搜档网
当前位置:搜档网 › 日语泛读教程1 第一课课后答案

日语泛读教程1 第一课课后答案

日语泛读教程1 第一课课后答案
日语泛读教程1 第一课课后答案

練習問題の解答

阅读文1

1、(1)今までのことはすでに決まっていて、変えることができない。

(2)例えば、とういう授業科目を選択するか、どんな先生の指導を受けるか、どんな活動に参加するか、どんな友人と知り合いになるか、などなど。

(3)若さには不可能を可能に変えさせてしまう力があると筆者は思っている。

(4)

(5)

2、(1)c (2)a(3)d (4)a

3、d

4、(1)第一段落

(2)他の段落は若者にとっての選択を述べているが、この段落は筆者の経験を述べている。

5、大学に入った諸君にはこれから進むべき道がたくさんある。その中から懸命な選択をしなくてはならない。小さい選択の積み重ねが卒業時の結果となるのである。若さには不可能を可能に変えさせる力がある。大きな目標に向かって果敢にチャレンジしなければならない。

6、勉強法についてのアンケート。

阅读文2

1、d 2、c 3、a 4、c 5、b

阅读文3

1、c2、c 3、a 4、a 5、c

泛读教程第一册 Unit 4 Food

Unit 4 Food(饮食)--- A Food Tour of the United States Task 1: Discussion 1.Do you know some information about regional feature of Chinese food and some specialties in each region? 2.Do you know what the features of American food are? Do you know how many distinct regions are there in U.S? What are they? (the Northeast; the South; the Mountain States; the Southwest states; and ?) 3.* Why American food is regional in character? (The U.S has a large area. Each place has their unique geographical and climatic condition, so it produces unique food materials, such as the Northeast which borders sea, river and lake is rich in seafood and the Mountain states produce wild games. The similar rule can also be applied in self-cultivation, running a company and governing a country: to find out our own unique talent, our strength; the more loca/nationall, the more international.) Reading- skill questions about the text: 1.What’s text-type? (narration, description, exposition, or argumentation) 2.What’s th e topic and main idea of the text? (Reading skill: distinguish /obtain main idea and discourse topic quickly and efficiently) Topic: food Main idea: American cooking is regional in character./ one feature of American cooking is variety. 3.Which is the topic sentence in Para.1, sentence 1 or sentence 2? Why? 4.Para2.: guess the meaning of the unfamiliar word “ hearty” in “Mixed in an iron pot and …….” (hearty: [attrib]large; eg. eat a hearty breakfast 丰盛的;have a hearty appetite 胃口很好) Task 2 1.Analyzing different types of reading comprehension questions: Q1: testing skimming skills--- to obtain main idea quickly and efficiently Reading strategy/solution: 文体判断为说明文,顾第一段为重要 Q2-8: testing scanning skills--- to find some key words or phrases; figures, percentages quickly Homework: discussion Why do many people want to go into business for themselves rather than work for an already existing organization? What’s the attraction? To be a manager or leader of a company, what are some of the qualities do you think he or she should have? Reading skill testing: 1.He put his milk in a pouch made from a sheep stomach and set off across the desert. What is the meaning of the word “Pouch”? (C) A. milk B. desert C. a container D. a stomach 2.The movement of his camel, the desert heat, and the chemicals in the pouch made the milk separate into curd and whey. The thick part, or curd , was the first cheese. What is the meaning of the word “curd”? A. the camel B. the thick part of the milk C. desert heat D. milk

