英语泛读教程3第三版(刘乃银)答案之欧阳学文创作

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英语泛读教程第三版3（主编刘乃银）ExtraPassage3

英语泛读教程第三版3（主编刘乃银）ExtraPassage3英语泛读教程第三版3（主编刘乃银）Extra Passage 3 There are two types of people in the world. Although they have equal degrees of health and wealth and wealth and the other comforts of life, one becomes happy, the other becomes miserable. This arises from the different ways in which they consider things, persons and events, and the resulting effects upon their minds.The people who are to be happy fix their attention on the conveniences of things, the pleasant parts of conversation, the well-prepared dishes, the goodness of the wines, the fine weather. They enjoy all the cheerful things. Those who are to be unhappy think and speak only of the contrary things. Therefore, they are continually discontented. By their remarks, they sour the pleasures of the society, offend many people, and mark themselves disagreeable everywhere. If this turn of mind were founded in nature, such unhappy persons would be the more to be pitied. The tendency to criticize and be disgusted is perhaps taken up originally by imitation. It grows into a habit, unknown to its possessors. The habit may be strong , but it may be cured when those who have it are convinced of its bad effects on their interests and tastes. I hope this little warning may be of service to them, and help them change this habit.Although in fact it is chiefly an act of the imagination, it has serious consequences in life, since it brings on deep sorrow and bad luck. Those people offend many other, nobody loves them, and no one treats them with more than the most common politeness and respect, and scarcely that. This frequently puts them in bad temper and draws them into arguments. If they aim at obtaining some advantage in rank or fortune, nobody wishesthem success. Nor will anyone stir a step or speak a work to favour their hopes. If they bring on themselves public disapproval, no one will defend or excuse them, and many will join to criticize their misconduct. These people should change this bad habit and condescend to be pleased with what is pleasing, without worrying needlessly about themselves and others. If they do not, it will be good for others to avoid any contact with them. Otherwise, it can be disagreeable and sometimes very inconvenient, especially when one becomes mixed up in their quarrels.1.People who are unhappy______.A. always consider things differently from others.B. usually are influenced by the results of certain thingsC. can discover the unpleasant part of certain thingsD. usually have a fault-finding habit2．The phrase “ sour the pleasures of the society”(para. 2 , line 7) most nearly means______.A. have a good taste to the pleasures of the societyB. aren’t content with the pleasures of the societyC. feel happy with the pleasures of the societyD. enjoy the pleasures of the society3. Which of the following statements is NOT true according to the passage?A. We should pity all such unhappy people.B. Such unhappy people are critical about everything.C. If such unhappy people recognize the bad effects of the habit on themselvesthey may get rid of it.D. Such unhappy people are also not content with themselves.4. “ scarcely that”(para.3,line 5) means ______.A. just like thatB. almost not like thatC. more than thatD. not at all like that5. If such unhappy persons don’t change their bad behaviour, the author’s solution to be problem is that______.A. people should avoid contact with themB. people should criticize their misconductC. people should help them recognize the bad effects of the habitD. people should show no respect and politeness to themKey: DBABA。

英语泛读教程第三版3(主编刘乃银)Extra Passage 4

英语泛读教程第三版3（主编刘乃银）Extra Passage 4 Let us out from a fact. The same type of civilizations, or to use a more exact ,although more extended expression , the same society, has hot always inhabited the earth. The human race as a whole has grown, has developed, has matured, like one of ourselves. It was once a child, it was once man; we are now looking on at its impressive old age. Before the epoch which modern society has dubbed “ancient”there was another epoch which the ancient called “fabulous” but which it would be more accurate to call “primitive”. Observe then three great successive orders of things in civilization, from its origin down to our days. Now, as poetry is always superposed upon society, we propose to try to demonstrate, from the from of its society, what the character of the poetry must have been in those three great ages of the would primitive times, ancient times, modern times.In primitive times, when man awakes in a world that is newly created, poetry awakes with him. In the face of the marvelous things that dazzle him, his first speech is a hymn simply. He is still, so close to God that all his thoughts are joyful, all his dreams are visions. The earth is still almost deserted. There are families, but no nations; patriarchs, but no kings. Each race exist at its own pleasure; no property, no laws, no conventions, no wars. Everything belongs to each and to all. Society is community. Man is restrained in nought. He leads that nomadic pastoral life with which all civilization begin, and which is so well adapted to solitary contemplation, to fanciful reverie. He follows every suggestion, he goes hither and thither, at random. His thought, like his life, resembles a cloud that changes its shape and its direction according to the wind that drives it. Such is the first man, such is the first port. He is young; he is cynical. Prayer is his sole religion, the ode is his only form of poetry.This ode, this poem of primitive times, is Genesis.By slow degrees, however, this youth of the world pass away. All the spheres progress; the tribe becomes a nation. Each of these groups of men camps about a common center, ang kingdoms appear. The social instinct succeeds the nomadic instinct. The camp gives place these states of nations; the pastoral staff has already assumed the shape of a scepter. Everything tends to become stationary and fixed. Religion takes on a definite shape; prayer is governed by rites; dogma sets bunds to worship. Thus the priest and king share the paternity of the people; thus theocratic society succeeds the patriarchal community.Meanwhile the nations are beginning to be packed too closely on the earth’s surface. They annoy and jostle one another; hence the clash of empires-war. They overflow upon another; hence the migrations of nations-voyages. Poetry reflects these momentous events; from ideas it proceeds to things. It sing of ages, of nations of empires…1.In the above passage the primitive period is equated with the period called____.A. fabulousB. ancientC. medievalD. modern2. War, the author believes, results primarily from____.A. rule by kingB. patriarchal jealousiesC. the existence of a theocratic stateD. large, closely packed population3. The author draws an analogy between the growth of peoples into nation-states and the ____.A. development of poetic verse fromB. books of the Old TestamentC. great epochs in historyD. maturation of the human being from childhood to maturity4.Because of its unique character, a great interpreter of the periods of historyis_______.A.the national historianB. B poetryC. the biblical prophetD. storytellingKey: ADDB。

