綜合教程2第七單元答案

1、Text comprehe nsionI. B.II. 1. T;2. T; 3. T; 4. F; 5. F.III.1. Paragraph 2. It is our society, which overemphasizes winning, considers failure a sin, and sees prosperity in the present as a sure sign of salvation in the future.2. Paragraph 4. Because the students may have acquired more or less knowl

2、edge out of the course tha n the grade in dicates.3. Paragraph 5. His attitude is critical. He complains the exclusion of such importa nt characteristics as courage, kindn ess, wisdom and good humor.4. Paragraph 8. It was to make a clear distinctionbetween the student as classroomperformer and the s

3、tude nt as huma n being. So a low grade, at best, i ndicates anin compete nt classroom performer, not an in compete nt huma n being.5. Paragraph 9. He thinks social labels,includinggrades, are basically irrelevantand misleading, though necessary. But it' s not self -contradictory because sociall

4、abels are n ecessary as ways of disti nction for job choice, not as reas ons forattitude toward others or ourselves in huma n terms.IV.1. Being unsuccessfuland disadvantaged is regarded as sinful because in this wordpeople tend to think today ' s success can save one from evil in the future.2. I

5、t is importa nt to see the fact that although they differ in their class statusand educationalbackground, humanbeings are essentially the same. Biologically theyare con structedin the same way, and they share the com mon feeli ngsof fear and joyand the com mon experie nee of sufferi ng and achiev in

6、g. This com mon ality has bound them together. All of them will regard wars, diseases, and disasters both private and public as unfortun ate big events in their life time.Structural an alysis of the text1. Paragraph 25. Key words:Disappointment.Main idea: Grades do not meaneveryth ing.2. Paragraph 6

7、8. Key words: The student as performer; the student as human being. Main idea: Getting a B in class does not mean one will always be a B performer inlife.3. Paragraph 910. Key words: Perspective. Main idea: In a complex society likeours, labels are n ecessary but they should be kept in perspective.S

8、ection Four Con solidati on ActivitiesPart one. Vocabulary An alysisI. Phrase practice1. esse nee : inner n ature; in dispe nsable quality; the most importa nt part本質，實質，精髓e.g. His works reflect the esse nee of fascism.他的作品反映出法西斯的本質。2. deadly sins: sins lead ing to damn ati on. (pride, covetous ness

9、, lust, an ger, gluttony, envy and sloth, in Christianity)3. misleadi ng: maki ng you thi nk or act wron gly誤導，誤入歧途e.g. He deliberately misled us about the n ature of their relati on ship.關于他們究竟是什么關系，他成心給我們留下錯誤印象。This sentence has misled us into thi nking that the an swer was wrong.這句話誤使我們認為那個答案是錯誤的

10、。傳統(tǒng)任務這個傳這些水和食物給災由于收4. conven ti onal task: task traditi on ally required of stude ntse.g. This conventional task is so easy that even a pupil can finish it. 統(tǒng)任務是如此簡單，甚至小學生都能完成。供給缺乏，缺乏5. in short supply: far from eno ugh e.g. The water and food for disaster area is in short supply.區(qū)是遠遠不夠的。Potatoes ar

11、e in short supply because of the bad harvest.成不好，現(xiàn)在馬鈴薯供給缺乏。II.1.defi ne;2. irreleva nt;3. corresp ond to;4. flu nked;5.rather; 6. makes a point of;7. apt to;8. go round.III. Word derivati on. Fill in the bla nks with the appropriate forms of the give n words.1. His vision was nearly restored to norm

12、al after the removal (remove) of the tumor in his brai n.2. The major issue of the conference was how to cope with the severe con seque nces resulting from the climatic (climate) changes on our planet.3. This compa ny is in trouble and the latest pla n for its salvati on (salvage) has few supporters

13、.4. It is said in the job ad that those who apply for the vaca ncy should have proficiency (proficient) in at least two Ianguages.5. Don ' t rely on the information she gave you it ' s pure assumption(assume)on her part.6. The age of college stude nts no rmally (norm) ran ges from 18 to 22.7

14、. The government ' s inaction to curb inflation and unemployment caused strong rese ntme nt (rese nt) among the public.8. The Sichua n earthquake turned out to be the most disastrous (disaster) one thecountry has wit nessed in the past one hun dred years.1. remove v. 消除，除去；脫掉 removable a.可除去的，可移

15、動的removal n. 移動，移居；除去e.g.我們的家已從遷到。Our home has removed from Beijing to Shanghai. 他脫下帽子表示敬意。He removed his hat as a sig n of reverence.2. climate n.氣候；風氣climatic a. 氣候上的e.g.她很快就適應了這種多變的氣候。She adapted herself quickly to the cha ngeable climate.3. salvage v. 打撈，搶救salvageable a.可搶救的，可打撈的salvation n. 得救，