综合教程1课后答案

综合教程1课后答案 Unit 1 College Life Enhance Your Language Awareness Words in Action 1. (P.23) 1) deliver 2) polish 3) available 4) latter 5)file 6) thrive 7) undertook 8) practical 9) fulfill 10) perceived 11) accumulated 12) multiplied 2. (P.24) 1)compromise 2) self-induced 3) steered 4) frame 5)demonstrated 6) employ 7) promote 8) impressed 9)contribution 10) deliberately 11) financial 12) economic 3.(P.24) 1)makes a point of 2) refresh my memory 3) lead to 4) at hand 5) working out 6) under pressure 7) Last but not least 8) down 9) In addition to 10) were involved 11) in other words 12) pointed out 13) pay off 4. (P.25) 1) scored 2) scheduled 3) assigned 4) motivated 5) crucial 6) promote 7) perform 8) debate 9) scanned 10) devised 11) advocated 12) clarify 13) priorities 14) compromised 15) context 16) undertook Final sentence: academic excellence Increasing Your Word Power 1.( P.26~27) 1)principal/ major 2) top 3) major 4) top 5)principal 6) major 7) schedule 8)advocate/have advocated 9) top 10) approach 11)blame 12) major/ principal 13) advocate 14) schedule 15)blame 16) approaching 17) pressure 18) pace 19)pressured 20) pace Cloze (P.31) 1)academic 2) priorities 3) conducted 4) principles 5)begin 6) priority 7) compromised 8) addition 9)filling 10) Speaking 11) formula 12)Participation/ Participating 13) based 14) least 15)way 16) pressure

英语泛读教程2参考答案(1-10)

英语泛读教程(第2册)参考答案 Unit One Comprehension Points 1.Every year at the same time the stars were in the same place in the sky. 2.They are the planets. 3.He thought that … (Page 2, parag. 12) 4.The idea was that the stars and the sun did not turn around the earth. Instead, it was the earth that was turning. The sun and the stars were not really moving. 5.Because they would upset the whole science of astronomy and cause cruel persecution by the Church. 6.Content/details. https://www.sodocs.net/doc/c412318265.html,mon. 8.Because radio telescopes find out new stars by picking up radio waves from them. 9.It means the group of stars that our earth is a member of. 10.The implication is that probably by then the earth has already been melted. 11.Every three days it gets very dim. It stays dim for a few hours, then it gets bright again. 12.Because a comet isn’t solid. It is thin like a cloud. Its tail is nothing but glowing gas. And its head is made of small pieces that could not hurt the earth. Exercises I. True or false 1. F 2. F 3. T 4. F 5. T 6. F 7. T 8. T 9. T 10. F II. 1.略。 2.Four stages. Childhood, manhood, old age, and the last stage. 3.The very hottest ones are blue. Those not quite so hot are white, and those less hot than the white ones are yellow and red. 4.略。 5.They help sailors to find their way and they help us to tell time. Unit Two Comprehension Points 1.It means to function properly. 2.电气史上最伟大的人物之一迈克尔·法拉第写了一篇报告,介绍了一种叫做gutta percha 的类似橡胶的物质,这种物质是从生在在马来西亚的一种树上提取出来的。 3.It means to bring out of the water on to the land. 4.To lay a cable under the Atlantic. 5.To become weaker. 6.第一个it指的是the telegraph failed,第二个it指的是it ever worked,第三个it指的是 the cable. 7.Because a big ship can’t carry the end of the cable on to the shore, it will get stranded.

日语泛读教程1第一课译文资料.doc

阅读文1 译文 明智的选择 北原保雄 同学们,年轻人的人生充满希望。以往的经历是既成的事实,无法更改。但是,从今以后,一切都是未知数,存在各种可能性。大学毕业后,该做什么呢。是考研究生,还是就业,抑或去日本留学?无论升学还是就业,其中仍然有各种各样的领域、专业,有各种各样的行业、公司。这一切都是大家可以选择的道路。人生的道路上有连续不断的岔路口。在决定报考哪所大学,或大学毕业进入新的人生阶段时,自己也能意识到是处在岔路口上。即使是现在也有各种各样的可能性,干什么、去何处等等,我们总是站在岔路口上。在各位考入的大学里面也有许多可走的路。这许许多多的路都是今后的选择。各位必须从中作出明的选择。各种不易觉察的小小选择,如选修什么课程,接受什么样的老师指导,参加什么活动,结交什么样的朋友等等,积累起来都会成为毕业时的结果 如今已经有了一把年纪的我,回首自己的过去,再次强烈感到人牛之路确实有无数的岔路口。在各种各样的岔路口中, 小的岔路口已经忘记,但会想起自已实实在在苦恼时的情景。选择日本语学专业,选择走研究者之路等等,都是大的岔路口。如果当时在各个岔路口选择了其他的路,就没有今天的我。

