泛读教程 第三册 cloze 答案 原文

Unit1. The ability to predict what the writer is going/ about/ trying to say nextis both an aid to understanding and a sign of it.A prediction begins from the moment you read the title and from expectations of what he book is likely to contain. Even if the expectations/predictions arecontradicted, they are useful because they have started you thinking about the topic and made you actively involved.If you formulate your predictions as questions which you think the text may answer,you are preparing yourself to read for a purpose: to see which of your questions are in fact dealt with and what answers are offered. If your reading is morepurposeful you are likely to understand better.Naturally your predictions/expectations will not always be correct. This doesnot matter at all as long as you recognize when they are wrong, and why. In fact mistaken predictions can tell you the source of misunderstanding and help you toavoid certain false assumptions.Prediction is possible at a number of levels. From the title of the book youcan know/foretell the topic and the possibly something about the treatment. Fromthe beginning of the sentences, you can often predict how the sentence will end. Between these extremes, you can predict what will happen next in a story, or howa writer will develop/present his argument, or what methods will be used to testa hypothesis.Because prediction ensures the reader's active involvement, it is worthtraining.Unit2. Education is not an end, but a means to an end. In other words, we donot educate children just/only for the purpose of educating them. Our purpose isto fit them for life.In many modern countries it has for some time been fashionable to think that,by free education for all, one can solve all the problems of society and build a perfect nation. But we can already see that free education for all is not enough; we find in some/many countries a far larger number of people with university degreesthan there are jobs for them to fill. Because of their degrees, they refuse to dowhat they think to be low work, and, in fact, work with hands is thought to bedirty and shameful in such countries.But we have only to think a moment to see/know/understand that the work of acompletely uneducated farmer is far more important than that of a professor. We canlive without education, but we die if we have no food. If no one cleaned our streetsand took the rubbish away from our houses, we should get terrible diseases in our towns.In fact, when we say that all of us must be educated to fit ourselves for life, it means that we must be ready/willing/educated/taught to do whatever job suitedto our brain and ability, and to realize that all jobs are necessary to society, that is very wrong/incorrect/erroneous to be ashamed of one's work or to scornsomeone else's. Only such a type of education can be called valuable to society.Unit3. Human beings learn to communicate with each other will nonlinguistic meansas well as linguistic ways/means/ones. All of us are familiar with the say it wasn't what he said; it was the way that he said it when, by using/saying the word way wemean something about the particular vice quality that was in evidence., or the setof a shoulder, or the obvious tension of certain muscles. A message may even be sentby the accompanying tone and gestures, so that each of I'm ready, you are beautiful, and I don't know where he is can mean the opposite of any such interpretation. Often we have/meet/encounter/experience difficulty in finding exactly what in thecommunication causes the change of meaning, and any statement we make leads to the source of the gap between the literal meaning of the words and the total messagethat is likely to be expressed in impressionistic terms. It is likely to refer tosome thing like a “glint” in a person's eyes, or a “threatening” gesture, or “provocative” manner.Unit4. How do the birds find their way on their enormously long journeys? The young birds are not taught the road by their parents, because often the parents flyoff first. We have no idea how the birds find their way, particularly as many ofthem fly at/by night, when landmarks could hardly be seen. And other birds migrate over the sea, where there are no landmarks at all. A certain kind of plover, for instance/example, nests in Canada. At the end of the summer these birds migratefrom Canada to South America; they fly 2,500 miles, non-stop, over the ocean. Notonly is this very long flight an extraordinary feat of endurance, but there are no landmarks on the ocean to guide/direct the birds.It has been suggested that birds can sense the magnetic lines of force stretching from the north to south magnetic pole of the earth, and so direct themselves. Butall experiments hitherto made to see whether magnetism has any effect/influencewhatsoever on animals have given negative results. Still, where there is such a biological mystery as migration, even improbable experiments are worth trying.It/this was being done in Poland, before the invasion of that country, on the possibleinfluence of magnetism on path-finding. Magnets were attached to the birds' heads to see if/whether their direction-sense was confused thereby. These unfinishedexperiments had, of course, to be stopped.Unit5. Man first existed on earth half a million years ago. Then he was littlemore than an animal; but early man had several big advantages over the animals. Hehad a large head/brain, he had an upright body, he had clever hands; he had in his brain special groups of nerve cells, not found in animals, that enabled him to invent a language and use it to communicate with his fellow men. The ability to speak wasof very great use/value/significance/importance because it was allowed men to