大学英语创意阅读三答案完整版

Unit OneWords to note;3. 6.4.5. 1. 2.Understanding the textPart A:Risk-taking willing to take risks. They are able to learn under conditions of some uncertainty.Recall use techniques like rhymes and word associations to recall what has been learned.Errors are not discouraged by making errors but rather make errors work as a constructive part of the learning process.Getting exposure to the foreign language find ways of getting increased exposure tothe foreign language outside of theclassroom. This may take the forms oftalking to native speakers, watching TVprograms and videos and readingextensively.Using rules and knowledge of the first language develop a through understanding of therules of the foreign language and how toapply these rules. They also use knowledgeof their first language to help them masterthe foreign language.Part B:1. b2. ·before para. 13·para. 8·para. 23. Para. 7 &.13Developing your skillsPart A:3. 8. 13. 1.Part B:6. 3. 2. 5. 1. 4.Part C* *** ** ** ** *Part Davoidant dependent participant competitive collaborative independentExtending your vocabularyPart A:c e f b a dPart B:h g j a b I d e c fUnit TwoWords to note:4. 5. 1. 3. 2.Understanding the text1. C. D.2. D3. A4. D5. receiving full details of important production processes, which they then use to copy and sell the production of these processes.6. buy the expensive software sold by Western companies and because software counties apply international laws with unfair harshness in Asia.Developing your skillsPart A:Text 1:Example Londax RondaxExample The breakfast cereal, Kellogg’s Cornflakes, was copied as Kongal Cornstrips. Example Local laws should be changed to protect companies’ intellectual property rights and if this fails companies should employ more inspectors to check for copyright abuse.Text 2:Argument The concept of intellectual property is a Western one and can harm the progress of other countries. For this reason, copyright infringement should not be consideredillegal.Argument Copyright laws are not applied fairly; some countries (notably those in the Middle East) are allowed to abuse copyright more easily than other countries.Part BPoints of Contrast Text One Txt TwoConcept should be held in doubt. It is resentand ignores ancient contributions toknowledge which are not charged for. Effect Companies suffer financial lossesand as a result are less likely toinvest in building production plantsin the offending country. The existenceof piracy also makes companies lesswilling to put money into new researchand development projects.Suggested solution Copyright claims should be waived, orat least levied at a discounted rate fordeveloping countries.Extending your vocabularyPart A:fake advanced massive essentialPart Be d g h c b a fUnit ThreeWords to note4，5，3，1，2Understanding the textPart B Interpretation1. b)2. d)3. a )4. b )Developing you skillsPart A : Structure of a passage (sequencing information ): further practicePart B: Structure of a passage ( paragraph insertion): further practice Insert the paragraph between the present paragraphs 1 and 2Part C: Structure of a passage ( paragraph reversal ): further practice Paragraph 3 and paragraph 4 need to be reversed.Extending your vocabularyPart A : Word familiesa) at below nearb) speak shout whisper screamc) square circular triangular rectangular hexagonald) drip squirt trickle flow run gushe) walk run leap jump jog stroll hop“of ” is the only one which does not indicate position/location.“dance ” does not describe sound; the other words are sounds made using the human voice. “spherical ” describes a three-dimensional shape; the others are two-dimensional. “walk ” is never used to describe the movement of a liquid; the other words do so.“hold ” describes a stable action, not a movement; the other words describe either horizontal orvertical movement.Expanding your creativityWords to note5, 8, 1, 6, 10, 4, 2, 7, 9, 11, 3Understanding the textPart A: Author's attitude and purpose 1. d) 2. c)Part B: Comprehension the text 1. c) 2. d) 3. c) 4.d) 5. a)Developing your skillsPart B : Responding to questions on the textQ2A2. No, aging cannot be prevented but people who take dietary supplements ( especially those which destroy free radical molecules) may feel more energetic.Q3A3. Yes, because scientists believe that extending the human life span might well lead to serious negative effects.Q4A4.Yes, it is. The aging process is important in fighting cancer, because proteins which destroy cancer cells also cause aging.Q5A5. Yes, they are very important. Research shows that healthy food, low stress and an outdoor lifestyle are best for long life.Part C: Contexts and implicationsEnglish Proverbs1. You are as old as you feel.● Your feelings about yourself are very important; ninety-year-old people can feel and act like fifty year olds if they have the right attitude to life.● Somebody might say this to cheer another person up or to encourage the person to feel better about himself or herself.● The speaker probably has an optimistic ( and young ) feeling about life.2. Life begins at forty.● Forty isn't "old" , it's simply a "birth" into a new stage of life.● It might be said to someone approaching his or her fortieth birthday.● He or she doesn't fear being forty, doesn't think forty is old, and thinks of "middle age" as being the beginning of an interesting stage of life when he or she can do new things.3. Nobody grows old by merely living a number of years; people grow old by deserting their ideals.● Years aren't important; preserving youthful idealism is more important.● In a debate about the problems of agin g , for example.