在岔路口所遇到的选择项中,也有一些 因家庭、经济的缘故面几乎不可能实现的。然面,青春却可以将这不可能变成可能。青年时代是最有干防的时代,是必鼓足干劲的时代。青春具有将不可能变为可能的力量。与谢野品子说“在青春面前,既没有不可能也没有阴影,她是照亮一切的太阳”。同学们,朝着宏伟的大目标勇敢地挑战吧教学

赠送以下资料 考试知识点技巧大全 一、考试中途应饮葡萄糖水 大脑是记忆的场所,脑中有数亿个神经细胞在不停地进行着繁重的活 动,大脑细胞活动需要大量能量。科学研究证实,虽然大脑的重量只占 人体重量的2%-3%,但大脑消耗的能量却占食物所产生的总能量的20%,它的能量来源靠葡萄糖氧化过程产生。 据医学文献记载,一个健康的青少年学生30分钟用脑,血糖浓度在120 毫克/100毫升,大脑反应快,记忆力强;90分钟用脑,血糖浓度降至80 毫克/100毫升,大脑功能尚正常;连续120分钟用脑,血糖浓度降至60毫克/100毫升,大脑反应迟钝,思维能力较差。

新世纪阅读教程1完整答案

Unit 1 I. Reading for information 1.B 2.D 3.B 4.C 5.A 6.C II. Translation 1. 但是只要说上几句话,他的口音就很容易被辨认出来。 2. 他不会轻易发火,有一颗金子般的心,你很少能从他的嘴里听到攻击和批评别人的话。 3. 常言道:善行胜于善言。父亲的身教对我的影响远远超过了他的言传。 4. 面对生活的沧桑,大布鲁诺怎么能不提高嗓门,怎么能保持心气平和?难道力气这么大的人不该脾气也大吗? 5. 体育明星和歌星|、影星的确能够鼓舞人心,但是“英雄”这个头衔还是应该留给像我父亲 那样,为了自己所爱的人孜孜不卷地工作的人。 III. Summary 1.hard work, pays off 2.Big Bruno, strong in stature, a gentle spirit 3.most patient, slow to get angry, a heart of gold, a lot of friends 4. a role model, a true friend, a treasure 5.hero, does good, loves everyone, doesn’t expect anything, in return, work tirelessly, the good race I. Skimming question 1 A II. Skimming question 2 A teacher should … 1. be pleasant live and attractive 2. have a genuine capacity for sympathy 3. be both intellectually and morally honest 4. be mentally alert 5. be capable of infinite patience 6. have the kind of mind which always wants to go on learning III. Scanning question 1 4

