泛读教程第三册cloze答案原文

Uni t1. The ability to predict what the writer is going/ about/ trying _______ to say n ext

is both an aid to un dersta nding and a sig n of it.

A predictio n beg ins from the mome nt you read the title and from expectati ons 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 in volved.

If you formulate your predict ions as questi ons which you thi nk the text may an swer,

you are preparing yourself to read for a purpose: to see which of your questions are in fact dealt with and what

an swers are offered. If your readi ng is more

purposeful you are likely to understand better.

Naturally your predictio ns/expectatio ns will not always be correct. This does

not matter at all as long as you recog nize whe n they are wrong, and why .In fact mistake n predicti ons can

tell you the source of misun dersta nding and help you to

avoid certa in false assumpti ons.

Predict ion is possible at a nu mber of levels. From the title of the book you can know/foretell the topic and the possibly something about the treatment. From

the beg inning of the senten ces, you can ofte n 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

trai ning.

Unit2. Education is not an end, but a means to an end. In other words, we do

not educate childre n just/ only for the purpose of educat ing them. Our purpose is to fit them for life.

In many moder n coun tries it has for some time bee n fashi on able to think that,

by free educati on for all, one can solve all the problems of society and build a perfect n ati on. But we can already see that free educati on for all is not eno ugh;

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 coun tries.

But we have only to think a mome nt to see/know/un dersta nd that the work of a completely uneducated farmer is far more important than that of a professor. Wecan

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

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 n ecessary to society, that is very wrong/in

correct/err on eous to be ashamed of on e's work or to scor n some one else ' s. Only such a type of educati on can be called valuable to society.

Unit3. Humanbeings 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 evidenee., 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/experienee difficulty in finding exactly what in the

com muni catio n causes the cha nge of mea ning, and any stateme nt 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 impressi oni stic terms. It is likely to refer to

some thing like a “glint ” in a person ' s eyes , or a “threatening ” gesture, or provocative manner.

Uni t4. How do the birds find their way on their eno rmously long journ eys? 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 Iandmarks could hardly be

seen. And other birds migrate

over the sea, where there are no Iandmarks 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 extraord inary feat of en dura nee, but there are no

Ian dmarks on the ocea n 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 experime nts hitherto made to see whether magn etism has any effect/i nflue nee whatsoever on ani mals have give n n egative results. Still, where there is such a biological mystery as migrati on, even improbable experime nts are worth tryi ng.

It/this was being done in Poland, before the invasion of that country, on the possible

in flue nee of magn etism on path- finding. Magn ets were attached to the birds ' heads

to see if/whether their direct ion-sense was con fused thereby. These unfini shed

experiments had, of course, to be stopped.

Un it5. Man first existed on earth half a millio n years ago. The n he was little

more than an animal; but early man had several big advantages over the animals. He

had a large head/bra in , he had an upright body, he had clever han ds; he had in his brain special groups of nerve cells, not found in animals, that enabled him to invent a language a nd use it to com mun icate with his fellow men. The ability to speak was of very great use/value/significance/importanee because it was allowed mento share

ideas, and to pla n together, so that tasks impossible for a sin gle pers on 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

in creased.

It was these special adva ntages that put men far

ahead of all other living

creatures in the struggle for survival/existe nee . They

can use their in tellige nee

handin g/overco ming their difficulties and master them.

Un it6. Lan guage varies accord ing to sex a nd occupatio n. The Ian guage of man

differs subtly from that of women. Men do not usually use expressions such as “its darling, ” and womentend not to swear as extensively as men. Likewise, the Ianguage

used in address ing men and wome n differs subtly: we can complime nt 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 Ianguage to vary, particular in the use he makes

of tech nical terms, that is, in the use he makes of the jarg on of his vacati on.

Soldiers, den tist, hairdressers, mecha nics, yachtsme n, and skiers all have their particular special languages . Sometimes the consequenee is that such persons have difficulty in communicating with people outside the vacation on professional maters because the tech ni cal 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 un derworld. There may well be a more highly developed use of jarg on in occupatio ns

that require considerable education, in which words, and the concepts they use, are

mani pulated rather tha n objects, for example in the legal and teach ing

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, con ti nues at a rapid rate.

