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泛读教程第三册cloze答案原文

泛读教程第三册cloze答案原文
泛读教程第三册cloze答案原文

Unit1. The ability to predict what the writer is going/ about/ trying to say next is both an aid to understanding and a sign of it.

A prediction begins from the moment you read the title and from expectations of what he book is likely to contain. Even if the expectations/predictions are contradicted, they are useful because they have started you thinking about the topic and made you actively involved.

If you formulate your predictions as questions which you think the text may answer, you are preparing yourself to read for a purpose: to see which of your questions are in fact dealt with and what answers are offered. If your reading is more purposeful you are likely to understand better.

Naturally your predictions/expectations will not always be correct. This does not matter at all as long as you recognize when they are wrong, and why. In fact mistaken predictions can tell you the source of misunderstanding and help you to avoid certain false assumptions.

Prediction is possible at a number of levels. From the title of the book you can know/foretell the topic and the possibly something about the treatment. From the beginning of the sentences, you can often predict how the sentence will end. Between these extremes, you can predict what will happen next in a story, or how a writer will develop/present his argument, or what methods will be used to test a hypothesis.

Because prediction ensures the reader’s active involvement, it is worth training.

Unit2. Education is not an end, but a means to an end. In other words, we do not educate children just/only for the purpose of educating them. Our purpose is to fit them for life.

In many modern countries it has for some time been fashionable to think that, by free education for all, one can solve all the problems of society and build a perfect nation. But we can already see that free education for all is not enough; we find in some/many countries a far larger number of people with university degrees than there are jobs for them to fill. Because of their degrees, they refuse to do what they think to be "low" work, and, in fact, work with hands is thought to be dirty and shameful in such countries.

But we have only to think a moment to see/know/understand that the work of a completely uneducated farmer is far more important than that of a professor. We can

live without education, but we die if we have no food.If no one cleaned our streets and took the rubbish away from our houses, we should get terrible diseases in our towns.

In fact, when we say that all of us must be educated to fit ourselves for life, it means that we must be ready/willing/educated/taught to do whatever job suited to our brain and ability, and to realize that all jobs are necessary to society, that is very wrong/incorrect/erroneous to be ashamed of one's work or to scorn someone else’s. Only such a type of education can be called valuable to society.

Unit3. Human beings learn to communicate with each other will nonlinguistic means as well as linguistic ways/means/ones. All of us are famil iar with the say it wasn’t what he said; it was the way that he said it when, by using/saying the word way we mean something about the particular vice quality that was in evidence., or the set of a shoulder, or the obvious tension of certain muscles. A message may even be sent by the accompanying tone and gestures, so that each of I’m ready, you are beautiful, and I don’t know where he is can mean the opposite of any such interpretation. Often we have/meet/encounter/experience difficulty in finding exactly what in the communication causes the change of meaning, and any statement we make leads to the source of the gap between the literal meaning of the words and the total message that is likely to be expressed in impressionistic terms. It is likely to refer to some thing like a “glint” in a person’s eyes, or a “threatening” gesture, or “provocative” manner.

Unit4.How do the birds find their way on their enormously long journeys The young birds are not taught the road by their parents, because often the parents fly off first. We have no idea how the birds find their way, particularly as many of them fly at/by night, when landmarks could hardly be seen. And other birds migrate over the sea, where there are no landmarks at all. A certain kind of plover, for instance/example, nests in Canada. At the end of the summer these birds migrate from Canada to South America; they fly 2,500 miles, non-stop, over the ocean. Not only is this very long flight an extraordinary feat of endurance, but there are no landmarks on the ocean to guide/direct the birds.

It has been suggested that birds can sense the magnetic lines of force stretching from the north to south magnetic pole of the earth, and so direct themselves. But all experiments hitherto made to see whether magnetism has any effect/influence whatsoever on animals have given negative results. Still, where there is such a

biological mystery as migration, even improbable experiments are worth trying. It/this was being done in Poland, before the invasion of that country, on the possible influence of magnetism on path-finding. Magnets were attached to the birds’ heads to see if/whether their direction-sense was confused thereby. These unfinished experiments had, of course, to be stopped.

Unit5. Man first existed on earth half a million years ago. Then he was little more than an animal; but early man had several big advantages over the animals. He had a large head/brain, he had an upright body, he had clever hands; he had in his brain special groups of nerve cells, not found in animals, that enabled him to invent a language and use it to communicate with his fellow men. The ability to speak was of very great use/value/significance/importance because it was allowed men to share ideas, and to plan together, so that tasks impossible for a single person could be successfully under-taken by intelligent team-work. Speech also enabled ideas to be passed on from generation to generation so that the stock of human knowledge slowly increased.

It was these special advantages that put men far ahead of all other living creatures in the struggle for survival/existence. They can use their intelligence handing/overcoming their difficulties and master them.

Unit6. Language varies according to sex and occupation. The language of man differs subtly from that of women. Men do not usually use expressions such as “its darling,” and women tend not to swear as extensively as men. Likewise, the language used in addressing men and women differs subtly: we can compliment a man on a new necktie with the compliment/words“what a pretty tie, that is!” but not with “how pretty you look today!” ---- an expression reserved for complimenting a woman. The occupation of a person causes his language to vary, particular in the use he makes of technical terms, that is, in the use he makes of the jargon of his vacation. Soldiers, dentist, hairdressers, mechanics, yachtsmen, and skiers all have their particular special languages. Sometimes the consequence is that such persons have difficulty in communicating with people outside the vacation on professional maters because the technical vocabulary is not understood by all. Although we can relate certain kinds of jargon to levels of occupation and professional training, we must also note that all occupations have some jargon, even these of the criminal underworld. There may well be a more highly developed use of jargon in occupations that require considerable education, in which words, and the concepts they use, are

manipulated rather than objects, for example in the legal and teaching circle/world/field and in the world of finance.