16、拯救；贖罪e.g.房子里沒有什么東西可救的了。There is nothing that is salvageable in the buildi ng.天氣干旱了這么久，這場雨成了農民的救星。s salvati on.After so much dry weather, the rain has been the farmer4. proficie nt a.熟練的，精通的proficie ncy n. 熟練，精通e.g.我可以說對唱歌很在行。I ' d say I am quite proficient at singing.5. assume v. 假定，設想；承擔；認為assu

17、 ming conj.假定，假女口assumptio n n. 假定，設想e.g.我以為你能講流利的英語。I assumed you could speak En glish flue ntly. 假定那是真的，我們現(xiàn)在該怎么辦？Assu ming that it is true, what should we do now?6. norm n. 標準，規(guī)no rmal a.正常的，正規(guī)的n ormality n.常態(tài)no rmalize v.使正常，使標準化e.g.過了幾天，洪水才退，生活恢復了正常。It was several days before the floodwater sank

18、 and life returned to normal. 我們的關系正常了。Our relati on ship has bee n no rmalized.7. rese nt v. 憎恨，生氣rese ntme nt n.怨恨，憤怒rese ntful a. 不滿的rese ntfuln ess n.怨恨，憤怒e.g. 我非常討厭別人侵占我的時間。I bitterly resent the encroachment on my time.他對所受的待遇感到忿恨。He is resentful at the way he has been treated.8. disaster n.災難d

19、isastrous a. 災難性的e.g. 這場災難過后，許多人既沒有食物又沒有住處。After the disaster there were many who wan ted food and shelter.國家的經濟形勢非常糟糕。The econo mic con diti on of the country is disastrous.IV.1. B; 2. D; 3. C; 4. C; 5. B; 6. D; 7. B; 8. D.IV. Synonym / Antonym: Give a synonym or an antonym of the word un derl ined

20、 in each sentence in the sense it is used.1. The esse nee of success is that there ' s n ever eno ugh of it to go round in a zero -sumgame where one person ' s winning must be offset by another' s losing Synonym: bala need, compe nsated2. The levelof your proficiency has been determined

21、byyour performanee of ratherconventionaltasks Antonym: unconven tio nal3. But they are importa nt: crucially so, because they are always in short supply.Antonym: abundant, ple ntiful4. If you value these characteristics in yourself, you will be valuedand farmore so tha n those whose ide ntities are

22、measured on ly by little marks on a pieceof paper.Synonym: evaluated, assessed5. There were a lot of us the n: older tha n the norm, in a hurry to get our degreesand move on Synonym: average6. It is important to recognize that human beings, despite differencesin class andeducati onallabeli ng,are fu

23、n dame ntallyhew n from the same material and kn ittogether by com mon bonds of fear and joySynonym: esse ntially, basically7. But these distinctions should never be taken seriously in huma Antonym: lightly, frivolouslyn terms8. Even in achieveme nt terms, your B label does not mean that you are per

24、ma nen tly defi ned as a B achieveme nt pers on.Antonym: temporarilyVI. Prefix: Write in each space one word that has the same prefix as un derli nedin each give n word.1.in terfereintern ati onal3. circumsta nces n eoco lonial2. transcendtran slate circumfere neen eoclassical4.5.control6. an tibiot

25、ic7.uni ock8. out nu mberconform an tisocialun dooutshi ne1. Expla natio n:in ter-: betwee ne.g. in teracti on, in terdepe nden t, in terc onnect2. Expla natio n:tran s-: across or bey onde.g. tran spla nt, tran sform, tran satla ntic3. Expla natio n:circum-: surroundinge.g. circumcisi on, circumloc

26、uti on, circumspect4. Expla natio n:n eo-: n ew, in a later forme.g. neon atal, n eo-fascist, n eo-Georgia n5. Expla natio n:con-: stre ngthe n or rei nforcee.g. convince, con stra in, conq uer6. Expla nati on:an ti-: opposed to, aga inste.g. antiwar, antihero, antidote7. Expla natio n:un-: in verbs

27、 that describe the opposite of a processe.g. un fold, uni oad, unbend, un cut8. Expla natio n:out-: greater, better, further, etc.e.g. outgrow, outlive, outwitPart two. Grammar Exercises1. Disju netA disjunctis a type ofadverbialconsidered essentialto the sentencethe speaker' s or writer ' s

