泛读教程 第三册 cloze 答案 原文

Unit1. The ability to predict what the writer is going/ about/ trying to say next

is both an aid to understanding and a sign of it.

A prediction begins from the moment you read the title and from expectations of what he book is likely to contain. Even if the expectations/predictions are

contradicted, they are useful because they have started you thinking about the topic and made you actively involved.

If you formulate your predictions as questions which you think the text may answer,

you are preparing yourself to read for a purpose: to see which of your questions are in fact dealt with and what answers are offered. If your reading is more

purposeful you are likely to understand better.

Naturally your predictions/expectations will not always be correct. This does

not matter at all as long as you recognize when they are wrong, and why. In fact mistaken predictions can tell you the source of misunderstanding and help you to

avoid certain false assumptions.

Prediction is possible at a number of levels. From the title of the book you

can know/foretell the topic and the possibly something about the treatment. From

the beginning of the sentences, you can often predict how the sentence will end. Between these extremes, you can predict what will happen next in a story, or how

a writer will develop/present his argument, or what methods will be used to test

a hypothesis.

Because prediction ensures the reader's active involvement, it is worth

training.

Unit2. Education is not an end, but a means to an end. In other words, we do

not educate children just/only for the purpose of educating them. Our purpose is

to fit them for life.

In many modern countries it has for some time been fashionable to think that,

by free education for all, one can solve all the problems of society and build a perfect nation. But we can already see that free education for all is not enough; we find in some/many countries a far larger number of people with university degrees

than there are jobs for them to fill. Because of their degrees, they refuse to do

what they think to be low work, and, in fact, work with hands is thought to be

dirty and shameful in such countries.

But we have only to think a moment to see/know/understand that the work of a

completely uneducated farmer is far more important than that of a professor. We can

live without education, but we die if we have no food. If no one cleaned our streets

and took the rubbish away from our houses, we should get terrible diseases in our towns.

In fact, when we say that all of us must be educated to fit ourselves for life, it means that we must be ready/willing/educated/taught to do whatever job suited

to our brain and ability, and to realize that all jobs are necessary to society, that is very wrong/incorrect/erroneous to be ashamed of one's work or to scorn

someone else's. Only such a type of education can be called valuable to society.

Unit3. Human beings learn to communicate with each other will nonlinguistic means

as well as linguistic ways/means/ones. All of us are familiar with the say it wasn't what he said; it was the way that he said it when, by using/saying the word way we

mean something about the particular vice quality that was in evidence., or the set

of a shoulder, or the obvious tension of certain muscles. A message may even be sent

by the accompanying tone and gestures, so that each of I'm ready, you are beautiful, and I don't know where he is can mean the opposite of any such interpretation. Often we have/meet/encounter/experience difficulty in finding exactly what in the

communication causes the change of meaning, and any statement we make leads to the source of the gap between the literal meaning of the words and the total message

that is likely to be expressed in impressionistic terms. It is likely to refer to

some thing like a “glint” in a person's eyes, or a “threatening” gesture, or “provocative” manner.

Unit4. How do the birds find their way on their enormously long journeys? The young birds are not taught the road by their parents, because often the parents fly

off first. We have no idea how the birds find their way, particularly as many of

them fly at/by night, when landmarks could hardly be seen. And other birds migrate over the sea, where there are no landmarks at all. A certain kind of plover, for instance/example, nests in Canada. At the end of the summer these birds migrate

from Canada to South America; they fly 2,500 miles, non-stop, over the ocean. Not