share ideas, and to plan together, so that tasks impossible for a single person could besuccessfully under-taken by intelligent team-work. Speech also enabled ideas to be passed on from generation to generation so that the stock of human knowledge slowlyincreased.It was these special advantages that put men far ahead of all other livingcreatures in the struggle for survival/existence. They can use their intelligencehanding/overcoming their difficulties and master them.Unit6. Language varies according to sex and occupation. The language of mandiffers subtly from that of women. Men do not usually use expressions such as “itsdarling,” and women tend not to swear as extensively as men. Likewise, the language used in addressing men and women differs subtly: we can compliment a man on a new necktie with the compliment/words“what a pretty tie, that is!” but not with “howpretty you look today!” ---- an expression reserved for complimenting a woman. The occupation of a person causes his language to vary, particular in the use he makesof technical terms, that is, in the use he makes of the jargon of his vacation. Soldiers, dentist, hairdressers, mechanics, yachtsmen, and skiers all have their particular special languages. Sometimes the consequence is that such persons havedifficulty in communicating with people outside the vacation on professional matersbecause the technical vocabulary is not understood by all. Although we can relatecertain kinds of jargon to levels of occupation and professional training, we must also note that all occupations have some jargon, even these of the criminal underworld. There may well be a more highly developed use of jargon in occupations that require considerable education, in which words, and the concepts they use, aremanipulated rather than objects, for example in the legal and teachingcircle/world/field and in the world of finance.Unit7. The space age began on October 4, 1957, when Sputnik I was launched. This first man-made satellite was followed by many others, some of which went aroundthe sun. Now the conquest of the space between the planets, and between the earthand the sun, continues at a rapid rate.Each mew satellite and space probe gives scientists new information. As men explore outer space, some of the questions they have long asked/wondered about willbe answered at last.The greatest question of all concerns life itself. Is there intelligent lifeout side the earth? Are there people, or creatures of some sort/kind living on Mars,Venus, or some other planet of the solar system? Are there planetsorbiting/going/circling around stars other than our sun?The only kind of life we know about would have to be upon a planet. Only a planetwould have the temperatures and gas that all living things seem to need. Until ashort time ago, we thought there were only a few planets. Today, scientists believethat many stars have planets going around them.We know that there are nine planets in our own solar system-Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto. If any other planets exist in our solar system, or anywhere else, our telescopes are not powerful enough to pick uptheir feeble reflected light. But astronomers guess that one star in a hundred has at least one planet where life could exist.We are quite sure that life could begin on a young planet. A new plant wouldbe likely to contain great seas, together with heavy clouds of water vapor and othergases. Electric storms would be common. It is possible that simple living cells mightfrom when electricity passed through the clouds. An experiment made in 1952 at the University of Chicago seems to prove this. By passing electricity through nonlivingmaterials, scientist made cells like those of living creatures.Unit8. At the beginning of the nineteenth century the only acceptable rolesfor women were domestic there was virtually nothing for them to do except stay athome or hire out as maids, governesses, and, before long, teachers. Women were not allowed to own property-in most cases, not even the clothes they wore. A workingwife was not allowed to keep her wages but was required to turn them over to her husband. In case of separation or divorce, a woman had no legal claims on her husbandand was not allowed to keep the children. She had to legal status, which meant thatshe was not permitted to bring suit or to give testimony in courts. Often, she wasnot permitted to inherit property or to make a will. She was barred from public officeand excluded form public life generally. For the most part, women lackedopportunities for education, vocational training, and professional employment. The national consensus was that women belong in the home, and determined efforts weremade to see that they stayed there.Unit9. Sydney's best feature is her harbor. Most Sydneysiders can see at least a glimpse of blue sea from their windows. Nearly everyone lives within an hour froma beach. On weekends sails of all shapes, sizes and colors glide across the water. Watching the yacht races is a favorite Saturday activity.The harbor divides Sydney into north and south sections. The harbor bridgeconnects the two. It was built in 1932 and cost 20 million.Another Sydney symbol stands on the harbor shore. Sydney's magnificent operath house celebrated its 20 anniversary last year. Danish designer Jorn Utzon won aninternational contest with his design. The structure contains several auditoria and theaters. But not all concerts are held in the building. Sunday afternoon concertson the building's outer walk attract many listeners.Sydney's trendy suburb is Paddington. Houses are tightly packed together. Manywere first built for Victorian artists. Now fashionable shops, restaurants, arts galleries and interesting people fill the