Unit7.The space age began on October 4, 1957, when Sputnik I was launched. This first man-made satellite was followed by many others, some of which went around the sun. Now the conquest of the space between the planets, and between the earth and the sun, continues at a rapid rate.

Each mew satellite and space probe gives scientists new information. As men explore outer space, some of the questions they have long asked/wondered about will be answered at last.

The greatest question of all concerns life itself. Is there intelligent life out side the earth Are there people, or creatures of some sort/kind living on Mars, Venus, or some other planet of the solar system Are there planets orbiting/going/circling around stars other than our sun

The only kind of life we know about would have to be upon a planet. Only a planet would have the temperatures and gas that all living things seem to need. Until a short time ago, we thought there were only a few planets. Today, scientists believe that many stars have planets going around them.

We know that there are nine planets in our own solar system-Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto. If any other planets exist in our solar system, or anywhere else, our telescopes are not powerful enough to pick up their feeble reflected light. But astronomers guess that one star in a hundred has at least one planet where life could exist.

We are quite sure that life could begin on a young planet. A new plant would be likely to contain great seas, together with heavy clouds of water vapor and other gases. Electric storms would be common. It is possible that simple living cells might from when electricity passed through the clouds. An experiment made in 1952 at the University of Chicago seems to prove this. By passing electricity through nonliving materials, scientist made cells like those of living creatures.

Unit8. At the beginning of the nineteenth century the only acceptable roles for women were domestic there was virtually nothing for them to do except stay at home or hire out as maids, governesses, and, before long, teachers. Women were not allowed to own property-in most cases, not even the clothes they wore. A working wife was not allowed to keep her wages but was required to turn them over to her husband. In case of separation or divorce,a woman had no legal claims on her husband

and was not allowed to keep the children. She had to legal status, which meant that she was not permitted to bring suit or to give testimony in courts. Often, she was not permitted to inherit property or to make a will. She was barred from public office and excluded form public life generally. For the most part, women lacked opportunities for education, vocational training, and professional employment. The national consensus was that women belong in the home, and determined efforts were made to see that they stayed there.

Unit9. Sydney’s best feature is her harbor. Most Sydneysiders can see at least a glimpse of blue sea from their windows. Nearly everyone lives within an hour from a beach. On weekends sails of all shapes, sizes and colors glide across the water. Watching the yacht races is a favorite Saturday activity.

The harbor divides Sydney into north and south sections. The harbor bridge connects the two. It was built in 1932 and cost 20 million.

Another Sydney symbol stands on the harbor shore. Sydney’s magnificent opera house celebrated its 20th anniversary last year. Danish designer Jorn Utzon won an international contest with his design. The structure contains several auditoria and theaters. But not all concerts are held in the building. Sunday afternoon concerts on the building’s outer walk attract many listeners.

S ydney’s trendy suburb is Paddington. Houses are tightly packed together. Many were first built for Victorian artists. Now fashionable shops, restaurants, arts galleries and interesting people fill the area. The best time to visit is Saturday, when vendors sell everything. So there is one of the world’s most attractive cities --- Sydney, Austrian.

Unit 10 Architectural design influences how privacy is a chieved as well as how social contact is made in public places. The concept of privacy is not unique to a particular culture but what it means is culturally determined.

People in the United States tend to achieve privacy by physically separating themselves from others. The expression “good fences make good neighbors” is a preference for privacy from neigh bors’ homes. If a family can afford it, each child has his or her own bedroom. When privacy is needed, family members may close their bedroom doors.

In some cultures when individuals need privacy, it is acceptable for them simply to look into themselves. That is, they do not need to remove themselves physically from a group in order to achieve privacy.

Young American children learn the rule “knock before you enter” which teaches them to respect others’ privacy. Parents, too, often follow this rule prior to entering their children’s rooms. When a bedroom door is closed it may be a(n) sign to others saying, “I need privacy,” “I’m angry,” or “Do not disturb. I’ busy.” For Americans, the physical division of space and the use of architectural features permit a sense of privacy.

The way space is used to help the individual to achieve privacy, to build homes or to design cities if culturally influenced. Dr. Hall summarizes the relationship between individuals and their physical surroundings:

Man and his extensions constitute one interrelated system. It is a mistake to act as though man was one thing and his house or his cities, or his language wee something else.

Unit11. The Library of Congress is the largest library in the world. Its books, pamphlets, documents, manuscripts, official, papers, photographs, and prints amount to some 86 million items---a number that swells day by day----housed on 535 miles of shelves.

Congress authorized a library in 1800, which amounted to three thousand books and a few maps when it was destroyed when the British burned the Capitol in 1814. to replace it, Thomas Jefferson sold the government his own library of almost 6500 volumes---the finest in the nation at the time. The collection, again housed in the Capitol, had grown to 55000 when a fire burned more than half of it. In 1866 a portion of the Smithsonian Institution’s library was added to the library of Congress, and in the same year the government entered an international program by which copies of U.S. documents were exchanged for those of other countries. The copyright law of 1870 ensured the library would always be up to date by requiring publishers to send two copies of each book published to the library in order to obtain copyright. By 1870 the collections had outgrown its Capitol quarters. A suggestion to raise the Capitol dome and fill it with bookshelves was rejected, and in 1873 Congress authorized a competition for the design of a library building. A variety of disputes delayed construction for more than a decade, but the library’s Thomas Jefferson Building was finally opened in 1897.