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 nextis 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 arecontradicted, 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 morepurposeful you are likely to understand better.Naturally your predictions/expectations will not always be correct. This doesnot 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 toavoid certain false assumptions.Prediction is possible at a number of levels. From the title of the book youcan know/foretell the topic and the possibly something about the treatment. Fromthe 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 howa writer will develop/present his argument, or what methods will be used to testa hypothesis.Because prediction ensures the reader's active involvement, it is worthtraining.Unit2. Education is not an end, but a means to an end. In other words, we donot educate children just/only for the purpose of educating them. Our purpose isto 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 degreesthan there are jobs for them to fill. Because of their degrees, they refuse to dowhat they think to be low work, and, in fact, work with hands is thought to bedirty and shameful in such countries.But we have only to think a moment to see/know/understand that the work of acompletely uneducated farmer is far more important than that of a professor. We canlive without education, but we die if we have no food. If no one cleaned our streetsand took the rubbish away from our houses, we should get terrible diseases in our towns.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 suitedto our brain and ability, and to realize that all jobs are necessary to society, that is very wrong/incorrect/erroneous to be ashamed of one's work or to scornsomeone else's. Only such a type of education can be called valuable to society.Unit3. Human beings learn to communicate with each other will nonlinguistic meansas well as linguistic ways/means/ones. All of us are familiar with the say it wasn't what he said; it was the way that he said it when, by using/saying the word way wemean something about the particular vice quality that was in evidence., or the setof a shoulder, or the obvious tension of certain muscles. A message may even be sentby 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/experience difficulty in finding exactly what in thecommunication causes the change of meaning, and any statement we make leads to the source of the gap between the literal meaning of the words and the total messagethat is likely to be expressed in impressionistic terms. It is likely to refer tosome thing like a “glint” in a person's eyes, or a “threatening” gesture, or “provocative” manner.Unit4. How do the birds find their way on their enormously long journeys? The young birds are not taught the road by their parents, because often the parents flyoff first. We have no idea how the birds find their way, particularly as many ofthem fly at/by night, when landmarks could hardly be seen. And other birds migrate over the sea, where there are no landmarks at all. A certain kind of plover, for instance/example, nests in Canada. At the end of the summer these birds migratefrom Canada to South America; they fly 2,500 miles, non-stop, over the ocean. Notonly is this very long flight an extraordinary feat of endurance, but there are no landmarks on the ocean 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. Butall experiments hitherto made to see whether magnetism has any effect/influencewhatsoever on animals have given negative results. Still, where there is such a biological mystery as migration, even improbable experiments are worth trying.It/this was being done in Poland, before the invasion of that country, on the possibleinfluence of magnetism on path-finding. Magnets were attached to the birds' heads to see if/whether their direction-sense was confused thereby. These unfinishedexperiments had, of course, to be stopped.Unit5. Man first existed on earth half a million years ago. Then he was littlemore than an animal; but early man had several big advantages over the animals. Hehad a large head/brain, he had an upright body, he had clever hands; he had in his brain special groups of nerve cells, not found in animals, that enabled him to invent a language and use it to communicate with his fellow men. The ability to speak wasof very great use/value/significance/importance because it was allowed men to share ideas, and to plan together, so that tasks impossible for a single person could besuccessfully 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 slowlyincreased.It was these special advantages that put men far ahead of all other livingcreatures in the struggle for survival/existence. They can use their intelligencehanding/overcoming their difficulties and master them.Unit6. Language varies according to sex and occupation. The language of mandiffers subtly from that of women. Men do not usually use expressions such as “itsdarling,” and women tend not to swear as extensively as men. Likewise, the language used in addressing men and women differs subtly: we can compliment a man on a new necktie with the compliment/words“what a pretty tie, that is!” but not with “howpretty you look today!” ---- an expression reserved for complimenting a woman. The occupation of a person causes his language to vary, particular in the use he makesof technical terms, that is, in the use he makes of the jargon of his vacation. Soldiers, dentist, hairdressers, mechanics, yachtsmen, and skiers all have their particular special languages. Sometimes the consequence is that such persons havedifficulty in communicating with people outside the vacation on professional matersbecause the technical vocabulary is not understood by all. Although we can relatecertain 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 underworld. There may well be a more highly developed use of jargon in occupations that require considerable education, in which words, and the concepts they use, aremanipulated rather than objects, for example in the legal and teachingcircle/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 aroundthe sun. Now the conquest of the space between the planets, and between the earthand the sun, continues at a rapid rate.Each mew satellite and space probe gives scientists new information. As men explore outer space, some of the questions they have long asked/wondered about willbe answered at last.The greatest question of all concerns life itself. Is there intelligent lifeout side the earth? Are there people, or creatures of some sort/kind living on Mars,Venus, or some other planet of the solar system? Are there planetsorbiting/going/circling around stars other than our sun?The only kind of life we know about would have to be upon a planet. Only a planetwould have the temperatures and gas that all living things seem to need. Until ashort time ago, we thought there were only a few planets. Today, scientists believethat many stars have planets going around them.We know 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 anywhere else, our telescopes are not powerful enough to pick uptheir feeble reflected light. But astronomers guess that one star in a hundred has at least one planet where life could exist.We are quite sure that life could begin on a young planet. A new plant wouldbe likely to contain great seas, together with heavy clouds of water vapor and othergases. Electric storms would be common. It is possible that simple living cells mightfrom when electricity passed through the clouds. An experiment made in 1952 at the University of Chicago seems to prove this. By passing electricity through nonlivingmaterials, scientist made cells like those of living creatures.Unit8. At the beginning of the nineteenth century the only acceptable rolesfor women were domestic there was virtually nothing for them to do except stay athome 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 workingwife was not allowed to keep her wages but was required to turn them over to her husband. In case of separation or divorce, a woman had no legal claims on her husbandand was not allowed to keep the children. She had to legal status, which meant thatshe was not permitted to bring suit or to give testimony in courts. Often, she wasnot permitted to inherit property or to make a will. She was barred from public officeand excluded form public life generally. For the most part, women lackedopportunities for education, vocational training, and professional employment. The national consensus was that women belong in the home, and determined efforts weremade to see that they stayed there.Unit9. Sydney's best feature is her harbor. Most Sydneysiders can see at least a glimpse of blue sea from their windows. Nearly everyone lives within an hour froma beach. On weekends sails of all shapes, sizes and colors glide across the water. Watching the yacht races is a favorite Saturday activity.The harbor divides Sydney into north and south sections. The harbor bridgeconnects the two. It was built in 1932 and cost 20 million.Another Sydney symbol stands on the harbor shore. Sydney's magnificent operath house celebrated its 20 anniversary last year. Danish designer Jorn Utzon won aninternational contest with his design. The structure contains several auditoria and theaters. But not all concerts are held in the building. Sunday afternoon concertson the building's outer walk attract many listeners.Sydney's trendy suburb is Paddington. Houses are tightly packed together. Manywere first built for Victorian artists. Now fashionable shops, restaurants, arts galleries and interesting people fill the area. The best time to visit is Saturday, when vendors sell everything. So there is one of the world's most attractive cities--- Sydney, Austrian.Unit 10 Architectural design influences how privacy is a chieved as well as how social contact is made in public places. The concept of privacy is not unique toa particular culture but what it means is culturally determined.People in the United States tend to achieve privacy by physically separating themselves from others. The expression “good fences make good neighbors” is a preference 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 when individuals need privacy, it is acceptable for them simplyto look into themselves. That is, they do not need 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. When a 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 Americans, the physical division of space and the use of architectural features permit a sense of privacy.The way space is used to help the individual to achieve privacy, to build homes or to design cities if culturally influenced. Dr. Hall summarizes the relationship between individuals and their physical surroundings:Man and his extensions constitute one interrelated system. It is a mistake to act as though man was one thing and his house or his cities, or his language wee something 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 million items---a number that swells day by day----housed on 535 miles of shelves.Congress authorized a library in 1800, which amounted to three thousand books anda few maps when it was destroyed when the British burned the Capitol in 1814. to replace it, Thomas Jefferson sold the government 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 portionof 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 copiesof U.S. documents were exchanged for those of other countries. The copyright lawof 1870 ensured the library would always be up to date by requiring 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. A suggestion to raisethe 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 disputesdelayed construction for more than a decade, but the library's Thomas Jefferson Building was finally opened in 1897.Unit12. As a nation, we starting to realize that we can't solve the solid wastedilemma just by finding new places to put trash. Across the country, many individuals, communities and business have found creative ways to reduce and better manage theirtrash through a coordinated mix of practices that includes source reduction.Simply put source reduction is waste prevention. It includes many actions thatreduce the disposal amount and harmfulness of waste created. Source reduction canconserve resources, reduce pollution, and help cut waste disposal and handing costs(it avoids the costs of recycling, landfilling, and combustion).Source reduction is a basic solution to too much garbage: less waste means lessof a waste problem. Because source reduction actually prevents the increase of waste in the first place, it comes before other measures that deal with trash after itis already generated. After source reduction, recycling is the preferred waste management option because it reduces the amount of waste going to landfills andconserves resources.Unit13. The first step in helping the patient is to accept and acknowledge hisillness. The cause of symptoms must be found, and measures to relieve them and to prevent recurrence must be taken. Thorough examinations are essential. Althoughthe physician may suspect that the illness is due to emotional rather than physicalcause, he must search carefully for any evidence of physical disease. It is notunknown for an illness considered psychosomatic to be later diagnosed as canceror some other disease. The thorough search for physical causes of the symptoms helpsto gain the patient's confidence. He knows that his condition and symptoms arebeing taken seriously. If no organic basis for his complaints is found, he usually will find this news easier to accept when he knows he has had a thorough examination.Finding no physical cause for the disorder points the way to understanding the patient's condition. What is the cause? Is it emotional stress? If so, what kind?What are the problems which are upsetting the patients?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 thebodies of plants and animals changed/had to fit their environment and a usefulphysical change would be passed on to the plant's or animal's offspring.For example, Lamarck thought that giraffes developed long necks because they hadto stretch to get/eat the leaves of tall trees for food. Lamarck didn't think thatgiraffes possessed/developed/had long necks all at once, however. He thought thatthe earliest group of giraffes stretched/lengthened their necks a small amount.Their offspring inherited this longer neck. The offspring then stretched their necks a little bit longer. They passed this even longer neck on to their own offspring.After many generations, giraffes developed the long necks that they have today.Not all of Lamarck's theory is accepted today. Most scientists do not believethat the environment has a(n) effect/influence on the evolution of life forms. Nutthey don't agree with the notion/idea that a physical change in a plant's oranimal's body is passed on to the offspring. Instead, they believe that a changemust 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, frequent means of transportation are of the greatest importance. In London, wheremost people live long distance/away from their work, all officers, factories andschools would have to choose if the buses, the trains and the Underground 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 groundin order to keep away from the crowded city above their heads. Steam trains usedcoal, 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 LondonUnderground is very clean, and the electric trains make faster runs possible.At every Underground station/stop there are maps of all the Underground linesin London, so that it is easy to see how to get wherever one wants to go. Each station has its name written up clearly and in large letters several times, so that one cansee when one comes to where one must get out. At some stations one can change toa different underground train, and in some places, such as Piccadilly, there areactually three lines crossing each other. The trains on the three lines are not onthe same level, so that there should not be accidents. To change trains, one hasto 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 thepeople/passengers have to do is to stand and be carried up or down to where theywish. In fact, everything is done to make the Underground fast and efficient.Unit16. Why “grandfather” clock? Well, these clocks were passed through thefamily and so were always thought of as “grandfather's clock.” But the first domestic timepieces were hung from a nail on the wall. Unfortunately dust got intothe works and even worse children used to swing from the weights and the pendulum. So first the face and works and then the weights and the pendulum were protectedby wooden cases. Before long the clock was nearly all case and was stood on the ground/floor and called, not surprisingly, a long-case clock. These “grandfather”clocks were very expensive, made as they were from fine wood, often beautifullycarved or decorated with ivory. Famous makers of this period included Thomas Tompion,John Harrison and Edward East, but don't get too excited if you find that the clock Grandma left you has one of these names on the back. Before you start jumping upand downing and shouting, “we're rich, we're rich,” remember that plenty ofth people before the 20 century had the idea of making cheap clocks/timepieces offamous original and “borrowing” the names of their betters. And don't forget that the first chiming mechanism wasn't invented/created/made until 1695, so a chimingth clock, however charming it sounds, will date from the 18 century. Ath fake/false/imitated late 17 century grandfather clock made by East sold recentlyfor just under 20000.Unit17. Suppose you send your child off to the movies for three hours next Sunday. And three hours on Monday and the same number of hours Tuesday, Wednesday, Thursday,Friday, and Saturday. Thus is essentially what is happening to the average childin American today, except it is not the screen in the movie house down the street he sits in front of, it is instead the television set right in your own house.According to the Nielsen Index figures for TV viewing, it is dais that by the timea child graduates from high school he has had 11000 hours of schooling, as opposedto 15000 hours of viewing. I would like to repeat that. By the time the child is18 years old, he has spent more hours in front of TV than he has in school. OverTV he will have witnessed by that time some 18000 murders and countless highly detailed cases of robbery, arson, bombing, shooting, beatings, forgery, smuggling,and torture---averaging approximately cone per minute in the standard television cartoon for children under the age of ten. In general, seventy-five percent of allnetwork dramatic programs contain violence.Dr. Albert Bandura of Standford University reaches/draws two conclusions aboutviolence on TV: (1) that it tends to reduce the child's inhibitions against acting in a violent, aggressive manner, and (2) that children will imitate what they see.Dr. Bandura points out that a child won't necessarily run out and attack the first person he sees after watching violence on the screen, but that, if provoked lateron, he may very well put what he has learned into practice.One of the lessons of television is that, violence works. If you have a problem with someone, the school of TV says to slap him in the face, stab him in the back.Because most of the program has shown how well violence has paid off, punishment at the end tends not to have much of an inhibitory effect.。

