday. He or she doesn't fear being forty, doesn't think forty is old, and thinks of "middle age" as being the beginning of an interesting stage of life when he or she can do new things.3. Nobody grows old by merely living a number of years;

27、 people grow old by deserting their ideals. Years aren't important; preserving youthful idealism is more important. In a debate about the problems of aging , for example. Youthful ideals should be kept throughout the whole of life; if you keep these ideals, you can stay young in your attitude.4.

28、 Youth looks forward but age looks back. Young people anticipate the future with pleasure; older people reminisce about their youth. Perhaps in a situation when someone is reflecting seriously about life. It's a philosophical, analytical comment about attitudes.5. It's not how old you are, b

29、ut how you are old. Age is not important; your attitude towards your age and life in general is crucial. In a situation to encourage somebody to be more optimistic towards life. The speaker is almost certainly optimistic; the suggestion is that there are many ways to be old and some of them are good

30、.6. He that in youth no virtue uses, in age all honor him refuses. Be virtuous when you are young if you want respect later in life. Perhaps in a context where an older person wants to give friendly advice to a youngster when the younger person is wondering about the right course of action. The spea

31、ker sees a direct link between actions in youth and the consequences in later life.7. Young folk think old folk are fools, but old folk know young folk are fools. Youngsters only have opinions; their elders know the truth through experience. Perhaps in a social setting where people from different ge

32、nerations are teasing each other. The speaker almost certainly belongs to the older generation and is confident of his or her own superior knowledge.8. Old age doesn't seem so bad when you consider the alternative. The only alternative is to die-because you cannot become young again. As a joke o

33、r a humorous comment, perhaps after someone has said something negative about being old. He /She certainly views aging in a positive light.9. An old person loved is winter with flowers. (German ) An old person who is loved has an extra bonus because love brightens their life; old age is like the win

34、ter of a person's life, but winter also has its beautiful or bright aspects, like flowers. Perhaps it would be said to an older person, to remind him /her of life's blessings. It's a comment reflecting both joy and sadness; it recognizes that some old people enjoy the love of family, fri

35、ends, neighbours, etc., but some are alone and lonely.10. Forty is the old age of youth, fifty is the youth of old age. ( French ) Young people see forty as "old" , but older people see fifty as "young ". This is perhaps more likely to be written rather than spoken -perhaps in an

36、 essay. The writer seems to have some optimism about being fifty. It is a reference to different perspectives, different attitudes of various ages to "age ".11. Old age is not misery, experience helps. (Greek ) People may think that being old is a misery, but having the years of experience

37、 of old people helps you to live your life in a better way. An alternative interpretation is that it is not simply old age which makes older people miserable, it is the accumulation of their experiences which make them miserable. The second interpretation is a rather wry joke. Perhaps either as a jo

38、ke or as a serious (but pessimistic) comment on life, almost certainly made by an old person. It could reflect a humorous, philosophical, non-serious view; or the opposite, a mournful cry.12. By living long we learn to live. (Italian ) Experience ("living long") teaches us how to live well

39、. Again, perhaps it is more likely to be written than spoken. Experiences over many years are seen as blessings and benefits.13. If one knew the value of youth, there would be little to lament in old age. (Turkish ) Enjoy your youth and make the most of the opportunities which come your way; then, w

40、hen you are older, you won't have any regrets that you wasted it. An older person - perhaps a parent - to a younger people; the comment also shows wry humour by suggesting that the main preoccupation of older people is that they lament their lost youth. He / She sees youth as priceless and not t

41、o be wasted.14. At twenty a person will be a peacock, at thirty a lion, at forty a camel, at fifty a snake, at sixty a dog, at seventy a monkey, and at eighty nothing at all. (Spanish ) The general meaning is that people change as they grow older. The specific meaning of each stage depends on how pe