● Youthful ideals should be kept throughout the whole of life; if you keep these ideals, you can stay young in your attitude.4. Youth looks forward but age looks back.● Young people anticipate the future with pleasure; older people reminisce about their youth.● Perhaps in a situation when someone is reflecting seriously about life.● It's a philosophical, analytical comment about attitudes.5. It's not how old you are, but how you are old.● Age is not important; your attitude towards your age and life in general is crucial.● In a situation to encourage somebody to be more optimistic toward s life.● The speaker is almost certainly optimistic; the suggestion is that there are many ways to be oldand some of them are good.6. He that in youth no virtue uses, in age all honor him refuses.● Be virtuous when you are young if you want respect lat er in life.● Perhaps in a context where an older person wants to give friendly advice to a youngster when the younger person is wondering about the right course of action.● The speaker sees a direct li nk between actions in youth and the consequences in later life.7. Young folk think old folk are fools, but old folk know young folk are fools.● Youngsters only have opinions; their elders know the truth through experience.● Perhaps in a social setting where people from different generations are teasing ea ch other.● The speaker almost certainly belongs to the older generation and is confident of his or her own superior knowledge.8. Old age doesn't seem so bad when you consider the alternative.● The only alternative is to die----because you cannot become young again.● As a joke or a humorous comment, perhaps after someone has said something negative about being old.● He /She certainly views aging in a positive light.9. An old person loved is winter with flowers. (German )● An old person who is loved ha s an extra bonus because love brightens their life; old age is like the winter of a person's life, but winter also has its beautiful or bright aspects, like flowers.● Perhaps it would be said to an older person, to remind him /her of life's blessings.● I t's a comment reflecting both joy and sadness; it recognizes that some old people enjoy the love of family, friends, neighbours, etc., but some are alone and lonely.10. Forty is the old age of youth, fifty is the youth of old age. ( French )● Young peopl e see forty as "old" , but older people see fifty as "young ".● This is perhaps more likely to be written rather than spoken ----perhaps in an essay. The writer seems to have some optimism about being fifty.● It is a reference to different perspectives, different attitudes of various ages to "age ".11. Old age is not misery, experience helps. (Greek )● People may think that being old is a misery, but having the years of experience of old people helps you to live your life in a better way. An alternative interpretation is that it is not simply old age which makes older people miserable, it is the accumulation of their experiences which make them miserable. The second interpretation is a rather wry joke.● Perhaps either as a joke or as a serious (but pes simistic) comment on life, almost certainly made by an old person.● It could reflect a humorous, philos ophical, non-serious view; or the opposite, a mournful cry.12. By living long we learn to live. (Italian )● Experience ("living long") teaches us how to live well.● Again, perhaps it is more likely to be written than spoken.● Experiences over many years are seen as blessings and benefits.13. If one knew the value of youth, there would be little to lament in old age. (Turkish )● Enjoy your youth an d make the most of the opportunities which come your way; then, when you are older, you won't have any regrets that you wasted it.● An older person ---- perhaps a parent ---- to a younger people; the comment also shows wry humour by suggesting that the main preoccupation of older people is that they lament their lostyouth.● He / She sees youth as priceless and not to be wasted.14. At twenty a person will be a peacock, at thirty a lion, at forty a camel, at fifty a snake, at sixtya dog, at seventy a monkey, and at eighty nothing at all. (Spanish )● The general meaning is that people change as they grow older. The specific meaning of each stage depends on how people understand the metaphors of the animals (and this varies in different cultures). A likely Spanish interpretation is: at twenty people are concerned with their appearance, at thirty they are brave, at forty they carry heavy burdens, at fifty they twist and turn and can't be trusted, at sixty they are loyal, at seventy they are wise, at eighty they are nothing.● As it's rather long, it is more likely to be part of a written paper. No w it could be said by anybody at any stage but probably originally it was written by an older person.● Perhaps it reflects a cynical attitude to the way people dev elop. Perhaps students might here be asked to explain what each of the different creatures at the various stages of life represent in Chinese or other cultures.15. Ebbtide has come to me as to the sea,Old age makes me bleed,Though I may sorrow over this,The tide returns happily. (Irish)● The tide "ebbs " (i.e. its strength and power is lessened) and human beings get older and become less strong. This makes "me" feel sad; but the sea is not sad because after it ebbs, the tide returns as strong as ever and other people are young and their tide is rising.● Spoken or read in a poem.