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(刘乃银编)平台答案(含cloze和extrapassage)
Unit 1Text: ExercisesA: cB.D.Fast readingHome Reading8. bCloze11．going/about/trying 2．expectations/predictions 3．questions4．answers 5．predictions/expectations 6．Tell7．know/foretell 8．develop/present 9．worthExtra Passage 1 Key：BBCA Unit 2Text: ExercisesA: bB.D.Fast readingHome Reading8. bCloze 21. communicate2. ways.3. using4. of5. Message6. meet7. causes8. Meanings9. to10. eyesExtra Passage 2 Key: ADBCB Unit 3Text: ExercisesA: dB.D.Fast readingHome Reading8. dCloze31．poor2．habits3．Lies4．little5．Unfortunately6．what7．slows8．one reads.9．than10．Comprehension11．cover Extra Passage 3 Key: DBABA Unit 4Text: ExercisesA: cB.D. Fast reading Home ReadingCloze 41.studied2.Satisfaction3.reduced4.reported5.whose6.published7.on8.such9.illustrate/show/indicate10.contributionsExtra Passage 4 Key: ADDBUnit 5Text: ExercisesA: cB.D. Fast readingHome ReadingCloze 51.Fluent2.abilities/ability/competence/proficiency/aptitude3.other4.meansnguage6.Contac7.reason8.pick9.point10.aptitude/competenceExtra Passage 5 Key：BBDAUnit 6Text: ExercisesA: bB.D. Fast reading Home ReadingCloze 61.lure2.playing3.resistance4.prefer5.weak/poor6.example/instance7.offered8.off9.far10.asExtra Passage 6 Key: BCCDBUnit 7Text: ExercisesA: dB.D. Fast reading（网上练习里面增加了for Many Women）Home ReadingCloze 71．Among2．Completed3．Impact4．sit5．catch/attract/arrest/capture 6．but7．attention8．Action9．popular10．lessExtra Passage 7 Key：CABC Unit 8Text: ExercisesA: cB.D.Fast readingHome ReadingCloze 81．reluctant/ unwilling2．up3．provide4．hired/employed5．job/working6．what7．for8．opportunity9．but10.likelyExtra Passage 8 Key：DCBC Unit 9Text: ExercisesA: cB.D.Fast readingHome ReadingCloze 91.with2.than3.linked4.that5.presenting6.out.es8.Distinguish9.devoted10.s hortExtra Passage 9 Key：DBDCC .Unit 10Text: ExercisesA: cB.D. Fast reading Home ReadingCloze 101．encounter2．rule3．context4．Target5．With6．sense7．approaches/ways/methods 8．on9．from10．despiteExtra Passage10 Key：CADA Unit 11Text: ExercisesA: dB.D.Fast readingHome ReadingCloze 111. Into2. where_3. on4. to5. average6. back7. so8. from9. longer10. costExtra Passage 11 Key：CABBUnit 12Text: ExercisesA: bB.D.Fast readingHome ReadingCloze 12we are to participate in the society in which we live, we communicate with other people. A great deal of communicating is performed on a person-t o-person basis by the simple means of speech. If we travel in buses, buy things in shops, or eat in restaurants, we are likely to have conversations where we give information or news and very likely have our views challenged by other members of society.Face-to-face contact is by no means the only form of communication and duringmass communication has become one of theFirstly, inventiveness has led to advances in printing, telecommunications, radio and television.speed has revolutionized the transmission and reception ofcommunications so that local news often takes a back seat to national news, which itself i s often almost eclipsed by international news.Extra Passage 12 Key: BDCBUnit 13Text: ExercisesA: aB.D.Fast readingHome ReadingCloze 13Imagining being asked to spend twelve or so years of your life in a society which consisted only of members of own sex. How would you react? Unless there was something definitely wrong with you, you wouldn’t be too happy about it, to say the least. It is all more surprising therefore that so many parents in the world choose to impose such abnormal conditions on their children – conditions which they themselves wouldn’t put up with for one minute!Any discussion of this topic is bound to question the aims of education. Stuffing children’s heads full of knowledge is far from being foremost among them. One of the chief aims/goals/purposes of educations is to equip future citizens with all they require to take their place 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 years of segregation can only be in for a shock.A co-educational school offers/provides children nothing less than a true version of society in miniature. Boys and girls are given the opportunity to get to know each other, to learn to live together from their earliest years. They are put in a position where they can compare themselves with each other in terms 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 givejust 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: DCDAUnit 14Text: ExercisesA: cB.D.Fast readingHome ReadingExtra Passage 14 Key: CACCDUnit 15Text: ExercisesA: cB.D.Fast readingHome ReadingExtra Passage 15 Key: CBBDA。
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。
英语泛读教程第三版刘乃银编平台答案含cloze和etr精编asse
英语泛读教程第三版刘乃银编平台答案含c l o z e和e t r精编a s s e文件编码（TTU-UITID-GGBKT-POIU-WUUI-0089）U n i t 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.d Cloze 21. communicate2. ways.3. using4. of5. Message6. meet7. causes8. Meanings9. to10. eyesExtra Passage 2 Key: ADBCBUnit 3Text: 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: DBABAUnit 4Text: 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.d11.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: ADDB Unit 5Text: 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.b11.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：BBDAUnit 6Text: 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.c11.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: BCCDBUnit 7Text: 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.d11.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：CABCUnit 8Text: 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：DCBCUnit 9Text: 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.a11.cFast 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.shortExtra Passage 9 Key：DBDCC .Unit 10Text: 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.c11.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/methods 8．on9．from10．despiteExtra Passage10 Key：CADAUnit 11Text: 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.a12.d 13.cFast 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：CABBUnit 12Text: 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.d12.c 13.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.cCloze 12Clearly if we are to participate in the society in which we live, we must communicate with other people. A great deal of communicating is performed on a person-t o-person basis by the simple means of speech. If we travel in buses, buy things in shops, or eat in restaurants, we are likely to have conversations where we give information or opinions, receive news or comment, and very likely have our views challenged by other members of society.Face-to-face contact is by no means the only form of communication and during the last two hundred years the art of mass communication has become one of the dominating factors of contemporary society. Two things, above others, have caused the enormous growth of the communication industry. Firstly, inventiveness has led to advances in printing, telecommunications, photography, radio and television. Secondly, speed has revolutionized the transmission and reception of communications so that local news often takes a back seat to nationalnews, which itself i s often almost eclipsed by international news.Extra Passage 12 Key: BDCBUnit 13Text: 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 13Imagining being asked to spend twelve or so years of your life in a society which consisted only ofthere was something definitely wrong with you, you wouldn’t be too happy about it, to say the least. Itabnormal conditions on their children – conditionsone minute!Any discussion of this topic is bound to question the aims of education. Stuffing children’s heads full of knowledge is far from being foremost amongrequire to take their place 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 years of segregation can only be in for a shock.nothing less than a true version of society in miniature. Boys and girls are given the opportunityto get to know each other, to learn to live together from their earliest years. They are put in a positionand 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: DCDAUnit 14Text: 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.d11.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.b11.bD. 1.b 2.a 3.b 4.c 5.c 6.a 7.C 8.a 9.c 10.d 11.b12.bFast 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赠送常用精致线性可编辑小图标。
英语泛读教程3---UNIT1(刘乃银)
/data/ce/er/3/KECHENX/BOOK3/UNIT1/UNIT1.HTMExercisesA. Determining the main idea. Choose the best answer. Do not refer to the text.The main idea of the text is _______ . ( D )(a) that English ancestors invented the main part of the English language in four different ways(b) that invented words are generally made up in three different ways(c) that borrowed words and other kinds of words make up about one fifth of the English language(d) how various kinds of English words are inventedB. Comprehending the text.Choose the best answer.1.English has __________ words. ( C )(a) 6 000(b) 60 000(c) 600 000(d) 6 000 0002. Ampere, volt and watt are examples of __________ . ( D )(a) invented words(b) imitative words(c) borrowed words(d) words from the names of persons3. Prefixes and suffixes are _____________. ( B )(a) whole words that don't have their own meanings(b) parts of words that have their special meanings(c) from either Greek or Latin .(d) parts of words that are meaningless4. According to the text, "graph" can be used as ___________. ( D )(a) a root word(b) a prefix(c) a suffix(d) all of the above5. Every day, ______ lead to the invention of many new words to describe them. ( A)(a) new discoveries in science and technology(b) Anglo-Saxon words(c) root words(d) nonsense words6. An invented word may become a permanent part of the English language, if ______ . ( C )(a) people know where it came from(b) it was invented by a famous writer(c) it has been used by many people over a long period of time(d) linguists are interested in it7. In the text, the author repeatedly mentions Lewis Carroll as he was________________. ( D )(a) an English actor good at making people laugh(b) a dishonest politician(c) a character in Alice in Wonderland(d) a great inventor of meaningless words8. "Gobbledygook" is an example of ________.( D )(a) imitative words that sound like the thing or action they stand for(b) words invented by combining different meanings together(c) words made up of prefixes and suffixes(d) long big words that mean nothing9. In the author's opinion, the best words are _________. ( D )(a) short ones(b) gobbledygook(c) long, fancy ones(d) short, old ones10. The author's primary purpose in writing this article is to __________. ( B )(a) please the reader with the interesting story of different kinds of words(b) give a general account of the formation of three kinds of words(c) encourage the reader to learn words according to the word formation(d) introduce the history of the English languageC. Understanding vocabulary.Choose the correct definition according to the context.1. The other one fifth is made up partly of borrowed words and partly of three other kinds of words: words from the names of peoples and places; imitative words; and invented words. ( A )(a) reproducing closely(b) similar(c) original(d) root2. Pasteurized gets its name from Louis Pasteur, a French doctor who invented the process for purifying milk. ( B )(a) Distilled(b) Purified(c) Processed(d) Invented3. Some words, like astronaut, are made up entirely of Greek or Latin prefixes and suffixes. ( C )(a) one engaged in the study of the stars(b) one engaged in the study of the universe(c) one engaged in space flight(d) a scientific observer of the celestial bodies4. If the prefix anti- means "against," what does antibiotic really mean? ( A )(a) antibacterial(b) health-protecting(c) bacteria-producing(d) non-organic5. Linguists guess that these are nonsense words because they have not been able to trace them back to any of the ancestor languages. ( A )(a) Those studying the science of language(b) Those studying the meaning of words(c) Those studying the origins of words(d) Those studying the mystery of words6. Most of Carroll's nonsense words are not used in English, except for "chortle." ( C )(a) chuckle(b) snort(c) gleeful chuckle(d) noisy snorting7. "But ‘glory' doesn't mean ‘a nice knockdown argument'," Alice objected. ( B )(a) falling(b) overwhelming(c) convincing(d) unpleasantD. Discussing the following topics.1. Why do many people use gobbledygook?