(超详细答案)综合学术英语教程2--答案-上海交通大学出版-蔡基刚

1/25综合学术英语教程2答案Unit1MultidisciplinaryEducationKeystotheExercisesApproachingtheTopic1.1)Theaimofcollegeeducationistoproduceindividualswhoarewellontheirwaytobecomeexpertsintheirfieldofinterest.2)Thegrowingimportanceofproducingprofessionalswhohavetheskillstoworkwithpeoplefromadiversesetofdisciplines.3)First,throughaninterdisciplinaryapproach;Second,throughamultidisciplinaryapproach.4)Collegeeducationshouldproduceindividualswhomaylaterbecomeexpertwhoareinterdisciplinaryproblemsolvers.2.1)f2)d3)a4)e5)g6)m7)j8)k9)l10)i11)b12)h13)c4.(1)offered(2)stresses(3)ability(4)different(5)approach(6)increasingly(7)graduates(8)enter(9)positions(10)Employment6.1)Multidisciplinarystudies.2)Theybothbelievethatcurrentcollegeeducationshouldlayemphasisonmultidisciplinarystudies,whichisaprerequisitetoproducingfutureexpertwhoareinterdisciplinaryproblemsolvers.3)Open.4)Open.5)Open.ReadingabouttheTopic3.1)ThestudentshavebroughttoMITtheirindividualgifts,suchastheirownintellect,energy,ideas,aspirations,distinctivelifeexperienceandpointofview,etc.2)TheyrepresentthegeographicandsymboliccenterofMIT.3)Namesofintellectualgiants.4)LeonardodaVinciwasapainter,scientist,engineer,sculptor,inventor,cityplannerandarchitect.4.Set1:1)c2)e3)d4)h5)a6)g7)f8)bSet2:1)e2)a3)h4)b5)c6)f7)d8)g5.(b)Para.A(b)Para.B(a)Para.C(c)Para.D(f)Para.E(e)Para.F(d)Para.G(g)Para.A6.1)Becauseforhim,thesimplicityheappreciatedinnaturebecamehisultimatestandardindesign.2)FirstwasdaVinci’scompletedisregardfortheacceptedboundariesbetweendifferentfieldsofknowledge.ThesecondfacetofdaVinci’scharacterwashisrespectforandfascinationwithnature.ThethirdqualityofdaVinci’scharacterwasanenthusiasticdemandforhands-onmaking,designing,practicingandtesting,andforsolvingproblemsinthereal2/25world.3)“ThereisagoodchancethatyouwillneveragainliveandworkinacommunitywithasmanydifferentculturesandbackgroundsasMIT.”(Para.F)4)Becausebydoingso,thestudentscanengagethemselvesinnewintellectualadventuressoastousetheirtimeatMITtoitsfullestpotential.5)Itmeansthat“Theytooktheinitiativetosearchforthedeepestanswers,insteadofsittingbackandlettingthingshappentothem.”7.Set1:1)h2)d3)a4)g5)f6)e7)b8)cSet2:1)c2)g3)d4)a5)h6)f7)e8)b8.1)ShewantedtodescribeforthenewstudentsthreeofhischaracteristicsthatparticularlyfitwiththevalueofMIT.2)Becausebydoingso,thestudentscanencounterthemoststimulatingmindsandinspiringrolemodels,experiencealifeinacommunitywithdiversifiedculturesandbackgroundsandparticipateinvariousnewintellectualadventures,sothattheycangetthemostoutoftheirMITeducation.3)ThethreeofDaVinci’scharacteristicswillbetheheritageofMITtobeinheritedbythestudents.ShehopedthatthenewstudentswouldfollowDaVinciaswellasagreatmanyextraordinaryMITteachersastheirrolemodelstousetheirtimetoitsfullestpotential.4)Multidisciplinarythinkingisamodeofthinkingthatgoesbeyonddisciplinaryboundariesinordertogainnewideasandfreshperspectives.9.1)Humaningenuitywillneverdeviseanyinventionsmorebeautiful,normoresimple,normoretothepurposethanNaturedoes.(Para.A)2)ForDaVinci,thesimplicityheappreciatedinNaturebecamehisultimatestandardindesign.(Para.B)3)BeasdeterminedinyourcuriosityasLeonardodaVinci—andyouwilluseyourtimeatMITtoitsfullestpotential.(Para.F)4)MITisaplaceofpracticaloptimismandofpassionateengagementwiththemostimportantproblemsoftheworld.(Para.G)5)Ihadlongsinceobservedthatpeopleofaccomplishmentrarelysatbackandletthingshappentothem.(Para.H)10.ManyscientistsandengineersatMITpursuesimplicityintheirdesignanddevelopmentoftechnologies.ExploringtheTopic4.1)Itisbelievedthatamultidisciplinaryapproachtoscientificeducationisofvitalimportance.2)Second,amultidisciplinaryemphasisisbelievedtobeaprerequisitetotrainingindividuals.3)Itcannotbedeniedthatthesefirmsareparticipatinginturningoutthefuturethinkers.4)Howaboutexaminingourproblemsaboutscienceandtechnologyfromaliberalartsperspective.5)Surprisingly,however,ouruniversitiesandcollegesfailtoswitchfromtheconventionaldivisionsanddepartmentalsectionstodailyextracurricularmultidisciplinarywork.5.Reading1beginswithacontrast—“Collegeeducationhasalwayshadtheresponsibilityto...However,...wealsoseethegrowingimportanceofproducing...”.TheintroductionofReading2isinformativeaswellasinteresting,whicharousesthereaders’interesttogoonreading.3/25IntegratedExercises2.(1)ultimate(2)spirit(3)feed(4)approach(5)property(6)represent(7)discipline(8)aspiration(9)inspire(10)perspective(11)inherit(12)generate3.ThemembersofawordfamilyChineseequivalentinspireinspirationinspiredinspiringv.激励n.灵感adj.有灵感的generategenerationgenerativegeneratoradj.鼓舞人心的v.产生n.一代adj.有生产力的n.发电机aspirationaspireaspiringn.渴望v.渴望adj.有抱负的inheritinheritanceinheritorinheritedv.继承n.继承物n.继承人adj.遗传的disciplinedisciplineddisciplinaryn.纪律adj.纪律严明的adj.有关纪律的representrepresentationrepresentativev.代表n.表现n.代表者anatomistanatomyanatomicaln.解剖学家n.解剖学adj.解剖的speculatespeculationspeculativespeculatorv.推测n.推测adj.推测的n.思索者celebratecelebrationcelebratedcelebrityv.庆祝n.庆祝活动adj.著名的n.名人intellectintellectualintelligenceintelligentn.智力adj.智力的n.智慧adj.有才智的collaboratecollaborationcollaborativecollabotatorv.合