大学英语创意阅读三答案.doc

Unit One
Words to note;
3. 6. 4. 5. 1. 2.

Understanding the text
Part A:
Risk-taking willing to take risks. They are able to learn under conditions of some uncertainty.
Recall use techniques like rhymes and word associations to recall what has been learned.
Errors are not discouraged by making errors but rather make errors work as a constructive part of the learning process.
Getting exposure to the foreign language find ways of getting increased exposure to the foreign language outside of the classroom. This may take the forms of talking to native speakers, watching TV programs and videos and reading extensively.
Using rules and knowledge of the first language develop a through understanding of the rules of the foreign language and how to apply these rules. They also use knowledge of their first language to help them master the foreign language.

Part B:
1. b
2. ·before para. 13
·para. 8
·para. 2
3. Para. 7 &.13

Developing your skills
Part A:
3. 8. 13. 1.

Part B:
6. 3. 2. 5. 1. 4.

Part C
* *** ** ** ** *

Part D
avoidant dependent participant competitive collaborative independent

Extending your vocabulary
Part A:
c e f b a d

Part B:
h g j a b I d e c f

Unit Two
Words to note:
4. 5. 1. 3. 2.

Understanding the text
1. C. D.
2. D
3. A
4. D
5. receiving full details of important production processes, which they then use to copy and sell the production of these processes.
6. buy the expensive software sold by Western companies and because software counties apply international laws with unfair harshness in Asia.

Developing your skills
Part A:
Text 1:
Example Londax Rondax
Example The breakfast cereal, Kellogg’s Cornflakes, was copied as Kongal Cornstrips.
Example Local laws should be changed to protect companies’ intellectual property rights and if this fails companies should employ more inspectors to check for copyright abuse.

Text 2:
Argument The concept of intellectual property is a Western one and can harm the progress of other countries. For this reason, copyright infringement should not be considered illegal.
Argument Copyright laws are not applied fairly; some countries (notably those in the Middle East) are allowed to abuse copyright more easily than other countries.

Part B
Points of Contrast Text One Txt Two
Concept should be held in doubt. It is resent and ignores ancient contributions to knowledge which are not charged for.
Effect Companies suffer financial losses
and as a result are less likely to
invest in building production plants
in the offending country. The existence
of piracy also makes companies less
willing to put money into new research
and development projects.
Suggested solution Copyright claims should be waived, or at least levied at a discounted rate for developing countries.

Extending your vocabulary
Part A:
fake advanced massive essential

Part B
e d g h c b a f
Unit Three
Words to note
4，5，3，1，2
Understanding the text
Part A : True or False
Statements
True
False
1. One reason students like using the Web is that it helps them to buy things in a convenient way.

√
2. Publishing on the Web is easier than publishing in the more traditional media.

√

3. In using material found on the Web for academic purpose, you need to be prepared to take risks.

√
4. You should be suspicious of a Web site which offers no contact details.
√

5. You are the Web's quality control mechanism.
√

Part B Interpretation
1. b) 2. d) 3. a ) 4. b )
Developing you skills
Part A : Structure of a passage (sequencing information ): further practice
If no email address is given, carry out name searches using on-line catalogues. ( c )

If the site is private, check it for author's biodata, affiliations and any means of contact. ( b )

If an email address is provided, examine it closely to establish whether it is institutional or individual and if still in doubt, contact the author directly. ( d )

Examine the document itself to check it for compliance with academic conventions, tone and style, background information and knowledge of up-to-date research methods. ( e )

Check to find out if a site is institutional or individual by looking for a logo, organization chart, mission statement etc. ( a )
Part B: Structure of a passage ( paragraph insertion): further practice
Insert the paragraph between the present paragraphs 1 and 2
Part C: Structure of a passage ( paragraph reversal ): further practice
Paragraph 3 and paragraph 4 need to be reversed.
Extending your vocabulary
Part A : Word families