● Perhaps said by someone who, though he/she feels sad, can ration alize and see that there is no reason to be sad.Extending your vocabularyFurther informationParadoxes: We age in order to live longerThe essential point for students to consider is that paradoxes express dilemmas, contradictions, uncertainties and ambiguities. Often paradoxes also give insights into the difficulties of life; they may express these difficulties with humour. Students may discuss the paradoxes in pairs ---- the main idea is to consider what they mean and to try to express the apparent contradictions. This is a useful and perhaps challenging task to think, through using English. The task does not necessarily require an elaborate grammar or the use of complex grammar. It does require logical and imaginative thinking and clear, perhaps simple, expression. Teachers may find it useful to ask students to work in pairs and choose different paradoxes and write down their thinking and explanations about them; later they can read their explanations (slowly) to the class, who may judge which is the explanation which best explores the paradox.Page 42● The child is the father of the man.Children grow up to become adults and what happens in childhood is vitally important because adults develop on the basis of their childhood. Just as a child inherits genetic characteristics from their parents, the stage of early childhood for an individual is the social "inheritance" of each adult ---- this is the basis for the development of the rest of their life (when the child becomes "the man"). Parents have children who grow up; however, children also grow up to become parents, who have children in their turn who also become parents...● Bad is never good until worse happens.When something bad happens it is difficult to see anything good about it. But when something even worse happens, what we thought was bad before doesn't look so bad after all. Of course, what is "worse" may also seem not so bad when something worse still happens! Our perceptions of what are bad or good events are relative to other events.● Everything changes except change itself.Change is in everything. Only the law that everything changes does not change. On the other hand, if everything changes, this should include change itself (the nature of particular changes should change or even the very nature of change itself). If change changes then this must include no change, which would be a change from changing. If change does not change, then there is something to which the law of change does not apply ---- which means that not everything changes.● All rules have exceptions, including this one.A rule is a general statement. It may include everything in its scope or it may have exceptions. The problem here is that if the rule is that "all rules have exceptions", then there are exceptions to the rule that "all rules have exceptions": Does this mean that the rule isn't a rule or that the exception isn't an exception or that the exception to the rule that "all rules have exceptions" means that there are no exceptions, including the exception to the rule that "all rules have exceptions "...?● A sadist is a person who is kind to a masochist.A sadist is someone who gets pleasure from hurting or being cruel to someone else. A masochist is someone who gets pleasure from being hurt. We expect the sadist to be nasty to others, including being nasty to the masochist. But the sadist knows that the masochist wants to be hurt, so being kind to the masochist (who expects to be hurt by the sadist) is a way for the sadist to get pleasure. The problem now is that the sadist is getting pleasure by not hurting someone (which means that the sadist isn't being a sadist). A second problem is that the masochist may be gettingpleasure by anticipating being hurt (which he enjoys and looks forward to) and may therefore be getting pleasure from the kindness of the sadist (who, as the masochist knows, wants to hurt the masochist) because he anticipates being hurt by not being hurt yet (which means that the masochist isn't being a masochist).● Nothing is enough for the person to whom enough is too little.Some people are greedy. They want more than others. They want more than the amount which would satisfy others. (and be enough for them). So for the greedy person "enough" ( for others) is always too little (for the greedy one). So there is never "enough" and "nothing is enough" for the greedy person; this means there is no "enough". But the problem is that it may also mean that if the greedy person has "nothing", it is "enough" ( because " nothing is enough") , in which case the person is not greedy and is , in fact, satisfied with nothing (since he has "nothing" which is "enough").● If the rich could hire other people to die for them, the poor could make a wonderful living.Everybody dies at some time. Rich people may wish to keep on living because they have lots of money to enjoy their life. So if the rich people could pay poor people to die for them, then the rich people could keep on living for longer and keep on enjoying their life. The poor would make a living (i.e. earn money to live) by dying instead of the rich. Of course, paying one poor person to die instead of the rich person who is dying would not be enough because death is always waiting (for everybody, rich or poor), so the rich would have to keep on paying more and more poor people to die for them ---- otherwise they can only postpone death for a short time. So the poor people can make a wonderful living because they will be continually paid money by the rich. But the poor only get this money if some of them keep dying. So now, many poor people die (paid for by the rich) but the others who are still living get rich (keeping