Unit12. As a nation, we starting to realize that we can’t solve the solid waste dilemma just by finding new places to put trash. Across the country, many individuals, communities and business have found creative ways to reduce and better manage their

trash through a coordinated mix of practices that includes source reduction.

Simply put source reduction is waste prevention. It includes many actions that reduce the disposal amount and harmfulness of waste created. Source reduction can conserve resources, reduce pollution, and help cut waste disposal and handing costs (it avoids the costs of recycling, landfilling, and combustion).

Source reduction is a basic solution to too much garbage: less waste means less of a waste problem. Because source reduction actually prevents the increase of waste

in the first place, it comes before other measures that deal with trash after it

is already generated. After source reduction, recycling is the preferred waste management option because it reduces the amount of waste going to landfills and conserves resources.

Unit13. The first step in helping the patient is to accept and acknowledge his illness. The cause of symptoms must be found, and measures to relieve them and to prevent recurrence must be taken. Thorough examinations are essential. Although the physician may suspect that the illness is due to emotional rather than physical cause, he must search carefully for any evidence of physical disease. It is not unknown for an illness considered psychosomatic to be later diagnosed as cancer or some other disease. The thorough search for physical causes of the symptoms helps to gain the patient’s confidence. He knows that his condition and symptoms are being taken seriously. If no organic basis for his complaints is found, he usually will find this news easier to accept when he knows he has had a thorough examination. Finding no physical cause for the disorder points the way to understanding the patient’s condition. What is the cause Is it emotional stress If so, what kind What are the problems which are upsetting the patients

Unit14. The work of French scientist Jean Baptiste Lamarck (1744-1829) has contributed to the theory of evolution. Lamarck believed that the environment shaped the nature/trait/characteristic of plant and animal life. he believed that the bodies of plants and animals changed/had to fit their environment and a useful physical change would be passed on to the plant’s or animal’s offspring.

For example, Lamarck thought that giraffes developed long necks because they had to stretch to get/eat the leaves of tall trees for food. Lamarck didn’t think that giraffes possessed/developed/had long necks all at once, however. He thought that the earliest group of giraffes stretched/lengthened their necks a small amount. Their offspring inherited this longer neck. The offspring then stretched their necks

a little bit longer. They passed this even longer neck on to their own offspring. After many generations, giraffes developed the long necks that they have today.

Not all of Lamarck’s theory is accepted today. Most scientists do not believe that the environment has a(n)effect/influence on the evolution of life forms. Nut they don’t agree with the notion/idea that a physical change in a plant’s or animal’s body is passed on to the offspring. Instead, they believe that a change must occur in the plant’s or animal’s cells before a change in offspring can take place.

Unit15. In a very big city, in which millions of people live and work, fast, frequent means of transportation are of the greatest importance. In London, where most people live long distance/away from their work, all officers, factories and schools would have to choose if the buses, the trains and the Underground stopped work.

Originally the London Underground had steam trains which were not very different from other English trains, except that they went along in big holes under the ground in order to keep away from the crowded city above their heads. Steam trains used coal, which filled the underground stations with terrible smoke. As a result, the old trains were taken away, and electric ones put in their place. Now the London Underground is very clean, and the electric trains make faster runs possible.

At every Underground station/stop there are maps of all the Underground lines in London, so that it is easy to see how to get wherever one wants to go. Each station has its name written up clearly and in large letters several times, so that one can see when one comes to where one must get out. At some stations one can change to a different underground train, and in some places, such as Piccadilly, there are actually three lines crossing each other. The trains on the three lines are not on the same level, so that there should not be accidents. To change trains, one has to go up or down some stairs to a new level. It would be tiring to have to walk up these stairs/steps, so the stairs are made to move themselves, and all that the people/passengers have to do is to stand and be carried up or down to where they wish. In fact, everything is done to make the Underground fast and efficient. Unit16.Why “grandfather” clock Well, these clocks were passed through the family and s o were always thought of as “grandfather’s clock.” But the first domestic timepieces were hung from a nail on the wall. Unfortunately dust got into the works and even worse children used to swing from the weights and the pendulum.

So first the face and works and then the weights and the pendulum were protected by wooden cases. Before long the clock was nearly all case and was stood on the ground/floor and called, not surprisingly, a long-case clock. These “grandfather” clocks were very expensive, made as they were from fine wood, often beautifully carved or decorated with ivory. Famous makers of this period included Thomas Tompion, John Harrison and Edward East, but don’t get too excited if you find that the clock Grandma left you has one of these names on the back. Before you start jumping up and downing and shouting, “we’re rich, we’re rich,” remember that plenty of people before the 20th century had the idea of making cheap clocks/timepieces of famous original and “borrowing” the names of their betters. And don’t forget that the first chiming mechanism wasn’t invented/created/made until 1695, so a chiming clock, however charming it sounds, will date from the 18th century. A fake/false/imitated late 17th century grandfather clock made by East sold recently for just under 20000.

Unit17.Suppose you send your child off to the movies for three hours next Sunday. And three hours on Monday and the same number of hours Tuesday, Wednesday, Thursday, Friday, and Saturday. Thus is essentially what is happening to the average child in American today, except it is not the screen in the movie house down the street he sits in front of, it is instead the television set right in your own house. According to the Nielsen Index figures for TV viewing, it is dais that by the time a child graduates from high school he has had 11000 hours of schooling, as opposed to 15000 hours of viewing. I would like to repeat that. By the time the child is 18 years old, he has spent more hours in front of TV than he has in school. Over TV he will have witnessed by that time some 18000 murders and countless highly detailed cases of robbery, arson, bombing, shooting, beatings, forgery, smuggling, and torture---averaging approximately cone per minute in the standard television cartoon for children under the age of ten. In general, seventy-five percent of all network dramatic programs contain violence.