新视野大学英语读写教程3(第三版)课后答案完整版之欧阳语创编

Unit 1TEXT ALanguage focusWord in use[3]1.whereby2. pursuit3. inhibit4. maintain5. patriotic6. transcend7. endeavor8. dedication9. prestige 10. nominateWord building[4][5]1.resultant2. tolerant3. pollutants4. inhabited5. participants6. descendants7. attendants8. respectful9. contestants 10. neglectful 11. resourceful12. boastfulBanked cloze[6]1.eventually2. premier3. endeavor4. bypass5. handicaps6. committed7. attained8. transcend9. feats 10. slightestExpressions in use[7]1. removed from2. failed in3. in pursuit of4. deviated from5. precluded from6. triumph over7. work their way into8. written offTEXT BUnderstanding the text[2]CBADBBCDLanguage focusWord in use[4]1.indulge2. propelled3.aggravated4.dazzled5. alleviated6.renowned7.eloquent8. destined9.scorns 10. ApplauseExpressionin use[5]1.up2.in3.on4.up5.to6.on7.as8.out sentence structure[6]1.He prefers to start early rather than leave everything to the last minute2.She prefers to be the boss, to be in charge andto organize others rather than be organized by some whom she may not even rate very highly.3.My brother prefers to take the whole blame himself rather than allow it to fall on the innocent.[7]1. Try as he would2. Search as they would3. Hard as we workTry as we mightCollocationWarm-up1. repeated2.overwhelming3.immense1.heroic2.sound3.substantial1.attained2.fueled3.achieved[8]1. sudden opportunities2. immense obstacles3. amazing determination4. profound difficulties5. overwhelming failures6. poverty-stricken7. substantial hardship 8. repeated misfortunes 9. sheer persistence10. dazzle audiences 11. achieve fame 12. strong willUnit 2Language focusWord in use[3]1.intervene2.underestimate3.recede4.deem5.bleak6.appraise7.paralyzed8. symptoms9. dismay 10. brinkWord building[4]dominate dominanceavoidavoidancerely relianceacquaintacquaintanceclearclearanceannoyannoyanceadmitadmittanceresemble resemblanceassure assuranceboreboredprivilege privilegeddistractdistracted[5]1.bored2.priviledged3. assurance4. dominance5.aviodance6. acquaintance7. reliance8. clearance9. distracted 10. annoyance 11. admittance 12. resemblanceBanked cloze[6]1.characterized2.aspects3. amount4. recede5. exposed6.vicious7. challenge8. excessive9. reaction 10. paralyzeExpressions in use[7]1.pulled to a stop2. black out3. pop up4. stopped short5. plowed through6. threw himself into7. let yourself go8. grabbed forLanguage focusWord in use[4]1.vertical2.evaporate3.plight4.intent5.abort6.vulnerable7.proximity8.evoke9.lofty 10.necessitateExpression in use[5]1.in the event of2.immuned to3.settled back4.on board5.in/into position6.was…stunned by7.for sure8. hint ofSentence structure[6]1.Nothing excites me as much as a brilliant movie with aninteresting plot, fantastic acting ,wild visual and a strongscript.2.Over the course of her entire life, she’d longed for nothingas much as knowledge about her mother.3.Her daughter is at a state hospital and wants nothingas much as to be part of a family.[7]1.In teaching practice, it is essential that we (should) teach students proper grammar, sentences structures and writing skills.2.It is important that students should be given opportunities toexpress their perspectives to cultivate their responsibility and independence.3.It is crucial that the younger generation should pursue anactive and positive role in promoting environmentalprotection.CollocationWarm-up1.massive2. incredible3. terrible4. relaxed5. absolutely6. unremarkable[8]1.emotionally impossible2. amazing power3. visibly frightened4.incredible impact5.impromptus rescues6.instantaneously hysterical7. calm confidence8. true courage 9. massive waves 10. would-be rescuer 11. vicious waves 12. rough waterUnit3Language focusWord in use[3]1.integral2. cherish3.afflicted4. noteworthy5. portray6. compliment7.domain8. anonymous9. conscientious10. perpetualWord building[4]general generalizenormal normalizepublicpublicizeminimum minimizemobile mobilizeinvestinvestordictate dictatorconquerconquerorinvestigate investigatormoderate moderatorelevator elevate[5]1.normalize2. moderator3.immunized4. investors5. mobilize6. conqueror7. elevate8. publicizes9. investigator 10. minimized 11.generalize 12.dictatorBanked cloze[6]1）domain 2) define 3) popularity 4) mentally 5) diplomatic6) committed 7) devote 8) surviving9) embarked 10) humanitarianExpressions in use[7]1.embark on2. be deprive of3. turn down4. taken captive5. live on6. share in7. was stricken by 8. led by exampleWord in use[4]1.skeptical2. coincidence3. mounted4. contrive5. simulated6. manifest7. divert 8. infected9. upgraded 10.temperamentExpressions in use[5]1. on2. in3. as4. into5. to6. to7. with8. under/onSentence structure[6]1.It is not his carefree attitude that made him seem eccentric;it is his conspicuous interest in film that made his classmates shun and mock him.2.It is not his experience in filmmaking thatsabotaged transfer attempts; it is his poor grades that forced film schools to withhold acceptance. 3.It is not because things are difficult that we fail to dare; it is because we do not dare that things are difficult.[7]1.see things as they are2.understand the world as it is3.accept people as they arewarm-up1.internationally famous2. rigorous schedule3.jeopardize hope4.emotionally draining5. physically dangerous6. overwhelming misery7. perpetually signify8. conspicuous interest 9. repeatedly try[8]1.internationallymittedpassionate1.repeatedly2.thrill3.terrific1.overwhelmingly2.desperate3.physically4.rectified 1.personal 2.emotionallyUnit4Language focusWord in use[3]1)compulsory 2)contemplate 3) imprisoned 4) globalize5) offset 6) groan 7) stubborn 8) cluster9) ambiguity 10) consoledWord building[4]respect respectablenegotiate negotiabledistinguish distinguishableavail availableprofitprofitablerenewrenewablememory memorizeauthorauthorizedvisualvisualizestable stabilizesocial socialize[5]1) profitable 2) renewable 3) authorized 4) negotiable5) visualize 6) socialize 7) attributable 8) respectable9) avail 10) stabilize 11) distinguishable 12) memorizeBank cloze[6]1) contemplate 2) comfort 3) sparked 4) ventured 5) diverse 6) witnessed 7) stunning 8)glimpse9) positive10) dictateExpression in use[7]1)settle for 2) more often than not 3) mingled with 4) traded for 5) was saturated with6) are open to 7) endowed with 8) make up for Words in use[4]1）ethnic 2) conceive 3)presumed 4) despised 5) irritate 6) disregarded 7) downside 8) venerable9) susceptible 10)suppressExpression in use[5]1)from/against 2) from 3) with 4) into 5) to6) into 7) for 8) offSentence structure[6]1)The day following was, as it turned out, the last of Mr. Wraxall’s stay at Raback.2)As it turned out, the war went on for more than four years, with horrible losses of personnel and material on both sides.3)Madigan had been studying Mr. Barrett for a couple of month, as it turned out the man was rather mysterious.[7]1.took his behavior with a smile.2.took it with gratitude3.took it with a deep bowCollocationwarm-upoverly fearful disorienting diversity solo travel swap stories globalized world foreign travel[8]1. exotic places2. lovely dream3. multinationalexcursions4. pleasant experiences5. foreign travel6. valuable open-mindedness7. ample opportunities 8. disorienting diversity 9. local folklore10. swap stories 11. modern aviation 12. credible insightsUnit5Understanding the textWord in use[3]1) gauged 2) dedicate 3) commonplace4) suffice5) revenue 6) simultaneous7) incentive 8) prone 9) innovations10)fostered[4]realrealismimperialimperialism commercialcommercialismhumanhumanismterror terrorismrecruitrecruitmentresentresentmentenrollenrollmentrefreshrefreshmentship shipmentenforceenforcement[5]1) refreshment 2) shipment 3) enforcement 4) commercialism 5) realism6) recruitment7) enrollment 8) imperialism 9) resentment 10) Terrorism 11) humanismBanked cloze[6]1) employees2) notion3) primary 4) foster5) reflects 6) motivation7) monetary 8) aspects9) gossiping10) miserableExpression in use[7]1) correlate with 2) refrain from 3)count down 4) slaving away 5) coincide with 6) contented with 7) be designated as 8) conformed toWORD IN USE[4]1) Rash2) specialty 3) ponder 4) utilize5) pierce 6) bias 7) ensue 8) impart9) infectious 10) hospitalityExpression in use[5]1) out2) on 3) away 4) to5) to6) in7) away8) upSentence structure[6]1.Although I am already very tall, I wear high heel all of the time,be it day or night.2)A lower euro will actually help European exports become affordableand more competitive around the world, be they German automobilesor Italian leathers.3)Every time there is a major new event , be it a natural disaster ora historic moment, we take it for granted that there will be picturesand videos.[7]1) find himself eating foods he never heard of before.2) found herself faced with a math test.3) found herself standing in front of Tom’s company. collocationwarm-up1) prideful 2) high 3) special 4) trivial 5) sole6) friendly 7) cheerful8) instant 9) charitable [8]1) unhappy 2) personally 3) optimum 4) truly 5) monetary6) sole 7) personal 8) trivial9) special 10) high 11) friendly 12) cheerfulUnit 6Language focusWord in use[3]1）evacuated 2) stray 3) diluted 4) gigantic 5) standpoint 6) nutrition 7) inflicted 8) pervasive 9) naive 10) permeated[4]moment momentary supplementsupplementarycustom customaryvisionvisionarymissionmissionarydisciplinedisciplinarycomplexcomplexityfatalfatalityavailable availabilityfeasible feasibilityauthenticauthenticitydesirabledesirability[5]1) visionary2) fatality3) availability4) customary 5)feasibility 6) momentary7) disciplinary8) supplementary9) missionary 10) authenticity 11) complexity 12) desirabilityBanked cloze[6]1) appalling 2) innumerable 3) distinction 4) casualties5) unrecorded 6) massacres 7) foster 8) stage 9) decline 10) stabilizeExpression in use[7]1) flew at 2) wove her way through3) radiated from4) conceive of 5) was lined with 6) dive into 7) next to nothing 8) stayed downWords in use[4]1) supervise2) petitioned3) clutching4) vicinity5) fragrance6) dispatched7) dwelling 8) haunted 9) timid10) enclosesExpression in use[5]1) to/into 2) in 3) together 4) apart 5) with6) off7) with 8) offSentence structure[6]1) Henry refuses to change his mind because he holds that ouradvice is worth next to nothing to him.2) Once a gambler is addicted, all the efforts to helphim getrid of the bad habit will be worth next to nothing.3)Your recommendation is worth next to nothing to those whodo not want to listen.[7]1) looks like it is going to burst.2)looks like the work would stretch well into next year.3)looked like they planned to invade within the following few daysCollocationWarm-up1) A2) C3) B4) B5) C6) B[8]1) emotional intensity2) brilliant sky 3) walked briskly 4) helplessly wandering5) trembling voice 6) tremendous roar7)desertedroad 8)violentlydipping9)inevitable death 10)profound fatigue 11) pervasive threat12) dangerous evilUnit7Language focusWord in use[3]1) donate 2) spiral 3) termination 4) layoff 5) subsistence 6) spectrum 7) complied 8) reclaimed9) originated 10) expiredWord building[4]emit emissionomit omissionsuspend suspensionpredict predictiondistribute distributioncorruption corruptgenerous generosityformal formalitylocal localitymature maturitypeculiar peculiarityliable liability[5]1) emission 2) suspension 3) formalities 4)prediction5) omission 6) distribution 7) locality 8) peculiarity 9) corrupting 10) generosity 11) maturity 12) liability Banked cloze[6]1) slump 2) mortgages 3) incredibility 4) crashing5) spread 6) promote 7) catastrophic 8) verge 9) oversight 10) stabilizeExpressions in use[7]1) put down 2) wind up 3) scrape together4) on the verge of 5) in all likelihood 6) deteriorate into7) are in a position 8) gave way toWord in use[4]1) amplifying 2) assimilate 3) intrinsic 4) entail 5) commodity 6) mentality 7) envisage 8) allocated9) equity 10) ambiguousExpression in use[5]1) in 2) on 3) in 4) in5) into 6) off 7) in 8) toSentence structure[6]1) what if it rained and then froze all through those months?2) what if all children were kind to animals?3) what if a major earthquake hit the Seattle area? [7]1) so we ended up seeing a different one2) you might end up getting something you don’t want3) but who knew it would end up being a career. Collocationwarm-up1. constant harassment2. employment spectrum3. unsure futures4. fall sharply5. further increases6. profound grief[8]1) falling sharply2) unimaginable situation 3)economic slump4) tenant eviction5) purchasing power 6) further increases7) stock market crash 8) sinking finances 9) negative equity10) daily stress 11) long-term unemployment12) employment spectrumUnit7Language focusWord in use[3]1) donate 2) spiral 3) termination 4) layoff 5) subsistence 6) spectrum 7) complied 8) reclaimed9) originated 10) expiredWord building[4]emit emissionomit omissionsuspend suspensionpredict predictiondistribute distributioncorruption corruptgenerous generosityformal formalitylocal localitymature maturitypeculiar peculiarityliable liability[5]1) emission 2) suspension 3) formalities 4) prediction5) omission 6) distribution 7) locality 8) peculiarity 9) corrupting 10) generosity 11) maturity 12) liability Banked cloze[6]1) slump 2) mortgages 3) incredibility 4) crashing5) spread 6) promote 7) catastrophic 8) verge 9) oversight 10) stabilizeExpressions in use[7]1) put down 2) wind up 3) scrape together4) on the verge of 5) in all likelihood 6) deteriorateinto7) are in a position 8) gave way toWord in use[4]1) amplifying 2) assimilate 3) intrinsic 4) entail 5) commodity 6) mentality 7) envisage 8) allocated9) equity 10) ambiguousExpression in use[5]1) in 2) on 3) in 4) in5) into 6) off 7) in 8) toSentence structure[6]1) what if it rained and then froze all through those months?2) what if all children were kind to animals?3) what if a major earthquake hit the Seattle area? [7]1) so we ended up seeing a different one2) you might end up getting something you don’t want3) but who knew it would end up being a career. Collocationwarm-up1. constant harassment2. employment spectrum3. unsure futures4. fall sharply5. further increases6. profound grief[8]1) falling sharply2) unimaginable situation 3) economic slump4) tenant eviction5) purchasing power 6) further increases7) stock market crash 8) sinking finances 9) negative equity10) daily stress 11) long-term unemployment12) employment spectrumUnit8Word in use31) indignation 2) provocative3) militant 4) overlap 5) conferring 6) defiance 7) hesitant 8) milestone 9) cradled 10) preachingWord building4man manhoodmother motherhoodcalculate calculationcomplicate complicationimitate imitationassassinate assassinationcirculate circulationaccommodation accommodateaccuse accusationdefect defectionexhaust exhaustion51)circulation 2) accusation 3) accommodate4) defection 5) manhood 6) imitation7) complication 8) exhaustion 9) assassination10) calculation11) motherhoodBanked cloze61) automatic 2) charge 3) presumption 4) attached 5) handy 6) confer 7) contact 8) bounce9) tumble 10) intellectExpression in use71) at their disposal 2) insulate him from3) irrespective of 4) has a high opinion of5) has authority over 6) for your part 7) get away with 8) dispense with 9) provide for 10) tiptoeing around Word in use41) 2) 3) 4) 5)6) 7) 8) 9) 10)Expression in use51) to 2) through 3) off 4) down5) to 6) out 7) under 8) in/backSentence structure6.1.Admittedly taking measures that are likely to increase the greenhouse effectwill be morally graver than having done nothing to reduce it.2. Admittedly they are the perfect guides to keep you欧阳语创编informed of the various things happening around you.3. Admittedly those who oppose to the viewpoint also have their reasons to a certain extent.7.1.When the time comes to demonstrate your unique set of sporting skillsand physical gifts2.But when the time came to put some money into the home3.when the time comes to pay for my classescollection1) versatile 2) shatter 3) unquestioning 4) stony5) hair-tearing 6) substandard81) hair-tearing 2) negative 3) substandard 4)stony 5) perfect 6) unilateral 7) shatter 8) secretly9) unquestioning 10) true 11) intensity 12) ultimate欧阳语创编。

