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全新版大學(xué)英語綜合教程2Unit1課后答案
大學(xué)英語一級(jí)即PETS-1:一級(jí)是初始級(jí),其考試要求略高于初中畢業(yè)生的英語水平(PETS-1B是全國英語等級(jí)考試的附屬級(jí))。下面是小編整理的全新版大學(xué)英語綜合教程2Unit1課后答案，歡迎閱讀與收藏。
全新版大學(xué)英語綜合教程2Unit1課后答案 篇1
Unit 1
Text A
哈佛大學(xué)教育學(xué)教授霍華德?加德納回憶其中國之行，闡述他對(duì)中西方不同的學(xué)習(xí)方式的看法。
中國式的學(xué)習(xí)風(fēng)格
霍華德?加德納
1987年春，我和妻子埃倫帶著我們18個(gè)月的兒子本杰明在繁忙的中國東部城市南京住了一個(gè)月，同時(shí)考察中國幼兒園和小學(xué)的藝術(shù)教育情況。然而，我和埃倫獲得的有關(guān)中蓁教育觀念差異的最難忘的體驗(yàn)并非來自課堂，而是來自我們?cè)谀暇┢陂g寓居的金陵飯店的大堂。
我們的房門鑰匙系在一塊標(biāo)有房間號(hào)的大塑料板上。酒店鼓勵(lì)客人外出時(shí)留下鑰匙，可以交給服務(wù)員，也可以從一個(gè)槽口塞入鑰匙箱。由于口子狹小，你得留神將鑰匙放準(zhǔn)位置才塞得進(jìn)去。
本杰明愛拿著鑰匙走來走去，邊走邊用力搖晃著。他還喜歡試著把鑰匙往槽口里塞。由于他還年幼，不太明白得把鑰匙放準(zhǔn)位置才成，因此總?cè)贿M(jìn)去。本杰明一點(diǎn)也不在意。他從鑰匙聲響中得到的樂趣大概跟他偶爾把鑰匙成功地塞進(jìn)槽口而獲得的樂趣一樣多。
我和埃倫都滿不在乎，任由本杰明拿著鑰匙在鑰匙的槽口鼓搗。他的探索行為似乎并無任何害處。但我很快就觀察到一個(gè)有趣的現(xiàn)象。飯店里任何一個(gè)中國工作人員若在近旁，都會(huì)走過來看著本杰明，見他初試失敗，便都會(huì)試圖幫忙。他們會(huì)輕輕握緊本杰明的手，直接將它引向鑰匙的槽口，進(jìn)行必要的重新定位，并幫他把鑰匙插入槽口。然后那位“老師”會(huì)有所期待地對(duì)著我和埃倫微笑，似乎等著我們說聲謝謝——偶爾他會(huì)微微皺眉，似乎覺得我倆沒有盡到當(dāng)父母的責(zé)任。
我很快意識(shí)到，這件小事與我們?cè)谥袊龅墓ぷ髦苯酉嚓P(guān)：考察兒童早期教育 (尤其是藝術(shù)教育)的方式，揭示中國人對(duì)創(chuàng)造性活動(dòng)的態(tài)度。因此，不久我就在與中國教育工作者討論時(shí)談起了鑰匙槽口一事。
兩種不同的學(xué)習(xí)方式
我的中國同行，除了少數(shù)幾個(gè)人外，對(duì)此事的態(tài)度與金陵飯店工作人員一樣。”既然大人知道怎么把鑰匙塞進(jìn)槽口——這是處理槽口一事的最終目的， 既然孩子還很年幼，還沒有靈巧到可以獨(dú)自完成要做的動(dòng)作，讓他自己瞎折騰會(huì)有什么好處呢?他很有可能會(huì)灰心喪氣發(fā)脾氣——這當(dāng)然不是所希望的結(jié)果。為什么不教他怎么做呢?他會(huì)高興，他還能早些學(xué)會(huì)做這件事，進(jìn)而去學(xué)做更復(fù)雜的事，如開門，或索要鑰匙——這兩件事到時(shí)候同樣可以 (也應(yīng)該)示范給他看。