答案It seems that the purpose of usinggobbledygook is to cheat people. Many people usegobbledygook because they want to appear moreimportant than they really are or because theydon't really want people to understand what theymean or what they are doing.2. Do you agree with Humpty Dumpty regarding the meaning of a word? Why or why not?答案 Well, I don't quite agree with him.This issue involves philosophical thinkingregarding the relationship between language andidea. If a word means whatever people choose itto mean, the meaning will vary from one person toanother, and people will not be able tocommunicate. On the other hand, people may use thesame word in different ways which lead todifferent meanings. No matter how different thesame word may mean, the meaning should bemeaningful so that others can understand it.3. What makes a master of language? Can you name some masters of language?答案"A master knows what words really mean, andwhere they come from; know when to use big,important ones and when to use the shorter,equally important ones". Brevity is the soul oflanguage. Shakespeare and Samuel Johnson areamong masters of language.PracticeAdd the missing words to the following headlines.1. Council leader raps school decision( The Council leader raps the school decision. )2. Bush, leaders meet in D.C.( Bush and the leaders meet in D.C. )3. Fed policy may start to focus on risk of slowing economy( The Federal policy may start to focus on the risk of the slowing economy. )4. Last call on the horizon( The last call on the horizon. )5. Regulators approve $72B drug merger( The regulators approve $72 billion drug merger. )6. Bad weather knocks retailer for loopP assage OneHave you ever heard "hit the nail on the head"? Have you ever watched a clumsy man hammering a nail into a box? He hits it first to one side, then to another, perhaps knocking it over completely, so that in the end he only gets half of it into the wood. A skillful carpenter, on the other hand, will drive home the nail with a few firm, deft blows, hitting it each time squarely on the head. So it is with language; the good craftsman will choose words that drive home his point firmly and exactly. A word that is more or less right, a loose phrase, an ambiguous expression, a vague adjective, will not satisfy a writer who aims at clean English. He will try always to get the word that is completely right for his purpose.The French have an apt phrase for this. They speak of "le mot juste", the word that is just right. Stories are told of scrupulous writers, like Flaubert, who spent days trying to get one or two sentences exactly right. Words are many and various; they are subtle and delicate in their different shades of meaning, and it is not easy to find the ones that express precisely what we want to say. It is not only a matter of having a good command of language and a fairly wide vocabulary; it is also necessary to think hard and to observe accurately. Choosing words is part of the process of realization, of defining our thoughts and feelings for ourselves, as well as for those who hear or read our words. Someone once remarked: "How can I know what I think till I see what I say?" This sounds stupid, but there is a great deal of truth in it.It is hard work choosing the right words, but we shall be rewarded by the satisfaction that finding them brings. The exact use of language gives us mastery over the material we are dealing with. Perhaps you have been asked "What sort of a man is so-and-so?" You begin: "Oh, I think he's quite a nice chap but he's rather..." and then you hesitate trying to find a word or phrase to express what it is about him that you don't like, thatconstitutes his limitation. When you find the right phrase you feel that your conception of the man is clearer and sharper.In certain primitive tribes it was thought dangerous to reveal your name to a stranger. It might give him power over you. Even in modern civilized society you find yourself at a slight social disadvantage if someone knows your name but you don't know his. Command of words is ultimately command over life and experience.(447 words)1. The author uses the idiom "hit the nail on the head" to demonstrate ______ .( D )(a) the skill of a carpenter(b) the importance of being skillful(c) how one's point can be driven home(d) the importance for a writer to choose the right word2. The word "scrupulous" in paragraph two means ________ . ( A )(a) minutely careful(b) highly skillful(c) very accomplished(d) carpenter-like3. To find an appropriate word for the specified purpose ________. ( D )(a) is a matter of command of the specific language only(b) is a matter of vocabulary(c) is to pick out a word with subtle meaning(d) involves telling people your thoughts and feelings4. Which of the following is NOT mentioned in the passage? ( C )(a) Choosing a right word for the right situation is challenging and rewarding.(b) Choosing a right word means weighing among its many synonyms.(c) You need to have a clear idea of the thing you are describing to choose the right word.(d) The different shades of meaning are helpful to our expression of ideas.5. It can be inferred that the paragraph that follows the passage may possibly discuss ______ . ( B )(a) a carpenter's work(b) choice of words(c) modern civilized society(d) primitive tribes TOPP assage TwoEnglish has a wide vocabulary and it is a very flexible language. There are many different ways of making a statement. But words that are very similar in meaning have fine shades of difference and a student needs to be alive to these differences. By using his dictionary, and above all by reading, a student can increase his sensitivity to these shades of difference and improve his ability to express his own meanings exactly.Professor Raleigh once stated: "There are no synonyms, and the same statement can never be repeated in a changed form of words." This is perhaps too absolute, but it is not easy to disapprove. Even a slight alteration in the wording of a statement can subtly shift the meaning. The change in words is a change in style, and the effect on the reader is quite different. It is perhaps easier to be a good craftsman with wood and nails than a good craftsman with words, but all of us can increase our skill and sensitivity with a little effort and patience. In this way we shall not only improve our writing, but also our reading.Above all we should try to cultivate an interest in words. The study of words, of their origins and shifting meanings, can tell us a great deal about human life and thought. English offers a fascinating variety of words for many activities and interests.The foreign student of English may be discouraged and dismayed when he learns that there are over 400 000 words in the English language, without counting slang. But let him take courage. More than half of these words are dead. Even Shakespeare used a vocabulary of only some 20 000 words. The average Englishman today probably has a vocabulary range of from 12 000 to 13 000 words. It is good to make your vocabulary as complete as you can, but a great deal can be said and written with a vocabulary of no more than 10 000 words. The important thing is to have a good control and command over the words you do know. Better know two words exactly than three vaguely. A good carpenter is not distinguished by the number of his tools, but by the craftsmanship with which he uses them. So a good writer is not measured by the extent of his vocabulary, but by his skill in finding the word that will hit the nail cleanly on the head.(405 words)6. In this passage, the author tells us that reading can ______ . ( B )(a) increase the vocabulary enormously(b) make one become more aware of the subtle differences of synonyms(c) enable one to learn as many synonyms as possible(d) enable one to be flexible in expressions7. Professor Raleigh's statement "There are no synonyms..." ______ . ( A )(a) stresses the different shades of meanings(b) is too absolute and easy to disapprove(c) is what the author tries to disapprove(d) means that there is no such word "synonym"8. According to the author, an interest in words should be cultivated because _____. ( C )(a) it is more difficult to be expert at words than at nails(b) words are the most fascinating things to observe(c) words offer us a lot of information about human activities(d) words are the most important part of a language9. The author thinks that ______ . ( B )(a) Shakespeare had a very small vocabulary(b) Shakespeare used only a small portion of the English vocabulary(c) it's not necessary to enlarge your vocabulary(d) it's reasonable to feel discouraged at the large amount of vocabulary in English10. In the author's opinion, the most important thing is to ______ . ( D )(a) have a large vocabulary to write and speak with(b) have at least a vocabulary of 10 000(c) use the words you already know(d) know how to find the right word TOPP assage ThreeLanguage is often irrational even in the way it combines words into sentences － in its synthesis. If language were perfectly rational in this respect, we should be able to handle words like the nine digits in arithmetic, and combine them into sentences at pleasure by applying a few simple grammatical rules. In practice, however, we find that a great part of all languages consists of a limited number of natural sentences, only some of which admit of being formed a priori and freely modified by the substitution of the other words, as when from "have", "ink", "pen", we make up such sentences as "I have the ink"; "Who has the pen?" "Who has the ink?" "He has the ink," and so on.But just as we cannot go on speaking long without using irregular inflections, so also we cannot go on speaking naturally for any length of time without using irregular combinations of words － combinationswhich cannot be constructed a priori. The sentences which make up natural speech are of two kinds － general sentences, such as those which have just been given, and special sentences or idioms, such as "how do you do?" "never mind", which are really on a level with simple words, such as salutation, indifference, and like them, have to be learnt one by one, in the same way as the irregularities of the grammar. Many of them, indeed, have meanings inconsistent with those of the words of which they are made up. Thus "do by itself" never has the meaning it has in "how do you do?" and "help" in the idiomatic expression "I could not help being late" has the meaning "prevent" "avoid", which is the exact contrary of its ordinary meaning.Again, even in those cases in which the grammar and dictionary allow us to express an idea by various combinations of words, there is often only one of these combinations in actual use. Those who have had to do Latin prose composition know that the main difficulty of the art consists in having an instinctive knowledge of what combinations to avoid. French has a similar character. English and Greek are much freer in this respect, a fact which many foreigners find it difficult to realize. When they ask me such questions as "Can one speak of an 'elegant supper'?" "Can you say, 'He was bad last night'?" I always answer that English is a free language, and that there is nothing to prevent any one calling a supper "elegant" although I do not remember ever doing so myself. Nevertheless, English has its limitations as well as other languages. Foreigners' English often presents the curious spectacle of a language constructed on strict grammatical principles, but with hardly a single genuinely English sentence in it.