大学英语精读第三版第三册课后习题答案之欧阳语创编

大学英语精读第三版第三册课后习题答案Unit11) accent2) turn against3) a couple of4) takes his time5) fate6) confirmed7) witness8) subsequent9) stands a chance10) trial 1) belief2) brilliant3) employment4) has saved up5) stood a chance6) were awarded7) Presumably8) conducted9) casual10) around (which student life) revolves1) Joe wrote to say that he had to put off his visit because of his illness.2) Despite the noise, they went on working as if nothing were happening.3) Traffic was held up for several hours by the accident.4) Called (up) on to speak at the meeting, I couldn't very well refuse.5) Mrs. Stevenson looked in the cupboard and found there was not a single lump of sugar left.6) It was the rumor that turned Joe against his twin brother.7) We wondered how Sara was getting on in her new job.8) Although Anne agreed with me on most points, there was one on which she was unwilling to give in.9) Visitors could photograph almost anything here without having to ask for permission.10) Whether we make an excursion or stay home will depend on tomorrow's weather.1) uncertain，unafraid，unacceptable，unfamiliar，unequal；2) unanswered，unattached，unknown，undecided，unexpected；3) unhappily，unskillfully，unconsciously，unnecessarily，uncomfortably；4) unsay，undress，untie，unlock，unload。