the money which their dead poor relatives received from the rich). But these new rich people (who were poor before) will die ---- unless they pay poor people to die for them. If they do so, the poor relatives of those poor ones who die for the new rich will themselves eventually become rich and will need to pay other poor people to die for them if they wish to keep on living.Unit ThreeWords to note4，5，3，1，2Understanding the textPart B Interpretation1. b)2. d)3. a )4. b )Developing you skillsPart B: Structure of a passage ( paragraph insertion): further practice Insert the paragraph between the present paragraphs 1 and 2Part C: Structure of a passage ( paragraph reversal ): further practice Paragraph 3 and paragraph 4need to be reversed.Extending your vocabularyPart A : Word familiesa) atbelow nearb) speak shout whisper screamc) square circular triangular rectangular hexagonald) drip squirt trickle flow run gushe) walk run leap jump jog stroll hop“of ” is the only one which does not indicate position/location.“dance ” does not describe sound; the other words are sounds made using the human voice. “spherical ” describes a three-dimensional shape; the others are two-dimensional. “walk ” is never used to describe the movement of a liquid; the other words do so.“hold ” describes a stable action, not a movement; the other words describe either horizontal orvertical movement.Expanding your creativityWords to note5, 8, 1, 6, 10, 4, 2, 7, 9, 11, 3Understanding the textPart A: Author's attitude and purpose1. d)2. c)Part B: Comprehension the text1. c)2. d)3. c)4.d)5. a)Developing your skillsPart B : Responding to questions on the textQ2A2. No, aging cannot be prevented but people who take dietary supplements ( especially those which destroy free radical molecules) may feel more energetic.Q3A3. Yes, because scientists believe that extending the human life span might well lead to serious negative effects.Q4A4.Yes, it is. The aging process is important in fighting cancer, because proteins which destroy cancer cells also cause aging.Q5A5. Yes, they are very important. Research shows that healthy food, low stress and an outdoor lifestyle are best for long life.Part C: Contexts and implicationsEnglish Proverbs1. You are as old as you feel.● Your feelings about yourself are very important; ninety-year-old people can feel and act like fifty year olds if they have the right attitude to life.● Somebody might say this to cheer another person up or to encourage the person to feel better about himself or herself.● The speaker probably has an optimistic ( and young ) feeling about life.2. Life begins at forty.● Forty isn't "old" , it's simply a "birth" into a new stage of life.● It might be said to someone approaching his or her fortieth birthday.● He or she doesn't fear being forty, doesn't think forty is old, and thinks of "middle age" as being the beginning of an interesting stage of life when he or she can do new things.3. Nobody grows old by merely living a number of years; people grow old by deserting their ideals.● Years aren't important; preserving youthful idealism is more importan t.● In a debate about the problems of agin g , for example.● Youthful ideals should be kept throughout the whole of life; if you keep these ideals, you can stay young in your attitude.4. Youth looks forward but age looks back.● Young people anticipate t he future with pleasure; older people reminisce about their youth.● Perhaps in a situation when someone is reflecting seriously about life.● It's a philosophical, analytical comment about attitudes.5. It's not how old you are, but how you are old.● Age is not important; your attitude towards your age and life in general is crucial.● In a situation to encourage somebody to be more optimistic towards life.● The speaker is almost certainly optimistic; the suggestion is that there are many ways to be old and some of them are good.6. He that in youth no virtue uses, in age all honor him refuses.● Be virtuous when you are young if you want respect later in life.● Perhaps in a context where an older person wants to give friendly advice to a youngster when the younger person is wondering about the right course of action.● The speaker sees a direct li nk between actions in youth and the consequences in later life.7. Young folk think old folk are fools, but old folk know young folk are fools.● Youngsters onl y have opinions; their elders know the truth through experience.● Perhaps in a social setting where people from different generations are teasing each other.● The speaker almost certainly belongs to the older generation and is confident of his or her own superior knowledge.8. Old age doesn't seem so bad when you consider the alternative.● The only alternative is to die----because you cannot become young again.● As a joke or a humorous comment, perhaps after someone has said something negative about being old.● He /She certainly views aging in a positive light.9. An old person loved is winter with flowers. (German )● An old person who is loved has an extra bonus because love brightens their life; old age is like the winter of a person's life, but winter also has its beautiful or bright aspects, like flowers.● Perhaps it would be said to an older person, to remind him /her of life's blessings.● It's a comment reflecting both joy and sadness; it recognizes that some old people enjoy the love of family, friends, neighbours, etc., but some are alone and lonely.10. Forty is the old age of youth, fifty is the youth of old age. ( French )● Young people see forty as "old" , but older people see fifty as "young ".