全新版大学英语_综合教程1_课后翻译与答案

《全新版大学英语综合教程1 课后翻译及答案》Unit 1 Growing Up 为自己而写 ——拉塞尔·贝克 从孩提时代,我还住在贝尔维尔时,我的脑子里就断断续续地转着当作家的念头,但直等到我高中三年级,这一想法才有了实现的可能。在这之前,我对所有跟英文课沾边的事都感到腻味。我觉得英文语法枯燥难懂。我痛恨那些长而乏味的段落写作,老师读着受累,我写着痛苦。弗利格尔先生接我们的高三英文课时,我就准备着在这门最最单调乏味的课上再熬上沉闷的一年。弗利格尔先生在学生中以其说话干巴和激励学生无术而出名。据说他拘谨刻板,完全落后于时代。我看他有六七十岁了,古板之极。他戴着古板的毫无装饰的眼镜,微微卷曲的头发剪得笔齐,梳得纹丝不乱。他身穿古板的套装,领带端端正正地顶着白衬衣的领扣。他长着古板的尖下巴,古板的直鼻梁,说起话来一本正经,字斟句酌,彬彬有礼,活脱脱一个滑稽的老古董。 我作好准备,打算在弗利格尔先生的班上一无所获地混上一年,不少日子过去了,还真不出所料。后半学期我们学写随笔小品文。弗利格尔先生发下一张家庭作业纸,出了不少题目供我们选择。像"暑假二三事"那样傻乎乎的题目倒是一个也没有,但绝大多数一样乏味。我把作文题带回家,一直没写,直到要交作业的前一天晚上。我躺在沙发上,最终不得不面对这一讨厌的功课,便从笔记本里抽出作文题目单粗粗一看。我的目光落在"吃意大利细面条的艺术"这个题目上。

这个题目在我脑海里唤起了一连串不同寻常的图像。贝尔维尔之夜的清晰的回忆如潮水一般涌来,当时,我们大家一起围坐在晚餐桌旁——艾伦舅舅、我母亲、查理舅舅、多丽丝、哈尔舅舅——帕特舅妈晚饭做的是意大利细面条。那时意大利细面条还是很少听说的异国食品。多丽丝和我都还从来没吃过,在座的大人也是经验不足,没有一个吃起来得心应手的。艾伦舅舅家诙谐有趣的场景全都重现在我的脑海中,我回想起来,当晚我们笑作一团,争论着该如何地把面条从盘子上送到嘴里才算合乎礼仪。 突然我就想描述那一切,描述当时那种温馨美好的气氛,但我把它写下来仅仅是想自得其乐,而不是为弗利格尔先生而写。那是我想重新捕捉并珍藏在心中的一个时刻。我想重温那个夜晚的愉快。然而,照我希望的那样去写,就会违反我在学校里学的正式作文的种种法则,弗利格尔先生也肯定会打它一个不及格。没关系。等我为自己写好了之后,我可以再为弗利格尔先生写点什么别的东西。 等我写完时已是半夜时分,再没时间为弗利格尔先生写一篇循规蹈矩、像模像样的文章了。第二天上午,我别无选择,只好把我为自己而写的贝尔维尔晚餐的故事交了上去。两天后弗利格尔先生发还批改过的作文,他把别人的都发了,就是没有我的。我正准备着遵命一放学就去弗利格尔先生那儿挨训,却看见他从桌上拿起我的作文,敲了敲桌子让大家注意听。 "好了,孩子们,"他说。"我要给你们念一篇小品文。文章的题目是: 吃意大利细面条的艺术。"

大学英语泛读教程第一册参考答案

大学英语泛读教程第一册参考答案 (高等教育出版社,2010年3月版) Unit 1 Chapter 1 A family sees America Together (P. 2—17) G. Blank Filling (P 11) 1. describing 2. journal 3. sign 4. websites 5. miss H. Translation (P. 12) 1. By using computers and the Internet 2. if we are friendly and helpful to others 3. learn about our country and (our) people 4. enjoyed his trip in Europe 5. on the day that/when they left Chapter two F. Word forms (p. 27) 1. a. solves (v.) b. solutions (n.) 2. a. education (n.) b. educate (v. ) 3. a. locate (v.) b. locations (n.) 4. a. construction (n.) b. construct (v.) 5. a. organization (n.) b. organizes (v.) G. Blank Filling (p. 28) 1. habitat 2. community 3. endangered 4. solution 5. For instance