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 extis 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 whatan swers are offered. If your readi ng is morepurposeful you are likely to understand better.Naturally your predictio ns/expectatio ns will not always be correct. This doesnot matter at all as long as you recog nize whe n they are wrong, and why .In fact mistake n predicti ons cantell you the source of misun dersta nding and help you toavoid 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. Fromthe 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/presenthis argument, or what methods will be used to testa hypothesis.Because prediction ensures the reader' s active involvement, it is worthtrai ning.Unit2. Education is not an end, but a means to an end. In other words, we donot 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 degreesthan there are jobs for them to fill. Because of their degrees, they refuse to dowhat 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. Wecanlive 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 suitedto our brain and ability, and to realize that all jobs are n ecessary to society, that is very wrong/incorrect/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' twhat he said; it was the way that he said it when, by using/saying the word way wemean something about the particular vice quality that was in evidenee., or the setof 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 thecom muni catio n causes the cha nge of mea ning, and any stateme nt we make leads to thesource of the gap between the literal meaning of the words and the total messagethat is likely to be expressed in impressi oni stic terms. It is likely to refer tosome 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? Theyoung 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 beseen. And other birds migrateover the sea, where there are no Iandmarks at all. A certain kind of plover, forinstance/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 noIan 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. Butall 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 possiblein flue nee of magn etism on path- finding. Magn ets were attached to the birds ' headsto see if/whether their direct ion-sense was con fused thereby. These unfini shedexperiments had, of course, to be stopped.Un it5. Man first existed on earth half a millio n years ago. The n he was littlemore than an animal; but early man had several big advantages over the animals. Hehad 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 shareideas, 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 bepassed on from generation to generation so that the stock of human knowledge slowlyin creased.It was these special adva ntages that put men farahead of all other livingcreatures in the struggle for survival/existe nee . Theycan use their in tellige neehandin 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 mandiffers 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 Ianguageused 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 “howpretty 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 makesof 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 relatecertain kinds of jargon to levels of occupation and professional training, we mustalso 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 nsthat require considerable education, in which words, and the concepts they use, aremani pulated rather tha n objects, for example in the legal and teach ingcircle/world/fieldand 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 sidethe earth? Are there people, or creatures of some sort/kind living on Mars, Venus, or some other pla net of the solarsystem? 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 onestar 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 theclouds. An experime nt made in 1952 at the University of Chicago seems to prove this. By passing electricity through nonlivingmaterials, 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 officeand excluded form public lifegen 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 operahouse 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 certson the building ' s outer walk attract many listeners. Sydney' s trendy suburb is Paddington. Houses are tightly packed together . Many were first built forVictoria 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 madeto see that they stayed there.Unit9. Sydney' s best featureattractive 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 apreferenee for privacy from neighbors ' homes. If a family can afford it, each childhas 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 simplyto look into themselves. That is, they do not n eed to remove themselves physicallyfrom a group in order to achieve privacy.Young American children learn the rule “ knock before you enter ” which teaches themto respect others ' privacy. Parents, too, often follow this rule prior to enteringtheir children ' s rooms. Whena bedroom door is closed it may be a(n) sign to others saying, “I needprivacy, ”“I ' m angry, ” or “Do not disturb. I ' busy. ” ForAmerica 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 actas 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 amountto 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 hisown library of almost 6500volumes---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 portionof the Smithsonian Institution ' s library was added to the library of Congress, andin the same year the government entered an international program by which copiesof U.S. docume nts were excha nged for those of other coun tries . The copyright lawof 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 raisethe 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 disputesdelayed con struct ion for more tha n a de cade, but the library ' s Thomas Jeffers onBuildi 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 findingnew 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 thatreduce 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 lessof 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 itis already gen erated. After source reducti on, recycli ng is the preferred waste management option because itreduces the amount of waste going to Iandfills andcon serves resources.Un it13. The first step in help ing the patie nt is to accept and ack no wledge hisill 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 . Althoughthe 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 notunknown for an illness considered psychosomatic to be later diagnosed as canceror 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 usuallywill 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) hascontributed to the theory of evolution. Lamarck believed that the environment shapedthe nature/trait/characteristic ____________ of plant and animal life. he believed that thebodies of pla nts and ani mals cha nged/had to fit their en viro nment and a usefulphysical 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 ecksa 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 believethat 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 orani 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, wheremost people live long dista nce/away from their work, all officers, factories andschools 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 differentfrom 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 usedcoal, which filled the underground stations with terrible smoke. As a result, theold 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 linesin 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 cansee 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 onthe same level, so that there should not be accide nts. To cha nge trains , one hasto 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 thepeople/passengers have to do is to stand and be carried up or down to where theywish. In fact, everyth ing is done to make the Un dergro und fast and efficie nt.Unit16. Why “grandfather ” clock? Well, these clocks were passed through the family and so were always thought of as “grandfather ' s clock. ” But the firstdomestic timepieces were hung from a n ail on the wall. Unfortun ately dust got into the works and even worse childre n used to swing from the weights and the pen dulum.So first the face and works and then the weights and the pendulum were protectedby woode n cases. Before long the clock was n early all case and was stood on the ground/floor and called, not surprisingly, a long- case clock. These “grandfather ”clocks were very expe nsive, made as they were from fine wood, often beautifullycarved or decorated with ivory. Famousmakers of this period included Thomas Tompion, Joh n Harris on and Edward East, but don' t get too excited if you find that the clock Grandma left you has one of these nameson the back. Before you start jumping upand downing and shouting, “we' re rich, we ' re rich, ” remember that plenty ofpeople before the 20 th century had the idea of making cheap clocks/timepieces offamous original and “borrowing ” the names of their betters. And don' t forget that the first chiming mechanism wasn' t invented/created/made until 1695, so a chiming clock, however charm ing it soun ds, will date from the 18 cen tury. A fake/false/imitated late 17 cen tury gran dfather clock made by East sold rece ntlyfor just un der 20000.Un it17. Suppose you send your child off to the movies for three hours n ext Sun day. And three hours on Mon day and the same nu mber of hours Tuesday, Wedn esday, Thursday, Friday, and Saturday. Thus is esse ntially what is happening to the average childin American today, except it is not the screen in the movie house down the street he sits in front of, it is in stead the televisi on set right in your own house.According to the Nielsen Index figures for TV viewing, it is dais that by the timea child graduates from high school he has had 11000 hours of schooling, as opposed to 15000 hours of viewing . I would like to repeat that. By the time the child is18 years old, he has spe nt more hours in front of _TV tha n he has in school. OverTV he will have witnessed by that time some 18000 murders and countless highly detailed cases of robbery, arson, bomb ing, shoot ing, beat in gs, forgery, smuggli ng,and torture---averagi ng approximately cone per minute in the sta ndard televisi on carto on for children un der the age of ten. In gen eral, seve nty-five perce nt of alln etwork dramatic programs contain viole nee.Dr. Albert Ban dura of Sta ndford Uni versity reaches/draws two con clusi ons aboutviolenee on TV: (1) that it tends to reduce the child ' s inhibi tions against acting in a violent, aggressive manner, and (2) that children will imitate what they see.Dr. Ban dura points out that a child won' t n ecessarily run out and attack the first pers on he sees after watch ing viole nee on the scree n, but that, if provoked later on, he may very well put what he has lear ned into practice .One of the less ons of televisio n is that, viole nee works. If you have a problem with some one, the school of TV says to slap him in the face , stab him in theback. Because most of the program has show n how well viole nee has paid off, puni shme nt at the end tendsnot to have much of an in hibitory effect.。

英语泛读教程3第三版[刘乃银编]平台答案解析[含cloze及extrapassage]

Unit 1Text: ExercisesA: cB. 1.b 2.d 3.a 4.b 5.b 6.d 7.d 8.cD. 1.a 2.d 3.d 4.a 5.d 6.c 7.d 8.bFast reading1.d2.b3.d4.d5.a6.a7.b8.a9.a 10.d 11.c 12.b 13.b 14.d 15.cHome Reading1.d2.a3.c4.d5.d6.a7.a8. bCloze11．going/about/trying2．expectations/predictions3．questions4．answers5．predictions/expectations6．Tell7．know/foretell8．develop/present9．worthExtra Passage 1 Key：BBCAUnit 2Text: ExercisesA: bB. 1.d 2.d 3.b 4.c 5.d 6.c 7.c 8.aD. 1.b 2.a 3.d 4.d 5.a 6.c 7.a 8.a 9.cFast reading1.d2.b3.b4.d5.c6.b7.d8.b9.d 10.b 11.c 12.d 13.d 14.b 15.dHome Reading1.c2.b3.d4.c5.c6.d7.b8. b9.dCloze 21. communicate2. ways.3. using4. of5. Message6. meet7. causes8. Meanings9. to10. eyesExtra Passage 2 Key: ADBCBText: ExercisesA: dB. 1.b 2.a 3.d 4.a 5.b 6.b 7.d 8.d 9.d 10.cD. 1.b 2.d 3.d 4.b 5.a 6.c 7.b 8.c 9.a 10.aFast reading1.c2.b3.b4.b5.a6.c7.c8.d9.d 10.a 11.c 12.c 13.d 14.a 15.dHome Reading1.d2.b3.c4.b5.d6.d7.b8. d9.bCloze31．poor2．habits3．Lies4．little5．Unfortunately6．what7．slows8．one reads.9．than10．Comprehension11．cover Extra Passage 3 Key: DBABAText: ExercisesA: cB. 1.d 2.d 3.b 4.c 5.d 6.d 7.cD. 1.a 2.b 3.d 4.b 5.b 6.a 7.d 8.d 9.a 10.d 11.b 12.c Fast reading1.d2.b3.c4.c5.d6.b7.d8.a9.d 10.d 11.b 12.a 13.d 14.c 15.dHome Reading1.d2.a3.d4.a5.c6.b7.c8.dCloze 41.studied2.Satisfaction3.reduced4.reported5.whose6.published7.on8.such9.illustrate/show/indicate10.contributionsExtra Passage 4 Key: ADDBText: ExercisesA: cB. 1.a 2.b 3.d 4.a 5.a 6.d 7.c 8.b 9.dD. 1.d 2.b 3.a 4.b 5.b 6.d 7.a 8.b 9.c 10.b 11.d 12.a Fast reading1.c2.a3.a4.b5.d6.c7.b8.d9.d 10.c 11.c 12.d 13.b 14.a 15.bHome Reading1.b2.c3.c4.d5.b6.d7.cCloze 51.Fluent2.abilities/ability/competence/proficiency/aptitude3.other4.meansnguage6.Contac7.reason8.pick9.point10.aptitude/competenceExtra Passage 5 Key：BBDAText: ExercisesA: bB. 1.c 2.d 3.c 4.a 5.b 6.d 7.d 8.a 9.dD. 1.b 2.a 3.d 4.a 5.a 6.c 7.b 8.a 9.a 10.c 11.a 12.b Fast reading1.c2.a3.b4.c5.d6.a7.a8.d9.c 10.b 11.c 12.c 13.d 14.a 15.bHome Reading1.c2.c3.d4.c5.d6.a7.b8.cCloze 61.lure2.playing3.resistance4.prefer5.weak/poor6.example/instance7.offered8.off9.far10.asExtra Passage 6 Key: BCCDBText: ExercisesA: dB. 1.a 2.c 3.b 4.d 5.a 6.d 7.c 8.a 9.a 10.cD. 1.a 2.b 3.a 4.a 5.c 6.d 7.a 8.c 9.c 10.d 11.a 12.d Fast reading1.d2.b3.a4.c5.a6.c7.d8.d9.b 10.b（网上练习里面增加了for Many Women）11.d 12.c 13.a 14.c 15.dHome Reading1.c2.b3.a4.d5.b6.c7.d8.d9.b 10.cCloze 71．Among2．Completed3．Impact4．sit5．catch/attract/arrest/capture6．but7．attention8．Action9．popular10．lessExtra Passage 7 Key：CABCText: ExercisesA: cB. 1.c 2.d 3.d 4.c 5.c 6.d 7.c 8.c 9.bD. 1.a 2.b 3.d 4.a 5.c 6.a 7.a 8.aFast reading1.c2.c3.a4.c5.d6.b7.b8.d9.a 10.d 11.b 12.a 13.b 14.d 15.dHome Reading1.d2.b3.d4.b5.c6.c7.b8.c9.dCloze 81．reluctant/ unwilling2．up3．provide4．hired/employed5．job/working6．what7．for8．opportunity9．but10.likelyExtra Passage 8 Key：DCBCText: ExercisesA: cB. 1.b 2.c 3.c 4.b 5.c 6.d 7.b 8.b 9.aD. 1.d 2.c 3.b 4.a 5.b 6.d 7.a 8.c 9.b 10.a 11.c Fast reading1.d2.c3.b4.c5.a6.b7.c8.c9.b 10.c 11.b 12.c 13.d 14.d 15.BHome Reading1.d2.c3.d4.c5.a6.b7.dCloze 91.with2.than3.linked4.that5.presenting6.out.es8.Distinguish9.devoted10.s hortExtra Passage 9 Key：DBDCC .Text: ExercisesA: cB. 1.c 2.d 3.c 4.c 5.d 6.b 7.a 8.c 9.a 10.cD. 1.d 2.c 3.d 4.b 5.c 6.a 7.c 8.a 9.d 10.c 11.b 12.d Fast reading1.d2.b3.d4.c5.c6.d7.c8.c9.d 10.b 11.b 12.d 13.d 14.c 15.aHome Reading1.c2.a3.d4.c5.b6.a7.c8.b9.bCloze 101．encounter2．rule3．context4．Target5．With6．sense7．approaches/ways/methods8．on9．from10．despiteExtra Passage10 Key：CADAText: ExercisesA: dB. 1.a 2.d 3.a 4.c 5.c 6.d 7.c 8.bD. 1.a 2.b 3.a 4.c 5.b 6.d 7.c 8.a 9.a 10.b 11.a 12.d 13.c Fast reading1.d2.c3.d4.a5.b6.c7.c8.b9.d 10.a 11.c 12.c 13.b 14.c 15.aHome Reading1.b2.c3.a4.d5.b6.b7.c8.d9.d 10.dCloze 111. Into2. where_3. on4. to5. average6. back7. so8. from9. longer10. costExtra Passage 11 Key：CABBText: ExercisesA: bB. 1.b 2.b 3.b 4.d 5.d 6.c 7.b 8.cD. 1.c 2.d 3.c 4.c 5.d 6.a 7.c 8.d 9.b 10.a 11.d 12.c13.aFast reading1.b2.b3.d4.d5.c6.d7.b8.d9.b 10.c 11.c 12.d 13.c 14.b 15.dHome Reading1.b2.c3.d4.c5.c6.b7.a8.d9.b 10.b 11.c Cloze 12we are to participate in the society which we live, webasis by the simple If we travel ingive information or news and very likely have ouradvances in printing, telecommunications, radio and television.speed has revolutionized the transmission and reception of communications so that local news often takes a back seat to national news, which itself i s often almost eclExtra Passage 12 Key: BDCBText: ExercisesA: aB. 1.c 2.d 3.c 4.a 5.d 6.b 7.a 8.bD. 1.c 2.b 3.a 4.d 5.a 6.c 7.a 8.b 9.d 10.bFast reading1.c2.d3.a4.c5.c6.c7.a8.c9.c 10.d 11.b 12.d 13.b 14.d 15.bHome Reading1.b2.d3.b4.c5.c6.b7.d8.dCloze 13with you, you wouldn’t be too happy about it, to It is allchildren – conditions which thAny discussion of this topic is bound to question the aims of education. Stuffing children’sis far from being foremost them. One of the chiefplace in adult society. Now adult society is made up of men and women, so how can a segregated school possibly offer the right sort of preparation for it? Anyone entering adult society after yearswith each other in of academic ability, athletic achievement and many of the extra-curricular activities which are part of school life. What a practical advantage it is ( to give just a small example ) to be able to put on a school play in which the male parts will be taken by boys and the female parts by girls! What nonsense co-education makes of the argument that boys are cleverer than girl or vice-versa. When segregated, boys and girls are made to feel that they are a race apart. Rivalry between the sexes is fostered. In a coeducational school, everything falls into its proper place.Extra Passage 13 Key: DCDAText: ExercisesA: cB. 1.d 2.d 3.c 4.a 5.d 6.d 7.a 8.bD. 1.d 2.a 3.c 4.a 5.d 6.b 7.a 8.b 9.a 10.d 11.bFast reading1.d2.d3.a4.b5.b6.b7.d8.d9.c 10.a 11.d 12.c 13.a 14.c 15.bHome Reading1.c2.d3.c4.d5.a6.d7.dExtra Passage 14 Key: CACCDUnit 15Text: ExercisesA: cB. 1.a 2.b 3.b 4.a 5.c 6.b 7.c 8.c 9.d 10.b 11.bD. 1.b 2.a 3.b 4.c 5.c 6.a 7.C 8.a 9.c 10.d 11.b 12.b Fast reading1.c2.a3.c4.c5.b6.a7.c8.c9.d 10.c 11.d 12.d 13.a 14.d 15.aHome Reading1.c2.d3.a4.c5.d6.d7.c8.cExtra Passage 15 Key: CBBDA。