我倆頗為同情地聽著這一番道理，解釋道，首先，我們并不在意本杰明能不能把鑰匙塞進(jìn)鑰匙的槽口。他玩得開心，而且在探索，這兩點(diǎn)才是我們真正看重的。但關(guān)鍵在于，在這個(gè)過程中，我們?cè)噲D讓本杰明懂得，一個(gè)人是能夠很好地自行解決問題的。這種自力更生的精神是美國中產(chǎn)階級(jí)最重要的一條育兒觀。如果我們向孩子演示該如何做某件事——把鑰匙塞進(jìn)鑰匙的槽口也好，畫只雞或是彌補(bǔ)某種錯(cuò)誤行為也好——那他就不太可能自行想方設(shè)法去完成這件事。從更廣泛的意義上說，他就不太可能—共如美國人那樣——將人生視為一系列的情境，在這些情境中，一個(gè)人必須學(xué)會(huì)獨(dú)立思考，學(xué)會(huì)獨(dú)立解決問題，進(jìn)而學(xué)會(huì)發(fā)現(xiàn)需要?jiǎng)?chuàng)造性地加以解決的新問題。
把著手教
回想起來，當(dāng)時(shí)我就清楚地意識(shí)到，這件事正是體現(xiàn)了問題的關(guān)鍵之所在——而且不僅僅是一種意義上的關(guān)鍵之所在。這件事表明了我們兩國在教育和藝術(shù)實(shí)踐上的重要差異。
那些善意的'中國旁觀者前來幫助本杰明時(shí)，他們不是簡(jiǎn)單地像我可能會(huì)做的那樣笨拙地或是猶猶豫豫地把他的手往下推。相反，他們極其熟練地、溫和地把他引向所要到達(dá)的確切方向。我逐漸認(rèn)識(shí)到，這些中國人不是簡(jiǎn)單地以一種陳舊的方式塑造、引導(dǎo)本杰明的行為：他們是在恪守中國傳統(tǒng)，把著手教，教得本杰明自己會(huì)愉快地要求再來斗次。
學(xué)習(xí)應(yīng)通過不間斷的精心塑造與引導(dǎo)而得以實(shí)現(xiàn)，這一觀念同樣適用于藝術(shù)。我們觀看了孩子們?cè)诮淌依飳W(xué)習(xí)藝術(shù)的情景，他們的嫻熟技藝令我們驚訝。年僅5、6歲的孩子就帶著成人的那種技巧與自信在畫花、畫魚和動(dòng)物;9歲：10歲的小書法家寫出的作品滿可以在博物館展示。有一次去兩位小藝術(shù)家的家里參觀，我們從孩子的父母處得知，他們每天練習(xí)數(shù)小時(shí)以完善他們的技藝。
創(chuàng)造力第一?
從對(duì)創(chuàng)造力的態(tài)度來說，優(yōu)先次序似乎是顛倒了：西方的年輕人先是大膽創(chuàng)新，然后逐漸深諳傳統(tǒng);而中國的年輕人則幾乎離不開傳統(tǒng)，但是，隨著時(shí)間的推移，他們同樣可能發(fā)展到具有創(chuàng)新的境界。
美國人的立場(chǎng)可以概括起來這么說，我們比中國人更重視創(chuàng)新和自立。我們兩種文化的差異也可以從我們各自所懷的憂慮中顯示出來。中國老師擔(dān)心，如果年輕人不及早掌握技藝，就有可能一輩子掌握不了;另一方面，他們并不同樣地急于促進(jìn)創(chuàng)造力的發(fā)展。美國教育工作者則擔(dān)心，除非從一開始就發(fā)展創(chuàng)造力，不然創(chuàng)造力就有可能永不再現(xiàn);而另一方面，技藝可于日后獲得。
但我并不想夸大其辭。無論在過去還是在當(dāng)今，中國在科學(xué)、技術(shù)和藝術(shù)革新方面都展示了巨大的創(chuàng)造力。而西方的創(chuàng)新突破則有被夸大的危險(xiǎn)。如果仔細(xì)審視任何一項(xiàng)創(chuàng)新，其對(duì)以往成就的依賴則都顯而易見(“站在巨人肩膀之上”的現(xiàn)象)。
然而，假定我這里所說的反差是成立的，而培養(yǎng)技藝與創(chuàng)造力兩者都是值得追求的目標(biāo)，那么重要的問題就在于：我們能否從中美兩個(gè)極端中尋求一種更好的教育方式，它或許能在創(chuàng)造力與基本技能這兩極之間獲得某種較好的平衡?