(464 words)11. Language is irrational in that _______________ .( D )(a) we can combine words by using simple grammatical rules(b) words in a language are like the nine digits in arithmetic(c) the meaning of a sentence can be inferred from the meanings of the words in it(d) the meaning of a sentence does not always conform to the meaning of the words in it12. According to the author, ________. ( B )(a) all languages have a limited number of natural sentences(b) not all the sentences in a language can be modified by substituting different words(c) regular combinations of words should be avoided in our speech(d) we should construct a priori before we combine words into sentences13. Which of the following is true? ( B )(a) Grammatically correct sentences are definitely correct.(b) Grammatically correct sentences are not necessarily used in practice.(c) A sentence based on grammar should be idiomatic.(d) A sentence in practical use must be rational.14. The author thinks it ______ to call a supper "elegant". ( A )(a) not idiomatic(b) impossible(c) wise(d) good English15. The main idea of the passage is that ____________. ( A )(a) we cannot speak by strict grammatical rules(b) no rule but has exceptions(c) there are two kinds of sentences in a language(d) language has strict grammatical rules to follow TOPText2ExercisesA History of EnglishThe English language we speak today went through three stages called Old English, Middle English and Modern English. But ages before even Old English came into being, many other languages had to arise and develop. The oldest of these, as far as we know, was the Indo-European family of languages, which were beginning to be spoken clear back during the Stone Age. During the Stone Age, some Indo-European people lived on the islands of Britain.The earliest known of these British Indo-Europeans split into two groups called the Scots and the Celts. There was another group, who were not Indo-European, called Picts. Together these three peoples are known as Britons. The Britons were a fierce, Stone Age people constantly making war on each other. They dressed in animal skins, lived in caves or rude wooden huts. These people had their own languages.At the same time that the Stone Age Britons were living their warlike life, the Greeks, far to the east of them, were building a great civilization in Europe. Many of our ideas of art, literature, science, philosophy and government today come from the genius of these ancient people. As the Greek civilization reached a high point, another great civilization was being built in Italy by the Romans, whose language was Latin. When the Romans conquered Greece and made it part of their empire, they found a culture much older and far superior to their own. So they borrowed it.After conquering all of Europe, Rome invaded Britain and made it part of the empire, in AD 43. Romans brought their advanced culture to the Britons. Not only did they bring their art, literature, law and the Latin language, they established schools, built buildings and roads and provided an army to protect themselves against invaders.Meanwhile, the Germanic peoples of northern Europe, known as "Norsemen" or "Northmen," were developing another, separate European culture. Some groups of Norsemen came to be known as Angles, Saxons, Jutes and Goths. They were warriors, but also sailors and traders. In very early times the Angles and Saxons began to trade with the Celts in England. This was probably the first time the Britons came into contact with other peoples.During the four hundred years Britain was part of the Roman Empire, Rome was getting weaker and weaker, and the Norsemen were getting stronger and stronger. Finally they thundered through the Roman defenses along the northern boundaries of the empire. In addition to the attack from the north, Rome was invaded from the east by Mongols, from the south by the Moslems.Being attacked on all sides, Rome had to call back her armies to protect what was left of the empire. By AD 409, Rome had lost all control of Britain.As soon as the Roman armies pulled out of Britain, the Picts and Scots began to destroy the Celts. The Celts turned for help to the Angles and Saxons across the sea in Sweden and Denmark. The latter were quick to respond, because they loved war. They saved the Celts; they also destroyed practically all the culture which had been brought by the Romans: literature, sculpture, schools and roads. The Germanic languages of the Angles and Saxons combined to become Anglo-Saxon. Since the Angles and Saxons had become the power in England, the Anglo-Saxon language became the very early beginning of English.While the Anglo-Saxons were establishing their power in England and making their language the main language of that country, the Roman Empire was sinking deeper and deeper into trouble. By AD 476 the western empire had ceased to exist. And since the Germanic peoples had no interest in preserving Roman culture, it just died. The Church was all that was left of Roman civilization. But Latin survived as the language of churchmen and the wealthy, educated classes, and was to have a profound effect on the development of the languages of southern Europe and England.Gradually, between the sixth and eleventh centuries, the feudal estates of Europe grew into powerful kingdoms. Of these, the French kingdom of Normandy became very important to the development of English.The various peoples in England were coming together as a nation also, under the rule of more powerful kings such as Alfred the Great, who ruled between 871 and 899. Alfred was not only an efficient ruler and a great defender of his people, he was also an eager scholar. He was able to preserve some of the learning which had been left behind when the Romans left England. In Anglo-Saxon he began a detailed diary of events in his own time known as The Anglo-Saxon Chronicle. Although Alfred encouraged reading and writing in Anglo-Saxon as well as in Latin, most works continued to be written in Latin.Alfred's efforts to unify England and establish a national language apart from Latin were interrupted by an invasion of yet another group of Norsemen, the Vikings. The Vikings who invaded England were called Danes, and those who invaded France were known as the Normans.Gradually, as all invaders do eventually, the Danes settled down and became peaceful farmers. Their language mixed with Anglo-Saxon and became what we know as Old English. Old English was established as the language of the land by the tenth century. For the next hundred years or so after the Danish invasions, the English people lived in peace. If they had continued that way the English language today might be quite different from what it is; it would be something similar to Dutch, Danish and German. But about nine hundred years ago, England was invaded again, and another,very different language was brought to the country. When this language arrived, English moved away from Danish and Anglo-Saxon and passed from Old English into Middle English.The new foreign language which was to have such an important influence on the development of Middle English was French. In 1066, the Norman French people invaded England. The invasion is known as the Norman Conquest, and it is very important for two reasons. First, it was the last time England was ever to be invaded. Second, Old French became as important an influence as Danish and Anglo-Saxon to the development of English as it is today.The Normans brought their law, customs and literature to England. Since there was still so much Latin in their own language, Latin again began to have an influence on English. But this time, the English people did not allow their language to be swallowed up by a foreign language in the way their Celtic and early Anglo-Saxon ancestors had. Although the invading Norman French became the rulers of the land, and French became the language of government and law in England, the English people stubbornly refused to give up their own language. English remained the spoken language of the people. And when they did accept French words, they mispronounced them so badly that no one could recognize them as French.So, for a time, England was a land where there were two languages － the French of the ruling class, and the Anglo-Saxon, or Old English, of the servant class, the English people. Smart people of both classes learned both languages, and eventually the two languages came together to form what we know today as Middle English. Middle English was neither French nor Anglo-Saxon; it was a completely different language combined of both. The change from Old English to Middle English took place gradually over a period of about three hundred years.Middle English was a very disorganized language. But in Europe and in the Middle East, many changes were taking place which would have an important effect on the future of the English language. Let's look back for a moment to see what these changes were.As western Europe split into feudal estates the Moslems of the Middle East were pushing farther west and threatening the Christian rulers of the eastern empire. In 638 the Moslems had captured Jerusalem. European kings wanted it back, because they felt it belonged to Christians. They broke through the Moslem defenses and began a long series of wars called the Crusades.For two hundred years, from 1095 to 1291, European Christians joined forces with Middle Eastern Christians against the Moslems.Europe lost the wars of the Crusades. But the Crusades had brought the Europeans back into contact with the superior ancient Greek and Roman cultures, and those cultures had been enriched by the Moslem's advance knowledge of mathematics, astronomy, geography and medicine.This renewed contact with all the knowledge marks the beginning of a period in Europe known as the Renaissance, which means "re-birth of learning." The lost works of ancient Greek and Roman writers were rediscovered in Europe, inspiring countless new works of literature, art and science. The Renaissance began in Italy, but eventually the new learning spread north, to France, Germany and England.Geoffrey Chaucer was born some hundred years after the last war of the Crusades, in the early part of the Renaissance. About one hundred fifty years after Chaucer's death William Shakespeare was born in the last part of the Renaissance. During the lifetimes of these two great writers and over all the years between, the English language was sorting itself out from the chaos of Middle English.By the time of Shakespeare's death in 1616, the English history and language had entered the modern period.The English of Shakespeare's time is considered modern English because, except for some different spellings and a few words we no longer use, the language is quite similar to the English we speak today. Many of the old sayings we use every day come right out of Shakespeare's writings. When we think something is unimportant we "laugh it off." Describing something which is strong and in good condition, we say it is "sound as a bell." When we are disgusted with something, we say it is "lousy." If you know or use these expressions you are quoting Shakespeare.After Shakespeare's time English was to change a great deal more, but the changes were gradual. The changes came as a result of the growth of the English Empire, advancements intransportation and communication and a continuing contact betweenEnglish-speaking peoplesand peoples from all parts of the world.Between the sixteenth and nineteenth centuries England built an empire which included north America, some Caribbean islands, Australia, New Zealand, parts of Asia and parts of Africa. About nine or ten years before Shakespeare's death, England had established her first American colony, Virginia. Three hundred years later, England no longer had an empire, but the lands which she had conquered still spoke the English language. Today, English is the native or official language of not only the United States but also Canada, Australia, New Zealand, India, Kenya, South Africa, Trinidad, Jamaica and more － lands on every continent of this planet.(1 816 words)。