泛读教程第三册答案

泛读教程第三册答案篇一：英语泛读教程3 第三版学生用书 U1 Text Main idea: C Comprehension the text: Bdabb ddc Understanding vocabulary: addad cdb Fast reading: dbdda abaad cbbdc Home reading: dacdd aab U2 Text Main idea: b Comprehension the text:ddbcd cca Understanding vocabulary: baada caac Fast reading: dbbdc bdbdb cddbd Home reading: cbdcc dbbd U3 Text Main idea: d Comprehension the text: badab bdddc Understanding vocabulary: bddba cbcaa Fast reading: cbbbac cdda ccdad Home reading: dbcbd dbdb U4 Text Main idea: c Comprehension the text: ddbcd dc Understanding vocabulary: abdbb ADDAD BC Fast reading: DBCCD BDADD BAACD Home reading: DCDAC BCD U5 Text Main idea: C Comprehension the text: ABDAA DCBD Understanding vocabulary: DBABD DABCB DA Fast reading: CAABD CBDDC CDBAA Home reading: BCCDB DC U6 Text Main idea: B Comprehension the text: CDCAB DDADUnderstanding vocabulary: BADAA CBAAA AB Fast reading: CABCD AADCB CCDAB Home reading: CCDCD ABC U7 Text Main idea: D Comprehension the text: ACBDA DCAAC Fast reading: DBDCA CDDBA CCACD Home reading: CBADB CDDBC U8 Text Main idea: C Comprehension the text: CDDCC DCCB Understanding vocabulary: ABDAC AAA Fast reading: CCACD BBDAD BABDB Home reading: DBDBCCBCD U9 Fast reading: DCBCA BCCBD BCDDD U10 Fast reading: DBDCC DCCDB BDDCA U11 Fast reading: DCDAB CCBDA CCBCA U12 Fast reading: BBDDC DBDBC CDCBD U13 Fast reading: CDACC CACCD BDBDB U14 Fast reading: DDABB BDBCA DCACB U15 Fast reading: CACCBA CCDC DDADA篇二：英语泛读教程3第三版(刘乃银)答案英语泛读教程3第三版（刘乃银版）答案 Unit 1 Text: A. c B. bdabb ddc D. addad cdb Fast Reading: dbdda abaad cbbdc Home Reading: dacdd aab Unit 2 Text: A. b B. ddbcd cca Fast Reading: dbbdc bdbdb cddbd Home Reading: cbdcc dbbd Unit 3 Text: A. d B. badab bdddc Fast Reading: cbbba ccdda ccdad Home Reading: dbcbd dbdb D. badda caacD. bddba cbcaaText: A. c B. ddbcd dc D. abdbb addad Fast Reading: dbccd bdadd badcd Home Reading: dadac bcd Unit 5 Text: A. c B. abdaa dcbd Fast Reading: caabd cbddc cdbab Home Reading:bccdb dc Unit 6 Text: A. b B. cbcab ddad Fast Reading: cabcd aadcb ccdab Home Reading: ccdcd abc Unit 7 D. dbabb D. badaa dabcb cbaac daA. d B. acbda dcaac D. abaac daccd ad Fast Reading: daada cddbc bdcdb Home Reading: cbadb cddbc Unit 8 Text: A. c B. cddcc dccb Fast Reading: ccacd bbdad babdd Home Reading: dbdbc cbcd Unit 9 Text: A. c B. bccbc dbba Fast Reading: dcbca bccbc bcddd Home Reading: dcdca bd Unit 10 Text: D. abdac D. dcbab aaa dacba cA. c B. cdccd bacac D. dcdbc acadc bd Fast Reading: dbdcc dccdb bddca Home Reading: cadcb acbb Unit 11 Text: A. d B. adacc dcb Fast Reading: dcdab ccbda ccbca Home Reading: bcadb bcddd Unit 12 Text: A. b B. bbbdd ccc Fast Reading: bbddc dbdbc cdcdd Home Reading: bcdcc badbb c Unit 13 Text: A. c B. cdcad babD. abacb D. cdccd D. cbada dcaab acdba cabdb adcdcaFast Reading: cdacc caccd bdbdb Home Reading: bdbcc bdd Unit 14 Text: A. c B. ddcad dab Fast Reading: ddabb bddca dcccb Home Reading: cdcda dd Unit 15 Text: A. c B. abbac bccdb Fast Reading: caccb accdc ddada Home Reading: cdacd ddc D. dacad babad b b D. babcc aaacd bb篇三：泛读教程第二版第三册unit 7 Unit 7 Women 1-5 BCABC 6-10 BBACA 1-5 CBABC 6-10 BCCCC occupation occupyoccupationaloccupationally segregation segregatesegregated discrimination discriminatediscriminating/~ed enforcementenforce enforceable enforceably exclusionexclude exclusiveexclusively perseveranceperseverepersevering perseveringly conviction convict convictiveconvictively amendment amendamendable superficialitysuperficialize superficial superficially spectator spectate spectatorial 1.A.job B. career C. jobs D. career 2.A.principal B. principlesC. principal D.principle 3.A. feminine B. female C. feminine CLOZE acceptable; domestic; property; wages; husband; divorce; claims; legal; suit ;permitted; make; excluded; lacked; belonged; determined SECTION B 1-5 BACCC6-10 CACCC 11-15 AABBACTTF SECTUIN C 1-5 CCAACB。