download
programme
interface
email
ICQ
virus
games
Excel

Part B: " Odd man out"
of
a) at in on under below near
dance

b) sing talk speak shout whisper scream
spherical

c) square circular triangular rectangular hexagonal

walk

d) drip squirt trickle flow run gush
hold

e) walk run leap jump jog stroll hop

“of” is the only one which does not indicate position/location.
“dance” does not describe sound; the other words are sounds made using the human voice.
“spherical” describes a three-dimensional shape; the others are two-dimensional.
“walk” is never used to describe the movement of a liquid; the other words do so.
“hold” describes a stable action, not a movement; the other words describe either horizontal or vertical movement.
Expanding your creativity
Comparing the Web with traditional media
Web
Traditional Media
The Web gives access to a great amount of data and is easy to access in any location.
Travel is necessary to visit libraries.
It is possible to put any kind of material up on Web and reach a very large audience.
Publishing companies select authors very carefully; books are reviewed by experts, and editors and book designers make further improvements.
There are no checks on material to be put up on Web and one result of this is the very large amount of pornography available.
The content of TV, video and radio programmes is controlled by law to protect audience from bias, sex, violence and bad language.

Unit Four
Words to note
5, 8, 1, 6, 10, 4, 2, 7, 9, 11, 3
Understanding the text
Part A: Author's attitude and purpose
1. d) 2. c)
Part B: Comprehension the text
1. c) 2. d) 3. c) 4.d) 5. a)
Developing your skills
Part A: Recognising the theme of a paragraph: further practice
Paragraph 1
ƒ research into why some people live to be very old
Paragraph 2
 a gene for long life highly unlikely
Paragraph 3
 aging cannot be prevented
Paragraph 4
‚ improving life rather than making it longer
Paragraph 5
 the protective function of the aging process
Paragraph 6
‚ non-genetic factors in aging research
Part B : Responding to questions on the text
Q2
A2. No, aging cannot be prevented but people who take dietary supplements ( especially those which destroy free radical molecules) may feel more energetic.
Q3
A3. Yes, because scientists believe that extending the human life span might well lead to serious negative effects.
Q4
A4.Yes, it is. The aging process is important in fighting cancer, because proteins which destroy cancer cells also cause aging.
Q5
A5. Yes, they are very important. Research shows that healthy food, low stress and an outdoor lifestyle are best for long life.
Part C: Contexts and implications
English Proverbs
1. You are as old as you feel.
● Your feelings about yourself are very important; ninety-year-old people can feel and act like fifty year olds if they have the right attitude to life.
● Somebody might say this to cheer another person up or to encourage the person to feel better about himself or herself.
● The speaker probably has an optimistic ( and young ) feeling about life.
2. Life begins at forty.
● Forty isn't "old" , it's simply a "birth" into a new stage of life.
● It might be said to someone approaching his or her fortieth birthday.
● He or she doesn't fear being forty, doesn't think forty is old, and thinks of "middle age" as being the beginning of an interesting stage of life when he or she can do new things.
3. Nobody grows old by merely living a number of years; people grow old by deserting their ideals.
● Years aren't important; preserving youthful idealism is more important.
● In a debate about the problems of aging , for example.
● Youthful ideals should be kept throughout the whole of life; if you keep these ideals, you can stay young in your attitude.
4. Youth looks forward but age looks back.
● Young people anticipate the future with pleasure; older people reminisce about their youth.
● Perhaps in a situation when someone is reflecting seriously about life.
● It's a philosophical, analytical comment about attitudes.
5. It's not how old you are, but how you are old.
● Age is not important; your attitude towards your age and life in general is crucial.
● In a situation to encourage somebody to be more optimistic towards life.
● The speaker is almost certainly optimistic; the suggestion is that there are many ways to be old and some of them are good.
6. He that in youth no virtue uses, in age all honor him refuses.
● Be virtuous when you are young if you want respect later in life.
● Perhaps in a context where an older person wants to give friendly advice to a youngster when the younger person is wondering about the right course of action.
● The speaker sees a direct link between actions in youth and the consequences in later life.
7. Young folk think old folk are fools, but old folk know young folk are fools.
● Youngsters only have opinions; their elders know the truth through experience.