《日语阅读2》课程教学大纲

《日语阅读2》课程教学大纲 课程编号:1231135 课程名称:日语阅读2 总学时数:32 实验或上机学时:16 先修课:日语阅读1 后续课:日语阅读3、4 一、说明部分 1.课程性质: 学科专业基础课。授课对象为大二学生。 2.教学目标及意义: 本课程通过对学生进行大量阅读训练,从而扩大学生的词汇量和知识面,了解适应各种不同的文体和主题,提高阅读理解能力、思维分析能力以及进行跨文化交际的能力。 3.教学内容和要求: 该课使学员对其已学的基础语言知识得以进一步巩固提高并扩大知识面、词汇量,增强阅读理解能力以及尝试运用已学的语言知识解决有关问题。本阅读课程选用的阅读文内容新颖、具有时代感和前沿性,能够提高学生对于将来社会的适应度。教学要求方面,首先要求学生课前积极预习;其次,要求学生在学习课文时积极进行思考,做到活学活用。在进行本课程教学时,教师应做到粗中有细,在从语篇结构进行分析讲解的同时,也要对容易引起误解的词汇和句型等进行讲解。 4.教学重点难点: 随着学习的深入,对词汇量的要求也逐渐加大;文体的多样性。 5.教学方法和手段: 本课程教学方法以教师讲解阅读文和学生分组讨论、回答问题这两方面为主要内 容。针对某问题,通过先让学生思考、讨论,之后再讲解的方式来锻炼学生的阅读 思考能力。另外在进行教材教学的同时,通过随堂限时阅读测试的方式训练学生的 实战能力。 6.教材: 陈俊森.《日语泛读教程2》.高等教育出版社 参考书目: 《日语泛读教程教学参考书》.高等教育出版社 《新标准日语读解教程》.大连出版社

7. 其他 考核方式:命题考试40%、过程考核40%、课堂笔记10% 二、正文部分 1.教学要求 以《日语泛读第二册》为主,讲读十篇课文。另穿插《新标准日语读解教程》中六次二级阅读模拟题,当堂完成并讲解易错题(12课时)。 2.教学内容 第一课電子メディアは道具である 知识要点:背景知识:桦岛忠夫及其作品;词汇和语法:电子互联网相关词汇 本章课时数:2课时 第二課分相応と分不相応 知识要点:背景知识:作者川本三郎;练习题:关于人生价值以及年轻人的价值观等让同学写读后感。 本章课时数:2课时 第三課ことわざの誤解 知识要点:背景知识:作者柴田武及其作品;文章的理解:了解谚语知识,理解日本语言的发展动态。 本章课时数:2课时 第四課コンビに考 知识要点:背景知识:作者速水健次郎 本章课时数:2课时 第五課人形 知识要点:背景知识:作者小林秀雄及其作品;文章的理解:培养学生对散文的鉴赏力和对语言的感受性。 本章课时数:2课时 第六課世界を歩く 知识要点:背景知识:作者黑岩撤及至著作;文章的理解:组织学生讨论关于“手机的利害以及社会学相关”的内容 本章课时数:2课时 第七課水と緑と土 知识要点:背景知识:作者富山和子,了解其主要思想和作品;文章的理解:学习本篇课文,并组织学生开展关于经济发展和环境文体的讨论;练习题:关于本节课让学生写感想文。 本章课时数:2课时

全新版大学英语综合教程1课后答案

Key to Exercises (unit 1) Vocabulary: I. 1). respectable 2) .agony 3). put down 4). sequence 4). rigid 5). hold back 6). distribute 7). off and on 8). vivid 9). associate 10). finally 11). turn in 12). tackle 2. 1) has been assigned to the newspaper’s Paris office 2) was so extraordinary that I didn’t know whether to believe him or not 3) a clear image of how she would look in twenty year s’ time 4) gave the command the soldiers opened fire 5) buying bikes we’ll keep turning them out 3.1) reputation/rigid / to inspire 2) and tedious / what’s more / out of date ideas 3) compose / career / avoid showing / hardly hold back II. 1). composed 2). severe 3) agony 4). extraordinary 5). recall 6). command 7). was violating 8). anticipate III. 1. at 2. for 3. of 4. with 5. as 6. about 7. to 8. in 9. from 10. on/upon Comprehensive Exercises (A) (1) hold back (2) tedious (3) scanned (4) recall (5) vivid (6) off and on (7) turn out/in (8) career (B) (1) last (2) surprise (3) pulled (4) blowing (5) dressed (6) scene (7) extraordinary (8)image (9)turn (11) excitement II. Translation 1 1) As it was a formal dinner party, I wore formal dress, as Mother told me to. 2) His girlfriend advised him to get rid of /get out of his bad habit of smoking before it took hold. 3) Anticipating that the demand for electricity will be high during the next few months, they have decided to increase its production. 4) It is said that Bill has been fired for continually violating the company’s