英语泛读教程第三版3(主编刘乃银)Extra Passage 8
英语泛读教程第三版3（主编刘乃银）Extra Passage 8A monopoly until 1954, the BBC operates under a royal charter. It is funded from a fixed term, license fee paid by households with a television set. The BBC has four national radio networks: Radio(1) broadcasting mostly popular music, mainly during the day; Radio(2) primarily transmitting light music, sports and entertainment; Radio(3) broadcasting mainly classical music and news during the day and cultural programs in the evening ; and Radio(4), scheduling spoken word primarily, school programs in the midmorning and early afternoon , and a mixed program in the evening. The main ingredients of overall output are 42.9 per cent entertainment and music ,21.3 per cent classical music, 9.1 per cent news and outside broadcasts, 4.8 per cent drama, 3.6 per cent education, and 2.2 per cent features. Some 30 local radio stations have been added to the BBC since 1967. The BBC has two national television services, which together transmit more than 200 hours a week; both have mixed programs that are coordinated to avoid conflicts. The main ingredients are news documentaries, and information (31 per cent); British and foreign films and series (15.5 per cent); outside broadcasts, substantially sports and sports news (14 per cent);drama (8 per cent);”family”programs and light entertainment (13.5 per cent); education (11.1 per cent); and religion(2.2 per cent)There is substantial regional activity in both media. Of the six regions in the kingdom that formerly operated with a fair degree of autonomy , only the “nation”regions remain for Scotland, Wales and Northern Ireland . In place of the other three regions , North, Midland ,and West and South, three are 20 production centres for both radio and television. Regions broadcast their own section of the corresponding network. Radio Cymru broadcasts in the Welsh language for Wales .There are about 50 local FM (VHF) stations as authorized by the government; there are mostly placed to cover the larger city areas. Many competitive commercial local stations have been set up under the supervision of the Independent Broadcasting Authority.The BBC is also responsible for the United Kingdom’s external services, which are paid for by annual grants-in-aid from the Foreign and Commonwealth Office. Though no longer among the leaders in quantity of output, the BBC remains among them in terms of penetration. Seventy transmitters, of which 13 are overseas relay stations provide a short-ware worldwide service and a medium-wave service in many areas, including Europe(from Berlin), Asia, East Africa, and Latin America ,Of the weekly output of about 740 hours roughly one-third in the World Service is in English, and the remainder is in nearly 40 foreign languages.1.Which of the following statements TRUE according in this passage?A ) The four national radio station of BBC have been set up under thesupervision of the Independent Broadcasting Authority.B ) Each of the two national television services of BBC broadcasts more than 200hours a week.C ) The BBC rarely broadcasts foreign films.D ) The BBC provides both medium-wave service in many areas and short-waveworldwide services.2.According to this passage , the coverage of BBC programs____A )does not extend beyond the six regions in the kingdom.B) is less than that many competitive commercial stations.C) is great enough to reach most continents in the world.D) is greater than that of VOA3.According to this passage, the BBC___A )operated under a royal charter until 1954B )is funded mainly from its subscribersC )has more viewers of its TV programs than listeners of its radio programsD )has two national television services,each of which primarly transmits lightentertainment programs4.The understand expression “both media “in the second paragraph refers to_____A ) both national radio networks and local radio stations.B ) both entertainment programs and news programs.C ) both radio and television.D ) both national programs and regional programsKey：DCBC。
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3(主编刘乃银)Extra Passage 3
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 wishes them 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3---UNIT1(刘乃银)
/data/ce/er/3/KECHENX/BOOK3/UNIT1/UNIT1.HTMExercisesA. Determining the main idea. Choose the best answer. Do not refer to the text.The main idea of the text is _______ . ( D )(a) that English ancestors invented the main part of the English language in four different ways(b) that invented words are generally made up in three different ways(c) that borrowed words and other kinds of words make up about one fifth of the English language(d) how various kinds of English words are inventedB. Comprehending the text.Choose the best answer.1.English has __________ words. ( C )(a) 6 000(b) 60 000(c) 600 000(d) 6 000 0002. Ampere, volt and watt are examples of __________ . ( D )(a) invented words(b) imitative words(c) borrowed words(d) words from the names of persons3. Prefixes and suffixes are _____________. ( B )(a) whole words that don't have their own meanings(b) parts of words that have their special meanings(c) from either Greek or Latin .(d) parts of words that are meaningless4. According to the text, "graph" can be used as ___________. ( D )(a) a root word(b) a prefix(c) a suffix(d) all of the above5. Every day, ______ lead to the invention of many new words to describe them. ( A)(a) new discoveries in science and technology(b) Anglo-Saxon words(c) root words(d) nonsense words6. An invented word may become a permanent part of the English language, if ______ . ( C )(a) people know where it came from(b) it was invented by a famous writer(c) it has been used by many people over a long period of time(d) linguists are interested in it7. In the text, the author repeatedly mentions Lewis Carroll as he was________________. ( D )(a) an English actor good at making people laugh(b) a dishonest politician(c) a character in Alice in Wonderland(d) a great inventor of meaningless words8. "Gobbledygook" is an example of ________.( D )(a) imitative words that sound like the thing or action they stand for(b) words invented by combining different meanings together(c) words made up of prefixes and suffixes(d) long big words that mean nothing9. In the author's opinion, the best words are _________. ( D )(a) short ones(b) gobbledygook(c) long, fancy ones(d) short, old ones10. The author's primary purpose in writing this article is to __________. ( B )(a) please the reader with the interesting story of different kinds of words(b) give a general account of the formation of three kinds of words(c) encourage the reader to learn words according to the word formation(d) introduce the history of the English languageC. Understanding vocabulary.Choose the correct definition according to the context.1. The other one fifth is made up partly of borrowed words and partly of three other kinds of words: words from the names of peoples and places; imitative words; and invented words. ( A )(a) reproducing closely(b) similar(c) original(d) root2. Pasteurized gets its name from Louis Pasteur, a French doctor who invented the process for purifying milk. ( B )(a) Distilled(b) Purified(c) Processed(d) Invented3. Some words, like astronaut, are made up entirely of Greek or Latin prefixes and suffixes. ( C )(a) one engaged in the study of the stars(b) one engaged in the study of the universe(c) one engaged in space flight(d) a scientific observer of the celestial bodies4. If the prefix anti- means "against," what does antibiotic really mean? ( A )(a) antibacterial(b) health-protecting(c) bacteria-producing(d) non-organic5. Linguists guess that these are nonsense words because they have not been able to trace them back to any of the ancestor languages. ( A )(a) Those studying the science of language(b) Those studying the meaning of words(c) Those studying the origins of words(d) Those studying the mystery of words6. Most of Carroll's nonsense words are not used in English, except for "chortle." ( C )(a) chuckle(b) snort(c) gleeful chuckle(d) noisy snorting7. "But ‘glory' doesn't mean ‘a nice knockdown argument'," Alice objected. ( B )(a) falling(b) overwhelming(c) convincing(d) unpleasantD. Discussing the following topics.1. Why do many people use gobbledygook?答案It seems that the purpose of usinggobbledygook is to cheat people. Many people usegobbledygook because they want to appear moreimportant than they really are or because theydon't really want people to understand what theymean or what they are doing.2. Do you agree with Humpty Dumpty regarding the meaning of a word? Why or why not?答案 Well, I don't quite agree with him.This issue involves philosophical thinkingregarding the relationship between language andidea. If a word means whatever people choose itto mean, the meaning will vary from one person toanother, and people will not be able tocommunicate. On the other hand, people may use thesame word in different ways which lead todifferent meanings. No matter how different thesame word may mean, the meaning should bemeaningful so that others can understand it.3. What makes a master of language? Can you name some masters of language?答案"A master knows what words really mean, andwhere they come from; know when to use big,important ones and when to use the shorter,equally important ones". Brevity is the soul oflanguage. Shakespeare and Samuel Johnson areamong masters of language.PracticeAdd the missing words to the following headlines.1. Council leader raps school decision( The Council leader raps the school decision. )2. Bush, leaders meet in D.C.( Bush and the leaders meet in D.C. )3. Fed policy may start to focus on risk of slowing economy( The Federal policy may start to focus on the risk of the slowing economy. )4. Last call on the horizon( The last call on the horizon. )5. Regulators approve $72B drug merger( The regulators approve $72 billion drug merger. )6. Bad weather knocks retailer for loopP assage OneHave you ever heard "hit the nail on the head"? Have you ever watched a clumsy man hammering a nail into a box? He hits it first to one side, then to another, perhaps knocking it over completely, so that in the end he only gets half of it into the wood. A skillful carpenter, on the other hand, will drive home the nail with a few firm, deft blows, hitting it each time squarely on the head. So it is with language; the good craftsman will choose words that drive home his point firmly and exactly. A word that is more or less right, a loose phrase, an ambiguous expression, a vague adjective, will not satisfy a writer who aims at clean English. He will try always to get the word that is completely right for his purpose.The French have an apt phrase for this. They speak of "le mot juste", the word that is just right. Stories are told of scrupulous writers, like Flaubert, who spent days trying to get one or two sentences exactly right. Words are many and various; they are subtle and delicate in their different shades of meaning, and it is not easy to find the ones that express precisely what we want to say. It is not only a matter of having a good command of language and a fairly wide vocabulary; it is also necessary to think hard and to observe accurately. Choosing words is part of the process of realization, of defining our thoughts and feelings for ourselves, as well as for those who hear or read our words. Someone once remarked: "How can I know what I think till I see what I say?" This sounds stupid, but there is a great deal of truth in it.It is hard work choosing the right words, but we shall be rewarded by the satisfaction that finding them brings. The exact use of language gives us mastery over the material we are dealing with. Perhaps you have been asked "What sort of a man is so-and-so?" You begin: "Oh, I think he's quite a nice chap but he's rather..." and then you hesitate trying to find a word or phrase to express what it is about him that you don't like, thatconstitutes his limitation. When you find the right phrase you feel that your conception of the man is clearer and sharper.In certain primitive tribes it was thought dangerous to reveal your name to a stranger. It might give him power over you. Even in modern civilized society you find yourself at a slight social disadvantage if someone knows your name but you don't know his. Command of words is ultimately command over life and experience.