Dr. Albert Bandura of Standford University reaches/draws two conclusions about violence on TV: (1) that it tends to reduce the child’s inhibitions aga inst acting in a violent, aggressive manner, and (2) that children will imitate what they see. Dr. Bandura points out that a child won’t necessarily run out and attack the first person he sees after watching violence on the screen, but that, if provoked later on, he may very well put what he has learned into practice.

One of the lessons of television is that, violence works. If you have a problem with someone, the school of TV says to slap him in the face, stab him in the back. Because most of the program has shown how well violence has paid off, punishment at the end tends not to have much of an inhibitory effect.

泛读教程第三册cloze答案原文

Unit1. The ability to predict what the writer is going/ about/ trying to say next is both an aid to understanding and a sign of it. A prediction begins from the moment you read the title and from expectations of what he book is likely to contain. Even if the expectations/predictions are contradicted, they are useful because they have started you thinking about the topic and made you actively involved. If you formulate your predictions as questions which you think the text may answer, you are preparing yourself to read for a purpose: to see which of your questions are in fact dealt with and what answers are offered. If your reading is more purposeful you are likely to understand better. Naturally your predictions/expectations will not always be correct. This does not matter at all as long as you recognize when they are wrong, and why. In fact mistaken predictions can tell you the source of misunderstanding and help you to avoid certain false assumptions. Prediction is possible at a number of levels. From the title of the book you can know/foretell the topic and the possibly something about the treatment. From the beginning of the sentences, you can often predict how the sentence will end. Between these extremes, you can predict what will happen next in a story, or how a writer will develop/present his argument, or what methods will be used to test a hypothesis. Because prediction ensures the reader’s active involvement, it is worth training. Unit2. Education is not an end, but a means to an end. In other words, we do not educate children just/only for the purpose of educating them. Our purpose is to fit them for life. In many modern countries it has for some time been fashionable to think that, by free education for all, one can solve all the problems of society and build a perfect nation. But we can already see that free education for all is not enough; we find in some/many countries a far larger number of people with university degrees than there are jobs for them to fill. Because of their degrees, they refuse to do what they think to be "low" work, and, in fact, work with hands is thought to be dirty and shameful in such countries. But we have only to think a moment to see/know/understand that the work of a completely uneducated farmer is far more important than that of a professor. We can

英语泛读教程3 课文翻译

UNIT 2 英国人的谨慎和礼貌 在许多人看来,英国人极为礼貌,同他们交朋友很难。但愿下列文字能够帮助你更好地了解英国人的性格特点。 对于其他欧洲人来说,英国人最著名的特点是“谨慎”。一个谨慎的人不太会和陌生人聊天,不会流露出太多的情感,并且很少会兴奋。要了解一个谨慎的人并非易事;他从不告诉你有关他自己的任何事,也许你和他工作了几年,却连他住在哪儿,有几个孩子,兴趣是什么,都不知道。英国人就有类似的倾向。如果乘公共汽车去旅行,他们会尽量找一个没人坐的位子;如果是乘火车,他们会找一个没人的单间。如果他们不得不与陌生人共用一个单间时,那么即使火车驶出了很多英里,他们也不会开口交谈。一旦谈起来的话,他们不会轻易问及像“你几岁?”或者甚至“你叫什么名字?”等私人问题。像“你的手表是在哪儿买的?”或者“你的收入是多少?”这样的问题几乎不可想象。同样,在英国,人们交谈时一般声音都很轻、很有节制,大声谈话会被视为没有教养。 在某种程度上,不愿意与他人交流是一种不幸的品质,因为它可能会给人造成态度冷淡的印象。而事实上,英国人(也许除了北方人)并不以慷慨和好客而著称。而另一方面,虽然谨慎使他们不易与人沟通,但他们内心还是很有人情味的。如果一个陌生人或外国人友善地将这种隔阂打破那么一会儿,他们可能会满心欢喜。 与英国人的谨慎紧密相连的品质是英国式的谦逊。在内心深处,英国人可能比任何人都高傲,但是当他们与别人相处时,他们十分看重谦逊的品质,至少要表现出谦虚的样子。自我标榜会被认为没有教养。让我们假设,有一个人非常擅长打网球,但如果有人问他是否是个优秀选手时,他很少会说“是”,不然,人们会认为他很高傲。他可能会作出类似这样的回答,“不算太差,”或者“嗯,我非常喜欢网球。”这样的自我贬低是典型的英国式的。而且当这一品质与他们的谨慎混合在一起时,常常形成一种漠然的气氛,这在外国人看来难于理解,甚至令人恼火。 著名的英国人的幽默感也是大同小异。它的出发点是自我贬低,它的最大对手是高傲,它的理想境界是自嘲的能力——嘲笑自己的错误、自己的失败和窘境,甚至自己的理想。在英国,人们非常看重幽默感,常常能听到“他一点幽默感都没有”这样的批评。幽默感是一种对生活的态度而并非仅仅是开玩笑的能力。这种态度决非残酷、不敬或是怀有恶意的。英国人不会嘲笑一个跛子或者疯子,也不会嘲笑一个悲剧或者一次可敬的失败。同情心或者对艺术技巧的崇敬比嘲笑的份量重得多。 同幽默感一样,运动员精神是英国式的理想,这一点并非所有的英国人都做得到。必须认识到,现代形式的运动几乎都是英国人发明的。拳击、英式足球、网球以及板球都是在英国首次组织并且制定出规则的。规则是运动的精髓,运动员精神是指按照规则从事体育运动的能力,同时也表现在对对手的慷慨大度,以及失败后的良好心态。此外,运动员精神作为一种理想模式也普遍适用于日常生活。其中最基本的生活规则之一就是“不打跌倒的人”。换言之,就是不要利用别人的不幸。英国的男孩子常常在相互交往中把这种运动员精神表现得淋漓尽致。 英国人的另一特点就是礼貌。总的来说,英国式的礼貌习惯都不很正式。所有的礼貌都是建立在这样的基本原则之上:为别人着想,同时也认可别人对你的关心。在麻烦别人时,如:从某人前面经过,或者打断某人的谈话,或者向陌生人请教问题时,要先说“对不起”,为给对方带来的不便预先道歉。“抱歉”一词表示对意外打扰或者违反礼仪的歉意。如果有人提出或者暗示某个要求,如:“我可以借你的钢笔吗嘛?”或者“现在几点了?”或者“还有七码的鞋吗?”,而你无法满足这种要求时,也要说“抱歉”而不是“不”。“请原谅?”是用来要求别人重复所说内容时的礼貌说法。在英国,除了在学校,人们在请求发言时,不再用“请”这个词。在国外非常普遍的词组“不,请”,在英国本土听起来却会很别扭。“好