● This is perhaps more likely to be written rather than spoken ----perhaps in an essay. The writer seems to have some optimism about being fifty.● It is a reference to different perspectives, different attitudes of various ages to "age ".11. Old age is not misery, experience helps. (Greek )● Peop le may think that being old is a misery, but having the years of experience of old people helps you to live your life in a better way. An alternative interpretation is that it is not simplyold age which makes older people miserable, it is the accumulation of their experiences which make them miserable. The second interpretation is a rather wry joke.● Perhaps either as a joke or as a serious (but pessimistic) comment on life, almost certainly made by an old person.● It could reflect a humorous, philos ophical, non-serious view; or the opposite, a mournful cry.12. By living long we learn to live. (Italian )● Experience ("living long") teaches us how to live well.● Again, perhaps it is more likely to be written than spoken.● Experiences over many years are seen as blessings and benefits.13. If one knew the value of youth, there would be little to lament in old age. (Turkish )● Enjoy your youth and make the most of the opportunities which come your way; then, when you are older, you won't have any regrets that you wasted it.● An older person ---- perhaps a parent ---- to a younger people; the comment also shows wry humour by suggesting that the main preoccupation of older people is that they lament their lost youth.● He / She sees youth as priceless a nd not to be wasted.14. At twenty a person will be a peacock, at thirty a lion, at forty a camel, at fifty a snake, at sixtya dog, at seventy a monkey, and at eighty nothing at all. (Spanish )● The general meaning is that people change as they grow old er. The specific meaning of each stage depends on how people understand the metaphors of the animals (and this varies in different cultures). A likely Spanish interpretation is: at twenty people are concerned with their appearance, at thirty they are brave, at forty they carry heavy burdens, at fifty they twist and turn and can't be trusted, at sixty they are loyal, at seventy they are wise, at eighty they are nothing.● As it's rather long, it is more likely to be part of a written paper. No w it could be said by anybody at any stage but probably originally it was written by an older person.● Perhaps it reflects a cynical attitude to the way people develop. Perhaps students might here be asked to explain what each of the different creatures at the various stages of life represent in Chinese or other cultures.15. Ebbtide has come to me as to the sea,Old age makes me bleed,Though I may sorrow over this,The tide returns happily. (Irish)● The tide "ebbs " (i.e. its strength and power is lessened) an d human beings get older and become less strong. This makes "me" feel sad; but the sea is not sad because after it ebbs, the tide returns as strong as ever and other people are young and their tide is rising.● Spoken or read in a poem.● Perhaps said by s omeone who, though he/she feels sad, can rationalize and see that there is no reason to be sad.Extending your vocabularyFurther informationParadoxes: We age in order to live longerThe essential point for students to consider is that paradoxes express dilemmas, contradictions, uncertainties and ambiguities. Often paradoxes also give insights into the difficulties of life; they may express these difficulties with humour. Students may discuss the paradoxes in pairs ---- the main idea is to consider what they mean and to try to express the apparent contradictions. This is a useful and perhaps challenging task to think, through using English. The task does not necessarily require an elaborate grammar or the use of complex grammar. It does require logical and imaginative thinking and clear, perhaps simple, expression. Teachers may find it useful to ask students to work in pairs and choose different paradoxes and write down their thinking and explanations about them; later they can read their explanations (slowly) to the class, who may judge which is the explanation which best explores the paradox.Page 42● The child is the father of the man.Children grow up to become adults and what happens in childhood is vitally important because adults develop on the basis of their childhood. Just as a child inherits genetic characteristics from their parents, the stage of early childhood for an individual is the social "inheritance" of each adult ---- this is the basis for the development of the rest of their life (when the child becomes "the man"). Parents have children who grow up; however, children also grow up to become parents, who have children in their turn who also become parents...● Bad is never good until worse happens.When something bad happens it is difficult to see anything good about it. But when something even worse happens, what we thought was bad before doesn't look so bad after all. Of course, what is "worse" may also seem not so bad when something worse still happens! Our perceptions of what are bad or good events are relative to other events.● Everything changes except change itself.Change is in everything. Only the law that everything changes does not change. On the other hand, if everything changes, this should include change itself (the nature of particular changes should change or even the very nature of change itself). If change changes then this must include no change, which would be a change from changing. If change does not change, then there is something to which the law of change does not apply ---- which means that not everything changes.。