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.cation 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 live without education, but we die if we have no food. If no one cleaned our streets and took the rubbish away from our houses, we should get terrible diseases in our towns.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 necessary to society, that is very wrong/incorrect/erroneous to be ashamed of one's work or to scorn someone else’s. Only such a type of education can be called valuable to society.Unit3. Human beings 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 evidence., 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/experience difficulty in finding exactly what in the communication causes the change of meaning, and any statement 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 impressionistic terms. It is likely to refer to some thing like a “glint” in a person’s eyes, or a “threatening” gesture, or “provocative” manner.Unit4. How do the birds find their way on their enormously long journeys? 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 landmarks could hardly be seen. And other birds migrate over the sea, where there are no landmarks 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 extraordinary featof endurance, but there are no landmarks on the ocean 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 experiments hitherto made to see whether magnetism has any effect/influence whatsoever on animals have given negative results. Still, where there is such a biological mystery as migration, even improbable experiments are worth trying. It/this was being done in Poland, before the invasion of that country, on the possible influence of magnetism on path-finding. Magnets were attached to the birds’ heads to see if/whether their direction-sense was confused thereby. These unfinished experiments had, of course, to be stopped.Unit5. Man first existed on earth half a million years ago. Then he was little more than an animal; but early man had several big advantages over the animals. He had a large head/brain, he had an upright body, he had clever hands; he had in his brain special groups of nerve cells, not found in animals, that enabled him to invent a language and use it to communicate with his fellow men. The ability to speak was of very great use/value/significance/importance because it was allowed men to share ideas, and to plan together, so that tasks impossible for a single person 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 increased.It was these special advantages that put men far ahead of all other living creatures in the struggle for survival/existence. They can use their intelligence handing/overcoming their difficulties and master them.Unit6. Language varies according to sex and occupation. The language of man differs subtly from that of women. Men do not usually use expressions such as “its darling,” and women tend not to swear as extensively as men. Likewise, the language used in addressing men and women differs subtly: we can compliment 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 language to vary, particular in the use he makes of technical terms, that is, in the use he makes of the jargon of his vacation. Soldiers, dentist, hairdressers, mechanics, yachtsmen, and skiers all have their particular special languages. Sometimes the consequence is that such persons have difficulty in communicating with people outside the vacation on professional maters because the technical 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 underworld. There may well be a more highly developed use of jargon in occupations that require considerable education, in which words, and the concepts they use, are manipulated rather than objects, for example in the legal and teaching 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, continues at a rapid rate.Each mew satellite and space probe gives scientists new information. As men explore outer space, some of the questions they have long asked/wondered about will be answered at last.The greatest question of all concerns life itself. Is there intelligent life out side the earth? Are there people, or creatures of some sort/kind living on Mars, Venus, or some other planet of the solar system? Are there planets orbiting/going/circling around stars other than 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 living things seem to need. Until a short time ago, we thought there were only a few planets. Today, scientists believe that many stars have planets going around them.We know 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 anywhere else, our telescopes are not powerful enough to pick up their feeblereflected light. But astronomers guess that one star in a hundred has at least one planet where life could exist.We are quite sure that life could begin on a young planet. A new plant would be likely to contain great seas, together with heavy clouds of water vapor and other gases. Electric storms would be common. It is possible that simple living cells might from when electricity passed through the clouds. An experiment made in 1952 at the University of Chicago seems to prove this. By passing electricity through nonliving materials, scientist made cells like those of living creatures.Unit8. At the beginning of the nineteenth century 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 woman had 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 testimony 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 generally. For the most part, women lacked opportunities for education, vocational training, and professional employment. The national consensus was that women belong in the home, and determined efforts were made to see that they stayed there.Unit9. Sydney’s best feature is her harbor. Most Sydneysid ers can see at least a glimpse of blue sea from their windows. Nearly everyone lives within an hour from a beach. On weekends sails of all shapes, sizes and colors glide across the water. Watching the yacht races is a favorite Saturday activity.The harbor divides Sydney into north and south sections. The harbor bridge connects the two. It was built in 1932 and cost 20 million.Another Sydney symbol stands on the harbor shore. Sydney’s magnificent opera house celebrated its 20th anniversary last year. Danish designer Jorn Utzon won an international contest with his design. The structure contains several auditoria and theaters. But not all concerts are held in the building. Sunday afternoon concerts 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 Victorian artists. Now fashionable shops, restaurants, arts galleries and interesting people fill the area. The best time to visit is Saturday, when vendors sell everything. So there is one of the world’s most attractive cities --- Sydney, Austrian.Unit 10 Architectural design influences how privacy is a chieved as well as how social contact is made in public places. The concept of privacy is not unique to a particular culture but what it means is culturally determined.People in the United States tend to achieve privacy by physically separating themselves from others. The expression “good fences make good neighbors” is a preference 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 when individuals need privacy, it is acceptable for them simply to look into themselves. That is, they do not need 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. When a 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 Americans, the physical division of space and the use of architectural features permit a sense of privacy. The way space is used to help the individual to achieve privacy, to build homes or to design cities if culturally influenced. Dr. Hall summarizes the relationship between individuals and their physical surroundings:Man and his extensions constitute one interrelated system. It is a mistake to act as though man was one thing and his house or his cities, or his language wee something 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 million items---a number that swells day by day----housed on 535 miles of shelves.Congress authorized a library in 1800, which amounted to three thousand books and afew maps when it was destroyed when the British burned the Capitol in 1814. to replace it, Thomas Jefferson sold the government 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. documents were exchanged for those of other countries. The copyright law of 1870 ensured the library would always be up to date by requiring 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. A suggestion 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 construction for more than a de cade, but the library’s Thomas Jefferson Building was finally opened 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 and business have found creative ways to reduce and better manage their trash through a coordinated mix of practices that includes source reduction.Simply put source reduction is waste prevention. It includes many actions that reduce the disposal amount and harmfulness of waste created. Source reduction can conserve resources, reduce pollution, and help cut waste disposal and handing costs (it avoids the costs of recycling, landfilling, and combustion).Source reduction is a basic solution to too much garbage: less waste means less of a waste problem. Because source reduction actually prevents the increase of waste in the first place, it comes before other measures that deal with trash after it is already generated. After source reduction, recycling is the preferred waste management option because it reduces the amount of waste going to landfills and conserves resources.Unit13. The first step in helping the patient is to accept and acknowledge his illness. The cause of symptoms must be found, and measures to relieve them and to prevent recurrence must be taken. Thorough examinations are essential. Although the physician may suspect that the illness is due to emotional rather than physical cause, he must search carefully for any evidence 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 patient’s confidence. He knows that his condition and symptoms are being taken seriously. If no organic basis for his complaints is found, he usually will find this news easier to accept when he knows he has had a thorough examination. Finding no physical cause for the disorder points the way to understandi ng the patient’s condition. What is the cause? Is it emotional stress? If so, what kind? What are the problems which are upsetting the patients?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 plants and animals changed/had to fit their environment and a useful physical change would be passed on to 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/lengthened their necks a small amount. Their offspring inherited this longer neck. The offspring then stretched their necks a little bit longer. They passed this even longer neck on to their own offspring. After many generations, giraffes developed the long necks that they have today.Not all of Lamarck’s theory is accepted today. Most scientists do not believe that the environment has a(n) effect/influence 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 animal’s body is passed on to the offspring. Instead, 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, frequent means of transportation are of the greatest importance. In London, where most people live long distance/away from their work, all officers, factories and schools would have to choose if the buses, the trains and the Underground 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 Underground is very clean, and the electric trains make faster runs possible.At every Underground station/stop there are maps of all the Underground lines in London, so that it is easy to see how to get wherever one wants to go. Each station has its name written up clearly and in large letters several times, so that one can see when one comes to where one must get out. At some stations one can change to a different underground 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 accidents. T o change 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 people/passengers have to do is to stand and be carried up or down to where they wish. In fact, everything is done to make the Underground fast and efficient.Unit16.Why “grandfather” clock? Well, these clocks were passed through the family and so were always thought of as “grandfather’s clock.” But the first domestic timepieces were hung from a nail on the wall. Unfortunately dust got into the works and even worse children used to swing from the weights and the pendulum. So first the face and works and then the weights and the pendulum were protected by wooden cases. Before long the clock was nearly all case and was stood on the ground/floor and called, not surprisingly, a long-case clock. These “grandfather” clocks were very expensive, m ade as they were from fine wood, often beautifully carved or decorated with ivory. Famous makers of this period included Thomas Tompion, John Harrison and Edward East, but don’t get too excited if you find that the clock Grandma left you has one of these names on the back. Before you start jumping up and downing and shouting, “we’re rich, we’re rich,” remember that plenty of people before the 20th century had the idea of making cheap clocks/timepieces of famous original and “borrowing” the names of their be tters. And don’t forget that the first chiming mechanism wasn’t invented/created/made until 1695, so a chiming clock, however charming it sounds, will date from the 18th century. A fake/false/imitated late 17th century grandfather clock made by East sold recently for just under 20000.Unit17. Suppose you send your child off to the movies for three hours next Sunday. And three hours on Monday and the same number of hours Tuesday, Wednesday, Thursday, Friday, and Saturday. Thus is essentially what is happening to the average child in American today, except it is not the screen in the movie house down the street he sits in front of, it is instead the television set right in your own house.According to the Nielsen Index figures for TV viewing, it is dais that by the time a child graduates from high school he has had 11000 hours of schooling, as opposed to 15000 hours of viewing. I would like to repeat that. By the time the child is 18 years old, he has spent more hours in front of TV than he has in school. Over TV he will have witnessed by that time some 18000 murders and countless highly detailed cases of robbery, arson, bombing, shooting, beatings, forgery, smuggling, and torture---averaging approximately cone per minute in the standard television cartoon for children under the age of ten. In general, seventy-five percent of all network dramatic programs contain violence.Dr. Albert Bandura of Standford University reaches/draws two conclusions about violence on TV: (1) that it tends to reduce the child’s inhibi tions against acting in a violent, aggressive manner, and (2) that children will imitate what they see. Dr. Bandura points out that a child won’t necessarily run out and attack the first person he sees after watching violence on the screen, but that, if provoked later on, he may very well put what he has learned into practice.One of the lessons of television is that, violence works. If you have a problem with someone, the school of TV says to slap him in the face, stab him in the back. Because most of the program has shown how well violence has paid off, punishment at the end tends not to have much of an inhibitory effect.。