英语泛读教程3第三版答案

英语泛读教程3第三版(刘乃银版)答案 Unit 1 Text: A. c B. bdabb ddc D. addad cdb Fast Reading: dbdda abaad cbbdc Home Reading: dacdd aab Unit 2 Text: A. b B. ddbcd cca D. badda caac Fast Reading: dbbdc bdbdb cddbd Home Reading: cbdcc dbbd Unit 3 Text: A. d B. badab bdddc D. bddba cbcaa Fast Reading: cbbba ccdda ccdad Home Reading: dbcbd dbdb Unit 4 Text: A. c B. ddbcd dc D. abdbb addad Fast Reading: dbccd bdadd badcd Home Reading: dadac bcd Unit 5 Text: A. c B. abdaa dcbd D. dbabb dabcb da Fast Reading: caabd cbddc cdbab Home Reading: bccdb dc Unit 6 Text: A. b B. cbcab ddad D. badaa cbaac Fast Reading: cabcd aadcb ccdab Home Reading: ccdcd abc Unit 7 Text: A. d B. acbda dcaac D. abaac daccd ad Fast Reading: daada cddbc bdcdb Home Reading: cbadb cddbc Unit 8 Text: A. c B. cddcc dccb D. abdac aaa Fast Reading: ccacd bbdad babdd Home Reading: dbdbc cbcd Unit 9 Text: A. c B. bccbc dbba D. dcbab dacba c Fast Reading: dcbca bccbc bcddd Home Reading: dcdca bd Unit 10 Text:A. c B. cdccd bacac D. dcdbc acadc bd Fast Reading: dbdcc dccdb bddca Home Reading: cadcb acbb Unit 11 Text: A. d B. adacc dcb D. abacb dcaab adc Fast Reading: dcdab ccbda ccbca

泛读教程3答案

Unit 1 Reading Rtrategies Section A Word Pretest 1----5 B C B B B 6----10 A A C C B Reading Skill 2----5 CBCA 6----9 BBAA Vocabulary Building 1 b. practice c. practices · d. practicable/practical e. practiced 2. b. worthy c. worthwhile 3. varied 4. 2 1. 2. 3. Cloze Going/about/trying expectations/predictions questions answers ] Predictions/expectations tell know/foretell end Develop/present worth Section B 1----4 TFTT 5----8 CBCC 9----11 TFF 12----17 CAACCA Section C 1----4 FFTF 5----8 FTTT Unit 2 Education ) Section A Word Pretest 1----5 ABACC 6----11 ABABCC Reading Skill 4----6 CBB 1----6 FTFFTT Vocabulary Building 1 1. mess 2. preference 3. aimlessly 4. remarkable/marked 7. fiery 2 — 1. 2. c. counted 3. Cloze Other just/only has some/many than refuse see/know/understand that without If ready/willing/educated/taught wrong/incorrect/erroneous Section B 1----5 ACCCC 6----10 CCCAC 11----14 BABA Section C 1----6 CCDDAC [ Unit 3 Body Language Section A Word Pretest 1----5 ABCCB 6----9 DCDC Reading Skill 2----5 BABC 6----10 AACBC Vocabulary Building 1 - admission admit admissible admissibly reliance rely reliable reliably definition define definite definitely assumption assume assumed/assuming assumedly/assumingly behavior behave behavioral behaviorally variety vary various/varied variously/variedly part/partiality part partial partially manager manage managerial managerially correlation correlate correlative correlatively adaptation/adaption adapt adaptive adaptively ) 2 . inspired b. aspired c. inspired . token b. badges c. token . contemporaries c. contemporary Cloze communicate ways/means/ones using/saying in of message meet/have/encounter/experience causes meaning to eyes Section B 1----6 BABBAC 7----12 FFTTTF 13---15 CCB Section C < 1----4 BBDD 5----8 BCCA 1----6 FFTFFT

英语泛读教程3第三版(刘乃银)答案

英语泛读教程3第三版(刘乃银版)答案Unit 1 Text: A.c B. bdabb ddc D. addad cdb Fast Reading: dbdda abaad cbbdc Home Reading: dacdd aab Unit 2 Text: A. b B. ddbcd cca D. badda caac Fast Reading: dbbdc bdbdb cddbd Home Reading: cbdcc dbbd Unit 3 Text: A.d B. badab bdddc D. bddba cbcaa Fast Reading: cbbba ccdda ccdad Home Reading: dbcbd dbdb