課后答案：
Vocabulary
I.
1.1) 2) on occasion 3) investigate 4) In retrospect 5) initial 6) phenomena
7) attached 8) make up for 9) is awaiting 10) not…in the least 11) promote 12) emerged
2. 1) There is a striking contrast between the standards of living in the north of the country and the south.
2) Natural fiber is said to be superior to synthetic fiber.
3) The city’s importance as a financial center has evolved slowly.
4) His nationality is not relevant to whether he is a good lawyer.
5) The poems by a little-known sixteenth-century Italian poet have found their way into some English magazines.
3. 1) be picked up, can’t accomplish, am exaggerating
2) somewhat, performance, have neglected, they apply to
3) assist, On the other hand, are valid, a superior
II.
1. 1) continual 2) continuous 3) continual 4) continuous
2. 1) principal 2) principal 3) principle 4) principles 5) principal
III.
1. themselves 2. himself/herself 3. herself/by herself/on her own 4. itself
5. ourselves 6. yourself/ by yourself/on your own
Comprehensive Exercise
I. Cloze
1. 1) contrast 2) exaggerating 3) priority 4) on the other hand 5) promoting
6) pick up 7) assist 8) accomplish 9) on occasion 10) neglecting
11) worthwhile 12) superior
2. 1) end 2) perform 3) facing 4) competent 5) equipped
6) designed 7) approach 8) rest 9) definitely 10) quality
II. Translation
1. 1) It takes an enormous amount of courage to make a departure from the tradition.
2) Tom used to be very shy, but this time he was bold enough to give a performance in front of a large audience.
3) Many educators think it desirable to foster the creative spirit in the child at an early age.
4) Assuming (that) this painting really is a masterpiece, do you think it’s worthwhile to buy/purchase it?
5) If the data is statistically valid, it will throw light on the problem we are investigating.
2. To improve our English, it is critical to do more reading, writing, listening and speaking. Besides, learning by heart as many well-written essays as possible is also very important. Without an enormous store of good English writing in your head you cannot express yourself freely in English. It is also helpful to summarize our experience as we go along, for in so doing, we can figure out which way of learning is more effective and will produce the most desirable result. As long as we keep working hard on it, we will in due course accomplish the task of mastering English.
Text B
設(shè)法教育孩子珍惜錢財(cái)會(huì)是件難事。然而，大衛(wèi)?歐文說，方法也很簡(jiǎn)單——開個(gè)銀行就行。說來容易做起來難?其實(shí)，這事并沒聽上去那么難，你讀一讀戴夫第一國家銀行的故事就知道了。
孩子與金錢
大衛(wèi). 歐文
當(dāng)家長覺得該教孩子們懂得如何對(duì)待金錢的時(shí)候，他們通常先為孩子開個(gè)儲(chǔ)蓄賬戶。剛開始的時(shí)候，孩子們頗感興趣，因?yàn)樗麄兿胱约菏裁匆膊桓摄y行還會(huì)付給他們錢，，可當(dāng)他們明白利率小得很，而且父母也無意讓他們動(dòng)用本金時(shí)，他們的熱情一下子就冷卻了。對(duì)一個(gè)孩子來說，一個(gè)儲(chǔ)蓄賬戶只不過是一個(gè)吞沒其生日禮金支票的黑洞。
孩子：“奶奶給了我25美金!”