area. The best time to visit is Saturday, when vendors sell everything. So there is one of the world's most attractive cities--- Sydney, Austrian.Unit 10 Architectural design influences how privacy is a chieved as well as how social contact is made in public places. The concept of privacy is not unique toa particular culture but what it means is culturally determined.People in the United States tend to achieve privacy by physically separating themselves from others. The expression “good fences make good neighbors” is a preference for privacy from neighbors' homes. If a family can afford it, each child has his or her own bedroom. When privacy is needed, family members may close their bedroom doors.In some cultures when individuals need privacy, it is acceptable for them simplyto look into themselves. That is, they do not need to remove themselves physically from a group in order to achieve privacy.Young American children learn the rule “knock before you enter” which teaches them to respect others' privacy. Parents, too, often follow this rule prior to entering their children's rooms. When a bedroom door is closed it may be a(n) sign to others saying, “I need privacy,”“I'm angry,” or “Do not disturb. I' busy.” For Americans, the physical division of space and the use of architectural features permit a sense of privacy.The way space is used to help the individual to achieve privacy, to build homes or to design cities if culturally influenced. Dr. Hall summarizes the relationship between individuals and their physical surroundings:Man and his extensions constitute one interrelated system. It is a mistake to act as though man was one thing and his house or his cities, or his language wee something else.Unit11. The Library of Congress is the largest library in the world. Its books,pamphlets, documents, manuscripts, official, papers, photographs, and prints amount to some 86 million items---a number that swells day by day----housed on 535 miles of shelves.Congress authorized a library in 1800, which amounted to three thousand books anda few maps when it was destroyed when the British burned the Capitol in 1814. to replace it, Thomas Jefferson sold the government his own library of almost 6500 volumes---the finest in the nation at the time. The collection, again housed in the Capitol, had grown to 55000 when a fire burned more than half of it. In 1866 a portionof the Smithsonian Institution's library was added to the library of Congress, and in the same year the government entered an international program by which copiesof U.S. documents were exchanged for those of other countries. The copyright lawof 1870 ensured the library would always be up to date by requiring publishers to send two copies of each book published to the library in order to obtain copyright.By 1870 the collections had outgrown its Capitol quarters. A suggestion to raisethe Capitol dome and fill it with bookshelves was rejected, and in 1873 Congress authorized a competition for the design of a library building. A variety of disputesdelayed construction for more than a decade, but the library's Thomas Jefferson Building was finally opened in 1897.Unit12. As a nation, we starting to realize that we can't solve the solid wastedilemma just by finding new places to put trash. Across the country, many individuals, communities and business have found creative ways to reduce and better manage theirtrash through a coordinated mix of practices that includes source reduction.Simply put source reduction is waste prevention. It includes many actions thatreduce the disposal amount and harmfulness of waste created. Source reduction canconserve resources, reduce pollution, and help cut waste disposal and handing costs(it avoids the costs of recycling, landfilling, and combustion).Source reduction is a basic solution to too much garbage: less waste means lessof a waste problem. Because source reduction actually prevents the increase of waste in the first place, it comes before other measures that deal with trash after itis already generated. After source reduction, recycling is the preferred waste management option because it reduces the amount of waste going to landfills andconserves resources.Unit13. The first step in helping the patient is to accept and acknowledge hisillness. The cause of symptoms must be found, and measures to relieve them and to prevent recurrence must be taken. Thorough examinations are essential. Althoughthe physician may suspect that the illness is due to emotional rather than physicalcause, he must search carefully for any evidence of physical disease. It is notunknown for an illness considered psychosomatic to be later diagnosed as canceror some other disease. The thorough search for physical causes of the symptoms helpsto gain the patient's confidence. He knows that his condition and symptoms arebeing taken seriously. If no organic basis for his complaints is found, he usually will find this news easier to accept when he knows he has had a thorough examination.Finding no physical cause for the disorder points the way to understanding the patient's condition. What is the cause? Is it emotional stress? If so, what kind?What are the problems which are upsetting the patients?Unit14. The work of French scientist Jean Baptiste Lamarck (1744-1829) has contributed to the theory of evolution. Lamarck believed that the environment shaped the nature/trait/characteristic of plant and animal life. he believed that thebodies of plants and animals changed/had to fit their environment and a usefulphysical change would be passed on to the plant's or animal's offspring.For example, Lamarck thought that giraffes developed long necks because they hadto stretch to get/eat the leaves of tall trees for food. Lamarck