Text: A.c B. ddbcd dc D. abdbb addad Fast Reading: dbccd bdadd badcd Home Reading: dadac bcd Unit 5 Text: A.c B. abdaa dcbd D. dbabb dabcb da Fast Reading: caabd cbddc cdbab Home Reading: bccdb dc Unit 6 Text: A.b B. cbcab ddad D. badaa cbaac Fast Reading: cabcd aadcb ccdab Home Reading: ccdcd abc Unit 7

A.d B. acbda dcaac D. abaac daccd ad Fast Reading: daada cddbc bdcdb Home Reading: cbadb cddbc Unit 8 Text: A.c B. cddcc dccb D. abdac aaa Fast Reading: ccacd bbdad babdd Home Reading: dbdbc cbcd Unit 9 Text: A.c B. bccbc dbba D. dcbab dacba c Fast Reading: dcbca bccbc bcddd Home Reading: dcdca bd Unit 10 Text:

新世纪阅读教程第3册答案

阅读教程第三册答案 Unit 1 I.Reading for information 1. D 2. C 3. B 4. A 5. B 6. C II. Translation 1.今天你们将离开培育你们的学术环境,直面真实的世界。 2.你们即将离开学校,终于可以开始接受教育了。 3.想找到一位保守的教授,那比要找到一个雪人还难。若想挑战一些有关政 治正确性的正统观点,那你将会被冠以一些难听的名号。 4.如果你不相信我的话,那不妨去问一问那些因追随网络公司是通往财富之 路这一理论而破产的人们。现实击碎了他们的梦想。 5.因此,欢迎你来到我们生活的这个理性的世界。一旦你把那些不切实际的 幻想拒之门外,你就会发现这个世界并不是太糟。 III.summary 1.emerge from, face the real world, go about https://www.sodocs.net/doc/15447450.html,mitment to, benefit from 3.the enjoyment of reading, was associated with 4.reality, theory, realist, in theory 5.wishful thinking, go for, wind up with, twist and turns Unit 2 I. Reading for information 1.B 2.A 3.D 4.C 5 .B 6.D II. Translation 爱是再简单不过的事,这一观点至今仍然十分盛行,尽管大量事实都对此予以否定。几乎找不到任何一种活动、任何一项事业像爱情这样满怀希望地开始,又频繁地以失败而告终。如果换了别的事情,人们一定会急于知晓失败的原因,思量如何才能做得更好,或者干脆放弃。既然人们永远不可能放弃爱情,那么要战胜失败,似乎就只有一个办法可行,那就是探究失败的原因,进而领会爱的真义。 III. Summary 1.a matter of chance, learned about 2. is based on , primarily, how to be loved 3. assumption, the right object 4. leading to, initial excitement, permanent state 5. theoretical knowledge, the mastery of the art

英语泛读教程第三版3(主编刘乃银)Extra Passage 4

英语泛读教程第三版3(主编刘乃银)Extra Passage 4 Let us out from a fact. The same type of civilizations, or to use a more exact ,although more extended expression , the same society, has hot always inhabited the earth. The human race as a whole has grown, has developed, has matured, like one of ourselves. It was once a child, it was once man; we are now looking on at its impressive old age. Before the epoch which modern society has dubbed “ancient”there was another epoch which the ancient called “fabulous” but which it would be more accurate to call “primitive”. Observe then three great successive orders of things in civilization, from its origin down to our days. Now, as poetry is always superposed upon society, we propose to try to demonstrate, from the from of its society, what the character of the poetry must have been in those three great ages of the would primitive times, ancient times, modern times. In primitive times, when man awakes in a world that is newly created, poetry awakes with him. In the face of the marvelous things that dazzle him, his first speech is a hymn simply. He is still, so close to God that all his thoughts are joyful, all his dreams are visions. The earth is still almost deserted. There are families, but no nations; patriarchs, but no kings. Each race exist at its own pleasure; no property, no laws, no conventions, no wars. Everything belongs to each and to all. Society is community. Man is restrained in nought. He leads that nomadic pastoral life with which all civilization begin, and which is so well adapted to solitary contemplation, to fanciful reverie. He follows every suggestion, he goes hither and thither, at random. His thought, like his life, resembles a cloud that changes its shape and its direction according to the wind that drives it. Such is the first man, such is the first port. He is young; he is cynical. Prayer is his sole religion, the ode is his only form of poetry. This ode, this poem of primitive times, is Genesis. By slow degrees, however, this youth of the world pass away. All the spheres progress; the tribe becomes a nation. Each of these groups of men camps about a common center, ang kingdoms appear. The social instinct succeeds the nomadic instinct. The camp gives place these states of nations; the pastoral staff has already assumed the shape of a scepter. Everything tends to become stationary and fixed. Religion takes on a definite shape; prayer is governed by rites; dogma sets bunds to worship. Thus the priest and king share the paternity of the people; thus theocratic society succeeds the patriarchal community. Meanwhile the nations are beginning to be packed too closely on the earth’s surface. They annoy and jostle one another; hence the clash of empires-war. They overflow upon another; hence the migrations of nations-voyages. Poetry reflects these momentous events; from ideas it proceeds to things. It sing of ages, of nations of empires…

英语泛读教程3-第三版-(刘乃银编)--平台答案(含cloze和extra-passage)

英语泛读教程3-第三版-(刘乃银编)--平台答案(含cloze和extra-passage)

Unit 1 Text: Exercises A: c B. 1.b 2.d 3.a 4.b 5.b 6.d 7.d 8.c D. 1.a 2.d 3.d 4.a 5.d 6.c 7.d 8.b Fast reading 1.d 2.b 3.d 4.d 5.a 6.a 7.b 8.a 9.a 10.d 11.c 12.b 13.b 14.d 15.c Home Reading 1.d 2.a 3.c 4.d 5.d 6.a 7.a 8. b Cloze1 1.going/about/trying 2.expectations/predictions 3.questions 4.answers 5. predictions/expectations 6.Tell 7.know/foretell 8.develop/present 9.worth Extra Passage 1 Key:BBCA