家長：“太棒了。咱們把支票直接存到你的賬戶上去�！�
孩子：“可這錢她是給我的!我要用!”
家長：“噯，錢還是你的嘛。你只不過是要把錢放在銀行里，好讓它增多。”
孩子(狐疑地)：“你說‘增多’是什么意思?”
家長：“哦，要是你把這25美金在銀行里放一年，銀行就會(huì)付給你75美分。要是你連本帶息在銀行里再放一年，銀行會(huì)再付給你75美分，另加2.5美分。這叫做復(fù)利。這錢能幫你上大學(xué)�！� ’
這類儲(chǔ)蓄計(jì)劃的主要缺陷在于，孩子本人一無所獲。上大學(xué)還不知要過多少年，他們或許會(huì)想他們寧愿呆在家里。實(shí)際上，這類計(jì)劃的真正目的通常不是促進(jìn)儲(chǔ)蓄而是限制消費(fèi)。(1)孩子們?cè)谔枪�、電子游戲上的花費(fèi)之大令家長們十分震驚(或者更確切地說，孩子們的超支行為似乎是在竭力仿效父母、這令家長們十分震驚)，于是家長便設(shè)法把孩子們的錢存起來不讓用。毋怪乎孩子們很快就認(rèn)定，大額錢款不是實(shí)實(shí)在在的錢，有了現(xiàn)錢要么趕緊花掉，要么藏在抽屜里。
為了避免我的兩個(gè)孩子產(chǎn)生這——問題，我開設(shè)了自己的銀行，名叫戴大第一國家銀行。我用記錄自己支票簿使用情況的同—個(gè)電腦程序給每個(gè)孩子開了一個(gè)賬戶。因?yàn)槲蚁Ｍ⒆哟婵钤鲩L的速度足以引起他們的注意，便給他們一個(gè)誘人的利率——月息5厘。(2)以復(fù)利計(jì)算，年息達(dá)到70%以上。(不，我不接受外來存款。)零花錢在每月第一天自動(dòng)存入。孩子們也可以把別的錢存進(jìn)來，想存就存，想取就取。
戴夫銀行經(jīng)營了4年，一下子就把我的兩個(gè)孩子變成了熱心的儲(chǔ)蓄者。至今我兒子在車?yán)镎业搅沐X仍會(huì)來找我說， “今天就把這個(gè)上賬�！眱蓚�(gè)孩子的存款增長很快，兩年之后，我不得不將月利率降至3厘。我宣布調(diào)低利率時(shí)兩個(gè)孩子反對(duì)，可當(dāng)我解釋說供求法則同樣適用于貨幣供應(yīng)后，兩人嚴(yán)肅地點(diǎn)頭贊同。兩個(gè)孩子幫我一起?計(jì)算他們的利息——這可是學(xué)習(xí)計(jì)算平均值與百分比的頗為有用的一課。(3)他們使用自己的資金我不加任何限制，不作任何詢問，我還根據(jù)要求隨時(shí)提供打印的賬單。
高利率并非戴大銀行惟一誘人之處。在孩子看來同樣重要的是，他們的存款屬于他們自己。他們存錢便會(huì)獲利;他們想花錢也用不著獲得許可。孩子對(duì)自己的錢沒有自主權(quán)，就沒有什么東西激勵(lì)他們不去伸手要錢，不把到手的錢花個(gè)光。 ?