(447 words)1. The author uses the idiom "hit the nail on the head" to demonstrate ______ .( D )(a) the skill of a carpenter(b) the importance of being skillful(c) how one's point can be driven home(d) the importance for a writer to choose the right word2. The word "scrupulous" in paragraph two means ________ . ( A )(a) minutely careful(b) highly skillful(c) very accomplished(d) carpenter-like3. To find an appropriate word for the specified purpose ________. ( D )(a) is a matter of command of the specific language only(b) is a matter of vocabulary(c) is to pick out a word with subtle meaning(d) involves telling people your thoughts and feelings4. Which of the following is NOT mentioned in the passage? ( C )(a) Choosing a right word for the right situation is challenging and rewarding.(b) Choosing a right word means weighing among its many synonyms.(c) You need to have a clear idea of the thing you are describing to choose the right word.(d) The different shades of meaning are helpful to our expression of ideas.5. It can be inferred that the paragraph that follows the passage may possibly discuss ______ . ( B )(a) a carpenter's work(b) choice of words(c) modern civilized society(d) primitive tribes TOPP assage TwoEnglish has a wide vocabulary and it is a very flexible language. There are many different ways of making a statement. But words that are very similar in meaning have fine shades of difference and a student needs to be alive to these differences. By using his dictionary, and above all by reading, a student can increase his sensitivity to these shades of difference and improve his ability to express his own meanings exactly.Professor Raleigh once stated: "There are no synonyms, and the same statement can never be repeated in a changed form of words." This is perhaps too absolute, but it is not easy to disapprove. Even a slight alteration in the wording of a statement can subtly shift the meaning. The change in words is a change in style, and the effect on the reader is quite different. It is perhaps easier to be a good craftsman with wood and nails than a good craftsman with words, but all of us can increase our skill and sensitivity with a little effort and patience. In this way we shall not only improve our writing, but also our reading.Above all we should try to cultivate an interest in words. The study of words, of their origins and shifting meanings, can tell us a great deal about human life and thought. English offers a fascinating variety of words for many activities and interests.The foreign student of English may be discouraged and dismayed when he learns that there are over 400 000 words in the English language, without counting slang. But let him take courage. More than half of these words are dead. Even Shakespeare used a vocabulary of only some 20 000 words. The average Englishman today probably has a vocabulary range of from 12 000 to 13 000 words. It is good to make your vocabulary as complete as you can, but a great deal can be said and written with a vocabulary of no more than 10 000 words. The important thing is to have a good control and command over the words you do know. Better know two words exactly than three vaguely. A good carpenter is not distinguished by the number of his tools, but by the craftsmanship with which he uses them. So a good writer is not measured by the extent of his vocabulary, but by his skill in finding the word that will hit the nail cleanly on the head.(405 words)6. In this passage, the author tells us that reading can ______ . ( B )(a) increase the vocabulary enormously(b) make one become more aware of the subtle differences of synonyms(c) enable one to learn as many synonyms as possible(d) enable one to be flexible in expressions7. Professor Raleigh's statement "There are no synonyms..." ______ . ( A )(a) stresses the different shades of meanings(b) is too absolute and easy to disapprove(c) is what the author tries to disapprove(d) means that there is no such word "synonym"8. According to the author, an interest in words should be cultivated because _____. ( C )(a) it is more difficult to be expert at words than at nails(b) words are the most fascinating things to observe(c) words offer us a lot of information about human activities(d) words are the most important part of a language9. The author thinks that ______ . ( B )(a) Shakespeare had a very small vocabulary(b) Shakespeare used only a small portion of the English vocabulary(c) it's not necessary to enlarge your vocabulary(d) it's reasonable to feel discouraged at the large amount of vocabulary in English10. In the author's opinion, the most important thing is to ______ . ( D )(a) have a large vocabulary to write and speak with(b) have at least a vocabulary of 10 000(c) use the words you already know(d) know how to find the right word TOPP assage ThreeLanguage is often irrational even in the way it combines words into sentences － in its synthesis. If language were perfectly rational in this respect, we should be able to handle words like the nine digits in arithmetic, and combine them into sentences at pleasure by applying a few simple grammatical rules. In practice, however, we find that a great part of all languages consists of a limited number of natural sentences, only some of which admit of being formed a priori and freely modified by the substitution of the other words, as when from "have", "ink", "pen", we make up such sentences as "I have the ink"; "Who has the pen?" "Who has the ink?" "He has the ink," and so on.But just as we cannot go on speaking long without using irregular inflections, so also we cannot go on speaking naturally for any length of time without using irregular combinations of words － combinationswhich cannot be constructed a priori. The sentences which make up natural speech are of two kinds － general sentences, such as those which have just been given, and special sentences or idioms, such as "how do you do?" "never mind", which are really on a level with simple words, such as salutation, indifference, and like them, have to be learnt one by one, in the same way as the irregularities of the grammar. Many of them, indeed, have meanings inconsistent with those of the words of which they are made up. Thus "do by itself" never has the meaning it has in "how do you do?" and "help" in the idiomatic expression "I could not help being late" has the meaning "prevent" "avoid", which is the exact contrary of its ordinary meaning.Again, even in those cases in which the grammar and dictionary allow us to express an idea by various combinations of words, there is often only one of these combinations in actual use. Those who have had to do Latin prose composition know that the main difficulty of the art consists in having an instinctive knowledge of what combinations to avoid. French has a similar character. English and Greek are much freer in this respect, a fact which many foreigners find it difficult to realize. When they ask me such questions as "Can one speak of an 'elegant supper'?" "Can you say, 'He was bad last night'?" I always answer that English is a free language, and that there is nothing to prevent any one calling a supper "elegant" although I do not remember ever doing so myself. Nevertheless, English has its limitations as well as other languages. Foreigners' English often presents the curious spectacle of a language constructed on strict grammatical principles, but with hardly a single genuinely English sentence in it.(464 words)11. Language is irrational in that _______________ .( D )(a) we can combine words by using simple grammatical rules(b) words in a language are like the nine digits in arithmetic(c) the meaning of a sentence can be inferred from the meanings of the words in it(d) the meaning of a sentence does not always conform to the meaning of the words in it12. According to the author, ________. ( B )(a) all languages have a limited number of natural sentences(b) not all the sentences in a language can be modified by substituting different words(c) regular combinations of words should be avoided in our speech(d) we should construct a priori before we combine words into sentences13. Which of the following is true? ( B )(a) Grammatically correct sentences are definitely correct.(b) Grammatically correct sentences are not necessarily used in practice.(c) A sentence based on grammar should be idiomatic.(d) A sentence in practical use must be rational.14. The author thinks it ______ to call a supper "elegant". ( A )(a) not idiomatic(b) impossible(c) wise(d) good English15. The main idea of the passage is that ____________. ( A )(a) we cannot speak by strict grammatical rules(b) no rule but has exceptions(c) there are two kinds of sentences in a language(d) language has strict grammatical rules to follow TOPText2ExercisesA History of EnglishThe English language we speak today went through three stages called Old English, Middle English and Modern English. But ages before even Old English came into being, many other languages had to arise and develop. The oldest of these, as far as we know, was the Indo-European family of languages, which were beginning to be spoken clear back during the Stone Age. During the Stone Age, some Indo-European people lived on the islands of Britain.The earliest known of these British Indo-Europeans split into two groups called the Scots and the Celts. There was another group, who were not Indo-European, called Picts. Together these three peoples are known as Britons. The Britons were a fierce, Stone Age people constantly making war on each other. They dressed in animal skins, lived in caves or rude wooden huts. These people had their own languages.At the same time that the Stone Age Britons were living their warlike life, the Greeks, far to the east of them, were building a great civilization in Europe. Many of our ideas of art, literature, science, philosophy and government today come from the genius of these ancient people. As the Greek civilization reached a high point, another great civilization was being built in Italy by the Romans, whose language was Latin. When the Romans conquered Greece and made it part of their empire, they found a culture much older and far superior to their own. So they borrowed it.After conquering all of Europe, Rome invaded Britain and made it part of the empire, in AD 43. Romans brought their advanced culture to the Britons. Not only did they bring their art, literature, law and the Latin language, they established schools, built buildings and roads and provided an army to protect themselves against invaders.Meanwhile, the Germanic peoples of northern Europe, known as "Norsemen" or "Northmen," were developing another, separate European culture. Some groups of Norsemen came to be known as Angles, Saxons, Jutes and Goths. They were warriors, but