新编大学英语4课后答案完整版

新编大学英语（第四册）习题答案

Unit1

1. 1) A entertaining B entertainment C entertained D entertainer

2) A recognizable B recognized C recognition D

3) A tempting B temptation C tempt

4) A reasoned B reasoning C reasonable D reason

5) A analyzed B analytical C analyst D analysis

6) A valuable B valuation C valued/values D values

7) A humorist B humor C humorous D humorless

8) A understandable B understanding C understand D misunderstood 2. 1) a sense of responsibility 2) a sense of safety/security 3) a sense of inferiority

4) a sense of superiority 5) a sense of rhythm 6) a sense of justice

7) a sense of shame 8) a sense of helplessness 9) a sense of direction

10) a sense of urgency

3. 1) Lively behavior is normal 2) Fast cars appeal to 3) diverse arguments

4) I asked my boss for clarification 5) sensitive to light 6) Mutual encouragement

7) made fun of him 8) persists in his opinion/viewpoint

9) to be the focus/center of attention 10) we buy our tickets in advance

4. 1) certain/sure 2) involved 3) end 4) behavior 5) disciplining 6) agreed

7) individually 8) first 9) response 10) question 11) attempt 12) voice

13) directly 14) followed 15) trouble

Unit2

Column A Column B The Compound Words

created through day throughout

up man upbeat, uplift

draw eared drawback

teen ready teenage

hand conscious handout, handwritten

birth back birthday, birthstone

chair distance chairman

rag beat rag-eared

ever lift ever-ready

over age overdue, overage

long due long-distance, long-eared

self stone self-conscious

mile out mileage, milestone

type wishing typewriter, typewritten

well Writer/written well-wishing, well-written

Step Two

1) long-distance 2) upbeat 3) ever-ready 4) overdue 5) typewriter

6) milestone 7) handwritten 8) uplifted 9) self-conscious 10) rag-eared

11) birthday 12) throughout 13) drawbacks 14) chairman 15) teenage

2. 1) A. intrigued v. interest

B. intrigue n. the act or practice of secretly planning to harm someone or make them lose their position of power 2) A. straining v. try very hard to do something using all your physical or mental strength

B. strain n. a force that stretches, pulls or puts pressure on something

3) A. savor n. taste; flavor

B. savored v. enjoy the taste or flavor of; enjoy as much as you can

4) A. treasure v. treat something as being very special, important, or valuable

B. treasure n. a store of gold, silver, jewels, etc.

5) A. credited v. consider … as having achieved something or being the reason for it

B. credit n. trust; faith

6) A. boost n. an encouraging act of cheering somebody up

B. boost v. make someone feel more confident and less worried

7) A. note n. a short, usually informal, letter

B. noted v. notice or pay careful attention to something

8) A. signed v. write your signature on a letter or document to show that

you wrote it, agreed with it

B. sign n. gesture used to ex press one’s meaning, idea, etc.

9) A. totaled v. come to a certain amount

B. total n. the whole amount

10) A. stuffed v. fill something with a substance

B. stuff n. substance or material

11) A. count n. the number that is reached when something is being counted

B. count v. be important

12) A. last v. manage to remain in the same situation

B. last n. the remaining part of something

13) A. complimented v. express praise or admiration of somebody

B. compliment n. an expression of praise, admiration, approval, etc.

14) A. flood n. a large number or amount

B. flooding v. arrive in large numbers

15) A. contact n. communication with a person, organization, country, etc.

B. contact v. reach (someone) by message, telephone, etc.

3. 1) thrives 2) strategy 3) annual 4) deserve 5) spontaneous 6) sincere 7) investments 8) enterprise 9) follow up 10) characterized 11) lingered

12) acknowledged

4. column 1) D 2) A 3) B 4) C tough 1) D 2) B 3) E 4) F 5) C 6) A

6. 1) searched 2) clever 3) solution 4) wasted 5) tolerate 6) hidden 7) dumb

8) subject 9) noise 10) extra 11) purchased 12) replaced 13) appreciation

14) hurried 15) warrant 16) strange

Unit 3

Understanding the Organization of the Text (1) Introduction (para 1) It has been proven repeatedly that the various types of behavior, emotions, and

interests that constitute being masculine and feminine are patterned by both heredity

and culture.