泛读教程第二册答案(全)

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 1. Bob agreed to take on the leadership of the expedition. 2. The world was taken in by his fantastic story of having got to the Pole alone. 3. He took up his story after a pause for questions and refreshments. 4. That takes me back to the time I climbed to the top of Mount Fuji. 5. The members of the party took it in turns to steer the boat. 6. They took it for granted that someone would pick up their signals and come to their aid. Stems 1. proclaim: to announce officially and publicly; to declare 2. percentage: a proportion or share in relation to a whole; a part 3. confirm: to support or establish the certainty or validity of; to verify 4. affirm: to declare positively or firmly; to maintain to be true 5. centigram: a metric unit of mass equal to one hundredth of a gram 6. exclaim: 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

泛读教程1答案-Unit1-16

Unit 1 University Student Life Section A Word Pretest 1. D 2. B 3. B 4. C 5. D 6. D 7. A 8. B Reading Comprehension l. F 2. T 3. F 4. T 5. F 6. F 7. T 8. F Vocabulary Building Word Match rationally in a way based on reason rather than emotions established accepted; recognized various different panic sudden fear consolidate strengthen assignment homework biological of living things flexible not fixed

strenuous stressful; requiring effort and energy master overall recreation way of spending free time estimate calculate roughly routine regular; usual priority first concern relaxation rest 1. flexible 2. established 3. panic 4. strenuous 5. priority 6. routine 7. Rationally 8. recreations Suffix 1. familiarize 2. visualize 3. merely 4. idealize 5. finalize 6. necessarily 7. physically 8. highly Cloze favorable their respected professors authority role expect need several changes Sec tion B

日语泛读课程教学大纲

日语泛读课程教学大纲 课程名称:日语泛读A,B 英文名称: Japanese Extensive Reading 课程类别:专业必修课 学时:32+32 学分:4 适用对象:日语专业二年级 一、本课程的性质、目的与任务: 泛读是一门专业技能课,其目的是在于培养学生的阅读理解能力和提高学生的阅读速度,培养学生细致观察语言的能力以及假设判断、分析归纳、推理检验等逻辑思维能力;提高学生的阅读技巧,包括细读、略读、查读等能力;并通过阅读训练帮助学生扩大阅读量、吸收语言和文化背景知识。泛读课应注重阅读理解能力与提高阅读速度并重。 泛读课的主要任务是指导学生掌握各种阅读方法,从而提高阅读的准确性,加快阅读速度,加深知识范围的广度,并培养学生独立地在网上查找获取信息的能力。 二、教学基本要求: 二年级要求能读懂难度相当于专业四级和国际二级的文章。要求在理解的基础上抓住要点,并能运用正确的观点评价思想内容。阅读速读为每分钟80-100个单词,理解准确率不低于70%。 要求学生获取以下能力: 1、认知感应能力:学会用语言去学习和增进知识,提高语言感受能力,获取最大量的 信息。 2、语言思维能力:学会用日语语言进行思维,进而自如地理解并用日文表达。 3、阅读输出能力:学以致用,能够辨证地取舍、运用的信息,对所读文章有批判性的 见解。 三、课程内容: 阅读速度和逻辑推导方面的操练:各种阅读方法如细读、略读、速读的综合训练;通过阅读练习对学生进行语感的训练,从而提学生的阅读理解能力;词汇方面范围比较广,主要是经济、文化、科技、生活和新闻方面的常用词汇;日本文化背景知识训练,包括中日两国的民族特点、节日活动以及社会问题等。 四、学时分配: 项目 讲课讨论与拓展课练习课合计 学时数 第一册16 12 4 32 第二册16 12 4 32 五、教材及参考书: 参考教材《日语泛读教程1》陈俊森翟东娜高等教育出版社 《日语泛读教程2》陈俊森翟东娜高等教育出版社 六、说明: 考试,百分制