also sailors and traders. In very early times the Angles and Saxons began to trade with the Celts in England. This was probably the first time the Britons came into contact with other peoples.During the four hundred years Britain was part of the Roman Empire, Rome was getting weaker and weaker, and the Norsemen were getting stronger and stronger. Finally they thundered through the Roman defenses along the northern boundaries of the empire. In addition to the attack from the north, Rome was invaded from the east by Mongols, from the south by the Moslems.Being attacked on all sides, Rome had to call back her armies to protect what was left of the empire. By AD 409, Rome had lost all control of Britain.As soon as the Roman armies pulled out of Britain, the Picts and Scots began to destroy the Celts. The Celts turned for help to the Angles and Saxons across the sea in Sweden and Denmark. The latter were quick to respond, because they loved war. They saved the Celts; they also destroyed practically all the culture which had been brought by the Romans: literature, sculpture, schools and roads. The Germanic languages of the Angles and Saxons combined to become Anglo-Saxon. Since the Angles and Saxons had become the power in England, the Anglo-Saxon language became the very early beginning of English.While the Anglo-Saxons were establishing their power in England and making their language the main language of that country, the Roman Empire was sinking deeper and deeper into trouble. By AD 476 the western empire had ceased to exist. And since the Germanic peoples had no interest in preserving Roman culture, it just died. The Church was all that was left of Roman civilization. But Latin survived as the language of churchmen and the wealthy, educated classes, and was to have a profound effect on the development of the languages of southern Europe and England.Gradually, between the sixth and eleventh centuries, the feudal estates of Europe grew into powerful kingdoms. Of these, the French kingdom of Normandy became very important to the development of English.The various peoples in England were coming together as a nation also, under the rule of more powerful kings such as Alfred the Great, who ruled between 871 and 899. Alfred was not only an efficient ruler and a great defender of his people, he was also an eager scholar. He was able to preserve some of the learning which had been left behind when the Romans left England. In Anglo-Saxon he began a detailed diary of events in his own time known as The Anglo-Saxon Chronicle. Although Alfred encouraged reading and writing in Anglo-Saxon as well as in Latin, most works continued to be written in Latin.Alfred's efforts to unify England and establish a national language apart from Latin were interrupted by an invasion of yet another group of Norsemen, the Vikings. The Vikings who invaded England were called Danes, and those who invaded France were known as the Normans.Gradually, as all invaders do eventually, the Danes settled down and became peaceful farmers. Their language mixed with Anglo-Saxon and became what we know as Old English. Old English was established as the language of the land by the tenth century. For the next hundred years or so after the Danish invasions, the English people lived in peace. If they had continued that way the English language today might be quite different from what it is; it would be something similar to Dutch, Danish and German. But about nine hundred years ago, England was invaded again, and another,very different language was brought to the country. When this language arrived, English moved away from Danish and Anglo-Saxon and passed from Old English into Middle English.The new foreign language which was to have such an important influence on the development of Middle English was French. In 1066, the Norman French people invaded England. The invasion is known as the Norman Conquest, and it is very important for two reasons. First, it was the last time England was ever to be invaded. Second, Old French became as important an influence as Danish and Anglo-Saxon to the development of English as it is today.The Normans brought their law, customs and literature to England. Since there was still so much Latin in their own language, Latin again began to have an influence on English. But this time, the English people did not allow their language to be swallowed up by a foreign language in the way their Celtic and early Anglo-Saxon ancestors had. Although the invading Norman French became the rulers of the land, and French became the language of government and law in England, the English people stubbornly refused to give up their own language. English remained the spoken language of the people. And when they did accept French words, they mispronounced them so badly that no one could recognize them as French.So, for a time, England was a land where there were two languages － the French of the ruling class, and the Anglo-Saxon, or Old English, of the servant class, the English people. Smart people of both classes learned both languages, and eventually the two languages came together to form what we know today as Middle English. Middle English was neither French nor Anglo-Saxon; it was a completely different language combined of both. The change from Old English to Middle English took place gradually over a period of about three hundred years.Middle English was a very disorganized language. But in Europe and in the Middle East, many changes were taking place which would have an important effect on the future of the English language. Let's look back for a moment to see what these changes were.As western Europe split into feudal estates the Moslems of the Middle East were pushing farther west and threatening the Christian rulers of the eastern empire. In 638 the Moslems had captured Jerusalem. European kings wanted it back, because they felt it belonged to Christians. They broke through the Moslem defenses and began a long series of wars called the Crusades.For two hundred years, from 1095 to 1291, European Christians joined forces with Middle Eastern Christians against the Moslems.Europe lost the wars of the Crusades. But the Crusades had brought the Europeans back into contact with the superior ancient Greek and Roman cultures, and those cultures had been enriched by the Moslem's advance knowledge of mathematics, astronomy, geography and medicine.This renewed contact with all the knowledge marks the beginning of a period in Europe known as the Renaissance, which means "re-birth of learning." The lost works of ancient Greek and Roman writers were rediscovered in Europe, inspiring countless new works of literature, art and science. The Renaissance began in Italy, but eventually the new learning spread north, to France, Germany and England.Geoffrey Chaucer was born some hundred years after the last war of the Crusades, in the early part of the Renaissance. About one hundred fifty years after Chaucer's death William Shakespeare was born in the last part of the Renaissance. During the lifetimes of these two great writers and over all the years between, the English language was sorting itself out from the chaos of Middle English.By the time of Shakespeare's death in 1616, the English history and language had entered the modern period.The English of Shakespeare's time is considered modern English because, except for some different spellings and a few words we no longer use, the language is quite similar to the English we speak today. Many of the old sayings we use every day come right out of Shakespeare's writings. When we think something is unimportant we "laugh it off." Describing something which is strong and in good condition, we say it is "sound as a bell." When we are disgusted with something, we say it is "lousy." If you know or use these expressions you are quoting Shakespeare.After Shakespeare's time English was to change a great deal more, but the changes were gradual. The changes came as a result of the growth of the English Empire, advancements intransportation and communication and a continuing contact betweenEnglish-speaking peoplesand peoples from all parts of the world.Between the sixteenth and nineteenth centuries England built an empire which included north America, some Caribbean islands, Australia, New Zealand, parts of Asia and parts of Africa. About nine or ten years before Shakespeare's death, England had established her first American colony, Virginia. Three hundred years later, England no longer had an empire, but the lands which she had conquered still spoke the English language. Today, English is the native or official language of not only the United States but also Canada, Australia, New Zealand, India, Kenya, South Africa, Trinidad, Jamaica and more － lands on every continent of this planet.(1 816 words)。
英语泛读教程3---UNIT1(刘乃银)
/data/ce/er/3/KECHENX/BOOK3/UNIT1/UNIT1.HTMExercisesA. Determining the main idea. Choose the best answer. Do not refer to the text.The main idea of the text is _______ . ( D )(a) that English ancestors invented the main part of the English language in four different ways(b) that invented words are generally made up in three different ways(c) that borrowed words and other kinds of words make up about one fifth of the English language(d) how various kinds of English words are inventedB. Comprehending the text.Choose the best answer.1.English has __________ words. ( C )(a) 6 000(b) 60 000(c) 600 000(d) 6 000 0002. Ampere, volt and watt are examples of __________ . ( D )(a) invented words(b) imitative words(c) borrowed words(d) words from the names of persons3. Prefixes and suffixes are _____________. ( B )(a) whole words that don't have their own meanings(b) parts of words that have their special meanings(c) from either Greek or Latin .(d) parts of words that are meaningless4. According to the text, "graph" can be used as ___________. ( D )(a) a root word(b) a prefix(c) a suffix(d) all of the above5. Every day, ______ lead to the invention of many new words to describe them. ( A)(a) new discoveries in science and technology(b) Anglo-Saxon words(c) root words(d) nonsense words6. An invented word may become a permanent part of the English language, if ______ . ( C )(a) people know where it came from(b) it was invented by a famous writer(c) it has been used by many people over a long period of time(d) linguists are interested in it7. In the text, the author repeatedly mentions Lewis Carroll as he was________________. ( D )(a) an English actor good at making people laugh(b) a dishonest politician(c) a character in Alice in Wonderland(d) a great inventor of meaningless words8. "Gobbledygook" is an example of ________.( D )(a) imitative words that sound like the thing or action they stand for(b) words invented by combining different meanings together(c) words made up of prefixes and suffixes(d) long big words that mean nothing9. In the author's opinion, the best words are _________. ( D )(a) short ones(b) gobbledygook(c) long, fancy ones(d) short, old ones10. The author's primary purpose in writing this article is to __________. ( B )(a) please the reader with the interesting story of different kinds of words(b) give a general account of the formation of three kinds of words(c) encourage the reader to learn words according to the word formation(d) introduce the history of the English languageC. Understanding vocabulary.Choose the correct definition according to the context.1. The other one fifth is made up partly of borrowed words and partly of three other kinds of words: words from the names of peoples and places; imitative words; and invented words. ( A )(a) reproducing closely(b) similar(c) original(d) root2. Pasteurized gets its name from Louis Pasteur, a French doctor who invented the process for purifying milk. ( B )(a) Distilled(b) Purified(c) Processed(d) Invented3. Some words, like astronaut, are made up entirely of Greek or Latin prefixes and suffixes. ( C )(a) one engaged in the study of the stars(b) one engaged in the study of the universe(c) one engaged in space flight(d) a scientific observer of the celestial bodies4. If the prefix anti- means "against," what does antibiotic really mean? ( A )(a) antibacterial(b) health-protecting(c) bacteria-producing(d) non-organic5. Linguists guess that these are nonsense words because they have not been able to trace them back to any of the ancestor languages. ( A )(a) Those studying the science of language(b) Those studying the meaning of words(c) Those studying the origins of words(d) Those studying the mystery of words6. Most of Carroll's nonsense words are not used in English, except for "chortle." ( C )(a) chuckle(b) snort(c) gleeful chuckle(d) noisy snorting7. "But ‘glory' doesn't mean ‘a nice knockdown argument'," Alice objected. ( B )(a) falling(b) overwhelming(c) convincing(d) unpleasantD. Discussing the following topics.1. Why do many people use gobbledygook?