42、ople understand the metaphors of the animals (and this varies in different cultures). A likely Spanish interpretation is: at twenty people are concerned with their appearance, at thirty they are brave, at forty they carry heavy burdens, at fifty they twist and turn and can't be trusted, at sixty

43、 they are loyal, at seventy they are wise, at eighty they are nothing. As it's rather long, it is more likely to be part of a written paper. Now it could be said by anybody at any stage but probably originally it was written by an older person. Perhaps it reflects a cynical attitude to the way p

44、eople develop. Perhaps students might here be asked to explain what each of the different creatures at the various stages of life represent in Chinese or other cultures.15. Ebbtide has come to me as to the sea, Old age makes me bleed, Though I may sorrow over this, The tide returns happily. (Irish)

45、The tide "ebbs " (i.e. its strength and power is lessened) and human beings get older and become less strong. This makes "me" feel sad; but the sea is not sad because after it ebbs, the tide returns as strong as ever and other people are young and their tide is rising. Spoken or

46、read in a poem. Perhaps said by someone who, though he/she feels sad, can rationalize and see that there is no reason to be sad.Extending your vocabularySynonyms and word classesWords Words from Text Word Class1.discovery ( paragraph 1)breakthroughnoun2.unexpectedly fast ( para.1)dramaticallyadverb3

47、. additions to normal food intake ( para. 1 )dietary supplementsnoun4. prolonged ( para.1 )extendedverb5. done without active intervention ( para. 2 ) passively adverb6. getting (para.3 )contractingnoun (gerund )7. having no end ( para. 3 )eternaladjective8. improving ( para.4 )boosting noun (gerund

48、 )9. usually ( para. 4 )normallyadverb10. leading to disagreement ( para. 5 )controversialadjectiveFurther informationParadoxes: We age in order to live longerThe essential point for students to consider is that paradoxes express dilemmas, contradictions, uncertainties and ambiguities. Often paradox

49、es also give insights into the difficulties of life; they may express these difficulties with humour. Students may discuss the paradoxes in pairs - the main idea is to consider what they mean and to try to express the apparent contradictions. This is a useful and perhaps challenging task to think, t

50、hrough using English. The task does not necessarily require an elaborate grammar or the use of complex grammar. It does require logical and imaginative thinking and clear, perhaps simple, expression. Teachers may find it useful to ask students to work in pairs and choose different paradoxes and writ

51、e down their thinking and explanations about them; later they can read their explanations (slowly) to the class, who may judge which is the explanation which best explores the paradox.Page 42 The child is the father of the man.Children grow up to become adults and what happens in childhood is vitall

52、y important because adults develop on the basis of their childhood. Just as a child inherits genetic characteristics from their parents, the stage of early childhood for an individual is the social "inheritance" of each adult - this is the basis for the development of the rest of their lif

53、e (when the child becomes "the man"). Parents have children who grow up; however, children also grow up to become parents, who have children in their turn who also become parents. Bad is never good until worse happens.When something bad happens it is difficult to see anything good about it

54、. But when something even worse happens, what we thought was bad before doesn't look so bad after all. Of course, what is "worse" may also seem not so bad when something worse still happens! Our perceptions of what are bad or good events are relative to other events. Everything changes

55、 except change itself.Change is in everything. Only the law that everything changes does not change. On the other hand, if everything changes, this should include change itself (the nature of particular changes should change or even the very nature of change itself). If change changes then this must

56、 include no change, which would be a change from changing. If change does not change, then there is something to which the law of change does not apply - which means that not everything changes. All rules have exceptions, including this one.A rule is a general statement. It may include everything in

57、 its scope or it may have exceptions. The problem here is that if the rule is that "all rules have exceptions", then there are exceptions to the rule that "all rules have exceptions": Does this mean that the rule isn't a rule or that the exception isn't an exception or that the exception to the rule that "all rules have exceptions" means that there are no exceptions, including the exception to the rule that "all rules have exceptions ".? A sadist is a person who is kind to a masochist.A sadist is someone who gets pleasure from hurting