英语泛读教程1答案(精编文档).doc

【最新整理,下载后即可编辑】 Unit 1 University Student Life Section A Word Pretest 1. D 2. B 3. B 4. C 5. D 6. D 7. A 8. B Reading Comprehension l. F 2. T 3. F 4. T 5. F 6. F 7. T 8. F Vocabulary Building Word Match rationally in a way based on reason rather than emotions established accepted; recognized various different panic sudden fear consolidate strengthen assignment homework biological of living things flexible not fixed strenuous stressful; requiring effort and energy master overall recreation way of spending free time estimate calculate roughly routine regular; usual priority first concern relaxation rest 1. flexible 2. established 3. panic 4. strenuous 5. priority 6. routine 7. Rationally 8. recreations Suffix

全新版大学英语综合教程(第二版)1课后题答案全集(可打印)

【一】全新版大学英语综合教程1课后 题 Unit 1 Growing Up Part II Language Focus Vocabulary Ⅰ.1. 1.Respectable 2.agony 3.put…down 4.sequence 5.hold back 6.distribute 7.off and on 8.vivid 9.associate 10.finally 1.turn in 2.tackle 2. 1.has been assigned to the newspaper’s Paris office. 2.was so extraordinary that I didn’t know whether to believe him or not. 3. a clear image of how she would look in twenty years’ time. 4.gave the command the soldiers opened fire. 5.buying bikes we’ll keep turning them out. 3. 1.reputation, rigid, to inspire 2.and tedious, What’s more, out of date ideas https://www.sodocs.net/doc/c412318265.html,pose, career, avoid showing, hardly hold back Ⅱ. https://www.sodocs.net/doc/c412318265.html,posed 2.severe 3.agony 4.extraordinary 5.recall https://www.sodocs.net/doc/c412318265.html,mand 7.was violating 8.anticipate Ⅲ. 1.at 2.for 3.of 4.with 5.as 6.about 7.to 8.in, in

全新版大学英语综合教程1课后练习答案

Unit 1 Growing Up Part II Language Focus Vocabulary Ⅰ. 1. 1.respectable 2.agony 3.put…down 4.sequence 5.hold back 6.distribute 7.off and on 8.vivid 9.associate 10.f inally 11.t urn in 12.t ackle 2. 1.has been assigned to the newspaper’s Paris office. 2.was so extraordinary that I didn’t know whether to believe him or not. 3. a clear image of how she would look in twenty years’ time.

4.gave the command the soldiers opened fire. 5.buying bikes we’ll keep turning them out. 3. 1.reputation, rigid, to inspire 2.and tedious, What’s more, out of date ideas https://www.sodocs.net/doc/c412318265.html,pose, career, avoid showing, hardly hold back Ⅱ. https://www.sodocs.net/doc/c412318265.html,posed 2.severe 3.agony 4.extraordinary 5.recall https://www.sodocs.net/doc/c412318265.html,mand 7.was violating 8.anticipate Ⅲ. 1.at 2.for 3.of 4.with 5.as 6.about

英语泛读教程王守仁答案

K e y s t o R e a d i n g C o u r s e2 Unit 1 Reading Section A Word Pretest Reading Comprehension 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 Cloze important second France student bilingual monolingual serious means use difficult Section B Section C Unit 2 Music Section A Word Pretest 1. B 2. C 3. B 4. C 5. B 6. B Reading comprehension

相关主题