● Perhaps in a social setting where people from different generations are teasing each other.
● The speaker almost certainly belongs to the older generation and is confident of his or her own superior knowledge.
8. Old age doesn't seem so bad when you consider the alternative.
● The only alternative is to die----because you cannot become young again.
● As a joke or a humorous comment, perhaps after someone has said something negative about being old.
● He /She certainly views aging in a positive light.
9. An old person loved is winter with flowers. (German )
● An old person who is loved has an extra bonus because love brightens their life; old age is like the winter of a person's life, but winter also has its beautiful or bright aspects, like flowers.
● Perhaps it would be said to an older person, to remind him /her of life's blessings.
● It's a comment reflecting both joy and sadness; it recognizes that some old people enjoy the love of family, friends, neighbours, etc., but some are alone and lonely.
10. Forty is the old age of youth, fifty is the youth of old age. ( French )
● Young people see forty as "old" , but older people see fifty as "young ".
● This is perhaps more likely to be written rather than spoken ----perhaps in an essay. The writer seems to have some optimism about being fifty.
● It is a reference to different perspectives, different attitudes of various ages to "age ".
11. Old age is not misery, experience helps. (Greek )
● People may think that being old is a misery, but having the years of experience of old people helps you to live your life in a better way. An alternative interpretation is that it is not simply old age which makes older people miserable, it is the accumulation of their experiences which make them miserable. The second interpretation is a rather wry joke.
● Perhaps either as a joke or as a serious (but pessimistic) comment on life, almost certainly made by an old person.
● It could reflect a humorous, philosophical, non-serious view; or the opposite, a mournful cry.
12. By living long we learn to live. (Italian )
● Experience ("living long") teaches us how to live well.
● Again, perhaps it is more likely to be written than spoken.
● Experiences over many years are seen as blessings and benefits.
13. If one knew the value of youth, there would be little to lament in old age. (Turkish )
● Enjoy your youth and make the most of the opportunities which come your way; then, when you are older, you won't have any regrets that you wasted it.
● An older person ---- perhaps a parent ---- to a younger people; the comment also shows wry humour by suggesting that the main preoccupation of older people is that they lament their lost youth.
● He / She sees youth as priceless and not to be wasted.
14. At twenty a person will be a peacock, at thirty a lion, at forty a camel, at fifty a snake, at sixty a dog, at seventy a monkey, and at eighty nothing at all. (Spanish )
● The general meaning is that people change as they grow older. The specific meaning of each stage depends on how people understand the metaphors of the animals (and this varies in different cultures). A likely Spanish interpretation is: at twenty people are concerned with their appearance, at thirty they are brave, at forty they carry heavy burdens, at fifty they twist and turn and can't be trusted, at sixty they are loyal, at seventy they are wise, at eighty they are nothing.
● As it's rather long, it is more likely to be part of a written paper. Now it could be said by anybody at any stage but probably originally it was written by an older person.
● Perhaps it reflects a cynical attitude to the way people develop. Perhaps students might here be asked to explain what each of the different creatures at the various stages of life represent in Chinese or other cultures.
15. Ebbtide has come to me as to the sea,
Old age makes me bleed,
Though I may sorrow over this,
The tide returns happily. (Irish)
● The tide "ebbs " (i.e. its strength and power is lessened) and human beings get older and become less strong. This makes "me" feel sad; but the sea is not sad because after it ebbs, the tide returns as strong as ever and other people are young and their tide is rising.
● Spoken or read in a poem.
● Perhaps said by someone who, though he/she feels sad, can rationalize and see that there is no reason to be sad.
Extending your vocabulary
Synonyms and word classes
Words
Words from Text
Word Class
1.discovery ( paragraph 1)
breakthrough
noun
2.unexpectedly fast ( para.1)
dramatically
adverb
3. additions to normal food intake ( para. 1 )
dietary supplements
noun
4. prolonged ( para.1 )
extended
verb
5. done without active intervention ( para. 2 )
passively
adverb
6. getting (para.3 )
contracting
noun (gerund )
7. having no end ( para. 3 )
eternal
adjective
8. improving ( para.4 )
boosting
noun (gerund )
9. usually ( para. 4 )
normally
adverb
10. leading to disagreement ( para. 5 )
controversial
adjective