幫助孩子們成為理性消費(fèi)者的方法是，交給他們更多的，而不是更少的自主權(quán)。我們?nèi)ザ燃偾埃彝ǔｎ~外多給孩子們20塊錢左右存在他們賬戶上。我告訴他們，他們可以在我們出發(fā)前用這筆額外的錢買T恤衫、存起來，或者花掉，或隨便他們派什么別的用場(chǎng)——但在度假期間，他們就不會(huì)從我這兒再拿到任何額外的零用錢了(根據(jù)慣例被認(rèn)為是度假享受的共同消費(fèi)除外，如糖果、冰淇淋、電影票等)。由于他們花費(fèi)的任何一筆錢都是他們自己的而不是我的，他們出手時(shí)就很謹(jǐn)慎。兩年前的一個(gè)夏天，在瑪莎葡萄園的一家紀(jì)念晶商店，我兒子一聲不響地仔細(xì)察看那些不起眼的商品，他的一個(gè)朋友則吵著讓父母花5美金買了一把玩具槍，可幾乎還沒等我們回到車上，槍就壞了。我兒子最后花了33美分買了個(gè)未打開的空心晶球，后來他用榔頭把它砸了開來——我看這錢花得值得。要是他花的是我的而不是他自己的錢，毫無疑問，他肯定也會(huì)要買一把玩具槍的。
兒童是天生的資本家。只要給予足夠的自由活動(dòng)余地，他們很快就會(huì)成為精明的理財(cái)者。如果家長的理財(cái)教育失敗，那往往是因?yàn)樗麄兂鲇谧陨淼脑虬汛驽X弄得似乎既痛苦又無聊。金錢是有趣的，而且?guī)缀跬耆遣恢v自明的。(4)教育孩子們看問題要有長遠(yuǎn)目光的惟一途徑，是讓孩子們近期內(nèi)便能嘗到某種甜頭，從而激勵(lì)他們?nèi)ツ菢幼觥?/p>
課后答案
Comprehension check: c c d a c b
Language Practice
1. g h e c f a b d
2. 1) adopt 2) account 3) from your point of view 4) ended up 5) furthermore 6) fund 7) annual 8) keeping track of 9) pace 10) intends
11) perspective 12) devise
全新版大學(xué)英語綜合教程2Unit1課后答案 篇2
UNIT 1
Vocabulary
I.
1.
1) on balance 5) illustrated 9) involved
2) resist 6) budget 10) economic
3) haul 7) lowering 11) blasting
4) wicked 8) boundary 12) just about
2.
1)cut back/ down 2) pick up 3) get by 4) get through
5)face up to 6) turn in 7) making up for 8) think up
3.
1) pursued his mathematical studies and taught himself astronomy
2) often generate misleading thoughts
3) attach great importance to combining theory with practice in our work
4) be suspected of doing everything for money
5) before he gets through life
4.
1) their indoor, a profit, to invest in
2) device, the improvement, on a global scale
3) stacked, temptation, never dined out
II Confusable Words
1. 1) house 2) Home 3) home, family 4) household
2. 1) doubt 2) suspect 3) doubted 4) suspected 5) suspect
III. Word Formation
1) rise 2) final 3) regular 4) cash 5) hows, whys
6) upped 7) yellowed 8) bottled 9) lower 10) search
Comprehensive Exercises
I. Cloze
1. Text-related
1) get by 2) temptation 3) get through 4) improvements
5) aside from 6) suspect 7) supplement 8) profit
9) stacking
2. (Theme-related)
1) replaced 2) consider 3) quit 4) world 5) tough
6) fuels 7) provide 8) luxuries 9) balance 10) ideal
II. Translation
1. We have a problem with the computer system, but I think it’s fairly minor.
2. My father died when I was too young to live on my own. The people of my hometown took over (responsibility for) my upbringing at that point.
3. The toys have to meet strict/ tough safety requirements before they can be sold to children.
4. Radio and television have supplemented rather than replaced the newspaper as carriers of news and opinion.
5. When it comes to this magazine, it is/ carries a digest of articles from many newspapers and magazines around the world.
A decade ago, Nancy did what so many Americans dream about. She quit an executive position and opened/ set up a household device store in her neighborhood. People like Nancy made the decision primarily for the improvement in the quality of their lives.
But, to run a small business on a small scale is by no means an easy job. Without her steady income, Nancy had to cut back on her daily expense. Sometimes she did not even have the money to pay the premium for the various kinds of insurance she needed.
Fortunately, through her own hard work, she has now got through the most difficult time. She is determined to continue pursuing her vision of a better life.