答案It seems that the purpose of usinggobbledygook is to cheat people. Many peopleuse gobbledygook because they want to appearmore important than they really are orbecause they don't really want people tounderstand what they mean or what they aredoing.2. Do you agree with Humpty Dumpty regarding the meaning of a word? Why or why not?答案 Well, I don't quite agree withhim. This issue involves philosophicalthinking regarding the relationship betweenlanguage and idea. If a word means whateverpeople choose it to mean, the meaning willvary from one person to another, and peoplewill not be able to communicate. On the otherhand, people may use the same word indifferent ways which lead to differentmeanings. No matter how different the sameword may mean, the meaning should bemeaningful so that others can understand it.3. What makes a master of language? Can you name some masters of language?答案"A master knows what words really mean,and where they come from; know when to usebig, important ones and when to use theshorter, equally important ones". Brevity isthe soul of language. Shakespeare and SamuelJohnson are among masters of language.PracticeAdd the missing words to the following headlines.1. Council leader raps school decision( The Council leader raps the school decision. )2. Bush, leaders meet in D.C.( Bush and the leaders meet in D.C. )3. Fed policy may start to focus on risk of slowing economy( The Federal policy may start to focus on the risk of the slowing economy. )4. Last call on the horizon( The last call on the horizon. )5. Regulators approve $72B drug merger( The regulators approve $72 billion drug merger. )6. Bad weather knocks retailer for loopP assage OneHave you ever heard "hit the nail on the head"? Have you ever watched a clumsy man hammering a nail into a box? He hits it first to one side, then to another, perhaps knocking it over completely, so that in the end he only gets half of it into the wood. A skillful carpenter, on the other hand, will drive home the nail with a few firm, deft blows, hitting it each time squarely on the head. So it is with language; the good craftsman will choose words that drive home his point firmly and exactly. A word that is more or less right, a loose phrase, an ambiguous expression, a vague adjective, will not satisfy a writer who aims at clean English. He will try always to get the word that is completely right for his purpose.The French have an apt phrase for this. They speak of "le mot juste", the word that is just right. Stories are told of scrupulous writers, like Flaubert, who spent days trying to get one or two sentences exactly right. Words are many and various; they are subtle and delicate in their different shades of meaning, and it is not easy to find the ones that express precisely what we want to say. It is not only a matter of having a good command of language and a fairly wide vocabulary; it is also necessary to think hard and to observe accurately. Choosing words is part of the process of realization, of defining our thoughts and feelings for ourselves, as well as for those who hear or read our words. Someone once remarked: "How can I know what I think till I see what I say?" This sounds stupid, but there is a great deal of truth in it.It is hard work choosing the right words, but we shall be rewarded by the satisfaction that finding them brings. The exact use of language gives us mastery over the material we are dealing with. Perhaps you have been asked "What sort of a man is so-and-so?" You begin: "Oh, I think he's quite a nice chap but he's rather..." and then you hesitate trying to find a word or phrase to express what it is about him that you don't like, that constitutes his limitation. When you find the right phrase you feel that your conception of the man is clearer and sharper.In certain primitive tribes it was thought dangerous to reveal your name to a stranger. It might give him power over you. Even in modern civilized society you find yourself at a slight social disadvantage if someone knows your name but you don't know his. Command of words is ultimately command over life and experience.(447 words)1. The author uses the idiom "hit the nail on the head" to demonstrate ______ .( D )(a) the skill of a carpenter(b) the importance of being skillful(c) how one's point can be driven home(d) the importance for a writer to choose the right word2. The word "scrupulous" in paragraph two means ________ . ( A )(a) minutely careful(b) highly skillful(c) very accomplished(d) carpenter-like3. To find an appropriate word for the specified purpose ________. ( D )(a) is a matter of command of the specific language only(b) is a matter of vocabulary(c) is to pick out a word with subtle meaning(d) involves telling people your thoughts and feelings4. Which of the following is NOT mentioned in the passage? ( C )(a) Choosing a right word for the right situation is challenging and rewarding.(b) Choosing a right word means weighing among its many synonyms.(c) You need to have a clear idea of the thing you are describing to choose the right word.(d) The different shades of meaning are helpful to our expression of ideas.5. It can be inferred that the paragraph that follows the passage may possibly discuss ______ . ( B )(a) a carpenter's work(b) choice of words(c) modern civilized society(d) primitive tribes TOPP assage TwoEnglish has a wide vocabulary and it is a very flexible language. There are many different ways of making a statement. But words that are very similar in meaning have fine shades of difference and a student needs to be alive to these differences. By using his dictionary, and above all by reading, a student can increase his sensitivity to these shades of difference and improve his ability to express his own meanings exactly.Professor Raleigh once stated: "There are no synonyms, and the same statement can never be repeated in a changed form of words." This is perhaps too absolute, but it is not easy to disapprove. Even a slight alteration in the wording of a statement can subtly shift the meaning. The change in words is a change in style, and the effect on the reader is quite different. It is perhaps easier to be a good craftsman with wood and nails than a good craftsman with words, but all of us can increase our skill and sensitivity with a little effort and patience. In this way we shall not only improve our writing, but also our reading.Above all we should try to cultivate an interest in words. The study of words, of their origins and shifting meanings, can tell us a great deal about human life and thought. English offers a fascinating variety of words for many activities and interests.The foreign student of English may be discouraged and dismayed when he learns that there are over 400 000 words in the English language, without counting slang. But let him take courage. More than half of these words are dead. Even Shakespeare used a vocabulary of only some 20 000 words. The average Englishman today probably has a vocabulary range of from 12 000 to 13 000 words. It is good to make your vocabulary as complete as you can, but a great deal can be said and written with a vocabulary of no more than 10 000 words. The important thing is to have a good control and command over the words you do know. Better know two words exactly than three vaguely. A good carpenter is not distinguished by the number of his tools, but by the craftsmanship with which he uses them. So a good writer is not measured by the extent of his vocabulary, but by his skill in finding the word that will hit the nail cleanly on the head.(405 words)6. In this passage, the author tells us that reading can ______ . ( B )(a) increase the vocabulary enormously(b) make one become more aware of the subtle differences of synonyms(c) enable one to learn as many synonyms as possible(d) enable one to be flexible in expressions7. Professor Raleigh's statement "There are no synonyms..." ______ . ( A )(a) stresses the different shades of meanings(b) is too absolute and easy to disapprove(c) is what the author tries to disapprove(d) means that there is no such word "synonym"8. According to the author, an interest in words should be cultivated because _____. ( C )(a) it is more difficult to be expert at words than at nails(b) words are the most fascinating things to observe(c) words offer us a lot of information about human activities(d) words are the most important part of a language9. The author thinks that ______ . ( B )(a) Shakespeare had a very small vocabulary(b) Shakespeare used only a small portion of the English vocabulary(c) it's not necessary to enlarge your vocabulary(d) it's reasonable to feel discouraged at the large amount of vocabulary in English10. In the author's opinion, the most important thing is to ______ . ( D )(a) have a large vocabulary to write and speak with(b) have at least a vocabulary of 10 000(c) use the words you already know(d) know how to find the right word TOPP assage ThreeLanguage is often irrational even in the way it combines words into sentences － in its synthesis. If language were perfectly rational in this respect, we should be able to handle words like the nine digits in arithmetic, and combine them into sentences at pleasure by applying a few simple grammatical rules. In practice, however, we find that a great part of all languages consists of a limited number of natural sentences, only some of which admit of being formed a priori and freely modified by the substitution of the other words, as when from "have", "ink", "pen", we make up such sentences as "I have the ink"; "Who has the pen?" "Who has the ink?" "He has the ink," and so on.But just as we cannot go on speaking long without using irregular inflections, so also we cannot go on speaking naturally for any length of time without using irregular combinations of words － combinations which cannot be constructed a priori. The sentences which make up natural speech are of two kinds － general sentences, such as those which have just been given, and special sentences or idioms, such as "how do you do?" "never mind", which are really on a level with simple words, such as salutation, indifference, and like them, have to be learnt one by one, in the same way as the irregularities of the grammar. Many of them, indeed, have meanings inconsistent with those of the words of which they are made up. Thus "do by itself" never has the meaning it has in "how do you do?" and "help" in the idiomatic expression "I could not help being late" has the meaning "prevent" "avoid", which is the exact contrary of its ordinary meaning.Again, even in those cases in which the grammar and dictionary allow us to express an idea by various combinations of words, there is often only one of these combinations in actual use. Those who have had to doLatin prose composition know that the main difficulty of the art consists in having an instinctive knowledge of what combinations to avoid. French has a similar character. English and Greek are much freer in this respect, a fact which many foreigners find it difficult to realize. When they ask me such questions as "Can one speak of an 'elegant supper'?" "Can you say, 'He was bad last night'?" I always answer that English is a free language, and that there is nothing to prevent any one calling a supper "elegant" although I do not remember ever doing so myself. Nevertheless, English has its limitations as well as other languages. Foreigners' English often presents the curious spectacle of a language constructed on strict grammatical principles, but with hardly a single genuinely English sentence in it.