Unit 2 Text: Exercises A: b B. 1.d 2.d 3.b 4.c 5.d 6.c 7.c 8.a D. 1.b 2.a 3.d 4.d 5.a 6.c 7.a 8.a 9.c Fast reading 1.d 2.b 3.b 4.d 5.c 6.b 7.d 8.b 9.d 10.b 11.c 12.d 13.d 14.b 15.d Home Reading 1.c 2.b 3.d 4.c 5.c 6.d 7.b 8. b 9.d Cloze 2 1. communicate 2. ways. 3. using 4. of 5. Message 6. meet 7. causes 8. Meanings 9. to 10. eyes Extra Passage 2 Key: ADBCB

英语泛读教程第三版第一册第一单元LOVE课件

教学日志

Unit 1 Love Step one: Reading skill on Page 7 ①subheading: a title that divides part of a piece of writing into shorter sections小标题 subtitle: a second title which is often longer and explains more than the main title.副标题 ②preface: an introduction at the beginning of a book, which explains what the book is about or why it was written. 序言 ③index: an alphabetical list that is printed at the back of a book and tells you on which pages important topics are referred to 索引 indices ④glossary ⑤appendix: extra information that is placed after the end of the main text 附录; a small closed tube inside your body which is attached to your digestive system阑尾 pend=attach depend on ⑥bibliography bible ⑦supplement: an additional section, written some time after the main text and published either at the end of the book or separately(书籍的)补编,补遗,附录 Step two: Background information about Text in Unit 1 Some poems that sing high praise for love

泛读教程第三册问题详解

Keys to Reading Course 3 Unit 1 Reading Strategies Section A Word Pretest 1-5. BCBBB 6-10.AACCB Reading Skill 2-5. CBCA 6-9. BBAA Vocabulary Building 1. a. practicable/practical b. practice c. practices d. practicable/practical e. practiced a. worthless b. worthy c. worthwhile d. worth e. worth a. vary b. variety c. variation d. various/varied e. Various a. absorbing b. absorbed c. absorb d. absorption e. absorbent 2. 1. a. effective b. efficient c. effective 2. a. technology b. technique 3. a. middle b. medium c. medium Cloze

going/about/trying expectations/predictions questions answers predictions/expectations tell know/foretell end develop/present worth Section B 1-5. TFTTC 6-10. BCCTF 11-14: FCAAC 16-17: CA Section C 1-5. FFTFF 6-8. TTT Unit 2 Education Section A Word Pretest 1-5. ABACC 6-8. ABA Reading Skill 4-6. CBB 1-6. FTFFTT Vocabulary Building 1.mess 2. preference 3. aimlessly 4. remarkable/marked 5. decisive 6.shipment 7. fiery 8. physically 9. action 10. housing 2. 1. a. aptitude b. attitude

英语泛读教程3 第三版 学生用书 答案

U1 Text Main idea: C Comprehension the text: Bdabb ddc Understanding vocabulary: addad cdb Fast reading: dbdda abaad cbbdc Home reading: dacdd aab U2 Text Main idea: b Comprehension the text:ddbcd cca Understanding vocabulary: baada caac Fast reading: dbbdc bdbdb cddbd Home reading: cbdcc dbbd U3 Text Main idea: d Comprehension the text: badab bdddc Understanding vocabulary: bddba cbcaa Fast reading: cbbbac cdda ccdad Home reading: dbcbd dbdb U4 Text Main idea: c Comprehension the text: ddbcd dc Understanding vocabulary: abdbb ADDAD BC Fast reading: DBCCD BDADD BAACD Home reading: DCDAC BCD U5 Text Main idea: C Comprehension the text: ABDAA DCBD Understanding vocabulary: DBABD DABCB DA Fast reading: CAABD CBDDC CDBAA Home reading: BCCDB DC U6 Text Main idea: B Comprehension the text: CDCAB DDAD