28、attitudepropositi onal content of the senten ce.that expressesin formati onthat is notit appears in, but which is considered to betowards, or descriptivestatementof, theMore gen erally, the term disjunct can be used to refer to any sentence eleme nt that is not fully in tegrated into the clausal str

29、ucture of the sentence. Such eleme nts usually appear peripherally (at the begi nning or end of the sentence) and are set off from the rest of the sentence by a comma (in writi ng) and a pause (in speech). e.g. Honestly, I couldn ' t believe it.Unfortun ately, Kim has had to leave us.I. Practice

30、: Rewrite the follow ing sentences using proper disjun cts.1. Unfortun ately, 2. It is hoped that the report will go out to shareholders no later tha n June 1.Hopefully,3. It is odd eno ugh that he did not raise any object ion to the pla n.Oddly eno ugh,4. Rightly,5. Luckily,6. Fort un ately,7. It i

31、s stra nge eno ugh that the burglar should not have take n the diam ond away.Stran gely eno ugh,II.Type 1 expresses a judgme nt on the whole and mean while the subject, so three types of sentence structures can be used;Type 2 expresses no judgme nt on thesubject.1. It was right that / They were righ

32、t to have2. It was foolish that/ It was foolish of the boy not to say/ The boy wasfoolish not to say3. type 1.4. type 2.5. type 2.6. type 2.7. type 2: It was lucky that8. type 2: It is hoped thatIII. Relative wordsRelative words are used torefer to a noun men ti oned before and of which weare adding

33、 more information.They are used to join two or more sentences in theway we calla relative sentences.e.g. I know many boys who / that play rugby.The shirt which / that Carl bought has a sta in on the pocket.This is the boy whose mother works for the BBC.Barn staple has a very old covered market where

34、 I bought some lovely oldplates.Sun day is the day whe n people usually don ' t go to work.If the verb in the relative clause n eeds a prepositi on, weusually put it at theend of the clause:e.g. The music which / that Julie liste ns to is good.Sometimes, the prepositi on canalso be placed before

35、 the relative pronoun.e.g. My brother met a woma n with whom I used to work.It was the stream in which the elephant and the mouse preferred to swim.Notice that we cannot use who or that after a preposition, for the relativepronounnow serves as the object of the prepositi on.III. Practice: Fill in ea

36、ch bla nk with a proper relative word. Use“ prepositi on+ re lative word if necessary.1. Good writing is built on a solid framework of logic, argument, narrative, ormotivati onwhich / thatruns through the en tire piece of writi ng and holdsit together. This is the time _whenmany writers find it most

37、 effectiveto outlineas a way of visualizing the hidden spineby whichthe piece of writing issupported.2. The eleme nt _on which_3. that4. James Russell is a man _for whom_ I have the greatest respect.5. with whom6. to whom7. of which8. at whichIV.1. where, where2. what, which3. what4. why5. where6. W

38、hen7. why8. which, which, whatIV. whatever, wherever, whoever, whichever, whe never, and howeverThe words whatever, wherever, whoever, whichever, whenever and however have similar meanings to"no matter who, what, which .A word of this kind has a doublefunction: it acts asa subject, object or ad

39、verb in its own clause. It also actsas a conj unction joining its clauseto the rest of the sentence.e.g. Whatever you may say, I am not going to take him back. (No matter what yousay, .)Wherever you go, I shall follow you. (No matter where you go, I shall follow you.)Whoever disobeys the law must be

40、 puni shed. (No matter who disobeys the law)However much he eats, he n ever gets fat. (No matter how much he eats,)These words are also used to suggest someth ingnot defi nitely known.e.g. I shall come whe never I can slip away.We shall send whoever is available.You will have to be content with what

41、ever you can get.V. Practice: Complete the followingsentences with the appropriate words in the box.whoeverwhereverwhateverhoweverwhe neverwhichever1. However2. _Whateverproblems you may have, we will help.3. whatever4. Wherever5. Take _whicheverbook you like best.6. whoever7. _However late it is, y

42、ou must come to the party because it will be somethingfan tastic.8. whe never / whe neverit ' s the only thingVI.1. not the most importa nt thing2. eno ugh .Nor rather .Part three. Tran slati on exercisesI.1。不管我們的標準是什么， 這個標準現(xiàn)在提高了， 結果使你對自己沒能得到更高的分數而 感到失望。2。 由于缺乏更精確的衡量工具，我們至多只能把B看作一個模糊的符號，表示對你掌握某