全新版大學(xué)英語綜合教程2Unit1課后答案 篇3
Unit 1
Part I Pre-Reading Task
Script for the recording:
Ways of learning is the topic of this unit. It is also the topic of the song you are about to listen to, called Teach Your Children sung by Crosby, Stills and Nash.
Teach Your Children
Crosby, Stills and Nash
You, who are on the road,
Must nave a code that you can live by.
And so, become yourselr,
Because the past is just a goodbye.
Teach your cbildren well,
Their lather's hell did slowly go by.
And reed them on your dreams,
The one they picks, the one you'll mow by.
Don't you ever ash them why, ir they told you, you will cry, So just look at them and sigh and know they love you.
Appendix I - 93 -
And you, oi tender years,
Can't know the rears that your elders grew by.
Ana so please help them with your youtb,
They seek the truth before tbey can die.
Teacb your parents well,
Tbeir children's bell will slowly go by.
And reed them on your dreams,
Tbe one tbey picks, tbe one you'll know by.
Don t you ever ask them why, ir tbey told you, you will cry, So just look at them and sigh and know tbey love you.
The first part of die song is about how parents can inspire their children through sharing with them their dreams, their hopes for a better life. It starts with advice on how you need a set of rules, "a code diat you can live by," to guide you on the road of life. Only then will you be able to fully realise all that is within you and "become yourself." Therefore, parents need to teach their children well.
And children — "you of tender years" — also have something to teach their parents, for learning is not a one-way street. Children should share their own dreams with their parents so that young and old can get to understand each otiier better.
That said, one should not go too far. For some things are perhaps better left unsaid between parents and children. "Don't you ever ask them why, if they told you, you will cry." At such mo?ments all that there is left to do is to look at one another and sigh, happy in each otiier's love.
Part II Text A Text Organization
1. 1) The text begins with an anecdote/incident.
2) His thoughts are mainly about different approaches to learning in China and the West.
3) The end winds up the text with a suggestion in die form of a question.
Points for Comparison/Contrast Chinese Americans
1) ways to learn to accomplish a task show a child how to do something, or teach by holding his hand teach children that they should rely on themselves for solutions to problems
94 - Appendix I
2) attitudes to creativity and skills give greater priority to de?veloping skills at an early age, believing creativity can be promoted over time put more emphasis on fos?tering creativity in young children, thinking skills can be picked up later
Vocabulary
1) 2) on occasion
3) investigate 4) In retrospect
5) initial 6) phenomena
7) attached 8) make up for
9) is awaiting 10) exception
11) not... in the least 12)
promote
13) working on 14) in due course
15) emerged
1) There is a striking contrast between the standard of living in the north of the country and
the south.
2) Natural fiber is said to be superior to synthetic fiber.
3) The city's importance as a financial center has evolved slowly.
4) His nationality is not relevant to whether he is a good lawyer.
5) The poems by a little-known sixteenth-century Italian poet have found their way into some English magazines.
3. 1) Chinese isn't a subject that can be picked up in a month. You can't accomplish your goal of mastering the language unless you work at it for years. Well, it sounds as if I'm exag?gerating the difficulties, but the fact is I'm only telling the truth.
2) The principal is somewhat disappointed with the performance of the children. From what she has gathered, some of the teaching staff have neglected their pupils. She has just announced that strict work regulations have been made and that they apply to both Chinese and overseas teachers.
3) The teacher-directed and the child-directed approaches to teaching art represent two ex?tremes of opinion. Too many teacher-directed activities cannot be expected to effectively assisLchildren in learning because of the rigid structure. On the other hand, too many child-directed activities may see a curriculum that is totally unstructured and out of con?trol. There are valid reasons to believe a teacher-guided approach would be a superior way
Appendix I - 95 -
to guide children's development. This approach combines some form of structure with the child leading the direction.
II. Confusable Words
1.
1) continual 3) continual 2
1) principal 3) principle 5) principal
2) continuous 4) continuous
2) principal
4) principles
III. Usage
1. themselves
3. herself/by herself/on her own
5. ourselves
2. himself/herself
4. itself
6. yourself/by yourself/on your own
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