Each mew satellite and space probe gives scie ntists new in formatio n. As men explore outer space, some of the questions they have long asked/wondered about will be an swered at last.

The greatest questi on of all concerns life itself. Is there in tellige nt life out side

the earth? Are there people, or creatures of some sort/kind living on Mars, Venus, or some other pla net of the solar

system? Are there pla nets orbit ing/goin g/circli ng around stars other tha n 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 liv ing thi ngs seem to n eed. Un til a short time ago, we thought there were only a few planets. Today, scientists believe that ma ny stars have pla nets going around them.

Weknow 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 any where else, our telescopes are not powerful eno ugh to pick up their feeble reflected light. But astro no mers guess that one

star in a hun dred has at least one planet where life could exist.

We are quite sure that life could begi n on a young pla net. A new pla nt would be likely to con tain great seas, together with heavy clouds of water vapor and other gases. Electric storms would be com mon .It is possible that simple living cells might from whe n electricity passed through the

clouds. An experime nt made in 1952 at the University of Chicago seems to prove this. By passing electricity through nonliving

materials, scie ntist made cells like those of living creatures.

Un it8. At the begi nning of the nin etee nth cen tury 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 womanhad 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 testim ony 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

gen erally. For the most part, wome n lacked opportunities for education, vocational training, and professional employment. The belong in the home, and determined efforts were is her harbor. Most Sydneysid ers can see at least a glimpse of blue sea from their win dows. Nearly every one lives within an hour from a beach. On weekends sails of all shapes, sizes and colors glide across the water. Watch ing the yacht races is a favorite Saturday activity.

The harbor divides Sydney into north and south sect ions. The harbor bridge conn ects the two. It was built in 1932 and cost 20 milli on.

Another Sydney symbol stands on the harbor shore. Sydney ' s magnificent opera

house celebrated its 20 th anni versary last year. Danish desig ner Jorn Utzon won an intern ati onal con test with his desig n. The structure contains several auditoria and theaters. But not all con certs are held in the buildi ng. Sun day after noon con certs

on the building ' s outer walk attract many listeners. Sydney' s trendy suburb is Paddington. Houses are tightly packed together . Many were first built for

Victoria n artists. Now fashi on able shops, restaura nts, arts galleries and interesting people fill the area. The best time to visit is Saturday, whenvendors sell everything. So there is one of the world ' s most n atio nal consen sus was that wome n made

to see that they stayed there.

Unit9. Sydney' s best feature

attractive cities ---Sydn ey, Austria n.

Unit 10 Architectural desig n in flue nces how privacy is achieved as well as how social con tact is made in public places. The con cept of privacy is not unique to a particular culture but what it means is culturally determ ined.

People in the United States tend to achieve privacy by physically separating themselves from others. The expression “good fences make good neighbors ” is a

preferenee for privacy from neighbors ' 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 whe n in dividuals n eed privacy, it is acceptable for them simply

to look into themselves. That is, they do not n eed 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. Whena 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

America ns, the physical divisi on of space and the use of architectural features permit a sense of privacy. The way space is used to help the in dividual to achieve privacy, to build homes or to desig n cities if culturally in flue need. Dr. Hall summarizes the relati on ship betwee n in dividuals and their physical surroundin gs:

Man and his exte nsions con stitute one in terrelated system. It is a mistake to act

as though man was one thing and his house or his cities, or his Ian guage wee someth ing 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 milli on items---a nu mber 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 Jeffers on sold the gover nment 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. docume nts were excha nged for those of other coun tries . The copyright law

of 1870 en sured the library would always be up to date by requiri ng 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. Asuggestion 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 con struct ion for more tha n a de cade, but the library ' s Thomas Jeffers on

Buildi ng was fin ally ope ned 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 a nd bus in ess have found creative ways to reduce and better man age their trash through a coord in ated mix of practices that in eludes source reducti on.

Simply put source reduct ion is waste preve ntio n. It in cludes many actions that

reduce the disposal amount and harmfu In ess of waste created. Source reducti on can con serve resources , reduce pollutio n, and help cut waste disposal and handing costs

(it avoids the costs of recycli ng , la ndfilli ng, and combusti on).