(464 words)11. Language is irrational in that _______________ .( D )(a) we can combine words by using simple grammatical rules(b) words in a language are like the nine digits in arithmetic(c) the meaning of a sentence can be inferred from the meanings of the words in it(d) the meaning of a sentence does not always conform to the meaning of the words in it12. According to the author, ________. ( B )(a) all languages have a limited number of natural sentences(b) not all the sentences in a language can be modified by substituting different words(c) regular combinations of words should be avoided in our speech(d) we should construct a priori before we combine words into sentences13. Which of the following is true? ( B )(a) Grammatically correct sentences are definitely correct.(b) Grammatically correct sentences are not necessarily used in practice.(c) A sentence based on grammar should be idiomatic.(d) A sentence in practical use must be rational.14. The author thinks it ______ to call a supper "elegant". ( A )(a) not idiomatic(b) impossible(c) wise(d) good English15. The main idea of the passage is that ____________. ( A )(a) we cannot speak by strict grammatical rules(b) no rule but has exceptions(c) there are two kinds of sentences in a language(d) language has strict grammatical rules to follow TOPText2ExercisesA History of EnglishThe English language we speak today went through three stages called Old English, Middle English and Modern English. But ages before even Old English came into being, many other languages had to arise and develop. The oldest of these, as far as we know, was the Indo-European family of languages, which were beginning to be spoken clear back during the Stone Age. During the Stone Age, some Indo-European people lived on the islands of Britain.The earliest known of these British Indo-Europeans split into two groups called the Scots and the Celts. There was another group, who were not Indo-European, called Picts. Together these three peoples are knownas Britons. The Britons were a fierce, Stone Age people constantly making war on each other. They dressed in animal skins, lived in caves or rude wooden huts. These people had their own languages.At the same time that the Stone Age Britons were living their warlike life, the Greeks, far to the east of them, were building a great civilization in Europe. Many of our ideas of art, literature, science, philosophy and government today come from the genius of these ancient people. As the Greek civilization reached a high point, another great civilization was being built in Italy by the Romans, whose language was Latin. When the Romans conquered Greece and made it part of their empire, they found a culture much older and far superior to their own. So they borrowed it.After conquering all of Europe, Rome invaded Britain and made it part of the empire, in AD 43. Romans brought their advanced culture to the Britons. Not only did they bring their art, literature, law and the Latin language, they established schools, built buildings and roads and provided an army to protect themselves against invaders.Meanwhile, the Germanic peoples of northern Europe, known as "Norsemen" or "Northmen," were developing another, separate European culture. Some groups of Norsemen came to be known as Angles, Saxons, Jutes and Goths. They were warriors, but also sailors and traders. In very early times the Angles and Saxons began to trade with the Celts in England. This was probably the first time the Britons came into contact with other peoples.During the four hundred years Britain was part of the Roman Empire, Rome was getting weaker and weaker, and the Norsemen were getting stronger and stronger. Finally they thundered through the Roman defenses along the northern boundaries of the empire. In addition to the attack from the north, Rome was invaded from the east by Mongols, from the south by the Moslems. Being attacked on all sides, Rome had to call back her armies to protect what was left of the empire. By AD 409, Rome had lost all control of Britain.As soon as the Roman armies pulled out of Britain, the Picts and Scots began to destroy the Celts. The Celts turned for help to the Angles and Saxons across the sea in Sweden and Denmark. The latter were quick to respond, because they loved war. They saved the Celts; they also destroyed practically all the culture which had been brought by the Romans: literature, sculpture, schools and roads. The Germanic languages of the Angles and Saxons combined to become Anglo-Saxon. Since the Angles and Saxons had become the power in England, the Anglo-Saxon language became the very early beginning of English.While the Anglo-Saxons were establishing their power in England and making their language the main language of that country, the Roman Empire was sinking deeper and deeper into trouble. By AD 476 the westernempire had ceased to exist. And since the Germanic peoples had no interest in preserving Roman culture, it just died. The Church was all that was left of Roman civilization. But Latin survived as the language of churchmen and the wealthy, educated classes, and was to have a profound effect on the development of the languages of southern Europe and England.Gradually, between the sixth and eleventh centuries, the feudal estates of Europe grew into powerful kingdoms. Of these, the French kingdom of Normandy became very important to the development of English.The various peoples in England were coming together as a nation also, under the rule of more powerful kings such as Alfred the Great, who ruled between 871 and 899. Alfred was not only an efficient ruler and a great defender of his people, he was also an eager scholar. He was able to preserve some of the learning which had been left behind when the Romans left England. In Anglo-Saxon he began a detailed diary of events in his own time known as The Anglo-Saxon Chronicle. Although Alfred encouraged reading and writing in Anglo-Saxon as well as in Latin, most works continued to be written in Latin.Alfred's efforts to unify England and establish a national language apart from Latin were interrupted by an invasion of yet another group of Norsemen, the Vikings. The Vikings who invaded England were called Danes, and those who invaded France were known as the Normans.Gradually, as all invaders do eventually, the Danes settled down and became peaceful farmers. Their language mixed with Anglo-Saxon and became what we know as Old English. Old English was established as the language of the land by the tenth century. For the next hundred years or so after the Danish invasions, the English people lived in peace. If they had continued that way the English language today might be quite different from what it is; it would be something similar to Dutch, Danish and German. But about nine hundred years ago, England was invaded again, and another, very different language was brought to the country. When this language arrived, English moved away from Danish and Anglo-Saxon and passed from Old English into Middle English.The new foreign language which was to have such an important influence on the development of Middle English was French. In 1066, the Norman French people invaded England. The invasion is known as the Norman Conquest, and it is very important for two reasons. First, it was the last time England was ever to be invaded. Second, Old French became as important an influence as Danish and Anglo-Saxon to the development of English as it is today.The Normans brought their law, customs and literature to England. Since there was still so much Latin in their own language, Latin again began to have an influence on English. But this time, the English people did not allow their language to be swallowed up by a foreign language in the way their Celtic and early Anglo-Saxon ancestors had. Although theinvading Norman French became the rulers of the land, and French became the language of government and law in England, the English people stubbornly refused to give up their own language. English remained the spoken language of the people. And when they did accept French words, they mispronounced them so badly that no one could recognize them as French.So, for a time, England was a land where there were two languages － the French of the ruling class, and the Anglo-Saxon, or Old English, of the servant class, the English people. Smart people of both classes learned both languages, and eventually the two languages came together to form what we know today as Middle English. Middle English was neither French nor Anglo-Saxon; it was a completely different language combined of both. The change from Old English to Middle English took place gradually over a period of about three hundred years.Middle English was a very disorganized language. But in Europe and in the Middle East, many changes were taking place which would have an important effect on the future of the English language. Let's look back for a moment to see what these changes were.As western Europe split into feudal estates the Moslems of the Middle East were pushing farther west and threatening the Christian rulers of the eastern empire. In 638 the Moslems had captured Jerusalem. European kings wanted it back, because they felt it belonged to Christians. They broke through the Moslem defenses and began a long series of wars called the Crusades.For two hundred years, from 1095 to 1291, European Christians joined forces with Middle Eastern Christians against the Moslems.Europe lost the wars of the Crusades. But the Crusades had brought the Europeans back into contact with the superior ancient Greek and Roman cultures, and those cultures had been enriched by the Moslem's advance knowledge of mathematics, astronomy, geography and medicine.This renewed contact with all the knowledge marks the beginning of a period in Europe known as the Renaissance, which means "re-birth of learning." The lost works of ancient Greek and Roman writers were rediscovered in Europe, inspiring countless new works of literature, art and science. The Renaissance began in Italy, but eventually the new learning spread north, to France, Germany and England.Geoffrey Chaucer was born some hundred years after the last war of the Crusades, in the early part of the Renaissance. About one hundred fifty years after Chaucer's death William Shakespeare was born in the last part of the Renaissance. During the lifetimes of these two great writers and over all the years between, the English language was sorting itself out from the chaos of Middle English.By the time of Shakespeare's death in 1616, the English history and language had entered the modern period.The English of Shakespeare's time is considered modern English because, except for some different spellings and a few words we no longer use, the language is quite similar to the English we speak today. Many。
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。
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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 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
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
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。