英语泛读教程3第三版(刘乃银)答案

英语泛读教程3第三版（刘乃银版）答案Unit 1Text:A.cB. bdabb ddc D. addad cdbFast Reading:dbdda abaad cbbdcHome Reading:dacdd aabUnit 2Text:A. bB. ddbcd cca D. badda caacFast Reading:dbbdc bdbdb cddbdHome Reading:cbdcc dbbdUnit 3Text:A.dB. badab bdddc D. bddba cbcaaFast Reading:cbbba ccdda ccdadHome Reading:dbcbd dbdbText:A.cB. ddbcd dc D. abdbb addadFast Reading:dbccd bdadd badcdHome Reading:dadac bcdUnit 5Text:A.cB. abdaa dcbd D. dbabb dabcb da Fast Reading:caabd cbddc cdbabHome Reading:bccdb dcUnit 6Text:A.bB. cbcab ddad D. badaa cbaac Fast Reading:cabcd aadcb ccdabHome Reading:ccdcd abcUnit 7A.dB. acbda dcaac D. abaac daccd ad Fast Reading:daada cddbc bdcdbHome Reading:cbadb cddbcUnit 8Text:A.cB. cddcc dccb D. abdac aaaFast Reading:ccacd bbdad babddHome Reading:dbdbc cbcdUnit 9Text:A.cB. bccbc dbba D. dcbab dacba c Fast Reading:dcbca bccbc bcdddHome Reading:dcdca bdUnit 10Text:A.cB. cdccd bacac D. dcdbc acadc bd Fast Reading:dbdcc dccdb bddcaHome Reading:cadcb acbbUnit 11Text:A.dB. adacc dcb D. abacb dcaab adc Fast Reading:dcdab ccbda ccbcaHome Reading:bcadb bcdddUnit 12Text:A.bB. bbbdd ccc D. cdccd acdba dca Fast Reading:bbddc dbdbc cdcddHome Reading:bcdcc badbb cUnit 13Text:A.cB. cdcad bab D. cbada cabdbFast Reading:cdacc caccd bdbdbHome Reading:bdbcc bddUnit 14Text:A.cB. ddcad dab D. dacad babad bFast Reading:ddabb bddca dcccbHome Reading:cdcda ddUnit 15Text:A.cB. abbac bccdb b D. babcc aaacd bb Fast Reading:caccb accdc ddadaHome Reading:cdacd ddc。

英语泛读教程第三版刘乃银答案

英语泛读教程第三版刘乃银答案集团文件发布号：（9816-UATWW-MWUB-WUNN-INNUL-DQQTY-英语泛读教程3第三版（刘乃银版）答案Unit 1Text:A.cB. bdabb ddc D. addad cdbFast Reading:dbdda abaad cbbdcHome Reading:dacdd aabUnit 2Text:A. bB. ddbcd cca D. badda caacFast Reading:dbbdc bdbdb cddbdHome Reading:cbdcc dbbdUnit 3Text:A.dB. badab bdddc D. bddba cbcaaFast Reading:cbbba ccdda ccdadHome Reading:dbcbd dbdbUnit 4Text:A.cB. ddbcd dc D. abdbb addadFast Reading:dbccd bdadd badcdHome Reading:dadac bcdUnit 5Text:A.cB. abdaa dcbd D. dbabb dabcb da Fast Reading:caabd cbddc cdbabHome Reading:bccdb dcUnit 6Text:A.bB. cbcab ddad D. badaa cbaac Fast Reading:cabcd aadcb ccdabHome Reading:ccdcd abcUnit 7Text:A.dB. acbda dcaac D. abaac daccd ad Fast Reading:daada cddbc bdcdbHome Reading:cbadb cddbcUnit 8Text:A.cB. cddcc dccb D. abdac aaaFast Reading:ccacd bbdad babddHome Reading:dbdbc cbcdUnit 9Text:A.cB. bccbc dbba D. dcbab dacba c Fast Reading:dcbca bccbc bcdddHome Reading:dcdca bdUnit 10Text:A.cB. cdccd bacac D. dcdbc acadc bd Fast Reading:dbdcc dccdb bddcaHome Reading:cadcb acbbUnit 11Text:A.dB. adacc dcb D. abacb dcaab adc Fast Reading:dcdab ccbda ccbcaHome Reading:bcadb bcdddUnit 12Text:A.bB. bbbdd ccc D. cdccd acdba dca Fast Reading:bbddc dbdbc cdcddHome Reading:bcdcc badbb cUnit 13Text:A.cB. cdcad bab D. cbada cabdbFast Reading:cdacc caccd bdbdbHome Reading:bdbcc bddUnit 14Text:A.cB. ddcad dab D. dacad babad bFast Reading:ddabb bddca dcccbHome Reading:cdcda ddUnit 15Text:A.cB. abbac bccdb b D. babcc aaacd bb Fast Reading:caccb accdc ddadaHome Reading:cdacd ddc。

英语泛读教程3第三版(刘乃银)答案

英语泛读教程3第三版(刘乃银)答案之欧阳术创编

英语泛读教程3第三版（刘乃银版）答案Unit 1Text:A.cB. bdabb ddc D. addad cdbFast Reading:dbdda abaad cbbdcHome Reading:dacdd aabUnit 2Text:A. bB. ddbcd cca D. badda caacFast Reading:dbbdc bdbdb cddbdHome Reading:cbdcc dbbdUnit 3Text:A.dB. badab bdddc D. bddba cbcaaFast Reading:cbbba ccdda ccdadHome Reading:dbcbd dbdbUnit 4Text:A.cB. ddbcd dc D. abdbb addadFast Reading:dbccd bdadd badcdHome Reading:dadac bcdUnit 5Text:A.cB. abdaa dcbd D. dbabb dabcb da Fast Reading:caabd cbddc cdbabHome Reading:bccdb dcUnit 6Text:A.bB. cbcab ddad D. badaa cbaac Fast Reading:cabcd aadcb ccdabHome Reading:ccdcd abcUnit 7Text:A.dB. acbda dcaac D. abaac daccd ad Fast Reading:daada cddbc bdcdbHome Reading:cbadb cddbcUnit 8Text:A.cB. cddcc dccb D. abdac aaaFast Reading:ccacd bbdad babddHome Reading:dbdbc cbcdUnit 9Text:A.cB. bccbc dbba D. dcbab dacba c Fast Reading:dcbca bccbc bcdddHome Reading:dcdca bdUnit 10Text:A.cB. cdccd bacac D. dcdbc acadc bd Fast Reading:dbdcc dccdb bddcaHome Reading:cadcb acbbUnit 11Text:A.dB. adacc dcb D. abacb dcaab adc Fast Reading:dcdab ccbda ccbcaHome Reading:bcadb bcdddUnit 12Text:A.bB. bbbdd ccc D. cdccd acdba dca Fast Reading:bbddc dbdbc cdcddHome Reading:bcdcc badbb cUnit 13Text:A.cB. cdcad bab D. cbada cabdbFast Reading:cdacc caccd bdbdbHome Reading:bdbcc bddUnit 14Text:A.cB. ddcad dab D. dacad babad bFast Reading:ddabb bddca dcccbHome Reading:cdcda ddUnit 15Text:A.cB. abbac bccdb b D. babcc aaacd bb Fast Reading:caccb accdc ddadaHome Reading:cdacd ddc。

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英语泛读教程3第三版（刘乃银版）
答案
欧阳学文
Unit 1
Text:
A.c
B. bdabb ddc D. addad cdb
Fast Reading:
dbdda abaad cbbdc
Home Reading:
dacdd aab
Unit 2
Text:
A. b
B. ddbcd cca D. badda caac
Fast Reading:
dbbdc bdbdb cddbd
Home Reading:
cbdcc dbbd
Unit 3
Text:
A.d
B. badab bdddc D. bddba cbcaa Fast Reading:
cbbba ccdda ccdad
Home Reading:
dbcbd dbdb
Unit 4
Text:
A.c
B. ddbcd dc D. abdbb addad
Fast Reading:
dbccd bdadd badcd
Home Reading:
dadac bcd
Unit 5
Text:
A.c
B. abdaa dcbd D. dbabb dabcb da Fast Reading:
caabd cbddc cdbab
Home Reading:
bccdb dc
Unit 6
Text:
A.b
B. cbcab ddad D. badaa cbaac Fast Reading:
cabcd aadcb ccdab
Home Reading:
ccdcd abc
Unit 7
Text:
A.d
B. acbda dcaac D. abaac daccd ad Fast Reading:
daada cddbc bdcdb
Home Reading:
cbadb cddbc
Unit 8
Text:
A.c
B. cddcc dccb D. abdac aaa
Fast Reading:
ccacd bbdad babdd
Home Reading:
dbdbc cbcd
Unit 9
Text:
A.c
B. bccbc dbba D. dcbab dacba c Fast Reading:
dcbca bccbc bcddd
Home Reading:
dcdca bd
Unit 10
Text:
A.c
B. cdccd bacac D. dcdbc acadc bd Fast Reading:
dbdcc dccdb bddca
Home Reading:
cadcb acbb
Unit 11
Text:
A.d
B. adacc dcb D. abacb dcaab adc Fast Reading:
dcdab ccbda ccbca
Home Reading:
bcadb bcddd
Unit 12
Text:
A.b
B. bbbdd ccc D. cdccd acdba dca Fast Reading:
bbddc dbdbc cdcdd
Home Reading:
bcdcc badbb c
Unit 13
Text:
A.c
B. cdcad bab D. cbada cabdb
Fast Reading:
cdacc caccd bdbdb
Home Reading:
bdbcc bdd
Unit 14
Text:
A.c
B. ddcad dab D. dacad babad b Fast Reading:
ddabb bddca dcccb
Home Reading:
cdcda dd
Unit 15
Text:
A.c
B. abbac bccdb b D. babcc aaacd bb Fast Reading:
caccb accdc ddada
Home Reading:
cdacd ddc。

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