(2) There is a cultural bias in education that favors boys over girls. (para. 2-4)

Supporting evidence

A. Teachers called on males in class far more than on female students. (para 2)

i) Its consequence: This has a tremendous impact on the learning process.

ii) The reason for this: Active classroom participants develop more positive attitudes

and go on to higher achievement.

iii) Two examples:

a. In many of the former all-women’s colleges, the boys were taking over the class-room discussions and active participation by women students had diminished noticeably.

b. A similar subordination of female to male students has also been observed in law and medical school classrooms in recent years.

B. Teachers assigned boys and girls different tasks according to stereotyped gender roles. (para. 3) i) Its consequence: This prevented girls from participating as actively as boys in class. ii) An example: A teacher had the little boys perform the scientific experiment while the girls were given the task of putting the materials away.

C. Gender-biased education is also reflected in the typical American teacher’assumption. (para 4)

i) The assumption: Boys will do better in the hard, masculine subjects of math and science while girls are expected to have better verbal and reading skills.

ii) Three examples: a. American boys do develop reading problems, while girls, who are superior to boys in math up to the age of nine, fall behind from then on.

b. In Germany, all studies are considered masculine and it is girls who develop reading problems.

c. In Japan, where early education appears to be nonsexist, both girls and boys do equally well in reading.

(3) The educational bias begins at home. (para 5)

A. Supporting evidence: i) Boy preschoolers were permitted to go away from home in a much wider area than girl preschoolers.

ii) Boys were encouraged to develop intellectual curiosity and physical skills, while girls are filled with fears of the world outside the home and with the desire to be approved of for their goodness and obedience to rules.

B. The consequence when these lessons carry over from the home to the classroom: Girls are generally observed to be more dependent on the teacher, more concerned with the form and neatness of their work than its content, and more anxious about being right in their answers than in

being intellectually independent, analytical, or original.

C. Conclusion: Through the educational process that occupies most of the child’s waking hours, society reinforces its established values and turns out each sex in its traditional and expected mold.

V ocabulary

1. 1) genetic 2) assign 3) noticeably 4) approved 5) Bias 6) deprived 7) constituted 8) participation 9) unintentional 10) postgraduate

2.conscious- unconscious

encourage- discourage

directly- indirectly

sexist – nonsexist

dependent- independent

positive – negative

superior - inferior

biased – fair

limited – unlimited

appropriately- inappropriately

3. 1) C 2) D 3) A 4) E 5) B 6) C 7) F 8) B

4. 1) turn out

2) carry over

3) calling on

4) put away

5) fallen behind

6) take over

unit4

Reading Comprehension 1. 1) Introduction(para 1)

It is introduced in the article how teachers and parents can encourage

creativity in children.

2) An important strategy for parents and teachers to follow (para. 2-3)

A. The strategy: To encourage children to spend time thinking and developing new ideas.

B. The significance for adopting the strategy: If children can be taught to think creatively, they will be better able to

function in tomorrow’s society.

3) The definition of creativity (para. 4-5)

A. Who successful students and adults are:

Those who can find a number of ways to approach problems.

B. What creative people can do:

They can use what they have to produce original ideas that are good for

something.

4) A big problem in school (para. 6)

The problem: Children can obtain and give back information, but can’t figure out ways to apply what they know in new situations.

5) A new approach to teaching (para 7)

A. The approach: Combining the basics with the activities where students must

use their imaginations.

B. How to do so: By asking questions and meanwhile praising their ideas and

new thoughts.

C. How to facilitate the process: To create an atmosphere in which there is no risk in being creative-- a place where wild ideas are honored and valued,

never scorned or dismissed.

6) Things parents can do at home to encourage creativity (para. 8-10)

A. To involve children in decision making.

B. To help children to understand the consequences of various

decisions.

C. To encourage them to talk out loud about things they are doing. The reason

for doing so: Talking out loud improves language skills and thinking skills.

D. To show a sense of humor. The reason for doing so: Children can see

creativity in its purest form.

E. To give children choices from their earliest age.

Examples: a. When they are very young, let them choose between two food items for

lunch.

b. B. When they grow older, let them decide how to use their time or spend

their money.