英语泛读教程3全文翻译

UNIT1 新造词 英语中每天都有新词出现。你知道这些词是怎么产生的吗?阅读下文你就能找到造英语单词的各种方法。 学者们估计英语大约有600 000个单词,不过也许更多。新的词语不断进入英语,其速度之快,大概没有一本字典能跟得上。几个世纪以前,源于盎格鲁?撒克逊语、日尔曼语以及法语的原有词汇,占英语的 五分之四。余下的五分之一,一部分 外来词组成,另外的部分由其它三种词组成,它们是:表示人名、地名的专有名词;象声词以及新造的词。 安培、伏特和瓦特都是电学的计量单位,它们都是用发现者的名字命名的,他们分别是是法国物理学家安德烈? M?安培、意大利物理学家阿勒森德罗?伏特、苏格兰工程师兼发明家詹姆士?瓦特。今天我们都喝用巴氏灭菌法消毒的牛奶,这种奶即清又纯。巴氏灭菌法便得名于法国医生路易斯?巴斯德,是他发明了消毒牛奶的制作方法。在英语中像这样的词有许多。 象声词代表它们模仿的事物或行为的声音。现举例如下: 嗡嗡滴答砰砰咕哝喳喳嚎啕 扑通啪啪嘀咕咯咯嘤嘤呼哧 对于上述单词无需再作任何解释,因为它们不言自明。或许你还可以想出更多类似的单词来。 接下来是新造的词。讲英语的人总是根据需要创造词汇,而且每天仍在这样做。一种新造的词是由另外两个词构成的。字典里将这种词称为复合词。如果把“玩耍”和“物品”放在一起,我们就可以得到复合词“玩具”。你还能为下表添加多少类似的词呢? 雨衣奶昔楼上停顿前灯 关闭帆船楼下收入标题 除了把两个词放在一起之外,我们还可以给单词添加一些成分,即前缀和后缀。大多数前缀和后缀来自拉丁语和希腊语,而且它们都有自己特别的意义。当我们在词的前面加前缀或在其后面加后缀时,我们就改变了它的意思。例如,前缀re-意思为“再”。如果把re-加到“作”或者“画”的前面,我们就得到了两个新词,意思为“再作一次”和“再画一次”。Un-意思为“相反的”或者“不”。把un-加到“快乐的”或者“和蔼的”前边,我们就得到了“不快乐”和“不和蔼”。后缀-ness意思为“……状态”。“happiness”和“kindness”指快乐和仁慈的状态。这样就很容易理解“unhappiness”和“unkindness”两个词的意思了。被加上前缀和后缀的词称为词根。像“unkindness”一词的词根是“kind”。 有些词,如宇航员,完全是由希腊语或者拉丁语的前缀和后缀构成的。Astro-是希腊语前缀,意思为“与星星有关”;naut-意思为“与航行有关”。所以,宇航员就是“星球航行者”。其它的词也可以成为词根、前缀或者后缀,这取决于它们在单词里所处的位置。切记,前缀在最前面,词根其次,最后是后缀。现以“图表”一词为例,通过添加前缀和后缀,或者将它本身作为一个前缀或者后缀,可以用它造出许多不同的新词来。图表本身是指通过图画或者文字呈现出来的事物。例如,你的老师可能想通过绘制一份阅读测试分数图表来了解你的读书过程,或者一个商人想通过绘制图表来显示他的公司销售纪录的变化。现在,给图表这个词增加下表中列出的前缀和后缀,我们可以造出许多新词。注意,图表一词除了本身是个后缀以外,还是另一个更长的后缀中的一部分。 前缀 auto- 自己- bio- 生物,生平- phono- 声- photo- 光- tele- 远- 后缀 -graphy -学,-术 -graph -书,写 -ic -似的 -ology -学 -phone -声 以下是由“graph”构成的词:

英语泛读教程3 第三版 平台答案

Unit 1 Text: Exercises A: c B. D. Fast reading Home Reading 8. b Cloze1 1.going/about/trying 2.expectations/predictions 3.questions 4.answers 5. predictions/expectations 6.Tell 7.know/foretell 8.develop/present 9.worth Extra Passage 1 Key:BBCA Unit 2 Text: Exercises

A: b B. D. Fast reading Home Reading 8. b Cloze 2 1. communicate 2. ways. 3. using 4. of 5. Message 6. meet 7. causes 8. Meanings 9. to 10. eyes Extra Passage 2 Key: ADBCB Unit 3 Text: Exercises A: d

B. D. Fast reading Home Reading 8. d Cloze3 1.poor 2.habits 3.Lies 4. little 5.Unfortunately 6.what 7.slows 8.one reads. 9. than 10.Comprehension 11. cover Extra Passage 3 Key: DBABA Unit 4 Text: Exercises A: c B.

D. Fast reading Home Reading Cloze 4 1. studied 2.Satisfaction 3.reduced 4.reported 5.whose 6.published 7.on 8.such 9.illustrate/show/indicate 10. contributions Extra Passage 4 Key: ADDB Unit 5 Text: Exercises A: c B. D. Fast reading

阅读教程3答案

Unit 1 I.Reading for information 1. D 2. C 3. B 4. A 5. B 6. C II. Translation 1. 今天你们将离开培育你们的学术环境,直面真实的世界。 2. 你们即将离开学校,终于可以开始接受教育了。 3. 想找到一位保守的教授,那比要找到一个雪人还难。若想挑战一些有关政 治正确性的正统观点,那你将会被冠以一些难听的名号。 4. 如果你不相信我的话,那不妨去问一问那些因追随网络公司是通往财富之 路这一理论而破产的人们。现实击碎了他们的梦想。 5. 因此,欢迎你来到我们生活的这个理性的世界。一旦你把那些不切实际的 幻想拒之门外,你就会发现这个世界并不是太糟。 III.summary 1. emerge from, face the real world, go about 2. commitment to, benefit from 3. the enjoyment of reading, was associated with 4. reality, theory, realist, in theory 5. wishful thinking, go for, wind up with, twist and turns U2 I. Reading for information 1.B 2.A 3.D 4.C 5 .B 6.D II. Translation 爱是再简单不过的事,这一观点至今仍然十分盛行,尽管大量事实都对此予以否定。几乎找不到任何一种活动、任何一项事业像爱情这样满怀希望地开始,又频繁地以失败而告终。如果换了别的事情,人们一定会急于知晓失败的原因,思量如何才能做得更好,或者干脆放弃。既然人们永远不可能放弃爱情,那么要战胜失败,似乎就只有一个办法可行,那就是探究失败的原因,进而领会爱的真义。 III. Summary 1.a matter of chance, learned about 2. is based on , primarily, how to be loved 3. assumption, the right object 4. leading to, initial excitement, permanent state 5. theoretical knowledge, the mastery of the art U3 Reading for information 1. B 2. A 3. B 4. D 5. C 6. C II. Translation 1.莫顿把《纽约时报杂志》小心地放在腿上,转过那张精致而清瘦的脸对着那 人,脸上带着腼腆、歉意的微笑,像在指点学生的错误一般对那男人讲道理。 2.他那傲慢的话音里透着威胁。

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