新视角研究生英语读说写2一单元课后练习答案.

•ExercisesReadingComprehensionStructureoftheTextUnit1:ExercisesVocabularyClozeTranslationUnit1:Readingcomprehension1.Inparagraphs1and2,theauthortellsastoryaboutaprofessorinRobertA.Fowkes’sclass.Whatwasstrangeabouttheprofessor?First,theprofessorsaid“ladiesandgentlemen,”whiletherewasonlyonestudent.Second,RobertA.Fowkes,theonlystudentinclass,missedoneclass,buttheprofessordidn’tgivethelectureFowkeshadmissed,butgavethenextoneinthesequence.ReferenceEx.I,p.8Unit1:Readingcomprehension2.Whywasthelecturesystempopularinthethirteenthcentury?Inthe13thCenturybooksweresorareandexpensivethatfewstudentscouldaffordthem.ReferenceUnit1:Readingcomprehension3.Inparagraphs5–7,whatdoestheauthoruseanimaginaryclasstoshowus?Theauthorusesanimaginaryclasstoshowustheinadequacyofthelecturesystem.ReferenceUnit1:Readingcomprehension4.Intheimaginaryclass,whatmakesMaryandotherstudentsbored?Thewaytheprofessorlectures:Heisjustreadingfromastackofhisveryoldnotes.ReferenceUnit1:Readingcomprehension5.WhydoMaryandherfellowstudentsstickitoutwhilesomedropoutofcollege?Maryandsomeotherstudentsbecomeresignedtothelecturesystemandwaittobecomejuniorsandseniors.Then,theywillattendsmallerclassesandatlastgetthekindofpersonalattentionthatreallearningrequires.ReferenceUnit1:Readingcomprehension6.Inparagraph10,theauthordiscussesactivelearningandpassivelearning.Givesomeexamplesofboth.Activelearning:Studentswriteessays,doexperimentsandthenhavetheirworkevaluatedbytheirinstructors.Passivelearning:Attendinglectures.ReferenceUnit1:Readingcomprehension7.Inwhatwaydomoststudentslearnbest?Moststudentslearnbestbyengaginginfrequentandevenheateddebate.ReferenceUnit1:Readingcomprehension8.Accordingtoparagraph13,whydoadministratorslovelectures?Theycancramalotmorestudentsintoalecturehallthanintoadiscussionclass.ReferenceUnit1:Readingcomprehension9.Whymaysmallerclassesbeexhaustingtotheteacher?Smallerclassesmayrequireenergy,imagination,andcommitmentfromtheteacher,whichcanbeveryexhausting.ReferenceUnit1:Readingcomprehension10.Accordingtotheauthor,whoshouldreceivemorelectures?Juniorsandseniors.Reference1.Introduction(Paras.1–2)2.Body(Paras.3–14)3.Conclusion(Para.15)TextOutlineUnit1:StructureofthetextEx.II,pp.8-91.Introduction(Paras.1–2)AtruestorytoldbyRobertA.Fowkesabouthowaprofessortaughtaclass.TextOutlineUnit1:Structureofthetext2.Body(Paras.3–14)Disadvantagesoflecturesand_____________.1)Americancollegesanduniversitiesarecriticizedfrommanysides.(Para.3)Forexample:Collegegraduates_____________________________________.TextOutlineUnit1:Structureofthetext2)Therootoftheproblem:________________.(Para.4)whytheyexistthelecturesystemlackbothbasicskillsandgeneralculture2.Body(Paras.3–14)TextOutlineUnit1:Structureofthetext3)Mary’sexampletoshow___________________________________.(Paras.5-7)Thesizeoftheclass:__________________________________________________.Theprofessor:____________________________________________________________________________.Students:__________________________________________.Mary:_______________________________________________________________________________________________________.nevertakesattendance;readsfromhisoldnotes;givesnoquizzes;asksnoquestionstheinadequacyofthelecturegetbored;asknoquestions;dropoutofcollegeatfirst100ormorestudents;thenbecomesverysmallreadsnoassignment;memorizesfactsanddatesbeforethefinalexamandforgetsthemimmediately;sticksitoutsystem2.Body(Paras.3–14)4)_____________________________________________.(Paras.8–12)TextOutlineUnit1:StructureofthetextA.______________________________.B._________________________________.C.Eventually,thelecturesystemharms__________________________________________.ListeningintelligentlyishardworkAttendinglecturesispassivelearningProblemsthatthelecturesystemhasbroughtaboutEventually,thelecturesystemharmsprofessorsaswell2.Body(Paras.3–14)5)____________________________________________________________________.(Para.13)Forexample:tofacultymembersTextOutlineUnit1:StructureofthetextA.____________________________.B.pretendtoteachbylecturingC.__________________________________________________.easieroneveryonethandebatesoffersomeprofessorsanirresistibleforumforshowingoffReasonswhylecturesarestillexisting/Peoplelikelecturesfordifferentreasons2.Body(Paras.3–14)6)__________________________________________.(Para.14)TextOutlineUnit1:StructureofthetextAdvantagesofsmallclassesanddiscussioninclassTextOutlineUnit1:Structureofthetext3.Conclusion(Para.15)_______________________________________________________________________________________________________________________________________________________________________________________________.Lectureswillneverentirelydisappearfromtheuniversityscenebothbecausetheyseemtobeeconomicallynecessaryandbecausetheyspringfromalongtraditioninasettingthatvaluestraditionforitsownsake1.Hisheartattackwas________bythephysicalandemotionalpressuressufferedunderinterrogation.triggeredUnit1:VocabularycommitstrideimpersonalityminimumeconomicaltriggerenrollmentoriginalscarceshrinkrelievesequencePartA,Ex.V,pp.1