Source reduct ion is a basic soluti on to too much garbage: less waste mea ns less

of a waste problem. Because source reduct ion actually preve nts the in crease of waste in the first place , it comes before other measures that deal with trash after it

is already gen erated. After source reducti on, recycli ng is the preferred waste management option because it

reduces the amount of waste going to Iandfills and

con serves resources.

Un it13. The first step in help ing the patie nt is to accept and ack no wledge his

ill ness. The cause of symptoms must be found, and measures to relieve them and to preve nt recurre nee must be take n. Thorough exam in ati ons are essen tial . Although

the physician may suspect that the illness is due to emotional rather than physical cause, he must search carefully for any evide nee 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 patie nt ' s con fide nee . He knows that his con diti on and symptoms are being take n seriously. If no orga nic basis for his compla ints is found, he usually

will find this n ews easier to accept whe n he knows he has had a thorough exam in ati on. Finding no physical cause for the disorder points the way to un dersta nding the patient ' s condition. What is the cause? Is it emotional stress? If so, what kind? What are the problems which are upsett ing the patie nts?

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 pla nts and ani mals cha nged/had to fit their en viro nment and a useful

physical change would be passed on _t^ 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/len gthe ned their n ecks a small amount.

Their offspri ng in herited this Ion ger n eck. The offspri ng the n stretched their n ecks

a little bit Ion ger. They passed this even Ion ger n eck on to their own offspri ng.

After many generations, giraffes developed the long necks that they have today.

Not all of Lamarck's theory is accepted today. Most scie ntists do not believe

that the environment has a(n) effect/influenee on the evolution of life forms. Nut t hey don ' t agree with the notion/idea that a physical change in a plant ' s or

ani mal ' s body is passed on to the offspri ng. In stead, 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, freque nt means of tran sportati on are of the greatest importa nee. In London, where

most people live long dista nce/away from their work, all officers, factories and

schools would have to choose if the buses, the trains and the Un dergr ound 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 Un dergro und is very clea n, and the electric tra ins make faster runs possible.

At every Un dergro und stati on/stop there are maps of all the Un dergro und lines

in London, so that it is easy to see how to get wherever one wants to go. Each station has its namewritten up clearly and in large letters several times, so that one can

see whe n one comes to where one must get out. At some statio ns one can cha nge to a differe nt un dergro und 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 accide nts. To cha nge 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

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2(王守仁)问题详解

Keys to Reading Course 2 Unit 1 Reading Section A Word Pretest 1.B 2.A 3.B 4.A 5.B 6.C 7.B 8.C Reading Comprehension 1.B 2.A 3.B 4.B 5.C 6.C Vocabulary Building Word Search 1. assignment 2. irony 3. reverse 4. accomplish 5. assemble 6. squeeze 7. sensual 8. fragment 9. narcotic 10. adolescence Use of English 1Bob agreed to take on the leadership of the expedition. 2The world was taken in by his fantastic story of having got to the Pole alone. 3He took up his story after a pause for questions and refreshments. 4That takes me back to the time I climbed to the top of Mount Fuji. 5The members of the party took it in turns to steer the boat. 6They took it for granted that someone would pick up their signals and come to their aid. Stems 7proclaim: to announce officially and publicly; to declare 8percentage: a proportion or share in relation to a whole; a part 9confirm: to support or establish the certainty or validity of; to verify 10affirm: to declare positively or firmly; to maintain to be true 11centigram: a metric unit of mass equal to one hundredth of a gram 12exclaim: to express or utter(something) suddenly or vehemently Synonyms 1. adaptability 2. purpose 3.strained 4.hold 5.defeat Cloze important second France student bilingual monolingual serious means use difficult Section B 1.F 2.T 3.T 4.C 5.A 6.B 7.B 8.B 9.B 10.T 11.T 12.F 13.F 14.T 15.T Section C 1.F 2.T 3.T 4.F 5.T 6.F 7.F 8.F 9.F 10.F Unit 2 Music Section A Word Pretest 1. B 2. C 3. B 4. C 5. B 6. B Reading comprehension

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

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