43、一科目的程度的判斷，不過這種判斷的準確性很值得疑心。3。人的階級屬性和教育背景不盡相同，但但凡人都是血肉之軀，都有同樣的恐懼感和歡愉 感，同樣的痛苦感和成就感，這些共通的感受把他們連為一體；認識到這一點十分重要。4。然而和你們畢業(yè)離校之后將要進入的那片荒蠻無路、起伏跌宕的鄉(xiāng)野相比，在樣讀書就 如同一條狹窄坦直、界限清楚的公路。II。1.他因急性闌尾炎住院治療，結果連期末考試都沒參加。(with the result that )Tran slatio n:He was hospitalized with acute appendicitis,with the result that he mi

44、ssedthe final exam in atio n.2. 前來聽講座的人數遠遠超出原來的方案，分發(fā)給大家的講義不夠了。( go round)Tran slatio n:As many more people cameto the lecture tha n expected, there were not eno ugh han douts to go round.3. 不管一天工作有多忙，他在睡覺前總要看一下電子信箱里有沒有新。No matter what a long / busy day he may have, he makes a point of check ing his

45、in box before going to bed.4。世界各國都有失業(yè)問題，但各國政府處理這個問題的方法不盡相同。(handle)Unemployment is found in all countriesin the world,but governments vary intheir way to han dle the problem.5。第一次來到異國的人往往會感到自己周圍的一切既陌生，又有趣。(be apt to )Tran slatio n:Anyone who has come to a foreign country for the first time is apt to

46、 find everything around him both stra nge and in teresti ng.6. The football fans were very disappo in ted at the performa nee of the players of both teams.7. 他的話，你得好好想一想，千萬不要他說什么你就信什么。(take at face value )Tran slatio n:Never take what he says at face value. Think it over yourself.8. The doctor '

47、 s words removed his fears about the operation.VI Writi ng PracticeParagraph developme nt Classificatio nIn our daily life we are constantly organizing things in one way or another.Classificationis the grouping of items into categories according to some consistentprinciple.Most families of things ca

48、n be divided or classified according to severaldifferent principles. The key to good classificationwriting is to use a single ruleof divisionfor each part. Classificationis done of things that belong to one family,things that have someth ing in com mon, but the purpose of classificati onis to compar

49、eand contrast them, showing their differences,so that the reader might have a betterunderstandingof them. Classificationis extensivelyused in technicalwriting, butthe strategy can also be used for non tech ni cal purposes. Origi nal and in terest ing classificatio n for rhetorical effect can surpris

50、e the readers and capture their atte nti on.Words and expressions often used for classificationinclude,among many others, thefollow ing: in clude, comprise, contain, have, be sorted in to, be classified in to, differ in, be divided in to, be a type of, fall un der, bel ong to, be a part of, fit in t

51、o, be grouped with, and be associated with.Exercises: Write two paragraphs based on the followi ng topic sentences with the classification strategy.1. High school teachers tend to sort their stude nts in to the followi ng categories:pleasa nthigh achievers, un pleasa nt high achievers, the average,p

52、leasa ntun derachievers, and un pleasa nt un derachievers.Ideas for refere nee:The pleasant high achievers take part in various kinds of activities happily and study effectively, efficiently and fruitfully.The un pleasa nt high achievers concen trate on school work with high scores, but without plea

53、sure.The average achievers studies sufficiently but doesn' t work more than necessary.The pleasant underachieversmake little efforts in school work, but make use of everyopport unity to enjoy themselvesThe unpleasantunderachieverscan' t deal with school work well due to wrongapproaches, nor

54、can they find pleasure in life.2. In Shan ghai, the most popular En glish Ian guage exam in ati ons in clude,amon gothers,TEM 4, TEM 8, I nterpreter Certificate, TOEFL, and IELTS.Ideas for refere nee:There are regi onal differe nces betwee n the five tests.The five tests differ in their compulsorine

55、ss.Testees 受試者、應考人are also divided on the purposes for which they take thefive tests.Sample:In Shan ghai, the most popular En glish Ian guage exam in ati ons in clude, among others, TEM4, TEM8, Interpreter Certificate, TOEFL, and IELTS. There are some differencesbetwee n these tests. The first three

56、, TEM 4 (short for“ Test for En glish MajorsBand 4 ), TEM 8 and Interpreter Certificate, are domestic tests, and among them In terpreter Certificate is a local one, peculiar to the city. Both TOEFL (Test of En glish as a Foreig n Lan guage) and IELTS (Intern atio nal En glish Lan guage Test ing Syst

57、em) are internationaltests, organized by the American and Britisheducationalauthoritiesrespectively.The five tests differ in their compulsoriness. The firsttwo are compulsory: almost all college En glish majors are required to take them;the other three fall un der the opti onal group. Besides, testees are also divided on the purposes for which they take the five tests. They sit in the t