didn't think thatgiraffes possessed/developed/had long necks all at once, however. He thought thatthe earliest group of giraffes stretched/lengthened their necks a small amount.Their offspring inherited this longer neck. The offspring then stretched their necks a little bit longer. They passed this even longer neck on to their own offspring.After many generations, giraffes developed the long necks that they have today.Not all of Lamarck's theory is accepted today. Most scientists do not believethat the environment has a(n) effect/influence on the evolution of life forms. Nutthey don't agree with the notion/idea that a physical change in a plant's oranimal's body is passed on to the offspring. Instead, they believe that a changemust occur in the plant's or animal's cells before a change in offspring can take place.Unit15. In a very big city, in which millions of people live and work, fast, frequent means of transportation are of the greatest importance. In London, wheremost people live long distance/away from their work, all officers, factories andschools would have to choose if the buses, the trains and the Underground stopped work.Originally the London Underground had steam trains which were not very different from other English trains, except that they went along in big holes under the groundin order to keep away from the crowded city above their heads. Steam trains usedcoal, which filled the underground stations with terrible smoke. As a result, the old trains were taken away, and electric ones put in their place. Now the LondonUnderground is very clean, and the electric trains make faster runs possible.At every Underground station/stop there are maps of all the Underground linesin London, so that it is easy to see how to get wherever one wants to go. Each station has its name written up clearly and in large letters several times, so that one cansee when one comes to where one must get out. At some stations one can change toa different underground train, and in some places, such as Piccadilly, there areactually three lines crossing each other. The trains on the three lines are not onthe same level, so that there should not be accidents. To change trains, one hasto go up or down some stairs to a new level. It would be tiring to have to walk up these stairs/steps, so the stairs are made to move themselves, and all that thepeople/passengers have to do is to stand and be carried up or down to where theywish. In fact, everything is done to make the Underground fast and efficient.Unit16. Why “grandfather” clock? Well, these clocks were passed through thefamily and so were always thought of as “grandfather's clock.” But the first domestic timepieces were hung from a nail on the wall. Unfortunately dust got intothe works and even worse children used to swing from the weights and the pendulum. So first the face and works and then the weights and the pendulum were protectedby wooden cases. Before long the clock was nearly all case and was stood on the ground/floor and called, not surprisingly, a long-case clock. These “grandfather”clocks were very expensive, made as they were from fine wood, often beautifullycarved or decorated with ivory. Famous makers of this period included Thomas Tompion,John Harrison and Edward East, but don't get too excited if you find that the clock Grandma left you has one of these names on the back. Before you start jumping upand downing and shouting, “we're rich, we're rich,” remember that plenty ofth people before the 20 century had the idea of making cheap clocks/timepieces offamous original and “borrowing” the names of their betters. And don't forget that the first chiming mechanism wasn't invented/created/made until 1695, so a chimingth clock, however charming it sounds, will date from the 18 century. Ath fake/false/imitated late 17 century grandfather clock made by East sold recentlyfor just under 20000.Unit17. Suppose you send your child off to the movies for three hours next Sunday. And three hours on Monday and the same number of hours Tuesday, Wednesday, Thursday,Friday, and Saturday. Thus is essentially what is happening to the average childin American today, except it is not the screen in the movie house down the street he sits in front of, it is instead the television set right in your own house.According to the Nielsen Index figures for TV viewing, it is dais that by the timea child graduates from high school he has had 11000 hours of schooling, as opposedto 15000 hours of viewing. I would like to repeat that. By the time the child is18 years old, he has spent more hours in front of TV than he has in school. OverTV he will have witnessed by that time some 18000 murders and countless highly detailed cases of robbery, arson, bombing, shooting, beatings, forgery, smuggling,and torture---averaging approximately cone per minute in the standard television cartoon for children under the age of ten. In general, seventy-five percent of allnetwork dramatic programs contain violence.Dr. Albert Bandura of Standford University reaches/draws two conclusions aboutviolence on TV: (1) that it tends to reduce the child's inhibitions against acting in a violent, aggressive manner, and (2) that children will imitate what they see.Dr. Bandura points out that a child won't necessarily run out and attack the first person he sees after watching violence on the screen, but that, if provoked lateron, he may very well put what he has learned into practice.One of the lessons of television is that, violence works. If you have a problem with someone, the school of TV says to slap him in the face, stab him in the back.Because most of the program has shown how well violence has paid off, punishment at the end tends not to have much of an inhibitory effect.。