V ocabulary

3. 1) dismiss 2) consequences 3) promoting 4) applies 5) vital 6) scorned

7) conventional 8) original 4. 1) consciously 2) innovative 3) unconsciously 4) determined 5)

Imagination

6) aware 7) control 8) created 9) extension 10) technique 11) vulnerable

12) unfolding 13) joyful 14) gain 15) Apply

Unit5

Understanding the organization of the text 1) Introduction (para. 1) Athletes are chosen to be role models, and they can choose only to be good or

bad ones.

2) Athletes should be role models. (para. 2-5)

The author’s arguments: A. Athletes should not refuse the responsibility of being a role model while

accepting all the glory and the money that comes with being a famous athlete.

(para. 2) B. I try to be a positive role model, but that doesn’t mean I am perfect. (para. 3) C. Qualities of a positive role model: (para. 4)

a. He influences people’s lives in a positive way.

b. He gives of himself in time or money to help those who look up to him.

c. He displays the values like honesty and determination.

D. Athletes cannot take the place of parents, but can help reinforce what parents

try to teach their children. (para. 5) 3) People sometimes expect so much that some athletes don’t want to be role

modes. (para. 6-7) A. Sometimes people put athletes on a pedestal. Example: I have had parents in Utah put my picture on the wall beside Jesus

Christ. (para. 6) B. Constantly being watched by the public can be hard to tolerate at times.

Example: 1: Negative publicity Michael Jordan received about gambling.

2. Ever since I played on the Dream Team, I can’t go anywhere

without being the center of attention and I can’t even buy a motorcycle I really want. (para. 7) 4) Conclusion (para 8-9)

The good things about being a role model outweigh the bad.

A. It’s a great feeling to think you are part of the reason that a id

decided to try

to be good.

B. But parents should remind their kids that there are no perfect human beings.

C. Charles Barkley is a good role model.

V ocabulary

2. 1) is bound to 2) follow their lead 3) goes too far/is going too far 4) take the place of 5) dropped out 6) have a fit 7) measure up to

8) look up to 9) Let’s face it 10) you name it 3. 1) outgrown 2) outdo 3) outwitted 4) outweigh 5) outlived

UNIT 7

1. belief – doubt deep- shallow learn- unlearn shame- pride inadequate-adequate

success- failure boring- interesting dependent-independent mediocre-excellent uselessuseful

well-informed ---- ill-informed smart- dull painful-painless imaginativeunimaginative

2. 1) deprived of 2) for the sake of 3) get away with 4) dropped out 5) by no means

6) got down to 7) distinguish…from 8) look back on 9) gone through

10) after all 11) be rid of 12) on my own

3.

choice secure hear who keep while now This pressure expecting tests within had catch marks patents obtain/get teachers relax shape

UNIT 8

1. C E B D A F

2. relearn再学习regain收回，重新获得 redo 重做，再做rewrite 重写，改写

rearrange重新整理reclaim要求归还，收回remodel重新塑造，改变 replace取代

rephrase重新措辞 rejoin 再结合，在加入 reform 改革 readjust 重新调整

reunited（使）再结合 rebroadcast 转播，重播 reread 再读 review 复习

3. B A D A D C A A A B

UNIT 9

1. 1) observation 2) available 3) discoveries 4) acceptance 5) experimentation

6) inventions 7) evolution 8) adaptable 9) innovative 10) objectivity

2. 1) out of the ordinary 2) preceded 3) To be exact 4) Contradict(ed) 5) Prosperity

COLUMN A COLUMN B

Invention invent

available nnovate

Adaptable Adapt

Discovery Discover

Acceptance Accept

Evolution Evolve

Objectivity Objective

Observation Observe

Experimentation Experiment

Prosperity Prosper

disastrous disaster

6) Gave birth to 7) Catch our breath 8) had in mind 9) proposed

10) converted 11) disastrous 12) negative

3. 1) She had hardly sat down

2) Especially if/ when you want to reserve a seat

3) is not necessarily the most useful

4) What sort/kind of person do you have in mind

5) There’s a limit on the time

6) Spend part of his childhood

7) three times as many girls as boys

8) as do most of the people who live in this village

9) but on the other hand it would be sad to lose the family atmosphere

10) Depite/ In spite of international pressure